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u
l
a
f
r
o
m
t
h
e
U
n
i
t
ed
K
i
n
g
d
o
m
a
n
d
t
h
e
U
n
i
t
e
d
S
t
ate
s
,
es
t
a
b
li
s
h
e
d
t
h
e
m
o
d
e
r
n
Ol
y
m
p
i
c
G
a
m
es
[
4
]
,
[
5
]
.
T
h
is
er
a
u
s
h
er
ed
in
t
h
e
p
h
ilo
s
o
p
h
y
o
f
Oly
m
p
is
m
,
d
etailed
in
th
e
Oly
m
p
ic
C
h
ar
ter
,
ad
v
o
ca
t
in
g
f
o
r
th
e
h
ar
m
o
n
izatio
n
o
f
s
p
o
r
t
with
cu
ltu
r
e
an
d
e
d
u
ca
tio
n
.
Oly
m
p
is
m
p
r
o
m
o
tes
a
co
m
p
r
e
h
en
s
iv
e
life
s
ty
le
th
at
em
p
h
asizes
th
e
b
alan
ce
o
f
b
o
d
y
,
will,
an
d
m
in
d
,
f
o
s
ter
in
g
j
o
y
,
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
an
d
ad
h
er
en
ce
to
eth
ical
p
r
in
cip
les.
T
h
e
I
n
ter
n
atio
n
al
Oly
m
p
ic
C
o
m
m
ittee
(
I
OC
)
h
as
b
ee
n
k
ey
in
p
r
o
m
o
tin
g
t
h
ese
v
alu
es,
n
o
tab
ly
th
r
o
u
g
h
th
e
Oly
m
p
ic
Valu
es E
d
u
ca
tio
n
Pro
g
r
am
,
wh
ich
aim
s
to
d
is
s
em
in
ate
Oly
m
p
ic
id
ea
l
s
g
lo
b
ally
[
6
]
,
[
7
]
.
T
h
e
ap
p
r
o
ac
h
to
Oly
m
p
ic
E
d
u
ca
tio
n
(
OE
)
h
as
s
ig
n
if
ican
tl
y
tr
an
s
f
o
r
m
e
d
s
p
o
r
ts
,
p
h
y
s
ical
ed
u
ca
tio
n
(
PE)
,
an
d
ex
tr
ac
u
r
r
icu
lar
a
ctiv
ities
,
tu
r
n
in
g
t
h
em
in
t
o
p
latf
o
r
m
s
f
o
r
h
o
lis
tic
d
ev
elo
p
m
en
t
[
8
]
,
[
9
]
.
C
o
llab
o
r
atio
n
s
with
g
lo
b
al
en
titi
es
lik
e
th
e
Un
ited
Natio
n
s
an
d
W
o
r
ld
Hea
lth
Or
g
an
izat
io
n
u
n
d
e
r
s
co
r
e
th
e
p
o
ten
tial
o
f
s
p
o
r
ts
to
co
n
tr
ib
u
t
e
to
b
r
o
ad
er
s
o
cial
o
u
tco
m
es,
in
clu
d
in
g
h
ea
lth
,
e
d
u
ca
tio
n
,
a
n
d
p
ea
ce
[
1
0
]
–
[
1
3
]
.
Ho
wev
er
,
th
e
liter
atu
r
e
in
d
ic
ates
a
g
ap
in
r
esear
ch
co
n
c
er
n
in
g
th
e
im
p
ac
t
o
f
Oly
m
p
ic
v
alu
es
o
n
ad
u
lt
p
o
p
u
latio
n
s
,
s
u
g
g
esti
n
g
a
n
ee
d
f
o
r
m
o
r
e
in
clu
s
iv
e
e
d
u
ca
tio
n
a
l stra
teg
ies
[
1
]
,
[
1
4
]
,
[
1
5
]
.
T
h
e
in
teg
r
atio
n
o
f
OE
an
d
PE
i
s
c
r
u
c
i
a
l
f
o
r
f
o
s
t
e
r
i
n
g
a
d
e
e
p
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
s
p
o
r
ts
a
s
t
o
o
l
s
f
o
r
p
e
r
s
o
n
a
l
a
n
d
s
o
c
i
e
ta
l
d
e
v
e
l
o
p
m
e
n
t
,
m
o
v
i
n
g
b
e
y
o
n
d
t
h
e
p
u
r
s
u
i
t
o
f
m
e
d
al
s
.
T
h
e
p
r
i
n
ci
p
l
es
o
f
Ol
y
m
p
i
s
m
s
e
r
v
e
as
a
p
o
we
r
f
u
l
f
r
a
m
e
w
o
r
k
f
o
r
t
h
i
s
e
n
d
e
a
v
o
r
,
a
i
m
i
n
g
f
o
r
a
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
s
o
c
i
e
t
y
[
1
6
]
–
[
2
0
]
.
S
t
u
d
i
e
s
h
a
v
e
e
m
p
h
a
s
i
z
e
d
t
h
e
s
i
g
n
i
f
i
c
a
n
t
r
o
l
e
o
f
s
p
o
r
t
s
a
n
d
O
l
y
m
p
i
c
v
a
l
u
e
s
i
n
e
d
u
c
a
t
io
n
a
l
s
e
t
t
i
n
g
s
,
p
a
r
t
i
c
u
l
a
r
l
y
i
n
s
h
a
p
i
n
g
a
d
o
l
e
s
c
e
n
t
d
e
v
e
l
o
p
m
e
n
t
a
n
d
p
r
o
m
o
t
i
n
g
p
e
a
c
e
a
n
d
h
u
m
a
n
d
e
v
e
l
o
p
m
e
n
t
t
h
r
o
u
g
h
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
[
2
1
]
–
[
2
8
]
.
I
n
So
u
th
Am
er
ica,
o
r
g
an
izati
o
n
s
s
u
ch
as
th
e
Natio
n
al
Ol
y
m
p
ic
C
o
m
m
ittee
(
NOC
)
an
d
Natio
n
al
Oly
m
p
ic
Aca
d
em
ies
(
NOA
)
i
n
co
u
n
tr
ies
lik
e
Ar
g
en
tin
a
an
d
C
h
ile
ar
e
in
s
tr
u
m
en
tal
i
n
p
r
o
m
o
tin
g
Oly
m
p
ic
v
alu
es.
B
y
h
o
s
tin
g
in
ter
n
atio
n
al
s
p
o
r
tin
g
ev
e
n
ts
,
th
ese
n
atio
n
s
n
o
t
o
n
ly
f
o
s
ter
n
atio
n
al
p
r
i
d
e
b
u
t
also
p
r
o
m
o
te
cu
ltu
r
al
h
er
itag
e
an
d
in
f
lu
e
n
c
e
th
e
b
eh
av
io
r
o
f
r
esid
e
n
ts
in
h
o
s
t
cities,
d
em
o
n
s
tr
atin
g
th
e
ex
ten
s
iv
e
im
p
ac
t
o
f
s
u
ch
m
eg
a
-
ev
en
ts
[
2
9
]
,
[
3
0
]
.
T
h
is
r
esear
ch
s
ee
k
s
to
d
elv
e
in
to
th
e
ap
p
r
ec
iatio
n
a
n
d
u
n
d
er
s
tan
d
in
g
o
f
Oly
m
p
i
c
v
alu
es,
p
ar
ticu
lar
ly
Fair
Play
,
am
o
n
g
ad
u
lts
in
C
h
ile
a
n
d
Ar
g
en
tin
a,
o
f
f
er
in
g
a
n
o
v
el
c
o
m
p
ar
is
o
n
o
f
t
h
ese
v
alu
es
’
p
er
ce
p
tio
n
in
th
e
co
n
te
x
t o
f
th
eir
r
ec
en
t h
o
s
tin
g
ex
p
e
r
ien
ce
s
[
2
0
]
,
[
3
1
]
–
[
3
3
]
.
2.
M
E
T
H
O
D
2
.
1
.
Desig
n
a
nd
pa
rt
icipa
nts
T
h
is
non
-
e
x
p
er
im
e
n
tal
r
esea
r
ch
ad
o
p
ts
a
cr
o
s
s
-
s
ec
tio
n
al
an
d
d
escr
ip
tiv
e
a
p
p
r
o
ac
h
.
T
h
e
s
tu
d
y
co
n
s
id
er
ed
a
s
am
p
le
o
f
a
d
u
lts
f
r
o
m
C
h
ile
a
n
d
A
r
g
en
tin
a
(
n
=
2
0
0
)
.
T
h
e
C
h
ilean
s
am
p
le
was
1
0
0
(
4
4
m
ale
an
d
5
6
f
e
m
ale)
,
w
h
ile
th
e
A
r
g
en
ti
n
ian
was 1
0
0
(
5
5
m
ale
a
n
d
4
5
f
em
ale)
.
T
h
e
p
ar
ticip
an
ts
wer
e
class
if
ied
in
to
f
o
u
r
g
r
o
u
p
s
:
1
8
-
3
5
y
ea
r
s
(
n
=1
0
4
;
5
2
%),
3
6
-
5
0
y
ea
r
s
(
n
=5
9
;
2
9
.
5
%),
5
1
-
6
4
y
ea
r
s
(
n
=2
4
;
1
2
%)
an
d
6
5
-
7
5
y
ea
r
s
(
n
=6
.
5
%).
T
h
e
in
clu
s
io
n
cr
iter
ia
to
b
e
p
ar
t
o
f
th
e
s
am
p
le
wer
e:
i)
b
ein
g
o
f
leg
al
ag
e;
ii)
liv
in
g
in
Ar
g
en
tin
a
o
r
C
h
ile; iii)
h
av
in
g
ac
ce
s
s
to
th
e
in
ter
n
et
; a
n
d
i
v
)
b
ei
n
g
r
e
g
is
ter
ed
in
a
s
o
cial
n
etwo
r
k
o
r
h
a
v
in
g
an
e
m
ail.
2.
2
.
I
ns
t
rum
ent
T
h
e
s
u
r
v
ey
’
s
co
n
s
tr
u
ctio
n
was
m
eticu
lo
u
s
ly
u
n
d
er
p
i
n
n
ed
b
y
a
m
eth
o
d
o
l
o
g
ical
ad
h
er
en
ce
to
f
r
am
ewo
r
k
s
f
r
o
m
two
k
e
y
s
ch
o
lar
ly
wo
r
k
s
,
n
am
ely
:
“
Fair
p
l
ay
in
p
h
y
s
ical
ed
u
c
atio
n
a
n
d
b
ey
o
n
d
”
[
1
6
]
,
[
3
4
]
,
an
d
“
T
h
e
lev
el
o
f
m
o
r
al
c
o
m
p
e
ten
cies
o
f
p
r
e
-
s
er
v
ice
PE
teac
h
er
s
–
A
r
ea
s
o
n
to
wo
r
r
y
?
”
[
3
5
]
.
T
h
ese
f
o
u
n
d
atio
n
al
tex
ts
p
r
o
v
i
d
ed
a
s
o
lid
th
eo
r
eti
ca
l
b
asis
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
e
Mo
r
al
C
o
m
p
eten
ce
T
es
t
(
MCT)
,
an
c
h
o
r
in
g
it
in
Ko
h
lb
er
g
’
s
s
tr
u
ctu
r
al
-
d
ev
elo
p
m
en
tal
th
eo
r
y
o
f
m
o
r
ality
[
3
6
]
.
T
h
e
MCT
was
d
e
s
ig
n
ed
as
a
d
iag
n
o
s
tic
to
o
l
to
ass
ess
in
d
iv
id
u
als
’
ca
p
ac
ity
f
o
r
eth
ical
d
ec
is
io
n
-
m
ak
in
g
a
n
d
r
ef
lectiv
e
d
is
co
u
r
s
e
in
co
m
p
lex
s
ce
n
ar
io
s
[
3
7
]
.
Fo
r
th
is
s
tu
d
y
,
we
u
tili
ze
d
th
e
Sp
an
is
h
v
er
s
io
n
o
f
L
in
d
’
s
MCT
to
en
s
u
r
e
lin
g
u
is
tic
v
ali
d
atio
n
an
d
m
eth
o
d
o
l
o
g
ical
f
id
elity
[
3
8
]
.
T
h
e
s
u
r
v
ey
,
h
o
s
ted
o
n
th
e
Go
o
g
le
Su
r
v
e
y
p
latf
o
r
m
,
p
r
esen
t
ed
p
ar
ticip
an
ts
with
two
m
o
r
ally
ch
allen
g
in
g
d
ilem
m
as,
ea
ch
co
m
p
r
is
in
g
1
2
s
tatem
en
ts
.
Par
ticip
an
ts
r
esp
o
n
d
ed
to
th
ese
s
tatem
en
ts
,
wh
ich
wer
e
a
m
ix
o
f
af
f
ir
m
a
tio
n
s
an
d
o
p
p
o
s
itio
n
s
,
o
n
a
9
-
p
o
in
t
L
ik
e
rt
-
ty
p
e
s
ca
le,
f
ac
ilit
atin
g
a
n
u
an
ce
d
ass
es
s
m
en
t o
f
m
o
r
al
r
ea
s
o
n
in
g
in
lin
e
with
Ko
h
lb
e
r
g
’
s
d
e
v
elo
p
m
en
tal
s
tag
es
[
3
7
]
.
Up
o
n
co
llectin
g
d
ata,
t
h
e
C
-
I
n
d
ex
was
em
p
lo
y
ed
as
a
co
m
p
r
eh
en
s
iv
e
s
co
r
in
g
s
y
s
tem
to
q
u
an
tif
y
p
ar
ticip
an
ts
'
m
o
r
al
co
m
p
eten
c
ies
,
with
s
co
r
es
r
an
g
in
g
f
r
o
m
1
to
1
0
0
to
ca
teg
o
r
ize
m
o
r
al
co
m
p
eten
ce
lev
els
[
3
6
]
,
[
3
7
]
.
T
h
e
s
u
r
v
ey
also
e
x
p
lo
r
ed
f
ac
to
r
s
in
f
lu
e
n
cin
g
m
o
r
al
co
m
p
eten
ce
,
s
u
ch
as
r
elig
io
n
a
n
d
ed
u
ca
tio
n
,
ask
in
g
p
a
r
ticip
an
ts
to
r
ate
th
e
ir
im
p
ac
t.
Sp
ec
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ically
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th
e
Fa
ir
Play
co
m
p
o
n
en
t
o
f
t
h
e
s
u
r
v
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elo
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ased
o
n
Par
r
y
'
s
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
[
3
4
]
,
[
3
5
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,
en
co
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r
a
g
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g
p
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r
ticip
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ts
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lect
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Fair
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if
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o
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x
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T
h
e
s
u
r
v
ey
was
s
tr
u
ctu
r
ed
in
t
o
th
r
ee
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n
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to
co
llect
a
w
id
e
r
an
g
e
o
f
d
ata
e
f
f
icien
tly
.
Sectio
n
A
f
o
cu
s
ed
o
n
g
ath
er
in
g
ess
en
tial
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
f
r
o
m
p
ar
ticip
an
ts
.
Sectio
n
B
ex
p
lo
r
ed
th
e
v
ar
io
u
s
Evaluation Warning : The document was created with Spire.PDF for Python.
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13
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er
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4
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4
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f
ac
to
r
s
th
at
in
f
lu
en
ce
m
o
r
al
co
m
p
eten
ce
,
wh
ile
Sectio
n
C
,
th
e
h
ea
r
t
o
f
th
e
s
u
r
v
e
y
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f
ea
tu
r
e
d
th
e
MCT
with
it
s
d
ilem
m
as a
n
d
q
u
esti
o
n
s
aim
ed
at
ev
alu
atin
g
m
o
r
al
r
ea
s
o
n
in
g
s
k
ills
.
2.
3
.
P
ro
ce
du
re
T
h
e
s
tu
d
y
ad
o
p
ted
an
in
ten
ti
o
n
al
n
o
n
-
p
r
o
b
ab
ilis
tic
s
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p
lin
g
m
et
h
o
d
to
ac
h
iev
e
a
9
5
%
co
n
f
id
en
ce
lev
el,
tar
g
etin
g
2
0
0
p
ar
ticip
an
t
s
th
r
o
u
g
h
a
Go
o
g
le
Fo
r
m
s
s
u
r
v
ey
co
n
d
u
cte
d
b
etwe
en
Au
g
u
s
t
an
d
Octo
b
er
2
0
2
0
.
T
h
is
s
am
p
lin
g
ap
p
r
o
ac
h
f
ac
ilit
ated
th
e
co
llectio
n
o
f
a
d
iv
er
s
e
r
an
g
e
o
f
r
esp
o
n
s
es
b
y
d
is
tr
ib
u
tin
g
th
e
s
u
r
v
e
y
ac
r
o
s
s
s
o
cial
m
ed
ia
p
latf
o
r
m
s
an
d
v
ia
m
ass
em
ailin
g
,
s
tr
iv
i
n
g
to
m
ir
r
o
r
th
e
b
r
o
ad
e
r
p
o
p
u
latio
n
'
s
d
iv
er
s
ity
in
ter
m
s
o
f
g
en
d
er
an
d
ag
e
,
s
tar
tin
g
f
r
o
m
1
8
y
ea
r
s
o
ld
.
T
h
e
s
am
p
le
was
ca
r
ef
u
lly
s
tr
atif
ied
b
y
g
en
d
e
r
an
d
ag
e
q
u
o
tas to
en
s
u
r
e
b
alan
ce
d
r
ep
r
esen
tatio
n
.
Par
ticip
an
ts
wer
e
r
eq
u
ir
ed
to
ag
r
ee
to
an
o
n
lin
e
in
f
o
r
m
ed
c
o
n
s
en
t
f
o
r
m
b
e
f
o
r
e
p
ar
ticip
ati
n
g
in
th
e
s
tu
d
y
.
T
h
is
f
o
r
m
,
alig
n
e
d
with
th
e
eth
ical
g
u
id
elin
es
o
f
th
e
Sin
g
ap
o
r
e
Dec
lar
atio
n
[
3
9
]
an
d
th
e
Helsin
k
i
Dec
lar
atio
n
[
4
0
]
,
i
n
f
o
r
m
ed
p
ar
ticip
an
ts
ab
o
u
t
t
h
e
s
tu
d
y
'
s
n
atu
r
e
an
d
th
eir
r
ig
h
ts
.
Sig
n
in
g
th
is
f
o
r
m
was
m
an
d
ato
r
y
,
s
af
eg
u
a
r
d
in
g
eth
ic
al
s
tan
d
ar
d
s
an
d
p
ar
ticip
an
t a
u
to
n
o
m
y
th
r
o
u
g
h
o
u
t th
e
r
esear
ch
p
r
o
ce
s
s
.
2.
4
.
Sta
t
is
t
ica
l a
na
ly
s
is
T
h
e
an
aly
tical
p
r
o
ce
s
s
in
itiated
with
th
e
m
eticu
lo
u
s
o
r
g
an
iza
tio
n
o
f
co
llected
d
ata
in
to
a
n
E
x
ce
l
m
atr
ix
b
ef
o
r
e
its
r
ef
in
em
e
n
t a
n
d
tr
an
s
f
er
to
an
SP
SS
m
atr
ix
u
s
in
g
I
B
M
SP
S
S so
f
twar
e
v
er
s
io
n
2
1
.
0
.
T
h
is
p
r
elim
in
ar
y
s
t
a
g
e
w
as
e
s
s
e
n
ti
a
l
f
o
r
e
n
h
a
n
c
in
g
d
a
t
a
c
l
a
r
i
t
y
a
n
d
a
c
c
e
s
s
i
b
il
i
t
y
,
t
h
e
r
e
b
y
l
a
y
i
n
g
a
r
o
b
u
s
t
f
o
u
n
d
a
t
i
o
n
f
o
r
s
u
b
s
e
q
u
e
n
t
in
-
d
ep
th
s
tatis
tical
an
aly
s
is
.
E
m
p
h
asizin
g
th
e
p
r
ec
is
io
n
i
n
d
ata
h
an
d
lin
g
was
cr
u
cial
to
m
ain
tain
th
e
in
teg
r
ity
an
d
r
eliab
ilit
y
o
f
s
tatis
tical
ev
alu
atio
n
s
,
s
u
p
p
o
r
tin
g
th
e
v
alid
ity
o
f
th
e
r
esear
c
h
f
in
d
in
g
s
.
T
h
e
in
itial d
escr
ip
tiv
e
s
tatis
t
ical
an
aly
s
i
s
o
f
d
ataset
s
f
r
o
m
Ar
g
en
tin
a
an
d
C
h
ile
f
o
cu
s
ed
o
n
k
ey
m
etr
ics
s
u
ch
as
m
ea
n
v
alu
es,
f
r
eq
u
e
n
cies,
an
d
s
tan
d
ar
d
d
ev
i
atio
n
s
(
SD)
,
p
r
o
v
i
d
in
g
a
p
r
eli
m
in
ar
y
d
ata
o
v
er
v
iew
th
at
p
r
e
p
ar
ed
th
e
g
r
o
u
n
d
f
o
r
a
m
o
r
e
d
etailed
co
m
p
ar
ativ
e
a
n
aly
s
is
.
T
h
is
was f
o
llo
wed
b
y
a
d
if
f
er
en
tial a
n
aly
s
is
u
s
in
g
th
e
T
-
Stu
d
en
t
test
f
o
r
i
n
d
e
p
e
n
d
e
n
t
s
a
m
p
l
e
s
,
s
e
l
ec
t
e
d
f
o
r
i
t
s
s
u
i
ta
b
i
l
it
y
w
i
t
h
s
c
a
l
a
r
a
n
d
o
r
d
i
n
a
l
v
a
r
i
a
b
l
e
s
,
a
n
d
p
r
e
c
e
d
e
d
b
y
t
h
e
L
e
v
e
n
e
t
e
s
t
to
co
n
f
ir
m
v
ar
ian
ce
s
'
h
o
m
o
g
e
n
eity
ac
r
o
s
s
g
r
o
u
p
s
,
en
s
u
r
i
n
g
t
h
e
s
tatis
tical
r
ig
o
r
o
f
th
e
c
o
m
p
ar
ativ
e
ass
ess
m
en
t.
T
h
e
an
aly
tical
jo
u
r
n
ey
cu
lm
i
n
ated
with
th
e
estab
lis
h
m
en
t
o
f
s
ig
n
if
ican
ce
th
r
esh
o
ld
s
at
Z
v
alu
es
co
r
r
esp
o
n
d
in
g
t
o
p
r
o
b
ab
ilit
ie
s
o
f
0
.
0
5
an
d
0
.
0
1
,
allo
win
g
f
o
r
th
e
id
en
tific
atio
n
o
f
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
th
e
d
atas
ets.
T
h
is
m
eth
o
d
o
lo
g
i
ca
l
ap
p
r
o
ac
h
,
i
n
co
r
p
o
r
atin
g
s
tan
d
ar
d
ized
r
esid
u
e
an
aly
s
is
,
h
ig
h
lig
h
ted
s
p
ec
if
ic
v
ar
iab
le
co
m
b
in
atio
n
s
with
s
ig
n
if
ican
t
d
is
p
ar
ities
.
T
h
e
f
in
d
in
g
s
wer
e
m
eth
o
d
ically
o
r
g
an
ized
in
tab
les,
clar
if
y
in
g
th
e
ca
teg
o
r
ies
with
th
e
lo
west
an
d
h
ig
h
est
r
esp
o
n
s
e
p
r
o
p
o
r
ti
o
n
s
f
o
r
ea
ch
s
ig
n
if
ican
t
p
air
.
T
h
is
o
r
g
an
iza
tio
n
o
f
f
er
ed
clea
r
an
d
in
t
u
itiv
e
in
s
ig
h
ts
in
to
th
e
co
m
p
ar
ativ
e
n
u
an
ce
s
b
etwe
en
th
e
Ar
g
en
tin
e
an
d
C
h
ilean
s
am
p
les,
d
em
o
n
s
tr
atin
g
t
h
e
in
tr
i
ca
te
d
if
f
er
en
ce
s
an
d
s
im
ilar
ities
with
in
th
e
co
n
tex
t
o
f
th
e
s
tu
d
y
’
s
b
r
o
a
d
er
in
v
esti
g
ativ
e
g
o
als.
3.
RE
SU
L
T
S
T
h
e
s
u
r
v
e
y
en
g
ag
ed
2
0
0
p
a
r
ticip
an
ts
,
ev
en
ly
s
p
lit
b
etwe
en
C
h
ile
(
n
1
=1
0
0
)
an
d
Ar
g
e
n
tin
a
(
n
2
=1
0
0
)
,
s
p
an
n
in
g
a
g
es
1
8
to
o
v
er
7
0
y
ea
r
s
.
I
t
r
ev
ea
led
a
h
ig
h
er
p
a
r
ticip
atio
n
r
ate
o
f
f
em
ale
in
C
h
ile
co
m
p
ar
ed
t
o
Ar
g
en
tin
a,
wh
er
ea
s
m
ale
wer
e
m
o
r
e
ac
tiv
ely
in
v
o
lv
ed
i
n
b
o
t
h
Ar
g
en
tin
a
a
n
d
C
h
ile.
Sp
ec
if
ically
,
in
Ar
g
en
tin
a,
h
alf
o
f
th
e
p
a
r
ticip
an
ts
wer
e
a
g
ed
1
8
to
3
5
,
with
a
s
m
aller
n
u
m
b
er
,
eig
h
t
p
ar
ticip
a
n
ts
,
b
ein
g
b
etwe
en
6
5
to
7
5
y
ea
r
s
o
ld
,
as d
etailed
in
T
ab
le
1
.
T
ab
le
1
.
R
esid
en
ce
an
d
g
en
d
e
r
in
C
h
ile
an
d
Ar
g
en
tin
a
G
e
n
d
e
r
R
e
si
d
e
n
c
e
(
%
)
A
r
g
e
n
t
i
n
a
C
h
i
l
e
M
a
l
e
5
4
.
8
7
%
4
5
.
1
3
%
F
e
mal
e
4
3
.
6
8
%
5
6
.
3
2
%
I
n
C
h
ile,
th
e
1
8
to
3
5
a
g
e
g
r
o
u
p
r
ep
r
esen
ted
4
5
%
o
f
th
e
p
ar
ti
cip
an
ts
,
m
ar
k
in
g
th
e
h
ig
h
est
p
ar
ticip
atio
n
r
ate,
wh
ile
th
e
3
6
to
5
0
ag
e
g
r
o
u
p
also
s
h
o
wed
s
ig
n
if
ican
t
i
n
v
o
lv
em
e
n
t
with
3
4
%
p
ar
tici
p
atio
n
.
T
h
e
C
h
ilean
d
ata
s
p
an
n
e
d
u
p
to
7
5
y
ea
r
s
o
ld
an
d
in
cl
u
d
ed
a
p
ar
ticip
an
t
y
o
u
n
g
e
r
th
a
n
1
7
y
ea
r
s
o
ld
as
p
r
esen
ted
in
T
ab
le
2
.
C
o
m
p
ar
ativ
e
g
en
d
e
r
an
aly
s
is
s
h
o
wed
d
is
tin
ct
p
ar
ticip
atio
n
p
atter
n
s
.
I
n
Ar
g
en
tin
a,
3
4
%
o
f
m
ale
an
d
2
4
%
o
f
f
em
ale
p
a
r
ticip
an
ts
wer
e
ag
ed
1
8
to
3
5
.
I
n
C
h
ile,
p
ar
ticip
at
io
n
r
ates
b
etwe
en
m
ale
a
n
d
f
em
ale
wer
e
n
ea
r
ly
eq
u
al,
with
2
2
%
o
f
m
ale
an
d
2
3
%
o
f
f
e
m
ale
in
t
h
e
s
am
e
ag
e
g
r
o
u
p
.
Ho
wev
e
r
,
f
o
r
t
h
e
3
6
to
5
0
ag
e
r
an
g
e,
C
h
ile
s
aw
h
ig
h
er
f
e
m
ale
p
a
r
ticip
atio
n
(
2
0
%)
co
m
p
ar
ed
to
m
ale
(
1
4
%),
wh
ile
in
A
r
g
en
tin
a,
m
ale
’
s
p
ar
ticip
atio
n
was
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
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d
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2252
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8
8
2
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Un
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4423
T
ab
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2
.
Ag
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Understa
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Par
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ts
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Fair
Play
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3
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Fair
Play
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er
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i
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L
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el
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Play
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s
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p
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r
ts
an
d
d
aily
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C
o
n
v
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s
ely
,
L
ev
el
2
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elate
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t
h
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ce
to
co
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d
s
p
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d
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etitio
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f
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m
in
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f
r
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p
r
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f
ess
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is
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ies
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er
s
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am
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ticip
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ts
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n
Ar
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a
,
2
%
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f
m
ales
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d
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o
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e
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e
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o
s
t
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ter
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etatio
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Play
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ile
s
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tr
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with
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o
m
ale
s
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d
9
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f
f
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ales
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tify
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with
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r
L
ev
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2
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m
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les
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6
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C
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en
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er
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iz
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n
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er
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tan
d
in
g
.
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e
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el
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ee
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th
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ig
h
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ales
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ales
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f
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i
n
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icatin
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b
r
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ad
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en
s
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s
o
n
t
h
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im
p
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r
ta
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ce
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co
r
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Fair
Play
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to
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s
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o
r
ts
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d
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aily
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h
is
d
is
tr
ib
u
tio
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s
u
g
g
ests
th
at
m
o
s
t
p
a
r
t
icip
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ts
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alu
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t
h
e
co
m
p
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e
n
s
iv
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em
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d
im
en
t
o
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with
a
m
in
o
r
ity
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it
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its
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im
p
lest
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o
r
m
.
T
h
ese
f
i
n
d
in
g
s
u
n
d
er
s
co
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th
e
c
o
m
p
lex
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n
d
v
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f
Fair
Play
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er
s
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d
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ac
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s
d
if
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t
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em
o
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ap
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s
u
g
g
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n
g
a
n
ee
d
f
o
r
tar
g
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u
ca
tio
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l
ef
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to
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ter
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d
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m
o
r
e
u
n
if
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r
m
a
p
p
r
ec
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n
o
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Fai
r
Play
p
r
in
cip
les
in
s
p
o
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ts
an
d
b
e
y
o
n
d
.
T
ab
le
3
.
Fair
p
la
y
lev
el
f
o
r
ag
e
o
f
th
e
p
ar
ticip
an
ts
A
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3
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2
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So
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T
h
e
m
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a
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ticip
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ts
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m
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elig
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T
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b
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4
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ec
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o
f
f
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ed
m
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d
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(
SD)
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atin
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t
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to
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h
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s
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ctu
r
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d
ap
p
r
o
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d
f
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r
a
n
u
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m
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ar
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o
f
h
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w
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ese
f
ac
to
r
s
af
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t
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alu
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m
ale
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f
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p
tio
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s
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d
u
n
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co
r
in
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th
e
n
ee
d
to
i
n
v
esti
g
ate
h
o
w
d
iv
er
s
e
in
f
lu
en
ce
r
s
s
h
ap
e
m
o
r
al
v
alu
es a
cr
o
s
s
v
ar
y
in
g
ag
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g
r
o
u
p
s
an
d
g
en
d
er
s
.
Ph
y
s
ical
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u
ca
tio
n
teac
h
er
s
s
to
o
d
o
u
t
in
th
e
f
in
d
in
g
s
,
p
a
r
ticu
lar
ly
v
alu
ed
b
y
th
o
s
e
ag
ed
5
1
-
64
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ea
r
s
,
with
an
av
er
ag
e
in
f
l
u
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ce
r
ati
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g
o
f
3
.
4
6
,
s
ig
n
if
y
in
g
t
h
eir
in
t
eg
r
al
r
o
le
in
m
o
r
al
ed
u
ca
tio
n
f
o
r
th
is
ag
e
g
r
o
u
p
.
I
n
co
n
tr
ast,
th
e
i
n
f
lu
en
ce
o
f
m
e
d
ia
was
o
b
s
er
v
e
d
to
b
e
s
ig
n
if
ican
tly
lo
wer
,
at
a
r
atin
g
o
f
2
.
4
3
,
p
r
o
m
p
tin
g
r
ef
lectio
n
s
o
n
its
ef
f
ec
tiv
en
ess
in
a
d
ig
itally
co
n
n
ec
ted
er
a.
Me
an
wh
ile,
r
elig
io
n
'
s
in
f
lu
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was
m
ea
s
u
r
ed
at
2
.
7
7
,
a
n
d
s
ch
o
o
ls
wer
e
h
ig
h
ly
r
ated
at
3
.
4
7
,
m
ar
k
in
g
th
em
as
a
cr
u
cial
s
o
u
r
ce
o
f
m
o
r
al
g
u
i
d
an
ce
.
T
h
ese
r
esu
lts
in
d
icate
th
e
b
r
o
ad
s
p
ec
tr
u
m
o
f
in
f
lu
en
ce
s
o
n
m
o
r
al
ed
u
ca
tio
n
,
s
u
g
g
esti
n
g
th
at
m
o
r
al
v
alu
es
in
C
h
ile
an
d
Ar
g
en
tin
a
a
r
e
cu
ltiv
ated
th
r
o
u
g
h
a
v
ar
iety
o
f
s
o
u
r
ce
s
,
r
ef
lect
in
g
th
e
co
m
p
lex
in
te
r
p
lay
o
f
e
d
u
ca
tio
n
al,
f
am
ilial,
an
d
s
o
c
ietal
f
ac
to
r
s
in
s
h
ap
i
n
g
in
d
iv
id
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al
m
o
r
al
f
r
am
ewo
r
k
s
.
T
h
e
s
u
r
v
e
y
'
s
in
s
ig
h
ts
h
ig
h
lig
h
t
a
co
m
p
le
x
ter
r
ain
o
f
m
o
r
al
e
d
u
ca
tio
n
,
wh
er
e
th
e
r
o
les
o
f
P
E
teac
h
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s
,
s
ch
o
o
ls
,
an
d
f
a
m
ily
ar
e
em
p
h
a
s
ized
,
b
u
t
th
e
im
p
ac
t o
f
m
e
d
ia
an
d
r
elig
io
n
v
ar
ies.
Un
d
er
s
tan
d
in
g
th
ese
d
iv
er
s
e
in
f
lu
en
ce
s
is
k
ey
f
o
r
d
e
v
elo
p
in
g
tar
g
eted
e
d
u
ca
tio
n
al
s
tr
at
eg
ies
th
at
r
eso
n
ate
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th
e
s
p
ec
if
ic
n
ee
d
s
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d
cu
ltu
r
al
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n
tex
ts
o
f
i
n
d
iv
id
u
a
ls
in
C
h
ile
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d
Ar
g
en
tin
a.
Ack
n
o
wled
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n
g
th
e
d
is
tin
ct
co
n
tr
ib
u
tio
n
s
o
f
th
ese
f
ac
to
r
s
to
m
o
r
al
d
e
v
elo
p
m
e
n
t
ca
n
g
u
id
e
th
e
cr
ea
tio
n
o
f
m
o
r
e
ef
f
ec
tiv
e
m
o
r
al
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
,
aim
ed
at
b
r
id
g
in
g
g
ap
s
ac
r
o
s
s
d
if
f
er
en
t
d
em
o
g
r
a
p
h
ics an
d
en
h
a
n
cin
g
t
h
e
o
v
er
all
m
o
r
al
co
m
p
eten
ce
o
f
th
e
p
o
p
u
latio
n
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
4
2
0
-
4
4
2
8
4424
T
ab
le
4
.
So
u
r
ce
s
o
f
in
f
lu
en
ce
o
n
m
o
r
al
co
m
p
ete
n
ce
b
y
g
en
d
er
,
ag
e
an
d
co
u
n
tr
y
G
e
n
d
e
r
R
e
si
d
e
n
c
e
A
g
e
(
n
)
R
e
l
i
g
i
o
n
(
n
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was
to
co
n
d
u
ct
a
d
etail
ed
co
m
p
a
r
ativ
e
an
al
y
s
is
to
ex
p
lo
r
e
t
h
e
u
n
d
er
s
tan
d
i
n
g
o
f
Oly
m
p
ic
v
alu
es,
p
ar
ticu
lar
ly
f
o
cu
s
in
g
o
n
Fair
Play
,
am
o
n
g
a
d
u
lt
p
o
p
u
l
atio
n
s
in
C
h
ile
an
d
Ar
g
en
tin
a
d
u
r
in
g
th
e
C
OVI
D
-
1
9
q
u
ar
an
tin
e
p
er
io
d
.
T
h
is
e
x
p
lo
r
atio
n
was
v
ital
a
g
ain
s
t
th
e
b
ac
k
d
r
o
p
o
f
g
lo
b
al
co
n
ce
r
n
s
r
eg
ar
d
in
g
th
e
alig
n
m
en
t
o
f
s
p
o
r
ts
ev
en
ts
with
th
eir
p
r
o
claim
ed
o
r
g
an
izatio
n
al
v
al
u
es,
am
id
c
r
iticis
m
s
f
o
r
th
eir
f
ailu
r
e
to
em
b
o
d
y
th
e
s
e
v
alu
es
[
4
1
]
,
[
4
2
]
.
T
h
e
d
is
co
u
r
s
e
ar
o
u
n
d
th
e
Ph
ilo
s
o
p
h
y
o
f
Oly
m
p
is
m
b
ein
g
a
co
n
tr
o
v
e
r
s
ial
co
n
s
tr
u
ct
[
4
3
]
,
an
d
th
e
cr
itiq
u
e
th
at
C
o
u
b
er
ti
n
’
s
in
itial
v
is
io
n
was
m
o
r
e
ab
o
u
t
u
s
in
g
s
p
o
r
t
f
o
r
ed
u
ca
tio
n
al
r
e
f
o
r
m
t
h
an
cr
ea
ti
n
g
s
p
o
r
tin
g
s
p
ec
tacle
s
,
s
ets th
e
co
n
tex
t f
o
r
th
is
s
tu
d
y
[
4
4
]
.
Utilizin
g
a
q
u
esti
o
n
n
ai
r
e
b
ase
d
o
n
Par
r
y
’
s
co
n
ce
p
tu
aliza
tio
n
o
f
Fair
Play
[
3
4
]
,
[
3
5
]
,
th
is
s
t
u
d
y
aim
e
d
t
o
d
i
s
s
e
c
t
F
a
i
r
P
l
a
y
as
a
n
e
t
h
i
ca
l
v
i
r
t
u
e
r
e
q
u
i
r
i
n
g
u
n
w
a
v
e
r
i
n
g
a
d
h
e
r
e
n
c
e
t
o
c
o
m
p
e
t
i
ti
o
n
r
u
l
e
s
,
c
a
t
e
g
o
r
i
z
i
n
g
i
t
i
n
t
o
th
r
ee
d
is
tin
ct
u
n
d
er
s
tan
d
in
g
lev
els
[
1
6
]
,
[
3
4
]
.
T
h
e
m
eth
o
d
o
l
o
g
y
was
d
esig
n
ed
to
u
n
co
v
er
th
e
n
u
an
ce
s
o
f
Fair
Play
,
p
r
o
v
id
i
n
g
a
co
m
p
r
e
h
en
s
iv
e
v
iew
o
f
its
p
er
ce
p
tio
n
ac
r
o
s
s
th
e
tar
g
eted
d
em
o
g
r
ap
h
ics.
T
h
is
ap
p
r
o
ac
h
s
o
u
g
h
t
n
o
t
o
n
l
y
t
o
a
s
s
e
s
s
Fa
i
r
P
l
a
y
a
d
h
e
r
e
n
c
e
b
u
t
a
l
s
o
t
o
u
n
d
e
r
s
t
a
n
d
i
t
s
e
t
h
i
c
a
l
i
m
p
li
c
a
ti
o
n
s
w
it
h
i
n
t
h
e
c
o
m
p
e
t
i
t
i
v
e
r
e
a
l
m
.
T
h
e
r
esear
ch
f
in
d
in
g
s
in
d
ica
ted
th
at
a
m
ajo
r
ity
o
f
p
ar
tic
ip
an
ts
f
r
o
m
b
o
th
C
h
ile
an
d
Ar
g
en
tin
a
p
r
ed
o
m
i
n
an
tly
alig
n
e
d
with
th
e
h
ig
h
est
lev
el
o
f
Fair
Play
u
n
d
er
s
tan
d
in
g
(
L
3
)
,
wh
ile
a
s
m
aller
f
r
ac
tio
n
id
e
n
tifie
d
with
th
e
lo
west
lev
el
(
L
1
)
,
ec
h
o
in
g
r
esu
lts
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
in
ad
o
lescen
t
p
o
p
u
latio
n
s
[
2
3
]
,
[
4
5
]
.
Am
o
n
g
m
illen
n
ials
in
Ar
g
en
tin
a
,
a
n
o
tab
le
p
er
ce
n
tag
e
lea
n
ed
t
o
war
d
s
th
e
in
te
r
m
ed
iate
d
ef
in
itio
n
o
f
Fair
Play
(
L
2
)
,
co
n
tr
asti
n
g
with
C
h
ilean
p
ar
ti
cip
an
ts
,
esp
ec
ially
th
o
s
e
o
v
er
3
5
,
w
h
o
lar
g
ely
e
n
d
o
r
s
ed
th
e
L
1
co
n
ce
p
t.
T
h
is
v
ar
iatio
n
h
ig
h
lig
h
ts
a
co
m
p
lex
r
elatio
n
s
h
ip
b
etwe
en
ag
e,
cu
ltu
r
al
co
n
tex
t,
an
d
Fair
Play
co
m
p
r
eh
e
n
s
io
n
,
s
u
g
g
esti
n
g
a
n
u
a
n
ce
d
la
n
d
s
ca
p
e
th
at
co
u
l
d
b
en
e
f
it f
r
o
m
tar
g
eted
ed
u
ca
tio
n
al
e
f
f
o
r
ts
.
Fu
r
th
er
in
v
esti
g
atio
n
in
to
th
e
in
f
lu
en
ce
s
o
n
p
ar
ticip
a
n
ts
’
m
o
r
al
p
er
s
p
ec
tiv
es
id
e
n
tifie
d
p
ar
en
ts
,
PE
teac
h
er
s
,
an
d
r
elig
io
u
s
b
elief
s
as
k
ey
f
ac
to
r
s
.
T
h
is
alig
n
s
with
ea
r
lier
r
esear
ch
u
n
d
er
s
co
r
in
g
s
p
o
r
ts
’
r
o
le
in
f
o
s
ter
in
g
s
o
cial
v
alu
es
[
1
2
]
,
[
2
3
]
,
[
4
2
]
,
em
p
h
asizin
g
th
e
lay
er
ed
n
atu
r
e
o
f
m
o
r
al
ed
u
ca
ti
o
n
wh
er
e
d
if
f
er
e
n
t
s
o
cieta
l
ag
en
ts
p
lay
a
cr
u
cial
r
o
le
in
eth
ical
d
ev
el
o
p
m
en
t,
esp
ec
ially
in
th
e
s
p
o
r
ts
m
an
s
h
ip
a
n
d
Fair
Play
co
n
tex
t.
An
ag
e
an
d
co
u
n
tr
y
s
eg
m
en
ted
an
aly
s
is
r
ev
ea
le
d
d
is
tin
ct
p
r
ef
e
r
en
ce
s
:
th
e
1
8
-
3
5
ag
e
g
r
o
u
p
in
Ar
g
en
tin
a
f
av
o
r
ed
th
e
L
2
Fair
Play
d
ef
in
itio
n
,
wh
ile
th
e
5
1
-
6
4
co
h
o
r
t
lean
ed
to
wa
r
d
s
L
3
.
I
n
C
h
ile,
th
e
in
f
lu
en
ce
o
f
PE
teac
h
er
s
was
h
ig
h
lig
h
ted
,
p
ar
ticu
lar
ly
in
th
e
5
1
-
6
4
d
em
o
g
r
ap
h
ic,
s
h
o
wca
s
in
g
th
eir
im
p
o
r
tan
ce
in
im
p
ar
tin
g
Oly
m
p
ic
v
alu
es,
h
is
to
r
ically
p
r
o
m
o
ted
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
wo
r
ld
wid
e
[
4
6
]
.
T
h
is
s
eg
m
en
tatio
n
o
f
f
er
s
k
ey
in
s
ig
h
ts
in
to
ef
f
ec
tiv
ely
s
p
r
ea
d
in
g
Oly
m
p
ic
v
alu
es,
p
o
in
tin
g
to
w
ar
d
s
th
e
n
ec
ess
ity
o
f
ag
e
-
s
p
ec
if
ic
ed
u
ca
tio
n
al
s
tr
ateg
ies.
T
h
e
s
tu
d
y
u
n
d
er
lin
es th
e
s
ig
n
i
f
ican
ce
o
f
cu
s
to
m
izin
g
Oly
m
p
ic
ed
u
ca
tio
n
to
s
u
it d
if
f
er
en
t a
g
e
g
r
o
u
p
s
,
ad
v
o
ca
tin
g
f
o
r
PE
teac
h
er
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
to
en
h
an
ce
th
eir
c
o
n
tr
ib
u
tio
n
to
m
o
r
al
ed
u
ca
tio
n
[
2
1
]
.
I
t
s
u
g
g
ests
a
co
llab
o
r
ativ
e
m
o
d
el
in
v
o
lv
in
g
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
an
d
f
am
ilies
to
b
u
ild
a
s
o
lid
eth
ical
f
o
u
n
d
atio
n
[
4
7
]
,
r
ef
lectin
g
o
n
s
o
cieta
l,
ed
u
ca
tio
n
al,
an
d
p
er
s
o
n
al
f
ac
to
r
s
’
co
m
b
in
e
d
im
p
a
ct
in
s
h
ap
in
g
m
o
r
al
co
m
p
eten
ce
,
with
a
s
p
o
tlig
h
t
o
n
p
a
r
en
ts
as
p
r
im
ar
y
allies
[
4
8
]
.
T
h
is
h
o
lis
tic
ap
p
r
o
ac
h
to
m
o
r
al
e
d
u
ca
tio
n
m
ax
im
izes
th
e
s
tr
en
g
th
s
o
f
v
a
r
io
u
s
s
o
cieta
l
ag
en
ts
,
aim
in
g
to
in
s
till
a
p
r
o
f
o
u
n
d
r
esp
ec
t
a
n
d
ap
p
r
ec
iatio
n
f
o
r
Fair
Play
am
o
n
g
a
d
u
lts
.
Pro
v
id
in
g
in
s
ig
h
ts
f
o
r
r
e
f
in
in
g
ed
u
ca
tio
n
al
p
r
ac
tices
a
n
d
p
o
li
cies
in
C
h
ile
an
d
Ar
g
en
tin
a
,
th
e
r
esear
ch
aim
s
to
im
p
r
o
v
e
th
e
u
n
d
er
s
tan
d
in
g
an
d
p
r
ac
tice
o
f
Oly
m
p
ic
v
alu
es,
esp
ec
ially
Fair
Play
,
am
o
n
g
a
d
u
lts
.
I
t
s
u
g
g
ests
th
at,
alo
n
g
s
id
e
ad
h
er
in
g
to
I
OC
g
u
id
el
in
es,
co
n
s
id
er
in
g
f
ac
to
r
s
lik
e
s
o
cio
e
co
n
o
m
ic
co
n
d
itio
n
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
4
2
0
-
4
4
2
8
4426
cu
ltu
r
al/s
o
cial
co
n
tex
ts
,
an
d
e
d
u
ca
tio
n
al
s
y
s
tem
s
is
cr
u
cial
[
1
5
]
,
[
1
8
]
.
T
h
is
co
m
p
r
eh
en
s
iv
e
s
tr
ateg
y
is
es
s
en
tial
f
o
r
ef
f
ec
tiv
el
y
co
n
v
e
y
in
g
th
e
p
h
ilo
s
o
p
h
ical
ess
en
ce
o
f
Ol
y
m
p
is
m
an
d
its
v
alu
es
to
d
i
v
er
s
e
p
o
p
u
latio
n
s
,
f
o
s
ter
in
g
an
et
h
ically
r
ich
a
n
d
v
alu
e
-
d
r
i
v
en
s
p
o
r
ts
cu
ltu
r
e.
5.
C
O
N
C
L
U
SIO
N
T
h
e
s
tu
d
y
co
n
cl
u
d
es
b
y
em
p
h
asizin
g
th
e
ess
en
tiality
o
f
ad
o
p
tin
g
ed
u
ca
tio
n
al
s
tr
ateg
ies
tai
lo
r
ed
to
th
e
s
p
ec
if
ic
ag
e
-
r
elate
d
n
ee
d
s
o
f
in
d
iv
id
u
als
in
C
h
ile
a
n
d
Ar
g
e
n
tin
a.
I
t
u
n
d
e
r
s
co
r
es
th
e
s
ig
n
i
f
ican
t
in
f
lu
e
n
ce
o
f
p
ar
en
ts
,
PE
teac
h
er
s
—
p
ar
ticu
lar
ly
th
o
s
e
wit
h
in
t
h
e
5
1
to
6
4
ag
e
b
r
ac
k
ets
—
an
d
r
elig
io
u
s
b
elief
s
in
m
o
ld
in
g
eth
ical
p
er
s
p
ec
tiv
es.
Hig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
tar
g
ete
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
o
r
PE
teac
h
er
s
,
th
e
s
tu
d
y
p
o
in
ts
o
u
t
t
h
e
cr
itical
r
o
le
s
u
ch
tr
ain
in
g
p
lay
s
in
b
o
ls
ter
in
g
th
e
ef
f
icac
y
o
f
m
o
r
al
e
d
u
ca
tio
n
,
esp
ec
ially
as
th
e
in
f
lu
en
ce
o
f
p
a
r
en
tal
g
u
id
an
c
e
wan
es
with
ag
e,
s
u
g
g
esti
n
g
th
e
in
tr
o
d
u
ctio
n
o
f
alter
n
ativ
e
m
o
r
al
g
u
id
a
n
ce
s
o
u
r
ce
s
f
o
r
o
ld
er
d
e
m
o
g
r
ap
h
ic
s
.
C
o
llab
o
r
ativ
e
ef
f
o
r
ts
b
etwe
en
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
p
a
r
en
ts
ar
e
h
er
ald
e
d
as
v
ital
f
o
r
t
h
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
m
o
r
al
ed
u
ca
tio
n
in
itiativ
es.
T
h
is
p
a
r
tn
er
s
h
ip
is
aim
ed
at
en
h
an
cin
g
co
m
m
u
n
i
ca
tio
n
an
d
en
s
u
r
in
g
ac
tiv
e
p
ar
en
tal
i
n
v
o
lv
e
m
en
t,
wh
ich
is
c
o
n
s
id
er
e
d
cr
u
cial
f
o
r
th
e
co
m
p
r
eh
en
s
iv
e
d
ev
elo
p
m
en
t
o
f
lear
n
e
r
s
’
eth
ical
v
alu
es.
B
y
ad
v
o
ca
tin
g
f
o
r
a
h
o
lis
tic
an
d
in
teg
r
ated
a
p
p
r
o
ac
h
to
m
o
r
al
ed
u
ca
tio
n
,
wh
er
e
eth
ical
v
alu
es
ar
e
in
ter
wo
v
en
th
r
o
u
g
h
o
u
t
th
e
cu
r
r
icu
lu
m
,
th
e
s
tu
d
y
ac
k
n
o
wled
g
es
th
e
in
tr
icate
d
y
n
am
ic
s
b
etwe
en
s
o
cieta
l
in
f
lu
en
ce
s
,
ed
u
ca
tio
n
al
s
ettin
g
s
,
an
d
in
d
iv
i
d
u
al
f
ac
to
r
s
in
f
o
s
ter
in
g
m
o
r
al
g
r
o
wth
.
T
h
e
r
esear
ch
f
u
r
t
h
er
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
ex
am
in
i
n
g
th
e
ef
f
ec
ts
o
f
h
is
to
r
ical
an
d
n
o
tab
le
s
p
o
r
ts
ev
en
ts
o
n
m
o
r
al
v
alu
es,
p
ar
ticu
lar
ly
n
o
tin
g
Ar
g
e
n
tin
a
’
s
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
p
o
te
n
tially
lin
k
ed
to
its
r
ich
h
is
to
r
y
o
f
h
o
s
tin
g
s
u
ch
e
v
en
ts
.
T
h
ese
f
in
d
in
g
s
lay
a
g
r
o
u
n
d
wo
r
k
f
o
r
s
h
ap
in
g
ed
u
ca
tio
n
al
p
o
licies
an
d
s
tr
ateg
ies
th
at
p
r
o
m
o
te
eth
ical
v
alu
es
an
d
d
ee
p
en
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
Oly
m
p
ic
id
ea
ls
with
in
th
e
co
m
p
lex
cu
ltu
r
al
m
ilieu
s
o
f
C
h
ile
an
d
Ar
g
en
tin
a.
Pro
p
o
s
in
g
a
s
tr
ate
g
y
f
o
r
en
h
a
n
cin
g
ed
u
ca
tio
n
al
p
r
ac
tices,
th
e
s
tu
d
y
en
v
is
io
n
s
a
f
u
tu
r
e
wh
er
e
eth
ical
v
alu
es
an
d
a
d
ee
p
ap
p
r
ec
iatio
n
o
f
Oly
m
p
ic
id
ea
ls
ar
e
in
teg
r
al
to
th
e
cu
ltu
r
al
f
ab
r
ic.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
D
.
P
o
n
c
i
a
n
o
N
u
ñ
e
z
,
“
I
n
f
l
u
e
n
c
i
a
s
o
l
í
mp
i
c
a
s
mo
d
e
r
n
a
s
:
O
l
i
mp
i
sm
o
p
a
r
a
e
l
d
e
s
a
r
r
o
l
l
o
y
p
a
z
e
n
G
u
a
t
e
m
a
l
a
,
”
C
i
t
i
u
s
,
Al
t
i
u
s,
F
o
rt
i
u
s
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
1
5
–
3
3
,
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e
c
.
2
0
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1
,
d
o
i
:
1
0
.
1
5
3
6
6
/
c
i
t
i
u
s2
0
2
1
.
1
4
.
2
.
0
0
2
.
[
2
]
S
.
G
.
M
i
l
l
e
r
,
Ar
e
t
e
:
G
re
e
k
s
p
o
rt
s
f
r
o
m
a
n
c
i
e
n
t
s
o
u
rc
e
s
.
3
r
d
e
d
.
U
n
i
v
e
r
si
t
y
o
f
C
a
l
i
f
o
r
n
i
a
P
r
e
ss,
2
0
1
2
.
[
3
]
H
.
R
e
i
d
,
“
A
t
h
l
e
t
e
s
a
s
h
e
r
o
e
s
a
n
d
r
o
l
e
mo
d
e
l
s
:
a
n
a
n
c
i
e
n
t
mo
d
e
l
,
”
S
p
o
r
t
,
Et
h
i
c
s
a
n
d
P
h
i
l
o
s
o
p
h
y
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
4
0
–
5
1
,
J
a
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
0
/
1
7
5
1
1
3
2
1
.
2
0
1
6
.
1
2
6
1
9
3
1
.
[
4
]
D
.
C
h
a
t
z
i
e
f
st
a
t
h
i
o
u
,
“
O
l
y
mp
i
c
e
d
u
c
a
t
i
o
n
a
n
d
b
e
y
o
n
d
:
O
l
y
mp
i
sm
a
n
d
v
a
l
u
e
l
e
g
a
c
i
e
s
f
r
o
m
t
h
e
O
l
y
mp
i
c
a
n
d
P
a
r
a
l
y
mp
i
c
G
a
me
s,”
Ed
u
c
a
t
i
o
n
a
l
Re
v
i
e
w
,
v
o
l
.
6
4
,
n
o
.
3
,
p
p
.
3
8
5
–
4
0
0
,
A
u
g
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
9
1
1
.
2
0
1
2
.
6
9
6
0
9
4
.
[
5
]
R
.
N
a
u
l
,
D
.
B
i
n
d
e
r
,
A
.
R
y
c
h
t
e
c
k
ý
,
a
n
d
I
.
C
u
l
p
a
n
,
O
l
y
m
p
i
c
E
d
u
c
a
t
i
o
n
:
A
n
i
n
t
e
r
n
a
t
i
o
n
a
l
r
e
v
i
e
w
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
7
.
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
0
2
0
3
1
3
1
5
1
0
.
[
6
]
I
n
t
e
r
n
a
t
i
o
n
a
l
O
l
y
m
p
i
c
C
o
m
mi
t
t
e
e
,
“
O
l
y
m
p
i
c
c
h
a
r
t
e
r
,
”
L
a
u
sa
n
n
e
:
I
n
t
e
rn
a
t
i
o
n
a
l
O
l
y
m
p
i
c
C
o
m
m
i
t
t
e
e
,
2
0
2
1
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
o
l
y
mp
i
c
s
.
c
o
m/
i
o
c
/
o
l
y
m
p
i
c
-
c
h
a
r
t
e
r
(
a
c
c
e
ss
e
d
O
c
t
.
1
9
,
2
0
2
3
)
.
[
7
]
D
.
L.
B
i
n
d
e
r
,
“
O
l
y
mp
i
c
v
a
l
u
e
s
e
d
u
c
a
t
i
o
n
:
e
v
o
l
u
t
i
o
n
o
f
a
p
e
d
a
g
o
g
y
,
”
Ed
u
c
a
t
i
o
n
a
l
Re
v
i
e
w
,
v
o
l
.
6
4
,
n
o
.
3
,
p
p
.
2
7
5
–
3
0
2
,
A
u
g
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
9
1
1
.
2
0
1
2
.
6
7
6
5
3
9
.
[
8
]
D
.
B
i
n
d
e
r
,
“
‘
O
l
y
mp
i
sm’
r
e
v
i
s
i
t
e
d
a
s
c
o
n
t
e
x
t
f
o
r
g
l
o
b
a
l
e
d
u
c
a
t
i
o
n
:
I
mp
l
i
c
a
t
i
o
n
s
f
o
r
p
h
y
s
i
c
a
l
e
d
u
c
a
t
i
o
n
,
”
Q
u
e
st
,
v
o
l
.
5
3
,
n
o
.
1
,
p
p
.
1
4
–
3
4
,
F
e
b
.
2
0
0
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
3
3
6
2
9
7
.
2
0
0
1
.
1
0
4
9
1
7
2
8
.
[
9
]
T.
R
i
b
e
i
r
o
,
A
.
C
o
r
r
e
i
a
,
C
.
F
i
g
u
e
i
r
e
d
o
,
a
n
d
R
.
B
i
sc
a
i
a
,
“
T
h
e
O
l
y
m
p
i
c
g
a
me
s’
i
m
p
a
c
t
o
n
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
t
e
a
c
h
e
r
s:
t
h
e
c
a
s
e
o
f
R
i
o
2
0
1
6
o
f
f
i
c
i
a
l
O
l
y
m
p
i
c
e
d
u
c
a
t
i
o
n
P
r
o
g
r
a
mm
e
,
”
E
d
u
c
a
t
i
o
n
a
l
Re
v
i
e
w
,
v
o
l
.
7
4
,
n
o
.
5
,
p
p
.
9
9
2
–
1
0
1
1
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
9
1
1
.
2
0
2
0
.
1
8
3
7
7
3
9
.
[
1
0
]
A
.
Ly
r
a
s,
“
C
h
a
r
a
c
t
e
r
i
st
i
c
s
a
n
d
p
s
y
c
h
o
-
so
c
i
a
l
i
m
p
a
c
t
s
o
f
a
n
i
n
t
e
r
-
e
t
h
n
i
c
e
d
u
c
a
t
i
o
n
a
l
s
p
o
r
t
I
n
i
t
i
a
t
i
v
e
o
n
G
r
e
e
k
a
n
d
Tu
r
k
i
s
h
C
y
p
r
i
o
t
y
o
u
t
h
,
”
D
i
ssert
a
t
i
o
n
A
b
st
r
a
c
t
s I
n
t
e
r
n
a
t
i
o
n
a
l
:
S
e
c
t
i
o
n
B
:
T
h
e
S
c
i
e
n
c
e
s
a
n
d
E
n
g
i
n
e
e
r
i
n
g
,
U
n
i
v
e
r
si
t
y
o
f
C
o
n
n
e
c
t
i
c
u
t
,
2
0
0
7
.
[
1
1
]
A
.
L
y
r
a
s,
“
O
l
y
mp
i
sm
f
o
r
h
u
ma
n
i
t
y
t
h
e
o
r
y
a
n
d
p
r
a
x
i
s:
A
c
a
l
l
f
o
r
p
e
a
c
e
a
n
d
d
e
m
o
c
r
a
c
y
c
h
a
m
p
i
o
n
s
o
f
c
h
a
n
g
e
,
”
Pe
a
c
e
a
n
d
C
o
n
f
l
i
c
t
:
J
o
u
rn
a
l
o
f
Pe
a
c
e
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
2
7
,
n
o
.
4
,
p
p
.
6
5
8
–
6
6
4
,
N
o
v
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
3
7
/
p
a
c
0
0
0
0
4
9
8
.
[
1
2
]
A
.
L
y
r
a
s a
n
d
J
.
W
e
l
t
y
P
e
a
c
h
e
y
,
“
I
n
t
e
g
r
a
t
i
n
g
sp
o
r
t
-
f
o
r
-
d
e
v
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o
p
m
e
n
t
t
h
e
o
r
y
a
n
d
p
r
a
x
i
s
,
”
S
p
o
r
t
Ma
n
a
g
e
m
e
n
t
Re
v
i
e
w
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
3
1
1
–
3
2
6
,
O
c
t
.
2
0
1
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
smr
.
2
0
1
1
.
0
5
.
0
0
6
.
[
1
3
]
G
.
B
.
C
u
n
n
i
n
g
h
a
m
,
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[
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[
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[
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[
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[
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i
ti
e
s
,
Au
stra
l
Un
i
v
e
rsity
o
f
C
h
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e
.
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e
P
re
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t
o
f
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h
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a
n
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so
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iatio
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f
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h
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sic
a
l
E
d
u
c
a
ti
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c
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e
rs
-
ACH
IP
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F
.
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ro
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r
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se
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n
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sid
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d
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u
stra
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fro
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w
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m
o
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th
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n
5
0
p
u
b
li
c
a
ti
o
n
s
in
v
a
rio
u
s
sc
ien
ti
fi
c
a
rti
c
les
in
in
d
e
x
e
d
j
o
u
r
n
a
ls.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
Jo
rg
e
.
flan
d
e
z
@u
a
c
h
.
c
l
.
Da
n
iel
Ducl
o
s
-
Ba
stía
s
is
a
P
ro
fe
ss
o
r
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f
P
h
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sic
a
l
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u
c
a
ti
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n
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c
h
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lo
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c
a
ti
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n
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g
ra
d
u
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ted
fro
m
t
h
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ti
ficia
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iv
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rsid
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d
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tó
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d
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lp
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;
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ste
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M
a
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m
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t
a
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d
Org
a
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iza
ti
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p
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rts
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y
t
h
e
Un
iv
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rsid
a
d
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li
téc
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e
Va
len
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n
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c
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ti
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a
n
d
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p
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ts
b
y
th
e
U
n
iv
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rsi
d
a
d
d
e
Va
len
c
ia,
S
p
a
in
;
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tu
re
r
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t
th
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c
h
o
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f
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c
a
ti
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n
o
f
th
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n
ti
ficia
Un
iv
e
rsi
d
a
d
Ca
t
ó
li
c
a
d
e
Va
l
p
a
ra
íso
.
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is
Dire
c
t
o
r
o
f
th
e
Oly
m
p
ic
Ac
a
d
e
m
y
o
f
C
h
il
e
a
n
d
Dire
c
to
r
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f
t
h
e
Re
se
a
rc
h
G
ro
u
p
in
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p
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rts
M
a
n
a
g
e
m
e
n
t
a
n
d
Oly
m
p
ic
S
t
u
d
ies
.
He
is
c
u
rre
n
tl
y
o
n
a
l
o
n
g
-
term
sta
y
a
s
a
P
o
st
d
o
c
t
o
ra
l
Re
se
a
rc
h
e
r
a
t
th
e
IGO
ID
Re
se
a
rc
h
G
ro
u
p
o
f
th
e
U
n
iv
e
rsit
y
o
f
Ca
stil
la
-
La
M
a
n
c
h
a
,
S
p
a
in
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
a
n
iel.
d
u
c
lo
s@
p
u
c
v
.
c
l
.
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