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stra
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s
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m
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tt
in
g
s
su
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st
th
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ir
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e
s
a
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s
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to
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ra
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1
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3
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[
6
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,
B
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7
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Ger
m
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8
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K
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2847
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Switzer
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1
3
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As
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1
4
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[
1
5
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.
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in
th
e
d
is
tan
ce
lear
n
i
n
g
tr
an
s
itio
n
s
.
T
h
e
n
ew
s
y
s
tem
d
eliv
er
ed
v
ir
tu
al
m
eth
o
d
s
,
wh
ich
tem
p
o
r
a
r
ily
ter
m
in
ated
ac
tu
al
s
cien
ce
ac
tiv
it
ies (
e.
g
.
,
lab
o
r
ato
r
y
ex
p
er
im
en
ts
)
th
at
s
u
p
p
o
s
ed
ly
n
ee
d
ed
e
x
p
er
ien
tial o
p
er
atio
n
s
[
1
6
]
.
T
h
e
ed
u
c
atio
n
al
ch
allen
g
e
al
s
o
ex
ten
d
ed
to
g
eo
g
r
ap
h
ical
co
n
tex
ts
ev
en
b
ef
o
r
e
th
e
p
a
n
d
em
ic,
as
s
h
o
wn
b
y
in
eq
u
ality
o
b
s
er
v
ed
in
m
an
y
co
u
n
tr
ies
wh
er
e
r
u
r
al
ar
ea
s
ar
e
g
en
er
ally
d
is
ad
v
a
n
tag
ed
in
ed
u
ca
tio
n
al
o
u
tco
m
es
[
1
7
]
–
[
1
9
]
.
W
ith
t
h
e
im
p
lem
e
n
tatio
n
o
f
d
is
tan
ce
lear
n
in
g
,
teac
h
in
g
s
cien
ce
b
ec
am
e
m
o
r
e
ch
allen
g
in
g
,
co
n
s
id
er
in
g
th
at
s
cien
ce
p
ed
a
g
o
g
y
in
r
u
r
al
a
r
ea
s
h
ad
lim
ited
r
eso
u
r
ce
s
(
e
.
g
.
,
la
b
o
r
ato
r
y
f
ac
ilit
ies)
ev
en
b
ef
o
r
e
th
e
tr
an
s
itio
n
.
I
n
th
e
Ph
ilip
p
in
es,
th
e
n
ew
s
y
s
t
em
f
ac
ed
f
u
r
th
er
d
i
f
f
icu
lties
as
in
ter
n
et
s
er
v
ices
r
em
ain
a
s
er
io
u
s
co
n
ce
r
n
i
n
m
an
y
r
u
r
al
ar
ea
s
wh
er
e
g
eo
g
r
a
p
h
ical
f
ea
tu
r
es
h
in
d
e
r
th
e
ex
p
an
s
io
n
o
f
telec
o
m
m
u
n
icatio
n
n
etwo
r
k
s
[
2
0
]
.
T
h
u
s
,
th
e
c
r
ea
tiv
ity
an
d
r
eso
u
r
ce
f
u
ln
ess
o
f
teac
h
er
s
a
r
e
h
ig
h
ly
s
o
u
g
h
t
i
n
th
is
ca
s
e,
as
th
ey
h
av
e
to
c
o
n
tin
u
e
teac
h
in
g
d
esp
ite
t
h
ese
lim
itatio
n
s
.
I
n
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
ar
e
in
h
e
r
en
t
to
th
e
teac
h
in
g
p
r
o
ce
s
s
[
2
1
]
,
an
d
th
eir
d
ef
icien
cy
m
ay
af
f
ec
t in
s
tr
u
ctio
n
al
o
u
tco
m
es
[
2
2
]
.
T
h
is
s
h
o
ws th
e
n
ee
d
to
m
ax
im
ize
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
s
u
p
p
o
r
ted
b
y
r
u
r
al
s
ettin
g
s
.
T
h
e
W
o
r
ld
Hea
lth
Or
g
a
n
izatio
n
d
ec
lar
e
d
th
e
en
d
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
as
a
g
lo
b
al
h
ea
lth
em
er
g
en
cy
b
u
t
r
em
in
d
s
th
e
p
u
b
lic
th
at
it
is
s
till
k
illi
n
g
,
an
d
p
o
s
s
ib
le
em
er
g
in
g
v
ar
ia
n
ts
m
ay
ca
u
s
e
n
ew
s
u
r
g
es
o
f
ca
s
es
[
2
3
]
.
I
n
th
is
r
eg
a
r
d
,
th
e
f
ate
o
f
d
is
tan
ce
ed
u
ca
tio
n
r
em
ain
s
an
im
p
o
r
ta
n
t
is
s
u
e.
As
o
th
er
ca
lam
ities
also
h
it
th
e
co
u
n
tr
y
an
n
u
ally
,
it
is
n
ec
ess
ar
y
to
r
ef
lect
o
n
C
OVI
D
-
1
9
e
x
p
er
ien
ce
s
s
h
o
u
ld
o
th
er
e
m
er
g
e
n
cies
o
cc
u
r
.
Fo
r
i
n
s
tan
ce
,
s
ch
o
o
ls
in
C
atan
d
u
an
es
I
s
lan
d
an
d
o
th
er
p
r
o
v
in
ce
s
in
th
e
Ph
i
lip
p
in
es
s
u
s
p
en
d
ed
f
ac
e
-
to
-
f
ac
e
class
es
in
Ap
r
il
a
n
d
Ma
y
2
0
2
3
d
u
e
to
h
ea
t
in
d
i
ce
s
s
o
ar
in
g
to
d
an
g
er
o
u
s
lev
el
s
.
T
h
e
is
lan
d
is
also
p
r
o
n
e
to
ty
p
h
o
o
n
s
[
2
4
]
,
s
u
ch
as
ty
p
h
o
o
n
G
o
n
i
(
s
u
p
er
ty
p
h
o
o
n
R
o
lly
)
in
2
0
2
0
,
th
e
s
tr
o
n
g
est
tr
o
p
ical
cy
clo
n
e
r
ec
o
r
d
e
d
at
lan
d
f
all
b
ased
o
n
1
-
m
in
u
te
s
u
s
tain
ed
win
d
[
2
5
]
,
[
2
6
]
.
T
h
ese
in
d
icate
th
e
p
o
s
s
ib
ilit
ies
o
f
s
ig
n
if
ican
t d
is
tan
ce
lear
n
in
g
,
a
lb
eit
with
d
if
f
er
en
t c
a
u
s
es,
as a
watc
h
lis
t in
f
u
tu
r
e
ed
u
ca
tio
n
al
s
y
s
tem
s
.
L
ea
r
n
in
g
f
r
o
m
th
e
r
u
r
al
teac
h
er
s
’
s
tr
ateg
ies
d
u
r
in
g
C
OVI
D
-
1
9
m
a
y
s
u
p
p
o
r
t
an
d
r
ei
n
f
o
r
ce
class
r
o
o
m
ap
p
r
o
ac
h
es
in
cu
r
r
e
n
t
an
d
f
u
t
u
r
e
s
ettin
g
s
.
I
n
th
is
r
eg
ar
d
,
we
ex
p
lo
r
ed
th
e
teac
h
er
’
s
s
tr
ateg
ies,
wh
ich
we
r
ef
er
to
as
“stra
teg
ies
d
er
iv
ed
f
r
o
m
r
u
r
al
af
f
o
r
d
a
n
ce
s
”
(
SDR
A)
in
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
.
T
h
es
e
ar
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
(
lo
ca
lized
less
o
n
s
)
t
h
at
ar
e
d
o
n
e
o
r
o
b
tain
ed
with
r
u
r
al
h
o
u
s
eh
o
ld
s
(
in
d
o
o
r
o
r
o
u
td
o
o
r
p
r
e
m
is
es),
b
ac
k
y
ar
d
g
ar
d
en
s
,
o
r
n
ea
r
b
y
ed
u
ca
tio
n
al
ec
o
s
y
s
tem
s
(
e.
g
.
,
p
o
n
d
s
,
m
ea
d
o
ws),
as
well
as
co
m
m
u
n
icatio
n
s
o
r
ac
tiv
ities
wi
th
th
e
r
u
r
al
co
m
m
u
n
ity
f
o
r
s
cien
ce
lear
n
in
g
.
Sp
ec
if
ically
,
we
in
v
esti
g
ated
with
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
ty
p
es o
f
SDR
A
u
tili
ze
d
?
ii)
W
h
at
ar
e
th
e
p
er
ce
iv
e
d
r
atin
g
s
o
f
lear
n
e
r
s
’
en
g
a
g
em
en
ts
b
ef
o
r
e
an
d
af
ter
th
e
SDR
A
in
ter
v
en
tio
n
?
iii)
W
h
at
ar
e
th
e
p
r
o
s
p
ec
ts
f
o
r
u
til
izatio
n
o
f
th
e
SDR
A?
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
co
n
d
u
cted
i
n
th
e
r
u
r
al
ar
ea
s
o
f
C
atan
d
u
a
n
es
I
s
lan
d
,
Ph
ilip
p
in
es.
T
h
e
r
u
r
al
-
u
r
b
an
co
n
ce
p
t
was
b
ased
o
n
t
h
e
d
e
f
in
itio
n
b
y
t
h
e
Ph
ilip
p
i
n
e
Sta
tis
tics
Au
th
o
r
ity
(
PS
A)
[
2
7
]
.
Ho
wev
er
,
in
s
o
m
e
ca
s
es,
th
e
in
f
o
r
m
atio
n
(
p
o
p
u
la
tio
n
,
ac
tiv
e
estab
lis
h
m
en
ts
)
o
n
th
e
lo
ca
l
a
r
ea
s
was
s
till
in
t
h
e
u
p
d
atin
g
p
r
o
ce
s
s
(
in
f
o
r
m
atio
n
o
f
≥
2
y
ea
r
s
ag
o
)
o
r
d
if
f
icu
lt
to
o
b
tain
(
e.
g
.
,
n
u
m
b
er
o
f
em
p
lo
y
ee
s
in
an
estab
lis
h
m
en
t
an
d
d
is
tan
ce
o
f
estab
lis
h
m
en
ts
f
r
o
m
th
e
v
illag
e
[
>
2
k
m
r
ad
i
u
s
]
if
th
ey
ar
e
n
o
t
lo
ca
ted
with
in
th
e
v
illag
e’
s
ju
r
is
d
ictio
n
)
.
W
ith
th
ese
is
s
u
e
s
,
we
lim
ited
o
u
r
s
am
p
lin
g
to
r
u
r
al
ar
ea
s
with
in
a
d
is
tan
ce
o
f
≥
3
k
m
f
r
o
m
u
r
b
a
n
ce
n
ter
s
(
1
1
m
u
n
icip
alities
)
o
n
th
e
is
lan
d
.
W
e
th
en
g
en
er
ally
s
am
p
led
th
e
r
u
r
al
ar
ea
s
,
ex
clu
d
in
g
th
o
s
e
with
th
e
ab
o
v
em
e
n
tio
n
ed
lim
itatio
n
s
(
a
ls
o
ex
clu
d
in
g
ar
ea
s
with
ac
ce
s
s
ch
allen
g
es
o
n
ter
r
ain
o
r
tr
an
s
p
o
r
t
s
y
s
tem
s
)
.
W
e
co
n
s
id
er
ed
a
p
o
p
u
latio
n
o
f
2
3
0
teac
h
er
s
wh
er
e
1
4
4
(
in
itial
s
am
p
les)
wer
e
o
b
tain
ed
th
r
o
u
g
h
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
,
b
ased
o
n
th
e
d
eter
m
in
ed
s
am
p
le
s
ize
f
r
o
m
Kr
ejcie
an
d
Mo
r
g
an
’
s
tab
le
[
2
8
]
.
W
e
co
n
d
u
cted
a
p
r
elim
in
ar
y
s
u
r
v
ey
o
n
th
e
p
r
e
v
alen
ce
o
f
SDR
A
u
s
e
am
o
n
g
s
cien
ce
teac
h
er
s
,
ask
in
g
wh
eth
er
th
ey
u
tili
ze
d
o
r
d
id
n
o
t
u
tili
ze
th
e
SDR
A
d
u
r
in
g
d
is
tan
ce
lear
n
in
g
(
p
h
y
s
ical
s
c
h
o
o
l
clo
s
u
r
es).
T
h
e
s
u
r
v
ey
a
d
m
in
is
tr
atio
n
h
ad
9
5
%
(
1
3
7
)
r
esp
o
n
s
e/r
etr
iev
al
r
ates.
Ho
wev
er
,
2
6
o
f
th
e
1
3
7
teac
h
e
r
s
eith
er
an
s
wer
ed
th
at
th
ey
d
id
n
o
t
u
ti
lize
th
e
SDR
A
(
2
3
in
d
iv
id
u
al
s
)
o
r
h
ad
p
r
o
v
id
e
d
n
o
in
f
o
r
m
a
tio
n
o
n
th
e
ac
tiv
ity
(
b
lan
k
r
etr
iev
e
d
q
u
esti
o
n
n
air
es,
th
r
ee
i
n
d
iv
id
u
als).
A
to
t
al
o
f
1
1
1
teac
h
er
s
wh
o
u
s
e
d
th
e
SDR
A
wer
e
id
en
tifie
d
,
wh
o
ev
e
n
tu
ally
co
m
p
r
is
ed
th
e
s
tu
d
y
’
s
p
r
im
a
r
y
r
esp
o
n
d
en
ts
(
teac
h
er
s
wh
o
u
tili
ze
d
th
e
s
tr
ateg
ies
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic)
.
A
to
tal
o
f
6
5
r
esp
o
n
d
e
n
ts
wer
e
f
r
o
m
elem
en
tar
y
s
ch
o
o
ls
,
wh
ile
4
6
wer
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
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
4
6
-
2
8
5
6
2848
f
r
o
m
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
e
r
esp
o
n
d
en
ts
c
o
m
p
r
is
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9
0
f
e
m
ales
(
8
1
%)
an
d
2
1
m
ales
(
1
9
%).
Fu
r
th
er
,
it
is
im
p
o
r
tan
t
to
m
e
n
tio
n
th
at
t
h
e
p
o
p
u
latio
n
in
th
e
s
tu
d
y
(
f
r
o
m
wh
ich
th
e
s
am
p
les
wer
e
d
r
aw
n
)
is
ex
p
ec
ted
to
b
e
lo
wer
th
an
th
e
ac
tu
al
r
u
r
al
te
ac
h
er
p
o
p
u
latio
n
i
n
th
e
ar
ea
d
u
e
to
th
e
e
x
clu
s
io
n
o
f
o
th
e
r
p
lace
s
,
as
ea
r
lier
m
en
tio
n
ed
.
T
h
e
s
u
r
v
e
y
was
g
u
id
e
d
b
y
a
s
u
r
v
ey
-
q
u
esti
o
n
n
air
e,
ad
m
in
is
ter
ed
an
o
n
y
m
o
u
s
ly
(
a
n
o
n
y
m
o
u
s
s
u
r
v
ey
)
an
d
p
er
s
o
n
ally
(
f
ac
e
-
to
-
f
ac
e
with
th
e
r
esp
o
n
d
en
ts
)
,
in
c
lu
d
in
g
Go
o
g
le
Fo
r
m
s
u
tili
za
tio
n
.
R
esp
o
n
d
e
n
ts
p
r
o
v
id
e
d
th
eir
co
n
s
en
t
to
p
a
r
ticip
ate.
Su
r
v
ey
s
wer
e
co
n
d
u
cted
in
Ma
r
ch
-
Ma
y
2
0
2
2
,
Au
g
u
s
t
2
0
2
2
,
a
n
d
May
-
J
u
ly
2
0
2
3
.
All
teac
h
e
r
s
wer
e
teac
h
in
g
s
cien
ce
f
r
o
m
t
h
e
s
tar
t
o
f
d
is
tan
ce
lear
n
in
g
u
n
til
th
e
tim
e
o
f
t
h
e
s
u
r
v
ey
.
Scien
ce
s
u
b
jects
in
c
lu
d
e
th
e
g
e
n
er
al
s
co
p
e
(
e.
g
.
,
elem
en
tar
y
s
cien
ce
s
)
to
h
ig
h
s
ch
o
o
l
s
cien
ce
s
(
e.
g
.
,
b
io
lo
g
y
,
c
h
em
is
tr
y
,
p
h
y
s
ics
/
s
p
ir
al
cu
r
r
icu
lu
m
)
,
in
clu
d
in
g
s
cien
ce
r
esear
ch
s
u
b
jects.
T
h
e
s
tu
d
y
i
n
ten
d
e
d
to
in
clu
d
e
b
o
th
p
u
b
lic
an
d
p
r
i
v
ate
s
ch
o
o
ls
in
r
u
r
al
a
r
ea
s
.
T
h
er
e
wer
e,
h
o
wev
er
,
n
o
s
ch
o
o
ls
in
th
e
r
u
r
al
ar
ea
s
th
at
wer
e
p
r
iv
ately
o
wn
ed
d
u
r
i
n
g
th
e
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
air
e
was
co
n
te
n
t
-
v
alid
ated
b
y
two
m
aster
te
ac
h
er
s
h
an
d
lin
g
s
cien
ce
in
t
h
e
p
r
o
v
i
n
ce
(
item
s
f
o
r
SDR
A
u
tili
za
tio
n
)
.
Du
r
in
g
th
e
p
r
elim
in
ar
y
s
u
r
v
e
y
,
m
an
y
teac
h
er
s
p
er
ce
i
v
ed
r
a
tin
g
s
(
e.
g
.
,
3
0
-
5
0
%
b
ef
o
r
e
en
g
a
g
em
en
ts
,
a
n
d
80
-
1
0
0
%
af
ter
en
g
a
g
em
en
ts
)
wh
ic
h
in
ter
p
r
etatio
n
s
m
a
y
b
e
less
s
tr
aig
h
tf
o
r
war
d
with
a
1
-
5
o
r
1
-
7
L
ik
e
r
t
s
ca
le.
W
ith
th
is
c
o
n
ce
r
n
,
we
em
p
l
o
y
ed
a
s
ca
le
o
f
0
-
1
0
(
0
as
t
h
e
m
i
n
im
u
m
a
n
d
1
0
as
th
e
m
ax
im
u
m
)
,
with
L
ik
er
t
l
ab
e
ls
o
f
0
%
f
o
r
0
an
d
1
0
0
%
f
o
r
1
0
.
T
h
e
p
er
ce
iv
e
d
0
-
1
0
s
ca
le
(
0
-
1
0
0
%)
is
g
en
er
alize
d
f
o
r
ea
ch
class
.
T
h
ese
r
atin
g
co
n
ce
p
ts
ar
e
s
u
b
jectiv
e
o
n
ly
f
o
r
th
is
s
tu
d
y
to
d
is
tin
g
u
is
h
d
if
f
e
r
en
ce
s
b
etwe
en
th
e
s
tr
ateg
ies
(
in
cl
u
d
in
g
th
e
c
h
ar
ac
ter
izatio
n
s
o
f
en
g
ag
em
e
n
ts
[
e.
g
.
,
≤
5
0
%
en
g
a
g
em
en
ts
]
as
d
escr
ib
ed
ea
r
lier
)
,
an
d
n
o
t n
ec
ess
ar
ily
th
e
ex
ac
t p
atter
n
o
f
th
e
r
atin
g
s
y
s
tem
s
in
th
eir
s
ch
o
o
ls
.
Fo
r
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
L
ik
er
t
s
ca
l
es,
we
ca
lcu
la
ted
C
r
o
n
b
ac
h
’
s
alp
h
a
(
T
ab
le
1
)
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
i
n
d
icat
es
h
o
w
th
e
item
s
ar
e
ass
ess
e
d
with
in
th
e
s
am
e
co
n
s
tr
u
ct
o
r
c
o
n
ce
p
t.
T
ab
le
1
s
h
o
ws
th
at
C
r
o
n
b
ac
h
’
s
al
p
h
a
g
en
er
ated
a
0
.
8
7
v
alu
e
(
co
ef
f
i
cien
t)
with
t
h
e
item
s
o
n
th
e
e
n
g
ag
em
en
t
co
n
s
tr
u
ct.
T
h
is
is
h
ig
h
er
th
an
th
e
0
.
7
0
th
r
esh
o
ld
,
th
u
s
th
is
s
u
g
g
ests
th
at
th
e
in
s
tr
u
m
en
t
h
as
a
h
ig
h
r
eliab
ilit
y
.
All
s
tatis
t
ical
an
aly
s
es in
th
e
s
tu
d
y
wer
e
d
o
n
e
with
SAS
-
J
MP
s
o
f
twar
e
(
1
1
.
2
.
0
: Ser
ial
No
.
N
HR
J
4
HJ
J
J
Z
)
.
W
e
aim
ed
to
id
en
tify
th
e
ty
p
e
o
f
SDR
A
u
s
ed
b
y
th
e
teac
h
er
s
an
d
o
b
tain
t
h
eir
p
er
c
ep
tio
n
s
o
f
lear
n
er
s
’
en
g
ag
em
e
n
t.
Per
ce
p
t
io
n
s
wer
e
b
ased
o
n
lear
n
er
en
g
ag
em
en
t b
ef
o
r
e
an
d
af
ter
th
e
SDR
A
in
ter
v
en
tio
n
d
u
r
in
g
m
o
d
u
lar
d
is
tan
ce
lear
n
in
g
(
MD
L
)
.
Ou
r
c
o
n
ce
p
t
o
f
e
n
g
ag
em
e
n
ts
(
p
er
ce
iv
ed
b
y
tea
ch
er
s
)
in
clu
d
es
th
e
co
m
p
letio
n
o
f
lear
n
in
g
m
o
d
u
l
es,
g
u
ar
d
ian
n
ar
r
ativ
es,
an
d
co
n
tin
u
ity
o
f
c
o
m
m
u
n
icatio
n
s
b
e
twee
n
teac
h
er
s
an
d
lear
n
er
s
(
d
u
r
i
n
g
MD
L
)
.
T
h
e
lear
n
in
g
m
o
d
u
le
is
ar
r
an
g
e
d
in
a
s
em
i
-
b
o
o
k
o
r
b
o
o
k
let
f
o
r
m
,
wh
er
e
lear
n
e
r
s
d
ir
ec
tly
an
s
wer
o
r
in
ter
ac
t
o
n
th
e
p
ag
es,
b
u
t
th
e
y
m
a
y
also
u
s
e
ex
tr
a
s
h
ee
ts
o
r
o
th
e
r
m
a
ter
ials
wh
en
d
o
in
g
s
o
m
e
task
s
.
A
lear
n
in
g
m
o
d
u
l
e
g
en
er
ally
h
as
a
d
u
r
atio
n
o
f
o
n
e
o
r
two
wee
k
s
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
(
in
s
o
m
e
ca
s
es,
two
m
o
d
u
les
p
er
wee
k
o
r
o
n
e
m
o
d
u
le
p
e
r
th
r
ee
wee
k
s
)
,
b
u
t
th
is
was
s
u
b
ject
to
f
lex
ib
ilit
y
d
u
e
to
th
e
n
atu
r
e
o
f
th
e
less
o
n
o
b
jectiv
e
s
,
th
e
d
if
f
ic
u
lty
o
f
r
etr
iev
al
f
o
r
r
em
o
te
ar
ea
s
,
a
n
d
o
th
er
p
r
ev
ailin
g
co
n
d
itio
n
s
ass
o
ciate
d
with
th
e
p
an
d
em
ic.
T
ab
le
1
.
R
eliab
ilit
y
test
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
,
with
th
e
co
r
r
es
p
o
n
d
in
g
d
escr
ip
tiv
e
s
tatis
tic
s
I
t
e
ms o
n
e
n
g
a
g
e
m
e
n
t
c
o
n
st
r
u
c
t
(
t
e
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
)
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
c
o
e
f
f
i
c
i
e
n
t
Le
a
r
n
e
r
s wi
t
h
l
o
w
M
D
L
e
n
g
a
g
e
me
n
t
b
e
f
o
r
e
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
(
M
D
L
a
l
o
n
e
)
2
.
9
6
1
.
1
2
Le
a
r
n
e
r
s wi
t
h
l
o
w
M
D
L
e
n
g
a
g
e
me
n
t
s
a
f
t
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
(
M
D
L
w
i
t
h
S
D
R
A
)
7
.
7
8
0
.
9
9
En
g
a
g
e
m
e
n
t
o
f
a
l
l
l
e
a
r
n
e
r
s
b
e
f
o
r
e
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
(
M
D
L
a
l
o
n
e
)
En
g
a
g
e
m
e
n
t
o
f
a
l
l
l
e
a
r
n
e
r
s a
f
t
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
(
M
D
L
w
i
t
h
S
D
R
A
)
W
i
l
l
i
n
g
n
e
ss
o
f
a
l
l
l
e
a
r
n
e
r
s
t
o
e
n
g
a
g
e
i
n
a
n
o
t
h
e
r
S
D
R
A
a
f
t
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
8
.
3
6
9
.
0
6
9
.
4
6
0
.
6
9
0
.
7
1
0
.
6
3
0
.
8
7
T
h
r
ee
ty
p
es
o
f
SDR
A
wer
e
id
en
tifie
d
as:
co
n
tex
tu
aliza
tio
n
o
f
ed
u
ca
tio
n
al
m
ater
ials
f
o
r
s
cien
ce
ac
tiv
itie
s
(
C
E
MSA
)
;
in
teg
r
atio
n
o
f
citizen
s
cien
ce
in
s
cien
c
e
ac
tiv
ities
(
I
C
SS
A)
;
an
d
in
te
g
r
atio
n
o
f
tr
ad
itio
n
al
k
n
o
wled
g
e
in
s
cien
ce
ac
tiv
ities
(
I
T
r
aKSA)
.
T
y
p
ical
o
r
“m
ain
s
tr
ea
m
”
s
cien
ce
ac
tiv
ities
,
s
u
ch
as
ex
p
er
im
en
tal,
o
b
s
er
v
atio
n
al,
o
r
m
o
d
el
-
c
r
ea
tio
n
ac
tiv
ity
,
ar
e
g
en
er
ally
in
cl
u
d
ed
in
C
E
MSA
th
at
u
tili
ze
m
ater
ials
f
o
u
n
d
in
th
e
h
o
u
s
eh
o
ld
p
r
em
is
es (
in
clu
d
i
n
g
o
p
en
s
p
ac
es su
r
r
o
u
n
d
in
g
th
e
h
o
u
s
e,
s
u
ch
as th
e
b
ac
k
y
a
r
d
,
f
r
o
n
t y
ar
d
s
,
an
d
s
id
e
y
ar
d
s
)
.
T
h
is
s
tr
ateg
y
g
en
er
ally
wo
r
k
s
o
n
u
s
in
g
p
h
y
s
ical
alter
n
ativ
es
wh
en
th
e
o
r
ig
in
al
m
at
er
ials
n
ee
d
ed
in
th
e
less
o
n
s
ar
e
in
ac
ce
s
s
ib
le
o
r
d
i
f
f
icu
lt
to
o
b
tain
.
I
C
S
S
A
an
d
I
T
r
aKSA
,
o
n
th
e
o
th
er
h
an
d
,
ar
e
g
en
e
r
ally
n
o
t
b
ased
o
n
a
t
y
p
ical
s
cien
ce
a
p
p
r
o
ac
h
;
th
ey
ar
e
p
r
im
ar
ily
co
m
m
u
n
ity
-
in
te
g
r
ated
s
cien
ce
c
o
m
m
u
n
icatio
n
s
o
r
ac
tiv
ities
th
at
s
er
v
e
as
s
u
p
p
le
m
en
tals
(
o
r
p
r
o
jects)
f
o
r
th
e
le
s
s
o
n
.
I
C
SS
A
m
ain
ly
in
v
o
lv
es
p
h
o
to
p
r
esen
tatio
n
s
with
s
o
cial
m
ed
ia
g
r
o
u
p
s
/p
ag
es
o
r
d
ir
ec
t
co
m
m
u
n
icatio
n
s
with
s
cien
ce
ex
p
er
ts
,
wh
ile
I
T
r
aKSA
p
r
im
ar
ily
d
eliv
er
s
o
th
er
s
cien
ce
ac
tiv
itie
s
th
at
n
ee
d
in
f
o
r
m
atio
n
f
r
o
m
t
h
e
en
v
ir
o
n
m
en
t th
r
o
u
g
h
p
eo
p
l
e’
s
ex
p
er
ien
ce
s
.
As
th
e
s
tu
d
y
d
escr
ib
es th
e
n
atu
r
e
o
f
th
e
r
u
r
al
ar
ea
an
d
its
im
p
lic
atio
n
o
n
s
cien
ce
lear
n
in
g
,
d
esc
r
ip
tio
n
s
o
f
th
e
ar
ea
wer
e
ea
r
lier
ch
ar
ac
ter
ized
.
I
n
C
atan
d
u
an
es I
s
lan
d
,
m
o
s
t r
u
r
a
l le
ar
n
er
s
(
≈
90
%)
liv
e
i
n
h
o
u
s
eh
o
ld
s
with
o
u
td
o
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
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SS
N:
2252
-
8
8
2
2
R
u
r
a
l scien
ce
ed
u
ca
tio
n
d
u
r
in
g
a
n
d
b
ey
o
n
d
C
OV
I
D
-
1
9
:
tea
c
h
ers
’
s
tr
a
teg
ies a
n
d
… (
K
r
is
ti
a
n
Q.
A
ld
e
a
)
2849
p
r
em
is
es
o
f
≥
3
m
2
ar
ea
,
r
e
g
a
r
d
less
o
f
th
e
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
f
th
e
o
cc
u
p
an
ts
(
p
r
elim
in
ar
y
d
ata)
.
T
h
ese
o
u
td
o
o
r
s
ites
ar
e
u
s
u
ally
f
a
m
ily
g
ar
d
e
n
s
o
r
o
th
er
r
u
r
al
s
ettin
g
s
,
s
u
ch
as
m
ea
d
o
ws,
wetlan
d
s
,
an
d
o
th
er
n
atu
r
ally
o
cc
u
r
r
in
g
lan
d
s
ca
p
es
.
I
n
s
o
m
e
p
ar
ts
o
f
th
e
s
tu
d
y
,
p
er
ce
iv
ed
en
g
a
g
em
en
t
was
q
u
alitativ
ely
ch
ar
ac
ter
ize
d
(
l
o
w
o
r
h
ig
h
en
g
ag
em
e
n
ts
)
to
p
r
o
v
i
d
e
g
en
er
al
co
m
p
ar
is
o
n
s
.
T
ea
c
h
e
r
s
p
er
ce
iv
ed
lo
w
en
g
ag
em
en
ts
(
≤
5
0
%
MD
L
en
g
ag
em
e
n
t)
in
an
y
o
r
co
m
b
in
atio
n
s
o
f
th
e
f
o
llo
win
g
:
i
)
h
ab
itu
al
u
n
f
in
is
h
ed
(
≤
5
0
%
co
m
p
letio
n
)
o
r
u
n
an
s
wer
ed
m
o
d
u
les
f
o
r
th
e
p
r
escr
ib
ed
p
er
io
d
;
ii
)
g
u
ar
d
ia
n
r
ep
o
r
ts
o
f
lear
n
e
r
d
is
en
g
a
g
em
en
ts
f
r
o
m
o
th
e
r
task
s
;
an
d
iii
)
attem
p
ts
o
f
wit
h
d
r
awin
g
co
m
m
u
n
icatio
n
s
f
r
o
m
th
e
teac
h
er
(
m
o
d
u
lar
c
o
n
ce
r
n
s
)
f
o
r
m
o
r
e
t
h
an
2
-
3
m
o
n
th
s
,
e
v
en
d
u
r
in
g
h
o
m
e
v
is
its
(
wh
en
h
o
m
e
v
is
itin
g
is
alr
ea
d
y
allo
wed
)
.
Ma
n
y
teac
h
er
s
g
e
n
er
ally
co
n
s
id
er
th
at
>5
0
%
en
g
ag
em
e
n
t
m
ay
b
e
ac
ce
p
tab
le
d
u
r
in
g
th
e
p
an
d
em
ic
(
o
t
h
er
s
co
n
s
id
er
>7
5
%).
I
f
lear
n
er
s
h
ad
a
≤
5
0
%
en
g
ag
em
en
t,
a
s
er
ies
o
f
p
o
s
t
-
v
er
if
icatio
n
o
f
t
h
e
lear
n
e
r
s
tatu
s
,
s
u
ch
as
co
m
m
u
n
icatio
n
s
wit
h
g
u
ar
d
ian
s
an
d
r
ev
is
itin
g
lear
n
er
h
o
u
s
es
(
if
n
ee
d
ed
)
,
wer
e
co
n
d
u
cte
d
b
y
m
o
s
t
teac
h
er
s
.
Fo
r
co
m
p
a
r
is
o
n
s
,
en
g
ag
em
e
n
ts
ar
e
p
er
ce
iv
ed
h
ig
h
er
(
>5
0
%)
with
th
e
co
m
b
i
n
atio
n
s
o
f
th
e
f
o
llo
win
g
:
i
)
c
o
m
p
leted
m
o
d
u
les
(
wr
itten
)
o
r
at
least
with
>5
0
%
co
m
p
letio
n
r
ate;
ii
)
co
m
p
l
eted
p
er
f
o
r
m
an
ce
r
e
p
o
r
t
o
r
a
t
least
wi
th
>5
0
%
co
m
p
letio
n
r
ate;
iii
)
g
u
ar
d
ian
r
ep
o
r
t
o
f
lear
n
e
r
’
s
en
th
u
s
iasm
o
n
m
o
d
u
lar
wo
r
k
s
;
an
d
iv
)
lear
n
er
’
s
r
ef
lectio
n
o
f
en
th
u
s
iasm
in
th
e
ac
tiv
ity
.
Per
f
o
r
m
a
n
ce
r
ep
o
r
ts
m
ay
b
e
an
ad
d
itio
n
al
ac
tiv
ity
(
o
r
p
r
o
ject
)
,
eith
er
p
r
in
te
d
o
r
s
en
t
th
r
o
u
g
h
Face
b
o
o
k
Me
s
s
en
g
er
as
wr
itten
n
ar
r
ativ
es,
i
llu
s
tr
atio
n
s
,
d
r
awin
g
s
,
p
h
o
to
s
,
v
id
eo
s
,
an
d
o
th
er
m
o
d
es o
f
p
er
f
o
r
m
an
ce
p
r
esen
t
atio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
T
y
pes
o
f
SDRA
utilize
d
Fig
u
r
e
1
p
r
esen
ts
th
e
ty
p
es
o
f
SDR
A
u
tili
ze
d
,
illu
s
tr
atin
g
th
e
8
1
%
u
tili
za
tio
n
r
ate
am
o
n
g
teac
h
er
s
(
1
1
1
o
u
t
o
f
1
3
7
)
,
as
s
h
o
w
n
i
n
Fig
u
r
e
1
(
a
)
.
W
e
id
en
tifie
d
th
e
SDR
A
as:
C
E
MSA,
wh
ic
h
h
ad
t
h
e
h
ig
h
est
u
tili
za
tio
n
o
f
8
2
%,
f
o
llo
we
d
b
y
I
C
SS
A
an
d
I
T
r
aKSA
with
4
4
%
an
d
2
5
%
u
tili
za
tio
n
,
r
es
p
ec
tiv
ely
,
as
s
h
o
wn
in
Fig
u
r
e
1
(
b
)
.
T
ea
ch
er
s
u
tili
ze
d
th
e
SDR
A,
g
u
id
ed
b
y
th
e
m
o
s
t
ess
en
tial
lear
n
in
g
co
m
p
eten
cy
(
ME
L
C
)
b
y
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
(
Dep
E
d
)
(
m
ain
to
p
ics
an
d
o
b
j
ec
tiv
es
ar
e
co
n
g
r
u
en
t
with
th
e
lear
n
in
g
m
o
d
u
les).
T
ea
ch
er
s
wh
o
d
id
n
o
t
co
n
d
u
ct
th
e
SDR
A
b
eliev
ed
th
at
th
e
n
ee
d
to
u
s
e
r
u
r
al
alter
n
ativ
es
in
th
eir
class
es
was
n
eg
lig
ib
le
at
th
at
tim
e
o
r
b
ec
au
s
e
th
er
e
wer
e
n
o
s
ig
n
if
ican
t
co
n
ce
r
n
s
f
r
o
m
lear
n
er
s
’
g
u
a
r
d
ian
s
(
o
f
lear
n
e
r
s
’
d
is
en
g
ag
em
en
ts
)
ab
o
u
t th
e
M
DL
m
o
d
ality
.
*S
e
ve
r
a
l
tea
c
he
r
s
uti
li
z
e
d
mo
r
e
than
one
s
tr
a
tegy
(
a)
(
b
)
Fig
u
r
e
1
.
T
h
e
SDR
A
u
tili
za
tio
n
:
(
a)
n
u
m
b
er
o
f
teac
h
er
s
wh
o
u
tili
ze
d
th
e
SDR
A
an
d
(
b
)
p
er
ce
n
tag
e
o
f
teac
h
er
s
th
at
u
tili
ze
d
th
e
s
tr
ateg
y
3
.
1
.
2
.
Co
nte
x
t
ua
liza
t
io
n o
f
e
du
ca
t
io
na
l m
a
t
er
ia
ls
f
o
r
s
cience
a
ct
iv
it
ies
T
h
is
s
tr
ateg
y
was
u
tili
ze
d
in
d
o
o
r
s
o
r
at
th
e
h
o
u
s
eh
o
ld
’
s
o
u
td
o
o
r
p
r
em
is
es.
T
ea
ch
er
s
b
eliev
e
th
at
r
u
r
al
f
am
ilies
g
en
er
ally
till
o
r
m
an
a
g
e
o
u
td
o
o
r
p
r
em
is
es,
u
s
u
ally
f
o
r
f
o
o
d
(
e.
g
.
,
v
e
g
etab
les
an
d
f
r
u
its
)
,
ae
s
th
etics
(
o
r
n
am
en
tal
p
la
n
ts
)
,
o
r
b
o
th
.
I
n
s
ev
er
al
h
o
u
s
eh
o
l
d
s
with
lar
g
er
g
ar
d
e
n
p
r
e
m
is
es,
liv
esto
ck
ar
e
also
r
aised
(
e.
g
.
,
ca
g
e
d
o
r
f
r
ee
-
r
an
g
e
ch
ick
e
n
s
)
.
Ma
n
y
o
f
th
ese
h
o
u
s
eh
o
ld
r
eso
u
r
ce
s
wer
e
u
til
ized
as
p
ar
t
o
f
t
h
e
lear
n
in
g
ac
tiv
ities
,
s
u
ch
as
th
e
cu
s
to
m
ized
f
o
o
d
co
lo
r
i
n
g
ex
t
r
ac
ted
f
r
o
m
v
eg
eta
b
le
lef
to
v
er
s
an
d
“sp
ec
ialized
”
m
ar
b
les
u
s
in
g
g
ar
d
e
n
clay
o
r
r
o
u
n
d
ed
s
to
n
es
(
f
o
r
d
escr
ib
i
n
g
m
o
tio
n
)
.
Sp
ec
if
ic
s
cien
ce
ac
tiv
ities
u
n
d
er
th
is
s
ch
em
e
in
clu
d
ed
e
x
p
er
im
en
ta
tio
n
(
e.
g
.
,
ac
id
-
b
ase
ex
p
er
im
e
n
ts
u
s
in
g
f
r
u
its
o
r
v
e
g
etab
les),
p
u
r
e
o
b
s
er
v
atio
n
(
e.
g
.
,
o
b
s
er
v
atio
n
o
f
p
la
n
t
p
ar
t
s
u
s
in
g
m
in
iatu
r
e
p
lan
ts
“
p
la
n
tita
”)
,
an
d
m
o
d
el
cr
ea
tio
n
(
e
.
g
.
,
s
o
il
lay
er
m
o
d
el
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
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v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
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2025
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u
s
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k
itch
en
m
ater
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)
.
Du
r
i
n
g
th
e
ea
r
lies
t
p
h
ases
o
f
th
e
p
an
d
em
ic
(
r
o
u
g
h
ly
2
-
3
m
o
n
th
s
af
ter
MD
L
s
tar
ted
)
,
teac
h
er
s
u
tili
ze
d
C
E
MSA
p
r
im
ar
ily
in
d
o
o
r
s
.
L
o
ca
lized
ex
p
er
im
en
ts
s
u
ch
as
s
ee
d
g
r
o
wth
o
f
a
n
ativ
e
p
la
n
t,
n
atu
r
al
o
b
s
er
v
atio
n
s
s
u
ch
as
r
o
ck
s
o
b
s
er
v
e
d
in
th
e
b
ac
k
y
ar
d
an
d
th
er
m
o
d
y
n
am
ics
in
th
e
g
ar
d
en
,
an
d
m
o
d
el
cr
ea
tio
n
s
u
ch
as
d
esig
n
i
n
g
a
m
in
iatu
r
e
f
o
r
est
in
a
b
o
wl
we
r
e
ex
am
p
les
o
f
ex
p
e
r
ien
tial
lear
n
in
g
c
o
n
d
u
cted
i
n
th
e
o
u
td
o
o
r
p
r
em
is
es (
h
o
mey
a
r
d
s
)
s
ettin
g
.
3
.
1
.
3
.
I
nte
g
ra
t
io
n o
f
cit
izen
s
cience
in s
cie
nce
a
ct
iv
it
ies
R
u
r
al
teac
h
er
s
s
tr
ateg
ized
b
y
en
g
ag
in
g
th
eir
lear
n
er
s
in
r
ep
o
r
tin
g
o
r
d
is
cu
s
s
in
g
s
cien
tific
in
q
u
ir
ies
with
citizen
s
cien
ce
g
r
o
u
p
s
o
r
s
cien
tific
o
r
g
an
izatio
n
s
th
r
o
u
g
h
s
o
cial
m
ed
ia.
Fo
r
s
af
ety
,
h
o
wev
er
,
teac
h
er
s
in
s
tr
u
cted
th
at
lear
n
er
s
m
u
s
t
o
n
ly
b
e
with
in
th
eir
o
u
td
o
o
r
p
r
em
is
es
(
e.
g
.
,
p
lan
t
p
h
o
to
s
f
r
o
m
th
e
g
ar
d
en
)
o
r
in
d
o
o
r
s
(
e.
g
.
,
s
h
r
im
p
p
h
o
to
s
ca
u
g
h
t
b
y
th
eir
f
ath
e
r
f
r
o
m
f
i
s
h
in
g
)
an
d
s
h
ar
e
p
h
o
to
s
o
r
v
id
eo
clip
s
to
citizen
s
cien
ce
g
r
o
u
p
s
.
An
o
th
e
r
ex
a
m
p
le
o
f
co
m
m
u
n
ity
p
ar
ticip
at
io
n
is
th
r
o
u
g
h
p
h
o
to
s
h
ar
i
n
g
(
o
n
p
u
b
lic
o
r
p
r
iv
ate
s
o
cial
m
ed
ia
g
r
o
u
p
s
)
o
f
s
o
il,
r
o
ck
s
,
wate
r
b
o
d
ies,
o
r
m
in
er
als
tak
en
f
r
o
m
t
h
e
o
u
td
o
o
r
p
r
em
is
es.
T
h
er
e
wer
e
g
en
er
al
in
s
tr
u
ctio
n
s
th
at
p
h
o
t
o
-
s
h
ar
in
g
s
h
o
u
l
d
b
e
v
o
lu
n
tar
y
,
wh
er
e
lear
n
er
s
ca
n
r
ef
u
s
e
to
s
h
ar
e
th
em
at
an
y
tim
e.
So
m
e
ac
tiv
ities
d
u
r
in
g
th
e
MD
L
r
eq
u
ir
ed
d
escr
ip
tio
n
s
an
d
illu
s
tr
atio
n
s
o
f
p
lan
ts
an
d
an
im
als
in
th
e
s
u
r
r
o
u
n
d
in
g
s
.
C
er
tain
p
lan
ts
o
r
an
im
als,
h
o
wev
er
,
m
ay
n
o
t
b
e
r
ea
d
ily
o
b
s
er
v
e
d
in
t
h
e
ar
ea
;
th
u
s
,
teac
h
er
s
a
n
d
lear
n
er
s
s
o
u
g
h
t
in
ter
ac
tio
n
s
with
en
v
ir
o
n
m
e
n
talis
ts
,
b
io
d
iv
er
s
ity
g
r
o
u
p
s
,
o
r
o
th
e
r
s
cien
ce
ex
p
er
ts
.
B
ef
o
r
e
th
e
r
esu
m
p
tio
n
o
f
f
ac
e
-
to
-
f
ac
e
class
es,
m
an
y
teac
h
er
s
o
b
s
er
v
e
d
(
th
r
o
u
g
h
h
o
m
e
v
is
its
)
th
at
lear
n
er
s
in
v
o
lv
ed
with
th
is
s
tr
ateg
y
b
ec
am
e
en
th
u
s
iast
ic
ab
o
u
t
en
v
ir
o
n
m
en
tal
i
n
f
o
r
m
atio
n
an
d
wo
u
l
d
v
o
lu
n
tar
ily
en
g
ag
e
in
co
n
v
er
s
atio
n
a
b
o
u
t c
o
n
s
er
v
ati
o
n
.
3
.
1
.
4
.
I
nte
g
ra
t
io
n o
f
t
ra
ditio
na
l k
no
wledg
e
in s
cience
a
ct
iv
it
ies
Sev
er
al
teac
h
er
s
u
s
ed
th
is
s
tr
a
teg
y
wh
e
n
s
cien
ce
less
o
n
s
r
e
q
u
ir
e
in
v
esti
g
atio
n
s
o
f
th
e
n
atu
r
al
wo
r
ld
with
en
v
ir
o
n
m
en
tal
an
d
s
o
cial
im
p
licatio
n
s
.
Activ
ities
ar
e
p
r
im
ar
ily
co
n
d
u
cted
th
r
o
u
g
h
i
n
ter
v
iews
(
in
clu
d
i
n
g
Face
b
o
o
k
Me
s
s
en
g
er
u
tili
za
tio
n
)
an
d
s
o
m
etim
es
p
ar
ticip
ato
r
y
lear
n
i
n
g
f
ac
ilit
ated
b
y
p
a
r
en
ts
o
r
g
u
ar
d
ian
s
(
d
ep
en
d
in
g
o
n
q
u
ar
a
n
tin
e
g
u
id
elin
es,
esp
ec
ially
wh
en
p
an
d
em
ic
r
estrictio
n
s
ar
e
r
elax
ed
o
r
lifte
d
)
.
A
r
ef
lectio
n
ess
ay
co
n
s
tr
u
cte
d
b
y
s
o
m
e
lear
n
e
r
s
ab
o
u
t
th
e
ef
f
ec
ts
o
f
t
y
p
h
o
o
n
s
a
n
d
m
o
n
s
o
o
n
s
lear
n
ed
f
r
o
m
f
ar
m
er
s
an
d
f
is
h
er
s
is
an
ex
a
m
p
le
o
f
th
is
ca
s
e
(
e.
g
.
,
m
o
d
u
l
ar
ac
tiv
ity
ab
o
u
t
wea
th
er
an
d
clim
ate)
.
L
ik
ewise,
ac
tiv
ities
o
n
th
e
h
ea
lin
g
p
r
o
p
e
r
ties
o
f
a
g
r
ass
s
p
ec
ies
(
e.
g
.
,
le
s
s
o
n
s
o
n
lo
ca
l m
ed
icin
al
p
lan
t
s
)
wer
e
u
tili
ze
d
.
I
n
o
th
er
c
o
n
tex
ts
,
cu
s
to
m
izatio
n
o
f
m
ater
ials
o
r
m
o
d
els
r
eq
u
ir
e
s
tr
ad
itio
n
al
k
n
o
wled
g
e,
s
u
ch
as
th
e
co
n
s
tr
u
ctio
n
o
f
s
im
p
le
m
u
s
ical
o
b
jects
n
ee
d
ed
f
o
r
s
o
u
n
d
wav
e
ac
tiv
ities
,
an
d
th
u
s
was
u
tili
ze
d
as
p
ar
t
o
f
I
T
r
aKSA
.
Oth
er
n
o
tab
le
e
x
am
p
les
ar
e
th
e
p
r
e
s
en
ce
o
f
r
ar
e
s
p
ec
ies
an
d
th
e
ec
o
s
y
s
tem
cu
ltu
r
es
(
e.
g
.
,
r
e
f
o
r
estatio
n
,
ca
tch
in
g
p
r
ac
tices)
lear
n
ed
f
r
o
m
t
h
e
is
lan
d
f
o
l
k
s
’
ex
p
er
ie
n
ce
s
with
th
e
r
u
r
al
en
v
ir
o
n
m
en
ts
.
3
.
1
.
5
.
P
er
ce
iv
ed
ra
t
ing
s
o
f
le
a
rner
s
’
eng
a
g
em
ent
s
bef
o
re
a
nd
a
f
t
er
t
he
SDRA
inte
rv
ent
io
n
T
h
e
teac
h
er
s
p
er
ce
iv
ed
t
h
at
th
e
lear
n
er
s
with
lo
w
en
g
ag
em
e
n
t
(
≤
5
0
%
en
g
ag
em
en
t)
d
u
r
i
n
g
th
e
MD
L
h
ad
a
r
an
g
e
o
f
2
-
5
(
2
0
-
5
0
%)
(
m
ea
n
=
3
.
1
6
[
3
1
.
6
%];
SD=1
.
0
8
)
e
n
g
ag
e
m
en
t
r
atin
g
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
.
Af
ter
in
ter
v
en
ti
o
n
with
t
h
e
SDR
A,
th
e
p
er
ce
iv
ed
en
g
ag
em
en
t
r
atin
g
h
ad
a
r
an
g
e
o
f
7
-
9
(
7
0
-
9
0
%)
(
m
ean
=
8
.
0
2
[
8
0
.
2
%];
SD
=
0
.
7
7
)
.
T
h
e
d
ata
b
ef
o
r
e
an
d
af
ter
th
e
in
te
r
v
en
tio
n
s
ig
n
if
ican
tly
d
if
f
er
f
r
o
m
ea
ch
o
th
e
r
(
t
-
v
alu
e
[
lo
g
-
tr
an
s
f
o
r
m
ed
]
=3
0
.
4
3
;
DF
=1
1
0
;
p
<
0
.
0
1
)
,
as
s
ee
n
in
T
ab
le
2
.
C
o
n
s
id
er
in
g
th
e
av
e
r
ag
e
en
g
ag
em
e
n
ts
f
o
r
all
lear
n
er
s
in
th
e
class
(
in
clu
d
in
g
lear
n
er
s
with
>5
0
% e
n
g
ag
em
en
ts
)
,
th
e
p
er
ce
iv
ed
e
n
g
ag
e
m
e
n
t r
atin
g
r
an
g
e
was
7
-
9
(
7
0
-
9
0
%)
(
m
ean
=
8
.
5
4
[
8
5
.
4
%],
SD
=
0
.
6
8
)
b
ef
o
r
e
an
d
8
-
1
0
(
8
0
-
1
0
0
%)
(
m
ea
n
=
9
.
1
5
[
9
1
.
5
%];
SD
=
0
.
5
8
)
af
ter
th
e
SDR
A
in
ter
v
en
tio
n
.
R
esu
lts
o
f
th
e
t
-
test
(t
-
v
alu
e
[
lo
g
-
tr
an
s
f
o
r
m
ed
]
=
1
2
.
5
2
;
DF=1
1
0
;
p
<0
.
0
1
)
f
o
r
all
lear
n
er
s
also
r
ev
ea
led
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
(
T
a
b
le
2
)
.
On
th
e
o
th
er
h
a
n
d
,
willin
g
n
e
s
s
to
en
g
a
g
e
(
in
al
l
lear
n
er
s
)
in
th
e
n
ex
t (
c
o
n
s
ec
u
t
iv
e)
less
o
n
u
tili
ze
d
with
SDR
A
h
ad
a
h
ig
h
m
ea
n
v
alu
e
o
f
9
.
5
6
(
SD
=
0
.
5
0
)
.
T
ab
le
2
.
P
air
ed
t
-
test
s
am
o
n
g
t
ea
ch
er
s
’
p
er
ce
p
tio
n
o
f
lear
n
er
s
’
en
g
ag
em
e
n
ts
d
u
r
in
g
th
e
M
DL
m
o
d
ality
Le
a
r
n
e
r
g
r
o
u
p
M
e
d
i
u
m
/
i
n
t
e
r
v
e
n
t
i
o
n
M
e
a
n
SD
DF
t
-
v
a
l
u
e
S
i
g
.
Le
a
r
n
e
r
s wi
t
h
l
o
w
M
D
L
e
n
g
a
g
e
me
n
t
s
(
≤
5
0
%
b
e
f
o
r
e
t
h
e
S
D
R
A
i
n
t
e
r
v
e
n
t
i
o
n
)
M
D
L
a
l
o
n
e
3
.
1
6
1
.
0
8
1
1
0
3
0
.
4
3
0
.
0
0
*
*
M
D
L
w
i
t
h
S
D
R
A
8
.
0
2
0
.
7
7
A
l
l
l
e
a
r
n
e
r
s
M
D
L
a
l
o
n
e
8
.
5
4
0
.
6
8
1
1
0
1
2
.
5
2
0
.
0
0
*
*
M
D
L
w
i
t
h
S
D
R
A
9
.
1
5
0
.
5
8
*
*
S
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
l
e
v
e
l
o
f
0
.
0
1
;
t
-
v
a
l
u
e
i
s
o
b
t
a
i
n
e
d
f
r
o
m
l
o
g
-
t
r
a
n
sf
o
r
me
d
d
a
t
a
3
.
1
.
6
.
P
ro
s
pect
s
f
o
r
utiliza
t
io
n o
f
t
he
SDRA
Dif
f
er
en
t
p
r
o
s
p
ec
ts
(
ev
en
ts
o
r
ac
tiv
ities
)
wer
e
p
e
r
ce
iv
e
d
b
y
teac
h
er
s
wh
en
ask
ed
ab
o
u
t
th
e
u
tili
za
tio
n
o
f
th
e
SDR
A
f
o
r
f
u
tu
r
e
s
ettin
g
s
,
s
tar
tin
g
s
ch
o
o
l
y
ea
r
2
0
2
3
-
2
0
2
4
(
s
o
m
e
teac
h
er
s
m
en
tio
n
ed
th
at
th
ey
alr
ea
d
y
s
tar
ted
u
tili
zin
g
t
h
ese
p
r
o
s
p
ec
ts
in
th
eir
in
s
tr
u
ct
io
n
s
)
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
Mo
s
t
teac
h
er
s
(
9
6
%)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
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c
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SS
N:
2252
-
8
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2
2
R
u
r
a
l scien
ce
ed
u
ca
tio
n
d
u
r
in
g
a
n
d
b
ey
o
n
d
C
OV
I
D
-
1
9
:
tea
c
h
ers
’
s
tr
a
teg
ies a
n
d
… (
K
r
is
ti
a
n
Q.
A
ld
e
a
)
2851
an
s
wer
ed
th
e
f
o
llo
win
g
ev
e
n
ts
o
r
ac
tiv
ities
:
i
)
d
u
r
in
g
p
u
b
li
c
em
er
g
e
n
cies
(
9
7
%)
(
e.
g
.
,
a
f
ter
a
ty
p
h
o
o
n
)
;
ii
)
i
n
ca
s
es
wh
er
e
r
u
r
al
lan
d
s
ca
p
es
an
d
c
o
m
m
u
n
ity
im
m
er
s
io
n
ar
e
d
ee
m
ed
n
ec
ess
ar
y
f
o
r
th
e
class
r
o
o
m
less
o
n
(
e.
g
.
,
o
b
s
er
v
atio
n
in
a
m
ea
d
o
w
ec
o
s
y
s
tem
)
(
8
9
%)
;
iii
)
wh
e
n
th
e
co
m
m
u
n
ity
,
g
o
v
e
r
n
m
en
t
o
r
n
o
n
-
g
o
v
e
r
n
m
en
t
o
r
g
an
izatio
n
s
r
eq
u
est
ed
u
c
atio
n
al
ac
tiv
ities
(
e.
g
.
,
co
m
m
u
n
it
y
r
esear
ch
p
r
o
jects)
(
3
2
%),
an
d
iv
)
o
th
er
s
p
ec
if
ic
r
ea
s
o
n
s
(
e.
g
.
,
p
er
s
o
n
al
in
itiativ
es
o
f
p
ar
en
ts
in
en
g
ag
in
g
th
eir
ch
ild
r
en
)
(
2
3
%)
(
s
ev
er
al
teac
h
er
s
h
ad
two
o
r
m
o
r
e
an
s
wer
s
)
.
T
h
ey
,
n
o
n
eth
eless
,
b
eliev
e
th
at
th
e
en
h
an
ce
d
o
r
f
u
ll
im
p
lem
en
tatio
n
o
f
th
e
s
tr
ateg
ies
m
ay
d
ep
en
d
o
n
t
h
e
d
ep
a
r
tm
en
tal
p
o
licies an
d
g
u
id
elin
es o
f
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
.
Mo
s
t
teac
h
er
s
d
esire
to
in
t
eg
r
ate
th
e
SDR
A
in
to
class
r
o
o
m
i
n
s
tr
u
ctio
n
s
(
cu
r
r
en
t
f
ac
e
-
to
-
f
ac
e
class
es).
Sev
er
al
o
f
th
em
,
h
o
w
ev
er
,
m
a
y
n
o
t
h
a
v
e
an
ac
tiv
e
i
n
teg
r
atio
n
(
r
elativ
e
to
th
eir
in
t
eg
r
atio
n
d
u
r
in
g
th
e
p
an
d
em
ic
r
estrictio
n
s
)
b
ec
a
u
s
e
th
ey
p
er
ce
iv
e
th
at
class
r
o
o
m
s
(
at
p
r
esen
t)
also
m
ee
t
th
e
less
o
n
o
b
jectiv
es
o
r
b
ec
au
s
e
m
o
s
t
less
o
n
s
ar
e
m
o
s
tly
d
esig
n
ed
with
in
t
h
e
s
ch
o
o
l
f
ac
ilit
ies
an
d
p
r
em
is
es.
No
n
eth
eless
,
th
ey
m
ay
co
n
d
u
ct
t
h
em
wh
en
th
ey
p
er
ce
iv
e
th
at
less
o
n
o
b
jectiv
es a
r
e
m
o
r
e
ac
h
iev
a
b
le
in
o
u
t
-
of
-
s
ch
o
o
l settin
g
s
.
*
S
e
v
e
r
a
l
t
e
a
c
h
e
r
s
h
a
d
t
w
o
o
r
m
o
r
e
a
n
sw
e
r
s
Fig
u
r
e
2
.
Pro
s
p
ec
ts
f
o
r
u
tili
za
t
io
n
o
f
t
h
e
SDR
A
(
ev
en
ts
o
r
ac
tiv
ities
wh
er
e
th
e
SDR
A
m
ay
b
e
u
tili
ze
d
)
3
.
2
.
Dis
cu
s
s
io
n
3
.
2
.
1
.
Ut
iliza
t
io
n o
f
t
he
SDRA
Mo
s
t
teac
h
er
s
co
n
s
id
er
e
d
th
at
lear
n
er
s
’
d
is
en
g
a
g
em
en
t
with
MD
L
was
s
ig
n
if
ican
t
d
u
r
in
g
t
h
e
ea
r
lies
t
s
tag
es
o
f
its
im
p
lem
en
tatio
n
.
T
h
u
s
,
th
ey
in
tr
o
d
u
ce
d
th
e
SD
R
A,
to
g
eth
er
with
th
e
m
o
d
u
la
r
ac
tiv
ities
.
R
e
s
u
lt
s
s
h
o
w
th
at
teac
h
er
s
u
tili
ze
d
v
ar
ied
ty
p
es
o
f
SDR
A
b
ased
o
n
th
e
av
ailab
le
r
eso
u
r
ce
s
an
d
co
n
d
itio
n
s
in
t
h
e
ar
ea
s
.
T
h
e
C
E
MSA
h
ad
th
e
h
ig
h
est
u
tili
za
tio
n
,
p
er
h
ap
s
d
u
e
to
th
e
im
m
e
d
iate
av
ailab
ilit
y
o
f
m
ater
ials
an
d
s
ettin
g
s
in
th
eir
h
o
m
es
(
in
clu
d
in
g
h
o
m
e
y
ar
d
s
)
th
at
p
r
o
v
id
e
o
u
tr
ig
h
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Fu
r
th
er
,
b
o
t
h
I
C
SS
A
an
d
I
T
r
aKSA
m
ay
p
r
o
v
id
e
a
d
d
itio
n
al
o
p
tio
n
s
,
wh
ich
m
ay
b
e
d
eliv
e
r
ed
wh
en
teac
h
er
s
ex
ten
d
s
tr
ateg
ies with
s
cien
ce
co
m
m
u
n
icatio
n
s
in
th
e
ar
ea
.
B
ased
o
n
th
e
d
ef
in
itio
n
s
s
et
in
th
e
lear
n
in
g
d
eliv
er
y
m
o
d
al
ities
b
y
Dep
E
d
[
2
9
]
,
all
teac
h
er
s
h
ad
th
e
MD
L
m
o
d
ality
(
in
clu
d
in
g
th
e
in
itially
s
u
r
v
ey
ed
p
o
p
u
latio
n
)
f
r
o
m
th
e
s
tar
t o
f
2
0
2
0
d
is
tan
ce
lear
n
in
g
(
p
h
y
s
ical
s
ch
o
o
l
clo
s
u
r
es)
.
Ho
wev
er
,
th
er
e
wer
e
in
s
tan
ce
s
wh
e
n
m
ate
r
ials
r
eq
u
ir
ed
in
MD
L
wer
e
g
en
er
ally
u
n
av
ailab
le
in
m
an
y
r
u
r
al
h
o
u
s
eh
o
ld
s
,
esp
ec
ially
th
o
s
e
in
r
em
o
te
co
m
m
u
n
ities
(
h
am
lets
)
.
I
n
th
ese
r
eg
ar
d
s
,
alter
n
ativ
e
lo
ca
l
r
eso
u
r
ce
s
f
o
r
th
e
lear
n
er
s
(
an
d
g
u
ar
d
ian
s
)
wer
e
u
tili
ze
d
,
p
r
o
b
ab
ly
d
u
e
to
t
h
e
s
ig
n
if
ican
ce
an
d
p
r
ac
ticality
o
f
u
s
in
g
r
eso
u
r
ce
s
f
r
o
m
r
u
r
al
ar
ea
s
.
3
.
2
.
2
.
Co
nte
x
t
ua
lizing
in t
he
lo
ca
l set
t
ing
R
u
r
al
ar
ea
s
h
av
e
n
atu
r
al
ad
v
a
n
tag
es
in
p
r
o
v
id
in
g
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
s
u
ch
as
n
ea
r
b
y
ec
o
s
y
s
tem
s
(
e.
g
.
,
m
ea
d
o
ws)
in
th
e
co
m
m
u
n
ity
[
3
0
]
.
Ho
wev
e
r
,
th
e
u
tili
za
tio
n
o
f
th
ese
ad
v
a
n
tag
es
was
af
f
ec
ted
d
u
r
in
g
t
h
e
is
o
latio
n
o
f
co
m
m
u
n
ities
d
u
e
to
lo
ck
d
o
wn
s
.
As
th
e
q
u
ar
a
n
tin
e
r
u
les
g
r
a
d
u
ally
ea
s
ed
,
teac
h
in
g
s
tr
ateg
ies
h
a
d
to
ad
ap
t
as
well
(
m
an
y
teac
h
e
r
s
wo
r
r
ied
f
o
r
th
e
s
af
ety
o
f
th
eir
lear
n
er
s
d
u
r
i
n
g
h
eig
h
te
n
ed
r
estrictio
n
s
;
th
u
s
,
th
eir
ea
r
lier
ac
tiv
ities
wer
e
m
ain
ly
in
d
o
o
r
s
)
.
T
h
e
s
u
b
s
id
in
g
r
estrictio
n
s
(
th
r
o
u
g
h
q
u
ar
an
tin
e
s
ch
em
e
an
n
o
u
n
ce
m
en
ts
)
lik
ely
p
r
o
v
id
ed
o
p
p
o
r
tu
n
ities
f
o
r
u
tili
zin
g
th
e
o
u
td
o
o
r
p
r
em
is
es
(
lear
n
in
g
m
o
d
u
les
g
en
er
ally
p
er
m
it
ac
tiv
ities
o
n
h
o
u
s
eh
o
l
d
p
r
em
is
es,
in
clu
d
in
g
b
ac
k
y
a
r
d
ar
ea
s
)
,
wh
ich
co
u
ld
b
e
ad
v
an
tag
eo
u
s
f
o
r
th
e
lear
n
er
s
.
Fo
r
ex
am
p
le,
y
o
u
n
g
lear
n
er
s
a
r
e
co
m
f
o
r
ta
b
le
lea
r
n
in
g
o
u
td
o
o
r
s
as
th
ey
ar
e
t
h
eir
n
atu
r
al
p
lay
in
g
g
r
o
u
n
d
s
[
3
1
]
.
T
h
u
s
,
lear
n
in
g
with
th
e
o
u
t
d
o
o
r
s
p
ac
es
co
u
ld
b
e
m
ea
n
in
g
f
u
l
an
d
f
a
cilitatin
g
f
o
r
th
em
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
4
6
-
2
8
5
6
2852
Ou
t
-
of
-
class
r
o
o
m
ac
tiv
ities
r
em
o
v
e
th
e
p
h
y
s
ical
co
n
s
tr
ain
ts
o
f
th
e
class
r
o
o
m
[
3
2
]
,
d
eliv
er
i
n
g
a
co
n
tex
t
u
alize
d
an
d
f
lex
ib
le
lea
r
n
in
g
s
y
s
tem
.
Gar
d
en
s
h
av
e
ed
u
ca
tio
n
al
p
u
r
p
o
s
es,
n
o
t
j
u
s
t
f
o
r
p
lan
t
k
n
o
wled
g
e
b
u
t
also
f
o
r
an
im
als
an
d
o
t
h
er
s
cien
tific
p
r
o
ce
s
s
es
ass
o
ciate
d
with
b
o
ta
n
ical
d
e
v
elo
p
m
e
n
t
[
3
3
]
.
I
n
th
is
co
n
te
x
t,
th
e
h
o
u
s
eh
o
ld
s
ettin
g
o
n
th
e
is
lan
d
m
ay
s
er
v
e
as
ea
s
y
ac
ce
s
s
f
o
r
lear
n
in
g
d
u
e
to
th
e
f
am
ily
’
s
d
aily
r
o
u
tin
e
o
f
till
in
g
o
r
m
an
ag
in
g
th
e
lan
d
.
T
h
is
p
o
ten
tially
m
ak
es
r
u
r
al
l
ea
r
n
er
s
g
en
e
r
ally
f
am
iliar
wit
h
o
u
td
o
o
r
p
r
em
is
es
-
r
elate
d
ac
tiv
ities
d
u
e
to
th
ese
s
k
ills
.
Ho
wev
er
,
co
m
p
ar
in
g
l
ea
r
n
er
s
in
r
u
r
al
an
d
u
r
b
a
n
ar
e
as
r
eg
ar
d
in
g
s
cien
ce
-
b
ased
w
o
r
k
s
(
o
n
h
o
u
s
eh
o
ld
p
r
em
is
es)
is
b
ey
o
n
d
th
e
s
tu
d
y
’
s
s
co
p
e.
Utilizatio
n
o
f
th
is
af
f
o
r
d
an
c
e
ca
n
b
e
v
iewe
d
as
h
ig
h
ly
ad
v
an
tag
eo
u
s
esp
ec
ially
w
h
en
s
o
m
e
p
ed
ag
o
g
ical
m
eth
o
d
s
ar
e
lim
i
ted
(
s
u
ch
as
d
u
r
in
g
C
OVI
D
-
1
9
r
estrictio
n
s
)
.
T
h
is
co
n
ce
p
t
o
f
lear
n
in
g
in
th
e
o
u
td
o
o
r
en
v
ir
o
n
m
en
t
is
n
o
t
n
e
w
to
Ph
ilip
p
in
e
ed
u
ca
tio
n
,
s
u
ch
as
th
e
s
ch
o
o
l
g
ar
d
en
p
r
o
g
r
am
b
y
Dep
E
d
[
3
4
]
.
Ho
wev
er
,
th
is
c
o
n
ce
p
t
o
f
o
u
td
o
o
r
lear
n
in
g
was
ar
g
u
ab
ly
i
n
te
n
s
iv
ely
ap
p
lied
b
y
teac
h
er
s
d
u
r
in
g
th
e
p
a
n
d
em
ic,
d
em
o
n
s
tr
atin
g
t
h
e
ev
o
l
v
in
g
s
tr
ateg
ic
d
ev
elo
p
m
en
t d
u
r
in
g
o
u
t
-
of
-
s
ch
o
o
l te
ac
h
in
g
s
ch
em
es.
3
.
2
.
3
.
E
ng
a
g
ing
lea
rner
s
wit
h c
it
izen
s
cience
C
itizen
s
cien
ce
is
a
s
y
s
tem
wh
er
e
v
o
lu
n
teer
s
p
a
r
ticip
ate
in
a
p
r
o
ject,
u
s
u
ally
ass
o
ciate
d
with
ac
ad
em
ic
o
r
r
esear
ch
b
o
d
ies
[
3
5
]
,
[
3
6
]
.
I
t
is
an
in
ter
d
is
cip
lin
ar
y
f
ield
,
wh
o
s
e
s
co
p
es
m
ay
o
v
e
r
lap
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es,
in
clu
d
in
g
ed
u
ca
tio
n
.
T
h
er
e
h
as
b
ee
n
a
g
r
o
win
g
in
ter
est
in
th
e
r
o
le
o
f
citizen
s
cien
ce
in
ed
u
ca
tio
n
in
lin
e
with
th
e
ex
p
an
d
in
g
s
cien
tific
an
d
en
v
ir
o
n
m
en
tal
k
n
o
wled
g
e
[
3
7
]
,
[
3
8
]
.
C
o
n
s
id
er
in
g
th
at
a
l
ar
g
e
p
o
r
ti
o
n
o
f
r
ese
ar
ch
ac
ti
v
iti
es
o
f
ci
tiz
en
s
ci
e
n
ce
a
r
e
in
b
i
o
l
o
g
y
a
n
d
co
n
s
e
r
v
at
io
n
[
3
9
]
,
[
4
0
]
,
t
h
e
p
r
ese
n
ce
o
f
n
at
u
r
al
l
an
d
s
ca
p
es
i
n
r
u
r
al
z
o
n
es
o
f
C
at
an
d
u
a
n
es
I
s
l
an
d
(
e.
g
.
,
m
ea
d
o
ws
an
d
h
ills
)
,
in
cl
u
d
i
n
g
t
id
al
f
lats
[
4
1
]
a
n
d
o
t
h
e
r
is
l
a
n
d
e
c
o
s
y
s
t
em
s
[4
2
]
–
[
4
4
]
m
a
y
e
n
h
a
n
c
e
t
h
e
es
ta
b
lis
h
m
e
n
t
o
f
m
a
n
y
cit
iz
en
s
cie
n
ce
g
r
o
u
p
s
i
n
t
h
e
co
m
m
u
n
i
ty
.
T
h
r
o
u
g
h
t
h
i
s
,
t
h
e
s
c
ie
n
c
e
te
ac
h
e
r
s
h
a
d
o
p
p
o
r
tu
n
i
ties
to
e
n
g
ag
e
th
e
ir
le
ar
n
er
s
wit
h
cit
iz
en
s
ci
e
n
c
e
u
s
i
n
g
s
o
ci
al
m
e
d
i
a.
H
o
we
v
e
r
,
o
n
e
i
m
m
e
d
ia
te
c
o
n
ce
r
n
is
th
e
ar
ea
’
s
l
im
i
te
d
in
t
er
n
et
co
n
n
e
cti
o
n
s
.
Ne
v
e
r
t
h
el
ess
,
s
i
n
c
e
l
ea
r
n
e
r
s
c
an
g
et
i
n
v
o
l
v
e
d
l
ate
r
in
t
h
e
d
ay
(
w
h
e
n
a
n
i
n
t
er
n
et
co
n
n
e
cti
o
n
b
e
co
m
es
p
o
s
s
i
b
le
)
,
t
h
is
b
ec
a
m
e
a
p
p
li
ca
b
l
e
a
n
d
a
c
h
ie
v
ab
le
f
o
r
m
a
n
y
le
ar
n
e
r
s
.
T
h
e
in
ter
ac
tio
n
s
with
en
v
ir
o
n
m
en
talis
ts
,
b
io
d
iv
er
s
ity
g
r
o
u
p
s
,
o
r
s
cien
ce
ex
p
e
r
ts
m
ay
f
ac
ilit
ate
lear
n
er
s
’
en
g
ag
em
e
n
t
in
b
io
d
iv
er
s
ity
m
o
n
ito
r
in
g
an
d
o
t
h
er
citizen
s
cien
ce
ac
tiv
ities
,
th
u
s
d
eliv
er
in
g
an
ex
p
lo
r
ato
r
y
m
e
d
iu
m
f
o
r
s
cien
ce
lear
n
er
s
.
T
h
e
r
o
le
o
f
citizen
s
cien
ce
is
ar
g
u
ed
o
n
its
p
o
t
en
tially
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
e
d
u
ca
tio
n
[
4
5
]
–
[
4
8
]
,
p
r
o
v
id
i
n
g
s
y
n
e
r
g
is
m
b
e
twee
n
p
ed
ag
o
g
y
an
d
s
cien
ce
.
Per
h
ap
s
,
o
n
e
o
f
th
e
m
o
s
t
n
o
tab
le
f
ea
tu
r
es
o
f
th
e
ci
tizen
s
cien
ce
ap
p
r
o
ac
h
to
s
cien
ce
p
ed
ag
o
g
y
is
en
a
b
lin
g
th
e
l
ea
r
n
er
’
s
in
ter
est
in
s
cien
ce
an
d
en
v
i
r
o
n
m
e
n
tal
co
n
s
er
v
atio
n
.
T
h
ese
in
d
icate
a
p
o
ten
tial
im
p
ac
t
o
f
citizen
s
cien
ce
in
teg
r
atio
n
in
s
cien
ce
ed
u
ca
tio
n
.
3
.
2
.
4
.
I
nco
rpo
ra
t
ing
t
ra
ditio
na
l k
no
wledg
e
T
r
ad
itio
n
al
k
n
o
wled
g
e
is
d
ef
in
ed
as
a
b
o
d
y
o
f
f
ac
ts
d
ev
elo
p
ed
an
d
m
ain
tain
e
d
b
y
d
is
tin
ct
cu
ltu
r
al
g
r
o
u
p
s
(
as
a
r
esu
lt
o
f
d
ir
ec
t
o
b
s
er
v
atio
n
an
d
p
r
ac
tice)
with
ex
ten
d
ed
h
is
to
r
ies
o
f
in
ter
ac
ti
o
n
with
th
e
n
atu
r
al
en
v
ir
o
n
m
en
t
[
4
9
]
.
As
lear
n
in
g
in
teg
r
atio
n
im
p
lies
ef
f
icien
cy
in
ad
d
r
ess
in
g
2
1
s
t
ce
n
tu
r
y
co
m
p
ete
n
cies
[
5
0
]
,
th
is
m
ay
p
r
o
v
i
d
e
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
u
tili
ze
th
e
s
tr
ateg
y
as
r
ein
f
o
r
c
em
en
t
,
esp
ec
ially
wh
en
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
ar
e
lim
ited
.
T
h
is
m
a
y
b
e
v
iewe
d
as
ad
v
an
tag
eo
u
s
in
r
u
r
al
a
r
ea
s
.
W
h
ile
co
m
m
u
n
icatio
n
s
with
f
o
lk
s
ab
o
u
t
en
v
ir
o
n
m
en
t
al
an
d
n
atu
r
al
k
n
o
wled
g
e
ar
e
also
p
o
s
s
ib
le
in
u
r
b
an
s
ettin
g
s
,
it
is
p
r
o
b
ab
ly
m
o
r
e
f
ac
ilit
atin
g
in
r
u
r
al
ar
ea
s
d
u
e
to
p
eo
p
le’
s
ex
p
e
r
ien
ce
s
with
n
atu
r
al
ec
o
s
y
s
tem
s
an
d
r
u
r
al
m
o
b
ilit
y
with
o
u
t
a
g
en
er
al
n
ee
d
f
o
r
tr
an
s
p
o
r
tatio
n
an
d
c
o
m
p
licated
lo
g
is
tics
.
I
n
C
atan
d
u
an
es
I
s
lan
d
,
m
o
s
t
r
u
r
al
f
am
ilies
ar
e
e
n
g
ag
e
d
in
f
ar
m
in
g
,
f
is
h
in
g
,
o
r
b
o
t
h
(
u
n
p
u
b
lis
h
ed
d
ata)
.
Fo
r
co
m
m
u
n
ity
r
ef
er
e
n
ce
,
m
an
y
o
f
th
ese
e
n
v
ir
o
n
m
e
n
t
-
en
g
ag
e
d
p
er
s
o
n
s
wo
u
ld
v
is
it
th
e
h
o
u
s
e
o
f
th
eir
f
r
ien
d
s
o
r
f
am
ily
m
em
b
er
s
.
I
t
h
as
b
ee
n
k
n
o
wn
th
at
m
an
y
r
u
r
al
co
m
m
u
n
ities
h
av
e
s
tr
o
n
g
er
s
o
cial
b
o
n
d
s
,
wh
ich
ar
e
en
h
an
ce
d
th
r
o
u
g
h
f
r
eq
u
e
n
t
co
m
m
u
n
icatio
n
an
d
p
ar
ticip
atio
n
in
ac
tiv
ities
wit
h
in
th
e
co
m
m
u
n
it
y
[
5
1
]
–
[
5
3
]
.
T
h
is
s
ch
em
e
m
ay
h
av
e
p
r
o
v
id
e
d
an
o
p
p
o
r
tu
n
ity
f
o
r
f
u
r
th
e
r
in
g
th
e
s
tr
ateg
ies
i
n
th
e
r
u
r
al
s
ettin
g
,
ca
p
tu
r
in
g
th
e
in
p
u
t
o
f
in
d
i
g
en
o
u
s
co
m
m
u
n
icatio
n
in
s
cien
ce
teac
h
in
g
an
d
lear
n
in
g
.
As
lear
n
in
g
with
f
o
lk
s
is
h
ig
h
ly
lo
ca
lized
(
in
wh
ich
m
an
y
asp
ec
ts
m
ig
h
t
n
o
t
b
e
ex
p
lo
r
ed
in
ty
p
ical
class
r
o
o
m
i
n
s
tr
u
ctio
n
s
)
,
it
m
ay
f
ac
ilit
ate
a
m
ea
n
in
g
f
u
l
k
n
o
wle
d
g
e
tr
an
s
f
er
,
wh
ile
cu
ltu
r
al
id
e
n
tity
is
em
b
o
d
ied
a
m
o
n
g
r
u
r
al
lear
n
er
s
.
3
.
2
.
5
.
P
er
ce
iv
ed
inte
rv
ent
io
n
o
utc
o
m
es
R
esu
l
ts
r
e
v
ea
l
t
h
a
t
t
ea
ch
er
s
p
er
ce
i
v
e
d
a
n
i
n
c
r
e
ase
i
n
e
n
g
a
g
em
e
n
t
wi
th
t
h
e
in
te
r
v
e
n
ti
o
n
(
d
u
r
i
n
g
t
h
e
MD
L
)
,
s
h
o
w
i
n
g
t
h
at
e
v
en
t
h
o
s
e
l
ea
r
n
e
r
s
wi
th
l
o
w
e
n
g
a
g
e
m
en
t
(
≤
5
0
%
b
e
f
o
r
e
th
e
in
te
r
v
e
n
tio
n
)
h
a
d
a
h
ig
h
e
r
en
g
a
g
em
en
t
r
ati
n
g
a
f
t
e
r
t
h
e
i
n
te
r
v
e
n
t
io
n
.
T
h
e
p
e
r
ce
iv
e
d
i
n
cr
ea
s
e
i
n
e
n
g
a
g
e
m
e
n
t
(
i
n
cl
u
d
in
g
t
h
o
s
e
wit
h
l
o
w
en
g
a
g
em
en
ts
b
ef
o
r
e
th
e
i
n
t
er
v
en
t
io
n
[
≤
5
0
%
]
)
,
s
u
g
g
ests
t
h
at
th
e
s
ci
en
ce
tea
c
h
i
n
g
a
n
d
le
ar
n
in
g
p
r
o
c
ess
k
e
ep
s
ch
an
g
i
n
g
,
co
n
s
i
d
e
r
i
n
g
t
h
e
i
n
te
g
r
ati
o
n
o
f
l
o
ca
liz
e
d
s
t
r
ate
g
i
es.
A
d
d
iti
o
n
al
ly
,
t
h
e
le
a
r
n
er
s
’
wi
lli
n
g
n
ess
t
o
e
n
g
a
g
e
in
t
h
e
n
e
x
t (
c
o
n
s
ec
u
t
iv
e)
SDR
A
m
a
y
r
e
f
l
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t p
o
s
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iv
e
a
cc
ep
ta
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e.
T
h
is
c
o
r
r
es
p
o
n
d
s
wi
th
th
e
ev
o
l
v
i
n
g
s
t
r
at
e
g
ies
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I
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J
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2853
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p
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d
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i
c,
a
n
d
f
u
t
u
r
e
d
is
as
te
r
s
[
5
4
]
,
[
5
5
]
.
As
te
ac
h
e
r
s
p
er
ce
i
v
e
d
th
at
th
e
S
DR
A
s
ig
n
i
f
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a
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tl
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i
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c
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d
le
a
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’
e
n
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a
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e
m
e
n
t
,
t
h
is
s
u
g
g
ests
t
h
e
p
o
te
n
t
ial
p
o
s
iti
v
e
im
p
ac
t
o
f
t
h
e
in
te
r
v
e
n
ti
o
n
o
n
s
cie
n
c
e
l
ea
r
n
i
n
g
.
I
n
t
h
is
r
eg
a
r
d
,
d
is
c
u
s
s
i
o
n
s
m
a
y
b
e
n
ec
ess
a
r
y
f
o
r
f
u
t
u
r
e
c
o
m
m
u
n
i
ca
t
io
n
s
wit
h
t
h
e
Ph
ili
p
p
i
n
e
ac
a
d
e
m
i
c
a
u
t
h
o
r
ities
,
es
p
ec
i
all
y
o
n
SDR
A
in
te
g
r
at
io
n
wi
th
f
ac
e
-
to
-
f
ac
e
cl
ass
es
.
I
t
is
t
o
e
m
p
h
asiz
e,
h
o
we
v
e
r
,
th
a
t
th
is
d
o
es
n
o
t
a
tte
m
p
t
t
o
e
s
tab
lis
h
S
DR
A
as
a
r
e
p
l
ac
em
e
n
t
f
o
r
f
a
ce
-
to
-
f
ac
e
c
lass
r
o
o
m
a
cti
v
iti
es
in
t
h
e
ar
ea
b
u
t
in
te
n
d
s
t
o
d
iv
e
r
s
if
y
t
h
e
te
a
ch
i
n
g
a
n
d
l
ea
r
n
i
n
g
p
r
o
c
ess
wit
h
lo
ca
l
iz
ed
r
ei
n
f
o
r
ce
m
e
n
ts
.
3
.
2
.
6
.
F
uture
direct
io
ns
f
o
r
t
he
a
pp
lica
t
io
n o
f
t
he
SDRA
Pu
b
lic
em
er
g
e
n
cies
wer
e
m
o
s
tly
m
en
tio
n
e
d
,
p
r
o
b
a
b
ly
d
u
e
t
o
teac
h
er
s
’
e
x
p
er
ie
n
ce
s
with
ty
p
h
o
o
n
s
,
wh
ich
ar
e
lin
k
ed
with
th
e
ca
n
ce
llatio
n
o
f
class
es
d
u
r
i
n
g
ty
p
h
o
o
n
s
ea
s
o
n
o
n
th
e
is
lan
d
.
T
h
is
m
ay
also
b
e
tr
u
e
with
o
th
er
p
h
en
o
m
en
a,
s
u
ch
as
th
e
r
ec
en
t
s
u
s
p
e
n
s
io
n
o
f
f
ac
e
-
to
-
f
ac
e
class
es
in
C
atan
d
u
an
es
(
Ap
r
il
-
Ma
y
,
2
0
2
3
)
d
u
e
t
o
h
ea
t
in
d
e
x
ad
v
is
o
r
ies.
T
h
is
f
u
r
th
er
i
m
p
lies
th
at
th
e
“c
lass
r
o
o
m
at
h
o
m
e”
m
a
y
b
e
r
ep
ea
te
d
.
T
h
e
“
h
ea
t
in
d
ex
”
s
u
s
p
en
s
io
n
is
r
el
ativ
ely
u
n
co
m
m
o
n
in
th
e
p
r
o
v
in
ce
,
b
u
t
co
n
s
id
er
i
n
g
th
e
d
y
n
am
ic
en
v
ir
o
n
m
e
n
t,
class
s
u
s
p
en
s
io
n
r
elate
d
to
th
is
m
ay
b
ec
o
m
e
m
o
r
e
an
tici
p
ated
.
Similar
ly
,
as
v
u
ln
er
a
b
ilit
ies
f
r
o
m
tr
o
p
ical
cy
clo
n
es
ar
e
g
en
er
ally
k
n
o
wn
in
C
atan
d
u
an
es
I
s
lan
d
[
2
4
]
,
i
n
teg
r
atio
n
o
f
t
h
e
s
tr
ateg
ies
m
a
y
b
e
a
n
ch
o
r
ed
with
o
th
er
p
o
licies
co
n
ce
r
n
in
g
cla
s
s
s
u
s
p
en
s
io
n
wh
en
class
r
o
o
m
f
ac
ilit
ies
ar
e
s
till
r
ec
o
v
er
in
g
f
r
o
m
th
e
t
y
p
h
o
o
n
af
ter
m
ath
.
Fo
r
ex
a
m
p
le,
ty
p
h
o
o
n
G
o
n
i
(
s
u
p
e
r
ty
p
h
o
o
n
R
o
lly
)
in
2
0
2
0
s
ev
er
ely
d
am
a
g
ed
m
an
y
s
ch
o
o
ls
o
n
th
e
is
lan
d
[
5
6
]
.
Du
e
to
th
e
t
y
p
h
o
o
n
d
am
ag
es,
r
esu
m
in
g
f
ac
e
-
to
-
f
ac
e
class
es
m
ig
h
t
h
av
e
ta
k
e
n
s
ev
er
al
wee
k
s
o
r
m
o
n
th
s
(
if
,
f
o
r
i
n
s
tan
ce
,
th
er
e
was n
o
p
an
d
e
m
ic
-
d
r
iv
e
n
s
ch
o
o
l c
lo
s
u
r
e)
at
th
at
tim
e.
T
h
e
co
n
d
itio
n
m
a
y
p
r
o
v
id
e
m
o
r
e
ch
an
ce
s
to
u
tili
ze
th
e
n
atu
r
al
s
p
ac
es
as
th
e
co
m
m
u
n
ity
b
ec
o
m
es
m
o
r
e
ea
s
ed
an
d
r
elax
ed
af
te
r
C
OVI
D
-
1
9
r
estrictio
n
s
.
I
t
h
as
b
ee
n
v
iewe
d
th
at
n
atu
r
e
e
x
p
er
ien
ce
s
(
o
u
td
o
o
r
p
r
em
is
es,
in
clu
d
in
g
co
m
m
u
n
ity
-
b
ased
af
f
o
r
d
a
n
ce
s
)
p
r
o
v
id
e
in
cr
ea
s
in
g
ec
o
lo
g
ical
k
n
o
wled
g
e
an
d
a
p
r
o
-
en
v
ir
o
n
m
en
tal
m
i
n
d
s
et
[
5
7
]
,
h
en
ce
th
e
p
e
d
ag
o
g
ical
ad
v
an
t
ag
e.
Mo
r
eo
v
e
r
,
th
e
p
e
r
ce
iv
ed
alter
n
ativ
es
(
SDR
A
ac
tiv
ities
)
ar
e
p
o
ten
tial
o
p
p
o
r
tu
n
ities
f
r
o
m
r
u
r
al
z
o
n
es
ev
e
n
wh
en
f
ac
e
-
to
-
f
ac
e
class
es
ar
e
alr
ea
d
y
in
ef
f
ec
t.
R
u
r
al
ar
ea
s
m
ay
also
p
r
o
v
id
e
o
th
er
s
p
ec
ialized
s
ch
em
es
in
a
les
s
o
n
,
s
u
ch
as
s
p
ec
if
ic
ac
tiv
ities
f
o
r
s
k
illed
lear
n
er
s
(
in
clu
d
in
g
ca
s
es
wh
en
p
a
r
en
ts
p
er
s
o
n
ally
r
e
q
u
est
an
o
u
td
o
o
r
en
g
a
g
em
en
t
f
o
r
th
ei
r
ch
ild
r
en
)
.
No
n
eth
eless
,
th
is
m
ay
n
ee
d
r
eg
u
lar
m
o
n
ito
r
i
n
g
an
d
ass
ess
m
en
ts
,
wh
ich
m
ay
b
e
d
elv
e
d
d
ee
p
e
r
in
f
u
tu
r
e
s
tu
d
ies.
Fu
r
th
er
,
th
e
d
esire
to
co
n
d
u
ct
t
h
e
SDR
A
(
wh
en
th
ey
b
eliev
e
th
at
a
less
o
n
o
b
jectiv
e
m
ay
b
e
f
u
ll
y
ac
h
iev
ed
in
o
u
t
-
of
-
s
ch
o
o
l
s
ettin
g
s
)
m
ay
b
e
lim
ited
in
f
a
ce
-
to
-
f
ac
e
class
es
as
in
s
tr
u
ctio
n
s
ar
e
p
r
im
ar
ily
co
n
d
u
cte
d
in
th
e
class
r
o
o
m
s
.
T
h
er
ef
o
r
e,
th
e
f
ate
o
f
en
h
a
n
ce
d
in
teg
r
atio
n
o
f
th
e
s
tr
ateg
ies
in
r
u
r
al
zo
n
es
m
ay
d
ep
en
d
o
n
t
h
e
p
r
o
v
is
io
n
s
an
d
g
u
id
elin
es o
f
t
h
e
Ph
ilip
p
in
e
e
d
u
ca
tio
n
al
s
y
s
tem
in
th
e
p
o
s
t
-
p
an
d
em
ic
er
a.
4.
CO
NCLU
SI
O
N
R
u
r
al
s
cien
ce
teac
h
er
s
u
til
iz
ed
th
e
SDR
A
(
C
E
MS
A,
I
C
SS
A,
an
d
I
T
r
aKSA
)
to
f
ac
i
litate
th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
,
wh
er
ein
th
ey
p
er
ce
i
v
ed
h
ig
h
er
l
ea
r
n
er
e
n
g
ag
em
e
n
t
af
ter
th
e
SDR
A
in
ter
v
en
tio
n
.
T
h
is
s
u
g
g
ests
a
p
o
ten
tial
r
ein
f
o
r
ce
m
e
n
t
r
o
le
o
f
th
e
S
DR
A
d
u
r
in
g
d
is
tan
ce
lear
n
in
g
,
wh
ich
m
ay
b
e
in
co
r
p
o
r
ated
i
n
to
f
u
tu
r
e
d
is
tan
ce
lear
n
i
n
g
s
ch
e
m
es
(
e.
g
.
,
ca
lam
ity
-
m
itig
ated
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
,
o
th
er
p
an
d
em
ics).
Fu
r
th
er
,
t
h
e
s
tr
ateg
ies
ar
e
also
p
r
o
s
p
ec
te
d
to
b
e
u
tili
ze
d
in
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
s
,
s
ig
n
if
y
in
g
th
eir
p
r
o
b
ab
le
r
o
les
in
p
o
s
t
-
p
an
d
em
ic
s
ettin
g
s
.
An
e
d
u
ca
ti
o
n
al
p
ar
a
d
ig
m
t
h
at
ad
d
r
ess
es
th
ese
is
s
u
es
m
ay
b
e
n
ec
ess
ar
y
to
ass
im
ilate
th
e
ad
v
an
tag
es
o
f
t
h
e
SDR
A
in
s
cie
n
ce
teac
h
in
g
.
Scien
ce
ed
u
ca
ti
o
n
in
th
e
ar
ea
m
a
y
th
en
r
ely
o
n
p
o
licy
-
m
ak
er
s
an
d
s
tak
eh
o
ld
er
c
o
m
m
u
n
icatio
n
s
f
o
r
a
cu
r
r
icu
l
u
m
th
at
d
r
i
v
es
s
y
n
er
g
is
m
b
etwe
en
teac
h
in
g
s
tr
ateg
ies r
esp
o
n
s
iv
e
to
p
ed
ag
o
g
ical
ch
allen
g
es.
W
e
ac
k
n
o
wled
g
e
th
at
p
er
ce
iv
ed
lear
n
er
s
’
en
g
ag
em
en
t
m
ay
p
o
s
e
s
u
b
jectiv
ity
,
co
n
s
id
er
in
g
teac
h
er
s
’
s
k
ills
(
esti
m
atin
g
av
er
ag
es),
p
er
s
o
n
al
ex
p
e
r
ien
ce
s
,
an
d
ex
p
e
ctatio
n
s
.
As
th
e
d
ata
o
n
lear
n
er
s
’
ac
tiv
ities
wer
e
d
r
awn
f
r
o
m
th
e
p
o
o
le
d
o
b
s
er
v
atio
n
s
(
p
e
r
ce
p
tio
n
s
)
a
n
d
n
o
t
f
r
o
m
in
d
iv
id
u
al
ass
ess
m
e
n
ts
,
th
ese
m
ay
n
o
t
ca
p
tu
r
e
s
o
m
e
tr
aits
o
f
lear
n
er
s
,
h
en
ce
th
e
p
o
s
s
ib
ilit
y
o
f
ce
r
tain
attr
ib
u
tes
d
ev
iatin
g
f
r
o
m
th
e
f
i
n
d
in
g
s
.
Ob
jectiv
e
test
in
g
o
f
i
n
d
iv
id
u
al
lear
n
er
s
’
ac
tiv
ities
o
n
ea
ch
SDR
A
is
r
ec
o
m
m
en
d
ed
,
p
r
e
f
er
ab
ly
with
lar
g
er
s
am
p
les
ac
r
o
s
s
th
e
Ph
ilip
p
in
e
co
u
n
tr
y
s
id
e
(
i
n
clu
d
in
g
co
n
d
u
ctin
g
q
u
alitativ
e
in
v
esti
g
atio
n
s
)
,
to
elu
cid
ate
m
u
lti
-
f
ac
eted
p
e
r
s
p
ec
tiv
es a
n
d
m
itig
ate
p
o
ten
tial b
iases
.
ACK
NO
WL
E
DG
E
M
E
NT
S
W
e
wis
h
to
th
an
k
C
atan
d
u
an
es
State
Un
iv
er
s
ity
an
d
Dep
E
d
-
C
atan
d
u
a
n
es
(
o
u
r
r
esp
ec
tiv
e
in
s
titu
tio
n
s
)
f
o
r
th
eir
im
p
etu
s
i
n
co
n
d
u
ctin
g
p
e
d
ag
o
g
ical
s
tu
d
y
(
as p
ar
t
o
f
th
e
in
s
titu
tio
n
al
r
esear
ch
ag
en
d
a)
.
I
t
is
also
n
o
tewo
r
th
y
to
m
en
tio
n
PS
DS
Ma
r
i
s
o
l
T
.
L
im
f
o
r
h
er
ad
d
itio
n
al
in
p
u
t
a
n
d
ap
p
r
ec
iatio
n
.
W
e
ex
ten
d
o
u
r
g
r
atitu
d
e
to
Dr
.
Patr
ick
Alai
n
T
.
Aza
n
za
,
Mr
.
J
u
an
Ger
o
m
o
,
an
d
Mr
.
Ma
r
i
n
o
Pan
tale
o
n
,
wh
o
p
r
o
v
id
e
d
en
co
u
r
a
g
em
en
t a
n
d
r
elate
d
i
n
s
ig
h
ts
in
to
th
e
r
esear
ch
u
n
d
er
ta
k
in
g
.
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
,
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14
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4
,
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u
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8
4
6
-
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5
6
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