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[
7
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.
A
v
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[
8
]
.
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[
9
]
,
[
1
0
]
.
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[
1
1
]
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[
1
2
]
.
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r
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[
1
3
].
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[
1
4
]
.
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[
1
5
]
.
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s
[
1
6
]
,
[
1
7
]
.
I
n
t
h
i
s
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n
s
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,
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o
d
o
l
o
g
i
c
a
l
d
e
s
i
g
n
,
t
h
e
o
r
e
t
i
c
a
l
s
a
m
p
l
i
n
g
w
as
u
s
e
d
[
2
7
]
i
n
w
h
i
c
h
t
h
e
b
a
s
i
c
p
r
i
n
c
i
p
l
e
is
t
o
s
el
e
c
t
c
as
es
o
r
g
r
o
u
p
s
o
f
c
a
s
e
s
,
a
c
c
o
r
d
i
n
g
t
o
c
o
n
c
r
e
t
e
c
r
i
t
e
r
i
a
a
b
o
u
t
t
h
e
i
r
c
o
n
t
e
n
t
,
i
n
s
t
e
a
d
o
f
u
s
i
n
g
a
b
s
tr
a
c
t
m
e
t
h
o
d
o
l
o
g
i
c
a
l
c
r
i
t
e
r
i
a
.
2
.
1
.
Da
t
a
c
o
llect
io
n t
o
o
ls
T
h
e
d
ata
co
llecti
o
n
tech
n
i
q
u
e
wa
s
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
It
was
ch
o
s
en
,
s
in
ce
its
ch
ar
ac
ter
is
tics
f
av
o
r
m
o
r
e
p
ar
ticip
ativ
e,
f
lex
ib
le
a
n
d
cl
o
s
e
d
ialo
g
u
es
with
th
e
p
ar
tici
p
an
ts
,
as
s
tated
b
y
DiC
icco
-
B
lo
o
m
,
an
d
C
r
ab
tr
e
e
[
2
8
]
.
B
ef
o
r
e
th
e
d
ata
co
lle
ctio
n
,
th
e
r
esear
ch
er
s
o
b
tain
e
d
wr
itten
in
f
o
r
m
e
d
co
n
s
en
t
to
en
s
u
r
e
th
e
c
o
n
f
id
en
tiality
o
f
p
e
o
p
le'
s
n
am
es,
co
n
s
id
er
in
g
p
r
iv
ac
y
an
d
em
p
h
asizin
g
v
o
lu
n
tar
y
p
ar
ticip
atio
n
.
Du
e
to
th
e
C
OVI
D
-
19
p
a
n
d
em
ic,
th
e
in
f
o
r
m
ed
co
n
s
en
t
d
o
c
u
m
en
t
was
s
en
t
b
y
e
m
ail
to
th
e
p
ar
ticip
an
ts
p
r
io
r
to
th
e
m
ee
tin
g
,
in
s
u
c
h
a
way
t
h
at
af
ter
r
e
v
iewin
g
an
d
s
ig
n
in
g
t
h
ey
r
et
u
r
n
ed
th
e
r
esear
ch
er
s
b
y
th
e
s
am
e
m
ea
n
s
.
T
o
p
r
o
ce
e
d
with
th
e
an
aly
s
is
o
f
th
e
co
llected
a
n
tece
d
en
ts
,
t
h
e
in
ter
v
iews
wer
e
tr
an
s
cr
ib
e
d
.
Fo
r
d
ata
tr
ea
tm
en
t,
th
e
NViv
o
1
0
s
o
f
t
war
e
was
u
s
ed
,
lik
ewi
s
e,
th
e
co
n
ten
t
an
aly
s
is
m
eth
o
d
was
u
s
ed
to
ex
tr
ac
t
c
o
d
es
an
d
ca
teg
o
r
ies
in
d
u
ctiv
el
y
[
2
9
]
.
Af
ter
c
o
m
p
letin
g
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
th
e
in
ter
v
iews
wer
e
ca
teg
o
r
ized
.
T
h
e
ca
te
g
o
r
izati
o
n
p
r
o
ce
s
s
b
eg
an
with
th
e
r
e
v
iew
o
f
th
e
th
eo
r
etica
l
f
r
am
e
wo
r
k
.
Usi
n
g
t
h
ese
r
ef
er
en
ce
s
to
r
aise
th
e
p
r
ev
io
u
s
ca
teg
o
r
ies,
an
d
later
,
th
e
co
d
in
g
p
r
o
ce
s
s
b
eg
an
.
T
h
e
co
d
es
lin
k
d
if
f
er
e
n
t
s
eg
m
en
ts
o
r
ex
am
p
les
p
r
esen
t
in
t
h
e
d
ata.
T
h
en
th
ese
f
r
ag
m
en
ts
o
f
th
e
d
ata
a
r
e
b
r
o
u
g
h
t
in
an
d
p
u
t
to
g
eth
er
to
cr
ea
te
ca
teg
o
r
ies
th
at
we
d
ef
in
e
b
ased
o
n
s
o
m
e
p
r
o
p
e
r
ty
.
Fo
r
th
e
tr
ea
tm
en
t
o
f
th
e
d
ata,
a
co
n
ten
t
an
aly
s
is
h
as
b
ee
n
c
h
o
s
en
[
3
0
]
,
wh
ic
h
co
m
p
r
is
es
th
r
ee
ac
tiv
ity
s
tr
ea
m
s
:
th
e
co
n
d
en
s
atio
n
o
f
th
e
d
ata,
th
e
p
r
esen
tatio
n
o
f
th
e
d
ata
an
d
th
e
elab
o
r
atio
n
/
v
er
if
icatio
n
o
f
co
n
cl
u
s
io
n
s
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
e
in
d
u
ctiv
e
lo
g
ic
o
f
th
eo
r
etica
l c
ateg
o
r
izatio
n
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
a
n
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
es
o
f
th
e
r
esear
ch
a
n
d
th
eir
au
t
h
o
r
iz
atio
n
was
r
eq
u
ested
to
r
ec
o
r
d
th
e
in
ter
v
iew,
in
o
r
d
er
to
s
af
eg
u
ar
d
t
h
e
eth
ical
asp
ec
t
s
o
f
th
e
s
tu
d
y
ac
c
o
r
d
in
g
to
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
T
h
e
in
ter
v
iew
was
co
n
d
u
cted
v
ia
team
s
,
Z
o
o
m
o
r
Sk
y
p
e
,
d
u
e
to
th
e
h
ea
lth
em
er
g
en
cy
th
at
th
e
co
u
n
tr
y
is
g
o
in
g
th
r
o
u
g
h
.
T
h
e
s
tu
d
y
d
at
a
wer
e
co
llected
d
u
r
in
g
th
e
m
o
n
th
s
o
f
Ma
y
a
n
d
J
u
ly
2
0
2
0
.
T
h
e
in
clu
s
io
n
cr
iter
ia
wer
e:
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
wh
o
wo
r
k
in
th
e
Ma
u
le
-
C
h
ile
r
eg
io
n
;
m
in
im
u
m
o
f
two
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
in
th
e
s
ch
o
o
l
s
y
s
tem
;
teac
h
er
s
o
f
p
u
b
lic
o
r
p
r
iv
ate
s
ch
o
o
ls
,
teac
h
er
s
wh
o
wo
r
k
in
elem
en
t
ar
y
ed
u
ca
tio
n
.
As
ex
clu
s
io
n
cr
iter
ia
t
h
ey
wer
e
d
ef
in
ed
;
teac
h
er
s
with
less
th
an
two
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
;
g
en
e
r
al
ed
u
ca
tio
n
t
ea
ch
er
s
.
T
ab
le
1
s
h
o
ws
th
e
c
h
ar
ac
ter
is
tics
o
f
th
e
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
.
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I
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C
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M
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3.
RE
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AND
D
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SCU
SS
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T
ab
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2
p
r
esen
ts
t
h
e
d
im
en
s
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o
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ca
teg
o
r
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,
d
escr
ip
tio
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is
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p
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p
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teg
o
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at
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ed
f
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m
th
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an
al
y
s
is
o
f
th
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in
ter
v
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e
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w
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as
th
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n
its
o
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is
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wh
ich
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e
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tr
ac
te
d
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r
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th
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ts
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a
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n
t
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o
r
th
e
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teg
o
r
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b
tain
ed
.
E
ac
h
s
to
r
y
h
as
a
co
d
e
t
h
at
e
x
p
r
ess
es
th
e
f
o
llo
win
g
n
o
m
e
n
clatu
r
e:
I
n
ter
v
iew,
p
ar
ag
r
a
p
h
(
p
)
an
d
p
a
g
e
(
p
.
N)
.
So
,
t
o
r
e
f
er
to
th
em
with
in
t
h
e
an
aly
s
is
an
d
in
r
elatio
n
to
th
e
s
to
r
ies,
it
is
th
e
f
o
llo
win
g
: "
T
ex
t
u
al
ac
co
u
n
t e
x
tr
ac
ted
f
r
o
m
th
e
in
te
r
v
iew
."
3
.
1
.
I
m
pa
c
t
o
f
CO
VID
-
19
o
n P
E
-
prim
a
ry
ca
t
e
g
o
ry
:
Q
ua
lity
o
f
life
I
n
r
elatio
n
to
th
e
p
r
im
a
r
y
ca
te
g
o
r
y
o
f
q
u
ality
o
f
life
,
it
em
er
g
es
f
r
o
m
th
e
a
n
aly
s
is
o
f
th
e
i
n
ter
v
iews,
s
in
ce
th
e
C
OVI
D
-
19
p
an
d
e
m
ic
h
as
s
tr
o
n
g
ly
im
p
ac
te
d
p
eo
p
le'
s
liv
e
s
,
b
ein
g
u
n
d
er
s
to
o
d
as
th
e
in
d
iv
id
u
al'
s
p
er
ce
p
tio
n
o
f
th
eir
p
o
s
itio
n
i
n
life
,
in
th
e
co
n
tex
t
o
f
th
e
cu
ltu
r
e
an
d
th
e
v
alu
e
s
y
s
tem
in
wh
i
ch
th
ey
liv
e
a
n
d
i
n
r
elatio
n
to
th
eir
o
b
jectiv
es,
ex
p
ec
tatio
n
s
,
n
o
r
m
s
an
d
co
n
ce
r
n
s
an
d
th
er
ef
o
r
e
th
er
e
is
a
s
tr
o
n
g
co
m
p
o
n
en
t o
f
th
e
h
ea
lth
d
im
en
s
io
n
i
n
p
eo
p
le'
s
q
u
ality
o
f
life
,
c
o
n
s
eq
u
e
n
tly
,
th
e
p
an
d
em
ic
a
f
f
ec
t
s
th
e
in
v
esti
g
ated
s
u
b
jects a
s
:
“Ou
r
q
u
a
lity
o
f
life
h
a
s
b
ee
n
mo
d
ified
a
n
d
a
lter
ed
,
b
o
th
f
o
r
ec
o
n
o
mic
r
ea
s
o
n
s
a
n
d
fo
r
th
e
p
o
s
s
ib
ilit
y
o
f
ma
in
ta
in
in
g
s
o
cia
l
ties
,
w
e
h
a
ve
g
o
n
e
fr
o
m
b
ei
n
g
emin
en
tly
s
o
cia
l
p
eo
p
le,
to
s
p
en
d
in
g
a
lo
t
o
f
time
co
n
fin
ed
in
o
u
r
h
o
mes
a
n
d
w
ith
th
e
o
n
ly
p
o
s
s
ib
le
co
n
ta
ct
o
f
o
u
r
cir
cle
mo
r
e
in
tima
te
a
n
d
cl
o
s
e
to
t
h
e
fa
mily
leve
l.
Ou
r
h
a
b
itu
a
l
life
en
erg
y
h
a
s
b
ee
n
mo
d
if
ied
b
ec
a
u
s
e
w
e
ca
n
n
o
t
d
en
y
th
a
t
o
u
r
vita
lity
is
co
mp
r
o
mis
ed
d
u
e
to
c
o
n
fi
n
eme
n
t.”
(
I
n
ter
v
iew
1
;
p
.
3
; p
.
1
)
“
Th
e
imp
a
ct
o
n
th
e
q
u
a
lity
o
f
life
o
f
ch
ild
r
en
is
b
ein
g
r
ea
l
ly
s
u
b
s
ta
n
tia
l,
fir
s
tly,
d
u
e
to
t
h
e
r
ea
lity
o
f
h
o
mes,
s
ma
ll
h
o
u
s
es
,
s
o
metime
s
a
p
a
r
tmen
ts
w
ith
o
u
t
s
p
a
ce
t
o
p
la
y,
a
n
d
th
en
d
u
e
to
th
e
p
s
yc
h
o
-
emo
tio
n
a
l
s
ta
te,
d
u
e
to
th
e
s
ed
en
ta
r
y
lifes
tyle
th
a
t
is
livin
g
b
y
ke
ep
in
g
th
em
fo
r
a
lo
n
g
time
in
fr
o
n
t o
f
a
co
mp
u
t
er
.”
(
I
n
ter
v
iew
1
2
;
p
.
4
: p
.
2
)
A
g
o
o
d
q
u
ality
o
f
life
r
elate
d
t
o
h
ea
lth
is
d
u
e
t
o
s
ev
er
al
f
ac
to
r
s
,
it
p
r
o
m
o
tes p
h
y
s
io
lo
g
ical
well
-
b
ein
g
in
asp
ec
ts
s
u
ch
as
g
lu
co
s
e
co
n
tr
o
l,
b
etter
s
leep
q
u
ality
,
a
n
d
im
p
r
o
v
em
en
t
o
f
p
h
y
s
ical
ca
p
ac
ity
.
Als
o
th
e
r
ed
u
ctio
n
o
r
p
r
ev
en
tio
n
o
f
s
o
m
e
p
ath
o
lo
g
ies;
s
u
ch
as
o
s
te
o
p
o
r
o
s
is
an
d
p
o
s
tu
r
al
d
ev
iati
o
n
s
;
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
in
ter
m
s
o
f
r
elax
ati
o
n
an
d
r
e
d
u
ctio
n
o
f
an
x
iety
a
n
d
s
tr
ess
lev
els,
im
p
r
o
v
em
en
t
o
f
m
o
o
d
,
co
g
n
itiv
e
im
p
r
o
v
em
e
n
ts
an
d
s
o
cial
wel
l
-
b
ein
g
[
3
1
]
.
T
h
e
a
b
o
v
e
m
en
tio
n
ed
lead
s
to
teac
h
er
s
b
ein
g
f
elt
s
af
er
,
m
o
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
4
3
2
-
4
4
0
436
s
o
cially
in
teg
r
ated
an
d
co
n
s
e
q
u
en
tly
d
ev
elo
p
th
eir
p
r
o
f
ess
io
n
al
p
r
ac
tice
in
a
b
etter
way
.
I
n
th
is
s
en
s
e,
th
e
teac
h
er
s
in
t
h
e
in
ter
v
iews
r
ep
o
r
t
th
at
as
a
r
esu
lt
o
f
th
e
p
a
n
d
em
ic,
th
eir
q
u
ality
o
f
life
h
a
s
b
ee
n
a
f
f
ec
ted
in
ter
m
s
o
f
s
o
cial
r
elatio
n
s
h
ip
s
with
th
eir
f
am
ily
,
f
r
ien
d
s
an
d
s
tu
d
en
ts
.
On
th
e
o
th
er
h
an
d
,
th
e
ad
v
er
s
e
ef
f
ec
ts
o
f
th
e
p
an
d
em
ic
f
o
r
s
o
m
e
c
h
ild
r
en
,
in
ter
m
s
o
f
in
c
r
ea
s
ed
s
ed
e
n
tar
y
life
s
ty
le
an
d
th
e
in
a
b
ilit
y
to
en
jo
y
g
am
es
at
s
ch
o
o
l
an
d
in
t
h
e
n
eig
h
b
o
r
h
o
o
d
wh
er
e
th
e
y
liv
e.
T
h
is
s
itu
atio
n
s
o
m
etim
es
g
en
er
ates
o
v
er
cr
o
wd
in
g
an
d
a
n
eg
ativ
e
p
s
y
ch
o
-
e
m
o
tio
n
al
im
p
ac
t,
wh
ich
p
r
e
v
en
ts
th
em
f
r
o
m
e
n
jo
y
i
n
g
t
h
e
m
u
ltip
le
b
en
ef
its
o
f
p
h
y
s
ical
ac
tiv
ity
an
d
ex
e
r
cise a
s
a
r
esu
lt o
f
th
e
s
tate
o
f
c
o
n
f
in
e
m
en
t g
en
er
ated
b
y
th
e
C
OVI
D
-
19
p
a
n
d
em
ic
[
3
2
]
.
3
.
2
.
I
m
pa
c
t
o
f
CO
VID 1
9
o
n
P
E
-
prim
a
ry
ca
t
e
g
o
ry
:
P
eda
g
o
g
ica
l r
ec
o
nfig
ura
t
io
n
Sin
ce
th
e
b
eg
i
n
n
in
g
o
f
th
is
p
an
d
em
ic
an
d
with
th
e
s
u
s
p
en
s
io
n
o
f
f
ac
e
-
to
-
f
a
ce
class
es,
it
b
ec
am
e
ess
en
tial
to
ad
ap
t
an
d
r
ein
v
en
t
o
u
r
s
elv
es
to
n
ew
f
o
r
m
s
o
f
co
m
m
u
n
icatio
n
an
d
d
eliv
er
y
o
f
p
ed
ag
o
g
ical
s
u
p
p
o
r
t
to
s
tu
d
en
ts
.
T
o
d
ay
,
m
o
r
e
th
an
ev
er
,
we
h
av
e
to
ex
p
er
ien
ce
,
i
n
ed
u
ca
tio
n
,
tim
es
t
h
at
a
r
e
ess
en
tially
d
ig
ital,
th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
th
er
ef
o
r
e
n
ee
d
s
to
ad
ap
t
to
t
h
e
n
ew
r
ea
lity
,
an
is
s
u
e
th
at
is
ev
id
en
ce
d
in
th
e
f
o
llo
win
g
r
e
p
o
r
ts
f
r
o
m
k
e
y
in
f
o
r
m
an
ts
:
"P
h
ysica
l
ed
u
c
a
tio
n
tea
ch
ers
h
a
ve
h
a
d
t
o
r
ein
ve
n
t
o
u
r
s
elve
s
,
b
ec
a
u
s
e
n
o
w
w
e
d
o
tr
a
in
i
n
g
w
ith
co
s
tu
mes,
c
r
ea
tio
n
o
f
d
a
n
ce
s
,
d
a
ys
o
f
r
id
d
les
a
n
d
d
a
ys
o
f
co
n
ve
r
s
a
tio
n
s
,
d
a
y
s
o
f
co
o
kin
g
,
to
p
r
ep
a
r
e
a
fr
u
it
s
mo
o
th
ie,
fo
r
ex
a
mp
le,
w
ith
th
e
id
ea
o
f
m
a
in
ta
in
in
g
th
e
co
n
ta
ct
a
n
d
th
e
p
ed
a
g
o
g
ic
a
l
r
ela
tio
n
s
h
ip
w
ith
o
u
r
s
tu
d
en
ts
.
”
(
I
n
ter
v
iew
1
0
;
p.
1
;
p
.
5
)
“N
o
t
o
n
ly
d
id
w
e
h
a
ve
to
m
o
ve
to
th
e
h
o
u
s
e,
b
u
t
w
e
h
a
d
to
r
ein
ve
n
t
ev
eryth
in
g
w
e
w
ere
d
o
in
g
a
n
d
w
ere
u
s
ed
to
d
o
,
a
n
d
w
e
h
a
d
to
s
ta
r
t
w
o
r
kin
g
fr
o
m
s
cra
tch
a
n
d
b
u
ild
fr
o
m
s
cra
tch
a
n
d
o
b
vio
u
s
ly
th
a
t
a
llo
w
s
yo
u
to
r
ea
liz
e
th
e
s
h
o
r
tco
min
g
s
th
a
t
ex
is
t
in
th
e
c
u
r
r
icu
lu
m.
”
(
I
n
ter
v
iew
4
;
p
.
2
;
p
.
2
7
)
“
Th
e
in
n
o
va
tio
n
in
n
ew
meth
o
d
o
lo
g
ies,
I
b
eliev
e
th
a
t
n
o
b
o
d
y
w
a
s
ta
u
g
h
t
to
d
o
cla
s
s
es
o
n
lin
e
o
r
in
th
is
w
a
y,
b
ec
a
u
s
e
n
o
b
o
d
y
ev
er p
u
t th
emselve
s
in
th
is
p
o
s
itio
n
.
”
(
I
n
ter
v
iew
5
;
p
.
2
;
p
.
34)
T
h
e
teac
h
er
s
in
ter
v
iewe
d
ag
r
ee
th
at
n
o
b
o
d
y
was
p
r
ep
ar
ed
f
o
r
s
o
m
eth
in
g
o
f
th
is
m
ag
n
itu
d
e
an
d
th
er
ef
o
r
e
th
e
y
h
av
e
h
ad
to
in
n
o
v
ate
in
n
ew
m
eth
o
d
o
lo
g
ies
an
d
lear
n
in
th
e
d
is
tan
ce
lear
n
in
g
p
r
o
ce
s
s
[
3
3
]
.
B
ased
o
n
th
e
ab
o
v
e,
it
is
s
u
g
g
ested
th
at
th
e
teac
h
er
,
b
ase
d
o
n
th
e
p
r
o
p
o
s
ed
cu
r
r
icu
lar
g
u
id
elin
es,
co
n
s
id
er
s
p
r
ev
io
u
s
ly
th
e
s
o
cial
c
o
n
tex
t
in
wh
ich
t
h
e
s
tu
d
en
ts
a
r
e
im
m
er
s
ed
.
I
n
th
is
n
ew
h
ea
lth
e
m
er
g
en
cy
s
ce
n
ar
io
,
a
n
ew
r
o
le
is
r
e
q
u
ir
ed
f
o
r
th
e
f
ig
u
r
e
o
f
th
e
teac
h
er
s
in
ce
,
o
n
th
e
o
n
e
h
an
d
,
h
e
ce
ases
to
b
e
t
h
e
ce
n
tr
al
ac
to
r
an
d
,
o
n
th
e
o
th
e
r
,
h
is
ac
tiv
ities
ch
an
g
e
f
r
o
m
b
ei
n
g
d
ir
ec
t
o
r
s
to
b
ein
g
lead
e
r
s
an
d
m
e
d
iato
r
s
.
T
h
u
s
,
its
m
ain
f
u
n
ctio
n
is
to
b
e
a
p
r
o
m
o
te
r
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
o
p
en
in
g
th
e
win
d
o
w
to
th
is
v
ir
tu
al
f
o
r
m
at
in
wh
ich
au
to
n
o
m
y
an
d
s
elf
-
d
i
r
ec
tio
n
b
e
co
m
e
th
e
ap
p
r
o
p
r
iate
way
to
m
an
ag
e
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
2
1
]
.
T
h
e
u
s
e
o
f
I
C
T
s
in
ed
u
ca
tio
n
h
as
b
ee
n
th
e
s
u
b
ject
o
f
d
e
b
ate
b
y
m
an
y
p
r
o
f
ess
io
n
als
in
th
e
s
ec
to
r
,
in
cl
u
d
in
g
th
e
ass
er
tio
n
th
at
th
ese
r
eso
u
r
ce
s
d
o
n
o
t
g
u
ar
an
tee
ef
f
ec
tiv
e
teac
h
in
g
.
Ho
wev
er
to
d
a
y
,
with
th
e
r
ea
l
s
itu
atio
n
o
f
th
e
C
OVI
D
-
19
p
an
d
em
ic,
th
e
c
h
o
ice
o
f
wh
eth
er
o
r
n
o
t
to
u
s
e
d
ig
ital
tech
n
o
lo
g
ies
in
th
e
class
r
o
o
m
is
n
o
lo
n
g
e
r
o
p
tio
n
al.
I
t
is
im
p
o
r
tan
t,
th
er
e
f
o
r
e,
t
h
at
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
in
s
er
ted
in
th
e
d
ig
ital
e
n
v
ir
o
n
m
en
t,
w
h
ich
h
ig
h
lig
h
ts
th
e
n
ee
d
to
p
r
o
m
o
te
d
ig
ital
liter
ac
y
an
d
co
n
s
eq
u
en
tly
a
p
ed
a
g
o
g
ical
r
ec
o
n
f
i
g
u
r
ati
o
n
b
y
te
ac
h
er
s
,
as
m
en
tio
n
ed
b
y
Fer
d
in
g
,
et
a
l.
[
7
]
.
T
h
e
f
o
r
eg
o
i
n
g
,
r
ec
eiv
es
s
p
ec
ial
atten
tio
n
in
th
e
ar
ea
o
f
p
h
y
s
ical
ed
u
ca
tio
n
an
d
h
ea
lth
,
wh
ic
h
is
ch
ar
ac
ter
ized
b
y
b
ein
g
em
in
e
n
tly
ex
p
e
r
ien
tial
an
d
cu
r
r
en
tly
h
as
h
a
d
to
m
o
v
e
r
a
p
id
ly
to
v
ir
tu
al
teac
h
in
g
en
v
ir
o
n
m
en
ts
.
3
.
3
.
D
ida
ct
ic
-
peda
g
o
g
ica
l a
s
pect
s
-
prim
a
ry
ca
t
eg
o
r
y
:
S
o
cia
l net
wo
rk
s
Un
d
er
th
e
co
n
te
x
t
f
ac
ed
as
a
co
u
n
tr
y
,
teac
h
er
s
in
g
en
e
r
al
h
av
e
a
r
ath
er
co
m
p
lex
an
d
v
ar
ied
wo
r
k
,
wh
er
e
th
e
m
ain
o
b
jectiv
e
is
th
at
all
s
tu
d
en
ts
r
ec
eiv
e
th
e
i
n
f
o
r
m
atio
n
,
c
o
n
ten
t,
an
d
m
atter
in
an
eq
u
itab
le
way
,
an
d
th
is
is
wh
er
e
it c
an
b
e
s
ee
n
in
th
e
s
to
r
ies th
at
s
o
cial
n
et
wo
r
k
s
an
d
tech
n
o
lo
g
y
tak
e
o
n
g
r
ea
t im
p
o
r
tan
ce
.
“
Use
o
f
th
e
s
yn
ch
r
o
n
o
u
s
vid
eo
co
n
feren
ce
r
eso
u
r
ce
via
Z
o
o
m,
Go
o
g
le
Meet,
to
ca
r
r
y
o
u
t
P
h
ysica
l E
d
u
ca
tio
n
cla
s
s
es a
n
d
co
u
r
s
e
mee
tin
g
s
.
.
.
r
ea
liz
a
ti
o
n
o
f in
fo
r
ma
tio
n
ca
p
s
u
les o
n
th
e
s
u
b
ject
o
f
P
h
ysica
l
E
d
u
ca
tio
n
fo
r
a
ll
g
r
a
d
es,
d
elive
r
y
o
f
in
fo
r
ma
tio
n
a
n
d
p
r
a
ctica
l
g
u
i
d
es
th
r
o
u
g
h
th
e
Wh
a
ts
A
p
p
a
p
p
lica
tio
n
,
Mes
s
en
g
er,
a
mo
n
g
o
th
ers
.
”
(
I
n
ter
v
iew
9
; p
.
2
; p
.
3
6
)
“
Th
e
co
mmu
n
ica
tio
n
ch
a
n
n
e
ls
w
ith
th
e
s
tu
d
en
ts
,
in
g
e
n
era
l,
eme
r
g
e
fr
o
m
th
e
d
id
a
c
tic
-
meth
o
d
o
lo
g
ic
a
l
a
ctio
n
s
ca
r
r
ied
o
u
t,
th
a
t
is
,
via
ema
il
a
n
d
Wh
a
ts
A
p
p
in
th
e
feed
b
a
ck
o
f
th
e
g
u
id
es
p
o
s
ted
in
th
e
ema
il
b
o
x,
via
th
e
Zo
o
m
p
la
tf
o
r
m;
in
th
e
in
tera
ctio
n
p
r
o
d
u
ce
d
d
u
r
i
n
g
th
e
cla
s
s
es
"
On
lin
e
"
a
n
d
d
u
r
i
n
g
eth
ic
a
l
s
h
ifts
,
w
ith
th
o
s
e
s
tu
d
en
ts
w
h
o
a
r
e
g
o
in
g
to
r
emo
ve
g
u
id
es fr
o
m
th
e
B
o
x
.
”
(
I
n
ter
v
i
ew
1
1
; p
.
3
;
p
.
4
3
)
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
I
mp
a
ct
o
n
tea
ch
in
g
in
times o
f
C
OV
I
D
-
1
9
p
a
n
d
emic
:
A
q
u
a
li
ta
tive
s
tu
d
y
(
A
leja
n
d
r
o
A
lmo
n
a
cid
-
F
ierr
o
)
437
So
cial
n
etwo
r
k
s
in
th
is
co
n
tex
t
h
av
e
b
ee
n
th
e
m
o
s
t
s
u
cc
ess
f
u
l
m
ea
n
s
to
s
tar
t
a
co
n
v
er
s
atio
n
,
d
ev
elo
p
a
clas
s
o
r
ac
q
u
ir
e/
d
eliv
er
in
f
o
r
m
atio
n
to
s
tu
d
en
ts
an
d
p
ar
e
n
ts
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
W
h
atsAp
p
,
I
n
s
tag
r
am
an
d
Face
b
o
o
k
ar
e
ap
p
licatio
n
s
th
at
m
o
s
t
k
n
o
w
h
o
w
to
u
s
e
an
d
,
o
n
th
e
o
th
er
h
a
n
d
,
d
o
n
o
t
co
n
s
u
m
e
m
o
b
ile
d
ata
f
r
o
m
th
e
in
ter
n
et
p
lan
,
b
ein
g
a
g
r
ea
t
s
u
p
p
o
r
t
i
n
th
is
co
n
tin
g
en
c
y
.
Fro
m
th
e
liter
atu
r
e,
it
is
s
u
g
g
ested
to
u
s
e
d
if
f
er
e
n
t
f
o
r
m
ats
s
u
ch
as
I
n
s
tag
r
am
,
W
h
atsAp
p
g
r
o
u
p
s
,
Z
o
o
m
,
in
s
titu
tio
n
al
Face
b
o
o
k
Fan
p
ag
e
,
v
id
e
o
o
r
s
to
r
ies
in
b
lo
g
s
,
Yo
u
T
u
b
e
ch
a
n
n
el
o
r
p
o
d
ca
s
ts
d
ev
elo
p
e
d
b
y
s
tu
d
en
ts
,
am
o
n
g
o
th
er
s
[
5
]
.
T
h
e
s
e
ch
an
g
es
in
a
f
ew
d
ay
s
in
d
icate
t
h
at
s
o
cial
i
s
o
latio
n
d
o
es
n
o
t
h
av
e
to
b
e
s
y
n
o
n
y
m
o
u
s
with
s
u
f
f
er
in
g
an
d
ex
clu
s
io
n
f
r
o
m
th
e
wo
r
ld
.
On
th
e
co
n
tr
a
r
y
,
o
u
r
s
o
cial
is
o
latio
n
,
m
ar
k
ed
b
y
th
ese
cy
b
er
cu
ltu
r
al
ex
p
er
ien
ce
s
,
t
o
f
ac
e
th
e
C
OVI
D
-
19
p
an
d
em
ic,
ca
n
b
e
a
n
in
ter
co
n
n
ec
ted
i
n
s
u
latio
n
,
as
s
h
o
w
n
b
y
v
ar
io
u
s
ed
u
ca
tio
n
al
e
x
p
e
r
ien
ce
s
ca
r
r
ied
o
u
t
d
u
r
in
g
th
e
p
an
d
em
ic
[
3
4
]
.
O
n
th
e
o
th
er
h
an
d
,
we
h
a
v
e
o
b
s
er
v
ed
th
at
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
a
p
p
r
o
ac
h
th
eir
p
ed
a
g
o
g
ical
w
o
r
k
t
h
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
s
,
b
u
t
with
o
u
t
th
e
n
ee
d
f
o
r
s
im
u
lt
an
eo
u
s
co
n
n
ec
tio
n
.
Fo
llo
wed
b
y
ac
tiv
ities
with
t
h
e
s
u
p
er
v
is
io
n
o
f
p
ar
e
n
ts
,
p
er
f
o
r
m
in
g
r
eg
u
lar
s
y
n
c
h
r
o
n
o
u
s
o
n
lin
e
ac
tiv
ities
,
u
n
d
er
tech
n
o
lo
g
ical
av
ailab
ilit
y
o
f
f
am
ilies
.
T
h
ey
also
o
f
f
er
r
eg
u
lar
asy
n
c
h
r
o
n
o
u
s
ac
tiv
ities
o
n
lin
e
in
r
elatio
n
to
th
e
co
n
te
n
t o
f
th
e
class
,
in
s
u
ch
a
way
as to
atten
d
s
tu
d
en
t
s
in
th
eir
co
r
p
o
r
eity
lear
n
in
g
p
r
o
ce
s
s
[
3
5
]
.
3
.
4
.
D
ida
ct
ic
-
peda
g
o
g
ica
l a
s
pect
s
-
prim
a
ry
ca
t
e
g
o
ry
:
P
ri
o
rit
ized
co
nte
nts
Acc
o
r
d
in
g
t
o
th
e
k
ey
in
f
o
r
m
a
n
ts
ac
co
u
n
t,
we
f
in
d
t
h
at
th
e
C
h
ilean
Min
is
tr
y
o
f
E
d
u
ca
tio
n
p
r
io
r
itizes
ce
r
tain
co
n
ten
ts
th
at
co
m
e
f
r
o
m
th
e
C
u
r
r
icu
lar
B
ases
f
o
r
th
e
tim
e
o
f
th
e
p
an
d
em
ic,
th
e
t
ea
ch
er
s
,
in
g
en
er
al,
h
av
e
b
ee
n
o
r
ien
te
d
to
d
e
v
elo
p
in
th
eir
class
r
o
o
m
s
s
o
m
e
co
n
ten
ts
s
u
ch
as:
“W
e
h
a
ve
p
r
io
r
itiz
ed
p
h
ysica
l
co
n
d
itio
n
in
g
b
ec
a
u
s
e
i
t
is
a
co
n
ten
t
th
a
t
ca
n
b
e
d
o
n
e
i
n
a
r
ed
u
ce
d
s
p
a
ce
,
s
o
s
in
ce
yo
u
c
a
n
n
o
t
lea
ve
th
e
h
o
u
s
e
o
r
yo
u
s
h
o
u
ld
n
o
t
a
n
d
w
e
h
a
ve
a
w
id
e
ma
r
g
in
o
f
s
p
a
ce
t
h
a
t
n
o
t
ev
er
yo
n
e
h
a
s
,
w
e
h
a
ve
p
r
io
r
itiz
ed
p
h
ysica
l
co
n
d
itio
n
in
g
…e
xe
r
cises
o
f
b
a
la
n
ce
,
s
ta
b
ilit
y,
p
erh
a
p
s
,
d
esp
ite
ev
eryth
in
g
w
e
a
ls
o
w
o
r
k
o
n
r
esis
ta
n
ce
….
a
t
lea
s
t
w
e
tr
y
fr
o
m
fift
h
to
fo
u
r
th
g
r
a
d
e
i
s
ve
r
y
s
imi
la
r
.
”
(
I
n
ter
v
iew
2
;
p
.
1
; p
.
1
4
)
“Re
g
a
r
d
in
g
w
h
a
t
is
d
o
n
e
b
y
t
h
e
b
o
ys
a
n
d
g
ir
ls
r
ela
ted
to
th
e
mo
ve
men
t
a
n
d
p
h
ysica
l
a
cti
vity
th
a
t
th
ey
ca
r
r
y
o
u
t
fr
o
m
t
h
e
ir
h
o
mes.
Men
tio
n
th
a
t
th
es
e
w
o
r
ks
a
r
e
d
ep
l
o
ye
d
in
d
ir
ec
t
r
ela
tio
n
to
th
e
le
a
r
n
in
g
o
b
ject
ives
(
LO)
;
th
ey
a
r
e
o
b
jective
s
th
a
t
a
r
e
d
ec
r
ee
d
i
n
th
e
d
o
cu
m
en
t
o
f
cu
r
r
icu
la
r
p
r
io
r
itiz
a
tio
n
o
f
th
e
r
esp
ec
tive
s
u
b
ject
g
r
a
n
ted
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
ile.
”
(
I
n
ter
v
ie
w
1
3
;
p
.
3
;
p.
59)
Acc
o
r
d
in
g
to
th
e
d
o
cu
m
e
n
t
p
r
ep
ar
e
d
b
y
th
e
C
OVI
D
-
19
So
cial
B
o
ar
d
[
2
1
]
,
th
e
g
lo
b
al
p
an
d
em
ic
s
itu
atio
n
h
as
g
en
er
ated
a
s
et
o
f
ad
ju
s
tm
en
ts
to
ed
u
ca
tio
n
al
s
y
s
tem
s
wo
r
ld
wid
e
an
d
C
h
ile
h
as
n
o
t
b
ee
n
th
e
ex
ce
p
tio
n
.
T
h
e
tr
u
n
ca
ted
s
tar
t
o
f
th
e
s
c
h
o
o
l
y
ea
r
a
n
d
its
ad
ap
tatio
n
to
a
r
e
m
o
te
way
h
as
im
p
lied
em
er
g
e
n
t
ac
tio
n
s
in
o
r
d
er
to
m
ain
tain
l
in
k
s
an
d
av
o
id
,
as
f
ar
as
p
o
s
s
ib
le,
th
e
in
ter
r
u
p
tio
n
o
f
th
e
p
ed
ag
o
g
ical
p
r
o
ce
s
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
t
s
[
1
8
]
.
I
n
Ma
y
2
0
2
0
,
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
ile
p
r
o
p
o
s
ed
a
cu
r
r
icu
la
r
p
r
io
r
itizatio
n
in
wh
ich
f
u
n
d
a
m
en
tal
lear
n
in
g
o
b
jectiv
es
wer
e
s
elec
ted
to
all
ar
ea
s
av
ail
ab
le
o
n
its
web
s
ite
[
3
6
]
.
T
h
e
cu
r
r
ic
u
lar
p
r
io
r
itizat
io
n
h
as
to
d
o
with
th
e
allo
ca
tio
n
o
f
h
ig
h
er
p
r
i
o
r
ity
to
s
o
m
e
s
k
ills
an
d
co
n
ten
t
o
v
er
o
t
h
er
s
.
B
ec
au
s
e
th
ey
ar
e
co
n
s
id
er
ed
q
u
alitativ
ely
m
o
r
e
im
p
o
r
tan
t,
o
f
g
r
ea
te
r
u
tili
ty
o
r
o
f
g
r
ea
ter
tr
ain
in
g
p
o
ten
tial,
in
th
at
th
e
p
a
r
ticu
lar
ca
s
e
o
f
th
e
ar
ea
o
f
p
h
y
s
ical
e
d
u
ca
tio
n
.
Acc
o
r
d
in
g
t
o
th
e
r
e
p
o
r
t
o
f
t
h
e
teac
h
er
s
in
ter
v
iewe
d
,
th
e
p
r
i
o
r
itizatio
n
h
as
b
ee
n
o
r
ie
n
ted
to
th
e
d
ev
elo
p
m
en
t
o
f
b
asic
m
o
to
r
s
k
ills
,
an
d
th
o
s
e
asp
ec
ts
ass
o
ciate
d
with
ex
er
cise a
n
d
h
ea
lth
.
3
.
5
.
D
ida
ct
ic
-
peda
g
o
g
ica
l a
s
pect
s
-
prim
a
ry
ca
t
e
g
o
ry
:
E
v
a
lua
t
io
n
pro
ce
s
s
Acc
o
r
d
in
g
to
t
h
e
in
ter
v
iewe
es,
wh
en
tr
y
in
g
to
e
v
alu
ate
th
eir
s
tu
d
e
n
ts
th
ey
h
av
e
e
n
co
u
n
ter
e
d
d
if
f
er
en
t
r
ea
liti
es,
p
r
o
b
lem
s
an
d
cir
cu
m
s
tan
ce
s
in
wh
ich
th
ey
ca
n
n
o
t
k
n
o
w
if
th
e
y
r
ec
ei
v
e
th
e
ed
u
ca
tio
n
al
co
n
ten
t,
wh
ich
th
ey
r
e
p
o
r
t.
“C
o
n
cretely,
w
e
d
o
n
o
t
h
a
ve
h
o
w
to
ve
r
ify
th
a
t
th
ey
a
r
e
d
o
in
g
th
e
ex
ercis
es
a
n
d
if
t
h
ey
a
r
e
lea
r
n
in
g
s
o
me
p
h
ysica
l c
o
n
d
it
io
n
in
g
a
n
d
h
o
w
to
w
o
r
k
a
t h
o
me
w
ith
lit
tle
s
p
a
ce
a
n
d
w
ith
l
ittl
e
ma
teri
a
l
.
”
(
I
n
ter
v
iew
2
; p
.
3
; p
.
1
4
)
"Th
e
ev
a
lu
a
tio
n
in
times
o
f
p
a
n
d
emic
th
a
t
is
d
iffi
cu
lt
in
my
o
p
in
io
n
,
w
e
in
o
u
r
a
r
ea
is
s
u
p
er
d
iffi
cu
lt
to
ev
a
lu
a
te
s
in
ce
w
e
d
o
n
o
t
k
n
o
w
if
a
ll
o
u
r
s
tu
d
en
ts
a
r
e
r
ev
ie
w
in
g
th
e
vid
eo
s
a
n
d
r
eq
u
esti
n
g
a
s
a
mp
le
vid
eo
w
o
u
ld
b
e
ve
r
y
ted
io
u
s
fo
r
th
em
a
n
d
fo
r
u
s
to
o
.
”
(
I
n
ter
v
iew
2
;
p
.
3
;
p
.
1
5
)
T
h
e
p
er
i
o
d
o
f
in
s
ec
u
r
ity
an
d
d
estab
ilizatio
n
in
wh
ich
th
e
wo
r
ld
liv
es
in
th
e
f
ac
e
o
f
th
e
u
n
k
n
o
wn
an
d
ter
r
if
y
in
g
C
OVI
D
-
19
h
a
d
c
o
n
s
eq
u
en
ce
s
f
o
r
th
e
ev
alu
a
tio
n
p
r
o
ce
s
s
.
Dis
tan
ce
ed
u
ca
tio
n
h
ad
to
b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
4
3
2
-
4
4
0
438
im
p
lem
en
ted
in
o
r
d
er
n
o
t
to
h
av
e
in
ter
r
u
p
tio
n
s
in
th
e
co
u
r
s
es
in
elem
en
tar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l.
T
h
e
af
o
r
em
en
tio
n
ed
p
an
d
em
ic
h
a
s
f
o
r
ce
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th
e
s
ch
o
o
l
s
y
s
tem
t
o
u
s
e
th
e
lo
n
g
-
r
a
n
g
e
s
o
cial
m
ed
ia
W
h
atsAp
p
,
Face
b
o
o
k
,
I
n
s
tag
r
am
a
n
d
o
th
e
r
m
ed
ia
in
s
tan
ce
s
to
s
tim
u
late
an
d
g
u
id
e
th
e
s
tu
d
ies
o
f
ch
ild
r
en
an
d
a
d
o
lescen
ts
[
6
]
.
T
h
is
n
ew
co
n
tex
t
u
n
d
o
u
b
ted
ly
m
ak
es
th
e
ac
t
o
f
e
v
alu
atin
g
ev
en
m
o
r
e
ch
allen
g
in
g
,
s
in
ce
it
b
r
in
g
s
with
it
th
e
d
em
an
d
to
(
r
e
)
in
v
e
n
t
an
ev
alu
atio
n
p
r
o
ce
s
s
th
at
g
o
es
h
an
d
in
h
an
d
with
a
n
ew
w
ay
o
f
teac
h
i
n
g
b
y
teac
h
er
s
.
I
n
th
ese
s
itu
atio
n
s
,
it
is
id
en
tifie
d
th
at
th
e
lack
o
f
a
m
ea
n
s
to
v
er
if
y
th
e
lear
n
i
n
g
p
r
o
ce
s
s
in
s
tu
d
en
ts
is
n
o
to
r
io
u
s
,
s
in
ce
m
an
y
d
o
n
o
t
h
av
e
th
e
r
eso
u
r
ce
s
to
ac
ce
s
s
o
n
lin
e
ed
u
ca
tio
n
in
an
o
p
tim
al
way
.
T
h
is
is
ess
en
tial
to
o
v
er
co
m
e
d
if
f
icu
lties
in
lear
n
in
g
,
n
o
t
h
av
in
g
th
e
o
p
p
o
r
tu
n
it
y
to
clar
if
y
d
o
u
b
ts
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
o
n
th
ei
r
p
r
o
g
r
ess
an
d
s
etb
ac
k
s
in
th
e
d
is
cip
lin
e
[
3
7
]
.
3
.
6
.
D
ida
ct
ic
-
peda
g
o
g
ica
l a
s
pect
s
-
prim
a
ry
ca
t
e
g
o
ry
:
E
mo
t
io
na
l w
ell
-
being
Alth
o
u
g
h
t
h
e
cu
r
r
en
t
c
o
n
tex
t
is
lim
itin
g
u
s
in
s
o
m
e
p
e
d
ag
o
g
ical
asp
ec
ts
,
it
is
in
th
is
in
s
tan
ce
,
th
at
teac
h
er
s
o
f
all
s
u
b
jects
m
u
s
t
t
ak
e
ad
v
a
n
tag
e
o
f
a
n
d
e
x
tr
ac
t
th
e
p
o
s
itiv
e
s
id
e
o
f
all
t
h
is
s
itu
atio
n
th
at
we
liv
e
to
d
ay
.
I
t
is
f
o
r
t
h
is
r
ea
s
o
n
th
a
t
p
ed
ag
o
g
u
es
ad
a
p
t
an
d
lo
o
k
f
o
r
th
e
b
est
to
o
ls
to
ac
h
iev
e
an
o
p
tim
al
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
f
o
r
y
o
u
n
g
p
eo
p
le.
T
h
is
is
h
o
w
it
ca
n
b
e
s
ee
n
in
th
e
f
o
llo
win
g
r
ep
o
r
ts
f
r
o
m
th
e
teac
h
er
s
in
ter
v
iewe
d
an
d
h
o
w
th
e
y
h
a
v
e
ad
ap
ted
to
th
e
cu
r
r
en
t sit
u
atio
n
in
th
e
co
u
n
tr
y
.
“In
r
ela
tio
n
to
my
p
r
o
fess
io
n
a
l
ex
p
erien
ce
d
u
r
in
g
th
is
tim
e,
I
h
a
ve
h
a
d
to
a
d
ju
s
t
my
w
o
r
k
p
la
n
,
s
in
ce
o
n
ly
in
s
ta
n
ce
s
o
f
cla
s
s
es
h
a
ve
b
ee
n
g
en
era
ted
fr
o
m
th
e
co
n
n
ec
tio
n
t
h
r
o
u
g
h
th
e
u
s
e
a
n
d
ma
n
a
g
eme
n
t
o
f
d
ig
ita
l
p
la
tfo
r
ms
a
n
d
th
e
s
en
d
in
g
o
f
ca
p
s
u
les
o
f
in
fo
r
ma
tio
n
,
b
a
s
ed
o
n
th
e
ex
ec
u
tio
n
o
f
p
r
a
ctica
l
ex
ercis
es,
g
a
mes
a
n
d
m
o
to
r
ch
a
llen
g
es
o
f
lo
c
o
mo
ti
o
n
,
ma
n
ip
u
la
tio
n
a
n
d
b
a
la
n
ce
,
p
r
efera
b
ly.
S
o
th
a
t
th
ey
d
o
in
th
eir
h
o
mes,
co
n
s
id
erin
g
th
e
tim
e
o
f
th
e
p
a
n
d
emic
in
w
h
ich
w
e
a
r
e
immer
s
ed
,
h
o
w
ev
er
I
a
m
co
n
ce
r
n
ed
a
b
o
u
t
th
e
emo
tio
n
a
l
en
viro
n
men
t o
f m
y
s
tu
d
en
ts
.
”
(
I
n
ter
v
iew
1
4
; p
.
3
; p
.
6
7
)
“
F
r
o
m
my
p
ers
p
ec
tive,
I
co
n
s
i
d
er
th
a
t
th
e
em
o
tio
n
a
l
w
ell
-
b
ein
g
o
f
ch
ild
r
en
is
fu
n
d
a
men
ta
l
in
th
ese
times
o
f
p
a
n
d
emi
c,
a
n
d
th
a
t
p
h
ysica
l
ed
u
ca
tio
n
a
llo
w
s
ch
ild
r
en
to
fill
th
emselve
s
w
ith
p
o
s
itive
emo
tio
n
s
th
r
o
u
g
h
p
h
y
s
ica
l a
ctivity
.
”
(
I
n
ter
v
iew
4
; p
.
2
; p
.
2
9
-
3
0
)
I
n
th
e
tim
es
o
f
th
e
C
OVI
D
-
19
p
an
d
em
ic,
teac
h
er
s
m
u
s
t
r
e
v
iew
th
e
u
s
u
al
f
o
r
m
s
o
f
teac
h
i
n
g
,
m
o
d
if
y
p
ed
ag
o
g
ical
p
lan
n
in
g
a
n
d
f
in
d
alter
n
ativ
es
to
i
n
v
o
lv
e
m
o
t
iv
ate
an
d
p
r
o
m
o
te
th
e
em
o
ti
o
n
al
well
-
b
ein
g
o
f
s
tu
d
en
ts
,
ev
en
at
a
d
is
tan
ce
[
3
8
]
.
T
h
e
teac
h
in
g
p
r
o
f
ess
io
n
in
v
o
lv
es
m
an
y
r
elatio
n
s
h
ip
s
an
d
p
er
h
ap
s
th
e
g
r
ea
test
lo
s
s
is
co
n
ce
n
tr
ated
in
th
is
ar
ea
.
T
h
e
lac
k
o
f
in
ter
a
c
tio
n
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
,
as
well
as
b
etwe
en
s
tu
d
en
ts
,
is
o
n
e
o
f
th
e
m
ain
ch
allen
g
es
wh
en
ad
ap
tin
g
class
r
o
o
m
s
to
th
e
ef
f
ec
ts
o
f
th
e
C
OVI
D
-
19
p
an
d
em
ic,
s
in
ce
it
is
n
ec
ess
ar
y
to
a
d
ap
t
class
es,
m
ater
ials
an
d
ac
tiv
ities
to
a
d
if
f
er
e
n
t
m
o
d
el
f
r
o
m
th
e
tr
ad
itio
n
al
class
r
o
o
m
[
3
9
]
.
T
h
e
teac
h
er
s
h
av
e
h
ad
to
ad
a
p
t
to
th
e
cir
cu
m
s
tan
ce
s
th
at
th
e
co
u
n
tr
y
is
g
o
in
g
th
r
o
u
g
h
,
th
at
ar
e
,
to
ad
ap
t
th
e
co
n
ten
ts
an
d
p
lan
n
ed
o
b
jecti
v
es,
u
n
its
to
b
e
ca
r
r
ied
o
u
t,
p
r
o
p
o
s
ed
ac
tiv
ities
,
am
o
n
g
m
an
y
o
th
er
th
in
g
s
th
at
wer
e
h
ad
in
m
in
d
b
ef
o
r
e
th
e
p
an
d
em
ic.
Ho
wev
er
,
th
e
teac
h
er
m
u
s
t
g
o
b
ey
o
n
d
u
s
in
g
tech
n
o
lo
g
ical
to
o
ls
to
d
eliv
er
th
eir
co
n
ten
t;
b
u
t
r
at
h
er
,
teac
h
er
s
m
u
s
t
d
ev
elo
p
ac
t
io
n
s
in
ed
u
ca
tio
n
al
co
n
tex
ts
th
at
p
er
m
a
n
en
tly
f
a
v
o
r
m
en
tal,
e
m
o
tio
n
al,
s
o
cial
an
d
p
h
y
s
ical
well
-
b
ein
g
.
All
th
is
to
p
r
o
m
o
te
in
ch
ild
r
en
an
d
y
o
u
n
g
p
e
o
p
le
a
p
ed
ag
o
g
y
th
at,
co
n
s
id
er
s
in
d
iv
id
u
al
n
ee
d
s
an
d
ter
r
ito
r
i
es,
en
co
u
r
ag
es
th
e
ch
allen
g
e
an
d
en
jo
y
m
en
t
o
f
l
ea
r
n
in
g
an
d
a
n
ac
tiv
e
an
d
h
e
alth
y
life
in
in
ter
ac
tio
n
s
b
ase
d
o
n
th
e
ca
r
e
an
d
s
u
p
p
o
r
t o
f
all
m
em
b
e
r
s
o
f
th
e
ed
u
ca
tio
n
al
co
m
m
u
n
ity
[
2
1
]
.
4.
CO
NCLU
SI
O
N
T
h
e
n
e
g
ativ
e
ef
f
ec
ts
o
f
t
h
e
n
o
n
-
ex
is
ten
ce
o
f
p
h
y
s
ical
ed
u
c
atio
n
class
es
in
tim
es
o
f
t
h
e
C
OVI
D
-
19
p
an
d
em
ic
ca
n
b
e
s
u
m
m
a
r
ized
in
at
least
two
asp
ec
ts
:
o
n
th
e
o
n
e
h
a
n
d
,
th
e
is
s
u
e
o
f
p
h
y
s
ical
ac
tiv
ity
an
d
,
o
n
th
e
o
th
er
,
th
e
d
ev
el
o
p
m
en
t
o
f
s
o
cial
s
k
ills
.
W
h
en
id
en
tify
in
g
an
d
in
ter
p
r
etin
g
th
e
p
ed
ag
o
g
ical
s
tr
ateg
ies
u
s
ed
b
y
Ph
y
s
ical
E
d
u
ca
tio
n
teac
h
er
s
in
ti
m
es
o
f
p
an
d
em
ic,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
is
tim
e
f
o
r
th
e
in
ter
v
iewe
es
h
as
b
ee
n
ch
allen
g
in
g
n
o
t
o
n
l
y
o
n
a
p
r
o
f
ess
io
n
al
lev
el,
s
in
ce
th
e
q
u
ality
o
f
life
o
f
ea
ch
o
n
e
o
f
th
em
h
as
b
ee
n
af
f
ec
ted
b
y
th
e
c
o
n
f
in
e
m
en
t.
On
th
e
o
th
e
r
h
a
n
d
,
ca
m
e
to
e
v
id
en
ce
th
e
g
r
ea
t
s
o
cial
g
ap
th
a
t
ex
is
ts
in
C
h
ile
an
d
af
f
ec
ts
th
o
u
s
an
d
s
o
f
f
am
ilies
,
in
clu
d
in
g
t
h
o
s
e
th
at
ar
e
p
ar
t
o
f
th
e
in
s
titu
tio
n
s
wh
er
e
th
e
te
ac
h
er
s
in
ter
v
iewe
d
in
th
is
s
tu
d
y
wo
r
k
.
I
n
r
elatio
n
to
th
eir
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
,
it
is
co
n
clu
d
ed
th
at
te
ac
h
er
s
h
av
e
h
ad
to
in
n
o
v
ate
i
n
n
ew
lear
n
in
g
m
et
h
o
d
o
lo
g
ies
f
o
r
wh
ich
t
h
ey
we
r
e
n
o
t
p
r
ep
a
r
ed
,
i
n
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
as
o
n
e
o
f
th
e
m
ain
to
o
ls
to
d
eliv
er
k
n
o
wled
g
e,
m
ain
ly
th
r
o
u
g
h
v
i
d
eo
s
an
d
o
n
lin
e
class
es.
T
h
o
s
e
th
at
h
a
v
e
allo
wed
th
e
d
eliv
er
y
o
f
th
e
c
o
n
ten
ts
p
r
io
r
itized
b
y
th
e
Mi
n
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
ile,
p
ass
in
g
ed
u
ca
to
r
s
f
r
o
m
h
av
in
g
a
ce
n
tr
al
r
o
le,
to
b
ein
g
p
r
o
m
o
ter
s
o
f
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
f
o
r
th
eir
s
tu
d
en
ts
,
with
in
ter
ac
tiv
e
en
v
ir
o
n
m
e
n
ts
th
at
ar
e
m
o
r
e
f
r
ien
d
ly
,
f
le
x
ib
le
an
d
ad
j
u
s
ted
to
th
e
r
ea
lity
o
f
ea
ch
s
tu
d
en
t.
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
I
mp
a
ct
o
n
tea
ch
in
g
in
times o
f
C
OV
I
D
-
1
9
p
a
n
d
emic
:
A
q
u
a
li
ta
tive
s
tu
d
y
(
A
leja
n
d
r
o
A
lmo
n
a
cid
-
F
ierr
o
)
439
I
n
tim
es
o
f
cr
is
is
we
b
ec
o
m
e
s
tr
o
n
g
er
,
in
a
d
v
er
s
ity
we
lear
n
.
T
h
is
is
a
tim
e
o
f
g
r
ea
t
ca
u
tio
n
,
b
u
t
also
o
f
g
r
ea
t
h
o
p
e
,
an
d
in
th
is
s
en
s
e,
co
llab
o
r
atio
n
an
d
s
o
lid
ar
it
y
h
av
e
b
ee
n
f
u
n
d
am
e
n
tal
s
o
t
h
at
as
a
s
o
ciety
we
ca
n
q
u
ic
k
ly
f
i
g
h
t
ag
ai
n
s
t
th
e
C
OVI
D
-
19
p
an
d
e
m
ic,
liv
in
g
t
h
e
p
ar
a
d
o
x
o
f
g
ettin
g
clo
s
er
,
e
v
en
to
th
e
d
is
tan
ce
.
I
n
th
is
co
n
tex
t,
th
e
s
tu
d
y
allo
wed
u
s
to
u
n
d
er
s
tan
d
th
e
f
u
n
d
am
en
tal
r
o
le
o
f
th
e
p
h
y
s
ical
e
d
u
ca
tio
n
teac
h
er
,
to
m
ak
e
th
e
d
is
cip
lin
e
s
h
o
w
its
r
elev
an
ce
an
d
its
p
o
s
s
ib
ilit
ies,
wh
ich
tr
an
s
ce
n
d
t
h
e
walls
o
f
t
h
e
s
ch
o
o
l,
s
in
ce
it
in
ex
o
r
ab
l
y
af
f
ec
ts
th
e
liv
es
o
f
ch
ild
r
en
a
n
d
y
o
u
n
g
p
eo
p
le
at
wh
o
ed
u
ca
te.
I
n
th
is
co
n
tex
t
,
o
n
e
o
f
th
e
g
r
ea
test
d
if
f
icu
lties
f
o
r
teac
h
e
r
s
h
as
b
ee
n
th
e
d
if
f
icu
lty
o
f
im
p
lem
en
tin
g
ev
alu
atio
n
p
r
o
ce
s
s
es;
th
e
s
itu
atio
n
in
th
e
Ph
y
s
ical
E
d
u
ca
tio
n
class
r
o
o
m
b
ec
o
m
es
p
ar
ticu
lar
ly
s
en
s
itiv
e.
I
t
is
an
ar
ea
th
at,
alo
n
g
with
Ar
ts
,
p
r
esen
t
d
ev
elo
p
m
e
n
ts
p
r
ef
e
r
ab
ly
in
th
e
p
r
o
ce
d
u
r
al
f
ield
,
co
n
s
eq
u
e
n
t
ly
,
it
h
as
b
ee
n
d
if
f
icu
lt
f
o
r
p
r
o
f
ess
io
n
als
in
th
ese
d
is
cip
lin
es to
v
er
if
y
th
e
lear
n
i
n
g
o
f
th
e
ir
s
tu
d
en
ts
in
tim
es o
f
p
an
d
em
ic.
I
n
ter
m
s
o
f
s
tu
d
y
lim
itatio
n
s
,
it
ca
n
b
e
p
o
in
ted
o
u
t
th
e
im
p
o
s
s
ib
ilit
y
o
f
ap
p
ly
in
g
a
s
ec
o
n
d
d
ata
co
llectio
n
tech
n
i
q
u
e
s
u
c
h
as
t
h
e
f
o
c
u
s
g
r
o
u
p
,
d
u
e
to
th
e
d
if
f
icu
lties
o
f
co
n
f
in
em
e
n
t,
th
e
t
im
e
av
ailab
ilit
y
o
f
th
e
p
ar
ticip
a
n
ts
,
th
e
p
r
o
b
lem
s
o
f
i
n
ter
n
et
co
n
n
ec
tio
n
an
d
th
e
in
co
n
v
en
ie
n
ce
s
o
f
r
esear
c
h
er
s
th
em
s
elv
es
to
m
o
r
e
ea
s
ily
ac
ce
s
s
f
ield
wo
r
k
.
C
o
n
s
eq
u
e
n
tly
,
it
is
n
ec
ess
ar
y
to
co
n
tin
u
e
in
v
esti
g
atin
g
with
q
u
alitativ
e
o
r
m
ix
ed
tech
n
iq
u
es,
th
e
d
id
ac
tic
-
p
ed
ag
o
g
ical
s
tr
ateg
ies
im
p
le
m
en
ted
b
y
th
e
teac
h
er
s
.
Als
o
,
th
e
d
ev
elo
p
m
en
t
o
f
th
e
lear
n
in
g
o
b
jectiv
es
s
tip
u
la
ted
in
th
e
n
atio
n
al
cu
r
r
ic
u
lu
m
,
wh
ich
h
as
b
ee
n
r
ec
o
n
f
ig
u
r
ed
an
d
p
r
io
r
itized
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
ile
d
u
r
in
g
th
e
C
OVI
D
-
19
p
an
d
em
ic.
Fin
ally
,
o
n
e
o
f
t
h
e
s
u
g
g
esti
o
n
s
th
at
em
er
g
e
f
r
o
m
th
is
s
tu
d
y
is
r
elat
ed
to
k
n
o
win
g
t
h
e
o
p
i
n
io
n
o
f
s
tu
d
en
ts
an
d
th
eir
f
am
ilies
r
eg
ar
d
in
g
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
th
at
th
ey
h
a
v
e
e
x
p
er
ien
ce
d
i
n
2
0
2
0
,
in
o
r
d
er
to
r
ef
lect
o
n
its
im
p
ac
t
o
n
life
o
f
ch
ild
r
e
n
an
d
th
eir
f
am
ilies
.
RE
F
E
R
E
NC
E
S
[1
]
Wo
rld
He
a
lt
h
Org
a
n
iza
ti
o
n
,
“
C
o
r
o
n
a
v
ir
u
s
d
ise
a
se
(COV
ID
-
19)
:
si
tu
a
ti
o
n
re
p
o
rt
–
1
0
2
,
”
2
0
2
0
.
[On
ll
i
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/ap
p
s.w
h
o
.
in
t/
iri
s/h
a
n
d
le/1
0
6
6
5
/
3
3
2
0
5
5
.
[2
]
C
.
S
o
h
ra
b
i,
e
t
a
l.
,
“
W
o
rld
He
a
lt
h
Org
a
n
iza
ti
o
n
d
e
c
lare
s
g
l
o
b
a
l
e
m
e
rg
e
n
c
y
:
A
re
v
iew
o
f
th
e
2
0
1
9
n
o
v
e
l
c
o
ro
n
a
v
ir
u
s
(COV
ID
-
19
),
”
In
ter
n
a
ti
o
n
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l
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ry
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p
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.
[3
]
M
.
P
.
Cr
u
z
,
E
.
S
a
n
to
s,
M
.
V
.
Ce
rv
a
n
tes
,
a
n
d
M
.
L.
Ju
á
re
z
,
“
COV
ID
-
1
9
,
a
wo
rl
d
wid
e
p
u
b
li
c
h
e
a
lt
h
e
m
e
rg
e
n
c
y
,”
Rev
ista
Clí
n
ic
a
Esp
a
ñ
o
l
a
,
v
o
l.
2
2
1
,
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o
.
1
,
p
p
.
55
-
61
,
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n
.
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0
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1
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rc
e
.
2
0
2
0
.
0
3
.
0
0
1
.
[4
]
F
.
M
.
Re
ime
rs
a
n
d
A.
S
c
h
leic
h
e
r,
“
A
fra
m
e
wo
rk
to
g
u
i
d
e
a
n
e
d
u
c
a
ti
o
n
re
sp
o
n
se
to
t
h
e
COV
ID
-
1
9
P
a
n
d
e
m
ic
o
f
2
0
2
0
,
”
OECD,
2
0
2
0
.
[5
]
J
.
Re
ich
,
et
a
l.
,
“
Re
m
o
te
lea
rn
in
g
g
u
id
a
n
c
e
fro
m
sta
te
e
d
u
c
a
ti
o
n
a
g
e
n
c
ies
d
u
rin
g
th
e
COV
ID
-
1
9
p
a
n
d
e
m
ic:
a
first
lo
o
k
,
”
2
0
2
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/ed
a
rx
i
v
.
o
r
g
/
4
3
7
e
2
/
[6
]
M.
L
a
n
g
f
o
rd
a
n
d
C.
Da
m
sa
,
On
li
n
e
Tea
c
h
i
n
g
in
t
h
e
Ti
m
e
o
f
C
OV
ID
-
1
9
:
Ac
a
d
e
m
ic
’
E
x
p
e
rien
c
e
in
No
rwa
y
,
”
Ce
n
tre fo
r
E
x
p
e
rien
ti
a
l
Leg
a
l
Lea
rn
in
g
(CEL
L)
,
Un
i
v
e
rsity
o
f
Os
l
o
,
2
0
2
0
.
[7
]
R.
E.
F
e
rd
i
g
,
E.
Ba
u
m
g
a
rt
n
e
r,
R.
Ha
rtsh
o
r
n
e
,
R.
Ka
p
lan
-
Ra
k
o
ws
k
i,
a
n
d
C.
M
o
u
z
a
,
T
e
a
c
h
in
g
,
T
e
c
h
n
o
l
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y
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a
n
d
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e
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c
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d
u
c
a
t
io
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d
u
ri
n
g
t
h
e
C
OVID
-
1
9
Pa
n
d
e
mic
:
S
t
o
rie
s
fro
m
th
e
Fi
e
ld
.
As
so
c
iati
o
n
fo
r
t
h
e
Ad
v
a
n
c
e
m
e
n
t
o
f
Co
m
p
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ti
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g
in
Ed
u
c
a
ti
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n
(AA
CE)
,
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0
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0
.
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l
in
e
].
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v
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il
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le
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tt
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s:
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.
[8
]
J
.
Cra
wfo
rd
,
e
t
a
l.
,
“
COV
ID
-
1
9
:
2
0
c
o
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n
tri
e
s'
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ig
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r
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d
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ti
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t
ra
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rio
d
d
ig
it
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l
p
e
d
a
g
o
g
y
re
sp
o
n
se
s,”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
L
e
a
r
n
in
g
&
T
e
a
c
h
in
g
,
v
o
l.
3
,
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o
.
1
,
p
p
.
1
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0
2
0
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a
lt
.
2
0
2
0
.
3
.
1
.
7
.
[9
]
P
.
A
.
Ortiz,
“
T
e
a
c
h
in
g
in
t
h
e
ti
m
e
o
f
COV
ID‐1
9
,
”
Bi
o
c
h
e
mistry
a
n
d
M
o
lec
u
l
a
r
Bi
o
lo
g
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Ed
u
c
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ti
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n
,
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l.
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o
.
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,
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0
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0
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0
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1
0
0
2
/
b
m
b
.
2
1
3
4
8
.
[1
0
]
J
.
M
o
ra
les
,
“
Op
o
rtu
n
id
a
d
o
Cri
sis
Ed
u
c
a
ti
v
a
:
Re
flex
io
n
e
s
d
e
sd
e
la
P
sic
o
lo
g
ía
p
a
ra
En
fre
n
tar
l
o
s
P
ro
c
e
so
s
d
e
En
se
ñ
a
n
z
a
-
Ap
r
e
n
d
iza
je
e
n
Ti
e
m
p
o
s
d
e
Co
v
i
d
-
1
9
,
”
Rev
ista
In
ter
n
a
c
io
n
a
l
d
e
Ed
u
c
a
c
ió
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p
a
ra
l
a
J
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sticia
S
o
c
ia
l
,
v
o
l.
9
,
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o
.
3
,
2
0
2
0
.
[On
li
n
e
].
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a
i
lab
le:
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tt
p
s://
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v
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.
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m
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2
2
2
8
.
[1
1
]
T.
D’Is
a
n
to
,
A.
M
a
n
n
a
,
a
n
d
G
.
Altav
il
la,
“
He
a
lt
h
a
n
d
p
h
y
sic
a
l
a
c
ti
v
it
y
,
”
S
p
o
rt
S
c
ien
c
e
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
0
0
-
1
0
5
,
2
0
1
7
.
[1
2
]
N.
Lan
d
e
r,
N.
Eath
e
r,
P
.
J.
M
o
r
g
a
n
,
J.
S
a
lmo
n
,
a
n
d
L
.
M
.
Ba
rn
e
tt
,
“
Ch
a
ra
c
teristics
o
f
tea
c
h
e
r
train
in
g
in
sc
h
o
o
l
-
b
a
se
d
p
h
y
sic
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l
e
d
u
c
a
ti
o
n
in
ter
v
e
n
ti
o
n
s
to
imp
r
o
v
e
fu
n
d
a
m
e
n
tal
m
o
v
e
m
e
n
t
sk
il
ls
a
n
d
/o
r
p
h
y
sic
a
l
a
c
ti
v
it
y
:
A
sy
ste
m
a
ti
c
re
v
iew
,
”
S
p
o
rts
M
e
d
ic
in
e
,
v
o
l.
4
7
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n
o
.
1
,
p
p
.
1
3
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/s4
0
2
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9
-
0
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6
-
0
5
6
1
-
6
.
[1
3
]
L
.
G
a
ll
o
a
n
d
L
.
M
a
rtí
n
e
z
,
“
Li
n
h
a
s
p
e
g
a
g
ó
g
ica
s
p
a
ra
Ed
u
c
a
ç
ã
o
Co
r
p
o
ra
l,
”
Ca
d
.
Pes
q
u
i
.
,
v
o
l.
4
5
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o
.
1
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7
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p
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6
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9
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o
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1
5
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0
/
1
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5
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4
3
2
1
5
.
[1
4
]
M
in
isterio
d
e
E
d
u
c
a
c
ió
n
d
e
Ch
i
le
,
Ba
se
s
Cu
rricu
lare
s
Ed
u
c
a
c
ió
n
Bá
sic
a
.
Un
id
a
d
d
e
Cu
rríc
u
lu
m
y
Ev
a
l
u
a
c
ió
n
.
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re
to
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c
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,
2
0
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3
.
[On
li
n
e
].
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v
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il
a
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le
:
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tt
p
s:/
/www
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.
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=
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.
[1
5
]
R.
Ba
il
e
y
,
K.
Arm
o
u
r,
D.
Kir
k
,
M.
Je
ss
,
I
.
P
ick
u
p
,
a
n
d
R
.
S
a
n
d
f
o
rd
,
“
T
h
e
e
d
u
c
a
ti
o
n
a
l
b
e
n
e
fi
ts
c
lai
m
e
d
fo
r
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
a
n
d
sc
h
o
o
l
sp
o
rt:
a
n
a
c
a
d
e
m
ic
re
v
iew
,”
Res
e
a
rc
h
Pa
p
e
rs
in
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u
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n
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.
[1
6
]
I
.
Kim
a
n
d
B
.
K
o
,
“
De
v
e
lo
p
i
n
g
e
lem
e
n
tary
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k
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n
p
h
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l
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d
u
c
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ti
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h
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r
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d
u
c
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ti
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n
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
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l
o
f
Hu
m
a
n
M
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p
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[1
7
]
S
.
J.
I
.
S
a
m
u
e
l,
M
.
D.
A
n
n
a
m
a
lai,
a
n
d
M
.
Ku
m
a
r,
“
A
S
tu
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y
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E
v
a
lu
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ti
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P
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d
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Kn
o
wl
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d
g
e
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f
S
c
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l
Te
a
c
h
e
rs,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
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n
d
S
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c
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a
l
Res
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a
rc
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,
v
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l
.
9
,
n
o
.
3
,
1
9
4
-
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0
2
,
2
0
1
9
.
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[1
8
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C
.
C
o
lef
,
“
Re
c
o
m
e
n
d
a
c
io
n
e
s
d
o
c
e
n
tes
p
a
ra
u
n
a
e
d
u
c
a
c
ió
n
f
ísica
e
sc
o
lar
se
g
u
ra
y
re
sp
o
n
sa
b
le
a
n
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la
"
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u
e
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n
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rm
a
li
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a
d
,
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in
imiz
a
c
ió
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d
e
ri
e
sg
o
s
d
e
c
o
n
tag
io
d
e
la
COV
ID
-
1
9
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n
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las
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p
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ra
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rso
2
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”
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ista
Esp
a
ñ
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l
a
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e
Ed
u
c
a
c
i
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n
Fí
sic
a
y
De
p
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o
.
429
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,
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0
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l
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].
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b
le:
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tt
p
s:/
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/ree
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/v
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2
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[1
9
]
C
.
Ka
laz
ich
Ro
sa
les
,
“
Orie
n
tac
io
n
e
s
De
p
o
rte
y
COV
ID
-
1
9
:
Re
c
o
m
e
n
d
a
c
io
n
e
s
so
b
re
e
l
re
t
o
rn
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a
la
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c
ti
v
id
a
d
f
ísica
y
d
e
p
o
r
tes
,
n
iñ
o
s,
n
i
ñ
a
s
y
a
d
o
les
c
e
n
ts,”
Rev
Ch
il
Ped
ia
tr
.
,
v
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l
.
9
1
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o
.
7
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[2
0
]
K
.
F
a
ll
o
n
,
“
E
x
e
rc
ise
in
th
e
t
ime
o
f
COV
ID
-
1
9
,
”
A
u
stra
li
a
n
J
o
u
rn
a
l
o
f
Ge
n
e
ra
l
Pra
c
ti
c
e
,
v
o
l
.
49
,
2
0
2
0
,
d
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i:
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v
id
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1
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á
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ti
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a
s
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ro
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d
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t
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il
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l
d
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l
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p
ú
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li
c
a
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il
e
,
2
0
0
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.
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li
n
e
].
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a
il
a
b
le:
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tt
p
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w.l
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3
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P
.
Ch
e
n
,
L
.
M
a
o
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G
.
P
.
Na
ss
is,
P
.
Ha
rm
e
r,
B
.
Ain
sw
o
rth
,
a
n
d
F
.
Li
,
“
Co
ro
n
a
v
iru
s
d
ise
a
se
(COV
ID
-
1
9
):
t
h
e
n
e
e
d
t
o
m
a
in
tain
re
g
u
lar
p
h
y
sic
a
l
a
c
ti
v
it
y
wh
il
e
tak
in
g
p
re
c
a
u
ti
o
n
s
,”
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S
p
o
rt
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a
lt
h
S
c
i
.
,
v
o
l.
9
,
n
o
.
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,
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p
.
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.
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o
ri,
“
S
p
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rts
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e
d
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g
o
g
y
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t
t
h
e
Ti
m
e
o
f
COV
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-
1
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”
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lt
u
ra
,
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c
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De
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o
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p
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5
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li
c
k
,
U
,
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in
tr
o
d
u
c
ti
o
n
t
o
q
u
a
li
ta
ti
v
e
re
se
a
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h
,
4
t
h
e
d
.
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s
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g
e
l
e
s,
CA:
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AG
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P
u
b
li
c
a
ti
o
n
s
,
2
0
0
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.
[2
6
]
L.
M
.
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iv
e
n
,
T
h
e
S
a
g
e
e
n
c
y
c
lo
p
e
d
ia
o
f
q
u
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li
ta
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e
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se
a
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me
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o
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s
.
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o
u
sa
n
d
Oa
k
s,
CA:
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AG
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P
u
b
li
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a
ti
o
n
s
,
2
0
0
8
.
[2
7
]
B
.
G
las
e
r
a
n
d
A
.
S
trau
ss
,
T
h
e
d
i
sc
o
v
e
ry
o
f
g
ro
u
n
d
e
d
t
h
e
o
ry
:
stra
teg
ies
fo
r
q
u
a
li
t
a
ti
v
e
re
se
a
rc
h
.
P
isc
a
taw
a
y
,
NJ
:
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in
e
Tra
n
sa
c
ti
o
n
,
1
9
6
7
.
[2
8
]
B
.
DiCicc
o
‐Bl
o
o
m
a
n
d
B.
F
.
Cr
a
b
tree
,
“
Th
e
q
u
a
li
tativ
e
re
se
a
rc
h
in
terv
iew
,
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e
d
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l
E
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c
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ti
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n
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l.
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0
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o
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p
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.
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9
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2
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8
.
x
.
[2
9
]
E
.
Tö
re
,
“
T
h
e
Op
in
i
o
n
s
o
f
S
t
u
d
e
n
ts,
P
ro
fe
ss
o
rs
a
n
d
P
ra
c
ti
c
e
Tea
c
h
e
rs
o
n
th
e
Tea
c
h
in
g
P
r
a
c
ti
c
e
Co
u
rse
.
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
10
-
2
0
,
2
0
2
0
,
d
o
i:
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0
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1
5
9
1
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jere
.
v
9
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1
.
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0
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3
.
[3
0
]
M.
Gl
ä
se
r
-
Zi
k
u
d
a
,
G
.
Ha
g
e
n
a
u
e
r,
a
n
d
M
.
S
tep
h
a
n
,
“
Th
e
p
o
ten
t
i
a
l
o
f
q
u
a
li
tati
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e
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o
n
ten
t
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n
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ly
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s
fo
r
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p
iri
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l
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u
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ti
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n
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l
re
se
a
rc
h
,
”
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ru
m
Q
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li
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ti
v
e
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o
zi
a
lf
o
rs
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h
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n
g
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m:
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a
li
ta
ti
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o
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l
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rc
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l.
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o
.
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0
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0
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1
7
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9
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s
-
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1
.
1
.
3
4
4
3
.
[3
1
]
M
.
Ka
rimi
a
n
d
J
.
Bra
z
ier,
“
He
a
lt
h
,
h
e
a
lt
h
-
re
late
d
q
u
a
li
ty
o
f
li
fe
,
a
n
d
q
u
a
li
ty
o
f
li
fe
:
wh
a
t
is
t
h
e
d
iffere
n
c
e
?
”
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a
rm
a
c
o
e
c
o
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o
mic
s
,
v
o
l.
34
,
n
o
.
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,
p
p
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,
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3
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-
9
.
[3
2
]
Am
e
r
ica
n
Co
ll
e
g
e
o
f
S
p
o
rt
M
e
d
icin
e
,
“
S
tay
in
g
P
h
y
sic
a
ll
y
Ac
ti
v
e
Du
rin
g
t
h
e
COV
ID
-
1
9
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a
n
d
e
m
ic,
”
a
c
s
m
.
o
rg
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
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w.ac
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.
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.
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rn
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n
d
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s,
L
.
G
.
He
n
n
,
a
n
d
L
.
B
.
Kist,
“
O
e
n
sin
o
a
d
istân
c
i
a
:
a
lg
u
n
s
a
p
o
n
tam
e
n
t
o
s,”
Res
e
a
r
c
h
,
S
o
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a
n
d
De
v
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lo
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n
t,
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l.
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.
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,
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p
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0
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0
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3
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4
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d
-
v
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1
5
5
1
.
[3
4
]
S
.
Ba
rra
n
tes
,
“
El
e
jerc
icio
físico
,
la
a
c
ti
v
id
a
d
física
.
¿
Có
m
o
c
o
n
ti
n
u
a
rlo
e
n
ti
e
m
p
o
d
e
p
a
n
d
e
m
ia?
”
Rev
.
Co
sta
rr
ic.
Ca
rd
io
l
,
v
o
l.
2
2
,
p
p
.
27
-
2
9
,
2
0
2
0
.
[3
5
]
V
.
Va
re
a
a
n
d
G
.
G
o
n
z
á
lez
-
Ca
lv
o
,
“
To
u
c
h
les
s
c
las
se
s
a
n
d
a
b
se
n
t
b
o
d
ies
:
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c
h
in
g
p
h
y
sic
a
l
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d
u
c
a
ti
o
n
in
ti
m
e
s
o
f
Co
v
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d
-
1
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,
”
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p
o
rt
,
Ed
u
c
a
t
io
n
a
n
d
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o
c
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,
p
p
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0
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0
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o
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3
3
2
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2
0
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0
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[3
6
]
M
in
isterio
d
e
Ed
u
c
a
c
ió
n
,
P
ri
o
riza
c
ió
n
Cu
rr
icu
lar
:
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u
c
a
c
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n
F
ísica
y
S
a
lu
d
,
2
0
2
0
.
[O
n
li
n
e
].
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a
il
a
b
le
:
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tt
p
s:/
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u
rricu
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u
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7
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.
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u
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n
tes
,
“
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u
c
a
c
ió
n
f
ísica
e
n
ti
e
m
p
o
s
d
e
c
o
ro
n
a
v
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s
y
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o
n
fi
n
a
m
ien
to
:
a
n
á
li
sis
d
e
sd
e
la
e
x
p
e
rien
c
ia,”
Emá
sF:
Rev
ista
d
i
g
it
a
l
d
e
e
d
u
c
a
c
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n
f
ísica
,
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1
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n
o
.
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5
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p
p
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1
5
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0
2
0
.
[3
8
]
E.
C
o
u
t
o
,
E
.
Co
u
to
,
a
n
d
I
.
Cru
z
,
“
F
iq
u
e
e
m
c
a
sa
:
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d
u
c
a
ç
ã
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n
a
p
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n
d
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m
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d
a
c
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v
id
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9
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ter
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e
s
Cien
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c
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[3
9
]
G
.
Ba
silaia
a
n
d
D.
Kv
a
v
a
d
z
e
,
“
Tran
siti
o
n
to
On
li
n
e
E
d
u
c
a
ti
o
n
in
S
c
h
o
o
ls
d
u
ri
n
g
a
S
ARS
-
Co
V
-
2
Co
ro
n
a
v
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u
s
(COV
ID
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1
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)
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m
ic
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n
G
e
o
rg
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d
a
g
o
g
ica
l
Res
e
a
rc
h
,
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o
l.
5
,
n
o
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4
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p
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,
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0
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0
,
d
o
i
:
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tt
p
s:/
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rg
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.
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