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2
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o
a
c
h
f
o
c
u
s
e
d
o
n
d
e
v
e
l
o
p
i
n
g
s
o
c
i
o
-
e
m
o
t
i
o
n
a
l
s
k
i
ll
s
f
o
r
l
i
f
e
is
u
r
g
e
n
t
t
o
p
r
o
m
o
t
e
c
h
i
l
d
r
e
n
’
s
w
e
l
l
-
b
e
i
n
g
[
3
1
]
.
C
O
V
I
D
-
1
9
h
a
s
h
i
g
h
l
i
g
h
t
e
d
t
h
e
g
a
p
s
i
n
t
h
i
s
r
e
g
a
r
d
a
n
d
t
h
e
u
r
g
e
n
c
y
o
f
i
m
p
l
e
m
e
n
t
i
n
g
n
e
w
w
a
y
s
o
f
e
d
u
c
a
t
i
n
g
a
n
d
s
t
r
u
ct
u
r
i
n
g
t
h
e
s
e
i
m
p
r
o
v
e
m
e
n
t
p
r
o
p
o
s
a
l
s
i
n
t
h
e
r
e
a
l
it
y
o
f
s
p
e
c
i
f
i
c
s
c
h
o
o
l
p
r
a
c
t
ic
e
s
t
o
m
a
k
e
t
h
e
m
g
e
n
u
i
n
e
l
y
i
n
c
l
u
s
i
v
e
[
3
2
]
.
T
h
a
t
i
s
w
h
y
i
t
i
s
a
p
r
i
o
r
i
t
y
t
o
s
t
u
d
y
h
o
w
t
h
e
s
e
g
ap
s
a
r
e
r
e
f
l
e
c
t
e
d
i
n
e
ac
h
s
c
h
o
o
l
c
o
n
t
e
x
t
,
s
p
e
ci
f
y
i
n
g
t
h
e
n
e
w
n
e
e
d
s
t
h
a
t
a
r
o
s
e
i
n
e
m
o
t
i
o
n
a
l
e
d
u
c
at
i
o
n
f
o
r
“
a
ll
”
in
t
h
e
p
o
s
t
-
p
a
n
d
e
m
ic
.
O
n
l
y
b
y
s
t
a
r
ti
n
g
f
r
o
m
a
n
a
n
a
l
y
s
is
o
f
t
h
e
s
c
h
o
o
l
r
es
p
o
n
s
e
t
o
t
h
e
l
at
e
s
t
e
m
e
r
g
i
n
g
s
o
c
i
o
-
a
f
f
ec
t
i
v
e
n
e
e
d
s
c
a
n
p
r
o
j
e
c
ts
f
o
r
i
m
p
r
o
v
e
m
e
n
t
a
n
d
e
d
u
c
a
ti
o
n
a
l
i
n
n
o
v
a
t
i
o
n
b
e
p
r
o
p
o
s
e
d
,
w
h
i
c
h
c
o
n
t
e
m
p
l
at
e
t
h
e
e
m
o
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
o
f
a
ll
s
t
u
d
e
n
t
s
,
e
s
p
e
c
i
al
l
y
c
h
il
d
r
e
n
w
i
t
h
S
E
N
.
I
t
i
s
n
o
t
e
n
o
u
g
h
t
o
a
n
a
l
y
z
e
t
h
e
f
o
o
t
p
r
i
n
t
o
f
C
OV
I
D
-
1
9
a
n
d
d
r
a
w
l
e
s
s
o
n
s
f
o
r
i
m
p
r
o
v
e
m
e
n
t
,
a
s
i
s
b
ei
n
g
d
o
n
e
i
n
m
o
s
t
r
e
s
ea
r
c
h
o
n
t
h
e
p
r
o
b
l
e
m
;
i
t
is
u
r
g
e
n
t
t
o
s
t
u
d
y
w
h
a
t
h
a
s
h
a
p
p
e
n
e
d
i
n
e
a
c
h
s
ch
o
o
l
i
n
a
p
a
r
t
i
c
u
l
a
r
wa
y
a
n
d
b
u
i
l
d
a
c
o
n
t
e
x
t
u
a
li
z
e
d
i
m
p
r
o
v
e
m
e
n
t
p
r
o
p
o
s
a
l
t
h
a
t d
e
f
i
n
e
s
h
o
w
t
o
i
m
p
r
o
v
e
t
h
e
e
m
o
tio
n
a
l
e
d
u
c
a
t
i
o
n
o
f
a
ll
t
h
e
s
t
u
d
e
n
t
s
i
n
t
h
e
c
e
n
t
e
r
a
n
d
,
e
s
p
e
c
i
al
l
y
o
f
t
h
e
c
h
i
l
d
r
e
n
w
i
t
h
S
E
N
.
T
h
i
s
w
o
r
k
o
f
f
e
r
s
t
h
i
s
r
e
s
e
a
r
c
h
f
o
r
a
c
t
i
o
n
,
t
h
u
s
p
r
o
m
o
t
i
n
g
t
h
e
t
r
a
n
s
f
e
r
o
f
t
h
e
l
e
s
s
o
n
s
l
e
a
r
n
e
d
a
f
t
e
r
t
h
e
p
a
n
d
e
m
i
c
.
E
m
o
t
i
o
n
a
l
l
y
e
d
u
c
a
t
i
n
g
i
n
v
o
l
v
e
s
p
r
o
m
o
t
i
n
g
t
o
l
e
r
a
n
c
e
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
t
o
w
a
r
d
s
o
t
h
e
r
s
,
e
m
p
a
t
h
y
,
a
n
d
w
o
r
r
y
i
n
g
a
b
o
u
t
c
r
e
a
ti
n
g
a
s
a
f
e
a
n
d
w
e
l
c
o
m
i
n
g
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
w
it
h
h
e
a
lt
h
y
a
n
d
p
o
s
i
t
i
v
e
i
n
t
e
r
p
e
r
s
o
n
a
l
r
el
a
ti
o
n
s
h
i
p
s
[
3
3
]
.
S
u
c
h
e
d
u
c
at
i
o
n
i
s
a
ls
o
u
n
d
e
r
s
t
o
o
d
as
“
a
n
e
d
u
ca
t
i
o
n
a
l
,
c
o
n
t
i
n
u
o
u
s
,
a
n
d
p
e
r
m
a
n
e
n
t
p
r
o
c
e
s
s
,
w
h
o
s
e
p
u
r
p
o
s
e
is
t
o
e
n
h
a
n
c
e
t
h
e
d
ev
e
l
o
p
m
e
n
t
o
f
s
o
ci
a
l
c
o
m
p
et
e
n
c
i
e
s
a
s
a
n
es
s
e
n
t
i
a
l
e
l
e
m
e
n
t
i
n
t
h
e
i
n
te
g
r
a
l
d
e
v
el
o
p
m
e
n
t
o
f
p
e
o
p
l
e
t
o
e
q
u
i
p
t
h
e
m
f
o
r
l
i
f
e
”
[
3
4
]
.
L
e
a
r
n
i
n
g
r
e
q
u
i
r
e
s
e
x
p
e
r
ie
n
c
i
n
g
a
n
d
l
i
v
i
n
g
t
h
e
p
r
o
c
e
s
s
as
s
o
ci
a
t
e
d
w
i
t
h
e
m
o
t
i
o
n
s
a
n
d
f
e
e
li
n
g
s
d
e
r
i
v
e
d
f
r
o
m
a
p
o
s
i
t
i
v
e
e
m
o
t
io
n
a
l
e
x
p
e
r
i
e
n
c
e
,
s
o
e
m
o
t
i
o
n
s
p
l
a
y
a
f
u
n
d
a
m
e
n
t
al
r
o
l
e
i
n
t
e
a
c
h
i
n
g
-
l
ea
r
n
i
n
g
p
r
o
c
e
s
s
e
s
[
3
5
]
.
T
o
b
u
ild
im
p
r
o
v
em
en
t
an
d
i
n
n
o
v
atio
n
p
r
o
ce
s
s
es
alo
n
g
th
ese
lin
es,
at
ten
tio
n
m
u
s
t
b
e
p
aid
to
th
e
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
o
r
g
an
izat
io
n
al
an
d
cu
r
r
ic
u
lar
d
im
e
n
s
io
n
s
.
R
eg
ar
d
in
g
th
e
f
ir
s
t,
v
ar
io
u
s
au
th
o
r
s
co
n
s
id
er
th
at
th
e
co
n
s
tr
u
ctio
n
o
f
in
tellig
en
ce
an
d
af
f
ec
tiv
ity
is
lin
k
ed
to
b
o
d
ily
an
d
m
o
to
r
ex
p
er
ien
ce
[
3
6
]
–
[
3
9
]
.
At
th
e
b
ase
o
f
ex
p
r
ess
io
n
an
d
co
m
m
u
n
icatio
n
is
th
e
b
o
d
y
,
wh
ich
n
ee
d
s
to
co
m
b
in
e
em
o
tio
n
s
with
ac
tio
n
s
t
o
k
n
o
w
h
o
w
to
m
an
ag
e
t
h
em
.
“
T
h
an
k
s
to
th
e
b
o
d
y
a
n
d
m
o
v
em
en
t,
as
a
x
es
o
f
ed
u
ca
tio
n
al
ac
tio
n
,
o
u
r
b
r
ai
n
d
ev
elo
p
s
”
[
3
7
]
.
Alo
n
g
th
ese
l
in
es,
th
e
p
s
y
ch
o
m
o
to
r
in
te
r
v
e
n
tio
n
ex
p
e
r
ien
ce
d
with
in
t
h
e
s
ch
o
o
l
p
lace
s
ea
ch
ch
ild
at
th
e
ce
n
ter
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
,
alwa
y
s
co
n
ce
iv
in
g
th
em
as
a
g
lo
b
al
b
ein
g
(
u
n
io
n
o
f
th
e
m
o
to
r
,
af
f
ec
tiv
e,
an
d
m
en
tal)
.
T
h
is
is
ac
h
iev
ed
th
r
o
u
g
h
ac
tiv
ities
th
at
f
av
o
r
m
o
to
r
ex
p
r
ess
iv
en
ess
an
d
m
o
v
em
e
n
t
with
in
a
s
tim
u
latin
g
en
v
ir
o
n
m
en
t,
with
ex
p
er
ien
ce
s
p
r
o
m
o
tin
g
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
with
o
n
eself
,
o
t
h
er
s
,
an
d
th
e
en
v
ir
o
n
m
en
t
[
3
9
]
.
R
eg
ar
d
in
g
th
e
o
r
g
an
izatio
n
al
a
n
d
cu
r
r
icu
lar
d
im
e
n
s
io
n
,
p
r
e
v
en
tiv
e
in
ter
v
en
tio
n
m
u
s
t
b
e
f
ac
ilit
ated
b
y
th
e
d
if
f
er
en
t
ed
u
ca
tio
n
al
a
g
en
ts
,
f
r
o
m
a
p
r
o
ac
tiv
e,
co
llab
o
r
ativ
e
a
p
p
r
o
ac
h
f
o
cu
s
ed
o
n
cu
r
r
icu
lar
o
r
ien
tatio
n
p
r
o
ce
s
s
es
an
d
ed
u
ca
tio
n
al
ac
tio
n
.
T
h
is
ap
p
r
o
ac
h
h
as
b
ee
n
co
n
s
id
er
ed
f
u
n
d
am
en
tal
f
o
r
im
p
r
o
v
in
g
em
o
tio
n
al
ed
u
c
atio
n
in
ed
u
ca
tio
n
al
ce
n
ter
s
[
4
0
]
,
[
4
1
]
.
T
o
co
n
tr
i
b
u
te
to
th
e
u
r
g
en
c
y
o
f
r
ev
iewin
g
th
e
m
o
d
el
an
d
s
co
p
e
o
f
em
o
tio
n
al
ed
u
ca
tio
n
an
d
in
clu
s
iv
e
ca
r
e
f
o
r
“
all
”
s
tu
d
en
ts
in
v
ar
io
u
s
s
ch
o
o
l
co
n
tex
ts
af
ter
th
e
p
a
n
d
em
ic,
in
th
is
ca
s
e,
a
s
tu
d
y
was
co
n
d
u
cted
in
a
s
ch
o
o
l
at
th
e
p
r
im
a
r
y
e
d
u
ca
ti
o
n
s
tag
e.
T
h
e
e
v
id
en
t
n
ee
d
s
co
u
ld
g
u
id
e
th
e
ty
p
e
o
f
in
ter
v
en
tio
n
d
esig
n
ed
to
im
p
r
o
v
e
th
e
s
ch
o
o
l
’
s
em
o
tio
n
al
ed
u
ca
tio
n
.
An
in
te
r
v
en
ti
o
n
ad
a
p
ted
to
t
h
e
p
o
s
t
-
p
an
d
em
ic
s
itu
atio
n
was
in
ten
d
ed
,
a
h
is
to
r
ical
m
o
m
en
t
th
at
s
ig
n
if
ican
tly
lim
ited
p
h
y
s
ical
in
ter
ac
tio
n
b
etwe
en
p
eo
p
le.
A
s
y
s
tem
atize
d
an
d
cr
o
s
s
-
s
ec
tio
n
al
r
ein
f
o
r
ce
m
en
t
o
f
em
o
tio
n
al
ed
u
ca
tio
n
was
p
r
o
p
o
s
ed
th
r
o
u
g
h
d
if
f
e
r
e
n
t
lear
n
in
g
s
itu
atio
n
s
th
at
f
av
o
r
e
d
th
e
d
ev
elo
p
m
en
t
o
f
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C
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D
-
1
9
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4
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C
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D
-
1
9
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A
r
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t
[
4
5
]
war
n
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at
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s
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h
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[
1
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ly
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C
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-
1
9
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h
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e
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[
1
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B
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C
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D
-
19
p
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ter
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tellig
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ce
in
th
e
class
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m
[
4
6
]
–
[
4
8
]
,
a
d
e
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ted
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y
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n
y
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ter
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[
4
9
]
,
[
5
0
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.
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tag
es
[
5
1
]
.
Ho
wev
er
,
it
h
as
b
ee
n
,
esp
ec
ially
d
u
r
in
g
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m
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d
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,
h
as
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r
ated
[
1
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o
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th
at
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[
5
2
]
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T
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-
1
9
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ity
[
5
3
]
,
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with
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[
5
4
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[
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5
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lth
[
5
6
]
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[
5
7
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.
[
5
8
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5
9
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5
4
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[
6
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[
6
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af
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e
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[
6
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.
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n
’
s
n
at
u
r
al
ex
p
r
ess
iv
en
ess
an
d
r
h
y
th
m
[
5
1
]
.
I
n
p
r
ev
io
u
s
d
ec
ad
es
[
6
4
]
,
a
r
ef
er
en
ce
was
m
ad
e
to
th
e
n
ee
d
to
“
r
eth
in
k
ed
u
ca
tio
n
.
”
T
h
e
n
ee
d
t
o
g
o
b
ey
o
n
d
co
n
v
en
tio
n
al
ac
a
d
em
i
c
lear
n
in
g
was
h
ig
h
lig
h
ted
,
g
iv
in
g
tu
to
r
i
n
g
an
d
em
o
tio
n
s
a
f
u
n
d
am
e
n
tal
r
o
le,
tak
in
g
th
e
id
ea
o
f
in
teg
r
atin
g
in
to
ed
u
ca
tio
n
f
o
u
r
f
u
n
d
am
en
tal
p
illar
s
f
o
r
life
:
lear
n
in
g
to
k
n
o
w,
lear
n
in
g
to
d
o
,
lear
n
in
g
to
b
e
,
an
d
lear
n
in
g
to
liv
e
to
g
eth
e
r
,
o
n
w
h
ich
a
h
u
m
an
is
tic
v
is
io
n
o
f
ed
u
ca
tio
n
is
b
ased
[
6
5
]
.
All
ap
p
r
o
ac
h
es
co
n
v
er
g
e
to
war
d
th
e
ess
en
ce
o
f
wh
at
b
ec
o
m
es
an
ed
u
ca
tio
n
al
m
o
d
el
s
en
s
itiv
e
to
em
o
tio
n
s
an
d
th
e
ab
ilit
y
to
m
an
ag
e
th
em
p
r
o
p
e
r
ly
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
M
et
ho
do
lo
g
ic
a
l a
pp
ro
a
ch
T
o
g
ain
in
-
d
ep
th
k
n
o
wled
g
e
o
f
th
e
p
er
ce
p
tio
n
o
f
th
e
ce
n
ter
'
s
ed
u
ca
tio
n
al
c
o
m
m
u
n
ity
m
em
b
er
s
at
th
e
p
r
im
ar
y
ed
u
ca
tio
n
s
tag
e,
a
ca
s
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
o
n
th
e
n
ee
d
s
an
d
s
h
o
r
tco
m
in
g
s
o
f
th
e
tr
ain
in
g
p
r
o
ce
s
s
in
em
o
tio
n
al
ed
u
ca
tio
n
im
p
le
m
en
ted
in
th
e
ce
n
ter
.
T
h
is
s
tu
d
y
wo
u
ld
b
e
th
e
b
asis
f
o
r
d
esig
n
in
g
an
in
n
o
v
atio
n
an
d
in
cl
u
s
io
n
p
r
o
g
r
am
in
co
n
tex
tu
alize
d
em
o
tio
n
al
ed
u
ca
tio
n
.
T
h
is
p
r
o
g
r
a
m
'
s
s
h
ar
ed
,
c
o
llab
o
r
ativ
e
co
n
s
tr
u
ctio
n
h
ad
to
b
e
ju
s
tifie
d
b
y
an
aly
zin
g
s
o
m
e
cr
itical
elem
en
ts
o
f
em
o
tio
n
al
ed
u
ca
tio
n
d
ev
elo
p
e
d
b
y
th
e
ce
n
ter
d
u
r
in
g
C
OVI
D
-
1
9
,
th
u
s
d
etec
tin
g
th
e
n
ee
d
s
f
elt
an
d
ex
p
r
ess
ed
b
y
th
e
p
ar
ticip
an
ts
in
th
is
r
eg
ar
d
.
C
o
n
s
is
ten
t
with
th
is
,
a
m
ix
ed
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
was
u
s
ed
to
ca
r
r
y
o
u
t
th
is
s
tu
d
y
;
g
iv
en
th
e
n
atu
r
e
o
f
th
e
s
tu
d
y
its
elf
,
th
is
ty
p
e
o
f
a
p
p
r
o
ac
h
was
co
n
s
id
er
e
d
to
b
e
th
e
m
o
s
t
s
u
itab
le
s
in
ce
it
im
p
lies
m
o
r
e
ex
ce
lle
n
t
p
r
o
x
im
ity
a
n
d
m
o
r
e
d
ir
ec
t
i
n
ter
ac
tio
n
with
th
e
p
a
r
ticip
an
ts
,
th
u
s
en
ab
lin
g
ac
ce
s
s
to
th
eir
id
ea
s
,
b
elief
s
,
way
s
o
f
ac
tin
g
,
f
ee
lin
g
a
n
d
p
e
r
ce
iv
i
n
g
[
4
8
]
.
2
.
2
.
O
bje
c
t
iv
es
T
h
e
o
b
jectiv
es to
b
e
ac
h
iev
e
d
in
th
is
s
tu
d
y
ar
e:
−
T
o
k
n
o
w
t
h
e
o
p
in
io
n
o
f
th
e
m
an
ag
em
en
t
team
,
th
e
g
u
id
a
n
ce
co
u
n
s
elo
r
,
an
d
th
e
teac
h
i
n
g
s
taf
f
o
n
h
o
w
C
OVI
D
-
1
9
h
as a
f
f
ec
ted
p
r
im
a
r
y
ed
u
ca
tio
n
s
tu
d
en
ts
,
s
p
ec
if
ic
ally
s
tu
d
en
ts
with
SEN.
−
T
o
in
q
u
i
r
e
ab
o
u
t th
e
d
e
g
r
ee
o
f
teac
h
er
tr
ain
in
g
in
em
o
tio
n
al
ed
u
ca
tio
n
.
−
T
o
f
in
d
o
u
t
wh
et
h
er
e
m
o
tio
n
a
l
ed
u
ca
tio
n
is
wo
r
k
ed
o
n
in
t
h
e
d
if
f
er
e
n
t
s
u
b
jects
in
a
c
r
o
s
s
-
cu
ttin
g
m
a
n
n
er
in
th
e
p
r
im
a
r
y
ed
u
ca
tio
n
s
tag
e
.
−
T
o
ass
ess
th
e
ce
n
ter
'
s
p
r
o
f
ess
io
n
als'
v
is
io
n
r
eg
ar
d
i
n
g
h
o
w
p
s
y
ch
o
m
o
t
o
r
s
k
ills
,
co
r
p
o
r
al
ex
p
r
ess
io
n
,
a
n
d
ar
tis
tic
ed
u
ca
tio
n
ca
n
f
a
v
o
r
e
m
o
tio
n
al
ex
p
r
ess
io
n
.
Of
p
ar
ticu
lar
in
te
r
est
wer
e
th
e
o
b
jectiv
es
r
elate
d
t
o
h
o
w
v
ar
io
u
s
p
r
im
ar
y
ed
u
ca
tio
n
p
r
o
f
ess
io
n
als
o
f
th
e
s
ch
o
o
l
wer
e
tr
ain
ed
in
em
o
tio
n
al
co
m
p
eten
cies.
I
t
was
o
f
p
a
r
ticu
lar
in
ter
est
to
d
etec
t
th
e
c
en
ter
'
s
n
ee
d
s
b
ased
o
n
wh
at
its
p
r
o
f
ess
io
n
als
co
u
ld
ex
p
licitly
s
tate,
th
u
s
s
p
e
cif
y
in
g
p
e
r
ce
iv
ed
a
n
d
f
elt
wea
k
n
ess
es,
th
r
ea
ts
,
s
tr
en
g
th
s
,
an
d
o
p
p
o
r
tu
n
ities
i
n
r
elatio
n
to
em
o
tio
n
al
an
d
s
o
cio
-
af
f
ec
tiv
e
ed
u
ca
tio
n
in
th
eir
ce
n
ter
.
On
th
is
b
asis
,
a
p
r
o
ject
o
f
in
n
o
v
atio
n
an
d
in
clu
s
io
n
in
em
o
tio
n
al
ed
u
ca
tio
n
co
u
ld
b
e
d
esig
n
ed
t
o
b
e
co
h
er
e
n
t
with
th
e
n
ee
d
s
s
h
ar
ed
b
y
th
e
e
d
u
ca
tio
n
al
co
m
m
u
n
ity
.
2
.
3
.
Sa
m
ple
T
h
e
s
tu
d
y
'
s
s
am
p
le
was
p
u
r
p
o
s
iv
e
an
d
c
o
n
v
e
n
ien
t.
T
h
e
p
ar
ticip
an
ts
wh
o
to
o
k
p
ar
t
i
n
th
e
s
tu
d
y
r
ep
r
esen
ted
th
e
v
ar
io
u
s
g
o
v
e
r
n
in
g
,
c
o
o
r
d
i
n
atin
g
an
d
g
u
id
a
n
ce
an
d
t
u
to
r
ial
ac
tio
n
b
o
d
ie
s
.
Sp
ec
if
ically
,
th
e
p
ar
ticip
an
ts
wer
e
th
e
s
ch
o
o
l
p
r
in
cip
al,
th
e
p
r
im
ar
y
ed
u
ca
tio
n
co
o
r
d
in
ato
r
,
th
e
s
ch
o
o
l
co
u
n
s
elo
r
,
th
e
p
s
y
ch
o
m
o
t
o
r
e
d
u
ca
tio
n
teac
h
er
an
d
th
e
1
3
tu
t
o
r
s
o
f
th
e
s
ix
g
r
ad
es
f
r
o
m
f
ir
s
t
to
s
ix
t
h
g
r
a
d
e
o
f
p
r
im
ar
y
ed
u
ca
tio
n
(
a
to
tal
o
f
1
7
m
e
m
b
er
s
o
f
th
e
ed
u
ca
tio
n
al
team
)
.
2.
4
.
Da
t
a
c
o
llect
io
n t
ec
hn
iqu
es a
nd
in
s
t
rum
ent
s
2
.
4
.
1
.
Sem
i
-
s
t
ruct
ured
inte
rv
iew
T
h
is
ty
p
e
o
f
i
n
ter
v
iew
allo
we
d
u
s
to
in
q
u
ir
e
a
b
o
u
t
th
e
o
p
in
i
o
n
s
o
f
th
e
d
ir
ec
to
r
,
th
e
s
tag
e
c
o
o
r
d
in
at
o
r
,
th
e
g
u
id
an
ce
co
u
n
s
elo
r
,
an
d
t
h
e
p
s
y
ch
o
m
o
to
r
e
d
u
ca
tio
n
teac
h
er
o
f
t
h
e
ce
n
ter
.
T
h
e
q
u
esti
o
n
s
wer
e
estab
lis
h
ed
ac
co
r
d
in
g
to
th
e
s
tu
d
y
ca
teg
o
r
ies an
d
f
o
llo
win
g
th
e
f
o
llo
win
g
s
ch
em
e:
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
E
mo
tio
n
a
l e
d
u
ca
tio
n
in
p
o
s
t
-
p
a
n
d
emic
times:
eme
r
g
in
g
n
ee
d
s
a
n
d
…
(
A
n
a
I
s
a
b
el
Go
n
z
á
le
z
-
Herr
e
r
a
)
1481
−
Qu
esti
o
n
s
r
ef
er
r
in
g
to
c
h
ild
r
en
'
s
em
o
tio
n
al
an
d
s
o
cio
-
af
f
ec
tiv
e
d
ev
elo
p
m
en
t
d
u
r
in
g
th
e
p
an
d
em
ic,
esp
ec
ially
SEN
s
tu
d
en
ts
.
−
Qu
esti
o
n
s
o
n
th
e
ed
u
ca
tio
n
al
ac
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
tu
t
o
r
s
to
ad
d
r
ess
em
o
tio
n
al
an
d
s
o
cio
-
af
f
ec
tiv
e
d
ev
elo
p
m
e
n
t a
f
ter
c
o
n
f
in
e
m
en
t,
esp
ec
ially
with
SEN
s
tu
d
en
ts
.
−
Or
g
an
izatio
n
al
is
s
u
es
at
th
e
ce
n
ter
lev
el
r
eg
ar
d
in
g
th
e
p
r
o
ce
s
s
es
p
lan
n
ed
t
o
ad
d
r
ess
th
e
em
o
tio
n
al
ed
u
ca
tio
n
a
n
d
s
o
cial
-
af
f
ec
tiv
e
d
ev
elo
p
m
e
n
t o
f
“
all
”
s
tu
d
e
n
ts
in
th
e
p
r
im
a
r
y
s
ch
o
o
l stag
e.
−
Qu
esti
o
n
s
ab
o
u
t
n
ew
o
r
g
a
n
iz
atio
n
al
an
d
p
ed
a
g
o
g
ical
s
tr
at
eg
ies
th
at
ar
e
alter
n
ativ
e
an
d
v
iab
le
i
n
th
e
cu
r
r
en
t
s
itu
atio
n
f
o
r
im
p
lem
e
n
tin
g
ac
tio
n
s
th
at
p
r
o
m
o
te
th
e
e
m
o
tio
n
al
an
d
s
o
cio
-
af
f
ec
tiv
e
d
ev
elo
p
m
en
t
o
f
“
all
”
s
tu
d
en
ts
in
th
e
p
r
im
ar
y
s
ch
o
o
l stag
e.
2.
4
.
2
.
P
a
rt
icipa
nt
o
bs
er
v
a
t
io
n
Par
ticip
an
t
o
b
s
er
v
atio
n
p
r
o
v
id
ed
th
e
o
p
p
o
r
tu
n
ity
to
s
h
ar
e
a
n
d
liv
e
th
e
ex
p
er
ien
ce
s
in
th
e
c
o
n
tex
t
o
f
th
e
ed
u
ca
tio
n
al
co
m
m
u
n
ity
.
T
h
is
m
ad
e
it p
o
s
s
ib
le
to
o
b
tain
r
ea
l
-
tim
e
d
ata
with
in
th
e
d
aily
en
v
ir
o
n
m
e
n
t o
f
th
e
s
tu
d
en
ts
b
y
o
b
s
er
v
i
n
g
h
o
w
th
eir
tu
to
r
s
in
ter
ac
ted
with
th
e
m
.
A
s
tan
d
ar
d
r
ec
o
r
d
s
h
ee
t
w
as
d
ev
elo
p
ed
f
o
r
all
th
e
co
u
r
s
es
o
b
s
er
v
e
d
ac
c
o
r
d
in
g
to
th
e
ca
teg
o
r
ies
o
f
th
e
s
tu
d
y
,
wh
ich
was
also
c
o
n
s
is
ten
t
with
th
e
q
u
esti
o
n
s
co
n
tem
p
lated
f
o
r
th
e
elab
o
r
ati
o
n
o
f
th
e
in
ter
v
iews.
2.
4
.
3
.
Ad ho
c
qu
estio
nn
a
ire
As
s
ee
n
b
y
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
an
Ad
h
o
c
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
e
d
o
n
th
e
n
ee
d
s
,
im
p
o
r
tan
ce
,
wea
k
n
ess
es,
s
tr
en
g
th
s
,
an
d
th
r
ea
ts
o
f
em
o
tio
n
al
an
d
s
o
cio
-
af
f
ec
tiv
e
ed
u
ca
tio
n
.
T
h
e
test
was
th
en
co
n
ten
t
-
v
alid
ate
d
;
th
r
ee
ju
d
g
es,
ex
p
er
ts
in
em
o
tio
n
al
ed
u
ca
tio
n
,
an
d
two
p
r
o
f
ess
io
n
als
f
r
o
m
th
e
ce
n
ter
ev
alu
ated
th
e
f
i
n
al
v
er
s
io
n
.
I
t
co
n
s
is
ts
o
f
1
1
q
u
esti
o
n
s
(
2
m
u
ltip
le
-
ch
o
ice
an
d
n
in
e
o
p
en
q
u
esti
o
n
s
)
.
2.
4
.
4
.
P
ro
ce
du
re
Du
r
in
g
f
o
u
r
m
o
n
th
s
(
Feb
r
u
ar
y
to
Ma
y
2
0
2
1
)
,
in
f
o
r
m
a
tio
n
was
co
llected
f
r
o
m
th
e
d
if
f
er
e
n
t
in
f
o
r
m
a
n
ts
f
o
r
s
u
b
s
eq
u
e
n
t
an
aly
s
is
.
T
h
e
in
ter
v
iews
wer
e
co
n
d
u
cte
d
in
p
er
s
o
n
an
d
t
h
e
e
n
v
ir
o
n
m
en
t
o
f
t
h
e
ed
u
ca
tio
n
al
ce
n
ter
(
L
a
Salle
L
a
L
ag
u
n
a
s
ch
o
o
l)
.
T
h
e
n
o
n
-
s
y
s
tem
atic
p
ar
ticip
an
t o
b
s
er
v
atio
n
s
wer
e
ca
r
r
ied
o
u
t
th
r
o
u
g
h
o
u
t
th
e
ter
m
an
d
wer
e
s
tr
u
ctu
r
ed
to
co
llect
d
ata
f
r
o
m
all
th
e
p
r
im
ar
y
class
r
o
o
m
s
o
n
s
ev
er
al
o
cc
asio
n
s
.
Fin
ally
,
th
e
q
u
esti
o
n
n
air
e
was
cr
ea
ted
in
an
elec
tr
o
n
ic
v
e
r
s
io
n
(
Go
o
g
le
Fo
r
m
s
)
,
f
ac
ilit
atin
g
th
e
p
ar
ticip
an
ts
'
r
esp
o
n
s
es.
A
d
escr
ip
tiv
e
s
tatis
tical
an
aly
s
is
o
f
th
e
r
esp
o
n
s
es
was c
ar
r
ied
o
u
t.
On
ce
th
e
i
n
f
o
r
m
atio
n
was
co
llected
,
th
e
r
esp
o
n
s
es
f
r
o
m
th
e
i
n
ter
v
iews
an
d
n
o
tes
f
r
o
m
th
e
o
b
s
er
v
atio
n
s
wer
e
co
d
e
d
an
d
ca
teg
o
r
ized
.
T
h
is
s
tep
,
wh
ic
h
was
cr
u
cial
f
o
r
an
a
d
eq
u
at
e
tr
ea
tm
en
t
o
f
th
e
in
f
o
r
m
atio
n
to
an
s
wer
th
e
q
u
e
s
tio
n
s
o
f
th
e
s
tu
d
y
,
to
o
k
th
e
f
o
r
m
o
f
a
co
d
in
g
p
r
o
ce
s
s
,
ac
co
r
d
in
g
to
ea
ch
ty
p
e
o
f
in
f
o
r
m
a
n
t,
f
o
llo
win
g
th
e
f
o
ll
o
win
g
s
ch
em
e:
Dir
ec
to
r
(
DI
R
)
,
p
r
im
ar
y
ed
u
ca
tio
n
co
o
r
d
in
ato
r
(
C
OORP
R
I
)
,
g
u
id
an
ce
co
u
n
s
elo
r
(
OR
I
)
,
r
elatio
n
al
p
s
y
ch
o
m
o
tr
ician
(
PS
I
C
O
)
an
d
T
UT
n
(
wh
er
e
T
UR
is
tu
to
r
an
d
“n
”
th
e
n
u
m
b
er
o
f
th
e
p
ar
ticip
an
t)
.
Fo
r
th
e
a
n
aly
s
is
o
f
th
e
in
f
o
r
m
atio
n
,
t
h
e
d
ata
co
llected
wer
e
lin
k
ed
to
th
e
ca
teg
o
r
ies
o
f
th
e
s
tu
d
y
th
r
o
u
g
h
d
ata
tr
ian
g
u
latio
n
.
As
Pér
ez
[
4
8
]
p
o
in
ts
o
u
t,
th
is
p
r
o
c
ed
u
r
e
allo
ws
m
o
r
e
ex
ce
llen
t
q
u
ality
co
n
tr
o
l
in
t
h
e
s
tu
d
y
p
r
o
ce
s
s
an
d
g
u
ar
a
n
tees
v
alid
ity
,
cr
ed
ib
ilit
y
,
an
d
r
ig
o
r
in
th
e
r
esu
lts
ac
h
iev
ed
.
I
n
lin
e
with
th
ese
a
u
th
o
r
s
,
a
m
u
ltip
le
tr
ian
g
u
latio
n
was
ch
o
s
en
,
c
o
m
b
in
i
n
g
tw
o
o
r
m
o
r
e
ty
p
es
o
f
tr
ian
g
u
latio
n
s
to
u
s
e
m
o
r
e
th
an
o
n
e
lev
el
o
f
an
aly
s
is
:
m
eth
o
d
o
l
o
g
ical,
d
ata,
an
d
o
b
s
er
v
er
tr
ian
g
u
latio
n
.
T
ab
le
1
s
h
o
ws th
e
ca
teg
o
r
ies in
to
wh
ich
th
e
an
aly
ze
d
d
ata
w
er
e
g
r
o
u
p
ed
an
d
t
h
eir
d
ef
i
n
itio
n
s
.
T
ab
le
1
.
Def
in
itio
n
o
f
t
h
e
ca
te
g
o
r
ies
C
a
t
e
g
o
r
i
e
s
D
e
f
i
n
i
t
i
o
n
I
n
f
l
u
e
n
c
e
o
f
t
h
e
p
a
n
d
e
mi
c
o
n
e
m
o
t
i
o
n
a
l
a
n
d
s
o
c
i
a
l
-
a
f
f
e
c
t
i
v
e
d
e
v
e
l
o
p
me
n
t
i
n
s
t
u
d
e
n
t
s.
I
n
c
l
u
d
e
s
d
a
t
a
o
n
h
o
w
t
h
e
p
a
n
d
e
mi
c
h
a
s
a
f
f
e
c
t
e
d
st
u
d
e
n
t
s'
e
mo
t
i
o
n
a
l
a
n
d
so
c
i
a
l
-
a
f
f
e
c
t
i
v
e
d
e
v
e
l
o
p
me
n
t
.
Te
a
c
h
e
r
t
r
a
i
n
i
n
g
i
n
e
mo
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
.
I
t
r
e
f
e
r
s
t
o
t
h
e
l
e
v
e
l
a
n
d
t
y
p
e
o
f
e
mo
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
t
r
a
i
n
i
n
g
t
e
a
c
h
e
r
s
h
a
v
e
.
I
mp
o
r
t
a
n
c
e
o
f
t
h
e
t
r
a
n
sv
e
r
sa
l
t
r
e
a
t
me
n
t
i
n
t
h
e
c
l
a
ssr
o
o
m
.
I
t
a
d
d
r
e
sses
t
h
e
i
mp
o
r
t
a
n
c
e
o
f
e
mo
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
i
n
t
h
e
r
e
s
t
o
f
t
h
e
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
s
u
b
j
e
c
t
s i
n
a
c
r
o
ss
-
c
u
t
t
i
n
g
ma
n
n
e
r
.
I
mp
o
r
t
a
n
c
e
o
f
p
sy
c
h
o
m
o
t
o
r
e
d
u
c
a
t
i
o
n
,
a
r
t
e
d
u
c
a
t
i
o
n
,
a
n
d
c
o
r
p
o
r
e
a
l
i
t
y
f
o
r
e
x
p
r
e
ssi
n
g
e
mo
t
i
o
n
s.
I
t
r
e
f
e
r
s
t
o
t
h
e
v
a
l
u
e
p
l
a
c
e
d
o
n
t
h
e
p
r
i
n
c
i
p
l
e
s
o
f
p
sy
c
h
o
m
o
t
o
r
e
d
u
c
a
t
i
o
n
,
a
r
t
i
s
t
i
c
e
d
u
c
a
t
i
o
n
,
a
n
d
p
h
y
si
c
a
l
e
d
u
c
a
t
i
o
n
i
n
p
r
o
m
o
t
i
n
g
c
h
i
l
d
r
e
n
's
so
c
i
o
-
a
f
f
e
c
t
i
v
e
d
e
v
e
l
o
p
m
e
n
t
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
m
ain
r
esu
lts
ar
e
p
r
esen
ted
ab
o
u
t
th
e
o
b
jectiv
es
o
f
th
is
s
tu
d
y
.
I
t
was
in
ten
d
ed
to
k
n
o
w
th
e
m
o
s
t
p
r
ess
in
g
n
ee
d
s
in
p
r
im
ar
y
s
c
h
o
o
l
ed
u
ca
tio
n
a
b
o
u
t
th
e
em
o
tio
n
al
d
ev
el
o
p
m
en
t
o
f
s
tu
d
e
n
ts
,
esp
ec
ially
th
o
s
e
with
SEN.
T
h
ese
d
ata
wo
u
ld
allo
w
u
s
to
f
o
cu
s
o
n
an
d
o
u
tli
n
e
th
e
tr
ea
tm
en
t
o
f
s
o
cio
e
m
o
ti
o
n
al
co
m
p
ete
n
ce
in
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
.
2
,
Ap
r
il
20
25
:
1
4
7
7
-
1
4
8
7
1482
p
o
s
t
-
p
an
d
e
m
ic
s
ch
o
o
ls
.
B
ased
o
n
th
is
s
tu
d
y
,
it
was
p
o
s
s
ib
le
to
d
esig
n
a
p
r
o
ject
o
f
in
n
o
v
atio
n
an
d
in
cl
u
s
io
n
in
em
o
tio
n
al
ed
u
ca
tio
n
b
ased
o
n
wh
at
th
e
co
m
m
u
n
ity
p
e
r
ce
iv
e
d
as a
p
r
io
r
ity
to
b
e
a
d
d
r
ess
ed
in
th
is
ar
ea
.
R
eg
ar
d
in
g
th
e
o
p
in
i
o
n
o
f
th
e
m
an
ag
em
en
t
team
,
th
e
g
u
id
an
ce
co
u
n
s
elo
r
,
an
d
th
e
teac
h
i
n
g
s
taf
f
o
n
h
o
w
C
OVI
D
h
as
af
f
ec
ted
th
e
s
tu
d
en
ts
o
f
p
r
im
a
r
y
ed
u
ca
tio
n
,
an
d
s
p
ec
if
ically
,
th
e
s
tu
d
e
n
ts
with
SEN,
th
e
r
esu
lts
o
b
tain
ed
s
h
o
w
th
e
f
o
llo
win
g
:
“
I
t
h
a
s
b
ee
n
d
etermin
ed
th
a
t
,
o
n
th
e
o
n
e
h
a
n
d
,
a
lth
o
u
g
h
th
ere
is
s
till
n
o
s
cien
tifi
c
d
a
t
a
a
n
d
,
th
erefo
r
e,
n
o
d
emo
n
s
tr
a
b
le
d
a
ta
,
th
ere
is
s
o
me
a
p
p
r
eh
e
n
s
io
n
a
n
d
fea
r
r
eg
a
r
d
in
g
th
e
a
tt
en
d
a
n
ce
b
a
ck
to
s
ch
o
o
l
a
n
d
co
mp
lia
n
c
e
w
ith
th
e
mea
s
u
r
es
th
a
t
w
ere
a
d
o
p
ted
b
y
th
e
p
a
n
d
emic
s
itu
a
tio
n
.
”
(
DI
R
)
I
n
ad
d
itio
n
,
it wa
s
s
tated
th
at
:
“
A
lth
o
u
g
h
th
e
co
n
fin
eme
n
t
h
a
d
a
p
o
s
itive
s
id
e,
it
a
ls
o
h
a
d
a
n
eg
a
tive
imp
a
ct
a
s
it
b
r
o
ke
u
n
ex
p
ec
ted
ly
w
ith
th
e
r
o
u
tin
e
o
f
th
e
ch
ild
r
en
,
w
h
ich
c
a
u
s
e
d
a
p
r
o
b
lem
in
th
eir
emo
tio
n
a
l
a
n
d
s
o
cio
-
a
ffective
d
ev
elo
p
men
t,
l
ea
vin
g
it v
ery
imp
a
ir
ed
.
”
(
C
O
OR
P
R
I
)
“
Th
e
a
cc
elera
tio
n
fo
r
a
n
ew
p
a
r
a
d
ig
m,
w
h
ich
w
a
s
a
lr
ea
d
y
u
n
d
erw
a
y,
b
u
t
w
ith
th
e
p
a
n
d
e
mic
h
a
s
w
o
r
s
en
ed
,
it
h
a
s
b
ee
n
s
ta
ted
th
a
t
it
h
a
s
a
ffected
,
a
n
d
mu
ch
,
h
en
ce
th
e
n
ee
d
to
imp
leme
n
t
s
u
ch
a
ch
a
n
g
e
in
ed
u
ca
tio
n
.”
(
OR
I
)
Als
o
,
as
s
tated
b
y
tu
to
r
s
f
r
o
m
1
s
t
to
6
th
g
r
ad
e
o
f
p
r
im
ar
y
ed
u
ca
tio
n
,
a
n
d
as
we
h
a
v
e
b
ee
n
ab
le
to
g
ath
er
in
t
h
e
o
b
s
er
v
atio
n
s
,
“
Th
ere
a
r
e
ma
n
y
ch
ild
r
en
w
ith
fea
r
,
s
o
me
o
f
th
em
a
d
d
icted
to
vid
eo
g
a
mes,
Tik
-
To
k
,
w
h
ich
ma
ke
s
th
em
la
ck
co
n
ta
ct
w
it
h
o
th
er
ch
ild
r
en
,
in
a
s
ta
g
e
o
f
ma
ximu
m
s
o
cia
l
a
n
d
emo
tio
n
a
l
lea
r
n
in
g
.”
(
T
UT
5
)
Fin
ally
,
ab
o
u
t
s
tu
d
en
ts
with
SEN
an
d
th
eir
s
o
cio
-
af
f
ec
tiv
e
,
em
o
tio
n
al,
an
d
e
x
p
r
ess
iv
e
d
if
f
icu
lties
,
v
ar
iab
ilit
y
was
o
b
s
er
v
ed
i
n
th
e
r
esp
o
n
s
e
s
to
th
e
q
u
esti
o
n
n
air
e
s
in
ce
4
4
.
4
%
o
f
teac
h
e
r
s
co
n
s
id
er
e
d
th
at
s
tu
d
en
ts
with
SEN
d
o
h
av
e
m
o
r
e
s
ig
n
if
ica
n
t
ch
allen
g
es
in
s
o
ci
o
-
af
f
ec
tiv
e
an
d
e
m
o
tio
n
al
d
ev
el
o
p
m
en
t,
3
3
.
3
%
th
o
u
g
h
t
th
at
th
ey
d
o
n
o
t,
a
n
d
2
2
.
2
%
d
i
d
n
o
t ta
k
e
a
p
o
s
itio
n
s
in
ce
th
e
y
allu
d
ed
to
ar
g
u
m
en
ts
r
elate
d
to
:
“
Th
e
typ
e
o
f d
iffi
cu
lty
a
n
d
co
n
text
th
ey
h
a
ve
a
t sch
o
o
l a
n
d
fa
mily
leve
l
.
”
(
T
UT
4
)
O
n
t
h
e
o
t
h
e
r
h
a
n
d
,
r
e
f
e
r
r
i
n
g
t
o
t
h
e
d
e
g
r
e
e
o
f
t
r
a
i
n
i
n
g
i
n
e
m
o
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
p
r
e
s
e
n
t
e
d
b
y
t
h
e
t
e
a
c
h
e
r
s
,
t
h
e
f
o
l
l
o
w
i
n
g
r
es
u
l
ts
we
r
e
o
b
t
ai
n
e
d
:
8
8
.
9
%
h
a
d
r
e
c
ei
v
e
d
s
u
c
h
t
r
a
i
n
i
n
g
t
h
r
o
u
g
h
t
h
e
HA
R
A
p
r
o
j
e
c
t
d
e
v
e
l
o
p
e
d
a
t
t
h
e
c
e
n
t
e
r
,
w
h
i
le
1
1
.
1
%
h
a
d
n
o
t
r
a
i
n
i
n
g
i
n
e
m
o
t
i
o
n
a
l
e
d
u
c
a
ti
o
n
.
F
r
o
m
t
h
e
o
b
s
e
r
v
a
t
i
o
n
s
,
it
w
as
p
o
s
s
i
b
l
e
t
o
d
e
t
e
ct
t
h
a
t
t
h
is
t
r
ai
n
i
n
g
d
i
d
n
o
t
s
e
e
m
t
o
b
e
s
u
f
f
i
ci
e
n
t
t
o
a
d
d
r
e
s
s
s
p
ec
i
f
i
c
s
i
t
u
at
i
o
n
s
t
h
a
t
a
r
o
s
e
i
n
t
h
e
c
l
as
s
r
o
o
m
s
i
n
t
h
e
p
o
s
t
-
p
a
n
d
e
m
i
c
p
e
r
i
o
d
s
i
n
c
e
,
o
n
m
a
n
y
o
c
c
a
s
i
o
n
s
,
a
n
a
d
e
q
u
ate
r
e
s
p
o
n
s
e
w
as
n
o
t
g
i
v
e
n
t
o
d
e
a
l
w
it
h
t
h
e
s
t
r
ess
m
a
n
i
f
e
s
t
e
d
b
y
s
o
m
e
s
t
u
d
e
n
ts
,
es
p
e
c
i
al
l
y
i
n
c
as
es
w
h
e
r
e
t
h
e
y
h
a
d
S
E
N
.
Ab
o
u
t
wh
et
h
er
e
m
o
tio
n
al
ed
u
ca
tio
n
is
wo
r
k
ed
o
n
in
th
e
d
if
f
er
en
t
s
u
b
jects
in
a
c
r
o
s
s
-
cu
ttin
g
m
an
n
er
,
th
e
r
esu
lts
o
b
tain
ed
s
tated
th
at
:
“
N
o
w
th
ese
co
mp
eten
cies
a
r
e
w
o
r
ke
d
o
n
h
o
r
iz
o
n
ta
lly
,
fr
o
m
s
emin
a
r
s
to
p
r
o
jects.
Th
e
a
im
i
s
a
lw
a
ys fo
r
th
e
ch
ild
to
ex
emp
l
ify
,
tr
a
n
s
mit
th
eir
fee
lin
g
s
,
s
h
a
r
e
ex
p
erien
ce
s
in
a
co
o
p
era
tive
tea
m,
s
o
lve
th
eir co
n
flicts
a
n
d
th
u
s
l
a
y
th
e
fo
u
n
d
a
tio
n
s
fo
r
g
o
o
d
e
mo
tio
n
a
l to
o
ls
.”
(
T
UT
3
)
Ho
wev
er
,
f
r
o
m
th
e
o
b
s
er
v
ati
o
n
,
it
co
u
l
d
b
e
s
ee
n
th
at
th
is
is
n
o
t
en
tire
ly
tr
u
e
b
ec
au
s
e
wh
en
th
e
y
wer
e
in
s
u
b
jects
s
u
ch
as
Sp
an
is
h
la
n
g
u
ag
e
a
n
d
liter
atu
r
e,
m
o
r
e
im
p
o
r
tan
ce
a
n
d
weig
h
t
was
g
i
v
en
to
th
e
co
n
ten
ts
an
d
k
n
o
wled
g
e
o
f
th
is
s
u
b
ject
an
d
n
o
t
to
em
o
tio
n
al
ed
u
ca
tio
n
its
elf
,
if
a
co
n
f
lict
ar
o
s
e
in
th
e
cl
ass
r
o
o
m
,
th
ey
tr
ied
to
cu
t
it
an
d
co
n
tin
u
e
d
with
th
e
s
u
b
ject,
th
ey
d
id
n
o
t
s
to
p
to
r
ein
f
o
r
ce
an
d
r
ef
lect
o
n
th
e
v
alu
es
o
r
f
ee
lin
g
s
ab
o
u
t
it.
W
h
en
f
ac
ed
with
c
o
n
f
lictiv
e
an
d
c
o
m
p
r
o
m
is
in
g
s
itu
atio
n
s
,
s
tu
d
en
ts
with
SEN
s
h
o
wed
ex
a
g
g
er
ated
em
o
tio
n
s
an
d
lack
ed
t
h
e
s
k
ills
to
f
ac
e
an
d
m
an
ag
e
th
e
m
.
Fin
ally
,
m
en
tio
n
in
g
th
e
v
is
io
n
o
f
th
e
p
r
o
f
ess
io
n
als
o
f
th
e
ce
n
ter
r
eg
ar
d
in
g
th
e
i
n
f
lu
en
ce
o
f
p
s
y
ch
o
m
o
to
r
s
k
i
lls
,
b
o
d
y
ex
p
r
ess
io
n
,
an
d
ar
t
ed
u
ca
tio
n
o
n
th
e
ex
p
r
ess
io
n
o
f
e
m
o
tio
n
s
,
it wa
s
s
tated
th
at
“
P
la
y
is
ess
en
tia
l
fo
r
th
e
d
ev
elo
p
men
t
o
f
ch
ild
r
en
b
ec
a
u
s
e
th
r
o
u
g
h
it,
a
s
it
in
vo
lves
b
ein
g
in
co
n
ta
ct
w
ith
th
eir
p
ee
r
s
,
it
ca
n
b
e
d
etermin
ed
w
h
eth
er
th
ey
h
a
ve
a
n
y
emo
tio
n
a
l
d
iffi
cu
lty
o
r
n
o
t
.
”
(
PS
YC
H
)
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
E
mo
tio
n
a
l e
d
u
ca
tio
n
in
p
o
s
t
-
p
a
n
d
emic
times:
eme
r
g
in
g
n
ee
d
s
a
n
d
…
(
A
n
a
I
s
a
b
el
Go
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le
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-
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e
r
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)
1483
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ik
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1
0
0
%
o
f
teac
h
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r
s
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n
s
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it
f
u
n
d
am
e
n
tal,
co
n
f
ir
m
in
g
th
at,
as
tu
t
o
r
s
,
k
n
o
win
g
th
e
s
tu
d
en
ts
in
all
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f
ac
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is
n
ec
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ar
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to
p
r
o
m
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elf
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k
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ep
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o
r
u
n
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p
ec
ted
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r
ess
en
tial
s
itu
atio
n
s
in
th
eir
ed
u
ca
tio
n
al
liv
es.
T
h
ese
r
esu
lts
allo
w
u
s
to
p
r
o
v
id
e
ar
g
u
m
en
ts
ab
o
u
t
h
o
w,
with
in
th
e
p
o
s
t
-
p
an
d
em
ic
s
ch
o
o
l,
d
if
f
er
en
t
ty
p
es
o
f
d
ef
icien
cies
wer
e
p
e
r
ce
iv
ed
in
th
e
s
tu
d
en
ts
'
s
o
cio
-
em
o
tio
n
al
co
p
i
n
g
,
as
ev
id
e
n
ce
d
af
ter
r
etu
r
n
in
g
t
o
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
teac
h
in
g
.
T
h
is
co
in
cid
es
with
p
r
e
v
i
o
u
s
r
esear
ch
[
5
8
]
s
tate
d
a
b
o
u
t
th
is
p
o
s
t
-
p
a
n
d
em
ic
er
a,
p
r
o
v
in
g
th
at
p
e
o
p
le
a
r
e
r
e
lear
n
in
g
h
o
w
to
f
u
n
ctio
n
in
s
o
ciety
an
d
ev
e
n
h
o
w
to
lear
n
.
T
h
ese
au
th
o
r
s
ar
g
u
e
th
at,
f
o
r
th
is
r
ea
s
o
n
,
e
d
u
ca
tio
n
is
th
e
f
ir
s
t
in
s
titu
tio
n
to
f
ac
e
th
e
n
ew
er
a.
As
th
is
s
tu
d
y
s
h
o
ws,
d
esp
ite
th
e
ef
f
o
r
ts
o
f
teac
h
er
s
,
th
e
d
i
d
ac
tic
m
o
d
els
d
o
n
o
t
m
atch
t
h
e
s
o
cio
-
af
f
ec
tiv
e
g
a
p
s
r
ev
ea
led
in
t
h
e
af
ter
m
ath
o
f
t
h
e
p
an
d
em
ic.
T
h
is
alig
n
s
with
t
h
e
f
in
d
in
g
s
o
f
s
ev
e
r
al
r
esear
ch
s
tu
d
ies
th
at
d
em
o
n
s
tr
ate
t
h
e
n
ee
d
f
o
r
a
m
o
r
e
p
r
o
f
o
u
n
d
an
d
l
o
n
g
e
r
-
ter
m
s
y
s
t
em
tr
an
s
f
o
r
m
atio
n
.
T
h
e
y
ca
ll
f
o
r
im
p
r
o
v
in
g
th
e
s
ch
o
o
l
th
at
co
n
s
id
er
s
th
e
tim
e,
ca
p
ac
ities
,
an
d
r
eso
u
r
ce
s
n
e
ed
ed
to
f
o
s
ter
p
e
d
ag
o
g
ical
r
elatio
n
s
h
ip
s
[
2
2
]
,
w
h
er
e
in
t
er
n
al
an
d
ex
te
r
n
al
r
eso
u
r
ce
s
ar
e
ad
a
p
ted
to
in
d
iv
i
d
u
al
an
d
co
llectiv
e
s
o
cio
-
cu
ltu
r
al
an
d
em
o
tio
n
al
ch
a
r
ac
ter
is
tics
[
1
2
]
.
E
m
o
tio
n
s
s
u
ch
as
f
ea
r
,
b
e
wi
ld
er
m
en
t,
s
tr
ess
,
an
d
an
x
i
ety
s
u
r
f
ac
ed
s
tr
o
n
g
ly
,
h
ig
h
li
g
h
tin
g
t
h
e
em
o
tio
n
al
d
ef
icien
cies
o
f
s
tu
d
en
ts
to
co
p
e
r
esil
ien
tly
with
t
h
e
n
ew
s
itu
atio
n
.
T
h
is
s
tu
d
y
,
as
in
o
th
e
r
s
[
1
]
–
[
6
]
,
s
h
o
ws
th
e
ex
te
n
t
o
f
t
h
e
im
p
a
ct
o
f
p
s
y
ch
o
lo
g
ically
s
tr
ess
f
u
l
s
itu
atio
n
s
,
s
u
ch
as
C
OVI
D
-
1
9
,
o
n
c
h
ild
r
en
an
d
ad
o
lescen
ts
.
As
th
ese
au
th
o
r
s
s
tate
[
5
]
,
m
an
y
s
tu
d
ies
h
a
v
e
s
h
o
wn
t
h
at
f
ea
r
o
f
c
o
n
tag
i
o
n
h
in
d
er
e
d
s
o
cial
co
n
tact
an
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
.
Fo
r
th
is
r
ea
s
o
n
,
it
is
es
s
en
tial
to
s
tr
en
g
th
en
an
d
r
ed
ir
ec
t
th
e
n
ew
em
o
tio
n
al
ed
u
ca
tio
n
in
s
ch
o
o
ls
[
4
8
]
,
[
5
1
]
,
as
ca
n
b
e
s
ee
n
f
r
o
m
th
e
s
tu
d
y
r
esu
lts
.
As
in
th
eir
d
o
cu
m
en
tar
y
r
ev
iew
s
tate
[
4
7
]
,
f
o
r
s
o
m
e
ti
m
e,
th
er
e
h
as
b
ee
n
“
s
cien
tific
ev
id
en
ce
o
n
th
e
b
e
n
ef
its
o
f
e
m
o
tio
n
al
in
tellig
en
ce
in
th
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t,
s
h
o
win
g
its
r
elev
a
n
ce
in
h
ea
lth
an
d
h
ap
p
in
ess
,
s
ch
o
o
l
co
ex
is
ten
ce
o
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
p
e
o
p
le.
”
T
h
is
h
as
led
to
v
ar
io
u
s
m
o
d
els
o
f
em
o
tio
n
al
ed
u
ca
tio
n
f
o
r
th
e
d
e
v
elo
p
m
e
n
t
o
f
em
o
tio
n
al
in
tellig
en
ce
.
Ho
wev
er
,
in
m
o
s
t
ca
s
es,
th
is
h
as
n
o
t
r
esu
lted
in
o
b
tain
in
g
a
c
o
m
p
r
eh
e
n
s
iv
e
p
r
o
p
o
s
al
f
o
r
em
o
tio
n
al
e
d
u
ca
tio
n
with
a
p
p
licab
ilit
y
in
s
ch
o
o
l
p
r
ac
tices
[
3
5
]
.
As
a
s
tu
d
y
p
o
in
ts
o
u
t
[
6
6
]
,
it
is
s
till
u
n
clea
r
h
o
w
em
o
tio
n
al
ed
u
ca
tio
n
is
to
b
e
im
p
lem
en
ted
at
th
e
d
if
f
e
r
en
t
lev
els
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
b
ec
au
s
e
n
o
clea
r
g
u
id
elin
es
ar
e
d
escr
ib
e
d
f
o
r
it.
T
h
e
ce
n
te
r
s
th
at,
lik
e
th
e
o
n
e
i
n
th
is
s
tu
d
y
,
h
ad
o
p
ted
f
o
r
em
o
tio
n
al
ed
u
ca
tio
n
p
r
o
g
r
am
s
o
f
ten
d
id
s
o
f
r
o
m
s
elf
-
tau
g
h
t
e
x
p
er
ien
ce
s
th
at,
af
ter
th
e
p
an
d
em
ic,
m
ad
e
ev
id
e
n
t
th
e
in
s
u
f
f
icien
cy
o
f
its
s
co
p
e
in
th
e
s
ch
o
o
l.
T
h
e
r
esu
lts
o
b
tain
ed
i
n
th
is
s
tu
d
y
s
h
o
w
t
h
at
th
e
p
r
i
o
r
ity
o
f
teac
h
er
s
af
ter
th
e
h
ea
lth
cr
is
is
co
n
tin
u
es
to
b
e
th
e
d
ev
elo
p
m
en
t
o
f
s
u
b
jects
an
d
th
e
in
s
tr
u
ctio
n
al
d
im
en
s
io
n
o
f
th
eir
teac
h
in
g
f
u
n
ctio
n
,
leav
in
g
th
e
ap
p
r
o
ac
h
to
em
o
tio
n
al
ed
u
ca
t
io
n
in
t
h
e
b
ac
k
g
r
o
u
n
d
.
T
h
e
f
o
cu
s
co
n
tin
u
es
to
b
e
o
n
tr
an
s
m
itti
n
g
cu
r
r
icu
la
r
co
n
ten
t
r
ath
er
th
a
n
th
e
r
elatio
n
al
d
im
en
s
io
n
th
at
f
o
s
ter
s
au
th
en
tic
an
d
h
o
lis
tic
lear
n
in
g
a
n
d
f
u
ll
in
clu
s
io
n
.
I
n
th
e
p
o
s
t
-
p
an
d
em
ic,
ac
c
o
r
d
in
g
to
p
r
ev
i
o
u
s
s
tu
d
y
[
6
7
]
,
n
o
t
o
n
ly
a
d
ig
ital
g
ap
was
r
ev
ea
le
d
,
b
u
t
also
a
lear
n
in
g
an
d
s
ch
o
o
l
g
ap
,
a
f
f
ec
tin
g
m
o
r
e
ch
ild
r
en
in
v
u
ln
er
ab
le
s
itu
atio
n
s
.
Fo
r
th
ese
ca
s
es
in
p
ar
ticu
lar
,
r
etu
r
n
i
n
g
to
s
ch
o
o
l
was
a
d
elica
te
m
o
m
en
t
th
at
r
eq
u
ir
ed
teac
h
e
r
s
to
m
ak
e
an
ef
f
o
r
t
to
r
ec
o
n
s
tr
u
ct
th
e
s
itu
atio
n
ex
p
er
ien
ce
d
,
r
etu
r
n
to
lear
n
in
g
in
s
ch
o
o
ls
,
an
d
“
re
-
en
g
ag
e
s
tu
d
en
ts
,
tak
in
g
in
to
ac
co
u
n
t
all
th
e
d
if
f
er
en
ce
s
th
at
m
ay
h
av
e
b
ee
n
g
e
n
er
ated
.
”
As
h
as
b
ee
n
f
o
u
n
d
in
o
th
er
r
esear
ch
[
1
9
]
–
[
2
1
]
,
[
2
4
]
,
th
e
r
e
s
u
lts
s
h
o
w
th
at,
in
f
ac
t,
s
tu
d
en
ts
with
SEN,
ac
co
r
d
in
g
to
th
e
p
er
ce
p
tio
n
o
f
a
s
ig
n
if
ican
t
m
ajo
r
ity
o
f
teac
h
er
s
in
th
is
s
tu
d
y
,
s
ee
m
to
h
av
e
h
a
d
g
r
ea
ter
s
o
cio
-
af
f
ec
tiv
e
an
d
em
o
tio
n
al
d
if
f
icu
l
ties
,
in
g
en
e
r
al,
a
n
d
d
ep
e
n
d
i
n
g
o
n
t
h
e
ty
p
e
o
f
d
iv
er
s
ity
th
ey
p
r
esen
ted
.
I
n
th
is
s
en
s
e,
p
o
s
itiv
e
teac
h
er
b
eh
av
io
r
s
h
o
u
l
d
b
e
e
m
p
h
asized
s
o
s
tu
d
en
ts
p
er
ce
iv
e
th
em
as
“
cr
ed
ib
le
”
p
e
o
p
le,
th
u
s
g
en
er
atin
g
b
etter
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
an
d
clim
ates
[
6
8
]
.
Ho
wev
er
,
o
n
ce
a
g
ain
,
it
h
as
b
ee
n
s
h
o
wn
th
at
teac
h
er
s
h
av
e
n
o
t
b
ee
n
p
r
o
v
id
in
g
a
t
r
an
s
v
er
s
al
ed
u
ca
tio
n
al
r
esp
o
n
s
e
in
th
e
d
ir
ec
tio
n
o
f
e
m
o
tio
n
al
e
d
u
ca
ti
o
n
s
o
th
at
s
tu
d
e
n
ts
ca
n
r
ec
o
m
p
o
s
e
an
d
r
eg
u
late
th
em
s
elv
es
af
ter
th
e
cr
is
i
s
ex
p
er
ien
ce
d
.
T
h
e
p
r
esen
t
s
tu
d
y
s
h
o
wed
th
at
ev
en
th
o
u
g
h
m
o
s
t
teac
h
er
s
h
av
e
th
e
tr
ain
in
g
,
it d
o
es n
o
t seem
s
u
f
f
icien
t to
in
co
r
p
o
r
ate
th
e
ess
en
ti
al
elem
en
ts
o
f
s
o
cio
em
o
tio
n
al
co
m
p
eten
ce
in
th
e
cu
r
r
icu
lu
m
in
a
cr
o
s
s
-
cu
ttin
g
m
an
n
er
.
As
p
o
in
ted
o
u
t
b
y
s
ev
er
al
s
tu
d
ies
[
6
7
]
,
[
6
9
]
in
th
i
s
“
n
ew
r
ea
lity
,
”
in
wh
ich
th
e
s
o
cio
-
e
m
o
tio
n
al
d
e
v
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
u
r
g
e
n
tly
n
ee
d
s
to
b
e
a
d
d
r
ess
ed
,
teac
h
er
s
with
th
e
p
r
o
p
e
r
q
u
alities
to
ex
er
cise
tu
to
r
ial
an
d
g
u
id
a
n
ce
ac
tio
n
in
th
e
class
r
o
o
m
ar
e
r
eq
u
ir
e
d
.
T
h
at
is
,
em
o
tio
n
ally
in
tellig
en
t
teac
h
er
s
ar
e
n
ee
d
ed
:
teac
h
er
s
ca
p
a
b
le
o
f
b
ei
n
g
e
m
p
ath
etic,
with
e
m
o
tio
n
al
m
a
tu
r
ity
;
teac
h
er
s
wh
o
in
teg
r
ate
s
o
cio
-
em
o
tio
n
al
an
d
em
o
tio
n
al
lear
n
in
g
with
in
t
h
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
;
teac
h
er
s
wh
o
ca
n
r
eg
u
late
th
e
p
o
s
itiv
e
an
d
n
e
g
ativ
e
o
f
th
eir
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
teac
h
er
s
s
h
o
u
ld
b
e
tr
ain
ed
,
f
r
o
m
an
in
teg
r
ativ
e
ap
p
r
o
ac
h
,
to
s
u
p
p
o
r
t
th
e
r
etu
r
n
to
s
o
cial
r
ela
tio
n
s
h
ip
s
at
s
ch
o
o
l,
g
en
e
r
atin
g
co
ex
is
ten
ce
an
d
p
o
s
itiv
e
in
ter
d
ep
e
n
d
en
ce
t
h
at
p
r
ev
en
t
p
o
s
s
ib
le
r
elatio
n
al
im
b
alan
ce
s
s
u
ch
as is
o
latio
n
o
r
s
ch
o
o
l c
o
n
f
lict
[
7
0
]
.
I
n
th
is
lin
e,
a
d
d
r
ess
in
g
p
o
s
itiv
e
in
ter
p
er
s
o
n
al
m
an
ag
e
m
en
t
is
im
p
er
ativ
e
to
av
o
i
d
co
m
p
licated
s
o
cio
-
af
f
ec
tiv
e
s
ch
o
o
l
s
itu
atio
n
s
[
5
0
]
,
[
7
1
]
–
[
7
3
]
.
T
h
e
n
ee
d
to
in
v
est
in
im
p
r
o
v
in
g
teac
h
er
tr
ai
n
in
g
at
all
lev
els
to
p
r
o
v
id
e
th
em
with
n
ew
attitu
d
es
an
d
m
eth
o
d
o
lo
g
ical
p
r
o
p
o
s
als
is
ev
id
en
t
[
9
]
,
[
3
2
]
.
T
h
i
s
co
u
ld
h
elp
ac
h
iev
e
co
ex
is
ten
ce
lev
els
th
at
f
a
v
o
r
a
ll
s
tu
d
en
ts
'
s
ch
o
o
l
p
er
f
o
r
m
an
c
e.
As
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
r
e
s
u
lts
o
f
th
e
p
r
esen
t
s
tu
d
y
,
an
d
in
ag
r
ee
m
e
n
t
with
v
ar
io
u
s
au
th
o
r
s
[
6
9
]
–
[
7
2
]
,
te
ac
h
er
s
m
u
s
t
m
ak
e
th
e
class
r
o
o
m
an
d
th
e
s
ch
o
o
l
s
p
ac
es f
o
r
th
e
s
o
cio
-
a
f
f
ec
tiv
e
ca
r
e
o
f
“
all
”
th
e
s
tu
d
en
ts
.
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
.
2
,
Ap
r
il
20
25
:
1
4
7
7
-
1
4
8
7
1484
I
n
s
h
o
r
t,
th
e
r
esu
lts
r
ef
lecte
d
th
e
n
ee
d
to
cr
ea
te
a
d
if
f
e
r
e
n
t
p
r
o
p
o
s
al
f
o
r
in
clu
s
iv
e
in
n
o
v
atio
n
to
ad
d
r
ess
s
o
cio
em
o
tio
n
al
e
d
u
ca
tio
n
in
th
e
c
u
r
r
icu
lu
m
in
a
tr
an
s
v
er
s
al,
in
teg
r
ativ
e,
a
n
d
s
tr
u
ctu
r
ed
way
at
th
e
v
ar
io
u
s
lev
els
o
f
p
r
im
ar
y
ed
u
ca
tio
n
.
All
th
e
teac
h
er
s
an
d
s
o
m
e
s
p
ec
ialis
ts
ag
r
ee
d
to
v
alu
e
th
e
p
ed
ag
o
g
ical
m
o
d
el
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
m
o
to
r
p
r
ac
tice
an
d
th
e
to
o
ls
o
f
co
r
p
o
r
al
a
n
d
a
r
tis
tic
ex
p
r
e
s
s
io
n
to
s
u
p
p
o
r
t
th
is
p
r
o
g
r
a
m
in
th
e
d
if
f
er
en
t
s
u
b
je
cts.
T
h
ese
f
in
d
in
g
s
ar
e
p
r
esen
t
in
o
th
er
wo
r
k
s
[
3
6
]
–
[
3
9
]
,
[
5
8
]
in
wh
ich
p
h
y
s
ical
ac
tiv
ity
is
r
elate
d
to
th
e
im
p
r
o
v
em
en
t
o
f
em
o
tio
n
al
a
n
d
co
g
n
itiv
e
d
ev
elo
p
m
en
t
an
d
lear
n
in
g
p
r
o
ce
s
s
es.
T
h
e
d
esig
n
o
f
s
tr
ateg
ies
th
at
in
cl
u
d
e
g
am
es
th
at
p
r
o
m
o
te
ex
e
r
cise
an
d
m
o
v
e
m
en
t
is
r
ec
o
m
m
en
d
ed
as
a
n
id
ea
l
f
o
r
m
o
f
s
tim
u
latio
n
.
W
ith
th
ese
r
esu
lts
,
it
was
p
o
s
s
ib
le
to
d
esig
n
a
p
r
o
ject
to
im
p
r
o
v
e
th
e
s
y
s
tem
atiza
tio
n
o
f
em
o
tio
n
al
ed
u
ca
tio
n
at
s
ch
o
o
l
in
p
o
s
t
-
p
an
d
em
ic
tim
es.
4.
CO
NCLU
SI
O
N
B
as
e
d
o
n
th
e
in
f
o
r
m
atio
n
an
al
y
ze
d
b
y
th
e
s
tu
d
y
’
s
o
b
jectiv
es
,
s
ev
er
al
f
u
n
d
a
m
en
tal
co
n
clu
s
io
n
s
h
av
e
b
ee
n
d
r
awn
,
wh
ich
ar
e
cr
u
ci
al
f
o
r
d
esig
n
in
g
an
in
n
o
v
ati
o
n
p
r
o
ject
in
em
o
tio
n
al
ed
u
ca
tio
n
in
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
.
T
h
e
p
an
d
e
m
ic
h
ad
a
s
ig
n
if
ican
t
em
o
tio
n
al
an
d
s
o
cial
im
p
ac
t
o
n
s
tu
d
en
ts
f
r
o
m
1
s
t
t
o
6
t
h
g
r
a
d
e
i
n
p
r
i
m
a
r
y
e
d
u
c
a
t
i
o
n
,
p
a
r
t
i
c
u
l
a
r
l
y
af
f
ec
tin
g
s
t
u
d
e
n
t
s
w
i
t
h
s
p
e
c
i
al
e
d
u
c
a
ti
o
n
a
l
n
ee
d
s
.
T
h
e
s
e
s
t
u
d
e
n
ts
e
x
h
i
b
i
t
e
d
a
l
t
e
r
e
d
e
m
o
ti
o
n
a
l
s
ta
t
e
s
i
n
t
h
e
cl
a
s
s
r
o
o
m
a
t
c
o
n
ce
r
n
i
n
g
l
e
v
e
l
s
a
n
d
i
n
w
a
y
s
aty
p
ical
f
o
r
t
h
e
i
r
a
g
e
.
E
m
o
t
i
o
n
s
s
u
c
h
as
u
n
c
e
r
t
ai
n
t
y
,
f
ea
r
,
s
ad
n
ess
,
an
x
iety
,
a
n
d
is
o
l
atio
n
wer
e
d
ir
ec
t c
o
n
s
eq
u
en
ce
s
o
f
t
h
e
p
a
n
d
e
m
i
c
.
T
h
e
s
tu
d
y
also
f
o
u
n
d
th
at
e
m
o
tio
n
s
ar
e
n
o
t
ad
d
r
ess
ed
i
n
d
e
p
th
ac
r
o
s
s
all
c
o
u
r
s
es
a
n
d
s
u
b
jects
eq
u
ally
,
n
o
r
ar
e
th
e
y
in
teg
r
ated
tr
an
s
v
er
s
ally
with
in
th
e
cu
r
r
i
cu
lu
m
.
T
h
e
r
e
is
a
clea
r
n
ee
d
f
o
r
m
o
r
e
s
p
ec
ialized
tr
ain
in
g
in
em
o
tio
n
al
ed
u
ca
tio
n
f
o
r
teac
h
er
s
,
as
th
eir
c
u
r
r
en
t
tr
ain
in
g
is
lim
ited
an
d
d
o
es
n
o
t
en
a
b
le
th
em
to
ad
eq
u
ately
r
esp
o
n
d
to
t
h
e
em
er
g
in
g
n
ee
d
s
in
class
r
o
o
m
s
af
ter
th
e
p
an
d
em
ic.
T
o
a
d
d
r
es
s
th
ese
is
s
u
es,
it
i
s
ess
en
tial
to
r
ein
f
o
r
ce
em
o
tio
n
al
ed
u
ca
tio
n
a
n
d
s
tu
d
en
t
s
o
cializa
tio
n
in
th
e
class
r
o
o
m
,
p
ar
ticu
lar
ly
t
h
r
o
u
g
h
ar
ea
s
th
at
en
h
an
ce
s
elf
-
k
n
o
wled
g
e,
s
elf
-
r
e
g
u
latio
n
,
an
d
em
o
tio
n
al
ex
p
r
ess
iv
en
ess
.
E
x
am
p
les
in
clu
d
e
p
s
y
ch
o
m
o
t
o
r
ed
u
ca
tio
n
,
b
o
d
il
y
ex
p
r
ess
io
n
,
a
n
d
ar
tis
tic
ed
u
c
atio
n
.
T
h
e
im
p
licatio
n
s
o
f
th
is
s
tu
d
y
h
ig
h
lig
h
t
t
h
e
n
ee
d
to
r
e
v
iew
s
ch
o
o
l
p
r
ac
tices,
as
th
e
p
a
n
d
em
ic
h
as
r
ev
ea
led
s
ig
n
i
f
ican
t
s
h
o
r
tco
m
i
n
g
s
in
th
e
h
o
lis
tic
ed
u
ca
tio
n
o
f
all
s
tu
d
e
n
ts
.
E
ac
h
ed
u
ca
tio
n
al
ce
n
ter
with
in
th
e
cu
r
r
en
t
s
ch
o
o
l
o
r
g
an
izatio
n
m
u
s
t
id
en
tify
th
o
s
e
ed
u
ca
tio
n
al
g
ap
s
th
at
m
ay
af
f
ec
t
th
e
class
r
o
o
m
clim
ate
an
d
h
in
d
er
th
e
s
o
cio
-
em
o
tio
n
al
d
ev
elo
p
m
e
n
t
o
f
all
s
tu
d
en
ts
,
p
ar
ticu
lar
l
y
th
o
s
e
with
SE
N.
Mo
r
eo
v
er
,
ea
ch
s
ch
o
o
l
’
s
cu
ltu
r
e
s
h
o
u
ld
p
r
o
m
o
te
a
tr
an
s
v
er
s
al
an
d
co
m
p
r
eh
e
n
s
iv
e
em
o
tio
n
al
ed
u
ca
tio
n
to
h
elp
b
r
id
g
e
th
e
g
a
p
s
r
ev
ea
led
b
y
C
OVI
D
-
19.
E
ac
h
s
ch
o
o
l
ca
n
an
d
s
h
o
u
ld
co
llab
o
r
ativ
ely
en
g
ag
e
in
r
esear
ch
-
ac
tio
n
p
r
o
ce
s
s
es
th
at
lead
to
in
n
o
v
atio
n
p
r
o
jects.
T
h
ese
p
r
o
jects,
in
lin
e
with
th
e
f
in
d
in
g
s
p
r
esen
ted
h
er
e,
s
h
o
u
ld
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
f
u
ll
in
clu
s
io
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
is
s
ec
tio
n
is
n
o
t
m
an
d
ato
r
y
b
u
t
m
ay
b
e
ad
d
e
d
if
p
aten
ts
r
esu
lt f
r
o
m
th
e
wo
r
k
r
ep
o
r
ted
in
th
is
m
an
u
s
cr
ip
t.
RE
F
E
R
E
NC
E
S
[
1
]
É.
Ló
p
e
z
-
C
a
ssà
a
n
d
N
.
P
e
r
e
z
-
Esc
o
d
a
,
T
h
e
i
n
f
l
u
e
n
c
e
o
f
e
m
o
t
i
o
n
s i
n
e
d
u
c
a
t
i
o
n
i
n
t
h
e
f
a
c
e
o
f
C
O
VI
D
-
1
9
:
t
h
e
c
a
se
o
f
S
p
a
i
n
f
r
o
m
t
h
e
p
e
r
c
e
p
t
i
o
n
o
f
t
e
a
c
h
e
rs
.
B
a
r
c
e
l
o
n
a
:
U
n
i
v
e
r
si
t
a
t
d
e
B
a
r
c
e
l
o
n
a
:
G
R
O
P
.
D
o
c
u
men
t
o
e
l
e
c
t
r
ó
n
i
c
o
(
i
n
S
p
a
n
i
s
h
)
,
2
0
2
0
.
[
2
]
Á
.
C
a
l
a
d
o
S
o
t
o
,
I
.
F
e
r
r
u
s
o
l
a
C
á
r
a
b
e
,
a
n
d
M
.
I
.
R
a
mí
r
e
z
A
r
g
e
n
t
e
,
“
I
mp
a
c
t
o
f
C
O
V
I
D
-
1
9
o
n
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
a
n
d
i
t
s
r
e
sp
e
c
t
i
v
e
a
g
e
n
t
s
,
”
(
i
n
S
p
a
n
i
s
h
)
,
U
n
i
v
e
r
s
i
d
a
d
d
e
S
e
v
i
l
l
a
,
2
0
2
0
.
[
3
]
A
.
A
.
R
o
g
e
r
s
,
T.
H
a
,
a
n
d
S
.
O
c
k
e
y
,
“
A
d
o
l
e
sce
n
t
s’
p
e
r
c
e
i
v
e
d
s
o
c
i
o
-
e
mo
t
i
o
n
a
l
i
mp
a
c
t
o
f
C
O
V
I
D
-
1
9
a
n
d
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
men
t
a
l
h
e
a
l
t
h
:
r
e
s
u
l
t
s
f
r
o
m
a
u
.
s.
-
b
a
se
d
m
i
x
e
d
-
met
h
o
d
s
st
u
d
y
,
”
J
o
u
r
n
a
l
o
f
A
d
o
l
e
s
c
e
n
t
H
e
a
l
t
h
,
v
o
l
.
6
8
,
n
o
.
1
,
p
p
.
4
3
–
5
2
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
o
h
e
a
l
t
h
.
2
0
2
0
.
0
9
.
0
3
9
.
[
4
]
U
.
R
a
v
e
n
s
-
S
i
e
b
e
r
e
r
,
A
.
K
a
m
a
n
,
M
.
E
r
h
a
r
t
,
J.
D
e
v
i
n
e
,
R
.
S
c
h
l
a
c
k
,
a
n
d
C
.
O
t
t
o
,
“
I
mp
a
c
t
o
f
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
o
n
q
u
a
l
i
t
y
o
f
l
i
f
e
a
n
d
me
n
t
a
l
h
e
a
l
t
h
i
n
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
s
c
e
n
t
s
i
n
G
e
r
ma
n
y
,
”
E
u
ro
p
e
a
n
C
h
i
l
d
&
A
d
o
l
e
sc
e
n
t
Ps
y
c
h
i
a
t
ry
,
v
o
l
.
3
1
,
n
o
.
6
,
p
p
.
8
7
9
–
8
8
9
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s0
0
7
8
7
-
0
2
1
-
0
1
7
2
6
-
5.
[
5
]
J.
O
k
u
y
a
ma
e
t
a
l
.
,
“
M
e
n
t
a
l
h
e
a
l
t
h
a
n
d
p
h
y
si
c
a
l
a
c
t
i
v
i
t
y
a
m
o
n
g
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
sc
e
n
t
s
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
T
h
e
T
o
h
o
k
u
J
o
u
r
n
a
l
o
f
Ex
p
e
ri
m
e
n
t
a
l
M
e
d
i
c
i
n
e
,
v
o
l
.
2
5
3
,
n
o
.
3
,
p
p
.
2
0
3
–
2
1
5
,
2
0
2
1
,
d
o
i
:
1
0
.
1
6
2
0
/
t
j
e
m.
2
5
3
.
2
0
3
.
[
6
]
E.
S
z
k
o
d
y
,
M
.
S
t
e
a
r
n
s,
L.
S
t
a
n
h
o
p
e
,
a
n
d
C
.
M
c
K
i
n
n
e
y
,
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