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Scale
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:
Mo
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R
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s
m
an
Facu
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o
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Scien
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Un
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I
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RO
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O
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C
r
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a
k
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I
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cr
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in
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R
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d
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[
1
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Acc
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Kau
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[
2
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to
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T
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3
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5
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6
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[
7
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h
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d
d
i
ti
o
n
,
it
is
d
if
f
ic
u
l
t
t
o
ass
ess
c
r
ea
t
iv
it
y
d
u
e
t
o
i
ts
m
u
lti
f
a
ce
te
d
n
at
u
r
e
a
n
d
t
h
e
l
ac
k
o
f
s
t
a
n
d
ar
d
i
ze
d
t
o
o
ls
.
A
p
ar
t
f
r
o
m
t
h
a
t,
th
e
r
es
ea
r
c
h
o
n
cr
ea
ti
v
it
y
ass
ess
m
e
n
t
to
o
ls
i
n
Ma
la
y
s
i
a
is
li
m
i
te
d
,
an
d
t
h
e
r
e
is
a
n
ee
d
t
o
e
v
al
u
at
e
t
h
ei
r
u
s
a
b
il
it
y
a
n
d
e
f
f
ec
t
iv
en
ess
wi
th
i
n
t
h
e
Ma
l
ay
s
ia
n
ac
a
d
e
m
i
c
e
n
v
ir
o
n
m
e
n
t
.
T
h
e
r
e
f
o
r
e,
th
is
s
tu
d
y
a
im
s
i
)
t
o
ass
es
s
t
h
e
u
s
a
b
i
lit
y
o
f
i
n
d
i
v
i
d
u
al
cr
ea
ti
v
i
ty
ass
ess
m
e
n
t
to
o
ls
(i
-
C
A
T
)
a
n
d
ii
)
to
d
et
er
m
in
e
t
h
e
s
i
g
n
i
f
ic
a
n
t
e
f
f
ec
t
o
f
d
e
m
o
g
r
a
p
h
ic
f
ac
to
r
s
o
n
u
s
a
b
ili
ty
ass
ess
m
e
n
t
.
T
h
e
i
-
C
A
T
b
e
i
n
g
d
e
v
e
l
o
p
e
d
f
o
r
t
h
i
s
s
t
u
d
y
i
s
b
a
s
e
d
o
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
,
f
o
c
u
s
i
n
g
o
n
t
h
e
f
o
u
r
t
y
p
e
s
o
f
c
u
l
t
u
r
e
t
h
a
t
a
r
e
m
a
r
k
e
t
,
c
l
a
n
,
h
i
e
r
a
r
c
h
y
,
a
n
d
a
d
h
o
c
r
a
c
y
.
T
h
e
s
e
c
u
l
t
u
r
e
s
o
f
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
p
l
a
y
a
s
i
g
n
i
f
i
c
a
n
t
r
o
l
e
i
n
s
h
a
p
i
n
g
t
h
e
e
m
p
l
o
y
e
e
s
'
c
r
e
a
t
i
v
i
t
y
w
i
t
h
i
n
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
.
B
y
u
n
d
er
s
tan
d
in
g
h
o
w
th
ese
asp
ec
ts
o
f
cu
ltu
r
e
im
p
ac
t
c
r
ea
tiv
ity
,
th
e
i
-
C
AT
attem
p
t
s
to
ass
es
s
th
e
in
d
iv
id
u
al
c
o
n
tr
ib
u
tio
n
o
f
th
e
o
r
g
an
izatio
n
al
cu
ltu
r
e
t
o
war
d
s
cr
ea
tiv
ity
with
in
th
e
c
o
n
tex
t
o
f
ac
ad
em
ic
i
n
s
titu
tio
n
s
in
Ma
lay
s
ia.
T
h
e
i
-
C
AT
also
h
elp
s
to
u
n
d
er
s
tan
d
h
o
w
d
if
f
er
en
t
o
r
g
an
izatio
n
al
cu
ltu
r
es
in
Ma
lay
s
ian
ac
ad
em
ic
in
s
titu
tio
n
s
af
f
ec
t
th
eir
ac
ad
em
ician
s
'
cr
ea
tiv
e
ab
ilit
y
.
B
esid
e
s
,
th
r
o
u
g
h
th
eir
u
n
d
er
s
tan
d
in
g
o
f
cr
ea
tiv
ity
m
ea
s
u
r
es,
th
e
to
o
l
aim
s
to
h
elp
o
r
g
an
izatio
n
s
p
r
e
d
ict
an
d
m
o
n
ito
r
t
h
e
cu
r
r
en
t le
v
el
o
f
in
d
iv
id
u
al
cr
ea
tiv
ity
am
o
n
g
th
e
em
p
lo
y
ee
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
I
nd
iv
idu
a
l
cr
ea
t
iv
it
y
C
r
ea
tiv
ity
is
th
e
m
o
s
t
s
ig
n
if
i
ca
n
t
f
ac
to
r
co
n
tr
ib
u
tin
g
t
o
o
r
g
an
izatio
n
s
’
d
ev
elo
p
m
en
t
,
as
it
p
r
o
v
id
es
m
an
y
cr
u
cial
b
e
n
ef
its
to
o
r
g
a
n
izatio
n
s
.
E
m
p
lo
y
ee
s
with
h
i
g
h
s
atis
f
ac
tio
n
,
n
ew
id
ea
s
,
an
d
s
tr
o
n
g
team
s
ar
e
in
cr
ea
s
in
g
in
n
o
v
atio
n
in
o
r
g
a
n
izatio
n
s
.
Acc
o
r
d
in
g
to
R
o
d
r
ig
u
es
et
a
l.
[
8
]
it
is
im
p
o
r
tan
t
f
o
r
em
p
lo
y
ee
s
to
h
av
e
a
s
elf
-
p
er
ce
i
v
ed
cr
ea
ti
v
ity
to
in
cr
ea
s
e
th
e
b
u
s
in
ess
p
er
f
o
r
m
a
n
ce
in
o
r
g
an
izati
o
n
s
.
L
ess
cr
ea
tiv
e
em
p
lo
y
ee
s
ar
e
u
s
u
ally
n
o
t
in
ter
ested
in
s
k
ills
s
u
ch
as
en
tr
ep
r
en
eu
r
s
h
ip
,
a
n
d
th
ese
tr
aits
d
o
n
o
t
m
atch
th
e
b
u
s
in
ess
p
r
o
f
ile.
I
n
o
r
g
a
n
izatio
n
s
,
th
e
in
n
o
v
atio
n
p
r
o
ce
s
s
in
itiates
with
in
d
iv
id
u
al
cr
ea
tiv
ity
,
a
n
ew
id
ea
is
r
o
o
ted
in
th
e
in
d
i
v
id
u
al
c
o
g
n
i
tiv
e
p
r
o
ce
s
s
,
a
n
d
is
r
ef
in
ed
an
d
d
ev
elo
p
ed
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
am
o
n
g
team
m
em
b
er
s
[
9
]
.
I
n
d
iv
id
u
al
c
r
ea
tiv
ity
in
em
p
lo
y
e
es
is
v
er
y
i
m
p
o
r
tan
t
to
th
e
p
er
f
o
r
m
a
n
ce
o
f
o
r
g
an
izatio
n
s
.
Acc
o
r
d
in
g
to
Am
ab
ile
[
1
0
]
,
an
em
p
lo
y
ee
with
cr
ea
tiv
ity
will
h
elp
to
g
en
er
ate
n
ew
id
ea
s
to
b
e
ap
p
lied
in
o
r
g
an
izatio
n
s
,
r
esu
ltin
g
in
in
n
o
v
atio
n
as
o
u
tp
u
t.
Ma
n
a
g
er
ial
m
ec
h
an
is
m
s
ar
e
cr
u
cial
an
d
e
s
s
en
tial
in
o
r
d
er
to
en
co
u
r
a
g
e
cr
ea
tiv
ity
am
o
n
g
e
m
p
lo
y
ee
s
in
o
r
g
an
izatio
n
s
.
R
esear
ch
b
y
Ou
ak
o
u
ak
a
n
d
Ou
ed
r
ao
g
o
[
1
1
]
f
o
u
n
d
th
at
i
n
d
iv
id
u
al
cr
ea
tiv
ity
is
a
v
ital
s
o
u
r
ce
o
f
o
r
g
an
izatio
n
al
in
n
o
v
atio
n
,
a
s
is
e
s
s
en
tial
f
o
r
m
o
d
er
n
o
r
g
an
izatio
n
s
,
ac
co
r
d
in
g
to
m
o
s
t
s
ch
o
lar
s
an
d
p
r
ac
titi
o
n
er
s
.
As
r
ep
o
r
ted
b
y
Z
h
o
u
an
d
Geo
r
g
e
[
1
2
]
,
t
h
e
s
tar
tin
g
p
o
in
t
o
f
in
n
o
v
atio
n
u
s
u
ally
co
m
es
f
r
o
m
cr
ea
tiv
e
em
p
lo
y
ee
s
.
I
n
d
iv
i
d
u
al
cr
ea
tiv
ity
ca
n
b
e
v
iewe
d
as
a
r
esu
lt
o
f
p
er
s
o
n
al
ch
a
r
ac
ter
is
tics
s
u
ch
as
co
g
n
itiv
e
ab
ilit
ies,
p
er
s
o
n
ality
,
an
d
u
p
b
r
in
g
in
g
,
as
well
as
e
n
v
ir
o
n
m
en
tal
cir
cu
m
s
tan
ce
s
,
s
u
ch
as
cu
ltu
r
al
an
d
o
r
g
an
izatio
n
al
b
ac
k
g
r
o
u
n
d
s
[
1
3
]
.
I
n
d
i
v
id
u
al
cr
ea
tiv
ity
ca
n
b
e
u
n
d
e
r
s
to
o
d
as
in
d
iv
id
u
als
in
a
n
o
r
g
an
izatio
n
wo
r
k
in
g
to
g
eth
er
in
a
co
m
p
licated
s
y
s
tem
to
f
o
r
m
u
late
wo
r
th
y
,
f
ascin
atin
g
n
ew
p
r
o
d
u
cts,
s
er
v
ices,
id
ea
s
,
p
r
o
ce
d
u
r
es,
an
d
p
r
o
ce
s
s
es
[
1
4
]
.
W
h
en
em
p
lo
y
ee
s
h
av
e
a
cr
ea
tiv
ity
is
s
o
m
eth
in
g
th
at
ca
n
h
elp
s
en
s
e
o
f
o
wn
er
s
h
ip
an
d
co
n
t
r
o
l o
v
er
th
eir
wo
r
k
an
d
id
ea
s
,
it f
o
s
ter
s
th
eir
cr
ea
tiv
ity
in
o
r
g
a
n
izatio
n
s
[
1
5
]
.
2
.
2
.
I
nd
iv
idu
a
l
cr
ea
t
iv
it
y
in
M
a
la
y
s
ia
co
nte
x
t
C
r
ea
tiv
ity
is
s
o
m
eth
in
g
th
at
ca
n
h
elp
o
th
er
s
to
ex
p
lo
r
e
m
o
r
e
an
d
ca
n
m
ak
e
th
e
f
u
tu
r
e
b
etter
.
T
h
e
r
ea
lis
tic
id
ea
s
f
r
o
m
th
e
em
p
lo
y
ee
s
ar
e
g
en
er
ated
f
r
o
m
th
e
r
esear
ch
an
d
d
ev
el
o
p
m
en
t
ac
ti
v
ities
.
R
esear
ch
b
y
Azm
an
et
a
l.
[
1
6
]
,
o
n
th
e
f
ac
t
o
r
s
th
at
af
f
ec
t
em
p
lo
y
ee
cr
ea
t
iv
ity
am
o
n
g
s
taf
f
in
a
Ma
lay
s
ian
o
p
e
r
atin
g
in
th
e
en
er
g
y
in
d
u
s
tr
y
th
at
f
ac
ed
th
e
cr
u
cial
s
itu
atio
n
im
p
ac
t
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
s
h
o
ws
th
at
th
er
e
ar
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etw
ee
n
p
er
s
o
n
ality
an
d
wo
r
k
en
v
ir
o
n
m
en
t
with
em
p
lo
y
ee
cr
ea
t
iv
ity
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
co
n
f
ir
m
e
d
th
at
p
e
r
s
o
n
ality
an
d
wo
r
k
e
n
v
ir
o
n
m
en
t
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
e
m
p
lo
y
ee
cr
ea
tiv
ity
.
R
am
alin
g
am
et
a
l.
[
1
7
]
in
th
e
telec
o
m
m
u
n
icatio
n
in
d
u
s
tr
y
in
Ma
la
y
s
ia
f
o
u
n
d
th
at
th
e
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
o
f
th
e
C
E
O
d
ictates
th
e
cu
ltu
r
e
o
f
c
r
ea
tiv
ity
an
d
in
n
o
v
atio
n
in
an
o
r
g
an
izatio
n
,
wh
ich
f
u
r
th
er
ex
p
lain
s
its
p
er
f
o
r
m
an
ce
a
n
d
g
r
o
wth
to
en
s
u
r
e
it r
em
ain
s
co
m
p
etitiv
e.
I
n
cu
lin
ar
y
an
d
g
astro
n
o
m
y
r
esear
ch
,
i
n
n
o
v
atio
n
co
n
t
r
ib
u
tes
s
ig
n
if
ican
tly
to
h
el
p
in
g
ch
e
f
s
co
n
tin
u
o
u
s
ly
g
r
o
w
th
eir
cr
ea
ti
v
ity
.
Ab
id
in
et
a
l.
[
1
8
]
in
tr
o
d
u
ce
d
a
n
ew
co
n
ce
p
tu
al
f
r
am
e
wo
r
k
th
at
ex
p
licates
ch
ef
s
’
cr
ea
tiv
ity
i
n
u
tili
zin
g
Ma
lay
s
ian
lo
ca
l
h
er
b
s
(
ML
H
)
to
d
ev
elo
p
m
o
d
er
n
Ma
lay
s
ian
cu
is
in
e
(
MM
C
)
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
h
o
w
c
h
ef
s
co
h
e
r
en
tly
o
r
g
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ize
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cr
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r
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8
9
3
8
Usa
b
ilit
y
a
n
a
lysi
s
o
f th
e
in
d
ivid
u
a
l c
r
ea
tivity
a
s
s
ess
men
t
…
(
Mo
h
a
ma
d
R
a
h
imi Mo
h
a
ma
d
R
o
s
ma
n
)
1957
m
o
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er
n
izin
g
th
e
lo
ca
l
p
r
o
d
u
ct
s
f
o
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th
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m
o
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cu
is
in
e
in
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x
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iv
e
r
estau
r
an
ts
.
I
t
was
s
u
p
p
o
r
ted
b
y
[
1
9
]
as
it
is
ess
en
tial to
u
n
d
er
s
tan
d
th
e
c
u
lin
ar
y
in
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f
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in
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r
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t.
T
a
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r
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a
l
.
[
2
0
]
h
as
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m
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h
asi
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m
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cr
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As
in
d
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ca
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b
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[
2
1
]
in
t
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s
tu
d
y
,
p
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s
it
iv
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n
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(
H
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Ma
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(
E
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,
cr
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d
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ti
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ati
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n
al
w
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k
f
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ce
in
M
al
ay
s
ia
b
y
[
2
2
]
f
o
u
n
d
t
h
a
t
t
h
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m
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lti
g
e
n
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Ma
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ala
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'
cr
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d
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o
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.
On
th
e
o
th
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h
a
n
d
,
th
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n
f
lu
e
n
ce
o
f
ar
tif
ici
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t
elli
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ce
i
n
s
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in
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n
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iv
id
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ea
ti
v
i
t
y
ca
n
n
o
lo
n
g
e
r
b
e
ig
n
o
r
ed
[
2
3
]
–
[
2
6
]
.
2.
3
.
Acc
ess
ing
ind
iv
idu
a
l c
r
ea
t
iv
it
y
E
n
c
o
u
r
a
g
i
n
g
e
m
p
l
o
y
e
e
c
r
e
a
t
i
v
it
y
i
s
v
i
t
a
l
f
o
r
o
r
g
a
n
i
z
a
t
i
o
n
al
s
u
c
c
e
s
s
.
T
h
e
c
o
r
p
o
r
a
t
e
s
o
c
i
a
l
r
esp
o
n
s
i
b
i
l
it
y
(
C
SR
)
ac
t
i
v
it
i
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t
h
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i
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c
r
ea
s
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th
e
h
a
p
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-
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ca
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t
l
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l
t
i
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i
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c
r
e
a
s
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d
c
r
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at
i
v
i
t
y
[
2
7
]
.
T
h
e
w
e
l
f
a
r
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s
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C
SR
is
a
p
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a
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ad
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o
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tio
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p
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w
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m
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t
h
e
i
r
li
v
e
s
[
2
8
]
.
A
d
e
e
l
e
t
a
l
.
[
2
9
]
s
u
g
g
e
s
ts
t
h
at
p
r
o
v
i
d
i
n
g
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m
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w
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.
S
h
al
l
e
y
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t
a
l
.
[
3
0
]
i
m
p
l
i
e
s
t
h
a
t
,
as
c
o
l
l
e
c
ti
v
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c
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a
ti
v
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y
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v
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l
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d
in
t
h
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o
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a
n
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,
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m
p
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a
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m
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k
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y
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a
v
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y
.
I
n
o
r
d
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n
v
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m
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cr
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m
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r
s
.
3.
M
E
T
H
O
D
T
h
is
s
ec
tio
n
d
escr
ib
es
th
e
m
e
th
o
d
o
lo
g
y
u
s
ed
in
test
in
g
th
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u
s
ab
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y
o
f
th
e
in
f
o
r
m
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n
s
y
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tem
th
at
was
d
ev
elo
p
ed
.
T
h
is
is
d
o
n
e
th
r
o
u
g
h
ex
p
er
t
s
am
p
lin
g
,
s
y
s
tem
u
s
ab
ilit
y
s
ca
le
(
SUS)
u
s
ab
il
ity
ev
alu
atio
n
,
an
d
u
tili
za
tio
n
o
f
an
ad
ap
te
d
SU
S
s
co
r
in
g
p
r
o
ce
d
u
r
e.
A
r
esear
ch
to
o
l
was
cr
ea
ted
th
r
o
u
g
h
th
e
ad
o
p
tio
n
o
f
th
e
SUS
to
o
l
o
f
[
3
1
]
,
[
3
2
]
.
T
h
e
SUS
to
o
l
was
a
g
o
o
d
way
o
f
m
ea
s
u
r
in
g
th
e
u
s
ab
ilit
y
o
f
v
ar
io
u
s
s
er
v
ices
an
d
p
r
o
d
u
cts
[
3
2
]
.
SUS
h
as
b
ee
n
u
tili
ze
d
b
y
v
ar
io
u
s
r
esear
ch
s
tu
d
ies,
as
we
ll
as
in
d
u
s
tr
ial
test
in
g
[
3
1
]
,
[
3
3
]
.
B
esid
es
th
at,
SUS
also
en
ab
les
r
esear
ch
er
s
to
g
ain
u
s
er
s
'
p
e
r
ce
p
tio
n
m
ea
s
u
r
em
en
t
o
n
p
r
o
d
u
ct
u
s
ab
ilit
y
f
aster
an
d
m
o
r
e
ea
s
ily
[
3
2
]
,
[
3
4
]
.
T
h
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
i
q
u
e
was
u
s
ed
to
o
f
f
e
r
v
alid
c
o
n
f
ir
m
atio
n
o
f
th
e
u
s
ab
ilit
y
o
f
th
e
in
f
o
r
m
atio
n
s
y
s
tem
,
an
d
lim
its
th
e
r
an
g
e
o
f
v
ar
iatio
n
,
an
d
em
p
h
asizin
g
s
im
ilar
ities
[
3
5
]
.
2
0
ex
p
er
ts
wer
e
ch
o
s
en
b
ase
d
o
n
th
eir
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
,
wo
r
k
ex
p
e
r
ien
ce
,
an
d
ac
ad
em
ic
q
u
alif
icatio
n
s
.
T
h
e
s
y
s
tem
u
s
ab
ilit
y
was
as
s
es
s
ed
u
s
in
g
a
r
ev
is
ed
SUS,
wh
ich
co
n
s
is
ts
o
f
1
0
item
s
,
ea
ch
r
ated
o
n
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
(
1
)
to
s
tr
o
n
g
ly
ag
r
ee
(
5
)
.
All
SUS
item
s
in
th
i
s
s
tu
d
y
wer
e
r
ev
is
ed
to
m
ain
tain
p
o
s
itiv
e
p
o
lar
ity
to
f
ac
ilit
ate
s
c
o
r
in
g
an
d
an
aly
s
is
,
as
s
u
g
g
ested
in
[
3
1
]
,
[
3
6
]
.
A
m
o
d
if
ied
SUS
s
co
r
in
g
alg
o
r
ith
m
was
d
ev
elo
p
e
d
to
c
o
n
v
er
t
in
d
iv
id
u
al
an
s
wer
s
in
to
a
co
m
p
o
s
ite
u
s
ab
ilit
y
s
co
r
e
o
u
t
o
f
1
0
0
.
I
n
d
iv
id
u
al
item
r
esp
o
n
s
es
wer
e
s
u
b
tr
ac
ted
b
y
1
,
r
esu
ltin
g
in
a
0
-
4
s
ca
le.
No
r
m
alize
d
s
co
r
es
p
er
1
0
item
s
wer
e
ad
d
ed
to
th
e
h
ig
h
est
s
co
r
e,
wh
ich
is
4
0
.
T
h
e
to
tal
s
co
r
e
was
m
u
ltip
lied
b
y
2
.
5
as
alter
ed
to
g
en
er
ate
an
ad
ju
s
ted
SUS
s
co
r
e
r
an
g
in
g
b
etwe
en
0
an
d
1
0
0
.
T
h
is
ea
s
ed
s
y
s
tem
u
s
ab
il
ity
le
v
el
ca
teg
o
r
izatio
n
,
g
iv
in
g
b
etter
in
s
ig
h
t in
to
t
o
tal
u
s
er
class
if
icatio
n
an
d
p
o
ten
ti
al
ar
ea
s
o
f
im
p
r
o
v
em
e
n
t.
4.
F
I
NDING
S
Fo
llo
win
g
th
e
co
m
p
letio
n
o
f
t
h
e
in
f
o
r
m
atio
n
s
y
s
tem
u
s
ab
ilit
y
v
alid
atio
n
p
r
o
ce
s
s
,
th
is
s
u
b
s
ec
tio
n
will
ex
p
lain
th
e
f
in
d
in
g
s
o
f
t
h
e
s
tu
d
y
f
r
o
m
s
ev
er
al
p
er
s
p
ec
tiv
es.
First,
we
elab
o
r
ate
o
n
th
e
d
em
o
g
r
ap
h
ic
d
etails
o
f
th
e
ex
p
er
t
v
alid
ato
r
s
.
Seco
n
d
,
th
e
n
atu
r
e
o
f
th
e
d
escr
ip
tiv
e
ev
alu
atio
n
o
f
th
e
SUS
s
ca
le
was
d
escr
ib
ed
an
d
d
is
cu
s
s
ed
b
y
f
o
llo
win
g
th
e
w
o
r
k
s
o
f
[
3
1
]
,
[
32
]
,
[
3
6
]
.
T
h
ir
d
,
we
a
d
d
ed
elem
en
ts
o
f
in
f
er
e
n
tial
an
aly
s
is
u
s
in
g
an
aly
s
is
o
f
v
ar
ia
n
ce
(
ANOV
A)
an
d
an
i
n
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
.
Fo
u
r
th
,
SUS
s
co
r
in
g
wa
s
u
s
ed
to
ass
ess
th
e
in
f
o
r
m
atio
n
s
y
s
tem
u
s
ab
ilit
y
s
tatu
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
2
,
Ap
r
il 2
0
2
6
:
1
9
5
5
-
1
9
6
2
1958
4
.
1
.
De
m
o
g
r
a
ph
ic
a
na
ly
s
is
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
ap
h
ic
ass
ess
m
en
t
o
f
th
e
r
esp
o
n
d
e
n
ts
.
A
to
tal
o
f
2
0
e
x
p
er
ts
wer
e
s
elec
ted
f
o
r
t
h
e
v
alid
atio
n
o
f
th
e
i
n
f
o
r
m
atio
n
s
y
s
tem
u
s
ab
ilit
y
ass
ess
m
en
t.
Mo
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
ar
e
f
r
o
m
ac
ad
e
m
ia
(
N=
1
2
o
r
6
0
%),
f
o
llo
wed
b
y
in
d
u
s
tr
y
(
N=
4
o
r
2
0
%)
an
d
s
p
ec
if
ic
I
T
p
r
o
f
ess
io
n
als
(
N=
4
o
r
2
0
%).
I
n
ter
esti
n
g
ly
,
th
e
ex
p
er
tis
e
o
f
th
e
r
esp
o
n
d
en
ts
is
p
r
o
v
en
i
n
r
elatio
n
to
ex
p
e
r
ien
ce
o
f
m
o
r
e
th
an
1
0
y
ea
r
s
(
N=
1
5
o
r
7
5
%)
a
n
d
p
o
s
s
ess
es
a
d
o
cto
r
al
q
u
alif
icatio
n
(
N=
9
o
r
4
5
%).
4
.
2
.
Descript
iv
e
a
na
ly
s
is
T
ab
le
2
s
h
o
ws
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
th
e
ad
ju
s
ted
SUS
s
ca
le
o
f
th
e
s
tu
d
y
.
T
h
e
r
esu
lts
s
h
o
w
th
at
all
ex
p
er
ts
h
av
e
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
ac
ce
p
tan
ce
o
f
in
f
o
r
m
atio
n
s
y
s
tem
u
s
ab
ilit
y
,
in
d
icate
d
b
y
th
e
lo
west
m
ea
n
v
alu
e
o
f
3
.
3
0
an
d
th
e
h
ig
h
est
m
ea
n
v
alu
e
o
f
4
.
4
5
,
as
well
as
an
o
v
er
all
m
ea
n
v
alu
e
o
f
4
.
2
3
.
T
h
e
SUS
s
co
r
e
also
in
d
icate
s
th
at
m
o
s
t
ex
p
er
ts
ca
n
h
an
d
le
t
h
e
ap
p
licatio
n
o
n
th
eir
o
wn
wi
th
o
u
t
th
e
n
ee
d
f
o
r
ass
is
tan
ce
f
r
o
m
I
T
ex
p
e
r
ts
o
r
t
ec
h
n
ical
ass
is
tan
ce
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
an
aly
s
i
s
o
f
ex
p
er
t
I
t
e
m
S
u
b
-
i
t
e
m
F
r
e
q
u
e
n
c
y
%
P
r
o
f
e
ssi
o
n
A
c
a
d
e
mi
c
s
12
6
0
.
0
I
n
d
u
st
r
y
4
2
0
.
0
I
T
P
r
o
f
e
ssi
o
n
a
l
s
4
2
0
.
0
Ex
p
e
r
i
e
n
c
e
<
5
y
e
a
r
s
4
2
0
.
0
5
y
e
a
r
s
t
o
<
1
0
y
e
a
r
s
1
5
.
0
>
1
0
y
e
a
r
s
15
7
5
.
0
Ed
u
c
a
t
i
o
n
D
i
p
l
o
m
a
1
5
.
0
D
e
g
r
e
e
6
3
0
.
0
M
a
s
t
e
r
4
2
0
.
0
Ph
.
D
.
9
4
5
.
0
T
ab
le
2
.
Descr
ip
tiv
e
an
al
y
s
is
o
f
ad
ju
s
ted
SUS
s
ca
le
item
I
t
e
m
I
t
e
m
M
e
a
n
S
t
d
.
D
e
v
.
M
o
d
U
S
1
I
t
h
i
n
k
t
h
a
t
I
w
o
u
l
d
l
i
k
e
t
o
u
s
e
t
h
i
s s
y
s
t
e
m fr
e
q
u
e
n
t
l
y
3
.
9
5
0
.
8
8
7
4
U
S
2
I
f
o
u
n
d
t
h
e
s
y
st
e
m i
s
n
o
t
v
e
r
y
c
o
m
p
l
e
x
4
.
3
5
0
.
5
8
7
4
U
S
3
I
t
h
o
u
g
h
t
t
h
e
sy
s
t
e
m
w
a
s
e
a
s
y
t
o
u
s
e
4
.
4
5
0
.
6
0
5
5
U
S
4
I
t
h
i
n
k
t
h
a
t
I
d
o
n
o
t
n
e
e
d
t
h
e
s
u
p
p
o
r
t
o
f
a
t
e
c
h
n
i
c
a
l
p
e
r
s
o
n
t
o
b
e
a
b
l
e
t
o
u
s
e
t
h
i
s s
y
st
e
m
4
.
4
5
0
.
7
5
9
5
U
S
5
I
f
o
u
n
d
t
h
e
v
a
r
i
o
u
s fu
n
c
t
i
o
n
s
i
n
t
h
i
s
s
y
st
e
m w
e
r
e
w
e
l
l
-
i
n
t
e
g
r
a
t
e
d
4
.
3
5
0
.
6
7
1
4
U
S
6
I
t
h
o
u
g
h
t
t
h
e
r
e
w
a
s
l
i
t
t
l
e
i
n
c
o
n
si
s
t
e
n
c
y
i
n
t
h
i
s
sy
s
t
e
m
3
.
3
0
1
.
2
6
1
4
U
S
7
I
w
o
u
l
d
i
m
a
g
i
n
e
t
h
a
t
m
o
st
p
e
o
p
l
e
w
o
u
l
d
l
e
a
r
n
t
o
u
s
e
t
h
i
s s
y
st
e
m
v
e
r
y
q
u
i
c
k
l
y
4
.
3
5
0
.
6
7
1
4
U
S
8
I
f
o
u
n
d
t
h
e
s
y
st
e
m
v
e
r
y
e
a
sy
t
o
u
se
4
.
3
0
0
.
5
7
1
4
U
S
9
I
f
e
l
t
v
e
r
y
c
o
n
f
i
d
e
n
t
u
si
n
g
t
h
e
sy
st
e
m
4
.
2
5
0
.
6
3
9
4
U
S
1
0
I
d
o
n
o
t
n
e
e
d
t
o
l
e
a
r
n
a
l
o
t
o
f
t
h
i
n
g
s
b
e
f
o
r
e
I
c
a
n
g
e
t
g
o
i
n
g
w
i
t
h
t
h
i
s
sy
s
t
e
m
4
.
4
0
0
.
8
2
1
5
4
.
3
.
ANO
VA
Su
b
s
eq
u
en
tly
,
o
n
e
-
way
ANO
VA
an
aly
s
is
was
co
n
d
u
cted
b
etwe
en
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
(
p
r
o
f
ess
io
n
,
ex
p
er
ien
ce
,
an
d
ed
u
ca
tio
n
)
a
n
d
u
s
ab
ilit
y
ass
ess
m
en
t,
as
i
llu
s
tr
ated
in
T
ab
le
3
.
T
h
e
r
esu
lts
in
d
icate
d
as
f
o
llo
ws
.
First,
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
t
b
etwe
en
th
r
ee
lev
el
o
f
p
r
o
f
ess
io
n
[
F(2
,
1
7
)
=0
.
0
7
9
,
p
=
0
.
9
2
4
]
.
Seco
n
d
,
th
e
r
e
is
a
s
ig
n
i
f
ican
t
d
if
f
er
en
t
b
etwe
en
t
h
r
ee
lev
el
o
f
ex
p
er
ien
ce
[
F(2
,
1
7
)
=3
.
5
2
4
,
p
=
0
.
0
5
0
]
.
T
h
ir
d
,
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
t b
etwe
en
f
o
u
r
lev
el
o
f
ed
u
ca
ti
o
n
[
F(3
,
1
6
)
=1
.
5
4
3
,
p
=0
.
2
4
2
]
.
T
ab
le
3
.
On
e
-
way
ANOV
A
r
esu
lts
f
o
r
th
e
ef
f
ec
t
o
f
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
o
n
u
s
ab
ilit
y
I
n
d
e
p
e
n
d
e
n
t
D
e
p
e
n
d
e
n
t
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
P
r
o
f
e
ssi
o
n
U
sab
i
l
i
t
y
0
.
0
4
1
2
0
.
0
2
1
0
.
0
7
9
0
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9
2
4
4
.
4
2
4
17
0
.
2
6
0
Ex
p
e
r
i
e
n
c
e
1
.
3
0
9
2
0
.
6
5
4
3
.
5
2
4
0
.
0
5
0
3
.
1
5
7
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1
8
6
Ed
u
c
a
t
i
o
n
1
.
0
0
2
3
0
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3
3
4
1
.
5
4
3
0
.
2
4
2
3
.
4
6
3
16
0
.
2
1
6
4
.
4
.
Adj
us
t
ed
SUS s
co
ring
T
o
d
eter
m
in
e
th
e
in
f
o
r
m
atio
n
s
y
s
tem
SU
S
s
co
r
in
g
,
th
is
s
tu
d
y
d
ev
elo
p
e
d
an
alg
o
r
ith
m
b
ased
o
n
[
1
]
,
[
3
]
.
Acc
o
r
d
in
g
ly
,
all
t
h
e
i
tem
s
wer
e
co
n
v
er
te
d
in
to
a
p
o
s
itiv
e
v
alu
e,
elim
in
atin
g
th
e
u
s
e
o
f
p
o
s
itiv
e
an
d
n
eg
ativ
e
p
o
les
as
s
u
g
g
ested
b
y
[
1
]
.
Nex
t,
t
h
e
s
ca
le
p
o
s
itio
n
will
b
e
m
in
u
s
1
an
d
ad
d
ed
to
g
et
th
e
f
in
al
s
co
r
e
.
T
h
e
f
in
al
s
co
r
e
will
th
en
b
e
m
u
ltip
lied
b
y
2
.
5
to
o
b
tain
t
h
e
to
tal
ad
ju
s
ted
u
s
ab
ilit
y
s
co
r
e,
as
s
u
g
g
ested
b
y
[
3
]
.
Nex
t,
to
ev
alu
ate
th
e
SUS s
co
r
e,
th
e
cr
iter
io
n
illu
s
tr
ated
in
T
ab
le
4
is
u
s
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
Usa
b
ilit
y
a
n
a
lysi
s
o
f th
e
in
d
ivid
u
a
l c
r
ea
tivity
a
s
s
ess
men
t
…
(
Mo
h
a
ma
d
R
a
h
imi Mo
h
a
ma
d
R
o
s
ma
n
)
1959
T
h
e
r
esu
lt
f
r
o
m
T
a
b
le
4
in
d
ic
ates
an
ex
ce
llen
t
o
u
t
p
u
t
o
f
u
s
a
b
ilit
y
ass
ess
m
en
t
s
co
r
in
g
,
o
f
wh
ich
9
5
%
o
f
th
e
ex
p
er
ts
ag
r
ee
d
th
at
th
e
in
f
o
r
m
atio
n
s
y
s
tem
is
f
u
n
c
tio
n
ally
ac
ce
p
tab
le,
an
d
th
e
r
est
as
m
ar
g
in
ally
ac
ce
p
tab
le.
No
ex
p
e
r
t
ar
g
u
es
with
th
e
p
r
o
p
o
s
ed
in
f
o
r
m
ati
o
n
s
y
s
tem
,
th
u
s
co
n
f
i
r
m
in
g
it
s
u
s
ab
ilit
y
.
T
ab
le
5
illu
s
tr
ates th
e
an
aly
s
is
o
f
th
e
ex
p
er
t d
is
tr
ib
u
tio
n
o
f
th
e
SUS s
co
r
in
g
.
T
ab
le
4
.
SUS
ac
ce
p
tan
ce
r
a
n
g
es
S
c
a
l
e
R
a
n
g
e
(
%)
F
r
e
q
u
e
n
c
y
S
c
o
r
e
a
sse
ssm
e
n
t
(
%
)
A
c
c
e
p
t
a
b
l
e
70
-
1
0
0
19
9
5
%
M
a
r
g
i
n
a
l
a
c
c
e
p
t
a
n
c
e
50
-
69
1
5%
N
o
t
a
c
c
e
p
t
a
b
l
e
0
-
49
0
0%
T
ab
le
5
.
Ad
ju
s
ted
SUS
s
co
r
e
d
is
tr
ib
u
tio
n
#
A
d
j
u
st
e
d
S
U
S
sc
o
re
P
e
r
c
e
n
t
a
g
e
(
%)
I
n
d
i
c
a
t
o
r
1
40
80
A
c
c
e
p
t
a
b
l
e
2
40
80
A
c
c
e
p
t
a
b
l
e
3
39
78
A
c
c
e
p
t
a
b
l
e
4
36
72
A
c
c
e
p
t
a
b
l
e
5
46
92
A
c
c
e
p
t
a
b
l
e
6
45
90
A
c
c
e
p
t
a
b
l
e
7
39
78
A
c
c
e
p
t
a
b
l
e
8
49
98
A
c
c
e
p
t
a
b
l
e
9
39
78
A
c
c
e
p
t
a
b
l
e
10
42
84
A
c
c
e
p
t
a
b
l
e
11
40
80
A
c
c
e
p
t
a
b
l
e
12
30
60
M
a
r
g
i
n
a
l
l
y
a
c
c
e
p
t
a
b
l
e
13
39
78
A
c
c
e
p
t
a
b
l
e
14
48
96
A
c
c
e
p
t
a
b
l
e
15
36
72
A
c
c
e
p
t
a
b
l
e
16
43
86
A
c
c
e
p
t
a
b
l
e
17
42
84
A
c
c
e
p
t
a
b
l
e
18
47
94
A
c
c
e
p
t
a
b
l
e
19
47
94
A
c
c
e
p
t
a
b
l
e
20
36
72
A
c
c
e
p
t
a
b
l
e
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
s
tr
o
n
g
s
u
p
p
o
r
t
f
o
r
th
e
u
s
ab
ilit
y
an
d
ac
ce
p
tan
ce
o
f
th
e
i‑
C
AT
as
a
d
ig
ital
ass
ess
m
en
t
to
o
l
am
o
n
g
Ma
lay
s
ian
ac
ad
e
m
ician
s
.
T
h
e
r
esu
lts
f
r
o
m
th
e
SUS
s
ca
l
e
in
d
icate
th
at
t
h
e
i‑
C
AT
is
p
er
ce
iv
ed
as
u
s
ab
l
e
an
d
ac
ce
p
ta
b
le.
T
h
e
in
f
er
en
tial
an
aly
s
is
r
ev
ea
ls
t
h
at
t
h
e
i‑
C
AT
is
b
o
th
f
u
n
ctio
n
al
a
n
d
r
ele
v
an
t f
o
r
ass
ess
in
g
in
d
iv
id
u
al
cr
ea
tiv
ity
with
in
h
ig
h
e
r
ed
u
ca
tio
n
s
ettin
g
s
in
Ma
lay
s
ia.
5
.
1
.
Usa
bil
it
y
o
f
i
-
CAT a
nd
a
ca
dem
ic
ex
pert
v
a
lid
a
t
io
n
T
h
e
d
escr
ip
tiv
e
r
esu
lts
in
d
icate
th
at
ex
p
e
r
ts
ar
e
s
h
o
win
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
i
-
C
AT
,
with
an
o
v
er
all
m
ea
n
s
co
r
e
o
f
4
.
2
3
a
n
d
a
h
ig
h
u
s
ab
ilit
y
s
co
r
e
in
th
e
SUS
an
aly
s
is
.
T
h
is
ex
h
ib
it
s
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
i
n
g
em
p
lo
y
ee
s
with
ef
f
ec
tiv
e
tech
n
o
lo
g
ical
to
o
ls
.
T
h
e
ex
p
er
ts
’
ab
ilit
y
to
n
av
ig
ate
an
d
u
tili
ze
i
-
C
AT
with
o
u
t
tech
n
ical
ass
is
tan
ce
s
u
g
g
ests
th
at
th
e
s
y
s
tem
d
es
ig
n
s
u
cc
ess
f
u
lly
m
et
u
s
ab
ilit
y
cr
iter
ia
s
u
ch
as
lear
n
ab
ilit
y
,
ef
f
icien
cy
,
an
d
s
atis
f
ac
tio
n
.
T
h
e
e
x
ce
llen
t
SU
S
s
co
r
in
g
also
p
r
o
v
es
th
at
i
-
C
AT
s
u
p
p
o
r
ts
th
e
p
r
in
cip
les
o
f
u
s
er
-
ce
n
ter
ed
d
esig
n
,
b
ec
o
m
in
g
ev
id
e
n
t
in
t
h
e
u
s
ab
ilit
y
d
im
en
s
io
n
s
em
p
h
asized
in
p
r
e
v
io
u
s
s
tu
d
ies
o
n
cr
ea
tiv
ity
-
s
u
p
p
o
r
t
s
y
s
tem
s
.
T
h
er
ef
o
r
e,
t
h
e
p
o
s
itiv
e
u
s
ab
ilit
y
ass
ess
m
en
t
o
f
i
-
C
AT
im
p
lies
its
p
o
ten
tial
to
b
e
a
r
eliab
le
to
o
l
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
ity
ass
ess
m
en
t
with
in
ac
ad
em
ic
e
n
v
ir
o
n
m
en
ts
.
I
t
also
s
er
v
ed
as a
g
o
o
d
i
n
d
icato
r
f
o
r
u
s
ab
ilit
y
ass
ess
m
en
t f
o
r
p
o
ten
tial f
u
t
u
r
e
r
ef
er
e
n
ce
s
.
5
.
2
.
i
-
CAT a
nd
t
he
a
s
s
ess
m
ent
o
f
ind
iv
idu
a
l c
re
a
t
iv
it
y
T
h
e
h
i
g
h
u
s
a
b
il
it
y
r
es
u
lts
r
ef
l
ec
t
th
at
i
-
C
A
T
ca
n
ca
p
t
u
r
e
in
d
i
v
i
d
u
al
p
er
s
p
ec
ti
v
es
b
as
ed
o
n
p
e
r
s
o
n
al
ch
ar
ac
t
er
is
ti
cs
an
d
f
ac
t
o
r
s
.
I
n
th
e
M
ala
y
s
i
an
c
o
n
te
x
t,
t
h
is
s
u
p
p
o
r
ts
[
1
6
]
,
wh
o
h
ig
h
l
ig
h
t
e
d
t
h
at
p
e
r
s
o
n
alit
y
a
n
d
wo
r
k
e
n
v
i
r
o
n
m
e
n
t
s
ig
n
if
i
ca
n
t
ly
af
f
ec
t
e
m
p
lo
y
ee
cr
ea
ti
v
it
y
.
I
-
C
A
T
’
s
d
esi
g
n
,
w
h
ic
h
h
ig
h
li
g
h
ts
in
d
i
v
i
d
u
a
l
r
es
p
o
n
s
es
a
n
d
i
n
t
u
i
ti
v
e
n
a
v
i
g
a
tio
n
,
p
o
te
n
ti
all
y
en
h
a
n
ce
s
u
s
e
r
s
’
r
ef
lec
ti
v
e
en
g
ag
em
e
n
t
i
n
a
s
s
ess
in
g
th
ei
r
o
w
n
cr
ea
ti
v
e
t
r
ai
ts
.
Mo
r
e
o
v
e
r
,
t
h
e
f
in
d
i
n
g
s
a
f
f
ir
m
t
h
e
r
ele
v
a
n
ce
o
f
d
e
v
el
o
p
i
n
g
l
o
c
ali
ze
d
c
r
e
ati
v
i
ty
ass
ess
m
e
n
t
t
o
o
ls
tail
o
r
e
d
t
o
Ma
l
a
y
s
ia
’
s
ed
u
ca
t
io
n
al
a
n
d
c
u
l
tu
r
al
co
n
t
ex
t,
as i
-
C
AT
’
s
u
s
a
b
ili
ty
n
o
t o
n
ly
f
ac
i
lit
a
tes
ass
ess
m
e
n
t b
u
t
also
c
o
n
t
r
i
b
u
tes
i
n
d
i
r
ec
tl
y
to
e
n
c
o
u
r
a
g
i
n
g
a
c
u
l
tu
r
e
o
f
c
r
e
ati
v
ity
a
n
d
s
el
f
-
awa
r
en
ess
am
o
n
g
ac
a
d
e
m
i
cia
n
s
.
5
.
3
.
I
m
pli
ca
t
i
o
ns
f
o
r
M
a
la
y
s
ia
n
a
ca
dem
ia
a
nd
o
rg
a
niza
t
i
o
na
l inno
v
a
t
io
n
T
h
e
s
u
c
c
es
s
f
u
l
u
s
a
b
i
li
t
y
v
a
l
i
d
at
i
o
n
o
f
i
-
C
A
T
h
as
s
e
v
e
r
a
l
i
m
p
li
c
a
t
i
o
n
s
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
in
s
t
i
t
u
t
i
o
n
s
i
n
M
a
l
a
y
s
i
a
.
F
i
r
s
tl
y
,
i
t
o
f
f
e
r
s
a
s
t
a
n
d
a
r
d
iz
e
d
,
u
s
e
r
-
f
r
ie
n
d
l
y
i
n
s
t
r
u
m
e
n
t
f
o
r
m
e
as
u
r
i
n
g
c
r
e
a
t
i
v
i
t
y
a
m
o
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DATA AV
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[
MRMR
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,
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r
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q
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est.
RE
F
E
R
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NC
E
S
[
1
]
F
.
S
.
M
.
Y
u
s
o
f
f
a
n
d
N
.
O
t
h
m
a
n
,
“
C
r
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v
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Ac
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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Usa
b
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a
lysi
s
o
f th
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in
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ivid
u
a
l c
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ea
tivity
a
s
s
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men
t
…
(
Mo
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ma
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h
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ma
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R
o
s
ma
n
)
1961
[
2
]
R
.
A
.
B
e
g
h
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t
t
o
a
n
d
J
.
C
.
K
a
u
f
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l
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ssr
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x
t
s
f
o
r
c
r
e
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t
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v
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t
y
,
”
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i
g
h
Ab
i
l
i
t
y
S
t
u
d
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e
s
,
v
o
l
.
2
5
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.
[
3
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K
.
H
.
K
i
m,
“
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h
e
t
o
r
r
a
n
c
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s
o
f
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r
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:
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,
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h
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[
4
]
E
.
P
.
T
o
r
r
a
n
c
e
,
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T
o
r
r
a
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d
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P
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M
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o
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2
,
p
p
.
2
4
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–
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2
,
1
9
6
6
.
[
5
]
E.
P
.
T
o
r
r
a
n
c
e
,
T
o
rr
a
n
c
e
t
e
st
s
o
f
c
r
e
a
t
i
v
e
t
h
i
n
k
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n
g
:
v
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a
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m
a
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:
h
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8
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in
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fo
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h
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larly
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th
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a
s
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ll
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rm
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to
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it
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.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
ll
iza
@u
it
m
.
e
d
u
.
m
y
.
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