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a
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Vo
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15
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.
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20
26
,
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1
46
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I
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N:
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146
J
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:
h
ttp
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//ij
ere.
ia
esco
r
e.
co
m
Ethno
bo
tanica
l pl
a
nt
a
wa
reness
am
o
ng
seco
nda
ry
scho
o
l
students
of Ma
la
y
ba
la
y
,
Philippines
Do
re
en
K
hry
s
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el
P
.
G
o
nza
le
s
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M
o
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A.
Sa
lic
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a
irulla
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Va
njo
re
eh
A.
M
a
da
le
D
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2
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P
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t
a
wa
re
n
e
ss
,
e
n
c
o
m
p
a
ss
in
g
a
tt
e
n
ti
o
n
,
k
n
o
wle
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g
e
,
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
p
lan
ts,
a
re
e
ss
e
n
ti
a
l
fo
r
f
o
ste
rin
g
b
io
d
iv
e
rsit
y
a
p
p
re
c
iatio
n
a
n
d
e
n
v
iro
n
m
e
n
tal
ste
wa
rd
sh
i
p
.
In
Bu
k
id
n
o
n
,
wh
e
re
a
r
ich
e
th
n
o
b
o
tan
ica
l
h
e
rit
a
g
e
e
x
ists,
li
m
it
e
d
re
se
a
rc
h
h
a
s
e
x
p
lo
re
d
stu
d
e
n
ts
’
a
wa
re
n
e
ss
o
f
e
th
n
o
b
o
tan
ica
l
p
lan
ts,
p
o
ten
ti
a
ll
y
u
n
d
e
rm
in
in
g
lo
c
a
l
c
o
n
se
rv
a
t
i
o
n
e
ffo
rts.
Th
is
stu
d
y
a
ss
e
ss
e
d
e
th
n
o
b
o
tan
i
c
a
l
p
lan
t
a
wa
re
n
e
ss
a
m
o
n
g
3
2
0
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
fro
m
t
h
re
e
sc
h
o
o
ls
i
n
M
a
lay
b
a
lay
,
B
u
k
i
d
n
o
n
,
u
sin
g
a
q
u
a
n
t
it
a
ti
v
e
su
r
v
e
y
d
e
sig
n
.
A
str
u
c
tu
re
d
s
u
rv
e
y
m
e
a
su
re
d
t
h
re
e
d
ime
n
sio
n
s
o
f
a
wa
re
n
e
ss
:
v
isu
a
l
a
tt
e
n
ti
o
n
,
k
n
o
wle
d
g
e
/
u
n
d
e
rsta
n
d
i
n
g
,
a
n
d
a
tt
it
u
d
e
s.
Da
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
d
e
sc
rip
ti
v
e
sta
ti
stics
,
M
a
n
n
-
W
h
it
n
e
y
U,
Kr
u
sk
a
l
-
Walli
s
tes
ts,
a
n
d
S
p
e
a
rm
a
n
’
s
rh
o
c
o
rre
latio
n
s
to
e
x
p
lo
re
d
iffere
n
c
e
s
a
n
d
re
latio
n
sh
i
p
s
a
c
ro
ss
g
e
n
d
e
r
a
n
d
g
ra
d
e
lev
e
ls.
F
in
d
i
n
g
s
re
v
e
a
led
a
m
a
rk
e
d
p
re
fe
re
n
c
e
fo
r
a
n
ima
ls
o
v
e
r
p
l
a
n
ts,
with
st
u
d
e
n
ts
d
e
m
o
n
stra
ti
n
g
li
m
it
e
d
v
isu
a
l
a
tt
e
n
t
io
n
a
n
d
k
n
o
wle
d
g
e
re
g
a
rd
in
g
l
o
c
a
l
e
th
n
o
b
o
tan
ica
l
sp
e
c
ies
.
S
ig
n
ifi
c
a
n
t
d
iffere
n
c
e
s
i
n
p
lan
t
a
wa
re
n
e
ss
we
re
o
b
se
rv
e
d
a
c
ro
ss
g
r
a
d
e
lev
e
ls,
wh
il
e
g
e
n
d
e
r
d
iffere
n
c
e
s
we
re
l
e
ss
p
ro
n
o
u
n
c
e
d
.
S
i
g
n
if
ica
n
t
re
l
a
ti
o
n
sh
i
p
s
we
re
fo
u
n
d
b
e
twe
e
n
v
is
u
a
l
p
e
rc
e
p
ti
o
n
,
k
n
o
wle
d
g
e
,
a
n
d
a
tt
it
u
d
e
wh
ich
d
e
sc
rib
e
s
th
e
m
u
lt
id
ime
n
si
o
n
a
l
n
a
tu
re
o
f
p
lan
t
a
wa
re
n
e
ss
.
T
h
e
re
su
lt
s
h
ig
h
li
g
h
t
c
rit
ica
l
g
a
p
s
in
p
lan
t
a
wa
re
n
e
ss
,
u
n
d
e
rsc
o
ri
n
g
t
h
e
n
e
e
d
fo
r
in
teg
ra
ti
v
e
e
d
u
c
a
ti
o
n
a
l
stra
teg
ies
.
In
c
o
r
p
o
ra
ti
n
g
lo
c
a
l
e
t
h
n
o
b
o
tan
ica
l
k
n
o
wle
d
g
e
in
to
sc
ien
c
e
,
tec
h
n
o
lo
g
y
,
e
n
g
in
e
e
ri
n
g
,
a
n
d
m
a
th
e
m
a
ti
c
s
(
S
TE
M
)
c
u
rricu
la
m
a
y
e
n
h
a
n
c
e
stu
d
e
n
ts
’
e
n
g
a
g
e
m
e
n
t,
s
p
e
c
ies
li
tera
c
y
,
a
n
d
e
n
v
iro
n
m
e
n
tal
re
sp
o
n
sib
i
li
ty
.
Ad
d
re
ss
in
g
p
lan
t
a
wa
re
n
e
ss
d
isp
a
rit
ies
a
m
o
n
g
stu
d
e
n
ts
is
v
i
tal
fo
r
e
ffe
c
ti
v
e
b
io
d
iv
e
rsit
y
c
o
n
se
rv
a
ti
o
n
a
n
d
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
fu
t
u
re
e
n
v
iro
n
m
e
n
tal
ste
wa
rd
s
in
Bu
k
i
d
n
o
n
.
K
ey
w
o
r
d
s
:
Attitu
d
es to
war
d
s
p
lan
ts
E
th
n
o
b
io
l
o
g
y
Plan
t a
war
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ess
Plan
t k
n
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wled
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Plan
t p
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h
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CC B
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li
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se
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C
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s
p
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A
uth
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r
:
Do
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Kh
r
y
s
tel
P.
Go
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za
les
Dep
ar
tm
en
t o
f
Scien
ce
an
d
M
ath
em
atics E
d
u
ca
tio
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,
C
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lleg
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Min
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Un
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titu
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T
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Ph
ilip
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d
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n
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@
d
ep
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.
g
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p
h
1.
I
NT
RO
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UCT
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p
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p
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ar
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ac
ter
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en
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p
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in
one
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en
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o
n
m
e
n
t,
p
o
s
es
a
s
ig
n
if
ican
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c
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allen
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to
co
m
p
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e
h
en
s
iv
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cien
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ed
u
ca
tio
n
[
1
]
.
T
h
is
o
v
er
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ig
h
t
h
as
f
ar
-
r
ea
ch
i
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g
co
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eq
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en
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s
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p
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ten
tially
u
n
d
e
r
m
in
in
g
e
f
f
o
r
ts
to
p
r
o
m
o
te
en
v
ir
o
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m
en
t
al
s
tewa
r
d
s
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ip
an
d
a
co
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p
lete
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
n
atu
r
al
wo
r
ld
[
2
]
.
Stu
d
ies
s
h
o
w
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at
s
tu
d
e
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ts
ex
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ib
it
a
m
a
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f
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m
m
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th
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p
lan
ts
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wh
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h
ig
h
lig
h
ts
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cr
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g
ap
in
b
io
lo
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u
ca
tio
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s
p
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ac
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.
Giv
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th
is
,
it is
im
p
er
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esti
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ate
th
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p
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s
in
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class
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o
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m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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d
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I
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N:
2252
-
8
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2
2
E
th
n
o
b
o
ta
n
ica
l
p
la
n
t a
w
a
r
en
e
s
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
o
f
…
(
Do
r
ee
n
K
h
r
ystel P
.
Go
n
z
a
les
)
147
T
h
e
ter
m
‘
p
lan
t
b
lin
d
n
ess
’
was
co
in
ed
b
y
W
an
d
e
r
s
ee
[
3
]
d
escr
ib
in
g
th
e
p
h
en
o
m
en
o
n
wh
ich
was
th
en
ter
m
ed
as
“p
lan
t
awa
r
en
ess
d
is
p
ar
ity
”
d
u
e
to
ab
leis
m
is
s
u
es
wi
th
th
e
u
s
e
o
f
th
e
ter
m
“b
lin
d
”.
L
ater
o
n
,
p
lan
t
awa
r
en
ess
d
is
p
ar
ity
wa
s
ch
allen
g
ed
b
y
Pan
y
et
a
l.
[
2
]
,
as
cited
b
y
Dü
n
s
er
et
a
l.
[
4
]
as
th
e
ter
m
“d
is
p
ar
ity
”
p
u
ts
h
ig
h
lig
h
t
to
m
o
r
e
d
ef
icit
an
d
n
e
g
ativ
e
to
n
es
;
h
en
ce
,
th
e
ter
m
“
p
lan
t
awa
r
en
ess
”
to
f
o
c
u
s
o
n
a
p
o
s
itiv
e
g
o
al
in
s
tead
.
Var
io
u
s
s
tu
d
ies
h
av
e
p
r
o
v
e
n
th
e
lack
o
f
p
lan
t
awa
r
en
ess
.
L
iter
atu
r
e
r
ep
o
r
ted
a
d
is
cr
ep
an
cy
in
th
e
r
ec
o
llectio
n
an
d
v
is
u
al
r
ec
o
g
n
itio
n
[
5
]
,
[
6
]
o
f
p
lan
ts
co
m
p
ar
e
d
to
an
i
m
als.
At
th
e
s
am
e
tim
e,
p
eo
p
le
ten
d
to
ca
teg
o
r
iz
e
p
lan
ts
as n
o
n
-
liv
in
g
o
r
g
an
is
m
s
[
7
]
,
[
8
]
.
Stu
d
ies
s
h
o
w
th
at
s
tu
d
en
ts
ex
h
ib
it
a
m
ar
k
ed
p
r
ef
er
en
ce
f
o
r
an
im
als,
o
f
ten
r
ec
o
g
n
i
zin
g
an
d
id
en
tify
in
g
t
h
em
m
o
r
e
r
ea
d
ily
th
an
p
lan
ts
,
wh
ich
h
ig
h
lig
h
ts
a
cr
itical
g
ap
in
b
i
o
lo
g
y
e
d
u
ca
tio
n
an
d
s
p
ec
ies
liter
ac
y
[
9
]
,
[
1
0
]
.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
in
Sp
ain
r
ev
ea
le
d
th
at
d
esp
ite
cu
r
r
icu
la
ad
d
r
ess
in
g
lo
ca
l
f
lo
r
a,
s
tu
d
en
ts
’
k
n
o
wled
g
e
r
em
ain
s
in
ad
eq
u
ate,
n
ec
ess
itatin
g
im
p
r
o
v
e
d
ed
u
ca
tio
n
al
s
tr
ateg
ies
to
f
o
s
ter
p
lan
t
awa
r
en
ess
[
9
]
.
Fu
r
th
er
m
o
r
e,
s
p
ec
if
ic
ass
ess
m
en
ts
in
I
n
d
o
n
esia
f
o
u
n
d
alar
m
in
g
ly
lo
w
r
ec
o
g
n
itio
n
r
ates
o
f
lo
ca
l
v
eg
etab
les
am
o
n
g
s
tu
d
e
n
ts
,
em
p
h
asizin
g
th
e
u
r
g
e
n
t
n
ee
d
f
o
r
tar
g
eted
in
ter
v
e
n
tio
n
s
to
co
m
b
at
p
lan
t
b
lin
d
n
ess
an
d
en
h
an
ce
e
n
v
ir
o
n
m
en
tal
co
n
s
cio
u
s
n
ess
[
1
0
]
.
Su
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
s
co
u
ld
b
e
at
r
is
k
,
s
in
ce
b
io
d
i
v
er
s
ity
k
n
o
wled
g
e
,
in
clu
d
i
n
g
p
l
an
ts
as
an
in
tr
in
s
ic
p
ar
t
o
f
it
is
th
e
f
ir
s
t
s
tep
to
p
r
o
tect
it
[
8
]
.
Sch
o
o
l
i
s
a
v
er
y
ap
p
r
o
p
r
iate
p
lace
f
o
r
s
tu
d
en
ts
to
f
o
s
ter
a
s
en
s
e
o
f
ca
r
e
f
o
r
th
e
en
v
ir
o
n
m
en
t,
wh
er
e
t
h
is
ef
f
o
r
t
ca
n
b
e
m
ad
e
s
o
th
at
s
tu
d
e
n
t
awa
r
en
ess
in
m
ain
tain
in
g
en
v
ir
o
n
m
en
tal
asp
ec
ts
is
g
ettin
g
h
ig
h
er
f
o
r
th
e
s
u
s
tain
ab
ilit
y
o
f
f
u
tu
r
e
life
[
1
0
]
.
W
h
en
s
tu
d
en
ts
p
o
s
s
ess
a
h
ig
h
lev
el
o
f
en
v
ir
o
n
m
en
tal
awa
r
en
ess
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ac
t
iv
ely
p
ar
ticip
ate
in
p
r
eser
v
in
g
th
e
en
v
ir
o
n
m
en
t.
Ad
d
r
ess
in
g
p
lan
t
b
lin
d
n
ess
is
ess
en
tia
l
f
o
r
cu
ltiv
atin
g
a
d
ee
p
er
ap
p
r
ec
iatio
n
o
f
b
io
d
i
v
er
s
ity
an
d
p
r
o
m
o
tin
g
en
v
ir
o
n
m
e
n
tal
s
tewa
r
d
s
h
ip
am
o
n
g
f
u
tu
r
e
g
en
er
a
tio
n
s
.
B
u
k
id
n
o
n
,
s
p
ec
if
ically
,
h
as
s
ev
er
al
en
d
em
ic
f
lo
r
a
an
d
f
a
u
n
a
d
u
e
t
o
its
lo
ca
tio
n
b
ein
g
a
m
o
u
n
tain
o
u
s
r
eg
io
n
,
wh
ich
m
a
k
es
co
n
s
er
v
atio
n
s
ef
f
o
r
t
s
p
ar
am
o
u
n
t.
Sev
er
al
s
tu
d
ies
[
1
1
]
,
[
1
2
]
r
e
p
o
r
ted
t
h
e
eth
n
o
b
o
tan
ical
p
lan
ts
u
s
ed
b
y
th
e
Hig
ao
n
o
n
a
n
d
th
e
Ma
tig
s
alu
g
-
Ma
n
o
b
o
T
r
ib
es
o
f
B
u
k
id
n
o
n
.
T
h
e
Ma
tig
s
alu
g
-
Ma
n
o
b
o
u
tili
ze
a
d
iv
er
s
e
r
an
g
e
o
f
ed
ib
le
p
lan
ts
,
en
co
m
p
ass
in
g
6
2
s
p
ec
ies
f
r
o
m
5
0
g
en
er
a
an
d
3
3
b
o
tan
ica
l
f
am
ilies
[
1
1
]
.
T
h
e
Hig
ao
n
o
n
s
,
m
ea
n
wh
ile,
also
u
tili
ze
s
a
wid
e
v
ar
iety
o
f
ed
ib
le
p
lan
ts
,
en
co
m
p
ass
in
g
7
6
s
p
ec
ies.
T
h
is
k
n
o
wled
g
e
in
eth
n
o
b
o
tan
ical
u
tili
za
tio
n
p
u
ts
f
o
r
war
d
th
e
v
a
lu
e
o
f
p
la
n
t d
iv
er
s
ity
an
d
th
e
n
ee
d
to
co
n
s
er
v
e
s
u
ch
p
lan
ts
[
1
2
]
.
Var
io
u
s
s
tu
d
ies
h
av
e
d
o
cu
m
en
ted
th
e
a
v
ailab
ilit
y
an
d
u
tili
za
tio
n
o
f
th
e
eth
n
o
b
o
tan
ical
p
lan
ts
in
B
u
k
id
n
o
n
.
Ho
wev
er
,
th
ese
s
tu
d
ies
h
av
e
b
ee
n
is
o
lated
in
et
h
n
ic
co
m
m
u
n
ities
alo
n
e
an
d
h
a
s
n
o
r
ec
o
r
d
o
f
b
ei
n
g
d
is
s
em
in
ated
am
o
n
g
its
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
.
Fu
r
th
er
m
o
r
e,
n
o
s
tu
d
ies
h
av
e
b
ee
n
p
u
b
lis
h
ed
o
n
th
e
eth
n
o
b
o
tan
ical
p
lan
t
awa
r
en
ess
am
o
n
g
s
tu
d
en
ts
in
B
u
k
id
n
o
n
.
I
n
r
esp
o
n
s
e
to
th
is
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
aim
s
to
ass
ess
eth
n
o
b
o
tan
ical
p
lan
t
awa
r
en
ess
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
Ma
lay
b
alay
,
B
u
k
id
n
o
n
,
b
y
ex
am
in
in
g
th
r
ee
k
ey
d
im
en
s
io
n
s
:
atten
tio
n
,
k
n
o
wled
g
e/u
n
d
er
s
tan
d
in
g
,
an
d
attitu
d
e.
E
ac
h
d
im
e
n
s
io
n
is
an
aly
ze
d
ac
c
o
r
d
in
g
to
g
en
d
e
r
an
d
g
r
a
d
e
lev
el
to
id
e
n
tif
y
p
o
te
n
tial
d
is
p
ar
ities
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
in
v
esti
g
ates
th
e
in
ter
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
d
im
en
s
io
n
s
to
illu
m
in
ate
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
p
lan
t
awa
r
en
ess
.
Fin
d
in
g
s
f
r
o
m
th
is
r
esear
ch
ar
e
ex
p
ec
ted
to
in
f
o
r
m
th
e
d
ev
elo
p
m
en
t
o
f
t
ar
g
eted
,
cu
ltu
r
ally
r
elev
an
t
e
d
u
ca
tio
n
al
s
tr
ateg
i
es
th
at
in
teg
r
ate
eth
n
o
b
o
tan
ical
k
n
o
wled
g
e
in
to
f
o
r
m
al
cu
r
r
icu
la,
th
er
eb
y
f
o
s
ter
in
g
en
v
ir
o
n
m
en
tal
liter
a
cy
an
d
s
tewa
r
d
s
h
ip
a
m
o
n
g
s
tu
d
en
ts
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
Plan
t
awa
r
en
ess
was
attr
ib
u
te
d
to
th
r
ee
d
im
en
s
io
n
s
,
wh
ich
in
clu
d
ed
atten
tio
n
,
u
n
d
er
s
tan
d
in
g
,
an
d
attitu
d
es
[
4
]
.
Atten
tio
n
m
ea
s
u
r
ed
th
e
ab
ilit
y
o
f
th
e
r
esp
o
n
d
e
n
ts
to
r
ec
o
g
n
ize
p
lan
ts
in
th
ei
r
en
v
ir
o
n
m
en
t,
an
d
u
n
d
er
s
tan
d
i
n
g
p
e
r
tain
ed
to
k
n
o
wled
g
e
ab
o
u
t
p
lan
ts
,
th
eir
r
o
le
in
th
e
ec
o
s
y
s
tem
,
an
d
th
eir
im
p
ac
t
o
n
s
o
ciety
.
Attitu
d
es
in
v
o
lv
ed
th
e
f
ee
lin
g
s
,
v
alu
es,
an
d
b
elief
s
o
f
an
in
d
iv
id
u
al
to
war
d
p
lan
ts
.
Ad
ap
t
in
g
th
is
f
r
am
ewo
r
k
in
ass
ess
in
g
lear
n
er
s
’
p
lan
t
awa
r
en
ess
p
r
o
v
id
e
d
a
h
o
lis
tic
v
iew
o
f
th
e
s
tu
d
en
ts
’
p
lan
t a
war
e
n
ess
.
T
h
e
d
im
e
n
s
io
n
o
f
atten
tio
n
was
m
ea
s
u
r
ed
th
r
o
u
g
h
v
i
s
u
al
p
er
ce
p
tio
n
.
As
em
p
h
a
s
ized
b
y
Pan
y
et
a
l.
[
2
]
,
th
e
f
ir
s
t
s
tep
in
d
ev
elo
p
in
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
p
lan
ts
was
to
v
is
u
ally
p
er
ce
iv
e
th
em
o
u
t
o
f
th
e
“
g
r
ee
n
b
ac
k
g
r
o
u
n
d
”
an
d
to
r
ec
o
g
n
ize
th
e
m
as
liv
in
g
o
r
g
an
is
m
s
,
eq
u
al
to
an
im
als.
B
y
lo
o
k
in
g
b
ey
o
n
d
th
eir
ae
s
th
etic
v
alu
e,
p
eo
p
le
b
eg
an
to
s
tu
d
y
p
lan
ts
an
d
lear
n
to
id
en
tif
y
th
em
,
co
n
tr
ib
u
tin
g
to
th
eir
k
n
o
wled
g
e
o
f
th
e
s
ig
n
if
ican
t
r
o
le
p
la
n
ts
h
eld
in
th
e
en
v
ir
o
n
m
en
t a
n
d
th
e
r
eb
y
d
e
v
elo
p
in
g
p
o
s
itiv
e
attitu
d
es to
war
d
th
em
.
T
h
e
d
im
en
s
io
n
o
f
u
n
d
er
s
tan
d
in
g
in
v
o
lv
ed
b
o
th
g
lo
b
al
an
d
lo
ca
l
u
n
d
er
s
tan
d
in
g
.
Glo
b
al
u
n
d
er
s
tan
d
i
n
g
r
e
f
er
r
ed
to
a
u
n
iv
er
s
al
co
m
p
r
e
h
en
s
io
n
o
f
p
lan
t
-
r
elate
d
p
r
o
ce
s
s
es,
in
clu
d
in
g
p
h
o
to
s
y
n
th
esis
,
p
o
llin
atio
n
,
an
d
th
eir
co
n
tr
ib
u
tio
n
s
to
ec
o
s
y
s
tem
s
an
d
ec
o
s
y
s
tem
s
er
v
ices.
I
n
c
o
n
tr
ast,
lo
ca
l
u
n
d
er
s
tan
d
in
g
em
p
h
asized
k
n
o
wled
g
e
o
f
p
la
n
ts
with
in
a
s
p
ec
if
ic
e
n
v
ir
o
n
m
en
t
—
in
th
is
ca
s
e,
B
u
k
id
n
o
n
.
Var
io
u
s
s
u
b
s
ca
les
wer
e
test
ed
,
in
clu
d
in
g
eth
n
o
b
o
tan
ical
s
tap
le
p
lan
ts
,
p
lan
t
id
en
tific
atio
n
,
p
r
a
ctica
l
k
n
o
wle
d
g
e,
p
la
n
ts
as
liv
in
g
o
r
g
an
is
m
s
,
ca
r
b
o
n
cy
cle,
ag
r
i
cu
ltu
r
e,
a
n
d
s
u
s
tain
ab
ilit
y
.
Pre
v
io
u
s
s
tu
d
ies
[
1
1
]
–
[
1
3
]
i
n
f
o
r
m
ed
th
e
s
elec
tio
n
o
f
th
e
eth
n
o
p
la
n
ts
o
f
B
u
k
id
n
o
n
t
h
at
wer
e
in
clu
d
ed
i
n
th
e
q
u
es
tio
n
n
air
e.
T
h
ese
s
u
b
s
ca
les
also
co
r
r
esp
o
n
d
ed
t
o
th
e
d
ef
in
itio
n
o
f
Dü
n
s
er
et
a
l.
[
4
]
,
“h
ig
h
er
p
lan
t
awa
r
e
n
ess
m
ea
n
s
to
r
ec
o
g
n
ize
th
e
n
ee
d
s
o
f
p
lan
ts
to
g
r
o
w
an
d
th
r
iv
e
,
as we
ll a
s
th
eir
v
ital r
o
le
f
o
r
all
life
o
n
E
ar
th
,
in
cl
u
d
in
g
t
h
eir
im
p
ac
t o
n
h
u
m
an
l
if
e
an
d
cu
ltu
r
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
46
-
1
56
148
T
h
e
d
im
e
n
s
io
n
o
f
attitu
d
es,
o
n
th
e
o
th
er
h
an
d
,
m
ea
s
u
r
ed
th
e
s
tu
d
en
ts
’
f
ee
lin
g
s
in
v
o
lv
in
g
th
e
p
r
esen
ce
an
d
u
s
e
o
f
p
lan
ts
,
wh
ich
co
r
r
esp
o
n
d
e
d
to
th
e
ag
r
e
ed
d
ef
in
itio
n
in
a
Delp
h
i
s
tu
d
y
:
“
a
ttit
u
d
es
to
war
d
s
p
lan
ts
ar
e
ev
alu
ate
d
r
esp
o
n
s
es
to
war
d
s
p
lan
ts
,
s
u
ch
as
f
ee
lin
g
co
m
f
o
r
tab
le
o
r
u
n
c
o
m
f
o
r
tab
le
ar
o
u
n
d
p
lan
ts
.
”
T
h
e
d
im
e
n
s
io
n
s
o
f
atten
tio
n
,
u
n
d
er
s
tan
d
in
g
,
an
d
attitu
d
es
we
r
e
s
h
o
wn
t
o
b
e
in
ter
r
elate
d
an
d
wer
e
af
f
ec
ted
b
y
f
ac
to
r
s
in
clu
d
in
g
in
ter
ests
,
em
o
tio
n
s
,
p
ed
a
g
o
g
ical
in
ter
v
e
n
tio
n
s
,
an
d
m
en
to
r
s
[
4
]
.
T
h
i
s
en
ca
p
s
u
lated
th
e
m
u
ltid
im
en
s
io
n
al
an
d
c
o
m
p
l
ex
co
n
s
tr
u
ct
in
v
o
lv
in
g
p
la
n
t
awa
r
en
ess
.
I
n
v
esti
g
atin
g
th
e
s
e
d
im
en
s
io
n
s
was
esp
ec
ially
s
ig
n
if
ican
t
in
th
e
c
o
n
tex
t
o
f
th
e
eth
n
o
b
io
lo
g
y
o
f
p
lan
ts
in
B
u
k
id
n
o
n
,
as
p
lan
t
s
h
eld
an
im
p
o
r
tan
t
r
o
le
in
d
aily
life
an
d
f
o
r
m
e
d
p
ar
t o
f
its
s
o
cieta
l a
n
d
cu
ltu
r
al
id
en
tity
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
lev
el
o
f
p
lan
t
awa
r
en
ess
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
an
d
ex
am
in
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
o
m
ain
s
in
clu
d
e
d
in
th
e
p
lan
t
awa
r
en
ess
d
ef
in
itio
n
.
A
q
u
an
titativ
e
r
esear
ch
d
esig
n
was
u
s
ed
,
s
p
ec
if
ically
a
s
u
r
v
e
y
d
esig
n
u
tili
zin
g
a
m
o
d
if
ied
q
u
esti
o
n
n
ai
r
e
f
r
o
m
th
e
p
lan
t
awa
r
e
n
ess
in
v
en
to
r
y
d
e
v
elo
p
ed
b
y
Dü
n
s
er
et
a
l.
[
4
]
.
T
h
e
s
tu
d
y
f
o
cu
s
e
d
o
n
th
e
th
r
ee
p
la
n
t
awa
r
en
es
s
d
o
m
ain
s
v
alid
ated
b
y
p
r
io
r
s
tu
d
ies:
atten
tio
n
,
k
n
o
wled
g
e/u
n
d
er
s
tan
d
in
g
,
an
d
at
titu
d
e.
T
h
is
ap
p
r
o
ac
h
alig
n
ed
with
eth
n
o
b
o
tan
ical
r
esear
ch
p
r
ac
tices th
at
em
p
h
asized
m
ea
s
u
r
ab
le
in
s
ig
h
ts
in
to
l
o
ca
l k
n
o
wled
g
e
an
d
attitu
d
es to
war
d
p
lan
ts
.
T
h
is
s
tu
d
y
in
clu
d
ed
3
2
0
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
f
r
o
m
th
e
Div
i
s
io
n
o
f
Ma
lay
b
alay
ac
r
o
s
s
th
r
ee
s
ch
o
o
ls
,
n
am
ely
,
B
u
k
id
n
o
n
Natio
n
al
Hig
h
Sch
o
o
l,
Ma
n
alo
g
Natio
n
al
Hig
h
Sch
o
o
l,
a
n
d
Kala
s
u
n
g
ay
Natio
n
al
Hig
h
Sch
o
o
l,
th
at
wer
e
ch
o
s
en
p
u
r
p
o
s
iv
ely
r
ep
r
esen
tin
g
v
a
r
y
in
g
a
ca
d
em
ic
s
tr
an
d
s
,
s
o
cio
-
ec
o
n
o
m
ic
co
n
d
itio
n
s
,
an
d
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
W
ith
in
ea
ch
s
ch
o
o
l,
s
tu
d
e
n
ts
wer
e
ch
o
s
en
u
s
in
g
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
,
lim
ited
to
g
r
a
d
es
7
,
9
,
an
d
1
1
,
as
th
ese
wer
e
th
e
g
r
a
d
e
lev
els
c
o
m
m
o
n
ly
p
er
m
itted
f
o
r
p
ar
tici
p
atio
n
b
y
all
th
r
ee
s
ch
o
o
ls
,
tak
in
g
in
t
o
ac
co
u
n
t
im
p
o
r
tan
t
s
ch
o
o
l
ac
tiv
ities
an
d
n
atio
n
al
ex
am
in
atio
n
s
s
ch
ed
u
led
d
u
r
in
g
th
e
co
n
d
u
ct
o
f
th
e
s
u
r
v
e
y
.
T
h
e
s
tu
d
y
o
f
p
lan
ts
an
d
th
e
en
v
ir
o
n
m
en
t
was
tau
g
h
t
in
all
g
r
ad
e
lev
els
in
h
ig
h
s
ch
o
o
l.
Stu
d
en
ts
h
ad
b
ee
n
tau
g
h
t
th
e
f
o
llo
win
g
co
m
p
ete
n
cies
f
r
o
m
g
r
ad
e
7
to
g
r
ad
e
1
1
:
b
asic
p
lan
t
s
tr
u
ctu
r
e
an
d
p
h
o
to
s
y
n
t
h
esis
,
ec
o
s
y
s
tem
s
an
d
b
io
d
iv
er
s
ity
,
en
v
i
r
o
n
m
e
n
t
al
s
cien
ce
,
in
clu
d
in
g
co
n
s
er
v
atio
n
a
n
d
clim
ate
ch
an
g
e,
a
n
d
a
d
v
an
ce
d
ec
o
lo
g
y
an
d
s
u
s
tain
ab
ilit
y
p
r
in
cip
les
[
1
4
]
.
All
th
ese
aim
ed
to
im
p
r
o
v
e
en
v
ir
o
n
m
en
tal
awa
r
en
ess
,
p
r
ac
tical
s
k
ills
in
p
lan
t
ca
r
e,
a
n
d
alig
n
m
en
t
with
g
lo
b
al
s
u
s
tain
ab
ilit
y
g
o
als
[
1
5
]
.
Deta
iled
f
ig
u
r
e
f
o
r
th
e
g
en
d
e
r
an
d
g
r
a
d
e
lev
el
is
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
p
a
r
ticip
an
ts
G
r
a
d
e
l
e
v
e
l
M
a
l
e
F
e
mal
e
T
o
t
a
l
G
r
a
d
e
7
43
38
81
G
r
a
d
e
9
70
1
1
9
1
8
9
G
r
a
d
e
11
24
26
50
T
o
t
a
l
1
3
7
1
8
3
3
2
0
Pro
p
er
p
r
o
to
c
o
l
was
f
o
llo
wed
f
o
r
t
h
e
g
ath
e
r
in
g
o
f
d
ata,
wh
ich
in
clu
d
ed
s
ec
u
r
in
g
a
r
esear
ch
p
er
m
it
f
r
o
m
t
h
e
d
iv
is
io
n
o
f
f
ice
a
n
d
a
p
p
r
o
v
al
f
r
o
m
t
h
e
s
ch
o
o
l
p
r
in
ci
p
al.
Stu
d
en
ts
wer
e
also
ask
ed
f
o
r
th
eir
co
n
s
en
t
to
p
ar
ticip
ate
in
th
e
s
u
r
v
ey
th
r
o
u
g
h
an
in
f
o
r
m
e
d
co
n
s
en
t
f
o
r
m
.
Data
wer
e
g
ath
er
e
d
u
s
in
g
a
v
alid
ate
d
q
u
esti
o
n
n
air
e
o
n
eth
n
o
b
o
tan
ic
al
p
lan
t a
war
en
ess
.
T
h
e
d
ata
an
aly
s
is
f
o
r
ea
ch
d
im
en
s
io
n
in
th
is
s
tu
d
y
was
ca
r
r
ied
o
u
t
u
s
in
g
a
co
m
b
in
atio
n
o
f
d
escr
ip
tiv
e
an
d
in
f
e
r
en
tial
s
ta
tis
tical
m
eth
o
d
s
f
o
r
n
o
n
-
p
a
r
a
m
etr
ic
d
ata
c
o
llected
f
o
r
ea
c
h
d
im
en
s
io
n
o
f
p
lan
t
awa
r
en
ess
.
Fo
r
d
im
en
s
io
n
1
(
v
is
u
al
p
er
ce
p
tio
n
)
,
s
tu
d
e
n
ts
’
ab
ilit
y
to
n
o
tice
p
lan
ts
v
er
s
u
s
an
im
als
was
m
ea
s
u
r
ed
b
y
tally
in
g
th
e
f
r
e
q
u
en
cy
with
wh
ich
th
e
y
id
en
ti
f
ied
p
lan
t
an
d
a
n
im
al
item
s
f
r
o
m
th
e
illu
s
tr
atio
n
s
h
o
wn
.
T
h
e
Ma
n
n
-
W
h
itn
ey
U
test
was
u
s
ed
to
co
m
p
ar
e
atten
tio
n
s
co
r
es
b
etwe
en
p
l
an
ts
an
d
an
im
als.
Ad
d
itio
n
ally
,
th
e
Kr
u
s
k
al
-
W
allis
’
s
test
a
s
s
e
s
s
ed
d
if
f
er
en
ce
s
ac
r
o
s
s
g
r
ad
e
lev
els.
Fo
r
d
im
en
s
io
n
2
(
k
n
o
wled
g
e
/u
n
d
er
s
tan
d
in
g
)
,
s
tu
d
en
ts
’
k
n
o
wled
g
e
was
ev
alu
ated
ac
r
o
s
s
s
ev
er
al
s
u
b
s
ca
les,
in
clu
d
in
g
eth
n
o
b
o
tan
ical
k
n
o
wled
g
e
,
p
lan
t
i
d
en
tific
atio
n
,
u
n
d
er
s
tan
d
in
g
o
f
p
lan
ts
as
liv
in
g
o
r
g
an
is
m
s
,
th
e
ca
r
b
o
n
cy
cle,
an
d
s
u
s
tain
ab
ilit
y
.
Descr
ip
t
iv
e
s
tatis
tics
(
m
ea
n
s
,
s
tan
d
ar
d
d
e
v
iatio
n
s
,
a
n
d
av
ailab
ilit
y
r
atio
s
)
wer
e
ca
lcu
lated
f
o
r
ea
ch
s
u
b
s
ca
le.
Similar
ly
,
Ma
n
n
-
W
h
itn
ey
U
test
was
u
s
ed
to
c
o
m
p
a
r
e
g
en
d
er
d
if
f
er
en
c
es,
wh
ile
th
e
Kr
u
s
k
al
-
W
allis
’
s
test
an
d
p
o
s
t
h
o
c
p
air
wis
e
co
m
p
ar
is
o
n
s
a
s
s
es
s
ed
d
if
f
er
en
ce
s
am
o
n
g
g
r
ad
e
lev
els.
Sp
ea
r
m
a
n
’
s
r
h
o
co
r
r
elatio
n
co
ef
f
icien
ts
wer
e
also
ca
lcu
lated
to
ex
am
in
e
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
e
v
ar
io
u
s
k
n
o
wled
g
e
s
u
b
s
ca
les.
Fo
r
d
im
en
s
io
n
3
(
attitu
d
e)
,
s
tu
d
en
ts
’
attitu
d
es
to
war
d
p
lan
ts
wer
e
m
ea
s
u
r
ed
u
s
in
g
5
-
L
ik
er
t
-
s
ca
le
s
tatem
en
ts
ad
d
r
ess
in
g
em
o
tio
n
al,
ae
s
th
etic,
cu
ltu
r
al,
an
d
e
n
v
ir
o
n
m
en
tal
p
er
s
p
ec
tiv
es.
D
escr
ip
tiv
e
s
tatis
t
ics
s
u
m
m
ar
ized
th
e
r
esp
o
n
s
es,
an
d
th
e
Ma
n
n
-
W
h
itn
ey
U
an
d
Kr
u
s
k
al
-
W
allis
test
s
wer
e
u
s
ed
to
id
en
tify
an
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
th
n
o
b
o
ta
n
ica
l
p
la
n
t a
w
a
r
en
e
s
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
o
f
…
(
Do
r
ee
n
K
h
r
ystel P
.
Go
n
z
a
les
)
149
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
y
g
en
d
er
o
r
g
r
a
d
e
lev
el.
C
o
r
r
elatio
n
s
b
etwe
en
attitu
d
e
an
d
th
e
o
th
er
d
im
en
s
io
n
s
wer
e
also
ex
p
lo
r
e
d
u
s
in
g
Sp
ea
r
m
a
n
’
s
r
h
o
co
r
r
elatio
n
c
o
ef
f
icien
ts
.
T
h
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.
8
6
7
7
.
2
0
A
v
e
r
a
g
e
P
l
a
n
t
a
s
l
i
v
i
n
g
o
r
g
a
n
i
sms
F
u
n
g
i
1
.
3
4
1
.
3
1
1
6
.
7
5
V
e
r
y
l
o
w
P
l
a
n
t
1
.
7
3
1
.
6
0
2
1
.
6
3
V
e
r
y
l
o
w
A
n
i
m
a
l
s
2
.
0
4
1
.
4
7
2
5
.
5
0
V
e
r
y
l
o
w
C
a
r
b
o
n
c
y
c
l
e
6
.
3
9
2
.
3
5
7
1
.
0
0
A
v
e
r
a
g
e
S
u
st
a
i
n
a
b
i
l
i
t
y
4
.
9
9
2
.
0
2
6
2
.
3
8
A
v
e
r
a
g
e
Fu
n
g
i,
p
lan
ts
,
a
n
d
a
n
im
als
ar
e
all
co
n
s
id
er
ed
to
b
e
liv
in
g
o
r
g
an
is
m
s
.
T
h
e
“v
er
y
lo
w”
k
n
o
wled
g
e
lev
el
m
ea
n
s
th
at
s
tu
d
en
ts
wer
e
u
n
ab
le
to
r
elate
th
ese
o
r
g
an
is
m
s
to
th
e
ch
ar
ac
ter
is
tics
o
f
a
liv
in
g
o
r
g
a
n
is
m
.
T
h
is
g
ap
im
p
lies
th
at
s
tu
d
en
ts
v
iew
p
lan
ts
p
r
im
ar
ily
b
ased
o
n
th
eir
u
tili
tar
ian
v
alu
e
r
ath
e
r
th
an
u
n
d
er
s
tan
d
in
g
th
eir
r
o
le
in
th
e
ec
o
s
y
s
tem
as
a
b
io
lo
g
ically
co
m
p
lex
o
r
g
an
is
m
.
T
h
is
r
esu
lt
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
in
s
tr
u
ctio
n
al
ap
p
r
o
a
ch
es
th
at
em
p
h
asize
th
e
f
u
n
d
am
e
n
tal
b
io
lo
g
ical
n
atu
r
e
o
f
p
lan
ts
,
f
o
s
ter
in
g
n
o
t
o
n
l
y
f
ac
tu
al
r
ec
all
b
u
t
also
d
ee
p
er
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
Str
en
g
th
en
in
g
t
h
is
ar
ea
is
ess
en
tial
to
b
u
ild
s
tu
d
en
ts
’
o
v
er
all
s
cien
tific
liter
ac
y
an
d
to
s
u
p
p
o
r
t c
u
r
r
ic
u
lu
m
g
o
als in
b
io
lo
g
y
an
d
e
n
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
.
Fu
r
th
er
an
al
y
s
is
u
s
in
g
p
o
s
t
h
o
c
p
air
wis
e
co
m
p
a
r
is
o
n
s
s
h
o
we
d
th
at
all
3
g
r
o
u
p
s
d
if
f
er
ed
s
ig
n
if
ican
tly
f
r
o
m
ea
ch
o
th
er
(
all
p
<
0
.
0
0
1
)
.
Me
an
s
co
r
es
in
cr
ea
s
ed
f
r
o
m
f
u
n
g
i
(
M=
1
.
3
4
)
to
p
la
n
ts
(
M
=1
.
7
3
)
to
a
n
im
als
(
M=
2
.
0
3
)
.
T
h
is
p
o
in
ts
o
u
t
to
s
tu
d
en
ts
co
n
s
id
er
in
g
p
lan
ts
as
“less
”
o
f
a
liv
in
g
o
r
g
an
is
m
co
m
p
ar
ed
to
an
im
als.
T
h
er
e
is
n
o
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
in
th
e
s
u
b
s
ca
le
s
co
r
es
b
etwe
en
th
e
g
e
n
d
er
s
ex
ce
p
t
f
o
r
s
u
b
s
ca
le
5
o
n
s
u
s
tain
ab
ilit
y
(
p
=0
.
0
2
4
)
.
W
ith
f
em
ales
(
1
7
0
.
0
2
)
ex
h
i
b
itin
g
h
ig
h
e
r
m
ea
n
r
a
n
k
s
co
r
es
co
m
p
ar
ed
to
m
ales
(
M=
1
4
6
.
6
8
)
,
as
d
etailed
in
T
ab
le
6.
Fo
r
b
etwe
en
g
r
ad
e
lev
els,
an
in
d
ep
en
d
en
t
s
am
p
les
Kr
u
s
k
al
W
all
is
test
was
r
u
n
,
as
s
h
o
wn
in
T
ab
le
7
.
Sig
n
if
ican
t
s
tatis
tic
s
wer
e
f
o
u
n
d
f
o
r
s
u
b
s
ca
le
1
(
p
=
0
.
0
0
0
)
,
s
u
b
s
ca
le
4
(
p
=0
.
0
0
8
)
,
an
d
s
u
b
s
ca
le
5
(
p
=
0
.
0
0
1
)
.
Pair
wis
e
s
am
p
les ar
e
s
h
o
wn
in
T
a
b
le
7
.
T
ab
le
6
.
T
est s
tatis
tics
f
o
r
th
e
g
r
o
u
p
in
g
v
ar
iab
le
o
f
g
en
d
er
Te
st
S
t
a
t
i
s
t
i
c
s
S1
S2
S3
S4
S5
F
u
n
g
i
P
l
a
n
t
s
A
n
i
m
a
l
s
M
a
n
n
-
W
h
i
t
n
e
y
U
1
2
2
4
6
.
0
1
1
8
5
7
.
0
1
1
5
1
0
.
0
1
1
9
9
2
.
0
1
2
2
6
9
.
0
1
1
7
8
2
.
5
1
0
6
4
2
.
5
W
i
l
c
o
x
o
n
W
2
8
8
9
9
.
0
2
8
5
1
0
.
0
2
0
9
6
3
.
0
2
1
4
4
5
.
0
2
8
9
2
2
.
0
2
1
2
3
5
.
5
2
0
0
9
5
.
5
Z
-
0
.
2
7
3
-
0
.
7
5
1
-
1
.
2
3
5
-
0
.
5
9
9
-
0
.
2
5
3
-
0
.
8
5
0
-
2
.
2
6
3
A
sy
mp
.
S
i
g
.
0
.
7
8
5
0
.
4
5
3
0
.
2
1
7
0
.
5
4
9
0
.
8
0
0
0
.
3
9
5
0
.
0
2
4
T
ab
le
7
.
Pair
wis
e
co
m
p
ar
is
o
n
b
etwe
en
g
r
ad
e
lev
els
G
r
o
u
p
s
S
u
b
s
c
a
l
e
1
S
u
b
s
c
a
l
e
4
S
u
b
s
c
a
l
e
5
T
e
st
s
t
a
t
i
s
t
i
c
S
i
g
.
T
e
st
s
t
a
t
i
s
t
i
c
S
i
g
.
T
e
st
s
t
a
t
i
s
t
i
c
S
i
g
.
G
r
a
d
e
s
7
-
9
-
3
1
.
3
3
6
0
.
0
3
1
-
2
7
.
9
2
1
0
.
0
6
4
-
2
3
.
3
2
1
0
.
1
6
5
G
r
a
d
e
s
9
-
11
-
4
2
.
9
2
5
0
.
0
1
0
-
2
1
.
2
0
6
0
.
4
3
3
-
4
0
.
3
8
7
0
.
0
1
6
G
r
a
d
e
s
11
-
7
7
4
.
2
6
1
0
.
0
0
0
4
9
.
1
2
7
0
.
0
0
8
6
3
.
7
0
8
0
.
0
0
1
Data
s
u
g
g
ests
th
at
u
n
d
er
s
tan
d
in
g
o
f
p
lan
ts
as
f
o
o
d
s
tap
les
i
n
cr
ea
s
es
with
g
r
ad
e
lev
el
an
d
s
im
ilar
ly
tr
en
d
is
o
b
s
er
v
ed
i
n
s
u
b
s
ca
le
5
(
s
u
s
tain
ab
ilit
y
)
.
I
n
ter
esti
n
g
ly
,
s
u
b
s
ca
le
4
(
ca
r
b
o
n
cy
cle)
o
n
ly
s
h
o
wed
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
g
r
ad
es
1
1
an
d
7
(
p
=
0
.
0
0
8
)
,
with
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
o
b
s
er
v
ed
b
etwe
en
g
r
ad
e
9
an
d
eith
er
o
f
th
e
o
th
er
g
r
ad
e
lev
els,
im
p
ly
in
g
th
at
d
ee
p
er
ec
o
lo
g
ical
s
y
s
tem
u
n
d
er
s
tan
d
i
n
g
m
ay
d
ev
elo
p
later
a
n
d
less
u
n
if
o
r
m
ly
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
th
n
o
b
o
ta
n
ica
l
p
la
n
t a
w
a
r
en
e
s
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
o
f
…
(
Do
r
ee
n
K
h
r
ystel P
.
Go
n
z
a
les
)
151
4
.
3
.
Di
m
ens
io
n 3
:
a
t
t
it
ud
e
T
h
is
d
im
en
s
io
n
ass
ess
e
s
h
o
w
s
tu
d
en
ts
em
o
tio
n
ally
v
alu
e
an
d
r
elate
to
p
lan
ts
i
n
v
a
r
io
u
s
c
o
n
tex
ts
—
em
o
tio
n
al
co
m
f
o
r
t,
ae
s
th
etic
ap
p
r
ec
iatio
n
,
f
am
ilial/cu
ltu
r
al
r
o
les,
an
d
u
r
b
a
n
/en
v
ir
o
n
m
en
tal
im
p
o
r
ta
n
ce
.
T
ab
le
8
d
etails
th
e
test
s
tatis
tics
f
o
r
d
im
en
s
io
n
3
.
Stu
d
en
t
s
d
em
o
n
s
tr
ate
a
s
tr
o
n
g
p
o
s
itiv
e
attitu
d
e
to
war
d
p
lan
ts
,
esp
ec
ially
in
ter
m
s
o
f
em
o
tio
n
al
c
o
m
f
o
r
t,
ae
s
th
etic
ap
p
r
ec
iatio
n
,
an
d
d
esire
f
o
r
g
r
ee
n
er
u
r
b
a
n
a
n
d
h
o
m
e
en
v
ir
o
n
m
e
n
ts
.
T
h
e
o
n
l
y
r
elativ
ely
lo
wer
s
co
r
e
(
s
till
av
er
ag
e)
is
o
n
th
e
f
am
ilial
r
o
le
o
f
p
lan
ts
,
wh
ich
m
ay
r
ef
lect
less
cu
ltu
r
al
in
teg
r
atio
n
o
r
s
y
m
b
o
lic
em
p
h
asis
o
n
p
lan
t u
s
e
in
ce
leb
r
atio
n
s
.
T
h
e
lack
o
f
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
y
g
en
d
er
o
r
g
r
a
d
e
lev
el
s
u
g
g
ests
th
at
th
ese
p
o
s
itiv
e
attitu
d
es
ar
e
b
r
o
ad
l
y
c
o
n
s
is
ten
t
ac
r
o
s
s
th
e
s
tu
d
en
t
p
o
p
u
latio
n
.
Giv
e
n
th
is
,
p
lan
t
-
r
elate
d
attitu
d
es
m
a
y
b
e
s
h
ap
e
d
m
o
r
e
b
y
c
o
m
m
o
n
en
v
ir
o
n
m
en
tal
ex
p
o
s
u
r
e,
c
o
m
m
u
n
ity
v
alu
es,
o
r
u
n
i
v
er
s
al
d
ev
elo
p
m
en
tal
ex
p
er
ien
ce
s
th
an
b
y
in
d
i
v
id
u
al
c
h
ar
ac
ter
is
tics
s
u
ch
as
ag
e
o
r
g
en
d
er
.
Fo
r
ed
u
ca
to
r
s
,
th
is
co
n
s
is
ten
cy
in
d
icate
s
th
at
p
r
o
g
r
am
s
p
r
o
m
o
tin
g
p
l
an
t
awa
r
en
ess
an
d
ap
p
r
ec
iatio
n
ca
n
b
e
d
esig
n
e
d
an
d
im
p
lem
en
ted
u
n
if
o
r
m
ly
ac
r
o
s
s
g
r
ad
e
le
v
els
an
d
f
o
r
a
ll
lear
n
er
s
,
with
o
u
t
n
ee
d
in
g
t
o
tailo
r
th
em
ex
ten
s
iv
ely
to
s
p
ec
if
ic
s
u
b
g
r
o
u
p
s
.
T
ab
le
9
p
r
esen
ts
th
e
Sp
ea
r
m
a
n
’
s
r
h
o
co
r
r
elatio
n
c
o
ef
f
icien
t
s
b
etwe
en
th
e
d
im
en
s
io
n
s
an
d
s
u
b
s
ca
les
o
f
p
la
n
t
awa
r
en
ess
,
r
e
v
ea
lin
g
co
m
p
lex
an
d
v
a
r
ied
r
elatio
n
s
h
ip
s
.
Vis
u
al
p
er
ce
p
tio
n
(
d
im
en
s
io
n
1
)
ex
h
ib
ited
wea
k
an
d
s
tatis
tically
n
o
n
-
s
ig
n
if
ican
t
co
r
r
elatio
n
s
with
all
co
g
n
itiv
e
s
u
b
s
ca
les,
s
u
g
g
esti
n
g
th
at
m
er
e
ex
p
o
s
u
r
e
to
o
r
r
ec
o
g
n
itio
n
o
f
p
la
n
ts
in
th
e
en
v
ir
o
n
m
e
n
t
d
o
es
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
to
d
ee
p
er
co
g
n
itiv
e
u
n
d
er
s
tan
d
i
n
g
.
E
t
h
n
o
b
o
tan
ica
l
s
tap
le
p
lan
t
f
o
o
d
s
h
o
wed
s
ig
n
if
ican
t
n
eg
ativ
e
c
o
r
r
elati
o
n
s
with
b
o
th
th
e
ca
r
b
o
n
cy
cle
(
τ
=
-
0
.
2
8
8
,
p
<0
.
0
5
)
an
d
s
u
s
tain
ab
ilit
y
(
τ
=
-
0
.
3
0
1
,
p
<0
.
0
5
)
,
im
p
ly
i
n
g
a
p
o
ten
tial
d
is
co
n
n
ec
t
b
etwe
en
lo
ca
l e
th
n
o
b
o
tan
ical
k
n
o
wled
g
e
a
n
d
s
cien
tific
ec
o
lo
g
ical
co
n
ce
p
ts
.
No
tab
ly
,
th
e
s
tr
o
n
g
est co
r
r
elatio
n
was
b
etwe
en
s
u
s
tain
ab
ilit
y
a
n
d
ca
r
b
o
n
cy
cle
(
τ
=0
.
6
4
5
,
p
<0
.
0
5
)
,
in
d
icatin
g
a
s
tr
o
n
g
c
o
n
ce
p
tu
al
ali
g
n
m
en
t
b
etwe
en
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
th
ese
two
s
cien
tific
d
o
m
ain
s
.
Attitu
d
e
to
war
d
p
lan
ts
(
d
im
en
s
io
n
3
)
was
o
n
ly
wea
k
l
y
an
d
m
a
r
g
in
all
y
co
r
r
elate
d
with
t
h
e
k
n
o
w
led
g
e
s
u
b
s
ca
les,
with
a
s
m
all
b
u
t
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
with
s
u
s
tain
ab
ilit
y
(
r
=0
.
1
4
1
,
p
<
0
.
0
5
)
.
T
h
is
s
u
g
g
ests
a
p
o
ten
tial
d
is
co
n
n
ec
t
b
etwe
en
s
tu
d
en
ts
’
af
f
ec
tiv
e
d
is
p
o
s
itio
n
s
an
d
t
h
eir
co
n
ce
p
t
u
al
k
n
o
wled
g
e.
T
ab
le
8
.
T
est s
tatis
tics
f
o
r
ea
ch
s
tatem
en
t in
d
im
en
s
io
n
3
f
o
r
attitu
d
es to
war
d
s
p
lan
ts
(
N=
3
2
0
)
S
t
a
t
e
me
n
t
M
SD
A
v
a
i
l
a
b
i
l
i
t
y
r
a
t
i
o
(
%)
A
t
t
i
t
u
d
e
l
e
v
e
l
D
e
scri
p
t
i
o
n
U
a
sy
m
p
si
g
.
K
r
u
sk
a
l
W
a
l
l
i
s
si
g
.
W
h
e
n
t
h
e
r
e
a
r
e
p
l
a
n
t
s
a
r
o
u
n
d
me,
I
f
e
e
l
…
4
.
5
8
0
.
7
2
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1
.
6
0
H
i
g
h
V
e
r
y
c
o
mf
o
r
t
a
b
l
e
0
.
5
0
6
*
0
.
2
4
7
**
I
f
i
n
d
(
m
o
st
)
p
l
a
n
t
s…
4
.
4
7
0
.
8
2
8
9
.
4
0
H
i
g
h
V
e
r
y
b
e
a
u
t
i
f
u
l
0
.
0
7
2
*
0
.
5
7
2
**
I
n
m
y
f
a
mi
l
y
,
p
l
a
n
t
s
p
l
a
y
…r
o
l
e
a
t
c
e
l
e
b
r
a
t
i
o
n
(
e
.
g
.
a
s
d
e
c
o
r
a
t
i
o
n
)
.
3
.
9
0
1.
03
7
8
.
0
0
A
v
e
r
a
g
e
A
n
i
m
p
o
r
t
a
n
t
0
.
4
3
0
*
0
.
8
1
6
**
I
w
o
u
l
d
l
i
k
e
t
o
h
a
v
e
.
.
.
t
r
e
e
s i
n
my
c
i
t
y
4
.
5
8
0
.
7
7
9
1
.
6
0
H
i
g
h
M
u
c
h
m
o
r
e
0
.
6
6
1
*
0
.
2
2
5
**
I
w
o
u
l
d
l
i
k
e
t
o
h
a
v
e
…
p
l
a
n
t
s
i
n
my
i
mm
e
d
i
a
t
e
su
r
r
o
u
n
d
i
n
g
s (e
.
g
.
a
t
h
o
me
o
r
a
t
sc
h
o
o
l
)
.
4
.
4
5
0
.
7
8
8
9
.
0
0
H
i
g
h
M
u
c
h
m
o
r
e
0
.
5
2
3
*
0
.
4
1
1
**
*
G
r
o
u
p
i
n
g
v
a
r
i
a
b
l
e
f
o
r
M
a
n
n
W
h
i
t
n
e
y
U
–
g
e
n
d
e
r
*
G
r
o
u
p
i
n
g
v
a
r
i
a
b
l
e
f
o
r
K
r
u
s
k
a
l
W
a
l
l
i
s
–
g
r
a
d
e
l
e
v
e
l
T
ab
le
9
.
Sp
ea
r
m
an
’
s
r
h
o
co
r
r
e
latio
n
co
ef
f
icien
ts
f
o
r
th
e
d
im
en
s
io
n
s
o
f
p
lan
t a
war
en
ess
(
N=
3
2
0
)
D
i
me
n
si
o
n
D1
D
2
S
1
D
2
S
2
D
2
S
3
D
2
S
4
D
2
S
5
V
i
su
a
l
p
e
r
c
e
p
t
i
o
n
D
i
me
n
si
o
n
1
K
n
o
w
l
e
d
g
e
/
u
n
d
e
r
st
a
n
d
i
n
g
D
i
me
n
si
o
n
2
Et
h
n
o
b
o
t
a
n
i
c
a
l
st
a
p
l
e
S
u
b
s
c
a
l
e
1
-
0
.
0
9
8
P
l
a
n
t
I
d
e
n
t
i
f
i
c
a
t
i
o
n
S
u
b
s
c
a
l
e
2
-
0
.
0
7
4
0
.
3
2
1
*
P
l
a
n
t
a
s
l
i
v
i
n
g
o
r
g
a
n
i
sm
S
u
b
s
c
a
l
e
3
0
.
0
0
4
0
.
1
7
5
*
-
0
.
0
2
8
C
a
r
b
o
n
c
y
c
l
e
S
u
b
s
c
a
l
e
4
0
.
0
1
5
-
0
.
2
8
8
*
-
0
.
2
2
5
*
0
.
0
1
8
S
u
st
a
i
n
a
b
i
l
i
t
y
S
u
b
s
c
a
l
e
5
0
.
0
6
9
-
0
.
3
0
1
*
-
0
.
2
1
8
*
0
.
0
1
2
0
.
6
4
5
*
A
t
t
i
t
u
d
e
s
D
i
me
n
si
o
n
3
0
.
0
8
0
-
0
.
1
4
4
*
-
0
.
1
0
3
0
.
0
1
7
0
.
1
2
3
*
0
.
1
4
1
*
*
S
t
a
t
i
s
t
i
c
a
l
l
y
s
i
g
n
i
f
i
c
a
n
t
r
e
s
u
l
t
s
a
t
p
<
0
.
0
5
5.
DIS
CU
SS
I
O
N
5
.
1
.
Di
m
ens
io
n 1
:
v
is
ua
l per
ce
ptio
n
T
h
e
ab
ilit
y
o
f
a
p
er
s
o
n
to
v
i
s
u
ally
p
er
ce
iv
e
p
lan
ts
in
th
eir
en
v
ir
o
n
m
en
t
is
o
n
e
o
f
th
e
d
im
en
s
io
n
s
co
n
s
id
er
ed
in
t
h
is
s
tu
d
y
.
R
esu
lts
o
f
th
is
s
tu
d
y
s
u
g
g
est
th
at
s
tu
d
en
ts
ar
e
m
o
r
e
r
ea
d
ily
t
o
r
em
em
b
er
a
n
d
id
en
tify
an
im
als
m
o
r
e
th
an
p
lan
ts
c
o
n
tr
ib
u
tin
g
to
ap
p
a
r
en
t
p
lan
t
b
lin
d
n
ess
in
ter
m
s
o
f
v
is
u
al
p
er
ce
p
tio
n
am
o
n
g
s
tu
d
en
ts
.
T
h
is
h
as
b
ee
n
m
en
tio
n
ed
ea
r
ly
in
th
e
s
tu
d
y
o
f
B
alas
an
d
Mo
m
s
en
[
5
]
an
d
r
ec
e
n
tly
in
th
e
s
tu
d
y
o
f
Ma
r
co
s
-
W
alias
et
a
l.
[
9
]
.
T
h
e
f
o
r
m
e
r
u
s
ed
an
estab
lis
h
ed
p
ar
ad
i
g
m
in
v
is
u
al
co
g
n
itio
n
,
th
e
“a
tten
tio
n
al
b
lin
k
”
,
t
o
co
m
p
ar
e
th
e
ex
ten
t
t
o
wh
ich
im
ag
es o
f
p
lan
ts
an
d
an
im
als
ca
p
tu
r
e
atten
tio
n
al
r
eso
u
r
ce
s
,
f
i
n
d
in
g
o
u
t
th
at
p
ar
ticip
an
ts
a
r
e
b
etter
a
b
le
to
d
etec
t
a
n
im
als
th
an
p
lan
ts
in
r
a
p
id
im
a
g
e
s
eq
u
en
c
es
an
d
t
h
at
v
is
u
al
atten
tio
n
h
as a
d
if
f
e
r
en
t r
e
f
r
ac
to
r
y
p
e
r
io
d
wh
e
n
a
p
la
n
t h
as b
ee
n
d
etec
ted
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
46
-
1
56
152
R
ec
en
tly
,
v
is
u
al
p
er
ce
p
tio
n
o
f
p
lan
ts
is
co
n
s
id
er
ed
as
o
n
e
o
f
th
e
f
ac
to
r
s
co
n
t
r
ib
u
t
in
g
to
th
e
p
h
en
o
m
en
o
n
o
f
p
lan
t
b
lin
d
n
e
s
s
[
1
6
]
,
[
1
7
]
.
A
n
im
als
ar
e
o
f
t
en
m
o
r
e
v
is
u
ally
o
b
v
io
u
s
d
u
e
to
th
eir
m
o
v
em
en
t
an
d
b
e
h
av
io
r
al
c
u
es.
T
h
ey
te
n
d
to
ca
p
tu
r
e
atten
tio
n
m
o
r
e
r
ea
d
ily
th
an
p
lan
ts
,
wh
ich
ar
e
ty
p
ically
s
tatic
an
d
less
co
n
s
p
icu
o
u
s
.
As
Pan
y
et
a
l.
[
1
6
]
n
o
te,
s
tu
d
en
ts
’
ab
ilit
y
to
p
er
ce
iv
e
a
n
d
r
ec
o
g
n
ize
p
lan
ts
is
a
p
r
er
eq
u
is
ite
f
o
r
e
f
f
ec
tiv
e
b
o
tan
y
e
d
u
ca
tio
n
,
s
in
ce
u
n
n
o
ticed
p
lan
ts
ar
e
less
lik
ely
to
b
e
co
g
n
itiv
ely
p
r
o
ce
s
s
ed
o
r
v
alu
e
d
.
Similar
ly
,
Pan
y
et
a
l.
[
1
7
]
h
i
g
h
lig
h
t th
at
th
e
d
ev
elo
p
m
en
t o
f
v
alid
in
s
tr
u
m
en
ts
to
ass
es
s
p
l
an
t b
lin
d
n
ess
s
h
o
ws
h
o
w
v
is
u
al
in
atten
tio
n
t
o
p
lan
t
s
d
ir
ec
tly
in
f
lu
en
ce
s
attitu
d
es,
k
n
o
wled
g
e,
an
d
awa
r
en
ess
.
R
esu
lts
o
f
th
e
s
tu
d
y
ex
h
ib
it
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
p
l
an
t
p
er
ce
p
tio
n
b
etwe
e
n
g
r
a
d
e
s
7
an
d
9
wh
ich
ag
r
ee
s
th
at
s
tu
d
en
ts
ex
h
ib
it
a
b
iased
p
er
ce
p
tio
n
,
r
ec
o
g
n
izin
g
an
im
als
m
o
r
e
r
ea
d
il
y
th
an
p
lan
ts
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els
[
9
]
,
[
1
0
]
.
I
t
was
n
o
tab
le
th
at
t
h
e
m
o
s
t
m
en
tio
n
ed
am
o
n
g
p
l
an
t
item
s
wer
e
th
e
b
an
an
a
tr
ee
a
n
d
th
e
ter
m
“tr
ee
”
in
g
en
er
al.
T
h
is
im
p
lies
th
at
s
tu
d
en
ts
ar
e
m
o
r
e
lik
el
y
to
r
e
co
g
n
ize
p
la
n
ts
th
at
ar
e
h
ig
h
ly
r
elev
an
t
to
th
eir
d
ai
ly
liv
es,
s
u
ch
as
th
o
s
e
th
at
p
r
o
v
id
e
f
o
o
d
o
r
o
th
er
r
eso
u
r
ce
s
,
b
u
t
o
v
er
all,
f
ails
to
id
en
tify
th
em
[
1
8
]
,
[
1
9
]
.
T
h
e
lo
wer
f
r
eq
u
e
n
cies
r
ec
o
r
d
ed
f
o
r
co
m
m
o
n
p
la
n
ts
co
m
p
ar
ed
to
an
im
als
,
as
in
T
ab
le
3
,
r
ef
lect
th
is
v
is
u
al
p
er
ce
p
tio
n
b
ias,
r
ein
f
o
r
cin
g
th
at
p
lan
t
b
lin
d
n
ess
is
n
o
t
m
er
ely
an
attitu
d
in
al
is
s
u
e
b
u
t
also
a
p
e
r
ce
p
tu
al
lim
itat
io
n
.
Ad
d
r
ess
in
g
th
is
r
eq
u
ir
es
ed
u
ca
tio
n
al
s
tr
ateg
ies
th
at
i
n
ten
tio
n
ally
d
i
r
ec
t
s
tu
d
en
ts
’
atten
tio
n
t
o
war
d
p
l
an
ts
,
m
ak
in
g
th
em
m
o
r
e
n
o
ti
ce
ab
le
an
d
s
alien
t
in
b
o
th
class
r
o
o
m
an
d
f
ield
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Desp
ite
v
ar
io
u
s
s
tu
d
ies cla
im
i
n
g
th
at
wo
m
en
s
co
r
e
h
ig
h
er
in
p
lan
t p
er
ce
p
tio
n
an
d
id
en
tific
atio
n
[
2
0
]
,
th
is
s
tu
d
y
s
u
g
g
ests
th
at
t
h
er
e
ar
e
n
o
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
s
in
p
lan
t
k
n
o
wled
g
e
b
et
wee
n
g
en
d
er
.
T
h
is
co
n
tr
ad
icts
p
r
i
o
r
r
esear
ch
s
tat
in
g
th
at
wo
m
en
g
en
e
r
ally
p
o
s
s
ess
a
b
r
o
ad
er
r
ep
e
r
to
ir
e
o
f
k
n
o
wn
p
lan
t
s
p
ec
ies
an
d
d
em
o
n
s
tr
ate
m
o
r
e
co
n
n
e
cted
an
d
c
o
h
esiv
e
s
o
cial
n
et
wo
r
k
s
f
o
r
s
h
ar
in
g
p
lan
t
k
n
o
wled
g
e.
Fu
r
th
er
m
o
r
e,
th
is
p
o
in
ts
o
u
t
to
th
e
m
o
r
e
v
ar
ied
cu
ltu
r
al
r
o
les
am
o
n
g
w
o
m
en
s
u
ch
as
in
ag
r
ic
u
ltu
r
e,
h
o
m
e
g
ar
d
en
in
g
,
h
er
b
al
m
ed
icin
e,
an
d
f
o
o
d
p
r
ep
a
r
atio
n
,
o
f
ten
r
esu
ltin
g
in
m
o
r
e
f
r
eq
u
e
n
t
in
ter
ac
tio
n
s
with
p
lan
ts
an
d
a
d
ee
p
e
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
eir
u
s
es
an
d
p
r
o
p
er
ties
wh
ich
co
u
ld
b
e
s
ee
n
ar
e
less
p
r
o
n
o
u
n
ce
d
in
t
h
e
cu
r
r
en
t
g
en
er
atio
n
o
f
s
tu
d
en
ts
[
2
1
]
.
T
h
is
f
u
r
th
er
ce
m
en
ts
th
at
p
lan
t
-
r
elate
d
k
n
o
wled
g
e
is
less
tied
to
g
en
d
er
ed
r
esp
o
n
s
ib
ilit
ies
an
d
m
o
r
e
in
f
lu
e
n
ce
d
b
y
f
o
r
m
a
l sch
o
o
lin
g
an
d
s
h
ar
ed
m
ed
ia
o
r
tech
n
o
lo
g
y
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
5
.
2
.
Di
m
ens
io
n 2
:
k
no
wledg
e/und
er
s
t
a
nd
ing
T
h
e
s
u
b
s
ca
les
f
o
r
d
im
en
s
io
n
2
(
k
n
o
wled
g
e
)
c
o
n
s
is
ten
tly
s
h
o
wed
d
is
ap
p
o
in
tin
g
lev
els.
Sp
ec
if
ically
,
th
e
s
tu
d
en
ts
s
tr
u
g
g
led
to
id
en
t
if
y
p
lan
ts
as
liv
in
g
o
r
g
a
n
is
m
s
.
Stu
d
en
ts
ex
h
ib
it
a
lim
ited
u
n
d
er
s
tan
d
in
g
o
f
p
lan
t
b
io
lo
g
y
an
d
ec
o
lo
g
y
,
o
f
ten
f
a
ilin
g
to
r
ec
o
g
n
ize
p
la
n
ts
as
liv
in
g
o
r
g
an
is
m
s
[
2
]
.
T
h
is
is
lik
ely
d
u
e
to
p
lan
ts
m
o
v
in
g
s
lo
wly
,
h
av
e
n
o
e
y
es,
an
d
ar
e
s
ee
n
as
less
s
p
ec
tacu
l
ar
,
wh
ich
c
o
n
tr
ib
u
tes
to
th
e
p
h
en
o
m
en
o
n
o
f
p
lan
t
b
lin
d
n
ess
,
wh
ich
ties
b
ac
k
t
o
th
e
d
is
cu
s
s
io
n
o
n
v
is
u
al
p
er
ce
p
tio
n
.
Fro
m
a
co
g
n
itiv
e
p
er
s
p
ec
tiv
e,
h
u
m
a
n
atten
tio
n
is
n
atu
r
ally
d
r
awn
t
o
s
tim
u
li
th
at
ar
e
d
y
n
am
ic,
an
im
ate,
o
r
p
er
ce
i
v
ed
as
s
o
c
ially
en
g
ag
in
g
[
5
]
.
An
im
als,
with
th
eir
m
o
v
em
e
n
t,
s
o
u
n
d
s
,
a
n
d
ex
p
r
ess
iv
e
b
eh
av
io
r
s
,
th
er
e
f
o
r
e
ca
p
tu
r
e
atten
tio
n
m
o
r
e
r
ea
d
ily
,
wh
ile
p
lan
ts
ten
d
to
b
len
d
in
t
o
th
e
b
ac
k
g
r
o
u
n
d
as
p
ar
t
o
f
th
e
s
ce
n
er
y
[
2
]
.
T
h
is
p
er
ce
p
tu
al
b
ias
co
n
tr
ib
u
tes
to
th
e
p
h
en
o
m
e
n
o
n
o
f
p
lan
t
b
lin
d
n
ess
,
wh
er
e
p
eo
p
le
f
ail
to
n
o
tice
p
lan
ts
,
u
n
d
e
r
v
al
u
e
th
eir
ec
o
lo
g
ical
im
p
o
r
tan
ce
,
o
r
lack
th
e
ab
ilit
y
to
id
en
tify
th
e
m
[
1
6
]
,
[
1
7
]
.
No
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
was
s
ee
n
b
etwe
en
g
en
d
er
s
,
ex
c
ep
t f
o
r
th
e
s
u
b
s
ca
le
o
n
“
s
u
s
tain
ab
i
lity
”
with
wo
m
en
s
co
r
in
g
h
i
g
h
er
th
an
m
en
.
T
h
is
a
g
r
ee
s
with
r
esear
ch
o
n
s
u
s
tain
ab
ilit
y
an
d
p
lan
t
awa
r
en
ess
r
ev
ea
ls
clea
r
g
en
d
er
d
i
f
f
er
en
ce
s
i
n
en
v
ir
o
n
m
e
n
tal
k
n
o
wled
g
e
[
2
2
]
an
d
s
u
s
tain
ab
le
p
r
ac
tices,
f
av
o
r
in
g
f
em
ales
o
v
e
r
m
ales.
Ho
wev
er
,
a
s
tu
d
y
in
th
e
Ph
ilip
p
in
es
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
t
h
e
s
u
s
tain
a
b
ilit
y
p
r
ac
tices
an
d
k
n
o
wled
g
e
am
o
n
g
s
ec
o
n
d
ar
y
s
tu
d
en
ts
[
2
3
]
.
T
h
is
u
n
if
o
r
m
ity
is
attr
ib
u
ted
to
s
tan
d
a
r
d
ized
cu
r
r
icu
lar
e
x
p
o
s
u
r
e
an
d
eq
u
al
ac
c
ess
to
s
u
s
tain
ab
ilit
y
ed
u
ca
tio
n
r
e
g
ar
d
less
o
f
g
e
n
d
er
.
,
s
in
ce
s
u
s
tain
ab
ilit
y
co
n
ce
p
ts
ar
e
in
teg
r
ated
ac
r
o
s
s
s
cien
ce
,
s
o
cial
s
tu
d
ies
,
an
d
v
alu
es
ed
u
ca
tio
n
s
u
b
je
cts
in
th
e
n
atio
n
al
cu
r
r
ic
u
lu
m
[
1
4
]
,
[
1
5
]
.
I
n
th
e
Ph
ilip
p
in
e
s
ettin
g
,
f
o
r
m
al
s
ch
o
o
lin
g
ap
p
ea
r
s
to
lev
el
t
h
e
f
ield
b
y
p
r
o
v
id
in
g
e
q
u
a
l
o
p
p
o
r
tu
n
ities
f
o
r
s
u
s
tain
ab
ilit
y
lear
n
in
g
,
th
er
e
b
y
r
ed
u
ci
n
g
g
e
n
d
er
-
d
r
iv
e
n
d
is
p
ar
ities
.
W
h
at
is
in
ter
esti
n
g
to
n
o
te
n
o
w
is
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
o
f
p
lan
t
k
n
o
wled
g
e
b
etw
ee
n
g
r
ad
e
lev
els
with
th
e
p
lan
t
k
n
o
wle
d
g
e
in
c
r
ea
s
in
g
f
r
o
m
g
r
a
d
es
7
to
g
r
a
d
e
9
an
d
to
g
r
a
d
e
1
1
.
T
h
is
s
h
o
ws
th
at
alth
o
u
g
h
th
e
r
e
is
n
o
f
o
cu
s
ed
ap
p
r
o
ac
h
to
im
p
r
o
v
e
eth
n
o
b
o
tan
ical
awa
r
en
ess
o
f
s
tu
d
en
ts
in
B
u
k
id
n
o
n
,
th
e
cu
r
r
en
t
cu
r
r
icu
lar
ex
p
o
s
u
r
e
p
r
o
v
id
es
a
s
ca
f
f
o
ld
f
o
r
s
tu
d
en
ts
to
lear
n
ab
o
u
t
p
lan
ts
[
1
5
]
,
[
2
3
]
.
L
ess
o
n
s
in
s
cien
ce
s
u
b
jects
as
well
a
s
p
r
ac
tical
lear
n
in
g
in
ag
r
icu
ltu
r
e
an
d
tech
n
o
lo
g
y
ed
u
ca
tio
n
g
i
v
e
s
tu
d
en
ts
in
d
ir
ec
t
o
p
p
o
r
tu
n
ities
to
en
co
u
n
ter
p
lan
t
-
r
elate
d
k
n
o
wled
g
e
[
1
5
]
.
T
h
ese
ex
p
o
s
u
r
es,
wh
ile
n
o
t
eth
n
o
b
o
tan
ically
s
p
ec
ialized
,
allo
w
s
tu
d
en
ts
to
b
u
ild
a
f
o
u
n
d
atio
n
al
u
n
d
er
s
tan
d
in
g
o
f
p
lan
ts
’
r
o
les
in
f
o
o
d
s
y
s
tem
s
,
ec
o
s
y
s
tem
s
,
an
d
s
u
s
tain
ab
ilit
y
.
Ho
wev
er
,
with
o
u
t
ex
p
licit
in
teg
r
atio
n
o
f
eth
n
o
b
o
tan
ica
l
co
n
ten
t
—
s
u
ch
as
tr
ad
itio
n
al
p
lan
t
u
s
es,
cu
ltu
r
al
p
r
ac
tices,
an
d
in
d
ig
en
o
u
s
ec
o
l
o
g
ical
k
n
o
wled
g
e
—
s
tu
d
en
ts
m
ay
d
ev
el
o
p
o
n
ly
a
s
u
r
f
ac
e
-
lev
el
f
am
iliar
ity
,
lack
in
g
ap
p
r
ec
iatio
n
f
o
r
th
e
c
u
ltu
r
al
,
an
d
s
o
cial
d
im
en
s
io
n
s
o
f
p
lan
t
-
h
u
m
a
n
r
elatio
n
s
h
ip
s
.
I
n
teg
r
atin
g
s
cien
tific
[
2
4
]
,
cu
ltu
r
al
[
2
5
]
,
an
d
lo
ca
l
k
n
o
wled
g
e
to
d
ee
p
en
p
lan
t
u
n
d
e
r
s
tan
d
in
g
an
d
en
v
ir
o
n
m
e
n
tal
r
elev
an
ce
h
as b
ee
n
h
ig
h
lig
h
ted
i
n
d
if
f
e
r
e
n
t stu
d
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
th
n
o
b
o
ta
n
ica
l
p
la
n
t a
w
a
r
en
e
s
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
o
f
…
(
Do
r
ee
n
K
h
r
ystel P
.
Go
n
z
a
les
)
153
5
.
3
.
Di
m
ens
io
n 3
:
a
t
t
it
ud
e
Fo
r
d
im
en
s
io
n
3
,
s
tu
d
en
ts
ex
h
ib
it
s
u
r
p
r
is
in
g
ly
h
ig
h
ly
p
o
s
itiv
e
lev
els
o
f
attitu
d
e
to
war
d
s
p
lan
ts
.
E
v
en
th
o
u
g
h
s
tu
d
en
ts
lack
th
e
k
n
o
wled
g
e
ab
o
u
t
p
la
n
ts
,
th
ey
s
ee
m
to
h
av
e
a
h
ig
h
r
eg
a
r
d
f
o
r
p
lan
ts
an
d
t
h
e
en
v
ir
o
n
m
en
t
in
ter
m
s
o
f
em
o
tio
n
al
co
m
f
o
r
t,
ae
s
th
etic
ap
p
r
ec
iatio
n
,
an
d
d
esire
f
o
r
g
r
ee
n
er
u
r
b
a
n
an
d
h
o
m
e
en
v
ir
o
n
m
en
ts
.
Plan
ts
’
co
lo
r
s
,
s
h
ap
es,
an
d
s
ea
s
o
n
al
ch
an
g
e
s
ap
p
ea
l
to
s
tu
d
en
ts
’
s
en
s
es
an
d
cr
ea
tiv
ity
.
T
h
is
ae
s
th
etic
ap
p
r
ec
iatio
n
d
o
es
n
o
t
r
eq
u
ir
e
b
o
tan
ical
e
x
p
er
tis
e
-
r
ath
er
,
it
tap
s
in
to
u
n
iv
er
s
al
h
u
m
an
r
esp
o
n
s
es
to
b
ea
u
ty
an
d
n
atu
r
e’
s
d
iv
er
s
ity
[
4
]
.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
’
p
o
s
itiv
e
attitu
d
es
m
ay
b
e
s
h
ap
ed
less
b
y
f
o
r
m
al
s
cien
tific
u
n
d
er
s
tan
d
in
g
a
n
d
m
o
r
e
b
y
e
v
er
y
d
ay
ex
p
er
ien
ce
s
an
d
af
f
ec
tiv
e
co
n
n
ec
tio
n
s
;
e
n
jo
y
in
g
t
h
e
s
h
ad
e
o
f
tr
ee
s
,
th
e
b
ea
u
ty
o
f
f
lo
wer
s
,
o
r
th
e
ca
lm
in
g
p
r
esen
ce
o
f
g
r
ee
n
er
y
in
th
eir
s
u
r
r
o
u
n
d
in
g
s
.
E
v
en
with
o
u
t
d
etailed
p
lan
t
k
n
o
wled
g
e
,
s
tu
d
e
n
ts
m
a
y
u
n
d
er
s
tan
d
th
e
b
r
o
ad
er
im
p
o
r
tan
ce
o
f
p
lan
ts
in
s
u
s
tain
in
g
life
a
n
d
co
m
b
atin
g
en
v
ir
o
n
m
en
tal
is
s
u
es
lik
e
p
o
ll
u
tio
n
a
n
d
clim
ate
ch
a
n
g
e.
T
h
i
s
awa
r
en
ess
ca
n
f
u
el
t
h
eir
asp
ir
atio
n
f
o
r
g
r
ee
n
er
cities
an
d
h
o
m
es.
Su
ch
a
f
f
ec
ti
v
e
r
esp
o
n
s
es
r
ef
lect
th
e
b
io
p
h
ilia
h
y
p
o
th
esis
[
2
6
]
,
wh
ich
p
r
o
p
o
s
es
th
at
h
u
m
a
n
s
h
av
e
an
i
n
n
ate
ten
d
e
n
cy
to
s
ee
k
co
n
n
ec
tio
n
s
with
n
atu
r
e
.
T
h
e
f
in
d
i
n
g
th
at
s
tu
d
e
n
ts
h
o
l
d
h
ig
h
l
y
p
o
s
itiv
e
attitu
d
es
to
war
d
p
lan
ts
d
esp
ite
lim
ited
k
n
o
wled
g
e
u
n
d
er
s
co
r
es
th
e
p
o
wer
f
u
l
r
o
le
o
f
em
o
tio
n
al
an
d
ae
s
th
etic
co
n
n
ec
tio
n
s
in
s
h
ap
in
g
h
u
m
an
-
p
lan
t
r
elatio
n
s
h
ip
s
.
T
h
is
p
o
s
itiv
ity
is
a
v
alu
ab
le
ass
et
f
o
r
ed
u
ca
to
r
s
an
d
en
v
ir
o
n
m
en
tal
ad
v
o
ca
tes
aim
in
g
to
d
ee
p
en
b
o
tan
ical
liter
ac
y
an
d
f
o
s
ter
s
u
s
tain
ab
le
b
eh
av
i
o
r
s
.
Po
s
itiv
e
attitu
d
es
ca
n
s
er
v
e
as
a
m
o
tiv
atio
n
al
g
atew
ay
to
lear
n
in
g
[
2
7
]
,
s
in
ce
s
tu
d
e
n
ts
wh
o
alr
ea
d
y
a
p
p
r
ec
iate
t
h
e
b
ea
u
ty
,
co
m
f
o
r
t,
a
n
d
v
alu
e
o
f
p
lan
ts
m
ay
b
e
m
o
r
e
r
ec
ep
tiv
e
t
o
less
o
n
s
th
at
co
n
n
ec
t
th
ese
f
ee
lin
g
s
with
b
io
lo
g
ical
co
n
ce
p
ts
an
d
ec
o
l
o
g
ical
im
p
o
r
tan
ce
.
Fo
r
ex
am
p
le,
s
tu
d
ies
u
s
in
g
p
lan
t
s
k
etch
in
g
[
2
8
]
an
d
b
o
tan
ical
g
ar
d
en
s
[
2
9
]
wer
e
s
ee
n
to
im
p
r
o
v
e
s
tu
d
e
n
ts
’
en
v
ir
o
n
m
en
tal
b
e
h
av
io
r
an
d
u
n
d
er
s
tan
d
in
g
.
B
y
n
u
r
tu
r
i
n
g
th
ese
attitu
d
es
alo
n
g
s
id
e
s
cien
tific
k
n
o
wled
g
e,
we
ca
n
cu
ltiv
ate
a
g
en
er
atio
n
th
at
n
o
t o
n
ly
lo
v
es p
la
n
ts
b
u
t a
ls
o
u
n
d
er
s
tan
d
s
an
d
ac
tiv
ely
p
r
o
tects th
em
.
R
esear
ch
b
y
W
an
d
er
s
ee
[
3
]
in
tr
o
d
u
ce
d
th
e
co
n
ce
p
t
o
f
“
p
lan
t
b
lin
d
n
ess
”
,
wh
e
r
e
in
d
i
v
id
u
al
s
m
ay
s
ee
b
u
t
n
o
t
tr
u
ly
n
o
tice
p
lan
ts
,
le
ad
in
g
to
lo
w
p
lan
t
k
n
o
wled
g
e
d
esp
ite
f
r
e
q
u
en
t
ex
p
o
s
u
r
e.
Si
m
ilar
ly
,
B
alas
an
d
Mo
m
s
en
[
5
]
s
h
o
wed
th
at
in
c
r
ea
s
in
g
v
is
u
al
ex
p
o
s
u
r
e
d
o
es
n
o
t
a
u
to
m
atica
lly
tr
an
s
late
t
o
d
ee
p
e
r
b
o
tan
ical
k
n
o
wled
g
e.
T
h
e
wea
k
co
r
r
ela
tio
n
s
b
etwe
en
v
is
u
al
p
er
ce
p
ti
o
n
a
n
d
m
o
s
t
k
n
o
wled
g
e
s
u
b
s
ca
les
s
u
p
p
o
r
t
th
ese
f
in
d
in
g
s
.
T
h
e
ex
ce
p
tio
n
is
p
lan
t id
en
tific
atio
n
,
wh
er
e
a
m
o
d
est p
o
s
itiv
e
co
r
r
elatio
n
s
u
g
g
ests
th
at
s
tu
d
en
ts
wh
o
n
o
tice
p
lan
ts
m
o
r
e
m
ay
b
e
s
o
m
ewh
at
b
etter
at
id
en
tify
i
n
g
t
h
em
,
alig
n
i
n
g
with
s
tu
d
ies
th
at
lin
k
o
b
s
er
v
atio
n
s
k
ills
to
id
en
tific
atio
n
ab
ilit
y
[
3
0
]
.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
u
s
tain
ab
ilit
y
an
d
ca
r
b
o
n
cy
cle
k
n
o
wled
g
e
is
lo
g
ical
an
d
s
u
p
p
o
r
ted
b
y
liter
atu
r
e
e
m
p
h
asizin
g
th
e
in
ter
c
o
n
n
ec
ted
n
ess
o
f
ec
o
lo
g
ical
co
n
ce
p
ts
[
3
1
]
.
Un
d
er
s
tan
d
in
g
th
e
ca
r
b
o
n
cy
cle
is
f
o
u
n
d
atio
n
al
t
o
g
r
asp
in
g
s
u
s
tain
ab
ilit
y
is
s
u
es.
T
h
e
n
e
g
ativ
e
co
r
r
elatio
n
s
b
etwe
en
ca
r
b
o
n
cy
cl
e
k
n
o
wled
g
e
an
d
b
o
th
p
lan
t
i
d
en
tific
atio
n
an
d
p
lan
t
as
a
liv
in
g
o
r
g
an
is
m
a
r
e
in
t
r
ig
u
in
g
a
n
d
less
co
m
m
o
n
ly
r
ep
o
r
ted
.
So
m
e
s
tu
d
ies
s
u
g
g
es
t
th
at
co
m
p
ar
tm
e
n
talized
teac
h
in
g
ca
n
lea
d
to
k
n
o
wled
g
e
s
i
lo
s
,
wh
er
e
s
tu
d
en
ts
ex
ce
l
in
o
n
e
a
r
ea
b
u
t
n
o
t
o
th
e
r
s
[
3
2
]
.
T
h
is
m
ig
h
t
ex
p
lain
w
h
y
s
tu
d
en
ts
with
s
tr
o
n
g
ca
r
b
o
n
cy
cle
k
n
o
wled
g
e
m
ay
n
o
t
n
ec
ess
ar
ily
ex
ce
l
in
b
asic
p
lan
t
id
en
tific
atio
n
o
r
o
r
g
an
is
m
al
b
io
l
o
g
y
.
I
n
p
r
ac
ti
ce
,
th
is
m
ea
n
s
th
at
wh
ile
s
tu
d
en
ts
ca
n
ar
ticu
late
h
o
w
ca
r
b
o
n
m
o
v
es
t
h
r
o
u
g
h
e
co
s
y
s
tem
s
,
th
ey
m
ay
s
tr
u
g
g
le
to
r
ec
o
g
n
ize
t
h
e
o
r
g
an
is
m
s
th
at
d
r
iv
e
th
ese
p
r
o
ce
s
s
es.
Su
ch
a
d
is
co
n
n
ec
t
ca
n
wea
k
en
ec
o
lo
g
ical
liter
ac
y
,
as
r
ea
l
-
wo
r
l
d
s
u
s
tain
ab
ilit
y
ch
allen
g
es
r
eq
u
ir
e
b
o
th
c
o
n
ce
p
tu
al
u
n
d
er
s
t
an
d
in
g
an
d
p
r
ac
tical
awa
r
en
ess
o
f
b
io
d
iv
er
s
ity
.
B
r
id
g
in
g
th
is
g
ap
ca
lls
f
o
r
t
ea
ch
in
g
ap
p
r
o
ac
h
es
th
at
in
te
n
tio
n
ally
co
n
n
ec
t
g
l
o
b
al
cy
cl
es
with
o
r
g
an
is
m
al
b
io
lo
g
y
,
s
u
ch
as
lin
k
in
g
ca
r
b
o
n
cy
cle
d
is
cu
s
s
io
n
s
to
th
e
r
o
les
o
f
tr
ee
s
,
alg
ae
,
o
r
lo
ca
l
p
l
an
t
s
p
ec
ies,
s
o
th
at
s
tu
d
en
ts
s
ee
h
o
w
lar
g
e
-
s
ca
le
p
r
o
ce
s
s
es a
r
e
an
ch
o
r
e
d
in
ev
e
r
y
d
ay
b
io
l
o
g
ical
r
ea
liti
es.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
co
n
tr
ib
u
te
to
th
e
liter
atu
r
e
b
y
u
n
d
er
s
tan
d
in
g
p
lan
t
awa
r
e
n
ess
with
in
th
e
eth
n
o
b
o
tan
ical
co
n
tex
t o
f
B
u
k
id
n
o
n
,
a
p
r
o
v
in
ce
with
r
ich
b
u
t
u
n
d
e
r
ex
p
l
o
r
ed
cu
ltu
r
al
p
lan
t
k
n
o
wled
g
e.
Un
lik
e
p
r
io
r
s
tu
d
ies
th
at
p
r
im
ar
ily
d
o
cu
m
en
ted
th
e
eth
n
o
b
o
tan
ical
p
r
o
f
iles
in
in
d
ig
e
n
o
u
s
co
m
m
u
n
ities
in
B
u
k
id
n
o
n
[
1
1
]
–
[
1
3
]
,
th
is
s
tu
d
y
e
x
ten
d
ed
its
f
o
cu
s
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
r
ev
ea
lin
g
h
o
w
p
lan
t
b
lin
d
n
ess
m
an
if
ests
in
a
y
o
u
n
g
e
r
p
o
p
u
latio
n
th
at
h
as
in
d
ir
ec
t
e
x
p
o
s
u
r
e
to
lo
c
al
f
lo
r
a
th
r
o
u
g
h
f
o
r
m
al
c
u
r
r
i
cu
lu
m
b
u
t
lim
ited
cu
ltu
r
al
in
teg
r
atio
n
.
T
h
e
m
u
l
tid
im
en
s
io
n
al
an
aly
s
is
o
f
v
is
u
al
p
er
ce
p
tio
n
,
k
n
o
wled
g
e,
a
n
d
attitu
d
es
f
u
r
th
er
h
ig
h
lig
h
ts
a
p
atter
n
o
f
p
o
s
itiv
e
attitu
d
e
to
war
d
s
p
lan
ts
ex
is
tin
g
alo
n
g
s
id
e
lo
w
k
n
o
wled
g
e/u
n
d
er
s
tan
d
in
g
;
lik
in
g
p
la
n
ts
with
o
u
t
r
ea
lly
u
n
d
er
s
tan
d
in
g
th
em
,
p
a
r
ticu
lar
l
y
r
eg
a
r
d
in
g
th
eir
r
ec
o
g
n
itio
n
o
f
p
la
n
ts
as
liv
in
g
o
r
g
an
is
m
s
.
T
h
is
co
ex
is
ten
ce
o
f
ap
p
r
ec
iatio
n
with
o
u
t
d
ee
p
e
r
co
m
p
r
e
h
en
s
io
n
is
a
f
in
d
in
g
less
em
p
h
asized
in
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f
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6.
CO
NCLU
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
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2
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8
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2
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I
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t
J
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v
al
&
R
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c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
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r
y
20
25
:
1
46
-
1
56
154
p
ar
ticu
lar
ly
r
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ar
d
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p
lan
ts
as
liv
in
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r
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m
s
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d
th
ei
r
r
o
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in
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o
lo
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s
y
s
tem
s
,
r
em
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s
lim
ited
.
No
tab
ly
,
p
lan
t
awa
r
e
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ess
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d
k
n
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wled
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im
p
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o
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e
with
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r
a
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lev
el,
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u
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esti
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g
th
at
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d
u
c
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p
r
o
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r
ess
io
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p
lay
s
a
cr
u
cial
r
o
le
in
f
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s
ter
in
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o
lo
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liter
ac
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.
Ho
wev
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r
,
th
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wea
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r
r
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etwe
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ltid
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o
f
p
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r
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d
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ig
h
lig
h
ts
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e
n
ee
d
f
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r
m
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in
teg
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ativ
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ca
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al
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tr
ateg
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T
o
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tiv
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r
ess
p
lan
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lin
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d
p
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m
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te
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ee
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ap
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an
d
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n
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er
s
tan
d
in
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o
f
p
la
n
t
life
,
f
u
tu
r
e
c
u
r
r
icu
l
a
s
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o
u
ld
p
u
r
p
o
s
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lly
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ec
t
v
is
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al,
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itiv
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f
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at
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ly
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ee
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p
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b
u
t
also
co
m
p
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d
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v
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o
lo
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n
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ican
ce
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n
ad
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itio
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f
u
tu
r
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r
esear
c
h
co
u
ld
i
n
v
esti
g
ate
h
o
w
o
th
er
s
cien
ce
to
p
ics,
asid
e
f
r
o
m
th
e
ca
r
b
o
n
c
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cle
an
d
s
u
s
tain
ab
ilit
y
,
in
f
lu
en
ce
th
e
Kn
o
wled
g
e
d
im
en
s
io
n
an
d
e
x
ten
d
to
o
th
er
p
lan
t
awa
r
en
ess
d
im
en
s
io
n
s
.
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
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
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th
e
C
o
n
t
r
ib
u
to
r
R
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les
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a
x
o
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y
(
C
R
ed
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to
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g
n
ize
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d
iv
i
d
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al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Do
r
ee
n
Kh
r
y
s
tel
P.
Go
n
za
les
✓
✓
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✓
✓
✓
✓
✓
Mo
n
er
a
A.
Salic
-
Hair
u
lla
✓
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Van
jo
r
ee
h
A.
Ma
d
ale
✓
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✓
C
:
C
o
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p
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M
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r
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m
all
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id
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t
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h
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elate
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h
as
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m
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lied
with
all
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elev
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t
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atio
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al
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eg
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l
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in
s
titu
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p
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d
h
as
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s
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in
s
titu
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n
al
r
ev
iew
b
o
ar
d
.
All
p
ar
ticip
an
ts
wer
e
in
f
o
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m
e
d
o
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th
e
s
tu
d
y
’
s
p
u
r
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o
s
e,
p
r
o
ce
d
u
r
es,
an
d
th
eir
r
ig
h
ts
,
in
clu
d
in
g
v
o
lu
n
tar
y
p
ar
ticip
atio
n
an
d
co
n
f
id
en
tiality
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
b
ef
o
r
e
d
at
a
co
llectio
n
.
T
h
er
e
we
r
e
n
o
c
o
n
f
licts
o
f
i
n
ter
est,
an
d
p
ar
ticip
a
n
t d
ata
was h
an
d
led
with
s
tr
ict
co
n
f
id
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tiality
a
n
d
an
o
n
y
m
ity
.
DATA AV
AI
L
AB
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L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
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t
th
e
f
i
n
d
in
g
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o
f
th
is
s
tu
d
y
ar
e
av
a
ilab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
DKPG
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
L.
S
.
F
u
e
n
t
e
s,
“
M
a
t
h
e
ma
t
i
c
a
l
a
b
i
l
i
t
y
,
l
e
v
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l
o
f
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c
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c
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mi
s
c
o
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c
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p
t
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o
n
s,
a
n
d
sc
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f
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st
-
y
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a
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c
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l
l
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st
u
d
e
n
t
s
,
”
I
n
t
e
r
n
a
t
i
o
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a
l
J
o
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a
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o
f
Ad
v
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n
g
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n
e
e
ri
n
g
,
Ma
n
a
g
e
m
e
n
t
a
n
d
S
c
i
e
n
c
e
,
v
o
l
.
7
,
n
o
.
3
,
p
p
.
1
9
–
2
5
,
2
0
2
1
,
d
o
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:
1
0
.
2
2
1
6
1
/
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j
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e
ms.
7
3
.
4
.
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
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8
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2
2
E
th
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b
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ta
n
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l
p
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w
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a
mo
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d
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…
(
Do
r
ee
n
K
h
r
ystel P
.
Go
n
z
a
les
)
155
[
2
]
P
.
P
a
n
y
,
A
.
L
ö
r
n
i
t
z
o
,
L
.
A
u
l
e
i
t
n
e
r
,
C
.
H
e
i
d
i
n
g
e
r
,
P
.
La
m
p
e
r
t
,
a
n
d
M
.
K
i
e
h
n
,
“
U
si
n
g
st
u
d
e
n
t
s’
i
n
t
e
r
e
st
i
n
u
s
e
f
u
l
p
l
a
n
t
s
t
o
e
n
c
o
u
r
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g
e
p
l
a
n
t
v
i
si
o
n
i
n
t
h
e
c
l
a
s
sr
o
o
m,”
P
l
a
n
t
s,
Pe
o
p
l
e
,
P
l
a
n
e
t
,
v
o
l
.
1
,
n
o
.
3
,
p
p
.
2
6
1
–
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7
0
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l
.
2
0
1
9
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o
i
:
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0
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1
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/
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p
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3
.
4
3
.
[
3
]
J.
H
.
W
a
n
d
e
r
se
e
,
“
P
l
a
n
t
s
o
r
a
n
i
m
a
l
s
—
w
h
i
c
h
d
o
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s
p
r
e
f
e
r
t
o
st
u
d
y
?
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
2
3
,
n
o
.
5
,
p
p
.
4
1
5
–
4
2
6
,
M
a
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1
9
8
6
,
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o
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:
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1
0
0
2
/
t
e
a
.
3
6
6
0
2
3
0
5
0
4
.
[
4
]
B
.
D
ü
n
ser,
A
.
M
ö
l
l
e
r
,
B
.
A
n
đ
i
ć
,
P
.
L
a
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r
t
,
A
.
B
e
r
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m
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n
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‐
G
e
r
i
n
g
,
a
n
d
P
.
P
a
n
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,
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(
R
e
)
g
r
o
w
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n
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p
l
a
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t
a
w
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r
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ss:
a
D
e
l
p
h
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st
u
d
y
,
”
Pl
a
n
t
s,
Pe
o
p
l
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,
P
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t
,
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l
.
7
,
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p
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0
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2
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:
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0
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1
0
0
2
/
p
p
p
3
.
1
0
6
1
7
.
[
5
]
B
.
B
a
l
a
s
a
n
d
J
.
L.
M
o
ms
e
n
,
“
A
t
t
e
n
t
i
o
n
‘
b
l
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n
k
s’
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f
f
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