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c
o
u
r
s
es.
Desp
ite
h
av
in
g
s
o
m
an
y
ad
v
an
tag
es,
m
o
b
ile
p
h
o
n
es m
a
y
h
av
e
d
ev
astatin
g
ef
f
ec
ts
o
n
f
ac
e
-
to
-
f
ac
e
c
o
m
m
u
n
icatio
n
[
2
]
,
[
3
]
.
I
n
s
o
cial
g
ath
er
in
g
s
,
wh
er
e
p
e
o
p
le
s
h
o
u
ld
co
m
m
u
n
icate
f
ac
e
-
to
-
f
ac
e
with
a
g
en
u
in
e
ey
e
c
o
n
tact
an
d
s
im
p
ly
talk
in
g
to
ea
ch
o
th
er
,
d
u
e
to
m
o
b
ile
p
h
o
n
es
an
d
its
“u
s
ef
u
l”
f
ea
tu
r
es,
p
eo
p
le
s
to
p
talk
in
g
an
d
ar
e
m
o
s
tly
u
n
willin
g
to
en
g
ag
e
w
ith
ea
ch
o
th
er
.
T
h
is
im
p
o
lite
b
eh
av
io
r
is
ca
lled
p
h
u
b
b
in
g
a
n
d
it
ex
p
r
ess
es
th
e
s
itu
atio
n
in
wh
ich
th
e
f
ac
e
-
to
-
f
ac
e
co
m
m
u
n
icatio
n
is
in
ter
r
u
p
ted
b
y
p
e
o
p
le’
s
u
s
e
o
f
th
eir
m
o
b
ile
p
h
o
n
es
[
5
]
.
Ph
u
b
b
in
g
is
a
p
o
r
tm
an
tea
u
wo
r
d
co
n
s
is
tin
g
o
f
‘
p
h
o
n
e’
a
n
d
‘
s
n
u
b
’
a
n
d
is
d
ef
in
ed
as
‘
th
e
ac
t
o
f
ig
n
o
r
in
g
s
o
m
eo
n
e
y
o
u
a
r
e
with
a
n
d
g
iv
in
g
atten
tio
n
to
y
o
u
r
m
o
b
ile
p
h
o
n
e
i
n
s
tead
’
[
6
]
.
I
t
ca
n
b
e
u
n
d
er
s
to
o
d
t
h
at,
u
s
in
g
th
is
wo
r
d
,
th
e
a
n
n
o
y
in
g
h
a
b
it
th
at
m
o
b
iles
p
h
o
n
es
h
av
e
b
r
o
u
g
h
t
in
to
in
ter
p
e
r
s
o
n
al
co
m
m
u
n
icatio
n
is
em
p
h
asized
[
7
]
.
T
h
e
wo
r
d
was
c
o
in
ed
an
d
d
e
f
in
ed
b
y
lin
g
u
is
ts
wh
o
wer
e
b
r
o
u
g
h
t
t
o
g
eth
er
b
y
a
d
v
er
tis
in
g
a
g
en
cy
,
Mc
C
an
,
an
d
Ma
c
q
u
ir
e
Dictio
n
ar
y
in
2
0
1
2
;
th
e
n
,
it
s
p
r
ea
d
wi
th
a
ca
m
p
aig
n
ca
lled
‘
Sto
p
Ph
u
b
b
in
g
C
am
p
aig
n
’
[
8
]
.
I
t
was
in
itially
d
e
f
in
ed
as
“
in
s
tead
o
f
p
a
y
in
g
atten
tio
n
t
o
o
th
e
r
p
e
r
s
o
n
in
a
s
o
cial
s
ett
in
g
,
s
n
u
b
b
in
g
th
at
p
er
s
o
n
b
y
lo
o
k
in
g
at
o
n
e’
s
m
o
b
ile
p
h
o
n
e
”
[
8
]
.
I
n
y
ea
r
s
,
s
o
m
e
d
if
f
er
en
t
d
ef
in
itio
n
s
h
av
e
b
ee
n
cr
ea
ted
in
th
e
liter
atu
r
e
h
av
in
g
c
o
m
m
o
n
f
e
atu
r
es
lik
e
co
n
v
er
s
atio
n
b
ein
g
in
ter
r
u
p
ted
,
atten
tio
n
is
b
ein
g
g
iv
e
n
to
an
y
tech
n
o
lo
g
ical
d
ev
ice,
m
o
s
tly
m
o
b
ile
p
h
o
n
e,
a
n
d
b
ein
g
r
u
d
e
to
o
th
er
p
eo
p
le
i
n
th
e
s
o
cia
l
en
v
ir
o
n
m
en
t.
T
h
e
ter
m
is
m
o
s
tly
r
elate
d
t
o
b
r
ea
k
in
g
t
h
e
s
o
cial
c
o
m
m
u
n
icatio
n
r
u
les
[
7
]
–
[
1
1
]
.
R
esear
ch
b
y
Kar
ad
ag
et
a
l.
[
9
]
d
ef
in
ed
p
h
u
b
b
in
g
as a
s
itu
atio
n
in
wh
ich
o
n
e
d
ir
ec
ts
th
eir
att
en
tio
n
to
th
eir
s
m
ar
t p
h
o
n
e
an
d
f
id
d
les ar
o
u
n
d
o
n
th
eir
s
m
ar
t
p
h
o
n
e
an
d
av
o
id
th
e
atten
tio
n
o
f
i
n
ter
p
er
s
o
n
al
c
o
m
m
u
n
icatio
n
.
I
t
is
in
ter
esti
n
g
th
at
s
m
ar
t
p
h
o
n
e
is
p
r
ef
er
r
e
d
to
m
o
b
ile
p
h
o
n
e.
T
h
er
ef
o
r
e
,
it
ca
n
b
e
in
f
er
r
ed
th
at
p
h
u
b
b
in
g
m
ay
b
e
ca
u
s
ed
n
o
t
o
n
ly
b
y
m
o
b
ile
p
h
o
n
e
its
elf
b
u
t
also
b
y
its
f
u
n
ctio
n
s
s
u
ch
as
co
n
n
ec
tio
n
to
th
e
in
ter
n
et,
d
if
f
er
e
n
t
s
o
cial
ap
p
licatio
n
s
wh
ich
let
p
eo
p
le
co
n
n
ec
t
in
s
tan
tly
,
e
n
ter
tain
m
en
t
to
o
ls
wh
ich
g
iv
e
th
e
o
p
p
o
r
tu
n
ity
t
o
ac
ce
s
s
o
n
lin
e
co
n
ten
t
lik
e
v
i
d
eo
s
,
p
o
d
ca
s
ts
,
ev
en
s
er
ies
an
d
m
o
v
ies.
Acc
o
r
d
in
g
ly
,
Kar
ad
ag
et
a
l.
[
9
]
p
r
e
d
icted
th
at
p
h
u
b
b
in
g
m
ay
b
e
ca
u
s
ed
b
y
in
ter
n
et
ad
d
ictio
n
,
s
o
cial
m
e
d
ia
ad
d
ictio
n
,
g
a
m
e
a
d
d
ictio
n
,
m
o
b
ile
a
p
p
licatio
n
ad
d
ictio
n
.
All
th
ese
p
o
s
s
ib
le
ca
u
s
es
m
ay
en
d
u
p
with
d
ig
ital
d
is
tr
ac
tio
n
[
1
0
]
an
d
b
ec
a
u
s
e
o
f
it,
p
eo
p
le
m
ay
ex
p
e
r
ien
c
e
p
h
u
b
b
i
n
g
o
r
b
ei
n
g
p
h
u
b
b
ed
b
y
o
th
e
r
s
in
an
y
s
o
cial
en
v
ir
o
n
m
en
t.
Peo
p
le
ca
n
e
n
co
u
n
ter
p
h
u
b
b
in
g
in
an
y
s
o
cial
cir
cu
m
s
tan
ce
s
am
o
n
g
d
if
f
er
e
n
t
p
e
o
p
le.
I
t
i
s
class
if
ied
ac
co
r
d
in
g
to
wh
o
ex
h
ib
its
th
e
b
eh
av
io
r
.
Ph
u
b
b
in
g
h
as
d
if
f
er
en
t
ty
p
es
wh
ich
ar
e
n
a
m
e
d
af
ter
p
e
o
p
le
wh
o
d
is
p
lay
p
h
u
b
b
i
n
g
b
eh
av
i
o
r
,
n
am
ely
p
h
u
b
b
er
.
W
h
en
th
e
p
h
u
b
b
er
is
a
p
a
r
en
t,
t
h
e
b
e
h
av
i
o
r
is
ca
lled
p
ar
en
tal
p
u
b
b
in
g
[
1
1
]
–
[
1
4
]
;
wh
e
n
th
e
p
h
u
b
b
er
is
o
n
e
o
f
a
co
u
p
le,
t
h
en
it
is
ca
lled
as
p
ar
tn
er
-
p
h
u
b
b
in
g
[
1
5
]
;
wh
en
y
o
u
ar
e
p
h
u
b
b
ed
b
y
y
o
u
r
s
u
p
er
v
is
o
r
o
r
p
r
in
cip
al,
th
en
it is
ca
lled
b
o
s
s
p
h
u
b
b
in
g
[
1
6
]
,
[
1
7
]
.
B
o
s
s
p
h
u
b
b
in
g
(
B
p
h
u
b
b
i
n
g
)
was
f
ir
s
t
u
s
ed
in
th
e
r
esear
ch
b
y
R
o
b
er
ts
a
n
d
Dav
id
[
1
7
]
,
in
wh
ich
t
h
ey
in
v
esti
g
ated
th
e
e
f
f
ec
ts
o
f
B
p
h
u
b
b
in
g
o
n
e
m
p
lo
y
e
e
co
m
m
itm
en
t.
T
h
e
y
d
ef
in
ed
B
p
h
u
b
b
in
g
as
th
e
p
er
ce
p
tio
n
th
at
an
em
p
lo
y
ee
h
as wh
ile
s
/h
e
is
talk
in
g
to
th
eir
s
u
p
er
v
is
o
r
,
th
eir
s
u
p
er
v
is
o
r
tu
r
n
s
h
er
/h
i
s
atten
tio
n
to
h
er
/h
is
m
o
b
ile
p
h
o
n
e.
T
h
ey
f
o
u
n
d
o
u
t
th
at
th
is
p
h
u
b
b
in
g
b
e
h
av
io
r
o
f
th
e
s
u
p
er
v
is
o
r
h
ar
m
s
th
e
s
u
p
er
v
is
o
r
-
e
m
p
lo
y
ee
r
elatio
n
s
h
ip
an
d
lo
wer
s
em
p
l
o
y
ee
c
o
m
m
itm
en
t.
I
t
h
as
also
b
ee
n
f
o
u
n
d
th
at
B
p
h
u
b
b
i
n
g
l
o
wer
s
tr
u
s
t
th
at
a
n
em
p
lo
y
ee
h
as in
th
eir
s
u
p
e
r
v
is
o
r
s
,
wo
r
k
p
er
f
o
r
m
an
ce
a
n
d
wo
r
k
s
atis
f
ac
tio
n
[
1
6
]
,
[
1
8
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
ass
es
s
th
e
ef
f
ec
t
o
f
p
h
u
b
b
i
n
g
b
eh
av
io
r
o
f
An
ato
lian
Hig
h
S
ch
o
o
l
an
d
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
p
r
i
n
cip
als
o
n
teac
h
er
m
o
tiv
atio
n
f
r
o
m
th
e
v
iewp
o
in
t
o
f
teac
h
e
r
s
wo
r
k
in
g
i
n
th
ese
s
ch
o
o
ls
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
wer
e
ex
am
in
ed
.
−
At
wh
at
lev
el
d
o
s
ch
o
o
l
p
r
i
n
cip
als
o
f
An
ato
lian
Hig
h
S
ch
o
o
ls
an
d
V
o
ca
tio
n
al
Hig
h
Sch
o
o
ls
s
h
o
w
p
h
u
b
b
in
g
b
eh
av
i
o
r
?
−
Do
es
th
e
lev
el
o
f
p
h
u
b
b
in
g
b
e
h
av
io
r
o
f
s
ch
o
o
l
p
r
in
cip
als
o
f
An
ato
lian
Hig
h
Sch
o
o
ls
an
d
Vo
ca
tio
n
al
Hig
h
Sch
o
o
ls
v
ar
y
ac
co
r
d
in
g
to
tea
ch
er
s
’
g
en
d
er
,
ag
e,
wo
r
k
ex
p
e
r
ien
ce
,
th
e
d
u
r
atio
n
o
f
teac
h
er
s
wo
r
k
in
g
with
th
eir
p
r
in
cip
als,
th
e
p
r
o
g
r
am
c
o
n
d
u
cte
d
in
th
e
s
ch
o
o
l th
at
tea
ch
er
s
wo
r
k
at,
b
r
an
c
h
?
−
At
wh
at
lev
el
is
teac
h
er
s
’
wo
r
k
m
o
tiv
atio
n
?
−
Do
es
th
e
p
h
u
b
b
in
g
b
e
h
av
io
r
o
f
s
ch
o
o
l p
r
in
cip
als
o
f
An
ato
lia
n
Hig
h
Sch
o
o
ls
an
d
Vo
ca
tio
n
a
l
Hig
h
Sch
o
o
ls
af
f
ec
t te
ac
h
er
s
’
m
o
ti
v
atio
n
?
−
W
h
at
is
th
e
ef
f
ec
t
o
f
th
e
p
h
u
b
b
in
g
b
e
h
av
io
r
o
f
s
ch
o
o
l
p
r
in
cip
als
o
f
An
at
o
lian
Hig
h
Sch
o
o
ls
an
d
Vo
ca
tio
n
al
Hig
h
Sch
o
o
ls
o
n
te
ac
h
er
s
’
m
o
tiv
atio
n
if
th
er
e
is
?
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
:
50
-
60
52
2.
M
E
T
H
O
D
I
n
t
h
i
s
r
e
s
e
a
r
c
h
,
r
el
a
t
i
o
n
a
l
s
c
r
e
e
n
i
n
g
m
o
d
e
l
w
a
s
u
s
e
d
t
o
f
i
n
d
o
u
t
t
h
e
e
f
f
e
c
t
o
f
p
h
u
b
b
i
n
g
b
e
h
a
v
i
o
r
o
f
s
c
h
o
o
l
p
r
i
n
c
i
p
a
ls
o
n
t
e
a
c
h
e
r
s
’
m
o
t
i
v
a
t
i
o
n
.
T
h
i
s
e
f
f
e
c
t
w
a
s
i
n
s
p
e
c
t
e
d
d
e
p
e
n
d
i
n
g
o
n
t
h
e
f
o
l
l
o
w
i
n
g
v
a
r
i
a
b
l
es
:
t
e
a
c
h
e
r
s
’
g
e
n
d
e
r
,
teac
h
er
s
’
a
g
e
,
t
e
a
c
h
e
r
s
’
w
o
r
k
e
x
p
e
r
i
e
n
c
e
,
t
e
a
c
h
e
r
s
’
w
o
r
k
d
u
r
a
t
i
o
n
s
p
en
t
w
o
r
k
i
n
g
wi
t
h
t
h
e
s
a
m
e
p
r
i
n
c
i
p
al
,
s
c
h
o
o
l
t
y
p
e
,
te
ac
h
er
s
’
b
r
an
c
h
.
R
elatio
n
al
s
c
r
e
e
n
i
n
g
m
o
d
e
l
w
as
c
h
o
s
e
n
am
o
n
g
g
e
n
e
r
a
l
s
u
r
v
e
y
m
o
d
els
wh
ich
h
elp
to
g
et
a
g
en
er
al
o
p
in
io
n
on
t
h
e
p
o
p
u
lat
io
n
s
tu
d
ied
[
1
9
]
b
ec
au
s
e
it
aim
s
to
d
is
co
v
e
r
th
e
r
elatio
n
s
h
ip
b
etwe
en
two
o
r
m
o
r
e
v
ar
ia
b
les
[
1
9
]
,
[
2
0
]
.
T
wo
s
ca
les
wer
e
u
s
ed
in
th
is
s
tu
d
y
to
s
u
r
v
ey
th
e
aim
ed
f
ac
to
r
s
.
T
o
m
ea
s
u
r
e
p
h
u
b
b
i
n
g
b
e
h
av
io
r
o
f
s
ch
o
o
l
p
r
in
cip
als,
B
o
s
s
p
h
u
b
b
in
g
Scale,
d
esig
n
ed
b
y
R
o
b
er
s
t
an
d
Dav
id
[
1
7
]
an
d
ad
ap
te
d
b
y
Ozd
em
ir
[
2
1
]
f
o
r
T
u
r
k
is
h
,
was
u
s
ed
.
T
o
m
ea
s
u
r
e
teac
h
er
s
’
m
o
tiv
atio
n
,
M
u
ltid
im
en
s
io
n
al
W
o
r
k
Mo
tiv
atio
n
Scale,
ad
ap
ted
b
y
C
iv
ilid
ag
a
n
d
Sek
er
cio
g
l
u
[
2
2
]
f
o
r
T
u
r
k
is
h
,
was
u
s
ed
.
T
h
e
s
ca
les
wer
e
s
en
t
to
th
e
wh
o
le
p
o
p
u
latio
n
.
Af
ter
d
ata
co
llectio
n
s
tag
e
en
d
ed
,
d
escr
ip
tiv
e
an
d
co
r
r
elatio
n
al
a
n
aly
s
es
wer
e
co
n
d
u
cted
to
b
e
ab
le
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
p
o
p
u
latio
n
o
f
th
is
r
esear
ch
co
n
s
is
ts
o
f
th
e
teac
h
er
s
wo
r
k
in
g
at
s
tate
s
ch
o
o
ls
in
T
ep
eb
aşı
Di
s
tr
ict
o
f
E
s
k
iş
eh
ir
,
T
ü
r
k
iy
e
in
t
h
e
s
ec
o
n
d
ter
m
o
f
2
0
2
2
-
2
0
2
3
e
d
u
ca
tio
n
y
ea
r
.
C
o
n
v
en
ien
ce
s
a
m
p
l
i
n
g
w
a
s
u
s
e
d
a
n
d
t
h
e
s
c
h
o
o
ls
i
n
o
n
l
y
o
n
e
d
i
s
tr
ic
t
o
f
t
h
is
ci
t
y
a
r
e
c
h
o
s
e
n
f
o
r
d
a
ta
co
llectio
n
p
u
r
p
o
s
es.
I
n
T
ü
r
k
iy
e,
at
s
ec
o
n
d
ar
y
s
tag
e,
th
er
e
ar
e
s
ch
o
o
ls
h
a
v
i
n
g
d
if
f
e
r
en
t
p
r
o
g
r
a
m
s
.
Am
o
n
g
th
ese
s
ch
o
o
ls
,
An
ato
lian
H
i
g
h
S
c
h
o
o
ls
a
n
d
V
o
c
a
t
i
o
n
a
l
H
ig
h
Sch
o
o
ls
ar
e
p
r
ed
icted
t
o
h
a
v
e
m
o
r
e
em
p
lo
y
ee
s
th
an
t
h
e
o
t
h
e
r
s
b
ec
a
u
s
e
t
h
e
y
h
a
v
e
m
o
r
e
s
t
u
d
e
n
ts
t
h
a
n
t
h
e
o
t
h
e
r
s
.
I
t
is
ex
p
e
c
t
e
d
t
h
a
t
w
h
e
n
t
h
e
n
u
m
b
e
r
o
f
e
m
p
l
o
y
e
e
s
is
h
i
g
h
e
r
,
i
t
m
ay
b
e
h
ig
h
er
t
h
a
t
t
h
e
s
c
h
o
o
l
p
r
in
cip
als
s
h
o
w
p
h
u
b
b
in
g
b
eh
av
io
r
m
o
r
e.
T
h
er
ef
o
r
e,
th
e
p
ar
ticip
an
ts
ar
e
lim
ited
t
o
teac
h
er
s
wo
r
k
in
g
in
th
ese
s
ch
o
o
ls
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
.
All
teac
h
er
s
wer
e
tr
ied
to
b
e
ap
p
r
o
ac
h
ed
in
th
e
s
am
p
le.
T
h
e
s
ca
les
wer
e
s
h
ar
ed
with
all
th
e
teac
h
er
s
o
n
lin
e.
6
0
8
teac
h
e
r
s
wer
e
r
ea
ch
e
d
in
to
tal.
Ho
w
ev
er
,
2
6
8
teac
h
er
s
an
s
wer
ed
th
e
s
ca
les,
wh
ich
is
4
4
% o
f
th
e
w
h
o
le
p
o
p
u
latio
n
.
T
o
ex
am
i
n
e
th
e
p
h
u
b
b
in
g
b
eh
av
io
r
o
f
s
ch
o
o
l
p
r
in
cip
als,
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
o
f
th
e
s
t
u
d
y
,
B
o
s
s
p
h
u
b
b
in
g
Scale
was
u
s
ed
.
T
h
e
B
p
h
u
b
b
in
g
Scale
is
a
m
ea
s
u
r
em
en
t
to
o
l
co
n
tain
in
g
9
item
s
.
I
t
is
a
s
ev
en
-
p
o
in
t
L
ik
er
t
s
ca
le.
T
h
e
item
s
a
r
e
g
r
ad
ed
as
1
p
o
in
t
s
tan
d
i
n
g
f
o
r
‘
s
tr
o
n
g
ly
d
is
ag
r
ee
’
an
d
7
p
o
in
ts
s
tan
d
in
g
f
o
r
‘
s
tr
o
n
g
ly
a
g
r
ee
’
.
T
h
e
o
r
ig
in
al
v
er
s
io
n
o
f
th
is
s
ca
le
h
ad
b
ee
n
u
s
ed
in
r
esear
ch
g
ath
er
i
n
g
d
a
ta
f
r
o
m
em
p
lo
y
ee
s
in
d
if
f
er
e
n
t
s
ec
to
r
s
in
clu
d
i
n
g
ed
u
ca
tio
n
;
th
e
r
ef
o
r
e
,
it
is
th
o
u
g
h
t
ac
ce
p
ta
b
le
to
u
s
e
in
th
is
r
esear
ch
to
g
ath
er
d
ata
f
r
o
m
teac
h
er
s
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
T
o
ex
am
in
e
teac
h
er
s
’
m
o
tiv
atio
n
,
th
e
d
ep
en
d
en
t
v
a
r
iab
le
o
f
th
e
s
tu
d
y
,
Mu
ltid
im
en
s
io
n
al
W
o
r
k
Mo
tiv
atio
n
Scale
was
u
s
ed
.
T
h
is
s
ca
le
is
a
m
ea
s
u
r
em
en
t
to
o
l
co
n
tain
in
g
1
9
item
s
.
I
t
is
a
s
ev
en
-
p
o
i
n
t
L
ik
er
t
s
ca
le.
T
h
e
item
s
ar
e
g
r
ad
e
d
as
1
p
o
in
t
s
tan
d
in
g
f
o
r
‘
n
o
t
ap
p
r
o
p
r
iate’
a
n
d
7
p
o
in
ts
s
tan
d
in
g
f
o
r
‘
v
e
r
y
ap
p
r
o
p
r
iate’
.
T
h
is
s
ca
le
h
ad
a
ls
o
b
ee
n
u
s
ed
f
o
r
em
p
l
o
y
ee
s
in
d
if
f
er
e
n
t
s
ec
to
r
s
co
n
tain
in
g
ed
u
ca
tio
n
s
.
So
,
it
was d
ec
id
ed
as a
p
p
r
o
p
r
iate
to
u
s
e
in
th
is
r
esear
ch
.
T
h
e
d
ata
co
llected
with
th
ese
s
ca
les
wa
s
an
aly
ze
d
in
SP
S
S
i
n
ac
co
r
d
an
ce
with
th
e
aim
o
f
th
e
s
tu
d
y
.
Fo
r
d
ata
an
aly
s
is
,
th
e
f
o
llo
wi
n
g
s
tatis
tical
an
aly
s
es
wer
e
ca
r
r
ied
o
u
t:
d
escr
ip
tiv
e
s
tatis
tic
s
,
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
,
C
r
o
n
b
ac
h
’
s
a
lp
h
a
r
eliab
ilit
y
an
aly
s
is
,
o
n
e
-
way
an
aly
s
is
o
f
v
ar
ian
ce
(
A
NOVA
)
,
u
n
p
air
ed
t
test
,
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
an
d
r
eg
r
ess
io
n
an
aly
s
is
.
I
n
th
is
s
tu
d
y
,
f
o
r
in
f
er
e
n
tial
s
tatis
tics
an
aly
s
es,
in
th
e
ev
alu
atio
n
p
r
o
ce
s
s
,
th
e
co
n
f
id
en
ce
in
te
r
v
al
was 9
5
%.
I
n
th
e
d
a
t
a
c
o
llectio
n
s
t
a
g
e
,
2
6
8
p
ar
ticip
an
ts
an
s
wer
ed
t
h
e
s
c
a
l
es
.
T
o
b
e
a
b
l
e
t
o
d
e
c
i
d
e
w
h
i
c
h
s
t
a
ti
s
t
i
c
al
a
n
a
l
y
s
i
s
te
s
ts
w
o
u
ld
b
e
c
o
n
d
u
c
t
e
d
,
n
o
r
m
a
l
i
t
y
d
i
s
t
r
i
b
u
t
i
o
n
w
as
c
h
e
c
k
e
d
b
ec
au
s
e
th
e
t
e
s
ts
c
a
n
b
e
co
n
d
u
cte
d
wh
e
n
th
e
r
e
is
n
o
r
m
al
d
is
tr
ib
u
tio
n
o
r
n
ea
r
-
n
o
r
m
al
d
is
tr
ib
u
tio
n
in
th
e
d
ata
to
b
e
s
tatis
tically
a
n
a
l
y
z
e
d
.
S
o
,
c
h
e
c
k
i
n
g
n
o
r
m
a
lity
d
is
tr
ib
u
tio
n
i
s
an
im
p
o
r
ta
n
t
s
tep
i
n
an
aly
s
is
[
2
3
]
.
Sk
e
wn
ess
a
n
d
K
u
r
t
o
s
is
v
a
l
u
e
s
w
e
r
e
e
x
a
m
i
n
e
d
t
o
c
h
e
ck
u
n
i
v
a
r
i
a
t
e
n
o
r
m
a
l
d
i
s
t
r
i
b
u
t
i
o
n
.
T
h
e
s
tan
d
ar
d
s
c
o
r
e
s
o
f
t
h
e
i
t
e
m
s
i
n
t
h
e
s
ca
le
s
u
s
e
d
i
n
t
h
i
s
r
es
e
a
r
c
h
wer
e
ca
lc
u
lated
an
d
it
is
f
o
u
n
d
t
h
at
th
e
s
tan
d
ar
d
s
co
r
es
wer
e
n
o
t
o
v
er
th
e
th
r
esh
o
ld
v
alu
e
2
.
2
[
2
4
]
.
T
o
test
m
u
ltiv
ar
iate
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
wh
ich
is
a
m
u
s
t
f
o
r
th
e
m
u
ltiv
a
r
iate
s
tatis
tical
an
aly
s
e
s
,
an
ap
p
r
o
ac
h
r
ec
o
m
m
e
n
d
ed
b
y
A
r
i
f
i
n
[
2
5
]
w
as
u
s
e
d
.
Af
ter
th
ese
ev
alu
atio
n
s
,
i
t
w
as
s
e
e
n
t
h
a
t
6
s
e
ts
o
f
d
ata
we
r
e
o
v
er
t
h
e
th
r
esh
o
ld
v
alu
es,
an
d
th
ey
wer
e
tak
en
o
u
t
o
f
th
e
d
a
ta
s
et.
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t
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th
at
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Prz
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b
y
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k
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d
W
ein
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tein
’
s
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tu
d
y
[
2
8
]
wh
ich
tr
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to
f
in
d
if
th
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p
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f
m
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b
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1
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5
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[
2
9
]
.
I
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3
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As
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Sam
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Oth
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Ag
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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Vo
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.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
50
-
60
56
T
ab
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d
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1
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h
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o
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in
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am
o
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n
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ac
to
r
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f
m
u
lti
-
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i
m
en
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n
al
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k
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as
s
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ically
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f
u
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d
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o
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itiv
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t
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o
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e
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e
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n
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ea
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e
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lev
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ch
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lev
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W
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lo
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th
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s
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f
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m
th
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s
ar
e
m
o
tiv
ated
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t
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e
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s
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n
if
ican
t
an
d
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etwe
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b
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u
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tio
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m
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ial
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f
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s
.
I
t
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s
th
at
w
h
e
n
p
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b
b
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g
b
eh
av
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o
r
o
f
s
c
h
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l
p
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c
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p
al
s
i
n
c
r
e
as
e
,
t
e
a
c
h
e
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s
’
e
x
t
r
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n
s
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c
m
o
ti
v
a
t
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n
a
n
d
t
h
e
lev
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o
f
th
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am
o
tiv
atio
n
m
ay
in
cr
ea
s
e
.
T
h
e
r
e
a
r
e
s
im
ilar
r
esu
lts
in
liter
atu
r
e
s
h
o
win
g
th
at
lea
d
er
b
e
h
av
io
r
s
af
f
ec
t
t
e
a
c
h
e
r
s
’
m
o
t
i
v
a
t
i
o
n
[
3
6
]
,
[
3
7
]
a
n
d
teac
h
er
s
’
m
o
tiv
atio
n
is
m
o
s
tly
af
f
ec
ted
b
y
in
tr
in
s
ic
f
ac
to
r
s
r
a
th
er
th
an
e
x
tr
in
s
ic
f
ac
to
r
s
[
2
2
]
,
[
3
8
]
.
T
ab
le
1
5
.
T
h
e
ef
f
ec
t o
f
th
e
lev
el
o
f
p
h
u
b
b
i
n
g
b
e
h
av
io
r
o
f
s
ch
o
o
l p
r
in
ci
p
les o
n
Am
o
tiv
atio
n
f
ac
to
r
V
a
r
i
a
b
l
e
B
S
E
B
β
Th
e
l
e
v
e
l
o
f
p
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u
b
b
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b
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h
a
v
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p
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s
0
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1
4
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0
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0
4
2
0
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1
7
4
*
*
*
I
n
v
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r
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t
1
.
1
7
7
0
.
1
6
7
-
R
2
=
0
.
3
6
2
;
∆
R
2
=
0
.
1
3
1
;
p
<
0
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0
0
1
;
*
*
*
p
<
0
.
0
0
1
;
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
a
m
o
t
i
v
a
t
i
o
n
4.
CO
NCLU
SI
O
N
I
n
th
is
r
esear
ch
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
h
u
b
b
in
g
b
eh
a
v
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r
o
f
s
ch
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o
l
p
r
in
cip
als
an
d
teac
h
er
s
’
m
o
tiv
atio
n
was
e
x
am
in
ed
.
T
h
e
an
aly
s
es
s
h
o
wed
th
at
s
ch
o
o
l
p
r
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s
h
o
w
p
h
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b
b
in
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b
e
h
av
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r
at
r
elativ
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y
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w
lev
el
an
d
teac
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s
’
m
o
ti
v
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n
is
h
ig
h
.
I
t
was
also
f
o
u
n
d
t
h
at
s
ch
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l
p
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p
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b
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b
eh
av
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r
s
ig
n
if
ican
tly
p
r
ed
icted
teac
h
er
s
’
m
o
tiv
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n
.
I
t
is
s
ig
n
if
ican
t
th
at
alth
o
u
g
h
th
e
lev
el
o
f
p
h
u
b
b
in
g
b
eh
av
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r
o
f
s
ch
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l
p
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in
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is
lo
w,
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s
ar
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d
is
tu
r
b
ed
b
y
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p
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m
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b
ile
p
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es’
p
r
esen
ce
in
th
e
r
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o
m
ev
e
n
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[
1
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M
.
To
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İ
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E.
K
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.
,
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1
0
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A
.
A
.
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u
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t
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.
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ü
k
,
M
.
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o
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.
O
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şı
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Ç
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me
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Tu
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1
1
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L
e
i
,
F
.
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s
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r
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y
m
p
t
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ms:
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sp
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s,
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Af
f
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p
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1
2
]
G
.
N
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,
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.
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o
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.
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,
Y
.
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.
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4
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.
[
1
3
]
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,
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.
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p
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6
2
[
1
4
]
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.
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D
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a
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d
Z.
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,
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C
h
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1
0
5
8
7
3
.
[
1
5
]
J.
A
.
R
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s
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d
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.
E.
D
a
v
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d
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y
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M
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8
.
[
1
6
]
J.
A
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d
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.
[
1
7
]
J.
A
.
R
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M
.
E.
D
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,
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[
1
8
]
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.
Y
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s
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f
,
M
.
I
.
R
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sh
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,
P
.
K
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,
N
.
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sl
a
m
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A
.
D
h
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,
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T
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d
a
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k
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p
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b
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t
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w
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k
p
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:
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n
v
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s
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(
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M
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,
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4
3
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[
1
9
]
S
.
G
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ü
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a
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d
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.
Ş
a
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,
S
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a
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a
Y
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,
4
t
h
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d
.
A
n
k
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:
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c
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k
(
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0
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7
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[
2
0
]
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.
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,
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2
1
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.
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,
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(
P
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b
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)
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T
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,
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v
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9
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p
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[
2
2
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A
.
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.
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,
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u
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k
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mas
ı
,
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e
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rra
n
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a
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a
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v
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p
p
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4
/
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7
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3
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6
.
[
2
3
]
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.
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a
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ı
,
S
P
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S
u
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a
m
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o
k
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.
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k
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n
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A
k
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a
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D
a
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T
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,
2
0
1
7
.
[
2
4
]
V
.
A
.
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p
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t
o
,
M
.
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.
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a
n
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a
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.
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k
a
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p
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ss,
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f
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s
,
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o
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,
v
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l
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o
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3
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p
p
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6
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8
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,
d
o
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:
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0
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1
0
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0
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3
6
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0
9
1
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3
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8
8
1
2
3
1
8
.
[
2
5
]
W
.
N
.
A
r
i
f
i
n
,
“
T
h
e
g
r
a
p
h
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c
a
l
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s
sess
men
t
o
f
m
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ma
l
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s
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S
P
S
S
,
”
Ed
u
c
a
t
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n
Me
d
i
c
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J
o
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a
l
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
7
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–
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5
,
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0
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5
9
5
9
/
e
i
mj
.
v
7
i
2
.
3
6
1
.
[
2
6
]
J.
F
.
H
a
i
r
,
W
.
C
.
B
l
a
c
k
,
B
.
J.
B
a
b
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a
n
d
R
.
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.
A
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d
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s
.
U
S
A
:
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a
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n
E
d
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c
a
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d
Li
m
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d
,
2
0
1
4
.
[
2
7
]
Ş
.
B
ü
y
ü
k
ö
z
t
ü
r
k
,
S
o
s
y
a
l
b
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l
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m
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i
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v
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a
n
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k
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b
ı
.
A
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:
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