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R
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Sco
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c
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ss
a
rticle
u
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d
e
r th
e
CC B
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-
SA
li
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e
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se
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C
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s
p
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A
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r
:
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Ain
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Far
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Dep
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Un
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Air
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R
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f
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id
1.
I
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D
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N
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p
s
tein
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ev
elo
p
ed
r
esear
ch
o
n
p
ar
en
tal
in
v
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lv
em
en
t
[
1
]
,
[
2
]
.
E
p
s
tein
d
ef
in
e
d
p
ar
en
tal
i
n
v
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v
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-
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m
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in
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B
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g
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s
y
s
tem
th
eo
r
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p
er
s
p
ec
tiv
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[
3
]
,
[
4
]
.
Ho
o
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a
n
d
San
d
ler
cr
ea
ted
a
th
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m
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p
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in
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f
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lev
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o
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th
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p
ar
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tal
in
v
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lv
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m
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t
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s
s
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is
m
o
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el
was
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b
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tio
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ev
elo
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a
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Ho
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,
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h
as
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cr
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ch
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[
5
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wh
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p
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alter
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to
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Par
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p
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ac
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d
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ch
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o
l,
in
clu
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p
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'
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ex
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attitu
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elief
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ab
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th
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ch
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[
6
]
.
Par
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in
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d
escr
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as
th
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ac
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[
7
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.
P
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f
p
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wo
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with
th
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in
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ee
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s
b
etwe
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p
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d
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s
[
8
]
.
I
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d
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p
ar
e
n
tal
in
v
o
l
v
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m
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t
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as
also
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n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Th
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p
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in
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[
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.
P
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Par
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Par
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r
o
m
k
in
d
er
g
a
r
ten
to
h
ig
h
s
ch
o
o
l
(
i.
e.
,
5
-
1
8
y
ea
r
s
)
[
1
3
]
.
T
h
e
r
ef
o
r
e
,
u
n
d
er
s
tan
d
in
g
th
e
im
p
ac
t
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t
o
n
v
a
r
io
u
s
ac
ad
e
m
ic
o
u
tco
m
es
ac
r
o
s
s
d
if
f
er
en
t
s
tag
es
o
f
s
ch
o
o
lin
g
is
ess
en
tial
f
o
r
in
f
o
r
m
in
g
ed
u
ca
tio
n
al
p
o
licies an
d
p
r
ac
tices.
R
esear
ch
o
n
p
ar
en
tal
in
v
o
lv
e
m
en
t
h
as
d
ev
elo
p
e
d
o
v
e
r
tim
e,
with
f
in
d
in
g
s
s
h
o
win
g
th
a
t
p
ar
en
tal
in
v
o
lv
em
e
n
t a
ls
o
in
f
lu
en
ce
o
u
tco
m
es in
m
ath
em
atics,
ac
ad
em
ic
ac
h
iev
em
en
t,
r
ea
d
i
n
g
ac
h
i
ev
em
en
t,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
s
o
cial
an
d
cu
ltu
r
al
s
k
ills
,
an
d
ch
ild
r
en
’
s
ed
u
c
atio
n
[
1
0
]
–
[
1
5
]
.
R
esear
ch
o
n
p
ar
en
t
in
v
o
lv
em
en
t
h
as e
m
er
g
ed
s
in
ce
th
e
last
d
ec
ad
e
[
1
6
]
.
Mo
s
t r
esear
ch
m
o
d
el
s
o
n
p
ar
en
tal
in
v
o
lv
em
e
n
t e
x
a
m
in
e
r
ea
d
in
g
s
k
ills
[
1
7
]
,
[
1
8
]
,
c
h
ild
r
en
'
s
ac
ad
em
ic
ac
h
iev
em
en
t
[
1
9
]
,
an
d
lan
g
u
ag
e
s
k
ills
[
1
2
]
–
[
2
0
]
.
T
h
e
r
es
ea
r
ch
m
eth
o
d
s
u
s
ed
also
in
clu
d
e
e
x
p
er
im
en
ts
,
q
u
a
n
titativ
e
s
u
r
v
ey
s
,
a
n
d
liter
atu
r
e
r
ev
iews
[
2
1
]
–
[
3
1
]
.
Ho
wev
er
,
th
er
e
is
s
till
lim
ited
r
esear
ch
o
n
p
ar
e
n
tal
in
v
o
lv
em
en
t
m
o
d
els
in
ea
r
ly
liter
ac
y
d
e
v
elo
p
m
en
t.
Nev
e
r
th
eless
,
it
is
well
-
estab
lis
h
ed
th
at
p
ar
en
tal
in
v
o
lv
e
m
en
t
is
a
cr
u
cial
f
ac
to
r
in
ea
r
ly
liter
ac
y
d
ev
elo
p
m
e
n
t
[
3
2
]
–
[
3
5
]
.
I
n
p
ar
en
tal
in
v
o
lv
em
e
n
t
r
esear
ch
,
s
ev
er
al
p
r
o
m
in
en
t
t
o
p
ics
s
tan
d
o
u
t,
in
clu
d
i
n
g
ac
h
iev
em
en
t,
co
m
m
u
n
ity
,
s
k
ills
,
an
d
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
.
Fu
r
th
er
m
o
r
e,
t
h
e
f
ield
h
as
s
ee
n
em
er
g
e
n
ce
o
f
ea
r
l
y
ch
ild
h
o
o
d
as
a
s
ig
n
if
ican
t
to
p
ic.
T
am
ir
[
3
6
]
r
ec
o
m
m
en
d
s
th
at
f
u
tu
r
e
r
esear
ch
o
n
p
a
r
en
tal
in
v
o
lv
em
en
t
s
h
o
u
ld
ex
p
an
d
atten
tio
n
to
s
ch
o
o
l
-
r
elate
d
is
s
u
es,
as
p
ar
en
ts
will b
ec
o
m
e
m
o
r
e
ac
tiv
ely
in
v
o
lv
e
d
in
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
.
Ho
wev
er
,
th
er
e
i
s
s
ti
ll li
ttle r
esear
ch
o
n
p
ar
e
n
t in
v
o
lv
em
en
t in
p
r
es
ch
o
o
l,
wh
ic
h
h
ig
h
lig
h
ts
th
e
n
e
ed
f
o
r
f
u
r
th
er
r
esear
ch
in
th
is
ar
ea
.
Ov
er
th
e
p
ast
two
d
ec
ad
es,
r
esear
ch
o
n
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
h
as
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
th
at
p
ar
en
tin
g
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
ch
ild
d
ev
el
o
p
m
en
t.
Par
e
n
tal
in
v
o
lv
em
en
t
f
r
o
m
ch
ild
h
o
o
d
co
n
tin
u
es
to
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
c
h
ild
r
en
'
s
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
in
el
em
en
tar
y
s
ch
o
o
l,
m
id
d
le
s
ch
o
o
l,
a
n
d
ev
en
h
ig
h
s
ch
o
o
l
[
3
7
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
u
n
d
er
s
co
r
e
d
th
e
s
ig
n
if
ican
ce
o
f
p
a
r
en
tal
in
v
o
lv
e
m
en
t,
co
n
s
is
ten
tly
d
em
o
n
s
tr
atin
g
t
h
at
ch
ild
r
e
n
wi
th
m
o
r
e
e
n
g
ag
ed
f
a
m
ilies
in
s
ch
o
o
l
ten
d
to
ac
h
iev
e
at
h
ig
h
er
lev
els
co
m
p
ar
ed
to
th
o
s
e
with
less
in
v
o
lv
ed
f
am
ilies
[
3
8
]
.
R
esear
ch
also
s
h
o
ws
th
at
th
e
ea
r
lier
p
ar
en
ts
g
et
in
v
o
lv
e
d
in
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
,
th
e
b
etter
th
e
o
u
tco
m
es
[
3
9
]
,
[
4
0
]
.
C
o
n
v
er
s
ely
,
a
lack
o
f
p
a
r
en
tal
in
v
o
l
v
em
en
t,
esp
ec
ially
in
ter
m
s
o
f
s
tim
u
latio
n
,
ca
n
l
ea
d
to
p
o
o
r
co
g
n
itiv
e
d
ev
elo
p
m
en
t
in
ch
ild
r
en
,
lead
in
g
to
p
r
o
b
lem
s
s
u
ch
as
lear
n
in
g
p
r
o
b
lem
s
o
r
lan
g
u
a
g
e
d
elay
s
[
3
2
]
.
Activ
e
p
ar
ticip
atio
n
f
o
r
m
p
ar
en
ts
i
n
th
eir
c
h
ild
r
en
'
s
ed
u
ca
tio
n
b
r
in
g
s
m
an
y
ac
ad
em
ic,
p
er
s
o
n
al,
an
d
s
o
cial
b
en
e
f
its
[
6
]
,
[
4
1
]
–
[
4
4
]
.
Sev
er
al
s
tu
d
ies h
av
e
p
r
ev
io
u
s
l
y
u
n
d
er
tak
en
r
esear
ch
o
n
p
a
r
e
n
tal
in
v
o
lv
em
e
n
t,
y
et
t
h
e
r
esu
l
ts
r
em
ain
s
in
co
n
s
is
ten
t
wh
en
ass
ess
ed
th
r
o
u
g
h
th
e
o
r
etica
l
p
e
r
s
p
ec
tiv
es.
I
n
a
p
r
io
r
liter
atu
r
e
r
ev
iew,
th
e
f
o
c
u
s
was
th
e
th
eo
r
etica
l
f
r
a
m
ewo
r
k
s
e
m
p
lo
y
ed
in
p
a
r
en
tal
in
v
o
lv
em
e
n
t
b
etwe
en
2
0
0
7
t
o
2
0
1
1
.
Acc
o
r
d
i
n
g
to
th
e
liter
atu
r
e
r
ev
iew,
it
was
n
o
ted
t
h
at
co
m
m
o
n
ly
u
s
ed
th
e
o
r
etica
l
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
in
p
ar
en
tal
in
v
o
l
v
em
en
t
s
tu
d
ies
in
clu
d
e
B
r
o
n
f
en
b
r
en
n
er
’
s
b
io
ec
o
l
o
g
ical
th
e
o
r
y
,
s
o
c
ial
ca
p
ital
th
eo
r
y
,
E
p
s
tein
’
s
o
v
er
lap
p
in
g
s
p
h
e
r
es,
E
p
s
tein
’
s
ty
p
es
o
f
in
v
o
lv
em
en
t,
an
d
H
o
o
v
e
r
-
Dem
p
s
ey
a
n
d
San
d
ler
’
s
m
o
d
el
[
4
5
]
.
Ho
wev
er
,
th
ese
th
eo
r
ies f
ell
s
h
o
r
t
in
ex
p
lain
in
g
t
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
p
ar
en
ts
’
attitu
d
es,
willin
g
n
ess
,
an
d
m
o
tiv
atio
n
to
ac
tiv
ely
en
g
ag
e
an
d
s
u
s
tain
th
eir
in
v
o
lv
em
e
n
t
[
4
6
]
,
[
4
7
]
.
R
ec
o
g
n
izin
g
th
is
g
a
p
,
th
e
p
r
esen
t stu
d
y
aim
ed
to
a
n
aly
ze
an
d
p
r
esen
t
n
o
v
el
i
n
s
ig
h
ts
in
to
th
e
th
e
o
r
eti
ca
l
p
er
s
p
ec
tiv
es
em
p
lo
y
ed
in
p
ar
en
tal
in
v
o
lv
em
en
t
r
esear
ch
o
v
er
th
e
p
ast
d
ec
ad
e.
T
h
u
s
,
t
h
e
r
esear
ch
q
u
esti
o
n
is
:
wh
at
th
eo
r
etica
l f
r
a
m
ewo
r
k
s
ar
e
u
tili
ze
d
in
p
a
r
en
tal
in
v
o
lv
e
m
en
t r
esear
ch
?
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
ed
th
e
p
r
e
f
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
co
p
i
n
g
r
ev
iew
(
PR
I
SMA
-
ScR
)
p
r
o
to
co
l
as
a
g
u
id
elin
e
[
4
8
]
.
W
e
in
clu
d
e
d
s
tu
d
ies
th
at
m
et
th
e
f
o
llo
win
g
in
clu
s
io
n
cr
iter
ia
,
n
am
ely
i)
P
o
p
u
latio
n
:
p
a
r
en
ts
,
f
ath
er
s
an
d
m
o
th
er
s
with
c
h
ild
r
en
;
ii)
C
o
n
ce
p
t:
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
p
ar
en
tal
in
v
o
lv
em
en
t;
iii)
C
o
n
tex
t:
f
am
ily
,
h
o
m
e,
an
d
s
ch
o
o
l
en
v
ir
o
n
m
en
t
.
T
h
e
r
ev
iew
in
c
lu
s
io
n
cr
iter
ia
:
i
)
r
esear
ch
r
elate
d
to
p
ar
en
tal
in
v
o
lv
em
e
n
t,
in
clu
d
in
g
f
ath
er
in
v
o
lv
e
m
en
t,
m
o
th
er
in
v
o
l
v
em
en
t,
ar
ticles
o
n
th
e
th
e
o
r
e
tical
f
r
am
ewo
r
k
o
f
p
ar
en
tal
in
v
o
lv
em
en
t,
co
n
f
er
en
ce
p
r
o
ce
ed
in
g
s
,
a
n
d
liter
at
u
r
e
r
ev
iews
;
ii
)
Pu
b
licatio
n
o
f
o
r
i
g
in
al
r
esear
ch
ar
ticles
an
d
liter
atu
r
e
r
ev
iews.
T
h
e
ex
clu
s
io
n
cr
iter
ia
wer
e
ap
p
lied
r
ig
o
r
o
u
s
ly
in
th
e
s
elec
tio
n
p
r
o
ce
s
s
.
W
e
ex
clu
d
ed
p
ap
er
s
th
at
m
et
th
e
f
o
llo
win
g
ex
cl
u
s
io
n
cr
iter
ia:
i
)
Stu
d
ies
th
at
d
id
n
o
t
f
o
c
u
s
o
n
p
ar
en
tal
in
v
o
l
v
em
en
t
;
ii
)
Stu
d
ies
t
h
at
d
id
n
o
t
in
c
o
r
p
o
r
ate
th
eo
r
etica
l
p
er
s
p
ec
tiv
es
;
iii
)
Op
in
io
n
s
p
iece
s
,
letter
s
,
an
d
o
th
er
n
o
n
-
o
r
ig
in
al
r
esear
ch
wo
r
k
s
;
iv
)
Un
p
u
b
lis
h
ed
g
r
a
y
liter
atu
r
e,
s
u
ch
as
t
h
eses
an
d
wo
r
k
in
g
p
a
p
er
s
.
Pap
er
s
ca
teg
o
r
ized
as
ex
clu
s
io
n
cr
iter
ia
wer
e
e
x
clu
d
ed
f
r
o
m
th
e
f
in
al
s
elec
tio
n
t
o
e
n
s
u
r
e
a
r
elian
ce
o
n
s
elec
tio
n
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
758
-
767
760
2
.
1
.
I
nfo
r
m
a
t
io
n so
urce
s
T
h
e
s
cien
tific
ar
ticles
wer
e
r
e
tr
iev
ed
f
r
o
m
ei
g
h
t
in
ter
n
atio
n
al
jo
u
r
n
al
s
ites
f
r
o
m
J
u
ly
to
Sep
tem
b
er
2
0
2
3
to
i
d
en
tify
r
elev
an
t
ar
ticl
es,
n
am
ely
Sco
p
u
s
,
W
eb
o
f
Sc
ien
ce
,
Scien
ce
Dir
ec
t,
SAGE
,
Sem
an
tic
Sch
o
lar
,
E
m
er
ald
,
an
d
Go
o
g
le
Sch
o
lar
,
u
tili
zin
g
th
e
k
ey
wo
r
d
s
‘
p
ar
en
t
al
in
v
o
lv
em
en
t
an
d
th
eo
r
etica
l
p
er
s
p
ec
tiv
e
’
.
Data
s
cr
ee
n
in
g
was
p
er
f
o
r
m
e
d
f
o
llo
win
g
th
e
r
esear
ch
er
’
s
p
r
ed
e
f
in
ed
in
clu
s
io
n
an
d
ex
clu
s
io
n
c
r
iter
ia.
T
h
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
co
n
s
is
ted
o
f
two
s
tag
es:
ab
s
tr
ac
t
an
d
titl
e
s
cr
ee
n
in
g
,
f
o
llo
wed
b
y
f
u
ll
-
tex
t
s
cr
ee
n
in
g
.
Ar
ticles
with
r
elev
an
t
titl
es
an
d
ab
s
tr
ac
ts
w
er
e
s
elec
ted
f
o
r
th
e
f
u
ll
-
tex
t
r
e
v
iew,
wh
ile
a
r
ticles
n
o
t
m
ee
tin
g
th
e
cr
iter
ia
wer
e
ex
clu
d
ed
.
T
h
e
s
ea
r
ch
c
o
n
tin
u
e
d
u
n
til
a
s
u
f
f
icien
t
n
u
m
b
er
o
f
a
r
ticles
m
ee
tin
g
th
e
i
n
clu
s
io
n
a
n
d
ex
cl
u
s
io
n
cr
iter
i
a
we
r
e
id
en
tifie
d
,
an
d
n
o
n
ew
ar
ticles
wer
e
f
o
u
n
d
.
T
h
e
tr
an
s
p
a
r
en
cy
an
d
r
e
p
r
o
d
u
cib
ilit
y
o
f
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
wer
e
en
s
u
r
ed
b
y
p
r
o
v
id
i
n
g
v
is
u
al
ev
id
en
ce
as sh
o
w
n
in
Fig
u
r
e
1
.
2
.
2
.
Sea
rc
h str
a
t
eg
y
T
h
e
s
elec
ted
ar
ticles h
ad
th
eir
d
ata
ex
tr
ac
ted
u
s
in
g
a
p
r
e
-
d
ef
i
n
ed
d
ata
c
h
ar
tin
g
m
eth
o
d
.
Data
ch
ar
tin
g
was c
ar
r
ied
o
u
t
b
y
th
e
lead
au
t
h
o
r
an
d
r
e
v
iewe
d
b
y
co
-
a
u
th
o
r
s
to
en
s
u
r
e
th
e
t
h
o
r
o
u
g
h
ex
am
in
atio
n
o
f
r
esear
c
h
r
elev
an
ce
an
d
th
e
ex
t
r
ac
tio
n
o
f
p
er
tin
e
n
t
r
e
s
ea
r
ch
d
ata.
T
h
e
ex
tr
ac
ted
r
esear
ch
d
ata
e
n
co
m
p
ass
ed
cr
iter
ia
co
n
s
id
er
ed
ess
en
tial
an
d
alig
n
ed
with
Fig
u
r
e
1
,
wh
ich
co
u
ld
s
till
b
e
ap
p
lied
to
th
is
ar
t
icle
’
s
r
esear
ch
.
An
y
d
is
cr
ep
an
cies
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
,
an
d
if
n
ec
ess
ar
y
,
with
a
th
ir
d
r
ev
iew
er
’
s
in
p
u
t,
r
esu
ltin
g
in
th
e
cr
ea
tio
n
o
f
a
u
n
if
ied
d
ataset
co
n
tain
in
g
th
e
r
eq
u
i
r
ed
in
f
o
r
m
ati
o
n
.
Data
ch
a
r
tin
g
was
m
eticu
l
o
u
s
ly
co
n
d
u
cted
t
o
ca
p
tu
r
e
all
n
ec
ess
ar
y
d
etails.
2
.
3
.
Select
io
n
p
ro
ce
s
s
I
n
th
e
m
eticu
lo
u
s
s
elec
tio
n
p
r
o
ce
s
s
,
an
ex
ten
s
iv
e
in
itial
s
ea
r
ch
g
en
e
r
ated
3
6
6
ab
s
tr
ac
ts
.
T
h
e
in
itial
s
ea
r
ch
y
ield
ed
3
6
6
ab
s
tr
ac
ts
,
an
d
r
elev
a
n
t
citatio
n
s
wer
e
s
u
b
s
eq
u
en
tly
ev
alu
ated
t
h
r
o
u
g
h
th
e
u
s
e
o
f
h
ttp
s
://www.
r
ay
y
an
.
ai/.
Du
r
in
g
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
3
8
d
u
p
licate
ar
ticles
wer
e
id
en
tifie
d
,
an
d
2
6
4
o
th
er
s
f
ell
in
to
th
e
ex
clu
s
io
n
ca
teg
o
r
y
.
Ultim
ately
,
af
ter
m
eticu
lo
u
s
s
cr
ee
n
in
g
,
a
f
in
al
s
elec
tio
n
a
to
tal
o
f
4
4
s
tu
d
ies
s
atis
f
ied
th
e
in
clu
s
io
n
cr
iter
ia
,
as seen
in
Fig
u
r
e
1
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
s
s
T
h
is
r
esear
ch
was
co
n
d
u
cted
th
r
o
u
g
h
co
n
s
u
ltatio
n
an
d
d
ata
ch
ar
tin
g
with
th
e
ass
i
s
tan
ce
o
f
s
ev
er
al
in
d
iv
id
u
als.
C
o
n
s
u
ltatio
n
was
ca
r
r
ied
o
u
t
af
te
r
d
ata
a
n
aly
s
is
,
an
d
th
e
r
esu
lts
wer
e
p
r
ese
n
ted
to
e
x
p
er
ts
in
p
ar
en
tal
in
v
o
lv
em
en
t
in
ea
r
ly
liter
ac
y
(
NF)
,
cr
o
s
s
s
ec
tio
n
al
s
tu
d
y
(
SM)
,
an
d
liter
atu
r
e
r
e
v
ie
w
(
AR
)
,
p
r
o
v
id
in
g
v
alu
ab
le
in
s
ig
h
ts
b
ey
o
n
d
wh
at
was c
ap
tu
r
ed
in
th
e
liter
atu
r
e
s
ea
r
ch
.
T
h
e
co
n
s
u
ltatio
n
in
p
u
t
in
clu
d
ed
u
s
in
g
th
e
r
ay
y
an
.
ai
ap
p
licatio
n
,
a
p
p
ly
in
g
th
e
PR
I
SMA
2
0
2
0
ch
ar
t
lis
t
an
d
f
l
o
wch
ar
t,
id
en
tify
i
n
g
i
n
cl
u
s
io
n
an
d
e
x
clu
s
io
n
cr
iter
ia,
f
o
cu
s
in
g
o
n
ch
ar
tin
g
,
ex
am
in
in
g
g
ap
s
b
etwe
en
s
tu
d
i
es,
r
esear
ch
m
eth
o
d
s
,
r
esu
lts
,
an
d
lim
itatio
n
s
,
an
d
r
ef
in
in
g
r
esu
lts
an
d
r
esear
ch
q
u
esti
o
n
s
.
Fig
u
r
e
1
.
PR
I
SMA
2
0
2
0
f
lo
w
d
iag
r
a
m
f
o
r
n
ew
s
y
s
tem
atic
r
e
v
iew
R
e
c
o
r
d
s i
d
e
n
t
i
f
i
e
d
f
r
o
m*
:
D
a
t
a
b
a
s
e
s (
n
=
3
6
6
)
R
e
g
i
s
t
e
r
s (
n
=
0
)
R
e
c
o
r
d
s rem
o
v
e
d
b
e
f
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r
e
scr
e
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n
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n
g
:
D
u
p
l
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c
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t
e
r
e
c
o
r
d
s re
mo
v
e
d
(
n
=
3
8
)
R
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d
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R
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(
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8
)
R
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l
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*
*
(
n
=
2
6
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)
R
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t
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l
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R
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R
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l
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t
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Id
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i
f
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c
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t
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o
f
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d
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e
s
v
i
a
d
a
t
a
b
a
s
e
s a
n
d
r
e
g
i
st
e
r
s
Id
e
n
t
i
f
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c
a
t
i
o
n
S
c
r
e
e
n
i
n
g
In
c
l
u
d
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
eo
r
etica
l fra
mewo
r
k
u
s
ed
i
n
p
a
r
en
ta
l in
v
o
lvem
en
t res
ea
r
ch
:
a
s
co
p
i
n
g
r
ev
iew
(
N
o
via
S
o
lich
a
h
)
761
2
.
5
.
Da
t
a
i
t
e
m
s
T
h
e
d
ata
an
aly
s
is
alig
n
ed
with
th
e
in
f
o
r
m
atio
n
p
r
ev
i
o
u
s
ly
ex
t
r
ac
ted
b
y
th
e
r
esear
ch
e
r
s
.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
th
r
o
u
g
h
tab
les,
d
ia
g
r
am
s
,
o
r
i
m
ag
es
to
f
ac
ilit
ate
r
ap
id
a
n
aly
s
is
an
d
co
m
p
ar
is
o
n
o
f
all
id
en
tifie
d
cr
iter
ia.
Fu
r
th
er
d
escr
ip
tiv
e
an
d
n
ar
r
ativ
e
a
n
aly
s
is
will
b
e
r
ep
o
r
ted
.
T
h
e
r
esear
ch
e
r
will
d
is
cu
s
s
th
e
th
eo
r
etica
l
im
p
licatio
n
s
o
f
th
e
f
in
d
i
n
g
s
f
o
r
f
u
t
u
r
e
r
esear
c
h
,
p
r
ac
tice,
a
n
d
p
o
licy
.
T
h
e
r
esear
ch
e
r
u
s
e
d
th
e
PR
I
SMA
-
ScR
ch
ec
k
lis
t a
s
a
r
ep
o
r
tin
g
g
u
id
eli
n
e
th
at
will b
e
u
tili
ze
d
later
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
p
r
im
ar
y
o
b
jectiv
e
o
f
th
i
s
s
tu
d
y
was
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
an
aly
s
is
o
f
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
s
u
tili
ze
d
in
p
ar
en
t
al
in
v
o
lv
em
en
t
r
esear
ch
o
v
er
th
e
p
ast
d
ec
ad
e.
Ou
t
o
f
th
e
to
tal
ar
ticles
o
b
tain
ed
f
r
o
m
v
ar
i
o
u
s
d
atab
ases
,
3
2
8
ar
ticles
(
8
9
%)
d
id
n
o
t
in
co
r
p
o
r
ate
a
th
eo
r
etica
l
f
r
am
ewo
r
k
in
th
eir
r
esear
ch
.
No
tab
ly
,
r
esear
ch
er
s
wh
o
d
id
em
p
lo
y
th
eo
r
etica
l
f
r
am
ewo
r
k
s
o
p
ted
f
o
r
f
o
u
r
th
eo
r
ies
to
elu
cid
ate
p
ar
en
tal
in
v
o
lv
em
e
n
t
r
esear
ch
.
Fo
u
r
th
eo
r
ies
wer
e
em
p
l
o
y
ed
b
y
r
ese
ar
ch
er
s
to
e
x
p
lain
p
ar
en
tal
in
v
o
lv
em
en
t
,
n
am
ely
,
i
)
E
co
lo
g
ical
th
e
o
r
y
[
4
9
]
–
[
5
3
]
,
E
p
s
tein
m
o
d
el
[
1
]
,
[
3
8
]
,
[
4
7
]
–
[
5
9
]
,
Ho
o
v
er
-
Dem
p
s
ey
m
o
d
el
[
5
]
,
[
6
0
]
–
[6
9
]
;
ii
)
s
o
cial
ca
p
ital th
eo
r
y
[
7
0
]
–
[
81
]
;
iii
)
co
g
n
itiv
e
th
eo
r
y
[
8
2
]
,
[
8
3
]
;
iv
)
p
lan
n
ed
b
e
h
av
io
r
th
e
o
r
y
[
4
6
]
,
[
8
4
]
–
[
8
8
]
.
3
.
1
.
B
io
ec
o
lo
g
ica
l t
heo
r
y
T
h
e
m
o
d
el
th
at
is
wid
ely
u
s
ed
as
a
r
ef
er
en
ce
f
o
r
r
esear
ch
o
n
p
ar
en
tal
in
v
o
lv
em
e
n
t
is
th
at
o
f
E
p
s
tein
[
1
]
a
n
d
W
h
itak
er
a
n
d
H
o
o
v
e
r
[
8
9
]
,
wh
er
e
th
e
m
o
d
el
a
d
o
p
t
s
B
r
o
n
f
en
b
r
e
n
n
er
’
s
b
io
ec
o
l
o
g
y
as
its
th
eo
r
etica
l
p
er
s
p
ec
tiv
e.
Fro
m
a
b
io
ec
o
lo
g
ical
p
er
s
p
ec
tiv
e,
B
r
o
n
f
e
n
b
r
e
n
n
er
p
r
o
p
o
s
ed
th
at
in
ter
ac
tio
n
s
b
etwe
en
h
o
m
e,
f
am
ily
,
a
n
d
p
ee
r
s
p
lay
a
c
r
itical
r
o
le
in
c
h
ild
r
en
’
s
d
e
v
elo
p
m
en
t.
He
d
elin
ea
ted
f
iv
e
lev
els
o
f
r
elatio
n
s
h
ip
s
an
d
co
n
tex
ts
with
a
p
ar
ticu
lar
f
o
c
u
s
o
n
t
h
eir
im
p
ac
t
o
n
ch
ild
r
e
n
,
p
ar
tic
u
lar
ly
in
ter
m
s
o
f
ac
a
d
em
ic
ac
h
iev
em
e
n
t.
B
r
o
n
f
en
b
r
e
n
n
er
e
m
p
h
asized
t
h
e
im
p
o
r
tan
ce
o
f
th
e
d
y
n
am
i
c
r
elatio
n
s
h
ip
b
etwe
en
th
e
ch
il
d
an
d
th
e
b
r
o
ad
er
co
n
tex
t w
ith
in
wh
ich
th
e
ch
ild
is
s
itu
ated
o
v
er
tim
e
[
4
5
]
.
B
r
o
n
f
en
b
r
e
n
n
er
ec
o
lo
g
ical
m
o
d
el
[
9
0
]
e
x
p
lain
s
th
at
ev
e
n
a
s
m
all
en
v
ir
o
n
m
en
t
(
m
icr
o
s
y
s
tem
)
ca
n
s
ig
n
if
ican
tly
im
p
ac
t
ch
ild
d
ev
elo
p
m
en
t.
Par
ticip
an
ts
u
tili
zin
g
th
e
ec
o
lo
g
ical
th
eo
r
y
p
er
s
p
e
ctiv
e
ar
e
p
ar
en
ts
o
f
s
ch
o
o
l
ch
ild
r
en
,
s
p
ec
if
ically
at
th
e
elem
en
ta
r
y
,
ju
n
io
r
h
i
g
h
,
an
d
h
ig
h
s
ch
o
o
l
lev
els.
B
r
o
n
f
en
b
r
en
n
er
’
s
b
i
o
-
ec
o
lo
g
ical
s
y
s
tem
th
e
o
r
y
s
u
g
g
ests
th
at
ch
ild
d
ev
elo
p
m
en
t
is
in
f
lu
e
n
ce
d
b
y
v
ar
i
o
u
s
in
t
er
r
elate
d
ec
o
lo
g
ical
s
y
s
tem
s
,
in
clu
d
in
g
m
icr
o
s
y
s
tem
s
(
n
eig
h
b
o
r
h
o
o
d
o
r
im
m
e
d
iate
en
v
ir
o
n
m
en
t)
,
m
eso
s
y
s
tem
s
(
r
elatio
n
s
h
ip
s
b
etwe
en
two
o
r
m
o
r
e
m
icr
o
s
y
s
tem
s
)
,
ex
o
s
y
s
tem
s
(
en
v
ir
o
n
m
e
n
ts
th
at
in
d
ir
ec
tly
af
f
ec
t
in
d
iv
id
u
als),
m
ac
r
o
s
y
s
tem
s
(
b
r
o
ad
er
s
o
ciet
y
an
d
cu
ltu
r
e
)
,
an
d
c
h
r
o
n
o
s
y
s
tem
s
(
co
n
s
is
ten
cy
o
r
ch
an
g
e
th
r
o
u
g
h
o
u
t
life
)
.
B
io
ec
o
lo
g
ical
th
eo
r
y
,
as
p
r
o
p
o
s
ed
b
y
B
r
o
n
f
en
b
r
en
n
er
[
9
0
]
,
was
a
p
io
n
ee
r
in
th
e
f
ield
o
f
h
u
m
an
d
ev
elo
p
m
en
t,
em
p
h
asizin
g
t
h
e
co
m
p
lex
i
n
ter
p
lay
b
etwe
en
b
io
lo
g
ical
an
d
en
v
ir
o
n
m
e
n
tal
f
ac
t
o
r
s
in
s
h
a
p
in
g
h
u
m
an
d
ev
elo
p
m
e
n
t.
A
b
io
ec
o
lo
g
ical
p
er
s
p
ec
tiv
e
allo
ws
f
o
r
th
e
ex
am
in
atio
n
o
f
p
ar
en
tal
in
v
o
lv
e
m
en
t
in
s
ec
o
n
d
ar
y
s
ch
o
o
l in
ter
m
s
o
f
ce
r
tain
r
elat
io
n
s
h
ip
s
at
s
ch
o
o
l a
n
d
at
h
o
m
e,
wh
ile
ex
p
lo
r
in
g
h
o
w
th
ese
d
o
m
ain
s
in
f
lu
en
ce
a
ch
ild
’
s
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
ce
n
t
r
al
f
o
c
u
s
o
f
B
r
o
n
f
en
b
r
en
n
er
’
s
b
io
ec
o
lo
g
ical
ap
p
r
o
ac
h
is
th
at
in
d
i
v
id
u
al
ch
ild
r
en
ar
e
m
o
r
e
lik
ely
to
e
x
p
er
ien
ce
a
ca
d
em
ic
s
u
cc
ess
an
d
ac
h
iev
e
m
en
t
wh
en
th
er
e
is
in
ter
ac
tio
n
an
d
co
llab
o
r
atio
n
b
etwe
en
th
e
s
ch
o
o
l a
n
d
p
ar
en
ts
.
Sev
er
al
s
tu
d
ies
em
p
lo
y
in
g
a
b
io
ec
o
lo
g
ical
th
e
o
r
y
p
er
s
p
ec
ti
v
e
[
1
]
,
[
3
4
]
,
[
5
1
]
–
[
5
3
]
,
[
6
9
]
,
[
9
1
]
–
[
9
4
]
.
L
av
en
d
a
[
7
7
]
d
ev
elo
p
ed
th
e
Ho
o
v
er
-
Dem
p
s
ey
m
o
d
el,
wh
i
ch
ex
p
lain
s
wh
y
p
ar
en
ts
b
ec
o
m
e
in
v
o
lv
e
d
in
th
eir
ch
ild
r
en
’
s
ed
u
ca
tio
n
an
d
h
o
w
th
is
in
v
o
lv
em
en
t
im
p
ac
ts
s
tu
d
en
t
o
u
tco
m
es,
p
ar
ticu
lar
ly
i
n
m
id
d
le
an
d
h
ig
h
s
ch
o
o
l
s
ettin
g
s
.
Fu
r
t
h
er
,
Gr
ee
n
[
6
8
]
an
d
W
h
itak
er
[
7
4
]
test
ed
th
e
Ho
o
v
er
a
n
d
San
d
ler
m
o
d
el
o
f
t
h
e
p
a
r
en
tal
in
v
o
lv
em
e
n
t in
c
h
ild
r
en
’
s
ed
u
ca
tio
n
.
A
n
o
t
h
er
s
tu
d
ies
[
7
0
]
,
[
7
1
]
,
[
7
5
]
,
[
9
5
]
f
o
c
u
s
ed
on
p
ar
e
n
tal
in
v
o
lv
em
en
t in
s
ch
o
o
lwo
r
k
.
T
h
is
c
o
llectiv
e
b
o
d
y
o
f
r
esear
ch
n
o
t
o
n
ly
h
ig
h
l
ig
h
ts
th
e
s
ig
n
i
f
ican
ce
o
f
th
e
b
io
ec
o
lo
g
ical
t
h
eo
r
y
b
u
t a
ls
o
d
em
o
n
s
tr
ates its
v
er
s
atility
in
ex
p
lain
in
g
p
ar
en
tal
in
v
o
lv
em
en
t a
c
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
R
esear
ch
ce
n
ter
ed
o
n
th
e
d
e
v
elo
p
m
en
t
o
f
th
e
E
p
s
tein
m
o
d
el
in
clu
d
es
Gu
[
5
7
]
,
wh
o
em
p
lo
y
e
d
E
p
s
tein
’
s
s
ix
k
ey
co
m
p
o
n
en
ts
o
f
p
ar
en
tal
in
v
o
l
v
em
en
t
as
a
th
eo
r
etica
l
f
r
am
ewo
r
k
to
an
a
ly
ze
an
d
ass
ess
th
e
co
n
ten
t
o
f
s
ch
o
o
l
web
s
ites
.
Go
k
tu
r
k
an
d
Din
ck
al
[
5
3
]
co
n
d
u
c
ted
a
s
tu
d
y
to
u
n
d
er
s
tan
d
h
o
w
t
ea
ch
er
s
co
llab
o
r
ate
with
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
ar
en
ts
to
d
ef
i
n
e
ef
f
ec
tiv
e
p
ar
e
n
tal
in
v
o
lv
em
en
t
in
ch
ild
r
en
’
s
ed
u
ca
tio
n
.
A
s
tu
d
y
[
6
6
]
u
tili
ze
d
th
e
f
r
am
ewo
r
k
p
r
o
p
o
s
ed
b
y
E
p
s
tein
[
4
]
,
wh
ich
o
u
tlin
es
s
ix
o
b
lig
atio
n
s
o
f
p
ar
en
tal
in
v
o
lv
em
en
t
in
th
e
ed
u
ca
tio
n
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies.
L
ee
n
d
er
s
et
a
l.
[
6
7
]
id
e
n
tifie
d
s
ix
ty
p
es
o
f
p
ar
en
tal
in
v
o
lv
em
en
t
ess
en
tial
f
o
r
f
o
s
ter
in
g
s
u
cc
ess
f
u
l
p
ar
tn
e
r
s
h
ip
s
b
etwe
en
s
ch
o
o
ls
,
f
am
ili
es
an
d
co
m
m
u
n
ities
.
Oth
er
r
esear
ch
er
s
also
m
ad
e
co
n
tr
ib
u
tio
n
s
to
th
e
f
ield
o
f
p
a
r
en
tal
in
v
o
lv
e
m
en
t r
esear
ch
[
4
5
]
,
[
4
9
]
,
[
5
2
]
,
[
5
4
]
,
[
5
5
]
,
[
8
9
]
.
E
p
s
tein
s
u
g
g
ested
t
h
at
p
a
r
en
ta
l
in
v
o
lv
e
m
en
t
in
s
ch
o
o
l
ac
tiv
it
ies
is
ass
o
ciate
d
with
im
p
r
o
v
e
d
ac
ad
em
ic
ac
h
iev
em
en
t
in
ad
o
lescen
ts
.
T
h
ese
two
th
eo
r
etica
l
co
n
ce
p
ts
s
er
v
ed
as
th
e
f
o
u
n
d
atio
n
by
M
ateje
v
ic
et
a
l.
[
5
4
]
.
T
h
ey
em
p
lo
y
ed
th
e
p
er
s
p
ec
ti
v
e
o
f
B
r
o
n
f
en
b
r
e
n
n
er
’
s
b
io
ec
o
lo
g
ical
th
eo
r
y
,
wh
ich
h
ad
b
e
en
d
ev
elo
p
ed
in
to
a
th
eo
r
etica
l
m
o
d
el
b
y
E
p
s
tein
[
6
8
]
,
[
7
2
]
.
Acc
o
r
d
in
g
to
th
is
m
o
d
el,
p
ar
e
n
tal
in
v
o
l
v
em
en
t
in
h
o
m
ewo
r
k
is
a
c
h
o
ice
m
ad
e
b
y
p
ar
en
ts
w
h
o
b
eliev
e
th
at
t
h
eir
p
ar
ticip
atio
n
is
n
ec
ess
ar
y
an
d
th
at
it
will
p
o
s
i
tiv
ely
im
p
ac
t
th
eir
ch
ild
r
en
’
s
lear
n
i
n
g
[
8
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
758
-
767
762
T
h
e
b
io
ec
o
l
o
g
ical
th
eo
r
y
p
e
r
s
p
ec
tiv
e
is
wid
ely
d
ev
elo
p
e
d
in
r
esear
ch
with
th
e
co
n
t
ex
t
o
f
th
e
in
ter
ac
tio
n
p
r
o
ce
s
s
b
etwe
en
s
ch
o
o
l
an
d
f
am
ily
.
T
h
is
th
e
o
r
etica
l
f
r
am
ewo
r
k
,
r
o
o
ted
i
n
B
r
o
n
f
en
b
r
en
n
er
’
s
ec
o
lo
g
ical
th
eo
r
y
.
T
h
e
ec
o
lo
g
ical
th
eo
r
y
p
er
s
p
ec
tiv
e
is
s
u
itab
le
f
o
r
p
ar
e
n
tal
in
v
o
lv
em
en
t
r
esear
ch
,
wh
ich
f
o
cu
s
es
o
n
th
e
in
f
lu
en
c
e
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t
o
n
c
h
ild
r
en
’
s
e
d
u
ca
tio
n
al
o
u
tc
o
m
es
s
u
ch
as
c
h
ild
r
en
’
s
ac
h
iev
em
en
t
at
s
ch
o
o
l.
T
h
e
ap
p
licatio
n
o
f
th
e
b
io
ec
o
l
o
g
ica
l
th
eo
r
y
p
r
o
v
id
es
a
n
u
an
ce
d
l
en
s
th
r
o
u
g
h
wh
ich
r
es
ea
r
ch
er
s
ca
n
an
a
ly
ze
an
d
co
m
p
r
eh
en
d
s
th
e
m
u
ltifa
ce
t
ed
d
im
e
n
s
io
n
s
o
f
p
ar
e
n
tal
i
n
v
o
lv
em
e
n
t
in
th
e
ed
u
ca
tio
n
al
jo
u
r
n
ey
o
f
c
h
ild
r
e
n
.
3
.
2
.
T
heo
ry
o
f
pla
nn
ed
beha
v
io
r
(
T
P
B
)
T
h
eo
r
y
o
f
p
lan
n
e
d
b
eh
a
v
io
r
(
T
PB
)
p
o
s
its
th
at
h
u
m
an
b
eh
av
i
o
r
is
in
f
lu
en
ce
d
b
y
th
r
ee
f
ac
to
r
s
:
attitu
d
es,
s
u
b
jectiv
e
n
o
r
m
s
,
an
d
b
e
h
av
io
r
al
co
n
tr
o
l.
I
n
th
e
c
o
n
tex
t
o
f
p
a
r
en
tal
in
v
o
lv
em
e
n
t
in
ch
ild
d
e
v
elo
p
m
en
t,
th
e
T
PB
th
eo
r
y
ca
n
b
e
u
s
ed
to
p
r
ed
ict
p
ar
en
tal
b
eh
av
io
r
in
th
eir
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t
[
2
0
]
.
T
h
e
T
PB
th
eo
r
y
em
er
g
ed
is
a
n
ew
th
e
o
r
etica
l
b
asis
f
o
r
p
ar
en
tal
in
v
o
lv
em
e
n
t
r
esear
ch
in
2
0
1
2
an
d
co
n
tin
u
e
d
to
d
ev
elo
p
u
n
til
2
0
2
2
,
as
ev
id
en
ce
d
b
y
p
r
ev
io
u
s
s
tu
d
ies
[
3
7
]
,
[
7
7
]
–
[
8
1
]
.
T
h
ese
in
v
e
s
tig
atio
n
s
,
r
o
o
ted
in
th
e
T
PB
f
r
am
ewo
r
k
,
o
f
f
er
in
s
ig
h
ts
in
to
h
o
w
p
a
r
en
tal
att
itu
d
es,
s
u
b
jectiv
e
n
o
r
m
s
,
a
n
d
p
er
ce
iv
e
d
b
e
h
av
io
r
al
co
n
tr
o
l
co
n
tr
ib
u
te
to
an
d
in
f
lu
en
ce
th
eir
ac
tiv
e
in
v
o
lv
e
m
en
t in
th
eir
c
h
ild
r
en
’
s
d
ev
elo
p
m
en
t.
Alg
h
az
o
[
8
4
]
ex
p
l
o
r
ed
th
e
T
P
B
as
a
m
o
d
el
f
o
r
u
n
d
er
s
tan
d
in
g
in
ten
tio
n
al
b
e
h
av
io
r
,
in
co
r
p
o
r
atin
g
wa
y
o
f
th
in
k
in
g
an
d
b
eh
av
io
r
s
,
s
u
b
jectiv
e
n
o
r
m
s
,
an
d
p
er
ce
iv
e
d
co
n
tr
o
l.
An
o
th
er
liter
atu
r
e
r
ev
iew
o
f
p
ar
e
n
tal
in
v
o
lv
em
e
n
t
[
8
1
]
in
v
esti
g
ated
th
e
u
s
e
o
f
T
PB
in
s
o
cial
r
e
s
e
ar
ch
.
B
r
ac
k
e
an
d
C
o
r
ts
[
8
5
]
c
o
n
d
u
cte
d
a
s
tu
d
y
in
wh
ich
th
ey
ad
m
in
is
ter
ed
a
p
ar
en
tal
in
v
o
lv
e
m
en
t
s
u
r
v
e
y
t
o
7
1
0
p
ar
en
ts
co
n
s
id
er
ed
"in
v
o
lv
ed
"
b
y
7
6
lo
ca
l
d
is
tr
ict
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
,
alth
o
u
g
h
1
5
3
p
ar
en
ts
d
id
n
o
t
p
ar
ticip
ate.
T
h
e
s
tu
d
y
aim
ed
to
d
eter
m
in
e
wh
eth
er
s
o
cial
n
o
r
m
s
co
u
ld
in
cr
ea
s
e
p
ar
en
tal
e
n
g
ag
e
m
en
t
,
s
p
ec
if
ically
if
p
ar
en
ts
wh
o
wer
e
n
o
t
ac
ti
v
ely
in
v
o
lv
ed
wer
e
i
n
f
lu
en
ce
d
b
y
t
h
eir
f
r
ien
d
s
an
d
n
eig
h
b
o
r
s
to
b
ec
o
m
e
m
o
r
e
e
n
g
ag
e
d
.
T
h
is
r
es
ea
r
ch
d
esig
n
aim
ed
to
s
h
ed
lig
h
t
o
n
th
e
r
o
le
o
f
s
o
cial
in
f
lu
en
ce
i
n
s
h
ap
in
g
p
a
r
e
n
tal
in
v
o
lv
e
m
en
t,
p
r
o
v
id
in
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
d
y
n
a
m
ics th
at
d
r
iv
e
in
c
r
ea
s
ed
in
v
o
lv
em
e
n
t in
p
a
r
en
tal
co
m
m
u
n
ity
.
Per
r
y
an
d
L
an
g
le
y
[
4
6
]
test
ed
th
e
u
s
ef
u
ln
ess
o
f
th
e
T
PB
in
s
p
ec
u
latin
g
f
ath
er
s
’
en
g
ag
e
m
e
n
t
r
eso
lv
e
an
d
r
ep
o
r
ted
en
g
ag
em
e
n
t.
Mc
Gr
eg
o
r
an
d
Kn
o
ll
[
8
7
]
c
o
n
d
u
c
ted
a
s
tu
d
y
with
1
3
Sco
ttis
h
p
a
r
en
ts
wh
o
r
eg
u
la
r
ly
ass
is
ted
th
eir
p
r
im
ar
y
s
ch
o
o
l
c
h
ild
r
en
with
h
o
m
ewo
r
k
to
u
n
d
er
s
tan
d
th
e
r
ea
s
o
n
s
b
e
h
in
d
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
h
o
m
ew
o
r
k
.
Ach
u
th
a
n
et
a
l.
[
8
6
]
co
n
d
u
cted
a
s
tu
d
y
to
c
o
m
p
r
eh
en
d
th
e
f
ac
to
r
s
t
h
at
in
f
lu
e
n
cin
g
c
y
b
er
b
u
lly
in
g
b
eh
av
io
r
in
ad
o
lescen
ts
,
with
a
s
p
ec
if
ic
f
o
cu
s
o
n
p
ar
e
n
tal
in
f
lu
en
ce
.
T
h
e
th
e
o
r
y
o
f
p
lan
n
ed
b
eh
a
v
io
r
p
er
s
p
ec
tiv
e
f
o
cu
s
es
o
n
ex
p
lain
in
g
t
h
e
p
r
ed
icto
r
s
o
f
p
ar
e
n
tal
in
v
o
lv
em
e
n
t,
wh
er
e
th
e
f
o
cu
s
is
o
n
wh
at
m
a
k
es
p
ar
e
n
ts
wan
t
to
g
et
i
n
v
o
lv
e
d
in
th
eir
c
h
ild
r
en
’
s
d
ev
el
o
p
m
en
t
.
T
h
is
th
eo
r
etica
l
p
e
r
s
p
ec
tiv
e
is
s
u
itab
le
f
o
r
u
s
e
i
n
p
a
r
en
tal
i
n
v
o
lv
em
e
n
t
r
esear
ch
wh
er
e
it
f
o
cu
s
es
o
n
p
a
r
en
t
-
f
o
cu
s
ed
p
r
ed
icto
r
s
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t.
B
y
f
o
cu
s
in
g
o
n
p
ar
en
t
-
ce
n
tr
ic
p
r
ed
icto
r
s
o
f
p
a
r
en
tal
in
v
o
lv
em
e
n
t,
th
is
th
eo
r
etica
l
len
s
allo
ws
r
e
s
ea
r
ch
er
s
to
ex
p
lo
r
e
a
n
d
an
al
y
ze
th
e
in
tr
icate
in
ter
p
lay
o
f
attitu
d
es,
s
u
b
jectiv
e
n
o
r
m
s
,
an
d
b
eh
a
v
io
r
al
c
o
n
tr
o
l
in
s
h
ap
in
g
p
ar
en
tal
in
v
o
lv
em
e
n
t b
eh
av
i
o
r
.
3.
3
.
So
cia
l
ca
pita
l t
heo
ry
T
h
e
th
eo
r
y
o
f
s
o
cial
ca
p
ital
d
escr
ib
es
p
ar
en
tal
in
v
o
lv
em
en
t
as
a
f
o
r
m
o
f
s
o
cial
ca
p
ital,
c
ap
ab
le
o
f
in
f
lu
en
cin
g
s
tu
d
e
n
t
ac
h
iev
em
en
t.
Pro
m
in
en
t
ex
p
er
ts
s
u
ch
a
s
B
o
u
r
d
ieu
an
d
C
o
lem
an
h
av
e
co
n
tr
ib
u
ted
to
th
e
d
ev
elo
p
m
e
n
t
o
f
t
h
is
th
eo
r
y
.
B
o
u
r
d
ieu
id
e
n
tifie
s
th
r
e
e
f
o
r
m
s
o
f
ca
p
ital:
ec
o
n
o
m
ic
ca
p
ital,
c
u
ltu
r
al
ca
p
ital,
an
d
s
o
cial
ca
p
ital
[
8
1
]
.
So
cial
ca
p
ital
th
eo
r
y
illu
s
tr
ates
h
o
w
p
ar
en
ts
with
cu
ltu
r
al
ca
p
ital
ca
n
u
tili
ze
n
etwo
r
k
in
g
o
p
p
o
r
tu
n
ities
to
s
ec
u
r
e
s
u
p
p
o
r
t
f
o
r
th
eir
c
h
ild
r
en
’
s
d
e
v
elo
p
m
e
n
t,
u
ltima
tely
y
ield
in
g
t
h
e
b
est
p
o
s
s
ib
le
o
u
tco
m
es
f
o
r
th
eir
c
h
ild
r
en
[
9
0
]
,
[
9
6
]
–
[
9
8
]
.
So
cial
ca
p
ital
th
eo
r
y
d
escr
ib
es
h
o
w
s
o
cial
r
elatio
n
s
h
ip
s
ca
n
i
m
p
ac
t
th
e
well
-
b
ein
g
o
f
i
n
d
iv
i
d
u
als
an
d
co
m
m
u
n
ities
.
W
ith
in
th
is
th
e
o
r
etica
l
p
er
s
p
ec
tiv
e,
th
e
d
y
n
a
m
ics
o
f
s
o
cial
co
n
n
ec
tio
n
s
ca
n
b
e
u
s
ed
to
p
r
ed
ict
p
ar
en
tal
in
v
o
lv
em
en
t
in
v
ar
io
u
s
s
o
cial
ac
tiv
ities
.
T
h
e
p
r
em
is
e
is
th
at
p
ar
en
tal
in
v
o
lv
em
en
t
in
th
ese
s
o
cial
ac
tiv
ities
,
s
u
b
s
eq
u
en
tly
af
f
ec
tin
g
th
eir
ca
p
ac
ity
to
p
r
o
v
id
e
s
u
p
p
o
r
t
f
o
r
th
eir
ch
ild
r
e
n
’
s
d
ev
elo
p
m
e
n
t
an
d
en
h
an
ce
th
eir
ch
ild
r
e
n
’
s
o
u
tco
m
es
[
9
8
]
.
T
h
is
s
tu
d
y
u
s
es
th
e
th
eo
r
y
o
f
s
o
cial
ca
p
ital
o
f
C
o
lem
an
.
Acc
o
r
d
in
g
to
th
is
th
eo
r
y
,
f
am
ily
an
d
co
m
m
u
n
ity
p
lay
a
k
e
y
r
o
le
in
p
r
o
m
o
tin
g
t
h
e
h
u
m
an
ca
p
ital
o
f
th
e
y
o
u
n
g
g
en
e
r
atio
n
[
8
0
]
,
[
8
1
]
,
[
9
9
]
.
So
cial
ca
p
ital
th
eo
r
y
f
o
cu
s
es
o
n
th
e
ex
ten
t
t
o
wh
ich
p
a
r
en
ts
d
er
iv
e
ad
v
an
tag
es
a
n
d
b
en
ef
it
s
f
r
o
m
th
eir
s
o
cial
r
elatio
n
s
h
ip
s
th
at
th
ey
ca
n
th
e
n
p
ass
o
n
to
th
eir
ch
ild
r
e
n
.
T
h
i
s
ap
p
r
o
ac
h
r
ec
o
g
n
izes
th
at
f
a
m
ily
an
d
co
m
m
u
n
it
y
m
em
b
er
s
p
r
o
v
id
e
k
n
o
wled
g
e,
s
k
ills
an
d
o
th
er
r
eso
u
r
ce
s
th
at
ca
n
co
n
tr
ib
u
te
to
ch
il
d
r
en
’
s
d
e
v
elo
p
m
en
t.
T
h
e
s
o
cial
ca
p
ital
th
e
o
r
y
p
er
s
p
ec
tiv
e
f
o
c
u
s
es
o
n
p
r
ed
ictin
g
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
s
o
cial
ac
tiv
ities
wh
ich
will in
f
lu
e
n
ce
p
ar
en
ts
i
n
p
r
o
v
id
i
n
g
s
u
p
p
o
r
t f
o
r
t
h
eir
c
h
ild
r
en
’
s
d
ev
elo
p
m
en
t a
n
d
h
o
w
th
e
b
est o
u
tco
m
es
ar
e
f
o
r
th
eir
ch
ild
r
en
.
T
h
e
u
lti
m
ate
aim
o
f
th
is
p
er
s
p
ec
tiv
e
i
s
to
ex
p
lo
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
-
8
8
2
2
Th
eo
r
etica
l fra
mewo
r
k
u
s
ed
i
n
p
a
r
en
ta
l in
v
o
lvem
en
t res
ea
r
ch
:
a
s
co
p
i
n
g
r
ev
iew
(
N
o
via
S
o
lich
a
h
)
763
f
o
r
ch
ild
r
en
,
th
e
s
o
cial
ca
p
ital
th
eo
r
y
p
er
s
p
ec
tiv
e
e
n
r
ich
es
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
u
ltif
ac
eted
d
y
n
a
m
ics
at
p
lay
in
th
e
r
ea
lm
o
f
p
ar
en
tal
i
n
v
o
lv
em
e
n
t a
n
d
its
im
p
ac
t o
n
ch
ild
r
en
’
s
d
e
v
elo
p
m
e
n
t
.
3.
4
.
So
cia
l
co
g
nitiv
e
t
heo
ry
So
cial
co
g
n
itiv
e
th
eo
r
y
d
escr
i
b
es
h
o
w
in
d
iv
i
d
u
als
lear
n
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
im
itatio
n
,
an
d
s
o
cial
in
ter
ac
tio
n
.
I
n
th
e
c
o
n
tex
t
o
f
p
ar
en
tal
in
v
o
l
v
em
en
t
in
ch
ild
d
ev
elo
p
m
e
n
t,
p
ar
e
n
ts
wh
o
ar
e
in
v
o
lv
ed
in
t
h
eir
ch
ild
r
en
’
s
ed
u
ca
tio
n
ten
d
to
d
em
o
n
s
tr
ate
g
o
o
d
s
o
cial
-
em
o
ti
o
n
al
b
eh
a
v
io
r
s
,
th
e
r
eb
y
f
ac
ilit
atin
g
th
eir
c
h
ild
r
en
to
im
p
r
o
v
e
s
o
cial
an
d
e
m
o
tio
n
al
s
k
ills
[
1
0
0
]
.
So
cial
c
o
g
n
iti
v
e
th
e
o
r
y
f
o
c
u
s
es
o
n
in
d
iv
i
d
u
als
lear
n
in
g
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
i
m
itatio
n
,
an
d
s
o
cial
in
ter
ac
tio
n
,
wh
e
r
e
th
is
r
esear
ch
is
s
u
itab
le
f
o
r
u
s
e
i
n
r
esear
ch
aim
ed
at
k
n
o
win
g
t
h
e
ef
f
ec
t
o
f
p
a
r
en
tal
in
v
o
lv
em
e
n
t,
teac
h
er
s
u
p
p
o
r
t,
an
d
p
ee
r
s
u
p
p
o
r
t o
n
s
t
u
d
en
t a
b
ilit
ies.
3
.
5
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
co
n
s
is
ten
t
an
d
co
m
p
lem
en
tar
y
to
p
r
ev
io
u
s
s
tu
d
ies
[
3
6
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
liter
atu
r
e
r
e
v
ie
w,
it
is
clea
r
th
at
th
e
th
eo
r
eti
ca
l
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
co
m
m
o
n
l
y
u
s
ed
in
r
esear
ch
o
n
p
a
r
en
tal
in
v
o
lv
em
en
t
in
clu
d
e
B
r
o
n
f
en
b
r
en
n
e
r
’
s
ec
o
lo
g
ical
th
e
o
r
y
,
s
o
cial
ca
p
it
al
th
eo
r
y
,
E
p
s
tein
’
s
ar
ea
s
o
f
o
v
e
r
lap
,
ty
p
es
o
f
E
p
s
tein
in
v
o
lv
em
e
n
t,
an
d
th
e
Ho
o
v
er
-
Dem
p
s
ey
an
d
San
d
ler
m
o
d
el
[
3
6
]
.
Ho
wev
e
r
,
th
ese
th
eo
r
ies
h
av
e
n
o
t
f
u
lly
elu
cid
ated
th
e
f
ac
to
r
s
th
at
p
r
e
d
ict
p
ar
en
ts
’
attitu
d
es,
willin
g
n
ess
,
an
d
d
esire
to
b
ec
o
m
e
an
d
r
e
m
ain
ac
tiv
ely
in
v
o
lv
ed
[
3
7
]
,
[
3
8
]
.
B
etwe
en
2
0
1
2
to
2
0
2
2
,
s
ev
er
al
s
tu
d
ies
o
n
p
ar
en
tal
in
v
o
lv
em
e
n
t
u
tili
ze
d
th
e
t
h
eo
r
y
o
f
p
lan
n
e
d
b
e
h
av
io
r
p
er
s
p
ec
tiv
e
[
3
7
]
,
[
7
7
]
–
[
8
1
]
.
I
n
ad
d
itio
n
,
s
o
cial
co
g
n
itiv
e
th
eo
r
y
h
as a
ls
o
b
ee
n
em
p
lo
y
e
d
in
p
ar
e
n
tal
in
v
o
l
v
em
en
t r
ese
ar
ch
[
7
5
]
.
A
th
eo
r
y
is
d
ef
in
ed
as
“a
s
et
o
f
in
ter
r
elate
d
co
n
s
tr
u
cts,
d
e
f
in
itio
n
s
,
an
d
s
tatem
en
ts
th
at
ex
p
r
ess
a
s
y
s
tem
atic
v
iew
o
f
a
p
h
en
o
m
e
n
o
n
.
”
T
h
eo
r
ies
ca
n
also
id
en
ti
f
y
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les
to
ex
p
lain
an
d
p
r
ed
ict
p
h
e
n
o
m
en
a
[
9
3
]
.
T
h
is
th
eo
r
y
p
r
o
v
id
es
th
e
r
esear
c
h
er
with
a
f
r
am
ewo
r
k
to
u
n
d
er
s
ta
n
d
th
e
d
ir
ec
tio
n
o
f
th
e
r
esear
ch
b
y
p
r
o
v
id
in
g
an
o
v
er
all
s
tr
u
ctu
r
e
f
o
r
t
h
e
s
tu
d
y
.
B
y
ap
p
ly
in
g
a
th
eo
r
etica
l
f
r
am
ewo
r
k
,
d
ata
th
at
in
itially
ap
p
ea
r
s
ir
r
elev
an
t
o
r
u
n
r
elate
d
ca
n
b
e
id
e
n
tifie
d
,
in
ter
p
r
eted
,
o
r
r
elate
d
to
o
th
er
d
ata
in
m
ea
n
in
g
f
u
l
way
s
[
9
4
]
.
At
th
e
s
am
e
tim
e,
th
eo
r
y
h
elp
s
d
ef
i
n
e
th
e
p
h
en
o
m
en
o
n
b
ein
g
s
tu
d
ied
,
th
er
e
b
y
ex
p
lain
in
g
th
e
d
ata
s
et
an
d
d
r
awin
g
atten
tio
n
to
s
p
ec
if
ic
ev
en
ts
o
r
ac
tiv
ities
r
elev
an
t to
th
e
s
tu
d
y
.
W
h
en
r
esear
ch
er
s
d
o
n
o
t
u
s
e
th
eo
r
y
to
g
u
id
e
th
eir
r
esear
c
h
,
th
ey
r
is
k
n
eg
lectin
g
to
f
o
r
m
u
late
an
d
ex
p
lo
r
e
th
eo
r
etica
l
q
u
esti
o
n
s
,
wh
ich
ca
n
lead
t
o
r
esu
lts
o
f
li
m
ited
v
alu
e
[
9
4
]
,
[
9
5
]
.
T
h
er
ef
o
r
e,
r
esear
c
h
er
s
m
u
s
t
b
e
ca
u
tio
u
s
wh
en
u
s
in
g
th
eo
r
y
,
b
ec
au
s
e
alth
o
u
g
h
it
m
ay
s
h
ed
lig
h
t
o
n
s
p
ec
if
ic
ar
ea
s
,
it
m
ay
i
g
n
o
r
e
o
th
e
r
asp
ec
ts
[
9
5
]
.
T
h
is
o
v
er
s
ig
h
t
ca
n
lea
d
to
m
is
s
ed
o
p
p
o
r
tu
n
ities
to
d
ev
elo
p
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
to
s
h
ap
in
g
th
is
p
h
en
o
m
en
o
n
[
1
0
1
]
.
I
n
ess
en
ce
,
th
e
ju
d
icio
u
s
u
s
e
o
f
t
h
eo
r
y
in
r
esear
ch
is
ess
en
tial.
W
h
ile
it
p
r
o
v
id
es
a
v
al
u
ab
le
f
r
am
ewo
r
k
f
o
r
in
q
u
ir
y
,
r
esear
ch
er
s
m
u
s
t
b
e
m
in
d
f
u
l
o
f
its
lim
itatio
n
s
an
d
s
tr
iv
e
f
o
r
a
b
alan
ce
d
ap
p
r
o
ac
h
th
at
co
n
s
id
er
s
v
ar
io
u
s
f
ac
ets
o
f
t
h
e
p
h
en
o
m
en
o
n
,
en
s
u
r
in
g
a
co
m
p
r
eh
en
s
iv
e
a
n
d
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
.
A
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
is
a
s
y
s
tem
o
f
co
n
c
ep
ts
,
ass
u
m
p
tio
n
s
,
ex
p
ec
tatio
n
s
,
b
elief
s
,
a
n
d
th
eo
r
ies
th
at
s
u
p
p
o
r
t
a
n
d
u
n
d
e
r
p
in
r
esear
ch
[
9
5
]
,
[
1
0
2
]
.
I
t
p
r
o
v
id
es
a
m
o
d
el
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les
th
at
m
ay
o
r
m
ay
n
o
t
h
av
e
a
s
p
ec
if
ic
th
e
o
r
etica
l
p
er
s
p
ec
tiv
e
to
d
escr
ib
e
a
p
h
en
o
m
en
o
n
[
9
6
]
.
W
h
ile
th
e
o
r
etica
l
f
r
am
ewo
r
k
s
r
ely
o
n
o
n
e
o
r
m
o
r
e
ex
is
tin
g
t
h
eo
r
ies
to
e
x
p
lain
p
h
en
o
m
en
a
[
1
0
3
]
,
c
o
n
ce
p
t
u
al
f
r
am
ew
o
r
k
s
f
u
n
ctio
n
as
a
ty
p
e
o
f
p
r
o
v
is
io
n
al
th
eo
r
y
th
at
atte
m
p
ts
to
m
ak
e
co
n
n
ec
tio
n
s
b
etwe
en
d
if
f
er
e
n
t a
s
p
ec
ts
o
f
r
ese
ar
ch
[
1
0
4
]
.
Acc
o
r
d
in
g
t
o
th
e
Am
er
ica
n
E
d
u
ca
tio
n
al
R
esear
ch
Ass
o
ciatio
n
Stan
d
ar
d
s
[
9
8
]
,
o
n
e
o
f
t
h
e
cr
iter
ia
f
o
r
ass
es
s
in
g
th
e
q
u
ality
o
f
ed
u
ca
t
io
n
al
r
esear
ch
is
th
e
p
r
esen
ce
o
f
a
th
eo
r
etica
l
o
r
c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
.
I
n
lin
e
with
th
is
p
er
s
p
ec
tiv
e,
Ug
wu
a
n
y
i
et
a
l.
[
9
9
]
r
ec
o
m
m
en
d
ed
estab
lis
h
in
g
co
n
n
ec
tio
n
s
b
et
wee
n
r
esear
ch
an
d
r
elev
an
t
th
eo
r
y
.
Miles
an
d
H
u
b
er
m
an
[
1
0
5
]
e
x
p
lain
ed
t
h
at
a
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
d
esc
r
ib
es,
in
g
r
a
p
h
ic
o
r
n
ar
r
ativ
e
f
o
r
m
,
th
e
m
o
s
t
im
p
o
r
tan
t
r
esear
ch
q
u
esti
o
n
s
,
k
ey
p
eo
p
le,
co
n
ce
p
ts
o
r
v
ar
iab
les,
an
d
r
elatio
n
s
h
ip
s
;
T
h
er
e
is
p
u
r
p
o
s
e
b
etwe
en
th
e
m
.
L
ik
e
a
m
a
p
,
a
c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
g
u
id
es
em
p
i
r
ical
r
e
s
ea
r
ch
an
d
g
iv
es
it
co
h
er
en
ce
.
T
h
e
th
eo
r
etica
l
f
r
a
m
ewo
r
k
,
as
a
co
m
p
o
n
en
t
o
f
p
r
o
b
lem
f
o
r
m
u
latio
n
,
d
em
o
n
s
tr
a
tes
h
o
w
th
e
r
esear
ch
alig
n
s
with
p
r
io
r
r
esear
ch
[
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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J
E
v
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&
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,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
758
-
767
764
Fo
u
r
th
eo
r
ies
f
r
eq
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n
tly
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tili
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p
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RE
F
E
R
E
NC
E
S
[
1
]
J.
Ep
s
t
e
i
n
,
S
c
h
o
o
l
a
n
d
f
a
m
i
l
y
p
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sh
i
p
s,
R
e
p
o
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t
N
o
6
.
Jo
h
n
s
H
o
p
k
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n
s
U
n
i
v
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s
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t
y
,
C
e
n
t
e
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F
a
mi
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s,
C
o
mm
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S
c
h
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l
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&
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r
e
n
’
s L
e
a
r
n
i
n
g
,
1
9
9
2
,
[
2
]
P
.
H
.
M
a
n
z
,
J.
W
.
F
a
n
t
u
z
z
o
,
a
n
d
T.
J.
P
o
w
e
r
,
“
M
u
l
t
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d
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m
e
n
si
o
n
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l
a
sses
s
men
t
o
f
f
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mi
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y
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n
v
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m
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me
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st
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s
,
”
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o
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o
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S
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Ps
y
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h
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4
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.
j
s
p
.
2
0
0
4
.
0
8
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0
0
2
.
[
3
]
J.
L.
E
p
st
e
i
n
e
t
a
l
.
,
“
S
c
h
o
o
l
,
f
a
mi
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y
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d
c
o
mm
u
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P
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ss
,
2
0
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8
,
p
p
.
1
–
1
8
4
.
[
4
]
J.
L.
Ep
st
e
i
n
a
n
d
S
.
B
.
S
h
e
l
d
o
n
,
“
M
o
v
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n
g
f
o
r
w
a
r
d
:
I
d
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a
s
f
o
r
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sch
o
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l
,
f
a
m
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y
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d
c
o
mm
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s,
”
S
c
h
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l
,
Fa
m
i
l
y
,
a
n
d
C
o
m
m
u
n
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t
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Pa
r
t
n
e
rs
h
i
p
s
,
S
t
u
d
e
n
t
E
c
o
n
o
m
y
Ed
i
t
i
o
n
:
Pre
p
a
ri
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g
E
d
u
c
a
t
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a
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d
I
m
p
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,
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o
.
4
,
p
p
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4
2
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6
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,
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o
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:
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0
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4
3
2
4
/
9
7
8
0
4
2
9
4
9
3
1
3
3
.
[
5
]
J.
M
.
T.
W
a
l
k
e
r
,
A
.
S
.
W
i
l
k
i
n
s
,
J.
R
.
D
a
l
l
a
i
r
e
,
H
.
M
.
S
a
n
d
l
e
r
,
a
n
d
K
.
V
.
H
o
o
v
e
r
-
D
e
mp
s
e
y
,
“
P
a
r
e
n
t
a
l
i
n
v
o
l
v
e
m
e
n
t
:
M
o
d
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r
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v
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s
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o
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t
h
r
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g
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sc
a
l
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d
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p
m
e
n
t
,
”
El
e
m
e
n
t
a
ry
S
c
h
o
o
l
J
o
u
r
n
a
l
,
v
o
l
.
1
0
6
,
n
o
.
2
,
p
p
.
8
5
–
1
0
4
,
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o
v
.
2
0
0
5
,
d
o
i
:
1
0
.
1
0
8
6
/
4
9
9
1
9
3
.
[
6
]
A
.
T.
H
e
n
d
e
r
s
o
n
a
n
d
K
.
L.
M
a
p
p
,
“
A
n
e
w
w
a
v
e
o
f
e
v
i
d
e
n
c
e
:
T
h
e
i
mp
a
c
t
o
f
sch
o
o
l
,
f
a
m
i
l
y
,
a
n
d
c
o
mm
u
n
i
t
y
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o
n
n
e
c
t
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o
n
s
o
n
st
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d
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n
t
a
c
h
i
e
v
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me
n
t
,
”
S
o
u
t
h
w
e
st
E
d
u
c
a
t
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o
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a
l
D
e
v
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p
me
n
t
La
b
.
,
A
u
s
t
i
n
,
TX
,
2
0
0
2
.
[
7
]
N
.
E
i
se
n
b
e
r
g
e
t
a
l
.
,
“
P
r
o
s
o
c
i
a
l
d
e
v
e
l
o
p
m
e
n
t
i
n
e
a
r
l
y
a
d
u
l
t
h
o
o
d
:
A
l
o
n
g
i
t
u
d
i
n
a
l
st
u
d
y
,
”
J
o
u
r
n
a
l
o
f
Pe
r
so
n
a
l
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t
y
a
n
d
S
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a
l
Psy
c
h
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2
,
d
o
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:
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7
/
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0
2
2
-
3
5
1
4
.
8
2
.
6
.
9
9
3
.
[
8
]
D
.
C
.
C
a
s
t
r
o
,
D
.
M
.
B
r
y
a
n
t
,
E
.
S
.
P
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sn
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-
F
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b
e
r
g
,
a
n
d
M
.
L.
S
k
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n
n
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r
,
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P
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t
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n
v
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me
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H
e
a
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