I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
5
,
Octo
b
er
20
26
,
p
p
.
3
8
2
0
~
3
8
3
1
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/ijer
e.
v
15
i
5
.
3
9
1
3
5
3820
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
O
pening
the
blac
k box of
stud
ents’
econo
mic beha
v
i
o
r in
hig
her
educa
tion:
do
f
o
r
ma
l and info
rma
l
educatio
n r
ea
lly
ma
tt
er?
M
o
ha
m
a
d Ar
ief
Ra
f
s
a
nja
ni
1
,
Wa
s
po
do
T
j
ipto
Su
bro
t
o
1
,
L
uq
m
a
n H
a
k
im
1
,
H
a
nd
ri
Dia
n Wa
hy
ud
i
2
,
P
ra
t
t
a
na
Sris
uk
3
1
F
a
c
u
l
t
y
o
f
Ec
o
n
o
m
i
c
s
a
n
d
B
u
si
n
e
ss
,
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
S
u
r
a
b
a
y
a
,
S
u
r
a
b
a
y
a
,
I
n
d
o
n
e
si
a
2
F
a
c
u
l
t
y
o
f
V
o
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
M
a
l
a
n
g
,
M
a
l
a
n
g
,
I
n
d
o
n
e
si
a
3
F
a
c
u
l
t
y
o
f
I
n
t
e
r
n
a
t
i
o
n
a
l
B
u
s
i
n
e
ss Pr
o
g
r
a
m,
T
h
a
i
G
l
o
b
a
l
B
u
si
n
e
ss A
d
mi
n
i
s
t
r
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
c
a
l
C
o
l
l
e
g
e
,
S
a
mu
t
P
r
a
k
a
n
,
Th
a
i
l
a
n
d
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Feb
16
,
2
0
2
6
R
ev
is
ed
Au
g
5
,
2
0
2
6
Acc
ep
ted
Au
g
18
,
2
0
2
6
P
o
o
r
e
c
o
n
o
m
ic
b
e
h
a
v
io
r
a
n
d
l
o
w
lev
e
ls
o
f
e
c
o
n
o
m
ic
li
tera
c
y
(
EL
)
a
m
o
n
g
u
n
i
v
e
rsity
stu
d
e
n
ts
re
m
a
in
p
e
rs
isten
t
c
o
n
c
e
rn
s
in
d
e
v
e
lo
p
i
n
g
c
o
u
n
tr
ies
,
wh
e
re
y
o
u
n
g
a
d
u
lt
s m
u
st
n
a
v
i
g
a
t
e
in
c
re
a
sin
g
ly
c
o
m
p
lex
e
c
o
n
o
m
ic d
e
c
isio
n
s.
P
re
v
io
u
s
stu
d
ies
o
f
ten
c
o
n
c
e
p
tu
a
li
z
e
e
d
u
c
a
ti
o
n
a
s
a
sin
g
le
c
o
n
stru
c
t
o
r
e
x
a
m
in
e
fo
rm
a
l
e
d
u
c
a
ti
o
n
a
n
d
fa
m
il
y
-
b
a
se
d
lea
rn
i
n
g
se
p
a
ra
tely
,
l
e
a
v
in
g
th
e
p
sy
c
h
o
lo
g
ica
l
m
e
c
h
a
n
ism
s
li
n
k
in
g
t
h
e
se
e
d
u
c
a
ti
o
n
a
l
e
x
p
e
rien
c
e
s
to
e
c
o
n
o
m
ic
b
e
h
a
v
i
o
r
in
s
u
fficie
n
tl
y
u
n
d
e
rsto
o
d
.
Dra
win
g
o
n
so
c
ial
c
o
g
n
i
ti
v
e
th
e
o
ry
(S
CT)
,
t
h
is
st
u
d
y
e
x
a
m
in
e
s
th
e
i
n
flu
e
n
c
e
o
f
in
stru
c
t
io
n
a
l
q
u
a
li
t
y
a
s
a
fo
rm
o
f
fo
rm
a
l
e
d
u
c
a
ti
o
n
a
n
d
p
a
re
n
tal
e
c
o
n
o
m
ic
s
o
c
ializa
ti
o
n
a
s
a
fo
rm
o
f
in
fo
rm
a
l
e
d
u
c
a
ti
o
n
o
n
stu
d
e
n
ts’
e
c
o
n
o
m
ic
b
e
h
a
v
i
o
r,
wh
il
e
i
n
v
e
sti
g
a
ti
n
g
th
e
m
e
d
iatin
g
ro
les
o
f
EL
a
n
d
se
lf
-
e
ffica
c
y
(S
E)
.
Da
ta
we
re
c
o
ll
e
c
ted
fro
m
2
9
1
u
n
d
e
r
g
ra
d
u
a
te
st
u
d
e
n
ts
fr
o
m
fa
c
u
lt
ies
o
f
e
c
o
n
o
m
ics
a
n
d
b
u
si
n
e
ss
in
Eas
t
Ja
v
a
,
In
d
o
n
e
sia
,
a
n
d
a
n
a
ly
z
e
d
u
si
n
g
p
a
rti
a
l
lea
st
sq
u
a
re
s
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(P
LS
-
S
E
M
).
Th
e
re
s
u
lt
s
sh
o
w
t
h
a
t
i
n
stru
c
ti
o
n
a
l
q
u
a
li
ty
a
n
d
p
a
re
n
tal
e
c
o
n
o
m
ic
so
c
ializa
ti
o
n
sig
n
ifi
c
a
n
t
ly
in
f
lu
e
n
c
e
stu
d
e
n
ts’
e
c
o
n
o
m
ic
b
e
h
a
v
i
o
r
b
o
th
d
irec
tl
y
a
n
d
in
d
ir
e
c
tl
y
th
ro
u
g
h
EL
a
n
d
SE
.
T
h
e
se
fin
d
in
g
s
in
d
ica
te
t
h
a
t
stu
d
e
n
ts’
e
c
o
n
o
m
ic
b
e
h
a
v
i
o
r
is
sh
a
p
e
d
n
o
t
o
n
l
y
b
y
e
d
u
c
a
ti
o
n
a
l
e
n
v
iro
n
m
e
n
ts
b
u
t
a
lso
b
y
c
o
g
n
it
i
v
e
a
n
d
p
sy
c
h
o
l
o
g
ica
l
p
r
o
c
e
ss
e
s.
Th
e
stu
d
y
h
ig
h
li
g
h
ts
th
e
imp
o
rta
n
c
e
o
f
stre
n
g
t
h
e
n
i
n
g
c
o
ll
a
b
o
ra
ti
o
n
b
e
twe
e
n
u
n
i
v
e
rsiti
e
s
a
n
d
fa
m
il
ies
to
fo
ste
r
EL
,
SE
,
a
n
d
re
sp
o
n
si
b
le
e
c
o
n
o
m
ic
d
e
c
isio
n
-
m
a
k
i
n
g
a
m
o
n
g
st
u
d
e
n
ts.
K
ey
w
o
r
d
s
:
E
co
n
o
m
ic
b
eh
av
io
r
E
co
n
o
m
ic
liter
ac
y
I
n
s
tr
u
ctio
n
al
q
u
ality
Par
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
Self
-
ef
f
icac
y
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Mo
h
am
ad
Ar
ief
R
af
s
an
jan
i
Facu
lty
o
f
E
co
n
o
m
ics an
d
B
u
s
in
ess
,
Un
iv
er
s
itas
Neg
er
i Su
r
ab
ay
a
Stre
et
Ketin
tan
g
No
.
2
,
Su
r
ab
a
y
a,
E
ast J
av
a
6
0
2
3
1
,
I
n
d
o
n
esia
E
m
ail: m
o
h
am
ad
r
af
s
an
jan
i@
u
n
esa.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
is
s
u
e
o
f
ec
o
n
o
m
ic
b
eh
av
io
r
h
as
b
ec
o
m
e
cr
u
cial
in
d
e
v
elo
p
in
g
co
u
n
tr
ies,
in
clu
d
in
g
I
n
d
o
n
esia.
T
h
is
is
s
u
e
is
s
h
ap
ed
b
y
s
ev
er
al
f
ac
to
r
s
.
Acc
o
r
d
in
g
to
p
r
e
v
io
u
s
s
tu
d
ies
[
1
]
,
[
2
]
,
th
is
is
s
u
e
is
ca
u
s
ed
b
y
th
e
lim
ited
in
co
m
e.
Oth
er
s
ch
o
lar
s
[
3
]
–
[
5
]
e
x
p
lain
e
d
th
at
d
ev
el
o
p
in
g
co
u
n
tr
ies
f
ac
e
u
n
eq
u
al
ac
ce
s
s
to
ed
u
ca
tio
n
an
d
lim
ited
ac
ce
s
s
to
f
in
a
n
c
ial
s
er
v
ices,
wh
ich
lead
s
to
ec
o
n
o
m
ic
b
eh
av
i
o
r
p
r
o
b
lem
s
.
T
h
ese
s
itu
atio
n
s
in
cr
ea
s
e
th
e
co
m
p
lex
ity
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
.
Fu
r
t
h
er
m
o
r
e
,
r
ap
id
d
i
g
italizatio
n
an
d
in
n
o
v
atio
n
s
o
f
m
ar
k
etp
lace
s
ar
e
cr
ea
tin
g
c
h
o
ices
r
eg
ar
d
in
g
g
o
o
d
s
an
d
s
er
v
ices,
wh
ich
s
im
u
ltan
eo
u
s
ly
in
cr
ea
s
es
th
e
r
is
k
o
f
p
o
o
r
ec
o
n
o
m
ic
d
ec
is
io
n
s
.
T
h
e
r
ef
o
r
e,
u
n
d
er
s
tan
d
in
g
th
e
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
ec
o
n
o
m
ic
b
eh
av
io
r
is
i
n
cr
ea
s
in
g
ly
cr
u
cial,
esp
ec
ially
f
o
r
in
d
iv
id
u
als in
d
ev
elo
p
in
g
co
u
n
tr
ies.
T
h
e
is
s
u
e
of
p
o
o
r
ec
o
n
o
m
ic
b
eh
av
io
r
is
r
elev
an
t
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
As
n
o
ted
b
y
Kad
ic
-
Ma
g
lajlic
et
a
l.
[
6
]
,
u
n
i
v
er
s
ity
s
tu
d
en
ts
ar
e
in
a
cr
itic
al
d
ev
elo
p
m
e
n
tal
s
tag
e
b
etwe
en
ad
o
lescen
ce
an
d
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
Op
en
in
g
th
e
b
la
ck
b
o
x
o
f stu
d
en
ts
’
ec
o
n
o
mic
b
e
h
a
vio
r
in
h
ig
h
er e
d
u
ca
tio
n
:
…
(
Mo
h
a
ma
d
A
r
ief
R
a
fs
a
n
ja
n
i
)
3821
ad
u
lth
o
o
d
.
Similar
ly
,
B
ai
[
7
]
an
d
C
h
en
et
a
l.
[
8
]
ex
p
lain
e
d
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
l
ea
r
n
in
g
to
m
an
ag
e
th
eir
f
in
a
n
ce
s
an
d
d
ev
elo
p
ec
o
n
o
m
ic
b
eh
a
v
io
r
in
d
e
p
en
d
e
n
tly
.
I
f
u
n
iv
er
s
ity
s
tu
d
en
ts
d
o
n
o
t
h
a
v
e
a
d
eq
u
ate
f
in
an
cial
k
n
o
wled
g
e
an
d
ex
p
er
ien
ce
,
ec
o
n
o
m
ic
b
eh
av
io
r
ca
n
b
e
a
m
ajo
r
p
r
o
b
lem
f
o
r
th
em
b
ec
a
u
s
e
o
f
im
p
u
ls
iv
e
b
eh
av
io
r
an
d
o
th
er
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
is
s
u
es
[9
]
,
[
1
0
]
.
At
th
e
s
am
e
tim
e,
p
r
ev
io
u
s
s
tu
d
ies
[
1
1
]
,
[
1
2
]
r
ev
ea
l
ed
th
at
th
e
la
ck
o
f
ec
o
n
o
m
ic
liter
ac
y
(
E
L
)
am
o
n
g
y
o
u
n
g
a
d
u
lts
r
em
ain
s
a
p
er
s
is
ten
t
co
n
ce
r
n
in
m
an
y
d
ev
elo
p
i
n
g
co
u
n
tr
ies.
I
f
th
ese
c
h
allen
g
es
ar
e
n
o
t
a
d
d
r
ess
ed
b
y
th
e
u
n
iv
er
s
ity
,
s
tu
d
en
ts
m
ay
d
e
v
elo
p
p
o
o
r
ec
o
n
o
m
ic
b
eh
a
v
io
r
s
th
at
ca
n
af
f
ec
t th
eir
ec
o
n
o
m
ic
well
-
b
ein
g
a
n
d
f
u
tu
r
e
s
tab
ilit
y
.
T
h
eo
r
etica
lly
,
th
e
r
e
ar
e
two
m
ajo
r
p
er
s
p
ec
tiv
es
to
ex
p
lain
ec
o
n
o
m
ic
b
eh
av
io
r
.
First,
th
e
n
e
o
class
ica
l
p
er
s
p
ec
tiv
e
(
NP)
ass
u
m
es
th
at
in
d
iv
id
u
als
b
eh
a
v
e
lik
e
r
atio
n
al
ag
en
ts
aim
in
g
to
m
ax
i
m
ize
th
eir
u
tili
ty
g
iv
e
n
b
u
d
g
et
co
n
s
tr
ain
ts
,
wh
ich
is
ca
lled
th
e
h
o
m
o
ec
o
n
o
m
icu
s
th
eo
r
y
[
1
3
]
–
[
1
6
]
.
H
o
wev
er
,
t
h
e
ass
u
m
p
tio
n
o
f
th
e
n
eo
class
ical
th
eo
r
y
h
as
b
ee
n
c
h
allen
g
ed
b
y
th
e
th
eo
r
y
o
f
b
e
h
av
io
r
al
ec
o
n
o
m
ics,
wh
ich
ar
g
u
es
th
at
ec
o
n
o
m
ic
d
ec
is
io
n
s
ar
e
o
f
ten
s
u
b
ject
to
in
f
lu
en
ce
b
y
v
ar
i
o
u
s
co
g
n
itiv
e
b
iases
,
em
o
tio
n
al
r
esp
o
n
s
es,
an
d
s
o
cial
co
n
tex
ts
[
1
7
]
–
[
2
0
]
.
T
h
ese
p
er
s
p
ec
tiv
es
s
u
g
g
est
th
at
ec
o
n
o
m
ic
b
e
h
av
io
r
ca
n
n
o
t
b
e
u
n
d
er
s
to
o
d
s
o
le
ly
th
r
o
u
g
h
r
atio
n
al
ca
lcu
latio
n
s
b
u
t m
u
s
t a
ls
o
co
n
s
id
er
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
in
f
lu
en
ce
s
.
Acc
o
r
d
in
g
to
t
h
e
s
o
cial
co
g
n
i
tiv
e
th
eo
r
y
(
SC
T
)
b
y
B
an
d
u
r
a
[
2
1
]
,
in
d
iv
id
u
al
b
eh
av
io
r
is
s
h
ap
ed
b
y
th
e
in
ter
ac
tio
n
b
etwe
en
p
er
s
o
n
al
f
ac
to
r
s
an
d
en
v
i
r
o
n
m
e
n
tal
in
f
lu
en
ce
s
.
W
ith
in
th
e
e
d
u
ca
t
io
n
al
co
n
tex
t,
th
ese
f
ac
to
r
s
ca
n
b
e
ex
p
e
r
ien
ce
d
t
h
r
o
u
g
h
b
o
t
h
f
o
r
m
al
an
d
in
f
o
r
m
al
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
Sev
er
al
p
r
ev
io
u
s
s
tu
d
ies
[
2
2
]
–
[
2
4
]
elu
ci
d
ate
th
at
f
o
r
m
al
ed
u
ca
tio
n
at
u
n
i
v
er
s
ities
,
p
ar
ticu
lar
ly
th
r
o
u
g
h
h
i
g
h
-
q
u
ality
class
r
o
o
m
in
s
tr
u
ctio
n
,
ca
n
en
h
a
n
ce
s
tu
d
en
ts
’
ec
o
n
o
m
ic
u
n
d
er
s
tan
d
in
g
an
d
an
aly
tical
ab
ilit
ies.
Me
an
wh
ile,
in
f
o
r
m
al
ed
u
ca
tio
n
,
esp
ec
ially
p
ar
en
ta
l
ec
o
n
o
m
ic
s
o
cializa
tio
n
,
p
la
y
s
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
attitu
d
es
to
war
d
m
o
n
ey
,
s
p
en
d
in
g
h
ab
i
ts
,
an
d
f
in
an
cial
r
esp
o
n
s
ib
ilit
y
th
r
o
u
g
h
ev
e
r
y
d
a
y
in
ter
ac
tio
n
s
with
in
th
e
f
am
ily
[
2
5
]
–
[
2
7
]
.
T
o
co
m
p
lete
th
e
tr
i
ad
ic
r
ec
ip
r
o
ca
l
m
ec
h
an
is
m
in
th
e
SC
T
,
we
in
clu
d
e
EL
a
n
d
s
elf
-
ef
f
icac
y
(
SE)
,
wh
ich
r
ep
r
esen
t
th
e
p
e
r
s
o
n
al
f
ac
to
r
s
with
in
th
e
SC
T
f
r
a
m
e
wo
r
k
.
Acc
o
r
d
in
g
to
Mc
C
o
wa
g
e
an
d
Dwy
er
[
2
8
]
an
d
Po
lat
[
2
9
]
,
in
d
iv
id
u
als
with
a
g
o
o
d
lev
el
o
f
EL
ar
e
a
b
le
to
ev
alu
ate
ec
o
n
o
m
ic
in
f
o
r
m
atio
n
,
co
m
p
ar
e
alter
n
ativ
e
d
ec
is
io
n
s
,
an
d
co
n
s
id
er
th
e
co
n
s
eq
u
en
ce
s
o
f
e
ac
h
ch
o
ice.
Me
an
wh
ile,
ec
o
n
o
m
ic
s
elf
-
ef
f
icac
y
r
ef
lects
an
in
d
i
v
id
u
al’
s
co
n
f
id
en
ce
in
m
a
n
ag
in
g
f
in
a
n
ce
s
,
m
ak
in
g
ec
o
n
o
m
ic
d
ec
is
io
n
s
,
an
d
co
n
f
r
o
n
tin
g
r
is
k
an
d
u
n
ce
r
tain
ty
[
3
0
]
,
[
3
1
]
.
T
h
e
r
elatio
n
s
h
ip
s
am
o
n
g
f
in
an
cial
liter
ac
y
,
ed
u
ca
tio
n
,
an
d
ec
o
n
o
m
ic
b
e
h
av
io
r
h
av
e
b
ee
n
ex
ten
s
iv
ely
ex
p
lo
r
ed
.
Ho
wev
er
,
p
r
e
v
io
u
s
s
tu
d
ies
o
f
ten
tr
ea
t
ed
u
ca
tio
n
a
s
a
s
in
g
le
co
n
s
tr
u
ct
o
r
f
o
c
u
s
o
n
f
o
r
m
al
ed
u
ca
tio
n
o
r
f
am
ily
-
b
ased
lear
n
in
g
in
d
ep
en
d
en
tly
.
Few
s
tu
d
ies
co
m
p
ar
e
b
o
th
v
a
r
iab
les
with
in
th
e
s
am
e
an
aly
tical
f
r
am
ewo
r
k
.
Fu
r
th
er
m
o
r
e,
s
o
m
e
r
esear
ch
h
as
ex
am
in
ed
t
h
e
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
es
t
h
r
o
u
g
h
wh
ich
th
ese
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
af
f
ec
t
b
eh
av
io
r
,
p
a
r
ticu
lar
ly
r
e
g
ar
d
in
g
u
n
iv
er
s
ity
s
tu
d
en
ts
’
SE
an
d
EL
.
T
o
clo
s
e
th
ese
g
ap
s
,
th
is
s
tu
d
y
ex
am
in
es
h
o
w
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
e
h
av
io
r
is
in
f
lu
e
n
ce
d
b
y
b
o
th
f
o
r
m
al
an
d
in
f
o
r
m
al
ed
u
ca
tio
n
,
m
ed
iated
b
y
SE
a
n
d
EL
.
Un
d
er
s
tan
d
in
g
wh
eth
er
f
o
r
m
al
o
r
in
f
o
r
m
al
ed
u
ca
tio
n
p
lay
s
a
s
tr
o
n
g
e
r
r
o
le
in
s
h
ap
in
g
s
tu
d
e
n
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
is
ess
en
tial f
o
r
d
esig
n
in
g
ef
f
ec
tiv
e
ec
o
n
o
m
ic
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
in
u
n
iv
er
s
ities
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
also
p
r
esen
ts
a
n
o
v
el
c
o
n
tr
ib
u
tio
n
b
y
in
teg
r
atin
g
two
m
ain
p
e
r
s
p
ec
tiv
es
in
b
eh
av
io
r
al
ec
o
n
o
m
ics,
n
am
ely
NP
wh
ich
em
p
h
asizes
r
atio
n
a
l
d
ec
is
io
n
m
ak
in
g
b
ased
o
n
u
t
ilit
y
m
ax
im
izatio
n
an
d
r
eso
u
r
ce
lim
itatio
n
s
,
a
n
d
also
th
e
b
eh
a
v
io
r
al
ec
o
n
o
m
ics
p
er
s
p
ec
tiv
e
(
B
P)
wh
ich
em
p
h
asizes
p
s
y
ch
o
lo
g
ical
b
ias
(
co
g
n
itiv
e
an
d
em
o
tio
n
al
b
ias)
in
d
ec
is
io
n
m
ak
in
g
.
Pre
v
io
u
s
r
esear
ch
o
f
ten
an
aly
ze
s
th
ese
v
iewp
o
in
ts
in
is
o
latio
n
,
r
esu
lti
n
g
in
in
co
m
p
lete
ex
p
lan
atio
n
s
o
f
ec
o
n
o
m
ic
b
e
h
av
io
r
.
T
h
is
s
tu
d
y
c
r
ea
tes
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
b
y
m
er
g
i
n
g
b
o
th
f
r
a
m
ewo
r
k
s
,
e
n
co
m
p
ass
in
g
n
o
t
o
n
ly
th
e
r
ati
o
n
al
ass
ess
m
en
t
o
f
co
s
ts
an
d
b
en
ef
its
b
u
t
also
th
e
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
eter
m
in
an
ts
af
f
ec
tin
g
d
ec
i
s
io
n
-
m
ak
in
g
.
T
h
is
in
teg
r
ativ
e
m
o
d
el
o
f
f
er
s
a
m
o
r
e
n
u
an
ce
d
an
d
r
ea
lis
tic
co
m
p
r
eh
en
s
io
n
o
f
s
tu
d
en
ts
’
ec
o
n
o
m
i
c
d
ec
is
io
n
-
m
ak
in
g
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
t
h
e
l
iter
atu
r
e
in
th
r
ee
way
s
.
First,
i
n
s
tead
o
f
v
iewin
g
ed
u
ca
tio
n
a
s
a
s
in
g
le
f
ac
to
r
in
f
l
u
en
cin
g
ec
o
n
o
m
ic
b
eh
av
io
r
,
it
m
a
k
es
a
d
is
tin
ctio
n
b
etwe
en
f
o
r
m
al
a
n
d
i
n
f
o
r
m
al
ed
u
ca
tio
n
al
in
f
lu
en
ce
s
.
Seco
n
d
,
it
f
o
cu
s
e
s
o
n
co
lleg
e
s
tu
d
en
ts
at
a
cr
u
cial
s
tag
e
o
f
f
in
an
cial
in
d
e
p
en
d
en
ce
an
d
o
f
f
er
s
em
p
ir
ical
d
ata
in
th
e
co
n
tex
t
o
f
h
ig
h
er
ed
u
ca
tio
n
.
T
h
i
r
d
,
b
y
co
m
b
in
in
g
EL
an
d
SE
in
to
a
s
in
g
le
an
aly
tical
m
o
d
el,
it
clar
if
ies
th
e
m
ec
h
a
n
i
s
m
s
co
n
n
ec
tin
g
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
to
ec
o
n
o
m
ic
b
eh
av
io
r
.
T
h
e
r
esu
lts
ca
n
o
f
f
er
r
ec
o
m
m
en
d
atio
n
s
to
en
h
an
ce
cu
r
r
icu
lu
m
d
esig
n
,
teac
h
in
g
m
et
h
o
d
s
,
an
d
s
tu
d
en
t
s
u
p
p
o
r
t
(
SS
)
in
itiativ
es
r
elate
d
to
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
.
I
n
th
e
e
n
d
,
t
h
is
s
tu
d
y
s
u
p
p
o
r
ts
m
o
r
e
ef
f
ec
tiv
e
e
d
u
c
atio
n
al
p
o
licies
an
d
s
tu
d
en
t
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
b
y
h
elp
in
g
u
n
iv
er
s
ities
b
etter
u
n
d
er
s
tan
d
h
o
w
d
if
f
er
en
t
f
o
r
m
s
o
f
ed
u
ca
tio
n
(
f
o
r
m
al
a
n
d
in
f
o
r
m
al
e
d
u
ca
tio
n
)
af
f
ec
t stu
d
e
n
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
.
2.
M
E
T
H
O
D
2
.
1
.
P
r
o
ce
du
re
a
nd
pa
rt
icipa
nts
T
h
is
s
tu
d
y
was
co
n
d
u
cte
d
f
r
o
m
Octo
b
er
to
No
v
em
b
e
r
2
0
2
5
with
co
lleg
e
s
tu
d
en
ts
f
r
o
m
th
e
Facu
lty
o
f
B
u
s
in
ess
in
E
ast
J
av
a
Pro
v
in
ce
,
I
n
d
o
n
esia.
Acc
o
r
d
in
g
t
o
s
tatis
tica
l
d
ata,
E
ast
J
av
a
Pro
v
in
ce
r
an
k
s
s
ec
o
n
d
in
ter
m
s
o
f
th
e
n
u
m
b
er
o
f
u
n
i
v
er
s
ities
in
I
n
d
o
n
esia.
W
e
u
s
ed
a
co
n
v
e
n
ien
ce
s
am
p
lin
g
m
et
h
o
d
an
d
d
is
tr
ib
u
ted
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
8
2
0
-
3831
3822
an
o
n
lin
e
q
u
esti
o
n
n
air
e
v
ia
W
h
atsAp
p
an
d
v
a
r
io
u
s
s
o
cial
m
ed
ia
p
latf
o
r
m
s
(
I
n
s
ta
g
r
am
a
n
d
T
ik
T
o
k
)
.
P
ar
ticip
an
ts
wer
e
in
v
ited
i
n
th
is
s
tu
d
y
v
o
lu
n
ta
r
ily
an
d
with
o
u
t
c
o
er
cio
n
.
T
h
e
y
w
er
e
p
r
o
v
id
ed
with
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
th
e
co
n
f
id
e
n
tiality
o
f
th
eir
p
er
s
o
n
al
d
ata,
an
d
co
n
f
ir
m
atio
n
th
at
all
in
f
o
r
m
atio
n
p
r
o
v
id
ed
wo
u
ld
b
e
u
s
ed
f
o
r
r
esear
ch
p
u
r
p
o
s
es
o
n
l
y
.
I
n
th
e
f
ir
s
t
p
h
ase
o
f
d
ata
co
llectio
n
(
Octo
b
er
)
,
1
8
4
s
tu
d
en
ts
p
ar
ticip
ated
,
with
1
8
e
x
clu
d
ed
d
u
e
t
o
s
tr
aig
h
t
-
lin
in
g
p
atter
n
s
o
r
i
n
co
m
p
lete
r
esp
o
n
s
e
item
s
.
I
n
th
e
s
ec
o
n
d
p
h
ase
(
N
o
v
em
b
er
)
,
we
s
u
cc
ess
f
u
lly
r
e
cr
u
ited
1
3
6
r
esear
ch
p
ar
ticip
a
n
ts
,
an
d
1
1
o
f
t
h
em
wer
e
also
ex
clu
d
ed
f
o
r
th
e
s
am
e
r
ea
s
o
n
s
.
T
h
er
ef
o
r
e
,
th
e
to
tal
n
u
m
b
er
o
f
r
esear
ch
p
a
r
ticip
an
ts
in
th
is
s
tu
d
y
was 2
9
1
s
tu
d
en
ts
f
r
o
m
th
e
Fac
u
lty
o
f
E
c
o
n
o
m
ics an
d
B
u
s
in
ess
in
E
ast J
av
a
Pro
v
in
ce
,
I
n
d
o
n
esia.
2
.
2
.
P
ilo
t
s
t
ud
y
B
ef
o
r
e
d
is
tr
ib
u
tin
g
t
h
e
r
esear
c
h
in
s
tr
u
m
en
t,
we
co
n
d
u
cted
a
p
ilo
t
s
tu
d
y
to
ass
ess
th
e
clar
it
y
,
v
alid
ity
,
an
d
r
eliab
ilit
y
o
f
th
e
i
n
s
tr
u
m
en
ts
with
5
0
s
tu
d
en
ts
at
Su
r
ab
ay
a
State
Un
iv
er
s
ity
.
At
th
is
s
tag
e,
we
also
in
v
o
lv
ed
e
x
p
er
ts
to
r
e
v
iew
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
o
n
co
n
te
n
t
v
alid
ity
.
So
m
e
r
ef
in
e
m
en
ts
wer
e
m
ad
e
b
ased
o
n
ex
p
er
t
in
p
u
t
o
n
s
ev
er
al
in
s
tr
u
m
en
t
item
s
.
T
h
e
r
esu
lts
s
h
o
w
ed
th
at
th
e
lo
a
d
in
g
f
ac
to
r
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es f
o
r
ea
c
h
item
an
d
co
n
s
t
r
u
ct
ex
ce
ed
e
d
0
.
7
0
,
as r
ec
o
m
m
en
d
ed
b
y
Hair
a
n
d
Alam
er
[
3
2
]
.
2
.
3
.
M
ea
s
urem
ent
All
in
s
tr
u
m
en
ts
u
s
ed
i
n
th
e
cu
r
r
en
t
s
tu
d
y
wer
e
ad
ap
te
d
f
r
o
m
p
r
ev
i
o
u
s
s
tu
d
ies,
wh
ic
h
ar
e
a
v
ailab
le
in
E
n
g
lis
h
.
All
in
s
tr
u
m
en
ts
wer
e
tr
an
s
lated
in
to
I
n
d
o
n
esian
u
s
i
n
g
th
e
b
ac
k
-
to
-
b
ac
k
tr
an
s
latio
n
m
eth
o
d
to
e
n
s
u
r
e
ac
cu
r
ac
y
an
d
to
av
o
id
s
ig
n
if
i
ca
n
t
m
ea
n
in
g
c
h
an
g
es
o
r
am
b
ig
u
ities
.
T
h
e
f
ir
s
t
co
n
s
tr
u
ct,
i
n
s
tr
u
ctio
n
al
q
u
ality
,
was
m
ea
s
u
r
ed
u
s
in
g
th
e
s
ca
le
d
ev
elo
p
ed
b
y
Sch
lesi
n
g
er
et
a
l.
[
3
3
]
wh
ich
co
m
p
r
is
es
th
r
ee
d
im
en
s
io
n
s
(
co
g
n
itiv
e
ac
tiv
atio
n
o
r
CA
,
SS
,
an
d
class
r
o
o
m
m
an
ag
em
en
t
o
r
C
M
)
with
n
in
e
item
s
,
ex
em
p
lifie
d
b
y
th
e
item
“M
y
lectu
r
er
p
r
esen
ts
ch
allen
g
in
g
task
s
.
”
Fo
r
th
e
s
ec
o
n
d
co
n
s
tr
u
ct,
p
ar
e
n
tal
ec
o
n
o
m
ic
s
o
c
ializatio
n
,
we
u
s
ed
th
e
q
u
esti
o
n
n
air
e
f
r
o
m
L
eBar
o
n
-
B
lack
et
a
l.
[
2
7
]
wh
ich
c
o
v
er
s
th
r
ee
d
im
en
s
io
n
s
(
p
ar
en
t e
co
n
o
m
ic
m
o
d
ellin
g
o
r
PEM
,
p
ar
en
t
-
c
h
ild
ec
o
n
o
m
ic
d
is
cu
s
s
io
n
o
r
PED
,
a
n
d
ex
p
er
ien
tial
ec
o
n
o
m
ic
lear
n
in
g
o
r
E
E
L
)
an
d
n
in
e
item
s
,
with
a
s
am
p
le
item
“M
y
p
ar
en
ts
ar
e
g
o
o
d
ex
am
p
les o
f
h
o
w
to
m
ak
e
ec
o
n
o
m
ic
d
ec
is
io
n
s
.
”
T
h
e
t
h
i
r
d
c
o
n
s
tr
u
c
t,
EL
,
was
a
s
s
ess
e
d
u
s
in
g
t
h
e
m
u
lt
ip
le
-
c
h
o
ice
t
est
d
e
v
e
lo
p
ed
b
y
W
alst
a
d
et
a
l.
[
3
4
]
f
r
o
m
t
h
e
C
o
u
n
cil
f
o
r
E
c
o
n
o
m
i
c
E
d
u
ca
ti
o
n
o
f
t
h
e
U
n
i
te
d
St
at
es,
c
o
m
p
r
is
in
g
2
0
i
n
d
ic
at
o
r
s
.
T
h
e
f
o
u
r
t
h
c
o
n
s
t
r
u
ct
,
SE
,
was
m
ea
s
u
r
e
d
u
s
i
n
g
th
e
g
en
er
ali
ze
d
s
el
f
-
ef
f
i
ca
cy
(
GSE
)
s
ca
le
d
ev
el
o
p
e
d
b
y
S
c
h
wa
r
z
er
a
n
d
J
e
r
u
s
al
em
[
3
5
]
wh
i
ch
c
o
m
p
r
is
es
1
0
it
em
s
,
wi
th
a
s
a
m
p
le
i
te
m
“
I
a
m
c
o
n
f
i
d
e
n
t
t
h
at
I
c
o
u
l
d
d
ea
l
e
f
f
ici
en
tly
wit
h
u
n
e
x
p
ec
t
e
d
ev
en
ts
.
”
L
as
t,
f
o
r
t
h
e
ec
o
n
o
m
ic
b
e
h
av
io
r
c
o
n
s
t
r
u
ct
,
we
a
d
o
p
t
th
e
q
u
esti
o
n
n
ai
r
e
f
r
o
m
Mu
h
s
o
n
[
3
6
]
,
w
h
ic
h
co
v
e
r
s
t
wo
d
im
en
s
io
n
s
,
e
f
f
ic
ien
c
y
a
n
d
n
o
n
-
c
o
n
s
u
m
p
ti
v
e
b
e
h
a
v
i
o
r
,
t
o
ass
ess
t
h
e
NP
.
Fro
m
a
b
e
h
a
v
i
o
r
al
ec
o
n
o
m
ics
p
e
r
s
p
e
cti
v
e
,
we
ad
o
p
t
t
h
e
q
u
esti
o
n
n
ai
r
e
d
e
v
e
lo
p
ed
b
y
R
i
ti
k
a
a
n
d
Kis
h
o
r
[
3
7
]
,
wh
ic
h
c
o
m
p
r
is
es
co
g
n
iti
v
e
a
n
d
em
o
t
io
n
al
b
i
as d
im
e
n
s
i
o
n
s
.
T
h
e
i
n
s
t
r
u
m
e
n
ts
f
o
r
t
h
e
NP
c
o
n
s
is
t o
f
f
o
u
r
ite
m
s
,
wit
h
a
s
a
m
p
le
ite
m
“Usi
n
g
p
o
c
k
et
m
o
n
e
y
f
o
r
s
av
i
n
g
,
”
a
n
d
s
ix
ite
m
s
f
o
r
t
h
e
b
e
h
av
i
o
r
a
l
ec
o
n
o
m
ic
p
e
r
s
p
ec
ti
v
e
,
wit
h
a
s
a
m
p
le
ite
m
“I
u
s
u
a
ll
y
r
el
y
o
n
p
ast
ex
p
er
i
e
n
c
e
f
o
r
m
y
p
u
r
c
h
asi
n
g
a
cti
v
i
t
y
.
”
A
ll
ite
m
s
i
n
t
h
e
q
u
es
ti
o
n
n
air
e
w
er
e
m
e
asu
r
ed
u
s
i
n
g
a
5
-
p
o
i
n
t
L
ik
er
t s
ca
l
e,
w
ith
r
es
p
o
n
s
e
o
p
ti
o
n
s
r
a
n
g
i
n
g
f
r
o
m
1
(
s
t
r
o
n
g
l
y
d
is
a
g
r
ee
)
t
o
5
(
s
tr
o
n
g
l
y
a
g
r
ee
)
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
cu
r
r
e
n
t
r
esear
ch
em
p
lo
y
s
a
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
eli
n
g
(
SEM
)
with
th
e
p
ar
tial
lea
s
t
s
q
u
ar
es
(
PLS)
ap
p
r
o
ac
h
to
ex
am
in
e
th
e
r
esear
ch
h
y
p
o
th
eses
.
Sin
ce
th
e
cu
r
r
en
t
r
esear
c
h
is
wo
r
k
i
n
g
with
th
e
h
ig
h
e
r
-
o
r
d
er
co
n
s
tr
u
ct
(
HOC)
o
f
m
u
l
tid
im
en
s
io
n
al
v
ar
ia
b
les
(
in
s
tr
u
ctio
n
al
q
u
ality
,
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
,
an
d
ec
o
n
o
m
ic
b
eh
av
i
o
r
)
,
wh
e
r
e
th
e
co
n
s
tr
u
ct
is
f
o
r
m
ed
b
y
s
ev
er
al
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts,
ex
ce
p
t
f
o
r
EL
an
d
SE
,
we
ad
o
p
t
th
e
d
is
jo
in
t
tw
o
-
s
tag
e
ap
p
r
o
ac
h
to
ass
ess
th
e
m
ea
s
u
r
em
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
[
3
8
]
,
[
3
9
]
.
I
n
th
e
f
ir
s
t
s
tag
e,
we
f
o
cu
s
ed
o
n
esti
m
atin
g
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
f
o
r
all
lo
wer
-
o
r
d
e
r
co
m
p
o
n
en
ts
(
L
OC
s
)
o
f
th
e
HOC
.
At
th
is
s
tag
e,
we
test
ed
co
n
v
er
g
en
t
v
alid
ity
u
s
in
g
f
ac
to
r
lo
ad
i
n
g
s
an
d
th
e
av
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
,
d
is
cr
im
in
an
t
v
alid
ity
u
s
in
g
th
e
h
eter
o
tr
ai
t
-
m
o
n
o
tr
ait
(
HT
MT
)
r
atio
c
r
iter
io
n
,
an
d
in
ter
n
al
co
n
s
is
ten
cy
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
a
n
d
co
m
p
o
s
ite
r
eliab
ilit
y
.
I
n
t
h
e
s
ec
o
n
d
s
tag
e,
we
u
s
ed
th
e
laten
t v
ar
iab
l
e
s
co
r
es
(
co
n
s
tr
u
ct
s
co
r
es)
f
o
r
e
ac
h
L
OC
s
o
b
tain
ed
f
r
o
m
s
tag
e
o
n
e
as
in
d
icato
r
s
t
o
m
ea
s
u
r
e
th
e
HOCs
.
Nex
t,
a
s
tr
u
ctu
r
al
m
o
d
el
was
est
im
ated
to
test
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les
in
t
h
e
r
esear
ch
m
o
d
el.
I
n
th
is
s
tag
e,
we
test
ed
th
e
s
tr
u
ctu
r
al
m
o
d
el
u
s
in
g
th
e
c
o
l
lin
ea
r
ity
b
ias
test
(
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
)
,
th
e
s
i
g
n
i
f
i
c
a
n
ce
o
f
p
a
t
h
c
o
e
f
f
i
c
i
e
n
ts
,
e
x
p
l
a
n
a
t
o
r
y
p
o
w
e
r
(
R
²
an
d
f
²)
,
a
n
d
p
r
e
d
i
c
t
i
v
e
a
c
c
u
r
a
c
y
(
PLS
predict
p
r
o
ce
d
u
r
e
).
3.
RE
SU
L
T
S
3
.
1
.
F
irst
s
t
a
g
e
:
m
ea
s
urem
e
nt
m
o
del o
f
l
o
wer
-
o
rder
co
mp
o
nents
At
s
tag
e
o
n
e,
we
esti
m
ate
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
f
o
r
all
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts.
T
ab
le
1
in
d
icate
s
th
at
th
e
co
n
v
er
g
en
t
v
alid
ity
o
f
all
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts
was
estab
lis
h
ed
,
as
th
e
f
ac
to
r
lo
a
d
in
g
s
an
d
AVE
e
x
c
ee
d
ed
th
e
th
r
esh
o
l
d
s
o
f
0
.
7
0
an
d
0
.
5
0
,
r
esp
ec
tiv
el
y
.
R
eg
a
r
d
in
g
d
is
cr
im
in
an
t
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
Op
en
in
g
th
e
b
la
ck
b
o
x
o
f stu
d
en
ts
’
ec
o
n
o
mic
b
e
h
a
vio
r
in
h
ig
h
er e
d
u
ca
tio
n
:
…
(
Mo
h
a
ma
d
A
r
ief
R
a
fs
a
n
ja
n
i
)
3823
v
alid
ity
,
T
ab
le
2
also
d
em
o
n
s
tr
ates
th
at
all
th
e
HT
MT
v
alu
e
s
ar
e
u
n
d
er
th
e
th
r
esh
o
l
d
o
f
0
.
8
5
.
Me
an
w
h
ile,
th
e
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
o
f
all
lo
wer
-
o
r
d
er
co
n
s
tr
u
cts,
as
m
ea
s
u
r
ed
b
y
C
r
o
n
b
ac
h
’
s
a
lp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
(
a
an
d
c
)
,
also
m
ee
ts
th
e
th
r
esh
o
ld
,
with
v
al
u
es
in
th
e
r
a
n
g
e
0
.
7
0
-
0
.
9
5
.
L
astl
y
,
we
s
av
e
th
e
co
n
s
tr
u
ct
s
co
r
es
(
laten
t
v
ar
iab
le
s
co
r
es)
o
f
th
e
lo
wer
-
o
r
d
er
co
n
s
tr
u
ct
f
o
r
later
u
s
e
in
m
ea
s
u
r
in
g
th
e
HOC
in
s
tag
e
two
.
T
ab
le
1
.
C
o
n
v
er
g
en
t
v
alid
ity
a
n
d
in
ter
n
al
c
o
n
s
is
ten
cy
r
eliab
i
lity
in
th
e
s
tag
e
o
n
e
Lo
w
e
r
-
o
r
d
e
r
c
o
n
st
r
u
c
t
s
I
t
e
ms
C
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
I
n
t
e
r
n
a
l
c
o
n
si
s
t
e
n
c
y
r
e
l
i
a
b
i
l
i
t
y
Lo
a
d
i
n
g
s
AVE
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
R
e
l
i
a
b
i
l
i
t
y
a
R
e
l
i
a
b
i
l
i
t
y
c
>
0
.
7
0
>
0
.
5
0
0
.
7
0
-
0
.
9
5
0
.
7
0
-
0
.
9
5
0
.
7
0
-
0
.
9
5
CA
C
A
1
0
.
9
1
9
0
.
8
2
5
0
.
8
9
4
0
.
8
9
5
0
.
9
3
4
C
A
2
0
.
9
1
3
C
A
3
0
.
8
9
3
SS
SS1
0
.
8
9
9
0
.
7
9
9
0
.
8
7
4
0
.
8
7
6
0
.
9
2
3
SS2
0
.
9
0
3
SS3
0
.
8
7
9
CM
C
M
1
0
.
8
9
4
0
.
8
1
0
0
.
8
8
3
0
.
8
8
3
0
.
9
2
7
C
M
2
0
.
9
0
5
C
M
3
0
.
9
0
1
P
EM
P
EM
1
0
.
8
7
2
0
.
7
7
4
0
.
8
5
4
0
.
8
5
7
0
.
9
1
1
P
EM
2
0
.
8
8
4
P
EM
3
0
.
8
8
3
P
ED
P
ED
1
0
.
8
3
7
0
.
7
5
2
0
.
8
3
7
0
.
8
6
0
0
.
9
0
1
P
ED
2
0
.
8
7
4
P
ED
3
0
.
8
9
0
EEL
EEL1
0
.
8
9
0
0
.
7
7
8
0
.
8
5
8
0
.
8
5
9
0
.
9
1
3
EEL2
0
.
8
8
7
EEL3
0
.
8
6
9
EL
EL
1
.
0
0
0
SE
S
E1
0
.
8
4
4
0
.
7
4
3
0
.
9
6
2
0
.
9
6
2
0
.
9
6
7
S
E2
0
.
8
6
3
S
E3
0
.
8
5
5
S
E4
0
.
8
5
2
S
E5
0
.
8
5
4
S
E6
0
.
8
7
6
S
E7
0
.
8
7
5
S
E8
0
.
8
7
6
S
E9
0
.
8
7
0
S
E1
0
0
.
8
5
7
NP
N
P
1
0
.
8
8
4
0
.
7
8
1
0
.
9
0
7
0
.
9
0
7
0
.
9
3
5
N
P
2
0
.
8
8
7
N
P
3
0
.
8
9
1
N
P
4
0
.
8
7
4
BP
B
P
1
0
.
8
7
2
0
.
7
5
7
0
.
9
3
6
0
.
9
3
6
0
.
9
4
9
B
P
2
0
.
8
8
5
B
P
3
0
.
8
5
8
B
P
4
0
.
8
6
2
B
P
5
0
.
8
6
8
B
P
6
0
.
8
7
6
T
ab
le
2
.
Dis
cr
im
in
an
t v
ali
d
ity
(
HT
MT
r
atio
)
in
th
e
L
OC
I
t
e
ms
CA
SS
CM
P
EM
P
ED
EEL
EL
SE
NP
BP
CA
-
SS
0
.
7
9
4
-
CM
0
.
7
7
6
0
.
8
1
4
-
P
EM
0
.
2
6
8
0
.
2
4
0
0
.
3
3
2
-
P
ED
0
.
3
0
7
0
.
7
8
7
0
.
3
0
7
0
.
7
8
7
-
EEL
0
.
3
0
6
0
.
3
0
3
0
.
3
5
2
0
.
7
8
9
0
.
8
0
2
-
EL
0
.
5
1
5
0
.
5
0
9
0
.
5
4
5
0
.
3
7
8
0
.
4
0
8
0
.
4
0
4
-
SE
0
.
4
4
6
0
.
4
3
7
0
.
4
3
7
0
.
2
7
0
0
.
2
5
8
0
.
2
6
0
0
.
4
4
0
-
NP
0
.
7
2
9
0
.
7
2
4
0
.
7
5
2
0
.
5
2
2
0
.
5
3
3
0
.
5
2
5
0
.
6
6
1
0
.
6
6
0
-
BP
0
.
7
5
8
0
.
7
4
7
0
.
7
8
5
0
.
4
9
7
0
.
5
1
3
0
.
5
0
7
0
.
6
5
8
0
.
6
4
1
0
.
8
0
4
-
3
.
2
.
Seco
nd
s
t
a
g
e
:
m
e
a
s
urem
ent
mo
del o
f
hig
her
-
o
rder
co
ns
t
ruct
As
e
x
p
la
in
e
d
in
t
h
e
l
ite
r
a
tu
r
e
r
e
v
i
ew,
t
h
e
v
a
r
i
ab
les
o
f
i
n
s
t
r
u
cti
o
n
a
l
q
u
al
it
y
,
p
a
r
e
n
t
al
e
co
n
o
m
ic
s
o
ci
ali
za
t
io
n
,
a
n
d
ec
o
n
o
m
i
c
b
eh
av
io
r
a
r
e
H
OC
s
o
r
m
u
lti
d
i
m
en
s
i
o
n
a
l
v
ar
i
a
b
les
t
h
at
a
r
e
f
o
r
m
e
d
b
y
l
o
we
r
-
o
r
d
e
r
co
n
s
t
r
u
cts
(
d
i
m
e
n
s
i
o
n
s
)
,
e
x
c
e
p
t
f
o
r
EL
a
n
d
SE
,
w
h
i
ch
a
r
e
u
n
i
d
im
e
n
s
i
o
n
al
v
ar
ia
b
les
.
T
h
e
r
e
f
o
r
e,
at
s
t
ag
e
tw
o
,
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
.
5
,
Octo
b
er
20
26
:
3
8
2
0
-
3831
3824
we
ass
ess
th
e
m
e
asu
r
em
en
t
m
o
d
el
o
f
t
h
e
HOC
s
u
s
i
n
g
co
n
s
t
r
u
ct
s
c
o
r
es
(
lat
en
t
s
co
r
e
)
o
b
t
ai
n
ed
f
r
o
m
s
ta
g
e
o
n
e
.
T
h
e
r
es
u
lts
i
n
T
ab
le
3
in
d
i
ca
t
e
t
h
at
al
l
i
n
d
ic
at
o
r
s
m
ee
t
c
o
n
v
e
r
g
e
n
t
v
a
li
d
it
y
,
as
t
h
e
l
o
ad
in
g
s
a
n
d
A
VE
e
x
ce
e
d
0
.
7
0
an
d
0
.
5
0
,
r
esp
ec
t
iv
el
y
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
d
is
cr
i
m
i
n
an
t
v
al
id
i
ty
was
ass
ess
e
d
th
r
o
u
g
h
th
e
HT
M
T
i
n
T
a
b
l
e
4
,
wh
i
ch
a
ls
o
m
et
t
h
e
c
r
iti
ca
l
v
al
u
e
(
<0
.
8
5
)
.
M
ea
n
w
h
i
le
,
in
te
r
n
al
c
o
n
s
is
t
en
c
y
r
el
ia
b
il
ity
was
es
ta
b
lis
h
e
d
,
as C
r
o
n
b
a
ch
’
s
a
l
p
h
a
a
n
d
co
m
p
o
s
it
e
r
e
lia
b
i
lit
y
(
a
a
n
d
c
)
m
et
t
h
e
t
h
r
esh
o
l
d
,
in
t
h
e
r
a
n
g
e
o
f
0
.
7
0
to
0
.
9
5
.
T
ab
le
3
.
C
o
n
v
er
g
en
t
v
alid
ity
a
n
d
in
ter
n
al
c
o
n
s
is
ten
cy
r
eliab
i
lity
in
th
e
s
tag
e
two
V
a
r
i
a
b
l
e
s
I
n
d
i
c
a
t
o
r
s
C
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
I
n
t
e
r
n
a
l
c
o
n
si
s
t
e
n
c
y
r
e
l
i
a
b
i
l
i
t
y
Lo
a
d
i
n
g
s
AVE
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
R
e
l
i
a
b
i
l
i
t
y
a
R
e
l
i
a
b
i
l
i
t
y
c
>
0
.
7
0
>
0
.
5
0
0
.
7
0
-
0
.
9
5
0
.
7
0
-
0
.
9
5
0
.
7
0
-
0
.
9
5
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
LV
sc
o
r
e
s
-
CA
0
.
9
5
4
0
.
9
1
9
0
.
9
4
6
0
.
8
7
6
0
.
9
2
1
LV
sc
o
r
e
s
-
SS
0
.
9
6
2
LV
sc
o
r
e
s
-
CM
0
.
9
6
0
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
LV
sc
o
r
e
s
-
P
E
M
0
.
9
4
1
0
.
8
9
7
0
.
9
4
3
0
.
8
9
3
0
.
9
2
5
LV
sc
o
r
e
s
-
P
ED
0
.
9
4
8
LV
sc
o
r
e
s
-
EEL
0
.
9
5
3
EL
EL
1
.
0
0
0
-
-
-
-
SE
S
E1
0
.
8
4
5
0
.
7
4
3
0
.
9
4
2
0
.
8
8
2
0
.
9
1
7
S
E2
0
.
8
6
3
S
E3
0
.
8
5
5
S
E4
0
.
8
5
2
S
E5
0
.
8
5
4
S
E6
0
.
8
7
6
S
E7
0
.
8
7
5
S
E8
0
.
8
7
6
S
E9
0
.
8
7
0
S
E1
0
0
.
8
5
7
Ec
o
n
o
mi
c
b
e
h
a
v
i
o
r
LV
sc
o
r
e
s
-
NP
0
.
9
8
1
0
.
9
6
3
0
.
9
3
1
0
.
8
9
1
0
.
9
0
1
LV
sc
o
r
e
s
-
BP
0
.
9
8
1
T
ab
le
4
.
Dis
cr
im
in
an
t v
ali
d
ity
(
HT
MT
r
atio
)
in
th
e
HOC
V
a
r
i
a
b
l
e
s
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
EL
SE
Ec
o
n
o
mi
c
b
e
h
a
v
i
o
r
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
-
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
0
.
3
1
4
-
EL
0
.
5
2
5
0
.
3
9
9
-
SE
0
.
4
4
1
0
.
2
6
8
0
.
4
4
-
Ec
o
n
o
mi
c
b
e
h
a
v
i
o
r
0
.
7
5
1
0
.
5
2
1
0
.
6
5
8
0
.
6
5
-
3
.
3
.
Str
uct
ura
l
m
o
del
I
n
th
e
s
tr
u
ctu
r
al
m
o
d
el
e
v
alu
at
io
n
,
we
b
eg
i
n
b
y
ass
ess
in
g
co
llin
ea
r
ity
to
en
s
u
r
e
th
at
th
e
m
o
d
el
is
f
r
ee
o
f
co
r
r
elatio
n
am
o
n
g
co
n
s
tr
u
c
ts
an
d
to
av
o
id
b
ias
in
th
e
r
eg
r
ess
io
n
r
esu
lts
[
4
0
]
.
T
h
e
r
esu
lt
in
T
ab
le
5
ex
h
ib
its
th
at
th
e
v
ar
ia
n
ce
in
f
latio
n
f
ac
t
o
r
(
VI
F
)
v
alu
es
ar
e
b
elo
w
th
e
cr
itical
th
r
esh
o
ld
(
<
3
)
,
in
d
icatin
g
th
at
th
e
cu
r
r
e
n
t
r
esear
ch
m
o
d
el
is
f
r
ee
f
r
o
m
t
h
e
co
llin
ea
r
ity
is
s
u
e.
T
h
is
co
n
d
itio
n
en
s
u
r
es
th
e
s
tab
ilit
y
an
d
r
eliab
ilit
y
o
f
th
e
esti
m
ated
p
ath
co
ef
f
icien
ts
,
th
er
eb
y
allo
win
g
f
o
r
m
o
r
e
ac
cu
r
ate
h
y
p
o
t
h
esis
test
in
g
.
T
ab
le
5
.
C
o
llin
ea
r
ity
s
tatis
tics
(
VI
F)
-
s
tr
u
ctu
r
al
m
o
d
el
P
a
t
h
V
I
F
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
e
c
o
n
o
mi
c
b
e
h
a
v
i
o
r
1
.
4
7
2
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
EL
1
.
0
9
8
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
SE
1
.
3
8
0
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
1
.
2
0
3
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
EL
1
.
0
9
8
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
SE
1
.
1
9
6
EL
→
e
c
o
n
o
mi
c
b
e
h
a
v
i
o
r
1
.
5
7
4
EL
→
SE
1
.
4
7
9
S
E
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
1
.
3
2
7
Af
ter
en
s
u
r
in
g
th
at
th
e
r
esear
ch
m
o
d
el
is
f
r
ee
o
f
c
o
llin
ea
r
ity
,
we
esti
m
ate
th
e
r
esear
ch
h
y
p
o
th
eses
u
s
in
g
a
b
o
o
ts
tr
ap
r
esam
p
lin
g
p
r
o
ce
d
u
r
e.
T
ab
le
6
ex
h
ib
its
th
at
all
p
ath
co
ef
f
icien
ts
f
o
r
all
r
esear
ch
h
y
p
o
t
h
eses
ar
e
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
a
t
p
<0
.
0
5
.
T
h
ese
f
in
d
in
g
s
in
d
i
ca
te
th
at
th
e
cu
r
r
en
t
s
tu
d
y
s
u
cc
ess
f
u
lly
r
ejec
ted
th
e
p
r
o
p
o
s
ed
n
u
ll
h
y
p
o
th
esis
,
co
n
f
ir
m
in
g
th
at
in
s
tr
u
ctio
n
al
q
u
ality
,
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
,
EL
,
a
n
d
SE
ar
e
s
ig
n
if
ican
t
an
tece
d
en
t
v
ar
iab
les
th
at
in
f
lu
en
ce
ec
o
n
o
m
ic
b
eh
a
v
io
r
,
b
o
th
d
ir
ec
tly
an
d
in
d
ir
ec
tly
.
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
Op
en
in
g
th
e
b
la
ck
b
o
x
o
f stu
d
en
ts
’
ec
o
n
o
mic
b
e
h
a
vio
r
in
h
ig
h
er e
d
u
ca
tio
n
:
…
(
Mo
h
a
ma
d
A
r
ief
R
a
fs
a
n
ja
n
i
)
3825
Mo
r
eo
v
er
,
th
e
p
ath
c
o
ef
f
icie
n
t
(
)
o
f
th
e
d
ir
ec
t
e
f
f
ec
t
o
f
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
to
war
d
s
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
e
h
av
io
r
is
0
.
4
1
8
an
d
0
.
2
0
9
,
r
esp
ec
tiv
ely
,
in
d
ic
atin
g
a
m
o
d
est
an
d
m
o
d
er
ate
ef
f
ec
t
s
ize
[
3
2
]
.
Me
an
wh
ile,
th
e
p
ath
co
e
f
f
icien
ts
f
o
r
t
h
e
in
d
ir
ec
t
e
f
f
ec
ts
ar
e
q
u
i
te
s
m
all,
0
.
0
3
5
an
d
0
.
0
2
1
,
in
d
icatin
g
a
wea
k
ef
f
ec
t
s
ize
[
3
2
]
.
T
h
er
ef
o
r
e,
t
h
e
d
ir
e
ct
ef
f
ec
t
o
f
th
e
a
n
tece
d
en
t v
ar
i
ab
les
(
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
)
to
war
d
s
tu
d
e
n
ts
’
ec
o
n
o
m
ic
b
eh
av
i
o
r
was h
ig
h
er
th
an
th
e
in
d
ir
ec
t
ef
f
ec
t (
v
ia
EL
a
n
d
SE
).
T
h
e
cu
r
r
en
t
s
tu
d
y
also
ex
am
in
es
th
e
m
o
d
els’
in
-
s
am
p
le
ex
p
l
an
ato
r
y
p
o
wer
th
r
o
u
g
h
th
e
co
e
f
f
icien
t
o
f
d
eter
m
in
atio
n
(
R²
)
an
d
ef
f
ec
t
s
ize
(
f²
)
.
T
h
e
r
esu
lts
in
T
ab
le
7
s
h
o
w
th
at
th
e
R
²
v
alu
es
f
o
r
ec
o
n
o
m
ic
b
e
h
av
io
r
,
SE
,
an
d
EL
i
n
th
e
cu
r
r
en
t
r
esear
ch
m
o
d
el
wer
e
0
.
7
3
0
,
0
.
2
3
8
,
an
d
0
.
3
1
9
,
in
d
icatin
g
th
at
th
e
cu
r
r
en
t
m
o
d
el
h
as
m
o
d
est to
s
tr
o
n
g
ex
p
lan
at
o
r
y
p
o
wer
[
3
2
]
.
Me
an
wh
ile,
th
e
ef
f
ec
t sizes (
f²
)
f
o
r
ea
ch
p
ath
in
th
e
cu
r
r
en
t r
esear
ch
m
o
d
el
r
an
g
e
f
r
o
m
0
.
0
6
5
to
0
.
4
4
6
,
in
d
icatin
g
s
m
all
to
lar
g
e
e
f
f
ec
t sizes
[
4
0
]
.
L
astl
y
,
we
esti
m
ate
th
e
o
u
t
-
of
-
s
am
p
le
p
r
ed
ictio
n
m
etr
ics
o
f
th
e
cu
r
r
en
t
r
esear
c
h
m
o
d
el
u
s
in
g
th
e
PLS
predict
p
r
o
ce
d
u
r
e
to
e
v
alu
ate
ex
ter
n
al
v
alid
ity
with
i
n
an
alo
g
o
u
s
r
esear
ch
d
esig
n
f
r
am
ew
o
r
k
s
.
T
h
is
p
r
o
ce
d
u
r
e
c
o
m
p
ar
es
t
h
e
r
o
o
t m
ea
n
s
q
u
ar
e
d
er
r
o
r
(
R
MSE
)
b
etwe
en
th
e
ac
tu
al
o
b
s
er
v
atio
n
(
PLS
-
SEM
)
an
d
t
h
e
n
aiv
e
lin
ea
r
r
eg
r
ess
io
n
m
o
d
el
(
L
M)
.
T
ab
le
8
ex
h
ib
its
th
at
all
th
e
in
d
icato
r
s
o
f
th
e
co
n
s
eq
u
en
t
v
ar
iab
les
in
th
e
PLS
-
SEM
p
r
o
d
u
ce
lo
wer
er
r
o
r
th
an
th
e
n
aïv
e
L
M
b
en
ch
m
a
r
k
,
in
d
icatin
g
th
at
th
e
cu
r
r
e
n
t
r
esear
ch
m
o
d
el
h
as
a
s
tr
o
n
g
p
r
ed
ictiv
e
p
o
wer
,
as e
x
p
lain
ed
b
y
Hair
an
d
Alam
er
[
3
2
]
.
T
ab
le
6
.
Hy
p
o
th
eses
test
in
g
P
a
t
h
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
p
-
v
a
l
u
e
C
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
2
.
5
%
9
7
.
5
%
D
i
r
e
c
t
e
f
f
e
c
t
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
e
c
o
n
o
mi
c
b
e
h
a
v
i
o
r
0
.
4
1
8
0
.
0
0
0
0
.
3
4
3
0
.
4
9
1
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
0
.
2
0
9
0
.
0
0
0
0
.
1
3
7
0
.
2
8
1
I
n
d
i
r
e
c
t
e
f
f
e
c
t
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
E
L
→
S
E
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
0
.
0
3
5
0
.
0
0
1
0
.
0
1
7
0
.
0
5
8
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
EL
→
S
E
→
e
c
o
n
o
mi
c
b
e
h
a
v
i
o
r
0
.
0
2
1
0
.
0
0
4
0
.
0
0
9
0
.
0
3
7
T
ab
le
7
.
Mo
d
el’
s
ex
p
lan
at
o
r
y
p
o
wer
C
o
n
st
r
u
c
t
s
R
2
a
d
j
u
s
t
e
d
f
2
Ec
o
n
o
mi
c
b
e
h
a
v
i
o
r
0
.
7
3
0
*
*
SE
0
.
2
3
8
*
*
EL
0
.
3
1
9
*
*
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
e
c
o
n
o
mi
c
b
e
h
a
v
i
o
r
0
.
4
4
6
*
*
I
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
→
EL
0
.
2
5
6
*
*
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
0
.
1
3
7
*
P
a
r
e
n
t
a
l
e
c
o
n
o
mi
c
s
o
c
i
a
l
i
z
a
t
i
o
n
→
EL
0
.
0
8
9
*
EL
→
SE
0
.
0
6
5
*
S
E
→
e
c
o
n
o
m
i
c
b
e
h
a
v
i
o
r
0
.
2
5
6
*
N
o
t
e
:
*
s
i
g
n
i
f
i
c
a
n
c
e
u
n
d
e
r
p
-
v
a
l
u
e
0
.
0
5
;
*
*
s
i
g
n
i
f
i
c
a
n
c
e
u
n
d
e
r
p
-
v
a
l
u
e
0
.
0
0
0
T
ab
le
8
.
Mo
d
el’
s
p
r
ed
ictiv
e
p
o
wer
(
PLS
predict
)
C
o
n
st
r
u
c
t
s
I
n
d
i
c
a
t
o
r
s
Q
²p
r
e
d
i
c
t
P
LS
-
S
EM
-
R
M
S
E
LM
-
R
M
S
E
Ec
o
n
o
mi
c
b
e
h
a
v
i
o
r
LV
sc
o
r
e
s
-
NP
0
.
5
5
5
0
.
6
6
9
0
.
6
8
3
LV
sc
o
r
e
s
-
BP
0
.
5
9
4
0
.
6
4
0
0
.
6
5
3
EL
EL
0
.
3
1
2
6
.
5
3
8
6
.
6
6
3
SE
S
E1
0
.
1
2
9
1
.
1
3
8
1
.
1
5
7
S
E2
0
.
1
2
6
1
.
0
4
8
1
.
0
6
0
S
E3
0
.
1
3
7
1
.
0
9
9
1
.
1
1
3
S
E4
0
.
1
2
6
1
.
1
1
4
1
.
1
2
7
S
E5
0
.
1
0
6
1
.
0
7
5
1
.
0
9
1
S
E6
0
.
1
5
1
1
.
0
5
0
1
.
0
6
8
S
E7
0
.
1
4
2
1
.
0
8
0
1
.
0
9
8
S
E8
0
.
1
3
3
1
.
1
1
5
1
.
1
3
0
S
E9
0
.
1
5
2
1
.
0
9
1
1
.
1
0
9
S
E1
0
0
.
1
3
7
1
.
0
5
6
1
.
0
7
5
4.
DIS
CU
SS
I
O
N
4
.
1
.
Dire
ct
ef
f
ec
t
o
f
ins
t
ruct
io
na
l
qu
a
lity
a
nd
pa
re
nta
l
ec
o
n
o
m
ic
s
o
cia
liza
t
io
n
o
n
s
t
ud
ent
s
’
ec
o
no
m
ic
beha
v
io
r
T
h
is
s
tu
d
y
was
m
o
tiv
ated
b
y
co
n
ce
r
n
s
ab
o
u
t
p
o
o
r
ec
o
n
o
m
i
c
b
eh
av
io
r
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
d
ev
elo
p
in
g
co
u
n
tr
ies,
in
clu
d
i
n
g
I
n
d
o
n
esia.
Pre
v
io
u
s
wo
r
k
s
o
f
ten
ex
am
in
e
ed
u
ca
tio
n
as
a
s
in
g
le
co
n
s
tr
u
ct
o
r
an
aly
ze
f
o
r
m
al
an
d
in
f
o
r
m
al
ed
u
ca
tio
n
s
ep
ar
ately
,
lea
d
in
g
to
th
e
m
ec
h
a
n
is
m
s
lin
k
in
g
th
ese
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
to
ec
o
n
o
m
ic
b
eh
av
io
r
b
ein
g
in
s
u
f
f
icien
tly
u
n
d
er
s
to
o
d
.
B
y
ex
am
i
n
in
g
in
s
tr
u
ctio
n
al
q
u
ality
an
d
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
.
5
,
Octo
b
er
20
26
:
3
8
2
0
-
3831
3826
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
s
im
u
ltan
eo
u
s
ly
,
th
is
s
tu
d
y
ad
d
r
ess
es
th
is
r
esear
ch
g
a
p
an
d
clar
i
f
ies
h
o
w
f
o
r
m
al
an
d
in
f
o
r
m
al
ed
u
ca
tio
n
co
n
tr
ib
u
te
t
o
s
tu
d
en
ts
’
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
.
T
h
e
f
in
d
in
g
s
in
Fig
u
r
e
1
s
h
o
w
th
at
th
e
in
s
tr
u
ctio
n
al
q
u
ality
is
clo
s
ely
r
elate
d
to
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
.
T
h
is
f
in
d
in
g
s
tr
en
g
th
en
s
th
e
p
r
ev
io
u
s
s
tu
d
ies
[
4
1
]
,
[
4
2
]
,
wh
ich
s
ay
s
tu
d
en
ts
wh
o
r
ec
eiv
e
b
etter
lear
n
in
g
ex
p
er
ien
ce
s
h
a
v
e
b
e
tter
k
n
o
wled
g
e
,
wh
ich
in
tu
r
n
lead
s
to
b
etter
d
ec
is
io
n
-
m
ak
in
g
.
T
h
e
cu
r
r
en
t
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
in
s
tr
u
ctio
n
al
q
u
ality
p
lay
s
a
cr
u
ci
al
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
e
co
n
o
m
ic
b
e
h
av
io
r
,
wh
er
eb
y
h
ig
h
e
r
in
s
tr
u
ctio
n
al
q
u
ality
en
h
a
n
ce
s
s
tu
d
en
ts
’
ec
o
n
o
m
ic
u
n
d
er
s
tan
d
in
g
an
d
u
ltima
tely
en
ab
les
th
em
to
m
ak
e
m
o
r
e
r
atio
n
al
ec
o
n
o
m
ic
d
ec
is
io
n
s
.
Fu
r
th
e
r
m
o
r
e,
th
is
f
in
d
in
g
alig
n
s
with
SC
T
p
r
o
p
o
s
ed
b
y
B
an
d
u
r
a
[
2
1
]
,
wh
ich
em
p
h
a
s
izes
th
at
in
d
iv
id
u
al
b
eh
av
i
o
r
is
in
f
lu
en
ce
d
b
y
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
as
r
ep
r
esen
ted
in
t
h
e
cu
r
r
en
t stu
d
y
b
y
in
s
tr
u
cti
o
n
al
q
u
ality
.
Par
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
also
ev
i
d
en
ce
s
a
s
ig
n
i
f
ican
t
ef
f
ec
t
o
n
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
i
o
r
.
T
h
is
r
esu
lt
r
ein
f
o
r
ce
s
p
r
io
r
f
in
d
in
g
s
[
4
3
]
,
[
4
4
]
h
ig
h
lig
h
tin
g
th
e
cr
u
cial
r
o
le
o
f
f
am
ily
in
s
h
ap
in
g
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
e
h
av
io
r
.
C
h
ild
r
en
o
b
s
er
v
e
an
d
in
ter
n
alize
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
with
in
th
e
f
am
ily
en
v
ir
o
n
m
en
t
th
r
o
u
g
h
p
ar
e
n
tal
m
o
d
elin
g
,
f
in
a
n
cial
d
is
cu
s
s
io
n
s
,
an
d
e
x
p
er
ie
n
tial
lear
n
in
g
.
P
ar
en
ts
s
er
v
e
as r
o
le
m
o
d
els
f
o
r
th
eir
ch
ild
r
en
,
w
h
o
s
e
b
eh
a
v
io
r
s
,
in
cl
u
d
in
g
th
o
s
e
r
elate
d
to
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
,
ar
e
f
r
eq
u
e
n
tly
o
b
s
er
v
ed
an
d
em
u
l
ated
.
Fu
r
th
er
m
o
r
e,
p
ar
en
ts
tr
a
n
s
m
it
ec
o
n
o
m
ic
v
alu
es
an
d
k
n
o
wled
g
e
th
r
o
u
g
h
o
p
en
co
m
m
u
n
icatio
n
with
in
t
h
e
f
am
ily
,
wh
ic
h
ca
n
f
o
s
ter
m
o
r
e
r
esp
o
n
s
ib
le
ec
o
n
o
m
ic
attitu
d
es
an
d
b
eh
av
io
r
s
,
as
Kim
an
d
T
o
r
q
u
ati
[
4
5
]
f
o
u
n
d
th
at
f
am
ily
co
m
m
u
n
icatio
n
is
clo
s
e
ly
r
elate
d
to
s
tu
d
en
ts
’
f
in
an
cial
attitu
d
es.
Me
an
wh
ile,
E
E
L
p
r
o
v
id
ed
b
y
th
e
p
ar
en
ts
,
s
u
ch
as
o
p
p
o
r
t
u
n
ities
to
m
an
ag
e
th
eir
p
o
ck
et
m
o
n
ey
in
d
ep
en
d
en
tly
,
will
cu
ltiv
ate
ch
ild
r
en
’
s
ab
ilit
ies
in
r
eso
u
r
c
e
allo
ca
tio
n
,
s
elf
-
co
n
tr
o
l,
an
d
r
atio
n
al
d
ec
is
io
n
-
m
ak
in
g
.
T
h
ese
ar
g
u
m
e
n
ts
ar
e
co
n
s
is
ten
t
with
SC
T
b
y
B
an
d
u
r
a
[
2
1
]
,
wh
ich
p
o
s
its
th
at
in
d
iv
id
u
al
b
eh
a
v
io
r
is
s
h
ap
ed
th
r
o
u
g
h
o
b
s
er
v
atio
n
al
lear
n
in
g
.
T
h
e
c
u
r
r
en
t
f
in
d
i
n
g
s
also
alig
n
with
t
h
e
ex
p
er
ien
ti
al
lear
n
in
g
t
h
eo
r
y
p
r
o
p
o
s
ed
b
y
[
4
6
]
,
[
4
7
]
w
h
ich
p
o
s
its
th
at
d
ir
ec
t
p
r
ac
tice
an
d
h
a
n
d
s
-
o
n
ex
p
er
ie
n
ce
ar
e
m
o
r
e
ef
f
ec
tiv
e
i
n
r
ein
f
o
r
cin
g
k
n
o
wled
g
e
t
h
an
ab
s
tr
ac
t in
s
tr
u
ctio
n
.
T
h
is
s
t
u
d
y
als
o
r
e
v
ea
ls
t
h
a
t
in
s
t
r
u
ct
io
n
al
q
u
ali
ty
(
f
o
r
m
a
l
ed
u
c
ati
o
n
)
s
h
o
ws
a
s
t
r
o
n
g
er
ef
f
e
ct
o
n
ec
o
n
o
m
ic
b
eh
a
v
i
o
r
th
a
n
p
a
r
en
t
al
ec
o
n
o
m
i
c
s
o
ci
ali
za
t
io
n
(
i
n
f
o
r
m
al
e
d
u
ca
t
io
n
)
.
T
h
is
f
i
n
d
in
g
r
e
f
l
ec
ts
t
h
e
tr
a
n
s
i
ti
o
n
al
s
ta
g
e
t
h
at
u
n
i
v
e
r
s
it
y
s
tu
d
en
ts
ex
p
e
r
i
e
n
ce
as
t
h
e
y
g
r
a
d
u
all
y
b
ec
o
m
e
m
o
r
e
i
n
d
e
p
en
d
e
n
t
i
n
m
an
ag
i
n
g
th
e
ir
f
i
n
a
n
c
es.
Du
r
i
n
g
t
h
is
p
e
r
i
o
d
,
t
h
e
u
n
i
v
e
r
s
it
y
l
ea
r
n
in
g
e
n
v
ir
o
n
m
e
n
t
m
a
y
b
e
co
m
e
a
m
o
r
e
d
o
m
i
n
an
t
s
o
u
r
ce
o
f
ec
o
n
o
m
ic
k
n
o
wle
d
g
e
an
d
g
u
i
d
a
n
c
e
f
o
r
d
ec
is
io
n
-
m
a
k
i
n
g
[
6
]
.
T
h
er
e
f
o
r
e
,
i
m
p
r
o
v
i
n
g
i
n
s
t
r
u
ct
io
n
al
q
u
alit
y
i
n
h
i
g
h
e
r
ed
u
ca
ti
o
n
is
li
k
el
y
t
o
b
e
a
c
r
iti
ca
l st
r
ate
g
y
f
o
r
s
t
r
e
n
g
t
h
en
i
n
g
s
t
u
d
en
ts
’
e
c
o
n
o
m
ic
b
e
h
a
v
i
o
r
.
Fig
u
r
e
1
.
R
esu
lt o
f
s
tr
u
ctu
r
al
m
o
d
el
an
aly
s
is
with
s
tan
d
ar
d
i
ze
d
p
ath
c
o
ef
f
icien
t
4
.
2
.
M
edia
t
ing
ro
le
o
f
ec
o
no
m
ic
l
it
er
a
cy
a
nd
s
elf
-
ef
f
ica
c
y
T
h
is
s
tu
d
y
also
ex
a
m
in
ed
t
h
e
m
ec
h
an
is
m
s
lin
k
in
g
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
to
ec
o
n
o
m
ic
b
e
h
av
io
r
b
y
co
n
s
id
er
in
g
EL
a
n
d
SE
as
m
ed
iatin
g
v
ar
iab
les.
T
h
e
r
esu
lt
s
h
o
ws
th
at
b
o
th
v
ar
iab
les
p
l
ay
a
cr
itical
r
o
le
in
ex
p
lain
in
g
h
o
w
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
in
f
lu
en
ce
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
.
I
n
th
is
s
tu
d
y
,
EL
f
u
n
ctio
n
s
as
a
co
g
n
itiv
e
m
ed
iato
r
,
wh
er
eb
y
h
ig
h
in
s
tr
u
ctio
n
al
q
u
ality
f
o
s
ter
s
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
Op
en
in
g
th
e
b
la
ck
b
o
x
o
f stu
d
en
ts
’
ec
o
n
o
mic
b
e
h
a
vio
r
in
h
ig
h
er e
d
u
ca
tio
n
:
…
(
Mo
h
a
ma
d
A
r
ief
R
a
fs
a
n
ja
n
i
)
3827
a
d
ee
p
er
an
d
m
o
r
e
ap
p
lica
b
le
u
n
d
er
s
tan
d
in
g
o
f
s
p
ec
if
i
c
co
n
ce
p
ts
,
s
u
c
h
as
ec
o
n
o
m
ic
co
n
ce
p
ts
[
4
8
]
.
Me
an
wh
ile,
p
ar
e
n
tal
ec
o
n
o
m
i
c
s
o
cializa
tio
n
,
th
r
o
u
g
h
r
o
le
m
o
d
elin
g
,
co
m
m
u
n
icatio
n
,
a
n
d
d
ir
ec
t
ex
p
er
ien
ce
s
,
r
ein
f
o
r
ce
s
s
tu
d
e
n
ts
’
ec
o
n
o
m
ic
u
n
d
e
r
s
tan
d
in
g
[
4
3
]
,
[
49
]
–
[
5
1
]
.
Ultim
ately
,
EL
b
ec
o
m
es
a
v
alu
ab
le
r
eso
u
r
ce
th
at
en
ab
les
s
tu
d
en
ts
to
ev
alu
ate
ec
o
n
o
m
ic
in
f
o
r
m
atio
n
,
co
m
p
ar
e
alter
n
ativ
es,
an
d
co
n
s
id
er
th
e
co
n
s
eq
u
en
ce
s
o
f
th
eir
d
ec
is
io
n
s
,
wh
ich
in
tu
r
n
s
h
ap
e
th
e
r
atio
n
al
ec
o
n
o
m
ic
b
eh
av
io
r
o
f
s
tu
d
e
n
ts
[
2
8
]
,
[
2
9
]
.
Fu
r
th
er
m
o
r
e
,
SE
s
er
v
es
as
a
p
s
y
ch
o
lo
g
ical
m
ed
iato
r
th
at
tr
an
s
lates
EL
in
to
ac
tu
al
ec
o
n
o
m
ic
b
eh
av
io
r
.
As
r
ev
ea
led
b
y
s
e
v
er
al
r
esear
ch
er
s
[
5
2
]
,
[
5
3
]
,
a
s
tr
o
n
g
u
n
d
er
s
tan
d
in
g
o
f
ec
o
n
o
m
ic
co
n
ce
p
ts
en
h
an
ce
s
s
tu
d
en
ts
’
c
o
n
f
id
e
n
c
e
in
m
ak
in
g
ec
o
n
o
m
ic
d
ec
is
io
n
s
.
W
ith
a
h
ig
h
lev
el
o
f
SE
,
s
tu
d
en
ts
n
o
t
o
n
ly
u
n
d
er
s
tan
d
wh
at
s
h
o
u
ld
b
e
d
o
n
e
ec
o
n
o
m
ically
b
u
t
also
p
o
s
s
ess
th
e
co
n
f
id
en
ce
to
co
n
s
is
ten
tly
ap
p
ly
th
is
k
n
o
wled
g
e
in
r
ea
l
-
life
s
itu
atio
n
s
.
T
h
ese
ar
g
u
m
e
n
ts
ar
e
co
n
s
is
ten
t
wi
th
p
r
ev
io
u
s
r
esear
ch
b
y
Srin
iv
asan
an
d
Kar
th
ik
ey
an
[
3
1
]
d
em
o
n
s
tr
atin
g
th
at
SE
p
lay
s
a
s
ig
n
if
ica
n
t
r
o
le
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
,
in
cl
u
d
in
g
t
h
e
s
elec
tio
n
o
f
in
v
estme
n
t
in
s
tr
u
m
en
ts
.
Similar
ly
,
th
e
cu
r
r
en
t
s
tu
d
y
is
also
co
n
s
i
s
ten
t
with
C
alien
d
o
et
a
l.
[
3
0
]
,
wh
o
f
o
u
n
d
th
at
SE
p
lay
s
a
cr
u
cial
r
o
le
in
th
e
id
en
tific
atio
n
an
d
ex
p
lo
itatio
n
o
f
o
p
p
o
r
t
u
n
ities
a
s
well
as
th
e
ex
ec
u
tio
n
o
f
b
u
s
in
ess
s
tr
ate
g
ies.
Acc
o
r
d
in
g
ly
,
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
a
r
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
in
f
lu
en
ce
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
in
d
ir
ec
tly
th
r
o
u
g
h
th
e
en
h
an
ce
m
en
t
o
f
EL
as
a
co
g
n
itiv
e
f
o
u
n
d
atio
n
an
d
SE
as a
p
s
y
ch
o
lo
g
ical
d
r
iv
er
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
.
Alth
o
u
g
h
EL
an
d
SE
ar
e
s
tatis
tically
s
ig
n
if
ican
t
m
ed
iato
r
s
in
th
e
r
esear
ch
m
o
d
el,
th
eir
in
d
ir
ec
t
ef
f
ec
ts
ar
e
s
m
aller
th
an
th
e
d
i
r
ec
t
ef
f
ec
ts
.
T
h
ese
f
i
n
d
in
g
s
in
d
icate
th
at
s
tu
d
e
n
ts
’
ec
o
n
o
m
ic
b
eh
a
v
io
r
is
s
h
ap
ed
m
o
r
e
s
tr
o
n
g
ly
b
y
th
e
d
ir
ec
t
l
ea
r
n
in
g
ex
p
er
ien
ce
s
an
d
b
e
h
a
v
io
r
al
m
o
d
ellin
g
with
in
ed
u
c
atio
n
al
an
d
f
am
ily
en
v
ir
o
n
m
en
ts
th
an
b
y
c
o
g
n
iti
v
e
an
d
p
s
y
ch
o
l
o
g
ical
m
ec
h
a
n
is
m
s
.
I
n
th
e
h
ig
h
er
e
d
u
ca
tio
n
co
n
tex
t,
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
s
ee
m
s
to
af
f
ec
t
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
a
v
io
r
b
y
p
r
o
v
id
in
g
s
tr
u
ctu
r
ed
lea
r
n
in
g
ex
p
er
ien
ce
s
,
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
,
an
d
d
ec
is
io
n
-
m
ak
in
g
s
itu
atio
n
s
th
at
let
s
tu
d
en
t
t
o
p
r
ac
tice
ec
o
n
o
m
ic
r
ea
s
o
n
in
g
d
ir
ec
tly
.
Similar
ly
,
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
h
elp
s
s
tu
d
en
ts
to
d
ev
elo
p
th
eir
e
co
n
o
m
ic
b
e
h
av
io
r
th
r
o
u
g
h
ev
e
r
y
d
a
y
f
in
a
n
cial
i
n
ter
ac
tio
n
,
s
u
c
h
as
o
b
s
er
v
in
g
h
o
w
p
a
r
en
ts
m
an
a
g
e
r
eso
u
r
ce
s
an
d
d
is
cu
s
s
in
g
f
in
an
cial
m
atter
s
.
4
.
3
.
T
heo
re
t
ica
l c
o
ntr
ibu
t
io
n
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
b
y
in
teg
r
atin
g
two
m
ajo
r
p
e
r
s
p
ec
tiv
es
in
ec
o
n
o
m
ic
b
eh
av
i
o
r
:
th
e
NP
,
wh
ich
em
p
h
asizes
r
atio
n
al
d
ec
is
io
n
-
m
ak
in
g
b
ased
o
n
u
tili
ty
m
ax
im
izatio
n
u
n
d
e
r
r
eso
u
r
ce
co
n
s
tr
ain
ts
,
an
d
th
e
b
eh
av
io
r
al
ec
o
n
o
m
ics
p
er
s
p
e
ctiv
e,
wh
ich
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
c
o
g
n
itiv
e
a
n
d
e
m
o
tio
n
a
l
b
iases
in
s
h
ap
in
g
d
ec
is
io
n
s
.
T
h
ese
two
p
e
r
s
p
ec
tiv
es
ar
e
o
f
ten
co
n
t
r
asted
an
d
c
o
m
p
ete
in
ex
p
lain
in
g
h
o
w
in
d
iv
id
u
als
’
ec
o
n
o
m
ic
b
eh
av
io
r
is
f
o
r
m
e
d
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
s
h
o
w
th
at
t
h
ese
two
p
er
s
p
ec
tiv
es c
an
b
e
c
o
m
p
lem
en
tar
y
an
d
in
ter
d
ep
en
d
en
t,
i
n
wh
ich
in
d
i
v
id
u
als
d
o
n
o
t
o
p
er
ate
s
o
lely
as
p
u
r
ely
r
atio
n
al
ag
en
ts
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
.
R
ath
er
,
in
d
iv
id
u
al
d
e
cisi
o
n
s
em
er
g
e
f
r
o
m
a
h
y
b
r
i
d
p
r
o
ce
s
s
in
wh
ic
h
d
ec
is
io
n
-
m
a
k
in
g
is
a
n
o
u
tco
m
e
o
f
r
atio
n
al
ev
alu
atio
n
(
e.
g
.
,
co
s
t
-
b
en
ef
it
an
aly
s
is
an
d
r
eso
u
r
ce
co
n
s
id
er
atio
n
s
)
an
d
o
f
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
s
s
u
ch
as
h
eu
r
is
tic
s
,
o
v
er
co
n
f
id
en
ce
,
af
f
ec
t,
a
n
d
im
p
u
ls
iv
ity
.
T
h
is
ev
id
e
n
ce
c
h
allen
g
es
th
e
s
tr
ict
ass
u
m
p
tio
n
s
o
f
f
u
ll r
ati
o
n
ality
wh
ile
also
av
o
id
in
g
t
h
e
ex
tr
e
m
e
p
o
s
itio
n
th
at
d
ec
is
io
n
s
ar
e
en
tire
ly
ir
r
atio
n
al.
I
n
th
is
r
e
g
ar
d
,
th
is
s
tu
d
y
a
d
v
an
ce
s
th
e
liter
atu
r
e
b
y
p
r
o
p
o
s
in
g
a
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
ec
o
n
o
m
ic
b
eh
av
io
r
f
r
am
ewo
r
k
in
wh
ich
ev
er
y
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
a
k
in
g
is
th
e
r
esu
lt
o
f
r
atio
n
al
co
n
s
id
er
atio
n
s
as
well
as
co
g
n
itiv
e
an
d
em
o
tio
n
al
b
i
ases
.
T
h
ese
f
in
d
i
n
g
s
also
p
r
o
v
id
e
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
th
e
v
iew
th
at
r
atio
n
ality
d
ev
iatio
n
s
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
ar
e
n
o
t
r
an
d
o
m
an
o
m
alies
b
u
t
r
ath
er
s
y
s
tem
a
tic
an
d
p
r
ed
ictab
le
p
atter
n
s
.
T
h
ese
f
in
d
in
g
s
also
s
tr
en
g
th
en
th
e
k
ey
c
o
n
ce
p
t
o
f
b
o
u
n
d
ed
r
atio
n
ality
an
d
Pro
s
p
ec
t
T
h
eo
r
y
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
b
r
id
g
es
th
e
g
ap
b
etwe
en
th
e
u
tili
ty
-
m
ax
im
izatio
n
-
b
ased
NP
an
d
th
e
p
s
y
ch
o
lo
g
ically
b
ased
b
eh
a
v
io
r
al
ec
o
n
o
m
ic
p
er
s
p
ec
tiv
e,
o
f
f
er
i
n
g
a
m
o
r
e
r
ea
lis
tic
r
ep
r
esen
tatio
n
o
f
e
co
n
o
m
ic
b
eh
a
v
io
r
.
C
o
n
s
eq
u
en
tly
,
th
is
s
tu
d
y
r
ef
in
es e
x
is
tin
g
th
eo
r
etica
l m
o
d
els
b
y
d
em
o
n
s
tr
atin
g
th
at
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
s
h
o
u
ld
b
e
c
o
n
ce
p
t
u
alize
d
as a
d
y
n
am
ic
in
ter
ac
ti
o
n
b
etwe
en
r
atio
n
al
ca
lcu
latio
n
s
an
d
p
s
y
ch
o
lo
g
ical
b
iases
.
4
.
4
.
I
m
pli
ca
t
io
ns
T
h
e
p
r
esen
t
s
tu
d
y
p
r
o
v
id
es
s
ev
er
al
p
r
ac
tical
im
p
licatio
n
s
f
o
r
u
n
i
v
er
s
ities
,
lectu
r
er
s
,
an
d
p
ar
en
ts
.
First,
u
n
iv
er
s
ities
an
d
lectu
r
er
s
ca
n
u
s
e
th
e
cu
r
r
en
t
s
tu
d
y
to
d
ev
elo
p
m
o
r
e
e
f
f
icien
t
f
in
an
cial
an
d
ec
o
n
o
m
ic
ed
u
ca
tio
n
p
r
o
g
r
am
s
b
y
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
al
m
eth
o
d
s
,
r
ed
esig
n
i
n
g
t
h
e
c
u
r
r
icu
lu
m
b
y
in
co
r
p
o
r
ati
n
g
p
r
ac
tical
ac
tiv
ities
in
ec
o
n
o
m
ic
d
ec
is
io
n
-
m
ak
in
g
,
an
d
d
ev
elo
p
in
g
s
tu
d
e
n
t
s
u
p
p
o
r
t
p
r
o
g
r
am
s
to
en
h
an
ce
s
tu
d
en
ts
’
E
L
.
B
y
im
p
lem
en
ti
n
g
th
ese
s
tr
ateg
ies,
s
tu
d
en
ts
ar
e
ex
p
ec
te
d
to
e
n
h
an
ce
th
eir
E
L
,
co
n
f
id
e
n
ce
in
m
an
ag
in
g
f
in
a
n
cial
d
ec
is
io
n
s
,
an
d
p
o
s
itiv
e
ec
o
n
o
m
ic
b
eh
a
v
io
r
s
,
wh
ich
ca
n
lead
to
p
o
s
itiv
e
f
in
an
cial
an
d
ec
o
n
o
m
ic
o
u
tco
m
es in
th
ei
r
f
u
tu
r
e
liv
es.
Seco
n
d
,
p
ar
e
n
ts
s
h
o
u
ld
r
ec
o
g
n
ize
th
eir
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
.
Acc
o
r
d
in
g
ly
,
p
ar
e
n
ts
ar
e
en
co
u
r
ag
ed
t
o
s
er
v
e
as
p
o
s
itiv
e
r
o
l
e
m
o
d
els
in
ev
e
r
y
d
a
y
ec
o
n
o
m
i
c
d
ec
is
io
n
-
m
ak
in
g
,
f
o
s
ter
o
p
en
co
m
m
u
n
icatio
n
a
b
o
u
t
f
in
an
cial
is
s
u
es,
an
d
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
ch
ild
r
e
n
to
en
g
ag
e
d
ir
ec
tly
in
s
im
p
le
ec
o
n
o
m
ic
m
an
a
g
e
m
en
t
task
s
,
s
u
ch
as
m
an
ag
in
g
th
eir
allo
wan
ce
.
T
h
ese
p
r
ac
tices
will
s
tr
en
g
th
en
ch
ild
r
en
’
s
lear
n
i
n
g
ex
p
er
ien
ce
s
in
ec
o
n
o
m
ic
m
atter
s
,
th
er
eb
y
in
c
r
ea
s
in
g
th
e
lik
elih
o
o
d
o
f
r
esp
o
n
s
ib
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
.
5
,
Octo
b
er
20
26
:
3
8
2
0
-
3831
3828
ec
o
n
o
m
ic
b
eh
av
io
r
am
o
n
g
s
t
u
d
en
ts
.
T
h
er
e
f
o
r
e,
co
llab
o
r
atio
n
b
etwe
en
u
n
iv
e
r
s
ities
an
d
p
ar
en
ts
is
n
ee
d
ed
t
o
cr
ea
te
co
n
s
is
ten
t
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t
o
f
r
esp
o
n
s
ib
le
ec
o
n
o
m
ic
b
e
h
av
io
r
am
o
n
g
s
tu
d
e
n
ts
in
th
e
lo
n
g
ter
m
.
4
.
5
.
L
im
it
a
t
io
ns
T
h
is
s
tu
d
y
n
ee
d
s
to
ac
k
n
o
wle
d
g
e
s
ev
er
al
lim
itatio
n
s
.
First,
we
ex
clu
s
iv
ely
u
s
e
r
esear
ch
p
ar
ticip
an
ts
f
r
o
m
th
e
f
ac
u
lty
o
f
ec
o
n
o
m
ic
s
an
d
b
u
s
in
ess
,
wh
o
th
eo
r
etic
ally
h
av
e
m
o
r
e
a
d
v
an
ce
d
ec
o
n
o
m
ic
k
n
o
wled
g
e,
wh
ich
m
ay
co
n
s
tr
ain
th
e
ex
t
en
t
to
wh
ich
cu
r
r
en
t
f
in
d
in
g
s
o
n
ec
o
n
o
m
ic
b
eh
av
i
o
r
ca
n
b
e
g
en
er
alize
d
t
o
s
am
p
les
f
r
o
m
o
th
er
d
is
cip
lin
e
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
co
n
s
id
er
en
h
an
ci
n
g
th
e
ex
ter
n
al
v
a
lid
ity
o
f
th
e
cu
r
r
en
t
f
in
d
in
g
s
b
y
ex
p
an
d
in
g
th
e
s
am
p
le
to
a
b
r
o
ad
er
r
a
n
g
e
o
f
m
ajo
r
s
.
Seco
n
d
,
d
ata
f
r
o
m
th
e
cu
r
r
en
t
s
tu
d
y
wer
e
co
llected
v
ia
an
o
n
lin
e
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
ai
r
e,
wh
i
ch
m
ay
i
n
tr
o
d
u
ce
p
e
r
s
o
n
al
b
ia
s
.
I
n
th
is
r
eg
a
r
d
,
we
r
ec
o
m
m
en
d
f
u
tu
r
e
s
tu
d
ies
to
co
m
p
lem
en
t
th
e
s
u
r
v
ey
s
with
a
g
u
id
ed
in
s
tr
u
ctio
n
q
u
esti
o
n
n
air
e
o
r
in
te
r
v
iew
r
esu
lts
to
m
itig
ate
th
e
b
ias.
Fin
ally
,
th
e
p
r
esen
t
s
tu
d
y
u
s
es
a
cr
o
s
s
-
s
ec
tio
n
al
r
esear
ch
d
esig
n
,
wh
ich
lim
its
th
e
ab
ilit
y
to
ca
p
tu
r
e
th
e
d
y
n
am
ic
ch
an
g
es
o
v
er
tim
e.
T
h
en
,
we
h
ig
h
ly
r
ec
o
m
m
e
n
d
co
n
s
id
er
i
n
g
th
e
lo
n
g
itu
d
i
n
al
r
esear
ch
d
esig
n
to
v
alid
ate
an
d
ex
ten
d
th
e
cu
r
r
en
t f
in
d
in
g
s
.
5.
CO
NCLU
SI
O
N
T
h
e
m
ain
g
o
al
o
f
t
h
e
p
r
esen
t
s
tu
d
y
was
to
ex
am
in
e
th
e
d
i
r
ec
t
ef
f
ec
ts
o
f
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
o
n
s
tu
d
e
n
ts
’
ec
o
n
o
m
ic
b
e
h
a
v
io
r
,
wh
ile
also
ex
a
m
in
in
g
t
h
e
m
ed
iatin
g
r
o
le
o
f
EL
an
d
SE
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
at
in
s
tr
u
ctio
n
al
q
u
ality
,
as
a
f
o
r
m
o
f
f
o
r
m
al
e
d
u
c
atio
n
,
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
,
as
a
f
o
r
m
o
f
in
f
o
r
m
al
e
d
u
ca
tio
n
,
p
l
ay
a
cr
u
cial
r
o
le
in
s
h
a
p
in
g
s
tu
d
en
ts
’
ec
o
n
o
m
i
c
b
eh
av
io
r
.
Am
o
n
g
th
ese
f
ac
to
r
s
,
in
s
tr
u
ctio
n
al
q
u
ality
h
as
a
s
tr
o
n
g
er
ef
f
e
ct
o
n
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
a
v
io
r
th
an
p
ar
e
n
tal
ec
o
n
o
m
ic
s
o
cia
lizatio
n
,
s
u
g
g
esti
n
g
th
at
f
o
r
m
al
ed
u
ca
tio
n
is
in
cr
ea
s
in
g
ly
cr
u
cial
f
o
r
h
ig
h
e
r
-
ed
u
ca
tio
n
s
tu
d
e
n
ts
in
s
h
ap
in
g
th
eir
ec
o
n
o
m
ic
b
eh
a
v
io
r
,
r
ath
e
r
th
an
in
f
o
r
m
al
e
d
u
ca
tio
n
.
Mo
r
eo
v
er
,
th
is
r
esear
ch
co
n
f
i
r
m
s
th
at
EL
an
d
SE
m
ed
iate
th
e
ef
f
ec
ts
o
f
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
o
n
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
e
h
a
v
io
r
.
T
h
is
f
in
d
i
n
g
ex
p
lain
ed
t
h
at
EL
p
r
o
v
id
es
th
e
co
g
n
itiv
e
f
o
u
n
d
atio
n
f
o
r
ev
al
u
atin
g
ec
o
n
o
m
ic
c
h
o
ices,
an
d
SE
s
tr
en
g
th
en
s
s
tu
d
e
n
ts
’
co
n
f
id
en
ce
in
ap
p
l
y
in
g
th
is
k
n
o
wled
g
e
in
r
ea
l
-
life
d
ec
is
io
n
s
.
No
n
eth
eless
,
th
e
in
d
ir
ec
t
ef
f
ec
ts
o
f
EL
an
d
SE
ar
e
s
m
aller
th
an
th
e
d
ir
ec
t
ef
f
ec
t
o
f
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
ar
en
tal
ec
o
n
o
m
ic
s
o
cializa
tio
n
.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
’
ec
o
n
o
m
ic
b
eh
av
io
r
is
m
o
r
e
i
n
f
lu
en
ce
d
b
y
d
ir
ec
t
lear
n
i
n
g
ex
p
er
ien
ce
s
an
d
b
e
h
av
io
r
al
m
o
d
ellin
g
th
a
n
b
y
co
g
n
itiv
e
a
n
d
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
s
.
Fin
ally
,
t
h
is
s
tu
d
y
h
ig
h
lig
h
ts
t
h
e
im
p
o
r
tan
ce
o
f
im
p
r
o
v
in
g
th
e
in
s
tr
u
ctio
n
al
q
u
ality
in
f
o
r
m
al
ed
u
ca
tio
n
an
d
f
am
ily
-
b
ased
ec
o
n
o
m
ic
s
o
cializa
tio
n
t
o
f
o
s
ter
r
esp
o
n
s
ib
le
ec
o
n
o
m
ic
b
eh
av
io
r
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
was
s
u
p
p
o
r
ted
an
d
f
u
n
d
ed
b
y
L
PP
M
Un
iv
er
s
itas
Neg
er
i
Su
r
ab
a
y
a
u
n
d
er
th
e
r
esear
ch
g
r
an
t n
u
m
b
er
B
/4
1
8
1
6
/UN3
8
.
1
6
/TU
.
0
0
.
0
2
/2
0
2
6
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes
,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Mo
h
am
ad
Ar
ief
R
af
s
an
jan
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
W
asp
o
d
o
T
jip
to
Su
b
r
o
to
✓
✓
✓
✓
✓
✓
✓
✓
L
u
q
m
an
Ha
k
im
✓
✓
✓
✓
✓
✓
✓
Han
d
r
i D
ian
W
ah
y
u
d
i
✓
✓
✓
✓
✓
✓
Pra
ttan
a
Srisu
k
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
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
Op
en
in
g
th
e
b
la
ck
b
o
x
o
f stu
d
en
ts
’
ec
o
n
o
mic
b
e
h
a
vio
r
in
h
ig
h
er e
d
u
ca
tio
n
:
…
(
Mo
h
a
ma
d
A
r
ief
R
a
fs
a
n
ja
n
i
)
3829
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
th
er
e
is
n
o
co
n
f
lict o
f
in
ter
est.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
is
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
th
e
eth
ical
p
r
in
cip
les
o
u
tlin
ed
in
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
All p
r
o
ce
d
u
r
es in
v
o
l
v
in
g
h
u
m
an
p
ar
ticip
an
ts
co
m
p
lied
with
in
ter
n
atio
n
ally
r
ec
o
g
n
ized
s
tan
d
ar
d
s
f
o
r
r
esear
ch
eth
ics,
in
clu
d
in
g
r
e
s
p
ec
t
f
o
r
p
a
r
ticip
an
ts
’
au
to
n
o
m
y
,
v
o
lu
n
tar
y
p
a
r
ticip
atio
n
,
in
f
o
r
m
e
d
co
n
s
en
t,
co
n
f
id
en
tiality
,
an
d
p
r
o
tectio
n
f
r
o
m
h
ar
m
.
Prio
r
to
d
ata
co
ll
ec
tio
n
,
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
o
f
t
h
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
th
eir
r
ig
h
t to
with
d
r
a
w
at
an
y
tim
e
with
o
u
t c
o
n
s
eq
u
en
ce
s
,
an
d
th
e
c
o
n
f
i
d
en
tiality
o
f
th
eir
r
esp
o
n
s
es.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
a
u
th
o
r
,
[
MA
R
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
T
h
e
d
ata,
wh
ich
co
n
tain
in
f
o
r
m
ati
o
n
th
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
I
sag
a
,
“
A
c
c
e
ss
t
o
b
a
n
k
c
r
e
d
i
t
b
y
smal
l
h
o
l
d
e
r
f
a
r
mers
i
n
Ta
n
z
a
n
i
a
:
a
c
a
se
s
t
u
d
y
,
”
Af
r
i
k
a
Fo
c
u
s
,
v
o
l
.
3
1
,
n
o
.
1
,
p
p
.
2
4
1
–
2
5
6
,
F
e
b
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
6
3
/
2
0
3
1
3
5
6
X
-
0
3
1
0
1
0
1
3
.
[
2
]
S
.
K
h
a
n
,
W
.
Y
a
h
o
n
g
,
a
n
d
A
.
Ze
e
s
h
a
n
,
“
I
mp
a
c
t
o
f
p
o
v
e
r
t
y
a
n
d
i
n
c
o
me
i
n
e
q
u
a
l
i
t
y
o
n
t
h
e
e
c
o
l
o
g
i
c
a
l
f
o
o
t
p
r
i
n
t
i
n
A
si
a
n
d
e
v
e
l
o
p
i
n
g
e
c
o
n
o
mi
e
s:
a
ssess
me
n
t
o
f
su
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
g
o
a
l
s,”
En
e
r
g
y
R
e
p
o
r
t
s
,
v
o
l
.
8
,
p
p
.
6
7
0
–
6
7
9
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
g
y
r
.
2
0
2
1
.
1
2
.
0
0
1
.
[
3
]
A
.
A
.
K
h
a
n
,
M
.
H
.
H
i
d
t
h
i
i
r
,
Z.
A
h
mad
,
a
n
d
M
.
M
a
n
s
u
r
,
“
I
mp
a
c
t
o
f
h
u
ma
n
c
a
p
i
t
a
l
a
n
d
g
o
v
e
r
n
a
n
c
e
i
n
e
n
h
a
n
c
i
n
g
f
i
n
a
n
c
i
a
l
r
e
a
c
h
a
b
i
l
i
t
y
i
n
s
e
l
e
c
t
e
d
d
e
v
e
l
o
p
i
n
g
c
o
u
n
t
r
i
e
s,”
D
i
sc
o
v
e
r
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
6
,
n
o
.
1
,
p
.
4
9
2
,
Ju
n
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s4
3
6
2
1
-
025
-
0
1
3
6
0
-
0.
[
4
]
M
.
T.
H
o
e
t
a
l
.
,
“
A
n
a
n
a
l
y
t
i
c
a
l
v
i
e
w
o
n
S
TE
M
e
d
u
c
a
t
i
o
n
a
n
d
o
u
t
c
o
me
s:
e
x
a
mp
l
e
s
o
f
t
h
e
s
o
c
i
a
l
g
a
p
a
n
d
g
e
n
d
e
r
d
i
sp
a
r
i
t
y
i
n
V
i
e
t
n
a
m
,
”
C
h
i
l
d
r
e
n
a
n
d
Y
o
u
t
h
S
e
rv
i
c
e
s R
e
v
i
e
w
,
v
o
l
.
1
1
9
,
p
.
1
0
5
6
5
0
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
i
l
d
y
o
u
t
h
.
2
0
2
0
.
1
0
5
6
5
0
.
[
5
]
M
.
H
a
sa
n
,
T
.
L
e
,
a
n
d
A
.
H
o
q
u
e
,
“
H
o
w
d
o
e
s
f
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
i
mp
a
c
t
o
n
i
n
c
l
u
s
i
v
e
f
i
n
a
n
c
e
?
”
F
i
n
a
n
c
i
a
l
I
n
n
o
v
a
t
i
o
n
,
v
o
l
.
7
,
n
o
.
1
,
p
.
40
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
0
8
5
4
-
0
2
1
-
0
0
2
5
9
-
9.
[
6
]
S
.
K
a
d
i
c
-
M
a
g
l
a
j
l
i
c
,
M
.
A
r
sl
a
n
a
g
i
c
-
K
a
l
a
j
d
z
i
c
,
M
.
M
i
c
e
v
s
k
i
,
J.
D
l
a
c
i
c
,
a
n
d
V
.
Za
b
k
a
r
,
“
B
e
i
n
g
e
n
g
a
g
e
d
i
s
a
g
o
o
d
t
h
i
n
g
:
u
n
d
e
r
s
t
a
n
d
i
n
g
s
u
st
a
i
n
a
b
l
e
c
o
n
s
u
mp
t
i
o
n
b
e
h
a
v
i
o
r
a
mo
n
g
y
o
u
n
g
a
d
u
l
t
s,
”
J
o
u
r
n
a
l
o
f
Bu
s
i
n
e
ss
Re
s
e
a
rc
h
,
v
o
l
.
1
0
4
,
p
p
.
6
4
4
–
6
5
4
,
N
o
v
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
u
sr
e
s
.
2
0
1
9
.
0
2
.
0
4
0
.
[
7
]
R
.
B
a
i
,
“
I
mp
a
c
t
o
f
f
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
,
men
t
a
l
b
u
d
g
e
t
i
n
g
a
n
d
se
l
f
c
o
n
t
r
o
l
o
n
f
i
n
a
n
c
i
a
l
w
e
l
l
b
e
i
n
g
:
m
e
d
i
a
t
i
n
g
i
m
p
a
c
t
o
f
i
n
v
e
s
t
m
e
n
t
d
e
c
i
si
o
n
m
a
k
i
n
g
,
”
PLo
S
O
N
E
,
v
o
l
.
1
8
,
n
o
.
1
1
,
p
.
e
0
2
9
4
4
6
6
,
N
o
v
.
2
0
2
3
,
d
o
i
:
1
0
.
1
3
7
1
/
j
o
u
r
n
a
l
.
p
o
n
e
.
0
2
9
4
4
6
6
.
[
8
]
B
.
C
h
e
n
,
W
.
Li
n
,
a
n
d
A
.
W
a
n
g
,
“
Th
e
c
a
u
s
a
l
i
m
p
a
c
t
o
f
e
c
o
n
o
mi
c
s
e
d
u
c
a
t
i
o
n
o
n
d
e
c
i
s
i
o
n
-
ma
k
i
n
g
:
e
v
i
d
e
n
c
e
f
r
o
m
a
n
a
t
u
r
a
l
e
x
p
e
r
i
me
n
t
i
n
C
h
i
n
a
,
”
J
o
u
rn
a
l
o
f
E
c
o
n
o
m
i
c
Be
h
a
v
i
o
r
a
n
d
O
rg
a
n
i
z
a
t
i
o
n
,
v
o
l
.
1
8
8
,
p
.
1
1
2
4
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
e
b
o
.
2
0
2
1
.
0
6
.
0
1
8
.
[
9
]
C
.
S
.
A
n
g
,
“
H
o
w
c
o
n
s
c
i
e
n
t
i
o
u
sn
e
ss
mi
t
i
g
a
t
e
s
i
mp
u
l
se
b
u
y
i
n
g
t
e
n
d
e
n
c
i
e
s
a
m
o
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
:
a
mo
d
e
r
a
t
e
d
me
d
i
a
t
i
o
n
a
n
a
l
y
si
s
,
”
Y
o
u
n
g
C
o
n
s
u
m
e
rs
,
v
o
l
.
2
6
,
n
o
.
4
,
p
p
.
6
6
5
–
6
7
9
,
Ju
n
.
2
0
2
5
,
d
o
i
:
1
0
.
1
1
0
8
/
Y
C
-
01
-
2
0
2
5
-
2
3
8
8
.
[
1
0
]
Q
.
V
.
N
g
o
,
C
.
N
.
D
a
n
g
,
A
.
P
.
Le
,
H
.
T.
K
.
N
g
u
y
e
n
,
a
n
d
Y
.
T.
H
.
N
h
u
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
c
r
e
d
i
t
c
a
r
d
u
sa
g
e
b
e
h
a
v
i
o
r
a
m
o
n
g
H
a
n
o
i
st
u
d
e
n
t
s
:
t
h
e
me
d
i
a
t
i
n
g
r
o
l
e
o
f
i
mp
u
l
si
v
e
b
u
y
i
n
g
b
e
h
a
v
i
o
r
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
5
t
h
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
Re
se
a
r
c
h
i
n
Ma
n
a
g
e
m
e
n
t
a
n
d
T
e
c
h
n
o
v
a
t
i
o
n
(
I
C
R
MA
T
)
,
2
0
2
5
,
p
p
.
1
2
1
–
1
3
3
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
981
-
97
-
9
9
9
2
-
3
_
8
.
[
1
1
]
K
.
A
.
D
a
v
e
,
M
.
Z.
A
s
h
f
a
q
u
e
,
G
.
D
e
s
a
i
,
M
.
H
.
N
a
r
a
s
i
mh
a
,
S
.
K
a
z
i
m,
a
n
d
K
.
P
.
J.
M
u
k
t
h
a
r
,
“
A
s
t
u
d
y
e
x
a
m
i
n
i
n
g
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
c
o
l
l
e
g
e
s
t
u
d
e
n
t
s’
d
e
m
o
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
i
st
i
c
s
a
n
d
f
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
-
w
i
t
h
s
p
e
c
i
a
l
r
e
f
e
r
e
n
c
e
t
o
a
u
n
i
o
n
t
e
r
r
i
t
o
r
y
i
n
I
n
d
i
a
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s o
f
t
h
e
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
Bu
s
i
n
e
ss a
n
d
T
e
c
h
n
o
l
o
g
y
(
I
C
BT2
0
2
4
)
,
2
0
2
4
,
p
p
.
4
1
2
–
4
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
1
-
6
7
4
4
4
-
0
_
4
0
.
[
1
2
]
N
.
S
u
r
m
a
n
i
d
z
e
,
K
.
Ta
b
a
g
a
r
i
,
Z.
M
u
s
h
k
u
d
i
a
n
i
,
a
n
d
M
.
A
k
h
v
l
e
d
i
a
n
i
,
“
F
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
e
x
c
h
a
n
g
e
a
n
d
i
t
s
c
h
a
l
l
e
n
g
e
s
i
n
P
o
st
-
S
o
v
i
e
t
G
e
o
r
g
i
a
,
”
K
n
o
w
l
e
d
g
e
a
n
d
P
e
rf
o
rm
a
n
c
e
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
8
7
–
9
9
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
2
1
5
1
1
/
k
p
m
.
0
6
(
1
)
.
2
0
2
2
.
0
8
.
[
1
3
]
R
.
M
a
i
a
l
e
h
,
“
G
e
n
e
r
a
l
i
z
a
t
i
o
n
o
f
r
e
su
l
t
s
a
n
d
n
e
o
c
l
a
s
si
c
a
l
r
a
t
i
o
n
a
l
i
t
y
:
u
n
r
e
so
l
v
e
d
c
o
n
t
r
o
v
e
r
si
e
s
o
f
b
e
h
a
v
i
o
u
r
a
l
e
c
o
n
o
m
i
c
s
met
h
o
d
o
l
o
g
y
,
”
Q
u
a
l
i
t
y
a
n
d
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
3
,
n
o
.
4
,
p
p
.
1
7
4
3
–
1
7
6
1
,
J
u
l
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
019
-
0
0
8
3
7
-
1.
[
1
4
]
I
.
M
u
n
i
e
n
a
n
d
A
.
T
e
l
u
k
d
a
r
i
e
,
“
U
p
d
a
t
i
n
g
n
e
o
c
l
a
ssi
c
a
l
e
c
o
n
o
mi
c
s
w
i
t
h
c
o
n
t
e
m
p
o
r
a
r
y
c
o
n
c
e
p
t
i
o
n
s
o
f
h
o
mo
e
c
o
n
o
mi
c
u
s
:
a
b
i
b
l
i
o
m
e
t
r
i
c
a
n
a
l
y
si
s
,
”
Q
u
a
l
i
t
y
a
n
d
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
9
,
n
o
.
2
,
p
p
.
1
1
2
3
–
1
1
5
1
,
A
p
r
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
024
-
0
2
0
0
7
-
4.
[
1
5
]
A
.
Te
l
u
k
d
a
r
i
e
,
T
.
D
u
b
e
,
M
.
M
u
n
s
a
my
,
K
.
M
u
r
u
l
a
n
e
,
a
n
d
R
.
M
o
n
g
w
e
,
“
N
a
v
i
g
a
t
i
n
g
d
i
g
i
t
a
l
c
h
a
l
l
e
n
g
e
s
f
o
r
S
M
Es:
a
t
w
o
-
t
i
e
r
a
p
p
r
o
a
c
h
t
o
r
i
sk
s mi
t
i
g
a
t
i
o
n
a
n
d
s
u
st
a
i
n
a
b
i
l
i
t
y
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
6
,
n
o
.
1
4
,
p
.
5
8
5
7
,
Ju
l
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
6
1
4
5
8
5
7
.
[
1
6
]
G
.
W
h
i
t
ma
n
,
“
A
u
st
r
i
a
n
b
e
h
a
v
i
o
r
a
l
e
c
o
n
o
mi
c
s
,
”
J
o
u
rn
a
l
o
f
I
n
s
t
i
t
u
t
i
o
n
a
l
Ec
o
n
o
m
i
c
s
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
4
4
9
–
4
6
6
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
7
/
S
1
7
4
4
1
3
7
4
2
1
0
0
0
0
8
4
.
[
1
7
]
K
.
C
h
a
p
m
a
n
a
n
d
L.
E.
P
i
k
e
,
“
L
i
t
e
r
a
t
u
r
e
o
f
b
e
h
a
v
i
o
r
a
l
e
c
o
n
o
m
i
c
s
,
p
a
r
t
1
:
i
n
t
r
o
d
u
c
t
i
o
n
a
n
d
b
o
o
k
s
,
”
Be
h
a
v
i
o
r
a
l
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
L
i
b
r
a
ri
a
n
,
v
o
l
.
3
2
,
n
o
.
4
,
p
p
.
2
0
5
–
2
2
3
,
O
c
t
.
2
0
1
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
6
3
9
2
6
9
.
2
0
1
3
.
8
3
7
7
9
9
.
[
1
8
]
G
.
G
i
g
e
r
e
n
z
e
r
,
“
To
w
a
r
d
s
a
r
a
t
i
o
n
a
l
t
h
e
o
r
y
o
f
h
e
u
r
i
s
t
i
c
s,”
i
n
M
i
n
d
s
,
M
o
d
e
l
s
a
n
d
M
i
l
i
e
u
x
:
C
o
m
m
e
m
o
r
a
t
i
n
g
t
h
e
C
e
n
t
e
n
n
i
a
l
o
f
t
h
e
Bi
rt
h
o
f
H
e
r
b
e
r
t
S
i
m
o
n
,
R
.
F
r
a
n
t
z
a
n
d
L.
M
a
r
s
h
,
E
d
s.
,
Lo
n
d
o
n
,
U
.
K
.
:
P
a
l
g
r
a
v
e
M
a
c
mi
l
l
a
n
,
2
0
1
6
,
p
p
.
3
4
–
59
,
d
o
i
:
1
0
.
1
0
5
7
/
9
7
8
1
1
3
7
4
4
2
5
0
5
_
3
.
[
1
9
]
D
.
K
a
h
n
e
ma
n
,
“
A
p
e
r
sp
e
c
t
i
v
e
o
n
j
u
d
g
m
e
n
t
a
n
d
c
h
o
i
c
e
:
m
a
p
p
i
n
g
b
o
u
n
d
e
d
r
a
t
i
o
n
a
l
i
t
y
,
”
Am
e
r
i
c
a
n
Ps
y
c
h
o
l
o
g
i
s
t
,
v
o
l
.
5
8
,
n
o
.
9
,
p
p
.
6
9
7
–
7
2
0
,
2
0
0
3
,
d
o
i
:
1
0
.
1
0
3
7
/
0
0
0
3
-
0
6
6
X
.
5
8
.
9
.
6
9
7
.
[
2
0
]
D
.
K
a
h
n
e
m
a
n
,
“
M
a
p
s
o
f
b
o
u
n
d
e
d
r
a
t
i
o
n
a
l
i
t
y
:
p
sy
c
h
o
l
o
g
y
f
o
r
b
e
h
a
v
i
o
r
a
l
e
c
o
n
o
m
i
c
s,
”
Am
e
r
i
c
a
n
E
c
o
n
o
m
i
c
Re
v
i
e
w
,
v
o
l
.
9
3
,
n
o
.
5
,
p
p
.
1
4
4
9
–
1
4
7
5
,
N
o
v
.
2
0
0
3
,
d
o
i
:
1
0
.
1
2
5
7
/
0
0
0
2
8
2
8
0
3
3
2
2
6
5
5
3
9
2
.
[
2
1
]
A
.
B
a
n
d
u
r
a
,
“
S
o
c
i
a
l
c
o
g
n
i
t
i
v
e
t
h
e
o
r
y
,
”
i
n
H
a
n
d
b
o
o
k
o
f
T
h
e
o
r
i
e
s
o
f
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
:
Vo
l
u
m
e
1
,
P
.
A
.
M
.
V
.
La
n
g
e
,
A
.
W
.
K
r
u
g
l
a
n
sk
i
,
a
n
d
E.
T.
H
i
g
g
i
n
s
,
E
d
s.,
Lo
n
d
o
n
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
Lt
d
.
,
2
0
1
2
,
p
p
.
3
4
9
–
3
7
4
,
d
o
i
:
1
0
.
4
1
3
5
/
9
7
8
1
4
4
6
2
4
9
2
1
5
.
n
1
8
.
[
2
2
]
S
.
B
l
ö
me
k
e
,
A
.
J
e
n
t
sc
h
,
N
.
R
o
ss
,
G
.
K
a
i
s
e
r
,
a
n
d
J.
K
ö
n
i
g
,
“
O
p
e
n
i
n
g
u
p
t
h
e
b
l
a
c
k
b
o
x
:
t
e
a
c
h
e
r
c
o
m
p
e
t
e
n
c
e
,
i
n
s
t
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
,
a
n
d
s
t
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
r
o
g
r
e
s
s,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
s
t
r
u
c
t
i
o
n
,
v
o
l
.
7
9
,
p
.
1
0
1
6
0
0
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
r
n
i
n
s
t
r
u
c
.
2
0
2
2
.
1
0
1
6
0
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.