https://www.selleckchem.com/products/hexa-d-arginine.html Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based storyg (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality.Despite the growing attention on the topic of abusive supervision, how abusive supervision affects individual and team creativity have not yet been thoroughly investigated. Drawn from the perspective of leader-member exchange (LMX), the current study develops a multilevel model to describe the relationships between abusive supervision and creativity at both team and individual levels, with a focus on the roles played by team-level leader-member exchange (TLMX) and LMX differentiation (DLMX