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C
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:
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Dep
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I
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N
So
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a
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h
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ter
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al
s
it
u
atio
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s
[
1
,
2
]
an
d
m
a
k
e
u
s
e
o
f
o
n
e
'
s
s
tr
en
g
th
s
an
d
o
v
er
co
m
e
d
if
f
ic
u
lt
ies
i
n
s
o
cial
a
n
d
ac
ad
em
ic
ta
s
k
s
[
3
]
.
So
cial
an
d
e
m
o
t
io
n
al
ed
u
ca
tio
n
r
ef
er
s
to
th
e
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d
u
ca
tio
n
al
p
r
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ce
s
s
b
y
w
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a
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r
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tex
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[
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T
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g
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t
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f
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m
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lear
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ar
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lled
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co
m
p
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d
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t
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ag
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e
o
n
w
h
at
t
h
e
y
r
ep
r
esen
t
[5
-
7]
.
T
h
e
Sch
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er
t
-
R
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l,
Kitil
an
d
Han
s
o
n
-
P
eter
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o
n
class
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f
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n
[
8
]
w
ill
b
e
u
s
ed
as
th
e
p
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p
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f
t
h
i
s
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w
h
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d
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id
es
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o
cial
a
n
d
e
m
o
t
io
n
al
co
m
p
ete
n
cies
in
to
f
i
v
e
ar
ea
s
:
a.
Self
-
a
w
ar
e
n
ess
:
t
h
e
p
o
s
s
ib
ilit
y
o
f
co
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ec
t
r
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n
it
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f
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e
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s
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m
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s
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th
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g
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ts
an
d
th
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i
m
p
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t
o
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av
io
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r
.
T
h
is
also
in
cl
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co
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r
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v
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Self
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t
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ab
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to
m
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’
s
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w
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m
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I
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es
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tr
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g
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m
e
n
t,
co
n
tr
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,
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elf
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m
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o
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an
d
p
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ev
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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I
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8822
S
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651
c.
So
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a
w
ar
en
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s
s
:
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p
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ilit
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co
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if
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f
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an
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u
p
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t in
s
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f
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d
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:
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i
n
ch
ild
r
en
[
4
,
9
-
14]
.
Ma
n
y
s
t
u
d
ies
r
ev
ea
led
n
u
m
er
o
u
s
p
o
s
iti
v
e
o
u
tco
m
e
s
in
c
h
il
d
r
en
w
h
o
s
e
s
c
h
o
o
ls
an
d
k
in
d
er
g
ar
ten
s
co
n
d
u
cted
p
r
o
g
r
am
s
o
f
s
o
cial
an
d
e
m
o
ti
o
n
al
lear
n
in
g
,
s
u
ch
as
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s
i
g
n
if
ica
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t
in
cr
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s
e
i
n
p
o
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itiv
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s
el
f
-
attit
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atti
tu
d
es
to
w
ar
d
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o
t
h
er
s
an
d
s
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h
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o
l,
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n
d
u
cts
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n
d
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p
r
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le
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s
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d
a
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in
cr
ea
s
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in
ac
a
d
e
m
ic
p
er
f
o
r
m
a
n
ce
[
1
5
-
18]
.
T
h
e
p
o
s
itiv
e
d
ev
elo
p
m
e
n
t
o
f
s
o
cial
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d
em
o
tio
n
a
l
co
m
p
ete
n
cie
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i
n
c
h
ild
r
en
co
n
tr
ib
u
tes
to
b
etter
r
elat
io
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s
h
ip
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it
h
p
ee
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s
,
a
h
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g
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er
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e
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o
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s
c
h
o
o
l
r
ea
d
in
es
s
an
d
g
e
n
er
al
w
ell
-
b
ein
g
[
1
9
]
.
So
cial
an
d
e
m
o
t
io
n
al
co
m
p
et
en
cies
d
eter
m
in
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cc
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g
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atis
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t
io
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w
it
h
l
if
e
a
n
d
all
r
elatio
n
s
h
ip
s
[
2
0
]
.
T
h
e
ch
ild
r
en
w
h
o
p
o
s
s
ess
th
o
s
e
c
o
m
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d
as
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ated
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ill
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in
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d
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il
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g
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l,
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et
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y
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i
ll
b
r
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g
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io
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r
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g
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s
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an
d
ab
u
s
i
v
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b
e
h
av
io
u
r
[
2
1
,
2
2
]
.
T
h
e
ch
ild
r
en
w
h
o
h
a
v
e
m
aster
ed
p
r
o
-
s
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k
ills
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u
n
d
er
s
tan
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o
th
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'
e
m
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tio
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p
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m
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ch
o
o
l,
r
a
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ely
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f
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ter
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ized
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ter
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alize
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eh
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io
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lem
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p
o
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h
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ical
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lt
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n
d
h
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v
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e
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r
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n
f
id
en
ce
in
p
eo
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le
th
at
s
u
r
r
o
u
n
d
th
e
m
[
2
3
]
.
Desp
ite
all
t
h
e
m
e
n
tio
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ed
ad
v
a
n
tag
e
s
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r
p
r
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g
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h
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o
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e
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f
th
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cr
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cial
E
u
r
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en
t
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t
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ete
n
ce
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a
n
d
th
at
is
E
u
r
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p
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F
r
a
mewo
r
k
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f
8
C
o
mp
eten
cies
fo
r
Lif
elo
n
g
Lea
r
n
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g
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n
o
n
e
o
f
th
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eig
h
t
k
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y
co
m
p
e
ten
cie
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ad
eq
u
ately
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d
r
ess
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o
cial
-
e
m
o
tio
n
al
lear
n
in
g
.
As
C
e
f
ai
et
al.
[
7
]
m
en
tio
n
ed
th
er
e
is
a
li
m
ited
f
o
cu
s
o
n
s
o
cial
-
e
m
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tio
n
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lear
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i
n
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d
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t
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tr
ea
ted
as
m
er
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y
a
s
u
b
-
d
i
m
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io
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f
s
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d
civ
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m
p
ete
n
ce
.
Un
d
er
s
ta
n
d
in
g
s
o
cial
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m
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tio
n
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ch
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d
ev
elo
p
m
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n
t
as
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u
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s
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atic
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m
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SEL
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t
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ap
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r
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C
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R
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p
m
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n
t o
f
c
h
ild
r
en
i
n
s
id
e
t
h
e
m
(
T
ab
le
1
)
.
P
u
p
ils
w
h
o
s
ta
n
d
o
u
t
i
n
s
c
h
o
o
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f
p
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p
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p
r
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w
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p
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m
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n
d
h
ea
l
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y
i
n
ter
ac
tio
n
s
w
it
h
o
th
er
s
an
d
p
r
ep
ar
e
th
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k
il
f
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d
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w
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c
h
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n
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m
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r
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s
s
o
n
t
h
eir
w
a
y
to
s
u
cc
es
s
ar
e
[
2
4
]
.
Ass
u
m
in
g
t
h
at
e
v
er
y
c
h
ild
'
s
m
en
tio
n
ed
s
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m
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ar
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o
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t
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t
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C
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
5
0
-
659
652
T
ab
le
1
.
So
cial
-
e
m
o
tio
n
al
s
k
il
ls
w
it
h
in
s
p
ec
if
ic
d
o
m
a
in
s
o
f
s
o
cial
-
e
m
o
t
io
n
al
co
m
p
ete
n
ce
(
i
n
teg
r
ated
a
n
d
ad
ap
ted
f
r
o
m
C
ASE
L
[
2
]
an
d
SS
I
S SE
L
[
2
4
]
S
E
L
F
-
M
A
N
A
GEM
E
N
T
(
i
mp
u
l
si
v
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t
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t
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R
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P
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B
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3
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lectu
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p
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4
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ev
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p
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lf
-
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t
in
ch
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r
en
[
2
5
]
.
T
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alu
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f
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p
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ed
[2
6
]
.
R
esear
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cited
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th
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SE
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US
A
,
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t
B
r
itain
,
Au
s
tr
alia,
th
e
Neth
er
la
n
d
s
an
d
No
r
w
a
y
[
1
6
]
.
Mo
r
eo
v
er
,
all
5
0
s
tates
o
f
t
h
e
U
S
A
h
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ar
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in
to
t
h
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lear
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ta
n
d
ar
d
s
[
2
7
]
.
Mo
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th
an
5
0
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alu
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ted
SE
L
p
r
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g
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m
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k
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f
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ch
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a
n
d
y
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f
r
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m
k
i
n
d
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ar
ten
to
h
ig
h
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ed
u
ca
tio
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ag
e.
As
s
tat
ed
ea
r
lier
in
th
e
in
tr
o
d
u
ctio
n
,
a
lar
g
e
n
u
m
b
er
o
f
s
tu
d
ie
s
[
1
6
,
2
1
]
h
av
e
f
o
u
n
d
th
at
s
o
cial
-
e
m
o
t
io
n
al
lear
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p
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n
t
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o
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l
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o
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m
p
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c
s
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cc
ess
i
n
ch
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en
an
d
y
o
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t
h
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Giv
e
n
th
e
p
r
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n
ce
o
f
s
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io
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s
ch
allen
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s
in
t
h
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s
ar
ea
in
th
e
C
r
o
atian
p
r
ac
tice,
w
e
w
er
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i
n
t
er
ested
to
f
i
n
d
o
u
t
i
f
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ar
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le
g
al
p
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eq
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is
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o
w
ar
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s
s
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-
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m
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tio
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.
I
n
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to
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T
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p
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k
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ca
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ac
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in
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R
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C
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f
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n
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s
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m
.
T
h
e
an
al
y
s
i
s
co
v
er
s
th
e
f
o
llo
w
i
n
g
d
o
cu
m
e
n
ts
:
N
ati
o
n
al
C
u
r
r
icu
l
u
m
Fra
m
e
w
o
r
k
[
2
8
]
; T
h
e
Stra
teg
y
o
f
E
d
u
ca
tio
n
,
Scien
c
e
an
d
T
e
ch
n
o
lo
g
y
(
2
0
1
4
-
2
0
1
6
)
[
2
9
]
;
Pre
s
ch
o
o
l
E
d
u
ca
tio
n
A
ct
[
3
0
]
;
Natio
n
a
l
C
u
r
r
icu
l
u
m
f
o
r
E
ar
l
y
an
d
P
r
esch
o
o
l
E
d
u
ca
tio
n
a
n
d
C
ar
e
[
3
1
]
;
P
r
im
ar
y
an
d
Seco
n
d
ar
y
Sch
o
o
l
E
d
u
ca
tio
n
A
ct
C
r
o
atia
[
3
2
]
;
P
r
o
g
r
a
m
o
f
in
ter
-
s
u
b
j
ec
t
an
d
in
ter
d
is
cip
li
n
ar
y
co
n
t
en
ts
o
f
ci
tizen
s
h
ip
ed
u
ca
tio
n
f
o
r
p
r
i
m
ar
y
an
d
s
e
co
n
d
ar
y
s
c
h
o
o
ls
[
3
3
]
.
T
h
e
a
n
al
y
s
i
s
o
f
th
e
s
tated
d
o
cu
m
e
n
ts
w
as
co
n
d
u
cted
ac
co
r
d
in
g
to
th
e
cr
iter
iu
m
o
f
k
e
y
s
o
cial
-
e
m
o
tio
n
a
l
co
m
p
ete
n
cies
[
1
,
2
,
8
]
an
d
th
e
as
s
o
ciat
ed
s
o
cial
-
e
m
o
tio
n
al
s
k
il
ls
as
s
h
o
w
n
in
T
ab
le
1
.
3.
SO
CIA
L
AND
E
M
O
T
I
O
NA
L
L
E
ARN
I
N
G
I
N
CRO
A
T
I
AN
E
DUC
AT
I
O
NAL P
O
L
I
CIE
S
R
ep
u
b
lic
o
f Cr
o
a
tia
’
s
ed
u
ca
ti
o
n
s
ystem
T
h
e
ed
u
ca
tio
n
s
y
s
te
m
in
th
e
R
ep
u
b
lic
o
f
C
r
o
atia
s
tar
ts
i
n
p
r
esch
o
o
l
in
s
tit
u
tio
n
s
w
h
er
e
a
y
ea
r
b
ef
o
r
e
th
e
en
r
o
l
m
e
n
ts
to
ele
m
e
n
tar
y
s
ch
o
o
l
(
at
5
o
r
6
y
ea
r
s
o
f
ag
e
)
th
e
ch
ild
is
in
v
o
lv
ed
in
an
o
b
lig
ato
r
y
p
r
esch
o
o
l
p
r
o
g
r
am
.
T
h
e
p
r
i
m
ar
y
ed
u
ca
t
io
n
s
tar
t
s
w
it
h
e
n
r
o
l
m
e
n
t
to
t
h
e
f
ir
s
t
c
lass
o
f
th
e
e
le
m
e
n
ta
r
y
s
c
h
o
o
l,
an
d
it
is
o
b
lig
ato
r
y
t
h
at
all
c
h
ild
r
e
n
(
as
a
r
u
le
it
last
s
f
r
o
m
t
h
e
a
g
e
o
f
6
to
1
5
,
an
d
f
o
r
p
u
p
ils
w
ith
m
u
l
t
ip
le
d
ev
elo
p
m
en
tal
d
is
ab
ilit
ies
n
o
later
t
h
a
n
u
n
ti
l
th
eir
2
1
y
ea
r
s
o
f
a
g
e)
.
T
h
e
e
le
m
e
n
tar
y
s
ch
o
o
l
la
s
ts
f
o
r
ei
g
h
t
y
ea
r
s
a
n
d
o
f
f
er
s
r
eg
u
lar
a
n
d
s
p
ec
ial
p
r
o
g
r
a
m
s
.
T
h
e
ed
u
ca
tio
n
s
y
s
te
m
o
f
t
h
e
R
ep
u
b
lic
o
f
C
r
o
atia
allo
w
s
f
o
r
a
p
ar
allel
p
r
im
ar
y
ed
u
ca
tio
n
i
n
th
e
f
o
r
m
o
f
p
r
i
m
ar
y
ar
t
ed
u
ca
tio
n
(
m
u
s
ic
a
n
d
d
an
ce
p
r
o
g
r
a
m
s
)
.
Fo
r
ch
i
ld
r
en
o
ld
er
th
an
1
5
w
h
o
h
av
e
n
o
t
f
in
i
s
h
ed
leg
all
y
p
r
escr
ib
ed
o
b
lig
ato
r
y
p
r
i
m
ar
y
s
ch
o
o
l
th
er
e
is
a
s
y
s
te
m
o
f
p
r
im
ar
y
ed
u
ca
tio
n
f
o
r
ad
u
lts
.
T
h
e
s
ec
o
n
d
ar
y
ed
u
ca
ti
o
n
f
o
llo
w
s
t
h
e
en
d
o
f
th
e
p
r
i
m
ar
y
,
a
n
d
th
e
p
u
p
ils
ca
n
co
n
ti
n
u
e
th
eir
ed
u
ca
tio
n
i
n
h
ig
h
s
c
h
o
o
l in
s
tit
u
tio
n
s
w
h
ich
ar
e
n
o
t o
b
lig
ato
r
y
.
T
h
e
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
i
n
s
t
itu
tio
n
s
,
d
ep
en
d
in
g
o
n
t
h
e
t
y
p
e
o
f
th
eir
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
,
ar
e
d
iv
id
ed
in
to
g
r
a
m
m
ar
s
c
h
o
o
ls
(
g
y
m
n
a
s
i
u
m
s
)
,
v
o
ca
tio
n
al
s
c
h
o
o
ls
a
n
d
ar
t
s
ch
o
o
ls
.
Gr
a
m
m
ar
s
ch
o
o
ls
p
r
ep
ar
e
th
eir
p
u
p
ils
f
o
r
th
e
co
n
tin
u
a
tio
n
o
f
ed
u
ca
tio
n
,
v
o
ca
tio
n
al
s
ch
o
o
ls
e
n
ab
le
th
e
m
to
en
ter
t
h
e
lab
o
u
r
m
ar
k
e
t,
at
th
e
s
a
m
e
ti
m
e
o
f
f
er
i
n
g
t
h
e
m
a
p
o
s
s
ib
il
it
y
to
co
n
ti
n
u
e
th
e
ir
ed
u
ca
tio
n
,
w
h
il
e
th
e
ar
t
s
c
h
o
o
ls
en
ab
le
ac
q
u
is
i
t
io
n
o
f
k
n
o
w
led
g
e,
d
ev
elo
p
m
e
n
t
o
f
s
k
ills
,
ca
p
ac
itie
s
,
an
d
cr
ea
tiv
it
y
i
n
d
if
f
er
e
n
t
ar
tis
tic
ar
ea
s
.
Th
e
N
a
tio
n
a
l
cu
r
r
icu
lu
m
f
r
a
mewo
r
k
fo
r
p
r
esch
o
o
l
ed
u
ca
tio
n
a
n
d
ca
r
e
[
3
1
]
an
d
o
b
lig
ato
r
y
a
n
d
h
i
g
h
s
ch
o
o
l
ed
u
ca
tio
n
(
h
er
ein
a
f
ter
:
NOK)
f
r
o
m
2
0
1
0
,
is
a
d
ev
elo
p
m
en
tal
d
o
cu
m
e
n
t
co
n
ta
in
i
n
g
e
d
u
ca
tio
n
al
a
n
d
ca
r
e
v
alu
e
s
,
g
o
als,
co
m
p
ete
n
cie
s
,
an
d
p
r
in
cip
les
w
h
ich
r
ep
r
esen
t
b
asic
g
u
id
eli
n
e
s
f
o
r
p
lan
n
in
g
d
ev
elo
p
m
e
n
t
an
d
f
u
n
ctio
n
i
n
g
o
f
ed
u
ca
tio
n
al
an
d
ca
r
e
in
s
titu
tio
n
s
.
T
h
is
d
o
cu
m
e
n
t,
in
p
ar
ticu
lar
,
s
er
v
es
as
a
b
as
is
f
o
r
th
e
cr
ea
tio
n
o
f
a
s
c
h
o
o
l
cu
r
r
ic
u
lu
m
a
n
d
t
h
e
cr
ea
tio
n
o
f
s
u
b
j
e
ct
cu
r
r
icu
la
a
n
d
o
th
er
c
u
r
r
icu
la
-
r
elate
d
d
o
cu
m
e
n
t
s
.
T
h
e
lif
e
a
n
d
w
o
r
k
i
n
a
co
n
te
m
p
o
r
ar
y
s
o
ciet
y
m
ar
k
ed
b
y
f
ast
c
h
a
n
g
e
s
a
n
d
to
u
g
h
c
o
m
p
eti
tio
n
r
eq
u
ir
e
n
e
w
k
n
o
w
led
g
e,
s
k
ill
s
,
co
m
p
eten
cies,
v
al
u
es
an
d
o
p
in
io
n
s
,
i.e
.
n
e
w
co
m
p
eten
cie
s
o
f
i
n
d
iv
id
u
al
s
w
h
ic
h
p
u
t
th
e
f
o
cu
s
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
in
n
o
v
atio
n
,
cr
ea
tio
n
,
p
r
o
b
lem
-
s
o
l
v
i
n
g
,
d
ev
elo
p
m
e
n
t
o
f
cr
itical
o
p
in
io
n
,
en
tr
ep
r
en
eu
r
s
h
ip
,
in
f
o
r
m
a
tics
liter
ac
y
,
s
o
cial
an
d
o
th
er
co
m
p
eten
cies.
T
h
e
v
alu
es
p
r
o
m
o
ted
b
y
NO
K
m
ee
tin
g
th
e
an
al
y
s
is
cr
iter
ia,
i.e
.
ar
e
in
th
e
ar
ea
s
an
d
co
m
p
e
ten
cie
s
f
r
o
m
th
e
d
o
m
ai
n
o
f
s
o
cial
-
e
m
o
tio
n
al
lear
n
in
g
,
ar
e
as
f
o
llo
w
s
:
k
n
o
w
led
g
e
(
cr
itical
s
elf
-
r
ef
l
ec
tio
n
an
d
r
ef
lectio
n
o
f
ev
er
y
t
h
i
n
g
t
h
at
s
u
r
r
o
u
n
d
s
a
n
in
d
i
v
id
u
al)
,
s
o
lid
ar
it
y
(
s
en
s
it
iv
it
y
to
w
ar
d
s
o
th
er
s
,
f
a
m
i
l
y
,
t
h
o
s
e
w
h
o
ar
e
w
ea
k
,
p
o
o
r
an
d
d
ep
r
iv
ed
o
f
r
ig
h
t
s
)
,
id
en
tit
y
(
a
m
o
n
g
o
th
er
s
,
r
esp
ec
tin
g
d
iv
er
s
it
y
)
a
n
d
r
esp
o
n
s
ib
il
it
y
w
h
ic
h
i
n
cl
u
d
es
ac
tiv
e
p
ar
ticip
atio
n
i
n
s
o
cial
l
if
e,
p
r
o
m
o
tio
n
o
f
r
esp
o
n
s
ib
ilit
y
to
w
ar
d
s
o
n
esel
f
,
o
th
er
s
an
d
th
e
w
o
r
ld
.
Ou
t
o
f
th
e
s
i
x
ex
p
licitl
y
s
tated
g
o
als
i
n
NOK
f
o
r
th
i
s
p
ap
er
,
w
e
w
ill
f
o
cu
s
o
n
th
e
f
o
llo
w
in
g
:
s
t
i
m
u
latio
n
o
f
s
o
cial
an
d
m
o
r
al
d
ev
elo
p
m
e
n
t,
r
esp
ec
t
o
f
d
i
v
er
s
it
y
a
n
d
to
ler
an
ce
,
ac
ti
v
e
a
n
d
r
esp
o
n
s
ib
le
p
ar
ticip
ati
o
n
in
t
h
e
d
e
m
o
cr
ati
c
d
ev
elo
p
m
en
t
o
f
s
o
ciet
y
,
in
d
ep
en
d
en
ce
,
s
elf
-
co
n
f
id
en
ce
,
r
esp
o
n
s
ib
ilit
y
a
n
d
cr
ea
tiv
it
y
an
d
p
r
ep
ar
atio
n
o
f
s
tu
d
e
n
ts
f
o
r
lif
e
-
lo
n
g
lear
n
i
n
g
.
T
h
e
p
r
esen
t
d
o
cu
m
e
n
t
s
tates
i
n
ter
-
s
u
b
j
ec
t
o
r
in
ter
d
is
cip
lin
ar
y
to
p
ics,
o
b
lig
ato
r
y
in
all
s
c
h
o
o
l
s
u
b
j
ec
ts
t
h
at
ca
n
b
e
r
ea
lized
in
s
e
v
er
al
w
a
y
s
(
i
n
t
eg
r
atin
g
t
h
e
m
i
n
i
n
d
iv
id
u
al
s
u
b
j
ec
ts
,
jo
in
t
p
r
o
j
ec
ts
o
r
m
o
d
u
le
s
)
.
Fo
r
th
is
p
ap
er
,
w
e
p
o
in
t
to
th
e
in
ter
-
s
u
b
j
ec
t
o
r
in
ter
d
is
cip
lin
a
r
y
co
n
te
n
t
s
/
m
o
d
u
les
r
ec
o
m
m
e
n
d
ed
to
b
e
ex
ec
u
ted
in
ele
m
en
tar
y
an
d
h
i
g
h
s
c
h
o
o
ls
s
u
c
h
as:
"
P
ers
o
n
a
l
a
n
d
s
o
cia
l
d
ev
elo
p
men
t
"
,
"
C
i
tiz
en
s
h
ip
ed
u
ca
tio
n
a
n
d
ca
r
e"
,
w
h
ich
ca
n
b
e
d
ir
ec
tl
y
co
n
n
ec
ted
th
e
d
o
m
ai
n
s
o
f
s
o
cial
-
e
m
o
t
io
n
al
co
m
p
eten
c
ies
[
1
,
2
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
i
n
ter
-
s
u
b
j
ec
t
to
p
ic
"
P
ers
o
n
a
l
a
n
d
s
o
cia
l
d
ev
elo
p
men
t"
is
th
e
r
ec
o
g
n
itio
n
an
d
c
r
itica
l
r
ef
lectio
n
o
f
a
p
er
s
o
n
's
p
er
s
o
n
a
l
a
n
d
s
o
ci
al
v
al
u
e,
r
esp
o
n
s
ib
ilit
y
f
o
r
o
w
n
b
eh
a
v
io
u
r
an
d
l
if
e,
d
ea
lin
g
w
it
h
o
t
h
er
s
a
n
d
co
n
s
tr
u
ct
iv
e
p
ar
ticip
atio
n
i
n
s
o
cial
lif
e,
p
er
s
o
n
al
a
n
d
s
o
cial
d
ev
elo
p
m
e
n
t,
d
ev
elo
p
m
e
n
t
o
f
co
m
m
u
n
icatio
n
,
o
r
g
an
izatio
n
an
d
s
o
cial
s
k
il
ls
an
d
ca
p
ac
ities
,
s
el
f
-
co
n
f
id
en
ce
b
u
ild
in
g
,
co
llab
o
r
atio
n
in
in
te
r
cu
ltu
r
al
s
it
u
atio
n
s
,
d
ec
is
io
n
m
a
k
in
g
a
n
d
co
o
p
er
atio
n
w
it
h
o
t
h
er
s
.
T
h
e
i
n
ter
-
s
u
b
j
ec
t
to
p
ic
"
C
itiz
en
s
h
ip
ed
u
ca
tio
n
a
n
d
ca
r
e
"
is
f
o
cu
s
ed
o
n
th
e
d
ev
e
lo
p
m
en
t
o
f
d
e
m
o
cr
atic
a
w
ar
en
es
s
o
f
p
u
p
ils
,
a
ctiv
e
a
n
d
ef
f
ec
ti
v
e
i
n
v
o
l
v
e
m
en
t
in
t
h
e
d
ev
elo
p
m
en
t
o
f
d
e
m
o
cr
atic
r
elatio
n
s
h
ip
s
,
d
ev
e
lo
p
m
en
t
o
f
o
n
e
'
s
o
w
n
id
en
tit
y
,
g
et
tin
g
to
k
n
o
w
an
d
r
esp
ec
ti
n
g
o
th
er
s
,
s
e
n
s
it
izin
g
p
u
p
il
s
f
o
r
s
o
lv
in
g
g
lo
b
al
is
s
u
es,
r
i
g
h
teo
u
s
n
es
s
,
p
ac
if
i
s
m
,
etc.
T
h
e
g
o
al
s
o
f
th
i
s
i
n
ter
-
su
b
j
ec
t
to
p
ic
ar
e,
am
o
n
g
o
t
h
er
s
,
to
d
e
v
elo
p
an
a
w
ar
e
n
ess
o
f
r
i
g
h
ts
,
d
u
ties
,
a
n
d
r
esp
o
n
s
ib
ili
ties
o
f
in
d
iv
id
u
als,
s
o
cial
eq
u
alit
y
…
to
ler
an
ce
an
d
en
ab
le
s
tu
d
e
n
ts
to
cr
iticall
y
j
u
d
g
e
s
o
cial
p
h
en
o
m
e
n
a
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
5
0
-
659
654
T
h
e
an
aly
s
is
o
f
th
e
s
tated
d
o
cu
m
e
n
t s
h
o
w
s
th
at
t
h
er
e
ar
e
n
u
m
er
o
u
s
to
p
ics an
d
ar
ea
s
w
h
ic
h
s
atis
f
y
t
h
e
p
r
ed
eter
m
i
n
ed
an
al
y
s
is
cr
iter
io
n
,
i.e
.
f
a
ll
i
n
to
t
h
e
ca
te
g
o
r
y
o
f
co
m
p
ete
n
cies
f
r
o
m
th
e
d
o
m
a
in
o
f
s
o
cial
-
e
m
o
tio
n
al
lear
n
i
n
g
[
1
,
2
]
w
it
h
a
p
ar
ticu
lar
em
p
h
a
s
is
o
n
s
o
cial
s
k
ills
,
s
o
cial
a
w
ar
en
e
s
s
an
d
r
esp
o
n
s
ib
le
d
ec
is
io
n
m
ak
in
g
.
Sel
f
-
m
an
a
g
e
m
en
t
s
k
i
lls
(
i
m
p
u
l
s
i
v
it
y
co
n
tr
o
l,
s
tr
ess
m
an
a
g
e
m
e
n
t,
s
elf
-
d
is
c
ip
lin
e,
s
elf
-
m
o
ti
v
atio
n
,
g
o
al
s
etti
n
g
,
o
r
g
a
n
izatio
n
s
k
ill
s
)
a
n
d
s
el
f
-
a
w
ar
en
e
s
s
(
e
m
o
tio
n
i
d
en
tific
atio
n
,
co
r
r
ec
t
s
el
f
-
p
er
ce
p
tio
n
,
s
tr
en
g
t
h
r
ec
o
g
n
itio
n
,
s
el
f
-
co
n
f
id
en
ce
,
a
n
d
s
el
f
-
e
f
f
icie
n
c
y
)
ar
e
eith
er
m
er
el
y
b
r
u
s
h
ed
u
p
o
n
o
r
al
m
o
s
t e
n
tire
l
y
n
e
g
lecte
d
.
Fu
r
t
h
er
m
o
r
e,
th
e
is
s
u
e
o
f
ev
al
u
atio
n
a
n
d
r
ef
lec
tio
n
i
s
g
iv
e
n
ex
tr
e
m
e
l
y
l
ittl
e
atte
n
tio
n
(
it
i
s
ex
p
licitl
y
s
tated
o
n
l
y
i
n
t
h
e
i
n
ter
-
s
u
b
j
ec
t
th
e
m
e
"
E
n
tr
ep
r
en
eu
r
s
h
ip
"
as
f
o
llo
w
s
:
"
to
d
ev
elo
p
s
k
ill
s
o
f
e
v
alu
a
tio
n
o
f
o
t
h
er
s
an
d
s
elf
-
ev
al
u
atio
n
a
n
d
cr
itical
attitu
d
e
to
w
ar
d
s
…"
.
I
t
is
t
h
e
is
s
u
e
o
f
(
s
elf
)
e
v
alu
a
tio
n
an
d
r
ef
lectio
n
o
f
o
n
e's
o
w
n
an
d
o
th
er
s
'
b
eh
a
v
io
u
r
s
,
ev
en
t
s
,
an
d
s
itu
atio
n
s
[
3
4
]
th
at
ap
p
ea
r
cr
u
cial
f
o
r
ch
an
g
e
an
d
im
p
r
o
v
e
m
en
t
o
f
b
eh
av
io
u
r
o
f
an
i
n
d
iv
id
u
al
an
d
ev
en
a
g
r
o
u
p
.
T
h
r
o
u
g
h
a
co
n
tin
u
o
u
s
g
o
o
d
q
u
alit
y
s
el
f
-
ev
a
lu
a
tio
n
,
an
in
d
iv
id
u
al
b
ec
o
m
e
s
a
w
ar
e
o
f
h
is
i
n
e
f
f
ic
ien
t,
in
ap
p
r
o
p
r
iate,
u
n
ac
ce
p
tab
le
b
eh
av
io
u
r
s
a
n
d
ass
o
ciate
s
th
e
m
w
i
th
p
r
e
-
s
et
g
o
als.
Gi
v
en
t
h
at
t
h
e
y
u
s
u
al
l
y
d
o
n
o
t
r
esu
lt
in
t
h
e
d
esire
d
o
u
tco
m
e
s
,
th
e
i
n
d
i
v
id
u
al
ca
n
c
h
an
g
e
a
n
d
i
m
p
r
o
v
e
th
e
m
w
it
h
o
u
t
f
ea
r
o
f
lo
s
i
n
g
h
i
s
o
w
n
p
o
w
er
i
n
th
e
e
y
es o
f
o
t
h
er
s
.
Th
e
S
tr
a
teg
y
o
f
P
r
esch
o
o
l,
E
le
men
ta
r
y
a
n
d
Hig
h
S
ch
o
o
l
E
d
u
ca
tio
n
a
n
d
C
a
r
e
[
2
9
]
is
co
n
n
ec
ted
to
th
e
Stra
teg
ic
f
r
a
m
e
w
o
r
k
f
o
r
E
u
r
o
p
ea
n
co
o
p
er
atio
n
in
ed
u
ca
tio
n
a
n
d
tr
ain
i
n
g
.
I
n
li
n
e
w
it
h
t
h
i
s
s
t
r
ateg
ic
f
r
a
m
e
w
o
r
k
,
th
e
ai
m
,
i
n
p
ar
ticu
lar
,
is
to
e
m
p
o
w
er
ea
r
l
y
ac
q
u
is
it
io
n
a
n
d
s
u
p
p
o
r
t
th
e
co
n
ce
p
t
o
f
li
f
e
-
lo
n
g
lear
n
in
g
,
i
m
p
r
o
v
e
th
e
q
u
a
lit
y
an
d
e
f
f
icie
n
c
y
w
it
h
i
n
t
h
e
ed
u
ca
t
io
n
a
n
d
tr
ain
in
g
s
y
s
te
m
,
p
r
o
m
o
te
eq
u
al
o
p
p
o
r
tu
n
i
ties
,
r
ig
h
teo
u
s
n
es
s
,
s
o
cial
co
h
esio
n
a
n
d
ac
ti
v
e
citi
ze
n
s
h
ip
an
d
e
m
p
o
w
er
cr
ea
tiv
i
t
y
a
n
d
in
n
o
v
a
tio
n
o
n
all
le
v
el
s
an
d
i
n
all
t
y
p
es
o
f
e
d
u
ca
tio
n
.
I
n
t
h
e
ar
ea
o
f
ea
r
l
y
an
d
p
r
esch
o
o
l,
ele
m
e
n
tar
y
a
n
d
h
ig
h
s
c
h
o
o
l e
d
u
ca
tio
n
a
n
d
ca
r
e,
th
is
S
tr
ateg
y
s
e
t
eig
h
t
g
o
als,
h
o
w
e
v
er
f
o
r
th
is
p
ap
er
w
e
w
ill
f
o
c
u
s
o
n
l
y
o
n
g
o
al
No
.
6
:
T
o
d
ev
elo
p
a
co
m
p
lete
s
y
s
te
m
o
f
s
u
p
p
o
r
t
f
o
r
p
u
p
ils
.
Na
m
el
y
,
i
n
o
n
e
o
f
th
e
m
ea
s
u
r
es
f
o
r
th
e
r
ea
lizatio
n
o
f
th
is
g
o
al
it
i
s
s
tated
as
f
o
llo
w
s
:
"T
o
cr
ea
te
a
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
iti
v
e,
e
m
o
t
io
n
al
an
d
s
o
cial
s
k
i
lls
p
r
o
g
r
a
m
s
an
d
to
in
co
r
p
o
r
ate
th
e
m
i
n
th
e
s
ch
o
o
l
c
u
r
r
icu
l
u
m
,
w
h
ic
h
i
s
i
n
t
h
e
co
m
p
ete
n
ce
o
f
s
ch
o
o
ls
a
n
d
th
e
i
m
p
le
m
e
n
tati
o
n
is
th
e
d
u
t
y
o
f
h
ea
d
m
a
s
ter
s
,
ex
p
er
t
as
s
o
ciate
s
an
d
teac
h
er
s
"
.
I
t
is
ev
id
en
t
t
h
at
t
h
e
Sp
ec
ial
ex
p
er
t
co
m
m
it
tee
f
o
r
th
e
cr
ea
tio
n
an
d
i
m
p
le
m
e
n
tatio
n
o
f
th
e
Stra
teg
y
g
iv
e
s
p
ar
ticu
lar
atten
tio
n
to
th
e
m
etac
o
g
n
i
tiv
e,
an
d
em
o
tio
n
al
an
d
s
o
cial
s
k
il
ls
o
f
p
u
p
il
s
,
a
n
d
it
i
s
,
t
h
er
e
f
o
r
e,
r
ea
s
o
n
ab
le
to
e
x
p
ec
t
t
h
at
th
e
y
w
i
ll
b
e
eq
u
a
ll
y
tr
ea
ted
a
n
d
i
m
p
le
m
e
n
ted
i
n
p
ed
ag
o
g
ical
p
r
ac
tice.
T
h
e
b
a
s
ic
d
o
cu
m
e
n
ts
s
p
ec
i
f
icall
y
d
ir
ec
ted
at
r
eg
u
latin
g
th
e
p
r
ac
tice
o
f
ea
r
ly
a
n
d
p
r
esch
o
o
l
ed
u
ca
tio
n
a
n
d
ca
r
e
a
r
e
T
h
e
P
r
esch
o
o
l
E
d
u
ca
tio
n
Act
[
3
0
]
an
d
th
e
Natio
n
al
C
u
r
r
ic
u
lu
m
f
o
r
E
ar
l
y
a
n
d
P
r
esch
o
o
l E
d
u
ca
tio
n
an
d
C
ar
e
[
3
1
]
.
Th
e
P
r
esch
o
o
l
E
d
u
ca
tio
n
A
ct
[
3
0
]
(
h
er
ein
af
ter
:
A
ct)
r
e
g
u
la
tes
p
r
esc
h
o
o
l
ed
u
ca
tio
n
an
d
ca
r
e
o
f
p
r
esch
o
o
l
-
ag
ed
ch
ild
r
en
as
a
p
ar
t
o
f
th
e
s
y
s
te
m
o
f
ed
u
ca
tio
n
an
d
ca
r
e.
I
t
w
o
u
ld
b
e
u
n
r
e
aso
n
ab
le
to
ex
p
ec
t
th
e
A
ct
to
ex
p
lai
n
th
e
ar
ea
o
f
s
o
cial
-
e
m
o
t
io
n
al
lear
n
i
n
g
in
m
o
r
e
d
etail.
Ho
w
e
v
er
,
in
A
r
ticle
1
5
th
e
A
ct
p
r
escr
ib
es
th
e
o
b
lig
at
io
n
to
ad
o
p
t
a
n
atio
n
al
c
u
r
r
icu
l
u
m
f
o
r
p
r
esc
h
o
o
l
ed
u
ca
tio
n
a
n
d
ca
r
e
an
d
a
cu
r
r
icu
l
u
m
f
o
r
k
in
d
er
g
ar
ten
s
.
T
h
e
n
atio
n
al
cu
r
r
icu
l
u
m
s
ets
v
a
lu
e
s
,
p
r
in
cip
les,
g
en
er
al
ed
u
ca
tio
n
a
l
g
o
als
an
d
co
n
ten
t
s
f
o
r
all
ac
tiv
itie
s
a
n
d
p
r
o
g
r
a
m
s
,
ap
p
r
o
ac
h
es
a
n
d
w
o
r
k
i
n
g
m
o
d
es
w
it
h
c
h
i
ld
r
en
o
f
ea
r
l
y
a
n
d
p
r
esch
o
o
l
ag
e,
ed
u
ca
tio
n
an
d
ca
r
e
g
o
als ac
co
r
d
in
g
to
ar
ea
s
o
f
d
ev
elo
p
m
e
n
t a
n
d
co
m
p
eten
cies o
f
ch
ild
r
e
n
.
Th
e
N
a
tio
n
a
l
C
u
r
r
icu
lu
m
fo
r
p
r
esch
o
o
l
ed
u
ca
tio
n
[
3
1
]
co
n
tain
s
s
tar
ti
n
g
p
o
in
ts
,
v
al
u
es,
p
r
i
n
c
ip
les,
an
d
g
o
als
o
f
ea
r
l
y
a
n
d
p
r
esch
o
o
l
e
d
u
ca
tio
n
t
h
at
r
ep
r
esen
t
t
h
e
b
ac
k
b
o
n
e
o
f
t
h
e
f
o
r
m
atio
n
o
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eh
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io
u
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to
w
ar
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s
h
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s
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f
a
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d
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s
.
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all
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k
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R
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th
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u
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o
p
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n
Un
io
n
(
EU
)
.
Am
o
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g
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s
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co
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p
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P
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ch
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d
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tio
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A
ct
C
r
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tia
[
3
2
]
r
eg
u
lates
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h
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ti
v
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s
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E
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d
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o
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elem
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y
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ch
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o
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[
3
3
]
.
W
h
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er
it
is
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m
p
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ted
as
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s
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C
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4
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7
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k
ills
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tio
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a
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m
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(
t
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p
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m
an
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en
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o
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v
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m
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u
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m
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in
a
m
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d
etailed
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m
atic
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co
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f
citize
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s
h
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ca
ti
o
n
,
f
o
r
ea
ch
class
in
d
iv
id
u
all
y
,
o
n
e
f
in
d
s
1
)
H
u
m
a
n
-
le
g
al
d
i
m
e
n
s
io
n
co
n
n
e
cted
to
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im
e
n
s
io
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s
,
2
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im
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io
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to
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th
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m
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io
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s
,
3
)
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cial
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im
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io
n
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n
ec
te
d
to
o
th
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d
im
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n
s
io
n
s
,
4
)
I
n
ter
-
cu
lt
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m
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n
s
io
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co
n
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ted
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im
en
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,
5)
E
co
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o
m
ic
d
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m
e
n
s
io
n
co
n
n
ec
ted
to
o
th
er
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im
e
n
s
io
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s
an
d
6
)
E
co
lo
g
ical
d
i
m
en
s
io
n
co
n
n
ec
t
ed
to
o
th
er
d
i
m
en
s
io
n
s
.
I
n
ea
ch
o
f
t
h
e
s
ta
ted
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ea
s
,
th
er
e
ar
e
elem
e
n
ts
o
f
s
o
cial
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e
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o
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n
a
l
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p
ete
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cie
s
,
w
ith
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p
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o
f
c
o
n
ten
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tated
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ith
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ed
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B
y
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o
f
illu
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tr
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,
w
e
f
i
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s
o
cial
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d
co
m
m
u
n
icatio
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s
k
il
ls
,
a
p
er
s
o
n
'
s
d
ig
n
it
y
,
e
m
o
tio
n
m
an
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g
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m
e
n
t,
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d
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3
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So
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ted
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–
So
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k
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d
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lid
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it
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.
So
m
e
o
f
t
h
e
lear
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in
g
o
u
tco
m
e
s
in
cl
u
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e:
p
u
p
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em
o
n
s
tr
ates
t
h
e
s
k
ill
o
f
co
r
r
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t
p
r
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tatio
n
,
g
r
ee
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g
s
,
f
i
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d
s
w
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to
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p
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p
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w
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s
p
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s
,
u
n
d
er
s
ta
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d
s
ac
ce
p
tab
le
an
d
u
n
ac
ce
p
tab
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b
eh
av
io
u
r
s
,
d
ev
elo
p
s
tech
n
iq
u
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o
f
tea
m
w
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r
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d
d
escr
ib
es
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
5
0
-
659
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o
f
c
o
n
f
lict
m
an
a
g
e
m
e
n
t,
s
o
cial
s
o
lid
ar
it
y
an
d
o
th
er
.
4.
DIS
CU
SS
I
O
N
T
h
e
s
u
cc
ess
o
f
ch
ild
r
e
n
,
in
c
lu
d
in
g
t
h
eir
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
d
o
es
n
o
t
d
ep
en
d
as
m
u
c
h
o
n
th
e
a
m
o
u
n
t
o
f
f
ac
t
s
th
e
y
p
o
s
s
ess
,
o
r
th
eir
p
r
ec
is
e
r
ea
d
in
g
s
k
ill
s
,
as
it
d
o
es
o
n
e
m
o
tio
n
al
an
d
s
o
cial
f
ac
to
r
s
,
s
elf
-
co
n
f
id
e
n
ce
an
d
i
n
ter
est,
a
w
ar
en
e
s
s
o
f
w
h
a
t
b
eh
av
io
u
r
is
ex
p
ec
ted
f
r
o
m
t
h
e
m
a
n
d
h
o
w
to
m
a
n
a
g
e
th
e
i
n
s
ti
n
ct
t
h
at
lead
s
to
ac
t
i
n
ap
p
r
o
p
r
iately
,
t
h
e
ab
ilit
y
to
w
ait,
f
o
llo
w
i
n
s
tr
u
ctio
n
s
,
t
u
r
n
to
teac
h
er
s
f
o
r
h
elp
an
d
ex
p
r
ess
th
e
n
ee
d
to
ag
r
ee
w
it
h
o
th
er
ch
ild
r
en
[
3
5
]
.
P
o
o
r
em
o
tio
n
al
co
m
p
ete
n
ce
p
r
ec
ed
es
n
u
m
er
o
u
s
s
u
b
s
eq
u
en
t so
cial,
e
m
o
tio
n
al
a
n
d
b
eh
av
io
u
r
al
is
s
u
es
d
u
r
in
g
a
ch
ild
’
s
d
ev
elo
p
m
e
n
t
[
3
6
,
3
7
]
.
On
th
e
o
t
h
er
h
a
n
d
,
a
lar
g
e
b
o
d
y
o
f
d
i
f
f
er
en
t
r
e
v
ie
w
s
an
d
m
eta
-
an
al
y
s
e
s
co
n
d
u
c
ted
in
E
u
r
o
p
e
an
d
th
e
U
n
ited
States
h
av
e
p
r
o
v
ed
th
e
i
m
p
ac
t
o
f
s
o
cial
-
e
m
o
tio
n
a
l
lear
n
in
g
o
n
p
o
s
itiv
e
attit
u
d
es
t
o
w
ar
d
s
s
el
f
a
n
d
o
th
er
s
,
p
o
s
iti
v
e
s
o
cial
b
eh
av
io
u
r
s
an
d
r
ed
u
ctio
n
o
f
d
i
f
f
er
en
t
b
eh
av
io
u
r
al
p
r
o
b
le
m
s
[
7
,
9
]
.
R
eg
a
r
d
in
g
t
h
e
ed
u
ca
tio
n
al
s
etti
n
g
f
r
o
m
k
i
n
d
er
g
ar
te
n
u
p
to
h
i
g
h
s
c
h
o
o
l,
s
t
u
d
ies
ar
e
co
n
s
is
te
n
tl
y
d
o
cu
m
e
n
ti
n
g
a
s
i
g
n
i
f
i
ca
n
t
p
o
s
iti
v
e
i
m
p
ac
t
o
f
s
o
cial
-
e
m
o
tio
n
al
p
r
o
g
r
a
m
s
o
n
s
tu
d
en
ts
'
b
eh
a
v
io
u
r
in
cl
u
d
i
n
g
i
m
p
r
o
v
ed
s
o
cial
-
e
m
o
tio
n
al
co
m
p
ete
n
ce
ac
r
o
s
s
th
e
f
i
v
e
SE
L
co
m
p
eten
c
ies
[
2
]
,
b
u
t
also
b
etter
class
r
o
o
m
b
eh
a
v
io
u
r
,
i
m
p
r
o
v
ed
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
an
d
m
o
ti
v
atio
n
,
en
h
an
ce
d
co
n
n
ec
tio
n
to
th
e
s
c
h
o
o
l,
as
w
el
l d
ec
r
ea
s
ed
b
u
ll
y
i
n
g
,
ag
g
r
ess
io
n
,
co
n
d
u
ct
d
is
o
r
d
er
s
,
s
tr
ess
an
d
an
x
iet
y
[
3
8
-
41]
.
C
o
n
s
id
er
in
g
t
h
e
g
o
al
o
f
t
h
i
s
p
ap
er
,
w
h
ic
h
w
as to
d
eter
m
i
n
e
t
h
e
p
r
esen
ce
o
f
s
o
cial
-
e
m
o
tio
n
al
lear
n
in
g
in
ed
u
ca
tio
n
al
d
o
cu
m
e
n
ts
,
it
i
s
clea
r
th
at
th
er
e
i
s
a
n
“
i
n
cli
n
ati
o
n
”
o
f
t
h
e
State
to
cr
ea
te
le
g
al
an
d
v
al
u
e
-
o
r
ien
ted
p
r
er
eq
u
is
ites
f
o
r
th
e
i
m
p
le
m
e
n
tatio
n
o
f
s
u
c
h
a
f
o
r
m
o
f
lear
n
i
n
g
in
t
h
e
C
r
o
atian
ed
u
ca
t
io
n
al
p
r
ac
tice.
A
d
etailed
d
escr
ip
tio
n
o
f
th
e
s
o
cial
-
e
m
o
t
io
n
al
lear
n
i
n
g
i
s
n
o
t
e
x
p
ec
ted
to
b
e
f
o
u
n
d
a
m
o
n
g
t
h
e
f
u
n
d
a
m
en
tal
la
w
s
i
n
t
h
is
ar
ea
,
i.e
.
P
r
esch
o
o
l
ed
u
c
a
tio
n
A
ct
[
3
0
]
an
d
th
e
P
r
ima
r
y
a
n
d
S
ec
o
n
d
a
r
y
S
ch
o
o
l
E
d
u
ca
tio
n
A
ct
[
3
2
]
,
b
u
t
th
e
y
d
o
p
r
o
v
id
e
a
leg
al
p
latf
o
r
m
f
o
r
th
e
i
m
p
le
m
en
tatio
n
o
f
SE
L
in
p
r
ac
tice.
T
h
er
ef
o
r
e,
th
e
P
r
ima
r
y
a
n
d
S
ec
o
n
d
a
r
y
S
ch
o
o
l
E
d
u
c
a
tio
n
A
ct
[
3
2
]
p
r
escr
ib
es
o
b
lig
ato
r
y
ad
o
p
tio
n
o
f
a
N
a
tio
n
a
l
C
u
r
r
icu
lu
m
[
2
8
]
(
ad
o
p
ted
in
2
0
1
4
)
,
ai
m
ed
at
d
eter
m
i
n
i
n
g
v
al
u
es,
p
r
in
cip
les,
g
en
er
al
ed
u
ca
tio
n
a
l
g
o
als
an
d
co
n
ten
t
s
f
o
r
all
ac
tiv
itie
s
,
ap
p
r
o
ac
h
es
an
d
w
a
y
s
o
f
w
o
r
k
in
g
w
it
h
ch
i
ld
r
en
o
f
ea
r
l
y
an
d
p
r
esch
o
o
l
ag
e,
ed
u
ca
tio
n
al
g
o
als
ac
co
r
d
in
g
to
d
ev
elo
p
m
e
n
t
ar
ea
s
,
as
w
e
ll a
s
n
e
ce
s
s
ar
y
co
m
p
e
ten
cie
s
.
I
t is p
r
ec
is
el
y
in
t
h
e
n
at
io
n
al
c
u
r
r
icu
la,
s
tr
ate
g
ie
s
,
an
d
p
r
o
g
r
a
m
s
t
h
a
t
w
e
f
i
n
d
to
p
ics
s
p
ec
if
ic
to
th
e
s
o
cial
-
e
m
o
tio
n
al
lear
n
in
g
a
r
ea
,
an
d
eq
u
alit
y
i
n
co
n
ce
p
t
s
w
h
ich
p
r
escr
ib
e
o
u
tco
m
es,
g
o
als,
a
n
d
co
m
p
ete
n
cies,
a
n
d
ar
e
r
elate
d
to
s
o
c
ial
-
e
m
o
t
io
n
al
co
m
p
e
ten
cie
s
.
T
h
e
o
n
es t
h
at
s
ta
n
d
o
u
t
th
e
m
o
s
t
ar
e
th
e
N
a
tio
n
a
l
C
u
r
r
icu
lu
m
fo
r
E
a
r
ly
a
n
d
P
r
esch
o
o
l
E
d
u
ca
tio
n
[
3
1
]
an
d
th
e
P
r
o
g
r
a
m
o
f
I
n
ter
-
Su
b
ject
a
n
d
I
n
terd
is
cip
lin
a
r
y
C
o
n
ten
ts
o
f
th
e
C
itiz
en
s
h
ip
E
d
u
c
a
tio
n
f
o
r
E
leme
n
ta
r
y
a
n
d
Hig
h
S
ch
o
o
ls
[
3
3
]
w
h
ic
h
,
ap
ar
t
f
r
o
m
t
h
e
v
a
lu
e
-
o
r
ien
ted
asp
ec
t
s
an
d
teac
h
in
g
m
et
h
o
d
s
,
d
escr
ib
es
in
d
etail
t
h
e
ar
ea
s
,
o
u
tco
m
e
s
an
d
co
m
p
ete
n
cies
w
h
ic
h
ar
e
b
r
o
u
g
h
t i
n
a
d
ir
ec
t r
elatio
n
s
h
ip
w
it
h
th
e
d
e
v
elo
p
m
en
t o
f
s
o
cial
-
e
m
o
tio
n
al
co
m
p
e
ten
cies,
f
o
r
ea
ch
o
f
ele
m
e
n
tar
y
a
n
d
h
i
g
h
s
ch
o
o
l g
r
ad
es in
d
iv
id
u
all
y
.
On
th
e
g
r
o
u
n
d
o
f
t
h
e
an
al
y
s
i
s
o
f
th
e
d
o
cu
m
e
n
t
s
,
w
e
ca
n
co
n
clu
d
e
th
at
t
h
e
d
o
cu
m
e
n
t
s
r
eg
u
lat
in
g
th
e
ed
u
ca
t
io
n
al
p
r
ac
tice
f
r
o
m
p
r
esch
o
o
l
in
s
tit
u
tio
n
s
to
ele
m
en
tar
y
a
n
d
h
ig
h
s
ch
o
o
l
co
n
s
tit
u
te
a
f
o
r
m
al
l
y
leg
a
l
an
d
v
al
u
e
-
o
r
ie
n
ted
p
latf
o
r
m
f
o
r
th
e
in
teg
r
atio
n
o
f
s
o
cial
-
e
m
o
tio
n
al
lear
n
in
g
i
n
to
th
e
o
b
lig
ato
r
y
ed
u
ca
t
io
n
al
p
r
o
ce
s
s
ai
m
ed
at
ac
q
u
ir
i
n
g
a
n
d
d
ev
elo
p
in
g
th
e
s
o
cial
-
e
m
o
tio
n
al
co
m
p
eten
cie
s
o
f
c
h
il
d
r
en
.
B
u
t
as
it
w
a
s
m
en
tio
n
ed
ea
r
lier
,
th
e
p
r
ac
tice
o
f
s
o
cial
-
e
m
o
tio
n
al
lear
n
i
n
g
in
C
r
o
atia
is
s
till
n
o
t
all
-
e
n
c
o
m
p
a
s
s
i
n
g
,
n
o
t
y
e
t
s
tr
u
ct
u
r
ed
an
d
i
n
ten
tio
n
al,
b
u
t
o
cc
u
r
s
r
ath
er
o
cc
asio
n
all
y
an
d
s
p
o
n
ta
n
eo
u
s
l
y
.
I
t
i
s
n
ec
ess
ar
y
to
lo
o
k
in
to
th
e
r
ea
s
o
n
s
as
to
w
h
y
th
e
s
o
cial
-
e
m
o
t
i
o
n
al
lear
n
in
g
i
n
t
h
e
C
r
o
atia
n
p
r
ac
tice
is
s
t
ill,
as
ac
cid
en
tal
a
n
d
s
p
o
n
tan
eo
u
s
,
r
ath
er
t
h
an
i
n
te
n
tio
n
al,
an
d
h
o
w
i
s
it
t
h
at
w
e
s
t
ill
d
o
n
o
t
p
o
s
s
ess
s
tr
u
ct
u
r
ed
,
co
m
p
r
e
h
en
s
iv
e
a
n
d
ev
id
en
ce
-
b
ased
p
r
o
g
r
a
m
s
o
f
s
o
cial
-
e
m
o
t
io
n
al
lear
n
in
g
o
f
f
er
ed
to
ch
ild
r
en
at
al
l e
d
u
ca
tio
n
lev
el
s
y
s
te
m
a
ticall
y
an
d
co
n
tin
u
o
u
s
l
y
[
2
6
]
.
Desp
ite
n
u
m
er
o
u
s
s
cie
n
ti
f
icall
y
p
r
o
v
e
n
b
en
ef
its
o
n
ch
ild
r
en
,
th
e
y
o
u
n
g
an
d
th
e
co
m
m
u
n
it
y
a
s
a
w
h
o
le,
an
d
th
e
f
o
r
m
al
le
g
al
f
r
a
m
e
wo
r
k
en
ab
lin
g
an
d
en
co
u
r
ag
in
g
s
u
ch
a
f
o
r
m
o
f
lear
n
in
g
,
in
C
r
o
atia,
th
er
e
is
n
o
s
y
s
te
m
a
tic
an
d
co
m
p
r
e
h
en
s
i
v
e
p
r
ac
tice
o
f
i
m
p
le
m
en
tatio
n
o
f
th
e
p
r
o
g
r
a
m
o
f
s
o
cial
-
e
m
o
t
io
n
al
lear
n
i
n
g
b
ased
o
n
s
cien
ce
a
n
d
/o
r
ex
ce
llen
t
p
r
ac
tice.
T
h
is
is
a
co
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ce
r
n
in
g
f
a
ct,
co
n
s
id
er
in
g
t
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m
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co
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k
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t
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o
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elo
p
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o
f
an
in
d
i
v
id
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al
,
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ab
lin
g
h
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m
to
h
a
v
e
a
f
u
ll,
h
ea
lth
y
a
n
d
b
alan
ce
d
lif
e
w
it
h
h
i
m
s
el
f
a
n
d
o
th
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w
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i
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co
m
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u
n
it
y
.
T
h
is
co
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c
lu
s
io
n
ab
o
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t
C
r
o
atian
p
r
ac
tices
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li
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w
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m
a
n
y
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E
u
r
o
p
ea
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Un
io
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ed
u
ca
tio
n
a
l s
y
s
te
m
s
,
w
h
er
e
th
e
i
m
p
o
r
ta
n
ce
o
f
s
o
cial
an
d
em
o
tio
n
al
asp
ec
ts
o
f
ed
u
ca
tio
n
is
r
ec
o
g
n
is
ed
b
u
t
is
n
o
t
ac
co
m
p
a
n
ied
b
y
a
f
o
cu
s
ed
a
n
d
d
is
tin
ct
ap
p
r
o
ac
h
to
SEL
as
a
co
r
e
ar
e
a
in
th
e
cu
r
r
icu
l
u
m
an
d
in
ter
p
er
s
o
n
al
a
n
d
in
tr
ap
er
s
o
n
al
co
m
p
ete
n
cies a
r
e
n
o
t e
x
p
licitl
y
s
tated
[
4
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
S
o
cia
l a
n
d
emo
tio
n
a
l le
a
r
n
in
g
in
ed
u
c
a
tio
n
a
n
d
c
a
r
e
p
o
licy
i
n
C
r
o
a
tia
(
Ma
ja
Lju
b
etic
)
657
P
ar
t
o
f
th
e
an
s
w
er
lie
s
in
t
h
e
f
ac
t
th
at
it
i
s
n
o
t
e
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o
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g
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to
h
a
v
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a
leg
al
o
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cu
r
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icu
l
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b
ac
k
g
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o
u
n
d
,
b
u
t
th
e
e
n
tire
s
o
cial
-
e
m
o
t
io
n
al
i
m
p
le
m
e
n
tat
io
n
f
r
a
m
e
w
o
r
k
co
n
s
i
s
ted
o
f
:
s
tr
u
ct
u
r
ed
an
d
i
n
t
eg
r
ated
cu
r
r
icu
l
u
m
,
ad
eq
u
ate
in
s
tit
u
tio
n
al
cli
m
a
te,
ea
r
ly
in
ter
v
e
n
tio
n
,
tar
g
eted
in
ter
v
en
t
io
n
s
f
o
r
ch
ild
r
en
in
r
is
k
,
ch
ild
r
en
(
s
tu
d
en
t
)
v
o
ices,
q
u
ali
t
y
i
m
p
le
m
e
n
tati
o
n
an
d
ad
ap
tatio
n
,
b
u
t
al
s
o
s
taf
f
co
m
p
ete
n
ce
a
n
d
w
ell
b
ein
g
,
a
n
d
p
ar
en
tal
co
llab
o
r
atio
n
an
d
ed
u
ca
tio
n
[
7
]
.
T
h
er
ef
o
r
e,
it
is
p
o
in
ted
o
u
t
th
at
ad
u
lts
-
p
ar
en
ts
,
teac
h
er
s
,
s
ch
o
o
l
p
r
in
cip
als
an
d
esp
ec
iall
y
p
o
lic
y
m
ak
er
s
,
m
u
s
t
cr
ea
te
s
u
ch
an
ed
u
ca
tio
n
al
co
n
tex
t
w
h
er
e
ch
ild
r
en
an
d
th
e
y
o
u
n
g
w
ill
ac
q
u
ir
e
an
d
i
m
p
r
o
v
e
s
o
cial
an
d
e
m
o
ti
o
n
al
co
m
p
eten
cie
s
f
r
o
m
t
h
e
ea
r
lies
t a
g
e.
T
o
ac
co
m
p
lis
h
t
h
i
s
co
m
p
le
x
tas
k
,
th
o
s
e
ad
u
lts
m
u
s
t h
a
v
e
a
co
m
m
o
n
f
r
a
m
e
w
o
r
k
o
f
ac
tio
n
an
d
co
n
ti
n
u
o
u
s
ed
u
ca
tio
n
i
n
t
h
is
f
ield
[
4
3
,
4
4
]
.
P
ar
tn
er
s
h
ip
a
n
d
co
llab
o
r
atio
n
w
it
h
p
ar
en
ts
is
a
k
e
y
f
ea
t
u
r
e
o
f
a
w
h
o
le
-
s
c
h
o
o
l
ap
p
r
o
ac
h
to
s
o
cial
an
d
e
m
o
tio
n
al
lear
n
i
n
g
an
d
a
cr
u
cial
ele
m
en
t
f
o
r
its
ef
f
ec
ti
v
e
n
e
s
s
[
4
5
]
.
R
eg
ar
d
in
g
t
h
e
teac
h
er
s
,
w
h
ile
th
e
i
m
p
ac
t
o
f
SEL
p
r
o
g
r
a
m
s
o
f
s
t
u
d
en
t
s
h
as
b
ee
n
w
ell
d
o
cu
m
en
ted
,
litt
le
atten
tio
n
h
as
b
ee
n
p
u
t
o
n
th
e
i
m
p
ac
t
o
f
SE
L
in
en
h
a
n
ci
n
g
teac
h
er
s
'
s
o
cial
a
n
d
e
m
o
tio
n
a
l
s
k
ill
s
[
4
6
]
.
Du
r
in
g
th
e
u
n
i
v
er
s
it
y
ed
u
ca
tio
n
f
u
t
u
r
e
teac
h
er
r
ec
eiv
ed
litt
le
tr
ain
in
g
o
n
h
o
w
to
p
r
o
m
o
te
s
o
cial
a
n
d
e
m
o
tio
n
a
l
e
d
u
ca
t
io
n
[
4
7
]
alth
o
u
g
h
it’s
k
n
o
w
n
:
"
T
o
r
ea
ch
t
h
e
s
tu
d
e
n
ts
,
teac
h
t
h
e
teac
h
e
r
s
"
[
8
,
4
8
,
4
9
]
.
T
h
e
s
tu
d
ie
s
h
av
e
also
d
o
cu
m
e
n
ted
t
h
at
p
r
i
n
cip
als
w
i
th
s
o
cial
an
d
e
m
o
tio
n
al
s
k
i
lls
a
n
d
s
tr
o
n
g
e
m
o
tio
n
al
w
ell
-
b
ein
g
ex
h
ib
it
e
f
f
ec
tiv
e
lead
er
s
h
i
p
,
d
ev
elo
p
h
ea
lth
y
r
elatio
n
s
h
ip
s
,
an
d
estab
lis
h
f
a
m
il
y
an
d
co
m
m
u
n
i
t
y
p
ar
tn
e
r
s
h
ip
s
t
h
at
f
ac
i
litate
ef
f
ec
t
iv
e
s
ch
o
o
l
-
w
id
e
SE
L
i
m
p
le
m
en
ta
tio
n
[
5
0
,
5
1
]
.
T
h
e
s
e
co
m
p
o
n
e
n
ts
ar
e
cr
u
cial
f
o
r
s
u
s
tai
n
in
g
p
o
s
it
iv
e
s
o
cial,
e
m
o
tio
n
al
an
d
e
v
e
n
ac
ad
em
ic
o
u
tco
m
e
s
f
o
r
s
t
u
d
en
ts
.
T
h
is
s
o
r
t
o
f
“
c
y
cle”
o
f
k
e
y
a
d
u
lts
an
d
th
eir
r
elatio
n
s
h
ip
an
d
ed
u
ca
tio
n
d
eter
m
in
e
s
th
e
q
u
alit
y
o
f
an
i
n
d
iv
id
u
al
’
s
f
u
n
ctio
n
i
n
g
with
i
n
a
n
d
f
o
r
t
h
e
co
m
m
u
n
i
t
y
,
en
ab
lin
g
h
i
m
t
o
co
n
ti
n
u
o
u
s
l
y
g
r
o
w
,
d
e
v
elo
p
an
d
r
ea
ch
h
is
o
w
n
g
o
als
w
h
ile
r
ec
o
g
n
izi
n
g
th
e
r
ig
h
t
an
d
n
ec
es
s
ities
o
f
o
th
er
s
.
So
lel
y
in
s
u
c
h
a
w
a
y
,
ad
eq
u
ate
L
ea
r
n
i
n
g
C
o
n
te
x
t
[
8
]
ca
n
b
e
cr
ea
ted
,
an
d
th
at
m
ea
n
s
an
e
n
v
i
r
o
n
m
e
n
t t
h
at
is
s
a
f
e,
ca
r
in
g
,
s
u
p
p
o
r
tiv
e,
an
d
w
ell
-
m
an
a
g
ed
,
an
en
v
ir
o
n
m
e
n
t
th
a
t
s
u
p
p
o
r
ts
a
s
tu
d
en
t
s
'
d
ev
elo
p
m
en
t
an
d
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
p
r
ac
tis
in
g
S
E
L
s
k
il
ls
an
d
o
p
en
to
p
ar
en
tal
an
d
co
m
m
u
n
it
y
i
n
v
o
lv
e
m
e
n
t.
5.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
aim
ed
to
p
r
o
v
id
e
a
n
o
v
er
v
ie
w
o
f
k
n
o
w
led
g
e
ab
o
u
t
th
e
i
m
p
o
r
ta
n
ce
an
d
ef
f
icie
n
c
y
o
f
s
o
cio
-
e
m
o
tio
n
al
lear
n
in
g
o
n
t
h
e
g
r
o
w
t
h
an
d
d
ev
elo
p
m
e
n
t o
f
c
h
ild
r
en
an
d
y
o
u
n
g
p
eo
p
le
an
d
to
tr
ac
e
w
h
eth
er
t
h
er
e
is
a
b
ase
f
o
r
its
i
m
p
le
m
e
n
tatio
n
i
n
k
e
y
C
r
o
atia
n
d
o
cu
m
e
n
t
s
g
o
v
er
n
in
g
ed
u
ca
tio
n
al
p
r
ac
tices f
r
o
m
k
i
n
d
er
g
ar
te
n
to
h
ig
h
s
c
h
o
o
l.
I
t
h
as
b
ee
n
id
e
n
ti
f
ied
th
at
i
n
C
r
o
atian
la
w
s
,
d
o
cu
m
en
ts
,
s
tr
ateg
ie
s
a
n
d
cu
r
r
ic
u
la
th
er
e
i
s
a
p
lat
f
o
r
m
f
o
r
s
o
cio
-
e
m
o
tio
n
al
lear
n
i
n
g
,
b
u
t
th
e
i
m
p
le
m
e
n
tatio
n
is
s
ca
r
ce
,
o
cc
asio
n
al,
m
o
r
e
s
p
o
n
ta
n
e
o
u
s
th
a
n
th
o
u
g
h
t
f
u
l
an
d
o
r
g
an
ized
.
T
h
ese
d
ata
wer
e
n
o
t
s
u
r
p
r
is
in
g
b
ec
au
s
e
o
t
h
er
E
U
co
u
n
tr
ies
h
a
v
e
s
i
m
ila
r
ex
p
er
ien
ce
s
in
th
e
i
m
p
le
m
en
ta
tio
n
o
f
t
h
i
s
k
i
n
d
o
f
lear
n
in
g
.
T
h
er
ef
o
r
e,
th
er
e
ar
e
s
till
m
a
n
y
ch
al
len
g
es
i
n
t
h
is
ar
ea
b
ea
r
i
n
g
i
n
m
i
n
d
th
at
i
t
is
n
ec
ess
ar
y
to
cr
ea
te
a
co
m
m
o
n
f
r
a
m
e
w
o
r
k
o
f
ac
ti
o
n
an
d
co
m
m
it
m
e
n
t
o
f
a
ll
s
t
ak
eh
o
ld
er
s
cr
u
c
ial
f
o
r
s
o
cio
-
e
m
o
tio
n
al
lear
n
i
n
g
,
an
d
th
at
ar
e
ch
ild
r
en
an
d
ce
r
tai
n
l
y
,
t
h
e
ad
u
l
ts
s
u
r
r
o
u
n
d
i
n
g
th
e
m
,
p
r
i
m
ar
il
y
p
ar
en
ts
,
teac
h
er
s
an
d
p
r
in
cip
als,
an
d
th
en
p
o
lic
y
m
ak
er
s
.
O
n
l
y
i
n
s
u
c
h
a
s
y
s
te
m
atic
a
n
d
co
m
p
r
eh
en
s
iv
e
w
a
y
,
it
w
i
ll
b
e
p
o
s
s
ib
le
to
p
r
o
v
id
e
a
lear
n
in
g
co
n
tex
t
an
d
an
en
v
ir
o
n
m
e
n
t
t
h
at
en
s
u
r
es
t
h
e
f
u
ll
q
u
alit
y
o
f
s
o
cio
-
e
m
o
tio
n
al
lear
n
in
g
an
d
a
ll
th
e
b
en
e
f
its
i
t b
r
in
g
s
.
RE
F
E
R
E
NC
E
S
[1
]
J
.
P
a
y
to
n
,
e
t
a
l.
,
T
h
e
p
o
sit
ive
imp
a
c
t
o
f
so
c
i
a
l
a
n
d
e
mo
ti
o
n
a
l
lea
rn
in
g
f
o
r
k
in
d
e
rg
a
rte
n
to
e
i
g
h
t
-
g
ra
d
e
stu
d
e
n
ts
:
Fi
n
d
i
n
g
s
fro
m
th
re
e
sc
ien
ti
fi
c
re
v
iews
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IL
,
2
0
0
8
.
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]
CA
S
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L
,
“
Aw
a
re
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e
ss
m
a
n
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m
e
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c
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so
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g
(S
EL
)
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e
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ies
,
”
2
0
1
7
.
[
O
n
li
n
e
].
A
v
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il
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le:
h
tt
p
s:
//
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2
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S
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p
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ten
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ies
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p
d
f
[3
]
C.
S
e
f
a
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n
d
V.
Ca
v
io
n
i
,
S
o
c
i
a
l
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d
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mo
ti
o
n
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d
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ti
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l:
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.
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d
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n
,
2
0
1
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.
[4
]
C.
Ce
f
a
i,
A
.
A
rlo
v
e
,
M
.
Du
c
a
,
N.
G
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,
M
.
M
u
sc
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t,
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d
V
.
Ca
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i,
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RES
CUR
S
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s,”
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sto
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a
re
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u
c
.
,
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l.
3
6
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.
3
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p
p
.
1
8
9
–
2
0
4
,
2
0
1
8
.
[5
]
J.
E.
Zi
n
s
a
n
d
M
.
J
.
El
ias
,
“
S
o
c
ial
a
n
d
e
m
o
ti
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n
a
l
lea
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g
:
P
r
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th
e
d
e
v
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lo
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m
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n
t
o
f
a
ll
stu
d
e
n
ts,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
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l
a
n
d
Psy
c
h
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ica
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C
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n
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ti
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n
,
v
o
l.
17
,
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.
2
-
3
,
p
p
.
2
3
3
-
2
5
5
,
2
0
0
7
.
[6
]
Ce
len
e
E.
Do
m
it
ro
v
ich
,
e
t
a
l
.
,
“
Im
p
ro
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g
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n
’s
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:
a
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“
P
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,
”
J
.
Prim.
Pre
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v
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l.
2
8
,
n
o
.
2
,
p
p
.
6
7
-
9
1
,
2
0
0
7
.
[7
]
C.
Ce
f
a
i,
P
.
Ba
rto
lo
,
V
.
Ca
v
io
n
i,
a
n
d
P
.
D
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S
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EU
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A
re
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ter
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P
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Of
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Eu
ro
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n
Un
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L
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rg
,
2
0
1
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
5
0
-
659
658
[8
]
K.
A
.
S
c
h
o
n
e
rt
-
Re
ich
l,
M
.
J.
Ki
ti
l
,
a
n
d
J.
Ha
n
so
n
-
P
e
ters
o
n
,
“
T
o
re
a
c
h
th
e
stu
d
e
n
ts,
tea
c
h
t
h
e
tea
c
h
e
rs:
a
n
a
t
io
n
a
l
sc
a
n
o
f
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
a
n
d
s
o
c
ial
&
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
,
”
A
re
p
o
rt
p
re
p
a
re
d
f
o
r
th
e
CA
S
EL
,
2
0
1
7
.
[9
]
R.
P
.
C
o
rc
o
ra
n
,
A
.
C.
K.
C
h
e
u
n
g
,
E.
Kim
,
a
n
d
C.
X
ie,
“
Ef
f
e
c
ti
v
e
u
n
iv
e
rsa
l
sc
h
o
o
l
-
b
a
se
d
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
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n
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ro
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ra
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s
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o
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m
p
ro
v
in
g
a
c
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d
e
m
i
c
a
c
h
iev
e
m
e
n
t:
A
s
y
ste
m
a
ti
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re
v
iew
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d
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ta
-
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n
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sis
o
f
5
0
y
e
a
rs
o
f
re
se
a
rc
h
,
”
Ed
u
c
.
Res
.
Rev
.
,
v
o
l.
2
5
,
p
p
.
5
6
–
7
2
,
2
0
1
8
.
[1
0
]
J.
E.
Z
in
s,
e
t
a
l
,
“
T
h
e
sc
ien
ti
f
ic
b
a
se
li
n
k
in
g
so
c
ial
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n
d
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m
o
ti
o
n
a
l
lea
rn
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g
to
sc
h
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o
l
s
u
c
c
e
ss
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
a
n
d
Psy
c
h
o
l
o
g
ic
a
l
C
o
n
su
lt
a
ti
o
n
,
v
o
l.
1
7
,
n
o
.
2
-
3
,
p
p
.
1
9
1
-
2
0
2
,
2
0
0
7
.
[1
1
]
M
.
S
k
lad
,
R.
D
iek
stra
,
M
.
De
Rit
ter,
J.
Be
n
,
a
n
d
C
.
G
ra
v
e
ste
ij
n
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
sc
h
o
o
l
-
b
a
se
d
u
n
iv
e
rsa
l
so
c
ial,
e
m
o
ti
o
n
a
l,
a
n
d
b
e
h
a
v
io
ra
l
p
ro
g
r
a
m
s:
Do
th
e
y
e
n
h
a
n
c
e
stu
d
e
n
ts
’
d
e
v
e
lo
p
m
e
n
t
in
th
e
a
re
a
o
f
s
k
il
l,
b
e
h
a
v
io
r,
a
n
d
a
d
j
u
stm
e
n
t?
”
Psy
c
h
o
l.
S
c
h
.
,
v
o
l.
4
9
,
n
o
.
9
,
p
p
.
8
9
2
-
9
0
9
,
2
0
1
2
.
[1
2
]
R.
P
.
W
e
isb
e
rg
,
K.
L
.
Ku
m
p
fe
r,
a
n
d
M
.
E
.
P
.
S
e
li
g
m
a
n
,
“
P
re
v
e
n
ti
o
n
t
h
a
t
w
o
rk
s
f
o
r
c
h
il
d
re
n
a
n
d
y
o
u
t
h
:
A
n
in
tro
d
u
c
ti
o
n
,
”
Ame
ric
a
n
Psy
c
h
o
l
o
g
ist
,
v
o
l.
5
8
,
n
o
.
6
-
7
,
p
p
.
4
2
5
-
4
3
2
,
2
0
0
3
.
[1
3
]
M
.
T
.
G
re
e
n
b
e
rg
,
e
t
a
l
.
,
“
En
h
a
n
c
in
g
sc
h
o
o
l
-
b
a
se
d
p
re
v
e
n
ti
o
n
a
n
d
y
o
u
th
d
e
v
e
lo
p
m
e
n
t
th
ro
u
g
h
c
o
o
r
d
in
a
ted
s
o
c
ial,
e
m
o
ti
o
n
a
l,
a
n
d
a
c
a
d
e
m
ic l
e
a
rn
in
g
.
,
”
Am.
Psy
c
h
o
l
.
,
v
o
l
.
5
8
,
n
o
.
6
–
7
,
p
p
.
4
6
6
–
4
7
4
,
2
0
0
3
.
[1
4
]
D.
B.
W
il
so
n
,
D.
C.
G
o
tt
f
re
d
so
n
,
a
n
d
S
.
S
.
Na
jak
a
,
“
S
c
h
o
o
l
-
Ba
se
d
P
re
v
e
n
ti
o
n
o
f
P
r
o
b
lem
Be
h
a
v
io
rs:
A
M
e
ta
-
A
n
a
l
y
si
s,”
J
.
Qu
a
n
t
.
Crimin
o
l
.
,
v
o
l.
1
7
,
n
o
.
3
,
p
p
.
2
4
7
-
2
7
2
,
2
0
0
1
.
[1
5
]
M
.
J.
V
a
n
Ry
z
in
a
n
d
C.
J.
Ro
se
th
,
“
Co
o
p
e
ra
ti
v
e
lea
rn
in
g
e
ff
e
c
ts
o
n
p
e
e
r
re
latio
n
s
a
n
d
a
lco
h
o
l
u
se
in
m
id
d
le
sc
h
o
o
l,
”
J
.
Ap
p
l.
De
v
.
Psy
c
h
o
l
.
,
v
o
l
.
6
4
,
p
p
.
1
0
1
-
0
5
9
,
2
0
1
9
.
[1
6
]
R.
P
.
W
e
issb
e
rg
,
J.
A
.
Du
rla
k
,
C.
E.
Do
m
it
ro
v
ich
,
a
n
d
T
.
P
.
G
u
ll
o
tt
a
,
“
S
o
c
ial
a
n
d
Em
o
ti
o
n
a
l
L
e
a
rn
in
g
:
P
a
st,
p
re
se
n
t,
a
n
d
f
u
tu
re
”
,
in
J.
A
.
Du
rlak
,
R.
P
.
W
e
issb
e
rg
,
C.
E.
Do
m
it
ro
v
ich
,
T
.
P
.
G
u
ll
o
tt
o
,
Ha
n
d
b
o
o
k
o
f
so
c
ia
l
a
n
d
e
mo
ti
o
n
a
l
lea
rn
in
g
:
Res
e
a
rc
h
a
n
d
p
ra
c
ti
c
e
,
G
u
il
f
o
rd
,
2
0
1
5
.
[1
7
]
C.
Blew
it
t
e
t
a
l
.
,
“
S
o
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
a
ss
o
c
iate
d
w
it
h
u
n
iv
e
rsa
l
c
u
rricu
l
u
m
-
b
a
se
d
in
terv
e
n
ti
o
n
s
in
e
a
rly
c
h
il
d
h
o
o
d
e
d
u
c
a
ti
o
n
a
n
d
c
a
re
c
e
n
ters
,
”
J
AM
A
Ne
tw.
Op
e
n
,
v
o
l.
1
,
n
o
.
8
,
e
1
8
5
7
2
7
,
2
0
1
8
.
[1
8
]
J.
A
.
Du
rlak
,
e
t
a
l
,
“
T
h
e
I
m
p
a
c
t
o
f
En
h
a
n
c
in
g
S
tu
d
e
n
ts’
S
o
c
i
a
l
a
n
d
Em
o
ti
o
n
a
l
L
e
a
rn
in
g
:
A
M
e
ta
-
A
n
a
l
y
sis
o
f
S
c
h
o
o
l
-
Ba
se
d
U
n
iv
e
rsa
l
In
terv
e
n
ti
o
n
s,”
Ch
il
d
De
v
.,
v
o
l.
8
2
,
n
o
.
1
,
p
p
.
4
0
5
-
4
3
2
,
2
0
1
1
.
[1
9
]
J.
E.
M
o
o
re
,
e
t
a
l.
,
“
T
h
e
e
ff
e
c
ts
o
f
e
x
p
o
su
re
to
a
n
e
n
h
a
n
c
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d
p
re
sc
h
o
o
l
p
r
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ra
m
o
n
t
h
e
so
c
ial
-
e
m
o
ti
o
n
a
l
f
u
n
c
ti
o
n
in
g
o
f
a
t
-
risk
c
h
il
d
re
n
,
”
E
a
rly
Ch
il
d
.
Res
.
Q
.,
v
o
l.
3
2
, 3
rd
Qu
a
rter
,
p
p
.
1
2
7
-
1
3
8
,
2
0
1
5
.
[2
0
]
J.
G
o
tt
m
a
n
,
J.
De
c
laire
,
a
n
d
D.
G
o
lem
a
n
,
T
h
e
He
a
rt
o
f
P
a
re
n
ti
n
g
:
Ra
isin
g
a
n
e
mo
ti
o
n
a
ll
y
i
n
telli
g
e
n
t
c
h
il
d
,
S
im
o
n
&
S
c
h
u
ste
r,
1
9
9
8
.
[2
1
]
M
.
J.
El
ias
,
J.
E.
Zi
n
s,
a
n
d
R.
P
.
W
e
issb
e
r
g
,
“
T
h
e
n
e
e
d
f
o
r
s
o
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
,
”
i
n
Pro
m
o
ti
n
g
S
o
c
ia
l
a
n
d
Emo
ti
o
n
a
l
L
e
a
r
n
in
g
:
Gu
i
d
e
li
n
e
s f
o
r E
d
u
c
a
t
o
rs
,
1
9
9
7
.
[2
2
]
T
.
N.
Ba
rn
e
s,
F
.
W
a
n
g
,
a
n
d
K.
M
.
O’Brie
n
,
“
A
m
e
ta
-
a
n
a
l
y
ti
c
re
v
ie
w
o
f
so
c
ial
p
ro
b
lem
-
so
lv
in
g
i
n
terv
e
n
ti
o
n
s
i
n
p
re
sc
h
o
o
l
se
tt
in
g
s,”
In
f
a
n
t
Ch
i
ld
De
v
.
,
v
o
l.
2
7
,
n
o
.
5
,
p
p
.
1
-
2
2
,
2
0
1
8
.
[2
3
]
A
.
Bra
jša
Žg
a
n
e
c
,
Dijete
i
o
b
it
e
l
j:
e
mo
c
io
n
a
ln
i
i
so
c
ij
a
l
n
i
ra
zv
o
j
.
N
a
k
lad
a
S
lap
.
Zag
re
b
,
2
0
0
3
.
[2
4
]
S
.
N.
El
li
o
t
t,
M
.
D.
Da
v
ies
,
J.
R.
F
re
y
,
F
.
G
r
e
sh
a
m
,
a
n
d
G
.
Co
o
p
e
r
,
“
De
v
e
lo
p
m
e
n
t
a
n
d
in
it
ial
v
a
li
d
a
ti
o
n
o
f
a
so
c
ial
e
m
o
ti
o
n
a
l
lea
rn
in
g
a
ss
e
ss
m
e
n
t
f
o
r
u
n
iv
e
rsa
l
sc
re
e
n
in
g
,
”
J
.
Ap
p
l.
De
v
.
Psy
c
h
o
l
.
,
v
o
l.
5
5
,
p
p
.
3
9
-
5
1
,
2
0
1
8
.
[2
5
]
Ž.
No
v
a
k
,
M
.
M
ih
ić,
J.
Ba
šić
,
a
n
d
J.
B
o
ž
ić,
“
P
r
o
v
e
d
b
a
p
re
d
šk
o
lsk
o
g
P
A
THS
-
RA
S
T
EM
p
ro
g
ra
m
a
u
Hrv
a
tsk
o
j
-
isk
u
stv
a
iz
p
ra
k
se
,
”
in
Kn
ji
g
a
sa
že
ta
k
a
8
.
me
đ
u
n
a
ro
d
n
o
g
z
n
a
n
stv
e
n
o
g
sk
u
p
a
Istra
živ
a
n
j
a
u
e
d
u
k
a
c
ij
sk
o
-
re
h
a
b
il
i
ta
c
ij
sk
im
zn
a
n
o
stima
,
v
o
l.
5
3
,
n
o
.
9
,
p
p
.
2
8
7
-
2
8
8
,
2
0
1
2
.
[2
6
]
J.
M
ih
ic,
M
.
No
v
a
k
,
J.
Ba
sic
,
a
n
d
R.
L
.
Nix
,
“
P
r
o
m
o
ti
n
g
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
c
o
m
p
e
ten
c
ies
a
m
o
n
g
y
o
u
n
g
c
h
il
d
re
n
in
Cro
a
ti
a
w
it
h
p
re
sc
h
o
o
l
P
A
T
HS
,
”
In
t.
J
.
Emo
t
.
Ed
u
c
.,
v
o
l.
8
,
n
o
.
2
,
p
p
.
4
5
-
5
9
,
2
0
1
6
.
[2
7
]
F
.
El
li
o
tt
,
e
t
a
l.
,
S
S
I
S
S
o
c
ia
l
-
e
mo
t
io
n
a
l
lea
r
n
in
g
.
Ed
it
io
n
c
la
ss
wid
e
in
ter
v
e
n
ti
o
n
p
r
o
g
ra
m
ma
n
u
a
l
,
P
s
y
c
h
Co
rp
,
2
0
1
7
.
[2
8
]
Na
c
io
n
a
lan
i
o
k
v
irn
i
k
u
r
ik
u
lu
m
(Na
ti
o
n
a
l
Cu
rr
icu
l
u
m
F
ra
m
e
w
o
rk
)
,
M
in
istry
o
f
S
c
ien
c
e
,
e
d
u
c
a
ti
o
n
,
a
n
d
S
p
o
rt
,
2
0
1
0
.
[2
9
]
S
trate
g
ij
a
o
b
ra
z
o
v
a
n
ja,
z
n
a
n
o
sti
i
teh
n
o
l
o
g
ij
e
2
0
1
4
-
2
0
1
6
(S
trate
g
y
o
f
Ed
u
c
a
ti
o
n
,
S
c
ie
n
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
2
0
1
4
-
2
0
1
6
)
,
M
in
istry
o
f
S
c
ien
c
e
,
E
d
u
c
a
ti
o
n
,
a
n
d
S
p
o
rt
,
2
0
1
4
.
[3
0
]
Zak
o
n
o
p
re
d
šk
o
lsk
o
m
o
d
g
o
ju
i
o
b
ra
z
o
v
a
n
ju
(T
h
e
P
re
sc
h
o
o
l
E
d
u
c
a
ti
o
n
A
c
t
)
,
Na
ro
d
n
e
n
o
v
in
e
,
2
0
1
9
.
[3
1
]
Na
c
io
n
a
ln
i
k
u
rik
u
lu
m
ra
n
o
g
i
p
re
d
šk
o
lsk
o
g
o
d
g
o
ja
(Na
ti
o
n
a
l
Cu
rricu
l
u
m
f
o
r
e
a
r
l
y
a
n
d
P
re
sc
h
o
o
l
E
d
u
c
a
ti
o
n
a
n
d
Ca
re
)
,
Na
r
o
d
n
e
n
o
v
in
e
,
2
0
1
5
.
[3
2
]
Zak
o
n
o
o
d
g
o
j
u
i
o
b
ra
z
o
v
a
n
ju
u
o
sn
o
v
n
o
j
i
sre
d
n
jo
j
šk
o
li
(
P
rim
a
r
y
a
n
d
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
Ed
u
c
a
ti
o
n
A
c
t)
,
Na
ro
d
n
e
n
o
v
in
e
,
2
0
1
9
.
[3
3
]
P
r
o
g
ra
m
o
f
in
ter
-
su
b
jec
t
a
n
d
i
n
te
rd
isc
ip
li
n
a
ry
c
o
n
ten
ts
o
f
c
it
ize
n
sh
ip
e
d
u
c
a
ti
o
n
f
o
r
p
rim
a
r
y
a
n
d
se
c
o
n
d
a
ry
sc
h
o
o
ls
(in
Cro
a
ti
a
n
)
,
N
a
ro
d
n
e
n
o
v
in
e
,
2
0
1
4
.
[3
4
]
W
.
G
l
a
ss
e
r,
T
e
o
rija
izb
o
ra
(
T
h
e
o
ry
o
f
Ch
o
ice
)
,
A
li
n
e
a
,
Zag
re
b
,
1
9
9
7
.
[3
5
]
D.
G
o
le
m
a
n
,
W
o
rk
in
g
w
it
h
Em
o
ti
o
n
a
l
I
n
telli
g
e
n
c
e
,
Ba
n
tam
Bo
o
k
s,
1
9
9
7
.
[3
6
]
S
.
S
.
Ha
v
ig
h
u
rst,
A
.
Ha
rle
y
,
a
n
d
M
.
P
ri
o
r,
“
Bu
il
d
i
n
g
p
re
sc
h
o
o
l
c
h
il
d
re
n
’s
e
m
o
ti
o
n
a
l
c
o
m
p
e
ten
c
e
:
A
p
a
re
n
ti
n
g
p
ro
g
ra
m
,
”
Ea
rly
Ed
u
c
.
De
v
.,
v
o
l
.
1
5
,
n
o
.
4
,
p
p
.
4
2
3
-
4
4
8
,
2
0
0
4
.
[3
7
]
V
.
Orn
a
g
h
i,
e
t
a
l
.
,
“
'
L
e
t’s
T
a
l
k
a
b
o
u
t
Em
o
ti
o
n
s!
'
T
h
e
Eff
e
c
t
o
f
Co
n
v
e
rsa
ti
o
n
a
l
T
ra
in
in
g
o
n
P
re
sc
h
o
o
lers
’
Em
o
ti
o
n
Co
m
p
re
h
e
n
sio
n
a
n
d
P
ro
so
c
ial
Ori
e
n
tatio
n
,
”
S
o
c
.
De
v
.
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
1
6
6
–
1
8
3
,
2
0
1
5
.
[3
8
]
C.
Ya
n
g
,
e
t
a
l
,
“
M
u
lt
il
e
v
e
l
a
ss
o
c
iatio
n
s
b
e
tw
e
e
n
sc
h
o
o
l
-
w
id
e
so
c
ial
-
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
a
p
p
ro
a
c
h
a
n
d
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
c
ro
ss
e
le
m
e
n
tar
y
,
m
id
d
le,
a
n
d
h
ig
h
sc
h
o
o
ls,”
S
c
h
o
o
l
Psy
c
h
.
Rev
.,
v
o
l.
4
7
,
n
o
.
1
,
p
p
.
4
5
-
6
1
,
2
0
1
8
.
[3
9
]
M
.
W
ig
e
ls
w
o
rth
,
e
t
a
l
.
,
“
T
h
e
i
m
p
a
c
t
o
f
tri
a
l
st
a
g
e
,
d
e
v
e
lo
p
e
r
in
v
o
lv
e
m
e
n
t
a
n
d
in
tern
a
ti
o
n
a
l
tr
a
n
sf
e
r
a
b
il
it
y
o
n
u
n
iv
e
rsa
l
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
in
g
p
ro
g
ra
m
m
e
o
u
tco
m
e
s:
a
m
e
ta
-
a
n
a
l
y
sis,”
Ca
mb
rid
g
e
J
.
Ed
u
c
.
,
v
o
l.
4
6
,
n
o
.
3
,
p
p
.
3
4
7
-
3
7
6
,
2
0
1
6
.
[4
0
]
R.
D.
T
a
y
lo
r,
e
t
a
l
,
“
P
ro
m
o
ti
n
g
p
o
siti
v
e
y
o
u
th
d
e
v
e
lo
p
m
e
n
t
th
ro
u
g
h
sc
h
o
o
l
-
b
a
se
d
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
in
g
in
terv
e
n
ti
o
n
s: a m
e
ta
-
a
n
a
l
y
sis o
f
fo
ll
o
w
-
up
e
f
f
e
c
ts
,
”
Ch
il
d
De
v
.,
v
o
l.
8
8
,
n
o
.
4
,
p
p
.
1
1
5
6
-
1
1
7
1
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
S
o
cia
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d
emo
tio
n
a
l le
a
r
n
in
g
in
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u
c
a
tio
n
a
n
d
c
a
r
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o
licy
i
n
C
r
o
a
tia
(
Ma
ja
Lju
b
etic
)
659
[4
1
]
S
.
K.
Ura
,
S
.
M
.
Ca
stro
-
Oliv
o
,
a
n
d
A
.
d
’A
b
re
u
,
“
Ou
tco
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,
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Asse
ss
.
Ef
f.
In
ter
v
.,
Ju
l
2
0
1
9
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s://
d
o
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rg
/
1
0
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1
1
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7
/
1
5
3
4
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8
4
1
9
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6
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6
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9
[4
2
]
OECD,
S
k
il
ls
fo
r
S
o
c
i
a
l
Pro
g
re
ss
:
th
e
p
o
we
r
o
f
S
o
c
ia
l
a
n
d
Em
o
ti
o
n
a
l
S
k
il
ls
,
OECD
S
k
il
ls
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tu
d
ies
,
OE
CD
P
u
b
li
s
h
in
g
,
2
0
1
5
.
[4
3
]
E.
Ha
y
m
o
v
it
z
,
e
t
a
l
,
“
Ex
p
lo
r
in
g
t
h
e
P
e
rc
e
iv
e
d
Be
n
e
f
it
s
a
n
d
L
im
it
a
ti
o
n
s
o
f
a
S
c
h
o
o
l
-
Ba
se
d
S
o
c
ial
-
Emo
ti
o
n
a
l
L
e
a
rn
in
g
P
r
o
g
ra
m
:
A
Co
n
c
e
p
t
M
a
p
Ev
a
lu
a
ti
o
n
,
”
Ch
il
d
.
S
c
h
.
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
4
5
-
5
4
,
2
0
1
8
.
[4
4
]
M
.
A
.
Bra
c
k
e
tt
,
C.
S
.
Ba
il
e
y
,
J.
D.
Ho
f
fm
a
n
n
,
a
n
d
D.
N.
S
imm
o
n
s,
“
RUL
ER:
A
T
h
e
o
ry
-
Driv
e
n
,
S
y
st
e
m
ic A
p
p
ro
a
c
h
to
S
o
c
ial,
Em
o
ti
o
n
a
l,
a
n
d
A
c
a
d
e
m
ic
L
e
a
rn
in
g
,
”
Ed
u
c
.
Psy
c
h
o
l
.
,
v
o
l.
5
4
,
n
o
.
3
,
p
p
.
1
4
4
–
1
6
1
,
2
0
1
9
.
[4
5
]
L
.
Ra
m
p
a
z
z
o
,
e
t
a
l
.
,
J
o
in
t
Actio
n
o
n
M
e
n
t
a
l
He
a
lt
h
a
n
d
W
e
ll
-
b
e
i
n
g
.
M
e
n
ta
l
He
a
lt
h
a
n
d
S
c
h
o
o
l
:
S
it
u
a
ti
o
n
a
n
a
lys
is
a
n
d
re
c
o
mm
e
n
d
a
t
io
n
s fo
r
a
c
ti
o
n
,
Eu
ro
p
e
a
n
Un
i
o
n
He
a
lt
h
P
r
o
g
ra
m
m
e
,
2
0
1
6
.
[4
6
]
V
.
Ca
v
io
n
i
,
I.
G
ra
z
z
a
n
i,
a
n
d
V.
Orn
a
g
h
i,
“
M
e
n
tal
h
e
a
lt
h
p
ro
m
o
ti
o
n
in
sc
h
o
o
ls:
A
c
o
m
p
re
h
e
n
s
iv
e
th
e
o
re
ti
c
a
l
f
ra
m
e
w
o
rk
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Emo
t
io
n
a
l
Ed
u
c
a
ti
o
n
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
6
5
–
8
2
,
2
0
2
0
.
[4
7
]
K.
A
.
S
c
h
o
n
e
rt
-
Re
ich
l,
J.
L
.
Ha
n
so
n
-
P
e
ters
o
n
,
a
n
d
S
.
Hy
m
e
l,
“
S
EL
a
n
d
p
re
se
rv
ice
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
in
J
.
A
.
Du
rlak
,
R.
P
.
W
e
issb
e
rg
,
C.
E.
Do
m
it
ro
v
ich
,
T
.
P
.
G
u
ll
o
tt
o
,
Ha
n
d
b
o
o
k
o
f
so
c
i
a
l
a
n
d
e
mo
ti
o
n
a
l
lea
rn
i
n
g
:
Res
e
a
rc
h
a
n
d
p
ra
c
ti
c
e
,
G
u
il
f
o
rd
,
2
0
1
5
.
[4
8
]
K.
Ek
lu
n
d
,
e
t
a
l
,
“
A
s
y
ste
m
a
ti
c
r
e
v
ie
w
o
f
sta
te
-
le
v
e
l
so
c
ial
–
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
sta
n
d
a
rd
s:
im
p
li
c
a
ti
o
n
s
f
o
r
p
ra
c
ti
c
e
a
n
d
re
se
a
rc
h
,
”
S
c
h
o
o
l
Psy
c
h
.
Rev
.
,
v
o
l.
4
7
,
n
o
.
3
,
p
p
.
3
1
6
–
3
2
6
,
S
e
p
2
0
1
8
.
[4
9
]
I.
Zy
c
h
a
n
d
V
.
J
.
L
lo
re
n
t
,
“
A
n
i
n
terv
e
n
ti
o
n
p
r
o
g
ra
m
to
e
n
h
a
n
c
e
s
o
c
ial
a
n
d
e
m
o
ti
o
n
a
l
c
o
m
p
e
ten
c
ies
in
p
re
-
se
rv
ice
e
a
rl
y
c
h
il
d
h
o
o
d
e
d
u
c
a
ti
o
n
tea
c
h
e
r
s,”
Psy
c
h
o
l.
S
o
c
.
E
d
u
c
.
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
1
7
-
30
,
2
0
2
0
.
[5
0
]
J
.
M
a
h
f
o
u
z
,
e
t
a
l.
,
“
P
ri
n
c
ip
a
ls’
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
c
o
m
p
e
ten
c
e
:
A
k
e
y
f
a
c
to
r
f
o
r
c
re
a
ti
n
g
c
a
rin
g
sc
h
o
o
l
s
,
”
Un
iv
e
rsit
y
P
a
rk
,
P
A
:
Ed
n
a
Be
n
n
e
tt
P
ierc
e
P
r
e
v
e
n
ti
o
n
Re
se
a
rc
h
Ce
n
ter,
P
e
n
n
s
y
l
v
a
n
ia S
tate
Un
iv
e
rsit
y
.
2
0
1
9
.
[5
1
]
D.
C.
W
a
n
g
,
D.B.
,
P
o
ll
o
c
k
,
K.,
Ha
u
se
m
a
n
n
,
“
On
tario
P
ri
n
c
ip
a
l
s’
a
n
d
V
ice
-
p
ri
n
icip
a
ls’
W
e
ll
-
Be
in
g
a
n
d
c
o
p
i
n
g
stra
teg
ies
in
th
e
C
o
n
tex
t
o
f
W
o
rk
In
ten
sif
i
c
a
ti
o
n
,
”
i
n
Per
sp
e
c
ti
v
e
s
o
f
fl
o
u
ris
h
in
g
i
n
sc
h
o
o
ls,
K.
Ch
e
rt
o
w
sk
i,
S
,
W
a
lk
e
r,
Ed
.
Ne
w
Yo
rk
:
Ro
wm
a
n
&
L
it
tl
e
f
ield
,
p
p
.
2
8
7
-
3
0
4
,
2
0
1
8
.
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