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Se
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Yo
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cc
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Die
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[
1
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,
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a
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m
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is
b
as
ed
o
n
th
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v
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[
2
]
.
I
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id
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w
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h
is
b
etter
h
ea
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n
d
lo
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v
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[
3
]
.
B
esi
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4
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W
o
m
e
n
ar
e
p
ar
t
o
f
v
u
l
n
er
ab
le
g
r
o
u
p
s
[
6
]
.
Mo
r
e
o
v
er
,
w
o
m
en
w
it
h
d
is
ab
ilit
ies
ar
e
also
c
o
n
s
id
er
ed
v
u
l
n
er
ab
le.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
ta
n
t
to
co
n
s
id
er
r
is
k
f
ac
to
r
s
th
at
th
e
y
m
ig
h
t
ex
p
er
ie
n
ce
,
s
u
ch
as
s
ex
u
al
cr
i
m
es
a
n
d
v
io
le
n
ce
[
7
]
.
Kn
o
w
i
n
g
an
d
u
n
d
er
s
ta
n
d
i
n
g
t
h
e
s
e
r
is
k
f
ac
to
r
s
f
u
r
t
h
er
ar
e
ex
tr
e
m
el
y
p
iv
o
tal
b
ec
a
u
s
e
th
ese
f
ac
to
r
s
ca
n
b
e
in
f
l
u
e
n
t
ial
to
th
eir
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
.
W
o
m
e
n
w
ith
d
is
ab
ili
ti
es
ce
r
tain
l
y
li
v
e
a
d
if
f
er
e
n
t
li
f
e
f
r
o
m
n
o
r
m
al
p
eo
p
le.
T
h
e
d
if
f
er
en
ce
is
m
ai
n
l
y
f
o
u
n
d
i
n
t
h
eir
ab
ilit
y
to
d
ea
l
w
it
h
lif
e
c
h
a
llen
g
e
s
b
ec
au
s
e
it
is
h
ig
h
l
y
a
f
f
ec
ted
b
y
t
h
e
s
e
v
er
it
y
o
f
t
h
eir
p
h
y
s
i
ca
l
d
is
ab
ilit
ie
s
.
T
h
e
h
ea
v
ier
t
h
e
le
v
el
o
f
d
i
s
ab
ilit
y
th
at
th
e
y
h
a
v
e,
t
h
e
h
i
g
h
er
th
e
b
u
r
d
en
t
h
at
m
u
s
t
b
e
b
o
r
n
e
in
t
h
eir
li
f
e.
T
h
ese
b
u
r
d
en
s
m
ai
n
l
y
r
elate
to
th
e
n
eg
at
iv
e
tr
ea
t
m
en
t
th
at
t
h
e
y
r
ec
eiv
e
b
ec
au
s
e
o
f
t
h
eir
co
n
d
itio
n
.
B
esid
es,
p
h
y
s
ical
d
is
ab
ilit
y
m
a
y
al
s
o
r
esu
lt
i
n
a
li
m
ited
ca
p
ac
it
y
to
u
n
d
er
ta
k
e
ce
r
tain
ac
tiv
ities
.
Neg
a
tiv
e
t
r
ea
t
m
en
t
a
n
d
li
m
ited
ca
p
ac
it
y
ar
e
ca
u
s
i
n
g
s
ev
er
al
m
aj
o
r
p
r
o
b
lem
s
f
o
r
th
e
m
.
T
h
e
p
r
o
b
lem
s
a
n
d
t
h
e
r
is
k
f
ac
to
r
s
w
h
ic
h
h
a
v
e
b
ee
n
ex
p
l
ain
ed
p
r
ev
io
u
s
l
y
ar
e
al
s
o
tr
u
e
f
o
r
t
h
e
p
ar
ticip
an
t in
th
e
p
r
esen
t
s
t
u
d
y
.
I
t c
a
n
b
e
s
ee
n
f
r
o
m
t
h
e
r
es
u
lts
o
f
in
ter
v
ie
w
s
t
h
at
h
a
v
e
b
ee
n
co
n
d
u
cted
w
it
h
E
,
th
e
p
ar
ticip
an
t.
E
w
as
b
o
r
n
w
i
th
a
d
is
ab
ilit
y
.
E
ex
p
er
ien
ce
s
d
if
f
ic
u
lt
y
i
n
h
er
d
a
il
y
l
if
e
a
n
d
ed
u
ca
tio
n
b
ec
au
s
e
o
f
h
er
p
h
y
s
ical
li
m
itatio
n
s
.
F
o
r
ex
a
m
p
le,
s
h
e
h
a
s
to
b
e
ca
r
ef
u
l
w
h
en
w
al
k
i
n
g
i
n
to
t
h
e
cl
ass
r
o
o
m
.
S
h
e
a
ls
o
f
ee
ls
a
w
k
w
ar
d
ab
o
u
t
t
h
e
d
i
f
f
er
en
ce
s
t
h
at
s
h
e
h
a
s
.
C
o
n
s
e
q
u
en
tl
y
,
e
v
en
t
h
o
u
g
h
s
h
e
n
e
ed
s
s
o
m
e
s
o
r
t
o
f
en
ter
tai
n
m
e
n
t
a
n
d
w
a
n
t
s
to
g
o
o
u
t,
s
h
e
c
h
o
o
s
es
to
r
e
m
ai
n
at
h
o
m
e
b
ec
au
s
e
o
f
h
er
co
n
d
itio
n
.
B
u
t
E
f
ee
l
s
h
ap
p
y
b
ec
au
s
e
s
h
e
r
ec
eiv
e
s
s
u
f
f
icie
n
t
s
u
p
p
o
r
t
f
r
o
m
th
e
d
i
s
ab
ilit
y
s
er
v
ice
ce
n
ter
(
DS
C
)
.
I
n
th
i
s
f
ac
ilit
y
,
s
h
e
ca
n
f
in
d
f
r
ie
n
d
s
w
h
o
h
a
v
e
th
e
s
a
m
e
p
r
o
b
lem
,
an
d
t
h
is
p
lat
f
o
r
m
m
a
y
al
s
o
cr
ea
te
m
u
t
u
al
ca
r
e.
B
esid
es,
E
is
also
h
ap
p
y
w
it
h
th
e
s
u
p
p
o
r
t
o
f
th
e
f
a
m
il
y
.
I
n
ad
d
itio
n
to
E
,
th
e
r
esear
ch
er
s
h
av
e
al
s
o
m
a
n
a
g
ed
to
in
ter
v
ie
w
T
.
T
h
e
r
esu
lts
o
f
i
n
ter
v
ie
w
s
w
it
h
T
s
h
o
w
t
h
at
T
h
as
e
x
p
er
ien
ce
d
d
is
ab
ilit
y
s
in
ce
t
h
e
a
g
e
o
f
1
2
.
I
t
w
as
f
o
u
n
d
t
h
at
T
f
elt
th
e
p
h
y
s
ical
co
n
d
itio
n
s
h
e
e
x
p
er
ien
ce
d
w
a
s
tr
o
u
b
le
s
o
m
e
b
ec
au
s
e
s
h
e
t
h
o
u
g
h
t
h
er
co
n
d
itio
n
w
o
u
ld
cr
ea
te
a
b
u
r
d
en
.
T
ca
n
o
n
l
y
f
e
el
h
ap
p
y
w
h
e
n
i
n
ter
ac
ti
n
g
w
it
h
p
eo
p
le
w
h
o
ac
ce
p
t
h
er
s
h
o
r
tco
m
in
g
s
,
a
n
d
t
h
o
s
e
f
ello
w
d
is
ab
led
p
eo
p
le
b
ec
au
s
e
th
e
y
s
h
a
r
e
t
h
e
s
a
m
e
d
if
f
ic
u
lt
ies.
B
ased
o
n
t
h
e
i
n
ter
v
ie
w
s
,
it
is
k
n
o
w
n
t
h
at
t
h
e
s
u
b
j
ec
ts
h
a
v
e
f
ac
ed
d
i
f
f
ic
u
lties
i
n
t
h
eir
d
ail
y
liv
e
s
.
B
esid
es,
it
is
also
k
n
o
w
n
t
h
at
t
h
e
y
ca
n
f
ee
l
h
ap
p
y
w
h
en
i
n
ter
ac
tin
g
w
it
h
f
ello
w
d
is
ab
led
p
eo
p
le.
A
cc
o
r
d
in
g
to
Dien
er
,
Su
h
,
an
d
Oi
s
h
i
[
8
]
,
in
d
iv
id
u
als
ar
e
s
aid
to
h
av
e
h
ig
h
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
i
f
t
h
e
y
e
x
p
er
ien
ce
li
f
e
s
atis
f
ac
tio
n
,
j
o
y
,
a
n
d
r
ar
el
y
f
ee
l
u
n
p
leasa
n
t
e
m
o
t
io
n
s
s
u
ch
as
s
ad
n
e
s
s
o
r
a
n
g
er
.
C
o
n
v
er
s
el
y
,
i
n
d
iv
id
u
als
ar
e
s
aid
to
h
av
e
lo
w
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
i
f
th
e
y
ar
e
d
is
s
ati
s
f
ied
w
it
h
th
eir
li
v
es,
ex
p
er
i
en
cin
g
les
s
j
o
y
an
d
af
f
ec
tio
n
,
an
d
m
o
r
e
o
f
ten
f
ee
li
n
g
n
e
g
ativ
e
e
m
o
tio
n
s
s
u
ch
a
s
an
g
er
o
r
an
x
iet
y
.
Seein
g
th
e
p
r
o
b
le
m
s
a
n
d
th
e
r
is
k
f
ac
to
r
s
f
ac
ed
b
y
w
o
m
en
w
i
th
d
is
ab
il
ities
h
as
m
o
tiv
ated
th
e
r
esear
ch
er
s
to
i
n
v
esti
g
ate
th
e
p
r
o
b
l
em
s
th
at
th
e
y
f
ac
e
b
ec
a
u
s
e
th
er
e
is
l
ittl
e,
i
f
a
n
y
,
r
esear
ch
t
h
at
s
p
ec
if
ical
l
y
co
n
ce
n
tr
ates
o
n
s
u
b
j
ec
tiv
e
w
e
ll
-
b
ei
n
g
o
f
w
o
m
e
n
w
it
h
d
is
ab
i
liti
es.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
er
s
ar
e
in
ter
ested
in
ex
a
m
in
i
n
g
t
h
e
"
p
ictu
r
e
o
f
s
u
b
j
ec
tiv
e
w
ell
b
ei
n
g
i
n
w
o
m
en
w
it
h
d
is
a
b
ilit
ie
s
"
.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
i
s
s
tu
d
y
i
s
to
o
b
tain
in
-
d
ep
th
in
f
o
r
m
at
io
n
a
b
o
u
t
th
e
lif
e
ex
p
er
ien
ce
s
o
f
wo
m
e
n
w
it
h
d
is
ab
ilit
ie
s
a
n
d
h
o
w
th
e
s
e
ex
p
er
ie
n
ce
s
ar
e
ass
o
ciate
d
w
it
h
t
h
eir
s
u
b
j
e
ctiv
e
w
ell
-
b
ei
n
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
t
u
d
y
u
s
es
a
q
u
al
itati
v
e
p
h
en
o
m
e
n
o
lo
g
ical
m
et
h
o
d
t
o
u
n
d
er
s
ta
n
d
t
h
e
m
ea
n
i
n
g
o
f
th
e
s
a
m
e
ex
p
er
ien
ce
f
r
o
m
s
e
v
er
al
i
n
d
iv
id
u
als,
w
h
ic
h
ca
n
t
h
e
n
b
e
e
x
p
lain
ed
u
n
i
v
er
s
al
l
y
[
9
]
.
T
h
is
is
d
o
n
e
b
y
co
llecti
n
g
d
ata
f
r
o
m
s
e
v
er
al
in
f
o
r
m
a
n
t
s
to
an
al
y
ze
th
e
s
e
d
if
f
er
en
t
ex
p
er
ien
ce
s
,
w
h
ic
h
w
ill
b
e
f
u
r
t
h
er
p
r
o
ce
s
s
ed
,
i
n
t
e
r
p
r
e
t
e
d
,
a
n
d
p
r
e
s
e
n
t
e
d
u
n
t
i
l
t
h
e
r
e
s
e
a
r
c
h
e
r
s
g
e
t
a
r
e
s
u
l
t
t
h
a
t
c
a
n
u
n
i
v
e
r
s
a
l
l
y
e
x
p
l
a
i
n
t
h
e
p
r
o
b
l
e
m
s
b
e
i
n
g
s
t
u
d
i
e
d
.
2
.
1
.
Resea
rc
h su
bje
ct
T
h
is
s
t
u
d
y
e
m
p
lo
y
ed
a
n
o
n
-
p
r
o
b
ab
ilit
y
s
a
m
p
li
n
g
tech
n
i
q
u
e
to
s
elec
t
t
h
e
p
ar
ticip
an
t
s
,
an
d
t
h
e
p
ar
ticip
an
ts
ar
e
w
o
m
e
n
w
i
th
d
is
ab
ilit
ies
in
Yo
g
y
a
k
ar
ta.
B
esid
es,
t
h
is
s
t
u
d
y
u
s
es
a
n
o
n
-
p
r
o
b
ab
ilit
y
s
a
m
p
lin
g
tech
n
iq
u
e.
W
ith
t
h
is
s
a
m
p
li
n
g
tech
n
iq
u
e,
t
h
e
r
esear
ch
er
s
u
s
e
a
t
y
p
e
o
f
p
u
r
p
o
s
iv
e
s
a
m
p
lin
g
t
h
at
is
t
h
e
tech
n
iq
u
e
o
f
d
eter
m
i
n
i
n
g
s
a
m
p
les
w
i
th
s
p
ec
i
f
ic
co
n
s
id
er
ati
o
n
s
o
r
ch
ar
ac
ter
is
tics
t
h
at
ar
e
in
ac
co
r
d
an
ce
w
i
th
th
e
d
esire
d
o
b
j
ec
tiv
es.
T
h
e
in
f
o
r
m
a
n
ts
w
er
e
s
elec
ted
b
y
s
e
v
er
al
in
cl
u
s
io
n
cr
iter
ia.
T
h
e
d
e
m
o
g
r
ap
h
ic
d
ata
o
f
th
e
i
n
f
o
r
m
an
t
s
ar
e
s
h
o
w
n
i
n
T
ab
le
1
.
T
h
e
r
esear
ch
s
u
b
j
ec
t
cr
iter
ia
in
cl
u
d
e:
T
h
e
s
u
b
j
e
ct
s
ar
e
f
e
m
ale,
s
u
b
j
ec
ts
ar
e
p
er
s
o
n
s
w
i
th
d
is
ab
ili
ties
(
v
is
u
all
y
i
m
p
a
ir
ed
)
,
s
u
b
j
ec
ts
ar
e
in
th
e
a
g
e
r
an
g
e
o
f
t
h
e
ea
r
l
y
ad
u
lt
p
er
io
d
(
2
0
to
3
0
y
ea
r
s
)
an
d
s
tat
u
s
as a
g
r
ad
u
ate
s
tu
d
e
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N:
2
2
5
2
-
8
8
0
6
I
n
t
.
J
.
P
u
b
lic
Hea
lth
Sci
.
Vo
l.
1
0
,
No
.
1
,
Ma
r
ch
20
2
1
:
1
36
–
1
45
138
T
ab
le
1
.
C
h
ar
ac
ter
is
tic
o
f
i
n
f
o
r
m
an
t
I
n
f
o
r
man
t
1
I
n
f
o
r
man
t
2
I
n
f
o
r
man
t
3
I
n
f
o
r
man
t
4
I
n
f
o
r
man
t
5
I
n
f
o
r
man
t
6
N
a
me
(
I
n
i
t
i
a
l
)
M
P
S
SF
TF
AR
A
g
e
23
22
25
25
22
25
Ed
u
c
a
t
i
o
n
b
a
c
h
e
l
o
r
b
a
c
h
e
l
o
r
b
a
c
h
e
l
o
r
b
a
c
h
e
l
o
r
b
a
c
h
e
l
o
r
b
a
c
h
e
l
o
r
G
e
n
d
e
r
f
e
mal
e
f
e
mal
e
f
e
mal
e
f
e
mal
e
f
e
mal
e
f
e
mal
e
T
h
is
s
tu
d
y
in
v
o
lv
ed
o
n
l
y
s
i
x
p
ar
ticip
an
ts
b
ec
au
s
e
n
u
m
b
er
o
f
q
u
alitati
v
e
r
esear
ch
s
a
m
p
les
ar
e
n
o
t
co
n
ce
r
n
ed
ab
o
u
t
th
e
n
u
m
b
er
o
f
t
h
e
s
a
m
p
le.
Q
u
alitati
v
e
r
e
s
e
ar
ch
is
d
ir
ec
ted
n
o
t
at
a
lar
g
e
n
u
m
b
er
o
f
s
a
m
p
les
an
d
n
o
t
d
ir
ec
ted
at
r
ep
r
esen
t
atio
n
b
u
t
at
t
h
e
f
it
o
f
t
h
e
r
esear
ch
co
n
te
x
t.
T
h
e
n
u
m
b
er
o
f
s
a
m
p
les
i
s
v
er
y
d
ep
en
d
en
t o
n
w
h
at
i
s
co
n
s
id
er
ed
u
s
ef
u
l a
n
d
ca
n
b
e
d
o
n
e
w
it
h
th
e
ti
m
e
a
n
d
r
eso
u
r
ce
s
av
a
il
ab
le.
2
.
2
.
Da
t
a
co
llect
io
n m
et
ho
d
T
h
e
d
ata
co
llectio
n
m
et
h
o
d
u
s
ed
in
th
is
s
t
u
d
y
w
a
s
a
s
e
m
i
-
s
tr
u
ctu
r
ed
in
ter
v
ie
w
(
i
n
-
d
ep
th
in
ter
v
ie
w
)
d
esig
n
ed
w
ith
o
p
en
-
e
n
d
ed
q
u
e
s
tio
n
s
to
o
b
tain
t
h
e
i
n
f
o
r
m
an
t
s
'
v
ie
w
s
an
d
o
p
in
io
n
s
.
T
h
is
w
a
s
also
s
u
p
p
o
r
ted
b
y
p
ar
ticip
an
t
o
b
s
er
v
atio
n
,
w
h
ic
h
w
as
ca
r
r
ied
o
u
t
b
y
r
esear
ch
er
s
w
h
en
co
n
d
u
cti
n
g
i
n
ter
v
ie
w
s
.
T
h
is
w
a
s
also
an
atte
m
p
t
to
b
u
ild
r
a
p
p
o
r
t
w
it
h
t
h
e
in
f
o
r
m
a
n
ts
.
Ob
s
er
v
atio
n
s
w
er
e
d
o
n
e
b
y
u
s
in
g
t
h
e
an
ec
d
o
tal
r
ec
o
r
d
m
et
h
o
d
,
w
h
ic
h
r
ec
o
r
d
s
th
e
u
n
iq
u
e
a
n
d
i
m
p
o
r
tan
t b
eh
a
v
io
r
o
f
th
e
s
u
b
j
ec
ts
.
2
.
3
.
Cre
dib
ility
T
h
e
cr
ed
ib
ilit
y
o
f
th
e
d
ata
was
en
s
u
r
ed
b
y
m
e
m
b
er
c
h
ec
k
in
g
an
d
tr
ia
n
g
u
latio
n
o
f
d
ata.
Me
m
b
er
ch
ec
k
i
n
g
w
as
f
o
llo
w
ed
,
an
d
th
e
r
esear
ch
er
s
s
u
b
m
it
t
h
e
r
esu
lt
s
o
f
th
e
f
i
n
al
r
ep
o
r
t
to
th
e
in
f
o
r
m
an
t
to
ch
ec
k
t
h
e
ac
cu
r
ac
y
o
f
t
h
e
i
n
f
o
r
m
atio
n
c
ap
tu
r
ed
.
Data
tr
ian
g
u
latio
n
was
o
p
er
atio
n
alize
d
b
y
e
x
a
m
in
in
g
ev
id
e
n
ce
f
r
o
m
d
if
f
er
e
n
t i
n
f
o
r
m
an
t
s
to
o
b
t
ain
th
e
s
a
m
e
i
n
f
o
r
m
atio
n
s
o
t
h
at
c
o
h
er
en
t d
ata
w
as o
b
tain
ed
.
2
.
4
.
Da
t
a
a
na
ly
s
is
Qu
alitat
iv
e
d
ata
an
a
l
y
s
is
b
e
g
i
n
s
b
y
e
x
a
m
in
in
g
all
a
v
ailab
le
d
ata
f
r
o
m
v
ar
io
u
s
s
o
u
r
ce
s
,
n
a
m
el
y
f
r
o
m
in
ter
v
ie
w
s
a
n
d
o
b
s
er
v
atio
n
s
t
h
at
h
av
e
b
ee
n
co
llected
.
T
h
e
r
esear
ch
er
s
t
h
en
e
m
p
lo
y
ed
a
t
h
e
m
a
tic
an
a
l
y
s
is
to
an
al
y
ze
t
h
e
d
ata.
T
h
e
s
tep
s
u
n
d
er
ta
k
en
i
n
d
ata
an
al
y
s
is
ar
e
as
f
o
llo
w
s
:
(
i
)
o
r
g
an
izi
n
g
d
ata,
(
ii
)
m
ak
i
n
g
v
er
b
ati
m
s
f
r
o
m
r
ec
o
r
d
in
g
s
,
(
ii
i
)
r
ea
d
in
g
an
d
m
e
m
o
in
g
,
(
iv
)
co
d
in
g
f
o
r
em
er
g
i
n
g
t
h
e
m
e
s
,
(
v
)
f
in
d
i
n
g
s
u
b
-
th
e
m
es,
(
vi
)
ca
t
e
g
o
r
izin
g
,
an
d
(
v
ii
)
in
ter
p
r
etatio
n
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
B
ased
o
n
th
e
in
ter
v
ie
w
s
w
i
th
s
ix
i
n
f
o
r
m
an
t
s
,
th
e
r
esear
c
h
e
r
s
o
b
tain
in
f
o
r
m
atio
n
th
at
ca
p
tu
r
es
h
o
w
w
o
m
en
w
i
th
d
is
ab
il
ities
f
i
g
h
t t
o
ac
h
iev
e
li
f
e
s
ati
s
f
ac
tio
n
a
n
d
h
o
w
th
e
y
d
ea
l
w
ith
p
o
s
it
iv
e
a
n
d
n
eg
ati
v
e
af
f
ec
t
s
:
3
.
1
.
O
bs
er
v
a
t
io
n
re
s
ult
3
.
1
.
1
.
I
nfo
r
m
a
nt
1
(
M
)
Du
r
in
g
t
h
e
in
ter
v
ie
w
,
th
e
in
f
o
r
m
an
t
lo
o
k
ed
r
elax
ed
an
d
co
n
f
id
e
n
t
to
tell
h
er
ex
p
er
ien
ce
.
Occ
asio
n
all
y
,
s
h
e
s
m
iled
w
h
e
n
s
h
e
an
s
w
er
ed
th
e
q
u
est
io
n
s
.
Sh
e
also
o
cc
asio
n
all
y
b
o
w
e
d
w
h
e
n
telli
n
g
h
e
r
ex
p
er
ien
ce
,
in
d
icati
n
g
u
n
p
leas
an
t e
x
p
er
ie
n
ce
.
T
h
e
in
f
o
r
m
a
n
t
also
d
id
n
o
t h
esit
ate
to
tell
h
e
r
ex
p
er
ien
ce
.
3
.
1
.
2.
I
nfo
r
m
a
nt
2
(
P
)
T
h
e
in
f
o
r
m
a
n
t
g
r
ee
ted
th
e
r
e
s
ea
r
ch
er
s
k
i
n
d
l
y
a
n
d
r
ea
ch
ed
o
u
t
to
s
h
ak
e
h
a
n
d
s
.
S
h
e
als
o
lo
o
k
ed
r
elax
ed
an
d
d
id
n
o
t
h
e
s
itate
t
o
tell
t
h
e
s
to
r
y
.
Occ
asio
n
all
y
,
t
h
e
i
n
f
o
r
m
a
n
t
s
m
iled
w
h
e
n
s
h
e
an
s
w
er
ed
t
h
e
q
u
esti
o
n
s
.
S
h
e
also
d
id
n
o
t h
es
itate
to
ask
i
f
th
er
e
w
er
e
q
u
e
s
ti
o
n
s
th
a
t s
h
e
d
id
n
’
t
u
n
d
er
s
tan
d
.
3
.
1
.
3.
I
nfo
r
m
a
nt
3
(
S)
T
h
e
in
f
o
r
m
a
n
t
lo
o
k
ed
f
r
ie
n
d
l
y
a
n
d
s
m
i
led
k
in
d
l
y
a
f
ter
b
ein
g
i
n
v
ited
i
n
to
t
h
e
i
n
ter
v
ie
w
r
o
o
m
s
.
So
m
eti
m
es
t
h
e
in
f
o
r
m
a
n
t
also
s
m
i
led
an
d
lau
g
h
ed
d
u
r
in
g
th
e
in
ter
v
ie
w
.
Occ
asio
n
all
y
,
th
e
i
n
f
o
r
m
an
t
al
s
o
b
en
t
h
er
h
ea
d
o
r
lo
o
k
ed
aw
a
y
w
h
e
n
s
h
e
an
s
w
er
ed
a
q
u
esti
o
n
.
3
.
1
.
4.
I
nfo
r
m
a
nt
4
(
SF)
I
n
f
o
r
m
a
n
t
SF
te
n
d
ed
n
o
t
to
s
ay
m
u
ch
,
b
u
t
s
h
e
an
s
w
er
ed
th
e
q
u
esti
o
n
ca
l
m
l
y
a
n
d
o
cc
asio
n
a
ll
y
s
m
iled
w
h
ile
te
llin
g
t
h
e
s
to
r
y
.
S
h
e
a
ls
o
tu
r
n
ed
to
ask
t
h
e
r
esear
c
h
er
s
w
h
en
th
er
e
w
er
e
q
u
e
s
tio
n
s
t
h
at
s
h
e
d
id
n
o
t
u
n
d
er
s
ta
n
d
.
S
h
e
also
o
cc
asio
n
all
y
lo
w
er
ed
h
i
s
v
o
ice
w
h
e
n
t
alk
i
n
g
ab
o
u
t
h
i
s
b
r
o
th
er
,
w
h
o
liv
ed
i
n
t
h
e
s
a
m
e
h
o
u
s
e
h
o
ld
as h
er
.
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
2
5
2
-
8806
S
u
b
jective
w
ell
-
b
ein
g
in
w
o
me
n
w
ith
d
is
a
b
ilit
ies
(
F
a
t
w
a
Ten
ta
ma
)
139
3
.
1
.
5.
I
nfo
r
m
a
nt
5
(
T
F
)
T
h
e
in
f
o
r
m
an
t
lo
o
k
ed
c
h
ee
r
f
u
l
w
h
e
n
i
n
ter
v
ie
w
ed
.
Occ
asi
o
n
all
y
,
s
h
e
s
m
i
led
an
d
lau
g
h
ed
w
h
e
n
an
s
w
er
i
n
g
q
u
e
s
tio
n
s
.
T
h
e
i
n
f
o
r
m
an
t
also
lo
o
k
ed
r
ela
x
ed
w
h
en
a
n
s
w
er
i
n
g
q
u
e
s
tio
n
s
.
An
d
o
n
ce
in
a
w
h
ile,
th
e
in
f
o
r
m
an
t lo
w
er
ed
h
er
h
ea
d
an
d
s
ev
er
al
ti
m
e
s
also
m
o
v
ed
h
e
r
ch
air
clo
s
er
an
d
s
p
o
k
e
s
o
f
tl
y
o
r
w
h
i
s
p
er
ed
.
3
.
1
.
6.
I
nfo
r
m
a
nt
6
(
AR)
W
h
en
in
ter
v
ie
w
ed
,
in
f
o
r
m
a
n
t
s
s
o
m
eti
m
es
a
n
s
w
er
q
u
est
io
n
s
w
it
h
a
r
elativ
el
y
lo
n
g
an
s
w
er
.
I
n
s
o
m
e
q
u
esti
o
n
s
,
i
n
f
o
r
m
a
n
ts
ten
d
ed
to
b
e
s
ile
n
t.
Sh
e
also
a
s
k
e
d
to
r
ep
ea
t
q
u
esti
o
n
s
r
ai
s
ed
b
y
r
esear
ch
er
s
,
f
o
r
ex
a
m
p
le,
q
u
e
s
tio
n
s
ab
o
u
t h
er
f
a
m
il
y
.
3
.
2
.
I
nte
rv
iew
s
re
s
ult
3
.
2
.
1.
Self
-
a
cc
ept
a
nce
P
ar
ticip
an
ts
in
th
i
s
s
t
u
d
y
d
esc
r
ib
e
th
at
th
e
y
h
a
v
e
m
ea
n
i
n
g
f
u
l
liv
es.
T
h
e
y
also
ac
ce
p
t
th
eir
c
o
n
d
itio
n
s
w
ell.
I
t
i
n
d
icate
s
t
h
at
t
h
e
p
ar
ticip
an
ts
h
av
e
g
o
o
d
lif
e
s
a
tis
f
a
ctio
n
,
w
h
ic
h
ca
n
b
e
s
ee
n
f
r
o
m
h
o
w
t
h
e
y
ac
ce
p
t
th
eir
cu
r
r
en
t
co
n
d
itio
n
.
T
h
e
y
ar
e
m
o
r
e
f
o
cu
s
ed
o
n
th
e
s
tr
en
g
t
h
s
th
at
t
h
e
y
h
a
v
e.
I
t
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
f
o
llo
w
in
g
q
u
o
tatio
n
:
“…I
a
m
fin
e,
I
h
a
ve
a
cc
e
p
ted
myself…
.
”
(
I
n
f
o
r
m
a
n
t 1
,
M)
"
…I
h
a
ve
a
cc
e
p
ted
my
co
n
d
itio
n
,
a
n
d
I
k
n
o
w
th
a
t
I
a
m
b
lin
d
.
I
d
o
n
't
w
a
n
t
to
b
e
b
o
th
ered
w
ith
th
a
t,
a
n
d
I
w
a
n
t to
fo
c
u
s
o
n
d
ev
el
o
p
in
g
my
s
tr
en
g
th
.
”
(
I
n
f
o
r
m
an
t 1
,
M)
“I
h
a
ve
a
d
a
p
ted
w
ith
my
co
n
d
itio
n
w
ell,
a
n
d
I
h
a
ve
a
cc
ep
ted
it
.
”
(
I
n
f
o
r
m
a
n
t 2
,
P
)
"
I
d
o
n
't
w
a
n
t to
b
e
b
o
th
ered
w
ith
my
s
h
o
r
tco
min
g
s
,
th
ere's n
o
p
o
in
t i
n
th
in
kin
g
a
b
o
u
t it.
I
h
a
ve
fu
lly
a
cc
ep
ted
my
co
n
d
itio
n
.
N
o
w
,
I
w
a
n
t to
fo
cu
s
o
n
th
e
p
o
ten
tia
l
s
th
a
t I
h
a
ve
a
n
d
to
b
e
a
d
mitte
d
in
to
a
th
e
u
n
ivers
ity
is
a
ls
o
my
s
tr
en
g
th
.
"
(
I
n
f
o
r
m
a
n
t 2
,
P
)
“I
a
m
h
a
p
p
ier n
o
w
,
a
cc
ep
tin
g
my
cu
r
r
en
t c
o
n
d
itio
n
.
”
(
I
n
f
o
r
m
an
t 3
,
S)
"
I
d
o
n
't
th
in
k
a
b
o
u
t
my
co
n
d
itio
n
a
n
ymo
r
e,
a
n
d
I
th
in
k
Go
d
h
a
s
b
ee
n
fa
ir
to
me.
Desp
ite
my
d
is
a
b
ilit
ies,
Go
d
a
ls
o
g
ives
me
s
o
me
a
d
va
n
ta
g
es.
I
h
a
ve
f
u
lly
a
cc
ep
ted
my
c
o
n
d
it
io
n
n
o
w
.
"
(
I
n
f
o
r
m
a
n
t 3
,
S)
"
I
d
o
n
't
h
a
ve
p
r
o
b
lems
w
ith
my
co
n
d
itio
n
,
a
n
d
I
d
o
n
't
ex
p
ec
t
to
a
ch
ieve
s
o
meth
in
g
.
I
a
m
a
d
mitted
in
to
a
u
n
ivers
ity
w
ith
a
fu
ll
s
ch
o
la
r
s
h
ip
(
B
id
ikmisi
)
.
A
n
d
I
w
a
n
t
to
fo
cu
s
o
n
d
ev
el
o
p
in
g
my
p
o
ten
tia
l
s
o
th
a
t
I
ca
n
imp
r
o
ve
.
"
(
I
n
f
o
r
m
an
t 5
,
T
F)
An
in
d
i
v
id
u
al
w
h
o
ca
n
ac
ce
p
t
th
e
m
s
elv
e
s
p
o
s
itiv
e
l
y
w
ill
f
ee
l
s
atis
f
ied
w
it
h
th
eir
li
f
e
[
1
0
]
.
Self
-
ac
ce
p
tan
ce
is
v
er
y
i
m
p
o
r
tan
t
f
o
r
ev
er
y
i
n
d
iv
id
u
al
'
s
m
en
tal
h
ea
lt
h
,
an
d
w
it
h
s
el
f
-
ac
ce
p
ta
n
ce
,
in
d
iv
id
u
a
ls
ca
n
ev
alu
a
te
t
h
e
m
s
el
v
es
w
ell.
A
p
o
s
itiv
e
p
er
s
p
ec
tiv
e
en
co
u
r
ag
es
th
e
m
to
ev
a
lu
ate
t
h
eir
s
h
o
r
tco
m
i
n
g
s
o
r
m
is
tak
e
s
,
an
d
th
is
w
i
ll
h
elp
t
h
e
m
to
id
en
ti
f
y
th
e
ir
u
n
li
m
ited
p
o
te
n
ti
al
th
at
t
h
e
y
ca
n
d
e
v
elo
p
f
o
r
t
h
eir
li
f
e
[
1
1
]
.
Self
-
ac
ce
p
tan
ce
is
an
af
f
ir
m
atio
n
o
f
s
elf
i
n
w
h
ic
h
in
d
i
v
id
u
a
l
w
ith
s
el
f
-
ac
ce
p
tan
ce
w
ill
t
h
i
n
k
th
at
h
e/s
h
e
is
f
r
ee
f
r
o
m
w
ea
k
n
es
s
es
o
r
s
h
o
r
tco
m
in
g
s
[
1
2
]
.
Sel
f
-
ac
ce
p
ta
n
ce
ca
n
b
e
ac
h
ie
v
ed
b
y
s
to
p
cr
iticiz
in
g
t
h
e
s
h
o
r
tco
m
in
g
s
th
at
e
x
i
s
t
i
n
t
h
e
m
s
e
lv
e
s
a
n
d
b
y
f
ee
lin
g
s
ati
s
f
ied
w
it
h
t
h
eir
lif
e.
T
h
u
s
,
s
el
f
-
ac
ce
p
tan
ce
i
s
a
w
a
y
to
r
e
g
u
la
te
o
n
e's e
m
o
tio
n
s
a
n
d
b
eh
av
io
r
[
1
3
]
.
A
cc
o
r
d
in
g
to
Oei,
et
a
l.,
[
1
4
]
,
s
elf
-
ac
ce
p
ta
n
ce
m
a
y
in
f
l
u
en
ce
s
o
m
eo
n
e
'
s
s
u
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
.
W
o
m
e
n
w
it
h
d
is
ab
ilit
ies
i
n
t
h
is
r
esear
ch
h
av
e
s
h
o
w
n
a
k
in
d
o
f
lif
e
s
a
tis
f
ac
tio
n
,
w
h
ic
h
is
ev
id
en
t
f
r
o
m
h
o
w
th
e
y
ac
ce
p
t
th
eir
co
n
d
itio
n
s
.
T
h
ey
ar
e
m
o
r
e
f
o
cu
s
ed
o
n
th
e
ir
s
tr
en
g
t
h
s
a
n
d
f
ar
m
o
r
e
ac
ce
p
tin
g
o
f
t
h
e
cu
r
r
en
t
s
itu
a
tio
n
.
Se
lf
-
ac
ce
p
tan
ce
is
t
h
e
p
r
o
ce
s
s
o
f
ac
ce
p
ti
n
g
all
p
a
r
ts
o
f
o
n
e
s
el
f
,
b
e
it
g
o
o
d
an
d
b
ad
,
w
h
ic
h
i
s
b
ased
o
n
th
e
as
s
u
m
p
tio
n
th
a
t
n
o
t
h
in
g
is
p
er
f
ec
t.
B
u
t
th
e
y
at
t
h
e
s
a
m
e
ar
e
also
a
w
ar
e
th
at
t
h
e
y
ca
n
tr
y
to
i
m
p
r
o
v
e
th
e
m
s
el
v
es
[
1
5
]
.
B
r
ill
[
1
6
]
s
u
g
g
e
s
ts
t
h
at
s
el
f
-
ac
ce
p
ta
n
ce
is
r
elate
d
to
s
elf
-
estee
m
a
n
d
s
el
f
-
co
n
f
id
e
n
ce
,
b
u
t
it
i
s
m
o
r
e
i
m
p
o
r
tan
t
f
o
r
m
en
tal
h
ea
lth
.
T
h
e
in
f
o
r
m
a
n
t
h
as
b
ee
n
ab
le
to
ad
ap
t
to
th
eir
cu
r
r
en
t
co
n
d
itio
n
an
d
f
ee
l
n
o
r
m
al
a
n
d
ca
n
ac
ce
p
t
th
e
s
h
o
r
tco
m
i
n
g
s
.
T
h
i
n
k
in
g
ab
o
u
t
d
ef
icie
n
cies
is
a
w
a
s
te
o
f
t
i
m
e
a
n
d
i
s
p
o
in
tle
s
s
f
o
r
i
n
f
o
r
m
an
t
s
.
T
h
e
m
o
s
t
i
m
p
o
r
tan
t
t
h
i
n
g
f
o
r
t
h
e
m
is
t
o
f
o
cu
s
o
n
t
h
e
ad
v
a
n
ta
g
es
t
h
e
y
p
o
s
s
es
s
ed
,
s
u
ch
a
s
b
ein
g
a
b
le
to
g
o
to
co
lleg
e
w
it
h
th
e
s
c
h
o
lar
s
h
ip
p
at
h
.
T
h
e
i
n
f
o
r
m
a
n
ts
also
s
a
y
t
h
at
ev
er
y
ti
m
e
t
h
er
e
ar
e
s
h
o
r
t
co
m
in
g
s
,
t
h
er
e
ar
e
ad
v
an
ta
g
es
as
w
ell.
T
h
e
in
f
o
r
m
an
t
s
h
a
v
e
d
r
a
w
b
ac
k
s
,
b
u
t
th
e
y
al
s
o
h
av
e
b
en
e
f
its
s
u
c
h
as
b
ein
g
ab
le
to
co
n
tin
u
e
s
c
h
o
o
l to
co
lleg
e,
w
h
ich
m
a
k
e
s
th
e
m
a
w
ar
e
th
a
t n
o
t
ev
er
y
o
n
e
ca
n
g
et
t
h
e
p
r
iv
ile
g
e
th
e
y
h
av
e
n
o
w
.
3
.
2
.
2.
P
o
s
it
iv
e
s
o
cia
l r
ela
t
io
ns
hip
On
e
o
f
co
g
n
it
iv
e
e
v
al
u
atio
n
i
n
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
i
s
li
f
e
s
atis
f
ac
tio
n
,
w
h
ic
h
in
cl
u
d
es
r
el
atio
n
s
h
ip
s
w
it
h
o
n
e
s
el
f
,
f
a
m
i
l
y
,
a
n
d
p
ee
r
g
r
o
u
p
s
.
P
o
s
itiv
e
s
o
cial
r
elat
i
o
n
s
h
ip
s
d
escr
ib
e
th
e
i
n
f
o
r
m
a
n
t
r
elatio
n
s
h
ip
w
ith
th
e
p
eo
p
le
ar
o
u
n
d
t
h
e
m
.
T
h
e
r
esu
lt
s
o
f
th
i
s
s
tu
d
y
s
u
g
g
e
s
t t
h
a
t p
ar
ticip
an
ts
h
a
v
e
a
g
o
o
d
r
elatio
n
s
h
ip
w
it
h
t
h
o
s
e
clo
s
est
to
t
h
e
m
,
a
n
d
th
i
s
i
n
c
r
ea
s
es
t
h
eir
li
f
e
s
atis
f
ac
tio
n
.
T
h
eir
lif
e
s
atis
f
ac
tio
n
i
s
als
o
s
h
o
w
n
b
y
g
o
o
d
Evaluation Warning : The document was created with Spire.PDF for Python.
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el
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o
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s
,
in
cl
u
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g
t
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o
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s
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T
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i
s
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e
m
o
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tr
ated
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th
at
th
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et
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n
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o
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a
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r
o
u
p
a
n
d
n
o
t b
ein
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i
f
f
er
en
tia
ted
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s
t.
T
h
e
f
o
llo
w
i
n
g
i
n
ter
v
ie
w
ex
c
er
p
ts
p
r
o
v
id
e
f
u
r
th
er
i
n
f
o
r
m
ati
o
n:
“M
y
fr
ien
d
s
in
DS
C
a
r
e
a
ll
s
u
p
p
o
r
tive.
Th
ey
a
r
e
a
ll
kin
d
a
n
d
h
elp
in
g
ea
ch
o
th
er”
My
fr
ie
n
d
s
in
my
co
lleg
e
th
e
d
e
p
a
r
tmen
t is a
ls
o
ve
r
y
kin
d
.
"
(
I
n
f
o
r
m
an
t 1
,
M)
"
Yes
,
I
feel
clo
s
e
to
my
o
ld
er
s
ib
lin
g
.
E
ve
r
y
time
I
h
a
ve
a
p
r
o
b
lem,
I
a
lw
a
ys
ta
lk
to
h
er,
a
n
d
s
h
e
a
lw
a
ys h
elp
s
me
w
ith
my
s
tu
d
y
.
"
(
I
n
f
o
r
m
an
t 1
,
M)
“S
h
e
is
in
d
ee
d
r
ea
lly
kin
d
;
I
w
ill
a
l
w
a
ys
b
e
o
p
en
to
h
er
a
n
d
ta
lk
to
h
er
a
b
o
u
t
my
p
r
o
b
le
m.
S
h
e
is
th
e
b
est
.
”
(
I
n
f
o
r
m
a
n
t 1
,
M)
“Y
es,
a
ll fr
ien
d
s
in
DS
C
a
r
e
v
ery
kin
d
.
”
(
I
n
f
o
r
m
a
n
t 2
,
P
)
"
I
a
m
g
la
d
to
h
a
ve
s
u
ch
a
g
o
o
d
fr
ien
d
in
DS
C
.
"
(
I
n
f
o
r
m
a
n
t
2
,
P)
“I
a
g
o
o
d
r
ela
tio
n
s
h
ip
w
ith
fa
mily
to
o
.
”
(
I
n
f
o
r
m
a
n
t 2
,
P
)
"
I
o
ften
g
a
th
er
w
ith
my
fa
mi
ly
a
t
h
o
me,
a
n
d
I
a
ls
o
o
ften
visi
t
th
em.
Th
ey
a
r
e
a
ll
ve
r
y
kin
d
.
N
o
p
r
o
b
lems a
t a
ll
.
”
(
I
n
f
o
r
m
a
n
t 2
,
P
)
“Y
es,
ve
r
y
o
ften
,
w
e
a
r
e
s
o
clo
s
e;
w
e
ta
lk
a
b
o
u
t a
n
yth
in
g
.
”
(
I
n
f
o
r
m
an
t 2
,
P
)
"
I
h
a
ve
g
o
o
d
r
ela
tio
n
s
w
ith
fr
i
en
d
s
,
a
n
d
th
ere's n
o
p
r
o
b
lem
s
o
cia
liz
in
g
a
t a
ll
.
”
(
I
n
f
o
r
m
a
n
t
2
,
P)
“I
feel
h
a
p
p
ier
n
o
w
b
ec
a
u
s
e
I
h
a
ve
ma
n
y
g
o
o
d
fr
ien
d
s
,
a
n
d
f
a
milies
,
th
e
r
ela
tio
n
s
h
ip
is
g
ettin
g
b
etter
.
”
(
I
n
f
o
r
m
an
t 2
,
P
)
“I
h
a
ve
g
o
o
d
r
ela
tio
n
s
w
ith
fr
ien
d
s
,
a
n
d
th
ey
o
ften
h
elp
me
w
h
en
I
h
a
ve
a
p
r
o
b
lem
.
”
(
I
n
f
o
r
m
a
n
t
3
,
S)
“All
g
o
o
d
,
n
o
p
r
o
b
lem,
I
h
a
ve
a
g
o
o
d
r
ela
tio
n
s
h
ip
w
ith
fr
ien
d
s
,
fa
milies
,
a
n
d
n
eig
h
b
o
r
s
.
"
(
I
n
f
o
r
m
a
n
t
3
,
S)
“I
d
o
n
’
t fe
el
d
is
crimin
a
ted
b
y
n
eig
h
b
o
r
s
,
Th
ey
kn
o
w
me
s
in
ce
I
w
a
s
b
o
r
n
a
n
d
w
e
a
lw
a
ys sp
en
d
time
T
o
g
eth
er
.
”
(
I
n
f
o
r
m
a
n
t 4
,
SF)
“Y
es,
g
o
o
d
,
I
a
m
a
ls
o
clo
s
e
to
my
fa
milies
.
”
(
I
n
f
o
r
m
a
n
t 5
,
T
F)
“
W
e
o
ften
g
a
th
er
a
n
d
ta
lk.
Th
ey
a
r
e
ve
r
y
kin
d
.
Th
ey
a
lw
a
ys
h
elp
me
w
h
en
I
n
ee
d
h
elp
.
”
(
I
n
f
o
r
m
a
n
t
5
,
T
F)
"
My
fa
mily
o
ften
ta
ke
s
me
to
mee
t wi
th
my
fr
ien
d
s
.
"
(
I
n
f
o
r
m
an
t 5
,
T
F)
"
N
o
c
o
n
f
l
i
c
t
a
t
a
l
l
,
I
a
m
r
e
a
l
l
y
g
l
a
d
t
o
h
a
v
e
D
S
C
,
t
h
e
y
a
r
e
k
i
n
d
,
a
n
d
I
c
a
n
h
a
v
e
s
o
m
a
n
y
f
r
i
e
n
d
s
.
”
(
I
n
f
o
r
m
a
n
t
6
,
A
R
)
L
i
f
e
s
ati
s
f
ac
tio
n
is
also
f
elt
th
e
p
ar
ticip
an
ts
b
ec
au
s
e
it
is
co
n
s
cio
u
s
l
y
e
v
al
u
ated
b
y
th
e
m
w
h
e
n
th
e
y
h
av
e
a
g
o
o
d
s
o
cial
r
elatio
n
s
h
i
p
.
T
h
is
ca
n
f
u
r
t
h
er
in
cr
ea
s
e
li
f
e
s
ati
s
f
ac
tio
n
[
1
7
]
.
I
n
d
iv
id
u
a
ls
w
h
o
h
a
v
e
s
u
c
h
a
clo
s
en
es
s
w
it
h
o
th
er
s
an
d
h
a
v
e
s
u
p
p
o
r
tiv
e
f
r
ie
n
d
s
a
n
d
f
a
m
il
y
ten
d
to
b
e
s
ati
s
f
ied
w
i
th
t
h
e
ir
en
tire
li
v
es
[
1
8
]
.
T
h
e
in
f
o
r
m
a
n
t
's
li
f
e
s
a
tis
f
ac
ti
o
n
is
s
h
o
w
n
b
y
g
o
o
d
r
elatio
n
s
w
i
th
th
eir
f
r
ie
n
d
s
,
esp
ec
iall
y
w
it
h
f
ello
w
f
r
ie
n
d
s
w
it
h
d
is
ab
il
ities
.
T
h
ese
f
r
ien
d
s
ar
e
th
o
s
e
i
n
t
h
e
s
a
m
e
co
m
m
u
n
it
y
(
DS
C
)
.
Fo
r
th
e
p
ar
tici
p
an
ts
,
t
h
e
y
ar
e
v
er
y
k
in
d
p
eo
p
le.
T
h
e
g
o
o
d
n
ess
c
an
b
e
s
ee
n
f
r
o
m
th
e
e
x
is
ten
c
e
o
f
m
u
t
u
al
as
s
is
ta
n
ce
t
h
at
t
h
e
y
h
a
v
e,
s
u
ch
a
s
r
ea
d
in
g
b
o
o
k
s
an
d
h
elp
i
n
g
o
th
er
s
w
i
th
t
h
eir
as
s
ig
n
m
e
n
ts
.
T
h
e
p
r
esen
ce
o
f
DS
C
o
n
t
h
e
ca
m
p
u
s
m
ak
e
s
in
f
o
r
m
an
ts
f
ee
l
t
h
at
t
h
e
y
h
a
v
e
m
a
n
y
f
r
ie
n
d
s
.
I
n
ad
d
itio
n
,
t
h
e
in
f
o
r
m
a
n
t
o
f
te
n
s
h
ar
es
s
to
r
ies
w
i
th
t
h
eir
f
r
ien
d
s
,
an
d
t
h
is
m
ak
e
s
t
h
e
m
f
ee
l
clo
s
e.
T
h
is
i
s
s
u
p
p
o
r
ted
b
y
t
h
e
r
e
s
u
lt
s
o
f
p
r
ev
io
u
s
s
t
u
d
ies.
T
h
e
s
tu
d
y
e
v
al
u
ates
th
e
in
te
n
s
it
y
o
f
t
h
e
m
ee
ti
n
g
a
n
d
a
s
s
es
s
es
th
e
q
u
alit
y
o
f
f
r
ie
n
d
s
h
ip
.
T
h
e
r
esu
lt
s
u
g
g
est
s
t
h
at
a
g
o
o
d
f
r
ien
d
s
h
ip
a
n
d
r
elatio
n
s
h
ip
ar
e
ass
o
ciate
d
w
it
h
li
f
e
s
ati
s
f
ac
t
io
n
i
n
in
d
i
v
id
u
al
s
[
1
9
]
.
So
m
e
i
n
f
o
r
m
a
n
ts
h
a
v
e
f
a
m
ili
es
w
h
o
al
w
a
y
s
g
i
v
e
t
h
e
m
s
u
p
p
o
r
t
in
ter
m
s
o
f
ed
u
ca
tio
n
.
T
h
e
f
a
m
il
y
en
co
u
r
ag
e
s
in
f
o
r
m
a
n
t
s
to
co
n
tin
u
e
le
ar
n
i
n
g
,
an
d
o
n
e
ex
a
m
p
le
o
f
s
u
p
p
o
r
t
ca
m
e
f
r
o
m
o
n
e
o
f
th
e
i
n
f
o
r
m
an
t
's
b
r
o
th
er
s
.
Fo
llo
w
in
g
th
e
r
esea
r
ch
r
esu
lt
s
co
n
d
u
cted
b
y
Si
m
a
n
d
B
an
g
[
2
0
]
,
f
am
il
y
s
u
p
p
o
r
t
h
as
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
i
n
d
i
v
id
u
al
li
f
e
s
a
tis
f
ac
tio
n
.
On
e
o
f
th
e
in
f
o
r
m
a
n
ts
in
t
h
is
s
t
u
d
y
h
a
s
a
clo
s
e
r
e
latio
n
s
h
ip
w
i
th
h
e
r
b
r
o
th
er
,
w
h
ic
h
is
s
h
o
w
n
b
y
s
h
ar
in
g
s
to
r
ies.
T
h
e
in
f
o
r
m
a
n
t
is
o
p
en
w
i
th
h
er
b
r
o
th
er
an
d
n
o
t
h
esi
tate
to
s
h
ar
e
h
er
s
to
r
ies
a
n
d
ac
ti
v
itie
s
o
n
ca
m
p
u
s
.
B
esid
es,
p
o
s
iti
v
e
s
o
cial
r
elatio
n
s
h
ip
s
ar
e
in
d
i
ca
ted
b
y
f
r
eq
u
e
n
t
g
ath
er
i
n
g
s
w
it
h
o
th
er
s
.
I
n
th
i
s
r
esear
ch
,
it
ca
n
b
e
s
ee
n
f
r
o
m
h
o
w
t
h
e
p
ar
ticip
an
ts
o
f
ten
v
is
it
t
h
eir
f
a
m
i
l
y
’
s
h
o
u
s
e.
T
h
i
s
b
ec
o
m
es
a
n
o
p
p
o
r
tu
n
it
y
f
o
r
th
e
f
a
m
il
y
to
as
s
is
t
w
h
e
n
t
h
e
p
ar
ticip
an
t
s
f
e
el
d
is
tr
ess
ed
.
Fo
r
ex
a
m
p
le,
o
n
e
o
f
t
h
e
p
ar
ticip
an
ts
w
as
esco
r
ted
to
a
d
if
f
ic
u
l
t
p
lace
f
o
r
h
er
to
r
ea
ch
.
Su
p
p
o
r
ted
b
y
r
esear
c
h
co
n
d
u
cted
b
y
Ng
u
y
en
,
et
al.
[
2
1
]
,
it
is
k
n
o
w
n
t
h
at
th
e
clo
s
e
r
elatio
n
s
h
ip
w
it
h
f
a
m
il
y
ca
n
in
cr
ea
s
e
i
n
d
iv
id
u
al
lif
e
s
at
is
f
ac
tio
n
.
3
.
2
.
3.
G
ra
t
it
ud
e
T
h
e
lif
e
s
ati
s
f
ac
tio
n
e
x
p
er
ien
ce
d
b
y
t
h
e
i
n
f
o
r
m
an
ts
i
s
also
in
d
icate
d
b
y
t
h
e
p
r
esen
ce
o
f
g
r
atit
u
d
e.
T
h
e
in
f
o
r
m
a
n
ts
ar
e
th
a
n
k
f
u
l
b
ec
au
s
e
th
e
y
ar
e
ab
le
to
co
n
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u
e
t
h
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ca
tio
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n
i
v
er
s
it
y
a
n
d
h
as
m
a
n
y
f
r
ien
d
s
.
T
h
e
in
f
o
r
m
a
n
ts
also
a
r
e
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r
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ex
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DSC
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r
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g
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th
er
e
is
h
o
p
e
[
2
2
]
.
I
t
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
f
o
llo
w
in
g
i
n
ter
v
ie
w
e
x
ce
r
p
ts
:
“I
a
m
r
ea
lly
g
r
a
te
fu
l
b
ec
a
u
s
e
I
ca
n
p
u
r
s
u
e
h
ig
h
er
ed
u
ca
tio
n
a
n
d
h
a
ve
ma
n
y
fr
ien
d
s
.
”
(
I
n
f
o
r
m
a
n
t
1
,
M)
“I
feel
th
e
w
a
r
mth
in
DS
C
,
a
n
d
I
a
m
r
ea
lly
g
r
a
tefu
l
f
o
r
th
a
t
b
ec
a
u
s
e
it
h
elp
s
me
a
lo
t
w
ith
my
s
tu
d
y
.
”
(
I
n
f
o
r
m
a
n
t 1
, M)
“I
d
o
n
’
t
h
a
ve
o
th
er
w
o
r
d
s
,
I
a
m
ju
s
t
g
r
a
tefu
l
fo
r
b
ei
n
g
a
b
l
e
to
g
et
i
n
to
a
u
n
ivers
ity
.
”
(
I
n
f
o
r
m
a
n
t
2
,
P)
“I
a
m
g
r
a
tefu
l to
h
a
ve
ma
n
y
g
o
o
d
fr
ien
d
s
in
DS
C
.
”
(
I
n
f
o
r
m
an
t 2
,
P
)
“I
a
m
g
r
a
tefu
l
to
h
a
ve
ma
n
y
g
o
o
d
fr
ien
d
s
in
DS
C
.
DS
C
i
s
r
ea
lly
h
elp
fu
l.
“I
a
m
ju
s
t
g
r
a
tefu
l
fo
r
b
ein
g
a
b
le
to
a
tten
d
a
c
o
lleg
e
.
” (
la
u
g
h
)
(
I
n
f
o
r
m
an
t 3
,
S)
“I
ca
n
o
n
ly
feel
th
a
n
kfu
l
b
ec
a
u
s
e
I
ca
n
p
u
r
s
u
e
h
ig
h
er e
d
u
ca
tio
n
in
a
u
n
ivers
ity
.
”
(
I
n
f
o
r
m
a
n
t 6
,
AR
)
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
ie
w
ab
o
v
e
ar
e
in
ac
co
r
d
an
ce
w
it
h
th
e
r
esu
lts
o
f
r
esear
c
h
co
n
d
u
cted
b
y
Sap
m
az
et
a
l
.
,
[
2
3
]
.
I
t
r
ev
ea
ls
th
e
e
x
is
te
n
ce
o
f
th
e
ef
f
ec
t
o
f
g
r
atitu
d
e
to
w
ar
d
s
s
u
b
j
ec
tiv
e
w
e
ll
b
ein
g
.
Gr
atit
u
d
e
is
p
o
s
itiv
e
e
m
o
tio
n
s
o
r
r
esp
o
n
s
es
to
th
e
li
f
e
t
h
at
s
o
m
eo
n
es
e
x
p
er
ien
ce
d
to
in
cr
ea
s
e
t
h
eir
w
ell
-
b
ei
n
g
.
Gr
atit
u
d
e
is
an
e
m
o
tio
n
a
l
s
tate
an
d
attit
u
d
e
to
w
ar
d
s
li
f
e
th
at
b
ec
o
m
es
a
s
o
u
r
ce
o
f
h
u
m
an
s
tr
en
g
th
i
n
i
m
p
r
o
v
in
g
p
er
s
o
n
al
w
ell
-
b
ei
n
g
[
2
4
]
.
A
s
an
e
m
o
tio
n
al
co
n
s
tr
u
ctio
n
,
g
r
atit
u
d
e
is
ch
ar
ac
ter
ized
b
y
t
h
e
ab
ilit
y
to
ch
a
n
g
e
t
h
e
e
m
o
tio
n
al
r
esp
o
n
s
e
to
an
ev
en
t
s
o
th
at
it
b
ec
o
m
es
m
o
r
e
m
ea
n
i
n
g
f
u
l
[
2
5
]
.
A
s
a
co
g
n
iti
v
e
co
n
s
tr
u
ctio
n
,
g
r
atit
u
d
e
is
s
h
o
w
n
b
y
ac
k
n
o
wled
g
in
g
th
e
g
en
er
o
s
i
t
y
,
k
in
d
n
e
s
s
,
an
d
b
less
i
n
g
s
th
a
t
h
a
v
e
b
ee
n
r
ec
eiv
ed
,
w
h
ic
h
lead
an
in
d
iv
id
u
al
to
f
o
c
u
s
o
n
p
o
s
itiv
e
t
h
in
g
s
.
T
h
e
in
ter
v
ie
w
r
es
u
lt
s
ab
o
v
e
ar
e
also
s
u
p
p
o
r
ted
b
y
t
h
e
s
tate
m
en
t
o
f
E
m
m
o
n
s
[
2
6
]
,
w
h
o
e
x
p
lain
s
th
at
g
r
atit
u
d
e
is
a
p
leasan
t
f
ee
l
in
g
ab
o
u
t
th
e
b
en
ef
it
s
r
ec
eiv
ed
b
y
s
o
m
eo
n
e.
A
p
er
s
o
n
w
h
o
h
a
s
g
r
atit
u
d
e
is
th
o
s
e
w
h
o
co
n
f
ir
m
th
at
s
o
m
et
h
in
g
g
o
o
d
h
as
h
ap
p
en
ed
to
th
e
m
an
d
r
ea
lizes
th
at
s
o
m
et
h
i
n
g
g
o
o
d
is
co
m
in
g
f
r
o
m
s
o
m
eo
n
e
e
ls
e
(
t
h
e
e
n
v
ir
o
n
m
e
n
t)
an
d
is
b
e
n
ef
icial
to
t
h
e
m
[
2
7
]
.
B
o
n
o
,
Kr
ak
au
er
,
an
d
Fro
h
[
2
8
]
also
ex
p
lain
ed
th
at
g
r
ati
tu
d
e
is
a
f
ee
li
n
g
e
x
p
er
ien
ce
d
b
y
p
eo
p
le
w
h
e
n
th
e
y
r
ec
eiv
e
"
g
if
t
s
"
o
r
b
en
ef
it
f
r
o
m
o
th
er
s
.
Gr
atitu
d
e
i
s
a
f
ee
lin
g
t
h
at
o
cc
u
r
s
in
e
x
ch
a
n
g
e
-
b
ased
h
u
m
an
r
elatio
n
s
h
ip
s
,
w
h
er
e
s
o
m
eo
n
e
ac
k
n
o
w
led
g
es
t
h
at
h
e/
s
h
e
h
a
s
r
ec
eiv
ed
v
al
u
ab
le
b
en
ef
i
ts
f
r
o
m
o
th
er
s
[
2
9
]
.
3
.
2
.
4.
P
o
s
it
iv
e
a
f
f
ec
t
P
o
s
itiv
e
a
f
f
ec
t
o
r
p
leasan
t
e
m
o
tio
n
s
ar
e
p
ar
t
o
f
t
h
e
s
u
b
j
ec
tiv
e
w
el
lb
ein
g
t
h
at
ar
is
e
s
i
n
in
d
i
v
id
u
al
s
b
ec
au
s
e
li
f
e
g
o
es a
cc
o
r
d
in
g
to
w
h
at
th
e
y
h
a
v
e
e
x
p
ec
ted
[
1
]
.
A
cc
o
r
d
in
g
to
D
ien
er
[
1
8
]
,
in
d
i
v
id
u
al
s
ca
n
b
e
s
a
id
to
h
av
e
h
ig
h
s
u
b
j
ec
tiv
e
w
ell
-
b
ein
g
i
f
t
h
e
y
o
f
ten
f
ee
l
p
o
s
iti
v
e
e
m
o
tio
n
s
s
u
c
h
as
b
ein
g
at
ten
ti
v
e,
in
ter
e
s
ted
,
aler
ted
,
ex
cited
,
en
t
h
u
s
ia
s
tic,
i
n
s
p
ir
ed
,
p
r
o
u
d
,
d
eter
m
i
n
ed
,
s
t
r
o
n
g
,
an
d
ac
tiv
e.
T
h
e
p
o
s
iti
v
e
af
f
ec
ts
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
f
o
llo
w
i
n
g
in
ter
v
ie
w
e
x
ce
r
p
ts
:
“T
h
a
n
k
g
o
d
,
my
fa
milies
a
lw
a
ys
h
a
ve
a
p
o
s
itive
view
a
n
d
g
ive
ca
r
in
g
a
n
d
s
u
p
p
o
r
t
to
me
.
”
(
I
n
f
o
r
m
a
n
t 2
,
P)
“M
y
s
ib
lin
g
s
a
n
d
fa
milies
a
r
e
s
o
ca
r
in
g
.
Th
ey
g
ive
a
tten
tio
n
to
me.
My
fa
milies
a
r
e
mo
r
e
ca
r
in
g
to
me
.
”
(
I
n
f
o
r
m
a
n
t
2
,
P
)
“M
y
p
a
r
en
ts
a
cc
ep
t m
e
a
s
w
h
o
I
a
m,
t
h
a
n
k
g
o
d
”.
Th
ey
r
ea
lly
ca
r
e
a
n
d
l
o
ve
me
.
”
(
I
n
f
o
r
m
a
n
t 3
,
S)
“Y
es,
th
ey
o
ften
ca
ll me
a
s
kin
g
h
o
w
I
a
m,
a
n
d
my
s
tu
d
y.
th
ey
o
ften
a
s
k
a
b
o
u
t h
o
w
I
g
o
th
r
o
u
g
h
ev
ery
d
a
y’
s
A
ctivities
.
”
(
I
n
f
o
r
m
a
n
t 3
,
S)
“M
y
p
a
r
en
ts
a
r
e
r
ea
lly
ca
r
in
g
ev
en
th
o
u
g
h
I
a
m
a
w
a
y
.
”
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
“…th
ey
o
ften
ca
ll me
,
a
s
kin
g
h
o
w
I
a
m
a
n
d
h
o
w
my
s
tu
d
y
is
.
”
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
“Of c
o
u
r
s
e,
I
a
m
h
a
p
p
y
to
g
et
s
u
ch
a
tten
tio
n
fr
o
m
my
mo
th
er
.
”
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
“M
y
fa
milies
a
r
e
a
ll g
o
o
d
,
th
ey
d
o
n
’
t res
tr
ict
me
to
d
o
th
in
g
s
,
th
ey
a
r
e
a
ls
o
ca
r
in
g
,
t
o
o
.
”
(
I
n
f
o
r
m
a
n
t
5
,
T
F)
“
W
h
en
I
g
et
b
a
ck
h
o
me,
my
fa
milies
o
ften
s
en
d
s
o
me
fo
o
d
s
.
Th
ey
a
ls
o
a
s
k
a
b
o
u
t
my
co
n
d
itio
n
;
th
ey
a
lw
a
ys h
elp
me.
S
o
c
a
r
in
g
!
.
”
(
I
n
f
o
r
m
a
n
t 6
,
A
R
)
P
o
s
itiv
e
af
f
ec
t
o
n
t
h
e
i
n
f
o
r
m
an
t
ca
n
b
e
s
ee
n
w
h
en
th
e
in
f
o
r
m
a
n
t
f
elt
ca
r
ed
f
o
r
b
y
o
th
er
s
.
T
h
e
in
f
o
r
m
an
ts
f
e
lt
th
at
t
h
e
y
w
er
e
ca
r
ed
f
o
r
b
y
th
e
ir
f
a
m
il
y
a
n
d
s
ib
lin
g
s
.
T
h
e
f
a
m
il
y
al
s
o
h
as
a
co
n
ce
r
n
ab
o
u
t
th
e
in
f
o
r
m
an
ts
,
w
h
ich
co
u
ld
b
e
s
ee
n
f
r
o
m
w
h
e
n
p
ar
en
ts
o
f
te
n
ca
lled
an
d
ask
ed
ab
o
u
t
th
eir
co
n
d
itio
n
an
d
th
e
ir
s
tu
d
y
.
Fa
m
il
ies
o
f
te
n
ask
ed
ab
o
u
t
d
aily
ac
ti
v
itie
s
th
at
th
e
y
d
id
o
n
o
r
o
f
f
-
ca
m
p
u
s
.
L
i
k
e
wis
e,
th
e
in
f
o
r
m
a
n
ts
'
b
r
o
th
er
s
w
er
e
al
s
o
ca
r
in
g
,
an
d
th
e
y
o
f
te
n
b
r
o
u
g
h
t
s
o
m
e
f
o
o
d
s
w
h
en
th
e
in
f
o
r
m
a
n
t
s
w
er
e
g
o
in
g
b
ac
k
h
o
m
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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Ma
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20
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36
–
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142
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o
r
m
a
n
t
s
r
aises
p
o
s
itiv
e
a
f
f
ec
t,
a
n
d
t
h
is
i
s
s
u
p
p
o
r
ted
b
y
t
h
e
r
e
s
ea
r
ch
o
f
T
o
u
g
h
,
Sie
g
r
is
t,
an
d
Fek
e
te
[
3
0
]
,
w
h
ic
h
r
e
v
ea
ls
th
a
t
s
u
p
p
o
r
t
o
r
atten
tio
n
o
b
tain
ed
f
r
o
m
d
o
m
i
n
an
t
f
a
m
il
y
a
n
d
f
r
ien
d
s
in
f
l
u
e
n
ce
s
t
h
e
w
e
ll
-
b
ein
g
o
f
p
er
s
o
n
s
w
it
h
d
is
ab
ilit
ies,
s
p
ec
i
f
icall
y
i
n
f
l
u
e
n
cin
g
t
h
eir
p
o
s
itiv
e
e
m
o
tio
n
s
t
o
f
ig
h
t stre
s
s
o
r
s
.
An
o
th
er
p
o
s
it
iv
e
af
f
ec
t
th
at
th
e
i
n
f
o
r
m
a
n
t
h
as
is
e
n
t
h
u
s
i
as
m
.
I
n
d
iv
id
u
als
ar
e
s
aid
to
h
av
e
h
i
g
h
s
u
b
j
ec
tiv
e
w
el
l
-
b
ei
n
g
i
f
t
h
e
y
o
f
ten
f
e
el
p
o
s
itiv
e
e
m
o
tio
n
s
s
u
ch
as
e
n
t
h
u
s
ias
m
[
1
8
]
.
I
n
f
o
r
m
an
ts
w
er
e
ea
g
er
to
co
n
tin
u
e
lear
n
in
g
a
n
d
tr
y
i
n
g
t
h
eir
b
est
to
b
e
ab
le
to
f
in
i
s
h
c
o
lleg
e
i
m
m
ed
iatel
y
.
So
m
e
i
n
f
o
r
m
a
n
ts
w
an
t
to
b
e
teac
h
er
s
an
d
m
a
k
e
th
eir
p
ar
en
ts
h
ap
p
y
.
T
h
e
in
f
o
r
m
a
n
t
'
s
s
p
ir
it
w
as
s
h
o
w
n
b
y
t
h
eir
d
ilig
e
n
c
e
to
atten
d
lectu
r
es
an
d
h
ar
d
w
o
r
k
to
s
t
u
d
y
s
o
as
n
o
t to
f
ail
a
ce
r
tain
co
u
r
s
e.
T
h
e
in
f
o
r
m
an
t
m
ad
e
th
e
b
est
u
s
e
o
f
ti
m
e
a
n
d
w
a
s
n
o
t
laz
y
.
Utiliz
in
g
ti
m
e
w
i
th
a
lo
t
o
f
r
ea
d
in
g
w
as
a
n
atte
m
p
t
o
f
t
h
e
i
n
f
o
r
m
an
t
a
s
an
ex
p
r
ess
io
n
o
f
th
e
e
n
t
h
u
s
ias
m
t
o
co
n
tin
u
e
lear
n
i
n
g
.
T
h
is
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
f
o
llo
w
in
g
i
n
t
er
v
ie
w
ex
ce
r
p
ts
:
“I
h
a
ve
to
s
tu
d
y
a
n
d
b
e
d
ilig
en
t
b
ec
a
u
s
e
I
d
o
n
’
t
w
a
n
t
to
fa
i
l
in
a
co
u
r
s
e.
Th
e
mo
s
t
imp
o
r
ta
n
t
th
in
g
fo
r
me
is
to
d
o
th
e
b
est to
g
et
th
in
g
s
b
etter
.
”
(
I
n
f
o
r
m
a
n
t 1
,
M)
“Y
es,
I
d
o
n
’
t
w
a
n
t
to
w
a
s
te
time.
Th
a
t
is
w
h
y
I
a
m
e
a
g
er
to
lea
r
n
a
n
d
d
o
n
o
t
b
e
la
z
y
.
”
(
I
n
f
o
r
m
an
t
1
,
M)
“I
h
a
ve
to
b
e
ea
g
er
to
lea
r
n
,
n
o
t
b
ein
g
la
z
y
b
ec
a
u
s
e
I
w
a
n
t
to
b
e
a
tea
ch
er
in
a
s
p
ec
ia
l
ed
u
ca
tio
n
s
ch
o
o
l
.
”
(
I
n
f
o
r
m
an
t 3
,
S)
"
I
n
ee
d
to
b
e
mo
r
e
a
g
er,
r
ea
d
in
g
b
o
o
ks,
d
o
in
g
th
e
a
s
s
ig
n
men
t
o
n
time,
a
n
d
b
ein
g
d
ilig
en
t
.
"
(
I
n
f
o
r
m
a
n
t 3
,
S)
“
I
n
e
e
d
t
o
k
e
e
p
s
t
u
d
y
i
n
g
,
b
e
e
a
g
e
r
,
a
l
w
a
y
s
.
I
w
a
n
t
t
o
b
e
a
t
e
a
c
h
e
r
i
n
a
s
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
s
c
h
o
o
l
.
”
(
I
n
f
o
r
m
a
n
t
4
,
S
F
)
"
I
h
a
ve
to
fin
is
h
co
lleg
e
a
n
d
b
ec
o
me
a
tea
ch
er in
a
s
p
ec
ia
l s
ch
o
o
l
.
”
(I
n
f
o
r
m
a
n
t 4
,
SF)
“
b
e
d
i
l
i
g
e
n
t
a
l
w
a
y
s
,
s
o
t
h
a
t
I
w
o
n
’
t
b
e
l
e
f
t
b
e
h
i
n
d
.
I
w
a
n
t
t
o
d
o
m
y
b
e
s
t
a
n
d
t
o
k
e
e
p
s
t
u
d
y
i
n
g
.
”
(
I
n
f
o
r
m
a
n
t
5
,
T
F
)
“kee
p
th
e
ea
g
ern
ess
to
lea
r
n
t
o
a
ch
ieve
my
g
o
a
l
.
”
(
I
n
f
o
r
m
a
n
t 5
,
T
F)
An
o
th
er
p
o
s
itiv
e
a
f
f
ec
t
t
h
e
i
n
f
o
r
m
a
n
t
h
as
is
a
p
lea
s
u
r
e.
I
n
f
o
r
m
a
n
ts
ar
e
h
ap
p
y
t
h
at
t
h
e
y
a
r
e
g
i
v
en
a
ch
an
ce
to
s
p
ea
k
b
y
b
ei
n
g
i
n
v
o
lv
ed
in
v
ar
io
u
s
ac
ti
v
it
ies.
P
ar
ticip
atin
g
in
m
a
n
y
ac
t
iv
i
ties
m
ak
e
s
i
n
f
o
r
m
an
t
s
h
ap
p
y
.
Fo
r
ex
a
m
p
le,
o
n
e
o
f
t
h
e
in
f
o
r
m
an
t
s
w
as
as
k
ed
to
b
e
o
n
e
o
f
th
e
s
p
ea
k
er
s
at
a
s
e
m
in
ar
.
T
h
e
in
f
o
r
m
an
t
s
ar
e
al
w
a
y
s
p
ass
io
n
ate
to
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
to
m
o
tiv
a
te
o
th
er
s
.
B
ein
g
a
r
eso
u
r
ce
o
f
m
o
tiv
atio
n
f
o
r
o
th
er
s
m
ak
e
s
th
e
m
w
o
r
t
h
y
o
f
b
ei
n
g
ac
ce
p
ted
w
ith
all
o
f
th
eir
s
h
o
r
tco
m
in
g
s
.
I
n
ad
d
itio
n
,
s
o
m
e
i
n
f
o
r
m
an
t
s
w
er
e
also
h
ap
p
y
to
s
h
o
w
t
h
eir
tale
n
t
s
u
c
h
as
s
i
n
g
i
n
g
.
T
h
ey
ar
e
also
in
v
o
lv
ed
in
m
an
y
ev
e
n
ts
b
o
th
i
n
th
eir
v
illa
g
e
an
d
in
an
o
th
er
p
lace
.
Dien
er
an
d
Ois
h
i
[
1
]
s
tate
th
at
p
o
s
iti
v
e
af
f
ec
tio
n
is
ch
ar
ac
ter
ized
b
y
e
m
o
t
i
o
n
al
tr
an
s
i
tio
n
an
d
p
leasan
t
m
o
o
d
.
P
o
s
itiv
e
a
f
f
ec
t
io
n
also
co
n
tai
n
s
p
leas
u
r
e.
T
h
e
f
o
llo
w
in
g
i
n
ter
v
ie
w
e
x
ce
r
p
ts
:
“I
a
m
s
o
h
a
p
p
y
to
b
e
in
vo
lv
ed
in
s
o
me
ev
en
ts
ev
en
th
o
u
g
h
n
o
t
th
e
b
ig
o
n
e.
I
t
ma
ke
s
me
h
a
p
p
y
b
ec
a
u
s
e
I
feel
r
ec
o
g
n
iz
ed
.
”
(
I
n
f
o
r
m
an
t 1
,
M)
W
h
en
th
ere
a
r
e
s
o
me
ev
en
ts
i
n
my
villa
g
e,
I
a
m
a
lw
a
ys
in
vo
lved
,
a
n
d
I
a
m
r
ea
lly
h
a
p
p
y
.
"
(
I
n
f
o
r
m
a
n
t
2
,
P)
“Fo
r
ex
a
mp
le,
w
h
en
th
ere
i
s
a
ce
leb
r
a
tio
n
,
th
ey
a
s
ke
d
me
t
o
p
a
r
ticip
a
te.
I
a
m
g
la
d
b
ec
a
u
s
e
I
ca
n
b
e
u
s
efu
l fo
r
o
th
ers
.
”
(
I
n
f
o
r
m
an
t
2
,
P)
“
I
p
a
r
ticip
a
ted
in
o
n
e
ev
en
t
w
h
ere
I
a
m
th
e
o
n
l
y
d
is
a
b
le
d
p
ers
o
n
.
I
t’
s
ju
s
t
a
ma
z
in
g
fo
r
m
e
a
n
d
I
a
m
r
ea
lly
h
a
p
p
y
.
”
(
I
n
f
o
r
m
a
n
t 3
,
S)
“I’
d
b
e
ve
r
y
h
a
p
p
y
t
o
p
a
r
ticip
a
te
in
s
u
ch
a
n
ev
en
t
.
”
(
I
n
f
o
r
m
an
t 5
,
T
F)
“I
a
m
h
a
p
p
y
to
s
h
a
r
e
my
ex
p
e
r
ien
ce
s
w
ith
o
th
ers
.
”
(
I
n
f
o
r
m
a
n
t 5
,
T
F)
B
ased
o
n
i
n
ter
v
ie
w
s
,
t
h
e
i
n
f
o
r
m
an
t
s
al
s
o
f
elt
a
n
o
th
er
p
o
s
it
iv
e
a
f
f
ec
t,
n
a
m
e
l
y
p
r
id
e.
A
cc
o
r
d
in
g
t
o
Selig
m
a
n
et
a
l.,
[
3
1
]
,
th
er
e
ar
e
s
e
v
er
al
p
o
s
iti
v
e
e
m
o
tio
n
s
ab
o
u
t t
h
e
p
ast,
i
n
cl
u
d
in
g
s
ati
s
f
ac
ti
o
n
,
r
elief
,
s
u
cc
es
s
,
p
r
id
e,
an
d
p
ea
ce
.
T
h
e
p
r
i
d
e
s
h
o
w
s
t
h
i
s
p
o
s
iti
v
e
e
m
o
tio
n
ab
o
u
t
th
e
h
is
to
r
y
t
h
at
w
a
s
f
elt
b
y
in
f
o
r
m
a
n
t
s
.
I
n
f
o
r
m
a
n
t
s
f
ee
l
p
r
o
u
d
o
f
th
e
m
s
el
v
es
b
ec
au
s
e
th
e
y
ca
n
s
tu
d
y
u
p
to
n
o
w
,
an
d
it
is
a
m
at
ter
o
f
p
r
id
e
b
ec
au
s
e
o
th
er
p
eo
p
le
m
a
y
n
o
t
g
et
t
h
e
s
a
m
e
o
p
p
o
r
tu
n
it
y
as
t
h
e
i
n
f
o
r
m
a
n
t.
T
h
e
in
f
o
r
m
a
n
t
d
id
n
o
t
ex
p
ec
t
th
at
t
h
e
y
w
o
u
ld
b
e
g
i
v
en
s
u
c
h
a
n
o
p
p
o
r
tu
n
it
y
to
lear
n
.
Op
p
o
r
tu
n
i
ties
to
s
t
u
d
y
i
n
co
lle
g
e
ca
n
also
b
e
u
s
ed
as
a
r
ein
f
o
r
ce
m
en
t
f
o
r
th
e
m
to
th
i
n
k
t
h
at
th
e
y
ca
n
b
e
lik
e
a
n
o
r
m
al
p
er
s
o
n
w
h
o
co
n
ti
n
u
e
s
to
lear
n
.
T
h
e
f
o
llo
w
in
g
in
ter
v
ie
w
ex
ce
r
p
ts
:
Evaluation Warning : The document was created with Spire.PDF for Python.
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ith
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143
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n
estl
y,
.
.
.
I
'm
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a
p
p
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I
c
a
n
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till
g
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to
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lleg
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to
co
n
tin
u
e
th
eir
s
tu
d
ies
a
n
d
it
i
s
a
p
r
id
e
fo
r
me
to
b
e
a
b
le
to
co
n
tin
u
e
my
s
tu
d
y.
N
o
t
a
ll
p
e
o
p
le
w
ith
d
is
a
b
ilit
ies
ca
n
g
o
to
co
lleg
e
like
I
d
o
,
esp
ec
ia
l
ly
w
o
men
.
”
(
I
n
f
o
r
m
a
n
t 1
,
M)
"
Yes
,
o
f c
o
u
r
s
e,
I
a
m
p
r
o
u
d
,
.
.
.
b
u
t I
d
o
n
’
t wa
n
t to
b
e
a
r
r
o
g
a
n
t.
I
t m
ea
n
s
th
a
t I
a
m
p
r
o
u
d
to
b
e
a
b
le
to
s
tu
d
y
u
n
til
n
o
w
,
yo
u
n
ev
er
t
h
o
u
g
h
t.
I
a
m
a
d
is
a
b
led
p
er
s
o
n
,
b
u
t
I
w
a
s
s
till
a
llo
w
ed
to
lea
r
n
.
"
(
I
n
f
o
r
m
a
n
t 2
,
P
)
"
B
ein
g
a
b
le
t
o
s
tu
d
y
u
n
til n
o
w
is
p
r
id
e,
fo
r
me.
N
o
t a
ll p
eo
p
l
e
ca
n
g
o
to
co
lleg
e
,
ev
en
n
o
r
ma
l p
eo
p
le.
(
la
u
g
h
)
.
"
(
I
n
f
o
r
m
a
n
t 3
,
S)
"
W
o
w
,
I
'm
h
a
p
p
y.
.
.
mo
r
eo
ve
r
,
I
a
m
th
e
o
n
ly
d
is
a
b
led
p
ers
o
n
w
h
o
r
ec
eive
d
a
s
ch
o
la
r
s
h
ip
.
S
o
,
ye
s
,
I
a
m
p
r
o
u
d
.
.
.
.
p
r
o
u
d
o
f
myself.
I
a
m
p
r
o
u
d
t
o
b
e
a
b
le
to
g
o
to
co
lleg
e
a
n
d
g
et
a
s
ch
o
la
r
s
h
ip
to
o
.
"
(
I
n
f
o
r
m
a
n
t 5
,
T
F)
3
.
2
.
5.
Neg
a
t
i
v
e
a
f
f
ec
t
I
n
ad
d
itio
n
to
th
e
p
o
s
iti
v
e
a
f
f
ec
t,
th
e
i
n
f
o
r
m
an
t
a
ls
o
h
a
s
a
n
eg
at
iv
e
a
f
f
ec
t.
Ne
g
ati
v
e
af
f
e
ct
in
cl
u
d
es
u
n
p
lea
s
an
t
m
o
o
d
s
,
w
h
ich
r
ef
lect
n
e
g
ati
v
e
r
esp
o
n
s
es
e
x
p
er
ien
ce
d
b
y
in
d
i
v
id
u
a
ls
ab
o
u
t
th
eir
li
v
es
[
1
]
.
Neg
ati
v
e
f
ee
l
in
g
s
ca
n
b
e
s
ee
n
f
r
o
m
s
p
ec
if
ic
e
m
o
tio
n
s
s
u
c
h
as
s
ad
n
es
s
,
d
is
tr
ess
,
d
is
ap
p
o
in
t
m
e
n
t,
g
u
ilt,
s
ca
r
e,
h
o
s
tili
t
y
,
s
h
a
m
e,
n
er
v
o
u
s
n
es
s
,
an
d
w
o
r
r
y
.
T
h
e
in
f
o
r
m
a
n
ts
'
n
e
g
ati
v
e
af
f
ec
t
is
th
e
f
ee
li
n
g
o
f
s
ad
n
es
s
d
u
e
to
a
lack
o
f
h
ar
m
o
n
io
u
s
p
ast
r
elatio
n
s
h
ip
s
w
i
th
f
a
m
i
l
y
,
f
r
ien
d
s
,
s
ib
lin
g
s
,
an
d
n
ei
g
h
b
o
r
s
.
T
h
e
in
f
o
r
m
a
n
t
o
n
ce
f
elt
s
ad
w
h
en
h
e
w
as
o
s
tr
ac
ized
an
d
u
n
d
er
esti
m
ate
d
b
y
th
eir
n
ei
g
h
b
o
r
s
.
T
h
e
n
ei
g
h
b
o
r
's
n
eg
a
tiv
e
attit
u
d
e,
f
o
r
in
s
ta
n
ce
,
w
a
s
i
n
t
h
e
f
o
r
m
o
f
p
r
ej
u
d
ice
an
d
n
eg
at
i
v
e
t
h
i
n
k
i
n
g
ab
o
u
t
in
f
o
r
m
a
n
t
s
’
in
ab
ilit
y
to
a
tten
d
s
ch
o
o
l.
B
esid
es,
s
o
m
e
o
f
t
h
e
in
f
o
r
m
an
ts
h
ad
b
ee
n
u
n
d
er
est
i
m
ated
b
y
t
h
eir
s
ib
li
n
g
s
.
T
h
e
in
f
o
r
m
an
t
w
as
u
n
d
er
est
i
m
ate
d
w
h
e
n
t
h
e
y
w
er
e
ab
o
u
t
to
en
ter
co
lleg
e.
T
h
eir
s
ib
lin
g
s
co
n
s
id
er
th
e
in
f
o
r
m
a
n
ts
as
u
n
ab
le,
an
d
letti
n
g
t
h
e
m
g
o
to
u
n
i
v
er
s
it
y
w
o
u
ld
b
e
j
u
s
t
w
asti
n
g
m
o
n
e
y
.
T
h
is
co
n
d
itio
n
m
ak
e
s
th
e
m
s
ad
.
I
n
ad
d
itio
n
to
n
ei
g
h
b
o
r
s
an
d
r
elativ
e
s
,
th
e
in
f
o
r
m
an
t
also
f
el
t
s
ad
ab
o
u
t
th
e
tr
ea
t
m
e
n
t
f
r
o
m
t
h
eir
f
r
ie
n
d
s
in
t
h
e
p
ast.
I
n
f
o
r
m
an
ts
h
a
v
e
b
ee
n
s
lan
d
er
ed
an
d
d
esp
is
ed
b
y
t
h
eir
f
r
ie
n
d
s
.
T
h
es
e
n
eg
ati
v
e
p
as e
x
p
er
ien
ce
s
ca
n
b
e
s
ee
n
in
t
h
e
f
o
llo
w
i
n
g
in
te
r
v
ie
w
ex
ce
r
p
ts
:
"
Yes
,
my
n
eig
h
b
o
r
s
ju
s
t
d
o
n
't
ca
r
e,
a
n
d
it's
like
b
ein
g
left
o
u
t,
o
s
tr
a
cized
.
Ma
yb
e
th
ey
th
i
n
k
I
ca
n
n
o
t
d
o
a
n
yt
h
in
g
a
n
d
it is
r
ea
lly
s
a
d
.
"
(
I
n
f
o
r
m
an
t 1
,
M)
"
P
eo
p
le
o
ften
lo
o
k
d
o
w
n
to
me,
th
ey
s
a
id
"
w
h
y
yo
u
w
a
n
t to
g
o
to
co
lleg
e?
W
h
a
t wi
l
l y
o
u
b
e?
"
I
'm
s
o
s
a
d
to
h
ea
r
th
a
t,
I
'm
cryin
g
.
”
(
I
n
f
o
r
m
a
n
t 1
,
M)
"
Y
e
s
,
t
h
e
y
u
n
d
e
r
e
s
t
i
m
a
t
e
.
S
o
m
e
t
i
m
e
s
t
h
e
y
d
o
n
’
t
h
e
a
r
m
e
w
h
e
n
I
t
a
l
k
.
.
.
I
f
e
e
l
r
e
s
e
n
t
f
u
l
a
n
d
s
a
d
t
o
o
.
"
(
I
n
f
o
r
m
a
n
t
2
,
P
)
"
.
.
.
it's
r
ea
lly
s
a
d
.
I
w
a
s
a
lw
a
ys
o
s
tr
a
cized
,
b
u
llied
,
mo
ck
ed
w
h
en
I
w
a
s
in
h
ig
h
s
ch
o
o
l
.
"
(
I
n
f
o
r
m
a
n
t
2
,
P)
"
W
h
en
I
w
a
s
in
elem
en
ta
r
y
s
ch
o
o
l,
I
w
a
s
mo
ck
ed
,
ev
e
n
b
y
my
tea
ch
er
to
o
.
I
w
a
s
p
r
o
h
ib
ited
fr
o
m
jo
in
in
g
a
less
o
n
,
s
h
e
s
a
id
I
co
u
ld
n
't
d
o
it
.
.
.
ju
s
t
s
a
d
.
.
w
h
y
a
m
I
d
iffer
en
t
fr
o
m
my
fr
ie
n
d
s
.
E
ve
n
th
o
u
g
h
I
kn
o
w
,
I
ca
n
to
o
.
"
(
I
n
f
o
r
m
a
n
t 3
,
S)
"
Yes
,
my
fr
ien
d
s
h
ere
o
ften
g
o
s
s
ip
ed
a
b
o
u
t m
e.
I
t’
s
s
a
d
s
o
metime
s
.
”
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
An
o
th
er
n
eg
at
iv
e
a
f
f
ec
t
f
elt
b
y
t
h
e
in
f
o
r
m
a
n
t
i
s
a
f
e
elin
g
o
f
d
is
ap
p
o
in
t
m
en
t.
Fe
elin
g
s
o
f
d
is
ap
p
o
in
t
m
e
n
t
t
h
at
w
er
e
e
x
p
er
ien
ce
d
b
y
t
h
e
i
n
f
o
r
m
an
t
s
ar
e
ass
o
ciate
d
w
it
h
t
h
e
is
s
u
e
o
f
s
ch
o
o
lin
g
ag
e.
So
m
e
o
f
th
e
in
f
o
r
m
a
n
ts
h
ad
atte
n
d
e
d
s
ch
o
o
l
f
o
r
a
lo
n
g
er
p
er
io
d
b
ec
au
s
e
o
f
t
h
eir
d
is
ab
ili
ties
s
o
th
at
t
h
eir
ag
e
w
as
s
lig
h
tl
y
ab
o
v
e
th
e
av
er
a
g
e
o
f
th
eir
f
r
ie
n
d
s
’
.
I
t
b
ec
o
m
es
a
s
o
u
r
ce
o
f
n
eg
ati
v
e
f
ee
lin
g
s
f
o
r
th
e
in
f
o
r
m
a
n
ts
.
I
n
ad
d
itio
n
,
th
e
in
f
o
r
m
a
n
t
also
f
e
lt
d
is
ap
p
o
in
ted
b
ec
au
s
e
t
h
is
p
r
o
b
lem
h
a
s
f
u
r
th
er
p
r
ev
e
n
ted
t
h
e
i
n
f
o
r
m
a
n
ts
f
r
o
m
atten
d
in
g
u
n
iv
er
s
it
y
ea
r
lier
.
I
t
m
ak
e
s
t
h
e
m
th
i
n
k
t
h
at
i
f
th
e
y
ar
e
n
o
t
d
is
ab
led
,
th
e
y
m
a
y
h
a
v
e
a
b
ig
g
er
ch
a
n
ce
to
f
i
n
is
h
t
h
eir
ed
u
ca
t
io
n
ea
r
lier
an
d
f
aster
.
T
h
e
f
o
llo
w
i
n
g
i
n
ter
v
ie
w
ex
ce
r
p
ts
tell
t
h
e
s
to
r
y
ab
o
u
t
th
eir
s
ch
o
o
lin
g
p
r
o
b
le
m
:
"
I
a
m
a
n
g
r
y
w
ith
myse
lf
o
ften
,
ye
s
,
b
ec
a
u
s
e
I
a
m
b
lin
d
.
S
o
metime
s
I
a
l
s
o
feel
s
o
r
r
y
a
n
d
d
is
a
p
p
o
in
ted
w
h
y
I
h
a
ve
to
b
e
like
th
is
.
"
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
"
Yes
,
b
o
r
ed
.
I
a
m
a
lr
ea
d
y
in
my
2
5
s
,
b
u
t
I
a
m
o
n
ly
in
th
e
6
th
s
eme
s
ter.
I
w
a
n
t
to
fin
is
h
c
o
lleg
e,
I
ju
s
t
w
a
n
t to
fin
is
h
it so
o
n
.
.
.
.
"
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
"
Yes
,
th
a
t wa
s
d
is
a
p
p
o
in
tin
g
a
n
d
b
o
r
in
g
.
I
t d
o
esn
't
s
u
it my
a
g
e.
"
(
I
n
f
o
r
m
a
n
t 4
,
SF
)
"
Yes
,
d
is
a
p
p
o
i
n
ted
,
.
.
.
a
t
my
a
g
e,
I
h
a
ve
n
't
g
r
a
d
u
a
ted
ye
t.
I
'm
d
is
a
p
p
o
in
te
d
th
a
t
my
s
tu
d
y
h
a
s
to
b
e
d
ela
ye
d
.
"
(
I
n
f
o
r
m
a
n
t 6
,
AR
)
"
I
w
a
s
d
is
a
p
p
o
in
ted
.
.
.
s
o
fa
r
I
a
m
s
till
cu
r
io
u
s
a
b
o
u
t h
o
w
th
e
w
o
r
ld
is
.
"
(
I
n
f
o
r
m
an
t 6
,
A
R
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N:
2
2
5
2
-
8
8
0
6
I
n
t
.
J
.
P
u
b
lic
Hea
lth
Sci
.
Vo
l.
1
0
,
No
.
1
,
Ma
r
ch
20
2
1
:
1
36
–
1
45
144
4.
CO
NCLU
SI
O
N
Su
b
j
ec
tiv
e
w
ell
-
b
ei
n
g
i
n
w
o
m
en
w
it
h
d
is
ab
ilit
ie
s
is
illu
s
t
r
ated
b
y
t
h
e
p
r
esen
ce
o
f
s
ati
s
f
ac
tio
n
i
n
s
ev
er
al
d
o
m
a
in
s
,
n
a
m
el
y
s
el
f
-
ac
ce
p
tan
ce
,
p
o
s
iti
v
e
s
o
cial
r
elatio
n
s
,
a
n
d
g
r
atit
u
d
e.
T
h
e
in
f
o
r
m
a
n
ts
w
er
e
s
atis
f
ied
w
it
h
th
eir
li
f
e,
an
d
th
e
y
d
escr
ib
ed
th
eir
lif
e
as
m
ea
n
in
g
f
u
l
b
ec
au
s
e
t
h
e
y
w
h
o
le
h
e
ar
ted
ly
ac
c
ep
t
th
eir
cu
r
r
en
t
co
n
d
itio
n
.
T
h
is
p
o
s
iti
v
e
f
ee
li
n
g
also
lead
s
th
e
m
to
b
e
m
o
r
e
f
o
c
u
s
ed
o
n
w
h
at
t
h
e
y
ca
n
d
o
w
it
h
t
h
e
p
o
ten
tials
t
h
at
t
h
e
y
h
av
e.
T
h
e
in
f
o
r
m
a
n
ts
h
a
v
e
a
g
o
o
d
r
elatio
n
s
h
ip
w
it
h
t
h
e
p
eo
p
le
ar
o
u
n
d
t
h
e
m
.
T
h
e
li
f
e
s
atis
f
ac
tio
n
o
f
t
h
e
i
n
f
o
r
m
a
n
ts
w
a
s
a
l
s
o
s
ee
n
f
r
o
m
g
o
o
d
r
elatio
n
s
th
at
t
h
e
y
b
u
ild
w
it
h
f
ello
w
d
i
s
ab
led
f
r
ien
d
s
.
I
n
ad
d
itio
n
,
th
e
in
f
o
r
m
an
ts
'
li
f
e
s
atis
f
ac
tio
n
w
as
also
i
n
d
icat
ed
b
y
g
r
atit
u
d
e.
T
h
e
in
f
o
r
m
an
ts
w
er
e
g
r
ate
f
u
l
th
at
th
e
y
w
er
e
ab
le
to
co
n
t
in
u
e
t
h
eir
ed
u
ca
tio
n
u
n
til
u
n
i
v
er
s
it
y
lev
el.
T
h
e
y
w
er
e
also
g
r
atef
u
l
f
o
r
t
h
e
h
elp
an
d
s
u
p
p
o
r
t th
at
DS
C
h
a
s
p
r
o
v
id
ed
.
T
h
e
p
o
s
itiv
e
a
f
f
ec
t
o
f
i
n
f
o
r
m
a
n
ts
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
s
en
s
e
o
f
atte
n
tio
n
t
h
at
i
s
o
b
tain
ed
,
f
ee
lin
g
s
o
f
en
th
u
s
ias
m
,
p
leas
u
r
e,
an
d
a
f
ee
lin
g
o
f
p
r
id
e.
T
h
ey
al
s
o
f
e
el
th
e
a
tten
tio
n
a
n
d
c
ar
e
f
r
o
m
t
h
eir
f
a
m
il
y
an
d
s
ib
lin
g
.
Ho
w
ev
er
,
t
h
e
y
u
s
ed
t
o
h
av
e
n
eg
a
tiv
e
p
as
t
ex
p
er
ie
n
ce
s
w
it
h
th
e
ir
f
a
m
il
y
a
n
d
n
ei
g
h
b
o
u
r
s
,
w
h
ich
m
ad
e
th
eir
r
elatio
n
s
h
ip
les
s
h
ar
m
o
n
io
u
s
.
T
h
e
in
f
o
r
m
a
n
t
s
s
t
ill
f
ee
l
s
ad
b
ec
au
s
e
o
f
t
h
eir
n
e
g
ati
v
e
p
ast
ex
p
er
ien
ce
s
.
B
esid
es th
at,
t
h
e
y
al
s
o
f
ee
l d
is
ap
p
o
in
ted
w
it
h
th
e
ir
ed
u
ca
tio
n
ex
p
er
ien
ce
.
T
h
eir
s
tatu
s
as a
d
is
ab
led
p
er
s
o
n
h
as
p
r
ev
en
ted
th
e
m
f
r
o
m
f
in
is
h
in
g
s
c
h
o
o
l
o
n
ti
m
e.
So
m
e
i
n
f
o
r
m
an
t
s
ev
e
n
h
ad
n
o
t
g
o
n
e
to
s
ch
o
o
l
f
o
r
s
ev
er
a
l
y
ea
r
s
b
ec
au
s
e
o
f
th
eir
d
is
ab
ili
t
ies,
s
o
th
at
t
h
e
y
f
elt
n
e
g
ativ
e
e
m
o
tio
n
s
in
t
h
e
m
s
el
v
es.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
e
au
th
o
r
s
w
is
h
to
th
a
n
k
th
e
Mi
n
is
tr
y
o
f
R
e
s
ea
r
ch
a
n
d
T
ec
h
n
o
lo
g
y
/
Natio
n
al
R
es
ea
r
ch
an
d
I
n
n
o
v
a
tio
n
Ag
e
n
c
y
,
R
ep
u
b
lic
o
f
I
n
d
o
n
e
s
ia
(
R
I
ST
E
K
-
B
R
I
N)
,
f
o
r
p
r
o
v
id
in
g
s
u
p
p
o
r
t
an
d
f
u
n
d
in
g
f
o
r
th
e
co
m
p
let
io
n
o
f
t
h
i
s
r
esear
c
h
.
RE
F
E
R
E
NC
E
S
[1
]
Die
n
e
r,
E.
,
L
u
c
a
s,
R.
E.
,
Oish
i
,
S
.
,
“
S
u
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
:
Th
e
sc
ien
c
e
o
f
h
a
p
p
in
e
ss
a
n
d
li
f
e
sa
ti
sfa
c
ti
o
n
,
”
Ha
n
d
b
o
o
k
o
f
Po
sit
ive
Psy
c
h
o
lo
g
y
,
p
p
.
6
3
-
7
3
,
2
0
0
2
.
[2
]
Die
n
e
r,
E.
,
L
u
c
a
s,
R.
E.
,
Oish
i,
S
.
,
“
A
d
v
a
n
c
e
s an
d
o
p
e
n
q
u
e
stio
n
s
i
n
th
e
sc
ien
c
e
o
f
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
,
”
Co
ll
a
b
ra
Psy
c
h
o
lo
g
y
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
1
-
7
8
,
2
0
1
8
,
d
o
i:
h
t
tp
s://
d
o
i.
o
rg
/
1
0
.
1
5
2
5
/co
ll
a
b
ra
.
1
1
5
.
[3
]
Die
n
e
r,
E.
,
Ch
a
n
.
,
M
.
Y.,
“
Ha
p
p
y
p
e
o
p
le
li
v
e
lo
n
g
e
r:
S
u
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
c
o
n
tri
b
u
tes
to
h
e
a
lt
h
a
n
d
lo
n
g
e
v
it
y
,
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
Psy
c
h
o
lo
g
y
:
He
a
lt
h
a
n
d
W
e
ll
Bein
g
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
-
4
3
,
2
0
1
1
,
d
o
i:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
1
1
1
/j
.
1
7
5
8
-
0
8
5
4
.
2
0
1
0
.
0
1
0
4
5
.
x
.
[4
]
Ly
u
b
o
m
irs
k
y
,
S
.
,
“
T
h
e
m
y
th
s
o
f
h
a
p
p
i
n
e
ss
:
W
h
a
t
sh
p
u
ld
m
a
k
e
y
o
u
h
a
p
p
y
,
b
u
t
d
o
e
sn
’t
,
w
h
a
t
sh
o
u
ld
n
’t
m
a
k
e
y
o
u
h
a
p
p
y
,
b
u
t
d
o
e
s,”
Ne
w
Y
o
rk
:
Pen
g
u
i
n
Pre
ss
,
2
0
1
3
.
[5
]
L
a
h
e
y
,
B.
,
“
P
sy
c
h
o
lo
g
y
a
n
in
tr
o
d
u
c
ti
o
n
,
”
Ch
ic
a
g
o
:
M
c
Gr
a
w
Hill
,
2
0
0
4
.
[6
]
G
e
n
u
g
ten
,
W
.
V
.
,
“
Hu
m
a
n
rig
h
ts
re
fe
re
n
c
e
,
”
Ne
th
e
rla
n
d
s: T
h
e
Ha
g
u
e
,
2
0
1
1
.
[7
]
Dix
o
n
,
J
.
,
Ro
b
b
,
M
.
,
“
W
o
rk
in
g
w
it
h
w
o
m
e
n
w
it
h
a
le
a
rn
in
g
d
isa
b
il
it
y
e
x
p
e
rien
c
in
g
d
o
m
e
stic
a
b
u
se
:
Ho
w
so
c
ial
w
o
rk
e
r
s
c
a
n
n
e
g
o
ti
a
te
c
o
m
p
e
ti
n
g
d
e
f
in
it
io
n
s
o
f
risk
,
”
Brit
ish
J
o
u
r
n
a
l
o
f
S
o
c
ia
l
W
o
rk
,
v
o
l.
4
6
,
n
o
.
3
,
p
p
.
7
7
3
–
7
8
8
,
2
0
1
5
,
d
o
i:
h
tt
p
s://
d
o
i.
o
rg
/
1
0
.
1
0
9
3
/b
jsw
/b
c
u
1
4
9
.
[8
]
Die
n
e
r,
E.
,
S
u
h
,
E.
,
Oish
i,
S
.
,
“
R
e
c
e
n
t
f
in
d
in
g
s
o
n
su
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
,
”
In
d
i
a
n
J
o
u
r
n
a
l
o
f
Cli
n
ic
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
2
5
-
4
1
,
1
9
9
7
.
[9
]
Cre
s
w
e
ll
,
J.
W
.
,
“
R
e
se
a
r
c
h
d
e
sig
n
:
Qu
a
li
tativ
e
,
q
u
a
n
ti
tativ
e
,
a
n
d
m
ix
e
d
m
e
th
o
d
s
a
p
p
r
o
a
c
h
e
s,”
T
h
o
u
sa
n
d
Oa
k
s,
Ca
li
fo
r
n
ia
:
S
AGE
Pu
b
li
c
a
t
io
n
s,
2
0
1
4
.
[1
0
]
Hu
rlo
c
k
.
E.
B
.
,
“
De
v
e
lo
p
m
e
n
tal
p
s
y
c
h
o
lo
g
y
,
”
Ne
w
Y
o
rk
:
M
c
Gr
a
w
Hill
Ed
u
c
a
ti
o
n
,
2
0
0
1
.
[1
1
]
Ca
rso
n
,
S
.
H.,
L
a
n
g
e
r,
E.
J.,
“
M
in
d
f
u
l
n
e
ss
a
n
d
se
lf
-
a
c
c
e
p
tan
c
e
,
”
J
o
u
rn
a
l
o
f
Ra
t
io
n
a
l
-
Em
o
ti
v
e
a
n
d
C
o
g
n
it
ive
-
Beh
a
v
io
r
T
h
e
ra
p
y
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
2
9
-
4
3
,
2
0
0
6
,
d
o
i:
h
tt
p
s://
d
o
i.
o
rg
/1
0
.
1
0
0
7
/s1
0
9
4
2
-
0
0
6
-
0
0
2
2
-
5
.
[1
2
]
Be
rn
a
rd
,
M
.
E.
,
“
T
h
e
stre
n
g
th
o
f
se
lf
-
a
c
c
e
p
tan
c
e
,
”
L
o
n
d
o
n
:
S
p
ri
n
g
e
r
,
2
0
1
3
.
[1
3
]
G
e
o
rg
e
,
B.
,
“
Disc
o
v
e
r
y
o
u
r
tru
e
n
o
rth
,
e
x
p
a
n
d
e
d
a
n
d
u
p
d
a
ted
e
d
it
io
n
,
”
Ne
w
J
e
rs
e
y
:
J
o
h
n
W
il
e
y
&
S
o
n
s,
In
c
.
,
2
0
1
5
.
[1
4
]
X
u
,
W
.
,
Oe
i,
T
.
P
.
,
L
iu
,
X
.
,
W
a
n
g
,
X
.
,
Di
n
g
,
C.
,
“
T
h
e
m
o
d
e
ra
ti
n
g
a
n
d
m
e
d
iatin
g
ro
les
o
f
se
lf
-
a
c
c
e
p
tan
c
e
a
n
d
to
lera
n
c
e
to
o
t
h
e
rs
in
th
e
re
latio
n
sh
ip
b
e
tw
e
e
n
m
in
d
f
u
ln
e
ss
a
n
d
s
u
b
jec
ti
v
e
w
e
ll
-
b
e
in
g
,
”
J
o
u
r
n
a
l
o
f
He
a
lt
h
Psy
c
h
o
lo
g
y
,
v
o
l
.
2
1
,
n
o
.
7
,
p
p
.
1
4
4
6
-
1
4
5
6
,
2
0
1
4
,
d
o
i:
h
tt
p
s://
d
o
i.
o
r
g
/1
0
.
1
1
7
7
/
1
3
5
9
1
0
5
3
1
4
5
5
5
1
7
0
.
[1
5
]
W
il
li
a
m
so
n
,
A
.
,
“
S
e
l
f
-
e
ste
e
m
a
n
d
se
lf
-
c
o
n
f
id
e
n
c
e
,
”
T
h
e
h
a
n
d
b
o
o
k
o
f
c
o
n
tem
p
o
r
a
ry
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li
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p
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sis:
T
h
e
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ry
a
n
d
p
ra
c
ti
c
e
fi
rs
t
e
d
it
io
n
,
Ne
w
Je
rse
y
:
Jo
h
n
W
il
e
y
&
S
o
n
s,
L
td
.
,
p
p
.
1
5
7
-
1
6
7
,
2
0
1
2
.
[1
6
]
Bril
l,
R.
R.
,
“
Em
o
ti
o
n
a
l
h
o
n
e
sty
&
se
lf
-
a
c
c
e
p
tan
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e
:
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u
c
a
ti
o
n
st
ra
teg
ies
f
o
r
p
re
v
e
n
ti
n
g
v
io
len
c
e
,
”
US
A:
Xl
ib
ris
Co
rp
o
r
a
ti
o
n
,
2
0
0
0
.
[1
7
]
Die
n
e
r,
E.
,
L
u
c
a
s,
R.
E.
,
Oish
i
,
S
.
,
“
S
u
b
jec
ti
v
e
w
e
ll
-
b
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in
g
:
Th
e
sc
ien
c
e
o
f
h
a
p
p
in
e
ss
a
n
d
li
f
e
sa
ti
sfa
c
ti
o
n
,
”
Ha
n
d
b
o
o
k
o
f
Po
sit
ive
Psy
c
h
o
lo
g
y
,
Ne
w
Y
o
rk
Cit
y
:
Ox
fo
r
d
Un
ive
rs
i
ty P
re
ss
,
2
0
0
5
.
[1
8
]
Die
n
e
r,
E.
,
“
T
h
e
sc
ien
c
e
o
f
w
e
ll
-
b
e
in
g
:
T
h
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c
o
ll
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c
ted
w
o
rk
s o
f
Ed
Die
n
e
r,
”
Ne
w
Y
o
rk
Cit
y
:
S
p
rin
g
e
r S
c
ien
c
e
,
2
0
0
9
.
[1
9
]
Am
a
ti
,
V
.
,
M
e
g
g
io
laro
,
S
.
,
Riv
e
l
li
n
i,
G
.
,
Zac
c
a
rin
,
S
.
,
“
S
o
c
ial
re
latio
n
s
a
n
d
li
f
e
sa
ti
s
f
a
c
ti
o
n
:
T
h
e
ro
le
o
f
f
rien
d
s,”
Ge
n
u
s
,
v
o
l.
7
4
,
n
o
.
7
,
p
p
.
1
-
1
8
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2
0
1
8
,
d
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h
tt
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4
1
1
1
8
-
0
1
8
-
0
0
3
2
-
z
.
[2
0
]
S
im
,
S
.
,
Ba
n
g
,
M
.
,
“
A
stu
d
y
o
n
th
e
d
e
p
re
ss
io
n
,
f
a
m
il
y
su
p
p
o
rt
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n
d
li
f
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sa
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s
fa
c
ti
o
n
in
th
e
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ld
e
rl
y
,
”
T
h
e
Ko
re
a
n
J
o
u
rn
a
l
o
f
Reh
a
b
i
li
ta
ti
o
n
Nu
rs
i
n
g
,
v
o
l.
2
0
,
n
o
.
2
,
p
p
.
1
2
2
-
1
2
8
,
2
0
1
7
,
d
o
i:
h
tt
p
:/
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o
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rg
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0
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7
5
8
7
/k
jreh
n
.
2
0
1
7
.
1
2
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
.
J
.
P
u
b
lic
Hea
lth
Sci
.
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N:
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u
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ith
d
is
a
b
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(
F
a
t
w
a
Ten
ta
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)
145
[2
1
]
Ng
u
y
e
n
,
A
.
W
.
,
Ch
a
tt
e
rs,
L
.
M
.
,
T
a
y
lo
r,
R.
J.,
M
o
u
z
o
n
,
D.
M
.
,
“
S
o
c
ial
su
p
p
o
rt
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ro
m
fa
m
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g
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r
Af
r
ica
n
Am
e
rica
n
s,”
J
o
u
rn
a
l
o
f
H
a
p
p
in
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S
t
u
d
ies
,
v
o
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1
7
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o
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3
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.
[2
2
]
F
ro
h
,
J.
J.,
Yu
rk
e
w
icz
,
C.
,
Ka
sh
d
a
n
,
T
.
B.
,
“
G
ra
ti
tu
d
e
a
n
d
s
u
b
jec
ti
v
e
we
ll
-
b
e
in
g
in
e
a
rly
a
d
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les
c
e
n
c
e
:
Ex
a
m
in
in
g
g
e
n
d
e
r
d
iff
e
re
n
c
e
s,”
J
o
u
rn
a
l
o
f
Ad
o
les
c
e
n
c
e
,
v
o
l.
3
2
,
n
o
.
3
,
p
p
.
6
3
3
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5
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,
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0
0
9
,
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o
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tt
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s:/
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.
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les
c
e
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e
.
2
0
0
8
.
0
6
.
0
0
6
.
[2
3
]
S
a
p
m
a
z
,
F
.
,
Yıld
ırı
m
,
M
.
,
T
o
p
ç
u
o
ğ
lu
,
P
.
,
Na
l
b
a
n
t,
D.,
S
ızır,
U.
,
“
G
ra
ti
tu
d
e
,
f
o
rg
iv
e
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ss
a
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d
h
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m
il
it
y
a
s
p
re
d
icto
rs
o
f
su
b
jec
ti
v
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we
ll
-
b
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in
g
a
m
o
n
g
u
n
iv
e
rsity
stu
d
e
n
ts,
”
In
ter
n
a
t
io
n
a
l
On
li
n
e
J
o
u
r
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a
l
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Ed
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a
ti
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l
S
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,
v
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8
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o
.
1
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p
p
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3
8
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6
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.
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0
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0
4
.
[2
4
]
Emm
o
n
s,
R.
A
.
,
Cru
m
p
ler,
C.
A
.
,
“
G
ra
ti
tu
d
e
a
s
a
h
u
m
a
n
stre
n
g
th
:
A
p
p
ra
isin
g
th
e
e
v
id
e
n
c
e
,
”
J
o
u
rn
a
l
o
f
S
o
c
ia
l
a
n
d
Cli
n
ica
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
5
6
-
6
9
,
2
0
0
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o
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t
tp
s://
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p
.
2
0
0
0
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1
9
.
1
.
5
6
.
[2
5
]
De
w
a
n
to
,
W
.
,
Re
tn
o
w
a
ti
,
S
.
,
“
G
ra
ti
tu
d
e
a
n
d
w
e
l
f
a
re
in
terv
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n
t
io
n
s
f
o
r
p
e
rso
n
s
w
it
h
p
h
y
sic
a
l
d
isa
b
il
it
ies
(in
In
d
o
n
e
sia
),
”
Ga
d
j
a
h
M
a
d
a
J
o
u
rn
a
l
o
f
Pro
fes
sio
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
3
3
-
4
7
,
2
0
1
5
,
d
o
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tt
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s:/
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rg
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0
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2
2
1
4
6
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a
m
a
jp
p
.
7
3
5
9
.
[2
6
]
Emm
o
n
s,
R.
A
.
,
“
T
h
e
p
s
y
c
h
o
lo
g
y
o
f
g
ra
ti
tu
d
e
,
”
Ne
w
Y
o
rk
:
Ox
fo
r
d
Un
ive
rs
it
y
Pre
ss
,
2
0
0
4
.
[2
7
]
W
a
tk
in
s,
P
.
C.
,
S
c
h
e
i
b
e
,
D.,
“
G
ra
ti
tu
d
e
,
”
I
n
M
a
d
d
u
x
,
J.
E.
,
“
S
u
b
jec
ti
v
e
we
ll
-
b
e
in
g
a
n
d
li
f
e
sa
ti
sf
a
c
ti
o
n
,
”
Ne
w
Y
o
rk
:
Ro
u
tl
e
d
g
e
,
p
p
.
2
1
0
-
2
2
9
.
,
2
0
1
8
.
[
2
8
]
B
o
n
o
,
G
.
,
K
r
a
k
a
u
e
r
,
M
.
,
F
r
o
h
,
J
.
J
.
,
“
T
h
e
p
o
w
e
r
a
n
d
p
r
a
c
t
i
c
e
o
f
g
r
a
t
i
t
u
d
e
,
”
P
o
s
i
t
i
v
e
p
s
y
c
h
o
l
o
g
y
i
n
p
r
a
c
t
i
c
e
:
P
r
o
m
o
t
i
n
g
h
u
m
a
n
f
l
o
u
r
i
s
h
i
n
g
i
n
w
o
r
k
,
e
d
u
c
a
t
i
o
n
,
a
n
d
e
v
e
r
y
d
a
y
l
i
f
e
,
N
e
w
J
e
r
s
e
y
:
J
o
h
n
W
i
l
e
y
&
S
o
n
s
,
I
n
c
.
,
p
p
.
5
5
9
-
575
,
2
0
1
5
.
[2
9
]
L
o
m
a
s,
T
.
,
F
ro
h
,
J.
J.
,
Em
m
o
n
s
,
R.
A
.
,
M
ish
ra
,
A
.
,
B
o
n
o
,
G
.
,
“
G
r
a
ti
tu
d
e
i
n
terv
e
n
ti
o
n
s:
A
re
v
iew
a
n
d
f
u
tu
re
a
g
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n
d
a
,
”
T
h
e
wil
e
y
b
la
c
k
we
ll
h
a
n
d
b
o
o
k
o
f
p
o
sit
ive
p
sy
c
h
o
l
o
g
ic
a
l
i
n
ter
v
e
n
ti
o
n
s
fi
rs
t
e
d
it
i
o
n
,
Ne
w
J
e
rs
e
y
:
J
o
h
n
W
il
e
y
&
S
o
n
s,
I
n
c
.
,
p
p
.
3
-
19
,
2
0
1
5
.
[3
0
]
T
o
u
g
h
,
H.,
S
ieg
rist,
J.,
F
e
k
e
te,
C.
,
“
S
o
c
ial
re
latio
n
s
h
ip
s
,
m
e
n
tal
h
e
a
lt
h
a
n
d
w
e
ll
b
e
in
g
in
p
h
y
sic
a
l
d
isa
b
il
it
y
:
A
s
y
ste
m
a
ti
c
re
v
ie
w
,
”
BM
C
Pu
b
li
c
He
a
lt
h
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
1
-
1
8
,
2
0
1
7
,
d
o
i:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
1
8
6
/s1
2
8
8
9
-
0
1
7
-
4
3
0
8
-
6
.
[3
1
]
S
e
li
g
m
a
n
,
M
.
E.
,
S
tee
n
,
T
.
A
.
,
P
a
rk
,
N.,
P
e
ters
o
n
,
C.
,
“
P
o
siti
v
e
p
sy
c
h
o
lo
g
y
p
ro
g
re
ss
:
Em
p
iri
c
a
l
v
a
li
d
a
ti
o
n
o
f
in
terv
e
n
ti
o
n
s,”
Ame
ric
a
n
Psy
c
h
o
lo
g
ist
,
v
o
l.
6
0
,
n
o
.
5
,
p
p
.
4
1
0
-
4
2
1
,
2
0
0
5
,
d
o
i
:
h
tt
p
s:/
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o
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r
g
/1
0
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1
0
3
7
/
0
0
0
3
-
0
6
6
X.6
0
.
5
.
4
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.