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J
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3
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J
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n
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20
2
6
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2
4
5
9
-
2
4
6
8
2460
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AI
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n
s
tr
u
ctiv
is
t
th
eo
r
y
[
4
]
.
Stu
d
en
ts
in
d
icate
th
at
AI
-
b
ased
p
la
tf
o
r
m
s
in
cr
ea
s
e
in
ter
ac
tio
n
wit
h
tex
ts
th
r
o
u
g
h
th
e
an
aly
s
is
,
ev
alu
atio
n
,
an
d
s
y
n
th
esis
o
f
in
f
o
r
m
atio
n
.
T
h
ese
p
r
o
ce
s
s
es
ar
e
f
u
n
d
am
en
tal
elem
en
ts
o
f
c
r
itical
th
in
k
in
g
[
5
]
,
[
6
]
.
T
h
is
in
tellec
tu
al
ac
tiv
ity
r
eso
n
ates
with
Piag
et
’
s
ac
tiv
e
co
n
s
tr
u
ctio
n
th
e
o
r
y
o
f
k
n
o
wled
g
e
,
wh
er
e
AI
to
o
ls
s
er
v
e
as
s
ca
f
f
o
ld
s
f
o
r
in
-
d
e
p
th
liter
ar
y
an
al
y
s
is
[
7
]
.
T
h
e
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
m
o
d
el
(
T
AM
)
ca
n
ex
p
lain
s
tu
d
en
t
a
d
o
p
tio
n
o
f
ac
tiv
ities
.
On
ce
AI
to
o
ls
ar
e
d
eter
m
in
ed
to
b
e
u
s
ef
u
l
f
o
r
f
i
n
e
-
tu
n
i
n
g
ar
g
u
m
en
ts
o
r
ar
e
ea
s
y
to
u
s
e
i
n
wr
itin
g
ess
ay
s
,
th
eir
u
s
ag
e
i
n
cr
ea
s
es si
g
n
if
ican
tly
[
8
]
.
Ho
wev
er
,
s
o
m
e
s
tu
d
en
ts
ex
p
r
ess
ed
co
n
ce
r
n
s
s
tatin
g
th
at
AI
-
g
en
er
ate
d
id
ea
s
ca
n
s
u
b
s
titu
te
f
o
r
o
r
ig
in
al
th
in
k
i
n
g
u
n
less
m
an
ag
ed
ca
r
ef
u
ll
y
[
9
]
.
As
d
em
o
n
s
tr
ated
b
y
a
g
iv
e
n
s
tu
d
y
,
a
lth
o
u
g
h
C
h
atGPT
s
im
p
lifie
d
id
ea
g
en
er
ati
o
n
,
s
t
u
d
en
ts
s
tr
ess
ed
th
e
n
ee
d
to
f
in
d
a
b
alan
ce
b
etwe
en
AI
s
u
p
p
o
r
t
a
n
d
p
e
r
s
o
n
al
ev
alu
atio
n
[
1
0
]
.
Ped
a
g
o
g
icall
y
,
AI
p
r
o
g
r
am
s
s
u
ch
as
th
e
ad
ap
tiv
e
cr
itical
th
in
k
in
g
e
n
h
an
ce
m
e
n
t
s
y
s
tem
(
AC
T
E
S)
ar
e
p
r
o
m
is
in
g
in
th
a
t
th
ey
tu
r
n
cr
itical
th
in
k
in
g
ex
er
cises
in
to
g
am
e
-
lik
e
m
o
d
u
le
s
th
at
s
tu
d
en
ts
f
in
d
en
g
ag
in
g
an
d
ch
allen
g
in
g
[
1
1
]
.
Sti
ll,
co
n
ce
r
n
s
p
e
r
s
is
t
r
eg
ar
d
in
g
is
s
u
es
o
f
ac
ad
em
ic
h
o
n
e
s
ty
,
as
well
as
th
e
p
o
ten
tial
f
o
r
AI
to
n
o
r
m
aliz
e
in
ter
p
r
etatio
n
r
ath
er
th
a
n
en
co
u
r
a
g
e
in
d
iv
id
u
al
o
p
in
io
n
[
1
2
]
.
Fo
r
E
n
g
lis
h
m
ajo
r
s
,
b
est
p
r
ac
tice
i
n
v
o
lv
es
th
e
s
y
s
tem
atic
in
co
r
p
o
r
atio
n
o
f
AI
in
ten
d
e
d
to
en
h
a
n
ce
,
r
ath
er
th
an
r
ep
lace
,
cr
itical
in
ter
ac
tio
n
with
tex
tu
a
l c
o
n
ten
t [
1
3
]
.
E
n
g
lis
h
m
ajo
r
s
n
ee
d
to
u
s
e
AI
to
o
ls
s
u
ch
as
C
h
atG
P
T
,
Gem
in
i,
Qu
illB
o
t,
an
d
Gr
am
m
ar
ly
ca
u
tio
u
s
ly
,
as
th
ese
to
o
ls
eith
er
en
ab
le
o
r
lim
it
th
e
ac
q
u
is
itio
n
o
f
ess
en
tial
ac
ad
em
ic
s
k
ills
in
th
eir
co
u
r
s
ewo
r
k
,
wh
ic
h
in
clu
d
es
co
m
p
lex
r
ea
d
i
n
g
,
d
is
cu
s
s
io
n
s
,
an
d
wr
itin
g
ass
ig
n
m
en
ts
[
1
4
]
.
T
h
e
ab
s
en
ce
o
f
em
p
ir
ical
s
tu
d
ies
in
v
esti
g
atin
g
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
AI
t
o
o
ls
s
tan
d
s
as
a
k
ey
p
r
o
b
lem
,
as
th
ese
to
o
ls
im
p
ac
t
cr
itical
t
h
in
k
in
g
.
Scien
tific
an
aly
s
is
in
o
th
er
d
o
m
ain
s
in
d
icate
s
th
at
o
v
er
d
e
p
en
d
e
n
ce
o
n
AI
ca
n
d
ec
r
ea
s
e
d
ee
p
co
g
n
itiv
e
ac
tiv
ity
,
as
s
tu
d
en
ts
r
ely
h
ea
v
ily
o
n
tech
n
o
lo
g
y
f
o
r
s
o
lu
tio
n
s
an
d
ev
alu
atio
n
s
[
1
5
]
.
T
h
e
n
ee
d
to
r
ely
o
n
AI
to
o
ls
wo
u
ld
n
eg
ativ
ely
im
p
ac
t b
o
th
th
e
d
ev
elo
p
m
en
t
o
f
ess
en
tial
ac
ad
em
ic
s
k
ill
s
an
d
th
e
in
d
ep
en
d
en
ce
o
f
th
o
u
g
h
t r
eq
u
ir
e
d
f
o
r
E
n
g
lis
h
m
ajo
r
p
r
o
g
r
a
m
s
.
T
h
e
s
tu
d
y
o
f
AI
to
o
ls
o
n
th
e
cr
itical
th
in
k
in
g
s
k
ills
o
f
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
r
eq
u
ir
es
a
d
etailed
ev
alu
atio
n
to
p
r
e
v
en
t
u
n
in
ten
d
ed
co
n
s
eq
u
en
ce
s
th
at
m
ay
le
ad
to
p
o
o
r
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
T
h
e
ex
ce
s
s
iv
e
u
s
e
o
f
AI
to
o
ls
h
as
th
e
p
o
te
n
tial
to
ca
u
s
e
s
tu
d
en
ts
to
o
v
er
lo
o
k
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
co
u
r
s
e
m
ater
ial,
as
th
ey
b
e
g
in
to
p
r
io
r
itize
au
t
o
m
atio
n
o
v
er
s
elf
-
d
ir
ec
ted
th
i
n
k
in
g
an
d
cr
itical
r
ef
lectio
n
[
7
]
.
T
h
is
co
u
ld
r
esu
lt
in
a
d
ec
lin
e
in
c
r
itical
th
in
k
in
g
ab
ilit
ies,
wh
ich
is
a
c
o
n
ce
r
n
f
o
r
s
tu
d
en
ts
p
lan
n
in
g
to
en
t
er
p
r
o
f
ess
io
n
s
th
at
r
eq
u
ir
e
an
aly
tical
r
ea
s
o
n
in
g
,
s
u
ch
as
ed
u
ca
tio
n
,
liter
atu
r
e,
an
d
c
o
m
m
u
n
icatio
n
,
s
in
ce
cr
i
tical
th
in
k
in
g
s
k
ills
ar
e
ess
en
tial f
o
r
s
u
ch
ca
r
ee
r
s
.
T
h
ese
cu
r
r
en
t tr
en
d
s
m
ay
h
av
e
th
e
p
o
ten
tial to
p
er
m
an
en
tl
y
af
f
ec
t th
e
q
u
ality
o
f
E
n
g
lis
h
s
tu
d
ies
ed
u
ca
tio
n
,
w
h
ich
ca
n
u
ltima
tely
im
p
ac
t
s
tu
d
en
t
wo
r
k
r
ea
d
in
ess
[
1
6
]
.
Mo
r
eo
v
er
,
with
o
u
t
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
ef
f
ec
ts
o
f
AI
to
o
ls
,
ac
ad
em
ic
in
s
titu
tio
n
s
m
ay
s
tr
u
g
g
le
to
i
n
teg
r
ate
th
ese
to
o
ls
in
a
way
th
at
m
a
x
im
izes th
eir
b
en
ef
its
wh
ile
m
in
im
izin
g
p
o
ten
tial h
a
r
m
.
T
h
r
ee
g
r
o
u
p
s
af
f
ec
ted
b
y
th
is
is
s
u
e
ar
e
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
,
th
eir
teac
h
er
s
,
a
n
d
i
n
s
titu
tio
n
s
.
T
h
e
u
s
e
o
f
AI
to
o
ls
d
ir
ec
tly
af
f
ec
t
s
th
e
cr
itical
th
in
k
in
g
ab
ilit
ies
o
f
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
.
A
ca
d
em
ic
in
s
titu
tio
n
s
m
u
s
t
ass
es
s
th
e
ex
ten
t
to
wh
ich
AI
to
o
ls
s
u
p
p
o
r
t
th
ei
r
ed
u
ca
tio
n
al
o
b
jectiv
es
an
d
f
o
s
ter
ess
en
tial
s
tu
d
en
t
s
k
ills
,
p
ar
ticu
lar
ly
i
n
E
n
g
lis
h
,
wh
er
e
cr
itical
an
d
i
n
d
ep
e
n
d
e
n
t
th
in
k
in
g
ar
e
cr
u
cial
f
o
r
s
u
c
ce
s
s
.
T
h
e
r
esear
ch
f
o
cu
s
es
o
n
h
o
w
E
n
g
lis
h
m
aj
o
r
s
tu
d
en
ts
in
h
ig
h
er
ed
u
ca
ti
o
n
v
iew
AI
to
o
ls
,
in
clu
d
in
g
C
h
atGPT
,
Gem
in
i,
Qu
illB
o
t,
an
d
Gr
am
m
ar
ly
,
an
d
th
eir
im
p
ac
t
o
n
cr
itical
th
in
k
in
g
ab
ilit
ies
o
v
er
t
h
e
p
ast
t
wo
ac
ad
em
ic
y
ea
r
s
.
T
h
e
r
esear
ch
a
n
aly
ze
d
h
o
w
s
tu
d
en
ts
f
r
o
m
E
n
g
lis
h
-
r
elate
d
c
o
u
r
s
es
p
er
ce
iv
e
th
e
i
m
p
lem
en
tatio
n
s
o
f
AI
to
o
ls
with
in
th
eir
wr
itin
g
task
s
,
r
esear
ch
ac
tiv
ities
,
an
d
o
v
er
all
ac
a
d
em
ic
s
u
p
p
o
r
t.
Stu
d
en
t
o
p
i
n
io
n
s
wer
e
s
tu
d
ied
to
u
n
d
er
s
tan
d
th
e
way
s
AI
to
o
ls
in
f
lu
en
ce
d
th
eir
ab
ilit
y
t
o
wo
r
k
with
class
m
ater
ial
w
h
ile
d
e
v
elo
p
in
g
ac
ad
em
i
c
co
m
p
eten
cies.
T
h
e
r
esear
ch
f
o
cu
s
ed
o
n
E
n
g
lis
h
m
ajo
r
s
b
e
ca
u
s
e
its
p
r
im
ar
y
g
o
al
was
t
o
id
en
tify
s
p
ec
if
ic
b
ar
r
ier
s
af
f
ec
tin
g
th
eir
tr
a
n
s
itio
n
to
AI
-
e
n
h
an
c
ed
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
.
T
h
er
ef
o
r
e,
th
e
p
er
ce
iv
e
d
im
p
a
ct
o
f
AI
to
o
ls
,
in
clu
d
i
n
g
C
h
at
GPT,
Gem
in
i,
Qu
illB
o
t,
an
d
Gr
am
m
ar
ly
,
war
r
an
ts
a
t
h
o
r
o
u
g
h
ex
a
m
in
a
tio
n
o
f
th
e
lear
n
in
g
ex
p
e
r
ien
ce
s
o
f
B
an
g
lad
esh
i
E
n
g
lis
h
m
ajo
r
s
tu
d
e
n
ts
.
T
h
e
r
esear
ch
in
v
esti
g
ated
wh
eth
er
th
ese
to
o
ls
a
s
s
i
s
t
o
r
d
is
r
u
p
t
cr
itical
th
in
k
in
g
an
d
m
eth
o
d
ical
ap
p
r
o
ac
h
es
to
r
eso
lv
in
g
th
ese
is
s
u
es.
T
h
is
r
esear
ch
aim
s
to
d
ev
elo
p
p
ed
a
g
o
g
ical
s
tr
ateg
ies
f
o
r
in
teg
r
ati
n
g
AI
cu
r
r
icu
la
b
y
en
h
an
cin
g
th
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
AI
to
o
ls
im
p
ac
t
E
n
g
l
is
h
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
,
en
ab
lin
g
th
em
to
im
p
r
o
v
e
ac
ad
em
ically
.
AI
t
o
o
ls
r
eq
u
ir
e
ap
p
r
o
p
r
iate
im
p
lem
en
tatio
n
,
w
h
ich
s
h
o
u
ld
m
o
tiv
ate
s
tu
d
e
n
t
in
d
ep
en
d
en
ce
,
class
r
o
o
m
e
n
g
ag
em
en
t,
an
d
s
u
p
p
o
r
t
e
d
u
c
atio
n
al
o
b
jectiv
es
t
o
en
h
an
c
e
h
ig
h
e
r
e
d
u
ca
tio
n
s
u
cc
ess
r
ates.
T
h
e
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
es
ea
r
ch
q
u
esti
o
n
:
h
o
w
d
o
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
p
er
ce
iv
e
th
e
e
f
f
ec
ts
o
f
AI
t
o
o
l
s
o
n
th
eir
cr
itical
th
in
k
in
g
s
k
il
ls
with
r
eg
ar
d
to
g
en
d
e
r
an
d
a
ca
d
em
ic
lev
el?
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
Gen
d
er a
n
d
a
ca
d
emic
-
leve
l v
a
r
ia
tio
n
s
in
p
erceive
d
effec
ts
o
f a
r
tifi
cia
l in
tellig
en
ce
o
n
… (
Ma
r
ia
m
Ma
r
d
ia
)
2461
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
c
o
n
v
e
r
g
en
t
p
ar
allel
m
ix
e
d
r
esear
c
h
d
esig
n
,
wh
ich
s
im
u
ltan
e
o
u
s
ly
g
ath
e
r
ed
an
d
a
n
aly
ze
d
b
o
t
h
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
[
1
7
]
.
T
h
e
in
ter
v
iews
p
r
o
v
i
d
ed
c
o
n
tex
tu
ally
d
etailed
p
er
s
p
ec
tiv
es,
wh
ile
th
e
s
u
r
v
e
y
y
ield
ed
r
esu
lts
with
b
r
o
ad
,
u
n
iv
er
s
al
ap
p
licatio
n
s
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
e
s
tu
d
y
em
p
l
o
y
ed
2
4
5
u
n
d
e
r
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
E
n
g
lis
h
d
ep
ar
tm
e
n
ts
ac
r
o
s
s
f
o
u
r
p
r
iv
ate
u
n
i
v
er
s
ities
in
B
an
g
lad
esh
[
1
8
]
.
T
o
en
s
u
r
e
e
q
u
itab
l
e
r
ep
r
esen
tatio
n
ac
r
o
s
s
u
n
iv
er
s
ities
an
d
to
ca
p
tu
r
e
a
d
iv
er
s
e
r
an
g
e
o
f
r
esp
o
n
s
es
,
th
e
r
esear
ch
er
s
s
elec
ted
s
tu
d
en
ts
th
r
o
u
g
h
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
T
h
e
f
o
u
r
u
n
iv
er
s
ities
wer
e
p
u
r
p
o
s
iv
ely
s
am
p
led
as
k
ey
,
in
f
o
r
m
atio
n
-
r
ich
s
ites
f
o
r
o
b
s
er
v
in
g
AI
u
s
e.
A
k
e
y
b
ias
is
lim
ited
g
en
e
r
aliza
b
ilit
y
to
d
is
s
im
ilar
co
n
tex
ts
.
T
h
e
r
esear
ch
er
s
h
a
n
d
p
ick
e
d
s
ix
s
tu
d
en
ts
f
r
o
m
s
u
r
v
ey
p
ar
ticip
an
ts
f
o
r
th
e
in
te
r
v
iew
p
r
o
ce
s
s
,
as
th
e
p
ar
ticip
an
ts
d
e
m
o
n
s
tr
ated
d
iv
er
s
e
lev
els
o
f
AI
to
o
l
u
s
ag
e
with
d
if
f
er
en
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
s
an
d
v
ar
y
in
g
attitu
d
es
to
war
d
AI
.
T
h
is
s
elec
tio
n
p
r
o
ce
s
s
en
h
an
ce
s
th
e
q
u
alitativ
e
r
esu
lts
b
ec
au
s
e
it
en
s
u
r
es
th
at
in
ter
v
iew
d
ata
c
o
n
tain
s
d
if
f
e
r
en
t
p
e
r
s
p
ec
tiv
es.
T
h
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
is
p
r
esen
ted
in
T
a
b
le
1
.
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
a
p
h
ic
ch
a
r
ac
ter
is
tics
o
f
th
e
2
4
5
p
a
r
ticip
an
ts
in
t
h
e
s
tu
d
y
.
W
o
m
en
co
m
p
r
is
ed
7
2
.
2
%
o
f
th
e
to
tal
p
ar
ticip
an
ts
,
wh
ile
th
e
r
em
ain
in
g
2
7
.
8
%
co
n
s
is
ted
o
f
m
e
n
.
A
m
ajo
r
ity
o
f
8
0
%
o
f
p
ar
ticip
an
ts
wer
e
s
tu
d
y
in
g
f
o
r
th
eir
B
ac
h
elo
r
o
f
Ar
ts
(
BA
)
in
E
n
g
lis
h
,
wh
ile
th
e
r
em
ain
in
g
p
ar
ticip
a
n
ts
wer
e
en
r
o
lled
in
a
Ma
s
ter
o
f
Ar
ts
(
MA
)
in
E
n
g
lis
h
p
r
o
g
r
a
m
(
2
0
%).
R
eg
ar
d
in
g
AI
to
o
l
u
s
ag
e,
4
0
%
r
e
p
o
r
te
d
u
s
in
g
AI
f
o
r
m
o
r
e
th
an
o
n
e
y
ea
r
,
3
1
%
f
o
r
two
y
ea
r
s
o
r
m
o
r
e,
an
d
2
9
%
f
o
r
less
th
an
o
n
e
y
ea
r
.
T
h
ese
d
em
o
g
r
a
p
h
ic
ch
a
r
ac
ter
is
tics
w
er
e
b
ased
o
n
th
e
s
ix
p
ar
ticip
a
n
ts
wh
o
to
o
k
p
ar
t in
in
ter
v
iews to
co
m
p
lem
en
t th
e
s
u
r
v
ey
d
ata.
T
h
e
i
n
ter
v
iewe
es
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
T
h
e
r
esp
o
n
d
e
n
ts
co
n
s
is
ted
o
f
f
o
u
r
f
em
ales
an
d
two
m
ales.
Fo
u
r
o
f
th
em
wer
e
en
r
o
lled
in
a
B
A
p
r
o
g
r
am
in
E
n
g
lis
h
,
an
d
th
e
r
em
ain
in
g
two
wer
e
f
r
o
m
th
e
MA
p
r
o
g
r
am
in
E
n
g
l
is
h
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
p
ar
ticip
an
ts
(
N=
2
4
5
)
C
a
t
e
g
o
r
y
C
o
u
n
t
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
68
2
7
.
8
F
e
mal
e
1
7
7
7
2
.
2
Ed
u
c
a
t
i
o
n
l
e
v
e
l
B
A
i
n
E
n
g
l
i
sh
1
9
6
8
0
.
0
M
A
i
n
En
g
l
i
s
h
49
2
0
.
0
A
I
u
sag
e
d
u
r
a
t
i
o
n
Le
ss
t
h
a
n
o
n
e
y
e
a
r
71
2
9
.
0
M
o
r
e
t
h
a
n
o
n
e
y
e
a
r
98
4
0
.
0
Tw
o
y
e
a
r
s o
r
mo
r
e
76
3
1
.
0
2
.
3
.
I
ns
t
rum
ent
dev
elo
pm
en
t
a
nd
v
a
lid
a
t
io
n
2
.
3
.
1
.
Su
rv
ey
qu
estio
nn
a
ire
T
h
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
item
s
wer
e
d
er
iv
ed
f
r
o
m
p
ast
s
tu
d
ies
an
d
wer
e
ad
ap
ted
ad
eq
u
at
ely
f
o
r
th
e
s
tu
d
y
p
r
o
ce
s
s
[
1
9
]
,
[
2
0
]
.
T
h
e
item
s
u
n
d
er
wen
t
a
ca
r
ef
u
l
s
elec
tio
n
p
r
o
ce
s
s
to
m
ee
t
th
e
s
tu
d
y
’
s
o
b
jectiv
es.
T
h
e
r
esear
ch
i
n
s
tr
u
m
en
t
c
o
n
s
is
ted
o
f
th
e
m
ain
co
m
p
o
n
e
n
t,
i
n
clu
d
in
g
cr
itical
th
in
k
in
g
s
k
ills
.
E
ac
h
p
ar
t
o
f
th
e
s
tu
d
y
co
n
tain
e
d
L
ik
er
t
-
s
ca
le
it
em
s
,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
,
wh
ich
m
ea
s
u
r
e
d
s
tu
d
en
t
p
er
ce
p
tio
n
s
.
Fo
r
in
s
tan
ce
,
“AI
to
o
ls
en
co
u
r
ag
e
m
e
to
q
u
esti
o
n
ass
u
m
p
tio
n
s
an
d
ex
p
lo
r
e
alter
n
ativ
e
p
er
s
p
ec
tiv
es”
was o
n
e
item
.
T
h
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
ad
ap
ted
f
r
o
m
p
ast
liter
atu
r
e
[
2
]
,
[
3
]
,
[
5
]
.
E
x
p
er
t
o
p
i
n
io
n
s
ar
e
o
b
tain
ed
f
r
o
m
two
e
x
p
er
ts
in
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
an
d
AI
in
ed
u
c
atio
n
wh
o
teac
h
at
t
h
e
Un
i
v
er
s
ity
o
f
L
ib
er
al
Ar
ts
B
an
g
lad
esh
an
d
I
llin
o
is
Sta
te
Un
iv
er
s
ity
,
r
esp
ec
tiv
ely
,
Al
Ma
h
m
u
d
R
u
m
m
an
an
d
R
ash
ed
Ma
h
m
u
d
,
to
v
alid
ate
th
e
r
esear
ch
.
T
h
e
ex
p
er
ts
ev
alu
ated
th
e
q
u
esti
o
n
n
air
e
to
co
n
f
ir
m
it
was
c
o
m
p
r
eh
e
n
s
iv
e
an
d
r
elev
an
t.
T
h
e
s
u
r
v
ey
item
s
wer
e
s
lig
h
tly
en
h
an
ce
d
t
h
r
o
u
g
h
m
o
d
i
f
icatio
n
s
s
u
g
g
ested
b
y
th
eir
ev
alu
at
o
r
s
.
T
h
ir
ty
s
tu
d
en
ts
p
ar
ticip
ate
d
i
n
a
p
ilo
t
s
tu
d
y
o
f
t
h
e
s
u
r
v
e
y
to
test
its
v
alid
ity
an
d
r
el
iab
ilit
y
m
ea
s
u
r
es.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
co
m
p
u
t
ed
f
o
r
ev
er
y
s
eg
m
en
t,
an
d
th
e
s
tu
d
y
r
esu
lts
in
d
icate
d
s
tr
o
n
g
in
ter
n
al
co
h
er
e
n
ce
,
with
v
alu
es
ex
ce
ed
in
g
th
e
0
.
7
0
cu
to
f
f
f
o
r
ea
ch
s
eg
m
en
t
[
2
1
]
.
T
o
e
n
s
u
r
e
th
em
atic
r
eliab
ilit
y
,
in
ter
co
d
er
ag
r
ee
m
en
t w
as e
s
tab
lis
h
ed
.
T
wo
r
esear
ch
er
s
in
d
ep
en
d
en
tly
co
d
ed
a
s
u
b
s
et
o
f
tr
an
s
cr
ip
ts
,
ac
h
iev
in
g
a
C
o
h
en
’
s
Kap
p
a
o
f
0
.
8
2
af
ter
a
c
o
n
s
en
s
u
s
d
is
cu
s
s
io
n
.
2
.
3
.
2
.
I
nte
rv
iew
pro
t
o
co
l
T
h
e
in
ter
v
iew
p
r
o
to
c
o
l
was
d
esig
n
ed
an
d
m
o
d
if
ied
b
ased
o
n
th
e
s
tu
d
ies
to
ad
d
r
ess
th
e
r
esear
ch
q
u
esti
o
n
s
o
f
th
is
s
tu
d
y
[
1
9
]
–
[
2
2
]
.
T
h
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
in
th
e
p
r
o
to
co
l
aim
ed
to
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
o
n
t
h
e
im
p
ac
t
o
f
AI
to
o
ls
o
n
th
eir
cr
itical
th
i
n
k
in
g
s
k
ills
.
On
e
q
u
esti
o
n
i
n
th
e
p
r
o
to
co
l
ask
e
d
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
4
5
9
-
2
4
6
8
2462
p
ar
ticip
an
ts
,
“I
n
wh
at
way
s
d
o
y
o
u
th
in
k
AI
t
o
o
ls
h
av
e
h
el
p
ed
y
o
u
a
n
aly
ze
c
o
m
p
lex
id
e
as
o
r
to
p
ics
in
y
o
u
r
E
n
g
lis
h
co
u
r
s
es?”
T
wo
ex
p
er
ts
o
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
q
u
alitativ
e
r
esear
ch
ev
alu
ated
th
e
in
te
r
v
iew
p
r
o
to
co
l
t
o
v
er
if
y
its
r
eliab
ilit
y
.
E
x
p
er
t
r
ev
iews
en
ab
led
t
h
e
im
p
r
o
v
em
en
t
o
f
q
u
esti
o
n
s
,
estab
lis
h
in
g
th
eir
clar
ity
an
d
s
u
itab
ilit
y
f
o
r
g
at
h
er
in
g
d
etailed
r
esp
o
n
s
es.
Qu
esti
o
n
s
wer
e
m
o
d
if
ied
b
ased
o
n
ex
p
e
r
t
o
p
in
i
o
n
s
.
A
s
tu
d
en
t
p
ar
ticip
ated
in
a
p
il
o
t
test
as
p
ar
t
o
f
th
e
p
r
o
ce
s
s
ev
alu
atio
n
to
i
d
en
tify
s
tr
u
ctu
r
al
p
r
o
b
lem
s
,
wh
ich
led
to
ess
en
tial m
o
d
if
icatio
n
s
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
s
s
T
h
e
s
u
r
v
ey
q
u
esti
o
n
n
ai
r
e,
c
r
e
ated
o
n
Go
o
g
le
Fo
r
m
s
,
aim
e
d
to
an
s
wer
t
h
e
r
esear
ch
q
u
e
s
tio
n
.
T
h
e
s
u
r
v
ey
f
o
c
u
s
ed
o
n
h
o
w
s
tu
d
en
ts
o
f
d
if
f
er
en
t
ac
ad
em
ic
lev
els
an
d
g
en
d
er
s
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
AI
to
o
ls
in
d
ev
elo
p
i
n
g
th
eir
cr
itical
th
i
n
k
in
g
s
k
ills
.
E
ac
h
p
ar
t
o
f
th
e
ass
es
s
m
en
t
in
clu
d
ed
L
ik
er
t
-
s
ca
le
q
u
esti
o
n
s
th
at
u
tili
ze
d
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
a
g
r
ee
)
t
o
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
s
u
r
v
ey
was
p
ilo
t
-
test
ed
with
3
0
s
tu
d
en
ts
t
o
as
s
ess
its
r
eliab
ilit
y
,
an
d
th
ei
r
f
ee
d
b
ac
k
led
to
im
p
r
o
v
em
en
ts
.
T
h
e
r
esear
c
h
er
estab
lis
h
ed
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
ca
les
th
r
o
u
g
h
C
r
o
n
b
ac
h
’
s
alp
h
a
ca
lcu
latio
n
,
with
a
th
r
esh
o
ld
o
f
≥
0
.
7
0
b
ein
g
ac
ce
p
tab
le
[
2
1
]
.
T
h
e
r
esear
ch
co
n
d
u
cted
o
n
lin
e
i
n
ter
v
iews
f
o
r
m
o
r
e
in
-
d
ep
th
d
is
cu
s
s
io
n
s
.
E
ac
h
in
ter
v
iew
s
ess
io
n
s
p
an
n
ed
b
et
wee
n
3
2
an
d
5
1
m
in
u
tes.
A
s
t
u
d
en
t w
as p
ilo
t te
s
ted
to
v
alid
ate
th
e
ef
f
ec
tiv
en
ess
an
d
clar
ity
o
f
th
e
q
u
esti
o
n
s
.
Per
m
is
s
io
n
was
tak
en
f
r
o
m
t
h
e
s
u
r
v
ey
r
esp
o
n
d
e
n
ts
an
d
in
ter
v
iew
p
ar
ticip
an
ts
b
ef
o
r
e
d
ata
co
llectio
n
.
T
h
ey
w
er
e
ass
u
r
ed
ab
o
u
t th
e
an
o
n
y
m
ity
o
f
th
e
c
o
llected
d
ata.
2
.
5
.
Da
t
a
a
na
ly
s
is
A
co
m
b
in
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
d
ata
was
u
tili
ze
d
to
an
aly
ze
th
e
co
llected
d
ata.
T
h
e
r
esear
ch
e
r
ca
lcu
late
d
d
escr
ip
tiv
e
s
tatis
tics
f
o
r
th
e
en
tire
s
am
p
le
t
o
d
ete
r
m
in
e
s
tu
d
en
ts
’
v
iews
o
n
th
e
im
p
ac
t
o
f
AI
o
n
th
eir
cr
itic
al
th
in
k
in
g
ab
ilit
ies.
T
h
is
ap
p
r
o
ac
h
p
r
o
v
id
e
d
g
en
e
r
alize
d
in
f
o
r
m
atio
n
a
b
o
u
t
s
tan
d
ar
d
p
u
b
lic
p
er
ce
p
tio
n
s
o
f
AI
to
o
ls
.
T
h
e
ass
ess
m
en
t
o
f
L
ik
er
t
-
s
ca
le
item
s
,
“AI
to
o
ls
en
co
u
r
ag
e
m
e
to
q
u
esti
o
n
ass
u
m
p
tio
n
s
a
n
d
ex
p
lo
r
e
alter
n
ativ
e
p
er
s
p
ec
ti
v
es,”
in
clu
d
e
d
m
ea
n
an
d
s
tan
d
ar
d
d
e
v
iatio
n
ca
lcu
latio
n
s
.
I
n
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
s
wer
e
u
s
ed
t
o
an
al
y
ze
th
e
d
if
f
e
r
en
ce
s
th
at
em
er
g
e
d
f
r
o
m
g
en
d
er
v
ar
iatio
n
s
an
d
ed
u
ca
tio
n
al
lev
els.
T
esti
n
g
was
co
n
d
u
cted
to
co
m
p
a
r
e
m
ale
an
d
f
em
ale
o
p
in
io
n
s
o
n
th
e
im
p
r
o
v
em
e
n
t
in
cr
itical
th
in
k
in
g
ab
ilit
ies
b
et
wee
n
g
r
o
u
p
s
.
T
ests
wer
e
co
n
d
u
cted
b
etwe
en
B
A
s
tu
d
en
ts
an
d
MA
s
tu
d
en
ts
to
d
eter
m
in
e
wh
eth
er
AI
to
o
ls
b
en
ef
ited
g
r
a
d
u
ate
s
tu
d
en
ts
m
o
r
e
th
an
u
n
d
er
g
r
ad
u
ates.
R
ep
o
r
ts
in
d
icate
th
at
r
esear
ch
er
s
u
s
ed
ef
f
ec
t
s
izes,
in
clu
d
in
g
C
o
h
en
’
s
d
,
to
d
e
m
o
n
s
tr
ate
th
e
wo
r
th
o
f
th
ese
v
ar
iatio
n
s
.
Stu
d
en
t
p
er
ce
p
tio
n
s
b
ec
am
e
clea
r
e
r
th
r
o
u
g
h
th
e
q
u
alitativ
e
in
ter
v
ie
w
d
ata.
A
th
em
atic
an
aly
s
is
w
as
co
n
d
u
cted
o
n
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
to
ex
am
i
n
e
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
im
p
ac
t
o
f
AI
t
o
o
ls
o
n
th
eir
cr
itical
th
in
k
in
g
s
k
ills
[
2
3
]
.
T
o
v
alid
ate
an
d
en
h
an
ce
th
e
f
in
d
in
g
s
,
tr
ian
g
u
latio
n
in
v
o
l
v
ed
co
m
p
ar
in
g
th
e
s
u
r
v
ey
r
esu
lts
with
th
e
to
p
ics d
is
cu
s
s
ed
in
th
e
in
ter
v
ie
ws.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics f
o
r
t
he
im
pa
ct
o
f
AI t
o
o
ls
o
n c
ri
t
ica
l t
hin
k
ing
T
ab
le
2
p
r
esen
ts
d
escr
ip
tiv
e
s
tatis
tic
s
th
at
an
aly
ze
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
h
o
w
AI
to
o
ls
in
f
lu
en
c
e
cr
itical
th
in
k
in
g
s
k
ills
ac
r
o
s
s
n
in
e
k
e
y
d
im
en
s
io
n
s
.
T
h
e
d
a
ta
co
n
s
is
ten
tly
r
ev
ea
l
p
o
s
itiv
e
ev
alu
atio
n
s
,
with
m
ea
n
s
co
r
es
r
an
g
in
g
f
r
o
m
4
.
1
4
to
4
.
3
3
o
n
a
5
-
p
o
in
t
L
i
k
e
r
t
s
ca
le,
in
d
icatin
g
s
tr
o
n
g
ag
r
ee
m
en
t
ab
o
u
t
th
e
b
en
ef
its
o
f
AI
f
o
r
co
n
ce
p
tu
al
clar
if
icatio
n
(
th
e
h
ig
h
est
-
r
ate
d
item
at
4
.
3
3
)
an
d
in
f
o
r
m
ati
o
n
r
ec
all.
W
h
ile
all
d
im
en
s
io
n
s
r
ec
eiv
ed
f
av
o
r
ab
l
e
r
atin
g
s
,
p
er
s
is
ten
ce
in
p
r
o
b
l
em
-
s
o
lv
in
g
s
k
ills
s
h
o
wed
th
e
lo
west
m
ea
n
s
co
r
e
(
4
.
1
4
)
,
wh
ich
s
u
g
g
ests
s
o
m
e
r
eser
v
atio
n
s
ab
o
u
t
t
h
e
r
o
le
o
f
AI
in
d
ev
elo
p
in
g
ten
ac
ity
.
T
h
e
s
tan
d
ar
d
d
e
v
iatio
n
s
b
etwe
en
0
.
7
6
an
d
0
.
8
6
p
r
e
d
o
m
in
an
tly
d
em
o
n
s
tr
ate
r
elativ
e
ly
h
o
m
o
g
e
n
eo
u
s
r
esp
o
n
s
es,
e
x
ce
p
t
f
o
r
co
n
ce
r
n
s
ab
o
u
t
o
v
er
r
elian
ce
(
σ
=0
.
8
9
)
,
wh
ich
ex
h
ib
ited
g
r
ea
ter
r
esp
o
n
s
e
v
ar
iab
ilit
y
.
T
h
is
p
atter
n
s
u
g
g
ests
co
n
s
en
s
u
s
r
eg
ar
d
in
g
th
e
im
m
ed
iate
u
tili
ty
o
f
AI
f
o
r
lear
n
in
g
s
u
p
p
o
r
t,
b
u
t
m
o
r
e
d
iv
er
g
en
t
v
iews
ab
o
u
t
its
p
o
ten
tial
lo
n
g
-
ter
m
c
o
g
n
itiv
e
im
p
ac
ts
.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
b
o
th
th
e
p
er
ce
i
v
ed
v
alu
e
o
f
A
I
as
an
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
a
n
d
h
i
g
h
lig
h
t
im
p
o
r
ta
n
t
ar
ea
s
f
o
r
f
u
r
th
e
r
in
v
esti
g
at
io
n
r
eg
a
r
d
in
g
its
im
p
ac
t
o
n
t
h
e
d
ev
elo
p
m
en
t
o
f
in
d
ep
en
d
en
t
cr
itical
th
in
k
in
g
.
T
h
e
tig
h
t
clu
s
ter
in
g
o
f
m
o
s
t
s
co
r
es
in
d
icate
s
r
o
b
u
s
t
ag
r
ee
m
en
t
ab
o
u
t
th
e
b
en
ef
its
o
f
AI
.
At
th
e
s
am
e
tim
e,
th
e
o
u
tlier
in
r
esp
o
n
s
e
v
ar
iatio
n
f
o
r
o
v
e
r
r
elian
ce
co
n
ce
r
n
s
h
ig
h
lig
h
ts
a
s
ig
n
if
ican
t a
r
ea
o
f
o
n
g
o
in
g
d
eb
ate
in
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
lear
n
in
g
.
3
.
2
.
G
ender
diff
er
ence
s
in p
er
ce
iv
ed
cr
it
ica
l t
hin
k
ing
s
k
ills
T
ab
le
3
s
h
o
ws
th
e
in
d
ep
en
d
e
n
t
s
am
p
les
an
aly
s
is
wh
ich
r
ev
ea
led
n
o
s
tatis
tically
s
ig
n
if
ic
an
t
g
en
d
er
d
if
f
er
en
ce
s
in
t
h
e
p
er
ce
p
tio
n
s
o
f
E
n
g
lis
h
m
aj
o
r
s
tu
d
en
ts
r
e
g
ar
d
in
g
th
e
im
p
ac
t
o
f
AI
t
o
o
ls
o
n
c
r
itical
th
in
k
in
g
s
k
ills
(
all
p
>0
.
0
5
)
.
Ma
le
s
tu
d
en
ts
(
n
=6
8
)
d
em
o
n
s
tr
ated
m
ar
g
in
ally
h
ig
h
er
m
ea
n
s
co
r
es
ac
r
o
s
s
all
n
in
e
p
er
ce
iv
ed
cr
itical
th
in
k
in
g
(
P
C
T
)
item
s
co
m
p
ar
e
d
t
o
f
e
m
a
le
s
tu
d
en
ts
(
n
=
1
7
7
)
.
H
o
wev
e
r
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P
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A
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P
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3
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3
.
Aca
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in perc
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I
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aly
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is
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A
(
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9
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d
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4
9
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d
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ac
r
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s
s
all
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s
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l
p
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1
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.
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m
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b
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m
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e
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3
7
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7
8
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co
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3
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1
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3
6
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=
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1
7
5
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d
=
-
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1
7
.
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atter
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2
(
co
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ce
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t
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if
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n
;
B
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M=
4
.
3
1
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MA
:
M=
4
.
4
2
,
t=
-
1
.
1
8
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p
=
0
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2
3
9
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d
PC
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5
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r
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wo
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l
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licatio
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;
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M=
4
.
1
7
,
M
A:
M=
4
.
2
8
,
t=
-
1
.
0
5
,
p
=
0
.
2
9
5
)
.
E
f
f
ec
t
s
izes
r
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g
e
d
f
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m
d
=
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.
1
2
to
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1
7
,
s
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n
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s
m
all
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t
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n
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is
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t
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s
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ts
.
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ly
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o
th
g
r
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atter
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r
o
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all
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ay
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icate
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ce
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3
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ind
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ro
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r
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iews
3
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AI a
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T
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itical
th
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h
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m
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ativ
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r
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h
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s
h
o
wed
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o
th
b
en
ef
i
ts
an
d
co
n
ce
r
n
s
r
eg
ar
d
in
g
its
in
f
lu
en
ce
.
Firstl
y
,
in
ter
v
iewe
e
-
1
,
a
f
em
ale
B
A
s
tu
d
en
t w
ith
m
o
r
e
th
an
a
y
ea
r
o
f
AI
ex
p
er
ie
n
ce
,
s
h
ar
ed
:
“
B
efo
r
e
u
s
in
g
A
I
,
I
(
w
o
u
ld
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tr
ess
a
b
o
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t
co
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g
u
p
w
ith
a
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tive
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tio
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r
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n
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s
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ig
n
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t,
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u
t
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o
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o
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th
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t
A
I
ca
n
p
r
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vid
e
feed
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a
ck
a
n
d
s
u
g
g
esti
o
n
s
,
I
fin
d
my
w
o
r
klo
a
d
(
h
a
s
)
less
en
ed
.
I
t
d
o
es
n
o
t
me
a
n
I
ju
s
t
ta
ke
id
e
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s
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o
m
A
I
.
R
a
t
h
er,
I
p
r
esen
t
my
id
ea
s
a
n
d
a
s
k
fo
r
feed
b
a
ck
,
[
a
n
d
]
it h
elp
s
me
r
efin
e
th
em.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ec
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ile
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ce
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ess
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tu
d
en
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s
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eir
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itic
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k
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AI
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en
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ter
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-
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m
ale
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en
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er
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ec
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A
I
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o
th
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s
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elp
me
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n
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llo
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mp
lete
crea
tive
co
n
tr
o
l o
f th
e
fin
a
l wo
r
k.
”
T
h
is
d
em
o
n
s
tr
ates
th
at
s
tu
d
en
ts
im
p
lem
en
t
AI
as
a
s
u
p
p
o
r
tin
g
to
o
l,
r
at
h
er
th
an
r
ely
in
g
o
n
it
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o
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o
m
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lete
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r
k
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m
p
letio
n
.
T
h
er
e
ex
is
t
m
u
ltip
le
c
o
n
ce
r
n
s
r
eg
ar
d
i
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g
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o
w
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o
ls
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en
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s
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me
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ted
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ep
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en
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les
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A
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T6
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P
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P
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P
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O
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3
.
4
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2
.
T
he
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it
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t
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o
f
AI f
o
r
co
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plex
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l t
hin
k
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On
th
e
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h
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d
,
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4
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a
f
e
m
ale
MA
s
tu
d
en
t,
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p
r
ess
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a
co
n
tr
asti
n
g
id
ea
:
“
I
u
s
e
A
I
to
o
ls
(
to
)
r
ed
u
ce
th
e
w
o
r
klo
a
d
.
F
o
r
in
s
ta
n
ce
,
I
a
s
k
A
I
to
o
ls
to
g
ive
feed
b
a
ck
o
n
my
ess
a
ys.
I
d
o
n
o
t
th
in
k
A
I
ca
n
h
elp
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ith
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ica
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th
in
kin
g
b
ec
a
u
s
e
its
id
ea
s
(
a
r
e
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to
o
g
en
eric.
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n
s
tea
d
o
f a
s
kin
g
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o
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r
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vid
e
id
ea
s
,
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p
r
efer
(
to
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b
r
a
in
s
to
r
m.
”
T
h
e
eth
ical
u
s
e
o
f
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I
to
o
ls
is
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g
r
o
win
g
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n
ce
r
n
.
Acc
o
r
d
in
g
to
in
ter
v
iewe
e
-
2
,
a
m
ale
B
A
s
tu
d
en
t
:
“
A
I
h
elp
s
(
me
)
crea
te
in
n
o
v
a
tive
id
ea
s
,
w
h
ich
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va
l
u
e,
b
u
t
I
a
m
w
o
r
r
ied
a
b
o
u
t
eth
ica
l
A
I
imp
leme
n
ta
tio
n
.
My
c
o
n
ce
r
n
r
ema
in
s
a
b
o
u
t
th
e
b
en
efits
o
f A
I
u
s
a
g
e,
b
u
t
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e
s
h
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ld
a
ls
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e
a
w
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s
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r
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n
ce
b
etw
ee
n
A
I
a
s
s
is
ta
n
ce
a
n
d
h
u
ma
n
r
esp
o
n
s
ib
ilit
y
.
”
Acc
o
r
d
in
g
t
o
in
ter
v
iewe
e
-
6
,
a
f
em
ale
MA
s
tu
d
en
t
:
“
S
tu
d
en
ts
b
ec
o
me
o
ve
r
d
ep
en
d
en
t
o
n
u
s
in
g
A
I
.
We
en
jo
y
A
I
s
u
p
p
o
r
t;
h
o
w
ev
er,
I
a
m
co
n
ce
r
n
ed
a
b
o
u
t
h
u
ma
n
la
z
in
ess
.
A
n
d
th
is
is
in
crea
s
e
(
d
)
b
ec
a
u
s
e
o
f
t
h
is
tech
n
o
lo
g
y
s
u
p
p
o
r
t.
P
eo
p
l
e
h
a
ve
lo
s
t th
eir b
r
a
in
w
o
r
kin
g
a
b
ilit
y,
w
h
ich
p
r
esen
ts
(
a
)
s
erio
u
s
th
r
ea
t
(
to
)
fu
tu
r
e
imp
lica
tio
n
s
.
”
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
Gen
d
er a
n
d
a
ca
d
emic
-
leve
l v
a
r
ia
tio
n
s
in
p
erceive
d
effec
ts
o
f a
r
tifi
cia
l in
tellig
en
ce
o
n
… (
Ma
r
ia
m
Ma
r
d
ia
)
2465
Fu
r
th
er
m
o
r
e
,
th
is
id
ea
ad
d
r
ess
es
th
e
f
u
tu
r
e
s
ce
n
ar
io
o
f
d
ec
r
ea
s
ed
cr
itical
th
in
k
in
g
s
k
ills
b
ec
au
s
e
o
f
o
v
er
r
elian
ce
o
n
AI
.
Alth
o
u
g
h
AI
o
f
f
er
s
b
en
e
f
its
s
u
ch
as
o
r
g
an
izin
g
id
ea
s
an
d
r
e
d
u
cin
g
s
tr
ess
,
p
eo
p
le
r
em
ain
u
n
ce
r
tain
ab
o
u
t
its
im
p
ac
t
o
n
cr
ea
tiv
ity
,
d
ep
en
d
en
c
y
is
s
u
es
,
an
d
eth
ical
p
r
ac
tices.
Stu
d
e
n
ts
n
ee
d
to
d
ev
elo
p
s
k
ills
f
o
r
co
m
b
in
in
g
AI
s
u
p
p
o
r
t in
th
eir
wo
r
k
with
th
eir
o
wn
in
d
ep
en
d
en
t c
r
ea
tiv
e
th
in
k
in
g
ab
ilit
ies.
3
.
5
.
Dis
cus
s
io
n
T
h
e
co
m
p
r
eh
en
s
iv
e
an
al
y
s
is
o
f
E
n
g
lis
h
m
ajo
r
s
’
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
im
p
ac
t
o
f
AI
to
o
ls
o
n
th
eir
cr
itical
th
in
k
in
g
s
k
ills
y
ield
s
s
ev
er
al
s
ig
n
if
ican
t
in
s
ig
h
ts
th
at
b
o
th
co
n
f
ir
m
an
d
ex
te
n
d
cu
r
r
en
t
u
n
d
er
s
tan
d
in
g
o
f
tech
n
o
lo
g
y
i
n
teg
r
atio
n
in
th
e
h
u
m
a
n
ities
d
is
cip
lin
e.
W
h
en
an
aly
ze
d
h
o
lis
tically
,
th
e
r
esu
lts
r
ev
ea
l
im
p
o
r
tan
t
p
atter
n
s
ab
o
u
t
h
o
w
d
if
f
er
en
t
s
tu
d
en
t
g
r
o
u
p
s
en
g
ag
e
with
AI
f
o
r
liter
ar
y
a
n
aly
s
is
an
d
cr
itical
in
q
u
ir
y
.
T
h
e
co
m
p
lete
ab
s
en
c
e
o
f
m
ea
n
in
g
f
u
l
g
en
d
e
r
d
if
f
er
en
ce
s
ac
r
o
s
s
all
n
in
e
cr
itical
t
h
in
k
in
g
d
im
e
n
s
io
n
s
(
p
>
0
.
0
5
f
o
r
all
co
m
p
a
r
is
o
n
s
,
with
ef
f
ec
t sizes r
an
g
in
g
f
r
o
m
d
=0
.
0
7
to
0
.
1
3
)
p
r
esen
ts
a
p
ar
t
icu
lar
ly
n
o
tewo
r
t
h
y
f
in
d
in
g
t
h
at
co
n
tr
asts
with
m
u
ch
o
f
th
e
ex
is
tin
g
liter
atu
r
e
o
n
tech
n
o
lo
g
y
ad
o
p
tio
n
i
n
ed
u
ca
tio
n
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ies
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M
)
d
is
cip
li
n
es
h
av
e
f
r
eq
u
e
n
tly
id
en
tifie
d
g
en
d
er
g
ap
s
in
s
tu
d
en
ts
’
en
g
ag
em
en
t
with
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
u
g
g
est
E
n
g
lis
h
d
ep
ar
tm
e
n
ts
m
ay
b
en
ef
it
f
r
o
m
m
o
r
e
u
n
if
o
r
m
ad
o
p
tio
n
p
atter
n
s
[
2
4
]
.
T
h
is
d
is
cip
lin
ar
y
d
is
tin
ctio
n
co
u
ld
s
tem
f
r
o
m
s
ev
er
al
f
ac
to
r
s
:
th
e
in
ter
p
r
etiv
e
r
ath
er
th
an
tech
n
ical
n
atu
r
e
o
f
liter
ar
y
AI
to
o
ls
,
th
e
co
llab
o
r
ativ
e
tr
ad
itio
n
s
o
f
h
u
m
an
ities
p
e
d
ag
o
g
y
,
o
r
th
e
d
if
f
er
en
t
wa
y
s
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
ap
p
r
o
ac
h
tex
tu
al
an
aly
s
is
wh
en
aid
e
d
b
y
tech
n
o
lo
g
y
.
T
h
e
u
n
if
o
r
m
ly
p
o
s
itiv
e
ev
alu
atio
n
s
f
r
o
m
b
o
t
h
g
en
d
er
s
(
all
m
ea
n
s
>4
.
1
/5
)
in
d
icate
th
at
AI
to
o
ls
ar
e
p
er
ce
i
v
ed
as
eq
u
ally
v
alu
a
b
le
f
o
r
d
e
v
elo
p
i
n
g
t
h
e
co
r
e
c
r
itical
th
in
k
in
g
s
k
ills
ess
en
tial to
liter
ar
y
s
tu
d
ies,
r
eg
ar
d
less
o
f
g
en
d
er
id
e
n
tity
.
W
h
en
ex
am
in
in
g
ac
ad
em
ic
l
ev
el
d
if
f
er
en
ce
s
,
th
e
co
n
s
is
ten
t
tr
en
d
o
f
g
r
a
d
u
ate
s
tu
d
en
ts
r
atin
g
th
e
b
en
ef
its
o
f
AI
as
s
lig
h
tly
h
ig
h
er
th
an
u
n
d
er
g
r
ad
u
ates,
alth
o
u
g
h
n
o
t
s
tatis
tically
s
ig
n
if
ican
t,
o
f
f
er
s
im
p
o
r
tan
t
q
u
alif
icatio
n
s
to
ex
is
tin
g
m
o
d
els
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
ac
r
o
s
s
ed
u
ca
tio
n
al
s
tag
es.
Prio
r
r
esear
ch
h
as
estab
lis
h
ed
th
at
ad
v
an
ce
d
s
tu
d
en
ts
ty
p
ically
d
em
o
n
s
tr
ate
g
r
ea
ter
s
o
p
h
is
ticatio
n
in
u
s
i
n
g
d
ig
ital
to
o
ls
f
o
r
co
m
p
lex
task
s
,
an
d
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
alig
n
with
th
is
p
atter
n
[
2
5
]
.
H
o
wev
er
,
t
h
e
s
p
ec
if
ic
n
atu
r
e
o
f
th
e
o
b
s
er
v
ed
d
if
f
er
en
ce
s
p
r
o
v
id
e
s
n
o
v
el
in
s
ig
h
ts
f
o
r
E
n
g
lis
h
s
tu
d
ies.
T
h
e
m
o
s
t
p
r
o
n
o
u
n
ce
d
g
ap
ap
p
ea
r
e
d
in
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
AI
’
s
ca
p
ac
ity
to
s
u
p
p
o
r
t
q
u
es
tio
n
in
g
ass
u
m
p
tio
n
s
an
d
ex
p
lo
r
in
g
alter
n
ativ
e
p
er
s
p
ec
tiv
es
(
PC
T
8
)
,
wh
er
e
g
r
ad
u
ate
s
tu
d
e
n
ts
(
M=
4
.
3
7
)
r
ated
th
e
v
alu
e
o
f
tech
n
o
lo
g
y
n
o
tab
ly
h
i
g
h
er
th
an
u
n
d
er
g
r
ad
u
ates
(
M=
4
.
2
3
)
.
T
h
i
s
s
u
g
g
ests
th
at
th
e
m
o
r
e
th
eo
r
etica
lly
s
o
p
h
is
ticated
wo
r
k
ch
ar
ac
ter
is
tic
o
f
MA
p
r
o
g
r
a
m
s
m
ay
b
en
e
f
it
d
is
p
r
o
p
o
r
tio
n
ately
f
r
o
m
th
e
ca
p
ac
ity
o
f
AI
to
s
u
r
f
ac
e
c
o
m
p
etin
g
in
ter
p
r
etatio
n
s
an
d
ch
allen
g
e
estab
lis
h
ed
r
ea
d
i
n
g
s
,
a
f
in
d
in
g
with
im
p
o
r
tan
t im
p
licatio
n
s
f
o
r
cu
r
r
icu
lu
m
d
esig
n
.
T
h
e
u
n
i
f
o
r
m
ly
p
o
s
itiv
e
e
v
alu
atio
n
s
ac
r
o
s
s
all
d
em
o
g
r
ap
h
ic
g
r
o
u
p
s
(
with
n
o
m
ea
n
s
co
r
es
b
elo
w
4
.
1
o
n
th
e
5
-
p
o
in
t
s
ca
le)
r
ep
r
esen
t
p
er
h
ap
s
th
e
m
o
s
t
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
o
n
g
o
in
g
d
eb
at
es
ab
o
u
t
th
e
r
o
le
o
f
AI
in
th
e
h
u
m
an
ities
d
is
cip
lin
e.
C
o
n
tr
ar
y
to
co
n
ce
r
n
s
r
aised
b
y
s
o
m
e
h
u
m
an
is
ts
ab
o
u
t
AI
to
o
ls
d
im
in
is
h
in
g
cr
itical
th
in
k
in
g
,
t
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
in
d
icate
th
at
E
n
g
li
s
h
m
ajo
r
s
p
er
ce
iv
e
A
I
to
o
ls
a
s
en
h
an
cin
g
,
r
ath
er
th
an
r
ep
lacin
g
,
h
u
m
an
in
ter
p
r
etatio
n
[
2
]
,
[
1
0
]
.
E
v
en
th
e
ite
m
ass
ess
in
g
co
n
ce
r
n
s
ab
o
u
t
o
v
er
r
elian
ce
(
PC
T
9
)
m
ain
tain
ed
r
elativ
ely
h
ig
h
s
co
r
es
(
M>
4
.
1
5
ac
r
o
s
s
g
r
o
u
p
s
)
.
T
h
is
s
u
g
g
ests
th
e
s
tu
d
en
ts
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
AI
wh
ile
r
e
m
ain
in
g
ap
p
r
o
p
r
i
ately
ca
u
tio
u
s
ab
o
u
t
its
lim
it
atio
n
s
.
T
h
is
b
alan
ce
d
p
er
s
p
e
ctiv
e
is
p
ar
ticu
lar
l
y
en
co
u
r
a
g
in
g
f
o
r
liter
atu
r
e
ed
u
ca
tio
n
,
wh
er
e
cr
itical
th
in
k
i
n
g
in
v
o
lv
es
n
u
a
n
ce
d
in
ter
p
r
e
tatio
n
th
at
s
tu
d
en
ts
b
eliev
e
AI
s
u
p
p
o
r
ts
with
o
u
t c
o
m
p
r
o
m
is
in
g
in
d
e
p
en
d
e
n
t a
n
a
ly
s
is
.
T
h
is
is
al
s
o
s
u
p
p
o
r
ted
b
y
a
p
ast s
tu
d
y
[
1
0
]
.
B
o
th
q
u
an
titativ
e
an
d
q
u
alit
ativ
e
d
ata
p
r
o
v
id
e
a
co
m
p
a
r
ab
le
ass
ess
m
en
t
o
f
E
n
g
lis
h
m
ajo
r
s
’
p
er
ce
p
tio
n
s
o
f
th
e
i
n
f
lu
en
ce
o
f
AI
o
n
th
eir
cr
itical
t
h
in
k
in
g
ab
ilit
ies.
Ho
wev
er
,
s
o
m
e
c
o
n
tr
ad
ictio
n
s
ca
n
b
e
s
ee
n
in
th
e
d
ata.
All
s
u
r
v
ey
p
a
r
ticip
an
ts
g
av
e
h
ig
h
s
co
r
es
to
AI
to
o
ls
,
in
d
icatin
g
p
o
s
itiv
e
o
u
tco
m
es
(
ab
o
v
e
4
.
1
o
u
t
o
f
5
)
with
o
u
t
an
y
ex
ce
p
tio
n
al
d
if
f
er
en
ce
s
ac
r
o
s
s
d
if
f
er
e
n
t
g
en
d
er
o
r
s
tu
d
e
n
t
lev
el
g
r
o
u
p
s
.
Stu
d
en
ts
m
o
s
tly
r
ec
o
g
n
ize
th
at
u
s
in
g
AI
en
ab
l
es
th
em
to
th
in
k
m
o
r
e
cr
itically
.
Sev
er
al
in
ter
v
iewe
es
d
is
cu
s
s
ed
h
o
w
AI
af
f
ec
ts
th
eir
lear
n
in
g
r
o
u
tin
es
an
d
m
o
tiv
atio
n
al
lev
els.
T
h
e
in
ter
v
i
ewe
es
ex
p
lain
ed
h
o
w
AI
to
o
ls
ass
i
s
t
d
r
af
tin
g
an
d
ed
itin
g
,
b
u
t
s
tu
d
en
ts
m
a
y
u
s
e
th
em
to
r
ep
lace
cr
itical
th
in
k
in
g
task
s
b
y
d
ep
e
n
d
in
g
h
ea
v
ily
o
n
AI
-
g
e
n
er
ate
d
co
n
ten
t.
I
n
ter
v
iewe
e
-
6
p
o
in
te
d
o
u
t
th
at
s
tu
d
en
ts
f
ac
e
a
r
is
k
o
f
im
p
air
e
d
d
ee
p
-
th
in
k
i
n
g
s
k
il
ls
wh
en
AI
is
u
s
ed
ex
ce
s
s
iv
ely
,
as
it
o
f
ten
d
eliv
er
s
q
u
ick
r
esp
o
n
s
es.
Stu
d
en
ts
ar
e
co
n
ce
r
n
e
d
th
at
th
e
im
p
r
o
p
er
u
s
e
o
f
AI
m
ay
n
eg
ativ
ely
im
p
ac
t
h
u
m
a
n
cr
ea
tiv
ity
,
p
o
ten
tially
d
im
i
n
is
h
in
g
o
r
ig
in
al
th
in
k
in
g
o
v
er
tim
e
[
2
6
]
–
[
2
8
]
.
Sev
er
al
n
o
v
el
co
n
tr
ib
u
tio
n
s
ar
e
p
r
esen
ted
in
th
is
s
tu
d
y
,
as
it
is
s
itu
ated
with
in
th
e
b
r
o
ad
er
liter
atu
r
e
o
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
First,
th
e
d
is
cip
lin
ar
y
s
p
ec
if
icity
o
f
th
e
f
in
d
in
g
s
,
p
ar
ticu
lar
ly
th
e
g
en
d
er
-
n
eu
tr
al
ad
o
p
tio
n
p
atter
n
s
,
s
u
g
g
ests
th
at
h
u
m
a
n
ities
teac
h
er
s
m
ay
n
ee
d
d
if
f
er
en
t
i
m
p
lem
en
tatio
n
s
tr
ateg
ies
th
an
th
eir
STE
M
co
u
n
ter
p
ar
ts
.
Seco
n
d
,
th
e
id
en
tifie
d
a
ca
d
em
ic
-
lev
el
tr
en
d
s
s
h
o
w
p
r
e
v
io
u
s
ly
u
n
d
er
e
x
p
lo
r
e
d
o
p
p
o
r
tu
n
ities
f
o
r
u
s
in
g
AI
t
o
s
u
p
p
o
r
t
a
d
v
an
ce
d
liter
ar
y
th
eo
r
y
an
d
cr
iticis
m
.
T
h
ir
d
,
th
e
r
o
b
u
s
t
p
o
s
itiv
e
p
er
ce
p
tio
n
s
ac
r
o
s
s
d
em
o
g
r
a
p
h
ics
p
r
o
v
id
e
em
p
ir
ical
co
u
n
ter
ev
id
en
ce
to
c
o
m
m
o
n
s
k
ep
tici
s
m
ab
o
u
t
AI
in
t
h
e
h
u
m
an
ities
d
is
cip
lin
e.
T
h
ese
o
u
tco
m
es
r
e
v
ea
l
im
p
o
r
tan
t
im
p
licatio
n
s
f
o
r
b
o
t
h
p
e
d
ag
o
g
y
an
d
f
u
tu
r
e
r
esear
ch
.
Fo
r
teac
h
in
g
p
r
ac
tice,
th
ey
s
u
g
g
est
d
ep
ar
tm
en
t
-
wid
e
AI
in
teg
r
atio
n
ca
n
p
r
o
ce
ed
with
o
u
t
s
p
ec
ial
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
4
5
9
-
2
4
6
8
2466
ac
co
m
m
o
d
atio
n
s
f
o
r
g
en
d
er
d
if
f
er
en
ce
s
.
Ho
wev
er
,
in
s
tr
u
ct
o
r
s
m
ay
wan
t
to
d
ev
elo
p
tar
g
eted
ap
p
r
o
ac
h
es
to
h
elp
u
n
d
er
g
r
ad
u
ates m
ax
im
ize
th
e
p
o
ten
tial o
f
AI
f
o
r
ad
v
an
c
ed
cr
itical
th
in
k
in
g
task
s
.
T
h
is
r
esear
ch
,
b
ased
o
n
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
a
n
d
th
e
T
AM
d
em
o
n
s
tr
ates
th
at
E
n
g
lis
h
m
ajo
r
s
u
tili
ze
AI
t
o
o
ls
to
en
h
an
ce
th
eir
k
n
o
wled
g
e
a
n
d
cr
it
ical
th
in
k
in
g
.
I
t
ass
er
ts
h
o
w
p
er
ce
iv
ed
u
s
ef
u
ln
ess
d
r
iv
es
ad
o
p
tio
n
an
d
o
f
f
e
r
s
in
s
i
g
h
ts
in
to
s
tu
d
en
ts
’
lear
n
in
g
b
e
h
av
io
r
s
,
g
u
id
i
n
g
f
u
tu
r
e
ed
u
ca
t
io
n
al
p
r
ac
tices
an
d
AI
in
teg
r
atio
n
in
c
u
r
r
icu
la
[
2
9
]
–
[
3
1
]
.
B
ased
o
n
th
e
d
is
cu
s
s
io
n
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
th
e
f
o
llo
win
g
f
r
a
m
ewo
r
k
,
as sh
o
wn
in
Fig
u
r
e
1
,
f
o
r
AI
i
n
teg
r
atio
n
f
o
r
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
f
r
am
ewo
r
k
4.
CO
NCLU
SI
O
N
T
h
e
an
aly
s
is
ex
am
in
e
d
th
e
p
e
r
ce
p
tio
n
s
o
f
B
an
g
lad
esh
i
E
n
g
l
is
h
m
ajo
r
s
tu
d
e
n
ts
r
eg
ar
d
in
g
t
h
e
ef
f
ec
ts
o
f
AI
to
o
ls
o
n
th
eir
cr
itical
th
in
k
in
g
s
k
ills
.
Stu
d
en
ts
v
iew
AI
to
o
ls
f
a
v
o
r
a
b
ly
f
o
r
th
eir
r
o
le
in
u
n
d
er
s
tan
d
in
g
co
m
p
lex
m
ater
ial,
o
r
g
an
izatio
n
al
h
elp
,
an
d
en
h
a
n
cin
g
wr
itin
g
.
Ho
wev
er
,
th
ey
ex
p
r
ess
co
n
ce
r
n
ab
o
u
t
cr
ea
tiv
e
d
ec
lin
e
an
d
d
im
in
is
h
e
d
au
th
en
tic
lear
n
in
g
d
u
e
to
e
x
ce
s
s
iv
e
u
s
e
o
f
th
ese
to
o
ls
.
A
s
im
ilar
le
v
el
o
f
AI
in
f
lu
e
n
ce
was
d
etec
ted
am
o
n
g
b
o
t
h
m
al
e
an
d
f
em
ale
s
tu
d
en
ts
,
as
wel
l
as
th
o
s
e
s
tu
d
y
in
g
at
d
if
f
er
en
t
ac
ad
em
ic
le
v
els,
in
th
e
ar
ea
o
f
E
n
g
lis
h
.
T
h
e
r
esear
ch
ex
p
an
d
s
ex
is
tin
g
AI
ed
u
ca
tio
n
s
tu
d
ies,
p
ar
ticu
lar
ly
in
h
u
m
a
n
ities
s
u
b
jects,
b
ec
au
s
e
th
e
h
u
m
an
it
ies
r
em
ain
u
n
d
er
s
tu
d
ied
i
n
th
i
s
ar
ea
.
T
h
e
r
esear
ch
ex
a
m
in
es
b
o
th
c
o
n
v
e
n
tio
n
al
v
iews
o
n
tech
n
o
lo
g
ical
ac
ce
p
tan
ce
an
d
o
f
f
er
s
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
im
p
lem
en
tat
io
n
o
f
AI
to
o
ls
in
u
n
iv
er
s
ity
lear
n
in
g
s
ettin
g
s
.
R
esear
ch
r
esu
lts
d
em
o
n
s
tr
ate
th
e
n
ec
ess
ity
f
o
r
p
u
r
p
o
s
e
-
b
u
ilt e
d
u
ca
tio
n
al
m
eth
o
d
s
th
at
u
tili
ze
AI
as
a
th
in
k
in
g
ass
is
tan
t,
r
ath
er
th
an
m
a
k
in
g
th
e
s
y
s
tem
au
to
n
o
m
o
u
s
.
B
o
th
tea
ch
er
s
an
d
s
tu
d
en
ts
s
h
o
u
ld
b
e
tr
ain
ed
to
u
s
e
AI
to
o
ls
p
r
o
p
er
l
y
an
d
u
n
d
er
s
tan
d
th
eir
eth
ical
u
s
e.
T
h
e
s
am
p
le
lim
its
g
en
er
aliza
b
ilit
y
to
p
u
b
lic
u
n
iv
er
s
ities
an
d
o
th
er
f
ield
s
,
as
th
e
f
o
cu
s
is
o
n
ly
o
n
E
n
g
lis
h
m
ajo
r
s
f
r
o
m
s
elec
ted
p
r
iv
ate
u
n
iv
er
s
ities
.
Mo
r
eo
v
er
,
r
esp
o
n
d
en
ts
’
p
r
io
r
d
ig
it
al
liter
ac
y
was
n
o
t
ass
es
s
ed
.
T
h
is
r
esear
ch
em
p
h
a
s
izes
th
e
n
ee
d
f
o
r
f
u
r
th
er
lo
n
g
itu
d
in
al
s
tu
d
ies
o
r
c
r
o
s
s
-
n
atio
n
al
co
m
p
ar
is
o
n
s
o
f
AI
im
p
lem
en
tatio
n
in
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
th
e
f
ield
o
f
E
n
g
lis
h
,
wh
ich
r
e
q
u
ir
es
cr
ea
tiv
e
an
d
en
g
ag
in
g
teac
h
in
g
m
eth
o
d
s
.
T
h
is
s
tu
d
y
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
lo
n
g
-
ter
m
ac
a
d
em
ic
d
e
v
elo
p
m
en
t
r
esear
ch
o
n
AI
,
p
r
o
v
id
in
g
s
u
g
g
esti
o
n
s
to
en
h
a
n
ce
th
e
im
p
lem
e
n
tatio
n
o
f
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
a
n
d
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
s
tu
d
y
ac
k
n
o
wled
g
es th
e
Dep
ar
tm
en
t o
f
E
n
g
lis
h
an
d
H
u
m
an
ities
o
f
th
e
f
o
u
r
u
n
i
v
er
s
ities
f
o
r
th
eir
ap
p
r
o
v
al
an
d
c
o
n
tin
u
o
u
s
co
o
p
er
atio
n
in
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
d
id
n
o
t r
ec
eiv
e
an
y
ex
ter
n
al
o
r
in
s
titu
tio
n
al
f
u
n
d
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Gen
d
er a
n
d
a
ca
d
emic
-
leve
l v
a
r
ia
tio
n
s
in
p
erceive
d
effec
ts
o
f a
r
tifi
cia
l in
tellig
en
ce
o
n
… (
Ma
r
ia
m
Ma
r
d
ia
)
2467
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
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T
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M
E
N
T
T
h
is
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u
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th
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C
o
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to
r
R
o
les
T
a
x
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y
(
C
R
ed
iT
)
to
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in
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au
th
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tio
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ip
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Na
m
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Aut
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Vi
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Md
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C
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C
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DATA AV
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.
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RE
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NC
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[
1
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[
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H
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3
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.
B
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mes
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4
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[
5
]
A
.
Essi
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n
,
O
.
T
.
B
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,
X
.
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[
7
]
D
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r
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,
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.
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u
s
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,
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.
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u
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:
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x
p
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f
EFL
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t
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t
s’
p
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p
t
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o
n
s,
b
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f
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t
s,
a
n
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l
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mi
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[
8
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M
.
M
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[
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K
.
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[
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0
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