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n
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n
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ro
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s
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.
In
M
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stu
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n
d
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h
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rc
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h
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ra
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ter
o
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th
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fro
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a
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sta
g
e
o
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c
h
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lt
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e
n
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fit
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t
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iet
y
a
n
d
th
e
n
a
ti
o
n
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we
v
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r,
i
n
t
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tex
t
o
f
ra
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c
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n
d
m
o
d
e
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iza
ti
o
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p
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ss
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e
re
is
n
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lca
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n
g
th
e
v
a
lu
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s
o
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a
c
e
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ich
sc
h
o
o
ls
h
a
v
e
to
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la
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imp
o
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tan
t
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.
K
ey
w
o
r
d
s
:
Gu
id
in
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p
r
in
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les
Peac
e
ed
u
ca
tio
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Seco
n
d
ar
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s
ch
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T
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s
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rticle
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CC B
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C
o
r
r
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p
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A
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r
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L
o
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Dep
ar
tm
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tio
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Miz
o
r
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Un
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s
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Aiza
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I
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co
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1.
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Peac
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ca
tio
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o
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t
s
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ld
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ac
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in
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r
s
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class
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cr
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g
im
p
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t.
Gan
d
h
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s
aid
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in
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ettle
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I
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liv
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ality
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life
with
h
ar
m
o
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u
s
d
ev
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m
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t.
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en
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lly
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r
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.
Peac
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tio
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ca
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b
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d
ef
in
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d
as
a
to
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l
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u
ca
tio
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at
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ar
m
o
n
y
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.
Peac
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ca
tio
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r
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r
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elief
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p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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d
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c
.
I
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N:
2252
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8
8
2
2
Gu
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p
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in
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les a
n
d
p
r
a
cti
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s
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f p
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Mis
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1097
in
ten
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r
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tific
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I
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Mo
r
r
is
o
n
[
1
]
a
r
g
u
e
t
h
at
“p
ea
ce
ed
u
ca
tio
n
r
ef
er
s
to
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a
b
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it
d
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’
t
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x
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an
d
h
o
w
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iev
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I
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s
s
o
f
p
r
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m
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g
t
h
e
k
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e
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k
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v
alu
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to
p
r
ev
e
n
t
co
n
f
lict
an
d
v
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l
en
ce
[
2
]
.
Hag
u
e
Ap
p
ea
l
f
o
r
Peac
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d
ef
in
es
p
ea
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ed
u
ca
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ticip
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p
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s
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o
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ab
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cr
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d
o
m
in
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t
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v
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o
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p
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P
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ca
tio
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at
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ev
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ts
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ir
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in
to
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o
b
s
tacle
s
to
p
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ce
to
r
eso
lv
e
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f
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in
well
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s
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n
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n
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v
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way
,
as
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as
to
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tu
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y
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e
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u
s
tly
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d
s
u
s
tain
ab
le
alter
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f
u
tu
r
es
[
3
]
.
L
et
u
s
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th
s
t
h
e
p
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in
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o
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o
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r
class
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m
s
,
n
o
t
th
e
p
r
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les
o
f
war
.
On
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ted
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u
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tio
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s
y
s
tem
a
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d
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u
r
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l
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ca
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elp
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e
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ath
er
th
an
cr
ea
te
it,
an
d
f
u
r
th
er
tr
ig
g
er
ed
to
in
ter
n
atio
n
al
u
n
d
er
s
tan
d
in
g
an
d
p
e
ac
e.
Hen
ce
,
p
ea
ce
ed
u
ca
tio
n
is
co
n
s
id
er
ed
as
an
a
v
en
u
e
to
f
o
s
ter
th
e
s
o
cieta
l
well
-
b
ein
g
an
d
m
en
tal
ac
co
u
n
tab
ilit
y
o
f
th
e
f
u
tu
r
e
tin
y
to
ts
wh
o
ar
e
i
n
th
e
s
ch
o
o
l
s
[
4]
.
T
h
er
e
ar
e
s
ev
er
al
way
s
t
o
in
tr
o
d
u
ce
p
ea
ce
e
d
u
ca
tio
n
i
n
s
ch
o
o
ls
,
c
o
lleg
es,
wo
r
k
p
lace
s
,
a
n
d
c
o
m
m
u
n
ity
ce
n
tr
es.
T
h
e
s
ch
o
o
l
ap
p
r
o
ac
h
an
d
th
e
s
o
cieta
l
ap
p
r
o
ac
h
a
r
e
th
e
two
d
is
tin
ct
ap
p
r
o
ac
h
es
o
f
p
ea
ce
e
d
u
ca
tio
n
th
at
ca
n
b
e
im
p
lem
en
ted
i
n
p
r
ac
tical
[
5
,
6
]
.
T
h
e
s
ch
o
o
l
ap
p
r
o
ac
h
to
p
ea
ce
ed
u
ca
tio
n
,
ac
co
r
d
in
g
to
[
6
]
,
s
ch
o
o
l
s
y
s
tem
s
er
v
es
as
a
v
ita
l
ag
en
t
o
f
s
o
cialisatio
n
.
I
n
th
is
s
tu
d
y
,
th
e
s
ch
o
o
l
ap
p
r
o
ac
h
em
p
h
asizes
o
n
u
tili
zin
g
th
e
s
ch
o
o
l
to
tr
an
s
f
o
r
m
th
e
co
n
f
lictiv
e
in
ter
g
r
o
u
p
r
e
latio
n
s
with
in
th
e
b
o
u
n
d
ar
y
o
f
s
o
ciety
.
T
h
e
ass
u
m
p
tio
n
o
f
th
is
ap
p
r
o
ac
h
is
th
at
s
ch
o
o
l
c
o
n
s
id
er
ed
as
a
cr
u
cial
ag
e
n
cy
o
f
s
o
cializa
tio
n
.
T
h
er
ef
o
r
e,
in
d
u
ctio
n
o
f
p
ea
ce
ed
u
ca
t
io
n
at
th
e
s
ch
o
o
l
lev
el
ca
n
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
b
eh
av
io
u
r
o
f
d
if
f
er
en
t
s
tak
eh
o
ld
er
s
th
at
ca
u
s
ed
a
r
ip
p
le
ef
f
ec
t
o
n
co
m
m
u
n
ity
b
ase
[
7
]
.
Ho
wev
er
,
th
e
s
ch
o
o
l
ap
p
r
o
ac
h
to
p
ea
ce
ed
u
ca
tio
n
d
em
an
d
s
o
m
e
r
ig
o
r
o
u
s
ef
f
o
r
ts
s
u
ch
as
f
o
r
m
al
tr
ai
n
in
g
f
o
r
b
etter
eq
u
ip
p
in
g
th
e
teac
h
er
s
,
d
ev
elo
p
m
en
t
o
f
p
ea
ce
ed
u
ca
tio
n
-
b
ased
cu
r
r
icu
la,
ap
p
ea
lin
g
te
x
tb
o
o
k
s
,
an
d
c
o
n
d
u
civ
e
teac
h
in
g
-
lear
n
in
g
e
n
v
ir
o
n
m
en
t
to
in
tr
o
d
u
ce
p
ea
ce
ed
u
ca
tio
n
f
o
r
m
ally
at
s
ch
o
o
l
lev
el
cu
r
r
icu
lu
m
tr
an
s
ac
tio
n
.
Peac
e
ed
u
ca
tio
n
t
r
ies
to
d
e
v
elo
p
co
m
p
ete
n
ce
with
c
o
llab
o
r
ativ
e
a
n
d
co
-
o
p
e
r
ativ
e
lear
n
in
g
m
eth
o
d
s
alo
n
g
with
s
u
ch
en
v
ir
o
n
m
en
t
wh
er
e
c
h
ild
r
en
c
o
m
p
r
eh
e
n
d
th
e
ess
en
ce
o
f
to
l
er
an
ce
,
ca
r
e
a
n
d
m
u
tu
al
r
esp
e
ct.
T
h
e
u
n
d
er
ly
in
g
p
r
in
cip
les
o
f
p
ea
ce
ed
u
ca
ti
o
n
ar
e
to
av
o
i
d
co
n
f
r
o
n
tatio
n
s
an
d
p
r
o
v
id
e
co
n
f
lict
r
eso
lu
tio
n
s
at
b
o
th
in
d
iv
id
u
al
an
d
s
o
cieta
l le
v
el
f
o
r
p
ea
ce
f
u
l
co
-
ex
is
ten
ce
th
at
is
b
ased
o
n
e
q
u
ality
,
to
ler
an
c
e
an
d
s
o
cial
ju
s
tice.
I
n
d
e
v
elo
p
in
g
c
o
u
n
tr
ies
lik
e
I
n
d
ia,
p
ea
ce
ed
u
ca
tio
n
at
th
e
s
ch
o
o
l
le
v
el
s
ee
m
s
to
h
av
e
b
e
en
g
iv
e
n
a
b
ac
k
s
ea
t,
th
o
u
g
h
,
in
o
u
r
s
o
cia
l
co
n
tex
t,
it
is
co
n
s
id
er
ately
r
elev
an
t
an
d
d
em
a
n
d
in
g
.
I
t
is
r
eq
u
ir
ed
th
at
s
er
io
u
s
atten
tio
n
n
ee
d
to
b
e
g
iv
e
n
f
o
r
im
p
ar
tin
g
p
ea
ce
e
d
u
ca
tio
n
in
o
u
r
s
ch
o
o
ls
f
o
r
d
ev
elo
p
in
g
th
e
d
esire
d
p
er
s
o
n
ality
ch
ar
ac
ter
is
tics
with
th
e
ch
ild
r
en
d
u
r
in
g
th
eir
f
o
r
m
ativ
e
s
tag
e
[
8
,
9
]
.
T
o
attain
th
e
o
b
jectiv
es
o
f
p
ea
ce
ed
u
ca
tio
n
,
m
ass
iv
e
ch
an
g
es
ar
e
r
eq
u
ir
ed
s
u
ch
as
tim
e
-
s
u
ited
ed
u
ca
tio
n
al
o
b
jectiv
es,
r
ev
am
p
in
g
s
ch
o
o
l
cu
r
r
icu
la,
d
ev
elo
p
in
g
u
p
d
ated
in
s
tr
u
ctio
n
al
m
ater
ial,
an
d
m
o
s
t
im
p
o
r
ta
n
tly
tr
ain
i
n
g
o
f
teac
h
er
s
th
at
m
a
k
e
s
th
em
ac
ad
em
ically
s
o
u
n
d
in
th
e
ef
f
ec
tiv
e
d
eliv
e
r
y
o
f
p
ea
ce
ed
u
ca
tio
n
c
o
n
ten
t
[
1
0
]
.
Fu
r
th
er
,
o
n
th
is
tak
e
,
r
esear
ch
er
s
u
r
g
ed
th
at
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
m
u
s
t
in
co
r
p
o
r
ate
p
ea
ce
ed
u
ca
tio
n
in
ev
it
ab
ly
as
an
in
teg
r
al
p
ar
t
o
f
th
eir
c
o
u
r
s
e
s
tr
u
ctu
r
e.
L
ik
ewis
e,
it
is
ar
g
u
ab
ly
an
e
f
f
ec
tiv
e
s
tr
ateg
y
f
o
r
m
a
k
in
g
p
ea
ce
p
ed
ag
o
g
y
v
iab
le
f
o
r
s
o
ciety
if
p
ea
ce
ed
u
ca
to
r
s
wo
r
k
with
s
tu
d
en
ts
in
f
r
a
m
in
g
a
p
o
s
itiv
e
an
d
c
o
m
p
r
e
h
en
s
iv
e
co
n
ce
p
t
o
f
p
ea
ce
[
1
1
]
.
B
esid
es,
it
b
ec
o
m
es
m
o
r
e
s
u
b
s
tan
tial
wh
ile
d
ev
elo
p
in
g
“
p
ea
ce
ed
u
ca
tio
n
k
it”
as
its
ce
n
tr
ality
lies
o
n
ch
ild
-
ce
n
tr
ed
,
in
n
o
v
ativ
e
an
d
p
a
r
ticip
ato
r
y
p
ed
a
g
o
g
ies
[
1
2
]
.
I
t
co
m
b
in
es
p
e
d
ag
o
g
y
with
co
u
r
s
e
co
n
ten
t
an
d
teac
h
er
r
eso
u
r
ce
th
at
is
ea
s
y
to
u
s
e
as
wr
itten
in
s
im
p
le
lan
g
u
ag
e
.
Peac
e
e
d
u
ca
tio
n
p
r
o
g
r
am
s
tr
o
n
g
ly
in
f
lu
en
ce
s
th
e
m
in
d
o
f
th
e
tea
ch
er
s
an
d
th
e
s
tu
d
en
ts
.
T
h
r
o
u
g
h
th
is
p
r
o
g
r
am
,
t
h
e
s
tu
d
en
ts
ca
n
b
e
en
lig
h
ten
e
d
o
n
th
e
m
an
tr
a
o
f
liv
in
g
th
e
li
f
e
o
f
co
n
ten
t
m
en
t.
I
t
also
p
r
o
m
o
tes
co
n
f
lict
-
f
r
ee
p
ea
ce
f
u
l
l
if
e
th
at
lead
s
th
em
p
r
o
s
p
er
o
u
s
f
u
tu
r
e.
Similar
ly
,
th
e
teac
h
er
s
ca
n
also
g
e
t
b
en
ef
itted
f
r
o
m
th
e
s
h
o
r
t
-
te
r
m
tr
ain
in
g
p
r
o
g
r
am
o
n
p
ea
ce
ed
u
ca
tio
n
ju
s
t b
y
f
ee
lin
g
th
e
attitu
d
in
al
ch
a
n
g
es to
war
d
s
life
.
Vo
lu
n
tar
y
s
tan
d
ar
d
s
f
o
r
p
ea
ce
ed
u
ca
tio
n
r
eg
ar
d
ed
p
ea
ce
ed
u
ca
tio
n
as
a
co
m
p
r
eh
en
s
iv
e
in
s
tr
u
ctio
n
[
1
3
]
.
Alth
o
u
g
h
t
h
e
v
o
lu
n
tar
y
s
tan
d
ar
d
s
a
r
e
a
r
esp
o
n
s
e
to
n
ew
lib
er
al
p
o
li
cies
in
th
e
f
ield
o
f
ed
u
ca
tio
n
;
th
ey
wer
e
b
o
r
n
o
f
en
d
u
r
i
n
g
co
n
ce
p
ts
alo
n
g
w
ith
r
esear
ch
o
n
ed
u
ca
ti
o
n
al
p
r
ac
tice
an
d
p
ea
ce
d
ev
elo
p
m
e
n
t.
As
th
e
in
ter
n
atio
n
al
co
m
m
u
n
ity
an
d
its
v
ar
io
u
s
s
ch
o
o
l
’
s
g
r
ap
p
le
with
s
ev
er
al
ty
p
es
o
f
v
io
len
ce
,
co
m
p
r
eh
e
n
s
iv
e
p
ea
ce
ed
u
ca
tio
n
p
r
o
v
i
d
es
s
tu
d
en
t
p
r
ep
a
r
atio
n
f
o
r
r
esp
o
n
s
ib
le
s
tewa
r
d
s
h
ip
th
r
o
u
g
h
a
n
en
ac
te
d
v
is
io
n
o
f
a
b
etter
wo
r
ld
.
Peac
e
is
ev
er
y
o
n
e’
s
r
esp
o
n
s
ib
ilit
y
with
in
an
y
g
iv
en
c
o
m
m
u
n
ity
.
I
n
s
tead
o
f
f
o
c
u
s
in
g
th
e
tr
ain
in
g
o
n
a
s
elec
ted
g
r
o
u
p
o
f
in
d
iv
id
u
als
,
it
is
p
r
ef
er
ab
l
e
to
ta
r
g
et
all
s
ch
o
o
l
ch
ild
r
e
n
an
d
to
in
v
o
lv
e
s
elf
-
s
elec
ted
p
ar
ticip
an
ts
in
th
e
co
m
m
u
n
ity
p
r
o
g
r
am
m
e.
T
h
e
two
m
o
s
t
s
ig
n
if
ican
t
in
s
t
itu
tio
n
s
th
at
in
f
lu
en
ce
c
h
ild
r
e
n
’
s
co
n
ce
p
t
o
f
lo
v
e
an
d
h
ate
ar
e
f
am
ily
an
d
s
ch
o
o
l.
T
h
e
co
n
s
tr
u
cti
v
e
r
elatio
n
s
h
ip
am
o
n
g
s
tu
d
en
ts
ca
n
b
e
en
h
an
ce
d
b
y
a
co
-
o
p
er
ativ
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
co
n
f
lict r
eso
lu
ti
o
n
tech
n
iq
u
es,
an
d
d
is
p
u
te
m
a
n
ag
em
en
t c
ells
in
s
ch
o
o
ls
th
at
wo
u
ld
h
elp
t
h
em
to
liv
e
in
a
p
ea
ce
f
u
l
wo
r
ld
[
1
4
]
.
P
r
o
v
id
in
g
m
ax
im
u
m
o
p
p
o
r
tu
n
ities
o
f
s
p
ea
k
in
g
an
d
ex
p
r
ess
in
g
th
eir
v
iews
to
ch
ild
r
en
w
h
ich
m
ay
,
in
t
u
r
n
,
b
o
o
s
t
th
eir
m
o
r
ale
co
u
r
a
g
e
an
d
b
e
p
a
r
t
o
f
th
ei
r
p
e
r
s
o
n
a
lity
f
o
r
th
eir
later
life
[
1
5
]
.
T
h
e
p
e
d
ag
o
g
y
o
f
e
x
p
er
ien
tial
lear
n
i
n
g
ca
n
b
e
i
n
s
tr
u
m
en
tal
f
o
r
en
h
an
cin
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o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
9
6
-
1
1
0
1
1098
p
ea
ce
an
d
v
io
le
n
ce
,
d
e
v
elo
p
i
n
g
id
ea
s
,
m
o
tiv
atio
n
s
a
n
d
s
k
i
lls
f
o
r
m
ak
i
n
g
th
is
wo
r
ld
a
b
etter
p
lace
to
liv
e
.
T
h
ey
ar
g
u
e
th
at
ex
p
er
ien
tial
l
ea
r
n
in
g
ca
n
h
elp
i
n
r
e
o
r
ien
tin
g
th
e
s
ch
o
o
l
c
u
ltu
r
e
t
o
war
d
s
p
ea
ce
,
p
r
o
v
id
e
th
e
y
o
u
th
with
an
o
p
p
o
r
tu
n
ity
t
o
in
f
lu
en
ce
a
n
d
ed
u
ca
t
e
th
e
p
u
b
lic,
an
d
p
r
ac
tice
co
n
f
lict
r
eso
lu
tio
n
an
d
v
io
le
n
ce
p
r
ev
en
tio
n
p
r
o
g
r
am
s
.
I
n
th
eir
v
iew,
p
ar
ticip
an
ts
o
f
s
u
ch
a
n
ex
p
er
ie
n
tial
p
r
o
g
r
am
e
n
jo
y
th
e
p
o
s
s
ib
ilit
ies
o
f
r
ef
lectin
g
o
n
th
eir
p
o
s
itio
n
i
n
co
n
n
ec
tio
n
with
th
e
ea
r
th
,
b
u
ild
in
g
p
ea
ce
f
u
l
r
elatio
n
s
h
i
p
s
with
o
th
er
s
,
an
d
tak
in
g
o
n
r
esp
o
n
s
ib
ilit
ies
f
o
r
t
h
e
well
-
b
ein
g
o
f
co
m
m
u
n
ities
[
1
5
]
.
I
n
d
ia
is
a
v
ast
co
u
n
tr
y
h
av
in
g
a
r
o
u
n
d
1
3
5
b
illi
o
n
p
o
p
u
latio
n
b
elo
n
g
in
g
t
o
d
if
f
e
r
en
t
r
ac
e
,
r
elig
io
n
,
ca
s
t
e
an
d
r
eg
io
n
.
Peo
p
le
s
p
ea
k
d
if
f
er
en
t
la
n
g
u
a
g
es,
b
ec
au
s
e
th
ey
v
ar
y
am
o
n
g
th
e
m
s
elv
es
s
o
cially
an
d
c
u
ltu
r
all
y
.
Du
e
to
s
u
ch
d
if
f
er
en
ce
s
,
c
u
ltu
r
al
an
d
co
m
m
u
n
al
ten
s
io
n
s
o
cc
u
r
f
r
e
q
u
en
tly
.
All
s
u
ch
p
r
ess
u
r
es
ar
e
th
e
o
b
s
tacle
s
f
o
r
th
e
g
r
o
wth
an
d
d
ev
elo
p
m
en
t
o
f
o
u
r
n
ati
o
n
.
I
n
d
ia
ca
n
m
ar
c
h
ah
ea
d
,
if
th
e
p
eo
p
le
wo
u
ld
b
e
ab
le
to
r
ea
li
s
e
th
e
im
p
o
r
ta
n
ce
o
f
p
ea
ce
an
d
liv
e
in
h
ar
m
o
n
y
.
Fo
r
th
e
s
u
cc
ess
o
f
th
e
m
is
s
io
n
o
f
p
ea
ce
ed
u
ca
tio
n
,
it
is
in
e
v
itab
ly
d
esire
d
th
at
th
e
s
o
cio
-
cu
ltu
r
al
co
n
tex
ts
o
f
d
if
f
er
en
t
s
o
cieties
ar
e
to
b
e
a
s
s
es
s
ed
,
p
o
licies
an
d
p
r
o
g
r
am
m
es
n
ee
d
t
o
b
e
f
o
r
m
u
lated
,
i
m
p
a
r
ter
s
(
teac
h
e
r
s
)
also
n
ee
d
to
b
e
tr
ain
ed
,
th
en
o
n
ly
p
ea
ce
ed
u
ca
tio
n
ca
n
b
e
ef
f
ec
tiv
ely
tr
an
s
ac
ted
.
I
n
d
ia
h
as
m
an
y
d
iv
e
r
s
ities
,
p
ar
ticu
lar
ly
,
g
e
o
g
r
a
p
h
ical,
s
o
cio
-
cu
ltu
r
al
an
d
p
o
liti
ca
l.
On
th
is
lin
e
o
f
th
o
u
g
h
t,
r
esear
ch
s
u
p
p
o
r
t
in
v
a
r
io
u
s
co
n
tex
ts
m
u
s
t
b
e
a
v
ailab
le
t
o
d
esig
n
cu
r
r
ic
u
lu
m
f
r
am
ewo
r
k
f
o
r
p
ea
ce
ed
u
ca
tio
n
.
T
h
e
s
tate
o
f
Miz
o
r
am
,
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l,
h
as
b
ee
n
f
o
u
n
d
a
p
lace
wh
er
e
d
if
f
e
r
en
t
k
in
d
s
o
f
v
io
len
ce
ar
e
t
o
ler
ated
an
d
p
e
r
p
etr
ated
b
y
th
e
s
tak
eh
o
ld
er
s
.
As
p
er
th
e
g
o
v
er
n
m
en
t
d
ata
,
9
9
ch
ild
r
e
n
r
ap
e
d
an
d
r
eg
is
ter
ed
u
n
d
er
Pro
tectio
n
o
f
C
h
ild
r
en
f
r
o
m
Sex
u
al
Of
f
en
c
es
(
POSC
O
)
Act
in
Miz
o
r
am
in
2
0
1
6
wh
ile
th
e
s
am
e
r
ep
o
r
ted
1
2
9
i
n
2
0
1
7
a
n
d
6
6
in
2
0
1
8
.
Similar
ly
,
2
7
ca
s
es
o
f
ch
ild
r
ap
e
f
o
u
n
d
u
n
d
er
I
n
d
ian
Pen
al
C
o
d
e
(
I
PC
)
in
2
0
1
8
.
Sex
u
al
ass
au
lt
is
also
r
ep
o
r
ted
v
er
y
h
ig
h
i
n
Miz
o
r
am
,
7
4
ca
s
es
r
eg
is
ter
ed
in
2
0
1
7
,
4
0
ca
s
es
in
2
0
1
8
an
d
6
2
ca
s
es
in
2
0
1
6
.
C
r
im
e
ag
ain
s
t
wo
m
en
an
d
g
i
r
ls
wer
e
also
r
ep
o
r
ted
in
Miz
o
r
am
.
T
wen
t
y
-
th
r
e
e
g
ir
ls
r
ap
ed
in
2
0
1
6
,
4
6
ca
s
es
r
eg
is
ter
ed
in
2
0
1
7
,
wh
er
ea
s
2
4
ca
s
es
in
2
0
1
8
.
Mo
lest
ati
o
n
ca
s
es
r
eg
is
ter
ed
co
n
s
id
er
ab
ly
h
ig
h
,
i.e
.
1
1
5
in
2
0
1
7
,
7
1
i
n
2
0
1
6
an
d
6
4
in
2
0
1
8
.
T
h
e
to
tal
g
r
o
s
s
en
r
o
lm
en
t
r
atio
(
GE
R
)
o
f
Miz
o
r
am
is
2
1
.
6
in
2
0
1
9
an
d
s
p
ec
if
ically
g
ir
ls
’
GE
R
is
2
1
.
1
.
T
h
er
ef
o
r
e,
r
esear
ch
er
s
wan
t
ed
to
id
en
tify
wh
at
ar
e
th
e
ca
u
s
es o
f
lo
w
GE
R
am
o
n
g
g
i
r
ls
in
Miz
o
r
am
[
1
6
]
.
T
h
o
u
g
h
th
e
u
n
r
est
in
th
e
n
o
r
t
h
-
ea
s
t
er
n
r
e
g
io
n
o
f
I
n
d
ia
h
ad
b
ee
n
a
h
is
to
r
y
o
f
p
o
liti
ca
l
ca
u
s
es,
b
u
t
th
e
r
eg
io
n
al
co
n
f
lict
is
m
u
ch
r
el
ated
to
m
u
lti
-
eth
n
icity
.
T
h
ese
s
o
cial,
p
o
liti
ca
l
an
d
ec
o
n
o
m
ic
co
n
f
licts
am
o
n
g
v
ar
ied
g
r
o
u
p
s
ar
e
th
e
m
atter
o
f
eth
n
ic
s
u
p
r
em
ac
y
.
T
h
ey
ar
e
d
is
tin
g
u
is
h
ed
as
th
ey
ten
d
to
b
e
asy
m
m
etr
ical
,
am
b
ig
u
o
u
s
an
d
to
u
g
h
to
d
if
f
er
en
tiate
b
etwe
en
ass
o
ciate
s
an
d
o
p
p
o
n
en
t,
f
o
u
g
h
t
u
n
co
n
v
en
tio
n
ally
u
s
in
g
p
o
liti
ca
l
an
d
p
s
y
ch
o
lo
g
ical
m
ea
n
s
an
d
m
eth
o
d
s
.
T
h
ese
co
n
f
licts
o
f
ten
d
ev
elo
p
in
t
o
a
p
r
o
tr
ac
ted
war
o
f
attr
ib
u
tio
n
.
Miz
o
r
am
is
o
n
e
o
f
th
e
n
o
r
th
-
ea
s
ter
n
s
tates
o
f
o
u
r
c
o
u
n
tr
y
wh
ic
h
h
as
f
o
llo
we
d
th
e
p
ath
o
f
p
ea
c
e
f
r
o
m
its
in
ce
p
tio
n
as
an
in
d
e
p
en
d
en
t
State
o
f
I
n
d
ia
in
1
9
8
7
f
o
r
its
d
ev
elo
p
m
en
t
an
d
is
m
ar
ch
in
g
ah
e
a
d
,
af
ter
a
lo
n
g
p
er
io
d
o
f
in
s
u
r
g
en
cy
.
I
t
was
d
esire
d
th
at
th
e
S
tate
s
h
o
u
ld
co
n
tin
u
e
to
f
o
llo
w
th
e
p
ath
o
f
p
ea
ce
an
d
g
o
o
d
will
.
T
h
is
will
b
e
p
o
s
s
ib
le
wh
en
th
e
p
ea
ce
v
alu
es
a
n
d
civ
ilized
cu
ltu
r
e
p
r
ev
ail
a
m
o
n
g
th
e
citizen
s
.
T
h
o
u
g
h
th
er
e
is
a
n
u
m
b
er
o
f
s
tu
d
ies
co
n
d
u
cted
b
y
t
h
e
r
ese
ar
ch
er
s
[
1
2
,
17
-
2
0
]
ac
r
o
s
s
th
e
wo
r
ld
,
b
u
t
n
o
s
u
ch
co
m
p
r
eh
e
n
s
iv
e
s
tu
d
y
h
as
b
e
en
co
n
d
u
cte
d
in
I
n
d
ia
wh
o
f
o
c
u
s
s
ed
o
n
th
e
p
ea
ce
ed
u
ca
tio
n
p
r
ac
tices
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
y
s
tem
.
Ho
wev
er
,
Natio
n
al
C
u
r
r
icu
lu
m
Fra
m
e
w
o
r
k
(
NC
F)
-
2
0
0
5
a
n
d
N
atio
n
al
C
u
r
r
icu
lu
m
Fra
m
e
W
o
r
k
f
o
r
T
ea
ch
er
E
d
u
ca
tio
n
(
NC
FTE
)
-
2
0
1
4
h
ig
h
li
g
h
t
ed
ab
o
u
t
p
ea
ce
ed
u
ca
tio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
an
d
o
n
e
o
p
tio
n
al
p
a
p
er
in
tea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
m
e
h
as
also
b
ee
n
in
tr
o
d
u
ce
d
b
u
t
t
h
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
h
av
in
g
u
tm
o
s
t
im
p
o
r
tan
ce
in
l
o
ca
l
co
n
te
x
t
.
Sin
ce
p
ea
ce
is
alwa
y
s
r
elate
d
to
s
o
cio
-
cu
ltu
r
al
an
d
p
o
liti
ca
l
f
ac
to
r
s
,
o
n
e
s
tu
d
y
i
n
s
u
ch
co
n
te
x
t
m
a
y
n
o
t
b
e
s
u
f
f
iced
to
d
r
aw
a
n
y
in
f
er
e
n
c
e
f
o
r
all
s
itu
atio
n
s
(
Natio
n
al
C
u
r
r
icu
lu
m
f
r
am
e
wo
r
k
R
ev
iew,
2
0
0
5
)
.
T
h
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
ar
e
th
e
f
u
tu
r
e
o
f
tr
an
s
f
o
r
m
ativ
e
s
o
ciety
an
d
g
l
o
b
al
citizen
r
y
.
I
t
is
im
p
er
ativ
e
to
in
cu
lcate
th
e
v
alu
es
o
f
p
ea
ce
s
o
th
at
,
th
e
cu
ltu
r
e
o
f
p
ea
ce
wo
u
ld
p
r
e
v
ai
l
in
all
walk
s
o
f
life
am
o
n
g
th
e
s
tu
d
en
ts
.
Hen
ce
,
th
er
e
is
a
d
ir
e
n
ee
d
to
e
x
p
lo
r
e
h
o
w
f
a
r
th
e
co
n
ce
p
t
o
f
p
ea
c
e
ed
u
ca
tio
n
,
g
u
i
d
in
g
p
r
i
n
cip
les
o
f
p
ea
ce
ed
u
ca
tio
n
an
d
p
r
ac
tices
o
n
p
ea
ce
-
r
elate
d
ac
tiv
ities
b
ein
g
f
o
llo
wed
in
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
Miz
o
r
a
m
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
o
f
a
m
ix
ed
m
eth
o
d
s
r
esear
ch
in
n
atu
r
e
in
wh
ich
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
an
d
teac
h
er
s
o
f
Miz
o
r
am
wer
e
th
e
tar
g
et
p
o
p
u
latio
n
.
T
h
e
t
o
tal
s
am
p
le
o
f
th
e
s
tu
d
y
co
m
p
r
is
ed
o
f
200
s
tu
d
e
n
ts
,
100
b
o
y
s
an
d
1
0
0
g
ir
ls
o
f
class
I
X,
100
teac
h
er
s
f
r
o
m
20
g
o
v
er
n
m
en
t
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
Miz
o
r
am
.
Stu
d
en
ts
wer
e
s
elec
ted
o
n
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
p
r
o
ce
d
u
r
e,
f
i
v
e
teac
h
er
s
f
r
o
m
ea
c
h
s
ch
o
o
l
(
t
wo
s
cien
ce
two
ar
ts
an
d
o
n
e
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
)
wer
e
s
elec
ted
p
u
r
p
o
s
iv
ely
f
o
r
t
h
e
p
r
esen
t
s
tu
d
y
.
Fo
r
th
e
p
r
esen
t
s
tu
d
y
,
it
was
d
ec
id
ed
to
u
s
e
a
q
u
esti
o
n
n
a
ir
e
an
d
in
te
r
v
iew
as
th
e
tech
n
iq
u
es
o
f
d
ata
co
llectio
n
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
tr
u
ctu
r
ed
an
d
d
ev
elo
p
ed
in
s
im
p
le
E
n
g
lis
h
,
wh
ich
ca
n
b
e
ea
s
ily
co
m
p
r
eh
e
n
d
ed
b
y
th
e
class
I
X
an
d
X
s
tu
d
en
ts
.
Fo
cu
s
Gr
o
u
p
Dis
cu
s
s
io
n
s
(
FGD)
[
1
0
]
wer
e
h
eld
in
th
e
s
ch
o
o
ls
to
co
llec
t
r
elev
an
t
in
f
o
r
m
atio
n
f
r
o
m
th
e
teac
h
er
s
a
n
d
s
tu
d
en
ts
.
Fir
s
t,
th
e
r
esear
ch
e
r
id
e
n
tifie
d
t
h
e
2
0
s
am
p
le
s
ch
o
o
ls
b
ased
o
n
th
e
lo
ca
lity
an
d
r
eg
io
n
,
i.e
.
ea
s
e,
west
s
o
u
th
a
n
d
n
o
r
th
.
T
h
e
r
esear
ch
er
estab
lis
h
es
th
e
r
ap
p
o
r
t
with
th
e
co
n
ce
r
n
ed
h
ea
d
m
aster
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Gu
id
in
g
p
r
in
cip
les a
n
d
p
r
a
cti
ce
s
o
f p
ea
ce
ed
u
ca
tio
n
f
o
llo
w
ed
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
…
(
Lo
ka
n
a
th
Mis
h
r
a
)
1099
o
f
th
e
s
ch
o
o
l.
W
ith
th
e
h
elp
o
f
th
e
h
ea
d
m
aster
,
th
e
r
esear
ch
er
s
elec
ted
th
e
s
tu
d
en
ts
an
d
teac
h
er
s
o
f
th
e
co
n
ce
r
n
e
d
s
ch
o
o
l.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
th
em
an
d
co
llected
th
e
d
ata
o
n
th
e
s
am
e
d
ate.
T
h
e
FGD
was
h
eld
in
th
e
f
o
u
r
-
d
is
t
r
ict
h
ea
d
q
u
ar
ter
s
with
th
e
h
elp
o
f
th
e
h
ea
d
m
aster
s
.
T
h
e
d
ata
wer
e
an
aly
ze
d
b
o
th
q
u
alitativ
ely
an
d
q
u
an
titativ
e
ly
.
Simp
le
p
er
ce
n
tag
e
was
em
p
lo
y
ed
f
o
r
a
n
aly
s
is
o
f
q
u
a
n
titativ
e
d
ata
an
d
class
ical
co
n
ten
t a
n
aly
s
is
was
u
s
ed
to
an
aly
ze
t
h
e
FGD
d
ata.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Ma
jo
r
ity
o
f
th
e
s
am
p
led
s
tu
d
en
ts
(
7
8
%)
an
d
teac
h
er
s
(
7
2
%)
o
p
in
ed
th
at
t
h
e
g
u
i
d
in
g
p
r
in
cip
les
o
f
p
ea
ce
lik
e
eq
u
ality
o
f
all,
th
e
d
ig
n
ity
o
f
o
th
er
s
;
lib
er
ty
o
f
all;
s
ec
u
r
ity
in
th
e
s
ch
o
o
l;
j
u
s
tice
f
o
r
all;
n
o
n
-
v
io
len
ce
p
r
ac
tices;
s
h
ar
in
g
r
esp
o
n
s
ib
ilit
y
;
co
o
p
er
atio
n
a
m
o
n
g
s
tu
d
en
ts
,
teac
h
er
s
a
n
d
p
ar
en
ts
;
d
em
o
cr
atic
p
r
in
cip
les;
h
u
m
an
r
ig
h
ts
;
en
v
ir
o
n
m
en
t
-
f
r
ien
d
l
y
b
e
h
av
io
u
r
;
cu
ltu
r
al
d
iv
e
r
s
ity
;
an
d
s
u
s
tain
ab
le
d
e
v
elo
p
m
e
n
t
wer
e
b
ein
g
r
esp
ec
ted
a
n
d
f
o
ll
o
wed
in
th
eir
s
ch
o
o
ls
[
2
1
]
.
S
ev
en
ty
-
f
o
u
r
p
er
ce
n
t
s
am
p
led
s
tu
d
en
ts
an
d
s
ix
ty
-
f
iv
e
p
e
r
ce
n
t
teac
h
e
r
s
ex
p
r
ess
ed
th
at
m
o
r
n
in
g
p
r
a
y
er
,
th
e
c
eleb
r
atio
n
o
f
im
p
o
r
tan
t
n
atio
n
al
an
d
in
ter
n
atio
n
al
d
ay
s
,
an
d
ce
leb
r
atio
n
o
f
b
ir
th
d
ay
s
o
f
g
r
ea
t
p
er
s
o
n
alities
u
s
ed
to
b
e
o
r
g
an
ize
d
in
th
e
s
ch
o
o
ls
.
B
u
t,
ac
tiv
ities
lik
e
p
ea
ce
clu
b
,
p
ea
ce
m
ar
c
h
,
p
ea
ce
p
o
s
ter
co
m
p
etitio
n
,
d
is
cu
s
s
io
n
o
n
s
o
cial
is
s
u
es,
t
h
e
ar
r
an
g
e
m
en
t
o
f
ex
tr
am
u
r
al
lectu
r
er
s
,
o
r
g
an
iz
atio
n
o
f
ess
ay
an
d
d
eb
ate
co
m
p
etitio
n
s
,
th
e
estab
lis
h
m
en
t
o
f
p
ea
ce
m
u
s
eu
m
,
p
r
ac
tice
o
f
y
o
g
a,
f
ilm
s
h
o
w,
cr
ea
tio
n
b
lo
g
s
in
s
o
cial
m
ed
ia
,
co
m
m
u
n
ity
p
ar
tici
p
atio
n
,
o
r
g
an
izatio
n
o
f
s
tr
ee
t
p
lay
an
d
d
r
am
a
eith
er
wer
e
n
o
t
o
r
g
a
n
ized
o
r
r
ar
ely
o
r
g
a
n
iz
ed
.
I
n
th
e
FGD
,
it
is
f
o
u
n
d
th
at
m
o
r
n
i
n
g
p
r
ay
er
was
n
o
t
u
s
ed
to
b
e
o
r
g
an
ize
d
d
aily
i
n
m
a
n
y
s
ch
o
o
ls
,
n
atio
n
al
an
d
in
ter
n
ati
o
n
al
d
ay
s
an
d
b
ir
th
d
ay
s
o
f
g
r
ea
t
p
er
s
o
n
alitie
s
u
s
ed
to
b
e
ce
leb
r
ated
o
n
ly
as n
o
tifie
d
b
y
th
e
h
ig
h
er
au
t
h
o
r
ities
.
Sev
en
ty
-
eig
h
t
p
er
ce
n
t
o
f
th
e
s
am
p
led
s
tu
d
e
n
ts
an
d
teac
h
e
r
s
ex
p
r
ess
ed
th
at
v
alu
es
lik
e
r
esp
ec
t
f
o
r
o
th
er
s
,
p
r
ac
ti
s
in
g
n
o
n
-
v
io
len
ce
,
f
o
r
g
iv
e
n
ess
an
d
r
ec
o
n
ciliatio
n
,
ju
s
tice
a
n
d
eq
u
ality
,
co
n
f
lict
r
eso
lu
tio
n
,
en
v
ir
o
n
m
en
tal
p
r
o
tectio
n
,
p
r
o
m
o
tio
n
o
f
d
em
o
cr
atic
v
alu
es,
s
ec
u
lar
attitu
d
e,
d
ev
elo
p
m
en
t
o
f
id
ea
l
citizen
s
h
ip
,
p
r
o
m
o
tio
n
o
f
n
atio
n
al
in
teg
r
atio
n
an
d
in
ter
n
atio
n
al
u
n
d
er
s
tan
d
in
g
,
cu
ltu
r
al
id
e
n
tity
an
d
ac
cu
ltu
r
atio
n
a
n
d
s
o
cializa
tio
n
n
ee
d
t
o
b
e
e
m
p
h
asized
in
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
o
f
Miz
o
r
am
f
o
r
p
r
o
m
o
tin
g
p
ea
ce
cu
ltu
r
e
a
m
o
n
g
s
tu
d
en
ts
[
2
2
]
.
Six
ty
-
th
r
ee
p
e
r
ce
n
t
o
f
th
e
r
esp
o
n
d
en
ts
ex
p
r
ess
ed
th
at
p
e
r
s
o
n
ality
ch
ar
ac
te
r
is
tics
lik
e
r
esp
ec
t
to
h
u
m
an
ity
,
em
p
ath
y
,
co
m
p
ass
io
n
f
o
r
all
cr
ea
tu
r
es,
s
elf
-
di
s
ci
p
lin
e,
an
d
t
o
ler
an
ce
wer
e
n
o
t
d
u
ly
em
p
h
asized
with
th
e
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
o
f
Miz
o
r
am
.
B
u
t,
q
u
aliti
es
lik
e
h
o
n
esty
,
tr
u
th
f
u
ln
ess
,
c
lean
lin
ess
,
p
o
s
itiv
e
th
o
u
g
h
t
,
ch
ar
ity
,
g
en
tlen
ess
,
m
o
d
esty
,
p
atien
ce
,
s
tr
aig
h
tf
o
r
war
d
n
ess
,
an
d
altr
u
is
m
u
s
ed
to
b
e
e
m
p
h
asized
with
th
em
[
1
5
,
2
3
]
.
Sev
en
ty
-
s
ix
p
er
ce
n
t
o
f
t
h
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
o
f
Mi
zo
r
am
wer
e
n
o
t
awa
r
e
o
f
th
e
co
n
ce
p
t
o
f
p
ea
ce
ed
u
ca
tio
n
.
All
th
e
s
am
p
led
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
f
elt
th
e
d
ir
e
n
ee
d
of
im
p
a
r
tin
g
p
ea
ce
ed
u
ca
tio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
Miz
o
r
am
.
Peac
e
ed
u
ca
tio
n
was
n
o
t
b
ein
g
tau
g
h
t
as
a
s
ep
ar
ate
s
u
b
ject,
b
u
t
its
co
m
p
o
n
en
ts
wer
e
i
n
f
u
s
ed
in
th
e
ex
is
tin
g
c
u
r
r
icu
l
u
m
a
n
d
a
ls
o
was
b
ein
g
tau
g
h
t
th
r
o
u
g
h
co
-
cu
r
r
icu
lar
an
d
ex
tr
a
-
cu
r
r
icu
lar
ac
ti
v
ities
.
I
n
th
e
FGD
,
it
is
f
o
u
n
d
th
at
te
ac
h
er
s
m
u
s
t
a
ct
as
r
o
le
m
o
d
els
f
o
r
s
tu
d
en
ts
in
p
r
o
p
a
g
atin
g
p
ea
c
e
an
d
also
s
p
ec
if
ic
tr
ain
in
g
o
n
p
ea
ce
ed
u
ca
tio
n
is
f
elt
ess
en
tial
f
o
r
in
-
s
er
v
ice
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
Sev
en
ty
-
two
p
er
ce
n
t
teac
h
er
s
s
aid
th
at
teac
h
er
s
m
u
s
t
r
ef
lect
all
th
e
g
u
id
in
g
p
r
in
cip
les
o
f
p
ea
ce
in
th
eir
b
eh
av
io
u
r
,
i.e
.
eq
u
ality
o
f
all,
th
e
d
ig
n
ity
o
f
o
th
er
s
,
lib
er
ty
o
f
all,
ju
s
tice
f
o
r
all,
n
o
n
-
v
io
len
ce
p
r
ac
tices,
s
h
ar
in
g
r
esp
o
n
s
ib
il
ity
,
co
-
o
p
er
atio
n
an
d
h
a
r
m
o
n
y
am
o
n
g
teac
h
er
s
,
an
d
b
et
wee
n
teac
h
er
s
an
d
p
ar
en
ts
,
d
em
o
cr
atic
p
r
in
cip
les
,
h
u
m
a
n
r
i
g
h
ts
v
alu
es,
en
v
ir
o
n
m
en
t
-
f
r
ien
d
ly
b
eh
av
io
u
r
,
to
ler
an
ce
an
d
r
esp
ec
t
t
o
cu
ltu
r
al
d
iv
er
s
ity
,
an
d
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
T
ea
ch
e
r
s
s
h
o
u
ld
also
s
h
o
w
co
m
p
ass
io
n
,
em
p
ath
y
,
d
is
cip
lin
e,
an
d
p
r
o
p
e
r
m
an
n
er
s
an
d
f
o
ll
o
w
p
r
o
f
ess
io
n
al
eth
ics.
T
ea
c
h
er
s
s
h
o
u
ld
en
c
o
u
r
a
g
e
th
e
s
tu
d
en
ts
f
o
r
c
r
itical
th
in
k
in
g
,
t
o
d
ev
el
o
p
awa
r
en
es
s
o
n
s
o
cieta
l
p
r
o
b
lem
s
,
b
r
o
ad
e
n
th
eir
o
u
tlo
o
k
,
c
o
n
ce
n
t
r
ate
o
n
s
tu
d
ies,
an
d
to
b
e
ass
o
ciate
d
with
v
ar
io
u
s
ac
tiv
ities
[
2
4
]
.
T
h
e
Miz
o
s
o
ciety
k
n
it
to
g
eth
er
b
y
cu
ltu
r
e,
v
alu
es
an
d
r
eli
g
io
u
s
f
aith
;
th
at
is
wh
y
th
e
y
ca
n
p
lay
a
m
o
r
e
s
ig
n
if
ican
t
r
o
le
i
n
in
c
u
lcatin
g
p
ea
ce
v
alu
es
am
o
n
g
s
t
u
d
en
ts
as
s
u
g
g
ested
b
y
t
h
e
r
e
s
p
o
n
d
en
t
teac
h
er
s
.
T
h
r
o
u
g
h
d
if
f
er
e
n
t
n
o
n
-
g
o
v
e
r
n
m
en
t
al
o
r
g
an
izatio
n
s
,
it
ca
n
p
r
o
h
ib
it
d
iv
o
r
ce
wh
ich
is
r
am
p
an
t,
im
p
o
s
e
d
r
ess
co
d
e
f
o
r
g
ir
ls
,
o
r
g
an
ize
y
o
u
th
awa
r
en
ess
ca
m
p
s
to
in
cu
lcat
e
ess
en
tial
v
alu
es,
in
s
is
t
o
n
m
ain
tain
in
g
cu
ltu
r
a
l
eth
ics
an
d
r
esp
ec
tin
g
h
u
m
an
r
ig
h
ts
,
m
ain
tain
o
b
jectiv
ity
an
d
im
p
a
r
tiality
in
lo
ca
l
a
n
d
v
illag
e
co
u
n
cils
,
s
u
p
p
o
r
t
an
d
co
-
o
p
e
r
ate
g
o
v
er
n
m
en
t
in
th
e
im
p
lem
en
tat
io
n
o
f
welf
ar
e
p
o
licies,
r
u
les
an
d
r
eg
u
latio
n
s
,
d
is
co
u
r
ag
e
m
o
b
r
u
les,
an
d
er
a
d
icate
s
o
cial
ev
ils
[
2
5
]
.
T
h
e
s
o
ciety
ca
n
k
ee
p
a
v
ig
ilan
t
ey
e
o
n
th
e
ac
tiv
ities
o
f
th
e
s
ch
o
o
l
s
tu
d
en
ts
.
So
m
e
o
th
er
m
ea
s
u
r
es,
lik
e
m
ass
m
ee
tin
g
s
,
ca
n
b
e
o
r
g
an
ize
d
th
r
o
u
g
h
d
if
f
er
en
t
f
o
r
u
m
s
to
p
r
o
m
u
l
g
ate
th
e
ju
s
tly
co
n
s
o
n
an
ce
o
f
p
ea
ce
,
n
o
n
-
v
i
o
len
c
e
an
d
co
m
m
u
n
ity
p
a
r
ticip
atio
n
.
On
th
is
lin
e
o
f
th
o
u
g
h
t
,
p
ea
ce
v
o
l
u
n
teer
s
ca
n
b
e
s
elec
ted
f
o
r
th
is
n
o
b
le
ca
u
s
e
in
ev
e
r
y
l
o
ca
lity
an
d
p
ea
ce
p
r
ea
c
h
er
ce
n
tr
e
ca
n
b
e
estab
lis
h
ed
to
s
p
r
ea
d
t
h
e
p
e
ac
e
m
ess
ag
e
th
r
o
u
g
h
s
h
ar
in
g
o
f
k
n
o
wled
g
e
an
d
in
f
o
r
m
atio
n
[
2
6
-
2
8
]
.
Miz
o
r
am
is
a
p
ea
ce
f
u
l
S
tate,
an
d
th
e
p
eo
p
le
h
e
r
e
liv
e
i
n
h
a
r
m
o
n
y
with
o
u
t
an
y
v
io
len
ce
i
n
s
o
ciety
.
Fo
r
b
etter
p
r
o
m
o
tio
n
o
f
p
ea
c
e
v
alu
es
am
o
n
g
t
h
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
th
e
f
o
llo
wi
n
g
s
u
g
g
esti
o
n
s
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
9
6
-
1
1
0
1
1100
o
f
f
er
ed
b
ased
o
n
th
e
f
ee
d
b
ac
k
r
ec
eiv
ed
f
r
o
m
th
e
s
tak
eh
o
ld
e
r
s
.
T
h
e
teac
h
in
g
o
f
p
ea
ce
-
r
elat
ed
co
n
ce
p
ts
ca
n
b
e
d
eliv
er
ed
in
f
iv
e
s
tag
es,
n
am
ely
en
g
ag
e,
ex
p
l
o
r
e,
ex
p
lain
,
elab
o
r
ate
an
d
ev
alu
ate
(
5
E
s
)
.
T
h
e
f
ir
s
t
s
tag
e
o
f
en
g
ag
em
e
n
t
is
aim
ed
to
s
tar
t
th
e
5
E
co
n
s
tr
u
ctiv
is
t
m
o
d
el
o
f
teac
h
in
g
in
a
class
r
o
o
m
s
ettin
g
with
th
e
in
v
o
lv
em
e
n
t
o
f
s
tu
d
en
ts
i
n
le
ar
n
in
g
ac
tiv
ities
(
p
r
o
b
lem
in
t
r
o
d
u
ctio
n
,
f
o
r
e
x
am
p
le,
v
io
len
ce
)
.
Af
ter
en
g
a
g
in
g
s
tu
d
en
ts
,
th
e
s
ec
o
n
d
s
tag
e
o
f
ex
p
lo
r
atio
n
p
r
o
v
id
es
an
o
p
p
o
r
tu
n
ity
to
s
tu
d
en
ts
f
o
r
ac
ce
s
s
in
g
th
e
n
ec
ess
ar
y
in
f
o
r
m
atio
n
an
d
r
eso
u
r
ce
s
to
d
ef
in
e
th
e
c
o
n
ce
p
t
o
f
v
io
le
n
c
e.
Af
ter
ex
p
lo
r
atio
n
,
e
x
p
lan
ati
o
n
s
tag
e
d
em
a
n
d
to
ex
p
lain
th
e
co
n
ce
p
t
lear
n
t
in
th
e
ea
r
lier
s
tag
e
an
d
p
r
esen
t
th
e
m
eth
o
d
o
f
p
r
o
b
lem
-
s
o
lv
in
g
,
h
er
e
it
is
h
o
w
to
d
ea
l
with
th
e
v
io
len
ce
p
r
o
b
le
m
in
d
if
f
er
en
t
ci
r
cu
m
s
tan
ce
s
.
T
h
e
p
ea
ce
ed
u
ca
ti
o
n
c
u
r
r
icu
lu
m
with
civ
ic
a
n
d
m
o
r
al
in
s
tr
u
ctio
n
ca
n
s
er
v
e
as
an
ess
en
tial
in
s
tr
u
m
en
t
in
e
n
co
u
r
ag
in
g
p
ea
ce
ed
u
ca
tio
n
f
o
r
m
o
r
al
r
ea
r
m
am
en
t
[
2
9
]
.
T
h
e
f
o
u
r
th
s
tag
e
o
f
elab
o
r
atio
n
is
co
n
s
id
er
ed
f
o
r
h
ig
h
e
r
-
lev
el
c
o
g
n
i
tiv
e
f
u
n
ctio
n
in
g
o
r
ex
ten
d
ed
a
b
s
tr
ac
tio
n
.
T
h
e
f
in
al
ev
alu
atio
n
s
tag
e
d
eter
m
in
e
s
th
e
ex
ten
t
o
f
lear
n
in
g
th
r
o
u
g
h
v
a
r
io
u
s
s
tr
ateg
ic
ac
tiv
ities
.
T
ea
ch
er
s
s
h
o
u
ld
b
e
o
r
ien
ted
with
th
e
r
ig
h
t
k
in
d
o
f
p
ed
ag
o
g
y
to
h
a
n
d
le
p
ea
ce
-
r
elate
d
co
n
ten
ts
th
r
o
u
g
h
in
-
s
er
v
ice
p
r
o
g
r
am
s
.
T
h
e
s
ch
o
o
l
ad
m
i
n
is
tr
atio
n
an
d
teac
h
er
s
ar
e
to
b
e
en
co
u
r
ag
ed
to
d
ev
elo
p
ap
titu
d
e
an
d
attitu
d
e
to
war
d
s
p
ea
ce
ed
u
ca
tio
n
as
ef
f
ec
tiv
e
d
eliv
er
y
o
f
cu
r
r
icu
lu
m
ca
n
p
h
e
n
o
m
en
ally
s
er
v
e
th
e
co
m
m
u
n
ity
in
p
ar
ticu
lar
a
n
d
s
o
ciety
at
lar
g
e.
T
h
e
s
tate
g
o
v
er
n
m
en
t
s
h
o
u
ld
tak
e
s
tr
in
g
e
n
t
m
ea
s
u
r
es
o
n
d
r
u
g
tr
af
f
ick
in
g
a
n
d
p
r
ev
en
t
c
o
r
r
u
p
tio
n
[
3
0
]
.
C
o
m
p
eten
t
g
o
v
er
n
m
en
t
au
th
o
r
ities
ca
n
tak
e
th
e
in
itiativ
e
to
in
v
o
lv
e
all
th
e
s
tak
eh
o
ld
er
s
s
u
ch
as
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
,
teac
h
er
s
,
p
ar
en
ts
an
d
co
m
m
u
n
it
ies
to
s
u
p
p
o
r
t
th
e
im
p
lem
en
tatio
n
an
d
p
r
o
m
o
tio
n
o
f
p
ea
ce
ed
u
ca
tio
n
in
th
e
h
ig
h
est g
o
o
d
.
4.
CO
NCLU
SI
O
N
T
h
e
u
n
d
er
ly
i
n
g
p
h
ilo
s
o
p
h
y
o
f
p
ea
ce
ed
u
ca
tio
n
is
to
teac
h
lo
v
e
,
co
m
p
ass
io
n
,
tr
u
s
t,
f
a
ir
n
ess
,
co
-
o
p
er
atio
n
an
d
r
ev
er
e
n
ce
f
o
r
al
l
life
.
T
ea
ch
er
s
m
u
s
t
en
s
u
r
e
t
h
e
cu
ltu
r
e
o
f
p
ea
ce
in
th
e
s
ch
o
o
ls
,
an
d
th
ey
m
u
s
t
p
r
o
ject
th
em
s
elv
es
as
r
o
le
m
o
d
els
o
f
p
ea
ce
.
T
h
ey
m
u
s
t
r
eso
lv
e
an
y
is
s
u
e
an
d
c
o
n
f
lict
am
o
n
g
th
em
s
elv
es,
an
d
am
o
n
g
s
t
s
tu
d
en
ts
th
r
o
u
g
h
d
ialo
g
u
e.
I
n
th
e
lig
h
t
o
f
twen
ty
-
f
ir
s
t
-
ce
n
tu
r
y
ch
allen
g
es,
p
ed
ag
o
g
y
o
f
p
ea
c
e
ed
u
ca
tio
n
b
ec
am
e
cr
itical
an
d
v
iab
le.
I
t
is
n
o
t
tau
g
h
t
as
a
s
ep
ar
ate
p
ap
er
b
u
t
to
in
co
r
p
o
r
a
te
f
ewe
r
asp
ec
ts
o
f
p
ea
ce
-
r
elate
d
co
n
ten
t.
T
h
e
c
o
n
ce
p
t
lik
e
p
eace
-
f
am
ilies
,
p
eace
-
s
o
ciety
,
p
eace
-
in
itiativ
es
tak
en
u
p
b
y
UNO,
UNE
SC
O,
Yo
u
n
g
Me
n
’
s
C
h
r
is
tian
As
s
o
ciatio
n
(
YM
C
A
)
,
Y
o
u
n
g
W
o
m
en
’
s
C
h
r
is
tian
As
s
o
ciatio
n
(
YW
C
A
)
,
R
ed
C
r
o
s
s
,
Sco
u
t
an
d
g
u
id
es.
I
n
p
r
esen
t
g
lo
b
al
o
r
d
er
,
s
ec
o
n
d
ar
y
s
ch
o
o
l
cu
r
r
icu
lu
m
p
e
r
tin
en
tly
m
u
s
t
in
clu
d
e
th
e
liter
atu
r
e
o
n
p
io
n
ee
r
o
f
th
i
s
f
ield
,
No
b
le
p
ea
ce
lau
r
ea
tes,
r
ep
er
cu
s
s
io
n
s
o
f
war
an
d
cr
i
m
e
as
well
a
s
o
r
ien
t
s
tu
d
en
ts
with
d
if
f
er
en
t
p
ea
ce
m
o
v
em
en
ts
ac
r
o
s
s
th
e
g
lo
b
e.
T
h
e
s
tate
g
o
v
er
n
m
en
t
ca
n
estab
lis
h
p
ea
ce
clu
b
s
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.
[4
]
A.
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.
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las
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T
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id
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.
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ters
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w De
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2
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0
6
.
[6
]
D.
Ba
r
Tal,
“
Th
e
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n
G
.
S
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ts,
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:
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re
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m
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iate
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2
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0
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.
[7
]
D.
Ba
r
-
Tal
a
n
d
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Ro
se
n
,
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ts:
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sig
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tt
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tan
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[1
4
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u
tsc
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M
.
,
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Ed
u
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ric
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Psy
c
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ist
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48
,
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o
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5
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p
p
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5
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7
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9
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5
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S
a
lo
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,
G
.
,
Th
e
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tu
re
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f
P
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:
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re
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ted
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In
G
.
S
a
lo
m
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Ne
v
o
(E
d
s.),
Pea
c
e
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d
u
c
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ti
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n
:
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h
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o
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c
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t,
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les
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d
p
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6
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o
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7
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g
u
m
,
A.
,
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lt
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p
p
.
25
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.
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8
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ish
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,
L
.
,
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o
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p
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5
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9
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tt
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ty
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w
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lh
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c
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ter
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p
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.
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2
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Je
a
n
d
e
Die
u
Ba
sa
b
o
se
,
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eace
E
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Bu
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L.
,
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se
rm
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,
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.
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li
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].
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rk
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S
R
.
,
“
P
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in
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t
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Arts
a
n
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S
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c
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l
S
c
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s
J
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rn
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,
vol
.
7
,
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.
6
,
p
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1
-
4
,
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0
1
6
.
[2
5
]
Cristi
a
n
G
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rd
il
l
o
,
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a
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e
b
u
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d
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ia:
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,
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o
u
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Pe
a
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v
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e
].
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4
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1
1
2
4
[2
6
]
Ad
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b
a
jo
,
A.
,
“
F
o
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w
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rd
:
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h
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a
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T
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(
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.
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h
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m
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2
0
1
8
.
[2
7
]
Ala
m
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.
“
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De
m
o
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ra
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p
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n
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ra
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y
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.
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m
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p
p
.
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3
–
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,
2
0
1
5
.
[2
8
]
Am
e
n
g
a
-
Et
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g
o
,
R.
M
.
,
“
A
k
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k
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’:
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p
p
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3
–
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,
2
0
1
5
.
[2
9
]
Aro
wo
se
g
b
e
,
J.
O.
,
“
In
d
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g
e
n
o
u
s
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n
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risp
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ti
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f
Ju
stice
:
A
Re
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stru
c
ti
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th
ro
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b
a
P
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rb
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J
o
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.
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p
p
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2
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M
ish
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L
.,
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(IJ
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PD)
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,
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o
.
1
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p
p
.
1
-
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2
0
1
3
.
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