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Ad
d
itio
n
ally
,
th
er
e
is
a
n
ee
d
f
o
r
p
r
o
v
is
io
n
o
f
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
ts
an
d
in
f
o
r
m
atio
n
co
m
m
u
n
icatio
n
an
d
tech
n
o
lo
g
y
g
ad
g
ets
th
at
will
b
e
ca
p
ab
le
o
f
d
eliv
er
in
g
ed
u
ca
tio
n
r
e
m
o
tely
.
T
h
e
s
h
if
t
to
o
n
lin
e
lear
n
in
g
is
b
ec
o
m
in
g
m
o
r
e
p
o
p
u
lar
in
ed
u
ca
tio
n
s
y
s
tem
s
in
th
e
wo
r
ld
,
b
u
t
with
ad
o
p
tio
n
o
r
ad
a
p
tatio
n
o
f
v
ar
i
o
u
s
tech
n
o
l
o
g
ies ac
co
r
d
in
g
to
ed
u
ca
tio
n
al
o
b
jectiv
es o
f
th
e
p
eo
p
le
u
s
in
g
it.
T
h
e
im
p
lem
en
tatio
n
an
d
i
n
teg
r
atio
n
o
f
tech
n
o
lo
g
y
to
tea
ch
in
g
an
d
lear
n
in
g
will
d
ep
e
n
d
o
n
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
e
o
n
teac
h
in
g
as
well
as
th
e
q
u
ality
o
f
in
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
,
s
tu
d
en
ts
an
d
tech
n
o
lo
g
y
.
Alth
o
u
g
h
,
Har
asi
m
[
2
]
s
h
o
w
th
at
th
er
e
ar
e
wa
y
s
in
wh
ich
o
n
lin
e
lear
n
in
g
c
an
b
e
im
p
lem
en
ted
b
u
t
its
aim
will
b
e
to
lear
n
ir
r
esp
ec
tiv
e
o
f
s
p
ac
e,
c
o
n
tex
t
a
n
d
tim
e.
Par
ticu
lar
ly
,
th
e
teac
h
er
will
o
n
ly
p
lan
,
o
r
g
an
ize
a
n
d
ev
al
u
ate
th
e
co
n
tex
ts
with
a
f
o
cu
s
o
n
lear
n
i
n
g
,
an
d
th
is
h
as
d
r
asti
ca
lly
in
cr
ea
s
ed
th
e
u
s
e
o
f
d
id
ac
tic
m
ater
ials
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
b
etwe
en
th
e
teac
h
er
a
n
d
t
h
e
lear
n
er
.
I
n
a
d
d
itio
n
,
as
s
u
g
g
ested
by
J
am
er
s
o
n
an
d
Mitch
ell
[
3
]
,
th
e
im
p
lem
en
tatio
n
o
f
o
n
lin
e
lear
n
in
g
will
th
e
n
ee
d
o
n
lin
e
r
eso
u
r
ce
s
s
u
ch
as
b
lo
g
s
an
d
web
s
ites
,
co
llab
o
r
a
tiv
e
to
o
ls
an
d
s
o
cial
n
etwo
r
k
ap
p
licatio
n
s
with
p
r
e
d
o
m
in
a
n
t
u
s
ag
e
o
f
v
id
e
o
co
n
f
er
e
n
cin
g
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
s
am
o
n
g
s
tak
eh
o
l
d
er
s
in
ed
u
ca
tio
n
.
T
h
is
k
in
d
o
f
s
itu
atio
n
ca
lls
f
o
r
ad
o
p
tio
n
o
f
em
er
g
e
n
cy
r
em
o
te
ed
u
ca
tio
n
to
co
m
p
l
em
en
t
th
e
f
ac
e
-
to
-
f
ac
e
tr
ad
itio
n
al
en
g
ag
em
en
t
in
s
ch
o
o
ls
,
as
s
u
g
g
este
d
b
y
Mo
o
r
e
an
d
Kea
r
s
ley
[
4
]
.
Mo
r
e
o
v
er
,
Un
ited
Natio
n
s
E
d
u
ca
tio
n
al,
Scien
tifi
c
an
d
C
u
ltu
r
al
Or
g
a
n
izatio
n
(
UNE
SC
O)
[
5
]
r
ec
o
m
m
en
d
ed
th
e
u
s
e
o
f
d
is
tan
ce
lear
n
in
g
p
r
o
g
r
am
s
,
o
p
e
n
ed
u
ca
tio
n
al
ap
p
licatio
n
s
,
an
d
p
la
tf
o
r
m
f
o
r
s
ch
o
o
ls
an
d
teac
h
e
r
s
to
r
ea
ch
lear
n
er
s
r
em
o
tely
.
T
h
ese
in
lin
e
with
J
im
o
h
[
6
]
co
u
ld
in
clu
d
e
in
te
g
r
ated
d
ig
ital
lear
n
in
g
p
latf
o
r
m
s
,
v
id
eo
less
o
n
s
,
m
ass
iv
e
o
p
en
o
n
lin
e
co
u
r
s
es
(
MO
OC
s
)
,
an
d
b
r
o
ad
ca
s
t
th
r
o
u
g
h
r
ad
io
a
n
d
telev
is
io
n
.
E
m
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
ac
co
r
d
in
g
to
B
ates
[
7
]
an
d
W
eller
[
8
]
is
tech
n
o
lo
g
y
b
ased
an
d
s
o
its
ef
f
ec
tiv
en
ess
is
b
o
u
n
d
to
d
ep
en
d
o
n
f
ac
to
r
s
s
u
ch
as
p
o
wer
s
u
p
p
ly
,
ac
ce
s
s
to
th
e
in
ter
n
et,
ex
p
er
tis
e,
d
ig
ital
s
k
ills
,
an
d
r
ea
d
in
ess
o
f
s
tak
e
h
o
ld
er
s
.
M
o
r
eo
v
er
,
Ho
d
g
es
et
a
l.
[
9
]
s
u
g
g
ested
a
d
e
s
ig
n
p
r
o
ce
s
s
an
d
d
ec
is
io
n
s
f
o
r
ad
o
p
tio
n
an
d
im
p
lem
en
tatio
n
o
f
em
er
g
e
n
cy
r
em
o
te
ed
u
ca
tio
n
wh
ich
m
o
r
e
o
f
ten
co
u
ld
b
e
d
if
f
icu
lt
in
m
o
s
t
u
n
d
er
d
e
v
elo
p
e
d
an
d
d
ev
elo
p
i
n
g
ec
o
n
o
m
y
.
T
h
er
ef
o
r
e
,
if
p
r
o
p
er
l
y
m
a
n
ag
e
d
,
em
e
r
g
en
c
y
r
e
m
o
te
e
d
u
ca
ti
o
n
ca
n
b
e
a
b
etter
alter
n
ativ
e
f
o
r
t
r
an
s
f
o
r
m
ati
o
n
an
d
s
u
s
tain
ab
ilit
y
o
f
e
d
u
ca
tio
n
p
r
o
g
r
am
s
in
ca
s
e
o
f
u
n
ce
r
tain
ties
.
2.
RE
VI
E
W
O
F
T
H
E
E
M
E
RG
E
NC
E
O
F
RE
M
O
T
E
E
DUC
AT
I
O
N
E
m
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
is
a
d
ig
ital
clas
s
r
o
o
m
s
itu
atio
n
wh
er
e
s
tu
d
en
ts
,
teac
h
er
s
,
an
d
ev
en
th
e
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
a
r
e
n
o
t
p
h
y
s
ical
u
n
lik
e
th
e
tr
ad
itio
n
al
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
[
1
0
]
.
On
th
e
o
th
er
h
an
d
,
in
f
o
r
m
atio
n
is
r
ela
y
ed
th
r
o
u
g
h
tech
n
o
lo
g
y
s
u
c
h
as
d
is
cu
s
s
io
n
b
o
ar
d
s
,
v
id
e
o
c
o
n
f
er
e
n
ci
n
g
,
a
n
d
lo
ts
m
o
r
e
th
r
o
u
g
h
th
e
in
ter
n
et
an
d
elec
tr
o
n
ic
m
ed
ia
[
1
1
]
.
Ad
d
itio
n
ally
,
B
ao
et
a
l
.
[
1
2
]
h
ig
h
lig
h
te
d
p
l
atf
o
r
m
s
th
at
ca
n
b
e
em
p
lo
y
ed
to
e
n
h
an
ce
em
er
g
e
n
cy
r
e
m
o
te
e
d
u
ca
tio
n
to
i
n
clu
d
e
C
an
v
as
C
o
n
f
e
r
en
ce
,
Z
o
o
m
,
B
lu
e
jean
s
,
R
ea
d
y
T
alk
,
Go
o
g
le
Me
et
an
d
v
i
d
eo
class
es,
Pan
o
p
tic,
L
o
o
m
,
an
d
p
r
e
-
r
ec
o
r
d
e
d
lectu
r
es.
Go
o
g
l
e
C
lass
r
o
o
m
,
Pear
Dec
k
,
B
lack
b
o
ar
d
,
C
an
v
as,
E
d
m
o
d
o
,
Fli
p
g
r
id
,
f
o
r
tex
t
-
b
ased
lectu
r
es,
r
eso
u
r
ce
s
s
h
ar
in
g
an
d
e
v
alu
atio
n
,
Go
o
g
le
Fo
r
m
,
Su
r
v
ey
Mo
n
k
e
y
,
So
cr
ativ
e
f
o
r
s
elf
-
ass
ess
m
e
n
t
as
co
n
v
en
ien
t,
E
d
p
u
zz
le,
Kh
an
Aca
d
em
y
f
o
r
v
id
eo
lectu
r
es a
n
d
r
ea
l
-
tim
e
as
s
ess
m
en
t.
E
m
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
is
a
s
y
s
tem
o
f
ed
u
ca
tio
n
th
at
m
atch
es
an
y
o
n
e,
an
y
wh
er
e
a
n
d
an
y
h
o
w.
No
tab
ly
,
th
is
k
in
d
o
f
s
y
s
tem
in
v
o
lv
es
am
o
n
g
o
th
er
s
;
o
p
e
n
d
is
tan
ce
lear
n
in
g
(
ODL
)
,
MO
OC
s
,
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
(
L
MS)
,
co
u
r
s
e
m
a
n
ag
em
en
t
s
y
s
tem
(
C
MS)
[
1
3
]
.
Mo
r
eo
v
er
,
ac
co
r
d
in
g
to
Piccian
o
[
1
4
]
,
th
is
k
in
d
o
f
teac
h
in
g
an
d
l
ea
r
n
in
g
m
o
s
tly
o
cc
u
r
“
s
y
n
c
h
r
o
n
o
u
s
ly
”
in
a
r
ea
l
tim
e
o
r
liv
e
lectu
r
e
p
ee
r
in
ter
ac
tio
n
s
an
d
co
llab
o
r
atio
n
with
teac
h
er
an
d
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
lo
ca
tio
n
s
s
u
ch
as
in
ed
u
ca
tio
n
al
v
id
e
o
co
n
f
er
e
n
ce
s
,
in
ter
ac
tiv
e
we
b
in
ar
s
,
ch
at
-
b
ased
o
n
lin
e
d
is
cu
s
s
io
n
s
,
an
d
lectu
r
es
th
at
ar
e
b
r
o
ad
ca
s
t
at
th
e
s
am
e
tim
e
th
ey
d
eliv
er
ed
.
I
t
co
u
l
d
also
b
e
“
asy
n
c
h
r
o
n
o
u
s
ly
”
,
in
s
elf
-
lear
n
in
g
ac
tiv
ities
in
wh
i
ch
lear
n
e
r
s
ac
ce
s
s
class
m
ater
ials
at
d
if
f
er
en
t
ti
m
es,
an
d
f
r
o
m
d
if
f
er
en
t
l
o
c
atio
n
s
s
u
ch
as
watc
h
in
g
p
r
e
-
r
ec
o
r
d
e
d
v
id
e
o
o
r
less
o
n
s
,
an
d
m
o
s
tly
i
n
v
o
lv
e
e
d
u
ca
tio
n
al
ac
tiv
ities
,
d
is
cu
s
s
io
n
s
an
d
ass
ig
n
m
en
ts
th
at
ca
n
en
g
ag
e
lear
n
e
r
s
to
lear
n
at
th
eir
o
w
n
p
ac
e,
a
n
d
o
n
m
o
s
t c
o
n
v
en
ien
t tim
e.
Azu
b
u
ik
e
et
a
l
.
[
1
5
]
p
o
s
ited
th
at
em
er
g
en
cy
r
em
o
te
ed
u
ca
tio
n
as
t
h
at
k
i
n
d
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
with
v
ar
iety
o
f
d
esig
n
s
an
d
m
eth
o
d
s
m
o
s
tly
to
ac
h
iev
e
th
e
o
b
jectiv
es
o
f
lea
r
n
in
g
.
E
m
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
ac
co
r
d
in
g
to
Ho
d
g
e
s
et
a
l
.
[
9
]
is
ch
a
r
ac
ter
ized
o
f
ac
tiv
ities
b
ey
o
n
d
th
e
f
o
u
r
walls
o
f
class
r
o
o
m
b
u
t,
teac
h
er
s
h
er
e
in
ter
ac
t
with
th
eir
lear
n
er
s
ty
p
ically
th
r
o
u
g
h
t
ec
h
n
o
lo
g
y
,
s
u
ch
as
v
id
eo
c
o
n
f
er
en
cin
g
s
o
f
twar
e
,
d
is
cu
s
s
io
n
b
o
ar
d
s
o
r
LMS
.
F
u
r
th
er
m
o
r
e,
it
is
wo
r
th
y
o
f
n
o
te
th
at
em
er
g
en
cy
r
em
o
te
ed
u
ca
tio
n
will
n
o
t
ju
s
t
o
cc
u
r
with
o
u
t
d
if
f
icu
lties
ac
co
r
d
in
g
to
Díaz
et
a
l
.
[
1
6
]
,
wh
o
h
ig
h
lig
h
ted
s
o
m
e
o
f
th
ese
d
if
f
icu
lties
as
th
e
lack
o
f
d
ig
ital
co
m
p
eten
cies
an
d
attitu
d
e
to
war
d
s
tech
n
o
lo
g
i
es
am
o
n
g
teac
h
er
s
,
ad
ju
s
tm
en
t
to
ch
an
g
e,
an
d
em
o
tio
n
al
im
b
alan
ce
esp
ec
ially
in
th
e
f
ac
e
o
f
u
n
ce
r
tain
t
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
4
2
-
1
6
4
9
1644
Ho
wev
er
,
in
m
o
s
t
ca
s
es
th
is
k
in
d
o
f
s
itu
atio
n
,
ac
co
r
d
in
g
to
Azu
b
u
ik
e
et
a
l
.
[
1
5
]
ar
e
with
o
u
t
a
p
r
ev
i
o
u
s
p
la
n
an
d
with
in
ad
eq
u
ate
r
eso
u
r
ce
s
,
a
n
d
th
ese
ar
e
r
ev
ea
led
in
t
h
e
p
r
o
ce
s
s
o
f
ch
an
g
e
a
n
d
tr
an
s
f
o
r
m
atio
n
to
war
d
s
r
em
o
te
teac
h
in
g
m
eth
o
d
s
a
n
d
in
eq
u
alities
ass
o
ciate
d
with
d
ig
it
al
lear
n
in
g
s
y
s
tem
.
Díaz
et
a
l
.
[
1
6
]
h
av
e
s
h
o
wn
t
h
at
it
m
ay
n
o
t
b
e
to
o
ea
s
y
to
ad
o
p
t
o
r
ad
ap
t
e
m
er
g
e
n
cy
r
e
m
o
te
ed
u
ca
tio
n
f
o
r
teac
h
in
g
an
d
lear
n
i
n
g
b
y
d
ev
e
lo
p
in
g
co
u
n
tr
ies
b
ec
au
s
e
o
f
p
er
ce
iv
ed
in
eq
u
alities
an
d
ch
al
len
g
es
th
at
m
ay
b
e
in
v
o
lv
ed
.
Fo
r
in
s
tan
ce
,
th
e
r
e
ca
n
b
e
a
ch
allen
g
e
o
f
p
r
e
d
o
m
in
an
t
u
s
ag
e
o
f
o
n
lin
e
L
MS
,
tech
n
o
lo
g
ical
ap
p
licatio
n
s
,
an
d
th
e
d
is
p
o
s
itio
n
o
f
p
ar
e
n
ts
o
r
r
elatio
n
s
to
v
i
r
tu
al
h
o
m
ewo
r
k
.
M
o
r
eo
v
er
,
in
s
itu
atio
n
lik
e
th
is
,
r
esp
o
n
s
ib
ilit
y
lies
o
n
ev
er
y
m
em
b
er
o
f
th
e
s
o
ciety
to
ad
ap
t
o
r
r
ath
er
a
d
o
p
t
t
h
e
b
est
f
o
r
m
o
f
a
p
p
r
o
ac
h
to
teac
h
in
g
an
d
lear
n
in
g
.
I
n
ad
d
itio
n
,
th
er
e
ca
n
b
e
a
n
ee
d
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
co
m
p
lem
en
t
th
e
av
ailab
le
tech
n
o
lo
g
ical
m
ea
n
s
f
o
r
an
u
n
in
te
r
r
u
p
ted
teac
h
in
g
an
d
lear
n
in
g
.
2
.
1
.
T
he
em
er
g
ency
re
mo
t
e
educa
t
io
n in Nig
er
ia
R
em
o
te
teac
h
in
g
an
d
lear
n
i
n
g
(
R
T
L
)
ar
e
im
p
o
r
ta
n
t
to
ed
u
ca
tio
n
esp
ec
ially
in
s
itu
atio
n
s
s
u
ch
as
p
an
d
em
ic
wh
e
n
th
er
e
ca
n
b
e
r
estrictio
n
s
o
n
tr
ad
itio
n
s
[
1
1
]
.
F
u
r
th
er
,
it
co
n
f
ir
m
s
th
e
ass
er
tio
n
o
f
O
y
ed
o
tu
n
[
1
7
]
wh
o
s
u
b
m
its
th
at
em
er
g
en
cy
s
itu
atio
n
s
u
ch
as
th
e
C
OVI
D
-
1
9
an
d
its
d
em
an
d
d
e
v
elo
p
in
g
c
o
u
n
tr
ies
p
ar
ticu
lar
ly
Nig
er
ia
to
o
p
t
f
o
r
o
n
lin
e
p
e
d
ag
o
g
y
.
T
h
is
h
as
h
o
wev
er
,
ex
p
o
s
ed
s
o
m
e
in
e
q
u
ali
ties
an
d
ch
allen
g
es
th
at
co
m
es
with
th
is
n
ew
p
ar
ad
ig
m
wh
ich
h
a
v
e
n
o
w
b
ec
o
m
e
th
e
n
ew
r
ea
liti
es
in
ed
u
ca
tio
n
in
Nig
er
ia.
Ho
wev
er
,
th
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
o
p
er
atio
n
a
n
d
Dev
elo
p
m
e
n
t
(
OE
C
D)
,
in
a
b
id
to
co
m
b
at
in
eq
u
alities
an
d
ch
allen
g
es
th
at
co
m
es
with
th
is
n
ew
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
s
u
g
g
ested
th
at
tech
n
o
lo
g
y
in
th
e
h
ea
r
t
o
f
em
er
g
e
n
cy
r
em
o
te
e
d
u
ca
tio
n
ca
n
g
iv
e
teac
h
er
s
an
d
s
tu
d
en
ts
ac
ce
s
s
to
s
p
ec
ialized
m
ater
ial,
ev
e
n
in
m
u
ltip
le
f
o
r
m
ats to
e
n
h
an
ce
ef
f
ec
tiv
e
teac
h
in
g
a
n
d
lear
n
in
g
[
1
8
]
.
Ok
o
y
e
a
n
d
Om
ed
e
[
1
9
]
n
o
ted
th
at
u
n
s
tab
le
p
o
wer
s
u
p
p
ly
s
t
ill
co
n
s
titu
tes
an
is
s
u
e
ag
ain
s
t
th
e
u
s
ag
e
o
f
tech
n
o
lo
g
y
f
o
r
teac
h
in
g
in
Nig
er
ian
s
ch
o
o
ls
.
I
n
s
p
ite
o
f
p
o
licy
d
r
iv
e,
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
wh
o
ar
e
m
o
s
tly
r
estricte
d
to
r
ad
io
a
n
d
telev
is
io
n
b
r
o
ad
ca
s
t
h
av
e
b
ee
n
m
a
r
g
i
n
alize
d
d
u
e
to
ep
ilep
tic
p
o
wer
s
u
p
p
ly
.
I
n
a
s
u
r
v
e
y
by
I
k
wu
k
a
et
a
l
.
[
2
0
]
,
it
was
d
is
co
v
er
ed
th
at
s
tu
d
en
ts
’
en
g
ag
em
en
t
in
th
e
em
er
g
e
n
cy
r
e
m
o
te
teac
h
in
g
wer
e
to
o
lo
w
d
u
e
to
in
ad
eq
u
ate
lear
n
in
g
ac
tiv
ities
wh
ile,
th
ey
wer
e
d
is
tr
ac
ted
to
o
th
e
r
ac
tiv
ities
lik
e
web
b
r
o
wsi
n
g
,
g
am
in
g
an
d
th
e
lik
es
u
n
lik
e
th
e
f
ac
e
-
to
-
f
ac
e
class
es.
T
h
er
e
is
s
t
ill
m
u
ch
to
b
e
d
o
n
e
in
Nig
er
ia
to
ef
f
ec
tiv
ely
u
s
e
R
T
L
d
u
e
t
o
h
ig
h
c
o
s
t
o
f
i
n
ter
n
et
s
u
b
s
cr
ip
tio
n
,
p
o
o
r
in
te
r
n
et
s
er
v
ices
in
r
em
o
te
a
r
ea
s
wh
ich
u
s
u
ally
r
esu
lt
in
in
ter
r
u
p
tio
n
d
u
r
in
g
class
es
Z
h
an
g
et
a
l
.
[
1
0
]
.
Mo
r
e
o
v
e
r
,
lack
o
f
s
k
ills
in
d
esig
n
in
g
an
d
im
p
lem
e
n
tin
g
r
em
o
te
r
elate
d
co
u
r
s
es
h
as
s
h
o
wn
th
at
s
tak
eh
o
ld
er
s
in
Nig
er
ian
ed
u
ca
tio
n
ar
e
n
o
t
f
u
lly
p
r
ep
ar
ed
f
o
r
R
T
L
an
d
it wa
s
o
b
v
io
u
s
th
r
o
u
g
h
s
ev
er
al
p
ar
am
eter
s
d
u
r
in
g
C
OVI
D
-
1
9
p
an
d
em
ic.
2
.
2
.
Appra
is
a
l o
f
t
he
em
er
g
e
ncy
re
m
o
t
e
educa
t
io
n in Nig
er
ia
T
ec
h
n
o
lo
g
y
an
d
in
ter
n
et
u
s
ag
e
d
u
r
in
g
th
e
p
a
n
d
em
ic
h
av
e
p
r
o
v
o
k
ed
a
g
lo
b
al
th
r
i
v
in
g
in
o
n
lin
e
an
d
r
em
o
te
class
es.
T
h
is
h
o
wev
er
,
ac
co
r
d
in
g
to
So
b
aih
et
a
l
.
[
2
1
]
,
h
as
cr
ea
ted
c
h
an
g
es
in
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
wh
ich
a
lo
t
h
as
af
f
ec
ted
in
ter
ac
tio
n
s
am
o
n
g
teac
h
er
s
an
d
s
tu
d
en
ts
in
c
lass
r
o
o
m
p
r
ac
tices.
T
ec
h
n
o
lo
g
y
in
teac
h
in
g
ca
n
b
e
a
g
r
ea
t
task
f
o
r
teac
h
er
s
c
o
n
s
id
er
in
g
th
e
s
o
cial
an
d
co
n
tex
tu
al
f
ac
to
r
s
th
at
m
u
s
t
b
e
o
b
s
er
v
ed
,
an
d
it
is
n
ec
ess
ar
y
th
at
teac
h
er
s
n
ee
d
to
u
n
d
er
s
tan
d
th
e
a
p
p
r
o
p
r
ia
te
p
ed
ag
o
g
ical
an
d
tech
n
o
lo
g
ical
k
n
o
wled
g
e
in
u
tili
zin
g
tech
n
o
lo
g
y
in
class
r
o
o
m
s
[
2
]
.
C
o
n
s
eq
u
en
tly
,
th
e
o
p
in
io
n
o
f
th
e
OE
C
D
[
1
8
]
is
o
b
v
io
u
s
th
at
teac
h
er
s
p
ar
ticu
lar
ly
in
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
s
h
o
u
l
d
b
e
i
n
v
o
lv
ed
i
n
tr
ain
in
g
,
teac
h
in
g
an
d
p
r
e
p
ar
in
g
m
ater
i
als f
o
r
u
s
e
r
em
o
tely
.
3.
M
E
T
H
O
D
Natu
r
alis
tic
o
b
s
er
v
atio
n
al
s
tr
a
teg
y
was
u
tili
ze
d
b
y
th
r
ee
r
es
ea
r
ch
er
s
to
ex
am
in
e
s
u
s
tain
ab
le
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tices
in
E
k
iti
State,
Nig
er
ia.
I
t
was
p
r
esen
ted
as
th
ey
n
atu
r
ally
o
cc
u
r
r
ed
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
with
th
e
ad
v
en
t
o
f
em
er
g
en
cy
r
e
m
o
te
ed
u
ca
tio
n
,
with
o
u
t
m
an
ip
u
latin
g
v
ar
ia
b
les,
th
er
eb
y
ca
p
tu
r
in
g
r
ea
l
-
wo
r
ld
ex
p
er
ien
ce
s
,
b
eh
av
io
r
s
,
an
d
co
n
tex
tu
al
c
h
allen
g
es
in
a
u
th
en
tic
ed
u
ca
tio
n
al
s
ettin
g
s
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
co
v
er
ed
th
e
th
r
ee
s
en
ato
r
ial
d
is
tr
icts
o
f
E
k
iti
State
(
E
k
iti
So
u
th
,
E
k
iti
C
en
tr
al,
an
d
E
k
iti
No
r
th
)
,
with
ea
ch
o
f
th
e
th
r
ee
r
esear
ch
er
s
r
ep
r
esen
tin
g
an
d
c
o
n
d
u
ctin
g
o
b
s
er
v
atio
n
s
co
n
cu
r
r
e
n
tly
with
in
o
n
e
s
en
ato
r
ial
d
is
tr
ict
to
en
s
u
r
e
b
ala
n
ce
d
g
eo
g
r
a
p
h
ic
al
co
v
er
ag
e.
4.
RE
SU
L
T
S
T
h
e
n
ew
s
itu
atio
n
as
o
b
s
er
v
e
d
co
m
p
elled
teac
h
e
r
s
an
d
s
tu
d
en
ts
to
ad
a
p
t
an
d
b
ec
o
m
e
f
a
m
iliar
with
n
ew
s
ch
em
e
o
f
th
in
g
s
in
c
lass
r
o
o
m
p
r
ac
tices.
T
h
is
k
in
d
was
d
r
iv
en
b
y
d
ig
ital
p
latf
o
r
m
s
wh
ich
is
ch
ar
ac
ter
ized
b
y
th
e
u
s
e
o
f
m
o
d
er
n
tec
h
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to
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f
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k
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wled
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ac
q
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is
itio
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ef
f
ec
tiv
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m
m
u
n
icatio
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cr
ea
tiv
ity
in
teac
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g
an
d
lea
r
n
in
g
p
r
o
ce
s
s
es
an
d
m
u
c
h
m
o
r
e.
Mo
r
eo
v
e
r
,
th
e
u
s
ag
e
o
f
d
ig
ital
to
o
ls
cr
ea
tes
o
p
p
o
r
tu
n
ity
f
o
r
s
tu
d
en
ts
to
in
ter
ac
t
an
d
co
llab
o
r
ate
with
o
n
e
an
o
th
er
in
a
b
o
r
d
er
less
class
r
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o
m
p
r
ac
tice
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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N:
2252
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8
8
2
2
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xp
lo
r
in
g
th
e
s
u
s
ta
in
a
b
le
tea
c
h
in
g
a
n
d
lea
r
n
in
g
in
N
ig
eria
n
…
(
Ola
tu
n
b
o
s
u
n
E
mma
n
u
el
Og
u
n
s
ee
mi
)
1645
Fo
r
in
s
tan
ce
,
th
e
d
ig
ital
to
o
ls
em
p
lo
y
ed
ac
r
o
s
s
Nig
er
ia
to
im
p
r
o
v
e
class
r
o
o
m
p
r
ac
tices
in
em
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
ar
e
Go
o
g
le
C
lass
r
o
o
m
,
Z
o
o
m
,
W
h
atsAp
p
/Te
leg
r
a
m
,
r
ad
io
/
t
elev
is
io
n
,
a
n
d
Yo
u
T
u
b
e.
Go
o
g
le
C
lass
r
o
o
m
was
o
f
im
m
en
s
e
b
en
e
f
its
in
teac
h
i
n
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
es
d
u
r
in
g
th
e
em
er
g
en
cy
r
em
o
te
ed
u
ca
tio
n
.
I
t
was
ea
s
ily
ac
ce
s
s
ed
,
f
r
ee
an
d
u
n
i
q
u
e
f
o
r
o
p
p
o
r
t
u
n
ity
to
ad
d
lin
k
s
,
in
s
er
t
im
ag
es,
wr
ite,
co
llab
o
r
ate
an
d
ed
it
d
o
cu
m
en
ts
o
n
d
ev
ices,
f
o
r
ex
am
p
le,
Go
o
g
le
C
lass
r
o
o
m
allo
ws
teac
h
er
s
to
in
ter
ac
t
with
s
tu
d
e
n
ts
in
a
li
v
e
s
tr
ea
m
in
g
m
o
d
e
b
y
s
h
ar
i
n
g
m
ess
ag
es
an
d
i
n
f
o
r
m
atio
n
s
im
u
ltan
eo
u
s
ly
to
im
p
r
o
v
e
s
tu
d
e
n
ts
'
p
ar
ticip
atio
n
an
d
lear
n
in
g
.
I
n
ad
d
itio
n
,
t
h
er
e
wer
e
o
p
p
o
r
t
u
n
ities
f
o
r
t
ea
ch
er
s
to
u
p
lo
a
d
ed
u
ca
tio
n
al
m
ater
ials
s
u
ch
as
q
u
izze
s
,
ass
ig
n
m
e
n
ts
,
v
id
e
o
s
,
au
d
i
o
s
,
Po
wer
Po
in
t
p
r
esen
t
atio
n
s
th
at
cr
ea
tes
r
o
o
m
f
o
r
lear
n
er
to
ac
ce
s
s
t
ea
ch
in
g
a
n
d
lear
n
in
g
m
ater
ia
ls
as
co
n
v
en
ie
n
t,
a
n
d
f
r
o
m
d
if
f
er
en
t
lo
ca
tio
n
s
.
Ho
wev
er
,
th
e
m
ajo
r
ch
allen
g
e
o
f
Go
o
g
le
C
lass
r
o
o
m
was
th
e
in
ab
ilit
y
o
f
teac
h
er
s
wh
o
s
er
v
es
as
th
e
ad
m
in
is
tr
ato
r
to
r
eg
u
late
o
r
m
an
ag
e
co
m
m
e
n
ts
in
o
r
d
er
to
e
n
s
u
r
e
d
ata
p
r
o
tectio
n
an
d
to
p
r
ev
en
t
cy
b
er
b
u
lly
in
g
ju
s
t lik
e
all
o
th
er
d
ig
ital p
latf
o
r
m
s
.
Z
o
o
m
ap
p
licatio
n
p
r
o
v
id
ed
s
tu
d
en
ts
with
o
p
p
o
r
tu
n
ity
to
p
ar
ticip
ate
an
d
co
llab
o
r
ate
in
v
id
eo
co
n
f
er
e
n
cin
g
f
r
o
m
d
if
f
e
r
en
t
l
o
ca
tio
n
s
.
I
t
g
iv
es
r
o
o
m
f
o
r
s
m
all
an
d
lar
g
e
au
d
ien
ce
s
with
o
p
p
o
r
tu
n
ity
to
s
p
lit
in
to
d
if
f
er
e
n
t
u
n
its
o
r
g
r
o
u
p
s
wh
er
e
an
d
w
h
en
n
ec
ess
ar
y
,
it
allo
wed
in
ter
ac
tio
n
s
an
d
m
o
ti
v
atio
n
s
th
r
o
u
g
h
c
h
at
o
r
waitin
g
r
o
o
m
,
s
cr
ee
n
s
h
ar
i
n
g
o
f
in
f
o
r
m
ati
o
n
o
r
m
ater
ials
with
r
ec
o
r
d
in
g
a
n
d
tr
an
s
cr
i
p
tio
n
o
f
class
r
o
o
m
p
r
o
ce
s
s
es.
Alth
o
u
g
h
,
Z
o
o
m
a
t
tim
es
was
ex
p
o
s
ed
to
s
ec
u
r
ity
is
s
u
es
in
s
itu
atio
n
s
wh
e
n
p
ass
wo
r
d
was
n
o
t
ad
eq
u
ately
p
r
o
tecte
d
.
Ad
d
itio
n
ally
,
im
p
o
s
itio
n
o
f
tim
e
lim
its
o
n
th
e
f
r
ee
v
er
s
io
n
o
f
Z
o
o
m
was
f
r
u
s
tr
atin
g
b
ec
au
s
e
it
en
d
s
af
ter
a
p
e
r
io
d
o
f
4
0
m
in
u
tes.
Mo
r
eo
v
er
,
ti
m
ely
s
u
b
s
cr
ip
tio
n
was
o
f
ten
a
ch
allen
g
e
to
m
o
s
t
u
s
er
s
in
E
k
iti
s
tate,
Nig
er
ia,
an
d
teac
h
er
s
wh
o
ass
u
m
es
th
e
h
o
s
t
m
o
r
e
o
f
ten
lack
ed
c
o
m
p
lete
co
n
tr
o
l
o
v
e
r
s
tu
d
en
ts
,
s
u
ch
as
th
e
in
ab
ilit
y
to
r
em
o
v
e
a
n
er
r
in
g
p
ar
ti
cip
an
t
o
r
m
u
te
th
eir
m
icr
o
p
h
o
n
es
p
er
m
a
n
en
tly
.
C
las
s
es
o
n
Z
o
o
m
we
r
e
o
f
ten
d
is
r
u
p
ted
d
u
e
t
o
b
ac
k
g
r
o
u
n
d
n
o
is
e
an
d
p
a
r
ticip
an
ts
s
o
m
etim
es
ex
p
er
ien
ce
s
Z
o
o
m
f
atig
u
e
p
er
h
ap
s
b
ec
a
u
s
e
it d
o
es n
o
t p
r
o
v
i
d
e
to
o
ls
f
o
r
e
f
f
ec
tiv
e
class
r
o
o
m
m
an
a
g
em
e
n
t.
W
h
atsAp
p
/Te
leg
r
am
ar
e
b
o
th
m
ess
ag
in
g
ap
p
licatio
n
s
th
at
b
en
ef
its
teac
h
in
g
an
d
lear
n
in
g
esp
ec
ially
as
a
teac
h
er
s
tu
d
en
ts
’
co
m
m
u
n
icatio
n
to
o
ls
in
em
er
g
en
cy
r
em
o
te
ed
u
ca
tio
n
.
T
h
er
e
we
r
e
o
p
p
o
r
t
u
n
ities
f
o
r
class
s
ch
ed
u
les,
u
p
co
m
in
g
ass
ig
n
m
en
ts
with
co
n
d
u
civ
e
en
v
ir
o
n
m
e
n
t
f
o
r
teac
h
e
r
s
to
cr
ea
te
g
r
o
u
p
s
,
s
h
ar
e
im
p
o
r
tan
t
in
f
o
r
m
atio
n
an
d
r
es
o
u
r
ce
s
wh
e
n
an
d
wh
er
e
n
ec
ess
ar
y
.
T
h
e
y
wer
e
u
s
ef
u
l
to
h
elp
s
tu
d
en
ts
wh
o
wer
e
u
n
ab
le
t
o
m
ee
t
u
p
with
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
s
d
u
e
to
s
ch
e
d
u
lin
g
co
n
f
licts
an
d
o
t
h
er
ci
r
c
u
m
s
tan
ce
s
b
ey
o
n
d
th
e
im
m
ed
iate
co
n
tr
o
l.
I
n
ad
d
i
tio
n
,
with
W
h
atsAp
p
an
d
T
ele
g
r
am
,
teac
h
er
s
wer
e
ab
le
to
c
o
n
d
u
ct
q
u
izze
s
an
d
test
s
,
ass
ig
n
ed
p
r
o
jects
an
d
m
o
n
ito
r
t
h
em
a
p
p
r
o
p
r
iately
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
n
o
n
e
o
f
t
h
ese
to
o
ls
was
p
er
f
ec
t in
its
elf
b
ec
au
s
e,
th
ey
b
o
th
h
av
e
s
o
m
e
f
ea
t
u
r
es wh
ich
g
iv
es o
n
e
an
ed
g
e
o
v
er
th
e
o
th
er
in
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es e
s
p
ec
ially
in
em
er
g
e
n
cy
r
e
m
o
te
ed
u
ca
tio
n
.
W
h
atsAp
p
s
u
p
p
o
r
ts
wid
g
ets,
o
n
e
is
ab
le
to
ex
p
o
r
t
to
em
ail,
d
r
af
ts
ar
e
au
to
m
atica
lly
s
av
ed
,
th
e
r
ea
d
an
d
d
eliv
er
y
n
o
tific
atio
n
,
m
a
x
im
u
m
f
ile
s
ize
is
1
0
0
MB.
T
eleg
r
am
h
as
a
b
u
ilt
-
in
b
r
o
w
s
er
,
tab
let
o
p
tim
ized
,
p
r
iv
ac
y
o
f
t
h
e
u
s
er
s
co
n
tact
n
u
m
b
er
is
g
u
ar
a
n
teed
b
ec
au
s
e
it
ca
n
b
e
u
s
ed
a
n
o
n
y
m
o
u
s
ly
,
it
h
as
lim
itles
s
s
to
r
ag
e,
th
er
e
is
im
ag
e
p
r
e
v
ie
w
f
ea
tu
r
e,
m
e
d
ia
co
m
p
r
ess
io
n
,
m
u
lti
-
p
latf
o
r
m
s
u
p
p
o
r
t,
m
a
x
im
u
m
f
ile
s
ize
is
2000
MB,
u
s
er
ca
n
s
en
d
a
c
o
n
tact
s
tam
p
,
u
s
es
g
lo
b
al
p
o
s
itio
n
in
g
s
y
s
tem
(
GPS
)
to
m
e
et
p
eo
p
le,
u
s
es
two
way
s
o
p
t
-
in
an
d
co
n
tact
an
y
a
p
p
u
s
er
.
Ho
we
v
er
,
th
e
ch
allen
g
es
en
co
u
n
te
r
ed
with
th
ese
d
i
g
ital
to
o
ls
in
v
o
lv
e
d
v
ag
u
e
lear
n
i
n
g
in
s
tr
u
ctio
n
s
f
r
o
m
teac
h
er
s
,
d
ig
ital
ey
e
s
tr
ain
th
at
o
f
ten
led
to
o
cu
l
ar
m
u
s
cle
f
atig
u
e,
d
is
tr
ac
tio
n
s
,
co
p
y
in
g
an
d
p
asti
n
g
o
f
h
o
m
ewo
r
k
an
d
ass
ig
n
m
en
ts
,
m
ess
ag
e
f
lo
o
d
i
n
g
co
u
p
led
with
m
an
u
al
s
ea
r
ch
in
g
o
f
o
ld
p
o
s
ts
as
a
r
esu
lt
o
f
lab
o
r
io
u
s
p
r
o
ce
s
s
f
illed
with
o
v
er
lo
ad
ed
in
f
o
r
m
atio
n
,
p
ass
iv
ity
in
lear
n
in
g
cir
cle
as a
g
ai
n
s
t th
e
u
s
u
al
in
th
e
o
r
d
in
ar
y
u
s
e
o
f
th
es
e
to
o
ls
.
R
ad
io
/
t
elev
is
io
n
im
p
r
o
v
es e
d
u
ca
tio
n
al
q
u
ality
an
d
r
elev
an
ce
d
u
r
in
g
t
h
e
em
er
g
e
n
cy
r
em
o
te
ed
u
ca
tio
n
b
y
lo
we
r
in
g
th
e
d
em
an
d
s
f
o
r
in
ter
n
et,
im
p
r
o
v
e
d
ac
ce
s
s
to
ed
u
ca
tio
n
p
ar
ticu
lar
ly
in
r
u
r
al
a
r
ea
s
.
T
h
ese
f
ac
ilit
ies
wer
e
ef
f
icien
t
f
o
r
th
eir
ac
ce
s
s
ib
ilit
y
b
o
th
in
th
e
u
r
b
an
a
n
d
r
u
r
al
ar
ea
s
a
n
d
s
o
,
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
wer
e
ef
f
icien
tly
b
r
o
a
d
ca
s
ted
b
ec
au
s
e
th
ey
wer
e
co
m
m
o
n
p
lace
in
m
an
y
h
o
u
s
eh
o
ld
s
an
d
co
m
m
u
n
ities
in
Nig
er
ia.
R
ad
io
b
ec
am
e
a
s
o
u
r
ce
o
f
v
alu
ab
le
an
d
r
eliab
le
in
f
o
r
m
atio
n
,
an
d
th
is
was
esp
ec
i
ally
m
ad
e
av
ailab
le
b
y
its
ab
ilit
y
to
r
ea
ch
ac
r
o
s
s
b
o
r
d
er
s
.
R
ad
io
is
co
s
t
ef
f
ec
tiv
e
an
d
p
r
o
v
id
es
a
h
u
g
e
s
elec
tio
n
o
f
ch
a
n
n
els
b
ased
o
n
g
eo
g
r
ap
h
ical
lo
ca
tio
n
s
b
u
t
ch
ar
ac
ter
ized
o
f
au
d
io
m
ed
ia
with
o
u
t v
is
u
als an
d
ca
n
b
e
d
if
f
icu
lt a
t tim
es
to
g
et
th
e
p
r
o
p
er
s
ig
n
als.
M
o
r
eo
v
e
r
,
t
elev
is
io
n
h
elp
ed
s
tu
d
e
n
ts
to
watc
h
ed
u
ca
tio
n
al
a
n
d
in
f
o
r
m
ativ
e
p
r
o
g
r
am
s
an
d
s
o
m
etim
es
s
er
v
es
a
s
r
ea
l
-
tim
e
lear
n
in
g
p
latf
o
r
m
o
r
s
u
p
p
lem
en
t
f
o
r
lear
n
in
g
wh
en
an
d
wh
er
e
n
ec
ess
ar
y
with
en
ter
tain
in
g
b
r
ea
k
f
r
o
m
tim
e
t
o
tim
e.
Ho
wev
er
,
telev
is
io
n
g
i
v
es
r
o
o
m
to
litt
le
o
r
n
o
in
ter
a
ctio
n
wh
ile
b
u
y
in
g
a
telev
is
io
n
co
u
ld
b
e
ex
p
en
s
iv
e
an
d
ca
n
o
f
ten
d
iv
e
r
t
s
tu
d
e
n
ts
’
atten
tio
n
f
r
o
m
ac
tiv
ities
th
at
h
elp
s
th
e
b
r
ai
n
d
ev
elo
p
m
e
n
t.
Fu
r
th
e
r
m
o
r
e,
watc
h
in
g
telev
is
io
n
ca
n
b
e
ad
d
ictiv
e,
an
d
p
ar
en
ts
b
e
f
ac
ed
with
ch
allen
g
e
o
f
en
ticin
g
ch
ild
r
e
n
to
p
lay
in
s
o
m
e
o
th
e
r
way
s
,
it
b
r
i
n
g
s
d
if
f
icu
lties
in
f
allin
g
asleep
an
d
as
well
d
is
tu
r
b
th
e
s
leep
in
g
p
atter
n
s
o
f
th
e
s
tu
d
en
ts
co
u
p
led
with
o
th
e
r
h
ea
lth
is
s
u
es wh
en
en
g
u
lf
e
d
with
watc
h
in
g
telev
is
io
n
.
D
u
r
in
g
th
e
e
m
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
,
Y
o
u
T
u
b
e
i
n
v
o
lv
e
d
th
e
u
s
e
o
f
v
id
eo
s
to
s
im
p
lify
s
ee
m
in
g
ly
co
m
p
lex
to
p
ics,
a
n
d
t
h
is
was
ac
tu
ally
e
n
ter
tain
in
g
with
m
o
r
e
o
p
p
o
r
tu
n
ity
f
o
r
s
tu
d
e
n
ts
to
watc
h
r
ep
ea
ted
ly
.
T
ea
ch
in
g
a
n
d
lear
n
in
g
with
Yo
u
T
u
b
e
allo
wed
teac
h
er
s
t
o
r
ea
ch
th
eir
s
tu
d
en
ts
o
u
ts
id
e
th
e
f
o
u
r
walls
o
f
t
h
e
class
r
o
o
m
ev
en
with
o
u
t b
en
ch
es
an
d
o
th
er
s
ch
o
o
l
m
ater
ials
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
s
tu
d
e
n
t
s
wer
e
f
o
u
n
d
t
o
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
4
2
-
1
6
4
9
1646
atten
tiv
e
b
ec
au
s
e
th
r
o
u
g
h
th
is
v
ir
tu
al
en
g
ag
em
e
n
t,
an
d
m
u
ch
m
o
r
e
with
th
e
v
is
u
al
m
ater
ials
o
n
Yo
u
T
u
b
e
th
an
th
o
s
e
in
th
e
tr
a
d
itio
n
al
teac
h
i
n
g
e
n
v
ir
o
n
m
en
t.
Yo
u
T
u
b
e
le
ar
n
in
g
r
eso
u
r
ce
s
in
em
er
g
e
n
c
y
r
em
o
te
e
d
u
ca
tio
n
wer
e
co
n
s
id
er
ed
to
b
e
m
o
r
e
v
er
s
atile
in
en
s
u
r
in
g
ef
f
ec
tiv
e
lear
n
in
g
,
an
d
m
o
s
t
esp
ec
ially
th
e
v
ir
tu
al
c
lass
r
o
o
m
o
f
Yo
u
T
u
b
e
wh
ich
ca
n
b
e
m
a
n
ip
u
lated
b
y
th
e
s
tu
d
en
t.
H
o
wev
er
,
with
o
u
t
p
r
eju
d
ice
to
p
o
t
en
tials
o
f
Yo
u
T
u
b
e
,
it
was
o
b
s
er
v
ed
th
at
it
p
r
o
m
o
tes
in
d
iv
id
u
alis
m
wh
ile
lear
n
in
g
an
d
th
is
ca
n
b
e
u
n
h
ea
lth
y
to
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t
o
f
th
e
s
tu
d
en
ts
.
T
h
is
d
ig
ital
to
o
l
was
with
o
u
t
r
estrictio
n
s
,
an
d
s
o
ab
u
s
iv
en
ess
was
in
ev
itab
le
f
o
r
p
o
s
ts
o
f
m
y
s
tifie
d
v
id
eo
s
wh
ich
was
co
n
s
id
er
ed
u
n
h
ea
lth
y
i
n
class
r
o
o
m
p
r
ac
tices.
Yo
u
T
u
b
e
was
f
o
u
n
d
to
b
e
alwa
y
s
f
lo
o
d
e
d
with
u
n
n
ec
ess
ar
y
ad
v
e
r
tis
em
en
t
in
ter
m
itte
n
tly
f
o
r
n
o
ju
s
t
ca
u
s
e
to
d
is
r
u
p
t
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
.
I
t
also
r
elies
o
n
th
e
i
n
ter
n
et
wh
ich
m
a
y
n
o
t b
e
eq
u
ally
ac
ce
s
s
ib
le
to
,
an
d
af
f
o
r
d
a
b
le
b
y
all
ca
teg
o
r
ies
o
f
s
tu
d
en
ts
.
4
.
1
.
G
ra
ph
ica
l r
epre
s
ent
a
t
io
n
Fig
u
r
e
1
s
h
o
ws
h
o
w
lear
n
er
s
in
E
k
iti
S
tate
ex
p
er
ien
ce
d
d
if
f
er
en
t
em
er
g
e
n
cy
r
em
o
te
ed
u
ca
tio
n
p
latf
o
r
m
s
,
h
ig
h
lig
h
tin
g
a
m
ix
o
f
e
n
ab
lin
g
f
ac
to
r
s
,
s
tr
u
ctu
r
al
b
ar
r
ier
s
,
a
n
d
p
ed
ag
o
g
ical
o
r
b
eh
a
v
io
r
al
ch
allen
g
es.
Gen
er
ally
,
it
s
u
g
g
ests
th
at
as
p
latf
o
r
m
s
b
ec
o
m
e
m
o
r
e
d
ig
itally
co
m
p
lex
(
f
r
o
m
r
ad
io
/TV
t
o
Z
o
o
m
an
d
Yo
u
T
u
b
e)
,
s
tr
u
ctu
r
al
an
d
p
ed
ag
o
g
ical
p
r
o
b
lem
s
ten
d
to
in
cr
ea
s
e
ev
en
wh
en
th
er
e
ar
e
s
o
m
e
en
ab
lin
g
b
en
ef
its
.
An
aly
tically
,
th
e
s
t
ac
k
ed
b
ar
s
co
m
p
ar
e
f
iv
e
p
l
atf
o
r
m
s
:
r
ad
i
o
/telev
is
io
n
,
W
h
atsAp
p
/Te
leg
r
am
,
Go
o
g
le
C
lass
r
o
o
m
,
Z
o
o
m
,
a
n
d
Yo
u
T
u
b
e
ac
r
o
s
s
th
r
ee
q
u
alitativ
e
co
m
p
o
n
e
n
ts
:
en
ab
lin
g
f
ac
to
r
s
,
s
tr
u
ctu
r
al
b
ar
r
ier
s
,
an
d
p
e
d
ag
o
g
ical/b
eh
av
io
r
al
ch
allen
g
es.
T
h
e
lo
we
r
s
ec
tio
n
s
o
f
ea
ch
b
ar
r
ep
r
ese
n
t
en
ab
lin
g
f
ac
to
r
s
(
s
u
ch
as
ac
ce
s
s
an
d
f
le
x
ib
ilit
y
)
,
m
id
d
le
s
ec
tio
n
s
s
h
o
w
s
tr
u
ct
u
r
al
b
a
r
r
ier
s
(
lik
e
co
n
n
ec
tiv
ity
an
d
co
s
t)
,
an
d
th
e
to
p
s
ec
tio
n
s
ca
p
tu
r
e
p
ed
ag
o
g
ical
an
d
b
eh
av
io
r
al
ch
allen
g
es
(
s
u
ch
as
s
tu
d
en
t
e
n
g
ag
em
en
t
an
d
teac
h
er
r
ea
d
in
ess
)
.
L
o
w‑
co
m
p
le
x
ity
tech
n
o
lo
g
ie
s
:
r
ad
io
/telev
is
io
n
an
d
W
h
at
s
Ap
p
/Te
leg
r
am
s
h
o
w
r
elativ
ely
lar
g
er
en
ab
lin
g
s
eg
m
e
n
ts
,
r
ef
lectin
g
th
eir
wid
er
a
v
ailab
ilit
y
,
lo
we
r
d
ata
d
e
m
an
d
s
an
d
f
am
iliar
it
y
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
in
lo
w‑
r
eso
u
r
ce
Nig
e
r
ian
s
ettin
g
s
.
Ho
wev
er
,
th
ese
p
latf
o
r
m
s
s
till
ca
r
r
y
n
o
ticea
b
l
e
s
tr
u
ctu
r
al
b
ar
r
ier
s
,
in
clu
d
in
g
in
co
n
s
is
ten
t
elec
tr
ic
ity
an
d
d
ev
ice
ac
ce
s
s
,
an
d
s
o
m
e
p
ed
a
g
o
g
ical
lim
itatio
n
s
b
e
ca
u
s
e
th
ey
s
u
p
p
o
r
t
m
o
s
tly
o
n
e‑
way
o
r
tex
t‑
b
ased
teac
h
in
g
.
Hig
h
er
‑
co
m
p
le
x
ity
tech
n
o
lo
g
ies:
Go
o
g
le
C
lass
r
o
o
m
,
Z
o
o
m
a
n
d
Yo
u
T
u
b
e
d
is
p
lay
lar
g
er
p
o
r
tio
n
s
o
f
s
tr
u
ctu
r
al
b
ar
r
ie
r
s
an
d
p
ed
ag
o
g
ical/b
e
h
av
io
r
al
c
h
allen
g
es,
in
d
icatin
g
t
h
at
is
s
u
es
lik
e
h
ig
h
d
ata
co
s
ts
,
b
an
d
wid
th
r
e
q
u
ir
em
en
ts
an
d
lim
ited
d
ig
ital
s
k
ills
b
ec
o
m
e
m
o
r
e
p
r
o
m
in
en
t
o
n
th
ese
p
latf
o
r
m
s
.
E
v
en
th
o
u
g
h
th
ey
o
f
f
er
r
ich
e
r
in
ter
ac
tiv
e
f
ea
tu
r
es
an
d
p
o
ten
tially
m
o
r
e
en
g
ag
in
g
lear
n
i
n
g
ex
p
er
ien
ce
s
,
th
ese
b
e
n
ef
its
wer
e
o
f
ten
u
n
d
er
cu
t
b
y
co
n
n
ec
tiv
ity
p
r
o
b
lem
s
an
d
u
n
ev
e
n
t
ea
ch
er
ca
p
ac
ity
to
d
esig
n
an
d
m
an
ag
e
e
f
f
ec
tiv
e
o
n
lin
e
less
o
n
s
.
Fig
u
r
e
1
.
Gr
a
p
h
ical
r
ep
r
esen
tatio
n
o
f
lear
n
er
s
’
d
is
p
o
s
itio
n
to
em
er
g
en
c
y
r
em
o
te
ed
u
ca
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
s
u
s
ta
in
a
b
le
tea
c
h
in
g
a
n
d
lea
r
n
in
g
in
N
ig
eria
n
…
(
Ola
tu
n
b
o
s
u
n
E
mma
n
u
el
Og
u
n
s
ee
mi
)
1647
5.
DIS
CU
SS
I
O
N
T
h
is
wo
r
k
co
n
s
is
ten
tly
in
d
ic
ate
th
at
ef
f
ec
tiv
e
p
o
licy
an
d
in
s
tr
u
ctio
n
al
d
esig
n
s
h
o
u
ld
p
r
io
r
itize
f
o
u
n
d
atio
n
al
i
n
f
r
astru
ctu
r
e
a
n
d
teac
h
e
r
ca
p
ac
ity
b
u
ild
in
g
b
ef
o
r
e
e
x
p
an
d
in
g
th
e
u
s
e
o
f
co
m
p
lex
d
ig
ital
p
latf
o
r
m
s
in
Nig
er
ia.
I
t
h
as
b
ee
n
s
h
o
wn
th
at
u
n
r
eliab
le
ele
ctr
icity
s
u
p
p
ly
,
h
ig
h
d
ata
co
s
t
s
,
lim
ited
ac
ce
s
s
t
o
d
ig
ital
d
ev
ices,
an
d
wea
k
i
n
ter
n
et
co
n
n
ec
tiv
ity
s
ig
n
if
ican
tly
co
n
s
tr
ain
ed
s
tu
d
en
ts
’
an
d
tea
ch
er
s
’
p
ar
ticip
atio
n
in
o
n
lin
e
lear
n
i
n
g
d
u
r
in
g
th
e
p
an
d
em
ic
[
2
2
]
,
[
2
3
]
.
I
n
ad
d
itio
n
,
in
ad
eq
u
ate
d
ig
ital
p
ed
a
g
o
g
y
s
k
ills
am
o
n
g
teac
h
er
s
f
u
r
th
er
lim
ited
th
e
ef
f
ec
tiv
e
u
s
e
o
f
p
latf
o
r
m
s
s
u
ch
a
s
Z
o
o
m
an
d
Go
o
g
le
C
lass
r
o
o
m
,
u
n
d
er
s
co
r
in
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
en
t
p
r
io
r
to
lar
g
e
-
s
c
ale
d
ig
ital
ad
o
p
tio
n
[
2
4
]
.
C
o
n
s
eq
u
en
tly
,
s
ch
o
lar
s
in
cr
ea
s
in
g
ly
a
d
v
o
ca
te
f
o
r
b
le
n
d
ed
an
d
lo
w
-
tech
–
h
ig
h
-
tech
h
y
b
r
id
ap
p
r
o
ac
h
es,
co
m
b
in
in
g
wid
ely
ac
ce
s
s
ib
le
to
o
ls
s
u
ch
as
r
ad
io
,
telev
is
io
n
,
an
d
W
h
atsAp
p
with
ca
r
ef
u
lly
s
u
p
p
o
r
ted
u
s
e
o
f
m
o
r
e
ad
v
an
ce
d
p
latf
o
r
m
s
to
en
h
an
ce
eq
u
ity
an
d
s
y
s
tem
r
e
s
ilien
ce
[
2
5
]
,
[
2
6
]
.
T
h
is
lay
er
ed
s
tr
ateg
y
is
v
iewe
d
as
a
p
r
ag
m
atic
p
ath
way
f
o
r
s
u
s
tain
in
g
lear
n
in
g
co
n
tin
u
ity
in
f
u
tu
r
e
em
er
g
en
cies
with
in
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
co
n
tex
t
s
lik
e
Nig
er
ia.
T
h
e
i
m
p
licatio
n
s
f
o
r
p
r
ac
tice
:
th
e
p
atter
n
ac
r
o
s
s
th
e
g
r
a
p
h
s
u
g
g
ests
th
at
p
o
licy
an
d
d
esig
n
ef
f
o
r
ts
f
o
r
em
er
g
e
n
cy
r
em
o
te
ed
u
ca
tio
n
in
Nig
e
r
ia
s
h
o
u
ld
p
r
io
r
itize
s
tr
en
g
th
en
in
g
in
f
r
astru
ctu
r
e
(
elec
tr
icity
,
a
f
f
o
r
d
a
b
le
d
ata,
an
d
d
ev
ices)
an
d
tar
g
eted
teac
h
er
tr
ain
in
g
b
e
f
o
r
e
s
ca
lin
g
u
p
m
o
r
e
co
m
p
le
x
d
ig
ital
p
latf
o
r
m
s
.
B
len
d
ed
s
tr
ateg
ies
th
at
co
m
b
in
e
wid
ely
ac
ce
s
s
ib
le
to
o
ls
lik
e
r
ad
io
/TV
o
r
W
h
atsAp
p
with
ca
r
ef
u
lly
s
u
p
p
o
r
te
d
u
s
e
o
f
p
latf
o
r
m
s
lik
e
Z
o
o
m
o
r
Go
o
g
le
C
lass
r
o
o
m
m
ay
o
f
f
er
a
m
o
r
e
eq
u
it
ab
le
p
ath
to
r
esil
ien
t
r
em
o
te
ed
u
ca
tio
n
in
f
u
tu
r
e
cr
is
es.
6.
CO
NCLU
SI
O
N
I
t
was
o
b
s
er
v
ed
d
u
r
in
g
C
OVI
D
-
1
9
p
an
d
em
ic
th
at
teac
h
er
s
in
E
k
iti
State,
Nig
er
ia
ch
ar
ted
a
n
ew
g
r
o
u
n
d
b
y
th
eir
in
v
o
lv
em
en
t
i
n
em
er
g
en
c
y
r
em
o
te
e
d
u
ca
tio
n
b
u
t
with
litt
le
o
r
n
o
p
r
e
p
ar
a
tio
n
.
T
h
ey
v
en
tu
r
e
in
to
d
ig
ital
p
latf
o
r
m
s
f
o
r
teac
h
in
g
an
d
lear
n
in
g
with
o
u
t
s
o
m
u
ch
d
ig
ital
s
k
ills
an
d
th
is
lim
ited
th
eir
s
co
p
e
i
n
th
e
u
s
ag
e
o
f
s
ev
e
r
al
d
i
g
ital
to
o
ls
av
ailab
le
f
o
r
teac
h
i
n
g
a
n
d
lear
n
in
g
in
th
e
wo
r
ld
t
o
d
ay
.
Fo
r
in
s
tan
ce
,
a
well
o
v
er
7
0
%
o
f
th
e
teac
h
er
s
we
r
e
n
o
t
awa
r
e
th
at
W
h
atsAp
p
an
d
T
eleg
r
am
ca
n
b
e
s
o
u
s
ed
n
o
t
u
n
til
th
e
n
ew
n
o
r
m
al.
T
h
e
r
e
wer
e
n
o
s
m
ar
t
p
h
o
n
es
o
r
o
th
er
h
a
n
d
-
h
eld
d
e
v
ices
in
th
e
h
an
d
s
o
f
n
ea
r
ly
al
l
th
e
teac
h
er
s
in
th
e
r
u
r
al
s
ettlem
en
ts
wh
ich
to
tall
y
is
o
lated
s
tu
d
en
ts
in
th
o
s
e
ar
ea
s
f
r
o
m
q
u
ality
ed
u
ca
tio
n
b
u
t
f
o
r
g
o
v
er
n
m
en
t
in
ter
v
en
tio
n
th
r
o
u
g
h
ed
u
ca
tio
n
al
b
r
o
a
d
ca
s
t
o
n
r
ad
io
an
d
telev
is
io
n
.
T
ea
ch
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
es
wer
e
d
estab
ilized
b
y
u
n
s
tab
le
elec
tr
icity
an
d
th
er
e
wer
e
in
te
r
n
et
d
is
r
u
p
tio
n
s
to
ef
f
ec
tiv
e
u
s
ag
e
o
f
Go
o
g
le
C
las
s
r
o
o
m
,
Z
oom
,
an
d
Yo
u
T
u
b
e
wh
ich
wer
e
u
s
ed
b
y
a
f
ew
(
ab
o
u
t
5
%)
teac
h
er
s
in
s
o
m
e
p
ar
ts
o
f
th
e
s
tate.
I
n
ad
d
itio
n
,
s
tu
d
e
n
ts
in
th
is
ca
teg
o
r
y
wer
e
ca
u
g
h
t u
p
in
u
n
d
u
e
p
o
s
ts
o
n
W
h
atsAp
p
an
d
T
eleg
r
am
wh
ile
ac
tiv
ities
o
f
s
ca
m
m
er
s
n
ea
r
ly
f
r
u
s
tr
ated
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es in
a
g
o
o
d
n
u
m
b
er
o
f
ar
ea
s
.
Ho
wev
er
,
th
e
r
ec
o
m
m
e
n
d
ati
o
n
s
wer
e
co
n
s
id
er
ed
n
ec
ess
ar
y
to
ac
t
u
alize
th
e
p
r
ac
tice
o
f
R
T
L
in
Nig
er
ia
:
i)
i
m
p
r
o
v
em
e
n
t
o
n
e
l
ec
tr
icity
p
o
wer
s
u
p
p
ly
an
d
p
r
o
v
is
io
n
o
f
p
o
r
tab
le
s
o
lar
ed
u
c
atio
n
al
g
ad
g
ets
lik
e
r
ad
io
,
telev
is
io
n
an
d
r
ec
o
r
d
p
l
ay
er
to
c
o
m
p
lem
e
n
t
th
e
a
v
ailab
le
p
o
wer
s
u
p
p
ly
f
o
r
s
tu
d
en
t
s
in
r
u
r
al
a
r
ea
s
an
d
th
e
less
p
r
iv
ileg
ed
s
tu
d
en
ts
in
u
r
b
an
a
r
ea
s
; ii)
t
h
e
en
th
u
s
iasm
s
h
o
wn
b
y
g
o
v
e
r
n
m
e
n
t a
n
d
s
te
p
s
tak
en
s
o
f
ar
ca
n
o
n
ly
b
e
s
u
s
tain
ed
with
th
e
in
v
o
lv
em
en
t o
f
all
s
tak
eh
o
ld
er
s
(
g
o
v
er
n
m
en
t,
b
u
s
in
ess
g
r
o
u
p
s
,
co
m
m
u
n
ity
lead
e
r
s
,
teac
h
er
s
,
s
tu
d
en
ts
,
co
n
v
en
tio
n
al
in
s
titu
tio
n
s
,
UNE
SC
O,
an
d
g
r
ass
r
o
o
ts
citizen
s
)
;
iii)
t
ea
ch
er
s
s
h
o
u
ld
b
e
well
tr
ain
ed
o
n
r
em
o
te
teac
h
in
g
to
im
p
r
o
v
e
th
eir
ef
f
ec
tiv
en
ess
an
d
ef
f
icien
cy
in
r
em
o
te
teac
h
in
g
/lear
n
in
g
p
r
o
ce
s
s
;
iv
)
c
u
r
r
ic
u
lu
m
p
la
n
n
er
s
s
h
o
u
ld
r
estru
ctu
r
e
t
h
e
b
asic
an
d
s
ec
o
n
d
ar
y
lev
el
cu
r
r
icu
lu
m
b
y
in
tr
o
d
u
ci
n
g
b
etter
p
r
ac
tical
co
m
p
u
ter
s
tu
d
ies
to
s
et
s
o
lid
b
ac
k
g
r
o
u
n
d
f
o
r
th
e
s
tu
d
en
ts
b
ef
o
r
e
m
o
v
in
g
u
p
to
th
e
ter
tiar
y
lev
el
;
v)
E
d
T
ec
h
co
m
p
an
ies
s
h
o
u
ld
s
u
p
p
o
r
t
teac
h
er
s
with
d
ig
ital
liter
ac
y
tr
ain
in
g
s
,
r
eso
u
r
ce
s
an
d
also
p
r
o
v
id
e
in
cr
ea
s
ed
ac
ce
s
s
to
o
n
lin
e/r
em
o
te
lear
n
in
g
r
eso
u
r
ce
s
f
o
r
s
tu
d
en
ts
;
v
i)
t
er
tiar
y
e
d
u
ca
tio
n
in
Nig
er
ia
s
h
o
u
ld
b
e
f
u
r
th
er
em
p
o
wer
e
d
f
o
r
m
o
r
e
r
esear
ch
an
d
d
e
v
elo
p
m
e
n
t
i
n
to
o
n
lin
e
an
d
d
is
tan
ce
lear
n
in
g
en
v
ir
o
n
m
en
t
;
v
ii)
g
o
v
er
n
m
en
t
a
n
d
r
eg
u
latin
g
au
th
o
r
ities
s
h
o
u
ld
en
f
o
r
ce
t
h
e
r
e
d
u
ctio
n
o
n
th
e
co
s
ts
o
f
d
ata
an
d
tar
if
f
s
b
y
n
etwo
r
k
p
r
o
v
id
e
r
s
as
s
o
lu
tio
n
s
f
o
r
th
e
e
d
u
ca
tio
n
s
ec
to
r
,
b
ec
au
s
e
m
an
y
s
ch
o
o
ls
h
av
e
th
e
h
ar
d
war
e
a
n
d
s
o
f
twar
e
r
eso
u
r
ce
s
b
u
t
d
ata
f
o
r
in
ter
n
et
co
n
n
ec
tiv
ity
h
i
n
d
er
s
th
em
;
an
d
v
iii)
p
r
o
v
is
io
n
f
o
r
jo
in
t
f
u
n
d
i
n
g
s
ch
em
e
am
o
n
g
g
o
v
er
n
m
e
n
ts
,
p
r
iv
ate
s
ec
to
r
s
,
an
d
ed
u
ca
ti
o
n
al
in
s
titu
tio
n
s
to
ea
s
e
th
e
b
u
r
d
e
n
o
f
f
u
n
d
in
g
d
ig
italizatio
n
o
f
e
d
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
4
2
-
1
6
4
9
1648
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
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.
n
g
.
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