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\begin{document}
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{\LARGE{Article Title Goes Here}}\\[20pt]
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%====================================================
{\color{red} Because the journal uses double-anonymized peer review, no author-identifying information should be included in this manuscript file. Authors' names, affiliations, corresponding-author details, ORCID iDs, acknowledgements, funding information, author-contribution information, competing-interest declarations, and other identifying statements should be provided in the separate document titled ``Template-TitlePage.''}

{\color{red} Before submission, remove tracked changes, comments, identifying headers or footers, document-author properties, and identifying information in the file name. Please refer to the ``Paper Submission Guide'' for complete manuscript-preparation requirements.}
%================ABSTRACT====================================

\textbf{Abstract}

A concise and factual abstract is required unless the article type is expressly exempted by the journal. For empirical research, the abstract should briefly state the purpose of the study, the methods used, the principal results, and the major conclusions. For review articles, theoretical papers, humanities scholarship, and other non-empirical work, it should summarize the objective, approach, principal argument or findings, and conclusion. Emphasize the article's specific contribution without promotional or unsupported claims. The abstract must be self-contained and understandable without reference to the main text. Avoid citations, footnotes, tables, figures, equations, and non-standard abbreviations. Define any essential abbreviation at first use. Unless otherwise specified by the journal, the abstract should be presented as a single paragraph of 150--250 words. Structured abstracts may be required for particular article types or disciplines. The abstract should accurately reflect the manuscript without overstating novelty.

%================KEYWORDS====================================
\textbf{Keywords:} 3--10 words, avoid repeating words already appearing in the title whenever possible

\vspace{1em}

%================NOTE ON ARTICLE STRUCTURE====================
\textbf{Note on Article Structure.} The section structure below is intended primarily for original empirical research. Authors should adapt, rename, combine, or omit sections and subsections according to the discipline, article type, research design, and individual journal requirements. Review articles, theoretical papers, humanities scholarship, qualitative studies, case studies, protocols, methods papers, data papers, and other article types may use a different clearly organized structure.

\vspace{1em}
%================MAIN TEXT====================================
\textbf{1. Introduction}

\emph{1.1 Introduce the Problem}

The body of a manuscript opens with an introduction that presents the specific problem under study and describes the research strategy. Before writing the introduction, consider the following questions (Beck \& Sales, 2001, p. 100):

1) Why is this problem important?

2) How does the study relate to previous work in the area? If other aspects of this study have been reported previously, how does this report differ from, and build on, the earlier report?

3) What are the primary and secondary hypotheses and objectives of the study, and what, if any, are the links to theory?

4) How do the hypotheses and research design relate to one another?

5) What are the theoretical and practical implications of the study?

A good introduction answers these questions in just a few pages and, by summarizing the relevant arguments and the past evidence, gives the reader a firm sense of What was done and why (Beck \& Sales, 2001, pp. 100--102).

\emph{1.2 Explore Importance of the Problem}

State why the problem deserves new research. For basic research, the statement about importance might involve the need to resolve any inconsistency in results of past work and/or extend the reach of a theoretical formulation. For applied research, this might involve the need to solve a social problem or treat a psychological disorder. When research is driven by the desire to resolve controversial issues, all sides in the debate should be represented in balanced measure in the introduction. Avoid animosity and ad hominem arguments in presenting the controversy. Conclude the statement of the problem in the introduction with a brief but formal statement of the purpose of the research that summarizes the material preceding it. For literature reviews as well as theoretical and methodological articles, also clearly state the reasons that the reported content is important and how the article fits into the cumulative understanding of the field.

\emph{1.3 Describe Relevant Scholarship}

Discuss the relevant related literature, but do not feel compelled to include an exhaustive historical account. Assume that the reader is knowledgeable about the basic problem and does not require a complete accounting of its history. A scholarly description of earlier work in the introduction provides a summary of the most recent directly related work and recognizes the priority of the work of others. Citation of and specific credit to relevant earlier works are signs of scientific and scholarly responsibility and are essential for the growth of a cumulative science. In the description of relevant scholarship, also inform readers whether other aspects of this study have been reported on previously and how the current use of the evidence differs from earlier uses. At the same time, cite and reference only works pertinent to the specific issue and not those that are of only tangential or general significance. When summarizing earlier works, avoid nonessential details; instead, emphasize pertinent findings, relevant methodological issues, and major conclusions. Refer the reader to general surveys or research syntheses of the topic if they are available. Demonstrate the logical continuity between previous and present work. Develop the problem with enough breadth and clarity to make it generally understood by as wide a professional audience as possible (Beck \& Sales, 2001). Do not let the goal of brevity lead you to write a statement intelligible only to the specialist.

\emph{1.4 State Hypotheses and Their Correspondence to Research Design}

After you have introduced the problem and have developed the background material, explain your approach to solving the problem. In empirical studies, this usually involves stating your hypotheses or specific question and describing how these were derived from theory or are logically connected to previous data and argumentation. Clearly develop the rationale for each. Also, if you have some hypotheses or questions that are central to your purpose and others that are secondary or exploratory, state this prioritization. Explain how the research design permits the inferences needed to examine the hypothesis or provide estimates in answer to the question.

\textbf{2. Methods or Methodology}

The Methods or Methodology section should describe the design, materials, participants or data sources, procedures, measures, instruments, variables, analytical approach, software, and ethical safeguards in sufficient detail for readers to understand and evaluate the work. The content and organization of this section should be appropriate to the discipline and article type. Where methods have been described fully in an accessible prior publication, cite that source and summarize the information necessary to understand the present study, including any material changes or deviations.

\emph{2.1 Recommended Subsections}

Use clearly labelled subsections appropriate to the study. These may include participants or data sources, sampling or selection procedures, materials or corpus, instruments or measures, research design, procedures, interventions, analytical methods, software, ethical approval, and data or code availability. Not every subsection is required for every article type.

Include the information necessary for qualified readers to understand, evaluate, and, where applicable, reproduce or replicate the work. Avoid both omissions that prevent evaluation and details that are not relevant to the reported study. Extensive documentation may be provided in appendices, supplementary files, repositories, or cited protocols where appropriate.

\emph{2.2 Participants, Materials, Corpus, or Data Sources}

Describe the participants, materials, corpus, records, datasets, cases, sites, artefacts, or other sources of evidence used in the study. Report eligibility, inclusion and exclusion criteria, recruitment or selection procedures, relevant characteristics, and the context needed to evaluate the scope and transferability or generalizability of the findings. For human-participant research, protect privacy and report ethical approval and consent as applicable.

\emph{2.3 Sampling or Selection Procedures}

Describe how participants, observations, documents, cases, datasets, or other units were selected. Explain the sampling or selection method, setting, time period, recruitment or access procedures, inclusion and exclusion criteria, response or participation rates where relevant, and any incentives, permissions, ethical approvals, or safety-monitoring procedures.

2.3.1 Sample Size, Scope, Power, and Precision

State the planned and achieved sample size, corpus size, dataset scope, number of cases, or other relevant unit of analysis. Where statistical power, precision, saturation, information power, or another adequacy criterion applies, explain how it was assessed. Identify material differences between the intended and achieved sample or dataset and ensure that conclusions do not extend beyond what the evidence supports.

2.3.2 Measures, Instruments, Variables, or Analytical Categories

Define all primary and secondary outcomes, variables, covariates, instruments, coding categories, constructs, or analytical concepts used in the study. Explain how data or evidence were collected, generated, measured, coded, translated, or interpreted. Where applicable, report reliability, validity, calibration, cultural appropriateness, assessor training, triangulation, or other quality-control procedures.

2.3.3 Research Design or Analytical Approach

Specify the research design or analytical approach and explain why it is appropriate to the research question. Describe comparison groups, assignment procedures, temporal structure, qualitative or interpretive framework, model specification, computational workflow, or other design features needed to understand the inferences made from the evidence.

2.3.4 Procedures, Interventions, or Analytical Methods

Describe the procedures, interventions, manipulations, fieldwork, archival processes, computational methods, or analytical steps used in the study. Provide sufficient detail about timing, sequence, implementation, controls, deviations, and quality assurance. Identify specialist software, models, parameters, and versions where they materially affect the analysis.

Equations should be provided in an editable format and should use symbols, variables, units, and notation consistently throughout the manuscript. Displayed equations should normally be centred and numbered consecutively with Arabic numerals in parentheses aligned to the right margin. Refer to equations in the text by number, for example, ``Equation (1).'' Define all symbols at first use and do not submit equations solely as low-resolution images. For example:
$$a^{2}+b^{2}=c^{2}\eqno(1)$$

\textbf{3. Results or Findings}

Present the results or findings clearly, logically, and in a form appropriate to the study design and discipline. Report all central and prespecified outcomes, including null, negative, unexpected, or contradictory findings where relevant. Provide sufficient evidence to support the conclusions, distinguish results from interpretation, and ensure that tables, figures, appendices, and supplementary material are consistent with the text. Do not omit findings merely because they are inconvenient or statistically nonsignificant.

\emph{3.1 Recruitment, Data Collection, or Source Identification}

Where applicable, report the dates and settings of recruitment, data collection, fieldwork, archival access, or source identification. Describe the principal sources and explain material differences among groups, sites, periods, datasets, or collections.

\emph{3.2 Analysis}

Describe and report the quantitative, qualitative, computational, textual, interpretive, or mixed-methods analyses used to answer the research questions. The analytical approach should be appropriate to the evidence and should address assumptions, uncertainty, robustness, reliability, validity, reflexivity, missing information, and alternative interpretations as applicable.

\emph{3.3 Additional or Exploratory Analyses}

Report additional, subgroup, sensitivity, adjusted, robustness, or exploratory analyses and distinguish them from prespecified or primary analyses. Explain their purpose and interpret them in light of multiplicity, uncertainty, and the limitations of the available evidence. Detailed outputs may be placed in supplementary material when appropriate.

\emph{3.4 Participant, Sample, or Data Flow}

Where relevant, describe the flow of participants, cases, records, observations, samples, or other units through the study. Report the numbers identified, screened, included, assigned, excluded, lost, withdrawn, crossed over, or analysed, together with reasons for material exclusions or attrition. A flow diagram may be used when it improves clarity.

\emph{3.5 Procedure, Intervention, or Analytical Fidelity}

Where applicable, provide evidence that procedures, interventions, manipulations, coding, measurements, or analytical workflows were implemented as intended. Describe monitoring, adherence, calibration, inter-rater agreement, audit trails, manipulation checks, protocol deviations, or other relevant quality-assurance evidence.

\emph{3.6 Descriptive or Baseline Information}

Provide the descriptive, demographic, contextual, baseline, corpus, sample, or dataset characteristics needed to interpret the findings and compare relevant groups or sources.

3.6.1 Prespecified and Actual Analyses

State whether the reported analyses followed the planned protocol, registration, or analysis plan and identify material deviations. For intervention studies, clarify whether analyses followed an intention-to-treat, per-protocol, as-treated, or other approach and provide the rationale. Equivalent transparency should be provided for qualitative, computational, humanities, and other analytical traditions.

3.6.2 Adverse Events or Unintended Outcomes

Where applicable, report important adverse events, side effects, unintended outcomes, harms, safety concerns, or other material consequences for each relevant group or condition. If no such outcomes occurred or the item is not applicable, state this clearly when required by the journal or reporting guideline.

\vspace{0.3cm}
\textbf{Table 1}\\~\textit{Estimated Distance (cm) for Letter and Digit Stimuli} \vspace{-0.3cm}
\begin{center}
\begin{tabular}{lccc}\hline
 & & \multicolumn{2}{c}{95\% CI} \\\hline
Condition & $M$ ($SD$) & LL & UL \\\hline
Letters & 14.5 (28.6) & 5.4 & 23.6 \\
Digits & 31.8 (33.2) & 21.2 & 42.4 \\\hline
\end{tabular}
\end{center}\vspace{-0.3cm}
\textit{Note.} CI = confidence interval; LL = lower limit; UL = upper limit. Tables should be editable, should avoid unnecessary vertical rules, and should not duplicate the same data in the text or figures. Tables may be resized proportionally to fit the page, provided that all text, values, symbols, and notes remain clearly legible.


\textbf{4. Discussion}

The Discussion section interprets the study's findings in relation to the research objectives, questions, or hypotheses stated in the Introduction. Explain the meaning of the results rather than repeating data already presented. Compare the findings with relevant previous studies and discuss areas of agreement, difference, or contradiction. Unexpected or nonsignificant results should be interpreted cautiously and supported by reasonable theoretical, methodological, or contextual explanations.

Discuss the study's theoretical, practical, methodological, clinical, educational, or policy implications, as appropriate. Address the main limitations, including possible bias, sampling constraints, measurement issues, analytical assumptions, and factors affecting the validity or generalizability of the findings. Explain how these limitations influence interpretation.

Do not introduce new data or unsupported arguments. Avoid overstating the significance of the findings. The final synthesis, principal contribution, and specific directions for future research should be presented in the separate Conclusion section.

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\textbf{Figure 1}\\~\textit{Figure Title}
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\textit{Note.} Number figures consecutively in the order in which they are first cited in the text. Define abbreviations, symbols, scales, and units; disclose any material image processing; and acknowledge the source of any reproduced or adapted figure. Photographic images should normally have a minimum resolution of 300 dpi, while line art and diagrams may require higher resolution or vector formats.
\vspace{0.3cm}

\textbf{5. Conclusion}

The Conclusion section provides a concise synthesis of the study's main findings and their significance. It should directly address the research objectives, questions, or hypotheses stated in the Introduction and explain what can reasonably be concluded from the evidence presented. Avoid merely repeating the Results or Discussion; instead, integrate the principal findings into a clear statement of the study's overall contribution. The conclusion may briefly highlight the theoretical, practical, methodological, or policy implications of the research, as appropriate. It may also identify important limitations and suggest specific directions for future investigation, particularly where questions remain unresolved. Do not introduce new data, analyses, arguments, or references that have not been discussed earlier in the article. Conclusions should remain consistent with the scope, design, and strength of the evidence and should not overstate the generalizability or importance of the findings. End the section with a clear and balanced statement that emphasizes the value of the study and its contribution to the relevant field of research.

\textbf{References}

{\leftskip=2em\parindent=-2em

\emph{Delete all sample references before submission. Include only works cited in the manuscript, and ensure that every reference-list entry is cited in the text.}

Anderson, C. A., Gentile, D. A., {\&} Buckley, K. E. (2007). \emph{Violent video game effects on children and adolescents: Theory, research, and public policy.} Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195309836.001.0001



Beck, C. A. J., {\&} Sales, B. D. (2001). \emph{Family mediation: Facts, myths, and future prospects.} American Psychological Association. https://doi.org/10.1037/10401-000



Bernstein, T. M. (1965). \emph{The careful writer: A modern guide to English usage} (2nd ed.). Atheneum.



Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human
memory. In H. L. Roediger III, {\&} F. I. M. Craik (Eds.), \emph{Varieties of memory {\&} consciousness} (pp. 309--330).
Erlbaum.



Cress, C. M. (2009). \emph{Curricular strategies for student
success and engaged learning} [PowerPoint slides]. Name of Website or Learning Management System. URL



Driedger, S. D. (1998, April 20). After divorce. \emph{Maclean's, 111}(16), 38--43.



Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L.
C., Asgaard, G., Zuo, Y., Huggenvik, J., {\&} Botros, N. (2004). Effects of quitting smoking on EEG
activation and attention last for more than 31 days and are more severe with
stress, dependence, DRD2 A1 allele, and depressive traits. \emph{Nicotine {\&} Tobacco Research, 6}(2), 249--267.
https://doi.org/10.1080/14622200410001676305



Hiebert, R. W. (2006). \emph{The education of children from poverty: A descriptive case study of a public school and a community school} (Publication No. NR18185) [Doctoral dissertation, University of Saskatchewan]. ProQuest Dissertations {\&} Theses Global.



Jordan, J. J. (2005). \emph{Psychosocial effects of gifted programming} [Unpublished master's thesis]. University of Saskatchewan.



Kubrick, S. (Director). (1980). \emph{The shining} [Film]. Warner Bros.



Laplace, P. S. (1951). \emph{A philosophical essay on probabilities} (F. W. Truscott {\&} F. L. Emory, Trans.). Dover. (Original work published 1814)



Library and Archives Canada. (2008). \emph{Celebrating women's achievements: Women artists in Canada.} URL



Liu, S. (2005, May). \emph{Defending against business crises with the help of intelligent agent-based early warning solutions} [Paper presentation]. Seventh International Conference on Enterprise Information Systems, Miami, FL, United States. URL



McKay, G. (1999). Self-determination in Aboriginal education. In L. B. Muller (Ed.), \emph{Changing the climate: Proceedings of the 1998 Conference for Graduate Students in the Social Sciences and the Humanities} (pp. 1--11). University of Saskatchewan.



Mellers, B. A. (2000). Choice and the relative pleasure of consequences.
\emph{Psychological Bulletin, 126}(6), 910--924. https://doi.org/10.1037/0033-2909.126.6.910



Schwartz, J. (1993, September 30). Obesity affects economic and social status. \emph{The Washington Post,} A1, A4.



Writer, W. W. (Writer), {\&} Director, D. D. (Director). (Year, Month Day). Title of episode (Season X, Episode Y) [TV series episode]. In E. E. Producer (Executive Producer), \emph{Title of series.} Production Company.



Zhao, S., Grasmuck, S., {\&} Martin, J. (2008). Identity construction on Facebook: Digital empowerment in anchored relationships. \emph{Computers in Human Behavior, 24}(5), 1816--1836. https://doi.org/10.1016/j.chb.2008.02.012

}%

\textbf{Notes}

Note 1. This is an example.

Note 2. This is an example for note 2.

\vspace{1em}

\textbf{Appendix A}

\textbf{The Heading to Appendix A}

In general, an appendix is appropriate for materials that are relatively brief and that are easily presented in print format. Some examples of material suitable for an appendix are (a) a list of stimulus materials (e.g., those used in psycholinguistic research), (b) a detailed description of a complex piece of equipment, (c) a list of articles that provided the source data for a meta-analysis but are not directly referred to in any other way in an article, and (d) a detailed demographic description of subpopulations in the study and other detailed and/or complex reporting items suggested in the reporting standards section of this chapter.

If your manuscript has only one appendix, label it Appendix; if your manuscript has more than one appendix, label each one with a capital letter (Appendix A, Appendix B, etc.) in the order in which it is mentioned in the main text. Each appendix must have a title. In the text, refer to appendices by their labels: produced the same results for both studies (see Appendices A and B for complete proofs).

\textbf{Appendix B}

\textbf{The Heading to Appendix B}

Like the main text, an appendix may include headings and subheadings as well as tables, figures, and displayed equations. Number each appendix table and figure, and number displayed equations if necessary for later reference; precede the number with the letter of the appendix in which it is included (e.g., Table A1). In a sole appendix, which is not labeled with a letter, precede all tables, figures, and equation numbers with the letter A to distinguish them from those of the main text.

\vspace{0.3cm}
\textbf{Table B1}\\~\textit{Table Title} \vspace{-0.3cm}
\begin{center}
\begin{tabular}{lccc}\hline
{} & Total capital stock & Income of main business & Total assets \\\hline
Pudong Development Bank & 39.2 & 214.7 & 5730.7 \\
Bank of China & 459.4 & 3345.7 & 59876.9 \\\hline
\end{tabular}
\end{center}\vspace{-0.3cm}
\vspace{0.3cm}

\textbf{Table B2}\\~\textit{Table Title} \vspace{-0.3cm}
\begin{center}
\begin{tabular}{lccc}\hline
{} & Total capital stock & Income of main business & Total assets \\\hline
Pudong Development Bank & 39.2 & 214.7 & 5730.7 \\
Bank of China & 459.4 & 3345.7 & 59876.9 \\\hline
\end{tabular}
\end{center}\vspace{-0.3cm}
\vspace{0.3cm}

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\end{picture}

\vspace{0.5cm}
\textbf{Figure B1}\\~\textit{Figure Title}
\end{center} \vspace{-0.3cm}
\vspace{0.3cm}

\textbf{Appendix C}

\textbf{The Heading to Appendix C} (If one table constitutes an entire appendix, the appendix label and title serve in lieu of a table number and title.)

\vspace{0.3cm}
\begin{center}
\begin{tabular}{lccc}\hline
 & & \multicolumn{2}{c}{95\% CI} \\\hline
Condition & $M$ ($SD$) & LL & UL \\\hline
Letters & 14.5 (28.6) & 5.4 & 23.6 \\
Digits & 31.8 (33.2) & 21.2 & 42.4 \\\hline
\end{tabular}
\end{center}\vspace{-0.3cm}
\vspace{0.3cm}

\textbf{Author Statements}

Author Statements must not be included in the anonymized manuscript. Complete the applicable declarations in the separate document titled ``Template-TitlePage.'' After acceptance, the editorial staffs will add the required statements to the final article.

\textbf{Journal Information}

This section will be completed by the journal editor.


\end{document}