I
nte
rna
t
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l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
5
,
Octo
b
er
20
26
,
p
p
.
3
7
1
6
~
3
7
2
5
I
SS
N:
2
2
5
2
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8
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DOI
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0
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9
1
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.
v
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i
5
.
3
9
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0
3716
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Sca
ling
of susta
in
a
ble develo
pment
go
a
ls in science
e
duca
tion
using
Thursto
ne’
s pa
irwise com
pa
riso
n
–
ba
sed sca
ling
t
echniq
ue
Ahm
et
Vo
lk
a
n Yüzüa
k
1
,
Z
ek
iy
e
M
er
v
e
Ö
ca
l
1
,
E
m
r
a
h H
i
ğ
de
2
1
D
e
p
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t
me
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o
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a
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Art
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ticle
his
to
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y:
R
ec
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ed
Ap
r
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2
0
2
6
R
ev
is
ed
May
22
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2
0
2
6
Acc
ep
ted
Au
g
5
,
2
0
2
6
A
lac
k
o
f
e
v
id
e
n
c
e
-
b
a
se
d
g
u
id
e
li
n
e
s
o
n
wh
ich
su
sta
in
a
b
le
d
e
v
e
lo
p
m
e
n
t
g
o
a
ls
(
S
DG
s)
n
e
e
d
t
o
b
e
f
o
c
u
se
d
o
n
in
e
d
u
c
a
ti
o
n
a
l
se
tt
in
g
s
c
a
n
b
e
re
g
a
rd
e
d
a
s
th
e
k
e
y
d
e
ficie
n
c
y
th
a
t
lea
d
s
to
a
n
in
e
fficie
n
t
su
sta
in
a
b
il
it
y
lea
rn
in
g
p
ro
c
e
ss
.
As
su
sta
in
a
b
il
it
y
-
re
late
d
issu
e
s
b
e
c
o
m
e
e
v
e
r
m
o
re
a
c
u
te
,
th
e
re
is
a
n
e
c
e
ss
it
y
t
o
d
e
term
in
e
wh
ic
h
S
DG
s
sh
o
u
ld
b
e
p
ri
o
rit
ize
d
p
e
d
a
g
o
g
ica
ll
y
.
Th
u
s,
th
e
c
u
rre
n
t
stu
d
y
a
ims
a
t
e
x
a
m
in
in
g
h
o
w
fu
t
u
re
tea
c
h
e
rs
e
v
a
lu
a
te
th
e
sig
n
ifi
c
a
n
c
e
o
f
se
lec
ted
S
DG
s
in
re
latio
n
t
o
e
n
v
ir
o
n
m
e
n
tal
lea
rn
in
g
.
Ap
p
ly
in
g
t
h
e
p
a
ired
c
o
m
p
a
riso
n
m
e
th
o
d
o
lo
g
y
,
t
h
e
a
u
th
o
rs
g
a
th
e
re
d
d
a
ta
fro
m
1
2
9
th
ird
-
a
n
d
fo
u
rt
h
-
y
e
a
r
p
ro
sp
e
c
ti
v
e
tea
c
h
e
rs
c
o
n
c
e
r
n
in
g
th
e
ir
p
e
rc
e
p
ti
o
n
s
o
f
11
S
DG
s
(S
D
G
1
,
2
,
3
,
4
,
5
,
6
,
7
,
1
2
,
1
3
,
1
4
,
a
n
d
1
5
)
.
Ac
c
o
rd
in
g
to
t
h
e
re
su
lt
s,
S
DG
3
,
S
DG
6
,
a
n
d
S
DG
2
se
e
m
to
b
e
th
e
m
o
st
imp
o
rtan
t
g
o
a
ls,
wh
il
e
S
DG
1
5
,
S
DG
5
,
a
n
d
S
DG
1
4
a
p
p
e
a
r
les
s
c
rit
ica
l.
Th
u
s,
o
n
e
m
a
y
h
y
p
o
th
e
siz
e
a
b
o
u
t
h
iera
rc
h
y
wit
h
in
S
DG
s
b
a
se
d
o
n
th
e
ir
imp
o
rtan
c
e
a
s
p
re
re
q
u
isit
e
s
fo
r
e
n
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
s
so
l
v
i
n
g
.
I
n
term
s
o
f
p
ra
c
ti
c
a
l
a
p
p
li
c
a
ti
o
n
,
t
h
is
p
a
p
e
r
o
f
fe
rs a d
e
fin
it
e
m
e
th
o
d
o
lo
g
y
t
h
a
t
i
n
stru
c
to
r
s
c
a
n
a
p
p
l
y
to
ra
n
k
a
n
d
a
rra
n
g
e
S
D
G
s
fo
r
tea
c
h
in
g
p
u
r
p
o
se
s,
a
s
we
ll
a
s
u
se
fu
l
ti
p
s
f
o
r
c
u
rric
u
lu
m
d
e
sig
n
e
rs
a
n
d
p
o
li
c
y
m
a
k
e
rs
wh
o
se
e
k
t
o
d
e
v
e
lo
p
su
sta
in
a
b
il
it
y
e
d
u
c
a
ti
o
n
p
r
o
g
ra
m
s
.
K
ey
w
o
r
d
s
:
Pair
wis
e
co
m
p
ar
is
o
n
Pro
s
p
ec
tiv
e
teac
h
er
s
Scien
ce
ed
u
ca
tio
n
Su
s
tain
ab
le
d
ev
elo
p
m
e
n
t g
o
al
s
T
h
u
r
s
to
n
e
s
ca
lin
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ah
m
et
Vo
lk
an
Yü
z
ü
ak
Dep
ar
tm
en
t o
f
Ma
th
em
atics a
n
d
Scien
ce
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
B
ar
tın
Un
i
v
er
s
ity
B
ar
tın
,
T
ü
r
k
iy
e
E
m
ail: v
o
lk
an
y
u
zu
ak
@
b
ar
tin
.
ed
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
Su
s
tain
ab
le
ed
u
ca
tio
n
h
as
b
ee
n
p
u
t
ac
r
o
s
s
as
an
im
p
o
r
tan
t
elem
en
t
o
f
ed
u
ca
tio
n
al
p
o
licy
g
lo
b
ally
;
y
et
its
im
p
lem
en
tatio
n
in
class
r
o
o
m
s
h
as
r
em
ain
ed
p
r
o
b
lem
atic
all
alo
n
g
.
I
n
s
cien
ce
ed
u
c
atio
n
,
ed
u
ca
t
o
r
s
ar
e
s
u
p
p
o
s
ed
to
f
it
is
s
u
es
r
elate
d
t
o
s
u
s
tain
ab
ilit
y
in
w
h
at
is
alr
e
ad
y
an
o
v
er
lo
ad
e
d
cu
r
r
icu
lu
m
wh
ile
at
th
e
s
am
e
tim
e
tr
y
in
g
to
m
ee
t
o
th
er
lear
n
in
g
o
u
tco
m
es
[
1
]
,
[
2
]
.
T
h
e
p
r
o
b
lem
h
er
e
lies
in
th
e
v
er
y
p
r
ac
tical
ch
allen
g
es
o
f
h
av
in
g
litt
le
tim
e,
d
ea
lin
g
with
an
o
v
er
l
o
ad
ed
cu
r
r
icu
lu
m
,
a
n
d
alig
n
i
n
g
s
u
s
tain
ab
ilit
y
-
r
ela
ted
th
em
es
with
th
e
cu
r
r
icu
lu
m
.
W
h
ile
th
e
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
g
o
als
(
SDGs
)
ar
e
clea
r
an
d
g
lo
b
ally
k
n
o
wn
,
th
e
wid
e
r
a
n
g
e
an
d
in
ter
c
o
n
n
ec
tiv
ity
o
f
th
e
g
o
als
m
a
k
e
it
d
i
f
f
icu
lt
f
o
r
teac
h
er
s
to
k
n
o
w
h
o
w
to
ad
d
r
ess
th
em
in
teac
h
in
g
[
3
]
–
[
5
]
.
I
n
th
is
ca
s
e,
SDGs
b
ec
o
m
e
a
d
d
r
ess
ed
in
a
s
h
allo
w
m
an
n
er
i
n
m
a
n
y
ca
s
es,
wh
ile
in
o
th
er
s
,
o
n
ly
th
o
s
e
th
at
th
e
teac
h
er
f
ee
l
s
lik
e
co
v
er
in
g
o
r
ca
n
co
v
e
r
d
u
e
to
v
ar
i
o
u
s
r
ea
s
o
n
s
ar
e
ta
k
e
n
in
to
ac
co
u
n
t.
T
h
o
u
g
h
th
e
f
ield
o
f
r
esear
c
h
o
f
s
u
s
tain
ab
ilit
y
in
ed
u
ca
t
io
n
co
n
tin
u
es
to
ex
p
a
n
d
co
n
s
id
er
ab
ly
,
th
e
m
ajo
r
ity
o
f
cu
r
r
en
t
r
esear
c
h
p
ap
er
s
f
o
c
u
s
o
n
th
e
ex
am
in
a
tio
n
o
f
p
ar
ticu
lar
is
s
u
es
s
u
ch
as
th
e
awa
r
en
ess
o
f
th
e
en
v
i
r
o
n
m
e
n
t,
s
tu
d
e
n
ts
’
at
titu
d
es
to
war
d
s
v
a
r
io
u
s
to
p
ic
s
o
r
p
r
o
ce
s
s
es,
clim
ate
liter
a
cy
,
o
r
s
u
s
tain
ab
le
co
n
s
u
m
p
tio
n
b
eh
a
v
io
r
s
.
W
h
ile
all
th
e
r
esear
ch
is
im
p
o
r
ta
n
t
an
d
r
elev
an
t
in
ter
m
s
o
f
i
ts
r
esu
lts
,
it
r
elies
h
ea
v
ily
o
n
q
u
alitativ
e
r
esear
c
h
m
eth
o
d
o
lo
g
y
a
n
d
d
o
es
n
o
t
attem
p
t
to
e
x
p
lo
r
e
h
o
w
th
e
v
ar
io
u
s
asp
ec
ts
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ca
lin
g
o
f su
s
ta
in
a
b
le
d
ev
el
o
p
men
t g
o
a
ls
in
s
cien
ce
ed
u
ca
tio
n
u
s
in
g
Th
u
r
s
to
n
e’
s
…
(
A
h
met
V
o
lka
n
Yü
z
ü
a
k
)
3717
s
u
s
tain
ab
ilit
y
m
u
s
t
b
e
in
co
r
p
o
r
ated
in
to
teac
h
in
g
s
tr
ateg
ies
[
6
]
,
[
7
]
.
I
n
a
d
d
itio
n
,
th
er
e
h
as
b
ee
n
litt
le
atten
tio
n
p
aid
to
th
e
em
p
ir
ical
s
tu
d
y
an
d
d
ev
elo
p
m
en
t
o
f
t
h
e
h
ier
a
r
c
h
y
f
o
r
th
e
SDGs
in
th
e
co
n
te
x
t
o
f
e
d
u
ca
tio
n
[
8
]
.
Nam
ely
,
n
o
o
n
e
h
as
co
n
d
u
cte
d
an
y
r
esear
ch
o
n
th
e
r
elativ
e
s
ig
n
if
ican
ce
,
p
r
i
o
r
ity
,
o
r
p
r
er
e
q
u
is
ites
o
f
d
if
f
er
e
n
t
SDGs
.
T
h
is
is
s
u
e
ca
n
h
ar
d
l
y
b
e
attr
ib
u
ted
m
er
el
y
to
th
e
lack
o
f
a
p
ar
ticu
lar
m
eth
o
d
o
lo
g
y
th
at
m
ig
h
t
h
el
p
ad
d
r
ess
th
e
p
r
o
b
lem
s
in
ce
it
r
ev
ea
ls
th
e
in
s
u
f
f
icien
cy
o
f
k
n
o
wled
g
e
r
e
g
ar
d
i
n
g
th
e
co
g
n
itiv
e
h
ier
ar
ch
y
o
f
s
u
s
tain
ab
ilit
y
g
o
als
f
o
r
m
ed
b
y
d
if
f
er
en
t
s
tak
eh
o
ld
e
r
s
[
9
]
–
[
1
1
]
.
T
h
is
p
r
o
b
lem
is
esp
ec
ial
ly
p
er
tin
e
n
t
if
o
n
e
co
n
s
id
er
s
th
e
p
o
s
itio
n
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
wh
o
w
ill
ev
en
tu
ally
b
e
en
tr
u
s
ted
with
th
e
task
o
f
im
p
lem
en
tin
g
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
ed
u
ca
tio
n
i
n
class
r
o
o
m
s
.
T
h
e
p
er
ce
p
tio
n
s
o
f
th
e
s
ig
n
if
ican
ce
o
f
ea
ch
o
f
th
e
SDGs
am
o
n
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
h
av
e
a
d
i
r
ec
t
b
ea
r
in
g
o
n
h
o
w
th
ey
ca
n
im
p
lem
en
t
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
ed
u
ca
tio
n
.
I
t
is
n
ec
ess
ar
y
to
k
n
o
w
th
ese
p
e
r
ce
p
tio
n
s
in
o
r
d
e
r
to
d
esig
n
a
m
o
r
e
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
to
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t e
d
u
ca
tio
n
[
1
2
]
,
[
1
3
]
.
T
h
e
n
o
v
elty
an
d
m
ain
c
o
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
in
f
illi
n
g
th
is
g
ap
ca
n
b
e
f
o
u
n
d
i
n
b
o
th
its
m
eth
o
d
o
l
o
g
ical
an
d
co
n
ce
p
tu
al
asp
ec
ts
o
f
th
e
h
ier
ar
ch
y
b
u
ild
in
g
o
f
SDGs
in
s
cien
ce
e
d
u
ca
tio
n
.
Ap
p
l
y
in
g
T
h
u
r
s
to
n
e’
s
p
air
wis
e
co
m
p
ar
is
o
n
m
eth
o
d
,
th
e
r
esear
ch
g
o
es
f
u
r
th
er
f
r
o
m
m
er
el
y
d
escr
ib
in
g
an
d
r
an
k
in
g
SDGs
in
to
d
ev
elo
p
in
g
a
q
u
an
titativ
e
s
ca
le
o
f
th
eir
im
p
o
r
ta
n
ce
with
tak
in
g
in
to
ac
c
o
u
n
t
t
h
e
d
is
tan
ce
s
am
o
n
g
th
em
as
well.
I
t
h
elp
s
to
d
is
co
v
er
co
g
n
itiv
e
s
tr
u
ctu
r
es
b
e
h
in
d
ju
d
g
m
e
n
t
o
f
t
h
e
r
esp
o
n
d
en
t
s
co
n
ce
r
n
in
g
SDGs
an
d
th
e
way
d
if
f
er
e
n
t
g
o
als
r
e
late
to
ea
ch
o
th
er
.
T
h
u
s
,
th
is
r
esear
ch
cr
ea
tes
an
e
m
p
ir
ically
b
ased
an
d
th
e
o
r
y
-
in
f
o
r
m
e
d
to
o
l
f
o
r
p
r
io
r
itizin
g
SDGs
.
T
h
is
to
o
l
h
as
two
ad
v
an
tag
es
.
F
ir
s
tly
,
in
c
o
n
ce
p
tu
al
ter
m
s
,
it
is
r
ep
r
esen
ted
b
y
h
ier
a
r
ch
y
,
wh
i
ch
h
as
r
ar
ely
b
ee
n
m
e
n
tio
n
ed
in
ex
is
tin
g
s
tu
d
ies
.
S
ec
o
n
d
ly
,
in
p
r
ac
tical
s
en
s
e,
it
m
ay
h
elp
teac
h
er
s
to
b
u
ild
c
o
n
ten
t
o
f
th
eir
less
o
n
s
,
p
r
o
v
id
e
cu
r
r
icu
la
d
esig
n
er
s
with
a
b
etter
f
r
am
ewo
r
k
f
o
r
s
tr
u
ctu
r
in
g
s
u
s
tain
ab
ilit
y
to
p
ics
an
d
p
o
licy
m
a
k
er
s
with
u
s
ef
u
l
in
f
o
r
m
atio
n
wh
e
n
m
ak
in
g
ed
u
ca
tio
n
al
d
ec
is
io
n
s
[
1
4
]
–
[
1
6
]
.
T
h
u
r
s
to
n
e
’
s
p
air
wis
e
co
m
p
ar
is
o
n
m
eth
o
d
u
s
ed
in
th
e
r
esear
c
h
n
o
t o
n
ly
p
r
o
v
id
es a
s
im
p
le
r
an
k
in
g
b
u
t
also
tr
an
s
f
o
r
m
s
th
e
p
s
y
ch
o
lo
g
ical
d
is
tan
ce
s
b
etwe
en
co
m
p
lex
co
n
ce
p
ts
(
SDG
s
)
in
to
an
o
b
jectiv
e
m
ath
em
atica
l
s
ca
le.
I
n
th
is
w
ay
,
th
e
s
tu
d
y
r
e
v
ea
ls
th
e
p
er
ce
iv
ed
weig
h
ts
an
d
d
is
tan
ce
s
b
etwe
en
SDGs
in
s
cien
ce
ed
u
ca
tio
n
in
a
d
ata
-
d
r
iv
en
m
a
n
n
er
,
p
r
o
v
id
in
g
a
u
n
iq
u
e
th
eo
r
etica
l
b
asis
f
o
r
th
e
ed
u
ca
tio
n
al
p
r
io
r
itizatio
n
o
f
s
u
s
tain
ab
ilit
y
g
o
als
[
1
7
]
,
[
1
8
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
h
ier
a
r
ch
ical
m
o
d
el
h
a
v
e
cr
itical
im
p
licatio
n
s
f
o
r
r
ea
l
class
r
o
o
m
en
v
i
r
o
n
m
e
n
ts
,
cu
r
r
icu
lu
m
d
esig
n
,
a
n
d
e
d
u
ca
tio
n
al
p
o
licies
[
1
9
]
,
[
2
0
]
.
At
th
e
teac
h
er
lev
el,
th
is
s
tu
d
y
will
p
r
o
v
id
e
a
co
n
cr
ete,
e
v
id
en
ce
-
b
ased
p
r
io
r
itizatio
n
m
ap
th
at
th
ey
ca
n
u
s
e
wh
en
in
teg
r
atin
g
c
o
m
p
lex
SDGs
i
n
to
th
eir
less
o
n
p
lan
s
.
C
u
r
r
i
cu
lu
m
d
e
v
elo
p
er
s
ca
n
o
p
tim
ize
co
n
ten
t
d
e
n
s
ity
ac
co
r
d
in
g
to
th
is
h
ier
ar
ch
y
,
g
i
v
in
g
m
o
r
e
s
tr
ateg
ic
s
p
ac
e
to
c
o
r
e
an
d
p
r
io
r
ity
SDGs
in
tex
tb
o
o
k
s
.
Po
licy
m
ak
er
s
ca
n
lev
er
ag
e
th
ese
f
in
d
in
g
s
to
d
ev
elo
p
m
o
r
e
ef
f
ec
tiv
e
m
ac
r
o
-
ed
u
ca
tio
n
s
tr
ateg
ies
b
y
d
eter
m
in
in
g
wh
ich
g
o
als
to
allo
ca
te
r
eso
u
r
ce
s
to
wh
e
n
d
esig
n
in
g
teac
h
e
r
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t p
r
o
g
r
am
s
[
2
1
]
–
[
2
3
]
.
I
n
lig
h
t
o
f
th
e
all
o
v
e
r
th
ese,
th
e
aim
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
is
to
s
ca
le
th
e
SDGs
in
th
e
co
n
tex
t
o
f
s
cien
ce
ed
u
ca
tio
n
th
r
o
u
g
h
t
h
e
ap
p
licatio
n
o
f
T
h
u
r
s
to
n
e
’
s
p
air
wis
e
co
m
p
a
r
is
o
n
s
ca
l
in
g
m
eth
o
d
[
2
4
]
.
Sp
ec
if
ically
,
th
e
d
im
en
s
io
n
s
o
f
th
e
SDGs
in
clu
d
ed
in
th
e
s
ca
lin
g
p
r
o
ce
s
s
ar
e
b
ased
o
n
a
co
n
s
id
er
atio
n
o
f
b
o
th
th
e
g
lo
b
al
SDGs
an
d
th
e
s
tr
u
ctu
r
es
o
f
s
cien
ce
ed
u
ca
tio
n
c
u
r
r
icu
la.
B
y
s
o
d
o
in
g
,
th
e
cu
r
r
en
t
s
tu
d
y
aim
s
to
d
ev
elo
p
a
s
cien
tific
ally
d
e
r
iv
e
d
h
ier
ar
ch
y
b
ased
o
n
p
r
o
s
p
ec
t
iv
e
s
cien
ce
teac
h
er
s
’
co
m
p
a
r
a
tiv
e
ev
alu
atio
n
o
f
SDGs
r
elate
d
th
em
es
in
s
cien
ce
ed
u
ca
tio
n
.
Alth
o
u
g
h
th
e
SDGs
ar
e
a
co
m
p
r
e
h
en
s
iv
e
g
lo
b
al
s
u
s
tain
ab
ilit
y
f
r
am
ewo
r
k
in
cr
ea
s
in
g
ly
in
cl
u
d
ed
i
n
s
cien
ce
ed
u
ca
tio
n
c
u
r
r
icu
la,
t
h
er
e
is
a
lac
k
o
f
s
u
f
f
icien
t
em
p
ir
ical
r
esear
ch
o
n
p
r
o
s
p
ec
tiv
e
s
cie
n
ce
teac
h
er
s
’
co
m
p
a
r
ativ
e
e
v
alu
atio
n
o
f
SDGs
r
elate
d
t
h
em
es
in
s
cien
ce
ed
u
ca
tio
n
,
an
d
n
o
n
e
o
f
th
e
s
tu
d
ies
h
as
ap
p
lied
a
p
air
wis
e
co
m
p
ar
is
o
n
-
b
ased
s
ca
lin
g
m
eth
o
d
f
o
r
estab
lis
h
in
g
a
h
ier
ar
ch
ical
o
r
d
e
r
in
g
o
f
th
e
p
r
io
r
ities
f
o
r
th
ese
th
em
es.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
ar
e
also
lik
ely
to
o
f
f
er
ev
id
en
ce
-
b
ased
s
u
g
g
esti
o
n
s
f
o
r
cu
r
r
icu
lu
m
d
e
v
elo
p
er
s
a
n
d
p
o
licy
m
a
k
er
s
o
n
h
o
w
b
est
th
ey
ca
n
en
h
a
n
ce
th
e
in
co
r
p
o
r
atio
n
o
f
SDGs
in
s
cien
ce
ed
u
ca
tio
n
b
y
s
h
o
win
g
h
o
w
th
e
d
im
e
n
s
io
n
s
o
f
SDGs
ar
e
p
o
s
itio
n
ed
r
elativ
e
to
ea
ch
o
th
er
in
a
s
tatis
tically
d
er
iv
ed
s
ca
le.
I
n
th
is
co
n
tex
t,
th
e
cu
r
r
en
t
s
tu
d
y
aim
s
to
ex
a
m
in
e
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
:
h
o
w
ca
n
th
e
SDGs
b
e
h
ier
ar
ch
ically
s
ca
led
with
in
th
e
co
n
tex
t
o
f
s
cien
ce
ed
u
ca
tio
n
ac
co
r
d
in
g
to
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
’
p
er
ce
iv
e
d
im
p
o
r
tan
ce
u
s
in
g
T
h
u
r
s
to
n
e’
s
p
air
wis
e
co
m
p
ar
is
o
n
–
b
ased
s
ca
lin
g
tech
n
iq
u
e?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
t
itativ
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
.
I
t
aim
s
to
e
x
am
in
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
iv
e
d
p
r
io
r
itizatio
n
o
f
SDGs
in
th
e
co
n
tex
t
o
f
s
cien
ce
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
was
n
o
n
-
ex
p
er
im
en
tal
an
d
aim
ed
to
ca
p
tu
r
e
p
ar
ticip
an
ts
’
e
x
is
tin
g
ju
d
g
m
en
ts
with
o
u
t a
n
y
i
n
ter
v
en
tio
n
.
2
.
2
.
Study
g
r
o
up
T
h
e
p
a
r
ticip
an
ts
f
o
r
t
h
is
s
tu
d
y
co
m
p
r
is
ed
o
f
1
2
9
p
r
o
s
p
ec
tiv
e
s
cien
ce
teac
h
e
r
s
wh
o
wer
e
u
n
d
er
g
o
in
g
th
eir
teac
h
er
tr
ain
in
g
in
th
ei
r
th
ir
d
an
d
f
o
u
r
th
u
n
d
e
r
g
r
ad
u
ate
y
ea
r
s
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
ap
p
lied
t
o
ch
o
o
s
e
p
r
o
s
p
ec
tiv
e
s
cien
ce
teac
h
er
s
wh
o
h
a
v
e
tak
en
c
o
u
r
s
e
s
o
n
en
v
ir
o
n
m
en
tal
e
d
u
ca
tio
n
an
d
s
u
s
tain
ab
ilit
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
7
1
6
-
3725
3718
T
h
is
s
am
p
lin
g
p
r
o
ce
d
u
r
e
is
b
ased
o
n
th
e
ass
u
m
p
tio
n
th
at
th
ese
p
r
o
s
p
ec
tiv
e
s
cien
ce
tea
ch
er
s
will
p
o
s
s
ess
ad
eq
u
ate
k
n
o
wled
g
e
ab
o
u
t
th
e
SDGs
,
wh
ich
th
ey
a
r
e
ex
p
ec
ted
to
in
c
o
r
p
o
r
ate
in
th
eir
f
u
tu
r
e
p
ed
ag
o
g
ical
p
r
ac
tices.
2
.
3
.
Da
t
a
c
o
llect
io
n t
o
o
ls
T
h
e
q
u
esti
o
n
n
air
e
u
s
ed
to
co
l
lect
d
ata
in
v
o
lv
ed
th
e
ap
p
lica
tio
n
o
f
a
f
o
r
m
f
o
r
co
n
d
u
ctin
g
p
air
wis
e
co
m
p
ar
is
o
n
s
in
v
o
lv
in
g
1
1
SD
Gs
s
elec
ted
f
r
o
m
th
e
1
7
g
o
als
o
f
th
e
Un
ited
Natio
n
s
’
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
ag
en
d
a:
SDG
1
,
2
,
3
,
4
,
5
,
6
,
7
,
1
2
,
1
3
,
1
4
,
an
d
1
5
.
T
h
e
c
h
o
ice
o
f
o
n
ly
1
1
g
o
als
as
th
e
f
o
cu
s
o
f
th
e
s
tu
d
y
was
b
ased
o
n
b
o
th
m
eth
o
d
o
lo
g
ica
l
co
n
s
id
er
atio
n
s
an
d
c
o
n
ce
p
t
u
al
r
ep
r
esen
tativ
en
ess
.
As
r
eg
ar
d
s
m
eth
o
d
o
lo
g
y
,
th
e
g
r
ea
ter
n
u
m
b
e
r
o
f
o
b
je
cts
u
n
d
er
co
m
p
ar
is
o
n
im
p
li
es
th
e
ex
p
o
n
en
tial
in
cr
ea
s
e
in
th
e
n
u
m
b
er
o
f
co
m
p
ar
is
o
n
s
n
ee
d
ed
,
t
h
u
s
m
ak
in
g
th
e
m
eth
o
d
o
f
p
a
ir
wis
e
co
m
p
ar
is
o
n
in
cr
ea
s
in
g
ly
co
m
p
licated
.
C
o
n
s
eq
u
en
tly
,
if
all
1
7
SDGs
h
ad
b
ee
n
u
s
ed
as
o
b
jects
o
f
ju
d
g
m
en
t,
it
wo
u
ld
h
av
e
cr
ea
ted
u
n
n
ec
ess
ar
y
d
if
f
icu
lties
f
o
r
th
e
p
ar
ticip
an
ts
in
v
o
lv
e
d
in
th
is
p
ar
t
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
.
C
o
n
ce
p
tu
ally
,
th
e
c
h
o
s
en
1
1
SDGs
wer
e
s
elec
ted
s
p
ec
if
i
ca
lly
to
en
s
u
r
e
th
e
r
ep
r
esen
t
atio
n
an
d
b
alan
ce
o
f
SDG
c
r
iter
ia
f
r
o
m
all
th
r
ee
asp
ec
ts
o
f
s
u
s
tai
n
ab
ilit
y
:
s
o
cial
d
e
v
elo
p
m
en
t
(
SDG
1
,
2
,
3
,
4
,
5
)
;
en
v
ir
o
n
m
en
tal
s
u
s
tain
ab
ilit
y
(
SDG
6
,
7
,
1
3
,
1
4
,
1
5
)
;
a
n
d
e
co
n
o
m
ic
s
u
s
tain
ab
ilit
y
(
SDG
1
2
)
.
B
y
in
clu
d
in
g
o
n
ly
th
ese
p
ar
ticu
lar
SDGs
in
th
e
p
r
o
ce
s
s
,
it
is
p
o
s
s
ib
le
to
co
v
er
th
e
k
ey
f
e
atu
r
es
o
f
th
e
en
tire
lis
t
o
f
SDG
s
,
p
r
o
v
id
i
n
g
a
m
a
n
ag
ea
b
le
b
u
t
s
till
r
ep
r
esen
tativ
e
s
et
o
f
o
b
jects
u
n
d
er
co
m
p
ar
is
o
n
.
C
o
n
ten
t
v
alid
ity
was
estab
lis
h
ed
th
r
o
u
g
h
th
e
s
elec
tio
n
o
f
SDGs
b
ased
o
n
th
eir
a
p
p
licab
ilit
y
to
s
cien
ce
ed
u
ca
ti
o
n
an
d
co
v
er
ag
e
o
f
k
ey
s
u
s
tain
ab
ilit
y
co
n
ce
p
ts
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
s
s
Fo
r
th
e
p
u
r
p
o
s
e
o
f
d
ata
c
o
llectio
n
in
th
is
r
esear
ch
,
a
s
u
r
v
e
y
f
o
r
m
was
f
ir
s
t
d
e
v
elo
p
e
d
,
a
n
d
ass
is
tan
ce
was
s
o
u
g
h
t
f
r
o
m
ca
n
d
id
ates
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
th
r
o
u
g
h
th
eir
ac
ad
e
m
ic
p
r
o
g
r
am
s
.
T
h
e
p
ar
ticip
an
ts
wer
e
m
ad
e
awa
r
e
o
f
th
e
co
n
ten
t
an
d
p
u
r
p
o
s
e
o
f
th
e
s
u
r
v
ey
,
an
d
th
e
s
u
r
v
ey
f
o
r
m
was
th
u
s
ad
m
in
is
ter
ed
.
At
th
e
s
tar
t o
f
t
h
e
s
u
r
v
ey
,
an
i
n
f
o
r
m
e
d
c
o
n
s
en
t p
ar
t
was
i
n
clu
d
ed
to
e
n
s
u
r
e
th
at
th
e
p
a
r
ticip
an
ts
wer
e
awa
r
e
o
f
th
e
d
etails
o
f
th
e
s
tu
d
y
an
d
g
av
e
th
eir
v
o
l
u
n
tar
y
co
n
s
en
t
to
p
ar
ticip
ate.
T
o
en
s
u
r
e
th
at
t
h
e
p
ar
ticip
an
ts
g
av
e
th
eir
h
o
n
est
an
d
s
in
ce
r
e
r
esp
o
n
s
es,
n
o
p
er
s
o
n
al
id
en
tify
in
g
i
n
f
o
r
m
atio
n
was
co
llected
.
Par
ticip
an
ts
wh
o
wer
e
u
n
willin
g
to
p
a
r
ticip
ate
in
th
e
s
tu
d
y
o
r
w
h
o
p
r
o
v
id
e
d
a
s
u
b
s
tan
tial
p
o
r
tio
n
o
f
th
e
s
u
r
v
ey
f
o
r
m
in
co
m
p
lete
wer
e
n
o
t
in
cl
u
d
ed
in
th
e
s
tu
d
y
.
Data
co
llectio
n
was
d
o
n
e
o
v
er
a
p
er
i
o
d
o
f
th
r
ee
m
o
n
th
s
,
a
n
d
o
n
ce
a
s
u
f
f
icien
t
n
u
m
b
er
o
f
d
ata
was
co
llected
f
o
r
th
e
ap
p
licatio
n
o
f
th
e
s
ca
lin
g
m
eth
o
d
,
th
e
d
ata
was
p
r
o
c
ess
ed
an
d
p
r
ep
ar
ed
f
o
r
an
al
y
s
is
.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
co
llected
wer
e
an
al
y
ze
d
u
s
in
g
ca
s
e
I
I
I
o
f
T
h
u
r
s
to
n
e
’
s
L
aw
o
f
C
o
m
p
ar
ativ
e
J
u
d
g
m
en
t.
First,
th
e
an
s
wer
s
o
b
tain
ed
f
r
o
m
th
e
r
esp
o
n
d
en
ts
wer
e
r
ec
o
r
d
ed
in
f
r
eq
u
e
n
cy
an
d
p
r
o
p
o
r
tio
n
m
atr
ices
th
at
wer
e
f
u
r
th
er
tr
a
n
s
f
o
r
m
e
d
to
s
tan
d
a
r
d
s
co
r
es.
Fro
m
th
ese
s
co
r
es,
s
ca
le
s
co
r
es
wer
e
o
b
tain
ed
f
o
r
ea
ch
g
o
al
an
d
r
an
k
ed
ac
co
r
d
in
g
t
o
th
eir
im
p
o
r
tan
ce
.
I
B
M
SP
SS
Stati
s
tic
s
2
0
s
o
f
twar
e
was
u
s
ed
to
an
aly
ze
th
e
co
llecte
d
d
ata.
I
n
ter
n
al
c
o
n
s
is
ten
cy
o
f
ju
d
g
m
en
t
was
ass
ess
ed
b
y
ex
am
in
in
g
th
e
p
atter
n
s
an
d
co
h
esiv
en
ess
o
f
th
e
r
esp
o
n
s
es
p
r
o
v
id
e
d
.
T
h
e
r
elia
b
ilit
y
o
f
th
e
s
ca
le
was
es
tab
li
s
h
ed
o
n
th
e
b
asis
o
f
co
n
s
is
ten
cy
o
f
ju
d
g
m
en
ts
,
wh
ile
th
e
v
alid
ity
was a
ch
iev
e
d
b
y
m
ea
n
s
o
f
a
n
ex
p
er
t a
n
aly
s
is
o
f
SDGs
in
lig
h
t o
f
s
cien
tific
liter
ac
y
g
o
als.
3.
RE
SU
L
T
S
T
h
e
m
ain
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
in
d
icate
a
clea
r
h
ier
a
r
ch
ic
al
s
tr
u
ctu
r
e
am
o
n
g
t
h
e
s
elec
ted
SDGs
.
Ov
er
all,
SDG
3
(
g
o
o
d
h
ea
lth
an
d
well
-
b
ein
g
)
,
SDG
6
(
clea
n
wate
r
an
d
s
an
itatio
n
)
,
an
d
S
DG
2
(
ze
r
o
h
u
n
g
er
)
em
er
g
ed
as
th
e
m
o
s
t
h
ig
h
ly
p
r
io
r
itized
g
o
als
b
y
p
r
o
s
p
ec
ti
v
e
teac
h
er
s
.
I
n
c
o
n
tr
ast,
SDG
1
5
(
life
o
n
lan
d
)
,
SDG
1
4
(
life
b
elo
w
wate
r
)
,
an
d
SDG
5
(
g
e
n
d
er
eq
u
ality
)
wer
e
r
an
k
ed
am
o
n
g
th
e
le
ast
p
r
io
r
itized
.
T
h
e
r
em
ain
in
g
SDGs
f
o
r
m
e
d
in
te
r
m
ed
iate
clu
s
ter
s
,
s
u
g
g
esti
n
g
a
p
er
ce
iv
ed
g
r
ad
atio
n
in
im
p
o
r
tan
ce
r
ath
e
r
th
an
a
r
an
d
o
m
d
is
tr
ib
u
tio
n
o
f
p
r
io
r
ities
.
T
ab
le
1
s
h
o
ws
th
e
f
r
eq
u
en
cy
m
atr
ix
“F”
co
n
s
id
er
in
g
t
h
e
co
m
p
a
r
is
o
n
o
f
two
s
tim
u
lan
ts
,
wh
ich
r
ep
r
ese
n
ts
th
e
SDGs
.
I
n
th
e
F
m
atr
ix
o
f
T
a
b
le
1
,
ea
ch
ce
ll
in
d
icate
s
th
e
f
r
eq
u
en
c
y
o
f
p
r
ef
e
r
en
ce
o
f
t
h
e
SDGs
with
r
esp
ec
t
to
th
e
o
th
er
o
n
e.
Fo
r
e
x
am
p
le,
3
5
,
wh
ich
is
in
th
e
s
ec
o
n
d
r
o
w
o
f
th
e
f
ir
s
t
co
lu
m
n
,
s
h
o
ws
th
e
f
r
eq
u
en
cy
o
f
th
e
p
r
ef
er
en
ce
o
f
SDG
1
with
r
es
p
ec
t
to
SDG
2
.
I
n
th
e
s
am
e
w
ay
,
9
4
,
wh
ich
is
in
th
e
s
ec
o
n
d
co
lu
m
n
o
f
th
e
f
ir
s
t
r
o
w,
s
h
o
ws
th
e
f
r
eq
u
e
n
cy
o
f
t
h
e
p
r
ef
er
en
ce
o
f
SDG
2
with
r
esp
ec
t
to
SDG
1
.
Af
ter
co
m
p
letin
g
th
e
f
r
e
q
u
en
c
y
F
m
atr
ix
,
ea
ch
v
alu
e
i
n
ea
ch
o
f
th
e
ce
lls
was
d
iv
id
ed
in
to
t
o
tal
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
(
n
=1
2
9
)
.
I
n
th
is
way
,
r
atio
m
atr
ix
,
P m
atr
ix
was c
o
n
s
tr
u
cted
an
d
in
d
icate
d
in
T
a
b
l
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
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2
2
S
ca
lin
g
o
f su
s
ta
in
a
b
le
d
ev
el
o
p
men
t g
o
a
ls
in
s
cien
ce
ed
u
ca
tio
n
u
s
in
g
Th
u
r
s
to
n
e’
s
…
(
A
h
met
V
o
lka
n
Yü
z
ü
a
k
)
3719
T
ab
le
1
.
Fre
q
u
en
cy
m
atr
ix
(
F)
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
S
D
G
1
-
94
82
70
52
85
57
56
56
55
52
S
D
G
2
35
-
59
56
34
67
41
48
38
41
41
S
D
G
3
47
70
-
47
27
58
41
35
44
38
32
S
D
G
4
58
73
82
-
46
69
53
40
47
55
44
S
D
G
5
76
95
1
0
2
83
-
96
91
77
81
68
64
S
D
G
6
43
62
71
60
33
-
57
44
53
35
31
S
D
G
7
72
88
88
76
38
72
-
54
59
56
56
S
D
G
1
2
73
81
94
89
52
85
75
-
60
54
55
S
D
G
1
3
73
91
85
82
48
76
70
69
-
53
42
S
D
G
1
4
74
88
91
74
61
94
73
75
76
-
44
S
D
G
1
5
77
88
97
85
65
98
73
74
87
85
-
T
ab
le
2
.
R
atio
m
atr
ix
(
P)
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
S
D
G
1
–
0
.
7
2
9
0
.
6
3
6
0
.
5
4
3
0
.
4
0
3
0
.
6
5
9
0
.
4
4
2
0
.
4
3
4
0
.
4
3
4
0
.
4
2
6
0
.
4
0
3
S
D
G
2
0
.
2
7
1
–
0
.
4
5
7
0
.
4
3
4
0
.
2
6
4
0
.
5
1
9
0
.
3
1
8
0
.
3
7
2
0
.
2
9
5
0
.
3
1
8
0
.
3
1
8
S
D
G
3
0
.
3
6
4
0
.
5
4
3
–
0
.
3
6
4
0
.
2
0
9
0
.
4
5
0
0
.
3
1
8
0
.
2
7
1
0
.
3
4
1
0
.
2
9
5
0
.
2
4
8
S
D
G
4
0
.
4
5
0
0
.
5
6
6
0
.
6
3
6
–
0
.
3
5
7
0
.
5
3
5
0
.
4
1
1
0
.
3
1
0
0
.
3
6
4
0
.
4
2
6
0
.
3
4
1
S
D
G
5
0
.
5
8
9
0
.
7
3
6
0
.
7
9
1
0
.
6
4
3
–
0
.
7
4
4
0
.
7
0
5
0
.
5
9
7
0
.
6
2
8
0
.
5
2
7
0
.
4
9
6
S
D
G
6
0
.
3
3
3
0
.
4
8
1
0
.
5
5
0
0
.
4
6
5
0
.
2
5
6
–
0
.
4
4
2
0
.
3
4
1
0
.
4
1
1
0
.
2
7
1
0
.
2
4
0
S
D
G
7
0
.
5
5
8
0
.
6
8
2
0
.
6
8
2
0
.
5
8
9
0
.
2
9
5
0
.
5
5
8
–
0
.
4
1
9
0
.
4
5
7
0
.
4
3
4
0
.
4
3
4
S
D
G
1
2
0
.
5
6
6
0
.
6
2
8
0
.
7
2
9
0
.
6
9
0
0
.
4
0
3
0
.
6
5
9
0
.
5
8
1
–
0
.
4
6
5
0
.
4
1
9
0
.
4
2
6
S
D
G
1
3
0
.
5
6
6
0
.
7
0
5
0
.
6
5
9
0
.
6
3
6
0
.
3
7
2
0
.
5
8
9
0
.
5
4
3
0
.
5
3
5
–
0
.
4
1
1
0
.
3
2
6
S
D
G
1
4
0
.
5
7
4
0
.
6
8
2
0
.
7
0
5
0
.
5
7
4
0
.
4
7
3
0
.
7
2
9
0
.
5
6
6
0
.
5
8
1
0
.
5
8
9
–
0
.
3
4
1
S
D
G
1
5
0
.
5
9
7
0
.
6
8
2
0
.
7
5
2
0
.
6
5
9
0
.
5
0
4
0
.
7
6
0
0
.
5
6
6
0
.
5
7
4
0
.
6
7
4
0
.
6
5
9
–
I
n
th
e
P
m
atr
ix
o
f
T
ab
le
2
,
i
n
th
e
f
ir
s
t
lin
e
o
f
s
ec
o
n
d
c
o
lu
m
n
,
v
alu
e
o
f
0
.
7
2
9
s
h
o
ws
th
e
r
e
s
u
lt
o
f
th
e
d
iv
is
io
n
o
f
9
4
,
wh
ich
is
in
th
e
s
ec
o
n
d
co
lu
m
n
o
f
t
h
e
f
i
r
s
t
r
o
w
o
f
F
m
atr
ix
,
in
to
t
h
e
to
tal
n
u
m
b
er
o
f
p
ar
ticip
an
ts
(
n
=
1
2
9
)
.
Similar
ly
,
f
ir
s
t
co
l
u
m
n
o
f
t
h
e
s
ec
o
n
d
r
o
w,
0
.
2
7
1
s
h
o
ws
th
e
r
esu
lt
o
f
th
e
d
iv
is
io
n
o
f
3
5
,
wh
ich
is
in
th
e
s
ec
o
n
d
r
o
w
o
f
th
e
f
ir
s
t
co
l
u
m
n
o
f
F
m
atr
ix
,
in
to
t
h
e
to
tal
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
(
n
=1
2
9
)
.
Sin
ce
th
ese
ce
ll
v
alu
es
ar
e
s
y
m
m
etr
ical
to
ea
c
h
o
t
h
er
alo
n
g
th
e
m
ain
d
iag
o
n
al,
s
u
m
o
f
th
e
0
.
7
2
9
a
n
d
0
.
2
7
1
is
eq
u
al
to
1
.
I
n
th
is
way
,
it
was
o
b
s
er
v
ed
th
at
th
e
s
u
m
o
f
all
th
e
s
y
m
m
etr
ical
v
alu
es
o
n
th
e
m
ain
d
iag
o
n
al
is
eq
u
al
to
1
.
T
h
e
Z
m
atr
ix
,
wh
ic
h
was o
b
tain
ed
f
r
o
m
t
h
e
P m
at
r
ix
,
was p
r
esen
ted
in
T
ab
le
3
.
Z
v
alu
es
wer
e
ca
lcu
lated
d
e
p
en
d
in
g
o
n
th
e
v
alu
es
in
th
e
P
m
atr
ix
o
f
T
a
b
le
3
.
T
h
e
Z
m
atr
ix
was
o
b
tain
ed
b
y
tak
in
g
th
e
in
v
er
s
e
o
f
th
e
s
tan
d
ar
d
n
o
r
m
al
cu
m
u
lativ
e
d
is
tr
ib
u
tio
n
o
f
th
e
P
m
atr
ix
.
I
n
th
is
ty
p
e
o
f
d
is
tr
ib
u
tio
n
,
th
e
m
ea
n
is
0
an
d
th
e
s
tan
d
ar
d
d
ev
iatio
n
is
1
.
T
h
e
s
u
m
o
f
th
e
v
alu
es o
f
ce
lls
th
at
ar
e
s
y
m
m
etr
ical
to
ea
ch
o
t
h
er
o
n
th
e
m
ain
d
iag
o
n
al
is
eq
u
al
to
0
.
Fo
r
e
x
am
p
le,
th
e
v
al
u
e
-
0
.
6
0
9
in
t
h
e
s
e
co
n
d
r
o
w
o
f
th
e
f
ir
s
t
co
lu
m
n
an
d
th
e
v
alu
e
0
.
6
0
9
in
th
e
f
ir
s
t r
o
w
o
f
th
e
s
ec
o
n
d
co
lu
m
n
ar
e
s
y
m
m
etr
ical
to
ea
ch
o
th
er
an
d
th
eir
s
u
m
is
eq
u
al
to
ze
r
o
.
I
t
was
o
b
s
er
v
ed
th
at
th
e
s
u
m
o
f
all
v
alu
e
s
th
at
ar
e
s
y
m
m
etr
ical
to
ea
c
h
o
th
er
o
n
t
h
e
m
ain
d
iag
o
n
al
in
th
e
Z
m
atr
ix
is
eq
u
al
to
0
.
Af
ter
th
at,
d
is
cr
im
in
a
tio
n
v
ar
ian
ce
s
wer
e
ca
lcu
lated
f
r
o
m
th
e
v
alu
es
o
f
Z
m
atr
ix
,
an
d
ea
ch
s
tep
was d
i
s
p
lay
ed
in
T
ab
le
4
.
Acc
o
r
d
in
g
to
T
a
b
le
4
,
th
e
d
is
cr
im
in
atio
n
v
ar
ian
ce
s
(
σ
j²)
wer
e
ca
lcu
lated
f
r
o
m
th
e
Z
m
atr
ix
u
s
in
g
th
e
s
u
m
o
f
co
lu
m
n
s
(
∑Zj
)
an
d
s
u
m
o
f
s
q
u
ar
es
o
f
c
o
lu
m
n
s
(
∑Z
j²)
.
T
h
e
v
ar
ian
ce
s
o
f
SDGs
w
er
e
esti
m
ated
u
s
in
g
th
e
u
s
u
al
v
ar
ian
ce
ca
lc
u
latio
n
m
eth
o
d
u
n
d
er
T
h
u
r
s
to
n
e’
s
s
ca
lin
g
m
o
d
el.
Af
ter
war
d
,
t
h
e
s
ca
lin
g
co
n
s
tan
t
(
K.
C
=1
.
7
2
1
)
was
d
eter
m
in
e
d
.
B
y
u
s
in
g
t
h
is
co
n
s
tan
t,
t
h
e
d
is
cr
im
in
atio
n
p
ar
am
ete
r
s
wer
e
ca
lcu
lated
f
o
r
all
SDGs
,
an
d
th
eir
s
q
u
ar
es
wer
e
tak
en
as
v
ar
ian
ce
esti
m
ates.
T
ab
le
5
s
h
o
ws
th
e
to
tal
v
a
r
ian
ce
m
atr
ix
th
at
was
ca
lcu
lated
f
o
r
s
ca
lin
g
p
u
r
p
o
s
e
s
.
T
ab
le
3
.
Un
it
s
tan
d
ar
d
d
e
v
iatio
n
s
m
atr
ix
(
Z
)
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
S
D
G
1
0
.
0
0
0
0
.
6
0
9
0
.
3
4
7
0
.
1
0
7
-
0
.
2
4
5
0
.
4
1
0
-
0
.
1
4
6
-
0
.
1
6
6
-
0
.
1
6
6
-
0
.
1
8
6
-
0
.
2
4
5
S
D
G
2
-
0
.
6
0
9
0
.
0
0
0
-
0
.
1
0
7
-
0
.
1
6
6
-
0
.
6
3
2
0
.
0
4
9
-
0
.
4
7
4
-
0
.
3
2
6
-
0
.
5
4
0
-
0
.
4
7
4
-
0
.
4
7
4
S
D
G
3
-
0
.
3
4
7
0
.
1
0
7
0
.
0
0
0
-
0
.
3
4
7
-
0
.
8
0
9
-
0
.
1
2
7
-
0
.
4
7
4
-
0
.
6
0
9
-
0
.
4
1
0
-
0
.
5
4
0
-
0
.
6
8
1
S
D
G
4
-
0
.
1
2
7
0
.
1
6
6
0
.
3
4
7
0
.
0
0
0
-
0
.
3
6
8
0
.
0
8
8
-
0
.
2
2
5
-
0
.
4
9
6
-
0
.
3
4
7
-
0
.
1
8
6
-
0
.
4
1
0
S
D
G
5
0
.
2
2
5
0
.
6
3
2
0
.
8
0
9
0
.
3
6
8
0
.
0
0
0
0
.
6
5
6
0
.
5
4
0
0
.
2
4
5
0
.
3
2
6
0
.
0
6
8
-
0
.
0
1
0
S
D
G
6
-
0
.
4
3
1
-
0
.
0
4
9
0
.
1
2
7
-
0
.
0
8
8
-
0
.
6
5
6
0
.
0
0
0
-
0
.
1
4
6
-
0
.
4
1
0
-
0
.
2
2
5
-
0
.
6
0
9
-
0
.
7
0
5
S
D
G
7
0
.
1
4
6
0
.
4
7
4
0
.
4
7
4
0
.
2
2
5
-
0
.
5
4
0
0
.
1
4
6
0
.
0
0
0
-
0
.
2
0
5
-
0
.
1
0
7
-
0
.
1
6
6
-
0
.
1
6
6
S
D
G
1
2
0
.
1
6
6
0
.
3
2
6
0
.
6
0
9
0
.
4
9
6
-
0
.
2
4
5
0
.
4
1
0
0
.
2
0
5
0
.
0
0
0
-
0
.
0
8
8
-
0
.
2
0
5
-
0
.
1
8
6
S
D
G
1
3
0
.
1
6
6
0
.
5
4
0
0
.
4
1
0
0
.
3
4
7
-
0
.
3
2
6
0
.
2
2
5
0
.
1
0
7
0
.
0
8
8
0
.
0
0
0
-
0
.
2
2
5
-
0
.
4
5
2
S
D
G
1
4
0
.
1
8
6
0
.
4
7
4
0
.
5
4
0
0
.
1
8
6
-
0
.
0
6
8
0
.
6
0
9
0
.
1
6
6
0
.
2
0
5
0
.
2
2
5
0
.
0
0
0
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0
.
4
1
0
S
D
G
1
5
0
.
2
4
5
0
.
4
7
4
0
.
6
8
1
0
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4
1
0
0
.
0
1
0
0
.
7
0
5
0
.
1
6
6
0
.
1
8
6
0
.
4
5
2
0
.
4
1
0
0
.
0
0
0
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
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
7
1
6
-
3725
3720
T
ab
le
4
.
Dis
cr
im
in
an
t v
a
r
ian
c
es
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
∑
Zj
-
0
.
3
7
9
3
.
7
5
3
4
.
2
3
5
1
.
5
3
7
-
3
.
8
8
1
3
.
1
7
1
-
0
.
2
8
1
-
1
.
4
8
8
-
0
.
8
7
9
-
2
.
1
1
3
-
3
.
7
3
7
∑
Zj
2
0
.
9
1
4
1
.
8
8
4
2
.
4
4
0
0
.
9
2
1
2
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4
3
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8
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∑
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2
1
0
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0
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9
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0
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9
2
6
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8
4
1
1
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1
3
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5
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0
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3
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2
0
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3
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(
∑
Zj
)
2
0
.
1
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3
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4
.
0
8
8
1
7
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9
3
5
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8
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2
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2
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2
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4
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3
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9
KVj
0
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9
9
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0
.
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0
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9
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9
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4
1
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0
6
6
0
.
9
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7
0
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6
3
5
1
/
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V
j
1
.
0
0
9
1
.
5
0
8
1
.
1
2
3
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2
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9
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9
3
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.
0
7
9
1
.
5
7
5
∑
1
/
K
V
j
1
2
.
7
8
0
7
6
1
8
4
K
.
C
1
.
7
2
1
3
3
7
1
3
8
K
.
C
=
2
*
K
/
∑
(
1
/
K
V
j
)
σ
j*
0
.
7
3
6
1
.
5
9
6
0
.
9
3
3
1
.
2
1
6
1
.
0
2
1
0
.
9
1
2
0
.
6
7
2
0
.
7
3
2
0
.
6
1
5
0
.
8
5
7
1
.
7
1
0
σ
j2
0
.
5
4
2
2
.
5
4
7
0
.
8
7
0
1
.
4
7
9
1
.
0
4
2
0
.
8
3
1
0
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4
5
2
0
.
5
3
6
0
.
3
7
9
0
.
7
3
5
2
.
9
2
5
*σ
j
=
(
K
C
/
K
V
j
)
-
1
T
ab
le
5
.
T
o
tal
v
ar
ian
ce
m
atr
ix
σ
j2
0
.
5
4
2
2
.
5
4
7
0
.
8
7
0
1
.
4
7
9
1
.
0
4
2
0
.
8
3
1
0
.
4
5
2
0
.
5
3
6
0
.
3
7
9
0
.
7
3
5
2
.
9
2
5
A
B
C
D
E
F
G
H
I
J
K
0
.
5
4
2
A
1
.
0
8
3
3
.
0
8
9
1
.
4
1
2
2
.
0
2
0
1
.
5
8
4
1
.
3
7
3
0
.
9
9
4
1
.
0
7
7
0
.
9
2
0
1
.
2
7
6
3
.
4
6
7
2
.
5
4
7
B
3
.
0
8
9
5
.
0
9
4
3
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4
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4
.
0
2
5
3
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5
8
9
3
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3
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8
2
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9
9
9
3
.
0
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2
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9
2
6
3
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8
1
5
.
4
7
2
0
.
8
7
0
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1
.
4
1
2
3
.
4
1
7
1
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7
4
0
2
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3
4
8
1
.
9
1
2
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.
7
0
1
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3
2
2
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4
0
5
1
.
2
4
9
1
.
6
0
4
3
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9
5
1
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7
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2
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4
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3
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2
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1
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9
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4
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7
7
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6
8
0
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1
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3
.
3
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7
0
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3
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.
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2
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2
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0
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9
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2
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9
1
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2
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0
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1
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0
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3
7
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9
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1
.
8
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1
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4
2
1
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.
2
1
0
0
.
8
3
1
0
.
9
1
4
0
.
7
5
8
1
.
1
1
3
3
.
3
0
4
0
.
7
3
5
J
1
.
2
7
6
3
.
2
8
1
1
.
6
0
4
2
.
2
1
3
1
.
7
7
7
1
.
5
6
5
1
.
1
8
7
1
.
2
7
0
1
.
1
1
3
1
.
4
6
9
3
.
6
6
0
2
.
9
2
5
K
3
.
4
6
7
5
.
4
7
2
3
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7
9
5
4
.
4
0
4
3
.
9
6
8
3
.
7
5
6
3
.
3
7
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3
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4
6
1
3
.
3
0
4
3
.
6
6
0
5
.
8
5
0
T
ab
le
5
r
ep
r
esen
ts
th
e
s
u
m
o
f
v
ar
ian
ce
s
m
atr
ix
.
T
h
is
tab
le
c
o
n
s
tr
u
cted
b
y
ca
lcu
latin
g
s
u
m
o
f
th
e
r
o
w
an
d
co
lu
m
n
s
u
m
s
o
f
th
e
d
is
cr
i
m
in
atio
n
v
ar
ian
ce
v
alu
es
(
σ
j2
)
.
Fo
r
ex
am
p
le,
to
o
b
tain
th
e
v
ar
ian
ce
in
th
e
f
ir
s
t
r
o
w
o
f
th
e
f
ir
s
t
co
lu
m
n
,
th
e
v
ar
ian
ce
o
f
A
a
n
d
th
e
v
a
r
ian
ce
o
f
A
ar
e
s
u
m
m
ed
t
o
g
et
a
s
u
m
o
f
v
ar
ian
ce
s
o
f
1
.
0
8
3
.
T
ab
le
6
p
r
esen
ts
th
e
s
q
u
ar
e
r
o
o
t o
f
t
o
tal
v
ar
ian
ce
m
atr
ix
.
T
h
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
to
tal
v
ar
ian
ce
m
atr
ix
r
esu
ltin
g
f
r
o
m
T
ab
le
5
is
s
h
o
wn
in
T
a
b
le
6
,
af
ter
t
h
e
ap
p
licatio
n
o
f
th
e
s
q
u
ar
e
r
o
o
t
t
r
an
s
f
o
r
m
atio
n
o
n
t
h
e
ca
lcu
late
d
to
tal
v
ar
ian
ce
s
.
T
h
e
s
q
u
ar
e
r
o
o
t
tr
a
n
s
f
o
r
m
atio
n
was
es
s
en
tial
to
m
ak
e
th
e
v
ar
ian
ce
p
atter
n
co
n
s
is
ten
t
an
d
to
r
ea
d
y
th
e
d
ata
f
o
r
f
u
r
th
e
r
s
ca
lin
g
p
r
o
ce
d
u
r
es
with
in
T
h
u
r
s
to
n
e
’
s
m
o
d
el.
Fro
m
th
e
in
f
o
r
m
atio
n
,
th
e
S m
atr
i
x
is
p
r
esen
ted
in
T
a
b
le
7
.
T
ab
le
6
.
Sq
u
a
r
e
r
o
o
t
o
f
to
tal
v
ar
ian
ce
m
atr
ix
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
S
D
G
1
1
.
0
4
1
1
.
7
5
7
1
.
1
8
8
1
.
4
2
1
1
.
2
5
9
1
.
1
7
2
0
.
9
9
7
1
.
0
3
8
0
.
9
5
9
1
.
1
3
0
1
.
8
6
2
S
D
G
2
1
.
7
5
7
2
.
2
5
7
1
.
8
4
8
2
.
0
0
6
1
.
8
9
5
1
.
8
3
8
1
.
7
3
2
1
.
7
5
6
1
.
7
1
0
1
.
8
1
1
2
.
3
3
9
S
D
G
3
1
.
1
8
8
1
.
8
4
8
1
.
3
1
9
1
.
5
3
2
1
.
3
8
3
1
.
3
0
4
1
.
1
5
0
1
.
1
8
6
1
.
1
1
7
1
.
2
6
7
1
.
9
4
8
S
D
G
4
1
.
4
2
1
2
.
0
0
6
1
.
5
3
2
1
.
7
2
0
1
.
5
8
8
1
.
5
2
0
1
.
3
8
9
1
.
4
1
9
1
.
3
6
3
1
.
4
8
8
2
.
0
9
9
S
D
G
5
1
.
2
5
9
1
.
8
9
5
1
.
3
8
3
1
.
5
8
8
1
.
4
4
4
1
.
3
6
9
1
.
2
2
2
1
.
2
5
6
1
.
1
9
2
1
.
3
3
3
1
.
9
9
2
S
D
G
6
1
.
1
7
2
1
.
8
3
8
1
.
3
0
4
1
.
5
2
0
1
.
3
6
9
1
.
2
8
9
1
.
1
3
3
1
.
1
6
9
1
.
1
0
0
1
.
2
5
1
1
.
9
3
8
S
D
G
7
0
.
9
9
7
1
.
7
3
2
1
.
1
5
0
1
.
3
8
9
1
.
2
2
2
1
.
1
3
3
0
.
9
5
1
0
.
9
9
4
0
.
9
1
1
1
.
0
8
9
1
.
8
3
8
S
D
G
1
2
1
.
0
3
8
1
.
7
5
6
1
.
1
8
6
1
.
4
1
9
1
.
2
5
6
1
.
1
6
9
0
.
9
9
4
1
.
0
3
5
0
.
9
5
6
1
.
1
2
7
1
.
8
6
0
S
D
G
1
3
0
.
9
5
9
1
.
7
1
0
1
.
1
1
7
1
.
3
6
3
1
.
1
9
2
1
.
1
0
0
0
.
9
1
1
0
.
9
5
6
0
.
8
7
0
1
.
0
5
5
1
.
8
1
8
S
D
G
1
4
1
.
1
3
0
1
.
8
1
1
1
.
2
6
7
1
.
4
8
8
1
.
3
3
3
1
.
2
5
1
1
.
0
8
9
1
.
1
2
7
1
.
0
5
5
1
.
2
1
2
1
.
9
1
3
S
D
G
1
5
1
.
8
6
2
2
.
3
3
9
1
.
9
4
8
2
.
0
9
9
1
.
9
9
2
1
.
9
3
8
1
.
8
3
8
1
.
8
6
0
1
.
8
1
8
1
.
9
1
3
2
.
4
1
9
T
ab
le
7
.
S
m
atr
ix
(Z
m
atr
i
x
*
s
q
u
ar
e
r
o
o
t
o
f
to
tal
v
ar
ian
ce
m
atr
ix
)
S
t
i
m
u
l
a
n
t
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
S
D
G
1
0
.
0
0
0
1
.
0
7
0
0
.
4
1
2
0
.
1
5
2
-
0
.
3
0
9
0
.
4
8
0
-
0
.
1
4
6
-
0
.
1
7
2
-
0
.
1
5
9
-
0
.
2
1
0
-
0
.
4
5
7
S
D
G
2
-
1
.
0
7
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0
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
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es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ca
lin
g
o
f su
s
ta
in
a
b
le
d
ev
el
o
p
men
t g
o
a
ls
in
s
cien
ce
ed
u
ca
tio
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u
s
in
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Th
u
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s
to
n
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s
…
(
A
h
met
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lka
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ü
a
k
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3721
T
h
e
r
esu
lts
o
f
th
e
S
m
atr
ix
h
av
e
b
ee
n
s
h
o
wn
in
T
ab
le
7
,
wh
er
e
ea
ch
co
r
r
esp
o
n
d
in
g
elem
en
t
o
f
th
e
Z
m
atr
ix
in
T
ab
le
3
,
is
m
u
ltip
lied
b
y
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
to
tal
v
ar
ian
ce
m
atr
ix
as
s
h
o
wn
in
T
ab
le
6
.
T
h
is
p
r
o
ce
s
s
in
co
r
p
o
r
ates
s
tan
d
ar
d
ized
r
e
s
u
lts
alo
n
g
with
v
ar
ia
n
ce
m
o
d
if
icatio
n
s
to
f
u
r
th
e
r
d
ev
elo
p
th
e
c
o
m
p
ar
ativ
e
j
u
d
g
m
en
t
s
y
s
tem
u
n
d
er
th
e
T
h
u
r
s
t
o
n
e
s
ca
le
m
eth
o
d
.
T
h
e
s
ca
le
v
alu
es
f
o
r
ea
ch
SDG
ar
e
s
h
o
wn
in
T
a
b
le
8
,
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
S m
atr
ix
(
T
ab
le
7
)
.
T
ab
le
8
.
Scale
v
alu
es
S
D
G
1
S
D
G
2
S
D
G
3
S
D
G
4
S
D
G
5
S
D
G
6
S
D
G
7
S
D
G
1
2
S
D
G
1
3
S
D
G
1
4
S
D
G
1
5
Sj
-
0
.
0
6
7
0
.
6
3
6
0
.
5
2
4
0
.
2
1
5
-
0
.
5
0
3
0
.
4
0
5
-
0
.
0
4
9
-
0
.
1
7
1
-
0
.
0
9
0
-
0
.
2
3
3
-
0
.
6
7
2
Sc
0
.
6
0
5
1
.
3
0
8
1
.
1
9
6
0
.
8
8
7
0
.
1
6
9
1
.
0
7
7
0
.
6
2
3
0
.
5
0
1
0
.
5
8
2
0
.
4
3
9
0
.
0
0
0
T
o
co
n
s
tr
u
ct
T
ab
le
8
,
f
ir
s
tly
,
ea
ch
co
lu
m
n
was
s
u
m
m
ed
in
T
ab
le
7
.
T
h
en
,
th
e
c
o
lu
m
n
to
tal
s
o
b
tain
ed
f
r
o
m
th
e
S
m
atr
ix
wer
e
d
iv
id
ed
b
y
th
e
n
u
m
b
er
o
f
s
tim
u
li
(
K=
1
1
)
.
I
n
th
is
way
,
th
e
r
aw
s
ca
le
v
alu
es
wer
e
o
b
tain
ed
(
Sj).
Af
ter
th
at,
to
s
h
if
t
th
e
s
tar
tin
g
p
o
in
t
o
f
th
ese
v
alu
es
to
th
e
“z
e
r
o
”,
t
h
e
ab
s
o
lu
te
v
alu
e
(
+
0
.
6
3
6
)
o
f
th
e
s
m
allest
v
alu
e
(
-
0
.
6
7
2
)
was
ad
d
ed
to
all
v
alu
es.
T
h
u
s
,
f
in
ally
,
Sc
v
alu
es
wer
e
o
b
tain
ed
.
Fig
u
r
e
1
s
h
o
ws
th
e
s
ca
le
v
alu
es o
f
th
e
SDGs
in
s
cien
ce
ed
u
ca
tio
n
,
d
ep
e
n
d
in
g
o
n
th
eir
im
p
o
r
tan
ce
lev
el
o
n
th
e
m
etr
ic.
3
rd
s
tate
eq
u
atio
n
Fig
u
r
e
1
.
Scale
v
alu
es
o
n
th
e
m
etr
ic
Acc
o
r
d
in
g
to
Fig
u
r
e
1
,
th
e
SDGs
in
en
v
ir
o
n
m
en
tal
ed
u
ca
t
io
n
h
av
e
b
ee
n
lis
ted
o
n
a
n
u
m
b
er
lin
e
b
ased
o
n
th
eir
T
h
u
r
s
to
n
e
s
ca
l
e
v
alu
es
f
r
o
m
th
e
least
im
p
o
r
t
an
t
to
th
e
m
o
s
t
im
p
o
r
tan
t.
I
n
t
h
is
r
eg
ar
d
,
SDG
1
5
(
L
if
e
o
n
L
a
n
d
)
h
as
b
ee
n
d
ete
r
m
in
ed
as
th
e
least
im
p
o
r
ta
n
t
g
o
al
s
in
ce
it
is
ass
o
ciate
d
with
th
e
lo
west
s
ca
le
v
alu
e,
0
.
0
0
0
,
b
ein
g
p
lace
d
f
ir
s
t
o
n
th
e
n
u
m
b
e
r
lin
e.
T
h
e
SDG
5
(
g
en
d
er
e
q
u
ality
)
with
a
s
ca
le
v
alu
e
o
f
0
.
1
6
9
r
an
k
s
s
ec
o
n
d
,
wh
e
r
ea
s
th
e
SDG
1
4
(
life
b
elo
w
wate
r
)
with
a
s
ca
le
v
alu
e
o
f
0
.
4
3
9
is
p
lace
d
th
ir
d
.
T
h
e
SDG
1
2
(
r
esp
o
n
s
ib
le
co
n
s
u
m
p
tio
n
an
d
p
r
o
d
u
ctio
n
)
r
an
k
s
f
o
u
r
th
(
0
.
5
0
1
)
,
SDG
1
3
(
clim
ate
ac
tio
n
)
r
an
k
s
f
if
th
(
0
.
5
8
2
)
,
SDG
1
(
n
o
p
o
v
er
ty
)
r
a
n
k
s
s
ix
th
(
0
.
6
0
5
)
,
an
d
SDG
7
(
af
f
o
r
d
ab
le
an
d
clea
n
en
er
g
y
)
r
an
k
s
s
ev
en
th
(
0
.
6
2
3
)
.
As
ca
n
b
e
s
ee
n
,
th
ese
SDGs
ar
e
r
elativ
ely
clo
s
e
to
ea
ch
o
th
e
r
o
n
th
e
s
ca
le
wh
ich
s
h
o
ws
th
a
t
th
ey
h
av
e
s
im
ilar
lev
els
o
f
im
p
o
r
tan
ce
.
SDG
4
(
q
u
ality
ed
u
ca
tio
n
)
r
a
n
k
s
eig
h
th
(
0
.
8
8
7
)
,
wh
er
ea
s
SDG
6
(
clea
n
wate
r
an
d
s
an
itatio
n
)
r
an
k
s
n
in
th
(
1
.
0
7
7
)
.
SDG
3
(
g
o
o
d
h
ea
lth
a
n
d
wel
l
-
b
ein
g
)
r
a
n
k
s
ten
th
with
a
s
ca
le
v
alu
e
o
f
1
.
1
9
6
,
wh
er
ea
s
SDG
2
(
ze
r
o
h
u
n
g
er
)
r
an
k
s
elev
en
th
a
n
d
is
th
e
m
o
s
t
im
p
o
r
tan
t
SDG
with
th
e
h
ig
h
est
s
ca
le
v
alu
e
o
f
1
.
3
0
8
.
Ov
er
all,
th
e
r
esu
lts
in
d
icate
th
at
SDG
1
5
was
p
er
ce
iv
ed
as
th
e
least
im
p
o
r
tan
t,
w
h
er
ea
s
SDG
2
was
p
er
ce
iv
ed
as
th
e
m
o
s
t
im
p
o
r
ta
n
t
am
o
n
g
th
e
SDGs
in
clu
d
ed
i
n
th
e
s
ca
lin
g
p
r
o
ce
d
u
r
e.
T
h
e
r
an
k
ed
s
ca
le
v
alu
es
ar
e
p
r
esen
ted
in
T
ab
le
9
,
f
r
o
m
th
e
least im
p
o
r
tan
t
to
t
h
e
m
o
s
t im
p
o
r
tan
t SDG.
T
ab
le
9
.
R
an
k
in
g
o
f
s
ca
le
v
alu
es
C
o
d
e
s
S
t
i
m
u
l
a
n
t
Sc
K
S
D
G
1
5
:
l
i
f
e
o
n
l
a
n
d
0
.
0
0
0
E
S
D
G
5
:
g
e
n
d
e
r
e
q
u
a
l
i
t
y
0
.
1
6
9
J
S
D
G
1
4
:
l
i
f
e
b
e
l
o
w
w
a
t
e
r
0
.
4
3
9
H
S
D
G
1
2
:
r
e
s
p
o
n
s
i
b
l
e
c
o
n
su
m
p
t
i
o
n
a
n
d
p
r
o
d
u
c
t
i
o
n
0
.
5
0
1
I
S
D
G
1
3
:
c
l
i
mat
e
a
c
t
i
o
n
0
.
5
8
2
A
S
D
G
1
:
n
o
p
o
v
e
r
t
y
0
.
6
0
5
G
S
D
G
7
:
a
f
f
o
r
d
a
b
l
e
a
n
d
c
l
e
a
n
e
n
e
r
g
y
0
.
6
2
3
D
S
D
G
4
:
q
u
a
l
i
t
y
e
d
u
c
a
t
i
o
n
0
.
8
8
7
F
S
D
G
6
:
c
l
e
a
n
w
a
t
e
r
a
n
d
sa
n
i
t
a
t
i
o
n
1
.
0
7
7
C
S
D
G
3
:
g
o
o
d
h
e
a
l
t
h
a
n
d
w
e
l
l
-
b
e
i
n
g
1
.
1
9
6
B
S
D
G
2
:
z
e
r
o
h
u
n
g
e
r
1
.
3
0
8
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
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
7
1
6
-
3725
3722
As
a
r
esu
lt
o
f
th
e
s
ca
lin
g
p
r
o
ce
d
u
r
e,
a
h
ier
ar
c
h
ical
s
tr
u
ctu
r
e
o
f
s
elec
ted
SDGs
w
as
clea
r
ly
d
is
tin
g
u
is
h
ed
.
Ov
er
all,
SDG
3
,
SDG
6
,
an
d
SDG
2
wer
e
f
o
u
n
d
to
b
e
th
e
m
o
s
t
s
ig
n
if
ican
t
SDGs
b
y
f
u
tu
r
e
teac
h
er
s
.
I
n
tu
r
n
,
SDG
1
5
,
SDG
1
4
,
an
d
SDG
5
wer
e
d
ef
in
ed
as
th
e
least
r
elev
an
t
SDG
s
.
Oth
er
SDG
s
wer
e
lo
ca
ted
in
an
in
ter
m
ed
iate
p
o
s
itio
n
with
in
a
h
ier
ar
ch
y
with
o
u
t
ev
id
en
t
s
ep
ar
atio
n
f
r
o
m
o
n
e
an
o
th
er
.
As
th
e
an
aly
s
is
was
p
er
f
o
r
m
ed
ac
c
o
r
d
in
g
to
T
h
u
r
s
to
n
e’
s
L
aw
o
f
C
o
m
p
ar
ativ
e
J
u
d
g
m
e
n
t
(
ca
s
e
I
I
I
)
,
p
air
wis
e
co
m
p
ar
is
o
n
v
alu
es
wer
e
f
ir
s
tly
co
llected
in
a
f
r
e
q
u
en
c
y
m
a
tr
ix
,
n
ex
t
co
n
v
er
ted
i
n
to
p
r
o
p
o
r
tio
n
s
an
d
f
u
r
th
er
s
tan
d
ar
d
ized
in
o
r
d
er
t
o
ac
q
u
ir
e
s
ca
les
v
alu
es.
I
n
th
e
e
n
d
,
th
e
r
elativ
e
s
ig
n
if
ica
n
ce
s
co
r
e
o
f
ea
c
h
g
o
al
was
esti
m
ated
in
r
elatio
n
to
a
co
m
m
o
n
s
ca
le.
C
o
n
s
eq
u
e
n
tly
,
t
h
e
k
ey
co
n
clu
s
io
n
th
at
ca
n
b
e
m
ad
e
b
ased
o
n
th
e
s
tu
d
y
f
in
d
in
g
s
is
th
at
th
e
h
ier
ar
ch
y
o
f
p
r
io
r
ities
in
SDGs
i
s
c
o
n
s
is
ten
t
am
o
n
g
f
u
t
u
r
e
teac
h
e
r
s
an
d
s
h
o
ws
th
eir
p
r
ef
er
en
ce
s
f
o
r
b
asic w
elf
ar
e
SDGs
(
h
ea
lth
,
wate
r
,
an
d
h
u
n
g
er
)
ab
o
v
e
o
th
er
s
.
4.
DIS
CU
SS
I
O
N
T
h
e
r
esear
ch
u
s
ed
T
h
u
r
s
to
n
e
’
s
p
air
wis
e
co
m
p
ar
is
o
n
tech
n
iq
u
e
to
in
v
esti
g
ate
th
e
co
g
n
itiv
e
o
r
d
er
i
n
g
s
o
f
th
e
SDGs
am
o
n
g
p
r
o
s
p
ec
ti
v
e
s
cien
ce
teac
h
er
s
.
I
t
tu
r
n
s
o
u
t
th
at
th
e
SDGs
ar
e
n
o
t
eq
u
ally
v
alu
ed
;
r
ath
er
,
th
ey
h
av
e
cr
ea
ted
a
h
ier
ar
c
h
y
.
I
n
g
en
er
al,
t
h
e
SDGs
ass
o
ci
ated
with
h
u
m
a
n
n
ee
d
s
,
lik
e
h
ea
lth
,
wate
r
,
an
d
h
u
n
g
e
r
,
r
ec
eiv
e
d
m
o
r
e
weig
h
t
co
m
p
ar
e
d
to
en
v
ir
o
n
m
en
tal
a
n
d
s
o
cial/st
r
u
ctu
r
al
SDGs
[
2
5
]
.
T
h
is
s
h
o
ws
th
at
th
e
p
ar
ticip
an
ts
co
n
ce
p
tu
alize
s
u
s
tain
ab
ilit
y
n
o
t
as
an
in
ter
co
n
n
ec
ted
s
et
o
f
eq
u
al
o
b
ject
iv
es
b
u
t
r
ath
er
in
ter
m
s
o
f
a
h
ier
ar
ch
ically
s
tr
u
ctu
r
ed
s
et.
Un
lik
e
o
th
er
r
elate
d
wo
r
k
s
th
at
h
av
e
b
ee
n
p
u
b
lis
h
ed
b
ef
o
r
e,
th
ese
r
esu
lts
ar
e
m
o
s
tly
in
lin
e
with
ex
is
tin
g
r
esear
ch
in
d
icatin
g
t
h
at
p
r
eser
v
ice
teac
h
er
s
p
r
ef
er
to
ad
d
r
ess
p
r
ac
tical
s
u
s
tain
ab
ilit
y
p
r
o
b
lem
s
as
o
p
p
o
s
ed
to
ab
s
tr
ac
t
an
d
s
y
s
tem
ic
o
n
es.
As
was
estab
lis
h
ed
ea
r
lier
,
to
p
ics
s
u
ch
as
clim
ate
ch
an
g
e,
th
e
d
is
ap
p
ea
r
an
ce
o
f
b
io
l
o
g
ical
d
iv
er
s
ity
,
o
r
ec
o
lo
g
y
as
a
wh
o
le
wer
e
s
e
en
as
co
m
p
lex
a
n
d
f
ar
-
r
ea
ch
i
n
g
s
u
b
jects.
Me
a
n
wh
ile,
h
ea
lth
an
d
r
eso
u
r
ce
-
o
r
ien
ted
is
s
u
es
wer
e
d
ee
m
e
d
m
o
r
e
co
n
cr
ete
a
n
d
u
n
d
er
s
tan
d
a
b
le
f
r
o
m
th
e
s
tan
d
p
o
in
t o
f
ed
u
ca
tio
n
[
2
6
]
,
[
2
7
]
.
Nev
er
th
eless
,
in
c
o
n
tr
ast
to
p
r
io
r
r
esear
ch
,
th
e
cu
r
r
en
t
s
tu
d
y
o
f
f
e
r
s
a
h
ier
ar
ch
ically
s
tr
u
ctu
r
ed
an
aly
s
is
o
f
s
ev
er
al
SDGs
r
ath
er
th
an
s
u
s
tain
ab
ilit
y
is
s
u
es in
is
o
latio
n
.
I
t c
an
b
e
ar
g
u
ed
th
at
th
e
h
ig
h
er
o
r
d
er
o
f
SDGs
2
(
ze
r
o
h
u
n
g
e
r
)
,
SDGs
3
(
g
o
o
d
h
ea
lth
a
n
d
well
-
b
ei
n
g
)
,
an
d
SDGs
6
(
clea
n
wate
r
an
d
s
an
itatio
n
)
ca
n
b
e
attr
ib
u
ted
to
th
e
h
ig
h
im
p
o
r
ta
n
ce
o
f
h
u
m
an
b
i
o
lo
g
y
an
d
life
s
u
p
p
o
r
t
s
y
s
tem
s
in
s
cien
ce
e
d
u
ca
tio
n
.
Sti
ll,
s
u
ch
an
ass
u
m
p
tio
n
n
ee
d
s
to
b
e
m
ad
e
with
ca
u
tio
n
,
as
th
e
o
b
s
er
v
ed
o
r
d
er
m
ay
b
e
d
u
e
to
th
e
f
a
ct
th
at
p
ar
ticip
an
ts
h
ad
m
o
r
e
ex
p
er
ien
ce
with
th
ese
SDGs
d
u
r
in
g
th
eir
cu
r
r
icu
la
[
2
8
]
,
[
2
9
]
.
Hen
ce
,
th
e
f
in
d
in
g
s
ca
n
n
o
t
b
e
co
n
s
id
er
ed
as
ev
id
e
n
ce
o
f
co
g
n
itiv
e
s
ch
em
es,
b
u
t
r
ath
er
as
p
er
ce
p
tio
n
s
af
f
ec
ted
b
y
th
e
s
p
ec
if
ic
f
r
am
ewo
r
k
o
f
s
cien
ce
ed
u
ca
tio
n
.
I
n
tu
r
n
,
SDGs
1
4
(
life
b
elo
w
wate
r
)
,
SDGs
1
5
(
life
on
lan
d
)
,
a
n
d
SDGs
5
(
g
en
d
er
eq
u
ality
)
wer
e
f
o
u
n
d
to
h
av
e
lo
wer
p
o
s
itio
n
s
.
T
h
ese
f
in
d
i
n
g
s
r
eso
n
a
te
with
p
r
e
v
io
u
s
r
esear
ch
o
n
th
e
f
ac
t
t
h
at
s
o
cio
-
ec
o
lo
g
ical
an
d
eq
u
ity
asp
ec
ts
o
f
s
u
s
tain
ab
le
d
e
v
elo
p
m
e
n
t
ar
e
n
o
t
alwa
y
s
v
iewe
d
as
to
p
ics
d
ir
ec
tly
r
elate
d
to
th
e
s
cien
ce
s
u
b
ject
m
atter
b
y
p
r
o
s
p
ec
tiv
e
teac
h
er
s
[
3
0
]
,
[
3
1
]
.
T
h
is
s
h
o
u
ld
n
o
t
b
e
tak
en
a
s
ev
id
en
ce
o
f
th
eir
lo
w
p
r
io
r
ity
,
b
u
t
o
n
l
y
in
d
icate
th
at
th
ese
g
o
als
ar
e
h
ar
d
er
to
co
n
n
ec
t
to
s
cien
ce
ed
u
ca
tio
n
th
an
th
o
s
e
f
o
c
u
s
ed
o
n
b
io
l
o
g
ical
o
r
r
eso
u
r
ce
-
r
elate
d
to
p
ics [
3
2
]
,
[
3
3
]
.
I
n
lig
h
t
o
f
p
e
d
ag
o
g
y
,
t
h
ese
o
b
s
er
v
atio
n
s
r
ev
ea
l
a
p
o
s
s
ib
le
d
is
b
alan
ce
in
th
e
way
th
at
s
u
s
tain
ab
ilit
y
is
th
eo
r
etica
lly
f
r
a
m
ed
i
n
teac
h
e
r
s
'
m
en
tal
m
o
d
els.
I
n
o
th
er
w
o
r
d
s
,
SDGs
d
o
n
o
t
c
o
n
s
titu
te
a
co
h
esiv
e
b
o
d
y
o
f
k
n
o
wled
g
e
b
y
th
em
s
elv
es;
in
s
tead
,
th
ey
r
ep
r
esen
t
s
elec
tiv
e
p
r
io
r
ities
o
f
ce
r
tain
d
o
m
ai
n
s
.
T
h
ese
f
in
d
in
g
s
h
a
v
e
p
r
ac
tical
s
ig
n
if
ican
ce
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
s
cien
ce
c
u
r
r
i
cu
la
s
in
ce
th
ey
r
e
q
u
ir
e
th
e
a
d
o
p
tio
n
o
f
s
p
ec
if
ic
lear
n
in
g
f
o
r
m
ats
wh
ich
w
o
u
ld
f
o
cu
s
o
n
SDG
in
ter
d
ep
en
d
e
n
ce
r
ath
e
r
th
an
is
o
lated
asp
ec
ts
o
f
s
u
s
tain
ab
ilit
y
[
3
4
]
.
Fro
m
an
in
s
tr
u
ctio
n
al
s
tan
d
p
o
in
t,
s
cien
ce
ed
u
ca
to
r
s
m
ay
b
e
n
ef
it
f
r
o
m
th
e
ass
is
tan
ce
in
d
r
awin
g
lin
k
s
b
etwe
en
h
u
m
a
n
-
ce
n
tr
ic
asp
ec
ts
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
an
d
lar
g
er
ec
o
l
o
g
ical
an
d
s
o
cio
lo
g
ical
s
y
s
tem
s
.
T
h
u
s
,
co
m
b
in
i
n
g
h
ea
lth
a
n
d
wate
r
-
r
elate
d
tar
g
ets
with
b
io
d
iv
er
s
ity
,
clim
ate
r
eg
im
es
,
an
d
co
n
s
u
m
p
tio
n
p
atter
n
s
m
ay
p
r
o
v
e
f
r
u
itf
u
l
i
n
ter
m
s
o
f
b
u
ild
in
g
a
h
o
lis
tic
v
is
io
n
o
f
s
u
s
tain
ab
ilit
y
am
o
n
g
lear
n
er
s
[
3
5
]
.
Mo
r
eo
v
er
,
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
co
u
r
s
es
in
s
cien
ce
m
ay
b
e
en
h
a
n
ce
d
with
r
esp
ec
t
to
s
o
cio
-
s
cien
tific
asp
ec
ts
o
f
s
u
s
tain
ab
ilit
y
.
Po
li
cy
-
wis
e,
th
e
im
p
licatio
n
s
in
d
i
ca
te
th
at
m
er
el
y
in
c
o
r
p
o
r
atin
g
th
e
SDGs
in
th
e
cu
r
r
icu
lu
m
is
in
s
u
f
f
icien
t.
Mo
r
e
im
p
o
r
tan
tly
,
e
m
p
h
asis
m
u
s
t b
e
p
lace
d
o
n
th
ei
r
o
r
g
a
n
izatio
n
an
d
p
r
i
o
r
itizatio
n
in
o
r
d
er
t
o
f
ac
ilit
ate
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
e
cr
ea
t
io
n
o
f
a
p
ed
ag
o
g
ical
f
r
am
ew
o
r
k
th
at
wo
u
ld
allo
w
ed
u
ca
to
r
s
to
ar
r
an
g
e
an
d
i
n
co
r
p
o
r
ate
th
e
SDGs
m
ay
p
r
o
v
e
b
en
ef
icial
[
3
6
]
.
I
n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
r
ev
ea
ls
th
at
f
u
tu
r
e
s
cien
ce
teac
h
e
r
s
g
e
n
er
ally
p
e
r
ce
iv
e
SDGs
in
a
h
i
er
ar
ch
ical
m
a
n
n
er
wh
er
ein
h
u
m
an
n
ee
d
s
s
er
v
e
as
a
g
u
id
in
g
p
r
in
cip
le.
I
t
f
u
r
th
e
r
em
p
h
asizes
th
e
n
ec
ess
ity
o
f
cu
r
r
ic
u
lu
m
,
teac
h
er
e
d
u
ca
ti
o
n
,
a
n
d
p
o
licies
in
f
ac
ilit
atin
g
an
in
ter
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
to
s
u
s
tain
ab
ilit
y
ed
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ca
lin
g
o
f su
s
ta
in
a
b
le
d
ev
el
o
p
men
t g
o
a
ls
in
s
cien
ce
ed
u
ca
tio
n
u
s
in
g
Th
u
r
s
to
n
e’
s
…
(
A
h
met
V
o
lka
n
Yü
z
ü
a
k
)
3723
5.
CO
NCLU
SI
O
N
T
h
e
cu
r
r
en
t
r
esear
ch
cr
ea
te
d
a
s
cien
tific
ally
s
u
p
p
o
r
ted
p
r
io
r
itizatio
n
o
f
SDGs
with
in
s
cien
ce
ed
u
ca
tio
n
,
wh
ich
is
b
ased
o
n
th
e
v
iews
o
f
f
u
t
u
r
e
teac
h
e
r
s
.
E
m
p
lo
y
in
g
T
h
u
r
s
to
n
e’
s
p
air
wis
e
co
m
p
ar
is
o
n
m
eth
o
d
,
th
e
c
u
r
r
e
n
t
s
tu
d
y
s
h
o
ws
th
at
SDG
s
ar
e
n
o
t
co
n
s
id
er
ed
eq
u
al
a
n
d
th
at
th
ey
f
o
r
m
a
h
ier
ar
ch
y
i
n
th
e
m
in
d
s
o
f
r
esp
o
n
d
en
ts
.
I
n
tu
r
n
,
th
e
p
r
im
a
r
y
n
o
v
elty
o
f
t
h
is
r
e
s
ea
r
ch
co
n
s
is
ts
in
th
e
f
ac
t
th
at
th
e
lis
t
o
f
SDGs
is
tr
an
s
f
o
r
m
ed
in
to
a
r
a
n
k
ed
ed
u
ca
tio
n
al
s
y
s
tem
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
er
e
ar
e
p
r
io
r
ities
in
SDGs
am
o
n
g
f
u
tu
r
e
teac
h
er
s
.
T
h
u
s
,
th
e
g
o
als
ass
o
ciate
d
with
h
u
m
a
n
n
ee
d
s
,
s
u
ch
as
SDG
2
(
ze
r
o
h
u
n
g
er
)
,
SDG
3
(
g
o
o
d
h
ea
lth
an
d
well
-
b
ein
g
)
,
an
d
SDG
6
(
clea
n
wate
r
an
d
s
an
itatio
n
)
,
ar
e
c
o
n
s
id
er
ed
m
o
r
e
b
asic
as
o
p
p
o
s
ed
to
th
o
s
e
th
at
ar
e
r
ela
ted
to
ec
o
lo
g
y
a
n
d
s
o
cio
s
tatics.
Su
ch
r
esu
lts
ar
e
v
ital
in
ter
m
s
o
f
p
r
ac
tical
ap
p
licatio
n
o
f
th
ese
f
in
d
in
g
s
.
First,
SDG
s
in
cu
r
r
icu
lu
m
d
ev
el
o
p
m
en
t
m
ay
h
av
e
t
o
b
e
ar
r
an
g
ed
i
n
a
s
y
s
tem
atic,
s
p
ir
al
way
b
y
co
n
s
id
er
in
g
n
ee
d
s
-
r
elate
d
SDGs
f
ir
s
t
an
d
th
en
e
x
ten
d
i
n
g
to
war
d
s
en
v
ir
o
n
m
en
tal
a
n
d
s
o
cial
SDGs
g
r
ad
u
all
y
.
Mo
r
eo
v
er
,
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
ed
u
ca
to
r
s
,
th
er
e
is
a
s
c
ien
tific
ally
-
b
ac
k
ed
ap
p
r
o
ac
h
o
f
p
r
io
r
itizin
g
SDGs
in
o
r
d
er
to
ass
is
t
th
eir
in
s
tr
u
ctio
n
in
class
u
n
d
er
tim
e
an
d
cu
r
r
icu
l
u
m
r
estrictio
n
s
.
At
th
e
lev
el
o
f
p
o
licy
m
ak
er
s
,
th
er
e
is
a
p
o
s
s
ib
ilit
y
to
tak
e
in
to
ac
c
o
u
n
t th
is
ap
p
r
o
ac
h
wh
ile
im
p
lem
en
tin
g
s
u
s
tain
ab
ilit
y
ed
u
ca
tio
n
p
o
licy
.
T
h
is
s
tu
d
y
also
i
n
clu
d
es
ce
r
tain
lim
itatio
n
s
.
I
n
p
a
r
ticu
lar
,
th
e
s
m
all
s
am
p
le
s
ize,
wh
ich
o
n
l
y
co
n
s
is
ted
o
f
p
r
o
s
p
ec
tiv
e
s
cie
n
ce
teac
h
er
s
,
is
a
r
estrictio
n
r
eg
ar
d
in
g
th
e
g
en
e
r
aliza
tio
n
o
f
r
esu
lts
to
o
th
er
d
is
cip
lin
es
an
d
ed
u
ca
tio
n
al
le
v
els.
Als
o
,
th
e
p
u
r
el
y
q
u
an
titativ
e
asp
ec
t
o
f
th
e
s
tu
d
y
m
a
k
es
it
in
ca
p
ab
le
o
f
ex
p
lain
in
g
th
e
co
g
n
itiv
e
b
asis
o
f
th
e
h
ier
a
r
ch
y
f
o
u
n
d
b
y
r
e
s
ea
r
ch
er
s
.
T
h
u
s
,
f
u
r
th
er
r
esea
r
ch
is
ex
p
ec
ted
to
in
teg
r
ate
b
o
t
h
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
s
lik
e
in
t
er
v
iews
to
u
n
c
o
v
er
t
h
e
th
in
k
in
g
p
r
o
ce
s
s
b
eh
in
d
SDG
p
r
io
r
itizatio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
th
at
th
er
e
is
n
o
f
u
n
d
in
g
in
v
o
l
v
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ah
m
et
Vo
lk
an
Yü
z
ü
ak
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Z
ek
iy
e
Me
r
v
e
Öcal
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
E
m
r
ah
Hiğ
d
e
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
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n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
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O
:
W
r
i
t
i
n
g
-
O
r
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g
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n
a
l
D
r
a
f
t
E
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W
r
i
t
i
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g
-
R
e
v
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e
w
&
E
d
i
t
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g
Vi
:
Vi
su
a
l
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t
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Su
:
Su
p
e
r
v
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n
P
:
P
r
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mi
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st
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Fu
:
Fu
n
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g
a
c
q
u
i
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t
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o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lie
d
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
an
d
h
a
s
b
ee
n
a
p
p
r
o
v
ed
b
y
th
e
au
th
o
r
s
’
in
s
titu
tio
n
al
r
ev
iew
b
o
ar
d
o
r
eq
u
i
v
alen
t
co
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
r
tin
g
t
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
i
n
g
au
t
h
o
r
,
[
AVY
]
,
o
n
r
e
q
u
est.
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
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
7
1
6
-
3725
3724
RE
F
E
R
E
NC
E
S
[
1
]
T.
F
e
r
g
u
s
o
n
,
C
.
R
o
o
f
e
,
a
n
d
L.
D
.
C
o
o
k
,
“
Te
a
c
h
e
r
s’
p
e
r
s
p
e
c
t
i
v
e
s
o
n
s
u
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
:
t
h
e
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
e
d
u
c
a
t
i
o
n
f
o
r
su
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
,
”
E
n
v
i
r
o
n
m
e
n
t
a
l
Ed
u
c
a
t
i
o
n
Re
se
a
r
c
h
,
v
o
l
.
2
7
,
n
o
.
9
,
p
p
.
1
3
4
3
–
1
3
5
9
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
0
4
6
2
2
.
2
0
2
1
.
1
9
2
1
1
1
3
.
[
2
]
A
.
Le
i
c
h
t
,
B
.
C
o
m
b
e
s,
W
.
J.
B
y
u
n
,
a
n
d
A
.
V
.
A
g
b
e
d
a
h
i
n
,
“
F
r
o
m
A
g
e
n
d
a
2
1
t
o
T
a
r
g
e
t
4
.
7
,
”
i
n
I
ss
u
e
s a
n
d
T
r
e
n
d
s
i
n
Ed
u
c
a
t
i
o
n
f
o
r
S
u
s
t
a
i
n
a
b
l
e
D
e
v
e
l
o
p
m
e
n
t
,
P
a
r
i
s,
F
r
a
n
c
e
:
U
N
ESCO
P
u
b
l
i
s
h
i
n
g
,
2
0
1
8
,
p
p
.
2
5
–
3
8
.
[
3
]
M
.
M
e
r
l
e
r
,
“
T
h
e
r
o
l
e
o
f
e
d
u
c
a
t
i
o
n
i
n
s
h
a
p
i
n
g
a
su
s
t
a
i
n
a
b
l
e
f
u
t
u
r
e
,
”
N
e
x
i
o
Pro
j
e
c
t
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
b
l
o
g
.
n
e
x
i
o
p
r
o
j
e
c
t
s
.
c
o
m/
t
h
e
-
r
o
l
e
-
of
-
e
d
u
c
a
t
i
o
n
-
in
-
s
h
a
p
i
n
g
-
a
-
su
s
t
a
i
n
a
b
l
e
-
f
u
t
u
r
e
(
a
c
c
e
ss
e
d
M
a
r
.
0
6
,
2
0
2
6
)
.
[
4
]
M
.
T.
F
ü
l
ö
p
,
T
.
O
.
B
r
e
a
z
,
I
.
D
.
T
o
p
o
r
,
C
.
A
.
I
o
n
e
s
c
u
,
a
n
d
L
.
L.
D
r
a
g
o
l
e
a
,
“
C
h
a
l
l
e
n
g
e
s
a
n
d
p
e
r
c
e
p
t
i
o
n
s
o
f
e
-
l
e
a
r
n
i
n
g
f
o
r
e
d
u
c
a
t
i
o
n
a
l
s
u
st
a
i
n
a
b
i
l
i
t
y
i
n
t
h
e
‘
n
e
w
n
o
r
ma
l
i
t
y
e
r
a
,
’
”
Fro
n
t
i
e
rs
i
n
Ps
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.
tr
.
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