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Effec
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perce
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creativ
ity
a
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2
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Ad
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a
p
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n
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rsta
n
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g
h
o
w
e
n
v
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n
m
e
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tal
a
rt
p
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p
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(EAP
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a
n
d
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m
o
t
io
n
a
l
d
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v
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l
o
p
m
e
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t
(ED)
i
n
flu
e
n
c
e
c
re
a
ti
v
it
y
a
m
o
n
g
fin
e
a
rts
c
o
ll
e
g
e
st
u
d
e
n
ts,
t
h
is
st
u
d
y
fo
c
u
s
e
s
o
n
th
e
ir
i
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terre
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n
s
i
n
C
h
in
a
’
s
He
n
a
n
P
ro
v
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n
c
e
.
T
h
e
o
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jec
ti
v
e
is
to
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n
v
e
stig
a
te
th
e
e
ffe
c
ts
o
f
EAP
a
n
d
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n
c
re
a
ti
v
it
y
wit
h
in
th
is
d
e
m
o
g
ra
p
h
ic.
Emp
lo
y
i
n
g
a
su
rv
e
y
m
e
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o
d
,
th
e
st
u
d
y
g
a
th
e
re
d
d
a
ta
fr
o
m
5
8
5
st
u
d
e
n
ts
a
c
ro
ss
c
o
m
p
re
h
e
n
siv
e
a
rt
c
o
ll
e
g
e
s
in
He
n
a
n
P
ro
v
i
n
c
e
,
a
n
a
ly
z
i
n
g
t
h
e
imp
a
c
t
o
f
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a
m
p
u
s
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rt
d
e
sig
n
o
n
c
re
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ti
v
i
ty
a
n
d
th
e
m
e
d
iatin
g
r
o
le
o
f
ED
.
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e
fi
n
d
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n
g
s
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v
e
a
l
t
h
a
t
EAP
sig
n
ifi
c
a
n
t
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y
e
n
h
a
n
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e
s
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re
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ti
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y
,
with
c
a
m
p
u
s
a
rt
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e
sig
n
p
lay
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g
a
c
ru
c
ial
r
o
le.
F
u
rt
h
e
rm
o
re
,
ED
se
rv
e
s
a
s
a
n
e
ss
e
n
ti
a
l
m
e
d
iato
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fo
ste
ri
n
g
c
re
a
ti
v
it
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th
r
o
u
g
h
imp
ro
v
e
d
e
m
o
ti
o
n
a
l
a
wa
re
n
e
ss
,
e
x
p
re
ss
io
n
,
a
n
d
m
a
n
a
g
e
m
e
n
t.
Ba
se
d
o
n
t
h
e
se
in
sig
h
ts,
th
e
stu
d
y
re
c
o
m
m
e
n
d
s
e
d
u
c
a
ti
o
n
a
l
stra
teg
ies
th
a
t
i
n
teg
ra
te
ED
with
t
h
e
c
u
lt
iv
a
ti
o
n
o
f
c
re
a
ti
v
e
th
in
k
in
g
.
S
u
c
h
a
p
p
r
o
a
c
h
e
s
a
im
to
n
u
rtu
re
a
rt
p
ro
fe
ss
io
n
a
ls
wh
o
n
o
t
o
n
l
y
e
x
c
e
l
in
c
re
a
ti
v
it
y
b
u
t
a
ls
o
in
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
,
e
m
p
h
a
siz
in
g
th
e
n
e
e
d
to
o
p
ti
m
ize
e
n
v
iro
n
m
e
n
tal
a
rt
e
x
p
o
s
u
re
a
n
d
fo
c
u
s o
n
e
m
o
ti
o
n
a
l
s
k
il
ls i
n
a
rt
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Ar
t e
d
u
ca
tio
n
C
h
in
ese
s
tu
d
en
ts
C
r
ea
tiv
ity
E
m
o
tio
n
al
d
e
v
elo
p
m
e
n
t
E
n
v
ir
o
n
m
en
tal
ar
t p
e
r
ce
p
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Yu
an
y
u
an
Su
n
I
n
ter
n
atio
n
al
C
o
lleg
e,
Kr
ir
k
U
n
iv
er
s
ity
No
.
3
So
i Ram
in
tr
a
1
,
An
u
s
a
war
i Su
b
d
is
tr
ict,
B
an
g
Kh
en
Dis
tr
ict,
B
an
g
k
o
k
1
0
2
2
0
,
T
h
ai
lan
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E
m
ail:
5
9
4
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9
1
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7
@
q
q
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
co
n
tem
p
o
r
ar
y
s
o
ciety
,
e
d
u
c
atio
n
is
n
o
lo
n
g
er
lim
ited
to
im
p
ar
tin
g
k
n
o
wled
g
e
b
u
t
e
m
p
h
asizes
th
e
cu
ltiv
atio
n
o
f
s
tu
d
en
ts
’
co
m
p
r
eh
en
s
iv
e
a
b
ilit
ies
an
d
c
o
m
p
eten
cies
[
1
]
.
C
r
ea
tiv
ity
[
2
]
a
n
d
e
m
o
tio
n
al
d
ev
elo
p
m
e
n
t
(
E
D)
[
3
]
ar
e
co
n
s
id
er
ed
two
cr
u
cial
asp
ec
ts
o
f
th
ese
co
m
p
eten
cies.
C
r
ea
tiv
ity
is
n
o
t
o
n
ly
k
e
y
to
p
r
o
b
lem
-
s
o
lv
in
g
,
in
n
o
v
atio
n
,
an
d
d
ev
elo
p
m
en
t
b
u
t
also
a
co
r
e
ca
p
ab
ilit
y
f
o
r
in
d
iv
i
d
u
al
g
r
o
wth
a
n
d
s
elf
-
r
ea
lizatio
n
[
4
]
.
E
m
o
tio
n
al
i
n
tellig
en
ce
en
ab
les
s
tu
d
e
n
ts
to
b
etter
u
n
d
er
s
tan
d
th
em
s
elv
e
s
an
d
o
t
h
er
s
,
b
u
ild
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
,
an
d
co
p
e
with
e
m
o
tio
n
al
d
is
tr
ess
an
d
s
etb
ac
k
s
m
o
r
e
ef
f
ec
tiv
ely
[
5
]
.
T
h
e
r
ef
o
r
e,
o
n
e
o
f
th
e
g
o
als o
f
e
d
u
ca
tio
n
is
to
f
o
s
ter
s
tu
d
en
ts
’
cr
ea
tiv
ity
an
d
ED
to
h
elp
th
e
m
b
etter
f
ac
e
f
u
tu
r
e
ch
allen
g
es
[
6
]
.
Ar
t
ed
u
ca
tio
n
,
as
an
ef
f
ec
tiv
e
m
ea
n
s
to
cu
ltiv
ate
cr
ea
tiv
ity
an
d
ED
,
h
as
g
ain
ed
w
id
esp
r
ea
d
r
ec
o
g
n
itio
n
[
7
]
.
Ar
t
ed
u
ca
tio
n
en
co
m
p
ass
es
n
o
t
o
n
ly
v
is
u
al
ar
ts
,
m
u
s
ic,
d
r
am
a,
an
d
d
an
c
e
b
u
t
also
in
clu
d
es
en
v
ir
o
n
m
en
tal
ar
t
p
e
r
ce
p
tio
n
(
E
AP)
[
8
]
.
E
AP
is
a
m
u
ltid
is
cip
lin
ar
y
f
ield
th
at
c
o
m
b
in
es
ar
t
with
th
e
in
ter
ac
tio
n
o
f
en
v
ir
o
n
m
e
n
t,
s
p
ac
e,
an
d
s
o
ciety
,
cr
ea
ti
v
ely
im
p
r
o
v
in
g
an
d
en
r
ich
i
n
g
p
e
o
p
le
’
s
liv
in
g
en
v
ir
o
n
m
en
ts
[
9
]
.
On
e
o
f
th
e
co
r
e
co
n
ce
p
ts
o
f
E
AP
is
in
teg
r
atin
g
ar
t
i
n
to
p
eo
p
le
’
s
d
aily
li
v
es
to
en
h
an
ce
th
eir
ae
s
th
etic
ex
p
er
ien
ce
s
an
d
i
n
s
p
ir
e
cr
ea
tiv
ity
[
1
0
]
.
E
n
v
ir
o
n
m
en
tal
ar
t
p
er
ce
p
tio
n
h
as
a
u
n
iq
u
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
cr
ea
tiv
ity
[
1
1
]
an
d
ED
[
1
2
]
.
R
o
b
in
s
o
n
et
a
l
.
[
1
3
]
a
r
g
u
e
d
t
h
at
th
r
o
u
g
h
p
a
r
ticip
atin
g
i
n
E
A
P
p
r
o
jects,
s
tu
d
e
n
ts
ca
n
p
er
s
o
n
ally
ex
p
er
ien
ce
th
e
p
r
o
ce
s
s
o
f
ar
tis
tic
cr
ea
tio
n
an
d
lear
n
cr
ea
tiv
e
th
in
k
i
n
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Fu
r
th
er
m
o
r
e,
r
esear
ch
b
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
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E
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c
I
SS
N:
2252
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8
8
2
2
E
ffects o
f e
n
viro
n
men
ta
l a
r
t p
ercep
tio
n
o
n
s
tu
d
e
n
ts
’
crea
tivity
a
n
d
emo
tio
n
a
l d
ev
el
o
p
men
t
(
Yu
a
n
yu
a
n
S
u
n
)
3697
Gu
an
d
Hir
ai
[
1
4
]
f
o
u
n
d
th
at
th
e
s
p
atial
d
esig
n
o
f
ar
t
m
u
s
eu
m
ex
h
ib
itio
n
s
p
o
s
itiv
ely
i
n
f
lu
en
ce
s
au
d
ien
ce
em
o
tio
n
s
.
T
h
er
e
f
o
r
e,
E
AP
em
p
h
asizes em
o
tio
n
s
an
d
em
o
tio
n
al
ex
p
r
ess
io
n
,
h
el
p
in
g
s
tu
d
e
n
ts
b
etter
u
n
d
er
s
tan
d
an
d
ex
p
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ess
th
eir
em
o
tio
n
s
,
f
o
s
ter
in
g
em
o
tio
n
al
in
tellig
en
ce
[
1
5
]
.
Ho
wev
er
,
d
esp
ite
th
e
e
n
o
r
m
o
u
s
p
o
ten
tial
o
f
E
AP
in
ar
t
ed
u
ca
tio
n
,
it
s
till
f
ac
es
ch
all
en
g
es
an
d
co
n
tr
o
v
e
r
s
ies
[
1
6
]
.
B
er
lean
t
[
1
7
]
s
u
g
g
ests
th
at
e
n
v
ir
o
n
m
en
t
al
ar
t
p
lace
s
to
o
m
u
c
h
e
m
p
h
a
s
is
o
n
p
r
ac
tice
an
d
ap
p
licatio
n
,
n
eg
lectin
g
th
e
in
tr
in
s
ic
v
alu
e
o
f
ar
t
its
elf
.
A
d
d
itio
n
ally
,
s
o
m
e
s
ch
o
o
ls
a
n
d
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
m
ay
lack
s
u
f
f
icien
t
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
to
co
n
d
u
ct
en
v
ir
o
n
m
en
tal
ar
t
d
esig
n
p
r
o
jects
[
1
8
]
.
T
h
er
ef
o
r
e,
th
er
e
is
a
n
ee
d
to
d
elv
e
in
to
th
e
ac
t
u
al
im
p
ac
t
o
f
E
AP
o
n
s
tu
d
e
n
ts
'
cr
ea
tiv
ity
an
d
ED
,
as
well
a
s
h
o
w
to
o
v
er
co
m
e
r
elate
d
ch
allen
g
es a
n
d
o
b
s
tacl
es.
T
h
is
r
esear
ch
tar
g
ets
th
e
o
v
er
lo
o
k
ed
im
p
ac
t
o
f
E
AP
o
n
s
tu
d
en
t
cr
ea
tiv
ity
an
d
ED
,
a
n
ich
e
y
et
s
ig
n
if
ican
t
asp
ec
t
o
f
ar
t
ed
u
ca
tio
n
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ies
b
r
o
ad
ly
r
ec
o
g
n
ize
ar
t'
s
ed
u
ca
tio
n
al
b
en
ef
its
,
th
ey
o
f
ten
m
is
s
h
o
w
en
v
ir
o
n
m
en
ta
l
ar
t
s
p
ec
if
ically
f
o
s
ter
s
cr
ea
t
iv
ity
an
d
em
o
tio
n
al
in
tellig
en
ce
[
1
0
]
,
[
1
1
]
.
T
h
is
in
v
esti
g
atio
n
aim
s
to
s
h
ed
lig
h
t
o
n
th
e
d
ir
ec
t
in
f
lu
en
ce
o
f
e
n
v
ir
o
n
m
en
tal
ar
t
o
n
th
ese
k
e
y
s
tu
d
en
t
attr
ib
u
tes.
I
t
ad
d
r
ess
es
th
e
s
ca
n
t
atten
tio
n
g
iv
en
to
en
v
ir
o
n
m
e
n
tal
ar
t'
s
u
n
iq
u
e
r
o
le
a
n
d
ch
alle
n
g
es
w
ith
in
ar
t
ed
u
ca
tio
n
liter
atu
r
e,
o
f
f
e
r
in
g
in
s
ig
h
ts
in
t
o
its
in
teg
r
atio
n
f
o
r
en
h
an
cin
g
s
tu
d
en
t e
x
p
er
ie
n
ce
s
.
B
y
ex
p
lo
r
in
g
en
v
ir
o
n
m
e
n
tal
ar
t'
s
s
p
ec
if
ic
im
p
ac
ts
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
n
o
v
el
p
er
s
p
ec
ti
v
es
to
ar
t
ed
u
ca
tio
n
,
em
p
h
asi
zin
g
its
v
ital
r
o
le
i
n
d
ev
elo
p
in
g
ess
en
tial
s
tu
d
en
t
co
m
p
eten
cies
f
o
r
f
u
tu
r
e
ch
al
len
g
es.
T
h
er
ef
o
r
e,
th
e
f
o
llo
win
g
f
o
u
r
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
ar
e
p
r
o
p
o
s
ed
:
i)
h
o
w
d
o
es
E
AP
af
f
ec
t
th
e
cr
ea
tiv
ity
o
f
a
r
t
co
lleg
e
s
tu
d
e
n
ts
?
(
R
Q1
)
;
ii)
h
o
w
d
o
es
E
AP
af
f
ec
t
th
e
ED
o
f
ar
t
co
lleg
e
s
tu
d
en
ts
?
(
R
Q2
)
;
i
ii)
h
o
w
d
o
es
th
e
ED
o
f
ar
t
co
ll
eg
e
s
tu
d
en
ts
af
f
ec
t
th
eir
cr
ea
tiv
ity
?
(
R
Q3
)
;
an
d
i
v
)
w
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
ED
o
f
ar
t
co
lleg
e
s
tu
d
en
ts
an
d
th
eir
p
er
ce
p
tio
n
o
f
e
n
v
ir
o
n
m
en
tal
a
r
t a
n
d
cr
ea
tiv
ity
?
(
R
Q4
)
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
heo
ry
o
f
e
m
o
t
io
na
l de
v
elo
pm
ent
T
h
e
th
eo
r
y
o
f
ED
,
p
r
o
p
o
s
ed
b
y
Am
er
ican
p
s
y
ch
o
lo
g
is
t
E
r
ik
s
o
n
[
1
9
]
,
f
o
cu
s
es
o
n
th
e
s
t
u
d
y
o
f
th
e
d
ev
elo
p
m
e
n
tal
p
r
o
ce
s
s
o
f
in
d
iv
id
u
al
em
o
tio
n
al
ex
p
er
i
en
ce
s
,
em
o
tio
n
al
ex
p
r
ess
io
n
,
an
d
em
o
tio
n
al
in
tellig
en
ce
.
I
t
em
p
h
asizes
th
e
s
ig
n
if
ican
ce
o
f
h
u
m
an
ED
,
p
ar
ticu
lar
ly
h
ig
h
lig
h
tin
g
th
e
em
o
tio
n
s
an
d
p
s
y
ch
o
lo
g
ical
ch
allen
g
es in
d
i
v
id
u
als ex
p
er
ien
ce
at
d
if
f
er
en
t
s
tag
es o
f
life
.
T
h
e
th
eo
r
y
p
o
s
its
th
at
em
o
tio
n
s
ar
e
an
in
d
is
p
en
s
ab
le
p
ar
t
o
f
h
u
m
a
n
life
,
p
lay
in
g
a
cr
u
cial
r
o
le
in
in
d
iv
id
u
al
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
an
d
s
o
cial
in
ter
ac
tio
n
s
[
2
0
]
.
T
h
e
th
eo
r
y
o
f
ED
u
n
d
er
s
co
r
es
th
at
em
o
ti
o
n
s
ar
e
n
o
t
f
ix
ed
an
d
u
n
ch
a
n
g
ea
b
le
b
u
t
ca
n
b
e
cu
ltiv
ated
an
d
d
ev
elo
p
ed
th
r
o
u
g
h
ed
u
ca
tio
n
a
n
d
s
o
cial
ex
p
e
r
ien
ce
s
[
2
1
]
.
T
h
is
p
ap
er
co
n
ten
d
s
th
at
th
e
th
eo
r
y
o
f
ED
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
e
m
o
tio
n
al
in
tellig
en
ce
.
E
AP
d
esig
n
ca
n
cu
ltiv
ate
co
ll
eg
e
s
tu
d
en
ts
'
em
o
tio
n
al
in
tellig
en
ce
th
r
o
u
g
h
em
o
tio
n
al
e
x
p
e
r
ien
ce
s
an
d
s
tim
u
li.
Fo
r
in
s
tan
ce
,
ap
p
r
ec
iatin
g
wo
r
k
s
o
f
ar
t
ca
n
s
tim
u
late
in
d
iv
id
u
als'
s
en
s
itiv
ity
an
d
u
n
d
er
s
tan
d
in
g
o
f
em
o
tio
n
s
,
aid
in
g
th
em
in
b
etter
id
en
t
if
y
in
g
,
ex
p
r
ess
in
g
,
an
d
h
an
d
lin
g
em
o
tio
n
s
,
th
er
eb
y
e
n
h
an
cin
g
em
o
tio
n
al
in
tellig
en
ce
.
Fu
r
th
e
r
m
o
r
e,
e
m
o
tio
n
al
e
x
p
r
ess
io
n
is
a
k
ey
asp
ec
t
o
f
th
e
th
eo
r
y
o
f
ED
.
E
AP
d
esig
n
ca
n
p
r
o
v
id
e
r
ich
o
p
p
o
r
tu
n
ities
f
o
r
em
o
ti
o
n
al
ex
p
r
ess
io
n
.
T
h
r
o
u
g
h
th
e
cr
ea
tio
n
an
d
ap
p
r
ec
iatio
n
o
f
ar
tis
tic
wo
r
k
s
,
in
d
iv
id
u
als
ca
n
ex
p
r
ess
th
eir
em
o
tio
n
s
th
r
o
u
g
h
ar
tis
tic
ac
ti
v
ities
,
co
n
tr
ib
u
tin
g
to
em
o
ti
o
n
al
ex
p
r
ess
io
n
an
d
d
ev
elo
p
m
e
n
t.
I
m
p
r
o
v
ed
e
m
o
ti
o
n
al
ex
p
r
ess
io
n
m
ay
im
p
ac
t
c
r
ea
tiv
ity
,
as
in
d
iv
i
d
u
als
ca
n
m
o
r
e
f
r
ee
ly
ex
p
r
ess
th
eir
cr
ea
tiv
ity
an
d
em
o
tio
n
s
.
Ad
d
itio
n
ally
,
em
o
tio
n
al
r
eso
n
an
ce
is
an
im
p
o
r
tan
t
co
n
ce
p
t
i
n
th
e
th
e
o
r
y
o
f
ED
.
E
AP
d
esig
n
ca
n
p
r
o
m
p
t
in
d
iv
id
u
als
to
r
eso
n
ate
em
o
tio
n
all
y
with
ar
tis
tic
wo
r
k
s
a
n
d
o
th
er
s
.
T
h
is
em
o
tio
n
al
r
eso
n
an
ce
ca
n
s
tr
en
g
th
en
i
n
d
iv
id
u
als'
em
o
tio
n
al
co
n
n
ec
t
io
n
s
with
o
th
er
s
,
aid
in
b
u
i
ld
in
g
clo
s
er
s
o
cial
n
etwo
r
k
s
,
co
n
tr
ib
u
te
to
ED
,
a
n
d
m
a
y
b
e
r
elate
d
t
o
th
e
d
ev
el
o
p
m
en
t o
f
c
r
ea
tiv
ity
,
as
em
o
tio
n
al
r
eso
n
a
n
ce
with
o
th
er
s
ca
n
in
s
p
ir
e
i
n
n
o
v
atio
n
a
n
d
cr
ea
tiv
e
th
i
n
k
in
g
.
2
.
2
.
E
nv
iro
nm
ent
a
l
a
rt
perc
ept
io
n a
nd
cr
ea
t
iv
it
y
C
r
ea
tiv
ity
is
a
m
u
ltid
im
en
s
io
n
al
co
g
n
itiv
e
ab
ilit
y
t
h
at
h
o
ld
s
p
ar
ticu
lar
im
p
o
r
tan
ce
in
t
h
e
f
ield
o
f
ar
t
[
1
1
]
.
T
h
e
d
esig
n
o
f
E
AP
f
o
c
u
s
es
o
n
cr
ea
tin
g
a
u
n
iq
u
e
s
en
s
o
r
y
ex
p
er
ie
n
ce
in
s
p
ec
if
ic
en
v
ir
o
n
m
en
ts
.
T
h
r
o
u
g
h
s
en
s
o
r
y
elem
en
ts
s
u
ch
as
v
is
io
n
,
h
ea
r
in
g
,
to
u
c
h
,
s
m
ell,
a
n
d
tast
e,
ar
tis
ts
ca
n
co
n
v
ey
th
eir
cr
ea
tiv
ity
an
d
em
o
tio
n
s
[
2
2
]
.
Fo
r
in
d
iv
id
u
als,
u
n
iq
u
e
s
en
s
o
r
y
ex
p
e
r
ien
ce
s
p
r
o
v
id
e
cr
ea
tiv
e
s
tim
u
li.
W
h
en
in
d
iv
id
u
als
p
er
ce
iv
e
th
e
ar
tis
tic
attr
ib
u
te
s
with
in
th
eir
en
v
ir
o
n
m
en
t,
t
h
ey
co
n
tem
p
late
h
o
w
to
ex
p
r
ess
th
em
s
elv
es
in
d
if
f
er
en
t
way
s
,
cr
ea
tin
g
n
o
v
el
ar
tis
tic
wo
r
k
s
th
at
c
o
n
tr
i
b
u
te
to
th
e
c
u
ltiv
atio
n
o
f
i
m
ag
in
atio
n
an
d
th
e
s
tim
u
latio
n
o
f
cr
ea
tiv
e
t
h
in
k
in
g
.
E
n
v
ir
o
n
m
en
ts
with
ar
tis
tic
ch
ar
ac
ter
is
tics
,
s
u
ch
as
ar
ch
itec
tu
r
e,
ca
n
o
f
f
er
s
tu
d
e
n
ts
a
m
o
r
e
d
iv
er
s
e
an
d
e
n
r
ich
in
g
r
a
n
g
e
o
f
cr
ea
tiv
e
m
ater
ials
[
2
3
]
.
I
n
s
u
ch
en
v
ir
o
n
m
en
ts
,
s
tu
d
e
n
ts
ca
n
n
o
t
o
n
l
y
o
b
s
er
v
e
v
is
u
ally
b
u
t
also
ex
p
er
ien
ce
s
o
u
n
d
s
,
to
u
ch
m
ater
ials
,
an
d
ev
en
tast
e
an
d
s
m
ell
d
if
f
er
en
t
o
d
o
r
s
.
T
h
is
m
u
ltis
en
s
o
r
y
ex
p
er
ien
ce
en
h
an
ce
s
s
tu
d
en
ts
'
s
en
s
itiv
ity
to
v
ar
io
u
s
s
en
s
o
r
y
in
p
u
ts
,
h
elp
in
g
th
e
m
b
etter
u
n
d
er
s
tan
d
an
d
u
tili
ze
th
e
d
iv
e
r
s
ity
o
f
s
en
s
o
r
y
elem
en
ts
to
ex
p
r
ess
th
eir
cr
ea
tiv
it
y
[
2
4
]
.
Yu
[
2
5
]
s
u
g
g
ests
th
at
en
v
ir
o
n
m
e
n
ts
with
ar
tis
tic
attr
ib
u
tes
in
d
esig
n
em
p
h
asize
th
e
ex
p
r
ess
io
n
o
f
em
o
tio
n
s
,
a
k
ey
asp
ec
t
o
f
c
r
ea
tiv
ity
.
C
r
ea
tiv
e
w
o
r
k
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
9
6
-
3
7
0
4
3698
o
f
ten
ca
r
r
y
em
o
tio
n
s
an
d
e
m
o
tio
n
al
ex
p
er
ie
n
ce
s
,
an
d
th
r
o
u
g
h
th
e
ar
tis
tic
in
s
p
ir
atio
n
f
r
o
m
th
e
ex
ter
n
al
en
v
ir
o
n
m
en
t,
in
d
iv
id
u
als
ca
n
lear
n
to
tr
an
s
f
o
r
m
em
o
tio
n
s
in
to
ar
tis
tic
cr
ea
tio
n
s
,
co
n
tr
ib
u
tin
g
to
m
o
r
e
ex
p
r
ess
iv
e
an
d
im
p
ac
tf
u
l c
r
ea
t
io
n
s
.
Sti
m
u
latio
n
o
f
em
o
tio
n
s
is
cr
u
cial
f
o
r
in
s
p
ir
in
g
cr
ea
tiv
ity
[
2
6
]
.
E
n
v
ir
o
n
m
e
n
tal
ar
t
o
f
ten
ac
h
iev
es
its
ar
tis
tic
p
u
r
p
o
s
es
b
y
tr
ig
g
e
r
in
g
em
o
tio
n
al
r
esp
o
n
s
es
f
r
o
m
th
e
au
d
ien
ce
.
Fo
r
ex
am
p
le,
So
m
m
er
et
a
l
.
[
2
7
]
d
esig
n
ed
an
“
im
m
er
s
iv
e
ar
t
p
o
llu
tan
t
c
h
am
b
er
”
b
ased
o
n
k
n
o
wled
g
e
f
r
o
m
en
v
i
r
o
n
m
en
tal
p
s
y
ch
o
l
o
g
y
,
ex
p
er
ien
tial
ae
s
th
etics,
an
d
r
ad
ical
ar
t.
T
h
e
co
n
clu
s
io
n
d
r
awn
f
r
o
m
a
s
u
r
v
ey
o
f
2
,
6
6
2
v
is
ito
r
s
was
th
at
en
v
ir
o
n
m
en
tal
ar
t
is
u
s
ef
u
l
f
o
r
en
v
ir
o
n
m
en
tal
co
m
m
u
n
icatio
n
an
d
p
r
o
v
id
es
r
ec
o
m
m
en
d
atio
n
s
f
o
r
co
m
m
u
n
icato
r
s
o
n
h
o
w
to
b
es
t
u
tili
ze
it.
W
e
em
p
h
asize
th
e
p
o
ten
tial
b
en
ef
its
o
f
ar
t
in
en
c
o
u
r
ag
in
g
in
d
i
v
id
u
al
r
esp
o
n
s
ib
ilit
y
an
d
th
e
n
ee
d
f
o
r
ef
f
ec
tiv
e
b
e
h
av
io
r
al
m
ea
s
u
r
es
in
en
v
ir
o
n
m
en
tal
p
s
y
c
h
o
lo
g
y
r
esear
c
h
.
I
n
s
u
m
m
ar
y
,
th
is
p
ap
er
p
r
o
p
o
s
es
th
e
f
o
llo
win
g
h
y
p
o
th
esis
:
E
AP
p
o
s
itiv
ely
in
f
lu
en
ce
s
th
e
cr
ea
tiv
ity
o
f
ar
t
s
tu
d
en
ts
(
H1
)
.
2
.
3
.
E
nv
iro
nm
ent
a
l
a
rt
perc
ept
io
n a
nd
em
o
t
io
na
l dev
elo
pm
ent
E
n
v
ir
o
n
m
en
tal
ar
t
is
a
f
o
r
m
o
f
ar
t
th
at
em
p
h
asizes
p
er
ce
p
tio
n
an
d
in
ter
ac
tio
n
,
o
f
ten
cr
ea
tin
g
a
u
n
iq
u
e
s
en
s
o
r
y
ex
p
er
ie
n
ce
in
s
p
ec
if
ic
en
v
ir
o
n
m
en
ts
.
T
h
is
ar
t
f
o
r
m
p
lace
s
th
e
au
d
ie
n
ce
in
a
ca
r
ef
u
lly
d
esig
n
e
d
en
v
ir
o
n
m
en
t,
co
n
v
ey
in
g
th
e
a
r
tis
t
’
s
cr
ea
tiv
ity
an
d
em
o
tio
n
s
th
r
o
u
g
h
s
en
s
es
s
u
ch
as
v
is
io
n
,
h
ea
r
in
g
,
t
o
u
ch
,
s
m
ell,
an
d
tast
e.
Fo
r
ar
t
s
tu
d
e
n
ts
,
en
g
ag
i
n
g
in
E
AP
is
n
o
t
o
n
ly
a
cr
ea
tiv
e
e
x
p
er
ie
n
ce
b
u
t
also
h
as
p
r
o
f
o
u
n
d
ef
f
ec
ts
o
n
th
eir
ED
[
2
8
]
.
On
e
o
f
th
e
co
r
e
o
b
jectiv
es
o
f
en
v
ir
o
n
m
e
n
tal
ar
t
is
to
ev
o
k
e
em
o
tio
n
al
ex
p
er
ie
n
ce
s
in
th
e
au
d
ien
ce
,
s
tim
u
latin
g
th
eir
em
o
tio
n
s
th
r
o
u
g
h
v
is
u
al,
a
u
d
ito
r
y
,
tactile,
an
d
o
th
er
s
en
s
o
r
y
elem
e
n
ts
.
W
h
en
d
esig
n
in
g
th
ese
en
v
ir
o
n
m
e
n
ts
,
ar
tis
ts
o
f
ten
co
n
s
id
er
h
o
w
to
ev
o
k
e
d
if
f
er
en
t
em
o
tio
n
s
s
u
ch
as
p
leasu
r
e,
ex
citem
en
t,
ca
lm
n
ess
,
an
d
co
n
tem
p
latio
n
[
2
9
]
.
E
m
o
tio
n
al
e
x
p
r
ess
io
n
is
a
k
ey
asp
ec
t
o
f
ED
,
a
n
d
a
r
t
en
c
o
u
r
ag
es
au
d
ien
ce
s
to
tr
an
s
f
o
r
m
th
eir
em
o
tio
n
al
r
e
s
p
o
n
s
es in
to
ex
p
r
ess
iv
e
f
o
r
m
s
[
2
0
]
.
E
n
v
ir
o
n
m
en
tal
ar
t
o
f
ten
in
c
o
r
p
o
r
ates
v
ar
io
u
s
em
o
tio
n
al
elem
en
ts
,
s
o
m
etim
es
ev
o
k
in
g
jo
y
an
d
ex
citem
en
t,
o
th
er
tim
es f
o
s
ter
i
n
g
co
n
tem
p
latio
n
an
d
i
n
tr
o
s
p
e
ctio
n
[
3
0
]
.
I
n
s
u
ch
e
n
v
ir
o
n
m
e
n
ts
,
in
d
iv
id
u
als ca
n
en
co
u
n
ter
an
d
ex
p
lo
r
e
d
if
f
e
r
e
n
t
ty
p
es
o
f
em
o
tio
n
s
,
e
v
en
th
e
co
m
p
le
x
ity
o
f
em
o
tio
n
s
.
T
h
is
h
elp
s
th
e
au
d
ie
n
ce
b
etter
u
n
d
e
r
s
tan
d
th
e
d
iv
er
s
ity
o
f
em
o
ti
o
n
s
,
r
ec
o
g
n
izin
g
th
at
em
o
tio
n
s
ar
e
n
o
t
s
in
g
u
lar
an
d
s
tatic
b
u
t
d
y
n
am
ic
an
d
m
u
lti
-
lay
e
r
ed
.
Fo
r
ex
am
p
le,
s
ch
o
lar
s
lik
e
Hig
u
e
r
a
-
T
r
u
jill
o
et
a
l
.
[
3
1
]
s
tu
d
y
h
u
m
an
co
g
n
itiv
e
an
d
em
o
tio
n
al
r
esp
o
n
s
es
to
ar
ch
itectu
r
al
en
v
ir
o
n
m
e
n
ts
,
d
em
o
n
s
tr
atin
g
th
at
ar
ch
itectu
r
al
en
v
ir
o
n
m
e
n
ts
ca
n
ef
f
ec
tiv
ely
in
f
l
u
en
ce
h
u
m
an
em
o
tio
n
s
.
I
n
s
u
m
m
ar
y
,
th
is
p
ap
er
p
r
o
p
o
s
es
th
e
f
o
llo
win
g
h
y
p
o
th
esis
:
E
AP
p
o
s
itiv
ely
in
f
lu
en
ce
s
th
e
ED
o
f
ar
t stu
d
en
ts
(
H2
)
.
2
.
4
.
E
mo
t
io
na
l
dev
elo
pm
ent
a
nd
cr
ea
t
iv
it
y
E
m
o
tio
n
al
d
ev
elo
p
m
en
t
in
v
o
lv
es
th
e
g
r
o
wth
an
d
p
r
o
g
r
ess
o
f
in
d
iv
id
u
als
in
ter
m
s
o
f
em
o
tio
n
s
an
d
em
o
tio
n
al
i
n
tellig
en
ce
,
with
p
r
o
f
o
u
n
d
im
p
licatio
n
s
f
o
r
th
e
cr
ea
tiv
ity
o
f
ar
t
s
tu
d
en
ts
[
6
]
.
C
r
ea
tiv
ity
is
a
m
u
ltid
im
en
s
io
n
al
c
o
g
n
itiv
e
a
b
ilit
y
th
at
in
clu
d
es
asp
ec
ts
s
u
ch
as
im
ag
in
atio
n
,
i
n
n
o
v
a
tiv
e
th
in
k
in
g
,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
ED
ca
n
s
tim
u
late
an
d
en
h
an
ce
th
ese
k
ey
elem
en
ts
o
f
cr
ea
tiv
ity
.
ED
ca
n
in
s
p
ir
e
cr
ea
tiv
e
th
in
k
in
g
[
3
2
]
.
W
h
en
in
d
iv
id
u
als
ex
p
er
ien
ce
an
d
u
n
d
er
s
t
an
d
v
ar
io
u
s
e
m
o
tio
n
s
,
t
h
ey
ar
e
m
o
r
e
lik
ely
to
g
en
er
ate
n
ew
id
ea
s
an
d
cr
ea
ti
v
ity
.
E
m
o
ti
o
n
al
ex
p
er
ien
ce
s
c
an
s
er
v
e
as
a
s
o
u
r
ce
o
f
i
n
s
p
ir
atio
n
f
o
r
cr
ea
tiv
ity
,
as e
m
o
tio
n
s
o
f
ten
tr
i
g
g
er
p
r
o
f
o
u
n
d
r
ef
lectio
n
s
an
d
ex
p
r
ess
io
n
s
.
E
m
o
tio
n
al
d
e
v
elo
p
m
e
n
t
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
e
m
o
tio
n
a
l
awa
r
en
ess
,
i.e
.
,
a
b
etter
u
n
d
er
s
tan
d
in
g
an
d
r
ec
o
g
n
itio
n
o
f
o
n
e'
s
o
wn
an
d
o
th
e
r
s
'
em
o
tio
n
al
s
tate
s
[
3
3
]
.
E
m
o
tio
n
al
awa
r
en
ess
is
f
o
u
n
d
atio
n
al
to
cr
ea
tiv
ity
,
as
it
allo
ws
in
d
iv
id
u
als
to
m
o
r
e
p
r
o
f
o
u
n
d
l
y
u
n
d
er
s
tan
d
th
e
im
p
ac
t
o
f
em
o
ti
o
n
s
o
n
th
in
k
i
n
g
an
d
b
eh
av
io
r
.
ED
f
o
s
ter
s
em
o
tio
n
al
ex
p
r
ess
io
n
,
an
d
em
o
tio
n
al
ex
p
r
ess
io
n
is
at
th
e
co
r
e
o
f
cr
ea
tiv
ity
[
3
4
]
.
T
h
r
o
u
g
h
m
e
d
iu
m
s
s
u
ch
as
ar
t,
m
u
s
ic,
d
a
n
ce
,
an
d
d
r
am
a,
ar
t
s
tu
d
en
ts
ca
n
tr
an
s
f
o
r
m
t
h
eir
em
o
tio
n
s
in
to
cr
ea
tiv
e
wo
r
k
s
.
T
h
is
em
o
tio
n
a
l
ex
p
r
ess
io
n
n
o
t
o
n
ly
h
elp
s
th
em
b
etter
u
n
d
e
r
s
tan
d
an
d
e
x
p
r
ess
th
em
s
elv
es
b
u
t
also
s
tim
u
lates
cr
ea
tiv
e
th
in
k
in
g
.
E
m
o
tio
n
al
ex
p
r
ess
io
n
in
v
o
lv
es
a
b
id
ir
ec
tio
n
al
r
elatio
n
s
h
ip
b
etwe
en
ED
an
d
cr
ea
tiv
ity
,
as it c
o
n
tr
ib
u
tes to
cu
ltiv
atin
g
em
o
tio
n
al
in
tellig
e
n
ce
wh
ile
also
p
r
o
m
o
tin
g
c
r
ea
tiv
e
ex
p
r
ess
io
n
.
E
m
o
tio
n
al
m
an
a
g
em
en
t
is
a
p
ar
t
o
f
ED
,
in
v
o
lv
in
g
h
o
w
in
d
i
v
id
u
als
u
n
d
e
r
s
tan
d
an
d
h
an
d
le
em
o
tio
n
s
[
3
5
]
.
On
o
n
e
h
a
n
d
,
th
is
ca
n
a
s
s
is
t
ar
t
s
tu
d
en
ts
in
b
etter
m
a
n
ag
in
g
em
o
tio
n
al
f
lu
ctu
atio
n
s
d
u
r
in
g
th
e
cr
ea
tiv
e
p
r
o
ce
s
s
to
m
ain
tain
th
e
co
h
er
en
ce
o
f
th
eir
wo
r
k
.
On
th
e
o
th
er
h
an
d
,
em
o
tio
n
al
m
an
a
g
em
en
t
also
h
elp
s
m
ain
tain
a
p
o
s
itiv
e
em
o
tio
n
al
s
tate
wh
en
f
ac
in
g
s
etb
ac
k
s
an
d
d
if
f
icu
lties
,
wh
ich
i
s
cr
u
cial
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
c
r
ea
tiv
ity
[
3
6
]
.
Ar
tis
ts
o
f
ten
en
co
u
n
te
r
ch
a
llen
g
es,
an
d
em
o
tio
n
al
m
an
a
g
em
en
t
h
elp
s
th
em
co
p
e
with
c
h
allen
g
es
an
d
m
ain
tain
cr
ea
tiv
e
t
h
in
k
in
g
[
3
7
]
.
ED
p
r
o
m
o
tes
em
o
tio
n
a
l
co
n
n
ec
tio
n
s
,
i.e
.
,
estab
lis
h
in
g
em
o
tio
n
al
c
o
n
n
e
ctio
n
s
an
d
r
eso
n
an
ce
with
o
th
er
s
[
3
8
]
.
E
m
o
tio
n
al
c
o
n
n
e
ctio
n
s
ca
n
in
s
p
ir
e
cr
ea
tiv
ity
,
as
th
ey
en
a
b
le
in
d
i
v
id
u
als
to
b
etter
u
n
d
er
s
tan
d
a
n
d
ex
p
r
ess
th
e
em
o
tio
n
s
o
f
o
t
h
er
s
.
I
n
s
u
m
m
a
r
y
,
th
is
p
ap
er
p
r
o
p
o
s
es th
e
f
o
llo
win
g
h
y
p
o
th
esis
:
ED
p
o
s
itiv
ely
in
f
lu
en
ce
s
th
e
cr
ea
tiv
ity
o
f
a
r
t
s
tu
d
en
ts
(
H3
)
.
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
E
ffects o
f e
n
viro
n
men
ta
l a
r
t p
ercep
tio
n
o
n
s
tu
d
e
n
ts
’
crea
tivity
a
n
d
emo
tio
n
a
l d
ev
el
o
p
men
t
(
Yu
a
n
yu
a
n
S
u
n
)
3699
2
.
5
.
E
nv
iro
nm
ent
a
l
a
rt
perc
ept
io
n,
em
o
t
io
na
l dev
el
o
pm
e
nt,
a
nd
cr
ea
t
iv
it
y
E
m
o
tio
n
al
ex
p
r
ess
io
n
is
a
co
r
e
p
ar
t
o
f
ED
,
in
v
o
lv
in
g
t
h
e
tr
an
s
f
o
r
m
atio
n
o
f
em
o
tio
n
s
in
to
cr
ea
tiv
ity
an
d
ar
tis
tic
wo
r
k
s
[
3
9
]
.
T
h
r
o
u
g
h
em
o
tio
n
al
ex
p
r
ess
io
n
,
in
d
i
v
id
u
als
ca
n
tr
an
s
f
o
r
m
th
eir
e
m
o
tio
n
s
in
to
v
a
r
io
u
s
fo
r
m
s
o
f
ar
t,
m
u
s
ic,
d
an
ce
,
a
n
d
d
r
am
a
.
E
m
o
tio
n
al
ex
p
r
ess
io
n
c
o
n
tr
ib
u
tes
t
o
cr
ea
tin
g
wo
r
k
s
with
em
o
tio
n
al
d
ep
th
a
n
d
im
p
ac
t.
B
y
ex
p
r
ess
in
g
em
o
tio
n
s
,
in
d
iv
id
u
als
ca
n
co
n
v
ey
t
h
eir
in
n
er
e
m
o
tio
n
al
ex
p
er
ie
n
ce
s
to
t
h
e
au
d
ien
ce
a
n
d
ev
o
k
e
em
o
tio
n
al
r
eso
n
an
ce
.
E
m
o
tio
n
al
m
a
n
ag
em
en
t
in
clu
d
es
u
n
d
e
r
s
tan
d
in
g
a
n
d
h
an
d
lin
g
em
o
tio
n
s
[
4
0
]
.
T
h
e
a
b
ilit
y
to
m
an
ag
e
em
o
tio
n
s
h
elp
s
in
d
iv
i
d
u
als
n
av
ig
ate
em
o
tio
n
al
f
lu
c
tu
atio
n
s
d
u
r
in
g
th
e
cr
ea
tiv
e
p
r
o
ce
s
s
,
m
ain
tain
in
g
th
e
c
o
h
er
e
n
ce
o
f
th
eir
wo
r
k
.
I
t
also
ass
is
ts
th
em
in
m
ai
n
tain
in
g
a
p
o
s
itiv
e
em
o
tio
n
al
s
tate
wh
e
n
f
ac
i
n
g
s
etb
ac
k
s
an
d
d
if
f
icu
lties
,
wh
i
ch
is
cr
u
cial
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
cr
ea
tiv
ity
.
Ar
tis
ts
o
f
ten
en
co
u
n
ter
c
h
allen
g
es,
an
d
em
o
tio
n
al
m
a
n
ag
em
en
t h
elp
s
th
em
co
p
e
with
ch
allen
g
es a
n
d
m
ain
tain
cr
ea
tiv
e
th
in
k
in
g
[
4
1
]
.
E
m
o
tio
n
al
d
ev
elo
p
m
en
t
,
b
y
e
n
h
an
cin
g
em
o
tio
n
al
awa
r
en
ess
,
in
d
ir
ec
tly
in
f
lu
e
n
ce
s
cr
ea
ti
v
ity
[
2
2
]
.
ED
im
p
r
o
v
es
th
e
q
u
ality
an
d
d
ep
th
o
f
em
o
tio
n
al
ex
p
r
e
s
s
io
n
,
en
ab
lin
g
in
d
iv
i
d
u
als
to
b
etter
tr
an
s
f
o
r
m
em
o
tio
n
s
in
to
cr
ea
tiv
ity
an
d
w
o
r
k
s
o
f
ar
t
[
3
4
]
.
T
h
e
im
p
r
o
v
e
m
en
t in
em
o
tio
n
al
ex
p
r
ess
io
n
in
d
ir
ec
tly
d
r
iv
es th
e
d
ev
elo
p
m
e
n
t
o
f
c
r
ea
tiv
e
th
in
k
in
g
an
d
ar
tis
tic
ab
ilit
ies,
aid
in
g
cr
ea
to
r
s
in
p
r
o
d
u
ci
n
g
wo
r
k
s
with
g
r
ea
ter
em
o
tio
n
al
d
ep
th
an
d
r
eso
n
an
ce
,
th
er
eb
y
in
s
p
ir
in
g
th
e
au
d
ien
ce
'
s
em
o
tio
n
al
ex
p
er
ien
ce
s
.
E
m
o
tio
n
al
m
an
ag
em
en
t
in
v
o
l
v
es
d
ea
lin
g
with
em
o
ti
o
n
al
f
l
u
ctu
atio
n
s
an
d
f
ac
in
g
s
etb
ac
k
s
.
I
n
d
iv
id
u
als
ex
p
er
ie
n
ce
em
o
tio
n
al
f
lu
ct
u
atio
n
s
an
d
ch
allen
g
es
d
u
r
in
g
th
e
cr
ea
tiv
e
p
r
o
ce
s
s
,
an
d
s
tr
o
n
g
em
o
tio
n
al
m
an
ag
em
en
t
h
elp
s
m
ain
tain
em
o
tio
n
al
b
alan
ce
,
s
u
s
tain
in
g
th
e
co
h
er
en
ce
o
f
cr
ea
tiv
e
wo
r
k
.
T
h
e
d
ev
elo
p
m
en
t
o
f
em
o
tio
n
al
m
an
ag
em
en
t
s
k
ills
in
d
ir
ec
tly
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
c
r
ea
tiv
e
th
i
n
k
in
g
an
d
ar
tis
tic
ab
ilit
ies.
ED
,
as
a
co
m
p
r
eh
en
s
iv
e
p
r
o
ce
s
s
,
in
f
lu
en
ce
s
in
d
iv
id
u
al
cr
ea
tiv
e
t
h
in
k
in
g
an
d
ar
tis
tic
ab
ilit
ies
th
r
o
u
g
h
em
o
tio
n
al
co
g
n
itio
n
,
e
m
o
tio
n
al
e
x
p
r
ess
io
n
,
an
d
em
o
tio
n
al
m
an
ag
em
e
n
t.
I
n
s
u
m
m
a
r
y
,
th
is
p
ap
e
r
p
r
o
p
o
s
es
th
e
f
o
llo
win
g
h
y
p
o
th
esis
:
ED
o
f
ar
t stu
d
en
ts
p
lay
s
a
m
ed
iatin
g
r
o
le
b
etwe
e
n
E
AP
an
d
cr
ea
tiv
ity
(
H4
)
.
2
.
6
.
T
heo
re
t
ica
l
f
r
a
m
ew
o
rk
co
ns
t
ruct
io
n
E
m
o
tio
n
al
d
e
v
elo
p
m
e
n
t
th
eo
r
y
em
p
h
asizes
th
at
em
o
tio
n
s
ar
e
a
cr
u
cial
co
m
p
o
n
e
n
t
o
f
c
o
m
p
r
eh
en
s
iv
e
in
d
iv
id
u
al
d
ev
elo
p
m
en
t,
e
n
c
o
m
p
ass
in
g
asp
ec
ts
s
u
ch
as
em
o
tio
n
al
co
g
n
itio
n
,
em
o
tio
n
al
ex
p
r
ess
io
n
,
a
n
d
em
o
tio
n
al
m
an
a
g
em
en
t
[
4
2
]
.
E
AP
is
co
n
s
id
er
ed
a
s
tim
u
lan
t
f
o
r
ED
,
p
r
o
v
id
in
g
em
o
tio
n
ally
r
ich
ex
p
er
ien
ce
s
th
at
h
elp
s
tu
d
e
n
ts
b
etter
u
n
d
er
s
tan
d
an
d
ex
p
r
ess
em
o
tio
n
s
.
T
h
is
is
r
elate
d
to
t
h
e
co
n
ce
p
t
o
f
em
o
tio
n
al
in
tellig
en
ce
in
ED
th
e
o
r
y
,
as
em
o
tio
n
al
in
tellig
en
ce
in
v
o
l
v
e
s
th
e
co
g
n
itiv
e
an
d
p
r
o
ce
s
s
in
g
ab
ilit
ies
r
elate
d
to
em
o
tio
n
s
.
I
n
s
u
m
m
ar
y
,
b
ased
o
n
ED
th
eo
r
y
,
th
is
p
ap
er
ex
p
lain
s
th
e
im
p
ac
t
o
f
E
AP
o
n
s
tu
d
en
t
cr
ea
tiv
ity
;
E
AP
,
b
y
in
f
lu
e
n
cin
g
ED
,
i
n
d
ir
ec
tly
p
r
o
m
o
tes
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
t
c
r
ea
tiv
ity
.
T
h
er
ef
o
r
e,
Fig
u
r
e
1
p
r
esen
ts
th
e
p
r
o
p
o
s
ed
r
esear
ch
f
r
am
ewo
r
k
.
E
n
v
i
r
o
n
m
e
n
t
a
l
A
r
t
P
e
r
c
e
p
t
i
o
n
C
r
e
a
t
i
v
i
t
y
E
m
o
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
H
1
H
2
H
3
H
4
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
c
o
m
p
r
eh
en
s
iv
e
r
esear
ch
d
esig
n
aim
e
d
at
in
v
esti
g
atin
g
th
e
in
ter
p
la
y
b
etwe
en
f
in
e
ar
ts
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
en
v
ir
o
n
m
en
tal
ar
t,
th
eir
cr
ea
tiv
ity
,
an
d
ED
.
Utilizin
g
q
u
an
titativ
e
d
ata,
it a
im
s
to
f
u
lly
u
n
d
er
s
tan
d
h
o
w
en
v
i
r
o
n
m
en
tal
a
r
t
im
p
ac
ts
s
tu
d
e
n
ts
'
cr
ea
tiv
ity
a
n
d
em
o
tio
n
al
ca
p
a
b
ilit
ies.
Acc
o
r
d
in
g
to
Dav
ies
et
a
l
.
[
4
3
]
,
is
o
latin
g
cr
ea
tiv
ity
as
an
in
d
e
p
en
d
e
n
t
co
u
r
s
e
in
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
p
o
s
es
a
ch
allen
g
e.
E
v
en
with
th
e
im
p
lem
en
tatio
n
o
f
a
s
tan
d
alo
n
e
cr
ea
tiv
ity
co
u
r
s
e,
th
e
b
en
e
f
its
o
f
lear
n
in
g
tr
a
n
s
f
er
m
ay
n
o
t
m
ater
ialize.
T
h
e
r
ef
o
r
e,
in
teg
r
atin
g
cr
ea
tiv
ity
cu
ltiv
atio
n
in
to
v
ar
io
u
s
s
u
b
ject
a
r
ea
s
is
co
n
s
id
er
ed
m
o
r
e
ef
f
ec
tiv
e,
with
s
ch
o
lar
s
s
u
g
g
esti
n
g
th
at
f
o
s
ter
in
g
cr
ea
t
iv
ity
ac
r
o
s
s
d
if
f
er
en
t
d
o
m
ain
s
is
m
o
r
e
b
en
e
f
icial
f
o
r
cr
ea
tiv
e
o
u
tco
m
es in
th
o
s
e
d
o
m
ain
s
[
4
4
]
.
3
.
1
.
Resea
rc
h
s
ub
j
ec
t
s
Fo
c
u
s
i
n
g
o
n
u
n
iv
er
s
it
y
s
t
u
d
e
n
ts
m
aj
o
r
in
g
in
f
in
e
ar
ts
at
tw
o
g
e
n
er
al
ar
t
c
o
l
le
g
es
i
n
H
en
a
n
Pr
o
v
i
n
ce
,
C
h
i
n
a
,
t
h
is
s
t
u
d
y
ai
m
s
t
o
u
n
d
e
r
s
ta
n
d
t
h
e
i
m
p
a
ct
o
f
en
v
i
r
o
n
m
en
t
al
ar
t
o
n
t
h
e
ir
cr
ea
t
iv
it
y
a
n
d
ED
.
A
to
tal
o
f
6
4
7
q
u
esti
o
n
n
ai
r
es
we
r
e
d
is
t
r
i
b
u
te
d
,
wit
h
5
8
5
v
a
li
d
r
es
p
o
n
s
es
(
9
4
.
5
0
%
ef
f
e
cti
v
e
r
at
e)
a
f
te
r
e
x
cl
u
d
i
n
g
i
n
c
o
m
p
l
ete
o
r
in
c
o
n
s
is
t
e
n
t
s
u
b
m
is
s
i
o
n
s
.
T
h
e
s
am
p
le
c
o
m
p
r
is
e
d
1
4
3
m
al
e
a
n
d
4
5
1
f
em
ale
s
tu
d
en
ts
,
w
it
h
a
m
i
x
o
f
u
r
b
a
n
(
2
4
9
)
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
9
6
-
3
7
0
4
3700
an
d
r
u
r
al
(
3
3
6
)
b
a
ck
g
r
o
u
n
d
s
,
h
ig
h
li
g
h
ti
n
g
a
d
iv
e
r
s
e
d
e
m
o
g
r
a
p
h
ic
wit
h
ag
es r
a
n
g
i
n
g
f
r
o
m
1
9
.
5
7
t
o
2
1
.
7
3
y
e
ar
s
.
T
h
is
ta
r
g
et
g
r
o
u
p
is
s
ele
ct
ed
f
o
r
t
h
ei
r
p
o
t
en
tial
in
f
i
n
e
a
r
ts
c
r
e
ati
v
it
y
a
n
d
t
h
e
h
o
m
o
g
e
n
eit
y
o
f
t
h
ei
r
e
d
u
ca
t
io
n
al
b
a
ck
g
r
o
u
n
d
,
p
r
o
v
i
d
i
n
g
cla
r
it
y
o
n
t
h
e
f
a
ct
o
r
s
i
n
f
l
u
e
n
ci
n
g
th
ei
r
c
r
e
ati
v
it
y
a
n
d
ED
.
3
.
2
.
Su
rv
ey
qu
estio
nn
a
ire
des
ig
n
T
h
is
s
tu
d
y
in
v
esti
g
ates
th
e
r
o
les
o
f
E
AP
,
cr
ea
tiv
ity
,
a
n
d
ED
am
o
n
g
f
in
e
a
r
ts
s
tu
d
en
ts
.
E
AP
is
ex
p
lo
r
ed
as
th
e
s
en
s
o
r
y
e
x
p
e
r
ien
ce
o
f
a
r
t
in
u
n
iv
er
s
ity
s
ettin
g
s
.
T
h
e
q
u
esti
o
n
n
air
e
u
tili
ze
s
th
e
E
AP
s
ca
le
d
ev
elo
p
e
d
b
y
[
4
5
]
,
[
4
6
]
m
ea
s
u
r
ed
b
y
a
5
-
item
s
ca
le
with
a
r
eliab
ilit
y
co
ef
f
icien
t
o
f
0
.
7
6
7
,
in
d
icatin
g
s
tu
d
en
ts
'
in
ter
ac
tio
n
with
ca
m
p
u
s
ar
t.
C
r
ea
tiv
ity
is
v
iewe
d
as
a
m
u
ltifa
ce
ted
s
k
ill
en
co
m
p
ass
in
g
cr
ea
tiv
e
th
in
k
in
g
,
im
ag
in
atio
n
,
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
,
T
h
e
q
u
esti
o
n
n
air
e
a
d
o
p
t
s
th
e
cr
ea
tiv
ity
s
ca
le
d
ev
elo
p
e
d
b
y
Kau
f
m
an
[
4
7
]
,
ass
es
s
ed
th
r
o
u
g
h
a
1
5
-
item
s
ca
le
with
h
ig
h
r
eliab
ilit
y
s
co
r
es
(
0
.
9
3
1
,
0
.
8
9
7
,
an
d
0
.
8
7
2
)
i
n
d
icatin
g
th
e
lev
el
o
f
cr
ea
tiv
ity
am
o
n
g
p
ar
ticip
an
ts
.
ED
,
d
e
f
in
ed
as
th
e
a
d
v
an
c
em
en
t
in
e
m
o
tio
n
al
co
g
n
itio
n
,
ex
p
r
ess
io
n
,
an
d
m
an
ag
em
en
t,
b
y
Hae
y
e
n
et
a
l
.
[
4
8
]
is
u
s
ed
in
t
h
is
q
u
esti
o
n
n
air
e,
is
ev
alu
ated
u
s
in
g
a
1
5
-
item
s
ca
le
f
o
cu
s
in
g
o
n
u
n
d
e
r
s
tan
d
in
g
an
d
m
an
ag
i
n
g
em
o
tio
n
s
,
with
r
eliab
ilit
y
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
3
0
to
0
.
8
6
1
.
T
h
ese
co
n
s
tr
u
cts
ar
e
m
ea
s
u
r
ed
to
u
n
d
er
s
tan
d
th
eir
in
ter
p
lay
an
d
i
m
p
ac
t
o
n
f
i
n
e
ar
ts
s
tu
d
en
ts
'
d
ev
elo
p
m
en
t,
with
o
u
t
a
d
etailed
an
aly
s
is
o
f
s
u
b
-
d
im
en
s
io
n
s
b
u
t f
o
c
u
s
in
g
o
n
o
v
e
r
al
l sco
r
es f
o
r
ea
ch
a
r
ea
.
3
.
3
.
Ana
ly
s
is
T
h
e
an
aly
s
is
in
th
is
s
tu
d
y
was
co
n
d
u
cted
u
s
in
g
SP
SS
(
v
er
s
i
o
n
2
6
)
an
d
AM
OS
(
v
er
s
io
n
2
6
)
s
o
f
twar
e.
T
h
is
an
aly
s
is
in
v
o
lv
ed
th
e
u
s
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
f
o
r
r
eliab
ilit
y
an
aly
s
is
to
ass
es
s
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
m
ea
s
u
r
em
e
n
ts
.
C
o
n
f
ir
m
ato
r
y
f
ac
t
o
r
a
n
aly
s
is
(
C
FA)
was
co
n
d
u
cted
to
ev
alu
ate
th
e
m
o
d
el
f
it.
Fu
r
th
er
m
o
r
e,
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
was
p
e
r
f
o
r
m
ed
to
test
th
e
p
r
o
p
o
s
ed
f
r
am
e
wo
r
k
,
an
d
m
e
d
iatio
n
an
aly
s
is
was
co
n
d
u
cted
to
d
et
er
m
in
e
th
e
m
ed
iatin
g
r
o
le
o
f
v
ar
iab
les
in
th
e
r
elatio
n
s
h
i
p
b
etwe
en
in
d
ep
e
n
d
en
t
an
d
d
e
p
en
d
e
n
t v
ar
iab
les.
4.
RE
SU
L
T
S
4
.
1
.
Co
mm
o
n
m
e
t
ho
d bia
s
T
h
e
d
ata
f
o
r
t
h
is
s
tu
d
y
wer
e
p
r
im
ar
ily
o
b
tain
e
d
th
r
o
u
g
h
a
s
u
r
v
ey
q
u
esti
o
n
n
ai
r
e.
T
o
m
itig
ate
th
e
p
o
ten
tial
is
s
u
es
o
f
co
m
m
o
n
m
eth
o
d
b
ias
(
C
MB)
ar
is
in
g
f
r
o
m
t
h
e
s
am
e
s
o
u
r
ce
o
f
s
u
r
v
ey
q
u
esti
o
n
n
air
es,
p
ar
ticip
an
ts
,
o
r
test
in
g
en
v
ir
o
n
m
en
t,
a
c
h
an
n
el
b
ias
m
ea
s
u
r
em
en
t
was
co
n
d
u
cted
.
R
ev
er
s
e
item
s
wer
e
in
clu
d
ed
in
th
e
q
u
esti
o
n
n
air
e
d
esig
n
,
a
n
d
p
o
s
t
-
s
tatis
tical
co
n
tr
o
ls
wer
e
im
p
lem
en
ted
to
r
e
d
u
ce
o
r
ev
en
av
o
id
th
e
im
p
ac
t o
f
C
MB
[
4
9
]
.
T
h
e
s
in
g
le
-
f
ac
to
r
test
m
eth
o
d
was e
m
p
lo
y
ed
,
with
th
e
v
ar
iab
les in
itially
en
ter
ed
in
to
th
e
ex
p
lo
r
ato
r
y
f
ac
to
r
r
an
g
e.
Valid
atio
n
was
p
er
f
o
r
m
ed
o
n
t
h
e
u
n
r
o
tated
f
ac
to
r
.
T
h
e
ex
p
la
in
ed
v
ar
ia
n
ce
o
f
th
e
f
ir
s
t
p
r
in
cip
al
co
m
p
o
n
en
t
b
ef
o
r
e
r
o
tatio
n
was
2
9
.
1
0
2
%,
w
h
ich
is
less
th
an
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
4
0
%,
in
d
icatin
g
t
h
at
th
e
C
MB
test
p
ass
ed
[
4
9
]
.
4
.
2
.
Co
nfir
m
a
t
o
ry
f
a
ct
o
r
a
n
a
ly
s
is
W
e
co
n
d
u
cted
a
C
FA
f
o
r
E
AP
,
cr
ea
tiv
ity
,
an
d
ED
u
s
in
g
AM
OS
2
6
,
as
s
h
o
wn
in
T
a
b
le
1
.
T
h
e
ass
u
m
ed
th
r
ee
-
f
ac
t
o
r
m
o
d
el
(
M1
)
d
em
o
n
s
tr
ated
a
g
o
o
d
f
it,
m
ee
tin
g
th
e
r
ec
o
m
m
e
n
d
ed
cr
it
er
ia.
I
n
co
m
p
a
r
is
o
n
,
th
e
f
it
in
d
ices
f
o
r
th
e
alter
n
a
tiv
e
two
-
f
ac
to
r
(
M2
)
,
two
-
f
a
cto
r
(
M3
)
,
an
d
s
in
g
le
-
f
ac
to
r
(
M4
)
m
o
d
els
wer
e
n
o
ticea
b
ly
in
f
er
io
r
to
th
e
th
r
ee
-
f
ac
to
r
m
o
d
el.
T
h
is
s
u
g
g
ests
a
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
am
o
n
g
th
e
m
ain
v
ar
iab
les
in
th
e
q
u
esti
o
n
n
air
e
,
m
ak
in
g
it
ap
p
r
o
p
r
iate
to
p
r
o
ce
ed
with
th
e
an
aly
s
is
o
f
r
el
atio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les in
th
e
n
e
x
t step
.
T
ab
le
1
.
C
o
n
f
i
r
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
M
o
d
e
l
V
a
r
i
a
b
l
e
s
χ
2
/
d
f
G
F
I
I
F
I
C
F
I
R
M
S
EA
M1
EA
P
,
ED
,
C
R
2
.
3
1
7
0
.
9
2
0
0
.
9
5
0
0
.
9
5
0
0
.
0
4
6
M2
EA
P
+
M
,
C
R
3
.
3
8
8
0
.
7
6
2
0
.
8
2
1
0
.
8
2
1
0
.
0
8
2
M3
EA
P
,
ED
+
C
R
3
.
4
4
5
0
.
6
7
5
0
.
6
7
3
0
.
6
7
9
0
.
1
1
1
M4
EA
P
+
ED
+
C
R
5
.
5
3
3
0
.
5
5
2
0
.
3
9
7
0
.
3
9
7
0
.
1
4
9
N
o
t
e
:
EA
P
=
e
n
v
i
r
o
n
m
e
n
t
a
l
a
r
t
p
e
r
c
e
p
t
i
o
n
;
ED
=
e
mo
t
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
;
C
R
=
c
r
e
a
t
i
v
i
t
y
4
.
3
.
Ana
ly
s
is
o
f
v
a
ria
ble c
o
r
re
la
t
io
ns
T
ab
le
2
p
r
esen
ts
th
e
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
a
n
d
c
o
r
r
ela
tio
n
co
ef
f
icien
ts
o
f
th
e
v
ar
iab
l
es.
E
AP
is
s
ig
n
if
ican
tly
p
o
s
itiv
ely
co
r
r
el
ated
with
ED
(
r
=0
.
4
0
2
,
p
<0
.
0
1
)
an
d
s
ig
n
if
ican
tly
p
o
s
itiv
ely
co
r
r
elate
d
with
c
r
ea
tiv
ity
(
r
=0
.
3
4
7
,
p
<0
.
0
1
)
.
ED
is
s
ig
n
if
ican
tly
p
o
s
itiv
ely
co
r
r
elate
d
with
c
r
ea
tiv
ity
(
r
=0
.
4
4
5
,
p
<0
.
0
1
)
.
T
h
er
ef
o
r
e,
h
y
p
o
th
eses
1
,
2
,
an
d
3
r
ec
eiv
e
p
r
elim
in
a
r
y
s
u
p
p
o
r
t.
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
E
ffects o
f e
n
viro
n
men
ta
l a
r
t p
ercep
tio
n
o
n
s
tu
d
e
n
ts
’
crea
tivity
a
n
d
emo
tio
n
a
l d
ev
el
o
p
men
t
(
Yu
a
n
yu
a
n
S
u
n
)
3701
T
ab
le
2
Descr
ip
tiv
e
s
tatis
tics
a
n
d
co
r
r
elatio
n
an
al
y
s
is
V
a
r
i
a
b
l
e
s
M
SD
EA
P
ED
CR
EA
P
3
.
6
2
5
0
.
5
6
9
1
ED
3
.
6
8
9
0
.
5
3
4
0
.
4
0
2
*
*
1
CR
4
.
7
7
0
0
.
5
9
2
0
.
3
4
7
*
*
0
.
4
4
5
*
*
1
N
o
t
e
:
s
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
*
*
p
<
0
.
0
1
;
E
A
P
=
e
n
v
i
r
o
n
me
n
t
a
l
a
r
t
p
e
r
c
e
p
t
i
o
n
;
ED
=
e
m
o
t
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
;
C
R
=
c
r
e
a
t
i
v
i
t
y
4
.
4
.
H
y
po
t
hes
is
t
esting
T
h
is
s
tu
d
y
em
p
lo
y
ed
B
ar
o
n
a
n
d
Ken
ny
[
5
0
]
s
tep
wis
e
m
eth
o
d
to
e
x
am
in
e
th
e
m
ed
iatin
g
e
f
f
ec
ts
.
T
h
e
s
tep
wis
e
m
eth
o
d
co
n
s
is
ts
o
f
f
o
u
r
c
o
n
d
itio
n
s
,
d
etailed
as
:
i)
C
o
n
d
itio
n
1
:
t
h
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
le
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
d
e
p
en
d
en
t
v
ar
iab
le
;
ii)
C
o
n
d
itio
n
2
:
t
h
e
in
d
e
p
en
d
e
n
t
v
ar
iab
le
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
m
ed
iatin
g
v
ar
i
ab
le
;
iii)
C
o
n
d
itio
n
3
:
t
h
e
m
ed
iatin
g
v
ar
iab
le
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
d
ep
en
d
e
n
t
v
a
r
iab
le
;
an
d
iv
)
C
o
n
d
itio
n
4
:
a
f
ter
i
n
tr
o
d
u
cin
g
th
e
m
ed
iatin
g
v
ar
iab
le,
th
e
co
ef
f
icien
t
o
f
th
e
in
d
ep
en
d
en
t v
ar
ia
b
le'
s
im
p
ac
t o
n
th
e
d
ep
en
d
en
t
v
ar
ia
b
le
d
ec
r
ea
s
es.
I
n
th
is
s
tu
d
y
,
E
AP
is
a
s
in
g
le
-
d
im
en
s
io
n
s
ca
le,
wh
ile
ED
an
d
c
r
ea
tiv
ity
ar
e
m
u
ltid
im
en
s
io
n
al
s
ca
les.
A
s
ec
o
n
d
-
o
r
d
er
m
o
d
el
was
co
n
s
tr
u
cted
f
o
r
ED
an
d
c
r
ea
tiv
it
y
.
Usi
n
g
B
ar
o
n
an
d
Ken
n
y
s
te
p
wis
e
m
eth
o
d
[
5
0
]
,
as
illu
s
tr
ated
in
Fig
u
r
e
2
,
we
f
ir
s
t
b
u
ilt
th
e
d
ir
ec
t
m
o
d
el
as
s
ee
n
in
Fig
u
r
e
2
(
a)
f
o
r
th
e
in
d
ep
en
d
e
n
t
v
a
r
iab
le
(
E
AP
)
o
n
th
e
d
e
p
en
d
e
n
t
v
ar
ia
b
le
(
cr
ea
tiv
ity
)
an
d
th
en
c
o
n
s
tr
u
cted
th
e
in
d
ir
ec
t
m
o
d
el
as
s
ee
n
in
Fig
u
r
e
2
(
b
)
in
v
o
lv
in
g
th
e
m
e
d
iatin
g
v
a
r
iab
le
(
ED
).
E
n
v
i
r
o
n
m
e
n
t
a
l
A
r
t
P
e
r
c
e
p
t
i
o
n
C
r
e
a
t
i
v
i
t
y
E
m
o
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
0
.
2
3
8
*
*
*
0
.
4
2
4
*
*
*
0
.
3
8
2
*
*
*
E
n
v
i
r
o
n
m
e
n
t
a
l
A
r
t
P
e
r
c
e
p
t
i
o
n
C
r
e
a
t
i
v
i
t
y
0
.
3
0
3
*
*
*
R
2
=
0
.
9
2
R
2
=
0
.
2
2
1
R
2
=
0
.
1
8
0
(
a
)
(
b
)
Fig
u
r
e
2
.
Me
d
iatio
n
test
m
o
d
e
l r
esu
lts
in
(
a)
d
ir
ec
t p
at
h
m
o
d
el
an
d
(
b
)
in
d
ir
ec
t
p
ath
m
o
d
el
T
h
e
r
esu
lts
,
as
p
r
esen
ted
in
T
a
b
le
3
,
i
n
d
icate
th
at
in
th
e
d
ir
ec
t
p
ath
m
o
d
el
,
t
h
e
co
e
f
f
icien
t
o
f
E
AP
o
n
c
r
ea
tiv
ity
is
0
.
3
0
3
,
a
n
d
it
r
ea
ch
es
a
s
ig
n
if
ican
t
lev
el,
s
u
p
p
o
r
tin
g
h
y
p
o
th
esis
H1
.
T
h
is
alig
n
s
with
th
e
f
ir
s
t
co
n
d
itio
n
o
f
B
ar
o
n
an
d
Ken
n
y
[
5
0
]
s
tep
wis
e
m
eth
o
d
:
th
e
in
d
ep
en
d
en
t
v
ar
ia
b
le
h
as
a
s
ig
n
if
i
ca
n
t
im
p
ac
t
o
n
th
e
d
ep
en
d
e
n
t
v
ar
iab
le.
I
n
th
e
in
d
ir
ec
t
p
ath
m
o
d
el
,
th
e
co
ef
f
icie
n
t
o
f
E
AP
on
ED
is
0
.
4
2
4
,
r
ea
ch
in
g
a
s
ig
n
if
ican
t
lev
el,
s
u
p
p
o
r
ti
n
g
h
y
p
o
th
esis
H2
.
Ad
d
itio
n
ally
,
ED
h
as
a
co
ef
f
icien
t
o
f
0
.
3
8
2
o
n
c
r
ea
tiv
ity
,
an
d
it
is
s
ig
n
if
ican
t,
s
u
p
p
o
r
tin
g
h
y
p
o
t
h
esis
H3
.
T
h
ese
f
in
d
in
g
s
m
e
et
th
e
s
ec
o
n
d
a
n
d
th
ir
d
co
n
d
i
tio
n
s
o
f
B
ar
o
n
an
d
Ken
n
y
[
5
0
]
s
tep
wis
e
m
eth
o
d
:
th
e
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
m
ed
iatin
g
v
a
r
iab
le,
an
d
th
e
m
e
d
iatin
g
v
a
r
iab
le
h
as
a
s
ig
n
if
ican
t im
p
ac
t o
n
th
e
d
e
p
en
d
en
t
v
ar
iab
le.
T
h
e
co
e
f
f
icien
t
o
f
E
AP
o
n
c
r
ea
tiv
ity
in
T
ab
le
3
is
b
ased
o
n
th
e
p
r
em
is
e
o
f
ad
d
in
g
t
h
e
m
ed
iatin
g
v
ar
iab
le
ED
.
I
n
th
e
d
ir
ec
t
p
at
h
m
o
d
el
with
o
u
t
ad
d
in
g
th
e
m
ed
iatin
g
v
ar
iab
le
ED
,
th
e
co
ef
f
icien
t
o
f
E
AP
on
c
r
ea
tiv
ity
is
0
.
3
0
4
.
Ho
wev
er
,
with
th
e
in
clu
s
io
n
o
f
th
e
m
e
d
iatin
g
v
ar
iab
le,
th
e
co
ef
f
icien
t
d
ec
r
ea
s
es
to
0
.
2
3
8
.
T
h
is
s
u
p
p
o
r
ts
th
e
f
o
u
r
t
h
co
n
d
itio
n
o
f
B
ar
o
n
an
d
Ken
n
y
[
5
0
]
s
tep
wis
e
m
eth
o
d
:
af
ter
a
d
d
in
g
th
e
m
e
d
iatin
g
v
ar
iab
le,
th
e
co
ef
f
icien
t
o
f
t
h
e
in
d
ep
en
d
en
t v
ar
iab
le'
s
im
p
ac
t
o
n
th
e
d
ep
e
n
d
en
t v
ar
iab
le
d
ec
r
ea
s
es.
Hy
p
o
th
esis
H4
is
th
u
s
s
u
p
p
o
r
ted
.
T
ab
le
3
.
Su
m
m
a
r
y
o
f
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
co
e
f
f
icien
ts
M
o
d
e
l
P
a
t
h
β
S
.
E.
t
p
R
e
s
u
l
t
s
D
i
r
e
c
t
p
a
t
h
m
o
d
e
l
EA
P
→C
R
0
.
3
0
3
0
.
0
7
3
5
.
1
2
5
***
H
1
i
s
su
p
p
o
r
t
e
d
I
n
d
i
r
e
c
t
p
a
t
h
mo
d
e
l
EA
P
→ED
0
.
4
2
4
0
.
0
9
4
8
.
7
4
1
***
H
2
i
s
su
p
p
o
r
t
e
d
ED
→C
R
0
.
3
8
2
0
.
0
5
8
6
.
8
0
2
***
H
3
i
s
su
p
p
o
r
t
e
d
EA
P
→C
R
0
.
2
3
8
0
.
0
9
3
4
.
0
2
9
***
-
N
o
t
e
:
s
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
*
*
*
p
<
0
.
0
0
1
;
EA
P
=
e
n
v
i
r
o
n
me
n
t
a
l
a
r
t
p
e
r
c
e
p
t
i
o
n
;
E
D
=
e
mo
t
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
;
C
R
=
c
r
e
a
t
i
v
i
t
y
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
9
6
-
3
7
0
4
3702
5.
DIS
CU
SS
I
O
N
I
n
th
is
s
tu
d
y
,
we
th
o
r
o
u
g
h
ly
e
x
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
s
b
etw
ee
n
E
AP
,
cr
ea
tiv
ity
,
an
d
ED
,
ex
am
in
in
g
th
e
m
ed
iatin
g
ef
f
ec
ts
th
r
o
u
g
h
a
s
tep
wis
e
tes
tin
g
m
eth
o
d
.
T
h
r
o
u
g
h
th
e
s
u
r
v
e
y
an
d
an
aly
s
is
o
f
f
in
e
ar
ts
m
ajo
r
u
n
iv
er
s
ity
s
tu
d
en
ts
,
we
o
b
tain
ed
cr
u
cial
f
in
d
in
g
s
r
eg
ar
d
in
g
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
ese
th
r
ee
f
ac
t
o
r
s
.
E
AP
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
cr
ea
ti
v
ity
.
T
h
e
r
esear
c
h
r
esu
lts
in
d
icate
th
at
ca
m
p
u
s
en
v
ir
o
n
m
en
tal
a
r
t
d
esig
n
p
lay
s
a
p
o
s
itiv
e
r
o
le
i
n
f
o
s
ter
in
g
th
e
c
r
ea
tiv
ity
o
f
a
r
t
s
tu
d
en
ts
,
co
n
s
is
ten
t
with
co
n
clu
s
io
n
s
d
r
awn
b
y
s
ev
er
al
r
esear
ch
er
s
[
2
3
]
–
[
2
5
]
.
T
h
is
m
ay
b
e
attr
ib
u
ted
t
o
s
tu
d
en
ts
'
p
er
ce
p
tio
n
an
d
in
ter
ac
tio
n
with
ar
tis
tic
elem
en
ts
in
th
e
u
n
iv
er
s
ity
ca
m
p
u
s
an
d
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
co
n
tr
ib
u
tin
g
to
th
e
s
tim
u
la
tio
n
o
f
th
ei
r
cr
ea
tiv
e
th
in
k
in
g
an
d
im
ag
in
atio
n
.
E
A
P
p
r
o
v
id
es
s
tu
d
en
ts
with
in
s
p
ir
atio
n
an
d
s
tim
u
li
f
o
r
cr
ea
tio
n
,
th
er
eb
y
p
r
o
m
o
tin
g
th
e
d
ev
elo
p
m
en
t
o
f
th
eir
cr
ea
t
iv
e
ex
p
r
ess
io
n
a
n
d
a
r
tis
tic
ab
ilit
ies.
T
h
ese
au
th
o
r
s
s
u
g
g
est
t
h
at
th
e
en
g
ag
em
en
t
with
en
v
ir
o
n
m
e
n
tal
ar
t
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
s
tim
u
lates
s
tu
d
en
ts
'
cr
ea
tiv
e
th
in
k
in
g
an
d
im
ag
in
atio
n
b
y
p
r
o
v
id
i
n
g
co
n
tin
u
o
u
s
in
s
p
ir
atio
n
an
d
ch
allen
g
es th
at
e
n
co
u
r
ag
e
ex
p
lo
r
atio
n
o
f
n
ew
p
er
s
p
e
ctiv
es.
E
m
o
tio
n
al
d
ev
elo
p
m
en
t
s
er
v
e
s
as
a
m
ed
iato
r
b
etwe
en
e
n
v
i
r
o
n
m
en
tal
ar
t
p
er
ce
p
tio
n
a
n
d
cr
ea
tiv
ity
.
E
n
v
ir
o
n
m
en
tal
ar
t
p
e
r
ce
p
tio
n
h
as
a
s
ig
n
if
ican
tly
p
o
s
itiv
e
im
p
ac
t
o
n
ED
,
alig
n
in
g
with
co
n
clu
s
io
n
s
f
r
o
m
p
r
ev
io
u
s
s
ch
o
lar
s
[
2
0
]
,
[
2
8
]
–
[
3
1
]
.
ED
also
h
as
a
s
ig
n
if
ican
t
ly
p
o
s
itiv
e
im
p
ac
t
o
n
cr
ea
tiv
i
ty
,
co
n
s
is
ten
t
with
co
n
clu
s
io
n
s
f
r
o
m
s
ev
er
al
s
tu
d
ies
[
6
]
,
[
3
3
]
,
[
3
4
]
,
[
3
6
]
,
[
3
7
]
,
in
d
icatin
g
th
at
ED
n
o
t
o
n
ly
en
h
an
ce
s
cr
ea
tiv
ity
b
u
t
also
en
r
ic
h
es
s
tu
d
en
ts
'
ca
p
ac
ity
f
o
r
em
p
ath
etic
a
n
d
n
u
an
ce
d
cr
ea
tiv
e
ex
p
r
ess
io
n
.
T
h
e
d
ee
p
e
n
g
ag
em
e
n
t
with
en
v
ir
o
n
m
e
n
tal
ar
t
f
ac
ilit
ates
a
r
ich
er
em
o
tio
n
al
an
d
c
r
e
ativ
e
g
r
o
wth
,
s
u
g
g
esti
n
g
a
s
y
m
b
io
tic
r
elatio
n
s
h
ip
wh
er
e
ED
b
o
th
in
f
lu
e
n
ce
s
an
d
is
in
f
lu
en
ce
d
b
y
cr
ea
tiv
e
ac
tiv
ities
.
T
h
ese
in
s
ig
h
ts
ar
g
u
e
f
o
r
t
h
e
in
teg
r
atio
n
o
f
ED
s
tr
at
eg
ies
with
in
ar
t
ed
u
ca
tio
n
,
lev
er
ag
in
g
en
v
ir
o
n
m
en
tal
ar
t
as
a
ca
taly
s
t
f
o
r
f
o
s
ter
in
g
b
o
th
cr
ea
ti
v
ity
an
d
em
o
tio
n
al
in
tellig
e
n
ce
.
B
y
em
b
ed
d
in
g
en
v
ir
o
n
m
en
tal
ar
t
in
ed
u
ca
ti
o
n
al
co
n
tex
ts
,
we
ca
n
p
r
o
v
i
d
e
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
n
u
r
tu
r
es
f
u
tu
r
e
ar
t
p
r
o
f
ess
io
n
als
wh
o
ex
ce
l
in
th
eir
cr
ea
tiv
e
an
d
em
o
tio
n
al
ca
p
ab
ilit
ies.
T
h
is
s
tu
d
y
u
n
d
er
s
c
o
r
es
th
e
n
ec
ess
ity
o
f
cr
ea
tin
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
th
at
p
r
o
m
o
te
a
co
m
p
r
eh
en
s
iv
e
d
ev
el
o
p
m
en
t,
p
r
e
p
ar
in
g
s
tu
d
en
ts
to
co
n
tr
ib
u
te
in
n
o
v
ativ
el
y
an
d
e
m
p
ath
etica
lly
in
th
eir
r
esp
ec
tiv
e
f
ield
s
.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
c
o
n
clu
s
iv
ely
d
e
m
o
n
s
tr
ates
th
at
en
v
ir
o
n
m
en
t
al
ar
t
p
er
ce
p
tio
n
s
ig
n
if
ican
t
ly
f
o
s
ter
s
cr
ea
tiv
ity
in
f
in
e
ar
ts
u
n
iv
e
r
s
ity
s
tu
d
en
ts
b
y
e
n
h
an
cin
g
th
eir
in
ter
ac
tio
n
with
a
n
d
a
p
p
r
ec
iatio
n
o
f
a
r
tis
tic
elem
en
ts
with
in
th
eir
ca
m
p
u
s
en
v
ir
o
n
m
en
ts
.
Fu
r
th
e
r
m
o
r
e
,
em
o
tio
n
al
d
e
v
elo
p
m
e
n
t
is
id
e
n
tifie
d
as
a
p
iv
o
tal
m
ed
iato
r
in
t
h
is
r
elatio
n
s
h
ip
,
s
u
g
g
esti
n
g
th
at
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
a
n
d
m
an
ag
em
e
n
t
o
f
em
o
tio
n
s
ca
n
s
u
b
s
tan
tially
co
n
tr
ib
u
te
to
c
r
ea
tiv
e
en
d
ea
v
o
r
s
.
C
o
n
s
eq
u
e
n
tly
,
ed
u
ca
tio
n
al
s
tr
ateg
ies
th
at
p
r
io
r
itize
th
e
o
p
tim
izatio
n
o
f
en
v
ir
o
n
m
en
ta
l
ar
t
an
d
th
e
n
u
r
tu
r
i
n
g
o
f
em
o
tio
n
al
s
k
ills
ar
e
r
ec
o
m
m
en
d
ed
to
cu
ltiv
ate
well
-
r
o
u
n
d
ed
ar
t
p
r
o
f
ess
io
n
als.
T
h
is
r
esear
ch
u
n
d
er
lin
es
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
en
v
ir
o
n
m
en
tal
ar
t
p
er
ce
p
tio
n
a
n
d
em
o
tio
n
al
d
ev
elo
p
m
en
t
in
t
o
f
in
e
ar
ts
e
d
u
ca
tio
n
to
p
r
o
m
o
te
cr
ea
tiv
ity
an
d
em
o
tio
n
al
in
tellig
en
ce
am
o
n
g
s
tu
d
en
ts
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
L.
R
i
e
g
e
r
,
W
.
M
.
C
h
e
r
n
o
m
a
s,
D
.
E.
M
c
M
i
l
l
a
n
,
a
n
d
F
.
L
.
M
o
r
i
n
,
“
N
a
v
i
g
a
t
i
n
g
c
r
e
a
t
i
v
i
t
y
w
i
t
h
i
n
a
r
t
s
-
b
a
s
e
d
p
e
d
a
g
o
g
y
:
i
mp
l
i
c
a
t
i
o
n
s
o
f
a
c
o
n
st
r
u
c
t
i
v
i
s
t
g
r
o
u
n
d
e
d
t
h
e
o
r
y
s
t
u
d
y
,
”
N
u
rse
E
d
u
c
a
t
i
o
n
T
o
d
a
y
,
v
o
l
.
9
1
,
p
.
1
0
4
4
6
5
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
n
e
d
t
.
2
0
2
0
.
1
0
4
4
6
5
.
[
2
]
T.
Ta
n
g
,
V
.
V
e
z
z
a
n
i
,
a
n
d
V
.
Er
i
k
ss
o
n
,
“
D
e
v
e
l
o
p
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
c
o
l
l
e
c
t
i
v
e
c
r
e
a
t
i
v
i
t
y
s
k
i
l
l
s
a
n
d
p
r
o
b
l
e
m
so
l
v
i
n
g
t
h
r
o
u
g
h
p
l
a
y
f
u
l
d
e
si
g
n
j
a
ms,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
a
t
i
v
i
t
y
,
v
o
l
.
3
7
,
p
.
1
0
0
6
9
6
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
sc.
2
0
2
0
.
1
0
0
6
9
6
.
[
3
]
M
.
J
.
El
i
a
s
,
“
W
h
a
t
i
f
t
h
e
d
o
o
r
s
o
f
e
v
e
r
y
sc
h
o
o
l
h
o
u
se
o
p
e
n
e
d
t
o
s
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
l
e
a
r
n
i
n
g
t
o
m
o
r
r
o
w
:
R
e
f
l
e
c
t
i
o
n
s
o
n
h
o
w
t
o
f
e
a
si
b
l
y
sc
a
l
e
u
p
h
i
g
h
-
q
u
a
l
i
t
y
S
EL,
”
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
i
st
,
v
o
l
.
5
4
,
n
o
.
3
,
p
p
.
2
3
3
–
2
4
5
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
4
6
1
5
2
0
.
2
0
1
9
.
1
6
3
6
6
5
5
.
[
4
]
D
.
M
.
K
h
o
l
i
k
o
v
a
,
“
D
e
v
e
l
o
p
me
n
t
o
f
i
n
n
o
v
a
t
i
v
e
t
h
i
n
k
i
n
g
sk
i
l
l
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
s
,
”
T
h
e
o
r
e
t
i
c
a
l
&
A
p
p
l
i
e
d
S
c
i
e
n
c
e
,
n
o
.
6
,
p
p
.
5
4
9
–
5
5
2
,
2
0
2
1
,
d
o
i
:
1
0
.
1
5
8
6
3
/
TA
S
.
2
0
2
1
.
0
6
.
9
8
.
6
4
.
[
5
]
M
.
Est
r
a
d
a
,
D
.
M
o
n
f
e
r
r
e
r
,
A
.
R
o
d
r
í
g
u
e
z
,
a
n
d
M
.
Á
.
M
o
l
i
n
e
r
,
“
D
o
e
s e
mo
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
f
l
u
e
n
c
e
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
?
T
h
e
r
o
l
e
o
f
c
o
m
p
a
ss
i
o
n
a
n
d
e
n
g
a
g
e
m
e
n
t
i
n
e
d
u
c
a
t
i
o
n
f
o
r
s
u
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
1
7
2
1
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
3
0
4
1
7
2
1
.
[
6
]
L.
I
.
G
o
n
z
á
l
e
z
-
P
é
r
e
z
a
n
d
M
.
S
.
R
a
m
í
r
e
z
-
M
o
n
t
o
y
a
,
“
C
o
mp
o
n
e
n
t
s
o
f
e
d
u
c
a
t
i
o
n
4
.
0
i
n
2
1
st
c
e
n
t
u
r
y
s
k
i
l
l
s
f
r
a
m
e
w
o
r
k
s
:
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
4
,
n
o
.
3
,
p
.
1
4
9
3
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
su
1
4
0
3
1
4
9
3
.
[
7
]
R
.
A
f
f
i
f
i
,
“
B
e
a
u
t
y
i
n
t
h
e
d
a
r
k
n
e
ss:
a
e
s
t
h
e
t
i
c
e
d
u
c
a
t
i
o
n
i
n
t
h
e
e
c
o
l
o
g
i
c
a
l
c
r
i
si
s,
”
J
o
u
r
n
a
l
o
f
Ph
i
l
o
s
o
p
h
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
4
,
n
o
.
4
,
p
p
.
1
1
2
6
–
1
1
3
8
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
1
4
6
7
-
9
7
5
2
.
1
2
4
7
5
.
[
8
]
R
.
A
.
S
m
i
t
h
a
n
d
C
.
M
.
S
mi
t
h
,
“
A
e
st
h
e
t
i
c
s
a
n
d
e
n
v
i
r
o
n
me
n
t
a
l
e
d
u
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
Ae
s
t
h
e
t
i
c
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
4
,
p
p
.
1
2
5
–
1
4
0
,
1
9
7
0
,
d
o
i
:
1
0
.
2
3
0
7
/
3
3
3
1
2
9
1
.
[
9
]
M
.
Y
.
M
a
k
a
n
d
S
.
T
.
N
g
,
“
Th
e
a
r
t
a
n
d
sc
i
e
n
c
e
o
f
F
e
n
g
S
h
u
i
—
a
s
t
u
d
y
o
n
a
r
c
h
i
t
e
c
t
s’
p
e
r
c
e
p
t
i
o
n
,
”
B
u
i
l
d
i
n
g
a
n
d
E
n
v
i
r
o
n
m
e
n
t
,
v
o
l
.
4
0
,
n
o
.
3
,
p
p
.
4
2
7
–
4
3
4
,
2
0
0
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
b
u
i
l
d
e
n
v
.
2
0
0
4
.
0
7
.
0
1
6
.
[
1
0
]
X
.
Z
h
a
n
g
,
“
D
i
sc
u
ss
i
o
n
o
n
t
h
e
t
e
a
c
h
i
n
g
m
o
d
e
i
n
n
o
v
a
t
i
o
n
o
f
e
n
v
i
r
o
n
me
n
t
a
l
a
r
t
d
e
s
i
g
n
ma
j
o
r
b
a
se
d
o
n
O
B
E
c
o
n
c
e
p
t
,
”
J
o
u
rn
a
l
o
f
Wo
r
l
d
Arc
h
i
t
e
c
t
u
re
,
v
o
l
.
4
,
n
o
.
6
,
p
p
.
8
–
1
0
,
2
0
2
0
,
d
o
i
:
1
0
.
2
6
6
8
9
/
j
w
a
.
v
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