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l J
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a
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Resea
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ere.
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m
Striving
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o
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b
rig
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fut
ur
e:
A
n experienc
e of
hi
g
h scho
o
l
students
as
earth
qua
ke victims
Ro
s
e
M
ini
Ag
o
es Sa
lim
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us
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Da
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P
s
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h
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lo
g
y
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Un
i
v
e
rsitas
In
d
o
n
e
sia
,
I
n
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ma
y
1
,
2
0
2
0
R
ev
is
ed
Sep
2
2
,
2
0
2
0
Acc
ep
ted
Oct
1
7
,
2
0
2
0
Hig
h
sc
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o
o
l
stu
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e
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ts’
e
x
p
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c
e
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g
a
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iv
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o
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o
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a
rth
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k
e
th
a
t
str
u
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k
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d
S
i
g
i
District,
Ce
n
tral
S
u
law
e
si,
I
n
d
o
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I
n
a
d
d
it
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o
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g
a
ti
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e
e
m
o
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th
e
y
we
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c
e
d
with
d
e
c
id
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g
o
n
a
c
a
re
e
r
d
e
c
isio
n
.
F
o
r
th
is
re
a
so
n
,
th
is
re
se
a
rc
h
a
ime
d
to
d
e
term
in
e
th
e
e
ffe
c
t
o
f
F
u
t
u
re
Ti
m
e
P
e
rsp
e
c
ti
v
e
(F
TP
)
o
n
Ca
re
e
r
De
c
isio
n
S
e
lf
-
E
ffica
c
y
(CDSE
)
o
f
1
4
1
st
u
d
e
n
ts
fr
o
m
six
h
ig
h
sc
h
o
o
ls.
S
imp
le
re
g
re
ss
io
n
i
n
d
ica
te
d
th
a
t
F
TP
p
o
siti
v
e
ly
a
ffe
c
ted
th
e
CDSE
o
f
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
ts.
M
o
re
o
v
e
r,
u
si
n
g
m
u
lt
iv
a
riate
re
g
re
ss
io
n
a
n
a
ly
sis
o
n
F
TP
a
n
d
fi
v
e
d
ime
n
si
o
n
s
o
f
CDSE
,
we
fo
u
n
d
th
a
t
F
TP
c
o
n
tri
b
u
tes
p
o
sit
i
v
e
ly
a
n
d
sig
n
ifi
c
a
n
tl
y
t
o
th
e
f
iv
e
d
ime
n
sio
n
s
o
f
CDSE
.
Th
e
re
fo
re
,
th
e
re
se
a
rc
h
imp
l
ied
th
a
t
F
TP
b
a
se
d
i
n
terv
e
n
ti
o
n
p
ro
g
ra
m
is ab
le t
o
p
r
o
m
o
te CDS
E
.
K
ey
w
o
r
d
s
:
C
ar
ee
r
d
ec
is
io
n
s
elf
-
ef
f
icac
y
E
ar
th
q
u
a
k
e
v
ictim
s
Fu
tu
r
e
tim
e
p
er
s
p
ec
tiv
e
Hig
h
s
ch
o
o
l st
u
d
en
ts
Sig
i d
is
tr
ict
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
R
o
s
e
Min
i A
g
o
es Salim
,
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
n
al
Ps
y
ch
o
lo
g
y
,
Facu
lty
o
f
Ps
y
ch
o
lo
g
y
,
Un
iv
er
s
itas
I
n
d
o
n
esia,
J
l.
Ma
war
No
.
5
3
8
,
Ko
ta
Dep
o
k
,
J
awa
B
ar
at
1
6
4
2
4
,
I
n
d
o
n
esi
a.
E
m
ail: r
o
m
y
.
p
r
ian
to
@
g
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
Sig
i
Dis
tr
ict
,
C
en
tr
al
Su
l
awe
s
i
,
I
n
d
o
n
esia
in
s
p
ite
o
f
wh
at
h
ad
h
ap
p
en
ed
,
ea
r
th
q
u
ak
es
s
till
f
r
eq
u
e
n
tly
o
cc
u
r
,
alth
o
u
g
h
t
h
e
m
ag
n
itu
d
e
o
f
th
e
ea
r
th
q
u
ak
e
is
n
o
t
as
s
tr
o
n
g
as
f
o
r
m
er
ea
r
th
q
u
a
k
e
th
at
o
cc
u
r
r
e
d
in
2
0
1
8
.
Alth
o
u
g
h
th
e
m
ag
n
itu
d
e
o
f
th
e
ea
r
th
q
u
ak
e
th
at
o
cc
u
r
r
ed
is
n
o
t
as
s
tr
o
n
g
as
th
e
2
0
1
8
ea
r
th
q
u
ak
e
,
th
e
p
eo
p
le
f
ee
l
f
e
ar
,
s
ad
n
ess
,
an
d
an
x
iety
.
I
t
is
b
ec
au
s
e,
wh
en
th
e
ea
r
th
q
u
ak
e
s
tr
u
ck
th
ey
wer
e
r
em
in
d
ed
o
f
th
e
ea
r
th
q
u
a
k
e
th
at
o
cc
u
r
r
ed
b
e
f
o
r
e.
T
h
is
o
cc
u
r
r
en
ce
tr
ig
g
er
ed
f
ac
to
r
s
i
n
th
e
em
er
g
en
ce
o
f
n
eg
ativ
e
em
o
tio
n
s
[1
-
3]
ev
e
n
t
h
o
u
g
h
th
e
ea
r
t
h
q
u
a
k
e
d
id
n
o
t
o
cc
u
r
o
r
o
cc
u
r
with
s
m
all
m
ag
n
itu
d
e
s
ca
le
[
4
]
.
I
n
th
e
a
f
ter
m
ath
o
f
th
e
ea
r
th
q
u
ak
e,
th
e
ea
r
th
q
u
ak
e
v
ictim
s
af
f
ec
ted
th
em
s
elv
es
an
d
th
eir
f
a
m
ilies
[
5
]
.
Natu
r
ally
,
th
e
y
will
p
r
o
tect
a
n
d
s
av
e
th
em
s
elv
es
f
r
o
m
th
r
ea
t
s
r
elate
d
to
th
e
ex
is
ten
ce
o
f
ea
r
th
q
u
ak
es
[
5
]
.
T
h
at
is
b
ec
au
s
e
th
ey
m
ain
tain
th
eir
liv
es
an
d
h
av
e
d
if
f
icu
lty
v
al
u
in
g
th
eir
liv
es
[
5
]
.
T
h
en
,
to
m
a
in
tain
th
is
s
u
r
v
iv
al,
ea
r
th
q
u
ak
e
v
ictim
s
will
f
o
llo
w
a
s
tr
ateg
y
to
o
b
tain
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
th
e
q
u
ali
ty
o
f
life
af
ter
th
e
ea
r
th
q
u
ak
e
[
6
]
.
T
h
is
was d
o
n
e
s
o
th
at
v
ictim
s
co
u
ld
b
e
r
ec
o
v
er
ed
a
t th
e
co
n
d
itio
n
p
o
s
t
-
ea
r
t
h
q
u
ak
e
.
C
o
n
ce
r
n
in
g
with
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
,
to
o
v
e
r
co
m
e
n
e
g
ativ
e
em
o
tio
n
s
,
it
s
h
o
u
ld
em
p
h
asize
th
e
p
o
s
itiv
e
asp
ec
ts
(
e.
g
.
,
p
o
s
itiv
e
em
o
tio
n
s
)
[
7
]
.
Po
s
itiv
e
em
o
tio
n
s
ar
e
ch
a
r
ac
ter
ized
b
y
b
r
o
ad
e
r
in
d
iv
i
d
u
al
be
h
av
io
r
s
a
n
d
t
h
o
u
g
h
ts
,
wh
il
e
n
eg
ativ
e
em
o
tio
n
s
h
av
e
a
t
en
d
en
cy
o
f
b
elief
i
n
in
d
iv
id
u
als
with
n
ar
r
o
wer
b
eh
av
io
r
s
a
n
d
th
o
u
g
h
ts
[
8
]
.
Po
s
itiv
e
em
o
tio
n
s
co
n
tr
ib
u
te
to
th
e
r
ec
o
v
er
y
o
f
n
eg
ativ
e
em
o
tio
n
s
[8
-
1
0
]
.
I
n
d
iv
id
u
al
wh
o
is
ex
p
er
ien
cin
g
s
ad
n
ess
will
m
ak
e
h
im
m
o
r
e
p
o
s
itiv
e
an
d
o
p
tim
is
tic
ab
o
u
t
th
e
f
u
tu
r
e.
On
e
o
f
th
e
th
in
g
s
th
at
s
u
g
g
est
h
o
w
an
in
d
iv
id
u
al
p
o
s
s
ess
es
p
o
s
itiv
e
b
eh
av
io
r
a
n
d
o
p
en
-
m
in
d
ed
n
es
s
is
th
e
p
r
esen
ce
o
f
o
r
ien
tatio
n
to
war
d
s
th
e
f
u
t
u
r
e
an
d
o
p
tim
is
m
to
f
ac
e
th
e
f
u
tu
r
e
[7
,
1
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
8
7
-
8
9
5
888
Fu
r
th
er
m
o
r
e
,
d
u
r
i
n
g
th
e
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
,
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ex
p
r
ess
ed
th
eir
p
er
s
p
ec
tiv
es
in
f
ac
in
g
th
e
f
u
t
u
r
e
th
at
th
e
f
u
tu
r
e
s
h
o
u
ld
b
e
f
o
u
g
h
t
with
o
p
tim
is
m
[
1
2
]
.
T
h
e
y
also
s
aid
t
h
at
t
h
eir
f
ir
s
t
p
r
io
r
ity
is
h
o
w
to
b
ec
o
m
e
th
e
s
tu
d
en
t
w
h
o
ex
ce
ls
,
wo
r
k
s
,
m
ak
es
m
o
n
ey
,
an
d
s
av
es
m
o
n
e
y
th
ey
h
av
e
ea
r
n
ed
[
1
2
]
.
T
h
ei
r
s
k
ills
an
d
ac
h
iev
em
en
ts
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
u
n
d
er
th
e
g
u
id
an
ce
o
f
th
e
teac
h
e
r
will
b
e
alig
n
ed
with
th
eir
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
an
d
f
u
tu
r
e
ca
r
ee
r
ac
h
iev
em
en
ts
[
1
3
]
.
Fu
r
th
e
r
m
o
r
e
,
to
ac
ce
ler
ate
r
ec
o
v
er
y
af
ter
a
d
e
v
astatin
g
ea
r
th
q
u
ak
e
,
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
ar
e
ad
v
is
e
d
to
im
p
r
o
v
e
th
eir
ab
ilit
ies
an
d
s
k
ills
;
o
n
e
o
f
wh
ich
is
to
f
o
cu
s
o
n
th
e
f
u
t
u
r
e
an
d
ca
r
ee
r
p
lan
n
i
n
g
in
th
e
n
ex
t
p
er
io
d
[
1
4
]
.
T
h
is
is
o
n
e
o
f
th
e
task
s
th
at
m
u
s
t
b
e
ad
d
r
ess
ed
,
b
ec
au
s
e
it
is
r
el
ated
to
th
e
f
u
tu
r
e
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
ac
tu
alizin
g
th
e
m
s
elv
es
[
1
4
]
.
T
h
u
s
,
h
ig
h
s
ch
o
o
l stu
d
en
ts
wh
o
ar
e
v
ictim
s
o
f
an
ea
r
th
q
u
ak
e
ar
e
a
ls
o
f
ac
ed
with
a
ca
r
ee
r
s
elec
tio
n
s
itu
atio
n
[
6
]
.
T
h
e
FGD’
s
r
esu
lt
in
d
icate
d
th
at
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
h
av
e
a
tim
e
o
r
ien
tatio
n
to
war
d
s
th
e
f
u
tu
r
e.
I
n
th
is
ca
s
e,
th
e
f
u
tu
r
e
o
r
ien
tati
o
n
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
is
h
o
w
th
ey
f
in
is
h
th
eir
s
tu
d
ies
an
d
p
lan
n
i
n
g
o
n
a
ca
r
ee
r
af
ter
th
ey
g
r
ad
u
ate.
Hig
h
s
ch
o
o
l
s
tu
d
en
ts
ar
e
at
a
s
tag
e
o
f
d
e
v
elo
p
in
g
ca
r
ee
r
p
la
n
n
in
g
[
1
5
]
.
T
h
ey
ar
e
f
ac
ed
with
d
ec
id
in
g
a
ca
r
ee
r
th
at
in
ter
ests
th
em
.
C
o
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
d
ec
id
e
o
n
a
ca
r
ee
r
is
k
n
o
wn
as
C
ar
ee
r
Dec
is
io
n
Self
-
E
f
f
icac
y
(
C
DSE)
[
1
6
]
.
On
th
e
o
th
e
r
h
an
d
,
in
d
i
v
id
u
al
o
r
ie
n
tatio
n
s
to
war
d
s
th
e
f
u
tu
r
e
af
f
ec
t
th
eir
C
DSE
[
1
7
-
20]
.
An
in
d
iv
id
u
al
o
r
ien
tatio
n
to
war
d
s
tim
e
is
k
n
o
wn
as
Fu
tu
r
e
T
im
e
Per
s
p
ec
tiv
e
(
FTP)
[
2
1
]
.
FTP
is
o
n
e
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
h
u
m
a
n
p
e
r
s
p
ec
tiv
e
o
n
tim
e,
wh
ich
is
o
n
e
o
f
th
e
d
im
en
s
io
n
s
o
n
th
e
c
o
n
s
tr
u
ct
o
f
tim
e
p
er
s
p
ec
tiv
e.
T
h
e
b
asic
co
n
ce
p
t
o
f
ca
r
ee
r
d
ec
is
io
n
s
elf
-
ef
f
icac
y
s
tem
s
f
r
o
m
B
an
d
u
r
a,
a
n
d
h
e
in
itiall
y
an
aly
s
ed
h
u
m
an
t
h
o
u
g
h
t
an
d
b
eh
a
v
io
u
r
[
2
2
,
2
3
]
.
T
o
ex
p
lain
th
e
a
n
aly
t
ical
f
r
am
ewo
r
k
,
B
an
d
u
r
a
o
u
tli
n
ed
th
e
c
o
n
ce
p
t o
f
So
cial
L
ea
r
n
in
g
T
h
e
o
r
y
[
2
3
]
.
Acc
o
r
d
in
g
to
B
an
d
u
r
a
[
2
3
]
,
h
is
th
eo
r
y
is
f
o
cu
s
ed
o
n
th
e
r
o
le
o
f
v
i
ca
r
io
u
s
o
r
o
b
s
er
v
atio
n
al
lear
n
in
g
[
2
4
]
,
s
y
m
b
o
lic,
a
n
d
th
e
p
r
o
ce
s
s
o
f
s
elf
-
r
eg
u
latio
n
.
T
h
u
s
,
So
cial
L
ea
r
n
in
g
T
h
eo
r
y
is
an
ex
p
lan
atio
n
o
f
h
u
m
an
b
eh
av
i
o
u
r
b
ased
o
n
r
ec
ip
r
o
ca
l
in
ter
ac
tio
n
s
b
etwe
en
co
g
n
itio
n
,
b
eh
av
io
u
r
,
an
d
th
e
en
v
ir
o
n
m
en
t
[
2
3
]
,
s
o
th
at
th
e
b
eh
av
io
u
r
o
f
a
n
in
d
i
v
id
u
al
is
n
o
t
o
n
ly
d
r
iv
e
n
b
y
f
ac
to
r
s
with
in
th
e
in
d
iv
i
d
u
al
(
in
n
er
d
r
iv
en
)
an
d
en
v
ir
o
n
m
en
tal
in
f
lu
en
ce
s
[
2
3
]
.
So
cial
L
ea
r
n
in
g
T
h
eo
r
y
f
u
r
t
h
er
m
o
r
e
k
n
o
wn
as
So
cial
C
o
g
n
itiv
e
T
h
eo
r
y
b
y
B
an
d
u
r
a
[
2
5
]
.
So
cial
C
o
g
n
itiv
e
T
h
eo
r
y
,
b
y
B
an
d
u
r
a
[
2
5
]
,
co
v
er
s
p
s
y
ch
o
l
o
g
ical
p
h
en
o
m
en
a
b
ey
o
n
d
is
s
u
es
r
elate
d
to
lear
n
in
g
an
d
co
n
d
itio
n
in
g
.
L
en
t,
B
r
o
wn
,
an
d
Hac
k
ett
[
2
2
]
d
ev
elo
p
ed
t
h
e
co
n
ce
p
t
o
f
So
cial
C
o
g
n
itiv
e
C
ar
ee
r
T
h
eo
r
y
(
SC
C
T
)
.
T
h
e
S
C
C
T
p
o
s
it
io
n
s
th
e
d
ir
ec
t
ef
f
ec
t
f
o
r
th
with
th
e
an
t
ec
ed
en
ts
o
f
ca
r
ee
r
s
elec
tio
n
g
o
als
an
d
ac
tio
n
s
[
2
6
]
,
i
n
clu
d
in
g
ca
r
ee
r
d
ec
is
io
n
s
.
I
n
ad
d
itio
n
,
s
elf
-
e
f
f
icac
y
is
n
o
t
d
ir
ec
tly
r
elate
d
(
I
n
d
ir
ec
t
ef
f
ec
t)
wit
h
th
e
m
ed
iato
r
v
ar
iab
le
ex
p
ec
tatio
n
s
o
f
o
u
tco
m
es a
n
d
i
n
ter
ests
[
2
6
]
.
T
h
u
s
,
th
e
c
o
r
e
o
f
SC
C
T
is
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
co
n
ce
p
t
o
f
s
elf
-
ef
f
icac
y
ass
o
ciate
d
with
th
e
ca
r
ee
r
d
o
m
ain
.
T
h
e
SC
C
T
d
ev
elo
p
e
d
in
liter
atu
r
e
an
d
ca
r
ee
r
d
ev
elo
p
m
en
t
r
esear
ch
a
im
s
to
f
in
d
o
u
t
s
o
m
e
elem
en
ts
th
at
af
f
ec
t
th
e
d
ev
elo
p
m
e
n
t
o
f
s
elf
-
ef
f
icac
y
an
d
ex
p
ec
ted
o
u
tco
m
es
(
o
u
tco
m
e
ex
p
ec
tatio
n
)
[
2
7
,
28]
.
I
n
s
h
o
r
t,
SC
C
T
r
ef
er
s
to
th
e
r
o
le
o
f
ca
r
ee
r
s
elf
-
ef
f
icac
y
in
ad
o
lescen
t c
ar
ee
r
p
la
n
n
in
g
an
d
d
ev
elo
p
m
en
t
[
2
8
]
.
Fu
r
th
er
m
o
r
e
,
B
etz
an
d
Hac
k
et
t
f
o
u
n
d
two
ca
teg
o
r
ies
in
ca
r
e
er
s
elf
-
ef
f
icac
y
,
n
am
el
y
:
co
n
te
n
t
an
d
th
e
ca
r
ee
r
d
ec
is
io
n
p
r
o
ce
s
s
(
ca
r
e
er
d
ec
is
io
n
)
[
2
9
]
.
T
h
e
d
im
en
s
io
n
o
f
co
n
te
n
t
in
d
ec
id
in
g
a
ca
r
ee
r
is
r
elate
d
t
o
‘
wh
at’
,
wh
at
p
eo
p
le
in
th
eir
a
d
o
lescen
t
y
ea
r
s
ch
o
o
s
e
[
2
9
]
.
Me
an
wh
ile,
th
e
d
im
en
s
io
n
o
f
th
e
ca
r
ee
r
d
ec
is
io
n
p
r
o
ce
s
s
is
r
elate
d
to
‘
h
o
w’
,
h
o
w
th
e
d
ec
is
io
n
is
m
ad
e
[
2
9
]
.
T
h
e
p
r
o
ce
s
s
in
clu
d
es
t
h
e
r
o
l
e
o
f
s
tr
ateg
ies
th
at
lead
to
th
e
p
r
o
ce
s
s
o
f
d
ec
id
i
n
g
o
n
a
ca
r
ee
r
[
2
2
,
2
7
,
28]
.
C
ar
ee
r
s
elf
-
ef
f
icac
y
in
th
is
ca
s
e
is
a
p
r
o
ce
s
s
o
f
ca
r
ee
r
d
ec
is
io
n
[
2
2
,
27
,
2
8
]
.
T
h
e
b
asic
c
o
n
ce
p
t
o
f
Fu
tu
r
e
T
im
e
Per
s
p
ec
tiv
e,
in
th
is
r
ese
ar
ch
,
r
ef
er
s
to
Z
im
b
a
r
d
o
an
d
B
o
y
d
ab
o
u
t
tim
e
p
er
s
p
ec
tiv
e
[
2
1
]
.
T
h
e
b
asic
tim
e
p
er
s
p
ec
tiv
e
o
f
Z
im
b
a
r
d
o
a
n
d
B
o
y
d
r
ef
er
s
to
L
ewin
’
s
p
er
ce
p
tio
n
[
2
1
,
3
0
]
.
I
n
d
iv
i
d
u
al
b
eh
av
io
u
r
is
af
f
ec
ted
b
y
t
h
e
p
ast an
d
th
e
f
u
tu
r
e
[
3
0
]
.
Fu
r
th
e
r
m
o
r
e,
o
n
th
e
b
asis
o
f
L
ewin
’
s
p
er
ce
p
tio
n
ab
o
u
t
th
e
p
ast
an
d
f
u
t
u
r
e
in
s
h
ap
in
g
in
d
iv
i
d
u
al
b
eh
av
io
u
r
[
3
0
]
,
tim
e
p
er
s
p
ec
tiv
e
is
r
elate
d
to
s
ev
er
al
asp
ec
ts
,
as
i
n
p
r
o
v
id
i
n
g
ju
d
g
e
m
en
t,
m
ak
in
g
d
ec
is
io
n
s
,
an
d
d
eter
m
in
in
g
ac
tio
n
s
[
2
1
]
.
T
h
u
s
,
tim
e
p
er
s
p
ec
tiv
e
as
a
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
(
u
n
c
o
n
s
cio
u
s
)
th
at
in
v
o
lv
es
th
e
d
im
e
n
s
io
n
s
o
f
co
g
n
itio
n
an
d
em
o
tio
n
t
o
war
d
s
p
r
ev
io
u
s
ex
p
er
ien
ce
s
wh
ich
th
en
s
er
v
e
as
an
i
n
d
iv
id
u
al
b
asis
to
p
r
o
v
id
e
o
r
d
e
r
,
i
n
teg
r
atio
n
,
an
d
m
ea
n
i
n
g
to
t
h
e
p
ast,
th
e
p
r
esen
t,
an
d
th
e
f
u
tu
r
e
[
2
1
]
.
Fu
r
th
er
m
o
r
e
,
in
th
is
s
tu
d
y
,
we
f
o
cu
s
o
n
th
e
p
e
r
s
p
ec
tiv
e
o
f
f
u
tu
r
e
tim
e;
f
u
tu
r
e
is
th
e
r
ef
lec
tio
n
o
f
th
e
ten
d
en
cy
in
d
iv
id
u
als
th
in
k
v
e
r
y
d
ee
p
ly
ab
o
u
t
th
eir
f
u
tu
r
e,
an
d
th
ey
c
o
n
s
id
er
cu
r
r
en
t
b
e
h
av
io
r
an
d
s
ev
er
al
th
in
g
s
th
at
co
n
tr
ib
u
te
to
th
eir
f
u
tu
r
e
[
2
1
,
3
1
]
.
Mo
r
e
s
p
ec
if
ic,
it
is
an
in
d
iv
id
u
al
o
r
ien
tatio
n
to
war
d
s
t
h
e
f
u
tu
r
e
wh
ich
is
p
r
esu
m
e
d
b
y
in
d
iv
id
u
al
o
p
tim
is
m
s
to
f
ig
h
t
f
o
r
th
ei
r
g
o
als
[
2
1
,
3
2
]
.
T
h
u
s
,
in
d
iv
id
u
als
wh
o
f
o
cu
s
o
n
th
e
f
u
tu
r
e
will
in
cr
ea
s
e
th
eir
k
n
o
wled
g
e
o
f
th
in
g
s
t
h
at
co
n
t
r
ib
u
te
to
th
eir
f
u
tu
r
e
[
3
3
]
.
Ma
tter
s
r
elatin
g
to
t
h
e
g
o
als th
ey
h
a
v
e,
g
o
als,
an
d
b
e
h
av
io
r
s
an
d
ac
tio
n
s
th
at
lead
t
o
th
eir
g
o
als
[
3
3
]
.
Pre
v
io
u
s
ly
,
B
an
d
u
r
a
[
2
5
]
e
x
p
l
ain
ed
h
o
w
to
en
c
o
u
r
a
g
e
s
u
cc
e
s
s
in
ter
m
s
o
f
an
ticip
atin
g
th
e
f
u
tu
r
e
to
m
atch
wh
at
was
ex
p
ec
ted
b
y
in
d
iv
id
u
als.
Ko
o
ij,
R
u
d
o
lp
,
Ka
n
f
er
,
an
d
B
etts
[
3
3
]
lin
k
s
th
e
ap
p
licatio
n
o
f
FTP
to
r
ea
lizin
g
t
h
e
g
o
als
o
f
s
tan
d
ar
d
s
,
p
lan
n
in
g
,
s
elf
-
r
eg
u
latio
n
o
f
i
n
d
iv
id
u
als
wh
ich
g
u
id
e
th
eir
im
p
lem
en
tatio
n
an
d
ac
tio
n
s
to
war
d
s
th
e
d
esire
d
ac
h
iev
em
en
t
,
lear
n
in
g
an
d
well
-
b
ein
g
.
T
h
e
r
ef
o
r
e
,
FTP
will
d
ir
ec
t
th
in
k
in
g
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
tr
ivin
g
fo
r
th
e
b
r
ig
h
ter fu
tu
r
e:
A
n
ex
p
erien
ce
o
f h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
a
s
… (
R
o
s
e
Min
i A
g
o
es S
a
lim
)
889
p
lan
n
in
g
,
an
d
d
ete
r
m
in
in
g
f
u
t
u
r
e
ac
h
ie
v
em
en
ts
[
3
4
]
.
R
ef
er
r
in
g
to
th
e
d
escr
ip
tio
n
,
FTP
co
n
tr
ib
u
tes
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
t
o
s
tu
d
en
ts
’
C
DSE.
Fu
r
th
er
m
o
r
e
,
r
esear
ch
es
r
elate
d
to
C
DSE
an
d
FTP
o
n
ly
d
ea
l
with
th
e
co
r
r
elatio
n
an
d
r
e
g
r
ess
io
n
o
f
FTP
with
C
DSE.
T
h
er
e
h
av
e
n
o
t
b
ee
n
an
y
FTP
r
esear
ch
e
s
with
d
etailed
C
DSE
v
iewp
o
in
t
av
ailab
le
at
th
e
m
o
m
en
t.
As
a
r
u
d
im
e
n
tal
r
e
f
er
en
ce
,
we
f
o
u
n
d
a
r
esear
c
h
co
n
d
u
cted
b
y
Nu
r
m
i
w
h
ich
ex
p
lain
e
d
th
at
i
n
lo
o
k
in
g
at
th
e
f
u
t
u
r
e,
in
d
iv
id
u
als
in
v
o
lv
e
t
h
r
ee
p
r
o
ce
s
s
es,
n
am
ely
m
o
tiv
atio
n
,
p
lan
n
in
g
,
a
n
d
ev
alu
atio
n
[
3
5
]
.
Mo
tiv
atio
n
in
d
icate
s
th
in
g
s
th
at
ar
e
o
f
in
d
iv
id
u
al
in
ter
ests
in
th
e
f
u
t
u
r
e,
p
la
n
n
in
g
r
ef
er
s
t
o
h
o
w
in
d
iv
id
u
als
p
lan
to
r
ea
lize
th
eir
in
te
r
ests
,
an
d
ev
alu
atio
n
s
h
o
ws h
o
w
m
u
c
h
in
ter
est is
ex
p
ec
ted
to
b
e
r
ea
lized
[
3
5
]
.
W
h
en
ass
o
ciate
d
in
th
e
c
o
n
te
x
t
o
f
C
DSE,
th
e
FTP
in
v
o
lv
es
a
m
o
tiv
atio
n
al
p
r
o
ce
s
s
th
a
t
r
ef
er
s
to
m
o
tiv
es,
in
ter
ests
,
an
d
g
o
als
in
d
eter
m
in
in
g
ca
r
ee
r
s
[
3
5
]
.
I
n
th
e
p
lan
n
in
g
p
r
o
ce
s
s
,
in
d
iv
id
u
als
f
o
cu
s
o
n
h
o
w
th
eir
ca
r
ee
r
s
an
d
in
ter
ests
ar
e
r
ea
lized
[
1
6
]
.
T
h
e
ab
ilit
y
to
r
ec
o
g
n
ize
ca
r
ee
r
in
ter
ests
an
d
g
o
als
is
an
ac
cu
r
ate
s
elf
-
ap
p
r
aisal.
T
h
u
s
,
t
h
e
FTP
co
n
tr
ib
u
tes
ac
cu
r
ate
s
elf
-
ap
p
r
aisal
[
1
6
]
.
I
n
th
e
p
l
a
n
n
in
g
p
r
o
ce
s
s
to
r
ea
liz
e
ca
r
ee
r
s
o
f
in
ter
est,
in
d
iv
id
u
als h
av
e
s
tr
ateg
ies to
ac
h
iev
e
g
o
a
ls
an
d
p
lan
n
in
g
ac
c
o
m
p
an
ie
d
b
y
p
r
o
b
lem
s
o
lv
in
g
in
d
ec
id
in
g
ca
r
ee
r
s
[
3
5
]
.
T
h
e
s
tr
ateg
y
r
e
f
er
s
to
t
h
e
b
asic
k
n
o
wled
g
e
g
ain
ed
b
y
in
d
i
v
id
u
als
[
3
5
]
.
T
h
is
b
asic
k
n
o
wled
g
e
is
ca
r
ee
r
in
f
o
r
m
ati
o
n
th
at
is
o
f
o
n
e’
s
in
te
r
est.
T
h
e
ab
ilit
y
o
f
in
d
iv
id
u
als
to
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
r
elate
d
to
th
e
c
ar
ee
r
th
ey
h
av
e
b
ee
n
d
d
ec
id
ed
o
n
is
ca
lled
g
a
th
er
in
g
o
cc
u
p
atio
n
al
i
n
f
o
r
m
atio
n
[
1
6
]
.
T
h
u
s
,
we
co
n
clu
d
e
d
th
at
th
e
FTP c
o
n
t
r
ib
u
ted
to
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
.
Fu
tu
r
e
-
o
r
ien
te
d
p
lan
n
in
g
r
ef
e
r
s
to
h
o
w
in
d
iv
id
u
als
p
la
n
th
e
r
ea
lizatio
n
o
f
p
u
r
p
o
s
es,
in
t
er
ests
,
an
d
g
o
als
[
3
5
]
in
d
ec
id
i
n
g
o
n
a
ca
r
ee
r
.
I
n
th
is
ca
s
e,
p
lan
n
in
g
f
o
r
f
u
tu
r
e
ca
r
ee
r
o
r
ien
tatio
n
is
in
lin
e
wi
th
th
e
co
n
ce
p
t
o
f
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e
p
r
esen
ted
b
y
T
ay
l
o
r
an
d
B
etz
[
1
6
]
as
an
in
d
iv
i
d
u
al
p
r
e
p
ar
atio
n
in
r
ea
lizin
g
a
ca
r
ee
r
th
at
h
as
b
ee
n
d
ec
id
ed
wh
ich
s
p
ec
if
ically
l
ea
d
s
to
th
e
p
r
ep
a
r
atio
n
f
o
r
th
e
ca
r
ee
r
r
ec
r
u
itm
en
t
p
r
o
ce
s
s
in
ac
co
r
d
an
ce
with
t
h
eir
in
ter
est
[
1
6
]
.
T
h
u
s
,
th
e
FTP
af
f
ec
ted
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e
.
C
ar
ee
r
p
lan
n
in
g
in
th
e
f
u
tu
r
e
its
elf
in
clu
d
es
th
r
ee
s
tag
es
[
3
5
]
.
Fi
r
s
t,
in
d
iv
id
u
als
m
ap
o
u
t
t
h
eir
ca
r
ee
r
g
o
als
an
d
d
esire
s
to
r
ea
lize
th
em
[
3
5
]
.
I
n
th
e
f
ir
s
t
s
tag
e
o
f
ca
r
ee
r
p
lan
n
in
g
,
we
co
n
clu
d
ed
th
at
t
h
e
FTP
co
n
tr
ib
u
ted
to
g
o
al
s
elec
tio
n
.
Seco
n
d
,
in
d
iv
i
d
u
als
m
ap
o
u
t
t
h
e
p
lan
s
,
p
r
o
je
cts,
an
d
s
tr
ateg
ies
to
ac
h
iev
e
g
o
als
in
d
ec
id
in
g
o
n
a
ca
r
ee
r
[
3
5
]
.
Ma
p
p
i
n
g
a
p
lan
n
in
g
in
d
ec
id
in
g
o
n
a
ca
r
ee
r
is
th
e
s
am
e
as
th
e
p
r
o
b
lem
s
o
lv
in
g
p
r
o
ce
s
s
.
I
n
t
h
is
ca
s
e,
in
d
iv
id
u
als
s
h
o
u
ld
h
av
e
d
eter
m
in
ed
s
tr
ateg
ies
th
at
le
ad
th
em
to
ac
h
ie
v
e
th
eir
g
o
al
s
in
ca
r
ee
r
d
ec
is
io
n
m
ak
in
g
[
3
5
]
.
M
o
r
eo
v
er
,
t
h
ey
co
m
p
a
r
e
s
ev
er
al
s
tr
ateg
ies
in
s
o
lu
tio
n
s
t
h
at
ar
e
co
n
s
id
er
e
d
th
e
m
o
s
t
ef
f
icie
n
t
way
to
ac
h
iev
e
g
o
als
[
3
5
]
.
L
a
s
tly
,
th
e
s
tr
ateg
ies
an
d
s
o
lu
tio
n
s
th
at
h
a
v
e
b
ee
n
a
p
p
lied
in
a
ch
iev
in
g
g
o
als
ar
e
ev
alu
ated
b
ased
o
n
th
e
g
r
ea
te
s
t
o
p
p
o
r
t
u
n
ities
th
at
lead
to
t
h
e
ac
h
iev
em
e
n
t
o
f
g
o
al
s
[
3
5
]
.
R
eg
ar
d
in
g
t
h
e
s
tag
e
two
in
ca
r
ee
r
p
lan
n
in
g
,
th
e
ex
is
ten
ce
o
f
p
r
o
b
lem
s
o
lv
in
g
in
d
icate
s
r
esil
ien
ce
wh
en
f
ac
ed
with
th
in
g
s
th
at
h
in
d
er
th
ei
r
ca
r
ee
r
d
ec
is
io
n
s
[
1
6
]
.
T
h
is
s
h
o
ws
th
at
th
e
FTP
ef
f
ec
ted
p
r
o
b
lem
s
o
lv
i
n
g
.
Fu
r
th
er
m
o
r
e,
th
e
th
ir
d
st
ag
e,
in
d
iv
id
u
als ex
ec
u
te
th
e
p
lan
s
an
d
s
tr
ateg
ies th
at
h
av
e
b
ee
n
d
eter
m
i
n
ed
[
3
5
]
.
T
h
e
f
u
tu
r
e
ev
alu
atio
n
p
r
o
ce
s
s
r
elate
d
to
th
e
C
DSE
in
clu
d
e
s
ev
alu
atin
g
th
e
r
ea
lizatio
n
o
f
th
e
g
o
als
an
d
p
lan
s
th
at
h
av
e
b
ee
n
s
et
[
3
5
]
.
I
t
is
r
elate
d
t
o
th
e
attr
ib
u
t
io
n
o
f
t
h
e
ca
u
s
e
an
d
ef
f
ec
t
an
d
m
atter
s
th
at
af
f
ec
t
th
e
f
u
tu
r
e
[
3
5
]
.
Hig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
ar
e
in
th
e
ca
r
ee
r
r
ea
d
i
n
ess
p
h
ase
ar
e
f
ac
ed
with
ca
r
ee
r
p
lan
n
in
g
[
3
6
]
.
T
h
e
ex
is
ten
ce
o
f
ca
r
ee
r
p
r
ep
ar
atio
n
in
d
ica
tes
t
h
at
th
ey
ar
e
f
u
t
u
r
e
o
r
ien
te
d
.
B
ased
o
n
th
e
m
atter
o
f
th
e
f
ac
t,
it
s
h
o
ws
th
at
th
e
o
r
ien
tatio
n
o
f
in
d
iv
id
u
als
in
th
e
f
u
tu
r
e
h
as
im
p
licatio
n
s
o
n
th
eir
r
ea
d
in
ess
in
d
ec
id
in
g
o
n
th
e
r
ig
h
t
an
d
ap
p
r
o
p
r
iate
ca
r
ee
r
.
T
h
u
s
,
th
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
ch
was
to
ex
am
in
e
th
e
ef
f
ec
t
o
f
FTP
o
n
C
DSE
h
ig
h
s
ch
o
o
l
s
t
u
d
en
ts
wh
o
wer
e
th
e
v
ictim
s
o
f
th
e
Sig
i
ea
r
th
q
u
ak
e
.
I
n
a
d
d
itio
n
t
o
th
at,
th
is
r
esear
ch
also
aim
ed
to
ex
a
m
in
e
th
e
ef
f
ec
t
o
f
FTP
o
n
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
at
h
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
la
n
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
lv
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Gen
er
ally
,
q
u
an
titativ
e
m
eth
o
d
was
ap
p
lied
f
o
r
ex
p
lo
r
in
g
r
esear
ch
’
s
aim
.
Fo
r
th
e
d
etails,
it
p
o
in
ted
o
n
f
o
u
r
s
u
b
s
ec
tio
n
s
.
T
h
at
w
er
e
p
ar
ticip
an
c
h
ar
ac
ter
is
tics
,
m
ea
s
u
r
em
en
ts
as
a
to
o
l
f
o
r
c
o
n
d
u
ctin
g
th
e
d
ata,
p
r
o
ce
d
u
r
es in
r
esear
ch
,
an
d
d
a
ta
an
aly
s
is
u
s
ed
.
2
.
1
.
P
a
rt
icipa
nt
cha
ra
ct
er
is
t
ics
T
h
e
r
esear
ch
d
ata
d
er
iv
e
d
f
r
o
m
th
e
s
tu
d
e
n
ts
o
f
s
ix
h
i
g
h
s
c
h
o
o
ls
in
Sig
i
Dis
tr
ict
,
C
en
tr
al
Su
lawe
s
i,
I
n
d
o
n
esia
.
A
to
tal
o
f
1
4
1
d
ata
wer
e
co
llected
u
s
in
g
q
u
esti
o
n
n
air
es.
T
h
e
1
4
1
s
tu
d
en
ts
c
o
n
s
is
ted
o
f
5
1
.
1
%
f
em
ale
s
tu
d
en
ts
an
d
4
8
.
9
%
m
ale
s
tu
d
en
ts
(
M
=
1
.
4
9
;
SD
=
.
5
0
)
.
I
n
ad
d
itio
n
to
th
e
d
ata,
th
ey
wer
e
also
co
n
s
is
ted
o
f
7
.
1
%
s
tu
d
en
ts
o
f
ag
e
1
5
y
ea
r
s
o
ld
,
3
7
.
6
%
o
f
a
g
e
1
6
y
ea
r
s
o
ld
,
3
5
.
5
%
o
f
ag
e
1
7
y
ea
r
s
o
ld
,
1
4
.
9
%
o
f
ag
e
1
8
y
ea
r
s
o
ld
,
a
n
d
4
.
3
%
o
f
ag
e
1
9
y
ea
r
s
o
ld
; (
M
=
1
6
.
6
; SD
=
.
7
0
)
.
2
.
2
.
M
ea
s
urem
ent
s
C
ar
ee
r
Dec
is
io
n
-
Ma
k
in
g
Self
-
E
f
f
icac
y
Scale
Sh
o
r
t
-
Fo
r
m
(
CD
M
SE
S
-
SF
)
co
n
s
is
ted
o
f
2
5
item
s
,
h
o
wev
er
o
n
ly
24
-
item
s
wer
e
u
s
ed
to
m
ea
s
u
r
e
s
tu
d
e
n
ts
’
C
DSE
(
=
9
0
)
,
in
w
h
ich
f
r
o
m
th
e
to
tal
o
f
th
e
2
4
-
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
8
7
-
8
9
5
890
item
s
co
v
er
ed
f
iv
e
d
im
e
n
s
io
n
s
,
n
am
ely
:
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
l
v
in
g
[
1
6
]
.
Me
an
wh
ile,
f
o
r
i
n
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
t
p
e
r
d
im
e
n
s
io
n
,
th
e
s
co
r
e
o
f
in
ter
n
al
c
o
ef
f
icien
t
r
an
g
in
g
f
r
o
m
b
etw
ee
n
(
=
.
5
8
)
to
(
=
.
6
6
)
.
T
h
e
C
DM
SES
-
SF
an
s
wer
r
esu
lt
s
t
r
etch
es
f
r
o
m
a
6
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
v
er
y
u
n
s
u
r
e
(
1
)
to
v
e
r
y
s
u
r
e
(
6
)
.
All q
u
esti
o
n
s
wer
e
f
av
o
r
a
b
le,
wh
er
e
th
e
h
ig
h
e
r
th
e
s
co
r
e
is
will r
ep
r
esen
t th
e
h
ig
h
er
lev
el
o
f
C
DSE.
Six
q
u
esti
o
n
i
tem
s
in
th
e
Z
im
b
ar
d
o
T
im
e
Per
s
p
ec
tiv
e
I
n
v
e
n
to
r
y
wer
e
u
s
ed
to
m
ea
s
u
r
e
th
e
s
tu
d
en
ts
’
FTP
(
=
.
7
4
)
.
T
h
e
an
s
wer
r
e
s
u
lt
to
th
e
FTP
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t
q
u
esti
o
n
s
tr
etch
es
f
r
o
m
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
v
er
y
n
o
t
d
escr
ib
in
g
(
1
)
to
v
er
y
d
escr
ib
in
g
(
5
)
[
2
1
]
.
All
q
u
esti
o
n
s
w
e
r
e
f
av
o
r
ab
le,
wh
er
e
th
e
h
ig
h
er
th
e
s
co
r
e
is
will r
ep
r
esen
t th
e
ten
d
en
c
y
o
f
h
ig
h
e
r
FTP.
2
.
3
.
P
ro
ce
du
re
Par
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
d
eter
m
in
e
d
b
y
p
u
r
p
o
s
iv
e
s
am
p
lin
g
[3
7
]
,
w
h
ic
h
we
h
a
v
e
d
eter
m
in
e
d
r
esear
ch
p
ar
ticip
an
ts
with
cr
it
er
ia
f
o
r
ea
r
t
h
q
u
a
k
e
v
ictim
s
in
Sig
i
Dis
tr
ict,
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
an
d
d
o
m
iciled
in
Sig
i
Dis
tr
ict.
Par
tic
ip
an
ts
w
er
e
r
ec
r
u
ited
v
o
lu
n
tar
ily
.
Du
r
i
n
g
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
th
e
r
esear
ch
team
was
as
s
is
ted
b
y
a
team
o
f
v
o
l
u
n
teer
s
f
r
o
m
th
e
U
n
iv
er
s
ity
o
f
I
n
d
o
n
esia
Alu
m
n
i
Ass
o
ciati
o
n
(
I
ka
t
a
n
A
lu
mn
i
Un
ivers
it
s
I
n
d
o
n
esia
;
I
L
UNI
UI
)
f
o
r
Palu
,
Sig
i,
a
n
d
Do
n
g
g
ala.
B
ef
o
r
e
d
is
tr
ib
u
tin
g
th
e
r
esear
ch
q
u
esti
o
n
n
air
e,
we
ask
ed
f
o
r
th
eir
ap
p
r
o
v
al
to
jo
in
o
u
r
r
esear
c
h
.
T
h
er
ef
o
r
e,
we
u
s
ed
c
o
n
v
e
n
ien
ce
s
am
p
lin
g
f
o
r
p
ar
ticip
an
ts
i
n
Sig
i D
is
tr
ict
th
at
jo
in
ed
in
I
L
UNI
UI
ev
en
ts
.
Six
h
ig
h
s
ch
o
o
ls
wh
ich
ar
e
t
h
e
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
o
f
t
h
e
p
ar
ticip
an
ts
ar
e
lo
ca
ted
i
n
th
e
So
u
th
Do
lo
an
d
W
est
Do
lo
,
Sig
i
Dis
tr
ict
.
Par
ticip
an
ts
in
v
o
lv
e
d
in
th
e
r
esear
ch
p
ar
ticip
ate
d
in
co
m
p
letin
g
t
h
e
r
esear
ch
q
u
esti
o
n
n
air
es
co
n
s
is
tin
g
o
f
d
em
o
g
r
ap
h
ic
asp
ec
ts
(
g
en
d
er
,
s
ch
o
o
l
o
r
i
g
in
,
an
d
class
)
,
th
e
FTP
u
s
ed
Z
T
PI,
an
d
t
h
e
C
DSE
u
s
ed
C
DM
SES
-
SF
.
Qu
est
io
n
n
air
es
wer
e
d
is
tr
ib
u
ted
to
th
e
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
f
r
o
m
class
X,
XI
,
an
d
XI
I
at
th
e
t
im
e
o
f
licen
s
in
g
d
ata
co
llecti
o
n
,
p
r
o
v
id
i
n
g
in
f
o
r
m
atio
n
o
n
ed
u
ca
tio
n
al
e
v
en
t
in
v
itatio
n
s
,
an
d
at
I
L
UNI
UI
e
v
en
ts
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
o
test
th
e
r
esear
c
h
h
y
p
o
t
h
esis
,
we
u
s
ed
a
s
im
p
le
r
eg
r
ess
io
n
an
aly
s
is
,
in
wh
i
ch
we
r
eg
r
e
s
s
th
e
FTP
o
n
s
tu
d
en
ts
’
C
DSE.
Pear
s
o
n
c
o
r
r
elatio
n
a
n
aly
s
is
test
r
esu
lts
will
b
e
p
r
esen
ted
b
y
co
r
r
elatin
g
th
e
FTP
with
th
e
f
iv
e
d
im
en
s
io
n
s
o
f
C
DSE.
I
n
ad
d
itio
n
,
to
test
th
e
FTP
r
eg
r
ess
io
n
with
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
a
k
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
le
m
s
o
lv
in
g
,
we
u
s
ed
m
u
ltiv
ar
iate
r
eg
r
ess
io
n
an
aly
s
is
[3
8
,
39
]
.
All th
r
ee
a
n
aly
ze
s
wer
e
ca
r
r
ied
o
u
t u
s
in
g
SP
SS
v
er
s
io
n
2
3
.
0
0
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
B
ef
o
r
e
d
o
in
g
an
aly
ze
s
f
o
r
c
o
r
r
elatio
n
al
am
o
n
g
v
ar
iab
les
an
d
r
esear
ch
’
s
h
y
p
o
th
eses
,
we
test
ed
p
ar
am
etr
ic
test
[4
0
,
4
1
]
.
T
h
e
r
esu
lts
o
f
n
o
r
m
ality
test
in
K
o
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
an
d
Sh
a
p
ir
o
-
W
ilk
in
d
icate
d
th
at
p
s
co
r
e
d
f
r
o
m
.
0
0
u
n
til
.
0
2
,
s
o
th
at
th
e
d
ata
d
is
tr
ib
u
te
d
n
o
r
m
ally
.
Als
o
,
s
k
ewn
ess
s
h
o
wed
th
at
it
was
b
etwe
en
r
an
g
e
2.
T
a
b
le
1
s
h
o
ws
th
e
m
ea
n
,
s
tan
d
ar
d
d
ev
i
atio
n
,
an
d
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
l
es
in
th
e
r
esear
ch
.
Me
an
wh
ile,
T
ab
le
2
is
th
e
r
esu
lt
o
f
th
e
s
im
p
le
F
TP
—
C
D
SE
r
eg
r
ess
io
n
.
Mo
r
e
o
v
er
,
T
ab
le
3
is
th
e
r
esu
lt
o
f
m
u
ltiv
ar
iate
r
e
g
r
ess
io
n
an
aly
s
is
b
etwe
en
th
e
FTP
a
n
d
ac
cu
r
ate
s
elf
-
a
p
p
r
aisal,
g
at
h
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
la
n
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
lv
in
g
.
Pe
ar
s
o
n
C
o
r
r
elatio
n
r
esu
lts
(
T
ab
le
1
)
in
d
icate
s
o
m
e
s
ig
n
if
ic
an
ce
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
g
e
n
d
er
,
ag
e,
th
e
FTP,
an
d
th
e
C
DSE
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
.
T
h
e
FTP
was
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
ass
o
ciate
d
with
ac
cu
r
ate
s
elf
-
ap
p
r
aisal
(r
=
.
2
2
;
p
<
.
0
5
)
,
C
DSE
(r
=
.
2
8
;
p
<
.
0
1
)
,
g
ath
er
i
n
g
o
cc
u
p
ati
o
n
al
in
f
o
r
m
atio
n
(
r
=
.
1
8
;
p
<
.
0
5
)
,
g
o
al
s
elec
tio
n
(
r
=
.
2
7
;
p
<
.
0
1
)
,
m
ak
in
g
p
l
an
s
f
o
r
th
e
f
u
tu
r
e
(
r
=
.
3
3
;
p
<
.
0
1
)
,
an
d
p
r
o
b
lem
s
o
lv
in
g
(
r
=
.
2
0
;
p
<
.
0
5
)
.
T
h
u
s
,
th
e
r
esu
lt
o
f
th
e
s
im
p
l
e
r
eg
r
ess
io
n
an
aly
s
is
in
d
icate
s
th
at
th
e
FTP
h
as
s
ig
n
if
ican
tly
af
f
ec
ted
th
e
C
DSE
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
(
B
=
.
3
4
;
p
<
.
0
1
)
with
F
(
1
,
1
3
9
)
=
1
1
.
4
5
(
T
a
b
le
2
)
.
FTP e
x
p
lain
ed
8
% o
f
th
e
v
a
r
ian
ce
in
C
DSE.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
tr
ivin
g
fo
r
th
e
b
r
ig
h
ter fu
tu
r
e:
A
n
ex
p
erien
ce
o
f h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
a
s
… (
R
o
s
e
Min
i A
g
o
es S
a
lim
)
891
T
ab
le
1.
C
o
r
r
elatio
n
s
f
u
tu
r
e
ti
m
e
p
er
s
p
ec
tiv
e
an
d
ca
r
ee
r
d
ec
is
io
n
s
elf
-
ef
f
icac
y
M
e
a
n
SD
1
2
3
4
5
6
7
8
9
S
e
x
d
i
f
f
e
r
e
n
c
e
1
.
4
9
.
5
0
−
A
g
e
1
6
.
6
.
7
0
.
0
2
−
F
u
t
u
r
e
Ti
m
e
P
e
r
s
p
e
c
t
i
v
e
3
.
6
7
.
6
3
−
.
1
7
*
.
0
8
−
C
a
r
e
e
r
D
e
c
i
si
o
n
S
e
l
f
-
Ef
f
i
c
a
c
y
(
C
D
S
E
)
a
4
.
4
5
.
6
8
−
.
2
4
**
−
.
0
8
.
2
8
**
−
C
D
S
E
−
A
c
c
u
r
a
t
e
S
e
l
f
-
A
p
p
r
a
i
sa
l
4
.
5
6
.
7
3
−
.
2
3
**
−
.
6
0
.
2
2
*
.
8
9
**
−
C
D
S
E
−
G
a
t
h
e
r
i
n
g
O
c
c
u
p
a
t
i
o
n
a
l
I
n
f
o
r
mat
i
o
n
4
.
5
4
.
8
7
−
.
2
0
*
−
.
6
0
.
1
8
*
.
8
6
**
.
7
2
**
−
C
D
S
E
−
G
o
a
l
S
e
l
e
c
t
i
o
n
4
.
4
4
.
7
8
−
.
1
6
−
.
7
0
.
2
7
**
.
8
5
**
.
7
2
**
.
6
5
**
−
C
D
S
E
−
M
a
k
i
n
g
P
l
a
n
s
f
o
r
Th
e
F
u
t
u
r
e
4
.
6
1
.
7
7
−
.
2
6
**
−
.
1
0
.
3
3
**
.
8
9
**
.
7
4
**
.
7
1
**
.
6
9
**
−
C
D
S
E
−
P
r
o
b
l
e
m S
o
l
v
i
n
g
4
.
1
1
.
8
1
−
.
2
0
*
−
.
0
6
.
2
0
*
.
8
6
**
.
6
8
**
.
6
7
**
.
6
2
**
.
7
2
**
−
*
p
<
.
0
5
;
**
p
<
.
0
1
;
S
e
x
d
i
f
f
e
r
e
n
c
e
=
1
(
G
i
r
l
s)
,
2
(
B
o
y
s)
;
a
C
D
S
E
f
o
r
t
o
t
a
l
s
c
o
r
e
.
T
ab
le
2
.
Simp
le
r
e
g
r
ess
io
n
an
aly
s
is
9
5
%
C
I
B
SE
t
LB
UB
C
o
n
st
a
n
t
3
.
3
5
*
*
.
3
3
−
9
.
7
5
2
.
5
4
3
.
8
3
F
u
t
u
r
e
Ti
m
e
P
e
r
s
p
e
c
t
i
v
e
.
3
0
*
*
.
0
9
.
2
8
3
.
8
3
.
1
6
.
5
1
F
(
1
,
1
3
9
)
=
1
1
.
4
5
;
R
=
.
2
8
;
R
2
=
.
0
8
;
R
2
=
.
0
7
**
p
<
.
0
1
M
u
ltiv
ar
iate
r
eg
r
ess
io
n
r
esu
l
ts
(
T
ab
le
3
)
in
d
icate
th
at
F
T
P
is
s
tatis
tica
lly
a
s
ig
n
if
ic
an
t
r
o
le
in
in
cr
ea
s
in
g
th
e
f
iv
e
c
r
iter
io
n
v
ar
iab
les
o
f
C
DSE
(
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
at
h
er
in
g
o
cc
u
p
a
tio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
l
v
in
g
)
:
W
ilk
’
s
=
.
8
8
,
F
(
5
,
1
3
5
)
=
3
.
8
4
,
p
<
.
0
1
.
Fo
r
th
e
r
eg
r
ess
io
n
r
esu
lts
o
f
ea
ch
cr
iter
io
n
v
ar
iab
le
b
y
th
e
FTP,
we
f
o
u
n
d
th
e
s
ig
n
i
f
ican
ce
o
f
th
e
m
o
d
el
o
n
ac
cu
r
ate
s
elf
-
ap
p
r
aisal
(
B
=
.
2
5
;
p
=
.
0
1
;
F
(
1
,
1
3
9
)
=
6
.
7
1
;
p
=
.
0
1
)
,
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
(
B
=
.
2
5
;
p
=
.
0
3
;
F
(
1
,
1
3
9
)
=
4
.
6
4
;
p
=
.
0
3
)
,
g
o
al
s
elec
tio
n
(
B
=
.
3
3
;
p
=
.
0
0
;
F
(
1
,
1
3
9
)
=
1
0
.
8
6
;
p
=.
0
0
)
,
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e
(
B
=
.
4
0
;
p
=
.
0
0
;
F
(
1
,
1
3
9
)
=
1
6
.
8
0
;
p
=
.
0
0
)
,
an
d
p
r
o
b
lem
s
o
l
v
in
g
(
B
=
.
2
6
;
p
=
.
0
2
;
F
(
1
,
1
3
9
)
=
5
.
6
7
;
p
=
.
0
2
)
.
I
n
T
ab
le
3
,
we
also
r
e
p
o
r
ted
R
2
.
I
t
d
e
s
cr
ib
es
p
er
ce
n
tag
e
o
f
v
ar
ian
ce
o
n
ex
p
lain
in
g
ea
ch
d
im
en
s
io
n
s
f
r
o
m
C
DSE.
W
e
f
o
u
n
d
th
at
F
T
P
ex
p
lain
ed
5
%
o
f
th
e
v
ar
ia
n
ce
in
ac
cu
r
ate
s
elf
-
a
p
p
r
aisal,
3
%
o
f
th
e
v
ar
ian
ce
in
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
7
%
o
f
th
e
v
ar
ia
n
ce
in
g
o
al
s
elec
tio
n
,
1
1
%
o
f
th
e
v
a
r
ian
ce
in
m
a
k
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
4
% o
f
th
e
v
ar
ian
ce
i
n
p
r
o
b
lem
s
o
lv
i
n
g
.
T
ab
le
3
.
Mu
ltiv
ar
iate
r
eg
r
ess
io
n
an
aly
s
is
C
r
i
t
e
r
i
o
n
V
a
r
i
a
b
l
e
V
a
r
i
a
t
e
:
F
u
t
u
r
e
T
i
me
P
e
r
sp
e
c
t
i
v
e
B
SE
t
p
R
2
R
2
9
5
%
C
I
LB
UB
A
c
c
u
r
a
t
e
S
e
l
f
-
A
p
p
r
a
i
sa
l
.
2
5
.
1
0
2
.
6
0
.
0
1
.
0
5
.
0
4
.
0
6
.
4
3
G
a
t
h
e
r
i
n
g
O
c
c
u
p
a
t
i
o
n
a
l
I
n
f
o
r
mat
i
o
n
.
2
5
.
1
2
2
.
1
5
.
0
3
.
0
3
.
0
3
.
0
2
.
4
7
G
o
a
l
S
e
l
e
c
t
i
o
n
.
3
3
.
1
0
3
.
3
0
.
0
0
.
0
7
.
0
7
.
1
3
.
5
3
M
a
k
i
n
g
P
l
a
n
s
f
o
r
t
h
e
F
u
t
u
r
e
.
4
0
.
1
0
4
.
1
0
.
0
0
.
1
1
.
1
0
.
2
1
.
6
0
P
r
o
b
l
e
m S
o
l
v
i
n
g
.
2
6
.
1
1
2
.
3
8
.
0
2
.
0
4
.
0
3
.
0
4
.
4
7
R
ef
er
r
in
g
to
th
e
f
in
d
in
g
s
o
f
r
e
s
ea
r
ch
co
n
d
u
cted
b
y
Als
to
n
,
Har
g
r
ea
v
es,
an
d
Haz
eleg
er
[
4
2
]
,
v
ictim
s
o
f
n
at
u
r
al
d
is
aster
s
will
ex
p
er
ien
ce
ch
a
n
g
es
in
two
asp
ec
ts
,
n
am
ely
asp
ec
ts
th
at
ar
e
p
h
y
s
ic
ally
v
is
ib
le
an
d
n
o
t
p
h
y
s
ically
v
is
ib
le
.
Asp
ec
ts
th
at
ca
n
n
o
t
b
e
d
ir
ec
tly
o
b
s
er
v
ed
ar
e
s
u
c
h
as
p
s
y
ch
o
lo
g
ic
al
is
s
u
es
[
4
2
]
.
T
h
e
p
s
y
ch
o
lo
g
ical
d
o
m
ain
in
q
u
es
tio
n
is
as
well
as
well
-
b
ein
g
a
n
d
m
e
n
tal
h
ea
lth
i
n
g
e
n
er
al
[
4
2
]
.
Me
an
w
h
ile,
f
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
p
o
s
t
-
n
a
tu
r
al
d
is
aster
co
n
d
itio
n
s
(
i.e
.
,
in
t
h
is
ca
s
e
ea
r
th
q
u
ak
es)
h
av
e
an
im
p
ac
t
o
n
lear
n
in
g
ac
tiv
ities
[
4
3
]
.
Fu
r
th
er
m
o
r
e
,
th
is
co
n
d
itio
n
will
also
h
av
e
im
p
lic
atio
n
s
f
o
r
ca
r
ee
r
d
ev
elo
p
m
e
n
t
[
4
3
-
4
6
]
.
T
h
is
r
esear
ch
was
c
o
n
d
u
cted
to
e
x
am
in
e
t
h
e
ef
f
ec
t
o
f
FT
P
o
n
C
DSE.
T
h
e
m
ain
o
b
ject
iv
e
o
f
th
is
r
esear
ch
was
to
ex
am
in
e
th
e
e
f
f
ec
t
o
f
FTP
o
n
C
DSE.
R
esear
ch
f
in
d
in
g
s
h
o
wed
th
at
th
e
FT
P
h
as
s
ig
n
if
ican
tly
af
f
ec
ted
C
DSE.
T
h
e
s
ec
o
n
d
o
b
jectiv
e
o
f
th
is
s
tu
d
y
was
to
d
eter
m
in
e
th
e
c
o
n
tr
ib
u
ti
o
n
o
f
FTP
in
ea
ch
o
n
e
o
f
th
e
C
DSE
d
im
en
s
io
n
s
.
T
h
e
r
esu
lt
in
d
icate
d
th
at
FTP
h
a
s
s
ig
n
if
ican
tly
af
f
ec
ted
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
le
m
s
o
lv
in
g
.
T
h
e
r
esu
lt
o
f
a
s
im
p
le
r
e
g
r
ess
io
n
an
aly
s
is
in
d
icate
d
t
h
at
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
wh
o
we
r
e
th
e
v
ictim
s
o
f
th
e
ea
r
th
q
u
ak
e
o
cc
u
r
r
ed
in
Sig
i
Dis
tr
ict
with
a
h
ig
h
FTP
s
h
o
wed
a
h
ig
h
lev
el
o
f
co
n
f
id
en
ce
th
at
th
ey
wer
e
ab
le
to
co
m
p
lete
task
s
r
elate
d
to
ca
r
ee
r
d
ec
is
io
n
m
a
k
in
g
.
O
n
th
e
FTP
—
C
DSE
r
eg
r
ess
io
n
,
th
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t w
ith
th
e
f
in
d
in
g
s
o
f
p
r
ev
io
u
s
s
tu
d
y
[
2
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
8
7
-
8
9
5
892
I
n
lin
e
with
th
e
f
in
d
in
g
s
o
f
o
u
r
r
esear
ch
,
C
h
en
g
,
Yan
g
,
C
h
e
n
,
Z
o
u
,
Su
,
an
d
Fan
[
4
7
]
f
o
u
n
d
th
at
FTP
s
ig
n
if
ican
tly
af
f
ec
ted
ca
r
ee
r
m
atu
r
ity
.
I
n
ca
r
ee
r
m
atu
r
ity
,
th
e
r
e
is
a
d
im
en
s
io
n
ca
lled
ca
r
ee
r
d
ec
is
iv
en
ess
[
4
8
]
.
Fu
r
th
er
,
th
e
ca
r
ee
r
d
ec
is
iv
e
n
ess
d
im
en
s
io
n
r
ef
e
r
s
to
th
e
C
DSE
[
4
8
]
.
I
n
r
elatio
n
t
o
th
e
C
DSE,
FTP
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
ca
r
e
er
d
ec
is
iv
en
ess
o
r
C
DSE
[
4
7
]
.
Similar
r
esu
lts
wer
e
also
f
o
u
n
d
b
y
FTP
to
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
s
tu
d
e
n
ts
’
ab
ilit
ies
in
d
ec
id
in
g
th
eir
f
u
tu
r
e
ca
r
ee
r
s
[
4
9
,
5
0
]
.
I
n
co
n
n
ec
tio
n
with
th
is
r
esu
lt,
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
s
h
o
wed
th
at
th
eir
o
r
ien
tatio
n
to
war
d
s
FTP
m
ad
e
th
em
f
e
el
m
o
r
e
ca
p
ab
le
i
n
d
ec
id
in
g
o
n
a
s
p
ec
if
ic
ca
r
ee
r
.
T
h
ey
h
av
e
a
clea
r
p
la
n
n
in
g
ab
o
u
t
th
e
p
r
o
ce
s
s
o
f
o
b
tain
in
g
th
e
ca
r
ee
r
s
th
at
th
e
y
wan
t
[
5
1
]
.
On
th
e
o
th
er
h
an
d
,
o
u
r
r
esear
ch
f
in
d
in
g
s
ar
e
n
o
t
th
e
s
am
e
as
r
esear
ch
f
in
d
in
g
s
ab
o
u
t
th
e
ef
f
ec
t
o
f
FTP
o
n
s
ev
er
al
d
im
en
s
io
n
s
o
f
C
DSE
th
at
p
r
ev
io
u
s
ly
r
e
p
o
r
t
ed
in
I
n
d
o
n
esia.
I
f
o
u
r
r
esear
ch
f
in
d
in
g
s
f
in
d
th
at
FTP
co
n
tr
ib
u
tes
to
th
e
f
i
v
e
d
i
m
en
s
io
n
s
o
f
C
DSE,
p
r
ev
io
u
s
s
tu
d
y
f
o
u
n
d
th
at
FTP
o
n
ly
a
f
f
ec
ts
s
elf
-
ap
p
r
aisal,
g
o
al
s
elec
tio
n
,
an
d
m
ak
in
g
p
l
an
s
f
o
r
th
e
f
u
tu
r
e
[
5
2
]
.
I
n
ad
d
itio
n
,
FTP
h
ad
n
o
s
ig
n
if
ican
t
ef
f
ec
t
o
n
t
h
e
C
DSE
as
a
wh
o
le
[
5
2
]
.
W
h
ile
in
o
u
r
s
tu
d
y
,
we
f
o
u
n
d
th
at,
af
ter
t
h
e
ea
r
th
q
u
a
k
e
h
its
Sig
i
d
is
tr
ict,
FTP
in
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
s
ig
n
if
ican
tly
af
f
ec
ted
th
e
C
DSE
o
f
h
ig
h
s
ch
o
o
l stu
d
en
ts
.
Fo
r
th
e
m
u
ltiv
ar
iate
r
eg
r
ess
io
n
FTP
—
ac
cu
r
ate
s
elf
-
ap
p
r
ais
al,
g
ath
er
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
i
n
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
l
v
in
g
,
th
e
p
o
s
itiv
e
an
al
y
s
is
r
esu
lt
in
d
icat
ed
th
at
a
n
in
cr
ea
s
e
in
o
n
e
u
n
it
o
n
th
e
F
T
P
will
h
av
e
im
p
licatio
n
s
f
o
r
th
e
in
cr
ea
s
e
o
f
u
n
its
o
n
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
ath
er
in
g
o
cc
u
p
ati
o
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
i
n
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
an
d
p
r
o
b
lem
s
o
lv
in
g
.
Fu
r
th
er
m
o
r
e
,
th
is
s
h
o
ws
th
at
th
e
F
T
P
co
n
tr
ib
u
ted
o
n
h
o
w
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
ar
e
th
e
v
ictim
s
o
f
th
e
ea
r
th
q
u
ak
e
i
n
Sig
i r
ec
o
g
n
ize
a
n
d
u
n
d
er
s
tan
d
th
eir
in
ter
ests
an
d
p
ass
io
n
s
f
o
r
d
esire
d
ca
r
ee
r
s
p
ec
if
icatio
n
s
[
1
6
]
,
ex
p
lo
r
in
g
in
f
o
r
m
atio
n
r
elate
d
to
ca
r
ee
r
s
o
f
in
te
r
est
(
in
f
o
r
m
atio
n
ca
r
ee
r
r
ec
r
u
itm
e
n
t,
ca
r
e
er
jo
b
d
escr
ip
tio
n
s
,
ca
r
ee
r
o
p
p
o
r
tu
n
ity
in
f
o
r
m
atio
n
b
ased
o
n
s
p
ec
if
icatio
n
s
o
f
t
h
e
f
ield
o
f
s
tu
d
y
t
h
at
h
a
v
e
b
e
en
tak
en
,
etc.
)
[
1
6
]
,
d
eter
m
in
in
g
ca
r
ee
r
ta
r
g
ets
an
d
s
p
ec
ializatio
n
s
tu
d
ies
ac
co
r
d
in
g
t
o
th
eir
i
n
ter
ests
,
ab
ilit
ies,
an
d
life
s
ty
les,
p
lan
n
in
g
ca
r
ee
r
s
in
clu
d
in
g
d
e
ter
m
in
in
g
th
e
tak
in
g
o
f
class
es
an
d
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
t
h
at
s
u
p
p
o
r
ts
f
u
tu
r
e
ca
r
ee
r
s
[
1
6
]
,
d
eter
m
in
i
n
g
t
h
e
s
tep
s
an
d
r
eq
u
i
r
em
en
ts
in
th
e
s
ele
ctio
n
p
r
o
ce
d
u
r
es
f
o
r
s
p
ec
ia
lizatio
n
in
t
h
e
f
ield
o
f
s
tu
d
y
,
a
n
d
i
d
en
tify
in
g
s
ev
e
r
al
asp
ec
ts
r
elate
d
t
o
th
e
d
esir
ed
ca
r
ee
r
[
1
6
]
,
an
d
o
v
er
co
m
in
g
s
ev
er
al
p
r
o
b
lem
s
wh
en
a
p
o
s
s
ib
ilit
y
o
f
wo
r
k
-
r
elate
d
o
r
ac
a
d
em
ic
o
b
s
tacle
s
o
cc
u
r
s
o
n
a
c
h
o
s
en
ca
r
ee
r
o
r
f
ield
o
f
s
p
ec
ializatio
n
[
1
6
]
.
FTP,
in
g
en
er
al,
r
elate
s
to
ed
u
ca
tio
n
,
em
p
lo
y
m
en
t,
an
d
h
e
alth
[
5
3
]
.
I
n
ad
d
itio
n
,
FTP
also
in
v
o
lv
es
asp
ec
ts
o
f
co
g
n
itio
n
,
co
g
n
itio
n
an
d
b
e
h
av
io
r
in
ten
s
ity
,
co
g
n
itio
n
an
d
f
ee
lin
g
s
,
a
n
d
a
m
i
x
tu
r
e
o
f
c
o
g
n
itio
n
,
b
eh
av
io
r
in
ten
s
ity
,
an
d
f
ee
lin
g
s
[
5
3
]
.
Me
an
wh
ile,
s
p
ec
if
ical
ly
in
th
e
wo
r
k
d
o
m
ain
,
FTP
c
o
n
tr
ib
u
tes
to
ca
r
ee
r
s
elec
tio
n
[
5
3
]
.
I
n
d
iv
id
u
als
wh
o
f
o
cu
s
o
n
th
e
f
u
tu
r
e
will
also
f
o
cu
s
o
n
th
eir
ca
r
ee
r
p
lan
n
i
n
g
[
5
4
,
55]
.
T
h
ey
h
av
e
th
e
r
esp
o
n
s
ib
ilit
y
to
r
e
ac
h
s
ev
er
al
ac
h
iev
em
en
ts
,
f
u
ll
o
r
ien
tatio
n
to
th
eir
g
o
als,
an
d
f
o
cu
s
o
n
th
eir
in
ter
ests
an
d
p
ass
io
n
[
5
5
]
.
T
h
u
s
,
th
e
atten
tio
n
th
at
is
o
n
ly
f
o
c
u
s
ed
o
n
f
u
tu
r
e
p
lan
n
in
g
an
d
g
o
als
m
a
k
es
th
e
m
m
o
r
e
d
ilig
en
t in
th
e
th
in
g
s
th
ey
h
av
e
co
n
s
id
er
e
d
.
Fu
r
th
er
m
o
r
e,
th
ey
h
av
e
m
o
r
e
s
tr
ateg
ies to
s
o
lv
e
th
e
p
r
o
b
lem
wh
en
f
ac
ed
with
an
o
b
s
tacle
in
th
e
p
r
o
ce
s
s
o
f
s
tr
u
g
g
lin
g
to
g
et
th
eir
g
o
als.
I
n
a
d
d
itio
n
,
th
ey
will
a
ls
o
b
e
m
o
r
e
p
r
o
ac
tiv
e
i
n
f
in
d
in
g
an
d
g
etti
n
g
in
f
o
r
m
atio
n
r
elate
d
to
t
h
e
p
r
o
b
lem
to
r
ea
lize
th
e
ca
r
ee
r
th
ey
h
a
v
e
p
la
n
n
ed
an
d
wh
ich
th
e
y
h
a
v
e
b
ee
n
ai
m
in
g
f
o
r
.
T
h
u
s
,
o
r
ien
tatio
n
to
war
d
s
th
e
f
u
tu
r
e
h
as
a
r
o
le
in
h
o
w
in
d
i
v
id
u
als
ar
e
m
o
r
e
p
o
s
itiv
e
in
lo
o
k
i
n
g
at
th
e
f
u
tu
r
e
o
f
th
eir
ca
r
ee
r
s
[
5
6
]
.
T
h
en
,
i
n
ac
co
r
d
an
ce
with
th
e
r
esu
lt
o
f
t
h
e
FGD,
s
o
m
e
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
wer
e
th
e
v
ictim
s
o
f
th
e
ea
r
th
q
u
ak
e
in
Sig
i
Dis
tr
ict
ex
p
er
ien
ce
d
f
ea
r
a
n
d
a
n
x
iet
y
.
E
s
p
ec
ially
,
w
h
en
t
h
ey
h
ea
r
th
e
wo
r
d
d
is
aster
,
th
ey
f
ee
l
an
x
i
o
u
s
an
d
a
f
r
aid
.
On
th
e
o
th
er
h
an
d
,
th
ey
s
till
h
av
e
to
co
n
tin
u
e
th
eir
ac
tiv
iti
es
as
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
W
h
en
th
ey
wer
e
ask
ed
ab
o
u
t
th
eir
p
er
s
p
ec
tiv
es
ab
o
u
t
th
e
f
u
tu
r
e
,
th
ey
ex
p
r
ess
ed
th
at
th
ey
s
till
wan
ted
to
b
e
d
eter
m
in
e
d
o
n
f
ig
h
tin
g
f
o
r
th
ei
r
f
u
tu
r
e.
T
h
e
r
esu
lt
o
f
th
e
FGD
in
d
icate
d
th
at
alth
o
u
g
h
th
e
ea
r
th
q
u
ak
e
-
af
f
ec
ted
h
ig
h
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
ex
p
er
ien
ce
d
an
x
iety
,
f
ea
r
,
a
n
d
d
ep
r
ess
io
n
,
wh
ic
h
h
a
v
e
a
n
eg
ativ
e
co
r
r
elatio
n
with
th
ei
r
co
n
f
id
e
n
ce
in
d
ec
i
d
in
g
o
n
a
ca
r
ee
r
[
5
7
]
,
an
d
p
o
s
itiv
ely
c
o
r
r
elate
d
with
th
eir
d
if
f
icu
lty
in
d
ec
id
in
g
o
n
a
ca
r
ee
r
[
5
8
]
,
b
u
t
f
o
c
u
s
in
g
o
n
th
e
f
u
tu
r
e
a
n
d
p
o
s
itiv
e
em
o
tio
n
s
ca
n
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
t
o
war
d
s
th
e
f
u
t
u
r
e
in
ter
m
s
o
f
th
eir
co
n
f
id
en
ce
in
d
ec
id
in
g
o
n
th
eir
ca
r
ee
r
s
a
n
d
d
eter
m
in
i
n
g
to
co
n
tin
u
e
th
eir
ed
u
ca
tio
n
at
ter
tiar
y
in
s
titu
tio
n
s
b
y
ch
o
o
s
in
g
ed
u
ca
tio
n
al
s
p
ec
ializatio
n
i
n
ac
co
r
d
an
ce
with
th
eir
p
ass
io
n
s
an
d
in
ter
ests
[
5
9
,
6
0
]
.
Fu
r
th
er
m
o
r
e
,
n
eg
ativ
e
em
o
ti
o
n
s
,
as
an
x
iety
,
a
f
f
ec
ts
p
er
f
o
r
m
a
n
ce
[
6
1
]
,
g
o
al
s
ettin
g
[
6
2
]
,
s
elf
-
ef
f
icac
y
[
6
1
,
6
3
]
,
a
n
d
th
e
a
b
ilit
y
o
f
an
i
n
d
iv
id
u
al
to
m
a
k
e
d
ec
is
io
n
s
[
6
4
]
.
Me
an
wh
ile,
ac
c
o
r
d
in
g
to
Váz
q
u
ez
,
C
er
v
elló
n
,
Pér
ez
-
Sales,
Vid
ales,
an
d
Gab
o
r
it’s
r
esear
ch
[
5
9
]
an
d
r
esear
ch
o
f
J
eo
n
g
[
6
0
]
,
r
ein
f
o
r
ce
m
en
t
o
f
p
o
s
itiv
e
em
o
tio
n
s
an
d
a
f
o
c
u
s
to
war
d
s
th
e
f
u
tu
r
e
ca
n
in
cr
ea
s
e
co
p
in
g
a
n
d
r
esil
i
en
ce
o
f
th
e
ea
r
t
h
q
u
a
k
e
v
ictim
s
,
in
o
r
d
er
f
o
r
th
e
m
to
r
etu
r
n
to
p
e
r
s
is
tan
ce
in
p
r
ep
ar
i
n
g
a
n
d
f
ig
h
tin
g
f
o
r
t
h
e
f
u
tu
r
e,
esp
ec
ially
in
ter
m
s
o
f
ca
r
ee
r
s
elec
tio
n
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lan
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in
g
.
Pu
ttin
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o
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th
e
r
esu
lts
o
f
Z
h
o
u
an
d
Yan
’
s
r
esear
ch
[
6
5
]
,
e
x
p
er
ien
ce
s
a
s
v
ictim
s
o
f
n
atu
r
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d
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wh
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r
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m
en
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m
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i
m
izin
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d
is
aster
s
u
p
p
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in
th
e
p
u
b
lic
s
ec
to
r
(
i.e
.
,
t
h
e
in
ten
tio
n
to
b
e
m
o
r
e
in
d
ep
en
d
en
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in
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p
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lies
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n
g
th
e
p
o
s
t
-
n
at
u
r
al
d
is
aster
p
er
io
d
[
6
5
]
)
,
wh
ic
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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.
I
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N:
2252
-
8
8
2
2
S
tr
ivin
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fo
r
th
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b
r
ig
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ter fu
tu
r
e:
A
n
ex
p
erien
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o
f h
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tu
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en
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… (
R
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Min
i A
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es S
a
lim
)
893
d
ep
en
d
s
o
n
th
e
o
r
ien
tatio
n
o
f
th
e
co
llectiv
e
v
alu
e
[
6
5
]
.
I
n
ter
m
s
o
f
C
DSE,
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
with
ex
p
er
ien
ce
as
v
ictim
s
o
f
th
e
e
ar
th
q
u
ak
e
tr
y
to
b
e
m
o
r
e
p
o
s
itiv
e
ab
o
u
t
t
h
eir
f
u
t
u
r
e
an
d
s
elf
-
ef
f
icac
y
to
d
ec
id
e
o
n
a
ca
r
ee
r
th
ey
wa
n
t.
3
.
1
.
L
im
it
a
t
io
n
a
nd
f
urt
her
re
s
ea
rc
h
T
h
e
v
ar
iab
les
in
v
o
lv
e
d
in
th
is
r
esear
ch
wer
e
FTP
an
d
C
DSE
(
with
s
ev
er
al
d
im
en
s
io
n
s
)
.
T
h
e
co
n
tex
t
o
f
th
e
r
esear
ch
was
o
n
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
wer
e
th
e
v
ictim
s
o
f
t
h
e
ea
r
th
q
u
a
k
e
i
n
S
ig
i
Dis
tr
ict
,
C
en
tr
al
Su
lawe
s
i
Pro
v
in
ce
.
T
h
e
r
esea
r
ch
aim
ed
to
test
th
e
ef
f
ec
t
o
f
th
e
FTP
o
n
C
DSE.
C
o
r
r
esp
o
n
d
in
g
ly
,
f
o
r
f
u
t
u
r
e
r
esear
ch
,
th
e
r
esear
c
h
ca
n
f
o
cu
s
m
o
r
e
o
n
th
e
o
n
e
-
wa
y
an
o
v
a
ap
p
r
o
ac
h
in
test
in
g
th
e
FTP
in
ter
v
e
n
tio
n
p
r
o
g
r
a
m
(
b
y
in
v
o
lv
in
g
teac
h
er
s
,
p
s
y
ch
o
lo
g
is
ts
,
co
u
n
s
elo
r
s
,
a
n
d
s
o
m
e
ed
u
ca
tio
n
p
r
ac
titi
o
n
e
r
s
)
o
n
th
e
C
DSE
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
wer
e
th
e
v
ictim
s
o
f
th
e
ea
r
th
q
u
ak
e.
T
h
u
s
,
f
u
r
th
er
r
esear
ch
ca
n
co
m
p
ar
e
th
e
FTP
—
C
DSE
in
ea
r
th
q
u
ak
e
-
af
f
ec
ted
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
with
th
e
FTP
—
C
DSE
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
o
ar
e
th
e
v
ictim
s
o
f
o
th
e
r
n
atu
r
al
d
is
aster
s
,
f
lo
o
d
s
a
n
d
ts
u
n
am
is
,
d
u
e
to
th
e
f
ac
t
t
h
at
th
e
d
is
aster
s
in
C
en
tr
al
Su
lawe
s
i
th
at
o
cc
u
r
ar
e
n
o
t
o
n
ly
ea
r
t
h
q
u
ak
es,
b
u
t
also
liq
u
ef
ac
tio
n
,
f
lo
o
d
s
,
an
d
ts
u
n
am
i.
T
h
e
n
,
ac
co
r
d
in
g
to
th
e
p
r
ev
io
u
s
r
esear
ch
o
f
Yu
n
,
J
u
n
g
,
an
d
J
u
n
g
[6
6
]
wh
ic
h
in
v
o
l
v
es
a
p
r
o
g
r
am
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
o
f
s
tu
d
en
t
s
,
th
e
im
p
r
o
v
em
en
t
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
in
d
ec
id
in
g
ca
r
ee
r
s
is
r
em
in
d
ed
o
f
lear
n
in
g
p
r
o
g
r
am
s
o
r
in
ter
v
e
n
tio
n
p
r
o
g
r
am
s
th
at
n
o
t o
n
ly
em
p
h
asize
th
e
asp
ec
t
s
o
f
C
DSE
b
u
t a
ls
o
o
n
asp
ec
ts
o
f
h
o
w
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ar
e
m
o
r
e
o
r
ien
ted
t
o
war
d
s
th
eir
f
u
tu
r
e
(
i.e
.
,
FTP)
.
4.
CO
NCLU
SI
O
N
T
h
e
s
u
m
o
f
th
is
r
esear
ch
is
th
at
th
e
FTP
h
a
s
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
af
f
ec
ted
C
DSE.
Mo
r
eo
v
er
,
th
e
FTP
also
co
n
tr
ib
u
ted
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tly
to
ac
cu
r
ate
s
elf
-
ap
p
r
aisal,
g
ath
e
r
in
g
o
cc
u
p
atio
n
al
in
f
o
r
m
atio
n
,
g
o
al
s
elec
tio
n
,
m
ak
in
g
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
a
n
d
p
r
o
b
lem
s
o
lv
in
g
.
Fu
r
th
e
r
m
o
r
e,
th
e
r
esu
lts
o
f
th
e
r
esear
ch
h
av
e
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
p
r
o
g
r
am
s
d
esig
n
ed
b
y
tea
ch
er
s
,
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
,
an
d
e
d
u
ca
tio
n
co
u
n
s
elo
r
s
f
o
c
u
s
ed
o
n
th
e
FT
P
in
o
r
d
er
to
im
p
r
o
v
e
t
h
e
C
DSE
(
alo
n
g
with
its
f
iv
e
d
im
en
s
io
n
s
)
o
f
h
i
g
h
s
ch
o
o
l stu
d
e
n
ts
wh
o
wer
e
th
e
v
ictim
s
o
f
th
e
ea
r
th
q
u
ak
e
in
Sig
i D
is
tr
ict.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
th
an
k
to
I
k
a
ta
n
A
lu
m
n
i
Un
ivers
ita
s
I
n
d
o
n
esia
(
I
L
UNI
UI
)
,
Yay
asan
Yak
u
Mo
s
ik
o
la
b
ased
in
Palu
−
C
en
tr
al
Su
lawe
s
i,
an
d
SMAN
1
0
Sig
i
,
I
n
d
o
n
esia
th
a
t su
p
p
o
r
ted
r
esear
ch
wh
e
n
co
n
d
u
ctin
g
th
e
d
ata.
RE
F
E
R
E
NC
E
S
[1
]
L.
Xia
n
g
,
Y.
Wan
g
,
R
.
Jia
n
g
,
a
n
d
Y.
M
o
,
“
Re
latio
n
s
h
ip
s
a
m
o
n
g
p
e
rso
n
a
li
t
y
,
c
o
p
in
g
st
y
le,
a
n
d
n
e
g
a
ti
v
e
e
m
o
t
io
n
a
l
re
sp
o
n
se
in
e
a
rth
q
u
a
k
e
su
r
v
iv
o
rs,
”
S
o
c
.
Be
h
a
v
.
Per
so
n
a
l
.
A
n
In
t.
J
.
,
v
o
l
.
4
4
,
n
o
.
3
,
p
p
.
4
9
9
–
5
0
8
,
2
0
1
6
.
[2
]
R.
Wh
it
tl
e
,
M
.
Walk
e
r,
W.
M
e
d
d
,
a
n
d
M
.
M
o
rt,
“
Emo
t
io
n
,
sp
a
c
e
a
n
d
s
o
c
iety
fl
o
o
d
o
f
e
m
o
ti
o
n
s:
Emo
ti
o
n
a
l
wo
r
k
a
n
d
l
o
n
g
-
term
d
isa
ste
r
re
c
o
v
e
ry
,
”
Emo
t.
S
p
.
S
o
c
.
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
6
0
–
6
9
,
2
0
1
2
.
[3
]
F
e
rg
u
so
n
,
H
o
rwo
o
d
,
Bo
d
e
n
,
&
M
u
ld
e
r,
“
Im
p
a
c
t
o
f
a
m
a
jo
r
d
isa
ste
r
o
n
th
e
m
e
n
tal
h
e
a
lt
h
o
f
a
we
ll
-
stu
d
ied
c
o
h
o
rt,
”
J
AM
A
p
sy
c
h
i
a
try
,
v
o
l.
7
1
,
n
o
.
9
,
p
p
.
1
0
2
5
–
1
0
3
2
,
2
0
1
5
.
[4
]
N.
P
a
rv
a
re
sh
,
“
P
o
st
-
trau
m
a
ti
c
str
e
ss
d
iso
rd
e
r
in
b
a
m
-
su
rv
i
v
e
d
stu
d
e
n
ts
wh
o
imm
ig
ra
ted
t
o
Ke
rm
a
n
,
f
o
u
r
m
o
n
t
h
s
a
fter t
h
e
e
a
rth
q
u
a
k
e
,
”
A
rc
h
.
Ir
a
n
.
M
e
d
.
,
v
o
l.
1
2
,
n
o
.
3
,
p
p
.
2
4
4
–
2
4
9
,
2
0
0
9
.
[5
]
W.
N.
W.
Oth
m
a
n
,
e
t
a
l
.
,
“
S
tres
s,
se
lf
-
e
ste
e
m
,
c
o
p
in
g
sk
il
l
a
n
d
tre
a
tme
n
t
stra
teg
ies
a
m
o
n
g
v
ictim
o
f
e
a
rth
q
u
a
k
e
a
t
Ka
m
p
u
n
g
M
e
silau
Ra
n
a
u
,
S
a
b
a
h
,
”
In
t.
J
.
Aca
d
.
Res
.
S
o
c
.
S
c
i
.
,
v
o
l
.
9
,
n
o
.
1
2
,
p
p
.
3
1
5
–
3
2
5
,
2
0
1
9
.
[6
]
J.
M
o
n
l
lo
r
a
n
d
P
.
J.
M
u
rp
h
y
,
“
Na
tu
ra
l
d
isa
ste
rs,
e
n
trep
re
n
e
u
rsh
ip
,
a
n
d
c
re
a
ti
o
n
a
fter
d
e
stru
c
ti
o
n
,
”
In
t.
J
.
En
tre
p
.
Beh
a
v
.
Res
.
,
v
o
l.
2
3
,
n
o
.
4
,
p
p
.
6
1
8
–
6
3
7
,
2
0
1
7
.
[7
]
M
.
S
e
li
g
m
a
n
a
n
d
M
.
E.
Csik
sz
e
n
tmih
a
ly
i,
“
P
o
sit
iv
e
p
sy
c
h
o
lo
g
y
:
An
i
n
tro
d
u
c
ti
o
n
,
”
in
Fl
o
w
a
n
d
t
h
e
fo
u
n
d
a
ti
o
n
s
o
f
p
o
siti
v
e
p
sy
c
h
o
lo
g
y
,
Do
r
d
re
c
h
t:
S
p
rin
g
e
r,
p
p
.
2
7
9
–
2
9
8
,
2
0
1
4
.
[8
]
B.
L.
F
re
d
ric
k
so
n
,
“
Th
e
ro
le
o
f
p
o
siti
v
e
e
m
o
ti
o
n
s
i
n
p
o
siti
v
e
p
sy
c
h
o
l
o
g
y
,
”
Am.
Psy
c
h
o
l
.
,
v
o
l.
5
6
,
n
o
.
3
,
p
p
.
2
1
8
–
2
2
6
,
2
0
0
1
.
[9
]
S
.
F
o
l
k
m
a
n
a
n
d
J.
T.
M
o
sk
o
wit
z
,
“
P
o
siti
v
e
a
ffe
c
t
a
n
d
t
h
e
o
th
e
r
sid
e
o
f
c
o
p
in
g
,
”
Am.
Psy
c
h
o
l
.
,
v
o
l.
5
5
,
n
o
.
6
,
p
p
.
6
4
7
–
6
5
4
,
2
0
0
0
.
[1
0
]
L.
S
h
e
l
d
o
n
a
n
d
K.
M
.
Kin
g
,
“
W
h
y
p
o
siti
v
e
p
sy
c
h
o
l
o
g
y
is
n
e
c
e
ss
a
ry
,
”
Am.
Psy
c
h
o
l
.
,
v
o
l.
3
,
n
o
.
5
6
,
p
p
.
2
1
6
-
2
1
7
,
2
0
0
1
.
[1
1
]
C.
P
e
ters
o
n
,
“
Th
e
f
u
tu
re
o
f
o
p
ti
m
ism
,
”
Am.
Psy
c
h
o
l
.
,
v
o
l.
5
5
,
n
o
.
1
,
p
p
.
4
4
-
5
5
,
2
0
0
0
.
[1
2
]
K.
K.
H.
Da
rm
a
y
a
n
ti
,
“
Th
e
imp
a
c
t
o
f
t
h
e
e
a
rth
q
u
a
k
e
o
n
t
h
e
p
s
y
c
h
o
lo
g
ica
l
c
o
n
d
it
i
o
n
o
f
p
a
re
n
ts
(i
n
Ba
h
a
sa
)
,
”
De
p
t.
Co
m
.
De
v
.
,
Alm
n
.
As
s.
Un
i
v
.
o
f
I
n
d
o
n
e
sia
,
Ja
k
a
rta,
I
n
d
o
n
e
sia
,
Re
p
.
F
G
D
-
Ra
m
b
a
,
Ap
r.
2
0
1
9
.
[1
3
]
T.
A.
A
d
e
b
isi,
“
To
wa
rd
s
a
c
q
u
is
it
io
n
o
f
p
h
y
sic
s
k
n
o
wle
d
g
e
a
n
d
o
v
e
r
v
iew
o
f
stra
teg
ies
o
n
su
sta
in
a
b
le
n
a
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
a
n
d
d
isa
ste
r
m
a
n
a
g
e
m
e
n
t
d
e
p
a
rtme
n
t
o
f
sc
ien
c
e
a
n
d
tec
h
n
o
lo
g
y
e
d
u
c
a
ti
o
n
,
”
J
.
Eme
rg
.
T
re
n
d
s
E
d
u
c
.
Res
.
Po
li
c
y
S
tu
d
.
,
v
o
l
.
7
,
n
o
.
4
,
p
p
.
2
7
1
–
2
7
5
,
2
0
1
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
8
7
-
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9
5
894
[1
4
]
M
.
Oie
,
“
Th
e
ro
le
o
f
m
o
ti
v
a
ti
o
n
a
n
d
c
re
a
ti
v
it
y
in
su
sta
i
n
in
g
v
o
lu
n
tee
rism
o
f
c
it
ize
n
sh
ip
fo
r
p
o
siti
v
e
y
o
u
th
d
e
v
e
lo
p
m
e
n
t
a
fter t
h
e
G
re
a
t
Eas
t
Ja
p
a
n
e
a
rth
q
u
a
k
e
,
”
Hig
h
.
E
d
u
c
.
S
tu
d
.
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
6
1
–
7
0
,
2
0
1
7
.
[1
5
]
E.
B.
Hu
rlo
c
k
,
A
d
o
les
c
e
n
t
d
e
v
e
lo
p
me
n
t
,
T
o
k
y
o
:
M
c
G
ra
w
-
Hill
Ko
g
a
k
u
sh
a
,
1
9
8
0
.
[1
6
]
K.
M
.
Tay
l
o
r
a
n
d
N
.
E
.
Be
tz,
“
Ap
p
li
c
a
ti
o
n
s
o
f
se
lf
-
e
ffica
c
y
t
h
e
o
ry
to
th
e
u
n
d
e
rsta
n
d
in
g
a
n
d
trea
tme
n
t
o
f
c
a
re
e
r
in
d
e
c
isio
n
,
”
J
.
V
o
c
a
t.
Beh
a
v
.
,
v
o
l.
22
,
n
o
.
1
,
p
p
.
6
3
–
8
1
,
1
9
8
3
.
[1
7
]
T.
L
.
Wal
k
e
r
a
n
d
T.
J.
G
.
Trac
e
y
,
“
Th
e
r
o
le o
f
fu
t
u
re
t
ime
p
e
rsp
e
c
t
iv
e
i
n
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
,
”
J
.
Vo
c
a
t.
Beh
a
v
.,
v
o
l.
8
1
,
n
o
.
2
,
p
p
.
1
5
0
–
1
5
8
,
2
0
1
2
.
[1
8
]
B.
J.
Tab
e
r,
“
Ti
m
e
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
i
n
g
d
iffi
c
u
lt
ies
i
n
a
d
u
l
ts
,
”
J
.
Ca
re
e
r
Asse
ss
.
,
v
o
l.
2
1
,
n
o
.
2
,
p
p
.
2
0
0
–
2
0
9
,
2
0
1
3
.
[1
9
]
J.
A.
G
a
rc
ía
a
n
d
B
.
R
u
iz,
“
E
x
p
l
o
rin
g
th
e
ro
le
o
f
ti
m
e
p
e
rsp
e
c
ti
v
e
in
leis
u
re
c
h
o
ice
s
,
”
J
.
L
e
is.
Res
.
,
v
o
l.
4
7
,
n
o
.
5
,
p
p
.
5
1
5
–
5
3
7
,
2
0
1
7
.
[2
0
]
H.
Ju
n
g
,
I.
P
a
rk
,
a
n
d
J
.
Rie,
“
F
u
tu
re
ti
m
e
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
d
e
c
isio
n
s
:
Th
e
m
o
d
e
ra
ti
n
g
e
ffe
c
ts o
f
a
ffe
c
t
sp
in
,”
J
.
Vo
c
a
t.
Beh
a
v
.
,
v
o
l.
8
9
,
p
p
.
4
6
–
5
5
,
Au
g
.
2
0
1
5
.
[2
1
]
P
.
G
.
Zi
m
b
a
rd
o
a
n
d
J.
N
.
Bo
y
d
,
“
P
u
tt
i
n
g
t
ime
in
p
e
rsp
e
c
ti
v
e
:
A
v
a
li
d
,
re
l
iab
le
in
d
i
v
id
u
a
l
-
d
iffere
n
c
e
s
m
e
tri
c
,
”
in
T
ime
p
e
rs
p
e
c
ti
v
e
th
e
o
ry
;
re
v
iew,
re
se
a
rc
h
a
n
d
a
p
p
li
c
a
ti
o
n
,
C
h
a
m
:
S
p
rin
g
e
r,
p
p
.
1
7
–
55
,
1
9
9
9
.
[2
2
]
R.
W.
Len
t,
S
.
D.
Bro
w
n
,
a
n
d
G
.
H
a
c
k
e
tt
,
“
To
wa
rd
a
u
n
ify
i
n
g
so
c
ial
c
o
g
n
it
i
v
e
th
e
o
r
y
o
f
c
a
re
e
r
a
n
d
a
c
a
d
e
m
ic
in
tere
st,
c
h
o
ice
,
a
n
d
p
e
rfo
rm
a
n
c
e
[
m
o
n
o
g
ra
p
h
]
,
”
J
.
V
o
c
a
t.
Beh
a
v
.
,
v
o
l.
4
5
,
n
o
.
1
,
p
p
.
7
9
–
1
2
2
,
1
9
9
4
.
[2
3
]
A.
Ba
n
d
u
ra
,
“
S
e
lf
-
e
ffica
c
y
:
To
wa
rd
a
u
n
ify
in
g
t
h
e
o
ry
o
f
b
e
h
a
v
io
ra
l
c
h
a
n
g
e
,
”
Psy
c
h
o
l.
Rev
.
,
v
o
l.
8
4
,
n
o
.
2
,
p
p
.
1
9
1
–
2
1
5
,
1
9
7
7
.
[2
4
]
N.
E.
Be
tz,
“
Co
u
n
se
li
n
g
u
se
s o
f
c
a
re
e
r
se
lf
-
e
ffica
c
y
th
e
o
r
y
,
”
Ca
re
e
r De
v
.
Q
.
,
v
o
l.
4
1
,
n
o
.
1
,
p
p
.
2
2
–
2
6
,
1
9
7
7
.
[2
5
]
A.
Ba
n
d
u
ra
,
“
Th
e
e
x
p
la
n
a
to
ry
a
n
d
p
re
d
icti
v
e
sc
o
p
e
o
f
se
lf
-
e
ffica
c
y
th
e
o
r
y
,
”
J
.
S
o
c
.
Cli
n
.
Psy
c
h
o
l
.
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
3
5
9
–
3
7
3
,
1
9
8
6
.
[2
6
]
P
.
Cre
e
d
,
W.
P
a
tt
o
n
,
L.
P
ri
d
e
a
u
x
,
a
n
d
P
.
Cre
e
d
,
“
A
lo
n
g
it
u
d
in
a
l
c
ro
ss
-
lag
g
e
d
a
n
a
l
y
sis
,
”
J
.
Ca
re
e
r
De
v
.
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
4
7
–
6
5
,
2
0
0
6
.
[2
7
]
M
.
Ta
y
lo
r
a
n
d
J
.
P
o
p
m
a
,
“
An
e
x
a
m
in
a
ti
o
n
o
f
t
h
e
re
lati
o
n
sh
i
p
s
a
m
o
n
g
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
se
lf
-
e
ffica
c
y
,
c
a
re
e
r
sa
li
e
n
c
e
,
lo
c
u
s o
f
c
o
n
tro
l,
a
n
d
v
o
c
a
ti
o
n
a
l
i
n
d
e
c
isio
n
,
”
J
.
V
o
c
a
t
.
Beh
a
v
.
,
v
o
l.
3
7
,
n
o
.
3
1
,
p
p
.
1
7
–
3
1
,
1
9
9
0
.
[2
8
]
B.
Y.
Ch
o
i,
H.
P
a
rk
,
E.
Ya
n
g
,
S
.
K.
Lee
,
Y.
Lee
,
a
n
d
S
.
M
.
Lee
,
“
Un
d
e
rsta
n
d
i
n
g
C
a
re
e
r
d
e
c
isio
n
se
lf
-
e
ffi
c
a
c
y
:
A
M
e
ta
-
An
a
ly
ti
c
Ap
p
ro
a
c
h
,
”
J
.
Ca
r
e
e
r De
v
.,
v
o
l.
3
9
,
n
o
.
5
,
p
p
.
4
4
3
-
4
6
0
,
2
0
1
2
.
[2
9
]
N.
E.
Be
tz an
d
G
.
Ha
c
k
e
tt
,
“
Ap
li
c
a
ti
o
n
o
f
se
l
-
e
ffica
c
y
th
e
o
r
y
t
o
u
n
d
e
rsta
n
d
in
g
c
a
re
e
r
c
h
o
ice
b
e
h
a
v
i
o
r
,
”
J
.
S
o
c
.
Cli
n
.
Psy
c
h
o
l
.
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
2
7
9
–
2
8
9
,
1
9
8
6
.
[3
0
]
K.
Lew
in
,
F
ield
t
h
e
o
ry
in
so
c
ia
l
s
c
ien
c
e
:
se
lec
ted
th
e
o
re
ti
c
a
l
p
a
p
e
r
s
.
Ne
w Yo
rk
:
Ha
rp
e
r,
1
9
5
1
.
[3
1
]
M
.
S
to
lars
k
i
,
e
t
a
l
,
“
Ho
w
we
f
e
e
l
is
a
m
a
tt
e
r
o
f
ti
m
e
:
Re
lati
o
n
sh
ip
s
Be
twe
e
n
Ti
m
e
P
e
rsp
e
c
ti
v
e
s
a
n
d
M
o
o
d
,
”
J
o
u
rn
a
l
o
f
Ha
p
p
i
n
e
ss
S
t
u
d
ies
,
v
o
l
.
1
5
,
n
o
.
4
,
p
p
.
8
0
9
-
8
2
7
,
2
0
1
4
.
[3
2
]
G
.
M
a
tt
h
e
ws
a
n
d
M
.
S
t
o
lars
k
i
,
“
E
m
o
ti
o
n
a
l
P
r
o
c
e
ss
e
s in
d
e
v
e
l
o
p
m
e
n
t
a
n
d
d
y
n
a
m
ics
o
f
i
n
d
i
v
id
u
a
l
ti
m
e
p
e
rsp
e
c
ti
v
e
,
”
in
T
ime
p
e
rs
p
e
c
ti
v
e
th
e
o
ry
;
re
v
iew,
re
se
a
rc
h
a
n
d
a
p
p
li
c
a
ti
o
n
,
Ch
a
m
:
S
p
ri
n
g
e
r,
p
p
.
2
6
9
–
2
8
9
,
2
0
1
5
.
[3
3
]
D.
T.
A.
M
.
K
o
o
ij
,
R.
Ka
n
fe
r,
M
.
Be
tt
s,
a
n
d
C
.
W.
R
u
d
o
lp
h
,
“
F
u
tu
re
t
ime
p
e
rsp
e
c
ti
v
e
:
A
sy
ste
m
a
ti
c
re
v
iew
a
n
d
m
e
ta
-
a
n
a
ly
sis fu
tu
re
,
”
J
.
A
p
p
l.
Ps
y
c
h
o
l
.
,
v
o
l
.
1
0
3
,
n
o
.
8
,
p
p
.
8
6
7
–
8
9
3
,
2
0
1
8
.
[3
4
]
L.
M
o
li
n
a
ri,
G
.
S
p
e
l
ti
n
i
,
S
.
P
a
ss
in
i,
a
n
d
M
.
G
.
Ca
re
ll
i,
“
Ti
m
e
P
e
r
sp
e
c
ti
v
e
in
a
d
o
les
c
e
n
ts an
d
y
o
u
n
g
a
d
u
lt
s:
En
j
o
y
i
n
g
th
e
p
re
se
n
t
a
n
d
tr
u
sti
n
g
i
n
a
b
e
tt
e
r
fu
tu
re
,
”
T
ime
S
o
c
.
,
v
o
l.
2
5
,
n
o
.
3
,
p
p
.
5
9
4
–
6
1
2
,
2
0
1
6
.
[3
5
]
J.
E.
N
u
rm
i,
“
Ho
w
d
o
a
d
o
l
e
sc
e
n
ts
se
e
th
e
ir
f
u
t
u
re
?
A
re
v
iew
o
f
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
f
u
t
u
re
o
rien
tati
o
n
a
n
d
p
lan
n
in
g
,
”
De
v
.
Rev
.
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
1
–
5
9
,
1
9
9
1
.
[3
6
]
D.
E.
S
u
p
e
r,
“
A
li
fe
-
sp
a
n
,
li
fe
-
sp
a
c
e
a
p
p
ro
a
c
h
to
c
a
re
e
r
d
e
v
e
lo
p
m
e
n
t
,
”
J
.
Vo
c
a
t.
Be
h
a
v
.
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
2
8
2
-
2
9
8
,
1
9
8
0
.
[3
7
]
P
.
C.
C
o
z
b
y
a
n
d
S
.
C
.
Ba
tes
,
M
e
th
o
d
s
in
b
e
h
a
v
io
ra
l
re
se
a
rc
h
,
1
2
t
h
Ed
.
Ne
w
Yo
rk
,
NY
:
M
c
G
ra
w
-
Hill
Ed
u
c
a
ti
o
n
,
2
0
1
5
.
[3
8
]
P
.
Da
tt
a
lo
,
An
a
lys
is o
f
m
u
lt
i
p
le d
e
p
e
n
d
e
n
t
v
a
ria
b
les
,
Ne
w Yo
r
k
,
N
Y:
Ox
fo
r
d
Un
i
v
e
rsity
P
re
ss
,
2
0
1
3
.
[3
9
]
S
.
S
a
n
t
o
so
,
M
u
lt
iva
ri
a
te sta
ti
stics
wit
h
S
PS
S
(i
n
Ba
h
a
sa
)
,
Ja
k
a
rta:
P
T.
El
e
x
M
e
d
ia Ko
m
p
u
ti
n
d
o
,
2
0
1
7
.
[4
0
]
F
.
J.
G
ra
v
e
tt
e
r
a
n
d
L
.
B.
Wall
n
a
u
,
S
ta
ti
stics
fo
r
th
e
b
e
h
a
v
i
o
ra
l
sc
ien
c
e
s
,
Be
lmo
n
t
,
CA:
Ce
n
g
a
n
e
,
2
0
1
7
.
[4
1
]
E.
Riad
i,
M
a
n
u
a
l
a
n
a
lys
is re
se
a
rc
h
sta
ti
stics
a
n
d
IB
M
S
PS
S
(in
Ba
h
a
sa
)
,
Yo
g
y
a
k
a
rta:
P
e
n
e
r
b
it
AN
D
I,
2
0
1
6
.
[4
2
]
M
.
Alst
o
n
,
D.
Ha
rg
re
a
v
e
s,
a
n
d
T.
Ha
z
e
leg
e
r,
“
P
o
std
isa
ste
r
so
c
i
a
l
wo
rk
:
Re
flec
ti
o
n
s
o
n
t
h
e
n
a
t
u
re
o
f
p
lac
e
a
n
d
lo
ss
,
”
Au
st.
S
o
c
.
W
o
rk
,
v
o
l.
71
,
n
o
.
4
,
p
p
.
4
0
5
-
4
1
6
,
2
0
1
8
.
[4
3
]
K.
E.
Bro
wn
e
a
n
d
T.
E
v
e
n
,
“
Th
e
‘
c
u
lt
u
re
o
f
d
isa
ste
r’
stu
d
e
n
t
imm
e
rsio
n
p
ro
jec
t:
first
-
h
a
n
d
re
se
a
rc
h
to
lea
rn
a
b
o
u
t
d
isa
ste
r
re
c
o
v
e
ry
a
fter a
Co
l
o
ra
d
o
flo
o
d
,
”
I
n
t.
J
.
M
a
ss
Eme
rg
e
n
c
ies
Disa
ste
rs
,
v
o
l
.
3
6
,
n
o
.
3
,
p
p
.
2
6
4
-
286
,
2
0
1
8
.
[4
4
]
P
.
Ara
u
jo
,
A.
Zam
b
e
ll
i,
a
n
d
R.
G
.
De
Je
su
s,
“
Wh
a
t
a
d
isa
ste
r!
Un
d
e
rsta
n
d
i
n
g
c
a
re
e
r
a
d
a
p
tab
il
it
y
a
fter
a
c
risis
in
a
m
in
in
g
c
o
m
p
a
n
y
,
”
i
n
Aca
d
e
my
o
f
M
a
n
a
g
e
me
n
t
Pro
c
e
e
d
i
n
g
s
,
v
o
l.
2
0
1
8
,
n
o
.
1
,
p
p
.
1
2
5
–
1
7
2
,
2
0
1
8
.
[4
5
]
S
.
As
ti
ll
,
“
T
h
e
imp
o
rtan
c
e
o
f
s
u
p
e
rv
iso
r
y
a
n
d
o
r
g
a
n
isa
ti
o
n
a
l
a
w
a
re
n
e
ss
o
f
t
h
e
risk
s
fo
r
a
n
e
a
rly
c
a
re
e
r
n
a
tu
ra
l
h
a
z
a
rd
re
se
a
rc
h
e
r
with
p
e
rso
n
a
l
p
a
st
-
d
isa
ste
r
e
x
p
e
rien
c
e
,
”
Emo
t.
S
p
.
S
o
c
.
,
v
o
l.
2
8
,
p
p
.
4
6
–
5
2
,
Au
g
.
2
0
1
8
.
[4
6
]
G
.
Lars
o
n
,
e
t
a
l.
,
Reb
u
il
d
in
g
l
ive
s
p
o
st
-
d
isa
ste
r:
Res
e
a
rc
h
in
g
a
c
ro
ss
b
o
rd
e
rs
.
L
o
n
d
o
n
:
Ox
fo
rd
U
n
iv
e
rsit
y
P
re
ss
,
p
p
.
1
–
28
,
2
0
0
8
.
[4
7
]
C.
Ch
e
n
g
,
L.
Ya
n
g
,
Y.
Ch
e
n
,
H.
Zo
u
,
Y.
S
u
,
a
n
d
X.
F
a
n
,
“
Attri
b
u
t
io
n
s,
f
u
t
u
re
ti
m
e
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
m
a
tu
rit
y
in
n
u
rsin
g
u
n
d
e
rg
ra
d
u
a
tes
:
Co
rre
l
a
ti
o
n
a
l
st
u
d
y
d
e
si
g
n
,
”
B
M
C
M
e
d
.
Ed
u
c
.
,
v
o
l.
1
6
,
n
o
.
2
6
,
p
p
.
1
–
8
,
2
0
1
6
.
[4
8
]
N.
E.
Be
tz
a
n
d
D.
A.
L
u
z
z
o
,
“
D
e
c
isio
n
-
m
a
k
in
g
se
lf
-
e
ffica
c
y
sc
a
le
,
”
J
.
c
a
re
e
r
Asse
ss
.
,
v
o
l.
4
,
n
o
.
4
,
p
p
.
4
1
3
–
4
2
8
,
1
9
9
6
.
[4
9
]
L.
Kv
a
sk
o
v
á
a
n
d
C.
A.
Alm
e
n
a
ra
,
“
Ti
m
e
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
se
lf
-
e
ffica
c
y
:
A
lo
n
g
i
tu
d
in
a
l
e
x
a
m
in
a
ti
o
n
a
m
o
n
g
y
o
u
n
g
a
d
u
lt
stu
d
e
n
ts
,
”
J
.
Ca
re
e
r De
v
.
,
v
o
l.
2
0
,
n
o
.
1
0
,
p
p
.
1
–
1
4
,
2
0
2
0
.
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I
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… (
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895
[5
0
]
Z.
Am
a
n
o
l
lah
i,
e
t
a
l
,
“
Th
e
re
lati
o
n
sh
i
p
b
e
twe
e
n
t
ime
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
d
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m
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lf
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y
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n
d
it
s
imp
a
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t
o
n
a
c
a
d
e
m
ic ac
h
iev
e
m
e
n
t
,
”
W
o
rld
S
c
i.
Ne
ws
,
v
o
l.
4
4
,
p
p
.
1
0
0
–
1
1
1
,
2
0
1
6
.
[5
1
]
A.
Kia
n
i,
J.
Li
u
,
U.
G
h
a
n
i,
a
n
d
A.
P
o
p
e
ln
u
k
h
a
,
“
Im
p
a
c
t
o
f
f
u
t
u
re
ti
m
e
p
e
rsp
e
c
ti
v
e
o
n
e
n
trep
r
e
n
e
u
rial
c
a
re
e
r
in
ten
ti
o
n
f
o
r
i
n
d
i
v
id
u
a
l
su
sta
in
a
b
le
c
a
re
e
r
d
e
v
e
l
o
p
m
e
n
t:
T
h
e
ro
les
o
f
lea
rn
in
g
o
rien
tati
o
n
a
n
d
e
n
trep
re
n
e
u
rial
p
a
ss
io
n
,
”
S
u
st
a
in
a
b
i
li
ty
,
v
o
l
.
1
2
,
n
o
.
9
,
p
p
.
1
–
1
8
,
2
0
2
0
.
[5
2
]
N.
En
stin
,
M
.
Ja
p
a
r,
a
n
d
S
.
S
u
n
a
wa
n
,
“
Th
e
re
latio
n
sh
ip
b
e
twe
e
n
f
u
tu
re
ti
m
e
p
e
rsp
e
c
ti
v
e
a
n
d
c
a
re
e
r
d
e
c
isio
n
m
a
k
i
n
g
se
lf
-
e
ffic
a
c
y
,
”
J
u
rn
a
l
Bi
m
b
in
g
a
n
Ko
n
se
li
n
g
,
v
o
l
.
9
,
n
o
.
2
,
p
p
.
7
0
-
75
,
2
0
2
0
.
[5
3
]
L.
An
d
re
,
A.
E.
M
.
Va
n
Via
n
e
n
,
T.
T.
D.
P
e
e
tsm
a
,
a
n
d
F
.
J.
Oo
rt
,
“
M
o
ti
v
a
ti
o
n
a
l
p
o
we
r
o
f
f
u
tu
re
ti
m
e
p
e
rsp
e
c
ti
v
e
:
m
e
ta
-
a
n
a
ly
se
s in
e
d
u
c
a
ti
o
n
,
w
o
rk
,
a
n
d
h
e
a
lt
h
,
”
Pl
o
S
ONE
.
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
–
4
5
,
2
0
1
8
.
[5
4
]
U.
F
a
sb
e
n
d
e
r,
A
.
M
.
Wö
h
rm
a
n
n
,
M
.
Wan
g
,
a
n
d
U.
Kle
h
e
,
“
Is
th
e
fu
t
u
re
stil
l
o
p
e
n
?
Th
e
m
e
d
iatin
g
ro
le
o
f
o
c
c
u
p
a
ti
o
n
a
l
f
u
t
u
re
ti
m
e
p
e
rs
p
e
c
ti
v
e
in
t
h
e
e
ffe
c
ts
o
f
c
a
re
e
r
a
d
a
p
tab
il
it
y
a
n
d
a
g
i
n
g
e
x
p
e
rien
c
e
o
n
late
c
a
re
e
r
p
lan
n
i
n
g
,
”
J
.
V
o
c
a
t.
Beh
a
v
.
,
v
o
l.
1
1
1
,
p
p
.
24
-
38
,
Ap
r
.
2
0
1
9
.
[5
5
]
A.
Im
b
e
ll
o
n
e
a
n
d
F
.
La
g
h
i
,
“
Th
e
Ro
le
o
f
ti
m
e
p
e
rsp
e
c
ti
v
e
i
n
so
c
ial
c
o
g
n
it
i
v
e
c
a
re
e
r
th
e
o
r
y
o
f
i
n
tere
sts
,
”
T
ime
S
o
c
.
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
3
3
4
–
3
5
4
,
2
0
1
5
.
[5
6
]
H.
He
n
ry
,
H.
Zac
h
e
r,
a
n
d
D.
D
e
sm
e
tt
e
,
“
F
u
tu
re
ti
m
e
p
e
rsp
e
c
ti
v
e
in
th
e
w
o
rk
c
o
n
te
x
t
:
A
S
y
ste
m
a
ti
c
re
v
iew
o
f
q
u
a
n
t
it
a
ti
v
e
st
u
d
ies
,
”
Fr
o
n
t.
Psy
c
h
o
l
.
,
v
o
l.
8
,
a
rti
c
le 4
1
3
,
p
p
.
1
–
22
,
2
0
1
7
.
[5
7
]
A.
S
a
n
t
o
s,
W.
Wan
g
,
a
n
d
J.
Lew
is,
“
Emo
ti
o
n
a
l
i
n
telli
g
e
n
c
e
a
n
d
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
d
iffi
c
u
l
ti
e
s
:
Th
e
M
e
d
iatin
g
ro
le o
f
c
a
re
e
r
d
e
c
isio
n
se
lf
-
e
ffica
c
y
,
”
J
.
Vo
c
a
t.
Be
h
a
v
.
,
v
o
l.
1
0
7
,
p
p
.
2
9
5
-
3
0
9
,
A
u
g
.
2
0
1
8
.
[5
8
]
N.
S
a
k
a
a
n
d
I.
G
a
ti
,
“
Emo
ti
o
n
a
l
a
n
d
p
e
rso
n
a
li
ty
-
re
late
d
a
sp
e
c
ts
o
f
p
e
rsiste
n
t
c
a
re
e
r
d
e
c
isio
n
-
m
a
k
in
g
d
iffi
c
u
lt
ies
,
”
J
.
Vo
c
a
t.
Beh
a
v
,
v
o
l.
7
1
,
n
o
.
3
,
p
p
.
3
4
0
–
3
5
8
,
2
0
0
7
.
[5
9
]
C.
Vá
z
q
u
e
z
,
P
.
Ce
rv
e
ll
ó
n
,
P
.
P
é
re
z
-
S
a
les
,
D.
Vid
a
les
,
a
n
d
M
.
G
a
b
o
rit
,
“
P
o
siti
v
e
e
m
o
ti
o
n
s
i
n
e
a
rth
q
u
a
k
e
s
u
rv
i
v
o
rs
in
El
S
a
lv
a
d
o
r,
”
J
o
u
rn
a
l
o
f
A
n
x
iety
Diso
rd
e
rs
,
v
o
l.
1
9
,
n
o
.
3
,
p
p
.
3
1
3
–
3
2
8
,
2
0
0
5
.
[6
0
]
S
.
Je
o
n
g
,
“
P
u
b
li
c
re
latio
n
s
re
v
iew
p
u
b
li
c
su
p
p
o
rt
f
o
r
Ha
it
ian
e
a
rth
q
u
a
k
e
v
ictims
:
R
o
le
o
f
a
tt
rib
u
ti
o
n
s
a
n
d
e
m
o
ti
o
n
s
,
”
P
u
b
li
c
Rela
t
.
Rev
.
,
v
o
l
.
3
6
,
n
o
.
4
,
p
p
.
3
2
5
–
3
2
8
,
2
0
1
0
.
[6
1
]
J.
Ro
ic
k
a
n
d
T.
Rin
g
e
ise
n
,
“
S
e
lf
-
Eff
ica
c
y
,
tes
t
a
n
x
iet
y
,
a
n
d
a
c
a
d
e
m
ic
su
c
c
e
ss
:
A
lo
n
g
it
u
d
i
n
a
l
v
a
l
id
a
ti
o
n
,
”
I
n
t.
J
.
Ed
u
c
.
Res
.
,
v
o
l.
8
3
,
p
p
.
8
4
–
9
3
,
2
0
1
7
.
[6
2
]
J.
C.
Tu
r
n
e
r,
e
t
a
l
,
“
Th
e
imp
o
rtan
c
e
o
f
e
m
o
ti
o
n
in
t
h
e
o
ries
o
f
m
o
ti
v
a
ti
o
n
:
e
m
p
ir
ica
l,
m
e
th
o
d
o
l
o
g
ica
l,
a
n
d
th
e
o
re
ti
c
a
l
c
o
n
sid
e
ra
ti
o
n
s fr
o
m
a
g
o
a
l
th
e
o
r
y
p
e
rsp
e
c
ti
v
e
,
”
In
t.
J
.
Ed
u
c
.
Res
.
,
v
o
l.
3
9
,
n
o
.
4
–
5
,
p
p
.
3
7
5
–
3
9
5
,
2
0
0
3
.
[6
3
]
V.
Ca
p
o
n
e
,
M
.
Jo
sh
a
n
lo
o
,
a
n
d
M
.
S
.
P
a
rk
,
“
Bu
r
n
o
u
t,
d
e
p
re
ss
io
n
,
e
ffica
c
y
b
e
li
e
fs,
a
n
d
wo
r
k
-
re
late
d
v
a
riab
les
a
m
o
n
g
sc
h
o
o
l
tea
c
h
e
rs,”
In
t.
J
.
Ed
u
c
.
Res
.
,
v
o
l.
9
5
,
p
p
.
9
7
–
1
0
8
,
2
0
1
9
.
[6
4
]
J.
M
.
G
e
o
rg
e
a
n
d
E.
Da
n
e
,
“
A
ffe
c
t,
e
m
o
ti
o
n
,
a
n
d
d
e
c
isio
n
m
a
k
in
g
,
”
Or
g
a
n
.
Beh
a
v
.
Hu
m.
De
c
is.
Pro
c
e
ss
.
,
v
o
l.
1
3
6
,
p
p
.
4
7
–
5
5
,
S
e
p
.
2
0
1
6
.
[6
5
]
C.
X.
Zh
o
u
a
n
d
F
.
X.
Ya
n
,
“
A
S
tu
d
y
o
f
th
e
r
u
ra
l
re
sid
e
n
ts’will
i
n
g
n
e
ss
t
o
p
a
rti
c
i
p
a
te
in
p
u
b
li
c
g
o
o
d
s
s
u
p
p
ly
in
th
e
c
o
n
tex
t
o
f
r
u
ra
l
re
v
it
a
li
z
a
ti
o
n
:
o
n
t
h
e
ro
le
o
f
d
isa
ste
r
e
x
p
e
rien
c
e
,
se
lf
-
e
ffica
c
y
a
n
d
v
a
lu
e
o
rie
n
tat
io
n
,
”
C
o
n
tem
p
.
Fi
n
a
n
c
.
Eco
n
.
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
3
6
–
4
6
,
2
0
1
8
.
[6
6
]
H.
Yu
n
,
J.
Ju
n
g
,
a
n
d
E.
J
u
n
g
,
“
Th
e
stu
d
y
o
n
th
e
e
ffe
c
ti
v
e
n
e
ss
a
n
d
sa
ti
sfa
c
ti
o
n
o
f
th
e
‘d
isa
ste
r
sa
fe
ty
a
n
d
o
n
-
site
e
m
e
rg
e
n
c
y
m
a
n
a
g
e
m
e
n
t’
we
e
k
e
n
d
c
o
u
rse
i
n
th
e
h
i
g
h
sc
h
o
o
l
-
u
n
i
v
e
rsity
a
ffil
iate
d
c
a
re
e
r
e
x
p
e
rien
c
e
a
c
ti
v
it
ies
,
”
J.
Ko
re
a
S
o
c
.
Co
m
p
u
t
.
In
f
.
,
v
o
l
.
2
4
,
n
o
.
1
2
,
p
p
.
1
4
3
–
1
4
9
,
2
0
1
9
.
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