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20
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Ac
a
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m
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fre
q
u
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tl
y
c
o
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c
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p
tu
a
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as
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u
a
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it
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m
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re
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l
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ime
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o
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p
a
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larly
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t
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h
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how
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o
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h
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t,
a
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n
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m
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n
tr
o
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c
e
d
ten
sio
n
s
t
h
a
t
re
q
u
ired
n
e
g
o
ti
a
ti
o
n
.
P
a
rti
c
ip
a
n
ts
d
e
sc
rib
e
d
re
sili
e
n
c
e
n
o
t
as
th
e
a
b
se
n
c
e
of
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iffi
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lt
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u
t
as
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o
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ti
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u
e
d
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g
a
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m
e
n
t
in
a
c
a
d
e
m
ic
li
fe
su
p
p
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rted
by
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a
re
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p
e
rien
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e
s
a
n
d
m
u
tu
a
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re
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o
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it
i
o
n
.
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y
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o
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b
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tes
to
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sili
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e
sc
h
o
lars
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p
by
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ti
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sili
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e
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d
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a
m
ics
in
a
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p
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o
n
d
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ry
sc
h
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o
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s
e
tt
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g
a
n
d
by
h
i
g
h
l
ig
h
ti
n
g
it
i
s
re
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n
a
l
d
ime
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si
o
n
s.
Im
p
li
c
a
ti
o
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e
m
p
h
a
siz
e
th
e
imp
o
rtan
c
e
of
c
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lt
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ti
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in
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l
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siv
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p
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r
c
li
m
a
tes
th
a
t
su
sta
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stu
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ts
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a
c
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m
ic
p
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rti
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ti
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K
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w
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s
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Aca
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Ad
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Her
m
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p
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m
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Peer
r
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s
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R
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Sch
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CC
BY
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.
C
o
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r
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s
p
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A
uth
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r
:
R
o
b
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t
J
o
h
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D
.
Gip
al
Gen
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E
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tio
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Dep
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C
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State
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C
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r
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p
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1.
I
NT
RO
D
UCT
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O
N
Hu
m
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x
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ten
ce
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f
u
n
d
am
e
n
tally
r
elatio
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al,
an
d
en
g
ag
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m
en
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with
o
th
er
s
is
not
m
er
e
ly
a
s
o
cial
p
r
ef
er
en
ce
but
a
b
asic
co
n
d
itio
n
of
b
ein
g
[
1
]
,
[
2
]
.
W
ith
in
ed
u
ca
tio
n
al
s
p
ac
es,
in
ter
p
er
s
o
n
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r
elatio
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s
h
ip
s
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not
in
ci
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lear
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;
t
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ap
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w
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tu
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ter
p
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s
elv
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tr
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ip
s
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m
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f
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iev
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g
p
er
s
o
n
al
an
d
ac
a
d
em
ic
g
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s
[
3
]
.
T
h
r
o
u
g
h
in
ter
ac
tio
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,
s
tu
d
en
ts
estab
lis
h
co
n
n
ec
tio
n
s
th
at
in
f
lu
en
ce
b
o
t
h
ac
ad
em
ic
en
g
ag
em
e
n
t
an
d
p
er
s
o
n
al
d
ev
elo
p
m
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t.
Peer
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s
h
ip
s
r
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to
in
ter
p
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s
o
n
al
co
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n
ec
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s
f
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in
d
i
v
id
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at
s
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ev
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[
4
]
.
In
s
ch
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s
,
th
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elati
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s
h
ip
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p
p
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a
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d
co
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tr
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clim
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R
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am
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in
f
lu
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not
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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Vo
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15
,
No
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5
,
Octo
b
er
20
26
:
3
9
8
5
-
4000
3986
p
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f
o
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but
also
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g
,
m
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,
an
d
th
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ca
p
ac
i
ty
to
n
av
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ac
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[
5
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.
B
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id
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s
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tan
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Aca
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esil
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ly
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d
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f
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m
an
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d
esp
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[
6
]
.
E
x
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liter
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id
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tifie
s
b
o
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h
in
ter
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f
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u
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an
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ien
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tem
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co
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tr
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s
to
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[
7
]
,
[
8
]
.
Alth
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h
t
h
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im
p
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tan
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of
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of
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r
r
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ip
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[
9
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.
Sch
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not
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s
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s
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Stu
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[
1
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W
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s
u
p
p
o
r
t
h
as
b
ee
n
ass
o
ciate
d
with
m
en
tal
h
ea
lt
h
an
d
ac
ad
em
ic
m
o
tiv
atio
n
[
1
1
]
,
p
ee
r
in
f
lu
en
ce
m
ay
also
in
v
o
lv
e
ex
clu
s
io
n
,
r
iv
alr
y
,
or
p
er
ce
iv
e
d
ju
d
g
m
e
n
t
[
1
2
]
.
A
d
o
lescen
ts
m
u
s
t
th
er
ef
o
r
e
n
a
v
ig
ate
co
m
p
lex
r
el
atio
n
al
s
y
s
tem
s
th
at
in
ter
s
ec
t
with
ac
ad
em
ic
ex
p
e
ctatio
n
s
,
s
tr
ess
,
an
d
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
.
In
th
is
s
en
s
e,
r
esil
ien
ce
u
n
f
o
l
d
s
with
in
s
o
cial
in
ter
ac
tio
n
s
r
ath
er
th
an
ap
a
r
t
f
r
o
m
th
em
.
Desp
ite
ex
ten
s
iv
e
r
esear
ch
on
p
ee
r
s
u
p
p
o
r
t
a
n
d
ac
a
d
em
ic
o
u
tco
m
es,
th
e
ex
is
tin
g
b
o
d
y
of
s
c
h
o
lar
s
h
ip
is
ch
ar
ac
ter
ized
by
th
r
ee
in
ter
r
elate
d
lim
itatio
n
s
.
First,
th
e
p
r
ed
o
m
in
a
n
t
m
eth
o
d
o
lo
g
ical
o
r
ien
tatio
n
is
q
u
an
titativ
e
an
d
v
ar
iab
le
-
d
r
iv
en
,
r
ely
i
n
g
on
s
u
r
v
ey
s
,
s
ca
les,
an
d
s
tatis
tical
m
o
d
els
to
estab
lis
h
co
r
r
elatio
n
s
b
etwe
en
p
ee
r
s
u
p
p
o
r
t
v
ar
iab
le
s
an
d
ac
ad
em
ic
o
u
tco
m
es
s
u
c
h
as
g
r
ad
es,
en
g
ag
em
e
n
t
s
co
r
es,
an
d
p
er
s
is
ten
ce
r
ates.
W
h
ile
th
is
ap
p
r
o
ac
h
h
as
p
r
o
d
u
ce
d
v
alu
a
b
le
in
s
ig
h
ts
,
it
tr
ea
ts
r
esil
ien
ce
as
a
m
ea
s
u
r
ab
le,
s
tab
le
attr
ib
u
te
th
at
can
be
is
o
lated
,
q
u
an
tifie
d
,
an
d
p
r
e
d
icted
.
Seco
n
d
,
a
n
d
r
elate
d
ly
,
m
o
s
t
ex
is
tin
g
s
tu
d
i
es
ar
e
co
r
r
elatio
n
al
in
d
esig
n
,
id
en
tify
in
g
ass
o
ciatio
n
s
b
etwe
en
p
ee
r
f
ac
to
r
s
an
d
ac
h
iev
em
e
n
t
with
o
u
t
ca
p
tu
r
in
g
th
e
p
r
o
ce
s
s
es
th
r
o
u
g
h
wh
ich
s
tu
d
en
ts
ex
p
er
ien
ce
an
d
in
ter
p
r
et
th
o
s
e
r
ela
tio
n
s
h
ip
s
.
Kn
o
win
g
th
at
p
ee
r
s
u
p
p
o
r
t
co
r
r
elate
s
with
r
esil
ien
ce
d
o
es
not
ex
p
la
in
how
s
tu
d
en
ts
m
ak
e
s
en
s
e
of
b
elo
n
g
in
g
,
e
n
co
u
r
ag
em
e
n
t,
ex
clu
s
io
n
,
or
p
ee
r
p
r
ess
u
r
e
in
m
o
m
en
ts
of
ac
a
d
e
m
ic
s
tr
ain
.
T
h
ir
d
,
an
d
m
o
s
t
cr
itically
f
o
r
th
e
p
r
esen
t
s
tu
d
y
,
t
h
is
liter
atu
r
e
g
iv
es
lim
ited
atten
tio
n
to
s
tu
d
e
n
ts
’
liv
ed
m
ea
n
i
n
g
s
.
T
h
e
s
u
b
jecti
v
e,
in
ter
p
r
etiv
e
d
im
en
s
io
n
s
of
r
esil
ien
ce
r
em
ain
lar
g
ely
u
n
ex
p
lo
r
ed
:
how
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
em
s
elv
es
with
in
p
ee
r
r
elatio
n
s
h
ip
s
,
how
th
e
y
p
o
s
itio
n
ac
ad
em
ic
d
if
f
icu
lty
with
in
th
e
ir
s
o
cial
wo
r
ld
s
,
an
d
how
m
e
an
in
g
-
m
a
k
in
g
with
in
t
h
o
s
e
r
el
atio
n
s
h
ip
s
s
u
s
tain
s
or
u
n
d
er
m
i
n
es
en
g
a
g
em
en
t.
W
h
at
is
m
is
s
in
g
,
th
er
ef
o
r
e,
is
not
more
ev
id
e
n
ce
th
at
p
ee
r
r
elatio
n
s
h
ip
s
m
atter
,
but
a
g
r
o
u
n
d
ed
,
i
n
ter
p
r
etiv
e
ac
co
u
n
t
of
how
r
esil
ien
ce
is
liv
ed
with
in
th
em
.
T
h
ese
g
ap
s
ar
e
p
ar
ticu
lar
ly
co
n
s
eq
u
en
tial
in
th
e
Ph
ilip
p
in
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
co
n
t
ex
t,
wh
er
e
s
ec
o
n
d
ar
y
s
ch
o
o
ls
f
ac
e
a
co
m
b
in
atio
n
of
p
r
ess
u
r
es
th
at
m
ak
e
th
e
r
elatio
n
al
d
im
en
s
io
n
s
of
ac
ad
em
ic
r
esil
ien
ce
esp
ec
ially
u
r
g
e
n
t
to
u
n
d
er
s
tan
d
[
1
3
]
.
T
h
e
C
OVI
D
-
19
p
an
d
em
ic
d
is
r
u
p
ted
p
ee
r
r
elatio
n
s
h
ip
s
at
a
f
o
r
m
ativ
e
p
er
io
d
f
o
r
m
a
n
y
a
d
o
lescen
ts
,
s
ev
er
in
g
th
e
r
elatio
n
al
co
n
tin
u
ities
th
at
r
esear
ch
s
u
g
g
e
s
ts
ar
e
ce
n
tr
al
to
ac
ad
em
ic
p
er
s
is
ten
ce
an
d
well
-
b
ein
g
[
1
4
]
.
As
s
ch
o
o
ls
tr
an
s
itio
n
to
war
d
f
u
ll
in
-
p
e
r
s
o
n
lea
r
n
in
g
,
s
tu
d
e
n
ts
ar
e
n
av
ig
atin
g
not
o
n
ly
ac
ad
em
ic
r
ec
o
v
er
y
but
also
th
e
r
ec
o
n
s
tr
u
ctio
n
of
p
ee
r
c
o
n
n
ec
tio
n
s
am
id
h
eig
h
ten
e
d
lev
els
of
an
x
iety
,
s
o
cial
with
d
r
awa
l
,
an
d
ac
ad
em
ic
d
is
en
g
ag
e
m
e
n
t
th
at
h
av
e
b
ee
n
wid
ely
d
o
cu
m
en
ted
in
p
o
s
t
-
p
an
d
em
ic
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
ese
co
n
d
itio
n
s
m
a
k
e
u
n
d
e
r
s
tan
d
in
g
how
p
ee
r
r
elatio
n
s
h
ip
s
s
u
s
tain
r
esil
ien
ce
not
m
er
ely
a
th
eo
r
et
ical
co
n
ce
r
n
but
a
tim
ely
a
n
d
p
r
ac
tical
one
[
1
5
]
.
Aca
d
em
ic
p
r
ess
u
r
e
in
Ph
ilip
p
in
e
s
ec
o
n
d
a
r
y
e
d
u
ca
tio
n
h
a
s
in
ten
s
if
ied
in
th
e
wak
e
of
th
e
K
-
12
cu
r
r
icu
lu
m
r
ef
o
r
m
,
wh
ich
in
t
r
o
d
u
ce
d
s
en
io
r
h
ig
h
s
ch
o
o
l
a
n
d
cr
ea
te
d
s
ig
n
if
ican
t
tr
an
s
itio
n
al
d
e
m
an
d
s
f
o
r
s
tu
d
en
ts
m
o
v
in
g
b
etwe
en
t
h
e
j
u
n
i
o
r
a
n
d
s
e
n
i
o
r
l
e
v
e
l
s
[
1
6
]
.
T
h
e
s
e
t
r
a
n
s
i
t
i
o
n
s
d
i
s
r
u
p
t
e
s
tab
li
s
h
ed
p
ee
r
n
etwo
r
k
s
at
p
r
ec
is
ely
th
e
m
o
m
e
n
t
wh
e
n
ac
ad
em
ic
ex
p
ec
tatio
n
s
in
ten
s
if
y
,
leav
i
n
g
s
tu
d
en
ts
n
a
v
ig
atin
g
u
n
f
am
iliar
s
o
cial
d
y
n
am
ics
alo
n
g
s
id
e
in
cr
ea
s
ed
cu
r
r
icu
lar
d
em
an
d
s
.
Yet
in
s
titu
tio
n
al
r
esp
o
n
s
es
to
s
tu
d
e
n
t
s
tr
u
g
g
le
h
av
e
lar
g
ely
em
p
h
asized
in
d
iv
id
u
al
-
le
v
el
s
o
lu
tio
n
s
,
s
u
ch
as
s
tu
d
y
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k
ills
tr
ain
in
g
,
s
elf
-
r
eg
u
latio
n
p
r
o
g
r
am
s
,
an
d
p
er
s
o
n
a
l
g
o
al
s
ettin
g
[
1
7
]
,
r
e
f
lectin
g
a
b
r
o
ad
e
r
ten
d
en
c
y
in
r
esil
ien
ce
f
r
am
ewo
r
k
s
to
lo
ca
te
th
e
ca
p
ac
ity
f
o
r
p
er
s
is
ten
ce
with
in
th
e
in
d
iv
id
u
al
s
tu
d
en
t
r
ath
er
th
an
with
in
t
h
e
r
elatio
n
al
co
n
d
itio
n
s
s
u
r
r
o
u
n
d
in
g
t
h
em
.
T
h
is
o
v
er
em
p
h
asis
on
in
d
iv
i
d
u
al
g
r
it
o
b
s
cu
r
es
a
c
r
itical
r
ea
lity
:
th
at
m
a
n
y
s
tu
d
en
ts
do
n
o
t
f
ac
e
ac
ad
em
ic
d
if
f
ic
u
lty
alo
n
e
,
b
u
t
with
in
p
ee
r
co
n
tex
ts
th
at
s
h
ap
e
how
t
h
at
d
if
f
icu
lty
is
in
ter
p
r
eted
,
e
n
d
u
r
ed
,
a
n
d
o
v
er
co
m
e
.
Alth
o
u
g
h
r
ec
en
t
p
o
licy
in
itiativ
es
in
Ph
ilip
p
in
e
b
asic
ed
u
ca
tio
n
h
ig
h
lig
h
t
s
o
cio
-
em
o
tio
n
al
lear
n
in
g
an
d
lear
n
er
well
-
b
ei
n
g
,
as
o
u
tl
in
ed
in
Dep
E
d
Or
d
er
No
.
4
4
,
s.
2021,
f
o
r
m
al
r
elatio
n
al
s
u
p
p
o
r
t
s
tr
u
ctu
r
es
s
u
ch
as
p
ee
r
m
en
to
r
in
g
s
ch
em
es,
co
llab
o
r
ativ
e
lear
n
in
g
f
r
am
e
wo
r
k
s
,
an
d
s
o
cially
atten
tiv
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class
r
o
o
m
p
r
ac
tices
r
em
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u
n
ev
en
an
d
o
f
ten
wea
k
ly
in
s
titu
tio
n
alize
d
ac
r
o
s
s
s
ch
o
o
ls
.
As
a
r
esu
lt,
th
e
r
elati
o
n
al
d
im
e
n
s
io
n
s
of
r
esil
ien
ce
r
em
ain
o
n
ly
p
ar
tially
ad
d
r
ess
ed
in
m
a
n
y
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
[
1
8
]
.
Un
d
er
s
tan
d
in
g
how
r
esil
ien
ce
is
liv
ed
with
in
p
ee
r
r
elatio
n
s
h
ip
s
,
th
er
ef
o
r
e
,
ca
r
r
ies
d
ir
ec
t
r
elev
an
ce
f
o
r
how
s
ch
o
o
ls
s
u
p
p
o
r
t
s
tu
d
en
ts
am
id
t
h
e
p
r
ess
u
r
es
an
d
tr
an
s
itio
n
s
th
at
d
ef
in
e
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
in
th
e
Ph
ilip
p
in
e
co
n
tex
t.
Ad
d
r
ess
in
g
th
is
g
ap
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th
e
p
r
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s
en
t
s
tu
d
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h
if
ts
f
r
o
m
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ch
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tu
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2252
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r
ela
tio
n
s
h
ip
s
…
(
R
o
b
ert Jo
h
n
D
.
Gip
a
l
)
3987
as
ex
ter
n
al
s
u
p
p
o
r
ts
but
as
in
teg
r
al
to
s
tu
d
e
n
ts
’
ac
ad
em
ic
e
x
p
er
ien
ce
,
th
is
s
tu
d
y
f
o
r
e
g
r
o
u
n
d
s
s
tu
d
en
ts
’
o
wn
ac
co
u
n
ts
of
h
o
w
p
ee
r
r
elati
o
n
s
h
ip
s
s
h
ap
e
th
eir
r
esp
o
n
s
es
to
ac
ad
em
ic
ch
allen
g
es
with
in
th
e
Ph
ilip
p
in
e
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
co
n
tex
t.
By
ex
am
in
in
g
how
s
tu
d
en
ts
in
ter
p
r
et
ac
ad
em
ic
s
tr
u
g
g
les
th
r
o
u
g
h
co
llab
o
r
ati
o
n
,
p
r
esen
ce
,
an
d
s
h
ar
ed
e
n
g
ag
e
m
en
t,
th
e
s
tu
d
y
s
ee
k
s
to
illu
m
in
ate
how
r
esil
ien
ce
is
ex
p
er
ien
ce
d
with
in
p
ee
r
co
n
tex
ts
.
T
h
is
s
tu
d
y
m
ak
es
th
r
ee
co
n
t
r
ib
u
tio
n
s
to
th
e
ex
is
tin
g
liter
atu
r
e.
First,
it
f
ill
s
a
co
n
tex
tu
al
g
ap
in
r
esil
ien
ce
r
esear
ch
by
s
itu
atin
g
ac
ad
em
ic
r
esil
ien
ce
with
in
Ph
ilip
p
in
e
s
ec
o
n
d
a
r
y
e
d
u
ca
tio
n
,
a
s
ettin
g
s
h
a
p
ed
by
K
-
12
c
u
r
r
ic
u
lu
m
r
ef
o
r
m
s
,
p
o
s
t
-
p
an
d
em
ic
r
elatio
n
al
d
is
r
u
p
tio
n
,
an
d
in
s
titu
tio
n
al
cu
ltu
r
es
th
at
h
av
e
p
r
io
r
itized
in
d
i
v
id
u
al
-
lev
el
c
o
p
in
g
s
tr
ateg
ies;
ex
is
tin
g
s
ch
o
lar
s
h
ip
on
ac
ad
e
m
ic
r
esil
ien
ce
is
p
r
ed
o
m
in
an
tly
W
ester
n
in
o
r
ien
tatio
n
,
an
d
em
p
ir
ically
g
r
o
u
n
d
e
d
in
s
ig
h
t
s
f
r
o
m
th
e
Ph
ilip
p
in
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
co
n
tex
t
r
em
ain
s
ca
r
ce
.
Seco
n
d
,
th
e
s
tu
d
y
o
f
f
er
s
a
m
eth
o
d
o
lo
g
ical
co
n
tr
ib
u
tio
n
by
em
p
l
o
y
in
g
h
er
m
e
n
eu
tic
p
h
en
o
m
en
o
lo
g
y
(
Heid
e
g
g
er
ia
n
–
Gad
am
er
ian
)
as
an
alter
n
a
tiv
e
to
th
e
q
u
a
n
titativ
e,
v
ar
ia
b
le
-
d
r
iv
e
n
d
esig
n
s
th
at
d
o
m
in
ate
r
esil
ien
ce
s
ch
o
lar
s
h
ip
.
T
h
is
ap
p
r
o
ac
h
f
o
r
eg
r
o
u
n
d
s
s
tu
d
e
n
ts
’
liv
ed
m
ea
n
in
g
s
an
d
in
ter
p
r
etiv
e
ex
p
er
ien
ce
s
r
ath
er
th
a
n
m
ea
s
u
r
in
g
r
esil
ien
ce
as
a
s
tab
le,
q
u
an
tifia
b
le
o
u
tco
m
e.
T
h
ir
d
,
an
d
m
o
s
t
s
u
b
s
tan
tiv
ely
,
th
e
s
tu
d
y
r
ec
o
n
ce
p
tu
alize
s
ac
ad
em
ic
r
esil
ien
ce
,
m
o
v
in
g
b
ey
o
n
d
in
d
iv
id
u
al
p
s
y
c
h
o
lo
g
ical
tr
ait
m
o
d
els,
to
war
d
u
n
d
er
s
tan
d
i
n
g
r
esil
ien
ce
as
r
elatio
n
al
m
ea
n
in
g
-
m
ak
i
n
g
:
a
p
r
o
ce
s
s
co
n
s
titu
ted
th
r
o
u
g
h
b
elo
n
g
in
g
,
s
h
ar
ed
en
d
u
r
a
n
ce
,
asp
ir
atio
n
al
p
ee
r
m
o
d
elin
g
,
an
d
th
e
in
ter
p
r
etiv
e
n
av
ig
atio
n
of
r
elatio
n
al
ten
s
io
n
.
T
o
g
eth
er
,
th
ese
co
n
tr
ib
u
tio
n
s
ad
v
an
ce
u
n
d
er
s
t
an
d
in
g
of
how
r
esil
ien
ce
is
liv
ed
with
in
p
ee
r
r
elatio
n
s
h
ip
s
r
a
th
er
th
an
p
o
s
s
ess
ed
by
in
d
iv
id
u
als,
ad
v
an
cin
g
u
n
d
er
s
tan
d
in
g
of
ac
ad
em
ic
r
e
s
ilien
ce
in
th
e
co
n
tex
t
of
P
h
ilip
p
in
e
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
G
u
id
ed
by
th
ese
co
n
tr
ib
u
tio
n
s
,
th
e
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
:
−
Ho
w
do
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
ex
p
er
ien
ce
an
d
in
ter
p
r
et
ac
ad
em
ic
r
esil
ien
ce
with
in
p
ee
r
r
elatio
n
s
h
ip
s
?
(
R
Q1
)
−
In
wh
at
way
s
do
p
ee
r
r
elatio
n
s
h
ip
s
s
h
ap
e
s
tu
d
e
n
ts
’
u
n
d
er
s
ta
n
d
in
g
an
d
en
ac
tm
en
t
of
ac
ad
e
m
ic
r
esil
ien
ce
?
(
R
Q2
)
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
is
g
r
o
u
n
d
ed
in
h
e
r
m
en
eu
tic
p
h
en
o
m
en
o
lo
g
y
(
H
eid
eg
g
er
ian
–
Gad
am
er
ian
)
,
in
f
o
r
m
ed
by
th
e
p
h
ilo
s
o
p
h
ical
tr
ad
itio
n
s
of
Ma
r
tin
Heid
eg
g
er
an
d
Han
s
-
Geo
r
g
Gad
am
er
.
Her
m
e
n
eu
tic
p
h
en
o
m
en
o
lo
g
y
ass
u
m
es
th
at
h
u
m
a
n
ex
p
er
ie
n
ce
is
alwa
y
s
alr
ea
d
y
s
itu
at
ed
with
in
r
elatio
n
al,
h
is
to
r
ic
al,
an
d
co
n
tex
tu
al
co
n
d
itio
n
s
[
1
9
]
.
Me
an
i
n
g
is
n
o
t
tr
ea
ted
as
an
o
b
jectiv
e
p
r
o
p
er
ty
of
ev
e
n
ts
but
as
s
o
m
eth
in
g
d
is
clo
s
ed
th
r
o
u
g
h
en
g
ag
em
e
n
t
with
liv
ed
ex
p
er
ien
ce
[
2
0
]
.
Fr
o
m
a
Heid
eg
g
e
r
ian
p
er
s
p
ec
tiv
e
,
s
tu
d
en
ts
a
r
e
u
n
d
e
r
s
to
o
d
not
as
is
o
lated
in
d
iv
id
u
als
co
n
f
r
o
n
tin
g
ac
ad
em
ic
d
em
an
d
s
in
d
ep
en
d
en
tly
,
but
as
b
ein
g
s
-
in
-
th
e
-
wo
r
l
d
wh
o
s
e
ex
p
er
ien
ce
s
u
n
f
o
ld
t
h
r
o
u
g
h
b
e
in
g
-
with
o
th
e
r
s
.
Aca
d
em
ic
r
es
ilien
ce
is
th
er
ef
o
r
e
ap
p
r
o
ac
h
e
d
not
m
e
r
ely
as
an
in
ter
n
al
p
s
y
ch
o
lo
g
ical
tr
ait,
b
u
t
as
a
p
h
en
o
m
en
o
n
th
at
e
m
e
r
g
es
with
in
r
elatio
n
al
co
n
te
x
ts
;
p
ee
r
r
elatio
n
s
h
ip
s
ar
e
tr
ea
ted
as
co
n
s
titu
tiv
e
d
i
m
en
s
io
n
s
of
s
tu
d
en
ts
’
ac
ad
em
ic
ex
is
ten
ce
r
ath
er
th
an
as
ex
ter
n
al
v
ar
iab
les
in
f
lu
en
cin
g
p
er
f
o
r
m
a
n
ce
.
Gad
am
er
’
s
p
h
ilo
s
o
p
h
ical
h
er
m
en
eu
tics
also
in
f
o
r
m
s
th
e
e
p
is
tem
o
lo
g
ical
f
o
u
n
d
atio
n
of
th
is
s
tu
d
y
.
Kn
o
wled
g
e
is
u
n
d
er
s
to
o
d
as
e
m
er
g
in
g
th
r
o
u
g
h
d
ialo
g
u
e
an
d
s
h
ap
ed
by
h
is
to
r
ical
co
n
tex
t,
p
r
o
d
u
ce
d
th
r
o
u
g
h
an
o
n
g
o
in
g
ex
ch
a
n
g
e
b
etwe
en
p
ar
ticip
an
ts
’
liv
e
d
ac
co
u
n
ts
an
d
th
e
in
ter
p
r
etiv
e
ass
u
m
p
t
io
n
s
th
e
r
esear
ch
e
r
b
r
in
g
s
to
th
e
in
q
u
ir
y
[
2
1
]
.
W
ith
in
a
h
er
m
en
eu
tic
p
h
en
o
m
e
n
o
lo
g
ical
f
r
am
e,
in
ter
p
r
etatio
n
is
u
n
d
er
s
to
o
d
as
an
iter
ativ
e
m
o
v
em
e
n
t
in
wh
ich
th
e
r
esear
c
h
er
’
s
an
d
p
ar
ticip
an
ts
’
h
o
r
izo
n
s
m
ee
t
an
d
ar
e
r
esh
ap
ed
th
r
o
u
g
h
s
u
s
tain
ed
en
g
ag
em
e
n
t
with
liv
ed
ac
co
u
n
ts
[
2
2
]
.
G
u
id
ed
by
t
h
is
o
r
ien
tatio
n
,
th
e
s
tu
d
y
s
ee
k
s
to
illu
m
in
ate
how
ac
ad
em
ic
r
esil
ien
ce
is
ex
p
er
i
en
ce
d
an
d
in
ter
p
r
eted
with
in
p
ee
r
r
elatio
n
s
h
ip
s
.
T
h
e
aim
is
not
ex
p
lan
atio
n
,
p
r
ed
ictio
n
,
or
s
tatis
tical
g
en
er
aliza
tio
n
,
b
u
t
th
e
a
r
ticu
latio
n
of
m
ea
n
in
g
as
liv
e
d
with
i
n
s
tu
d
en
ts
’
s
h
ar
e
d
ac
ad
em
ic
wo
r
ld
s
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
at
th
e
L
ab
o
r
ato
r
y
Hig
h
Sch
o
o
l
of
C
ar
ag
a
State
Un
iv
er
s
ity
,
C
a
b
ad
b
ar
a
n
C
am
p
u
s
,
a
p
u
b
lic
u
n
iv
er
s
ity
-
a
f
f
iliated
s
ec
o
n
d
ar
y
s
ch
o
o
l
in
C
ab
ad
b
ar
an
C
ity
,
Ag
u
s
an
d
el
No
r
te,
Ph
ilip
p
in
es.
As
a
lab
o
r
ato
r
y
s
ch
o
o
l,
it
o
p
er
ates
u
n
d
er
t
h
e
u
n
i
v
er
s
ity
’
s
d
ir
ec
t
s
u
p
er
v
is
io
n
.
Stu
d
en
t
s
ar
e
ex
p
o
s
ed
to
a
r
elativ
ely
s
tr
u
ctu
r
ed
,
ac
ad
e
m
ically
d
em
an
d
i
n
g
e
n
v
ir
o
n
m
e
n
t
wh
er
e
h
ig
h
-
p
er
f
o
r
m
an
ce
e
x
p
ec
tatio
n
s
co
e
x
is
t
with
o
n
g
o
in
g
p
e
d
ag
o
g
ical
ex
p
er
im
en
tatio
n
.
T
h
e
s
ch
o
o
l
d
r
aws
s
tu
d
e
n
ts
f
r
o
m
d
iv
e
r
s
e
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
with
in
th
e
city
an
d
s
u
r
r
o
u
n
d
in
g
c
o
m
m
u
n
ities
,
in
clu
d
in
g
s
tu
d
e
n
ts
n
av
ig
ati
n
g
th
e
tr
a
n
s
itio
n
al
d
em
an
d
s
of
th
e
K
-
12
c
u
r
r
icu
l
u
m
’
s
s
en
io
r
h
ig
h
s
ch
o
o
l
tr
ac
k
.
T
h
is
in
s
titu
tio
n
al
c
o
n
tex
t
is
s
ig
n
if
ican
t
f
o
r
th
e
p
r
esen
t
s
tu
d
y
:
th
e
lab
o
r
ato
r
y
s
ch
o
o
l
s
ettin
g
cr
ea
tes
a
p
ee
r
en
v
ir
o
n
m
en
t
in
wh
ic
h
ac
a
d
em
ic
co
m
p
etitio
n
,
co
llab
o
r
ativ
e
lea
r
n
in
g
,
an
d
m
e
n
to
r
s
h
ip
d
y
n
a
m
ics
ar
e
p
ar
ticu
l
ar
ly
p
r
o
n
o
u
n
ce
d
,
m
a
k
in
g
it
a
m
ea
n
in
g
f
u
l
s
ite
f
o
r
ex
p
lo
r
in
g
how
r
esil
ien
ce
is
liv
ed
with
in
p
ee
r
r
elatio
n
s
h
ip
s
.
T
h
e
s
ch
o
o
l
was
s
elec
ted
b
ec
au
s
e
it
o
f
f
er
ed
b
o
t
h
in
s
titu
tio
n
al
ac
ce
s
s
an
d
a
s
t
u
d
en
t
p
o
p
u
latio
n
with
s
u
f
f
ic
ien
t
ac
ad
em
ic
d
iv
er
s
ity
ac
r
o
s
s
g
r
ad
e
lev
els
to
illu
m
in
ate
th
e
r
elatio
n
al
d
im
e
n
s
io
n
s
of
r
esil
ien
ce
ac
r
o
s
s
d
if
f
er
en
t
s
tag
es
of
s
ec
o
n
d
a
r
y
s
ch
o
o
lin
g
.
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
9
8
5
-
4000
3988
2
.
1
.
Resea
rc
h
s
a
m
ple
a
nd
pro
ce
du
re
Par
ticip
an
t
s
elec
tio
n
was
g
u
i
d
ed
by
ex
p
er
ien
tial
r
elev
a
n
c
e
r
ath
er
th
a
n
s
tatis
tical
r
ep
r
e
s
en
tatio
n
,
co
n
s
is
ten
t
with
th
e
ep
is
tem
o
l
o
g
ical
o
r
ie
n
tatio
n
of
h
er
m
en
eu
tic
p
h
en
o
m
en
o
lo
g
y
.
In
in
te
r
p
r
etiv
e
q
u
alitativ
e
r
esear
ch
,
s
am
p
le
ad
eq
u
ac
y
is
ev
alu
ated
th
r
o
u
g
h
th
e
d
ep
th
,
r
ich
n
ess
,
an
d
in
te
r
p
r
etiv
e
s
u
f
f
icien
cy
of
liv
ed
ac
co
u
n
ts
r
ath
er
th
an
n
u
m
er
i
ca
l
s
ize
[
2
3
]
,
[
2
4
]
.
Sch
o
lar
s
in
th
e
h
e
r
m
en
e
u
tic
-
p
h
e
n
o
m
en
o
lo
g
ical
tr
a
d
itio
n
em
p
h
asize
th
at
s
m
all,
p
u
r
p
o
s
iv
ely
s
elec
ted
s
am
p
les
ar
e
m
et
h
o
d
o
lo
g
ically
ap
p
r
o
p
r
iate
b
ec
au
s
e
th
e
g
o
al
is
to
o
b
tain
r
ic
h
,
in
f
o
r
m
atio
n
-
d
e
n
s
e
ac
co
u
n
ts
of
liv
e
d
e
x
p
er
ien
c
e
r
ath
er
th
an
s
tatis
tically
g
en
er
aliza
b
le
f
in
d
i
n
g
s
[
2
5
]
.
Me
th
o
d
o
lo
g
ical
tex
ts
t
h
u
s
r
ec
o
m
m
en
d
s
am
p
les
o
f
ten
r
an
g
in
g
f
r
o
m
a
b
o
u
t
5
to
10
h
o
m
o
g
e
n
eo
u
s
p
ar
ticip
an
ts
in
I
PA
s
tu
d
ies
a
n
d
up
to
20
in
o
th
er
p
h
en
o
m
en
o
lo
g
ical
d
esig
n
s
,
p
r
o
v
id
e
d
each
ca
s
e
ca
n
be
ex
am
in
ed
in
d
ep
th
[
2
6
]
.
An
in
ter
p
r
etiv
e
p
h
en
o
m
en
o
l
o
g
ical
an
aly
s
is
h
as
in
f
o
r
m
e
d
s
am
p
le
s
ize
co
n
s
id
er
atio
n
s
ac
r
o
s
s
p
h
en
o
m
en
o
lo
g
ical
tr
ad
itio
n
s
,
r
ec
o
m
m
en
d
in
g
s
am
p
les
as
s
m
all
as
th
r
ee
to
s
ix
p
ar
ticip
a
n
ts
f
o
r
s
tu
d
ies
s
ee
k
in
g
an
in
-
d
e
p
th
,
i
d
io
g
r
a
p
h
ic
u
n
d
er
s
tan
d
in
g
of
liv
ed
ex
p
er
ien
ce
[
2
7
]
.
Su
ch
s
am
p
le
s
izes
ar
e
co
n
s
is
ten
t
with
h
er
m
en
eu
tic
-
p
h
en
o
m
en
o
lo
g
ic
al
g
u
id
an
ce
th
at
p
r
io
r
itizes
in
ten
s
iv
e,
iter
ativ
e
in
ter
p
r
etatio
n
of
each
p
ar
ticip
an
t
’
s
n
a
r
r
ativ
e
o
v
er
b
r
o
ad
s
tatis
tical
g
en
er
aliza
tio
n
[
2
8
]
.
Acc
o
r
d
i
n
g
ly
,
s
ix
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
f
r
o
m
a
Ph
ilip
p
in
e
p
u
b
lic
lab
o
r
at
o
r
y
s
ch
o
o
l.
To
r
e
f
lect
v
ar
iatio
n
in
d
ev
elo
p
m
en
tal
p
o
s
itio
n
in
g
an
d
ac
ad
em
ic
ex
p
o
s
u
r
e,
th
e
s
am
p
le
i
n
clu
d
e
d
one
p
ar
ticip
an
t
each
f
r
o
m
g
r
ad
es
7,
8,
9,
an
d
1
0
,
a
n
d
two
p
ar
ticip
an
ts
f
r
o
m
g
r
a
d
e
11.
W
h
ile
th
is
s
am
p
le
s
ize
p
r
ec
lu
d
es
s
tatis
tical
g
en
er
aliza
tio
n
,
it
en
ab
led
th
e
d
ep
th
of
in
ter
p
r
etiv
e
en
g
a
g
em
en
t
n
ec
ess
ar
y
to
ca
p
tu
r
e
how
r
esil
ien
ce
is
liv
ed
with
in
p
ee
r
r
elatio
n
s
h
ip
s
ac
r
o
s
s
d
if
f
er
en
t
s
tag
es
of
s
ec
o
n
d
ar
y
s
ch
o
o
lin
g
.
T
h
e
s
tu
d
y
’
s
claim
s
ar
e
o
f
f
er
ed
as
co
n
ce
p
tu
all
y
g
r
o
u
n
d
ed
in
s
ig
h
ts
r
ath
er
th
a
n
r
ep
r
esen
tativ
e
f
in
d
in
g
s
,
an
d
th
e
lim
itatio
n
s
of
th
e
s
am
p
le
s
ize
ar
e
ac
k
n
o
wl
ed
g
ed
in
th
e
s
tu
d
y
lim
itatio
n
s
s
e
ctio
n
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
en
a
b
led
t
h
e
id
en
tific
atio
n
of
s
tu
d
en
ts
w
h
o
h
a
d
en
c
o
u
n
te
r
ed
ac
a
d
em
ic
ch
allen
g
es
an
d
co
u
ld
ar
tic
u
late
r
ef
lectiv
e
ac
co
u
n
ts
of
p
ee
r
r
elatio
n
s
h
i
p
s
in
s
ch
o
o
l
life
.
T
h
is
a
p
p
r
o
a
ch
was
co
n
s
id
er
ed
more
ap
p
r
o
p
r
iate
th
an
r
a
n
d
o
m
s
am
p
lin
g
f
o
r
an
in
ter
p
r
etiv
e
s
tu
d
y
,
as
it
p
r
io
r
itizes
ex
p
e
r
ien
tial
in
s
ig
h
t
an
d
n
ar
r
ativ
e
r
elev
a
n
ce
o
v
er
r
ep
r
e
s
en
tatio
n
al
b
r
ea
d
th
[
2
9
]
.
Par
ti
cip
an
ts
wer
e
ass
ig
n
ed
co
d
es
(
C
1
–
C
6
)
to
p
r
o
tect
th
eir
id
en
titi
es,
a
n
d
id
en
tify
in
g
d
etails
wer
e
with
h
eld
f
r
o
m
all
wr
itten
r
e
p
o
r
ts
.
Prio
r
to
d
at
a
co
llectio
n
,
eth
ica
l
clea
r
an
ce
was
s
ec
u
r
ed
in
a
cc
o
r
d
an
ce
with
in
s
titu
tio
n
al
r
esear
ch
s
tan
d
ar
d
s
.
Par
tici
p
an
ts
r
ec
eiv
ed
an
in
f
o
r
m
atio
n
s
h
ee
t
d
escr
ib
in
g
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
p
r
o
ce
d
u
r
es,
an
d
co
n
f
id
en
tiality
s
af
eg
u
ar
d
s
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
e
d
p
r
io
r
to
p
ar
ticip
atio
n
.
Par
ticip
atio
n
wa
s
v
o
lu
n
tar
y
,
a
n
d
s
tu
d
en
ts
wer
e
in
f
o
r
m
ed
of
th
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
s
tag
e
with
o
u
t
co
n
s
eq
u
e
n
ce
.
2
.
2
.
Da
t
a
c
o
llect
io
n
Data
wer
e
g
e
n
er
ated
th
r
o
u
g
h
f
ac
e
-
to
-
f
ac
e,
in
-
d
ep
th
in
d
iv
i
d
u
al
in
ter
v
iews
g
u
id
ed
by
a
s
tr
u
ctu
r
ed
s
et
of
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
alig
n
ed
with
th
e
r
esear
ch
o
b
jectiv
es.
T
h
e
i
n
ter
v
iew
g
u
id
e
p
r
o
v
id
ed
th
em
ati
c
d
ir
ec
tio
n
wh
ile
allo
win
g
f
le
x
ib
ilit
y
f
o
r
p
ar
ticip
an
ts
to
el
ab
o
r
ate
on
th
eir
e
x
p
er
ie
n
ce
s
.
Qu
esti
o
n
s
in
v
ited
s
tu
d
en
ts
to
d
escr
ib
e
s
p
ec
if
ic
ac
ad
em
ic
ch
allen
g
es,
r
ec
o
u
n
t
p
ee
r
in
ter
ac
tio
n
s
d
u
r
i
n
g
t
h
o
s
e
m
o
m
en
ts
,
a
n
d
r
ef
lect
on
how
s
u
ch
e
x
p
er
ie
n
ce
s
in
f
lu
en
ce
d
th
eir
u
n
d
er
s
t
an
d
in
g
of
r
esil
ien
ce
,
co
llab
o
r
atio
n
,
an
d
s
u
p
p
o
r
t.
I
n
ter
v
iews
wer
e
c
o
n
d
u
cted
in
a
q
u
iet
s
ettin
g
with
in
th
e
s
ch
o
o
l
to
e
n
s
u
r
e
p
r
iv
ac
y
an
d
m
in
i
m
ize
in
ter
r
u
p
tio
n
s
.
E
ac
h
of
th
e
s
ix
p
ar
ticip
an
ts
(
C
1
–
C
6
)
was
in
ter
v
iewe
d
o
n
ce
d
u
r
in
g
th
e
d
ata
co
llectio
n
p
er
io
d
.
E
ac
h
in
ter
v
iew
last
ed
ap
p
r
o
x
im
ately
30
m
in
u
t
es.
Fu
r
th
er
m
o
r
e
,
th
e
in
ter
v
iews
wer
e
co
n
d
u
cted
in
b
o
th
E
n
g
lis
h
an
d
B
is
ay
a,
d
ep
en
d
in
g
on
p
a
r
ticip
an
ts
’
lan
g
u
ag
e
p
r
ef
er
en
ce
s
an
d
c
o
m
f
o
r
t
lev
els.
T
h
is
ap
p
r
o
ac
h
a
llo
wed
p
ar
ticip
an
ts
to
ar
ticu
late
th
eir
ex
p
er
ien
ce
s
with
g
r
ea
ter
ea
s
e
an
d
ex
p
r
ess
iv
e
d
ep
th
.
I
n
ter
v
iews
co
n
d
u
ct
ed
in
B
is
ay
a
wer
e
tr
an
s
lated
in
to
E
n
g
lis
h
by
th
e
r
esear
ch
er
s
d
u
r
in
g
tr
an
s
cr
ip
tio
n
.
T
r
a
n
s
latio
n
was
ap
p
r
o
ac
h
e
d
as
an
in
ter
p
r
eti
v
e
p
r
o
ce
s
s
,
with
atten
tio
n
g
i
v
en
to
p
r
eser
v
i
n
g
c
o
n
tex
tu
al
an
d
cu
ltu
r
al
m
ea
n
i
n
g
r
ath
er
th
an
p
r
o
d
u
cin
g
liter
al
eq
u
i
v
alen
ce
.
T
r
an
s
lated
e
x
ce
r
p
ts
wer
e
r
ev
iewe
d
ag
ai
n
s
t
th
e
o
r
ig
in
al
au
d
io
r
ec
o
r
d
i
n
g
s
to
en
s
u
r
e
f
id
elity
.
T
h
e
in
ter
v
iew
g
u
i
d
e
u
n
d
er
w
en
t
ex
p
er
t
r
e
v
iew
by
f
ac
u
lty
m
em
b
er
s
with
b
ac
k
g
r
o
u
n
d
s
in
E
n
g
lis
h
lan
g
u
ag
e
s
tu
d
ies
an
d
q
u
alitati
v
e
r
esear
ch
to
e
n
s
u
r
e
clar
ity
,
ap
p
r
o
p
r
iaten
ess
,
an
d
alig
n
m
e
n
t
with
th
e
s
tu
d
y
’
s
f
o
cu
s
.
I
n
s
titu
tio
n
al
p
er
m
is
s
io
n
was
o
b
tain
ed
p
r
io
r
to
co
n
d
u
ctin
g
in
ter
v
iews.
T
h
ese
p
r
ep
ar
ato
r
y
s
tep
s
wer
e
u
n
d
er
tak
e
n
to
en
s
u
r
e
t
h
at
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
was
b
o
th
m
eth
o
d
o
lo
g
ically
s
o
u
n
d
an
d
eth
ically
r
esp
o
n
s
ib
le.
W
ith
p
ar
ticip
an
ts
’
co
n
s
en
t,
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
ed
u
s
in
g
a
m
o
b
ile
r
ec
o
r
d
in
g
d
ev
ice
to
en
s
u
r
e
ac
cu
r
ate
d
o
cu
m
e
n
tatio
n
.
R
ec
o
r
d
in
g
s
wer
e
t
r
an
s
cr
ib
e
d
v
er
b
atim
.
Dig
ital
f
iles
wer
e
s
to
r
ed
in
p
ass
wo
r
d
-
p
r
o
tecte
d
d
e
v
ices
ac
ce
s
s
ib
le
o
n
ly
to
th
e
r
esear
ch
er
s
.
T
ab
le
1
p
r
o
v
i
d
es
an
o
v
er
v
iew
of
p
ar
ticip
an
ts
’
g
r
ad
e
lev
els,
s
ex
,
an
d
b
r
ief
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
to
co
n
tex
tu
alize
th
e
in
ter
p
r
etiv
e
f
in
d
in
g
s
.
T
h
ese
d
etails
ar
e
not
p
r
esen
ted
as
v
ar
iab
les
to
be
m
ea
s
u
r
ed
or
co
n
tr
o
lled
,
but
r
ath
er
as
co
n
te
x
tu
al
m
ar
k
e
r
s
th
at
h
elp
s
itu
ate
each
p
ar
ticip
a
n
t
with
in
th
eir
b
r
o
ad
e
r
ed
u
ca
tio
n
al
jo
u
r
n
ey
.
T
o
g
eth
er
,
th
ey
o
f
f
e
r
a
d
escr
ip
tiv
e
f
o
u
n
d
atio
n
t
h
at
s
u
p
p
o
r
ts
a
more
n
u
a
n
ce
d
r
ea
d
in
g
of
th
e
in
ter
p
r
etiv
e
ac
co
u
n
ts
th
at
f
o
llo
w.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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c
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SS
N:
2252
-
8
8
2
2
A
lo
n
e
b
u
t
n
o
t lo
n
ely:
a
h
ermen
eu
tic
p
h
e
n
o
men
o
l
o
g
y
o
f
p
ee
r
r
ela
tio
n
s
h
ip
s
…
(
R
o
b
ert Jo
h
n
D
.
Gip
a
l
)
3989
As
s
h
o
wn
in
T
ab
le
1
,
p
a
r
ticip
an
ts
r
ep
r
esen
ted
d
iv
e
r
s
e
g
r
ad
e
lev
els
an
d
ac
ad
em
ic
p
o
s
itio
n
s
,
en
ab
lin
g
th
e
s
tu
d
y
to
ex
p
lo
r
e
r
esil
ien
ce
ac
r
o
s
s
v
ar
y
in
g
d
ev
elo
p
m
en
tal
an
d
r
elatio
n
al
co
n
tex
ts
.
T
h
is
v
ar
iatio
n
is
an
aly
tically
v
alu
ab
le,
as
p
ar
ticip
an
ts
at
d
if
f
er
en
t
p
o
i
n
ts
in
th
eir
ac
ad
em
ic
f
o
r
m
atio
n
b
r
o
u
g
h
t
d
is
tin
ct
p
er
s
p
ec
tiv
es
s
h
ap
ed
b
y
th
eir
ex
p
er
ien
ce
s
with
in
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
ts
.
T
h
e
b
r
ea
d
t
h
o
f
r
e
p
r
esen
tatio
n
ac
r
o
s
s
th
ese
p
o
s
itio
n
s
en
r
ich
ed
th
e
in
q
u
i
r
y
b
y
r
ev
ea
lin
g
h
o
w
r
esil
ien
ce
is
u
n
d
er
s
to
o
d
an
d
n
av
ig
ated
d
if
f
er
en
tly
at
d
if
f
er
e
n
t stag
es o
f
ac
ad
em
ic
a
n
d
p
e
r
s
o
n
al
d
e
v
elo
p
m
en
t.
T
ab
le
1.
C
h
ar
ac
ter
is
tics
of
th
e
p
ar
ticip
an
ts
P
a
r
t
i
c
i
p
a
n
t
c
o
d
e
G
r
a
d
e
G
e
n
d
e
r
B
r
i
e
f
b
a
c
k
g
r
o
u
n
d
/
a
c
a
d
e
mi
c
p
r
o
f
i
l
e
C1
G
r
a
d
e
11
M
a
l
e
D
e
scri
b
e
s
o
v
e
r
a
l
l
sc
h
o
o
l
e
x
p
e
r
i
e
n
c
e
as
p
o
s
i
t
i
v
e
;
n
o
t
e
s
p
r
e
ss
u
r
e
f
r
o
m
q
u
i
z
z
e
s
a
n
d
d
e
a
d
l
i
n
e
s
l
e
a
d
i
n
g
to
o
v
e
r
t
h
i
n
k
i
n
g
.
C2
G
r
a
d
e
11
F
e
mal
e
Ex
p
e
r
i
e
n
c
e
d
d
i
f
f
i
c
u
l
t
t
r
a
n
si
t
i
o
n
;
l
a
t
e
r
r
e
p
o
r
t
s
so
c
i
a
l
i
n
c
l
u
s
i
o
n
;
i
d
e
n
t
i
f
i
e
s
t
i
m
e
man
a
g
e
me
n
t
as
a
c
h
a
l
l
e
n
g
e
.
C3
G
r
a
d
e
10
F
e
mal
e
Lo
n
g
-
t
e
r
m
st
u
d
e
n
t
;
d
e
s
c
r
i
b
e
s
a
c
a
d
e
m
i
c
p
r
e
ss
u
r
e
f
r
o
m
a
ss
i
g
n
m
e
n
t
s
a
n
d
p
r
e
s
e
n
t
a
t
i
o
n
s
;
r
e
p
o
r
t
s
o
n
l
i
n
e
l
e
a
r
n
i
n
g
a
d
j
u
s
t
me
n
t
d
i
f
f
i
c
u
l
t
i
e
s
.
C4
G
r
a
d
e
9
M
a
l
e
R
e
p
o
r
t
s
c
h
a
l
l
e
n
g
i
n
g
sem
e
st
e
r
w
i
t
h
f
r
e
q
u
e
n
t
q
u
i
z
z
e
s
a
n
d
l
i
m
i
t
e
d
r
e
s
t
;
m
i
n
i
ma
l
e
l
a
b
o
r
a
t
i
o
n
on
n
e
g
a
t
i
v
e
e
x
p
e
r
i
e
n
c
e
s.
C5
G
r
a
d
e
8
F
e
mal
e
D
e
scri
b
e
s
e
n
t
r
y
as
a
ma
j
o
r
t
r
a
n
si
t
i
o
n
;
n
o
t
e
s
p
e
e
r
-
r
e
l
a
t
e
d
s
t
r
e
ss
a
n
d
a
c
a
d
e
m
i
c
d
e
m
a
n
d
s;
v
i
e
w
s
st
r
e
ss
as
g
r
o
w
t
h
-
o
r
i
e
n
t
e
d
.
C6
G
r
a
d
e
7
F
e
mal
e
D
e
scri
b
e
s
t
r
a
n
si
t
i
o
n
f
r
o
m
e
l
e
m
e
n
t
a
r
y
to
se
c
o
n
d
a
r
y
sc
h
o
o
l
;
n
o
t
e
s
s
t
r
i
c
t
e
r
r
u
l
e
s
a
n
d
so
c
i
a
l
a
d
j
u
s
t
me
n
t
c
h
a
l
l
e
n
g
e
s
.
2
.
3
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
f
o
llo
wed
a
h
er
m
en
eu
tic
–
in
ter
p
r
etiv
e
p
r
o
ce
s
s
co
n
s
is
ten
t
with
th
e
h
er
m
e
n
eu
ti
c
cir
cle,
in
wh
ich
u
n
d
e
r
s
tan
d
in
g
d
ev
elo
p
s
th
r
o
u
g
h
r
ec
u
r
s
iv
e
m
o
v
em
en
t
b
etwe
en
p
ar
ts
of
t
h
e
tex
t
an
d
th
e
ev
o
lv
in
g
wh
o
l
e
n
ar
r
ativ
e
[
2
0
]
.
R
ath
er
th
an
ap
p
ly
in
g
p
r
e
d
eter
m
in
ed
co
d
i
n
g
f
r
a
m
ewo
r
k
s
,
tr
a
n
s
cr
ip
ts
wer
e
ap
p
r
o
ac
h
ed
as
m
ea
n
in
g
f
u
l
tex
ts
r
eq
u
ir
in
g
s
u
s
tain
ed
in
ter
p
r
etiv
e
e
n
g
ag
e
m
en
t.
T
h
is
ap
p
r
o
ac
h
tr
ea
ts
an
aly
s
is
not
as
a
tech
n
ical
p
r
o
ce
d
u
r
e
but
as
an
in
ter
p
r
eti
v
e
en
co
u
n
te
r
b
etwe
en
th
e
r
esear
ch
er
an
d
th
e
tex
t,
in
wh
ic
h
m
ea
n
in
g
em
er
g
es
th
r
o
u
g
h
r
ep
ea
ted
,
atten
tiv
e
r
ea
d
in
g
r
ath
e
r
th
an
m
ec
h
an
ical
ca
teg
o
r
izatio
n
.
T
h
e
an
aly
tic
p
r
o
ce
s
s
u
n
f
o
ld
e
d
in
f
o
u
r
in
te
r
r
elate
d
s
tag
es.
First,
each
tr
an
s
cr
ip
t
(
C
1
–
C
6
)
was
r
ea
d
m
u
ltip
le
tim
es
in
its
en
tire
ty
to
d
ev
elo
p
a
h
o
lis
tic
s
en
s
e
of
th
e
p
ar
ticip
an
t
’
s
ac
ad
em
ic
wo
r
ld
b
ef
o
r
e
a
n
y
co
d
in
g
or
an
n
o
tatio
n
b
eg
an
.
T
h
is
in
iti
al
r
ea
d
in
g
with
th
e
tex
t
all
o
wed
th
e
r
esear
c
h
er
s
to
ap
p
r
o
ac
h
each
ac
co
u
n
t
on
its
o
w
n
t
e
r
m
s
,
a
t
t
e
n
d
i
n
g
to
t
o
n
e
,
e
m
p
h
a
s
i
s
,
a
n
d
t
h
e
r
e
l
a
t
i
o
n
al
t
e
x
t
u
r
e
of
p
a
r
t
i
c
i
p
a
n
t
s
’
n
a
r
r
a
t
i
v
es
.
D
u
r
i
n
g
t
h
i
s
p
h
a
s
e
,
d
escr
ip
tiv
e,
lin
g
u
is
tic,
an
d
co
n
ce
p
tu
al
n
o
tes
wer
e
r
e
co
r
d
e
d
in
th
e
m
ar
g
i
n
s
to
ca
p
tu
r
e
how
s
tu
d
en
ts
ar
ticu
lated
ex
p
er
ien
ce
s
of
ac
ad
em
ic
p
r
ess
u
r
e,
p
ee
r
in
ter
ac
tio
n
,
co
llab
o
r
a
tio
n
,
b
elo
n
g
in
g
,
ex
clu
s
io
n
,
an
d
in
f
lu
en
ce
.
Seco
n
d
,
s
ig
n
if
ica
n
t
m
ea
n
i
n
g
-
m
ak
in
g
u
n
its
wer
e
id
e
n
tifie
d
th
r
o
u
g
h
clo
s
e,
lin
e
-
by
-
lin
e
e
n
g
ag
em
e
n
t
with
each
tr
an
s
cr
ip
t.
A
m
ea
n
in
g
u
n
it
was
d
ef
in
e
d
as
an
y
p
ass
ag
e,
a
p
h
r
ase,
a
s
en
ten
ce
,
or
a
s
er
ies
of
s
en
ten
ce
s
,
in
wh
ich
a
p
ar
ticip
an
t
ar
ticu
lated
a
d
is
tin
ct
ex
p
er
ien
tial
in
s
ig
h
t
ab
o
u
t
p
ee
r
r
elatio
n
s
h
ip
s
,
ac
ad
em
ic
d
if
f
icu
lty
,
or
r
esil
ien
ce
.
T
h
es
e
u
n
its
wer
e
not
s
elec
ted
b
ased
on
f
r
e
q
u
en
c
y
or
r
ec
u
r
r
e
n
c
e
ac
r
o
s
s
p
ar
ticip
a
n
ts
but
on
t
h
eir
i
n
ter
p
r
etiv
e
s
ig
n
if
ican
ce
with
in
e
ac
h
i
n
d
iv
id
u
al
ac
co
u
n
t.
Un
its
in
clu
d
e
d
ac
c
o
u
n
ts
of
p
ee
r
s
u
p
p
o
r
t
d
u
r
in
g
ac
a
d
em
ic
s
tr
ess
,
co
lla
b
o
r
ativ
e
lear
n
in
g
ex
p
er
ie
n
ce
s
,
in
s
tan
ce
s
of
p
ee
r
d
is
co
u
r
ag
em
en
t
or
p
r
ess
u
r
e,
m
o
m
en
ts
of
r
ec
o
g
n
itio
n
an
d
v
alid
atio
n
,
an
d
r
ef
lectio
n
s
on
co
p
in
g
with
in
p
ee
r
co
n
tex
ts
.
A
t
t
e
n
ti
o
n
w
as
g
i
v
e
n
not
o
n
l
y
to
c
o
n
t
e
n
t
but
a
ls
o
to
r
e
l
a
t
i
o
n
a
l
p
o
s
i
ti
o
n
i
n
g
:
how
p
a
r
t
ic
i
p
a
n
t
s
d
es
c
r
i
b
e
d
t
h
e
m
s
e
l
v
es
in
r
e
l
a
t
i
o
n
to
o
t
h
e
r
s
.
T
h
ir
d
,
m
ea
n
in
g
u
n
its
wer
e
g
r
o
u
p
ed
in
to
p
r
elim
in
ar
y
clu
s
ter
s
th
r
o
u
g
h
in
ter
p
r
etiv
e
ab
s
tr
ac
tio
n
.
Un
its
wer
e
co
m
p
ar
ed
with
in
a
n
d
ac
r
o
s
s
tr
an
s
cr
ip
ts
,
with
atten
tio
n
to
s
h
ar
ed
ex
p
er
ien
tial
s
tr
u
ctu
r
es,
r
ec
u
r
r
i
n
g
p
atter
n
s
of
m
ea
n
in
g
th
at
p
o
in
t
ed
to
war
d
b
r
o
a
d
er
in
te
r
p
r
etiv
e
th
em
es.
C
lu
s
ter
in
g
was
g
u
id
e
d
by
r
elatio
n
al
a
n
d
in
ter
p
r
etiv
e
s
ig
n
if
ican
ce
r
ath
e
r
th
an
f
r
eq
u
e
n
cy
co
u
n
ts
:
a
m
ea
n
in
g
u
n
it
s
h
ar
ed
by
two
p
ar
ticip
an
ts
but
ca
r
r
y
in
g
d
ee
p
in
ter
p
r
etiv
e
weig
h
t
wa
s
tr
ea
ted
as
th
em
atica
lly
s
ig
n
if
ican
t,
wh
ile
s
u
r
f
ac
e
-
lev
el
s
im
ilar
ities
ac
r
o
s
s
m
u
ltip
le
p
ar
ticip
an
ts
wer
e
not
au
to
m
atica
lly
elev
ated
in
to
th
em
es.
At
th
is
s
tag
e,
ten
tativ
e
th
em
e
lab
els
wer
e
ass
ig
n
ed
to
each
clu
s
ter
,
d
es
cr
ib
ed
in
lan
g
u
ag
e
th
at
p
r
eser
v
ed
th
e
ex
p
er
ien
tial
an
d
r
el
atio
n
al
ch
ar
ac
ter
of
p
ar
ticip
an
ts
’
ac
co
u
n
ts
r
ath
er
t
h
an
r
ed
u
cin
g
t
h
em
to
a
b
s
tr
ac
t
co
n
s
tr
u
cts.
Fo
u
r
th
,
p
r
elim
in
ar
y
th
em
es
w
er
e
r
ef
in
e
d
th
r
o
u
g
h
iter
ativ
e
re
-
en
g
ag
em
e
n
t
with
th
e
f
u
ll
d
a
taset.
E
ac
h
p
r
o
p
o
s
ed
th
em
e
was
test
ed
ag
ain
s
t
th
e
tr
an
s
cr
ip
ts
as
a
wh
o
l
e,
ask
in
g
wh
eth
er
it
was
co
h
er
en
tly
g
r
o
u
n
d
e
d
in
p
ar
ticip
an
ts
’
ac
co
u
n
ts
,
wh
eth
e
r
it
ca
p
tu
r
ed
s
o
m
eth
in
g
d
is
tin
ctiv
e
ab
o
u
t
th
eir
liv
ed
ex
p
er
ie
n
ce
,
an
d
wh
eth
er
it
h
eld
up
ac
r
o
s
s
th
e
d
iv
er
s
ity
of
th
e
s
am
p
le.
T
h
em
es
th
at
co
u
ld
not
be
ad
e
q
u
ately
s
u
p
p
o
r
t
ed
by
th
e
d
ata
wer
e
r
ev
is
ed
,
m
er
g
ed
with
r
elate
d
clu
s
ter
s
,
or
s
et
asid
e.
T
h
is
r
e
cu
r
s
iv
e
m
o
v
e
m
en
t
b
etwe
en
i
n
d
iv
id
u
al
m
ea
n
in
g
u
n
its
,
th
em
atic
clu
s
ter
s
,
an
d
t
h
e
b
r
o
a
d
er
d
ataset
r
ef
lects
th
e
lo
g
ic
of
th
e
h
e
r
m
en
e
u
tic
cir
cle:
u
n
d
er
s
tan
d
i
n
g
at
each
lev
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in
f
o
r
m
e
d
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an
s
f
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r
m
ed
by
u
n
d
er
s
tan
d
in
g
at
ev
er
y
o
th
er
lev
el.
T
h
e
f
o
u
r
th
em
es
p
r
esen
ted
in
th
e
f
in
d
in
g
s
s
ec
tio
n
r
ep
r
esen
t
th
e
o
u
tco
m
e
of
t
h
is
s
u
s
tain
ed
in
ter
p
r
etiv
e
p
r
o
ce
s
s
,
d
ev
elo
p
e
d
th
r
o
u
g
h
m
u
ltip
le
cy
cles
of
r
ea
d
in
g
,
ab
s
tr
ac
tio
n
,
an
d
r
ef
i
n
em
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
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2
I
n
t
J
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v
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&
R
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c
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Vo
l
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15
,
No
.
5
,
Octo
b
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20
26
:
3
9
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ce
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ea
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in
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s
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ap
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u
g
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h
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tr
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s
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ip
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ter
p
r
etiv
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f
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m
u
latio
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,
T
ab
le
2
p
r
esen
ts
an
ex
am
p
le
of
in
itial
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o
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d
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.
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h
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ten
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m
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eh
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s
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d
o
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to
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ter
p
r
etiv
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m
o
v
em
en
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f
r
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m
r
aw
tr
an
s
cr
ip
t
to
th
e
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atic
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o
r
m
u
latio
n
was
en
ac
ted
in
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ac
tice.
As
s
h
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wn
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T
ab
le
2
,
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al
y
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u
b
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e
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tly
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f
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m
en
t
o
f
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o
a
d
er
th
e
m
atic
s
tr
u
ctu
r
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p
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ef
lects
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iter
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m
o
v
em
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d
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s
n
o
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a
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is
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lated
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teg
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izatio
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b
u
t
a
c
u
m
u
lativ
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ter
p
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s
tep
th
at
s
h
ap
e
d
a
n
d
was sh
ap
ed
b
y
th
e
em
e
r
g
in
g
u
n
d
e
r
s
tan
d
in
g
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f
th
e
d
ataset
as a
wh
o
le.
T
ab
le
2.
E
x
am
p
le
of
in
itial
n
o
t
in
g
an
d
in
ter
p
r
etiv
e
co
d
in
g
Tr
a
n
s
c
r
i
p
t
I
n
i
t
i
a
l
n
o
t
e
s
I
n
t
e
r
p
r
e
t
i
v
e
c
o
d
e
C
2
:
“
At
f
i
rst
,
it
w
a
s
d
i
f
f
i
c
u
l
t
b
e
c
a
u
s
e
I
d
i
d
n
o
t
k
n
o
w
a
n
y
o
n
e
,
b
u
t
l
a
t
e
r
t
h
e
y
w
e
l
c
o
m
e
d
m
e
.
I
d
i
d
n
o
t
f
e
e
l
l
e
f
t
o
u
t
.
”
S
o
c
i
a
l
u
n
f
a
m
i
l
i
a
r
i
t
y
;
t
r
a
n
s
i
t
i
o
n
a
n
x
i
e
t
y
;
p
e
e
r
i
n
c
l
u
si
o
n
;
e
m
o
t
i
o
n
a
l
r
e
a
ss
u
r
a
n
c
e
;
s
h
i
f
t
f
r
o
m
i
so
l
a
t
i
o
n
to
b
e
l
o
n
g
i
n
g
B
e
l
o
n
g
i
n
g
as
r
e
l
a
t
i
o
n
a
l
st
a
b
i
l
i
z
a
t
i
o
n
C
3
:
“
T
h
e
r
e
w
e
r
e
n
u
m
e
ro
u
s
a
ss
i
g
n
m
e
n
t
s
a
n
d
c
l
a
ss
p
res
e
n
t
a
t
i
o
n
s.
S
o
m
e
t
i
m
e
s
I
f
e
l
t
a
l
o
n
e
,
b
u
t
n
o
t
l
o
n
e
l
y
,
b
e
c
a
u
se
I
st
i
l
l
had
f
ri
e
n
d
s
.
”
A
c
a
d
e
mi
c
p
r
e
ssu
r
e
;
w
o
r
k
l
o
a
d
st
r
e
ss;
d
i
s
t
i
n
c
t
i
o
n
b
e
t
w
e
e
n
s
o
l
i
t
u
d
e
a
n
d
l
o
n
e
l
i
n
e
ss
;
su
st
a
i
n
i
n
g
f
r
i
e
n
d
sh
i
p
d
e
s
p
i
t
e
b
u
sy
n
e
ss
R
e
l
a
t
i
o
n
a
l
b
u
f
f
e
r
i
n
g
of
a
c
a
d
e
m
i
c
st
r
a
i
n
C
4
:
“
T
h
i
s
sem
e
st
e
r
is
h
a
r
d
b
e
c
a
u
se
of
m
a
n
y
q
u
i
zz
e
s
a
n
d
a
ss
i
g
n
m
e
n
t
s
.
”
(
L
a
t
e
r
:
“
N
o
n
e
.
”
w
h
e
n
a
s
k
e
d
a
b
o
u
t
n
e
g
a
t
i
v
e
e
x
p
e
r
i
e
n
c
e
s.)
A
c
a
d
e
mi
c
i
n
t
e
n
s
i
t
y
;
n
o
r
mal
i
z
a
t
i
o
n
of
p
r
e
ss
u
r
e
;
mi
n
i
ma
l
d
i
s
c
l
o
s
u
r
e
;
p
o
ssi
b
l
e
d
o
w
n
p
l
a
y
i
n
g
of
d
i
f
f
i
c
u
l
t
y
N
o
r
mal
i
z
a
t
i
o
n
of
a
c
a
d
e
mi
c
st
r
a
i
n
;
r
e
st
r
a
i
n
e
d
v
u
l
n
e
r
a
b
i
l
i
t
y
C
5
:
“
It
w
a
s
a
b
i
g
c
h
a
n
g
e
.
T
h
e
re
a
r
e
t
o
x
i
c
p
e
e
rs,
b
u
t
st
ress
h
e
l
p
s
me
g
r
o
w
.
”
A
d
j
u
st
m
e
n
t
c
h
a
l
l
e
n
g
e
;
p
e
e
r
t
e
n
si
o
n
;
st
r
e
ss
r
e
f
r
a
med
p
o
si
t
i
v
e
l
y
;
d
e
v
e
l
o
p
m
e
n
t
a
l
i
n
t
e
r
p
r
e
t
a
t
i
o
n
of
d
i
f
f
i
c
u
l
t
y
G
r
o
w
t
h
-
o
r
i
e
n
t
e
d
r
e
f
r
a
m
i
n
g
;
r
e
si
l
i
e
n
c
e
as
r
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
C
6
:
“
It
’
s
a
n
e
w
sc
h
o
o
l
.
T
h
e
r
e
a
re
st
r
i
c
t
e
r
ru
l
e
s
,
a
n
d
so
m
e
t
i
m
e
s
t
h
e
r
e
a
re
r
u
m
o
rs
.
”
I
n
s
t
i
t
u
t
i
o
n
a
l
a
d
j
u
s
t
m
e
n
t
;
s
o
c
i
a
l
c
a
u
t
i
o
n
;
s
e
n
s
i
t
i
v
i
t
y
to
p
e
e
r
d
y
n
a
m
i
c
s
;
a
w
a
r
e
n
e
s
s
of
c
o
n
f
l
i
c
t
A
d
a
p
t
i
v
e
so
c
i
a
l
p
o
s
i
t
i
o
n
i
n
g
;
c
a
u
t
i
o
u
s
b
e
l
o
n
g
i
n
g
C
1
:
“
T
h
e
r
e
is
p
ress
u
re
w
i
t
h
q
u
i
zz
e
s
a
n
d
d
e
a
d
l
i
n
e
s.
S
o
m
e
t
i
m
e
s
I
o
v
e
rt
h
i
n
k
.
”
P
e
r
f
o
r
ma
n
c
e
a
n
x
i
e
t
y
;
s
e
l
f
-
d
o
u
b
t
;
c
o
g
n
i
t
i
v
e
r
u
mi
n
a
t
i
o
n
;
a
c
a
d
e
mi
c
e
x
p
e
c
t
a
t
i
o
n
I
n
t
e
r
n
a
l
i
z
e
d
p
e
r
f
o
r
ma
n
c
e
p
r
e
ss
u
r
e
;
r
e
si
l
i
e
n
c
e
-
in
-
t
e
n
si
o
n
2
.
4
.
E
ns
uring
t
he
rig
o
r
of
t
h
e
re
s
ea
rc
h
R
ig
o
r
in
th
is
s
tu
d
y
was
e
s
tab
lis
h
ed
th
r
o
u
g
h
s
tr
ateg
ies
th
at
en
h
an
ce
d
cr
e
d
ib
ilit
y
,
tr
an
s
p
ar
en
cy
,
an
d
an
aly
tic
ac
co
u
n
ta
b
ilit
y
[
3
0
]
.
T
h
e
s
tu
d
y
e
m
p
h
asized
c
o
h
er
e
n
ce
b
etwe
en
p
ar
ticip
an
ts
’
n
a
r
r
ativ
es,
in
ter
p
r
etiv
e
claim
s
,
an
d
d
o
cu
m
e
n
ted
an
al
y
tic
d
ec
is
io
n
s
.
C
r
ed
ib
ilit
y
was
s
u
p
p
o
r
ted
th
r
o
u
g
h
s
u
s
tain
ed
e
n
g
ag
em
e
n
t
with
th
e
d
ata
an
d
co
llab
o
r
ativ
e
r
e
v
iew
of
em
er
g
in
g
in
ter
p
r
etatio
n
s
.
Pre
lim
in
ar
y
th
em
es
wer
e
cr
itically
ex
am
in
ed
th
r
o
u
g
h
r
ef
lectiv
e
d
is
cu
s
s
io
n
to
co
n
s
id
er
alter
n
ativ
e
r
ea
d
i
n
g
s
an
d
g
u
ar
d
ag
ain
s
t
p
r
em
atu
r
e
clo
s
u
r
e.
T
h
is
p
r
o
ce
s
s
s
tr
en
g
th
en
ed
th
e
alig
n
m
en
t
b
etwe
en
p
a
r
ticip
an
ts
’
ac
co
u
n
ts
an
d
t
h
em
atic
co
n
cl
u
s
io
n
s
.
R
ef
lex
iv
ity
was
co
n
tin
u
o
u
s
ly
p
r
ac
ticed
th
r
o
u
g
h
o
u
t
th
e
r
esea
r
ch
p
r
o
ce
s
s
.
T
h
e
r
esear
ch
e
r
s
m
ain
tain
ed
an
aly
tic
m
em
o
s
an
d
r
e
f
lex
iv
e
jo
u
r
n
als
to
ex
am
in
e
h
o
w
p
r
io
r
e
x
p
er
ien
ce
s
in
e
d
u
ca
t
io
n
al
s
ettin
g
s
an
d
ass
u
m
p
tio
n
s
ab
o
u
t
p
ee
r
r
elati
o
n
s
h
ip
s
an
d
r
esil
ien
ce
m
ig
h
t
s
h
ap
e
in
ter
p
r
etatio
n
.
By
m
a
k
in
g
th
ese
in
f
lu
e
n
ce
s
ex
p
licit,
th
e
s
tu
d
y
aim
e
d
to
e
n
h
an
ce
tr
an
s
p
ar
e
n
cy
a
n
d
r
e
d
u
c
e
u
n
ex
am
i
n
ed
b
ias.
Me
m
b
er
ch
ec
k
in
g
f
u
r
th
e
r
co
n
tr
ib
u
ted
to
cr
ed
i
b
ilit
y
.
Par
ticip
an
ts
wer
e
g
iv
en
th
e
o
p
p
o
r
tu
n
ity
to
r
ev
iew
th
eir
tr
an
s
cr
ip
ts
to
en
s
u
r
e
ac
cu
r
ac
y
of
r
e
p
r
esen
tatio
n
.
T
h
is
s
tep
h
elp
ed
co
n
f
ir
m
t
h
at
th
e
d
o
cu
m
en
ted
ac
co
u
n
ts
f
aith
f
u
lly
r
ef
lecte
d
t
h
eir
in
ten
d
ed
m
ea
n
in
g
s
.
In
ad
d
itio
n
,
th
ick
d
escr
ip
tio
n
was
em
p
lo
y
ed
to
p
r
esen
t
th
e
f
in
d
in
g
s
.
Ver
b
atim
ex
ce
r
p
ts
ar
e
in
clu
d
ed
to
allo
w
r
ea
d
er
s
to
ev
alu
ate
th
e
p
lau
s
ib
ili
ty
of
in
ter
p
r
etatio
n
s
an
d
to
s
ee
h
o
w
an
aly
tic
claim
s
ar
e
g
r
o
u
n
d
ed
in
p
ar
ticip
an
ts
’
o
wn
wo
r
d
s
.
An
au
d
it
tr
ail
d
o
cu
m
en
tin
g
k
ey
an
aly
tic
d
ec
is
io
n
s
,
th
em
atic
d
ev
elo
p
m
en
t,
an
d
r
ev
is
io
n
s
was
m
ain
tain
ed
th
r
o
u
g
h
o
u
t
th
e
s
t
u
d
y
.
T
h
is
r
ec
o
r
d
p
r
o
v
id
es
tr
a
n
s
p
ar
en
cy
in
how
in
ter
p
r
etati
o
n
s
wer
e
d
ev
elo
p
e
d
an
d
r
ef
in
ed
.
T
h
r
o
u
g
h
th
ese
s
tr
ateg
ies,
th
e
s
tu
d
y
s
o
u
g
h
t
to
e
n
s
u
r
e
th
at
its
in
ter
p
r
etatio
n
s
r
em
ain
g
r
o
u
n
d
ed
in
p
ar
ticip
an
ts
’
liv
ed
ex
p
er
ien
ce
s
wh
ile
m
ain
tain
in
g
clar
ity
,
co
n
s
is
ten
cy
,
an
d
m
eth
o
d
o
lo
g
ical
ac
co
u
n
tab
ilit
y
.
3.
RE
SU
L
T
S
T
h
r
o
u
g
h
iter
ativ
e
h
e
r
m
en
e
u
tic
en
g
a
g
em
en
t
with
p
ar
ticip
a
n
ts
’
n
ar
r
ativ
es,
f
o
u
r
i
n
ter
r
elat
ed
th
em
es
em
er
g
ed
th
at
illu
m
in
ate
how
ac
ad
em
ic
r
esil
ien
ce
is
ex
p
er
ien
ce
d
with
in
p
ee
r
r
elatio
n
s
h
ip
s
.
T
h
ese
th
em
es
r
ef
lect
s
tu
d
en
ts
’
ac
c
o
u
n
ts
of
b
elo
n
g
in
g
,
s
h
ar
e
d
s
tr
u
g
g
l
e,
m
o
tiv
atio
n
al
in
f
l
u
en
ce
,
a
n
d
a
d
ap
tiv
e
s
o
cial
p
o
s
itio
n
in
g
.
T
ab
le
3
p
r
esen
ts
t
h
e
th
em
atic
ar
ch
itectu
r
e
of
th
e
s
tu
d
y
,
s
u
m
m
ar
izin
g
th
e
m
aj
o
r
th
e
m
es
an
d
th
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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8
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2
2
A
lo
n
e
b
u
t
n
o
t lo
n
ely:
a
h
ermen
eu
tic
p
h
e
n
o
men
o
l
o
g
y
o
f
p
ee
r
r
ela
tio
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ip
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(
R
o
b
ert Jo
h
n
D
.
Gip
a
l
)
3991
co
n
s
titu
en
t
s
u
b
th
em
es
as
d
ev
elo
p
ed
th
r
o
u
g
h
th
e
an
aly
tic
p
r
o
ce
s
s
.
As
s
h
o
wn
in
T
ab
le
3,
th
e
th
em
es
ar
e
o
r
g
an
ized
h
ier
ar
ch
ically
,
wit
h
each
m
ajo
r
th
em
e
en
co
m
p
ass
in
g
s
u
b
th
em
es
th
at
ca
p
tu
r
e
th
e
in
ter
p
r
etiv
e
tex
tu
r
e
of
p
ar
ticip
an
ts
’
ac
c
o
u
n
ts
.
T
h
e
d
is
cu
s
s
io
n
th
at
f
o
llo
ws
elab
o
r
ates
each
th
em
e
in
tu
r
n
,
d
r
awin
g
on
v
er
b
atim
ex
ce
r
p
ts
to
g
r
o
u
n
d
th
e
in
ter
p
r
etatio
n
s
in
p
ar
ticip
an
t
s
’
o
wn
wo
r
d
s
.
T
ab
le
3.
T
h
em
atic
ar
ch
itectu
r
e
S
u
p
e
r
-
o
r
d
i
n
a
t
e
t
h
e
me
C
o
n
st
i
t
u
e
n
t
t
h
e
mes
I
l
l
u
st
r
a
t
i
v
e
f
o
c
u
s
B
e
l
o
n
g
i
n
g
a
n
d
r
e
l
a
t
i
o
n
a
l
st
a
b
i
l
i
t
y
M
o
v
e
me
n
t
f
r
o
m
i
s
o
l
a
t
i
o
n
to
b
e
l
o
n
g
i
n
g
;
s
u
p
p
o
r
t
e
d
so
l
i
t
u
d
e
;
a
d
a
p
t
i
v
e
so
c
i
a
l
n
a
v
i
g
a
t
i
o
n
;
p
r
e
se
n
c
e
a
s q
u
i
e
t
s
t
r
e
n
g
t
h
Tr
a
n
s
i
t
i
o
n
a
d
j
u
st
m
e
n
t
;
“
a
l
o
n
e
b
u
t
n
o
t
l
o
n
e
l
y
”
;
n
e
g
o
t
i
a
t
e
d
i
n
c
l
u
s
i
o
n
R
e
si
l
i
e
n
c
e
w
i
t
h
i
n
a
c
a
d
e
m
i
c
p
r
e
ssu
r
e
I
n
t
e
r
n
a
l
i
z
e
d
a
c
a
d
e
mi
c
d
e
m
a
n
d
;
e
n
d
u
r
a
n
c
e
u
n
d
e
r
s
t
r
u
c
t
u
r
e
d
e
x
p
e
c
t
a
t
i
o
n
s
N
o
r
mal
i
z
a
t
i
o
n
of
q
u
i
z
z
e
s,
d
e
a
d
l
i
n
e
s,
w
o
r
k
l
o
a
d
;
p
e
r
si
s
t
e
n
c
e
d
e
s
p
i
t
e
st
r
a
i
n
R
e
l
a
t
i
o
n
a
l
m
e
a
n
i
n
g
-
mak
i
n
g
G
r
o
w
t
h
-
o
r
i
e
n
t
e
d
r
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
;
r
e
si
l
i
e
n
c
e
as
so
c
i
a
l
p
o
s
i
t
i
o
n
i
n
g
R
e
f
r
a
m
i
n
g
p
e
e
r
t
e
n
s
i
o
n
as
g
r
o
w
t
h
;
man
a
g
i
n
g
e
x
p
o
s
u
r
e
to
d
i
f
f
i
c
u
l
t
p
e
e
r
s
M
o
t
i
v
a
t
i
o
n
a
l
p
e
e
r
i
n
f
l
u
e
n
c
e
A
sp
i
r
a
t
i
o
n
a
l
p
e
e
r
m
o
d
e
l
i
n
g
;
c
o
l
l
e
c
t
i
v
e
c
o
p
i
n
g
Lo
o
k
i
n
g
up
to
h
i
g
h
-
p
e
r
f
o
r
mi
n
g
p
e
e
r
s;
S
h
a
r
e
d
a
c
a
d
e
m
i
c
su
p
p
o
r
t
a
n
d
e
n
c
o
u
r
a
g
e
m
e
n
t
3
.
1
.
B
elo
ng
ing
as
re
la
t
i
o
na
l
s
t
a
bil
iza
t
io
n
B
elo
n
g
in
g
em
er
g
e
d
as
ce
n
tr
al
to
how
s
tu
d
en
ts
n
av
ig
ated
ac
a
d
em
ic
life
.
Stu
d
en
ts
wh
o
f
elt
co
n
n
ec
te
d
to
th
eir
p
ee
r
s
a
n
d
teac
h
er
s
wer
e
b
etter
ab
le
to
en
g
ag
e
with
ch
allen
g
in
g
c
o
u
r
s
ewo
r
k
an
d
p
er
s
is
t
th
r
o
u
g
h
s
etb
ac
k
s
.
T
h
is
s
en
s
e
of
b
elo
n
g
in
g
f
u
n
ctio
n
ed
n
o
t
m
er
ely
as
a
s
o
cial
co
m
f
o
r
t
but
as
a
f
o
u
n
d
atio
n
al
co
n
d
itio
n
f
o
r
lear
n
i
n
g
its
elf
.
A
g
r
a
d
e
11
s
tu
d
en
t
(
C2
)
d
escr
ib
e
d
h
er
t
r
a
n
s
itio
n
to
g
r
a
d
e
11
as
em
o
tio
n
ally
d
is
o
r
ien
tin
g
:
“
At
fir
s
t,
it
w
a
s
ve
r
y
d
iffi
cu
lt.
It
w
a
s
fa
r
fr
o
m
my
p
r
ev
io
u
s
s
c
h
o
o
l.
S
in
ce
elem
en
ta
r
y
s
ch
o
o
l,
I
h
a
ve
kn
o
w
n
ev
eryo
n
e.
Th
e
n
in
g
r
a
d
e
11,
I
d
id
not
kn
o
w
a
n
yo
n
e,
n
o
t
even
o
n
e
.
”
(
C
2
)
Sh
e
r
ec
alled
f
ee
lin
g
a
f
r
aid
a
n
d
awk
war
d
in
a
“
v
e
r
y
q
u
ie
t
”
class
r
o
o
m
,
wh
er
e
th
e
s
ile
n
ce
f
elt
h
ea
v
y
an
d
u
n
welc
o
m
in
g
r
ath
e
r
th
an
ca
l
m
or
f
o
cu
s
ed
.
T
h
e
atm
o
s
p
h
er
e
m
ad
e
it
d
if
f
icu
lt
f
o
r
h
er
to
s
p
ea
k
up,
ask
q
u
esti
o
n
s
,
or
co
n
n
ec
t
with
th
o
s
e
ar
o
u
n
d
h
er
.
T
h
ese
ea
r
ly
ex
p
er
ien
ce
s
lef
t
a
s
tr
o
n
g
im
p
r
ess
io
n
on
h
er
s
en
s
e
of
s
elf
with
in
th
e
ac
a
d
em
ic
en
v
ir
o
n
m
en
t.
Ov
er
tim
e,
th
is
s
h
i
f
ted
as
s
h
e
b
eg
an
to
f
in
d
h
er
f
o
o
tin
g
a
n
d
b
u
ild
r
elatio
n
s
h
ip
s
with
h
er
class
m
ates
an
d
teac
h
er
s
:
“
Th
ey
r
ea
lly
w
elco
med
me
a
n
d
d
id
n
o
t
ma
ke
me
feel
left
o
u
t
.
”
(
C
2
)
Mo
v
em
en
t
f
r
o
m
u
n
f
am
iliar
it
y
to
in
clu
s
io
n
s
u
p
p
o
r
te
d
h
e
r
ad
ju
s
tm
en
t.
T
h
is
g
r
a
d
u
al
r
elatio
n
al
tr
an
s
itio
n
s
h
o
ws
how
b
elo
n
g
i
n
g
is
not
alwa
y
s
im
m
ed
iately
av
ailab
le
but
can
be
cu
ltiv
ate
d
th
r
o
u
g
h
s
u
s
tain
ed
p
ee
r
o
p
en
n
ess
an
d
m
u
tu
al
ac
ce
p
tan
ce
.
A
g
r
ad
e
10
s
tu
d
e
n
t
(
C
3
)
s
im
ilar
ly
d
escr
ib
ed
s
u
s
tain
ed
co
n
n
ec
tio
n
d
esp
ite
ac
ad
em
ic
b
u
s
y
n
ess
:
“
S
o
metime
s
I
feel
a
lo
n
e,
but
n
o
t
lo
n
ely,
b
ec
a
u
s
e
I
s
till
h
a
ve
f
r
ien
d
s
.
”
(
C
3
)
E
v
en
am
id
n
u
m
e
r
o
u
s
ass
ig
n
m
en
ts
an
d
p
r
esen
tatio
n
s
,
r
elatio
n
al
co
n
tin
u
ity
r
em
ain
ed
in
tact.
B
elo
n
g
in
g
d
id
not
r
eq
u
ir
e
co
n
s
tan
t
in
ter
ac
tio
n
but
e
x
is
ted
as
an
e
n
d
u
r
in
g
s
en
s
e
of
co
n
n
ec
ti
o
n
.
T
h
is
q
u
ality
of
s
u
s
tain
ed
,
lo
w
-
m
ain
ten
a
n
ce
b
elo
n
g
in
g
p
r
o
v
e
d
p
ar
ticu
lar
l
y
m
ea
n
i
n
g
f
u
l
in
a
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t
wh
e
r
e
ac
ad
em
ic
d
em
an
d
s
r
eg
u
la
r
ly
c
o
m
p
eted
with
s
o
cial
tim
e.
Sh
e
ad
d
ed
:
“
We
s
u
p
p
o
r
t
ea
ch
o
th
er…
even
if
s
o
metime
s
one
of
us
is
to
p
1,
s
o
metime
s
a
n
o
th
er
is
to
p
1…
we
don
’
t
c
o
mp
ete
n
eg
a
tively.
We
s
u
p
p
o
r
t
ea
ch
o
th
er.
”
(
C
3
)
Acr
o
s
s
n
ar
r
ativ
es,
b
elo
n
g
in
g
f
u
n
ctio
n
e
d
as
an
em
o
tio
n
al
a
n
ch
o
r
a
m
id
s
tr
ain
,
g
r
o
u
n
d
in
g
s
tu
d
en
ts
ev
en
wh
en
ac
a
d
em
ic
an
d
s
o
ci
al
p
r
ess
u
r
es
f
elt
o
v
er
wh
elm
in
g
.
Sit
u
atio
n
al
d
is
tan
ce
d
id
not
eq
u
ate
to
is
o
latio
n
,
as
s
tu
d
en
ts
o
f
ten
m
ain
tain
ed
m
ea
n
in
g
f
u
l
co
n
n
ec
tio
n
s
d
esp
i
te
v
ar
y
in
g
cir
c
u
m
s
tan
ce
s
.
C
o
n
n
ec
tio
n
r
e
m
ain
ed
a
s
tab
ilizin
g
p
r
esen
ce
,
s
u
s
tain
in
g
en
g
a
g
em
en
t
an
d
k
ee
p
in
g
s
tu
d
en
ts
in
v
ested
in
th
eir
ac
a
d
em
ic
liv
es.
B
elo
n
g
in
g
was
n
o
t
alwa
y
s
e
x
p
r
ess
ed
th
r
o
u
g
h
ac
tiv
e
r
ea
s
s
u
r
an
ce
or
ex
p
licit
en
co
u
r
ag
em
en
t,
an
d
s
tu
d
en
ts
d
id
not
alwa
y
s
n
e
ed
wo
r
d
s
or
g
estu
r
es
to
f
e
el
co
n
n
ec
ted
.
At
tim
es,
p
r
e
s
en
ce
its
elf
ca
r
r
ied
s
ig
n
if
ican
ce
,
with
th
e
s
im
p
le
act
of
b
ein
g
p
h
y
s
ically
n
ea
r
o
th
er
s
p
r
o
v
i
d
in
g
a
q
u
iet
b
u
t
m
ea
n
in
g
f
u
l
s
en
s
e
of
in
clu
s
io
n
.
A
class
m
ate
s
itti
n
g
n
ea
r
b
y
,
a
teac
h
e
r
m
o
v
in
g
th
r
o
u
g
h
th
e
r
o
o
m
,
or
a
f
am
iliar
f
ac
e
in
th
e
h
allway
co
u
ld
all
co
n
v
ey
ac
ce
p
tan
ce
with
o
u
t
a
s
in
g
le
wo
r
d
.
T
h
ese
s
u
b
tle,
u
n
s
p
o
k
en
f
o
r
m
s
of
b
elo
n
g
in
g
p
r
o
v
e
d
ju
s
t
as
p
o
wer
f
u
l
as
more
d
elib
e
r
ate
ex
p
r
ess
io
n
s
of
s
u
p
p
o
r
t
in
s
h
ap
in
g
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
of
th
eir
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
A
g
r
ad
e
10
s
tu
d
en
t
(
C3
)
an
d
g
r
a
d
e
7
s
tu
d
e
n
t (
C
6
)
ex
p
r
ess
ed
:
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
9
8
5
-
4000
3992
“
E
ve
n
if
th
ey
d
o
n
’
t
s
a
y
a
n
yth
i
n
g
…
th
eir
p
r
esen
ce
is
en
o
u
g
h
.
”
(
C
3
)
“
Wh
en
I
’
m
r
ev
iew
in
g
,
I
ju
s
t
w
a
n
t
th
em
not
to
d
is
tu
r
b
me.
”
(
C
6
)
W
h
ile
C3
f
o
u
n
d
co
m
f
o
r
t
in
th
e
q
u
iet
p
r
esen
ce
of
o
th
er
s
,
C6
’
s
ac
co
u
n
t
p
o
in
ts
to
a
r
elate
d
but
d
is
tin
ct
d
im
en
s
io
n
:
b
elo
n
g
in
g
also
m
ea
n
s
th
at
p
ee
r
s
r
esp
ec
t
th
e
b
o
u
n
d
ar
ies
of
f
o
c
u
s
ed
,
s
o
litar
y
wo
r
k
.
In
th
is
s
en
s
e,
r
elatio
n
al
s
u
p
p
o
r
t
is
not
o
n
ly
a
b
o
u
t
b
ei
n
g
p
r
esen
t
but
a
b
o
u
t
k
n
o
win
g
wh
e
n
to
s
tep
b
ac
k
.
3.
2.
Resili
ence
wit
hin
a
ca
dem
ic
press
ure
Aca
d
em
ic
p
r
ess
u
r
e
was
d
esc
r
ib
ed
as
p
er
s
is
ten
t
an
d
,
at
ti
m
es,
o
v
er
w
h
elm
in
g
,
p
e
r
m
ea
t
in
g
m
a
n
y
asp
ec
ts
of
s
tu
d
en
ts
’
d
aily
liv
e
s
b
o
th
in
s
id
e
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
T
h
e
weig
h
t
of
ex
p
ec
tatio
n
s
,
wh
eth
er
s
elf
-
im
p
o
s
ed
or
ex
ter
n
ally
d
r
i
v
en
,
s
h
ap
e
d
how
s
tu
d
e
n
ts
ap
p
r
o
ac
h
ed
th
eir
w
o
r
k
,
th
eir
r
elatio
n
s
h
ip
s
,
an
d
th
eir
s
en
s
e
of
s
elf
-
wo
r
th
.
Fo
r
s
o
m
e
,
th
is
p
r
ess
u
r
e
ac
cu
m
u
lated
g
r
ad
u
ally
o
v
er
th
e
c
o
u
r
s
e
of
th
e
s
ch
o
o
l
y
ea
r
,
wh
ile
f
o
r
o
th
er
s
it
ar
r
iv
ed
s
u
d
d
en
l
y
in
r
esp
o
n
s
e
to
s
p
ec
if
ic
d
e
m
an
d
s
or
d
ea
d
lin
es.
A
g
r
a
d
e
11
s
tu
d
en
t
(
C1
)
ar
ticu
lated
an
ticip
ato
r
y
s
tr
ess
:
“
I
feel
p
r
ess
u
r
ed
…
esp
ec
ia
lly
b
efo
r
e
q
u
iz
z
es
or
d
ea
d
lin
es…
s
o
metime
s
I
o
ve
r
th
in
k.
”
(
C
1
)
A
g
r
ad
e
9
s
tu
d
en
t
(
C
4
)
d
escr
ib
ed
ex
h
au
s
tio
n
:
“
No
ma
tter
how
mu
ch
I
s
tu
d
y
,
I
ca
n
n
o
t
r
est.
Th
ere
a
r
e
so
ma
n
y
q
u
iz
z
es
and
a
s
s
ig
n
men
ts
.
”
(
C
4
)
Yet
,
wh
en
ask
ed
d
ir
e
ctly
ab
o
u
t
n
eg
ativ
e
ac
ad
em
ic
e
x
p
er
ie
n
c
es,
he
r
esp
o
n
d
ed
,
“
N
o
n
e
.
”
T
h
e
co
ex
is
ten
ce
of
ac
k
n
o
wled
g
ed
d
if
f
icu
lty
an
d
m
in
im
al
co
m
p
lain
t
s
u
g
g
ests
th
at
s
tr
ain
h
a
d
b
ec
o
m
e
n
o
r
m
alize
d
.
Pre
s
s
u
r
e
was
p
r
e
s
en
t
but
not
c
o
n
s
is
ten
tly
f
r
a
m
ed
as
a
g
r
ie
v
an
ce
.
T
h
is
s
u
g
g
ests
th
at
f
o
r
s
o
m
e
s
tu
d
en
ts
,
r
esil
ien
ce
is
not
m
ar
k
ed
by
a
n
ar
r
ati
v
e
of
o
v
e
r
co
m
in
g
,
but
by
a
q
u
iet,
u
n
s
p
o
k
e
n
p
er
s
is
ten
ce
with
in
a
co
n
tex
t
wh
er
e
d
if
f
icu
lty
is
th
e
ass
u
m
ed
b
aselin
e.
A
g
r
ad
e
10
s
tu
d
en
t
(
C3
)
r
ec
o
u
n
ted
p
an
d
e
m
ic
-
er
a
h
ar
d
s
h
ip
:
“
On
lin
e
cla
s
s
w
a
s
th
e
h
a
r
d
e
s
t
p
a
r
t…
I
had
no
s
ig
n
a
l
in
our
a
r
ea
.
Th
ere
w
ere
time
s
I
cried
b
ec
a
u
s
e
I
c
o
u
ld
not
s
u
b
mit
r
eq
u
ir
eme
n
ts
.
”
(
C
3
)
C
3
also
d
escr
ib
ed
ex
clu
s
io
n
,
“
I
w
a
s
th
e
o
n
ly
one
w
h
o
w
a
s
not
p
a
r
t
of
t
h
eir
fr
ien
d
g
r
o
u
p
.
”
T
h
is
s
o
cial
ex
clu
s
io
n
co
m
p
o
u
n
d
e
d
th
e
ac
ad
em
ic
s
tr
ain
s
h
e
was
alr
ea
d
y
ex
p
er
ie
n
cin
g
,
m
ak
i
n
g
h
er
p
er
s
is
ten
ce
ev
en
m
o
r
e
s
ig
n
if
ican
t.
Desp
ite
th
is
,
s
h
e
co
n
clu
d
e
d
,
“
I
ma
n
a
g
e
d
it.
I
o
ve
r
ca
me
it
.
”
R
esil
ien
ce
d
id
not
ap
p
ea
r
as
th
e
ab
s
en
ce
of
d
is
tr
ess
but
as
co
n
tin
u
ed
en
g
a
g
em
en
t
am
i
d
o
n
g
o
i
n
g
d
em
an
d
s
.
T
h
ese
ac
co
u
n
ts
co
llectiv
ely
s
u
g
g
est
th
at
wh
at
s
u
s
tain
ed
s
tu
d
en
ts
was
not
f
r
ee
d
o
m
f
r
o
m
d
if
f
icu
lt
y
but
th
e
in
ter
p
r
etiv
e
ca
p
ac
ity
to
r
em
ain
p
r
esen
t
with
in
it.
Pe
er
co
n
n
ec
tio
n
,
ev
en
wh
en
im
p
licit,
p
r
o
v
id
ed
th
e
r
elatio
n
al
g
r
o
u
n
d
f
r
o
m
wh
ich
t
h
at
co
n
tin
u
e
d
en
g
ag
em
en
t
b
ec
am
e
p
o
s
s
ib
le.
3.
3.
Rela
t
io
na
l
m
e
a
nin
g
-
m
a
k
ing
T
h
is
th
em
e
ca
p
tu
r
es
how
s
tu
d
en
ts
in
ter
p
r
et
r
elatio
n
al
ex
p
er
ien
ce
s
as
s
ite
s
of
g
r
o
wth
,
p
o
s
itio
n
in
g
,
an
d
ac
ad
em
ic
p
er
s
is
ten
ce
,
r
ev
ea
lin
g
th
e
d
ee
p
ly
s
o
cial
n
atu
r
e
of
lear
n
i
n
g
an
d
d
e
v
elo
p
m
e
n
t.
R
elatio
n
s
h
ip
s
with
p
ee
r
s
an
d
teac
h
e
r
s
wer
e
not
m
er
ely
b
ac
k
g
r
o
u
n
d
f
ea
tu
r
es
of
s
ch
o
o
l
life
but
ac
tiv
e
co
n
tex
ts
in
wh
ich
s
tu
d
en
ts
ca
m
e
to
u
n
d
er
s
tan
d
th
em
s
elv
es
an
d
th
eir
ca
p
ab
ilit
ies.
T
h
r
o
u
g
h
t
h
ese
in
ter
ac
tio
n
s
,
s
tu
d
e
n
ts
n
eg
o
tiated
th
eir
id
en
titi
es,
test
ed
th
eir
b
o
u
n
d
a
r
ies,
an
d
f
o
u
n
d
th
e
m
o
tiv
atio
n
to
co
n
tin
u
e
e
v
en
wh
en
ch
al
len
g
es
ar
o
s
e.
In
th
is
way
,
r
elatio
n
al
ex
p
er
ien
ce
s
f
u
n
ctio
n
e
d
as
b
o
th
m
ir
r
o
r
s
an
d
s
ca
f
f
o
ld
s
,
r
e
f
lectin
g
wh
o
s
tu
d
en
ts
b
eliev
ed
th
em
s
elv
es
to
be
wh
ile
also
s
u
p
p
o
r
tin
g
wh
o
t
h
ey
wer
e
s
tr
iv
i
n
g
to
b
ec
o
m
e.
Peer
r
elatio
n
s
h
ip
s
wer
e
not
u
n
if
o
r
m
ly
s
u
p
p
o
r
tiv
e,
an
d
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
of
co
n
n
ec
ti
o
n
ex
is
ted
alo
n
g
s
id
e
m
o
m
en
ts
of
ten
s
io
n
,
ex
clu
s
io
n
,
an
d
p
er
ce
iv
e
d
ju
d
g
m
en
t.
W
h
ile
s
o
m
e
s
tu
d
e
n
ts
f
o
u
n
d
in
th
eir
p
ee
r
s
a
s
o
u
r
ce
of
en
co
u
r
ag
em
en
t
an
d
b
elo
n
g
in
g
,
o
th
er
s
en
co
u
n
ter
ed
s
o
cial
d
y
n
am
ics
th
at
h
eig
h
ten
ed
th
eir
an
x
iet
y
an
d
u
n
d
er
m
in
ed
t
h
eir
co
n
f
i
d
e
n
ce
.
T
h
ese
co
n
tr
asti
n
g
ex
p
er
i
en
ce
s
h
ig
h
lig
h
ted
th
e
co
m
p
le
x
ity
of
ad
o
lescen
t
p
ee
r
r
elatio
n
s
h
ip
s
,
wh
ich
co
u
ld
s
h
if
t
q
u
ick
ly
d
e
p
en
d
i
n
g
on
co
n
tex
t,
m
o
o
d
,
or
cir
c
u
m
s
tan
ce
.
A
g
r
ad
e
11
s
tu
d
en
t
(
C
2
)
d
escr
ib
e
d
p
er
ce
iv
ed
ju
d
g
m
en
t:
“
It
’
s
h
a
r
d
to
go
to
s
ch
o
o
l
w
h
en
yo
u
feel
like
s
o
meo
n
e
is
u
p
s
et
w
ith
yo
u
…
It
ma
ke
s
y
o
u
lo
s
e
mo
tiva
tio
n
…
Yo
u
feel
like
yo
u
’
re
b
ein
g
ju
d
g
ed
.
”
(
C
2
)
Sh
e
ex
p
lain
ed
t
h
at
f
ea
r
of
g
o
s
s
ip
r
ed
u
ce
d
p
ar
ticip
atio
n
:
“
I
n
s
tea
d
of
w
a
n
tin
g
to
p
a
r
ticip
a
te,
yo
u
b
ec
o
me
a
fr
a
id
th
ey
w
ill
ju
d
g
e
yo
u
.
”
(
C
2
)
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
A
lo
n
e
b
u
t
n
o
t lo
n
ely:
a
h
ermen
eu
tic
p
h
e
n
o
men
o
l
o
g
y
o
f
p
ee
r
r
ela
tio
n
s
h
ip
s
…
(
R
o
b
ert Jo
h
n
D
.
Gip
a
l
)
3993
A
g
r
ad
e
8
s
tu
d
en
t
(
C5
)
n
o
ted
s
tr
ain
with
in
f
r
ien
d
s
h
ip
:
“
S
o
metime
s
th
ey
b
r
o
u
g
h
t
me
d
o
w
n
…
Th
ey
w
a
n
ted
to
s
p
e
n
d
time
to
g
eth
er,
but
it
a
ffected
my
time
to
s
tu
d
y.
”
(
C
5
)
A
g
r
ad
e
7
s
tu
d
en
t
(
C
6
)
d
escr
ib
ed
d
is
co
u
r
ag
in
g
co
m
m
e
n
ts
:
“
Th
ey
w
o
u
ld
s
a
y
,
‘
D
o
n
’
t
r
ev
iew
a
n
ymo
r
e,
th
e
ex
a
m
is
ea
s
y,
’
but
la
ter
th
ey
w
o
u
ld
s
a
y,
‘
Th
e
ex
a
m
w
a
s
h
a
r
d
.
’
”
(
C
6
)
T
h
ese
ac
co
u
n
ts
s
u
g
g
est
th
at
p
ee
r
d
y
n
a
m
ics
ar
e
not
n
eu
tr
al
b
ac
k
g
r
o
u
n
d
co
n
d
itio
n
s
but
i
n
ter
p
r
etiv
e
co
n
tex
ts
.
J
u
d
g
m
en
t,
d
is
tr
ac
tio
n
,
an
d
c
o
m
p
a
r
is
o
n
s
h
ap
e
h
o
w
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
m
s
elv
es
as
lear
n
er
s
.
T
ak
en
to
g
eth
er
,
th
ey
d
em
o
n
s
tr
ate
th
at
r
esil
ien
ce
is
not
o
n
ly
s
u
p
p
o
r
ted
by
r
elatio
n
s
h
ip
s
but
in
ter
p
r
eted
th
r
o
u
g
h
th
em
.
Stu
d
en
ts
p
o
s
itio
n
th
em
s
elv
es
in
r
elatio
n
to
p
ee
r
s
,
s
o
m
etim
es
af
f
ir
m
ed
,
s
o
m
etim
es
ju
d
g
ed
,
s
o
m
etim
es
in
s
p
ir
ed
.
In
each
ca
s
e,
r
elatio
n
al
ex
p
er
ien
ce
b
ec
o
m
es
a
s
ite
wh
er
e
ac
a
d
em
ic
d
if
f
icu
lty
is
r
ein
ter
p
r
eted
,
n
e
g
o
tiated
,
a
n
d
in
co
r
p
o
r
ated
in
to
s
elf
-
u
n
d
e
r
s
tan
d
in
g
,
a
p
r
o
ce
s
s
at
th
e
h
e
ar
t
of
h
er
m
e
n
eu
tic
ex
p
er
ien
ce
.
In
th
is
way
,
m
o
m
en
ts
of
r
elatio
n
al
ten
s
io
n
do
n
o
t
s
im
p
ly
im
p
ed
e
en
g
a
g
em
en
t
but
also
co
n
tr
ib
u
te
to
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
as
lear
n
er
s
,
p
r
o
m
p
tin
g
r
e
f
lectio
n
a
n
d
r
ec
alib
r
atin
g
th
eir
a
ca
d
em
ic
id
e
n
titi
es.
R
esil
ien
ce
em
er
g
es
th
r
o
u
g
h
t
h
is
o
n
g
o
in
g
p
r
o
ce
s
s
of
r
elatio
n
a
l
m
ea
n
in
g
-
m
a
k
in
g
.
3.
4.
M
o
t
iv
a
t
io
na
l
peer
influence
T
h
is
th
em
e
ca
p
tu
r
es
h
o
w
s
tu
d
en
ts
d
r
ew
on
th
ei
r
r
elatio
n
s
h
i
p
s
with
p
ee
r
s
as
a
s
o
u
r
ce
of
m
o
tiv
atio
n
,
d
ir
ec
tio
n
,
an
d
ac
ad
em
ic
d
r
iv
e,
r
ev
ea
lin
g
th
e
e
x
ten
t
to
wh
ich
lear
n
in
g
was
a
s
o
cially
en
er
g
ized
p
r
o
ce
s
s
.
Peer
s
wer
e
not
s
im
p
ly
c
o
m
p
a
n
io
n
s
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
but
ac
tiv
e
in
f
l
u
en
ce
s
wh
o
s
h
ap
e
d
h
o
w
s
tu
d
en
ts
s
et
g
o
als,
s
u
s
tain
ed
ef
f
o
r
t,
an
d
m
ea
s
u
r
ed
th
eir
o
wn
p
r
o
g
r
ess
.
T
h
r
o
u
g
h
o
b
s
er
v
atio
n
,
en
co
u
r
ag
em
en
t,
an
d
s
h
ar
ed
s
tr
u
g
g
le,
s
tu
d
en
ts
f
o
u
n
d
in
t
h
e
ir
class
m
ates
b
o
th
a
r
ef
lectio
n
of
th
eir
o
wn
asp
ir
atio
n
s
an
d
a
ca
taly
s
t
f
o
r
d
ee
p
er
ac
ad
em
ic
en
g
a
g
em
en
t.
3.
4
.
1
.
Asp
ira
t
io
na
l
a
nd
ins
t
r
uct
io
na
l inf
luence
Ob
s
er
v
in
g
class
m
ates
wh
o
ex
ce
lled
ac
ad
em
ically
in
s
p
ir
ed
s
tu
d
en
ts
to
r
aise
th
eir
o
wn
ex
p
ec
tatio
n
s
,
r
ef
r
am
e
wh
at
was
p
o
s
s
ib
le,
an
d
in
v
est
m
o
r
e
d
elib
er
ately
in
th
eir
s
tu
d
ies.
B
ey
o
n
d
in
s
p
ir
atio
n
,
p
ee
r
s
also
p
lay
ed
an
in
s
tr
u
ctio
n
al
r
o
le,
s
h
ar
in
g
s
tr
ateg
ies,
ex
p
lain
in
g
co
n
ce
p
ts
,
an
d
m
o
d
elin
g
s
tu
d
y
h
ab
its
th
at
p
r
o
v
ed
d
if
f
icu
lt
to
ac
q
u
i
r
e
th
r
o
u
g
h
f
o
r
m
al
teac
h
i
n
g
al
o
n
e.
In
th
is
way
,
p
ee
r
s
s
er
v
e
d
as
in
f
o
r
m
al
ed
u
ca
to
r
s
wh
o
s
e
av
ailab
ilit
y
an
d
f
am
iliar
ity
m
a
d
e
th
em
ap
p
r
o
ac
h
a
b
le
in
way
s
th
at
f
o
r
m
al
teac
h
in
g
s
tr
u
ctu
r
e
s
s
o
m
etim
es
co
u
ld
not
r
ep
licate.
A
g
r
ad
e
11
s
tu
d
e
n
t
(
C
1
)
ca
p
tu
r
ed
th
is
d
y
n
am
ic
s
im
p
ly
an
d
d
i
r
ec
tly
:
“
If
I
d
o
n
’
t
u
n
d
ers
ta
n
d
a
less
o
n
,
I
a
s
k
th
em
to
te
a
ch
me.
”
(
C
1
)
A
g
r
ad
e
9
s
tu
d
en
t
(
C4
)
a
d
d
ed
:
“
Th
ey
tea
ch
me
u
n
til
I
u
n
d
ers
ta
n
d
.
”
(
C
4
)
A
g
r
ad
e
8
s
tu
d
en
t
(
C
5
)
d
escr
ib
ed
b
ein
g
in
s
p
ir
ed
by
a
h
ig
h
-
p
er
f
o
r
m
in
g
s
tu
d
en
t:
“
He
to
ld
me
ev
eryth
in
g
he
d
id
to
b
ec
o
me
an
h
o
n
o
r
s
tu
d
en
t
…
I
w
a
s
like,
‘
Ho
w
in
s
p
ir
a
tio
n
a
l.
I
’
m
g
o
in
g
to
do
t
h
a
t.
’
”
(
C
5
)
Peer
m
o
d
elin
g
s
h
a
p
ed
s
tu
d
y
h
a
b
its
,
ef
f
o
r
t,
a
n
d
ac
ad
em
ic
s
elf
-
u
n
d
er
s
tan
d
in
g
.
B
e
y
o
n
d
th
e
tr
an
s
m
is
s
io
n
of
s
tr
ateg
ies,
th
e
s
e
in
ter
ac
tio
n
s
ca
r
r
ied
an
id
en
tity
-
f
o
r
m
in
g
d
im
en
s
io
n
:
s
tu
d
e
n
ts
d
id
not
m
er
ely
lear
n
wh
at
to
do
but
b
eg
a
n
to
r
eim
ag
in
e
wh
o
m
t
h
ey
co
u
ld
b
ec
o
m
e
as
lear
n
er
s
.
In
th
is
wa
y
,
asp
ir
atio
n
al
p
ee
r
in
f
lu
en
ce
f
u
n
ctio
n
e
d
as
a
r
elat
io
n
al
ca
taly
s
t
f
o
r
ac
a
d
em
ic
m
o
tiv
atio
n
an
d
s
elf
-
r
eo
r
ien
tatio
n
.
3.
4
.
2
.
Co
llect
iv
e
co
pin
g
Peer
s
wer
e
f
r
eq
u
e
n
tly
d
escr
ib
ed
as
ac
tiv
e
s
u
p
p
o
r
ts
d
u
r
in
g
m
o
m
en
ts
of
v
u
l
n
er
ab
ilit
y
.
W
h
en
s
tu
d
en
ts
s
tr
u
g
g
led
ac
ad
em
ically
or
e
m
o
tio
n
ally
,
it
was
o
f
ten
a
class
m
ate
r
ath
er
th
an
an
ad
u
lt
wh
o
f
ir
s
t
n
o
ticed
,
ap
p
r
o
ac
h
ed
,
an
d
o
f
f
er
ed
co
m
f
o
r
t.
T
h
ese
p
ee
r
-
to
-
p
ee
r
m
o
m
e
n
ts
of
s
u
p
p
o
r
t
r
ev
ea
led
an
i
n
f
o
r
m
al
but
p
o
wer
f
u
l
n
etwo
r
k
of
co
llectiv
e
co
p
in
g
t
h
at
o
p
er
ated
alo
n
g
s
id
e
th
e
s
ch
o
o
l
’
s
f
o
r
m
al
s
tr
u
ctu
r
es
of
ca
r
e
.
A
g
r
ad
e
9
s
tu
d
en
t
(
C4
)
s
h
ar
ed
:
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
9
8
5
-
4000
3994
“
I
w
a
s
cryin
g
b
ec
a
u
s
e
my
s
co
r
e
w
a
s
3
out
of
10…
I
h
id
in
th
e
CR
b
ec
a
u
s
e
I
d
o
n
’
t
u
s
u
a
lly
s
h
o
w
th
a
t
I
cry.
On
e
of
my
fr
ien
d
s
s
a
w
me,
a
p
p
r
o
a
ch
e
d
me,
a
n
d
a
s
ke
d
if
I
w
a
s
o
ka
y…
Th
ey
co
mfo
r
ted
me
and
to
ld
me,
‘
B
etter
lu
ck
n
ex
t
time.
’
”
(
C
4
)
Peer
p
r
esen
ce
in
ter
r
u
p
ted
is
o
l
atio
n
,
o
f
f
e
r
in
g
s
tu
d
e
n
ts
a
p
o
in
t
of
h
u
m
a
n
co
n
tact
p
r
ec
is
ely
wh
en
th
ey
f
elt
m
o
s
t
alo
n
e
an
d
o
v
er
wh
e
lm
ed
.
E
v
en
wh
en
ac
a
d
em
ic
s
tr
ain
was
at
its
m
o
s
t
ac
u
te,
th
e
p
r
o
x
im
ity
of
a
s
u
p
p
o
r
tiv
e
class
m
ate
was
en
o
u
g
h
to
r
esto
r
e
a
s
en
s
e
of
ag
e
n
cy
an
d
p
o
s
s
ib
ilit
y
.
T
h
ese
m
o
m
en
ts
of
c
o
n
n
ec
tio
n
d
id
not
n
ee
d
to
be
len
g
t
h
y
or
e
lab
o
r
ate
to
be
ef
f
ec
tiv
e;
s
o
m
etim
es
a
b
r
ief
ex
ch
an
g
e
or
a
r
ea
s
s
u
r
in
g
g
lan
ce
was
s
u
f
f
icien
t
to
s
h
if
t
a
s
tu
d
en
t
’
s
e
m
o
tio
n
al
s
tate.
C3
d
escr
ib
ed
a
f
f
ir
m
atio
n
f
r
o
m
a
clo
s
e
f
r
ien
d
d
u
r
in
g
h
ar
d
s
h
i
p
:
“
She
w
o
u
ld
tell
me,
‘
I
’
m
ve
r
y
p
r
o
u
d
of
yo
u
,
’
esp
ec
ia
lly
d
u
r
in
g
th
e
time
w
h
en
we
h
a
d
no
s
ig
n
a
l…
She
h
elp
e
d
lift
my
co
n
fid
en
ce
.
”
(C
3
)
A
g
r
ad
e
8
s
tu
d
en
t
(
C
5
)
e
m
p
h
a
s
ized
s
m
all
g
estu
r
es:
“
E
ve
n
s
imp
le
th
in
g
s
like
s
mil
in
g
and
s
a
yi
n
g
g
o
o
d
mo
r
n
in
g
…
I
th
in
k
th
a
t
’
s
th
e
b
est
p
a
r
t
of
th
e
d
a
y.
”
(
C
5
)
Sh
e
r
ec
alled
r
ea
s
s
u
r
an
ce
f
r
o
m
a
f
r
ien
d
:
“
She
r
ea
s
s
u
r
ed
me
th
a
t
ev
eryth
in
g
w
ill
be
o
ka
y…
I
felt
like
‘
I
ca
n
a
ctu
a
lly
do
th
is
.
’
”
(
C
5
)
E
n
co
u
r
a
g
em
en
t,
r
ea
s
s
u
r
an
ce
,
an
d
s
h
ar
ed
p
r
esen
ce
f
u
n
ctio
n
e
d
as
co
llectiv
e
co
p
in
g
p
r
ac
tices.
Stu
d
en
ts
d
id
not
m
an
ag
e
ac
a
d
em
ic
s
tr
ain
alo
n
e;
th
ey
r
esp
o
n
d
e
d
co
llectiv
el
y
,
d
r
awin
g
s
tr
en
g
t
h
f
r
o
m
p
e
er
in
ter
ac
tio
n
th
at
r
ein
f
o
r
ce
d
ef
f
o
r
t
an
d
p
er
s
is
ten
ce
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
h
o
w
ac
ad
em
ic
r
esil
ien
ce
is
ex
p
er
ien
ce
d
with
in
p
ee
r
r
elatio
n
s
h
ip
s
r
ath
er
th
a
n
m
ea
s
u
r
ed
as
an
o
u
tco
m
e
v
ar
ia
b
le.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
r
esil
ien
ce
is
em
b
ed
d
ed
in
r
elat
io
n
al
co
n
tex
ts
th
at
s
h
ap
e
how
s
tu
d
en
ts
in
ter
p
r
et
p
r
ess
u
r
e,
b
elo
n
g
in
g
,
asp
ir
atio
n
,
an
d
d
if
f
icu
lty
.
R
ath
er
th
an
ap
p
ea
r
in
g
as
a
f
ix
ed
p
s
y
ch
o
lo
g
ical
tr
ait,
r
esil
ien
ce
em
er
g
ed
as
s
u
s
tain
ed
p
a
r
ticip
atio
n
with
in
s
h
ar
ed
ac
a
d
em
ic
li
f
e.
4
.
1
.
Resili
ence
as
being
-
wit
h
A
ce
n
tr
al
f
in
d
in
g
of
th
is
s
tu
d
y
is
th
at
b
elo
n
g
in
g
f
u
n
ctio
n
e
d
as
an
em
o
tio
n
al
an
c
h
o
r
d
u
r
in
g
ac
ad
em
ic
tr
an
s
itio
n
s
an
d
p
er
i
o
d
s
of
s
tr
ain
.
Par
ticip
an
ts
d
escr
i
b
ed
f
ee
lin
g
s
u
s
tain
ed
n
o
t
m
er
ely
by
ex
p
licit
en
co
u
r
a
g
em
en
t,
b
u
t
by
an
o
n
g
o
in
g
s
en
s
e
of
co
n
n
ec
tio
n
,
ca
p
tu
r
ed
m
o
s
t
d
ir
ec
tly
in
C3
’
s
r
ef
l
ec
tio
n
,
“
S
o
metime
s
I
feel
a
lo
n
e,
b
u
t
not
lo
n
ely,
b
e
ca
u
s
e
I
s
till
h
a
ve
fr
ien
d
s
.
”
T
h
is
d
is
tin
ctio
n
b
etwe
en
alo
n
en
ess
an
d
lo
n
elin
ess
is
m
ea
n
in
g
f
u
l:
r
elatio
n
al
c
o
n
tin
u
ity
p
er
s
is
ted
ev
e
n
wh
en
d
ir
ec
t
in
ter
ac
tio
n
was
lim
ited
.
B
elo
n
g
in
g
,
f
o
r
th
ese
s
tu
d
en
ts
,
was
le
s
s
ab
o
u
t
co
n
s
t
an
t
co
n
tact
an
d
more
ab
o
u
t
th
e
ass
u
r
ed
av
ailab
ilit
y
of
co
n
n
e
ctio
n
.
C2
’
s
ac
co
u
n
t
of
tr
an
s
itio
n
in
g
to
g
r
ad
e
11
with
o
u
t
k
n
o
win
g
an
y
o
n
e
an
d
of
g
r
ad
u
ally
f
ee
lin
g
welc
o
m
e
s
im
ilar
ly
illu
s
tr
ate
s
how
b
elo
n
g
in
g
s
h
a
p
es
a
s
tu
d
e
n
t
’
s
ca
p
ac
ity
to
r
em
ai
n
en
g
ag
e
d
am
id
u
n
f
am
iliar
ity
an
d
v
u
ln
er
ab
ilit
y
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
r
esear
ch
d
e
m
o
n
s
tr
atin
g
t
h
at
p
o
s
itiv
e
p
ee
r
r
elatio
n
s
h
i
p
s
p
r
ed
ict
ac
ad
em
ic
en
g
a
g
em
en
t
th
r
o
u
g
h
m
o
tiv
atio
n
al
a
n
d
r
esil
ien
ce
p
ath
way
s
.
T
h
e
p
r
esen
t
s
tu
d
y
ad
d
s
an
in
ter
p
r
etiv
e
d
im
en
s
io
n
to
t
h
is
p
atter
n
:
b
e
lo
n
g
in
g
was
not
s
im
p
ly
a
s
o
cial
v
ar
iab
le
co
r
r
elate
d
with
o
u
tco
m
es,
b
u
t
was
ex
p
er
ien
ce
d
as
id
en
tity
-
s
tab
il
izin
g
,
a
s
en
s
e
of
b
ein
g
r
ec
o
g
n
ized
with
in
a
s
h
ar
e
d
ac
ad
e
m
ic
wo
r
ld
.
Fro
m
a
Heid
eg
g
er
ian
p
e
r
s
p
ec
tiv
e,
s
tu
d
en
ts
ar
e
b
ein
g
s
-
in
-
th
e
-
wo
r
ld
wh
o
s
e
ac
ad
em
ic
d
em
an
d
s
ar
e
alwa
y
s
en
co
u
n
ter
ed
with
in
r
elatio
n
al
co
n
tex
ts
th
at
s
h
ap
e
h
o
w
th
o
s
e
d
em
an
d
s
a
r
e
in
ter
p
r
eted
.
R
esil
ien
ce
,
in
th
is
lig
h
t,
ap
p
ea
r
s
not
as
in
d
iv
id
u
al
f
o
r
titu
d
e
but
as
s
u
s
tain
ed
en
g
ag
em
en
t
with
in
a
wo
r
ld
th
at
r
en
d
er
s
d
i
f
f
icu
l
ty
m
ea
n
in
g
f
u
l
an
d
m
an
ag
ea
b
le.
T
h
ese
in
ter
p
r
et
atio
n
s
ar
e
g
r
o
u
n
d
ed
in
s
ix
p
ar
ticip
an
ts
’
ac
co
u
n
ts
an
d
a
r
e
o
f
f
er
e
d
not
as
g
en
er
aliza
b
le
claim
s
but
as
a
c
o
n
ce
p
tu
ally
co
h
er
en
t
ac
co
u
n
t
of
how
b
elo
n
g
in
g
s
h
ap
es
ac
ad
em
ic
p
er
s
is
ten
ce
in
th
is
co
n
tex
t.
4
.
2
.
No
r
m
a
lized
press
ure
a
nd
ev
er
y
da
y
endu
ra
nce
A
s
ec
o
n
d
f
in
d
in
g
co
n
ce
r
n
s
h
o
w
p
ar
ticip
an
ts
ex
p
er
ien
ce
d
a
ca
d
em
ic
p
r
ess
u
r
e.
Stu
d
en
ts
c
o
n
s
is
ten
tly
d
escr
ib
ed
wo
r
k
lo
ad
,
p
er
f
o
r
m
a
n
ce
an
x
iety
,
an
d
co
m
p
etin
g
d
ea
d
lin
es
as
p
er
s
is
ten
t
f
ea
tu
r
es
of
s
ch
o
o
l
life
,
y
et
m
an
y
d
id
not
f
r
am
e
th
ese
as
ex
ce
p
tio
n
al
h
a
r
d
s
h
ip
s
.
C4
d
escr
ib
ed
b
ein
g
u
n
ab
le
to
r
est
d
esp
ite
co
n
tin
u
o
u
s
s
tu
d
y
in
g
,
y
et
wh
en
ask
ed
d
ir
ec
tly
ab
o
u
t
n
e
g
ativ
e
a
ca
d
em
i
c
ex
p
e
r
ien
ce
s
,
r
esp
o
n
d
e
d
“
N
o
n
e
.
”
C1
s
im
ilar
ly
d
escr
ib
ed
a
n
ticip
ato
r
y
s
tr
ess
b
ef
o
r
e
q
u
izze
s
an
d
d
ea
d
lin
es,
wh
ile
C3
r
ec
alled
b
r
ea
k
in
g
d
o
wn
d
u
r
in
g
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.