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20
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t
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g
sc
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s
:
C
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ty
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Dis
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p
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Mo
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n
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So
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lag
T
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s
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n
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ss
a
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n
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CC B
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n
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B
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p
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1.
I
NT
RO
D
UCT
I
O
N
T
h
e
im
p
o
r
tan
ce
o
f
s
leep
an
d
its
p
atter
n
s
h
as
b
ec
o
m
e
an
i
n
cr
ea
s
in
g
ly
r
elev
an
t
t
o
p
ic
in
ac
ad
em
ic
r
esear
ch
,
esp
ec
ially
d
u
r
in
g
ad
o
lescen
ce
.
C
h
r
o
n
o
ty
p
es,
d
ef
in
ed
as
in
d
iv
id
u
al
p
r
e
f
er
en
ce
s
f
o
r
s
leep
an
d
wak
e
tim
es,
p
lay
a
f
u
n
d
am
en
tal
r
o
le
in
th
e
h
ea
lth
an
d
well
-
b
ein
g
o
f
y
o
u
n
g
p
eo
p
le
[
1
]
,
[
2
]
.
C
h
r
o
n
o
ty
p
es
ca
n
v
ar
y
ac
co
r
d
in
g
to
t
h
e
tim
es
o
f
d
a
y
wh
en
in
d
iv
id
u
als
f
ee
l
m
o
s
t
aler
t
an
d
ac
tiv
e,
ca
teg
o
r
ize
d
as
in
ter
m
ed
iate,
m
o
r
n
in
g
,
an
d
ev
e
n
in
g
[
3
]
.
T
y
p
ically
,
ad
o
lescen
ts
ten
d
to
h
av
e
an
ev
en
in
g
o
r
n
o
ctu
r
n
al
p
r
ef
er
en
ce
,
wh
ich
is
ass
o
ciate
d
with
p
o
o
r
s
leep
q
u
ality
an
d
m
en
tal
[
4
]
an
d
b
io
l
o
g
ical
[
5
]
h
ea
lth
is
s
u
es.
So
cial
jet
lag
o
cc
u
r
s
wh
en
an
in
d
iv
id
u
al
’
s
s
leep
s
ch
ed
u
le
d
o
es
n
o
t
alig
n
with
th
e
ac
tiv
ities
th
ey
m
u
s
t
p
er
f
o
r
m
(
s
u
ch
as
clas
s
s
ch
ed
u
les),
em
er
g
in
g
w
h
en
th
e
r
e
is
a
m
is
alig
n
m
en
t
b
etwe
en
s
o
cial
an
d
b
io
lo
g
ical
tim
es
[
6
]
,
[
7
]
.
I
t
g
e
n
er
ally
ar
is
es
wh
en
in
d
iv
id
u
als
p
r
ac
tice
p
o
o
r
h
ab
its
b
y
ch
an
g
in
g
th
eir
wak
e
-
u
p
tim
e
d
u
r
in
g
th
e
wee
k
[
8
]
.
T
h
is
m
is
alig
n
m
en
t
co
u
ld
lead
t
o
in
ad
e
q
u
ate
s
leep
,
wea
k
en
in
g
co
n
ce
n
tr
atio
n
,
m
o
o
d
,
a
n
d
ev
en
ac
ad
e
m
ic
s
u
cc
ess
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
0
9
-
411
8
4110
Ad
o
lescen
ts
wh
o
ex
p
er
ie
n
c
e
g
r
ea
ter
m
is
alig
n
m
e
n
t
in
th
eir
s
o
cial
s
ch
ed
u
le
ar
e
ty
p
ically
ev
en
in
g
-
t
y
p
es,
as
th
ey
te
n
d
t
o
h
av
e
s
h
o
r
ter
s
leep
d
u
r
atio
n
s
at
n
ig
h
t,
p
a
r
ticu
lar
ly
wh
e
n
atten
d
in
g
m
o
r
n
in
g
class
es
[
9
]
.
Ad
o
lescen
ts
ar
e
p
ar
ticu
lar
ly
v
u
ln
er
a
b
le
to
d
ev
e
lo
p
in
g
u
n
h
ea
lth
y
s
leep
h
ab
its
,
wh
ich
o
f
ten
lead
s
th
em
to
p
r
ef
e
r
later
class
s
ch
ed
u
les
[
1
0
]
.
T
h
is
m
ay
r
esu
lt
i
n
m
etab
o
lic
an
d
p
h
y
s
ical
h
ea
l
th
im
p
licatio
n
s
f
o
r
y
o
u
n
g
p
e
o
p
le
[
1
1
]
.
Ge
n
er
ally
,
ac
ce
s
s
to
th
e
in
ter
n
et
o
r
m
o
b
ile
d
ev
ices
co
n
tr
ib
u
tes
to
d
ay
ti
m
e
s
leep
in
ess
,
h
ig
h
lev
els
o
f
f
atig
u
e,
an
d
p
o
o
r
s
leep
q
u
ality
am
o
n
g
s
tu
d
en
ts
[
1
2
]
.
T
h
ese
is
s
u
es
m
ay
in
ten
s
i
f
y
d
u
r
in
g
u
n
iv
er
s
ity
y
ea
r
s
,
as
th
ey
a
r
e
co
m
p
o
u
n
d
e
d
b
y
f
ac
to
r
s
s
u
ch
as
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
an
d
ac
ad
e
m
ic
p
r
ess
u
r
e,
wh
ich
o
f
te
n
r
ed
u
ce
to
tal
s
leep
tim
e
[
1
3
]
.
T
h
er
ef
o
r
e,
th
e
p
r
esen
ce
o
f
c
h
r
o
n
o
ty
p
es
am
o
n
g
s
tu
d
e
n
ts
r
ep
r
esen
ts
an
alar
m
in
g
co
n
d
itio
n
i
n
f
lu
en
cin
g
th
e
p
r
e
v
alen
ce
o
r
a
b
s
en
ce
o
f
s
o
cial
jet
lag
,
as
r
ef
lecte
d
in
d
is
r
u
p
te
d
s
leep
p
atter
n
s
o
r
in
atten
tiv
en
ess
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
R
esear
ch
h
as
ad
d
r
ess
ed
ch
r
o
n
o
ty
p
es
an
d
s
o
cial
jet
lag
in
v
ar
i
o
u
s
s
ettin
g
s
f
r
o
m
a
d
escr
ip
tiv
e
p
er
s
p
ec
tiv
e.
So
m
e
o
f
t
h
ese
s
tu
d
ies
s
u
g
g
est
th
at
as
p
eo
p
le
a
g
e,
th
eir
ch
r
o
n
o
t
y
p
es
ten
d
to
s
h
if
t
to
war
d
s
a
m
o
r
e
m
o
r
n
in
g
-
o
r
ie
n
ted
b
eh
a
v
io
r
,
p
ar
ticu
lar
ly
b
etwe
en
th
e
ag
es
o
f
2
5
an
d
2
9
[
1
4
]
.
Ho
wev
er
,
ad
o
lescen
ts
ag
ed
1
6
an
d
1
7
o
f
ten
id
en
tify
with
an
ev
en
in
g
ch
r
o
n
o
t
y
p
e
an
d
ty
p
ically
ex
p
er
ien
ce
p
o
o
r
s
leep
q
u
ality
,
wh
ich
co
u
l
d
h
av
e
r
ep
er
c
u
s
s
io
n
s
o
n
th
eir
h
e
alth
an
d
d
aily
p
er
f
o
r
m
an
ce
[
1
5
]
–
[
1
7
]
.
T
h
is
in
d
icate
s
th
at
ag
e
is
a
p
ar
am
eter
f
o
r
ev
alu
atin
g
th
e
b
eh
av
i
o
r
o
f
b
o
th
b
i
o
lo
g
ical
an
d
s
o
cial
clo
ck
s
,
s
u
g
g
esti
n
g
th
at
u
n
d
er
s
tan
d
in
g
th
ese
p
atter
n
s
m
ay
b
e
f
u
n
d
a
m
en
tal
to
g
r
asp
in
g
th
e
p
h
en
o
m
en
o
n
.
Gen
er
all
y
,
ev
en
in
g
-
o
r
ien
ted
s
tu
d
e
n
ts
s
u
f
f
er
f
r
o
m
s
o
cial
jet
lag
,
s
leep
d
is
o
r
d
er
s
,
a
h
ig
h
er
b
o
d
y
m
ass
in
d
ex
,
an
d
elev
a
ted
m
etab
o
lic
r
is
k
co
m
p
ar
ed
to
th
eir
m
o
r
n
in
g
-
o
r
ien
ted
p
ee
r
s
[
5
]
.
I
n
I
n
d
ia,
it h
as
b
ee
n
f
o
u
n
d
th
at
8
1
%
o
f
s
tu
d
en
ts
atten
d
in
g
s
ch
o
o
l
ar
e
m
o
r
n
in
g
-
o
r
ien
te
d
an
d
ex
p
er
ien
ce
a
m
is
alig
n
m
en
t
in
th
eir
s
o
cial
s
ch
ed
u
le,
d
u
e
to
a
m
is
m
atch
b
etwe
en
class
h
o
u
r
s
an
d
s
leep
tim
es,
r
esu
ltin
g
in
g
r
ea
ter
s
u
f
f
e
r
in
g
f
r
o
m
s
o
cial
jet
lag
[
1
8
]
.
C
o
in
cid
en
tally
,
o
n
e
r
ea
s
o
n
t
h
at
co
u
ld
ca
u
s
e
s
o
cial
jet
lag
in
ch
ild
r
en
is
th
e
m
o
r
n
i
n
g
s
ch
ed
u
le
[
1
9
]
.
I
n
C
an
ad
a,
it
h
as
b
ee
n
d
em
o
n
s
tr
ated
th
at
s
ev
er
e
s
o
cial
jet
lag
is
ass
o
ciate
d
with
a
later
c
h
r
o
n
o
ty
p
e
an
d
lo
wer
p
h
y
s
ical
ac
tiv
i
ty
[
2
0
]
.
A
d
d
itio
n
ally
,
v
ar
i
o
u
s
Asi
an
s
tu
d
ies
h
av
e
r
ev
ea
led
t
h
at
s
o
cial
jet
lag
is
c
o
m
m
o
n
am
o
n
g
ad
o
lescen
ts
,
c
au
s
in
g
s
y
m
p
t
o
m
s
s
u
ch
as
ir
r
itab
ilit
y
an
d
d
a
y
tim
e
s
leep
in
ess
,
p
r
im
ar
ily
in
th
o
s
e
with
late
ch
r
o
n
o
ty
p
es
[
2
1
]
,
[
2
2
]
.
T
h
is
s
itu
atio
n
n
o
t
o
n
ly
c
o
n
tr
ib
u
tes
to
p
o
o
r
s
leep
q
u
ality
b
u
t
also
n
e
g
ativ
ely
im
p
ac
ts
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
,
as
c
o
g
n
itiv
e
f
u
n
ctio
n
in
g
is
af
f
ec
ted
,
wh
ich
in
tu
r
n
h
in
d
er
s
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
3
]
.
T
h
er
e
f
o
r
e,
it
is
ess
en
tial
to
ad
d
r
ess
th
ese
is
s
u
es
to
im
p
r
o
v
e
s
tu
d
en
ts
’
q
u
ality
o
f
life
in
th
eir
ac
a
d
em
i
c
p
er
f
o
r
m
an
ce
.
Oth
er
r
ec
en
t
s
tu
d
ies
th
at
h
a
v
e
ex
p
lo
r
e
d
th
e
r
elatio
n
s
h
ip
b
et
wee
n
th
ese
two
p
h
e
n
o
m
en
a
s
u
g
g
est
th
at
h
ig
h
er
s
o
cial
jet
lag
is
s
ig
n
if
ican
tly
ass
o
ciate
d
with
an
in
cr
e
ased
r
is
k
o
f
cir
ca
d
ian
d
is
r
u
p
ti
o
n
in
y
o
u
n
g
ad
u
lts
,
m
ak
in
g
it
im
p
o
r
tan
t
t
o
m
ain
ta
in
co
h
er
e
n
ce
in
b
eh
av
i
o
r
al
cy
cles
[
2
4
]
.
I
n
Ko
r
ea
n
c
h
ild
r
en
,
s
leep
in
g
less
th
an
6
h
o
u
r
s
,
h
av
in
g
a
n
e
v
en
in
g
ch
r
o
n
o
ty
p
e,
an
d
e
x
p
er
ien
ci
n
g
s
o
cial
jet
lag
o
f
m
o
r
e
th
a
n
2
h
o
u
r
s
m
ay
b
e
ass
o
ciate
d
with
an
x
iety
o
r
d
e
p
r
ess
io
n
[
2
5
]
,
[
2
6
]
.
Pro
lo
n
g
ed
e
x
p
o
s
u
r
e
to
d
ay
lig
h
t
an
d
n
i
g
h
tt
im
e
lig
h
t
ca
n
d
elay
p
r
ef
er
r
e
d
s
leep
tim
es,
m
ak
in
g
ev
en
in
g
-
o
r
ien
ted
in
d
iv
id
u
al
s
m
o
r
e
v
u
ln
er
ab
le
to
n
ig
h
tti
m
e
lig
h
t
an
d
m
o
r
e
lik
ely
to
ex
p
er
ien
ce
g
r
ea
ter
s
o
cial
s
ch
ed
u
le
m
is
alig
n
m
en
t
[
2
7
]
.
Hav
in
g
a
b
io
lo
g
ical
m
is
alig
n
m
en
t
in
s
tu
d
e
n
ts
’
s
leep
ca
n
lead
to
m
o
o
d
ch
a
n
g
es
an
d
ab
er
r
an
t
b
e
h
av
io
r
s
in
t
h
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t.
T
h
er
e
f
o
r
e,
b
y
id
e
n
tify
in
g
th
e
ass
o
ciatio
n
b
etwe
en
ch
r
o
n
o
ty
p
e
ty
p
es
an
d
s
o
cial
jet
lag
,
p
r
ac
tical
s
o
lu
tio
n
s
ca
n
b
e
ex
p
lo
r
ed
an
d
r
elev
an
t
asp
ec
ts
o
f
s
tu
d
en
ts
’
p
h
y
s
ical
a
n
d
m
en
tal
h
ea
lth
ca
n
b
e
an
tici
p
ated
[
2
8
]
–
[
3
0
]
.
T
h
e
s
tu
d
y
g
ain
s
f
u
r
th
er
r
e
lev
an
ce
as
it
m
ak
es
a
s
ig
n
if
ican
t
co
n
tr
ib
u
ti
o
n
to
ad
v
an
ce
s
in
ch
r
o
n
o
b
io
lo
g
y
,
p
r
o
v
i
d
in
g
v
al
u
ab
le
in
s
ig
h
ts
i
n
t
o
s
l
e
e
p
d
is
o
r
d
e
r
s
.
D
is
c
o
v
e
r
i
es
r
e
l
at
e
d
t
o
c
i
r
c
a
d
i
a
n
r
h
y
t
h
m
s
h
a
v
e
e
n
a
b
l
e
d
a
b
e
t
t
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
h
o
w
s
t
u
d
e
n
t
s
b
eh
av
e
d
u
r
i
n
g
t
h
e
i
r
s
t
u
d
y
s
es
s
i
o
n
s
,
as
we
l
l
as
t
h
e
r
e
g
u
l
at
o
r
y
m
e
c
h
a
n
i
s
m
s
n
e
e
d
e
d
t
h
r
o
u
g
h
c
h
r
o
n
o
t
h
e
r
a
p
i
e
s
t
h
a
t
o
p
t
i
m
al
l
y
a
d
j
u
s
t
th
eir
b
io
lo
g
ical
c
l
o
c
k
s
[
3
1
]
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
is
g
r
o
u
n
d
e
d
in
th
e
t
h
eo
r
y
o
f
ze
itg
eb
er
s
,
wh
ich
ex
p
lain
s
h
ab
itu
al
b
eh
av
io
r
s
o
r
“so
cial
ze
itg
eb
er
s
”
th
at
m
ay
o
cc
u
r
ir
r
eg
u
lar
ly
—
f
o
r
in
s
tan
ce
,
h
av
in
g
b
r
ea
k
f
ast
at
d
if
f
er
en
t
tim
es
ea
ch
d
ay
in
s
tead
o
f
f
o
llo
win
g
a
c
o
n
s
i
s
t
e
n
t
r
o
u
t
i
n
e
[
3
2
]
.
B
y
d
r
a
w
i
n
g
o
n
c
l
i
n
i
c
a
l
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
a
d
v
a
n
c
e
s
,
t
h
is
a
p
p
r
o
a
c
h
p
r
o
v
i
d
e
s
a
r
e
l
e
v
a
n
t
f
r
a
m
e
w
o
r
k
f
o
r
u
n
d
e
r
s
t
a
n
d
i
n
g
c
h
r
o
n
o
t
y
p
e
s
a
n
d
s
o
c
i
a
l
j
e
t
l
a
g
w
i
t
h
i
n
a
n
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
.
T
h
e
ar
ticle
o
f
f
er
s
a
n
o
v
el
c
o
n
tr
ib
u
tio
n
b
y
ex
am
i
n
in
g
c
h
r
o
n
o
ty
p
es
an
d
s
o
cial
jet
lag
i
n
s
ch
o
o
l
-
ag
e
d
s
tu
d
en
ts
—
a
p
o
p
u
latio
n
p
o
ten
tially
v
u
ln
er
a
b
le
to
th
e
d
esy
n
ch
r
o
n
izatio
n
b
etwe
en
th
ei
r
b
io
lo
g
ical
clo
ck
s
an
d
th
e
d
e
m
an
d
s
im
p
o
s
ed
b
y
s
o
ciety
.
Desp
ite
th
e
in
cr
ea
s
in
g
r
elev
an
ce
o
f
ch
r
o
n
o
ty
p
es
an
d
s
o
cial
jet
lag
,
th
e
r
ev
iewe
d
liter
atu
r
e
r
ev
ea
ls
a
s
ca
r
city
o
f
s
tu
d
ies
d
ir
ec
tly
ad
d
r
ess
in
g
th
e
co
r
r
elatio
n
b
et
wee
n
th
ese
two
v
ar
iab
les
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
[
1
8
]
,
[
2
0
]
,
p
ar
ticu
la
r
ly
in
co
n
tex
ts
wh
er
e
th
ese
p
h
en
o
m
en
a
ar
e
s
till
r
elativ
el
y
u
n
f
am
iliar
.
Oth
er
s
tu
d
ies
h
av
e
f
o
cu
s
ed
o
n
y
o
u
n
g
ad
u
lts
an
d
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
en
v
ir
o
n
m
e
n
ts
wh
er
e
ed
u
ca
tio
n
al
s
ch
ed
u
les
ar
e
m
o
r
e
f
lex
i
b
le
an
d
ev
e
n
al
ig
n
ed
with
in
d
iv
id
u
al
ch
r
o
n
o
ty
p
es
[
5
]
,
[
2
4
]
,
[
2
5
]
.
T
h
is
s
tu
d
y
r
esp
o
n
d
s
to
th
e
p
s
y
ch
o
s
o
cial
n
ee
d
s
o
f
s
tu
d
en
t
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
g
o
v
er
n
ed
b
y
o
u
td
ated
o
r
o
b
s
o
lete
p
o
licies,
with
r
ig
id
s
ch
o
o
l
tim
etab
les
an
d
f
u
ll
-
d
ay
s
ch
ed
u
les
th
at
b
eg
i
n
ea
r
l
y
in
t
h
e
m
o
r
n
in
g
,
with
o
u
t
t
ak
in
g
in
t
o
ac
c
o
u
n
t
s
tu
d
en
ts
’
b
io
lo
g
ical
r
h
y
th
m
s
.
Ad
d
r
ess
in
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
th
ese
v
ar
iab
les
p
r
o
v
id
es
em
p
ir
ical
ev
id
en
ce
to
id
e
n
tify
th
e
ch
r
o
n
o
ty
p
es
o
f
s
tu
d
e
n
ts
wh
o
ex
p
e
r
i
en
ce
s
o
cial
jet
lag
an
d
th
o
s
e
wh
o
d
o
n
o
t,
th
e
r
eb
y
en
ab
lin
g
th
e
d
ev
elo
p
m
en
t
o
f
r
elev
an
t stra
teg
ies with
in
th
e
f
r
am
ewo
r
k
o
f
s
tu
d
en
t w
ell
-
b
ei
n
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
Dis
r
u
p
tio
n
o
f th
e
b
io
lo
g
ica
l c
l
o
ck
:
ch
r
o
n
o
typ
es a
n
d
s
o
cia
l je
t la
g
in
h
i
g
h
… (
Gilb
er C
h
u
r
a
-
Qu
is
p
e
)
4111
An
o
th
er
im
p
o
r
tan
t
asp
ec
t
o
f
th
is
s
tu
d
y
is
th
at
it
co
n
s
id
er
s
s
tu
d
en
ts
wh
o
a
r
e
in
th
e
b
io
l
o
g
ical
an
d
p
s
y
ch
o
lo
g
ical
s
tag
es
o
f
p
u
b
er
ty
an
d
ad
o
lescen
ce
.
W
h
ile
s
o
m
e
r
esear
ch
h
as
u
s
ed
ag
e
r
an
g
es
as
a
b
asis
f
o
r
co
m
p
ar
is
o
n
[
1
6
]
,
[
1
7
]
,
t
h
e
p
r
esen
t
s
tu
d
y
ex
p
lo
r
es
d
if
f
er
e
n
ce
s
b
ased
o
n
s
tu
d
e
n
ts
’
s
p
ec
if
ic
ag
es
r
ath
er
th
a
n
b
r
o
ad
r
an
g
es.
W
ith
th
is
ev
id
en
ce
,
th
e
s
tu
d
y
aim
s
to
c
o
n
t
r
ib
u
te
to
th
e
s
tr
en
g
th
en
in
g
o
f
b
io
lo
g
ical
clo
c
k
th
eo
r
ies
an
d
s
o
cial
ze
itg
eb
er
s
[
3
2
]
,
wh
ic
h
s
ee
k
to
ex
p
lai
n
,
f
r
o
m
a
p
s
y
ch
o
clin
ical
p
er
s
p
ec
tiv
e,
th
e
b
eh
a
v
io
r
o
f
th
ese
p
h
en
o
m
en
a
am
o
n
g
s
ch
o
o
lch
ild
r
en
.
I
d
en
tify
in
g
s
o
cial
jet
lag
an
d
ch
r
o
n
o
ty
p
e
s
u
p
p
o
r
ts
th
e
p
r
o
v
is
io
n
o
f
m
o
r
e
p
e
r
s
o
n
alize
d
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
ca
r
e.
B
ased
o
n
th
e
ar
g
u
m
en
ts
p
r
esen
ted
,
th
is
s
tu
d
y
p
r
im
ar
ily
aim
s
to
estab
lis
h
th
e
r
elatio
n
s
h
ip
b
etwe
en
ch
r
o
n
o
t
y
p
es
an
d
s
o
cial
jet
lag
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
I
t
also
s
ee
k
s
to
id
en
tify
th
e
p
r
ed
o
m
in
an
t
ch
r
o
n
o
ty
p
e,
t
h
e
p
r
esen
ce
o
r
ab
s
en
ce
o
f
s
o
cial
jet
lag
,
an
d
t
o
co
m
p
ar
e
b
o
th
v
ar
ia
b
les
ac
co
r
d
in
g
to
th
e
s
tu
d
e
n
ts
’
ag
e.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
2
.
1
.
Chro
no
t
y
pe
C
h
r
o
n
o
ty
p
e
r
ef
lects
h
o
w
b
io
lo
g
ical
cy
cles
im
p
ac
t
an
in
d
iv
id
u
al
’
s
s
leep
an
d
wak
e
b
eh
av
io
r
s
an
d
m
an
if
estatio
n
s
[
3
3
]
.
I
t r
ef
er
s
to
th
e
in
d
iv
id
u
al
p
atter
n
s
o
f
s
leep
-
wak
e
cy
cles th
at
ar
e
d
eter
m
in
ed
b
y
th
e
b
o
d
y
’
s
cir
ca
d
ian
r
h
y
t
h
m
s
,
m
ea
n
in
g
t
h
e
tim
es
o
f
d
ay
wh
en
a
p
er
s
o
n
f
ee
ls
m
o
s
t
awa
k
e
an
d
aler
t,
as
well
a
s
th
e
tim
es
wh
en
th
ey
f
ee
l
m
o
r
e
d
r
o
wsy
a
n
d
tire
d
[
3
]
.
I
t
is
b
ased
o
n
u
n
d
er
s
tan
d
in
g
h
o
w
an
in
d
iv
id
u
al
’
s
r
h
y
th
m
s
in
ter
ac
t
with
th
eir
en
v
ir
o
n
m
en
t,
s
u
c
h
as
lig
h
t
-
d
ar
k
cy
cles
an
d
s
o
cial
cu
es.
T
h
is
in
ter
ac
tio
n
is
f
u
n
d
am
en
tal
as
it
d
ir
ec
tly
af
f
ec
ts
th
e
s
y
n
ch
r
o
n
izatio
n
o
f
ea
c
h
in
d
iv
id
u
al
’
s
cir
ca
d
ian
r
h
y
t
h
m
s
with
th
eir
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
en
t
[
3
4
]
.
C
h
r
o
n
o
ty
p
e
s
ca
n
b
e
class
if
ied
as:
i
)
m
o
r
n
i
n
g
ty
p
es,
wh
er
e
i
n
d
iv
id
u
als
p
r
ef
er
to
wa
k
e
u
p
i
n
th
e
m
o
r
n
in
g
a
n
d
te
n
d
to
d
o
s
o
with
ag
ilit
y
an
d
m
en
tal
clar
ity
.
T
h
ey
f
ee
l
m
o
r
e
awa
k
e
th
an
i
n
th
e
af
te
r
n
o
o
n
b
u
t
f
in
d
it
ch
allen
g
i
n
g
to
s
tay
aw
ak
e
late
in
to
th
e
n
ig
h
t;
ii
)
in
te
r
m
ed
iate
ty
p
es,
wh
er
e
in
d
iv
id
u
als
d
o
n
o
t
h
av
e
a
n
ex
tr
em
e
in
clin
atio
n
to
war
d
s
b
ein
g
“
lar
k
s
”
(
m
o
r
n
in
g
ty
p
es)
o
r
“
o
wls
”
(
ev
e
n
in
g
ty
p
es);
th
ey
d
o
n
o
t
s
h
o
w
a
clea
r
p
r
e
f
er
en
ce
f
o
r
m
o
r
n
in
g
o
r
af
ter
n
o
o
n
a
n
d
ca
n
ea
s
ily
ad
ap
t
to
a
n
y
s
ch
ed
u
le,
n
o
t
r
eq
u
i
r
in
g
a
s
p
ec
if
ic
tim
e
to
s
leep
.
Peo
p
le
with
th
i
s
ch
r
o
n
o
ty
p
e
s
p
en
d
m
o
r
e
tim
e
watc
h
in
g
telev
is
io
n
an
d
u
s
in
g
co
m
p
u
ter
s
co
m
p
ar
ed
to
m
o
r
n
in
g
ty
p
es;
an
d
iii
)
ev
en
i
n
g
ty
p
es,
wh
e
r
e
in
d
i
v
id
u
als
ten
d
to
d
is
p
lay
g
r
ea
ter
e
x
tr
o
v
er
s
io
n
an
d
cr
ea
tiv
ity
,
as
well
as
a
h
ig
h
er
ca
p
ac
ity
to
in
ter
p
r
et
in
f
o
r
m
atio
n
s
u
b
jectiv
ely
an
d
em
o
tio
n
ally
co
m
p
ar
ed
to
o
th
er
ch
r
o
n
o
ty
p
es [
4
]
.
2
.
2
.
So
cia
l
j
et
la
g
I
t
r
ef
er
s
to
th
e
d
is
cr
ep
an
c
y
b
e
twee
n
a
p
er
s
o
n
’
s
in
ter
n
al
b
io
l
o
g
ical
r
h
y
th
m
s
an
d
th
e
s
o
cial
d
em
an
d
s
im
p
o
s
ed
b
y
th
eir
e
n
v
ir
o
n
m
en
t
,
s
u
ch
as wo
r
k
o
r
s
ch
o
o
l sch
ed
u
les.
T
h
is
m
is
alig
n
m
en
t h
as b
ee
n
ass
o
ciate
d
with
m
etab
o
lic
an
o
m
alies
an
d
a
h
ig
h
er
r
is
k
o
f
ad
ip
o
s
ity
,
s
u
g
g
esti
n
g
th
at
th
e
lack
o
f
s
y
n
ch
r
o
n
izatio
n
b
etwe
en
b
io
lo
g
ical
r
h
y
th
m
s
an
d
s
o
cial
ac
tiv
ities
ca
n
h
av
e
n
e
g
ativ
e
h
ea
lth
im
p
licatio
n
s
[
3
5
]
.
“
So
c
ial
jet
lag
”
r
ef
er
s
to
th
e
m
is
alig
n
m
en
t
b
etwe
en
an
i
n
d
iv
id
u
al
’
s
s
o
cial
an
d
b
i
o
lo
g
i
ca
l
tim
in
g
,
o
cc
u
r
r
i
n
g
wh
en
t
h
er
e
is
a
d
is
cr
ep
an
cy
b
etwe
en
s
leep
p
atter
n
s
o
n
wo
r
k
d
ay
s
an
d
f
r
ee
d
ay
s
.
T
h
is
r
ef
l
ec
ts
a
co
n
f
lict b
etwe
en
in
ter
n
a
l
cir
ca
d
ian
r
h
y
t
h
m
s
an
d
e
x
ter
n
al
s
o
cial
o
b
lig
atio
n
s
[
3
6
]
,
[
3
7
]
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
s
o
cial
jet
lag
is
b
ased
o
n
th
e
d
if
f
e
r
en
ce
b
etwe
en
th
e
m
id
p
o
in
t o
f
s
leep
o
n
wo
r
k
d
ay
s
an
d
d
a
y
s
o
f
f
[
3
8
]
.
3.
M
E
T
H
O
D
T
h
i
s
r
e
s
e
a
r
c
h
i
s
f
r
a
m
e
d
w
i
t
h
i
n
a
d
e
s
c
r
i
p
t
i
v
e
-
c
o
r
r
e
l
a
t
i
o
n
al
s
t
u
d
y
.
A
c
c
o
r
d
i
n
g
t
o
p
r
e
v
i
o
u
s
s
t
u
d
y
[
3
9
]
,
i
t
p
r
e
s
e
n
t
s
a
n
o
n
-
e
x
p
e
r
i
m
e
n
t
al
an
d
c
r
o
s
s
-
s
e
c
ti
o
n
a
l
d
es
i
g
n
,
as
th
e
d
a
t
a
w
e
r
e
c
o
ll
e
c
te
d
a
t
a
s
in
g
l
e
p
o
i
n
t
i
n
t
i
m
e
w
i
t
h
o
u
t
a
n
y
i
n
t
e
r
v
e
n
t
i
o
n
o
r
f
o
l
l
o
w
-
u
p
o
v
e
r
t
i
m
e
.
T
h
u
s
,
t
h
e
r
e
s
e
a
r
c
h
d
e
s
i
g
n
a
l
l
o
w
s
f
o
r
t
h
e
a
n
a
l
y
s
is
o
f
t
h
e
a
s
s
o
ci
a
t
i
o
n
b
e
tw
e
e
n
t
h
e
s
t
u
d
y
v
ar
iab
les
i
n
a
s
p
e
c
i
f
ic
c
o
n
t
e
x
t
a
n
d
a
t
a
g
i
v
e
n
m
o
m
e
n
t
.
T
o
c
a
r
r
y
o
u
t
t
h
e
s
t
u
d
y
,
a
p
o
p
u
l
a
t
i
o
n
o
f
5
2
4
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
ts
f
r
o
m
a
m
i
l
i
t
ar
y
-
m
a
n
a
g
e
d
e
d
u
c
a
t
i
o
n
a
l
i
n
s
ti
tu
t
i
o
n
l
o
c
a
t
e
d
i
n
t
h
e
c
i
t
y
o
f
T
ac
n
a
,
a
g
e
d
b
etwe
en
1
1
an
d
1
7
y
ea
r
s
,
was
co
n
s
id
er
ed
.
T
h
e
s
am
p
le
ch
o
s
en
f
o
r
th
e
r
esear
ch
th
r
o
u
g
h
non
-
p
r
o
b
a
b
ilis
tic
s
am
p
lin
g
co
n
s
is
ts
o
f
2
6
7
s
tu
d
en
ts
.
Par
en
ts
p
r
o
v
id
e
d
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
in
o
r
s
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
T
h
e
m
o
r
n
in
g
n
ess
ev
en
in
g
n
ess
s
ca
l
e
f
o
r
ch
ild
r
e
n
(
M
E
S
C
)
[
3
4
]
wa
s
u
s
e
d
,
w
h
i
c
h
i
s
a
t
o
o
l
t
h
a
t
as
s
ess
e
s
t
i
m
e
p
r
e
f
e
r
e
n
c
e
s
i
n
c
h
il
d
r
e
n
a
n
d
a
d
o
l
es
c
e
n
t
s
.
T
h
e
M
E
SC
c
o
n
s
i
s
t
s
o
f
1
0
q
u
es
t
i
o
n
s
t
h
at
m
e
as
u
r
e
t
i
m
e
p
r
e
f
e
r
e
n
c
e
s
f
o
r
v
a
r
i
o
u
s
a
c
t
i
v
i
ti
es
,
with
m
u
l
t
i
p
l
e
-
c
h
o
i
ce
r
esp
o
n
s
e
o
p
t
i
o
n
s
;
s
c
o
r
e
s
r
an
g
e
f
r
o
m
1
0
t
o
4
3
p
o
i
n
t
s
.
Acc
o
r
d
in
g
to
t
h
e
esta
b
lis
h
ed
m
eth
o
d
o
lo
g
y
,
t
h
e
2
5
t
h
a
n
d
7
5
t
h
p
e
r
c
e
n
t
i
l
e
s
w
e
r
e
co
n
s
i
d
e
r
e
d
t
o
id
en
tify
ch
r
o
n
o
ty
p
es:
m
o
r
n
in
g
(
s
co
r
es>2
9
)
,
ev
en
i
n
g
(
s
co
r
es<2
2
)
,
an
d
in
ter
m
ed
iate
(
s
co
r
es
b
etwe
en
2
3
an
d
2
8
)
.
T
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
was
ev
alu
ated
th
r
o
u
g
h
an
an
aly
s
is
o
f
in
ter
n
al
co
n
s
is
ten
cy
,
o
b
tain
in
g
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
o
f
0
.
7
3
,
i
n
d
icatin
g
t
h
a
t
t
h
e
in
s
tr
u
m
en
t
i
s
r
el
i
a
b
le
.
P
r
e
v
i
o
u
s
s
t
u
d
i
es
h
a
v
e
a
ls
o
r
e
p
o
r
t
e
d
a
d
e
q
u
a
t
e
in
ter
n
al
co
n
s
is
ten
cy
(
b
etwe
en
0
.
7
0
an
d
0
.
8
0
)
i
n
ad
o
lescen
t
s
am
p
les
f
r
o
m
d
if
f
er
en
t
c
o
u
n
tr
ies.
Ad
d
itio
n
ally
,
a
7
-
item
s
u
r
v
e
y
o
n
s
leep
h
a
b
its
,
ad
ap
ted
f
r
o
m
R
an
d
ler
a
n
d
Sch
aa
l
[
4
0
]
,
was
u
s
ed
to
ass
ess
s
o
cial
jet
lag
.
T
h
ese
q
u
esti
o
n
s
allo
w
f
o
r
th
e
ca
lcu
latio
n
o
f
th
e
m
id
p
o
in
t
o
f
s
leep
o
n
we
ek
en
d
s
(
MSF)
,
th
e
m
id
p
o
in
t
o
f
s
leep
d
u
r
in
g
t
h
e
wee
k
(
MSW
)
,
an
d
th
e
to
tal
m
i
d
p
o
in
t
o
f
s
leep
(
T
MS)
to
d
eter
m
in
e
s
o
cial
jet
lag
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
0
9
-
411
8
4112
T
h
e
in
s
tr
u
m
e
n
ts
wer
e
ad
m
in
i
s
ter
ed
o
v
er
f
o
u
r
co
n
s
ec
u
tiv
e
d
ay
s
in
J
u
n
e
2
0
2
4
;
b
ef
o
r
e
e
a
ch
s
ess
io
n
,
in
f
o
r
m
e
d
co
n
s
en
t
was
p
r
o
v
id
e
d
to
th
e
p
ar
en
ts
o
f
th
e
s
tu
d
en
t
s
.
Su
b
s
eq
u
en
tly
,
co
o
r
d
in
atio
n
was
m
ad
e
with
th
e
teac
h
er
s
f
o
r
th
e
ap
p
licatio
n
o
f
th
e
test
s
at
f
lex
ib
le
tim
es
with
i
n
th
eir
class
s
ch
ed
u
le.
T
h
e
av
e
r
ag
e
tim
e
f
o
r
ea
c
h
p
ar
ticip
an
t
was
ap
p
r
o
x
im
atel
y
1
5
m
in
u
tes,
a
n
d
th
e
s
tu
d
en
t
’
s
s
h
o
wed
o
p
e
n
n
ess
an
d
willin
g
n
ess
to
co
m
p
lete
th
e
in
s
tr
u
m
en
ts
with
o
u
t
an
y
is
s
u
es.
W
i
th
th
e
o
b
tain
e
d
d
at
a,
a
s
tatis
tical
p
r
o
ce
s
s
in
g
was
ca
r
r
ied
o
u
t
u
s
in
g
s
tr
ateg
ies
th
at
allo
wed
f
o
r
h
y
p
o
th
esis
test
in
g
th
r
o
u
g
h
tab
le
s
,
g
r
ap
h
s
,
an
d
th
e
C
h
i
-
s
q
u
ar
e
in
d
ep
en
d
e
n
ce
te
s
t
an
d
C
r
am
er
’
s
V
to
d
eter
m
in
e
t
h
e
d
eg
r
ee
o
f
ass
o
ciatio
n
.
Fo
r
t
h
is
p
u
r
p
o
s
e,
SP
SS
v
er
s
io
n
2
5
was u
s
ed
.
I
n
th
e
d
e
v
el
o
p
m
e
n
t
o
f
t
h
is
r
es
ea
r
c
h
,
v
a
r
i
o
u
s
et
h
i
ca
l
as
p
e
cts
wer
e
c
o
n
s
i
d
e
r
e
d
t
o
e
n
s
u
r
e
t
h
e
well
-
b
ei
n
g
an
d
s
af
e
g
u
ar
d
th
e
r
i
g
h
ts
o
f
t
h
e
p
a
r
ti
ci
p
a
n
ts
.
Fi
r
s
t
,
i
n
f
o
r
m
e
d
c
o
n
s
en
t
w
as
o
b
ta
in
ed
f
r
o
m
e
ac
h
o
f
t
h
e
s
t
u
d
en
ts
b
e
f
o
r
e
a
d
m
i
n
is
te
r
i
n
g
th
e
i
n
s
t
r
u
m
e
n
ts
.
T
h
is
in
v
o
l
v
e
d
c
lea
r
l
y
a
n
d
c
o
m
p
r
e
h
e
n
s
i
v
e
ly
i
n
f
o
r
m
i
n
g
th
em
ab
o
u
t
t
h
e
r
es
ea
r
c
h
o
b
je
cti
v
es,
t
h
e
p
r
o
ce
d
u
r
es to
b
e
f
o
ll
o
w
ed
,
a
n
y
p
o
te
n
tial
r
is
k
s
a
n
d
b
e
n
ef
i
ts
,
a
n
d
t
h
e
v
o
l
u
n
ta
r
y
n
at
u
r
e
o
f
th
e
ir
p
a
r
ti
ci
p
ati
o
n
,
m
a
k
i
n
g
it
c
lea
r
t
h
at
t
h
ey
c
o
u
l
d
w
it
h
d
r
a
w
f
r
o
m
t
h
e
s
t
u
d
y
at
a
n
y
t
im
e
wi
t
h
o
u
t
r
e
p
e
r
c
u
s
s
i
o
n
s
.
Ad
d
it
io
n
a
ll
y
,
t
h
e
a
n
o
n
y
m
it
y
a
n
d
c
o
n
f
id
e
n
ti
alit
y
o
f
t
h
e
i
n
f
o
r
m
at
io
n
p
r
o
v
id
ed
b
y
t
h
e
p
ar
tic
i
p
a
n
ts
we
r
e
p
r
o
te
ct
ed
,
en
s
u
r
i
n
g
t
h
a
t
t
h
eir
p
e
r
s
o
n
al
d
at
a
w
o
u
l
d
n
o
t
b
e
d
is
cl
o
s
e
d
o
r
u
s
ed
f
o
r
p
u
r
p
o
s
es
u
n
r
elat
e
d
t
o
t
h
e
r
ese
a
r
c
h
.
Fi
n
a
ll
y
,
th
e
n
ec
ess
a
r
y
p
e
r
m
is
s
i
o
n
s
w
e
r
e
o
b
t
ai
n
e
d
f
r
o
m
th
e
ac
ad
em
i
c
a
n
d
ad
m
i
n
is
tr
ati
v
e
a
u
t
h
o
r
iti
es
o
f
t
h
e
i
n
s
tit
u
t
io
n
,
en
s
u
r
i
n
g
t
h
a
t t
h
e
s
t
u
d
y
wo
u
l
d
n
o
t
ca
u
s
e
a
n
y
h
ar
m
o
r
d
is
a
d
v
a
n
ta
g
e
t
o
t
h
e
s
t
u
d
e
n
ts
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
th
e
p
r
ed
o
m
i
n
an
t
ch
r
o
n
o
ty
p
e
a
m
o
n
g
s
tu
d
en
ts
in
th
e
th
ir
d
,
f
o
u
r
t
h
,
an
d
f
if
th
g
r
ad
es
is
th
e
in
ter
m
ed
iate
c
h
r
o
n
o
ty
p
e,
with
8
1
.
2
7
%,
f
o
llo
w
ed
b
y
th
e
m
o
r
n
in
g
c
h
r
o
n
o
ty
p
e
at
1
4
.
9
8
%,
an
d
t
h
e
ev
en
in
g
ch
r
o
n
o
ty
p
e
at
3
.
7
5
%.
Ad
d
itio
n
ally
,
8
3
.
1
5
%
o
f
s
tu
d
en
ts
in
th
ese
g
r
ad
es
ar
e
lik
ely
ex
p
er
ien
cin
g
s
o
cia
l
jet
lag
,
wh
ile
1
6
.
8
5
%
d
o
n
o
t
ex
h
ib
it
s
o
cial
jet
lag
.
T
h
e
s
tr
en
g
th
o
f
th
e
ass
o
ciatio
n
b
etwe
en
ch
r
o
n
o
ty
p
es
an
d
s
o
cial
jet
lag
is
wea
k
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
e
n
ts
,
as sh
o
wn
in
T
a
b
le
1
.
T
ab
le
1
.
C
h
r
o
n
o
ty
p
es a
n
d
s
o
ci
al
jet
lag
o
f
b
asic e
d
u
ca
tio
n
s
t
u
d
en
ts
V
a
r
i
a
b
l
e
s
f
%
C
h
r
o
n
o
t
y
p
e
M
o
r
n
i
n
g
40
1
4
.
9
8
I
n
t
e
r
med
i
a
t
e
2
1
7
8
1
.
2
7
Ev
e
n
i
n
g
10
3
.
7
5
S
o
c
i
a
l
j
e
t
l
a
g
N
o
s
o
c
i
a
l
j
e
t
l
a
g
45
1
6
.
8
5
P
r
o
b
a
b
l
e
s
o
c
i
a
l
j
e
t
l
a
g
2
2
2
8
3
.
1
5
C
h
r
o
n
o
ty
p
e
a
n
d
s
o
cial
jet
lag
d
o
n
o
t
s
h
o
w
a
s
ig
n
if
ican
t
co
r
r
elatio
n
(
p
>0
.
0
5
,
V
C
r
am
er
<0
.
3
)
.
Am
o
n
g
th
e
s
tu
d
en
ts
wh
o
ar
e
lik
ely
to
h
av
e
s
o
cial
jet
lag
,
8
1
.
0
8
%
h
a
v
e
an
in
ter
m
ed
iate
ch
r
o
n
o
t
y
p
e
,
m
ea
n
in
g
th
ey
d
o
n
o
t
lean
to
war
d
s
eith
er
o
f
th
e
estab
lis
h
ed
ch
r
o
n
o
ty
p
es.
H
o
wev
er
,
1
5
.
3
2
%
h
av
e
d
em
o
n
s
tr
ated
a
m
o
r
n
in
g
ch
r
o
n
o
ty
p
e
,
as p
r
esen
ted
in
T
a
b
le
2
.
T
ab
le
2
.
C
o
r
r
elatio
n
b
etwe
en
ch
r
o
n
o
ty
p
e
a
n
d
s
o
cial
jet
lag
S
o
c
i
a
l
j
e
t
l
a
g
C
h
r
o
n
o
t
y
p
e
To
t
a
l
χ
2
p
V
Cra
m
e
r
M
o
r
n
i
n
g
I
n
t
e
r
med
i
a
t
e
Ev
e
n
i
n
g
f
%
f
%
f
%
f
%
N
o
s
o
c
i
a
l
j
e
t
l
a
g
6
1
3
.
3
3
37
8
2
.
2
2
2
4
.
4
4
45
1
0
0
.
0
0
0
.
1
7
5
0
.
9
1
6
0
.
0
2
6
P
r
o
b
a
b
l
e
s
o
c
i
a
l
j
e
t
l
a
g
34
1
5
.
3
2
1
8
0
8
1
.
0
8
8
3
.
6
0
2
2
2
1
0
0
.
0
0
To
t
a
l
40
1
4
.
9
8
2
1
7
8
1
.
2
7
10
3
.
7
5
2
6
7
1
0
0
.
0
0
A
to
tal
of
45%
s
tu
d
en
ts
with
a
m
o
r
n
i
n
g
c
h
r
o
n
o
ty
p
e
ar
e
b
et
wee
n
1
6
an
d
1
7
y
ea
r
s
o
l
d
,
wh
ile
6
0
%
o
f
th
o
s
e
with
an
ev
en
in
g
ch
r
o
n
o
ty
p
e
ar
e
b
etwe
en
1
5
an
d
1
6
y
ea
r
s
o
ld
.
R
eg
ar
d
in
g
t
h
e
in
ter
m
ed
iate
ch
r
o
n
o
ty
p
e
,
8
8
.
0
1
%
ar
e
ag
ed
b
etwe
en
1
4
an
d
1
6
y
ea
r
s
,
as
s
ee
n
in
T
ab
le
3
,
in
d
icatin
g
th
at
th
ey
d
o
n
o
t
s
h
o
w
a
s
p
ec
if
ic
o
r
ien
tatio
n
an
d
ca
n
ea
s
ily
ad
a
p
t
to
th
e
c
o
n
tex
t.
R
eg
ar
d
in
g
t
h
e
p
r
ev
alen
ce
o
f
s
o
cial
jet
la
g
,
4
0
%
o
f
s
tu
d
e
n
ts
wh
o
d
o
n
o
t
ex
p
er
ien
ce
s
o
ci
al
jet
lag
ar
e
1
6
y
ea
r
s
o
ld
.
Similar
ly
,
3
5
.
5
9
%
o
f
s
tu
d
e
n
ts
wh
o
ar
e
lik
ely
ex
p
er
ien
cin
g
s
o
cial
jet
lag
ar
e
o
f
th
e
s
am
e
ag
e
,
as sh
o
wn
in
T
ab
le
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
-
8
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2
2
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r
u
p
tio
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e
b
io
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l c
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ch
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o
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o
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d
s
o
cia
l je
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g
in
h
i
g
h
… (
Gilb
er C
h
u
r
a
-
Qu
is
p
e
)
4113
T
ab
le
3
.
Pre
v
ale
n
ce
o
f
c
h
r
o
n
o
ty
p
e
b
y
ag
e
C
h
r
o
n
o
t
y
p
e
A
g
e
s
To
t
a
l
13
14
15
16
17
f
%
f
%
f
%
f
%
f
%
f
%
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o
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n
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2
5
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7
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9
2
2
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2
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5
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40
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n
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e
r
med
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a
t
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17
7
.
8
3
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5
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0
2
39
1
7
.
9
7
76
3
5
.
0
2
9
4
.
1
5
2
1
7
1
0
0
.
0
0
Ev
e
n
i
n
g
0
0
.
0
0
4
4
0
.
0
0
2
2
0
.
0
0
4
4
0
.
0
0
0
0
.
0
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1
0
0
.
0
0
To
t
a
l
19
7
.
1
2
91
3
4
.
0
8
50
1
8
.
7
3
97
3
6
.
3
3
10
3
.
7
5
2
6
7
1
0
0
.
0
0
T
ab
le
4
.
Pre
v
ale
n
ce
o
f
c
h
r
o
n
o
ty
p
e
b
y
ag
e
S
o
c
i
a
l
j
e
t
l
a
g
A
g
e
s
To
t
a
l
13
14
15
16
17
f
%
f
%
f
%
f
%
f
%
f
%
N
o
s
o
c
i
a
l
j
e
t
l
a
g
4
8
.
8
9
14
3
1
.
1
1
8
1
7
.
7
8
18
4
0
.
0
0
1
2
.
2
2
45
1
0
0
.
0
0
P
r
o
b
a
b
l
e
s
o
c
i
a
l
j
e
t
l
a
g
15
6
.
7
6
77
3
4
.
6
8
42
1
8
.
9
2
79
3
5
.
5
9
9
4
.
0
5
2
2
2
1
0
0
.
0
0
To
t
a
l
19
7
.
1
2
91
3
4
.
0
8
50
1
8
.
7
3
97
3
6
.
3
3
10
3
.
7
5
2
6
7
1
0
0
.
0
0
4
.
2
.
Dis
cus
s
io
n
T
h
e
in
itial
o
b
jectiv
e
o
f
t
h
e
s
t
u
d
y
was
to
id
e
n
tify
th
e
c
o
r
r
el
atio
n
b
etwe
en
ch
r
o
n
o
t
y
p
es
an
d
s
o
cial
jet
lag
am
o
n
g
s
tu
d
e
n
ts
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
n
o
s
ig
n
if
i
ca
n
t
co
r
r
elatio
n
was
f
o
u
n
d
b
etwe
en
th
e
s
tu
d
y
v
ar
iab
les.
T
h
ese
f
in
d
in
g
s
d
if
f
er
f
r
o
m
th
o
s
e
r
ep
o
r
ted
in
t
h
e
liter
atu
r
e
[
1
8
]
,
[
2
0
]
,
[
2
4
]
,
[
2
5
]
,
wh
er
e
th
e
p
r
ev
alen
ce
o
f
an
ev
en
in
g
c
h
r
o
n
o
ty
p
e
co
u
ld
p
o
s
e
a
h
ig
h
r
is
k
o
f
s
o
cial
jet
lag
in
in
d
iv
id
u
als.
I
t
ap
p
ea
r
s
th
at
r
eg
ar
d
less
o
f
th
e
ch
r
o
n
o
ty
p
e
s
tu
d
en
ts
m
ay
p
r
esen
t,
th
e
y
ex
p
er
ien
ce
d
if
f
icu
lties
with
th
eir
s
ch
ed
u
les an
d
s
u
f
f
e
r
f
r
o
m
jet
lag
d
u
r
in
g
class
es.
I
n
th
is
s
tu
d
y
,
8
1
.
0
8
%
o
f
s
tu
d
en
t
s
ex
p
er
ien
cin
g
s
o
cial
jet
lag
h
av
e
an
in
ter
m
ed
iate
ch
r
o
n
o
ty
p
e.
T
h
is
m
ea
n
s
th
at
ev
en
th
o
u
g
h
th
ey
m
ay
h
av
e
g
r
ea
ter
f
lex
ib
ilit
y
t
o
wo
r
k
in
th
e
m
o
r
n
in
g
o
r
af
ter
n
o
o
n
,
if
th
e
s
ch
e
d
u
les
ar
e
s
ig
n
if
ican
tly
d
if
f
er
e
n
t
f
r
o
m
th
eir
n
atu
r
al
r
h
y
th
m
s
,
it
ca
n
lead
to
t
h
is
d
esy
n
ch
r
o
n
izatio
n
.
Pre
-
a
d
o
lescen
t
an
d
ad
o
lescen
t
s
tu
d
en
ts
m
ay
n
o
t
b
e
awa
r
e
o
f
th
eir
s
o
cial
jet
lag
d
u
r
in
g
th
eir
ac
ad
em
ic
te
n
u
r
e,
as
th
ey
ar
e
in
a
s
tag
e
f
illed
with
en
er
g
y
an
d
ad
a
p
tab
ilit
y
.
Me
an
w
h
ile,
th
o
s
e
with
m
o
r
e
ex
tr
em
e
c
h
r
o
n
o
ty
p
es
ca
n
ea
s
i
ly
r
ec
o
g
n
ize
f
atig
u
e.
T
h
is
m
a
y
ca
u
s
e
s
tu
d
e
n
ts
with
an
in
te
r
m
ed
iate
jet
lag
to
u
n
d
er
esti
m
ate
th
e
ef
f
ec
ts
o
f
p
h
y
s
ical
an
d
m
en
tal
f
atig
u
e
t
h
ey
ex
p
er
ien
ce
.
Ad
d
itio
n
ally
,
t
h
er
e
m
a
y
b
e
s
o
m
e
ex
ter
n
al
v
ar
iab
les
n
o
t
in
clu
d
ed
in
th
e
s
tu
d
y
,
s
u
c
h
as
ac
ad
em
ic
p
r
ess
u
r
e,
d
e
p
r
ess
io
n
,
o
r
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
[
2
8
]
,
th
at
c
o
u
ld
m
e
d
iate
th
is
co
r
r
elatio
n
.
T
h
er
e
f
o
r
e,
th
er
e
is
s
till
a
n
ee
d
to
c
o
n
tin
u
e
ex
p
l
o
r
in
g
th
is
ass
o
ciatio
n
wh
ile
co
n
s
id
er
in
g
o
th
er
f
ac
to
r
s
.
R
eg
ar
d
in
g
th
e
s
ec
o
n
d
o
b
jectiv
e
o
f
th
e
s
tu
d
y
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
ex
p
r
ess
h
av
in
g
an
i
n
ter
m
ed
iate
ch
r
o
n
o
ty
p
e,
m
ea
n
in
g
th
ey
co
n
s
id
er
th
em
s
elv
es
in
d
iv
i
d
u
als
wh
o
d
o
n
o
t
r
e
q
u
ir
e
a
s
p
ec
if
ic
tim
e
to
s
leep
[
4
]
.
T
h
is
f
in
d
in
g
ar
e
co
n
s
is
ten
t
with
s
o
m
e
p
r
ev
io
u
s
r
esear
ch
[
4
1
]
,
[
4
2
]
,
as
s
ch
o
o
lch
ild
r
en
o
f
te
n
en
g
a
g
e
in
ac
tiv
e
s
o
cial
ac
tiv
ities
,
s
u
ch
as
s
p
en
d
in
g
tim
e
with
f
r
ien
d
s
o
r
h
o
b
b
ies,
wh
er
e
th
ey
m
ay
ev
e
n
s
tay
u
p
later
th
r
o
u
g
h
d
ig
ital
co
m
m
u
n
icatio
n
s
.
T
h
is
s
u
g
g
ests
th
at
th
ese
f
in
d
in
g
s
m
ay
b
e
ass
o
ciate
d
with
th
e
m
o
d
er
n
life
s
ty
le
th
ey
lead
.
Ho
wev
er
,
m
o
s
t
s
tu
d
ies
f
o
u
n
d
in
d
icate
d
th
e
p
r
ev
al
en
ce
o
f
m
o
r
n
i
n
g
[
1
4
]
o
r
ev
en
in
g
ch
r
o
n
o
ty
p
es
[
1
5
]
–
[
1
7
]
,
[
2
0
]
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
ese
s
tu
d
ies
we
r
e
co
n
d
u
cted
with
in
d
iv
id
u
als
o
v
er
th
e
ag
e
o
f
1
6
,
in
clu
d
in
g
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
y
o
u
n
g
ad
u
lts
wh
o
wo
r
k
.
I
n
o
u
r
s
tu
d
y
,
s
in
ce
th
e
p
ar
t
icip
an
ts
ar
e
s
ch
o
o
l
s
tu
d
en
ts
wh
o
g
en
er
ally
h
a
v
e
o
n
ly
ac
ad
em
ic
an
d
e
x
tr
ac
u
r
r
icu
lar
ac
tiv
ities
an
d
ar
e
s
till
wi
th
o
u
t
s
o
cial
p
r
ess
u
r
e,
th
ey
ex
h
i
b
it
g
r
ea
ter
en
er
g
y
t
o
ad
ap
t
t
o
s
ch
ed
u
les.
So
m
e
s
tu
d
ies
h
av
e
also
id
e
n
tifie
d
th
e
p
r
ev
alen
ce
o
f
th
e
in
ter
m
ed
iate
ch
r
o
n
o
ty
p
e
[
4
1
]
,
[
4
2
]
.
I
n
th
e
th
ir
d
o
b
jectiv
e,
r
eg
a
r
d
i
n
g
s
o
cial
jet
lag
,
it
h
as
b
ee
n
id
en
tifie
d
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
lik
ely
ex
p
er
ien
ce
s
o
cial
jet
lag
.
T
h
is
m
ea
n
s
th
at
th
eir
b
io
lo
g
ical
clo
ck
ty
p
ically
d
o
es
n
o
t
alig
n
with
th
e
s
o
cia
l
s
ch
ed
u
le
o
f
th
e
s
ch
o
o
l
th
ey
a
tten
d
.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
[
1
8
]
,
[
2
1
]
,
wh
ich
f
o
u
n
d
th
at
at
leas
t
6
7
%
o
f
s
tu
d
e
n
ts
s
u
f
f
er
f
r
o
m
s
leep
in
ess
d
u
r
in
g
class
tim
e,
in
d
icatin
g
th
e
p
r
esen
ce
o
f
jet
lag
.
Stu
d
en
ts
wh
o
s
p
en
d
ex
te
n
d
ed
h
o
u
r
s
in
f
r
o
n
t
o
f
s
cr
ee
n
s
b
ef
o
r
e
g
o
in
g
to
b
e
d
ty
p
ically
ex
p
e
r
ien
ce
ar
o
u
n
d
two
h
o
u
r
s
o
f
s
leep
d
ep
r
iv
atio
n
,
wh
ich
th
ey
s
o
m
et
im
es a
ttem
p
t to
r
ec
o
v
er
d
u
r
in
g
class
tim
e
[
4
3
]
,
[
4
4
]
.
C
lass
s
ch
ed
u
les u
s
u
ally
d
o
n
o
t
alig
n
with
ad
o
lescen
ts
’
n
atu
r
al
s
leep
r
h
y
th
m
s
,
as
m
a
n
y
o
f
th
em
s
tay
awa
k
e
v
er
y
late.
Fu
r
th
er
m
o
r
e,
ac
ad
em
ic
lo
ad
s
an
d
ass
ig
n
m
e
n
ts
m
ay
ca
u
s
e
s
tu
d
en
ts
to
s
leep
less
,
esp
ec
ially
if
th
ese
in
v
o
lv
e
d
ig
ital
ac
tiv
ities
th
at
r
eq
u
ir
e
th
em
to
b
e
co
n
n
ec
ted
to
th
eir
p
h
o
n
es
o
r
co
m
p
u
ter
s
,
as
p
r
o
lo
n
g
ed
u
s
e
o
f
elec
tr
o
n
ic
d
ev
ices
in
ter
f
er
es with
s
leep
.
T
h
e
f
o
u
r
t
h
o
b
jectiv
e
s
tates
th
at
6
0
%
o
f
th
o
s
e
with
an
ev
en
in
g
ch
r
o
n
o
ty
p
e
ar
e
b
etwe
en
1
5
an
d
1
6
y
ea
r
s
o
ld
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
in
d
icatin
g
th
at
th
e
tr
an
s
it
io
n
to
an
ev
en
i
n
g
ch
r
o
n
o
ty
p
e
ty
p
ically
o
cc
u
r
s
ar
o
u
n
d
th
e
ag
es
o
f
1
6
an
d
1
7
,
d
u
r
in
g
wh
ich
in
d
i
v
id
u
als
o
f
ten
ex
p
er
ien
ce
h
ea
lth
-
r
elate
d
co
n
s
eq
u
e
n
ce
s
[
1
5
]
–
[
1
7
]
.
T
h
is
p
h
e
n
o
m
en
o
n
ca
n
b
e
ex
p
lain
ed
b
y
th
e
f
ac
t
th
at
ad
o
lescen
ts
in
th
is
ag
e
g
r
o
u
p
ten
d
to
g
o
to
b
ed
later
,
r
esu
ltin
g
in
s
h
o
r
ter
s
leep
d
u
r
atio
n
[
9
]
.
C
h
an
g
es
in
s
leep
p
atter
n
s
o
cc
u
r
wh
en
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
0
9
-
411
8
4114
ad
o
lescen
ts
p
r
io
r
itize
o
th
er
a
ctiv
ities
o
v
er
s
leep
,
th
er
eb
y
e
x
ac
er
b
atin
g
th
e
n
eg
ativ
e
ef
f
e
cts
th
at
p
r
ed
is
p
o
s
e
th
em
to
an
e
v
en
in
g
ch
r
o
n
o
ty
p
e.
I
n
r
esp
o
n
s
e
to
th
e
f
i
f
th
o
b
jectiv
e,
it
is
o
b
s
er
v
ed
th
at
3
5
.
5
9
% o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
wh
o
lik
ely
s
u
f
f
er
f
r
o
m
jet
lag
ar
e
1
6
y
ea
r
s
o
ld
.
T
h
e
r
esu
lts
co
in
cid
e
wit
h
ex
is
tin
g
liter
atu
r
e,
wh
ich
in
d
icate
s
th
at
5
3
.
9
%
o
f
s
tu
d
en
ts
ag
ed
1
3
to
1
5
e
x
p
e
r
ien
ce
s
o
cial
jet
lag
,
attr
ib
u
tab
le
to
ir
r
eg
u
lar
s
leep
h
ab
its
,
ex
c
ess
iv
e
tex
tin
g
,
an
d
wak
e
-
u
p
tim
es
o
n
s
ch
o
o
l
d
ay
s
an
d
wee
k
e
n
d
s
[
4
5
]
.
Gen
er
all
y
,
s
tu
d
en
ts
wh
o
ar
e
1
6
y
ea
r
s
o
ld
ar
e
i
n
th
eir
f
in
al
s
tag
e
o
f
s
ch
o
o
lin
g
,
an
d
in
a
d
d
itio
n
to
s
ch
o
o
l
ass
ig
n
m
en
ts
,
th
ey
m
u
s
t
also
p
r
ep
ar
e
f
o
r
u
n
iv
e
r
s
ity
,
lead
in
g
to
an
in
cr
ea
s
e
in
s
tu
d
y
h
o
u
r
s
an
d
a
d
ec
r
ea
s
e
in
s
leep
.
Mo
r
eo
v
e
r
,
t
h
e
u
s
e
o
f
elec
tr
o
n
ic
d
ev
ices
a
m
o
n
g
ad
o
lescen
ts
is
also
an
in
f
lu
e
n
cin
g
f
ac
to
r
,
a
n
d
th
e
d
is
r
u
p
tio
n
o
f
s
leep
cy
cl
es
h
ig
h
lig
h
ts
th
e
n
ee
d
to
a
d
d
r
ess
th
e
im
p
ac
t
o
f
s
o
cial
jet
lag
in
th
is
ag
e
g
r
o
u
p
.
T
h
e
th
eo
r
etica
l
im
p
licatio
n
s
o
f
o
u
r
s
tu
d
y
o
p
en
a
n
ew
d
e
b
ate
r
eg
ar
d
in
g
th
e
lack
o
f
c
o
r
r
elatio
n
b
etwe
en
s
o
cial
jet
lag
an
d
c
h
r
o
n
o
ty
p
es
in
s
ch
o
o
lch
ild
r
en
an
d
ch
allen
g
e
co
n
v
en
tio
n
al
n
o
tio
n
s
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
b
io
lo
g
ic
al
r
h
y
th
m
s
a
n
d
s
o
cial
d
em
an
d
s
.
W
h
ile,
ac
co
r
d
in
g
to
c
h
r
o
n
o
b
io
lo
g
y
th
eo
r
y
,
t
h
ey
s
h
o
u
ld
b
e
c
o
r
r
elate
d
[
3
1
]
,
it
s
ee
m
s
th
at
s
tu
d
en
ts
’
ad
ap
tatio
n
to
s
ch
o
o
l
s
ch
ed
u
les
m
ay
b
e
m
o
r
e
co
m
p
lex
th
an
p
r
ev
io
u
s
ly
ass
u
m
ed
.
Fro
m
th
e
th
eo
r
y
o
f
ze
itg
eb
e
r
s
[
3
2
]
,
ir
r
e
g
u
lar
b
eh
av
io
r
s
in
s
tu
d
e
n
ts
’
a
ctiv
ities
at
d
if
f
er
en
t
tim
es
ea
ch
d
ay
ar
e
attr
ib
u
te
d
to
f
ac
to
r
s
s
u
ch
as
lig
h
t,
tem
p
er
atu
r
e,
o
r
s
o
cial
r
o
u
tin
es.
T
h
er
ef
o
r
e,
th
e
ex
p
er
ien
ce
s
o
f
s
o
cial
jet
lag
a
m
o
n
g
s
ch
o
o
lch
ild
r
e
n
m
ay
b
e
i
n
f
lu
en
ce
d
n
o
t
o
n
ly
b
y
ac
ad
em
ic
ac
tiv
ities
b
u
t a
ls
o
b
y
th
e
tim
e
th
ey
s
p
en
d
c
o
n
n
e
cted
to
elec
tr
o
n
ic
d
e
v
ices
o
r
en
g
ag
in
g
in
ex
tr
ac
u
r
r
icu
lar
task
s
.
Alth
o
u
g
h
th
ey
r
ep
o
r
t
h
av
in
g
an
in
ter
m
e
d
iate
ch
r
o
n
o
ty
p
e,
th
is
d
o
es
n
o
t
n
ec
ess
ar
ily
im
p
ly
th
at
th
ey
h
av
e
f
le
x
ib
ilit
y
in
m
an
ag
in
g
th
eir
s
tu
d
y
tim
es.
T
h
u
s
,
f
u
tu
r
e
r
esear
ch
c
o
u
ld
e
x
p
lo
r
e
th
eo
r
etica
l
m
o
d
els
th
at
c
o
n
s
id
er
o
th
e
r
s
tu
d
y
v
ar
iab
les.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
s
h
o
w
n
o
ass
o
ciatio
n
b
etwe
en
ch
r
o
n
o
ty
p
es
an
d
s
o
cial
jet
lag
am
o
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
a
m
o
r
e
co
m
p
lex
in
ter
ac
tio
n
th
an
in
it
ially
h
y
p
o
th
esized
.
T
h
e
in
te
r
m
ed
iate
ch
r
o
n
o
ty
p
e
was
th
e
m
o
s
t
co
m
m
o
n
,
an
d
m
o
s
t
s
tu
d
en
ts
s
h
o
wed
s
ig
n
s
o
f
p
o
s
s
ib
le
s
o
cial
jet
lag
.
No
tab
ly
,
6
0
%
o
f
ev
en
i
n
g
-
ty
p
e
s
tu
d
en
ts
wer
e
ag
ed
1
5
–
1
6
,
an
d
3
5
.
5
9
%
o
f
th
o
s
e
with
s
o
cial
jet
lag
wer
e
1
6
y
e
ar
s
o
ld
.
T
h
e
s
tu
d
y
en
co
u
r
a
g
es f
u
r
th
e
r
r
esear
ch
i
n
th
is
ar
ea
.
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
co
r
r
elatio
n
al,
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
wh
ich
lim
its
th
e
ab
ilit
y
to
in
f
er
ca
u
s
ality
o
r
tr
ac
k
ch
an
g
es
o
v
er
tim
e,
as
d
ata
wer
e
c
o
llected
at
a
s
in
g
le
p
o
i
n
t
an
d
m
ay
r
ef
lect
p
s
y
ch
o
s
o
cial
in
f
lu
en
ce
s
.
Alth
o
u
g
h
th
e
s
am
p
le
was
r
ep
r
esen
tativ
e,
it
was
d
r
awn
f
r
o
m
o
n
ly
o
n
e
p
u
b
lic
s
ch
o
o
l.
T
h
e
u
s
e
o
f
s
elf
-
r
ep
o
r
ted
q
u
an
titativ
e
d
ata
also
in
tr
o
d
u
ce
s
p
o
ten
tial
s
o
ci
al
d
esira
b
ilit
y
b
ias.
Ad
d
itio
n
a
lly
,
n
o
m
o
d
er
atin
g
o
r
m
ed
iatin
g
v
ar
iab
les we
r
e
c
o
n
s
id
er
ed
to
f
u
r
t
h
er
co
n
tr
o
l th
e
r
elatio
n
s
h
ip
s
ex
am
in
ed
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
c
o
n
s
id
er
lo
n
g
itu
d
in
al
d
esig
n
s
to
a
s
s
es
s
ch
an
g
es
o
v
er
tim
e
an
d
estab
lis
h
ca
u
s
al
r
elatio
n
s
h
ip
s
.
I
t
is
also
r
ec
o
m
m
en
d
ed
to
in
clu
d
e
la
r
g
er
,
m
o
r
e
r
ep
r
esen
tativ
e
s
am
p
l
es
f
r
o
m
b
o
th
u
r
b
an
an
d
r
u
r
al
ar
ea
s
f
o
r
a
b
r
o
ad
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
h
en
o
m
en
o
n
.
T
o
ad
d
r
ess
th
e
lim
ita
tio
n
s
o
f
q
u
an
titativ
e
d
ata,
q
u
alitativ
e
ap
p
r
o
ac
h
es
m
ay
b
e
in
co
r
p
o
r
ated
f
o
r
d
ee
p
er
in
s
ig
h
t.
Ad
d
itio
n
ally
,
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
co
u
ld
b
e
u
s
ed
to
i
n
c
lu
d
e
m
ed
iatin
g
an
d
m
o
d
er
atin
g
v
ar
iab
les,
allo
win
g
f
o
r
m
o
r
e
r
o
b
u
s
t
th
eo
r
etica
l
ex
p
lan
atio
n
s
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
o
f
t
h
is
s
tu
d
y
s
u
g
g
est
th
at
th
e
ab
s
e
n
ce
o
f
a
s
ig
n
if
ica
n
t
co
r
r
elatio
n
ca
lls
f
o
r
a
r
ec
o
n
s
id
er
atio
n
o
f
p
s
y
ch
o
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
tr
ateg
ies
in
s
ch
o
o
ls
.
T
h
ese
s
h
o
u
ld
n
o
t
f
o
cu
s
s
o
lely
o
n
ad
ju
s
tin
g
s
ch
o
o
l
s
ch
ed
u
les
o
r
s
leep
r
o
u
tin
es
b
ased
o
n
s
tu
d
en
ts
’
ch
r
o
n
o
ty
p
es.
Oth
e
r
in
f
l
u
en
cin
g
f
ac
to
r
s
—
s
u
ch
as
ex
ce
s
s
iv
e
d
ev
ice
u
s
e,
ac
ad
em
ic
d
em
an
d
s
,
an
d
s
o
cio
cu
ltu
r
al
attitu
d
es
to
war
d
r
est
—
m
u
s
t
also
b
e
ad
d
r
ess
ed
.
R
esear
ch
er
s
,
s
ch
o
o
l
lead
er
s
,
a
n
d
p
s
y
ch
o
lo
g
is
ts
co
u
ld
im
p
lem
en
t
p
r
o
g
r
am
s
th
at
p
r
o
m
o
te
h
ea
lth
y
s
leep
h
ab
its
th
r
o
u
g
h
r
e
f
lectio
n
,
tim
e
m
a
n
ag
em
en
t,
an
d
r
esp
o
n
s
ib
le
t
ec
h
n
o
lo
g
y
u
s
e.
Su
ch
in
itiativ
es
wo
u
ld
s
u
p
p
o
r
t
s
tu
d
en
ts
in
m
ak
in
g
in
f
o
r
m
ed
d
ec
is
io
n
s
ab
o
u
t th
e
im
p
o
r
tan
ce
o
f
ad
eq
u
ate
s
leep
f
o
r
ac
ad
em
i
c
en
g
ag
em
en
t.
T
h
e
ev
id
en
ce
p
r
esen
ted
s
er
v
es
as
a
v
alu
ab
le
f
o
u
n
d
atio
n
f
o
r
ed
u
ca
tio
n
al
m
an
a
g
em
en
t
d
ec
is
io
n
s
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
co
m
p
r
eh
en
s
iv
e,
co
n
tex
tu
al,
an
d
m
u
ltis
y
s
tem
ic
in
ter
v
en
tio
n
s
th
at
ad
d
r
ess
n
o
t
o
n
ly
b
io
lo
g
ical,
b
u
t
also
s
o
cial
an
d
em
o
tio
n
al
d
im
en
s
io
n
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
th
an
k
t
h
e
New
m
a
n
Gr
ad
u
ate
Sch
o
o
l.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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4115
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DATA AV
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Der
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GC
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RE
F
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R
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NC
E
S
[
1
]
J.
Z
h
o
u
e
t
a
l
.
,
“
C
h
r
o
n
o
t
y
p
e
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p
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y
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.
[
2
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M
.
H
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.
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“
Q
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[
3
]
G
.
M
u
sc
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,
“
Th
e
EA
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w
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.
[
4
]
C
.
La
n
g
,
C
.
R
i
c
h
a
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s
o
n
,
G
.
M
i
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,
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d
M
.
G
r
a
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sar,
“
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p
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s
:
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se,
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n
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c
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ry
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[
5
]
N
.
M
a
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Lo
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n
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t
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.
,
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[
6
]
R
.
C
a
l
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a
n
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o
,
A
.
A
.
S
t
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,
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h
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s,
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m
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[
7
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K
.
S
.
J
a
n
k
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sk
i
,
“
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:
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rn
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p
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8
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9
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.
[
8
]
A
.
A
.
P
u
t
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n
d
E.
G
.
V
e
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k
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n
,
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mu
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s
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n
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[
9
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I
.
W
.
S
a
x
v
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a
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.
,
“
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t
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s fo
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.
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s fr
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m a
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Me
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[
1
0
]
T.
Y
i
p
,
Y
.
W
a
n
g
,
M
.
X
i
e
,
P
.
S
.
I
p
,
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.
F
o
w
l
e
,
a
n
d
J.
B
u
c
k
h
a
l
t
,
“
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c
h
o
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l
S
t
a
r
t
Ti
mes
,
S
l
e
e
p
,
a
n
d
Y
o
u
t
h
O
u
t
c
o
mes
:
A
M
e
t
a
-
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l
y
si
s,
”
Pe
d
i
a
t
ri
c
s
,
v
o
l
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[
3
7
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[
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8
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[
3
9
]
J.
O
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R
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Jo
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tal
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h
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s
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f
tea
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ize
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RENACY
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le
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c
a
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b
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tac
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t
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m
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il
b
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ra
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fro
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th
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Un
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v
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rsity
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f
Tac
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a
(
P
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ru
).
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h
e
h
a
s
e
x
p
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p
sy
c
h
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ica
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c
a
re
a
t
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e
Ed
u
c
a
ti
o
n
a
l
In
st
it
u
t
io
n
“
Nu
e
stro
s
Hé
ro
e
s
d
e
la
G
u
e
rra
d
e
l
P
a
c
í
fico
.
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r
c
u
rre
n
t
re
se
a
rc
h
in
tere
sts
in
v
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l
v
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c
h
ro
n
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t
y
p
e
s,
s
o
c
ial
jet
lag
,
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d
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c
h
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lo
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.
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h
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c
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c
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n
tac
ted
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m
a
il
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k
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u
a
l.
u
p
t.
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.
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u
li
o
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lencia
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lenci
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s
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m
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ra
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l
(Tac
n
a
).
H
e
h
a
s
1
8
y
e
a
rs
o
f
a
c
a
d
e
m
ic
e
x
p
e
rien
c
e
a
t
th
e
P
riv
a
te
Un
iv
e
rsi
ty
o
f
Tac
n
a
(UPT
),
wh
e
re
h
e
se
rv
e
s
a
s
a
n
a
u
x
il
iary
p
r
o
fe
ss
o
r
a
n
d
lec
tu
re
r
i
n
t
h
e
P
ro
fe
ss
io
n
a
l
P
sy
c
h
o
l
o
g
y
p
ro
g
ra
m
o
f
t
h
e
S
c
h
o
o
l
o
f
Hu
m
a
n
it
ies
,
w
h
ich
is
p
a
rt
o
f
t
h
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Co
m
m
u
n
ica
ti
o
n
S
c
ien
c
e
s,
a
n
d
H
u
m
a
n
it
ies
.
His
a
c
a
d
e
m
ic
a
n
d
re
se
a
rc
h
wo
rk
fo
c
u
se
s
o
n
t
h
e
stu
d
y
o
f
o
r
g
a
n
iza
ti
o
n
a
l
d
y
n
a
m
ics
,
e
d
u
c
a
ti
o
n
a
l
p
r
o
c
e
ss
e
s,
a
n
d
th
e
a
n
a
ly
sis
o
f
p
sy
c
h
o
l
o
g
ica
l
fa
c
t
o
rs
re
late
d
to
lea
rn
i
n
g
a
n
d
it
s
m
u
l
ti
p
le
c
o
n
tex
ts.
Th
e
se
a
re
a
s
o
f
in
tere
st
re
flec
t
h
is
c
o
m
m
it
m
e
n
t
t
o
t
h
e
c
o
n
ti
n
u
o
u
s
imp
ro
v
e
m
e
n
t
o
f
e
d
u
c
a
ti
o
n
a
l
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
e
n
v
iro
n
m
e
n
ts
fro
m
a
n
in
terd
isc
ip
l
in
a
ry
p
e
rsp
e
c
ti
v
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
sic
.
ju
li
o
v
a
len
c
ia@
g
m
a
il
.
c
o
m
.
J
a
v
ier
Alc
a
G
ó
m
e
z
is
a
d
o
c
to
ra
l
c
a
n
d
i
d
a
te
i
n
B
u
sin
e
ss
A
d
m
in
istratio
n
a
t
th
e
Au
to
n
o
m
o
u
s Un
iv
e
rsit
y
o
f
Ic
a
(P
e
ru
).
He
h
o
l
d
s a
m
a
ste
r
’
s d
e
g
re
e
i
n
Ed
u
c
a
ti
o
n
S
c
ien
c
e
s with
a
sp
e
c
ializa
ti
o
n
i
n
Hi
g
h
e
r
Ed
u
c
a
t
io
n
Tea
c
h
in
g
a
n
d
Re
se
a
rc
h
fro
m
Jo
sé
Ca
rlo
s
M
a
riáte
g
u
i
Un
iv
e
rsity
i
n
M
o
q
u
e
g
u
a
(P
e
r
u
).
He
h
a
s
o
v
e
r
3
0
y
e
a
rs
o
f
a
c
a
d
e
m
ic
e
x
p
e
rien
c
e
in
se
c
o
n
d
a
ry
,
h
ig
h
e
r
p
e
d
a
g
o
g
ica
l,
a
n
d
h
i
g
h
e
r
tec
h
n
o
l
o
g
ica
l
e
d
u
c
a
ti
o
n
.
He
is
a
lec
tu
re
r
in
th
e
a
re
a
o
f
m
a
th
e
m
a
ti
c
a
l
a
n
d
p
h
y
sic
a
l
sc
ien
c
e
s
a
t
th
e
P
r
iv
a
te
Un
i
v
e
rsity
o
f
Tac
n
a
i
n
t
h
e
F
a
c
u
lt
y
o
f
En
g
i
n
e
e
rin
g
.
His
c
u
rre
n
t
re
se
a
rc
h
in
tere
sts
i
n
c
lu
d
e
e
n
g
i
n
e
e
rin
g
,
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,
a
n
d
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
stu
d
e
n
ts
a
c
ro
ss
v
a
rio
u
s
le
v
e
ls
a
n
d
a
re
a
s
o
f
e
d
u
c
a
ti
o
n
.
His
p
u
b
li
c
a
ti
o
n
to
p
ics
in
c
lu
d
e
sy
ste
m
s
e
n
g
in
e
e
rin
g
,
th
e
tea
c
h
in
g
o
f
m
a
th
e
m
a
ti
c
s
in
e
n
g
i
n
e
e
rin
g
,
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
n
e
w
tea
c
h
in
g
m
e
th
o
d
o
lo
g
ie
s
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jav
a
lca
g
@u
p
t.
p
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
0
9
-
411
8
4118
En
r
iq
u
e
J
o
sé
Q
u
isp
e
Mell
o
i
s
a
m
a
ste
r
’
s
d
e
g
re
e
in
Ed
u
c
a
ti
o
n
a
l
Ad
m
in
istratio
n
a
n
d
a
b
a
c
h
e
l
o
r
’
s
d
e
g
re
e
i
n
E
d
u
c
a
ti
o
n
with
a
s
p
e
c
ializa
ti
o
n
i
n
S
o
c
i
a
l
S
c
ien
c
e
s.
He
h
a
s
o
v
e
r
2
0
y
e
a
rs
o
f
e
x
p
e
rien
c
e
in
th
e
e
d
u
c
a
ti
o
n
se
c
to
r,
in
c
lu
d
i
n
g
b
o
t
h
Ba
sic
Ed
u
c
a
ti
o
n
a
n
d
Hig
h
e
r
Ed
u
c
a
ti
o
n
a
t
Jo
rg
e
Ba
sa
d
re
G
ro
h
m
a
n
n
Na
ti
o
n
a
l
U
n
iv
e
rsit
y
,
w
h
e
re
h
e
c
u
rre
n
t
ly
wo
rk
s
a
s
a
tea
c
h
e
r
a
n
d
Ac
a
d
e
m
ic
Ad
m
in
istr
a
ti
v
e
S
e
c
re
tary
i
n
t
h
e
F
a
c
u
l
ty
o
f
Ed
u
c
a
ti
o
n
,
Co
m
m
u
n
ica
ti
o
n
,
a
n
d
Hu
m
a
n
it
ies
.
He
h
a
s
a
lso
w
o
rk
e
d
in
th
e
G
ra
d
u
a
te
S
c
h
o
o
l
o
f
t
h
e
sa
m
e
u
n
iv
e
rsity
a
n
d
h
a
s
b
e
e
n
in
v
o
l
v
e
d
i
n
train
i
n
g
re
late
d
to
In
n
o
v
a
ti
v
e
P
e
d
a
g
o
g
ica
l
P
ro
jec
t
s
in
e
d
u
c
a
ti
o
n
a
l
u
n
it
s
i
n
th
e
Tac
n
a
re
g
io
n
o
f
P
e
ru
.
His
r
e
se
a
rc
h
in
tere
sts
in
c
lu
d
e
lea
rn
in
g
stra
teg
ies
,
a
ss
e
ss
m
e
n
t
in
stru
m
e
n
ts,
a
n
d
e
v
e
r
y
th
i
n
g
re
l
a
ted
to
imp
r
o
v
i
n
g
stu
d
e
n
t
lea
rn
in
g
o
u
tc
o
m
e
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
e
n
ri
q
u
e
q
3
@g
m
a
il
.
c
o
m
.
Am
e
r
ico
Alc
a
G
ó
m
e
z
is a l
a
wy
e
r
a
n
d
h
o
l
d
s a
b
a
c
h
e
l
o
r
’
s d
e
g
re
e
in
e
d
u
c
a
ti
o
n
wit
h
a
sp
e
c
ializa
ti
o
n
in
lan
g
u
a
g
e
a
n
d
l
it
e
ra
tu
re
.
He
h
a
s
a
m
a
ste
r
’
s
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
wit
h
a
fo
c
u
s
o
n
tea
c
h
in
g
a
n
d
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t,
a
s
we
ll
a
s
a
se
c
o
n
d
sp
e
c
ialty
d
e
g
re
e
in
a
lt
e
rn
a
ti
v
e
b
a
sic
e
d
u
c
a
ti
o
n
a
n
d
t
u
to
ri
n
g
.
H
e
is
a
lso
a
tec
h
n
ica
l
p
ro
fe
ss
io
n
a
l
in
fo
re
i
g
n
trad
e
a
n
d
is
c
u
rre
n
tl
y
p
u
rsu
i
n
g
a
d
o
c
to
ra
l
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
a
l
sc
ien
c
e
s
.
He
is
c
u
rre
n
tl
y
a
fa
c
u
lt
y
m
e
m
b
e
r
a
t
th
e
P
r
o
fe
ss
io
n
a
l
S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
a
t
Jo
r
g
e
Ba
sa
d
re
G
ro
h
m
a
n
n
Na
ti
o
n
a
l
Un
iv
e
rsit
y
i
n
Tac
n
a
,
P
e
ru
.
Wi
t
h
o
v
e
r
20
y
e
a
rs
o
f
tea
c
h
in
g
e
x
p
e
rien
c
e
in
b
o
t
h
p
u
b
li
c
a
n
d
p
riv
a
te
in
sti
tu
ti
o
n
s,
h
is
re
se
a
rc
h
in
tere
sts
a
n
d
p
u
b
li
c
a
ti
o
n
to
p
ics
in
c
l
u
d
e
p
e
d
a
g
o
g
y
,
li
tera
tu
re
,
p
u
b
li
c
m
a
n
a
g
e
m
e
n
t,
e
d
u
c
a
ti
o
n
a
l
re
a
li
ty
,
a
n
d
leg
a
l
issu
e
s
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
a
lca
g
@u
n
jb
g
.
e
d
u
.
p
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.