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p
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p
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to
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m
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ag
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tr
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.
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f
ac
to
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s
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x
ter
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s
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ess
o
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s
,
lik
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o
m
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in
s
tab
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an
d
s
o
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r
est
r
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s
,
also
p
la
y
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r
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le.
So
cial
in
ter
ac
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s
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s
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s
h
ip
s
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p
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f
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,
also
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A
s
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s
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ca
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f
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t
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tu
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’
em
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ti
o
n
s
.
T
h
e
d
if
f
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lty
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in
tak
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all
th
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f
ac
to
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s
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to
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t w
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a
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tio
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p
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f
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an
d
its
ch
a
n
g
es o
v
er
tim
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Ser
d
iu
k
et
a
l.
[
1
]
id
e
n
tifie
d
s
er
io
u
s
g
ap
s
an
d
in
s
u
f
f
icien
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p
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f
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ca
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.
Ho
wev
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,
T
az
h
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v
a
et
a
l.
[
2
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n
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th
at
in
n
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v
ativ
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p
r
o
ce
s
s
es
ca
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s
u
cc
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lly
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elp
s
tu
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to
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an
d
ch
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g
e
th
eir
a
p
p
r
o
ac
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itio
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al
lear
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I
t
is
im
p
o
r
ta
n
t
to
s
tu
d
y
th
e
c
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an
g
es
in
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’
ap
p
r
o
ac
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ad
itio
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lear
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g
in
th
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co
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tex
t
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f
th
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in
tr
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d
u
ctio
n
o
f
d
is
tan
ce
lear
n
in
g
.
W
an
g
et
a
l.
[
3
]
n
o
te
th
at
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
h
as
led
to
i
n
cr
ea
s
ed
lev
els o
f
s
tr
ess
an
d
d
ep
r
ess
io
n
in
th
e
co
m
m
u
n
ity
.
R
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
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I
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J
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Vo
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4
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4
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Au
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3
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by
Pra
m
u
k
ti
et
a
l.
[
4
]
em
p
h
a
s
izes
th
e
n
eg
ativ
e
im
p
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t
o
f
t
h
e
p
an
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ic
o
n
th
e
m
en
tal
h
ea
lth
o
f
u
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iv
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s
ity
s
tu
d
en
ts
.
I
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tu
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W
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et
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[
5
]
p
o
i
n
t
o
u
t
th
e
p
r
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f
o
u
n
d
im
p
ac
t
o
f
th
e
p
an
d
em
ic
o
n
co
lleg
e
s
tu
d
en
ts
,
esp
ec
ially
o
n
p
eo
p
le
with
m
e
n
tal
d
is
o
r
d
er
s
wh
o
ar
e
m
o
r
e
v
u
ln
er
ab
le.
Kec
o
jev
ic
et
a
l.
[
6
]
s
u
g
g
est
th
at
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
was
a
p
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io
d
o
f
d
if
f
icu
lty
f
o
r
co
lleg
e
s
tu
d
en
ts
.
Gir
m
ay
an
d
Sin
g
h
[
7
]
em
p
h
asize
th
e
f
ac
t
th
at
lo
n
elin
ess
an
d
s
o
cial
is
o
latio
n
ca
n
h
av
e
a
n
e
g
ativ
e
im
p
ac
t
o
n
b
o
th
m
en
tal
an
d
p
h
y
s
ical
h
ea
lth
o
f
an
in
d
iv
id
u
al.
L
a
b
r
ag
u
e
et
a
l.
[
8
]
n
o
te
h
ig
h
lev
els
o
f
l
o
n
elin
ess
am
o
n
g
s
tu
d
en
ts
d
u
r
i
n
g
th
e
co
r
o
n
av
i
r
u
s
p
an
d
em
ic.
Fu
r
th
er
m
o
r
e,
Vasileio
u
et
a
l.
[
9
]
ar
g
u
es
th
at
s
tr
ateg
ies
to
co
m
b
at
l
o
n
elin
es
s
s
h
o
u
ld
co
n
s
id
er
co
n
tex
tu
al
c
o
n
s
tr
ain
ts
an
d
o
p
p
o
r
tu
n
ities
,
av
aila
b
ilit
y
o
f
s
o
c
ial
r
eso
u
r
ce
s
,
an
d
in
d
iv
id
u
al
n
ee
d
s
an
d
r
eso
u
r
ce
s
.
Ph
illi
p
s
et
a
l.
[
1
0
]
p
o
in
ts
to
th
e
f
r
ag
m
en
tatio
n
o
f
th
e
s
p
ac
es
in
wh
ich
s
tu
d
en
ts
liv
e
an
d
s
tu
d
y
,
lead
in
g
to
d
is
r
u
p
ted
s
o
cial
in
ter
ac
tio
n
s
a
n
d
r
elatio
n
s
h
ip
s
.
I
t
is
im
p
o
r
ta
n
t
to
s
tu
d
y
th
e
m
ec
h
an
is
m
s
o
f
ad
ap
tatio
n
to
s
o
cial
is
o
latio
n
,
as we
ll a
s
th
e
ef
f
ec
tiv
en
ess
o
f
d
if
f
e
r
en
t stra
teg
ies f
o
r
co
p
i
n
g
with
lo
n
elin
ess
.
So
n
et
a
l.
[
1
1
]
e
m
p
h
asize
th
a
t
th
e
g
lo
b
al
p
a
n
d
em
ic
h
as
h
ad
a
s
ig
n
if
ican
t
d
etr
im
en
tal
im
p
ac
t
o
n
t
h
e
m
en
tal
h
ea
lth
o
f
s
tu
d
e
n
ts
in
th
e
Un
ited
States
,
in
ten
s
if
y
in
g
s
tr
ess
an
d
an
x
iet
y
as
a
r
es
u
lt
o
f
th
e
en
f
o
r
ce
d
is
o
latio
n
.
Similar
ly
,
T
am
u
r
a
et
a
l.
[
1
2
]
em
p
h
asize
th
at
a
r
ed
u
ctio
n
in
p
h
y
s
ical
ac
tiv
ity
an
d
a
lim
itatio
n
o
f
s
o
cial
in
ter
ac
tio
n
a
m
o
n
g
J
ap
an
ese
s
tu
d
en
ts
h
a
v
e
h
a
d
a
d
etr
im
en
tal
im
p
ac
t
o
n
th
eir
e
m
o
tio
n
al
well
-
b
ei
n
g
.
Do
n
g
an
d
B
o
u
ey
[
1
3
]
d
is
cu
s
s
th
e
p
u
b
lic
m
en
tal
h
ea
lth
cr
is
is
in
C
h
in
a,
estab
li
s
h
in
g
a
co
r
r
elatio
n
b
etwe
en
p
an
d
em
ic
-
in
d
u
ce
d
is
o
latio
n
a
n
d
in
cr
ea
s
ed
p
s
y
ch
o
lo
g
ical
d
i
s
tr
ess
.
Ku
m
ar
an
d
So
m
a
n
i
[
1
4
]
also
h
ig
h
lig
h
t
th
e
em
er
g
en
ce
o
f
h
eig
h
ten
ed
an
x
i
ety
an
d
o
b
s
ess
iv
e
-
co
m
p
u
ls
iv
e
b
eh
a
v
io
r
s
d
u
r
in
g
th
e
p
a
n
d
em
ic,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
ef
f
ec
tiv
e
c
o
p
in
g
s
tr
ateg
ies
f
o
r
s
tu
d
en
ts
.
Ács
e
t
a
l.
[
1
5
]
r
ep
o
r
t
th
at
a
m
o
n
g
H
u
n
g
ar
ian
s
tu
d
en
ts
,
a
s
ig
n
if
ican
t
r
ed
u
ctio
n
in
p
h
y
s
i
ca
l
ac
tiv
ity
was
o
b
s
er
v
ed
as
a
co
n
s
eq
u
en
ce
o
f
is
o
latio
n
,
wh
ich
in
tu
r
n
af
f
ec
ted
th
eir
m
en
tal
h
ea
lth
.
Prim
e
et
a
l.
[
1
6
]
ad
d
itio
n
ally
p
o
s
it
th
at
f
am
ily
well
-
b
ein
g
a
n
d
r
esil
i
en
ce
ar
e
p
iv
o
tal
in
en
ab
lin
g
s
tu
d
e
n
ts
to
co
p
e
wit
h
p
an
d
e
m
ic
-
in
d
u
ce
d
s
tr
ess
o
r
s
.
I
n
p
r
e
v
io
u
s
s
tu
d
y
,
Go
o
s
s
en
s
[
1
7
]
e
x
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
lo
n
elin
e
s
s
an
d
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
a
d
o
lescen
ce
.
T
h
eir
f
i
n
d
in
g
s
in
d
icate
th
at
is
o
latio
n
ex
ac
er
b
ates
f
ee
lin
g
s
o
f
lo
n
elin
ess
an
d
h
as
a
d
etr
im
en
tal
im
p
ac
t
o
n
m
en
tal
h
e
alth
.
Ad
d
itio
n
ally
,
R
o
d
r
íg
u
ez
-
L
ar
r
ad
et
a
l.
[
1
8
]
ex
am
in
e
h
o
w
Sp
a
n
is
h
s
tu
d
en
ts
ex
p
er
ien
ce
d
d
ec
lin
es
in
p
h
y
s
ical
ac
tiv
ity
an
d
in
cr
ea
s
ed
s
ed
en
tar
y
b
eh
av
i
o
r
,
with
n
o
tab
le
g
e
n
d
er
-
b
ased
d
if
f
er
en
ce
s
in
co
p
i
n
g
m
ec
h
an
is
m
s
.
T
h
is
r
esear
ch
s
tu
d
y
will
an
al
y
ze
an
d
id
e
n
tify
th
e
m
ain
f
a
cto
r
s
th
at
in
f
lu
en
ce
s
tu
d
e
n
ts
’
em
o
tio
n
al
s
tate
d
u
r
in
g
th
e
p
e
r
io
d
o
f
s
elf
-
is
o
latio
n
ca
u
s
ed
b
y
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
wh
ic
h
in
clu
d
es
ex
am
in
in
g
th
e
im
p
ac
t
o
f
s
o
cial
in
ter
ac
tio
n
s
s
u
ch
as
co
n
tact
with
f
a
m
ily
,
f
r
ien
d
s
an
d
teac
h
e
r
s
o
n
s
tu
d
e
n
ts
’
em
o
tio
n
al
s
tate.
T
h
u
s
,
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
e
n
co
m
p
ass
:
i)
an
aly
zin
g
t
h
e
em
o
tio
n
al
s
tate
o
f
s
tu
d
en
ts
d
u
r
i
n
g
a
p
er
io
d
o
f
s
elf
-
is
o
latio
n
;
ii)
id
en
tify
in
g
t
h
e
f
ac
to
r
s
th
at
h
av
e
th
e
g
r
ea
te
s
t
im
p
ac
t
o
n
th
e
em
o
tio
n
al
p
r
o
f
ile
o
f
s
tu
d
en
ts
in
s
elf
-
is
o
latio
n
;
an
d
iii)
an
in
v
esti
g
atio
n
in
to
th
e
s
tr
ateg
ies
s
tu
d
en
ts
u
s
e
to
m
an
ag
e
th
e
ir
em
o
tio
n
s
d
u
r
i
n
g
p
er
io
d
s
o
f
s
elf
-
is
o
latio
n
.
2.
M
E
T
H
O
D
W
ith
in
th
e
f
r
am
ewo
r
k
o
f
th
is
s
cien
tific
r
esear
ch
,
co
n
d
u
cted
f
r
o
m
1
5
-
Ap
r
il
-
20
2
4
to
2
5
-
Ap
r
il
-
20
2
4
in
Ast
an
a
b
ased
o
n
L
.
N.
Gu
m
il
y
o
v
E
u
r
asian
Natio
n
al
Un
iv
e
r
s
ity
,
two
s
u
r
v
ey
s
wer
e
u
s
ed
to
co
llect
em
p
ir
ical
d
ata.
T
h
e
to
tal
s
am
p
le
was
1
0
0
r
esp
o
n
d
e
n
ts
ag
ed
1
8
to
2
5
y
ea
r
s
,
in
clu
d
in
g
b
o
th
wo
m
en
(
1
8
to
2
5
y
ea
r
s
)
an
d
m
en
(
1
8
to
2
4
y
ea
r
s
)
.
T
h
e
s
u
r
v
ey
s
aim
ed
to
id
en
tify
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
em
o
tio
n
al
s
tate
d
u
r
in
g
s
elf
-
is
o
latio
n
,
s
u
ch
as
lev
els
o
f
s
o
cial
s
u
p
p
o
r
t,
em
o
tio
n
-
r
eg
u
latio
n
m
eth
o
d
s
,
a
n
d
p
er
ce
p
tio
n
s
o
f
p
s
y
ch
o
lo
g
ical
co
m
f
o
r
t.
T
h
e
r
eliab
ilit
y
o
f
th
e
s
u
r
v
ey
was
co
n
f
ir
m
ed
th
r
o
u
g
h
th
e
u
s
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es,
wh
ich
ex
ce
ed
ed
0
.
7
0
,
i
n
d
icatin
g
a
h
i
g
h
lev
el
o
f
in
te
r
n
al
co
n
s
is
ten
cy
ac
r
o
s
s
item
s
.
T
h
e
q
u
esti
o
n
n
air
es
em
p
lo
y
ed
i
n
th
is
s
tu
d
y
wer
e
ad
ap
te
d
f
r
o
m
estab
lis
h
ed
in
s
tr
u
m
en
ts
u
tili
ze
d
in
p
s
y
ch
o
lo
g
ical
r
esear
c
h
,
th
er
eb
y
en
s
u
r
in
g
th
eir
r
elev
an
ce
an
d
ap
p
r
o
p
r
ia
ten
ess
f
o
r
th
e
ta
r
g
et
p
o
p
u
lati
o
n
.
T
h
e
v
alid
ity
o
f
th
e
s
u
r
v
e
y
s
was
estab
lis
h
ed
th
r
o
u
g
h
ex
p
er
t r
ev
iews,
wh
ich
co
n
f
ir
m
e
d
th
at
th
e
item
s
ef
f
ec
tiv
ely
m
ea
s
u
r
ed
th
e
co
n
s
tr
u
cts
o
f
in
ter
est.
T
h
e
f
ir
s
t su
r
v
ey
f
o
cu
s
ed
o
n
ex
am
in
in
g
th
e
im
p
ac
t o
f
s
o
cial
s
u
p
p
o
r
t o
n
s
tu
d
en
ts
’
em
o
tio
n
al
s
tate.
T
h
e
f
ir
s
t
s
u
r
v
ey
q
u
esti
o
n
s
wer
e
cl
o
s
ed
-
en
d
ed
(
s
u
r
v
ey
p
ar
ticip
an
ts
h
ad
to
c
h
o
o
s
e
a
“Ye
s
”
o
r
“
No
”
an
s
wer
f
o
r
ea
ch
q
u
esti
o
n
d
ep
en
d
in
g
o
n
th
eir
o
p
in
io
n
)
.
T
h
is
i
n
clu
d
ed
q
u
esti
o
n
s
ab
o
u
t
th
e
f
r
e
q
u
en
c
y
an
d
t
y
p
e
o
f
s
u
p
p
o
r
t
th
ey
r
ec
eiv
ed
f
r
o
m
f
am
ily
,
f
r
ien
d
s
an
d
teac
h
er
s
,
as
well
as
th
eir
p
er
ce
p
tio
n
s
o
f
th
is
s
u
p
p
o
r
t
a
n
d
its
im
p
ac
t
o
n
th
eir
o
v
er
all
em
o
tio
n
al
well
-
b
ein
g
.
T
h
e
f
ir
s
t
s
u
r
v
ey
in
clu
d
ed
t
h
e
f
o
llo
win
g
q
u
esti
o
n
s
:
i)
Did
f
am
ily
m
em
b
er
s
p
r
o
v
id
e
y
o
u
with
em
o
tio
n
al
s
u
p
p
o
r
t
d
u
r
in
g
y
o
u
r
s
elf
-
is
o
latio
n
?
;
ii)
Did
y
o
u
f
ee
l
s
u
p
p
o
r
t
ed
b
y
y
o
u
r
f
r
ien
d
s
d
u
r
in
g
th
e
p
er
io
d
o
f
s
elf
-
is
o
la
tio
n
?
;
iii)
Did
y
o
u
f
ee
l
t
h
at
y
o
u
r
teac
h
er
s
s
h
o
wed
co
n
ce
r
n
f
o
r
y
o
u
r
em
o
tio
n
al
s
tate
wh
en
y
o
u
wer
e
s
elf
-
is
o
lated
?
;
iv
)
Did
h
a
v
in
g
s
o
cial
s
u
p
p
o
r
t
h
elp
y
o
u
c
o
p
e
with
f
e
elin
g
s
o
f
lo
n
elin
ess
d
u
r
in
g
th
e
p
er
i
o
d
o
f
s
elf
-
is
o
latio
n
?
;
v
)
Do
y
o
u
f
ee
l
th
at
s
o
ci
al
s
u
p
p
o
r
t
in
f
lu
en
ce
d
y
o
u
r
em
o
tio
n
al
well
-
b
ein
g
wh
en
y
o
u
wer
e
s
elf
-
is
o
lated
?
;
an
d
v
i)
Did
y
o
u
r
em
o
tio
n
al
well
-
b
ein
g
im
p
r
o
v
e
as
a
r
esu
l
t
o
f
in
ter
ac
tio
n
a
n
d
s
u
p
p
o
r
t f
r
o
m
r
elativ
es d
u
r
in
g
p
er
io
d
s
o
f
s
o
cial
is
o
latio
n
?
An
ad
d
itio
n
al
s
u
r
v
e
y
o
f
s
tu
d
e
n
ts
was
co
n
d
u
cted
.
Stu
d
en
ts
wer
e
p
r
esen
ted
with
q
u
esti
o
n
s
ab
o
u
t
th
e
u
s
e
o
f
v
a
r
io
u
s
m
eth
o
d
s
o
f
e
m
o
tio
n
al
s
elf
-
r
eg
u
latio
n
d
u
r
i
n
g
s
elf
-
is
o
latio
n
,
s
u
ch
as
m
e
d
itatio
n
,
b
r
ea
t
h
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mo
tio
n
a
l p
r
o
file o
f le
a
r
n
ers
in
s
elf
-
is
o
la
tio
n
p
erio
d
(
Zh
a
n
a
r
g
u
l Ku
r
ma
n
g
a
liyev
a
)
3195
ex
er
cises
,
s
p
o
r
ts
an
d
cr
ea
tiv
e
ac
tiv
ities
.
T
h
e
q
u
esti
o
n
s
o
n
th
is
s
u
r
v
ey
wer
e
also
clo
s
ed
-
e
n
d
ed
:
i)
Hav
e
y
o
u
en
g
ag
ed
i
n
m
ed
itatio
n
to
s
elf
-
r
eg
u
late
y
o
u
r
em
o
tio
n
s
?
;
ii)
Hav
e
y
o
u
p
r
ac
ticed
b
r
ea
th
in
g
ex
er
cises
to
co
n
tr
o
l
y
o
u
r
em
o
tio
n
s
?
;
iii)
Hav
e
y
o
u
m
ad
e
tim
e
f
o
r
s
p
o
r
ts
(
ex
er
cise)
to
im
p
r
o
v
e
y
o
u
r
e
m
o
tio
n
al
well
-
b
ein
g
?
;
iv
)
Hav
e
y
o
u
en
g
ag
ed
in
cr
ea
tiv
e
ac
tiv
ities
(
e.
g
.
,
d
r
awin
g
,
m
u
s
ic,
an
d
wr
itin
g
)
to
r
eg
u
lat
e
y
o
u
r
em
o
tio
n
s
?
;
an
d
v
)
W
er
e
th
e
m
e
th
o
d
s
y
o
u
u
s
e
d
to
s
e
lf
-
r
e
g
u
la
te
y
o
u
r
em
o
tio
n
s
d
u
r
i
n
g
t
h
e
p
e
r
i
o
d
o
f
s
el
f
-
is
o
l
ati
o
n
ef
f
e
cti
v
e
?
Data
f
r
o
m
b
o
th
s
u
r
v
ey
s
wer
e
an
aly
ze
d
to
d
eter
m
i
n
e
th
e
p
o
p
u
lar
ity
a
n
d
ef
f
ec
tiv
e
n
ess
o
f
v
ar
io
u
s
em
o
tio
n
s
elf
-
r
eg
u
latio
n
m
et
h
o
d
s
am
o
n
g
s
tu
d
en
ts
,
al
o
n
g
with
th
e
q
u
ality
o
f
s
o
ci
al
s
u
p
p
o
r
t
d
u
r
in
g
s
elf
-
is
o
latio
n
.
T
h
e
r
esu
lts
p
r
o
v
id
ed
in
s
ig
h
ts
in
to
th
e
m
o
s
t
c
o
m
m
o
n
an
d
ef
f
ec
tiv
e
s
elf
-
r
eg
u
latio
n
tech
n
i
q
u
es.
Ad
d
itio
n
ally
,
th
e
y
h
ig
h
lig
h
ted
p
o
ten
tial a
r
ea
s
f
o
r
en
h
a
n
cin
g
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
s
elf
-
is
o
latio
n
.
3.
RE
SU
L
T
S
3
.
1
.
T
he
r
o
l
e
o
f
ps
y
ch
o
l
o
g
ic
a
l
a
nd
s
o
ci
a
l
c
o
n
t
e
x
t
in s
h
a
pin
g
le
a
rn
er
s
’
e
mo
t
i
o
n
a
l
r
ea
c
t
i
o
ns
t
o
s
el
f
-
is
o
l
a
t
io
n
T
h
e
p
a
n
d
em
ic
was
a
s
ig
n
if
ican
t
s
tr
ess
o
r
f
o
r
s
tu
d
en
ts
,
with
co
n
ce
r
n
s
o
v
e
r
h
ea
lth
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
an
d
u
n
ce
r
tain
ty
ab
o
u
t
th
e
f
u
tu
r
e
d
r
iv
in
g
s
tr
ess
lev
els
[
1
9
]
,
[
2
0
]
.
On
li
n
e
lear
n
in
g
ca
u
s
ed
em
o
tio
n
al
d
is
tr
ess
b
y
elim
in
a
tin
g
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
an
d
d
is
r
u
p
tin
g
d
aily
r
o
u
tin
es.
T
h
e
p
r
o
v
is
io
n
o
f
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
f
am
il
y
,
f
r
ie
n
d
s
,
an
d
teac
h
e
r
s
was
id
en
tifie
d
as
a
k
ey
f
ac
to
r
in
m
ain
tain
in
g
s
tu
d
e
n
ts
’
em
o
tio
n
al
s
tab
ilit
y
[
2
1
]
,
[
2
2
]
.
T
h
o
s
e
wh
o
r
ec
eiv
ed
e
m
o
tio
n
al
s
u
p
p
o
r
t
ex
h
ib
ited
lo
wer
s
tr
ess
lev
els,
d
im
in
is
h
ed
f
ee
lin
g
s
o
f
lo
n
elin
ess
,
an
d
an
en
h
a
n
ce
d
s
en
s
e
o
f
well
-
b
ein
g
[
2
3
]
.
T
o
m
a
n
ag
e
s
t
r
ess
,
s
tu
d
e
n
ts
em
p
l
o
y
e
d
a
v
a
r
ie
ty
o
f
te
ch
n
i
q
u
es,
i
n
c
lu
d
i
n
g
m
e
d
it
ati
o
n
,
b
r
e
at
h
i
n
g
ex
er
cises
,
p
h
y
s
ic
al
a
cti
v
it
y
,
a
n
d
cr
ea
ti
v
e
p
u
r
s
u
its
.
T
h
e
m
o
s
t
f
r
eq
u
en
tly
m
eth
o
d
was
b
r
ea
th
i
n
g
ex
er
cises
,
wh
ich
wer
e
lik
ely
p
r
ef
e
r
r
ed
d
u
e
to
t
h
eir
ac
ce
s
s
ib
ilit
y
an
d
im
m
ed
i
ate
ef
f
ec
t.
W
h
ile
m
ed
itatio
n
a
n
d
c
r
ea
tiv
e
ac
tiv
ities
wer
e
em
p
lo
y
e
d
less
f
r
eq
u
en
tl
y
,
th
ey
n
ev
e
r
th
eless
p
r
o
v
i
d
ed
em
o
tio
n
al
r
elief
to
th
o
s
e
wh
o
en
g
a
g
ed
i
n
th
em
[
2
4
]
,
[
2
5
]
.
O
n
li
n
e
le
ar
n
i
n
g
,
al
th
o
u
g
h
o
f
f
er
i
n
g
f
le
x
i
b
i
lit
y
,
r
e
s
u
lt
ed
i
n
s
c
r
ee
n
f
a
ti
g
u
e,
d
is
r
u
p
te
d
d
a
il
y
r
o
u
ti
n
es,
an
d
r
ed
u
ce
d
p
h
y
s
ic
al
ac
ti
v
it
y
,
wh
i
ch
h
a
d
a
d
et
r
im
e
n
ta
l i
m
p
a
c
t
o
n
s
t
u
d
e
n
ts
’
m
e
n
t
al
a
n
d
p
h
y
s
ical
h
e
alt
h
[
2
6
]
.
No
twith
s
tan
d
in
g
th
e
af
o
r
e
m
e
n
tio
n
ed
c
h
allen
g
es,
a
s
u
b
s
et
o
f
s
tu
d
en
ts
id
e
n
tifie
d
f
av
o
r
ab
le
elem
en
ts
with
in
th
e
co
n
tex
t
o
f
s
elf
-
is
o
l
atio
n
.
T
h
ese
in
clu
d
ed
th
e
o
p
p
o
r
tu
n
ity
to
s
p
en
d
in
cr
ea
s
ed
tim
e
with
f
am
ily
an
d
th
e
ch
an
ce
to
p
u
r
s
u
e
p
er
s
o
n
al
in
ter
ests
an
d
en
g
ag
e
in
p
er
s
o
n
al
d
ev
elo
p
m
en
t
ac
tiv
iti
es.
T
h
e
p
er
io
d
o
f
s
elf
-
is
o
latio
n
p
r
o
v
id
e
d
an
o
p
p
o
r
tu
n
ity
f
o
r
in
tr
o
s
p
ec
tio
n
a
n
d
im
m
er
s
io
n
in
p
e
r
s
o
n
al
in
ter
es
ts
,
wh
ich
h
as
b
ee
n
lin
k
ed
to
ce
r
tain
p
s
y
ch
o
l
o
g
i
ca
l
b
en
ef
its
.
T
h
e
u
tili
za
tio
n
o
f
co
n
tem
p
o
r
ar
y
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
en
ab
led
s
tu
d
en
ts
to
r
em
ain
en
g
ag
ed
with
th
eir
s
o
cial
n
etwo
r
k
s
,
th
er
eb
y
m
itig
atin
g
f
ee
lin
g
s
o
f
lo
n
elin
ess
.
I
t
is
wo
r
th
n
o
tin
g
th
e
im
p
o
r
tan
ce
o
f
ad
ap
tatio
n
m
ec
h
a
n
is
m
s
to
s
o
cial
is
o
latio
n
,
wh
ich
m
a
y
in
clu
d
e
v
ar
io
u
s
s
tr
ateg
ies
an
d
b
eh
av
io
r
al
ad
ap
tatio
n
s
th
at
h
elp
in
d
iv
id
u
als
co
p
e
with
th
e
lack
o
f
s
o
cial
co
n
tact
an
d
m
ain
tain
th
eir
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
,
as in
Fig
u
r
e
1
.
Stu
d
en
ts
ca
n
u
s
e
m
o
d
er
n
co
m
m
u
n
icatio
n
tec
h
n
o
lo
g
ies
s
u
ch
as
v
id
eo
ca
lls
,
tex
t
m
ess
ag
in
g
an
d
s
o
cial
m
ed
ia
p
latf
o
r
m
s
to
k
ee
p
in
t
o
u
ch
with
th
eir
s
o
cial
n
etwo
r
k
,
in
clu
d
in
g
f
r
ien
d
s
,
f
am
il
y
an
d
co
lleag
u
es.
T
h
is
h
elp
s
to
r
e
d
u
ce
f
ee
lin
g
s
o
f
lo
n
elin
ess
an
d
is
o
latio
n
,
wh
ich
is
an
im
p
o
r
tan
t
asp
ec
t
o
f
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
.
T
im
e
th
at
was
p
r
e
v
io
u
s
ly
o
cc
u
p
ied
with
s
o
cial
ac
tiv
ities
ca
n
b
e
u
tili
ze
d
to
lea
r
n
n
ew
s
k
ills
,
liter
ar
y
cr
ea
tio
n
s
,
ex
er
cise o
r
cr
ea
tiv
e
ac
tiv
ities
.
Fig
u
r
e
1
.
Me
ch
a
n
is
m
s
co
n
tr
ib
u
tin
g
to
s
tu
d
e
n
ts
’
ad
ap
tatio
n
t
o
s
o
cial
ex
clu
s
io
n
C
r
ea
tin
g
a
s
tr
u
ctu
r
ed
s
ch
ed
u
l
e
f
o
r
ea
ch
d
a
y
o
f
life
,
in
clu
d
i
n
g
s
p
ec
if
ic
tim
e
f
r
am
es
f
o
r
w
o
r
k
,
leis
u
r
e
an
d
s
o
cial
i
n
ter
ac
tio
n
s
,
h
elp
s
to
in
cr
ea
s
e
a
s
en
s
e
o
f
c
o
n
tr
o
l
o
v
er
o
n
e’
s
life
an
d
r
ed
u
ce
f
ee
lin
g
s
o
f
ch
ao
s
a
n
d
aim
less
n
es
s
[
2
7
]
–
[
2
9
]
.
Self
-
ca
r
e,
in
clu
d
i
n
g
p
r
o
p
er
n
u
tr
itio
n
,
r
eg
u
lar
ex
e
r
cise,
s
leep
ad
h
e
r
en
ce
,
a
n
d
m
ed
itatio
n
,
p
lay
s
an
im
p
o
r
ta
n
t
r
o
le
in
m
ain
tain
in
g
m
en
ta
l
h
ea
lth
in
th
e
f
ac
e
o
f
s
o
cial
is
o
latio
n
.
T
h
ese
p
r
ac
tices
h
elp
to
r
ed
u
ce
s
tr
e
s
s
lev
els
an
d
im
p
r
o
v
e
m
o
o
d
.
T
h
er
e
ar
e
also
a
n
u
m
b
e
r
o
f
o
n
lin
e
r
eso
u
r
ce
s
M
e
c
h
a
n
i
sms
o
f
a
d
a
p
t
a
t
i
o
n
t
o
s
o
c
i
a
l
e
x
c
l
u
s
i
o
n
S
u
p
p
o
r
t
i
n
g
s
o
c
i
al
c
o
n
n
e
c
t
i
o
n
s
M
a
i
n
t
a
i
n
i
n
g
d
a
i
l
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r
o
u
t
i
n
e
s
a
n
d
s
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-
d
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i
p
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F
i
n
d
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p
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F
i
n
d
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n
g
n
e
w
h
o
b
b
i
e
s
a
n
d
i
n
t
e
r
e
s
t
s
P
r
a
c
t
i
si
n
g
se
l
f
-
c
a
r
e
M
e
d
i
t
a
t
i
o
n
a
n
d
mi
n
d
f
u
l
n
e
ss
p
r
a
c
t
i
c
e
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
.
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
3
1
9
3
-
3
2
0
0
3196
in
clu
d
in
g
s
u
p
p
o
r
t
g
r
o
u
p
s
,
f
o
r
u
m
s
an
d
m
en
tal
h
ea
lth
ap
p
s
wh
er
e
p
eo
p
le
ca
n
s
h
ar
e
th
eir
em
o
tio
n
s
an
d
r
ec
eiv
e
ad
v
ice
an
d
s
u
p
p
o
r
t
f
r
o
m
o
t
h
e
r
s
in
s
im
ilar
s
itu
atio
n
s
.
Me
d
i
tatio
n
an
d
m
in
d
f
u
ln
ess
p
r
ac
tices
h
elp
to
r
ed
u
ce
s
tr
ess
lev
els,
im
p
r
o
v
e
c
o
n
ce
n
t
r
atio
n
an
d
r
esil
ien
ce
to
n
e
g
ati
v
e
em
o
tio
n
s
.
R
eg
u
lar
p
r
ac
tice
o
f
th
ese
tec
h
n
iq
u
es
ca
n
co
n
tr
ib
u
te
to
b
etter
ad
ap
ta
tio
n
to
s
o
cial
is
o
latio
n
.
3
.
2
.
Ass
ess
m
ent
o
f
t
he
emo
t
i
o
na
l st
a
t
e
o
f
s
t
ud
ent
s
du
ri
ng
t
he
perio
d o
f
s
elf
-
is
o
la
t
io
n
T
h
e
s
tu
d
y
o
f
ass
ess
in
g
th
e
im
p
ac
t
o
f
s
o
cial
s
u
p
p
o
r
t
o
n
th
e
e
m
o
tio
n
al
s
tate
in
s
elf
-
is
o
latio
n
p
r
esen
ted
a
n
u
m
b
er
o
f
asp
ec
ts
in
th
e
co
n
tex
t
o
f
p
s
y
ch
o
l
o
g
ical
ad
ap
tat
io
n
to
ch
an
g
in
g
cir
cu
m
s
tan
ce
s
.
T
h
e
r
esu
lts
o
f
th
e
s
u
r
v
ey
co
n
d
u
cted
am
o
n
g
t
h
e
s
tu
d
en
ts
o
f
L
.
N.
Gu
m
ily
o
v
E
u
r
asian
Natio
n
al
Un
iv
er
s
ity
as
in
T
ab
le
1
allo
wed
d
r
awin
g
s
ev
er
al
im
p
o
r
ta
n
t
c
o
n
clu
s
io
n
s
ab
o
u
t
th
e
i
n
f
lu
en
ce
o
f
s
o
cial
s
u
p
p
o
r
t
o
n
th
e
em
o
tio
n
al
s
tate
o
f
s
tu
d
en
ts
in
th
e
p
er
io
d
o
f
s
elf
-
is
o
latio
n
.
T
h
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
(
9
6
%)
in
d
icate
d
t
h
at
s
o
cial
s
u
p
p
o
r
t
was
a
s
ig
n
if
ican
t
f
ac
to
r
in
en
h
an
ci
n
g
th
ei
r
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
th
e
p
er
i
o
d
o
f
is
o
latio
n
.
T
h
e
s
u
p
p
o
r
t
p
r
o
v
id
e
d
b
y
f
am
ily
m
e
m
b
er
s
was id
en
tifie
d
as b
ein
g
o
f
p
ar
t
icu
lar
s
ig
n
if
ican
ce
.
W
ith
8
5
%
o
f
r
esp
o
n
d
en
ts
,
it is
in
d
icatin
g
th
at
it h
a
d
a
b
e
n
ef
ic
ial
ef
f
ec
t o
n
f
ee
li
n
g
s
o
f
lo
n
eli
n
ess
.
On
e
o
f
th
e
k
e
y
asp
ec
ts
co
n
f
ir
m
ed
b
y
th
e
s
u
r
v
ey
d
ata
is
th
e
im
p
o
r
tan
ce
o
f
f
am
ily
em
o
tio
n
al
s
u
p
p
o
r
t
f
o
r
lear
n
er
s
in
th
e
p
er
io
d
o
f
s
elf
-
is
o
latio
n
.
I
n
ad
d
itio
n
,
th
e
s
u
r
v
ey
r
ev
ea
led
th
e
s
ig
n
if
i
ca
n
t
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
t
f
r
o
m
f
r
ien
d
s
f
o
r
s
tu
d
e
n
ts
in
s
elf
-
is
o
latio
n
.
Su
ch
s
u
p
p
o
r
t
p
r
o
m
o
tes
em
o
tio
n
al
well
-
b
ein
g
a
n
d
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
t
o
a
s
o
cial
g
r
o
u
p
,
wh
ich
is
im
p
o
r
tan
t
f
o
r
m
ain
t
ain
in
g
p
s
y
ch
o
lo
g
ical
co
m
f
o
r
t
u
n
d
er
co
n
d
itio
n
s
o
f
r
estrictio
n
s
o
n
co
m
m
u
n
icatio
n
.
Als
o
,
th
e
s
u
r
v
ey
s
h
o
wed
th
at
t
h
e
p
e
r
ce
p
tio
n
o
f
ca
r
e
f
r
o
m
teac
h
er
s
is
s
ig
n
if
ican
t
f
o
r
s
tu
d
en
ts
in
th
e
p
er
io
d
o
f
s
elf
-
is
o
latio
n
.
T
h
e
r
esu
lts
s
h
o
w
th
at
a
s
ig
n
if
ican
t
m
ajo
r
ity
o
f
s
tu
d
en
ts
r
ep
o
r
ted
an
im
p
r
o
v
em
en
t
in
t
h
eir
em
o
tio
n
al
s
tate
as
a
r
esu
lt
o
f
i
n
ter
ac
tio
n
an
d
s
u
p
p
o
r
t
f
r
o
m
r
elativ
es
d
u
r
in
g
p
er
io
d
s
o
f
s
o
cial
is
o
latio
n
,
w
h
ile
o
n
ly
ten
s
tu
d
en
ts
r
ep
o
r
te
d
n
o
s
u
c
h
im
p
r
o
v
em
e
n
t.
T
h
is
r
esu
lt
s
u
g
g
ests
th
at
s
u
p
p
o
r
t
f
r
o
m
r
elativ
es
ca
n
cr
ea
te
a
s
en
s
e
o
f
s
af
ety
,
c
o
m
f
o
r
t
an
d
r
ed
u
ce
s
tu
d
en
ts
’
s
tr
ess
an
d
an
x
iety
lev
els.
Kn
o
win
g
th
at
th
er
e
ar
e
p
eo
p
le
wh
o
ca
r
e
an
d
ar
e
willin
g
to
h
elp
in
tim
es
o
f
d
if
f
i
cu
lty
ca
n
im
p
r
o
v
e
p
s
y
ch
o
lo
g
ical
well
-
b
ei
n
g
.
Ac
tiv
ely
ex
p
r
ess
in
g
ca
r
e
a
n
d
s
u
p
p
o
r
t
f
r
o
m
r
elativ
es
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
s
elf
-
esteem
an
d
in
cr
ea
s
e
th
eir
s
en
s
e
o
f
s
elf
-
wo
r
th
.
T
h
is
,
in
tu
r
n
,
ca
n
co
n
tr
ib
u
te
to
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
em
s
elv
es a
n
d
th
e
wo
r
l
d
ar
o
u
n
d
th
em
,
wh
ich
h
as a
f
av
o
r
a
b
l
e
ef
f
ec
t o
n
th
eir
o
v
er
all
em
o
ti
o
n
al
well
-
b
ein
g
.
T
h
is
p
a
p
er
a
ls
o
s
u
r
v
e
y
e
d
s
t
u
d
e
n
ts
t
o
in
v
esti
g
a
te
t
h
e
e
f
f
e
cti
v
e
n
ess
o
f
em
o
t
io
n
s
e
lf
-
r
e
g
u
la
ti
o
n
tec
h
n
i
q
u
es
s
u
c
h
as
m
e
d
i
tat
io
n
,
b
r
e
at
h
i
n
g
p
r
a
cti
ce
s
,
s
p
o
r
ts
,
an
d
cr
ea
t
iv
e
a
cti
v
i
ties
,
as
s
ee
n
i
n
T
a
b
le
2
.
I
n
s
u
m
m
a
r
y
,
w
h
il
e
a
v
a
r
iet
y
o
f
t
ec
h
n
iq
u
es
w
er
e
e
m
p
l
o
y
e
d
t
o
r
eg
u
l
ate
e
m
o
ti
o
n
al
s
tat
es,
b
r
ea
t
h
i
n
g
e
x
e
r
cises
we
r
e
th
e
m
o
s
t
p
r
e
v
ale
n
t
a
n
d
we
r
e
p
e
r
c
ei
v
e
d
t
o
b
e
th
e
m
o
s
t
e
f
f
i
ca
c
io
u
s
.
Des
p
it
e
b
ei
n
g
em
p
l
o
y
e
d
less
f
r
e
q
u
en
tl
y
,
cr
ea
ti
v
e
a
cti
v
it
ies
w
er
e
f
o
u
n
d
t
o
p
r
o
v
i
d
e
a
d
is
ti
n
c
ti
v
e
f
o
r
m
o
f
e
m
o
ti
o
n
a
l
r
eli
ef
f
o
r
2
5
%
o
f
s
t
u
d
e
n
ts
.
Fo
r
all
f
i
v
e
q
u
esti
o
n
s
,
t
h
e
m
a
jo
r
it
y
o
f
s
u
r
v
ey
p
a
r
t
ici
p
an
ts
i
n
d
ic
ate
d
t
h
at
t
h
e
y
u
s
e
d
s
o
m
e
s
e
lf
-
r
e
g
u
la
ti
o
n
m
et
h
o
d
s
.
H
o
w
e
v
e
r
,
th
e
p
e
r
c
en
ta
g
e
o
f
“
Yes
”
r
es
p
o
n
s
es
v
ar
ie
d
d
ep
e
n
d
in
g
o
n
t
h
e
s
p
ec
if
ic
m
et
h
o
d
.
Me
d
it
ati
o
n
as
a
m
et
h
o
d
o
f
em
o
ti
o
n
s
el
f
-
r
e
g
u
l
ati
o
n
w
as u
s
ed
b
y
less
t
h
a
n
a
th
ir
d
o
f
t
h
e
s
u
r
v
ey
p
a
r
ti
ci
p
a
n
ts
,
w
h
i
le
b
r
e
at
h
i
n
g
e
x
er
cises
w
er
e
m
o
r
e
c
o
m
m
o
n
a
n
d
u
s
e
d
b
y
m
o
r
e
t
h
a
n
h
al
f
o
f
t
h
e
r
es
p
o
n
d
en
ts
.
T
h
is
is
d
u
e
t
o
t
h
e
ac
ce
s
s
ib
ilit
y
a
n
d
e
ase
o
f
u
s
e
o
f
b
r
ea
th
in
g
p
r
a
cti
ce
s
c
o
m
p
ar
e
d
t
o
m
e
d
i
tat
io
n
,
w
h
i
c
h
r
e
q
u
i
r
es
a
d
e
ep
er
u
n
d
er
s
ta
n
d
i
n
g
a
n
d
p
r
a
c
tice
.
R
eg
ar
d
in
g
p
h
y
s
ical
ac
tiv
ities
s
u
ch
as
s
p
o
r
ts
o
r
ex
er
cise,
th
e
r
esu
lts
s
h
o
wed
th
at
ab
o
u
t
h
alf
o
f
th
e
s
u
r
v
ey
p
ar
ticip
an
ts
in
clu
d
e
d
th
em
in
th
eir
r
eg
u
lar
p
r
ac
tice
to
im
p
r
o
v
e
th
eir
em
o
tio
n
al
well
-
b
ein
g
.
At
th
e
s
am
e
tim
e,
cr
ea
tiv
e
ac
tiv
ities
s
u
ch
as
d
r
awin
g
,
m
u
s
ic
o
r
wr
itin
g
w
er
e
th
e
least
co
m
m
o
n
am
o
n
g
r
esp
o
n
d
en
ts
d
u
e
to
in
d
iv
id
u
al
p
r
ef
er
e
n
ce
s
,
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
o
r
tim
e
r
eq
u
ir
ed
f
o
r
s
u
ch
ac
tiv
ities
.
Ov
er
all,
m
o
s
t p
ar
ticip
an
ts
f
elt
th
at
th
eir
ch
o
s
en
m
eth
o
d
s
o
f
em
o
tio
n
s
elf
-
r
eg
u
latio
n
wer
e
ef
f
ec
tiv
e
d
u
r
in
g
t
h
e
p
er
i
o
d
o
f
s
elf
-
is
o
latio
n
.
T
ab
le
1
.
R
esu
lts
o
f
th
e
f
ir
s
t su
r
v
ey
o
f
s
tu
d
en
ts
o
f
L
.
N.
Gu
m
i
ly
o
v
E
u
r
asian
Natio
n
al
Un
iv
er
s
ity
Q
u
e
st
i
o
n
s
Y
e
s
(
%)
No
(
%)
D
i
d
f
a
mi
l
y
mem
b
e
r
s
p
r
o
v
i
d
e
y
o
u
w
i
t
h
e
mo
t
i
o
n
a
l
su
p
p
o
r
t
d
u
r
i
n
g
y
o
u
r
s
e
l
f
-
i
so
l
a
t
i
o
n
?
48
52
D
i
d
y
o
u
f
e
e
l
s
u
p
p
o
r
t
e
d
b
y
y
o
u
r
f
r
i
e
n
d
s d
u
r
i
n
g
t
h
e
p
e
r
i
o
d
o
f
s
e
l
f
-
i
s
o
l
a
t
i
o
n
?
63
37
D
i
d
y
o
u
f
e
e
l
t
h
a
t
y
o
u
r
t
e
a
c
h
e
r
s
sh
o
w
e
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50
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85
15
D
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96
4
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90
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37
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60
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45
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25
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82
18
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[
3
0
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,
[
3
1
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.
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o
f
co
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atin
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[
2
6
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co
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f
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m
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p
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ta
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On
th
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[
3
2
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[
3
3
]
,
[
3
4
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.
I
n
tu
r
n
,
a
s
tu
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y
b
y
Step
h
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et
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l.
[
3
5
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in
d
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s
th
at
th
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I
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ter
n
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ca
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p
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s
[
3
6
]
,
[
3
7
]
.
T
h
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p
r
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v
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s
h
o
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at
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s
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m
eth
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d
s
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f
s
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latio
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o
f
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s
tate
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latio
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m
ay
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d
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t
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s
s
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an
d
ea
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e
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W
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m
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was
a
less
p
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less
th
an
a
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d
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eg
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Ho
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ac
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s
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ch
as
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e
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least
co
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m
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,
p
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h
ap
s
d
u
e
to
in
d
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p
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s
o
r
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s
to
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eso
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.
Desp
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th
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v
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f
tech
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iq
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s
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m
o
s
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p
ar
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o
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n
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th
em
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f
ec
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u
r
in
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p
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r
io
d
s
o
f
s
elf
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is
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latio
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,
em
p
h
asizin
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th
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p
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r
tan
ce
in
m
ai
n
tain
in
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em
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tio
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in
th
e
f
ac
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o
f
s
tr
ess
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d
is
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latio
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eg
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d
in
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th
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tu
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I
n
zlich
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et
a
l.
[
3
8
]
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
elf
-
r
eg
u
latio
n
f
o
r
s
u
cc
ess
f
u
lly
ac
h
iev
in
g
p
e
r
s
o
n
al
g
o
als,
wh
ile
L
ey
lan
d
et
a
l.
[
3
9
]
ar
g
u
e
t
h
at
s
elf
-
r
eg
u
latio
n
c
o
n
tr
ib
u
tes to
l
o
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ter
m
g
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als an
d
well
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b
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g
.
T
h
e
f
in
d
in
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s
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s
tr
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th
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p
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v
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tal
r
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f
s
o
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s
u
p
p
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t
an
d
s
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r
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u
latio
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s
tr
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i
n
ass
is
t
in
g
s
tu
d
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ts
in
n
av
ig
atin
g
em
o
tio
n
al
d
if
f
icu
lties
d
u
r
in
g
p
e
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io
d
s
o
f
s
o
cial
is
o
latio
n
.
T
h
e
r
o
le
o
f
f
am
ily
s
u
p
p
o
r
t w
as
f
o
u
n
d
to
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e
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ig
n
if
ican
t,
i
n
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n
m
en
t
with
th
e
f
in
d
i
n
g
s
o
f
L
o
d
er
er
et
a
l.
[
4
0
]
,
wh
o
d
is
co
v
er
ed
th
at
clo
s
e
s
o
cial
co
n
n
ec
tio
n
s
ca
n
h
elp
t
o
allev
i
ate
f
ee
lin
g
s
o
f
lo
n
elin
ess
.
T
h
e
h
ig
h
p
e
r
ce
n
tag
e
(
9
6
%)
o
f
s
tu
d
en
ts
wh
o
b
en
e
f
ited
f
r
o
m
f
am
ily
a
n
d
f
r
ien
d
s
’
s
u
p
p
o
r
t
h
i
g
h
lig
h
ts
th
e
n
ec
ess
ity
o
f
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f
o
r
cin
g
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o
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r
k
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r
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cr
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icac
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o
f
s
elf
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r
eg
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latio
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m
eth
o
d
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ch
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r
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ir
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g
th
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f
in
d
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g
s
o
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I
b
r
a
h
im
et
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l.
[
4
1
]
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
s
elf
-
r
eg
u
latio
n
in
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m
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m
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ag
em
e
n
t.
T
h
e
u
tili
za
tio
n
o
f
d
iv
er
s
e
s
tr
ateg
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en
co
m
p
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ch
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ts
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tlets
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ig
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alize
d
a
p
p
r
o
ac
h
to
em
o
tio
n
al
well
-
b
ei
n
g
[
4
2
]
.
5.
CO
NCLU
SI
O
N
T
h
e
o
n
g
o
in
g
g
lo
b
al
p
an
d
em
i
c
h
as
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ad
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
n
u
m
er
o
u
s
f
ac
ets
o
f
p
u
b
lic
life
,
with
s
tu
d
en
ts
b
ea
r
in
g
a
p
a
r
ticu
lar
l
y
h
ea
v
y
b
u
r
d
en
.
T
h
e
n
ec
ess
ity
f
o
r
s
elf
-
is
o
latio
n
an
d
th
e
t
r
an
s
itio
n
to
o
n
lin
e
lear
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in
g
h
a
v
e
p
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s
ed
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ig
n
if
ic
an
t
ch
allen
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f
o
r
th
is
d
em
o
g
r
ap
h
ic.
T
h
ese
s
tu
d
en
ts
ex
p
e
r
ien
ce
d
a
r
an
g
e
o
f
p
s
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ical
c
h
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es,
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cl
u
d
in
g
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ee
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g
s
o
f
u
n
ce
r
tain
ty
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ea
r
,
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d
lo
n
elin
ess
.
Ho
wev
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r
,
th
e
s
itu
atio
n
also
p
r
esen
ted
o
p
p
o
r
tu
n
ities
f
o
r
t
h
em
to
s
tr
en
g
th
e
n
th
eir
co
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ec
tio
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s
with
f
a
m
ily
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em
b
e
r
s
an
d
e
n
g
ag
e
with
p
er
s
o
n
al
in
ter
ests
in
a
m
o
r
e
m
ea
n
in
g
f
u
l w
a
y
.
T
h
e
in
itial
s
u
r
v
ey
o
f
E
u
r
asi
an
Natio
n
al
Un
iv
er
s
ity
s
tu
d
en
ts
in
d
icate
d
th
at
s
o
cial
s
u
p
p
o
r
t
f
r
o
m
f
am
ily
,
f
r
ien
d
s
,
an
d
f
ac
u
lty
was
a
cr
u
cial
f
ac
to
r
in
m
ain
tain
in
g
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
s
elf
-
is
o
latio
n
.
T
h
is
s
u
p
p
o
r
t
m
itig
ated
s
tr
ess
an
d
lo
n
elin
ess
,
u
n
d
e
r
s
co
r
in
g
th
e
s
ig
n
if
ican
ce
o
f
r
o
b
u
s
t
s
o
cial
n
etwo
r
k
s
in
p
er
io
d
s
o
f
cr
is
is
.
Ad
d
itio
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ally
,
f
ac
to
r
s
s
u
ch
as
a
b
alan
ce
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s
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y
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lear
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eth
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d
s
,
an
d
h
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elf
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r
o
m
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tin
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p
o
s
itiv
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m
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tio
n
al
h
ea
lth
.
T
h
e
av
ailab
i
lity
an
d
q
u
ality
o
f
o
n
lin
e
r
eso
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s
h
ad
a
m
i
x
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ef
f
ec
t
o
n
s
tu
d
e
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ts
’
well
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b
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in
d
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f
o
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th
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c
r
e
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o
f
s
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p
p
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r
tiv
e
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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8
8
2
2
I
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J
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v
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&
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4
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T
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s
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in
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elf
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d
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p
lo
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ed
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r
a
n
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e
o
f
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in
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s
elf
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ca
r
e
p
r
ac
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an
d
m
in
d
f
u
ln
ess
e
x
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cises
.
T
h
e
s
ec
o
n
d
s
u
r
v
ey
in
d
icate
d
th
at
s
tu
d
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ted
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v
ar
iet
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f
s
elf
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r
e
g
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tech
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es,
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s
p
o
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ts
,
a
n
d
c
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tiv
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ac
ti
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f
o
u
n
d
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e
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in
m
an
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A
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e
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elian
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ep
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ted
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F
UNDING
I
NF
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M
A
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Au
th
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s
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Alm
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e
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o
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ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
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t
th
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[
KN]
,
upon
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
S
e
r
d
i
u
k
,
“
C
u
r
r
e
n
t
Ed
u
c
a
t
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o
n
a
l
Te
c
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Le
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s
a
n
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G
r
a
mm
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o
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Ed
u
c
a
t
i
o
n
I
n
st
i
t
u
t
i
o
n
s,
”
Pr
o
f
e
ssi
o
n
a
l
Ed
u
c
a
t
i
o
n
:
Me
t
h
o
d
o
l
o
g
y
,
T
h
e
o
r
y
a
n
d
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
1
3
,
p
p
.
2
6
2
–
2
7
7
,
2
0
2
1
,
d
o
i
:
1
0
.
3
1
4
7
0
/
2
4
1
5
-
3
7
2
9
-
2
0
2
1
-
13
-
262
-
2
7
7
.
[
2
]
G
.
T
a
z
h
i
t
o
v
a
,
N
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COV
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-
1
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d
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e
x
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m
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c
a
n
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tac
ted
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m
a
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:
a
lma
tn
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ra
d
in
o
v
@
h
o
tma
il
.
c
o
m
.
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