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\title{Influence of Community Participation in Decision-Making on the Administration of Public Secondary Schools in Benue State, Nigeria}
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\begin{document}

             \author[1]{Ogunbiyi Oluwadare  Deji}

             \affil[1]{  Federal University of Agriculture}

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\date{\small \em Received: 16 December 2017 Accepted: 5 January 2018 Published: 15 January 2018}

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\begin{abstract}
        


This study investigated the influence of community participation in decision-making on the administration of public secondary schools in Benue State. One research question and null hypothesis guided the study. The study used the survey research design. The population of the study was 4,536 while the sample was 368 respondents. Multi-stage sampling technique was used to determine the sample size of 368 respondents. The instrument for data collection was selfstructured questionnaire titled ?Influence of Community Participation in Decision-making on the Administration of Public Secondary Schools Questionnaire? (ICPDAPSSQ)?. Five experts validated the instrument used for the study, three in Educational Administration and Planning, and two from Measurement and Evaluation, all from the Department of Educational Foundations and General Studies, University of Agriculture, Makurdi. The instrument was trial tested on 30 respondents in Buruku L.G.A of Benue state. The data collected were analyzed using Cronbach Alpha to compute the reliability estimate and the overall reliability coefficient of 0.77 was obtained. Mean and standard deviation were used to answer the research questions that guided the study, while Analysis of Variance (ANOVA) was used to test the null hypotheses formulated for the study at 0.05 level of significance.

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\keywords{community participation, decision-making, administration, public secondary schools}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
econdary school education occupies a very unique position in the educational system in Nigeria, because it is that level that determines the academic and professional career of students. Education at secondary school level is defined by Federal Government of Nigeria  {\ref (FGN, 2004)}, as the form of education children receive after primary education and before the tertiary stage. The aim of secondary education is to prepare the individuals for useful living within the society; and for higher education. Nigeria as a country is faced with a lot of crises in her educational industry  {\ref Ogundelein Ijamu, (2015)}. These crises had been attributed to inadequate funding, poor and irregular payment of salaries, students' population explosion, poor teachers' job satisfaction, and inadequate supply of educational facilities and needed equipment for effective teaching learning process. The result of this brings about low quality and fallen standard of education in our secondary school system.\par
Due to the inability of Government to attend to these issues, involvement of community participation in the administration of public secondary schools becomes inevitable. According to  {\ref Bondesio (2000)}, influence is the ability to cause desirable and measurable actions and outcomes. It seems that community can participate in secondary school administration in Nigeria. Influence of community in the study refers to the actions exerted by the communities that cause positive change and bring about efficient and effective secondary school administration in Benue state. In this context, the study is used to determine the influence of community participation in the administration of public secondary school in Benue state.\par
The extent to which the secondary school system is able to accomplish its objectives is determined by efficient and effective administration. Secondary schools in the study refer to all the secondary schools that are owned, financed and managed by the Benue State government. The school is the agent of socialization after the home. Therefore, the school exists for the community and the community exists and acts as clients to the school. Administration is the ability to put persons into working order and telling them what to do and how to do it so that a specified end will be accomplished. Administration is generally defined as the process of working with and through others to efficiently accomplish organizational goals  {\ref (Aguba, 2009)}. In the words of Veig in \hyperref[b10]{Olowe (2007)}, administration is a determined action taken in pursuit of conscious purpose. It is the matching of available labour and materials in order to gain that which is desired at 
\section[{S Influence of Community Participation in Decision-Making on the Administration of Public Secondary}]{S Influence of Community Participation in Decision-Making on the Administration of Public Secondary}\par
Schools in Benue State, Nigeria conscious purpose. It is the matching of available labour and materials in order to gain that which is desired at the harvest cost of energy, time and money \hyperref[b2]{(Famade, 2004)}. The central purpose of administration in general is the coordination of human and material resources towards the attainment of some predetermined objectives. Administration of secondary school in this study refers to the extent to which secondary schools achieve its goals by producing students who have gained knowledge, who are disciplined and have developed appropriate skills and moral value system that can make them function in the society through effective school administration. It entails working with and through teachers, non-teaching staff and students to get things done effectively. \hyperref[b10]{Olowe (2007)} reported that community involvement in schools takes the form of managing of schools through representations of the Parent Teachers Association (PTA), Board of Governors (BOG), School Based Management Committee (SBMC), in designing curriculum, serving as resource persons to teach about some culture-oriented themes, protecting and maintaining school property, supervising and monitoring pupils` attendance at school, increasing pupils` access to basic education through enrolment drives, motivating teachers to improve their effectiveness and supervising pupils` studies at home.\par
In education, participatory decision-making is based on the idea that active involvement of teachers, community members in school decisions will lead to good school administration. This gesture made some community members actively involved and they contributed meaningfully to the growth and development of the schools ranging from the provision of funds and infrastructural facilities to the supply of the needed manpower (part-time staff) resources of the schools. The community where the school is situated forms a focus point of getting involved in decision-making process in the school. Decision making is the process of defining problems, generating alternative solution, choosing one alternative, and implementing it \hyperref[b6]{(Holt, 2004)}. The school principal, PTAs, BOGs and elected community representatives together make decision on the total educational program for their schools. These stakeholders shared decision-making programme and controls this own budgets to focus on curriculum and programme planning, collegial decision-making and strategic planning \hyperref[b1]{(Donald, 2005)}.\par
There is need for communities to be carried along by secondary school principals in the decisionmaking process in public secondary schools in Benue state. In 1992, for example, the Maine Coalition for excellence in education, a taskforce of state education, business, legislative and community leaders, recommended significant changes in public education including increased collaboration among teachers, administrators, parents, and community members. In the study of \hyperref[b13]{Ugwuanyi, (2013)}, it was reported that community through the Parent Teachers Association and Board of Governors renders enormous functions which include maintenance of discipline in the school. In the study of \hyperref[b12]{Udensi (2003)} on community participation in secondary school administration in Lagos State, it was discovered that community in the decision making of the schools. During the 1960s and early 1970s, the child-rearing environments in economically disadvantaged families resulted in fewer opportunities for children as compared to middle-and upper-class homes \hyperref[b9]{(Olaitan 2001}). Programs such as Head Start offered parent training skills for disadvantaged families and focused on teaching parents to be better teachers of their children. Similar approaches were used in working with families of children with exceptionalities. During this period, parents became more involved and acted as agents for facilitating child progress and achievement.\par
The issues of the participation of the community in decision-making in school administration should be given due emphasis because of the fact that much communities are major stakeholders in education and are very much concerned with the rationale behind the decision and their influence on life of their children, their parents in particular and the society in general. Thus, the participation of the community in school decisionmaking has good advantages that can lead to the improvement of the school. Decision making is the process of defining problems, generating alternative solution, choosing one alternative, and implementing it \hyperref[b6]{(Holt, 2004)}. It is a crucial part of management activity and determines the success or failure of any organizational goals because all organizational activities can be interpreted best in terms of decision made \hyperref[b0]{(Cunningham, 2002)}. In this sub-section, the paper reviews literature on the role of communities and parents in school-based decision-making. One of the advantages of involving communities in school decisionmaking is that it creates a greater sense of ownership, morale and commitment among the stakeholders. Decisions that are made at local level are arguably more responsive to specific issues related to school contexts \hyperref[b1]{(Donald, 2005}). An important achievement has been observed in South Africa in this regard, since schoolbased governance is often integrated with participatory decision-making (Clase 2005).\par
The school principals, PTAs, Board of Governors, SBMC and wealthy individual make decision on the total educational program for their school. With this system, known as school based management each school shared decision making program and controls its own budget to focus on curriculum and programme planning, collegial decision making and strategic planning \hyperref[b1]{(Donald, 2005)}. In school, adopting site-based management, the principal becomes a facilitator within the school sharing with parents and community members in the decision-making process \hyperref[b14]{(Wade, 2005)}. Decision-making is the pivot of every educative process. By implication, the school administration is seen as a collection of processes dealing with the various ways in which human and material resources are utilized to achieve set goals of our educational objectives. On this  {\ref fact Femi, (2006)} and  {\ref Morris (2006)} are of the view that participative decision-making will facilitate information flow within and outside the system. On this the communities will be highly involved in the school decision-making process.\par
Community is reportedly to be involved directly in decision making relating to administration of public secondary in Nigeria through the PTA (Akinwumi, 2004). Aguba, (2009) reported that community Participate in school decisions, governance, and advocacy activities through school councils or improvement teams, committees, and other organizations participation. These decisions include identification of problems facing the school administration, implementation of policies that enhance teaching and learning of the students, the study of feasibility, planning, implementation, and evaluation \hyperref[b5]{(Grander, 2006)}. In view of this Morris (2006) emphasizes the need to democratize decision making in schools by involving all the stakeholders in the school system. With the inauguration of Parent Teachers Association (P.T.A), virtually all communities now are involved in the decision making process in the school system. Thus, full integration of the communities in decision making process in the school system will remove administrative challenges facing the school authorities in the community. This is so because no community works contrary to a decision they partake in making.\par
Providing opportunities for relevant consultation ensure decisions reflect local needs, whether for an individual student or the school as a whole. Greater community ownership and trust of school directions and decisions can be developed through open and authentic consultation. In a society where parents lead complex lives, opportunities to participate in a variety of ways, times and places are key to improvement \hyperref[b11]{(Onah 2005)}. Parent and community participation in student learning and the school community should be acknowledged and valued. This involvement sends a clear signal to students about the value of education. The school principals of all public secondary schools in Benue state as the school manager must ensure that community school Board Management Committee, or school governing bodies and local school boards are involved in decision making on the issues that affect the school. This will go a long way in the achievement of educational goals and objectives in Benue state. The question is, to what extent is the community involvement in decision-making processes in public secondary schools in Benue state? This is what this study is set out to find out. 
\section[{II.}]{II.} 
\section[{Research Question}]{Research Question}\par
The following research question guided the study.\par
1. What are the mean ratings of PTA, BOGs and Principals on the influence of community participation in decision-making on the administration of public secondary schools in Benue state? 
\section[{Hypotheses}]{Hypotheses}\par
The following null hypothesis was formulated and was tested at 0.05 level of significance:\par
1. There is no significant difference in the mean ratings of PTA, BOGs and principals on the influence of community participation in decision making on the administration of public secondary schools in Benue State.\par
III. 
\section[{Methodology}]{Methodology}\par
Survey research design was adopted to collect data used for the study. The study area was Benue State, Nigeria. Benue State was created on the 3 rd of February, 1976 with the capital city at Makurdi. It is one of the 36 states of the federation and it is situated in the North Central geo-political zone of the country. The population of the study was 4536 comprising 2160 Parent Teachers Association (PTA) members, 2160 Board of Governor (BOG) members and 216 principals of all the 216 public secondary schools in Benue state. The sample comprised 184 Parent Teachers Association members (PTA), 138 Board of Governor (BOG) members and 46 principals of public secondary schools in the sampled area. Taro-Yamen formula was employed to get the sample size.\par
The instrument used for data collection was self-structured questionnaire titled, "Influence of Community Participation on the Administration of Public Secondary School Questionnaire" (ICPAPSSQ). The questionnaire was developed along the lines of the research questions raised for the study. The questionnaire was arranged in a clusters with 5 items which was used to seek information in decision-making process. A four-point rating scale was used to find out the influence of community participation on the administration of secondary schools in Benue state. The rating scale is as follows: Strongly Agree (SA)-(4points), Agree (A) -(3points), Disagree (D) -(2points) and Strongly Disagree (SD) -(1point). The instrument was subjected to face and content validation by five experts. Three from Educational Administration and Planning, two from Measurement and Evaluation, all from the Department of Educational Foundations and General Studies, Federal University of Agriculture, Makurdi. The experts were requested to assess the relevance of the items in addressing the research questions bearing in mind the purpose of the study. These experts, after scrutinizing the instrument, made very important observations and corrections. The data collected were analyzed using mean and standard deviation (SD) to answer the research questions while the null hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 level of significance. The decision level was determined by the use of criterion mean of 2.50 for items. Mean of 2.50 and above were agreed while mean that fell below 2.50 were disagreed.\par
IV.  
\section[{Results}]{Results} 
\section[{Results in}]{Results in}Key: ?? ? = mean, SD = Standard Deviation.\par
The analysis of data as presented in Table  {\ref 4} revealed the mean responses of the PTA, BOGs and principals on the influence of community participation in decision-making processes on the administration of public schools in Benue state with their corresponding standard deviations. The data analysis as presented in Table  {\ref 4} revealed that the respondents agreed with items 1, 2, 3 and 4 with a total mean scores of 3.33, 3.18, 3.63, and 3.56, respectively, but they all disagreed with item 5 with mean score of 2.11. Items 1, 2, 3, and 4, respectively, meet the criterion of 2.5 and above at four point rating scale. This means that the communities majorly participate in these items to aid effective public secondary school administration. However, item 5 do not meet the criterion of 2.5 and above at four points rating scale. This indicates that community does not take part in determining subjects offered in the school. 
\section[{Hypothesis}]{Hypothesis}\par
There is no significant difference in the mean ratings of PTA, BOGs and principals on the influence of community participation in decision making on the administration of public secondary schools in Benue State.\par
The results in Table \hyperref[tab_1]{2} below indicatemean responses of PTA, B.O.GS and principals on the influence of community participation in the decisionmaking on the administration of public schools in Benue state.\par
The results in Table \hyperref[tab_1]{2} below revealed the summary of data analysis for the hypothesis 1.  
\section[{Summary of Findings}]{Summary of Findings}\par
Based on the data analyses for this study, the following findings were made that:\par
1. Communities participate to a great extent in the decision-making through PTA and BOGs on the administration of public secondary schools in Benue State.\par
2. There is no statistically significant difference in the mean ratings of the respondents on the influence of community participation in decision-making on the administration of public secondary schools in Benue State.\par
VI. 
\section[{Discussion of Findings a) Influence of community participation in decisionmaking processes on the administration of public secondary schools in Benue State}]{Discussion of Findings a) Influence of community participation in decisionmaking processes on the administration of public secondary schools in Benue State}\par
The analysis of data presented in Table \hyperref[tab_0]{1} revealed that community has been participating in decision-making processes on the administration of public secondary schools in Benue state to a great extent. This can be seen from the responses of the PTA, BOGs and principals in Table \hyperref[tab_0]{1}. These roles include advising the school authority in the control of illegal levies in the school, community are consulted on the disciplinary measures involving their children/wards, influencing the transfer of principals and teachers to their school, school authority usually consults the community on school programmes and community takes part in determining subjects offered in the school. The finding agreed with the finding of \hyperref[b8]{Iyaji (2004)} who maintained that community participated sufficiently in administrative and decision-making processes of the school, which in turn brings about efficient administration of secondary school in the Kogi State. Iyaji reported further that community participation in decision-making processes facilitated information flow within and outside the school system in Kogi state. The finding is also in agreement with the finding of \hyperref[b12]{Udensi (2003)} who also carried out a study on the role of community in school administration and found that sometimes, the school looks up to the community through its leaders to endorse some crucial decisions the school intend to take especially such decisions that will affect the community in one way or the other. Udensi stressed further that if the school decides to take all its decisions autonomously without contacting the community leaders, they community will also distance itself from the school when the school needs community assistance in critical matters. It is therefore necessary that the community should be well represented when crucial decisions are being taken by the government schools in their locality. This submission is contrary to the position of \hyperref[b13]{Ugwuanyi (2013)} who carried out a study on the extent of community participation in administration of secondary schools in Nsukka Education Zone of Enugu State and submitted that communities have not been involved adequately in the decision making process. Ugwuanyi reports further that the respondents indicated that the communities have had a very low considerable contributions in the decision-making processes in government of secondary school in Nsukka Education Zone of Enugu State. The result of the hypothesis four in Table  {\ref 9} further revealed that communities do actively participate in the decisionmaking processes on the administration of public secondary school in Benue state. The result showed that there is no statistically significant difference in the mean responses of PTA, BOGs and principals on the influence of community participation in the decisionmaking processes on the administration of public secondary schools in Benue State. With the level of community participation in the decision-making processes on secondary school administration in Benue State through the finding, it could be expected that their influence would enhance the tone of public secondary school administration in Benue State.\par
VII. 
\section[{Conclusion}]{Conclusion}\par
VIII. 
\section[{Recommendations}]{Recommendations}\par
Based on the findings of this study, the following recommendations were made:\par
1. The state government should through a possible medium sensitize all communities on the need for increased participation in schools management particularly in decision-making processes. 2. The school authority should identify resources persons within the community and reach out to them when the need arises.\par
Based on the results of the study and the discussion, the researchers made some conclusions that communities participate in the decision-making on the administration of public secondary schools in Benue State to a great. School as a social institution is established within the community and therefore needs to have a good relationship with immediate and far communities because of many advantages they both render to each other. Symbiotic relationship always exists between the school and the community which lead to the success of the two.  
\section[{Global Journals Guidelines}]{Global Journals Guidelines} 
\section[{The following benefits can be availed by you only for next three years from the date of certification:}]{The following benefits can be availed by you only for next three years from the date of certification:}\par
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\section[{MEMBER OF ASSOCIATION OF RESEARCH SOCIETY IN HUMAN SCIENCE (MARSHS)}]{MEMBER OF ASSOCIATION OF RESEARCH SOCIETY IN HUMAN SCIENCE (MARSHS)}\par
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\section[{The following benefitscan be availed by you only for next three years from the date of certification.}]{The following benefitscan be availed by you only for next three years from the date of certification.}\par
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\section[{© Copyright by Global Journals | Guidelines Handbook}]{© Copyright by Global Journals | Guidelines Handbook} 
\section[{III}]{III}\par
We shall provide you intimation regarding launching of e-version of journal of your stream time to time.This may be utilized in your library for the enrichment of knowledge of your students as well as it can also be helpful for the concerned faculty members.\par
The MARSHS member can apply for approval, grading and certification of standards of their educational and Institutional Degrees to Open Association of Research, Society U.S.A.\par
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\section[{IV}]{IV}\par
We shall provide you intimation regarding launching of e-version of journal of your stream time to time. This may be utilized in your library for the enrichment of knowledge of your students as well as it can also be helpful for the concerned faculty members.\par
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\section[{Figures}]{Figures}\par
Figures are supposed to be submitted as separate files. Always include a citation in the text for each figure using Arabic numbers, e.g., Fig.  {\ref 4}. Artwork must be submitted online in vector electronic form or by emailing it. 
\section[{Preparation of Eletronic Figures for Publication}]{Preparation of Eletronic Figures for Publication}\par
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\section[{Tips for writing a good quality Social Science Research Paper}]{Tips for writing a good quality Social Science Research Paper}\par
Techniques for writing a good quality homan social science research paper:\par
1. Choosing the topic: In most cases, the topic is selected by the interests of the author, but it can also be suggested by the guides. You can have several topics, and then judge which you are most comfortable with. This may be done by asking several questions of yourself, like "Will I be able to carry out a search in this area? Will I find all necessary resources to accomplish the search? Will I be able to find all information in this field area?" If the answer to this type of question is "yes," then you ought to choose that topic. In most cases, you may have to conduct surveys and visit several places. Also, you might have to do a lot of work to find all the rises and falls of the various data on that subject. Sometimes, detailed information plays a vital role, instead of short information. Evaluators are human: The first thing to remember is that evaluators are also human beings. They are not only meant for rejecting a paper. They are here to evaluate your paper. So present your best aspect. 
\section[{Think like evaluators:}]{Think like evaluators:}\par
If you are in confusion or getting demotivated because your paper may not be accepted by the evaluators, then think, and try to evaluate your paper like an evaluator. Try to understand what an evaluator wants in your research paper, and you will automatically have your answer. Make blueprints of paper: The outline is the plan or framework that will help you to arrange your thoughts. It will make your paper logical. But remember that all points of your outline must be related to the topic you have chosen. 
\section[{Ask your guides:}]{Ask your guides:}\par
If you are having any difficulty with your research, then do not hesitate to share your difficulty with your guide (if you have one). They will surely help you out and resolve your doubts. If you can't clarify what exactly you require for your work, then ask your supervisor to help you with an alternative. He or she might also provide you with a list of essential readings. 
\section[{Use of computer is recommended:}]{Use of computer is recommended:}\par
As you are doing research in the field of homan social science then this point is quite obvious. Use right software: Always use good quality software packages. If you are not capable of judging good software, then you can lose the quality of your paper unknowingly. There are various programs available to help you which you can get through the internet. 
\section[{Use the internet for help:}]{Use the internet for help:}\par
An excellent start for your paper is using Google. It is a wondrous search engine, where you can have your doubts resolved. You may also read some answers for the frequent question of how to write your research paper or find a model research paper. You can download books from the internet. If you have all the required books, place importance on reading, selecting, and analyzing the specified information. Then sketch out your research paper. Use big pictures: You may use encyclopedias like Wikipedia to get pictures with the best resolution. At Global Journals, you should strictly follow here. 
\section[{Adding unnecessary information:}]{Adding unnecessary information:}\par
Do not add unnecessary information like "I have used MS Excel to draw graphs." Irrelevant and inappropriate material is superfluous. Foreign terminology and phrases are not apropos. One should never take a broad view. Analogy is like feathers on a snake. Use words properly, regardless of how others use them. Remove quotations. Puns are for kids, not grunt readers. Never oversimplify: When adding material to your research paper, never go for oversimplification; this will definitely irritate the evaluator. Be specific. Never use rhythmic redundancies. Contractions shouldn't be used in a research paper. Comparisons are as terrible as clichés. Give up ampersands, abbreviations, and so on. Remove commas that are not necessary. Parenthetical words should be between brackets or commas. Understatement is always the best way to put forward earth-shaking thoughts. Give a detailed literary review. 
\section[{Report concluded results:}]{Report concluded results:}\par
Use concluded results. From raw data, filter the results, and then conclude your studies based on measurements and observations taken. An appropriate number of decimal places should be used. Parenthetical remarks are prohibited here. Proofread carefully at the final stage. At the end, give an outline to your arguments. Spot perspectives of further study of the subject. Justify your conclusion at the bottom sufficiently, which will probably include examples. 
\section[{Upon conclusion:}]{Upon conclusion:}\par
Once you have concluded your research, the next most important step is to present your findings. Presentation is extremely important as it is the definite medium though which your research is going to be in print for the rest of the crowd. Care should be taken to categorize your thoughts well and present them in a logical and neat manner. A good quality research paper format is essential because it serves to highlight your research paper and bring to light all necessary aspects of your research.\par
. 
\section[{Informal Guidelines of Research Paper Writing}]{Informal Guidelines of Research Paper Writing} 
\section[{Key points to remember:}]{Key points to remember:}\par
? Submit all work in its final form.\par
? Write your paper in the form which is presented in the guidelines using the template.\par
? Please note the criteria peer reviewers will use for grading the final paper. 
\section[{Final points:}]{Final points:}\par
One purpose of organizing a research paper is to let people interpret your efforts selectively. The journal requires the following sections, submitted in the order listed, with each section starting on a new page:\par
The introduction: This will be compiled from reference matter and reflect the design processes or outline of basis that directed you to make a study. As you carry out the process of study, the method and process section will be constructed like that. The results segment will show related statistics in nearly sequential order and direct reviewers to similar intellectual paths throughout the data that you gathered to carry out your study. 
\section[{The discussion section:}]{The discussion section:}\par
This will provide understanding of the data and projections as to the implications of the results. The use of good quality references throughout the paper will give the effort trustworthiness by representing an alertness to prior workings.\par
Writing a research paper is not an easy job, no matter how trouble-free the actual research or concept. Practice, excellent preparation, and controlled record-keeping are the only means to make straightforward progression. 
\section[{General style:}]{General style:}\par
Specific editorial column necessities for compliance of a manuscript will always take over from directions in these general guidelines.\par
To make a paper clear: Adhere to recommended page limits. 
\section[{XIV © Copyright by Global Journals | Guidelines Handbook}]{XIV © Copyright by Global Journals | Guidelines Handbook}\par
Mistakes to avoid:\par
? Insertion of a title at the foot of a page with subsequent text on the next page.\par
? Separating a table, chart, or figure-confine each to a single page.\par
? Submitting a manuscript with pages out of sequence.\par
? In every section of your document, use standard writing style, including articles ("a" and "the").\par
? Keep paying attention to the topic of the paper.\par
? Use paragraphs to split each significant point (excluding the abstract).\par
? Align the primary line of each section.\par
? Present your points in sound order.\par
? Use present tense to report well-accepted matters.\par
? Use past tense to describe specific results.\par
? Do not use familiar wording; don't address the reviewer directly. Don't use slang or superlatives.\par
? Avoid use of extra pictures-include only those figures essential to presenting results. 
\section[{Title page:}]{Title page:}\par
Choose a revealing title. It should be short and include the name(s) and address(es) of all authors. It should not have acronyms or abbreviations or exceed two printed lines.\par
Abstract: This summary should be two hundred words or less. It should clearly and briefly explain the key findings reported in the manuscript and must have precise statistics. It should not have acronyms or abbreviations. It should be logical in itself. Do not cite references at this point.\par
An abstract is a brief, distinct paragraph summary of finished work or work in development. In a minute or less, a reviewer can be taught the foundation behind the study, common approaches to the problem, relevant results, and significant conclusions or new questions.\par
Write your summary when your paper is completed because how can you write the summary of anything which is not yet written? Wealth of terminology is very essential in abstract. Use comprehensive sentences, and do not sacrifice readability for brevity; you can maintain it succinctly by phrasing sentences so that they provide more than a lone rationale. The author can at this moment go straight to shortening the outcome. Sum up the study with the subsequent elements in any summary. Try to limit the initial two items to no more than one line each.\par
Reason for writing the article-theory, overall issue, purpose. 
\section[{? Fundamental goal.}]{? Fundamental goal.}\par
? To-the-point depiction of the research.\par
? Consequences, including definite statistics-if the consequences are quantitative in nature, account for this; results of any numerical analysis should be reported. Significant conclusions or questions that emerge from the research. 
\section[{Approach:}]{Approach:}\par
o Single section and succinct. o An outline of the job done is always written in past tense. o Concentrate on shortening results-limit background information to a verdict or two. o Exact spelling, clarity of sentences and phrases, and appropriate reporting of quantities (proper units, important statistics) are just as significant in an abstract as they are anywhere else. 
\section[{Introduction:}]{Introduction:}\par
The introduction should "introduce" the manuscript. The reviewer should be presented with sufficient background information to be capable of comprehending and calculating the purpose of your study without having to refer to other works. The basis for the study should be offered. Give the most important references, but avoid making a comprehensive appraisal of the topic. Describe the problem visibly. If the problem is not acknowledged in a logical, reasonable way, the reviewer will give no attention to your results. Speak in common terms about techniques used to explain the problem, if needed, but do not present any particulars about the protocols here. 
\section[{© Copyright by Global Journals | Guidelines Handbook}]{© Copyright by Global Journals | Guidelines Handbook} 
\section[{XV}]{XV}\par
The following approach can create a valuable beginning:\par
o Explain the value (significance) of the study. o Defend the model-why did you employ this particular system or method? What is its compensation? Remark upon its appropriateness from an abstract point of view as well as pointing out sensible reasons for using it. o Present a justification. State your particular theory(-ies) or aim(s), and describe the logic that led you to choose them. o Briefly explain the study's tentative purpose and how it meets the declared objectives. 
\section[{Approach:}]{Approach:}\par
Use past tense except for when referring to recognized facts. After all, the manuscript will be submitted after the entire job is done. Sort out your thoughts; manufacture one key point for every section. If you make the four points listed above, you will need at least four paragraphs. Present surrounding information only when it is necessary to support a situation. The reviewer does not desire to read everything you know about a topic. Shape the theory specifically-do not take a broad view.\par
As always, give awareness to spelling, simplicity, and correctness of sentences and phrases. 
\section[{Procedures (methods and materials):}]{Procedures (methods and materials):}\par
This part is supposed to be the easiest to carve if you have good skills. A soundly written procedures segment allows a capable scientist to replicate your results. Present precise information about your supplies. The suppliers and clarity of reagents can be helpful bits of information. Present methods in sequential order, but linked methodologies can be grouped as a segment. Be concise when relating the protocols. Attempt to give the least amount of information that would permit another capable scientist to replicate your outcome, but be cautious that vital information is integrated. The use of subheadings is suggested and ought to be synchronized with the results section.\par
When a technique is used that has been well-described in another section, mention the specific item describing the way, but draw the basic principle while stating the situation. The purpose is to show all particular resources and broad procedures so that another person may use some or all of the methods in one more study or referee the scientific value of your work. It is not to be a step-by-step report of the whole thing you did, nor is a methods section a set of orders. 
\section[{Materials:}]{Materials:}\par
Materials may be reported in part of a section or else they may be recognized along with your measures. 
\section[{Methods:}]{Methods:}\par
o Report the method and not the particulars of each process that engaged the same methodology. o Describe the method entirely. o To be succinct, present methods under headings dedicated to specific dealings or groups of measures. o Simplify-detail how procedures were completed, not how they were performed on a particular day. o If well-known procedures were used, account for the procedure by name, possibly with a reference, and that's all. 
\section[{Approach:}]{Approach:}\par
It is embarrassing to use vigorous voice when documenting methods without using first person, which would focus the reviewer's interest on the researcher rather than the job. As a result, when writing up the methods, most authors use third person passive voice.\par
Use standard style in this and every other part of the paper-avoid familiar lists, and use full sentences. 
\section[{What to keep away from:}]{What to keep away from:}\par
o Resources and methods are not a set of information. o Skip all descriptive information and surroundings-save it for the argument. o Leave out information that is immaterial to a third party. 
\section[{XVI © Copyright by Global Journals | Guidelines Handbook}]{XVI © Copyright by Global Journals | Guidelines Handbook} 
\section[{Results:}]{Results:}\par
The principle of a results segment is to present and demonstrate your conclusion. Create this part as entirely objective details of the outcome, and save all understanding for the discussion.\par
The page length of this segment is set by the sum and types of data to be reported. Use statistics and tables, if suitable, to present consequences most efficiently. You must clearly differentiate material which would usually be incorporated in a study editorial from any unprocessed data or additional appendix matter that would not be available. In fact, such matters should not be submitted at all except if requested by the instructor. o Never confuse figures with tables-there is a difference. 
\section[{Content}]{Content} 
\section[{Approach:}]{Approach:}\par
As always, use past tense when you submit your results, and put the whole thing in a reasonable order.\par
Put figures and tables, appropriately numbered, in order at the end of the report.\par
If you desire, you may place your figures and tables properly within the text of your results section. 
\section[{Figures and tables:}]{Figures and tables:}\par
If you put figures and tables at the end of some details, make certain that they are visibly distinguished from any attached appendix materials, such as raw facts. Whatever the position, each table must be titled, numbered one after the other, and include a heading. All figures and tables must be divided from the text.\par
o You may propose future guidelines, such as how an experiment might be personalized to accomplish a new idea. o Give details of all of your remarks as much as possible, focusing on mechanisms. o Make a decision as to whether the tentative design sufficiently addressed the theory and whether or not it was correctly restricted. Try to present substitute explanations if they are sensible alternatives. o One piece of research will not counter an overall question, so maintain the large picture in mind. Where do you go next? The best studies unlock new avenues of study. What questions remain? o Recommendations for detailed papers will offer supplementary suggestions. 
\section[{Approach:}]{Approach:}\par
When you refer to information, differentiate data generated by your own studies from other available information. Present work done by specific persons (including you) in past tense.\par
Describe generally acknowledged facts and main beliefs in present tense. 
\section[{The Administration Rules}]{The Administration Rules}\par
Administration Rules to Be Strictly Followed before Submitting Your Research Paper to Global Journals Inc.\par
Please read the following rules and regulations carefully before submitting your research paper to Global Journals Inc. to avoid rejection.\par
Segment draft and final research paper: You have to strictly follow the template of a research paper, failing which your paper may get rejected. You are expected to write each part of the paper wholly on your own. The peer reviewers need to identify your own perspective of the concepts in your own terms. Please do not extract straight from any other source, and do not rephrase someone else's analysis. Do not allow anyone else to proofread your manuscript.\par
Written material: You may discuss this with your guides and key sources. Do not copy anyone else's paper, even if this is only imitation, otherwise it will be rejected on the grounds of plagiarism, which is illegal. Various methods to avoid plagiarism are strictly applied by us to every paper, and, if found guilty, you may be blacklisted, which could affect your career adversely. To guard yourself and others from possible illegal use, please do not permit anyone to use or even read your paper and file.\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-3.png}
\caption{\label{fig_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-4.png}
\caption{\label{fig_2}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.010256410256410256\textwidth}P{0.5025641025641026\textwidth}P{0.0358974358974359\textwidth}P{0.029487179487179487\textwidth}P{0.049999999999999996\textwidth}P{0.049999999999999996\textwidth}P{0.014102564102564103\textwidth}P{0.029487179487179487\textwidth}P{0.03974358974358974\textwidth}P{0.046153846153846156\textwidth}P{0.0423076923076923\textwidth}}
S/N\tabcellsep Items\tabcellsep \multicolumn{2}{l}{P.T.A}\tabcellsep \multicolumn{2}{l}{B.O.G}\tabcellsep \multicolumn{2}{l}{Principal}\tabcellsep \multicolumn{2}{l}{Grand}\\
\tabcellsep \tabcellsep ???\tabcellsep SD.\tabcellsep ???\tabcellsep SD.\tabcellsep ??\tabcellsep SD.\tabcellsep ??\tabcellsep SD.\tabcellsep Decision\\
1\tabcellsep Community advises the school authority in the control of illegal levies in the\tabcellsep 3.29\tabcellsep 0.64\tabcellsep 3.30\tabcellsep \multicolumn{2}{l}{0.69 3.54}\tabcellsep 0.59\tabcellsep 3.33\tabcellsep 0.65\tabcellsep Agree\\
\tabcellsep school\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
2\tabcellsep Community is consulted on the disciplinary measures involving their\tabcellsep 3.17\tabcellsep 0.76\tabcellsep \multicolumn{3}{l}{3.23 0..73 3.09}\tabcellsep 0.66\tabcellsep 3.18\tabcellsep 0.74\tabcellsep Agree\\
\tabcellsep children/wards\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
3\tabcellsep Community influences the transfer of principals and teachers to their school\tabcellsep 3.61\tabcellsep 0.49\tabcellsep 3.61\tabcellsep \multicolumn{2}{l}{0.49 3.76}\tabcellsep 0.43\tabcellsep 3.63\tabcellsep 0.48\tabcellsep Agree\\
4\tabcellsep School authority usually consults the community on school programmes\tabcellsep 3.54\tabcellsep 0.50\tabcellsep 3.54\tabcellsep \multicolumn{2}{l}{0.50 3.70}\tabcellsep 0.47\tabcellsep 3.56\tabcellsep 0.50\tabcellsep Agree\\
5\tabcellsep Community takes part in determining subjects offered in the school\tabcellsep 2.08\tabcellsep 1.01\tabcellsep 2.09\tabcellsep \multicolumn{2}{l}{1.04 2.26}\tabcellsep 1.18\tabcellsep 2.11\tabcellsep \multicolumn{2}{l}{1.05 Disagree}\\
\tabcellsep Cluster Mean\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 3.16\tabcellsep 0.68\tabcellsep Agree\end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.15241379310344827\textwidth}P{0.23448275862068965\textwidth}P{0.2110344827586207\textwidth}P{0.05275862068965517\textwidth}P{0.12310344827586207\textwidth}P{0.035172413793103444\textwidth}P{0.04103448275862069\textwidth}}
\tabcellsep Subjects\tabcellsep Sum of Squares\tabcellsep df\tabcellsep Mean Square\tabcellsep F\tabcellsep Sig\\
Decision-Making\tabcellsep Between Groups\tabcellsep 15.874\tabcellsep 2\tabcellsep 7.937\tabcellsep 2.551\tabcellsep .079\\
Processes\tabcellsep Within Groups\tabcellsep 1135.428\tabcellsep 365\tabcellsep 3.111\tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep 1151.302\tabcellsep 367\tabcellsep \tabcellsep \tabcellsep \\
V.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_1}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
What to stay away from:\\
o\end{longtable} \par
 
\caption{\label{tab_2}:}\end{figure}
 			\footnote{© Copyright by Global Journals | Guidelines Handbook} 			\footnote{© Copyright by Global Journals | Guidelines HandbookV} 			\footnote{© Copyright by Global Journals | Guidelines Handbook XI} 		 		\backmatter   			  			  			 
\subsection[{Auxiliary Memberships}]{Auxiliary Memberships}\par
Institutional Fellow of Open Association of Research Society (USA) -OARS (USA) Global Journals Incorporation (USA) is accredited by Open Association of Research Society, U.S.A (OARS) and in turn, affiliates research institutions as "Institutional Fellow of Open Association of Research Society" (IFOARS). The "FARSC" is a dignified title which is accorded to a person's name viz. Dr. John E. Hall, Ph.D., FARSC or William Walldroff, M.S., FARSC.\par
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\subsection[{The Institute will be entitled to following benefits:}]{The Institute will be entitled to following benefits:}\par
The IBOARS can initially review research papers of their institute and recommend them to publish with respective journal of Global Journals. It can also review the papers of other institutions after obtaining our consent. The second review will be done by peer reviewer of Global Journals Incorporation (USA) The Board is at liberty to appoint a peer reviewer with the approval of chairperson after consulting us. The author fees of such paper may be waived off up to 40\%.\par
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\subsection[{Declaration of Conflicts of Interest}]{Declaration of Conflicts of Interest}\par
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\subsection[{Policy on Plagiarism}]{Policy on Plagiarism}\par
Plagiarism is not acceptable in Global Journals submissions at all. Plagiarized content will not be considered for publication. We reserve the right to inform authors' institutions about plagiarism detected either before or after publication. If plagiarism is identified, we will follow COPE guidelines:\par
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\subsection[{Manuscript Style Instruction (Optional)}]{Manuscript Style Instruction (Optional)}\par
? Microsoft Word Document Setting Instructions.\par
? Font type of all text should be Swis721 Lt BT.\par
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\subsection[{Structure and Format of Manuscript}]{Structure and Format of Manuscript}\par
The recommended size of an original research paper is under 15,000 words and review papers under 7,000 words. Research articles should be less than 10,000 words. Research papers are usually longer than review papers. Review papers are reports of significant research (typically less than 7,000 words, including tables, figures, and references)\par
A research paper must include: a) A title which should be relevant to the theme of the paper. b) A summary, known as an abstract (less than 150 words), containing the major results and conclusions. c) Up to 10 keywords that precisely identify the paper's subject, purpose, and focus. d) An introduction, giving fundamental background objectives. e) Resources and techniques with sufficient complete experimental details (wherever possible by reference) to permit repetition, sources of information must be given, and numerical methods must be specified by reference. f) Results which should be presented concisely by well-designed tables and figures. g) Suitable statistical data should also be given. h) All data must have been gathered with attention to numerical detail in the planning stage.\par
Design has been recognized to be essential to experiments for a considerable time, and the editor has decided that any paper that appears not to have adequate numerical treatments of the data will be returned unrefereed. i) Discussion should cover implications and consequences and not just recapitulate the results; conclusions should also be summarized. j) There should be brief acknowledgments. k) There ought to be references in the conventional format. Global Journals recommends APA format.\par
Authors should carefully consider the preparation of papers to ensure that they communicate effectively. Papers are much more likely to be accepted if they are carefully designed and laid out, contain few or no errors, are summarizing, and follow instructions. They will also be published with much fewer delays than those that require much technical and editorial correction.\par
The Editorial Board reserves the right to make literary corrections and suggestions to improve brevity. 
\subsection[{X Format Structure}]{X Format Structure} 
\subsection[{It is necessary that authors take care in submitting a manuscript that is written in simple language and adheres to published guidelines.}]{It is necessary that authors take care in submitting a manuscript that is written in simple language and adheres to published guidelines.}\par
All manuscripts submitted to Global Journals should include: 
\subsection[{Title}]{Title}\par
The title page must carry an informative title that reflects the content, a running title (less than 45 characters together with spaces), names of the authors and co-authors, and the place(s) where the work was carried out. 
\subsection[{Author details}]{Author details}\par
The full postal address of any related author(s) must be specified. 
\subsection[{Abstract}]{Abstract}\par
The abstract is the foundation of the research paper. It should be clear and concise and must contain the objective of the paper and inferences drawn. It is advised to not include big mathematical equations or complicated jargon.\par
Many researchers searching for information online will use search engines such as Google, Yahoo or others. By optimizing your paper for search engines, you will amplify the chance of someone finding it. In turn, this will make it more likely to be viewed and cited in further works. Global Journals has compiled these guidelines to facilitate you to maximize the webfriendliness of the most public part of your paper. 
\subsection[{Keywords}]{Keywords}\par
A major lynchpin of research work for the writing of research papers is the keyword search, which one will employ to find both library and internet resources. Up to eleven keywords or very brief phrases have to be given to help data retrieval, mining, and indexing.\par
One must be persistent and creative in using keywords. An effective keyword search requires a strategy: planning of a list of possible keywords and phrases to try.\par
Choice of the main keywords is the first tool of writing a research paper. Research paper writing is an art. Keyword search should be as strategic as possible.\par
One should start brainstorming lists of potential keywords before even beginning searching. Think about the most important concepts related to research work. Ask, "What words would a source have to include to be truly valuable in a research paper?" Then consider synonyms for the important words.\par
It may take the discovery of only one important paper to steer in the right keyword direction because, in most databases, the keywords under which a research paper is abstracted are listed with the paper. 
\subsection[{Numerical Methods}]{Numerical Methods}\par
Numerical methods used should be transparent and, where appropriate, supported by references. 
\subsection[{Abbreviations}]{Abbreviations}\par
Authors must list all the abbreviations used in the paper at the end of the paper or in a separate table before using them. 
\subsection[{Formulas and equations}]{Formulas and equations}\par
Authors are advised to submit any mathematical equation using either MathJax, KaTeX, or LaTeX, or in a very high-quality image. 
\subsection[{Tables, Figures, and Figure Legends}]{Tables, Figures, and Figure Legends}\par
Tables: Tables should be cautiously designed, uncrowned, and include only essential data. Each must have an Arabic number, e.g., Table  {\ref 4}, a self-explanatory caption, and be on a separate sheet. Authors must submit tables in an editable format and not as images. References to these tables (if any) must be mentioned accurately. 
\subsection[{Discussion:}]{Discussion:}\par
The discussion is expected to be the trickiest segment to write. A lot of papers submitted to the journal are discarded based on problems with the discussion. There is no rule for how long an argument should be.\par
Position your understanding of the outcome visibly to lead the reviewer through your conclusions, and then finish the paper with a summing up of the implications of the study. The purpose here is to offer an understanding of your results and support all of your conclusions, using facts from your research and generally accepted information, if suitable. The implication of results should be fully described.\par
Infer your data in the conversation in suitable depth. This means that when you clarify an observable fact, you must explain mechanisms that may account for the observation. If your results vary from your prospect, make clear why that may have happened. If your results agree, then explain the theory that the proof supported. It is never suitable to just state that the data approved the prospect, and let it drop at that. Make a decision as to whether each premise is supported or discarded or if you cannot make a conclusion with assurance. Do not just dismiss a study or part of a study as "uncertain." 			 			  				\begin{bibitemlist}{1}
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\bibitem[Onah ()]{b11}\label{b11} 	 		\textit{},  		 			S C Onah 		.  		2005. Enugu: Capital computer Solution Ltd. p. .  	 	 (1 st edition) 
\bibitem[Femi ()]{b4}\label{b4} 	 		\textit{A Handbook for primary schools Teachers and Headmasters. 1 st edition, Ibadan: Evans brother (Nigeria) publishers Ltd},  		 			M C Femi 		.  		2006. p. .  	 
\bibitem[Donald ()]{b1}\label{b1} 	 		\textit{A Handbook on School Administration and Management},  		 			B O Donald 		.  		2005. Lagos: Macmillan Nigeria Publisher Limited. p. .  	 	 (3 rd edition) 
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\bibitem[Authors must accept the privacy policy, terms, and conditions of Global Journals]{b16}\label{b16} 	 		\textit{Authors must accept the privacy policy, terms, and conditions of Global Journals},  		 	 
\bibitem[Authors must go through the complete author guideline and understand and agree to Global Journals' ethics and code of conduct, along with author responsibilities]{b15}\label{b15} 	 		\textit{Authors must go through the complete author guideline and understand and agree to Global Journals' ethics and code of conduct, along with author responsibilities},  		 	 
\bibitem[Authors should submit paper in a ZIP archive if any supplementary files are required along with the paper]{b19}\label{b19} 	 		\textit{Authors should submit paper in a ZIP archive if any supplementary files are required along with the paper},  		 	 
\bibitem[Olaitan ()]{b9}\label{b9} 	 		\textit{Building School and community Partnerships Through Parent Involvement},  		 			O G Olaitan 		.  		2001. London: Prentice Hall publishers. p. .  	 	 (2nd Edition) 
\bibitem[Ugwuanyi ()]{b13}\label{b13} 	 		\textit{Community Participation in the Administration of Secondary Schools in Nsukka Education Zone of Enugu State. B. Ed project, Department of Educational Foundations},  		 			F N Ugwuanyi 		.  		2013. p. 126.  	 
\bibitem[Wade ()]{b14}\label{b14} 	 		\textit{Community Service Learning},  		 			C Wade 		.  		2005. New York: University of New York Press. p. .  	 	 (3 rd edition) 
\bibitem[Olowe ()]{b10}\label{b10} 	 		\textit{Development of secondary school administration},  		 			B N Olowe 		.  		2007. Lagos. p. .  	 	 (Ab: Grace venture) 
\bibitem[Ensure corresponding author's email address and postal address are accurate and reachable]{b17}\label{b17} 	 		\textit{Ensure corresponding author's email address and postal address are accurate and reachable},  		 	 
\bibitem[Udensi ()]{b12}\label{b12} 	 		\textit{Extent of community involvement in administration of secondary schools in Lagos state},  		 			O E Udensi 		.  		2003. UNN. p. 86.  		 			Department of Educational Foundations 		 	 	 (Unpublished MED thesis) 
\bibitem[Famade ()]{b2}\label{b2} 	 		‘Harnessing the potentials of stakeholders in the development of Nigeria Education system’.  		 			O A Famade 		.  	 	 		\textit{Codat publication Limited},  				 (Ibadan)  		2004. p. .  	 	 (2 nd edition) 
\bibitem[Iyaji ()]{b8}\label{b8} 	 		\textit{Involving the community in secondary school administration in Kogi State Unpublished M},  		 			J A Iyaji 		.  		 UNN. P-42.  		2004.  		 			Department of Educational Foundations 		 	 
\bibitem[Holt (ed.) ()]{b6}\label{b6} 	 		\textit{Management Principles and Practices},  		 			D Holt 		.  		Routledge.P.148 (ed.)  		2004. New York.  	 	 (3rd Edition) 
\bibitem[Manuscript submitted must not have been submitted or published elsewhere and all authors must be aware of the submission]{b20}\label{b20} 	 		\textit{Manuscript submitted must not have been submitted or published elsewhere and all authors must be aware of the submission},  		 	 
\bibitem[Manuscript to be submitted must include keywords, an abstract, a paper title, co-author(s') names and details (email address, name, phone number, and institution), figures and illustrations in vector format including appropriate captions, tables]{b18}\label{b18} 	 		\textit{Manuscript to be submitted must include keywords, an abstract, a paper title, co-author(s') names and details (email address, name, phone number, and institution), figures and illustrations in vector format including appropriate captions, tables},  		 	 	 (including titles and footnotes, a conclusion, results, acknowledgments and references) 
\bibitem[Grander ()]{b5}\label{b5} 	 		‘School-community relations: the revolving door’.  		 			L Grander 		.  	 	 		\textit{ERIC Digest Corporation}  		2006. p. .  	 	 (3 rd edition) 
\bibitem[Cunningham ()]{b0}\label{b0} 	 		\textit{Systematic Planning for Education Change},  		 			W G Cunningham 		.  		2002. New York: May Field Publishing Company. p. P69.  	 	 (1 st edition) 
\end{bibitemlist}
 			 		 	 
\end{document}
