I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
2
,
A
p
r
il
20
26
,
p
p
.
1
4
9
6
~
1
5
0
5
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
2
.
3
8
3
8
5
1496
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
F
o
stering
cri
tical
AI co
mpete
ncy
:
a
struc
tural equa
ti
o
n mo
del
o
f
pre
-
se
rv
ice tea
chers’
trust
and a
ctual AI us
e in
hi
g
her
educa
tion
Cha
iy
o
s
P
a
iwit
ha
y
a
s
irit
ha
m
1
,
K
em
ma
na
t
M
ing
s
irit
ha
m
2
, W
a
ra
po
rn
Sin
t
ha
wo
rn
3
,
Chul
a
ra
t
B
us
a
bo
ng
4
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
S
i
l
p
a
k
o
r
n
U
n
i
v
e
r
si
t
y
,
N
a
k
h
o
n
p
a
t
h
o
m
,
T
h
a
i
l
a
n
d
2
O
f
f
i
c
e
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
S
u
k
h
o
t
h
a
i
T
h
a
m
ma
t
h
i
r
a
t
O
p
e
n
U
n
i
v
e
r
s
i
t
y
,
P
a
k
K
r
e
t
,
T
h
a
i
l
a
n
d
3
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
R
a
j
a
b
h
a
t
R
a
j
a
n
a
g
a
r
i
n
d
r
a
U
n
i
v
e
r
si
t
y
,
M
u
e
a
n
g
,
T
h
a
i
l
a
n
d
4
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
a
n
d
H
u
ma
n
D
e
v
e
l
o
p
me
n
t
,
S
i
sa
k
e
t
R
a
j
a
b
h
a
t
U
n
i
v
e
r
s
i
t
y
,
M
u
e
a
n
g
S
i
s
a
k
e
t
,
T
h
a
i
l
a
n
d
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
23
,
2
0
2
5
R
ev
is
ed
Ma
r
1
7
,
2
0
2
6
Acc
ep
ted
Ap
r
1
,
2
0
2
6
In
re
c
e
n
t
y
e
a
rs,
e
d
u
c
a
ti
o
n
h
a
s
e
x
p
e
rien
c
e
d
ra
p
id
c
h
a
n
g
e
d
u
e
t
o
th
e
rise
o
f
a
rti
ficia
l
in
telli
g
e
n
c
e
(AI)
.
Th
is
stu
d
y
a
n
a
ly
z
e
d
h
o
w
twe
lv
e
in
terc
o
n
n
e
c
ted
fa
c
to
rs,
b
a
se
d
o
n
tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
a
n
d
tru
st
th
e
o
ries
,
in
fl
u
e
n
c
e
tru
st
in
AI
fo
r
lea
rn
i
n
g
(
TL
)
a
n
d
a
c
tu
a
l
AI
u
se
(AU
)
a
m
o
n
g
p
re
-
se
rv
ice
t
e
a
c
h
e
rs
in
Th
a
il
a
n
d
.
Us
in
g
a
q
u
a
n
ti
tati
v
e
d
e
sig
n
,
wit
h
d
a
ta
c
o
ll
e
c
ted
fro
m
2
6
0
p
re
-
se
rv
ice
tea
c
h
e
rs
th
ro
u
g
h
p
u
rp
o
si
v
e
sa
m
p
li
n
g
b
a
se
d
o
n
p
ri
o
r
AI
e
x
p
e
rien
c
e
.
A
6
0
-
it
e
m
,
5
-
p
o
in
t
Li
k
e
rt
-
sc
a
le
q
u
e
stio
n
n
a
ire,
v
a
li
d
a
ted
t
h
ro
u
g
h
p
i
lo
t
tes
ti
n
g
a
n
d
in
tern
a
l
c
o
n
siste
n
c
y
a
n
a
ly
sis
(α
=
0
.
8
2
–
0
.
9
1
).
Da
ta
wa
s
a
n
a
ly
z
e
d
u
si
n
g
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
EM
)
with
m
a
x
imu
m
li
k
e
li
h
o
o
d
e
stim
a
ti
o
n
.
Th
e
m
o
d
e
l
sh
o
we
d
v
e
ry
g
o
o
d
fi
t
(χ
²
/d
f=
1
.
6
0
1
,
r
o
o
t
m
e
a
n
sq
u
a
re
e
rro
r
o
f
a
p
p
ro
x
ima
ti
o
n
(
RM
S
EA
)
=
0
.
0
4
9
)
a
n
d
e
x
p
lai
n
e
d
9
0
.
8
0
%
o
f
b
e
h
a
v
i
o
ra
l
in
ten
ti
o
n
(BI)
a
n
d
7
1
.
2
0
%
o
f
AU
.
Re
su
lt
s
in
d
ica
ted
t
h
a
t
c
o
g
n
it
iv
e
l
o
a
d
re
g
u
latio
n
(CLR)
wa
s
t
h
e
str
o
n
g
e
st
p
re
d
icto
r
o
f
TL
(β=
0
.
7
8
6
,
p
<
0
.
0
0
1
)
,
wh
il
e
re
sp
o
n
sib
le
AI
a
wa
re
n
e
ss
(RAA
)
a
lso
sh
o
we
d
p
o
sit
i
v
e
e
ffe
c
t.
In
c
o
n
tras
t,
AI
se
lf
-
e
ffica
c
y
(ASE
)
in
a
n
e
g
a
ti
v
e
wa
y
(β=
-
0
.
1
5
9
,
p
=
0
.
0
0
9
)
.
Th
e
p
rima
ry
p
re
d
icto
r
o
f
AU
w
a
s
BI
(β=
0
.
8
8
4
,
p
<
0
.
0
0
1
).
Th
e
s
e
fin
d
i
n
g
s
h
ig
h
li
g
h
t
th
e
imp
o
rta
n
c
e
o
f
AI
e
d
u
c
a
ti
o
n
s
y
ste
m
s,
wh
ich
wi
ll
re
d
u
c
e
tea
c
h
e
rs’
c
o
g
n
it
iv
e
lo
a
d
a
n
d
c
o
n
t
rib
u
te
to
a
n
i
m
p
ro
v
e
d
e
th
ica
l
AI
li
tera
c
y
in
tea
c
h
e
r
train
in
g
in
st
it
u
ti
o
n
s
.
K
ey
w
o
r
d
s
:
Ar
tific
ial
in
tellig
en
ce
Hig
h
er
ed
u
ca
tio
n
Pre
-
s
er
v
ice
teac
h
er
s
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
T
r
u
s
t c
alib
r
atio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Kem
m
an
at
Min
g
s
ir
ith
am
Of
f
ice
o
f
E
d
u
ca
tio
n
al
T
ec
h
n
o
l
o
g
y
,
Su
k
h
o
th
ai
T
h
am
m
ath
i
r
at
Op
en
Un
iv
er
s
ity
Pak
Kr
et,
No
n
tab
u
r
i,
T
h
ailan
d
E
m
ail: k
em
m
an
at.
m
in
@
s
to
u
.
a
c.
th
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
p
ac
e
o
f
th
e
wo
r
ld
r
ef
o
r
m
h
as
ac
ce
ler
ated
u
n
d
er
p
r
ess
u
r
e
ex
er
ted
b
y
d
ev
elo
p
m
en
ts
in
d
ig
ital
tech
n
o
lo
g
y
.
T
h
e
em
er
g
en
ce
o
f
g
en
er
ativ
e
ar
tific
ial
in
te
l
lig
en
ce
(
Gen
AI
)
s
u
ch
as
lar
g
e
lan
g
u
ag
e
m
o
d
els
(
L
L
Ms)
h
as
h
asten
ed
th
is
ch
an
g
e.
T
h
ese
tech
n
o
lo
g
ies
h
av
e
d
ee
p
ly
ch
an
g
ed
th
e
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
wh
ich
allo
ws
en
ter
in
g
th
e
“p
o
s
t
-
AI
er
a,
”
in
wh
ich
AI
h
as
b
ec
o
m
e
an
in
d
is
p
en
s
ab
le
p
ar
t
o
f
ed
u
ca
tio
n
as
well
as
p
eo
p
le’
s
liv
es
n
o
t
ju
s
t
an
au
x
iliar
y
to
o
l
[
1
]
.
Ar
tific
ial
in
tellig
en
ce
also
h
as
co
n
s
id
er
ab
le
p
o
ten
tial
to
r
em
o
v
e
th
e
b
u
r
d
en
o
f
r
ep
etitiv
e
in
s
tr
u
ctio
n
an
d
en
ab
le
teac
h
er
s
to
d
ea
l
m
o
r
e
ef
f
ec
tiv
ely
with
lear
n
er
s
.
I
t
also
en
co
u
r
ag
es
m
o
r
e
p
er
s
o
n
alize
d
an
d
b
r
o
ad
er
ap
p
r
o
ac
h
es
to
en
h
an
ce
th
e
q
u
ality
,
eq
u
ity
,
an
d
s
u
s
tain
ab
ilit
y
o
f
ed
u
ca
tio
n
[
2
]
.
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
F
o
s
teri
n
g
crit
ica
l A
I
co
mp
eten
cy
:
a
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
el
o
f
… (
C
h
a
iyo
s
P
a
iw
ith
a
ya
s
ir
ith
a
m
)
1497
I
n
teg
r
atin
g
AI
in
to
ed
u
ca
tio
n
f
ac
es
s
o
m
e
ch
allen
g
es
th
at
n
ee
d
to
b
e
ex
p
lo
r
ed
.
Am
o
n
g
th
e
k
ey
ch
allen
g
es
ar
e
p
r
iv
ac
y
an
d
s
ec
u
r
ity
r
is
k
s
f
o
r
s
tu
d
en
t
d
ata
co
llectio
n
an
d
u
s
e,
eth
ical
co
n
s
id
er
atio
n
s
r
eg
ar
d
in
g
alg
o
r
ith
m
ic
d
ec
is
io
n
-
m
ak
in
g
an
d
th
e
p
o
s
s
ib
ilit
y
o
f
ex
ac
er
b
atin
g
ex
is
tin
g
b
iases
[
3
]
,
[
4
]
.
E
th
ical
an
d
eth
ical
p
lu
s
p
u
b
lic
co
n
ce
r
n
s
m
o
s
tly
r
elate
to
tr
an
s
p
ar
en
cy
p
lu
s
ac
co
u
n
tab
ilit
y
,
esp
ec
ially
wh
en
AI
m
o
d
els
ar
e
d
ev
elo
p
ed
b
y
p
r
iv
ate
co
m
p
an
ies,
wh
ich
b
ar
ely
m
ak
es
it
f
ea
s
ib
le
f
o
r
v
er
if
icatio
n
o
f
tr
ain
in
g
p
r
o
ce
s
s
es
an
d
tak
in
g
lo
g
ical
s
tep
s
to
en
s
u
r
e
th
at
m
is
u
s
e
as
well
as
lies
ca
n
n
o
t
o
cc
u
r
[
5
]
.
C
o
m
p
u
tatio
n
al
b
ias
ar
is
in
g
f
r
o
m
non
-
n
eu
tr
al
tr
ain
in
g
d
ata,
s
u
ch
as
g
en
d
er
,
eth
n
icity
o
r
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
ca
n
m
o
r
eo
v
er
ex
ac
er
b
ate
ex
is
tin
g
d
is
p
ar
ities
[
6
]
.
W
e
f
in
d
th
at
b
ein
g
s
to
r
ed
an
d
r
eu
s
ed
f
o
r
ad
d
itio
n
al
tr
ain
in
g
(
wh
er
e
an
ec
h
o
wak
es
it
u
p
)
,
p
r
o
m
p
ts
ca
n
also
p
o
s
e
s
u
b
s
tan
tial th
r
ea
ts
to
b
o
th
ac
ad
em
ic
in
teg
r
ity
an
d
p
ar
ticip
an
t p
r
iv
ac
y
.
T
ac
k
lin
g
th
e
ch
allen
g
es
d
em
an
d
s
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
r
iv
er
s
b
eh
in
d
tr
u
s
t
in
AI
an
d
its
ad
o
p
tio
n
.
Sev
er
al
th
eo
r
etica
l
ap
p
r
o
ac
h
es p
r
o
v
id
e
p
er
s
p
ec
tiv
e
o
n
attitu
d
es a
n
d
in
ten
tio
n
s
r
elate
d
to
tech
n
o
lo
g
y
ad
o
p
tio
n
o
r
ac
ce
p
tan
ce
.
Desp
ite
g
r
o
win
g
r
esear
ch
o
n
AI
in
ed
u
ca
tio
n
,
a
cr
itical
r
esear
ch
g
ap
r
em
ain
s
.
Mo
s
t
ex
is
tin
g
s
tu
d
ies
f
o
cu
s
o
n
teac
h
er
s
’
in
ten
tio
n
to
u
s
e
AI
o
r
o
n
p
er
ce
iv
ed
u
s
ef
u
ln
ess
(
PU)
,
with
lim
ited
atten
tio
n
h
as b
ee
n
p
aid
to
h
o
w
tr
u
s
t
in
AI
is
d
ev
elo
p
ed
,
ca
lib
r
ated
,
an
d
tr
an
s
lated
in
to
ac
tu
al
u
s
e,
p
ar
ticu
lar
ly
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
will
s
h
ap
e
f
u
tu
r
e
class
r
o
o
m
s
p
r
ac
tices
.
Fu
r
th
er
m
o
r
e,
th
er
e
is
a
lack
o
f
em
p
ir
ical
ev
id
en
ce
ex
p
lain
in
g
h
o
w
co
g
n
itiv
e,
eth
ical
an
d
s
elf
-
ef
f
icac
y
r
elate
d
jo
in
tly
in
f
lu
en
ce
th
e
tr
u
s
t
in
AI
in
th
e
p
o
s
t
-
AI
er
a
.
T
h
is
g
ap
is
p
ar
ticu
lar
ly
cr
itical,
as
tr
u
s
t
in
AI
p
lay
s
a
d
ec
is
iv
e
r
o
le
in
wh
eth
er
teac
h
er
s
ad
o
p
t
AI
in
s
ch
o
o
l.
Alth
o
u
g
h
u
n
d
er
s
tan
d
in
g
th
ese
m
ec
h
an
is
m
s
is
ess
en
tial
f
o
r
teac
h
er
ed
u
ca
to
r
s
,
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
cu
r
r
en
tly
lack
a
well
-
r
esear
ch
ed
f
o
u
n
d
atio
n
f
o
r
f
o
s
ter
in
g
th
e
AI
co
m
p
eten
cies
r
eq
u
ir
ed
f
o
r
s
u
ch
in
f
o
r
m
ed
ad
o
p
tio
n
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
d
ev
elo
p
s
an
d
em
p
ir
ically
test
an
in
teg
r
ated
m
o
d
el
lin
k
in
g
co
g
n
itiv
e
lo
ad
r
eg
u
latio
n
(
C
L
R
)
,
r
esp
o
n
s
ib
le
AI
awa
r
en
ess
(
R
AA)
,
an
d
b
eh
av
io
r
al
ca
p
ab
ilit
y
with
tr
u
s
t
in
AI
an
d
ac
tu
al
AI
u
s
e
(
AU
)
.
T
h
is
g
o
es
b
ey
o
n
d
d
escr
ip
tiv
e
ad
o
p
tio
n
s
tu
d
ies
b
y
p
r
o
v
id
in
g
a
ca
u
s
al
ac
co
u
n
t
o
f
h
o
w
tr
u
s
t is d
ev
elo
p
ed
,
tu
n
ed
an
d
en
ac
ted
in
to
p
r
ac
tice.
As
s
u
ch
,
th
e
ter
m
“AI
co
m
p
eten
cy
”
f
o
r
ed
u
ca
to
r
s
ex
ten
d
s
b
ey
o
n
d
b
asic
AI
liter
ac
y
,
wh
ile
AI
liter
ac
y
r
ef
er
s
to
u
n
d
er
s
tan
d
in
g
an
d
ex
p
lain
in
g
h
o
w
AI
tech
n
o
lo
g
y
’
s
f
u
n
ctio
n
,
AI
co
m
p
eten
cy
r
ef
lects
a
h
ig
h
er
lev
el
o
f
co
n
f
id
en
ce
an
d
ca
p
ab
ilit
y
to
ap
p
ly
AI
ef
f
ec
tiv
ely
an
d
eth
ically
in
r
ea
l
-
wo
r
ld
ed
u
ca
tio
n
al
co
n
tex
ts
[
7
]
–
[
9
]
.
Ass
ess
in
g
th
is
co
n
f
id
en
ce
is
a
k
ey
s
ig
n
o
f
th
e
r
ea
d
in
ess
o
f
teac
h
er
s
in
to
d
ay
’
s
ed
u
ca
tio
n
al
s
p
h
er
e,
wh
er
e
AI
h
as
g
ain
ed
ac
ce
s
s
to
d
aily
life
as
well
as
lear
n
in
g
.
I
n
lin
e
with
th
is
,
th
e
p
r
esen
t
s
tu
d
y
in
v
esti
g
ates
th
e
ca
u
s
al
in
f
lu
en
ce
s
o
f
1
2
co
m
b
in
ed
co
n
s
tr
u
cts,
o
r
ig
in
ated
f
r
o
m
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
(
T
AM
s
)
an
d
tr
u
s
t
th
eo
r
y
(
T
T
)
,
o
n
tr
u
s
t
in
AI
f
o
r
lear
n
in
g
(
T
L
)
an
d
AU
am
o
n
g
T
h
ai
p
u
b
lic
s
ch
o
o
l’
s
p
r
eser
v
ice
teac
h
er
s
.
T
h
e
th
eo
r
etica
l a
n
d
p
r
ac
tical
im
p
licatio
n
s
o
f
th
is
s
tu
d
y
ar
e
s
ig
n
if
ican
t.
I
n
th
eo
r
etica
l te
r
m
s
,
o
u
r
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
o
n
ed
u
ca
tio
n
an
d
d
em
o
n
s
tr
ates
th
at
AI
tr
u
s
t
is
r
o
o
ted
in
a
p
r
o
ce
s
s
o
f
cr
itical
ju
d
g
m
e
n
t
b
ased
o
n
co
g
n
iti
v
e
b
elief
s
an
d
eth
ical
s
en
s
ib
ilit
y
r
ath
er
th
an
s
im
p
ly
in
p
o
s
itiv
e
attitu
d
es.
I
n
p
r
ac
tic
a
l
ter
m
s
,
th
ese
f
in
d
in
g
s
p
r
o
v
id
e
a
p
o
licy
b
asis
f
o
r
co
lleg
es
an
d
o
p
en
u
n
iv
er
s
ities
to
s
tr
u
ctu
r
e
teac
h
er
ed
u
ca
tio
n
tr
ain
in
g
p
r
o
g
r
am
s
,
im
p
r
o
v
e
th
e
AI
liter
ac
y
an
d
co
m
p
eten
cy
lev
els
o
f
teac
h
er
s
,
an
d
p
r
o
p
o
s
e
p
r
in
cip
les
f
o
r
m
o
r
ally
in
teg
r
a
tin
g
AI
with
in
d
ig
ital
lear
n
in
g
s
y
s
tem
s
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
an
s
wer
th
e
f
o
llo
win
g
th
r
ee
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
f
ac
to
r
s
th
at
af
f
ec
t p
r
e
-
s
er
v
ice
teac
h
er
s
f
o
r
TL
?
ii)
W
h
at
ar
e
th
e
co
n
tr
ib
u
tio
n
s
o
f
tr
u
s
t in
AI
to
b
eh
av
io
r
al
in
ten
tio
n
(
B
I
)
an
d
r
ea
l u
s
e
o
f
AI
?
iii)
W
h
eth
er
AI
s
elf
-
ef
f
icac
y
(
ASE)
h
as
a
p
o
s
itiv
e
o
r
n
eg
ativ
e
ef
f
ec
t
o
n
tr
u
s
t
in
AI
s
u
g
g
esti
n
g
th
e
p
o
s
s
ib
ilit
y
o
f
a
s
elf
-
ef
f
icac
y
p
ar
ad
o
x
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
im
p
r
o
v
em
en
t
o
f
AI
,
p
ar
ticu
lar
ly
g
en
er
ativ
e
-
b
ased
AI
m
o
d
els,
h
as
lar
g
ely
af
f
ec
ted
th
e
ed
u
ca
tio
n
al
f
ield
[
1
0
]
.
Facto
r
s
in
f
lu
en
cin
g
th
e
ac
ce
p
tan
ce
an
d
u
s
e
o
f
AI
f
o
r
lear
n
in
g
b
y
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
s
h
ap
ed
b
y
m
u
ltip
le
in
ter
r
elate
d
f
ac
to
r
s
.
T
h
e
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
th
is
s
tu
d
y
in
teg
r
ates
s
ev
er
al
well
-
estab
lis
h
ed
m
o
d
els.
T
h
ese
in
clu
d
e
th
e
T
AM
,
wh
ich
em
p
h
asizes
PU
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
;
th
e
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
,
wh
ich
in
co
r
p
o
r
ates
s
o
cial
in
f
lu
en
ce
(
SI)
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
(
FC
)
;
an
d
ex
ten
s
io
n
s
f
r
o
m
tech
n
o
lo
g
y
TT
th
at
ad
d
r
ess
AI
-
s
p
ec
if
ic
d
im
en
s
io
n
s
in
th
e
p
o
s
t
AI
-
er
a,
in
clu
d
in
g
AI
liter
ac
y
(
AI
L
)
,
R
AA
,
an
d
C
L
R
.
T
ab
le
1
s
u
m
m
ar
izes
12
k
ey
co
n
s
tr
u
ctio
n
s
d
er
iv
ed
f
r
o
m
th
ese
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
an
d
em
p
ir
ically
test
ed
u
s
in
g
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
ap
p
r
o
ac
h
in
th
is
s
tu
d
y
.
T
h
e
liter
atu
r
e
r
ev
iew
o
f
k
ey
d
eter
m
in
an
ts
th
at
u
n
d
er
p
in
th
e
p
r
o
p
o
s
ed
r
esear
ch
f
r
am
ewo
r
k
an
d
ex
p
lain
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
L
in
th
e
p
o
s
t
-
AI
er
a,
en
co
m
p
ass
in
g
m
u
ltip
le
in
ter
r
elate
d
d
im
en
s
io
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
4
9
6
-
1
5
0
5
1498
T
ab
le
1
.
C
o
n
s
tr
u
cts an
d
th
eo
r
e
tical
f
o
u
n
d
atio
n
s
I
t
e
m
C
a
t
e
g
o
r
i
e
s
Th
e
o
r
e
t
i
c
a
l
f
o
u
n
d
a
t
i
o
n
Th
e
o
r
e
t
i
c
a
l
f
o
u
n
d
a
t
i
o
n
1
A
I
L
A
I
l
i
t
e
r
a
c
y
A
I
l
i
t
e
r
a
c
y
i
s
a
r
e
f
l
e
c
t
i
o
n
o
f
t
h
e
k
n
o
w
l
e
d
g
e
,
u
n
d
e
r
st
a
n
d
i
n
g
,
a
n
d
c
a
p
a
b
i
l
i
t
y
t
o
u
s
e
A
I
a
p
p
r
o
p
r
i
a
t
e
l
y
.
2
A
S
E
S
e
l
f
-
e
f
f
i
c
a
c
y
/
p
e
r
c
e
i
v
e
d
b
e
h
a
v
i
o
r
a
l
c
o
n
t
r
o
l
P
e
r
c
e
i
v
e
d
-
c
o
n
f
i
d
e
n
c
e
-
b
a
s
e
d
o
n
t
h
e
TPB
-
S
E
i
n
p
e
r
f
o
r
mi
n
g
t
h
e
b
e
h
a
v
i
o
r
o
f
u
si
n
g
A
I
e
f
f
e
c
t
i
v
e
l
y
.
3
P
EO
U
TA
M
/
U
TA
U
T
Th
e
p
e
r
c
e
p
t
i
o
n
t
h
a
t
t
h
e
A
I
i
s e
a
sy
t
o
u
se,
n
o
n
-
c
o
m
p
l
e
x
,
a
n
d
r
e
q
u
i
r
e
s m
i
n
i
m
a
l
e
f
f
o
r
t
.
4
PU
TA
M
/
U
TA
U
T
Th
e
b
e
l
i
e
f
t
h
a
t
A
I
e
n
h
a
n
c
e
s
l
e
a
r
n
i
n
g
p
e
r
f
o
r
ma
n
c
e
.
5
R
A
A
R
e
s
p
o
n
s
i
b
l
e
A
I
/
t
e
c
h
n
o
l
o
g
y
TT
A
w
a
r
e
n
e
ss
o
f
e
t
h
i
c
a
l
p
r
i
n
c
i
p
l
e
s
,
t
r
a
n
s
p
a
r
e
n
c
y
,
f
a
i
r
n
e
ss
,
a
n
d
d
a
t
a
p
r
o
t
e
c
t
i
o
n
i
n
A
I
u
s
e
.
6
C
LR
C
o
g
n
i
t
i
v
e
l
o
a
d
t
h
e
o
r
y
/
A
I
u
sa
b
i
l
i
t
y
Th
e
e
x
t
e
n
t
t
o
w
h
i
c
h
A
I
r
e
d
u
c
e
s
c
o
g
n
i
t
i
v
e
b
u
r
d
e
n
a
n
d
s
u
p
p
o
r
t
s
e
f
f
i
c
i
e
n
t
l
e
a
r
n
i
n
g
w
i
t
h
o
u
t
c
o
n
f
u
si
o
n
.
7
I
N
C
D
i
f
f
u
si
o
n
o
f
i
n
n
o
v
a
t
i
o
n
t
h
e
o
r
y
I
n
c
l
i
n
a
t
i
o
n
t
o
t
r
y
n
e
w
t
e
c
h
n
o
l
o
g
i
e
s
a
n
d
p
e
r
c
e
i
v
e
d
c
o
m
p
a
t
i
b
i
l
i
t
y
o
f
A
I
w
i
t
h
o
n
e
’
s
l
e
a
r
n
i
n
g
st
y
l
e
.
8
SI
U
TA
U
T/
TPB
P
e
e
r
,
i
n
s
t
r
u
c
t
o
r
,
a
n
d
c
o
mm
u
n
i
t
y
s
u
p
p
o
r
t
i
n
f
l
u
e
n
c
e
a
t
t
i
t
u
d
e
s a
n
d
A
I
u
sa
g
e
.
9
FC
U
TA
U
T
T
h
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
i
n
f
r
a
s
t
r
u
c
t
u
r
e
,
r
e
s
o
u
r
c
e
s
,
a
n
d
t
e
c
h
n
i
c
a
l
s
u
p
p
o
r
t
f
o
r
A
I
u
s
e
.
10
TL
Te
c
h
n
o
l
o
g
y
TT
D
e
g
r
e
e
o
f
t
r
u
st
i
n
t
h
e
r
e
l
i
a
b
i
l
i
t
y
,
t
r
a
n
s
p
a
r
e
n
c
y
,
a
n
d
c
o
n
t
r
o
l
l
a
b
i
l
i
t
y
o
f
A
I
o
u
t
c
o
m
e
s.
11
BI
TA
M
/
U
TA
U
T
/
TP
B
U
se
o
f
A
I
f
o
r
l
e
a
r
n
i
n
g
b
y
p
r
e
-
serv
i
c
e
t
e
a
c
h
e
r
s i
n
t
h
e
f
u
t
u
r
e
.
12
AU
U
TA
U
T/
e
x
t
e
n
d
e
d
TA
M
A
c
t
u
a
l
u
s
e
o
f
A
I
i
n
d
a
i
l
y
-
l
i
f
e
,
su
c
h
a
s
f
r
e
q
u
e
n
c
y
,
d
u
r
a
t
i
o
n
,
o
r
t
y
p
e
s
o
f
A
I
-
su
p
p
o
r
t
t
a
sk
s
.
2
.
1
.
Co
g
nitiv
e
lo
a
d r
e
g
ula
t
io
n a
nd
re
s
po
n
s
ibl
e
A
I
a
wa
re
nes
s
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
two
f
ac
to
r
s
th
at
ar
e
h
y
p
o
th
esized
to
d
ir
ec
tly
in
f
lu
en
ce
T
L
:
C
L
R
an
d
R
AA.
C
L
R
r
ef
lects
th
e
ex
ten
t
to
wh
ich
AI
s
y
s
tem
d
esig
n
m
in
im
izes
u
n
n
ec
ess
ar
y
co
g
n
itiv
e
ef
f
o
r
t,
en
ab
lin
g
u
s
er
s
to
co
n
ce
n
tr
ate
o
n
h
ig
h
er
-
lev
el
lear
n
in
g
task
s
.
W
h
en
AI
to
o
ls
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
s
u
b
task
s
an
d
o
f
f
er
clea
r
,
in
tu
itiv
e
in
ter
f
ac
es,
th
ey
ca
n
s
ig
n
if
ican
tly
r
ed
u
ce
co
g
n
itiv
e
lo
ad
,
th
er
eb
y
p
r
o
m
o
tin
g
g
r
ea
ter
tr
u
s
t
in
th
e
tech
n
o
lo
g
y
[
1
1
]
.
T
h
is
in
clu
d
es
wh
en
lear
n
er
s
p
er
ce
iv
e
th
at
s
m
ar
t
tech
n
o
lo
g
y
s
u
p
p
o
r
ts
m
ea
n
in
g
f
u
l
lear
n
in
g
an
d
alig
n
s
with
f
air
ass
ess
m
en
t
p
r
ac
tices,
th
e
lev
el
o
f
co
n
f
id
en
ce
in
an
d
co
n
tin
u
ed
u
s
e
o
f
th
e
tech
n
o
lo
g
y
will
in
cr
ea
s
e
[
1
2
]
,
[
1
3
]
.
At
th
e
s
am
e
tim
e,
R
AA
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
eth
ical
asp
ec
ts
,
s
u
ch
as
f
air
n
ess
,
tr
an
s
p
ar
en
cy
,
an
d
d
ata
p
r
iv
ac
y
,
as
ess
en
tial
b
ases
f
o
r
tr
u
s
t
in
AI
.
T
r
u
s
t
is
m
o
r
e
lik
ely
to
d
ev
elo
p
wh
en
u
s
er
s
s
ee
th
at
AI
s
y
s
tem
s
ar
e
u
s
ed
in
a
f
air
,
tr
an
s
p
ar
en
t,
an
d
r
esp
o
n
s
ib
le
way
,
esp
ec
ially
in
ed
u
ca
tio
n
al
s
ettin
g
s
wh
er
e
d
ata
s
en
s
itiv
ity
an
d
ac
ad
em
ic
in
teg
r
ity
ar
e
cr
itical
[
1
4
]
.
2
.
2
.
T
he
AI s
elf
-
ef
f
ica
cy
pa
ra
do
x
I
n
m
o
s
t
T
AM
s
,
ASE
wo
u
ld
b
e
g
en
er
ally
ex
p
ec
ted
to
h
av
e
p
o
s
itiv
e
in
f
lu
en
ce
to
war
d
s
tr
u
s
t
[
1
5
]
.
F
o
r
Gen
AI
,
th
is
r
elatio
n
is
th
eo
r
etica
lly
ch
allen
g
in
g
ac
co
r
d
in
g
to
th
is
wo
r
k
.
As
s
u
g
g
ested
in
th
e
s
tu
d
y
by
Hazza
n
-
B
is
h
ar
a
et
a
l
.
[
1
6
]
,
p
r
e
-
s
er
v
ice
teac
h
er
s
with
h
ig
h
er
lev
els
o
f
ASE
m
ig
h
t
h
av
e
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
AI
lim
itatio
n
s
,
s
u
ch
as h
allu
cin
atio
n
s
,
er
r
o
r
s
an
d
m
o
r
e
g
en
er
al
r
is
k
s
r
elate
d
to
AI
o
u
tp
u
ts
.
T
h
is
h
ig
h
er
lev
el
o
f
awa
r
en
ess
co
u
ld
en
co
u
r
ag
e
m
o
r
e
in
-
d
ep
th
r
ev
iew
(
s
cr
u
tin
y
)
o
f
th
e
AI
o
u
tp
u
t
an
d
h
elp
to
av
o
id
o
v
er
u
s
e
(
o
v
er
r
elian
ce
)
o
n
AI
s
y
s
tem
[
1
6
]
,
[
1
7
]
.
T
h
is
ty
p
e
o
f
b
eh
av
io
r
is
in
d
icativ
e
o
f
tr
u
s
t
ca
lib
r
atio
n
,
wh
er
e
we
co
n
s
cio
u
s
ly
ca
lib
r
ate
o
u
r
tr
u
s
t
to
a
lev
el,
we
d
ee
m
p
r
o
p
er
o
r
ca
u
tio
u
s
.
Qu
ite
th
e
co
n
tr
ar
y
,
in
cr
ea
s
ed
lev
els
o
f
ASE
ca
n
ir
o
n
ically
ca
u
s
e
lo
wer
au
to
m
atic
tr
u
s
t
in
AI
.
T
h
er
ef
o
r
e,
th
e
cu
r
r
en
t
s
tu
d
y
h
y
p
o
th
esizes
th
at
th
er
e
m
ay
b
e
a
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
ASE
an
d
T
L
.
2
.
3
.
T
he
pa
t
h t
o
a
ct
ua
l A
I
us
e
T
h
e
p
r
o
v
id
ed
m
o
d
el
also
in
v
esti
g
ates
th
e
way
to
war
d
r
ea
l
AI
ap
p
licatio
n
s
.
T
L
is
p
o
s
tu
lated
to
b
e
a
co
r
e
p
s
y
ch
o
lo
g
ical
f
ac
to
r
in
u
n
d
er
s
tan
d
in
g
B
I
[
2
]
,
[
1
1
]
.
I
n
co
n
tr
ast,
B
I
is
an
ticip
ated
to
b
e
th
e
s
tr
o
n
g
est
d
eter
m
in
an
t
o
f
AU
co
n
s
is
ten
t
with
UT
AUT
.
Fu
r
th
er
m
o
r
e,
in
th
e
s
am
e
s
tr
id
e,
co
n
tex
tu
al
an
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
I
NC
,
SI,
an
d
FC
ar
e
r
ep
o
r
ted
to
d
ir
ec
tly
in
f
lu
en
ce
BI
.
I
n
n
o
v
ativ
en
ess
an
d
co
m
p
atib
ilit
y
(
I
NC
)
is
o
n
e
o
f
th
e
im
p
o
r
tan
t
in
ter
n
al
en
ab
ler
s
to
o
p
en
n
ess
to
in
n
o
v
atio
n
,
an
d
p
r
ed
is
p
o
s
itio
n
o
f
o
r
g
an
izatio
n
al
m
em
b
er
s
f
o
r
ex
p
er
im
en
tatio
n
with
n
ew
tech
n
o
lo
g
ies
[
1
8
]
,
[
1
9
]
.
I
n
co
n
clu
s
io
n
,
th
e
r
ev
iew
in
d
icate
s
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
’
TL
is
a
m
u
lti
-
d
im
en
s
io
n
al
co
n
s
tr
u
ct
d
ep
en
d
in
g
o
n
s
elf
-
k
n
o
wled
g
e
an
d
s
k
ills
,
p
s
y
ch
o
lo
g
ical
p
r
ep
ar
ed
n
ess
,
p
er
ce
iv
ed
tech
n
ical
f
ac
to
r
s
,
s
o
cial
an
d
o
r
g
an
izatio
n
in
f
lu
en
ce
as
well
as
eth
ical
an
d
tr
u
s
t
d
im
en
s
io
n
s
.
T
h
ese
u
n
d
er
s
tan
d
in
g
s
u
n
d
er
p
in
a
s
tr
o
n
g
th
eo
r
etica
l
b
asis
o
n
wh
ich
to
b
u
ild
th
e
f
r
am
ewo
r
k
f
o
r
th
is
r
esear
ch
an
d
f
o
r
ad
v
an
cin
g
th
e
SEM
to
in
v
esti
g
ate
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
ea
d
in
ess
an
d
tr
u
s
t
in
AI
ad
o
p
tio
n
in
h
ig
h
er
ed
u
ca
tio
n
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h c
o
nte
x
t
T
h
e
s
tu
d
y
was
co
n
d
u
cted
at
g
o
v
er
n
m
en
t
-
f
u
n
d
ed
p
u
b
lic
u
n
iv
er
s
ities
in
T
h
ailan
d
th
at
o
f
f
er
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
ac
r
o
s
s
a
wi
de
r
an
g
e
o
f
d
is
cip
lin
es.
T
h
ese
p
r
o
g
r
am
s
in
clu
d
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
,
s
p
ec
ial
ed
u
ca
tio
n
(
f
o
r
b
o
th
s
p
ec
ial
an
d
g
en
er
al
ed
u
ca
tio
n
teac
h
er
s
)
,
E
n
g
lis
h
,
f
o
r
eig
n
lan
g
u
ag
es,
m
ath
em
atics,
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
F
o
s
teri
n
g
crit
ica
l A
I
co
mp
eten
cy
:
a
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
el
o
f
… (
C
h
a
iyo
s
P
a
iw
ith
a
ya
s
ir
ith
a
m
)
1499
s
cien
ce
,
s
o
cial
s
tu
d
ies,
p
h
y
s
ical
ed
u
ca
tio
n
,
ar
t,
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
,
an
d
r
elate
d
f
ield
s
.
W
ith
in
th
ese
p
r
o
g
r
am
s
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
tr
ain
ed
u
n
d
er
an
o
u
tco
m
e
-
b
ased
ed
u
ca
tio
n
(
OB
E
)
f
r
am
e
wo
r
k
,
in
wh
ich
d
ig
ital
tech
n
o
lo
g
ies
ar
e
in
ten
tio
n
ally
in
teg
r
ated
as
a
s
y
s
tem
atic
co
m
p
o
n
en
t
o
f
teac
h
er
p
r
ep
ar
atio
n
.
T
h
is
ap
p
r
o
ac
h
,
p
r
e
-
s
er
v
ice
teac
h
er
s
with
th
e
k
n
o
wled
g
e,
s
k
ills
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
r
eq
u
ir
ed
p
r
io
r
to
en
ter
in
g
th
e
teac
h
in
g
p
r
o
f
ess
io
n
as
licen
s
ed
teac
h
er
s
.
T
h
r
o
u
g
h
th
is
tech
n
o
lo
g
y
-
en
h
an
ce
d
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
p
r
o
v
id
ed
with
o
p
p
o
r
tu
n
ities
to
en
g
ag
e
with
AI
to
o
ls
in
co
m
p
letin
g
co
u
r
s
ewo
r
k
,
d
esig
n
in
g
lear
n
in
g
ac
tiv
ities
,
an
d
p
r
ep
ar
in
g
less
o
n
s
.
Su
ch
to
o
ls
in
clu
d
e
C
an
v
a,
C
lau
d
e
AI
,
Gr
am
m
ar
ly
,
C
h
atGPT
[
20
]
,
Per
p
lex
ity
,
No
teb
o
o
k
L
M,
an
d
Gem
in
i.
T
h
ese
AI
ap
p
licatio
n
s
ar
e
u
s
ed
to
s
u
p
p
o
r
t
lear
n
in
g
in
f
o
u
n
d
atio
n
al
co
u
r
s
es,
p
r
o
f
ess
io
n
al
s
u
b
ject
ar
ea
s
,
an
d
teac
h
in
g
p
r
ac
ticu
m
p
r
ep
ar
atio
n
.
C
r
u
cially
,
p
r
e
-
s
er
v
ice
teac
h
er
s
in
T
h
ai
p
u
b
lic
u
n
iv
er
s
ities
ar
e
ed
u
ca
ted
with
in
a
s
tan
d
ar
d
ized
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
m
ed
r
eg
u
lated
b
y
th
e
T
ea
ch
er
’
s
C
o
u
n
cil
o
f
T
h
ailan
d
.
T
h
is
ap
p
r
o
ac
h
g
u
ar
an
tees
th
at
all
in
s
titu
tio
n
s
,
if
n
o
t
eq
u
al,
ar
e
at
least
clo
s
e
to
b
ein
g
ex
p
o
s
ed
eq
u
ally
to
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
an
d
tech
n
o
lo
g
ies
lik
e
AI
to
o
ls
.
T
h
ese
f
ac
to
r
s
en
h
an
ce
th
e
r
eliab
ilit
y
,
co
n
s
is
ten
cy
an
d
co
n
tex
t
v
alid
ity
o
f
th
e
f
in
d
in
g
s
to
ca
p
tu
r
e
wh
at
is
h
ap
p
en
in
g
in
teac
h
er
p
r
ep
ar
atio
n
in
T
h
ailan
d
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
am
p
le
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
is
s
tu
d
y
co
n
s
is
ted
o
f
p
r
eser
v
ice
teac
h
er
s
s
tu
d
y
in
g
at
g
o
v
er
n
m
en
t
u
n
iv
er
s
ities
in
T
h
ailan
d
.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
was
u
s
ed
with
in
clu
s
io
n
cr
iter
ia.
E
lig
ib
le
ap
p
lican
ts
ar
e
th
o
s
e
wh
o
wer
e
p
r
o
s
p
ec
tiv
e
p
r
e
-
s
er
v
ice
teac
h
er
s
in
a
p
u
b
lic
u
n
iv
er
s
ity
an
d
h
ad
ac
ce
s
s
f
o
r
at
least
o
n
e
s
em
ester
to
ap
p
ly
AI
in
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
with
in
th
e
last
ac
ad
em
ic
ter
m
.
T
h
ese
cr
iter
ia
wer
e
d
esig
n
ed
to
en
s
u
r
e
th
at
th
e
d
ata
g
en
er
ated
was
s
p
ec
if
ically
r
elev
an
t
to
th
e
r
esear
ch
aim
s
an
d
p
r
o
d
u
ce
d
an
aly
tically
r
ich
r
esu
lts
.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
p
ar
ticip
ated
(
N=
2
8
3
)
co
m
p
leted
an
o
n
lin
e
s
u
r
v
ey
.
Su
b
s
eq
u
en
tly
d
ata
clea
n
-
u
p
p
r
o
ce
s
s
es
wer
e
co
n
d
u
cted
,
an
d
s
cr
ee
n
in
g
o
f
in
co
m
p
lete
r
esp
o
n
s
es,
m
is
s
in
g
v
alu
es,
o
u
tlier
s
an
d
in
ter
n
ally
in
co
n
s
is
ten
t
r
esp
o
n
s
es
was
p
er
f
o
r
m
ed
.
T
h
e
s
tu
d
y
s
am
p
le
co
n
s
is
ted
o
f
2
6
0
v
alid
ca
s
es,
af
ter
ex
clu
d
in
g
2
3
r
esp
o
n
s
es.
T
h
is
s
am
p
le
s
ize
s
atis
f
ied
th
e
m
in
im
u
m
f
o
r
SEM
,
ac
co
r
d
in
g
to
s
u
g
g
ested
g
u
id
elin
es
p
r
o
p
o
s
ed
b
y
Hair
et
a
l.
[
2
1
]
,
s
h
o
u
ld
b
e
ap
p
lied
wh
en
th
er
e
ar
e
at
least 1
0
ca
s
es p
er
esti
m
ated
p
ar
am
eter
.
3
.
3
.
I
ns
t
rum
ent
Data
wer
e
co
llected
u
s
in
g
an
o
n
lin
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
in
g
o
f
6
0
item
s
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
T
h
e
s
ca
le
was
d
ev
elo
p
ed
to
m
ea
s
u
r
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
tr
u
s
t in
an
d
u
s
e
o
f
AI
f
o
r
lear
n
in
g
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
esig
n
e
d
b
ased
o
n
a
s
y
n
th
esiz
ed
th
eo
r
e
tic
al
f
r
am
ewo
r
k
,
wh
ich
in
teg
r
a
te
d
th
e
tech
n
o
lo
g
y
TT
an
d
T
AM
,
as
well
with
its
ex
ten
d
ed
v
er
s
io
n
UT
AUT
,
AI
liter
ac
y
o
f
u
s
er
s
an
d
eth
ical
h
an
d
lin
g
o
f
AI
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
ed
1
2
co
n
s
tr
u
ctio
n
s
:
AI
L
,
ASE,
PEOU
,
PU,
SI,
FC
,
R
AA,
I
NC
,
C
L
R
,
T
L
,
B
I
an
d
AU.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
test
ed
v
ia
a
p
ilo
t
s
tu
d
y
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
f
o
r
all
1
2
(
s
u
b
)
co
n
s
tr
u
cts r
an
g
ed
f
r
o
m
0
.
8
2
to
0
.
9
1
,
in
d
icatin
g
g
o
o
d
r
eliab
ilit
y
.
3
.
4
.
Da
t
a
a
na
ly
s
is
Statis
tical
h
y
p
o
th
eses
test
d
ata
wer
e
an
aly
ze
d
u
tili
zin
g
co
m
p
lex
s
tatis
tical
p
r
o
ce
d
u
r
es,
b
ased
o
n
to
th
e
o
n
e
h
an
d
th
e
p
r
o
p
o
s
ed
co
n
ce
p
t
f
r
am
ewo
r
k
an
d
its
v
ar
iab
les
was
test
ed
r
elatio
n
s
h
ip
s
.
W
e
u
s
ed
SEM
–
b
ec
au
s
e
it
is
a
p
o
wer
f
u
l
m
ea
n
s
to
esti
m
ate
th
e
f
it
o
f
th
e
th
eo
r
etica
l
m
o
d
el
to
th
e
d
ata
an
d
p
r
o
v
id
es
s
im
u
ltan
eo
u
s
an
aly
s
is
o
f
m
u
ltip
le
d
ir
ec
t a
n
d
in
d
ir
ec
t e
f
f
ec
ts
am
o
n
g
laten
t v
ar
iab
les.
4.
RE
SU
L
T
S
4
.
1
.
M
o
del f
it
s
t
a
t
is
t
ics
A
p
ar
ticu
lar
ly
g
o
o
d
f
it
was
o
b
tain
ed
f
o
r
th
e
SEM
p
r
o
v
id
ed
.
R
esu
lts
o
f
th
e
f
it
in
d
ices
f
o
r
th
e
f
u
ll
m
o
d
el,
th
e
o
v
er
all
m
o
d
el
f
it
in
d
ices
s
h
o
wed
th
at
th
e
m
o
d
el
f
itted
well
ac
co
r
d
in
g
to
th
e
s
u
g
g
ested
th
r
esh
o
ld
s
in
s
tatis
tical
liter
atu
r
e,
as
s
u
m
m
ar
ized
in
T
ab
le
2
.
T
h
e
k
ey
s
tatis
tics
in
clu
d
in
g
r
elativ
e
ch
i
-
s
q
u
ar
e
(
χ²/d
f
=1
.
6
0
1
)
was
less
th
an
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
2
.
0
in
d
icatin
g
a
h
ig
h
ad
eq
u
ac
y
o
f
m
o
d
el
f
it.
Mo
r
eo
v
er
,
th
e
v
alu
e
o
f
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
=0
.
0
4
9
ca
m
e
in
to
th
e
clo
s
e
f
it,
v
alid
atin
g
th
at
r
ec
o
m
m
en
d
ed
m
o
d
el
d
em
o
n
s
tr
ated
an
ex
ce
llen
t f
it to
th
e
o
b
s
er
v
ed
d
ata.
4
.
2
.
P
re
dict
iv
e
po
wer
T
h
e
ex
o
g
en
o
u
s
an
d
m
ed
iato
r
v
ar
iab
les
in
th
e
m
o
d
el
ac
co
u
n
ted
f
o
r
a
lar
g
e
p
er
ce
n
tag
e
o
f
th
e
v
ar
ian
ce
in
th
e
en
d
o
g
en
o
u
s
v
ar
iab
les to
g
eth
er
.
−
T
h
e
p
r
e
d
icto
r
v
a
r
iab
les ac
co
u
n
ted
f
o
r
8
2
.
1
0
% o
f
th
e
v
a
r
iatio
n
in
T
L
.
−
T
h
e
in
d
ep
e
n
d
en
t
v
ar
iab
les ac
c
o
u
n
ted
f
o
r
9
0
.
8
0
% o
f
B
I
v
a
r
ia
n
ce
.
−
T
h
e
p
r
e
d
icto
r
v
a
r
iab
les ex
p
lai
n
ed
th
e
v
ar
ian
ce
in
AU
with
7
1
.
2
0
%.
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
4
9
6
-
1
5
0
5
1500
T
h
e
v
er
y
h
ig
h
p
r
e
d
ictio
n
o
f
t
h
e
m
o
d
el,
esp
ec
ially
h
ig
h
e
r
R
²
[
B
I
(
9
0
.
8
0
%)]
,
c
o
n
f
ir
m
s
th
at
th
e
12
d
im
en
s
io
n
s
f
r
am
ewo
r
k
u
s
ed
in
th
is
s
tu
d
y
is
r
o
b
u
s
t,
co
m
p
r
eh
en
s
iv
e,
an
d
f
its
well
in
to
o
u
r
co
n
ce
p
tu
al
r
e
p
r
esen
tatio
n
.
T
ab
le
2
.
Go
o
d
n
ess
-
of
-
f
it in
d
ic
es f
o
r
th
e
SEM
F
i
t
i
n
d
e
x
V
a
l
u
e
R
e
c
o
mm
e
n
d
e
d
c
u
t
-
o
f
f
M
o
d
e
l
f
i
t
c
l
a
ssi
f
i
c
a
t
i
o
n
C
h
i
-
sq
u
a
r
e
2
2
.
4
1
5
-
-
D
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m (d
f
)
14
-
-
p
-
v
a
l
u
e
0
.
0
7
1
p
>
0
.
0
5
A
c
c
e
p
t
a
b
l
e
R
e
l
a
t
i
v
e
c
hi
-
sq
u
a
r
e
1
.
6
0
1
2
.
0
Ex
c
e
l
l
e
n
t
G
o
o
d
n
e
ss
o
f
f
i
t
i
n
d
e
x
(
G
F
I
)
0
.
9
8
6
0
.
9
0
Ex
c
e
l
l
e
n
t
A
d
j
u
st
e
d
g
o
o
d
n
e
ss
o
f
f
i
t
i
n
d
e
x
(AGFI)
0
.
9
2
1
0
.
8
0
Ex
c
e
l
l
e
n
t
R
M
S
EA
0
.
0
4
9
0
.
0
5
Ex
c
e
l
l
e
n
t
R
o
o
t
me
a
n
sq
u
a
r
e
r
e
s
i
d
u
a
l
(
R
M
R
)
0
.
0
0
8
0
.
0
8
Ex
c
e
l
l
e
n
t
4
.
3
.
Ana
ly
s
is
o
f
c
a
us
a
l e
f
f
ec
t
s
(
p
a
t
h c
o
ef
f
icient
s
)
T
h
e
s
tu
d
y
u
s
ed
p
ath
an
aly
s
is
to
ex
am
in
e
ca
u
s
al
r
elatio
n
s
h
ip
s
in
th
e
p
r
o
p
o
s
ed
m
o
d
el
o
f
r
ea
l
AI
u
s
e
an
d
v
iab
ilit
y
f
o
r
em
p
ir
ical
d
ata.
T
h
e
aim
o
f
th
is
s
tu
d
y
was
to
ex
p
lo
r
e
th
e
r
o
les
o
f
v
ar
iab
les
as
th
ey
wer
e
p
r
o
p
o
s
ed
.
T
h
e
f
r
am
e
wo
r
k
,
as
s
h
o
wn
in
Fig
u
r
e
1
,
co
m
p
r
is
es
n
in
e
ex
o
g
en
o
u
s
v
ar
iab
les
th
at
in
f
lu
en
ce
th
e
m
o
d
el:
AI
L
,
ASE,
PEOU
,
PU,
R
AA,
C
L
R
,
I
NC
,
SI,
an
d
FC
.
T
wo
en
d
o
g
en
o
u
s
m
ed
iatin
g
v
ar
iab
les
wer
e
in
clu
d
ed
: T
L
an
d
B
I
.
T
h
e
f
in
al
en
d
o
g
en
o
u
s
d
ep
en
d
en
t v
ar
iab
le
was A
U.
Fig
u
r
e
1
.
T
h
e
SEM
o
f
AU
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
e
r
s
,
with
s
tan
d
ar
d
ized
p
at
h
co
ef
f
icien
ts
(
β)
in
d
icate
d
f
o
r
ea
ch
r
elatio
n
s
h
ip
T
h
e
SEM
r
esu
lts
s
u
p
p
o
r
t
th
at
T
L
is
in
f
lu
en
ce
d
b
y
C
L
R
an
d
R
AA,
r
ath
er
th
an
b
y
tech
n
o
lo
g
y
s
k
ills
o
r
p
r
io
r
u
s
ag
e
ex
p
er
ien
ce
alo
n
e.
Fu
r
t
h
er
m
o
r
e,
B
I
em
er
g
ed
as
s
ig
n
if
ican
t
d
eter
m
in
an
t
lead
in
g
to
AU.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
p
r
o
m
in
en
t r
o
le
o
f
s
o
cial
an
d
co
n
tex
tu
al
f
ac
to
r
s
.
E
s
p
ec
ially
,
in
d
iv
id
u
al
I
NC
,
alo
n
g
SI
an
d
FC
,
ex
er
ted
d
ir
ec
t
an
d
s
ig
n
if
ican
t
ef
f
ec
ts
o
n
AU
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
in
p
o
s
t
-
AI
E
r
a
co
n
tex
t,
as su
m
m
ar
ized
in
T
ab
le
3
.
4
.
3
.
1
.
E
f
f
ec
t
s
o
n t
rus
t
in AI f
o
r
lea
rning
C
L
R
p
r
o
d
u
ce
d
th
e
s
tr
o
n
g
est
p
o
s
itiv
e
d
ir
ec
t
ef
f
ec
t
o
n
T
L
,
as
in
d
icate
d
b
y
a
h
ig
h
s
tan
d
ar
d
ized
co
ef
f
icien
t
(
β=0
.
7
8
6
,
p
<0
.
0
0
1
)
.
R
AA
also
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
T
L
(
β=0
.
2
4
2
,
p
<0
.
0
0
1
)
.
ASE
h
ad
a
s
ig
n
if
ican
t
n
eg
ativ
e
d
ir
ec
t
o
n
T
L
(
β=−0
.
1
5
9
,
p
=0
.
0
0
9
)
,
r
ev
ea
lin
g
a
co
m
p
lex
r
elatio
n
s
h
ip
.
T
r
ad
itio
n
al
T
AM
/UT
AUT
-
r
elate
d
v
ar
iab
les,
s
u
ch
as AI
L
,
PEOU
,
an
d
PU d
id
n
o
t h
av
e
s
ig
n
if
ican
t d
ir
ec
t e
f
f
ec
ts
o
n
T
L
.
A
I
L
A
S
E
P
EO
U
R
A
A
PU
C
LR
I
N
C
SI
TL
FC
BI
AU
0
.
0
3
9
-
0
.
1
5
9
*
*
0
.
1
0
2
-
0
.
0
4
5
0
.
2
4
2
*
*
0
.
7
8
6
*
*
0
.
3
9
3
*
*
0
.
2
0
8
*
*
0
.
2
1
5
*
*
0
.
3
6
7
*
*
0
.
8
8
4
*
*
-
0
.
0
5
0
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
F
o
s
teri
n
g
crit
ica
l A
I
co
mp
eten
cy
:
a
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
el
o
f
… (
C
h
a
iyo
s
P
a
iw
ith
a
ya
s
ir
ith
a
m
)
1501
T
ab
le
3
.
Su
m
m
a
r
y
o
f
d
ir
ec
t e
f
f
ec
ts
in
th
e
SEM
P
a
t
h
R
e
l
a
t
i
o
n
s
h
i
p
C
o
e
f
f
i
c
i
e
n
t
(
β)
SE
p
F
i
n
d
i
n
g
B
I
→A
U
P
o
si
t
i
v
e
0
.
8
8
4
0
.
1
0
9
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
I
N
C
→B
I
P
o
si
t
i
v
e
0
.
3
9
3
0
.
0
4
8
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
TL→B
I
P
o
si
t
i
v
e
0
.
3
6
7
0
.
0
4
9
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
C
LR
→TL
P
o
si
t
i
v
e
0
.
7
8
6
0
.
1
2
0
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
(
s
t
r
o
n
g
e
st
)
R
A
A
→TL
P
o
si
t
i
v
e
0
.
2
4
2
0
.
0
5
8
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
F
C
→B
I
P
o
si
t
i
v
e
0
.
2
1
5
0
.
0
4
5
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
S
I
→B
I
P
o
si
t
i
v
e
0
.
2
0
8
0
.
0
4
1
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
A
S
E→TL
N
e
g
a
t
i
v
e
-
0
.
1
5
9
0
.
0
9
2
0
.
0
0
9
S
u
p
p
o
r
t
e
d
(
p
a
r
a
d
o
x
i
c
a
l
)
TL→A
U
N
o
t
s
i
g
n
i
f
i
c
a
n
t
-
0
.
0
5
0
0
.
0
8
3
0
.
5
4
8
N
o
t
S
i
g
n
i
f
i
c
a
n
t
4
.
3
.
2
.
E
f
f
ec
t
s
o
n beha
v
io
ra
l int
ent
io
n t
o
us
e
AI
T
h
er
e
wer
e
f
o
u
r
k
ey
d
eter
m
in
an
ts
p
lay
ed
a
cr
u
cial
r
o
le
in
B
I
:
−
I
NC
(
β=0
.
3
9
3
,
p
<0
.
0
0
1
)
,
s
h
o
wed
th
e
m
o
s
t d
ir
ec
t r
elatio
n
s
h
ip
with
B
I
.
−
T
L
(
β=0
.
3
6
7
,
p
<
0
.
0
0
1
)
.
−
FC
(
β=0
.
2
1
5
,
p
<
0
.
0
0
1
)
.
−
SI
(
β=0
.
2
0
8
,
p
<0
.
0
0
1
)
.
Mo
r
eo
v
er
,
C
L
R
an
d
R
AA
ex
er
ted
s
ig
n
if
ican
t,
p
o
s
itiv
e,
in
d
ir
ec
t e
f
f
ec
ts
o
n
B
I
,
f
u
lly
m
ed
iated
b
y
T
L
.
4
.
3
.
3
.
E
f
f
ec
t
s
o
n a
ct
ua
l A
I
us
e
B
I
was
id
en
tifie
d
as
th
e
p
r
im
ar
y
d
ir
ec
t
p
r
ed
icto
r
o
f
AU,
with
th
e
m
o
s
t
s
ig
n
if
ican
t
s
tan
d
ar
d
ized
co
ef
f
icien
t
in
th
e
m
o
d
el
(
β=0
.
8
8
4
;
p
<0
.
0
0
1
)
.
T
L
d
id
n
o
t
s
h
o
w
a
s
ig
n
if
ican
t
d
ir
ec
t
ef
f
ec
t
o
n
AU
(
β=−0
.
0
5
0
,
p
=0
.
5
4
8
)
.
Ho
wev
er
,
T
L
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
to
tal
ef
f
ec
t
o
n
AU
(
β_
to
tal=0
.
2
7
5
,
p
<0
.
0
1
)
;
th
is
was
m
ain
ly
m
ed
iated
B
I
.
I
NC
,
FC
,
SI,
C
L
R
an
d
R
AA
also
ex
er
ted
s
ig
n
if
ican
t
p
o
s
itiv
e
to
tal
ef
f
ec
ts
o
n
AU,
all
o
f
wh
ich
wer
e
m
ed
iated
b
y
T
L
an
d
B
I
.
5.
DIS
CU
SS
I
O
N
I
n
th
e
p
o
s
t‐
AI
E
r
a,
to
in
v
esti
g
ate
th
e
d
eter
m
in
er
s
o
f
b
o
th
T
L
an
d
AU
am
o
n
g
p
r
e‐
s
er
v
ice
teac
h
er
s
,
a
SEM
was
cr
ea
ted
.
T
h
e
m
o
d
el
s
h
o
wed
a
s
tr
o
n
g
alig
n
m
en
t
with
th
e
d
ata
well
an
d
h
ad
h
ig
h
ex
p
lan
ato
r
y
p
o
wer
f
o
r
B
I
an
d
AU.
T
h
e
r
esu
lts
o
f
f
er
im
p
o
r
tan
t
th
eo
r
etica
l
an
d
p
r
ac
tical
in
s
ig
h
ts
an
d
f
u
tu
r
e
r
esear
ch
av
en
u
es.
T
h
is
s
ec
tio
n
d
is
cu
s
s
es
th
e
f
in
d
in
g
s
ac
r
o
s
s
th
r
ee
m
ain
ar
ea
s
:
i)
t
h
eo
r
etica
l
co
n
tr
ib
u
tio
n
s
to
tr
u
s
t
an
d
AI
ac
ce
p
tan
ce
in
teac
h
er
ed
u
ca
tio
n
;
ii)
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
an
d
o
p
en
u
n
iv
er
s
ities
;
an
d
iii)
f
u
tu
r
e
r
esear
ch
d
ir
ec
tio
n
s
co
n
s
id
er
in
g
th
e
co
m
p
lex
r
o
le
o
f
ASE.
5
.
1
.
T
heo
re
t
ica
l
co
ntr
ibu
t
io
ns
t
o
t
rus
t
a
nd
AI
a
cc
ept
a
nce
in t
ea
cher
educa
t
io
n
T
h
e
r
esu
lts
s
h
o
w
th
at,
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
,
tr
ad
itio
n
al
f
ac
to
r
s
s
u
ch
as
PEOU
an
d
u
s
ef
u
ln
ess
ar
e
n
o
lo
n
g
er
th
e
o
n
ly
d
r
iv
er
s
o
f
AI
ac
ce
p
tan
ce
.
No
w,
it
i
s
co
g
n
itiv
e
f
lu
en
cy
—
th
at
is
th
e
ca
p
ac
ity
o
f
AI
to
lo
wer
m
en
tal
f
r
ictio
n
an
d
in
tu
r
n
d
r
iv
e
a
m
o
r
e
ef
f
ec
tiv
e
u
s
e
o
f
th
e
b
r
ain
-
b
u
t
also
eth
ics
s
u
ch
as
eth
ical
an
d
tr
an
s
p
ar
en
t
ad
o
p
tio
n
o
f
AI
p
lay
n
o
w
an
im
p
o
r
tan
t
r
o
le.
So
,
tr
u
s
t
in
AI
h
as
m
o
r
e
d
o
with
p
er
ce
p
tio
n
s
o
f
lo
wer
co
g
n
itiv
e
lo
ad
an
d
r
esp
o
n
s
ib
le
AI
,
th
an
it
d
o
es
ju
s
t
p
u
r
e
tech
n
ical
b
en
ef
its
.
T
h
is
is
co
n
s
is
ten
t
with
C
h
o
i
et
a
l.
[
2
2
]
wh
o
p
o
s
its
th
at
th
e
eth
ical
s
tan
d
ar
d
o
f
teac
h
er
s
an
d
th
eir
tr
an
s
p
ar
en
cy
ar
e
d
eter
m
in
an
ts
f
o
r
AI
ac
ce
p
tan
ce
in
ed
u
ca
tio
n
.
I
t
is
also
in
lin
e
with
Ho
et
a
l.
[
6
]
,
wh
ich
in
d
icate
s
th
at
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
s
h
av
e
b
ec
o
m
e
m
o
r
e
s
en
s
itiv
e
to
eth
ical
co
n
ce
r
n
s
,
in
clu
d
in
g
v
io
latio
n
s
o
f
p
r
iv
ac
y
an
d
b
ias.
C
o
n
s
eq
u
en
tly
,
p
r
eser
v
ice
teac
h
er
s
ar
e
lik
ely
to
tr
u
s
t
AI
o
n
ly
if
th
ey
p
er
ce
iv
e
th
at
it
is
b
ein
g
u
s
ed
in
a
f
air
,
tr
an
s
p
ar
en
t
an
d
r
esp
o
n
s
ib
le
m
an
n
er
p
r
io
r
itizin
g
lear
n
er
s
’
welf
ar
e
[
1
4
]
.
T
h
is
tr
en
d
r
ef
lects
a
p
ar
ad
ig
m
s
h
if
t
in
T
AM
s
f
o
r
co
n
tem
p
o
r
ar
y
AI
wh
er
e
eth
ical
-
an
d
tr
u
s
t
-
r
elate
d
co
n
s
id
er
atio
n
s
,
p
r
ev
io
u
s
ly
m
ar
g
in
al
to
ac
ce
p
tan
ce
wash
es,
ar
e
n
o
w
ce
n
tr
al.
T
h
e
p
r
esen
t
f
in
d
in
g
s
co
m
p
lem
en
t
p
r
io
r
wo
r
k
th
at
h
as
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
eth
ics
an
d
tr
u
s
t
in
AI
ad
o
p
tio
n
[
7
]
,
[
8
]
,
[
1
1
]
,
[
1
7
]
,
[
2
3
]
b
y
s
h
o
win
g
th
at
C
L
R
ac
ts
as
a
m
o
r
e
b
asic
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
f
o
r
s
h
ap
in
g
tr
u
s
t
wh
en
n
ew
u
s
er
s
f
ir
s
t
en
co
u
n
ter
th
e
tech
n
o
lo
g
y
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
5
]
,
[
2
4
]
.
T
h
e
r
esu
lts
s
u
g
g
est
th
at
tr
u
s
t
is
n
o
t
s
im
p
ly
an
attitu
d
in
al
r
esp
o
n
s
e
b
u
t
a
ca
lib
r
ated
ap
p
r
aisal
b
etwe
en
u
s
er
s
’
co
g
n
itiv
e
an
d
m
o
r
al
ju
d
g
m
en
ts
ab
o
u
t A
I
s
y
s
tem
s
.
A
r
em
ar
k
ab
le
an
d
th
eo
r
etica
lly
in
ter
esti
n
g
f
in
d
in
g
is
th
e
n
eg
ativ
e
ass
o
ciatio
n
b
etwe
en
ASE
an
d
T
L
.
W
h
er
e
p
r
ev
alen
t
th
eo
r
ies
s
u
g
g
est
th
at
g
r
ea
ter
s
elf
-
ef
f
icac
y
s
h
o
u
ld
lead
to
in
cr
ea
s
ed
tr
u
s
t
an
d
m
o
r
e
p
o
s
itiv
e
attitu
d
es,
th
is
s
tu
d
y
s
h
o
ws
th
at
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
an
in
cr
ea
s
e
in
co
n
f
id
en
ce
ab
o
u
t
m
an
ag
in
g
AI
r
elate
s
to
less
tr
u
s
t.
T
o
ex
p
lain
th
is
p
u
zz
lin
g
f
in
d
in
g
,
we
ca
n
tu
r
n
to
th
e
tr
u
s
t
ca
lib
r
atio
n
f
r
am
ewo
r
k
.
I
n
d
iv
id
u
als
with
m
o
r
e
k
n
o
wled
g
e
ab
o
u
t
AI
ar
e
g
en
er
ally
m
o
r
e
awa
r
e
o
f
,
an
d
s
en
s
itiv
e
to
,
th
e
lim
itatio
n
s
an
d
v
u
ln
er
ab
ilit
y
ass
o
ciate
d
with
it
[
2
5
]
,
[
2
6
]
.
Fo
r
in
s
tan
ce
,
th
ey
m
ay
u
n
d
er
s
tan
d
th
at
LLMs
lik
e
C
h
atGPT
ca
n
g
en
er
ate
h
allu
cin
atio
n
s
o
r
m
ak
e
m
is
tak
es.
Su
ch
u
n
d
er
s
tan
d
in
g
wo
u
ld
f
ac
ilit
ate
v
ig
ilan
t
tr
u
s
t
an
d
s
k
ep
ticis
m
,
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
4
9
6
-
1
5
0
5
1502
p
r
ev
en
tin
g
b
lin
d
r
elian
ce
o
n
AI
wh
ich
m
ay
lead
to
liab
ilit
y
r
is
k
s
(
o
v
er
-
r
elian
ce
)
f
o
r
ex
tr
em
e
u
s
e
[
2
7
]
.
Hen
ce
,
th
e
co
n
tr
asti
n
g
r
elatio
n
s
h
ip
b
etwe
en
ASE
an
d
tr
u
s
t
d
o
es
n
o
t
im
p
ly
d
y
s
f
u
n
ctio
n
al
d
is
tr
u
s
t
b
u
t
s
ig
n
if
ies
em
er
g
in
g
cr
itical
AI
co
m
p
eten
ce
[
5
]
.
T
h
e
f
in
d
in
g
s
ex
ten
d
ex
is
tin
g
k
n
o
wled
g
e
b
y
s
h
o
win
g
th
at
n
o
t
all
r
elatio
n
s
h
ip
s
b
etwe
en
s
elf
-
ef
f
icac
y
an
d
tr
u
s
t
ar
e
lin
ea
r
o
r
p
o
s
itiv
e.
I
n
s
tead
,
its
ex
is
ten
ce
is
co
n
tex
tu
al
an
d
u
s
er
-
d
r
iv
en
,
as
is
in
f
o
r
m
ed
b
y
th
eir
k
n
o
wled
g
e
an
d
cr
itical
ca
p
ac
ities
in
lin
e
with
tr
u
s
t
ca
lib
r
atio
n
p
r
in
cip
les
th
at
em
p
h
asize
th
e
r
elev
an
ce
o
f
tr
u
s
t
s
itu
atin
g
.
T
h
e
ASE
p
ar
ad
o
x
also
r
eso
n
ates
with
Hu
r
[
2
8
]
,
th
at
g
o
o
d
u
s
er
s
ar
e
o
f
ten
m
o
r
e
s
k
ep
tical
to
war
d
s
AI
s
y
s
tem
s
.
T
h
is
s
tu
d
y
ex
ten
d
s
th
is
liter
atu
r
e
b
y
th
eo
r
etica
lly
s
itu
atin
g
ASE
in
a
s
tr
u
ctu
r
al
m
o
d
el
th
at
in
teg
r
ates
co
g
n
itiv
e,
eth
ical
an
d
b
eh
av
io
r
al
p
ath
s
o
f
tr
u
s
t,
p
r
o
v
id
in
g
a
m
o
r
e
co
m
p
lete
th
eo
r
etica
l u
n
d
er
s
tan
d
in
g
f
o
r
h
o
w
tr
u
s
t is ca
lib
r
ated
in
teac
h
er
ed
u
ca
tio
n
.
I
n
th
e
r
esear
ch
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
T
L
an
d
AU
it h
as b
ee
n
f
o
u
n
d
th
at:
tr
u
s
t d
o
es n
o
t e
n
h
an
ce
d
ir
ec
tly
AI
u
s
ag
e.
I
n
s
tead
,
tr
u
s
t
af
f
ec
ts
B
I
,
wh
ich
in
tu
r
n
im
p
ac
ts
ac
tu
al
u
s
e.
T
h
u
s
,
B
I
m
ed
iates
b
etwe
en
T
L
an
d
AU,
wh
ich
m
ea
n
s
th
at
tr
u
s
t
is
at
th
e
b
o
tto
m
o
f
in
ten
tio
n
,
wh
ile
o
th
er
co
n
s
tr
u
ctio
n
s
ar
e
r
eq
u
ir
ed
f
o
r
ac
tu
al
u
s
e.
I
n
s
u
ch
a
m
o
d
el,
u
s
er
s
wh
o
p
u
t
f
aith
in
AI
m
ig
h
t
n
o
t
ad
o
p
t
it
in
s
tan
tly
.
T
r
u
s
t,
h
o
wev
er
,
in
d
ir
ec
tly
af
f
ec
ts
u
s
ag
e
b
y
f
o
s
ter
in
g
BI
as
a
p
r
ec
u
r
s
o
r
to
ad
o
p
tio
n
.
T
h
is
u
n
d
er
s
tan
d
in
g
s
u
g
g
ests
th
e
n
ec
ess
ity
to
d
is
tin
g
u
is
h
b
etwe
en
tr
u
s
t
’
s
d
ir
ec
t
an
d
in
d
ir
ec
t
ef
f
ec
ts
,
as
th
ey
m
ay
b
e
r
elev
an
t
b
ased
o
n
co
n
tex
t
an
d
ty
p
e
o
f
u
s
er
.
T
h
is
m
ed
iatin
g
p
ath
alig
n
s
with
p
r
ev
io
u
s
SEM
wo
r
k
s
in
ed
u
ca
tio
n
tech
n
o
lo
g
y
[
1
2
]
,
[
2
6
]
,
b
u
t a
n
ew
co
n
tr
ib
u
tio
n
o
f
th
e
p
r
esen
t
r
esear
ch
is
to
co
n
s
id
er
tr
u
s
t
n
o
t
as
p
ar
allel
p
r
ed
icto
r
b
u
t
as
p
r
ec
u
r
s
o
r
to
in
ten
tio
n
clar
if
y
in
g
th
eo
r
etica
l
m
o
d
els
o
f
AI
ac
ce
p
tan
ce
.
Ov
er
all,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
r
ee
th
eo
r
etica
l
asp
ec
ts
:
i
)
r
ec
o
n
ce
p
tu
alizin
g
AI
tr
u
s
t
as a
ca
lib
r
ated
co
n
s
tr
u
ct
th
at
is
f
o
r
m
ed
b
y
co
g
n
itiv
e
an
d
eth
ical
ju
d
g
m
en
ts
;
ii
)
in
th
e
co
n
tex
t
o
f
T
AM
,
in
co
r
p
o
r
atin
g
ASE
p
ar
ad
o
x
f
o
r
u
n
d
er
s
tan
d
in
g
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
ec
h
an
is
m
;
an
d
iii
)
d
is
en
tan
g
lin
g
d
if
f
er
en
ce
s
b
etwe
en
tr
u
s
t a
n
d
ac
tu
al
u
s
e
wh
ile
B
I
s
er
v
es a
s
m
ed
iato
r
in
teac
h
er
ed
u
ca
tio
n
.
5
.
2
.
P
ra
ct
ica
l
im
pli
ca
t
io
ns
f
o
r
hig
her
educa
t
io
n ins
t
it
utio
ns
T
h
e
f
in
d
in
g
s
o
f
f
er
im
p
o
r
tan
t
p
r
ac
tical
im
p
lem
en
ts
f
o
r
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
an
d
d
is
tan
ce
lear
n
in
g
/life
lo
n
g
ed
u
ca
tio
n
o
p
en
u
n
iv
er
s
ities
.
A
m
o
r
e
g
en
er
al
p
o
in
t
is
th
at
th
e
p
r
ep
ar
atio
n
o
f
teac
h
er
s
b
y
th
eir
co
u
r
s
es
s
h
o
u
ld
f
o
cu
s
m
o
r
e
o
n
d
ev
elo
p
in
g
cr
itical
AI
co
m
p
eten
ce
r
ath
er
th
an
s
im
p
le
AI
liter
ac
y
o
r
r
eg
u
lar
to
o
l
u
s
e
[
29
]
.
I
n
th
is
s
tu
d
y
,
p
r
e
-
s
er
v
ice
teac
h
er
s
p
r
ef
er
AI
s
y
s
tem
s
th
at
r
ed
u
ce
co
g
n
itiv
e
lo
ad
an
d
f
o
s
ter
d
ee
p
er
lear
n
in
g
,
wh
ich
also
s
u
g
g
ests
th
e
n
ec
ess
ity
o
f
a
co
m
p
lete
cu
r
r
icu
lu
m
r
ef
o
r
m
.
T
h
er
ef
o
r
e,
ch
o
o
s
in
g
an
d
d
esig
n
in
g
AI
-
p
o
wer
ed
to
o
ls
s
h
o
u
ld
co
n
s
id
er
th
e
f
u
n
ctio
n
alities
th
at
r
eliev
e
u
s
er
s
o
f
r
ep
etitiv
e
o
r
co
g
n
itiv
ely
h
ea
v
y
d
u
ties
s
u
ch
as AI
-
b
ased
s
u
m
m
ar
izatio
n
,
ass
is
tan
ce
to
ass
ess
m
en
t o
r
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
to
k
ee
p
a
d
esire
d
im
p
ac
t
o
n
lear
n
er
s
’
s
atis
f
ac
tio
n
an
d
b
elief
s
to
war
d
s
AI
[
30
]
.
T
ea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
n
ee
d
to
s
h
if
t
f
r
o
m
b
asic
AI
liter
ac
y
to
cr
itical
AI
co
m
p
eten
ce
,
f
r
o
m
tech
n
ical
s
k
ills
o
n
ly
to
r
ef
lectiv
e
u
s
e,
eth
ical
r
ea
s
o
n
in
g
an
d
tr
u
s
t
ca
lib
r
atio
n
.
I
n
th
e
m
ea
n
tim
e,
ed
u
ca
tio
n
al
in
s
titu
tes
s
h
o
u
ld
in
teg
r
ate
AI
eth
ics
ed
u
ca
tio
n
in
to
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
o
n
e
af
ter
an
o
th
er
[
1
1
]
.
E
m
b
ed
d
in
g
r
esp
o
n
s
ib
le
AI
p
r
in
cip
les
(
f
air
n
ess
,
tr
an
s
p
ar
en
cy
,
ac
co
u
n
tab
ilit
y
an
d
lear
n
er
p
r
o
tectio
n
)
with
in
teac
h
in
g
ca
n
s
u
p
p
o
r
t le
ar
n
er
s
to
d
ev
elo
p
th
eir
eth
ical
r
ea
s
o
n
in
g
f
o
r
u
s
e
o
f
AI
in
teac
h
in
g
an
d
lear
n
in
g
.
W
h
ile
th
ese
ef
f
o
r
ts
b
u
ild
b
o
th
tr
u
s
t
in
AI
as
s
ee
n
b
y
th
e
p
o
s
itiv
e
ef
f
ec
t
o
f
R
AA
o
n
T
L
,
th
ey
also
b
eg
in
to
estab
lis
h
f
u
tu
r
e
teac
h
er
s
wh
o
will
h
av
e
o
p
p
o
r
tu
n
ities
f
o
r
p
r
ac
ticin
g
eth
ical
AI
.
I
n
ad
d
itio
n
to
cu
r
r
icu
lar
d
ev
elo
p
m
en
t,
in
s
titu
tio
n
al
co
n
tex
t
an
d
s
y
s
tem
ic
s
u
p
p
o
r
t
m
atter
.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
w
th
at
SI
an
d
FC
ar
e
m
ajo
r
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
p
r
eser
v
ice
teac
h
er
s
’
in
ten
tio
n
to
u
s
e
AI
[
1
7
]
.
Su
p
p
o
r
t
f
r
o
m
f
ello
w
s
tu
d
en
ts
,
m
en
to
r
s
,
co
lleg
e
m
em
b
er
s
,
an
d
av
ailab
le
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
as
well
d
r
iv
e
p
eo
p
le
to
ad
o
p
t
AI
.
C
o
lleg
es
an
d
o
p
en
u
n
iv
er
s
ities
s
h
o
u
ld
d
ev
elo
p
lear
n
in
g
co
m
m
u
n
ities
an
d
n
etwo
r
k
s
f
o
r
s
h
ar
in
g
ex
p
er
ien
ce
s
th
at
s
u
p
p
o
r
t
b
est
p
r
ac
tices,
in
n
o
v
ativ
e
AI
in
teg
r
atio
n
.
AI
s
y
s
tem
co
g
n
itiv
e
er
g
o
n
o
m
ics
s
h
o
u
ld
r
ed
u
ce
ex
tr
an
eo
u
s
co
g
n
itiv
e
lo
ad
an
d
en
h
an
ce
h
ig
h
er
-
lev
el
th
in
k
in
g
,
as
o
p
p
o
s
ed
to
s
im
p
ly
au
to
m
atin
g
task
s
.
T
h
e
ad
m
in
is
tr
ativ
e
an
d
tech
n
ical
au
th
o
r
ities
n
ee
d
to
p
r
o
m
p
tly
en
s
u
r
e
th
e
av
ailab
ilit
y
o
f
s
o
u
n
d
in
f
r
astru
ctu
r
e,
s
u
p
p
o
r
t
s
er
v
ices
s
u
ch
as
h
ig
h
-
s
p
ee
d
in
ter
n
et
ac
ce
s
s
,
s
ec
u
r
ed
AI
s
o
f
twar
e
en
v
ir
o
n
m
en
t
an
d
tim
ely
s
u
p
p
o
r
ted
h
elp
d
esk
.
I
n
v
estme
n
ts
m
ad
e
in
th
ese
ar
ea
s
h
elp
to
r
ed
u
ce
ac
ce
s
s
b
ar
r
ier
s
an
d
in
cr
ea
s
e
th
e
co
n
f
id
en
ce
th
at
u
s
er
s
ca
n
u
s
e
AI
ef
f
ec
tiv
ely
an
d
p
r
o
d
u
ctiv
ely
wh
en
th
ey
ar
e
r
ea
d
y
f
o
r
it.
T
o
g
eth
er
,
th
ese
ac
ts
ca
n
en
g
en
d
er
an
ec
o
s
y
s
tem
in
wh
ich
tr
u
s
t,
co
m
p
eten
ce
an
d
r
esp
o
n
s
ib
le
u
s
e
ar
e
allo
wed
to
co
ev
o
lv
e
to
s
u
p
p
o
r
t a
s
u
s
tain
ab
le
AI
ad
o
p
tio
n
in
o
p
en
an
d
d
is
tan
ce
ed
u
ca
tio
n
.
5
.
3
.
F
uture
re
s
ea
rc
h direc
t
io
ns
a
risi
ng
f
ro
m
t
h
e
ASE
p
a
ra
do
x
T
h
e
ASE
p
ar
ad
o
x
,
wh
ich
d
escr
ib
es
th
e
co
u
n
ter
in
tu
itiv
e
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
ASE
an
d
T
L
,
o
p
en
s
s
ev
er
al
p
r
o
m
is
in
g
av
e
n
u
es
f
o
r
f
u
tu
r
e
r
esear
ch
.
Alth
o
u
g
h
th
is
s
tu
d
y
s
ee
s
s
u
ch
ten
d
en
cy
f
o
r
p
o
s
itiv
e
d
ev
elo
p
m
en
t,
it
b
r
in
g
s
u
p
n
u
m
er
o
u
s
q
u
esti
o
n
s
ab
o
u
t
th
e
cir
cu
m
s
tan
ce
s
an
d
r
ea
s
o
n
s
asid
e
f
r
o
m
cr
itical
AI
s
k
ills
cr
ea
tin
g
th
e
m
u
tu
al
in
f
lu
en
ce
.
First,
lo
n
g
itu
d
in
al
r
esear
ch
s
h
o
u
ld
ex
am
in
e
wh
eth
er
th
e
ASE
p
ar
ad
o
x
r
em
ain
s
s
tab
le
as
teac
h
er
s
tr
an
s
itio
n
f
r
o
m
p
r
e
-
s
er
v
ice
to
in
-
s
er
v
ice
r
o
les.
T
r
ac
k
in
g
ch
an
g
es
in
ASE,
tr
u
s
t,
an
d
AI
ac
ce
p
tan
ce
o
v
er
tim
e,
s
u
ch
as
b
ef
o
r
e
an
d
af
ter
teac
h
in
g
p
r
ac
ticu
m
ex
p
er
ien
ce
s
o
r
ac
r
o
s
s
th
e
f
u
ll
teac
h
er
ed
u
ca
tio
n
th
r
o
u
g
h
g
r
ad
u
atio
n
.
Su
ch
r
esear
ch
co
u
ld
h
elp
to
d
eter
m
in
e
wh
eth
er
th
e
im
p
ac
t
is
a
f
ad
in
g
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
F
o
s
teri
n
g
crit
ica
l A
I
co
mp
eten
cy
:
a
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
el
o
f
… (
C
h
a
iyo
s
P
a
iw
ith
a
ya
s
ir
ith
a
m
)
1503
ch
ar
ac
ter
is
tic
o
f
in
itial
tr
ain
in
g
o
r
a
p
er
s
is
ten
t
f
ea
tu
r
e
in
p
r
o
f
ess
io
n
al
p
r
ac
tice.
Seco
n
d
,
cr
o
s
s
-
AI
to
o
l
an
d
b
etwe
en
-
ed
u
ca
tio
n
al
s
ettin
g
co
m
p
ar
is
o
n
s
ar
e
ess
en
tial
to
ex
am
in
e
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
ASE
p
ar
ad
o
x
.
Fu
r
th
er
m
o
r
e,
s
tu
d
ies
n
ee
d
to
in
v
esti
g
ate
wh
eth
er
th
e
ASE
p
ar
ad
o
x
h
o
ld
s
ac
r
o
s
s
AI
an
d
E
d
T
ec
h
en
v
ir
o
n
m
en
ts
.
Fo
r
in
s
tan
ce
,
in
ca
s
es
wh
er
e
AI
s
y
s
tem
s
ar
e
r
eliab
le,
it
wo
u
ld
b
e
in
ter
esti
n
g
to
ch
ec
k
if
h
ig
h
ASE
is
s
till
ass
o
ciate
d
with
less
tr
u
s
t
th
an
lo
w
ASE.
I
n
lo
w
-
q
u
ality
AI
co
n
d
itio
n
s
,
th
o
u
g
h
,
with
h
ig
h
er
r
o
r
r
ates,
th
e
am
o
u
n
t
o
f
d
is
tr
u
s
t
in
th
eir
s
y
s
tem
m
ig
h
t
b
e
ev
en
h
ig
h
er
f
o
r
h
ig
h
-
ASE
u
s
er
s
.
T
h
ese
is
s
u
es
ar
e
d
if
f
icu
lt
to
h
an
d
le
ex
ce
p
t
with
well
-
d
esig
n
ed
ex
p
er
im
en
ts
th
at
ca
n
f
in
d
ca
u
s
al
ef
f
ec
ts
.
T
h
ir
d
,
m
ix
ed
m
eth
o
d
s
tu
d
ies
ar
e
n
ec
ess
ar
y
to
in
v
esti
g
ate
h
o
w
teac
h
er
s
u
n
d
er
s
tan
d
tr
u
s
t,
r
is
k
an
d
AI
d
ep
en
d
en
ce
in
ac
tu
al
class
r
o
o
m
p
r
ac
tice.
An
o
th
er
p
r
o
m
is
in
g
d
ir
ec
tio
n
wo
u
ld
b
e
to
r
esear
ch
tr
u
s
t
ca
lib
r
atio
n
in
en
h
an
ce
d
AI
ed
u
ca
tio
n
al
s
ettin
g
s
.
Ap
p
ly
in
g
q
u
alitativ
e
o
r
m
ix
ed
m
eth
o
d
s
r
esear
ch
,
m
ay
p
r
o
v
id
e
u
s
with
r
ich
er
s
to
r
ies
o
n
h
o
w
p
r
e
-
s
er
v
ice
teac
h
er
s
at
s
ev
er
al
lev
els
o
f
ASE
r
ea
s
o
n
in
g
u
n
d
er
s
tan
d
tr
u
s
t,
r
is
k
an
d
d
ep
en
d
en
cy
to
AI
f
o
r
s
ev
er
al
teac
h
in
g
co
n
tex
ts
.
Me
th
o
d
o
lo
g
ically
,
th
e
co
m
p
lex
ity
o
f
th
e
ASE
p
ar
ad
o
x
m
ig
h
t
also
b
e
r
ev
ea
led
u
s
in
g
tech
n
iq
u
es
s
u
ch
as in
-
d
ep
th
in
ter
v
iews,
th
in
k
-
alo
u
d
p
r
o
to
co
ls
,
o
r
b
eh
av
io
r
al
o
b
s
er
v
atio
n
s
to
u
n
d
er
s
tan
d
th
e
u
n
d
er
ly
in
g
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es.
Am
o
n
g
o
th
er
th
in
g
s
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
d
ev
elo
p
an
d
ev
alu
ate
tr
ain
in
g
in
ter
v
en
tio
n
s
ad
d
r
ess
in
g
tr
u
s
t
ca
lib
r
atio
n
an
d
r
esp
o
n
s
ib
le
u
s
e
o
f
AI
in
teac
h
er
ed
u
ca
tio
n
.
Fu
tu
r
e
r
esear
ch
co
u
ld
also
wo
r
k
to
war
d
s
d
esig
n
in
g
an
d
test
in
g
tr
ain
in
g
p
r
o
g
r
am
s
o
r
in
ter
v
en
tio
n
s
th
at
en
co
u
r
ag
e
ap
p
r
o
p
r
iate
tr
u
s
t
ca
lib
r
atio
n
in
u
s
in
g
AI
.
T
h
ese
m
ig
h
t
teac
h
u
s
er
s
to
cr
itically
g
o
ab
o
u
t
ass
ess
in
g
AI
’
s
u
s
ef
u
ln
ess
an
d
lim
itatio
n
s
.
B
ey
o
n
d
th
eir
th
eo
r
etica
l
r
elev
an
ce
,
th
ese
to
o
ls
also
h
av
e
p
r
ac
tical
p
o
ten
tial
f
o
r
teac
h
er
tr
ain
in
g
,
to
p
r
o
m
o
te
an
eth
ical
an
d
p
ed
ag
o
g
ically
ap
p
r
o
p
r
iate
attitu
d
e
o
f
f
u
tu
r
e
teac
h
er
s
to
AI
.
6.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
g
iv
en
s
a
f
u
ll
s
tr
u
ctu
r
al
m
o
d
el
to
ac
co
u
n
t
f
o
r
tr
u
s
t
in
AI
an
d
ac
tu
al
u
s
ag
e
o
f
AI
b
y
p
r
e
-
s
er
v
ice
teac
h
er
s
at
th
e
tim
e
wh
en
all
o
r
m
o
s
t
in
d
u
s
tr
ies
h
av
e
b
ee
n
p
en
etr
ated
b
y
AI
–
p
o
s
t
-
AI
e
r
a.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
th
at
m
in
im
izin
g
co
g
n
itiv
e
lo
ad
an
d
ad
d
r
ess
in
g
eth
ical
ch
allen
g
es
o
f
AI
ar
e
cr
itical
b
u
ild
in
g
b
lo
ck
s
f
o
r
tr
u
s
t,
wh
ich
tak
es
p
r
ec
ed
en
ce
o
v
er
r
u
d
im
en
tar
y
tech
n
ical
ca
p
ac
ity
o
r
cu
r
s
o
r
y
u
tili
tar
ian
p
er
ce
p
tio
n
.
Fu
r
th
er
,
in
ten
tio
n
to
u
s
e
AI
is
s
h
ap
ed
n
o
t
o
n
ly
b
y
in
d
iv
id
u
al
f
ac
to
r
s
s
u
ch
as
in
n
o
v
atio
n
,
b
u
t
also
s
o
cial
o
r
in
s
titu
tio
n
al
co
n
tex
ts
th
at
ar
e
cr
itical
in
th
e
tr
an
s
latio
n
o
f
in
ten
tio
n
s
in
to
ac
tio
n
.
C
o
n
tr
ib
u
tin
g
to
th
e
ex
is
tin
g
r
esear
ch
o
n
AI
tr
u
s
t
an
d
ad
o
p
tio
n
in
teac
h
er
ed
u
ca
tio
n
,
th
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ew
d
im
en
s
io
n
s
r
elate
d
to
tech
n
o
lo
g
y
ac
ce
p
tan
ce
wh
ich
h
av
e
b
ec
o
m
e
im
p
o
r
tan
t
f
o
r
to
d
ay
’
s
class
r
o
o
m
in
v
o
lv
in
g
AI
.
T
h
e
r
esu
lts
ar
e
also
o
f
v
alu
e
to
s
ch
o
o
ls
in
ter
ested
in
k
its
f
o
r
ac
h
iev
in
g
a
s
u
cc
ess
f
u
l
an
d
eth
ical
AI
d
ep
lo
y
m
en
t.
Fin
ally
,
th
e
f
in
d
in
g
o
f
th
e
ASE
p
ar
ad
o
x
in
th
e
co
n
tex
t
o
f
AI
as
an
o
p
p
o
s
ite
r
elatio
n
s
h
ip
b
etwe
en
ASE
an
d
tr
u
s
t
is
a
p
r
o
m
is
in
g
av
en
u
e
f
o
r
f
u
tu
r
e
r
esear
ch
.
Mo
r
e
f
u
lly
co
m
p
r
eh
en
d
in
g
th
is
p
ar
ad
o
x
ca
n
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t o
f
p
r
ac
tices th
at
en
ab
le
p
u
r
p
o
s
ef
u
l,
r
esp
o
n
s
ib
le
an
d
s
af
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
s
ch
o
o
ls
.
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
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
C
h
aiy
o
s
Paiwith
ay
asirith
am
✓
✓
✓
✓
✓
✓
✓
✓
✓
Kem
m
an
at
Min
g
s
ir
ith
am
✓
✓
✓
✓
✓
✓
✓
✓
✓
W
ar
ap
o
r
n
Sin
th
awo
r
n
✓
✓
✓
✓
C
h
u
lar
at
B
u
s
ab
o
n
g
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
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
4
9
6
-
1
5
0
5
1504
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
th
ey
h
av
e
n
o
co
n
f
lict o
f
in
ter
est.
I
NF
O
RM
E
D
CO
NSE
NT
I
n
f
o
r
m
ed
co
n
s
en
t h
as b
ee
n
o
b
tain
ed
f
r
o
m
all
in
d
iv
id
u
als in
clu
d
ed
in
th
is
s
tu
d
y
.
DATA
AVAIL
AB
I
L
I
T
Y
T
h
e
d
atasets
u
s
ed
an
d
/o
r
an
aly
ze
d
d
u
r
in
g
th
e
cu
r
r
en
t
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
KM
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
G
i
a
n
n
a
k
o
s
e
t
a
l
.
,
“
T
h
e
p
r
o
m
i
se
a
n
d
c
h
a
l
l
e
n
g
e
s
o
f
g
e
n
e
r
a
t
i
v
e
A
I
i
n
e
d
u
c
a
t
i
o
n
,
”
Be
h
a
v
i
o
u
r
&
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
4
4
,
n
o
.
1
1
,
p
p
.
2
5
1
8
–
2
5
4
4
,
Ju
l
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
4
9
2
9
X
.
2
0
2
4
.
2
3
9
4
8
8
6
.
[
2
]
M
.
A
.
A
y
a
n
w
a
l
e
,
O
.
P
.
A
d
e
l
a
n
a
,
R
.
R
.
M
o
l
e
f
i
,
O
.
A
d
e
e
k
o
,
a
n
d
A
.
M
.
I
sh
o
l
a
,
“
E
x
a
mi
n
i
n
g
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
l
i
t
e
r
a
c
y
a
m
o
n
g
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s
f
o
r
f
u
t
u
r
e
c
l
a
ssr
o
o
ms,”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
O
p
e
n
,
v
o
l
.
6
,
p
.
1
0
0
1
7
9
,
Ju
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
o
.
2
0
2
4
.
1
0
0
1
7
9
.
[
3
]
S
.
G
a
r
g
a
n
d
S
.
S
h
a
r
m
a
,
“
I
mp
a
c
t
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
sp
e
c
i
a
l
n
e
e
d
e
d
u
c
a
t
i
o
n
t
o
p
r
o
mo
t
e
i
n
c
l
u
si
v
e
p
e
d
a
g
o
g
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
Ed
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
0
,
n
o
.
7
,
p
p
.
5
2
3
–
5
2
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
2
0
.
1
0
.
7
.
1
4
1
8
.
[
4
]
H.
-
S
.
K
i
m
,
N
.
Y
.
K
i
m,
a
n
d
Y
.
C
h
a
,
“
I
s
i
t
b
e
n
e
f
i
c
i
a
l
t
o
u
se
A
I
c
h
a
t
b
o
t
s
t
o
i
m
p
r
o
v
e
l
e
a
r
n
e
r
s’
sp
e
a
k
i
n
g
p
e
r
f
o
r
ma
n
c
e
?
”
J
o
u
rn
a
l
o
f
Asi
a
T
EFL
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
1
6
1
–
1
7
8
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
8
8
2
3
/
a
s
i
a
t
e
f
l
.
2
0
2
1
.
1
8
.
1
.
1
0
.
1
6
1
.
[
5
]
D
.
G
a
še
v
i
ć
,
G
.
S
i
e
me
n
s,
a
n
d
S
.
S
a
d
i
q
,
“
Em
p
o
w
e
r
i
n
g
l
e
a
r
n
e
r
s
f
o
r
t
h
e
a
g
e
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
C
o
m
p
u
t
e
r
s
a
n
d
E
d
u
c
a
t
i
o
n
:
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
4
,
p
.
1
0
0
1
3
0
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
3
.
1
0
0
1
3
0
.
[
6
]
J.
Q
.
H
.
H
o
,
A
.
H
a
r
t
a
n
t
o
,
A
.
K
o
h
,
a
n
d
N
.
M
.
M
a
j
e
e
d
,
“
G
e
n
d
e
r
b
i
a
ses
w
i
t
h
i
n
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
n
d
C
h
a
t
G
P
T:
e
v
i
d
e
n
c
e
,
so
u
r
c
e
s
o
f
b
i
a
ses
a
n
d
s
o
l
u
t
i
o
n
s
,
”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r:
Art
i
f
i
c
i
a
l
H
u
m
a
n
s
,
v
o
l
.
4
,
p
.
1
0
0
1
4
5
,
M
a
y
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
a
h
.
2
0
2
5
.
1
0
0
1
4
5
.
[
7
]
T.
K
.
F
.
C
h
i
u
,
“
F
u
t
u
r
e
r
e
se
a
r
c
h
r
e
c
o
mm
e
n
d
a
t
i
o
n
s
f
o
r
t
r
a
n
sf
o
r
mi
n
g
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
w
i
t
h
g
e
n
e
r
a
t
i
v
e
A
I
,
”
C
o
m
p
u
t
e
rs
a
n
d
Ed
u
c
a
t
i
o
n
:
Ar
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
6
,
p
.
1
0
0
1
9
7
,
Ju
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
3
.
1
0
0
1
9
7
.
[
8
]
S
.
A
k
g
u
n
a
n
d
C
.
G
r
e
e
n
h
o
w
,
“
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
e
d
u
c
a
t
i
o
n
:
a
d
d
r
e
ss
i
n
g
e
t
h
i
c
a
l
c
h
a
l
l
e
n
g
e
s
i
n
K
-
1
2
s
e
t
t
i
n
g
s
,
”
AI
a
n
d
Et
h
i
c
s
,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
4
3
1
–
4
4
0
,
A
u
g
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s4
3
6
8
1
-
0
2
1
-
0
0
0
9
6
-
7.
[
9
]
X
.
H
a
n
,
“
I
mp
r
o
v
i
n
g
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s’
A
I
c
o
m
p
e
t
e
n
c
i
e
s
:
a
q
u
a
s
i
e
x
p
e
r
i
m
e
n
t
a
l
st
u
d
y
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
6
,
p
.
1
6
4
2
4
6
5
,
O
c
t
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
5
.
1
6
4
2
4
6
5
.
[
1
0
]
N.
-
S
.
C
h
e
n
,
C
.
Y
i
n
,
P
.
I
sai
a
s,
a
n
d
J.
P
so
t
k
a
,
“
Ed
u
c
a
t
i
o
n
a
l
b
i
g
d
a
t
a
:
e
x
t
r
a
c
t
i
n
g
me
a
n
i
n
g
f
r
o
m
d
a
t
a
f
o
r
smar
t
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
a
c
t
i
v
e
L
e
a
r
n
i
n
g
E
n
v
i
ro
n
m
e
n
t
s
,
v
o
l
.
2
8
,
n
o
.
2
,
p
p
.
1
4
2
–
1
4
7
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
1
9
.
1
6
3
5
3
9
5
.
[
1
1
]
C
.
Zh
a
n
g
,
J.
S
c
h
i
e
ß
l
,
L.
P
l
ö
ß
l
,
F
.
H
o
f
ma
n
n
,
a
n
d
M
.
G
l
ä
ser
-
Z
i
k
u
d
a
,
“
A
c
c
e
p
t
a
n
c
e
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
m
o
n
g
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s:
a
m
u
l
t
i
g
r
o
u
p
a
n
a
l
y
si
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
0
,
n
o
.
1
,
p
.
4
9
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
1
2
3
9
-
0
2
3
-
0
0
4
2
0
-
7.
[
1
2
]
E.
Đ
e
r
i
ć
,
D
.
F
r
a
n
k
,
a
n
d
M
.
M
i
l
k
o
v
i
ć
,
“
Tr
u
s
t
i
n
g
e
n
e
r
a
t
i
v
e
A
I
t
o
o
l
s
:
a
c
o
m
p
a
r
a
t
i
v
e
st
u
d
y
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
st
u
d
e
n
t
s,
t
e
a
c
h
e
r
s,
a
n
d
r
e
s
e
a
r
c
h
e
r
s
,
”
I
n
f
o
rm
a
t
i
o
n
,
v
o
l
.
1
6
,
n
o
.
7
,
p
.
6
2
2
,
J
u
l
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
i
n
f
o
1
6
0
7
0
6
2
2
.
[
1
3
]
O
.
V
.
S
e
r
g
e
e
v
a
,
M
.
R
.
Zh
e
l
t
u
k
h
i
n
a
,
T.
S
h
o
u
st
i
k
o
v
a
,
L.
R
.
Tu
k
h
v
a
t
u
l
l
i
n
a
,
D
.
A
.
D
o
b
r
o
k
h
o
t
o
v
,
a
n
d
S
.
V
.
K
o
n
d
r
a
s
h
e
v
,
“
U
n
d
e
r
st
a
n
d
i
n
g
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
s’
a
d
o
p
t
i
o
n
o
f
g
e
n
e
r
a
t
i
v
e
A
I
t
e
c
h
n
o
l
o
g
i
e
s
:
a
n
e
m
p
i
r
i
c
a
l
i
n
v
e
s
t
i
g
a
t
i
o
n
u
si
n
g
U
TA
U
T
2
,
”
C
o
n
t
e
m
p
o
r
a
ry
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
7
,
n
o
.
2
,
p
.
e
p
5
7
1
,
A
p
r
.
2
0
2
5
,
d
o
i
:
1
0
.
3
0
9
3
5
/
c
e
d
t
e
c
h
/
1
6
0
3
9
.
[
1
4
]
S
.
H
.
A
l
s
h
a
mm
a
r
i
,
M
.
E
.
A
l
r
a
sh
i
d
i
,
M
.
H
.
A
l
s
h
a
mm
a
r
i
,
A
.
E
.
A
.
A
l
sh
a
mm
a
r
i
,
a
n
d
A
.
F
.
A
l
k
h
w
a
l
d
i
,
“
D
e
t
e
r
mi
n
a
n
t
s
o
f
st
u
d
e
n
t
a
d
o
p
t
i
o
n
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
p
p
l
i
c
a
t
i
o
n
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
S
c
i
e
n
t
i
f
i
c
Re
p
o
r
t
s
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
3
5
9
2
1
,
O
c
t
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
3
8
/
s
4
1
5
9
8
-
025
-
1
9
8
5
1
-
5.
[
1
5
]
M
.
F
.
L
i
w
a
n
a
g
a
n
d
L
.
S
.
G
a
l
i
c
i
a
,
“
T
e
c
h
n
o
l
o
g
i
c
a
l
s
e
l
f
-
e
f
f
i
c
a
c
y
,
l
e
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
,
a
n
d
se
l
f
-
d
i
r
e
c
t
e
d
l
e
a
r
n
i
n
g
o
f
s
e
l
e
c
t
e
d
s
e
n
i
o
r
h
i
g
h
sc
h
o
o
l
s
t
u
d
e
n
t
s
i
n
a
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
,
”
T
e
c
h
n
i
u
m
S
o
c
i
a
l
S
c
i
e
n
c
e
s
J
o
u
r
n
a
l
,
v
o
l
.
4
4
,
p
p
.
5
3
4
–
5
5
9
,
J
u
n
.
2
0
2
3
,
d
o
i
:
1
0
.
4
7
5
7
7
/
t
ssj
.
v
4
4
i
1
.
8
9
8
0
.
[
1
6
]
A
.
H
a
z
z
a
n
-
B
i
sh
a
r
a
,
O
.
K
o
l
,
a
n
d
S
.
L
e
v
y
,
“
T
h
e
f
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
t
e
a
c
h
e
r
s’
a
d
o
p
t
i
o
n
o
f
A
I
t
e
c
h
n
o
l
o
g
i
e
s
:
a
u
n
i
f
i
e
d
mo
d
e
l
o
f
e
x
t
e
r
n
a
l
a
n
d
i
n
t
e
r
n
a
l
d
e
t
e
r
mi
n
a
n
t
s,”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
3
0
,
n
o
.
1
1
,
p
p
.
1
5
0
4
3
–
1
5
0
6
9
,
J
u
l
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
025
-
1
3
3
9
3
-
z.
[
1
7
]
H.
-
H
.
Y
a
n
g
,
“
T
h
e
a
c
c
e
p
t
a
n
c
e
o
f
A
I
t
o
o
l
s
a
m
o
n
g
d
e
si
g
n
p
r
o
f
e
ss
i
o
n
a
l
s
:
e
x
p
l
o
r
i
n
g
t
h
e
mo
d
e
r
a
t
i
n
g
r
o
l
e
o
f
j
o
b
r
e
p
l
a
c
e
me
n
t
,
”
T
h
e
I
n
t
e
rn
a
t
i
o
n
a
l
Re
v
i
e
w
o
f
Re
se
a
rc
h
i
n
O
p
e
n
a
n
d
D
i
s
t
ri
b
u
t
e
d
L
e
a
rn
i
n
g
,
v
o
l
.
2
5
,
n
o
.
3
,
p
p
.
3
2
6
–
3
4
9
,
A
u
g
.
2
0
2
4
,
d
o
i
:
1
0
.
1
9
1
7
3
/
i
r
r
o
d
l
.
v
2
5
i
3
.
7
8
1
1
.
[
1
8
]
H
.
K
h
u
n
-
I
n
k
e
e
r
e
e
,
M
.
R
.
Y
u
s
o
f
,
I
.
R
.
M
a
r
u
f
,
T.
R
.
T.
M
a
t
,
a
n
d
F
.
N
.
R
.
M
.
S
o
f
i
a
n
,
“
E
n
h
a
n
c
i
n
g
s
c
h
o
o
l
e
f
f
e
c
t
i
v
e
n
e
ss
b
y
i
mp
l
e
m
e
n
t
i
n
g
i
d
e
n
t
i
f
i
e
d
a
n
d
i
n
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
a
mo
n
g
p
r
i
mar
y
sc
h
o
o
l
t
e
a
c
h
e
r
s
,
”
Fr
o
n
t
i
e
rs i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
7
,
p
.
8
5
2
3
7
8
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
2
.
8
5
2
3
7
8
.
[
1
9
]
R
.
F
.
M
e
l
l
o
,
E.
F
r
e
i
t
a
s,
F
.
D
.
P
e
r
e
i
r
a
,
L.
C
a
b
r
a
l
,
P
.
T
e
d
e
sc
o
,
a
n
d
G
.
R
a
m
a
l
h
o
,
“
Ed
u
c
a
t
i
o
n
i
n
t
h
e
a
g
e
o
f
g
e
n
e
r
a
t
i
v
e
A
I
:
c
o
n
t
e
x
t
a
n
d
r
e
c
e
n
t
d
e
v
e
l
o
p
me
n
t
s
,”
a
rX
i
v
:
2
3
0
9
.
1
2
3
3
2
,
2
0
2
3
[
2
0
]
A
.
R
a
d
f
o
r
d
,
K
.
N
a
r
a
s
i
m
h
a
n
,
T
.
S
a
l
i
m
a
n
s
,
a
n
d
I
.
S
u
t
s
k
e
v
e
r
,
“
I
m
p
r
o
v
i
n
g
l
a
n
g
u
a
g
e
u
n
d
e
r
s
t
a
n
d
i
n
g
b
y
g
e
n
e
r
a
t
i
v
e
p
r
e
-
t
r
a
i
n
i
n
g
,”
P
r
e
p
r
i
n
t
,
p
p
.
1
–
1
2
,
2
0
1
8
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
c
d
n
.
o
p
e
n
a
i
.
c
o
m
/
r
e
s
e
a
r
c
h
-
c
o
v
e
r
s
/
l
a
n
g
u
a
g
e
-
u
n
s
u
p
e
r
v
i
s
e
d
/
l
a
n
g
u
a
g
e
_
u
n
d
e
r
s
t
a
n
d
i
n
g
_
p
a
p
e
r
.
p
d
f
[
2
1
]
J.
F
.
H
a
i
r
Jr
.
,
W
.
C
.
B
l
a
c
k
,
B
.
J.
B
a
b
i
n
,
a
n
d
R
.
E.
A
n
d
e
r
so
n
,
Mu
l
t
i
v
a
ri
a
t
e
d
a
t
a
a
n
a
l
y
s
i
s
,
7
t
h
e
d
.
U
p
p
e
r
S
a
d
d
l
e
R
i
v
e
r
,
N
J:
P
e
a
r
so
n
,
2
0
1
0
.
[
2
2
]
S
.
C
h
o
i
,
Y
.
Ja
n
g
,
a
n
d
H
.
K
i
m,
“
I
n
f
l
u
e
n
c
e
o
f
p
e
d
a
g
o
g
i
c
a
l
b
e
l
i
e
f
s
a
n
d
p
e
r
c
e
i
v
e
d
t
r
u
st
o
n
t
e
a
c
h
e
r
s’
a
c
c
e
p
t
a
n
c
e
o
f
e
d
u
c
a
t
i
o
n
a
l
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
t
o
o
l
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
H
u
m
a
n
–
C
o
m
p
u
t
e
r
I
n
t
e
r
a
c
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
4
,
p
p
.
9
1
0
–
9
2
2
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
4
7
3
1
8
.
2
0
2
2
.
2
0
4
9
1
4
5
.
[
2
3
]
O
.
V
i
b
e
r
g
e
t
a
l
.
,
“
W
h
a
t
e
x
p
l
a
i
n
s
t
e
a
c
h
e
r
s’
t
r
u
s
t
i
n
A
I
i
n
e
d
u
c
a
t
i
o
n
a
c
r
o
ss
s
i
x
c
o
u
n
t
r
i
e
s
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
5
,
n
o
.
3
,
p
p
.
1
2
8
8
–
1
3
1
6
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
5
9
3
-
0
2
4
-
0
0
4
3
3
-
x.
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
F
o
s
teri
n
g
crit
ica
l A
I
co
mp
eten
cy
:
a
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
el
o
f
… (
C
h
a
iyo
s
P
a
iw
ith
a
ya
s
ir
ith
a
m
)
1505
[
2
4
]
A
.
Ja
c
o
v
i
,
A
.
M
a
r
a
so
v
i
ć
,
T.
M
i
l
l
e
r
,
a
n
d
Y
.
G
o
l
d
b
e
r
g
,
“
F
o
r
m
a
l
i
z
i
n
g
t
r
u
s
t
i
n
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
2
0
2
1
AC
M
C
o
n
f
e
r
e
n
c
e
o
n
Fa
i
rn
e
ss,
Ac
c
o
u
n
t
a
b
i
l
i
t
y
,
a
n
d
T
ra
n
s
p
a
re
n
c
y
,
M
a
r
.
2
0
2
1
,
p
p
.
6
2
4
–
6
3
5
,
d
o
i
:
1
0
.
1
1
4
5
/
3
4
4
2
1
8
8
.
3
4
4
5
9
2
3
.
[
2
5
]
B
.
B
a
i
,
J.
W
a
n
g
,
a
n
d
C
.
-
S
.
C
h
a
i
,
“
U
n
d
e
r
st
a
n
d
i
n
g
H
o
n
g
K
o
n
g
p
r
i
m
a
r
y
sc
h
o
o
l
En
g
l
i
s
h
t
e
a
c
h
e
r
s’
c
o
n
t
i
n
u
a
n
c
e
i
n
t
e
n
t
i
o
n
t
o
t
e
a
c
h
w
i
t
h
I
C
T,
”
C
o
m
p
u
t
e
r
Assi
s
t
e
d
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
,
v
o
l
.
3
4
,
n
o
.
4
,
p
p
.
5
2
8
–
5
5
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
1
9
.
1
6
2
7
4
5
9
.
[
2
6
]
S
.
M
.
T
a
n
g
,
“
B
a
r
r
i
e
r
s t
o
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
d
o
p
t
i
o
n
i
n
t
e
a
c
h
i
n
g
:
t
h
e
m
o
d
e
r
a
t
i
n
g
r
o
l
e
o
f
p
e
r
s
o
n
a
l
i
n
n
o
v
a
t
i
v
e
n
e
ss,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
4
0
,
n
o
.
1
-
2
,
p
p
.
2
5
6
–
2
6
7
,
2
0
2
6
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JEM
-
07
-
2
0
2
4
-
0
3
8
1
.
[
2
7
]
A
.
S
a
r
a
v
a
n
o
s,
S
.
Z
e
r
v
o
u
d
a
k
i
s,
a
n
d
D
.
Z
h
e
n
g
,
“
E
x
t
e
n
d
i
n
g
t
h
e
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
3
t
o
i
n
c
o
r
p
o
r
a
t
e
t
h
e
p
h
e
n
o
me
n
o
n
o
f
w
a
r
m
-
g
l
o
w
,
”
I
n
f
o
rm
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
9
,
p
.
4
2
9
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
i
n
f
o
1
3
0
9
0
4
2
9
.
[
2
8
]
J.
W
.
H
u
r
,
“
F
o
s
t
e
r
i
n
g
A
I
l
i
t
e
r
a
c
y
:
o
v
e
r
c
o
m
i
n
g
c
o
n
c
e
r
n
s
a
n
d
n
u
r
t
u
r
i
n
g
c
o
n
f
i
d
e
n
c
e
a
mo
n
g
p
r
e
ser
v
i
c
e
t
e
a
c
h
e
r
s,
”
I
n
f
o
rm
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
6
,
n
o
.
1
/
2
,
p
p
.
5
6
–
7
4
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
1
1
0
8
/
I
LS
-
11
-
2
0
2
3
-
0
1
7
0
.
[
29
]
R
.
S
c
h
e
r
e
r
a
n
d
T
.
T
e
o
,
“
U
n
p
a
c
k
i
n
g
t
e
a
c
h
e
r
s’
i
n
t
e
n
t
i
o
n
s
t
o
i
n
t
e
g
r
a
t
e
t
e
c
h
n
o
l
o
g
y
:
a
me
t
a
-
a
n
a
l
y
si
s,
”
Ed
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
Re
v
i
e
w
,
v
o
l
.
2
7
,
p
p
.
9
0
–
1
0
9
,
J
u
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
1
9
.
0
3
.
0
0
1
.
[
30
]
K
.
Z
h
a
n
g
a
n
d
A
.
B
.
A
sl
a
n
,
“
A
I
t
e
c
h
n
o
l
o
g
i
e
s
f
o
r
e
d
u
c
a
t
i
o
n
:
r
e
c
e
n
t
r
e
s
e
a
r
c
h
&
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s
,
”
C
o
m
p
u
t
e
r
s
a
n
d
E
d
u
c
a
t
i
o
n
:
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
2
,
p
.
1
0
0
0
2
5
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
1
.
1
0
0
0
2
5
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Cha
iy
o
s
P
a
iwith
a
y
a
sir
ith
a
m
is
a
n
a
ss
o
c
iate
p
r
o
fe
ss
o
r
in
th
e
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
F
o
u
n
d
a
ti
o
n
s,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
ti
o
n
,
S
il
p
a
k
o
r
n
U
n
iv
e
rsity
,
Th
a
il
a
n
d
.
His
a
re
a
s
o
f
re
se
a
rc
h
in
tere
st i
n
c
lu
d
e
e
d
u
c
a
ti
o
n
a
l
m
e
a
su
re
m
e
n
t
a
n
d
e
v
a
lu
a
ti
o
n
,
m
e
th
o
d
o
lo
g
y
i
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
c
u
rricu
lu
m
a
ss
e
ss
m
e
n
t
p
ro
g
ra
m
s,
tea
c
h
e
r
c
o
m
p
e
ten
c
e
s,
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
s
,
a
n
d
tec
h
n
o
l
o
g
y
-
e
n
h
a
n
c
e
d
lea
rn
i
n
g
(n
e
e
d
s
a
ss
e
ss
m
e
n
t,
fa
c
to
r
a
n
a
ly
sis
a
n
d
e
v
i
d
e
n
c
e
-
b
a
se
d
e
d
u
c
a
ti
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t).
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
a
iwit
h
a
y
a
sirit
_
c
@s
u
.
a
c
.
t
h
.
K
e
m
m
a
n
a
t
Mi
n
g
sir
ith
a
m
is
a
n
a
ss
o
c
iate
p
r
o
fe
ss
o
r
in
t
h
e
Offi
c
e
o
f
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
,
S
u
k
h
o
t
h
a
i
Th
a
m
m
a
th
irat
Op
e
n
Un
i
v
e
rsity
,
T
h
a
il
a
n
d
.
Dr
.
Ke
m
m
a
n
a
t
is
p
a
ss
io
n
a
te
a
b
o
u
t
im
p
ro
v
in
g
e
a
rl
y
lea
rn
i
n
g
wit
h
c
re
a
ti
v
e
d
i
g
it
a
l
t
o
o
ls
a
n
d
re
so
u
rc
e
s.
S
h
e
h
a
s
a
lso
a
u
t
h
o
re
d
m
a
n
y
p
a
p
e
rs,
p
u
b
l
ish
e
d
i
n
n
a
ti
o
n
a
l
a
n
d
i
n
tern
a
ti
o
n
a
l
jo
u
rn
a
ls,
a
n
d
se
rv
e
d
a
s
a
re
v
iew
e
r
fo
r
se
v
e
ra
l
o
f
th
e
m
.
S
h
e
is
a
lso
a
tea
c
h
e
r
train
e
r
a
n
d
sp
e
a
k
e
r
a
t
v
a
ri
o
u
s
n
a
ti
o
n
a
l
a
n
d
in
tern
a
ti
o
n
a
l
c
o
n
fe
re
n
c
e
s
o
n
Ed
u
c
a
ti
o
n
De
v
e
lo
p
m
e
n
t,
e
sp
e
c
iall
y
Ed
u
c
a
ti
o
n
Tec
h
n
o
l
o
g
y
.
S
h
e
wa
n
ted
to
tak
e
a
m
o
m
e
n
t
a
n
d
i
n
tr
o
d
u
c
e
m
y
se
lf.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
e
m
m
a
n
a
t.
m
in
@s
to
u
.
a
c
.
t
h
;
k
e
m
m
a
n
a
t.
m
in
@h
o
tma
il
.
c
o
m
.
Wa
r
a
p
o
r
n
S
in
th
a
wo
r
n
is
a
n
a
ss
istan
t
p
ro
fe
ss
o
r
a
n
d
He
a
d
o
f
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
lo
g
y
P
ro
g
ra
m
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Ra
jab
h
a
t
Ra
jan
a
g
a
rin
d
ra
Un
iv
e
rsity
,
Th
a
il
a
n
d
.
He
r
e
x
p
e
rti
se
li
e
s
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
a
n
d
c
o
m
m
u
n
ica
ti
o
n
s.
S
h
e
h
a
s
e
x
ten
siv
e
tea
c
h
in
g
e
x
p
e
rien
c
e
in
c
o
u
rse
s
re
late
d
to
in
n
o
v
a
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
.
F
u
rth
e
rm
o
re
,
h
e
r
re
se
a
rc
h
sp
e
c
ializa
ti
o
n
fo
c
u
se
s
o
n
b
len
d
e
d
lea
rn
in
g
a
n
d
in
stru
c
ti
o
n
a
l
d
e
sig
n
a
ime
d
a
t
d
e
v
e
lo
p
in
g
h
ig
h
e
r
-
o
rd
e
r
th
in
k
in
g
sk
il
ls
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
wa
ra
p
o
rn
.
sin
@m
a
il
.
rru
.
a
c
.
th
.
Chu
la
r
a
t
Bu
sa
b
o
n
g
is
a
n
a
ss
istan
t
p
ro
fe
ss
o
r
a
t
th
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
n
d
Hu
m
a
n
De
v
e
lo
p
m
e
n
t,
S
isa
k
e
t
Ra
jab
h
a
t
Un
iv
e
rsity
,
Th
a
il
a
n
d
.
He
r
p
rima
ry
in
tere
sts
in
c
lu
d
e
in
stru
c
ti
o
n
a
l
d
e
sig
n
,
e
d
u
c
a
ti
o
n
a
l
in
n
o
v
a
ti
o
n
,
a
n
d
d
ig
it
a
l
lea
rn
in
g
e
c
o
sy
ste
m
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
c
h
u
lara
t.
b
@s
sk
ru
.
a
c
.
th
.
Evaluation Warning : The document was created with Spire.PDF for Python.