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K
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Par
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T
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CC B
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C
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2
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1.
I
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RO
D
UCT
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O
N
T
h
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ch
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'
s
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cc
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tu
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p
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p
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[
1
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.
T
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m
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tak
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m
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[
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ex
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s
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r
th
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ch
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[
3
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.
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n
Am
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ican
co
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n
tr
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th
e
m
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e
l o
f
s
ch
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m
m
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wid
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n
h
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ce
p
ar
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in
v
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lv
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[
4
]
,
[
5
]
.
T
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m
o
d
el
in
clu
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es
s
ix
ty
p
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s
o
f
in
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lear
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ity
,
a
n
d
ca
p
ac
ity
b
u
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in
g
f
o
r
p
ar
en
ts
[
1
]
.
T
h
ese
f
o
r
m
s
o
f
i
n
v
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lv
em
e
n
t
aim
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ec
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n
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a
m
ily
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to
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ter
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lear
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m
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t a
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t th
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tic
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t o
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C
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ca
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al
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ch
co
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h
o
w
p
a
r
en
tal
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n
v
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lv
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m
en
t
is
co
n
d
u
cte
d
.
T
h
er
ef
o
r
e,
we
ch
o
s
e
Vietn
am
as
th
e
co
n
tex
t
f
o
r
th
is
s
tu
d
y
.
T
h
e
2
0
1
8
e
d
u
ca
tio
n
al
r
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r
m
in
Vietn
am
m
ar
k
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s
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s
h
if
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i
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th
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n
tr
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’
s
ap
p
r
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ac
h
to
teac
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in
g
a
n
d
lear
n
in
g
.
T
h
is
r
ef
o
r
m
em
p
h
asizes
tr
an
s
itio
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in
g
f
r
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co
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ten
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b
ased
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p
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cu
r
r
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lu
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aim
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to
d
ev
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’
cr
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p
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A
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th
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o
r
m
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r
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I
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J
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14
,
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4
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Au
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20
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is
s
h
if
t
n
ec
ess
itat
es
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
p
ar
en
tal
i
n
v
o
lv
em
en
t
ca
n
b
e
ef
f
ec
tiv
el
y
in
teg
r
ated
in
to
t
h
e
n
ew
ed
u
c
atio
n
al
f
r
am
ewo
r
k
to
m
a
x
im
i
ze
s
tu
d
en
t
ac
h
iev
em
e
n
t
[
8
]
,
[
9
]
.
Mo
r
eo
v
e
r
,
th
e
r
ef
o
r
m
h
ig
h
lig
h
ts
th
e
im
p
o
r
t
an
ce
o
f
d
e
v
elo
p
in
g
ac
a
d
em
ic
s
k
ills
,
life
s
k
ills
,
an
d
ch
ar
ac
ter
,
wh
er
e
p
ar
e
n
tal
in
f
lu
en
ce
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
[
1
0
]
.
As
s
u
ch
,
t
h
e
s
u
cc
ess
o
f
th
is
ed
u
ca
tio
n
al
t
r
a
n
s
f
o
r
m
atio
n
lar
g
ely
d
ep
en
d
s
o
n
th
e
ef
f
ec
tiv
e
e
n
g
ag
em
en
t
o
f
p
ar
en
ts
,
m
ak
in
g
i
t
cr
u
cial
to
ex
am
in
e
th
e
cu
r
r
e
n
t
s
tate
o
f
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
Vietn
am
an
d
i
d
en
tify
s
tr
ateg
ies
to
en
h
an
ce
i
t
with
in
th
is
n
ew
ed
u
ca
tio
n
al
co
n
tex
t
[
1
1
]
.
T
h
is
ad
d
itio
n
p
r
o
v
id
es
co
n
tex
t
ab
o
u
t
th
e
2
0
1
8
e
d
u
ca
tio
n
al
r
e
f
o
r
m
in
Vietn
am
an
d
em
p
h
asizes
th
e
in
cr
ea
s
ed
im
p
o
r
tan
ce
p
lace
d
o
n
p
ar
en
t
al
in
v
o
lv
em
en
t
i
n
th
is
n
ew
f
r
am
ewo
r
k
.
I
t
also
s
ets
u
p
th
e
n
ec
ess
ity
f
o
r
th
e
r
esear
ch
b
y
h
ig
h
lig
h
tin
g
th
e
n
ee
d
to
u
n
d
er
s
tan
d
a
n
d
im
p
r
o
v
e
p
ar
en
tal
in
v
o
lv
em
e
n
t in
lig
h
t
o
f
th
ese
ch
a
n
g
es.
Desp
ite
th
e
s
tr
o
n
g
e
v
id
en
ce
s
u
p
p
o
r
tin
g
th
e
b
en
ef
its
o
f
p
ar
e
n
tal
in
v
o
lv
em
en
t
in
ed
u
ca
tio
n
[
1
2
]
,
[
1
3
]
,
th
er
e
r
em
ain
s
lim
ited
r
esear
ch
o
n
th
e
s
p
ec
if
ic
m
eth
o
d
s
an
d
f
o
r
m
s
o
f
p
ar
en
tal
p
ar
ticip
atio
n
in
s
ch
o
o
l
ac
tiv
ities
an
d
th
eir
im
p
ac
t
ac
r
o
s
s
d
if
f
er
e
n
t
cu
ltu
r
al
co
n
tex
ts
.
I
n
Vietn
a
m
,
wh
er
e
r
ec
en
t
ed
u
ca
tio
n
al
r
ef
o
r
m
s
h
av
e
p
lace
d
an
em
p
h
asis
o
n
m
o
d
er
n
izin
g
th
e
cu
r
r
icu
l
u
m
an
d
im
p
r
o
v
i
n
g
s
tu
d
en
t
o
u
tco
m
es,
th
er
e
is
a
g
r
o
win
g
n
ee
d
to
u
n
d
er
s
tan
d
h
o
w
p
ar
en
ts
ca
n
ef
f
ec
tiv
ely
co
n
tr
ib
u
te
to
th
is
p
r
o
ce
s
s
.
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
v
ar
i
o
u
s
m
eth
o
d
s
o
f
p
a
r
en
tal
in
v
o
lv
em
en
t,
s
u
ch
as
co
m
m
u
n
icatio
n
with
teac
h
er
s
,
p
ar
ticip
atio
n
in
s
ch
o
o
l
ev
en
ts
,
an
d
co
llab
o
r
atio
n
with
t
h
e
co
m
m
u
n
ity
.
B
y
in
v
esti
g
atin
g
th
ese
f
o
r
m
s
o
f
en
g
a
g
em
en
t,
t
h
e
r
esear
ch
s
ee
k
s
to
u
n
co
v
er
th
eir
im
p
ac
t
o
n
s
tu
d
en
t
ac
h
ie
v
em
en
t,
p
ar
ticu
lar
l
y
d
u
r
i
n
g
t
h
is
cr
itical
p
er
io
d
o
f
ed
u
ca
ti
o
n
al
r
ef
o
r
m
,
an
d
to
id
en
tify
th
e
co
r
r
elatio
n
b
etw
ee
n
th
e
f
r
eq
u
e
n
cy
o
f
p
ar
en
t
al
p
ar
ticip
atio
n
a
n
d
ac
a
d
em
i
c
p
er
f
o
r
m
an
ce
in
Vietn
am
ese
s
ch
o
o
ls
.
T
h
is
f
o
c
u
s
o
n
th
e
s
p
ec
if
ic
p
r
ac
tices
o
f
p
ar
e
n
tal
in
v
o
lv
em
en
t
o
f
f
er
s
v
alu
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
s
ee
k
in
g
to
e
n
h
an
ce
p
ar
en
tal
e
n
g
ag
em
en
t in
s
ch
o
o
l a
ctiv
ities
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
2
.
1
.
P
a
re
nta
l inv
o
lv
e
m
ent
A
s
u
p
p
o
r
tiv
e
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
en
t
th
at
f
o
cu
s
es
o
n
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
s
tu
d
e
n
t
s
is
b
ased
o
n
a
p
a
r
tn
er
s
h
ip
am
o
n
g
th
r
ee
co
m
p
o
n
en
ts
:
f
am
ily
,
s
ch
o
o
l,
an
d
co
m
m
u
n
ity
[
1
]
,
[
1
4
]
.
Pa
r
en
tal
s
u
p
p
o
r
t
is
a
f
o
u
n
d
atio
n
f
o
r
h
elp
i
n
g
s
tu
d
e
n
ts
g
ain
c
o
n
f
id
e
n
ce
i
n
atten
d
in
g
s
ch
o
o
l
w
h
ile
f
o
s
ter
in
g
a
s
tr
o
n
g
co
n
n
ec
tio
n
b
etwe
en
th
e
s
ch
o
o
l
a
n
d
th
e
f
a
m
ily
.
T
h
is
f
ac
ilit
ates
co
n
tin
u
o
u
s
lear
n
in
g
an
d
th
e
c
o
m
p
r
e
h
e
n
s
iv
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
[1
5
]
.
As
th
e
in
s
titu
tio
n
p
r
o
v
id
in
g
f
o
r
m
al
e
d
u
ca
tio
n
,
th
e
s
ch
o
o
l
i
s
a
p
lace
f
o
r
im
p
a
r
tin
g
k
n
o
wled
g
e
a
n
d
a
ce
n
tr
al
h
u
b
co
n
n
ec
tin
g
th
e
f
a
m
ily
an
d
th
e
co
m
m
u
n
ity
[1
6
]
.
Sch
o
o
ls
ca
n
c
r
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
f
a
m
ily
a
n
d
co
m
m
u
n
ity
in
v
o
l
v
em
en
t
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
en
h
a
n
cin
g
s
tu
d
en
t
s
u
p
p
o
r
t.
Fo
r
e
x
am
p
le,
s
ch
o
o
ls
ca
n
o
r
g
an
ize
p
ar
e
n
t
m
ee
tin
g
s
,
ex
tr
ac
u
r
r
icu
lar
p
r
o
g
r
am
s
i
n
v
o
lv
in
g
th
e
co
m
m
u
n
ity
,
o
r
ac
ad
em
ic
p
r
o
jects
th
a
t
in
teg
r
ate
f
am
ily
a
n
d
co
m
m
u
n
i
ty
p
ar
ticip
atio
n
[1
7
]
.
T
h
e
p
a
r
t
n
e
r
s
h
i
p
b
e
t
w
e
e
n
s
c
h
o
o
l
s
a
n
d
t
h
e
c
o
m
m
u
n
i
t
y
i
s
i
n
cr
e
a
s
i
n
g
l
y
e
s
s
e
n
ti
a
l
i
n
e
n
h
a
n
c
in
g
s
t
u
d
e
n
t
o
u
t
c
o
m
e
s
,
e
n
g
a
g
e
m
e
n
t
,
a
n
d
we
l
l
-
b
e
i
n
g
,
as
w
el
l
as
i
n
s
h
a
p
i
n
g
p
o
s
t
-
s
c
h
o
o
l
t
r
a
j
e
ct
o
r
i
es
a
n
d
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
u
l
t
u
r
a
l
a
n
d
s
o
c
ia
l
c
a
p
it
a
l
[1
8
]
.
T
h
e
c
o
m
m
u
n
i
t
y
i
s
c
r
u
c
i
al
in
p
r
o
v
i
d
i
n
g
r
e
s
o
u
r
c
e
s
a
n
d
l
e
ar
n
i
n
g
o
p
p
o
r
t
u
n
i
t
i
e
s
b
e
y
o
n
d
t
h
e
c
l
a
s
s
r
o
o
m
.
C
o
m
m
u
n
i
t
y
o
r
g
a
n
i
z
a
t
i
o
n
s
,
l
o
ca
l
b
u
s
i
n
e
s
s
es
,
a
n
d
i
n
d
i
v
i
d
u
a
l
s
ca
n
o
f
f
e
r
a
d
d
i
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
l
r
e
s
o
u
r
c
es
,
s
u
c
h
a
s
l
i
f
e
s
k
i
ll
s
p
r
o
g
r
a
m
s
,
i
n
t
e
r
n
s
h
i
p
o
p
p
o
r
t
u
n
i
t
i
e
s
,
o
r
v
o
l
u
n
t
e
e
r
a
c
t
i
v
i
t
i
es
.
C
o
m
m
u
n
i
t
y
s
u
p
p
o
r
t
h
e
l
p
s
b
r
o
a
d
e
n
s
t
u
d
e
n
t
s
'
p
e
r
s
p
e
ct
i
v
es
a
n
d
p
r
o
v
i
d
e
s
t
h
e
m
w
i
t
h
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
e
n
ce
s
es
s
e
n
t
i
a
l
f
o
r
p
e
r
s
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
[1
9
]
.
T
h
e
c
o
ll
a
b
o
r
a
t
i
v
e
p
a
r
t
n
e
r
s
h
i
p
a
m
o
n
g
p
a
r
en
t
s
,
t
h
e
c
o
m
m
u
n
i
t
y
,
a
n
d
e
d
u
c
at
i
o
n
a
l
o
r
g
a
n
i
z
at
i
o
n
s
a
i
m
s
t
o
ac
h
i
e
v
e
tw
o
g
o
a
l
s
:
i
m
p
r
o
v
i
n
g
a
c
a
d
e
m
i
c
o
u
t
c
o
m
e
s
a
n
d
a
d
v
a
n
c
i
n
g
s
o
c
i
a
l
d
e
v
el
o
p
m
e
n
t
[
20
]
.
W
h
en
th
ese
th
r
ee
co
m
p
o
n
en
ts
co
llab
o
r
ate,
th
ey
f
o
s
ter
a
m
u
ltid
im
en
s
io
n
al
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
th
at
s
u
p
p
o
r
ts
s
tu
d
en
ts
ac
ad
em
ically
,
s
o
cially
,
an
d
em
o
tio
n
all
y
[2
1
]
.
Ho
wev
e
r
,
f
o
r
p
ar
tn
er
s
h
ip
s
to
b
e
ef
f
ec
tiv
e,
th
ey
m
u
s
t
b
e
b
u
ilt
o
n
th
e
f
o
u
n
d
atio
n
o
f
tr
u
s
t,
co
llab
o
r
a
tio
n
,
an
d
s
h
a
r
ed
r
esp
o
n
s
ib
ilit
y
am
o
n
g
f
am
ilies
,
s
ch
o
o
ls
,
an
d
c
o
m
m
u
n
ities
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
ts
ten
d
to
ac
h
iev
e
b
etter
ac
ad
em
ic
o
u
tco
m
es,
a
n
d
th
e
in
v
o
lv
em
e
n
t o
f
f
am
ilies
an
d
c
o
m
m
u
n
ities
ca
n
en
h
an
ce
s
u
p
p
o
r
t a
n
d
r
eso
u
r
ce
s
f
o
r
ed
u
ca
tio
n
[2
2
]
.
2
.
2
.
M
o
del o
f
pa
re
nt
a
l inv
o
l
v
em
ent
Par
en
tal
in
v
o
l
v
em
en
t
in
s
ch
o
o
l
ac
tiv
ities
is
a
m
u
ltid
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ir
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n
m
en
t
[
1
]
.
T
y
p
e
1
(
p
ar
en
tin
g
):
p
ar
e
n
ts
ca
n
o
r
g
an
ize
ed
u
ca
tio
n
al
co
n
ten
t
f
o
r
th
eir
ch
ild
r
en
at
h
o
m
e,
d
ep
en
d
i
n
g
o
n
ea
c
h
f
am
ily
'
s
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
y
a
n
d
co
n
d
itio
n
s
.
Par
en
tin
g
a
ctiv
ities
h
elp
f
am
ilies
b
etter
u
n
d
er
s
tan
d
an
d
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
'
s
d
ev
elo
p
m
en
tal
n
ee
d
s
an
d
ed
u
ca
tio
n
al
jo
u
r
n
ey
.
T
h
e
s
e
ac
tiv
itie
s
aim
to
cr
ea
te
a
h
o
m
e
en
v
ir
o
n
m
en
t
c
o
n
d
u
ci
v
e
to
lear
n
in
g
an
d
ac
a
d
em
ic
s
u
cc
ess
.
T
y
p
e
2
(
co
m
m
u
n
icatin
g
):
teac
h
e
r
s
an
d
p
ar
en
ts
ca
n
co
n
n
ec
t
th
r
o
u
g
h
v
ar
io
u
s
f
o
r
m
s
s
u
ch
as
u
s
in
g
p
ar
en
t
-
teac
h
e
r
co
m
m
u
n
ic
atio
n
ap
p
s
,
r
eg
u
lar
p
ar
en
t
-
teac
h
er
m
ee
tin
g
s
,
an
d
n
ewsletter
s
an
d
an
n
o
u
n
c
em
en
ts
f
r
o
m
th
e
s
ch
o
o
l.
E
f
f
ec
tiv
e
two
-
way
co
m
m
u
n
icatio
n
b
etwe
en
s
ch
o
o
ls
an
d
f
am
ilies
f
o
s
ter
s
m
u
tu
a
l
u
n
d
e
r
s
tan
d
in
g
an
d
co
llab
o
r
at
io
n
.
T
h
is
en
h
a
n
ce
d
co
m
m
u
n
icatio
n
h
elp
s
alig
n
e
d
u
ca
tio
n
al
g
o
als an
d
s
tr
ateg
ies b
etwe
en
h
o
m
e
a
n
d
s
ch
o
o
l.
T
y
p
e
3
(
v
o
lu
n
teer
i
n
g
):
p
ar
en
ts
ca
n
v
o
l
u
n
teer
in
s
ch
o
o
l
ac
tiv
ities
s
u
ch
as
as
s
is
t
in
g
with
ev
en
t
o
r
g
a
n
izatio
n
,
p
a
r
ticip
atin
g
in
s
tu
d
en
t
f
ield
tr
ip
s
,
o
r
h
elp
in
g
with
e
x
t
r
ac
u
r
r
icu
lar
ac
tiv
ities
an
d
class
r
o
o
m
task
s
.
Par
en
ts
v
o
lu
n
tee
r
in
g
th
eir
tim
e
a
n
d
s
k
ills
en
r
ich
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
an
d
s
tu
d
en
ts
'
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
.
T
h
is
in
v
o
lv
em
en
t
ca
n
lead
to
m
o
r
e
d
iv
e
r
s
e
an
d
c
o
m
p
r
e
h
en
s
iv
e
s
ch
o
o
l p
r
o
g
r
am
s
.
Fu
r
th
er
m
o
r
e
,
T
y
p
e
4
(
lear
n
in
g
at
h
o
m
e
):
p
ar
e
n
ts
ca
n
p
ar
ticip
ate
in
th
eir
ch
ild
r
en
'
s
lear
n
in
g
ac
tiv
itie
s
at
h
o
m
e
b
y
cr
ea
tin
g
a
lear
n
in
g
en
v
i
r
o
n
m
e
n
t,
s
u
p
p
o
r
tin
g
h
o
m
ewo
r
k
,
en
c
o
u
r
ag
i
n
g
r
ea
d
in
g
h
ab
its
,
an
d
d
is
cu
s
s
in
g
less
o
n
s
.
Activ
ities
th
at
p
r
o
m
o
te
lear
n
in
g
at
h
o
m
e
h
elp
p
a
r
en
ts
g
ai
n
in
s
ig
h
t
in
to
t
h
e
cu
r
r
icu
lu
m
an
d
th
eir
ch
ild
r
en
'
s
lear
n
in
g
p
r
o
c
ess
.
T
h
is
u
n
d
er
s
tan
d
in
g
en
ab
les
p
ar
en
ts
to
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
m
o
r
e
ef
f
ec
tiv
el
y
o
u
ts
id
e
s
ch
o
o
l
h
o
u
r
s
.
T
y
p
e
5
(
d
ec
is
io
n
m
ak
in
g
):
in
v
o
lv
em
e
n
t
in
d
ec
is
io
n
-
m
ak
in
g
o
f
ten
r
elate
s
to
p
ar
en
t
co
u
n
cils
,
co
n
s
u
ltativ
e
m
ee
tin
g
s
,
an
d
s
u
r
v
ey
s
.
I
n
v
o
lv
in
g
p
ar
e
n
ts
in
s
ch
o
o
l
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es
in
cr
ea
s
es
th
eir
in
f
lu
en
ce
o
n
e
d
u
ca
tio
n
al
p
o
li
cies
th
at
d
ir
ec
tly
af
f
ec
t
th
eir
ch
ild
r
en
.
T
h
is
in
v
o
lv
em
e
n
t
ca
n
lead
to
m
o
r
e
in
clu
s
iv
e
an
d
r
e
p
r
esen
tativ
e
s
ch
o
o
l
g
o
v
er
n
an
ce
.
T
y
p
e
6
(
co
llab
o
r
atin
g
with
co
m
m
u
n
ity
):
co
n
n
ec
t
with
lo
ca
l
o
r
g
an
izatio
n
s
,
co
m
m
u
n
it
y
ev
en
ts
,
a
n
d
v
o
lu
n
teer
p
r
o
g
r
am
s
.
Par
tn
er
s
h
ip
s
b
etwe
en
s
ch
o
o
ls
,
f
am
ilies
,
an
d
co
m
m
u
n
ity
r
eso
u
r
ce
s
p
lay
a
v
ital
r
o
le
in
s
tr
en
g
th
en
in
g
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
.
T
h
ey
h
elp
e
n
h
an
ce
f
am
ily
s
u
p
p
o
r
t
f
o
r
c
h
ild
r
en
'
s
lear
n
in
g
an
d
en
c
o
u
r
a
g
e
h
o
lis
tic
s
tu
d
en
t
d
ev
elo
p
m
en
t
.
T
o
g
eth
er
,
th
ese
co
llab
o
r
atio
n
s
cr
ea
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
well
-
r
o
u
n
d
e
d
lear
n
in
g
en
v
ir
o
n
m
en
t.
Fam
ilies
,
s
ch
o
o
ls
,
an
d
co
m
m
u
n
ities
ar
e
n
o
t
is
o
lated
en
titi
e
s
b
u
t
in
ter
co
n
n
ec
ted
s
p
h
er
es
o
f
in
f
lu
en
ce
th
at
co
llectiv
ely
s
h
ap
e
a
ch
il
d
'
s
ed
u
ca
tio
n
al
ex
p
er
ien
ce
.
T
h
e
d
eg
r
ee
o
f
o
v
er
lap
a
m
o
n
g
th
ese
d
o
m
ain
s
m
ay
v
ar
y
o
v
e
r
tim
e
an
d
b
e
in
f
lu
e
n
ce
d
b
y
s
p
ec
if
ic
cir
cu
m
s
tan
c
es.
T
h
e
r
elatio
n
s
h
ip
s
with
in
th
ese
d
o
m
ain
s
ar
e
d
y
n
am
ic,
s
h
if
tin
g
ac
co
r
d
in
g
to
th
e
ch
ild
'
s
ag
e,
f
am
ily
b
ac
k
g
r
o
u
n
d
,
s
ch
o
o
l
p
o
licies,
an
d
co
m
m
u
n
ity
r
eso
u
r
ce
s
.
T
h
is
m
o
d
el
h
ig
h
lig
h
ts
th
at
t
h
e
r
esp
o
n
s
ib
ilit
y
f
o
r
a
c
h
ild
’
s
ed
u
ca
tio
n
is
a
s
h
a
r
ed
e
n
d
ea
v
o
r
am
o
n
g
f
am
ilies
,
s
ch
o
o
ls
,
an
d
c
o
m
m
u
n
ities
r
ath
er
th
an
b
ein
g
th
e
s
o
le
b
u
r
d
en
o
f
s
ch
o
o
ls
.
W
h
en
th
ese
d
o
m
ain
s
co
llab
o
r
at
e
ef
f
ec
tiv
ely
,
th
ey
ca
n
g
e
n
er
ate
s
y
n
er
g
is
tic
ef
f
ec
ts
th
at
s
ig
n
if
ican
tly
en
h
a
n
ce
th
e
ch
ild
’
s
l
ea
r
n
in
g
e
x
p
er
ien
ce
an
d
o
v
er
all
d
ev
elo
p
m
en
t
[
1
]
.
T
h
e
n
atu
r
e
an
d
ex
ten
t
o
f
th
es
e
o
v
er
lap
s
ar
e
co
n
te
x
t
-
s
p
ec
if
i
c,
v
ar
y
i
n
g
b
ased
o
n
cu
ltu
r
al,
s
o
cial,
an
d
ec
o
n
o
m
ic
f
ac
to
r
s
.
T
h
is
asp
ec
t
is
p
ar
ticu
lar
l
y
r
ele
v
an
t
w
h
en
ap
p
ly
in
g
th
is
m
o
d
el
to
t
h
e
Vi
etn
am
ese
ed
u
ca
tio
n
s
y
s
tem
[2
3
]
.
Mo
r
e
o
v
er
,
th
e
f
r
am
ewo
r
k
s
u
g
g
ests
th
at
g
r
ea
ter
co
llab
o
r
atio
n
an
d
o
v
e
r
lap
a
m
o
n
g
th
ese
s
p
h
er
e
s
ca
n
im
p
r
o
v
e
s
tu
d
e
n
t
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
e
s
ch
o
o
l
estab
lis
h
es
co
o
p
er
ativ
e
r
elatio
n
s
h
ip
s
with
o
r
g
an
izatio
n
s
an
d
s
er
v
ices
th
a
t
s
u
p
p
o
r
t
s
tu
d
en
ts
'
d
ev
elo
p
m
en
t,
cr
ea
tin
g
s
p
ac
es
an
d
co
n
d
itio
n
s
f
o
r
co
m
m
u
n
ity
o
r
g
an
izatio
n
s
to
r
ei
n
f
o
r
ce
th
e
v
alu
es
s
tu
d
en
ts
h
a
v
e
lear
n
e
d
at
h
o
m
e
an
d
s
ch
o
o
l
[
8
]
.
I
n
th
e
cu
r
r
e
n
t
co
n
tex
t
o
f
th
e
Vietn
am
ese
ed
u
ca
tio
n
s
y
s
tem
,
th
e
cu
r
r
icu
lu
m
h
as
s
h
if
te
d
f
r
o
m
a
c
o
n
ten
t
-
b
ased
ap
p
r
o
ac
h
to
o
n
e
f
o
cu
s
ed
o
n
d
ev
elo
p
i
n
g
s
tu
d
en
ts
'
co
m
p
eten
cies
an
d
ch
ar
ac
te
r
tr
aits
an
d
b
u
ild
in
g
an
o
p
e
n
e
d
u
ca
tio
n
al
s
y
s
tem
[2
4
]
.
Un
d
er
s
tan
d
in
g
an
d
lev
er
ag
i
n
g
th
e
o
v
e
r
lap
am
o
n
g
th
ese
in
f
l
u
en
tial
d
o
m
ai
n
s
ca
n
p
r
o
v
id
e
c
r
itical
in
s
ig
h
ts
in
to
ef
f
ec
tiv
ely
en
g
ag
in
g
f
am
ilies
an
d
co
m
m
u
n
ities
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
s
u
p
p
o
r
tin
g
th
e
co
u
n
tr
y
'
s
tr
an
s
itio
n
to
war
d
s
a
m
o
r
e
h
o
lis
tic
an
d
co
m
p
eten
cy
-
b
ased
ap
p
r
o
ac
h
.
Fig
u
r
e
1
ca
teg
o
r
izes
th
e
p
ar
t
icip
an
ts
in
to
th
r
ee
m
ain
r
esear
ch
g
r
o
u
p
s
.
T
h
e
s
ix
o
r
i
g
in
al
ty
p
es
o
f
p
ar
e
n
tal
in
v
o
lv
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m
en
t
ar
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g
r
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p
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in
to
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r
ee
b
r
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a
d
er
ca
te
g
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r
ies
d
u
e
to
th
e
o
v
er
lap
in
t
h
eir
g
o
als
an
d
ac
tiv
ities
,
n
am
ely
:
i)
Par
en
tin
g
an
d
f
am
ily
e
n
v
ir
o
n
m
en
t
g
r
o
u
p
s
p
ar
en
tin
g
an
d
lear
n
in
g
at
h
o
m
e
as
b
o
th
f
o
cu
s
o
n
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
h
o
m
e
en
v
ir
o
n
m
en
t
f
o
r
ch
ild
r
en
'
s
ac
ad
em
ic
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d
d
ev
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p
m
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n
tal
n
ee
d
s
,
b
len
d
in
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e
n
er
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p
a
r
en
tin
g
p
r
ac
tices
with
at
-
h
o
m
e
lear
n
in
g
ac
tiv
iti
es;
ii)
Ma
in
tain
in
g
co
m
m
u
n
icatio
n
b
etwe
en
p
a
r
e
n
ts
an
d
teac
h
er
s
co
m
b
in
es
c
o
m
m
u
n
icatin
g
an
d
d
ec
is
io
n
-
m
ak
in
g
s
in
ce
b
o
th
s
tr
ess
ef
f
ec
tiv
e
two
-
way
co
m
m
u
n
icatio
n
,
alig
n
in
g
e
d
u
ca
tio
n
al
s
tr
ateg
ies,
an
d
in
v
o
lv
in
g
p
ar
en
ts
in
d
ec
is
io
n
s
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J
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R
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Vo
l
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14
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No
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4
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Au
g
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s
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20
25
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2
4
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7
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2
4
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9
2490
th
at
af
f
ec
t
th
eir
ch
ild
r
e
n
'
s
ed
u
ca
tio
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;
an
d
iii)
Vo
lu
n
teer
in
g
an
d
co
llab
o
r
atio
n
with
th
e
co
m
m
u
n
ity
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ites
v
o
lu
n
teer
in
g
a
n
d
co
llab
o
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atin
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with
th
e
c
o
m
m
u
n
ity
as
b
o
th
i
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v
o
lv
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a
r
en
ts
co
n
tr
ib
u
tin
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to
th
e
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ch
o
o
l
en
v
ir
o
n
m
en
t,
en
h
an
cin
g
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
,
an
d
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
co
m
m
u
n
ity
.
Fig
u
r
e
1
.
T
h
r
ee
m
ain
r
esear
ch
g
r
o
u
p
s
b
ased
o
n
s
ix
ty
p
es o
f
p
ar
en
tal
in
v
o
lv
e
m
en
t
2
.
3
.
I
m
pa
c
t
o
f
pa
re
nta
l inv
o
lv
em
ent
o
n student
o
utc
o
m
e
s
Stu
d
en
t
lear
n
in
g
o
u
tco
m
es
ar
e
s
tu
d
en
ts
'
ab
il
ity
to
d
em
o
n
s
tr
ate
s
k
ills
af
ter
co
m
p
letin
g
a
co
u
r
s
e
[2
5
]
.
E
d
u
ca
tio
n
al
ex
p
er
ts
d
is
tin
g
u
is
h
b
etwe
en
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
at
th
e
co
u
r
s
e,
p
r
o
g
r
a
m
,
an
d
in
s
titu
tio
n
al
lev
els
[2
6
]
.
Sev
er
al
o
f
th
ese
s
tu
d
ies
s
u
g
g
est
th
at
p
ar
e
n
t/fa
m
ily
in
v
o
lv
em
en
t
h
as
an
en
d
u
r
in
g
im
p
ac
t
ac
r
o
s
s
th
e
K
-
1
2
ed
u
ca
tio
n
al
j
o
u
r
n
e
y
o
f
s
tu
d
en
ts
[2
7
]
.
T
h
ey
d
eter
m
in
ed
th
e
i
n
f
lu
en
ce
o
f
p
ar
e
n
t
al
in
v
o
lv
em
e
n
t
o
n
s
tu
d
en
t’
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
b
y
e
x
p
lo
r
i
n
g
th
e
in
f
lu
e
n
ce
o
f
h
o
m
e
-
b
ased
an
d
s
ch
o
o
l
-
b
ased
p
ar
en
tal
in
v
o
lv
em
e
n
t
ty
p
es,
s
u
c
h
as
co
n
tr
o
l
,
lear
n
i
n
g
s
u
p
p
o
r
t,
co
m
m
u
n
icatio
n
,
ass
is
tan
ce
,
ac
tiv
ities
,
ac
ad
em
ic
s
o
cializa
tio
n
,
an
d
ex
p
ec
tatio
n
s
,
as
well
as
b
y
ex
am
in
in
g
th
e
im
p
ac
t
o
f
o
th
er
m
o
d
er
atin
g
f
ac
to
r
s
lik
e
g
eo
g
r
a
p
h
ical
r
eg
io
n
,
p
ar
ticip
an
t
ty
p
e,
p
u
b
licatio
n
d
ate,
e
d
u
ca
tio
n
lev
el,
ac
ad
em
ic
f
iel
d
,
an
d
m
ea
s
u
r
es
o
f
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Fu
r
t
h
er
m
o
r
e,
c
o
n
tr
o
llin
g
f
o
r
s
ch
o
o
l
ch
ar
ac
ter
is
tics
,
th
e
d
eg
r
ee
to
wh
ich
s
ch
o
o
ls
wo
r
k
ed
to
o
v
er
co
m
e
ch
allen
g
es
to
f
am
ily
an
d
co
m
m
u
n
ity
in
v
o
lv
em
e
n
t
p
r
ed
icted
h
i
g
h
er
p
er
ce
n
ta
g
es
o
f
s
tu
d
en
ts
s
co
r
in
g
at
o
r
ab
o
v
e
s
atis
f
ac
to
r
y
o
n
ac
h
iev
em
en
t te
s
t
s
[2
8
]
.
T
h
eir
f
am
ily
in
f
lu
en
ce
s
ad
o
l
escen
ts
'
s
u
cc
ess
,
ev
en
th
r
o
u
g
h
th
e
last
y
ea
r
o
f
h
ig
h
s
ch
o
o
l.
Par
en
ts
en
g
ag
e
with
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
in
v
ar
io
u
s
way
s
,
co
n
s
is
ten
tly
em
p
h
asizin
g
t
h
e
im
p
o
r
tan
ce
o
f
f
am
il
y
in
v
o
lv
em
e
n
t
in
lear
n
in
g
.
T
ea
c
h
er
s
r
ec
o
g
n
ize
th
e
b
e
n
ef
its
o
f
p
ar
en
tal
s
u
p
p
o
r
t
th
r
o
u
g
h
o
u
t
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
co
llab
o
r
atin
g
with
p
ar
en
ts
h
elp
s
en
s
u
r
e
s
tu
d
en
t
s
u
cc
ess
[2
9
]
.
Fre
q
u
en
t
in
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
p
ar
en
ts
f
o
s
ter
tr
u
s
t
an
d
r
esp
ec
t,
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
s
c
h
o
o
l
co
m
m
u
n
ity
,
en
h
a
n
cin
g
s
o
cial
ca
p
ital,
an
d
u
ltima
tely
co
n
tr
ib
u
tin
g
to
ea
c
h
ch
ild
'
s
ac
ad
em
ic
s
u
cc
ess
[
30
]
.
B
ey
o
n
d
ac
ad
em
ics,
p
a
r
e
n
tal
en
g
ag
em
e
n
t
is
lin
k
ed
to
d
ev
elo
p
in
g
s
tr
o
n
g
er
s
o
cial
s
k
ills
in
s
tu
d
en
ts
.
W
h
en
p
ar
en
ts
p
a
r
ticip
ate
i
n
s
ch
o
o
l
ac
tiv
ities
,
co
m
m
u
n
icate
with
teac
h
er
s
,
a
n
d
s
u
p
p
o
r
t
th
eir
ch
ild
'
s
s
o
cial
in
ter
ac
tio
n
s
,
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
d
ev
elo
p
b
etter
co
m
m
u
n
icatio
n
s
k
ills
,
em
p
ath
y
,
an
d
p
ee
r
co
o
p
e
r
atio
n
.
Mo
r
eo
v
er
,
in
v
o
lv
ed
p
ar
e
n
ts
ca
n
g
u
id
e
th
eir
ch
ild
r
en
in
s
ettin
g
p
er
s
o
n
al
g
o
als,
b
u
ild
in
g
s
elf
-
d
is
cip
lin
e,
an
d
cr
ea
tin
g
a
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t,
all
o
f
wh
ic
h
co
n
tr
ib
u
te
to
th
eir
o
v
er
all
well
-
b
ein
g
a
n
d
s
u
cc
ess
[
4
]
.
On
e
o
f
th
e
p
r
im
ar
y
b
a
r
r
ier
s
id
en
tifie
d
in
E
p
s
tein
’
s
f
r
am
ewo
r
k
is
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
.
Fa
m
ilies
wit
h
lo
wer
in
co
m
e
o
r
e
d
u
ca
tio
n
al
lev
els
m
ig
h
t
f
ac
e
ch
allen
g
es
s
u
ch
as
a
lac
k
o
f
tim
e,
r
eso
u
r
ce
s
,
o
r
k
n
o
wled
g
e
ab
o
u
t
ef
f
ec
tiv
ely
e
n
g
ag
in
g
in
th
eir
ch
ild
'
s
ed
u
ca
tio
n
.
I
n
a
d
d
itio
n
,
c
u
ltu
r
al
an
d
lin
g
u
is
tic
b
ar
r
ier
s
ca
n
also
im
p
ed
e
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
.
Sch
o
o
ls
th
at
d
o
n
o
t
ac
co
u
n
t
f
o
r
o
r
ac
co
m
m
o
d
ate
th
es
e
d
if
f
er
en
ce
s
m
ay
in
ad
v
er
ten
tly
e
x
clu
d
e
p
a
r
en
ts
wh
o
d
o
n
o
t
s
p
ea
k
th
e
d
o
m
in
an
t
lan
g
u
ag
e
o
r
co
m
e
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
So
m
etim
es,
s
ch
o
o
l
p
o
licies
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in
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m
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t
in
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en
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g
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in
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iews
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e
ca
r
r
ied
o
u
t
t
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tain
in
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d
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in
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en
ef
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p
ar
en
ts
f
ac
ed
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as su
m
m
ar
ized
in
T
a
b
le
2
,
wh
ic
h
p
r
o
v
id
es a
n
o
v
e
r
v
iew
o
f
th
e
r
esea
r
ch
d
esig
n
.
T
ab
le
2
.
R
esear
ch
d
esig
n
S
u
r
v
e
y
I
n
t
e
r
v
i
e
w
-
Tw
o
e
x
p
e
r
t
s wer
e
i
n
v
i
t
e
d
t
o
c
o
n
f
i
r
m
t
h
e
c
o
n
t
e
n
t
v
a
l
i
d
i
t
y
o
f
t
o
o
l
s
-
P
i
l
o
t
w
i
t
h
1
0
p
a
r
e
n
t
s
t
o
c
o
n
f
i
r
m
t
e
s
t
s
u
r
f
a
c
e
v
a
l
i
d
i
t
y
-
S
u
r
v
e
y
4
0
p
a
r
e
n
t
s t
o
a
ssess
p
a
r
e
n
t
a
l
e
n
g
a
g
e
me
n
t
i
n
t
h
r
e
e
a
r
e
a
s
:
p
a
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n
t
i
n
g
a
n
d
f
a
m
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l
y
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n
v
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me
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t
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m
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i
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o
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a
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p
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t
s
a
n
d
t
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v
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p
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c
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s,
d
i
f
f
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c
u
l
t
i
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s
a
n
d
su
g
g
e
st
i
o
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s
f
o
r
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f
f
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l
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a
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se
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t
h
r
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r
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p
s
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f
a
c
t
i
v
i
t
i
e
s
3
.
2
.
P
a
rt
icipa
nts
Par
ticip
an
ts
ca
n
jo
in
th
e
s
tu
d
y
u
s
in
g
c
o
n
v
e
n
ien
t
(
s
u
r
v
ey
)
an
d
p
u
r
p
o
s
iv
e
(
in
ter
v
iew)
s
a
m
p
lin
g
.
All
p
ar
ticip
an
ts
wer
e
p
r
o
v
i
d
ed
wit
h
a
clea
r
ex
p
la
n
atio
n
o
f
t
h
e
r
e
s
ea
r
ch
o
b
jectiv
es,
p
r
o
ce
d
u
r
es,
an
d
p
o
ten
tial
r
is
k
s
b
ef
o
r
e
g
iv
i
n
g
i
n
f
o
r
m
ed
co
n
s
e
n
t.
Data
will b
e
a
n
o
n
y
m
ized
a
n
d
s
ec
u
r
el
y
s
to
r
e
d
u
s
in
g
e
n
cr
y
p
tio
n
.
Acc
ess
to
th
e
d
ata
will
b
e
r
estricte
d
to
au
th
o
r
ized
p
er
s
o
n
n
el
o
n
ly
.
T
h
e
r
e
s
ea
r
ch
aim
s
to
m
ak
e
a
p
o
s
itiv
e
co
n
tr
ib
u
tio
n
t
o
th
e
co
m
m
u
n
ity
an
d
s
o
ciety
.
T
h
e
r
esear
ch
f
in
d
in
g
s
will
b
e
u
s
ed
r
esp
o
n
s
ib
ly
an
d
will
n
o
t
ca
u
s
e
an
y
h
ar
m
to
th
e
co
m
m
u
n
ity
.
T
h
e
s
u
r
v
ey
i
n
v
o
lv
e
d
a
d
i
v
er
s
e
g
r
o
u
p
o
f
4
0
p
ar
e
n
ts
wh
o
s
e
d
em
o
g
r
ap
h
ic
c
h
ar
ac
ter
is
tics
p
r
o
v
id
ed
v
alu
ab
le
in
s
ig
h
ts
in
to
t
h
e
p
o
p
u
latio
n
b
ein
g
s
tu
d
ied
.
Am
o
n
g
th
ese
p
ar
en
ts
,
6
7
.
5
%
r
esid
e
in
u
r
b
an
ar
ea
s
,
wh
ile
3
2
.
5
%
co
m
e
f
r
o
m
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
.
R
eg
ar
d
in
g
ed
u
ca
tio
n
al
attain
m
en
t,
m
o
s
t
p
ar
en
ts
h
av
e
c
o
m
p
leted
a
u
n
iv
er
s
ity
ed
u
ca
tio
n
,
ac
co
u
n
tin
g
f
o
r
6
2
.
5
%
o
f
th
e
p
ar
ticip
an
ts
.
Ad
d
itio
n
ally
,
1
5
%
h
o
ld
c
o
lleg
e
d
eg
r
ee
s
,
1
0
%
h
av
e
co
m
p
leted
h
i
g
h
s
ch
o
o
l,
2
.
5
%
h
av
e
f
in
is
h
ed
s
ec
o
n
d
a
r
y
s
ch
o
o
l,
an
d
1
0
%
h
av
e
o
n
l
y
r
ea
ch
ed
p
r
im
a
r
y
s
ch
o
o
l
ed
u
ca
ti
o
n
.
W
h
en
ex
am
in
in
g
f
a
m
ily
s
tr
u
ctu
r
e
,
it
was
f
o
u
n
d
th
at
4
7
.
5
%
o
f
th
ese
p
ar
e
n
ts
h
av
e
o
n
e
c
h
ild
,
wh
ile
3
5
% h
av
e
two
c
h
ild
r
en
.
Fu
r
th
er
m
o
r
e
,
7
.
5
% h
av
e
th
r
ee
ch
ild
r
en
,
a
n
d
1
0
% h
av
e
m
o
r
e
t
h
an
f
o
u
r
ch
il
d
r
en
.
A
to
tal
o
f
f
iv
e
p
a
r
en
ts
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
wer
e
s
elec
ted
f
o
r
th
e
in
ter
v
ie
w
p
r
o
ce
s
s
.
Par
ticip
an
ts
wer
e
ch
o
s
en
b
ase
d
o
n
th
eir
v
ar
y
in
g
lev
els
o
f
in
v
o
lv
em
en
t
in
th
eir
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
,
en
s
u
r
in
g
a
b
r
o
ad
r
an
g
e
o
f
p
er
s
p
ec
tiv
es.
T
h
e
s
am
p
le
in
clu
d
ed
p
a
r
en
ts
o
f
s
tu
d
en
ts
f
r
o
m
d
if
f
e
r
en
t
g
r
ad
e
lev
els,
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
es,
an
d
u
r
b
an
an
d
r
u
r
al
s
ettin
g
s
,
as
d
etailed
in
T
ab
le
3
.
T
ab
le
3
.
I
n
f
o
r
m
atio
n
o
n
p
a
r
en
ts
p
ar
ticip
atin
g
in
in
-
d
ep
th
i
n
ter
v
iews
P
a
r
e
n
t
A
g
e
O
c
c
u
p
a
t
i
o
n
F
a
mi
l
y
s
t
a
t
u
s
F
r
e
e
t
i
me
R
e
si
d
e
n
t
i
a
l
a
r
e
a
M
o
m
1
35
O
f
f
i
c
e
w
o
r
k
e
r
Li
v
i
n
g
w
i
t
h
a
s
p
o
u
se
a
n
d
g
r
a
n
d
p
a
r
e
n
t
s
r
e
c
e
i
v
e
s
c
h
i
l
d
c
a
r
e
s
u
p
p
o
r
t
,
a
n
d
t
h
e
f
a
mi
l
y
,
w
i
t
h
b
o
t
h
p
a
r
e
n
t
s,
d
i
r
e
c
t
l
y
c
a
r
e
s f
o
r
t
h
e
c
h
i
l
d
r
e
n
.
2
-
3
h
o
u
r
s
d
a
i
l
y
R
u
r
a
l
M
o
m
2
29
F
a
r
mer
Li
v
i
n
g
w
i
t
h
s
p
o
u
se
a
n
d
g
r
a
n
d
p
a
r
e
n
t
s
r
e
c
e
i
v
e
s s
u
p
p
o
r
t
i
n
c
h
i
l
d
c
a
r
e
.
M
a
i
n
l
y
a
v
a
i
l
a
b
l
e
i
n
t
h
e
e
v
e
n
i
n
g
s
a
n
d
o
n
h
o
l
i
d
a
y
s
;
o
f
t
e
n
u
si
n
g
o
n
l
i
n
e
p
l
a
t
f
o
r
ms
t
o
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
t
e
a
c
h
e
r
s
U
r
b
a
n
D
a
d
1
39
S
e
l
f
-
e
mp
l
o
y
e
d
F
a
mi
l
y
w
i
t
h
b
o
t
h
p
a
r
e
n
t
s
d
i
r
e
c
t
l
y
c
a
r
i
n
g
f
o
r
t
h
e
c
h
i
l
d
r
e
n
,
t
h
e
y
d
e
s
i
g
n
a
d
d
i
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
m
s
f
o
r
t
h
e
i
r
c
h
i
l
d
a
t
h
o
me
.
A
b
o
u
t
2
-
3
h
o
u
r
s
d
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3
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3
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2
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in
ter
v
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d
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p
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f
o
ll
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g
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w
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p
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g
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r
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with
th
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m
m
u
n
ity
)
is
m
o
s
t
u
s
ed
b
y
p
a
r
en
ts
wh
en
in
ter
ac
tin
g
with
teac
h
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s
an
d
s
ch
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o
ls
?
;
ii)
t
h
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ad
v
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ta
g
es
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d
c
h
allen
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p
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ter
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g
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th
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ch
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n
’
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ed
u
ca
tio
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;
a
n
d
iii)
s
u
g
g
esti
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n
s
f
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m
p
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n
h
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w
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ch
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ls
ca
n
b
etter
f
ac
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ate
th
eir
in
v
o
lv
e
m
en
t.
4.
RE
SU
L
T
S
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
T
o
g
ain
an
in
itial
u
n
d
e
r
s
tan
d
i
n
g
o
f
p
a
r
en
tal
in
v
o
l
v
em
en
t,
w
e
an
aly
ze
d
th
e
m
ea
n
s
co
r
es
an
d
s
tan
d
ar
d
d
ev
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n
s
ac
r
o
s
s
th
r
ee
k
ey
d
o
m
ain
s
:
i
)
P
ar
en
tin
g
an
d
f
a
m
ily
en
v
ir
o
n
m
en
t
;
ii
)
C
o
m
m
u
n
icatio
n
b
etwe
en
p
ar
en
ts
an
d
teac
h
er
s
;
an
d
iii
)
V
o
lu
n
teer
in
g
an
d
co
llab
o
r
atio
n
with
th
e
co
m
m
u
n
ity
.
T
h
is
d
escr
ip
tiv
e
an
aly
s
is
h
elp
s
id
en
tify
wh
ic
h
ar
ea
s
p
ar
en
ts
ar
e
m
o
r
e
o
r
less
en
g
a
g
ed
in
,
th
er
eb
y
o
f
f
er
in
g
in
s
ig
h
ts
in
to
p
atter
n
s
o
f
in
v
o
lv
em
e
n
t.
T
h
e
d
etailed
r
esu
lts
f
o
r
ea
ch
g
r
o
u
p
ar
e
p
r
esen
t
ed
an
d
d
is
cu
s
s
ed
in
th
e
f
o
llo
w
in
g
s
u
b
s
ec
tio
n
s
an
d
s
u
m
m
ar
ized
in
T
a
b
le
4
.
T
ab
le
4
.
T
h
e
lev
el
o
f
p
ar
e
n
t a
c
tiv
ity
g
r
o
u
p
s
G
r
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p
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f
a
c
t
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v
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t
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s
A
c
t
i
v
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t
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A
v
e
r
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sc
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(
M
)
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cu
s
in
g
o
n
p
ar
e
n
tin
g
m
eth
o
d
s
with
th
e
h
ig
h
e
s
t
av
er
ag
e
s
co
r
e
(
M=
3
.
6
8
;
SD=0
.
7
3
0
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,
in
d
icatin
g
th
at
p
ar
en
ts
o
f
te
n
im
p
lem
en
t
p
o
s
itiv
e
p
ar
en
ti
n
g
tec
h
n
iq
u
es.
Fo
llo
win
g
th
is
is
s
u
p
p
o
r
tin
g
ch
il
d
r
en
'
s
lear
n
in
g
at
h
o
m
e
(
M=
3
.
6
3
;
SD
=0
.
7
0
5
)
,
w
h
ich
s
h
o
ws
th
e
ac
t
iv
e
in
v
o
lv
em
en
t
o
f
p
ar
en
ts
in
s
u
p
p
o
r
tin
g
t
h
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
.
Par
en
ts
ap
p
ly
in
g
teac
h
e
r
s
u
g
g
esti
o
n
s
(
M=
3
.
3
0
;
SD=0
.
6
8
7
)
in
d
icate
s
th
at
th
e
im
p
lem
en
t
atio
n
o
f
s
u
g
g
ested
m
ea
s
u
r
es
at
h
o
m
e
b
y
p
ar
e
n
ts
is
n
o
t
y
et
v
er
y
ef
f
ec
tiv
e.
C
r
ea
tin
g
a
p
o
s
itiv
e
en
v
i
r
o
n
m
en
t
h
as
th
e
lo
west
s
co
r
e
(
M=
2
.
9
8
;
SD=0
.
6
3
0
)
,
s
u
g
g
esti
n
g
th
at
th
er
e
m
ay
b
e
a
d
ef
icien
cy
in
estab
lis
h
in
g
an
e
f
f
ec
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
at
h
o
m
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
S
tu
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p
a
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vo
lvem
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V
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’
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s
ig
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… (
Th
i
Ho
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Ha
n
h
V
a
n
)
2493
4
.
1
.
2
.
M
a
inta
ini
ng
co
m
m
un
i
ca
t
io
n bet
wee
n pa
re
nts a
nd
t
ea
cher
s
Mo
n
it
o
r
i
n
g
r
es
u
l
ts
o
n
li
n
e
h
as
th
e
h
i
g
h
est
av
er
a
g
e
s
c
o
r
e
(
M=
3
.
6
3
;
SD
=0
.
7
0
5
)
,
i
n
d
i
ca
t
in
g
t
h
at
p
ar
e
n
ts
ac
ti
v
el
y
t
r
ac
k
th
ei
r
c
h
il
d
r
e
n
'
s
a
ca
d
e
m
ic
p
e
r
f
o
r
m
a
n
c
e
t
h
r
o
u
g
h
o
n
li
n
e
c
h
a
n
n
e
ls
.
M
o
n
it
o
r
i
n
g
p
er
i
o
d
i
c
r
e
p
o
r
t c
a
r
d
s
f
o
ll
o
ws
wi
th
a
l
o
we
r
a
v
er
ag
e
s
c
o
r
e
(
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=2
.
6
8
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SD=
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.
7
9
7
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,
s
u
g
g
esti
n
g
p
ar
e
n
ts
m
a
y
n
o
t
r
eg
u
l
ar
ly
ch
ec
k
o
r
en
g
a
g
e
w
it
h
r
e
p
o
r
t
ca
r
d
s
.
Di
r
e
ct
co
m
m
u
n
i
ca
t
io
n
wi
th
t
ea
c
h
e
r
s
h
as
a
n
a
v
e
r
a
g
e
s
c
o
r
e
o
f
(
M
=2
.
8
8
;
SD
=
0
.
7
2
3
)
,
in
d
ic
ati
n
g
a
m
o
d
e
r
ate
l
ev
el
o
f
en
g
a
g
em
en
t
b
etwe
e
n
p
ar
en
ts
a
n
d
ed
u
ca
t
o
r
s
.
R
e
p
o
r
ti
n
g
o
n
le
a
r
n
in
g
c
o
n
d
iti
o
n
s
at
h
o
m
e
h
as
t
h
e
l
o
w
est
s
c
o
r
e
(
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2
.
2
3
;
S
D=
0
.
7
3
0
)
,
s
u
g
g
est
i
n
g
p
a
r
e
n
ts
m
a
y
n
o
t
f
r
e
q
u
e
n
t
l
y
c
o
m
m
u
n
i
ca
te
t
h
ei
r
ch
i
ld
r
en
'
s
le
ar
n
i
n
g
s
it
u
a
ti
o
n
.
T
ea
c
h
e
r
-
s
u
p
p
o
r
t
ed
s
o
l
u
ti
o
n
s
r
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e
iv
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a
m
o
d
e
r
at
e
s
c
o
r
e
(
M
=3
.
3
0
;
S
D=
0
.
7
8
7
)
,
r
e
f
le
cti
n
g
t
h
at
p
ar
en
ts
v
al
u
e
t
h
e
ass
is
t
an
ce
p
r
o
v
i
d
e
d
b
y
t
ea
c
h
er
s
i
n
a
d
d
r
ess
i
n
g
a
ca
d
e
m
ic
c
h
all
e
n
g
es.
Ad
d
it
io
n
a
ll
y
,
p
a
r
e
n
ts
f
ee
l
in
g
h
ea
r
d
s
c
o
r
e
d
(
M
=
3
.
5
5
;
S
D=
0
.
6
3
9
)
,
h
i
g
h
li
g
h
ti
n
g
t
h
e
ir
in
te
r
es
t
i
n
h
av
in
g
o
p
p
o
r
t
u
n
iti
es
t
o
e
x
p
r
ess
t
h
e
ir
o
p
i
n
i
o
n
s
an
d
em
o
t
io
n
s
d
u
r
i
n
g
t
h
e
e
d
u
c
ati
o
n
al
p
r
o
c
ess
.
C
o
ll
ab
o
r
at
io
n
wit
h
tea
ch
er
s
an
d
p
a
r
t
ici
p
a
ti
o
n
in
p
ar
en
t
m
e
eti
n
g
s
b
o
th
h
a
v
e
a
n
a
v
e
r
a
g
e
s
c
o
r
e
o
f
(
M=
3
.
1
0
;
S
D=
0
.
7
4
4
)
,
i
n
d
ic
ati
n
g
a
willi
n
g
n
ess
o
f
p
ar
e
n
ts
to
w
o
r
k
to
g
et
h
er
wi
th
e
d
u
c
at
o
r
s
f
o
r
t
h
e
b
e
n
e
f
it
o
f
t
h
ei
r
c
h
il
d
r
e
n
’
s
ed
u
ca
ti
o
n
.
4
.
1
.
3
.
Vo
lun
t
ee
ring
a
nd
co
lla
bo
ra
t
io
n wit
h t
he
co
mm
un
it
y
Par
ticip
atio
n
in
o
u
tr
ea
ch
w
o
r
k
s
h
o
p
s
h
as
an
av
er
a
g
e
s
co
r
e
o
f
(
M=
3
.
1
0
;
SD=0
.
7
4
4
)
,
in
d
icatin
g
th
at
p
ar
en
ts
en
g
ag
e
m
o
d
er
ately
in
th
ese
ev
en
ts
.
Vo
lu
n
teer
in
g
f
o
r
f
ield
tr
i
p
s
s
co
r
ed
s
ig
n
if
ican
tly
lo
wer
at
(
M=
1
.
7
8
;
SD=0
.
8
6
2
)
,
s
u
g
g
esti
n
g
t
h
at
p
ar
en
ts
m
ay
n
o
t
o
f
ten
p
ar
tic
ip
ate
in
th
ese
ac
tiv
ities
.
Similar
ly
,
s
h
ar
in
g
f
o
o
d
r
ec
eiv
ed
a
s
co
r
e
o
f
(
M=
1
.
7
0
; SD=
0
.
7
2
3
)
,
in
d
icatin
g
m
in
im
a
l in
v
o
lv
em
en
t in
th
is
asp
ec
t o
f
s
ch
o
o
l e
v
en
ts
.
T
h
e
lo
west
en
g
ag
em
en
t
was
n
o
ted
in
Vo
lu
n
teer
in
g
in
class
,
with
an
av
er
ag
e
s
co
r
e
o
f
(
M=
1
.
6
5
;
SD=0
.
7
3
6
)
,
h
ig
h
lig
h
tin
g
a
lack
o
f
p
ar
ticip
atio
n
f
r
o
m
p
ar
e
n
ts
in
class
r
o
o
m
ac
tiv
ities
.
Par
ticip
atin
g
in
co
m
m
ittees
s
co
r
e
d
(
M=
2
.
7
5
;
SD=0
.
7
0
7
)
,
s
h
o
win
g
s
o
m
e
willin
g
n
ess
to
en
g
a
g
e
in
s
ch
o
o
l
g
o
v
e
r
n
an
ce
,
wh
ile
co
n
n
ec
t
in
g
with
o
th
er
p
ar
en
ts
r
ec
eiv
ed
a
n
av
e
r
ag
e
s
co
r
e
o
f
(
M=
2
.
6
3
;
SD=0
.
7
4
0
)
,
in
d
icatin
g
a
m
o
d
e
r
ate
lev
el
o
f
in
ter
ac
tio
n
am
o
n
g
p
ar
e
n
ts
.
Ov
er
all,
th
ese
s
co
r
es
r
e
f
lect
v
ar
y
in
g
lev
els
o
f
p
ar
en
tal
i
n
v
o
l
v
em
en
t
in
s
c
h
o
o
l
a
ctiv
ities
,
with
o
u
tr
ea
ch
wo
r
k
s
h
o
p
s
b
ein
g
th
e
m
o
s
t
p
o
s
itiv
ely
v
iewe
d
,
wh
il
e
o
p
p
o
r
tu
n
ities
f
o
r
v
o
lu
n
teer
i
n
g
a
n
d
s
h
ar
in
g
wer
e
less
en
g
ag
ed
.
T
h
e
p
ar
ticip
atio
n
o
f
p
ar
en
ts
in
t
h
e
p
a
r
en
tin
g
a
n
d
f
a
m
ily
en
v
ir
o
n
m
en
t g
r
o
u
p
an
d
th
e
m
ain
tain
in
g
co
m
m
u
n
icatio
n
b
etwe
en
p
ar
e
n
ts
an
d
teac
h
er
s
g
r
o
u
p
d
em
o
n
s
tr
ates
th
eir
in
v
o
lv
em
en
t
in
s
ch
o
o
l
ac
tiv
ities
an
d
ed
u
ca
tio
n
in
g
e
n
er
al.
I
n
co
n
tr
ast,
v
o
lu
n
teer
in
g
an
d
co
llab
o
r
atin
g
with
th
e
co
m
m
u
n
ity
g
r
o
u
p
r
ef
lect
p
ar
e
n
ts
'
lo
wer
lev
el
o
f
p
ar
ticip
atio
n
i
n
v
o
lu
n
teer
a
n
d
c
o
m
m
u
n
ity
ac
ti
v
ities
.
4
.
2
.
Co
rr
el
a
t
io
n bet
wee
n
pa
re
nta
l inv
o
lv
em
ent
a
nd
s
t
ud
ent
perf
o
rm
a
nce
Fig
u
r
e
2
d
e
p
icts
th
e
co
r
r
elati
o
n
b
etwe
en
p
ar
en
tal
in
v
o
lv
e
m
en
t
an
d
s
tu
d
e
n
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
e
f
ig
u
r
e
in
d
icate
s
a
s
tead
y
i
m
p
r
o
v
e
m
en
t
in
ac
a
d
em
ic
o
u
tc
o
m
es
with
h
ig
h
er
le
v
els
o
f
p
a
r
en
tal
en
g
ag
e
m
en
t
ac
r
o
s
s
d
if
f
er
en
t
s
ch
o
o
l
ac
tiv
it
ies.
T
h
is
p
o
s
itiv
e
tr
en
d
u
n
d
er
s
co
r
es
th
e
im
p
ac
t
o
f
ac
tiv
e
p
ar
en
tal
in
v
o
lv
em
e
n
t
o
n
s
tu
d
en
t su
cc
ess
.
Fig
u
r
e
2
.
Ov
e
r
v
iew
o
f
th
e
co
r
r
elatio
n
b
etwe
en
p
ar
e
n
tal
in
v
o
lv
em
en
t in
s
ch
o
o
l a
ctiv
ities
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
4
8
7
-
2
4
9
9
2494
Fig
u
r
e
2
p
r
esen
ts
a
s
ca
tter
p
lo
t
o
n
a
c
o
o
r
d
in
ate
s
y
s
tem
to
ex
p
lo
r
e
th
e
c
o
r
r
elatio
n
b
et
wee
n
two
v
ar
iab
les.
T
h
e
v
er
tical
a
x
is
r
ep
r
esen
ts
“
p
er
f
o
r
m
a
n
ce
”
(
th
e
d
ep
en
d
en
t
v
ar
iab
le)
,
an
d
t
h
e
h
o
r
izo
n
tal
a
x
is
r
ep
r
esen
ts
“
p
ar
en
tal
in
v
o
lv
em
en
t
f
r
eq
u
en
cy
”
(
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le)
.
T
h
e
s
lo
p
e
o
f
t
h
e
r
eg
r
ess
io
n
lin
e:
th
e
p
o
s
itiv
e
s
lo
p
e
in
d
icate
s
th
at
an
in
cr
ea
s
e
in
“
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
f
r
eq
u
en
cy
”
is
ass
o
ciate
d
with
an
in
cr
ea
s
e
in
“
p
er
f
o
r
m
an
c
e.
”
C
o
r
r
elatio
n
co
ef
f
i
cien
t
(
r
)
:
th
e
co
r
r
elatio
n
co
ef
f
icien
t
(
r=
0
.
6
3
4
)
is
p
o
s
itiv
e,
r
ef
lectin
g
a
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
“
p
ar
e
n
tal
in
v
o
lv
em
en
t
f
r
eq
u
e
n
cy
”
an
d
“
p
er
f
o
r
m
an
ce
”
.
T
h
e
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
“
p
ar
en
tal
in
v
o
lv
e
m
en
t
f
r
eq
u
en
cy
”
an
d
“
p
e
r
f
o
r
m
an
ce
”
s
u
g
g
ests
th
at
in
cr
ea
s
ed
p
ar
en
tal
in
v
o
lv
em
en
t
is
ass
o
ciate
d
with
b
etter
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
.
T
h
is
im
p
lies
th
at
wh
en
p
ar
en
ts
ar
e
m
o
r
e
en
g
ag
ed
with
th
eir
ch
ild
’
s
ed
u
ca
tio
n
,
it
ca
n
p
o
s
i
tiv
ely
im
p
ac
t
th
e
ch
ild
’
s
ac
ad
em
ic
o
u
tco
m
es.
T
h
is
co
r
r
el
atio
n
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
p
a
r
en
tal
in
v
o
lv
em
en
t in
s
u
p
p
o
r
tin
g
an
d
e
n
h
a
n
cin
g
s
tu
d
en
ts
'
ed
u
ca
tio
n
al
ac
h
iev
em
en
ts
.
T
h
e
p
o
s
itiv
e
co
r
r
elatio
n
o
b
s
er
v
ed
in
th
e
s
tu
d
y
alig
n
s
with
E
p
s
tein
’
s
ass
er
tio
n
th
at
in
cr
ea
s
ed
p
ar
en
tal
in
v
o
lv
em
e
n
t
lead
s
to
b
etter
ac
ad
em
ic
o
u
tc
o
m
es
f
o
r
s
tu
d
en
ts
.
E
f
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
an
d
s
u
p
p
o
r
t:
th
e
s
tu
d
y
’
s
r
esu
lts
u
n
d
er
s
co
r
e
t
h
e
n
ee
d
f
o
r
s
ch
o
o
ls
to
f
o
s
ter
s
tr
o
n
g
p
ar
t
n
er
s
h
ip
s
with
p
ar
e
n
ts
,
p
r
o
v
id
i
n
g
th
em
with
o
p
p
o
r
tu
n
ities
to
b
e
in
v
o
lv
e
d
a
n
d
to
co
n
tr
ib
u
te
ef
f
ec
tiv
ely
.
T
h
is
alig
n
s
with
E
p
s
tein
’
s
v
iew
th
at
s
ch
o
o
ls
s
h
o
u
ld
ac
tiv
ely
en
g
ag
e
p
ar
e
n
ts
in
th
eir
ch
ild
'
s
ed
u
ca
tio
n
to
en
h
an
ce
o
v
er
all
p
er
f
o
r
m
a
n
ce
.
4
.
3
.
I
nte
rv
iew
re
s
ults
4
.
3
.
1
.
Act
iv
it
ies
T
h
e
r
esu
lts
o
f
in
-
d
e
p
th
in
ter
v
i
ews
with
p
ar
en
ts
h
av
e
p
r
o
v
id
e
d
a
clea
r
p
ictu
r
e
o
f
th
eir
p
a
r
ticip
atio
n
in
ac
tiv
ities
r
elate
d
to
th
e
p
ar
en
tin
g
an
d
f
am
ily
e
n
v
ir
o
n
m
en
t,
m
ain
tain
in
g
co
m
m
u
n
ica
tio
n
with
teac
h
er
s
,
v
o
lu
n
teer
in
g
,
an
d
c
o
llab
o
r
atin
g
with
th
e
co
m
m
u
n
ity
.
T
h
e
in
f
o
r
m
atio
n
g
ath
er
ed
n
o
t
o
n
ly
r
ef
lects
th
e
lev
el
o
f
p
ar
en
tal
in
v
o
l
v
em
en
t
b
u
t
als
o
h
ig
h
lig
h
ts
th
e
ch
allen
g
es
th
ey
f
ac
e
in
s
u
p
p
o
r
tin
g
th
e
d
ev
elo
p
m
en
t
o
f
th
eir
ch
ild
r
en
.
T
a
b
le
5
d
etails th
ese
ac
tiv
ities
an
d
th
e
p
ar
en
ts
'
o
p
in
io
n
s
.
T
ab
le
5
.
Activ
ities
r
ef
lectin
g
p
ar
en
tal
in
v
o
lv
e
m
en
t
G
r
o
u
p
o
f
a
c
t
i
v
i
t
i
e
s
A
c
t
i
v
i
t
i
e
s
P
a
r
e
n
t
s
i
n
v
o
l
v
e
d
N
o
t
e
s
P
a
r
e
n
t
i
n
g
a
n
d
f
a
mi
l
y
e
n
v
i
r
o
n
m
e
n
t
S
u
p
p
o
r
t
i
n
g
c
h
i
l
d
r
e
n
w
i
t
h
h
o
m
e
w
o
r
k
a
t
h
o
m
e
M
o
m
1
,
D
a
d
1
M
o
m
1
:
f
a
mi
l
y
w
i
t
h
b
o
t
h
p
a
r
e
n
t
s
d
i
r
e
c
t
l
y
c
a
r
i
n
g
f
o
r
t
h
e
c
h
i
l
d
r
e
n
.
D
a
d
1
:
f
a
m
i
l
y
w
i
t
h
b
o
t
h
p
a
r
e
n
t
s
d
i
r
e
c
t
l
y
c
a
r
i
n
g
f
o
r
t
h
e
c
h
i
l
d
r
e
n
;
t
h
e
y
d
e
s
i
g
n
a
d
d
i
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
ms
f
o
r
t
h
e
i
r
c
h
i
l
d
a
t
h
o
me
.
C
h
e
c
k
i
n
g
c
h
i
l
d
r
e
n
's
a
c
a
d
e
m
i
c
r
e
su
l
t
s
d
a
i
l
y
M
o
m
1
,
D
a
d
1
R
e
m
i
n
d
i
n
g
c
h
i
l
d
r
e
n
o
f
i
m
p
o
r
t
a
n
t
st
u
d
y
t
a
s
k
s
M
o
m
1
,
D
a
d
1
En
c
o
u
r
a
g
i
n
g
c
h
i
l
d
r
e
n
i
n
t
h
e
i
r
s
t
u
d
i
e
s
a
n
d
f
i
n
d
i
n
g
t
h
e
r
e
a
so
n
f
o
r
c
h
a
l
l
e
n
g
e
s t
o
h
e
l
p
t
h
e
m i
m
p
r
o
v
e
D
a
d
1
Th
e
y
a
r
e
h
e
l
p
i
n
g
c
h
i
l
d
r
e
n
i
m
p
r
o
v
e
t
h
e
i
r
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s,
sel
f
-
d
i
s
c
i
p
l
i
n
e
,
a
n
d
o
b
s
e
r
v
a
t
i
o
n
t
h
r
o
u
g
h
t
h
e
d
a
i
l
y
i
n
t
e
r
a
c
t
i
o
n
s
o
f
f
a
m
i
l
y
m
e
mb
e
r
s.
D
a
d
1
M
a
i
n
t
a
i
n
i
n
g
c
o
mm
u
n
i
c
a
t
i
o
n
b
e
t
w
e
e
n
p
a
r
e
n
t
s
a
n
d
t
e
a
c
h
e
r
s
C
o
mm
u
n
i
c
a
t
e
w
i
t
h
t
h
e
c
h
i
l
d
's
t
e
a
c
h
e
r
t
h
r
o
u
g
h
a
n
o
n
l
i
n
e
p
l
a
t
f
o
r
m.
M
o
m
2
,
D
a
d
2
M
o
m
2
:
t
h
e
g
r
a
n
d
p
a
r
e
n
t
s
t
a
k
e
c
a
r
e
o
f
t
h
e
c
h
i
l
d
r
e
n
.
D
a
d
2
:
t
h
e
f
a
mi
l
y
n
e
e
d
s
a
t
u
t
o
r
t
o
su
p
p
o
r
t
t
h
e
c
h
i
l
d
r
e
n
's
l
e
a
r
n
i
n
g
.
M
e
e
t
r
e
g
u
l
a
r
l
y
i
n
p
e
r
so
n
a
f
t
e
r
c
l
a
sses
.
D
a
d
2
P
a
r
e
n
t
-
t
e
a
c
h
e
r
mee
t
i
n
g
s
M
o
m
2
,
D
a
d
2
M
o
n
i
t
o
r
a
c
a
d
e
m
i
c
r
e
su
l
t
s
t
h
r
o
u
g
h
e
l
e
c
t
r
o
n
i
c
c
o
mm
u
n
i
c
a
t
i
o
n
b
o
o
k
s
M
o
m
2
,
D
a
d
2
V
o
l
u
n
t
e
e
r
i
n
g
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
w
i
t
h
t
h
e
c
o
mm
u
n
i
t
y
C
a
r
i
n
g
f
o
r
c
h
i
l
d
r
e
n
d
u
r
i
n
g
t
r
i
p
s
D
a
d
3
D
a
d
3
:
t
h
e
f
a
mi
l
y
h
a
s
p
a
r
e
n
t
s w
h
o
d
i
r
e
c
t
l
y
su
p
p
o
r
t
t
h
e
i
r
c
h
i
l
d
r
e
n
's
l
e
a
r
n
i
n
g
.
P
a
r
t
i
c
i
p
a
t
i
n
g
i
n
c
o
o
k
i
n
g
a
n
d
c
u
l
t
u
r
a
l
e
x
c
h
a
n
g
e
s
Jo
i
n
i
n
g
c
l
a
ssr
o
o
m l
e
ss
o
n
s
T
h
e
in
v
o
lv
em
e
n
t
o
f
p
a
r
en
ts
in
th
eir
ch
ild
r
en
'
s
ed
u
ca
tio
n
a
n
d
ac
tiv
ities
o
f
ten
r
ef
lects
th
eir
u
n
iq
u
e
cir
cu
m
s
tan
ce
s
an
d
ch
allen
g
es.
Fo
r
in
s
tan
ce
,
m
an
y
p
ar
en
ts
,
s
u
ch
as M
o
m
2
an
d
Dad
2
,
ca
n
n
o
t e
n
g
ag
e
as m
u
ch
as
th
ey
wo
u
ld
lik
e
d
u
e
to
wo
r
k
co
m
m
itm
e
n
ts
,
lim
itin
g
th
eir
tim
e
d
ir
ec
tly
s
u
p
p
o
r
tin
g
t
h
eir
ch
ild
r
en
.
T
h
is
s
itu
atio
n
o
f
ten
lead
s
f
am
ilies
to
s
ee
k
ad
d
itio
n
al
h
elp
,
s
u
ch
as
h
ir
in
g
a
tu
to
r
,
p
r
im
ar
ily
w
h
en
p
ar
e
n
ts
ca
n
n
o
t
p
r
o
v
id
e
th
e
n
ec
ess
ar
y
ac
a
d
em
i
c
s
u
p
p
o
r
t a
t
h
o
m
e.
I
n
ca
s
es
wh
er
e
g
r
an
d
p
ar
e
n
ts
tak
e
ca
r
e
o
f
t
h
e
ch
ild
r
en
,
lik
e
with
Mo
m
2
,
th
er
e
m
ay
b
e
li
m
itatio
n
s
in
th
e
lev
el
o
f
e
d
u
ca
tio
n
al
en
g
a
g
em
en
t
th
ey
ca
n
o
f
f
er
,
as
th
e
y
m
ig
h
t
n
o
t
b
e
as
f
am
iliar
with
m
o
d
er
n
ed
u
ca
tio
n
al
m
eth
o
d
s
o
r
t
h
e
s
p
ec
if
ic
cu
r
r
icu
lu
m
.
Fu
r
th
er
m
o
r
e,
f
o
r
f
a
m
ilies
liv
in
g
i
n
r
u
r
al
ar
ea
s
,
ac
ce
s
s
to
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
an
d
s
ch
o
o
l
e
v
en
ts
m
ay
b
e
lim
ited
,
m
a
k
in
g
it
c
h
allen
g
in
g
to
p
a
r
ticip
ate
f
u
ll
y
in
th
ei
r
ch
ild
r
en
'
s
ed
u
ca
tio
n
al
ex
p
er
ien
ce
.
Ad
d
itio
n
ally
,
wh
ile
s
o
m
e
p
a
r
en
ts
ac
tiv
ely
en
g
ag
e
in
ac
ti
v
ities
lik
e
h
elp
in
g
with
h
o
m
ewo
r
k
an
d
ch
ec
k
in
g
ac
ad
e
m
ic
r
esu
lts
d
aily
,
o
th
er
s
m
ay
s
tr
u
g
g
le
to
f
in
d
th
e
tim
e
o
r
r
eso
u
r
ce
s
to
d
o
s
o
,
in
d
icatin
g
a
b
r
o
ad
e
r
n
ee
d
f
o
r
s
u
p
p
o
r
t
s
y
s
tem
s
to
b
r
id
g
e
th
ese
p
ar
en
t
al
in
v
o
lv
em
en
t
g
a
p
s
.
Dad
3
'
s
p
ar
ticip
atio
n
in
v
o
lu
n
teer
ac
ti
v
ities
r
ef
lects
a
co
m
m
itm
en
t
to
s
u
p
p
o
r
tin
g
h
is
ch
ild
r
en
'
s
ed
u
ca
tio
n
;
h
o
w
ev
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o
m
st
u
d
e
n
t
s
a
n
d
p
a
r
e
n
t
s
.
B
r
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p
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s fr
o
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a
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s fi
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u
r
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d
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p
a
r
e
n
t
s
a
n
d
st
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e
n
t
s
En
c
o
u
r
a
g
e
c
o
m
mu
n
i
t
y
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n
v
o
l
v
e
me
n
t
D
a
d
2
,
D
a
d
3
T
ab
le
6
in
d
icate
s
th
at
p
ar
e
n
ts
f
ac
e
s
ev
er
al
c
h
allen
g
es
in
s
u
p
p
o
r
tin
g
th
eir
c
h
ild
r
en
'
s
lear
n
in
g
,
co
m
m
u
n
icatin
g
with
teac
h
er
s
,
an
d
p
ar
ticip
atin
g
in
c
o
m
m
u
n
ity
ac
tiv
ities
.
A
s
ig
n
if
ican
t
i
s
s
u
e
is
th
e
lack
o
f
tim
e
to
h
el
p
ch
ild
r
en
with
h
o
m
ewo
r
k
,
as
p
ar
e
n
ts
o
f
ten
h
av
e
to
wo
r
k
.
T
o
a
d
d
r
ess
th
is
,
a
h
elp
f
u
l
s
o
l
u
tio
n
is
to
o
r
g
an
ize
wo
r
k
s
h
o
p
s
f
o
r
p
a
r
e
n
ts
o
n
s
u
p
p
o
r
tin
g
lear
n
in
g
a
t
h
o
m
e,
h
elp
in
g
th
e
m
estab
lis
h
s
p
ec
if
ic
s
tu
d
y
s
ch
ed
u
les.
Ad
d
itio
n
ally
,
s
o
m
e
p
ar
e
n
ts
lack
th
e
k
n
o
wled
g
e
to
ass
is
t
th
eir
ch
ild
r
en
ac
ad
em
ically
.
Pro
v
id
in
g
class
es
o
r
r
eso
u
r
ce
s
to
en
h
an
c
e
p
ar
e
n
ts
'
lear
n
in
g
will
b
e
n
ec
ess
ar
y
.
Fo
r
tr
ac
k
in
g
ch
ild
r
e
n
'
s
ac
ad
em
ic
p
r
o
g
r
ess
,
cr
ea
tin
g
a
tr
ac
k
in
g
s
y
s
tem
an
d
p
r
o
g
r
ess
n
o
tific
atio
n
s
th
r
o
u
g
h
an
ap
p
o
r
e
m
ail
will
h
elp
p
a
r
en
ts
s
tay
in
f
o
r
m
ed
ea
s
ily
.
R
eg
ar
d
in
g
co
m
m
u
n
icat
in
g
with
teac
h
er
s
,
m
an
y
p
ar
e
n
ts
ca
n
n
o
t a
tten
d
m
ee
tin
g
s
d
u
e
to
tim
e
co
n
s
tr
ain
ts
.
Of
f
er
in
g
o
n
lin
e
m
ee
tin
g
o
p
ti
o
n
s
an
d
r
ec
o
r
d
in
g
s
ess
io
n
s
f
o
r
p
a
r
en
ts
to
watc
h
later
is
a
f
ea
s
ib
le
s
o
lu
tio
n
.
Or
g
an
izin
g
tech
n
o
lo
g
y
tr
ain
i
n
g
s
ess
io
n
s
is
also
n
ec
ess
ar
y
to
im
p
r
o
v
e
p
ar
e
n
ts
'
s
k
ill
s
in
u
s
in
g
o
n
lin
e
co
m
m
u
n
icatio
n
p
latf
o
r
m
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
4
8
7
-
2
4
9
9
2496
Fin
ally
,
to
en
h
an
ce
p
ar
e
n
tal
in
v
o
lv
em
en
t
in
th
e
co
m
m
u
n
ity
,
o
r
g
a
n
izin
g
v
o
l
u
n
teer
ac
tiv
ities
o
n
wee
k
en
d
s
o
r
d
u
r
i
n
g
s
ch
o
o
l
b
r
ea
k
s
will
m
ak
e
it
ea
s
ier
f
o
r
p
ar
en
ts
to
p
ar
ticip
ate.
C
r
ea
tin
g
ev
en
ts
s
u
ch
as
f
am
ily
d
a
y
s
o
r
m
ee
t
-
u
p
s
will
also
h
elp
s
tr
en
g
th
en
co
n
n
ec
tio
n
s
am
o
n
g
p
a
r
en
ts
.
Fu
r
th
e
r
m
o
r
e,
th
e
s
ch
o
o
l
n
ee
d
s
to
d
iv
er
s
if
y
e
x
tr
ac
u
r
r
ic
u
lar
ac
t
iv
ities
to
attr
ac
t
p
ar
ticip
atio
n
f
r
o
m
s
tu
d
en
ts
an
d
p
ar
e
n
ts
an
d
s
u
r
v
ey
th
eir
n
ee
d
s
to
o
r
g
a
n
ize
ap
p
r
o
p
r
iate
ac
tiv
it
ies.
4.
4
.
Su
mm
a
ry
Pre
v
io
u
s
r
esear
ch
h
as
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
p
ar
e
n
tal
in
v
o
lv
em
en
t
o
n
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
Ho
wev
e
r
,
m
u
c
h
o
f
th
e
e
x
is
tin
g
liter
atu
r
e
h
as
f
o
c
u
s
ed
o
n
W
ester
n
co
n
tex
ts
,
with
lim
ited
in
s
ig
h
ts
in
to
h
o
w
th
ese
p
r
ac
ti
ce
s
tr
an
s
late
to
o
th
er
cu
ltu
r
al
s
ettin
g
s
,
s
u
ch
as
Vietn
am
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
n
ew
f
in
d
in
g
s
b
y
ex
am
in
i
n
g
p
ar
en
tal
in
v
o
l
v
em
en
t
in
Viet
n
am
ese
s
ch
o
o
ls
d
u
r
in
g
a
p
e
r
io
d
o
f
s
ig
n
i
f
ican
t
ed
u
ca
tio
n
al
r
ef
o
r
m
,
s
p
ec
if
ica
lly
lo
o
k
in
g
at
h
o
w
v
a
r
io
u
s
f
o
r
m
s
o
f
p
ar
ticip
atio
n
—
s
u
ch
as
h
elp
in
g
with
h
o
m
ewo
r
k
,
v
o
l
u
n
teer
in
g
,
an
d
m
ain
tain
in
g
co
m
m
u
n
icatio
n
with
teac
h
er
s
—
co
r
r
elate
with
s
tu
d
en
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
E
p
s
tein
’
s
th
eo
r
etica
l
f
r
am
ewo
r
k
,
wh
ich
lin
k
s
ac
tiv
e
p
a
r
e
n
tal
in
v
o
lv
em
e
n
t
to
im
p
r
o
v
e
d
s
tu
d
en
t
o
u
tco
m
es
b
u
t
also
h
ig
h
lig
h
ts
th
e
u
n
iq
u
e
ch
allen
g
es
f
ac
ed
b
y
Vietn
am
e
s
e
p
ar
en
ts
,
s
u
ch
as
tim
e
co
n
s
tr
ain
ts
f
r
o
m
wo
r
k
,
lim
ited
k
n
o
wled
g
e
to
s
u
p
p
o
r
t
ac
ad
em
ic
task
s
,
an
d
g
eo
g
r
ap
h
ical
b
ar
r
ier
s
,
p
ar
ticu
lar
ly
in
r
u
r
al
a
r
ea
s
.
A
k
ey
n
ew
in
s
ig
h
t f
r
o
m
th
is
s
tu
d
y
is
th
e
id
en
tific
atio
n
o
f
c
u
l
tu
r
ally
s
p
ec
if
ic
f
ac
to
r
s
af
f
ec
tin
g
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
Vietn
am
.
On
e
o
f
th
e
m
o
s
t
s
ig
n
if
ican
t
f
in
d
in
g
s
is
th
e
u
n
d
er
u
tili
za
tio
n
o
f
v
o
l
u
n
teer
ac
tiv
ities
in
Vietn
am
ese
s
ch
o
o
ls
.
Un
lik
e
in
m
an
y
W
ester
n
co
u
n
tr
ies,
w
h
er
e
p
ar
e
n
tal
v
o
lu
n
teer
in
g
is
o
f
ten
an
i
n
teg
r
al
p
a
r
t
o
f
s
ch
o
o
l
-
co
m
m
u
n
ity
r
elatio
n
s
h
ip
s
,
in
Vietn
am
,
v
o
lu
n
te
er
o
p
p
o
r
tu
n
ities
ar
e
less
s
tr
u
ctu
r
ed
an
d
o
f
ten
u
n
d
er
d
ev
elo
p
e
d
.
Par
en
ts
r
ep
o
r
ted
f
ee
lin
g
d
is
co
n
n
ec
ted
f
r
o
m
th
ese
ac
tiv
ities
o
r
n
o
t
awa
r
e
o
f
o
p
p
o
r
t
u
n
ities
to
co
n
tr
ib
u
te
in
m
ea
n
in
g
f
u
l
way
s
.
T
h
e
r
esear
ch
also
h
ig
h
lig
h
ted
th
e
u
n
iq
u
e
ch
allen
g
es
f
ac
ed
b
y
Vietn
am
ese
p
ar
en
ts
,
s
u
ch
as
tim
e
c
o
n
s
tr
a
in
ts
d
u
e
t
o
wo
r
k
c
o
m
m
itm
en
ts
,
a
lack
o
f
k
n
o
wled
g
e
t
o
as
s
is
t
with
ac
ad
em
ic
task
s
,
an
d
g
eo
g
r
ap
h
ical
b
ar
r
ier
s
,
p
ar
ticu
lar
ly
in
r
u
r
al
ar
ea
s
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
t
h
e
n
ee
d
f
o
r
s
ch
o
o
ls
in
Vietn
am
to
o
f
f
er
m
o
r
e
d
iv
er
s
e
a
n
d
f
lex
i
b
le
v
o
lu
n
teer
ac
tiv
ities
th
at
b
etter
ca
ter
to
p
ar
en
ts
'
in
ter
est
s
an
d
av
ailab
ilit
y
.
E
x
p
an
d
in
g
th
ese
o
p
p
o
r
t
u
n
ities
co
u
ld
h
elp
f
o
s
ter
s
tr
o
n
g
er
co
n
n
ec
tio
n
s
b
etwe
en
s
ch
o
o
ls
an
d
f
am
ilies
,
en
co
u
r
ag
e
g
r
ea
ter
co
llab
o
r
at
io
n
,
an
d
u
ltima
tely
en
h
an
ce
th
e
lea
r
n
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
s
tu
d
e
n
ts
.
T
h
e
n
ew
p
o
in
ts
h
ig
h
lig
h
ted
i
n
th
is
s
tu
d
y
in
clu
d
e
th
e
n
ee
d
f
o
r
m
o
r
e
d
i
v
er
s
e
an
d
f
lex
ib
le
s
ch
o
o
l
en
g
ag
em
en
t
o
p
p
o
r
tu
n
ities
to
ac
co
m
m
o
d
ate
p
ar
en
ts
with
v
ar
y
in
g
s
ch
ed
u
les
an
d
in
te
r
ests
.
I
t
also
r
ec
o
m
m
e
n
d
s
th
at
s
ch
o
o
ls
o
f
f
er
wo
r
k
s
h
o
p
s
to
h
elp
p
ar
e
n
ts
estab
lis
h
e
f
f
ec
tiv
e
h
o
m
e
s
tu
d
y
r
o
u
tin
es
an
d
en
h
a
n
ce
th
eir
c
ap
ac
ity
to
s
u
p
p
o
r
t
ac
a
d
em
ic
task
s
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
im
p
r
o
v
in
g
co
m
m
u
n
icatio
n
b
etwe
en
p
ar
e
n
ts
an
d
s
ch
o
o
ls
th
r
o
u
g
h
tech
n
o
lo
g
ical
s
o
lu
tio
n
s
lik
e
ap
p
s
o
r
em
ail
n
o
tific
atio
n
s
f
o
r
ac
ad
em
ic
tr
ac
k
in
g
,
as
well
as
p
r
o
v
id
in
g
o
n
lin
e
m
ee
tin
g
o
p
tio
n
s
f
o
r
p
ar
en
ts
with
tim
e
co
n
s
tr
ain
ts
.
Fu
r
th
er
m
o
r
e,
th
e
r
e
is
a
ca
ll
f
o
r
m
o
r
e
s
tr
u
ctu
r
ed
an
d
m
ea
n
in
g
f
u
l
v
o
lu
n
teer
ac
tiv
ities
th
a
t
alig
n
with
p
ar
en
ts
’
s
k
ills
an
d
a
v
ailab
ilit
y
,
esp
ec
ially
with
in
th
e
Vietn
am
ese
ed
u
ca
tio
n
al
c
o
n
tex
t.
5.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
f
o
c
u
s
es
o
n
m
eth
o
d
s
to
s
u
p
p
o
r
t
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
in
p
r
im
ar
y
ed
u
c
atio
n
in
Vietn
am
,
d
r
awin
g
in
s
ig
h
ts
f
r
o
m
th
e
p
e
r
io
d
o
f
ed
u
ca
tio
n
al
r
ef
o
r
m
.
T
h
e
f
in
d
in
g
s
ca
teg
o
r
ize
p
a
r
en
t
al
en
g
ag
em
en
t
in
to
th
r
ee
m
ain
ac
tiv
ity
g
r
o
u
p
s
:
p
ar
en
tin
g
an
d
f
a
m
ily
en
v
ir
o
n
m
e
n
t,
m
ain
tain
in
g
co
m
m
u
n
icatio
n
b
etwe
en
p
ar
en
ts
an
d
teac
h
er
s
,
an
d
v
o
lu
n
teer
i
n
g
an
d
co
llab
o
r
atio
n
with
t
h
e
co
m
m
u
n
ity
.
T
h
e
c
o
m
b
in
ed
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
r
esu
lts
h
ig
h
lig
h
t e
a
ch
g
r
o
u
p
'
s
s
tan
d
ar
d
p
r
ac
tices,
ch
allen
g
es,
an
d
p
o
ten
tial im
p
r
o
v
em
en
ts
.
Par
en
tin
g
a
n
d
f
am
ily
en
v
ir
o
n
m
en
t:
th
e
s
tu
d
y
em
p
h
asizes
th
at
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
at
h
o
m
e
is
cr
u
cial,
b
u
t
co
n
s
id
er
ab
le
d
if
f
e
r
en
ce
s
ex
is
t
d
ep
en
d
in
g
o
n
f
am
ily
cir
cu
m
s
tan
ce
s
.
Ma
n
y
f
am
ilies
s
tr
u
g
g
le
with
b
alan
cin
g
wo
r
k
an
d
ch
ild
ca
r
e,
o
f
ten
r
ely
in
g
o
n
g
r
an
d
p
ar
en
ts
f
o
r
as
s
is
tan
ce
.
Par
en
ts
in
jo
b
s
with
m
o
r
e
f
lex
ib
le
s
ch
ed
u
les
ten
d
to
p
r
o
v
id
e
b
etter
ca
r
e
an
d
s
u
p
p
o
r
t
f
o
r
th
eir
c
h
ild
r
en
’
s
ed
u
ca
tio
n
.
I
n
co
n
tr
ast,
th
o
s
e
with
d
em
an
d
in
g
wo
r
k
s
ch
e
d
u
les
m
ay
f
in
d
allo
ca
tin
g
s
u
f
f
icien
t
tim
e
to
m
o
n
ito
r
an
d
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
'
s
lear
n
in
g
ch
all
en
g
in
g
.
A
d
d
r
ess
in
g
th
ese
d
is
p
ar
ities
is
es
s
en
tial
f
o
r
f
o
s
ter
in
g
a
m
o
r
e
e
q
u
itab
le
lear
n
in
g
en
v
ir
o
n
m
e
n
t
at
h
o
m
e.
E
p
s
tein
’
s
[
1
]
f
r
am
ew
o
r
k
o
n
s
ch
o
o
l/fa
m
ily
/co
m
m
u
n
ity
p
ar
tn
e
r
s
h
ip
s
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
f
am
ily
s
u
p
p
o
r
t
in
to
ed
u
ca
tio
n
al
p
r
ac
tices,
h
ig
h
lig
h
tin
g
th
at
a
well
-
s
tr
u
ctu
r
ed
p
ar
tn
e
r
s
h
ip
ca
n
h
elp
b
r
id
g
e
t
h
ese
g
ap
s
.
Ma
in
tain
in
g
co
m
m
u
n
icatio
n
b
etwe
en
p
ar
en
ts
an
d
teac
h
er
s
:
th
e
s
tu
d
y
id
en
tifie
s
r
eg
u
lar
co
m
m
u
n
icatio
n
b
etwe
en
p
ar
e
n
ts
an
d
teac
h
er
s
as
a
cr
itical
f
ac
to
r
in
s
u
p
p
o
r
tin
g
ch
ild
r
en
’
s
ac
ad
em
ic
p
r
o
g
r
ess
.
Par
en
ts
wh
o
s
p
en
d
m
o
r
e
ti
m
e
o
f
ten
m
ee
t
with
teac
h
er
s
in
p
er
s
o
n
,
wh
ile
o
t
h
er
s
r
e
ly
o
n
q
u
ick
o
n
lin
e
co
m
m
u
n
icatio
n
.
T
h
is
co
m
m
u
n
icatio
n
is
cr
u
cial
in
en
s
u
r
in
g
p
ar
en
ts
k
n
o
w
th
eir
c
h
ild
r
en
’
s
a
ca
d
em
ic
n
ee
d
s
an
d
ca
n
ap
p
ly
th
e
m
eth
o
d
s
teac
h
e
r
s
teac
h
at
h
o
m
e
.
Ho
wev
er
,
s
o
m
e
p
ar
e
n
ts
f
ee
l
th
at
o
n
lin
e
c
o
m
m
u
n
icatio
n
lack
s
d
ep
th
an
d
p
e
r
s
o
n
al
co
n
n
ec
tio
n
,
wh
ich
ca
n
lim
it
th
eir
in
v
o
lv
em
en
t.
As
Vo
o
r
h
is
et
a
l.
[
2
]
s
u
g
g
est,
ef
f
ec
tiv
e
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