\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={Integrating Living Values and Educating Street Children to Fight for Mainstreaming: A Sociological Study in Dhaka City},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2018-01-15 (revised: 15 January 2018)}
\def\TheID{\makeatother }
\def\TheDate{2018-01-15}
\title{Integrating Living Values and Educating Street Children to Fight for Mainstreaming: A Sociological Study in Dhaka City}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{Josinta  Zinia}

             \affil[1]{  Bangladesh University of Professionals}

\renewcommand\Authands{ and }

\date{\small \em Received: 13 December 2017 Accepted: 5 January 2018 Published: 15 January 2018}

\maketitle


\begin{abstract}
        


The street children who are known as the marginalized urban population in the developing countries, calls for mainstreaming or a social responsibility to engage actively with the prevention and change of the conditions that put these children at risk. This research paper is trying to find out what are the main phases to bring back our street children to the mainstream population along with proper care and nurture. It proposes working with services providers; supporting families and community participation; educating and forming alliance with public media; reforming legal and political framework; and empowering street children as the roles community psychologist can play in the mainstreaming process. It is further discussed that although these roles and strategies cannot be said to be the ?absolute antidote? to the street children phenomenon in Dhaka city, Bangladesh they can help to reduce the problem significantly. It is recommended that the concept of ?small wins? should be adopted in the designing and implementation of intervention programs in order to overcome the plausible social, political, cultural and legal challenges that may arise in the process.

\end{abstract}


\keywords{street children, mainstream, education}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
country ? future flourishing thoroughly relies upon its present surroundings provided for the youngsters to their well youth and helpful supporting since they are the primary profitable fortunes as human sources that can influence dreams and trust to work out of course. However simply solid and trained youths can have the ability to do in that capacity; others are chance. So every nation ? to the exclusion of everything else require should be on youngsters' protection and guideline completely.\par
The United Nations comprehended this reality and made it an overall stress with the Convention on the Rights of the Child (UNCRC) in 1989. UNCRC, 1989 describes a youth under eighteen years of age as any individual and sets out their normal, political, budgetary, social, prosperity and social rights as human rights to appreciate. The countries that have checked and affirmed this settlement are obliged to act in like manner by making neighborhood authorization as per UNCRC. standard improvement programs by furnishing them with essential backings including sanctuary, training and human services, speakers at a class said yesterday. On the off chance that each well-off family approaches with such backings no kids would need to live on roads, they said and focused on the requirement for discovering the main drivers of being street children.\par
Street children are 'lost, stolen and vanishing'  {\ref (Stephens, 1995: 8-9)} and "victimized" (Hecht, 1998: 72-3) of their adolescence underneath 18 years of age -living, working, playing and considering the road who are denied of essential rights are the road children?  {\ref (ARISE, 1999: 13)}. They might be sorted into road living kids, road working kids and youngsters at danger of going to the lanes  {\ref (Ferguson, 2012)}. Like all other youngsters despite the fact that road kids have the essential rights to create, survive and flourish, they experience incalculable issues and their problems are stunning and shockingly a large portion of the general population in Bangladesh even don't -bat an eye at road kids dozing in the mid-evening sun? (Timmerman, 2012, p. 26). So now the time has come: [l]et their situation be known not let the inner voice of humankind revolt? (Agnelli, 1986, prelude). As indicated by Bangladesh Bureau of Statistics (BBS, 2003) among an aggregate youngster populace (5-17 years of age) of 42.39 million the aggregate number of working kids in urban zones of Bangladesh is evaluated 1.5 million. A large portion of these youngsters, beneath the age 18 years, living, working, playing and mulling over the boulevards and are denied of their fundamental rights (Black, 1993), for the most part known as 'road kids' and additionally "Tokai" (in Bengali, leftovers authority from junk) or Pathashishu' (in Bengali, road living kids) and they have turned into a typical sight in Dhaka and other huge urban areas of the nation (Mesbah-us-Saleheen and Huda, 2008). Road youngsters in Bangladesh have risen to be an unmistakable gathering as an immediate outcome of compelling neediness for the most part, which urges them to acquire a living  {\ref (Moula, 2002)} in any case and it additionally -threatens each privilege, denying offspring of the limits they require to survive, create and thrive?  {\ref (Bellamy, 2004, p. 36)}. 
\section[{II.}]{II.} 
\section[{Objectives and Methodology}]{Objectives and Methodology}\par
The essential target is to look at and decide the components identified with the street children wonder in Dhaka City. Likewise, this paper tries to lead a close examination of the city's street children and their life battles. This paper also tries to distinguish the supporting structures in the territory (schools, associations which give drop in focuses, professional preparing establishments, foundations giving therapeutic bolster, de dependence focus and so on ). Here, both qualitative and quantitative methods are implemented by the researcher. The visual model of the methodology for the successive illustrative blended strategies outline of this examination is introduced in the figure upward. Both quantitative and qualitative techniques are comparatively composed in this arrangement. A more diminutive quantitative part goes first in the gathering and is associated with reveal the reckoning vitality of the picked beyond and inside portions concerning street youths close by the subjective research which addresses the fundamental piece of data social event and examination in the investigation, focusing on through and through understandings of quantitative results. The eventual outcomes of the quantitative and subjective stages will be joined in the midst of the exchange of the consequences of the entire research. 
\section[{III.}]{III.} 
\section[{Populations for this Study}]{Populations for this Study}\par
Populaces of this study will be classified by sorts of variables. As free variables, NGOs and GOs and as reliant variables (and others that is specified beneath) scholarly premises will be chosen at a straightforward arbitrary examining (SRS) process as a fundamental inspecting system where a gathering of subjects (an example) for this study from a bigger gathering (a populace). Every person/road child is picked totally by chance and every individual from the populace has an equivalent shot of being incorporated into the specimen. 
\section[{IV. Sample Size and Sampling Technique}]{IV. Sample Size and Sampling Technique}\par
Roscoe (1975) proposed the dependable guidelines for deciding sample estimate: test sizes bigger than 30 and under 500 are proper for generally look into. The sample measure estimation as take after:\par
Where, n = sample size z = the value on the z table at 95\% confidence level =1.96 e = Sampling error at 5\% p = maximum variability of the population at 50\%. i.e. (0.5) q = 1-p = 0.5  
\section[{a) Establishing Credibility}]{a) Establishing Credibility}\par
The deduction for judging a subjective report changes from quantitative research. Beyond qualitative study, the scientist looks for authenticity, in view of intelligence, knowledge, and instrumental utility (Eisner, 1991) and dependability (Lincoln and Guba, 1985) through an arrangement of confirmation as opposed to through continuous legitimacy and unwavering quality measures. The incomparable nature of the subjective investigation inside a delegated setting blocks its being correctly reproduced in another unique situation. In any case, articulations about the scientist's positions -the focal presumptions, the choice of sources, the inclinations and estimations of the analyst -improve the investigation's odds of being reproduced in some other setting  {\ref (Creswell, 2003)}. To approve the discoveries, I. e., decide the validity of the data and it matches reality  {\ref (Merriam, 1988)}, four essential structures will be connected in the subjective period of the investigation: (1) triangulation -uniting distinctive wellsprings of data (interviews, archives, ancient rarities); (2) part checking -getting the input from the members on the precision of the distinguished classifications and topics; (3) giving rich, thick depiction to pass on the discoveries; and (4) outer review -asking a man outside the venture to lead a careful survey of the examination and report back  {\ref (Creswell, 2003;} {\ref Creswell and Miller, 2002)}. 
\section[{b) Findings}]{b) Findings}\par
Street children constitute a standout amongst the most powerless and peripheral gatherings in Bangladesh. "Street Children" are basically the young men and young ladies for whom the lanes, vacant homes, badlands and so on., have moved toward becoming homes or potentially wellsprings of work, and who are insufficiently secured or regulated by mindful grown-ups. Government insights, in view of a study by the Bangladesh Institute of Development Studies, evaluate the quantity of road youngsters in Bangladesh to be around 380,000 -of whom 55\% are in Dhaka city. Somewhat less than half of them (49.2\%) are of the age aggregate < 10 years, while the rest of the fall in the age gathering of 11-19 years. Their sexual orientation arrangement is as per the following: young men 74.3\%, while young ladies represent 25.7\%. The above report gauges that by 2014 the quantity of such kids would surpass 930,000.  Despite the above authority talk, and in spite of a developing acknowledgment of their helplessness and hindered status, there have been strikingly constrained endeavors to enhance the state of street childrenparticularly by furnishing them with proper essential instruction. It won't be a misrepresentation to take note of that this area of our general public has to a great extent stayed outside the fundamental ambit of formative mediations. Much to the alleviation of every one of the individuals who need, and aim, to see a superior future for our street children , there have been a couple of empowering, yet restricted, endeavors to teach them through Open Air Schools (OAS). These schools are overseen and directed by various national NGOs, for the most part in metropolitan urban communities. 
\section[{Source : Field Survey (2018)}]{Source : Field Survey (2018)}\par
Figure  {\ref 4}: Is it important/necessary to attend school?\par
The schools are deliberately found, covering the city-section focuses or potentially working spots for road kids, for example, railroad, dispatch and transport terminals, commercial centers on riverbanks, occupied city markets, parks, and so on. The road school spots are ordinarily obtained (frequently free of cost) from the group or significant open experts. A commonplace school capacities for a few hours regular for up to six days seven days. School working hours are chosen so they don't meddle with the working hours of the kids. Preceding beginning of classes, the concerned staff (advancement laborers, educators) stroll around the neighboring zone to distinguish recently arrived youngsters and to welcome customary kids to classes.\par
The learning materials overwhelmingly center around different fundamental abilities related points. To refer to a normal case, the schools keep running by the NGO Aparajeyo Bangladesh utilize an open learning bundle that incorporates the accompanying themes: Life abilities, tyke rights, kid work, insurance from sexual manhandle and abuse (counting trafficking), making dreams, being careful in the city, managing the police, and HIV/AIDS/STI counteractive action. The thought is to make an instructive establishment among the focused on kids by mixing educational and down to earth fundamental abilities. In light of my current experience and communications with various such schools (and the key partners including school staff, youngsters, delegates of the encompassing neighborhood groups), The blended age gatherings of children make it troublesome for the instructors to react to age-particular needs, development and inquiries. For extremely minor children (matured 6 to 10), for instance, sessions on genuinely specialized themes (e.g. sexual mishandle, arsenic sullying, legitimate issues of kid trafficking) are not effortlessly fathomable. The season of the preparation (2 to 3 hours including the ideal opportunity for compatibility building) is viewed as deficient by generally teachers.\par
A few phrasings and specialized languages utilized as a part of the instructional courses are not effortlessly agreeable to childrens' understanding.\par
The schools keep running on absolute minimum coordination and offices, and do not have any insurance from climate changes in the blustery and winter seasons. Being a developing country, today's Bangladesh has been accomplished a few accomplishment in a training, wellbeing, and monetary parts. Yet at the same time we are attempting to defeat some socialrelated issue. Still finished populace is issue of our nation. Rustic neediness, catastrophic event, Lack of employment position, are the stamp issue in our nation. Agreeing these social turmoil country individuals are moved to urban zone, make ghetto what's more, increment the road youngsters, these kids are grow up with negligence, and denied. Each tyke has requested that they are growing up with adoration. To determine this issue need to underline the neediness annihilation program. Basically, street children are coming from the poor family additionally extend and guarantee the correct execution of the social wellbeing system program. Bangladesh government can present the new program for recovery of the street children. 
\section[{V. Discussions and Recommendations}]{V. Discussions and Recommendations}\par
The investigation was guided at the focal factual division Dhaka, capital of Bangladesh which has around 18.89 million populaces on the zone of 306.4 km². This territory is decided for the examination keeping in mind the end goal to influence the revealing of street children to child as a focal body of the state to help a definitive condition evaluation of Bangladeshi street children all in all to help taking mediation to update their continuous instructive, wellbeing and economic wellbeing helping distinctive financial and statistical forms. The government needs to take resolvable offer to evade the hunger extent in relationship with the economic wellbeing and vagrancy. Children have some essential rights including nourishments, safe houses, medicinal services and training. So it is the general public's duty to guarantee a sufficient medicinal services and nutritious soundness to all the rustic and urban children and additionally populace regardless of cast, ideology, salary, sexual orientation and religion. The instruction level of the children is wanted to enhance since the discoveries demonstrate that more elevated amount of training effect sly affects better wellbeing status. The enormous level of destitute children was observed to be the hunger gainers by dint of needed access to safe drinking water, insufficient nutritious nourishments, absence of cleanliness practices and safe house. These discoveries are steady with the consequences of few examinations led in different nations. Lack of healthy sustenance status reflects conceivable decision to guarantee physiological necessities heading out multidimensional existing detestations in the general public to shape neediness and social weight in the nation. The absence of supplements utilization in the body will meddle the development and improvement, wellbeing and healthful care and physical and mental exercises and help to happen ailments.\par
The growing number of street children concerns in creating nations and the gravest single danger to worldwide general wellbeing, socio-cultural advance and the foremost child mortality. The present study discoveries uncovered that absence of education, health and social security on multi-dimensional rudder having linkages to social, monetary and demographic conditions. The destitute street kids are at high hazard for youth lack of healthy sustenance, wounds and substance abuse because of various variables. These kids are in physical, psychological, social and spiritual health hazards and they are under control off various social and mental savageries and mishandle. In spite of the fact that a scope of association is working helpfully to lessen road youngsters and to advance restoration for them, the help isn't sufficient. The best possible instruction emerges as an exceptionally huge affecting element for diminishing viciousness and sickness commonness in the street adolescents. Subsequently, the national and global approach creators should center on this factor to ensure that road children ought to have great instructive access and sustenance and cleanliness rehearses. Future research ought to broaden this pilot learn at the national and global levels and explore about other noteworthy variables which may have immediate and puzzling impacts of vagrancy and different components contributing damages throughout their life. 
\section[{VI.}]{VI.} 
\section[{Conclusion}]{Conclusion}\par
The present danger of mushrooming of various classes of burdened, deserted, defenseless, penniless road living, working and playing kids in the urban areas has represented an extraordinary risk to humankind and child rights. Bangladesh has resolved to accomplish thousand years' improvement objectives by 2015 which is still on procedure which incorporate decrease destitution, lack of healthy sustenance, and persevere instruction for all children. Street Children are the effect of destitution and presence of adolescence neediness is the marker intergenerational transmission of destitution. Government needs to give appropriate thoughtfulness regarding address the issues of street children through planning and executing street children centered improvement software engineers like supporting street children family, specialized curriculum and professional preparing for the street children and so on. In this way, Social mindfulness and crusade on children rights could assemble basic mindfulness among the general population to bolster street children. Alongside government national and universal NGOs and youngster rights association ought to think of instruction, wellbeing, insurance and advancement software engineers to enhance the states of street children. In any case, it advocates that mandatory essential training act ought to be executed entirely for each and every children; thusly government ought to set up accessible\begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Figure 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{23}\includegraphics[]{image-3.png}
\caption{\label{fig_1}Figure 2 :Figure 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Figure 5 :}\end{figure}
  \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.19245283018867926\textwidth}P{0.2672955974842767\textwidth}P{0.06949685534591195\textwidth}P{0.16037735849056606\textwidth}P{0.16037735849056606\textwidth}}
Type of design\tabcellsep Implementation\tabcellsep Priority\tabcellsep Integration\tabcellsep Theoretical perspective\\
Sequential explanatory\tabcellsep Quantitative qualitative followed by\tabcellsep Equal\tabcellsep Data interpretation\tabcellsep Evident\end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.06140684410646387\textwidth}P{0.22300380228136885\textwidth}P{0.4944866920152091\textwidth}P{0.07110266159695816\textwidth}}
\multicolumn{2}{l}{Therefore,}\tabcellsep \\
n=\tabcellsep .50×.50×(1.96) 2 (.05) 2\tabcellsep \\
\multicolumn{2}{l}{n = 384}\tabcellsep \\
\tabcellsep Choice of\tabcellsep Data Collection\tabcellsep Sample Size\\
\tabcellsep Mixed Methods\tabcellsep Tools\tabcellsep (N)\\
\tabcellsep Quantitative\tabcellsep Survey(Structured questionnaire)\tabcellsep 200\\
\tabcellsep \tabcellsep Semi-structured\\
\tabcellsep \tabcellsep interview\tabcellsep 10\\
\tabcellsep \tabcellsep (Interview\\
\tabcellsep Qualitative\tabcellsep guideline)\\
\tabcellsep \tabcellsep Focus Group Discussion (FGD)\tabcellsep 6\\
\tabcellsep \tabcellsep Key Informant Interview (KII)\tabcellsep 10\end{longtable} \par
 
\caption{\label{tab_1}}\end{figure}
 			\footnote{© 2018 Global Journals} 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[Richter-Kornweitz (ed.)]{b4}\label{b4} 	 		\textit{},  		 			A Richter-Kornweitz 		.  		Life, S. Anderson, I. Diehm, U. Sander and H (ed.)  		 	 
\bibitem[Ziegler ()]{b5}\label{b5} 	 		\textit{},  		 			Ziegler 		.  		2010. London: Springer. p. .  	 
\bibitem[Building et al. ()]{b13}\label{b13} 	 		\textit{},  		 			Building 		,  		 			M O Continent 		,  		 			Ensor 		.  		2012. p. .  	 
\bibitem[Aderinto ()]{b0}\label{b0} 	 		 			A Aderinto 		.  		\textit{Social Correlates and Coping Measures of Street Children: A Comparative Study of Street and Non-Street Children in South-Western Nigeria,? Child Abuse and Neglect},  				2000. 43 p. .  	 
\bibitem[Gupta ()]{b15}\label{b15} 	 		\textit{Baseline Survey of Street Children of Dhaka City: A report},  		 			Gupta 		.  		2000. Lalmatia, Dhaka. p. 1.  	 
\bibitem[Unicef and Ilo ()]{b24}\label{b24} 	 		\textit{Child Labor and Education in Bangladesh: Evidence and Policy Recommendations},  		 			Unesco Unicef 		,  		 			Ilo 		.  		2008. Dhaka, Bangladesh.  	 
\bibitem[Hobbs et al. (ed.) ()]{b22}\label{b22} 	 		\textit{Child Labor: A World History Companion},  		 			S Hobbs 		,  		 			M Lavalette 		,  		 			J Mackechnie 		.  		ABC-CLIO c (ed.)  		1999. Santa Barbara, Calif. p. 222.  	 
\bibitem[Stephens (ed.) ()]{b23}\label{b23} 	 		\textit{Children and the Politics of Culture in Late Capitalism,? Children and the Politics of},  		 			S Stephens 		.  		Culture, S. Stephens (ed.)  		1995. Princeton University Press. p. .  	 
\bibitem[Conticini ()]{b1}\label{b1} 	 		 			Conticini 		.  		\textit{Children on the Streets of Dhaka and Their Coping Strategies,? Livelihoods at the Margins: Surviving the City, J. Staples},  				 (Walnut Creek, CA)  		2007. Left Coast Press. p. .  	 
\bibitem[Directory of NGOs Working in Dhaka City Dhaka: CUP ()]{b14}\label{b14} 	 		‘Directory of NGOs Working in Dhaka City’.  	 	 		\textit{Dhaka: CUP}  		2005. 2005.  	 	 (CUP) 
\bibitem[Remenyi et al.]{b16}\label{b16} 	 		\textit{Doing Research in Business and Management: An Introduction to Process and Method},  		 			B Remenyi 		,  		 			A Williams 		,  		 			E Money 		,  		 			Swartz 		.  		London.  	 
\bibitem[Langston et al. (ed.) ()]{b2}\label{b2} 	 		\textit{Early Childhood', Doing Research with Children and Young People},  		 			L Langston 		,  		 			V Abbott 		,  		 			M Lewis 		,  		 			Kellett 		.  		S. Fraser, V. Lewis, S. Ding, M. Kellett and C. Robinson (ed.)  		2004. London: Sage. p. .  	 
\bibitem[White ()]{b8}\label{b8} 	 		‘Globalization and the Child Labor Problem’.  		 			White 		.  	 	 		\textit{? Journal of International Development}  		1996. 8  (6)  p. .  	 
\bibitem[Liau and Leaders ()]{b7}\label{b7} 	 		\textit{Moral Guide for Modern Living},  		 			True Liau 		,  		 			Leaders 		.  		2006. Bloomington, Ind: Author House.  	 
\bibitem[Report on National Child Labour Survey ()]{b9}\label{b9} 	 		\textit{Report on National Child Labour Survey},  		2002-2003. 2003. Dhaka: BBS.  		 			Bangladesh Bureau of Statistics (BBS) 		 	 
\bibitem[Review of Existing Services Relating to Street Children (Dhaka City) ()]{b6}\label{b6} 	 	 	 		\textit{Review of Existing Services Relating to Street Children (Dhaka City)},  				1999. MSW, GOB. p. 13.  	 
\bibitem[Schepher-Hughes et al. (ed.) ()]{b21}\label{b21} 	 		 			N Schepher-Hughes 		,  		 			D Hoffman 		.  		\textit{Brazilian Apartheid: Street Kids and the Struggle for Urban Space,? Small Wars: the Cultural Politics of Childhood},  				 			C Hughes,  			Sargent 		 (ed.)  		 (Los Angeles)  		1998. University of California Press. p. .  	 
\bibitem[Shamanic; Child Right, week-2004 (2004)]{b3}\label{b3} 	 	 	 		\textit{Shamanic; Child Right, week-2004},  				October 5, 2004.  	 
\bibitem[Stewart and Shamdasani ()]{b18}\label{b18} 	 		 			W Stewart 		,  		 			P N Shamdasani 		.  		\textit{Focus Group Discussion: Theory and Practice},  				 (London)  		1990. p. 10.  		 			SAGE 		 	 
\bibitem[Ali et al. ()]{b19}\label{b19} 	 		‘Street Children in Pakistan: A Situation Analysis of Social Conditions and Nutritional Status’.  		 			M Ali 		,  		 			S Shahab 		,  		 			H Ushijima 		,  		 			A D Muynac 		.  	 	 		\textit{? Social Science and Medicine}  		2004. 59 p. .  	 
\bibitem[Hartzen and Priyadarsini ()]{b10}\label{b10} 	 		‘The Global Victimization of Children: Problems and Solutions’.  		 			A Hartzen 		,  		 			S Priyadarsini 		.  	 	 		\textit{LLC}  		2012. Springer Science Business Media. p. 57.  	 
\bibitem[Bellamy ()]{b11}\label{b11} 	 		\textit{The State of the World's Children, 2005: Childhood under Threat},  		 			Bellamy 		.  		2004. New York: UNICEF.  	 
\bibitem[Thousand Oaks ()]{b17}\label{b17} 	 		\textit{Thousand Oaks},  		2003. New Delhi: Sage Publications. p. 285.  	 
\bibitem[Behura and Mohanty ()]{b20}\label{b20} 	 		\textit{Urbanisation, Street Children, and Their Problems},  		 			N K Behura 		,  		 			R P Mohanty 		.  		2005. New Delhi: Discovery Pub. House.  	 
\bibitem[Wanger et al.]{b12}\label{b12} 	 		 			M Wanger 		,  		 			E D Lyimo 		,  		 			S Lwendo 		.  		\textit{Matches but No Fire: Street Children in Dar Es Salaam, Tanzania, African Childhoods: Education, Development},  				Peace.  	 
\bibitem[World Bank, Bangladesh, Data & Statistics]{b25}\label{b25} 	 		\textit{World Bank, Bangladesh, Data \& Statistics},  		Bangladesh.  	 	 (Poverty At a Glance) 
\end{bibitemlist}
 			 		 	 
\end{document}
