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[
1
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Sin
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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Vo
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14
,
No
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5
,
Octo
b
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20
25
:
3
40
3
-
34
1
7
3404
d
ev
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3
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d
e
n
v
ir
o
n
m
en
ta
l
p
r
o
tectio
n
as
an
in
teg
r
ated
w
h
o
le
i
n
e
v
er
y
r
eg
i
o
n
[
4
]
.
T
h
e
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
a
p
p
r
o
ac
h
,
wh
ich
is
d
ef
i
n
ed
as
en
s
u
r
in
g
th
e
co
n
tin
u
ity
o
f
r
eso
u
r
ce
s
th
at
ca
n
m
ee
t
th
e
n
ee
d
s
o
f
f
u
tu
r
e
g
en
er
atio
n
s
wh
ile
m
ee
tin
g
th
e
n
ee
d
s
o
f
th
e
c
u
r
r
en
t
wo
r
ld
p
o
p
u
latio
n
in
a
f
air
an
d
eq
u
al
m
an
n
e
r
with
o
u
t
lim
itin
g
th
e
n
ee
d
s
o
f
th
e
cu
r
r
e
n
t
wo
r
ld
p
o
p
u
latio
n
,
r
eq
u
ir
es
th
e
d
e
v
elo
p
m
e
n
t
o
f
d
ev
elo
p
m
en
t
p
o
licies
th
at
co
v
er
all
co
u
n
t
r
ies
o
n
a
g
l
o
b
al
s
ca
le
with
its
en
v
ir
o
n
m
en
tal,
s
o
cial
an
d
ec
o
n
o
m
ic
d
im
e
n
s
io
n
s
an
d
ar
e
co
m
p
atib
le
with
th
e
b
alan
ce
o
f
t
h
e
ec
o
s
y
s
tem
.
E
d
u
ca
tio
n
,
th
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
th
e
p
r
i
n
cip
le
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
in
to
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
es,
ca
n
in
cr
ea
s
e
ch
ild
r
en
’
s
an
d
y
o
u
n
g
p
eo
p
le
’
s
awa
r
en
ess
o
f
th
e
s
h
a
r
ed
f
u
tu
r
e
o
f
h
u
m
an
it
y
;
th
is
,
in
tu
r
n
,
m
ay
f
o
s
ter
awa
r
en
ess
r
eg
ar
d
in
g
t
h
e
d
ev
elo
p
m
en
t
an
d
i
m
p
lem
en
tatio
n
o
f
s
o
lu
tio
n
s
to
en
v
ir
o
n
m
en
tal
an
d
s
o
cial
p
r
o
b
lem
s
[
5
]
,
[
6
]
.
T
h
e
UN
2
0
3
0
a
g
en
d
a
id
en
tifie
s
ed
u
ca
tio
n
f
o
r
s
u
s
tain
ab
ilit
y
as
th
e
k
ey
t
o
ac
h
iev
i
n
g
o
th
er
g
o
als
th
r
o
u
g
h
its
em
p
h
asis
o
n
th
e
tar
g
et
o
f
q
u
ality
ed
u
ca
tio
n
[
7
]
.
Kn
o
wled
g
e
r
elate
d
to
s
u
s
tain
ab
le
en
v
ir
o
n
m
en
tal
d
e
v
elo
p
m
e
n
t
i
s
co
n
s
id
er
ed
a
f
u
n
d
am
en
tal
elem
en
t
in
s
h
ap
in
g
citizen
s
h
ip
awa
r
en
ess
an
d
,
co
n
s
eq
u
en
tly
,
in
e
d
u
c
atio
n
al
p
r
o
ce
s
s
es
[
8
]
.
T
h
e
r
o
le
o
f
teac
h
er
s
as
ed
u
ca
to
r
s
is
to
en
co
u
r
a
g
e
th
e
n
ex
t
g
en
er
atio
n
to
e
n
g
ag
e
in
th
e
p
r
o
ce
s
s
es
o
f
s
h
ap
in
g
s
o
ciety
a
n
d
to
eq
u
i
p
th
em
with
th
e
co
m
p
eten
cies
r
eq
u
ir
e
d
f
o
r
th
is
p
u
r
p
o
s
e.
[
9
]
.
W
h
ile
b
asic
ed
u
ca
tio
n
f
o
r
m
s
th
e
b
asis
o
f
en
v
ir
o
n
m
en
tal
an
d
d
ev
el
o
p
m
en
t
ed
u
ca
tio
n
,
th
ese
elem
en
ts
n
ee
d
to
b
e
in
teg
r
ated
as
an
in
teg
r
al
p
ar
t
o
f
lear
n
in
g
.
E
d
u
ca
tio
n
,
b
o
th
f
o
r
m
al
an
d
n
o
n
-
f
o
r
m
al,
is
in
d
is
p
en
s
ab
le
to
im
p
r
o
v
e
p
eo
p
le
’
s
attitu
d
es
an
d
ca
p
ac
ities
to
ass
es
s
an
d
ad
d
r
ess
th
eir
co
n
ce
r
n
s
to
wa
r
d
s
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
[
6
]
–
[
1
0
]
.
E
d
u
ca
tio
n
al
in
itiativ
es
aim
ed
at
ac
h
iev
in
g
th
e
SDGs
ar
e
o
f
ten
ca
teg
o
r
ized
u
n
d
er
th
e
co
n
ce
p
t
o
f
“
ed
u
ca
ti
o
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
”
(
E
SD)
.
T
h
e
ad
o
p
tio
n
o
f
t
h
e
2
0
3
0
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
ag
e
n
d
a
h
as
p
r
o
v
id
ed
n
ew
m
o
m
en
tu
m
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
ed
u
c
atio
n
an
d
cr
ea
te
d
a
h
ig
h
ly
f
a
v
o
r
a
b
le
en
v
ir
o
n
m
en
t
f
o
r
th
e
wid
esp
r
ea
d
i
m
p
lem
en
tatio
n
o
f
E
SD.
E
SD
is
g
lo
b
ally
r
ec
o
g
n
ized
as
a
n
im
p
o
r
tan
t
to
o
l
f
o
r
tr
a
n
s
f
o
r
m
at
io
n
,
g
r
a
n
tin
g
s
tu
d
en
ts
th
e
au
t
h
o
r
ity
to
m
a
k
e
th
e
n
ec
ess
ar
y
d
ec
is
io
n
s
an
d
tak
e
ac
tio
n
s
to
b
u
ild
a
s
o
ciety
th
at
is
r
esp
ec
tf
u
l
o
f
th
e
en
v
ir
o
n
m
en
t
an
d
cu
ltu
r
al
d
iv
er
s
ity
,
f
air
,
an
d
ec
o
n
o
m
ically
s
u
s
tain
ab
le
[
1
1
]
.
R
esear
ch
s
h
o
ws
th
at
th
e
lear
n
in
g
o
f
s
u
s
ta
in
ab
ilit
y
co
m
p
eten
cies
is
b
ase
d
o
n
co
lla
b
o
r
atio
n
an
d
d
ialo
g
u
e
with
o
th
er
s
tu
d
e
n
ts
an
d
teac
h
er
s
,
wh
er
e
ch
ild
r
en
u
s
e
th
eir
im
ag
in
atio
n
to
ac
h
iev
e
en
v
ir
o
n
m
en
ta
l
g
o
als in
th
eir
d
aily
liv
es
[
1
2
]
.
C
o
n
s
id
er
in
g
th
at
th
e
k
n
o
wled
g
e
an
d
s
k
ills
lear
n
ed
d
u
r
in
g
ch
ild
h
o
o
d
d
ir
ec
tly
in
f
lu
e
n
ce
ad
u
lth
o
o
d
[
1
3
]
,
it
is
cr
u
cial
to
teac
h
s
u
s
tain
ab
ilit
y
-
r
elate
d
k
n
o
wled
g
e
a
n
d
s
k
ills
at
th
e
p
r
im
ar
y
s
ch
o
o
l
lev
el.
A
r
ev
iew
o
f
th
e
liter
atu
r
e
r
ev
ea
ls
th
at
s
u
s
t
ain
ab
ilit
y
co
m
p
eten
cies
ar
e
p
r
ed
o
m
in
a
n
tly
ad
d
r
ess
ed
at
th
e
h
ig
h
er
ed
u
ca
tio
n
lev
el,
with
lim
ited
r
esear
ch
co
n
d
u
cte
d
at
th
e
p
r
im
ar
y
ed
u
c
atio
n
lev
el
[
1
2
]
.
T
ea
ch
er
s
,
wh
o
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
ed
u
ca
tin
g
f
u
tu
r
e
d
ec
i
s
io
n
-
m
ak
er
s
as
ag
en
ts
o
f
ch
a
n
g
e
[
1
4
]
,
h
o
ld
a
cr
itical
p
o
s
i
tio
n
in
s
h
ap
in
g
th
e
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
f
o
r
teac
h
in
g
s
u
s
tain
ab
ilit
y
at
th
e
p
r
im
a
r
y
s
ch
o
o
l
lev
el.
Dev
elo
p
in
g
d
iv
er
s
e
s
tr
ateg
ies
to
en
h
an
ce
th
e
u
n
d
er
s
tan
d
in
g
o
f
s
u
s
tain
ab
ilit
y
p
o
s
itiv
ely
im
p
ac
ts
th
e
teac
h
i
n
g
p
r
o
ce
s
s
[
1
5
]
.
I
m
p
r
o
v
i
n
g
teac
h
er
s
’
co
m
p
eten
cies
in
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
ed
u
ca
tio
n
p
r
o
je
cts
an
d
ass
ess
in
g
th
e
im
p
ac
t
o
f
th
ese
p
r
o
jects
o
n
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
ess
en
tial
f
o
r
en
h
an
cin
g
th
e
q
u
ality
o
f
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
es.
Acc
o
r
d
in
g
ly
,
s
tr
ateg
ic
p
r
io
r
ity
s
h
o
u
ld
b
e
g
iv
en
to
teac
h
er
e
d
u
ca
tio
n
[
1
6
]
,
an
d
ex
am
in
in
g
th
e
p
er
s
p
ec
ti
v
es
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
o
n
t
h
is
p
r
o
ce
s
s
is
co
n
s
id
er
e
d
to
co
n
tr
ib
u
te
s
ig
n
if
ic
an
tly
to
s
u
s
tain
ab
ilit
y
ed
u
ca
ti
o
n
.
T
h
is
s
tu
d
y
aim
s
to
ev
alu
ate
th
e
E
SD
p
r
o
jects
im
p
lem
en
ted
b
y
p
r
e
-
s
er
v
ic
e
an
d
cu
r
r
en
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
at
th
e
elem
en
tar
y
lev
el
an
d
to
d
eter
m
in
e
th
e
r
ef
lectio
n
s
o
f
th
ese
p
r
o
jects
o
n
s
tu
d
en
ts
.
I
n
th
is
c
o
n
tex
t,
th
e
r
esear
ch
q
u
esti
o
n
s
ar
e
g
iv
e
n
:
−
W
h
at
ar
e
th
e
g
en
er
al
ch
ar
ac
t
er
is
tics
o
f
th
e
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
p
r
o
jects
p
r
ep
ar
e
d
b
y
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
?
−
W
h
at
ar
e
th
e
v
iews
o
f
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
r
eg
ar
d
in
g
th
e
co
n
tr
ib
u
tio
n
s
o
f
s
u
s
tain
ab
l
e
d
ev
elo
p
m
e
n
t p
r
o
jects in
p
r
im
a
r
y
s
ch
o
o
ls
to
s
tu
d
e
n
ts
’
lear
n
in
g
p
r
o
ce
s
s
es a
n
d
awa
r
e
n
ess
?
−
Acc
o
r
d
in
g
to
t
h
e
o
p
in
io
n
s
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
a
n
d
i
n
-
s
er
v
ice
teac
h
er
s
,
wh
at
teac
h
in
g
m
eth
o
d
s
an
d
tech
n
iq
u
es c
an
b
e
u
tili
ze
d
wit
h
in
th
e
cu
r
r
icu
lu
m
to
attain
S
DGs
in
p
r
im
ar
y
ed
u
ca
tio
n
?
2.
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
p
h
en
o
m
en
o
lo
g
i
ca
l
d
esig
n
,
wh
ic
h
is
a
q
u
alita
tiv
e
r
esear
ch
m
eth
o
d
,
was
e
m
p
lo
y
ed
to
ev
alu
ate
h
o
w
p
r
e
-
s
er
v
ice
teac
h
er
s
ex
p
e
r
ien
ce
d
th
e
p
r
o
jects
th
ey
im
p
lem
e
n
ted
with
in
th
e
f
r
am
ewo
r
k
o
f
E
SD
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
B
u
ild
in
g
a
s
u
s
ta
in
a
b
le
fu
tu
r
e:
p
ers
p
ec
tives o
n
p
r
ima
r
y
s
ch
o
o
l su
s
ta
in
a
b
ilit
y
p
r
o
jects
…
(
S
en
a
Ölçe
r
-
Ç
ev
ik
)
3405
an
d
to
ass
ess
th
e
co
n
tr
ib
u
tio
n
s
o
f
th
ese
p
r
o
jects
to
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ph
en
o
m
en
o
l
o
g
y
is
a
m
eth
o
d
th
at
f
o
cu
s
es
o
n
th
e
ev
alu
atio
n
o
f
liv
ed
ex
p
er
ien
ce
s
,
p
e
r
ce
p
tio
n
s
,
ev
en
ts
,
an
d
attitu
d
es.
I
t
p
er
tain
s
to
s
u
b
jectiv
e
ex
p
er
ien
ce
s
an
d
s
en
s
atio
n
s
th
at,
wh
ile
n
o
t d
ir
ec
tly
k
n
o
w
n
,
ar
e
n
o
n
eth
eless
r
ec
o
g
n
ized
[
1
7
]
.
2
.
1
.
Study
g
r
o
up
I
n
th
e
s
tu
d
y
,
p
u
r
p
o
s
iv
e
s
am
p
li
n
g
was e
m
p
lo
y
e
d
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
allo
ws f
o
r
t
h
e
in
-
d
e
p
t
h
s
tu
d
y
o
f
ca
s
es
th
at
ar
e
co
n
s
id
er
ed
to
b
e
in
f
o
r
m
atio
n
r
ich
[
1
8
]
.
T
o
e
n
s
u
r
e
th
at
th
e
p
r
ac
titi
o
n
er
is
well
-
v
er
s
ed
in
SDGs
an
d
to
p
r
ev
en
t
p
o
te
n
tial
is
s
u
es
ar
is
in
g
f
r
o
m
g
ap
s
i
n
co
n
ten
t
k
n
o
wled
g
e
d
u
r
in
g
t
h
e
teac
h
in
g
p
r
o
ce
s
s
,
it
was
estab
lis
h
ed
as
a
cr
iter
io
n
th
at
p
r
ac
titi
o
n
er
s
m
u
s
t
h
av
e
co
m
p
l
eted
th
e
‘
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
an
d
ed
u
ca
tio
n
’
co
u
r
s
e
d
u
r
in
g
t
h
eir
u
n
d
er
g
r
ad
u
ate
ed
u
ca
tio
n
an
d
h
av
e
p
r
e
p
ar
ed
at
least
o
n
e
less
o
n
p
lan
r
elate
d
to
a
SDGs
alig
n
ed
with
th
e
lear
n
in
g
o
u
tco
m
es
o
f
th
e
p
r
im
ar
y
s
ch
o
o
l
cu
r
r
icu
lu
m
.
T
h
e
s
tu
d
y
g
r
o
u
p
co
n
s
is
ted
o
f
4
0
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
s
elec
ted
ac
co
r
d
in
g
to
p
r
ed
ef
in
ed
cr
iter
ia.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
ca
r
r
ied
o
u
t
th
eir
p
r
o
jects
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
g
r
o
u
p
wo
r
k
.
Pr
e
-
s
er
v
ice
teac
h
er
s
wer
e
o
b
s
er
v
ed
b
y
1
2
m
o
r
e
ex
p
er
ien
ce
d
teac
h
er
s
.
2
.
2
.
Da
t
a
c
o
llect
io
n t
o
o
ls
I
n
th
is
s
tu
d
y
,
a
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
f
o
r
m
was
u
s
ed
as
th
e
d
ata
co
llectio
n
to
o
l
f
o
r
b
o
t
h
teac
h
er
s
an
d
p
r
e
-
s
er
v
i
ce
teac
h
e
r
s
.
T
h
e
q
u
esti
o
n
s
in
t
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
wer
e
p
r
ep
ar
ed
b
ased
o
n
th
e
s
u
b
-
o
b
jectiv
es
o
f
t
h
e
r
esear
ch
.
T
o
ass
ess
th
e
r
elev
an
ce
an
d
c
lar
ity
o
f
th
e
r
esear
c
h
q
u
esti
o
n
s
,
th
e
o
p
in
io
n
s
an
d
ap
p
r
o
v
al
o
f
two
e
x
p
er
ts
in
th
e
f
ield
wer
e
o
b
tain
e
d
.
T
h
e
r
e
s
ea
r
ch
d
ata
wer
e
co
llected
d
u
r
in
g
th
e
2
0
2
3
-
2
0
2
4
ac
ad
em
ic
y
ea
r
in
a
p
r
im
a
r
y
s
ch
o
o
l
in
An
k
a
r
a,
T
ü
r
k
iy
e.
Af
ter
p
r
ep
ar
i
n
g
th
e
p
r
o
jects,
th
e
4
0
p
r
e
-
s
er
v
ice
teac
h
er
s
co
n
s
u
lted
an
ac
ad
em
ic
ex
p
er
t
in
s
u
s
tain
ab
ilit
y
.
Af
ter
f
o
r
m
in
g
th
eir
p
r
o
ject
team
s
,
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
co
n
d
u
cted
a
c
o
m
p
r
eh
en
s
iv
e
liter
atu
r
e
r
ev
iew
o
n
th
e
SDGs
th
ey
h
ad
s
elec
t
ed
an
d
d
ef
i
n
ed
th
e
o
b
jectiv
es
an
d
co
n
ten
t
o
f
th
ei
r
p
r
o
jects.
T
h
e
y
th
en
m
ad
e
p
r
ep
ar
atio
n
s
f
o
r
th
e
teac
h
in
g
p
r
o
ce
s
s
,
co
n
s
id
er
in
g
th
e
tar
g
et
au
d
ien
ce
an
d
th
e
lear
n
in
g
o
u
tc
o
m
es
o
f
th
e
r
elev
an
t
cu
r
r
icu
lu
m
.
Af
ter
cr
ea
tin
g
a
tim
elin
e,
th
ey
o
b
tain
e
d
t
h
e
n
ec
ess
ar
y
p
er
m
i
s
s
io
n
s
f
r
o
m
th
e
s
ch
o
o
l
a
d
m
in
is
tr
atio
n
an
d
c
o
m
m
u
n
icate
d
with
th
e
teac
h
er
s
o
f
th
e
class
es wh
er
e
th
ey
wo
u
ld
i
m
p
lem
en
t th
eir
p
r
o
jects,
in
f
o
r
m
in
g
th
em
a
b
o
u
t t
h
e
p
r
o
ject
p
lan
.
Af
ter
th
e
p
r
o
jects,
in
ter
v
iews
wer
e
co
n
d
u
cted
with
p
r
e
-
s
e
r
v
ice
te
ac
h
er
s
an
d
class
r
o
o
m
teac
h
er
s
.
I
n
ter
v
iew
tr
an
s
cr
ip
tio
n
s
wer
e
im
p
o
r
ted
in
t
o
MA
XQDA
2
4
s
o
f
twar
e,
an
d
co
n
ten
t
a
n
aly
s
is
was
co
n
d
u
cted
.
As
a
r
esu
lt
o
f
th
e
a
n
aly
s
is
,
ca
teg
o
r
ies
an
d
th
em
es
ap
p
r
o
p
r
iate
to
th
e
co
d
es
d
ete
r
m
in
ed
we
r
e
r
ea
ch
ed
.
T
h
e
co
d
es
o
b
tain
ed
f
r
o
m
th
e
d
ata
wer
e
r
e
-
ex
am
in
ed
th
r
ee
d
if
f
e
r
en
t
tim
es.
So
m
e
o
f
th
e
co
d
es
wer
e
ch
an
g
ed
as
a
r
esu
lt o
f
th
e
f
ir
s
t two
r
ev
iews a
n
d
th
e
c
o
d
es,
ca
teg
o
r
ies an
d
th
em
es w
er
e
f
in
alize
d
as a
r
esu
lt o
f
th
e
th
ir
d
r
ev
iew.
2
.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
I
n
q
u
alitativ
e
r
esear
c
h
,
v
alid
ity
is
d
ir
ec
tly
r
elate
d
to
th
e
p
r
o
ce
s
s
es
o
f
d
ata
co
llectio
n
,
an
aly
s
is
,
an
d
in
ter
p
r
etatio
n
b
y
th
e
r
esear
ch
er
s
.
At
th
e
s
am
e
tim
e,
in
co
n
ten
t
an
aly
s
is
,
v
alid
ity
co
n
ce
r
n
s
th
e
r
elatio
n
s
h
i
p
b
etwe
en
th
e
o
b
jectiv
es
an
d
th
e
to
o
ls
u
s
ed
[
1
9
]
.
I
n
th
e
s
tu
d
y
,
in
-
d
ep
th
d
ata
was
co
llected
t
h
r
o
u
g
h
in
ter
v
iew
s
with
4
0
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
im
p
lem
e
n
ted
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
p
r
o
jects
f
o
r
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
as
well
a
s
9
clas
s
r
o
o
m
teac
h
er
s
wh
o
o
b
s
er
v
ed
th
e
p
r
o
jects.
T
o
en
s
u
r
e
th
e
tr
an
s
f
er
ab
ilit
y
o
f
th
e
r
esear
ch
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
,
an
d
d
etailed
d
escr
ip
tio
n
s
wer
e
p
r
o
v
i
d
ed
.
W
h
eth
er
t
h
e
f
in
d
i
n
g
s
o
f
th
e
s
tu
d
y
ar
e
m
ea
n
in
g
f
u
l a
n
d
h
o
ld
c
r
ed
ib
ilit
y
f
o
r
t
h
e
r
ea
d
e
r
co
n
s
titu
tes th
e
is
s
u
e
o
f
in
ter
n
al
v
alid
ity
[
2
0
]
.
I
n
o
r
d
e
r
to
en
h
an
ce
th
e
in
te
r
n
al
v
alid
ity
o
f
th
e
s
tu
d
y
,
a
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
o
f
th
e
r
elev
an
t
liter
atu
r
e
was
co
n
d
u
cted
,
an
d
d
ata
co
llectio
n
to
o
ls
wer
e
d
ev
elo
p
e
d
ac
co
r
d
in
g
ly
.
T
h
e
th
em
es
id
en
tifie
d
th
r
o
u
g
h
c
o
n
ten
t
an
aly
s
is
wer
e
ca
r
ef
u
lly
d
elim
ited
to
en
c
o
m
p
ass
r
elev
an
t
co
n
ce
p
ts
an
d
ex
clu
d
e
u
n
r
e
lated
o
n
es.
T
h
e
r
elatio
n
s
h
ip
s
b
etw
ee
n
ca
teg
o
r
ies
an
d
th
em
es
w
er
e
ev
alu
ated
t
o
en
s
u
r
e
a
h
o
l
is
tic
s
tr
u
ctu
r
e.
T
h
e
m
eth
o
d
o
l
o
g
ical
d
etails
o
f
t
h
e
s
tu
d
y
ar
e
cr
itical
f
o
r
e
n
s
u
r
in
g
ex
ter
n
al
v
alid
ity
.
T
h
e
d
etailed
p
r
esen
tatio
n
o
f
th
e
d
ata
co
llectio
n
,
im
p
lem
e
n
tatio
n
,
an
d
an
aly
s
is
p
r
o
ce
s
s
es
en
h
an
ce
s
th
e
r
e
p
licab
ilit
y
o
f
t
h
e
s
tu
d
y
b
y
o
th
e
r
r
esear
ch
er
s
an
d
in
cr
ea
s
es
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
C
r
eswell
[
2
1
]
.
T
o
en
s
u
r
e
ex
ter
n
al
v
alid
ity
,
th
e
d
ata
co
llectio
n
,
im
p
lem
e
n
tatio
n
,
an
d
an
aly
s
is
p
h
ases
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
wer
e
ex
p
l
ain
ed
in
d
etail.
T
h
e
co
d
es,
ca
teg
o
r
ies,
an
d
t
h
em
es
d
er
iv
ed
f
r
o
m
th
e
r
esear
c
h
d
ata
wer
e
r
ev
iewe
d
f
o
r
c
o
n
s
is
ten
cy
b
y
two
r
esear
ch
er
s
,
o
n
e
s
p
ec
ializin
g
in
E
SD
an
d
th
e
o
th
er
in
p
r
im
ar
y
e
d
u
ca
tio
n
.
T
o
ca
lcu
la
te
th
e
c
o
n
s
is
ten
cy
b
etwe
en
th
e
co
d
in
g
m
a
d
e
b
y
t
h
e
two
ex
p
e
r
ts
,
th
e
f
o
r
m
u
la
b
y
Miles a
n
d
Hu
b
er
m
a
n
[
2
0
]
wa
s
u
s
ed
.
R
e
l
ia
b
il
ity
=
n
um
b
e
r
of
a
gr
e
e
m
e
n
ts
n
umb
e
r
of
a
gr
e
e
me
n
ts
+
n
umb
e
r
of
disa
gr
e
e
me
n
t
s
As
a
r
esu
lt
o
f
th
e
ca
lcu
latio
n
,
th
is
co
ef
f
icien
t
was
f
o
u
n
d
to
b
e
9
3
%.
Sin
ce
th
e
ca
lcu
lated
co
ef
f
icien
t
is
ab
o
v
e
7
0
%,
th
e
co
d
in
g
p
r
o
v
i
d
ed
b
y
t
h
e
ex
p
er
ts
was c
o
n
s
id
er
e
d
co
n
s
is
ten
t.
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
.
5
,
Octo
b
er
20
25
:
3
40
3
-
34
1
7
3406
3.
RE
SU
L
T
S
W
ith
in
th
e
s
co
p
e
o
f
th
e
s
tu
d
y
,
4
0
p
r
e
-
s
er
v
ice
p
r
im
a
r
y
s
c
h
o
o
l
teac
h
e
r
s
im
p
lem
en
ted
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
p
r
o
jects
at
th
e
p
r
im
ar
y
s
ch
o
o
l
lev
el,
a
n
d
1
2
class
r
o
o
m
teac
h
er
s
o
b
s
er
v
ed
t
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
At
th
e
en
d
o
f
t
h
e
i
m
p
lem
en
tatio
n
,
t
h
e
p
r
e
-
s
er
v
i
ce
teac
h
er
s
wer
e
ask
ed
q
u
esti
o
n
s
r
eg
ar
d
i
n
g
th
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
,
an
d
th
r
ee
ca
teg
o
r
ies
wer
e
id
en
t
if
ied
:
g
en
er
al
f
ea
tu
r
es
o
f
th
e
p
r
o
ject,
teac
h
in
g
p
r
o
ce
s
s
,
an
d
c
h
allen
g
es
an
d
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
.
Su
b
s
eq
u
en
tly
,
b
o
th
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
an
d
th
e
class
r
o
o
m
teac
h
er
s
wer
e
ask
e
d
q
u
esti
o
n
s
ab
o
u
t
th
ei
r
e
v
alu
a
tio
n
o
f
th
e
p
r
o
ject,
lea
d
in
g
to
th
e
id
en
tific
atio
n
o
f
two
ad
d
itio
n
al
ca
teg
o
r
ies:
im
p
ac
ts
an
d
p
lan
n
e
d
teac
h
in
g
p
r
o
ce
s
s
f
o
r
f
u
tu
r
e
SD
Gs.
3
.
1
.
P
re
-
s
er
v
ice
prim
a
ry
s
cho
o
l t
ea
cher
s
’
persp
ec
t
iv
es o
n t
he
g
ener
a
l f
ea
t
ures o
f
t
he
pro
j
e
ct
I
n
ter
v
iews
co
n
d
u
cted
with
p
r
e
-
s
er
v
ice
class
r
o
o
m
teac
h
e
r
s
f
o
llo
win
g
th
e
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
p
r
o
jects
r
ev
ea
le
d
g
e
n
er
al
e
v
a
lu
atio
n
s
o
f
th
e
p
r
o
jects.
T
h
ese
ev
alu
atio
n
s
in
clu
d
e
d
in
s
ig
h
ts
in
to
th
e
o
v
e
r
all
f
ea
tu
r
es
o
f
t
h
e
p
r
o
jects
as
well
as
r
ef
lectio
n
s
b
ased
o
n
th
e
ex
p
er
ien
ce
s
o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Deta
iled
v
iews o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
r
eg
ar
d
in
g
th
e
p
r
o
jects a
r
e
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Pre
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
’
p
e
r
s
p
ec
tiv
es
o
n
th
e
g
en
er
al
f
ea
t
u
r
es
o
f
th
e
p
r
o
ject
Acc
o
r
d
in
g
to
Fig
u
r
e
1
,
th
e
g
e
n
er
al
f
ea
tu
r
es
o
f
th
e
p
r
o
ject
a
r
e
d
iv
i
d
ed
i
n
to
t
h
r
ee
ca
te
g
o
r
ie
s
:
less
o
n
s
,
g
r
ad
e
lev
el,
an
d
th
e
tar
g
ete
d
SDGs
.
Pre
-
s
er
v
ice
teac
h
er
s
(
P4
0
an
d
P1
1
)
s
tated
th
at
th
eir
p
r
o
jects
wer
e
n
o
t
ass
o
ciate
d
with
an
y
s
p
ec
if
ic
s
u
b
ject,
as
in
d
ic
ated
b
y
th
e
co
m
m
en
ts
:
“
Ou
r
p
r
o
ject
w
a
s
n
o
t
r
ela
ted
to
a
n
y
p
a
r
ticu
la
r
s
u
b
ject;
it w
a
s
a
p
r
o
ject
th
a
t c
o
ve
r
ed
a
ll su
b
jects in
g
en
era
l
”
(
P4
0
)
an
d
“
I
t wa
s
n
o
t a
s
s
o
cia
ted
w
ith
a
n
y
s
u
b
ject
”
(
P1
1
)
.
O
n
th
e
o
t
h
er
h
an
d
,
n
i
n
e
p
r
e
-
s
er
v
ice
tea
ch
er
s
m
en
tio
n
ed
th
at
th
ei
r
p
r
o
jects
wer
e
lin
k
ed
to
s
cien
ce
less
o
n
s
,
with
co
m
m
en
ts
“
I
t
w
a
s
p
r
ep
a
r
ed
in
r
ela
tio
n
to
s
cien
ce
less
o
n
s
”
(
P1
)
.
Du
r
in
g
th
e
in
ter
v
iews,
it wa
s
f
o
u
n
d
th
at
m
o
s
t o
f
th
e
p
r
o
jects we
r
e
ass
o
ciate
d
with
life
s
cien
ce
s
/s
o
cial
s
tu
d
ies le
s
s
o
n
s
.
Up
o
n
ex
am
in
i
n
g
Fig
u
r
e
1
,
it
was
f
o
u
n
d
th
at
th
e
p
r
e
-
s
er
v
i
ce
teac
h
er
s
im
p
lem
en
ted
p
r
o
j
ec
ts
at
al
l
g
r
ad
e
lev
els
o
f
p
r
im
a
r
y
s
ch
o
o
l.
T
h
e
m
o
s
t
f
r
eq
u
e
n
tly
im
p
le
m
en
ted
p
r
o
jects
wer
e
in
th
e
3
r
d
,
4
th
,
2
n
d
,
a
n
d
1
s
t
g
r
ad
es,
r
esp
ec
tiv
ely
.
Sev
en
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
th
ey
co
n
d
u
ct
ed
th
eir
p
r
o
ject
s
in
1
s
t
g
r
ad
e,
with
s
tatem
en
ts
s
u
ch
as
“
We
imp
le
men
ted
it
w
ith
1
s
t
-
g
r
a
d
e
s
tu
d
en
ts
”
(
P1
4
)
an
d
“
Ou
r
p
r
o
ject
w
a
s
s
u
ita
b
le
fo
r
a
ll
p
r
ima
r
y
s
ch
o
o
l
g
r
a
d
e
leve
ls
”
(
P4
0
)
.
T
h
e
r
e
wer
e
1
0
p
r
e
-
s
e
r
v
ice
teac
h
er
s
m
en
tio
n
e
d
th
at
th
ey
wo
r
k
e
d
with
2nd
-
g
r
ad
e
s
tu
d
en
ts
,
with
ex
p
r
ess
io
n
s
lik
e
“
I
t
w
a
s
imp
leme
n
ted
in
2
n
d
g
r
a
d
e
”
(
P1
5
)
an
d
“
We
co
n
d
u
cted
t
h
e
p
r
o
ject
w
ith
2
n
d
-
g
r
a
d
e
s
tu
d
en
ts
”
(
P6
)
.
T
h
er
e
wer
e
1
1
p
r
e
-
s
e
r
v
ice
teac
h
e
r
s
s
tated
th
at
th
ey
im
p
lem
en
ted
th
eir
p
r
o
jects
with
3
r
d
-
g
r
a
d
e
s
tu
d
e
n
ts
,
s
ay
in
g
“
I
imp
leme
n
te
d
th
e
p
r
o
ject
w
ith
3
r
d
-
g
r
a
d
e
p
r
ima
r
y
s
ch
o
o
l
s
tu
d
en
ts
”
(
P8
)
.
L
astl
y
,
1
8
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
in
d
icate
d
th
at
th
eir
p
r
o
jects
wer
e
co
n
d
u
cted
with
4
th
-
g
r
a
d
e
s
tu
d
en
ts
,
with
co
m
m
en
ts
s
u
ch
as
“
We
imp
leme
n
ted
o
u
r
p
r
o
ject
w
ith
4
th
-
g
r
a
d
e
p
r
ima
r
y
s
ch
o
o
l stu
d
e
n
ts
”
(
P2
2
)
.
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
B
u
ild
in
g
a
s
u
s
ta
in
a
b
le
fu
tu
r
e:
p
ers
p
ec
tives o
n
p
r
ima
r
y
s
ch
o
o
l su
s
ta
in
a
b
ilit
y
p
r
o
jects
…
(
S
en
a
Ölçe
r
-
Ç
ev
ik
)
3407
Fin
ally
,
r
eg
ar
d
in
g
th
e
g
en
er
al
f
ea
tu
r
es
o
f
th
e
p
r
o
ject,
it
wa
s
d
eter
m
in
ed
wh
ich
SDGs
ea
ch
p
r
o
ject
was
r
elate
d
to
.
B
ased
o
n
th
e
in
ter
v
iews,
two
p
r
e
-
s
er
v
ice
tea
ch
er
s
s
tated
th
at
th
ey
f
o
cu
s
ed
o
n
th
e
ze
r
o
-
h
u
n
g
er
g
o
al,
with
co
m
m
e
n
ts
s
u
ch
as
“
We
s
el
ec
ted
th
e
z
ero
-
h
u
n
g
er
s
u
s
ta
in
a
b
le
d
ev
elo
p
men
t
g
o
a
l
”
(
P3
)
.
E
ig
h
t
p
r
e
-
s
er
v
ice
teac
h
er
s
m
en
tio
n
ed
th
at
th
ey
wo
r
k
ed
o
n
th
e
g
o
o
d
h
ea
lth
an
d
well
-
b
ein
g
g
o
al
,
s
ay
in
g
“
We
fo
cu
s
ed
o
n
co
mb
a
tin
g
i
n
fectio
u
s
d
is
ea
s
es
u
n
d
er
th
e
g
o
o
d
h
ea
lth
a
n
d
w
ell
-
b
ein
g
goal
”
(
P6
)
.
T
h
r
ee
p
r
e
-
s
er
v
ice
teac
h
e
r
s
in
d
icate
d
th
at
th
eir
p
r
o
jects
a
d
d
r
ess
ed
th
e
g
en
d
er
e
q
u
ality
g
o
al,
with
c
o
m
m
en
ts
lik
e
“
Th
e
fo
cu
s
w
a
s
o
n
th
e
g
en
d
er
eq
u
a
lity
g
o
a
l
”
(
P3
8
)
.
T
wo
p
r
e
-
s
er
v
ice
teac
h
er
s
r
ef
e
r
r
ed
to
th
e
s
u
s
tain
ab
le
cities
an
d
co
m
m
u
n
ities
’
g
o
al,
with
s
tatem
en
ts
“
Ou
r
p
r
o
ject
fo
cu
s
ed
o
n
th
e
elev
en
t
h
g
o
a
l
o
f
s
u
s
ta
in
a
b
le
d
ev
elo
p
men
t,
S
u
s
ta
in
a
b
le
cities
a
n
d
co
mmu
n
ities
.
Th
e
s
tu
d
en
ts
w
ere
a
s
ke
d
to
d
e
s
ig
n
th
eir
citie
s
co
n
s
id
erin
g
in
d
ivid
u
a
ls
w
ith
s
p
ec
ia
l
n
ee
d
s
,
s
o
lve
tr
a
n
s
p
o
r
ta
tio
n
is
s
u
es,
a
n
d
u
s
e
r
en
ewa
b
le
en
erg
y
s
o
u
r
ce
s
”
(
P2
7
)
,
th
u
s
,
a
d
d
r
es
s
in
g
to
p
ics aim
ed
at
s
o
lv
in
g
s
o
cial
p
r
o
b
lem
s
.
R
eg
ar
d
in
g
en
v
ir
o
n
m
en
tal
is
s
u
es,
two
p
r
e
-
s
er
v
ice
teac
h
er
s
f
o
c
u
s
ed
o
n
th
e
clim
ate
ac
tio
n
g
o
al
,
1
1
f
o
c
u
s
ed
o
n
li
f
e
b
elo
w
wate
r
,
an
d
th
r
ee
f
o
cu
s
ed
o
n
life
o
n
lan
d
.
L
astl
y
,
n
in
e
p
r
e
-
s
er
v
ice
teac
h
er
s
m
en
tio
n
e
d
th
at
t
h
ey
ad
d
r
ess
ed
th
e
r
esp
o
n
s
ib
le
c
o
n
s
u
m
p
tio
n
a
n
d
p
r
o
d
u
ctio
n
g
o
al,
with
co
m
m
e
n
ts
s
u
ch
as
“
We
ch
o
s
e
th
e
1
2
th
s
u
s
ta
in
a
b
le
d
ev
elo
p
men
t
g
o
a
l,
r
esp
o
n
s
ib
le
co
n
s
u
mp
tio
n
a
n
d
p
r
o
d
u
ctio
n
”
(
P3
1
)
ad
d
r
ess
in
g
ec
o
n
o
m
ic
is
s
u
es.
On
e
p
r
e
-
s
er
v
ice
teac
h
er
(
P1
)
s
tated
,
“
We
fo
cu
s
ed
o
n
a
ll
1
7
s
u
s
ta
in
a
b
le
d
ev
elo
p
men
t
g
o
a
ls
,
”
in
d
icatin
g
th
at
all
g
o
als
wer
e
in
clu
d
ed
in
h
er
p
r
o
ject.
I
t
was
o
b
s
er
v
ed
th
at
n
o
p
r
e
-
s
er
v
ice
teac
h
er
s
co
n
d
u
cted
p
r
o
jects r
elate
d
to
g
o
al
1
,
g
o
al
4
,
g
o
al
6
,
g
o
al
7
,
g
o
al
8
,
g
o
al
9
,
g
o
al
1
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Fig
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r
e
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is
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ed
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tly
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e
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e
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ice
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er
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eir
o
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n
s
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th
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m
atter
with
th
e
s
tatem
en
ts
:
“
We
p
r
o
ce
ed
ed
u
s
in
g
th
e
q
u
e
s
tio
n
-
and
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a
n
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er
meth
o
d
to
u
n
d
ers
ta
n
d
th
eir
r
ea
d
in
ess
”
(
P
5
)
,
“
We
a
s
ke
d
th
em
to
r
esp
o
n
d
to
th
e
q
u
esti
o
n
s
w
e
h
a
d
p
r
ep
a
r
ed
in
a
d
v
a
n
ce
,
a
n
d
w
e
b
r
o
u
g
h
t
a
few
visu
a
ls
to
th
e
cla
s
s
r
o
o
m
a
n
d
a
s
ke
d
th
em
w
h
a
t
t
h
ey
mea
n
t
”
(
P1
3
)
,
a
n
d
“
I
n
t
h
e
imp
leme
n
ta
tio
n
,
th
e
s
tu
d
en
ts
w
ere
fir
s
t
a
cq
u
a
in
ted
w
ith
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th
en
visu
a
ls
w
e
r
e
s
h
o
w
n
,
a
n
d
th
e
s
tu
d
en
ts
w
ere
p
r
o
mp
ted
to
r
ef
l
ec
t
o
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th
e
fu
tu
r
e
o
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th
e
E
a
r
th
a
n
d
en
viro
n
men
t
a
l
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o
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n
u
s
in
g
th
e
q
u
esti
o
n
-
and
-
a
n
s
w
er
meth
o
d
”
(
P2
7
)
.
Af
ter
th
e
q
u
esti
o
n
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an
d
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an
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r
m
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e
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ed
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ased
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th
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ats
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h
e
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e
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h
er
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e
f
er
r
ed
to
g
r
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p
wo
r
k
with
s
tatem
en
ts
s
u
ch
as,
“
A
fter
w
a
r
d
s
,
s
tu
d
en
ts
w
h
o
w
ere
d
ivid
ed
in
t
o
g
r
o
u
p
s
w
ere
a
s
ke
d
to
d
esig
n
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city
u
s
in
g
th
e
Lit
tle
A
r
ch
itects
p
r
o
ject
p
a
p
er,
p
r
ep
a
r
ed
in
a
cc
o
r
d
a
n
ce
w
ith
th
e
o
b
jective
s
o
f
th
e
s
u
s
ta
in
a
b
le
cities
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n
d
co
mmu
n
ities
’
g
o
a
l.
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e
d
esig
n
ed
cities
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ere
d
r
a
w
n
co
lla
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o
r
a
tively
a
n
d
la
ter
p
r
esen
ted
b
y
th
e
s
tu
d
en
ts
”
(
P2
7
)
.
T
h
ey
r
ef
er
r
ed
to
d
is
co
v
e
r
y
lear
n
in
g
ac
tiv
ities
with
s
tate
m
en
ts
lik
e,
“
I
a
ls
o
co
n
d
u
cted
a
n
a
ctivity
in
th
e
cla
s
s
r
o
o
m.
I
p
o
llu
ted
a
clea
n
w
a
ter
s
a
mp
le
o
ve
r
a
w
ee
k
a
n
d
to
ld
th
e
s
tu
d
en
ts
th
a
t
w
e
w
o
u
ld
o
b
s
erve
it
to
g
eth
er
th
e
fo
l
lo
w
in
g
w
ee
k.
I
a
ls
o
fa
cilita
ted
co
lla
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o
r
a
tio
n
a
mo
n
g
th
e
s
tu
d
en
ts
a
s
p
a
r
t
o
f
my
a
ctivity
”
(
P3
3
)
.
Ad
d
itio
n
ally
,
th
ey
m
en
tio
n
ed
ca
s
e
s
tu
d
y
ac
tiv
ities
with
s
tatem
en
ts
lik
e
,
“
A
s
u
s
ta
in
a
b
ilit
y
p
o
s
ter
w
a
s
s
h
o
w
n
to
e
n
co
u
r
a
g
e
s
tu
d
en
ts
to
r
eflec
t
o
n
th
e
g
o
a
ls
.
I
n
fo
r
ma
tio
n
a
b
o
u
t
t
h
e
co
n
ce
p
t
o
f
s
u
s
ta
in
a
b
ilit
y
w
a
s
p
r
o
vid
ed
th
r
o
u
g
h
a
vid
eo
,
a
n
d
s
tu
d
e
n
ts
w
ere
h
elp
ed
to
u
n
d
ers
ta
n
d
t
h
e
co
n
c
ep
t th
r
o
u
g
h
g
o
o
d
a
n
d
b
a
d
c
a
s
e
ex
a
mp
les
”
(
P2
7
)
.
T
h
e
an
aly
s
is
o
f
Fig
u
r
e
2
r
ev
e
aled
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
u
s
ed
n
in
e
d
if
f
er
e
n
t
m
ater
ials
,
in
clu
d
in
g
W
eb
2
.
0
to
o
ls
,
ar
ticles,
b
r
o
ch
u
r
es,
v
is
u
als,
r
o
le
ca
r
d
s
,
s
lid
es,
b
u
lletin
b
o
a
r
d
s
,
p
o
s
ter
s
,
an
d
in
ter
ac
tiv
e
wh
iteb
o
ar
d
s
.
Am
o
n
g
th
ese,
W
eb
2
.
0
to
o
ls
wer
e
id
e
n
tifie
d
as
th
e
m
o
s
t
f
r
eq
u
e
n
tly
u
s
ed
m
ater
ials
d
u
r
in
g
th
e
p
r
o
jects.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
ex
p
r
ess
ed
th
eir
th
o
u
g
h
ts
o
n
th
is
with
s
tatem
en
ts
s
u
ch
as:
“
We
u
s
ed
Wo
r
d
p
r
o
g
r
a
ms
a
n
d
th
e
C
a
n
v
a
w
eb
to
o
l
”
(
P4
)
,
“
We
u
tili
z
ed
Yo
u
Tu
b
e
a
n
d
C
a
n
v
a
”
(
P6
)
,
an
d
“
Th
e
C
a
n
va
w
eb
t
o
o
l
w
a
s
u
s
ed
d
u
r
in
g
th
e
p
r
o
ject
p
r
ep
a
r
a
tio
n
a
n
d
imp
leme
n
ta
ti
o
n
”
(
P2
3
)
.
Ad
d
itio
n
ally
,
2
1
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
th
ey
u
s
ed
v
is
u
al
m
ater
ials
,
m
ak
in
g
th
em
t
h
e
s
ec
o
n
d
m
o
s
t
f
r
e
q
u
en
tly
u
s
ed
m
ater
ials
af
ter
W
eb
2
.
0
t
o
o
ls
.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
h
ig
h
lig
h
ted
th
ei
r
u
s
e
o
f
v
is
u
al
m
ater
ials
with
s
tatem
en
ts
lik
e,
“
A
fter
w
a
r
d
s
,
w
e
s
h
o
w
ed
th
e
visu
a
ls
a
n
d
p
ictu
r
es
w
e
b
r
o
u
g
h
t
to
th
e
cla
s
s
r
o
o
m
a
n
d
a
s
ke
d
w
h
a
t
th
ey
w
ere.
We
fo
cu
s
ed
o
n
visu
a
l a
n
d
a
u
d
ito
r
y
a
s
p
ec
ts
”
(
P1
3
)
,
an
d
“
Wh
ile
e
xp
la
in
in
g
th
e
t
o
p
ic,
w
e
u
s
ed
visu
a
ls
a
n
d
vid
eo
s
to
ca
p
tu
r
e
th
e
s
tu
d
en
ts
’
a
tten
tio
n
”
(
P2
0
)
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
v
is
u
als
p
lay
a
s
ig
n
if
ica
n
t
r
o
le
in
en
g
a
g
in
g
s
tu
d
en
ts
an
d
r
ein
f
o
r
cin
g
th
e
c
o
n
ten
t in
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t p
r
o
jects.
Sli
d
es,
p
o
s
ter
s
,
an
d
in
ter
ac
tiv
e
wh
iteb
o
ar
d
s
w
er
e
p
r
ef
e
r
r
ed
b
y
eig
h
t
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Am
o
n
g
th
o
s
e
wh
o
u
s
ed
s
lid
es,
P4
s
t
ated
,
“
We
p
r
ep
a
r
ed
a
s
lid
e
to
a
d
d
r
ess
w
h
a
t
in
fectio
u
s
d
is
ea
s
es
a
r
e
.
”
Am
o
n
g
th
o
s
e
wh
o
u
s
ed
p
o
s
ter
s
,
P2
3
n
o
ted
,
“
We
u
s
ed
a
s
u
s
ta
in
a
b
ilit
y
p
o
s
ter
to
d
r
a
w
a
tten
tio
n
,”
in
d
icatin
g
th
e
u
s
e
o
f
r
ea
d
y
-
m
a
d
e
p
o
s
ter
s
d
u
r
in
g
th
e
atten
tio
n
-
g
r
a
b
b
in
g
p
h
ase,
wh
ile
P2
1
m
en
tio
n
e
d
,
“
We
p
r
ep
a
r
ed
th
e
visu
a
ls
o
u
r
s
elve
s
a
n
d
g
a
ve
th
e
s
tu
d
e
n
ts
th
e
o
p
p
o
r
tu
n
ity
to
a
r
r
a
n
g
e
th
em
o
n
th
e
p
o
s
ter
a
s
th
ey
w
is
h
ed
,
”
in
d
icatin
g
th
at
th
e
p
o
s
ter
s
wer
e
cr
ea
ted
b
y
th
e
s
tu
d
en
ts
.
L
astl
y
,
r
o
le
ca
r
d
s
,
ar
ticles,
an
d
b
u
lletin
b
o
ar
d
s
wer
e
am
o
n
g
th
e
less
f
r
eq
u
en
tly
u
s
ed
m
ate
r
ials
.
Data
wer
e
co
llected
r
eg
ar
d
in
g
th
e
ass
es
s
m
en
t
an
d
ev
alu
atio
n
p
r
o
ce
s
s
u
s
ed
d
u
r
in
g
th
e
teac
h
in
g
p
r
o
ce
s
s
,
r
ev
ea
lin
g
th
at
n
in
e
d
i
f
f
er
en
t
ass
ess
m
en
t
an
d
ev
alu
a
tio
n
m
eth
o
d
s
wer
e
u
tili
ze
d
d
u
r
in
g
th
e
p
r
o
ject.
I
t
was
d
eter
m
in
ed
th
at
th
e
m
o
s
t
f
r
eq
u
e
n
tly
u
s
ed
m
eth
o
d
with
i
n
th
e
p
r
o
ject
was
th
e
p
r
e
-
an
d
p
o
s
t
-
test
ap
p
r
o
ac
h
.
P2
ex
p
r
ess
ed
th
eir
u
s
e
o
f
th
is
m
eth
o
d
with
th
e
s
tatem
en
t,
“
We
a
p
p
lied
a
p
r
e
-
test
b
efo
r
e
t
h
e
imp
le
men
ta
tio
n
t
o
mea
s
u
r
e
th
eir
r
ea
d
in
ess
a
n
d
u
s
ed
p
o
s
t
-
test
meth
o
d
s
to
d
ete
r
min
e
th
eir
p
r
o
g
r
ess
.
”
Simila
r
ly
,
P6
s
h
ar
e
d
,
“
We
a
p
p
lied
p
r
e
-
test
s
to
a
s
s
es
s
s
tu
d
en
ts
’
kn
o
w
led
g
e
leve
ls
a
b
o
u
t
s
u
s
ta
in
a
b
ilit
y
a
n
d
in
fectio
u
s
d
is
ea
s
es,
a
n
d
p
o
s
t
-
test
s
to
a
n
a
lyze wh
eth
er t
h
e
in
ten
d
ed
o
b
jective
s
w
ere
a
ch
ieve
d
a
t th
e
e
n
d
o
f t
h
e
p
r
o
ject.
”
C
o
n
s
id
er
in
g
th
e
r
esp
o
n
s
es o
f
n
in
e
p
r
e
-
s
er
v
ice
teac
h
er
s
,
s
u
c
h
as “
We
a
s
ke
d
s
tu
d
en
ts
a
lo
t
o
f q
u
esti
o
n
s
a
n
d
g
a
th
ered
th
eir
o
p
i
n
io
n
s
”
(
P2
1
)
an
d
“
We
u
s
ed
th
e
q
u
esti
o
n
-
a
n
d
-
a
n
s
w
er
tech
n
iq
u
e
”
(
P2
0
)
,
it
was
d
eter
m
in
ed
th
at
th
e
q
u
esti
o
n
-
an
d
-
an
s
wer
m
eth
o
d
was
th
e
s
ec
o
n
d
m
o
s
t
u
s
ed
m
eth
o
d
a
f
ter
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
ap
p
r
o
ac
h
.
An
o
th
er
m
eth
o
d
an
d
tech
n
iq
u
e
u
s
ed
d
u
r
in
g
th
e
ass
ess
m
en
t
an
d
ev
alu
atio
n
p
h
ase
was
p
o
s
ter
p
r
ep
ar
atio
n
.
T
h
r
ee
p
r
e
-
s
er
v
ice
teac
h
e
r
s
in
d
icate
d
th
eir
u
s
e
o
f
th
is
m
eth
o
d
with
s
t
atem
en
ts
lik
e,
“
We
a
s
ke
d
s
tu
d
en
ts
to
p
r
ep
a
r
e
a
p
o
s
ter
u
s
in
g
th
e
s
ta
tio
n
tech
n
iq
u
e
fo
r
ev
a
lu
a
tio
n
”
(
P1
8
)
an
d
“
We
a
s
ke
d
s
tu
d
en
ts
to
p
r
ep
a
r
e
a
p
o
s
ter a
t th
e
en
d
o
f th
e
p
r
o
ce
s
s
fo
r
th
is
p
u
r
p
o
s
e
”
(
P2
5
)
.
Var
io
u
s
m
eth
o
d
s
wer
e
also
em
p
lo
y
ed
in
t
h
e
ass
ess
m
e
n
t
an
d
ev
alu
atio
n
p
r
o
ce
s
s
,
in
clu
d
in
g
p
r
esen
tatio
n
s
,
s
u
r
v
ey
s
,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
s
,
o
b
s
er
v
atio
n
n
o
tes,
r
o
le
ca
r
d
s
,
an
d
wo
r
k
s
h
ee
ts
.
Am
o
n
g
th
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
wh
o
u
s
ed
th
e
p
r
esen
tatio
n
m
eth
o
d
,
P2
3
s
tated
,
“
We
a
s
ke
d
th
em
to
p
r
esen
t th
e
cities
th
ey
d
esig
n
ed
a
s
a
g
r
o
u
p
a
n
d
th
e
p
r
o
d
u
cts
th
ey
crea
ted
a
n
d
u
s
ed
,
”
in
d
icatin
g
th
at
g
r
o
u
p
wo
r
k
was
ev
alu
ated
th
r
o
u
g
h
p
r
esen
tatio
n
s
.
P4
0
,
o
n
th
e
o
th
e
r
h
an
d
,
h
i
g
h
lig
h
ted
th
ei
r
u
s
e
o
f
s
u
r
v
ey
s
in
th
is
p
r
o
ce
s
s
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
B
u
ild
in
g
a
s
u
s
ta
in
a
b
le
fu
tu
r
e:
p
ers
p
ec
tives o
n
p
r
ima
r
y
s
ch
o
o
l su
s
ta
in
a
b
ilit
y
p
r
o
jects
…
(
S
en
a
Ölçe
r
-
Ç
ev
ik
)
3409
th
e
s
tatem
en
t,
“
Qu
esti
o
n
s
w
ere
p
r
ep
a
r
ed
u
s
in
g
s
u
r
ve
ys
a
n
d
p
r
esen
ted
to
th
e
tea
c
h
e
r
s
.
Th
e
in
fo
r
ma
tio
n
o
b
ta
in
ed
w
a
s
th
en
u
s
ed
to
cr
ea
te
p
o
s
ters
,
w
h
ich
w
e
r
e
d
is
p
la
ye
d
in
cla
s
s
r
o
o
ms
.
”
L
astl
y
,
it
was
d
eter
m
in
ed
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
u
s
ed
o
b
s
er
v
atio
n
f
o
r
m
s
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
s
les
s
f
r
eq
u
en
tly
co
m
p
ar
ed
to
o
th
e
r
m
eth
o
d
s
.
3
.
3
.
P
re
-
s
er
v
ice
prim
a
ry
s
cho
o
l t
ea
cher
s
’
persp
ec
t
iv
es
o
n
cha
lleng
es
a
nd
s
ug
g
este
d so
lutio
ns
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
i
ews
in
d
icate
d
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
d
ce
r
tain
ch
alle
n
g
es
wh
ile
i
m
p
lem
en
tin
g
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
p
r
o
jects.
Ad
d
itio
n
ally
,
it
was
f
o
u
n
d
th
at
th
e
y
p
r
o
p
o
s
ed
s
p
ec
if
ic
s
o
lu
tio
n
s
to
ad
d
r
ess
th
ese
c
h
allen
g
es.
T
h
e
c
h
allen
g
es
e
n
co
u
n
ter
e
d
b
y
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
,
alo
n
g
with
th
eir
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
,
ar
e
p
r
esen
ted
i
n
Fig
u
r
e
3
.
Fig
u
r
e
3
.
Pre
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
’
p
e
r
s
p
ec
tiv
es o
n
ch
allen
g
es a
n
d
s
u
g
g
ested
s
o
lu
tio
n
s
W
h
en
Fig
u
r
e
3
is
ex
am
in
ed
,
1
4
p
r
e
-
s
er
v
ice
teac
h
er
s
ex
p
r
ess
ed
th
at
th
ey
d
id
n
o
t
en
co
u
n
ter
an
y
d
if
f
icu
lties
,
with
s
tatem
en
ts
s
u
ch
as,
“
I
th
o
u
g
h
t
it
w
o
u
ld
b
e
d
iffi
cu
lt,
b
u
t
co
n
tr
a
r
y
to
my
ex
p
ec
ta
tio
n
s
,
ev
eryth
in
g
w
a
s
mu
ch
s
imp
ler
”
(
P1
5
)
,
“
I
ca
n
n
o
t
s
a
y
th
a
t
w
e
h
a
d
d
iffi
cu
lty
r
ea
ch
in
g
th
e
g
o
a
ls
”
(
P2
2
)
,
an
d
“
We
d
id
n
o
t
e
n
co
u
n
ter
a
n
y
o
b
s
ta
cles
”
(
P1
1
)
.
Ho
wev
e
r
,
2
6
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
th
ey
f
ac
ed
ch
allen
g
es
in
s
ix
d
if
f
er
en
t
ar
ea
s
.
Nin
e
o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
m
en
tio
n
ed
d
if
f
icu
lties
in
u
n
d
er
s
tan
d
in
g
co
n
ce
p
ts
r
elate
d
to
s
u
s
tain
ab
ilit
y
,
with
s
tatem
en
ts
lik
e,
“
I
in
itia
lly
fa
ce
d
ch
a
l
len
g
es
b
ec
a
u
s
e
th
ey
d
id
n
o
t
kn
o
w
s
o
me
o
f
th
e
co
n
ce
p
ts
in
th
e
cla
s
s
r
o
o
m
”
(
P1
0
)
,
“
S
i
n
ce
w
e
co
n
d
u
cted
th
e
p
r
o
je
ct
w
ith
fir
s
t
-
g
r
a
d
e
s
tu
d
en
ts
,
th
ey
h
a
d
d
iffi
cu
lty
u
n
d
ers
ta
n
d
in
g
t
h
e
co
n
ce
p
t
o
f
s
u
s
ta
in
a
b
ilit
y
”
(
P1
8
)
,
an
d
“
I
t
w
a
s
d
iffi
cu
lt
to
ex
p
la
in
th
e
a
b
s
tr
a
ct
co
n
ce
p
t
o
f su
s
ta
in
a
b
ilit
y
to
th
e
ch
ild
r
en
a
t fir
s
t
”
(
P3
2
)
.
W
h
ile
p
r
ep
ar
in
g
less
o
n
p
lan
s
with
in
th
e
s
co
p
e
o
f
th
e
p
r
o
ject,
th
ey
m
en
tio
n
e
d
h
av
in
g
d
if
f
icu
lty
f
in
d
in
g
ac
tiv
ities
s
u
itab
le
f
o
r
th
e
class
lev
el
with
ex
p
r
ess
io
n
s
s
u
ch
as,
“
I
h
a
d
d
iffi
cu
lty
fin
d
in
g
a
p
r
o
ject
s
u
ita
b
le
fo
r
th
e
cl
a
s
s
leve
l
”
(
P2
)
.
T
h
ey
m
en
tio
n
ed
h
av
i
n
g
d
i
f
f
icu
lty
f
in
d
in
g
m
ate
r
ials
s
u
itab
le
f
o
r
t
h
e
o
b
jectiv
es
with
s
tatem
en
ts
s
u
ch
as,
“
C
la
s
s
r
o
o
m
ma
teri
a
ls
w
ere
in
s
u
fficien
t
”
(
P8
)
,
an
d
n
o
ted
ch
allen
g
es
in
attr
ac
tin
g
s
tu
d
en
ts
’
i
n
ter
est
with
r
em
ar
k
s
lik
e,
“
C
r
ea
tin
g
a
w
a
r
en
ess
in
a
w
a
y
th
a
t
w
o
u
ld
c
a
p
tu
r
e
th
e
s
tu
d
en
ts
’
in
teres
t
w
a
s
o
n
e
o
f
th
e
ch
a
l
len
g
es
w
e
fa
ce
d
”
(
P1
4
)
.
Ad
d
itio
n
ally
,
o
n
e
o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
(
P6
)
,
ex
p
r
ess
ed
th
at
“
F
in
d
in
g
th
e
f
u
n
d
in
g
r
eq
u
ir
ed
fo
r
th
e
p
r
o
je
ct
a
n
d
in
v
o
lvin
g
p
a
r
t
icip
a
n
ts
in
th
e
p
r
o
ject
co
u
l
d
s
o
metime
s
b
e
ch
a
llen
g
in
g
,
”
h
i
g
h
lig
h
tin
g
ec
o
n
o
m
ic
co
n
s
tr
ain
ts
as a
ch
allen
g
e.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
p
r
o
p
o
s
ed
s
o
m
e
s
o
lu
tio
n
s
t
o
t
h
e
ch
allen
g
es
th
ey
en
co
u
n
te
r
ed
.
W
h
en
Fig
u
r
e
2
is
ex
a
m
in
ed
,
it
is
s
ee
n
th
at
th
e
m
o
s
t
co
m
m
o
n
a
p
p
r
o
ac
h
to
s
o
lv
in
g
t
h
e
p
r
o
b
lem
s
en
co
u
n
ter
e
d
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
was
u
s
in
g
d
if
f
er
en
t
m
eth
o
d
s
an
d
tech
n
iq
u
es.
P3
3
ex
p
lain
e
d
th
at
th
ey
u
s
ed
th
e
q
u
esti
o
n
-
an
d
-
an
s
wer
m
eth
o
d
i
n
ad
d
itio
n
t
o
d
ir
ec
t
in
s
tr
u
ctio
n
,
s
tatin
g
“
To
p
r
ev
en
t
th
is
,
I
m
a
d
e
a
n
effo
r
t
n
o
t
to
r
ely
s
o
lely
o
n
d
ir
ec
t
in
s
tr
u
ctio
n
.
I
tr
ied
to
en
s
u
r
e
in
tera
c
tio
n
in
th
e
cla
s
s
r
o
o
m
b
y
en
g
a
g
in
g
in
fr
eq
u
en
t
q
u
esti
o
n
-
a
n
d
-
a
n
s
w
er
s
e
s
s
io
n
s
.
”
Similar
ly
,
P1
7
in
d
icate
d
th
at
th
ey
u
s
ed
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
with
th
e
s
tatem
en
t,
“
Wh
ile
imp
leme
n
tin
g
th
e
p
la
n
,
w
e
p
r
ep
a
r
ed
a
p
la
n
th
a
t
a
llo
w
ed
th
e
c
h
ild
r
en
to
b
e
m
o
r
e
a
ctive
w
ith
th
e
meth
o
d
s
a
n
d
tec
h
n
iq
u
es w
e
s
elec
ted
,
en
a
b
lin
g
th
em
to
lea
r
n
th
r
o
u
g
h
fu
n
a
n
d
h
a
n
d
s
-
o
n
ex
p
erien
ce
s
.”
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
.
5
,
Octo
b
er
20
25
:
3
40
3
-
34
1
7
3410
T
h
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
wh
o
m
en
tio
n
e
d
th
e
d
if
f
ic
u
lty
o
f
u
n
d
e
r
s
tan
d
in
g
a
b
s
tr
ac
t
to
p
ics
lik
e
s
u
s
tain
ab
ilit
y
at
th
e
p
r
im
ar
y
s
ch
o
o
l
le
v
el
ex
p
lain
ed
th
e
n
ee
d
to
u
s
e
co
n
c
r
ete
m
ater
ials
to
a
d
d
r
ess
th
ese
is
s
u
es.
P3
8
s
tated
,
“
S
in
ce
w
e
w
ere
w
o
r
kin
g
w
ith
a
yo
u
n
g
er
a
g
e
g
r
o
u
p
,
th
ey
h
a
d
s
o
me
d
iffi
cu
l
ty
u
n
d
ers
ta
n
d
in
g
a
t
fir
s
t.
Desp
ite
b
ein
g
yo
u
n
g
er,
g
en
d
er
p
r
ess
u
r
e
crea
ted
b
y
s
o
ciety
h
a
s
h
a
d
a
s
ig
n
ifica
n
t
i
mp
a
ct.
To
o
ve
r
co
me
th
is
,
I
s
imp
lifi
ed
it
to
a
m
o
r
e
co
n
crete
a
n
d
u
n
d
ers
ta
n
d
a
b
le
leve
l
b
y
g
ivin
g
ex
a
mp
les
fr
o
m
ev
en
ts
th
ey
en
co
u
n
tered
in
d
a
ily
life.
I
tr
ied
to
a
d
d
mo
r
e
mea
n
in
g
th
r
o
u
g
h
vid
eo
s
a
n
d
visu
a
ls
.
”
Similar
ly
,
P3
6
n
o
te
d
,
“
We
o
b
s
erved
th
a
t
t
h
ey
g
o
t
b
o
r
ed
w
h
en
ta
lkin
g
a
b
o
u
t
th
e
1
7
g
lo
b
a
l
g
o
a
ls
,
s
o
w
e
a
d
d
r
ess
ed
th
e
a
b
s
tr
a
ct
to
p
ics
in
a
co
n
crete
ma
n
n
er
b
y
s
h
o
w
in
g
ex
a
mp
les
o
f
w
h
a
t
ea
ch
g
o
a
l
a
ctu
a
lly
is
.
”
P3
in
d
icatin
g
th
at
th
ey
u
s
ed
co
n
cr
ete
m
ater
ials
as
a
s
o
lu
tio
n
wh
en
th
ey
s
tr
u
g
g
le
d
to
ca
p
t
u
r
e
th
e
s
tu
d
en
ts
’
atten
tio
n
.
Similar
to
th
e
p
er
s
p
ec
tiv
e
o
f
P3
6
,
th
r
ee
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
th
ey
attem
p
te
d
to
d
r
aw
s
tu
d
en
ts
’
atten
tio
n
t
o
th
e
less
o
n
in
o
r
d
e
r
to
ad
d
r
ess
th
e
ch
allen
g
es
th
ey
f
a
ce
d
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
.
T
h
is
is
ex
p
r
ess
ed
b
y
P2
as:
“
I
h
a
d
d
iffi
cu
lty
fin
d
in
g
a
p
r
o
ject
s
u
ita
b
le
fo
r
th
e
g
r
a
d
e
leve
l.
Ho
w
ev
er,
b
y
o
b
s
ervin
g
th
e
s
tu
d
en
ts
,
I
id
en
tifi
ed
t
h
e
a
s
p
ec
ts
th
a
t
ca
p
tu
r
ed
th
eir a
tten
tio
n
a
n
d
s
h
a
p
e
d
my
p
r
o
ject
a
cc
o
r
d
in
g
ly.
”
On
th
e
o
th
e
r
h
an
d
,
P6
em
p
h
asizin
g
th
e
co
llab
o
r
atio
n
wi
th
s
tu
d
en
ts
an
d
e
x
ter
n
al
in
s
titu
tio
n
s
to
ad
d
r
ess
th
e
ec
o
n
o
m
ic
ch
allen
g
es
en
co
u
n
ter
e
d
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
.
“
To
o
ve
r
co
me
th
ese
o
b
s
ta
cles,
w
e
fo
cu
s
ed
o
n
s
tr
en
g
th
en
in
g
co
lla
b
o
r
a
tio
n
a
n
d
co
mmu
n
ica
tio
n
,
a
s
w
ell
a
s
a
d
o
p
ti
n
g
a
flexib
le
a
p
p
r
o
a
ch
.
F
o
r
in
s
ta
n
ce
,
w
h
ile
p
r
ep
a
r
in
g
th
e
h
yg
ien
e
kits
,
w
e
en
co
u
r
a
g
ed
s
tu
d
en
ts
to
ta
ke
r
esp
o
n
s
ib
ilit
y
fo
r
co
m
p
letin
g
s
o
me
o
f
th
e
r
eq
u
ir
ed
ma
teri
a
ls
th
emselve
s
.
A
d
d
itio
n
a
lly,
w
e
esta
b
lis
h
e
d
co
mmu
n
ic
a
tio
n
w
ith
va
r
io
u
s
o
r
g
a
n
iz
a
tio
n
s
fo
r
th
e
p
r
in
tin
g
o
f
th
e
b
r
o
ch
u
r
es
.
”
L
ik
ewise,
P2
2
,
P2
7
,
an
d
P8
r
ep
o
r
ted
th
at
th
ey
co
lla
b
o
r
ated
with
s
tu
d
en
ts
th
r
o
u
g
h
o
u
t
th
e
p
r
o
ce
s
s
,
wh
ich
co
n
tr
i
b
u
ted
t
o
m
ain
tain
in
g
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
an
d
in
t
er
est
in
th
e
less
o
n
.
P2
3
,
wh
o
en
co
u
n
ter
ed
ch
allen
g
es
in
f
ac
ilit
atin
g
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
,
ad
d
r
ess
ed
th
is
is
s
u
e
b
y
p
r
o
v
id
in
g
co
n
s
is
ten
t
f
ee
d
b
ac
k
,
s
tatin
g
“
To
mitig
a
te
th
ese
ch
a
llen
g
es,
w
e
a
ctive
ly
p
r
o
vid
ed
feed
b
a
ck
a
n
d
co
r
r
ec
tio
n
s
th
r
o
u
g
h
o
u
t
th
e
imp
leme
n
ta
tio
n
p
r
o
ce
s
s
a
n
d
r
esp
o
n
d
ed
t
o
th
eir
q
u
esti
o
n
s
.
”
Similar
ly
,
P4
r
ep
o
r
ted
r
eso
lv
in
g
th
is
is
s
u
e
b
y
s
elec
tin
g
a
SDGs
th
at
was a
p
p
r
o
p
r
iate
f
o
r
th
e
s
tu
d
en
ts
’
d
e
v
elo
p
m
en
tal
lev
el.
3
.
4
.
P
er
s
pect
iv
es
o
f
pre
-
s
er
v
ice
p
rim
a
ry
s
cho
o
l
t
e
a
cher
s
a
nd
prim
a
ry
s
cho
o
l
t
ea
cher
s
o
n
t
he
im
pa
ct
o
f
s
us
t
a
ina
ble
dev
elo
pm
ent
pro
j
ec
t
Fo
llo
win
g
th
e
SDGs
p
r
o
jects,
q
u
esti
o
n
s
wer
e
p
o
s
ed
to
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
im
p
l
em
en
ted
th
e
p
r
o
jects
r
eg
ar
d
in
g
th
eir
im
p
ac
t.
B
ased
o
n
th
e
f
in
d
in
g
s
o
b
tain
ed
,
it
was
d
eter
m
in
ed
th
at
t
h
e
p
r
o
ject
p
r
o
v
i
d
ed
d
if
f
er
e
n
t
co
n
tr
ib
u
tio
n
s
to
b
o
th
s
tu
d
e
n
ts
an
d
teac
h
er
s
.
T
h
e
p
er
s
p
ec
tiv
es
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
r
eg
ar
d
in
g
th
e
im
p
ac
t
o
f
th
e
p
r
o
ject
o
n
s
tu
d
en
ts
ar
e
p
r
esen
ted
in
a
co
m
p
ar
ativ
e
m
an
n
er
in
Fig
u
r
e
4
.
Fig
u
r
e
4
.
Per
s
p
ec
tiv
es o
f
p
r
e
-
s
er
v
ice
class
r
o
o
m
teac
h
er
s
an
d
class
r
o
o
m
teac
h
er
s
o
n
th
e
im
p
ac
t o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t p
r
o
jects
I
t
was
d
eter
m
in
ed
th
at,
u
p
o
n
e
x
am
in
in
g
Fig
u
r
e
4
,
s
ix
s
h
ar
ed
p
er
s
p
ec
tiv
es
o
n
th
e
ed
u
ca
tio
n
al
im
p
ac
t,
as
well
a
s
s
o
m
e
d
if
f
er
in
g
th
e
m
es,
em
er
g
ed
f
r
o
m
th
e
in
ter
v
iews
co
n
d
u
cted
with
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
e
r
e
w
er
e
n
in
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
in
d
icate
d
th
at
th
e
p
r
o
jects
en
h
an
ce
d
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
s
u
s
tain
ab
ili
ty
co
n
ce
p
ts
,
u
s
in
g
ex
p
r
ess
io
n
s
s
u
ch
as,
“
Th
ey
h
a
ve
s
ta
r
ted
to
a
ct
mo
r
e
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
B
u
ild
in
g
a
s
u
s
ta
in
a
b
le
fu
tu
r
e:
p
ers
p
ec
tives o
n
p
r
ima
r
y
s
ch
o
o
l su
s
ta
in
a
b
ilit
y
p
r
o
jects
…
(
S
en
a
Ölçe
r
-
Ç
ev
ik
)
3411
co
n
s
cio
u
s
ly
a
n
d
w
ith
g
r
ea
te
r
s
elf
-
co
n
tr
o
l
”
(
T
5
)
.
Similar
ly
,
3
4
p
r
e
-
s
er
v
ice
teac
h
e
r
s
ex
p
r
ess
ed
alig
n
e
d
p
er
s
p
ec
tiv
es
with
th
o
s
e
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
“
Th
r
o
u
g
h
e
d
u
ca
tio
n
,
s
tu
d
en
ts
’
a
w
a
r
en
ess
o
f
s
u
s
ta
in
a
b
ilit
y
imp
r
o
ve
s
,
a
n
d
t
h
ey
b
ec
o
me
mo
r
e
s
en
s
itive
in
d
ivid
u
a
ls
to
w
a
r
d
s
th
eir en
viro
n
men
t
”
(
P1
4
)
.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
,
in
ad
d
itio
n
t
o
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
h
ig
h
lig
h
te
d
th
at
th
e
p
r
o
jects
r
aised
awa
r
en
ess
o
f
th
e
1
7
SDGs
.
P5
s
tated
,
“
Th
ey
w
ere
a
lr
ea
d
y
fa
milia
r
w
ith
th
e
fr
eq
u
en
tly
d
is
cu
s
s
ed
g
o
a
ls
a
mo
n
g
th
e
1
7
S
DGs;
w
e
p
r
o
vid
ed
ex
p
la
n
a
tio
n
s
a
b
o
u
t t
h
e
o
t
h
ers
,
en
s
u
r
in
g
th
a
t th
ey
b
ec
a
me
a
w
a
r
e
o
f th
o
s
e
a
s
w
ell
.
”
An
o
th
er
to
p
ic
em
p
h
asized
b
y
th
e
p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
an
d
p
r
e
-
s
er
v
ice
teac
h
e
r
s
is
th
at
th
e
p
r
o
jects
en
co
u
r
a
g
e
g
lo
b
al
citizen
s
h
ip
.
An
ex
am
in
atio
n
o
f
th
e
SDGs
r
ev
ea
ls
th
at
th
ey
also
p
r
o
m
o
te
g
lo
b
al
citizen
s
h
i
p
am
o
n
g
i
n
d
iv
id
u
als.
I
n
lin
e
with
th
is
o
b
jectiv
e,
two
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
1
0
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
t
h
e
p
r
o
jects
en
c
o
u
r
ag
e
d
g
lo
b
al
citizen
s
h
ip
.
Prim
ar
y
s
ch
o
o
l
teac
h
er
s
e
x
p
r
ess
ed
th
eir
t
h
o
u
g
h
ts
o
n
th
e
s
u
b
ject
with
s
tatem
en
ts
s
u
ch
as,
“
I
b
eliev
e
th
a
t
th
ey
h
a
v
e
g
a
in
ed
a
n
d
imp
a
r
ted
a
co
n
s
cio
u
s
p
ers
p
ec
tive,
a
ctin
g
w
ith
co
n
s
id
era
tio
n
fo
r
fu
tu
r
e
g
en
era
tio
n
s
”
(
T
3
)
a
n
d
“
Th
ey
a
r
e
b
ec
o
min
g
mo
r
e
a
w
a
r
e
th
a
t
w
e
w
i
ll
s
h
a
p
e
o
u
r
fu
tu
r
e
th
r
o
u
g
h
s
u
s
ta
in
a
b
le
p
r
o
jects
”
(
T
2
)
.
Pre
-
s
er
v
ice
teac
h
er
s
(
P1
9
)
s
h
ar
ed
th
eir
v
iews
o
n
th
e
to
p
ic,
s
tatin
g
,
“
F
r
o
m
th
e
p
er
s
p
ec
tive
o
f
s
tu
d
en
ts
,
s
u
s
ta
in
a
b
le
d
ev
elo
p
men
t
p
r
o
jects
en
h
a
n
ce
th
eir
s
en
s
e
o
f
s
o
cia
l res
p
o
n
s
ib
ilit
y
b
y
fo
cu
s
in
g
o
n
r
ea
l
-
w
o
r
ld
is
s
u
es
.
”
An
o
th
er
asp
ec
t
th
at
s
u
p
p
o
r
ts
g
lo
b
al
citizen
s
h
ip
is
f
o
s
ter
i
n
g
co
n
s
cio
u
s
co
n
s
u
m
er
b
eh
a
v
io
r
.
T
wo
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
s
ev
en
p
r
e
-
s
er
v
ice
teac
h
er
s
n
o
ted
th
at
th
e
p
r
o
jects
en
co
u
r
ag
e
d
s
tu
d
en
ts
to
ad
o
p
t
co
n
s
cio
u
s
co
n
s
u
m
p
tio
n
h
ab
i
ts
.
I
n
co
n
tr
ast
to
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
f
o
u
r
p
r
e
-
s
er
v
ice
teac
h
er
s
em
p
h
asiz
ed
th
at
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
p
r
o
jects
en
h
an
c
ed
s
tu
d
en
ts
’
awa
r
en
ess
o
f
s
o
cio
-
s
cien
tific
is
s
u
es,
wh
ich
ar
e
cr
u
cial
f
o
r
d
e
v
elo
p
in
g
g
lo
b
al
citizen
s
h
ip
s
k
ills
.
T
h
e
y
ar
ticu
lated
th
is
with
s
tatem
en
ts
s
u
ch
as,
“
Th
ese
p
r
o
jects
p
r
ima
r
ily
r
a
i
s
e
a
w
a
r
en
ess
o
f
en
viro
n
men
ta
l
,
ec
o
n
o
mic,
a
n
d
s
o
cia
l
is
s
u
es,
th
ereb
y
d
ee
p
e
n
in
g
p
a
r
ticip
a
n
ts
’
kn
o
w
led
g
e
a
n
d
u
n
d
ers
ta
n
d
in
g
in
th
ese
d
o
ma
i
n
s
”
(
P6
)
.
T
wo
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
th
r
ee
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
g
u
ed
t
h
at
th
e
p
r
o
jects
co
n
tr
ib
u
te
d
t
o
s
tu
d
en
ts
’
d
ee
p
lear
n
in
g
an
d
th
eir
c
r
ea
tiv
e
a
n
d
cr
itical
th
in
k
in
g
s
k
ills
.
O
n
e
o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
(
P4
)
s
tated
,
“
F
o
cu
s
in
g
o
n
th
e
ta
r
g
eted
to
p
ic
in
th
e
p
r
ep
a
r
ed
p
r
o
jects,
a
d
d
r
ess
in
g
th
e
t
o
p
ic
effec
tively,
a
ll
th
e
p
r
ep
a
r
a
tio
n
s
ma
d
e
fo
r
t
h
is
p
u
r
p
o
s
e,
a
n
d
th
e
eme
r
g
in
g
id
ea
s
b
r
in
g
a
d
iffer
en
t
p
ers
p
ec
tive
to
b
o
th
s
tu
d
en
ts
a
n
d
tea
ch
ers
,
”
h
ig
h
lig
h
tin
g
th
at
th
e
p
r
o
jects
also
co
n
tr
ib
u
ted
to
r
ef
lectiv
e
t
h
in
k
in
g
s
k
ills
.
Ad
d
itio
n
ally
,
two
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
a
n
d
th
r
ee
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
icate
d
th
at
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t p
r
o
jects su
p
p
o
r
t
ac
tiv
e
p
a
r
ticip
atio
n
in
t
h
e
teac
h
in
g
p
r
o
ce
s
s
.
An
o
th
er
asp
ec
t
m
o
s
t
f
r
e
q
u
en
tly
em
p
h
asized
b
y
p
r
e
-
s
er
v
ic
e
teac
h
er
s
is
th
e
co
n
tr
ib
u
tio
n
o
f
th
ese
p
r
o
jects
to
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
h
u
m
a
n
s
an
d
n
atu
r
e.
P
1
ar
g
u
ed
th
at
“
S
u
s
ta
in
a
b
le
d
e
ve
lo
p
men
t
p
r
o
jects
a
r
e
cru
ci
a
l
fo
r
b
a
la
n
cin
g
th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
h
u
ma
n
s
a
n
d
n
a
tu
r
e,
b
u
ild
in
g
mo
r
e
eq
u
ita
b
le
s
o
cieties,
p
r
ev
en
tin
g
w
a
s
te,
fo
s
teri
n
g
c
o
n
s
cio
u
s
in
d
ivid
u
a
ls
in
r
eso
u
r
ce
ma
n
a
g
eme
n
t,
a
n
d
r
a
is
in
g
a
w
a
r
en
ess
in
th
i
s
r
eg
a
r
d
,
”
s
u
g
g
esti
n
g
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
h
u
m
a
n
s
a
n
d
n
at
u
r
e
ca
n
b
e
en
h
an
ce
d
th
r
o
u
g
h
s
u
ch
p
r
o
jects.
T
h
er
e
ar
e
two
asp
ec
ts
h
ig
h
lig
h
ted
b
y
th
e
p
r
im
ar
y
s
ch
o
o
l
te
ac
h
er
s
th
at
wer
e
n
o
t
m
en
tio
n
e
d
b
y
t
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
6
,
o
n
e
o
f
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
ar
g
u
ed
th
at
th
e
p
r
o
jects
h
elp
ed
d
ev
elo
p
s
tu
d
en
t
s
’
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
,
s
tatin
g
,
“
I
s
ee
s
tu
d
en
ts
’
a
w
a
r
en
ess
o
f
s
u
s
ta
in
a
b
ilit
y,
th
eir
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y,
a
n
d
th
eir
a
b
ilit
y
to
c
o
n
ve
y
th
is
w
ith
a
s
en
s
e
o
f
h
a
p
p
in
ess
a
n
d
co
n
fid
e
n
ce
a
s
a
n
in
ve
s
tmen
t
in
t
h
e
fu
tu
r
e.
”
Me
an
wh
ile,
T
1
,
an
o
t
h
er
p
r
im
ar
y
s
ch
o
o
l
t
ea
ch
er
,
p
o
in
ted
o
u
t
th
at
“
Th
e
p
r
o
ject
s
h
o
u
ld
p
r
ima
r
ily
in
tr
o
d
u
ce
s
u
s
ta
in
a
b
le
ma
teri
a
ls
,
b
u
t
it
w
a
s
o
b
s
e
r
ve
d
th
a
t
d
u
e
to
time
co
n
s
tr
a
in
ts
,
th
is
p
r
a
ctice
w
a
s
n
o
t
s
u
ffi
cien
t
a
n
d
n
o
t
fu
lly
u
n
d
ers
to
o
d
b
y
a
ll
s
tu
d
en
ts
.
N
ev
erth
eles
s
,
th
e
p
r
o
vid
ed
in
fo
r
ma
tio
n
,
th
e
vid
eo
s
w
a
tch
ed
,
a
n
d
th
e
feed
b
a
ck
r
ec
eive
d
h
a
d
a
p
o
s
itive
imp
a
ct
o
n
th
e
s
tu
d
en
ts
,
”
em
p
h
asizin
g
th
at
th
e
p
r
o
ject
’
s
im
p
ac
t
wa
s
lim
ited
d
u
e
to
th
e
co
n
s
tr
ain
ts
o
f
a
s
h
o
r
t i
m
p
lem
e
n
tatio
n
p
er
io
d
.
3
.
5
.
P
er
s
pect
iv
es
o
f
pre
-
s
er
v
ice
p
rim
a
ry
s
cho
o
l
t
e
a
cher
s
a
nd
prim
a
ry
s
cho
o
l
t
ea
cher
s
o
n
t
he
im
pa
ct
o
f
s
us
t
a
ina
ble dev
elo
pm
ent
pro
j
ec
t
s
o
n
t
ea
cher
s
T
h
e
in
ter
v
iews
r
e
v
ea
led
t
h
at
t
h
e
p
r
o
jects
p
r
o
v
id
ed
v
ar
io
u
s
b
en
ef
its
n
o
t
o
n
ly
to
s
tu
d
en
ts
b
u
t
also
to
teac
h
er
s
.
T
h
ese
b
e
n
ef
its
wer
e
p
ar
ticu
lar
ly
n
o
tewo
r
th
y
i
n
ter
m
s
o
f
th
eir
im
p
ac
t
o
n
tea
ch
er
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
e
ef
f
e
cts
o
f
th
e
p
r
o
jects
o
n
teac
h
er
s
ar
e
p
r
esen
ted
co
m
p
ar
ativ
ely
i
n
Fig
u
r
e
5
,
b
as
ed
o
n
t
h
e
p
er
s
p
ec
tiv
es o
f
class
r
o
o
m
teac
h
e
r
s
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
.
W
h
en
Fig
u
r
e
5
is
ex
am
in
ed
,
it
is
s
ee
n
th
at
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
p
r
e
-
s
er
v
ic
e
teac
h
er
s
ex
p
r
ess
ed
th
at
th
e
p
r
o
jects
p
r
im
ar
ily
c
o
n
tr
ib
u
te
d
to
r
aisi
n
g
awa
r
en
ess
o
f
s
u
s
tain
ab
ilit
y
am
o
n
g
teac
h
er
s
.
Prim
ar
y
s
ch
o
o
l
teac
h
e
r
s
ex
p
r
e
s
s
ed
th
e
ir
v
iews
with
s
tatem
en
ts
s
u
ch
as,
“
S
u
s
ta
in
a
b
le
d
ev
e
lo
p
men
t
p
r
o
jects
in
ed
u
ca
tio
n
w
ill
p
r
o
vid
e
p
o
s
itive
co
n
tr
ib
u
tio
n
s
to
in
crea
s
in
g
tea
ch
ers
’
a
w
a
r
en
ess
”
(
T
9
)
,
wh
ile
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
im
p
lem
en
ted
th
e
p
r
o
jects
s
h
ar
ed
th
eir
th
o
u
g
h
ts
with
s
ta
tem
en
ts
lik
e
,
“
Te
a
ch
ers
a
ls
o
b
ec
o
me
a
w
a
r
e
o
f
th
is
is
s
u
e
a
n
d
co
n
ve
y
it
a
p
p
r
o
p
r
ia
tely
to
th
e
ch
ild
r
en
,
h
elp
in
g
th
em
in
teg
r
a
te
it
in
to
th
eir
o
w
n
lives
”
(
P2
8
)
.
An
o
th
e
r
co
m
m
o
n
th
e
m
e
ad
d
r
ess
ed
b
y
b
o
th
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
is
th
e
co
n
tr
ib
u
tio
n
o
f
t
h
e
p
r
o
jects
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
T
1
0
,
with
th
e
s
tatem
en
t,
“
I
t
a
llo
w
s
tea
ch
ers
to
g
a
in
ex
p
erien
ce
in
p
r
o
ject
d
ev
elo
p
men
t
,”
in
d
icate
d
th
at
s
u
s
tain
ab
ilit
y
p
r
o
jects
co
n
tr
ib
u
t
e
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
ter
m
s
o
f
p
r
o
j
ec
t
d
ev
elo
p
m
en
t.
P2
9
with
th
e
s
t
atem
en
t,
“
I
t
a
d
d
s
kn
o
w
le
d
g
e,
a
ttit
u
d
es,
a
n
d
s
kills
to
tea
ch
ers
a
n
d
s
tu
d
en
ts
,
”
in
d
icate
d
th
at
it
co
n
tr
ib
u
tes
to
teac
h
er
s
in
ter
m
s
o
f
s
u
b
je
ct
k
n
o
wled
g
e.
Pre
-
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
.
5
,
Octo
b
er
20
25
:
3
40
3
-
34
1
7
3412
s
er
v
ice
teac
h
er
s
,
d
if
f
er
en
tly
f
r
o
m
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
h
ig
h
lig
h
ted
asp
ec
ts
s
u
ch
as
t
h
e
id
en
tific
atio
n
o
f
lear
n
in
g
n
ee
d
s
,
with
s
tatem
en
ts
lik
e,
“
F
o
r
tea
ch
ers
,
if
t
h
is
to
p
ic
h
a
s
n
o
t
b
ee
n
a
d
d
r
ess
ed
,
th
e
q
u
esti
o
n
s
fr
o
m
th
e
ch
ild
r
en
in
th
e
cla
s
s
r
o
o
m
w
h
ere
th
e
imp
leme
n
ta
tio
n
is
c
o
n
d
u
cte
d
ma
y
crea
te
a
n
ee
d
to
a
d
d
r
ess
th
e
is
s
u
e
o
f
s
u
s
ta
in
a
b
ilit
y
”
(
P1
6
)
.
T
h
e
y
also
em
p
h
asized
th
e
im
p
o
r
ta
n
ce
o
f
r
aisi
n
g
awa
r
en
ess
o
n
s
o
c
io
-
s
cien
tific
is
s
u
e
s
with
s
tatem
en
ts
s
u
ch
as,
“
Th
ese
typ
es
o
f
p
r
o
jects
cr
ea
te
a
w
a
r
en
ess
o
n
to
p
ics
like
en
viro
n
men
ta
l
co
n
s
cio
u
s
n
ess
,
s
u
s
ta
in
a
b
ilit
y,
a
n
d
g
lo
b
a
l
is
s
u
es
”
(
P1
9
)
.
Ad
d
itio
n
ally
,
th
ey
n
o
te
d
th
e
r
o
le
o
f
teac
h
er
s
in
p
r
o
m
o
tin
g
g
lo
b
al
citizen
s
h
ip
with
ex
p
r
ess
io
n
s
lik
e,
“
Tea
ch
ers
ca
n
b
ec
o
me
mo
r
e
co
n
s
cio
u
s
a
n
d
r
esp
o
n
s
ib
le
in
d
ivid
u
a
ls
b
y
ta
kin
g
a
ctive
r
o
les
in
crea
tin
g
a
s
u
s
ta
in
a
b
le
fu
tu
r
e
”
(
P7
)
.
No
co
d
es
wer
e
id
en
tifie
d
th
at
wer
e
ad
d
r
ess
ed
b
y
p
r
i
m
ar
y
s
ch
o
o
l t
ea
ch
er
s
b
u
t n
o
t b
y
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Mo
r
eo
v
e
r
,
f
o
u
r
p
r
im
ar
y
s
ch
o
o
l te
ac
h
e
r
s
an
d
n
in
e
p
r
e
-
s
er
v
ice
teac
h
er
s
d
id
n
o
t a
d
d
r
ess
th
e
co
n
tr
ib
u
tio
n
s
o
f
s
u
s
tain
ab
ilit
y
p
r
o
jects to
teac
h
er
s
.
Fig
u
r
e
5
.
Per
s
p
ec
tiv
es o
f
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
an
d
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
o
n
th
e
im
p
ac
t
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t p
r
o
je
cts
on
teac
h
er
s
3
.
6
.
P
er
s
pect
iv
es
o
f
pre
-
s
er
v
ice
prim
a
ry
s
cho
o
l
t
e
a
cher
s
a
nd
prim
a
ry
s
cho
o
l
t
e
a
cher
s
o
n
t
he
SDG
s
t
o
be
us
ed
i
n t
he
dev
elo
pm
ent
o
f
f
ut
ure
s
us
t
a
ina
ble dev
elo
pm
ent
pro
j
ec
t
s
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
iews
r
ev
ea
led
th
at
b
o
th
class
r
o
o
m
teac
h
er
s
an
d
p
r
e
-
s
er
v
ic
e
teac
h
er
s
ex
p
r
ess
ed
a
willin
g
n
ess
to
in
co
r
p
o
r
ate
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
p
r
o
jects
in
to
t
h
eir
f
u
tu
r
e
less
o
n
s
.
Ad
d
itio
n
ally
,
th
e
s
p
ec
if
ic
S
DGs
th
ey
in
ten
d
to
f
o
cu
s
o
n
in
th
eir
f
u
tu
r
e
p
r
o
jects
we
r
e
id
en
tifie
d
.
T
h
ese
tar
g
eted
g
o
als ar
e
p
r
esen
ted
in
Fig
u
r
e
6
.
Fig
u
r
e
6
.
Per
s
p
ec
tiv
es o
f
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
an
d
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
o
n
th
e
SDGs
to
b
e
u
tili
ze
d
in
th
e
d
e
v
elo
p
m
e
n
t o
f
f
u
tu
r
e
s
u
s
tain
ab
le
d
e
v
elo
p
m
e
n
t p
r
o
jects
Evaluation Warning : The document was created with Spire.PDF for Python.