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K
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CC B
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SA
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.
C
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p
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A
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:
Geo
r
g
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T
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Geo
k
Sh
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C
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Pre
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Un
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Stu
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Sam
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C
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Sar
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Ma
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m
y
1.
I
NT
RO
D
UCT
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Par
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in
s
titu
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r
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s
f
u
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d
am
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tal
lear
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i
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[
1
]
.
Par
en
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p
lay
a
s
ig
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if
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in
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s
p
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p
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d
t
o
s
ch
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ls
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o
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e
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ed
u
ca
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in
s
titu
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T
h
e
r
o
le
o
f
a
p
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n
t
is
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co
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tin
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u
s
en
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ea
v
o
r
t
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at
n
ec
ess
itates
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atten
tiv
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a
n
d
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ap
tab
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to
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d
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co
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s
tan
tly
ch
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g
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em
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s
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[
2
]
.
I
n
lear
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in
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p
a
r
en
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p
lay
a
v
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o
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a
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u
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p
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tiv
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to
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s
s
tu
d
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t’
s
m
o
tiv
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a
n
d
ac
h
i
ev
em
en
t
[
3
]
.
Activ
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p
ar
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t’
s
in
v
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en
t
ca
n
in
f
lu
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p
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b
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f
s
tu
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p
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ce
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s
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ce
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t
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s
th
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lear
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in
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p
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s
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.
Par
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th
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m
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t
in
f
lu
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ti
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p
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o
n
f
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th
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s
tu
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will
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s
u
b
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tan
tial
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p
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t
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war
d
s
s
tu
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en
t’
s
ed
u
c
atio
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[
4
]
.
I
n
a
d
d
itio
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,
c
o
llab
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r
atio
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b
etwe
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u
ca
to
r
s
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d
p
ar
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ts
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f
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to
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p
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s
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im
p
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t
to
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d
s
th
e
ac
ad
em
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ac
h
iev
e
m
en
t
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f
a
s
tu
d
e
n
t
[
5
]
.
Acc
o
r
d
in
g
to
Ay
im
b
ila
et
a
l.
[
6
]
,
p
ar
en
tal
in
v
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l
v
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en
t
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elp
s
p
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h
ip
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wh
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en
a
b
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[
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W
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tiv
atio
n
in
o
n
lin
e
lear
n
in
g
s
ess
io
n
s
ar
e
am
o
n
g
th
e
m
ajo
r
co
n
ce
r
n
s
f
o
r
ed
u
ca
to
r
s
as
o
n
lin
e
lear
n
in
g
co
n
s
u
m
p
tio
n
is
h
ap
p
en
in
g
b
e
y
o
n
d
th
e
ca
m
p
u
s
e
n
v
ir
o
n
m
en
t.
L
ea
r
n
in
g
th
r
o
u
g
h
o
n
lin
e
m
e
d
iu
m
is
n
o
t
a
n
ew
c
o
n
ce
p
t
a
n
d
is
wid
ely
a
p
p
lied
esp
ec
ially
f
o
r
lo
n
g
d
is
tan
ce
le
ar
n
in
g
[
7
]
.
B
len
d
e
d
lear
n
in
g
is
th
e
m
ain
ch
o
ice
a
s
it
co
m
b
in
es
b
o
th
th
e
s
tr
en
g
th
o
f
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
l
ea
r
n
in
g
an
d
o
n
lin
e
lear
n
in
g
[
8
]
.
W
ith
th
e
r
ec
e
n
t
p
an
d
em
ic
s
itu
atio
n
,
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
m
u
s
t
r
el
y
s
o
lely
o
n
o
n
lin
e
lear
n
in
g
to
p
u
r
s
u
e
th
eir
e
d
u
ca
tio
n
[
9
]
.
Alth
o
u
g
h
o
n
lin
e
lear
n
i
n
g
is
g
o
o
d
at
ce
r
tain
asp
ec
ts
o
f
lear
n
in
g
s
u
ch
as
p
er
s
o
n
aliza
tio
n
an
d
av
ailab
ili
ty
[
1
0
]
,
it
is
h
o
wev
er
q
u
ite
lim
ited
in
ter
m
s
o
f
s
tu
d
en
t’
s
p
ar
ticip
atio
n
an
d
lear
n
in
g
m
o
tiv
atio
n
[
1
1
]
.
T
h
is
is
d
u
e
to
r
ed
u
ce
d
m
o
n
ito
r
in
g
f
r
o
m
ed
u
ca
to
r
s
co
m
p
ar
ed
to
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
wh
ile
at
th
e
s
am
e
tim
e
b
ein
g
i
n
a
d
is
jo
in
ted
en
v
ir
o
n
m
en
t [
1
2
]
.
On
e
way
to
r
em
e
d
y
th
e
s
itu
atio
n
is
to
r
ely
o
n
p
ar
e
n
tal
in
v
o
lv
em
e
n
t
at
h
o
m
e
to
h
el
p
ed
u
ca
to
r
s
m
o
n
ito
r
t
h
e
s
tu
d
en
ts
’
e
n
g
ag
e
m
en
t
in
o
n
lin
e
lear
n
in
g
.
Par
e
n
tal
in
v
o
lv
e
m
en
t
in
ed
u
ca
tio
n
is
n
o
t
n
ew
as
m
o
s
t
p
ar
en
ts
h
av
e
b
ee
n
r
esp
o
n
s
ib
le
f
o
r
th
eir
c
h
ild
r
en
’
s
e
d
u
ca
tio
n
d
ir
ec
tio
n
s
an
d
ac
h
iev
em
en
ts
s
in
ce
s
ch
o
o
l
lev
el
.
Acc
o
r
d
in
g
to
W
an
g
[
1
3
]
,
p
ar
e
n
tal
in
v
o
l
v
em
en
t
i
n
m
o
n
ito
r
in
g
is
im
p
o
r
tan
t
to
p
ar
e
n
ts
’
ca
p
a
city
to
c
o
n
tr
o
l
th
ei
r
ch
ild
'
s
m
ed
ia
ex
p
o
s
u
r
e,
estab
li
s
h
s
tu
d
y
an
d
h
o
m
ew
o
r
k
tim
e,
ass
is
t
in
s
u
b
ject
s
elec
tio
n
,
r
eg
u
late
p
lay
tim
e,
an
d
s
u
p
er
v
is
e
th
eir
ch
ild
'
s
r
etu
r
n
f
r
o
m
s
ch
o
o
l.
Par
en
ts
ar
e
also
d
ee
m
ed
tr
u
s
two
r
th
y
f
ig
u
r
es
an
d
s
h
ar
e
th
e
s
am
e
o
b
jectiv
e
with
th
e
s
tu
d
e
n
t,
m
ak
in
g
th
em
a
p
er
f
ec
t
m
ed
iat
o
r
b
etwe
en
e
d
u
ca
to
r
s
a
n
d
s
tu
d
en
ts
.
W
h
ile
m
o
s
t
r
esear
ch
o
n
p
ar
en
tal
in
v
o
lv
em
en
t a
r
e
o
n
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
th
er
e
a
r
e
lim
ited
r
esear
ch
f
o
cu
s
ed
o
n
p
ar
en
tal
in
v
o
lv
em
en
t
in
s
tu
d
e
n
ts
’
ed
u
ca
tio
n
f
o
u
n
d
atio
n
an
d
ter
tiar
y
lev
el.
E
v
en
th
o
u
g
h
s
tu
d
en
ts
at
f
o
u
n
d
atio
n
an
d
ter
tiar
y
lev
el
a
r
e
co
n
s
id
er
ed
as
m
o
r
e
m
atu
r
e
an
d
i
n
d
ep
e
n
d
en
t
co
m
p
ar
ed
t
o
p
r
im
a
r
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
it
is
in
ter
est
in
g
to
ex
am
in
e
p
ar
e
n
ts
’
p
er
s
p
ec
tiv
es,
ch
allen
g
es
an
d
s
atis
f
ac
tio
n
s
o
n
in
v
o
l
v
em
en
t
in
m
o
n
ito
r
in
g
th
eir
c
h
ild
r
en
lear
n
in
g
esp
ec
ially
o
n
o
n
lin
e
lear
n
in
g
.
Acc
o
r
d
in
g
to
th
e
d
is
cu
s
s
io
n
,
t
h
is
s
tu
d
y
t
h
er
ef
o
r
e
aim
s
to
e
x
am
in
e
p
a
r
en
tal
p
er
s
p
ec
tiv
es,
c
h
allen
g
es
an
d
s
atis
f
ac
tio
n
s
to
war
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
th
eir
c
h
ild
r
en
o
n
lin
e
lear
n
i
n
g
in
f
o
u
n
d
atio
n
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
ex
p
lo
r
e
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
a
r
en
t’
s
p
er
s
p
ec
tiv
es
o
n
s
tu
d
en
t’
s
o
n
lin
e
le
ar
n
in
g
a
n
d
p
a
r
en
ts
’
d
em
o
g
r
a
p
h
ic
i
n
f
o
r
m
atio
n
(
n
u
m
b
er
o
f
h
o
u
s
eh
o
ld
s
,
h
o
u
s
eh
o
l
d
in
co
m
e,
an
d
e
d
u
ca
tio
n
lev
el
)
.
Mo
r
e
s
p
ec
if
ically
,
it will a
d
d
r
ess
th
e
f
o
llo
win
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
p
ar
en
ts
’
r
o
le
in
in
v
o
lv
em
en
t
a
n
d
m
o
n
ito
r
in
g
tim
e
f
o
r
th
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e?
ii)
W
h
at
ar
e
th
e
p
a
r
en
ts
’
p
e
r
s
p
e
ctiv
es
to
war
d
s
in
v
o
l
v
em
en
t
i
n
m
o
n
ito
r
in
g
th
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e?
iii)
W
h
at
ar
e
th
e
p
a
r
en
ts
’
ch
alle
n
g
es
to
war
d
s
in
v
o
lv
em
e
n
t
in
m
o
n
ito
r
i
n
g
t
h
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e?
iv
)
W
h
at
ar
e
th
e
p
a
r
en
ts
’
s
atis
f
ac
tio
n
s
to
war
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
th
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e?
v)
I
s
th
er
e
a
r
elatio
n
s
h
ip
b
etwe
e
n
p
ar
en
ts
’
p
e
r
s
p
ec
tiv
es
an
d
p
ar
en
ts
’
d
em
o
g
r
ap
h
ic
in
f
o
r
m
at
io
n
(
n
u
m
b
er
o
f
h
o
u
s
eh
o
ld
s
,
h
o
u
s
eh
o
ld
in
co
m
e
an
d
ed
u
ca
tio
n
lev
el
)
?
B
y
co
n
d
u
ctin
g
th
is
s
tu
d
y
,
it p
r
o
v
id
es a
n
o
p
p
o
r
t
u
n
ity
f
o
r
ed
u
c
ato
r
to
u
n
d
er
s
tan
d
th
e
le
v
el
o
f
r
ea
d
in
ess
an
d
willin
g
n
ess
o
f
p
a
r
en
tal
i
n
v
o
lv
em
e
n
t
in
m
o
n
ito
r
in
g
th
e
ir
ch
ild
r
en
’
s
o
n
lin
e
lear
n
i
n
g
at
f
o
u
n
d
atio
n
lev
el,
allo
win
g
ed
u
ca
to
r
s
to
p
lan
a
n
d
p
r
ep
a
r
e
co
llab
o
r
atio
n
with
p
ar
en
ts
with
th
e
m
ain
g
o
al
to
en
s
u
r
e
s
tu
d
en
ts
co
n
tin
u
e
to
p
ar
ticip
ate
an
d
m
o
tiv
ate
in
th
e
o
n
lin
e
lear
n
in
g
s
ess
io
n
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
p
r
o
v
i
d
es
an
in
s
ig
h
t
in
u
n
d
e
r
s
tan
d
in
g
th
e
in
d
icato
r
s
th
at
f
ac
ilit
ate
th
e
r
elian
ce
o
f
p
ar
en
ts
’
in
v
o
lv
em
en
t
in
m
o
n
it
o
r
in
g
th
e
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
f
o
u
n
d
atio
n
l
ev
el.
T
h
e
ter
m
“p
ar
en
tal
in
v
o
lv
e
m
en
t”
in
s
tu
d
en
ts
’
lear
n
in
g
ca
n
b
e
d
ef
in
ed
in
v
ar
io
u
s
ap
p
r
o
ac
h
es.
Par
en
tal
in
v
o
lv
em
en
t
ca
n
b
e
d
ef
in
ed
as
an
ac
tiv
e
r
o
le
p
l
ay
ed
b
y
f
a
m
ilies
an
d
co
m
m
u
n
ities
to
f
o
s
ter
an
en
co
u
r
a
g
in
g
en
v
ir
o
n
m
en
t
f
o
r
ch
ild
r
en
’
s
lear
n
in
g
[
1
4
]
.
Sh
im
i
et
a
l.
[
1
5
]
s
p
ec
if
ied
p
ar
en
tal
in
v
o
lv
em
e
n
t
as
th
e
d
eg
r
ee
o
f
p
ar
e
n
tal
en
g
ag
em
e
n
t
in
th
ei
r
c
h
ild
'
s
h
o
m
e
e
d
u
ca
ti
o
n
a
n
d
th
e
f
r
eq
u
en
cy
o
f
co
m
m
u
n
icatio
n
with
th
e
s
ch
o
o
l.
L
ik
ewise,
Salac
a
n
d
F
lo
r
id
a
[
1
6
]
d
ef
i
n
ed
p
ar
en
tal
in
v
o
lv
em
en
t
as
an
en
g
a
g
em
en
t
an
d
c
o
m
m
u
n
icatio
n
am
o
n
g
p
ar
en
ts
an
d
e
d
u
ca
to
r
s
,
wh
ich
in
clu
d
es
d
is
cu
s
s
io
n
ab
o
u
t
th
e
s
tu
d
en
ts
’
h
o
m
ewo
r
k
an
d
s
ch
o
o
l
ex
p
er
ien
ce
s
,
as we
ll a
s
co
n
v
er
s
atio
n
s
ab
o
u
t a
d
ju
s
tin
g
th
e
s
tu
d
en
ts
’
lear
n
in
g
ac
tiv
ities
at
h
o
m
e
an
d
s
ch
o
o
l.
W
ith
th
ese
v
ar
io
u
s
d
ef
in
itio
n
s
,
L
iu
an
d
Gao
[
1
7
]
s
u
m
m
ar
i
ze
d
p
ar
e
n
tal
in
v
o
l
v
em
en
t
lea
r
n
in
g
i
n
to
two
m
ain
d
im
en
s
io
n
s
:
h
o
m
e
-
b
ased
in
v
o
lv
em
en
t
an
d
s
ch
o
o
l
-
b
ased
in
v
o
lv
e
m
en
t.
Acc
o
r
d
in
g
t
o
r
esear
ch
b
y
Kam
al
et
a
l.
[
1
8
]
,
h
o
m
e
-
b
ased
in
v
o
l
v
em
en
t
p
er
tain
s
to
p
a
r
en
ts
ac
tiv
ely
aid
in
g
a
n
d
b
o
ls
ter
in
g
th
eir
ch
ild
r
en
'
s
lear
n
in
g
,
wh
er
ea
s
s
ch
o
o
l
-
b
ase
d
in
v
o
lv
em
e
n
t
r
e
f
er
s
to
p
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p
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14
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2668
as
p
ar
en
t
-
teac
h
e
r
ass
o
ciatio
n
s
(
PTA)
.
E
p
s
tein
[
5
]
f
u
r
t
h
er
ca
teg
o
r
ized
p
ar
e
n
tal
in
v
o
lv
em
en
t
in
to
s
ix
d
im
en
s
io
n
s
,
wh
ich
ar
e
p
ar
e
n
tin
g
,
co
m
m
u
n
icatin
g
,
v
o
lu
n
te
er
in
g
,
lear
n
in
g
at
h
o
m
e,
d
ec
is
io
n
m
ak
in
g
an
d
co
llab
o
r
atin
g
with
th
e
co
m
m
u
n
ity
.
T
h
ar
t
o
r
i
[
1
]
s
tated
th
a
t
id
en
tify
in
g
th
ese
s
ix
d
im
e
n
s
io
n
s
will
en
s
u
r
e
r
esear
ch
er
s
to
g
ain
a
d
ee
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e
r
a
n
d
m
o
r
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lo
g
ical
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n
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er
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tan
d
i
n
g
o
f
th
e
n
atu
r
e
o
f
p
a
r
en
tal
in
v
o
lv
em
en
t.
T
h
er
e
is
n
o
d
o
u
b
t
th
at
p
ar
e
n
ta
l
in
v
o
lv
em
e
n
t
in
s
tu
d
en
ts
'
lear
n
in
g
at
h
o
m
e
o
f
f
er
s
v
ar
i
o
u
s
a
d
v
an
tag
es
f
o
r
b
o
th
th
e
s
tu
d
e
n
ts
an
d
ed
u
ca
to
r
s
.
E
x
ten
s
iv
e
e
v
id
en
ce
co
n
s
is
ten
tly
d
em
o
n
s
tr
ates
th
at
a
ctiv
e
p
ar
en
ts
wh
o
d
ed
icate
s
ig
n
if
ican
t
am
o
u
n
t
o
f
tim
e
an
d
r
eso
u
r
ce
s
to
th
eir
ch
ild
r
en
’
s
ed
u
ca
tio
n
,
s
u
c
h
as
h
elp
in
g
wit
h
h
o
m
ewo
r
k
,
will y
ield
ac
ad
em
i
ca
lly
s
u
cc
ess
f
u
l c
h
ild
r
en
an
d
c
u
ltiv
ate
a
m
o
r
e
r
o
b
u
s
t sch
o
o
l
-
f
am
ily
r
elatio
n
s
h
ip
[
6
]
.
Vir
tu
d
az
o
et
a
l.
[
1
9
]
h
ig
h
lig
h
ted
th
at
p
ar
e
n
ts
co
n
tr
ib
u
te
to
war
d
s
th
e
im
p
r
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v
em
e
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t
o
f
s
tu
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en
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’
ac
ad
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p
er
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o
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m
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ce
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an
d
g
r
ad
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s
ch
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b
y
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iv
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ig
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o
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s
u
p
p
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r
t
to
th
eir
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ild
r
en
’
s
lear
n
in
g
.
B
esid
es
th
at,
ac
tiv
e
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
s
tu
d
en
t’
s
lear
n
in
g
ca
n
also
lead
to
b
etter
r
elatio
n
s
h
ip
s
b
e
twee
n
p
ar
en
ts
an
d
ed
u
ca
to
r
s
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in
ad
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itio
n
to
en
h
an
cin
g
th
e
ed
u
ca
to
r
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s
m
o
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ale
an
d
f
o
s
ter
in
g
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
[
1
7
]
.
Ay
im
b
ila
et
a
l.
[
6
]
s
tated
th
at
th
e
im
p
r
o
v
e
d
p
ar
en
ts
-
ed
u
ca
t
o
r
r
elatio
n
s
h
ip
en
ab
les
th
em
to
ex
ch
an
g
e
id
ea
s
o
n
h
o
w
to
m
ak
e
th
eir
r
esp
ec
tiv
e
c
o
n
tr
ib
u
tio
n
s
to
war
d
s
th
e
ad
v
a
n
ce
m
en
t o
f
th
e
s
ch
o
o
l a
n
d
c
o
m
m
u
n
ity
.
I
n
a
d
d
itio
n
,
r
esear
ch
h
as
s
h
o
wn
th
at
s
u
p
p
o
r
t
f
r
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m
p
ar
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t
s
is
n
o
t
o
n
ly
im
p
o
r
tan
t
f
o
r
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tu
d
en
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in
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ch
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o
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’
lev
el,
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u
t
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o
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u
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d
s
o
ld
er
s
tu
d
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ter
tiar
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ed
u
ca
tio
n
lev
el.
Par
en
ts
ty
p
ically
d
em
o
n
s
tr
ate
a
s
tr
o
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g
in
clin
atio
n
to
en
g
ag
e
in
th
e
ir
ch
ild
r
en
'
s
h
ig
h
er
ed
u
ca
tio
n
[
2
0
]
.
Acc
o
r
d
in
g
to
W
ea
th
er
s
-
Fin
ch
er
[
2
1
]
s
tu
d
y
,
ac
tiv
e
p
ar
en
tal
in
v
o
lv
e
m
en
t
will
f
ac
ilit
a
te
th
e
en
h
an
ce
m
en
t
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
ts
,
in
ter
p
er
s
o
n
al
co
m
m
u
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icatio
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,
a
n
d
k
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wled
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lin
k
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g
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etwe
en
h
ig
h
s
ch
o
o
ls
an
d
h
ig
h
er
ed
u
ca
tio
n
.
Par
en
tal
e
n
g
ag
em
en
t
is
cr
u
cial
in
p
r
o
v
id
in
g
n
ec
ess
ar
y
em
o
tio
n
al
s
u
p
p
o
r
t
f
o
r
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tu
d
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ts
wh
en
th
ey
m
o
v
e
f
r
o
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h
ig
h
s
ch
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o
l
t
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u
n
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ity
ed
u
ca
tio
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th
is
s
u
p
p
o
r
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h
elp
s
to
m
o
tiv
ate
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d
en
co
u
r
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tu
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em
b
r
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e
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ch
allen
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f
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ig
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n
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,
r
at
h
er
th
a
n
lim
itin
g
th
eir
asp
ir
atio
n
s
[
2
0
]
.
W
h
ile
th
er
e
ar
e
b
en
ef
its
in
p
ar
en
tal
in
v
o
lv
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e
n
t
to
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d
s
s
tu
d
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ts
’
lear
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in
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ed
u
ca
to
r
s
m
u
s
t
awa
r
e
th
at
th
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e
ar
e
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till
s
o
m
e
ch
al
len
g
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th
at
n
ee
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to
b
e
ad
d
r
e
s
s
ed
.
Acc
o
r
d
in
g
to
Yu
lian
ti
et
a
l.
[
2
2
]
,
p
ar
en
ts
,
p
ar
ticu
lar
ly
th
o
s
e
with
lim
ited
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
,
o
f
ten
ex
h
i
b
it
lo
wer
lev
els
o
f
c
o
n
f
id
en
ce
wh
en
it
co
m
es
to
en
g
ag
in
g
in
th
eir
c
h
ild
r
en
’
s
lear
n
in
g
.
T
h
is
is
b
ec
au
s
e
th
e
p
ar
en
ts
p
o
s
s
ess
lim
ited
k
n
o
wled
g
e
an
d
u
n
s
u
r
e
to
ass
is
tan
ce
with
th
e
ch
ild
r
en
lear
n
in
g
at
h
o
m
e
[
1
7
]
.
T
h
is
is
co
r
r
o
b
o
r
ate
d
b
y
Ha
n
d
ay
an
i
et
a
l.
[
2
3
]
,
wh
ich
f
in
d
in
g
s
s
h
o
wed
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
e
n
th
e
ed
u
ca
ti
o
n
al
le
v
el
o
f
p
ar
en
ts
an
d
all
asp
ec
ts
o
f
p
ar
e
n
tal
in
v
o
l
v
em
en
t in
t
h
e
ir
ch
ild
r
en
'
s
ed
u
ca
tio
n
.
I
n
ad
d
itio
n
to
p
ar
en
tal
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
f
in
an
cial
b
a
ck
g
r
o
u
n
d
also
p
lay
s
a
s
ig
n
if
ic
an
t
r
o
le
in
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
s
tu
d
en
ts
’
lear
n
i
n
g
.
Osar
o
-
Ma
r
ti
n
s
[
2
4
]
d
is
co
v
er
ed
th
at
f
in
an
cial
co
n
s
tr
ain
ts
ex
p
er
ien
ce
d
b
y
p
ar
en
ts
ca
n
r
e
s
u
lt
in
r
e
d
u
ce
d
p
a
r
en
tal
in
v
o
lv
em
en
t
in
th
eir
ch
ild
r
e
n
’
s
ed
u
c
atio
n
b
o
th
at
s
ch
o
o
l
an
d
at
h
o
m
e.
W
o
r
k
in
g
-
class
p
ar
en
ts
,
esp
ec
ially
with
f
in
an
cial
s
tr
u
g
g
le,
will
p
r
io
r
itize
th
eir
tim
e
to
f
u
lf
il
th
eir
ch
ild
r
en
’
s
b
asic
n
ee
d
s
s
u
ch
a
s
s
h
elter
an
d
f
o
o
d
[
2
2
]
.
Par
e
n
ts
with
lo
wer
-
in
co
m
e
h
o
u
s
eh
o
ld
s
will
en
co
u
n
te
r
v
ar
io
u
s
o
b
s
tacle
s
to
in
v
o
l
v
em
en
t
in
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
,
s
u
ch
as
tr
an
s
p
o
r
tatio
n
is
s
u
es,
s
tr
ict
wo
r
k
in
g
h
o
u
r
s
,
in
s
u
f
f
icien
t f
in
a
n
cial
f
u
n
d
s
,
an
d
s
tr
ess
r
esu
ltin
g
f
r
o
m
l
iv
in
g
in
u
n
d
er
p
r
iv
ileg
e
d
ar
ea
s
[
2
5
]
.
L
an
g
u
ag
e
b
ar
r
ier
s
also
p
r
esen
t
a
ch
allen
g
e
f
o
r
p
ar
e
n
tal
in
v
o
lv
em
en
t
in
th
eir
ch
ild
r
en
’
ed
u
ca
tio
n
.
Mu
r
s
h
id
i
et
a
l.
[
2
6
]
s
tated
th
a
t
p
ar
en
ts
d
esire
to
ass
is
t
th
eir
ch
ild
r
en
’
s
lear
n
i
n
g
b
u
t
ar
e
h
in
d
er
ed
to
d
u
e
t
o
lo
w
co
m
p
r
eh
e
n
s
io
n
o
f
th
e
E
n
g
lis
h
lan
g
u
a
g
e.
Po
o
r
p
r
o
f
icien
cy
in
th
e
E
n
g
lis
h
lan
g
u
ag
e
lea
d
s
to
less
p
ar
en
tal
co
n
f
id
en
ce
in
h
elp
in
g
th
ei
r
ch
ild
r
en
with
h
o
m
ew
o
r
k
,
r
esu
l
tin
g
in
less
p
ar
en
tal
in
v
o
lv
em
en
t
in
s
ch
o
o
l
[
2
7
]
.
Fu
r
th
er
m
o
r
e
,
th
e
p
r
esen
ce
o
f
a
lan
g
u
a
g
e
b
ar
r
ier
ca
n
im
p
ed
e
th
e
estab
lis
h
m
en
t
o
f
an
e
f
f
e
ctiv
e
co
llab
o
r
atio
n
b
etwe
en
ed
u
ca
to
r
s
a
n
d
p
ar
en
t
s
,
an
d
it
was
o
b
s
er
v
ed
in
th
e
s
tu
d
y
co
n
d
u
cte
d
b
y
Per
r
ig
o
et
al
.
[
2
8
]
,
wh
er
e
th
e
lev
el
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
L
atin
o
im
m
ig
r
an
t
h
o
u
s
e
h
o
ld
s
was
f
o
u
n
d
to
b
e
s
ig
n
if
ican
tly
af
f
ec
ted
b
y
is
s
u
es r
elate
d
to
co
m
m
u
n
icati
n
g
with
s
ch
o
o
l.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
n
d sa
m
ples
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
,
wh
i
ch
was
d
esig
n
e
d
to
co
llect
i
n
f
o
r
m
atio
n
r
eg
ar
d
in
g
to
p
ar
e
n
ts
’
p
er
s
p
ec
tiv
es,
ch
allen
g
es
an
d
s
atis
f
ac
tio
n
s
to
war
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
t
h
eir
ch
ild
r
en
o
n
lin
e
lear
n
in
g
at
h
o
m
e.
T
h
e
d
ata
o
f
th
e
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
2
7
6
p
ar
en
ts
,
r
an
d
o
m
l
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Ma
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All
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P
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2669
an
d
ac
tiv
ities
v
ia
asy
n
ch
r
o
n
o
u
s
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lin
e
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ess
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.
All
th
e
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wer
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s
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g
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th
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p
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2
.
2
.
Da
t
a
i
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t
rum
ent
T
h
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q
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esti
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n
n
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et
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l.
[
2
9
]
r
esear
ch
an
d
co
n
s
is
ted
of
f
iv
e
m
ain
s
ec
tio
n
s
:
i)
T
h
e
f
ir
s
t
s
ec
tio
n
is
r
elate
d
to
p
ar
en
ts
’
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
s
u
ch
as
g
e
n
d
er
,
a
g
e,
n
u
m
b
er
o
f
h
o
u
s
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o
ld
s
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h
o
u
s
eh
o
ld
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co
m
e,
an
d
e
d
u
ca
tio
n
le
v
el.
ii)
T
h
e
s
e
c
o
n
d
s
e
c
ti
o
n
f
o
c
u
s
e
d
o
n
p
a
r
e
n
t
a
l
r
o
l
e
s
i
n
i
n
v
o
l
v
e
m
en
t
a
n
d
m
o
n
i
t
o
r
i
n
g
f
o
u
n
d
a
t
i
o
n
s
t
u
d
e
n
ts
’
o
n
l
i
n
e
l
e
a
r
n
i
n
g
a
n
d
c
o
n
s
is
t
e
d
o
f
t
w
o
ite
m
s
s
t
r
u
c
t
u
r
e
d
a
r
o
u
n
d
p
a
r
e
n
t
a
l
r
o
l
e
s
(
i
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o
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e
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e
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t
a
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d
m
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t
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n
g
t
i
m
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)
.
iii)
T
h
e
th
ir
d
s
ec
tio
n
,
wh
ich
f
o
cu
s
ed
o
n
p
ar
e
n
t’
s
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er
s
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ec
tiv
es
to
war
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
f
o
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n
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atio
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tu
d
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ts
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1
6
item
s
s
tr
u
ctu
r
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a
r
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u
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d
s
ix
d
o
m
ain
s
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ety
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o
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d
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,
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alu
atio
n
,
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o
cial
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elatio
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s
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i
p
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ter
n
et
ad
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ictio
n
,
an
d
h
e
alth
ef
f
ec
ts
)
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
item
s
is
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n
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cte
d
u
s
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g
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L
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er
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s
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le
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n
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g
o
f
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iv
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els,
r
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n
g
in
g
f
r
o
m
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(
s
tr
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n
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ly
d
is
ag
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ee
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to
5
(
s
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o
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.
T
h
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p
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ts
'
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ce
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tio
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will
b
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ex
am
in
ed
u
s
in
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th
e
m
ed
ian
s
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Po
s
itiv
e
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e
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ile
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ati
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6
an
d
4
3
.
iv
)
T
h
e
f
o
u
r
th
s
ec
tio
n
,
wh
ich
ai
m
ed
to
ac
ce
s
s
p
ar
e
n
ts
’
ch
allen
g
es
to
war
d
s
in
v
o
lv
em
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t
in
m
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ito
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lin
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ar
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o
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ted
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f
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2
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o
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.
T
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ea
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t
o
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item
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s
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L
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g
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g
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o
m
0
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n
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to
4
(
alwa
y
s
)
.
T
h
e
p
a
r
en
ts
'
ch
allen
g
es
o
n
s
tu
d
en
t’
lear
n
in
g
will
b
e
ev
alu
ated
b
ased
o
n
th
e
f
o
llo
win
g
ca
teg
o
r
ies:
n
o
o
r
m
i
n
im
al
b
u
r
d
en
(
≤
1
2
)
,
m
ild
to
m
o
d
er
ate
(
1
3
–
2
4
)
,
m
o
d
er
ate
to
s
ev
e
r
e
(
2
5
–
3
6
)
,
a
n
d
s
ev
er
e
b
u
r
d
e
n
(
3
7
–
4
8
)
.
v)
T
h
e
f
if
th
s
ec
tio
n
is
r
elate
d
to
p
ar
en
ts
’
s
atis
f
ac
tio
n
to
wa
r
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
i
n
g
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
item
s
is
co
n
d
u
cted
u
s
in
g
a
L
ik
er
t
s
ca
le
co
n
s
is
tin
g
o
f
f
iv
e
lev
els,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
s
atis
f
ied
)
to
5
(
s
tr
o
n
g
ly
s
atis
f
ied
)
.
Par
e
n
ts
’
s
atis
f
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tio
n
to
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d
s
f
o
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n
d
atio
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s
tu
d
e
n
ts
’
o
n
lin
e
l
ea
r
n
in
g
will
b
e
ev
alu
ated
b
a
s
ed
o
n
th
e
ca
teg
o
r
ies:
lo
w
(
≤
1
2
)
,
m
o
d
e
r
ate
(
1
3
–
2
5
)
,
h
ig
h
(
2
6
–
3
8
)
,
an
d
ex
t
r
em
e
(
3
9
–
5
0
)
.
2
.
3
.
Relia
bil
it
y
a
nd
v
a
lid
it
y
o
f
t
h
e
ins
t
rum
ent
A
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
to
a
g
r
o
u
p
o
f
p
ar
e
n
ts
wh
o
s
e
ch
ild
r
en
h
ad
c
o
m
p
leted
th
eir
f
o
u
n
d
atio
n
p
r
o
g
r
a
m
in
th
e
ce
n
ter
th
e
p
r
e
v
io
u
s
y
ea
r
.
I
t
was
n
o
ted
th
at
d
u
r
in
g
th
at
tim
e,
th
e
ce
n
ter
h
as
also
co
n
d
u
cted
th
e
f
o
u
n
d
atio
n
p
r
o
g
r
a
m
v
ia
o
n
lin
e.
T
h
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
was
d
eter
m
in
ed
v
ia
C
r
o
n
b
ac
h
’
s
a
lp
h
a
co
ef
f
icien
t
r
eliab
ilit
y
test
,
wh
er
e
th
e
r
esu
lt
s
h
o
wed
th
at
ite
m
s
in
th
e
q
u
esti
o
n
n
air
e
wer
e
h
ig
h
r
eliab
le
an
d
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
0
.
9
5
1
)
.
I
n
a
d
d
itio
n
,
b
iv
ar
iab
le
co
r
r
elate
an
aly
s
is
also
b
ee
n
co
n
d
u
cted
to
test
th
e
v
alid
ity
o
f
item
s
in
t
h
e
q
u
esti
o
n
n
ai
r
e,
an
d
it in
d
ica
ted
th
at
all
item
s
wer
e
v
alid
(
p
<0
.
0
5
)
.
2
.
4
.
P
ro
ce
du
re
a
nd
da
t
a
a
na
ly
s
is
T
h
is
s
tu
d
y
b
e
g
an
b
y
p
r
o
v
id
in
g
s
tu
d
en
ts
with
a
b
r
ief
d
escr
ip
tio
n
o
n
th
e
m
ai
n
o
b
jectiv
es
o
f
th
e
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
b
o
t
h
in
p
h
y
s
ical
f
o
r
m
as
well
as
o
n
lin
e
u
s
in
g
Go
o
g
le
F
o
r
m
to
t
h
e
s
tu
d
en
ts
,
alo
n
g
s
id
e
g
u
id
elin
es
f
o
r
th
e
m
to
r
eq
u
est
th
eir
p
ar
en
ts
in
co
m
p
letin
g
o
f
th
e
q
u
esti
o
n
n
air
es.
All
th
e
q
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air
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item
s
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e
p
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ce
s
s
ed
an
d
an
aly
ze
d
th
r
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u
g
h
d
escr
ip
tiv
e
s
tatis
tics
(
m
ea
n
,
p
er
ce
n
tag
e,
an
d
s
tan
d
ar
d
d
ev
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n
)
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d
in
f
er
en
tial
s
tatis
tic
s
(
Sp
ea
r
m
an
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s
co
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)
u
s
in
g
s
tatis
tical
p
ac
k
ag
es
f
o
r
s
o
cial
s
cien
ce
s
(
SP
S
S)
v
er
s
io
n
2
3
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Dem
o
g
ra
ph
ic
info
rma
t
io
n o
f
t
he
s
t
ud
y
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
o
f
t
h
e
s
am
p
le
o
f
th
e
s
tu
d
y
.
B
ased
o
n
T
ab
le
1
,
it
s
h
o
wed
th
at
9
7
(
3
5
.
1
%)
o
f
th
e
p
ar
e
n
ts
wer
e
m
ale
an
d
1
7
9
(
6
4
.
9
%)
wer
e
f
em
ale.
Ma
jo
r
ity
o
f
th
e
p
ar
en
ts
’
a
g
e
co
m
p
r
is
ed
o
f
4
0
–
4
9
y
ea
r
s
o
ld
(
N=
1
3
4
,
4
8
.
6
%),
f
o
llo
wed
b
y
5
0
–
5
9
y
ea
r
s
o
ld
(
N=
1
1
8
,
4
2
.
8
%),
6
0
–
6
9
y
ea
r
s
o
ld
(
N=
1
4
,
5
.
1
%)
an
d
3
0
–
3
9
y
ea
r
s
o
ld
(
N=
1
0
,
3
.
6
%).
I
n
ad
d
itio
n
,
m
aj
o
r
ity
o
f
th
e
s
am
p
les
co
n
s
i
s
ted
o
f
m
o
r
e
th
an
5
p
eo
p
le
(
N=
1
1
9
,
4
3
.
1
%),
f
o
llo
wed
b
y
5
p
eo
p
le
(
N
=
7
9
,
2
8
.
6
%
)
,
4
p
eo
p
le
(
N=
4
6
,
1
6
.
7
%),
3
p
e
o
p
le
(
N=
2
1
,
7
.
6
%)
an
d
2
p
e
o
p
le
(
N=
1
1
,
4
.
0
%).
B
ased
o
n
th
e
h
o
u
s
eh
o
ld
in
c
o
m
e,
m
aj
o
r
i
ty
o
f
th
e
p
ar
en
ts
ea
r
n
e
d
R
M5
0
0
0
–
R
M7
4
9
9
(
N
=6
6
,
2
3
.
9
%).
T
h
is
was
f
o
ll
o
wed
b
y
p
ar
en
ts
wh
o
ea
r
n
e
d
m
o
r
e
th
a
n
R
M9
9
9
9
(
N=
6
4
,
2
3
.
2
%),
less
th
an
R
M2
5
0
0
(
N
=
5
4
,
1
9
.
6
%)
a
n
d
R
M7
5
0
0
–
R
M9
9
9
9
(
N=
3
3
,
1
2
.
0
%).
Fo
r
th
e
p
ar
en
ts
’
ed
u
ca
tio
n
lev
el,
it
s
h
o
wed
th
at
m
aj
o
r
ity
o
f
t
h
e
p
a
r
en
ts
h
a
v
e
h
i
g
h
s
ch
o
o
l
q
u
alif
icatio
n
s
(
N=
1
6
7
,
6
0
.
5
%),
f
o
llo
wed
b
y
u
n
iv
er
s
ity
/co
lleg
e
q
u
alif
icatio
n
s
(
N=
9
5
,
3
4
.
4
%)
a
n
d
p
r
i
m
ar
y
s
ch
o
o
l q
u
alif
icatio
n
s
(
N=
1
4
,
5
.
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
6
6
-
2
6
7
5
2670
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
s
am
p
le
o
f
t
h
e
s
tu
d
y
D
e
mo
g
r
a
p
h
i
c
i
n
f
o
r
ma
t
i
o
n
N
%
C
u
m
u
l
a
t
i
v
e
(
%)
G
e
n
d
e
r
M
a
l
e
97
3
5
.
1
3
5
.
1
F
e
mal
e
1
7
9
6
4
.
9
1
0
0
.
0
A
g
e
30
–
39
10
3
.
6
3
.
6
40
–
49
1
3
4
4
8
.
6
5
2
.
2
50
–
59
1
1
8
4
2
.
8
9
4
.
9
60
–
69
14
5
.
1
1
0
0
.
0
N
u
mb
e
r
o
f
h
o
u
se
h
o
l
d
s
2
p
e
o
p
l
e
11
4
.
0
4
.
0
3
p
e
o
p
l
e
21
7
.
6
1
1
.
6
4
p
e
o
p
l
e
46
1
6
.
7
2
8
.
3
5
p
e
o
p
l
e
79
2
8
.
6
5
6
.
9
M
o
r
e
t
h
a
n
5
p
e
o
p
l
e
1
1
9
4
3
.
1
1
0
0
.
0
H
o
u
s
e
h
o
l
d
i
n
c
o
me
Le
ss
t
h
a
n
R
M
2
5
0
0
59
2
1
.
4
2
1
.
4
R
M
2
5
0
0
–
R
M
4
9
9
9
54
1
9
.
6
4
0
.
9
R
M
5
0
0
0
–
R
M
7
4
9
9
66
2
3
.
9
6
4
.
9
R
M
7
5
0
0
–
R
M
9
9
9
9
33
1
2
.
0
7
6
.
8
M
o
r
e
t
h
a
n
R
M
9
9
9
9
64
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3
.
2
1
0
0
.
0
Ed
u
c
a
t
i
o
n
l
e
v
e
l
P
r
i
mary
14
5
.
1
5
.
1
H
i
g
h
s
c
h
o
o
l
1
6
7
6
0
.
5
6
5
.
6
U
n
i
v
e
r
si
t
y
/
c
o
l
l
e
g
e
95
3
4
.
4
1
0
0
.
0
0
3
.
2
.
P
a
re
nta
l
inv
o
lv
e
m
ent
in m
o
nito
ring
f
o
un
da
t
io
n students
’
o
nli
ne
lea
rning
3
.
2
.
1
.
P
a
re
nts’
inv
o
lv
e
m
ent
i
n
f
o
un
da
t
io
n students’
o
nli
n
e
lea
rning
a
t
ho
m
e
T
ab
le
2
s
h
o
ws
th
e
p
ar
en
t
’
s
in
v
o
lv
em
en
t
i
n
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e
.
B
ased
o
n
T
ab
le
2
,
it
s
h
o
wed
th
at
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
s
elec
ted
th
e
r
esp
o
n
s
e,
“c
h
ild
d
id
n
'
t
r
eq
u
ir
e
m
y
ass
is
tan
ce
ev
en
th
o
u
g
h
I
o
f
f
er
it.”
(
N=
1
1
6
,
4
2
.
0
%).
T
h
is
was
f
o
llo
wed
b
y
“o
n
ly
h
el
p
to
e
n
s
u
r
e
th
e
task
d
ea
d
lin
e
ac
h
iev
e
d
”
(
N=
1
0
8
,
3
9
.
1
%),
“a
s
s
is
tin
g
wi
th
task
co
m
p
letio
n
”
(
N=
3
7
,
1
3
.
4
%),
an
d
“
I
d
id
n
o
t
h
elp
”
(
N=
1
5
,
5
.
4
%).
3
.
2
.
2
.
P
a
re
nt’
s
m
o
nito
ring
t
i
m
e
o
n f
o
un
da
t
io
n students’
o
nli
ne
lea
rning
T
ab
le
3
s
h
o
ws
th
e
p
ar
en
t’
s
m
o
n
ito
r
in
g
tim
e
o
n
f
o
u
n
d
atio
n
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
in
g
.
B
ased
o
n
T
ab
le
3
,
it
s
h
o
wed
th
at
m
ajo
r
ity
o
f
th
e
p
ar
e
n
ts
s
elec
ted
“l
ess
th
an
3
0
m
in
u
tes”
(
N=
9
3
,
3
3
.
7
%).
T
h
is
was
f
o
llo
wed
b
y
“n
o
t
m
o
n
ito
r
i
n
g
”
(
N=
7
8
,
2
8
.
3
%),
“3
0
m
in
u
tes”
(
N=
4
8
,
1
7
.
4
%),
“1
h
o
u
r
”
(
N=
3
2
,
1
1
.
6
%),
“m
o
r
e
th
an
2
h
o
u
r
s
”
(
N=
2
2
,
8
.
0
%)
a
n
d
“2
h
o
u
r
s
”
(
N=
3
,
1
.
1
%).
T
ab
le
2
.
Par
en
ts
’
in
v
o
lv
em
e
n
t
in
m
o
n
ito
r
in
g
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
i
n
g
at
h
o
m
e
P
a
r
e
n
t
s’
i
n
v
o
l
v
e
me
n
t
i
n
mo
n
i
t
o
r
i
n
g
N
%
C
u
m
u
l
a
t
i
v
e
(
%)
A
ssi
st
i
n
g
w
i
t
h
t
a
s
k
c
o
m
p
l
e
t
i
o
n
37
1
3
.
4
1
3
.
4
O
n
l
y
h
e
l
p
t
o
e
n
s
u
r
e
t
h
e
t
a
s
k
d
e
a
d
l
i
n
e
a
c
h
i
e
v
e
d
.
1
0
8
3
9
.
1
5
2
.
5
C
h
i
l
d
d
i
d
n
’
t
r
e
q
u
i
r
e
m
y
a
ss
i
st
a
n
c
e
e
v
e
n
t
h
o
u
g
h
I
o
f
f
e
r
i
t
.
1
1
6
4
2
.
0
9
4
.
6
I
d
i
d
n
o
t
h
e
l
p
.
15
5
.
4
1
0
0
.
0
To
t
a
l
2
7
6
1
0
0
.
0
T
ab
le
3
.
Par
en
ts
’
m
o
n
ito
r
in
g
t
im
e
d
u
r
in
g
f
o
u
n
d
atio
n
s
tu
d
en
t
s
’
o
n
lin
e
lear
n
in
g
P
a
r
e
n
t
s’
m
o
n
i
t
o
r
i
n
g
t
i
me
N
%
C
u
m
u
l
a
t
i
v
e
(
%)
Le
ss
t
h
a
n
3
0
m
i
n
u
t
e
s
.
93
3
3
.
7
3
3
.
7
3
0
mi
n
u
t
e
s.
48
1
7
.
4
5
1
.
1
1
h
o
u
r
32
1
1
.
6
6
2
.
7
2
h
o
u
r
s
3
1
.
1
6
3
.
8
M
o
r
e
t
h
a
n
2
h
o
u
r
s
.
22
8
.
0
7
1
.
7
N
o
t
m
o
n
i
t
o
r
i
n
g
78
2
8
.
3
1
0
0
.
0
To
t
a
l
2
7
6
1
0
0
.
0
3
.
3
.
P
a
re
nts’
persp
ec
t
iv
es t
o
wa
rds
inv
o
lv
em
ent
in f
o
un
da
t
io
n student
s
’
o
nli
ne
lea
rning
a
t
ho
m
e
T
ab
le
4
s
h
o
ws
th
e
p
ar
en
ts
’
p
er
s
p
ec
tiv
es
to
war
d
s
th
eir
in
v
o
lv
em
en
t
in
f
o
u
n
d
atio
n
s
tu
d
e
n
t’
s
o
n
lin
e
lear
n
in
g
.
B
ased
o
n
T
ab
le
4
,
th
e
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
h
a
v
e
p
o
s
itiv
e
p
er
s
p
ec
tiv
es
to
war
d
s
in
v
o
lv
em
en
t
in
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
l
ea
r
n
in
g
(
N=
2
1
2
,
7
6
.
8
%).
T
h
is
was
f
o
llo
wed
b
y
p
ar
e
n
ts
wh
o
h
av
e
n
eg
ativ
e
p
er
s
p
ec
tiv
es
(
N=
6
4
,
2
3
.
2
%).
T
h
e
o
v
er
all
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
th
e
p
ar
e
n
ts
’
p
e
r
s
p
ec
tiv
es
to
war
d
s
in
v
o
lv
em
e
n
t in
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e
ar
e
1
.
7
7
an
d
0
.
4
2
3
,
r
esp
ec
tiv
e
ly
.
T
ab
le
5
s
h
o
ws
th
e
m
ea
n
s
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
o
f
th
e
p
a
r
en
ts
’
p
er
s
p
ec
tiv
es
to
war
d
in
v
o
lv
em
en
t
b
ased
o
n
th
eir
r
esp
ec
tiv
e
d
o
m
ain
s
.
B
ased
o
n
T
ab
le
5
,
it
in
d
icate
d
th
at
m
ea
n
s
o
f
th
e
s
ix
d
o
m
ain
s
(
s
af
ety
,
co
n
ten
t
d
eliv
e
r
y
,
e
v
alu
atio
n
,
s
o
cial
r
elatio
n
s
h
ip
,
in
ter
n
et
ad
d
ictio
n
an
d
h
ea
lth
)
ar
e
b
etwe
en
5
.
8
6
6
to
1
2
.
8
3
7
.
W
h
ile
th
e
s
tan
d
ar
d
d
ev
iatio
n
f
o
r
all
s
ix
d
o
m
ai
n
s
is
b
etwe
en
1
.
1
3
5
to
3
.
4
2
6
.
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
P
a
r
en
ta
l in
vo
lvem
en
t in
m
o
n
it
o
r
in
g
fo
u
n
d
a
tio
n
s
tu
d
en
ts
’
o
n
l
in
e
lea
r
n
in
g
in
…
(
Geo
r
g
e
Ta
n
Geo
k
S
h
im
)
2671
T
ab
le
4
.
Par
en
ts
’
p
er
s
p
ec
tiv
es to
war
d
s
in
v
o
lv
e
m
en
t in
m
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is
tan
ce
at
all,
as
p
er
th
eir
c
h
ild
r
en
'
s
p
r
ef
er
en
ce
.
L
ik
ewise,
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
d
ev
o
t
ed
litt
le
to
n
o
tim
e
m
o
n
ito
r
in
g
th
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e.
T
h
is
d
em
o
n
s
tr
ates
th
at
f
o
u
n
d
atio
n
s
tu
d
en
ts
ex
h
ib
it
a
h
ig
h
er
lev
el
o
f
s
elf
-
r
elian
ce
in
th
eir
ac
a
d
em
ic
p
u
r
s
u
its
an
d
ac
tiv
ely
r
e
d
u
ce
th
eir
p
ar
e
n
ts
'
in
v
o
lv
em
e
n
t,
p
ar
ticu
lar
ly
in
t
er
m
s
o
f
m
o
n
ito
r
in
g
t
h
eir
s
tu
d
i
es.
T
h
is
s
u
p
p
o
r
ted
B
ato
o
l
an
d
R
aiz
[
3
0
]
s
tu
d
y
in
p
ar
en
ts
’
in
v
o
lv
e
m
en
t
in
u
n
iv
er
s
ity
lev
el
ed
u
ca
tio
n
,
wh
er
e
it
h
ig
h
lig
h
ted
th
at
alth
o
u
g
h
m
ajo
r
ity
s
tu
d
en
ts
r
ec
o
g
n
ized
th
e
n
ec
ess
ity
o
f
p
ar
en
ts
’
in
v
o
lv
em
e
n
t
in
h
ig
h
er
ed
u
ca
tio
n
,
m
o
s
t
o
f
th
em
b
el
iev
ed
th
at
it
is
n
o
t
v
ital,
as
th
ey
co
u
ld
ad
d
r
ess
th
eir
is
s
u
es
alo
n
e.
Miller
et
a
l.
[
3
1
]
s
u
g
g
ested
th
at
p
ar
e
n
ts
s
h
o
u
ld
r
ec
o
g
n
ize
th
eir
b
o
u
n
d
ar
ies
wh
en
en
g
a
g
in
g
in
th
eir
ch
ild
r
en
’
s
h
ig
h
er
ed
u
ca
tio
n
,
av
o
id
in
g
th
e
r
o
le
o
f
a
"
h
elico
p
ter
p
ar
en
t,"
wh
ich
ca
n
h
in
d
er
th
e
d
ev
el
o
p
m
en
t
o
f
ess
en
tial
attr
ib
u
tes
n
ec
ess
ar
y
f
o
r
in
d
e
p
en
d
e
n
ce
.
Par
en
ts
s
h
o
u
ld
co
n
ce
n
tr
ate
o
n
a
d
o
p
tin
g
a
s
u
p
p
o
r
tiv
e
p
o
s
itio
n
b
y
o
f
f
er
i
n
g
r
ea
s
s
u
r
an
ce
s
a
n
d
e
n
h
an
ci
n
g
th
eir
ch
ild
r
e
n
’
s
co
n
f
id
en
ce
s
i
n
h
ig
h
er
e
d
u
ca
ti
o
n
,
as
well
as
cr
ea
tin
g
an
en
v
i
r
o
n
m
en
t
f
o
r
th
em
to
ex
p
r
ess
th
eir
co
n
ce
r
n
s
wh
ile
also
p
r
o
p
o
s
in
g
p
o
ten
tial
s
o
lu
t
io
n
s
f
o
r
ad
d
r
ess
in
g
th
em
[
3
2
]
.
T
h
e
f
in
d
i
n
g
o
f
th
e
p
r
esen
t
s
tu
d
y
also
in
d
icate
d
th
at
m
o
s
t
p
ar
en
ts
h
eld
a
p
o
s
it
iv
e
p
er
s
p
ec
tiv
e,
in
all
s
ix
d
o
m
ain
s
(
s
af
ety
,
co
n
ten
t
d
eliv
er
,
ev
alu
atio
n
,
s
o
cial
r
elatio
n
s
h
ip
,
in
ter
n
et
ad
d
ictio
n
an
d
h
ea
lth
)
,
r
eg
ar
d
i
n
g
t
h
eir
in
v
o
l
v
em
en
t
i
n
m
o
n
ito
r
in
g
f
o
u
n
d
atio
n
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
in
g
at
h
o
m
e
.
T
h
i
s
s
u
g
g
ested
th
at
p
ar
en
ts
r
ec
o
g
n
ized
th
e
s
ig
n
if
ica
n
ce
o
f
th
eir
r
esp
o
n
s
ib
ilit
y
in
o
v
er
s
ee
in
g
th
eir
c
h
ild
r
en
'
s
s
t
u
d
ies
in
f
o
u
n
d
atio
n
lev
el.
R
ath
aliy
a
et
a
l.
[
2
9
]
s
tu
d
y
als
o
r
ep
o
r
ted
s
im
ilar
o
u
tco
m
e,
wh
er
e
th
e
y
f
o
u
n
d
th
at
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
h
ad
p
o
s
itiv
e
p
er
s
p
ec
tiv
es
to
war
d
s
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
,
with
p
r
io
r
itizin
g
th
e
s
af
ety
d
o
m
ai
n
.
Par
en
ts
ex
p
r
ess
s
ati
s
f
ac
tio
n
with
th
e
co
n
ten
t
an
d
m
ater
ials
p
r
o
v
id
e
d
v
ia
th
e
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
an
d
ar
e
p
o
s
itiv
e
t
h
at
th
eir
ch
ild
r
e
n
ca
n
s
af
ely
a
d
ap
t
to
th
e
tr
an
s
itio
n
f
r
o
m
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
class
es
to
o
n
lin
e
lear
n
in
g
[
3
3
]
.
Sh
al
[
3
3
]
f
u
r
th
e
r
ad
d
ed
th
at
alth
o
u
g
h
p
ar
e
n
ts
p
er
ce
iv
ed
o
n
lin
e
lear
n
i
n
g
as
ch
allen
g
in
g
a
n
d
d
em
a
n
d
in
g
f
o
r
th
eir
ch
ild
r
en
,
th
e
y
ap
p
r
ec
iate
th
e
g
o
o
d
a
n
d
ef
f
icien
t
co
m
m
u
n
icatio
n
b
et
wee
n
s
ch
o
o
l
an
d
ed
u
ca
t
o
r
s
,
wh
ich
f
ac
ilit
ates
th
eir
ch
il
d
r
en
a
d
ap
tatio
n
an
d
r
esp
o
n
s
iv
en
ess
in
o
n
lin
e
class
es.
I
n
ad
d
itio
n
,
th
e
f
in
d
in
g
o
f
th
e
p
r
esen
t
s
tu
d
y
also
s
h
o
wed
p
ar
en
ts
p
er
ce
iv
ed
th
e
ch
al
len
g
es
in
m
o
n
ito
r
in
g
th
e
o
n
lin
e
lear
n
in
g
o
f
f
o
u
n
d
atio
n
s
tu
d
en
ts
at
h
o
m
e
as
r
an
g
i
n
g
f
r
o
m
m
o
d
er
ate
to
s
ev
er
e.
B
ased
o
n
th
e
th
r
ee
d
o
m
ai
n
s
(
p
er
s
o
n
al,
tech
n
o
lo
g
y
,
an
d
ec
o
n
o
m
ic)
,
i
t
s
u
g
g
ested
th
at
n
o
t
all
p
ar
en
ts
b
eliev
e
th
ey
ca
n
ef
f
ec
tiv
ely
n
a
v
ig
ate
th
e
ch
all
en
g
es
an
d
o
b
s
tacle
s
r
elate
d
t
o
s
tu
d
en
ts
'
o
n
lin
e
lear
n
in
g
,
e
s
p
ec
ially
in
h
ig
h
e
r
ed
u
ca
tio
n
.
Similar
ly
,
Sam
an
e
-
C
u
tip
a
et
a
l.
[
3
4
]
em
p
h
asiz
ed
th
at
p
ar
en
ts
,
p
ar
ticu
lar
ly
i
n
r
u
r
al
ar
ea
s
,
f
ac
e
n
u
m
er
o
u
s
p
r
o
b
lem
s
in
th
eir
ch
ild
r
en
'
s
o
n
lin
e
lear
n
in
g
,
n
o
tab
ly
b
u
d
g
etar
y
c
o
n
s
tr
ain
ts
an
d
d
if
f
icu
lties
in
ac
ce
s
s
in
g
tech
n
o
lo
g
y
.
B
ah
ar
u
d
in
et
a
l.
[
3
5
]
s
tu
d
y
also
h
ig
h
l
ig
h
ted
p
ar
en
ts
en
co
u
n
ter
m
an
y
ch
allen
g
es
d
u
r
in
g
ch
ild
r
en
'
s
o
n
lin
e
lear
n
in
g
,
n
a
m
ely
th
e
d
if
f
icu
lty
o
f
m
ain
tai
n
in
g
th
eir
c
h
ild
r
en
'
s
f
o
cu
s
d
u
r
in
g
o
n
lin
e
s
ess
io
n
s
an
d
th
e
n
ec
ess
ity
f
o
r
p
ar
e
n
ts
t
o
s
u
p
er
v
is
e
th
eir
ch
ild
r
e
n
’
s
en
g
ag
em
en
t
in
o
n
lin
e
ed
u
ca
ti
o
n
,
p
ar
ticu
lar
l
y
wh
ile
wo
r
k
in
g
f
r
o
m
h
o
m
e
.
B
esid
es
ch
allen
g
es,
th
e
f
in
d
in
g
s
o
f
t
h
e
p
r
esen
t
s
tu
d
y
also
d
em
o
n
s
tr
ated
th
at
p
ar
e
n
ts
'
s
atis
f
ac
tio
n
s
to
war
d
s
th
e
f
o
u
n
d
atio
n
s
tu
d
en
ts
'
o
n
lin
e
lear
n
in
g
r
an
g
ed
f
r
o
m
h
i
g
h
to
e
x
tr
em
e
lev
els.
T
h
is
in
d
icate
d
th
at
p
ar
en
ts
wer
e
c
o
n
ten
t
with
th
e
o
n
lin
e
lear
n
i
n
g
o
f
cu
r
r
en
t
f
o
u
n
d
atio
n
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
m
ater
ial
d
eliv
er
y
an
d
s
u
p
p
o
r
t
f
o
r
ac
co
m
p
lis
h
in
g
ed
u
ca
tio
n
al
o
b
jectiv
es.
T
h
e
f
in
d
i
n
g
s
ar
e
a
ls
o
co
n
s
is
ten
t
with
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J
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&
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8
8
2
2
P
a
r
en
ta
l in
vo
lvem
en
t in
m
o
n
it
o
r
in
g
fo
u
n
d
a
tio
n
s
tu
d
en
ts
’
o
n
l
in
e
lea
r
n
in
g
in
…
(
Geo
r
g
e
Ta
n
Geo
k
S
h
im
)
2673
Ku
m
ar
i
an
d
J
ay
ath
ilak
a
[
3
6
]
,
in
d
icatin
g
t
h
at
p
a
r
en
ts
ex
h
ib
it
ed
a
h
ig
h
lev
el
o
f
s
atis
f
ac
tio
n
r
eg
ar
d
in
g
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
in
g
d
u
r
i
n
g
t
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic.
L
au
et
a
l.
[
3
7
]
s
tu
d
y
o
n
o
n
lin
e
lear
n
in
g
a
n
d
p
ar
en
ts
’
s
atis
f
ac
tio
n
d
u
r
in
g
C
OVI
D
-
19
em
p
h
asized
th
at
h
ig
h
er
p
ar
e
n
tal
s
atis
f
ac
tio
n
s
tem
m
ed
f
r
o
m
b
o
th
th
e
d
u
r
atio
n
o
f
o
n
lin
e
lear
n
in
g
an
d
th
e
v
o
l
u
m
e
o
f
ass
ig
n
ed
task
s
an
d
p
r
o
p
o
s
ed
th
at
th
e
d
esig
n
o
f
o
n
lin
e
lear
n
in
g
s
h
o
u
ld
p
r
io
r
itize
s
tu
d
en
ts
’
ca
p
ac
ity
f
o
r
in
d
ep
e
n
d
en
t le
ar
n
in
g
.
L
astl
y
,
th
e
f
in
d
in
g
s
o
f
th
e
p
r
esen
t
s
tu
d
y
also
in
d
icate
d
t
h
at
th
er
e
is
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
ar
en
ts
’
p
e
r
s
p
ec
tiv
e
s
to
war
d
s
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
f
o
u
n
d
atio
n
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
i
n
g
at
h
o
m
e
a
n
d
h
o
u
s
eh
o
l
d
in
co
m
es
as
well
as
p
ar
en
ts
’
ed
u
ca
tio
n
al
lev
el.
T
h
is
s
u
g
g
ested
th
at
p
ar
en
ts
with
h
ig
h
er
h
o
u
s
eh
o
ld
in
co
m
e
a
n
d
e
d
u
ca
t
io
n
al
lev
el
ar
e
m
o
r
e
lik
ely
t
o
h
av
e
a
p
o
s
itiv
e
p
er
s
p
ec
tiv
e
o
n
in
v
o
lv
em
en
t
i
n
th
e
m
o
n
ito
r
in
g
o
f
th
ei
r
c
h
ild
r
en
’
s
o
n
lin
e
lear
n
in
g
at
th
e
f
o
u
n
d
atio
n
al
lev
el.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
s
tu
d
y
b
y
I
s
h
ak
et
a
l.
[
3
8
]
,
wh
ic
h
in
d
ica
ted
th
at
h
o
u
s
eh
o
ld
in
co
m
e
p
o
s
itiv
ely
in
f
lu
en
ce
s
p
ar
e
n
tal
in
v
o
lv
em
en
t
at
h
o
m
e.
Ho
wev
er
,
th
eir
s
tu
d
y
c
o
n
tr
ad
i
cted
with
th
e
p
r
esen
t
r
esear
ch
,
r
ev
ea
lin
g
th
at
th
e
ed
u
ca
tio
n
al
lev
el
o
f
p
ar
en
ts
,
p
ar
ticu
lar
ly
m
o
th
e
r
s
,
n
eg
ativ
el
y
im
p
ac
ts
p
ar
en
tal
in
v
o
lv
em
e
n
t tim
e
at
h
o
m
e.
An
war
et
a
l.
[
3
9
]
also
f
o
u
n
d
th
at
th
er
e
ar
e
n
o
s
ig
n
if
ican
ce
d
if
f
er
en
ce
p
ar
en
ts
’
p
er
s
p
ec
tiv
e
to
war
d
s
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
a
n
d
p
ar
en
ts
’
ed
u
ca
tio
n
lev
el,
as
th
ey
em
p
h
asized
th
at
p
ar
en
ts
’
e
d
u
ca
ti
o
n
al
b
ac
k
g
r
o
u
n
d
s
ar
e
n
o
t
ess
en
tial
f
o
r
s
tu
d
e
n
ts
’
ad
ap
tatio
n
to
th
e
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
ass
er
ted
th
at
s
tu
d
en
ts
ar
e
m
o
r
e
ca
p
ab
le
in
h
an
d
lin
g
an
d
ad
ap
tin
g
to
th
e
o
n
lin
e
lear
n
in
g
class
es b
y
th
em
s
elv
es.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
i
n
ed
t
h
e
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
in
m
o
n
ito
r
in
g
f
o
u
n
d
atio
n
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
a
t
h
o
m
e
t
o
war
d
s
th
ei
r
p
er
s
p
ec
tiv
es,
ch
allen
g
es,
a
n
d
s
atis
f
ac
tio
n
.
T
h
e
f
i
n
d
in
g
s
o
n
th
e
s
tu
d
y
m
an
ag
ed
to
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
p
ar
en
tal
i
n
v
o
lv
em
e
n
t
in
m
o
n
ito
r
in
g
s
tu
d
en
t
o
n
lin
e
lear
n
in
g
at
f
o
u
n
d
atio
n
lev
el
a
n
d
d
em
o
n
s
tr
ates
th
at
p
ar
e
n
ts
co
n
t
in
u
e
to
e
x
er
t
s
ig
n
if
ican
t
i
m
p
ac
t
o
n
th
eir
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
,
ev
en
d
u
r
i
n
g
th
eir
h
ig
h
er
ed
u
ca
tio
n
y
ea
r
s
.
T
h
e
s
tu
d
y
aim
s
to
en
h
an
ce
ed
u
ca
to
r
s
’
awa
r
en
ess
o
f
th
e
s
ig
n
if
ican
ce
an
d
ch
allen
g
es o
f
p
ar
en
tal
in
v
o
lv
em
en
t
in
m
o
n
ito
r
in
g
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
in
g
wh
ile
also
p
r
o
m
o
tin
g
s
u
s
tain
ed
p
ar
en
ta
l
in
v
o
lv
em
e
n
t
in
th
eir
c
h
ild
r
en
’
s
ac
ad
em
ic
ac
h
iev
em
en
ts
.
E
d
u
ca
to
r
s
s
h
o
u
ld
c
o
n
s
is
ten
tly
co
m
m
u
n
icate
with
p
ar
en
ts
to
ass
ess
th
e
s
tatu
s
o
f
s
tu
d
en
ts
’
o
n
lin
e
lea
r
n
in
g
at
h
o
m
e
an
d
en
h
an
ce
th
e
in
ter
ac
ti
o
n
b
etwe
en
p
ar
e
n
ts
an
d
th
e
e
d
u
ca
tio
n
al
in
s
titu
tio
n
.
I
n
ad
d
itio
n
,
it
is
h
o
p
ed
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
p
o
licy
m
ak
er
s
p
er
s
is
t
in
ex
p
lo
r
in
g
s
tr
ateg
ies
to
p
r
o
m
o
te
p
a
r
en
tal
in
v
o
lv
em
e
n
t
in
m
o
n
ito
r
in
g
t
h
eir
ch
ild
r
en
’
s
o
n
lin
e
lear
n
i
n
g
.
Su
g
g
esti
o
n
s
in
clu
d
e
r
eg
u
lar
s
h
ar
in
g
an
d
co
llab
o
r
ativ
e
s
ess
io
n
s
b
etwe
en
p
ar
en
ts
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
r
eg
ar
d
in
g
p
ar
en
tal
e
n
g
ag
e
m
e
n
t,
as
well
as
in
teg
r
atin
g
p
ar
en
tal
in
v
o
l
v
em
en
t
i
n
to
o
n
lin
e
lear
n
in
g
ac
tiv
ities
.
T
h
e
s
tu
d
y
h
as lim
itatio
n
s
,
as it e
x
clu
s
iv
ely
co
n
ce
n
tr
ated
o
n
a
s
in
g
le
f
o
u
n
d
atio
n
ce
n
ter
in
M
alay
s
ia
an
d
d
id
n
o
t
ac
co
u
n
t
f
o
r
s
tu
d
en
ts
wh
o
p
r
ev
io
u
s
ly
atten
d
e
d
b
o
ar
d
in
g
s
ch
o
o
ls
d
u
r
in
g
th
eir
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
Fu
tu
r
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
t
h
is
s
tu
d
y
in
v
o
lv
e
b
r
o
ad
en
in
g
th
e
s
a
m
p
le
co
llectio
n
f
r
o
m
p
ar
e
n
ts
o
f
ch
ild
r
e
n
atten
d
in
g
v
ar
io
u
s
f
o
u
n
d
atio
n
ce
n
ter
s
in
Ma
lay
s
ia,
en
co
m
p
ass
in
g
b
o
th
g
o
v
e
r
n
m
e
n
tal
an
d
p
r
i
v
ate
in
s
titu
tio
n
s
as
well
as
ex
am
in
e
th
e
im
p
ac
t stu
d
en
ts
’
atten
d
in
g
b
o
ar
d
in
g
s
ch
o
o
l p
r
io
r
to
en
r
o
lm
en
t in
f
o
u
n
d
atio
n
s
t
u
d
ies.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
We
wo
u
ld
lik
e
to
Un
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s
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Ma
lay
s
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awa
k
(
UNI
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f
o
r
th
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f
u
n
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in
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f
o
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th
is
s
tu
d
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.
T
h
is
wo
r
k
was su
p
p
o
r
ted
b
y
th
e
PIL
OT
Gr
an
t (
UNI
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AUTHO
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I
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14
,
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4
,
Au
g
u
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t
20
25
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2
6
6
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CO
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ter
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E
T
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An
o
f
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letter
was
m
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f
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Par
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ar
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ts
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in
itially
ap
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o
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th
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All
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th
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in
th
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will b
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em
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id
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tial.
DATA AV
AI
L
AB
I
L
I
T
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h
e
d
ata
t
h
at
s
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p
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ts
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e
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e
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eq
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est
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r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
GT
GS]
.
T
h
e
d
ata,
wh
ich
co
n
tain
s
in
f
o
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m
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th
at
co
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f
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esear
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p
ar
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ts
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is
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u
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licly
av
ailab
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d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
V
.
T
h
a
r
t
o
r
i
,
“
P
a
r
e
n
t
a
l
i
n
v
o
l
v
e
me
n
t
i
n
e
d
u
c
a
t
i
o
n
a
m
o
n
g
A
l
b
a
n
i
a
n
p
a
r
e
n
t
s,
”
I
I
U
M
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
3
8
–
5
5
,
J
u
l
.
2
0
1
9
,
d
o
i
:
1
0
.
3
1
4
3
6
/
i
j
e
s.v
6
i
1
.
2
1
3
.
[
2
]
P
.
D
.
L
a
n
j
e
k
a
r
,
S
.
H
.
J
o
s
h
i
,
P
.
D
.
L
a
n
j
e
k
a
r
,
a
n
d
V
.
W
a
g
h
,
“
T
h
e
e
f
f
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t
o
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p
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a
n
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e
p
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-
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h
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l
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r
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l
a
t
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o
n
sh
i
p
o
n
a
C
h
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l
d
’
s
c
o
g
n
i
t
i
v
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d
e
v
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l
o
p
m
e
n
t
:
a
l
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t
e
r
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t
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r
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r
e
v
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w
,
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u
re
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v
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l
.
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2
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2
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1
0
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7
7
5
9
/
c
u
r
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s.
3
0
5
7
4
.
[
3
]
A
.
Y
.
U
t
a
m
i
,
“
T
h
e
r
o
l
e
o
f
p
a
r
e
n
t
a
l
i
n
v
o
l
v
e
me
n
t
i
n
st
u
d
e
n
t
a
c
a
d
e
m
i
c
o
u
t
c
o
mes,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
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Evaluation Warning : The document was created with Spire.PDF for Python.