I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
,
p
p
.
502
~
5
1
1
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
:
1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
0
i
2
.
2
0
7
2
6
502
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Scho
o
l spa
ce selec
tion pre
fere
nc
es:
Archite
ctural
per
spectiv
e
towa
rd f
o
rma
l sc
ho
o
l
K
urnia
Widi
a
s
t
uti
1
,
M
o
ha
m
a
d J
o
ko
Su
s
ilo
2
,
H
a
nifa
h Sa
us
a
n Nurf
ina
p
utr
i
3
1
De
p
a
rtme
n
t
o
f
Arc
h
it
e
c
tu
re
a
n
d
P
lan
n
i
n
g
,
En
g
i
n
e
e
rin
g
F
a
c
u
lt
y
,
G
a
jah
M
a
d
a
Un
i
v
e
rsity
,
In
d
o
n
e
sia
2
M
a
ste
r
o
f
Isla
m
ic S
tu
d
ies
De
p
a
rt
m
e
n
t,
Un
i
v
e
rsitas
Isla
m
In
d
o
n
e
sia
,
In
d
o
n
e
sia
3
G
ra
d
u
a
te S
tu
d
e
n
t
o
f
Arc
h
i
tec
tu
re
a
n
d
P
lan
n
in
g
De
p
a
rtme
n
t,
E
n
g
in
e
e
rin
g
F
a
c
u
lt
y
,
G
a
jah
M
a
d
a
Un
i
v
e
rsity
,
In
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Au
g
8
,
2
0
20
R
ev
is
ed
Feb
9
,
2
0
21
Acc
ep
ted
Ap
r
1
0
,
2
0
21
S
c
h
o
o
l
sp
a
c
e
p
lay
s
a
n
e
ss
e
n
ti
a
l
ro
le
in
c
re
a
ti
n
g
a
p
lea
su
ra
b
l
e
lea
rn
in
g
a
tmo
sp
h
e
re
.
Th
e
te
n
d
e
n
c
y
o
f
e
v
e
ry
o
n
e
to
c
h
o
o
se
a
sc
h
o
o
l
sp
a
c
e
a
lso
v
a
ries
.
By
k
n
o
win
g
t
h
is
tren
d
p
a
tt
e
rn
,
s
c
h
o
o
ls
c
a
n
b
e
d
e
sig
n
e
d
t
o
imp
ro
v
e
stu
d
e
n
t
lea
rn
in
g
e
ffe
c
ti
v
e
n
e
ss
.
T
h
e
p
u
rp
o
se
o
f
th
is
st
u
d
y
wa
s
t
o
fi
n
d
o
u
t
wh
ich
sc
h
o
o
l
sp
a
c
e
s
stu
d
e
n
ts
c
h
o
o
se
to
stu
d
y
,
wh
a
t
k
in
d
o
f
ro
o
m
c
rit
e
ria
a
re
n
e
e
d
e
d
,
a
n
d
d
istri
b
u
ti
o
n
p
a
t
tern
s
o
f
stu
d
e
n
ts'
p
re
fe
re
n
c
e
c
h
o
ice
s.
Th
is
re
se
a
rc
h
u
se
d
b
o
t
h
t
h
e
q
u
a
li
tativ
e
e
x
p
l
o
ra
to
ry
a
n
d
q
u
a
n
ti
tati
v
e
m
e
th
o
d
s
u
sin
g
a
n
o
p
e
n
-
e
n
d
e
d
q
u
e
stio
n
q
u
e
stio
n
n
a
ire
fo
r
d
a
ta
c
o
ll
e
c
ti
o
n
.
Da
t
a
a
n
a
ly
sis
tec
h
n
iq
u
e
s
u
se
d
q
u
a
li
tativ
e
a
n
a
l
y
sis
m
e
th
o
d
s
c
o
n
sisti
n
g
o
f
o
p
e
n
c
o
d
in
g
,
a
x
ial
c
o
d
in
g
,
a
n
d
se
lec
ti
v
e
c
o
d
in
g
.
T
h
e
re
su
lt
s
sh
o
we
d
t
h
a
t
th
e
li
b
ra
ry
,
m
o
sq
u
e
,
a
n
d
m
u
lt
ime
d
ia
lab
o
ra
t
o
ry
we
r
e
th
e
m
o
st
p
re
fe
rre
d
sp
a
c
e
fo
r
s
tu
d
e
n
ts
to
stu
d
y
a
t
sc
h
o
o
l
.
S
o
m
e
fa
c
to
rs
t
h
a
t
in
f
lu
e
n
c
e
t
h
e
se
lec
ti
o
n
in
c
l
u
d
e
th
e
rm
a
l
c
o
m
fo
rt,
c
o
m
p
lete
n
e
ss
o
f
su
p
p
o
rt
in
g
fa
c
il
it
ies
,
a
n
d
a
c
o
u
stic c
o
m
f
o
r
t
.
K
ey
w
o
r
d
s
:
Ar
ch
itectu
r
e
Fo
r
m
al
s
ch
o
o
l
Pre
f
er
en
ce
s
Sch
o
o
l sp
ac
e
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ku
r
n
ia
W
id
iast
u
ti
Dep
ar
tm
en
t o
f
Ar
ch
itectu
r
e
a
n
d
Plan
n
in
g
,
E
n
g
in
ee
r
in
g
Facu
l
ty
G
ajah
Ma
d
a
Un
iv
er
s
ity
0
2
Gr
af
ik
a
R
o
a
d
,
Sen
o
lo
w
o
,
S
lem
a
n
,
Yo
g
y
ak
ar
ta,
5
5
2
8
2
,
I
n
d
o
n
esia
E
m
ail:
k
.
wid
iast
u
ti@
u
g
m
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
d
eb
ate
ab
o
u
t
th
e
f
ig
u
r
e
o
f
a
p
leasu
r
ab
le
s
ch
o
o
l
in
s
u
p
p
o
r
tin
g
lear
n
in
g
h
as
b
ee
n
h
ig
h
lig
h
ted
o
v
er
th
e
y
ea
r
s
[
1
]
-
[
4
]
.
Sch
o
o
ls
th
a
t
ar
e
ce
n
tr
al
to
th
e
o
n
g
o
in
g
l
ea
r
n
in
g
p
r
o
ce
s
s
ar
e
alwa
y
s
i
m
p
r
o
v
i
n
g
q
u
ality
to
ac
h
iev
e
m
a
x
im
u
m
lea
r
n
in
g
o
u
tco
m
es.
T
ea
c
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
d
o
n
o
t
n
ec
ess
ar
ily
o
cc
u
r
in
th
e
s
ch
o
o
lr
o
o
m
,
b
u
t
ev
er
y
co
r
n
er
is
an
o
b
ject
o
f
lear
n
in
g
[
5
]
-
[
8
]
.
Als
o
,
th
e
a
v
ailab
ilit
y
o
f
le
ar
n
in
g
v
eh
icle
s
an
d
p
h
y
s
ical
co
n
d
itio
n
s
o
f
lear
n
in
g
th
at
s
u
p
p
o
r
t
n
ee
d
s
ar
e
ess
en
tial
f
o
r
cr
ea
tin
g
a
co
m
f
o
r
tab
le
lear
n
i
n
g
atm
o
s
p
h
er
e
[
9
]
.
Sch
o
o
l
is
a
b
u
ild
in
g
o
r
in
s
titu
tio
n
f
o
r
lear
n
in
g
an
d
teac
h
in
g
an
d
a
p
lace
to
r
ec
eiv
e
a
n
d
g
i
v
e
less
o
n
s
[
1
0
]
.
I
n
co
n
s
eq
u
en
ce
,
th
e
s
ch
o
o
l
n
ee
d
s
to
ad
a
p
t
to
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
.
Mo
r
eo
v
er
,
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
cu
r
r
icu
lu
m
ca
u
s
es
th
e
tim
e
s
p
en
t
b
y
s
tu
d
en
ts
at
s
ch
o
o
l
to
b
e
co
m
e
lo
n
g
e
r
.
T
h
e
cu
r
r
en
t
I
n
d
o
n
esian
g
o
v
er
n
m
en
t
p
o
licy
in
cr
ea
s
es
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
d
u
r
atio
n
,
w
h
ich
was
in
itially
n
in
e
y
ea
r
s
to
1
2
y
ea
r
s
[
1
1
]
.
I
m
p
r
o
v
em
en
t
ef
f
o
r
ts
th
e
q
u
a
lity
o
f
s
tu
d
en
t
lear
n
in
g
e
n
v
i
r
o
n
m
en
ts
c
o
n
tin
u
e
to
b
e
im
p
r
o
v
e
d
to
in
cr
ea
s
e
en
th
u
s
iasm
an
d
s
u
p
p
o
r
t
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
,
an
d
im
p
r
o
v
e
th
e
s
ch
o
o
l'
s
p
h
y
s
ical
en
v
ir
o
n
m
e
n
t
q
u
ality
.
T
h
is
is
v
ital
b
ec
au
s
e
it
will
h
av
e
an
im
p
a
ct
o
n
v
ar
i
o
u
s
th
in
g
s
,
s
u
ch
as
s
tu
d
en
t
p
e
r
f
o
r
m
a
n
ce
,
s
tu
d
en
t
m
o
tiv
atio
n
[
1
2
]
,
s
tu
d
en
t
o
u
tc
o
m
es
[
1
3
]
,
s
tu
d
en
t
ac
h
iev
em
e
n
t
[
1
4
]
,
s
tu
d
e
n
t
b
eh
av
io
r
[
1
5
]
,
[
1
6
]
,
s
tu
d
en
t
m
e
n
tal
h
ea
lth
[
1
7
]
,
[
1
8
]
,
an
d
s
tu
d
e
n
ts
'
in
ter
ac
tio
n
s
[
1
9
]
,
[
2
0]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l sp
a
ce
s
elec
tio
n
p
r
eferen
ce
s
:
A
r
ch
itectu
r
a
l p
ers
p
ec
tive
to
w
a
r
d
fo
r
ma
l sch
o
o
l
(
K
u
r
n
ia
Wid
ia
s
tu
ti
)
503
Giv
en
th
e
m
an
y
e
f
f
ec
ts
o
f
s
ch
o
o
l
s
p
ac
e
o
n
lear
n
i
n
g
,
a
s
ch
o
o
l
n
ee
d
s
t
o
m
ee
t
o
p
tim
al
d
esig
n
s
tan
d
ar
d
s
an
d
p
h
y
s
ical
lear
n
in
g
s
p
ac
e.
I
n
th
e
p
ast,
s
ch
o
o
l
f
ac
ilit
ies
wer
e
m
ad
e
b
ased
o
n
th
e
n
ee
d
to
ac
co
m
m
o
d
ate
o
n
l
y
f
o
r
m
al
lear
n
in
g
,
ca
lled
class
r
o
o
m
s
an
d
la
b
o
r
ato
r
ies.
No
w,
ev
er
y
s
ch
o
o
l
s
p
ac
e
ca
n
b
e
a
p
lace
as
well
as
an
o
b
ject
o
f
lear
n
in
g
[
7
]
,
[
1
8
]
,
[
2
1
]
.
Glo
b
ally
,
th
er
e
ar
e
cu
r
r
e
n
tly
m
an
y
s
ch
o
o
ls
,
b
o
th
in
I
n
d
o
n
esia
an
d
in
o
th
er
co
u
n
tr
ies,
im
p
r
o
v
in
g
t
h
e
q
u
ali
ty
o
f
th
eir
lear
n
i
n
g
th
r
o
u
g
h
r
e
f
o
r
m
o
f
tr
ad
itio
n
al
class
es
in
to
m
o
r
e
in
n
o
v
ativ
e
o
u
td
o
o
r
lear
n
i
n
g
[
1
6
]
,
[
2
0
]
,
[
2
2
]
.
C
r
ea
tiv
e
u
s
e
o
f
s
ch
o
o
l
s
p
ac
e
(
as
an
o
u
td
o
o
r
lear
n
in
g
t
o
o
l)
is
b
en
e
f
icial
in
v
ar
io
u
s
way
s
,
in
cl
u
d
in
g
s
o
cial
-
p
er
s
o
n
al
d
e
v
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
,
en
h
an
cin
g
ac
h
ie
v
em
en
t,
in
s
p
ir
i
n
g
,
s
tim
u
latin
g
s
tu
d
en
ts
'
p
o
s
itiv
e
m
en
tal
g
r
o
wth
to
war
d
s
t
h
e
en
v
ir
o
n
m
en
t,
an
d
in
v
o
lv
in
g
th
e
m
o
r
e
p
h
y
s
ical
ac
tiv
ity
o
f
s
tu
d
en
ts
[
1
6
]
,
[
1
8
]
,
[
2
1
]
,
[
2
3
]
.
As
d
ef
in
ed
b
y
th
e
Or
g
a
n
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
o
p
e
r
atio
n
a
n
d
Dev
elo
p
m
e
n
t
(
OE
C
D
)
,
s
ch
o
o
l
s
p
ac
e
is
a
p
h
y
s
ical
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
b
o
t
h
in
s
id
e
a
n
d
o
u
ts
id
e
s
ch
o
o
l
[
2
2
]
.
T
h
e
s
ch
o
o
l'
s
p
h
y
s
ical
en
v
ir
o
n
m
en
t,
also
k
n
o
w
n
as
s
ch
o
o
l
s
p
ac
e,
ca
n
b
e
class
r
o
o
m
s
,
lib
r
a
r
ies,
h
alls
,
ca
n
teen
s
,
f
ield
s
,
p
av
ilio
n
s
,
m
o
s
q
u
es,
a
n
d
s
ch
o
o
l
g
r
o
u
n
d
s
.
L
ea
r
n
in
g
th
at
u
tili
ze
s
s
ch
o
o
l
s
p
ac
e
is
k
n
o
wn
as
o
u
td
o
o
r
lear
n
in
g
.
I
n
I
n
d
o
n
esia,
lear
n
in
g
u
s
es
s
ch
o
o
l
s
p
ac
e
in
Mu
h
am
m
ad
iy
ah
Sap
e
n
E
lem
en
tar
y
Sch
o
o
l
in
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia,
wh
ich
ap
p
lies
a
s
ch
o
o
l f
r
a
m
ewo
r
k
[
1
6
]
.
Acc
o
r
d
in
g
to
Gr
an
ito
an
d
San
tan
a
[
2
4
]
,
s
p
ac
e
an
d
p
h
y
s
ical
en
v
ir
o
n
m
en
t
co
n
d
itio
n
s
will
im
p
ac
t
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
as
a
f
o
r
m
o
f
co
n
ce
r
n
f
o
r
s
ch
o
o
ls
,
th
e
I
n
d
o
n
esi
an
g
o
v
e
r
n
m
en
t
h
as
also
s
et
s
o
m
e
s
p
atial
s
tan
d
ar
d
s
f
o
r
s
ch
o
o
l
en
v
ir
o
n
m
en
t
as
lis
ted
in
R
eg
u
latio
n
o
f
th
e
Min
is
ter
o
f
Natio
n
al
E
d
u
ca
tio
n
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
[
2
5
]
,
wh
ic
h
co
v
e
r
s
:
ar
ea
o
f
lan
d
an
d
b
u
ild
in
g
s
co
m
p
ar
ed
to
th
e
n
u
m
b
er
o
f
s
tu
d
e
n
ts
,
in
f
r
astru
c
tu
r
e
(
ty
p
es
o
f
s
p
ac
e)
,
an
d
f
ac
ilit
ies
ad
ju
s
ted
f
o
r
ea
ch
lev
el
(
E
lem
en
tar
y
Sch
o
o
l,
J
u
n
io
r
Hig
h
Sch
o
o
l,
an
d
Sen
io
r
Hig
h
Sch
o
o
l)
to
en
s
u
r
e
th
e
c
o
m
f
o
r
t
o
f
s
tu
d
en
ts
wh
ile
s
tu
d
y
in
g
at
s
ch
o
o
l.
Ho
wev
er
,
in
p
r
ac
tice,
th
e
cu
r
r
en
t
o
u
tp
u
ts
d
o
n
o
t
alwa
y
s
an
s
wer
th
e
s
tated
g
o
als.
T
h
e
s
tan
d
ar
d
o
f
air
tr
ea
tm
en
t
o
r
lig
h
tin
g
f
ac
ilit
ies
in
s
ch
o
o
l
b
u
ild
in
g
s
p
r
o
claim
e
d
b
y
th
e
g
o
v
er
n
m
en
t
is
s
till
li
m
ited
to
s
u
b
jectiv
e
ass
es
s
m
en
t,
d
eter
m
in
ed
b
y
a
s
im
p
le
"su
f
f
icien
t"
o
r
"a
d
eq
u
ate,
"
an
d
th
e
n
in
ter
p
r
eted
v
er
y
d
iv
er
s
e
b
y
th
e
s
ch
o
o
ls
.
B
ased
o
n
th
e
a
u
th
o
r
'
s
o
b
s
er
v
atio
n
at
Sals
ab
ila
Prim
ar
y
Sch
o
o
l
o
f
B
an
g
u
n
t
ap
a
n
an
d
s
ev
er
al
o
t
h
er
elem
en
tar
y
s
ch
o
o
ls
in
Yo
g
y
ak
ar
ta
in
2
0
1
3
-
2
0
1
7
,
wh
ile
ass
is
tin
g
th
e
p
la
n
n
in
g
o
f
elem
en
tar
y
s
ch
o
o
l
b
u
ild
in
g
s
estab
lis
h
ed
o
n
lim
ited
lan
d
,
t
h
e
s
ch
o
o
l
o
wn
er
s
'
awa
r
en
ess
o
f
th
e
im
p
o
r
tan
ce
o
f
class
r
o
o
m
co
n
d
itio
n
s
a
n
d
lig
h
tin
g
is
r
elativ
ely
lo
w.
Mu
h
am
m
ad
iy
a
h
s
ch
o
o
ls
,
th
e
r
ese
ar
ch
s
co
p
e,
wer
e
g
en
er
ally
b
u
ilt
b
ef
o
r
e
th
e
er
a
o
f
r
ap
id
ad
v
a
n
ce
m
en
t
in
in
f
o
r
m
a
tio
n
tech
n
o
lo
g
y
.
R
en
o
v
atio
n
an
d
b
u
ild
in
g
ad
d
itio
n
d
u
e
to
s
ig
n
if
ican
t
p
r
o
g
r
ess
in
th
e
cu
r
r
ic
u
lu
m
was
im
p
r
o
p
er
ly
p
lan
n
e
d
an
d
ten
d
ed
to
ca
u
s
e
n
e
w
is
s
u
es
af
f
ec
ted
b
y
th
e
s
ch
o
o
l
co
m
p
lex
'
s
h
ig
h
-
d
e
n
s
ity
d
en
s
ity
.
T
h
er
ef
o
r
e,
it
is
e
s
s
en
tial
to
f
o
r
m
u
late
a
m
o
r
e
s
p
ec
if
ic
lear
n
in
g
s
p
ac
e
d
esig
n
an
d
b
e
ap
p
lied
in
s
ch
o
o
ls
,
esp
ec
ially
in
I
n
d
o
n
esia.
On
th
is
b
asis
,
r
esear
ch
er
s
in
ten
d
to
ex
p
r
ess
p
atter
n
s
o
f
s
tu
d
e
n
t
ten
d
en
cies in
ch
o
o
s
in
g
a
c
o
m
f
o
r
tab
le
p
lace
to
s
tu
d
y
.
Pre
v
io
u
s
r
esear
ch
h
as
also
f
o
u
n
d
f
ac
to
r
s
th
at
ten
d
to
b
e
s
tu
d
en
ts
'
p
r
ef
er
en
ce
f
o
r
lear
n
in
g
s
p
ac
e
in
s
ch
o
o
ls
.
A
s
tu
d
y
co
n
d
u
cted
b
y
Har
r
o
p
a
n
d
T
u
r
p
in
[
2
6
]
s
tates
th
at
th
er
e
ar
e
n
in
e
attr
ib
u
te
s
o
f
lear
n
in
g
s
p
ac
e
p
r
ef
er
en
ce
,
in
clu
d
in
g
:
1
)
De
s
tin
atio
n
,
r
elate
d
to
th
e
s
elec
tio
n
o
f
s
tu
d
en
ts
'
p
lace
s
to
s
tu
d
y
;
2
)
I
d
e
n
tity
,
co
n
ce
r
n
in
g
th
e
f
ee
l
an
d
im
p
r
e
s
s
io
n
o
f
th
e
r
o
o
m
th
ey
ar
e
u
s
in
g
;
3
)
C
o
n
v
er
s
atio
n
,
r
eg
ar
d
i
n
g
th
e
a
d
eq
u
a
cy
o
r
ab
s
en
ce
o
f
s
p
ac
e
as
a
v
eh
icle
f
o
r
co
llab
o
r
atio
n
an
d
in
ter
p
e
r
s
o
n
al
co
m
m
u
n
icatio
n
;
4
)
C
o
m
m
u
n
ity
,
r
eg
a
r
d
in
g
s
o
cial
in
ter
ac
tio
n
,
s
u
p
p
o
r
t,
a
n
d
o
n
e
g
o
al
;
5
)
Secu
r
ity
,
r
e
g
ar
d
in
g
t
h
e
p
r
o
tectio
n
o
f
p
r
iv
ac
y
o
r
s
af
eg
u
ar
d
in
g
o
f
in
d
iv
id
u
als
;
6
)
T
im
e
,
co
n
ce
r
n
in
g
th
e
av
ailab
ilit
y
o
f
s
p
ac
e
b
y
th
e
lev
el
o
f
u
s
er
n
ee
d
s
;
7
)
Hu
m
an
f
ac
to
r
s
;
8
)
Ph
y
s
ical
co
n
d
itio
n
,
c
o
n
ce
r
n
i
n
g
th
e
p
h
y
s
ical
co
n
d
itio
n
o
f
s
t
u
d
y
r
o
o
m
s
u
c
h
as
lig
h
tin
g
a
n
d
ac
o
u
s
tics
;
an
d
9
)
R
eso
u
r
ce
s
,
th
e
av
ailab
ilit
y
o
f
l
ea
r
n
in
g
s
u
p
p
o
r
t c
o
m
p
o
n
en
ts
,
a
n
d
r
ef
r
esh
m
en
ts
(
s
u
ch
as f
o
o
d
,
d
r
in
k
s
)
.
Similar
r
esear
ch
h
as
also
b
e
e
n
ca
r
r
ied
o
u
t
b
y
Dam
ş
a
,
et
a
l.
[
2
7
]
co
n
ce
r
n
in
g
th
e
s
tu
d
y
o
f
lear
n
in
g
s
p
ac
e
f
r
o
m
an
ec
o
lo
g
ical
p
e
r
s
p
ec
tiv
e.
T
h
is
s
tu
d
y
'
s
co
n
tr
i
b
u
tio
n
is
th
at
to
s
u
p
p
o
r
t
lear
n
in
g
s
p
ac
e
is
n
ee
d
e
d
:
en
r
ich
m
en
t
o
f
lear
n
in
g
r
eso
u
r
ce
s
an
d
a
c
o
n
d
u
civ
e
lea
r
n
in
g
atm
o
s
p
h
er
e,
ap
p
r
o
p
r
iate
lear
n
in
g
c
o
n
tex
t.
Als
o
,
m
an
ag
em
en
t
o
f
lear
n
in
g
im
p
l
em
en
tatio
n
m
u
s
t
p
r
o
d
u
ce
th
e
n
ec
ess
ar
y
f
lex
i
b
ilit
y
an
d
p
er
m
ea
b
ilit
y
to
ac
ce
s
s
lar
g
e
-
s
ca
le
ec
o
lo
g
y
f
r
o
m
av
ailab
le
s
o
u
r
ce
s
.
Gr
an
ito
an
d
San
tan
a
[
2
4
]
d
is
cu
s
s
es
s
tu
d
en
ts
'
an
d
teac
h
er
s
'
p
er
s
p
ec
tiv
es
o
n
class
r
o
o
m
s
a
n
d
th
e
e
n
v
ir
o
n
m
en
t
th
at
in
f
l
u
en
ce
s
th
e
lear
n
in
g
p
r
o
ce
s
s
f
r
o
m
a
p
s
y
c
h
o
lo
g
ical
p
er
s
p
ec
tiv
e.
T
h
e
r
e
s
u
l
t
s
s
h
o
w
ed
t
h
a
t
t
h
r
e
e
m
a
i
n
v
a
r
i
a
b
le
s
:
1
)
C
o
n
d
i
t
i
o
n
s
,
r
e
p
r
es
e
n
ti
n
g
a
l
l
p
r
o
b
l
e
m
s
i
n
t
h
e
r
o
o
m
s
u
c
h
a
s
s
p
a
c
e
,
t
e
m
p
e
r
at
u
r
e
,
a
n
d
l
i
g
h
t
;
2
)
R
es
u
l
ts
,
i
n
clu
d
i
n
g
s
e
v
e
r
a
l
v
a
r
i
a
b
l
es
,
s
u
ch
a
s
c
o
n
c
e
n
t
r
a
ti
o
n
,
i
n
v
o
l
v
e
m
e
n
t
,
a
n
d
s
t
u
d
e
n
t
g
r
a
d
es
;
a
n
d
3
)
V
a
l
u
e
,
i
n
c
l
u
d
i
n
g
t
h
e
ex
t
e
n
t
o
f
t
h
e
i
m
p
a
c
t
o
f
le
a
r
n
i
n
g
i
n
t
h
e
c
l
as
s
r
o
o
m
.
T
h
e
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
t
h
i
s
r
e
s
e
a
r
c
h
a
n
d
e
x
is
t
i
n
g
r
es
e
a
r
c
h
l
i
e
s
i
n
t
h
e
l
e
v
el
o
f
s
c
h
o
o
l
u
s
ed
,
l
o
c
a
t
i
o
n
,
r
e
s
e
a
r
c
h
o
b
j
e
ct
,
p
o
i
n
t
o
f
v
i
e
w
o
f
t
h
e
s
t
u
d
y
,
a
n
d
t
h
e
c
o
m
p
l
ex
i
t
y
o
f
t
h
e
m
e
t
h
o
d
u
s
e
d
.
T
h
is
r
e
s
e
a
r
c
h
'
s
s
i
m
i
l
a
r
i
ty
w
i
t
h
e
x
is
t
i
n
g
r
es
e
a
r
c
h
is
i
n
e
d
u
c
a
t
i
o
n
a
l
r
es
e
a
r
c
h
f
a
ci
l
it
i
es
t
h
a
t
s
u
p
p
o
r
t
l
e
a
r
n
i
n
g
s
p
a
c
e
a
n
d
t
y
p
e
o
f
a
n
a
l
y
s
is
u
s
e
d
.
T
h
is
s
tu
d
y
aim
ed
to
d
eter
m
i
n
e
wh
ich
s
ch
o
o
l
s
p
ac
es
s
tu
d
en
ts
ch
o
o
s
e
to
s
tu
d
y
,
cr
iter
ia
f
o
r
wh
at
s
ch
o
o
l
s
p
ac
e
s
tu
d
en
ts
n
ee
d
,
an
d
d
is
tr
ib
u
tio
n
p
atter
n
s
o
f
th
ese
p
r
ef
e
r
en
ce
s
.
T
h
e
s
el
ec
tio
n
o
f
r
esear
ch
r
esp
o
n
d
en
ts
wer
e
s
tu
d
en
ts
f
r
o
m
th
e
Mu
h
am
m
ad
iy
a
h
s
ch
o
o
l
f
o
u
n
d
atio
n
at
th
e
ele
m
en
tar
y
,
ju
n
io
r
h
ig
h
s
ch
o
o
l,
an
d
s
en
io
r
h
i
g
h
s
ch
o
o
ls
in
s
elec
ted
s
ch
o
o
ls
in
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
esia
.
T
h
e
c
r
iter
ia
f
o
r
t
h
e
s
p
ac
e
n
ee
d
ed
t
o
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
0
2
-
5
1
1
504
cr
ea
te
a
p
lace
th
at
s
u
p
p
o
r
ts
s
tu
d
en
t
lear
n
in
g
ac
tiv
ities
will
r
ev
ea
l
th
r
o
u
g
h
th
e
r
esp
o
n
d
en
t'
s
an
s
wer
s
.
T
h
is
r
esear
ch
r
es
u
lt su
g
g
ests
d
esig
n
in
g
a
s
ch
o
o
l o
r
lea
r
n
in
g
s
p
ac
e
th
at
is
f
u
n
an
d
s
u
p
p
o
r
ts
lear
n
in
g
o
b
jectiv
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
[
2
8
]
with
ex
p
lo
r
ato
r
y
r
esear
ch
ca
teg
o
r
ies
[
2
9
]
to
f
in
d
o
u
t
in
f
o
r
m
atio
n
a
b
o
u
t
th
e
r
ea
s
o
n
s
f
o
r
c
h
o
o
s
in
g
lear
n
in
g
s
p
ac
e
an
d
s
ch
o
o
l
s
p
ac
e
cr
iter
ia
as
wh
at
s
tu
d
en
ts
n
ee
d
to
lea
r
n
.
T
h
e
d
a
ta
co
llectio
n
m
eth
o
d
u
s
es
an
o
p
en
-
e
n
d
ed
q
u
esti
o
n
q
u
esti
o
n
n
air
e.
R
esp
o
n
d
en
ts
wer
e
7
7
2
s
tu
d
en
t
s
f
r
o
m
Yo
g
y
ak
ar
ta
Mu
h
am
m
ad
iy
a
h
f
o
u
n
d
atio
n
s
ch
o
o
ls
at
th
e
elem
en
t
ar
y
s
ch
o
o
l
lev
el
o
f
2
4
5
s
tu
d
en
ts
,
J
u
n
io
r
Hig
h
Sch
o
o
ls
b
y
2
6
5
s
tu
d
en
ts
,
an
d
Sen
io
r
Hig
h
Sch
o
o
ls
b
y
2
6
2
s
tu
d
en
ts
.
Data
an
aly
s
i
s
tech
n
iq
u
es
u
s
in
g
q
u
alitativ
e
co
n
ten
t
an
aly
s
is
m
eth
o
d
s
with
th
r
ee
s
tag
es:
o
p
en
co
d
in
g
,
ax
ial
co
d
in
g
,
an
d
s
elec
tiv
e
co
d
in
g
[3
0]
.
I
n
th
e
o
p
en
co
d
i
n
g
s
tag
e,
r
esp
o
n
d
e
n
t's
an
s
wer
s
,
wh
ich
a
r
e
te
x
t
d
a
ta,
ar
e
id
en
tifie
d
to
o
b
tain
k
e
y
wo
r
d
s
.
L
ater
,
th
e
ax
ial
co
d
in
g
s
tag
e
will
m
ak
e
a
c
ateg
o
r
y
o
f
k
ey
wo
r
d
s
g
ath
er
e
d
at
th
e
o
p
e
n
co
d
in
g
s
tag
e.
Fin
ally
,
s
elec
tiv
e
co
d
in
g
estab
lis
h
ed
th
e
r
elat
io
n
s
h
ip
b
etwe
en
ca
teg
o
r
ies.
T
h
e
r
esear
ch
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
c
o
n
s
id
er
in
g
th
at
th
e
Mu
h
am
m
ad
iy
a
h
s
ch
o
o
ls
in
Y
o
g
y
ak
a
r
ta
,
I
n
d
o
n
esia,
wer
e
6
0
s
ch
o
o
ls
s
ca
tter
ed
in
th
e
ce
n
tr
al,
wester
n
,
an
d
ea
s
ter
n
r
e
g
io
n
s
o
f
Y
o
g
y
ak
ar
ta
,
I
n
d
o
n
esia
.
T
h
r
ee
s
ch
o
o
l
s
am
p
les
c
o
n
s
i
s
tin
g
o
f
elem
e
n
tar
y
s
ch
o
o
l,
ju
n
i
o
r
h
i
g
h
s
ch
o
o
l,
an
d
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
e
p
r
esen
t
ea
ch
ar
ea
.
T
h
e
to
tal
n
in
e
s
ch
o
o
l
s
am
p
les
ar
e
1
5
%
o
f
t
h
e
to
t
al
p
o
p
u
latio
n
(
6
0
M
u
h
am
m
a
d
iy
ah
s
ch
o
o
ls
)
.
T
h
e
v
alu
e
o
f
r
co
u
n
t
o
b
tain
s
th
e
r
e
liab
ilit
y
test
r
esu
lts
(
0
.
6
1
8
)
>
th
e
v
alu
e
o
f
r
tab
le
(
0
.
4
4
4
)
,
th
e
n
th
e
in
s
tr
u
m
e
n
t
is
d
ec
lar
ed
r
eliab
le.
T
h
e
r
esu
lts
o
f
th
e
v
alid
ity
test
item
1
-
1
5
ar
e
d
ec
lar
ed
v
alid
b
ec
au
s
e
th
e
v
al
u
e
o
f
r
c
o
u
n
t
C
r
o
n
b
ac
h
'
s
Alp
h
a>
R
tab
le
v
alu
e
(
0
.
4
4
4
)
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
R
ef
er
r
in
g
to
th
e
an
al
y
s
is
s
tep
ab
o
u
t
c
h
o
o
s
in
g
a
p
lace
o
f
lea
r
n
in
g
b
ased
o
n
s
tu
d
en
ts
'
r
ea
s
o
n
s
ca
n
b
e
ex
p
lain
ed
in
th
r
ee
s
tag
es.
3
.
1
.
O
pen
co
din
g
s
t
a
g
e
T
h
is
s
tag
e
aim
s
to
d
eter
m
in
e
th
e
k
ey
wo
r
d
s
o
f
ea
ch
s
tu
d
en
t'
s
an
s
wer
r
elate
d
to
th
e
q
u
esti
o
n
ask
ed
to
th
e
r
esp
o
n
d
e
n
t
r
eg
a
r
d
in
g
th
e
m
o
s
t
c
o
m
f
o
r
tab
le
an
d
c
o
m
f
o
r
tab
le
p
lace
to
s
tu
d
y
.
T
h
e
s
tu
d
en
ts
'
an
s
wer
s
p
r
esen
ted
ar
e
th
e
to
p
1
2
a
n
s
wer
s
th
at
o
f
ten
ap
p
ea
r
,
in
clu
d
es
a
lib
r
ar
y
,
m
o
s
q
u
e
(
p
r
a
y
in
g
r
o
o
m
)
,
m
u
ltime
d
ia
lab
o
r
ato
r
y
,
ca
n
teen
,
s
ch
o
o
ly
a
r
d
,
h
all,
lab
o
r
ato
r
y
,
class
,
o
u
t
s
id
e
th
e
class
r
o
o
m
,
p
ar
k
/g
ar
d
en
,
in
f
r
o
n
t
o
f
th
e
class
r
o
o
m
,
an
d
m
u
s
ic
r
o
o
m
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
p
er
ce
n
tag
e
o
f
th
e
f
r
e
q
u
en
c
y
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
d
e
n
ts
'
an
s
wer
s
.
B
ased
o
n
th
e
r
esu
lts
o
f
o
p
e
n
c
o
d
in
g
an
d
ax
ial
c
o
d
in
g
a
n
aly
s
is
,
wh
ich
p
r
o
d
u
ce
s
1
,
3
5
8
s
u
b
-
d
ata,
th
er
e
ar
e
2
0
p
lace
-
r
elate
d
k
ey
wo
r
d
s
with
1
2
k
ey
wo
r
d
s
th
at
m
o
s
t
o
f
ten
ap
p
ea
r
.
Stu
d
en
ts
'
th
r
ee
f
av
o
r
ite
p
lace
s
to
s
tu
d
y
at
s
ch
o
o
l
ar
e
lib
r
a
r
ies
at
4
5
.
3
6
%,
m
o
s
q
u
e
o
r
m
o
s
q
u
e
at
9
.
2
1
%,
an
d
m
u
ltime
d
ia
lab
o
r
ato
r
ies
(
m
u
ltime
d
ia
r
o
o
m
s
,
I
C
T
r
o
o
m
s
,
co
m
p
u
ter
lab
o
r
ato
r
ies)
at
7
.
1
3
%.
I
n
c
o
m
p
ar
is
o
n
,
th
e
o
th
e
r
3
7
.
3
1
%
co
n
s
is
ted
o
f
v
e
r
y
d
iv
er
s
e
ch
o
ices,
in
c
lu
d
in
g
ca
n
teen
(
5
.
9
4
%),
s
ch
o
o
ly
ar
d
(
5
.
2
7
%),
h
all
(
4
.
6
8
%),
an
d
la
b
o
r
ato
r
y
(
3
.
9
7
%)
as in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
p
lace
s
in
th
e
s
ch
o
o
l th
at
ar
e
co
m
f
o
r
tab
le
f
o
r
lear
n
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l sp
a
ce
s
elec
tio
n
p
r
eferen
ce
s
:
A
r
ch
itectu
r
a
l p
ers
p
ec
tive
to
w
a
r
d
fo
r
ma
l sch
o
o
l
(
K
u
r
n
ia
Wid
ia
s
tu
ti
)
505
R
esp
o
n
d
en
ts
wh
o
ch
o
s
e
th
e
li
b
r
ar
y
r
ea
s
o
n
ed
th
at
a
lib
r
a
r
y
i
s
a
co
m
f
o
r
tab
le
p
lace
(
1
5
.
5
%),
th
er
e
ar
e
m
an
y
b
o
o
k
s
(
1
5
.
2
%),
a
n
d
q
u
i
etn
ess
(
9
.
2
%).
R
esp
o
n
d
en
ts
w
h
o
ch
o
s
e
a
m
o
s
q
u
e
r
ea
s
o
n
ed
t
h
at
th
e
m
o
s
q
u
e
was
a
co
m
f
o
r
ta
b
le
p
lace
(
1
9
.
4
%),
co
ld
(
1
9
.
4
%),
q
u
ietn
ess
(
8
.
1
%),
an
d
lar
g
e
(
8
.
1
%).
Me
an
wh
il
e,
r
esp
o
n
d
e
n
ts
wh
o
ch
o
s
e
th
e
m
u
ltime
d
ia
lab
o
r
at
o
r
y
r
ea
s
o
n
ed
th
at
it
was
air
-
co
n
d
itio
n
e
d
(
1
8
.
8
%),
co
m
f
o
r
t
ab
le
(
1
7
.
7
%),
co
l
d
(
1
4
.
6
%),
an
d
f
r
ee
Wi
-
Fi
(
5
.
2
%)
p
lace
.
T
a
b
le
1
p
r
esen
ts
a
n
s
wer
s
to
q
u
esti
o
n
s
th
at
ex
p
l
ain
th
e
r
esp
o
n
d
e
n
ts
'
ar
g
u
m
en
ts
in
c
h
o
o
s
in
g
a
co
n
v
en
ien
t le
ar
n
in
g
lo
ca
tio
n
i
n
th
e
o
p
en
c
o
d
in
g
d
ata.
T
ab
le
1
.
Op
e
n
co
d
i
n
g
d
ata
f
o
r
r
ea
s
o
n
s
s
tu
d
en
ts
ch
o
o
s
e
s
ch
o
o
l sp
ac
e
Q
u
e
st
i
o
n
A
n
sw
e
r
s
K
e
y
w
o
r
d
s
R
e
a
s
o
n
s
t
o
c
h
o
o
s
e
t
h
e
p
l
a
c
e
:
1.
C
o
mf
o
r
t
a
b
l
e
a
n
d
ma
n
y
b
o
o
k
s
t
h
a
t
c
a
n
b
e
r
e
a
d
(
n
o
.
7
6
)
C
o
mf
o
r
t
a
b
l
e
;
A
c
c
e
ss r
e
f
e
r
e
n
c
e
s s
o
u
r
c
e
s;
C
a
n
r
e
a
d
2.
C
a
n
m
o
n
i
t
o
r
t
h
e
m
o
t
o
r
(
n
o
.
6
8
0
)
M
o
n
i
t
o
r
t
h
e
mo
t
o
r
3.
B
e
c
a
u
s
e
i
t
i
s
q
u
i
e
t
e
r
,
w
i
d
e
r
t
h
a
n
a
c
l
a
s
sr
o
o
m
,
a
n
d
c
o
mf
o
r
t
a
b
l
e
f
o
r
l
e
a
r
n
i
n
g
(
n
o
.
4
3
3
)
Q
u
i
e
t
n
e
ss
;
L
a
r
g
e
;
C
o
mf
o
r
t
a
b
l
e
4.
B
e
c
a
u
s
e
t
h
e
r
e
a
r
e
A
C
a
n
d
a
c
o
m
p
u
t
e
r
(
n
o
.
2
4
7
)
A
C
;
C
o
mp
u
t
e
r
5.
C
a
n
e
a
t
a
n
d
d
r
i
n
k
(
n
o
.
5
9
6
)
C
a
n
e
a
t
;
C
a
n
d
r
i
n
k
6.
Lo
t
s
o
f
t
r
e
e
s a
n
d
f
r
e
s
h
a
i
r
(
n
o
.
1
2
8
)
M
a
n
y
t
r
e
e
s;
F
r
e
s
h
7.
La
r
g
e
,
n
o
t
h
o
t
,
b
r
i
g
h
t
(
n
o
.
1
6
6
)
La
r
g
e
;
N
o
t
h
o
t
;
B
r
i
g
h
t
8.
C
a
n
st
u
d
y
ser
i
o
u
sl
y
a
n
d
p
r
o
v
i
d
e
q
u
e
st
i
o
n
m
a
t
e
r
i
a
l
(
n
o
.
7
6
6
)
C
a
n
c
o
n
c
e
n
t
r
a
t
e
;
A
c
c
e
ss ref
e
r
e
n
c
e
so
u
r
c
e
s
9.
Th
e
c
l
a
ss
i
s
c
o
l
d
,
n
e
a
t
,
n
o
t
a
l
o
t
o
f
g
a
r
b
a
g
e
sca
t
t
e
r
e
d
(
n
o
.
3
5
4
)
C
o
l
d
;
N
e
a
t
;
C
l
e
a
n
1
0
.
Th
e
c
l
a
ss
i
s
j
u
s
t
r
i
g
h
t
,
a
n
d
t
h
e
l
o
c
a
t
i
o
n
i
s far f
r
o
m t
h
e
c
r
o
w
d
(
n
o
.
5
6
9
)
C
l
a
s
s i
s
c
o
r
r
e
c
t
1
1
.
Th
e
r
e
i
s
f
r
e
sh
a
i
r
F
r
e
sh
1
2
.
C
o
o
l
,
c
o
mf
o
r
t
a
b
l
e
,
q
u
i
e
t
n
e
ss
,
e
a
s
y
t
o
r
e
c
e
i
v
e
l
e
ss
o
n
s
(
n
o
.
7
2
9
)
C
o
o
l
;
C
o
mf
o
r
t
a
b
l
e
;
Q
u
i
e
t
n
e
ss
;
E
a
sy
t
o
r
e
c
e
i
v
e
l
e
ss
o
n
s
1
3
.
C
a
n
b
e
w
i
t
h
f
r
i
e
n
d
s
a
n
d
b
e
b
e
t
t
e
r
(
n
o
.
5
2
3
)
W
i
t
h
f
r
i
e
n
d
s;
G
o
o
d
1
4
.
C
a
n
p
l
a
y
mu
s
i
c
a
n
d
ma
k
e
mu
s
i
c
f
o
r
a
mo
me
n
t
t
o
r
e
l
e
a
se
t
h
e
e
x
i
st
i
n
g
s
t
r
e
ss (
n
o
.
3
9
1
)
M
u
s
i
c
;
C
o
l
d
3
.
2
.
Ax
i
a
l
c
o
din
g
s
t
a
g
e
Af
ter
o
p
en
co
d
in
g
,
ca
te
g
o
r
y
i
n
d
u
ce
d
u
s
in
g
th
e
g
r
o
u
p
in
g
o
f
k
ey
wo
r
d
s
(
ax
ial
co
d
in
g
)
o
f
t
h
e
an
s
wer
s
o
b
tain
ed
i
n
o
p
en
c
o
d
in
g
,
q
u
esti
o
n
s
to
th
e
r
esp
o
n
d
e
n
t
ab
o
u
t
th
e
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
a
lea
r
n
in
g
s
p
ac
e
m
ak
es
th
e
d
ata.
T
a
b
le
2
p
r
esen
t
s
th
e
ca
teg
o
r
izatio
n
o
f
t
h
e
r
esp
o
n
d
en
ts
'
m
o
tiv
es.
Dis
tr
ib
u
tio
n
an
aly
s
is
u
s
ed
th
ese
ca
teg
o
r
ies.
T
h
er
e
ar
e
1
3
ca
te
g
o
r
ies
o
f
r
ea
s
o
n
s
s
tu
d
en
ts
c
h
o
o
s
e
a
p
lace
f
o
r
s
tu
d
y
i
n
g
i
n
s
ch
o
o
l.
Fig
u
r
e
2
d
is
p
lay
s
th
e
p
er
ce
n
tag
e
o
f
t
h
e
f
r
eq
u
e
n
cy
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
d
en
ts
'
an
s
wer
s
.
Fig
u
r
e
2
s
h
o
ws
th
at
th
e
m
o
s
t
m
en
tio
n
ed
r
o
o
m
cr
iter
ia
b
y
s
tu
d
en
ts
in
Yo
g
y
ak
a
r
ta
ar
e
th
e
ca
teg
o
r
y
o
f
"T
h
er
m
al
C
o
m
f
o
r
t"
b
y
3
8
.
3
%
an
d
"Co
m
p
leten
ess
o
f
Su
p
p
o
r
tin
g
Facilities
"
b
y
1
7
.
1
%.
Ot
h
er
cr
iter
ia
f
o
llo
w
with
1
2
.
7
%
f
o
r
"Ac
o
u
s
tic
C
o
m
f
o
r
t"
a
n
d
1
0
.
4
%
f
o
r
"Div
er
s
ity
o
f
Activ
ities
,
"
wh
ile
o
th
er
s
p
atial
m
ea
s
u
r
es
th
a
t
ar
e
least
d
o
m
i
n
an
t
a
r
e
th
e
ca
teg
o
r
y
o
f
"L
ea
r
n
i
n
g
Pr
o
d
u
cti
v
ity
"
b
y
1
.
8
%,
"Visu
al
Qu
ali
ty
o
f
th
e
Sit
e
an
d
B
u
ild
in
g
s
"
b
y
4
.
4
%,
"Saf
ety
C
o
n
tr
o
l"
b
y
0
.
1
%,
"Ps
y
ch
ic
C
o
m
f
o
r
t"
b
y
5
.
9
%,
"L
ig
h
tin
g
C
o
m
f
o
r
t"
b
y
0
.
7
%,
"Fr
ee
d
o
m
o
f
Mo
v
e
m
en
t"
b
y
3
.
5
%,
"Pr
o
x
im
ity
o
f
Acc
ess
ib
ilit
y
"
b
y
0
.
1
%,
"So
cial
I
n
t
er
ac
tio
n
"
b
y
0
.
8
%,
"Ac
ce
s
s
to
Natu
r
al
E
n
v
ir
o
n
m
en
ts
"
b
y
1
.
2
%,
an
d
last
is
"Ac
ce
s
s
to
L
an
d
s
ca
p
e
to
th
e
Su
r
r
o
u
n
d
i
n
g
E
n
v
ir
o
n
m
en
t"
b
y
0
.
2
%.
T
ab
le
2
.
Ax
ial
co
d
in
g
d
ata
f
o
r
r
ea
s
o
n
s
s
tu
d
en
ts
ch
o
o
s
e
s
ch
o
o
l sp
ac
e
K
e
y
w
o
r
d
s
C
a
t
e
g
o
r
y
C
o
mf
o
r
t
a
b
l
e
;
A
C
;
F
r
e
s
h
;
C
o
l
d
Th
e
r
m
a
l
c
o
mf
o
r
t
A
c
c
e
ss
r
e
f
e
r
e
n
c
e
s
o
u
r
c
e
s;
C
o
m
p
u
t
e
r
C
o
m
p
l
e
t
e
n
e
ss
o
f
s
u
p
p
o
r
t
i
n
g
f
a
c
i
l
i
t
i
e
s
Q
u
i
e
t
n
e
ss
;
Q
u
i
e
t
A
c
o
u
st
i
c
c
o
mf
o
r
t
C
a
n
r
e
a
d
;
C
a
n
e
a
t
;
C
a
n
d
r
i
n
k
;
M
u
si
c
D
i
v
e
r
s
i
t
y
o
f
a
c
t
i
v
i
t
i
e
s
C
a
n
c
o
n
c
e
n
t
r
a
t
e
;
G
o
o
d
P
sy
c
h
i
c
a
l
c
o
mf
o
r
t
N
e
a
t
;
C
l
e
a
n
V
i
su
a
l
q
u
a
l
i
t
y
o
f
s
i
t
e
a
n
d
b
u
i
l
d
i
n
g
La
r
g
e
;
C
o
mp
r
e
h
e
n
s
i
v
e
F
r
e
e
d
o
m
o
f
m
o
v
e
m
e
n
t
Ea
sy
t
o
r
e
c
e
i
v
e
l
e
ss
o
n
s
Le
a
r
n
i
n
g
p
r
o
d
u
c
t
i
v
i
t
y
M
a
n
y
t
r
e
e
s
A
c
c
e
ss
t
o
t
h
e
n
a
t
u
r
a
l
e
n
v
i
r
o
n
me
n
t
W
i
t
h
f
r
i
e
n
d
s
S
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
s
B
r
i
g
h
t
Li
g
h
t
i
n
g
c
o
mf
o
r
t
M
o
n
i
t
o
r
t
h
e
mo
t
o
r
S
a
f
e
t
y
c
o
n
t
r
o
l
C
l
a
s
s i
s
c
o
r
r
e
c
t
P
r
o
x
i
mi
t
y
o
f
a
c
c
e
ss
i
b
i
l
i
t
y
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
0
2
-
5
1
1
506
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
lear
n
in
g
s
p
ac
e
T
h
e
s
tu
d
en
ts
'
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
a
s
u
itab
le
s
p
ac
e
f
o
r
s
tu
d
y
in
g
ar
e
o
n
th
r
ee
ty
p
es,
n
a
m
ely
g
en
d
er
,
ed
u
ca
tio
n
lev
el,
an
d
t
h
e
s
ch
o
o
l lo
ca
tio
n
zo
n
e
.
a.
B
ased
o
n
g
en
d
e
r
B
ased
o
n
g
en
d
er
,
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
m
ale
an
d
f
em
ale
r
esp
o
n
d
e
n
ts
.
I
n
th
e
f
ir
s
t p
o
s
itio
n
,
th
e
T
h
er
m
al
C
o
m
f
o
r
t p
r
e
f
er
en
ce
n
u
m
b
er
r
ea
c
h
ed
4
0
.
7
% in
m
ale
r
esp
o
n
d
e
n
ts
'
s
u
b
-
d
ata
an
d
3
7
%
in
f
em
ale
r
esp
o
n
d
en
ts
'
s
u
b
-
d
ata.
Fig
u
r
es
f
o
r
Su
p
p
o
r
tin
g
C
o
m
p
leten
ess
o
f
Su
p
p
o
r
t
Fa
cilities
in
th
e
s
ec
o
n
d
p
o
s
itio
n
r
ea
ch
ed
1
4
.
4
%
in
m
ale
r
esp
o
n
d
en
t
s
u
b
-
d
ata
an
d
1
8
.
6
%
in
f
em
ale
r
esp
o
n
d
en
t
s
u
b
-
d
ata.
I
n
Aco
u
s
tic
C
o
m
f
o
r
t
p
r
ef
er
e
n
ce
r
ate,
it
c
o
m
es
1
1
.
9
%
in
m
ale
r
esp
o
n
d
e
n
t
s
u
b
-
d
ata
an
d
1
3
.
9
%
i
n
f
e
m
ale
r
esp
o
n
d
en
t
s
u
b
-
d
ata.
I
t'
s
ju
s
t
a
s
u
b
-
d
ata
o
f
m
ale
r
esp
o
n
d
en
ts
s
h
o
win
g
a
s
lig
h
tly
g
r
ea
ter
p
r
e
f
er
en
ce
f
o
r
Activ
ity
Div
er
s
it
y
(
1
2
.
9
%)
t
h
an
Aco
u
s
tic
C
o
m
f
o
r
t a
s
h
o
wn
in
Fig
u
r
e
3
.
Fig
u
r
e
3
.
C
o
m
p
a
r
is
o
n
o
f
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
s
ch
o
o
l sp
ac
e
b
ased
o
n
g
e
n
d
er
b.
B
ased
o
n
th
e
s
tu
d
y
lev
el
Fig
u
r
e
2
s
h
o
ws
th
e
co
m
p
ar
ativ
e
an
aly
s
is
o
f
d
is
tr
ib
u
tio
n
r
ea
s
o
n
s
f
o
r
s
elec
tin
g
lear
n
i
n
g
s
p
ac
es
b
etwe
en
r
esp
o
n
d
e
n
ts
.
T
h
e
d
iag
r
am
illu
s
tr
ates
th
at
th
e
r
e
s
p
o
n
d
en
ts
at
th
e
elem
en
tar
y
lev
el
d
o
n
o
t
p
r
io
r
itize
th
er
m
al
co
m
f
o
r
t
(
3
5
.
1
%)
o
v
er
r
esp
o
n
d
en
ts
at
ju
n
i
o
r
h
i
g
h
s
ch
o
o
l
lev
el
(
3
8
.
2
%)
o
r
h
i
g
h
s
ch
o
o
l
(
4
1
.
5
%).
Ho
wev
er
,
th
e
f
ig
u
r
e
is
m
o
r
e
d
o
m
in
an
t
th
an
o
th
e
r
ca
teg
o
r
ies.
E
lem
en
tar
y
Sch
o
o
l
s
tu
d
en
ts
also
s
h
o
wed
a
m
o
r
e
in
cr
ea
s
ed
n
ee
d
f
o
r
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
(
2
2
.
5
%)
co
m
p
ar
ed
to
j
u
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
(
1
3
.
5
%)
a
n
d
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
(
1
6
.
2
%).
R
eg
ar
d
in
g
ac
o
u
s
tic
co
m
f
o
r
t,
th
e
f
ig
u
r
e
is
d
ir
e
ctly
p
r
o
p
o
r
tio
n
al
t
o
in
cr
ea
s
in
g
lev
els:
8
.
7
%
f
o
r
elem
en
tar
y
s
tu
d
e
n
ts
,
1
3
.
9
%
f
o
r
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
an
d
1
5
.
3
%
f
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Fig
u
r
e
4
co
n
clu
d
ed
th
at
elem
e
n
tar
y
s
tu
d
e
n
ts
n
ee
d
m
o
r
e
d
iv
er
s
ity
o
f
ac
tiv
ities
(
1
7
.
7
%)
th
a
n
ju
n
io
r
h
i
g
h
s
ch
o
o
l stu
d
en
ts
(
8
.
4
%)
an
d
h
i
g
h
s
ch
o
o
l stu
d
en
ts
(
5
.
7
%).
0
.
1
5
%
0
.
1
5
%
0
.
6
6
%
0
.
8
1
%
1
.
4
0
%
1
.
7
7
%
3
.
4
6
%
4
.
4
2
%
5
.
8
9
%
1
0
.
3
8
%
1
2
.
7
3
%
1
7
.1
4
%
3
8
.
2
6
%
P
r
o
x
i
mi
t
y
o
f
A
c
c
e
ssi
b
i
l
i
t
y
Safe
t
y
C
o
n
t
r
o
l
Li
g
h
t
i
n
g
C
o
mf
o
r
t
S
o
c
i
a
l
I
n
t
e
r
a
c
t
i
o
n
Acc
e
s
s t
o
Nat
u
r
a
l
E
n
v
i
r
o
n
me
n
t
L
e
a
r
n
i
n
g
Pr
o
d
u
t
i
v
i
t
y
F
r
e
e
d
o
m
o
f
M
o
v
e
me
n
t
V
i
s
u
a
l
Q
u
a
l
i
t
y
o
f
S
i
t
e
a
n
d
B
u
i
l
d
i
n
g
P
sy
si
ca
l
C
o
m
f
o
r
t
D
i
v
e
r
si
t
y
o
f
A
c
t
i
v
i
t
y
A
c
o
u
st
i
c
C
o
m
f
o
r
t
C
o
m
p
l
e
t
e
n
e
ss o
f
S
u
p
p
o
r
t
i
n
g
F
a
c
i
l
i
t
i
e
s
Th
e
r
m
a
l
C
o
mf
o
r
t
40.
7%
37.
0%
14.
4%
1
8
.
6
%
12.
9%
8.
3%
11.
9%
13.
9%
0.
0%
5.
0%
10.
0%
15.
0%
20.
0%
25.
0%
30.
0%
35.
0%
40.
0%
45.
0%
M
a
l
e
F
e
m
a
l
e
A
c
o
us
t
i
c
Com
fort
D
i
v
e
rs
i
t
y
of
A
c
t
i
vi
t
i
e
s
Co
m
pl
e
t
e
ne
s
s
of
S
up
port
i
ng
F
a
c
i
l
i
t
i
e
s
T
he
rm
a
l
Com
fort
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l sp
a
ce
s
elec
tio
n
p
r
eferen
ce
s
:
A
r
ch
itectu
r
a
l p
ers
p
ec
tive
to
w
a
r
d
fo
r
ma
l sch
o
o
l
(
K
u
r
n
ia
Wid
ia
s
tu
ti
)
507
Fig
u
r
e
4
.
C
o
m
p
a
r
is
o
n
o
f
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
s
ch
o
o
l sp
ac
e
b
ased
o
n
s
ch
o
o
l le
v
el
c.
B
ased
o
n
th
e
s
ch
o
o
l lo
ca
tio
n
z
o
n
e
T
h
e
d
if
f
e
r
en
t
r
ea
s
o
n
s
f
o
r
s
ele
ctin
g
s
tu
d
en
t
lear
n
in
g
s
p
ac
es
ca
n
also
b
e
s
o
r
te
d
b
ased
o
n
t
h
e
s
ch
o
o
l
lo
ca
tio
n
zo
n
e
,
as
s
u
m
m
ar
ized
in
Fig
u
r
e
5
.
Fig
u
r
e
5
s
h
o
ws
th
e
m
o
s
t
d
o
m
in
a
n
t
r
ea
s
o
n
f
o
r
s
tu
d
en
ts
in
ea
ch
r
eg
io
n
in
d
eter
m
in
in
g
lear
n
in
g
s
p
ac
e,
n
am
ely
T
h
e
r
m
al
C
o
m
f
o
r
t,
with
an
av
er
ag
e
o
f
3
8
.
8
%.
T
h
e
h
i
g
h
est
p
er
ce
n
tag
e
was
o
b
tain
ed
f
r
o
m
s
ch
o
o
ls
o
r
ig
in
atin
g
f
r
o
m
t
h
e
ea
s
ter
n
p
ar
t
o
f
Yo
g
y
ak
ar
t
a
(
4
6
.
4
%),
an
d
th
en
s
u
cc
ess
iv
ely
f
o
llo
win
g
s
ch
o
o
ls
f
r
o
m
th
e
wester
n
r
eg
io
n
(
3
5
.
9
%)
an
d
th
e
ce
n
tr
a
l
r
eg
io
n
(
3
4
.
2
%).
C
o
m
p
leten
ess
o
f
Su
p
p
o
r
t
Facilities
w
ith
an
av
er
ag
e
o
f
1
6
.
6
%,
Aco
u
s
tic
C
o
m
f
o
r
t
with
an
av
er
ag
e
o
f
1
2
.
7
%,
an
d
Div
er
s
ity
o
f
Activ
ities
with
1
0
.
3
%
is
th
e
n
e
x
t
d
o
m
i
n
an
t
an
s
wer
s
.
Saf
ety
C
o
n
tr
o
l
o
cc
u
p
ied
th
e
least
an
s
wer
s
to
th
e
r
ea
s
o
n
s
f
o
r
t
h
e
s
elec
tio
n
o
f
s
p
ac
e
in
ea
c
h
ar
ea
(
m
ea
n
0
.
1
%),
Pro
x
im
ity
o
f
Acc
ess
ib
ilit
y
(
av
er
ag
e
0
.
2
%),
a
n
d
L
ig
h
tin
g
C
o
m
f
o
r
t (
av
e
r
ag
e
0
.
7
%).
Fig
u
r
e
5
.
T
h
e
d
if
f
er
en
t r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
a
s
ch
o
o
l sp
ac
e
b
ased
o
n
th
e
lo
ca
tio
n
z
o
n
e
T
h
er
e
is
a
s
ig
n
if
ican
t d
if
f
er
en
ce
in
th
e
an
aly
s
is
o
f
r
ea
s
o
n
s
f
o
r
lear
n
i
n
g
s
p
ac
es
s
elec
tio
n
in
th
e
ea
s
ter
n
p
ar
t
o
f
Yo
g
y
ak
ar
ta
c
o
m
p
ar
e
d
with
th
e
r
eg
io
n
s
o
f
th
e
west
er
n
an
d
ce
n
tr
al
ar
ea
o
f
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
esia
,
n
am
ely
th
e
Vis
u
al
Qu
ality
Sit
e
an
d
B
u
ild
in
g
ca
teg
o
r
y
.
T
h
e
r
ea
s
o
n
is
7
.
7
%
a
n
d
4
.
2
%
in
t
h
e
ce
n
tr
al
a
n
d
west
p
ar
t
wh
ile
it
o
n
ly
g
ets
1
%
in
th
e
ea
s
t.
Me
an
wh
ile,
s
u
b
-
d
ata
r
esp
o
n
d
e
n
ts
in
th
e
ce
n
tr
al
r
e
g
io
n
h
a
v
e
a
h
i
g
h
er
p
r
e
f
er
en
ce
f
o
r
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
(
2
1
.
6
%)
th
an
in
th
e
ea
s
ter
n
p
ar
t
(
1
2
%)
o
r
th
e
wester
n
r
eg
io
n
(
1
6
.
3
%).
As
f
o
r
t
h
e
f
r
e
ed
o
m
o
f
m
o
v
em
e
n
t,
th
e
ter
r
it
o
r
y
o
f
t
h
e
west
h
as
th
e
h
ig
h
est
p
r
ef
er
en
ce
(
5
.
4
%),
f
o
llo
wed
b
y
th
e
ea
s
ter
n
p
ar
t (
4
.
1
%),
th
en
t
h
e
ce
n
tr
al
ar
ea
(
1
.
3
%).
4
1
.
5
%
3
8
.2
%
3
5
.
1
%
1
6
.
2
%
1
3
.
5
%
2
2
.
5
%
1
5
.
3
%
1
3
.
9
%
8
.
7
%
5
.
7
%
8
.
4
%
1
7
.
7
%
0
.
0
%
5
.
0
%
1
0
.
0
%
1
5
.
0
%
2
0
.
0
%
2
5
.
0
%
3
0
.
0
%
3
5
.
0
%
4
0
.
0
%
4
5
.
0
%
H
i
g
h
S
c
h
o
o
l
Ju
n
i
o
r
H
i
g
h
S
c
h
o
o
l
El
e
men
t
a
r
y
S
c
h
o
o
l
D
i
v
e
r
si
t
y
o
f
A
c
t
i
v
i
t
i
e
s
A
c
o
u
t
i
c
C
o
mf
o
r
t
C
o
mp
l
e
t
e
n
e
ss
o
f
S
u
p
p
o
r
t
i
n
g
F
a
c
i
l
i
t
i
t
e
s
Th
e
r
mal
C
o
mf
o
r
t
0
.
0
%
5
.
0
%
1
0
.
0
%
1
5
.
0
%
2
0
.
0
%
2
5
.
0
%
3
0
.
0
%
3
5
.
0
%
4
0
.
0
%
4
5
.
0
%
5
0
.
0
%
Th
e
r
m
a
l
C
o
mf
o
r
t
C
o
mp
l
e
t
e
n
e
ss
o
f
S
u
p
p
o
r
t
i
n
g
F
a
c
i
l
i
t
i
e
s
A
c
o
u
st
i
c
C
o
mf
o
t
D
i
v
e
r
si
t
y
o
f
A
c
t
i
v
i
t
i
e
s
P
sy
c
i
c
a
l
C
o
mf
o
r
t
V
i
su
a
l
Q
u
a
l
i
t
y
o
f
S
i
t
e
a
n
d
B
u
i
l
d
i
n
g
F
r
e
e
d
o
m
o
f
M
o
v
e
me
n
t
Le
a
r
i
n
g
P
r
o
d
u
c
t
i
v
i
t
y
A
c
c
e
ss
t
o
N
a
t
u
r
a
l
En
v
i
r
o
n
men
t
S
o
c
i
a
l
I
n
t
e
r
a
c
t
i
o
n
Li
g
h
t
i
n
g
C
o
mf
o
r
t
S
af
e
t
y
C
o
m
f
o
r
t
P
r
o
x
i
mi
t
y
o
f
A
c
c
e
ssi
b
i
l
i
t
y
Ea
st
M
i
d
d
l
e
W
e
st
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
0
2
-
5
1
1
508
3
.
3
.
Select
iv
e
c
o
din
g
s
t
a
g
e
I
n
th
is
s
ec
tio
n
(
s
elec
tiv
e
co
d
i
n
g
)
,
t
h
e
13
ca
teg
o
r
ies
d
ev
el
o
p
two
b
r
o
ad
ca
te
g
o
r
ies
o
f
th
em
es,
n
am
ely
"Ph
y
s
ical"
(
5
7
.
9
9
%)
an
d
"No
n
-
p
h
y
s
ical"
th
em
es
(
4
2
.
0
1
%).
T
ab
le
3
p
r
esen
t
s
th
e
g
r
o
u
p
i
n
g
o
f
th
em
es.
T
h
is
ex
p
lo
r
ato
r
y
r
esear
ch
aim
s
to
d
eter
m
in
e
wh
ich
s
ch
o
o
l
s
p
ac
es
s
tu
d
en
ts
ch
o
s
e
to
s
tu
d
y
,
th
e
r
ea
s
o
n
s
s
tu
d
en
ts
ch
o
s
e
th
e
s
ch
o
o
l
s
p
ac
e,
an
d
th
e
d
is
tr
ib
u
tio
n
p
atter
n
s
o
f
le
ar
n
in
g
s
p
ac
e
s
elec
tio
n
p
r
e
f
er
en
ce
s
.
T
h
is
s
tu
d
y
'
s
r
esp
o
n
d
en
ts
ar
e
M
u
h
am
m
a
d
i
y
ah
elem
en
tar
y
,
ju
n
i
o
r
h
ig
h
s
ch
o
o
l,
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
s
ev
er
a
l
s
ch
o
o
ls
in
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
esia
,
wer
e
u
s
ed
as
r
esp
o
n
d
en
t
s
in
th
is
s
tu
d
y
.
T
h
e
r
esp
o
n
d
en
ts
'
an
s
wer
s
o
b
tain
ed
th
e
s
p
ac
e'
s
cr
iter
ia
to
cr
ea
te
a
p
lace
s
u
p
p
o
r
tin
g
s
tu
d
en
t le
a
r
n
in
g
ac
tiv
ities
.
T
ab
le
3
.
Data
g
r
o
u
p
in
g
th
e
m
e
s
f
o
r
r
ea
s
o
n
s
s
tu
d
en
ts
ch
o
o
s
e
s
ch
o
o
l sp
ac
e
C
a
t
e
g
o
r
y
Th
e
m
e
s
A
c
c
e
ss
t
o
t
h
e
n
a
t
u
r
a
l
e
n
v
i
r
o
n
me
n
t
;
P
r
o
x
i
mi
t
y
o
f
a
c
c
e
ss
i
b
i
l
i
t
y
;
F
r
e
e
d
o
m
o
f
mo
v
e
me
n
t
;
C
o
mp
l
e
t
e
n
e
ss
o
f
su
p
p
o
r
t
i
n
g
f
a
c
i
l
i
t
i
e
s
;
A
c
o
u
st
i
c
c
o
mf
o
r
t
;
L
i
g
h
t
i
n
g
c
o
mf
o
r
t
;
T
h
e
r
ma
l
c
o
mf
o
r
t
;
S
a
f
e
t
y
c
o
n
t
r
o
l
s
;
V
i
su
a
l
q
u
a
l
i
t
y
si
t
e
a
n
d
b
u
i
l
d
i
n
g
P
h
y
s
i
c
a
l
S
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
;
D
i
v
e
r
si
t
y
o
f
a
c
t
i
v
i
t
i
e
s;
P
sy
c
h
i
c
c
o
mf
o
r
t
;
Le
a
r
n
i
n
g
p
r
o
d
u
c
t
i
v
i
t
y
N
o
n
-
p
h
y
s
i
c
a
l
T
h
is
s
tu
d
y
r
esu
lt
th
at
th
e
m
o
s
t
d
esira
b
le
s
ch
o
o
l
s
p
ac
e
f
o
r
s
tu
d
en
t
s
in
elem
en
tar
y
,
j
u
n
io
r
h
i
g
h
s
ch
o
o
l,
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
lev
els
o
f
Mu
h
am
m
a
d
iy
ah
in
Yo
g
y
a
k
ar
ta
ar
e
lib
r
ar
ies,
m
o
s
q
u
es
(
p
r
ay
in
g
r
o
o
m
)
,
an
d
m
u
ltime
d
ia
lab
o
r
ato
r
ies.
Ho
w
ev
er
,
th
er
e
ar
e
also
lo
w
p
r
ef
er
r
ed
s
p
ac
es
in
clu
d
e
ca
n
teen
s
,
s
ch
o
o
ly
ar
d
s
,
an
d
h
alls
.
R
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
th
e
lear
n
in
g
s
p
ac
e
in
clu
d
e
th
e
r
m
al
co
m
f
o
r
t,
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies,
ac
o
u
s
tic
co
m
f
o
r
t,
an
d
d
iv
er
s
ity
o
f
f
ac
ilit
ies.
Oth
er
n
o
t
s
o
p
r
o
m
in
en
t
r
ea
s
o
n
s
in
clu
d
e
lear
n
in
g
p
r
o
d
u
ctiv
ity
,
s
ite
an
d
b
u
ild
in
g
v
is
u
al
q
u
alit
y
,
s
af
ety
co
n
tr
o
ls
,
an
d
p
s
y
ch
o
l
o
g
ical
co
m
f
o
r
t.
T
h
e
lib
r
ar
y
b
ec
o
m
es
a
f
av
o
r
ite
lear
n
in
g
s
p
ac
e
f
o
r
s
tu
d
e
n
ts
f
r
o
m
v
a
r
io
u
s
b
ac
k
g
r
o
u
n
d
s
,
el
em
en
tar
y
,
ju
n
io
r
h
i
g
h
s
ch
o
o
l,
s
en
io
r
h
ig
h
s
ch
o
o
l,
a
n
d
co
lleg
e
.
I
n
th
e
lib
r
ar
y
,
it
is
p
o
s
s
ib
le
to
cr
ea
t
e
an
atm
o
s
p
h
e
r
e
o
f
lear
n
in
g
an
d
a
f
u
n
lear
n
in
g
p
r
o
ce
s
s
b
ec
au
s
e
it
h
as
ce
r
tain
co
n
d
itio
n
s
t
h
at
ar
e
d
if
f
er
en
t
t
h
an
o
th
er
s
p
ac
es:
ab
u
n
d
a
n
ce
an
d
c
o
m
p
leten
ess
o
f
b
o
o
k
co
llectio
n
;
av
ailab
i
lity
o
f
lear
n
in
g
m
e
d
ia
(
C
Ds/
DVDs,
p
r
o
jecto
r
s
,
teac
h
in
g
aid
s
,
an
d
o
th
e
r
lear
n
in
g
m
e
d
ia)
;
p
r
esen
ce
s
o
f
n
u
an
ce
s
,
s
u
ch
as
s
p
ec
if
ic
s
p
ir
itu
al
o
r
ed
u
ca
tio
n
al
th
em
es;
ad
eq
u
ate
lig
h
tin
g
an
d
air
v
en
tilatio
n
,
well
-
m
ain
tain
ed
clea
n
lin
ess
,
p
lace
n
ea
tn
ess
,
b
r
ig
h
t
-
p
ain
ted
walls,
an
d
o
t
h
er
f
ac
to
r
s
[
3
1
]
.
On
t
h
e
o
th
er
h
an
d
,
th
e
lib
r
ar
y
ca
n
also
b
e
a
s
p
ac
e
th
a
t
s
tu
d
en
ts
ar
e
less
in
ter
ested
in
b
ec
a
u
s
e
o
f
its
less
s
tr
ateg
ic
lo
ca
tio
n
,
th
e
r
o
o
m
'
s
ar
r
an
g
em
e
n
t
th
at
lac
k
s
ar
t,
u
n
tid
y
p
lace
m
e
n
t
o
f
f
u
r
n
itu
r
e
,
d
im
lig
h
tin
g
,
d
ir
ty
r
o
o
m
s
,
an
d
u
n
p
leasan
t ser
v
ice
[
3
2
]
,
[
3
3
]
.
T
h
e
lib
r
ar
y
aim
s
to
s
u
p
p
o
r
t
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
As
s
tate
d
in
ar
ticle
2
3
o
f
th
e
L
ib
r
ar
y
L
aw,
an
y
lib
r
ar
y
m
u
s
t
m
ee
t
n
atio
n
al
lib
r
ar
y
s
tan
d
ar
d
s
.
A
lib
r
a
r
y
n
ee
d
s
to
h
a
v
e
s
ev
e
r
al
m
ea
s
u
r
es
s
u
ch
as:
a
co
m
p
u
ls
o
r
y
co
llectio
n
,
s
u
p
p
o
r
tin
g
teac
h
i
n
g
a
n
d
lea
r
n
in
g
ac
tiv
ities
,
d
ev
elo
p
in
g
b
o
o
k
co
llectio
n
s
t
h
at
s
u
p
p
o
r
t
s
tu
d
e
n
t
lear
n
in
g
p
r
o
ce
s
s
es,
s
er
v
in
g
s
tu
d
en
ts
with
eq
u
ality
s
er
v
ices
,
d
ev
elo
p
i
n
g
I
T
(
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
)
-
b
ased
s
er
v
ices,
an
d
allo
ca
tin
g
a
p
p
r
o
p
r
iate
f
u
n
d
s
as c
ap
ital f
o
r
lib
r
a
r
y
d
ev
el
o
p
m
en
t
[
3
4
]
.
T
h
e
m
o
s
q
u
e
(
p
r
a
y
in
g
r
o
o
m
)
b
ec
am
e
th
e
s
ec
o
n
d
c
h
o
ice
o
f
lear
n
in
g
s
p
ac
e
af
ter
th
e
lib
r
ar
y
.
I
n
th
e
p
ast,
th
e
m
o
s
q
u
e'
s
f
u
n
ctio
n
was
o
n
ly
a
p
lace
o
f
w
o
r
s
h
ip
f
o
r
Mu
s
lim
s
.
No
w,
th
e
m
o
s
q
u
e'
s
o
p
er
atio
n
s
g
r
o
w
n
o
t
o
n
ly
as
a
Mu
s
lim
ce
n
ter
b
u
t
also
as
a
r
elig
io
u
s
to
u
r
is
m
s
ite,
a
p
lace
o
f
lear
n
in
g
,
b
o
th
f
o
r
g
en
er
al
s
cien
ce
an
d
I
s
lam
ic
s
p
ir
itu
al
k
n
o
wled
g
e
[
3
5
]
-
[
3
7
]
.
T
h
e
m
o
s
q
u
e
is
a
s
y
m
b
o
l
o
f
r
eli
g
io
n
an
d
em
p
h
asizes
th
e
f
u
n
ctio
n
o
f
s
p
ac
e
as
a
p
u
b
lic
b
u
ild
in
g
.
Ma
n
y
Mu
s
lim
s
b
u
ild
m
o
s
q
u
es,
s
u
ch
as
p
u
b
lic
m
o
s
q
u
es,
s
ch
o
o
l
m
o
s
q
u
es,
o
f
f
ice
m
o
s
q
u
es,
an
d
ca
m
p
u
s
m
o
s
q
u
e
s
.
T
h
e
m
o
s
q
u
e
also
h
as im
p
r
ess
iv
e
ar
ch
itectu
r
e
an
d
u
n
iq
u
e
ch
ar
ac
ter
is
tics
,
s
u
ch
as
ca
r
v
in
g
s
o
n
th
e
d
o
o
r
,
ca
llig
r
ap
h
y
o
n
th
e
walls,
d
o
m
es,
an
d
to
wer
s
.
T
h
e
m
o
s
q
u
e
ar
ea
is
co
m
m
o
n
l
y
a
q
u
ie
t
an
d
p
leasu
r
ab
le
p
lace
to
s
tu
d
y
b
ec
au
s
e
it
h
as
s
ev
er
al
r
o
o
m
s
s
u
ch
as
th
e
m
ain
r
o
o
m
,
h
all,
au
d
ito
r
i
u
m
,
f
is
h
p
o
n
d
,
p
o
r
ch
,
lib
r
a
r
y
,
an
d
g
r
e
en
o
p
en
s
p
ac
e
.
L
ea
r
n
in
g
in
m
o
s
q
u
e
s
p
ac
e
ca
n
b
e
d
o
n
e
in
g
r
o
u
p
s
o
r
in
d
iv
id
u
ally
[
3
8
]
-
[
4
0
]
.
T
h
e
p
r
ef
er
e
n
ce
f
o
r
lear
n
in
g
s
p
ac
e
s
elec
tio
n
in
ad
d
itio
n
to
th
e
lib
r
ar
y
an
d
m
o
s
q
u
e
is
a
m
u
ltime
d
ia
lab
o
r
ato
r
y
.
A
lab
o
r
at
o
r
y
is
a
p
lace
c
o
m
m
o
n
ly
u
s
ed
f
o
r
p
r
ac
ticu
m
.
T
h
e
lab
o
r
ato
r
ies
a
v
ailab
l
e
at
v
ar
io
u
s
s
ch
o
o
ls
co
n
s
is
t
o
f
m
u
ltime
d
ia,
s
cien
ce
(
b
io
l
o
g
y
,
p
h
y
s
ics,
ch
em
is
tr
y
)
,
a
n
d
h
is
to
r
y
lab
o
r
ato
r
ies.
T
h
er
e
ar
e
lab
o
r
ato
r
y
s
u
p
p
o
r
t
to
o
ls
ac
co
r
d
in
g
to
th
e
ty
p
e
o
f
lab
o
r
ato
r
y
an
d
r
o
o
m
s
d
esig
n
th
at
s
u
p
p
o
r
t
p
r
ac
tical
lear
n
in
g
.
L
ea
r
n
in
g
in
a
lab
o
r
ato
r
y
r
e
q
u
ir
es
teac
h
er
s
wh
o
ar
e
ex
p
er
ts
in
th
eir
f
ield
s
.
W
ith
o
u
t
c
o
m
p
eten
t
teac
h
er
s
,
co
m
p
atib
le
f
ac
ilit
ies
will
n
o
t
b
e
m
ax
im
ally
u
tili
ze
d
.
Me
an
wh
ile,
in
ad
eq
u
ate
f
ac
ilit
i
es
also
in
h
ib
it
th
e
im
p
lem
en
tatio
n
o
f
lear
n
in
g
[
4
1
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
im
p
lem
en
tatio
n
o
f
lab
o
r
at
o
r
y
lear
n
in
g
i
s
to
g
ain
p
er
s
o
n
al
ex
p
e
r
ien
ce
,
n
o
t
ju
s
t
th
eo
r
y
[
4
2
]
.
Als
o
,
co
m
p
u
ter
l
ab
o
r
ato
r
ies
ten
d
to
p
r
o
v
id
e
s
p
ac
e
an
d
tim
e
to
p
r
ac
tice
s
tu
d
en
t
s
k
ills
th
at
ar
e
s
o
m
etim
es
n
o
t
u
n
d
er
t
h
e
cu
r
r
icu
lu
m
.
T
ec
h
n
o
lo
g
y
th
at
ca
n
v
is
u
alize
in
v
is
ib
le
o
b
jects
in
to
v
is
ib
le
o
b
jects,
v
is
u
alize
m
o
v
in
g
o
b
jects,
an
d
d
is
p
lay
v
a
r
io
u
s
o
t
h
er
f
ea
tu
r
es,
tech
n
o
lo
g
ical
d
ev
elo
p
m
e
n
ts
ar
e
in
cr
ea
s
in
g
l
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l sp
a
ce
s
elec
tio
n
p
r
eferen
ce
s
:
A
r
ch
itectu
r
a
l p
ers
p
ec
tive
to
w
a
r
d
fo
r
ma
l sch
o
o
l
(
K
u
r
n
ia
Wid
ia
s
tu
ti
)
509
s
o
p
h
is
ticated
,
m
ak
in
g
s
tu
d
en
ts
ex
p
lo
r
e
ea
s
ily
th
r
o
u
g
h
h
is
tec
h
n
o
lo
g
y
f
o
r
liter
ac
y
with
o
u
t g
o
in
g
to
a
co
m
p
u
ter
lab
o
r
ato
r
y
[
4
3
]
.
E
v
er
y
s
tu
d
en
t
h
as
th
e
o
p
p
o
r
t
u
n
ity
to
s
tu
d
y
i
n
a
g
o
o
d
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
E
v
er
y
in
d
iv
id
u
al
also
n
ee
d
s
a
lear
n
in
g
s
p
ac
e
d
esig
n
ed
f
o
r
lear
n
in
g
ef
f
ec
tiv
e
n
ess
[
4
4
]
,
[
4
5
]
.
Utilizatio
n
o
f
lear
n
i
n
g
s
p
ac
e
in
s
ch
o
o
ls
ca
n
b
e
d
o
n
e
as
s
ch
o
o
ls
in
M
elb
o
u
r
n
e
cr
ea
te
a
"h
o
l
d
in
g
e
n
v
ir
o
n
m
e
n
t"
s
ch
o
o
l
d
esig
n
b
y
u
tili
zin
g
b
o
tan
ical
g
ar
d
en
s
an
d
g
r
ee
n
s
p
ac
es.
I
n
ad
d
itio
n
,
lea
r
n
in
g
s
p
ac
e
ca
n
a
ls
o
b
e
d
o
n
e
in
f
o
r
est
ad
v
e
n
tu
r
e
[
4
6
]
,
g
ar
d
en
[
4
7
]
an
d
m
u
s
eu
m
[
4
8
]
.
I
n
d
o
o
r
lear
n
in
g
n
ee
d
s
to
h
a
v
e
f
u
n
class
r
o
o
m
d
esig
n
co
n
ce
p
ts
.
Acc
o
r
d
in
g
to
Pra
s
ety
a
[
4
9
]
,
it
co
v
er
s
at
least
f
o
u
r
ca
teg
o
r
i
es
o
f
elem
e
n
ts
f
o
r
m
i
n
g
a
s
tu
d
y
r
o
o
m
:
1
)
elem
e
n
t
f
o
r
m
in
g
s
p
ac
e
,
in
clu
d
in
g
th
e
co
lo
r
s
elec
tio
n
o
f
wall
p
ain
t,
b
e
d
d
i
n
g
/car
p
et
if
n
ee
d
ed
,
an
d
ce
ilin
g
;
2
)
th
e
ae
s
th
etic
elem
en
t
o
f
s
p
ac
e,
f
o
r
ex
am
p
le
b
y
p
u
ttin
g
u
p
p
h
o
to
s
o
f
th
e
p
r
esid
en
t
an
d
v
ice
p
r
esi
d
en
t
an
d
th
e
s
tate
s
y
m
b
o
l,
m
o
u
n
tin
g
wo
r
k
s
if
f
o
r
elem
en
tar
y
s
ch
o
o
l
c
h
il
d
r
en
,
p
h
o
to
g
r
ap
h
s
o
f
ch
ild
r
en
,
p
ict
u
r
es/p
o
s
ter
s
th
at
s
u
p
p
o
r
t
t
h
e
th
em
e
o
f
lear
n
i
n
g
,
s
ch
o
o
l
r
e
g
u
latio
n
,
an
d
Al
Q
u
r
'
an
v
er
s
es;
3
)
f
u
r
n
itu
r
e
m
a
ter
ial
elem
en
ts
,
s
u
ch
as
ch
ai
r
p
iece
s
a
n
d
t
h
eir
ap
p
r
o
p
r
iate
s
ize,
th
e
s
h
ap
e
o
f
tab
les,
p
ain
t
tab
les
an
d
ch
ai
r
s
;
an
d
4
)
ar
r
an
g
em
e
n
t
o
f
f
u
r
n
itu
r
e
th
at
s
u
p
p
o
r
ts
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
.
B
ased
o
n
th
e
d
escr
ip
tio
n
ab
o
v
e,
it
is
clea
r
th
at
ev
er
y
p
lace
th
at
h
as
th
e
p
o
ten
tial
to
b
e
a
ch
o
ice
o
f
s
tu
d
en
ts
to
lear
n
h
as
cr
iter
ia:
co
m
f
o
r
ta
b
le
p
h
y
s
ical
en
v
ir
o
n
m
en
t
(
with
co
m
p
lete
f
ac
ilit
ies
an
d
as
n
ee
d
ed
)
;
ad
eq
u
ate
lig
h
tin
g
co
n
d
itio
n
s
an
d
air
v
en
tilatio
n
;
b
ea
u
tifu
l
an
d
ca
lm
s
ce
n
er
y
,
to
f
o
r
m
a
lear
n
in
g
atm
o
s
p
h
e
r
e
th
at
is
q
u
iet,
p
leasu
r
ab
le,
an
d
n
o
t
b
o
r
in
g
.
B
esid
es,
th
er
e
is
a
n
ee
d
f
o
r
co
m
p
eten
t,
cr
ea
ti
v
e,
an
d
i
n
n
o
v
ativ
e
ass
is
tan
t
teac
h
er
s
b
ec
au
s
e,
with
o
u
t
ap
p
r
o
p
r
iate
s
k
ills
,
te
ac
h
er
s
will
h
av
e
d
if
f
icu
lty
m
an
ag
in
g
class
r
o
o
m
m
an
ag
em
en
t
with
ess
en
tial
o
u
td
o
o
r
lear
n
i
n
g
.
Alter
ato
r
an
d
Deed
[
5
0
]
r
esear
ch
f
o
u
n
d
th
at
teac
h
er
s
n
ee
d
t
h
e
ab
ilit
y
to
ad
a
p
t
to
lear
n
in
g
i
n
o
p
e
n
class
r
o
o
m
s
f
o
r
th
o
s
e
wh
o
a
r
e
s
till
'
n
ew'
an
d
n
ee
d
th
e
ca
p
ac
ity
o
f
in
tr
ap
er
s
o
n
al
an
d
in
ter
p
er
s
o
n
a
l k
n
o
wled
g
e
an
d
s
k
ills
to
b
e
a
b
le
to
m
ax
im
ize
lear
n
in
g
.
4.
CO
NCLU
SI
O
N
T
h
e
m
o
s
t
d
o
m
in
a
n
t
s
ch
o
o
l
s
p
ac
e
ch
o
s
en
b
y
s
tu
d
e
n
ts
in
elem
en
tar
y
,
ju
n
io
r
h
i
g
h
s
ch
o
o
l
a
n
d
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Yo
g
y
a
k
ar
ta
,
I
n
d
o
n
esia,
to
s
tu
d
y
in
s
ch
o
o
ls
in
clu
d
e:
lib
r
ar
ies,
m
o
s
q
u
es,
an
d
m
u
ltime
d
ia
lab
o
r
ato
r
ies.
T
h
e
least
p
r
ef
er
r
ed
p
lace
is
ca
n
teen
s
,
s
ch
o
o
ly
ar
d
s
,
an
d
h
alls
.
R
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
th
e
lear
n
in
g
s
p
ac
e
in
clu
d
e
th
er
m
al
co
m
f
o
r
t,
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies,
ac
o
u
s
tic
co
m
f
o
r
t,
an
d
d
iv
er
s
ity
o
f
f
ac
ilit
ies.
Oth
er
n
o
t
s
o
p
r
o
m
in
en
t
r
ea
s
o
n
s
in
clu
d
e
lea
r
n
in
g
p
r
o
d
u
ctiv
ity
,
s
ite
an
d
b
u
il
d
in
g
v
is
u
al
q
u
ality
,
s
af
ety
co
n
tr
o
ls
,
an
d
p
s
y
ch
o
lo
g
ical
co
m
f
o
r
t.
T
h
er
e
ar
e
d
if
f
er
en
ce
s
in
p
r
ef
e
r
en
ce
f
o
r
s
tu
d
en
ts
'
s
ch
o
o
l
s
p
ac
e
s
elec
tio
n
,
b
ased
o
n
:
1
)
Sch
o
o
l
lev
els,
p
r
ef
er
en
ce
s
f
o
r
th
er
m
al
co
m
f
o
r
t a
n
d
ac
o
u
s
tic
co
m
f
o
r
t te
n
d
to
b
e
d
ir
ec
tl
y
p
r
o
p
o
r
tio
n
al
to
in
cr
ea
s
in
g
le
v
els,
wh
ile
ch
o
ices
f
o
r
co
m
p
leten
ess
o
f
f
ac
ilit
ies
an
d
d
iv
e
r
s
ity
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
ten
d
to
b
e
in
v
er
s
ely
p
r
o
p
o
r
tio
n
al;
2
)
B
ased
o
n
t
h
e
s
ch
o
o
l,
th
er
e
is
o
n
e
s
ch
o
o
l
th
a
t
s
h
o
ws
d
if
f
er
en
ce
s
in
p
r
ef
er
e
n
ce
s
th
at
d
o
m
in
ate
t
h
e
d
iv
er
s
ity
o
f
ac
tiv
ities
,
f
o
ll
o
wed
b
y
th
e
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
an
d
th
er
m
al
c
o
m
f
o
r
t;
3
)
B
ased
o
n
th
e
s
ch
o
o
l
lo
ca
tio
n
zo
n
e
(
ea
s
ter
n
,
ce
n
tr
al,
an
d
wester
n
r
eg
io
n
o
f
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
esia
)
,
th
e
p
r
ef
er
en
ce
f
o
r
th
e
v
is
u
al
q
u
alit
y
o
f
th
e
s
ite
an
d
b
u
ild
in
g
s
as
well
as
th
e
f
r
ee
d
o
m
o
f
m
o
v
em
e
n
t
s
p
ac
e
is
h
ig
h
er
in
wester
n
r
eg
io
n
s
ch
o
o
ls
,
wh
ile
in
th
e
ce
n
tr
al
ar
ea
,
th
e
p
r
ef
er
e
n
ce
f
o
r
co
m
p
leten
ess
o
f
s
u
p
p
o
r
tin
g
f
a
cilities
i
s
h
ig
h
er
th
an
t
h
e
o
th
e
r
two
r
eg
io
n
s
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
Ch
e
ry
a
n
,
S
.
A
.
Zi
e
g
ler,
V.
C.
P
lau
t,
a
n
d
A.
N
.
M
e
lt
z
o
ff
,
“
De
sig
n
in
g
c
las
sro
o
m
s
to
m
a
x
imiz
e
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t,
”
Beh
a
v
.
Br
a
in
S
c
i.
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
4
-
1
2
,
2
0
1
4
,
d
o
i:
1
0
.
1
1
7
7
/
2
3
7
2
7
3
2
2
1
4
5
4
8
6
7
7
.
[2
]
M
.
L
.
Ra
n
d
s
a
n
d
A
.
M
.
G
a
n
se
m
e
r
-
To
p
f,
“
T
h
e
r
o
o
m
it
se
lf
is
a
c
ti
v
e
:
Ho
w
c
las
sro
o
m
d
e
si
g
n
i
m
p
a
c
ts
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t,
”
J
.
L
e
a
rn
.
S
p
a
c
e
s
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
2
6
-
3
3
,
2
0
1
7
.
[3
]
Am
e
rica
n
Arc
h
it
e
c
tu
ra
l
F
o
u
n
d
a
ti
o
n
,
“
De
sig
n
f
o
r
lea
rn
in
g
f
o
ru
m
:
S
c
h
o
o
l
d
e
sig
n
a
n
d
stu
d
e
n
t
lea
rn
i
n
g
in
th
e
2
1
st
c
e
n
tu
ry
,
”
A re
p
o
rt
o
f
fi
n
d
in
g
s
,
A
m
e
rica
,
2
0
0
6
.
[4
]
S
.
S
y
a
m
su
d
d
u
h
a
a
n
d
M
.
Ra
p
i,
“
Th
e
u
se
o
f
t
h
e
sc
h
o
o
l
e
n
v
iro
n
m
e
n
t
a
s
a
lea
rn
in
g
re
so
u
rc
e
in
im
p
ro
v
in
g
b
i
o
l
o
g
y
lea
rn
in
g
o
u
tco
m
e
s,
”
L
e
n
ter
a
Pe
n
d
id
ik.
,
v
o
l.
1
5
,
n
o
.
1
,
p
p
.
1
8
-
3
1
,
2
0
1
2
.
[5
]
G
.
Yıld
ırı
m
a
n
d
G
.
Ö.
Ak
a
m
c
a
,
“
Th
e
e
ffe
c
t
o
f
o
u
t
d
o
o
r
lea
rn
i
n
g
a
c
ti
v
it
ies
o
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
p
re
sc
h
o
o
l
c
h
il
d
re
n
,
”
S
o
u
t
h
Af
ric
a
n
J
.
Ed
u
c
.
,
v
o
l
.
3
7
,
n
o
.
2
,
p
p
.
1
-
1
0
,
2
0
1
7
,
d
o
i
:
1
0
.
1
5
7
0
0
/sa
je.v
3
7
n
2
a
1
3
7
8
.
[6
]
A.
Co
o
p
e
r,
“
Na
tu
re
a
n
d
th
e
o
u
td
o
o
r
lea
rn
in
g
e
n
v
ir
o
n
m
e
n
t :
Th
e
f
o
rg
o
tt
e
n
re
so
u
rc
e
i
n
e
a
rly
c
h
il
d
h
o
o
d
e
d
u
c
a
ti
o
n
,
”
In
t.
J
.
Ea
rly
Ch
il
d
.
En
v
ir
o
n
.
Ed
u
c
.
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
8
5
-
9
7
,
2
0
1
5
.
[7
]
S
o
fn
i
d
a
r,
Ka
m
id
,
a
n
d
K.
An
wa
r,
“
Th
e
sy
n
tax
d
e
sig
n
o
f
o
u
td
o
o
r
le
a
rn
in
g
m
o
d
e
l
b
a
se
d
o
n
m
a
th
e
m
a
ti
c
s
m
o
d
e
li
n
g
,
”
(in
Ba
h
a
sa
),
E
d
u
ma
ti
c
a
,
v
o
l.
0
7
,
n
o
.
2
,
p
p
.
1
-
1
0
,
2
0
1
7
,
d
o
i:
1
0
.
2
2
4
3
7
/ed
u
m
a
ti
c
a
.
v
7
i
0
2
.
4
2
1
1
.
[8
]
H.
Oz
g
a
n
a
n
d
M
.
T
o
p
ra
k
,
“
Clas
sro
o
m
e
ffe
c
ts
o
n
t
h
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
sc
h
o
o
l,
”
J
.
Ed
u
c
.
In
str
.
S
t
u
d
.
W
o
rld
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
0
2
-
1
0
9
,
2
0
1
2
.
[9
]
K.
Wi
d
ias
tu
t
i,
M
.
J.
S
u
sil
o
,
a
n
d
H.
S
.
Nu
rfi
n
a
p
u
tr
i,
“
Ho
w
c
las
sro
o
m
d
e
sig
n
im
p
a
c
ts
fo
r
stu
d
e
n
t
le
a
rn
in
g
c
o
m
fo
rt:
Ar
c
h
it
e
c
t
p
e
rsp
e
c
ti
v
e
o
n
d
e
sig
n
i
n
g
c
las
se
ss
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
t
io
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
-
9
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
9
i
3
.
2
0
5
6
6
.
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
0
2
-
5
1
1
510
[1
0
]
Ka
m
u
s
Be
sa
r
B
a
h
a
sa
In
d
o
n
e
sia
(KBBI)
,
“
In
d
o
n
e
sia
n
Dic
ti
o
n
a
ry
,
”
2
0
1
9
.
[O
n
li
n
e
].
A
v
a
il
a
b
le
:
h
tt
p
s:/
/k
b
b
i
.
we
b
.
id
/se
k
o
lah
.
h
tml
(
a
c
c
e
s
se
d
F
e
b
6
,
2
0
2
0
)
.
[1
1
]
M
in
ister
o
f
E
d
u
c
a
ti
o
n
a
n
d
Cu
l
t
u
re
o
f
th
e
Re
p
u
b
li
c
o
f
I
n
d
o
n
e
si
a
.
Re
g
u
lati
o
n
o
f
th
e
M
i
n
ister
o
f
Ed
u
c
a
ti
o
n
a
n
d
Cu
lt
u
re
o
f
Re
p
u
b
l
ic o
f
I
n
d
o
n
e
sia
Nu
m
b
e
r
1
9
,
t
h
e
S
m
a
rt
In
d
o
n
e
sia
P
ro
g
ra
m
,
2
0
1
6
,
p
p
.
1
-
9.
[1
2
]
M
.
G
.
Aria
n
i
a
n
d
F
.
M
ir
d
a
d
,
“
Th
e
e
ffe
c
t
o
f
sc
h
o
o
l
d
e
sig
n
o
n
st
u
d
e
n
t
p
e
rfo
rm
a
n
c
e
,
”
In
t.
E
d
u
c
.
S
tu
d
.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
7
5
-
1
8
1
,
2
0
1
6
,
d
o
i:
1
0
.
5
5
3
9
/
i
e
s.v
9
n
1
p
1
7
5
.
[1
3
]
C.
K.
Tan
n
e
r,
“
Eff
e
c
ts
o
f
sc
h
o
o
l
d
e
sig
n
o
n
stu
d
e
n
t
o
u
tco
m
e
s,
”
J
.
Ed
u
c
.
Ad
m.
,
v
o
l.
4
7
,
n
o
.
3
,
p
p
.
3
8
1
-
3
9
9
,
2
0
0
9
,
d
o
i:
1
0
.
1
1
0
8
/0
9
5
7
8
2
3
0
9
1
0
9
5
5
8
0
9
.
[1
4
]
S
.
M
.
Hu
g
h
e
s,
“
T
h
e
re
latio
n
s
h
ip
b
e
twe
e
n
sc
h
o
o
l
d
e
si
g
n
v
a
riab
les
a
n
d
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t
i
n
a
lar
g
e
u
r
b
a
n
Tex
a
s
sc
h
o
o
l
d
istri
c
t,
”
Diss
e
rtatio
n
,
Ba
y
lo
r
Un
i
v
e
rsity
,
2
0
0
5
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
h
d
l.
h
a
n
d
le.n
e
t/
2
1
0
4
/3
0
1
2
.
[1
5
]
K.
Wall,
J.
Do
c
k
re
ll
,
a
n
d
N.
P
e
a
c
e
y
,
“
Th
e
b
u
i
lt
e
n
v
iro
n
m
e
n
t
o
f
t
h
e
p
rima
ry
sc
h
o
o
l;
imp
a
c
ts
o
n
p
u
p
il
lea
rn
i
n
g
a
n
d
a
tt
a
in
m
e
n
t
a
n
d
sta
ff
a
n
d
p
u
p
il
we
ll
b
e
in
g
,”
Re
se
a
rc
h
S
u
rv
e
y
6
/1
,
2
0
0
8
.
[1
6
]
S
.
L.
H
.
P
.
S
e
ty
a
wa
n
a
n
d
S
.
I.
A.
Dw
in
in
g
ru
m
,
“
O
p
ti
m
izin
g
o
u
td
o
o
r
lea
rn
i
n
g
fa
c
il
it
ies
in
e
lem
e
n
tary
sc
h
o
o
l
i
n
in
d
o
n
e
sia
:
A
p
re
li
m
in
a
ry
stu
d
y
c
a
se
stu
d
y
:
S
D
M
u
h
a
m
m
a
d
iy
a
h
S
a
p
e
n
Yo
g
y
a
k
a
rta,
”
in
T
h
e
1
st
PGS
D
U
S
T
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
E
d
u
c
a
ti
o
n
,
2
0
1
8
,
v
o
l.
1
,
p
p
.
1
4
7
-
1
5
2
.
[1
7
]
E.
Zar
g
h
a
m
i
a
n
d
D.
F
a
to
u
re
c
h
i,
“
Im
p
a
c
t
o
f
s
u
sta
in
a
b
le
sc
h
o
o
l
d
e
sig
n
o
n
p
rima
ry
sc
h
o
o
l
c
h
il
d
re
n
'
s
m
e
n
tal
h
e
a
lt
h
a
n
d
we
ll
-
b
e
i
n
g
,
”
I
n
t’l
J
.
Ad
v
.
Ag
r
ic.
En
v
iro
n
.
E
n
g
g
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
3
1
-
3
8
,
2
0
1
5
.
[1
8
]
C.
Be
c
k
e
r,
G
.
Lau
terb
a
c
h
,
S
.
S
p
e
n
g
ler,
U.
De
tt
we
il
e
r,
a
n
d
F
.
M
e
ss
,
“
Eff
e
c
ts
o
f
re
g
u
lar
c
las
se
s
in
o
u
t
d
o
o
r
e
d
u
c
a
ti
o
n
se
tt
in
g
s :
A
sy
ste
m
a
ti
c
re
v
iew
o
n
stu
d
e
n
ts'
lea
rn
in
g
,
so
c
ial
a
n
d
h
e
a
lt
h
d
ime
n
sio
n
s,
”
I
n
t.
J
.
En
v
ir
o
n
.
Res
.
Pu
b
li
c
He
a
lt
h
,
v
o
l.
1
4
,
n
o
.
4
8
5
,
p
p
.
1
-
2
0
,
2
0
1
7
,
d
o
i:
1
0
.
3
3
9
0
/i
jerp
h
1
4
0
5
0
4
8
5
.
[1
9
]
J.
F
u
rl
o
n
g
,
“
Ha
b
it
s
in
h
a
b
it
a
ts:
S
c
h
o
o
l
a
rc
h
it
e
c
tu
re
a
n
d
tea
c
h
e
rs'
in
tera
c
ti
o
n
s
wit
h
sp
a
c
e
in
M
a
n
c
h
e
ste
r
a
n
d
Co
p
e
n
h
a
g
e
n
,
”
4
CITIE
S
M
a
ste
r’s
Th
e
sis,
Un
i
v
e
rsité L
ib
re
d
e
Bru
x
e
ll
e
s
,
2
0
1
5
.
[
2
0
]
K
.
E
.
K
a
r
i
i
p
p
a
n
o
n
,
D
.
P
.
C
l
i
f
f
,
S
.
J
.
L
a
n
c
a
s
t
e
r
,
A
.
D
.
O
k
e
l
y
,
a
n
d
A
.
P
a
r
r
i
s
h
,
“
F
l
e
x
i
b
l
e
l
e
a
r
n
i
n
g
s
p
a
c
e
s
f
a
c
i
l
i
t
a
t
e
i
n
t
e
r
a
c
t
i
o
n
,
c
o
l
l
a
b
o
r
a
t
i
o
n
a
n
d
b
e
h
a
v
i
o
u
r
a
l
e
n
g
a
g
e
m
e
n
t
i
n
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
,
”
P
L
o
S
O
n
e
,
v
o
l
.
1
4
,
n
o
.
1
0
,
p
p
.
1
-
1
3
,
2
0
1
9
.
[2
1
]
N.
Ib
ra
h
im,
N.
H.
F
a
d
z
il
,
a
n
d
M
.
S
a
ru
wo
n
o
,
“
Lea
rn
i
n
g
o
u
tsid
e
c
las
sro
o
m
s
o
n
c
a
m
p
u
s
g
ro
u
n
d
:
M
a
lay
sia
,
”
Asia
n
J
.
En
v
iro
n
.
S
tu
d
.
,
v
o
l
.
4
,
n
o
.
1
3
,
p
p
.
9
7
-
1
0
9
,
2
0
1
3
,
d
o
i:
1
0
.
2
1
8
3
4
/ajb
e
s.v
3
i
9
.
6
8
.
[2
2
]
D.
Ba
n
n
ister,
G
u
id
e
li
n
e
s
o
n
e
x
p
l
o
rin
g
a
n
d
a
d
a
p
ti
n
g
lea
r
n
in
g
sp
a
c
e
d
in
sc
h
o
o
ls
.
Be
lg
ia:
Eu
r
o
p
e
a
n
S
c
h
o
o
l
n
e
t
(EU
N
P
a
rtn
e
rsh
ip
AISBL
),
2
0
1
7
.
[2
3
]
A.
E.
S
e
jati
,
S
u
m
a
rm
i,
a
n
d
I.
N.
Ru
ja,
“
Th
e
e
ffe
c
t
o
f
o
u
td
o
o
r
st
u
d
y
lea
rn
i
n
g
m
e
th
o
d
s
o
n
t
h
e
a
b
il
it
y
to
write
h
i
g
h
sc
h
o
o
l
g
e
o
g
ra
p
h
y
sc
ien
ti
fic
p
a
p
e
rs,
”
(in
Ba
h
a
sa
),
J
.
Pe
n
d
i
d
ik.
T
e
o
r.
Pe
n
e
li
ti
a
n
,
d
a
n
Pen
g
e
mb
.
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
8
0
–
8
6
,
2
0
1
6
.
[2
4
]
V.
J.
G
ra
n
it
o
a
n
d
M
.
E
.
S
a
n
tan
a
,
“
P
sy
c
h
o
lo
g
y
o
f
lea
rn
in
g
s
p
a
c
e
s :
Im
p
a
c
t
o
n
tea
c
h
in
g
a
n
d
lea
rn
in
g
,
”
J
.
L
e
a
r
n
.
S
p
a
c
e
s
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
6
.
[2
5
]
M
in
ister
o
f
Na
ti
o
n
a
l
E
d
u
c
a
ti
o
n
o
f
th
e
Re
p
u
b
li
c
o
f
I
n
d
o
n
e
sia
.
Re
g
u
latio
n
o
f
t
h
e
M
i
n
ister
o
f
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
o
f
th
e
Re
p
u
b
li
c
o
f
In
d
o
n
e
sia
Nu
m
b
e
r
2
4
,
2
0
0
7
,
p
p
.
1
–
6
7
.
[2
6
]
D.
Ha
rro
p
a
n
d
B
.
T
u
rp
in
,
“
A
stu
d
y
e
x
p
lo
ri
n
g
le
a
rn
e
rs'
in
f
o
rm
a
l
lea
rn
in
g
sp
a
c
e
b
e
h
a
v
i
o
rs,
a
tt
it
u
d
e
s,
a
n
d
p
re
fe
re
n
c
e
s,
”
Ne
w
Rev
.
Aca
d
.
L
i
b
ra
ria
n
s
h
.
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
5
8
-
7
7
,
2
0
1
3
,
d
o
i:
1
0
.
1
0
8
0
/
1
3
6
1
4
5
3
3
.
2
0
1
3
.
7
4
0
9
6
1
.
[2
7
]
C.
Da
m
şa
,
M
.
Ne
rlan
d
,
a
n
d
Z
.
E
.
An
d
re
a
d
a
k
is,
“
An
e
c
o
lo
g
ica
l
p
e
rs
p
e
c
ti
v
e
o
n
lea
rn
e
r
-
c
o
n
s
tr
u
c
ted
lea
rn
in
g
s
p
a
c
e
s,
”
Br.
J
.
Ed
u
c
.
T
e
c
h
n
o
l
.
,
v
o
l
.
5
0
,
n
o
.
5
,
p
p
.
2
0
7
5
-
2
0
8
9
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
1
1
/b
jet.
1
2
8
5
5
.
[2
8
]
J.
W.
Cre
sw
e
ll
,
Res
e
a
rc
h
De
sig
n
Qu
a
li
ta
ti
v
e
,
Qu
a
n
ti
t
a
ti
v
e
,
A
n
d
M
ixe
d
M
e
t
h
o
d
s
Ap
p
ro
a
c
h
e
s
,
3
r
d
e
d
.
Ca
li
fo
r
n
ia:
S
AG
E
P
u
b
li
c
a
ti
o
n
,
2
0
0
8
.
[2
9
]
L.
G
ro
a
t
a
n
d
D.
Wan
g
,
Arc
h
it
e
c
tu
ra
l
Res
e
a
rc
h
M
e
t
h
o
d
s
.
Ne
w Yo
r
k
:
Jo
h
n
Wi
le
y
&
S
o
n
s I
n
c
,
2
0
0
2
.
[3
0
]
J.
W.
Cre
sw
e
ll
,
Qu
a
li
t
a
ti
v
e
i
n
q
u
iry
a
n
d
re
se
a
rc
h
d
e
sig
n
:
C
h
o
o
sin
g
a
mo
n
g
fi
v
e
a
p
p
ro
a
c
h
,
2
n
d
e
d
.
S
AG
E
P
u
b
l
ica
ti
o
n
,
In
c
.
,
1
9
9
7
.
[3
1
]
I.
M
u
sli
k
a
h
,
“
S
t
u
d
e
n
t’s
p
re
fe
re
n
c
e
s
in
ju
n
io
r
h
i
g
h
sc
h
o
o
l
li
b
ra
ry
se
rv
ice
s
in
Yo
g
y
a
k
a
rta
,
”
(in
B
a
h
a
sa
),
Th
e
sis,
Yo
g
y
a
k
a
rta S
tate
Un
i
v
e
rsity
,
2
0
1
6
.
[3
2
]
K.
I.
M
u
r
d
a
wa
n
d
a
ri,
“
Us
in
g
l
ib
r
a
ries
o
n
lea
rn
i
n
g
i
n
h
ig
h
sc
h
o
o
l
1
Ba
n
t
u
l,
”
(i
n
Ba
h
a
sa
),
Th
e
sis,
Yo
g
y
a
k
a
rta
S
tate
Un
iv
e
rsity
,
2
0
1
5
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/ep
rin
ts.
u
n
y
.
a
c
.
id
/2
8
8
4
4
.
[3
3
]
D.
Ya
n
ti
n
i
n
g
si
h
a
n
d
S
a
n
t
o
so
,
“
C
re
a
ti
n
g
a
li
b
ra
r
y
a
s
a
lea
rn
in
g
m
e
d
iu
m
t
h
a
t
is
c
a
lm
a
n
d
c
o
m
fo
rtab
l
e
(stu
d
y
i
n
t
h
e
h
o
l
y
sta
in
li
b
ra
r
y
),
”
J
.
Per
p
u
st.
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
1
1
-
1
2
4
,
2
0
1
5
.
[3
4
]
S
tate
Co
n
sti
tu
ti
o
n
o
f
th
e
Re
p
u
b
li
c
o
f
I
n
d
o
n
e
sia
.
Law
Nu
m
b
e
r
4
3
Ab
o
u
t
Li
b
ra
ries
.
Ja
k
a
rta,
2
0
0
7
.
[3
5
]
M
.
P
.
M
a
teo
,
“
T
h
e
m
o
sq
u
e
a
s
a
n
e
d
u
c
a
ti
o
n
a
l
sp
a
c
e
:
M
u
slim
wo
m
e
n
a
n
d
re
li
g
io
u
s
a
u
th
o
rit
y
i
n
2
1
st
-
c
e
n
tu
ry
sp
a
i
n
,
”
Relig
io
n
s
,
v
o
l
.
1
0
,
n
o
.
2
2
2
,
p
p
.
1
-
1
2
,
2
0
1
9
,
d
o
i:
1
0
.
3
3
9
0
/rel1
0
0
3
0
2
2
2
.
[3
6
]
S
.
M
.
A
d
i
a
n
d
C.
P
u
s
p
it
a
sa
ri,
“
M
o
sq
u
e
a
s
a
m
o
d
e
l
o
f
lea
rn
in
g
p
rin
c
i
p
les
o
f
su
sta
i
n
a
b
le
a
rc
h
i
tec
tu
re
,
”
J
.
Isla
m.
Arc
h
it
.
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
3
-
3
6
,
2
0
1
6
.
[3
7
]
Z.
S
a
lah
,
Ed
u
c
a
ti
o
n
in
isla
m: T
h
e
ro
le o
f
th
e
m
o
sq
u
e
.
Un
it
e
d
Kin
g
d
o
m
:
F
S
CT
Li
m
it
e
d
,
2
0
0
3
.
[3
8
]
N.
M
.
B.
Ba
tri
,
“
Th
e
d
e
v
e
l
o
p
m
e
n
t
o
f
m
o
sq
u
e
m
a
d
ra
sa
h
e
d
u
c
a
ti
o
n
sy
ste
m
in
S
in
g
a
p
o
re
,
”
S
a
l
a
m
J
.
S
tu
d
y
M
a
sy
.
Isla
m
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
2
9
1
–
3
0
1
,
2
0
1
2
.
[3
9
]
Y.
P
u
rwa
n
t
o
,
A.
S
a
rb
in
i,
J.
Ab
d
u
ll
a
h
,
a
n
d
A.
Qa
d
a
fi,
“
S
a
lma
n
m
o
sq
u
e
a
s
a
c
e
n
ter
o
f
Isla
m
ic
d
a
'
wa
h
a
n
d
s
p
iri
t
u
a
l
lab
o
ra
to
r
y
fo
r
c
a
m
p
u
s
c
o
m
m
u
n
it
y
,
”
Ilmu
Da
k
wa
h
Aca
d
.
J
.
Ho
m
il
e
t.
S
t
u
d
.
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
-
2
4
,
2
0
1
9
,
d
o
i
:
1
0
.
1
5
5
7
5
/i
d
a
jh
s.v
1
2
i1
.
5
8
3
9
.
[4
0
]
A.
S
u
p
ra
p
ti
a
n
d
D.
Isw
a
n
to
,
“
M
a
p
p
in
g
th
e
so
c
i
o
-
re
li
g
i
o
u
s
sp
a
c
e
s
o
f
a
k
a
m
p
o
n
g
:
A
c
a
se
o
f
Ka
u
m
a
n
S
e
m
a
ra
n
g
,
”
IOP
Co
n
f
.
S
e
r.
Ea
rt
h
E
n
v
iro
n
.
S
c
i.
,
v
o
l.
2
1
3
,
n
o
.
1
,
p
p
.
1
-
9
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
8
/
1
7
5
5
-
1
3
1
5
/2
1
3
/
1
/0
1
2
0
4
8
.
[4
1
]
R.
B.
P
a
re
e
k
,
“
An
a
ss
e
ss
m
e
n
t
o
f
a
v
a
il
a
b
il
it
y
a
n
d
u
ti
li
z
a
ti
o
n
o
f
lab
o
ra
to
ry
fa
c
il
it
ies
fo
r
tea
c
h
i
n
g
sc
ien
c
e
a
t
se
c
o
n
d
a
ry
lev
e
l,
”
S
c
i.
E
d
u
c
.
In
t
.
,
v
o
l
.
3
0
,
n
o
.
1
,
p
p
.
7
5
-
8
1
,
2
0
1
9
,
d
o
i:
1
0
.
3
3
8
2
8
/se
i.
v
3
0
.
i1
.
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l sp
a
ce
s
elec
tio
n
p
r
eferen
ce
s
:
A
r
ch
itectu
r
a
l p
ers
p
ec
tive
to
w
a
r
d
fo
r
ma
l sch
o
o
l
(
K
u
r
n
ia
Wid
ia
s
tu
ti
)
511
[4
2
]
T.
Is
o
z
a
k
i,
“
Lab
o
ra
t
o
ry
wo
r
k
a
s
a
tea
c
h
in
g
m
e
th
o
d
:
A
h
ist
o
rica
l
c
a
se
stu
d
y
o
f
th
e
in
sti
tu
ti
o
n
a
li
z
a
ti
o
n
o
f
lab
o
ra
to
r
y
sc
ien
c
e
in
jap
a
n
,
”
Es
p
a
c
.
T
iem
p
o
y
Ed
u
c
.
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
0
1
-
1
2
0
,
2
0
1
7
,
d
o
i:
1
0
.
1
4
5
1
6
/ete
.
1
7
7
.
[4
3
]
J.
Be
rn
h
a
rd
,
“
Wh
a
t
m
a
tt
e
rs
fo
r
stu
d
e
n
ts'
lea
rn
in
g
in
th
e
la
b
o
ra
to
ry
?
Do
n
o
t
n
e
g
lec
t
t
h
e
ro
le
o
f
e
x
p
e
rime
n
tal
e
q
u
ip
m
e
n
t!
”
I
n
str.
S
c
i.
,
v
o
l
.
4
6
,
n
o
.
6
,
p
p
.
8
1
9
-
8
4
6
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
0
7
/s1
1
2
5
1
-
0
1
8
-
9
4
6
9
-
x.
[4
4
]
N.
Zain
u
d
d
in
,
R.
M
.
Id
r
u
s,
a
n
d
A.
F
.
M
.
Ja
m
a
l,
“
De
sig
n
in
g
lea
rn
in
g
sp
a
c
e
s
fo
r
e
ffe
c
ti
v
e
lea
rn
in
g
,
”
M
a
l
d
ive
s
Na
t
l
.
J
.
Res
.
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
7
-
1
8
,
2
0
1
8
.
[4
5
]
N.
M
.
Ib
ra
h
im,
M
.
M
.
Os
m
a
n
,
S
.
Ba
c
h
o
k
,
a
n
d
M
.
Z.
M
o
h
a
m
e
d
,
“
As
se
ss
m
e
n
t
o
n
t
h
e
c
o
n
d
it
io
n
o
f
s
c
h
o
o
l
fa
c
il
it
ies
:
Ca
se
stu
d
y
o
f
th
e
se
lec
ted
p
u
b
li
c
sc
h
o
o
ls
in
g
o
m
b
a
k
d
istri
c
t,
”
Pr
o
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
2
2
2
,
p
p
.
2
2
8
-
2
3
4
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
6
.
0
5
.
1
5
1
.
[4
6
]
A.
Ga
m
b
in
o
,
J.
Da
v
is,
a
n
d
N.
Ro
wn
tree
,
“
Yo
u
n
g
c
h
il
d
re
n
lea
r
n
in
g
fo
r
t
h
e
e
n
v
iro
n
m
e
n
t:
Re
se
a
rc
h
in
g
a
fo
re
st
a
d
v
e
n
t
u
re
,
”
Au
st.
J
.
E
n
v
iro
n
.
Ed
u
c
.
,
v
o
l.
2
5
,
p
p
.
8
3
-
9
4
,
2
0
0
9
,
d
o
i:
1
0
.
1
0
1
7
/s0
8
1
4
0
6
2
6
0
0
0
0
0
4
2
2
.
[4
7
]
J.
M
c
Vitt
ie,
R.
Da
tt
a
,
J.
Ka
y
ira,
a
n
d
V.
A
n
d
e
rso
n
,
“
Re
latio
n
a
li
ty
a
n
d
d
e
c
o
l
o
n
isa
ti
o
n
in
c
h
il
d
re
n
a
n
d
y
o
u
t
h
g
a
rd
e
n
sp
a
c
e
s,
”
Au
st.
J
.
En
v
ir
o
n
.
Ed
u
c
.
,
v
o
l.
3
5
,
n
o
.
2
,
p
p
.
93
-
1
0
9
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
1
7
/ae
e
.
2
0
1
9
.
7
.
[4
8
]
İ.
N.
Alti
n
tas
a
n
d
Ç.
K.
Ye
n
ig
ü
l,
“
Ac
ti
v
e
lea
rn
in
g
e
d
u
c
a
ti
o
n
in
m
u
se
u
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
2
0
-
1
2
8
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
5
9
1
/
ij
e
re
.
v
9
i1
.
2
0
3
8
0
.
[4
9
]
N.
P
ra
se
ty
a
,
“
S
tu
d
y
o
f
th
e
i
n
terio
r
a
sp
e
c
ts
o
f
th
e
stu
d
y
a
n
d
p
lay
sp
a
c
e
s
in
k
in
d
e
rg
a
rten
s
i
n
S
u
ra
k
a
rt
a
,
”
(in
Ba
h
a
sa
),
Dime
n
s.
In
ter
.
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
2
3
-
3
2
,
2
0
1
2
,
d
o
i:
1
0
.
9
7
4
4
/i
n
terio
r
.
1
0
.
1
.
2
3
-
32.
[5
0
]
S
.
Altera
to
r
a
n
d
C.
De
e
d
,
“
T
e
a
c
h
e
r
a
d
a
p
tati
o
n
to
o
p
e
n
lea
rn
in
g
sp
a
c
e
s,
”
Iss
u
e
s
E
d
u
c
.
Res
.
,
v
o
l.
2
3
,
n
o
.
3
,
p
p
.
3
1
5
-
3
3
0
,
2
0
1
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.