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[
1
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T
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Desp
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y
c
h
o
s
o
cial
s
tr
ess
o
r
s
in
s
h
ap
in
g
e
d
u
ca
tio
n
al
o
u
tco
m
es.
E
x
p
o
s
u
r
e
to
v
i
o
len
ce
,
f
am
ily
in
s
tab
ilit
y
,
an
d
ca
r
eg
iv
in
g
r
esp
o
n
s
ib
ilit
ies
—
p
ar
ticu
lar
ly
am
o
n
g
f
em
ale
lear
n
e
r
s
—
h
av
e
b
ee
n
s
h
o
wn
t
o
elev
ate
d
r
o
p
o
u
t
r
is
k
in
b
o
t
h
f
o
r
m
al
an
d
n
o
n
-
f
o
r
m
al
s
y
s
tem
s
[
2
]
,
[
3
]
.
Ho
wev
er
,
th
ese
g
lo
b
al
f
in
d
i
n
g
s
ar
e
o
f
ten
g
en
er
alize
d
an
d
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
th
e
l
o
ca
lized
r
ea
liti
es
o
f
T
h
ailan
d
’
s
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
lan
d
s
ca
p
e,
wh
er
e
lear
n
e
r
p
r
o
f
iles
an
d
co
m
m
u
n
ity
c
o
n
tex
ts
ca
n
d
if
f
e
r
s
u
b
s
tan
tially
f
r
o
m
th
o
s
e
in
o
th
er
r
eg
io
n
s
.
T
h
e
C
en
ter
o
f
B
an
g
k
o
k
p
r
o
v
i
d
es a
co
m
p
ellin
g
ca
s
e
s
tu
d
y
th
r
o
u
g
h
wh
ich
to
ex
am
in
e
t
h
ese
d
y
n
am
ics.
As
an
ar
ea
ex
p
er
ie
n
cin
g
r
ap
i
d
u
r
b
a
n
izatio
n
,
p
o
p
u
latio
n
m
o
b
ilit
y
,
an
d
cu
ltu
r
al
d
iv
er
s
ity
,
B
an
g
k
o
k
’
s
ONI
E
ce
n
ter
s
s
er
v
e
lear
n
e
r
s
f
r
o
m
a
wid
e
s
p
ec
tr
u
m
o
f
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
.
Pre
lim
in
ar
y
ac
co
u
n
ts
f
r
o
m
l
o
ca
l
ed
u
ca
to
r
s
an
d
ad
m
in
is
tr
ato
r
s
in
d
icate
th
at
d
r
o
p
o
u
t
b
eh
a
v
io
r
m
ay
b
e
d
r
iv
e
n
b
y
an
in
te
r
p
l
ay
o
f
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
(
e.
g
.
,
g
en
d
er
,
ag
e,
s
ib
lin
g
co
m
p
o
s
itio
n
)
,
f
a
m
ily
co
n
d
itio
n
s
(
e.
g
.
,
h
o
u
s
eh
o
ld
r
esp
o
n
s
ib
ilit
ies,
p
ar
en
tal
s
u
p
p
o
r
t,
an
d
ec
o
n
o
m
ic
s
tab
ilit
y
)
,
an
d
p
s
y
ch
o
s
o
cial
f
ac
to
r
s
(
e
.
g
.
,
ex
p
o
s
u
r
e
t
o
co
m
m
u
n
ity
v
io
len
ce
,
p
ee
r
in
f
lu
en
ce
)
.
Yet,
d
esp
ite
t
h
e
av
ailab
ilit
y
o
f
an
ec
d
o
tal
e
v
id
en
ce
,
th
er
e
h
as
b
ee
n
litt
le
s
y
s
tem
atic
r
esear
ch
q
u
an
tify
in
g
th
e
c
o
m
b
in
e
d
ef
f
e
cts o
f
th
ese
v
ar
iab
les o
n
d
r
o
p
o
u
t lik
elih
o
o
d
in
th
is
s
p
ec
if
ic
c
o
n
tex
t.
Alth
o
u
g
h
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
d
ete
r
m
in
an
ts
o
f
d
r
o
p
o
u
t
in
b
o
th
f
o
r
m
al
an
d
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
—
h
ig
h
lig
h
tin
g
f
ac
to
r
s
s
u
ch
as
f
am
ily
in
s
tab
ilit
y
,
p
s
y
ch
o
s
o
cial
ad
v
er
s
ity
,
g
e
n
d
er
ed
in
eq
u
alities
,
an
d
s
y
s
tem
ic
ch
allen
g
es
[
3
]
–
[
6
]
,
th
e
liter
atu
r
e
r
em
ain
s
f
r
ag
m
e
n
ted
in
two
im
p
o
r
tan
t
way
s
.
First,
m
o
s
t
an
aly
s
es
ex
am
in
e
th
ese
d
im
en
s
io
n
s
in
is
o
latio
n
r
ath
er
th
an
in
v
esti
g
a
tin
g
h
o
w
s
tr
u
ctu
r
al,
d
em
o
g
r
a
p
h
ic,
f
am
ilial,
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
in
ter
ac
t
to
s
h
ap
e
d
r
o
p
o
u
t
tr
ajec
to
r
ies.
Seco
n
d
,
th
e
ex
is
tin
g
ev
i
d
en
ce
b
ase
f
o
r
T
h
ailan
d
’
s
non
-
f
o
r
m
al
e
d
u
ca
tio
n
s
ec
to
r
,
p
ar
ticu
lar
ly
u
n
d
er
th
e
o
f
f
ice
o
f
th
e
ONI
E
,
r
e
m
ain
s
lim
ited
an
d
p
r
e
d
o
m
in
a
n
tly
d
escr
ip
tiv
e,
o
f
f
e
r
in
g
f
ew
em
p
ir
ical
m
o
d
els
ca
p
ab
le
o
f
p
r
ed
ictin
g
d
r
o
p
o
u
t
r
is
k
wi
th
s
tatis
tical
r
ig
o
r
.
Fu
r
th
er
m
o
r
e
,
wh
ile
p
o
licy
r
e
co
m
m
en
d
atio
n
s
o
f
ten
em
p
h
a
s
ize
in
clu
s
iv
ity
an
d
lear
n
e
r
s
u
p
p
o
r
t,
t
h
ey
lack
ac
tio
n
ab
le,
d
ata
-
d
r
iv
en
s
p
ec
if
icity
tailo
r
ed
to
h
i
g
h
-
r
is
k
s
u
b
g
r
o
u
p
s
in
p
e
r
i
-
u
r
b
an
co
n
tex
ts
s
u
ch
as M
in
B
u
r
i.
I
n
th
is
r
esear
ch
,
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
r
ef
er
s
to
o
r
g
an
ized
o
u
t
-
of
-
s
ch
o
o
l
lear
n
in
g
ac
tiv
i
ties
,
wh
ich
ar
e
p
r
o
v
i
d
ed
o
u
t o
f
th
e
f
o
r
m
al
s
ch
o
o
l sy
s
tem
b
u
t th
at
ar
e
d
es
ig
n
ed
an
d
im
p
lem
en
ted
t
o
m
e
et
p
ar
ticu
lar
g
r
o
u
p
s
o
f
lear
n
er
s
’
n
ee
d
s
u
ch
as
o
u
t
-
s
ch
o
o
l
y
o
u
th
an
d
m
ar
g
in
aliz
ed
in
d
iv
id
u
als
[
3
]
,
[
7
]
.
I
n
T
h
ailan
d
,
th
e
r
o
le
is
co
n
d
u
cte
d
b
y
th
e
o
f
f
ice
o
f
ONI
E
in
o
f
f
er
in
g
a
f
lex
ib
le
an
d
c
o
m
m
u
n
ity
-
b
ased
ed
u
ca
tio
n
[
1
]
,
[
8
]
.
Ps
y
ch
o
s
o
cial
r
is
k
is
a
ter
m
th
at
r
ef
er
s
to
s
o
cial
an
d
p
s
y
ch
o
lo
g
ical
co
n
d
itio
n
s
wh
ich
ex
p
o
s
e
in
d
i
v
id
u
als
to
n
eg
ativ
e
ed
u
ca
tio
n
al
o
u
tco
m
es,
s
u
c
h
as
ex
p
o
s
u
r
e
to
v
io
len
ce
,
f
am
ily
in
s
tab
ilit
y
an
d
em
o
ti
o
n
al
d
is
tr
ess
.
Su
ch
r
is
k
s
ar
e
clo
s
ely
r
elate
d
to
lo
w
ac
ad
e
m
ic
en
g
ag
e
m
en
t
an
d
h
ig
h
p
r
o
b
ab
ilit
y
o
f
d
r
o
p
o
u
t,
esp
ec
ial
ly
f
o
r
s
tu
d
en
ts
f
r
o
m
d
is
ad
v
an
tag
ed
b
ac
k
g
r
o
u
n
d
s
[
8
]
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
T
h
e
ter
m
d
r
o
p
o
u
t
is
co
m
m
o
n
l
y
u
s
ed
to
d
escr
ib
e
y
o
u
n
g
p
e
o
p
le
wh
o
f
ail
to
co
m
p
lete
th
eir
e
lem
en
tar
y
o
r
s
ec
o
n
d
a
r
y
(
m
i
d
d
le/h
ig
h
)
e
d
u
ca
tio
n
,
o
f
ten
with
d
r
awin
g
f
r
o
m
s
ch
o
o
l
f
o
r
v
ar
io
u
s
r
ea
s
o
n
s
[
9
]
,
[
1
0
]
.
T
h
e
d
r
o
p
o
u
t
p
h
e
n
o
m
en
o
n
h
as
b
ec
o
m
e
a
cr
itical
s
o
cial
is
s
u
e
b
ec
au
s
e
o
f
its
f
ar
-
r
ea
ch
in
g
n
e
g
a
tiv
e
co
n
s
eq
u
en
ce
s
,
wh
ich
ca
n
u
n
d
er
m
in
e
n
o
t
o
n
l
y
th
e
q
u
ality
o
f
life
o
f
in
d
iv
id
u
als
b
u
t
also
th
e
well
-
b
ein
g
o
f
th
eir
f
am
ilies
an
d
th
e
b
r
o
ad
er
s
o
ciety
.
Alth
o
u
g
h
s
ch
o
o
l
d
r
o
p
o
u
t
is
n
o
t
a
n
e
w
p
r
o
b
lem
,
its
e
n
d
u
r
i
n
g
co
n
s
eq
u
en
ce
s
—
s
u
ch
as
in
s
u
f
f
icien
t
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
f
o
r
em
p
lo
y
m
e
n
t,
d
if
f
i
cu
lties
with
s
o
cial
ad
ap
tatio
n
,
wasted
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
an
d
r
e
d
u
ce
d
ec
o
n
o
m
ic
co
n
tr
ib
u
tio
n
s
to
s
o
ciety
—
r
em
ain
p
r
ess
in
g
co
n
ce
r
n
s
[
1
1
]
.
Go
v
e
r
n
m
e
n
ts
at
all
lev
els,
alo
n
g
with
ed
u
c
atio
n
al
s
tak
eh
o
ld
er
s
,
h
av
e
c
o
n
s
is
ten
tly
s
o
u
g
h
t
to
ad
d
r
e
s
s
th
is
ch
allen
g
e.
Nev
er
th
eless
,
th
ese
ef
f
o
r
ts
h
a
v
e
o
f
te
n
f
allen
s
h
o
r
t,
th
er
e
b
y
r
en
d
e
r
in
g
th
e
g
o
al
o
f
ed
u
ca
t
io
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
d
if
f
icu
lt
to
ac
h
iev
e
[
1
2
]
.
I
n
T
h
ailan
d
,
f
o
r
e
x
am
p
le,
th
e
g
o
v
er
n
m
en
t
h
as
in
tr
o
d
u
ce
d
s
ev
er
al
p
o
licies
an
d
in
itiativ
es
aim
ed
at
r
ed
u
cin
g
d
r
o
p
o
u
t
r
ates,
s
u
ch
as
th
e
“
leav
e
n
o
o
n
e
b
eh
i
n
d
”
ca
m
p
aig
n
an
d
th
e
Ph
an
No
n
g
Klap
Ma
R
ian
(
“
b
r
in
g
in
g
ch
ild
r
en
b
ac
k
to
s
ch
o
o
l
”)
p
r
o
g
r
a
m
,
wh
ich
s
ee
k
to
p
r
o
m
o
te
eq
u
ity
,
in
clu
s
iv
ity
,
an
d
e
x
p
an
d
ed
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
.
T
h
ailan
d
’
s
n
o
n
-
f
o
r
m
al
ed
u
ca
ti
o
n
s
ec
to
r
,
ad
m
in
is
ter
ed
b
y
th
e
o
f
f
ic
e
o
f
th
e
ONI
E
,
o
cc
u
p
ies
a
cr
itical
s
p
ac
e
with
in
th
e
co
u
n
t
r
y
’
s
ed
u
ca
tio
n
al
ar
ch
itectu
r
e.
I
t
o
f
f
e
r
s
s
ec
o
n
d
-
ch
a
n
ce
p
ath
way
s
to
le
ar
n
er
s
tr
ad
itio
n
all
y
m
ar
g
in
alize
d
b
y
th
e
f
o
r
m
al
s
y
s
tem
—
lo
w
-
in
co
m
e
y
o
u
th
,
m
i
g
r
an
t
p
o
p
u
latio
n
s
,
an
d
o
u
t
-
of
-
s
ch
o
o
l
ad
o
lescen
ts
.
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
.
2
,
Ap
r
il
20
26
:
1
8
3
6
-
1
8
5
2
1838
Yet,
as
d
ig
italizatio
n
an
d
u
r
b
an
tr
an
s
f
o
r
m
atio
n
r
esh
ap
e
th
e
b
r
o
ad
er
s
o
cial
f
ab
r
ic,
th
is
s
ec
to
r
r
em
ain
s
ac
u
tely
v
u
ln
er
ab
le
to
h
ig
h
attr
itio
n
.
N
o
wh
er
e
is
th
is
m
o
r
e
v
is
ib
le
th
an
in
p
er
i
-
u
r
b
an
d
is
tr
icts
s
u
ch
as
Min
B
u
r
i,
wh
er
e
s
y
s
tem
ic
in
eq
u
ality
,
d
em
o
g
r
a
p
h
ic
f
lu
x
,
an
d
in
f
r
astru
ct
u
r
al
in
s
u
f
f
icien
cy
co
n
v
er
g
e.
T
h
is
r
ev
iew
s
y
n
th
esizes
em
er
g
in
g
ev
id
e
n
ce
ac
r
o
s
s
f
o
u
r
in
ter
lin
k
ed
d
o
m
ain
s
—
s
tr
u
ct
u
r
al
co
n
d
itio
n
s
,
d
em
o
g
r
ap
h
ic
co
r
r
elate
s
,
f
am
ilial
an
d
p
s
y
ch
o
s
o
cial
s
tr
ess
o
r
s
,
an
d
in
s
titu
tio
n
al
lim
itatio
n
s
—
t
o
d
ev
elo
p
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
r
o
p
o
u
t p
h
en
o
m
e
n
o
n
in
ONI
E
co
n
tex
ts
.
2
.
1
.
Str
uct
ura
l a
nd
s
o
ciet
a
l
co
nte
x
t
o
f
no
n
-
f
o
r
m
a
l e
du
ca
t
io
n in Th
a
ila
nd
T
h
e
ONI
E
f
r
am
ewo
r
k
was
estab
lis
h
ed
as
a
co
r
r
ec
tiv
e
m
ec
h
an
is
m
f
o
r
e
d
u
ca
tio
n
al
ex
clu
s
io
n
,
tar
g
etin
g
th
o
s
e
f
o
r
wh
o
m
m
ain
s
tr
ea
m
s
ch
o
o
lin
g
is
in
ac
c
ess
ib
le
d
u
e
to
ec
o
n
o
m
ic
h
ar
d
s
h
ip
,
g
eo
g
r
ap
h
ic
is
o
latio
n
,
o
r
s
o
cial
d
is
p
lace
m
en
t
[
4
]
.
I
ts
o
f
f
er
in
g
s
—
r
an
g
in
g
f
r
o
m
b
asic
liter
ac
y
to
v
o
ca
tio
n
al
tr
ain
in
g
—
ar
e
d
esig
n
ed
with
f
lex
i
b
ilit
y
in
m
in
d
.
Ho
we
v
er
,
s
tr
u
ctu
r
al
d
ef
icien
cies
h
av
e
c
o
n
s
tr
ain
ed
th
e
s
y
s
tem
’
s
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial.
I
n
d
is
tr
icts
lik
e
Min
B
u
r
i,
r
ap
id
u
r
b
an
izatio
n
h
as
o
u
tp
ac
ed
s
o
cial
in
f
r
astru
ctu
r
e,
y
ield
in
g
a
f
r
a
g
m
en
ted
e
d
u
c
atio
n
al
g
eo
g
r
a
p
h
y
m
ar
k
e
d
b
y
wea
k
tr
an
s
p
o
r
tatio
n
n
et
wo
r
k
s
,
in
co
n
s
is
ten
t
in
s
titu
tio
n
al
p
r
esen
ce
,
an
d
in
s
u
f
f
icien
t
lear
n
er
f
o
llo
w
-
u
p
[
5
]
.
T
h
ese
d
ef
icits
ar
e
co
m
p
o
u
n
d
ed
b
y
lim
ited
s
tate
ca
p
ac
ity
an
d
u
n
e
v
en
r
eso
u
r
ce
allo
ca
tio
n
,
cr
ea
tin
g
lo
ca
lized
‘
p
o
ck
ets
o
f
ex
clu
s
io
n
’
wh
er
e
d
r
o
p
o
u
t
b
ec
o
m
es
n
o
r
m
alize
d
r
ath
er
th
a
n
ex
ce
p
tio
n
al.
2
.
2
.
De
m
o
g
r
a
ph
ic
f
a
ct
o
rs a
s
s
o
cia
t
ed
wit
h dro
po
ut
beha
v
io
r
Dem
o
g
r
ap
h
ic
p
r
o
f
iles
ex
er
t
a
n
o
n
-
tr
iv
ial
in
f
l
u
en
ce
o
n
r
eten
tio
n
p
atter
n
s
with
in
ONI
E
p
r
o
g
r
a
m
s
.
Gen
d
er
r
e
m
ain
s
a
s
alien
t
d
eter
m
in
an
t
.
W
h
ile
f
e
m
ale
le
ar
n
er
s
ten
d
to
d
em
o
n
s
tr
ate
s
tr
o
n
g
er
ac
a
d
em
ic
co
m
m
itm
en
t
a
n
d
r
esil
ien
ce
,
m
ale
lear
n
er
s
a
r
e
o
f
ten
p
u
lled
in
to
in
f
o
r
m
al
la
b
o
r
m
ar
k
ets
o
r
p
ee
r
-
led
s
u
b
cu
ltu
r
es
th
at
d
ev
alu
e
ed
u
ca
tio
n
[
5
]
,
[
1
3
]
,
[
1
4
]
.
Ho
u
s
eh
o
l
d
co
m
p
o
s
itio
n
f
u
r
th
er
m
ed
iates
d
r
o
p
o
u
t
p
r
o
b
a
b
ilit
y
.
L
ar
g
e
f
am
ily
s
ize
h
as
b
ee
n
ass
o
ciate
d
with
d
im
in
is
h
ed
p
er
-
ca
p
ita
in
v
estme
n
t
in
ed
u
ca
tio
n
,
r
ed
u
cin
g
ac
ce
s
s
to
lear
n
in
g
m
ate
r
ials
,
em
o
tio
n
al
s
ca
f
f
o
ld
in
g
,
an
d
p
a
r
en
tal
o
v
er
s
ig
h
t.
Mo
r
eo
v
er
,
p
r
io
r
ed
u
ca
tio
n
al
attain
m
en
t
s
er
v
es
b
o
th
as
an
ass
et
an
d
a
liab
ilit
y
.
Stu
d
en
ts
with
wea
k
f
o
u
n
d
atio
n
al
co
m
p
eten
cies
m
ay
s
tr
u
g
g
le
with
ONI
E
cu
r
r
ic
u
la,
wh
ile
th
o
s
e
wh
o
p
e
r
ce
iv
e
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
as
ac
ad
e
m
ically
in
f
er
io
r
m
ay
d
is
en
g
a
g
e
d
u
e
to
d
im
in
is
h
ed
f
u
tu
r
e
u
tili
ty
[
1
5
]
.
T
h
is
d
u
al
b
u
r
d
e
n
is
p
ar
ticu
lar
ly
ac
u
te
in
h
eter
o
g
en
e
o
u
s
l
y
co
m
p
o
s
ed
ONI
E
class
r
o
o
m
s
,
wh
er
e
lear
n
er
s
with
d
iv
er
g
en
t
ac
ad
e
m
ic
h
is
to
r
ies
ar
e
g
r
o
u
p
ed
with
o
u
t
s
u
f
f
icien
t
p
ed
ag
o
g
ical
d
if
f
er
en
tiatio
n
.
R
esear
ch
in
d
icate
s
th
at
s
tu
d
en
t
d
r
o
p
o
u
t
in
h
i
g
h
er
e
d
u
ca
tio
n
is
s
h
ap
ed
b
y
d
e
m
o
g
r
a
p
h
ic,
ac
ad
em
ic,
an
d
ec
o
n
o
m
ic
f
ac
to
r
s
,
in
cl
u
d
in
g
g
en
d
er
,
ag
e
,
n
atio
n
ality
,
ty
p
e
o
f
s
tu
d
y
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
f
in
an
cial
s
u
p
p
o
r
t,
an
d
em
p
lo
y
m
en
t
s
tat
u
s
[
1
6
]
–
[
1
9
]
.
Nev
er
th
eless
,
ev
id
en
ce
r
em
ai
n
s
in
co
n
s
is
ten
t
r
e
g
ar
d
in
g
g
e
n
d
er
an
d
ag
e:
s
o
m
e
s
tu
d
ies
r
ep
o
r
t
h
ig
h
er
d
r
o
p
o
u
t
am
o
n
g
w
o
m
en
,
w
h
ile
o
th
er
s
s
u
g
g
est
m
en
a
r
e
m
o
r
e
v
u
l
n
er
ab
le,
a
n
d
f
in
d
in
g
s
o
n
a
g
e
v
ar
y
ac
r
o
s
s
c
o
n
tex
ts
.
Similar
ly
,
t
h
e
im
p
ac
t
o
f
s
ch
o
lar
s
h
ip
s
an
d
f
in
an
cial
aid
is
in
co
n
cl
u
s
iv
e,
alth
o
u
g
h
s
o
m
e
r
esear
ch
h
ig
h
lig
h
ts
ag
e
as
a
p
ar
ticu
lar
ly
in
f
l
u
en
tial
f
ac
to
r
[
2
0
]
,
[
2
1
]
.
I
n
co
n
tr
ast,
em
p
lo
y
m
e
n
t
s
tatu
s
is
co
n
s
is
ten
tly
id
en
tifie
d
as
a
s
tr
o
n
g
p
r
ed
icto
r
,
with
wo
r
k
in
g
s
tu
d
en
ts
s
h
o
win
g
a
s
ig
n
if
ican
tly
h
ig
h
er
lik
elih
o
o
d
o
f
with
d
r
awin
g
f
r
o
m
u
n
iv
er
s
ity
[
2
2
]
–
[
2
4
]
.
2
.
3
.
F
a
m
ily
s
t
ruct
ure
a
nd
ps
y
cho
s
o
cia
l v
uln
er
a
bil
it
y
Fam
ily
d
y
n
am
ics
s
er
v
e
as
b
o
th
p
r
o
tectiv
e
an
d
r
is
k
f
ac
to
r
s
in
s
h
ap
in
g
ed
u
ca
tio
n
al
tr
ajec
to
r
ies.
T
h
e
ab
s
en
ce
o
f
p
ar
en
tal
f
i
g
u
r
es
—
d
u
e
to
m
i
g
r
atio
n
,
d
iv
o
r
ce
,
o
r
ec
o
n
o
m
ic
p
r
ec
ar
ity
—
h
as
co
n
s
is
ten
tly
b
ee
n
lin
k
ed
to
lo
wer
lear
n
er
p
er
s
is
ten
ce
.
Un
s
tab
le
h
o
u
s
eh
o
ld
s
o
f
te
n
f
ail
to
cu
ltiv
ate
th
e
m
o
tiv
atio
n
al
e
co
s
y
s
tem
n
ec
ess
ar
y
f
o
r
s
u
s
tain
ed
ac
ad
e
m
ic
en
g
a
g
em
en
t,
p
a
r
ticu
lar
ly
wh
e
n
c
h
ild
r
en
ar
e
ex
p
ec
ted
to
ass
u
m
e
ca
r
eg
iv
i
n
g
o
r
in
co
m
e
-
g
e
n
er
atin
g
r
esp
o
n
s
ib
ilit
ies
[
4
]
.
T
h
ese
d
em
an
d
s
f
r
eq
u
en
tly
in
ter
s
ec
t
with
p
s
y
ch
o
s
o
cial
v
u
ln
er
ab
ilit
ies,
in
clu
d
in
g
ex
p
o
s
u
r
e
to
d
o
m
e
s
tic
v
io
len
ce
,
b
u
lly
in
g
,
o
r
u
n
tr
ea
ted
tr
a
u
m
a.
I
n
t
h
e
O
NI
E
co
n
tex
t,
s
u
ch
v
u
ln
er
ab
ilit
ies
ar
e
r
ar
ely
id
e
n
t
if
ied
o
r
ad
d
r
ess
ed
in
a
tim
ely
m
an
n
er
,
lar
g
ely
d
u
e
to
th
e
n
e
ar
-
to
tal
ab
s
en
ce
o
f
m
en
tal
h
ea
lth
s
er
v
ices
o
r
tr
au
m
a
-
in
f
o
r
m
ed
ed
u
ca
tio
n
al
p
r
ac
tices.
Nica
i
s
e
et
a
l.
[
5
]
n
o
te
th
at
th
e
cu
m
u
lativ
e
b
u
r
d
e
n
o
f
e
m
o
tio
n
al
n
eg
lect
a
n
d
s
tr
u
ctu
r
al
d
ep
r
iv
atio
n
o
f
te
n
p
r
ec
ip
itates ea
r
ly
with
d
r
awa
l
f
r
o
m
e
d
u
ca
tio
n
.
Fam
ily
s
tr
u
ctu
r
e
h
as
b
ee
n
in
c
r
ea
s
in
g
ly
r
ec
o
g
n
ized
as
a
s
ig
n
if
ican
t
f
ac
to
r
in
f
lu
en
cin
g
s
ch
o
o
l
d
r
o
p
o
u
t.
R
ec
en
t
s
tu
d
ies
in
d
icate
th
at
ad
o
lescen
ts
f
r
o
m
n
o
n
-
in
tac
t
f
am
ilies
—
s
u
ch
as
s
in
g
le
-
p
ar
en
t,
s
tep
f
am
ilies
,
o
r
h
o
u
s
eh
o
l
d
s
with
m
u
ltip
le
s
ib
lin
g
s
—
ar
e
m
o
r
e
v
u
ln
er
ab
le
to
ac
ad
em
ic
d
is
en
g
ag
em
en
t
d
u
e
to
r
ed
u
ce
d
ec
o
n
o
m
ic
r
eso
u
r
ce
s
,
d
im
i
n
is
h
ed
p
a
r
en
tal
s
u
p
p
o
r
t,
a
n
d
in
cr
ea
s
ed
ex
p
o
s
u
r
e
to
f
am
ily
co
n
f
lict
[
2
5
]
,
[
2
6
]
.
R
esear
ch
co
n
s
is
ten
tly
h
ig
h
lig
h
ts
th
at
d
iv
o
r
ce
,
s
ep
ar
atio
n
,
a
n
d
u
n
s
tab
le
f
am
ily
e
n
v
ir
o
n
m
e
n
ts
n
eg
ativ
ely
a
f
f
ec
t
s
tu
d
en
ts
’
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
a
n
d
ac
a
d
em
ic
p
er
s
is
ten
ce
,
th
er
e
b
y
ele
v
atin
g
d
r
o
p
o
u
t
r
is
k
s
[
2
7
]
,
[
2
8
]
.
Mo
r
eo
v
er
,
f
in
an
cial
s
tr
ain
with
in
d
is
r
u
p
ted
f
am
ilies
o
f
ten
lim
its
th
e
ab
ilit
y
to
p
r
o
v
id
e
n
ec
ess
ar
y
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
co
m
p
o
u
n
d
in
g
th
e
l
ik
elih
o
o
d
o
f
with
d
r
awa
l
f
r
o
m
s
ch
o
o
l
[
7
]
,
[
2
9
]
.
C
o
n
v
er
s
ely
,
s
tr
o
n
g
an
d
s
tab
le
f
am
ily
s
tr
u
ctu
r
es
ar
e
ass
o
ciate
d
with
g
r
ea
ter
r
esil
ien
ce
,
s
tr
o
n
g
er
ac
a
d
em
ic
s
u
p
p
o
r
t,
an
d
lo
wer
d
r
o
p
o
u
t
r
ates.
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
P
o
licies a
n
d
g
u
id
elin
es fo
r
n
o
n
-
fo
r
ma
l e
d
u
ca
ti
o
n
r
eten
tio
n
i
n
th
e
d
ig
ita
l
a
g
e
… (
C
h
u
leera
t
C
h
a
r
o
en
p
o
r
n
)
1839
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
f
am
ily
s
tr
u
ctu
r
e
r
em
ain
s
a
r
o
b
u
s
t
p
r
ed
icto
r
o
f
d
r
o
p
o
u
t
in
co
n
tem
p
o
r
a
r
y
ed
u
ca
tio
n
al
co
n
tex
ts
.
Me
n
tal
h
ea
lth
is
a
s
ig
n
if
ica
n
t
p
r
e
d
icto
r
o
f
ad
o
lescen
ts
’
r
is
k
o
f
s
ch
o
o
l
d
r
o
p
o
u
t.
T
h
e
W
o
r
ld
Hea
lth
Or
g
an
izatio
n
(
W
HO)
d
ef
in
es
m
en
tal
h
ea
lth
as
a
s
tate
o
f
wel
l
-
b
ein
g
i
n
wh
ich
in
d
iv
i
d
u
als
r
ea
lize
th
eir
ab
ilit
ies
wh
ile
co
p
in
g
with
n
o
r
m
al
lif
e
s
tr
ess
es.
E
v
id
en
ce
s
h
o
ws
t
h
at
m
en
tal
h
ea
lth
af
f
ec
ts
s
ch
o
o
l
co
m
p
letio
n
a
n
d
ed
u
ca
tio
n
al
attain
m
en
t,
b
o
th
d
ir
ec
tly
an
d
in
d
ir
ec
tly
[
3
0
]
,
[
3
1
]
.
Po
o
r
m
en
tal
h
ea
lth
am
o
n
g
ad
o
lescen
ts
—
in
c
lu
d
i
n
g
d
e
p
r
ess
i
o
n
,
a
d
d
ic
ti
o
n
,
an
d
t
r
a
u
m
a
—
h
as
b
e
en
l
in
k
e
d
t
o
h
i
g
h
e
r
d
r
o
p
o
u
t
r
at
es
[
3
1
]
,
[
3
2
]
.
Ad
o
lescen
ce
,
as
a
co
m
p
lex
d
ev
elo
p
m
en
tal
s
tag
e,
o
f
ten
in
v
o
l
v
es
ex
p
er
i
m
en
tatio
n
a
n
d
r
is
k
-
tak
in
g
,
w
h
ich
ca
n
in
c
r
ea
s
e
s
u
s
ce
p
tib
ilit
y
to
s
u
b
s
tan
ce
a
b
u
s
e
an
d
o
th
er
b
eh
a
v
io
r
s
in
d
icativ
e
o
f
p
o
o
r
m
e
n
tal
h
ea
l
th
,
f
u
r
th
er
ele
v
atin
g
d
r
o
p
o
u
t
r
is
k
[
3
3
]
,
[
3
4
]
.
Stu
d
ie
s
in
d
icate
th
at
s
tu
d
e
n
ts
with
lo
wer
ed
u
ca
tio
n
al
attain
m
e
n
t
a
r
e
m
o
r
e
v
u
ln
er
ab
le
to
m
en
tal
h
ea
lth
d
is
o
r
d
er
s
,
a
n
d
u
n
tr
ea
te
d
m
en
tal
h
ea
lth
is
s
u
es
ca
n
lead
to
r
ed
u
ce
d
ac
ad
em
ic
ac
h
iev
em
en
t
a
n
d
lo
n
g
-
ter
m
n
eg
ativ
e
o
u
tco
m
es
s
u
ch
as u
n
em
p
lo
y
m
en
t,
r
is
k
y
b
eh
av
io
r
s
,
a
n
d
cr
im
i
n
ality
[
3
1
]
,
[
3
2
]
.
2
.
4
.
I
ns
t
it
utio
na
l a
nd
t
ea
che
r
-
re
la
t
ed
co
ns
t
ra
ints
Desp
ite
ONI
E
’
s
d
ec
en
tr
alize
d
m
an
d
ate
an
d
co
m
m
u
n
ity
-
b
ased
p
h
ilo
s
o
p
h
y
,
s
y
s
tem
ic
wea
k
n
ess
es
p
er
s
is
t
in
m
o
n
ito
r
in
g
,
ad
ap
t
atio
n
,
an
d
lea
r
n
er
s
u
p
p
o
r
t.
Ma
n
y
ce
n
ter
s
lack
p
r
o
ac
tiv
e
d
r
o
p
o
u
t
tr
ac
k
i
n
g
m
ec
h
an
is
m
s
,
lim
itin
g
th
e
p
o
s
s
ib
ilit
y
o
f
ea
r
ly
in
te
r
v
en
tio
n
.
C
u
r
r
icu
la,
wh
ile
m
o
d
u
lar
i
n
d
es
ig
n
,
r
em
ain
o
v
er
l
y
s
tan
d
ar
d
ized
a
n
d
ar
e
f
r
eq
u
e
n
tly
m
is
alig
n
ed
with
th
e
liv
e
d
r
ea
liti
es
an
d
asp
ir
atio
n
s
o
f
l
ea
r
n
er
s
,
esp
ec
ially
th
o
s
e
wh
o
h
av
e
ex
p
e
r
ien
ce
d
e
d
u
ca
tio
n
al
d
is
r
u
p
tio
n
o
r
p
s
y
c
h
o
lo
g
ical
h
ar
d
s
h
ip
[
1
5
]
.
C
o
m
p
o
u
n
d
in
g
th
is
is
th
e
p
ed
ag
o
g
ical
p
r
ep
ar
e
d
n
ess
o
f
ed
u
ca
to
r
s
.
Facilitato
r
s
ar
e
o
f
ten
u
n
d
er
tr
ai
n
ed
in
d
if
f
er
e
n
tiated
in
s
tr
u
ctio
n
an
d
ill
-
eq
u
ip
p
ed
to
h
an
d
le
th
e
c
o
m
p
lex
ac
ad
e
m
ic
an
d
p
s
y
c
h
o
s
o
cial
p
r
o
f
iles
o
f
t
h
eir
lear
n
e
r
s
.
T
h
is
in
s
titu
tio
n
al
in
er
tia
co
n
tr
ib
u
tes to
an
alien
a
tin
g
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
r
ei
n
f
o
r
cin
g
a
cy
cle
o
f
d
is
co
n
n
ec
t
io
n
an
d
attr
itio
n
.
Sev
er
al
s
tu
d
ies
h
ig
h
lig
h
t
th
at
p
ar
ticip
ato
r
y
ap
p
r
o
ac
h
es
in
ed
u
ca
tio
n
h
o
l
d
s
tr
o
n
g
p
o
ten
tial
f
o
r
ad
d
r
ess
in
g
th
e
r
is
k
s
o
f
s
ch
o
o
l
d
r
o
p
o
u
t.
Ho
wev
er
,
th
e
e
x
is
tin
g
liter
atu
r
e
lack
s
a
clea
r
l
y
d
ef
in
ed
o
r
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
.
Fo
r
in
s
tan
ce
,
r
esear
ch
h
as
s
h
o
wn
th
at
s
ch
o
o
l
p
r
in
cip
als
o
f
ten
d
ev
elo
p
c
u
r
r
icu
la
in
co
llab
o
r
atio
n
with
p
ar
en
ts
,
co
m
m
u
n
ities
,
a
n
d
o
th
er
s
tak
eh
o
ld
er
s
to
e
n
s
u
r
e
th
at
ed
u
ca
ti
o
n
al
p
r
o
g
r
am
s
ar
e
co
n
tex
tu
ally
r
elev
an
t
an
d
r
esp
o
n
s
iv
e
to
lo
ca
l
n
ee
d
s
[
1
0
]
,
[
1
3
]
.
I
n
ad
d
itio
n
,
teac
h
e
r
s
ca
n
ac
tiv
el
y
en
co
u
r
ag
e
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
wh
ich
f
o
s
ter
s
a
g
r
ea
te
r
s
en
s
e
o
f
o
wn
e
r
s
h
ip
an
d
m
o
tiv
atio
n
to
s
u
p
p
o
r
t
ch
ild
r
en
’
s
co
n
tin
u
ed
s
ch
o
o
lin
g
.
T
h
ese
ef
f
o
r
ts
ar
e
f
u
r
th
e
r
r
ein
f
o
r
ce
d
th
r
o
u
g
h
c
r
o
s
s
-
s
ec
to
r
al
co
llab
o
r
atio
n
,
wh
er
e
s
ch
o
o
ls
p
ar
tn
er
with
g
o
v
er
n
m
en
t
b
o
d
ies,
p
r
iv
ate
in
s
titu
tio
n
s
,
an
d
lo
ca
l
co
m
m
u
n
ities
to
cr
ea
te
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
alig
n
with
t
h
e
ec
o
n
o
m
ic
an
d
s
o
cial
r
ea
liti
es o
f
th
e
co
m
m
u
n
ity
[
3
5
]
.
2
.
5
.
B
ro
nfe
nb
re
nn
er
’
s
ec
o
lo
g
ica
l sy
s
t
em
s
t
heo
ry
B
r
o
n
f
en
b
r
e
n
n
er
’
s
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
p
o
s
its
th
at
h
u
m
an
d
e
v
elo
p
m
e
n
t
is
th
e
c
o
n
s
eq
u
en
ce
o
f
co
m
p
lex
in
te
r
ch
an
g
e
b
etwe
en
th
e
in
d
iv
id
u
al
an
d
m
u
ltip
le,
i
n
ter
co
n
n
ec
te
d
en
v
ir
o
n
m
e
n
tal
s
y
s
tem
s
[
3
6
]
,
[
3
7
]
.
T
h
ese
ar
e
th
e
m
ic
r
o
s
y
s
tem
(
f
am
ily
,
teac
h
e
r
s
,
an
d
p
ee
r
s
)
,
m
eso
s
y
s
tem
(
r
elatio
n
s
h
ip
s
b
etwe
en
h
o
m
e
a
n
d
s
ch
o
o
l)
,
e
x
o
s
y
s
tem
(
co
m
m
u
n
ity
co
n
tex
ts
th
at
i
n
d
ir
ec
tly
a
f
f
ec
t
th
e
ch
ild
s
u
ch
as
s
tr
u
ct
u
r
es
o
f
co
n
s
tr
ain
t
o
r
g
ain
in
th
e
in
s
titu
tio
n
s
/p
o
licies
o
f
g
o
v
er
n
m
en
t)
,
m
ac
r
o
s
y
s
tem
(
in
clu
d
in
g
ec
o
n
o
m
ic
s
tr
u
ctu
r
e,
s
tate
p
o
licies
an
d
s
o
cial
n
o
r
m
s
)
an
d
ch
r
o
n
o
s
y
s
tem
(
tim
e
-
r
elate
d
tr
an
s
itio
n
s
)
.
C
o
n
s
id
er
in
g
T
h
ailan
d
'
s
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
,
th
e
f
r
am
ewo
r
k
f
u
r
t
h
er
h
ig
h
lig
h
ts
p
s
y
ch
o
s
o
cial
v
u
ln
er
ab
ilit
y
as
a
co
m
p
o
u
n
d
e
d
co
n
s
eq
u
e
n
ce
o
f
v
ar
io
u
s
p
r
ess
u
r
es
at
d
if
f
er
e
n
t
lev
els
—
p
o
v
er
ty
,
f
am
ily
v
io
l
en
ce
,
ca
r
e
-
g
i
v
in
g
r
esp
o
n
s
ib
ilit
ies
f
o
r
s
ib
lin
g
s
,
n
o
em
o
tio
n
ally
s
af
e
s
ch
o
o
lin
g
e
n
v
ir
o
n
m
e
n
t,
an
d
s
o
cial
s
tig
m
a.
T
h
ese
ar
e
f
ac
to
r
s
th
at
ar
is
e
a
t
th
e
m
icr
o
s
y
s
tem
lev
el,
b
u
t
ar
e
r
ein
f
o
r
ce
d
an
d
ex
ag
g
er
ated
t
h
r
o
u
g
h
m
eso
s
y
s
tem
in
ter
ac
tio
n
s
–
p
o
o
r
co
m
m
u
n
icatio
n
b
etwe
en
f
am
ilies
an
d
lear
n
in
g
s
ettin
g
s
o
r
lack
o
f
ef
f
ec
tiv
e
in
d
iv
id
u
alize
d
s
y
s
tem
s
o
f
s
u
p
p
o
r
t.
Me
an
wh
ile,
ce
n
tr
alize
d
co
n
tr
o
l
m
ec
h
an
is
m
s
,
in
f
lex
i
b
le
p
o
licies
an
d
lack
o
f
r
eso
u
r
ce
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An
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liti
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3
7
]
.
3.
M
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ONI
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15
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20
26
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1
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1840
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p
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3
.
1
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Q
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des
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um
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o
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c
u
ltu
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p
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if
icities
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Min
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ter
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ltip
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m
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d
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k
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al,
f
a
m
ilial,
in
s
titu
tio
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d
s
o
cieta
l
f
ac
to
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s
—
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en
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.
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d
r
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p
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item
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d
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p
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5
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(
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,
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tr
u
ctu
r
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d
ac
r
o
s
s
f
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r
d
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m
ain
s
:
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er
s
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al
b
ar
r
ier
s
,
f
am
i
lial
b
u
r
d
en
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s
o
cial
en
v
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o
n
m
en
t,
an
d
in
s
titu
tio
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al
in
ad
eq
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ac
ies.
T
h
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f
in
al
s
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v
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r
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d
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to
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u
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est
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tr
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s
u
p
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d
p
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im
p
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en
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ed
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en
s
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r
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g
th
at
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ld
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ir
ec
tly
in
co
r
p
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r
ated
in
to
p
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li
cy
-
r
elev
an
t i
n
ter
p
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etatio
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s
.
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tem
co
n
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tr
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ctio
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d
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ew
u
p
o
n
an
e
x
ten
s
iv
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f
p
r
io
r
em
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r
esear
ch
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th
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r
etica
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k
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n
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u
ca
tio
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al
m
ar
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aliza
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d
in
s
titu
tio
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al
f
r
ag
ilit
y
in
n
o
n
-
f
o
r
m
al
lear
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in
g
en
v
ir
o
n
m
en
ts
.
C
u
ltu
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al
ad
ap
ta
tio
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an
d
c
o
n
ten
t
v
alid
ity
we
r
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h
iev
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r
o
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co
llab
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r
at
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ev
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ce
s
s
with
d
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m
ain
ex
p
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,
wh
o
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v
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lu
ated
item
s
f
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r
clar
ity
,
r
elev
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n
ce
,
an
d
c
o
n
tex
t
u
al
ap
p
r
o
p
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o
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test
in
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was
co
n
d
u
cted
with
a
s
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b
s
am
p
le
o
f
3
0
ONI
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lear
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er
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to
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ef
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n
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tr
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m
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t
p
h
r
asin
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ass
ess
in
ter
n
al
co
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ce
,
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d
m
in
im
ize
a
m
b
ig
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ity
.
B
ased
o
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r
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d
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t
f
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d
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ac
k
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ev
e
r
al
r
ev
is
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n
s
wer
e
en
ac
ted
:
r
ed
u
n
d
an
t item
s
wer
e
elim
in
ated
,
tech
n
ical
jar
g
o
n
was sim
p
lifie
d
,
an
d
q
u
esti
o
n
s
eq
u
en
cin
g
was o
p
tim
ized
f
o
r
co
g
n
itiv
e
f
lo
w.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
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,
as
m
ea
s
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r
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d
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C
r
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ac
h
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s
alp
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y
ield
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co
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icien
t
o
f
0
.
8
9
6
—
in
d
icatin
g
a
h
ig
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eg
r
ee
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ter
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al
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esti
n
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m
in
im
al
m
ea
s
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r
e
m
en
t e
r
r
o
r
[
3
8
]
,
[
3
9
]
.
3
.
2
.
Sa
m
ple selec
t
io
n
T
o
en
s
u
r
e
r
o
b
u
s
t
r
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d
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tatis
tical
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eliab
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ty
,
th
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
ed
s
am
p
lin
g
ap
p
r
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ac
h
.
T
h
e
tar
g
et
p
o
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u
latio
n
co
n
s
is
ted
o
f
all
cu
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en
tly
en
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lear
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at
th
e
ONI
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Min
B
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r
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d
is
tr
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ce
n
ter
ac
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th
e
f
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p
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tr
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m
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n
o
n
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f
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al
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ca
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r
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r
am
s
.
A
m
in
im
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m
s
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p
l
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s
ize
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f
3
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4
was
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m
p
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ted
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s
in
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C
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ch
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s
f
o
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u
m
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a
9
5
%
c
o
n
f
i
d
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ce
lev
el
an
d
0
.
0
5
m
ar
g
in
o
f
er
r
o
r
.
T
h
e
f
in
a
l
d
ataset
in
clu
d
ed
4
2
8
v
alid
r
esp
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es to
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g
th
en
s
tatis
tical
p
o
wer
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d
o
f
f
s
et
p
o
ten
tial a
tt
r
itio
n
.
W
h
ile
s
y
s
tem
at
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s
am
p
lin
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en
s
u
r
ed
p
r
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p
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r
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p
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e
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ap
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g
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eity
with
in
ONI
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s
lear
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ase.
T
h
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was
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ee
m
ed
a
p
p
r
o
p
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iate
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iv
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t
h
e
f
lu
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tex
t
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s
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s
itiv
e
n
a
tu
r
e
o
f
n
o
n
-
f
o
r
m
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u
ca
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Selectio
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iter
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n
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en
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llm
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t
s
tatu
s
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d
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o
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ts
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m
ad
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to
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clu
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e
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ar
ticip
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p
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d
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r
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o
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en
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o
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t.
T
h
e
r
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o
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th
is
s
am
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lin
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tr
ateg
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lies
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t
h
e
d
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tin
ct
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m
p
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o
f
non
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f
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m
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s
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ally
a
n
ch
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r
e
d
th
a
n
t
h
eir
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m
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te
r
p
ar
ts
.
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y
g
r
o
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n
d
in
g
th
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tu
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th
e
liv
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ex
p
er
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ce
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o
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r
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n
t
lea
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f
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d
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tain
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th
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v
alid
i
ty
an
d
p
r
ac
tical
r
elev
an
ce
f
o
r
t
ar
g
eted
p
o
licy
d
esig
n
a
n
d
in
te
r
v
en
tio
n
p
lan
n
in
g
.
3
.
3
.
Da
t
a
c
o
llect
io
n
Data
wer
e
co
llected
d
u
r
in
g
t
h
e
f
ir
s
t
ac
a
d
em
ic
s
em
ester
o
f
2
0
2
5
at
th
e
ONI
E
Min
B
u
r
i
C
en
ter
th
r
o
u
g
h
th
e
in
-
p
er
s
o
n
d
is
tr
ib
u
tio
n
o
f
p
r
i
n
ted
q
u
esti
o
n
n
air
es.
T
h
is
ap
p
r
o
ac
h
was
ch
o
s
en
to
m
a
x
im
ize
p
ar
ticip
atio
n
am
o
n
g
lear
n
er
s
wh
o
m
ay
f
ac
e
tec
h
n
o
lo
g
ical
o
r
d
ig
ital
ac
ce
s
s
b
a
r
r
ier
s
,
an
d
to
e
n
s
u
r
e
d
i
r
ec
t
en
g
ag
em
e
n
t w
ith
th
e
s
tu
d
y
’
s
tar
g
et
d
em
o
g
r
ap
h
ic.
Prio
r
to
d
a
ta
co
llectio
n
,
ONI
E
s
taf
f
an
d
f
ac
ilit
ato
r
s
r
ec
eiv
ed
tr
ain
in
g
o
n
eth
ical
p
r
o
to
c
o
ls
,
r
esear
ch
o
b
jectiv
es,
an
d
r
esp
o
n
d
e
n
t
r
ig
h
ts
.
Qu
esti
o
n
n
air
e
s
wer
e
d
is
tr
ib
u
ted
d
u
r
in
g
s
ch
ed
u
led
in
s
tr
u
ctio
n
a
l
s
es
s
io
n
s
,
an
d
lear
n
er
s
wer
e
p
r
o
v
id
e
d
with
b
o
th
o
r
al
an
d
wr
itten
in
s
tr
u
ctio
n
s
.
Am
p
le
tim
e
was
allo
tted
f
o
r
co
m
p
letio
n
,
a
n
d
s
taf
f
wer
e
av
ailab
le
to
clar
if
y
am
b
ig
u
iti
es
wh
er
e
n
ee
d
ed
—
en
s
u
r
in
g
ac
ce
s
s
ib
ilit
y
ac
r
o
s
s
v
ar
y
in
g
lev
els o
f
liter
ac
y
an
d
e
d
u
ca
tio
n
al
attain
m
en
t.
Up
o
n
r
etu
r
n
,
co
m
p
leted
in
s
t
r
u
m
en
ts
wer
e
r
ev
iewe
d
f
o
r
co
m
p
leten
ess
,
in
ter
n
al
co
h
er
en
ce
,
an
d
alig
n
m
en
t
with
in
clu
s
io
n
cr
iter
ia.
I
n
v
alid
o
r
in
c
o
m
p
lete
r
esp
o
n
s
es
wer
e
ex
clu
d
ed
,
r
esu
ltin
g
in
a
f
in
al
an
aly
tic
s
am
p
le
o
f
4
2
8
f
u
lly
c
o
m
p
lete
d
q
u
esti
o
n
n
air
es.
Data
co
llectio
n
ad
h
er
e
d
s
tr
ictly
to
eth
ical
n
o
r
m
s
.
P
ar
ticip
atio
n
was
v
o
lu
n
tar
y
,
r
esp
o
n
s
es
wer
e
an
o
n
y
m
o
u
s
,
a
n
d
n
o
p
er
s
o
n
al
id
en
tifie
r
s
wer
e
r
ec
o
r
d
ed
.
No
in
ce
n
tiv
es
wer
e
o
f
f
er
ed
,
an
d
r
esp
o
n
d
en
ts
r
eta
in
ed
th
e
r
ig
h
t
to
with
d
r
aw
a
t
an
y
s
tag
e.
I
n
lin
e
with
th
e
T
h
ailan
d
Scien
c
e
R
esear
ch
an
d
I
n
n
o
v
atio
n
(
T
SR
I
)
g
u
id
elin
es
—
s
p
ec
if
ically
Gu
id
an
ce
No
.
3
(
3
)
—
th
is
s
tu
d
y
q
u
alif
ie
d
f
o
r
ex
em
p
tio
n
f
r
o
m
f
o
r
m
al
eth
ic
al
r
ev
iew,
as
it
in
v
o
lv
ed
n
o
n
-
in
v
asiv
e,
an
o
n
y
m
o
u
s
d
ata
co
llectio
n
with
o
u
t
m
ed
ical
r
is
k
o
r
p
er
s
o
n
ally
i
d
e
n
tifia
b
le
d
ata
[
3
8
]
.
No
n
eth
ele
s
s
,
all
p
r
o
ce
d
u
r
es
r
ef
lecte
d
a
f
ir
m
co
m
m
itm
e
n
t
to
eth
ical
r
ig
o
r
a
n
d
p
a
r
ticip
an
t d
i
g
n
ity
.
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
P
o
licies a
n
d
g
u
id
elin
es fo
r
n
o
n
-
fo
r
ma
l e
d
u
ca
ti
o
n
r
eten
tio
n
i
n
th
e
d
ig
ita
l
a
g
e
… (
C
h
u
leera
t
C
h
a
r
o
en
p
o
r
n
)
1841
3
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
f
ac
to
r
s
ass
o
ciate
d
with
d
r
o
p
o
u
t
b
e
h
av
io
r
am
o
n
g
lea
r
n
er
s
at
th
e
ONI
E
Min
B
u
r
i
C
en
ter
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tical
tech
n
iq
u
es.
All
an
aly
s
es
wer
e
co
n
d
u
cted
u
s
in
g
J
am
o
v
i
s
o
f
twar
e
(
v
er
s
io
n
2
.
1
6
.
1
7
.
0
)
.
Descr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
f
r
eq
u
en
cies,
p
er
ce
n
tag
es,
m
ea
n
s
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
,
wer
e
f
ir
s
t
em
p
l
o
y
ed
to
s
u
m
m
ar
ize
r
esp
o
n
d
en
ts
’
d
em
o
g
r
a
p
h
ic
c
h
ar
ac
ter
is
tics
,
f
am
ily
s
tr
u
ctu
r
e,
an
d
p
s
y
ch
o
s
o
cial
co
n
d
itio
n
s
.
Pear
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
was
s
u
b
s
eq
u
en
tly
ap
p
lied
at
t
h
e
ex
p
lo
r
ato
r
y
s
tag
e
to
ex
am
in
e
b
iv
ar
iate
ass
o
ciatio
n
s
am
o
n
g
k
e
y
in
d
e
p
en
d
e
n
t
v
ar
iab
les
an
d
to
ass
ess
p
o
ten
tial
m
u
ltico
llin
ea
r
ity
.
T
h
ese
co
r
r
elatio
n
a
n
aly
s
es we
r
e
co
n
d
u
cted
s
o
lely
f
o
r
p
r
elim
in
ar
y
in
s
p
ec
tio
n
a
n
d
wer
e
n
o
t
u
s
ed
f
o
r
h
y
p
o
th
esis
test
in
g
.
T
h
e
p
r
im
ar
y
in
f
er
en
tial
an
aly
s
is
em
p
lo
y
ed
b
in
ar
y
lo
g
is
tic
r
eg
r
ess
io
n
,
as
th
e
d
ep
en
d
en
t
v
ar
iab
le
—
d
r
o
p
o
u
t
b
eh
av
io
r
—
was
d
ich
o
to
m
o
u
s
(
1
=d
r
o
p
o
u
t
r
is
k
,
0
=r
e
ten
tio
n
)
.
L
o
g
is
tic
r
eg
r
ess
io
n
was
s
elec
ted
d
u
e
to
its
s
u
itab
il
ity
f
o
r
esti
m
atin
g
th
e
p
r
o
b
ab
ilit
y
o
f
a
b
in
a
r
y
o
u
tco
m
e
b
ased
o
n
m
u
ltip
le
p
r
ed
icto
r
s
an
d
its
r
o
b
u
s
tn
ess
wh
en
th
e
o
u
tco
m
e
v
ar
iab
le
d
o
es
n
o
t
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
.
Dem
o
g
r
ap
h
ic
v
a
r
iab
les,
in
clu
d
in
g
g
e
n
d
er
an
d
ed
u
ca
tio
n
al
attain
m
en
t,
alo
n
g
with
f
a
m
ily
-
r
elate
d
f
ac
to
r
s
s
u
ch
as
b
ir
th
o
r
d
er
,
n
u
m
b
e
r
o
f
s
ib
lin
g
s
n
o
t
y
et
e
n
r
o
lled
in
s
ch
o
o
l,
n
u
m
b
er
o
f
s
ib
lin
g
s
c
u
r
r
en
tly
en
r
o
lled
in
s
ch
o
o
l,
an
d
n
u
m
b
er
o
f
s
ib
lin
g
s
cu
r
r
en
tly
em
p
lo
y
e
d
,
wer
e
en
te
r
ed
as
in
d
ep
e
n
d
en
t v
ar
iab
les
in
th
e
m
o
d
el.
Mo
d
el
a
d
eq
u
ac
y
was
ass
e
s
s
ed
u
s
in
g
th
e
Om
n
ib
u
s
test
o
f
m
o
d
el
co
ef
f
icien
ts
,
C
o
x
&
Sn
ell
R
²,
an
d
Nag
el
k
er
k
e
R
².
T
h
e
W
ald
s
tati
s
tic
an
d
ass
o
ciate
d
p
-
v
alu
es
wer
e
u
s
ed
to
ev
alu
ate
th
e
s
tatis
tical
s
i
g
n
if
ican
ce
o
f
in
d
iv
id
u
al
p
r
ed
i
cto
r
s
.
R
esu
lts
wer
e
in
ter
p
r
eted
u
s
in
g
o
d
d
s
r
atio
s
(
OR
s
)
d
er
iv
ed
f
r
o
m
th
e
ex
p
o
n
en
tiated
r
eg
r
ess
io
n
co
e
f
f
icien
t
s
(
E
x
p
(
B
)
)
.
Mo
d
el
class
if
icatio
n
ac
cu
r
ac
y
was
as
s
ess
ed
u
s
in
g
a
cu
to
f
f
v
alu
e
o
f
0
.
5
0
to
ev
alu
ate
th
e
p
r
ed
icti
v
e
p
er
f
o
r
m
an
ce
o
f
th
e
lo
g
is
tic
r
eg
r
ess
io
n
m
o
d
el
.
4.
RE
SU
L
T
S
Data
co
llected
th
r
o
u
g
h
p
ap
e
r
-
b
ased
q
u
esti
o
n
n
air
es
ad
m
in
is
ter
ed
at
th
e
ONI
E
Min
B
u
r
i
C
en
ter
s
er
v
ed
as
th
e
f
o
u
n
d
atio
n
al
d
a
taset
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
r
esp
o
n
d
en
ts
’
d
em
o
g
r
ap
h
ic
p
r
o
f
iles
an
d
ed
u
ca
tio
n
al
h
is
to
r
ies.
T
h
is
p
r
elim
in
ar
y
ex
am
in
atio
n
was
in
s
tr
u
m
en
tal
in
co
n
tex
t
u
alizin
g
th
e
b
r
o
a
d
er
s
tu
d
y
f
in
d
in
g
s
,
f
ac
ilit
atin
g
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
u
ltifa
cto
r
ial
ca
u
s
es
o
f
s
tu
d
e
n
t
d
r
o
p
o
u
t,
a
n
d
in
f
o
r
m
i
n
g
th
e
d
ev
elo
p
m
en
t
o
f
tar
g
eted
i
n
ter
v
en
tio
n
s
tr
ateg
ies
with
in
T
h
ailan
d
’
s
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
.
T
ab
le
1
p
r
esen
ts
a
d
etailed
o
v
er
v
iew
o
f
th
e
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
t
ics
an
d
f
am
ilial
b
ac
k
g
r
o
u
n
d
s
o
f
th
e
4
2
8
s
tu
d
e
n
ts
wh
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
g
e
n
d
er
d
is
tr
ib
u
tio
n
was
n
ea
r
ly
b
ala
n
ce
d
,
with
f
em
ales
co
n
s
titu
tin
g
5
0
.
9
%
an
d
m
ales
4
9
.
1
%
o
f
th
e
s
am
p
le,
r
ef
lectin
g
eq
u
itab
le
r
ep
r
esen
tatio
n
ac
r
o
s
s
g
en
d
e
r
s
.
Aca
d
em
ic
attain
m
en
t
am
o
n
g
r
esp
o
n
d
e
n
ts
r
ev
ea
led
a
b
if
u
r
ca
ted
p
atter
n
:
th
e
m
ajo
r
ity
h
ad
c
o
m
p
leted
eith
er
ju
n
io
r
h
i
g
h
s
ch
o
o
l
(
4
7
.
7
%)
o
r
h
ig
h
s
ch
o
o
l
(
4
7
.
4
%),
wh
ile
s
m
aller
p
r
o
p
o
r
tio
n
s
h
ad
o
n
ly
p
r
im
ar
y
e
d
u
ca
ti
o
n
(
3
.
3
%)
o
r
wer
e
en
g
ag
ed
in
in
f
o
r
m
al
e
d
u
ca
tio
n
p
r
o
g
r
am
s
(
1
.
6
%).
T
h
is
d
is
tr
ib
u
tio
n
u
n
d
er
s
co
r
es
th
e
h
eter
o
g
en
eo
u
s
ac
ad
em
ic
p
r
o
f
iles
o
f
lear
n
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with
in
T
h
a
ilan
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’
s
n
o
n
-
f
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m
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y
s
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Fam
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o
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v
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ied
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o
tab
ly
with
r
esp
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to
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lin
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t.
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g
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a
m
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ity
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icatin
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m
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ate
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ily
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ize.
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ir
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er
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ata
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u
r
th
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r
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ate
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atter
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Fam
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with
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et.
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eg
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ted
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at
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eir
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wer
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t
o
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s
ch
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u
g
g
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g
wid
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ad
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th
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r
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ticip
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atter
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r
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ile
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h
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ata
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ate
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ter
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in
d
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g
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ig
n
als
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o
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p
s
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ates
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em
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ter
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e
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ic
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lties
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e
r
s
.
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e
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e
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g
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est
th
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in
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u
f
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ely
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e
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ta
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ly
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s
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in
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im
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t
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n
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.
Similar
ly
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o
tio
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l
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les
—
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)
,
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ac
k
o
f
f
r
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s
to
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u
lt”
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M=
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6
9
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,
an
d
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f
ee
lin
g
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m
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elled
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—
r
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s
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g
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ce
o
r
in
f
lu
en
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e
with
in
th
is
co
h
o
r
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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P
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Stan
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in
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p
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d
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aid
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3
p
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m
m
ar
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ap
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3
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Am
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s
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s
tab
ilit
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ily
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d
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m
in
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ts
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k
.
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h
is
f
in
d
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g
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n
s
with
ex
tan
t
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r
e
h
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h
lig
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g
th
e
d
is
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u
p
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im
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f
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s
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s
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d
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t
m
en
tal
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ic
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.
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ately
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d
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2
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,
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ec
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r
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le
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ig
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ed
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th
s
in
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in
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m
e
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r
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f
o
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u
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tio
n
al
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C
o
n
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ely
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s
s
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9
6
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,
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4
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.
9
8
5
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,
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ar
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d
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4
5
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9
7
–
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9
9
)
wer
e
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ig
n
ed
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m
p
ar
ativ
ely
l
o
w
s
co
r
es.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
wh
ile
s
u
ch
s
tr
u
ctu
r
al
an
d
attitu
d
in
al
f
ac
to
r
s
m
ay
b
e
p
r
es
en
t,
th
e
y
ar
e
g
e
n
er
ally
n
o
t
p
er
ce
iv
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b
y
s
tu
d
en
ts
as
p
r
im
ar
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d
r
i
v
er
s
o
f
d
r
o
p
o
u
t.
Similar
ly
,
af
f
ec
tiv
e
a
n
d
r
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atio
n
al
d
im
en
s
io
n
s
—
s
u
ch
as
“
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f
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e
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m
th
f
r
o
m
th
e
f
am
ily
”
(
M
=1
.
6
9
)
,
“
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n
g
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in
g
ten
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io
n
with
f
am
ily
m
em
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er
s
”
(
M=
1
.
7
1
)
,
an
d
“
s
tr
ictn
ess
o
r
v
io
len
t
p
u
n
is
h
m
en
t
f
r
o
m
p
ar
e
n
ts
”
(
M=
1
.
5
6
)
—
r
ec
eiv
ed
m
o
d
er
ate
r
atin
g
s
.
T
h
is
p
atter
n
in
d
icate
s
h
eter
o
g
en
eit
y
in
f
am
ily
ex
p
er
ien
ce
s
b
u
t
s
u
g
g
ests
a
r
elativ
ely
d
im
in
is
h
ed
o
v
er
all
in
f
lu
e
n
ce
o
n
d
r
o
p
o
u
t
d
ec
is
io
n
s
with
in
th
is
s
am
p
le.
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
.
2
,
Ap
r
il
20
26
:
1
8
3
6
-
1
8
5
2
1844
Stan
d
ar
d
d
ev
iatio
n
s
p
r
ed
o
m
i
n
an
tly
r
an
g
in
g
f
r
o
m
1
.
0
to
1
.
5
in
d
icate
m
o
d
er
ate
v
a
r
iab
ilit
y
in
s
tu
d
en
t
r
esp
o
n
s
es,
lik
ely
r
ef
lectiv
e
o
f
d
iv
er
s
e
p
er
s
o
n
al
an
d
d
o
m
esti
c
co
n
tex
ts
.
T
ak
en
co
llectiv
ely
,
th
e
d
ata
em
p
h
asize
th
e
p
iv
o
tal
r
o
le
o
f
s
tab
le
f
a
m
ily
s
tr
u
ctu
r
es
an
d
f
in
an
cia
l
s
u
p
p
o
r
t
in
f
o
s
ter
in
g
e
d
u
ca
tio
n
al
p
er
s
is
ten
ce
.
T
h
e
lo
wer
m
ea
n
r
atin
g
s
f
o
r
o
th
er
co
m
m
u
n
ity
an
d
s
tr
u
c
tu
r
al
ch
allen
g
es
im
p
ly
th
at,
f
r
o
m
th
e
lear
n
er
s
’
p
er
s
p
ec
tiv
es,
in
ter
n
al
f
am
il
y
d
y
n
am
ics
—
esp
ec
ially
d
iv
o
r
ce
a
n
d
ec
o
n
o
m
ic
in
s
tab
ilit
y
—
ar
e
m
o
r
e
co
n
s
eq
u
en
tial to
d
r
o
p
o
u
t r
is
k
t
h
an
b
r
o
ad
er
n
eig
h
b
o
r
h
o
o
d
co
n
d
itio
n
s
.
T
ab
le
4
p
r
esen
ts
an
a
n
aly
s
is
o
f
s
tu
d
en
t
p
e
r
ce
p
tio
n
s
co
n
ce
r
n
in
g
th
e
in
f
lu
en
ce
o
f
in
s
tr
u
ct
io
n
al
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
o
n
d
r
o
p
o
u
t
b
eh
av
io
r
,
with
p
ar
ticu
lar
a
tten
tio
n
to
th
e
r
o
le
o
f
ed
u
ca
to
r
s
an
d
ed
u
ca
tio
n
a
l
estab
lis
h
m
en
ts
.
T
h
e
im
p
ac
t
o
f
th
ese
s
ch
o
o
l
-
r
elate
d
ch
allen
g
es
o
n
s
tu
d
en
ts
’
d
ec
is
io
n
s
to
d
is
co
n
tin
u
e
th
eir
ed
u
ca
tio
n
was
q
u
an
tifie
d
th
r
o
u
g
h
m
ea
n
s
co
r
es
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
.
Am
o
n
g
th
e
in
s
titu
tio
n
al
f
ac
to
r
s
,
th
e
item
“
t
h
e
r
u
les
an
d
r
eg
u
l
atio
n
s
o
f
th
e
s
ch
o
o
l
ar
e
to
o
s
tr
ict”
r
ec
o
r
d
ed
th
e
h
ig
h
est
m
ea
n
s
co
r
e
(
M=
1
.
7
8
,
SD=1
.
2
1
1
)
,
i
n
d
icatin
g
th
at
s
tr
in
g
en
t
in
s
titu
tio
n
al
p
o
licies
m
ay
ac
t
as
a
m
o
d
er
ate
b
a
r
r
ier
to
s
u
s
tain
ed
en
g
ag
em
e
n
t,
esp
ec
ially
f
o
r
l
ea
r
n
er
s
s
ee
k
in
g
g
r
ea
ter
a
u
to
n
o
m
y
.
Desp
ite
th
is
r
elativ
el
y
elev
ated
r
atin
g
,
th
e
o
v
er
all
in
f
lu
en
ce
o
f
th
is
f
a
cto
r
o
n
d
r
o
p
o
u
t
d
ec
is
io
n
s
r
em
ain
s
m
o
d
est.
T
ab
le
4
.
C
au
s
e
o
f
t
h
e
o
u
t
d
o
o
r
is
s
u
e
in
th
e
teac
h
er
/s
ch
o
o
l te
a
ch
er
C
a
u
se
o
f
t
h
e
o
u
t
d
o
o
r
i
ssu
e
i
n
t
h
e
t
e
a
c
h
e
r
/
s
c
h
o
o
l
t
e
a
c
h
e
r
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
R
i
g
i
d
d
i
s
c
i
p
l
i
n
a
r
y
e
n
v
i
r
o
n
m
e
n
t
i
mp
a
c
t
s e
n
g
a
g
e
m
e
n
t
1
.
7
8
1
.
2
1
1
La
c
k
o
f
u
p
-
to
-
d
a
t
e
t
e
a
c
h
i
n
g
a
i
d
s
a
n
d
t
e
c
h
n
o
l
o
g
y
1
.
5
0
.
9
4
5
D
e
f
i
c
i
e
n
t
s
u
p
p
l
e
m
e
n
t
a
r
y
l
e
a
r
n
i
n
g
r
e
s
o
u
r
c
e
s
1
.
5
7
0
.
9
8
1
M
i
n
i
m
a
l
p
e
r
so
n
a
l
i
z
e
d
a
t
t
e
n
t
i
o
n
t
o
st
u
d
e
n
t
n
e
e
d
s
1
.
5
8
1
.
0
6
1
Li
mi
t
e
d
i
n
t
e
r
v
e
n
t
i
o
n
s
y
s
t
e
ms
f
o
r
a
t
-
r
i
sk
s
t
u
d
e
n
t
s
1
.
5
8
1
.
0
1
3
La
c
k
o
f
p
r
o
a
c
t
i
v
e
o
u
t
r
e
a
c
h
o
r
p
a
r
e
n
t
a
l
i
n
v
o
l
v
e
m
e
n
t
1
.
5
6
1
.
0
3
5
I
n
a
c
c
e
ss
i
b
l
e
o
r
i
n
a
p
p
r
o
p
r
i
a
t
e
a
c
a
d
e
mi
c
c
o
n
t
e
n
t
1
.
6
1
1
.
0
1
3
P
o
o
r
t
e
a
c
h
e
r
–
st
u
d
e
n
t
i
n
t
e
r
a
c
t
i
o
n
1
.
6
7
1
.
0
8
1
S
t
u
d
e
n
t
v
o
i
c
e
s
a
r
e
n
o
t
a
c
k
n
o
w
l
e
d
g
e
d
o
r
v
a
l
u
e
d
1
.
7
1
1
.
1
1
2
Te
a
c
h
e
r
s l
a
c
k
e
f
f
e
c
t
i
v
e
i
n
s
t
r
u
c
t
i
o
n
a
l
met
h
o
d
s
1
.
4
9
0
.
9
7
6
Te
a
c
h
i
n
g
d
o
e
s
n
o
t
a
l
i
g
n
w
i
t
h
c
u
r
r
i
c
u
l
u
m
g
o
a
l
s
1
.
4
2
0
.
8
8
8
P
o
o
r
l
y
st
r
u
c
t
u
r
e
d
c
l
a
ss sc
h
e
d
u
l
e
s;
l
o
n
g
i
d
l
e
g
a
p
s
1
.
4
3
0
.
8
8
3
S
c
h
o
o
l
l
o
c
a
t
i
o
n
i
s
d
i
st
a
n
t
o
r
h
a
r
d
t
o
a
c
c
e
ss
1
.
4
5
0
.
8
8
2
Ad
d
itio
n
al
f
ac
to
r
s
with
m
o
d
e
r
ately
h
ig
h
e
r
m
ea
n
v
alu
es
in
clu
d
ed
“
lis
ten
in
g
t
o
s
tu
d
en
ts
’
o
p
in
io
n
s
”
(
M=
1
.
7
1
,
SD=1
.
1
1
2
)
an
d
“
t
h
e
in
ter
ac
tio
n
b
etwe
en
tea
ch
er
s
an
d
s
tu
d
e
n
ts
is
n
o
t
s
m
o
o
th
”
(
M=
1
.
6
7
,
SD=1
.
0
8
1
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
co
m
m
u
n
icati
o
n
d
e
f
icits
an
d
lim
ited
p
a
r
ticip
ato
r
y
teac
h
i
n
g
ap
p
r
o
ac
h
es
m
ay
s
u
b
tly
u
n
d
e
r
m
in
e
s
tu
d
en
t
e
n
g
ag
em
e
n
t
a
n
d
r
eten
tio
n
.
C
o
n
v
e
r
s
ely
,
th
e
m
ajo
r
ity
o
f
o
th
e
r
in
s
titu
tio
n
al
b
ar
r
ier
s
wer
e
ass
ig
n
ed
lo
wer
m
ea
n
s
co
r
es.
Fo
r
ex
am
p
le,
“
teac
h
er
s
’
in
s
tr
u
ctio
n
d
o
es
n
o
t
co
r
r
esp
o
n
d
to
th
e
cu
r
r
icu
lu
m
”
(
M=
1
.
4
2
,
SD=0
.
8
8
8
)
,
“
in
a
p
p
r
o
p
r
iate
s
ch
ed
u
lin
g
o
r
ex
c
ess
iv
e
f
r
ee
p
er
io
d
s
”
(
M=
1
.
4
3
,
SD=0
.
8
8
3
)
,
a
n
d
“
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ar
e
f
a
r
awa
y
o
r
in
co
n
v
en
ie
n
t
to
tr
av
el
to
”
(
M=
1
.
4
5
,
SD=0
.
8
8
2
)
wer
e
n
o
t w
id
ely
p
er
ce
iv
ed
as si
g
n
if
ican
t c
o
n
tr
ib
u
to
r
s
to
d
r
o
p
o
u
t.
L
ik
ewise,
lo
g
is
tical
an
d
r
eso
u
r
ce
c
o
n
s
tr
ain
ts
s
u
ch
as
“
n
o
f
o
llo
w
-
u
p
o
r
h
o
m
e
v
is
its
”
(
M=
1
.
5
6
)
,
“
in
s
u
f
f
icien
t
r
esear
ch
m
ater
ia
ls
s
u
ch
as
b
o
o
k
s
an
d
co
m
p
u
t
er
s
”
(
M=
1
.
5
7
)
,
an
d
“
lack
o
f
u
p
-
to
-
d
ate
teac
h
in
g
aid
s
an
d
tech
n
o
l
o
g
y
”
(
M=
1
.
5
0
)
r
ec
eiv
ed
r
elativ
ely
lo
w
co
n
ce
r
n
.
T
h
ese
r
esu
lts
in
d
icate
th
at
m
ater
ial
d
ef
icien
cies
an
d
in
f
r
astru
ctu
r
al
lim
itatio
n
s
wer
e
n
o
t
p
r
im
ar
y
f
ac
to
r
s
u
n
d
er
m
in
in
g
lear
n
er
p
er
s
is
ten
ce
with
in
th
e
s
am
p
le.
Stan
d
ar
d
d
ev
ia
tio
n
s
p
r
ed
o
m
in
a
n
tly
r
an
g
ed
f
r
o
m
0
.
8
8
to
1
.
2
1
,
r
ef
le
ctin
g
co
n
s
id
er
ab
le
h
eter
o
g
en
eity
in
s
tu
d
e
n
t
p
er
ce
p
tio
n
s
,
p
o
te
n
tially
attr
ib
u
t
ab
le
to
v
a
r
ied
lear
n
in
g
c
o
n
t
ex
ts
an
d
teac
h
in
g
ex
p
er
ien
ce
s
.
C
o
llectiv
ely
,
th
e
d
ata
s
u
g
g
est
th
at
wh
ile
in
s
titu
tio
n
al
an
d
p
ed
ag
o
g
ical
f
ac
to
r
s
ar
e
p
er
ce
iv
ed
as
r
elativ
ely
m
in
o
r
d
r
iv
er
s
o
f
d
r
o
p
o
u
t
in
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
,
c
o
m
p
o
n
en
ts
s
u
ch
a
s
r
ig
id
r
e
g
u
latio
n
s
,
s
u
b
o
p
tim
al
teac
h
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
s
,
an
d
in
s
u
f
f
icie
n
t
r
esp
o
n
s
iv
en
ess
to
s
tu
d
en
t
f
ee
d
b
a
ck
war
r
an
t
atten
tio
n
with
in
co
m
p
r
e
h
en
s
iv
e
r
eten
tio
n
s
tr
ateg
ies.
T
ab
le
5
d
elin
ea
tes
th
e
p
r
ev
alen
ce
o
f
v
io
len
ce
ex
p
o
s
u
r
e
am
o
n
g
th
e
4
2
8
s
tu
d
y
p
ar
ticip
an
ts
,
r
ev
ea
lin
g
a
s
tr
ik
in
g
ly
h
ig
h
in
ci
d
en
ce
.
On
ly
2
8
.
5
%
(
n
=1
2
2
)
o
f
r
esp
o
n
d
en
ts
r
ep
o
r
ted
n
o
o
r
m
in
i
m
al
ex
p
e
r
ien
ce
with
v
io
len
ce
,
wh
er
ea
s
a
s
u
b
s
tan
tial
m
ajo
r
ity
(
7
1
.
5
%,
n
=
3
0
6
)
in
d
icate
d
ex
p
o
s
u
r
e
to
h
ig
h
lev
els
o
f
v
io
len
ce
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
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ig
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ican
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i
s
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ticu
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ly
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
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al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
o
licies a
n
d
g
u
id
elin
es fo
r
n
o
n
-
fo
r
ma
l e
d
u
ca
ti
o
n
r
eten
tio
n
i
n
th
e
d
ig
ita
l
a
g
e
… (
C
h
u
leera
t
C
h
a
r
o
en
p
o
r
n
)
1845
T
ab
le
5
.
Fre
q
u
en
cy
an
d
p
er
ce
n
tag
e
o
f
e
x
p
er
ie
n
ce
v
io
len
ce
Ex
p
e
r
i
e
n
c
e
d
v
i
o
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e
n
c
e
F
r
e
q
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e
n
c
y
P
e
r
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e
n
t
a
g
e
(
%)
Y
e
s
3
0
6
7
1
.
5
No
1
2
2
2
8
.
5
To
t
a
l
4
2
8
1
0
0
.
0
T
h
is
em
p
ir
ical
in
s
ig
h
t
p
r
o
v
id
e
s
a
cr
itical
f
o
u
n
d
atio
n
f
o
r
m
o
r
e
n
u
a
n
ce
d
i
n
q
u
ir
ies
in
t
o
h
o
w
v
io
len
ce
—
wh
eth
er
o
cc
u
r
r
in
g
with
in
f
am
ilial,
co
m
m
u
n
ity
,
o
r
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
—
in
ter
s
ec
ts
with
o
th
er
d
r
o
p
o
u
t
-
r
elate
d
f
ac
to
r
s
s
u
ch
as
ec
o
n
o
m
ic
h
ar
d
s
h
ip
an
d
in
ad
e
q
u
ate
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
e
im
p
licatio
n
s
f
o
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ed
u
ca
tio
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al
p
o
licy
ar
e
s
u
b
s
ta
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tial,
h
ig
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tin
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t
n
ee
d
to
en
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ce
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m
s
,
ex
p
an
d
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ce
s
s
to
co
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n
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elin
g
s
er
v
ices,
an
d
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r
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ate
t
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au
m
a
-
in
f
o
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m
ed
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ag
o
g
ical
ap
p
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h
es.
Su
b
s
eq
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en
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aly
s
es
f
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ed
s
p
ec
if
ically
o
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th
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u
b
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et
o
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3
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6
r
esp
o
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en
ts
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ep
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ig
h
ex
p
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s
u
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e
to
v
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ce
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ilit
atin
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a
d
ee
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er
ex
p
l
o
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ati
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o
f
t
h
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o
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lex
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ter
p
lay
b
etwe
en
v
io
le
n
t
ex
p
er
ien
ce
s
an
d
o
th
er
f
am
ilial,
in
s
titu
tio
n
al,
an
d
in
d
i
v
id
u
al
d
e
ter
m
in
an
ts
o
f
ed
u
ca
tio
n
al
d
is
co
n
tin
u
ity
.
T
ab
le
6
p
r
esen
ts
th
e
d
escr
ip
tiv
e
s
tatis
tic
s
f
o
r
a
k
ey
v
a
r
iab
le
m
ea
s
u
r
ed
ac
r
o
s
s
th
e
4
2
8
s
tu
d
y
p
ar
ticip
an
ts
.
T
h
e
m
ea
n
s
co
r
e
was
7
1
.
5
8
,
ac
c
o
m
p
a
n
ied
b
y
a
n
o
tab
ly
h
i
g
h
s
tan
d
ar
d
d
ev
iatio
n
o
f
2
7
.
2
7
,
in
d
icatin
g
s
u
b
s
tan
tial
v
ar
ia
b
ilit
y
with
in
th
e
s
am
p
le.
T
h
is
p
r
o
n
o
u
n
ce
d
d
is
p
er
s
io
n
r
ef
lects
co
n
s
id
er
ab
le
h
eter
o
g
en
eity
am
o
n
g
r
esp
o
n
d
en
ts
,
with
s
o
m
e
ex
h
i
b
itin
g
r
elativ
ely
lo
w
s
co
r
es
wh
ile
o
t
h
er
s
d
em
o
n
s
tr
ated
m
ar
k
ed
ly
h
ig
h
e
r
lev
els o
n
th
e
m
ea
s
u
r
ed
co
n
s
tr
u
ct.
Su
ch
v
ar
iab
ilit
y
lik
ely
s
tem
s
f
r
o
m
d
i
v
er
s
e
in
d
i
v
id
u
al
b
ac
k
g
r
o
u
n
d
s
,
liv
e
d
e
x
p
er
ien
ce
s
,
a
n
d
co
n
tex
tu
al
f
ac
to
r
s
in
f
lu
e
n
cin
g
r
esp
o
n
s
es.
T
h
e
o
b
s
er
v
ed
r
an
g
e
u
n
d
er
s
co
r
es
th
e
im
p
er
ativ
e
o
f
ac
co
u
n
tin
g
f
o
r
th
ese
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
in
s
u
b
s
eq
u
en
t
a
n
aly
s
es
an
d
in
ter
p
r
etatio
n
s
.
T
h
is
is
p
ar
ticu
la
r
ly
r
elev
a
n
t
wh
e
n
id
en
tify
in
g
p
atter
n
s
o
r
p
r
ed
ict
o
r
s
r
elate
d
to
d
r
o
p
o
u
t
b
eh
a
v
io
r
with
in
T
h
ailan
d
’
s
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
s
ec
to
r
,
wh
er
e
lear
n
er
d
iv
er
s
ity
is
a
d
e
f
in
in
g
ch
a
r
ac
ter
is
tic.
T
ab
le
6
.
Me
an
an
d
s
tan
d
a
r
d
o
f
ex
p
er
ien
ce
d
v
io
len
c
e
N
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
4
2
8
7
1
.
5
7
7
1
2
7
.
2
6
8
0
T
ab
le
7
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
Om
n
i
b
u
s
test
o
f
m
o
d
el
co
ef
f
icien
ts
,
ass
ess
in
g
th
e
o
v
er
all
s
tatis
t
ical
s
ig
n
if
ican
ce
o
f
th
e
l
o
g
is
tic
r
eg
r
ess
io
n
m
o
d
el
in
p
r
ed
ictin
g
d
r
o
p
o
u
t
o
u
tco
m
es
wi
th
in
th
e
n
o
n
-
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
.
T
h
e
m
o
d
el
,
with
s
ev
en
d
eg
r
ee
s
o
f
f
r
ee
d
o
m
,
y
ield
ed
a
ch
i
-
s
q
u
a
r
e
s
tatis
tic
o
f
6
8
.
1
1
0
an
d
a
co
r
r
esp
o
n
d
in
g
p
-
v
alu
e
o
f
<
0
.
0
0
1
,
in
d
icatin
g
r
o
b
u
s
t
s
ig
n
i
f
ican
ce
at
th
e
c
o
n
v
e
n
tio
n
al
0
.
0
5
th
r
esh
o
ld
.
T
h
is
r
esu
lt
co
n
f
ir
m
s
th
at
t
h
e
in
clu
s
io
n
o
f
th
e
s
elec
ted
in
d
e
p
en
d
e
n
t
v
ar
iab
les
—
s
p
an
n
in
g
in
s
titu
tio
n
al,
f
am
ilial,
an
d
in
d
iv
id
u
al
d
o
m
ai
n
s
—
s
u
b
s
tan
tially
im
p
r
o
v
es
p
r
e
d
ictiv
e
a
cc
u
r
ac
y
co
m
p
a
r
ed
t
o
a
n
u
ll
m
o
d
el
d
ev
o
id
o
f
p
r
ed
icto
r
s
.
I
n
ess
en
ce
,
th
e
i
n
teg
r
ated
m
o
d
el
o
f
f
er
s
a
s
ig
n
if
ican
tly
en
h
an
ce
d
e
x
p
lan
at
o
r
y
f
r
am
ewo
r
k
f
o
r
d
r
o
p
o
u
t
b
eh
a
v
io
r
.
T
h
e
s
tatis
tically
s
ig
n
if
ican
t
o
m
n
ib
u
s
t
est
v
alid
ates
f
u
r
th
er
ex
am
in
atio
n
o
f
in
d
i
v
id
u
al
r
eg
r
ess
io
n
co
ef
f
icien
ts
b
y
d
e
m
o
n
s
tr
atin
g
th
at
th
e
m
o
d
el
ca
p
tu
r
es
m
ea
n
in
g
f
u
l
v
ar
ian
ce
in
d
r
o
p
o
u
t
s
tatu
s
b
ey
o
n
d
r
an
d
o
m
f
lu
ctu
atio
n
,
r
e
in
f
o
r
cin
g
its
em
p
ir
ical
an
d
t
h
e
o
r
etica
l r
elev
an
ce
.
T
ab
le
8
d
etails
th
e
lo
g
is
tic
r
e
g
r
ess
io
n
m
o
d
el
s
u
m
m
ar
y
s
tatis
tics
,
p
r
o
v
id
in
g
in
s
ig
h
t
in
t
o
th
e
m
o
d
el’
s
ex
p
lan
ato
r
y
p
o
wer
i
n
p
r
e
d
i
ctin
g
d
r
o
p
o
u
t
b
eh
av
io
r
am
o
n
g
s
tu
d
en
ts
en
r
o
lled
in
n
o
n
-
f
o
r
m
al
e
d
u
ca
tio
n
.
T
h
e
m
o
d
el’
s
g
o
o
d
n
ess
-
of
-
f
it
is
r
ef
lecte
d
b
y
a
–
2
L
o
g
L
ik
elih
o
o
d
v
alu
e
o
f
4
4
3
.
4
8
4
,
w
h
er
e
lo
wer
v
alu
es
in
d
icate
an
im
p
r
o
v
ed
f
it
r
elativ
e
to
a
n
u
ll
m
o
d
el
lack
in
g
p
r
ed
icto
r
s
.
T
wo
p
s
eu
d
o
R
-
s
q
u
ar
ed
m
ea
s
u
r
es
ar
e
r
ep
o
r
ted
t
o
co
n
te
x
tu
alize
ex
p
lain
ed
v
ar
ian
ce
:
Nag
el
k
er
k
e’
s
R
²
at
0
.
2
1
1
an
d
C
o
x
&
Sn
ell’
s
R
²
at
0
.
1
4
7
.
Nag
elk
er
k
e’
s
ad
j
u
s
tm
en
t
f
ac
il
itates
in
ter
p
r
etab
ilit
y
b
y
s
ca
lin
g
th
e
s
tatis
tic
to
r
an
g
e
b
etwe
en
0
a
n
d
1
,
wh
er
ea
s
C
o
x
&
Sn
ell’
s
v
alu
e
o
f
f
er
s
a
m
o
r
e
co
n
s
er
v
ativ
e
esti
m
ate
o
f
th
e
v
ar
ian
ce
ac
c
o
u
n
te
d
f
o
r
b
y
th
e
m
o
d
el.
C
o
llectiv
ely
,
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
les
ex
p
lain
ap
p
r
o
x
im
a
tely
2
1
.
1
%
o
f
th
e
v
ar
ian
ce
in
d
r
o
p
o
u
t
b
eh
av
io
r
,
u
n
d
e
r
s
co
r
in
g
th
e
m
o
d
el’
s
m
ea
n
in
g
f
u
l,
alb
eit
m
o
d
est,
ex
p
lan
ato
r
y
ca
p
ac
it
y
.
T
h
e
ef
f
ec
t
s
ize,
wh
ile
lim
ited
,
co
n
f
ir
m
s
th
e
m
o
d
el’
s
s
u
itab
ilit
y
f
o
r
e
v
alu
atin
g
th
e
r
elativ
e
in
f
lu
en
ce
o
f
p
r
e
d
icto
r
s
o
n
d
r
o
p
o
u
t
lik
elih
o
o
d
.
Mo
r
eo
v
e
r
,
th
e
lo
g
i
s
tic
r
eg
r
ess
io
n
esti
m
atio
n
p
r
o
ce
s
s
d
em
o
n
s
tr
ated
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