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J
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Self
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T
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CC B
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C
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Mu
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Ab
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Dep
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State
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Un
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Sam
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a
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.
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ab
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@
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id
1.
I
NT
RO
D
UCT
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O
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Ad
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is
a
p
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av
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q
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T
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ag
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s
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u
n
co
m
m
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f
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io
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ag
ain
s
t
(
b
o
th
p
h
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s
ically
an
d
v
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b
ally
)
[
1
]
.
Acc
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r
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in
g
t
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r
esear
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b
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My
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s
an
d
T
wen
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[
2
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,
ag
g
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ess
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a
b
eh
av
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c
ar
r
ied
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h
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if
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o
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clu
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g
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E
v
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asic
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o
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v
elo
p
s
in
th
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wo
r
ld
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f
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d
u
ca
tio
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[
3
]
;
th
is
is
b
ec
a
u
s
e
it
is
co
n
tr
ar
y
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Th
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Mu
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A
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453
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[
4
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Data
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I
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C
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Pro
tectio
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s
h
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co
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ts
o
f
ca
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es o
f
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ag
ain
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t stu
d
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[
5
]
.
B
ased
o
n
th
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u
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tio
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it,
h
ig
h
s
ch
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n
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h
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ch
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l
s
tu
d
en
t
s
[
6
]
.
T
h
is
ag
g
r
ess
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n
(
h
ig
h
s
ch
o
o
l
s
tu
d
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)
is
g
en
er
ally
ca
r
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d
o
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t
b
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s
en
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o
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s
tu
d
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wh
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wan
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to
d
is
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lin
e
th
eir
ju
n
io
r
s
o
r
b
y
s
tu
d
en
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wh
o
tr
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to
m
ain
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s
elf
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esteem
b
ec
a
u
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t
t
o
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b
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th
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at
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f
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r
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[
7
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R
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b
asically
,
n
o
o
n
e
wan
ts
th
e
p
r
esen
ce
o
f
ag
g
r
ess
iv
en
ess
in
an
y
c
o
n
tex
t
i
n
s
o
ciety
,
esp
ec
ially
in
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
,
wh
ich
s
h
o
u
ld
b
e
ab
le
to
s
o
lv
e
p
r
o
b
lem
s
in
an
ed
u
ca
tiv
e
way
.
Ho
wev
er
,
as
s
tated
b
y
Fre
ir
e
[
8
]
,
it
ca
n
n
o
t
b
e
d
e
n
ied
th
at
ed
u
ca
tio
n
also
co
n
tain
s
elem
en
ts
o
f
o
p
p
r
ess
io
n
an
d
th
at
s
ch
o
o
ls
ar
e
p
lace
s
wh
er
e
v
io
len
ce
o
cc
u
r
s
.
Sch
o
o
ls
as
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
ee
m
t
o
h
av
e
two
o
p
p
o
s
ite
s
id
es
o
f
th
e
f
ac
e;
o
n
th
e
o
n
e
h
an
d
,
th
e
s
ch
o
o
l
is
a
p
lace
to
o
r
g
an
ize
lear
n
in
g
ac
tiv
ities
.
On
th
e
o
th
er
h
an
d
,
th
e
s
ch
o
o
l c
an
also
b
e
u
s
ed
as a
p
l
ac
e
to
co
m
m
it a
cts o
f
v
io
len
ce
.
Yo
g
y
ak
ar
ta
(
I
n
d
o
n
esia)
,
as
a
n
ed
u
ca
tio
n
city
,
is
also
in
s
e
p
ar
ab
le
f
r
o
m
ca
s
es
o
f
v
io
len
c
e;
ev
en
t
h
e
lev
el
o
f
v
io
le
n
ce
o
cc
u
p
ies
th
e
h
ig
h
est
p
o
s
itio
n
in
I
n
d
o
n
esi
a
wh
en
v
iewe
d
f
r
o
m
th
e
r
ati
o
o
f
th
e
n
u
m
b
er
o
f
ca
s
es
d
iv
id
ed
b
y
th
e
p
o
p
u
latio
n
[
9
]
–
[
1
2
]
.
C
ases
o
f
v
io
len
ce
o
f
ten
o
cc
u
r
in
clu
d
e
b
r
awls
b
et
wee
n
s
ch
o
o
l
g
an
g
s
an
d
s
tr
ee
t
v
io
len
ce
(
klitih
)
,
as
ju
s
t
h
ap
p
e
n
ed
o
n
Sep
tem
b
er
2
9
th
,
2
0
2
1
,
i
n
So
u
t
h
R
in
g
R
o
a
d
,
B
an
tu
l.
A
b
r
awl
b
etwe
en
s
ch
o
o
l
g
an
g
s
in
v
o
lv
i
n
g
Step
ir
o
’
s
g
an
g
f
r
o
m
Yo
g
y
ak
ar
ta
C
ity
h
ig
h
s
ch
o
o
l
an
d
SASE
’
s
g
an
g
f
r
o
m
B
an
tu
l
h
ig
h
s
ch
o
o
l
.
As
a
r
esu
lt
o
f
th
e
in
cid
en
t,
o
n
e
m
e
m
b
e
r
o
f
th
e
SASE
g
an
g
with
th
e
in
itials
MK
A
d
ied
,
an
d
o
n
e
p
er
s
o
n
with
th
e
in
itial
s
R
A
W
s
u
f
f
er
ed
s
er
io
u
s
in
ju
r
i
es a
n
d
h
ad
t
o
b
e
r
u
s
h
ed
to
th
e
h
o
s
p
ital
[
1
3
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
k
li
t
i
h
a
ct
i
o
n
s
t
h
a
t
h
a
v
e
t
e
r
r
o
r
i
z
e
d
t
h
e
p
e
o
p
le
o
f
Y
o
g
y
a
k
a
r
t
a
i
n
r
e
c
e
n
t
y
e
a
r
s
o
c
c
u
r
r
e
d
a
g
a
i
n
a
t
B
a
n
t
u
l
o
n
2
0
2
2
.
A
g
r
o
u
p
o
f
t
e
e
n
a
g
e
r
s
c
o
n
s
is
ti
n
g
o
f
f
i
v
e
p
e
o
p
l
e
c
a
r
r
i
e
d
o
u
t
t
h
e
k
l
i
t
i
h
a
c
ti
o
n
,
w
h
ic
h
c
a
u
s
e
d
t
h
e
d
e
a
t
h
o
f
1
8
-
y
e
a
r
-
o
l
d
s
t
u
d
e
n
t
v
i
c
ti
m
.
A
c
c
o
r
d
i
n
g
t
o
t
h
e
j
o
i
n
t
t
e
a
m
o
f
d
i
r
e
ct
o
r
o
f
g
e
n
e
r
a
l
c
r
i
m
i
n
a
l
i
n
v
e
s
t
i
g
at
i
o
n
(
D
i
r
r
es
k
r
i
m
u
m
)
P
o
l
d
a
D
I
Y
a
n
d
P
o
r
e
s
B
a
n
t
u
l
h
a
v
e
s
u
c
c
e
e
d
e
d
i
n
s
e
c
u
r
i
n
g
t
h
e
f
i
v
e
k
l
i
t
i
h
p
e
r
p
e
t
r
a
t
o
r
s
;
th
e
p
e
r
p
e
t
r
at
o
r
'
s
m
o
t
i
v
e
f
o
r
c
a
r
r
y
i
n
g
o
u
t
t
h
e
k
li
t
ih
a
c
t
i
o
n
wa
s
t
o
f
i
n
d
a
f
i
g
h
t
i
n
g
o
p
p
o
n
e
n
t
[
1
4
]
.
L
a
t
e
r
i
n
t
h
e
s
a
m
e
m
o
n
t
h
,
t
h
e
B
a
n
g
u
n
t
a
p
a
n
P
o
l
i
c
e
,
B
a
n
t
u
l
,
m
a
n
ag
e
d
t
o
a
r
r
e
s
t
f
o
u
r
t
e
e
n
a
g
e
r
s
at
t
h
e
E
a
s
t
R
i
n
g
r
o
a
d
,
B
a
n
g
u
n
t
a
p
a
n
,
B
a
n
t
u
l
,
w
h
o
w
er
e
a
b
o
u
t
t
o
c
a
r
r
y
o
u
t
t
h
e
k
l
it
i
h
a
c
t
i
o
n
.
B
a
s
e
d
o
n
S
u
p
r
i
y
at
n
a
’
s
s
t
a
te
m
e
n
t
,
t
h
e
f
o
u
r
t
e
e
n
a
g
e
r
s
w
e
r
e
m
e
m
b
e
r
s
o
f
t
h
e
M
a
v
as
t
r
a
G
a
n
g
w
h
o
h
a
d
m
ad
e
a
n
a
p
p
o
i
n
t
m
e
n
t
w
it
h
t
h
e
R
eg
i
s
t
o
r
G
a
n
g
t
o
f
i
g
h
t
o
n
J
a
l
a
n
W
o
n
o
s
a
r
i
K
m
6
,
b
u
t
b
e
c
a
u
s
e
t
h
e
R
e
g
i
s
t
o
r
G
a
n
g
d
id
n
o
t
c
o
m
e
,
t
h
e
R
e
g
is
t
o
r
G
a
n
g
f
i
n
a
l
l
y
d
ec
i
d
e
d
t
o
l
o
o
k
f
o
r
e
n
e
m
i
e
s
a
r
o
u
n
d
t
h
e
E
a
s
t
R
i
n
g
r
o
a
d
.
A
t
t
h
at
t
i
m
e
,
i
n
s
te
a
d
o
f
g
e
t
t
i
n
g
p
r
e
y
,
t
h
e
R
e
g
is
to
r
G
a
n
g
w
a
s
c
a
u
g
h
t
b
y
a
p
a
t
r
o
l
f
r
o
m
t
h
e
B
a
n
g
u
n
ta
p
a
n
P
o
l
i
c
e
[
1
5
]
.
E
v
e
n
a
t
t
h
e
b
e
g
i
n
n
i
n
g
o
f
2
0
2
3
,
d
u
r
i
n
g
J
a
n
u
a
r
y
-
F
e
b
r
u
a
r
y
,
t
h
e
p
o
l
i
c
e
r
e
c
e
i
v
e
d
4
2
r
e
p
o
r
t
s
o
f
k
l
i
t
i
h
c
as
es
i
n
t
h
e
Y
o
g
y
a
k
a
r
t
a
C
i
t
y
t
o
Sl
e
m
a
n
a
r
e
as
w
h
e
r
e
t
h
e
p
e
r
p
e
t
r
a
t
o
r
s
w
e
r
e
t
e
e
n
a
g
e
r
s
o
r
m
i
n
o
r
s
(
s
t
u
d
e
n
ts
)
[
1
6
]
.
Acc
o
r
d
in
g
to
th
e
C
o
m
m
is
s
io
n
er
.
Po
l.
Y
u
lian
to
,
is
n
o
t
s
u
r
p
r
is
in
g
th
at
i
n
Yo
g
y
ak
ar
ta,
th
er
e
ar
e
f
r
eq
u
e
n
t
b
r
awls
b
etwe
en
s
ch
o
o
l
g
an
g
s
an
d
klitih
b
ec
a
u
s
e
alm
o
s
t
all
h
ig
h
s
ch
o
o
ls
in
DI
Y
h
av
e
s
tu
d
en
t
g
a
n
g
s
;
th
is
was
d
i
s
co
v
er
ed
af
ter
th
e
Yo
g
y
ak
ar
ta
R
eg
io
n
al
Po
lice
co
llected
d
ata
f
r
o
m
th
e
R
eso
r
t
Po
lice
an
d
R
eg
io
n
al
Po
lice
r
eg
ar
d
i
n
g
t
h
e
ex
is
ten
ce
o
f
s
tu
d
en
t
g
an
g
s
i
n
all
d
is
tr
icts
an
d
cities
o
f
Yo
g
y
ak
ar
ta.
T
h
ese
g
an
g
s
i
n
clu
d
e
NC
Z
(
g
an
g
f
r
o
m
SMAN
2
Y
o
g
y
ak
ar
ta)
,
T
NT
(
g
an
g
f
r
o
m
SMAN
3
Yo
g
y
a
k
ar
ta)
,
SMC
(
g
an
g
f
r
o
m
SMAN
4
Yo
g
y
ak
ar
ta
)
,
R
OE
VE
R
(
g
an
g
f
r
o
m
SMAN
5
Yo
g
y
ak
a
r
ta)
,
DE
PAZT
E
R
(
g
an
g
f
r
o
m
SMAN
6
Yo
g
y
ak
a
r
ta)
,
GB
Z
(
g
an
g
f
r
o
m
SMAN
7
Yo
g
y
ak
ar
ta
)
,
CBZ
(
g
an
g
f
r
o
m
SMAN
8
Yo
g
y
ak
ar
ta)
,
G
ANZ
A
(
g
an
g
f
r
o
m
SMAN
9
Yo
g
y
ak
ar
ta)
,
SMT
(
g
an
g
f
r
o
m
SMAN
1
0
Yo
g
y
ak
ar
ta)
,
R
E
M
(
g
an
g
f
r
o
m
SMA
N
1
1
Yo
g
y
a
k
ar
ta)
,
NE
XAZ
(
g
an
g
f
r
o
m
SMAN
1
Slem
an
)
,
R
E
SP
E
C
T
P
R
AZ
A
(
g
an
g
f
r
o
m
SMAN
1
Pra
m
b
a
n
an
)
,
SOC
’
S
(
g
an
g
f
r
o
m
SMAN
1
Kala
s
an
)
,
B
B
C
(
g
an
g
f
r
o
m
SMAN
1
D
ep
o
k
)
,
B
OSSE
(
g
an
g
f
r
o
m
SMAN
1
Sey
eg
an
)
,
R
OOST
E
R
(
g
an
g
f
r
o
m
SMAN
2
B
an
tu
l)
,
STI
MCO
(
g
an
g
f
r
o
m
SMAN
3
B
an
tu
l)
,
SASE
(
SMAN
1
Sewo
n
)
an
d
m
an
y
m
o
r
e
[
1
7
]
.
T
h
e
p
r
esen
ce
o
f
th
ese
s
ch
o
o
l
g
an
g
s
ca
n
ce
r
tain
ly
in
cr
ea
s
e
th
e
n
u
m
b
er
o
f
ca
s
es
an
d
v
ictim
s
o
f
v
io
len
ce
co
m
m
itted
b
y
s
tu
d
en
ts
;
th
er
ef
o
r
e,
AKP
R
ik
o
San
jay
a
ap
p
ea
ls
to
th
e
co
m
m
u
n
ity
,
esp
ec
ially
p
ar
en
ts
o
f
s
tu
d
en
ts
,
to
b
e
a
b
le
to
lo
o
k
af
ter
an
d
ed
u
ca
te
th
eir
ch
ild
r
en
[
1
8
]
.
Acc
o
r
d
i
n
g
to
T
ir
t
o
wis
astro
(
an
ex
p
er
t
o
n
th
e
So
cio
lo
g
is
t
o
f
C
r
im
e
f
r
o
m
UGM
)
,
th
e
h
an
d
lin
g
o
f
v
io
le
n
t
ac
ts
co
m
m
itted
b
y
s
ev
er
al
s
tu
d
en
ts
ca
n
n
o
t
o
n
ly
b
e
im
p
o
s
ed
o
n
th
e
s
ch
o
o
l
(
B
K
teac
h
er
)
a
n
d
law
e
n
f
o
r
ce
m
e
n
t
o
f
f
icer
s
(
p
o
lice)
.
E
f
f
o
r
ts
to
b
r
ea
k
th
is
v
io
len
ce
m
u
s
t
s
tar
t
f
r
o
m
th
e
f
am
ily
lev
el
b
ec
au
s
e
th
e
f
am
ily
is
th
e
f
i
r
s
t
b
asti
o
n
th
at
in
s
ti
ls
s
p
ir
itu
al
v
alu
es
an
d
s
o
cial
n
o
r
m
s
to
m
in
im
ize
s
tu
d
en
ts
'
ac
tio
n
s
th
at
ca
n
h
u
r
t
o
th
er
s
(
ag
g
r
ess
iv
en
ess
)
.
Stu
d
en
ts
wh
o
ar
e
n
o
t
eq
u
ip
p
ed
with
g
o
o
d
m
o
r
als
will
v
er
y
ea
s
ily
m
o
d
el
th
e
b
eh
av
io
r
o
f
o
th
er
p
eo
p
le
th
ey
a
d
m
ir
e,
r
eg
a
r
d
l
ess
o
f
wh
eth
er
th
e
b
eh
av
io
r
is
h
ar
m
f
u
l o
r
n
o
t
[
1
9
]
.
Acc
o
r
d
in
g
to
San
tr
o
ck
[
2
0
]
,
e
d
u
ca
tin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
(
ad
o
lescen
ts
)
is
n
o
t
as
ea
s
y
as
ed
u
ca
tin
g
elem
en
tar
y
s
tu
d
en
ts
(
ch
ild
r
e
n
)
,
alth
o
u
g
h
it
ca
n
n
o
t
b
e
s
aid
th
at
ed
u
ca
tin
g
elem
en
tar
y
s
tu
d
e
n
ts
is
v
er
y
ea
s
y
.
I
n
th
is
p
h
ase,
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
h
av
e
v
er
y
h
ig
h
cu
r
io
s
ity
,
a
n
ee
d
f
o
r
r
ec
o
g
n
itio
n
f
r
o
m
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t,
an
d
a
ten
d
en
cy
to
m
o
d
el
th
e
b
eh
av
i
o
r
o
f
o
t
h
er
s
[
2
1
]
.
W
ith
o
u
t
p
r
o
p
er
c
o
n
tr
o
l
f
r
o
m
p
ar
en
ts
,
s
tu
d
en
ts
ca
n
f
all
in
to
ju
v
en
i
le
d
elin
q
u
en
c
y
[
2
2
]
.
T
h
er
e
f
o
r
e,
p
ar
en
ts
n
ee
d
to
a
d
o
p
t
a
p
ar
en
tin
g
p
atter
n
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
452
-
462
454
ap
p
r
o
p
r
iate
to
s
tu
d
e
n
ts
'
d
ev
elo
p
m
en
tal
s
tag
e
in
t
h
eir
teen
s
[
2
3
]
.
On
e
t
y
p
e
o
f
p
atter
n
th
at
is
b
eliev
ed
to
b
e
ab
le
to
m
in
im
ize
th
e
em
e
r
g
en
ce
o
f
s
tu
d
en
t a
g
g
r
ess
iv
en
ess
in
ad
o
l
escen
ce
is
au
th
o
r
itativ
e
p
ar
e
n
tin
g
[
2
4
]
.
T
h
e
au
th
o
r
itativ
e
p
ar
e
n
tin
g
s
ty
le
is
a
p
ar
en
tin
g
s
ty
le
th
at
g
iv
es
ad
o
lescen
ts
th
e
f
r
ee
d
o
m
to
ex
p
lo
r
e
th
em
s
elv
es
ac
co
r
d
in
g
to
th
e
b
o
u
n
d
ar
ies
s
et
b
y
s
o
ciety
(
s
o
cial
n
o
r
m
s
)
[
2
5
]
.
B
au
m
r
in
d
[
2
6
]
in
tr
o
d
u
ce
s
th
e
au
th
o
r
itativ
e
p
ar
e
n
tin
g
s
ty
le
a
s
a
f
r
ee
p
ar
en
tin
g
s
ty
le
(
p
ar
en
t
s
g
iv
e
ad
o
lescen
ts
th
e
f
r
ee
d
o
m
to
m
ak
e
d
ec
is
io
n
s
ab
o
u
t
th
em
s
elv
es)
b
u
t
f
ir
m
(
ad
o
lescen
ts
m
u
s
t
b
e
r
esp
o
n
s
i
b
le
f
o
r
th
e
f
r
ee
d
o
m
g
r
an
ted
b
y
th
eir
p
a
r
en
ts
)
.
Par
en
ts
wh
o
ap
p
l
y
an
a
u
th
o
r
it
ativ
e
p
ar
en
tin
g
s
ty
le
tr
y
t
o
d
ir
ec
t
th
e
ac
tiv
ities
o
f
ad
o
lescen
ts
s
o
th
at
th
ey
ca
n
co
n
tr
ib
u
te
to
s
o
ciety
an
d
h
av
e
a
p
o
s
itiv
e
m
ea
n
in
g
f
o
r
th
e
m
s
elv
es;
th
u
s
,
ad
o
lescen
ts
ar
e
d
ir
ec
ted
to
b
e
p
ar
t
o
f
s
o
ciety
an
d
h
av
e
a
s
o
cial
r
o
l
e
in
s
o
ciety
.
Par
en
ts
also
ex
p
lain
wh
y
s
o
m
e
r
u
les
in
s
o
ciety
m
u
s
t
b
e
o
b
ey
e
d
to
g
eth
er
;
t
h
e
g
o
al
is
th
at
teen
ag
er
s
d
o
n
o
t
ca
r
r
y
o
u
t
ac
tiv
ities
th
at
ca
n
h
ar
m
o
th
er
p
eo
p
le
an
d
d
is
r
u
p
t
p
u
b
lic
o
r
d
er
[
2
7
]
,
[
2
8
]
.
I
n
ad
d
itio
n
,
wh
en
ad
o
lescen
ts
m
ak
e
m
is
tak
es,
p
ar
en
ts
tr
y
to
allo
w
ad
o
lescen
ts
to
ex
p
lain
th
eir
b
eh
av
i
o
r
o
r
d
ec
is
io
n
s
s
o
th
at
p
o
s
itiv
e
co
m
m
u
n
icatio
n
i
s
b
u
ilt b
etwe
en
p
ar
e
n
ts
an
d
ad
o
lescen
ts
[
2
9
]
.
Acc
o
r
d
in
g
to
r
ep
o
r
ts
f
r
o
m
s
e
v
er
al
ad
o
lescen
t
d
ev
el
o
p
m
en
t
r
esear
ch
er
s
,
s
tu
d
e
n
ts
in
t
h
e
ad
o
lescen
t
p
h
ase
ten
d
to
p
r
ef
er
an
d
wan
t
an
au
th
o
r
itativ
e
p
ar
en
tin
g
s
ty
le
to
b
e
ap
p
lied
b
y
t
h
eir
p
ar
e
n
t
s
.
T
h
e
r
ea
s
o
n
is
th
at
s
tu
d
en
ts
wan
t
to
b
e
ap
p
r
ec
iat
ed
an
d
s
u
p
p
o
r
ted
b
y
ad
u
lts
e
v
er
y
s
tep
o
f
th
e
way
;
m
o
r
eo
v
er
,
in
th
is
p
h
ase,
s
tu
d
en
ts
f
ee
l
ca
p
ab
le
en
o
u
g
h
to
ch
o
o
s
e
an
d
m
ak
e
g
o
o
d
d
ec
is
io
n
s
[
3
0
]
,
[
3
1
]
.
Alth
o
u
g
h
in
s
o
m
e
ca
s
es,
teen
ag
er
s
s
h
o
w
an
attitu
d
e
o
f
n
o
t
b
ein
g
ab
le
to
b
ea
r
th
e
c
o
n
s
eq
u
en
ce
s
o
f
th
eir
d
ec
is
io
n
s
[
3
2
]
,
[
3
3
]
.
Ho
wev
er
,
th
e
im
p
o
r
tan
t
th
i
n
g
t
h
at
n
ee
d
s
to
b
e
em
p
h
asized
at
t
h
is
p
h
ase
is
th
e
s
elf
-
co
n
f
id
en
ce
,
s
elf
-
esteem
an
d
s
elf
-
co
n
ce
p
t
th
at
ad
o
lescen
t
s
tu
d
en
ts
n
ee
d
to
h
av
e;
b
ec
au
s
e
wit
h
th
is
s
et
o
f
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes,
ad
o
lescen
t
s
tu
d
en
ts
ten
d
to
b
e
b
etter
a
b
le
to
c
o
n
tr
o
l
th
eir
attitu
d
es
a
n
d
b
eh
av
io
r
s
o
as
n
o
t
to
d
is
t
u
r
b
o
r
h
u
r
t
o
th
er
s
(
th
er
ef
o
r
e,
b
y
a
p
p
ly
in
g
au
th
o
r
itativ
e
p
ar
en
tin
g
,
p
a
r
en
ts
will m
o
r
e
ea
s
ily
co
n
tr
o
l a
n
d
d
ir
ec
t
ad
o
lescen
t stu
d
en
ts
to
f
o
llo
w
s
o
cial
n
o
r
m
s
in
s
o
ci
ety
)
[
3
4
]
,
[
3
5
]
.
I
n
ad
d
itio
n
to
th
e
n
ee
d
f
o
r
co
n
tr
o
l f
r
o
m
p
ar
en
ts
,
th
e
s
tu
d
e
n
ts
m
u
s
t
eq
u
ip
th
em
s
elv
es with
s
elf
-
co
n
tr
o
l
s
k
ills
(
s
elf
-
r
eg
u
latio
n
)
s
o
th
at
th
ey
av
o
id
wan
tin
g
to
h
u
r
t
o
r
v
en
t
th
eir
an
g
e
r
o
n
o
t
h
er
s
.
Acc
o
r
d
in
g
to
T
h
o
m
p
s
o
n
[
3
6
]
,
th
is
n
ee
d
s
to
b
e
em
p
h
asized
b
ec
a
u
s
e
p
ar
en
t
s
ca
n
n
o
t
alwa
y
s
co
n
tr
o
l
s
tu
d
e
n
t
ac
tiv
ities
o
u
ts
id
e
th
e
h
o
m
e
with
th
ei
r
f
r
ien
d
s
.
Self
-
r
eg
u
latio
n
is
th
e
p
r
o
ce
s
s
o
f
ev
alu
atin
g
an
d
m
o
d
if
y
in
g
th
e
em
o
tio
n
al
r
ea
ctio
n
s
th
at
s
tu
d
en
ts
ar
e
e
x
p
er
ien
cin
g
[
3
7
]
.
T
h
is
ab
ilit
y
is
r
elate
d
to
h
o
w
s
tu
d
en
ts
p
r
e
v
e
n
t
th
e
em
er
g
en
ce
o
f
ex
ce
s
s
iv
e
n
eg
ativ
e
e
m
o
tio
n
s
a
n
d
m
ai
n
tain
p
o
s
itiv
e
em
o
tio
n
s
th
at
th
e
y
wan
t
to
d
is
p
lay
to
o
th
er
p
e
o
p
le
o
r
t
h
e
en
v
ir
o
n
m
en
t
[
3
8
]
.
On
e
o
f
th
e
m
ain
r
ea
s
o
n
s
wh
y
ev
er
y
s
tu
d
en
t
n
ee
d
s
to
h
av
e
s
elf
-
r
eg
u
latio
n
is
b
ec
a
u
s
e
th
is
ab
ilit
y
ca
n
s
u
p
p
r
ess
th
e
em
er
g
en
ce
o
f
a
g
g
r
ess
iv
en
ess
[
3
9
]
.
T
h
e
av
ai
lab
le
ev
id
en
ce
s
h
o
ws
th
at
s
t
u
d
en
ts
'
in
ab
ilit
y
to
co
n
tr
o
l
an
g
r
y
em
o
tio
n
s
will
r
esu
lt
in
p
h
y
s
ical
an
d
v
er
b
al
ag
g
r
ess
iv
en
ess
to
war
d
s
o
th
er
s
ar
o
u
n
d
th
em
[
4
0
]
.
No
t
o
n
ly
an
g
r
y
em
o
tio
n
s
b
u
t
f
ailu
r
e
to
r
eg
u
late
s
ad
em
o
tio
n
s
ca
n
also
r
esu
lt
in
th
e
em
er
g
en
ce
o
f
ag
g
r
ess
iv
en
ess
(
g
en
er
ally
o
n
l
y
v
er
b
al,
n
o
t
p
h
y
s
ical)
to
v
e
n
t
th
eir
s
ad
n
ess
.
T
h
er
ef
o
r
e,
th
is
ab
ilit
y
is
cr
u
cial
to
k
ee
p
in
g
m
en
tally
h
ea
lth
y
an
d
p
o
s
itiv
e
[
4
1
]
.
B
ased
o
n
th
e
d
escr
ip
tio
n
o
f
th
e
b
ac
k
g
r
o
u
n
d
,
th
e
r
esear
ch
er
is
in
ter
ested
in
test
in
g
“
w
h
eth
er
ad
o
lescen
ts
n
ee
d
th
e
ap
p
r
o
p
r
iate
n
ess
o
f
p
ar
en
tin
g
s
ty
le
(
au
th
o
r
itativ
e
p
ar
en
tin
g
)
an
d
s
elf
-
r
eg
u
latio
n
ab
ilit
y
in
co
n
tr
o
llin
g
th
e
e
m
er
g
en
ce
o
f
ag
g
r
ess
iv
en
ess
.
”
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts a
nd
pro
ce
du
re
s
T
h
e
p
o
p
u
latio
n
in
th
is
s
tu
d
y
wer
e
all
s
tu
d
en
ts
o
f
class
X
I
I
State
Sen
io
r
Hig
h
Sch
o
o
l
1
Slem
an
,
am
o
u
n
tin
g
to
2
5
2
s
tu
d
e
n
ts
.
T
h
er
e
ar
e
two
m
ajo
r
s
in
State
Sen
io
r
Hig
h
Sch
o
o
l
1
Slem
an
,
th
e
m
ath
em
atics
an
d
n
atu
r
al
s
cien
ce
s
(
MI
PA)
d
ep
ar
tm
en
t,
wh
ich
co
n
s
is
ts
o
f
f
iv
e
class
e
s
(
MI
PA
1
,
MI
PA
2
,
MI
PA
3
,
MI
PA
4
,
MI
PA
5
)
an
d
th
e
s
o
cial
s
tu
d
ies
(
I
PS
)
m
ajo
r
,
wh
ich
c
o
n
s
is
ts
o
f
two
class
es
(
I
PS
1
,
I
PS
2
)
.
R
esear
ch
er
s
to
o
k
1
5
4
s
tu
d
en
ts
as
r
esear
ch
s
am
p
les
with
a
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
i
q
u
e;
th
u
s
,
ea
ch
class
i
s
r
ep
r
esen
ted
b
y
2
2
r
an
d
o
m
ly
s
elec
ted
s
tu
d
e
n
ts
.
T
h
e
s
tep
s
ar
e:
i)
t
h
e
r
esear
ch
er
d
eter
m
in
es
th
e
n
u
m
b
e
r
o
f
s
am
p
les
f
r
o
m
th
e
en
tire
p
o
p
u
latio
n
u
s
in
g
th
e
Slo
v
in
f
o
r
m
u
la
with
an
er
r
o
r
r
ate
o
f
5
%
;
ii
)
t
h
e
r
esear
ch
er
ca
l
cu
lates
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
n
ee
d
ed
to
b
e
ab
le
to
r
ep
r
esen
t
t
h
e
p
o
p
u
latio
n
u
n
it;
th
e
way
is
to
d
iv
id
e
t
h
e
n
u
m
b
er
o
f
s
am
p
les
b
y
th
e
to
tal
n
u
m
b
er
o
f
class
es
(
1
5
4
/7
)
;
an
d
iii
)
t
h
e
r
esear
ch
e
r
s
r
an
d
o
m
ly
s
elec
ted
s
ev
er
al
s
tu
d
en
ts
f
r
o
m
ea
ch
class
to
r
ep
r
esen
t th
e
p
o
p
u
latio
n
u
n
it.
2
.
2
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
re
s
ea
rc
h ins
t
rum
ent
s
T
h
is
s
tu
d
y
u
s
es
a
L
ik
er
t
m
o
d
el
s
ca
le
with
f
o
u
r
alter
n
ativ
e
an
s
wer
s
(
s
tr
o
n
g
ly
ag
r
ee
,
ag
r
e
e,
d
is
ag
r
ee
,
an
d
s
tr
o
n
g
ly
d
is
ag
r
ee
)
as
th
e
m
ain
in
s
tr
u
m
e
n
t
f
o
r
o
b
tain
in
g
em
p
ir
ical
d
ata
o
n
a
g
g
r
ess
iv
e
n
ess
,
au
th
o
r
itativ
e
p
ar
en
tin
g
an
d
s
elf
-
r
eg
u
latio
n
.
T
h
e
th
r
ee
s
ca
les
ar
e
th
e
r
esu
lt
o
f
th
eir
p
r
ep
a
r
atio
n
b
y
th
e
r
es
ea
r
ch
er
.
E
ac
h
item
is
d
iv
id
ed
in
to
two
ty
p
es
o
f
s
tatem
en
ts
:
f
av
o
r
ab
le
an
d
u
n
f
av
o
r
ab
le
.
T
h
e
p
r
ep
ar
atio
n
o
f
th
e
ag
g
r
ess
iv
en
ess
s
ca
le
r
ef
er
s
to
t
h
e
ty
p
es
o
f
ag
g
r
ess
iv
en
ess
ac
co
r
d
in
g
to
B
u
s
s
an
d
Per
r
y
[
4
2
]
,
wh
ic
h
co
n
s
is
t
o
f
p
h
y
s
ical
ag
g
r
ess
io
n
,
v
er
b
al
ag
g
r
ess
io
n
,
an
g
er
,
an
d
h
o
s
tili
ty
.
Af
ter
t
h
e
r
eliab
ilit
y
test
was
ca
r
r
ied
o
u
t,
2
0
o
b
tai
n
ed
item
s
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
Th
e
r
o
le
o
f a
u
th
o
r
ita
tive
p
a
r
en
tin
g
a
n
d
s
elf
-
r
eg
u
la
tio
n
i
n
co
n
tr
o
llin
g
…
(
Mu
h
a
ma
d
Ha
s
a
n
A
b
d
illa
h
)
455
wer
e
r
ea
d
y
to
b
e
u
s
ed
f
o
r
r
ese
ar
ch
with
a
C
r
o
n
b
ac
h
alp
h
a
r
e
liab
ilit
y
co
ef
f
icien
t
o
f
0
.
8
7
4
.
T
h
e
p
r
e
p
ar
atio
n
o
f
th
e
au
th
o
r
itativ
e
p
ar
en
ti
n
g
s
ca
le
r
ef
er
s
to
asp
ec
ts
o
f
au
th
o
r
itativ
e
p
ar
en
tin
g
ac
c
o
r
d
in
g
to
B
au
m
r
in
d
[
2
6
]
,
wh
ich
co
n
s
is
t
o
f
war
m
th
,
co
n
t
r
o
l
an
d
c
o
m
m
u
n
icatio
n
.
Af
ter
th
e
r
eliab
ilit
y
test
,
2
4
o
b
tain
e
d
item
s
wer
e
r
ea
d
y
to
b
e
u
s
ed
f
o
r
r
esear
ch
with
a
C
r
o
n
b
ac
h
alp
h
a
r
eliab
ilit
y
co
ef
f
icien
t
o
f
0
.
9
1
7
.
T
h
e
p
r
e
p
ar
atio
n
o
f
th
e
s
elf
-
r
eg
u
latio
n
s
ca
le
r
ef
er
s
to
a
d
im
en
s
io
n
o
f
s
elf
-
r
e
g
u
latio
n
ac
co
r
d
in
g
to
Po
l
n
ar
iev
[
4
3
]
,
wh
ich
c
o
n
s
is
ts
o
f
atten
tio
n
r
e
g
u
latio
n
,
em
o
tio
n
r
eg
u
latio
n
an
d
b
e
h
av
io
r
r
e
g
u
l
atio
n
.
Af
ter
th
e
r
eliab
ilit
y
test
was
ca
r
r
ied
o
u
t,
1
5
o
b
tain
ed
item
s
wer
e
r
ea
d
y
to
b
e
u
s
ed
f
o
r
r
esear
ch
with
a
C
r
o
n
b
ac
h
alp
h
a
r
eliab
ilit
y
c
o
ef
f
i
cien
t o
f
0
.
8
5
7
.
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
an
aly
s
is
u
s
ed
in
t
h
is
r
esear
ch
is
a
m
u
ltip
le
lin
ea
r
r
e
g
r
ess
io
n
a
n
aly
s
is
with
SP
SS
2
6
p
r
o
g
r
a
m
.
Mu
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
is
o
n
e
o
f
th
e
a
n
aly
ze
s
in
p
ar
am
et
r
ic
s
tatis
tic
s
wh
ich
r
eq
u
ir
e
t
h
e
f
u
lf
ilm
en
t
o
f
ass
u
m
p
tio
n
s
(
n
o
r
m
ality
,
lin
ea
r
ity
,
an
d
m
u
ltico
ll
in
ea
r
ity
)
b
ef
o
r
e
test
in
g
th
e
h
y
p
o
th
esis
.
T
h
er
e
ar
e
th
r
ee
r
esear
ch
h
y
p
o
t
h
eses
:
i
)
t
h
er
e
is
a
s
im
u
ltan
eo
u
s
ef
f
ec
t
o
f
au
th
o
r
itativ
e
p
ar
e
n
tin
g
an
d
s
elf
-
r
eg
u
latio
n
o
n
s
tu
d
en
t
ag
g
r
ess
iv
en
ess
;
ii)
p
ar
tially
,
th
er
e
is
th
e
in
f
lu
en
ce
o
f
au
th
o
r
itativ
e
p
a
r
en
tin
g
o
n
s
tu
d
en
t
ag
g
r
ess
iv
en
ess
; a
n
d
iii
)
p
ar
tial
ly
,
th
er
e
is
an
in
f
lu
en
ce
o
f
s
elf
-
r
eg
u
latio
n
o
n
s
tu
d
e
n
t a
g
g
r
ess
iv
en
ess
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
a
na
ly
s
is
Descr
ip
tiv
e
an
aly
s
is
aim
s
to
p
r
o
v
id
e
a
g
en
e
r
al
d
escr
ip
tio
n
o
f
th
e
d
ata
o
b
tain
ed
b
y
r
esear
ch
er
s
in
th
e
f
ield
.
T
h
e
d
ata
u
s
ed
a
r
e
em
p
ir
ical
an
d
h
y
p
o
th
etica
l;
l
ater
,
t
h
is
an
aly
s
is
will
d
is
p
lay
th
e
m
ea
n
s
co
r
e,
m
i
n
im
u
m
s
co
r
e,
m
ax
im
u
m
s
co
r
e
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ea
ch
r
esear
ch
v
ar
iab
le
(
ag
g
r
ess
iv
en
ess
,
au
th
o
r
itativ
e
p
ar
en
tin
g
,
an
d
s
elf
-
r
eg
u
latio
n
)
.
T
h
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
an
aly
s
is
ca
n
b
e
s
ee
n
in
T
a
b
le
1.
Data
f
r
o
m
d
escr
ip
tiv
e
an
al
y
s
is
(
m
ea
n
s
co
r
e,
m
in
im
u
m
s
co
r
e,
m
ax
im
u
m
s
co
r
e,
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
will
b
e
u
s
ed
b
y
r
esear
ch
er
s
in
ca
teg
o
r
izin
g
;
th
is
an
aly
s
is
d
eter
m
in
es
th
e
h
i
g
h
a
n
d
l
o
w
s
co
r
es
o
b
tain
ed
b
y
th
e
s
u
b
ject
o
n
e
ac
h
v
ar
iab
le.
T
h
e
s
co
r
e
will
b
e
class
if
ied
u
s
in
g
h
ig
h
,
m
e
d
iu
m
,
an
d
lo
w.
T
h
e
f
o
llo
win
g
ar
e
th
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izatio
n
o
f
ea
ch
r
esear
c
h
v
ar
iab
le.
T
ab
le
1
.
Descr
ip
tiv
e
an
al
y
s
is
V
a
r
i
a
b
l
e
Emp
i
r
i
c
a
l
d
a
t
a
H
y
p
o
t
h
e
t
i
c
a
l
d
a
t
a
M
e
a
n
SD
M
i
n
M
a
x
M
e
a
n
SD
M
i
n
M
a
x
A
g
g
r
e
ss
i
v
e
n
e
ss
4
2
.
8
9
6
.
0
6
28
57
50
10
20
80
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
6
8
.
1
8
6
.
7
4
50
81
60
12
24
96
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
4
4
.
4
5
8
.
7
3
28
60
3
7
.
5
7
.
5
15
60
3
.
1
.
1
.
Ca
t
eg
o
riza
t
io
n o
f
a
g
g
r
ess
iv
enes
s
da
t
a
Fro
m
th
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izatio
n
o
f
ag
g
r
ess
iv
en
ess
s
co
r
es
o
b
tain
ed
,
as
m
an
y
as
2
9
.
2
2
%
o
f
ad
o
lescen
ts
ar
e
in
th
e
h
ig
h
ca
t
eg
o
r
y
,
an
d
7
0
.
7
8
%
o
f
ad
o
lesc
e
n
ts
ar
e
in
th
e
m
e
d
iu
m
ca
te
g
o
r
y
.
T
h
is
m
ea
n
s
th
at
th
e
av
er
ag
e
r
esear
ch
s
u
b
ject
h
as
a
m
o
d
er
ate
lev
el
o
f
ag
g
r
ess
iv
en
ess
wh
ich
ten
d
s
to
b
e
lo
w.
T
h
e
r
esu
lts
o
f
th
e
ag
g
r
ess
iv
en
ess
s
co
r
e
ca
teg
o
r
iz
atio
n
ca
n
b
e
s
ee
n
in
T
ab
le
2.
3
.
1
.
2
.
Ca
t
eg
o
riza
t
io
n o
f
a
uth
o
rit
a
t
iv
e
pa
re
nting
da
t
a
Fro
m
th
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izatio
n
o
f
au
th
o
r
itativ
e
p
a
r
en
tin
g
s
co
r
es,
it
was
o
b
tain
ed
t
h
at
3
7
.
0
1
%
o
f
ad
o
lescen
ts
wer
e
in
th
e
h
i
g
h
ca
teg
o
r
y
,
a
n
d
6
2
.
9
9
%
o
f
a
d
o
lescen
ts
wer
e
in
th
e
m
ed
i
u
m
ca
teg
o
r
y
.
W
h
ich
m
ea
n
s
th
at
m
o
s
t
(
o
n
a
v
er
ag
e)
r
esear
ch
s
u
b
jects
ar
e
i
n
m
o
d
er
ate
au
th
o
r
itativ
e
p
ar
en
ti
n
g
b
u
t
ten
d
to
b
e
h
ig
h
.
T
h
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izati
o
n
o
f
au
th
o
r
itativ
e
p
ar
en
ti
n
g
s
co
r
es c
an
b
e
s
ee
n
i
n
T
ab
le
3
.
T
ab
le
2
.
C
ateg
o
r
izatio
n
o
f
a
g
g
r
ess
iv
en
ess
d
ata
N
o
r
m
F
r
e
q
u
e
n
c
y
W
e
i
g
h
t
(
%)
C
a
t
e
g
o
r
y
X
≥
60
-
-
H
i
g
h
40
≤
X
<
60
1
0
9
7
0
.
7
8
%
M
e
d
i
u
m
X
<
40
45
2
9
.
2
2
%
Lo
w
T
ab
le
3
.
C
ateg
o
r
izatio
n
o
f
a
u
t
h
o
r
itativ
e
p
ar
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≤
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97
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M
e
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i
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m
X
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8
-
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Lo
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
452
-
462
456
3
.
1
.
3
.
Ca
t
eg
o
riza
t
io
n o
f
s
elf
-
re
g
ula
t
o
ry
da
t
a
Fro
m
th
e
r
esu
lts
o
f
th
e
ca
te
g
o
r
izatio
n
o
f
s
elf
-
r
eg
u
latio
n
s
co
r
es,
as
m
an
y
as
4
2
.
2
1
%
o
f
a
d
o
lescen
ts
wer
e
in
th
e
h
ig
h
ca
teg
o
r
y
,
a
n
d
5
7
.
7
9
%
o
f
ad
o
lescen
ts
wer
e
in
th
e
m
ed
iu
m
ca
teg
o
r
y
.
T
h
is
m
ea
n
s
th
at
th
e
av
er
ag
e
r
esear
ch
s
u
b
jects
h
av
e
a
m
o
d
e
r
ate
lev
el
o
f
em
o
tio
n
al
r
eg
u
latio
n
b
u
t
ten
d
to
b
e
h
ig
h
.
T
h
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izatio
n
o
f
s
elf
-
r
e
g
u
latio
n
s
co
r
es c
an
b
e
s
ee
n
i
n
T
a
b
le
4.
T
ab
le
4
.
C
ateg
o
r
izatio
n
o
f
s
elf
-
r
eg
u
lato
r
y
d
ata
N
o
r
m
F
r
e
q
u
e
n
c
y
W
e
i
g
h
t
(
%)
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t
e
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r
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≥
4
5
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4
2
.
2
1
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i
g
h
30
≤
X
<
45
89
5
7
.
7
9
M
e
d
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u
m
X
<
3
0
-
-
Lo
w
3
.
2
.
Cla
s
s
ic
a
s
s
um
ptio
n t
est
T
h
e
a
s
s
u
m
p
ti
o
n
t
e
s
t
is
a
r
e
q
u
i
r
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m
e
n
t
t
h
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t
m
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f
o
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m
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p
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m
e
t
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s
t
a
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ti
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l
an
a
l
y
s
is
.
I
n
m
u
l
t
i
p
l
e
l
i
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e
a
r
r
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g
r
e
s
s
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o
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p
a
r
am
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t
r
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c
a
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al
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is
,
s
e
v
e
r
al
as
s
u
m
p
t
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o
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t
h
at
m
u
s
t
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m
e
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n
c
l
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d
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t
h
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o
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li
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t
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l
i
n
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t
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e
s
t
,
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n
d
m
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l
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c
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e
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e
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t
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h
e
f
o
l
l
o
wi
n
g
a
r
e
t
h
e
r
e
s
u
l
ts
o
f
t
h
e
a
n
a
l
y
s
is
o
f
e
a
c
h
as
s
u
m
p
t
i
o
n
te
s
t
.
3
.
2
.
1
.
No
rma
lity
t
est
T
h
e
n
o
r
m
ality
test
aim
s
to
d
eter
m
in
e
wh
eth
er
th
e
s
am
p
le
u
s
ed
is
n
o
r
m
ally
d
is
tr
ib
u
te
d
.
T
h
e
r
u
les
u
s
ed
in
t
h
is
test
ar
e
th
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
(
KS
-
Z
)
t
ec
h
n
iq
u
e;
d
ata
is
s
aid
to
b
e
r
ep
r
esen
tativ
e
wh
en
th
e
v
alu
e
o
f
Sig
.
>.
0
5
.
Fro
m
t
h
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
test
,
th
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
Z
s
co
r
e
o
b
tain
ed
o
n
ag
g
r
ess
iv
en
ess
,
au
th
o
r
itativ
e
p
ar
en
tin
g
a
n
d
s
elf
-
r
e
g
u
latio
n
wer
e
.
8
8
,
1
.
0
5
,
1
.
2
3
with
Sig
.
0
.
4
2
5
,
.
2
1
7
an
d
.
1
0
0
(
p
>.
0
5
)
; m
ea
n
in
g
th
at
th
e
r
ese
ar
ch
s
am
p
le
is
ab
le
to
r
ep
r
esen
t th
e
p
o
p
u
latio
n
.
T
h
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
test
ca
n
b
e
s
ee
n
in
T
ab
le
5.
T
ab
le
5
.
No
r
m
ality
test
V
a
r
i
a
b
l
e
K
o
l
m
o
g
o
r
o
v
-
S
m
i
r
n
o
v
Z
S
i
g
.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
g
g
r
e
ss
i
v
e
n
e
ss
.
8
8
.
4
2
5
Li
n
e
a
r
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
1
.
0
5
.
2
1
7
Li
n
e
a
r
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
1
.
2
3
.
1
0
0
Li
n
e
a
r
3
.
2
.
2
.
L
inea
rit
y
t
est
T
h
e
lin
ea
r
ity
test
aim
s
to
s
ee
a
lin
ea
r
lin
e
co
n
n
ec
tin
g
th
e
i
n
d
ep
en
d
en
t
v
ar
iab
le
with
th
e
d
ep
en
d
e
n
t
v
ar
iab
le.
T
h
e
r
u
le
u
s
ed
in
t
h
is
test
is
th
e
F
lin
ea
r
ity
tec
h
n
i
q
u
e
;
d
ata
is
s
aid
t
o
b
e
lin
ea
r
wh
en
th
e
v
alu
e
o
f
Sig
.
<.
0
5
.
Fro
m
th
e
r
esu
lts
o
f
lin
ea
r
ity
test
in
g
,
th
e
F
lin
ea
r
ity
s
co
r
es
o
b
tain
ed
b
etwe
en
au
th
o
r
itativ
e
p
ar
en
tin
g
with
ag
g
r
ess
iv
en
ess
an
d
s
elf
-
r
eg
u
latio
n
with
ag
g
r
ess
iv
en
ess
ar
e
1
3
2
.
3
9
a
n
d
1
0
1
.
4
1
with
Sig
v
alu
es
f
o
r
all
v
ar
iab
les
o
f
.
0
0
0
(
p
<.
0
5
)
;
m
ea
n
in
g
th
at
ea
ch
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
in
th
is
s
tu
d
y
is
lin
ea
r
ly
co
n
n
ec
ted
with
th
e
d
ep
en
d
e
n
t v
ar
iab
le.
T
h
e
r
esu
lts
o
f
th
e
lin
ea
r
ity
test
ca
n
b
e
s
ee
n
in
T
ab
le
6.
T
ab
le
6
.
L
in
ea
r
ity
test
V
a
r
i
a
b
l
e
F
Li
n
e
a
r
i
t
y
S
i
g
.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
w
i
t
h
a
g
g
r
e
ss
i
v
e
n
e
ss
1
3
2
.
3
9
.
0
0
0
Li
n
e
a
r
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
w
i
t
h
a
g
g
r
e
ss
i
v
e
n
e
ss
1
0
1
.
4
1
.
0
0
0
Li
n
e
a
r
3
.
2
.
3
.
M
ultico
llin
ea
rit
y
t
est
T
h
e
m
u
ltico
llin
ea
r
ity
test
aim
s
to
d
eter
m
in
e
wh
eth
er
th
er
e
is
a
s
im
ilar
ity
in
f
u
n
ctio
n
b
et
wee
n
th
e
in
d
ep
en
d
en
t
v
ar
iab
les
an
d
o
th
er
i
n
d
ep
e
n
d
en
t
v
ar
iab
les
;
to
d
eter
m
in
e
th
e
p
r
esen
c
e
o
r
ab
s
en
ce
o
f
m
u
ltico
llin
ea
r
ity
,
y
o
u
ca
n
lo
o
k
at
th
e
to
ler
an
ce
an
d
V
I
F
v
a
lu
es.
T
h
e
r
u
les
u
s
ed
ar
e
th
e
t
o
ler
an
ce
v
alu
e
>0
.
1
an
d
th
e
VI
F
v
alu
e
<1
0
.
T
h
e
r
esu
lts
o
f
th
e
m
u
ltico
llin
ea
r
ity
test
s
h
o
w
th
at
th
e
to
ler
an
ce
an
d
VI
F
v
alu
es
in
au
th
o
r
itativ
e
p
ar
e
n
tin
g
a
n
d
s
elf
-
r
eg
u
latio
n
ar
e
.
6
6
9
an
d
1
.
4
9
4
,
m
ea
n
in
g
th
at
ea
ch
in
d
ep
en
d
e
n
t
v
ar
iab
le
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
d
o
es
n
o
t
o
cc
u
r
i
n
m
u
ltico
llin
ea
r
ity
.
T
h
e
r
esu
lts
o
f
th
e
m
u
ltico
llin
ea
r
ity
test
an
aly
s
is
ca
n
b
e
s
ee
n
in
T
ab
le
7.
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
Th
e
r
o
le
o
f a
u
th
o
r
ita
tive
p
a
r
en
tin
g
a
n
d
s
elf
-
r
eg
u
la
tio
n
i
n
co
n
tr
o
llin
g
…
(
Mu
h
a
ma
d
Ha
s
a
n
A
b
d
illa
h
)
457
T
ab
le
7
.
Mu
ltico
llin
ea
r
ity
test
V
a
r
i
a
b
l
e
To
l
e
r
a
n
c
e
V
I
F
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
.
6
6
9
1
.
4
9
4
Th
e
r
e
i
s
n
o
mu
l
t
i
c
o
l
l
i
n
e
a
r
i
t
y
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
.
6
6
9
1
.
4
9
4
Th
e
r
e
i
s
n
o
mu
l
t
i
c
o
l
l
i
n
e
a
r
i
t
y
3
.
3
.
H
y
po
t
hes
is
t
esting
3
.
3
.
1
.
M
a
j
o
r
hy
po
t
hes
is
T
h
e
r
esu
lts
o
f
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
f
o
r
th
e
f
ir
s
t
h
y
p
o
th
esis
o
b
tain
ed
th
at
th
e
F
v
alu
e
in
au
th
o
r
itativ
e
p
ar
en
tin
g
a
n
d
s
e
lf
-
r
eg
u
latio
n
o
n
a
g
g
r
ess
iv
en
ess
was
5
1
.
7
6
with
a
Sig
v
alu
e
o
f
.
0
0
0
(
p
<0
.
0
1
)
;
th
a
t
is
,
s
im
u
ltan
eo
u
s
ly
th
er
e
is
a
v
er
y
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
f
au
th
o
r
itativ
e
p
ar
en
tin
g
an
d
s
elf
-
r
eg
u
latio
n
o
n
ad
o
lescen
t
ag
g
r
ess
iv
en
ess
.
T
h
e
two
in
d
e
p
en
d
e
n
t
v
ar
ia
b
les'
co
n
tr
ib
u
tio
n
(
R
sq
u
a
r
e)
is
4
0
.
7
%.
T
h
e
r
esu
lts
o
f
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
al
y
s
is
f
o
r
th
e
f
ir
s
t h
y
p
o
th
esis
ca
n
b
e
s
ee
n
in
T
ab
le
8.
T
ab
le
8
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
V
a
r
i
a
b
l
e
F
R
S
q
u
a
r
e
S
i
g
.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
a
n
d
sel
f
-
r
e
g
u
l
a
t
i
o
n
w
i
t
h
a
g
g
r
e
ssi
v
e
n
e
ss
5
1
.
7
6
.
4
0
7
.
0
0
0
Th
e
r
e
i
s
a
v
e
r
y
s
i
g
n
i
f
i
c
a
n
t
e
f
f
e
c
t
3
.
3
.
2
.
M
ino
r
hy
po
t
hes
is
T
h
e
r
esu
lts
o
f
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
f
o
r
th
e
s
ec
o
n
d
h
y
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o
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e
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th
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ar
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g
o
n
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e
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g
r
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iv
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f
-
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3
7
wi
th
a
Sig
v
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e
o
f
.
0
0
0
(
p
<
0
.
0
1
)
;
th
is
m
ea
n
s
th
at
th
er
e
is
a
v
er
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s
ig
n
if
ican
t
n
e
g
ativ
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(
two
-
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e
f
f
ec
t
a
u
th
o
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itativ
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p
ar
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n
tin
g
o
n
ag
g
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iv
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ess
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o
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at
th
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e
a
p
p
licatio
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th
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e
p
ar
en
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g
p
r
o
v
i
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ed
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y
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ar
en
ts
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t
h
e
lo
wer
th
e
p
o
s
s
ib
ilit
y
o
f
a
g
g
r
ess
iv
e.
Fu
r
th
er
m
o
r
e
,
th
e
r
esu
lts
o
f
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
f
o
r
th
e
th
ir
d
h
y
p
o
th
esis
o
b
tain
ed
th
e
v
alu
e
o
f
B
eta
s
elf
-
r
eg
u
latio
n
o
n
th
e
ag
g
r
ess
iv
en
ess
o
f
-
.
3
5
with
a
Sig
v
alu
e
o
f
.
0
0
0
(
p
<0
.
0
1
)
;
th
is
m
ea
n
s
th
at
th
er
e
is
a
v
er
y
s
ig
n
if
ican
t
n
eg
ativ
e
(
tw
o
-
way
)
ef
f
ec
t
s
elf
-
r
eg
u
latio
n
o
n
ag
g
r
ess
iv
en
ess
s
o
th
at
t
h
e
b
etter
th
e
s
elf
-
r
eg
u
latio
n
ab
ilit
ies
o
f
a
d
o
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ts
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e
lo
wer
th
e
lev
el
o
f
a
d
o
lescen
t
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g
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iv
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ess
.
T
h
e
r
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lts
o
f
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
al
y
s
is
f
o
r
t
h
e
s
ec
o
n
d
a
n
d
th
ir
d
h
y
p
o
th
ese
s
ca
n
b
e
s
ee
n
in
T
a
b
le
9.
T
ab
le
9
.
Par
tial c
o
r
r
elatio
n
an
aly
s
is
V
a
r
i
a
b
l
e
B
e
t
a
S
i
g
.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
u
t
h
o
r
i
t
a
t
i
v
e
p
a
r
e
n
t
i
n
g
w
i
t
h
a
g
g
r
e
ss
i
v
e
n
e
ss
-
.
3
7
.
0
0
0
Th
e
r
e
i
s
a
v
e
r
y
s
i
g
n
i
f
i
c
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n
t
n
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g
a
t
i
v
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e
f
f
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c
t
S
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l
f
-
r
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g
u
l
a
t
i
o
n
w
i
t
h
a
g
g
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e
ss
i
v
e
n
e
ss
-
.
3
5
.
0
0
0
Th
e
r
e
i
s
a
v
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r
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s
i
g
n
i
f
i
c
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n
t
n
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g
a
t
i
v
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e
f
f
e
c
t
3
.
3
.
3
.
Co
ef
f
icient
o
f
det
er
m
i
na
t
io
n
T
h
e
r
esear
ch
e
r
u
s
es
(
1
)
to
d
eter
m
in
e
th
e
ef
f
ec
tiv
e
co
n
tr
i
b
u
tio
n
o
f
ea
ch
in
d
ep
en
d
en
t
v
ar
iab
le
t
o
ag
g
r
ess
iv
en
ess
.
T
h
e
r
esu
lts
o
f
ca
lcu
latio
n
s
b
ased
o
n
th
i
s
f
o
r
m
u
la
ar
e
k
n
o
w
n
th
at
t
h
e
co
n
tr
ib
u
tio
n
o
f
au
th
o
r
itativ
e
p
ar
e
n
tin
g
to
a
g
g
r
ess
iv
en
ess
i
s
2
1
.
1
%,
wh
ile
th
e
co
n
tr
ib
u
tio
n
o
f
s
elf
-
r
e
g
u
latio
n
to
ag
g
r
ess
iv
en
ess
is
1
9
.
6
%;
f
r
o
m
th
ese
r
esu
lts
,
it
is
k
n
o
wn
th
at
au
t
h
o
r
itativ
e
p
ar
en
tin
g
is
an
in
d
e
p
en
d
e
n
t
v
ar
iab
le
th
at
h
as
a
m
o
r
e
d
o
m
in
an
t
co
n
tr
ib
u
tio
n
to
ag
g
r
ess
iv
en
ess
.
T
h
e
r
esu
lts
o
f
th
e
ca
lcu
latio
n
o
f
th
e
ef
f
ec
tiv
e
co
n
tr
ib
u
tio
n
o
f
ea
ch
in
d
ep
e
n
d
en
t
v
ar
iab
le
ca
n
b
e
s
ee
n
in
T
a
b
le
1
0
.
SE
=
s
ta
n
da
r
dize
d
c
oe
ff
ic
ie
n
ts
b
e
ta
×
ze
r
o
or
de
r
×
100%
(
1
)
T
ab
le
10
.
C
o
ef
f
icien
t o
f
d
eter
m
in
atio
n
V
a
r
i
a
b
l
e
B
e
t
a
Ze
r
o
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d
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r
%
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n
t
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r
p
r
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t
a
t
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t
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t
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t
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3
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-
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1
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S
e
l
f
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l
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3
5
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3
5
1
0
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1
9
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T
h
e
p
h
en
o
m
en
o
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o
f
a
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r
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en
ess
am
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
is
n
o
s
tr
an
g
er
.
T
h
is
b
eh
a
v
io
r
b
r
in
g
s
n
eg
ativ
e
im
p
ac
ts
an
d
s
ig
n
if
ica
n
t
lo
s
s
es
in
v
ar
io
u
s
asp
ec
ts
o
f
life
.
Ho
wev
er
,
n
o
t
all
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
h
av
e
h
ig
h
ag
g
r
ess
iv
en
ess
,
as
s
h
o
wn
b
y
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
(
ca
teg
o
r
izatio
n
)
th
at
th
e
lev
el
o
f
ag
g
r
ess
iv
en
ess
o
f
State
Sen
io
r
Hig
h
Sch
o
o
l
1
S
lem
an
s
tu
d
en
ts
is
lo
w.
T
h
e
lo
w
lev
el
o
f
ag
g
r
ess
iv
en
ess
is
n
o
t
with
o
u
t
r
ea
s
o
n
;
s
tu
d
en
ts
ar
e
in
au
th
o
r
itativ
e
p
ar
en
tin
g
a
n
d
h
a
v
e
p
r
etty
g
o
o
d
s
elf
-
r
eg
u
latio
n
a
b
ilit
ies.
R
esear
ch
er
s
u
s
e
em
p
ir
ical
d
ata
to
lo
o
k
f
o
r
ca
te
g
o
r
izatio
n
to
d
eter
m
in
e
th
e
ac
t
u
al
co
n
d
itio
n
s
in
th
e
f
ield
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
452
-
462
458
T
h
e
r
esu
lts
o
f
th
e
ca
teg
o
r
izatio
n
an
aly
s
is
in
th
is
s
tu
d
y
(
lo
w
lev
el
o
f
s
tu
d
en
t
ag
g
r
ess
iv
en
e
s
s
)
ar
e
n
o
t
in
lin
e
with
th
e
r
esear
ch
er
'
s
in
itial
ass
u
m
p
tio
n
th
at
s
tu
d
en
t
s
o
f
State
Sen
io
r
Hig
h
Sch
o
o
l
1
Slem
an
ten
d
to
h
av
e
a
r
elativ
ely
h
ig
h
le
v
el
o
f
ag
g
r
ess
iv
en
ess
,
lo
w
au
th
o
r
itat
iv
e
p
ar
en
tin
g
,
an
d
lo
w
s
elf
-
r
e
g
u
latio
n
;
th
is
in
itial
ass
u
m
p
tio
n
was
b
ased
o
n
th
e
v
io
len
t
ac
ts
th
at
h
av
e
b
ee
n
ca
r
r
ied
o
u
t
b
y
th
e
NE
XAZ
g
an
g
(
State
Sen
io
r
Hig
h
Sch
o
o
l
1
Slem
an
)
s
o
f
ar
[
4
4
]
–
[
4
6
]
.
Data
c
o
llectio
n
c
o
n
d
u
c
ted
o
n
lin
e
(
b
ased
o
n
th
e
s
ch
o
o
l'
s
p
o
licy
b
ec
au
s
e
th
e
s
tu
d
en
ts
'
lear
n
in
g
p
r
o
ce
s
s
is
s
till
o
n
lin
e)
is
b
eliev
ed
to
b
e
o
n
e
o
f
th
e
ca
u
s
es
o
f
th
is
d
is
cr
ep
an
cy
.
R
esear
ch
er
s
ca
n
n
o
t
co
n
f
ir
m
wh
eth
er
s
tu
d
en
ts
an
s
wer
ed
ac
co
r
d
in
g
to
th
eir
o
r
i
g
in
al
co
n
d
itio
n
s
,
s
o
th
er
e
is
a
p
o
s
s
ib
ilit
y
o
f
b
ias
in
th
is
s
tu
d
y
,
n
am
el
y
wh
er
e
s
tu
d
en
ts
d
o
f
ak
e
g
o
o
d
(
wh
en
s
tu
d
en
ts
ar
e
f
ac
ed
with
ce
r
tain
s
tatem
en
ts
th
at
h
av
e
a
n
eg
ativ
e
m
ea
n
in
g
,
th
e
an
s
wer
will lea
d
to
a
p
o
s
itiv
e)
.
Fu
r
th
er
m
o
r
e
,
th
er
e
a
r
e
th
r
ee
r
esu
lts
o
f
th
e
an
aly
s
is
th
at
th
e
r
esear
ch
er
will
d
is
cu
s
s
in
th
is
d
is
cu
s
s
io
n
;
f
ir
s
t,
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
o
n
th
e
f
ir
s
t
h
y
p
o
th
esis
s
h
o
w
a
v
er
y
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
f
au
th
o
r
itativ
e
p
ar
e
n
tin
g
an
d
s
elf
-
r
eg
u
latio
n
o
n
th
e
ag
g
r
ess
iv
en
ess
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
f
ir
s
t
h
y
p
o
th
esis
p
r
o
p
o
s
ed
b
y
th
e
r
esear
ch
e
r
is
ac
ce
p
ted
.
I
n
ter
m
s
o
f
n
o
v
elty
,
r
esear
ch
er
s
h
av
e
n
o
t
f
o
u
n
d
r
esear
ch
s
im
ilar
to
th
is
s
tu
d
y
,
b
o
th
f
r
o
m
th
e
p
r
o
p
o
s
ed
in
d
ep
en
d
en
t
v
ar
iab
les,
r
esear
ch
s
u
b
jects,
to
th
e
lo
ca
tio
n
o
f
th
e
r
esear
c
h
ca
r
r
ied
o
u
t;
th
u
s
,
th
is
s
tu
d
y
is
th
e
o
n
ly
liter
atu
r
e
th
at
d
is
cu
s
s
es
th
e
in
f
lu
en
ce
o
f
au
th
o
r
itativ
e
p
ar
e
n
tin
g
a
n
d
s
elf
-
r
eg
u
latio
n
o
n
s
tu
d
en
t
ag
g
r
ess
iv
en
ess
State
Sen
io
r
Hig
h
Sch
o
o
l 1
Slem
an
.
Seco
n
d
,
th
e
p
ar
tial
co
r
r
elatio
n
an
aly
s
is
r
esu
lts
o
n
th
e
s
ec
o
n
d
h
y
p
o
t
h
esis
s
h
o
w
a
v
er
y
s
ig
n
if
ican
t
ef
f
ec
t
o
f
a
u
th
o
r
itativ
e
p
ar
e
n
tin
g
o
n
th
e
ag
g
r
ess
iv
en
ess
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
s
ec
o
n
d
h
y
p
o
th
esis
th
at
th
e
r
esear
ch
er
p
r
o
p
o
s
es
is
ac
ce
p
ted
.
Par
en
ts
h
av
e
an
ess
en
tial
r
o
le
in
ch
ild
d
ev
elo
p
m
e
n
t
in
th
eir
teen
s
[
4
7
]
.
I
n
th
is
p
h
ase,
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
n
ee
d
g
u
id
an
ce
f
r
o
m
ad
u
lts
wh
o
ca
n
r
ef
lect
o
n
th
e
y
o
u
th
'
s
f
r
ee
d
o
m
to
b
eh
a
v
e
[
4
8
]
.
C
o
n
f
o
r
m
ity
b
etwe
en
p
ar
e
n
tin
g
p
att
er
n
s
an
d
ad
o
lescen
t
ch
ar
ac
ter
s
is
n
ee
d
ed
b
ec
au
s
e
th
e
ch
o
ice
o
f
p
ar
e
n
tin
g
p
atter
n
s
will
d
eter
m
in
e
th
e
ten
d
e
n
c
y
o
f
a
d
o
lescen
ts
to
b
eh
av
e
[
4
9
]
.
T
h
e
im
p
ac
t
o
f
th
is
d
is
cr
ep
an
cy
(
p
a
r
en
tin
g
p
att
er
n
)
will
lead
t
o
d
ev
ian
t
b
eh
a
v
io
r
s
s
u
ch
as
ac
ts
o
f
v
io
len
ce
o
r
b
r
awls,
d
estru
ctio
n
o
f
p
u
b
lic
f
ac
ilit
ies,
lo
o
tin
g
,
an
d
o
th
e
r
b
eh
a
v
io
r
s
th
at
h
a
r
m
o
th
er
s
[
5
0
]
.
Au
th
o
r
itativ
e
p
ar
en
tin
g
is
ch
ild
-
ce
n
ter
ed
,
with
h
ig
h
er
war
m
th
an
d
lo
wer
co
n
tr
o
l
[
5
1
]
.
T
h
is
s
ty
le
o
f
f
er
s
to
ler
an
t
o
r
f
lex
ib
le
p
ar
en
tin
g
s
o
p
ar
en
ts
ca
n
q
u
ic
k
ly
g
et
alo
n
g
with
teen
ag
er
s
(
p
a
r
en
ts
ac
t
as
f
r
ien
d
s
)
an
d
s
tr
o
n
g
ly
s
u
p
p
o
r
t
teen
ag
e
r
s
'
f
r
ee
d
o
m
o
f
ex
p
r
ess
io
n
[
5
2
]
.
Alth
o
u
g
h
p
ar
e
n
ts
h
av
e
wea
k
r
u
les
th
at
allo
w
teen
s
to
d
ec
id
e
wh
at
to
d
o
o
n
th
eir
o
wn
,
p
ar
e
n
ts
p
r
o
v
id
e
f
u
ll
s
u
p
p
o
r
t
an
d
war
m
t
h
;
th
is
is
d
o
n
e
to
f
ac
ilit
ate
th
e
g
r
ea
t
cu
r
io
s
ity
o
f
ad
o
lescen
ts
,
th
e
n
ee
d
f
o
r
a
d
o
lescen
ts
f
o
r
s
o
cial
r
o
les
(
r
esp
o
n
s
ib
ilit
y
)
,
an
d
r
ec
o
g
n
itio
n
o
r
ap
p
r
ec
iatio
n
f
o
r
t
h
eir
ac
h
iev
em
en
t
s
[
5
3
]
.
Par
en
ts
wh
o
ad
o
p
t
au
th
o
r
itativ
e
p
ar
e
n
tin
g
w
ill
av
o
id
v
er
b
al
o
r
p
h
y
s
ical
p
u
n
is
h
m
en
t;
p
ar
e
n
ts
wan
t
teen
ag
er
s
to
t
r
y
n
ew
th
in
g
s
an
d
lear
n
f
r
o
m
th
ei
r
m
is
tak
es
[
5
4
]
.
Par
en
ts
d
o
n
o
t
d
em
a
n
d
teen
a
g
er
s
with
s
u
ch
h
ig
h
s
tan
d
ar
d
s
b
u
t
tr
y
to
b
u
ild
co
m
f
o
r
t
in
c
o
m
m
u
n
icatin
g
[
5
5
]
.
Par
en
ts
ar
e
r
ea
d
y
to
s
h
ar
e
in
f
o
r
m
atio
n
an
d
ex
p
er
ien
ce
s
to
f
o
s
ter
war
m
t
h
o
f
af
f
ec
tio
n
a
n
d
o
p
e
n
n
ess
b
etwe
en
ad
o
lescen
ts
an
d
p
ar
e
n
t
s
[
5
6
]
.
Au
th
o
r
itativ
e
p
a
r
en
tin
g
p
r
o
d
u
ce
s
a
s
er
ies
o
f
b
e
n
ef
its
,
s
u
c
h
as
f
o
r
m
in
g
c
r
ea
tiv
ity
an
d
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
in
ad
o
lescen
ts
[
5
7
]
;
th
u
s
,
a
d
o
lescen
ts
will
h
av
e
in
d
e
p
en
d
e
n
ce
in
m
a
k
in
g
ch
o
ices,
b
e
ab
le
t
o
co
n
tr
o
l
b
eh
a
v
io
r
an
d
m
ak
e
d
ec
is
io
n
s
an
d
b
e
a
b
le
to
ch
o
o
s
e
g
o
o
d
ass
o
ciatio
n
s
f
o
r
th
eir
d
ev
elo
p
m
e
n
t.
T
h
is
ex
p
er
ien
ce
will
in
cr
ea
s
e
s
elf
-
co
n
f
i
d
en
ce
,
s
elf
-
esteem
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies
[
5
8
]
.
A
d
e
g
r
ee
o
f
in
d
ep
en
d
en
ce
p
r
e
d
icts
lo
wer
ag
g
r
ess
iv
en
ess
an
d
o
th
er
d
ev
i
an
t
b
eh
av
io
r
s
[
5
9
]
.
Ad
o
lesce
n
ts
will
ju
d
g
e
th
eir
p
ar
en
ts
with
d
ig
n
ity
an
d
h
av
e
h
ig
h
r
esp
ec
t
b
ec
au
s
e
th
ey
h
a
v
e
g
iv
en
th
em
th
e
f
r
ee
d
o
m
to
m
ak
e
ch
o
ices
an
d
s
u
p
p
o
r
t e
v
e
r
y
d
ec
is
io
n
[
6
0
]
.
T
h
ir
d
,
th
e
p
a
r
tial
co
r
r
elatio
n
an
aly
s
is
r
esu
lts
o
n
h
y
p
o
th
esis
th
r
ee
s
h
o
w
a
v
er
y
s
ig
n
if
ica
n
t
ef
f
ec
t
o
f
s
elf
-
r
eg
u
latio
n
o
n
t
h
e
ag
g
r
ess
iv
en
ess
o
f
h
i
g
h
s
ch
o
o
l
s
tu
d
en
t
s
.
T
h
ese
r
esu
lts
in
d
icate
th
at
t
h
e
th
ir
d
h
y
p
o
th
esis
th
at
th
e
r
esear
ch
er
p
r
o
p
o
s
es
is
ac
ce
p
ted
.
Self
-
r
eg
u
latio
n
is
o
n
e
o
f
th
e
m
o
s
t
in
f
lu
en
tial
an
d
test
ed
th
eo
r
ies
in
ex
p
lain
in
g
th
e
m
ec
h
an
is
m
o
f
g
r
o
wth
o
f
ag
g
r
ess
iv
en
ess
an
d
o
th
er
d
ev
ian
t
b
eh
a
v
io
r
in
ad
o
lescen
ts
[
6
1
]
.
Acc
o
r
d
in
g
to
th
is
th
eo
r
y
,
s
elf
-
r
eg
u
latio
n
ca
n
in
h
ib
it
ad
o
lesc
en
ts
'
d
esire
to
co
m
m
it
d
ev
ian
t
ac
tio
n
s
[
6
2
]
.
Un
til
n
o
w,
s
ev
er
al
p
r
ev
io
u
s
r
esear
c
h
er
s
h
av
e
c
o
n
s
is
ten
tly
f
o
u
n
d
th
at
lo
w
s
elf
-
r
eg
u
latio
n
af
f
ec
ts
th
e
em
er
g
en
ce
o
f
ag
g
r
ess
iv
en
ess
[
6
3
]
,
[
6
4
]
.
Ad
o
lescen
ts
with
s
elf
-
r
eg
u
latio
n
f
u
lly
k
n
o
w
all
th
eir
th
o
u
g
h
ts
an
d
ac
tio
n
s
[
6
5
]
.
Ad
o
le
s
ce
n
ts
ca
n
o
v
er
r
id
e
im
m
ed
iate
im
p
u
ls
es
th
at
h
av
e
lo
n
g
-
ter
m
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
[
6
6
]
,
wh
e
r
ea
s
a
d
o
lescen
ts
with
o
u
t
s
elf
-
r
eg
u
latio
n
ca
n
n
o
t
av
o
id
wan
tin
g
to
h
u
r
t
o
th
e
r
s
.
Ad
o
lescen
ts
ten
d
to
h
av
e
a
s
elf
is
h
attitu
d
e,
tem
p
er
am
en
tal
an
d
ar
e
less
co
n
ce
r
n
ed
with
th
e
co
n
d
itio
n
s
ar
o
u
n
d
th
em
,
an
d
ev
e
r
y
ac
tio
n
is
f
u
ll
o
f
r
is
k
s
th
at
ca
n
h
ar
m
th
em
s
elv
es
an
d
o
th
e
r
s
[
6
7
]
,
[
6
8
]
.
Acc
o
r
d
in
g
to
Ma
n
zo
n
i
an
d
Sch
war
ze
n
e
g
g
er
[
6
9
]
,
th
is
ac
tio
n
d
o
es
n
o
t
p
r
o
d
u
ce
p
o
s
itiv
e
b
en
e
f
its
f
o
r
o
th
er
s
o
r
h
im
s
elf
b
u
t
m
e
r
ely
s
ee
k
s
s
en
s
atio
n
an
d
m
o
m
en
tar
y
s
atis
f
ac
tio
n
(
with
o
u
t
co
n
s
id
er
in
g
th
e
p
ain
f
u
l
co
n
s
eq
u
en
ce
s
o
f
n
eg
ativ
e
a
ctio
n
s
)
.
T
h
e
r
ef
o
r
e
,
s
elf
-
r
e
g
u
lat
io
n
is
co
n
s
id
er
ed
a
v
ital a
b
ilit
y
n
ee
d
ed
b
y
a
d
o
lescen
ts
to
s
u
p
p
r
ess
th
e
em
er
g
en
c
e
o
f
ag
g
r
ess
iv
en
ess
.
Self
-
r
eg
u
latio
n
is
a
p
er
s
o
n
al
attr
ib
u
te
o
b
tain
ed
b
y
ad
o
lesce
n
ts
in
ch
ild
h
o
o
d
d
u
e
to
th
e
s
elec
tio
n
o
f
p
ar
en
tin
g
s
ty
les
th
at
ar
e
ap
p
r
o
p
r
iate
to
th
eir
d
ev
elo
p
m
en
tal
s
tag
e
[
7
0
]
.
Par
en
ts
wh
o
u
s
e
v
io
len
ce
in
ed
u
ca
tin
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
Th
e
r
o
le
o
f a
u
th
o
r
ita
tive
p
a
r
en
tin
g
a
n
d
s
elf
-
r
eg
u
la
tio
n
i
n
co
n
tr
o
llin
g
…
(
Mu
h
a
ma
d
Ha
s
a
n
A
b
d
illa
h
)
459
th
eir
ch
ild
r
en
ten
d
n
o
t
to
b
e
a
b
le
to
teac
h
s
elf
-
r
eg
u
latio
n
[
7
1
]
.
T
h
e
v
i
o
len
ce
is
a
m
an
if
estatio
n
o
f
th
e
p
a
r
en
ts
'
lo
w
s
elf
-
r
eg
u
latio
n
a
b
ilit
y
;
co
n
s
eq
u
en
tly
,
th
e
ch
ild
will
s
ee
k
an
o
u
tlet
(
r
ev
e
n
g
e)
in
th
e
f
u
tu
r
e
[
7
2
]
.
T
h
u
s
,
it
ca
n
b
e
s
aid
th
at
au
t
h
o
r
itativ
e
p
ar
en
tin
g
a
n
d
s
elf
-
r
e
g
u
latio
n
ca
n
n
o
t
b
e
s
ep
ar
ated
in
t
h
e
d
ev
elo
p
m
en
t
o
f
h
u
m
a
n
b
eh
av
io
r
.
T
h
ese
two
f
ac
to
r
s
co
n
tr
ib
u
te
to
ea
ch
o
th
e
r
in
m
in
im
izin
g
th
e
g
r
o
wth
o
f
ag
g
r
ess
iv
en
ess
.
T
h
e
im
p
licatio
n
is
th
at,
th
r
o
u
g
h
t
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
,
it
is
h
o
p
ed
th
at
r
esear
ch
er
s
ca
n
p
r
o
v
id
e
i
n
p
u
t
f
o
r
th
e
s
ch
o
o
l
(
esp
ec
ially
State
Sen
io
r
Hig
h
Sch
o
o
l
1
Slem
an
)
to
s
o
cialize
p
ar
en
tin
g
k
n
o
wled
g
e
to
p
ar
en
ts
(
co
n
s
id
er
in
g
th
at
n
o
t
all
p
ar
en
ts
u
n
d
er
s
tan
d
p
ar
en
tin
g
)
an
d
a
ls
o
ad
v
is
e
th
e
s
ch
o
o
l
to
eq
u
ip
th
eir
s
tu
d
en
ts
with
s
elf
-
r
eg
u
latio
n
s
k
ills
(
wh
ich
allo
ws
s
tu
d
en
ts
to
b
e
ab
le
t
o
co
n
tr
o
l
th
em
s
elv
es
wh
en
i
n
o
r
d
ea
lin
g
wit
h
co
n
d
itio
n
s
th
at
tr
ig
g
er
th
e
em
e
r
g
en
ce
o
f
ag
g
r
ess
iv
en
ess
)
.
Fin
ally
,
th
e
r
esear
ch
er
will
d
is
cu
s
s
th
e
lim
i
tatio
n
s
o
f
th
i
s
s
tu
d
y
;
n
am
ely
,
th
e
r
esear
ch
er
ca
n
n
o
t
co
llect
d
ata
d
ir
ec
tly
o
r
o
f
f
lin
e
d
u
e
to
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
wh
ich
r
eq
u
ir
es
s
tu
d
en
ts
to
ca
r
r
y
o
u
t
o
n
lin
e
lear
n
in
g
ac
tiv
ities
.
T
h
is
co
n
d
itio
n
m
ak
es
th
e
r
esear
ch
er
u
n
a
b
le
to
ascer
tain
wh
eth
er
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
s
tatem
en
ts
in
th
e
s
ca
le
o
f
th
e
r
esear
ch
in
ten
d
e
d
b
y
t
h
e
r
ese
ar
ch
er
s
o
th
at
th
e
im
p
ac
t
is
b
eliev
ed
to
af
f
ec
t
th
e
r
esu
lts
o
f
th
e
r
eliab
ilit
y
o
f
t
h
e
r
esear
ch
s
ca
le
an
d
d
escr
ip
tiv
e
an
aly
s
is
.
T
h
u
s
,
if
th
e
n
ex
t
r
esear
ch
er
wan
ts
to
d
o
r
ep
licatio
n
r
esear
ch
(
b
o
t
h
in
t
h
e
s
am
e
lo
ca
tio
n
o
r
in
a
d
if
f
er
en
t
lo
ca
tio
n
)
,
th
e
r
esear
ch
e
r
n
ee
d
s
to
m
in
im
ize
o
r
o
v
er
co
m
e
t
h
e
lim
itatio
n
s
in
th
is
s
tu
d
y
,
s
u
ch
as f
ac
ilit
atin
g
s
t
u
d
en
ts
to
b
e
ab
le
to
ca
r
r
y
o
u
t scale
f
illi
n
g
th
r
o
u
g
h
th
e
zo
o
m
o
r
g
o
o
g
le
m
ee
t
ap
p
licatio
n
wh
ich
allo
ws
r
esear
ch
er
s
to
co
n
tr
o
l
th
e
f
illi
n
g
o
f
th
e
r
esear
ch
s
ca
le
d
ir
ec
tly
,
in
v
o
lv
in
g
s
ev
e
r
al
class
co
o
r
d
in
ato
r
s
o
r
s
ch
o
o
l
o
r
g
an
izatio
n
s
to
co
o
r
d
in
ate
all
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
is
r
esear
ch
an
d
ask
in
g
f
o
r
h
elp
f
r
o
m
s
ev
e
r
al
h
o
m
er
o
o
m
teac
h
er
s
to
ass
is
t
in
th
e
im
p
le
m
en
tatio
n
o
f
f
illi
n
g
o
u
t th
e
s
ca
le
at
th
e
b
e
g
in
n
in
g
o
f
th
e
ev
e
n
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
c
o
n
clu
d
es
t
h
at
all
h
y
p
o
th
eses
p
r
o
p
o
s
ed
b
y
th
e
r
esear
ch
er
ar
e
ac
ce
p
ted
.
First,
th
er
e
is
s
im
u
ltan
eo
u
s
ly
a
v
er
y
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
au
t
h
o
r
ita
tiv
e
p
ar
en
tin
g
an
d
s
elf
-
r
e
g
u
latio
n
o
n
s
tu
d
en
t
ag
g
r
ess
iv
en
ess
.
Seco
n
d
,
th
er
e
is
a
s
ig
n
if
ican
t
ef
f
ec
t
o
f
au
t
h
o
r
itativ
e
p
ar
en
tin
g
o
n
s
tu
d
e
n
t
ag
g
r
ess
iv
en
ess
.
T
h
ir
d
,
p
ar
tially
th
er
e
is
a
v
e
r
y
s
ig
n
if
ican
t
ef
f
ec
t
o
f
s
elf
-
r
eg
u
latio
n
o
n
s
tu
d
e
n
t
ag
g
r
ess
iv
en
ess
.
T
h
u
s
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
em
p
h
asize
th
e
i
m
p
o
r
tan
ce
o
f
th
e
r
o
le
o
f
p
ar
e
n
ts
in
p
r
o
v
i
d
in
g
a
p
p
r
o
p
r
iate
c
ar
e
f
o
r
t
h
eir
ch
ild
r
e
n
an
d
n
o
t
n
ec
ess
ar
ily
g
iv
in
g
th
e
f
u
ll
b
u
r
d
en
t
o
th
e
s
ch
o
o
l
in
ed
u
ca
tin
g
th
ei
r
ch
ild
r
e
n
;
wh
e
n
p
ar
en
ts
ca
n
wo
r
k
with
th
e
s
ch
o
o
l
to
jo
in
tly
ed
u
ca
te
th
eir
ch
ild
r
en
to
h
a
v
e
g
o
o
d
m
an
n
er
s
,
th
ese
ca
n
in
d
ir
ec
tly
h
elp
lo
ca
l
g
o
v
er
n
m
en
ts
s
u
p
p
r
ess
th
e
em
e
r
g
en
ce
o
f
d
e
v
ian
t a
d
o
lescen
t
b
eh
av
io
r
(
esp
ec
ially
in
Yo
g
y
ak
ar
ta
C
ity
)
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
G
a
l
l
a
r
i
n
a
n
d
I
.
A
l
o
n
so
-
A
r
b
i
o
l
,
“
P
a
r
e
n
t
i
n
g
p
r
a
c
t
i
c
e
s,
p
a
r
e
n
t
a
l
a
t
t
a
c
h
m
e
n
t
a
n
d
a
g
g
r
e
ssi
v
e
n
e
ss
i
n
a
d
o
l
e
s
c
e
n
c
e
:
A
p
r
e
d
i
c
t
i
v
e
mo
d
e
l
,
”
J
o
u
r
n
a
l
o
f
A
d
o
l
e
s
c
e
n
c
e
,
v
o
l
.
3
5
,
n
o
.
6
,
p
p
.
1
6
0
1
–
1
6
1
0
,
2
0
1
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
d
o
l
e
sce
n
c
e
.
2
0
1
2
.
0
7
.
0
0
2
.
[
2
]
D
.
G
.
M
y
e
r
s a
n
d
J.
M
.
Tw
e
n
g
e
,
S
o
c
i
a
l
p
syc
h
o
l
o
g
y
,
1
3
t
h
e
d
.
N
e
w
Y
o
r
k
:
M
c
G
r
a
w
-
H
i
l
l
Ed
u
c
a
t
i
o
n
,
2
0
1
9
.
[
3
]
W
.
A
.
W
a
r
b
u
r
t
o
n
a
n
d
C
.
A
.
A
n
d
e
r
so
n
,
“
A
g
g
r
e
ssi
o
n
,
so
c
i
a
l
p
s
y
c
h
o
l
o
g
y
o
f
,
”
i
n
I
n
t
e
r
n
a
t
i
o
n
a
l
E
n
c
y
c
l
o
p
e
d
i
a
o
f
t
h
e
S
o
c
i
a
l
&
Be
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
2
n
d
e
d
.
,
J.
D
.
W
r
i
g
h
t
,
E
d
.
,
O
x
f
o
r
d
:
E
l
se
v
i
e
r
,
2
0
1
5
,
p
p
.
3
7
3
–
3
8
0
.
d
o
i
:
1
0
.
1
0
1
6
/
B
9
7
8
-
0
-
08
-
0
9
7
0
8
6
-
8
.
2
4
0
0
2
-
6.
[
4
]
G
.
I
n
t
a
n
,
“
K
P
A
I
:
C
a
ses
o
f
v
i
o
l
e
n
c
e
a
g
a
i
n
st
c
h
i
l
d
r
e
n
i
n
e
d
u
c
a
t
i
o
n
i
n
c
r
e
a
s
e
d
i
n
2
0
1
8
,
”
V
O
A
I
n
d
o
n
e
si
a
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
2
0
1
8
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
v
o
a
i
n
d
o
n
e
s
i
a
.
c
o
m/
a
/
k
p
a
i
-
k
a
s
u
s
-
k
e
k
e
r
a
s
a
n
-
a
n
a
k
-
d
a
l
a
m
-
p
e
n
d
i
d
i
k
a
n
-
men
i
n
g
k
a
t
-
t
a
h
u
n
-
2
0
1
8
/
4
7
1
8
1
6
6
.
h
t
m
l
(
a
c
c
e
sse
d
:
D
e
c
.
1
2
,
2
0
2
2
)
.
[
5
]
N
.
A
.
W
ı
d
a
d
ı
o
,
“
K
P
A
I
r
e
c
o
r
d
e
d
1
5
3
c
a
ses
o
f
p
h
y
s
i
c
a
l
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
v
i
o
l
e
n
c
e
i
n
sc
h
o
o
l
s
i
n
2
0
1
9
,
”
A
n
a
d
o
l
u
A
g
e
n
c
y
T
u
r
k
i
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
2
0
1
9
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
a
a
.
c
o
m
.
t
r
/
i
d
/
n
a
s
i
o
n
a
l
/
k
p
a
i
-
c
a
t
a
t
-
1
5
3
-
k
a
s
u
s
-
k
e
k
e
r
a
sa
n
-
f
i
si
k
-
d
a
n
-
p
s
i
k
i
s
-
di
-
sek
o
l
a
h
-
p
a
d
a
-
2
0
1
9
/
1
6
8
8
2
5
3
(
a
c
c
e
sse
d
:
D
e
c
.
1
2
,
2
0
2
2
)
.
[
6
]
“
Th
r
o
u
g
h
o
u
t
2
0
1
9
,
K
P
A
I
r
e
c
e
i
v
e
d
1
5
3
c
o
m
p
l
a
i
n
t
s
o
f
p
h
y
si
c
a
l
v
i
o
l
e
n
c
e
a
g
a
i
n
s
t
s
t
u
d
e
n
t
s,”
P
i
k
i
r
a
n
R
a
k
y
a
t
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
2
0
1
9
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
p
i
k
i
r
a
n
-
r
a
k
y
a
t
.
c
o
m/
p
e
n
d
i
d
i
k
a
n
/
p
r
-
0
1
3
2
9
2
0
4
/
se
p
a
n
j
a
n
g
-
2
0
1
9
-
k
p
a
i
-
t
e
r
i
ma
-
1
5
3
-
a
d
u
a
n
-
k
e
k
e
r
a
sa
n
-
f
i
si
k
-
t
e
r
h
a
d
a
p
-
si
sw
a
(
a
c
c
e
ss
e
d
:
N
o
v
.
2
2
,
2
0
2
4
)
.
[
7
]
T.
B
u
d
i
r
a
h
a
y
u
a
n
d
N
.
S
u
sa
n
,
“
V
i
o
l
e
n
c
e
a
t
s
c
h
o
o
l
a
n
d
i
t
s
r
o
o
t
c
a
u
s
e
s,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
C
o
n
t
e
m
p
o
r
a
ry
S
o
c
i
a
l
a
n
d
Po
l
i
t
i
c
a
l
A
f
f
a
i
rs (I
c
o
C
S
PA
2
0
1
7
)
,
P
a
r
i
s,
F
r
a
n
c
e
:
A
t
l
a
n
t
i
s Pr
e
ss
,
2
0
1
8
.
d
o
i
:
1
0
.
2
9
9
1
/
i
c
o
c
sp
a
-
1
7
.
2
0
1
8
.
3
.
[
8
]
P
.
F
r
e
i
r
e
,
“
P
ä
d
a
g
o
g
i
k
d
e
r
u
n
t
e
r
d
r
ü
c
k
t
e
n
,
”
i
n
H
a
n
d
b
u
c
h
Bi
l
d
u
n
g
s
-
u
n
d
Erz
i
e
h
u
n
g
ss
o
zi
o
l
o
g
i
e
,
U
.
B
a
u
e
r
,
U
.
H
.
B
i
t
t
l
i
n
g
m
a
y
e
r
,
a
n
d
A
.
S
c
h
e
r
r
,
E
d
s.
,
W
i
e
s
b
a
d
e
n
:
S
p
r
i
n
g
e
r
F
a
c
h
me
d
i
e
n
W
i
e
sb
a
d
e
n
,
2
0
2
2
,
p
p
.
3
6
5
–
3
7
7
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
658
-
3
0
9
0
3
-
9
_
7
9
.
[
9
]
A
.
N
a
s
i
r
u
d
d
i
n
,
“
E
x
p
o
s
e
d
a
t
a
o
n
t
h
e
h
a
n
d
l
i
n
g
o
f
v
i
c
t
i
ms
o
f
v
i
o
l
e
n
c
e
a
g
a
i
n
st
w
o
m
e
n
a
n
d
c
h
i
l
d
r
e
n
i
n
t
h
e
S
p
e
c
i
a
l
R
e
g
i
o
n
o
f
Y
o
g
y
a
k
a
r
t
a
,
”
D
i
n
a
s
P
e
m
b
e
r
d
a
y
a
a
n
P
e
r
e
mp
u
a
n
P
e
r
l
i
n
d
u
n
g
a
n
A
n
a
k
d
a
n
P
e
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