STUDENT’S ADAPTATION OF SCIENCE AND TECHNOLOGY

THROUGH LEARNING AND ENGAGEMENT

In Partial Fulfillment of the Requirements for

GE 107: Science, Technology, and Society

INOC, JOHN ROBERT M.

JUAREZ, SHYRELL
LABADO, ANDREW N.
LAGARIO, NATHANIEL L.
LAMBIGUIT, JIMMUEL N.
LENTERNA, JHON KENNEITH L.
LIAWAN, REYMARC N.
MADULARA, FREESIA MAE O.
MAITIM, ANGIELYN MAE S.
MALLORCA, ANGEL A.
VITO, JOEY JR. E.

Bachelor of Science in Criminology

December, 2023
 INTRODUCTION

Science Education should go beyond being conceptual and cognitive in its approach. Therefore,
Students tend to learn through their engagement in the world of science and Technology. It must also
pay attention to the social and affective aspects of the teaching-learning process of science not just
only students tend to learn to their own. Among these aspects of science education that call for
careful consideration are student’s Engagement in the Scientific Diversity. Several educators says
that disaffection of science among students can affect their achievement. Whereas, engaging and
being part of an interesting world in the world of science can motivate students to learn more about
it. An interdisciplinary topic of research called "Science, Technology, and Society" looks into how
contemporary science and technology influence institutions, society, and values, as well as how
contemporary values influence science and technology. Science, Technology, and Society studies
how science and technology develop, become a part of society, change as a result of social processes,
and are received by society.

The way that students engage with science and technology throughout their learning process is
indicative of their cognitive, emotional, and behavioral development. In order for them to interact
and interfere in this trustworthy environment we live in, they must learn. The use of scientific
literacy has a substantial impact on real-world outcomes, piquing students' curiosity and encouraging
them to investigate the effectiveness of the Scientific Diversity method, which enhances their
scientific learning outcomes. In this way, the goal of science and technology is to solve issues and
facilitate the transfer of concepts by putting the theoretical knowledge gained in the classroom to use
in real-world social situations. Its main goals are to explain and analyze science and technology so
that students can intentionally engage with the world of scientific diversity and the societal effects
that accompany it. When students are introduced to exciting themes, such situations that are relevant
to their everyday lives, their interests are piqued, and they are better able to comprehend how science
and technology are interconnected. The goals of science and technology reform in the direction of
science literacy and high-quality education can be successfully achieved through instructional design
and student learning capacity.

Students that are interested in science and technology are better able to solve problems by
applying scientific knowledge. They achieve this by using a standard methodology to investigate the
natural and scientific worlds. Through science and technology, it teaches, involves, revolves around,
and turns fantasy into reality, enabling pupils to engage and interact with the world around them.
Students' deep cognitive learning capacities have been positively impacted by the science and
technology instructional strategy. Nine studies have examined the efficiency of the science and
technology approach in improving students' cognitive abilities, six of which have focused on the
affective domain of the students, and one of which has examined the psychomotor abilities of the
students. The Cognitive Load Theory (CLT) suggests two methods for enhancing working memory,
which is primarily responsible for storing information at any given moment. One is to give the
information in two different formats, such as graphical and auditory, since our minds process
information differently when it is presented in these formats. Hands-on activities are another. Since
our working memory methods only store a single thing, the second strategy is to give pupils learning
exercises that build upon their prior knowledge. Through the process of knowledge integration,
students combine a range of knowledge and experiences, creating and strengthening connections
between them as well as broadening the frameworks that hold them together.

These published reports on Science and Technology show measurable gains in student
performance in terms of understanding and application of fundamental scientific principles, mastery
of scientific ideas and procedures, and the ability to apply scientific ideas and procedures in novel
contexts, particularly those found in real-world settings. In addition, findings demonstrate a
considerable change in students' attitudes toward science and scientific vocations, as well as a large
rise in students' scientifically relevant creative ability. Students use a variety of unique tactics to
facilitate their learning processes, such as memorizing and processing knowledge, particularly in
science. Science, as a highly technical subject, necessitates the use of distinct tactics such as
cognitive and metacognitive learning processes. Indeed, it is stated that using cognitive and
metacognitive learning strategies has a major impact on students' academic progress in schools and
colleges.

Science is observed as a built-in course in the current study's teacher education programs in
three distinct ways. Furthermore, the curriculum only provides one scientific course. This agreement
influences analyses in order to train prospective teachers to become scientific teachers. Given the
preceding considerations, the essence is that students' cognitive and metacognitive knowledge and
skills in science are extremely significant.

Metacognitive tactics encourage pupils to reflect on their own thinking. Control over their own
learning improves when they are aware of the learning process. It also improves personal capacity
for self-regulation and managing one's own learning motivation. Planning how to approach learning
tasks, choosing acceptable techniques to complete a task, evaluating progress, and measuring
comprehension are examples of metacognitive activities. Individuals with well-developed
metacognitive skills may think through an issue or approach a learning task, choose acceptable
techniques, and make decisions about how to solve the problem or complete the work successfully.
They frequently reflect on their own thought processes, pausing to consider and learn from errors or
inaccuracies. Teaching metacognitive abilities can significantly improve learning for all students
across all subjects.

It is extremely difficult to establish causal linkages since education is a very complicated reality
influenced by a wide range of agents and causes. Longitudinal studies with large and representative
samples would make it possible to undertake causality analyses while respecting the multiple levels
of variable analysis. To better grasp the complex educational environment, the Science and
Technology approach and its effects on students' learning outcomes would be thoroughly researched
using mixed method and case studies. Furthermore, the researchers encouraged future studies to
disclose implementation duration and enough statistical data, explicitly lay out the steps involved in
putting the Science and Technology approach into practice and publish unfavorable results that will
aid in establishing causal links between the underlying variables used in the intervention. Each
section takes students on an intriguing trip through the complex relationships that exist between
scientific progress, technical advancements, and the cultural fabric of nations around the world. As
research and technology continue to influence the modern world, understanding the relationship
between science and technology and cultural values, beliefs, and traditions is becoming increasingly
crucial. Through different lessons, thought-provoking activities, and carefully planned learning
goals, each chapter invites learners to navigate the dynamic interplay between knowledge and
culture.

REVIEW OF RELATED LITERATURE

Students' classroom participation shows their cognitive, emotional, and behavioral investment
in the teaching-learning process. Science educators see such commitment as critical not only for
assessing the efficacy of their course but also for promoting science literacy among pupils. The
framework for the Student Course Engagement Questionnaire tries to quantify course engagement
among higher education students by asking selected students and teachers to express their opinions
of what engaged students do, feel, and think in class. Exploratory factor analysis revealed four
dimensions: skills engagement, participation/interaction engagement, emotional engagement, and
performance engagement. The SCEQ framework, on the other hand, is best suited for traditional
face-to-face training. It has so received minor adjustments to make it more relevant for measuring
student course participation.

Innovative methods to science and technology education emphasize the importance of

understanding scientific ideas as well as developing critical abilities and attitudes about science and
technology. While learning scientific concepts is essential for understanding how the natural world
works, science is also a part of human culture, and many scientific disciplines, outcomes, and
breakthroughs are situated in larger contexts that are not solely related to the pursuit of knowledge as
an end. The Science-Technology-Society (STS) approach sought to solve difficulties and thought
processes involving concept transfer by applying concepts taught in school to real-world situations
(Primastuti & Atun, 2018). STS is regarded as an interdisciplinary branch of academic teaching and
research due to its primary focus on explaining and evaluating science and technology as intricate
social constructs with accompanying social influences (Sismondo, 2010). When students are exposed
to intriguing issues, such as conditions relevant to their daily life, their interests are stirred, and they
are better able to appreciate how science, technology, and society are intertwined (Chantaranima &
Yuenyong, 2013).

As a result, teaching instructions such as STS can successfully achieve the objective of
scientific education reform toward long-term science literacy and educational quality (Zoller, 2013).
As a result, the scientific and Technology instructional approach has become widely acknowledged
as a method of scientific teaching and learning that may effectively achieve the objective of science
education reform around the world (Dass, 2005). STS finds that because science and technology are
historically, politically, and culturally integrated, they can only be understood in context, which is a
corollary to the principle of constructivism (Cutcliffe, 2019). Many research investigations have been
conducted to identify the precise outcomes of students' scientific achievements after using the STS
approach (Gallagher, 1971; Dass, 2005; Chantaranima & Yuenyong, 2013; Zoller, 2013; Kapici,
Akcay & Yager, 2017; Primastuti & Atun, 2018; Irfandi et al., 2019; Poluakan, Kapubau, Suryani,
Sumampouw & Rungkat, 2020; Putra, 2021). These STS-related published reports show measurable
gains in student performance in terms of understanding and application of fundamental scientific
principles, mastery of scientific ideas and procedures, and the ability to apply scientific ideas and
procedures in novel contexts, particularly those found in real-world settings.
 They demonstrate a considerable change in students' attitudes toward science and scientific
vocations, as well as a significant rise in students' scientifically relevant creative ability. Systematic
evaluations have been undertaken to evaluate the effectiveness of the STS approach in the scientific
teaching-learning process (Bennett, Hogarth, and Lubben, 2003; Lubben, Bennett, Hogarth, and
Robinson, 2005; Jung, Yoon, and Kwon, 2008; Irmita, Fahriyah, Zahara, Delina, and Ekaputra,
2016).

Systematic reviews, as the name implies, often comprise a thorough and detailed plan and
search method with the goal of decreasing bias by discovering, analyzing, and summarizing all
relevant research on a certain issue (Jamal, Ibrahim, & Surif, 2019).

A meta-analysis component is common in systematic reviews, and it comprises using statistical tools
to aggregate data from multiple studies into a single quantitative estimate or summary effect size
(Petticrew & Roberts, 2006). Similarly, Irmita et al. (2016) did a meta-analysis of 5 studies from
2007 to 2014 on the impact of the STS strategy on student learning outcomes. The results showed
that the STS approach had a significant impact on science learning, parts of science process skills,
and if used in teaching for roughly nine weeks. scientific-Technology-Society (STS) is widely
regarded in scientific education as a constructivist and contextualized approach. Previous study has
demonstrated that using the STS approach improves students' academic performance in the
cognitive, psychomotor, and affective domains (Budi et al., 2018; Pimvichai, Yuenyong, &
Buaraphan, 2019; Prasasti & Listiani, 2019; Syamsuddin et al., 2019).

Although the STS approach is becoming more widely accepted as a method for science
teaching and learning, studies on its effectiveness must be updated and analyzed. To the best of the
researchers' knowledge, no systematic reviews in the form of meta-analyses have been published in
the last 20 years that thoroughly reviewed the effect sizes as well as indicators such as study location,
educational levels, scientific disciplines, learning domains, STS approach variations, and program
execution duration. Courses of study oriented toward teachers and curriculum developers must be
designed to ensure that they are ready to combine the STS approach with cutting-edge teaching
practices. Teachers and students tackle challenges in different ways due to their diverse life
experiences. The importance of hearing teachers' and students' perspectives on their training, needs,
and concerns must also be acknowledged. Listening to teachers and students will improve STS
implementation and boost coherence between program offerings and what instructors and students
face on a daily basis. In other words, there is an opportunity to apply theory to improve how teaching
and learning are carried out in practice.

The most recent meta-analysis investigated how the STS approach can be applied in student
education to produce high levels of cognitive, emotional, and psychomotor outcomes. Because
education is a very complicated reality influenced by a large range of agents and factors, establishing
causal linkages is extremely challenging. Longitudinal studies with large and representative samples
would enable the capacity to undertake causality analyses while respecting the multiple levels of
variable analysis. In order to better comprehend the complex educational environment, the STS
methodology and its effects on students' learning outcomes would be thoroughly explored using
mixed method and case studies.

Training courses oriented toward educators and developers of curriculum must be designed to
ensure that they are ready to combine the STS approach with cutting-edge teaching practices.
Teachers and students tackle challenges in different ways due to their diverse life experiences. The
importance of hearing teachers' and students' perspectives on their training, needs, and concerns must
also be acknowledged. Listening to teachers and students will improve STS implementation and
boost coherence between curriculum offerings and what instructors and students face on a daily
basis. In other words, there is an opportunity to apply theory to improve how teaching and learning
are carried out in practice.

Students who are motivated by curiosity can better grasp the importance of science in their
daily lives and make educated decisions and actions about socio-scientific concerns. It implies that
faculty should deliver their lessons in a variety of ways, including art activity, group activity, debate,
simulation, game, musical integration, picture analysis, reflection, role play, and others, because
learning occurs best when students are interested in the teaching approach provided by their
respective faculty. Furthermore, this allows pupils to learn in their own unique thoughts and skills,
which produces a good learning atmosphere.

The instructors were questioned about the learning interests of the college students, which
were thoroughly discussed during the focus group discussion. This was done to determine how
instructors' readiness to learn, and involvement may be increased. The second step is transformation,
which involves activities linked to the implementation of the Science and Technology education
strategy. The Science and Technology teaching strategy emerged during the planning stage. The
implementation had begun during the first semester of S.Y. 2019-2020.

Two different strategies were used to train the participants. During the first semester of the
school year, the experimental group was taught using the Science and Technology teaching style.
2019-2020, while the control group got traditional teaching approaches during the first semester of
the school year. 2018-2019. The third stage of action research includes the output or results phase.
Both groups were given an Automated Students' Instructional Survey (ASIS) at the end of their first
semester to evaluate the faculty's instructional competency. This is to see if the Science and
Technology teaching method can be used to continuously improve the faculty teaching approach and
if it is a successful instructional key that they can use to greatly improve their teaching skills in
relation to the curriculum and the learning interests of students in higher education.

Students' inability to understand science problems offered by faculty that differ from how
science is taught at school is one of the obstacles in learning science (Ornek et al., 2008; Liston et al.,
2006). If science is taught in this situation, students may become fuzzy and confused. One of the
most essential factors in improving students' preparation and participation in learning is identifying
their interests. Recent research, however, reveals that as children grow older, their interest in science
declines (Dawson, 2000; Bae, 2002; Osborne, 2003; Brophy, 2008; Eccles et al., 1993). This can be
avoided, however, by teaching students the basics of science and bringing their STS demands and
current learning interests closer to them as citizens of a burgeoning technology society. (2014)
(Inzanah et al.).

According to a study conducted in the Philippines, the quality of learning in science

education in many institutions is related to how science instructors have a great influence on
students. The quality of their science faculty's instructional skills and learning-related activities has a
direct impact on students' interests (SEI-DOST & UP NISMED, 2011; Bozack, 2008). It was also
revealed that there was a lack of a healthy environment for developing caring student-teacher
connections (Rascoe & Atwater, 2005). Furthermore, because there is a scarcity of educated science
faculty in the Philippines, many institutions appoint faculty to teach science courses despite their
lack of preparation (Amirshokoohi, 2010). Similarly, recent research has indicated that many
teachers who teach general education scientific courses do not have a science background (UP
NISMED, 2003).

Science and technology are changing at a rapid pace as their societal importance grows.
Teaching science and technology in context is becoming more challenging and complicated. Faculty
must be able to advise and encourage students with a wide range of interests, talents, and
experiences. Tedman conducted a study in Australia in 2005 that found a high proportion of faculty
members who were unaware of science, technology, and society (STS) issues when it came to
teaching students.One of the identified barriers, according to an analysis, was putting STS education
into practice in such a way that students understand the relationship between science and technology
and the societal interface (Mansour, 2007; Pederson & Totten, 2001). In light of this, the 2015
Program for International Student Assessment (PISA) results revealed that 40 of 70 countries scored
lower on science achievement (OECD, 2016).
Schools do not thrive when they are isolated. There are schools in the neighborhood. As a
result, instructors and students should use the community as a resource for learning, exploration, and
inquiry. The community should serve as an immersion center for students to put what they have
learned into practice while also serving as a source and destination for learning. The state university,
which is located in a huge area with plentiful natural resources, endemic plant and animal species,
culture, and belief, can successfully apply this development plan to improve the lone scientific
course in the teacher preparation program curricula. This is where education students can put their
knowledge of science, technology, and society into practice. In this way, education students can
constantly wonder about scientific processes, particularly about doing science investigatory projects
and the social sciences parts of research, such as documenting the Indigenous knowledge system of
the locality, ethno-medicine, and pseudoscience, among others.

The community in which the university is located is a dynamic laboratory where students can
find their specimen for classroom investigation. Education students, who are prospective teachers in
elementary and secondary schools, can develop a strong culture of research and innovation, scientific
processes, procedures, and attitudes in the classroom and the community. Furthermore, educating
kids to conduct research, participate in community service, and write journals and journal articles
would ensure solid scientific cognition, which they may imitate once they are in the field. The
development of holistic understanding as well as scientific knowledge and competencies is common
in teacher education programs, as they will soon model and pass their learnings to their future pupils
(Int J Eval & Res Educ, Vol. 11, No. 2, June 2022).
 Training programs oriented toward teachers and curriculum developers must be designed to
ensure that they are ready to combine the STS approach with cutting-edge teaching practices.
Teachers and students tackle challenges in different ways due to their diverse life experiences. The
importance of hearing teachers' and students' perspectives on their training, needs, and concerns must
also be considered. Listening to teachers and students will improve the application of the STS
method and boost the coherence between the curriculum's offerings and what instructors and students
face daily. In other words, there is an opportunity to apply theory to improve how teaching and
learning are carried out in practice (Jamal, S.N.B., Ibrahim, N.H.B., & Surif, J.B. (2019).

Because education is a very complicated reality influenced by a large range of agents and
factors, establishing causal linkages is extremely challenging. Longitudinal studies with large and
representative samples would enable the capacity to undertake causality analyses while respecting
the multiple levels of variable analysis. In order to better comprehend the complex educational
environment, the STS methodology and its effects on students' learning outcomes would be
thoroughly explored using mixed method and case studies. Furthermore, the researchers urged future
studies to disclose implementation duration and sufficient statistical data, explicitly lay out the steps
involved in implementing the STS approach and publish unfavorable results to aid in establishing
causal links between the underlying variables used in the intervention (Antonio, R.P., & Prudente,
M.S. (2021).

The teaching of STS, which is still in its infancy, provides considerable hurdles in ensuring
that students acquire the requisite abilities. The course itself, the teacher factor, the learner factor, the
physical infrastructure, and the instructional or teaching materials are among the issues. A lack of
skilled scientific teachers, a shortage of good textbooks, a lack of suitable tools, and the abstract
nature of science subjects are among the predictors that contribute to low interest and poor
performance in science.Among all the educational problems confronting science education,
curriculum implementers and academic professionals identify a deficiency in the availability and
adequacy of instructional materials, particularly in the new general education courses that include
science, technology, and society (Bello & Olajide, 2012), Greessonbach (2013), and Science
Education Institute, Department of Science and Technology (SEI-DOST) (2011). Students' only
study tools are written books that include a range of knowledge that must be memorized but are
useless to daily living. It is feared that it will impair the student's ability to think critically. To aid
learning, the instructor has never created modules, workbooks, or other teaching resources. In an
ideal world, pupils would have access to adequate learning places where instructional materials
might help them learn (Mohzana, 2023). As a result, one of the most important challenges must
surely be the need to structure and create IMs that are responsive to the changing environment of
learners and pedagogy in the country.

Even though educators are constantly working to improve the educational system, curriculum
revision and syllabus enrichment are required to keep up with the rapid pace of modernization. One
of the curricular decisions in which the individual instructor contributes is the creation of
instructional materials. Modules, computer-assisted education, work manuals, and other similar
technologies are used to improve the teaching-learning process. These teaching resources are
meticulously organized and planned, with an emphasis on practice and drills, because learning begins
and progresses through experience (Garcia, 2020). Cadorna et al. (2023) emphasized that teachers
must be capable of selecting and implementing a diverse set of teaching tactics and learning
resources. This student will engage, investigate, and apply their knowledge, abilities, and
understanding in several learning areas and in the real world.
According to Faize and Dahan (2011), students struggle to enhance their reading, listening,
problem-solving, seeing, thinking, speaking, writing, and use of media and technology due to a lack
of suitable and engaging textbooks and instructional materials. Every subject in the school
curriculum necessitates the use of instructional materials.

Selga (2013) assessed the availability and sufficiency of instructional materials, as well as the
required themes in Science, Technology, and Society. The study discovered a scarcity of adequate
and appropriate educational resources in Science, Technology, and Society. As a result, this subject
requires the creation of a study-specific work guide. The study work guide was evaluated based on
the validity of its activities in terms of content, layout, and readability. The study's policy suggestions
imply that instructional materials should be allocated correctly. If new resources are created, they
should be accurate and customized to their intended consumers. Furthermore, instructional materials
should be used responsibly and with the expected degree of quality.

An alternative method of evaluating the work guide entails examining its components, such as
Lesson Objectives, Lesson Inputs, Lesson Application, and Lesson Enrichment, as well as assessing
its clarity, usefulness, suitability, adequacy, timeliness, language, writing style, formatting,
illustrations, and presentation. The lectures, assignments, exercises, and material should be simple,
direct, and uncomplicated. Lessons should provide adequate knowledge while also encouraging
learners' critical thinking skills. The exercises should be appropriate, entertaining, self-motivating,
and flexible for classrooms with varied numbers of pupils. (Espinar and Ballado, 2016).

With the current shift from inputs-based education (IBE) to outcomes-based education (OBE),
particularly at the university level. Teachers must develop activities that address the goal of the
teaching-learning process; students' needs must be prioritized. The educational landscape has shifted,
and the classic teaching technique of a chalkboard and a lecture is no longer an effective pedagogy.
Teachers dealing with Science, Technology, and Society must consequently employ all required
means according to their pupils' level of comprehension. They must make teaching-learning fun by
using up-to-date instructional resources to make instruction more effective, efficient, and engaging to
students (Nicholls, 2010). Theories on instructional materials presume a causal relationship between
instructional tactics and student learning results.

The significance of creating self-instruction resources is underlined. It is a technique that provides

opportunities to develop a compelling educational plan that accepts and supports objectives and
achievements. Teachers must design or produce instructional materials targeted to certain groups of
pupils throughout this era of individualized programming, whether the teaching is intended for the
full class or a single student (Gibbon, 2004). As a result, teachers must investigate various
instructional strategies that can be used in the classroom to enrich and improve instruction. This
comprises developing educational tools and activities that ensure students fulfill certain learning
objectives or course outcomes specified in the curriculum, as well as providing relevant information
appropriate for varied learning situations. These teaching tools can assist teachers in implementing
integrated science learning and supporting students' thorough and genuine science learning. They
also enable students to widen and deepen their knowledge by giving a variety of personal,
developmentally appropriate experiences and supporting learners in obtaining symbolic knowledge
through the representation of their experiences (Almazan et al., 2020).
The knowledge is designed to be communicated to learners through print rather than printed
materials, which are employed as educational material during the learning process. Students struggle
to develop their learning and technical skills since there aren't enough high-quality, interesting
textbooks and learning materials easily available. Educational materials are vital for learning all
subjects in the school curriculum since they greatly boost the exam scores of pupils who use them.
Anderson, 2020; Faize and Dahan, 2011).

Many students in higher education are already acquainted with the printed module as a source
of information. Numerous studies have already been conducted to investigate its impact on pupils'
academic learning. The majority of them demonstrated the value of implementing modular education
to improve college students' knowledge and performance (De Leon, 2023).

Constructivism, a significant learning theory, is particularly pertinent to scientific education and

learning. Piaget believed that people acquire new knowledge through assimilation and
accommodation. Constructivism defines learning as a process in which pupils generate new ideas
and concepts based on prior knowledge and newly acquired information. A constructivist teacher is a
facilitator who encourages pupils to create knowledge within a predetermined framework or structure
(Herr, 2007).
This evidence-based approach directs scientific teaching and learning effectively. It encourages
active, constructivist learning in which students use past knowledge, submit questions, participate in
hands-on activities, and undertake exploratory and formal investigations to build explanations for
scientific phenomena. Students can demonstrate and reinforce their understanding development by
using literacy skills. They are actively engaged in the learning process. Students develop science
inquiry abilities and an awareness of the nature of science (Australian Academy of Science, n.d.).

The study's findings are also similar with Flores' (2008) conclusions, who stated that it is not
necessary to change teaching methodologies but rather to establish activities that promote
educational outcomes and student happiness. Using instructional materials in the classroom, on the
other hand, improves student performance and allows professors to explain their courses (Leonen,
2016). It is also important to note that the findings of this study are consistent with those of previous
studies (Evangelista et al., 2014; Ocampo, 2015; Pastor et al., 2015). According to Tomlinson (1998),
instructional materials have an impact when they have a discernible influence on learners, which is
when their curiosity, interest, and attention are drawn.

Casiano (2012) claims that using instructional materials contributes to a more successful
teaching and learning process. Teachers can provide more professional and efficient services to
students, while students can get insight and learn more effectively and efficiently. As a result, the
goals of any educational process determine the materials, procedures, and resources required to
achieve those goals.
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