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1.
I
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RO
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UCT
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h
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s
ch
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h
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eq
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[
1
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.
I
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s
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h
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in
lear
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ctio
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[
2
]
.
I
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ter
p
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s
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co
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f
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ar
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i
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ev
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,
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d
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t
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[
3
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.
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as,
in
clu
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in
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in
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p
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licts
[
4
]
.
Sch
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ten
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[
5
]
.
I
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[
6
]
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[
7
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.
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[
3
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14
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6
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Dec
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20
25
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8
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1
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4
8
3
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o
n
g
s
tu
d
en
t
s
m
ay
lead
to
s
tr
ess
,
r
ed
u
ce
d
class
r
o
o
m
en
g
a
g
em
e
n
t,
an
d
p
o
o
r
ac
ad
em
ic
o
u
tco
m
es
[
1
1
]
.
Desp
ite
th
is
,
th
er
e
is
lim
ited
em
p
ir
ical
ev
id
en
ce
in
th
e
liter
atu
r
e
p
r
o
v
id
in
g
th
e
b
asis
f
o
r
u
n
d
er
s
ta
n
d
in
g
th
e
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
r
elatio
n
al
d
y
n
am
ics
am
o
n
g
s
tu
d
en
ts
an
d
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Acc
o
r
d
in
g
to
E
m
b
u
E
ast
Su
b
-
C
o
u
n
ty
E
d
u
ca
tio
n
Of
f
ice
d
ata,
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
th
e
s
tu
d
en
ts
in
th
e
Ken
y
a
C
er
tific
ate
o
f
Se
co
n
d
ar
y
E
d
u
ca
tio
n
(
KC
SE)
h
as
n
o
t
b
ee
n
s
atis
f
ac
to
r
y
i
n
th
e
p
ast
y
ea
r
s
,
with
a
n
o
v
er
all
m
ea
n
o
f
D+
,
in
d
icatin
g
th
at
t
h
e
m
aj
o
r
ity
o
f
th
e
s
tu
d
en
ts
s
co
r
ed
lo
w
in
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
er
ef
o
r
e
,
litt
le
atten
tio
n
h
as
b
ee
n
p
aid
to
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
R
esear
ch
er
s
ac
r
o
s
s
th
e
g
lo
b
e
r
ec
o
g
n
ize
th
e
b
en
ef
icial
r
o
le
o
f
b
o
th
ac
a
d
em
ic
ex
ce
ll
en
ce
an
d
in
te
r
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
in
s
tu
d
en
ts
’
d
ev
elo
p
m
e
n
t,
h
en
ce
,
it
is
cr
u
cial
to
ex
p
lo
r
e
h
o
w
in
ter
p
er
s
o
n
al
co
n
f
licts
in
f
lu
en
ce
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
ex
is
tin
g
liter
atu
r
e
p
r
o
v
i
d
e
s
g
en
er
al
in
s
ig
h
ts
o
n
s
tu
d
e
n
t
c
o
n
f
licts
b
u
t
lack
s
s
p
ec
if
ic
em
p
ir
ical
ev
id
en
ce
o
n
h
o
w
th
ese
in
te
r
p
er
s
o
n
al
co
n
f
licts
in
f
lu
en
ce
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
o
u
tco
m
es,
p
ar
ticu
la
r
ly
in
Ken
y
an
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
,
wh
ich
th
e
cu
r
r
en
t stu
d
y
aim
s
to
ad
d
r
ess
th
is
q
u
esti
o
n
.
R
esear
ch
er
s
h
av
e
p
r
o
p
o
s
ed
t
h
e
in
v
esti
g
atio
n
o
f
n
o
n
-
c
o
g
n
itiv
e
v
ar
iab
les
th
at
in
f
lu
en
ce
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
s
tu
d
en
ts
[
1
2
]
,
[
1
3
]
.
Ho
wev
er
,
f
ew
s
tu
d
ies
p
r
o
v
id
e
em
p
ir
ical
ev
id
en
ce
r
eg
a
r
d
in
g
th
e
im
p
ac
t o
f
in
ter
p
er
s
o
n
al
co
n
f
licts
o
n
ac
ad
em
ic
s
u
cc
ess
.
T
h
e
ex
is
tin
g
liter
atu
r
e
ex
p
lo
r
es in
ter
p
er
s
o
n
al
co
n
f
licts
,
th
eir
ca
u
s
es,
an
d
th
eir
ef
f
ec
ts
o
n
teac
h
in
g
a
n
d
lear
n
in
g
[
1
]
,
[
1
1
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
estab
lis
h
ed
a
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
e
r
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
ic
o
u
tco
m
es
[
1
4
]
,
[
1
5
]
.
T
h
e
s
t
u
d
y
f
in
d
in
g
s
am
o
n
g
p
r
e
-
ad
o
lescen
t
lear
n
er
s
r
ev
ea
l
ed
a
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
b
u
lly
in
g
a
n
d
s
tu
d
en
ts
’
g
r
ad
es
[
1
6
]
.
T
h
ey
ar
g
u
ed
th
at
b
u
llied
lea
r
n
er
s
h
ad
l
o
w
co
g
n
itiv
e
s
co
r
es,
g
r
ea
ter
b
eh
av
io
r
al
p
r
o
b
lem
s
,
an
d
p
o
o
r
ac
ad
em
ic
ac
h
iev
em
en
ts
.
Similar
ly
,
p
o
s
itiv
e
p
ee
r
r
elatio
n
s
h
ip
s
co
r
r
e
late
with
h
ig
h
er
ac
ad
em
ic
a
ch
iev
em
en
t,
wh
ile
n
eg
ativ
e
p
ee
r
r
elatio
n
s
h
ip
s
ar
e
ass
o
ciate
d
wi
th
lo
wer
ac
ad
em
ic
s
u
cc
ess
[
2
]
.
E
x
am
in
in
g
s
ch
o
o
l
co
n
f
licts
is
ess
en
tial a
s
th
ey
in
cr
ea
s
in
g
ly
af
f
ec
t le
ar
n
in
g
an
d
s
tu
d
en
t r
el
atio
n
s
h
ip
s
[
1
7
]
.
I
n
Ken
y
a,
in
te
r
p
er
s
o
n
al
c
o
n
f
licts
an
d
s
tu
d
en
t
b
eh
av
io
r
p
r
o
b
lem
s
h
av
e
b
ee
n
r
ep
o
r
ted
in
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
[
1
8
]
,
[
1
9
]
.
I
n
ter
p
er
s
o
n
al
c
o
n
f
licts
ar
e
s
h
ap
ed
b
y
u
n
h
ea
lth
y
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
wh
ich
ca
n
r
esu
lt
in
an
tis
o
cial
b
eh
av
io
r
am
o
n
g
s
tu
d
en
ts
,
wh
ich
h
as
b
ee
n
r
ep
o
r
ted
to
b
e
co
m
m
o
n
in
Ken
y
a
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
[
2
0
]
,
[
2
1
]
.
T
ee
n
ag
e
s
tu
d
en
ts
wh
o
e
n
g
ag
e
in
an
tis
o
cial
b
eh
av
io
r
ex
h
ib
it p
h
y
s
ical
an
d
v
er
b
al
ag
g
r
ess
io
n
an
d
p
o
o
r
ac
a
d
em
i
c
p
er
f
o
r
m
an
ce
[
2
2
]
.
T
h
er
ef
o
r
e,
u
n
d
e
r
s
tan
d
in
g
in
ter
p
e
r
s
o
n
a
l
co
n
f
licts
am
o
n
g
s
tu
d
en
ts
is
im
p
o
r
tan
t
f
o
r
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
a
teac
h
er
-
p
s
y
ch
o
l
o
g
is
t
to
p
r
e
v
en
t
d
e
v
ian
t
an
d
an
tis
o
cial
b
eh
av
io
r
am
o
n
g
s
tu
d
en
ts
[
2
3
]
.
T
h
e
s
tu
d
y
p
r
o
v
id
es
th
e
b
a
s
is
f
o
r
d
esig
n
in
g
ev
i
d
en
ce
-
b
a
s
ed
p
r
o
g
r
am
s
an
d
in
ter
v
en
tio
n
s
in
s
ch
o
o
ls
,
in
clu
d
in
g
s
o
cial
-
em
o
tio
n
al
lear
n
in
g
ap
p
r
o
ac
h
es,
wh
ich
p
r
o
m
o
te
g
o
o
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
r
ed
u
ce
in
ter
p
er
s
o
n
al
d
if
f
ic
u
lties
,
an
d
en
h
a
n
ce
p
ea
ce
f
u
l le
ar
n
i
n
g
co
n
tex
ts
.
R
esear
ch
er
s
h
av
e
co
n
f
ir
m
e
d
t
h
at
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
e
s
tu
d
en
ts
p
lay
a
cr
u
cial
r
o
le
in
th
e
s
o
cializa
tio
n
p
r
o
ce
s
s
[
2
4
]
,
[
2
5
]
.
I
n
a
s
ch
o
o
l
co
n
tex
t,
p
o
s
itiv
e
s
tu
d
en
t
r
elatio
n
s
h
ip
s
ar
e
ass
o
ciate
d
with
b
etter
ac
ad
em
ic
ac
h
iev
em
e
n
t,
wh
ile
n
eg
ativ
e
r
elatio
n
s
h
ip
s
ar
e
ass
o
ciate
d
with
ac
ad
em
ic
d
if
f
icu
lties
[
2
6
]
.
T
h
e
s
tu
d
y
p
r
o
v
id
es
a
n
o
v
el
co
n
t
r
ib
u
tio
n
b
y
estab
lis
h
in
g
a
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
e
r
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
E
x
is
tin
g
liter
atu
r
e
h
as
p
r
im
ar
ily
ex
am
i
n
ed
in
ter
p
er
s
o
n
al
c
o
n
f
licts
in
s
ch
o
o
l
s
ettin
g
s
b
etwe
en
th
e
p
r
in
ci
p
als
an
d
teac
h
e
r
s
,
f
o
c
u
s
in
g
m
ain
ly
o
n
th
e
ca
u
s
es
an
d
c
o
n
f
lict
m
a
n
ag
em
e
n
t
s
tr
ateg
ies.
Ho
wev
er
,
em
p
ir
ical
s
tu
d
ies
o
n
s
tu
d
e
n
ts
’
in
ter
p
e
r
s
o
n
al
co
n
f
licts
ar
e
s
ca
r
ce
an
d
h
av
e
lar
g
el
y
r
elied
o
n
q
u
alitativ
e
ap
p
r
o
ac
h
es,
s
u
ch
as
in
ter
v
iews.
T
h
e
s
tu
d
y
ad
o
p
ts
a
q
u
an
titativ
e
ap
p
r
o
ac
h
to
d
eter
m
in
e
a
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
in
t
er
p
er
s
o
n
al
co
n
f
lict
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
,
th
e
s
tu
d
y
en
h
an
ce
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
in
t
er
p
er
s
o
n
al
co
n
f
licts
with
in
s
t
u
d
en
ts
’
im
m
ed
iate
s
o
cial
en
v
ir
o
n
m
en
t
im
p
ac
t
th
e
ir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
p
r
ac
tical
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
an
d
s
ch
o
o
l
c
o
u
n
s
elo
r
s
s
ee
k
in
g
to
f
o
s
ter
h
ea
lth
ier
s
tu
d
en
t
in
ter
ac
tio
n
s
a
n
d
im
p
r
o
v
e
a
ca
d
em
ic
o
u
tco
m
es.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
is
b
en
ef
icial
to
th
e
ac
a
d
em
ic
b
o
d
y
o
n
th
e
in
ter
p
la
y
b
etwe
e
n
s
o
cial
d
y
n
am
ics,
s
p
ec
if
ically
s
tu
d
en
ts
’
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
ed
u
ca
tio
n
a
l
o
u
tco
m
es,
o
f
f
er
in
g
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
in
ter
p
er
s
o
n
al
co
n
f
licts
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
an
d
p
r
o
v
i
d
in
g
in
ter
v
en
tio
n
s
f
o
r
s
ch
o
o
ls
to
ad
o
p
t
e
f
f
ec
tiv
e
co
n
f
lict
m
an
ag
em
e
n
t
s
tr
ateg
ies,
u
ltima
tely
im
p
r
o
v
in
g
in
te
r
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
an
d
s
tu
d
en
ts
’
ac
ad
e
m
ic
tr
ajec
to
r
ies.
T
h
er
ef
o
r
e,
th
e
s
tu
d
y
s
o
u
g
h
t
t
o
an
s
wer
o
n
e
o
b
jectiv
e:
to
d
eter
m
in
e
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
e
r
s
o
n
al
co
n
f
licts
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
an
d
o
n
e
r
esear
ch
h
y
p
o
th
esis
:
t
h
er
e
is
n
o
s
ta
tis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
Hο
1
)
.
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
I
n
terp
ers
o
n
a
l c
o
n
flicts
a
s
a
p
r
ed
icto
r
o
f a
ca
d
emic
p
erfo
r
ma
n
ce
a
mo
n
g
s
ec
o
n
d
a
r
y
… (
A
b
i
g
a
el
C
h
ero
n
o
)
4823
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
A
q
u
an
titativ
e
r
esear
ch
ap
p
r
o
ac
h
,
s
p
ec
if
ically
a
co
r
r
elati
o
n
al
r
esear
c
h
d
esig
n
,
was
a
d
o
p
ted
to
estab
lis
h
th
e
r
elatio
n
s
h
ip
b
et
wee
n
in
ter
p
er
s
o
n
al
c
o
n
f
licts
an
d
s
tu
d
en
ts
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
T
h
e
d
esig
n
allo
wed
th
e
r
esear
ch
e
r
to
d
ete
r
m
in
e
th
e
lin
k
b
etwe
en
th
e
s
t
u
d
ied
v
a
r
iab
les
with
o
u
t
m
a
n
i
p
u
latio
n
[
2
2
]
.
Oth
er
s
tu
d
ies
h
av
e
u
tili
ze
d
th
e
d
esig
n
to
d
eter
m
in
e
th
e
c
o
r
r
elatio
n
b
etwe
en
th
e
v
a
r
iab
les
[
2
7
]
–
[
2
9
]
.
T
h
er
ef
o
r
e,
th
e
q
u
an
titativ
e
d
ata
o
b
tain
e
d
th
r
o
u
g
h
s
tu
d
en
ts
’
q
u
esti
o
n
n
ai
r
es
an
d
d
o
cu
m
e
n
t
an
aly
s
is
m
ad
e
th
e
co
r
r
elatio
n
b
etwe
en
th
e
v
ar
ia
b
les p
o
s
s
ib
le.
2
.
2
.
Sa
m
pli
ng
pro
ce
du
re
s
a
nd
s
a
m
ple size
T
h
e
s
tu
d
y
p
ar
ticip
a
n
ts
wer
e
3
5
7
Fo
r
m
2
s
tu
d
e
n
ts
s
am
p
le
d
f
r
o
m
1
3
p
u
b
lic
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
in
E
m
b
u
E
ast
Su
b
-
C
o
u
n
ty
,
r
ep
r
e
s
en
tin
g
3
0
%
o
f
th
e
to
tal
n
u
m
b
er
o
f
s
ch
o
o
ls
in
th
e
a
r
ea
.
T
h
e
s
tu
d
y
lo
ca
le
was
r
an
d
o
m
l
y
s
elec
ted
,
an
d
s
tr
atif
ied
s
am
p
lin
g
was
u
tili
ze
d
to
s
am
p
le
2
m
ales’
b
o
ar
d
in
g
s
ch
o
o
ls
,
2
f
em
ale
s
’
b
o
ar
d
in
g
s
ch
o
o
ls
,
2
m
ix
ed
d
a
y
an
d
b
o
ar
d
in
g
s
ch
o
o
ls
,
an
d
7
m
ix
ed
d
ay
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
T
h
is
s
tr
atif
icatio
n
en
s
u
r
ed
th
e
h
o
m
o
g
en
o
u
s
r
ep
r
esen
tativ
en
ess
o
f
all
s
ch
o
o
l
c
ateg
o
r
ies
in
th
e
s
am
p
le.
Simp
le
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
to
s
am
p
le
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
Yam
an
e
f
o
r
m
u
la
was
u
s
ed
to
d
eter
m
in
e
th
e
s
am
p
le
s
ize
f
r
o
m
a
to
tal
o
f
3
,
2
7
8
Fo
r
m
2
s
tu
d
en
ts
,
as sh
o
wn
in
(
1
)
:
=
1
+
N
(
)
^
2
(
1
)
=
3
,
278
1
+
3
,
278
^
2
=
357
W
h
er
e
,
n
is
th
e
s
am
p
le
s
ize,
N
is
th
e
to
tal
p
o
p
u
latio
n
,
an
d
e
is
th
e
p
r
ec
is
io
n
lev
el.
T
h
e
Yam
an
e
was
u
s
ed
b
ec
au
s
e
th
e
s
tu
d
y
p
o
p
u
latio
n
was
k
n
o
wn
;
th
er
ef
o
r
e,
th
e
s
am
p
le
co
u
ld
b
e
ac
cu
r
ately
o
b
tain
ed
.
Mo
r
e
o
v
er
,
th
e
f
o
r
m
u
la
is
ap
p
r
o
p
r
iate
f
o
r
d
eter
m
in
in
g
s
am
p
le
s
izes
wh
er
e
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
te
ch
n
iq
u
es
ar
e
u
s
ed
,
p
ar
ticu
lar
ly
in
s
o
cial
s
cien
ce
s
[
3
0
]
.
2
.
3
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
s
tu
d
en
ts
’
q
u
esti
o
n
n
air
e
an
d
d
o
cu
m
e
n
t
an
al
y
s
is
wer
e
u
s
ed
as
th
e
r
esear
ch
in
s
tr
u
m
en
ts
.
T
h
e
in
ter
p
er
s
o
n
al
c
o
n
f
lict
q
u
esti
o
n
n
air
e
h
ad
1
5
item
s
r
ated
o
n
a
3
-
p
o
in
t
L
ik
er
t
s
ca
le
,
wh
er
e
1
=
n
ev
e
r
,
2
=so
m
etim
es,
an
d
3
=o
f
ten
t
o
m
ea
s
u
r
e
th
e
f
r
e
q
u
en
c
y
o
f
in
te
r
p
er
s
o
n
al
c
o
n
f
licts
am
o
n
g
th
e
s
tu
d
en
ts
.
T
h
e
item
s
wer
e
ad
ap
ted
f
r
o
m
th
e
ex
is
tin
g
liter
atu
r
e.
T
h
e
s
u
b
ject
m
a
tter
ex
p
er
ts
f
r
o
m
th
e
Dep
a
r
t
m
en
t
o
f
E
d
u
ca
tio
n
,
Un
iv
er
s
ity
o
f
E
m
b
u
,
ascer
tai
n
ed
th
e
co
n
ten
t
an
d
f
ac
e
v
al
id
ity
.
A
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
i
n
2
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
u
ts
id
e
th
e
s
tu
d
y
lo
ca
le
to
co
n
f
ir
m
th
e
ite
m
s
’
v
alid
ity
an
d
r
eliab
ilit
y
.
A
to
tal
o
f
3
6
s
tu
d
en
ts
f
illed
o
u
t
th
e
q
u
esti
o
n
n
air
es,
an
d
a
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
e
f
f
icien
t
v
alu
e
o
f
0
.
7
5
9
was
o
b
tain
ed
,
in
d
icatin
g
ac
ce
p
tab
le
in
ter
n
al
c
o
n
s
is
ten
cy
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
Du
r
in
g
th
e
d
ata
co
llectio
n
p
h
ase,
th
e
r
esear
ch
er
s
o
u
g
h
t
p
er
m
is
s
io
n
f
r
o
m
th
e
p
r
in
cip
als
o
f
th
e
s
am
p
led
s
ch
o
o
ls
.
Fu
r
th
er
m
o
r
e,
co
n
s
en
t
was
s
o
u
g
h
t
f
r
o
m
th
e
p
ar
ticip
an
ts
,
wh
o
wer
e
ass
u
r
ed
th
at
th
eir
r
esp
o
n
s
es
wo
u
ld
b
e
h
el
d
co
n
f
id
en
tial.
T
h
e
r
esear
ch
er
s
elf
-
a
d
m
in
is
ter
ed
th
e
q
u
esti
o
n
n
air
e
s
to
th
e
p
ar
ticip
an
ts
an
d
co
llected
a
f
ter
th
e
y
h
a
d
f
i
lled
th
em
o
u
t.
T
h
e
q
u
esti
o
n
n
a
ir
es
to
o
k
1
5
m
in
u
tes
.
O
u
t
o
f
3
5
7
q
u
esti
o
n
n
air
es
d
is
tr
ib
u
ted
,
an
8
6
%
(
3
0
6
)
r
et
u
r
n
r
ate
was
ac
h
iev
ed
,
wh
ich
was
u
s
ed
to
an
aly
ze
an
d
in
ter
p
r
et
th
e
f
in
d
in
g
s
.
L
u
n
d
[
3
1
]
ar
g
u
e
d
th
at
a
r
esp
o
n
s
e
r
ate
o
f
8
0
% a
n
d
a
b
o
v
e
is
co
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
d
ata
an
aly
s
is
.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
wer
e
s
u
b
jecte
d
to
clea
n
in
g
,
co
d
in
g
,
an
d
a
n
al
y
s
is
u
s
in
g
th
e
SPSS
v
er
s
io
n
2
5
.
T
h
e
d
escr
ip
tiv
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
s
u
ch
as
m
ea
n
s
,
s
tan
d
ar
d
d
e
v
iatio
n
s
,
f
r
eq
u
e
n
cies,
an
d
p
er
ce
n
tag
es.
I
n
f
er
en
tial
s
tatis
t
ics,
in
clu
d
in
g
co
r
r
elatio
n
an
d
s
im
p
le
lin
ea
r
r
e
g
r
ess
io
n
an
aly
s
is
,
wer
e
u
tili
ze
d
to
an
aly
ze
t
h
e
q
u
an
titativ
e
d
ata.
Sp
ec
if
ically
,
th
e
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
en
t
c
o
r
r
el
atio
n
co
ef
f
ici
en
t
(
r
)
was
u
s
ed
to
d
eter
m
in
e
th
e
co
r
r
elatio
n
.
Su
b
s
eq
u
en
tly
,
s
i
m
p
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
wa
s
p
ar
ticu
lar
ly
em
p
lo
y
ed
to
test
th
e
n
u
ll h
y
p
o
th
esis
.
T
h
e
r
eg
r
ess
io
n
m
o
d
el
e
q
u
atio
n
is
s
h
o
wn
in
(
2
)
.
=
+
1
1
+
(
2
)
W
h
er
e
,
Y
is
th
e
o
u
tco
m
e
v
ar
iab
le
(
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
)
,
β
O
is
th
e
co
n
s
tan
t
ter
m
o
r
th
e
in
ter
ce
p
t,
β
1
is
th
e
r
eg
r
ess
io
n
co
ef
f
icien
t,
X
1
is
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
(
in
ter
p
er
s
o
n
al
co
n
f
licts
)
,
an
d
μ
is
th
e
r
an
d
o
m
v
ar
iab
ilit
y
n
o
t e
x
am
in
e
d
in
th
e
m
o
d
el
o
r
t
h
e
er
r
o
r
ter
m
.
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
.
6
,
Dec
em
b
er
20
25
:
4
8
2
1
-
4
8
3
1
4824
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
dem
o
g
r
a
ph
ic
info
rm
a
t
io
n
T
ab
le
1
r
esu
lts
s
h
o
w
th
at
a
h
i
g
h
er
n
u
m
b
er
o
f
s
tu
d
en
ts
wer
e
f
em
ale,
1
5
7
(
5
1
%),
wh
ile
1
4
9
(
4
9
%)
o
f
th
e
to
tal
s
am
p
le
wer
e
m
ale
s
tu
d
en
ts
.
Su
b
s
eq
u
en
tly
,
t
h
e
r
e
s
u
lts
in
d
icate
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
ag
ed
b
etwe
en
1
7
a
n
d
1
9
y
ea
r
s
,
r
ep
r
esen
tin
g
1
5
4
(
5
0
%),
1
4
7
(
4
8
%)
ag
ed
b
etwe
en
1
4
a
n
d
1
6
y
ea
r
s
,
an
d
5
(
2
%)
wer
e
ag
ed
ab
o
v
e
1
9
y
ea
r
s
.
T
h
er
ef
o
r
e,
t
h
e
r
esu
lts
in
d
icate
d
a
b
alan
ce
d
r
esp
o
n
s
e
r
eg
ar
d
in
g
g
en
d
er
.
T
ab
le
1
.
Stu
d
e
n
ts
’
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
(
N=
3
0
6
)
V
a
r
i
a
b
l
e
s
D
e
scri
p
t
i
o
n
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
M
a
l
e
1
4
9
49
F
e
mal
e
1
5
7
51
To
t
a
l
3
0
6
1
0
0
A
g
e
14
-
16
1
4
7
48
17
-
19
1
5
4
50
A
b
o
v
e
1
9
5
2
3
.
2
.
I
nte
rper
s
o
na
l c
o
nflict
e
x
perience
s
in
s
cho
o
l
Acc
o
r
d
in
g
to
T
a
b
le
2
,
a
h
i
g
h
er
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
,
r
ep
r
es
en
tin
g
8
2
%
(
2
5
0
)
,
r
ep
o
r
ted
e
x
p
er
ien
cin
g
in
ter
p
er
s
o
n
al
co
n
f
licts
with
f
ello
w
s
tu
d
en
ts
at
s
ch
o
o
l.
C
o
n
v
er
s
ely
,
1
8
%
(
5
6
)
o
f
s
tu
d
en
ts
in
d
icate
d
th
ey
h
a
v
e
n
ev
er
f
ac
ed
in
te
r
p
er
s
o
n
al
co
n
f
licts
with
th
eir
p
ee
r
s
at
s
ch
o
o
l.
T
h
e
r
esu
lts
clea
r
ly
s
h
o
w
t
h
at
m
o
s
t
s
tu
d
en
ts
h
av
e
ex
p
er
ien
ce
d
in
ter
p
e
r
s
o
n
al
co
n
f
licts
with
f
ello
w
s
tu
d
e
n
ts
at
s
ch
o
o
l.
T
h
ese
f
in
d
i
n
g
s
alig
n
with
th
o
s
e
o
f
Xu
et
a
l.
[
3
2
]
,
wh
o
ar
g
u
ed
t
h
at
co
n
f
licts
r
elate
d
to
s
tu
d
en
ts
o
cc
u
r
m
o
r
e
f
r
eq
u
en
tly
.
T
h
i
s
s
u
g
g
ests
th
at
th
e
p
r
ev
alen
ce
o
f
in
te
r
p
er
s
o
n
al
co
n
f
licts
b
etwe
en
s
tu
d
e
n
ts
m
ay
s
tem
f
r
o
m
p
ee
r
co
m
p
etitio
n
,
b
u
lly
in
g
,
m
is
u
n
d
er
s
tan
d
in
g
s
,
o
r
d
if
f
er
en
ce
s
in
p
er
s
o
n
al
v
alu
es a
n
d
b
ac
k
g
r
o
u
n
d
s
.
Similar
ly
,
th
e
r
esu
lts
in
T
ab
le
3
in
d
icate
th
at
th
e
m
ajo
r
i
ty
o
f
s
tu
d
en
ts
,
5
8
%,
o
f
ten
e
n
g
ag
ed
in
in
ter
p
er
s
o
n
al
co
n
f
licts
,
2
0
%
s
o
m
etim
es
en
g
ag
ed
in
in
ter
p
er
s
o
n
al
co
n
f
licts
,
an
d
2
2
%
in
d
icate
d
th
ey
h
a
v
e
n
ev
er
en
g
ag
ed
in
in
te
r
p
er
s
o
n
a
l
co
n
f
licts
with
o
th
er
s
tu
d
en
ts
,
with
an
o
v
er
all
item
m
ea
n
o
f
2
.
3
6
0
.
T
h
e
L
ik
e
r
t
s
ca
le
item
s
wer
e
r
ated
o
n
a
3
-
p
o
in
t
L
ik
e
r
t
s
ca
le
wh
er
e
1
=n
ev
er
,
2
=so
m
etim
es,
a
n
d
3
=o
f
t
en
.
A
L
ik
er
t
s
ca
le
g
r
an
d
m
ea
n
o
f
2
.
0
was
co
m
p
u
ted
an
d
u
s
ed
as
a
b
en
c
h
m
ar
k
f
o
r
d
ec
is
io
n
-
m
ak
in
g
o
n
th
e
f
r
eq
u
e
n
cy
o
f
in
ter
p
er
s
o
n
al
co
n
f
lict
en
g
ag
e
m
en
t
am
o
n
g
th
e
s
tu
d
e
n
ts
.
An
y
item
o
n
th
e
s
ca
le
with
a
m
e
an
o
f
2
.
0
a
n
d
ab
o
v
e
in
d
icate
d
a
h
ig
h
f
r
e
q
u
en
c
y
o
f
in
ter
p
er
s
o
n
al
co
n
f
lict
en
g
ag
em
en
t,
wh
ile
an
y
item
with
a
m
ea
n
b
elo
w
2
.
0
in
d
icate
d
a
lo
w
f
r
eq
u
e
n
cy
o
f
i
n
ter
p
er
s
o
n
al
c
o
n
f
lict e
n
g
ag
em
en
t a
m
o
n
g
s
tu
d
en
ts
.
T
ab
le
2
.
I
n
ter
p
er
s
o
n
al
c
o
n
f
lict e
x
p
er
ien
ce
s
am
o
n
g
t
h
e
s
tu
d
en
ts
(
N=
3
0
6
)
I
n
t
e
r
p
e
r
s
o
n
a
l
c
o
n
f
l
i
c
t
e
x
p
e
r
i
e
n
c
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
Y
e
s
2
5
0
82
No
56
18
To
t
a
l
3
0
6
1
0
0
T
ab
le
3
.
Fre
q
u
en
cy
o
f
in
te
r
p
er
s
o
n
al
co
n
f
licts
am
o
n
g
th
e
s
tu
d
en
ts
(
N=
3
0
6
)
I
t
e
ms
N
e
v
e
r
(
%
)
S
o
me
t
i
m
e
s
(
%
)
O
f
t
e
n
(
%
)
M
e
a
n
S
t
d
.
1.
F
i
g
h
t
i
n
g
w
i
t
h
y
o
u
r
p
e
e
r
s i
n
s
c
h
o
o
l
6
4
.
7
3
2
.
7
2
.
6
1
.
3
8
0
.
5
4
4
2.
U
si
n
g
a
w
e
a
p
o
n
t
o
a
t
t
a
c
k
y
o
u
r
p
e
e
r
s
7
2
.
2
2
3
.
2
4
.
6
1
.
3
2
0
.
5
5
8
3.
En
g
a
g
i
n
g
i
n
a
w
a
r
w
i
t
h
y
o
u
r
p
e
e
r
s t
h
a
t
c
a
u
s
e
s
p
h
y
s
i
c
a
l
i
n
j
u
r
i
e
s
7
1
.
2
2
3
.
2
5
.
6
1
.
3
4
0
.
5
8
1
4.
Q
u
a
r
r
e
l
l
i
n
g
w
i
t
h
y
o
u
r
p
e
e
r
s
1
.
6
1
2
.
1
8
6
.
3
2
.
8
5
0
.
4
0
4
5.
G
o
ssi
p
i
n
g
a
b
o
u
t
y
o
u
r
p
e
e
r
s
4
.
2
9
.
8
8
5
.
9
2
.
8
2
0
.
4
8
5
6.
S
h
o
u
t
i
n
g
a
t
y
o
u
r
p
e
e
r
s
4
.
6
9
.
5
8
5
.
9
2
.
8
1
0
.
4
9
4
7.
Ta
k
i
n
g
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
s
w
i
t
h
o
u
t
p
e
r
mi
ssi
o
n
f
r
o
m
y
o
u
r
p
e
e
r
s,
su
c
h
a
s
b
o
o
k
s a
n
d
p
e
n
s
3
.
9
7
.
5
8
8
.
6
2
.
8
5
0
.
4
5
7
8.
I
n
a
b
i
l
i
t
y
t
o
s
h
a
r
e
sea
t
i
n
g
s
p
a
c
e
s
a
n
d
a
sset
s w
i
t
h
y
o
u
r
p
e
e
r
3
.
6
8
.
5
8
7
.
9
2
.
8
4
0
.
4
5
3
9.
S
t
e
a
l
i
n
g
p
e
r
s
o
n
a
l
i
t
e
ms
f
r
o
m
y
o
u
r
p
e
e
r
s
,
s
u
c
h
a
s
w
a
t
c
h
e
s,
b
o
t
t
l
e
s
,
a
n
d
s
p
o
o
n
s.
5
.
6
6
.
5
8
7
.
9
2
.
8
2
0
.
5
0
7
1
0
.
En
g
a
g
i
n
g
i
n
a
d
i
s
a
g
r
e
e
m
e
n
t
w
i
t
h
y
o
u
r
p
e
e
r
,
i
.
e
.
,
i
n
g
a
mes
a
n
d
c
l
a
ssr
o
o
ms,
a
n
d
d
o
r
mi
t
o
r
y
.
4
.
2
2
0
.
3
7
5
.
5
2
.
7
1
0
.
5
3
9
1
1
.
M
i
s
u
n
d
e
r
st
a
n
d
i
n
g
y
o
u
r
p
e
e
r
’
s
v
i
e
w
o
r
o
p
i
n
i
o
n
4
.
9
1
8
.
6
7
6
.
5
2
.
7
2
0
.
5
5
0
1
2
.
S
p
e
a
k
i
n
g
r
u
d
e
l
y
t
o
y
o
u
r
p
e
e
r
s
1
0
.
1
3
3
.
3
5
6
.
5
2
.
4
6
0
.
6
7
3
1
3
.
C
o
m
p
e
t
i
n
g
w
i
t
h
y
o
u
r
p
e
e
r
s
i
n
c
l
a
ssr
o
o
m
a
c
t
i
v
i
t
i
e
s
1
0
.
1
3
1
.
0
5
8
.
8
2
.
4
9
0
.
6
7
4
1
4
.
B
e
l
i
t
t
l
i
n
g
y
o
u
r
p
e
e
r
s’
s
k
i
l
l
s
a
n
d
a
b
i
l
i
t
i
e
s
2
5
.
5
3
1
.
0
4
3
.
5
2
.
1
8
0
.
8
1
2
1
5
.
C
o
m
p
a
r
i
n
g
y
o
u
r
i
n
t
e
l
l
e
c
t
u
a
l
c
a
p
a
c
i
t
y
w
i
t
h
t
h
a
t
o
f
y
o
u
r
p
e
e
r
s
3
9
.
2
3
9
.
2
2
1
.
2
1
.
8
2
0
.
7
5
8
O
v
e
r
a
l
l
22
20
58
2
.
3
6
0
0
.
5
6
6
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
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N:
2252
-
8
8
2
2
I
n
terp
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o
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a
l c
o
n
flicts
a
s
a
p
r
ed
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r
o
f a
ca
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emic
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r
ma
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A
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C
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4825
T
h
e
r
esu
lts
in
d
icate
th
at
m
ajo
r
ity
o
f
s
tu
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en
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r
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ter
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ip
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ee
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ies,
an
d
co
m
p
a
r
in
g
th
eir
in
tellectu
al
ca
p
ac
ity
with
th
at
o
f
th
eir
p
ee
r
s
.
T
h
e
item
s
h
ad
m
ea
n
s
o
f
1
.
3
8
,
1
.
3
2
,
1
.
3
4
,
an
d
1
.
8
2
,
r
esp
ec
tiv
ely
.
B
ased
o
n
th
ese
f
i
n
d
in
g
s
,
it
ca
n
b
e
d
ed
u
c
ed
th
at
s
tu
d
e
n
ts
f
r
e
q
u
en
tly
e
n
g
ag
e
d
in
in
ter
p
er
s
o
n
al
co
n
f
licts
in
s
ch
o
o
l,
with
an
o
v
er
all
s
ca
le
m
ea
n
o
f
2
.
3
6
0
,
wh
ich
is
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o
v
e
th
e
cr
iter
io
n
m
ea
n
o
f
2
.
0
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s
ed
f
o
r
d
ec
is
io
n
-
m
ak
in
g
.
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h
er
ef
o
r
e,
u
n
d
er
s
tan
d
in
g
h
o
w
th
ese
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n
f
licts
in
f
lu
en
ce
ac
ad
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ic
p
er
f
o
r
m
an
ce
is
p
ar
am
o
u
n
t
f
o
r
d
ev
elo
p
in
g
i
n
ter
v
en
tio
n
s
.
3
.
3
.
Rela
t
io
ns
hip
bet
wee
n i
n
t
er
perso
na
l c
o
nflict
s
a
nd
a
ca
dem
ic
perf
o
rm
a
nce
T
o
d
ete
r
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
e
r
s
o
n
al
c
o
n
f
lic
ts
an
d
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
in
ter
p
er
s
o
n
al
co
n
f
lict
s
co
r
es
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
s
co
r
es
wer
e
co
r
r
elate
d
,
an
d
th
e
r
esu
l
ts
ar
e
p
r
esen
ted
in
T
ab
le
4
.
T
h
e
f
in
d
in
g
s
r
ev
ea
le
d
a
wea
k
n
eg
ativ
e
r
elatio
n
s
h
i
p
b
etwe
en
in
ter
p
er
s
o
n
al
co
n
f
l
icts
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
r
=
-
0
.
1
5
2
**
,
p
=0
.
0
0
8
)
.
T
h
is
s
u
g
g
ests
th
at
a
h
i
g
h
f
r
eq
u
e
n
cy
o
f
in
ter
p
e
r
s
o
n
al
co
n
f
licts
lead
s
t
o
p
o
o
r
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
s
tu
d
en
ts
.
Simp
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
was
u
s
ed
to
test
th
e
h
y
p
o
th
esis
,
wh
ich
s
tate
s
th
at
t
h
er
e
is
n
o
s
tatis
tically
s
ig
n
if
ic
an
t
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
esear
ch
e
r
u
s
ed
a
p
r
o
b
ab
ilit
y
s
tatis
tic
v
alu
e
(
p
-
v
alu
e)
d
en
o
ted
as
(
s
ig
.
)
in
th
e
tab
le
as a
m
ea
s
u
r
e
o
f
ev
id
e
n
ce
ag
ain
s
t th
e
n
u
ll h
y
p
o
th
esis
.
T
h
e
ass
u
m
p
tio
n
o
f
lin
ea
r
ity
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ch
ec
k
ed
,
an
d
th
e
d
ata
s
h
o
wed
a
lin
ea
r
r
elatio
n
s
h
ip
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etwe
en
th
e
v
ar
iab
les
,
as
in
Fig
u
r
e
1
.
T
o
c
h
ec
k
f
o
r
th
e
ass
u
m
p
tio
n
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f
h
o
m
o
s
ce
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asti
city
,
th
e
r
esid
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als
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u
s
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itted
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tter
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lo
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r
o
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ce
d
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d
th
e
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esid
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als
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air
ly
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ed
ar
o
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n
d
th
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ze
r
o
m
ar
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ian
ce
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en
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h
o
m
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asti
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v
io
lated
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
Sh
ap
ir
o
-
W
ilk
test
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co
m
p
u
te
d
to
ch
ec
k
an
d
ascer
tain
th
e
n
o
r
m
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lity
o
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ata.
A
p
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o
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0
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0
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icatin
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n
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e
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o
f
th
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in
d
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ce
o
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Du
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r
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in
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e
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5
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4
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ter
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licts
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I
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2
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e
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s
f
itted
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Acc
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r
d
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to
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le
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2
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3
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wh
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g
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ests
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at
2
.
3
%
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f
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ter
p
er
s
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ex
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th
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iatio
n
in
s
tu
d
en
ts
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ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
e
r
em
ai
n
in
g
u
n
e
x
p
lain
ed
9
7
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7
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m
ay
b
e
ascr
ib
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o
th
e
r
f
ac
to
r
s
n
o
t
ex
am
in
ed
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th
e
m
o
d
el.
T
h
e
r
esu
lts
o
f
T
ab
le
6
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e
co
m
p
u
ted
to
test
th
e
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o
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el’
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ig
n
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ican
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h
e
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lts
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F
(
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4
)
=7
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1
4
5
,
p
=
0
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0
0
8
,
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th
an
0
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0
5
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h
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ce
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e
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ig
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e
r
eg
r
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io
n
co
ef
f
icien
t
r
esu
lts
in
d
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g
,
β=
-
.
1
5
2
*
*
,
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=0
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0
0
0
,
wh
ic
h
is
less
th
an
0
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0
5
,
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g
g
esti
n
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k
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eg
ativ
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d
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tatis
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ig
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ican
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r
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s
h
ip
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ter
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r
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e
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0
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g
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ests
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at
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ch
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n
i
t
in
cr
ea
s
e
in
in
ter
p
er
s
o
n
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to
a
-
0
.
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0
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d
e
cr
ea
s
e
in
s
tu
d
en
ts
’
ac
ad
em
ic
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er
f
o
r
m
an
ce
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ab
le
5
.
Mo
d
el
f
itn
ess
o
f
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
N=
3
0
6
)
M
o
d
e
l
R
R
s
q
u
a
r
e
A
d
j
u
st
e
d
R
s
q
u
a
r
e
S
t
a
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d
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r
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e
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t
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e
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t
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D
u
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n
1
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2
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2
3
0
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0
2
0
1
5
.
9
0
8
1
.
5
0
5
T
ab
le
6
.
ANOV
A,
in
ter
p
er
s
o
n
al
co
n
f
licts
,
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
(
N=
3
0
6
)
M
o
d
e
l
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m
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s
q
u
a
r
e
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df
M
e
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n
s
q
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a
r
e
F
S
i
g
.
1
R
e
g
r
e
ssi
o
n
1
8
0
8
.
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7
2
1
1
8
0
8
.
1
7
2
7
.
1
4
5
0
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0
0
8
R
e
si
d
u
a
l
7
6
9
2
7
.
9
3
2
3
0
4
2
5
3
.
0
5
2
To
t
a
l
7
8
7
3
6
.
1
0
5
3
0
5
T
ab
le
7
.
Mo
d
el
f
itn
ess
o
f
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
N=
3
0
6
)
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
C
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
B
S
t
d
.
Er
r
o
r
B
e
t
a
t
S
i
g
.
1
(
C
o
n
s
t
a
n
t
)
6
8
.
6
1
9
1
1
.
9
5
4
5
.
7
4
0
0
.
0
0
0
I
n
t
e
r
p
e
r
s
o
n
a
l
c
o
n
f
l
i
c
t
s
-
0
.
9
0
0
0
.
3
3
7
-
0
.
1
5
2
-
2
.
6
7
3
0
.
0
0
0
3
.
4
.
Dis
cus
s
io
n
T
h
e
teen
ag
e
p
er
i
o
d
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
m
ar
k
s
a
tr
an
s
itio
n
al
s
tag
e
wh
er
e
s
t
u
d
en
ts
n
o
t
o
n
ly
ex
p
er
ien
ce
p
h
y
s
ical,
co
g
n
itiv
e,
an
d
em
o
tio
n
al
ch
an
g
es
b
u
t
also
ch
a
n
g
es
in
s
o
cializa
t
io
n
an
d
b
eh
a
v
io
r
al
p
atter
n
s
[
8
]
.
Prio
r
liter
atu
r
e
h
as
in
d
icate
d
t
h
at
in
ter
p
e
r
s
o
n
al
co
n
f
licts
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
3
]
,
[
1
1
]
.
I
n
te
r
p
er
s
o
n
al
c
o
n
f
licts
,
s
u
ch
as
b
u
lly
in
g
,
r
esu
lt
in
n
eg
ati
v
e
in
d
iv
i
d
u
al
an
d
o
r
g
an
izatio
n
al
o
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tco
m
es,
wh
i
ch
d
is
r
u
p
t
n
o
r
m
al
f
u
n
ctio
n
in
g
,
af
f
ec
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3
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[
3
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3
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2
6
]
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Simila
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ly
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r
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tco
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[
3
9
]
.
T
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4
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4
1
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J
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[
4
2
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[
2
5
]
.
T
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d
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e
r
g
en
t
r
esu
lts
m
ay
b
e
attr
ib
u
te
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to
c
o
n
tex
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al
d
if
f
er
e
n
tiatio
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,
th
e
s
am
p
le
,
an
d
d
iv
er
s
e
m
ea
s
u
r
es
o
f
in
ter
p
er
s
o
n
al
co
n
f
licts
am
o
n
g
s
tu
d
e
n
ts
.
T
h
e
f
in
d
in
g
s
ar
e
ju
s
tifie
d
b
y
th
e
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
,
wh
ich
ass
er
ts
th
at
th
e
m
icr
o
s
y
s
tem
d
ir
ec
tly
s
u
r
r
o
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n
d
s
an
d
s
h
a
p
es
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
u
t
o
f
th
e
f
iv
e
ec
o
l
o
g
ical
s
y
s
tem
s
.
T
h
er
ef
o
r
e,
s
ch
o
o
ls
as
m
icr
o
s
y
s
tem
s
p
r
o
v
id
e
a
co
n
te
x
t
in
wh
ich
s
tu
d
e
n
ts
en
g
ag
e
in
d
ir
ec
t,
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
an
d
cu
ltiv
ate
p
e
er
r
elatio
n
s
h
ip
s
.
W
h
en
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
ar
e
p
o
s
itiv
e,
th
er
e
ar
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
th
at
en
h
an
ce
co
llab
o
r
atio
n
an
d
m
o
tiv
atio
n
an
d
im
p
r
o
v
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
Ho
wev
e
r
,
wh
en
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
ar
e
n
eg
a
tiv
e,
it
r
esu
lts
in
p
o
o
r
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
an
d
co
n
f
licts
,
wh
ich
ca
n
lead
to
p
o
o
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
h
o
ld
cr
iti
ca
l
p
r
ac
tical
im
p
licatio
n
s
f
o
r
p
o
licy
m
a
k
er
s
,
cu
r
r
icu
lu
m
d
ev
elo
p
er
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
an
d
teac
h
er
s
.
Sp
ec
if
ically
,
p
o
licy
m
ak
er
s
s
h
o
u
ld
p
r
i
o
r
itize
im
p
lem
en
tin
g
c
o
n
f
lict
r
eso
lu
tio
n
s
k
ills
p
r
o
g
r
am
s
in
s
ch
o
o
ls
to
h
elp
s
tu
d
en
ts
h
an
d
le
d
is
ag
r
ee
m
en
ts
co
n
s
tr
u
ctiv
ely
,
f
o
s
ter
in
g
a
h
ea
lth
ier
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
cu
r
r
icu
lu
m
d
ev
elo
p
e
r
s
s
h
o
u
ld
in
teg
r
ate
an
d
en
h
a
n
ce
s
o
cial
-
em
o
tio
n
al
lear
n
in
g
a
p
p
r
o
ac
h
es
in
to
th
e
cu
r
r
icu
l
u
m
,
wh
ic
h
will
teac
h
s
tu
d
en
ts
h
o
w
to
m
a
n
ag
e
e
m
o
tio
n
s
,
estab
lis
h
p
o
s
itiv
e
p
ee
r
r
elatio
n
s
h
ip
s
,
a
n
d
co
n
s
tr
u
ctiv
ely
r
eso
lv
e
in
t
er
p
er
s
o
n
al
c
o
n
f
licts
,
h
e
n
ce
i
m
p
r
o
v
i
n
g
ac
a
d
em
ic
o
u
tco
m
es.
T
h
e
s
ch
o
o
l
ac
a
d
e
m
ic
s
ettin
g
r
e
q
u
ir
es
c
o
llab
o
r
a
tio
n
in
ter
m
s
o
f
s
ch
o
o
l
p
r
o
je
cts
an
d
d
is
cu
s
s
io
n
s
,
wh
ich
ca
n
b
e
i
n
h
ib
ited
b
y
i
n
ter
p
er
s
o
n
al
co
n
f
licts
am
o
n
g
th
e
s
tu
d
e
n
ts
;
th
er
ef
o
r
e,
s
ch
o
o
l
lead
er
s
s
h
o
u
ld
o
r
g
an
ize
s
p
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ialized
tr
ain
in
g
p
r
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r
am
s
o
n
in
ter
p
er
s
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n
al
an
d
s
o
cial
s
k
ills
f
o
r
s
tu
d
en
t
s
to
m
o
d
if
y
th
eir
in
ter
g
r
o
u
p
an
d
in
tr
ag
r
o
u
p
b
e
h
av
io
r
s
an
d
im
p
r
o
v
e
th
eir
ca
p
a
b
ilit
ies
in
m
an
ag
in
g
in
ter
p
er
s
o
n
al
co
n
f
licts
th
ey
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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14
,
No
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6
,
Dec
em
b
er
20
25
:
4
8
2
1
-
4
8
3
1
4828
f
ac
e
with
in
an
ac
ad
em
ic
s
ettin
g
.
T
ea
ch
e
r
s
s
h
o
u
ld
p
r
o
m
o
te
p
o
s
itiv
e
r
elatio
n
s
h
ip
-
b
u
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g
in
itiativ
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s
u
ch
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team
b
u
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g
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p
ee
r
m
en
to
r
i
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an
d
teac
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ir
o
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en
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e
f
in
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ich
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e
ac
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ic
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e
r
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tan
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g
th
e
r
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le
o
f
s
o
cial
d
y
n
am
ics
in
ed
u
ca
tio
n
,
s
u
ch
as
p
ee
r
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
in
s
h
ap
in
g
ac
ad
em
ic
o
u
tc
o
m
es.
I
t
ex
p
an
d
s
th
e
u
n
d
er
s
tan
d
i
n
g
th
at
s
ch
o
o
ls
s
h
o
u
ld
n
o
t
o
n
ly
f
o
cu
s
o
n
c
u
r
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ic
u
lu
m
an
d
p
e
d
ag
o
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b
u
t
also
aim
to
b
u
ild
h
u
m
an
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
f
o
r
in
d
iv
i
d
u
al
a
n
d
ed
u
ca
tio
n
al
s
u
cc
ess
.
T
h
e
f
in
d
in
g
s
r
ec
o
g
n
ize
th
e
b
en
ef
icial
r
o
le
o
f
co
llab
o
r
atio
n
ac
r
o
s
s
d
is
cip
lin
es in
d
ev
elo
p
in
g
c
o
m
p
r
eh
en
s
iv
e
s
tr
ateg
ies f
o
r
m
itig
atin
g
co
n
f
licts
,
wh
ich
will
h
elp
cr
ea
te
a
s
u
p
p
o
r
tiv
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t th
at
en
h
a
n
ce
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
4.
CO
NCLU
SI
O
N
T
h
e
s
ch
o
o
l
co
n
tex
t
aim
s
to
p
r
o
m
o
te
a
p
r
o
d
u
ctiv
e,
co
llab
o
r
ativ
e,
an
d
s
m
o
o
th
lear
n
in
g
en
v
ir
o
n
m
e
n
t
f
o
r
p
o
s
itiv
e
lear
n
in
g
o
u
tco
m
es.
T
h
e
s
tu
d
y
f
in
d
in
g
s
r
e
v
ea
l
ed
a
wea
k
n
e
g
ativ
e
an
d
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
er
s
o
n
al
co
n
f
licts
an
d
ac
ad
em
i
c
p
er
f
o
r
m
a
n
ce
am
o
n
g
th
e
s
tu
d
en
ts
.
Fro
m
th
e
f
in
d
in
g
s
,
we
ca
n
co
n
clu
d
e
th
at
in
ter
p
er
s
o
n
al
co
n
f
licts
n
eg
ativ
ely
in
f
lu
en
ce
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
am
o
n
g
s
tu
d
en
ts
.
T
h
is
ca
n
cr
ea
te
n
ew
h
o
r
izo
n
s
in
c
o
n
s
id
er
in
g
th
e
i
m
p
o
r
tan
ce
o
f
h
u
m
an
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
wh
ic
h
will
b
e
b
en
e
f
icial
in
d
ev
elo
p
in
g
ef
f
ec
tiv
e
s
tr
ateg
ies
to
m
an
ag
e
in
ter
p
e
r
s
o
n
al
co
n
f
licts
en
co
u
n
ter
e
d
b
y
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
s
th
at
s
ch
o
o
l
l
ea
d
er
s
an
d
teac
h
er
s
ad
d
r
ess
in
ter
p
er
s
o
n
al
co
n
f
licts
am
o
n
g
s
tu
d
en
ts
th
r
o
u
g
h
p
r
o
g
r
am
s
s
u
ch
as
p
o
s
itiv
e
b
eh
av
io
r
in
ter
v
en
tio
n
s
u
p
p
o
r
t
an
d
s
o
cial
-
em
o
tio
n
al
lear
n
in
g
ap
p
r
o
ac
h
es.
T
h
ese
will
h
elp
d
ec
r
ea
s
e
ag
g
r
ess
io
n
an
d
in
ter
p
e
r
s
o
n
al
d
if
f
icu
lties
,
in
cr
ea
s
e
p
ee
r
a
n
d
s
o
cial
ac
ce
p
tan
ce
,
an
d
im
p
r
o
v
e
ac
ad
em
ic
en
g
a
g
em
en
t.
W
h
ile
th
e
s
tu
d
y
o
f
f
er
s
a
n
ew
p
er
s
p
ec
tiv
e
o
n
th
e
in
f
lu
en
ce
o
f
i
n
ter
p
er
s
o
n
al
co
n
f
licts
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
s
o
m
e
lim
itatio
n
s
ar
e
ac
k
n
o
wled
g
ed
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
in
ter
p
er
s
o
n
al
co
n
f
licts
,
ex
clu
d
i
n
g
o
th
er
f
ac
to
r
s
in
f
lu
en
cin
g
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
;
th
er
e
f
o
r
e,
o
th
er
r
esear
ch
er
s
s
h
o
u
ld
c
o
n
s
i
d
er
o
t
h
er
p
o
ten
tial
s
o
cial
f
ac
to
r
s
th
at
m
i
g
h
t
in
f
l
u
en
ce
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
am
o
n
g
s
tu
d
e
n
ts
.
A
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
was
u
s
ed
;
h
en
ce
,
ca
u
s
atio
n
was
n
o
t
estab
lis
h
ed
.
T
h
er
ef
o
r
e
,
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
u
s
e
o
th
er
d
esig
n
s
,
s
u
ch
as
m
ix
ed
m
eth
o
d
s
,
to
estab
lis
h
ca
u
s
atio
n
.
T
h
e
f
in
d
i
n
g
s
wer
e
ca
p
tu
r
ed
f
r
o
m
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
o
n
e
s
p
ec
if
ic
s
u
b
-
co
u
n
ty
,
w
h
ich
c
o
u
ld
in
f
lu
en
ce
ex
ter
n
al
v
alid
i
ty
an
d
th
e
g
e
n
er
aliza
tio
n
o
f
t
h
e
r
esu
lts
to
o
t
h
er
g
eo
g
r
a
p
h
ical
ar
ea
s
,
h
en
ce
,
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
in
clu
d
e
s
am
p
les
f
r
o
m
d
i
v
er
s
e
s
u
b
-
c
o
u
n
ties
in
Ken
y
a
to
co
m
p
ar
e
th
e
f
in
d
in
g
s
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
s
th
at
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
u
tili
ze
a
m
ix
e
d
-
m
eth
o
d
d
esig
n
to
d
eter
m
in
e
t
h
e
v
ar
iab
les
m
ed
iat
in
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
p
er
s
o
n
al
co
n
f
licts
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
ACK
NO
WL
E
DG
M
E
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[
1
]
V
.
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.
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.
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A
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Le
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J.
To
b
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