CHALLENGES AND OPPORTUNITIES EXPERIENCED

BY JUNIOR AND SENIOR HIGH SCHOOL STUDENTS

AMIDST PANDEMIC AND THEIR EMOTIONAL
READINESS IN ATTENDING FULL-BLOWN
FACE-TO-FACE CLASS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 310-319
Document ID: 2023PEMJ1366
DOI: 10.5281/zenodo.10211820
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(4): 310-319, Document ID:2023 PEMJ1366, doi:10.5281/zenodo.10211820, ISSN 2822-4353
Research Article

Challenges and Opportunities Experienced by Junior and Senior High School

Students Amidst Pandemic and Their Emotional Readiness in
Attending Full-Blown Face-to-Face Class
Yzzel Agorilla-Sario*
For affiliations and correspondence, see the last page.
Abstract
This research sought to delve into the multifaceted experiences of the junior and senior high school
students of selected municipalities of Isabela amidst the pandemic. The study is based on qualitative
methodologies to explore in depth the compelling discourses of the students on their life experiences
as reflected in in-depth interviews, focus groups, and open- ended questionnaires. Thus, it looks into
different phases of their journey and the knowledge they have acquired during the pandemic,
especially during the limited face-to-face classes. It also highlights stories of students who found
innovative ways to overcome obstacles, adapt to the virtual learning environment, and develop new
skills, revealing their hopes, anxieties, and expectations concerning safety and social interactions as
they transition back to full-blown face-to-face classes. The study revealed that their experiences
prepare them emotionally for the total return of face-to-face classes and makes them eager to fully go
back with in-person classes. Moreover, even if COVID-19 threatened education, it also showed the
students' resilience and devotion as they conquered the educational paradigm shift in the new normal
despite the gap provided by the digital divide.

Keywords: COVID-19 challenges and opportunities, emotional readiness, full-blown face-to-face classes

Introduction The Province of Isabela, located in the Cagayan Valley

Region, is known for its diversified landscape and rich
cultural heritage. However, its school system has not
A new phase of academic transition is experienced been insusceptible to the pandemic's disturbances
during the onslaught of the COVID-19 pandemic. It because it is a fact that most of the educational
has brought about numerous problems for teachers and institutions across the province have not been into
students, especially at the basic education level. novel learning delivery modes. Furthermore, cellular
During the height of the pandemic, the Department of and internet connectivity has been an issue for some of
Education (DepEd) formulated the Basic Education its underlying municipalities due to its terrain.
Learning Continuity Plan (BE-LCP) for the academic Additionally, in the study conducted by Meniano
year 2020-2021 to address the challenges of the (2022), revealed that students who have undergone
COVID-19 pandemic in the Basic Education sector. modular remote learning during the COVID-19
The plan was later endorsed by the Office of the pandemic also experienced challenging lessons,
President for implementation, stipulating that only difficulty understanding instructions, met many
distance learning modalities would be allowed. While distractions, received lack of support from parents, and
distance learning facilitated advancements in the even received poor module quality, and have difficulty
with time management. Likewise, almost all Junior
pedagogical and educational processes, ensuring
and Senior High Schools in Isabela have adopted
uninterrupted study during the pandemic, it also
modular distance learning to respond to the ongoing
presented notable challenges that hindered learners'
pandemic. Consequently, numerous students have
capacity to adapt and develop (Abante et al., 2021;
encountered difficulties adapting to the new
Castroverde et al., 2021). The digital and online
educational context. Moreover, for modular learning,
delivery modes, mixed or flexible delivery modes,
the delivery and retrieval of learning modules to some
synchronous or asynchronous delivery modes, or a mix remote and far-flung barangays have also posed many
of these other teaching delivery modes that have challenges to the teachers and the learners in the
mostly replaced traditional face-to-face learning was province.
not easy for some pupils and students, especially for
the learners of Isabela thus there has been a clamor to Nonetheless, beyond all these, the pandemic also
transition back to the traditional face-to-face learning created opportunities for the academic community to
gradually. explore novel learning modalities that were not

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Research Article

typically used in the country, especially in rural areas in-person learning environments. Its primary purpose
where traditional schooling is still in place. (Palaiyan is to address the following questions:
et.al., 2020). These changes also go beyond academics,
involving students' emotions concerning remote 1. What were the learning challenges faced by both the
learning and returning to offline classes. The abrupt Junior and Senior High School students during the
changes due to COVID-19 have also opened students COVID-19 Pandemic?
to new opportunities for growth and resilience. 2. What learning opportunities were met by the Junior
and Senior High School students during the
The challenges encountered by the learners in the COVID-19 Pandemic?
following aspects: academic, social, and personal 3. How emotionally prepared are they to transition back
challenges due to the pandemic can be characterized to full-blown face-to-face classes as they step into a
by difficulties in accessing technology, coping with higher level of learning (from Junior High School to
remote learning, and managing emotional and family Senior High School and from Senior High School to
stressors. These will help provide insights into their College Level)?
unique needs as a learner and person. Understanding
the problems and opportunities faced by Junior and
Senior high school students during these trying times
Literature Review
has been critical for policymakers and educators alike,
including those in tertiary learning institutions where Much of the academic research emphasizes modular
they will be transitioning, as it can inform measures to and online distance learning because of the pandemic.
improve the quality of education and the emotional The current research, however, centers on how well
support provided to these learners (Education: From students coped with the limited face-to-face learning
COVID-19 School Closures to Recovery, 2023). With they received during the outbreak. In light of the new
these scenes at hand, the Department of Education normal, this chapter will present several related studies
(DepEd) has consistently tried to enhance and prepare on how the learners' experiences affect their emotional
for the safe restoration of face-to-face instruction. readiness to go back to face-to-face classes and how to
deal with the threat of pandemics through various
Caslib & Decano (2021), Santillan & Labaria (2021), learning modes.
and Cortes et al. (2022), as cited by Bordeos et al. in
2022 conducted a study about the learners’ The COVID-19 pandemic has forced a lot, if not all, of
experiences with how it was put into practice in young learners around the world to stay home and
modular and online distance learning. Nevertheless, study. According to recent studies, students' attitudes
studies on students’ experiences with the pandemic and motivations toward study and learning may have
concerning what tertiary institutions would expect been affected by the introduction of distance learning
upon resumption of full-blown face-to-face classes during this time. In fact, as per Hermanto, Rai, and
have been limited. Thus, the insights gathered from Fahmi's research (2021), students do not prefer to
this study can be used to develop targeted study at home. Despite the chance to have improved
interventions and support systems to help students ties with their families and the greater drive to learn
navigate the emotional challenges and opportunities of from them, they could not make up for the time they
returning to face-to-face classes, especially in the would have spent in traditional face-to-face learning.
tertiary level. In effect, learners perceive that online and distance
education can harm their learning motivation. This
The present research investigates the learners' finding is grounded on the study by Meşe (2021),
experiences throughout this critical transition. As a which found that factors like a loss of social
result of the ongoing pandemic, learning has shifted connection, a mismatch between expectations and
from in-person to remote instruction and is now content, organizational issues, and the structure of
gradually resuming in-person instruction. Assuring the learning settings all contributed to this conception.
educational process's long-term sustainability requires
examining how students adjusted to these In the context of the Philippine Educational System,
modifications amidst the COVID-19 pandemic. the Department of Education (DepEd) adopted and
used the flexible blended learning method despite
Research Questions strong opposition because of the risk of the virus
spreading. Some different ways to learn are blended
This current study centers on students' experiences as learning, homeschooling, educational TV, radio-based
active participants in the progressive development of teaching, online learning, and printed and digital

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Research Article

modules for learning. Adopting all of these different orientation programs, schools and lawmakers should
learning methods across the country became very prioritize supporting students' emotional health. Also,
challenging. However, education must go on, and adding open learning options can help schools prepare
teachers should start getting ready for online, modular, for future pandemics or other problems, strengthening
and mixed learning, which also carry problems that the education system.
must be solved (Bordeos et al.,2023). This is in line
with the study of Anzaldo (2021), which says online
learning is carried out in urban areas characterized by Methodology
modern lifestyles, where students can access internet
connectivity from their residences. Modular distance This study examined the students’ experiences in
learning is employed to cater to those who live in limited face-to-face classes during the pandemic, using
geographically isolated regions or provinces with Husserlian Descriptive Phenomenology and Colaizzi’s
restricted access to internet connectivity. Both of these Seven Steps of Data Analysis. Husserl (1965)
still experience difficulty in their implementation. developed descriptive phenomenology to determine
the “essence” or “essential structure” of phenomena,
However, as the pandemic has significantly impacted
i.e., their unique features (Morrow et al., 2015). It
the traditional school system, it has also resulted in
outlines the psychological strategies needed to observe
considerable mental stress among learners. Several
the phenomenon under inquiry consciously (Giorgi,
academic researchers have turned attention to the
2008).
prevalence of heightened levels of depression, anxiety,
and social isolation as typical emotional reactions Researchers expect participants to share their lived
resulting from the sudden transitions of educational experiences, as this method provides insights into the
platforms (Duan et al., 2020). According to Huang et studied topic (Penner & McClement, 2008). Jackson,
al. (2021), the extended period of limited in-person Vaughan, and Brown (2018) define descriptive
interactions and the prevailing uncertainty related to phenomenology as a knowledge-based approach that
the pandemic have instilled a sense of unease among seeks to develop understanding through analysis and
learners over the resumption of face-to-face classes. illumination.
Accordingly, the learners might be worried about their
health, ability to get along with others, and getting Furthermore, as cited in Morrow, Rodriguez, and King
used to regular classrooms. Also, the worry of being (2015) Colaizzi’s seven-step process ensures accurate
exposed to health risks and having their education data analysis at each stage. The generated results can
interrupted by future school closures due to pandemics provide a brief and comprehensive description of the
may affect their mental readiness (Yildirim et al., phenomenon under inquiry, supported by people who
2020). contributed to its beginning.

To address the emotional difficulties that students may Participants

encounter at the resumption of in-person classes,
educational institutions should adopt a comprehensive Researchers successfully obtained results from
strategy. The implementation of mental health support purposively chosen participants through Google Forms
services, encompassing therapeutic counseling and for the semi-structured interview. At the same time,
communal support groups, has demonstrated efficacy online synchronous interviews through Google Meet
in mitigating anxiety and depression arising from the and recorded meetings were also conducted to
global epidemic. Furthermore, educators and encourage the participants to talk freely about their
educational institutions have the capacity to experiences. The study has twenty participants: ten
incorporate orientation programs into their curriculum, (10) students from Junior High School and ten (10)
which can serve as a means of gradually reintegrating from Senior High School.
students into face-to-face instructional settings and
facilitating opportunities for students to reestablish Instrument of the Study
social connections with their peers and teachers
(Moscardino et al., 2021). The interview guide was validated and refined by
experts from the field of psychology and within the
Given how challenging the COVID-19 pandemic has academe to ensure that the interview guide would
been on students' emotions, it is essential to know if capture the purpose of the study. The researcher
they are emotionally ready to return to face-to-face transcribed the responses and sought assistance from
classes. Through mental health services and an expert in qualitative research to check the
transcripts.

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Data Analysis

After gathering data, the researchers used Colaizzi’s

Seven Steps of Data Analysis to analyze it carefully.
Classes
Each participant’s account was reviewed multiple
times to understand the data thoroughly. All remarks
The tables provided details on the surfaced themes and
in the reports directly linked to the study’s topic were
the number of responses for each challenge received
noted. Initial sentences were examined to deduce
from students during the restricted in-person classes
relevant meanings, combine them into common
caused by the COVID-19 pandemic.
themes, and create a detailed event description. The
participants were asked to confirm that the Table 1. Challenges for Learning Met During the
fundamental structural statements accurately reflect
COVID-19 Limited Face-To-Face Classes
their experiences after distilling the lengthy description
into a concise statement that only includes the essential
components. Moreover, as cited in Morrow et al.,
(2015), the researcher can review and modify past
analysis methods. Hence, it is noted that in a
descriptive phenomenological study, the researcher
usually takes the details given by the participants and
turns them into sentences complete with meaning.
Then, the researchers collect the meanings important
to the structure of the thing they are studying. This lets
them write about the structure of the study and, thus,
this study’s methodology.

Ethical Considerations

The researcher sought permission from the participants

that the interview would be done through Google Meet
and that the meeting would be recorded for
transcription. Moreover, the researcher informed the
participants that they were not forced to answer
questions that would make them uncomfortable and
that the information gathered would be treated with
utmost confidentiality. Codes were also utilized
(RJHS1-10 and RSHS 1-10) to denote the responses
from the Junior High School (JHS) and Senior High
School (SHS) and to conceal the participants'
identities.

Results

This section will present the participants’ experiences,

highlighting the challenges and opportunities they met
Four prominent themes emerged as key challenges
during the limited face-to-face classes during the faced by learners during this period: access to quality
COVID–19 pandemic and their emotional
internet and gadgets for learning, difficulty in
preparedness in transitioning back to full-blown face- understanding the lessons and instructions for given
to-face classes as they step into a higher level of learning activities, limited instructional time, and
learning.
difficulty in adjusting to the new modes of learning.
Challenges and Opportunities for Learning Met
During the COVID-19 Limited Face-to-Face

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Table 2. Opportunities for Learning Met During the

Table 3. Emotional Preparedness in Transitioning
COVID-19 Limited Face-To-Face Classes Back to Full-Blown Face-To-Face Classes

Discussion
Four themes also surfaced from the participants’ As seen in Table 1, one important theme in the study
experiences, which include more time spent with was having access to reliable internet connections and
family, development of self-discipline, time suitable devices. Many students in this study claim that
the digital gap made it hard for them to learn during
management, and organizational skills, improved basic
the pandemic. One student said, “The most difficult
computer skills, and improved digital literacy. thing I encountered was that not having such a good
quality internet, it was too hard to do home school
Emotional Preparedness in Transitioning Back to tasks during the online sessions. (RJHS9).” They could
Full-Blown Face-To-Face Classes not use virtual learning platforms well because they
could not join the full online sessions and access
Considering the substantial impact of the COVID-19 important materials on time. This aligns with the
Pandemic on students’ learning experiences, it has also Digital Divide Index (DDI), which underscores the
difference in technology and internet access, especially
impacted their mental well-being. Thus, it is
in underserved areas.
imperative to ascertain their readiness to resume full-
blown face-to-face classes from an emotional Most participants also reported challenges in
standpoint. The preceding table shows the students’ comprehending lessons and instructions in the new
common concerns and feelings about returning to full- learning environment, especially during the online
blown face-to-face classes. sessions. The shift to remote learning brought issues
related to limited face-to-face interaction with the

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students and the teachers as well instance, in the with the learning experiences of the students made it
statements of RJHS2, “It is hard to understand the more challenging to adapt to the new design.
lesson, even the instructions for the activities they give Furthermore, there are still a lot of restrictions on in-
when the teacher discusses it online because you are campus learning. Thus, schools should focus on
not active in listening and can do what you want effective teaching methods and inventive student
remotely” and RSHS10 “I became lazier and just support to accommodate this gap. They should also
Googled things, especially if the module for ABM was help students manage the adjustment time and help
very hard to understand.” Show that the learner’s them gain more self-confidence in interacting with
difficulty to comprehend the lessons and instructions their peers.
contribute to the challenges they had to overcome
As for the opportunities for learning in Table 2, it can
during this time. Moreover, distractions during remote
be seen that the educational and work-from-home
learning are also prominent, which also contributes to
scheme prompted families to spend more time together
the inability of the learner to fully understand the
at home throughout the pandemic. While challenging,
discussions during online learning as well as the
this period offered some learners a unique learning
modules during the remote learning sessions. Studies
opportunity. As parents and guardians worked from
have claimed that the time students spend on learning
home and children learned online, family time
exercises impacts their learning outcomes (Abadzi,
provided significant educational experiences.
2007). Thus, being distracted during the student’s
However, in the study by Carrión-Martínez et al.
learning time may cause non-attainment of the desired
(2021), it was found that changing parent-child
learning outcomes. In addition, this difficulty in
relationships have increased stress, frustration, and
understanding lessons and instructions could also be
being overwhelmed with challenging school tasks.
attributed to the absence of immediate feedback and
Still, the study also noted that many students benefited
the challenges of self-regulated learning.
from this. Parental support for homework, projects,
Hence, the emergence of another important theme in and other schoolwork increased. This hands-on
the challenges faced by the learners – the limited involvement gave pupils specific attention and
instructional time received by the learners. Despite a increased academic performance, especially in lower
limited number of face-to-face lessons, teachers must grades. Family chats during meals, leisure, and
spend more time teaching and supporting students. domestic responsibilities gave students a rich learning
From the statement of RSHS8, “We are only learning environment. Students explored diverse themes,
our modules by ourselves because there is not enough developing curiosity, critical thinking, and problem-
time during our scheduled face-to-face meetings”, it solving skills. As narrated by RJHS8, “The
can be seen that there is no immediate feedback opportunities given to me were to bond with my
mechanism on the understanding of the learners since younger siblings, especially when I helped her answer
they have to learn on their own during the remote her modules, too. We quarrel, but we play, and we are
sessions. The difficulty of implementing self-learning happy, and so are my mother and father when they see
modules was also confirmed by Natividad (2021), us.” RSHS10, “The opportunity is to be with my
which found that students needed to understand the parents and help them farm and do household chores.”
subject’s content completely. According to Rotas Though difficult, this allowed some students to learn
(2020) and Bustillo and Aguilos (2022), students often and grow in their families and work together to survive
fail to finish activities owing to overburdened the challenges brought by the Pandemic.
assignments, insufficient resources, and difficulty
Many students learned self-discipline. Without in-
understanding the module’s content and evaluation
person classes and more online resources, students
instructions.
must assume more responsibility for their learning.
Difficulty adjusting to the new learning modes also Students needed self-discipline to follow schedules,
surfaced as one of the themes in the study. As quoted finish homework, and stay motivated without
from RJHS9 and RSHS7, “I had difficulty adjusting supervision (Xu et al., 2022). Thus, some students
to online learning, plus it is tough to juggle going to improved their time management, another essential
school in the afternoon because of the limited F2F ability. RJHS2 says, “I had the opportunity to develop
classes.” “In my experience, I had a hard time self-discipline and time-management skills while
adjusting to the new education system. The pressure I learning online. I allot time for my lessons and online
faced ruined my mental health and peace of mind.” It selling as well to have additional income for me and
can be deduced that learners had a great deal of for my family because money is very much needed,
acclimating themselves to the new learning set-up. especially for my mobile data and other needs like
The disruption of schooling and the gap it created transportation and allowance.” Moving to remote
learning, therefore, helped students improve their time
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management. They had to plan their days, schedule participating in different activities in school. I felt the
lessons and tasks, and balance school and personal joy because we all want freedom in stepping every line
life. This coincides with Barrot et al., (2021) where of our lives,” and “I felt emotionally prepared to return
remote learners developed improved time to traditional face-to-face classes after the pandemic
management abilities by setting routines and meeting because I missed the social interactions and structure
deadlines autonomously. of in-person learning,” that there is an eagerness
among the learners to have in-campus learning.
In addition, students had to arrange their digital Students prefer in-person classes with their teachers
resources, manage several tasks, and connect with over modular remote learning or other methods that
teachers and peers using digital channels. The school limits their capacity to interact. This is most likely
setting throughout the pandemic allowed them to because many students miss school and are eager to
improve their organizing abilities, which are crucial in return to face-to-face instruction. Additionally, face-
academic and professional life. to-face learning facilitates student-teacher
communication. It is also said that in-person
Improved basic computer skills and digital literacy are conversations make our brains happier. Interacting
also among the themes that emerged from the learning with others physically makes people more engaged
opportunities identified by the participants. As quoted and compelled. Face-to-face classes engage students
from RJHS 4, “I had better typing skills than before, and make them feel like they are part of the teaching-
and I also learned to use many apps on the internet to learning process. The presence of teachers and
design and check my output before submitting it.” And physical interaction greatly enhances the learning
RSHS1, “I improved my skills in editing basic experience, as students benefit from the opportunity to
graphics using different apps for my learning interact with both their educators and peers, hence
activities.” One of the most visible consequences of facilitating increased knowledge acquisition. (Borres et
the learning shift has been the requirement for students al., 2023). Moreover, having longer instructional time
to become adept at using digital tools and platforms. and working physically would encourage more
Many students who were not very tech-savvy before meaningful learning since the learners can connect
the pandemic were forced to quickly adapt to using their learning experiences with actual scenarios. In
laptops, android phones and numerous software addition, being more physically engaged would mean
applications for their assignments. As a result, students lowering anxiety levels among people. This is in line
learned basic computer abilities such as operating with the study of Xiang et al. (2020), where they
system navigation, word processing, presentation claimed a notable correlation between engaging in
creation, and internet research. high levels of physical activity, mainly through
stretching and resistance training and experiencing
Additionally, many students are determined to lower anxiety levels.
improve their digital literacy because they need to
become increasingly skilled at critically analyzing and However, since the threat of COVID-19 is still out in
controlling material online as their reliance on online the open, students also fear their safety from
resources, virtual classrooms, and digital contracting the disease. Consequently, they also feel
communication platforms grows. Students who anxious about going back to school since they would
participated in online learning opportunities during the interact with more people. This can be seen from the
pandemic demonstrated improved skills in assessing statements of RJHS 9, which says, “I am glad and
the reliability of online sources, distinguishing scared at the same time because there is still a lying
between credible and doubtful information, and possibility of the infection coming at me.”
protecting their online privacy (Barrot et al.,2021). Furthermore, returning to school would mean another
Learners who enhanced their digital literacy during the adjustment period for them, especially those moving to
pandemic are deemed better prepared for the demands another grade level; hence, pressure and anxiety are
of the current workforce as the labor market continues also there. This is in line with the response of RSHS
to grow with a greater reliance on digital technologies; 10, saying, “Personally, I am happy but afraid at the
hence, a long-term opportunity for them has been same time because of another adjustment, and it was
opened. very difficult.” Students may be concerned about their
social skills when adjusting to traditional classroom
As for the emotional preparedness of the students to settings (Yildirim et al., 2020).
transition back to full-blown face-to-face classes, it
can be deduced from the narratives of RJHS 9 and Additionally, self-doubt and shyness emerged as the
RSHS 10, respectively, saying, “I am happy that we themes from the data gathered. As shared by RJHS 6,
can attend school to understand the lesson well. In “Honestly, there is a doubt, but there is happiness too.
that case, we can also discover more skills in
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I doubted because I felt that nobody would accept who shift into the new normal. The researcher asserts that it
I was, and I doubted because I thought they would is critical to utilize the study's results as a guide for
judge me for who I am in person. Because I am going developing policies or measures specifically designed
to spend more time with my classmates, I can no to address the needs of the students and the education
longer hide who I am really. I am shy because at my sector in general since it has revealed that the students
age, I already have a child, and it was conceived are eager to go back to school and resume for the full-
during the lockdown, and I may get bullied.” Learning blown face-to-face classes.
and communicating with others while a screen
separates you is a different experience than talking to The students' accounts can possibly help develop and
someone in person. Having to re-engage with people improve existing learning continuity plans of
physically can be highly stressful for some people educational institutions to help prepare against the
since they have been accustomed to conducting social effects of future pandemics.
interactions from the convenience of their own homes
and being able to conceal their real situations behind Also, the learners' experiences can help address the
the screen. People with low self-esteem and those who gap of the digital divide since institutions are
suffer from social anxiety avoid social contact because suggested to no longer go away from the use of multi-
they fear being judged and scrutinized. Fear of mode instruction like a hybrid and online mode.
negative evaluation can give rise to shyness, which Governmental agencies like the Department of
may be accompanied by emotional distress or Information and Communications Technology may
inhibition. Consequently, shyness can impede the consider these findings to promulgate appropriations
achievement of personal and professional objectives and projects that will help provide solutions to closing
and hinder desired participation in activities. In line the gap.
with this, cognitive, emotional, and behavioral
Finally, as the learners’ transition to a higher level of
functioning may be adversely affected by shyness,
which can also result in academic and social learning, their experiences and readiness should also
be considered to prioritize providing support to
maladjustment (Chen et al., 2018).
students' emotional well-being through mental health
Therefore, to assist students in managing the emotional services and orientation programs. This would help
difficulties that arise from the resumption of full- them experience a healthier and safer transition across
blown face-to-face classes, academic establishments the educational levels and avoid putting them in
ought to contemplate a comprehensive strategy. The overwhelming situations which could also lead to
implementation of mental health support services, fatalities and casualties like dropping out of school,
including support groups and counseling, has having incomplete grades, or not finishing their
demonstrated efficacy in mitigating the harmful effects degrees.
of pandemic-induced anxiety and depression (Chen et
al., 2023). In addition, both basic and higher education References
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