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4
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m
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[
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Fro
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I
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Sci.,
Vo
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10
,
No
.
3
,
Sep
tem
b
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2021
:
465
–
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7
1
466
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s
o
f
s
tr
e
s
s
e
x
p
er
ien
ce
d
b
y
t
h
e
f
ac
u
lt
y
m
e
m
b
er
s
o
f
I
s
ab
ela
State
U
n
i
v
er
s
it
y
-
Ma
in
C
a
m
p
u
s
.
2
.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
t
u
d
y
u
t
ilized
t
h
e
d
escr
i
p
tiv
e
-
co
r
r
elatio
n
al
m
et
h
o
d
o
f
r
esear
ch
.
Fre
q
u
en
c
y
co
u
n
t
s
an
d
m
ea
n
s
co
r
es
w
er
e
u
s
ed
to
an
al
y
ze
d
ata
,
an
d
P
ea
r
s
o
n
r
w
as
e
m
p
lo
y
ed
to
test
th
e
h
y
p
o
t
h
esi
s
p
o
s
ed
in
t
h
is
s
t
u
d
y
.
T
h
e
s
tu
d
y
w
as
co
n
d
u
cted
at
th
e
I
s
ab
ela
State
Un
i
v
er
s
it
y
-
M
ain
C
a
m
p
u
s
.
A
to
tal
o
f
1
6
5
f
ac
u
lt
y
m
e
m
b
er
s
p
ar
ticip
ated
in
th
i
s
s
t
u
d
y
wh
ich
w
er
e
r
an
d
o
m
l
y
s
elec
ted
b
y
th
e
r
e
s
ea
r
ch
er
s
w
h
o
g
a
v
e
t
h
eir
co
n
s
e
n
t
to
p
ar
ticip
ate.
T
h
ese
ar
e
co
m
p
o
s
itio
n
s
o
f
p
er
m
a
n
e
n
t
a
n
d
co
n
tr
ac
tu
al
f
ac
u
lt
y
o
f
th
e
e
ig
h
t
co
l
leg
es
o
n
t
h
e
m
ai
n
ca
m
p
u
s
o
f
t
h
e
Un
iv
er
s
it
y
.
T
h
e
m
ai
n
to
o
l
u
s
ed
in
th
i
s
s
t
u
d
y
w
a
s
th
e
teac
h
er
s
tr
es
s
i
n
v
e
n
to
r
y
(
T
SI)
[
1
4
]
,
a
4
9
-
ite
m
q
u
esti
o
n
n
a
ir
e
w
it
h
te
n
(
1
0
)
f
ac
to
r
s
th
a
t
as
s
es
s
es
t
h
e
le
v
el
o
f
s
tr
es
s
e
x
p
er
ien
ce
d
b
y
t
h
e
f
ac
u
l
t
y
m
e
m
b
er
.
T
h
e
v
alid
it
y
a
n
d
r
eliab
i
lit
y
o
f
th
e
in
s
tr
u
m
e
n
t
h
ad
alr
ea
d
y
b
ee
n
p
r
o
v
en
[
1
4
]
.
T
h
e
s
u
r
v
e
y
-
q
u
e
s
tio
n
n
air
e
w
a
s
d
iv
id
ed
i
n
to
t
w
o
p
ar
ts
.
T
h
e
f
i
r
s
t
p
ar
t
w
as
d
esi
g
n
ed
to
g
at
h
e
r
p
er
s
o
n
al
in
f
o
r
m
atio
n
o
f
t
h
e
r
esp
o
n
d
en
t
s
s
u
c
h
as
n
a
m
e
(
o
p
tio
n
al)
an
d
p
lace
o
f
w
o
r
k
(
co
lle
g
e)
.
T
h
e
s
ec
o
n
d
p
ar
t
i
s
t
h
e
teac
h
er
s
s
tr
e
s
s
i
n
v
e
n
to
r
y
.
I
n
th
e
in
v
e
n
to
r
y
,
t
h
e
s
o
u
r
ce
s
an
d
m
an
i
f
estatio
n
s
o
f
s
tr
es
s
w
er
e
ca
teg
o
r
ized
.
T
h
e
f
iv
e
s
o
u
r
ce
s
o
f
s
tr
es
s
ar
e
as
f
o
llo
w
s
:
ti
m
e
m
a
n
ag
e
m
e
n
t
(
8
ite
m
s
)
,
w
o
r
k
-
r
elate
d
s
tr
e
s
s
o
r
s
(
6
ite
m
s
)
,
p
r
o
f
ess
io
n
al
d
is
tr
ess
(
5
ite
m
s
)
,
d
is
cip
lin
e
an
d
m
o
ti
v
atio
n
(
6
ite
m
s
)
,
an
d
p
r
o
f
ess
io
n
a
l
in
v
est
m
e
n
t
(
4
ite
m
s
)
.
T
h
e
f
i
v
e
m
an
if
e
s
tatio
n
s
o
f
s
tr
ess
ar
e
t
h
e
f
o
llo
w
i
n
g
:
e
m
o
tio
n
al
m
a
n
if
esta
tio
n
s
(
5
ite
m
s
)
,
f
at
ig
u
e
m
an
i
f
e
s
tatio
n
s
(
5
ite
m
s
)
,
ca
r
d
io
v
ascu
lar
m
an
i
f
estatio
n
s
(
3
ite
m
s
)
,
g
as
tr
o
n
o
m
ic
m
an
if
e
s
tatio
n
s
(
3
i
te
m
s
)
,
an
d
b
eh
a
v
io
r
al
m
an
if
e
s
tatio
n
s
(
4
i
te
m
s
)
.
T
h
e
T
SI
w
as
u
s
ed
to
id
en
t
if
y
th
e
s
o
u
r
ce
s
a
n
d
m
a
n
i
f
es
tatio
n
s
o
f
s
tr
ess
a
n
d
to
a
s
s
es
s
th
e
s
tr
e
n
g
t
h
o
f
s
tr
ess
le
v
el
s
o
f
th
e
f
ac
u
lt
y
m
e
m
b
er
s
o
f
I
s
ab
ela
State
Un
i
v
er
s
it
y
-
Ma
i
n
C
a
m
p
u
s
.
T
h
e
T
ea
ch
er
Stre
s
s
I
n
v
e
n
to
r
y
u
s
ed
a
5
-
p
o
in
t
L
ik
er
t
Scale
w
i
th
w
ei
g
h
ts
an
d
q
u
alitati
v
e
in
te
r
p
r
etatio
n
,
5
is
th
e
h
ig
h
es
t
w
it
h
a
q
u
alitat
iv
e
i
n
ter
p
r
etatio
n
o
f
al
w
a
y
s
a
n
d
1
is
th
e
lo
w
e
s
t
w
it
h
a
q
u
al
it
ativ
e
i
n
ter
p
r
etatio
n
o
f
n
ev
er
.
Fo
r
th
e
T
o
tal
Stre
n
g
th
Sca
le
an
d
I
n
ter
p
r
etatio
n
o
f
T
ea
ch
er
Stre
s
s
I
n
v
en
to
r
y
,
lev
els
o
f
s
tr
ess
an
d
s
tr
en
g
th
s
ca
le,
t
h
e
h
i
g
h
e
s
t
i
s
s
ig
n
if
ican
t
l
y
s
tr
o
n
g
w
it
h
a
s
co
r
e
o
f
3
.
4
8
,
an
d
a
n
ab
o
v
e,
m
o
d
er
ate
lev
el
o
f
s
tr
es
s
is
1
.
4
9
-
3
.
4
7
,
w
h
ile
th
e
lo
w
e
s
t
s
tr
ess
le
v
el
is
w
ea
k
w
it
h
1
.
4
8
b
elo
w
th
e
s
tr
en
g
t
h
s
ca
le.
A
le
tter
o
f
r
eq
u
e
s
t
f
o
r
th
e
co
n
d
u
ct
o
f
t
h
e
s
tu
d
y
i
n
t
h
e
d
if
f
er
en
t
co
lle
g
es
o
f
I
s
ab
ela
Sta
te
Un
i
v
er
s
it
y
-
Ma
in
C
a
m
p
u
s
w
a
s
p
r
ep
ar
ed
an
d
ap
p
r
o
v
ed
b
y
t
h
e
m
an
a
g
e
m
en
t.
F
ac
u
lt
y
m
e
m
b
er
s
a
s
p
r
i
m
ar
y
r
e
s
p
o
n
d
en
t
s
w
er
e
o
r
ien
ted
ab
o
u
t t
h
e
p
u
r
p
o
s
e
o
f
t
h
e
s
t
u
d
y
.
T
h
e
y
w
er
e
g
i
v
en
i
n
f
o
r
m
ed
co
n
s
e
n
t; li
k
e
w
i
s
e
,
th
e
co
n
f
id
en
t
ialit
y
o
f
th
eir
r
esp
o
n
s
es
s
h
all
n
o
t
b
e
d
is
clo
s
ed
.
T
h
e
in
v
e
n
to
r
y
was
ad
m
i
n
is
ter
ed
d
u
r
i
n
g
th
e
v
a
ca
n
t
ti
m
e
o
f
f
ac
u
lt
y
m
e
m
b
er
s
,
t
h
e
n
th
e
r
etr
ie
v
al
p
r
o
ce
s
s
f
o
llo
w
ed
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
So
urce
s
o
f
t
he
s
t
re
s
s
o
f
t
he
re
s
po
nd
ent
s
T
ab
le
1
p
r
esen
ts
th
e
m
ea
n
s
co
r
es
an
d
d
escr
ip
tio
n
s
o
f
th
e
s
o
u
r
ce
s
o
f
s
tr
ess
o
f
th
e
r
esp
o
n
d
en
ts
.
W
o
r
k
-
R
elate
d
Stre
s
s
“
to
o
m
u
ch
wo
r
k
to
d
o
”
o
b
tain
ed
th
e
h
i
g
h
est
m
ea
n
s
co
r
e
o
f
4
.
5
3
w
it
h
a
d
escr
ip
tio
n
o
f
“
al
w
a
y
s
”
.
P
r
o
f
ess
io
n
a
l
Di
s
tr
es
s
i
n
d
icate
d
th
a
t
“
lac
k
o
f
p
r
o
m
o
tio
n
an
d
ad
v
an
ce
m
e
n
t
o
p
p
o
r
tu
n
i
ties
”
g
o
t
a
h
ig
h
m
ea
n
s
co
r
e
o
f
3
.
5
9
w
it
h
a
d
e
s
cr
ip
tiv
e
in
ter
p
r
etatio
n
o
f
“
o
f
t
en
”.
U
n
d
er
P
r
o
f
ess
io
n
a
l
I
n
v
e
s
t
m
e
n
t
,
t
h
e
“
lac
k
o
f
o
p
p
o
r
tu
n
itie
s
f
o
r
i
m
p
r
o
v
e
m
e
n
t”
g
ar
n
er
ed
th
e
h
i
g
h
est
m
ea
n
s
co
r
e
o
f
4
.
0
8
w
i
th
a
d
escr
ip
ti
v
e
i
n
ter
p
r
etatio
n
o
f
“
o
f
ten
”
.
Fo
r
Di
s
cip
lin
e
a
n
d
Mo
tiv
atio
n
,
“
teac
h
in
g
s
t
u
d
en
t
s
w
h
o
ar
e
p
o
o
r
l
y
m
o
ti
v
ated
”
g
o
t
t
h
e
h
i
g
h
e
s
t
m
ea
n
s
co
r
e
o
f
4
.
1
0
.
Fo
r
T
im
e
Ma
n
ag
e
m
e
n
t
,
“
Do
m
o
r
e
t
h
an
o
n
e
th
i
n
g
at
a
ti
m
e”
w
a
s
r
ated
“o
f
ten
”
w
i
th
a
m
ea
n
s
co
r
e
o
f
3
.
3
7
.
B
ased
o
n
th
e
f
in
d
i
n
g
s
,
it
p
r
o
v
ed
th
at
s
tr
e
s
s
ca
n
ca
u
s
e
m
en
tal,
b
eh
a
v
io
r
al,
an
d
ev
e
n
b
io
lo
g
ical
b
u
r
d
en
s
to
a
p
er
s
o
n
.
T
h
e
s
o
u
r
ce
s
o
f
s
tr
ess
id
en
ti
f
ied
ar
e
t
h
o
s
e
w
i
th
litt
le
s
alar
y
,
to
o
m
u
ch
w
o
r
k
,
d
i
f
f
icu
l
t
co
n
tr
o
l
o
f
s
i
tu
atio
n
s
,
lac
k
o
f
s
u
p
p
o
r
t,
th
e
r
estricte
d
p
o
s
s
ib
ilit
y
o
f
d
e
v
elo
p
m
e
n
t,
an
d
a
m
b
ig
u
o
u
s
w
o
r
k
o
p
p
o
r
tu
n
itie
s
[
1
1
]
.
I
n
ad
eq
u
ate
o
f
f
ice
f
ac
ilit
ie
s
,
lack
o
f
b
o
o
k
s
,
co
m
p
u
ter
s
,
in
ter
n
et
f
ac
ilit
ie
s
,
to
o
mu
ch
p
ap
er
w
o
r
k
s
,
o
v
er
cr
o
w
d
in
g
i
n
th
e
class
r
o
o
m
,
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
is
i
n
ad
eq
u
ate,
u
n
a
v
ai
lab
ilit
y
o
f
m
ed
ical
f
ac
ilit
ies,
lac
k
o
f
ti
m
e
to
r
ela
x
,
an
d
p
o
o
r
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
ar
e
m
aj
o
r
co
n
tr
ib
u
to
r
y
f
ac
to
r
s
to
teac
h
er
’
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.
I
SS
N:
2
252
-
8806
R
ela
tio
n
s
h
ip
b
etw
ee
n
s
o
u
r
ce
s
a
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ma
n
ifes
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tio
n
s
o
f str
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a
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g
fa
cu
lty
.
.
.
(
Hele
n
a
B
.
F
lo
r
en
d
o
)
467
s
tr
ess
[
1
5
]
.
T
h
e
attitu
d
es o
f
te
ac
h
er
s
r
eg
ar
d
in
g
s
t
u
d
en
ts
co
u
l
d
also
b
e
lin
k
ed
to
th
eir
b
u
r
n
o
u
t e
x
p
er
ie
n
ce
s
[
1
6
]
.
I
f
th
er
e
is
v
er
y
h
ig
h
s
tr
e
s
s
o
r
b
u
r
n
o
u
t
i
n
th
e
w
o
r
k
p
lace
,
th
e
q
u
alit
y
o
f
i
n
ter
ac
tio
n
b
et
w
ee
n
teac
h
er
-
s
t
u
d
en
t
i
s
af
f
ec
ted
;
less
er
e
m
o
tio
n
al
s
u
p
p
o
r
t
an
d
p
o
o
r
er
class
r
o
o
m
s
tr
u
ctu
r
e
[
1
7
]
.
Stre
s
s
ed
teac
h
er
s
d
u
e
to
th
e
o
v
er
p
o
w
er
in
g
m
a
n
d
ates
o
f
t
h
eir
w
o
r
k
ca
n
n
o
t
m
a
n
a
g
e
t
h
eir
cla
s
s
r
o
o
m
v
er
y
w
ell;
i
n
ter
ac
tio
n
s
w
it
h
t
h
e
s
tu
d
e
n
ts
ar
e
p
o
o
r
an
d
th
e
y
ca
n
n
o
t
r
esp
o
n
d
w
ell
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
n
ee
d
s
an
d
co
n
ce
r
n
s
[
1
8
]
.
T
h
er
e
ar
e
s
tu
d
e
n
t’
s
b
eh
a
v
io
r
al
p
r
o
b
lem
s
if
th
er
e
is
a
g
r
ea
t
n
u
m
b
er
o
f
lear
n
er
s
in
t
h
e
class
r
o
o
m
[
1
8
]
.
W
o
r
k
lo
ad
an
d
tim
e
s
tr
ain
,
m
is
b
e
h
av
io
r
o
r
m
is
co
n
d
u
ct
o
f
s
t
u
d
en
t
s
,
lack
o
f
h
ar
m
o
n
y
co
n
ce
r
n
in
g
p
er
s
o
n
al
b
elie
f
s
,
an
d
t
h
e
v
al
u
es
i
n
th
e
s
ch
o
o
l
ar
e
a
ls
o
r
ea
s
o
n
s
f
o
r
s
tr
ess
[
19
]
.
T
ea
ch
er
s
w
h
o
h
av
e
h
i
g
h
e
m
o
tio
n
al
w
ell
-
b
ein
g
co
n
tr
ib
u
te
to
th
e
h
ea
lt
h
ier
m
a
n
a
g
e
m
e
n
t
o
f
t
h
e
class
r
o
o
m
.
A
s
a
r
e
s
u
l
t,
a
co
n
d
u
civ
e
cla
s
s
r
o
o
m
at
m
o
s
p
h
er
e
w
i
ll
b
e
estab
lis
h
ed
,
th
e
q
u
alit
y
o
f
teac
h
er
-
s
t
u
d
en
t i
n
ter
ac
tio
n
s
an
d
p
r
o
d
u
ctiv
it
y
o
f
teac
h
er
s
ar
e
ex
p
ec
ted
[
2
0
].
T
ab
le
1
.
Me
an
an
d
in
ter
p
r
etatio
n
o
f
th
e
f
i
v
e
ca
teg
o
r
ies o
f
th
e
s
o
u
r
ce
s
o
f
s
tr
e
s
s
S
o
u
r
c
e
s o
f
s
t
r
e
ss
M
e
a
n
sco
r
e
D
e
scri
p
t
i
v
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
W
o
r
k
-
r
e
l
a
t
e
d
st
r
e
ss
T
o
o
mu
c
h
w
o
r
k
t
o
d
o
4
.
5
3
A
l
w
a
y
s
T
o
o
mu
c
h
a
d
m
i
n
i
s
t
r
a
t
i
v
e
p
a
p
e
r
w
o
r
k
4
.
4
4
O
f
t
e
n
S
c
h
o
o
l
d
a
y
p
a
c
e
i
s
t
o
o
f
a
st
4
.
2
8
O
f
t
e
n
C
a
se
l
o
a
d
/
c
l
a
ss
i
s t
o
o
b
i
g
4
.
1
1
O
f
t
e
n
L
i
t
t
l
e
t
i
me
t
o
p
r
e
p
a
r
e
(
e
.
g
.
L
e
sso
n
p
l
a
n
s)
4
.
0
1
O
f
t
e
n
P
e
r
so
n
a
l
p
r
i
o
r
i
t
i
e
s b
e
i
n
g
sh
o
r
t
c
h
a
n
g
e
d
3
.
6
5
O
f
t
e
n
P
r
o
f
e
ssi
o
n
a
l
d
i
st
r
e
ss
L
a
c
k
p
r
o
mo
t
i
o
n
o
r
a
d
v
a
n
c
e
me
n
t
o
p
p
o
r
t
u
n
i
t
i
e
s
3
.
5
9
O
f
t
e
n
L
a
c
k
r
e
c
o
g
n
i
t
i
o
n
3
.
5
1
O
f
t
e
n
N
o
t
p
r
o
g
r
e
ssi
n
g
r
a
p
i
d
l
y
i
n
j
o
b
3
.
3
1
S
o
me
t
i
me
s
R
e
c
e
i
v
e
a
n
i
n
a
d
e
q
u
a
t
e
sal
a
r
y
3
.
0
1
S
o
me
t
i
me
s
N
e
e
d
mo
r
e
st
a
t
u
s
a
n
d
r
e
sp
e
c
t
2
.
7
2
S
o
me
t
i
me
s
P
r
o
f
e
ssi
o
n
a
l
i
n
v
e
st
me
n
t
L
a
c
k
o
p
p
o
r
t
u
n
i
t
i
e
s fo
r
i
mp
r
o
v
e
me
n
t
4
.
0
8
O
f
t
e
n
P
e
r
so
n
a
l
o
p
i
n
i
o
n
s
n
o
t
su
f
f
i
c
i
e
n
t
l
y
a
i
r
e
d
3
.
9
9
O
f
t
e
n
N
o
t
e
mo
t
i
o
n
a
l
l
y
/
i
n
t
e
l
l
e
c
t
u
a
l
l
y
st
i
mu
l
a
t
e
d
3
.
1
0
S
o
me
t
i
me
s
L
a
c
k
c
o
n
t
r
o
l
o
v
e
r
d
e
c
i
si
o
n
s
2
.
5
4
S
o
me
t
i
me
s
D
i
sci
p
l
i
n
e
a
n
d
M
o
t
i
v
a
t
i
o
n
T
e
a
c
h
i
n
g
s
t
u
d
e
n
t
s w
h
o
a
r
e
p
o
o
r
l
y
mo
t
i
v
a
t
e
d
4
.
1
O
f
t
e
n
S
t
u
d
e
n
t
s
w
h
o
w
o
u
l
d
d
o
b
e
t
t
e
r
i
f
t
h
e
y
t
r
i
e
d
h
a
r
d
e
r
3
.
5
9
O
f
t
e
n
H
a
v
i
n
g
t
o
mo
n
i
t
o
r
st
u
d
e
n
t
s'
b
e
h
a
v
i
o
r
3
.
2
7
S
o
me
t
i
me
s
D
i
sci
p
l
i
n
e
p
r
o
b
l
e
ms i
n
my
c
l
a
ssr
o
o
m
3
.
1
6
S
o
me
t
i
me
s
I
n
a
d
e
q
u
a
t
e
o
r
p
o
o
r
l
y
d
e
f
i
n
e
d
d
i
sci
p
l
i
n
e
p
o
l
i
c
i
e
s
3
.
0
4
S
o
me
t
i
me
s
A
u
t
h
o
r
i
t
y
r
e
j
e
c
t
e
d
b
y
st
u
d
e
n
t
s/
a
d
m
i
n
i
st
r
a
t
o
r
s
2
.
5
5
S
o
me
t
i
me
s
T
i
me
man
a
g
e
me
n
t
D
o
mo
r
e
t
h
a
n
o
n
e
t
h
i
n
g
a
t
a
t
i
me
3
.
3
7
O
f
t
e
n
N
o
t
e
n
o
u
g
h
t
i
me
t
o
g
e
t
t
h
i
n
g
s
d
o
n
e
3
.
2
2
S
o
me
t
i
me
s
H
a
v
e
l
i
t
t
l
e
t
i
me
t
o
r
e
l
a
x
3
.
1
3
S
o
me
t
i
me
s
F
e
e
l
u
n
c
o
mf
o
r
t
a
b
l
e
w
a
st
i
n
g
t
i
me
2
.
9
9
S
o
me
t
i
me
s
B
e
c
o
me
i
mp
a
t
i
e
n
t
2
.
8
6
S
o
me
t
i
me
s
T
h
i
n
k
a
b
o
u
t
u
n
r
e
l
a
t
e
d
ma
t
t
e
r
s
2
.
8
6
S
o
me
t
i
me
s
R
u
s
h
i
n
my
sp
e
e
c
h
2
.
6
6
S
o
me
t
i
me
s
M
e
a
n
s
a
n
d
I
n
t
e
r
p
r
e
t
a
t
i
o
n
a
r
e
b
a
se
d
o
n
t
h
e
f
o
l
l
o
w
i
n
g
sca
l
e
:
1
.
0
0
-
1
.
4
5
N
e
v
e
r
;
1
.
4
6
-
.
2
.
4
5
S
e
l
d
o
m;
2
.
4
6
-
3
.
4
5
S
o
me
t
i
me
s;
3
.
4
6
-
4
.
4
5
O
f
t
e
n
;
4
.
4
6
-
5
.
0
0
A
l
w
a
y
s
Am
o
n
g
d
if
f
er
e
n
t
u
n
i
v
er
s
itie
s
,
th
er
e
is
co
m
p
etitio
n
,
t
h
e
ev
alu
atio
n
/acc
r
ed
itatio
n
/a
u
d
it
b
y
d
i
f
f
er
en
t
ag
en
cie
s
o
r
r
eg
u
lato
r
y
b
o
ar
d
s
,
an
d
an
tic
ip
ated
d
is
tr
ib
u
t
io
n
o
r
d
eliv
er
y
o
f
ex
ce
p
tio
n
al
s
er
v
ice
to
t
h
e
s
tak
e
h
o
ld
er
s
m
a
y
in
f
l
u
e
n
ce
t
h
e
f
u
n
ctio
n
i
n
g
o
f
f
ac
u
lt
y
m
e
m
b
er
s
[
2
1
]
.
Th
e
a
b
s
en
ce
o
f
m
o
tiv
a
tio
n
to
w
o
r
k
,
f
ac
ilit
ies,
a
n
d
p
o
o
r
r
elatio
n
s
h
ip
s
ar
e
ca
u
s
e
s
o
f
s
tr
es
s
in
th
e
w
o
r
k
p
lace
[
2
1
]
.
A
d
v
an
ce
m
en
t
i
n
ca
r
ee
r
an
d
r
ec
o
g
n
itio
n
is
also
cr
u
c
ial
i
n
h
i
g
h
er
ed
u
ca
tio
n
[
2
1
]
.
Facu
lt
y
ar
e
r
eq
u
ir
ed
to
tak
e
ad
v
an
ce
d
s
t
u
d
ies
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
I
f
th
e
f
ac
u
lt
y
i
s
w
o
r
k
in
g
an
d
s
tu
d
y
in
g
at
th
e
s
a
m
e
ti
m
e,
l
o
ts
o
f
p
r
ess
u
r
e
ar
e
en
co
u
n
ter
ed
.
T
h
ey
ar
e
b
u
r
d
en
ed
f
in
a
n
ciall
y
i
f
n
o
s
c
h
o
lar
s
h
i
p
is
av
ailed
,
a
n
d
li
m
itatio
n
s
i
n
ti
m
e
ar
e
p
r
o
b
le
m
s
th
at
ca
u
s
e
s
tr
es
s
.
3
.
2
.
M
a
nife
s
t
a
t
io
ns
o
f
t
he
s
t
re
s
s
o
f
re
s
po
nd
ent
s
As
s
h
o
w
n
i
n
T
ab
le
2
,
all
ite
m
s
u
n
d
er
e
m
o
t
io
n
al
m
an
if
e
s
t
atio
n
s
w
er
e
r
ated
as
“
b
ar
el
y
n
o
ticea
b
le”
.
“
F
ee
l
in
g
v
u
l
n
er
ab
le
”
r
ec
o
r
d
e
d
th
e
h
ig
h
es
t
m
ea
n
s
co
r
e
o
f
2
.
2
3
.
B
eh
av
io
r
al
Ma
n
if
esta
tio
n
s
w
er
e
also
f
o
u
n
d
to
b
e
“
b
ar
el
y
n
o
ticea
b
le”.
“
C
alli
n
g
in
s
ic
k
”
an
d
“u
s
i
n
g
o
v
er
-
th
e
-
co
u
n
ter
-
d
r
u
g
s
”
b
o
th
g
o
t
th
e
h
ig
h
e
s
t
m
ea
n
s
co
r
e
o
f
2
.
2
6
.
Un
d
er
ca
r
d
io
v
ascu
lar
m
an
if
e
s
tatio
n
s
,
all
ite
m
s
w
er
e
“
b
ar
el
y
n
o
ticea
b
le”.
“
Fee
lin
g
s
o
f
h
ea
r
t
-
p
o
u
n
d
i
n
g
o
r
r
ac
in
g
”
g
o
t
t
h
e
h
ig
h
e
s
t
m
ea
n
s
co
r
e
o
f
2
.
2
3
.
B
ased
o
n
g
as
tr
o
n
o
m
ic
m
a
n
i
f
e
s
ta
tio
n
s
,
“sto
m
ac
h
cr
a
m
p
s
”
o
b
tain
ed
th
e
h
i
g
h
e
s
t
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h
in
g
h
as
a
h
i
g
h
lev
el
o
f
s
tr
ess
[
1
]
-
[
4
]
,
[
2
4
]
.
So
m
e
f
ac
to
r
s
p
o
s
s
ib
l
y
af
f
ec
t
t
h
e
le
v
el
o
f
s
tr
es
s
a
m
o
n
g
teac
h
er
s
.
T
h
o
u
g
h
f
ac
u
lt
y
m
e
m
b
er
s
i
n
ele
m
e
n
tar
y
,
s
ec
o
n
d
ar
y
,
an
d
te
r
tiar
y
ed
u
ca
t
io
n
m
a
y
b
e
ex
p
o
s
ed
to
th
e
s
a
m
e
o
r
s
i
m
ilar
ca
u
s
e
s
o
f
s
tr
ess
,
th
e
y
m
i
g
h
t
d
i
f
f
er
in
t
h
e
f
r
eq
u
e
n
c
y
an
d
in
te
n
s
i
t
y
o
f
s
tr
ess
f
u
l
e
x
p
er
ien
ce
s
s
i
n
ce
h
o
w
t
h
e
y
d
ea
l
w
ith
t
h
eir
s
tr
es
s
w
il
l
g
r
ea
tl
y
af
f
ec
t
th
e
ir
s
tr
es
s
le
v
e
l.
T
h
e
f
i
n
d
in
g
al
s
o
in
d
icate
s
t
h
at
a
m
o
n
g
t
h
e
f
i
v
e
(
5
)
s
o
u
r
c
es
o
f
s
tr
es
s
,
w
o
r
k
-
r
elate
d
s
tr
ess
a
n
d
p
r
o
f
es
s
io
n
al
i
n
v
est
m
e
n
t
w
i
th
m
ea
n
s
co
r
es
o
f
4
.
1
7
an
d
4
.
1
0
w
ith
t
h
e
d
escr
ip
tio
n
“
s
ig
n
i
f
ica
n
tl
y
s
tr
o
n
g
”
s
ee
m
s
t
o
in
ten
s
el
y
d
is
t
u
r
b
th
e
r
esp
o
n
d
en
ts
.
A
m
o
n
g
t
h
e
f
i
v
e
(
5
)
m
a
n
i
f
estatio
n
s
o
f
s
tr
es
s
,
f
ati
g
u
e
m
a
n
i
f
estat
io
n
s
g
o
t
th
e
h
ig
h
es
t
m
ea
n
s
co
r
e
o
f
4
.
0
w
h
ich
is
i
n
ter
p
r
eted
as
“si
g
n
i
f
ica
n
tl
y
s
tr
o
n
g
”
w
h
ic
h
ap
p
ea
r
s
to
g
r
ea
tly
a
f
f
e
ct
th
e
f
a
cu
lt
y
in
I
s
ab
ela
Sta
te
Un
i
v
er
s
i
t
y
-
Ma
in
ca
m
p
u
s
.
3
.
4
.
Rela
t
io
ns
hip
bet
w
ee
n so
urce
s
a
nd
m
a
nife
s
t
a
t
io
ns
o
f
t
he
s
t
re
s
s
o
f
re
s
po
nd
ent
s
T
ab
le
4
p
r
esen
ts
th
e
co
r
r
elatio
n
b
et
w
ee
n
t
h
e
So
u
r
ce
s
a
n
d
Ma
n
i
f
estat
io
n
s
o
f
Stre
s
s
.
T
h
e
co
m
p
u
ted
v
alu
e
(
r
-
v
al
u
e
=
0
.
4
0
1
,
p
-
v
alu
e
=
0
.
0
0
0
)
s
h
o
w
s
th
at
t
h
er
e
i
s
a
s
i
g
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
e
t
w
ee
n
P
r
o
f
es
s
io
n
al
Dis
tr
es
s
an
d
th
e
E
m
o
tio
n
a
l
Ma
n
i
f
estat
io
n
s
o
f
s
tr
es
s
.
B
eh
av
io
r
al
m
a
n
i
f
estat
io
n
o
f
s
tr
es
s
h
as
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
to
th
e
P
r
o
f
ess
io
n
al
Di
s
tr
ess
(
r
-
v
al
u
e
=
0
.
3
1
7
,
p
-
v
al
u
e
=
0
.
0
0
0
)
.
C
ar
d
io
v
ascu
l
ar
m
an
i
f
e
s
tatio
n
o
f
s
tr
ess
w
as
f
o
u
n
d
to
h
a
v
e
a
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
w
it
h
P
r
o
f
ess
io
n
al
Di
s
tr
ess
(
r
-
v
alu
e
=
0
.
3
0
2
,
p
-
v
alu
e
=
0
.
0
0
0
)
.
T
h
er
e
is
a
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
P
r
o
f
ess
io
n
al
Dis
tr
es
s
an
d
th
e
Ga
s
tr
o
n
o
m
i
c
Ma
n
if
e
s
ta
tio
n
o
f
s
tr
ess
(
r
-
v
al
u
e
=
0
.
1
5
3
,
p
-
v
alu
e
=
0
.
0
4
9
)
.
T
ab
le
4
.
R
elatio
n
s
h
ip
b
et
w
ee
n
s
o
u
r
ce
s
an
d
m
an
i
f
e
s
tatio
n
s
o
f
s
tr
ess
C
a
t
e
g
o
r
i
e
s o
f
t
h
e
s
o
u
r
c
e
s
o
f
s
t
r
e
ss
C
a
t
e
g
o
r
i
e
s o
f
t
h
e
ma
n
i
f
e
st
a
t
i
o
n
s o
f
s
t
r
e
ss
Emo
t
i
o
n
a
l
B
e
h
a
v
i
o
r
a
l
C
a
r
d
i
o
v
a
sc
u
l
a
r
G
a
st
r
o
n
o
mi
c
F
a
t
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g
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e
P
e
a
r
so
n
r
p
-
v
a
l
u
e
P
e
a
r
so
n
r
p
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v
a
l
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e
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e
a
r
so
n
r
p
v
a
l
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e
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e
a
r
so
n
r
p
-
v
a
l
u
e
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e
a
r
so
n
r
p
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v
a
l
u
e
W
o
r
k
-
r
e
l
a
t
e
d
st
r
e
ss
-
0
.
0
0
2
ns
0
.
9
8
4
0
.
1
9
2
*
0
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0
1
3
0
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0
5
2
*
0
.
5
0
8
0
.
1
6
7
*
0
.
0
3
2
0
.
0
4
3
ns
0
.
4
8
1
P
r
o
f
e
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o
n
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l
d
i
st
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e
ss
0
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4
0
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0
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1
7
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0
0
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3
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0
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0
0
0
0
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1
5
3
*
0
.
0
4
9
0
.
1
1
5
ns
0
.
1
4
P
r
o
f
e
ssi
o
n
a
l
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n
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e
st
me
n
t
0
.
1
5
0
*
0
.
0
5
4
0
.
2
5
4
*
0
.
0
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1
0
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1
8
9
*
0
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0
1
5
0
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2
5
6
*
0
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0
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1
0
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1
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6
*
0
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0
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1
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i
sci
p
l
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e
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n
d
mo
t
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v
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t
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o
n
0
.
1
5
0
*
0
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0
5
4
0
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1
2
6
ns
0
.
1
0
8
0
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2
1
0
*
0
.
0
0
7
0
.
1
8
5
*
0
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1
7
0
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0
0
2
ns
0
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9
8
1
T
i
me
man
a
g
e
me
n
t
0
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4
8
0
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0
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0
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0
0
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3
9
2
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0
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0
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0
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3
5
6
*
0
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3
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8
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0
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0
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2
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1
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0
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0
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1
L
e
g
e
n
d
:
*
si
g
n
i
f
i
c
a
n
t
P
r
o
f
ess
io
n
al
I
n
v
est
m
e
n
t
w
as
f
o
u
n
d
to
b
e
s
ig
n
i
f
ica
n
tl
y
r
elate
d
w
ith
t
h
e
E
m
o
tio
n
a
l
Ma
n
i
f
es
tatio
n
s
o
f
s
tr
ess
(
r
-
v
al
u
e
=
0
.
1
5
0
,
p
-
v
al
u
e
=
0
.
0
5
4
)
.
T
h
e
co
m
p
u
ted
v
al
u
e
(
r
-
v
al
u
e
=
0
.
2
5
4
,
p
-
v
al
u
e
=
0
.
0
0
1
)
r
ev
ea
ls
th
at
th
er
e
is
s
i
g
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
P
r
o
f
ess
io
n
al
I
n
v
e
s
t
m
e
n
t
an
d
B
eh
av
io
r
al
Ma
n
if
e
s
ta
tio
n
o
f
s
tr
es
s
.
T
h
e
C
ar
d
io
v
asc
u
lar
Ma
n
i
f
estat
io
n
o
f
s
tr
ess
w
as
f
o
u
n
d
to
h
av
e
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
i
th
th
e
P
r
o
f
ess
io
n
al
I
n
v
e
s
t
m
e
n
t
(
r
-
v
al
u
e
=
0
.
1
8
9
,
p
-
v
a
lu
e
=
0
.
0
1
5
)
.
Gastro
n
o
m
ic
as
a
m
a
n
i
f
estat
io
n
o
f
s
tr
ess
h
as
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
i
th
P
r
o
f
ess
io
n
al
I
n
v
est
m
e
n
t
(
r
-
v
al
u
e
=
0
.
2
5
6
,
p
-
v
alu
e
=0
.
001
)
.
T
h
e
co
m
p
u
ted
v
al
u
e
(
r
-
v
alu
e
=
0
.
1
3
6
,
p
-
v
alu
e
=
0
.
0
8
1
)
s
h
o
w
s
t
h
at
t
h
er
e
is
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
P
r
o
f
e
s
s
io
n
a
l
I
n
v
e
s
t
m
en
t
an
d
Fatig
u
e
as a
m
a
n
if
e
s
tatio
n
o
f
s
tr
ess
.
Dis
cip
li
n
e
an
d
Mo
tiv
atio
n
w
er
e
f
o
u
n
d
to
h
av
e
a
s
i
g
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
ith
t
h
e
E
m
o
tio
n
a
l
Ma
n
i
f
estat
io
n
o
f
s
tr
e
s
s
(
r
-
v
alu
e
=
0
.
1
5
0
,
p
-
v
alu
e
=
0
.
0
5
4
)
.
T
h
e
co
m
p
u
ted
v
al
u
e
(
r
-
v
al
u
e
=
0
.
2
1
0
,
p
-
v
alu
e
=
0
.
0
0
7
)
s
h
o
w
s
t
h
at
t
h
er
e
i
s
a
s
i
g
n
if
ic
an
t
r
elatio
n
s
h
ip
b
et
w
ee
n
D
is
cip
lin
e
a
n
d
Mo
ti
v
atio
n
an
d
C
ar
d
io
v
asc
u
lar
as
a
m
an
if
e
s
tatio
n
o
f
s
tr
ess
.
Ga
s
tr
o
n
o
m
ic
w
as
also
f
o
u
n
d
to
h
a
v
e
a
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
it
h
Di
s
cip
lin
e
a
n
d
Mo
tiv
atio
n
(
r
-
v
al
u
e
=
0
.
1
8
5
,
p
-
v
alu
e
=
0
.
0
1
7
)
.
T
im
e
Ma
n
a
g
e
m
e
n
t
i
s
s
ig
n
i
f
ica
n
tl
y
r
elate
d
to
t
h
e
E
m
o
t
io
n
al
Ma
n
i
f
estat
io
n
o
f
s
tr
es
s
(
r
-
v
al
u
e
=
0
.
4
8
0
,
p
-
v
al
u
e
=
0
.
0
0
0
)
.
T
h
e
B
eh
av
io
r
al
Ma
n
i
f
estat
io
n
o
f
s
tr
es
s
o
n
t
h
e
o
th
er
h
an
d
,
h
a
s
s
ig
n
i
f
i
ca
n
t
r
elatio
n
s
h
ip
to
T
im
e
Ma
n
a
g
e
m
e
n
t
(
r
-
v
al
u
e
=
0
.
3
9
2
,
p
-
v
alu
e
=
0.
000
)
.
C
ar
d
io
v
ascu
lar
a
s
a
m
a
n
i
f
estatio
n
o
f
s
tr
ess
w
a
s
f
o
u
n
d
to
h
av
e
a
s
i
g
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
it
h
T
i
m
e
Ma
n
a
g
e
m
en
t
(
r
-
v
a
lu
e
=
0
.
3
5
6
,
p
-
v
alu
e
=
0
.
0
0
0
)
.
T
h
e
co
m
p
u
ted
v
alu
e
(
r
-
v
al
u
e
=
0
.
3
0
8
,
p
-
v
alu
e
=
0
.
0
0
0
)
r
ev
ea
ls
th
a
t
th
er
e
i
s
a
s
ig
n
i
f
ica
n
t
co
r
r
elatio
n
b
et
w
ee
n
T
i
m
e
Ma
n
ag
e
m
e
n
t
a
n
d
Gastro
n
o
m
ic
as
a
m
a
n
i
f
estat
io
n
o
f
s
tr
ess
.
Fati
g
u
e
a
w
as
a
ls
o
f
o
u
n
d
to
h
a
v
e
s
i
g
n
i
f
ica
n
t
r
ela
tio
n
s
h
ip
w
i
th
T
i
m
e
Ma
n
ag
e
m
e
n
t
(
r
-
v
al
u
e
=
0
.
2
5
1
,
p
-
v
al
u
e
=
0
.
0
0
1
)
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
i
s
in
a
g
r
ee
m
e
n
t
w
it
h
th
e
f
in
d
i
n
g
s
o
f
s
ev
er
al
s
t
u
d
ies
.
B
ased
o
n
r
esear
ch
,
th
o
s
e
w
h
o
ar
e
e
x
p
er
ien
ci
n
g
s
tr
es
s
li
k
el
y
s
h
o
w
s
ig
n
s
an
d
s
y
m
p
to
m
s
o
f
p
s
y
c
h
o
lo
g
ical
d
i
s
tr
es
s
l
ik
e
h
ea
d
ac
h
e
s
,
h
i
g
h
b
lo
o
d
p
r
ess
u
r
e,
an
d
s
to
m
ac
h
ac
h
e
[2
5
]
.
T
h
er
e
ar
e
p
h
y
s
i
ca
l
co
n
s
eq
u
en
ce
s
l
ik
e
p
alp
itatio
n
,
i
n
cr
ea
s
e
i
n
r
esp
ir
atio
n
,
asth
m
a
attac
k
s
,
an
d
d
ig
esti
o
n
p
r
o
b
lem
s
d
u
e
to
s
tr
ess
[
2
6
]
.
T
ea
ch
in
g
is
s
tr
ess
f
u
l
an
d
lo
ts
o
f
f
ac
u
lt
y
m
e
m
b
er
s
ex
p
er
ien
ce
v
ar
io
u
s
l
ev
el
s
o
f
te
n
s
io
n
w
h
ich
m
a
y
r
esu
lt
in
in
f
er
io
r
teac
h
i
n
g
,
u
n
h
ea
lth
y
r
elatio
n
s
h
ip
,
an
d
lo
w
s
el
f
-
estee
m
[
2
6
].
P
r
es
s
u
r
es
f
r
o
m
w
o
r
k
m
a
y
a
ls
o
r
esu
lt
i
n
s
tr
ess
an
d
w
h
en
ex
p
o
s
ed
to
a
l
o
n
g
p
er
io
d
o
f
ti
m
e
m
a
y
lead
to
ail
m
en
ts
s
u
c
h
as d
ep
r
ess
io
n
,
b
ac
k
ac
h
es,
i
n
ab
ilit
y
to
s
leep
,
an
d
m
i
g
r
ai
n
e
[
2
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8806
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.,
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
2021
:
465
–
4
7
1
470
I
t
w
a
s
al
s
o
f
o
u
n
d
o
u
t
t
h
at
t
i
m
e
p
r
ess
u
r
e
e
n
co
u
n
ter
ed
b
y
tea
ch
er
s
i
s
a
cr
itical
s
o
u
r
ce
o
f
s
tr
ess
s
in
ce
i
t
p
r
ed
ict
s
b
u
r
n
o
u
t
a
n
d
e
m
o
t
io
n
al
ex
h
a
u
s
tio
n
[
1
9
]
,
[
2
8
]
.
Stu
d
en
ts
’
b
e
h
av
io
r
w
h
ic
h
is
d
if
f
ic
u
lt
to
m
an
a
g
e
a
n
d
s
tu
d
e
n
ts
’
m
o
tiv
a
tio
n
to
lear
n
ar
e
p
r
ed
ictiv
e
of
teac
h
er
s
’
s
tr
ess
[2
9
].
I
n
cr
ea
s
e
w
o
r
k
lo
ad
o
f
f
ac
u
lt
y
m
e
m
b
er
s
f
r
o
m
a
g
r
ea
t
n
u
m
b
er
o
f
p
ap
er
w
o
r
k
s
,
cu
r
r
ic
u
lu
m
r
e
v
is
io
n
,
h
an
d
lin
g
p
r
o
j
ec
ts
r
elate
d
to
r
esear
ch
o
r
ac
ad
em
ics,
m
ee
ti
n
g
s
,
an
d
i
n
eq
u
ali
t
y
o
f
s
alar
y
o
r
r
e
w
ar
d
/in
ce
n
ti
v
e
f
r
o
m
a
v
o
l
u
m
i
n
o
u
s
w
o
r
k
lo
ad
ar
e
all
r
elate
d
to
s
tr
ess
[
2
]
.
Stre
s
s
i
n
t
h
e
w
o
r
k
p
lace
m
a
y
lead
to
r
ed
u
ce
d
p
r
o
d
u
ctiv
it
y
[
30
].
I
f
t
h
e
f
ac
u
lt
y
s
t
r
ess
w
o
u
ld
n
o
t
b
e
m
an
a
g
ed
,
th
i
s
m
ig
h
t
b
e
d
etr
im
en
tal
to
th
e
i
n
s
ti
tu
t
io
n
s
i
n
c
e
it
af
f
ec
ts
p
er
f
o
r
m
a
n
ce
i
n
th
e
w
o
r
k
p
lace
.
I
t
is
a
ch
alle
n
g
e
to
en
s
u
r
e
h
i
g
h
-
q
u
a
l
it
y
ed
u
ca
tio
n
w
h
e
n
f
ac
u
lt
y
i
n
h
ig
h
er
ed
u
ca
tio
n
ca
n
n
o
t
co
p
e
w
it
h
ed
u
ca
tio
n
a
l
s
tr
ess
[
3
1
]
.
Facu
lt
y
in
h
ig
h
er
ed
u
ca
tio
n
ar
e
f
o
u
n
d
to
b
e
af
f
ec
ted
b
y
t
h
eir
w
o
r
k
en
v
ir
o
n
m
en
t
th
at
i
n
f
l
u
e
n
ce
s
th
e
ir
s
tr
ess
le
v
el,
th
u
s
,
a
m
o
r
e
ca
r
in
g
a
n
d
co
m
p
as
s
io
n
a
te
en
v
ir
o
n
m
e
n
t
a
n
d
a
b
etter
m
ea
n
s
o
f
h
u
m
a
n
e
r
elatio
n
s
h
ip
m
a
y
b
e
i
m
p
le
m
e
n
ted
[
3
2
]
.
4
.
CO
NCLU
SI
O
N
Fin
d
i
n
g
s
o
f
th
e
s
t
u
d
y
r
e
v
ea
le
d
th
at
W
o
r
k
-
R
elate
d
s
tr
ess
an
d
P
r
o
f
ess
io
n
al
I
n
v
e
s
t
m
en
t
ar
e
th
e
m
aj
o
r
s
o
u
r
ce
s
o
f
s
tr
e
s
s
w
h
ile
Fati
g
u
ed
m
a
n
i
f
esta
tio
n
s
ar
e
t
h
e
m
ai
n
in
d
icato
r
s
o
f
s
tr
ess
a
m
o
n
g
t
h
e
f
ac
u
lt
y
in
I
s
ab
ela
State
Un
i
v
er
s
it
y
m
ain
ca
m
p
u
s
.
A
d
m
i
n
i
s
tr
ato
r
s
an
d
co
-
w
o
r
k
er
s
m
a
y
p
r
o
v
id
e
f
r
eq
u
e
n
t
an
d
b
etter
in
ter
ac
tio
n
s
a
m
o
n
g
f
ac
u
lt
y
an
d
en
o
u
g
h
tr
ain
i
n
g
o
r
p
r
ep
ar
atio
n
s
m
a
y
b
e
co
n
s
id
er
ed
in
th
e
p
er
f
o
r
m
a
n
ce
o
f
th
eir
j
o
b
.
A
n
o
r
ien
tatio
n
p
r
o
g
r
a
m
m
a
y
also
b
e
c
o
n
d
u
cted
f
o
r
th
e
n
e
w
f
a
cu
lt
y
to
p
r
o
v
id
e
b
e
tter
g
r
o
u
n
d
w
o
r
k
in
t
h
eir
j
o
b
.
A
d
eq
u
ate
f
ac
i
liti
es
an
d
i
m
p
r
o
v
ed
p
h
y
s
ical
p
la
n
t
s
m
a
y
b
e
p
r
o
v
id
ed
to
i
m
p
r
o
v
e
th
e
w
o
r
k
i
n
g
e
n
v
ir
o
n
m
e
n
t
o
f
th
e
f
ac
u
lt
y
.
P
lan
n
in
g
o
f
ac
ti
v
i
ties
m
a
y
b
e
d
o
n
e
b
ef
o
r
e
t
h
e
s
e
m
ester
s
tar
ts
.
T
h
e
p
la
n
s
h
a
v
e
to
b
e
i
m
p
le
m
e
n
ted
an
d
r
eg
u
lar
l
y
m
o
n
ito
r
ed
to
av
o
id
cr
am
m
in
g
i
n
th
e
i
m
p
le
m
e
n
tatio
n
o
f
ac
tiv
i
ties
t
h
at
m
a
y
c
au
s
e
s
tr
e
s
s
.
Fac
u
lt
y
ex
p
er
ien
ce
d
f
ati
g
u
e
w
h
e
n
th
e
y
g
o
t
s
tr
e
s
s
,
h
e
n
ce
,
t
h
e
y
w
er
e
p
h
y
s
icall
y
e
x
h
a
u
s
ted
an
d
b
ec
a
m
e
w
ea
k
.
I
t
is
th
e
n
r
ec
o
m
m
e
n
d
ed
th
at
a
s
tr
es
s
m
an
a
g
e
m
e
n
t
p
r
o
g
r
a
m
m
a
y
b
e
c
o
n
s
id
er
ed
f
o
r
i
m
p
le
m
e
n
ta
tio
n
to
h
elp
f
ac
u
lt
y
m
e
m
b
er
s
r
ed
u
ce
th
eir
lev
e
l
o
f
s
tr
ess
.
Aw
ar
en
e
s
s
o
f
th
e
s
y
m
p
to
m
s
a
n
d
s
o
u
r
ce
s
o
f
s
tr
ess
ca
n
p
o
s
s
ib
l
y
h
e
lp
f
ac
u
lt
y
m
e
m
b
er
s
to
m
an
a
g
e
a
n
d
co
p
e
w
it
h
t
h
eir
s
tr
ess
.
A
q
u
alitati
v
e
o
r
m
i
x
ed
m
et
h
o
d
o
f
r
esear
ch
o
n
f
ac
u
lt
y
s
tr
ess
i
n
h
ig
h
er
ed
u
ca
tio
n
i
s
al
s
o
en
co
u
r
ag
ed
f
o
r
a
clea
r
er
p
i
ctu
r
e
o
f
th
e
s
tr
ess
e
n
co
u
n
ter
ed
b
y
t
h
e
f
ac
u
lt
y
.
RE
F
E
R
E
NC
E
S
[1
]
He
r
m
a
n
K.
C
.
,
Hic
k
m
o
n
-
Ro
sa
J.
E
.
,
a
n
d
Re
in
k
e
W
.
M
.
,
“
Em
p
iri
c
a
ll
y
d
e
riv
e
d
p
ro
f
il
e
s
o
f
tea
c
h
e
r
stre
ss
,
b
u
r
n
o
u
t,
se
lf
-
e
ff
ica
c
y
,
a
n
d
c
o
p
in
g
a
n
d
a
ss
o
c
iate
d
stu
d
e
n
t
o
u
tco
m
e
s,”
J
o
u
rn
a
l
o
f
P
o
siti
v
e
Beh
a
v
i
o
r
In
ter
v
e
n
ti
o
n
s
,
v
o
l.
2
0
,
n
o
.
2
,
p
p
.
9
0
-
1
0
0
,
A
p
ril
2
0
1
8
.
[2
]
S
h
e
n
H.
J,
Ba
sri
R
.
,
a
n
d
A
si
m
ir
a
n
S
,
“
Re
latio
n
sh
i
p
b
e
tw
e
e
n
jo
b
stre
ss
a
n
d
jo
b
sa
ti
sf
a
c
ti
o
n
a
m
o
n
g
tea
c
h
e
rs
in
a
p
riv
a
te
a
n
d
in
tern
a
ti
o
n
a
l
sc
h
o
o
l
i
n
M
a
lay
si
a
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Aca
d
e
mic
Res
e
a
rc
h
in
Bu
si
n
e
ss
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l
.
8
,
n
o
.
1
2
,
p
p
.
2
7
5
-
2
8
6
,
De
c
.
2
0
1
8
.
[3
]
O
th
m
a
n
Z
.
a
n
d
S
iv
a
su
b
ra
m
a
n
ia
m
V
,
“
De
p
re
ss
io
n
,
a
n
x
iety
,
a
n
d
s
tres
s
a
m
o
n
g
se
c
o
n
d
a
ry
sc
h
o
o
l
te
a
c
h
e
rs
in
Kla
n
g
,
M
a
la
y
sia
,
In
t
M
e
d
J
,
v
o
l.
2
6
,
n
o
.
2
,
p
p
.
7
1
-
7
4
,
A
p
ril
2
0
1
9
.
[4
]
Ro
d
rig
u
e
s
L
.
T
.
,
L
a
g
o
E.
C
.
,
A
lme
id
a
C.
A
,
Rib
e
iro
I
.
P
,
a
n
d
M
e
sq
u
it
a
G
.
V
,
“
S
tres
s
a
n
d
d
e
p
re
s
sio
n
i
n
tea
c
h
e
rs
f
ro
m
a
p
u
b
li
c
e
d
u
c
a
ti
o
n
i
n
stit
u
t
io
n
,
”
En
fer
me
ría
Glo
b
a
l
,
v
o
l.
1
9
,
n
o
.
1
,
p
p
.
2
3
2
-
2
4
2
,
2
0
2
0
.
[5
]
D
u
P
les
sis
M
.
,
“
M
o
d
e
l
o
f
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[7
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[8
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[9
]
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,
“
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in
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ss
Rev
iew
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ter
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0
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,
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1
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Ob
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[1
4
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T
a
n
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.
,
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ti
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s:
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ly
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ter
n
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ti
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l
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o
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rn
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f
Psy
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5
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rs:
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[1
6
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.
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7
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.
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r
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:
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ã
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a
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v
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l.
2
9
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1
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.
[1
8
]
Bra
u
n
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.
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rn
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.
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.
[1
9
]
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0
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.
[2
1
]
M
w
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d
a
F
.
K,
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f
le
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ria
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A
.
,
a
n
d
Kim
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.
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.
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“
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.
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.
[2
2
]
De
so
u
k
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D
.
a
n
d
A
ll
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m
H
.
,
“
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o
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rn
a
l
o
f
Ep
id
e
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o
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n
d
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o
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th
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l.
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.
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p
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1
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2
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.
[2
3
]
T
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T
.
,
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ra
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.
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t
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stu
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L
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.
a
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[3
2
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A
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.
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.
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ts
in
h
ig
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s,”
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ta
n
ika
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o
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rn
a
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2
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2
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p
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1
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,
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2
0
2
0
.
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