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s
t
u
d
e
n
ts
’
p
h
y
s
i
ca
l
a
n
d
m
e
n
t
a
l
h
ea
l
t
h
.
T
h
e
i
n
c
r
e
as
i
n
g
r
e
li
a
n
c
e
o
n
te
ch
n
o
l
o
g
y
a
n
d
d
i
g
i
t
a
l
d
e
v
i
c
e
s
h
a
s
c
o
n
t
r
i
b
u
t
e
d
t
o
a
s
ed
e
n
t
a
r
y
l
i
f
e
s
t
y
le
,
w
i
t
h
m
a
n
y
s
tu
d
e
n
t
s
s
p
e
n
d
i
n
g
l
o
n
g
h
o
u
r
s
e
n
g
a
g
e
d
i
n
s
c
r
e
e
n
t
i
m
e
r
a
t
h
e
r
t
h
a
n
p
h
y
s
i
c
a
l
e
x
e
r
ci
s
e
,
le
a
d
i
n
g
t
o
h
i
g
h
e
r
r
a
t
e
s
o
f
o
b
e
s
it
y
a
n
d
r
e
l
a
t
e
d
c
o
n
d
i
t
i
o
n
s
.
F
u
r
th
e
r
m
o
r
e
,
a
c
a
d
e
m
i
c
p
r
e
s
s
u
r
es
a
n
d
s
o
c
i
a
l
s
t
r
es
s
o
r
s
h
a
v
e
e
x
a
c
e
r
b
a
t
e
d
p
o
o
r
s
l
e
e
p
h
a
b
i
t
s
,
r
es
u
l
t
i
n
g
i
n
i
n
s
u
f
f
ic
i
e
n
t
r
e
s
t
,
w
h
i
c
h
i
m
p
ai
r
s
c
o
g
n
i
t
i
v
e
f
u
n
c
t
i
o
n
,
m
e
m
o
r
y
r
e
t
e
n
t
i
o
n
,
a
n
d
e
m
o
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
[
5
]
.
S
t
u
d
i
e
s
h
a
v
e
a
l
s
o
s
h
o
w
n
t
h
a
t
m
a
n
y
s
t
u
d
e
n
ts
s
t
r
u
g
g
l
e
w
it
h
m
a
n
a
g
i
n
g
s
t
r
e
s
s
e
f
f
e
c
t
i
v
e
l
y
,
o
f
t
e
n
r
e
s
o
r
t
i
n
g
t
o
u
n
h
e
a
l
t
h
y
c
o
p
i
n
g
m
e
c
h
a
n
i
s
m
s
s
u
c
h
a
s
s
u
b
s
t
a
n
ce
u
s
e
,
p
o
o
r
d
i
e
t
a
r
y
c
h
o
i
c
es
,
o
r
s
o
c
i
a
l
is
o
l
at
i
o
n
[
6
]
.
T
h
is
c
o
m
b
in
a
t
i
o
n
o
f
u
n
h
e
a
l
t
h
y
p
r
a
ct
i
c
es
ca
n
l
e
a
d
t
o
a
v
i
ci
o
u
s
c
y
c
l
e
,
w
h
e
r
e
p
o
o
r
h
e
a
l
t
h
b
e
h
a
v
i
o
r
s
u
n
d
e
r
m
i
n
e
a
ca
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
a
n
d
o
v
e
r
a
l
l
w
e
ll
-
b
e
i
n
g
,
c
r
e
a
t
i
n
g
l
o
n
g
-
t
e
r
m
c
o
n
s
e
q
u
e
n
c
e
s
f
o
r
s
t
u
d
e
n
t
s
’
f
u
tu
r
e
h
e
a
l
t
h
a
n
d
s
u
c
c
es
s
[
7
]
.
Sev
er
al
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
h
ea
lth
p
r
ac
tices
an
d
b
eh
a
v
io
r
s
o
f
v
ar
io
u
s
p
o
p
u
latio
n
s
,
p
a
r
ticu
lar
ly
f
o
cu
s
in
g
o
n
a
d
o
lescen
ts
an
d
y
o
u
n
g
ad
u
lts
,
with
an
in
cr
ea
s
in
g
em
p
h
asis
o
n
th
e
im
p
ac
t
o
f
th
ese
b
eh
av
io
r
s
o
n
ac
ad
em
ic
an
d
p
s
y
ch
o
lo
g
ical
o
u
tco
m
es.
R
esear
ch
b
y
Ta
g
a
r
e
an
d
Villalu
z
[
8
]
h
ig
h
lig
h
t
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
h
y
s
ical
ac
tiv
ity
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
s
h
o
win
g
th
at
in
cr
ea
s
ed
p
h
y
s
ical
ac
tiv
ity
led
to
b
etter
co
g
n
itiv
e
f
u
n
ctio
n
an
d
im
p
r
o
v
ed
s
ch
o
o
l
g
r
ad
es.
Similar
ly
,
s
tu
d
ies
o
n
s
l
ee
p
p
atter
n
s
am
o
n
g
s
tu
d
en
ts
h
a
v
e
r
ev
ea
led
t
h
at
in
s
u
f
f
icien
t
s
leep
is
a
co
m
m
o
n
is
s
u
e,
with
n
eg
ativ
e
ef
f
ec
ts
o
n
s
tu
d
en
ts
’
atten
tio
n
,
m
em
o
r
y
,
an
d
m
en
tal
h
ea
lth
[
9
]
.
Oth
er
s
tu
d
ies,
s
u
ch
as
th
o
s
e
b
y
Al
-
J
awa
ld
eh
an
d
Ab
b
as
[
1
0
]
,
ex
am
in
e
d
d
ietar
y
h
ab
its
,
em
p
h
asizin
g
th
at
p
o
o
r
n
u
tr
itio
n
an
d
u
n
h
ea
lth
y
ea
tin
g
h
a
b
its
wer
e
wid
esp
r
ea
d
am
o
n
g
co
lleg
e
s
tu
d
en
ts
,
wh
ic
h
co
n
t
r
ib
u
ted
to
weig
h
t
g
ai
n
an
d
p
o
o
r
en
er
g
y
lev
els,
n
e
g
ativ
ely
af
f
ec
tin
g
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e,
r
esear
c
h
b
y
Attia
et
a
l.
[
1
1
]
e
x
p
lo
r
ed
s
tr
ess
m
an
ag
em
en
t
b
eh
a
v
io
r
s
,
f
in
d
in
g
th
at
m
an
y
s
tu
d
e
n
ts
r
eso
r
t
to
u
n
h
ea
lth
y
co
p
in
g
m
ec
h
a
n
is
m
s
lik
e
s
m
o
k
in
g
,
alco
h
o
l
u
s
e,
an
d
p
o
o
r
ea
tin
g
h
ab
its
in
r
esp
o
n
s
e
to
ac
ad
em
ic
an
d
s
o
cial
p
r
ess
u
r
es.
W
h
ile
th
ese
s
tu
d
ies
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
s
tu
d
en
t
h
ea
lth
b
e
h
av
io
r
s
,
th
er
e
is
a
n
o
ticea
b
le
g
ap
in
th
e
lit
er
atu
r
e
c
o
n
ce
r
n
in
g
th
e
co
m
p
r
e
h
en
s
iv
e
ex
p
lo
r
atio
n
o
f
h
ea
lth
p
r
ac
tices
,
s
p
ec
if
ic
ally
am
o
n
g
co
lleg
e
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
t
h
e
co
n
tex
t
o
f
th
e
So
u
th
e
r
n
Ph
ilip
p
in
es.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
h
ea
lth
p
r
ac
t
ices
an
d
b
eh
a
v
io
r
s
am
o
n
g
ad
o
le
s
ce
n
ts
an
d
y
o
u
n
g
ad
u
lts
,
s
tu
d
ies
s
p
ec
if
ically
in
v
esti
g
atin
g
th
ese
b
eh
av
io
r
s
in
co
lleg
e
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
th
e
Ph
ilip
p
in
es,
r
em
ain
n
o
tab
ly
s
ca
r
ce
.
E
x
is
tin
g
r
esear
ch
h
as
f
o
cu
s
ed
p
r
im
ar
ily
o
n
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
o
r
b
r
o
ad
e
r
ag
e
g
r
o
u
p
s
,
leav
in
g
a
s
ig
n
if
ican
t
g
ap
in
u
n
d
e
r
s
tan
d
in
g
h
o
w
u
n
i
v
er
s
ity
s
tu
d
en
t
s
in
th
e
Ph
ilip
p
in
es
en
g
ag
e
with
h
ea
lth
-
r
elate
d
b
e
h
av
io
r
s
s
u
ch
as
n
u
tr
itio
n
,
p
h
y
s
ical
ac
tiv
ity
,
s
leep
,
an
d
s
tr
es
s
m
an
ag
em
en
t
[
1
2
]
.
Mo
r
eo
v
er
,
th
e
u
n
i
q
u
e
c
u
ltu
r
al
,
s
o
cial,
an
d
ac
ad
e
m
ic
ch
allen
g
es
f
ac
ed
b
y
s
tu
d
en
ts
in
th
e
P
h
ilip
p
in
es,
co
u
p
led
with
th
e
r
ap
id
ch
a
n
g
es
in
th
ei
r
life
s
ty
le
p
atter
n
s
,
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
a
lo
ca
lized
s
tu
d
y
to
ad
d
r
ess
th
ese
g
ap
s
.
W
h
ile
s
o
m
e
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
s
tu
d
en
t
h
ea
lth
b
eh
a
v
io
r
s
in
o
th
er
co
u
n
tr
ies
[
1
3
]
,
t
h
e
lack
o
f
r
esear
ch
s
p
ec
if
ic
to
Fil
ip
in
o
co
lleg
e
s
tu
d
en
ts
h
am
p
er
s
th
e
d
ev
elo
p
m
e
n
t
o
f
ef
f
ec
tiv
e
in
ter
v
en
ti
o
n
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
tailo
r
ed
to
th
eir
n
ee
d
s
.
T
h
is
h
ig
h
lig
h
ts
th
e
u
r
g
e
n
cy
an
d
n
o
v
elty
o
f
c
o
n
d
u
ctin
g
r
esear
ch
in
th
is
ar
ea
,
as
u
n
d
er
s
tan
d
i
n
g
t
h
e
h
ea
lth
p
r
ac
tices
an
d
b
e
h
av
io
r
s
o
f
Fil
ip
in
o
co
lleg
e
s
tu
d
en
ts
is
cr
itical
f
o
r
cr
a
f
tin
g
ta
r
g
ete
d
h
ea
lth
p
r
o
m
o
tio
n
p
r
o
g
r
a
m
s
th
at
ca
n
im
p
r
o
v
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
m
e
n
tal
well
-
b
ein
g
,
a
n
d
lo
n
g
-
ter
m
h
ea
lt
h
o
u
tco
m
e
s
.
T
h
e
f
in
d
in
g
s
o
f
s
u
c
h
r
esear
ch
wo
u
ld
n
o
t
o
n
ly
co
n
tr
ib
u
te
to
t
h
e
g
l
o
b
al
b
o
d
y
o
f
k
n
o
wled
g
e
b
u
t
also
p
r
o
v
id
e
in
v
alu
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
p
o
licy
m
ak
er
s
,
an
d
h
ea
lth
p
r
o
f
ess
io
n
als
aim
in
g
to
s
u
p
p
o
r
t stu
d
e
n
t w
ell
-
b
ein
g
i
n
t
h
e
Ph
ilip
p
in
es.
Th
is
r
esear
ch
h
o
ld
s
s
ig
n
if
ica
n
t
im
p
o
r
tan
ce
n
o
t
o
n
ly
f
o
r
u
n
i
v
er
s
ity
s
tu
d
en
ts
b
u
t
also
f
o
r
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
h
ea
lth
p
r
o
f
ess
io
n
als,
an
d
p
o
licy
m
a
k
er
s
.
B
y
f
o
cu
s
in
g
o
n
th
e
h
ea
lth
p
r
ac
tice
s
an
d
b
eh
av
io
r
s
o
f
co
lleg
e
s
tu
d
en
ts
in
th
e
Ph
ilip
p
in
es,
th
is
s
tu
d
y
ai
m
s
to
u
n
co
v
er
s
p
ec
if
ic
ch
allen
g
es
an
d
b
eh
av
io
r
s
th
at
d
ir
ec
tly
im
p
ac
t
s
tu
d
en
ts
’
well
-
b
ein
g
an
d
ac
ad
em
ic
s
u
cc
ess
.
Un
d
er
s
tan
d
in
g
th
ese
h
ea
lth
p
r
ac
tices
wil
l
en
ab
le
u
n
iv
er
s
ities
to
im
p
lem
en
t
m
o
r
e
ef
f
ec
tiv
e
h
ea
lth
p
r
o
m
o
tio
n
p
r
o
g
r
a
m
s
an
d
p
r
o
v
id
e
tar
g
eted
in
ter
v
e
n
tio
n
s
th
at
ad
d
r
ess
th
e
u
n
iq
u
e
n
ee
d
s
o
f
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
th
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q
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in
th
e
Ph
ilip
p
in
es a
n
d
s
im
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s
ettin
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s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
a
n
t
itativ
e
r
esear
ch
d
esig
n
,
s
p
ec
if
ically
u
s
in
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a
d
escr
ip
tiv
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-
co
r
r
elatio
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al
ap
p
r
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ac
h
.
Qu
an
titativ
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r
esear
c
h
is
f
o
cu
s
ed
o
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co
llectin
g
an
d
an
aly
zin
g
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m
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ical
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ata
to
u
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er
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tan
d
p
atter
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,
r
elatio
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h
ip
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,
o
r
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u
tco
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es
with
in
a
p
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wi
n
g
f
o
r
o
b
jectiv
ity
an
d
s
tatis
tical
an
aly
s
i
s
[
1
4
]
.
A
d
escr
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tiv
e
-
co
r
r
elatio
n
a
l
d
e
s
ig
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is
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ed
to
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ter
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ile
also
ex
am
in
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ip
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etwe
en
v
ar
ia
b
les with
o
u
t e
s
tab
lis
h
in
g
ca
u
s
atio
n
[
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
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6
Th
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ers
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f u
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… (
Jo
ma
r
B
.
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s
to
)
83
T
h
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d
escr
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co
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elatio
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d
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th
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te
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r
m
ed
s
tr
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o
r
h
ea
lth
p
r
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m
o
tio
n
.
2.
2
.
Respo
nd
ent
s
a
nd
s
a
m
pl
ing
T
h
is
s
tu
d
y
in
clu
d
ed
a
to
tal
o
f
1
,
0
8
6
c
o
lleg
e
s
tu
d
en
ts
f
r
o
m
a
s
tate
u
n
iv
er
s
ity
in
So
u
th
er
n
Ph
ilip
p
in
es
as
r
esp
o
n
d
en
ts
.
T
o
s
elec
t
p
ar
ti
cip
an
ts
,
th
e
s
tu
d
y
em
p
lo
y
ed
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
,
a
tec
h
n
iq
u
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wh
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r
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ea
ch
m
em
b
er
o
f
th
e
tar
g
et
p
o
p
u
lat
io
n
h
as
an
eq
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al
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a
n
ce
o
f
s
elec
tio
n
.
Simp
le
r
an
d
o
m
s
am
p
lin
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is
ef
f
ec
tiv
e
in
q
u
an
titativ
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esear
c
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ed
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ce
s
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ias,
en
s
u
r
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t
h
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am
p
le
is
r
ep
r
esen
tativ
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o
f
th
e
p
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p
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latio
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.
I
t
all
o
ws
f
o
r
m
o
r
e
g
en
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aliza
b
le
r
esu
lts
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an
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s
u
b
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u
p
with
in
th
e
s
am
p
le
[
1
6
]
.
T
h
e
c
h
o
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e
o
f
s
i
m
p
l
e
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a
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B
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t
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f
f
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t
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v
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l
y
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f
o
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m
h
e
a
lt
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p
r
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m
o
t
i
o
n
e
f
f
o
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t
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t
a
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e
t
e
d
at
d
i
v
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r
s
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t
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n
t
n
e
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d
s
w
i
t
h
i
n
t
h
e
u
n
i
v
e
r
s
i
t
y
.
2
.
3
.
Resea
rc
h
i
ns
t
rum
ent
T
h
is
r
esear
ch
u
s
ed
th
e
h
ea
lth
p
r
ac
tices
an
d
b
e
h
av
io
r
s
q
u
esti
o
n
n
air
e
i
n
s
tr
u
m
en
t
d
e
v
elo
p
e
d
to
ass
ess
v
ar
io
u
s
h
ea
lth
-
r
elate
d
h
ab
its
,
in
clu
d
i
n
g
ar
ea
s
s
u
ch
as
p
h
y
s
ical
ac
tiv
ity
,
n
u
tr
itio
n
,
s
leep
,
a
n
d
s
tr
ess
m
an
ag
em
en
t.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
q
u
esti
o
n
n
air
e
is
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
v
iew
o
f
s
tu
d
en
ts
'
h
ea
lth
p
r
ac
tices
an
d
th
eir
alig
n
m
en
t
with
r
ec
o
m
m
en
d
e
d
b
eh
av
i
o
r
s
.
T
h
e
r
eliab
ilit
y
o
f
t
h
is
in
s
tr
u
m
en
t
h
as
b
ee
n
s
u
p
p
o
r
ted
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
s
co
r
e
o
f
0
.
8
7
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
in
t
er
n
al
co
n
s
is
ten
cy
,
m
ak
in
g
it
a
r
eliab
le
to
o
l f
o
r
m
ea
s
u
r
in
g
h
ea
lth
p
r
ac
tices in
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
s
.
2
.
4
.
St
a
t
is
t
ica
l
a
na
ly
s
is
I
n
th
is
s
tu
d
y
,
m
ea
n
an
d
co
m
p
o
s
ite
m
ea
n
wer
e
u
s
ed
to
d
escr
ib
e
th
e
h
ea
lth
b
eh
a
v
io
r
s
an
d
p
r
ac
tices
o
f
th
e
r
esp
o
n
d
en
ts
.
T
h
e
m
ea
n
p
r
o
v
id
es
a
n
av
er
a
g
e
s
co
r
e
f
o
r
in
d
i
v
id
u
al
item
s
,
wh
ile
t
h
e
co
m
p
o
s
ite
m
ea
n
ag
g
r
eg
ates
th
ese
to
o
f
f
er
an
o
v
er
all
m
ea
s
u
r
e
o
f
h
ea
lth
b
eh
a
v
io
r
in
ea
ch
ca
teg
o
r
y
.
T
h
ese
d
escr
ip
tiv
e
s
tatis
tic
s
h
elp
s
u
m
m
ar
ize
th
e
g
e
n
er
al
t
r
en
d
s
in
h
ea
lth
p
r
ac
ti
ce
s
am
o
n
g
th
e
r
esp
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n
d
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ts
,
m
ak
i
n
g
i
t
ea
s
ier
to
id
en
tify
ar
ea
s
o
f
s
tr
en
g
th
o
r
c
o
n
ce
r
n
with
in
th
eir
h
ea
lth
b
eh
av
i
o
r
s
.
T
o
an
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th
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in
ter
r
elatio
n
s
h
ip
b
etwe
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d
if
f
er
en
t
h
ea
lth
b
eh
av
io
r
s
an
d
p
r
ac
tices,
Sp
ea
r
m
an
’
s
r
h
o
co
r
r
elatio
n
co
ef
f
icien
t
was
u
s
ed
.
Sp
ea
r
m
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h
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is
a
n
o
n
-
p
ar
am
etr
ic
m
ea
s
u
r
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o
f
co
r
r
elati
o
n
th
at
ass
ess
es
th
e
s
tr
en
g
th
an
d
d
ir
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tio
n
o
f
ass
o
ciatio
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b
etwe
en
two
r
an
k
e
d
v
ar
iab
les.
U
n
lik
e
Pear
s
o
n
’
s
co
r
r
elatio
n
,
wh
ich
ass
u
m
es
lin
ea
r
r
elatio
n
s
h
ip
s
a
n
d
n
o
r
m
ally
d
is
tr
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ted
d
ata,
Sp
ea
r
m
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s
r
h
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is
id
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l
f
o
r
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r
d
in
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d
ata
o
r
d
ata
th
at
d
o
n
o
t
m
ee
t
n
o
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m
ality
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m
p
tio
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s
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m
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m
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m
ay
n
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f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
[
1
7
]
.
T
h
is
m
eth
o
d
is
ap
p
r
o
p
r
iate
h
er
e
as
it
p
r
o
v
id
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r
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m
ea
s
u
r
e
o
f
ass
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ciatio
n
f
o
r
u
n
d
er
s
tan
d
in
g
p
o
ten
tial lin
k
ag
es b
etwe
en
v
ar
io
u
s
h
ea
lth
p
r
ac
tices a
n
d
b
eh
a
v
io
r
s
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
H
ea
lt
h
pra
ct
ices a
nd
beha
v
io
rs a
m
o
ng
s
t
ud
ent
re
s
p
o
nd
ent
s
Fig
u
r
e
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tr
ates
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ac
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ac
t
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r
s
tu
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'
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cc
ess
[
2
1
]
.
Fu
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2
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[
2
3
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.
3.
1.
3
.
E
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T
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3
6
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d
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o
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.
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b
u
t
n
o
t
f
u
lly
o
p
tim
ized
e
n
g
ag
em
e
n
t
in
m
ain
tain
in
g
d
ig
est
iv
e
an
d
u
r
in
ar
y
h
ea
lth
.
Ma
in
tain
in
g
h
ea
lth
y
elim
in
at
io
n
p
r
ac
tices
is
ess
en
tial
f
o
r
o
v
er
all
well
-
b
ei
n
g
,
as
ir
r
eg
u
lar
ities
in
b
o
wel
an
d
b
la
d
d
er
f
u
n
ctio
n
s
ca
n
lead
to
m
o
r
e
s
er
io
u
s
h
ea
l
th
co
n
d
itio
n
s
if
n
o
t
ad
d
r
ess
ed
.
Stu
d
ies
s
h
o
w
th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
Th
e
w
elln
ess
eq
u
a
tio
n
:
u
n
d
ers
ta
n
d
in
g
h
ea
lth
p
r
a
ctice
s
a
n
d
b
eh
a
vio
r
s
o
f u
n
ivers
ity
… (
Jo
ma
r
B
.
E
s
to
)
85
r
eg
u
lar
a
n
d
n
o
r
m
al
elim
in
atio
n
is
clo
s
ely
lin
k
ed
to
o
v
er
all
p
h
y
s
ical
h
ea
lth
,
with
p
o
o
r
eli
m
in
atio
n
p
r
ac
tices
co
n
tr
ib
u
tin
g
to
g
astro
i
n
test
in
al
is
s
u
es,
k
id
n
ey
p
r
o
b
lem
s
,
a
n
d
e
v
en
m
en
tal
h
ea
lth
s
tr
ess
[
2
4
]
.
Fu
r
th
er
m
o
r
e,
co
n
s
is
ten
t
b
o
wel
an
d
b
lad
d
er
h
ab
its
ar
e
o
f
te
n
a
r
ef
lectio
n
o
f
g
o
o
d
s
elf
-
ca
r
e
p
r
ac
tices,
wh
i
ch
ca
n
i
n
f
lu
en
ce
an
in
d
iv
id
u
al'
s
s
en
s
e
o
f
co
m
f
o
r
t
an
d
b
o
d
y
awa
r
en
ess
[
2
5
]
.
I
n
a
u
n
iv
er
s
ity
s
ettin
g
,
s
tu
d
en
ts
wh
o
f
ac
e
d
if
f
icu
lties
with
elim
in
atio
n
m
ay
also
ex
p
er
ien
ce
d
is
r
u
p
te
d
ac
a
d
e
m
ic
p
er
f
o
r
m
a
n
ce
d
u
e
to
d
i
s
co
m
f
o
r
t
o
r
s
tr
ess
,
un
d
er
lin
in
g
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
h
ea
lth
y
b
o
d
ily
p
r
ac
tices in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
[
2
6
]
.
3.
1.
4
.
Act
iv
it
y
a
nd
ex
er
cise pra
ct
ices
T
h
e
co
m
p
o
s
ite
m
ea
n
s
co
r
e
f
o
r
ac
tiv
ity
an
d
e
x
er
cise
p
r
ac
tic
es
was
3
.
5
4
,
in
d
icatin
g
"
m
o
d
e
r
ate
h
ea
lth
p
r
ac
tices
an
d
b
eh
a
v
io
r
s
.
"
T
h
is
s
u
g
g
ests
th
at
wh
ile
s
tu
d
en
ts
g
en
er
ally
e
n
g
ag
e
in
p
h
y
s
ical
ac
tiv
ity
an
d
ex
er
cise
,
th
eir
in
v
o
lv
em
en
t
ap
p
ea
r
s
t
o
b
e
m
o
d
er
ate
r
at
h
er
t
h
an
co
n
s
is
ten
tly
r
ig
o
r
o
u
s
.
Mo
s
t
s
tu
d
en
ts
s
ee
m
to
in
co
r
p
o
r
ate
s
o
m
e
f
o
r
m
o
f
p
h
y
s
ical
ac
tiv
ity
in
to
th
eir
r
o
u
tin
es,
b
u
t
it
m
ay
n
o
t
b
e
s
u
f
f
icien
t
in
ter
m
s
o
f
f
r
eq
u
e
n
cy
,
in
ten
s
ity
,
o
r
v
ar
iet
y
.
T
h
e
s
co
r
e
also
im
p
lies
th
a
t
wh
ile
s
tu
d
en
ts
ar
e
g
en
er
ally
ab
le
to
ca
r
r
y
o
u
t
d
aily
ac
tiv
ities
in
d
ep
en
d
en
tly
an
d
p
ar
ticip
ate
in
h
o
u
s
eh
o
l
d
ch
o
r
es,
th
e
o
v
er
all
co
m
m
itm
en
t
to
s
tr
u
ctu
r
ed
ex
er
cise
o
r
m
o
r
e
d
em
a
n
d
in
g
p
h
y
s
ical
ac
tiv
ity
m
ay
b
e
li
m
ited
.
T
h
is
lev
el
o
f
en
g
a
g
e
m
en
t
s
u
g
g
ests
th
at
s
tu
d
en
ts
m
ay
p
r
io
r
itize
ac
ad
e
m
ic
o
r
s
o
cial
ac
tiv
ities
o
v
er
c
o
n
s
is
ten
t
ex
er
cise,
p
o
s
s
ib
ly
d
u
e
to
tim
e
co
n
s
tr
ain
ts
o
r
o
th
e
r
co
m
p
etin
g
f
ac
to
r
s
.
Ph
y
s
ical
ac
tiv
ity
is
a
cr
u
cial
co
m
p
o
n
en
t
o
f
o
v
er
all
h
ea
lth
,
af
f
ec
tin
g
n
o
t o
n
ly
p
h
y
s
ical
f
itn
e
s
s
b
u
t
also
co
g
n
itiv
e
f
u
n
ctio
n
a
n
d
em
o
tio
n
al
well
-
b
ein
g
.
R
esear
ch
h
as
co
n
s
is
ten
tly
s
h
o
wn
th
at
r
eg
u
lar
p
h
y
s
ical
ac
tiv
ity
en
h
an
ce
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
b
o
o
s
ts
m
en
tal
clar
ity
,
a
n
d
im
p
r
o
v
es
m
o
o
d
r
eg
u
latio
n
,
all
o
f
wh
ich
ar
e
p
ar
ticu
lar
ly
im
p
o
r
ta
n
t
f
o
r
s
tu
d
en
ts
n
av
ig
atin
g
th
e
ch
allen
g
es
o
f
u
n
iv
e
r
s
ity
life
[
2
7
]
.
Ad
d
itio
n
ally
,
e
n
g
ag
i
n
g
i
n
r
eg
u
lar
ex
er
cise
h
as
b
ee
n
lin
k
ed
to
im
p
r
o
v
e
d
ca
r
d
io
v
ascu
l
ar
h
ea
lth
,
m
u
s
cle
s
tr
en
g
th
,
an
d
a
r
ed
u
ce
d
r
is
k
o
f
ch
r
o
n
ic
d
is
ea
s
es,
s
u
ch
as
o
b
e
s
ity
an
d
d
iab
etes
[
2
8
]
.
Desp
ite
th
e
m
o
d
er
ate
e
n
g
ag
em
e
n
t
o
b
s
er
v
ed
,
th
e
lo
n
g
-
ter
m
b
en
ef
its
o
f
r
eg
u
lar
p
h
y
s
ical
ac
tiv
ity
u
n
d
er
s
co
r
e
t
h
e
i
m
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
h
ea
lth
ier
ex
er
cise
h
ab
its
am
o
n
g
s
tu
d
e
n
ts
to
p
r
o
m
o
te
b
e
tter
h
ea
lth
o
u
tco
m
es
[
2
9
]
.
3.
1.
5
.
Sleep a
nd
re
s
t
pra
ct
ices
T
h
e
co
m
p
o
s
ite
m
ea
n
s
co
r
e
f
o
r
s
leep
an
d
r
est
p
r
ac
tices
was
2
.
7
9
,
in
d
icatin
g
"
m
o
d
er
ate
h
ea
lth
p
r
ac
tices
an
d
b
eh
a
v
io
r
s
.
"
T
h
is
m
ea
n
s
th
at
s
tu
d
e
n
ts
g
en
e
r
ally
ex
p
e
r
ien
ce
s
o
m
e
lev
el
o
f
s
leep
d
is
r
u
p
tio
n
,
p
o
s
s
ib
ly
f
ac
in
g
d
if
f
icu
lt
y
f
allin
g
asleep
,
s
tay
in
g
asleep
,
o
r
m
ain
tain
in
g
co
n
s
is
ten
t
s
leep
p
atter
n
s
.
W
h
ile
m
o
s
t
s
tu
d
en
ts
m
ay
n
o
t
r
ep
o
r
t
s
ev
er
e
s
leep
is
s
u
es,
th
e
m
o
d
er
at
e
s
co
r
e
s
u
g
g
ests
th
at
f
ac
to
r
s
s
u
ch
as
ac
a
d
em
ic
p
r
ess
u
r
es,
s
o
cial
ac
tiv
itie
s
,
o
r
ir
r
eg
u
la
r
s
ch
e
d
u
les
m
ig
h
t
in
ter
f
er
e
with
ad
eq
u
ate
r
e
s
t.
T
h
is
m
o
d
er
ate
en
g
ag
em
e
n
t
in
d
icate
s
th
at
wh
ile
s
tu
d
en
ts
ar
e
lik
ely
awa
r
e
o
f
th
e
im
p
o
r
tan
ce
o
f
s
leep
,
m
a
n
y
m
ay
s
tr
u
g
g
le
to
p
r
io
r
itize
it c
o
n
s
is
ten
tly
d
u
e
t
o
th
e
d
em
an
d
s
o
f
u
n
iv
er
s
ity
life
.
S
l
e
e
p
i
s
v
i
t
a
l
f
o
r
p
h
y
s
i
c
al
a
n
d
m
e
n
t
a
l
h
ea
l
t
h
,
a
n
d
p
o
o
r
s
l
e
e
p
h
a
b
i
t
s
c
a
n
s
i
g
n
i
f
i
ca
n
t
l
y
a
f
f
ec
t
c
o
g
n
i
t
i
v
e
f
u
n
c
t
i
o
n
i
n
g
,
e
m
o
t
i
o
n
a
l
r
e
g
u
l
ati
o
n
,
a
n
d
o
v
e
r
a
l
l
w
el
l
-
b
e
i
n
g
.
R
e
s
e
a
r
c
h
h
as
s
h
o
w
n
t
h
a
t
i
n
s
u
f
f
i
c
i
e
n
t
o
r
d
is
r
u
p
t
e
d
s
l
e
e
p
c
a
n
l
ea
d
t
o
i
m
p
ai
r
e
d
m
em
o
r
y
,
d
e
c
r
e
a
s
e
d
at
t
e
n
ti
o
n
s
p
a
n
,
a
n
d
i
n
c
r
e
as
e
d
s
u
s
c
e
p
ti
b
i
li
t
y
to
s
t
r
es
s
,
a
l
l
o
f
w
h
ic
h
c
a
n
u
n
d
e
r
m
i
n
e
a
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
a
n
d
m
e
n
t
a
l
h
e
a
l
t
h
[
2
8
]
.
M
o
r
e
o
v
e
r
,
c
h
r
o
n
i
c
s
l
e
e
p
d
e
p
r
i
v
a
t
i
o
n
h
a
s
b
e
e
n
l
i
n
k
e
d
t
o
a
h
i
g
h
e
r
r
i
s
k
o
f
d
e
v
e
lo
p
i
n
g
c
o
n
d
i
t
i
o
n
s
l
i
k
e
d
e
p
r
es
s
i
o
n
,
a
n
x
i
e
t
y
,
a
n
d
c
a
r
d
i
o
v
a
s
c
u
l
a
r
d
i
s
e
as
e
s
[
3
0
]
.
3.
1.
6
.
Co
g
nitiv
e
a
nd
perc
ept
ua
l pra
ct
ices
T
h
e
co
m
p
o
s
ite
m
ea
n
s
co
r
e
f
o
r
co
g
n
itiv
e
an
d
p
er
ce
p
tu
al
p
r
ac
tices
was
3
.
4
0
,
in
d
icatin
g
"
m
o
d
er
ate
h
ea
lth
p
r
ac
tices
an
d
b
eh
av
io
r
s
.
"
T
h
is
m
ea
n
s
th
at
s
tu
d
en
ts
r
ep
o
r
t
r
elativ
ely
s
tab
le
co
g
n
itiv
e
f
u
n
ctio
n
in
g
an
d
a
war
en
ess
o
f
th
eir
s
u
r
r
o
u
n
d
i
n
g
s
,
with
n
o
r
m
al
s
en
s
o
r
y
an
d
r
ef
lex
r
esp
o
n
s
es.
Ho
wev
er
,
th
e
m
o
d
er
ate
s
co
r
e
s
u
g
g
ests
th
at
wh
ile
s
tu
d
en
ts
g
en
er
ally
m
ain
tain
g
o
o
d
m
en
ta
l
clar
ity
an
d
m
em
o
r
y
,
th
e
r
e
m
ig
h
t
b
e
o
cc
asio
n
al
lap
s
es
o
r
ch
allen
g
es
in
co
g
n
itiv
e
f
u
n
ctio
n
in
g
.
T
h
ese
ch
allen
g
es
m
ay
m
an
if
est
as
te
m
p
o
r
ar
y
lap
s
es
in
co
n
ce
n
tr
atio
n
,
m
em
o
r
y
r
ec
all
,
o
r
o
th
er
co
g
n
itiv
e
f
u
n
ctio
n
s
,
wh
ich
c
o
u
ld
b
e
in
f
lu
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
s
tr
ess
,
f
atig
u
e,
o
r
d
is
tr
ac
tio
n
s
f
r
o
m
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies.
C
o
g
n
itiv
e
an
d
p
er
ce
p
tu
al
p
r
a
ctice
s
ar
e
ce
n
tr
al
to
s
tu
d
en
ts
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p
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[
3
1
]
.
W
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3
2
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.
A
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3
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h
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r
e
ac
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s
itu
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s
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s
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k
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cr
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Acc
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d
in
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to
Sch
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r
an
d
R
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te
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[
3
4
]
,
ef
f
ec
tiv
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co
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is
m
s
ar
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ess
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ag
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in
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[
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5
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Mo
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6
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3
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1
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8
.
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to
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m
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e
f
f
ec
tiv
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[
3
7
]
.
W
h
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th
e
m
o
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s
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em
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tio
n
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an
d
m
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tal
f
ac
to
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s
[
3
8
]
.
W
h
en
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eh
av
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s
ar
e
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n
ly
m
o
d
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d
life
s
ty
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d
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s
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th
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lo
n
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u
n
[
3
9
]
.
3
.
2
.
I
nte
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t
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H
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El
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p
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p
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N
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a
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5
9
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A
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3
8
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S
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2
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C
o
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C
o
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&
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5
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3
6
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.
2
9
4
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4
5
8
*
*
T
h
e
r
esu
lts
o
f
th
e
i
n
ter
r
elatio
n
s
h
ip
an
aly
s
is
s
h
o
w
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
all
t
h
e
v
ar
iab
les,
in
d
icatin
g
th
at
s
tu
d
e
n
ts
'
h
ea
lth
p
r
ac
tices
an
d
b
eh
av
io
r
s
ar
e
in
ter
co
n
n
ec
ted
ac
r
o
s
s
d
if
f
er
en
t
d
o
m
ain
s
.
Sp
ec
if
ically
,
h
ea
lth
p
er
ce
p
tio
n
an
d
m
an
a
g
em
en
t
wer
e
f
o
u
n
d
to
b
e
p
o
s
itiv
ely
co
r
r
elate
d
with
n
u
tr
itio
n
al
an
d
m
etab
o
lic
p
r
ac
tices
(
r
=
0
.
5
9
0
)
,
s
u
g
g
esti
n
g
th
at
s
tu
d
e
n
ts
wh
o
v
iew
th
eir
h
ea
lth
m
o
r
e
p
o
s
i
tiv
ely
ar
e
lik
ely
to
en
g
ag
e
in
h
ea
lth
ier
n
u
tr
itio
n
al
b
eh
av
io
r
s
.
Similar
ly
,
th
e
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
elim
in
atio
n
an
d
ac
tiv
ity
an
d
ex
er
cise
p
r
ac
tices
(
r
=
0
.
4
1
8
)
,
as
well
as
b
etwe
en
co
g
n
itiv
e
an
d
p
er
ce
p
tu
al
p
r
ac
tices
an
d
co
p
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J Pu
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lth
Sci
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N:
2252
-
8
8
0
6
Th
e
w
elln
ess
eq
u
a
tio
n
:
u
n
d
ers
ta
n
d
in
g
h
ea
lth
p
r
a
ctice
s
a
n
d
b
eh
a
vio
r
s
o
f u
n
ivers
ity
… (
Jo
ma
r
B
.
E
s
to
)
87
an
d
s
tr
ess
to
ler
an
ce
p
r
ac
tices
(
r
=
0
.
4
5
8
)
,
in
d
icate
th
at
im
p
r
o
v
em
en
ts
in
o
n
e
h
ea
lth
b
eh
av
io
r
m
ay
b
e
lin
k
e
d
to
im
p
r
o
v
em
e
n
ts
in
o
th
er
s
.
T
h
is
im
p
lies
a
h
o
lis
tic
ap
p
r
o
ac
h
to
s
tu
d
en
t
h
ea
lth
,
wh
er
e
b
etter
m
an
ag
em
en
t
o
f
o
n
e
asp
ec
t o
f
h
ea
lth
m
a
y
lead
to
b
etter
p
r
ac
tices in
o
th
er
a
r
ea
s
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
h
ea
lt
h
b
eh
av
i
o
r
s
,
s
u
p
p
o
r
tin
g
th
e
n
o
tio
n
th
at
h
ea
lth
s
h
o
u
ld
b
e
v
iewe
d
as
a
m
u
lti
-
d
im
en
s
io
n
al
co
n
ce
p
t.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
ies,
s
u
ch
as
th
o
s
e
b
y
R
ich
ar
d
s
o
n
[
4
0
]
an
d
B
o
s
elie
an
d
v
a
n
d
er
Heijd
en
[
4
1
]
,
t
h
ese
p
o
s
itiv
e
co
r
r
elatio
n
s
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
a
b
alan
ce
d
ap
p
r
o
ac
h
to
h
ea
l
th
th
at
ad
d
r
ess
es
m
u
l
tip
le
d
o
m
ain
s
s
im
u
ltan
eo
u
s
ly
.
Fo
r
in
s
tan
ce
,
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
co
p
in
g
a
n
d
s
tr
ess
to
ler
an
ce
p
r
ac
tices
an
d
co
g
n
itiv
e
h
ea
lth
s
u
g
g
ests
th
at
m
en
tal
h
ea
lth
m
an
ag
em
en
t
ca
n
h
a
v
e
a
ca
s
ca
d
in
g
e
f
f
ec
t
o
n
o
th
e
r
ar
ea
s
o
f
h
ea
lth
,
s
u
ch
as
p
h
y
s
ical
an
d
em
o
tio
n
a
l
well
-
b
ein
g
.
T
h
is
is
co
n
s
is
ten
t
wi
th
r
esear
ch
b
y
Sah
o
o
an
d
Go
s
wam
i
[
4
2
]
,
wh
o
em
p
h
asize
th
e
n
ee
d
f
o
r
in
te
g
r
ativ
e
ap
p
r
o
ac
h
es
to
h
ea
lth
,
wh
er
e
im
p
r
o
v
em
e
n
ts
in
o
n
e
d
o
m
ain
ar
e
lik
ely
to
p
r
o
m
o
te
b
etter
o
v
er
all
o
u
tco
m
es.
Un
d
er
s
tan
d
in
g
th
ese
r
elatio
n
s
h
ip
s
ca
n
h
elp
i
n
cr
ea
tin
g
in
t
er
v
en
tio
n
s
th
at
tar
g
et
m
u
ltip
l
e
h
ea
lth
b
eh
a
v
io
r
s
,
lead
in
g
to
b
etter
o
v
e
r
all
h
ea
lth
an
d
well
-
b
ein
g
am
o
n
g
s
tu
d
e
n
ts
.
T
h
e
p
o
s
itiv
e
in
ter
r
elatio
n
s
h
i
p
s
o
b
s
er
v
ed
ac
r
o
s
s
th
e
v
ar
io
u
s
d
o
m
ain
s
o
f
h
ea
lth
p
r
ac
tices
an
d
b
eh
av
io
r
s
i
n
u
n
iv
er
s
ity
s
tu
d
en
ts
s
u
g
g
est
th
at
u
n
iv
er
s
ity
p
o
licies
an
d
p
r
ac
tices
s
h
o
u
ld
ad
o
p
t
a
h
o
lis
tic
ap
p
r
o
ac
h
to
h
ea
lth
p
r
o
m
o
tio
n
.
Giv
en
th
at
im
p
r
o
v
ed
h
ea
l
th
p
er
ce
p
tio
n
an
d
m
an
a
g
em
e
n
t
ar
e
lin
k
ed
with
h
ea
lth
ier
n
u
tr
itio
n
,
p
h
y
s
ical
a
ctiv
ity
,
an
d
s
tr
ess
co
p
in
g
m
ec
h
an
is
m
s
,
u
n
iv
e
r
s
ities
co
u
ld
im
p
lem
en
t
i
n
teg
r
ated
h
ea
lth
p
r
o
m
o
tio
n
p
r
o
g
r
a
m
s
th
at
ad
d
r
ess
m
u
ltip
le
f
ac
ets
o
f
s
tu
d
en
ts
'
well
-
b
ein
g
.
T
h
is
co
u
ld
in
clu
d
e
in
itiativ
es
s
u
ch
as
p
r
o
v
id
in
g
ac
ce
s
s
to
m
en
tal
h
ea
lth
s
u
p
p
o
r
t,
e
n
co
u
r
ag
in
g
p
h
y
s
ical
ac
tiv
ity
,
an
d
o
f
f
e
r
in
g
n
u
tr
itio
n
co
u
n
s
elin
g
s
er
v
ices.
W
h
en
t
h
ese
ar
ea
s
ar
e
a
d
d
r
ess
ed
t
o
g
eth
er
,
u
n
iv
er
s
ities
ca
n
f
o
s
ter
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
ap
p
r
o
ac
h
to
s
tu
d
e
n
t h
ea
lth
th
at
lead
s
to
im
p
r
o
v
ed
ac
a
d
em
ic
a
n
d
p
er
s
o
n
al
o
u
tc
o
m
es
.
4.
CO
NCLU
SI
O
N
T
h
e
h
ea
lth
b
e
h
av
io
r
s
an
d
p
r
ac
tices o
f
th
e
s
tu
d
en
t r
esp
o
n
d
en
t
s
r
ev
ea
l a
m
o
d
er
ate
lev
el
o
f
en
g
ag
em
en
t
ac
r
o
s
s
v
ar
io
u
s
h
ea
lth
d
o
m
ai
n
s
,
in
clu
d
in
g
h
ea
lth
p
er
ce
p
tio
n
an
d
m
an
ag
em
e
n
t,
n
u
t
r
itio
n
,
p
h
y
s
ical
ac
tiv
ity
,
s
leep
,
co
g
n
itiv
e
f
u
n
ctio
n
,
an
d
s
tr
es
s
to
ler
an
ce
.
W
h
ile
s
tu
d
en
ts
ex
h
ib
it
s
o
m
e
p
o
s
itiv
e
b
e
h
av
io
r
s
,
t
h
e
o
v
er
all
h
ea
lth
p
r
ac
tices
ar
e
f
ar
f
r
o
m
o
p
tim
al,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
co
n
ti
n
u
ed
atten
tio
n
t
o
im
p
r
o
v
i
n
g
h
ea
lth
awa
r
en
ess
,
life
s
ty
le
ch
o
ices,
a
n
d
s
elf
-
ca
r
e
r
o
u
tin
es.
T
h
is
m
o
d
er
ate
h
ea
lth
b
eh
a
v
io
r
p
r
o
f
ile
s
u
g
g
ests
th
at
th
er
e
ar
e
s
ig
n
if
ican
t
o
p
p
o
r
tu
n
ities
to
en
h
an
ce
s
tu
d
en
ts
'
en
g
ag
em
en
t
with
h
ea
lth
ier
p
r
ac
tices,
p
ar
ticu
lar
ly
in
a
r
ea
s
s
u
ch
as st
r
ess
m
an
ag
em
en
t,
s
leep
h
y
g
ien
e,
an
d
n
u
tr
itio
n
,
wh
er
e
im
p
r
o
v
em
en
ts
co
u
l
d
y
ield
s
u
b
s
tan
tial b
en
ef
its
.
Th
e
in
ter
r
elatio
n
s
h
ip
o
f
h
ea
lth
b
eh
av
io
r
s
an
d
p
r
ac
tices
f
u
r
th
er
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
ad
o
p
tin
g
a
c
o
m
p
r
e
h
en
s
iv
e
a
p
p
r
o
ac
h
to
h
ea
lth
p
r
o
m
o
tio
n
w
ith
in
u
n
iv
e
r
s
ity
s
ettin
g
s
.
T
h
e
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
th
e
d
if
f
er
en
t
h
ea
lth
d
o
m
ain
s
in
d
icate
th
at
im
p
r
o
v
em
en
ts
in
o
n
e
ar
ea
,
s
u
ch
as
h
ea
lth
p
er
ce
p
tio
n
o
r
p
h
y
s
ical
ac
tiv
ity
,
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
o
th
er
ar
ea
s
,
s
u
ch
as
co
p
in
g
with
s
tr
ess
o
r
s
leep
q
u
ality
.
T
h
is
in
ter
co
n
n
ec
ted
n
ess
u
n
d
er
s
co
r
es
th
e
n
ec
ess
ity
o
f
h
o
lis
tic
h
ea
lth
p
r
o
g
r
am
s
th
at
ad
d
r
ess
m
u
ltip
le
asp
ec
ts
o
f
s
tu
d
en
ts
'
wel
l
-
b
ein
g
s
im
u
ltan
eo
u
s
ly
,
r
ath
er
t
h
an
tr
ea
tin
g
e
ac
h
h
ea
lth
d
o
m
ain
in
is
o
latio
n
.
B
y
f
o
s
ter
in
g
an
in
teg
r
ated
ap
p
r
o
ac
h
,
u
n
iv
e
r
s
ities
ca
n
h
elp
s
tu
d
en
ts
d
ev
elo
p
h
ea
lth
ier
,
m
o
r
e
s
u
s
tain
ab
le
h
ab
i
ts
th
at
s
u
p
p
o
r
t th
eir
ac
ad
em
ic,
p
er
s
o
n
al,
an
d
p
r
o
f
e
s
s
io
n
al
s
u
cc
ess
.
Fu
tu
r
e
r
esear
ch
in
th
is
f
ield
s
h
o
u
ld
f
o
cu
s
o
n
ex
p
lo
r
in
g
th
e
f
ac
to
r
s
t
h
at
in
f
l
u
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.
DATA AV
AI
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AB
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.
RE
F
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R
E
NC
E
S
[
1
]
B
.
V
e
r
p
l
a
n
k
e
n
a
n
d
S
.
O
r
b
e
l
l
,
“
A
t
t
i
t
u
d
e
s,
h
a
b
i
t
s,
a
n
d
b
e
h
a
v
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c
h
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e
,
”
A
n
n
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l
Re
v
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e
w
o
f
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
7
3
,
n
o
.
1
,
p
p
.
3
2
7
–
3
5
2
,
2
0
2
2
.
[
2
]
M
.
B
r
i
g
u
g
l
i
o
e
t
a
l
.
,
“
H
e
a
l
t
h
y
e
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t
i
n
g
,
p
h
y
s
i
c
a
l
a
c
t
i
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t
y
,
a
n
d
sl
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p
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h
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s)
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s
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w
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n
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p
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men
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c
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d
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:
c
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ro
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h
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a
t
r
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D
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n
d
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re
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t
,
v
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.
1
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:
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0
.
2
1
4
7
/
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D
T.
S
2
2
9
2
0
6
.
[
3
]
F
.
Ta
f
u
r
i
,
R
.
M
a
r
t
i
n
e
z
-
R
o
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g
,
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.
S
u
s
a
n
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o
,
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.
S
e
t
y
a
w
a
n
,
a
n
d
F
.
L
a
t
i
n
o
,
“
P
h
y
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c
a
l
l
y
a
c
t
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v
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l
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f
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w
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c
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e
x
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:
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p
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-
p
h
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s
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,
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.
5
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p
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0
2
4
,
d
o
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:
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.
4
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9
7
/
r
e
t
o
s
.
v
5
8
.
1
0
6
1
5
4
.
[
4
]
J.
O
b
r
a
d
o
v
i
ć
a
n
d
E
.
A
r
mstr
o
n
g
-
C
a
r
t
e
r
,
“
A
d
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d
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t
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l
i
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t
h
r
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g
h
st
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d
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s
o
f
st
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e
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p
h
y
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i
o
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y
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e
m
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s
c
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l
st
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n
t
s,
”
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e
v
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l
o
p
m
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n
t
a
n
d
Psy
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o
p
a
t
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y
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l
.
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.
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,
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1
7
/
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0
9
5
4
5
7
9
4
2
0
0
0
1
4
4
3
.
[
5
]
A
.
S
.
G
e
o
r
g
e
,
A
.
S
.
H
.
G
e
o
r
g
e
,
T.
B
a
sk
a
r
,
a
n
d
A
.
S
h
a
h
u
l
,
“
P
a
r
t
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r
s
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n
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v
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sal
i
n
n
o
v
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v
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a
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o
n
(
p
u
i
r
p
scre
e
n
s
st
e
a
l
t
i
m
e
:
h
o
w
e
x
c
e
ssi
v
e
scr
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n
u
se
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m
p
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p
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(
p
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p
)
,
”
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e
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o
,
v
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l
.
1
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o
.
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mb
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r
,
p
p
.
1
5
7
–
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7
7
,
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0
2
3
,
[
O
n
l
i
n
e
]
.
A
v
a
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l
a
b
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e
:
h
t
t
p
s:
/
/
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/
r
e
c
o
r
d
s
/
1
0
2
5
0
5
3
6
.
[
6
]
C
.
O
.
R
o
b
e
r
t
s,
K
.
S
a
r
f
o
,
a
n
d
I
.
N
.
K
w
a
k
y
e
,
“
C
o
p
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me
c
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a
n
i
sms
t
o
mi
t
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a
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c
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t
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y
w
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me
n
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A
c
c
r
a
m
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t
r
o
p
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l
i
s,
”
O
p
e
n
J
o
u
rn
a
l
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f
S
o
c
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l
S
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s
,
v
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.
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9
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2
3
6
/
j
ss.
2
0
2
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.
9
6
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7
.
[
7
]
L.
F
i
o
r
e
l
l
a
,
“
Th
e
s
c
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e
n
c
e
o
f
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a
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a
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d
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t
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g
a
n
d
w
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l
l
-
b
e
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n
g
,
”
E
d
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
R
e
v
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e
w
,
v
o
l
.
3
2
,
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.
3
,
p
p
.
6
0
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–
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0
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0
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d
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4
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1
7
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[
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8
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[
1
9
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.
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[2
1
]
J.
J
.
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.
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,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
2
0
0
3
1
9
2
7
.
[3
4
]
R
.
S
c
h
w
a
r
z
e
r
a
n
d
T
.
R
e
u
t
e
r
,
“
M
a
n
a
g
e
st
r
e
ss
a
t
w
o
r
k
t
h
r
o
u
g
h
p
r
e
v
e
n
t
i
v
e
a
n
d
p
r
o
a
c
t
i
v
e
c
o
p
i
n
g
,
”
i
n
Pri
n
c
i
p
l
e
s
o
f
O
rg
a
n
i
z
a
t
i
o
n
a
l
Be
h
a
v
i
o
r:
T
h
e
H
a
n
d
b
o
o
k
o
f
E
v
i
d
e
n
c
e
-
Ba
se
d
Ma
n
a
g
e
m
e
n
t
,
T
h
i
r
d
E
d
i
t
i
o
n
,
3
r
d
e
d
.
,
2
0
2
4
,
p
p
.
4
6
3
–
4
8
2
.
[3
5
]
S
.
F
o
s
t
e
r
,
N
.
Es
t
é
v
e
z
-
La
m
o
r
t
e
,
S
.
W
a
l
i
t
z
a
,
S
.
D
z
e
ma
i
l
i
,
a
n
d
M
.
M
o
h
l
e
r
-
K
u
o
,
“
P
e
r
c
e
i
v
e
d
st
r
e
s
s,
c
o
p
i
n
g
s
t
r
a
t
e
g
i
e
s,
a
n
d
m
e
n
t
a
l
h
e
a
l
t
h
st
a
t
u
s
a
m
o
n
g
a
d
o
l
e
sc
e
n
t
s
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
19
p
a
n
d
e
mi
c
i
n
S
w
i
t
z
e
r
l
a
n
d
:
a
l
o
n
g
i
t
u
d
i
n
a
l
s
t
u
d
y
,
”
Eu
r
o
p
e
a
n
C
h
i
l
d
a
n
d
Ad
o
l
e
sce
n
t
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
3
2
,
n
o
.
6
,
p
p
.
9
3
7
–
9
4
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
0
0
7
8
7
-
0
2
2
-
0
2
1
1
9
-
y.
[
3
6
]
I
.
D
e
k
k
e
r
,
E.
M
.
D
e
J
o
n
g
,
M
.
C
.
S
c
h
i
p
p
e
r
s,
M
.
D
e
B
r
u
i
j
n
-
S
m
o
l
d
e
r
s,
A
.
A
l
e
x
i
o
u
,
a
n
d
B
.
G
i
e
sb
e
r
s,
“
O
p
t
i
mi
z
i
n
g
st
u
d
e
n
t
s’
me
n
t
a
l
h
e
a
l
t
h
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
:
A
I
-
e
n
h
a
n
c
e
d
l
i
f
e
c
r
a
f
t
i
n
g
,
”
Fr
o
n
t
i
e
rs
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
,
p
.
1
0
6
3
,
2
0
2
0
.
[3
7
]
N
.
D
.
V
o
l
k
o
w
a
n
d
C
.
B
l
a
n
c
o
,
“
S
u
b
s
t
a
n
c
e
u
s
e
d
i
so
r
d
e
r
s:
a
c
o
m
p
r
e
h
e
n
s
i
v
e
u
p
d
a
t
e
o
f
c
l
a
ss
i
f
i
c
a
t
i
o
n
,
e
p
i
d
e
m
i
o
l
o
g
y
,
n
e
u
r
o
b
i
o
l
o
g
y
,
c
l
i
n
i
c
a
l
a
sp
e
c
t
s,
t
r
e
a
t
me
n
t
a
n
d
p
r
e
v
e
n
t
i
o
n
,
”
W
o
r
l
d
Psy
c
h
i
a
t
ry
,
v
o
l
.
2
2
,
n
o
.
2
,
p
p
.
2
0
3
–
2
2
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
2
/
w
p
s
.
2
1
0
7
3
.
[
3
8
]
Y
.
F
.
T
a
o
e
t
a
l
.
,
“
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
h
e
a
l
t
h
-
p
r
o
m
o
t
i
n
g
b
e
h
a
v
i
o
r
s
a
n
d
n
e
g
a
t
i
v
e
e
m
o
t
i
o
n
s
i
n
c
o
l
l
e
g
e
f
r
e
s
h
m
e
n
:
a
c
r
o
ss
-
l
a
g
g
e
d
a
n
a
l
y
si
s
,
”
Fro
n
t
i
e
rs
i
n
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
2
,
p
.
1
3
4
8
4
1
6
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
u
b
h
.
2
0
2
4
.
1
3
4
8
4
1
6
.
[
3
9
]
C
.
H
e
r
b
e
r
t
,
“
E
n
h
a
n
c
i
n
g
m
e
n
t
a
l
h
e
a
l
t
h
,
w
e
l
l
-
b
e
i
n
g
a
n
d
a
c
t
i
v
e
l
i
f
e
st
y
l
e
s
o
f
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
b
y
m
e
a
n
s
o
f
p
h
y
si
c
a
l
a
c
t
i
v
i
t
y
a
n
d
e
x
e
r
c
i
s
e
r
e
s
e
a
r
c
h
p
r
o
g
r
a
ms
,
”
Fro
n
t
i
e
r
s i
n
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
0
,
p
.
8
4
9
0
9
3
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
u
b
h
.
2
0
2
2
.
8
4
9
0
9
3
.
[
4
0
]
S
.
R
i
c
h
a
r
d
s
o
n
,
K
.
La
w
r
e
n
c
e
,
A
.
M
.
S
c
h
o
e
n
t
h
a
l
e
r
,
a
n
d
D
.
M
a
n
n
,
“
A
f
r
a
m
e
w
o
r
k
f
o
r
d
i
g
i
t
a
l
h
e
a
l
t
h
e
q
u
i
t
y
,
”
n
p
j
D
i
g
i
t
a
l
Me
d
i
c
i
n
e
,
v
o
l
.
5
,
n
o
.
1
,
p
.
1
1
9
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
3
8
/
s
4
1
7
4
6
-
0
2
2
-
0
0
6
6
3
-
0.
[
4
1
]
P
.
B
o
se
l
i
e
a
n
d
B
.
v
a
n
d
e
r
H
e
i
j
d
e
n
,
S
t
r
a
t
e
g
i
c
h
u
m
a
n
r
e
so
u
r
c
e
m
a
n
a
g
e
m
e
n
t
:
a
b
a
l
a
n
c
e
d
a
p
p
r
o
a
c
h
.
M
c
G
r
a
w
H
i
l
l
,
2
0
2
4
.
[
4
2
]
S
.
K
.
S
a
h
o
o
a
n
d
S
.
S
.
G
o
sw
a
m
i
,
“
A
c
o
m
p
r
e
h
e
n
si
v
e
r
e
v
i
e
w
o
f
m
u
l
t
i
p
l
e
c
r
i
t
e
r
i
a
d
e
c
i
si
o
n
-
m
a
k
i
n
g
(
M
C
D
M
)
me
t
h
o
d
s
:
a
d
v
a
n
c
e
me
n
t
s
,
a
p
p
l
i
c
a
t
i
o
n
s,
a
n
d
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s,
”
D
e
c
i
s
i
o
n
M
a
k
i
n
g
Ad
v
a
n
c
e
s
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
5
–
4
8
,
2
0
2
3
,
d
o
i
:
1
0
.
3
1
1
8
1
/
d
m
a
1
1
2
0
2
3
7
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
J
o
m
a
r
B.
Esto
is
a
se
a
so
n
e
d
e
d
u
c
a
to
r
wit
h
8
y
e
a
rs
o
f
e
x
p
e
rien
c
e
in
t
h
e
field
o
f
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
.
He
h
o
ld
s
a
B
a
c
h
e
lo
r
o
f
P
h
y
sic
a
l
E
d
u
c
a
ti
o
n
m
a
jo
rin
g
i
n
S
c
h
o
o
l
P
.
E.
fro
m
th
e
Un
iv
e
rsit
y
o
f
S
o
u
t
h
e
rn
M
i
n
d
a
n
a
o
,
Ka
b
a
c
a
n
,
Co
ta
b
a
to
,
P
h
il
i
p
p
i
n
e
s.
Jo
m
a
r
fu
rth
e
re
d
h
is
a
c
a
d
e
m
ic
jo
u
rn
e
y
b
y
e
a
rn
in
g
a
M
a
ste
r
o
f
Arts
in
e
d
u
c
a
ti
o
n
,
m
a
j
o
rin
g
in
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
a
n
d
a
D
o
c
to
r
o
f
P
h
il
o
so
p
h
y
in
e
d
u
c
a
ti
o
n
,
m
a
jo
rin
g
i
n
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
b
o
t
h
fr
o
m
t
h
e
Un
iv
e
rsity
o
f
th
e
Im
m
a
c
u
late
Co
n
c
e
p
ti
o
n
in
Da
v
a
o
C
it
y
,
P
h
il
i
p
p
in
e
s.
His
a
re
a
s
o
f
i
n
t
e
re
st
in
c
lu
d
e
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
p
e
d
a
g
o
g
y
,
sp
o
rts
sc
ien
c
e
,
a
n
d
d
a
n
c
e
,
re
flec
ti
n
g
h
is
m
u
lt
id
isc
ip
li
n
a
r
y
a
p
p
r
o
a
c
h
to
tea
c
h
in
g
a
n
d
lea
rn
in
g
.
Wi
t
h
a
stro
n
g
b
a
c
k
g
ro
u
n
d
in
lea
d
e
rsh
ip
a
n
d
e
d
u
c
a
ti
o
n
a
l
in
n
o
v
a
ti
o
n
,
Jo
m
a
r
is co
m
m
it
ted
to
e
n
h
a
n
c
in
g
th
e
q
u
a
li
ty
o
f
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
a
n
d
in
s
p
iri
n
g
stu
d
e
n
ts
t
o
e
m
b
ra
c
e
h
o
li
stic
g
r
o
wth
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jb
e
sto
@u
sm
.
e
d
u
.
p
h
.
J
e
m
we
ll
B.
Fra
n
c
isc
o
is
a
n
e
n
th
u
sia
stic
e
d
u
c
a
to
r
with
3
y
e
a
rs
o
f
e
x
p
e
rien
c
e
in
th
e
field
o
f
P
h
y
sic
a
l
Ed
u
c
a
ti
o
n
.
He
e
a
rn
e
d
h
is
Ba
c
h
e
l
o
r
o
f
P
h
y
sic
a
l
Ed
u
c
a
ti
o
n
fro
m
t
h
e
Un
iv
e
rsity
o
f
S
o
u
th
e
rn
M
in
d
a
n
a
o
a
n
d
is
c
u
rre
n
tl
y
p
u
rsu
in
g
a
M
a
ste
r
o
f
Arts
in
e
d
u
c
a
ti
o
n
m
a
jo
rin
g
i
n
P
h
y
sic
a
l
E
d
u
c
a
ti
o
n
a
t
No
tre
Da
m
e
o
f
Da
d
ian
g
a
s
Un
iv
e
rsity
.
Je
m
we
ll
’s
p
ro
fe
ss
io
n
a
l
in
tere
sts
in
c
l
u
d
e
d
a
n
c
e
,
sp
o
rts,
e
x
e
rc
ise
,
a
n
d
c
u
rr
icu
l
u
m
d
e
v
e
lo
p
m
e
n
t,
re
flec
ti
n
g
h
is
d
e
d
ica
ti
o
n
to
fo
ste
ri
n
g
c
re
a
ti
v
it
y
a
n
d
a
c
ti
v
e
li
fe
st
y
les
.
He
is
p
a
ss
io
n
a
te
a
b
o
u
t
d
e
sig
n
in
g
in
n
o
v
a
ti
v
e
e
d
u
c
a
ti
o
n
a
l
e
x
p
e
rien
c
e
s
th
a
t
i
n
sp
ire
st
u
d
e
n
ts
t
o
e
m
b
ra
c
e
p
h
y
sic
a
l
fit
n
e
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u
m
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c
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sm
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e
d
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.
p
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.