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Artifi
c
ial
in
telli
g
e
n
c
e
(AI)
is
re
sh
a
p
in
g
e
d
u
c
a
ti
o
n
a
n
d
c
h
a
ll
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i
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it
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a
l
c
u
rricu
lu
m
m
o
d
e
ls,
p
ro
m
p
ti
n
g
n
e
w
a
tt
e
n
ti
o
n
t
o
c
rit
ica
l
li
tera
c
y
.
Ho
we
v
e
r,
m
o
st
c
u
rre
n
t
a
p
p
r
o
a
c
h
e
s
e
m
p
h
a
s
ize
tec
h
n
ica
l
p
r
o
ficie
n
c
y
wh
i
le
n
e
g
lec
ti
n
g
e
th
ica
l,
e
p
istem
o
lo
g
ica
l,
a
n
d
c
iv
ic
d
ime
n
sio
n
s.
T
h
is
a
rti
c
le
a
d
d
r
e
ss
e
s
th
is
g
a
p
b
y
p
r
o
p
o
sin
g
a
c
o
n
c
e
p
tu
a
l
fr
a
m
e
wo
rk
fo
r
in
te
g
ra
ti
n
g
AI
in
to
c
u
rricu
lu
m
d
e
sig
n
t
h
ro
u
g
h
c
rit
ica
l
p
e
d
a
g
o
g
y
a
n
d
a
d
v
a
n
c
e
d
lea
rn
i
n
g
t
h
e
o
ry
.
Us
in
g
a
th
e
o
r
y
-
d
ri
v
e
n
li
tera
tu
re
re
v
ie
w,
th
e
stu
d
y
sy
n
th
e
siz
e
s
g
l
o
b
a
l
p
o
li
c
y
fra
m
e
wo
rk
s
a
n
d
e
d
u
c
a
ti
o
n
a
l
i
n
n
o
v
a
ti
o
n
s
t
o
d
e
v
e
lo
p
a
fo
u
r
-
p
a
rt
m
o
d
e
l
fo
r
AI
-
in
fo
rm
e
d
c
rit
ica
l
li
tera
c
y
.
Th
e
g
u
id
in
g
p
ri
n
c
ip
les
in
c
lu
d
e
:
i
)
in
t
e
rro
g
a
ti
o
n
o
f
AI
o
u
t
p
u
ts
a
n
d
l
o
g
ics
;
ii
)
d
e
v
e
lo
p
m
e
n
t
o
f
m
u
lt
il
i
tera
c
ies
a
n
d
d
ig
it
a
l
se
m
io
ti
c
s
;
iii
)
p
ro
m
o
ti
o
n
o
f
d
e
m
o
c
ra
ti
c
d
ialo
g
u
e
a
n
d
p
a
rti
c
ip
a
t
o
ry
e
th
ics
;
a
n
d
iv
)
d
e
sig
n
o
f
a
d
a
p
ti
v
e
,
in
q
u
i
ry
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b
a
se
d
lea
rn
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g
e
n
v
iro
n
m
e
n
ts.
G
ro
u
n
d
e
d
in
c
o
n
str
u
c
ti
v
ist,
c
o
n
n
e
c
ti
v
ist,
a
n
d
F
re
irea
n
t
h
e
o
ries
,
t
h
e
fra
m
e
wo
rk
p
o
siti
o
n
s
AI
a
s
a
c
o
n
tex
t
fo
r
c
rit
i
c
a
l
in
q
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ir
y
a
n
d
e
d
u
c
a
ti
o
n
a
l
tran
sf
o
rm
a
ti
o
n
.
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e
a
rti
c
le
c
o
n
c
lu
d
e
s
with
stra
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e
g
ies
fo
r
e
d
u
c
a
to
rs
a
n
d
p
o
li
c
y
m
a
k
e
rs
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fo
ste
r
e
q
u
i
ty
,
a
g
e
n
c
y
,
a
n
d
e
th
ica
l
re
flec
ti
o
n
i
n
AI
-
i
n
teg
ra
ted
lea
rn
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g
e
n
v
iro
n
m
e
n
ts,
a
n
d
p
ro
p
o
se
s d
irec
ti
o
n
s f
o
r
f
u
tu
re
e
m
p
ir
ica
l
re
se
a
rc
h
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K
ey
w
o
r
d
s
:
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v
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ce
d
lear
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in
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t
h
eo
r
y
Ar
tific
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in
tellig
en
ce
C
r
itical
p
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ag
o
g
y
C
u
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r
icu
lu
m
in
n
o
v
atio
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E
d
u
ca
tio
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al
tech
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o
lo
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y
T
h
is i
s
a
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p
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c
c
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ss
a
rticle
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CC B
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Ab
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Un
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Ma
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id
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Sp
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m
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ab
lo
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s
tin
ar
ter
o
@
u
cm
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es
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
r
a
p
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x
p
a
n
s
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n
o
f
ar
ti
f
ic
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al
in
tel
li
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(
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I
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ac
r
o
s
s
a
ll
s
ec
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o
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c
iet
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m
p
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g
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d
u
ca
to
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ar
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s
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c
h
,
h
o
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c
h
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a
n
d
wh
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te
ac
h
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h
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a
r
t
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a
d
d
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ess
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th
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n
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at
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s
b
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c
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la
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in
g
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d
a
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f
r
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o
r
k
g
r
o
u
n
d
e
d
i
n
c
r
i
tic
al
l
ite
r
a
c
y
.
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h
e
e
m
e
r
g
e
n
ce
o
f
AI
as
a
p
e
r
v
asi
v
e
f
o
r
c
e
i
n
c
o
n
te
m
p
o
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ar
y
li
f
e
h
as
p
la
ce
d
u
n
p
r
e
ce
d
e
n
t
e
d
d
em
a
n
d
s
o
n
ed
u
ca
t
io
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al
s
y
s
te
m
s
.
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r
o
m
g
e
n
e
r
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ti
v
e
l
a
n
g
u
ag
e
m
o
d
els
to
al
g
o
r
it
h
m
i
c
d
e
cisi
o
n
-
m
a
k
i
n
g
a
n
d
a
d
ap
ti
v
e
lea
r
n
i
n
g
p
lat
f
o
r
m
s
,
A
I
is
n
o
lo
n
g
e
r
a
p
er
ip
h
e
r
al
t
o
o
l
—
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t
is
a
c
e
n
t
r
al
ac
to
r
r
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h
a
p
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g
k
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m
u
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a
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d
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ti
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d
u
ca
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s
y
s
te
m
s
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s
t
h
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s
f
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ati
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a
n
d
AI
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w
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d
d
e
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n
o
t
o
n
l
y
in
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n
s
t
r
u
cti
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b
u
t
also
in
ad
m
i
n
is
t
r
a
ti
v
e
d
e
cisi
o
n
s
.
W
h
il
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t
h
es
e
d
ev
el
o
p
m
e
n
ts
o
f
f
er
to
o
ls
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p
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r
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ali
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d
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ca
l
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b
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,
t
h
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r
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o
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ca
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at
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q
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r
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d
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p
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r
s
c
r
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ti
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y
[
1
]
.
W
h
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AI
in
teg
r
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in
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u
ca
tio
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is
o
f
ten
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leb
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f
o
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in
n
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o
ten
tial,
m
u
ch
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f
th
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cu
r
r
en
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s
d
o
m
in
ate
d
b
y
f
u
n
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al
p
er
s
p
ec
tiv
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p
h
asizin
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to
o
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m
aster
y
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d
i
g
ital
co
m
p
eten
cies,
an
d
au
to
m
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.
T
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m
o
d
el
s
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k
h
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w
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s
f
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I
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15
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20
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6
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5
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7
2598
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elf
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lack
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cu
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p
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s
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m
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cr
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liter
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ate
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w
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o
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s
t to
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u
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it with
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d
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h
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ticle
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p
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th
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r
e
tical
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r
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n
teg
r
atin
g
AI
in
to
c
u
r
r
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l
u
m
d
esig
n
t
h
r
o
u
g
h
th
e
len
s
o
f
cr
itical
liter
ac
y
an
d
ad
v
an
ce
d
lear
n
in
g
th
e
o
r
y
.
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ath
er
th
an
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g
AI
as
a
n
eu
t
r
al
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l,
th
e
f
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m
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k
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o
s
itio
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as
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s
o
cio
tech
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ical
s
y
s
tem
wi
th
id
eo
lo
g
ical,
eth
ical,
an
d
p
o
liti
ca
l
d
im
en
s
io
n
s
.
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itical
liter
ac
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ted
in
th
e
wo
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k
o
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Fre
ir
e
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ca
lls
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ld
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s
t
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d
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n
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s
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ltiv
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e
alg
o
r
ith
m
ic
s
y
s
tem
s
an
d
en
g
ag
e
with
t
h
em
r
ef
lex
i
v
ely
.
Dr
awin
g
f
r
o
m
co
n
s
tr
u
ctiv
is
m
,
s
o
cio
cu
ltu
r
al
th
e
o
r
y
,
a
n
d
c
o
n
n
ec
tiv
is
m
,
th
e
f
r
a
m
ewo
r
k
r
e
s
p
o
n
d
s
to
a
cu
r
r
ic
u
lar
la
n
d
s
ca
p
e
t
h
at
i
s
s
till
d
o
m
in
ated
b
y
co
n
te
n
t
d
eliv
er
y
a
n
d
s
tan
d
ar
d
izatio
n
.
T
o
co
u
n
ter
th
is
,
we
p
r
o
p
o
s
e
f
o
u
r
g
u
id
in
g
p
r
i
n
cip
les:
cr
itical
in
ter
r
o
g
atio
n
o
f
AI
o
u
tp
u
ts
,
d
ev
el
o
p
m
en
t
o
f
m
u
ltil
iter
ac
ies,
d
em
o
cr
atic
d
ialo
g
u
e
an
d
p
ar
ti
cip
ato
r
y
eth
ics,
an
d
a
d
ap
tiv
e,
in
q
u
ir
y
-
b
ased
lea
r
n
in
g
.
T
h
e
g
o
al
o
f
th
is
s
tu
d
y
is
to
o
f
f
er
a
cu
r
r
ic
u
lu
m
m
o
d
el
t
h
at
m
o
v
es
b
ey
o
n
d
tech
n
ical
s
k
ill
ac
q
u
is
itio
n
an
d
f
o
s
ter
s
eth
ical
ag
en
cy
,
cr
itical
in
q
u
ir
y
,
an
d
ed
u
ca
tio
n
al
ju
s
tice
in
AI
-
m
e
d
iated
en
v
ir
o
n
m
en
ts
.
I
t
co
n
tr
i
b
u
tes
a
co
n
ce
p
t
u
al
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
em
p
ir
ical
r
esear
ch
a
n
d
p
r
ac
tical
im
p
lem
en
tatio
n
i
n
d
i
v
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
2.
M
E
T
H
O
D
T
h
is
ar
tic
le
a
d
o
p
ts
a
c
o
n
ce
p
t
u
al
an
d
c
r
i
tic
al
a
p
p
r
o
a
c
h
g
r
o
u
n
d
e
d
in
i
n
t
er
d
is
ci
p
li
n
ar
y
li
te
r
at
u
r
e
s
y
n
th
esis
.
I
t
d
o
es
n
o
t
p
r
ese
n
t
o
r
i
g
i
n
al
em
p
i
r
i
ca
l
d
a
ta
b
u
t
d
e
v
e
lo
p
s
a
t
h
e
o
r
et
ica
l
f
r
a
m
e
wo
r
k
b
y
i
n
t
e
g
r
ati
n
g
in
s
i
g
h
ts
f
r
o
m
c
r
i
tic
al
p
e
d
a
g
o
g
y
,
c
u
r
r
ic
u
l
u
m
s
t
u
d
ies
,
a
n
d
l
ea
r
n
in
g
th
eo
r
y
,
wit
h
a
p
a
r
ti
c
u
la
r
f
o
c
u
s
o
n
AI
-
m
ed
iat
ed
e
d
u
ca
t
io
n
.
T
h
e
g
o
al
is
to
g
en
er
at
e
ac
ti
o
n
a
b
le
p
ed
a
g
o
g
i
ca
l
k
n
o
wl
ed
g
e
b
y
id
e
n
ti
f
y
i
n
g
k
ey
co
n
c
e
p
t
u
al
p
a
tte
r
n
s
ac
r
o
s
s
d
iv
er
s
e
c
o
n
te
x
ts
.
T
h
e
r
esear
ch
d
e
s
ig
n
is
b
ased
o
n
a
n
ar
r
ativ
e,
p
u
r
p
o
s
iv
e
liter
atu
r
e
r
ev
iew.
T
h
e
r
e
v
iew
p
r
o
ce
s
s
co
m
b
in
ed
iter
ativ
e
t
h
em
atic
an
aly
s
is
o
f
s
ch
o
la
r
ly
s
o
u
r
ce
s
,
g
lo
b
al
ed
u
ca
tio
n
p
o
licy
d
o
c
u
m
en
ts
,
an
d
cu
r
r
icu
lu
m
in
n
o
v
atio
n
s
.
T
o
en
s
u
r
e
c
o
n
ce
p
tu
al
d
e
p
th
,
we
f
o
cu
s
ed
o
n
p
u
b
licatio
n
s
th
at
d
ir
ec
tly
ad
d
r
ess
th
e
in
ter
s
ec
tio
n
o
f
AI
,
ed
u
ca
tio
n
,
an
d
cr
itical
o
r
m
u
ltimo
d
al
liter
ac
ies.
Sear
ch
es
wer
e
co
n
d
u
cted
ac
r
o
s
s
E
R
I
C
,
Sco
p
u
s
,
W
eb
o
f
Scien
ce
,
an
d
Go
o
g
le
Sch
o
lar
b
etwe
en
J
an
u
ar
y
2
0
2
3
an
d
A
u
g
u
s
t
2
0
2
5
,
u
s
in
g
c
o
m
b
in
atio
n
s
o
f
th
e
f
o
llo
win
g
k
e
y
wo
r
d
s
:
“AI
i
n
e
d
u
ca
tio
n
,
”
“c
r
itical
liter
ac
y
,
”
“d
ataf
icatio
n
,
”
“c
u
r
r
icu
lu
m
r
e
f
o
r
m
,
”
“a
l
g
o
r
ith
m
ic
b
ias,”
“m
u
ltil
iter
ac
ies,”
“
cr
itical
p
ed
ag
o
g
y
,
”
“d
ig
ital
s
em
io
tics
,
”
an
d
“AI
eth
ics
in
s
ch
o
o
ls
.
”
I
n
clu
s
io
n
cr
iter
ia
wer
e:
i)
p
eer
-
r
ev
iewe
d
jo
u
r
n
al
ar
ticles
;
s
ch
o
lar
ly
b
o
o
k
s
,
o
r
b
o
o
k
c
h
ap
ter
s
;
ii)
r
ep
o
r
ts
o
r
p
o
lic
y
p
ap
er
s
f
r
o
m
m
ajo
r
in
ter
n
atio
n
al
o
r
g
a
n
izatio
n
s
(
UNE
SC
O,
OE
C
D,
an
d
I
n
te
r
n
atio
n
al
So
ciety
f
o
r
T
ec
h
n
o
l
o
g
y
in
E
d
u
ca
tio
n
o
r
I
STE
)
;
iii)
p
u
b
licatio
n
s
in
E
n
g
lis
h
;
iv
)
w
o
r
k
p
u
b
lis
h
ed
b
etwe
en
2
0
0
5
an
d
2
0
2
5
,
with
em
p
h
asis
o
n
2
0
2
0
–
2
0
2
5
liter
atu
r
e
;
an
d
v
)
e
x
p
licit
en
g
ag
em
e
n
t
with
AI
’
s
im
p
lic
atio
n
s
f
o
r
cu
r
r
icu
lu
m
,
eth
ics,
p
ed
ag
o
g
y
,
o
r
liter
ac
y
.
Stu
d
ies
f
o
cu
s
ed
s
o
lely
o
n
tech
n
ical
AI
ap
p
licatio
n
s
o
r
au
to
m
atio
n
with
o
u
t
p
ed
ag
o
g
ical
f
r
am
in
g
wer
e
ex
clu
d
e
d
.
A
to
tal
o
f
3
6
c
o
r
e
s
o
u
r
ce
s
we
r
e
s
elec
ted
th
r
o
u
g
h
iter
ativ
e
r
ea
d
in
g
a
n
d
th
eo
r
etica
l
s
am
p
lin
g
.
T
h
ese
wer
e
s
u
p
p
lem
en
ted
b
y
k
e
y
p
o
licy
d
o
cu
m
en
ts
an
d
p
r
ac
titi
o
n
er
to
o
lk
its
.
T
h
e
s
am
p
lin
g
s
tr
ateg
y
d
o
es
n
o
t
aim
f
o
r
s
tatis
tical
r
ep
r
esen
tativ
en
ess
,
b
u
t
r
ath
e
r
f
o
r
co
n
ce
p
tu
a
l
s
atu
r
atio
n
—
ca
p
tu
r
in
g
th
e
d
iv
er
s
ity
o
f
cu
r
r
en
t
th
o
u
g
h
t
o
n
AI
-
in
teg
r
ated
cu
r
r
icu
lu
m
r
ef
o
r
m
.
I
llu
s
tr
ativ
e
c
ase
ex
am
p
les
f
r
o
m
th
e
Un
ited
States
an
d
L
atin
Am
er
ica
wer
e
ch
o
s
en
b
ased
o
n
p
ed
a
g
o
g
ical
r
elev
a
n
ce
a
n
d
d
o
c
u
m
en
ted
im
p
lem
en
tatio
n
o
f
AI
liter
ac
y
in
itiativ
es.
T
h
e
r
esu
ltin
g
m
o
d
e
l is n
o
t in
ten
d
ed
as a
u
n
iv
er
s
al
tem
p
late
b
u
t a
s
a
h
e
u
r
is
tic
f
r
a
m
ewo
r
k
to
s
u
p
p
o
r
t
eth
ically
g
r
o
u
n
d
ed
an
d
c
o
n
tex
t
-
s
en
s
itiv
e
cu
r
r
icu
lu
m
in
n
o
v
ati
o
n
.
2
.
1
.
Crit
ica
l
lite
r
a
cy
a
nd
F
re
irea
n
peda
g
o
g
y
in a
dig
it
a
l
a
g
e
C
r
itical
liter
ac
y
,
as
b
o
th
a
p
e
d
ag
o
g
ical
a
p
p
r
o
ac
h
an
d
ep
is
t
em
o
lo
g
ical
s
tan
ce
,
u
r
g
es
ed
u
ca
to
r
s
an
d
lear
n
er
s
to
m
o
v
e
b
ey
o
n
d
f
u
n
ctio
n
al
o
r
n
e
u
tr
al
in
ter
p
r
etatio
n
s
o
f
tex
t
an
d
k
n
o
wled
g
e.
R
o
o
ted
in
Fre
ir
e’
s
p
ed
ag
o
g
y
o
f
t
h
e
o
p
p
r
ess
ed
[
2
]
,
it
p
o
s
itio
n
s
ed
u
ca
tio
n
as
a
d
i
alo
g
ic
an
d
tr
an
s
f
o
r
m
ativ
e
p
r
o
ce
s
s
,
wh
er
e
r
ea
d
in
g
an
d
wr
itin
g
th
e
w
o
r
d
b
ec
o
m
e
in
s
tr
u
m
en
ts
f
o
r
r
ea
d
in
g
a
n
d
wr
itin
g
th
e
wo
r
ld
.
Fre
ir
ea
n
p
ed
ag
o
g
y
ce
n
ter
s
o
n
co
n
s
cien
tiz
a
çã
o
—
a
cr
itical
c
o
n
s
cio
u
s
n
ess
th
at
em
p
o
wer
s
in
d
iv
id
u
als
to
in
ter
r
o
g
ate
s
o
cial
r
ea
liti
es
an
d
ch
allen
g
e
s
tr
u
ctu
r
es
o
f
o
p
p
r
ess
io
n
.
T
h
is
f
o
u
n
d
atio
n
al
p
r
in
ci
p
le
ass
u
m
es
r
en
ewe
d
im
p
o
r
ta
n
ce
in
th
e
co
n
tex
t
o
f
AI
,
wh
ich
in
tr
o
d
u
ce
s
n
o
t o
n
ly
n
ew
liter
ac
ies b
u
t a
ls
o
n
ew
f
o
r
m
s
o
f
s
y
m
b
o
lic
d
o
m
in
atio
n
.
I
n
co
n
te
m
p
o
r
a
r
y
d
ig
ital
ec
o
lo
g
ies,
cr
itical
liter
ac
y
m
u
s
t
ex
p
an
d
to
en
co
m
p
ass
alg
o
r
ith
m
ic
o
u
tp
u
ts
,
d
ata
-
d
r
iv
e
n
co
m
m
u
n
icatio
n
,
a
n
d
th
e
i
n
cr
ea
s
in
g
ly
in
v
is
ib
le
m
ed
iato
r
s
o
f
m
ea
n
in
g
p
r
o
d
u
c
tio
n
.
J
an
k
s
[
3
]
an
d
Vasq
u
ez
[
4
]
h
a
v
e
em
p
h
asized
th
e
m
u
ltimo
d
al
an
d
i
d
eo
lo
g
ical
d
im
en
s
io
n
s
o
f
liter
ac
y
in
m
ed
ia
-
s
atu
r
ated
en
v
ir
o
n
m
en
ts
.
Ho
wev
er
,
th
e
ar
r
iv
al
o
f
g
en
er
ativ
e
AI
s
y
s
tem
s
—
s
u
ch
as
C
h
atGPT
,
DAL
L
·
E
,
o
r
a
u
to
m
ated
s
co
r
in
g
to
o
ls
—
co
m
p
licates
th
e
tr
ad
itio
n
al
liter
ac
ies
an
d
s
em
io
tic
r
eso
u
r
ce
s
th
at
s
tu
d
e
n
ts
ar
e
ex
p
ec
ted
t
o
m
aster
.
T
h
ese
s
y
s
tem
s
d
o
n
o
t
m
er
ely
t
r
an
s
m
it
m
ea
n
in
g
;
th
e
y
s
y
n
th
esize,
p
r
io
r
itize,
a
n
d
s
o
m
etim
es
f
ab
r
icate
in
f
o
r
m
atio
n
b
ased
o
n
p
r
o
b
a
b
ilis
tic
m
o
d
els,
tr
ain
ed
o
n
c
o
r
p
o
r
a
th
at
r
ep
r
o
d
u
ce
e
x
is
tin
g
s
o
cial
b
iases
[
5
]
,
[
6
].
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
C
r
itica
l li
tera
cy
a
n
d
cu
r
r
icu
lu
m
r
efo
r
m
in
th
e
d
ig
ita
l a
g
e:
a
p
ed
a
g
o
g
ica
l
…
(
P
a
b
lo
A
g
u
s
ti
n
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r
tero
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b
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)
2599
Fre
ir
e’
s
n
o
tio
n
o
f
p
r
o
b
lem
-
p
o
s
in
g
ed
u
ca
tio
n
in
v
ites
u
s
to
s
itu
ate
AI
n
o
t
as
a
n
eu
tr
al
tec
h
n
o
lo
g
ical
to
o
l,
b
u
t a
s
a
cu
r
r
icu
lu
m
o
b
jec
t to
b
e
cr
itically
ex
p
lo
r
ed
.
T
h
e
s
h
if
t f
r
o
m
d
ialo
g
ic
to
au
to
m
at
ed
co
m
m
u
n
icatio
n
in
ed
u
ca
tio
n
r
aises
u
r
g
en
t
q
u
e
s
tio
n
s
ab
o
u
t
v
o
ice,
ag
en
c
y
,
a
n
d
cr
itical
p
a
r
ticip
atio
n
[
2
]
.
A
c
r
itical
p
ed
ag
o
g
y
o
f
AI
m
u
s
t
cu
ltiv
ate
awa
r
en
ess
o
f
h
o
w
m
a
ch
in
e
lear
n
in
g
m
o
d
e
ls
en
co
d
e
p
a
r
ticu
lar
id
e
o
lo
g
ies,
an
d
h
o
w
s
tu
d
e
n
ts
ca
n
r
esis
t p
ass
iv
e
co
n
s
u
m
p
tio
n
o
f
alg
o
r
ith
m
ic
o
u
tp
u
ts
th
r
o
u
g
h
d
is
cu
r
s
iv
e,
r
e
f
lex
iv
e,
a
n
d
et
h
ical
en
g
ag
em
e
n
t.
As
s
u
ch
,
cr
itical
liter
ac
y
b
e
co
m
es
a
p
iv
o
tal
f
r
am
ewo
r
k
f
o
r
n
a
v
ig
atin
g
th
e
s
y
m
b
o
lic
p
o
wer
o
f
lan
g
u
ag
e
[
7
]
,
n
o
w
en
tan
g
led
with
th
e
s
y
n
th
etic
an
d
au
to
m
a
ted
g
r
am
m
ar
s
o
f
AI
.
I
n
s
u
m
,
t
o
r
em
ain
f
aith
f
u
l
to
Fre
ir
ea
n
p
r
in
ci
p
les
in
th
e
ag
e
o
f
AI
,
ed
u
ca
to
r
s
m
u
s
t
f
o
s
ter
cr
itical
en
g
ag
e
m
en
ts
with
la
n
g
u
ag
e
,
co
d
e,
an
d
d
esig
n
—
r
ec
o
g
n
izin
g
th
at
tex
t
s
n
o
w
in
clu
d
e
n
o
t
o
n
ly
b
o
o
k
s
an
d
ar
ticles,
b
u
t
d
ata
d
ash
b
o
ar
d
s
,
r
ec
o
m
m
e
n
d
er
s
y
s
tem
s
,
ch
atb
o
t
in
ter
f
ac
es,
an
d
m
ac
h
in
e
-
g
en
er
ate
d
ess
ay
s
.
T
h
is
s
h
if
t
m
an
d
ates
n
ew
p
ed
ag
o
g
ical
s
tr
ateg
ies
th
at
b
alan
ce
em
p
o
wer
m
en
t
with
tech
n
ical
liter
ac
y
,
en
ab
lin
g
s
tu
d
en
ts
to
b
o
th
d
ec
o
d
e
an
d
r
ec
o
d
e
th
eir
d
ig
ital
r
ea
liti
es [
2
].
2
.
2
.
Adv
a
nced
lea
rning
t
heo
ry
:
co
ns
t
ruct
iv
is
t
,
s
o
cio
cult
ura
l pa
ra
dig
m
s
,
a
nd
co
nn
ec
t
i
v
is
t
t
ho
ug
ht
T
h
e
p
e
d
ag
o
g
ical
tr
a
n
s
f
o
r
m
ati
o
n
e
n
v
is
io
n
ed
in
th
is
ar
ticle
a
ls
o
r
eq
u
ir
es
g
r
o
u
n
d
in
g
in
co
n
tem
p
o
r
ar
y
th
eo
r
ies
o
f
lear
n
in
g
.
C
o
n
s
tr
u
ctiv
is
m
,
p
ar
ticu
lar
ly
in
Piag
et
[
8
]
an
d
B
r
u
n
e
r
[
9
]
f
o
r
m
u
latio
n
s
em
p
h
asizes
th
at
lear
n
er
s
co
n
s
tr
u
ct
k
n
o
wled
g
e
ac
tiv
ely
,
th
r
o
u
g
h
c
o
g
n
itiv
e
d
is
eq
u
ilib
r
iu
m
,
ex
p
lo
r
atio
n
,
an
d
r
ef
lectio
n
.
T
h
ese
ten
ets
r
em
ain
esp
ec
ially
r
e
lev
an
t
in
AI
-
r
ich
en
v
ir
o
n
m
en
ts
wh
er
e
s
tu
d
en
ts
in
te
r
a
ct
with
d
y
n
am
ic,
non
-
lin
ea
r
s
o
u
r
ce
s
o
f
in
f
o
r
m
at
io
n
an
d
ex
p
er
ie
n
ce
f
r
e
q
u
en
t c
o
g
n
itiv
e
ch
allen
g
e
f
r
o
m
s
y
n
th
etic
m
ed
ia.
Ho
wev
er
,
it
is
Vy
g
o
ts
k
ian
s
o
c
io
cu
ltu
r
al
th
e
o
r
y
th
at
o
f
f
er
s
a
m
o
r
e
r
o
b
u
s
t
f
r
am
ewo
r
k
f
o
r
in
ter
p
r
etin
g
AI
'
s
m
ed
iatin
g
r
o
le
i
n
lear
n
in
g
[
10
]
.
Vy
g
o
ts
k
y
’
s
c
o
n
ce
p
t
o
f
th
e
z
o
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
en
t
(
Z
PD)
illu
m
in
ates
h
o
w
lear
n
i
n
g
is
s
ca
f
f
o
ld
ed
th
r
o
u
g
h
cu
ltu
r
ally
em
b
ed
d
e
d
to
o
ls
a
n
d
s
o
cial
i
n
ter
ac
tio
n
.
W
h
en
AI
f
u
n
ctio
n
s
as
a
co
g
n
itiv
e
ass
is
tan
t
—
s
u
ch
as
an
a
d
ap
tiv
e
tu
t
o
r
o
r
lan
g
u
ag
e
m
o
d
el
—
it
p
ar
ticip
ates
in
s
h
ap
in
g
th
e
Z
PD,
m
ed
iatin
g
n
o
t
o
n
ly
task
s
b
u
t
also
ex
p
ec
tatio
n
s
,
v
alu
es,
an
d
ep
is
tem
o
lo
g
ie
s
[
10
]
.
T
h
e
cr
itical
q
u
esti
o
n
b
ec
o
m
es:
wh
o
s
e
c
u
ltu
r
al
to
o
ls
ar
e
em
b
ed
d
e
d
in
th
e
AI
,
a
n
d
wh
at
f
o
r
m
s
o
f
k
n
o
wled
g
e
ar
e
leg
itima
ted
o
r
ex
cl
u
d
ed
i
n
th
e
p
r
o
ce
s
s
?
B
u
ild
in
g
o
n
th
ese
tr
a
d
itio
n
s
,
co
n
n
ec
tiv
is
m
h
as
em
e
r
g
ed
as
a
r
esp
o
n
s
e
to
t
h
e
co
m
p
l
ex
ity
an
d
non
-
lin
ea
r
ity
o
f
lear
n
in
g
i
n
n
etwo
r
k
ed
d
i
g
ital
s
p
ac
es
[
1
1
]
.
C
o
n
n
ec
tiv
is
t
th
eo
r
y
co
n
ce
p
tu
alize
s
k
n
o
wled
g
e
as
d
is
tr
ib
u
ted
ac
r
o
s
s
h
u
m
an
an
d
n
o
n
-
h
u
m
a
n
n
o
d
es,
e
m
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
p
atter
n
r
ec
o
g
n
itio
n
,
d
i
g
ital
n
av
ig
atio
n
,
an
d
t
h
e
ab
ilit
y
to
s
y
n
th
esize
ac
r
o
s
s
s
o
u
r
ce
s
.
AI
s
y
s
tem
s
,
esp
ec
ially
t
h
o
s
e
em
b
ed
d
ed
in
p
er
s
o
n
alize
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
co
n
te
n
t
cu
r
atio
n
p
latf
o
r
m
s
,
r
ef
lect
th
is
d
is
tr
ib
u
ted
m
o
d
el.
Yet
co
n
n
ec
tiv
is
m
m
u
s
t
b
e
r
ev
is
e
d
th
r
o
u
g
h
a
cr
itical
len
s
:
wh
ile
AI
f
ac
ilit
ates
ac
ce
s
s
an
d
ef
f
icien
cy
,
it
also
f
r
ag
m
en
ts
atten
tio
n
,
a
b
s
tr
ac
ts
co
n
tex
t,
an
d
r
is
k
s
r
ein
f
o
r
cin
g
ex
is
tin
g
p
o
wer
asy
m
m
etr
i
es
th
r
o
u
g
h
o
p
aq
u
e
alg
o
r
ith
m
s
[
1
2
].
R
ec
en
t
s
ch
o
lar
s
h
av
e
p
r
o
p
o
s
ed
in
teg
r
atin
g
th
ese
lear
n
i
n
g
t
h
eo
r
ies
with
cr
itical
d
ig
ital
p
ed
ag
o
g
y
t
o
b
etter
ad
d
r
ess
AI
’
s
im
p
ac
t
o
n
co
g
n
itio
n
an
d
cu
r
r
icu
lu
m
[
1
3
]
,
[
1
4
]
.
Fo
r
ex
am
p
le,
lear
n
in
g
is
n
o
lo
n
g
er
o
n
ly
th
e
ac
q
u
is
i
ti
o
n
o
f
d
e
cla
r
a
ti
v
e
k
n
o
w
le
d
g
e
,
b
u
t
als
o
t
h
e
d
ev
el
o
p
m
en
t
o
f
m
et
ac
o
g
n
iti
v
e
s
tr
at
eg
i
es
f
o
r
q
u
esti
o
n
i
n
g
d
ig
ital
au
th
o
r
ity
,
d
etec
tin
g
m
an
ip
u
latio
n
,
an
d
p
ar
ticip
atin
g
eth
ically
in
n
etwo
r
k
e
d
p
u
b
li
cs.
T
h
ese
ex
p
a
n
d
ed
g
o
als r
ed
ef
in
e
n
o
t o
n
ly
h
o
w
le
ar
n
in
g
o
cc
u
r
s
b
u
t a
ls
o
wh
at
le
ar
n
in
g
m
ea
n
s
in
a
p
o
s
t
-
d
ig
ital
s
o
ciety
[1
3
].
2
.
3
.
AI
a
s
epis
t
em
o
lo
g
ica
l a
nd
curr
icu
la
r
dis
ru
pto
r
T
h
e
AI
r
ep
r
esen
ts
a
p
ar
a
d
ig
m
atic
d
is
r
u
p
tio
n
to
tr
ad
it
io
n
al
ep
is
tem
o
lo
g
ies
a
n
d
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
s
.
At
th
e
ep
is
tem
o
l
o
g
ical
lev
el,
AI
ch
allen
g
es
h
u
m
an
-
ce
n
te
r
ed
n
o
tio
n
s
o
f
au
t
h
o
r
s
h
ip
,
cr
ea
tiv
ity
,
an
d
ju
d
g
m
en
t.
Gen
e
r
ativ
e
m
o
d
els
b
lu
r
th
e
b
o
u
n
d
ar
ies
b
etw
ee
n
o
r
ig
in
al
a
n
d
d
er
iv
ativ
e
wo
r
k
,
wh
ile
p
r
e
d
ictiv
e
an
aly
tics
r
ed
ef
in
e
wh
at
it
m
e
an
s
to
“k
n
o
w”
b
y
s
u
b
s
titu
tin
g
p
r
o
b
a
b
ilis
tic
o
u
tp
u
ts
f
o
r
s
itu
ated
,
co
n
tex
tu
alize
d
u
n
d
er
s
tan
d
i
n
g
[
1
4
]
.
T
h
e
d
ef
er
en
ce
to
alg
o
r
ith
m
ic
a
u
th
o
r
ity
in
ed
u
ca
tio
n
al
an
d
s
o
cieta
l
s
ettin
g
s
f
o
s
ter
s
wh
at
B
ee
r
[
1
5
]
ca
lls
m
etr
ic
p
o
wer
—
th
e
p
r
iv
ileg
in
g
o
f
q
u
an
tific
a
tio
n
o
v
er
q
u
alitativ
e
in
q
u
ir
y
.
C
r
itically
,
th
e
d
esig
n
an
d
d
ep
lo
y
m
e
n
t
o
f
AI
s
y
s
tem
s
ar
e
f
ar
f
r
o
m
n
eu
tr
al.
N
o
b
le
[
5
]
an
d
E
u
b
an
k
s
[1
6
]
h
av
e
s
h
o
w
n
h
o
w
AI
in
f
r
astru
ctu
r
es
p
e
r
p
etu
at
e
s
y
s
tem
ic
d
is
cr
im
in
atio
n
,
esp
ec
ially
wh
en
tr
ain
e
d
o
n
b
iased
o
r
in
c
o
m
p
lete
d
ata
.
T
h
ese
s
y
s
tem
s
o
p
er
atio
n
alize
d
o
m
in
an
t
id
e
o
lo
g
ies
in
s
u
b
tle
way
s
—
th
r
o
u
g
h
co
n
ten
t
f
ilter
in
g
,
p
r
e
d
ictiv
e
p
o
licin
g
,
s
u
r
v
eillan
ce
,
an
d
a
u
to
m
ated
ev
alu
atio
n
—
r
aisi
n
g
et
h
ical
co
n
ce
r
n
s
ab
o
u
t
eq
u
ity
,
r
ep
r
esen
tatio
n
,
an
d
e
p
is
tem
ic
ju
s
tice
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
1
7
]
.
C
u
r
r
icu
la
t
h
at
f
ail
to
ex
p
o
s
e
s
tu
d
en
ts
to
th
ese
r
ea
liti
es r
is
k
r
ep
r
o
d
u
cin
g
,
r
ath
er
th
an
tr
a
n
s
f
o
r
m
in
g
,
s
o
cio
-
tech
n
o
lo
g
ical
in
eq
u
alities
.
Fro
m
a
cu
r
r
icu
lar
s
tan
d
p
o
i
n
t,
AI
n
ec
ess
itate
s
a
s
h
if
t
f
r
o
m
co
n
ten
t
-
ce
n
tr
ic
m
o
d
els
to
in
q
u
ir
y
-
b
ased
,
p
r
o
ce
s
s
-
o
r
ien
ted
,
a
n
d
cr
itically
r
ef
lex
iv
e
ap
p
r
o
ac
h
es
[
1
8
]
.
I
t
is
n
o
lo
n
g
er
s
u
f
f
icien
t
to
in
clu
d
e
“d
ig
ital
s
k
ills
”
o
r
“AI
liter
ac
y
”
as
d
is
cr
ete
co
m
p
eten
cies;
in
s
tead
,
AI
m
u
s
t
b
e
ad
d
r
ess
ed
ac
r
o
s
s
d
is
cip
lin
e
s
as
a
s
ite
o
f
et
h
ical
n
eg
o
tiatio
n
an
d
m
ea
n
in
g
-
m
a
k
in
g
.
As
W
illi
am
s
o
n
et
a
l
.
[
19
]
ar
g
u
e,
AI
in
e
d
u
ca
tio
n
is
n
o
t
m
er
ely
an
in
s
tr
u
ctio
n
al
to
o
l
—
it
is
a
s
o
ci
o
tech
n
ical
ac
to
r
th
at
r
esh
ap
es
p
ed
ag
o
g
ical
r
elatio
n
s
h
i
p
s
,
in
s
t
itu
tio
n
al
s
tr
u
ctu
r
es,
an
d
ed
u
ca
tio
n
al
im
ag
in
a
r
ies
.
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
.
3
,
J
u
n
e
20
2
6
:
2
5
9
7
-
2
6
0
7
2600
T
h
e
in
teg
r
atio
n
o
f
AI
in
to
cu
r
r
icu
lu
m
th
u
s
d
em
a
n
d
s
wh
at
B
iest
a
[
2
0
]
d
escr
ib
es
as
s
u
b
ject
if
icatio
n
:
th
e
f
o
r
m
atio
n
o
f
a
u
to
n
o
m
o
u
s
,
cr
itical
in
d
iv
id
u
als
wh
o
ca
n
r
e
s
is
t
th
e
d
eh
u
m
an
izin
g
ten
d
en
c
ies
o
f
au
to
m
atio
n
.
T
h
is
alig
n
s
with
Selwy
n
[
21
]
ca
ll
f
o
r
a
“slo
w
E
d
T
ec
h
”
m
o
v
em
en
t
th
at
p
r
io
r
itizes
p
ed
a
g
o
g
ical
d
elib
e
r
atio
n
o
v
er
tech
n
o
-
s
o
lu
tio
n
is
m
.
W
h
en
lin
k
ed
to
Fre
ir
e
[
2
]
p
r
ax
is
,
th
is
th
eo
r
etica
l
s
y
n
th
esis
p
o
s
itio
n
s
AI
n
o
t
as
a
n
eu
tr
al
en
ab
ler
o
f
in
n
o
v
atio
n
,
b
u
t
as
a
p
o
liti
ca
l
ar
tifa
ct
to
b
e
d
ec
o
d
ed
,
d
is
cu
s
s
ed
,
an
d
co
n
test
ed
with
in
a
d
em
o
cr
atic
ed
u
ca
tio
n
al
s
p
ac
e.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
in
teg
r
atio
n
o
f
AI
in
to
e
d
u
ca
tio
n
al
s
y
s
tem
s
h
as
e
x
p
o
s
e
d
d
ee
p
s
tr
u
ctu
r
al
ten
s
io
n
s
with
in
ex
is
tin
g
cu
r
r
icu
lar
f
r
am
ewo
r
k
s
.
T
r
a
d
itio
n
ally
o
r
g
a
n
ized
ar
o
u
n
d
s
tab
l
e
co
n
ten
t
d
o
m
ain
s
,
f
i
x
ed
lear
n
in
g
o
u
tc
o
m
es,
an
d
s
tan
d
ar
d
ized
ass
ess
m
en
t
r
eg
im
es,
m
an
y
cu
r
r
icu
la
r
e
m
ain
ill
-
eq
u
ip
p
e
d
to
r
esp
o
n
d
to
th
e
d
y
n
am
ic,
d
is
tr
ib
u
ted
,
an
d
eth
ically
c
o
m
p
lex
n
atu
r
e
o
f
AI
.
As
AI
s
y
s
tem
s
b
ec
o
m
e
in
cr
ea
s
in
g
l
y
em
b
e
d
d
ed
in
class
r
o
o
m
s
,
th
e
d
is
co
n
n
ec
t
b
etwe
en
tec
h
n
o
lo
g
ical
tr
a
n
s
f
o
r
m
atio
n
an
d
p
ed
ag
o
g
ical
p
r
e
p
ar
ed
n
ess
b
ec
o
m
es
b
o
th
a
n
ep
is
tem
ic
an
d
civ
ic
co
n
ce
r
n
[
22
].
3
.
1
.
Curric
ula
r
cha
lleng
es in t
he
a
g
e
o
f
AI
T
h
is
s
ec
tio
n
p
r
o
p
o
s
es
a
s
er
ies
o
f
p
r
ess
in
g
ch
allen
g
es
th
at
cu
r
r
en
tly
d
o
m
in
ate
d
eb
ate
s
ar
o
u
n
d
cu
r
r
icu
lu
m
d
esig
n
an
d
th
e
in
c
lu
s
io
n
o
f
AI
i
n
ed
u
ca
tio
n
.
W
h
ile
AI
is
o
f
ten
in
tr
o
d
u
ce
d
th
r
o
u
g
h
f
u
n
ctio
n
al
an
d
to
o
l
-
o
r
ien
te
d
ap
p
r
o
ac
h
es
—
em
p
h
asizin
g
ef
f
icien
c
y
,
p
er
s
o
n
aliza
tio
n
,
an
d
s
k
ills
ac
q
u
is
itio
n
—
s
u
ch
f
r
am
in
g
s
r
is
k
o
b
s
cu
r
in
g
th
e
b
r
o
ad
e
r
p
o
wer
r
elatio
n
s
,
v
alu
e
s
y
s
tem
s
,
an
d
in
s
titu
tio
n
al
lo
g
ics
em
b
e
d
d
ed
in
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies.
R
ec
en
t
c
r
itical
s
ch
o
lar
s
h
ip
h
as
th
er
e
f
o
r
e
ar
g
u
ed
th
at
c
u
r
r
icu
l
u
m
r
esp
o
n
s
e
s
to
AI
m
u
s
t
m
o
v
e
b
ey
o
n
d
in
s
tr
u
m
en
tal
u
s
es
o
f
tech
n
o
lo
g
y
to
war
d
an
ex
am
in
atio
n
o
f
h
o
w
AI
r
esh
ap
es
au
th
o
r
ity
,
k
n
o
wled
g
e
p
r
o
d
u
ctio
n
,
a
n
d
ed
u
ca
tio
n
al
g
o
v
er
n
a
n
ce
[
23
]
.
Fro
m
th
is
p
er
s
p
ec
tiv
e,
th
e
ch
allen
g
es
ar
e
n
o
t
m
er
ely
tech
n
ical
o
r
p
ed
a
g
o
g
ical,
b
u
t d
ee
p
ly
cu
r
r
icu
lar
an
d
p
o
liti
ca
l in
n
atu
r
e.
3
.
1
.
1
.
F
ro
m
f
un
ct
io
na
l t
o
cr
it
ica
l lit
er
a
cies
On
e
o
f
th
e
m
o
s
t
p
r
ess
in
g
c
h
allen
g
es
is
th
e
p
r
ed
o
m
in
an
ce
o
f
f
u
n
ctio
n
al
liter
ac
y
m
o
d
els,
wh
ich
em
p
h
asize
tech
n
ical
p
r
o
f
icien
cy
,
b
asic
d
ig
ital
s
k
ills
,
an
d
i
n
s
tr
u
m
en
tal
u
s
e
o
f
tech
n
o
lo
g
y
[
24
]
.
W
h
ile
s
u
ch
co
m
p
eten
cies
ar
e
n
ec
ess
ar
y
,
th
ey
ar
e
in
s
u
f
f
icien
t
i
n
p
r
ep
ar
in
g
s
tu
d
en
ts
to
cr
iticall
y
en
g
a
g
e
with
th
e
ar
ch
itectu
r
es
an
d
im
p
licatio
n
s
o
f
AI
.
A
cu
r
r
icu
l
u
m
g
r
o
u
n
d
e
d
in
f
u
n
ctio
n
alis
m
r
is
k
s
p
r
o
d
u
cin
g
wh
at
Fre
ir
e
[
2
]
d
escr
ib
ed
as
th
e
“b
an
k
in
g
m
o
d
el”
o
f
ed
u
ca
tio
n
,
wh
er
ein
le
ar
n
er
s
p
ass
iv
ely
r
ec
eiv
e
in
f
o
r
m
atio
n
r
ath
er
th
an
ac
tiv
ely
in
ter
r
o
g
atin
g
an
d
co
-
c
o
n
s
tr
u
ctin
g
k
n
o
wled
g
e.
C
o
n
tem
p
o
r
ar
y
AI
s
y
s
tem
s
—
esp
ec
ially
th
o
s
e
th
at
g
en
er
at
e,
r
an
k
,
a
n
d
i
n
ter
p
r
et
tex
ts
—
d
em
an
d
a
b
r
o
ad
e
r
co
n
ce
p
tio
n
o
f
liter
a
cy
th
at
in
co
r
p
o
r
ates
cr
itical
th
in
k
in
g
,
eth
ical
r
ea
s
o
n
in
g
,
an
d
s
o
cio
tec
h
n
ical
awa
r
en
ess
.
D
ig
ital
liter
ac
y
m
u
s
t
m
o
v
e
b
e
y
o
n
d
to
o
l
u
s
e
to
war
d
a
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
m
ea
n
in
g
is
p
r
o
d
u
ce
d
an
d
p
o
wer
is
e
x
er
ci
s
ed
in
d
ig
ital
en
v
ir
o
n
m
en
ts
[
1
1
]
,
[
2
5
]
.
I
n
AI
c
o
n
tex
ts
,
t
h
is
i
n
v
o
lv
es
d
ec
ip
h
e
r
in
g
h
o
w
alg
o
r
ith
m
s
p
r
io
r
itize
ce
r
t
ain
n
ar
r
ativ
es,
h
o
w
d
atasets
en
co
d
e
s
o
cial
v
alu
es,
an
d
h
o
w
au
to
m
ated
s
y
s
tem
s
s
h
ap
e
u
s
er
b
eh
a
v
io
r
.
W
ith
o
u
t
s
u
ch
c
r
itical
len
s
es,
s
tu
d
en
ts
m
ay
b
ec
o
m
e
f
lu
e
n
t
in
in
ter
a
ctin
g
with
AI
wh
ile
r
em
ain
in
g
u
n
awa
r
e
o
f
its
id
eo
l
o
g
ical
u
n
d
er
p
in
n
in
g
s
an
d
s
o
cieta
l c
o
n
s
eq
u
en
ce
s
[
25
].
3
.
1
.
2
.
Alg
o
rit
hm
bia
s
a
nd
t
h
e
curr
iculu
m
o
f
co
ntr
o
l
An
o
th
er
cu
r
r
icu
lar
c
h
allen
g
e
lies
in
th
e
tacit
n
o
r
m
aliza
tio
n
o
f
al
g
o
r
ith
m
ic
s
u
r
v
eillan
ce
an
d
d
ataf
icatio
n
as
p
ed
ag
o
g
ical
p
r
ac
tices.
Ma
n
y
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
—
r
an
g
i
n
g
f
r
o
m
p
lag
iar
is
m
d
etec
to
r
s
to
lear
n
in
g
a
n
aly
tics
d
ash
b
o
ar
d
s
—
r
ely
o
n
AI
-
d
r
iv
en
s
u
r
v
eil
lan
ce
m
ec
h
an
is
m
s
th
at
r
e
d
u
c
e
co
m
p
lex
h
u
m
a
n
b
eh
av
io
r
s
to
d
ata
p
o
i
n
ts
.
Me
n
d
o
za
[
26
]
h
av
e
ty
p
i
f
ied
th
is
as
“su
r
v
eillan
ce
ca
p
italis
m
,
”
w
h
er
ein
s
tu
d
en
t
d
ata
b
ec
o
m
es
b
o
t
h
a
c
o
m
m
o
d
ity
a
n
d
a
m
o
d
e
o
f
b
eh
av
io
r
al
co
n
tr
o
l.
R
ec
en
t
r
esear
ch
o
n
th
e
d
ataf
icatio
n
o
f
teac
h
in
g
h
ig
h
lig
h
ts
h
o
w
s
u
c
h
s
y
s
tem
s
r
esh
ap
e
p
ed
ag
o
g
ical
a
u
th
o
r
ity
an
d
p
r
o
f
ess
io
n
al
j
u
d
g
m
en
t,
o
f
ten
s
h
if
tin
g
d
ec
is
io
n
-
m
ak
in
g
p
o
wer
awa
y
f
r
o
m
e
d
u
ca
to
r
s
to
war
d
alg
o
r
ith
m
ic
s
y
s
tem
s
[
20
].
T
h
e
cu
r
r
ic
u
lar
im
p
licatio
n
s
o
f
th
is
s
h
if
t
ar
e
p
r
o
f
o
u
n
d
.
W
h
en
lear
n
in
g
is
m
o
n
ito
r
e
d
,
p
r
e
d
icted
,
an
d
co
r
r
ec
ted
b
y
o
p
a
q
u
e
s
y
s
tem
s
,
th
e
class
r
o
o
m
b
ec
o
m
es
a
s
ite
o
f
alg
o
r
ith
m
ic
g
o
v
er
n
a
n
c
e.
T
h
e
p
r
o
m
is
e
o
f
p
er
s
o
n
aliza
tio
n
o
f
te
n
m
ask
s
a
lo
g
ic
o
f
co
n
t
r
o
l,
wh
er
e
d
e
v
i
atio
n
s
f
r
o
m
n
o
r
m
ativ
e
p
er
f
o
r
m
an
ce
ar
e
f
lag
g
e
d
,
co
r
r
ec
ted
,
o
r
s
u
p
p
r
ess
ed
[
27
]
.
C
u
r
r
icu
la
th
at
f
ail
to
ad
d
r
ess
th
ese
d
y
n
am
ics
r
is
k
n
atu
r
alizin
g
th
em
,
tr
ain
in
g
s
tu
d
en
ts
to
ad
ap
t
to
m
ac
h
in
e
ex
p
ec
tatio
n
s
r
ath
er
th
an
c
h
allen
g
in
g
th
e
ass
u
m
p
tio
n
s
b
u
ilt
i
n
to
th
o
s
e
m
ac
h
in
es
[2
8
]
.
Mo
r
eo
v
er
,
alg
o
r
ith
m
ic
b
ias
—
n
o
w
wid
ely
d
o
cu
m
e
n
ted
in
ar
ea
s
s
u
ch
as
f
ac
ia
l
r
ec
o
g
n
itio
n
[
29
]
,
p
r
ed
ictiv
e
p
o
licin
g
[
1
6
]
an
d
au
to
m
ated
h
ir
in
g
[
30
]
—
also
p
er
m
ea
tes
ed
u
ca
tio
n
al
a
p
p
licatio
n
s
.
I
f
lef
t
u
n
ex
am
in
e
d
,
s
u
ch
b
iases
ca
n
r
ep
licate
s
y
s
tem
ic
in
eq
u
alities
alo
n
g
lin
es
o
f
r
ac
e,
g
en
d
er
,
c
lass
,
an
d
lan
g
u
ag
e
with
in
th
e
cu
r
r
icu
lu
m
.
E
d
u
ca
t
io
n
al
s
y
s
tem
s
m
u
s
t
th
er
ef
o
r
e
em
b
ed
cr
itical
d
is
cu
s
s
io
n
s
o
f
b
ias,
f
air
n
ess
,
an
d
tr
an
s
p
ar
en
cy
i
n
to
th
eir
lea
r
n
in
g
o
b
jectiv
es,
p
a
r
ticu
lar
ly
in
te
ch
n
o
lo
g
y
-
f
o
cu
s
ed
o
r
in
ter
d
is
ci
p
lin
ar
y
s
u
b
jects.
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
C
r
itica
l li
tera
cy
a
n
d
cu
r
r
icu
lu
m
r
efo
r
m
in
th
e
d
ig
ita
l a
g
e:
a
p
ed
a
g
o
g
ica
l
…
(
P
a
b
lo
A
g
u
s
ti
n
A
r
tero
A
b
ella
n
)
2601
3
.
1
.
3
.
Dec
o
nte
x
t
ua
lized
k
no
wledg
e
a
nd
lo
s
s
o
f
inte
rpre
t
i
v
e
depth
AI
tech
n
o
lo
g
ies
o
f
ten
o
p
e
r
at
e
b
y
ab
s
tr
ac
tin
g
c
o
n
tex
t
in
o
r
d
er
to
g
e
n
er
alize
ac
r
o
s
s
v
as
t
d
atasets
.
W
h
ile
th
is
en
ab
les
r
em
ar
k
a
b
le
ef
f
icien
cy
in
p
atter
n
r
ec
o
g
n
itio
n
an
d
p
r
ed
ictio
n
,
it
ca
n
also
u
n
d
er
m
in
e
th
e
co
n
tex
tu
al,
c
u
ltu
r
al,
a
n
d
in
ter
p
r
etiv
e
r
ic
h
n
ess
th
at
is
ess
en
tial
to
m
ea
n
in
g
f
u
l
lear
n
in
g
.
T
h
is
d
ec
o
n
tex
tu
aliza
tio
n
a
f
f
ec
ts
n
o
t
o
n
ly
th
e
o
u
tp
u
ts
o
f
AI
s
y
s
tem
s
b
u
t
also
th
e
way
s
in
wh
ich
k
n
o
wled
g
e
is
co
n
ce
p
tu
alize
d
i
n
cu
r
r
icu
lu
m
d
o
cu
m
e
n
ts
[
4
].
Fo
r
in
s
tan
ce
,
w
h
en
s
tu
d
en
ts
u
s
e
lar
g
e
lan
g
u
ag
e
m
o
d
els
to
g
en
er
ate
ess
ay
s
,
s
u
m
m
a
r
ies,
o
r
r
esear
c
h
id
ea
s
,
th
e
r
is
k
is
th
at
k
n
o
wled
g
e
is
r
ed
u
ce
d
to
p
atter
n
-
b
ased
p
ar
ap
h
r
asin
g
r
ath
e
r
th
a
n
d
ee
p
co
n
ce
p
tu
al
en
g
ag
em
e
n
t.
Su
ch
p
r
ac
tices
c
an
er
o
d
e
th
e
in
ter
p
r
etiv
e
s
k
ills
th
at
ar
e
ce
n
tr
al
to
h
u
m
an
is
tic
d
is
cip
lin
es,
as
well
as
th
e
ep
is
tem
ic
h
u
m
ilit
y
r
eq
u
ir
ed
to
n
av
ig
ate
am
b
ig
u
ity
an
d
co
n
tr
ad
ictio
n
[
31
]
.
L
ea
r
n
in
g
in
v
o
lv
es
n
o
t
o
n
l
y
co
g
n
itiv
e
ac
q
u
is
itio
n
b
u
t
also
id
en
tity
f
o
r
m
atio
n
an
d
eth
ic
al
p
o
s
itio
n
in
g
—
d
im
en
s
io
n
s
th
at
ar
e
f
latten
ed
in
AI
-
m
ed
iated
in
ter
ac
tio
n
s
if
n
o
t a
cc
o
m
p
an
ied
b
y
c
r
itical
f
r
am
in
g
[
32
].
T
h
is
f
latten
in
g
is
co
m
p
o
u
n
d
e
d
b
y
cu
r
r
ic
u
la
th
at
p
r
io
r
itize
m
ea
s
u
r
ab
le
co
m
p
eten
cies
o
v
e
r
d
ialo
g
ic
ex
p
lo
r
atio
n
.
T
h
e
p
r
ess
u
r
e
to
s
tan
d
ar
d
ize
o
u
tc
o
m
es
an
d
d
em
o
n
s
tr
ate
ac
co
u
n
tab
ilit
y
o
f
ten
lead
s
to
r
ig
id
cu
r
r
icu
lar
s
tr
u
ctu
r
es
th
at
leav
e
litt
le
r
o
o
m
f
o
r
u
n
ce
r
tain
ty
,
f
ailu
r
e,
o
r
in
tellectu
al
r
is
k
-
tak
in
g
—
all
o
f
wh
ich
ar
e
ess
en
tial
f
o
r
d
ev
el
o
p
in
g
cr
iti
ca
l
awa
r
en
ess
in
AI
c
o
n
tex
t
s
.
I
n
th
is
s
en
s
e,
AI
d
o
es
n
o
t
m
er
ely
c
h
allen
g
e
co
n
ten
t; it c
h
allen
g
es th
e
v
er
y
lo
g
ic
o
f
c
u
r
r
icu
lu
m
d
esig
n
[
21
].
3
.
1
.
4
.
T
ea
cher
a
g
ency
a
nd
t
e
chno
cr
a
t
ic
re
f
o
rm
T
h
e
r
is
e
o
f
AI
in
ed
u
ca
tio
n
also
r
ec
o
n
f
ig
u
r
es
th
e
r
o
le
o
f
ed
u
ca
to
r
s
,
wh
o
ar
e
o
f
ten
ex
p
ec
ted
to
im
p
lem
en
t
tech
n
o
l
o
g
y
with
o
u
t
s
u
f
f
icien
t
tim
e,
tr
ain
in
g
,
o
r
cr
itical
u
n
d
er
s
tan
d
in
g
.
W
h
en
cu
r
r
icu
lar
r
e
f
o
r
m
s
ar
e
d
r
i
v
en
b
y
tech
n
o
c
r
atic
lo
g
ics
—
em
p
h
asizin
g
in
n
o
v
atio
n
,
s
ca
lab
ilit
y
,
an
d
e
f
f
icien
cy
—
teac
h
er
s
m
ay
f
i
n
d
th
em
s
elv
es
m
ar
g
in
alize
d
o
r
in
s
tr
u
m
en
talized
,
r
ath
e
r
th
an
e
m
p
o
wer
ed
as
co
-
d
esig
n
e
r
s
o
f
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
[
1
6
]
,
[
19
].
T
h
is
tech
n
o
cr
atic
f
r
am
in
g
ca
n
r
esu
lt
in
wh
at
B
iest
a
[
20
]
te
r
m
s
th
e
“
lear
n
if
icatio
n
”
o
f
ed
u
ca
tio
n
:
a
s
h
if
t
in
f
o
cu
s
f
r
o
m
t
h
e
s
u
b
s
tan
ce
an
d
p
u
r
p
o
s
e
o
f
teac
h
in
g
to
th
e
o
p
tim
izatio
n
o
f
lear
n
i
n
g
o
u
tco
m
es,
o
f
ten
th
r
o
u
g
h
d
ata
-
d
r
iv
en
s
y
s
tem
s
.
I
n
th
e
ca
s
e
o
f
AI
,
th
is
m
ea
n
s
th
at
h
u
m
a
n
ju
d
g
m
en
t,
eth
ical
r
ef
lectio
n
,
a
n
d
p
ed
ag
o
g
ical
in
t
u
itio
n
m
ay
b
e
s
u
b
o
r
d
i
n
ated
to
alg
o
r
ith
m
ic
g
u
id
an
ce
.
R
ec
laim
in
g
th
e
ed
u
ca
to
r
’
s
r
o
le
as
a
cr
itical
m
ed
iato
r
—
s
o
m
eo
n
e
wh
o
ca
n
ch
allen
g
e
,
co
n
tex
tu
alize
,
a
n
d
co
-
cr
ea
t
e
k
n
o
wled
g
e
with
s
tu
d
en
ts
—
is
es
s
en
tial f
o
r
r
esis
tin
g
th
is
tr
en
d
.
T
h
ese
d
y
n
am
ics
m
ir
r
o
r
b
r
o
ad
er
lab
o
r
tr
en
d
s
in
d
ata
-
d
r
iv
en
wo
r
k
p
lace
s
,
wh
er
e
al
g
o
r
ith
m
ic
m
an
ag
em
en
t
r
estru
ctu
r
es
au
to
n
o
m
y
a
n
d
ac
co
u
n
tab
ilit
y
,
r
ein
f
o
r
cin
g
th
e
n
ee
d
f
o
r
cu
r
r
i
cu
lu
m
m
o
d
els
th
at
ex
p
licitly
ad
d
r
ess
p
o
wer
an
d
c
o
n
tr
o
l
in
AI
-
m
e
d
iated
en
v
ir
o
n
m
en
ts
[
30
]
.
T
h
u
s
,
AI
p
o
s
es
n
o
t
o
n
ly
tech
n
ical
o
r
eth
ical
ch
allen
g
es
b
u
t
also
cu
r
r
icu
lar
o
n
es.
T
o
m
ee
t
th
e
m
,
ed
u
ca
to
r
s
an
d
in
s
titu
tio
n
s
m
u
s
t
ad
o
p
t
a
b
r
o
a
d
er
v
is
io
n
o
f
liter
ac
y
,
lear
n
i
n
g
,
a
n
d
c
u
r
r
icu
lu
m
—
o
n
e
th
at
r
e
-
c
en
ter
s
h
u
m
a
n
a
g
en
cy
,
cu
lt
u
r
a
l
in
ter
p
r
etatio
n
,
a
n
d
eth
ical
en
g
ag
em
e
n
t a
t th
e
h
ea
r
t o
f
ed
u
ca
tio
n
al
d
esig
n
[
21
].
3
.
2
.
E
m
er
g
ing
inn
o
v
a
t
io
ns
a
nd
po
licy
re
s
po
n
s
es
W
h
ile
th
e
in
teg
r
atio
n
o
f
AI
in
to
ed
u
ca
tio
n
h
as
s
u
r
f
ac
ed
n
u
m
er
o
u
s
th
eo
r
etica
l
an
d
p
r
ac
tical
ch
allen
g
es,
it
h
as
also
ca
taly
z
ed
in
n
o
v
ativ
e
r
esp
o
n
s
es
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
.
Ar
o
u
n
d
th
e
wo
r
ld
,
p
o
licy
m
ak
er
s
,
e
d
u
ca
to
r
s
,
a
n
d
cu
r
r
icu
lu
m
d
esig
n
er
s
ar
e
d
ev
e
lo
p
in
g
n
ew
f
r
am
ewo
r
k
s
to
r
ei
m
ag
in
e
lear
n
in
g
f
o
r
th
e
alg
o
r
ith
m
ic
ag
e
—
f
r
am
ew
o
r
k
s
th
at
em
p
h
asize
eth
ical
e
n
g
ag
em
e
n
t,
cr
itical
in
q
u
ir
y
,
a
n
d
in
ter
d
is
cip
lin
ar
y
co
llab
o
r
atio
n
[
30
]
.
T
h
is
s
ec
tio
n
s
u
r
v
ey
s
a
r
an
g
e
o
f
cu
r
r
ic
u
lar
in
n
o
v
atio
n
s
th
at
d
e
m
o
n
s
tr
a
te
th
e
p
o
ten
tial
f
o
r
AI
-
awa
r
e,
cr
itically
liter
ate
p
ed
ag
o
g
y
,
f
r
o
m
to
p
-
d
o
wn
i
n
s
titu
tio
n
al
m
o
d
els
to
g
r
ass
r
o
o
ts
ed
u
ca
to
r
-
led
p
r
ac
tices
[
31
].
3
.
2
.
1
.
G
lo
ba
l
f
r
a
m
ewo
r
k
s
f
o
r
AI
a
nd
dig
it
a
l lit
er
a
cy
At
th
e
p
o
licy
lev
el,
s
ev
er
al
in
ter
n
atio
n
al
b
o
d
ies
h
av
e
p
r
o
p
o
s
ed
co
m
p
r
e
h
en
s
iv
e
f
r
am
e
wo
r
k
s
th
at
r
ec
o
g
n
ize
th
e
s
o
cio
tech
n
ical
i
m
p
licatio
n
s
o
f
AI
.
T
h
e
r
ec
o
m
m
en
d
atio
n
o
n
th
e
eth
ics
o
f
AI
ex
p
licitly
ca
lls
f
o
r
th
e
in
co
r
p
o
r
atio
n
o
f
h
u
m
an
r
ig
h
ts
,
d
ata
s
o
v
er
eig
n
ty
,
an
d
c
u
ltu
r
al
d
iv
er
s
ity
in
to
AI
ed
u
c
atio
n
[
1
8
]
,
[
3
3
]
.
I
t
en
co
u
r
a
g
es
n
atio
n
al
cu
r
r
icu
la
to
ad
d
r
ess
n
o
t
o
n
l
y
h
o
w
AI
w
o
r
k
s
,
b
u
t
also
h
o
w
it
af
f
ec
ts
in
d
iv
id
u
al
au
to
n
o
m
y
,
co
llectiv
e
b
eh
av
io
r
,
an
d
d
em
o
cr
atic
p
ar
ticip
atio
n
wh
e
n
it c
o
m
es,
to
g
o
v
e
r
n
an
ce
-
o
r
ien
te
d
p
r
in
cip
les [
34
].
Similar
ly
,
in
ter
n
atio
n
al
d
is
cu
s
s
io
n
s
o
n
AI
an
d
ed
u
c
atio
n
in
c
r
ea
s
in
g
ly
ad
v
o
ca
te
f
o
r
a
r
e
d
ef
in
itio
n
o
f
k
ey
c
o
m
p
eten
cies
i
n
lig
h
t
o
f
AI
.
R
ath
er
th
a
n
n
ar
r
o
wly
em
p
h
asizin
g
tec
h
n
ical
s
k
ills
,
th
ese
f
r
am
ewo
r
k
s
id
en
tify
cr
ea
tiv
ity
,
em
o
tio
n
al
in
tellig
en
ce
,
eth
ical
r
ea
s
o
n
in
g
,
an
d
s
y
s
tem
s
th
in
k
in
g
as
ess
e
n
tial
f
o
r
n
av
ig
atin
g
h
y
b
r
id
h
u
m
an
-
m
ac
h
in
e
en
v
i
r
o
n
m
en
ts
[
3
1
]
.
C
o
n
tem
p
o
r
ar
y
s
ch
o
lar
s
h
ip
also
war
n
s
a
g
ain
s
t
r
ed
u
ctio
n
is
t
ap
p
r
o
ac
h
es
to
AI
in
teg
r
atio
n
an
d
i
n
s
tead
p
r
o
m
o
tes
h
o
l
is
tic,
in
ter
d
is
cip
lin
ar
y
,
an
d
s
o
cially
r
esp
o
n
s
ib
le
lear
n
in
g
o
b
jectiv
es
[
3
5
]
.
T
h
ese
in
ter
n
atio
n
al
g
u
id
elin
es
r
ep
r
esen
t
an
im
p
o
r
tan
t
s
h
if
t
to
war
d
in
te
g
r
atin
g
cr
itical
an
d
civ
ic
d
im
en
s
io
n
s
in
to
AI
c
u
r
r
icu
l
u
m
p
o
licy
.
C
o
m
p
lem
en
tin
g
th
ese,
th
e
I
STE
s
tan
d
ar
d
s
f
o
r
s
tu
d
en
ts
h
av
e
b
ee
n
u
p
d
ated
to
r
ef
lect
th
e
n
ee
d
f
o
r
co
m
p
u
tati
o
n
al
th
in
k
in
g
,
d
ig
ital c
itizen
s
h
ip
,
an
d
em
p
o
wer
e
d
u
s
e
o
f
em
er
g
in
g
tech
n
o
lo
g
i
es
[
31
]
.
Alth
o
u
g
h
o
f
ten
r
o
o
ted
in
th
e
U.
S.
co
n
tex
t,
th
ese
s
tan
d
ar
d
s
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
5
9
7
-
2
6
0
7
2602
in
cr
ea
s
in
g
ly
ad
o
p
ted
g
lo
b
ally
,
an
d
th
eir
ev
o
lu
tio
n
s
u
g
g
ests
a
g
r
o
win
g
awa
r
en
ess
th
at
liter
ac
y
in
th
e
ag
e
o
f
AI
m
u
s
t b
e
b
o
th
f
u
n
ctio
n
al
an
d
cr
itical.
W
h
ile
L
i
et
a
l
.
[
33
]
e
m
p
h
asize
s
h
u
m
an
r
ig
h
ts
,
cu
ltu
r
al
d
iv
er
s
ity
,
an
d
d
ata
g
o
v
er
n
a
n
ce
th
e
f
r
am
ewo
r
k
d
ev
elo
p
e
d
b
y
Ar
ias
et
a
l
.
[
36
]
p
r
io
r
itizes
ad
ap
tab
ilit
y
,
cr
ea
tiv
ity
,
an
d
life
lo
n
g
lear
n
in
g
in
AI
-
m
e
d
iated
ec
o
n
o
m
ies.
I
n
co
n
tr
ast,
th
e
I
STE
s
tan
d
ar
d
s
f
o
r
s
tu
d
e
n
ts
[
37
]
o
p
er
atio
n
alize
AI
liter
ac
y
p
r
im
a
r
ily
th
r
o
u
g
h
co
m
p
eten
cy
-
b
ased
d
ig
ital
citizen
s
h
ip
an
d
co
m
p
u
tatio
n
al
t
h
in
k
in
g
.
C
o
m
p
ar
e
d
to
t
h
ese
f
r
a
m
ewo
r
k
s
,
th
e
m
o
d
e
l
p
r
o
p
o
s
ed
in
th
is
ar
ticle
p
lace
s
s
tr
o
n
g
er
em
p
h
asis
o
n
cr
it
ical
liter
ac
y
,
d
ialo
g
ic
p
ed
a
g
o
g
y
,
an
d
e
p
is
tem
ic
ag
en
cy
,
p
o
s
itio
n
in
g
lear
n
er
s
n
o
t
o
n
l
y
as
u
s
er
s
o
f
AI
s
y
s
tem
s
b
u
t
as
cr
itical
in
ter
p
r
eter
s
o
f
t
h
eir
s
o
cial,
eth
ical,
an
d
p
o
liti
ca
l im
p
licatio
n
s
.
3
.
2
.
2
.
Ca
s
e
s
t
ud
ies:
curr
icula
r
re
s
po
ns
es f
ro
m
pra
ct
ice
C
o
n
cr
ete
cu
r
r
icu
lar
in
itiativ
es
p
r
o
v
id
e
f
u
r
t
h
er
ev
id
e
n
ce
o
f
in
n
o
v
atio
n
at
th
e
class
r
o
o
m
an
d
in
s
titu
tio
n
al
lev
el.
Fo
r
ex
am
p
le,
Fin
lan
d
’
s
e
lem
en
ts
o
f
AI
p
r
o
g
r
a
m
—
d
ev
elo
p
ed
jo
in
tly
b
y
th
e
Un
iv
er
s
ity
o
f
Helsin
k
i
an
d
R
ea
cto
r
—
h
as
b
e
en
in
ter
n
atio
n
ally
lau
d
e
d
f
o
r
m
ak
in
g
AI
ed
u
ca
tio
n
ac
ce
s
s
ib
le
to
b
r
o
a
d
p
u
b
lics
[
25
]
.
Of
f
er
e
d
as
a
f
r
e
e
o
n
l
i
n
e
c
o
u
r
s
e
w
i
t
h
c
u
r
r
i
c
u
l
a
r
a
d
a
p
ta
t
i
o
n
s
f
o
r
s
e
c
o
n
d
a
r
y
a
n
d
t
e
r
t
i
a
r
y
e
d
u
c
a
t
i
o
n
,
i
t
i
n
c
l
u
d
es
m
o
d
u
l
e
s
o
n
t
h
e
e
t
h
i
c
a
l
,
s
o
c
i
a
l
,
a
n
d
p
h
i
l
o
s
o
p
h
i
c
a
l
i
m
p
l
i
c
at
i
o
n
s
o
f
A
I
.
I
m
p
o
r
t
a
n
t
l
y
,
t
h
e
c
o
u
r
s
e
h
a
s
b
e
e
n
i
n
t
e
g
r
a
t
e
d
in
to
b
o
th
f
o
r
m
al
an
d
i
n
f
o
r
m
al
lear
n
in
g
s
y
s
tem
s
,
r
ef
lectin
g
a
co
m
m
itm
en
t to
life
lo
n
g
,
i
n
clu
s
iv
e
ed
u
ca
tio
n
.
C
o
m
p
ar
ativ
e
r
esear
ch
o
n
AI
in
ed
u
ca
tio
n
ac
r
o
s
s
n
atio
n
al
co
n
tex
ts
d
em
o
n
s
tr
ates
th
at
cu
r
r
icu
lu
m
r
esp
o
n
s
es
ar
e
s
h
ap
e
d
b
y
c
u
ltu
r
al,
p
o
liti
ca
l,
an
d
ec
o
n
o
m
ic
f
ac
to
r
s
,
u
n
d
e
r
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
co
n
tex
t
-
s
en
s
itiv
e
AI
liter
ac
y
f
r
am
ewo
r
k
s
[
14
]
.
Fro
m
a
p
r
ac
t
itio
n
er
-
o
r
ien
te
d
p
er
s
p
ec
tiv
e,
C
am
iller
i
et
a
l.
[
3
8
]
s
im
ilar
ly
em
p
h
asizes
th
at
ef
f
ec
tiv
e
AI
in
teg
r
atio
n
in
class
r
o
o
m
s
d
ep
en
d
s
o
n
l
o
ca
l
ed
u
ca
tio
n
al
cu
ltu
r
es,
teac
h
er
p
r
ep
ar
e
d
n
ess
,
an
d
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
,
r
ath
e
r
th
an
th
e
wh
o
lesale
ad
o
p
tio
n
o
f
s
tan
d
a
r
d
ized
tech
n
o
lo
g
ical
s
o
lu
tio
n
s
.
T
o
g
et
h
er
,
th
ese
p
e
r
s
p
ec
tiv
es
h
ig
h
li
g
h
t
th
e
n
ee
d
f
o
r
cu
r
r
icu
lu
m
m
o
d
els
th
at
ar
e
b
o
th
g
lo
b
ally
in
f
o
r
m
e
d
an
d
lo
ca
lly
ad
ap
tab
le.
I
n
th
e
Un
ited
States
,
s
ev
er
al
s
ch
o
o
l
d
is
tr
icts
an
d
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
h
av
e
b
eg
u
n
p
ilo
tin
g
“c
r
itical
AI
liter
ac
y
”
cu
r
r
icu
l
a.
Fo
r
in
s
tan
ce
,
t
h
e
Ma
s
s
ac
h
u
s
etts
I
n
s
titu
te
o
f
T
ec
h
n
o
lo
g
y
(
MI
T
)
m
e
d
ia
lab
’
s
teac
h
in
g
AI
eth
ics
in
itiativ
e
o
f
f
er
s
m
o
d
u
lar
less
o
n
p
lan
s
th
a
t
b
len
d
co
d
in
g
,
n
ar
r
ativ
e
s
to
r
y
tellin
g
,
an
d
eth
ical
d
eb
ate
[
39
]
.
Stu
d
en
ts
en
g
a
g
e
with
q
u
esti
o
n
s
s
u
ch
as:
C
an
an
alg
o
r
ith
m
b
e
r
ac
is
t?
W
h
at
d
o
es
it
m
ea
n
to
“tr
ain
”
a
m
ac
h
in
e?
T
h
ese
p
r
o
g
r
am
s
aim
to
cu
ltiv
ate
r
ef
lex
iv
e,
in
ter
d
is
cip
lin
ar
y
co
m
p
eten
ci
es th
at
m
er
g
e
civ
ic
ed
u
ca
tio
n
with
c
o
m
p
u
tatio
n
al
th
in
k
in
g
.
L
atin
Am
er
ica
h
as
also
s
ee
n
g
r
ass
r
o
o
ts
cu
r
r
icu
lar
r
esp
o
n
s
e
s
r
o
o
ted
in
s
o
cial
ju
s
tice
tr
a
d
itio
n
s
[
40
]
.
In
Ar
g
en
tin
a
an
d
C
o
lo
m
b
ia,
f
o
r
ex
am
p
le,
teac
h
er
co
llec
tiv
es
h
av
e
d
ev
elo
p
ed
o
p
en
-
a
cc
ess
to
o
lk
its
f
o
r
d
is
cu
s
s
in
g
A
I
i
n
t
h
e
c
o
n
t
e
x
t
o
f
e
c
o
n
o
m
i
c
i
n
e
q
u
a
l
it
y
,
s
u
r
v
e
il
l
an
c
e
,
a
n
d
i
n
d
i
g
e
n
o
u
s
k
n
o
w
l
e
d
g
e
s
y
s
t
e
m
s
[
15
]
,
[
26
]
.
T
h
e
s
e
e
f
f
o
r
t
s
o
f
t
e
n
d
r
a
w
f
r
o
m
F
r
e
i
r
e
a
n
p
e
d
a
g
o
g
y
[
2
]
a
n
d
c
r
i
t
i
c
a
l
d
i
g
it
a
l
l
it
e
r
a
c
y
f
r
a
m
e
w
o
r
k
s
[
41
]
a
n
d
p
o
s
i
t
i
o
n
AI
n
o
t o
n
ly
as a
s
u
b
ject
o
f
tec
h
n
ical
tr
ain
in
g
b
u
t a
s
a
s
ite
o
f
cu
ltu
r
al
n
eg
o
tiatio
n
an
d
p
o
liti
ca
l r
esis
tan
ce
.
3
.
2
.
3
.
T
ea
cher
a
g
ency
,
dia
lo
g
ic
peda
g
o
g
y
a
nd
s
t
ud
ent
v
o
ice
A
co
m
m
o
n
th
r
ea
d
ac
r
o
s
s
s
u
c
ce
s
s
f
u
l
cu
r
r
icu
lar
in
n
o
v
atio
n
s
is
th
e
r
e
-
ce
n
ter
in
g
o
f
teac
h
er
ag
en
cy
.
E
d
u
ca
to
r
s
ar
e
n
o
t
m
er
el
y
im
p
lem
en
ter
s
o
f
AI
-
en
h
an
ce
d
to
o
ls
o
r
s
cr
ip
ted
cu
r
r
ic
u
la;
th
ey
ar
e
co
-
d
esig
n
er
s
o
f
p
ed
ag
o
g
ical
ex
p
er
ien
ce
s
th
at
r
esp
o
n
d
t
o
s
p
ec
if
ic
s
o
ci
o
cu
ltu
r
al
co
n
tex
ts
.
W
h
en
teac
h
er
s
a
r
e
g
iv
en
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
,
tr
ai
n
in
g
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
t
h
ey
ca
n
in
teg
r
ate
AI
liter
ac
y
i
n
to
d
iv
er
s
e
d
i
s
cip
lin
es
—
wh
eth
er
th
r
o
u
g
h
liter
atu
r
e
a
n
aly
s
is
,
d
ata
eth
ics d
eb
ates,
o
r
co
llab
o
r
ati
v
e
p
r
o
jects in
d
esig
n
an
d
tech
n
o
lo
g
y
.
I
n
th
is
v
ein
,
d
i
a
l
o
g
i
c
p
e
d
a
g
o
g
y
p
l
a
y
s
a
c
e
n
t
r
al
r
o
l
e
.
A
l
e
x
a
n
d
e
r
[
4
2
]
d
e
s
c
r
i
b
e
s
d
i
al
o
g
i
c
te
a
c
h
in
g
as
“th
e
h
ar
n
ess
in
g
o
f
th
e
p
o
wer
o
f
ta
lk
to
s
tim
u
late
an
d
ex
ten
d
th
in
k
in
g
an
d
ad
v
an
ce
lear
n
i
n
g
a
n
d
u
n
d
e
r
s
tan
d
in
g
.
”
W
h
en
ap
p
lied
to
AI
ed
u
ca
tio
n
,
d
ialo
g
ic
ap
p
r
o
ac
h
es
allo
w
s
tu
d
en
ts
to
q
u
esti
o
n
ass
u
m
p
ti
o
n
s
,
s
h
ar
e
d
iv
er
s
e
in
ter
p
r
etatio
n
s
,
an
d
c
o
-
co
n
s
tr
u
ct
m
ea
n
in
g
ar
o
u
n
d
co
m
p
lex
is
s
u
es
s
u
ch
as
au
to
m
atio
n
,
i
d
en
tity
,
an
d
d
ig
ital
ju
s
tice.
E
m
p
ir
ical
s
tu
d
ies
in
K
-
1
2
s
ettin
g
s
s
h
o
w
th
at
eth
ical
d
is
cu
s
s
io
n
s
ar
o
u
n
d
AI
s
u
p
p
o
r
t
s
tu
d
en
ts
’
m
o
r
al
r
ea
s
o
n
in
g
,
civ
ic
en
g
a
g
em
en
t,
an
d
cr
itical
awa
r
en
ess
wh
en
e
m
b
ed
d
e
d
in
to
s
tr
u
ctu
r
ed
class
r
o
o
m
d
ialo
g
u
e
[
4
3
]
.
Th
is
d
is
cu
s
s
io
n
p
r
o
m
o
tes
th
e
m
etac
o
g
n
itiv
e
an
d
eth
ical
co
m
p
eten
cies n
ec
ess
ar
y
f
o
r
c
r
itical
liter
ac
y
.
Stu
d
en
t
v
o
ice
is
eq
u
ally
c
r
u
ci
al.
R
ath
er
th
an
f
r
am
i
n
g
AI
as
a
to
p
-
d
o
wn
tech
n
o
lo
g
ical
in
e
v
itab
ilit
y
,
f
o
r
war
d
-
t
h
in
k
in
g
cu
r
r
icu
la
tr
e
at
s
tu
d
en
ts
as
ep
is
tem
ic
ag
en
ts
ca
p
ab
le
o
f
s
h
ap
i
n
g
h
o
w
AI
i
s
u
s
ed
,
in
ter
p
r
eted
,
an
d
g
o
v
e
r
n
ed
.
Par
ticip
ato
r
y
p
r
o
jects
—
s
u
ch
as
d
esig
n
in
g
eth
ically
r
esp
o
n
s
ib
le
c
h
atb
o
ts
,
m
ap
p
in
g
AI
in
ev
er
y
d
a
y
life
,
o
r
co
n
d
u
ctin
g
c
r
itical
in
ter
v
iews
with
d
ig
ital
to
o
ls
—
p
o
s
itio
n
lear
n
er
s
as
ac
t
iv
e
co
n
tr
i
b
u
to
r
s
t
o
b
o
th
k
n
o
wled
g
e
a
n
d
p
o
licy
co
n
v
er
s
atio
n
s
.
T
h
is
alig
n
s
w
ith
d
em
o
cr
atic
th
eo
r
ies
o
f
e
d
u
ca
tio
n
[
42
]
a
n
d
s
u
p
p
o
r
ts
s
u
b
jectif
icatio
n
th
r
o
u
g
h
p
r
a
x
is
.
3
.
3
.
A
peda
g
o
g
ica
l f
r
a
m
ewo
rk
f
o
r
AI
-
cr
it
ica
l c
urriculu
m
des
ig
n
I
n
r
esp
o
n
s
e
to
th
e
cu
r
r
icu
lar
a
n
d
e
p
is
tem
o
lo
g
ical
c
h
allen
g
es
,
an
d
b
u
ild
in
g
o
n
g
lo
b
al
in
n
o
v
atio
n
s
an
d
cr
itical
p
ed
ag
o
g
y
tr
ad
itio
n
s
,
t
h
is
s
ec
tio
n
p
r
o
p
o
s
es
a
f
r
am
ew
o
r
k
f
o
r
in
teg
r
atin
g
AI
liter
ac
y
in
to
th
e
cu
r
r
icu
l
u
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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N:
2252
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8
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itica
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tera
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a
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tero
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2603
th
r
o
u
g
h
a
cr
itical,
d
ialo
g
ic,
an
d
lear
n
er
-
ce
n
ter
ed
ap
p
r
o
ac
h
.
T
h
e
f
r
a
m
ewo
r
k
is
s
tr
u
ctu
r
ed
a
r
o
u
n
d
f
o
u
r
in
ter
r
elate
d
p
r
in
cip
les,
ea
ch
co
r
r
esp
o
n
d
in
g
to
a
p
ed
a
g
o
g
i
ca
l
o
r
ien
tatio
n
an
d
s
et
o
f
lear
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in
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o
u
tco
m
es.
T
o
g
eth
er
,
th
ey
f
o
r
m
a
m
o
d
el
f
o
r
c
u
ltiv
atin
g
cr
itical
liter
ac
y
in
th
e
ag
e
o
f
AI
—
o
n
e
th
at
r
esis
t
s
tech
n
o
cr
atic
d
eter
m
in
is
m
wh
ile
em
b
r
ac
in
g
tech
n
o
lo
g
ical
en
g
a
g
em
en
t
as
a
s
p
ac
e
f
o
r
eth
ical
in
q
u
ir
y
,
r
ef
lex
iv
e
d
ialo
g
u
e,
an
d
d
em
o
cr
atic
p
ar
ticip
atio
n
.
3
.
3
.
1
.
P
rinciple 1
:
c
rit
ica
l
i
nt
er
ro
g
a
t
io
n
o
f
AI
o
utput
s
a
nd
lo
g
ics
A
f
ir
s
t
p
r
in
cip
le
o
f
AI
-
in
f
o
r
m
ed
cr
itical
cu
r
r
icu
lu
m
d
esig
n
i
s
to
tr
ea
t
AI
s
y
s
tem
s
n
o
t
m
e
r
e
ly
as
to
o
ls
to
b
e
m
aster
ed
,
b
u
t
as
cu
ltu
r
al
tex
ts
to
b
e
r
ea
d
,
q
u
esti
o
n
ed
,
a
n
d
cr
itiq
u
e
d
.
B
ec
au
s
e
AI
s
y
s
tem
s
ar
e
n
o
t
n
eu
tr
al
o
r
p
u
r
el
y
tech
n
ical
ar
tifa
cts,
b
u
t
r
ath
er
p
r
o
d
u
cts
o
f
h
u
m
an
d
esig
n
em
b
ed
d
e
d
with
v
alu
es,
b
iases
,
an
d
p
o
liti
ca
l
co
n
s
eq
u
en
ce
s
[
16
]
,
[
42
]
,
a
cr
itical
p
ed
ag
o
g
y
m
u
s
t
en
co
u
r
ag
e
lear
n
er
s
to
in
ter
r
o
g
ate
th
eir
lo
g
ics
an
d
ass
u
m
p
tio
n
s
.
T
h
is
in
v
o
lv
es
g
u
id
in
g
s
tu
d
en
ts
to
an
aly
ze
h
o
w
an
d
wh
y
AI
s
y
s
tem
s
o
p
er
ate,
wh
at
p
er
s
p
ec
tiv
es
th
ey
p
r
iv
ileg
e,
an
d
wh
at
f
o
r
m
s
o
f
k
n
o
wled
g
e
th
ey
s
ilen
ce
.
Fo
r
in
s
tan
ce
,
o
n
e
ac
tiv
ity
m
ay
in
v
o
lv
e
co
m
p
a
r
in
g
AI
-
g
en
er
ated
n
ews
s
u
m
m
ar
ie
s
o
r
h
is
to
r
ical
n
a
r
r
ativ
es
with
h
u
m
a
n
-
au
th
o
r
ed
eq
u
iv
ale
n
ts
in
o
r
d
er
t
o
d
etec
t
o
m
is
s
io
n
s
,
d
is
to
r
tio
n
s
,
o
r
s
y
s
tem
atic
p
atter
n
s
.
B
y
r
esear
ch
in
g
th
e
o
r
i
g
in
s
o
f
th
ese
d
is
cr
ep
an
cies,
s
tu
d
en
ts
d
ev
elo
p
th
e
ca
p
ac
ity
to
r
ec
o
g
n
ize
th
e
id
eo
lo
g
ical
o
r
ep
is
tem
o
lo
g
ical
ass
u
m
p
tio
n
s
en
co
d
ed
in
alg
o
r
ith
m
ic
o
u
tp
u
ts
.
T
h
e
ex
p
ec
ted
lear
n
i
n
g
o
u
tc
o
m
es
in
clu
d
e
th
e
ab
ilit
y
to
ev
alu
ate
th
e
tr
u
s
two
r
th
in
ess
an
d
co
m
p
leten
ess
o
f
AI
-
g
e
n
er
ated
co
n
ten
t,
as
well
as
to
ar
ticu
late
cr
itiq
u
es
o
f
AI
s
y
s
tem
s
g
r
o
u
n
d
e
d
in
b
o
th
eth
ical
r
ea
s
o
n
in
g
an
d
em
p
ir
ical
e
v
id
en
ce
.
3
.
3
.
2
.
P
rinciple 2
:
m
ultilit
er
a
cies a
nd
dig
it
a
l sem
io
t
ics
A
s
ec
o
n
d
p
r
i
n
ci
p
le
i
n
v
o
l
v
es
e
x
p
a
n
d
in
g
th
e
c
o
n
c
e
p
t
o
f
lit
e
r
a
cy
to
i
n
cl
u
d
e
m
u
lt
im
o
d
al
a
n
d
m
a
ch
in
e
-
m
e
d
ia
te
d
f
o
r
m
s
o
f
c
o
m
m
u
n
i
ca
tio
n
ac
r
o
s
s
d
is
c
ip
li
n
es
.
As
AI
t
ec
h
n
o
l
o
g
i
es i
n
c
r
e
asi
n
g
l
y
m
e
d
i
ate
h
o
w
m
ea
n
i
n
g
is
p
r
o
d
u
c
ed
a
n
d
ci
r
cu
lat
ed
—
wh
eth
e
r
th
r
o
u
g
h
v
o
ice
ass
is
ta
n
ts
,
im
ag
e
g
e
n
e
r
at
io
n
,
p
r
e
d
i
cti
v
e
te
x
t
,
o
r
a
u
t
o
m
a
te
d
g
r
a
d
i
n
g
—
s
tu
d
en
ts
r
e
q
u
i
r
e
w
h
at
C
o
p
e
an
d
Ka
la
n
t
zis
[
44
]
d
esc
r
i
b
e
as
s
e
m
i
o
t
ic
a
g
il
it
y
,
en
co
m
p
ass
i
n
g
v
is
u
al
,
alg
o
r
it
h
m
ic
,
a
n
d
p
r
o
ce
d
u
r
al
l
i
ter
ac
i
es
[
45
].
A
c
r
it
ic
al
c
u
r
r
i
c
u
l
u
m
m
u
s
t
th
e
r
e
f
o
r
e
p
r
e
p
a
r
e
l
ea
r
n
er
s
t
o
i
n
t
er
p
r
et
an
d
p
r
o
d
u
ce
m
e
an
in
g
a
cr
o
s
s
m
u
l
ti
p
le
m
o
d
es
s
h
ap
e
d
b
y
au
t
o
m
at
io
n
.
O
n
e
p
r
ac
t
ic
al
ac
tiv
it
y
in
v
o
l
v
es
t
h
e
cr
ea
ti
o
n
o
f
a
“
d
i
g
i
tal
te
x
t
p
o
r
tf
o
li
o
,
”
i
n
w
h
i
ch
s
tu
d
en
ts
c
u
r
ate
,
a
n
n
o
tat
e,
a
n
d
r
e
f
l
ec
t
o
n
m
u
lti
m
o
d
al
a
r
t
if
ac
ts
g
en
er
ated
b
y
o
r
in
co
llab
o
r
at
io
n
with
AI
s
y
s
tem
s
,
s
u
ch
as
ch
atb
o
t
co
n
v
er
s
atio
n
s
,
AI
-
g
e
n
er
ated
v
id
eo
s
,
o
r
s
y
n
th
etic
v
o
ices.
B
y
an
aly
zin
g
h
o
w
f
o
r
m
at,
af
f
o
r
d
an
ce
,
an
d
au
to
m
atio
n
s
h
ap
e
m
ea
n
in
g
,
s
tu
d
en
ts
d
ev
elo
p
th
e
ab
ilit
y
to
cr
itically
in
ter
p
r
et
d
i
g
ital
o
u
tp
u
ts
,
to
ap
p
ly
r
elev
a
n
t
th
eo
r
etica
l
f
r
a
m
ewo
r
k
s
to
m
u
ltimo
d
al
an
aly
s
is
,
an
d
to
r
ec
o
g
n
ize
h
o
w
in
ter
f
ac
e
d
esig
n
an
d
m
ac
h
in
e
m
ed
iati
o
n
in
f
lu
e
n
ce
p
r
o
ce
s
s
es o
f
m
ea
n
in
g
-
m
a
k
in
g
.
3
.
3
.
3
.
P
rinciple 3
:
d
em
o
cr
a
t
i
c
dia
lo
g
ue
a
nd
pa
rt
icipa
t
o
ry
et
hics
A
th
ir
d
p
r
in
cip
le
e
m
p
h
asize
s
th
e
im
p
o
r
tan
ce
o
f
cu
ltiv
at
in
g
class
r
o
o
m
e
n
v
ir
o
n
m
en
ts
in
wh
ich
s
tu
d
en
ts
co
llab
o
r
ativ
ely
ex
am
i
n
e
th
e
civ
ic,
s
o
cial,
an
d
eth
ica
l
co
n
s
eq
u
en
ce
s
o
f
AI
.
As
AI
in
cr
ea
s
in
g
ly
s
h
ap
es
d
em
o
cr
atic
life
th
r
o
u
g
h
alg
o
r
ith
m
ic
g
o
v
er
n
an
ce
,
s
u
r
v
eilla
n
ce
,
an
d
p
latf
o
r
m
m
o
d
er
atio
n
,
cu
r
r
icu
la
m
u
s
t
em
p
o
wer
lear
n
er
s
to
en
g
a
g
e
in
d
elib
er
ativ
e
d
ialo
g
u
e
ab
o
u
t
its
r
o
le
in
s
o
ciety
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
ju
s
tice,
in
clu
s
io
n
,
an
d
d
ata
r
i
g
h
ts
[
26
]
,
[
46
]
.
T
o
o
p
e
r
atio
n
alize
th
is
aim
,
ed
u
ca
t
o
r
s
ca
n
d
esig
n
s
tr
u
ctu
r
ed
d
eb
ates
o
r
d
elib
er
ativ
e
f
o
r
u
m
s
th
at
s
im
u
late
r
ea
l
-
wo
r
ld
p
o
lic
y
ch
allen
g
es,
s
u
ch
as
wh
eth
er
AI
s
h
o
u
ld
b
e
u
s
ed
in
g
r
ad
i
n
g
o
r
wh
o
o
wn
s
th
e
d
ata
p
r
o
d
u
ce
d
in
class
r
o
o
m
s
.
T
h
ese
ex
er
cises
co
m
b
in
e
civ
ic
liter
ac
y
with
r
h
eto
r
ical
s
k
ill
an
d
et
h
ical
an
a
ly
s
is
,
en
ab
lin
g
s
tu
d
en
ts
to
ar
ti
cu
late
r
ea
s
o
n
ed
p
o
s
itio
n
s
o
n
c
o
m
p
lex
AI
-
r
elate
d
d
ilem
m
as
[
47
]
.
I
n
d
o
in
g
s
o
,
t
h
ey
lear
n
n
o
t
o
n
l
y
to
a
p
p
ly
eth
ical
f
r
am
ewo
r
k
s
to
s
o
cio
tec
h
n
ical
q
u
esti
o
n
s
b
u
t
also
to
co
llab
o
r
ate
r
esp
ec
tf
u
lly
in
d
em
o
cr
atic
d
ialo
g
u
e
,
cu
ltiv
atin
g
d
is
p
o
s
itio
n
s
es
s
en
tial
f
o
r
cr
itical
citizen
s
h
ip
in
an
AI
-
m
e
d
iated
wo
r
ld
.
3
.
3
.
4
.
P
rinciple 4
:
a
da
ptiv
e,
i
nq
uiry
-
ba
s
ed,
a
nd
re
f
lex
iv
e
l
ea
rning
des
ig
n
T
h
e
f
o
u
r
th
p
r
in
cip
le
em
p
h
asizes
th
e
d
esig
n
o
f
lear
n
in
g
ex
p
er
ien
ce
s
th
at
ar
e
f
lex
i
b
le,
p
r
o
j
ec
t
-
b
ased
,
an
d
o
r
ien
ted
t
o
war
d
m
etac
o
g
n
itiv
e
g
r
o
wth
r
ath
er
th
an
r
o
te
m
aster
y
.
Giv
en
t
h
e
r
a
p
id
p
ac
e
o
f
AI
d
e
v
elo
p
m
e
n
t,
cu
r
r
icu
la
m
u
s
t
b
e
iter
ativ
e,
r
e
f
lex
iv
e,
an
d
ce
n
ter
e
d
o
n
in
q
u
ir
y
,
alig
n
in
g
with
co
n
s
tr
u
ctiv
i
s
t
an
d
co
n
n
ec
tiv
is
t
p
r
in
cip
les
th
at
p
r
iv
ileg
e
s
elf
-
d
ir
ec
ted
ex
p
l
o
r
atio
n
a
n
d
th
e
co
n
s
tr
u
ctio
n
o
f
n
ew
k
n
o
wled
g
e
[
11
]
,
[
20
].
A
p
r
ac
tical
ex
am
p
le
is
a
s
em
ester
-
lo
n
g
in
q
u
ir
y
p
r
o
ject
in
wh
ich
s
tu
d
en
ts
in
v
esti
g
ate
an
AI
-
r
elate
d
th
em
e
o
f
p
er
s
o
n
al
o
r
s
o
cieta
l
s
ig
n
if
ican
ce
—
s
u
ch
as
AI
an
d
clim
ate
m
o
d
elin
g
o
r
AI
in
lan
g
u
ag
e
tr
an
s
latio
n
—
cu
lm
in
atin
g
in
m
u
ltimo
d
al
p
r
esen
tatio
n
s
th
at
in
clu
d
e
r
ef
le
ctiv
e
ac
co
u
n
ts
o
f
th
eir
ev
o
lv
in
g
u
n
d
er
s
tan
d
in
g
.
T
h
r
o
u
g
h
th
is
p
r
o
ce
s
s
,
lear
n
er
s
ac
q
u
ir
e
th
e
ab
ilit
y
to
d
esig
n
an
d
c
o
n
d
u
ct
o
r
ig
i
n
al
in
q
u
i
r
y
in
to
th
e
s
o
cieta
l
im
p
ac
ts
o
f
AI
,
d
em
o
n
s
tr
ate
s
elf
-
r
ef
lex
iv
ity
i
n
ass
ess
in
g
th
eir
o
wn
lear
n
i
n
g
p
r
o
ce
s
s
es,
an
d
s
y
n
th
esize
in
s
ig
h
ts
f
r
o
m
d
i
v
er
s
e
tech
n
ical,
c
u
ltu
r
a
l,
an
d
eth
ical
s
o
u
r
ce
s
.
B
y
o
p
er
atio
n
alizin
g
th
is
an
d
t
h
e
p
r
e
v
io
u
s
p
r
in
cip
les,
e
d
u
ca
t
o
r
s
ca
n
c
o
n
s
tr
u
ct
c
u
r
r
icu
la
th
at
r
esp
o
n
d
to
th
e
co
m
p
lex
ities
o
f
AI
wh
ile
s
u
s
tain
in
g
th
e
em
an
cip
ato
r
y
aim
s
o
f
cr
itical
p
ed
ag
o
g
y
.
T
h
e
f
r
am
ewo
r
k
d
ev
elo
p
e
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h
er
e
f
o
s
ter
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n
o
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ly
d
ig
ital
f
l
u
en
cy
b
u
t
als
o
ep
is
tem
ic
v
ig
ilan
ce
,
eth
ic
al
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en
c
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a
n
d
th
e
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m
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A
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Fig
u
r
e
1
.
Ped
a
g
o
g
ical
f
r
am
ew
o
r
k
f
o
r
AI
-
c
r
itical
cu
r
r
icu
lu
m
d
esig
n
3
.
4
.
P
r
a
ct
ica
l
i
m
pli
ca
t
io
ns
f
o
r
t
ea
cher
s
T
h
e
d
ev
elo
p
e
d
p
ed
a
g
o
g
ical
f
r
am
ewo
r
k
ca
n
b
e
tr
an
s
lated
in
to
p
r
ac
tical
class
r
o
o
m
ap
p
licatio
n
s
th
at
p
r
o
m
o
te
cr
itical
en
g
a
g
em
en
t
with
AI
tech
n
o
lo
g
ies.
B
ey
o
n
d
tech
n
ical
p
r
o
f
icien
cy
,
th
e
s
e
ap
p
licatio
n
s
ar
e
in
ten
d
ed
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
eth
ical
awa
r
en
ess
,
ag
en
cy
,
an
d
h
o
lis
tic
d
ev
elo
p
m
en
t
with
in
AI
-
m
ed
iated
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
[
48
]
.
T
h
e
s
tr
ateg
ies
p
r
o
v
id
e
s
am
p
l
e
ac
tiv
ities
alig
n
ed
with
ea
c
h
o
f
th
e
f
o
u
r
g
u
id
in
g
p
r
in
cip
les an
d
a
r
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ad
ap
ta
b
le
a
cr
o
s
s
g
r
ad
e
lev
els an
d
s
u
b
ject
ar
ea
s
.
3
.
4
.
1
.
Crit
ica
l
inte
rr
o
g
a
t
io
n
o
f
AI
ou
t
pu
t
s
−
Activ
ity
:
h
av
e
s
tu
d
en
ts
co
m
p
ar
e
AI
-
g
en
e
r
ated
n
ews
s
u
m
m
ar
ies
o
r
h
is
to
r
ical
ac
co
u
n
ts
with
h
u
m
an
-
au
th
o
r
ed
v
er
s
io
n
s
.
−
Go
al:
g
u
id
e
s
tu
d
en
ts
to
id
en
t
if
y
b
ias,
o
m
is
s
io
n
s
,
an
d
ep
is
tem
o
lo
g
ical
d
if
f
er
e
n
ce
s
;
m
o
d
el
q
u
esti
o
n
in
g
s
tr
ateg
ies s
u
ch
as “
wh
o
s
e
p
er
s
p
ec
tiv
e
is
m
is
s
in
g
?”
o
r
“wh
at
ass
u
m
p
tio
n
s
ar
e
b
u
ilt in
to
t
h
is
o
u
tp
u
t?”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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m
ac
tiv
ities
[
39
]
.
3
.
4
.
2
.
M
ultilit
er
a
cies a
nd
dig
it
a
l sem
io
t
ics
−
Activ
ity
:
a
s
s
ig
n
s
tu
d
en
ts
to
an
aly
ze
an
AI
-
g
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e
r
ated
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e,
ch
atb
o
t
tr
an
s
cr
ip
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o
r
v
i
d
eo
r
elate
d
to
a
cu
r
r
icu
lu
m
to
p
ic.
−
Go
al
:
s
tu
d
en
ts
ev
alu
ate
h
o
w
m
ea
n
in
g
s
h
if
ts
ac
r
o
s
s
m
o
d
es
(
tex
t,
im
ag
e,
an
d
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d
io
)
,
an
d
r
ef
lect
o
n
th
e
in
f
lu
en
ce
o
f
alg
o
r
ith
m
ic
m
ed
i
atio
n
.
3
.
4
.
3
.
Dem
o
cr
a
t
ic
dia
lo
g
ue
a
nd
pa
rt
icipa
t
o
ry
et
hics
−
Activ
ity
:
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r
g
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ize
s
tr
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ctu
r
ed
d
eb
ates
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ld
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?”
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w
n
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s
tu
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en
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.
−
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al
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c
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ltiv
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ea
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o
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esp
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g
u
e,
an
d
eth
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an
aly
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is
u
s
in
g
r
ea
l
p
o
licy
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r
class
r
o
o
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s
ce
n
ar
io
s
.
3
.
4
.
4
.
Ada
ptiv
e
a
nd
re
f
lex
iv
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inq
uiry
−
Activ
ity
:
s
u
p
p
o
r
t
lo
n
g
-
ter
m
p
r
o
jects
wh
er
e
s
tu
d
e
n
ts
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v
est
ig
ate
a
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er
s
o
n
ally
r
elev
an
t
A
I
is
s
u
e
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m
u
s
ic,
en
v
ir
o
n
m
en
tal
p
r
ed
icti
o
n
,
an
d
s
u
r
v
eillan
ce
)
.
−
Go
al
:
t
h
r
o
u
g
h
r
esear
ch
,
r
e
f
lectio
n
jo
u
r
n
als,
an
d
p
r
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tatio
n
,
s
tu
d
en
ts
d
ev
elo
p
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
in
ter
d
is
cip
lin
ar
y
s
y
n
th
esis
.
4.
CO
NCLU
SI
O
N
T
h
e
r
is
e
o
f
AI
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em
a
n
d
s
a
p
r
o
f
o
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n
d
r
eth
in
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g
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f
ed
u
ca
tio
n
’
s
aim
s
,
p
r
ac
tices,
an
d
v
al
u
es.
T
h
is
p
ap
er
h
as
p
r
o
p
o
s
ed
a
c
o
n
ce
p
t
u
al
f
r
am
ewo
r
k
t
h
at
in
teg
r
ates
cr
itical
liter
ac
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with
AI
p
ed
ag
o
g
y
,
o
f
f
e
r
in
g
an
alter
n
ativ
e
to
p
u
r
ely
f
u
n
cti
o
n
a
l
o
r
tech
n
o
cr
atic
m
o
d
els.
Gr
o
u
n
d
ed
in
Fre
ir
ea
n
cr
itical
p
ed
a
g
o
g
y
an
d
a
d
v
an
ce
d
lear
n
in
g
th
eo
r
y
,
t
h
e
f
r
am
ew
o
r
k
ce
n
ter
s
o
n
f
o
u
r
g
u
id
in
g
p
r
in
ci
p
les:
cr
itical
in
ter
r
o
g
a
tio
n
o
f
AI
o
u
tp
u
ts
,
m
u
ltil
iter
ac
ies
an
d
s
em
io
tics
,
d
em
o
c
r
atic
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ialo
g
u
e,
a
n
d
r
ef
lex
iv
e,
i
n
q
u
ir
y
-
b
ased
lear
n
in
g
d
esig
n
.
T
h
is
th
eo
r
etica
l
co
n
tr
ib
u
tio
n
en
co
u
r
ag
es
ed
u
ca
to
r
s
to
p
o
s
itio
n
AI
n
o
t
ju
s
t
as
a
to
o
l
b
u
t
as
a
s
o
c
io
tech
n
ical
s
y
s
tem
em
b
ed
d
e
d
with
p
o
wer
an
d
id
eo
lo
g
y
.
Pra
ctica
lly
,
it
o
f
f
er
s
c
u
r
r
icu
lar
s
tr
ateg
ies
—
s
u
ch
as
d
eb
ate,
d
ig
ital
tex
t
an
aly
s
is
,
an
d
in
q
u
i
r
y
p
r
o
jects
—
th
at
s
u
p
p
o
r
t
cr
itical
e
n
g
ag
e
m
en
t
an
d
eth
ical
ag
en
cy
i
n
AI
-
r
ich
e
n
v
ir
o
n
m
en
ts
.
T
h
e
f
r
am
ew
o
r
k
also
p
r
o
v
id
es
g
u
id
an
ce
f
o
r
p
o
licy
m
a
k
e
r
s
in
d
ev
elo
p
in
g
in
clu
s
iv
e,
ju
s
tice
-
o
r
ien
ted
AI
ed
u
ca
tio
n
s
tr
ateg
ies.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
i
r
ically
v
alid
ate
th
e
f
r
am
ewo
r
k
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
,
ex
p
lo
r
in
g
h
o
w
it
in
f
lu
e
n
ce
s
s
t
u
d
en
t
o
u
tc
o
m
es,
teac
h
er
ag
e
n
cy
,
an
d
cu
r
r
icu
lu
m
d
esig
n
.
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o
n
g
itu
d
i
n
al
s
tu
d
ies,
cr
o
s
s
-
cu
ltu
r
al
co
m
p
ar
is
o
n
s
,
a
n
d
p
a
r
ticip
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r
y
r
esear
ch
ca
n
illu
m
in
ate
h
o
w
AI
-
cr
itical
lite
r
ac
y
is
en
ac
te
d
an
d
ad
ap
ted
in
p
r
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ed
u
ca
t
o
r
s
co
n
f
r
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n
t
th
e
ch
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o
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ig
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e,
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r
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u
lu
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m
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s
t
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e
n
o
t
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n
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y
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in
clu
d
e
AI
b
u
t to
cr
itiq
u
e,
s
h
ap
e,
an
d
h
u
m
an
ize
it.
T
h
e
aim
is
n
o
t to
au
to
m
ate
ed
u
ca
tio
n
b
u
t to
r
ec
laim
it a
s
a
s
p
ac
e
f
o
r
eth
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r
e
f
lectio
n
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itical
co
n
s
cio
u
s
n
ess
,
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d
tr
a
n
s
f
o
r
m
ativ
e
lear
n
in
g
.
T
h
is
f
r
a
m
ewo
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k
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o
n
tr
ib
u
tes
a
th
eo
r
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lly
g
r
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n
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ed
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p
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o
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ically
ac
tio
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a
b
le
m
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el
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o
r
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atin
g
cr
itical
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iter
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d
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n
tem
p
o
r
ar
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c
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r
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m
r
ef
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r
m
.
ACK
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DG
M
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h
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au
th
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r
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u
ld
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ed
u
ca
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s
a
n
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er
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o
s
e
w
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k
in
cr
itical
p
ed
ag
o
g
y
a
n
d
AI
e
d
u
ca
tio
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i
n
s
p
ir
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th
e
co
n
ce
p
tu
al
f
r
am
ew
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k
p
r
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in
th
is
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tu
d
y
.
F
UNDING
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ip
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I
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2606
Na
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ter
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DATA AV
AI
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Data
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F
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NC
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[
1
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W
.
H
o
l
me
s,
M
.
B
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k
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n
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[
2
]
P
.
F
r
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.
[
3
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H
.
Jan
k
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4
]
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.
M
.
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s
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.
[
5
]
S
.
U
.
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l
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n
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v
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ss,
2
0
2
0
.
[
6
]
R
.
B
i
n
n
s,
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n
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m
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Pr
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p
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8
.
[
7
]
P
.
B
o
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,
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A
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n
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v
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si
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ss,
1
9
9
1
.
[
8
]
J.
P
i
a
g
e
t
,
T
h
e
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ri
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i
n
o
f
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d
.
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n
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3
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4
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8
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0
.
[
9
]
J.
S.
B
r
u
n
e
r
,
T
h
e
p
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o
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e
ss
o
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e
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A
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0
9
.
[
10
]
L
.
S
.
V
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g
o
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s
k
y
,
M
i
n
d
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o
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A
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.
[
11
]
J
.
K
i
m
a
n
d
E
.
M
a
l
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e
y
,
L
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D
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s
,
2
0
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0
.
[
12
]
B
.
W
i
l
l
i
a
ms
o
n
,
“
D
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t
a
f
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c
a
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o
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:
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c
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mer
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s
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d
p
r
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c
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c
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s,
”
R
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t
h
i
n
k
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n
g
Pe
d
a
g
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y
f
o
r a
D
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l
A
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e
:
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.
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.
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Y
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k
:
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d
g
e
,
p
p
.
2
1
2
–
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2
6
,
2
0
1
9
.
[
13
]
N
.
S
e
l
w
y
n
,
“
T
h
e
f
u
t
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r
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o
f
A
I
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n
d
e
d
u
c
a
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i
o
n
:
S
o
me
c
a
u
t
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s,
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E
u
ro
p
e
a
n
J
o
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l
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p
.
6
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o
i
:
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0
.
1
1
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/
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1
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5
3
2
.
[
14
]
J.
K
n
o
x
,
“
A
r
t
i
f
i
c
i
a
l
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n
t
e
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o
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C
h
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n
a
,
”
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e
a
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,
M
e
d
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T
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4
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o
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3
,
p
p
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2
9
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–
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1
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Ju
l
.
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o
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:
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1
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8
4
.
2
0
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1
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5
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3
6
.
[
15
]
D
.
B
e
e
r
,
T
h
e
d
a
t
a
g
a
ze:
c
a
p
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t
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sm
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p
o
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d
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.
L
o
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d
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:
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4
1
3
5
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7
8
1
5
2
6
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6
3
2
1
0
.
[
16
]
V
.
Eu
b
a
n
k
s,
Au
t
o
m
a
t
i
n
g
i
n
e
q
u
a
l
i
t
y
:
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o
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ro
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:
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s
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g
G
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o
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p
,
2
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8
.
[
17
]
S
.
M
.
L
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a
o
,
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t
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o
f
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k
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9
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0
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.
[
18
]
J.
-
S
.
G
o
r
d
o
n
a
n
d
S
.
N
y
h
o
l
m
,
“
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.
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En
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:
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u
n
.
17
,
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.
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.
A
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[
19
]
B
.
W
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.
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20
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G
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2
1
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s r
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rs?
:
AI
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[
22
]
N
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.
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.
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Ed
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:
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[
23
]
L.
C
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st
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ñ
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,
A
.
Y
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A
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st
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s:
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4
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2
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.
[
24
]
M
.
G
.
A
mes
,
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h
e
c
h
a
r
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sm
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m
a
c
h
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n
e
:
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h
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f
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,
d
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t
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,
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n
d
l
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A
:
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2
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[
25
]
D
.
B
u
c
k
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m,
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[
26
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C
.
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