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433
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1
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4
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1
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J
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14
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1
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Feb
r
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r
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20
25
:
433
-
441
434
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Alth
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d
elin
ea
ted
[
1
9
]
,
th
e
liter
atu
r
e
co
n
s
is
ten
tly
h
ig
h
lig
h
ts
th
eir
s
ig
n
if
ican
t
in
v
o
lv
em
e
n
t
with
s
tu
d
en
ts
’
f
am
ilies
.
T
h
e
latter
b
ec
o
m
es
p
r
o
b
lem
atic
b
ec
au
s
e
th
e
ass
u
m
p
tio
n
s
ab
o
u
t
th
e
n
atu
r
e
an
d
p
u
r
p
o
s
e
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
a
m
ilies
an
d
s
ch
o
o
ls
v
a
r
y
[
2
2
]
,
[
2
3
]
,
d
esp
ite
a
s
u
b
s
tan
tial
b
o
d
y
o
f
liter
atu
r
e
s
u
p
p
o
r
tin
g
th
e
im
p
o
r
ta
n
ce
o
f
f
am
ily
i
n
v
o
lv
em
en
t
in
s
ch
o
o
ls
[
2
4
]
–
[
2
6
]
.
C
o
n
s
eq
u
en
tly
,
th
e
d
if
f
er
i
n
g
o
r
ien
tatio
n
s
to
war
d
s
th
is
g
o
al
h
in
d
er
ef
f
o
r
ts
to
p
r
o
m
o
te
s
u
ch
p
ar
ticip
atio
n
.
Fo
r
i
n
s
tan
ce
,
in
ter
v
en
tio
n
s
ca
r
r
ied
o
u
t
b
y
p
s
y
ch
o
s
o
cial
d
u
o
s
ten
d
t
o
b
e
s
p
o
r
ad
ic,
p
er
ip
h
er
al,
an
d
in
d
iv
id
u
al
in
n
at
u
r
e
[
1
6
]
,
[
1
7
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
p
er
s
p
ec
tiv
es
o
f
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
[
2
7
]
,
in
s
er
v
ice
teac
h
er
s
[
2
8
]
,
tr
ain
ee
teac
h
er
s
[
2
9
]
,
an
d
p
ar
e
n
ts
[
3
0
]
,
[
3
1
]
r
e
g
ar
d
in
g
v
ar
io
u
s
asp
ec
ts
o
f
th
e
f
am
ily
-
s
ch
o
o
l
r
elatio
n
s
h
ip
.
Ho
wev
er
,
d
esp
ite
p
r
o
f
ess
io
n
als
ac
k
n
o
wled
g
i
n
g
t
h
e
s
ig
n
if
ica
n
ce
o
f
p
r
o
m
o
tin
g
f
a
m
ily
in
v
o
l
v
em
en
t
in
s
ch
o
o
ls
as
an
in
teg
r
al
p
ar
t
o
f
t
h
eir
w
o
r
k
,
th
er
e
is
a
g
ap
in
u
n
d
e
r
s
tan
d
in
g
h
o
w
p
s
y
ch
o
s
o
cial
d
u
o
s
p
er
ce
iv
e
f
am
ily
in
v
o
lv
em
e
n
t
in
s
ch
o
o
ls
.
I
n
q
u
i
r
in
g
in
to
th
is
is
s
u
e
is
a
co
n
tr
ib
u
tio
n
b
o
th
to
th
e
f
ield
o
f
f
a
m
ily
s
tu
d
ies
an
d
to
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
r
o
l
e
th
at
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
is
ts
an
d
s
o
cial
wo
r
k
er
s
f
u
l
f
il in
s
ch
o
o
ls
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
e
m
p
lo
y
e
d
a
q
u
alitativ
e
m
eth
o
d
to
ex
p
l
o
r
e
t
h
e
p
ar
ticip
an
ts
'
m
o
d
es
o
f
m
ea
n
in
g
.
T
h
e
p
r
im
ar
y
o
b
jectiv
e
is
to
ex
am
i
n
e
th
e
p
h
e
n
o
m
e
n
o
n
o
f
th
e
r
el
atio
n
s
h
ip
s
b
etwe
en
f
am
ilies
a
n
d
s
ch
o
o
ls
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
s
o
cial
wo
r
k
er
s
an
d
p
s
y
ch
o
l
o
g
is
ts
.
T
h
e
r
e
s
u
lts
ar
e
r
ep
o
r
ted
,
i
n
wh
ich
th
e
p
r
o
f
ess
io
n
als'
u
n
d
er
s
tan
d
i
n
g
o
f
f
a
m
ily
in
v
o
l
v
em
en
t
in
th
e
s
ch
o
o
l
wer
e
in
v
esti
g
ated
;
as
well,
a
s
th
e
d
if
f
er
en
t
lev
el
o
f
th
is
.
Fin
ally
,
we
id
en
tifie
d
th
e
m
ea
n
in
g
s
r
elate
d
to
t
h
e
id
ea
o
f
f
a
m
ily
p
ar
ticip
atio
n
ass
o
ciate
d
t
o
s
aid
in
v
o
lv
e
m
en
t.
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
am
p
le
s
elec
tio
n
cr
iter
i
o
n
was
p
r
ag
m
atic
an
d
b
y
c
o
n
v
en
ie
n
ce
[
3
2
]
.
Ou
r
r
esear
ch
d
esig
n
co
n
s
id
er
ed
a
q
u
alitativ
e
s
am
p
le
o
f
f
o
u
r
p
r
o
f
ess
io
n
als,
s
p
ec
if
ically
two
p
s
y
ch
o
s
o
cial
d
u
o
s
.
Am
o
n
g
th
e
p
ar
ticip
an
ts
,
two
wer
e
s
o
cial
wo
r
k
er
s
,
an
d
th
e
o
th
e
r
two
w
er
e
p
s
y
ch
o
lo
g
is
ts
f
r
o
m
two
m
u
n
icip
al
an
d
p
u
b
lic
s
ch
o
o
ls
in
C
h
ile
.
T
h
e
in
clu
s
i
o
n
cr
iter
ia
f
o
r
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
b
ased
o
n
th
eir
em
p
lo
y
m
e
n
t
as
a
p
s
y
ch
o
s
o
cial
d
u
o
in
a
s
ch
o
o
l
s
ettin
g
an
d
th
eir
in
v
o
lv
em
en
t
in
wo
r
k
in
g
with
f
am
ilies
with
ch
ild
r
en
atten
d
in
g
th
e
s
ch
o
o
l.
T
h
e
city
h
as
f
o
u
r
s
ch
o
o
ls
with
p
s
y
ch
o
s
o
cial
d
u
o
s
.
All
o
f
th
ese
s
ch
o
o
ls
wer
e
in
v
ited
to
p
ar
ticip
ate,
o
f
wh
ich
two
ag
r
ee
d
to
jo
in
t
h
is
s
tu
d
y
.
Par
ticip
an
ts
co
n
s
en
ted
to
th
e
in
ter
v
iews,
an
d
eth
i
ca
l
p
r
o
to
co
ls
wer
e
s
tr
ictly
f
o
llo
wed
to
en
s
u
r
e
th
ei
r
well
-
b
ein
g
a
n
d
p
r
o
tectio
n
.
2
.
2
.
I
ns
t
rum
ent
s
a
nd
pro
ce
du
re
s
W
e
wer
e
in
ter
ested
in
ex
p
lo
r
i
n
g
th
e
p
er
s
p
ec
tiv
e
o
f
th
e
d
u
o
o
r
d
u
o
wo
r
k
in
g
to
g
eth
er
.
Fo
r
t
h
is
r
ea
s
o
n
,
we
aim
ed
to
f
o
s
ter
co
llectiv
e
r
ef
lectio
n
to
en
s
u
r
e
th
at
th
e
r
e
s
p
o
n
s
es
wer
e
p
r
o
v
id
ed
f
r
o
m
a
s
h
ar
ed
s
tan
d
p
o
in
t.
C
o
n
s
eq
u
en
tly
,
we
d
ec
i
d
ed
to
c
o
n
d
u
ct
i
n
ter
v
iews with
th
e
p
r
o
f
ess
io
n
als o
f
ea
ch
d
u
o
as a
co
h
esiv
e
u
n
it.
W
e
u
s
e
a
s
em
i
-
s
t
r
u
ct
u
r
e
d
i
n
te
r
v
i
ew
s
c
r
i
p
t
t
o
f
o
s
t
er
a
clo
s
e,
f
l
ex
ib
le
c
o
n
v
e
r
s
at
io
n
wit
h
ea
ch
p
s
y
ch
o
s
o
cial
d
u
o
[
3
3
]
.
T
h
e
i
n
ter
v
i
ews
we
r
e
s
t
r
u
ct
u
r
e
d
i
n
t
o
an
al
y
ti
ca
l
c
ate
g
o
r
ies
t
h
at
g
u
id
ed
t
h
e
q
u
esti
o
n
s
t
o
g
at
h
er
th
e
n
ec
ess
a
r
y
i
n
f
o
r
m
ati
o
n
.
T
h
ese
q
u
est
io
n
s
ex
p
l
o
r
e
d
t
o
p
ics
s
u
c
h
as
t
h
e
i
m
p
o
r
t
a
n
ce
o
f
s
p
ec
if
i
c
a
cti
v
i
ties
p
e
r
f
o
r
m
e
d
b
y
th
e
d
u
o
s
,
t
h
ei
r
u
n
d
e
r
s
ta
n
d
i
n
g
o
f
t
h
e
ir
r
o
le
,
an
d
th
e
ir
p
e
r
c
ep
ti
o
n
o
f
t
h
e
f
a
m
il
y
-
s
ch
o
o
l r
ela
ti
o
n
s
h
i
p
.
T
wo
e
x
p
e
r
ts
i
n
m
et
h
o
d
o
l
o
g
y
an
d
a
s
c
h
o
o
l
s
o
cial
wo
r
k
e
r
j
u
d
g
e
d
t
h
e
t
h
em
ati
c
s
c
r
i
p
t
ass
es
s
in
g
t
h
e
co
n
s
is
te
n
c
y
,
r
el
e
v
a
n
c
e,
a
n
d
cl
a
r
it
y
o
f
e
ac
h
p
r
o
p
o
s
e
d
q
u
est
io
n
.
D
u
r
i
n
g
th
e
p
a
r
ti
ci
p
a
n
ts
'
ass
ig
n
ed
w
o
r
k
i
n
g
h
o
u
r
s
,
t
h
e
in
t
er
v
i
ews
o
cc
u
r
r
ed
i
n
t
h
ei
r
r
es
p
e
cti
v
e
s
c
h
o
o
ls
,
s
p
e
cif
ic
all
y
th
eir
o
f
f
i
ce
s
.
E
a
ch
i
n
t
er
v
i
ew
las
t
ed
f
o
r
1
.
3
0
h
o
u
r
s
.
2
.
3
.
Ana
ly
t
ica
l
p
ro
ce
du
re
s
W
e
f
ir
s
t
co
n
d
u
cted
a
th
em
atic
an
aly
s
is
to
an
aly
ze
t
h
e
co
llect
ed
d
ata,
e
m
p
lo
y
i
n
g
d
e
d
u
ctiv
e
ca
teg
o
r
ies
b
ased
o
n
Vo
g
el
’
s
m
o
d
el
o
f
f
am
ily
in
v
o
lv
em
en
t
in
s
ch
o
o
l
s
[
3
4
]
.
Vo
g
els
[
3
4
]
e
x
p
lo
r
es
d
if
f
e
r
en
t
le
v
els
o
f
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
F
a
milies
’
in
vo
lvem
en
t a
t sch
o
o
ls
:
th
e
p
ers
p
ec
tive
o
f th
e
p
s
y
ch
o
s
o
cia
l d
u
o
s
(
A
n
d
r
ea
P
r
ec
h
t G
a
n
d
a
r
illa
s
)
435
p
ar
en
tal
en
g
a
g
em
en
t,
r
a
n
g
in
g
f
r
o
m
b
ein
g
co
n
s
u
m
er
s
to
b
ec
o
m
in
g
p
ar
tn
er
s
.
Acc
o
r
d
in
g
to
Vo
g
els
[
3
4
]
,
f
am
ilies
ca
n
h
av
e
v
ar
y
in
g
d
e
g
r
ee
s
o
f
in
v
o
l
v
em
en
t
at
th
eir
ch
ild
r
en
'
s
an
d
ad
o
lescen
ts
'
s
c
h
o
o
ls
.
T
h
ey
ca
n
b
e
class
if
ied
in
to
d
if
f
er
e
n
t
lay
e
r
s
o
f
im
p
licatio
n
:
co
n
s
u
m
er
s
,
clien
ts
,
p
ar
ticip
an
ts
,
a
n
d
p
ar
tn
er
s
.
Ou
r
a
n
aly
s
is
f
o
cu
s
ed
o
n
ex
am
in
i
n
g
th
e
p
o
s
itio
n
an
d
r
esp
o
n
s
e
o
f
p
s
y
ch
o
s
o
cial
d
u
o
s
co
n
ce
r
n
in
g
p
a
r
e
n
tal
in
v
o
l
v
em
en
t
in
s
ch
o
o
ls
to
ex
p
lo
r
e
th
eir
p
er
s
p
ec
tiv
e.
W
e
u
tili
ze
d
a
th
em
a
tic
g
r
id
d
u
r
in
g
th
e
an
aly
s
is
p
r
o
ce
s
s
to
en
h
an
ce
in
f
o
r
m
atio
n
clar
ity
,
e
n
ab
lin
g
u
s
to
v
is
u
alize
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
id
e
n
tifie
d
ca
teg
o
r
ies.
I
n
a
s
u
b
s
eq
u
e
n
t
p
h
ase,
p
atter
n
s
wer
e
id
e
n
tifie
d
t
o
ac
h
ie
v
e
a
d
ee
p
e
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
r
ee
asp
ec
ts
:
i
)
f
am
ily
p
ar
ticip
atio
n
in
s
ch
o
o
l
;
ii
)
th
e
d
if
f
er
en
t
lev
els
o
f
in
v
o
lv
em
e
n
t
;
an
d
iii
)
th
e
ty
p
es
o
f
p
ar
ticip
atio
n
as
r
ep
o
r
ted
b
y
o
u
r
p
ar
ticip
an
ts
.
T
h
e
an
aly
s
is
p
r
o
ce
s
s
was
it
er
ativ
e,
clo
s
ely
tied
to
th
e
d
ata,
an
d
g
r
ad
u
ally
ab
s
tr
ac
ted
to
id
en
tify
ca
teg
o
r
i
es th
at
co
u
ld
ex
p
lain
th
e
p
h
en
o
m
en
o
n
u
n
d
er
r
esear
c
h
.
I
n
d
i
v
id
u
al
team
m
em
b
er
s
co
n
d
u
cte
d
ea
ch
s
tag
e
an
d
s
u
b
s
eq
u
en
tly
d
is
cu
s
s
ed
to
s
ee
k
in
ter
s
u
b
jectiv
e
co
n
s
en
s
u
s
.
T
h
e
r
esear
ch
er
s
en
g
ag
e
d
in
an
iter
ativ
e
d
is
cu
s
s
io
n
p
r
o
ce
s
s
,
aim
in
g
to
s
ee
k
th
e
p
lau
s
ib
ilit
y
an
d
r
o
b
u
s
tn
ess
o
f
th
e
f
in
d
in
g
s
.
T
h
e
au
th
o
r
s
'
m
eth
o
d
o
l
o
g
ic
al
d
ec
is
io
n
s
g
u
id
ed
th
e
an
aly
tical
p
r
o
ce
d
u
r
e.
Sp
ec
if
ically
,
o
u
r
a
n
aly
s
is
,
co
n
d
u
cted
th
r
o
u
g
h
th
em
atic
an
al
y
s
is
an
d
co
d
in
g
,
allo
wed
f
o
r
an
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
h
en
o
m
en
o
n
th
r
o
u
g
h
th
e
p
ar
ticip
an
ts
'
n
ar
r
ativ
es.
T
h
is
c
o
m
p
ar
ativ
e
m
eth
o
d
,
s
tr
u
ctu
r
e
d
co
h
er
en
tly
b
ased
o
n
b
o
th
d
e
d
u
ctiv
e
a
n
d
in
d
u
c
tiv
e
(
o
r
em
e
r
g
en
t)
ca
teg
o
r
ies
r
elate
d
to
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
am
ily
an
d
s
ch
o
o
l,
f
ac
ilit
ated
th
e
estab
li
s
h
m
en
t
o
f
an
ac
co
u
n
t
o
f
th
e
co
n
f
ig
u
r
atio
n
o
f
th
e
s
tu
d
i
ed
p
h
en
o
m
en
o
n
as
p
er
ce
iv
ed
b
y
o
u
r
p
ar
ticip
an
ts
.
I
n
t
h
is
g
r
o
u
p
i
n
t
er
v
i
ew
a
n
al
y
s
i
s
,
t
h
e
p
r
o
f
ess
io
n
o
f
o
r
i
g
i
n
o
f
th
o
s
e
p
r
o
v
i
d
i
n
g
t
h
e
a
n
s
w
er
s
is
n
o
t
r
ele
v
a
n
t
to
h
i
g
h
li
g
h
t.
T
h
e
f
o
c
u
s
w
as
o
n
g
e
n
e
r
a
ti
n
g
a
c
o
l
lec
ti
v
e
r
e
f
l
e
cti
o
n
as
a
d
u
o
r
at
h
e
r
t
h
an
em
p
h
asi
zi
n
g
in
d
i
v
i
d
u
a
l
p
r
o
f
ess
i
o
n
a
l
b
ac
k
g
r
o
u
n
d
s
.
T
h
er
ef
o
r
e
,
wh
e
n
r
ep
o
r
ti
n
g
t
h
e
r
esu
l
ts
,
t
h
e
cit
ati
o
n
s
wi
ll
o
n
l
y
m
e
n
ti
o
n
t
h
e
d
u
o
wit
h
o
u
t
s
p
e
ci
f
y
in
g
w
h
e
th
e
r
i
t
is
a
s
o
cia
l
w
o
r
k
e
r
o
r
a
p
s
y
c
h
o
l
o
g
is
t
s
p
ea
k
i
n
g
.
T
h
is
d
e
cisi
o
n
was
f
u
r
t
h
e
r
s
u
p
p
o
r
te
d
b
y
t
h
e
a
b
s
e
n
c
e
o
f
s
tr
i
ctl
y
d
is
ci
p
li
n
ar
y
v
o
c
ab
u
la
r
y
u
s
ed
b
y
t
h
e
i
n
te
r
v
i
ewe
es
t
o
i
d
e
n
ti
f
y
th
em
s
el
v
es
.
T
h
e
cit
ati
o
n
s
ar
e
o
r
g
a
n
iz
e
d
b
y
th
e
i
n
t
er
v
i
ew
(
1
o
r
2
)
a
n
d
t
h
e
m
e
m
b
er
o
f
t
h
e
r
es
p
o
n
d
i
n
g
p
ai
r
(
1
o
r
2
)
f
o
r
cla
r
i
ty
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Understa
nd
ing
f
a
m
ily
i
nv
o
lv
em
ent
a
t
s
cho
o
l
First
an
d
f
o
r
em
o
s
t,
it
is
im
p
o
r
t
an
t
to
n
o
te
th
at
th
e
p
ar
ticip
an
t
s
wer
e
co
n
s
is
ten
tly
ask
ed
ab
o
u
t
f
am
ilies
in
a
b
r
o
ad
s
en
s
e
th
r
o
u
g
h
o
u
t
th
e
in
ter
v
iews.
T
h
is
ap
p
r
o
ac
h
av
o
id
ed
in
f
l
u
en
cin
g
th
eir
r
esp
o
n
s
es
to
war
d
s
a
s
p
ec
if
ic
f
am
ily
s
tr
u
ctu
r
e
.
Ho
wev
er
,
it
is
n
o
tewo
r
th
y
t
h
at
wh
en
q
u
esti
o
n
e
d
ab
o
u
t
“
f
am
ilies
,
”
th
e
p
ar
ticip
an
ts
p
r
im
ar
ily
r
ef
e
r
r
ed
to
“
p
ar
en
ts
”
(
eith
er
th
e
f
ath
er
o
r
m
o
t
h
er
)
,
alth
o
u
g
h
th
ey
ac
k
n
o
wled
g
e
d
th
e
p
o
s
s
ib
ilit
y
o
f
o
th
er
r
esp
o
n
s
ib
le
ad
u
lts
f
o
r
t
h
e
s
tu
d
en
ts
.
C
o
n
s
eq
u
en
tly
,
th
e
“th
e
f
am
ily
”
c
o
n
ce
p
t
ex
h
ib
ite
d
an
a
d
u
lt
-
ce
n
ter
e
d
p
er
s
p
ec
tiv
e,
f
o
cu
s
in
g
o
n
th
e
l
eg
al
g
u
ar
d
ian
s
o
r
f
am
ily
m
em
b
er
s
r
esp
o
n
s
ib
le
f
o
r
t
h
e
c
h
ild
r
en
an
d
a
d
o
lescen
ts
at
s
ch
o
o
l.
T
h
e
n
o
tio
n
o
f
f
am
il
y
was
f
r
a
m
ed
in
ter
m
s
o
f
th
e
ca
r
eg
iv
in
g
an
d
u
p
b
r
i
n
g
in
g
r
es
p
o
n
s
ib
ilit
ies
o
f
o
n
e
o
r
m
o
r
e
ad
u
lts
to
war
d
s
a
c
h
ild
o
r
ad
o
lescen
t,
with
o
th
er
t
y
p
e
s
o
f
co
n
n
ec
ti
o
n
s
b
ein
g
d
is
r
eg
a
r
d
ed
.
T
h
e
p
ar
ticip
an
ts
p
er
ce
iv
e
d
p
a
r
en
tal
u
p
b
r
i
n
g
in
g
as
cr
u
cial
f
o
r
ch
ild
r
en
'
s
d
ev
elo
p
m
e
n
t.
Ho
wev
er
,
it
was
em
p
h
asized
in
ter
m
s
o
f
its
ab
s
en
ce
an
d
th
e
s
u
b
s
eq
u
en
t
co
n
s
eq
u
en
ce
s
f
o
r
ch
ild
r
e
n
wh
en
it
f
ails
to
m
ee
t
th
e
ex
p
ec
ted
s
tan
d
a
r
d
s
.
On
e
in
ter
v
iewe
e
d
escr
ib
es it a
s
:
“
I
t
is
r
ela
ted
to
co
n
ce
r
n
,
a
n
d
it
is
o
f
u
tmo
s
t
imp
o
r
ta
n
ce
b
ec
a
u
s
e
w
e
mu
s
t
co
n
s
id
er
th
a
t
f
r
o
m
th
e
mo
men
t
a
b
a
b
y
is
b
o
r
n
,
t
h
eir
fir
s
t
in
tera
ctio
n
s
a
r
e
w
ith
th
eir
p
a
r
en
ts
.
Th
erefo
r
e,
w
h
en
th
ere
a
r
e
in
d
ica
tio
n
s
o
f
d
eficien
cies,
it
h
a
s
s
erio
u
s
co
n
s
eq
u
en
ce
s
fo
r
th
e
ch
ild
,
w
h
eth
er
in
terms
o
f
s
o
cia
l
s
kills
,
r
ig
h
ts
,
ed
u
ca
tio
n
,
o
r
lea
r
n
in
g
a
b
ilit
y.
A
ll
th
ese
fa
cto
r
s
ma
ke
th
e
ch
ild
's
d
ev
elo
p
men
t
mo
r
e
ch
a
llen
g
in
g
.
”
(
E
1
,
Ps
y
ch
o
s
o
ci
al
Du
o
1)
R
eg
ar
d
in
g
t
h
e
s
ch
o
o
l'
s
wo
r
k
,
“th
e
f
am
ily
”
p
lay
s
a
cr
u
cial
r
o
le
in
f
ac
ilit
atin
g
th
e
s
tu
d
en
t'
s
m
o
r
al
an
d
ac
ad
em
ic
ed
u
ca
b
ilit
y
.
T
h
e
la
tter
is
ac
h
iev
ed
th
r
o
u
g
h
ac
ti
v
e
“p
ar
ticip
atio
n
”
in
s
ch
o
o
l
l
if
e,
wh
ich
in
clu
d
es
r
eg
u
lar
atten
d
an
ce
an
d
v
is
ib
il
ity
with
in
th
e
s
ch
o
o
l
co
m
m
u
n
ity
.
I
n
th
is
co
n
tex
t,
“
b
ein
g
f
a
m
ily
”
en
tails
b
ein
g
co
n
s
is
ten
tly
“p
r
esen
t,”
o
f
f
e
r
i
n
g
clo
s
e
s
u
p
p
o
r
t
t
o
th
e
ch
il
d
.
Failu
r
e
to
atten
d
s
ch
o
o
l
wh
en
r
e
q
u
ested
is
p
er
ce
iv
ed
as
a
n
eg
lect
o
f
p
ar
e
n
tal
d
u
ties
an
d
is
in
ter
p
r
eted
a
s
a
lack
o
f
c
o
m
m
itm
en
t.
T
h
u
s
,
p
ar
en
tal
(
o
r
le
g
al
g
u
ar
d
ian
)
p
r
esen
ce
at
s
ch
o
o
l
i
n
d
icate
s
r
esp
o
n
s
ib
ilit
y
an
d
g
e
n
u
in
e
in
ter
est
in
th
e
c
h
ild
'
s
we
ll
-
b
ein
g
.
Acc
o
r
d
in
g
to
th
e
p
ar
ticip
an
ts
'
p
er
s
p
ec
tiv
e,
p
ar
en
tal
ab
s
en
ce
co
n
s
titu
tes
an
ac
t
o
f
ab
an
d
o
n
m
en
t,
lea
d
in
g
to
o
b
s
er
v
ab
le
ac
ad
em
ic
an
d
m
o
r
al
c
o
n
s
eq
u
e
n
ce
s
f
o
r
th
e
s
tu
d
en
t.
“
Yes
,
a
n
d
it
is
ev
id
en
t
in
th
e
a
ca
d
emic
a
c
h
ieve
men
t
o
f
t
h
e
ch
ild
r
en
.
I
t's
a
b
o
u
t
co
m
p
a
r
in
g
a
s
tu
d
en
t
w
h
o
s
e
p
a
r
en
ts
a
r
e
a
ctive
ly
p
r
esen
t,
p
a
r
ticu
la
r
ly
a
mo
th
er
w
h
o
co
n
s
is
ten
tly
a
tten
d
s
mee
tin
g
s
a
n
d
is
fu
lly
c
o
mmitted
to
th
e
ch
ild
's
ed
u
ca
tio
n
a
l
j
o
u
r
n
ey
.
.
.
w
ith
a
p
a
r
en
t
w
h
o
i
s
n
ev
er
s
ee
n
h
ere.
Th
e
imp
a
ct
is
visi
b
le
in
th
e
s
tu
d
en
ts
;
th
eir
p
a
r
en
ts
'
p
a
r
ticip
a
tio
n
is
s
ig
n
ifica
n
t
fo
r
th
em.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
1)
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
:
433
-
441
436
“
A
n
d
it's
n
o
t
ju
s
t
a
b
o
u
t
a
ca
d
emic
a
ch
ieve
men
t;
it
a
ls
o
a
ff
ec
ts
th
eir
p
ers
o
n
a
l
d
ev
elo
p
me
n
t.
F
o
r
in
s
ta
n
ce
,
d
u
r
in
g
a
d
o
lescen
ce
,
th
ere
a
r
e
n
u
mero
u
s
r
i
s
ky
b
e
h
a
vio
r
s
a
n
d
temp
ta
tio
n
s
,
a
n
d
w
ith
o
u
t
a
s
u
p
p
o
r
tive
fa
mily
n
ea
r
b
y,
it b
ec
o
mes m
o
r
e
ch
a
llen
g
in
g
fo
r
th
e
kid
.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
D
u
o
1)
T
h
er
ef
o
r
e,
p
ar
en
ts
'
s
ch
o
o
l
att
en
d
an
ce
s
er
v
es
as
a
m
ar
k
er
o
f
th
eir
r
esp
o
n
s
ib
ilit
y
an
d
co
m
m
itm
en
t
to
th
eir
ch
ild
r
en
.
Par
ticip
atio
n
is
r
elate
d
to
in
v
o
l
v
em
en
t
in
th
e
s
ch
o
o
lin
g
p
r
o
ce
s
s
an
d
will
b
e
th
e
s
u
m
o
f
th
ese
co
m
m
itm
en
ts
f
o
r
a
co
m
m
o
n
p
u
r
p
o
s
e.
Par
ticip
atio
n
is
clo
s
ely
lin
k
e
d
t
o
ac
tiv
e
in
v
o
lv
em
en
t
in
t
h
e
e
d
u
ca
tio
n
a
l
p
r
o
ce
s
s
an
d
is
m
an
if
ested
t
h
r
o
u
g
h
th
e
co
llectiv
e
d
ed
icatio
n
to
a
c
o
m
m
o
n
p
u
r
p
o
s
e.
T
h
i
s
p
u
r
p
o
s
e
is
o
f
te
n
p
er
ce
iv
ed
as
s
elf
-
ev
id
en
t
an
d
u
n
q
u
esti
o
n
e
d
.
C
o
n
s
eq
u
en
tly
,
“f
am
ilies
”
ar
e
ex
p
ec
te
d
to
p
ar
ticip
ate
b
y
ac
tiv
el
y
jo
in
in
g
co
llab
o
r
ativ
e
e
n
d
ea
v
o
r
s
led
b
y
s
ch
o
o
l
p
r
o
f
ess
io
n
als.
“
Th
e
co
mmitmen
t
th
a
t
p
eo
p
le
h
a
ve
to
w
a
r
d
s
a
co
mmo
n
o
b
jective
o
r
g
o
a
l
is
th
a
t
th
ey
b
ec
o
me
p
a
r
ticip
a
n
ts
in
th
e
p
r
o
ce
s
s
,
r
a
th
er
th
a
n
ju
s
t
o
b
s
erver
s
o
f
th
e
w
o
r
k
b
ein
g
d
o
n
e,
in
th
is
ca
s
e,
w
ith
th
e
s
tu
d
en
ts
.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
Alth
o
u
g
h
th
ese
d
u
o
s
wo
r
k
in
p
u
b
lic
s
ch
o
o
ls
an
d
ex
p
ec
t
p
ar
en
tal
lead
er
s
h
ip
th
r
o
u
g
h
th
e
p
ar
en
tal
r
ep
r
esen
tatio
n
b
o
d
ies
in
s
ch
o
o
ls
,
th
e
d
esire
d
in
v
o
lv
em
e
n
t
lack
s
a
civ
ic
o
r
eth
ical
-
p
o
liti
ca
l
r
atio
n
ale.
T
h
e
ar
ticu
latio
n
o
f
t
h
is
p
ar
ticip
atio
n
is
r
elate
d
to
th
e
o
b
lig
atio
n
s
co
n
tr
ac
ted
co
n
ce
r
n
in
g
th
e
ed
u
ca
tio
n
o
f
ea
c
h
c
h
ild
an
d
th
e
in
ter
est
in
th
e
s
ch
o
o
l's
ac
tio
n
s
to
war
d
s
th
em
,
as
we
ll
as
th
e
d
esire
f
o
r
it
to
h
av
e
an
em
o
tio
n
al
n
atu
r
e
,
ex
p
r
ess
ed
th
r
o
u
g
h
t
h
e
lo
n
g
in
g
f
o
r
“c
lo
s
e
ties
”.
W
h
en
ask
ed
wh
at
th
ey
ex
p
ec
t f
r
o
m
th
e
f
am
ilies
,
th
ey
r
ep
lied
:
“
C
o
mmitmen
t,
b
u
t
it
a
ls
o
n
ee
d
s
to
b
e
a
co
n
n
ec
tio
n
w
ith
th
e
s
ch
o
o
l.
Well,
w
e
w
o
u
ld
a
p
p
r
ec
ia
te
p
a
r
en
ts
b
ein
g
in
vo
lved
ev
ery
d
a
y
(
l
a
u
g
h
s
)
,
b
u
t
th
a
t
’
s
n
o
t
th
e
r
ea
lity.
Th
ere
a
r
e
s
o
me
p
a
r
en
ts
w
h
o
s
h
o
w
g
r
ea
t
co
n
ce
r
n
,
b
u
t
w
e
d
o
n
't
h
a
ve
p
a
r
en
ts
w
h
o
ta
ke
o
n
lea
d
ers
h
ip
r
o
les
in
th
e
s
e
n
s
e
o
f
p
r
o
p
o
s
in
g
n
ew
id
e
a
s
o
r
s
tr
a
teg
ies
th
a
t
w
o
u
ld
a
llo
w
fo
r
a
clo
s
er
r
ela
tio
n
s
h
ip
w
ith
th
e
s
ch
o
o
l
.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
3
.
2
.
F
a
m
ily
inv
o
lv
em
ent
le
v
els
W
h
en
in
q
u
ir
i
n
g
a
b
o
u
t
th
e
le
v
els
o
f
p
a
r
en
tal
o
r
f
a
m
ily
in
v
o
lv
em
en
t
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
ese
p
r
o
f
ess
io
n
als,
it
is
ex
p
r
ess
ed
in
co
m
p
lain
ts
r
eg
ar
d
in
g
th
e
ab
s
en
ce
o
f
p
ar
en
ts
at
s
ch
o
o
l.
Ob
s
er
v
in
g
h
o
w
th
e
ab
s
en
ce
o
f
s
ch
o
o
l
atten
d
a
n
ce
an
d
th
e
lack
o
f
b
ein
g
“with
in
”
its
b
o
u
n
d
ar
ies
wo
u
ld
p
o
s
e
a
r
elatio
n
al
t
h
r
ea
t
is
in
tr
ig
u
in
g
.
I
t is wo
r
th
n
o
tin
g
h
o
w
th
ese
p
o
o
r
p
ar
e
n
ts
ar
e
d
escr
ib
ed
as h
av
i
n
g
a
wea
k
co
n
n
ec
tio
n
to
th
e
s
ch
o
o
l.
“
Here
a
t
th
e
s
ch
o
o
l,
th
ere
is
v
ery
litt
le
in
vo
lvem
en
t,
it
is
a
p
o
o
r
in
vo
lvem
en
t:
it
is
r
eflec
te
d
w
h
en
w
e
d
o
co
n
g
r
a
tu
la
tio
n
s
.
We
a
r
e
p
erma
n
en
tly
r
ein
fo
r
cin
g
co
mmitmen
t.
We
t
r
y
to
g
en
era
te
p
a
r
en
t
’
s
co
mmitmen
t,
b
u
t
a
l
a
r
g
e
n
u
mb
er
o
f
p
a
r
en
ts
a
r
e
n
o
t
co
mmitted
,
it
ca
n
b
e
s
ee
n
in
mee
tin
g
s
,
s
p
ec
ia
l su
mmo
n
s
.
.
.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
I
n
th
e
n
a
r
r
ativ
es
o
f
t
h
ese
p
s
y
ch
o
s
o
cial
d
u
o
s
,
th
e
r
e
is
a
n
o
t
ab
le
ab
s
en
ce
o
f
m
e
n
tio
n
in
g
t
h
e
m
ater
ial
co
n
d
itio
n
s
in
wh
ich
f
am
ilies
liv
e,
ev
en
wh
en
ask
ed
ab
o
u
t
it.
T
h
er
e
is
an
ab
s
en
ce
o
f
r
ef
lectio
n
o
n
h
o
w
th
ese
co
n
d
itio
n
s
m
i
g
h
t
c
o
n
tr
ib
u
te
to
d
if
f
icu
lties
in
en
g
a
g
in
g
with
t
h
e
s
ch
o
o
l.
Ad
d
itio
n
ally
,
o
th
er
p
o
ten
tial
f
o
r
m
s
o
f
in
v
o
lv
em
e
n
t in
th
e
e
d
u
ca
tio
n
o
f
ch
ild
r
e
n
an
d
ad
o
lescen
ts
an
d
th
eir
s
ch
o
o
l lif
e
ar
e
n
o
t a
ck
n
o
wled
g
ed
.
J
u
d
g
m
en
ts
r
eg
a
r
d
in
g
th
e
p
er
c
eiv
ed
d
ef
icit
in
p
ar
e
n
tal
in
v
o
l
v
em
en
t
ar
e
co
n
s
tr
u
cted
in
c
o
n
tr
ast
to
th
e
ef
f
o
r
ts
an
d
r
elev
a
n
ce
o
f
th
e
ac
tiv
ities
p
r
o
p
o
s
ed
b
y
t
h
e
p
s
y
ch
o
s
o
cial
team
.
T
h
u
s
,
we
ar
e
p
r
esen
ted
with
a
s
itu
atio
n
wh
er
e
f
am
ilies
ar
e
d
ep
icted
as
lack
in
g
r
esp
o
n
s
ib
ilit
y
wh
ile
th
e
p
r
o
f
ess
io
n
als
s
tr
iv
e
f
o
r
th
e
s
tu
d
en
t'
s
f
u
tu
r
e.
T
h
is
id
ea
is
ex
em
p
lifi
ed
b
y
a
ca
s
e
wh
er
e
th
e
in
te
n
d
ed
au
d
ien
ce
d
id
n
o
t
atten
d
a
s
ch
ed
u
led
talk
t
o
ex
p
lain
th
e
p
r
o
g
r
am
f
o
r
ac
ce
s
s
to
h
ig
h
e
r
ed
u
ca
tio
n
(
PAC
E
in
its
Sp
an
is
h
ac
r
o
n
y
m
)
.
“
Th
ey
s
h
o
u
ld
b
e
mo
r
e
r
esp
o
n
s
ib
le
in
th
is
p
r
o
ce
s
s
a
s
it
s
u
p
p
o
r
ts
th
e
s
tu
d
en
t.
F
o
r
ex
a
mp
le,
la
s
t
ye
a
r
th
ere
w
a
s
a
P
A
C
E
a
ctivit
y
fo
r
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Th
e
in
vita
tio
n
w
a
s
s
en
t
to
a
ll
th
e
p
a
r
en
ts
o
f
l
a
s
t
ye
a
r
’
s
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
;
th
e
to
ta
l
n
u
mb
er
o
f
s
tu
d
e
n
ts
mu
s
t
h
a
ve
b
ee
n
a
b
o
u
t
1
2
0
,
a
n
d
a
tten
d
ed
w
h
a
t?
Tw
o
p
a
r
en
ts
?
Tw
o
p
a
r
en
ts
o
u
t
o
f a
t
o
ta
l
p
o
p
u
l
a
tio
n
o
f 1
2
0
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
!
Th
ey
w
ere
g
o
in
g
to
b
e
in
fo
r
med
a
b
o
u
t
th
e
b
en
efits
o
f
th
e
P
A
C
E
p
r
o
g
r
a
m
a
n
d
w
h
a
t
a
d
va
n
ta
g
es th
ey
c
o
u
ld
o
b
ta
in
fr
o
m
it
.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
I
n
v
o
lv
e
m
en
t
i
n
s
ch
o
o
l
p
r
o
ce
s
s
es
en
co
m
p
ass
es
m
o
r
e
th
an
ju
s
t
atten
d
in
g
ac
tiv
ities
to
wh
i
ch
p
ar
en
ts
ar
e
s
u
m
m
o
n
ed
;
it
also
in
v
o
lv
e
s
p
ar
en
ts
p
r
o
ac
tiv
ely
r
ea
ch
in
g
o
u
t
to
th
e
s
ch
o
o
l
to
a
p
o
lo
g
iz
e
f
o
r
th
eir
ab
s
en
ce
.
I
t
is
n
o
tewo
r
th
y
to
o
b
s
er
v
e
th
at
p
ar
t
o
f
th
e
r
esp
o
n
s
ib
ilit
ies
o
f
th
ese
team
s
in
v
o
lv
es
ac
tiv
e
ly
s
ee
k
in
g
o
u
t
th
ese
p
ar
en
ts
in
o
r
d
e
r
f
o
r
th
e
m
to
o
f
f
er
th
eir
a
p
o
lo
g
ies
to
th
e
s
ch
o
o
l.
A
n
ex
a
m
p
le
o
f
th
is
c
an
b
e
s
ee
n
in
th
is
in
ter
v
iew
ex
ce
r
p
t:
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
F
a
milies
’
in
vo
lvem
en
t a
t sch
o
o
ls
:
th
e
p
ers
p
ec
tive
o
f th
e
p
s
y
ch
o
s
o
cia
l d
u
o
s
(
A
n
d
r
ea
P
r
ec
h
t G
a
n
d
a
r
illa
s
)
437
“
F
u
r
th
ermo
r
e,
n
o
t
a
ll
p
a
r
en
ts
a
tten
d
th
e
p
a
r
en
t
-
tea
c
h
er
mee
tin
g
s
,
a
n
d
it
is
th
e
in
s
p
ec
to
r
a
n
d
ev
en
o
u
r
s
elve
s
w
h
o
h
a
ve
to
p
ers
o
n
a
lly
d
elive
r
th
e
s
u
mmo
n
s
to
th
e
fa
milie
s
in
o
r
d
er
fo
r
t
h
em
to
p
r
o
vid
e
ex
cu
s
es to
th
e
s
ch
o
o
l.
I
t is tr
u
ly
r
ema
r
ka
b
le!
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
1
)
Nev
er
th
eless
,
m
o
r
e
th
an
s
im
p
ly
atten
d
in
g
th
e
m
ee
tin
g
s
o
r
ap
o
lo
g
izin
g
is
r
eq
u
ir
ed
:
p
ar
en
ts
ar
e
ex
p
ec
ted
to
e
n
g
ag
e
in
th
em
a
ctiv
ely
,
h
o
wev
er
,
with
o
u
t
alte
r
in
g
t
h
e
s
tr
u
ctu
r
e
o
f
th
ese
in
s
titu
tio
n
al
p
r
ac
tices,
wh
eth
er
th
ey
a
r
e
m
ee
tin
g
s
o
r
s
ch
o
o
l
cu
r
r
ic
u
lar
in
itiativ
es.
I
n
th
e
n
ar
r
ativ
es
p
r
o
v
id
ed
b
y
t
h
ese
p
r
o
f
ess
io
n
als,
th
e
ab
s
en
ce
-
as we
ll a
s
th
e
p
a
s
s
iv
ity
-
o
f
f
ath
er
s
,
m
o
th
er
s
,
o
r
g
u
ar
d
ian
s
em
er
g
es a
s
a
s
ig
n
if
ican
t in
d
icato
r
th
at
u
n
d
er
s
co
r
es
t
h
e
p
r
o
f
o
u
n
d
is
o
latio
n
ex
p
e
r
ien
ce
d
b
y
o
n
ly
a
f
e
w
p
ar
en
ts
d
e
d
icate
d
to
th
eir
c
h
ild
r
en
'
s
ed
u
ca
tio
n
.
T
h
e
f
o
llo
win
g
ex
ce
r
p
ts
ar
e
ty
p
ical
ex
am
p
les o
f
th
is
p
er
s
p
ec
ti
v
e:
“
Th
ey
p
a
r
ticip
a
te
in
mee
tin
g
s
,
in
th
e
typ
ica
l
t
h
in
g
s
th
a
t
a
r
e
d
o
n
e,
b
u
t
t
h
ey
s
till
s
ee
m
r
a
th
er
p
a
s
s
ive.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
D
u
o
2
)
“
We
a
r
e
a
n
en
viro
n
men
ta
l
s
ch
o
o
l,
s
u
s
ta
in
a
b
le
a
g
r
o
ec
o
l
o
g
y,
b
ec
a
u
s
e
th
ere
is
a
g
a
r
d
en
,
th
ere
is
a
mo
n
ito
r
,
a
ll
th
e
s
a
me,
th
ere
a
r
e
fo
u
r
to
s
ix
p
a
r
en
ts
w
h
o
p
a
r
ticip
a
te.
I
t
is
a
lo
w
co
mmitmen
t,
if
th
ey
a
r
e
a
lw
a
ys
th
e
s
a
me
mo
th
ers
,
th
e
s
a
me
g
u
a
r
d
ia
n
s
w
h
o
co
me.
I
h
a
ve
b
ee
n
h
ere
s
in
ce
la
s
t
ye
a
r
a
n
d
I
h
a
ve
a
lw
a
ys
s
ee
n
t
h
e
s
a
me
fa
ce
s
.
Th
a
t
’
s
a
ll:
t
h
e
r
e
a
r
e
a
b
o
u
t
s
ix
o
r
s
ev
en
g
u
a
r
d
ia
n
s
w
h
o
w
o
r
k
h
a
r
d
s
o
th
a
t th
e
p
r
o
ject
ca
n
g
o
a
h
e
a
d
.
”
(
E
2
,
Ps
y
c
h
o
s
o
cial
Du
o
1
)
3
.
3
.
T
y
pes
o
f
pa
rt
icipa
t
i
o
n pro
v
ided by
s
cho
o
ls
Par
en
tal
in
v
o
lv
em
en
t
is
co
n
s
i
d
er
ed
o
f
u
tm
o
s
t
im
p
o
r
tan
ce
b
y
th
ese
team
s
,
as
th
ey
b
eliev
e
it
p
lay
s
a
cr
itical
r
o
le
in
th
e
e
d
u
ca
tio
n
al
d
ev
el
o
p
m
en
t
o
f
ch
ild
r
e
n
an
d
ad
o
lescen
ts
.
Ho
wev
e
r
,
ac
co
r
d
i
n
g
t
o
th
e
in
ter
v
iewe
es,
th
e
p
o
v
er
t
y
o
r
“v
u
ln
e
r
ab
ilit
y
”
e
x
p
er
ien
ce
d
b
y
f
am
ilies
p
r
esen
ts
a
ch
al
len
g
e
in
ac
h
iev
in
g
s
ig
n
if
ican
t
p
ar
en
tal
en
g
ag
em
e
n
t.
As
a
r
esu
lt,
p
r
o
f
ess
io
n
als
p
er
ce
iv
e
th
eir
r
o
le
as
p
r
im
ar
il
y
p
r
o
v
id
in
g
s
u
p
p
o
r
t
o
r
r
ein
f
o
r
ce
m
en
t
to
th
e
ef
f
o
r
ts
m
ad
e
b
y
f
am
ilies
at
h
o
m
e.
T
h
is
p
er
s
p
ec
tiv
e
im
p
lies
th
at
ed
u
ca
tio
n
ca
n
o
n
ly
b
e
ef
f
ec
tiv
ely
d
eliv
er
e
d
u
n
d
e
r
s
p
ec
if
ic
f
am
ily
cir
cu
m
s
tan
ce
s
.
C
o
n
s
eq
u
en
tly
,
th
e
s
ch
o
o
l'
s
r
o
le
is
v
is
u
alize
d
a
s
f
ac
ilit
atin
g
f
am
ily
in
v
o
lv
em
en
t to
en
ab
le
ch
ild
r
en
'
s
ed
u
ca
tio
n
.
“
We
a
r
e
th
e
mo
s
t
vu
ln
era
b
le
s
ch
o
o
l
in
th
is
to
w
n
,
a
n
d
w
e
c
o
n
s
ta
n
tly
n
ee
d
to
en
h
a
n
ce
s
tu
d
en
t’
s
s
kills
th
a
t
a
r
e
n
o
t
a
d
eq
u
a
tely
d
ev
elo
p
ed
.
I
f
c
h
ild
r
en
d
o
n
't
h
a
ve
th
o
s
e
s
kills
r
ein
fo
r
ce
d
a
t
h
o
me,
th
eir
lea
r
n
in
g
o
u
tco
mes
h
ere
w
ill
b
e
n
u
ll.
Th
erefo
r
e,
w
e
p
r
o
vid
e
s
u
p
p
o
r
t
o
r
ev
en
ta
ke
th
e
lea
d
in
fo
s
teri
n
g
th
o
s
e
s
kills
,
s
o
to
s
p
e
a
k
.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
Du
o
1)
“
I
n
th
is
co
n
text,
o
u
r
tea
ms
r
eflec
t
o
n
h
o
w
in
fo
r
ma
tio
n
a
l
mee
tin
g
s
a
p
p
ea
r
to
la
ck
a
p
p
ea
l.
Th
e
h
ig
h
s
ch
o
o
l
o
r
g
a
n
iz
es
mee
tin
g
s
,
s
u
ch
a
s
i
n
fo
r
ma
tio
n
a
l
s
es
s
io
n
s
,
b
u
t
th
ey
d
o
n
't
g
en
era
te
mu
ch
in
teres
t a
mo
n
g
p
a
r
en
ts
.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
Du
o
2)
T
h
is
f
in
d
in
g
d
o
es
n
o
t
p
r
o
m
p
t
a
q
u
esti
o
n
ab
o
u
t
th
e
m
o
d
e
s
o
f
in
v
o
lv
em
en
t
an
d
d
ec
is
io
n
-
m
ak
i
n
g
s
p
ac
es
b
u
t
r
ath
e
r
ab
o
u
t
h
o
w
th
ese
o
r
g
an
ize
d
ac
tiv
ities
ar
e
an
im
ated
.
T
h
is
s
itu
atio
n
e
x
p
lain
s
wh
y
th
e
d
u
o
f
o
cu
s
es
o
n
e
n
ticin
g
p
a
r
en
ts
t
o
“e
n
ter
”
t
h
e
s
ch
o
o
l.
W
h
at
th
ey
r
ef
e
r
to
as
“
p
ar
ticip
atio
n
”
p
r
im
ar
ily
e
n
tails
atten
d
in
g
r
ec
r
ea
tio
n
al
o
r
ce
le
b
r
ato
r
y
e
v
en
ts
to
g
et
f
ath
er
s
,
m
o
th
er
s
,
o
r
g
u
ar
d
ian
s
to
“step
in
s
id
e”
th
e
s
ch
o
o
l.
T
h
ese
ac
tiv
ities
m
en
tio
n
p
ar
t
ies,
d
in
n
er
s
,
an
d
co
u
r
s
es
u
n
r
elate
d
to
p
ar
e
n
tal
en
g
a
g
em
en
t
in
th
eir
ch
ild
r
en
'
s
lear
n
in
g
.
No
ac
tio
n
s
ass
o
ciate
d
with
d
em
o
c
r
atic
o
r
c
o
llectiv
e
p
ar
ticip
atio
n
in
p
u
b
lic
e
d
u
ca
tio
n
ar
e
m
en
tio
n
ed
.
“
We
h
a
ve
a
s
ch
o
o
l
co
ex
is
ten
ce
ma
n
a
g
eme
n
t
p
la
n
w
h
ere
w
e
imp
leme
n
t
in
itia
tives
in
v
a
r
io
u
s
a
r
ea
s
.
We
h
a
ve
s
ev
e
r
a
l
in
itia
t
ives
th
a
t
in
vo
lve
p
a
r
en
ts
,
a
n
d
o
n
e
o
f
th
em
h
a
s
b
ee
n
s
u
cc
ess
f
u
l
th
is
ye
a
r
.
Th
e
g
a
s
tr
o
n
o
my
w
o
r
ksh
o
p
h
a
s
b
ee
n
ve
r
y
w
ell
r
ec
eive
d
,
b
u
t
th
e
co
mp
u
ter
w
o
r
ksh
o
p
d
id
n
o
t
h
a
ve
mu
ch
p
a
r
ticip
a
tio
n
.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
“
I
n
o
u
r
s
c
h
o
o
l,
w
e
c
ele
b
r
a
t
e
S
a
i
n
t
J
o
h
n
's
Da
y.
D
u
r
i
n
g
t
h
is
e
ve
n
t
,
w
e
p
r
e
p
a
r
e
tr
a
d
it
io
n
a
l
s
tew
s
a
n
d
e
n
g
a
g
e
in
a
ct
ivi
ties
t
h
a
t
r
ev
i
ve
t
h
e
c
u
lt
u
r
e
o
f
o
u
r
l
o
c
a
l
c
o
mm
u
n
it
y.
We
i
n
v
ite
t
h
e
e
n
t
ir
e
s
c
h
o
o
l
co
m
mu
n
i
ty
to
p
a
r
t
ici
p
a
te
.
A
d
d
it
io
n
a
ll
y,
w
e
h
a
ve
C
h
ile
a
n
H
erit
a
g
e
W
ee
k
,
w
h
i
ch
is
a
n
o
th
e
r
o
p
e
n
s
p
a
ce
f
o
r
ce
le
b
r
a
ti
o
n
a
n
d
a
p
p
r
ec
i
a
ti
o
n
o
f
o
u
r
cu
lt
u
r
a
l
h
er
it
a
g
e
.
”
(
E
1
,
Ps
y
c
h
o
s
o
cia
l D
u
o
1
)
On
e
o
f
th
e
in
ter
v
iewe
d
tea
m
s
en
g
ag
ed
i
n
s
elf
-
cr
iticis
m
,
a
ck
n
o
wled
g
i
n
g
th
e
lac
k
o
f
r
e
cr
ea
tio
n
al
ac
tiv
ities
th
at
f
o
s
ter
a
co
n
n
ec
tio
n
b
etwe
en
f
am
ilies
an
d
th
e
s
ch
o
o
l.
T
h
is
q
u
esti
o
n
in
g
is
d
o
n
e
in
co
m
p
ar
is
o
n
with
o
th
er
s
ch
o
o
ls
in
th
e
s
ec
t
o
r
.
I
n
ter
esti
n
g
ly
,
th
e
u
ltima
te
g
o
al
o
f
th
ese
ac
tiv
ities
is
to
“
attr
ac
t”
f
am
ilies
to
th
e
s
ch
o
o
l.
“
We
h
a
ve
n
o
t o
r
g
a
n
iz
ed
la
r
g
e
-
s
ca
le
a
ctivities to
a
ttr
a
ct
fa
mi
lies
o
r
p
a
r
en
ts
b
ec
a
u
s
e,
fo
r
ex
a
mp
le,
o
th
er
s
ch
o
o
ls
in
th
e
d
is
tr
ic
t
h
o
s
t
b
in
g
o
ev
en
ts
,
p
a
r
ties
,
a
n
d
ma
ke
s
tew
s
fo
r
a
ll.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
Du
o
2
)
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
:
433
-
441
438
Giv
en
th
at
p
ar
ticip
atio
n
is
u
n
d
er
s
to
o
d
as
th
e
r
esp
o
n
s
e
to
a
s
u
m
m
o
n
s
estab
lis
h
ed
b
y
th
e
s
ch
o
o
l,
th
e
q
u
esti
o
n
o
f
h
o
w
to
c
o
m
m
u
n
ic
ate
with
f
am
ilies
b
ec
o
m
es
r
elev
an
t.
T
h
is
is
s
ee
n
in
ter
m
s
o
f
th
e
cir
cu
latio
n
a
n
d
d
is
p
lay
o
f
th
e
i
n
f
o
r
m
atio
n
th
a
t
th
e
s
ch
o
o
l
wan
ts
to
co
m
m
u
n
icate
.
Su
ch
co
m
m
u
n
icatio
n
is
d
escr
ib
ed
in
ter
m
s
o
f
u
n
ilater
al
in
f
o
r
m
atio
n
,
f
r
o
m
th
e
s
ch
o
o
l to
t
h
e
s
tu
d
en
t’
s
h
o
m
es.
“
We
a
r
e
imp
leme
n
tin
g
n
ew
o
u
tr
ea
ch
s
tr
a
teg
ies
to
en
h
a
n
ce
fa
mily
p
a
r
ticip
a
tio
n
,
s
u
ch
a
s
u
tili
z
in
g
r
a
d
io
,
ma
s
s
co
mmu
n
ica
tio
n
s
,
b
a
n
n
ers
,
p
o
s
ters
,
b
u
lletin
s
,
n
ews
lette
r
s
,
a
n
d
circu
la
r
s
.
W
e
ev
en
s
en
d
th
ese
ma
teri
a
ls
d
ir
ec
tly
t
o
th
eir h
o
mes.
”
(
E
2
,
Ps
y
ch
o
s
o
cial
Du
o
1)
Par
en
ts
an
d
g
u
ar
d
ia
n
s
ar
e
n
o
t
o
n
ly
ask
ed
to
p
a
r
ticip
ate
b
y
atten
d
in
g
s
ch
o
o
l
an
d
ac
c
ep
tin
g
th
e
d
ef
in
itio
n
o
f
ed
u
ca
tio
n
p
r
o
p
o
s
ed
b
y
th
e
estab
lis
h
m
en
t
th
ey
ch
o
o
s
e
f
o
r
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
.
T
h
ey
ar
e
also
ex
p
ec
ted
to
b
e
in
v
o
lv
ed
b
y
ad
h
e
r
in
g
t
o
s
ch
o
o
lin
g
p
r
ac
tices
in
th
eir
f
am
ily
life
.
On
t
h
e
o
n
e
h
an
d
,
th
e
y
o
b
s
er
v
e
a
lac
k
o
f
f
am
ily
m
em
b
er
s
p
r
esen
t
at
h
o
m
e.
On
th
e
o
th
er
h
a
n
d
,
p
ar
en
ts
ar
e
n
o
t
s
ee
n
as
“p
ar
ticip
atin
g
”
b
y
f
o
llo
win
g
th
e
p
r
escr
ib
ed
g
u
id
elin
es
p
r
o
v
id
e
d
b
y
th
e
p
r
o
f
ess
io
n
als.
T
h
e
n
o
tio
n
o
f
n
o
t
b
ein
g
p
r
esen
t
at
h
o
m
e
is
f
r
am
e
d
as
a
d
e
f
icit
with
o
u
t
co
n
s
id
er
in
g
alter
n
ativ
e
f
o
r
m
s
o
f
s
u
p
p
o
r
t
f
o
r
c
h
ild
r
en
an
d
ad
o
lescen
ts
,
lack
in
g
n
u
an
ce
s
in
th
eir
p
er
s
p
ec
tiv
e.
“
N
o
t
h
a
vin
g
a
p
ers
o
n
w
h
o
is
emp
o
w
erin
g
th
em
a
t
h
o
me,
litt
le
ca
n
a
ls
o
b
e
a
ch
ieve
d
a
t
s
ch
o
o
l.
Wh
a
t
I
w
a
s
ta
lkin
g
a
b
o
u
t
a
s
a
s
ig
n
ifica
n
t
fig
u
r
e,
t
h
en
it
is
imp
o
r
ta
n
t
th
a
t
p
a
r
en
ts
a
ls
o
s
u
p
p
o
r
t
a
n
d
b
eliev
e
in
th
eir
ch
ild
r
en
,
th
a
t
th
ey
d
ev
elo
p
s
elf
-
esteem.
A
s
a
p
s
yc
h
o
s
o
cia
l
tea
m,
w
e
p
r
o
vid
e
g
u
id
elin
es fo
r
th
em
to
w
o
r
k
a
t
h
o
me
a
n
d
[
th
ey
d
o
]
n
o
th
in
g
.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
1
)
An
o
th
er
asp
ec
t
to
co
n
s
id
er
i
s
th
at
with
in
th
e
co
n
tex
t
o
f
s
ch
o
o
ls
f
ac
in
g
p
r
ess
u
r
e
to
s
u
cc
ee
d
in
s
tan
d
ar
d
ized
test
s
an
d
m
ee
t
a
cc
o
u
n
tab
ilit
y
m
ea
s
u
r
es.
W
h
iti
n
th
at
f
r
a
m
ewo
r
k
,
f
am
ily
“
p
ar
ticip
atio
n
”
tak
es
o
n
a
n
ew
s
ig
n
if
ican
ce
as
it
is
s
ee
n
as
m
ea
n
s
to
en
h
an
ce
th
e
m
etr
ics
b
y
wh
ich
s
ch
o
o
ls
ar
e
ev
alu
ated
.
T
h
e
ex
p
lan
atio
n
f
o
r
th
e
im
p
o
r
tan
ce
o
f
f
a
m
ily
p
a
r
ticip
atio
n
f
o
l
lo
ws
cir
cu
lar
r
ea
s
o
n
in
g
:
i
)
e
d
u
ca
tio
n
ca
n
n
o
t
b
e
s
u
cc
ess
f
u
l
with
o
u
t
p
ar
en
tal
in
v
o
lv
em
en
t
;
ii
)
c
o
n
s
eq
u
en
tly
,
s
tu
d
en
t
lear
n
in
g
o
u
tc
o
m
es
ar
e
lo
w
;
ii
)
t
o
ad
d
r
ess
th
is
,
it
is
n
ec
ess
ar
y
to
en
co
u
r
ag
e
p
ar
en
ts
to
ac
tiv
ely
en
g
ag
e
b
y
atten
d
in
g
s
ch
o
o
l
ev
en
ts
;
an
d
iv
)
h
o
wev
e
r
,
s
in
ce
p
ar
en
ts
ar
e
p
er
ce
iv
e
d
as
d
ef
icien
t
in
t
h
eir
in
v
o
lv
e
m
en
t,
th
e
s
ch
o
o
l
s
tr
u
g
g
les
t
o
f
ac
ilit
ate
ef
f
ec
tiv
e
s
tu
d
en
t le
ar
n
in
g
.
“
Th
e
S
I
MC
E
[
n
a
tio
n
a
l sta
n
d
a
r
d
iz
ed
test
]
r
e
s
u
lts
o
b
ta
in
ed
th
is
ye
a
r
w
ere
ve
r
y
p
o
o
r
,
w
h
ich
is
w
h
y
w
e
a
im
to
imp
leme
n
t th
ese
a
ct
io
n
s
.
Th
e
g
o
a
l is to
imp
r
o
ve
th
e
s
u
r
ve
y
in
d
ex
es a
n
d
a
ls
o
cu
ltiva
te
a
s
en
s
e
o
f b
elo
n
g
in
g
a
mo
n
g
th
e
p
a
r
en
ts
to
w
a
r
d
s
th
e
s
ch
o
o
l.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
2)
Ho
wev
er
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
if
f
e
r
en
t
t
y
p
es
o
f
p
ar
ticip
atio
n
a
n
d
s
tu
d
en
t
lea
r
n
in
g
o
u
tco
m
es
is
n
o
t
q
u
ite
clea
r
ly
el
u
cid
ated
.
T
h
e
id
en
tifie
d
ty
p
es
o
f
p
ar
ti
cip
atio
n
in
clu
d
e
:
i)
a
tten
d
an
c
e
at
m
ee
tin
g
s
a
n
d
s
p
ec
ial
ev
en
ts
;
ii)
r
ec
eiv
in
g
an
d
u
n
d
er
s
tan
d
in
g
s
ch
o
o
l
co
m
m
u
n
icatio
n
s
;
iii)
f
o
llo
win
g
th
e
s
ch
o
o
l'
s
g
u
id
an
ce
f
o
r
p
ar
e
n
tin
g
p
r
ac
tices
at
h
o
m
e;
an
d
iv
)
e
n
g
ag
in
g
with
th
e
s
ch
o
o
l
co
m
m
u
n
ity
th
r
o
u
g
h
p
ar
ticip
atio
n
i
n
o
r
g
an
ized
e
v
en
ts
an
d
ce
leb
r
a
tio
n
s
.
T
h
e
co
n
n
e
ctio
n
b
etwe
e
n
th
ese
v
ar
io
u
s
f
o
r
m
s
o
f
p
ar
t
icip
atio
n
an
d
th
eir
im
p
ac
t o
n
s
tu
d
e
n
t le
ar
n
in
g
r
e
m
ain
s
am
b
ig
u
o
u
s
an
d
r
eq
u
ir
es
f
u
r
th
er
clar
if
icatio
n
.
3
.
4
.
P
s
y
cho
s
o
cia
l duo
s
’
co
nt
ributio
n in t
he
s
c
ho
o
l set
t
ing
T
h
e
team
s
th
em
s
elv
es
r
ec
o
g
n
ize
th
e
s
ig
n
if
ican
ce
o
f
th
eir
r
o
l
e
in
p
r
o
v
id
in
g
teac
h
er
s
with
in
f
o
r
m
atio
n
ab
o
u
t
th
e
f
am
ily
co
n
tex
t
o
f
s
tu
d
en
ts
,
th
er
eb
y
co
n
tr
ib
u
tin
g
to
th
e
s
ch
o
o
l'
s
ef
f
o
r
ts
in
wo
r
k
in
g
with
f
am
ilies
.
W
h
ile
th
ese
p
r
o
f
ess
io
n
als
g
en
er
ally
f
ee
l
ac
k
n
o
wled
g
e
d
f
o
r
th
eir
wo
r
k
,
th
ey
also
ex
p
r
e
s
s
f
r
u
s
tr
atio
n
with
b
ein
g
h
eld
ac
co
u
n
tab
le
b
y
th
ei
r
p
ee
r
s
an
d
co
lleag
u
es f
o
r
th
e
ab
s
en
ce
o
f
p
ar
en
ts
at
s
ch
o
o
ls
an
d
th
e
ed
u
ca
tio
n
al
d
if
f
icu
lties
r
esu
ltin
g
f
r
o
m
it.
T
h
is
ac
co
u
n
tab
ilit
y
is
p
er
ce
iv
ed
as
ex
ce
s
s
iv
e
as
a
r
esp
o
n
s
i
b
ilit
y
f
o
r
ev
er
y
th
in
g
th
at
h
ap
p
e
n
s
to
th
e
s
tu
d
en
ts
.
“
I
t
is
o
f
u
tmo
s
t
imp
o
r
ta
n
ce
b
ec
a
u
s
e
th
r
o
u
g
h
o
u
r
w
o
r
k
a
s
a
p
s
yc
h
o
s
o
cia
l
tea
m,
tea
ch
ers
,
fo
r
in
s
ta
n
ce
,
ca
n
g
a
in
i
n
s
ig
h
t in
to
th
e
s
tu
d
en
ts
'
r
ea
liti
es.
”
(
E
2
,
P
s
y
ch
o
s
o
cial
Du
o
1)
“
A
s
a
p
s
yc
h
o
s
o
cia
l
tea
m,
w
e
a
r
e
h
eld
r
esp
o
n
s
ib
le
fo
r
ev
er
yth
in
g
th
a
t
h
a
p
p
e
n
s
to
th
e
ch
ild
r
en
.
Th
e
d
ir
ec
to
r
s
a
n
d
tea
ch
ers
o
ften
q
u
esti
o
n
u
s
,
a
s
kin
g
w
h
a
t
h
a
s
b
ee
n
d
o
n
e,
w
h
y
ce
r
ta
in
th
i
n
g
s
a
r
e
h
a
p
p
e
n
in
g
,
w
h
y
th
e
ch
ild
's
g
r
a
d
es
h
a
ve
d
r
o
p
p
e
d
,
w
h
y
th
e
mo
th
er
is
n
o
t
in
vo
lved
.
Th
ey
co
n
s
id
er
th
e
p
s
yc
h
o
s
o
cia
l
d
u
o
to
b
e
a
t f
a
u
lt fo
r
s
u
ch
is
s
u
es.
”
(
E
1
,
Ps
y
ch
o
s
o
cial
Du
o
1)
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
F
a
milies
’
in
vo
lvem
en
t a
t sch
o
o
ls
:
th
e
p
ers
p
ec
tive
o
f th
e
p
s
y
ch
o
s
o
cia
l d
u
o
s
(
A
n
d
r
ea
P
r
ec
h
t G
a
n
d
a
r
illa
s
)
439
Ov
er
all,
f
o
r
th
ese
p
r
o
f
ess
io
n
als,
th
e
in
v
o
lv
em
e
n
t
o
f
f
am
ilies
in
s
ch
o
o
ls
is
s
ee
n
as
cr
u
cial
f
o
r
s
tu
d
en
ts
’
co
g
n
itiv
e
an
d
m
o
r
al
d
ev
elo
p
m
e
n
t.
T
h
e
y
d
ef
in
e
f
a
m
ily
as
th
e
ad
u
lts
r
esp
o
n
s
ib
le
f
o
r
ch
ild
r
en
an
d
ad
o
lescen
ts
at
s
ch
o
o
l.
T
h
eir
d
escr
ip
tio
n
s
o
f
th
e
p
ar
en
tal
r
o
le
ar
e
h
ea
v
ily
in
f
lu
en
ce
d
b
y
d
is
co
u
r
s
es
o
f
in
ten
s
iv
e
p
ar
en
tin
g
[
1
1
]
,
with
d
eter
m
in
i
s
tic
ch
ar
ac
ter
is
tics
r
eg
ar
d
in
g
i
ts
im
p
ac
t
o
n
c
h
ild
r
en
’
s
e
d
u
ca
t
io
n
[
8
]
.
T
h
is
v
iew
is
co
n
tr
astab
le
with
th
e
r
esear
ch
th
at
s
h
o
ws
th
e
lo
n
elin
ess
a
n
d
in
co
m
p
r
eh
e
n
s
io
n
with
wh
i
ch
C
h
ilean
p
ar
en
ts
o
f
lo
w
-
in
c
o
m
e
liv
e
t
h
e
ac
t
o
f
u
p
b
r
in
g
in
g
,
as
well
as
th
e
d
ep
ictio
n
o
f
h
y
p
e
r
ag
e
n
tic
m
o
th
er
h
o
o
d
.
T
h
eir
n
o
tio
n
o
f
p
ar
ticip
atio
n
p
o
in
ts
to
a
r
e
latio
n
al
lo
g
ic
o
f
s
u
p
p
o
r
t
f
o
r
t
h
e
s
ch
o
o
l
p
r
o
f
ess
io
n
als
’
ed
u
c
atio
n
al
wo
r
k
r
ath
er
th
an
th
e
d
e
m
o
cr
atic
id
ea
ls
ex
p
ec
ted
in
p
u
b
lic
ed
u
ca
tio
n
.
T
h
e
aim
s
an
d
p
u
r
p
o
s
es
o
f
e
d
u
ca
tio
n
al
ac
tiv
ities
ar
e
ass
u
m
ed
as
g
iv
e
n
an
d
n
o
t
p
r
o
b
l
em
atize
d
.
Atten
d
an
ce
at
s
ch
o
o
l
an
d
b
ei
n
g
p
h
y
s
ically
p
r
esen
t
ar
e
co
n
s
id
er
ed
in
d
icato
r
s
o
f
ad
eq
u
ate
p
ar
en
tin
g
.
Nu
an
ce
s
ar
e
lar
g
ely
ab
s
en
t
in
th
e
co
n
c
ep
t
o
f
p
ar
en
tal
p
ar
ticip
atio
n
.
T
h
e
ab
s
en
ce
o
f
f
am
ilies
is
f
r
am
ed
as
a
th
r
ea
t
to
ed
u
ca
tio
n
a
n
d
is
d
is
cu
s
s
ed
in
t
er
m
s
o
f
r
is
k
an
d
th
r
ea
ts
to
m
o
r
al
d
ev
elo
p
m
e
n
t.
T
h
e
l
ev
el
o
f
f
a
m
il
y
in
v
o
l
v
e
m
en
t
is
li
n
k
ed
t
o
t
h
e
r
e
q
u
ir
em
e
n
t
o
f
s
c
h
o
o
l
att
en
d
an
ce
,
w
it
h
t
h
r
ee
le
v
e
ls
id
e
n
t
if
ie
d
:
a
b
s
e
n
ce
,
p
ass
i
v
e
at
t
en
d
a
n
ce
,
an
d
c
o
m
m
itm
e
n
t
.
Ho
wev
er
,
t
h
e
r
e
is
l
itt
le
q
u
esti
o
n
i
n
g
o
f
th
e
s
t
r
at
eg
ies
u
s
e
d
t
o
en
g
a
g
e
f
a
m
il
ies
o
r
t
h
e
d
esi
g
n
o
f
ac
t
iv
iti
es.
T
h
e
a
n
a
ly
s
is
p
r
im
a
r
il
y
r
ev
o
l
v
es
a
r
o
u
n
d
p
a
r
e
n
ta
l
r
es
p
o
n
s
ib
ilit
y
wi
th
o
u
t
co
n
s
i
d
e
r
i
n
g
th
e
ec
o
n
o
m
ic
,
s
o
cia
l,
o
r
cu
l
tu
r
al
c
o
n
d
iti
o
n
s
in
wh
ic
h
t
h
es
e
f
am
i
lies
l
iv
e.
E
x
am
p
l
es
o
f
h
i
g
h
l
y
i
n
v
o
l
v
ed
f
a
m
ili
es
t
en
d
t
o
f
o
c
u
s
o
n
m
o
t
h
e
r
s
’
p
r
es
en
ce
at
s
c
h
o
o
l
wi
th
o
u
t
r
e
f
le
cti
n
g
o
n
th
e
u
n
d
er
ly
in
g
s
o
ci
al,
ec
o
n
o
m
i
c
o
r
g
en
d
e
r
is
s
u
es
o
f
it
.
C
r
itic
is
m
s
o
f
p
ar
en
tal
a
b
s
en
ce
a
t
h
o
m
e
i
m
p
lic
itl
y
ass
u
m
e
th
e
i
n
c
o
r
p
o
r
a
ti
o
n
o
f
w
o
m
e
n
i
n
t
o
th
e
wo
r
k
f
o
r
c
e.
T
h
e
p
o
r
tr
a
y
al
o
f
c
h
i
ld
r
en
a
n
d
a
d
o
lesc
e
n
t
s
as
a
b
a
n
d
o
n
ed
a
n
d
alo
n
e
a
ll
o
ws
f
o
r
ex
am
in
i
n
g
th
e
co
n
s
t
r
u
ct
i
o
n
o
f
w
o
m
e
n
’
s
r
o
l
es
an
d
e
x
p
ec
t
ati
o
n
s
r
e
g
a
r
d
i
n
g
c
h
ild
r
e
n
’
s
e
d
u
c
ati
o
n
.
T
h
e
an
al
y
s
is
s
h
o
ws
a
v
i
ew
o
f
p
a
r
e
n
t
al
in
v
o
l
v
e
m
e
n
t
as
ei
t
h
e
r
a
t
o
t
al
p
r
es
en
ce
o
r
a
b
s
o
l
u
te
a
b
s
e
n
ce
wit
h
o
u
t
s
h
a
d
es
.
T
h
e
ty
p
e
s
o
f
p
a
r
t
i
c
ip
a
t
i
o
n
d
es
c
r
i
b
ed
d
iv
e
r
g
e
f
r
o
m
d
em
o
cr
a
t
i
c
m
o
d
e
l
s
.
I
n
s
t
e
a
d
,
an
u
n
d
er
s
t
a
n
d
in
g
o
f
p
a
r
t
ic
i
p
a
t
io
n
w
i
t
h
b
u
r
e
au
cr
a
t
i
c
u
n
d
e
r
to
n
e
s
i
s
e
m
p
h
a
s
i
ze
d
,
s
u
c
h
a
s
co
m
p
l
ia
n
ce
w
i
t
h
g
u
i
d
e
l
i
n
e
s
,
r
ea
d
in
g
t
h
e
i
n
f
o
r
m
a
t
i
o
n
,
an
d
a
tt
e
n
d
in
g
m
ee
t
i
n
g
s
.
C
o
m
p
l
e
m
en
t
a
r
i
l
y
,
w
i
t
h
r
e
c
r
e
a
t
i
o
n
a
l
co
m
m
u
n
i
ty
p
er
s
p
e
c
t
iv
e
s
,
w
h
e
r
e
p
a
r
t
ic
i
p
a
t
io
n
m
e
an
s
a
t
t
e
n
d
in
g
p
ar
t
i
e
s
a
n
d
ev
e
n
ts
o
r
g
an
i
z
ed
b
y
th
e
s
c
h
o
o
l.
T
h
i
s
l
a
s
t
f
o
r
m
o
f
p
a
r
t
i
c
ip
a
t
i
o
n
h
a
s
t
w
o
f
u
n
c
t
io
n
s
:
o
n
t
h
e
o
n
e
h
a
n
d
,
i
t
i
s
a
s
t
r
a
t
e
g
y
f
o
r
f
a
m
i
l
ie
s
t
o
a
t
te
n
d
s
c
h
o
o
l,
an
d
o
n
t
h
e
o
t
h
er
,
i
t
s
e
ek
s
to
g
e
n
er
a
t
e
a
s
e
n
s
e
o
f
i
d
en
t
i
t
y
w
i
t
h
th
e
s
ch
o
o
l
.
T
h
i
s
f
i
n
d
i
n
g
a
l
i
g
n
s
w
i
th
ex
i
s
t
i
n
g
l
i
t
e
r
a
t
u
r
e
o
n
t
h
e
s
u
b
j
e
c
t
[
1
3
]
.
I
n
t
h
e
co
n
te
x
t
o
f
s
c
h
o
o
l
s
b
e
in
g
e
v
a
l
u
a
t
ed
a
n
d
h
e
ld
a
c
co
u
n
t
a
b
l
e,
th
e
p
s
y
c
h
o
s
o
c
i
a
l
d
u
o
i
s
ta
s
k
e
d
w
i
t
h
p
r
o
m
o
t
i
n
g
p
a
r
e
n
t
a
l
in
v
o
l
v
em
e
n
t
i
n
th
e
s
c
h
o
o
l
.
T
h
e
l
a
t
t
er
i
s
s
e
en
a
s
en
s
u
r
in
g
t
h
e
ed
u
c
a
b
i
l
i
ty
o
f
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
s
c
e
n
t
s
a
n
d
i
m
p
r
o
v
in
g
i
n
d
i
c
a
to
r
s
c
o
r
es
.
T
h
e
r
e
d
u
c
t
i
o
n
i
s
t
an
d
d
e
ter
m
i
n
i
s
t
i
c
d
i
s
co
u
r
s
e
r
e
g
ar
d
in
g
w
h
a
t
f
a
th
e
r
s
o
r
m
o
t
h
er
s
“
c
an
”
d
o
r
ef
l
e
c
t
s
a
s
h
i
f
t
i
n
g
o
f
r
e
s
p
o
n
s
i
b
i
l
i
t
ie
s
a
w
ay
f
r
o
m
th
e
s
p
e
c
i
f
i
c
r
o
l
e
o
f
t
h
e
s
c
h
o
o
l
.
I
n
th
is
s
en
s
e,
th
is
s
tu
d
y
h
as
im
p
licatio
n
s
f
o
r
th
e
p
r
ac
tice
o
f
s
ch
o
o
l
p
r
o
f
ess
io
n
als
.
First
o
f
all,
it
i
s
n
ec
ess
ar
y
to
d
is
cu
s
s
in
a
b
r
o
a
d
way
th
e
way
s
in
wh
ich
s
ch
o
o
ls
r
elate
to
f
am
ilies
with
in
th
e
f
r
am
ewo
r
k
o
f
a
p
u
b
lic
ed
u
ca
tio
n
th
at
en
s
u
r
es
th
e
r
ig
h
t
to
ed
u
ca
tio
n
o
f
ch
i
ld
r
en
an
d
a
d
o
lescen
ts
.
T
h
is
i
m
p
lies
q
u
esti
o
n
in
g
u
tili
tar
ian
,
au
th
o
r
itar
ian
f
o
r
m
s
o
f
lin
k
in
g
with
f
am
ilies
in
th
e
co
n
tex
t
o
f
a
d
e
m
o
cr
atic
p
u
b
lic
ed
u
ca
tio
n
.
Seco
n
d
ly
,
it
im
p
lies
th
e
n
ee
d
f
o
r
an
a
p
p
r
o
ac
h
to
f
a
m
ilies
th
at
co
n
s
id
er
s
th
eir
s
tr
en
g
th
s
an
d
co
n
tr
ib
u
tio
n
s
to
th
e
s
ch
o
o
l
ed
u
ca
tio
n
o
f
all
c
h
ild
r
en
in
t
h
e
s
ch
o
o
l,
a
n
d
n
o
t
o
n
ly
p
a
r
ticu
lar
ca
s
es.
Sp
ec
if
ically
,
it
im
p
lies
an
ex
er
cise
o
f
r
ec
o
g
n
izin
g
th
e
c
o
n
tr
ib
u
tio
n
o
f
f
ath
er
s
,
m
o
th
e
r
s
an
d
o
th
er
g
u
ar
d
ian
s
i
n
a
c
o
m
m
u
n
ity
co
n
tex
t.
Fin
ally
,
an
in
teg
r
ated
ap
p
r
o
ac
h
is
s
u
g
g
ested
in
wh
ich
th
e
d
if
f
er
en
t p
r
o
f
ess
io
n
als in
th
e
s
ch
o
o
l c
o
o
r
d
in
ate
th
eir
wo
r
k
with
f
am
ilies
;
th
is
im
p
li
es
o
v
er
co
m
in
g
r
ed
u
ctio
n
is
t
p
e
r
s
p
ec
tiv
es
s
u
ch
as
t
h
o
s
e
alr
ea
d
y
r
e
p
o
r
ted
,
in
o
r
d
er
to
m
o
v
e
to
wa
r
d
s
in
ter
d
is
cip
lin
ar
y
w
o
r
k
th
at
s
tr
en
g
th
en
s
th
e
ed
u
c
atio
n
al
wo
r
k
o
f
b
o
th
s
ch
o
o
ls
an
d
th
e
f
am
ilies
th
at
atten
d
th
em
.
4.
CO
NCLU
SS
I
O
N
T
h
e
r
esear
ch
s
ee
k
s
to
ex
am
in
e
th
e
p
h
en
o
m
e
n
o
n
o
f
th
e
r
ela
tio
n
s
h
ip
s
b
etwe
en
f
am
ilies
an
d
s
ch
o
o
ls
f
r
o
m
th
e
p
e
r
s
p
ec
tiv
e
o
f
s
o
cial
wo
r
k
er
s
an
d
p
s
y
c
h
o
lo
g
is
ts
.
T
o
th
at
aim
,
we
u
s
ed
Vo
g
el
’
s
ca
teg
o
r
izatio
n
.
W
e
o
b
s
er
v
ed
a
d
esire
o
n
th
e
p
a
r
t o
f
th
e
d
u
o
s
to
b
e
p
ar
ticip
ato
r
y
g
u
ar
d
ian
s
; h
o
wev
er
,
th
e
b
asis
o
f
th
is
p
ar
ticip
atio
n
is
b
ased
o
n
o
b
ed
ien
ce
an
d
d
o
cility
.
Par
en
tal
p
ar
ticip
atio
n
is
g
r
o
u
n
d
e
d
th
r
o
u
g
h
th
e
b
asis
o
f
th
eir
ch
o
ice
o
f
s
ch
o
o
l,
wh
ich
ca
n
b
e
u
n
d
e
r
s
to
o
d
in
ter
m
s
o
f
clien
telis
m
o
n
t
h
e
d
u
o
’
s
p
ar
t.
T
h
ese
p
r
o
f
ess
io
n
als
’
u
n
d
er
s
ta
n
d
in
g
o
f
f
am
ily
in
v
o
lv
em
en
t
in
th
e
s
ch
o
o
l
is
co
n
s
is
ten
t
with
wh
at
r
esear
ch
h
as
d
escr
ib
ed
in
s
tu
d
en
t
in
ter
n
s
,
teac
h
er
s
,
a
n
d
p
r
in
cip
als.
Ho
wev
er
,
t
h
is
p
er
s
p
ec
t
iv
e
is
ex
ac
er
b
ated
b
y
th
e
lack
o
f
r
ec
o
g
n
itio
n
o
f
th
e
wo
r
k
d
o
n
e
b
y
th
e
d
u
o
a
n
d
th
e
ex
p
ec
tatio
n
s
th
at
teac
h
e
r
s
h
av
e
th
at
th
e
d
u
o
will
r
eso
lv
e
ten
s
io
n
s
b
etwe
e
n
f
am
ilies
an
d
s
ch
o
o
ls
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20
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[
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[
2
4
]
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.
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G
á
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,
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[
2
5
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L.
La
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.
S
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[
2
6
]
T.
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.
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