I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
20
25
,
p
p
.
1
916
~
1
9
2
9
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
3
.
2
9
3
4
7
1916
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Studen
ts’
c
ha
ra
ct
er bas
ed on g
end
e
r,
g
ra
de,
a
nd
scho
o
l:
relig
io
us, natio
na
lism
,
integri
ty, in
d
ependen
t
a
nd coo
pera
tive
An
-
Nis
a
Apria
ni
1
,
Rik
i P
er
da
na
2
,
H
a
run
3
,
I
nd
a
h P
er
da
n
a
Sa
ri
1
,
Wuri Wury
a
nd
a
ni
4
,
Ahm
a
d Sa
lim
5
,
Andi
Wa
hy
u
di
1
,
Riwa
y
a
ni
6
1
D
e
p
a
r
t
me
n
t
o
f
P
r
i
mar
y
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
T
a
r
b
i
y
a
h
a
n
d
Te
a
c
h
e
r
Tr
a
i
n
i
n
g
,
A
l
m
a
A
t
a
U
n
i
v
e
r
si
t
y
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
s
i
a
2
D
e
p
a
r
t
me
n
t
o
f
P
h
y
si
c
s E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
M
a
t
h
e
ma
t
i
c
s
a
n
d
N
a
t
u
r
a
l
S
c
i
e
n
c
e
,
U
n
i
v
e
r
si
t
a
s Ne
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
3
D
e
p
a
r
t
me
n
t
o
f
Ea
r
l
y
C
h
i
l
d
h
o
o
d
Ed
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
a
n
d
P
sy
c
h
o
l
o
g
y
,
U
n
i
v
e
r
si
t
a
s N
e
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
4
D
e
p
a
r
t
me
n
t
o
f
P
r
i
mar
y
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
n
d
P
s
y
c
h
o
l
o
g
y
,
U
n
i
v
e
r
s
i
t
a
s
N
e
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
5
D
e
p
a
r
t
me
n
t
o
f
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
Ta
r
b
i
y
a
h
a
n
d
Te
a
c
h
e
r
Tr
a
i
n
i
n
g
,
A
l
ma
A
t
a
U
n
i
v
e
r
si
t
y
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
6
D
e
p
a
r
t
me
n
t
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
M
a
t
h
e
ma
t
i
c
s
a
n
d
N
a
t
u
r
a
l
S
c
i
e
n
c
e
,
U
n
i
v
e
r
si
t
a
s Ne
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
22
,
2
0
2
3
R
ev
is
ed
Oct
3
,
2024
Acc
ep
ted
Oct
31
,
2
0
2
4
Th
is
stu
d
y
a
ims
to
d
e
sc
rib
e
stu
d
e
n
ts’
c
h
a
ra
c
ter
v
a
lu
e
a
n
d
r
e
v
e
a
l
th
e
re
latio
n
sh
i
p
o
f
c
h
a
ra
c
ter
v
a
lu
e
s
in
e
lem
e
n
tary
sc
h
o
o
l
c
h
i
ld
re
n
b
a
se
d
o
n
g
e
n
d
e
r,
g
ra
d
e
a
n
d
t
y
p
e
o
f
th
e
sc
h
o
o
l.
Th
e
c
h
a
ra
c
ter
v
a
l
u
e
s
a
n
a
ly
z
e
d
in
c
l
u
d
e
re
li
g
io
n
,
n
a
ti
o
n
a
li
sm
,
i
n
teg
rit
y
,
i
n
d
e
p
e
n
d
e
n
c
e
,
a
n
d
c
o
o
p
e
ra
ti
v
e
v
a
lu
e
s.
Th
i
s
re
se
a
rc
h
wa
s
a
q
u
a
n
ti
tati
v
e
m
e
th
o
d
wit
h
a
c
ro
ss
-
se
c
ti
o
n
a
l
d
e
sig
n
b
y
e
x
p
lain
i
n
g
a
n
d
a
n
a
l
y
z
in
g
th
e
r
e
su
lt
s
u
sin
g
Je
ffre
y
’s
a
m
a
z
in
g
sta
ti
stics
p
ro
g
ra
m
(JA
S
P
)
s
o
ftwa
re
a
n
d
stu
d
e
n
ts
’
c
h
a
ra
c
ter v
a
lu
e
s wa
s c
a
teg
o
rize
d
a
n
d
d
e
sc
rib
e
d
a
c
c
o
rd
in
g
t
o
th
e
a
sp
e
c
t,
g
e
n
d
e
r,
g
ra
d
e
,
a
n
d
ty
p
e
o
f
t
h
e
sc
h
o
o
l
.
Ch
a
ra
c
ter
o
f
e
lem
e
n
tary
sc
h
o
o
l
c
h
il
d
re
n
(CE
S
C)
q
u
e
stio
n
n
a
ire
wa
s
u
se
d
a
s
a
n
in
str
u
m
e
n
t
in
th
is
st
u
d
y
.
CE
S
C
h
a
v
e
v
e
ry
g
o
o
d
in
tern
a
l
c
o
n
sist
e
n
c
y
(0
.
8
0
to
0
.
8
7
)
a
n
d
h
a
v
e
s
u
it
a
b
i
li
ty
c
o
n
stru
c
t
m
o
d
e
l
.
T
h
e
re
sp
o
n
d
e
n
t
o
f
th
is
st
u
d
y
wa
s
8
6
2
stu
d
e
n
ts
o
b
tai
n
e
d
th
ro
u
g
h
th
e
stra
ti
fied
ra
n
d
o
m
sa
m
p
li
n
g
ra
n
d
o
m
l
y
tec
h
n
iq
u
e
i
n
e
lem
e
n
tary
sc
h
o
o
l
a
t
Yo
g
y
a
k
a
rta
P
r
o
v
in
c
e
.
Th
e
re
s
u
lt
o
f
th
i
s
stu
d
y
c
o
n
firme
d
t
h
a
t
th
e
st
u
d
e
n
ts
’
c
h
a
ra
c
ter
v
a
lu
e
is
a
h
ig
h
le
v
e
l.
Th
e
lo
we
st
a
sp
e
c
t
is i
n
teg
rit
y
(
2
.
4
0
),
w
h
il
e
t
h
e
h
ig
h
e
st as
p
e
c
t
is r
e
li
g
i
o
u
s (
3
.
1
6
).
Th
e
re
is
a
re
latio
n
sh
i
p
b
e
twe
e
n
t
h
e
c
h
a
ra
c
ter
v
a
lu
e
s:
re
li
g
i
o
n
,
n
a
ti
o
n
a
li
sm
,
in
teg
ri
ty
,
in
d
e
p
e
n
d
e
n
t
,
a
n
d
c
o
o
p
e
ra
ti
v
e
v
a
lu
e
s.
It
in
d
ica
tes
th
a
t
p
o
li
c
y
m
a
k
e
rs
o
r
tea
c
h
e
rs
sh
o
u
l
d
imp
r
o
v
e
st
u
d
e
n
ts
’
c
h
a
ra
c
ter
v
a
lu
e
b
y
train
i
n
g
o
r
a
p
p
l
y
in
g
a
lea
rn
in
g
m
o
d
e
l
t
h
a
t
f
o
c
u
se
s e
x
p
li
c
it
ly
o
n
st
u
d
e
n
ts’
c
h
a
ra
c
ter.
K
ey
w
o
r
d
s
:
C
o
o
p
er
ativ
e
I
n
d
ep
e
n
d
en
ce
I
n
teg
r
ity
Natio
n
alis
m
R
elig
io
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
R
ik
i Per
d
an
a
Dep
ar
tm
en
t o
f
Ph
y
s
ics E
d
u
ca
t
io
n
,
Facu
lty
o
f
Ma
th
em
atics a
n
d
Natu
r
al
Scien
ce
Un
iv
er
s
itas
Neg
er
i Y
o
g
y
ak
ar
t
a
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia
E
m
ail:
r
ik
ip
er
d
a
n
a@
u
n
y
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
e
r
a
o
f
th
e
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
4
.
0
,
a
n
ap
p
r
o
p
r
iate
b
r
e
ak
th
r
o
u
g
h
is
n
ee
d
ed
,
n
am
ely
th
e
d
esig
n
an
d
ed
u
ca
tio
n
al
m
o
d
el
th
at
ca
n
f
ac
e
th
e
ch
allen
g
es
o
f
th
e
2
1
st
ce
n
tu
r
y
.
T
h
e
d
em
an
d
s
o
f
th
e
2
1
st
ce
n
tu
r
y
r
eq
u
ir
e
g
r
ad
u
ates
wh
o
h
a
v
e
s
k
ills
s
u
ch
as
cr
ea
tiv
e
th
in
k
i
n
g
,
p
r
o
b
lem
s
o
lv
in
g
an
d
co
m
m
u
n
icatio
n
,
an
d
ch
ar
ac
ter
.
I
n
th
e
2
1
st
ce
n
tu
r
y
,
ch
ar
ac
ter
is
a
v
er
y
im
p
o
r
tan
t
co
m
p
o
n
en
t
o
f
ed
u
ca
tio
n
.
E
d
u
ca
tio
n
is
s
ee
n
as
an
im
p
o
r
tan
t
co
m
p
o
n
en
t
f
o
r
ev
er
y
in
d
iv
id
u
al
to
g
ain
c
h
ar
ac
ter
s
tr
en
g
th
s
o
th
at
h
e
ca
n
a
d
ap
t
t
o
d
ev
elo
p
m
en
ts
in
th
e
2
1
st
ce
n
tu
r
y
an
d
co
n
tr
i
b
u
te
to
g
lo
b
al
s
o
ciety
[
1
]
.
T
h
e
in
cu
lcatio
n
o
f
ch
ar
ac
te
r
v
a
lu
es
p
lay
s
a
v
er
y
im
p
o
r
tan
t
r
o
le
in
d
ev
elo
p
in
g
o
n
e'
s
attitu
d
es
an
d
b
eh
av
io
r
i
n
d
aily
life
w
h
ich
is
f
u
ll
o
f
c
h
allen
g
es.
C
h
ar
ac
ter
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
c
h
a
r
a
cter b
a
s
ed
o
n
g
en
d
er,
g
r
a
d
e
,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
a
tio
n
a
lis
m
,
…
(
A
n
-
N
i
s
a
A
p
r
ia
n
i
)
1917
ed
u
ca
tio
n
will
f
o
r
m
a
p
o
s
itiv
e
ch
ar
ac
ter
in
t
h
e
in
d
iv
id
u
al
[
2
]
.
C
h
ar
ac
ter
ed
u
ca
tio
n
s
tar
ts
f
r
o
m
th
e
“in
s
id
e”
i
n
h
u
m
an
s
(
lear
n
er
s
)
[
3
]
.
T
h
e
i
m
p
o
r
tan
ce
o
f
ch
ar
ac
ter
ed
u
c
atio
n
in
o
r
d
er
to
e
n
co
u
r
ag
e
s
tu
d
en
ts
to
p
r
ac
tic
e
s
p
ea
k
in
g
r
esp
ec
tf
u
ll
y
to
o
th
e
r
s
,
v
o
lu
n
teer
in
g
,
b
ein
g
a
r
esp
o
n
s
ib
le
citizen
,
an
d
b
u
ild
in
g
d
ec
is
io
n
-
m
ak
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
4
]
.
C
h
ar
ac
ter
ed
u
ca
tio
n
n
ee
d
t
o
im
p
lem
en
t
in
all
le
v
el
ed
u
ca
ti
o
n
to
av
o
id
ch
a
r
ac
ter
cr
is
es.
C
h
ar
ac
ter
cr
is
es
o
f
ten
o
cc
u
r
d
u
e
to
p
r
o
b
lem
ati
c
b
eh
av
i
o
r
s
in
clu
d
i
n
g
d
elin
q
u
en
cy
,
an
tis
o
cial
ten
d
en
cies,
an
d
r
is
k
y
b
eh
av
io
r
[
5
]
.
C
h
ar
ac
te
r
ed
u
ca
tio
n
is
e
x
p
ec
ted
t
o
a
v
o
id
o
r
o
v
e
r
co
m
e
a
c
h
ar
ac
ter
c
r
is
is
.
T
h
er
e
ar
e
ten
s
ig
n
s
o
f
th
e
ti
m
es
th
at
m
u
s
t
b
e
a
v
o
id
ed
:
th
ef
t
,
v
io
len
ce
an
d
v
an
d
alis
m
,
f
r
au
d
,
d
is
r
esp
ec
t
f
o
r
au
th
o
r
ity
f
ig
u
r
es,
b
ig
o
tr
y
,
u
s
e
o
f
b
ad
lan
g
u
a
g
e
an
d
wo
r
d
s
,
cr
u
elty
to
war
d
s
p
ee
r
s
,
s
ex
u
al
h
ar
ass
m
en
t
,
s
elf
-
d
estru
ctiv
e
b
eh
a
v
io
r
,
an
d
s
elf
is
h
n
ess
an
d
d
ec
r
ea
s
ed
r
esp
o
n
s
ib
ilit
y
.
T
o
av
o
i
d
th
es
e
th
r
ea
ts
,
ch
a
r
ac
ter
s
tr
en
g
th
is
n
ee
d
e
d
[
6
]
.
C
h
ar
ac
ter
is
th
e
m
en
tal
an
d
m
o
r
al
q
u
alities
d
is
tin
ctiv
e
to
an
in
d
iv
id
u
al
th
at
is
b
u
ilt
s
in
ce
ch
ild
h
o
o
d
an
d
co
n
tin
u
es
to
g
r
o
w.
T
h
e
d
ev
elo
p
m
e
n
t
an
d
f
o
r
m
atio
n
o
f
ch
ar
ac
ter
is
th
e
u
ltima
te
g
o
al
o
f
ch
ild
r
e
n
'
s
ed
u
ca
tio
n
i
n
s
ch
o
o
ls
.
C
h
ild
r
en
'
s
ed
u
ca
tio
n
th
r
o
u
g
h
t
h
e
teac
h
i
n
g
p
r
o
ce
s
s
an
d
th
e
av
ailab
ilit
y
o
f
f
ac
ilit
ies
h
elp
s
ch
ild
r
en
in
b
u
ild
i
n
g
th
eir
ch
ar
ac
ter
.
Ma
n
y
ch
ar
ac
ter
v
alu
es
ar
e
in
teg
r
ated
in
to
ea
ch
s
u
b
jec
t
[
7
]
.
T
h
e
v
alu
es
o
f
ch
ar
ac
ter
ed
u
ca
tio
n
in
ch
ild
r
e
n
s
u
ch
as
ca
r
in
g
,
h
o
n
esty
,
ju
s
tice,
r
esp
o
n
s
ib
ilit
y
,
an
d
r
esp
ec
t
f
o
r
o
n
eself
an
d
o
th
er
s
[
8
]
.
C
h
ar
ac
ter
v
alu
es
s
u
ch
as
in
teg
r
ity
,
co
u
r
ag
e,
ju
s
tice,
an
d
f
o
r
g
iv
en
ess
,
b
u
t
also
o
th
er
p
o
s
itiv
e
v
al
u
es
s
u
ch
as
cu
r
io
s
ity
,
s
o
cial
i
n
tellig
en
ce
,
team
wo
r
k
,
an
d
h
u
m
o
r
[
9
]
.
G
o
o
d
ch
a
r
ac
ter
is
th
e
v
alu
es
o
f
k
in
d
n
ess
,
s
u
ch
as
h
o
n
esty
,
ju
s
tice,
co
u
r
ag
e
,
a
n
d
c
o
m
p
ass
io
n
[
1
0
]
.
E
ig
h
t
p
o
s
itiv
e
v
alu
es
th
at
ar
e
em
p
h
asized
a
r
e
o
b
ed
ien
ce
,
r
eli
g
io
u
s
r
esp
ec
t,
ch
ee
r
f
u
ln
ess
,
k
in
d
n
ess
,
th
r
if
t,
h
o
p
ef
u
l
f
u
tu
r
e
h
o
p
e,
tr
u
s
t,
an
d
h
elp
in
g
[
1
1
]
.
T
h
e
r
e
ar
e
s
ix
p
illar
s
o
f
v
er
y
im
p
o
r
tan
t
ch
ar
ac
ter
v
al
u
es,
n
am
el
y
tr
u
s
t,
r
esp
ec
t,
r
esp
o
n
s
ib
ilit
y
,
f
air
n
ess
,
ca
r
in
g
,
citizen
s
h
ip
,
h
o
n
esty
,
in
teg
r
ity
,
r
eliab
ilit
y
,
an
d
lo
y
alty
[
1
2
]
.
Ma
n
y
c
h
ar
ac
ter
v
alu
es
a
r
e
r
ef
er
e
n
ce
s
to
b
e
in
s
till
ed
in
ch
ild
r
en
an
d
b
ased
o
n
th
e
s
tag
e
o
f
d
e
v
elo
p
m
e
n
t
o
f
elem
en
tar
y
s
ch
o
o
l
-
a
g
e
ch
ild
r
en
,
r
elig
i
o
u
s
v
alu
es,
n
atio
n
alis
m
,
i
n
teg
r
ity
,
in
d
ep
e
n
d
en
t
,
an
d
co
o
p
er
ativ
e
n
ee
d
to
b
e
k
n
o
wn
.
E
lem
en
t
ar
y
s
ch
o
o
l
ch
ild
r
e
n
h
av
e
b
ee
n
c
o
n
s
id
er
ed
a
s
en
s
itiv
e
p
er
io
d
f
o
r
b
e
h
av
io
r
al
ad
ju
s
tm
en
t
[
1
3
]
.
T
h
er
e
ar
e
s
o
m
e
s
k
ills
in
2
1
st
ce
n
tu
r
y
ac
co
r
d
in
g
t
o
f
o
u
n
d
atio
n
liter
ac
ies
(
liter
ac
y
,
n
u
m
er
ac
y
,
an
d
i
n
f
o
r
m
atio
n
&
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
)
,
co
m
p
eten
cies
(
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
an
d
co
llab
o
r
atio
n
)
,
an
d
c
h
ar
ac
ter
q
u
alities
[
1
4
]
.
R
esear
ch
o
n
ch
ar
ac
ter
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
h
as
attr
ac
ted
atten
tio
n
in
r
ec
e
n
t
y
ea
r
s
.
Ho
wev
er
,
v
er
y
f
ew
s
tu
d
ies
h
av
e
ex
am
in
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
c
h
ar
ac
ter
v
alu
es
in
elem
e
n
tar
y
s
ch
o
o
l
ch
ild
r
en
th
at
s
h
ap
e
ch
ar
ac
ter
s
tr
en
g
th
in
c
h
ild
r
en
.
T
h
e
p
r
o
b
lem
in
th
is
s
tu
d
y
is
t
h
at
th
e
r
elatio
n
s
h
ip
o
r
lin
k
a
g
e
o
f
ch
ar
ac
te
r
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
h
as
n
o
t
b
ee
n
in
v
esti
g
ated
.
T
h
e
elem
en
ts
th
at
p
lay
a
r
o
le
an
d
ar
e
r
esp
o
n
s
ib
le
f
o
r
c
h
ar
ac
ter
ed
u
ca
tio
n
in
s
ch
o
o
ls
ar
e
s
ch
o
o
l
p
r
i
n
cip
als,
teac
h
er
s
,
s
taf
f
em
p
lo
y
e
es,
s
tu
d
en
ts
,
as
well
as
f
am
ilies
an
d
co
m
m
u
n
ity
m
em
b
er
s
[
1
0
]
.
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
t
ch
ar
ac
ter
is
in
f
lu
en
ce
d
b
y
th
e
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
t.
T
h
e
d
ev
elo
p
m
e
n
t
an
d
f
o
r
m
atio
n
o
f
th
e
ch
ar
ac
ter
o
f
ea
ch
c
h
ild
is
in
s
ep
ar
a
b
le
f
r
o
m
ex
ter
n
al
an
d
in
ter
n
al
f
ac
t
o
r
s
[
4
]
.
T
h
e
p
r
o
ce
s
s
o
f
im
p
lem
e
n
tin
g
ch
ar
ac
ter
ed
u
ca
tio
n
in
elem
en
tar
y
s
ch
o
o
l
s
h
as
lo
n
g
b
ee
n
im
p
lem
e
n
ted
an
d
h
as
f
o
r
m
e
d
a
u
n
iq
u
e
ch
a
r
ac
ter
s
tr
en
g
th
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
.
T
h
e
u
n
iq
u
e
ch
a
r
ac
ter
o
f
s
tu
d
en
ts
h
as
n
o
t
b
ee
n
r
ev
ea
led
b
y
m
a
n
y
r
esear
ch
e
r
s
.
T
h
is
ch
ar
ac
ter
will
h
av
e
an
im
p
a
ct
o
n
s
tu
d
en
ts
'
ab
ilit
ies
to
f
ac
e
th
e
d
ev
elo
p
m
e
n
t o
f
t
h
e
2
1
st
ce
n
t
u
r
y
.
T
h
er
e
h
av
e
b
ee
n
m
a
n
y
ar
ticle
s
p
u
b
lis
h
ed
in
r
ep
u
tab
le
jo
u
r
n
als
r
elate
d
to
th
e
ch
ar
ac
ter
.
Fo
r
ex
am
p
le
,
m
an
y
r
esear
ch
m
ea
s
u
r
es
th
e
ch
ar
ac
ter
s
tr
en
g
th
o
f
ad
o
le
s
ce
n
ts
,
b
u
t
n
o
n
e
o
f
th
ese
s
tu
d
ies
r
ev
ea
l
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
ch
ar
ac
te
r
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
[
1
5
]
–
[1
7
]
.
So
th
at
th
e
f
o
cu
s
o
f
th
is
r
esear
ch
is
to
r
ev
ea
l
th
e
r
ela
tio
n
s
h
ip
o
f
ch
ar
ac
ter
v
alu
es
i
n
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
with
th
e
n
etwo
r
k
an
aly
s
is
m
eth
o
d
.
Netwo
r
k
an
aly
s
is
is
v
er
y
im
p
o
r
tan
t
an
d
e
f
f
ec
tiv
e
in
th
e
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
ch
ar
ac
te
r
v
alu
es.
I
n
f
o
r
m
atio
n
o
n
ea
c
h
u
n
iq
u
e
c
h
ar
ac
ter
r
elatio
n
s
h
ip
s
th
at
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
h
av
e
d
u
r
in
g
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
at
s
ch
o
o
l
is
o
b
tain
e
d
.
So
th
at
it
b
ec
o
m
es
th
e
b
asis
f
o
r
teac
h
er
s
an
d
s
ch
o
o
ls
in
im
p
le
m
en
tin
g
ch
a
r
ac
ter
ed
u
ca
tio
n
i
n
an
in
teg
r
ated
m
an
n
er
.
T
h
e
r
es
u
lts
o
f
t
h
e
d
o
cu
m
e
n
t
a
n
al
y
s
is
o
f
t
h
e
r
esea
r
c
h
o
n
ch
ar
ac
t
er
e
d
u
c
ati
o
n
f
o
r
p
r
i
m
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
s
h
o
w
ed
s
e
v
e
r
al
p
r
o
b
lem
p
o
i
n
ts
.
O
n
e
o
f
th
e
m
ai
n
p
r
o
b
l
em
s
is
t
h
a
t
t
h
e
r
e
is
n
o
v
ali
d
,
e
f
f
ec
t
iv
e,
a
n
d
p
r
o
v
e
n
in
s
tr
u
m
e
n
t
to
m
ea
s
u
r
e
th
e
c
h
a
r
a
ct
er
e
d
u
ca
ti
o
n
o
f
p
r
i
m
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
ts
.
T
h
er
e
h
as
b
ee
n
n
o
r
es
ea
r
c
h
th
a
t
d
esi
g
n
s
t
est
in
s
tr
u
m
e
n
ts
at
th
e
el
em
en
ta
r
y
s
c
h
o
o
l
le
v
el.
T
h
is
r
es
ea
r
c
h
p
r
o
d
u
ce
s
a
n
i
n
s
t
r
u
m
e
n
t
t
h
a
t
is
p
r
o
v
e
n
t
o
b
e
v
al
id
a
n
d
ac
c
o
u
n
tab
le
f
o
r
m
e
as
u
r
i
n
g
t
h
e
c
h
a
r
a
c
ter
e
d
u
c
ati
o
n
o
f
ele
m
e
n
t
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
ts
.
T
h
is
in
s
t
r
u
m
en
t
was
a
n
al
y
z
e
d
u
s
in
g
J
e
f
f
r
ey
’
s
a
m
a
zi
n
g
s
ta
tis
ti
cs
p
r
o
g
r
a
m
(
J
A
SP
)
wh
ic
h
s
h
o
ws
th
e
v
al
u
e
o
f
i
n
te
r
n
al
co
n
s
is
t
e
n
c
y
,
v
ali
d
i
ty
,
ch
i
s
q
u
a
r
e
,
r
o
o
t
a
n
d
m
ea
n
s
q
u
a
r
e
e
r
r
o
r
o
f
a
p
p
r
o
x
i
m
at
io
n
(
R
MS
E
A
)
as
a
f
o
r
m
o
f
ite
m
r
es
p
o
n
s
e
th
e
o
r
y
(
I
R
T
)
.
T
h
e
i
n
s
t
r
u
m
e
n
t
c
a
n
ev
e
n
m
e
asu
r
e
t
h
e
r
ela
ti
o
n
s
h
ip
b
et
wee
n
t
h
e
m
ea
s
u
r
e
d
asp
ec
ts
in
c
lu
d
i
n
g
r
eli
g
i
o
u
s
,
n
ati
o
n
al
is
m
,
i
n
te
g
r
it
y
,
i
n
d
e
p
e
n
d
e
n
t
a
n
d
co
o
p
e
r
at
iv
e
v
al
u
es
.
T
h
u
s
,
t
h
e
r
es
ea
r
c
h
q
u
est
io
n
o
f
th
is
s
t
u
d
y
w
as
f
o
r
m
u
la
te
d
as
:
i)
W
h
at
is
th
e
q
u
alit
y
o
f
th
e
c
h
a
r
a
cte
r
e
d
u
c
ati
o
n
test
in
s
tr
u
m
e
n
t
f
o
r
e
le
m
e
n
ta
r
y
s
c
h
o
o
l
s
t
u
d
e
n
ts
t
o
m
ea
s
u
r
e
asp
ec
ts
o
f
r
eli
g
i
o
u
s
,
n
a
ti
o
n
alis
m
,
i
n
te
g
r
it
y
,
in
d
e
p
en
d
en
t
an
d
co
o
p
e
r
at
iv
e
v
al
u
es?
ii)
W
h
at
is
t
h
e
le
v
el
o
f
ch
ar
ac
te
r
o
f
el
em
e
n
ta
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s
b
as
ed
o
n
d
i
f
f
e
r
e
n
c
es
i
n
g
e
n
d
e
r
,
g
r
a
d
e,
a
n
d
ty
p
e
o
f
t
h
e
s
c
h
o
o
l?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
1
6
-
1
9
2
9
1918
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
ty
p
e
o
f
r
esear
ch
is
q
u
a
n
titativ
e
with
s
u
r
v
e
y
t
y
p
e.
T
h
e
ty
p
e
o
f
s
u
r
v
ey
ch
o
s
en
,
n
am
ely
th
e
s
tu
d
en
t/
s
ch
o
o
l
s
u
r
v
ey
aim
s
t
o
d
eter
m
in
e
th
e
e
f
f
icien
cy
a
n
d
ef
f
ec
tiv
e
n
ess
o
f
ch
ar
ac
ter
ed
u
ca
tio
n
,
s
o
th
at
v
alu
es
o
r
ch
ar
ac
ter
ar
e
f
o
r
m
ed
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
.
I
n
s
u
r
v
ey
r
esear
ch
,
c
o
llectin
g
in
f
o
r
m
atio
n
f
r
o
m
a
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
b
y
as
k
in
g
s
ev
er
al
s
u
r
v
ey
q
u
esti
o
n
s
,
s
o
th
is
r
esear
ch
p
r
o
d
u
ce
s
d
ata
in
th
e
f
o
r
m
o
f
n
u
m
b
er
s
wh
ich
ar
e
th
e
r
esu
lts
o
f
f
illi
n
g
o
u
t
q
u
esti
o
n
n
air
e
s
m
ea
s
u
r
in
g
th
e
ch
ar
ac
ter
o
f
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
(
C
E
SC
)
.
T
h
e
r
esear
ch
s
ites
ar
e
in
I
n
d
o
n
esia,
C
en
tr
al
J
av
a
Pro
v
in
ce
,
esp
ec
ially
in
th
e
ar
ea
s
o
f
Slem
an
,
Gu
n
u
n
g
Kid
u
l,
Ku
lo
n
Pr
o
g
o
,
B
an
tu
l,
an
d
Yo
g
y
ak
ar
ta.
T
h
e
r
esear
ch
s
am
p
le
ca
m
e
f
r
o
m
8
6
2
ch
ild
r
en
in
g
r
ad
es
4
th
-
6
th
o
f
elem
en
tar
y
s
ch
o
o
l
with
4
0
8
m
ale
s
tu
d
en
ts
an
d
4
5
4
f
em
ale
s
tu
d
en
ts
.
T
h
is
s
tu
d
y
h
as
b
ee
n
g
r
an
te
d
eth
ical
ap
p
r
o
v
al
b
y
t
h
e
Alm
a
Ata
Un
iv
er
s
ity
.
Prio
r
to
d
ata
c
o
llectio
n
,
wr
itten
i
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
e
d
f
r
o
m
all
p
ar
ticip
an
ts
.
All
p
r
o
c
ed
u
r
es
wer
e
co
n
d
u
cted
in
ac
c
o
r
d
an
ce
with
th
e
eth
ical
g
u
id
e
lin
es
estab
lis
h
ed
b
y
th
e
R
esear
ch
an
d
C
o
m
m
u
n
ity
Ser
v
ice
I
n
s
titu
te
or
L
PP
M
Al
m
a
Ata
Un
iv
er
s
ity
.
T
h
e
s
am
p
lin
g
tech
n
iq
u
e
to
b
e
u
s
ed
is
p
r
o
b
ab
ilit
y
s
am
p
lin
g
,
s
p
ec
if
ically
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
.
Simp
le
r
an
d
o
m
s
am
p
lin
g
is
a
co
m
m
o
n
ly
em
p
lo
y
ed
s
am
p
lin
g
tech
n
iq
u
e
in
q
u
an
titativ
e
r
esear
ch
in
v
o
lv
i
n
g
s
u
r
v
ey
in
s
tr
u
m
e
n
ts
.
I
t
is
g
en
e
r
ally
co
n
s
id
er
ed
s
u
itab
le
f
o
r
p
o
p
u
latio
n
s
th
at
ar
e
b
o
th
h
o
m
o
g
en
eo
u
s
an
d
u
n
i
f
o
r
m
ly
d
is
tr
ib
u
ted
.
T
h
is
m
eth
o
d
en
s
u
r
es
th
at
ev
er
y
in
d
iv
id
u
al
in
th
e
p
o
p
u
latio
n
h
as
an
e
q
u
a
l
ch
an
ce
o
f
b
ein
g
s
elec
ted
,
m
ak
in
g
th
e
s
elec
tio
n
p
r
o
ce
s
s
en
tire
ly
r
an
d
o
m
[1
8
]
.
C
E
SC
q
u
esti
o
n
n
air
e
was
u
s
e
d
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
c
h
ar
ac
ter
in
th
e
elem
e
n
tar
y
s
ch
o
o
l.
C
E
SC
is
a
L
ik
er
t
s
ca
le
with
t
ier
ed
ch
o
ices,
n
am
ely
n
ev
er
,
n
ev
e
r
,
s
o
m
etim
es,
an
d
alwa
y
s
.
I
f
a
p
o
s
itiv
e
s
tatem
en
t
i
s
r
esp
o
n
d
ed
t
o
b
y
elem
e
n
tar
y
s
ch
o
o
l
ch
ild
r
e
n
,
th
en
it
is
n
ev
er
(
1
)
,
n
e
v
er
(
2
)
,
s
o
m
etim
es
(
3
)
,
an
d
alwa
y
s
(
4
)
.
Me
an
wh
ile,
if
th
e
n
eg
ativ
e
s
tatem
en
t
is
r
esp
o
n
d
ed
to
b
y
elem
en
tar
y
s
ch
o
o
l
ch
il
d
r
en
,
it
is
n
ev
er
(
4
)
,
n
ev
e
r
(
3
)
,
s
o
m
etim
es
(
2
)
,
an
d
alwa
y
s
(
1
)
.
Giv
in
g
th
e
q
u
esti
o
n
n
air
e
v
ia
th
e
Go
o
g
le
Fo
r
m
lin
k
.
T
h
e
co
m
p
lete
d
escr
ip
tio
n
o
f
th
e
q
u
esti
o
n
n
air
e
f
o
r
m
ea
s
u
r
in
g
th
e
c
h
ar
ac
ter
o
f
s
ch
o
o
l
ch
ild
r
en
an
d
s
tr
u
ctu
r
e
o
f
C
E
SC
q
u
esti
o
n
n
air
e
ar
e
s
h
o
wn
in
T
ab
le
1
.
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
q
u
an
titativ
e
d
escr
ip
tiv
e
m
eth
o
d
s
.
Stu
d
en
ts
’
ch
ar
ac
te
r
v
alu
e
was
d
escr
ib
ed
in
s
ev
e
r
a
l
asp
ec
ts
in
clu
d
in
g
th
e
d
o
m
ai
n
o
f
c
h
ar
ac
ter
v
al
u
es,
g
en
d
er
,
g
r
ad
e,
a
n
d
ty
p
e
o
f
th
e
s
ch
o
o
l.
T
o
d
eter
m
in
e
th
e
lev
el
o
f
s
tu
d
en
ts
'
ch
ar
ac
ter
v
alu
e,
th
e
r
u
b
r
ic
o
f
th
e
g
iv
e
n
q
u
esti
o
n
n
air
e
was
g
r
o
u
p
ed
as seen
in
T
a
b
le
2
.
T
ab
le
1
.
T
h
e
s
tr
u
ctu
r
e
o
f
th
e
C
E
SC
q
u
esti
o
n
n
air
e
Th
e
a
s
p
e
c
t
o
f
c
h
a
r
a
c
t
e
r
v
a
l
u
e
I
n
d
i
c
a
t
o
r
N
o
q
u
e
st
i
o
n
n
a
i
r
e
P
o
si
t
i
v
e
N
e
g
a
t
i
v
e
R
e
l
i
g
i
o
u
s
C
a
r
r
y
o
u
t
G
o
d
's
c
o
m
ma
n
d
s
(
i
n
d
i
v
i
d
u
a
l
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
G
o
d
v
e
r
t
i
c
a
l
l
y
)
R
1
,
R
3
R
2
C
a
r
r
y
i
n
g
o
u
t
G
o
d
's c
o
mm
a
n
d
s (r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
h
u
ma
n
s)
R
4
,
R
5
,
R
6
,
R
7
,
R
8
C
a
r
r
y
i
n
g
o
u
t
G
o
d
's c
o
mm
a
n
d
s (I
n
d
i
v
i
d
u
a
l
's
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
t
h
e
e
n
v
i
r
o
n
m
e
n
t
)
R
9
,
R
1
0
,
R
11
N
a
t
i
o
n
a
l
i
sm
H
a
v
e
a
s
e
n
se
o
f
p
r
i
d
e
i
n
t
h
e
i
r
o
w
n
n
a
t
i
o
n
's
c
u
l
t
u
r
e
N
1
,
N2
,
N3
A
c
c
e
p
t
i
n
g
r
e
l
i
g
i
o
u
s
/
c
u
l
t
u
r
a
l
/
e
t
h
n
i
c
/
n
a
t
i
o
n
/
r
a
c
i
a
l
d
i
v
e
r
s
i
t
y
N4
,
N5
P
r
i
o
r
i
t
i
z
i
n
g
c
o
mm
o
n
i
n
t
e
r
e
st
s
N6
,
N9
N7
,
N8
I
n
t
e
g
r
i
t
y
R
e
s
p
o
n
s
i
b
l
e
a
s
a
sc
h
o
o
l
c
i
t
i
z
e
n
I
1
,
I
2
R
e
s
p
e
c
t
t
h
e
d
i
g
n
i
t
y
o
f
i
n
d
i
v
i
d
u
a
l
s,
e
s
p
e
c
i
a
l
l
y
p
e
r
so
n
s w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
I
4
I
3
,
I
5
H
o
n
e
st
/
t
r
u
st
w
o
r
t
h
y
i
n
w
o
r
d
a
n
d
d
e
e
d
I
8
I
6
,
I
7
I
n
d
e
p
e
n
d
e
n
t
B
e
h
a
v
i
o
r
d
o
e
s
n
o
t
d
e
p
e
n
d
o
n
o
t
h
e
r
s
M1
,
M2
M
29
R
e
s
p
o
n
s
i
b
l
e
f
o
r
e
v
e
r
y
a
c
t
i
v
i
t
y
M
3
,
M4
M5
A
c
t
a
n
d
a
c
t
u
n
y
i
e
l
d
i
n
g
M7
,
M8
M6
C
o
o
p
e
r
a
t
i
v
e
Th
e
sp
i
r
i
t
o
f
c
o
o
p
e
r
a
t
i
o
n
i
n
s
o
l
v
i
n
g
p
r
o
b
l
e
ms
G1
,
G2
Li
k
e
s
t
o
h
e
l
p
f
r
i
e
n
d
s
i
n
n
e
e
d
G3
,
G4
G5
D
e
l
i
b
e
r
a
t
i
o
n
i
n
c
o
n
s
e
n
s
u
s
G6
G7
,
G8
T
ab
le
2
.
L
e
v
el
o
f
s
tu
d
e
n
ts
’
ch
ar
ac
ter
v
alu
e
R
a
n
g
e
Le
v
e
l
0
–
0
.
4
9
V
e
r
y
l
o
w
0
.
5
0
–
1
.
4
9
Lo
w
1
.
5
0
–
2
.
4
9
A
v
e
r
a
g
e
2
.
5
0
–
3
.
4
9
H
i
g
h
3
.
5
0
–
4
.
0
0
V
e
r
y
h
i
g
h
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
I
ns
t
rum
ent
qu
a
lity
I
n
s
tr
u
m
en
t
q
u
ality
m
ea
s
u
r
e
m
en
t
d
ata
wer
e
an
aly
ze
d
u
s
in
g
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
in
v
o
lv
in
g
m
o
d
el
c
o
n
s
tr
u
ctio
n
.
Data
an
al
y
s
is
f
o
llo
wed
th
e
n
etwo
r
k
an
a
ly
s
is
p
r
o
ce
d
u
r
e
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
c
h
a
r
a
cter b
a
s
ed
o
n
g
en
d
er,
g
r
a
d
e
,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
a
tio
n
a
lis
m
,
…
(
A
n
-
N
i
s
a
A
p
r
ia
n
i
)
1919
r
elatio
n
s
h
ip
o
f
ch
ar
ac
ter
v
alu
es
th
at
wer
e
f
o
r
m
ed
an
d
d
ev
e
lo
p
ed
in
elem
en
tar
y
s
ch
o
o
l
c
h
ild
r
en
.
I
n
a
d
d
itio
n
,
n
etwo
r
k
an
aly
s
is
is
ab
le
to
ex
p
lo
r
e
th
e
p
atter
n
o
f
c
o
m
p
lex
r
elatio
n
s
h
ip
s
b
etwe
en
ch
ar
ac
ter
v
alu
es
in
d
if
f
er
en
t
p
h
en
o
m
en
a.
T
h
e
n
etwo
r
k
s
tr
u
ctu
r
e
co
n
s
is
ts
o
f
n
o
d
es
an
d
e
d
g
es.
Her
e,
th
e
n
o
d
es
r
ep
r
esen
t
th
e
o
b
jects
to
b
e
an
aly
ze
d
,
wh
ile
th
e
ed
g
es
r
e
p
r
esen
t
th
e
r
elatio
n
s
h
ip
s
b
et
wee
n
th
ese
o
b
jects.
T
h
e
s
o
f
twar
e
u
s
ed
is
J
AS
P
0
.
1
4
.
1
.
0
.
J
ASP
s
o
f
twar
e
ca
n
g
en
er
ate
a
v
a
r
iety
o
f
n
etwo
r
k
s
h
ap
es
th
at
ar
e
v
is
u
alize
d
,
c
en
tr
ality
,
clu
s
ter
in
g
p
lo
ts
,
an
d
ce
n
tr
ality
,
clu
s
ter
in
g
,
an
d
weig
h
tin
g
m
atr
ix
tab
les
.
Netwo
r
k
an
aly
s
is
is
a
m
eth
o
d
u
s
ed
to
m
o
d
el
th
e
in
ter
ac
tio
n
b
etwe
en
m
a
n
y
v
a
r
iab
les
to
esti
m
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
all
v
ar
iab
les.
Netwo
r
k
a
n
aly
s
is
in
v
o
lv
es
th
e
r
elatio
n
s
h
ip
b
et
wee
n
v
ar
iab
les
with
o
u
t
ass
u
m
in
g
th
e
ex
is
ten
ce
o
f
ce
r
tain
laten
t
co
n
s
tr
u
cts
th
at
ca
n
b
e
v
is
u
alize
d
b
y
g
r
a
p
h
ical
m
o
d
els.
T
h
e
n
etwo
r
k
g
r
ap
h
o
b
tain
ed
f
r
o
m
J
ASP
is
a
g
r
ap
h
o
f
R
p
ac
k
ets
[
19
]
.
Netwo
r
k
an
aly
s
is
im
p
lem
en
t
ed
in
J
ASP
allo
ws
an
y
u
s
er
to
ex
am
i
n
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
d
is
cr
ete
en
titi
es in
a
d
ata
s
et
b
ased
o
n
n
etwo
r
k
th
e
o
r
y
.
Fig
u
r
e
1
s
h
o
we
d
t
h
e
r
es
u
l
ts
o
f
t
h
e
i
n
t
er
n
al
c
o
n
s
is
t
en
c
y
ca
l
c
u
lati
o
n
f
o
r
th
e
C
E
SC
q
u
esti
o
n
n
air
e
w
h
ic
h
r
a
n
g
e
d
f
r
o
m
0
.
8
0
to
0
.
8
7
(
v
er
y
g
o
o
d
)
.
T
h
e
i
n
s
t
r
u
m
en
t
is
s
ai
d
to
b
e
g
o
o
d
i
f
t
h
e
C
r
o
n
b
ac
h
'
s
al
p
h
a
co
ef
f
i
cie
n
t
is
ab
o
v
e
0
.
7
[2
0
]
.
W
h
i
le
all
it
em
s
o
f
t
h
e
q
u
esti
o
n
n
ai
r
e
i
n
s
t
r
u
m
en
t
s
ta
te
m
e
n
t
a
r
e
in
t
h
e
v
ali
d
c
ate
g
o
r
y
.
T
h
e
r
es
u
lts
o
f
p
r
o
v
i
n
g
t
h
e
s
u
ita
b
i
lit
y
o
f
t
h
e
c
h
a
r
ac
t
er
v
a
lu
e
c
o
n
s
tr
u
c
t
m
o
d
el
wit
h
e
m
p
ir
ic
al
d
ata
i
n
d
ic
at
e
a
f
i
t
co
n
s
t
r
u
c
t
m
o
d
el.
T
h
es
e
r
es
u
lts
a
r
e
r
e
in
f
o
r
ce
d
b
y
t
h
e
v
al
u
e
o
f
ch
i
-
s
q
u
a
r
e
=1
2
5
.
2
5
,
p
-
v
a
lu
e=
0
.
0
2
1
8
,
g
o
o
d
n
ess
o
f
f
i
t
i
n
d
e
x
(
GF
I
)
=
0
.
9
2
,
R
MSE
A
=
0
.
0
5
2
,
n
o
n
-
n
o
r
m
e
d
f
it
i
n
d
e
x
(
NNF
I
)
=
0
.
9
9
,
p
a
r
s
i
m
o
n
y
n
o
r
m
ed
f
i
t
in
d
e
x
(
PNF
I
)
=
0
.
8
7
,
co
m
p
a
r
at
iv
e
f
it
i
n
d
e
x
(
C
FI
)
=
0
.
9
9
,
a
n
d
i
n
cr
em
en
tal
f
it
in
d
e
x
(
I
FI
)
=
0
.
9
9
wh
ic
h
m
e
t
t
h
e
f
i
t
li
m
it
.
T
h
e
cr
ite
r
i
a
u
s
e
d
t
h
r
o
u
g
h
es
ti
m
at
io
n
o
f
t
h
e
f
ac
t
o
r
w
ei
g
h
t
c
o
ef
f
i
cie
n
t
it
is
k
n
o
w
n
t
h
a
t
e
ac
h
ch
ar
ac
t
e
r
v
al
u
e
h
as
a
f
ac
to
r
wei
g
h
t
>0
.
5
0
o
r
i
t
ca
n
b
e
s
t
ate
d
th
at
al
l i
te
m
s
o
n
r
e
li
g
i
o
u
s
v
al
u
es
h
a
v
e
s
u
f
f
ic
ie
n
t
v
ali
d
i
ty
[2
1
]
.
Fig
u
r
e
1
.
T
h
e
r
esu
lt o
f
p
r
o
v
in
g
th
e
ch
ar
ac
te
r
v
alu
e
c
o
n
s
tr
u
ct
3.
2
.
Student
s
’
c
ha
ra
ct
er
v
a
l
ues
ba
s
ed
o
n t
he
i
nd
ica
t
o
r
T
h
is
s
ec
tio
n
p
r
o
v
id
es
an
a
n
aly
s
is
o
f
s
tu
d
en
ts
'
ch
ar
ac
ter
v
alu
es
ac
r
o
s
s
f
iv
e
d
o
m
ain
s
:
r
elig
io
u
s
,
n
atio
n
alis
tic,
in
teg
r
ity
,
in
d
e
p
e
n
d
en
t,
a
n
d
co
o
p
er
ativ
e
.
T
ab
le
3
p
r
esen
ts
a
d
etailed
b
r
ea
k
d
o
wn
o
f
th
ese
v
al
u
es.
I
n
th
e
r
elig
io
u
s
d
o
m
ain
,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
th
e
h
ig
h
es
t
lev
el
o
f
co
m
m
itm
en
t
to
p
r
o
p
er
waste
d
is
p
o
s
al
(
item
9
)
,
wh
ile
th
e
l
o
west
was
r
eg
ar
d
in
g
av
o
id
in
g
d
is
tr
ac
tio
n
s
d
u
r
i
n
g
lear
n
in
g
(
item
1
1
)
.
Fo
r
n
atio
n
alis
m
,
s
tu
d
en
ts
ex
h
ib
ited
s
tr
o
n
g
in
cl
u
s
iv
ity
(
item
1
5
)
a
n
d
a
lo
w
t
o
ler
an
ce
f
o
r
d
is
cr
im
in
ato
r
y
b
eh
av
io
r
(
item
1
6
)
.
R
eg
ar
d
in
g
in
te
g
r
ity
,
s
tu
d
e
n
ts
co
n
s
is
ten
tly
ad
h
er
ed
to
s
ch
o
o
l
u
n
if
o
r
m
r
e
g
u
latio
n
s
(
item
2
1
)
b
u
t
s
h
o
we
d
a
lack
o
f
em
p
ath
y
to
war
d
s
th
o
s
e
with
p
h
y
s
ical
d
is
ab
ilit
ies
(
item
2
3
)
.
I
n
ter
m
s
o
f
in
d
e
p
en
d
e
n
ce
,
s
tu
d
en
ts
wer
e
d
ilig
en
t
in
co
m
p
letin
g
ass
ig
n
m
en
ts
(
item
3
2
)
b
u
t
s
tr
u
g
g
led
with
ac
ad
em
ic
h
o
n
esty
(
item
3
4
)
.
Fin
ally
,
i
n
th
e
co
o
p
er
ativ
e
d
o
m
ain
,
s
tu
d
en
ts
ac
tiv
ely
p
ar
ticip
ated
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
item
4
3
)
a
n
d
d
is
p
lay
ed
a
lo
w
ten
d
en
cy
to
r
id
icu
le
p
ee
r
s
'
o
p
in
io
n
s
(
item
4
4
)
.
Ov
er
all,
t
h
e
s
tu
d
en
ts
ex
h
ib
ited
a
co
m
m
en
d
ab
le
lev
el
o
f
ch
ar
ac
ter
v
alu
es,
d
em
o
n
s
tr
atin
g
a
s
tr
o
n
g
f
o
u
n
d
atio
n
in
v
a
r
io
u
s
asp
ec
ts
o
f
eth
ical
b
eh
av
i
o
r
.
T
h
er
e
ar
e
4
5
q
u
esti
o
n
n
air
es
th
at
m
ea
s
u
r
e
s
tu
d
en
ts
'
ch
a
r
ac
ter
v
alu
es.
T
h
is
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
e
d
f
r
o
m
1
5
in
d
icato
r
s
o
f
s
tu
d
en
t
c
h
ar
ac
ter
v
al
u
es
in
T
ab
le
4
.
B
ased
o
n
T
ab
le
4
,
th
e
h
ig
h
est
in
d
icato
r
is
th
e
in
teg
r
ity
asp
ec
t,
wh
er
e
th
e
h
ig
h
est
av
er
ag
e
s
co
r
e
o
b
tai
n
ed
r
ea
ch
e
d
3
.
8
0
(
v
er
y
h
ig
h
)
f
o
r
“
r
esp
o
n
s
ib
le
as
a
s
ch
o
o
l
citizen
”
.
E
v
e
n
th
o
u
g
h
it
o
b
tain
ed
t
h
e
h
ig
h
est
av
er
ag
e
s
co
r
e,
th
e
in
te
g
r
ity
asp
ec
t
also
s
h
o
wed
th
e
lo
west
av
er
ag
e
s
co
r
e.
T
h
is
is
s
h
o
wn
b
y
th
e
in
d
icato
r
“
r
esp
ec
t
th
e
d
ig
n
ity
o
f
in
d
iv
i
d
u
als,
esp
ec
ially
p
e
r
s
o
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
1
6
-
1
9
2
9
1920
with
d
is
ab
ilit
ies
”
wh
ich
r
ec
eiv
ed
a
s
co
r
e
o
f
1
.
7
8
in
th
e
m
o
d
er
ate
ca
teg
o
r
y
.
O
v
er
all,
th
e
s
tu
d
en
ts
'
ch
ar
ac
ter
v
alu
es a
r
e
in
th
e
g
o
o
d
o
r
h
ig
h
ca
teg
o
r
y
.
T
ab
le
3
.
T
h
e
r
esu
lt o
f
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
asp
ec
t
A
sp
e
c
t
M
e
a
n
SD
D
e
scri
p
t
i
o
n
R
e
l
i
g
i
o
us
3
.
1
6
1
.
1
1
H
i
g
h
N
a
t
i
o
n
a
l
i
st
2
.
7
5
1
.
2
7
H
i
g
h
I
n
t
e
g
r
i
t
y
2
.
4
0
1
.
2
0
M
o
d
e
r
a
t
e
I
n
d
e
p
e
n
d
e
n
t
2
.
6
8
1
.
2
0
H
i
g
h
C
o
o
p
e
r
a
t
i
ve
2
.
4
9
1
.
2
7
M
o
d
e
r
a
t
e
O
v
e
r
a
l
l
2
.
6
9
1
.
2
7
H
i
g
h
T
ab
le
4
.
T
h
e
r
esu
lt o
f
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
in
d
i
ca
to
r
s
A
sp
e
c
t
I
n
d
i
c
a
t
o
r
M
e
a
n
SD
D
e
scri
p
t
i
o
n
R
e
l
i
g
i
o
u
s
C
a
r
r
y
o
u
t
G
o
d
's
c
o
m
ma
n
d
s
(
i
n
d
i
v
i
d
u
a
l
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
G
o
d
v
e
r
t
i
c
a
l
l
y
)
3
.
1
6
1
.
1
1
H
i
g
h
C
a
r
r
y
i
n
g
o
u
t
G
o
d
's c
o
mm
a
n
d
s (r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
h
u
ma
n
s)
2
.
7
5
1
.
2
7
H
i
g
h
C
a
r
r
y
i
n
g
o
u
t
G
o
d
's c
o
mm
a
n
d
s (I
n
d
i
v
i
d
u
a
l
's
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
t
h
e
e
n
v
i
r
o
n
m
e
n
t
)
2
.
4
0
1
.
2
0
M
o
d
e
r
a
t
e
N
a
t
i
o
n
a
l
i
sm
H
a
v
e
a
s
e
n
se
o
f
p
r
i
d
e
i
n
t
h
e
i
r
o
w
n
n
a
t
i
o
n
's
c
u
l
t
u
r
e
3
.
1
9
0
.
9
5
H
i
g
h
A
c
c
e
p
t
i
n
g
r
e
l
i
g
i
o
u
s
/
c
u
l
t
u
r
a
l
/
e
t
h
n
i
c
/
n
a
t
i
o
n
/
r
a
c
i
a
l
d
i
v
e
r
s
i
t
y
2
.
4
8
1
.
4
6
M
o
d
e
r
a
t
e
P
r
i
o
r
i
t
i
z
i
n
g
c
o
mm
o
n
i
n
t
e
r
e
st
s
2
.
5
5
1
.
2
2
H
i
g
h
I
n
t
e
g
r
i
t
y
R
e
s
p
o
n
s
i
b
l
e
a
s
a
sc
h
o
o
l
c
i
t
i
z
e
n
3
.
8
0
0
.
5
5
V
e
r
y
h
i
g
h
R
e
s
p
e
c
t
t
h
e
d
i
g
n
i
t
y
o
f
i
n
d
i
v
i
d
u
a
l
s,
e
s
p
e
c
i
a
l
l
y
p
e
r
so
n
s w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
1
.
7
8
1
.
1
5
M
o
d
e
r
a
t
e
H
o
n
e
st
/
t
r
u
st
w
o
r
t
h
y
i
n
w
o
r
d
a
n
d
d
e
e
d
2
.
0
7
1
.
3
0
M
o
d
e
r
a
t
e
I
n
d
e
p
e
n
d
e
n
t
B
e
h
a
v
i
o
r
d
o
e
s
n
o
t
d
e
p
e
n
d
o
n
o
t
h
e
r
s
2
.
5
4
1
.
0
2
H
i
g
h
R
e
s
p
o
n
s
i
b
l
e
f
o
r
e
v
e
r
y
a
c
t
i
v
i
t
y
2
.
9
6
1
.
3
5
H
i
g
h
A
c
t
a
n
d
a
c
t
u
n
y
i
e
l
d
i
n
g
2
.
5
3
1
.
1
5
H
i
g
h
C
o
o
p
e
r
a
t
i
v
e
Th
e
sp
i
r
i
t
o
f
c
o
o
p
e
r
a
t
i
o
n
i
n
s
o
l
v
i
n
g
p
r
o
b
l
e
ms
3
.
2
3
0
.
9
0
H
i
g
h
Li
k
e
s
t
o
h
e
l
p
f
r
i
e
n
d
s
i
n
n
e
e
d
2
.
5
2
1
.
1
7
H
i
g
h
D
e
l
i
b
e
r
a
t
i
o
n
i
n
c
o
n
s
e
n
s
u
s
1
.
9
6
1
.
3
3
M
o
d
e
r
a
t
e
3.
3
.
Student
s
’
cha
ra
ct
er
v
a
l
ues
ba
s
ed
o
n t
he
g
ender
T
h
i
s
s
e
c
ti
o
n
p
r
e
s
e
n
ts
a
g
e
n
d
er
-
b
a
s
e
d
a
n
a
l
y
s
is
o
f
s
t
u
d
e
n
t
s
'
ch
a
r
a
c
t
e
r
v
a
l
u
es
,
as
d
e
ta
i
l
e
d
i
n
T
a
b
l
e
5
.
I
n
t
h
e
r
e
l
i
g
i
o
u
s
d
o
m
a
i
n
,
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
co
m
m
itm
en
t
to
p
r
ac
ticin
g
th
eir
f
aith
(
item
4
)
.
Ho
wev
er
,
b
o
th
g
en
d
er
s
s
tr
u
g
g
led
with
m
ain
ta
in
in
g
f
o
cu
s
d
u
r
i
n
g
r
elig
io
u
s
a
ctiv
ities
(
item
1
1
)
,
with
f
em
ales
s
h
o
win
g
s
lig
h
tly
lo
wer
s
co
r
es.
R
eg
ar
d
i
n
g
n
a
tio
n
alis
m
,
b
o
th
g
e
n
d
er
s
e
x
h
ib
ited
a
h
i
g
h
lev
el
o
f
in
clu
s
iv
ity
(
item
1
5
)
.
Nev
e
r
t
h
eless
,
b
o
th
g
r
o
u
p
s
d
is
p
lay
e
d
in
to
ler
an
ce
to
war
d
s
in
d
iv
id
u
als
f
r
o
m
d
if
f
er
e
n
t
b
ac
k
g
r
o
u
n
d
s
(
item
1
6
)
,
with
m
ales
s
h
o
win
g
a
s
lig
h
tly
lo
wer
lev
el
o
f
t
o
l
e
r
a
n
c
e
.
I
n
t
e
r
m
s
o
f
i
n
t
e
g
r
i
t
y
,
b
o
t
h
g
e
n
d
e
r
s
c
o
n
s
is
t
e
n
t
l
y
a
d
h
e
r
e
d
t
o
s
c
h
o
o
l
r
u
l
es
a
n
d
r
e
g
u
la
t
i
o
n
s
(
i
te
m
2
1
)
b
u
t
s
t
r
u
g
g
l
e
d
w
ith
e
m
p
a
t
h
y
t
o
w
a
r
d
s
i
n
d
i
v
i
d
u
a
l
s
w
it
h
d
i
s
a
b
il
i
ti
e
s
(
i
te
m
2
3
)
,
w
i
t
h
m
a
l
e
s
s
h
o
w
i
n
g
s
lig
h
tly
lo
wer
em
p
at
h
y
.
Fo
r
i
n
d
ep
en
d
e
n
ce
,
m
ale
s
tu
d
en
ts
ex
ce
lled
in
co
m
p
let
in
g
ass
ig
n
m
en
ts
(
item
3
2
)
,
wh
ile
f
em
ale
s
tu
d
en
ts
d
em
o
n
s
tr
ated
s
tr
o
n
g
s
elf
-
r
elian
ce
(
item
3
3
)
.
B
o
th
g
en
d
er
s
f
ac
ed
c
h
allen
g
es
with
ac
a
d
em
ic
h
o
n
esty
(
item
3
4
)
,
wit
h
m
ales
ex
h
ib
itin
g
lo
wer
lev
els
o
f
i
n
teg
r
ity
i
n
th
i
s
ar
ea
.
I
n
th
e
co
o
p
er
ativ
e
d
o
m
ain
,
b
o
th
g
e
n
d
er
s
ac
tiv
ely
p
ar
ticip
ated
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
item
4
3
)
an
d
d
is
p
lay
ed
lo
w
to
ler
an
ce
f
o
r
d
is
r
esp
ec
tf
u
l
b
eh
av
io
r
to
war
d
s
p
ee
r
s
(
item
4
4
)
,
w
i
t
h
f
e
m
a
l
e
s
s
h
o
wi
n
g
s
l
i
g
h
t
l
y
h
i
g
h
e
r
l
e
v
e
ls
o
f
c
o
o
p
e
r
a
t
i
o
n
.
O
v
e
r
a
l
l
,
f
e
m
al
e
s
t
u
d
e
n
ts
d
e
m
o
n
s
t
r
at
e
d
s
l
i
g
h
t
l
y
h
i
g
h
e
r
l
e
v
e
l
s
o
f
c
h
a
r
a
c
t
e
r
v
alu
es
th
an
m
ale
s
tu
d
en
ts
,
with
b
o
th
g
r
o
u
p
s
ex
h
ib
itin
g
h
ig
h
l
ev
els
o
f
ch
ar
ac
ter
d
ev
elo
p
m
e
n
t.
T
o
f
u
r
th
er
o
b
tai
n
in
g
b
etter
u
n
d
e
r
s
tan
d
in
g
,
th
e
m
u
ltiv
ar
iate
an
aly
s
is
o
f
v
ar
ia
n
ce
o
r
MA
NOVA
test
was
co
n
d
u
cted
to
p
r
o
v
e
wh
eth
er
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
g
en
d
er
.
T
h
er
e
ar
e
no
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
in
in
teg
r
ity
an
d
in
d
ep
en
d
e
n
t
asp
ec
t
with
s
ig
v
alu
e
ar
e
>
0
.
0
5
b
u
t
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
r
elig
io
u
s
,
n
atio
n
alis
m
an
d
co
o
p
er
ativ
e
asp
ec
t
wh
er
e
s
ig
v
alu
e
is
<
0
.
0
5
.
T
ab
le
6
s
h
o
ws th
e
an
al
y
s
is
o
f
MA
NOVA
tes
t.
T
ab
le
5
.
T
h
e
r
esu
lt o
f
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
g
en
d
er
A
sp
e
c
t
M
a
l
e
F
e
mal
e
M
e
a
n
SD
D
e
scri
p
t
i
o
n
M
e
a
n
SD
D
e
scri
p
t
i
o
n
R
e
l
i
g
i
o
u
s
3
.
0
8
1
.
1
3
H
i
g
h
3
.
1
9
1
.
1
3
H
i
g
h
N
a
t
i
o
n
a
l
i
sm
2
.
4
4
1
.
2
4
A
v
e
r
a
g
e
2
.
7
8
1
.
2
9
H
i
g
h
I
n
t
e
g
r
i
t
y
2
.
3
9
1
.
3
5
A
v
e
r
a
g
e
2
.
4
0
1
.
3
9
A
v
e
r
a
g
e
I
n
d
e
p
e
n
d
e
n
t
2
.
6
6
1
.
1
8
H
i
g
h
2
.
6
9
1
.
2
3
H
i
g
h
C
o
o
p
e
r
a
t
i
v
e
2
.
4
3
1
.
2
3
A
v
e
r
a
g
e
2
.
5
4
1
.
3
1
H
i
g
h
O
v
e
r
a
l
l
2
.
6
0
1
.
2
3
H
i
g
h
2
.
7
2
1
.
2
7
H
i
g
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
c
h
a
r
a
cter b
a
s
ed
o
n
g
en
d
er,
g
r
a
d
e
,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
a
tio
n
a
lis
m
,
…
(
A
n
-
N
i
s
a
A
p
r
ia
n
i
)
1921
T
ab
le
6
.
MA
NOVA
test
b
ased
o
n
g
e
n
d
er
S
o
u
r
c
e
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
Ty
p
e
I
I
I
su
m o
f
s
q
u
a
r
e
s
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
G
e
n
d
e
r
R
e
l
i
g
i
o
u
s
2
.
5
5
9
1
2
.
5
5
9
2
4
.
5
1
5
0
.
0
0
0
N
a
t
i
o
n
a
l
i
sm
0
.
8
2
6
1
0
.
8
2
6
9
.
3
5
7
0
.
0
0
2
I
n
t
e
g
r
i
t
y
0
.
0
5
8
1
0
.
0
5
8
0
.
6
6
5
0
.
4
1
5
I
n
d
e
p
e
n
d
e
n
t
0
.
2
2
5
1
0
.
2
2
5
2
.
3
5
0
0
.
1
2
6
C
o
o
p
e
r
a
t
i
v
e
2
.
6
8
0
1
2
.
6
8
0
2
3
.
6
8
1
0
.
0
0
0
3.
4
.
Student
s
’
cha
ra
ct
er
v
a
l
ues
ba
s
ed
o
n t
he
g
ra
de
T
h
is
s
ec
tio
n
p
r
o
v
id
es
a
g
r
ad
e
-
lev
el
an
aly
s
is
o
f
s
tu
d
en
ts
'
c
h
ar
ac
ter
v
alu
es,
as
d
etailed
in
T
ab
le
7
.
Acr
o
s
s
all
g
r
ad
es,
s
tu
d
en
ts
d
e
m
o
n
s
tr
ated
a
s
tr
o
n
g
co
m
m
itm
en
t to
r
elig
io
u
s
p
r
ac
tices a
n
d
b
elief
s
,
as e
v
id
en
ce
d
b
y
th
e
h
ig
h
s
co
r
es
f
o
r
item
9
.
Ho
we
v
er
,
all
g
r
ad
es
s
tr
u
g
g
led
with
m
ain
tain
in
g
f
o
c
u
s
d
u
r
in
g
r
elig
i
o
u
s
ac
tiv
ities
,
as
in
d
icate
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
item
1
1
.
All
g
r
ad
es
ex
h
ib
ited
s
tr
o
n
g
n
atio
n
alis
tic
s
en
tim
en
ts
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
in
cl
u
s
iv
ity
an
d
to
ler
an
ce
(
item
1
5
)
.
Ho
wev
er
,
th
er
e
was
a
n
o
ticea
b
le
lack
o
f
u
n
d
er
s
tan
d
i
n
g
o
r
a
p
p
r
ec
iatio
n
f
o
r
d
i
v
er
s
e
cu
ltu
r
es
a
n
d
b
ac
k
g
r
o
u
n
d
s
,
as
r
ef
lecte
d
i
n
t
h
e
lo
w
s
co
r
es
f
o
r
item
1
0
.
Stu
d
e
n
ts
in
all
g
r
a
d
e
s
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
in
teg
r
ity
,
p
ar
ticu
lar
ly
in
ad
h
e
r
in
g
to
s
ch
o
o
l
r
u
les
an
d
r
eg
u
latio
n
s
(
item
2
1
)
.
H
o
wev
er
,
th
e
y
s
tr
u
g
g
led
with
em
p
ath
y
a
n
d
co
m
p
ass
io
n
f
o
r
in
d
iv
i
d
u
als
with
d
is
ab
ilit
ies,
as
in
d
icate
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
item
2
3
.
Gr
ad
es
4
th
a
n
d
5
th
ex
ce
lled
in
co
m
p
letin
g
ass
ig
n
m
en
ts
in
d
ep
en
d
en
tly
(
item
3
2
)
,
wh
ile
g
r
ad
e
6
th
d
em
o
n
s
tr
ated
s
tr
o
n
g
s
elf
-
r
elian
ce
(
item
3
3
)
.
Ho
wev
e
r
,
all
g
r
ad
es
f
ac
ed
ch
allen
g
es
with
ac
ad
em
ic
h
o
n
esty
,
as
e
v
id
en
ce
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
i
tem
3
4
.
All
g
r
ad
es
ac
tiv
ely
p
ar
ticip
ated
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
ex
h
ib
ited
p
o
s
itiv
e
co
o
p
er
ativ
e
b
eh
a
v
io
r
s
(
item
4
3
)
.
Ho
wev
er
,
th
ey
s
tr
u
g
g
led
with
r
esp
ec
tin
g
d
iv
er
s
e
o
p
i
n
io
n
s
a
n
d
av
o
id
i
n
g
d
is
r
esp
ec
tf
u
l
b
e
h
av
io
r
,
as
in
d
icate
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
item
s
4
4
a
n
d
4
5
.
T
h
e
o
v
er
all
ch
a
r
ac
ter
ed
u
ca
tio
n
s
co
r
es
f
o
r
all
g
r
a
d
es
wer
e
h
ig
h
,
in
d
icatin
g
a
s
tr
o
n
g
f
o
u
n
d
atio
n
in
ch
ar
ac
te
r
v
alu
es.
Ho
wev
er
,
th
er
e
is
r
o
o
m
f
o
r
im
p
r
o
v
em
e
n
t
in
s
p
ec
if
ic
ar
ea
s
,
s
u
ch
as
f
o
cu
s
d
u
r
i
n
g
r
elig
i
o
u
s
ac
tiv
ities
,
u
n
d
er
s
tan
d
in
g
o
f
d
iv
er
s
e
c
u
ltu
r
es,
em
p
ath
y
f
o
r
i
n
d
iv
id
u
a
ls
with
d
is
ab
ilit
ie
s
,
an
d
r
esp
ec
tf
u
l
b
eh
av
i
o
r
in
g
r
o
u
p
s
ettin
g
s
.
T
ab
le
7
.
T
h
e
r
esu
lt o
f
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
g
r
a
d
e
A
sp
e
c
t
G
r
a
d
e
f
o
u
r
(4
th
)
G
r
a
d
e
f
i
v
e
(
5
th
)
G
r
a
d
e
s
i
x
(
6
th
)
M
e
a
n
SD
D
e
scri
p
t
i
o
n
M
e
a
n
SD
D
e
scri
p
t
i
o
n
M
e
a
n
SD
D
e
scri
p
t
i
o
n
R
e
l
i
g
i
o
u
s
3
.
1
3
1
.
1
3
H
i
g
h
3
.
1
5
1
.
1
3
H
i
g
h
3
.
1
1
1
.
1
4
H
i
g
h
N
a
t
i
o
n
a
l
i
sm
2
.
7
3
1
.
0
9
H
i
g
h
2
.
7
6
1
.
0
7
H
i
g
h
2
.
7
4
1
.
0
5
H
i
g
h
I
n
t
e
g
r
i
t
y
2
.
3
8
1
.
3
6
A
v
e
r
a
g
e
2
.
4
1
1
.
3
8
A
v
e
r
a
g
e
2
.
3
8
1
.
3
7
A
v
e
r
a
g
e
I
n
d
e
p
e
n
d
e
n
t
2
.
6
6
1
.
1
9
H
i
g
h
2
.
7
0
1
.
2
0
H
i
g
h
2
.
6
6
1
.
3
7
H
i
g
h
C
o
o
p
e
r
a
t
i
v
e
2
.
4
5
1
.
0
6
A
v
e
r
a
g
e
2
.
5
1
1
.
1
1
H
i
g
h
2
.
5
0
1
.
1
1
H
i
g
h
O
v
e
r
a
l
l
2
.
6
7
1
.
2
6
H
i
g
h
2
.
7
1
1
.
2
7
H
i
g
h
2
.
6
7
1
.
2
7
H
i
g
h
T
o
f
u
r
th
er
o
b
t
ain
in
g
b
et
ter
u
n
d
er
s
t
an
d
in
g
,
t
h
e
m
u
l
tiv
ar
i
at
e
an
a
ly
s
i
s
o
f
v
ar
ian
ce
o
r
M
A
NO
VA
t
es
t
wa
s
co
n
d
u
cte
d
to
p
r
o
v
e
wh
e
th
er
th
er
e
w
er
e
s
ig
n
if
ic
an
t
d
i
f
f
er
en
ce
s
in
s
tu
d
en
t
s
’
ch
ar
a
ct
er
v
alu
e
b
as
ed
o
n
g
r
ad
e.
T
h
er
e
ar
e
n
o
s
ig
n
i
f
i
ca
n
t
d
if
f
er
e
n
ce
s
in
r
e
lig
io
u
s
,
n
a
tio
n
al
i
s
m
,
in
t
eg
r
i
ty
an
d
in
d
ep
en
d
en
t
a
s
p
e
ct
wi
th
s
i
g
v
a
lu
e
ar
e
>
0
.
0
5
b
u
t
th
er
e
i
s
a
s
ig
n
if
ic
an
t
d
if
f
er
e
n
ce
in
c
o
o
p
er
a
tiv
e
as
p
ec
t
wh
er
e
s
ig
v
alu
e
i
s
0
.
0
2
6
<
0
.
0
5
.
T
ab
l
e
8
s
h
o
w
s
th
e
an
a
ly
s
i
s
o
f
MA
NO
V
A
t
e
s
t.
T
ab
le
8
.
MA
NOVA
test
b
ased
o
n
g
r
ad
e
S
o
u
r
c
e
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
O
b
serv
e
d
p
o
w
e
r
G
r
a
d
e
R
e
l
i
g
i
o
u
s
2
0
.
1
4
7
1
.
3
7
3
0
.
2
5
4
0
.
2
9
6
N
a
t
i
o
n
a
l
i
sm
2
0
.
1
1
7
1
.
3
1
5
0
.
2
6
9
0
.
2
8
5
I
n
t
e
g
r
i
t
y
2
0
.
1
5
6
1
.
7
9
5
0
.
1
6
7
0
.
3
7
6
I
n
d
e
p
e
n
d
e
n
t
2
0
.
2
5
0
2
.
6
1
0
0
.
0
7
4
0
.
5
2
1
C
o
o
p
e
r
a
t
i
v
e
2
0
.
4
2
1
3
.
6
4
6
0
.
0
2
6
0
.
6
7
3
3.
5
.
Student
s
’
cha
ra
ct
er
v
a
l
ues
ba
s
ed
o
n t
he
t
y
pe
o
f
t
he
s
cho
o
l
T
h
is
s
ec
tio
n
p
r
o
v
id
es
a
co
m
p
ar
is
o
n
o
f
s
tu
d
en
ts
'
ch
ar
ac
ter
v
alu
es
b
ased
o
n
th
e
ty
p
e
o
f
s
ch
o
o
l:
p
u
b
lic
an
d
p
r
iv
ate,
as
o
u
tlin
ed
in
T
ab
le
9
.
B
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
co
m
m
itm
en
t
to
r
elig
i
o
u
s
p
r
ac
tices
an
d
b
elief
s
,
as
ev
id
en
ce
d
b
y
th
e
h
ig
h
s
co
r
es
f
o
r
item
9
.
Ho
wev
er
,
b
o
th
g
r
o
u
p
s
s
tr
u
g
g
led
with
m
ain
tain
in
g
f
o
cu
s
d
u
r
in
g
r
elig
io
u
s
ac
tiv
ities
,
as
in
d
icate
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
item
1
1
.
B
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
ex
h
ib
ited
s
tr
o
n
g
n
atio
n
alis
tic
s
en
tim
en
ts
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
in
clu
s
iv
ity
an
d
to
le
r
an
ce
(
item
1
5
)
.
Ho
wev
er
,
t
h
er
e
was
a
n
o
ticea
b
le
lack
o
f
u
n
d
er
s
tan
d
in
g
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
1
6
-
1
9
2
9
1922
ap
p
r
ec
iatio
n
f
o
r
d
iv
er
s
e
cu
ltu
r
es
an
d
b
ac
k
g
r
o
u
n
d
s
,
as
r
ef
lect
ed
in
th
e
lo
w
s
co
r
es
f
o
r
item
1
6
.
Stu
d
en
ts
in
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
ls
d
e
m
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
in
t
eg
r
ity
,
p
a
r
ticu
lar
ly
i
n
ad
h
er
in
g
to
s
ch
o
o
l
r
u
les
an
d
r
eg
u
latio
n
s
(
item
2
1
)
.
Ho
wev
er
,
b
o
th
g
r
o
u
p
s
s
tr
u
g
g
led
with
em
p
at
h
y
an
d
co
m
p
ass
io
n
f
o
r
in
d
iv
id
u
als
wit
h
d
is
ab
ilit
ies,
as
in
d
icate
d
b
y
th
e
lo
w
s
co
r
es
f
o
r
item
2
3
.
B
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
d
ep
e
n
d
en
t
lear
n
in
g
s
k
ills
,
wi
th
h
ig
h
s
co
r
es
f
o
r
item
s
3
2
an
d
3
3
.
Ho
wev
er
,
b
o
th
g
r
o
u
p
s
f
ac
ed
ch
allen
g
es
with
ac
ad
em
ic
h
o
n
esty
,
as
ev
id
en
ce
d
b
y
th
e
l
o
w
s
co
r
es
f
o
r
item
3
4
.
B
o
th
p
u
b
lic
a
n
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
ac
tiv
ely
p
ar
t
icip
ated
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
ex
h
ib
ited
p
o
s
itiv
e
co
o
p
er
ativ
e
b
e
h
av
io
r
s
(
item
4
3
)
.
Ho
wev
e
r
,
b
o
th
g
r
o
u
p
s
s
tr
u
g
g
led
with
r
esp
ec
tin
g
d
i
v
er
s
e
o
p
in
io
n
s
a
n
d
a
v
o
id
in
g
d
is
r
esp
ec
tf
u
l
b
eh
av
io
r
,
as
in
d
icate
d
b
y
t
h
e
lo
w
s
co
r
es
f
o
r
item
s
4
4
an
d
4
5
.
W
h
ile
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
l
s
tu
d
en
ts
ex
h
ib
ited
h
ig
h
lev
els
o
f
c
h
ar
a
cter
d
ev
el
o
p
m
en
t,
p
r
iv
ate
s
ch
o
o
l
s
tu
d
e
n
ts
d
em
o
n
s
tr
ated
s
lig
h
tly
h
ig
h
er
s
co
r
es
o
v
er
all.
T
h
is
s
u
g
g
ests
th
at
p
r
i
v
ate
s
ch
o
o
ls
m
ay
h
av
e
a
s
lig
h
tly
s
tr
o
n
g
er
em
p
h
asis
o
n
ch
ar
ac
ter
ed
u
ca
tio
n
o
r
p
r
o
v
id
e
a
m
o
r
e
co
n
d
u
civ
e
en
v
ir
o
n
m
e
n
t
f
o
r
c
h
ar
ac
ter
d
ev
el
o
p
m
en
t.
Ho
wev
er
,
it'
s
im
p
o
r
t
an
t
to
n
o
te
th
at
b
o
th
g
r
o
u
p
s
h
av
e
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t,
p
ar
ticu
lar
ly
in
t
h
e
ar
ea
s
o
f
f
o
cu
s
d
u
r
in
g
r
elig
io
u
s
ac
tiv
ities
,
u
n
d
er
s
tan
d
i
n
g
o
f
d
iv
e
r
s
e
cu
ltu
r
es,
em
p
ath
y
,
an
d
r
esp
ec
tf
u
l b
eh
av
io
r
.
T
ab
le
9
.
T
h
e
r
esu
lt o
f
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
ased
o
n
ty
p
e
o
f
th
e
s
ch
o
o
l
A
sp
e
c
t
P
u
b
l
i
c
s
c
h
o
o
l
P
r
i
v
a
t
e
s
c
h
o
o
l
M
e
a
n
SD
D
e
scri
p
t
i
o
n
M
e
a
n
SD
D
e
scri
p
t
i
o
n
R
e
l
i
g
i
o
u
s
3
.
1
3
1
.
1
4
H
i
g
h
3
.
1
1
1
.
1
6
H
i
g
h
N
a
t
i
o
n
a
l
i
sm
2
.
7
6
1
.
0
9
H
i
g
h
2
.
7
9
1
.
1
2
H
i
g
h
I
n
t
e
g
r
i
t
y
2
.
4
2
1
.
4
0
A
v
e
r
a
g
e
2
.
0
9
1
.
2
5
A
v
e
r
a
g
e
I
n
d
e
p
e
n
d
e
n
t
2
.
6
8
1
.
4
0
H
i
g
h
2
.
7
7
1
.
2
5
H
i
g
h
C
o
o
p
e
r
a
t
i
v
e
2
.
4
9
1
.
0
9
A
v
e
r
a
g
e
2
.
4
1
1
.
1
6
A
v
e
r
a
g
e
O
v
e
r
a
l
l
2
.
6
0
1
.
2
3
H
i
g
h
2
.
6
3
1
.
2
7
H
i
g
h
T
o
f
u
r
th
er
o
b
tain
in
g
b
etter
u
n
d
er
s
tan
d
in
g
,
th
e
MA
NOVA
test
was
co
n
d
u
cte
d
to
p
r
o
v
e
wh
eth
er
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
s
tu
d
en
ts
’
ch
ar
ac
ter
v
alu
e
b
as
ed
o
n
ty
p
e
o
f
th
e
s
ch
o
o
l.
T
h
er
e
ar
e
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
r
elig
io
u
s
,
n
atio
n
alis
m
,
in
d
ep
en
d
en
t
an
d
co
o
p
er
ativ
e
asp
ec
t
with
s
ig
v
alu
e
ar
e
>
0
.
0
5
b
u
t
th
er
e
is
a
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
in
i
n
t
eg
r
ity
asp
ec
t
wh
e
r
e
s
ig
v
alu
e
is
0
.
0
2
6
<
0
.
0
5
.
T
ab
le
1
0
s
h
o
ws
th
e
an
aly
s
is
o
f
MA
NOVA
tes
t.
T
ab
le
10
.
MA
NOVA
test
b
ased
o
n
ty
p
e
o
f
th
e
s
ch
o
o
l
S
o
u
r
c
e
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
O
b
serv
e
d
p
o
w
e
r
Ty
p
e
s
c
h
o
o
l
R
e
l
i
g
i
o
u
s
1
0
.
0
3
5
0
.
3
3
0
0
.
5
6
6
0
.
0
8
8
N
a
t
i
o
n
a
l
i
sm
1
0
.
2
0
7
2
.
3
5
4
0
.
1
2
5
0
.
3
3
5
I
n
t
e
g
r
i
t
y
1
1
.
4
1
4
1
6
.
6
1
5
0
.
0
0
0
0
.
9
8
3
I
n
d
e
p
e
n
d
e
n
c
e
1
0
.
0
8
6
0
.
8
9
5
0
.
3
4
4
0
.
1
5
7
C
o
o
p
e
r
a
t
i
v
e
1
0
.
0
6
8
0
.
5
8
6
0
.
4
4
4
0
.
1
1
9
3.
6
.
T
he
re
la
t
io
ns
hip
o
f
cha
ra
ct
er
v
a
lues
T
h
e
r
elatio
n
s
h
ip
o
f
ch
a
r
ac
ter
v
alu
es
th
at
ar
e
f
o
r
m
ed
a
n
d
d
e
v
elo
p
ed
i
n
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
,
n
am
ely
r
elig
i
o
u
s
,
n
atio
n
alis
m
,
in
teg
r
ity
,
in
d
ep
e
n
d
en
t,
an
d
c
o
o
p
er
ativ
e
v
alu
es
d
u
r
in
g
th
e
ch
ar
ac
ter
ed
u
ca
tio
n
p
r
o
ce
s
s
ca
n
b
e
id
e
n
tifie
d
t
h
r
o
u
g
h
n
etwo
r
k
an
aly
s
is
.
Netwo
r
k
a
n
aly
s
is
is
ca
r
r
ied
o
u
t
to
d
escr
ib
e
th
e
r
elatio
n
s
h
ip
o
r
r
elatio
n
s
h
ip
b
e
twee
n
th
e
v
alu
es
o
f
th
e
ch
a
r
a
cter
s
th
at
ar
e
f
o
r
m
ed
.
T
h
e
r
es
u
lts
o
f
th
e
an
aly
s
is
ar
e
s
h
o
wn
in
Fig
u
r
e
2
.
Deg
r
e
e
s
h
o
ws
th
at
th
er
e
is
a
n
o
d
e
with
a
h
ig
h
er
d
e
g
r
ee
,
s
o
it
h
a
s
a
h
ig
h
er
ce
n
tr
ality
.
B
etwe
en
n
ess
s
h
o
ws
th
e
n
u
m
b
er
o
f
p
ath
s
b
etwe
en
two
n
o
d
es
th
at
p
ass
th
r
o
u
g
h
a
ce
r
tain
n
o
d
e
ca
n
b
e
in
ter
p
r
eted
as
ce
n
tr
ality
b
etw
ee
n
n
o
d
es.
C
lo
s
en
ess
s
h
o
ws
t
h
e
len
g
th
o
f
th
e
p
ath
f
r
o
m
o
n
e
n
o
d
e
to
an
o
th
er
n
o
d
e
in
th
e
n
etwo
r
k
,
s
o
it is
co
n
s
id
er
ed
th
e
ce
n
tr
ality
o
f
t
h
e
p
r
o
x
im
ity
o
f
th
e
n
o
d
e.
Fig
u
r
e
2
s
h
o
ws
th
at
th
e
ch
ar
ac
ter
v
alu
es
o
f
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
th
at
ar
e
f
o
r
m
ed
an
d
d
ev
elo
p
e
d
d
u
r
in
g
th
e
ch
ar
ac
ter
ed
u
ca
tio
n
p
r
o
ce
s
s
h
av
e
v
alu
es
b
etwe
en
k
in
s
h
ip
,
clo
s
en
ess
,
d
eg
r
ee
,
an
d
ex
p
ec
ted
in
f
lu
e
n
ce
.
T
h
e
s
tatem
en
t
item
s
o
f
r
elig
io
u
s
ch
ar
a
cter
v
alu
es,
n
atio
n
alis
m
,
in
teg
r
ity
,
in
d
ep
e
n
d
en
t
,
an
d
co
o
p
er
ativ
e
h
a
v
e
a
v
alu
e
b
etwe
en
n
ess
o
f
-
1
to
3
.
T
h
e
i
tem
s
o
f
s
tatem
en
ts
o
f
r
elig
io
u
s
ch
ar
ac
ter
v
alu
es,
n
atio
n
alis
m
,
in
teg
r
ity
,
in
d
ep
e
n
d
en
t,
an
d
co
o
p
er
ativ
e
h
av
e
a
c
lo
s
en
ess
v
alu
e
o
f
-
3
to
2
.
T
h
e
s
tatem
en
t
item
s
o
f
r
elig
io
u
s
ch
ar
ac
ter
v
alu
es,
n
at
io
n
alis
m
,
in
teg
r
ity
,
i
n
d
ep
e
n
d
e
n
t,
an
d
co
o
p
er
ativ
e
h
a
v
e
a
v
al
u
e
o
f
d
eg
r
ee
-
2
.
5
to
2
.
5
.
T
h
e
s
tatem
en
t
item
s
o
f
r
elig
io
u
s
,
n
atio
n
alis
m
,
in
teg
r
ity
,
in
d
e
p
en
d
e
n
t,
an
d
co
o
p
er
ati
v
e
v
alu
es
h
av
e
an
ex
p
ec
ted
in
f
l
u
en
ce
v
alu
e
o
f
-
3
to
2
.
T
h
u
s
,
th
e
ch
a
r
ac
ter
v
al
u
es
f
o
r
m
ed
i
n
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
,
clo
s
en
es
s
,
d
eg
r
ee
,
a
n
d
ex
p
ec
tatio
n
o
f
i
n
f
lu
en
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
c
h
a
r
a
cter b
a
s
ed
o
n
g
en
d
er,
g
r
a
d
e
,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
a
tio
n
a
lis
m
,
…
(
A
n
-
N
i
s
a
A
p
r
ia
n
i
)
1923
Fig
u
r
e
2
.
B
etwe
en
n
ess
,
clo
s
en
ess
,
d
eg
r
ee
,
an
d
ex
p
ec
ted
in
f
lu
en
ce
o
f
c
h
ar
ac
ter
v
al
u
es
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
n
et
wo
r
k
an
aly
s
is
,
in
f
o
r
m
atio
n
r
elate
d
to
th
e
ce
n
tr
ality
o
f
ch
ar
ac
ter
v
alu
es
was
o
b
tain
ed
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
.
As
f
o
r
t
h
e
co
r
r
elatio
n
n
etwo
r
k
an
aly
s
is
,
o
b
tain
ed
f
r
o
m
th
e
ce
n
tr
ality
p
lo
t.
T
h
e
m
ea
s
u
r
e
o
f
ce
n
tr
ality
is
b
ased
o
n
th
e
s
h
o
r
test
p
ath
o
f
th
e
n
etwo
r
k
.
T
h
e
s
h
o
r
test
p
ath
is
th
e
m
in
im
u
m
n
u
m
b
er
o
f
n
ec
ess
ar
y
s
tep
s
u
s
ed
to
m
o
v
e
f
r
o
m
o
n
e
n
o
d
e
to
an
o
th
er
.
I
n
th
e
r
esu
l
tin
g
n
etwo
r
k
,
a
ze
r
o
ed
g
e
im
p
lies
a
ze
r
o
co
r
r
elatio
n
.
T
ab
le
1
1
s
h
o
ws th
e
r
esu
lts
o
f
item
an
aly
s
is
f
o
r
ea
c
h
v
a
r
iab
le.
T
o
o
b
tain
co
r
r
elatio
n
in
f
o
r
m
atio
n
b
etwe
en
ch
ar
ac
ter
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
ch
il
d
r
en
,
th
e
r
eg
u
lar
esti
m
atio
n
m
eth
o
d
(
E
B
I
C
g
las
s
o
)
h
as
b
ee
n
u
s
ed
.
E
B
I
C
g
las
s
o
esti
m
ates
a
p
ar
tial
co
r
r
elatio
n
b
etwe
en
all
ch
ar
ac
ter
v
alu
es
in
elem
e
n
tar
y
s
ch
o
o
l
ch
il
d
r
en
wh
o
b
e
co
m
e
v
a
r
iab
les
(
r
elig
io
u
s
,
n
at
io
n
alis
m
,
in
teg
r
ity
,
in
d
ep
en
d
en
t,
a
n
d
c
o
o
p
e
r
ativ
e
)
an
d
r
ed
u
ce
s
th
e
ab
s
o
lu
te
weig
h
t
o
f
ea
ch
v
ar
iab
le
to
ze
r
o
.
As
a
r
esu
lt,
th
e
ed
g
e
weig
h
ts
ar
e
s
lig
h
tly
b
iased
b
u
t
th
e
s
m
all
ed
g
e
weig
h
ts
s
h
r
in
k
to
ex
ac
tly
ze
r
o
.
I
n
E
B
I
C
g
lass
o
,
h
y
p
er
p
ar
am
eter
s
ar
e
s
elec
ted
u
s
in
g
B
ay
esian
in
f
o
r
m
atio
n
cr
iter
io
n
(
B
I
C
)
wh
ich
p
r
o
v
id
es
in
f
o
r
m
atio
n
tak
in
g
in
to
ac
co
u
n
t
th
e
co
m
p
lex
ity
o
f
th
e
m
o
d
el
an
d
t
h
e
f
it
o
f
th
e
m
o
d
el.
T
h
e
E
B
I
C
g
lass
o
n
etwo
r
k
o
n
th
e
c
h
ar
ac
ter
v
alu
es o
f
elem
en
tar
y
s
ch
o
o
l c
h
ild
r
en
is
s
h
o
wn
in
F
ig
u
r
e
3.
An
aly
s
is
o
f
th
e
n
etwo
r
k
o
f
r
elig
io
u
s
v
alu
es,
n
atio
n
alis
m
,
in
teg
r
ity
,
in
d
ep
en
d
en
t,
a
n
d
c
o
o
p
er
ativ
e
,
in
clu
d
in
g
c
h
ar
ac
ter
v
al
u
es
in
elem
en
tar
y
s
ch
o
o
l
c
h
ild
r
en
.
I
n
th
e
n
etwo
r
k
o
f
c
h
ar
ac
ter
v
a
lu
es
,
it
ap
p
ea
r
s
th
at
th
e
lay
o
u
t
o
f
c
h
ar
ac
ter
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
h
as
b
ec
o
m
e
a
co
r
r
elatio
n
n
et
wo
r
k
v
ar
iab
le
.
T
h
is
h
ap
p
en
s
b
ec
a
u
s
e
Fru
ch
tm
an
-
R
ein
g
o
ld
m
ak
es
th
e
lay
o
u
t
o
f
ea
ch
v
ar
iab
le
in
th
e
item
s
ta
tem
en
t.
I
n
n
etwo
r
k
M6
/I
6
,
I
3
/I
5
,
I
3
/G5
,
N3
/N2
,
I
2
/R
1
2
,
G1
/M9
,
R
3
/G1
,
N7
/
N6
,
an
d
N6
/G7
ar
e
th
e
m
o
s
t
p
o
wer
f
u
l
n
etwo
r
k
s
(
s
h
o
wn
in
Fig
u
r
e
3
)
.
I
n
ch
ar
a
cter
v
alu
e
n
etwo
r
k
an
aly
s
is
,
4
5
n
o
d
es
r
e
p
r
esen
t
5
-
ch
a
r
ac
ter
v
alu
es
with
E
B
I
C
-
L
ASSO
r
eg
u
lated
p
ar
tial
co
r
r
elatio
n
.
Po
s
itiv
e
r
elatio
n
s
h
ip
s
an
d
n
eg
ativ
e
r
elatio
n
s
h
ip
s
ar
e
r
ep
r
esen
ted
,
with
wid
er
ed
g
es
r
ep
r
esen
tin
g
s
tr
o
n
g
er
r
elatio
n
s
h
ip
s
.
T
h
e
n
o
d
es
a
r
e
lab
eled
an
d
co
l
o
r
ed
ac
co
r
d
i
n
g
to
th
e
s
tatem
en
t
item
s
th
at
r
ep
r
esen
t th
e
th
eo
r
e
tical
ch
ar
ac
ter
v
alu
es.
T
h
e
n
et
wo
r
k
an
aly
s
i
s
m
eth
o
d
h
a
s
s
u
cc
ee
d
e
d
in
id
en
ti
f
y
i
n
g
th
e
r
el
at
io
n
s
h
ip
b
et
we
en
ch
a
r
ac
te
r
v
alu
es
th
at
d
ev
elo
p
in
e
lem
en
ta
r
y
s
ch
o
o
l
ch
ild
r
en
.
T
h
e
n
et
wo
r
k
an
aly
s
i
s
o
f
th
e
c
h
ar
ac
te
r
v
a
lu
es
o
f
ele
m
en
tar
y
s
ch
o
o
l
ch
ild
r
en
h
as
p
r
o
v
id
ed
a
d
e
ta
il
ed
d
e
s
cr
i
p
tio
n
o
f
t
h
e
r
el
at
io
n
s
h
i
p
b
e
t
wee
n
th
e
i
te
m
s
o
f
r
el
ig
io
u
s
ch
ar
ac
ter
v
a
lu
e
s
,
n
at
io
n
a
li
s
m
,
in
teg
r
it
y
,
in
d
ep
en
d
en
t,
an
d
co
o
p
er
at
iv
e.
T
h
e
ch
ar
ac
ter
v
a
lu
e
s
t
r
u
c
tu
r
e
ap
p
e
ar
s
a
s
i
ter
at
iv
e
r
ela
t
io
n
s
h
ip
s
.
T
h
e
b
a
s
ic
as
s
u
m
p
tio
n
i
s
th
at
th
e
p
h
en
o
m
en
o
n
o
f
ch
ar
ac
ter
v
alu
es
in
e
lem
en
t
ar
y
s
ch
o
o
l
ch
il
d
r
e
n
is
g
en
er
at
ed
b
a
s
ed
o
n
th
e
an
al
y
s
i
s
o
f
r
e
la
t
io
n
s
h
ip
s
b
et
wee
n
en
t
i
ti
es
.
I
t
em
v
alu
es
o
f
c
h
ar
a
ct
er
v
alu
e
s
ar
e
r
ep
r
e
s
en
t
ed
a
s
n
o
d
e
s
,
an
d
th
e
ir
r
e
la
t
io
n
s
h
ip
s
ar
e
r
ep
r
e
s
en
te
d
a
s
l
in
e
s
b
et
we
en
p
air
s
o
f
n
o
d
es
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
1
6
-
1
9
2
9
1924
T
ab
le
11
.
C
en
tr
ality
m
ea
s
u
r
es p
er
v
ar
ia
b
le
N
e
t
w
o
r
k
V
a
r
i
a
b
l
e
B
e
t
w
e
e
n
n
e
ss
C
l
o
se
n
e
ss
S
t
r
e
n
g
t
h
Ex
p
e
c
t
e
d
i
n
f
l
u
e
n
c
e
R1
-
0
.
7
3
2
-
0
.
2
0
9
0
.
1
5
7
0
.
5
4
7
R2
-
1
.
0
9
5
-
1
.
2
1
9
-
1
.
6
8
3
-
2
.
8
1
9
R3
-
0
.
8
6
4
-
1
.
0
8
7
-
1
.
2
8
6
-
0
.
6
6
3
R4
-
0
.
0
0
5
0
.
8
8
1
0
.
4
9
2
-
0
.
0
4
3
R5
-
1
.
0
9
5
-
0
.
9
7
6
-
0
.
9
6
4
-
0
.
0
1
6
R6
0
.
5
5
6
0
.
9
6
7
0
.
4
7
5
1
.
3
7
6
R7
-
0
.
1
3
7
0
.
3
4
8
-
0
.
2
6
0
0
.
5
3
0
R8
0
.
2
2
6
0
.
9
3
9
1
.
0
2
5
1
.
3
0
9
R9
0
.
7
2
1
1
.
1
3
8
0
.
4
3
7
-
0
.
6
6
2
R
1
0
-
0
.
9
9
6
-
.
6
1
0
-
1
.
3
1
6
-
0
.
6
9
6
R
1
1
0
.
3
5
8
-
.
6
8
3
-
0
.
1
5
6
0
.
2
3
1
R
1
2
-
0
.
4
0
1
.
3
3
0
0
.
1
2
2
0
.
8
5
4
N1
-
1
.
0
9
5
-
2
.
8
7
7
-
2
.
3
4
7
-
1
.
3
5
2
N2
1
.
8
1
1
1
.
1
5
3
1
.
0
2
2
-
0
.
1
3
3
N3
2
.
0
0
9
1
.
1
4
5
1
.
0
4
8
1
.
4
1
6
N4
-
0
.
1
0
4
0
.
4
8
9
0
.
4
8
0
-
0
.
0
4
1
N5
0
.
8
8
6
1
.
1
4
1
0
.
7
0
3
1
.
1
6
4
N6
0
.
8
8
6
-
0
.
0
3
1
0
.
8
0
9
0
.
6
5
4
N7
0
.
2
2
6
0
.
3
0
0
0
.
0
1
4
-
1
.
2
0
9
N8
-
0
.
6
3
3
0
.
0
1
8
0
.
2
8
7
0
.
6
0
3
I1
-
0
.
3
6
8
-
0
.
3
1
1
-
0
.
3
7
4
-
1
.
0
7
9
I2
-
0
.
2
6
9
-
0
.
0
2
4
0
.
7
6
4
0
.
9
3
4
I3
3
.
3
9
6
1
.
8
3
6
2
.
2
4
9
1
.
2
1
2
I4
-
0
.
8
6
4
-
1
.
2
7
1
-
1
.
6
6
8
-
0
.
8
0
1
I5
-
1
.
0
9
5
0
.
2
0
3
-
1
.
2
4
4
-
0
.
4
3
2
I6
0
.
2
9
2
0
.
2
3
9
0
.
3
5
2
0
.
9
5
9
I7
-
1
.
0
9
5
-
1
.
3
6
4
-
1
.
2
7
5
-
0
.
8
6
1
I8
-
1
.
0
2
9
-
0
.
3
9
0
0
.
0
2
1
0
.
9
3
7
M1
-
0
.
9
3
0
-
1
.
7
1
7
-
1
.
4
6
3
-
1
.
9
9
9
M2
-
1
.
0
9
5
-
1
.
3
2
2
-
1
.
1
8
4
-
0
.
5
9
7
M3
-
0
.
7
3
2
-
0
.
7
6
8
-
0
.
9
1
4
-
0
.
9
3
1
M4
0
.
9
1
9
1
.
4
5
1
1
.
4
0
2
0
.
1
0
2
M5
1
.
2
5
0
1
.
1
0
9
1
.
3
3
7
1
.
8
2
2
M6
1
.
2
1
7
0
.
8
5
5
0
.
5
8
5
0
.
2
9
9
M7
-
0
.
9
6
3
-
0
.
4
4
6
-
0
.
4
4
7
-
0
.
7
6
7
M8
-
0
.
3
0
2
-
0
.
1
7
8
-
0
.
1
8
5
0
.
0
9
8
M9
0
.
1
2
7
-
0
.
5
9
9
0
.
7
0
1
-
0
.
1
7
1
G1
1
.
1
1
8
0
.
0
0
1
1
.
2
6
0
1
.
8
4
5
G2
-
0
.
6
9
9
-
0
.
2
4
3
-
0
.
4
7
4
-
0
.
0
2
5
G3
-
0
.
4
0
1
-
0
.
4
6
5
-
0
.
5
1
2
-
0
.
3
6
2
G4
-
0
.
8
9
7
-
1
.
1
8
3
-
0
.
3
6
5
-
0
.
1
1
5
G5
-
0
.
0
3
8
0
.
5
8
5
-
0
.
3
1
4
-
1
.
0
9
0
G6
0
.
6
5
5
1
.
4
4
9
0
.
6
3
1
0
.
8
5
8
G7
0
.
4
2
4
0
.
1
4
1
1
.
1
0
9
-
0
.
0
8
5
G8
0
.
8
5
3
1
.
2
4
9
0
.
9
4
8
-
0
.
8
0
3
Fig
u
r
e
3
.
T
h
e
n
etwo
r
k
o
f
ch
ar
ac
ter
v
alu
es,
r
elig
io
u
s
,
n
atio
n
a
lis
m
,
in
teg
r
ity
,
in
d
e
p
en
d
e
n
t,
a
n
d
co
o
p
er
ativ
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
c
h
a
r
a
cter b
a
s
ed
o
n
g
en
d
er,
g
r
a
d
e
,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
a
tio
n
a
lis
m
,
…
(
A
n
-
N
i
s
a
A
p
r
ia
n
i
)
1925
T
h
e
r
elatio
n
s
h
ip
o
f
ch
ar
ac
te
r
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l
c
h
ild
r
en
is
in
s
ep
ar
ab
le
f
r
o
m
th
e
v
alu
e
o
f
r
elig
io
u
s
ch
ar
ac
te
r
.
R
elig
io
s
ity
r
elate
s
to
o
n
e'
s
p
er
s
o
n
al
r
ela
tio
n
s
h
ip
with
Go
d
[2
2
]
.
T
h
e
s
y
s
tem
o
f
v
alu
es
an
d
b
elief
s
th
at
a
ch
ild
b
eliev
es
wi
ll
b
e
o
r
g
an
ized
th
at
s
er
v
e
as
a
m
o
r
al
an
d
s
o
cial
g
u
id
e.
T
h
e
m
o
s
t
im
p
o
r
tan
t
s
ig
n
f
o
r
a
c
h
ild
to
b
e
r
elig
io
u
s
p
r
o
p
er
ly
is
to
b
e
ab
le
to
p
r
ac
ti
ce
th
e
teac
h
in
g
s
o
f
th
e
r
elig
io
n
h
e
a
d
h
er
es
to
in
ev
er
y
d
a
y
life
.
Me
an
wh
ile,
m
o
r
al
co
m
p
eten
ce
an
d
s
p
ir
itu
ality
af
f
ec
t
th
e
d
ev
elo
p
m
en
t
o
f
ch
ild
r
en
'
s
b
eh
av
io
r
[2
3
]
.
I
n
ad
d
itio
n
,
th
er
e
ar
e
f
in
d
in
g
s
th
at
s
h
o
w
a
lin
k
b
et
wee
n
b
eh
av
io
r
s
u
c
h
as
m
o
r
a
l
co
m
p
eten
ce
an
d
s
p
ir
itu
ality
[2
4
]
.
Sp
ir
itu
ality
is
an
im
p
o
r
tan
t
s
o
u
r
ce
o
f
r
e
s
ilien
ce
,
an
ass
e
t
in
d
ea
lin
g
with
n
eg
ativ
e
life
ex
p
er
ien
ce
s
,
a
n
d
ca
n
h
elp
ad
o
lescen
ts
o
v
er
co
m
e
life
'
s
d
if
f
icu
lties
an
d
p
r
o
b
lem
s
in
a
n
a
d
a
p
tiv
e
way
[2
5
]
.
T
h
e
r
elig
io
u
s
v
alu
e
s
h
o
wn
b
y
ele
m
en
tar
y
s
ch
o
o
l
s
tu
d
e
n
ts
is
n
o
t
o
n
ly
lim
ited
to
m
o
r
al
k
n
o
win
g
an
d
m
o
r
al
f
ee
lin
g
b
u
t is alr
ea
d
y
a
h
ab
itu
al
m
o
r
al
ac
tio
n
(
h
a
b
it).
C
h
ild
r
en
wh
o
h
av
e
r
e
l
ig
io
u
s
ch
ar
a
ct
er
v
a
lu
es
w
il
l
h
av
e
th
e
ch
a
r
ac
te
r
v
a
lu
e
s
o
f
n
at
io
n
a
li
s
m
,
in
t
eg
r
i
ty
,
in
d
e
p
en
d
en
t,
an
d
co
o
p
er
a
tiv
e.
Al
l
th
e
s
e
ch
ar
a
ct
er
v
alu
es
w
il
l
b
e
s
e
en
d
u
r
in
g
s
o
cia
l
i
n
t
er
a
ct
io
n
s
.
I
t
is
i
m
p
o
r
t
an
t
to
p
r
o
m
o
te
p
o
s
i
ti
v
e
b
eh
av
i
o
r
o
r
a
tt
itu
d
e
s
to
w
ar
d
s
ch
i
ld
r
en
an
d
f
a
ci
l
ita
te
s
o
c
i
al
in
ter
a
ct
io
n
s
an
d
tr
ad
it
io
n
al
r
el
at
io
n
s
h
ip
s
b
et
w
ee
n
ch
ild
r
en
.
E
v
er
y
ch
i
ld
a
t
a
ce
r
ta
in
ag
e
h
a
s
a
u
n
iq
u
e
c
h
ar
ac
te
r
i
s
ti
c
in
th
e
d
ev
e
lo
p
m
en
t
o
f
h
i
s
ch
ar
a
ct
er
an
d
co
n
t
in
u
es
to
d
ev
elo
p
t
o
war
d
s
a
m
o
r
e
co
m
p
lex
d
i
r
ec
t
io
n
in
ad
o
l
e
s
ce
n
ce
.
Un
iq
u
e
ch
a
r
ac
te
r
s
wi
l
l
em
er
g
e
f
r
o
m
ea
ch
ch
ild
[2
6
]
.
R
e
lig
i
o
s
ity
an
d
n
at
io
n
a
l
is
m
ar
e
im
p
o
r
tan
t
co
m
p
o
n
en
t
s
o
f
th
e
co
l
le
ct
iv
e
m
in
d
o
r
co
l
l
ec
t
iv
e
co
n
s
c
io
u
s
n
e
s
s
,
n
am
e
ly
th
e
u
n
if
y
in
g
f
o
r
c
e
in
s
o
ci
ety
an
d
co
m
m
u
n
i
ti
e
s
[2
7
]
.
T
h
e
r
e
s
u
lt
s
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
th
e
co
o
p
e
r
a
tiv
e
s
h
o
wn
b
y
e
lem
en
tar
y
s
c
h
o
o
l
ch
i
l
d
r
en
i
s
th
e
s
p
ir
i
t
o
f
co
o
p
er
at
io
n
in
s
o
l
v
in
g
p
r
o
b
l
e
m
s
.
T
h
i
s
f
in
d
in
g
i
s
i
n
l
in
e
w
i
th
p
r
e
v
io
u
s
r
e
s
e
ar
ch
th
a
t
ch
i
l
d
r
en
wh
o
d
ev
elo
p
m
o
r
e
em
p
ath
y
t
en
d
to
en
jo
y
f
r
i
en
d
s
h
i
p
wi
th
th
e
ir
p
e
er
s
an
d
s
o
lv
e
p
r
o
b
le
m
s
in
co
o
p
er
a
tio
n
[2
8
]
.
T
h
e
in
d
ep
en
d
en
t o
f
e
lem
en
t
ar
y
s
c
h
o
o
l c
h
i
ld
r
en
s
h
o
w
s
th
at
th
ey
ar
e
ab
l
e
to
b
e
r
e
s
p
o
n
s
ib
l
e
in
e
v
er
y
a
ct
iv
ity
.
T
h
e
ex
is
te
n
ce
o
f
a
r
el
at
io
n
s
h
ip
b
e
tw
ee
n
th
e
v
a
lu
e
s
o
f
ele
m
en
tar
y
s
ch
o
o
l
ch
ar
a
ct
er
s
,
n
a
m
e
ly
r
el
ig
io
u
s
,
n
a
ti
o
n
a
li
s
m
,
in
teg
r
i
t
y
,
in
d
ep
en
d
en
t
,
an
d
co
o
p
er
a
ti
v
e
i
s
th
e
g
o
v
er
n
m
en
t
's
f
o
o
th
o
ld
in
s
tr
en
g
th
en
in
g
in
t
eg
r
a
ted
ch
ar
a
ct
er
ed
u
ca
tio
n
f
o
r
e
lem
en
t
ar
y
s
ch
o
o
l
ch
i
ld
r
en
.
T
h
e
s
e
ch
ar
ac
ter
v
a
lu
e
s
m
u
s
t
b
e
th
e
f
o
cu
s
o
f
tea
ch
er
s
in
in
cu
lc
at
in
g
c
h
ar
a
cte
r
v
a
lu
e
s
in
e
lem
en
tar
y
s
c
h
o
o
l
s
e
ith
er
o
n
a
m
icr
o
o
r
m
ac
r
o
b
a
s
i
s
,
s
o
th
at
ele
m
en
tar
y
s
c
h
o
o
l
ch
i
ld
r
e
n
h
a
v
e
ch
ar
ac
ter
s
tr
en
g
th
.
T
h
e
d
e
v
elo
p
m
en
t
an
d
f
o
r
m
at
io
n
o
f
a
ch
il
d
's
ch
ar
a
ct
er
i
s
in
f
lu
en
c
ed
b
y
m
an
y
f
a
cto
r
s
[
29
]
.
L
o
n
g
-
l
as
t
in
g
b
eh
av
io
r
p
at
ter
n
s
th
a
t
ca
n
b
e
g
en
er
al
iz
ed
in
to
p
er
s
o
n
a
l
ity
ch
ar
a
ct
er
is
t
ic
s
[
30
]
.
Hab
i
ts
a
n
d
ex
a
m
p
l
e
s
t
h
a
t
h
av
e
b
ee
n
in
tr
o
d
u
c
ed
an
d
s
h
o
wn
b
y
t
h
e
t
ea
ch
er
to
th
eir
s
t
u
d
en
t
s
,
ca
u
s
e
s
tu
d
en
t
s
to
f
o
llo
w
wh
a
t
th
e
tea
ch
er
s
e
es
(
m
o
r
a
l
a
ct
io
n
)
.
T
h
e
s
tr
en
g
th
o
f
ch
ar
a
ct
er
v
alu
e
s
p
o
s
s
e
s
s
ed
b
y
ch
ild
r
en
w
i
ll
b
e
th
e
b
a
s
i
s
f
o
r
s
o
ci
al
in
t
e
r
ac
tio
n
in
th
e
s
ch
o
o
l,
c
o
m
m
u
n
i
ty
,
an
d
f
am
ily
en
v
ir
o
n
m
en
t.
I
n
ad
d
i
ti
o
n
,
i
t
c
an
b
e
u
s
ed
in
ad
ap
t
in
g
to
th
e
t
im
e
s
in
th
e
2
1
st
ce
n
tu
r
y
.
Sev
e
r
al
s
tu
d
i
e
s
m
en
tio
n
th
e
co
n
tr
ib
u
t
io
n
o
f
ch
ar
a
ct
er
s
t
r
en
g
th
to
s
tu
d
en
t
s
u
cc
e
s
s
[3
1
]
–
[3
3
]
.
S
tu
d
en
t
s
in
th
e
C
en
t
r
al
J
av
a
P
r
o
v
in
ce
,
esp
ec
ia
lly
in
th
e
a
r
ea
s
o
f
Sl
e
m
an
,
Gu
n
u
n
g
Ki
d
u
l,
Ku
lo
n
Pr
o
g
o
,
B
an
tu
l,
an
d
Yo
g
y
ak
ar
ta
h
av
e
g
o
o
d
ch
ar
a
cte
r
q
u
al
it
ie
s
t
h
at
ca
n
b
e
u
s
ed
as
a
g
u
id
e
in
in
ter
ac
tin
g
wi
th
an
y
o
n
e
an
d
a
ca
d
e
m
i
c
im
p
r
o
v
e
m
en
t
.
T
h
e
B
u
s
in
e
s
s
an
d
I
n
d
u
s
tr
y
Ad
v
i
s
o
r
y
C
o
m
m
it
te
e
to
t
h
e
O
E
C
D
Su
r
v
ey
r
ev
ea
l
s
th
at
in
th
i
s
co
m
p
l
ex
wo
r
l
d
,
en
tr
ep
r
en
eu
r
s
ar
e
in
cr
ea
s
i
n
g
ly
aw
ar
e
o
f
th
e
im
p
o
r
tan
ce
o
f
ch
ar
ac
ter
q
u
al
ity
[3
4
]
.
Hav
in
g
g
o
o
d
c
h
ar
ac
t
er
q
u
a
li
ti
e
s
m
ak
e
s
ele
m
en
tar
y
s
ch
o
o
l
ch
ild
r
en
a
b
le
to
f
ac
e
th
e
d
ev
elo
p
m
en
t
s
o
f
th
e
2
1
st
ce
n
tu
r
y
.
T
h
er
e
ar
e
at
l
ea
s
t
th
r
e
e
ca
t
eg
o
r
ie
s
o
f
s
k
i
ll
s
n
ee
d
ed
,
n
a
m
ely
l
it
er
a
cy
,
co
m
p
e
te
n
ce
,
an
d
q
u
al
i
ty
o
f
ch
a
r
ac
te
r
[
1
4
]
.
4.
CO
NCLU
SS
I
O
N
T
h
e
r
esear
ch
f
in
d
in
g
s
s
h
o
w
t
h
at
th
er
e
is
a
cl
o
s
e
r
elatio
n
s
h
ip
o
r
c
o
n
n
ec
tio
n
b
etwe
en
th
e
v
alu
es
o
f
r
elig
io
u
s
ch
ar
ac
ter
,
n
atio
n
alis
m
,
in
teg
r
ity
,
i
n
d
ep
e
n
d
en
ce
an
d
co
o
p
er
ativ
e
.
T
h
u
s
,
th
e
ch
ar
ac
ter
v
alu
es
f
o
r
m
ed
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
,
clo
s
en
ess
,
d
eg
r
ee
an
d
ex
p
ec
t
atio
n
o
f
in
f
lu
en
ce
.
R
elig
io
u
s
ch
ar
ac
ter
v
alu
es
h
a
v
e
an
im
p
ac
t
o
n
in
c
r
ea
s
in
g
o
th
er
c
h
ar
ac
ter
v
alu
es,
s
o
th
at
t
h
e
in
f
l
u
en
ce
o
f
th
ese
f
o
u
r
-
c
h
ar
ac
ter
v
al
u
es
m
u
s
t
b
e
co
n
s
id
er
ed
.
T
h
ese
ch
ar
ac
ter
v
alu
es
p
lay
a
d
o
m
i
n
an
t
r
o
le
i
n
s
h
ap
in
g
th
e
d
aily
b
eh
av
io
r
o
f
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
.
Un
iq
u
e
ch
a
r
ac
ter
v
alu
es
s
u
p
p
o
r
t
th
e
b
ir
th
o
f
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
wh
o
ar
e
r
ea
d
y
to
f
ac
e
2
1
st
ce
n
tu
r
y
s
k
ills
.
E
lem
en
tar
y
s
ch
o
o
l
ch
ild
r
e
n
will
s
ee
k
in
f
o
r
m
atio
n
,
n
o
t
b
e
g
iv
en
in
f
o
r
m
atio
n
,
b
ec
au
s
e
th
e
2
1
st
ce
n
tu
r
y
is
th
e
in
f
o
r
m
ati
o
n
ag
e.
T
h
e
ch
ar
ac
ter
q
u
ality
o
f
ea
ch
ch
ild
is
th
e
h
allm
ar
k
o
f
a
s
u
p
e
r
io
r
g
en
e
r
atio
n
.
Ge
n
d
er
d
if
f
e
r
en
ce
s
i
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
ch
ar
ac
ter
v
alu
es
in
elem
en
tar
y
s
ch
o
o
l c
h
ild
r
e
n
s
h
o
u
ld
b
e
in
v
esti
g
ated
in
f
u
tu
r
e
r
esear
ch
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
g
r
atef
u
lly
ac
k
n
o
wled
g
e
th
e
f
in
an
cial
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
Un
iv
e
r
s
itas
Alm
a
Ata
an
d
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
C
u
ltu
r
e,
R
esear
ch
,
a
n
d
T
ec
h
n
o
l
o
g
y
o
f
I
n
d
o
n
esia
f
o
r
th
is
r
esea
r
ch
p
r
o
ject
e
n
titl
ed
“
Stu
d
en
ts
’
ch
ar
ac
te
r
b
ased
o
n
g
en
d
er
,
g
r
a
d
e,
a
n
d
s
ch
o
o
l:
r
elig
io
u
s
,
n
atio
n
alis
m
,
in
teg
r
it
y
,
in
d
ep
en
d
en
t
an
d
co
o
p
er
ativ
e.
”
T
h
is
s
u
p
p
o
r
t
h
a
s
b
ee
n
in
s
tr
u
m
en
tal
in
th
e
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
f
th
is
s
tu
d
y
.
W
e
ex
ten
d
o
u
r
s
in
ce
r
e
ap
p
r
ec
iatio
n
f
o
r
t
h
eir
c
o
m
m
itm
en
t to
a
d
v
an
cin
g
ed
u
c
atio
n
al
r
esear
ch
.
Evaluation Warning : The document was created with Spire.PDF for Python.