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cye-4843	www.jstor.org	http://www.jstor.org/action/showpublication?journalcode=chilyoutenvi
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cye-4843	doi.org	https://doi.org/10.2307/1163504
cye-4843	doi.org	https://doi.org/10.1006/jevp.2000.0188
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cye-4843	doi.org	https://doi.org/10.1177/0013916503256644
cye-4843	doi.org	https://doi.org/10.1111/j.1540-4560.1993.tb01192.x
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cye-4843	doi.org	https://doi.org/10.1177%2f0013916503256644
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cye-4843	doi.org	https://doi.org/10.1111/jade.12009
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cye-4843	www.researchgate.net	https://www.researchgate.net/publication/239605533_prioritization_of_31_criteria_for_school_building_adequacy
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cye-4843	doi.org	https://doi.org/10.1080/00131910600584116
cye-4843	doi.org	https://doi.org/10.7721/chilyoutenvi.22.1.0125
cye-4843	doi.org	https://doi.org/10.3200/joee.40.4.17-34
cye-4843	doi.org	https://doi.org/10.2307/1163394
cye-4843	doi.org	https://doi.org/10.3102/00028312040003619
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cye-4843	doi.org	https://doi.org/10.1080/01411920902834233
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cye-4843	doi.org	https://doi.org/10.3390/su12083453
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cye-4843	doi.org	https://doi.org/10.1177/0013916503035004007
cye-4843	doi.org	https://doi.org/10.7721/chilyoutenvi.22.1.0023
cye-4843	doi.org	https://doi.org/10.1007/s10677013-9453-0
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cye-4843	doi.org	https://doi.org/10.1080/02680939.2010.513741
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cye-4843	doi.org	https://doi.org/10.1176/ps.8.4.23
cye-4843	doi.org	https://doi.org/10.1080/0305764x.2016.1224813
cye-4843	doi.org	https://doi.org/10.1177/00139169921972173
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cye-4843	doi.org	https://doi.org/10.1080/0305764x.2016.1224813
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cye-4843	www.jstor.org	http://www.jstor.org/stable/20439450
cye-4843	doi.org	https://doi.org/10.1093/bmb/ldg033
cye-4843	doi.org	https://doi.org/10.1108/09578230910955818
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cye-4843	doi.org	https://doi.org/10.1002/ajcp.12074
cye-4843	doi.org	https://doi.org/10.1080/00940771.2020.1868056
cye-4843	doi.org	https://doi.org/10.1023/a:1010690908200
cye-4843	www.jstor.org	http://www.jstor.org/stable/20439450
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cye-4843	doi.org	https://doi.org/10.1080/00940771.2020.1868056
cye-4843	doi.org	https://doi.org/10.1080/03054980601094693
cye-4843	doi.org	https://doi.org/10.1080/03054980601094693