chengyewang/TexOCR-eval huggingface dataset:
\begin{table}[h]
\centering
\caption{Milestones for Dechlorination Upgrades at West Area CSO Facilities Portion of Preferred Option, City of Atlanta CSO Remedial Measures}
\label{table_4_18}
\begin{tabular}{lll}
\hline
Milestone & Milestone Date & Deliverable \\
\hline
Initiate Pre-design & September 10, 2001 & Notice to Proceed \\
Complete Pre-design & March 10, 2002 & Pre-design report, submitted to EPA/EPD \\
Complete Design Development (approx. 60\% design level) & November 6, 2002 & Design Development documents submitted to EPA/EPD \\
Complete Final Design (approx. 90-95\% design level) & March 8, 2003 & Plans and Specs submitted to EPA/EPD for review \\
Complete Final Design & May 2, 2003 & Final Design document submitted to EPA/EPD \\
Notice to Proceed with Construction & October 25, 2003 & Notice to Proceed \\
Substantial Completion of Construction - Operational & April 22, 2005 & Certificate of Substantial Completion \\
\hline
\end{tabular}
\end{table}

The Milestone Dates of the preferred option are based on meeting a July 1, 2007, completion date as specified in the Consent Decree. If this completion date is modified as a result of current discussions with EPA/EPD regarding extended agency reviews, the Milestone Dates will be modified accordingly.

The start of pre-design is 30 days after the submittal of the Remedial Measures Report, and must occur prior to EPA/EPD agreement on the preferred option.

See Table 4-12 for a description of typical deliverables (Table~\ref{tab:table_4_12}).

The activity schedules (Appendix D) present intermediate activities to be used to monitor that satisfactory progress is being made to achieve the milestones. The Construction contractor will develop a detailed activity schedule that will be substituted for the presumed construction activity schedule.
\section{Study Group (External Organisations)}

Contact Phone: 078585600

\begin{tabular}{lllll}
Appleton, Janice & 5675 & appleton & LAIN.G.22 & Administrative Secretary \\
Arnold, Lizzy & 4115 & larnold &  & Senior Teacher \\
Barker, Andy & 5188 & barkera & EAS.G.13 &  \\
Billington, Anthony & 6823 & anthonyb & EAS.G.10 & Programme Leader - Foundation and B \\
Bogle, Judith & 5687 & bogle & LAIN.G.17 & English Language Programmes Adminis \\
Casci-Tribe, Trish & 8145 & trish & EAS.G.03 & Senior Tutor \\
Derrick, Peter & 4371 & pderrick & LAIN.G.08 & Teacher \\
Fernandez, Teresa & 6004 & teresafz & EAS.G.03 & Senior Tutor \\
Greenhalgh, Geraldine & 5153 & geraldin & EAS.G.12 & Teacher \\
Gwengo, Martin & 8145 & gwengom & EAS.G.03 & Senior Tutor \\
Hadfield, Charlie & 5124 & chadfiel &  & Senior Teacher \\
Hay, Karen & 4371 & haykaren & EAS.G.08 & Teacher \\
Henderson, Kathryn & 5084 & kathrynh & EAS.G.16 & Teacher \\
Horvath, George & 4115 & ghorvath & EAS.G.16 & Senior Teacher \\
Jones-Leaning, Melanie & 6350 & melwynjl & LAIN.G.24 & Pastoral Care and Academic Advice T \\
Kishi-Rychkova, Yoko & 5678 & yoko & LAIN.G.23 & International Groups Co-ordinator \\
Mills, Steve & 5607 & stevemil & LAIN.G.03 & IELTS Coordinator \\
Moffitt, Dianne & 5641 & dmoffitt & EAS.G.15 & Senior Teacher \\
Phillipps, Susan & 5682 & susan & LAIN.G.21 & Business Manager \\
Pu, Anita & 5153 & apu & EAS.G.12 & Teacher \\
Samuel, Geetika & 4830 & samuel & EAS.G.09 & Senior Teacher \\
Stevens, Judi & 4830 & judiths & EAS.G.09 & Teacher \\
Stoddart, Kirsty & 5084 & kirstod & EAS.G.16 & Teacher \\
Tan, Mera & 5603 & meratan & LAIN.G.25 & Academic Student Advisor \\
Thompson, Sally & 4535 & sallyt & LAIN.G.17 & Bridging and Foundation Programmes \\
Watkins, Dassia & 4238 & dassia & EAS.G.11 & Senior Tutor \\
Webber, Jenny & 6502 & jwebber & EAS.G.16 & Teacher \\
\end{tabular}
\section{Produktbeskrivelse}
Konstrueret for vibrationsisolering af maskiner med et omdrejningstal på mere end 450 O/min.

Kan belastes fra 12--125 kg.

\section{Komponenter}
\begin{enumerate}
\item Rustfri Stålfjeder \\
FDA 25--75 i AISI 316L, 850t salttåge \\
FDA 100--125 i AISI 302, 650t salttåge
\item Top og bund kappe AISI 316L
\item Bund skrue AISI 316L
\item Fodplade AISI 316L
\item EVA gummi, påklæbet
\end{enumerate}

\section{Anvendelse}
Specielt egnet til udendørsanlæg el. anlæg opstillet i aggressive miljøer, generatorer, kompressorer, ventilationsanlæg, pumper, køleanlæg m.fl.

\begin{table}[h]
\centering
\begin{tabular}{lcc}
Type & Maks Belastning [kg] & Nedbøjning [mm] \\
FDA025-316 & 25 & 24 \\
FDA025-316B1 & 25 & 24 \\
FDA025-316B2 & 25 & 24 \\
FDA050-316 & 50 & 24 \\
FDA050-316B1 & 50 & 24 \\
FDA050-316B2 & 50 & 24 \\
FDA075-316 & 75 & 24 \\
FDA075-316B1 & 75 & 24 \\
FDA075-316B2 & 75 & 24 \\
FDA100-316 & 100 & 24 \\
FDA100-316B1 & 100 & 24 \\
FDA100-316B2 & 100 & 24 \\
FDA125-316 & 125 & 24 \\
FDA125-316B1 & 125 & 24 \\
FDA125-316B2 & 125 & 24 \\
\end{tabular}
\caption{Specifikationer for FDA-316 vibrationsdæmpere}
\label{table_1}
\end{table}

\begin{figure}[h]
\centering
\includegraphics{figure_1.pdf}
\caption{Type FDA-316}
\label{figure_1}
\end{figure}

\begin{figure}[h]
\centering
\includegraphics{figure_2.pdf}
\caption{Type FDA-316B1}
\label{figure_2}
\end{figure}

\begin{figure}[h]
\centering
\includegraphics{figure_3.pdf}
\caption{Type FDA-316B2}
\label{figure_3}
\end{figure}
ARTÍCULO QUINTO. El nivel técnico está integrado por los siguientes empleos:

\begin{table}[h]
\centering
\begin{tabular}{lllll}
DENOMINACIÓN & NIVEL & NÚMERO DE CARGOS & CÓDIGO & GRADO \\
TECNICO & TECNICO & 47 & 367 & 10 \\
TECNICO & TECNICO & 43 & 367 & 13 \\
TECNICO & TECNICO & 51 & 367 & 15 \\
TECNICO & TECNICO & 22 & 367 & 17 \\
\end{tabular}
\label{table_1}
\end{table}

ARTÍCULO SEXTO: El nivel asistencial está integrado por los siguientes empleos:

\begin{table}[h]
\centering
\begin{tabular}{lllll}
DENOMINACIÓN & NIVEL & NÚMERO DE CARGOS & CÓDIGO & GRADO \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 74 & 407 & 11 \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 21 & 407 & 13 \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 61 & 407 & 15 \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 4 & 407 & 16 \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 71 & 407 & 19 \\
AUXILIAR ADMINISTRATIVO & ASISTENCIAL & 1 & 407 & 20 \\
\end{tabular}
\label{table_2}
\end{table}

ARTÍCULO SÉPTIMO. Los servidores públicos de carrera del orden administrativo de la universidad del Tolima, que a la entrada en vigencia del presente acuerdo se encuentren desempeñando los empleos de la planta global de personal o prestando sus servicios, deberán ser incorporados a la misma, respetando sus derechos de carrera.

ARTÍCULO OCTAVO. En caso que la administración universitaria requiera de personal administrativo a vincular de carácter ocasional o laboral en las unidades académico administrativas, justificará ante la oficina de desarrollo institucional las necesidades a satisfacer, el recurso humano y técnico necesario para la correcta ejecución del proyecto. La oficina de desarrollo institucional presentará ante la rectoría la propuesta para la vinculación del personal requerido señalando el nivel jerárquico, grado y término de dicha vinculación.

PARÁGRAFO: De las vinculaciones de carácter transitorio que realice la universidad, la oficina de Desarrollo Institucional rendirá informe al Consejo Superior en la última sesión del año.

ARTÍCULO NOVENO. Fíjese en seiscientos treinta y nueve (639) cargos, el número de empleos públicos de la planta global de personal de la universidad del Tolima.

ARTÍCULO DÉCIMO. La asignación básica mensual de la escala de empleos públicos del personal administrativo de la universidad del Tolima, para los cargos no contemplados en los decretos anuales de asignaciones cuyas remuneración será establecida por el Consejo Superior universitario, con plena sujeción al ordenamiento
\begin{table}[h]
\centering
\caption{Velocity as a function of time.}
\label{table_3}
\begin{tabular}{cc}
$t$ (s) & $v(t)$ (m/s) \\
0 & 0 \\
10 & 227.04 \\
15 & 362.78 \\
20 & 517.35 \\
22.5 & 602.97 \\
30 & 901.67
\end{tabular}
\end{table}

a) Determine the value of the velocity at $t = 16$ seconds using quadratic splines.

b) Using the quadratic splines as velocity functions, find the distance covered by the rocket from $t = 11\,\text{s}$ to $t = 16\,\text{s}$.

c) Using the quadratic splines as velocity functions, find the acceleration of the rocket at $t = 16\,\text{s}$.

\subsection*{Solution}

a) Since there are six data points, five quadratic splines pass through them.

\[
v(t) = a_1 t^2 + b_1 t + c_1, \quad 0 \le t \le 10
\]
\[
= a_2 t^2 + b_2 t + c_2, \quad 10 \le t \le 15
\]
\[
= a_3 t^2 + b_3 t + c_3, \quad 15 \le t \le 20
\]
\[
= a_4 t^2 + b_4 t + c_4, \quad 20 \le t \le 22.5
\]
\[
= a_5 t^2 + b_5 t + c_5, \quad 22.5 \le t \le 30
\]

The equations are found as follows.

1. Each quadratic spline passes through two consecutive data points.

$a_1 t^2 + b_1 t + c_1$ passes through $t = 0$ and $t = 10$.

\begin{equation}
a_1(0)^2 + b_1(0) + c_1 = 0
\end{equation}

\begin{equation}
a_1(10)^2 + b_1(10) + c_1 = 227.04
\end{equation}

$a_2 t^2 + b_2 t + c_2$ passes through $t = 10$ and $t = 15$.

\begin{equation}
a_2(10)^2 + b_2(10) + c_2 = 227.04
\end{equation}

\begin{equation}
a_2(15)^2 + b_2(15) + c_2 = 362.78
\end{equation}

$a_3 t^2 + b_3 t + c_3$ passes through $t = 15$ and $t = 20$.

\begin{equation}
a_3(15)^2 + b_3(15) + c_3 = 362.78
\end{equation}

\begin{equation}
a_3(20)^2 + b_3(20) + c_3 = 517.35
\end{equation}

$a_4 t^2 + b_4 t + c_4$ passes through $t = 20$ and $t = 22.5$.

\begin{equation}
a_4(20)^2 + b_4(20) + c_4 = 517.35
\end{equation}

\begin{equation}
a_4(22.5)^2 + b_4(22.5) + c_4 = 602.97
\end{equation}
\title{SSP Putty \& Putty Pads}

SpecSeal SSP Firestop Putty excels at sealing cabling penetrations and outlet boxes. SSP Putty is non-hardening and easily hand works around grouped cabling penetrations forming a re-enterable seal allowing for future work. When applied to outlet boxes, SSP Putty easily works into voids and seams forming a continuous seal against fire, smoke, and hot gases.

\section{Features \& Benefits}
\begin{itemize}
\item Available in bars or preformed pads
\item Remains pliable and workable for the lifetime of the installation
\item Acoustically tested
\item Will not harden over time
\end{itemize}

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{Examples of SSP firestop putty applications on outlet boxes and cable penetrations.}
\label{figure_1}
\end{figure}

\section{Ordering Information}
\begin{table}[h]
\centering
\begin{tabular}{llllll}
Catalog Number & UPC Number & Size & (EOM) Qty. & Case Qty. & Weight (Each) \\
SSP100 & 730573021057 & 36 in$^3$ (0.6 liter) bar & 1 & 6 & 2.22 lbs (1.01 kg) \\
SSP28 & 730573021019 & 24 in$^3$ (0.4 liter) bar & 1 & 1 & 1.42 lbs (0.64 kg) \\
SSP4S & 730573022000 & 7.25'' $\times$ 7.25'' $\times$ 3/16'' (184 mm $\times$ 184 mm $\times$ 4.8 mm) pad & 1 & 20 & 0.64 lbs (0.29 kg) \\
SSP9S & 730573023000 & 9.00'' $\times$ 9.00'' $\times$ 3/16'' (229 mm $\times$ 229 mm $\times$ 4.8 mm) pad & 1 & 20 & 0.85 lbs (0.39 kg) \\
\end{tabular}
\label{table_1}
\end{table}

\section{Test Standards}
ASTM E814 (UL 1479), CAN/ULC-S115, UL263.
\begin{figure}
\centering
\includegraphics[width=\textwidth]{figure_1.pdf}
\caption{Raw Mutual Funds Data}
\label{figure_1}
\end{figure}

\begin{figure}
\centering
\includegraphics[width=\textwidth]{figure_2.pdf}
\caption{Quantized Mutual Funds Data}
\label{figure_2}
\end{figure}

\begin{figure}
\centering
\includegraphics[width=\textwidth]{figure_3.pdf}
\caption{Top Ten Mutual Funds Rules}
\label{figure_3}
\end{figure}

\begin{figure}
\centering
\includegraphics[width=\textwidth]{figure_4.pdf}
\caption{Rule Network}
\label{figure_4}
\end{figure}
\section{B.S. Mechanical Engineering - Energy Engineering Specialization Degree Requirements}

\begin{table}[h]
\centering
\begin{tabular}{ll}
Degree Requirements & Credit Hours \\
University Core Curriculum Requirements & 39 \\
Requirements for Major in Mechanical Engineering & (9) + 87 \\
Basic Science & (6) + 9 \\
CHEM 200, CHEM 201, CHEM 210 & (3) + 4 \\
PHYS 205A, PHYS 205B, PHYS 255A, PHYS 255B & (3) + 5 \\
Mathematics Analysis & (3) + 14 \\
MATH 150, MATH 250, MATH 251, MATH 305 & (3) + 11 \\
ENGR 351 & 3 \\
Required Engineering Courses & 17 \\
ENGR 296 or ME 222 & 2 \\
ENGR 250, ENGR 261, ENGR 335, ENGR 350A, ENGR 370A & 15 \\
Required ME Courses & 47 \\
ME 102, ME 300, ME 302, ME 309, ME 312, ME 336, ME 401, ME 407, ME 411, ME 475, ME 495A, ME 495B & 32 \\
Elective Energy Courses$^{1}$ & 12 \\
Mechanical Engineering Courses. Must be from 400-level ME courses, or may be from IT 470A or a 400-level course used for a Math minor. & 3 \\
Total & 126 \\
\end{tabular}
\label{table_1}
\end{table}

$^{1}$ Approved electives: ME 400, ME 405, ME 406, ME 408, ME 410, ME 435, ME 440, ME 446, ME 450, ME 459, ME 493.

\section{Energy Engineering (for non-Mechanical Engineering) Minor}

\begin{table}[h]
\centering
\begin{tabular}{ll}
Degree Requirements & Credit Hours \\
Required ME Courses & 6 \\
\end{tabular}
\label{table_2}
\end{table}
\begin{figure}
\centering
\includegraphics{figure_2_5.pdf}
\caption{Verification of the existence of a minimum in the normalized density for impure CO$_2$, hence in storage capacity, using literature data given in Table 2.1.}
\label{figure_2_5}
\end{figure}

\subsection{2.2.4 A Maximum of Storage Capacity for CO$_2$ with SO$_2$}

For impurities which have higher critical temperature than that of CO$_2$, no storage capacity minimum would occur in the corresponding CO$_2$ mixture. Rather, a maximum can appear based on an analysis similar to that for the non-condensable impurities. This has been verified with calculated results for the CO$_2$ mixture with 2.9 vol \% SO$_2$ (the Cansolv$^{\circledR}$ absorption system case presented in the previous IEA GHG report PH4/32). As shown in Figure 2.6, a maximum is seen at about 11 MPa, where the storage capacity is increased by over 5\%. It should be noted again that the storage capacity is based on pure CO$_2$ (see discussion for Equation 2.5). It is, therefore, interesting to see that in this peak region, the CO$_2$-based capacity is above that of pure CO$_2$. In other words, SO$_2$ does not take any but creates space for CO$_2$. This can be rationalized from the consideration that SO$_2$ decreases average distance between the molecules of the mixture – an opposite effect of that of the non-condensable gases. This can be taken as one positive effect of the presence of SO$_2$ on CO$_2$ storage. However, SO$_2$ causes more concern with regard to its chemical effects on formation rocks. This will be discussed later.
\begin{table}
\centering
\caption{Factor Analysis for COVID-19 Public Health Digital Data Use Scenarios$^{a}$}
\label{table_3}
\begin{tabular}{lll}
\hline
Factor & Coefficient (95\% CI)$^{a}$ & P value \\
\hline
\textbf{Political ideology} & & \\
Liberal & 1 [Reference] & NA \\
Moderate & -0.52 (-0.67 to -0.38) & $<$.001 \\
Conservative & -0.81 (-0.96 to -0.66) & $<$.001 \\

\textbf{Race} & & \\
White & 1 [Reference] & NA \\
Black & 0.22 (0.12 to 0.32) & $<$.001 \\
Other$^{b}$ & 0.53 (0.36 to 0.70) & $<$.001 \\
$\geq$2 Races & 0.24 (0.01 to 0.47) & .04 \\

\textbf{Ethnicity} & & \\
Non-Hispanic & 1 [Reference] & NA \\
Hispanic & 0.38 (0.28 to 0.48) & $<$.001 \\

\textbf{Household income, \$} & & \\
$\leq$24 999 & 1 [Reference] & NA \\
25 000--49 999 & -0.04 (-0.17 to 0.10) & .61 \\
50 000--99 999 & -0.23 (-0.35 to -0.11) & $<$.001 \\
$\geq$100 000 & -0.09 (-0.22 to 0.03) & .14 \\

\textbf{Region} & & \\
Northeast & 1 [Reference] & NA \\
Midwest & -0.06 (-0.21 to 0.09) & .41 \\
South & 0.00 (-0.15 to 0.15) & .99 \\
West & 0.00 (-0.15 to 0.15) & .98 \\

\textbf{Age, y} & & \\
18--29 & 1 [Reference] & NA \\
30--44 & 0.07 (-0.06 to 0.19) & .30 \\
45--59 & 0.03 (-0.09 to 0.15) & .65 \\
$\geq$60 & 0.13 (0.01 to 0.25) & .03 \\

\textbf{Family history of COVID-19} & & \\
Yes & 1 [Reference] & NA \\
No & 0.00 (-0.25 to 0.25) & .99 \\

\textbf{COVID-19 incidence rate} & & \\
Quartile 1 & 1 [Reference] & NA \\
Quartile 2 & -0.08 (-0.21 to 0.05) & .22 \\
Quartile 3 & -0.18 (-0.32 to -0.04) & .01 \\
Quartile 4 & -0.02 (-0.16 to 0.13) & .80 \\

\textbf{Residence type} & & \\
Nonmetropolitan & 1 [Reference] & NA \\
Metropolitan & 0.13 (0.00 to 0.25) & .05 \\

\textbf{Framing} & & \\
Individual level & 1 [Reference] & NA \\
Population level & -0.08 (-0.21 to 0.05) & .21 \\

\textbf{Factor main effects} & & \\
Social media scenarios & 1 [Reference] & NA \\
Smart thermometer scenarios & 0.09 (0.03 to 0.16) & .004 \\
Smartphone scenarios & 0.29 (0.23 to 0.35) & $<$.001 \\

\textbf{Interaction terms} & & \\
Population-level framing $\times$ political ideology & & \\
Liberal & 1 [Reference] & NA \\
Moderate & 0.21 (0.02 to 0.39) & .03 \\
Conservative & 0.09 (-0.11 to 0.29) & .38 \\
\hline
\end{tabular}
\end{table}
\section*{Appendix}

\begin{table}[h]
\centering
\begin{tabular}{p{0.25\textwidth} p{0.7\textwidth}}
\hline
Condition & Stimulus \\
\hline
1a. Training item & Esta cadeira é cor-de-laranja. \\
& this chair is orange \\
& `This chair is orange.' \\

1b. Training item & E a mesa é amarela. \\
& and the table is yellow \\
& `And the table is yellow.' \\

2. Training item & (apontando para o pato) Este é um pato. \\
& this is a duck \\
& (pointing at the duck) `This one is a duck.' \\

3. Training item & (apontando para o cão) Este aqui é o gato. \\
& this here is the cat \\
& (pointing at the dog) `This one here is the cat.' \\

4. Adjunct & O menino está a saltar na mesa. \\
& the boy is PREP jump-INF on-the table \\
& `The boy is jumping on the table.' \\

5. Subject & A mãe está a limpar a mesa. \\
& the mother is PREP clean-INF the table \\
& `The mother is cleaning the table.' \\

6. Control & A mãe está a pentear o bebé. \\
& the mother is PREP comb-INF the baby \\
& `The mother is combing the baby's hair.' \\

7. Direct object & O cão está a morder o sapato. \\
& the dog is PREP bite-INF the shoe \\
& `The dog is biting the shoe.' \\

8. Dative & O menino está a mostrar o desenho ao gato. \\
& the boy is PREP show-INF the drawing to-the cat \\
& `The boy is showing the drawing to the cat.' \\

9. Adjunct & O bebé está a tomar banho com o gato. \\
& the baby is PREP take-INF bath with the cat \\
& `The baby is taking a bath with the cat.' \\

10. Direct object & A mãe está a lavar o gato. \\
& the mother is PREP bathe-INF the cat \\
& `The mother is bathing the cat.' \\

11. Control & O menino está a molhar o gato. \\
& the boy is PREP wet-INF the cat \\
& `The boy is wetting the cat.' \\

12. Subject & A menina está a molhar o cão. \\
& the girl is PREP wet-INF the dog \\
& `The girl is wetting the dog.' \\

13. Direct object & A menina está a comer a maçã. \\
& the girl is PREP eat-INF the apple \\
& `The girl is eating the apple.' \\

14. Adjunct & O bebé está a comer a banana na cadeira. \\
& the baby is PREP eat-INF the banana on-the chair \\
& `The baby is eating the banana on the chair.' \\
\hline
\end{tabular}
\label{table_1}
\end{table}
$\varepsilon_{it}$ -- represent the unobserved regression residual.

Equation 1 was estimated using the Roodman (2009) technique, where forward orthogonal deviations are used to restrict over-identification or limit instrument proliferation. Consistent with \cite{Bruno_2012}; \cite{Asongu_Odhiambo_2020} the number of control variables was limited to avoid estimations that do not pass the post-estimation diagnostics of instrument proliferation.

\section{Results and discussion}

The results and a discussion thereof are presented in this section.

\subsection{Descriptive statistics}

Table~\ref{tab:table_2} presents the descriptive statistics.

\begin{table}[h]
\centering
\caption{Descriptive Statistics}
\label{tab:table_2}
\begin{tabular}{lrrrrrr}
\hline
Variables & Mean & Median & Maximum & Minimum & Std. Dev & Obs \\
\hline
PCREDIT & 24.86871 & 15.83484 & 142.4220 & 0.000000 & 25.91321 & 619 \\
INEQ & 0.452386 & 0.436409 & 0.659063 & 0.317484 & 0.072541 & 619 \\
NATRENT & 9.843917 & 7.027306 & 67.88997 & 0.001172 & 10.07008 & 619 \\
CCORR & -0.520283 & -0.629166 & 1.633352 & -1.581135 & 0.670152 & 619 \\
GDPg & 3.781328 & 4.237781 & 86.82675 & -50.33852 & 6.616158 & 619 \\
REGQ & -0.568969 & -0.544541 & 1.196947 & -2.282205 & 0.626437 & 619 \\
TRADEOP & 66.53622 & 57.82929 & 342.4870 & 0.784631 & 36.12110 & 619 \\
UNEMP & 8.349113 & 5.648000 & 33.55900 & 0.320000 & 7.087617 & 619 \\
\hline
\end{tabular}
\end{table}

Source: author's work using Eviews based on \cite{Gujarati_2022}.

Private credit as a percentage of the respective countries gross domestic product in the countries under study ranges from minimum 0.0 to a maximum of 142.42 with a standard deviation of 25,91. The countries in this sample are among the countries with globally higher level of inequality. The maximum level of inequality is 0,659 with a minimum of 0,317. Estimates of regulation quality and control of corruption in these countries have a minimum of -2,282 and -1.581, respectively. The standard deviation of unemployment is 7,087, and the maximum level of unemployment is 33,559. The average rate of unemployment of 8.349 does not represent the sustainable development goal of decent work and sustainable growth as the target unemployment rate in the sustainable development goals of near zero unemployment (\cite{United_Nations_2015}).
\begin{table}
\centering
\caption{Motor Vehicle Registrations for Missouri Counties, 1999--2003 (Table C-8 continued)}
\label{table_C-8}
\begin{tabular}{lrrrrr}
\hline
 & 1999 & 2000 & 2001 & 2002 & 2003 \\
\hline
\multicolumn{6}{l}{\textbf{Macon}} \\
Passenger Cars & 9,123 & 8,476 & 9,218 & 9,996 & 7,333 \\
Trucks & 6,755 & 6,343 & 6,895 & 7,485 & 5,840 \\
Trailers & 3,486 & 3,393 & 3,814 & 4,260 & 3,139 \\
Busses & 55 & 55 & 54 & 60 & 53 \\
Motorcycles & 229 & 191 & 228 & 279 & 162 \\
Historical Vehicles & 137 & 139 & 149 & 160 & 92 \\
Amateur-Radios & 8 & 9 & 10 & 12 & 1 \\
RV's & 133 & 118 & 133 & 142 & 98 \\
Total & 19,926 & 18,724 & 20,501 & 22,394 & 16,718 \\
\\
\multicolumn{6}{l}{\textbf{Madison}} \\
Passenger Cars & 6,813 & 6,150 & 6,965 & 7,658 & 4,150 \\
Trucks & 5,296 & 4,894 & 5,486 & 5,977 & 3,912 \\
Trailers & 2,492 & 2,345 & 2,732 & 3,110 & 2,420 \\
Busses & 48 & 26 & 41 & 49 & 34 \\
Motorcycles & 123 & 117 & 140 & 161 & 110 \\
Historical Vehicles & 78 & 71 & 75 & 86 & 80 \\
Amateur-Radios & 2 & 2 & 2 & 1 & 1 \\
RV's & 99 & 82 & 99 & 108 & 37 \\
Total & 14,951 & 13,687 & 15,540 & 17,150 & 10,744 \\
\\
\multicolumn{6}{l}{\textbf{Maries}} \\
Passenger Cars & 4,226 & 3,672 & 4,101 & 4,386 & 16,472 \\
Trucks & 3,789 & 3,374 & 3,782 & 4,006 & 10,560 \\
Trailers & 2,179 & 2,002 & 2,232 & 2,423 & 4,856 \\
Busses & 33 & 30 & 33 & 33 & 107 \\
Motorcycles & 75 & 72 & 94 & 102 & 593 \\
Historical Vehicles & 79 & 77 & 80 & 88 & 336 \\
Amateur-Radios & 1 & 1 & 1 & 1 & 15 \\
RV's & 38 & 33 & 42 & 43 & 167 \\
Total & 10,420 & 9,261 & 10,365 & 11,082 & 33,106 \\
\\
\multicolumn{6}{l}{\textbf{Marion}} \\
Passenger Cars & 16,441 & 14,860 & 16,530 & 17,836 & 10,885 \\
Trucks & 9,914 & 9,140 & 10,120 & 11,092 & 10,315 \\
Trailers & 4,399 & 4,055 & 4,430 & 4,941 & 4,401 \\
Busses & 104 & 97 & 97 & 90 & 133 \\
Motorcycles & 453 & 408 & 508 & 569 & 399 \\
Historical Vehicles & 275 & 285 & 297 & 344 & 101 \\
Amateur-Radios & 16 & 14 & 14 & 14 & 3 \\
RV's & 181 & 144 & 170 & 184 & 169 \\
Total & 31,783 & 29,003 & 32,166 & 35,070 & 26,406 \\
\\
\multicolumn{6}{l}{\textbf{Mercer}} \\
Passenger Cars & 2,156 & 1,841 & 2,072 & 2,244 & 2,035 \\
Trucks & 2,444 & 2,208 & 2,474 & 2,707 & 2,567 \\
Trailers & 954 & 921 & 1,052 & 1,154 & 1,161 \\
Busses & 10 & 9 & 9 & 11 & 12 \\
Motorcycles & 33 & 28 & 43 & 60 & 70 \\
Historical Vehicles & 19 & 17 & 18 & 21 & 20 \\
Amateur-Radios & 2 & 1 & 1 & 1 & 0 \\
RV's & 34 & 26 & 33 & 31 & 21 \\
Total & 5,652 & 5,051 & 5,702 & 6,229 & 5,886 \\
\hline
\end{tabular}
\end{table}