I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
20
25
,
p
p
.
1
761
~
1
7
6
9
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
3
.
3
3
1
3
8
1761
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Perc
ep
tions
of
the
genera
tive AI
-
en
a
bled cog
nitive o
f
floa
d
instruction
in
En
g
lish writing
H
ui H
o
ng
,
P
o
o
ns
ri
Va
t
e
-
U
-
L
a
n,
Cha
nta
na
Viriy
a
v
ej
a
k
ul
S
c
h
o
o
l
o
f
I
n
d
u
st
r
i
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
e
c
h
n
o
l
o
g
y
,
K
i
n
g
M
o
n
g
k
u
t
’
s I
n
st
i
t
u
t
e
o
f
Te
c
h
n
o
l
o
g
y
L
a
d
k
r
a
b
a
n
g
,
B
a
n
g
k
o
k
,
Th
a
i
l
a
n
d
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
5
,
2
0
2
4
R
ev
is
ed
Feb
2
,
202
5
Acc
ep
ted
Feb
20
,
2
0
2
5
Th
is
st
u
d
y
e
x
a
m
in
e
s
t
h
e
stu
d
e
n
ts
’
p
e
rc
e
p
ti
o
n
s
o
f
th
e
g
e
n
e
ra
ti
v
e
a
rti
ficia
l
in
telli
g
e
n
c
e
(AI)
-
e
n
a
b
led
c
o
g
n
it
i
v
e
o
ffl
o
a
d
in
str
u
c
ti
o
n
a
n
d
it
s
e
ff
e
c
ti
v
e
n
e
ss
in
im
p
ro
v
in
g
th
e
ir
c
rit
ica
l
t
h
in
k
in
g
sk
il
ls
i
n
writ
in
g
E
n
g
li
sh
e
ss
a
y
s.
T
h
is
q
u
a
li
tati
v
e
re
se
a
rc
h
c
o
ll
e
c
ts
d
a
t
a
fro
m
1
2
0
st
u
d
e
n
ts
th
r
o
u
g
h
fo
c
u
s
g
ro
u
p
d
isc
u
ss
io
n
s
a
n
d
is
a
n
a
ly
z
e
d
b
y
W
o
r
d
Clo
u
d
s
to
g
e
n
e
ra
te
a
v
isu
a
l
re
p
re
se
n
tatio
n
o
f
th
e
wo
r
d
fre
q
u
e
n
c
ies
.
Th
e
fi
n
d
i
n
g
s
re
v
e
a
l
th
a
t
g
e
n
e
ra
ti
v
e
AI
-
e
n
a
b
led
c
o
g
n
it
iv
e
o
fflo
a
d
i
n
stru
c
ti
o
n
h
a
d
:
i)
a
n
im
p
a
c
t
o
n
c
rit
ica
l
th
in
k
in
g
a
n
d
writi
n
g
sk
il
ls
;
ii)
e
ffe
c
ti
v
e
fe
a
tu
re
s
o
f
S
k
y
wo
r
k
,
a
b
il
it
y
t
o
g
e
n
e
ra
te
re
lev
a
n
t
p
ro
m
p
ts
a
n
d
p
ro
v
id
e
c
o
n
stru
c
ti
v
e
fe
e
d
b
a
c
k
;
i
ii
)
u
se
o
f
S
k
y
w
o
rk
in
d
e
v
e
lo
p
in
g
stro
n
g
e
r
a
rg
u
m
e
n
ts
;
i
v
)
p
r
o
m
o
ti
n
g
c
rit
ica
l
e
x
a
m
in
a
ti
o
n
o
f
d
iffere
n
t
p
e
rsp
e
c
t
iv
e
s
;
v
)
in
tera
c
ti
v
e
n
a
tu
re
a
n
d
m
o
ti
v
a
ti
o
n
;
v
i)
e
n
h
a
n
c
e
d
a
n
a
l
y
ti
c
a
l
sk
il
ls
;
v
ii
)
i
m
p
a
c
t
o
n
e
ss
a
y
str
u
c
t
u
rin
g
a
n
d
o
rg
a
n
iza
ti
o
n
;
v
ii
i
)
f
e
e
d
b
a
c
k
a
n
d
re
v
isio
n
p
ro
c
e
ss
;
a
n
d
ix
)
t
ra
n
sfe
r
a
b
il
it
y
o
f
c
rit
ica
l
th
in
k
in
g
sk
il
ls.
T
h
is
stu
d
y
c
o
n
c
l
u
d
e
s
t
h
a
t
th
e
h
ig
h
e
st
fre
q
u
e
n
c
y
wa
s
S
k
y
w
o
rk
,
a
b
il
it
y
,
wri
ti
n
g
,
fe
e
d
b
a
c
k
,
e
v
id
e
n
c
e
,
s
k
il
ls,
th
i
n
k
i
n
g
,
a
rg
u
m
e
n
ts,
e
ss
a
y
s,
a
n
d
p
e
e
rs
.
S
tu
d
e
n
ts
re
c
o
m
m
e
n
d
in
-
d
e
p
t
h
e
x
p
la
n
a
ti
o
n
s
fo
r
c
o
m
p
lex
to
p
ics
,
a
d
v
a
n
c
e
d
tu
t
o
rials,
re
g
u
la
r
u
p
d
a
tes
,
c
o
ll
a
b
o
ra
ti
o
n
fe
a
tu
re
s,
a
d
v
a
n
c
e
d
m
o
d
u
les
,
a
n
d
p
e
rso
n
a
li
z
e
d
lea
rn
i
n
g
p
a
c
e
s
to
e
n
h
a
n
c
e
S
k
y
wo
r
k
s
’
s
i
n
teg
ra
ti
o
n
in
to
in
str
u
c
ti
o
n
.
K
ey
w
o
r
d
s
:
C
h
in
a
C
o
g
n
itiv
e
o
f
f
lo
a
d
in
s
tr
u
ctio
n
Gen
er
ativ
e
AI
-
en
a
b
led
Sk
y
wo
r
k
Stu
d
en
t’
s
p
er
ce
p
tio
n
s
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
:
Po
o
n
s
r
i V
ate
-
U
-
L
an
Sch
o
o
l o
f
I
n
d
u
s
tr
ial
E
d
u
ca
tio
n
an
d
T
ec
h
n
o
lo
g
y
,
Kin
g
Mo
n
g
k
u
t’
s
I
n
s
titu
te
o
f
T
ec
h
n
o
l
o
g
y
L
ad
k
r
ab
a
n
g
C
h
alo
n
g
Kr
u
n
g
Alley
,
L
at
Kr
a
b
an
g
,
1
0
5
2
0
B
an
g
k
o
k
,
T
h
aila
n
d
E
m
ail:
p
o
o
n
s
r
i.v
a@
k
m
itl.ac
.
t
h
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
cu
r
r
en
t
s
itu
atio
n
s
u
r
r
o
u
n
d
in
g
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
g
en
er
ativ
e
ar
tific
ial
i
n
tellig
en
ce
(
AI
)
-
en
ab
le
d
co
g
n
itiv
e
o
f
f
lo
a
d
in
s
tr
u
ctio
n
ap
p
r
o
ac
h
to
en
h
a
n
ce
cr
itical
th
in
k
in
g
is
ch
ar
ac
ter
ized
b
y
a
r
an
g
e
o
f
r
eg
u
latio
n
s
a
n
d
p
lan
s
tr
ateg
ies
p
u
b
lis
h
ed
b
y
th
e
Un
ited
Nati
o
n
s
.
Fo
r
in
s
tan
ce
,
th
e
Un
ited
Natio
n
s
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t g
o
al
s
(
SDGs
)
,
p
r
ec
is
ely
g
o
al
4
: q
u
ality
ed
u
ca
tio
n
,
aim
s
to
en
s
u
r
e
in
clu
s
iv
e
an
d
eq
u
itab
le
q
u
ality
ed
u
ca
tio
n
an
d
p
r
o
m
o
te
life
lo
n
g
lear
n
in
g
o
p
p
o
r
t
u
n
ities
f
o
r
all
[
1
]
.
B
esid
es,
Un
ited
Na
tio
n
s
E
d
u
ca
tio
n
al,
Scien
tific
an
d
C
u
ltu
r
al
Or
g
an
izatio
n
(
UNE
SC
O
)
[
2
]
is
co
m
m
itted
to
s
u
p
p
o
r
tin
g
m
em
b
er
s
tates
in
h
ar
n
ess
in
g
th
e
p
o
ten
tial
o
f
AI
to
ac
h
iev
e
th
e
ed
u
ca
tio
n
2
0
3
0
ag
e
n
d
a
.
T
h
e
g
en
er
ativ
e
AI
n
a
m
ed
“
Sk
y
wo
r
k
”
is
C
h
in
a
’
s
f
ir
s
t
d
u
al
h
u
n
d
r
ed
-
b
illi
o
n
-
s
ca
le
lan
g
u
ag
e
m
o
d
el,
s
h
ar
in
g
s
im
ilar
ch
ar
ac
ter
is
tics
to
C
h
atGPT
’
s
.
I
t
is
a
g
en
er
ativ
e
AI
p
r
o
d
u
ct
d
ev
elo
p
ed
b
y
Ku
n
g
l
u
n
W
an
wei
T
e
ch
n
o
lo
g
y
[
3
]
,
ca
p
a
b
le
o
f
m
e
etin
g
v
a
r
io
u
s
n
ee
d
s
s
u
ch
as
wr
itin
g
ess
ay
s
,
k
n
o
wled
g
e
q
u
er
y
in
g
,
co
d
e
p
r
o
g
r
am
m
in
g
,
lo
g
ical
r
ea
s
o
n
in
g
,
an
d
m
ath
e
m
atica
l
ca
lcu
latio
n
s
[
4
]
.
Sk
y
wo
r
k
h
as
p
o
wer
f
u
l
n
atu
r
al
lan
g
u
a
g
e
p
r
o
ce
s
s
in
g
(
NL
P)
an
d
i
n
tellig
en
t
in
ter
ac
tio
n
ca
p
ab
ilit
ies.
I
t
ca
n
b
e
ap
p
lied
in
v
ar
io
u
s
s
ce
n
ar
io
s
,
s
u
ch
as
in
tellig
en
t
q
u
esti
o
n
an
d
an
s
wer
o
r
Q&
A,
ch
at
in
ter
ac
tio
n
,
an
d
tex
t
g
en
e
r
atio
n
.
I
t
h
as
a
r
ich
k
n
o
wled
g
e
b
a
s
e
co
v
er
in
g
s
cien
ce
,
tech
n
o
lo
g
y
,
cu
ltu
r
e,
ar
t,
an
d
h
is
to
r
y
[
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
6
1
-
1
7
6
9
1762
Sk
y
wo
r
k
is
a
s
tate
-
of
-
th
e
-
ar
t
g
en
er
ativ
e
AI
m
o
d
el
d
ev
el
o
p
ed
in
C
h
in
a,
n
o
tab
le
f
o
r
b
ein
g
th
e
co
u
n
tr
y
'
s
f
ir
s
t
d
u
al
1
0
0
-
b
illi
o
n
-
s
ca
le
lan
g
u
ag
e
m
o
d
el.
T
h
is
m
o
d
el
r
e
p
r
esen
ts
a
s
ig
n
if
ican
t
leap
in
NL
P,
with
its
m
ass
iv
e
s
ca
le
allo
win
g
it
to
h
an
d
le
co
m
p
lex
lan
g
u
ag
e
task
s
with
r
em
ar
k
ab
le
ac
c
u
r
ac
y
[
6
]
.
T
h
e
“
d
u
al
100
-
b
illi
o
n
-
s
ca
le
”
r
ef
e
r
s
to
t
h
e
m
o
d
el'
s
v
ast
n
u
m
b
er
o
f
p
ar
am
eter
s
ex
ce
ed
in
g
2
0
0
b
ill
io
n
,
e
n
ab
lin
g
it
to
g
en
er
ate
h
u
m
an
-
lik
e
te
x
t
an
d
u
n
d
er
s
tan
d
c
o
n
tex
t
with
h
i
g
h
p
r
ec
is
io
n
.
Sk
y
wo
r
k
in
teg
r
ates
ad
v
an
ce
d
m
ac
h
in
e
lear
n
in
g
tech
n
i
q
u
es
an
d
v
ast
tr
ain
in
g
d
atasets
to
p
er
f
o
r
m
v
ar
io
u
s
lan
g
u
a
g
e
-
r
elate
d
tas
k
s
.
I
ts
ar
ch
itectu
r
e
s
u
p
p
o
r
ts
d
i
v
er
s
e
ap
p
licatio
n
s
,
in
clu
d
in
g
tex
t
g
en
er
atio
n
,
tr
a
n
s
latio
n
,
s
u
m
m
ar
izatio
n
,
an
d
q
u
esti
o
n
-
an
s
wer
in
g
.
B
y
lev
er
ag
in
g
its
ex
te
n
s
iv
e
p
ar
am
eter
izatio
n
,
Sk
y
wo
r
k
c
an
p
r
o
d
u
ce
co
h
er
en
t
an
d
c
o
n
tex
tu
ally
r
elev
an
t
o
u
tp
u
ts
,
m
ak
in
g
it
a
p
o
wer
f
u
l
to
o
l
in
co
m
m
er
cial
an
d
r
esear
ch
s
ettin
g
s
[
7
]
.
Sk
y
wo
r
k
ca
n
g
en
er
ate
h
ig
h
-
q
u
ality
wr
itten
co
n
ten
t
f
o
r
b
lo
g
s
,
ar
ticles,
an
d
m
a
r
k
etin
g
m
a
ter
ials
,
ass
i
s
tin
g
wr
iter
s
an
d
c
o
n
ten
t
cr
ea
to
r
s
b
y
p
r
o
v
id
i
n
g
d
r
af
ts
o
r
in
s
p
ir
atio
n
.
T
h
e
m
o
d
el
en
h
a
n
ce
s
tr
an
s
l
atio
n
ac
cu
r
ac
y
an
d
f
lu
id
it
y
b
y
u
n
d
er
s
tan
d
in
g
a
n
d
tr
an
s
latin
g
tex
t
b
etwe
en
m
u
lti
p
le
lan
g
u
ag
es,
in
clu
d
in
g
n
u
a
n
ce
d
an
d
id
i
o
m
atic
ex
p
r
ess
io
n
s
.
I
t
ca
n
au
to
m
ate
r
esp
o
n
s
es
in
cu
s
to
m
er
s
er
v
i
ce
s
ettin
g
s
,
p
r
o
v
id
in
g
in
s
tan
t
an
d
co
n
tex
tu
ally
ap
p
r
o
p
r
ia
te
an
s
wer
s
to
u
s
er
in
q
u
ir
ies,
th
er
e
b
y
im
p
r
o
v
i
n
g
s
er
v
ice
ef
f
icien
cy
.
Sk
y
wo
r
k
s
u
p
p
o
r
ts
ed
u
ca
tio
n
al
ap
p
licatio
n
s
b
y
g
en
er
atin
g
lear
n
in
g
m
ater
ials
.
R
esear
ch
er
s
ca
n
u
s
e
Sk
y
wo
r
k
to
s
u
m
m
ar
ize
ac
a
d
em
ic
p
a
p
er
s
,
g
en
er
ate
r
esear
ch
h
y
p
o
th
eses
,
o
r
ex
p
l
o
r
e
n
ew
id
ea
s
th
r
o
u
g
h
its
tex
t
-
g
en
er
atio
n
ca
p
ab
ilit
ies [
8
]
.
I
n
De
ce
m
b
er
2
0
2
0
,
t
h
e
“
I
n
t
er
n
a
ti
o
n
al
F
o
r
u
m
o
n
AI
a
n
d
th
e
Fu
tu
r
es
o
f
E
d
u
ca
t
io
n
:
Dev
el
o
p
i
n
g
C
o
m
p
e
te
n
ci
es
f
o
r
t
h
e
A
I
E
r
a
”
was
c
o
-
o
r
g
a
n
i
ze
d
b
y
UNE
SC
O,
t
h
e
M
in
is
t
r
y
o
f
E
d
u
ca
t
io
n
o
f
t
h
e
P
e
o
p
le'
s
R
ep
u
b
lic
o
f
C
h
in
a,
a
n
d
t
h
e
Na
tio
n
a
l
C
o
m
m
is
s
i
o
n
o
f
t
h
e
Pe
o
p
le'
s
R
e
p
u
b
li
c
o
f
C
h
in
a
f
o
r
U
NE
SC
O.
T
h
e
f
o
r
u
m
s
h
a
r
e
d
p
o
li
ci
es
a
n
d
p
r
a
ctic
es
e
x
p
lic
itl
y
f
o
c
u
s
i
n
g
o
n
d
e
f
i
n
i
n
g
t
h
e
c
o
m
p
ete
n
cies
r
eq
u
i
r
ed
in
t
h
e
A
I
e
r
a
a
n
d
s
tr
a
te
g
ies
t
o
p
r
e
p
ar
e
e
v
e
r
y
o
n
e
t
o
l
iv
e
a
n
d
w
o
r
k
wit
h
A
I
e
f
f
ec
ti
v
el
y
.
T
h
e
f
o
r
u
m
als
o
m
e
n
tio
n
e
d
th
at
c
r
i
tic
al
th
i
n
k
i
n
g
e
n
ab
les
s
t
u
d
e
n
ts
to
n
a
v
i
g
a
te
t
h
e
a
m
b
ig
u
i
ty
a
n
d
u
n
c
er
tai
n
t
y
o
f
th
e
f
u
t
u
r
e
w
o
r
l
d
,
s
o
A
I
s
h
o
u
l
d
b
e
em
b
e
d
d
e
d
t
o
p
r
o
m
o
t
e
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
ea
ch
s
t
u
d
en
t'
s
c
r
it
ical
t
h
i
n
k
in
g
s
k
i
lls
[
2
]
.
I
n
a
d
d
i
tio
n
,
i
n
A
p
r
il
2
0
2
3
,
UNE
SC
O
p
u
b
l
is
h
ed
"C
h
a
tGP
T
an
d
A
I
in
h
i
g
h
e
r
ed
u
ca
t
io
n
:
q
u
ic
k
s
ta
r
t
g
u
id
e
"
t
o
p
r
o
v
id
e
a
n
o
v
e
r
v
ie
w
o
f
h
o
w
C
h
atG
PT
w
o
r
k
s
a
n
d
e
x
p
la
in
h
o
w
i
t c
an
b
e
u
s
e
d
i
n
h
i
g
h
e
r
e
d
u
c
ati
o
n
.
Ho
we
v
e
r
,
d
esp
ite
t
h
es
e
e
f
f
o
r
ts
,
s
i
g
n
if
ic
an
t
ch
all
en
g
es
an
d
g
a
p
s
s
t
ill
n
ee
d
t
o
b
e
a
d
d
r
ess
e
d
i
n
o
u
r
u
n
d
e
r
s
tan
d
i
n
g
o
f
u
tili
zi
n
g
g
e
n
er
ati
v
e
A
I
t
o
ef
f
e
cti
v
e
l
y
en
h
a
n
ce
c
r
iti
ca
l t
h
i
n
k
i
n
g
i
n
w
r
iti
n
g
E
n
g
lis
h
ess
ay
s
a
m
o
n
g
f
o
r
eig
n
la
n
g
u
a
g
e
l
ea
r
n
er
s
[
3
]
.
Acc
o
r
d
in
g
t
o
Ka
r
t
h
i
k
e
y
a
n
[
8
]
,
S
k
y
wo
r
k
c
u
r
r
e
n
tl
y
f
ac
es
s
o
m
e
ch
all
en
g
es:
i)
b
i
as
a
n
d
f
ai
r
n
ess
:
l
ik
e
m
a
n
y
l
a
r
g
e
la
n
g
u
ag
e
m
o
d
els
,
Sk
y
w
o
r
k
m
ay
e
x
h
i
b
it
b
i
ases
i
n
th
e
tr
ai
n
i
n
g
d
a
ta
.
T
h
is
ca
n
l
ea
d
to
o
u
tp
u
ts
t
h
a
t
r
e
f
le
ct
o
r
r
ei
n
f
o
r
c
e
s
o
c
iet
al
p
r
eju
d
i
ce
s
,
im
p
a
cti
n
g
th
e
f
ai
r
n
es
s
a
n
d
i
n
c
lu
s
iv
it
y
o
f
its
a
p
p
lic
a
tio
n
s
;
ii
)
c
o
n
te
x
t
u
a
l
u
n
d
er
s
ta
n
d
i
n
g
:
d
es
p
it
e
its
la
r
g
e
s
c
ale
,
S
k
y
w
o
r
k
m
a
y
s
tr
u
g
g
l
e
wit
h
d
ee
p
c
o
n
t
ex
tu
al
u
n
d
e
r
s
tan
d
i
n
g
o
r
g
e
n
e
r
a
te
r
es
p
o
n
s
es
t
h
a
t
l
ac
k
n
u
a
n
c
e.
T
h
is
ca
n
b
e
p
a
r
ti
cu
la
r
l
y
c
h
all
en
g
i
n
g
i
n
co
m
p
le
x
o
r
am
b
i
g
u
o
u
s
s
ce
n
a
r
i
o
s
;
iii
)
d
ata
p
r
iv
ac
y
:
h
a
n
d
li
n
g
s
en
s
iti
v
e
i
n
f
o
r
m
a
ti
o
n
i
n
i
n
te
r
ac
t
io
n
s
wit
h
Sk
y
w
o
r
k
r
aises
c
o
n
c
er
n
s
a
b
o
u
t
d
at
a
p
r
i
v
a
cy
an
d
s
ec
u
r
it
y
.
E
n
s
u
r
i
n
g
t
h
a
t
u
s
e
r
d
at
a
is
p
r
o
te
cte
d
a
n
d
u
s
ed
r
esp
o
n
s
i
b
l
y
is
cr
u
cia
l
;
v
i
)
r
es
o
u
r
ce
i
n
t
e
n
s
it
y
:
th
e
lar
g
e
-
s
ca
l
e
m
o
d
e
l
r
e
q
u
ir
es
s
i
g
n
i
f
ic
a
n
t
c
o
m
p
u
t
ati
o
n
a
l
r
es
o
u
r
c
es
f
o
r
t
r
ai
n
i
n
g
a
n
d
d
e
p
l
o
y
m
en
t.
T
h
is
ca
n
lea
d
to
h
i
g
h
o
p
e
r
a
ti
o
n
al
c
o
s
ts
an
d
e
n
v
ir
o
n
m
e
n
t
al
i
m
p
ac
t
d
u
e
to
en
er
g
y
c
o
n
s
u
m
p
ti
o
n
;
a
n
d
v)
e
t
h
i
ca
l
u
s
e
:
th
e
p
o
t
e
n
ti
al
f
o
r
m
is
u
s
e
o
f
g
e
n
e
r
at
iv
e
AI
,
s
u
c
h
as
g
e
n
e
r
at
i
n
g
m
is
l
ea
d
i
n
g
i
n
f
o
r
m
ati
o
n
o
r
d
ee
p
f
a
k
es
,
p
o
s
e
s
et
h
i
ca
l
ch
all
e
n
g
es.
E
n
s
u
r
i
n
g
r
es
p
o
n
s
i
b
le
u
s
a
g
e
a
n
d
im
p
l
em
en
ti
n
g
s
af
e
g
u
ar
d
s
ar
e
cr
iti
ca
l
.
I
n
co
n
cl
u
s
i
o
n
,
S
k
y
w
o
r
k
r
e
p
r
ese
n
ts
a
s
ig
n
i
f
ic
a
n
t
ad
v
a
n
ce
m
e
n
t
in
g
e
n
e
r
a
ti
v
e
AI
,
w
it
h
i
ts
d
u
al
h
u
n
d
r
e
d
-
b
i
lli
o
n
-
s
ca
l
e
ar
ch
ite
ct
u
r
e
e
n
a
b
li
n
g
p
o
we
r
f
u
l
lan
g
u
a
g
e
c
ap
a
b
ili
ties
.
H
o
w
e
v
e
r
,
a
d
d
r
ess
i
n
g
c
h
al
le
n
g
es
r
elat
e
d
t
o
b
i
as,
c
o
n
te
x
t
u
al
u
n
d
er
s
ta
n
d
i
n
g
,
d
ata
p
r
i
v
a
c
y
,
r
es
o
u
r
ce
i
n
t
e
n
s
it
y
,
a
n
d
et
h
i
c
al
u
s
e
is
ess
e
n
ti
al
f
o
r
m
a
x
im
i
zi
n
g
its
b
e
n
e
f
i
ts
a
n
d
e
n
s
u
r
in
g
r
es
p
o
n
s
i
b
le
d
e
p
l
o
y
m
en
t.
C
o
n
s
id
er
in
g
t
h
e
m
a
g
n
it
u
d
e
o
f
th
e
ex
is
ti
n
g
p
r
o
b
le
m
s
a
n
d
t
h
e
p
o
te
n
ti
al
im
p
a
ct
o
f
t
h
is
r
ese
ar
ch
,
i
t
is
cr
u
c
ial
t
o
p
r
o
p
o
s
e
a
c
o
m
p
r
eh
en
s
i
v
e
in
v
esti
g
a
ti
o
n
i
n
t
o
t
h
e
p
o
te
n
ti
al
b
e
n
e
f
its
,
c
h
a
lle
n
g
es
,
a
n
d
im
p
l
ic
ati
o
n
s
o
f
u
s
i
n
g
g
e
n
e
r
a
ti
v
e
A
I
t
ec
h
n
o
lo
g
y
as
a
n
i
n
s
tr
u
cti
o
n
al
t
o
o
l
to
s
u
p
p
o
r
t
a
n
d
d
e
v
el
o
p
s
t
u
d
e
n
t
s
’
cr
itic
al
t
h
i
n
k
in
g
ab
i
liti
es
in
t
h
e
s
p
ec
i
f
i
c
d
o
m
ai
n
o
f
ess
a
y
w
r
i
ti
n
g
.
Ulti
m
at
el
y
,
t
h
is
r
es
ea
r
c
h
e
n
d
ea
v
o
r
s
t
o
ad
v
an
ce
t
h
e
u
n
d
er
s
ta
n
d
i
n
g
a
n
d
a
p
p
li
ca
t
io
n
o
f
t
h
e
g
e
n
e
r
a
ti
v
e
AI
-
e
n
ab
le
d
co
g
n
iti
v
e
o
f
f
l
o
ad
i
n
s
t
r
u
cti
o
n
a
p
p
r
o
a
c
h
t
o
en
h
an
ce
cr
i
tic
al
t
h
i
n
k
i
n
g
,
p
av
in
g
th
e
w
ay
f
o
r
m
o
r
e
ef
f
e
cti
v
e
e
d
u
ca
ti
o
n
al
p
r
a
cti
ce
s
a
n
d
e
v
e
n
f
o
r
th
e
b
r
o
ad
e
r
f
iel
d
.
T
h
e
ex
p
e
cte
d
o
u
tc
o
m
es
o
f
th
is
r
e
s
ea
r
c
h
h
o
l
d
s
ig
n
i
f
i
ca
n
t
v
al
u
e
f
r
o
m
th
r
e
e
p
er
s
p
e
cti
v
es:
in
n
o
v
at
io
n
,
e
d
u
ca
t
io
n
al
ad
m
i
n
is
t
r
a
ti
o
n
,
a
n
d
h
u
m
an
k
i
n
d
a
d
v
a
n
ce
m
e
n
t
.
F
r
o
m
a
n
i
n
n
o
v
a
ti
o
n
s
t
an
d
p
o
i
n
t,
t
h
e
r
es
ea
r
c
h
o
u
tc
o
m
e
is
a
g
u
i
d
eli
n
e
f
o
r
th
e
g
e
n
e
r
ati
v
e
A
I
-
e
n
a
b
le
d
c
o
g
n
i
ti
v
e
o
f
f
lo
a
d
i
n
s
tr
u
ct
io
n
a
p
p
r
o
a
ch
t
o
e
n
h
a
n
c
e
cr
iti
ca
l
t
h
i
n
k
in
g
in
wr
it
in
g
E
n
g
lis
h
ess
ay
s
.
T
h
is
ca
n
l
ea
d
t
o
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
i
n
n
o
v
a
ti
v
e
ed
u
ca
t
io
n
a
l
tec
h
n
o
l
o
g
ies
an
d
ap
p
r
o
ac
h
es
,
a
d
v
a
n
c
in
g
t
h
e
f
i
e
ld
o
f
t
ec
h
n
o
l
o
g
y
i
n
t
eg
r
a
ti
o
n
i
n
e
d
u
ca
ti
o
n
.
F
r
o
m
a
n
e
d
u
c
ati
o
n
al
ad
m
i
n
is
t
r
a
ti
o
n
p
e
r
s
p
ec
ti
v
e
,
t
h
e
r
esea
r
c
h
o
u
t
co
m
es c
a
n
p
r
o
v
i
d
e
v
al
u
a
b
le
i
n
s
i
g
h
ts
f
o
r
cu
r
r
ic
u
l
u
m
d
esi
g
n
,
i
n
s
tr
u
ct
io
n
al
p
la
n
n
i
n
g
,
an
d
ass
ess
m
e
n
t
s
tr
ate
g
i
es
to
i
m
p
r
o
v
e
th
e
q
u
al
it
y
o
f
e
d
u
ca
ti
o
n
a
n
d
f
o
s
te
r
s
t
u
d
e
n
t
s
u
cc
ess
.
T
h
is
ca
n
r
es
u
l
t
i
n
b
et
te
r
ed
u
ca
t
io
n
a
l
o
u
tc
o
m
es
an
d
p
r
e
p
a
r
e
s
t
u
d
e
n
ts
f
o
r
t
h
e
d
e
m
a
n
d
s
o
f
t
h
e
2
1
s
t
-
ce
n
t
u
r
y
wo
r
k
f
o
r
ce
.
F
r
o
m
a
h
u
m
an
k
i
n
d
a
d
v
a
n
c
em
en
t
p
er
s
p
e
cti
v
e
,
b
y
e
q
u
i
p
p
i
n
g
s
t
u
d
e
n
t
s
wi
th
cr
i
tic
al
t
h
i
n
k
i
n
g
s
k
il
ls
,
th
e
r
ese
ar
ch
ca
n
em
p
o
we
r
i
n
d
i
v
i
d
u
als
to
b
ec
o
m
e
ac
t
iv
e
p
a
r
ti
ci
p
a
n
ts
in
t
h
ei
r
co
m
m
u
n
i
ties
a
n
d
m
ak
e
i
n
f
o
r
m
e
d
d
e
cisi
o
n
s
.
T
h
is
ca
n
p
o
s
iti
v
e
ly
im
p
ac
t
s
o
cia
l,
e
co
n
o
m
ic
,
a
n
d
c
u
l
tu
r
al
d
e
v
e
lo
p
m
e
n
t
,
f
o
s
te
r
i
n
g
a
m
o
r
e
i
n
cl
u
s
i
v
e
a
n
d
p
r
o
g
r
ess
i
v
e
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
P
ercep
tio
n
s
o
f th
e
g
en
era
tive
A
I
-
en
a
b
led
co
g
n
itive
o
fflo
a
d
i
n
s
tr
u
ctio
n
in
E
n
g
lis
h
w
r
itin
g
(
Hu
i H
o
n
g
)
1763
s
o
ci
et
y
.
T
h
e
r
e
f
o
r
e
,
t
h
is
s
tu
d
y
ex
am
in
es
t
h
e
s
t
u
d
e
n
ts
'
p
er
c
ep
t
io
n
s
o
f
t
h
e
g
e
n
e
r
at
iv
e
A
I
-
e
n
a
b
l
ed
c
o
g
n
iti
v
e
o
f
f
l
o
ad
i
n
s
t
r
u
cti
o
n
a
n
d
i
ts
ef
f
e
cti
v
e
n
ess
i
n
im
p
r
o
v
i
n
g
t
h
ei
r
c
r
itic
al
th
i
n
k
in
g
s
k
ills
i
n
wr
i
ti
n
g
E
n
g
l
is
h
ess
ay
s
.
C
r
itical
th
in
k
in
g
is
a
co
g
n
itiv
e
s
k
ill
r
elate
d
to
r
atio
n
al
j
u
d
g
m
en
t,
d
ef
in
e
d
as
“
th
e
ed
u
ca
tio
n
al
co
g
n
ate
o
f
r
atio
n
ality
”
[
9
]
.
I
t
r
ef
e
r
s
to
u
s
in
g
lo
g
ic
an
d
r
ea
s
o
n
in
g
to
id
en
tify
th
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
alter
n
ativ
e
s
o
lu
tio
n
s
,
co
n
clu
s
io
n
s
,
o
r
ap
p
r
o
ac
h
es
to
p
r
o
b
le
m
s
an
d
ass
es
s
th
e
p
er
f
o
r
m
an
ce
o
f
o
n
eself
,
o
th
er
in
d
iv
id
u
als,
o
r
o
r
g
an
izatio
n
s
to
m
ak
e
im
p
r
o
v
em
en
ts
o
r
tak
e
co
r
r
ec
tiv
e
ac
tio
n
[
1
0
]
.
Oliv
ar
es
et
a
l.
[
1
1
]
also
m
en
tio
n
ed
th
e
c
o
m
p
o
n
en
ts
o
f
cr
itical
th
in
k
in
g
s
k
ills
:
r
ea
s
o
n
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
d
ec
is
io
n
-
m
a
k
in
g
.
C
r
itical
th
in
k
in
g
is
r
ea
s
o
n
ab
le
an
d
r
e
f
lectiv
e
th
in
k
i
n
g
f
o
cu
s
ed
o
n
d
ec
id
in
g
wh
at
to
b
eliev
e
o
r
d
o
[
1
2
]
,
w
h
ich
ca
lls
f
o
r
a
p
e
r
s
is
ten
t
ef
f
o
r
t
to
ex
am
in
e
an
y
b
elief
o
r
s
u
p
p
o
s
ed
f
o
r
m
o
f
k
n
o
wled
g
e
in
th
e
lig
h
t
o
f
th
e
ev
i
d
en
ce
th
at
s
u
p
p
o
r
ts
it a
n
d
th
e
f
u
r
th
er
co
n
clu
s
io
n
s
to
wh
ich
it ten
d
s
.
Mo
r
eo
v
er
,
Ma
io
r
a
n
a
[
1
3
]
s
tated
th
at
th
e
p
u
r
p
o
s
e
o
f
cr
itical
th
in
k
in
g
is
to
u
s
e
q
u
esti
o
n
in
g
tech
n
i
q
u
es
to
ac
h
ie
v
e
u
n
d
e
r
s
tan
d
in
g
,
ev
alu
ate
v
iewp
o
in
ts
,
an
d
s
o
lv
e
p
r
o
b
lem
s
.
C
r
itical
th
in
k
er
s
r
a
is
e
v
ital
q
u
esti
o
n
s
an
d
p
r
o
b
le
m
s
,
f
o
r
m
u
late
th
em
,
g
ath
er
a
n
d
ass
ess
r
elev
an
t
in
f
o
r
m
atio
n
,
u
s
e
ab
s
tr
ac
t
id
e
as,
th
in
k
o
p
en
-
m
in
d
e
d
ly
,
an
d
co
m
m
u
n
icate
ef
f
ec
tiv
ely
with
o
th
er
s
.
C
r
itical
th
in
k
in
g
is
th
e
ab
ilit
y
t
o
th
i
n
k
clea
r
ly
an
d
r
atio
n
ally
ab
o
u
t
wh
at
to
d
o
o
r
b
eliev
e.
I
t
in
c
lu
d
es
th
e
ab
ilit
y
to
en
g
ag
e
in
r
e
f
lectiv
e
an
d
in
d
e
p
en
d
en
t
th
i
n
k
in
g
.
I
t
also
ch
allen
g
es
an
in
d
iv
id
u
al
to
u
s
e
r
ef
lectiv
e,
r
ea
s
o
n
ab
le,
r
atio
n
al
th
in
k
in
g
to
g
ath
er
,
i
n
ter
p
r
et,
an
d
ev
alu
ate
i
n
f
o
r
m
atio
n
to
d
er
iv
e
a
ju
d
g
m
e
n
t.
C
r
itical
th
in
k
in
g
is
a
co
r
n
er
s
t
o
n
e
o
f
ef
f
ec
tiv
e
ess
ay
wr
itin
g
,
p
ar
ticu
lar
ly
i
n
E
n
g
lis
h
,
wh
e
r
e
clar
ity
,
ar
g
u
m
en
tatio
n
,
an
d
a
n
aly
tical
d
ep
th
ar
e
p
a
r
am
o
u
n
t.
I
t
in
v
o
lv
es
n
o
t
ju
s
t
p
r
esen
tin
g
in
f
o
r
m
atio
n
b
u
t
en
g
a
g
in
g
with
it
in
a
m
ea
n
in
g
f
u
l
way
,
ex
am
in
in
g
its
v
alid
ity
,
an
d
co
n
s
tr
u
ctin
g
well
-
r
ea
s
o
n
ed
a
r
g
u
m
en
ts
.
At
its
co
r
e,
cr
itical
th
in
k
in
g
in
ess
ay
wr
itin
g
r
eq
u
ir
es
a
r
i
g
o
r
o
u
s
ev
a
lu
atio
n
o
f
s
o
u
r
ce
s
an
d
ev
id
e
n
ce
.
W
r
iter
s
m
u
s
t
q
u
esti
o
n
th
eir
s
o
u
r
ce
s
'
r
eliab
ilit
y
,
ass
es
s
th
e
in
f
o
r
m
atio
n
'
s
cr
ed
ib
ilit
y
,
an
d
co
n
s
id
er
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
b
ef
o
r
e
i
n
teg
r
atin
g
th
em
in
t
o
t
h
eir
ess
ay
s
.
T
h
is
p
r
o
ce
s
s
en
s
u
r
es
th
at
ar
g
u
m
en
ts
ar
e
n
o
t
b
ased
o
n
f
lawe
d
o
r
b
iased
d
ata
b
u
t
a
r
e
g
r
o
u
n
d
ed
in
well
-
s
u
p
p
o
r
ted
e
v
id
en
ce
.
Mo
r
eo
v
er
,
cr
itical
th
i
n
k
in
g
in
v
o
lv
es
th
e
ab
ilit
y
to
s
y
n
th
esize
in
f
o
r
m
atio
n
an
d
p
r
esen
t
it
co
h
er
en
tly
.
W
r
iter
s
m
u
s
t
o
r
g
an
ize
th
eir
id
ea
s
lo
g
ically
,
en
s
u
r
in
g
th
at
ea
ch
p
o
in
t
b
u
ild
s
u
p
o
n
th
e
p
r
ev
io
u
s
o
n
e
in
a
s
tr
u
ct
u
r
ed
m
an
n
e
r
.
T
h
is
r
e
q
u
ir
es
a
n
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
m
ater
ial
an
d
th
e
s
k
ill
to
co
n
n
ec
t
id
ea
s
an
d
ar
g
u
m
en
ts
ef
f
ec
tiv
ely
,
cr
ea
tin
g
a
co
m
p
ellin
g
n
ar
r
ativ
e
th
at
g
u
id
es
th
e
r
ea
d
e
r
th
r
o
u
g
h
co
m
p
le
x
c
o
n
ce
p
ts
.
Ad
d
itio
n
ally
,
cr
itical
th
in
k
in
g
e
n
co
u
r
ag
es
s
elf
-
r
e
f
lectio
n
an
d
r
ev
is
io
n
.
W
r
iter
s
m
u
s
t
b
e
willin
g
to
cr
it
iq
u
e
th
eir
a
r
g
u
m
en
ts
,
id
en
tif
y
wea
k
n
ess
es,
an
d
m
ak
e
n
ec
ess
ar
y
r
ev
is
io
n
s
.
T
h
is
r
ef
lectiv
e
p
r
o
ce
s
s
is
cr
u
cial
f
o
r
r
ef
in
i
n
g
i
d
ea
s
an
d
en
h
a
n
cin
g
th
e
ess
ay
'
s
o
v
er
all
q
u
ality
.
B
y
ch
allen
g
in
g
th
eir
ass
u
m
p
tio
n
s
an
d
co
n
s
id
er
in
g
alter
n
ativ
e
v
iewp
o
in
ts
,
wr
iter
s
ca
n
p
r
o
d
u
ce
m
o
r
e
n
u
an
c
ed
an
d
p
er
s
u
asiv
e
ar
g
u
m
en
ts
.
Fu
r
th
er
m
o
r
e,
p
r
a
ctica
l
cr
itical
th
in
k
in
g
i
n
ess
ay
wr
itin
g
in
v
o
lv
es
clea
r
an
d
p
r
ec
is
e
lan
g
u
ag
e.
W
r
iter
s
m
u
s
t
ar
ticu
late
th
eir
th
o
u
g
h
ts
s
u
cc
in
ctly
an
d
av
o
id
am
b
ig
u
ity
,
en
s
u
r
in
g
r
ea
d
e
r
s
u
n
d
er
s
tan
d
th
eir
ar
g
u
m
en
ts
q
u
ick
ly
.
T
h
is
clar
ity
is
ess
en
tial
f
o
r
co
n
v
ey
in
g
co
m
p
lex
id
ea
s
an
d
en
g
ag
i
n
g
th
e
au
d
ien
ce
.
I
n
co
n
clu
s
io
n
,
cr
itical
th
in
k
in
g
is
in
teg
r
al
to
wr
itin
g
h
ig
h
-
q
u
ality
E
n
g
lis
h
ess
ay
s
.
I
t
i
n
v
o
lv
es
ev
alu
atin
g
ev
id
en
ce
,
s
y
n
th
esizin
g
in
f
o
r
m
atio
n
,
s
elf
-
r
ef
lectio
n
,
an
d
clea
r
co
m
m
u
n
icatio
n
.
B
y
em
b
r
ac
i
n
g
th
ese
p
r
ac
tices,
wr
iter
s
ca
n
p
r
o
d
u
ce
ess
ay
s
th
at
ar
e
n
o
t o
n
ly
in
f
o
r
m
ativ
e
b
u
t
also
p
er
s
u
asiv
e
an
d
in
s
ig
h
t
f
u
l
[
1
4
]
.
Acc
o
r
d
in
g
to
Daw
s
o
n
[
1
5
]
,
c
o
g
n
itiv
e
o
f
f
lo
ad
r
ef
e
r
s
to
u
s
in
g
ex
ter
n
al
to
o
ls
o
r
s
tr
ateg
ies
to
r
ed
u
ce
th
e
m
en
tal
ef
f
o
r
t
r
eq
u
ir
e
d
f
o
r
c
o
m
p
lex
task
s
.
I
n
wr
itin
g
E
n
g
lis
h
ess
ay
s
,
co
g
n
itiv
e
o
f
f
lo
ad
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
p
r
o
d
u
ctiv
ity
an
d
wr
itin
g
q
u
ality
b
y
lev
e
r
ag
in
g
v
ar
i
o
u
s
aid
s
an
d
tech
n
iq
u
es
to
m
a
n
ag
e
co
g
n
itiv
e
lo
ad
m
o
r
e
e
f
f
ec
tiv
ely
.
On
e
c
o
m
m
o
n
f
o
r
m
o
f
co
g
n
itiv
e
o
f
f
lo
ad
is
wr
itin
g
aid
s
s
u
ch
as
o
u
tlin
es
a
n
d
m
i
n
d
m
ap
s
.
B
y
o
r
g
an
izin
g
id
ea
s
a
n
d
s
tr
u
ctu
r
in
g
a
r
g
u
m
e
n
ts
b
ef
o
r
e
d
r
af
ti
n
g
,
wr
iter
s
ca
n
r
ed
u
ce
th
e
c
o
g
n
itiv
e
b
u
r
d
en
o
f
r
em
em
b
er
in
g
an
d
a
r
r
an
g
in
g
t
h
o
u
g
h
ts
d
u
r
in
g
wr
itin
g
.
Ou
tli
n
es
s
er
v
e
as
a
r
o
ad
m
ap
,
g
u
id
in
g
wr
iter
s
th
r
o
u
g
h
th
e
ess
ay
's
s
tr
u
ctu
r
e
an
d
en
s
u
r
in
g
th
at
k
ey
p
o
in
ts
ar
e
ad
d
r
ess
ed
s
y
s
tem
atica
lly
.
On
th
e
o
th
e
r
h
an
d
,
m
in
d
m
a
p
s
v
is
u
ally
r
ep
r
esen
t
r
elatio
n
s
h
i
p
s
b
etwe
en
co
n
ce
p
ts
,
h
elp
i
n
g
wr
iter
s
to
b
r
ain
s
to
r
m
an
d
o
r
g
an
ize
id
ea
s
m
o
r
e
ef
f
icien
tly
[
1
6
]
.
A
d
d
itio
n
ally
,
d
ig
ital
to
o
ls
p
lay
a
cr
itical
r
o
l
e
in
co
g
n
itiv
e
o
f
f
lo
ad
.
Gr
am
m
ar
an
d
s
p
ell
-
ch
ec
k
s
o
f
twar
e,
s
u
ch
as
Gr
am
m
ar
ly
o
r
Mic
r
o
s
o
f
t
W
o
r
d
'
s
b
u
ilt
-
in
t
o
o
ls
,
h
elp
wr
iter
s
f
o
c
u
s
o
n
co
n
ten
t
cr
ea
tio
n
r
ath
e
r
th
an
m
ec
h
an
ical
er
r
o
r
s
.
T
h
es
e
to
o
ls
p
r
o
v
id
e
r
ea
l
-
tim
e
f
ee
d
b
ac
k
,
allo
win
g
wr
iter
s
to
co
r
r
ec
t
m
is
tak
es
an
d
r
ef
in
e
th
eir
wr
itin
g
with
o
u
t
d
i
v
er
tin
g
co
g
n
itiv
e
r
eso
u
r
ce
s
f
r
o
m
h
ig
h
er
-
o
r
d
er
task
s
lik
e
ar
g
u
m
en
t
d
ev
elo
p
m
en
t
an
d
an
aly
s
is
[
1
7
]
.
C
o
g
n
itiv
e
o
f
f
lo
a
d
also
in
clu
d
es
u
s
in
g
r
ef
er
en
ce
m
an
a
g
em
e
n
t
to
o
ls
lik
e
Z
o
ter
o
o
r
E
n
d
N
o
te.
T
h
ese
to
o
ls
h
elp
o
r
g
an
ize
an
d
cite
s
o
u
r
ce
s
,
r
ed
u
cin
g
t
h
e
m
en
tal
e
f
f
o
r
t
in
m
an
ag
in
g
b
i
b
lio
g
r
ap
h
ic
in
f
o
r
m
atio
n
.
B
y
au
to
m
atin
g
citatio
n
p
r
o
ce
s
s
es,
wr
iter
s
ca
n
c
o
n
ce
n
tr
ate
o
n
co
n
s
tr
u
ctin
g
t
h
eir
ar
g
u
m
e
n
ts
an
d
i
n
teg
r
atin
g
ev
id
en
ce
ef
f
ec
tiv
ely
[
1
8
]
.
Mo
r
eo
v
er
,
d
eleg
atin
g
p
r
o
o
f
r
ea
d
in
g
an
d
ed
itin
g
task
s
to
p
ee
r
r
ev
iewe
r
s
o
r
p
r
o
f
ess
io
n
al
ed
ito
r
s
is
an
o
t
h
e
r
f
o
r
m
o
f
c
o
g
n
itiv
e
o
f
f
lo
a
d
.
B
y
r
ec
eiv
in
g
ex
te
r
n
al
f
ee
d
b
a
ck
,
wr
iter
s
ca
n
g
ain
n
ew
p
er
s
p
ec
tiv
es
an
d
id
en
tif
y
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t
th
e
y
m
ig
h
t
o
v
e
r
lo
o
k
[
1
9
]
,
[
2
0
]
.
I
n
co
n
clu
s
io
n
,
co
g
n
itiv
e
o
f
f
lo
ad
in
wr
itin
g
E
n
g
lis
h
ess
ay
s
in
v
o
lv
es
em
p
lo
y
in
g
ex
ter
n
al
to
o
ls
an
d
s
tr
ateg
ies
to
m
an
ag
e
m
en
tal
ef
f
o
r
t
an
d
en
h
an
ce
wr
itin
g
e
f
f
icien
cy
.
B
y
u
s
in
g
o
u
tlin
es,
d
ig
ital
aid
s
,
r
ef
e
r
en
ce
m
an
ag
em
e
n
t
to
o
ls
,
an
d
ex
te
r
n
al
f
ee
d
b
ac
k
,
wr
iter
s
ca
n
r
ed
u
ce
c
o
g
n
itiv
e
lo
a
d
an
d
f
o
cu
s
o
n
p
r
o
d
u
cin
g
h
ig
h
-
q
u
ality
,
well
-
o
r
g
a
n
ized
ess
ay
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
6
1
-
1
7
6
9
1764
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
es
q
u
alitativ
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
[
2
1
]
.
T
h
e
p
ar
ticip
an
ts
ar
e
1
2
0
s
tu
d
en
ts
in
th
e
I
G
at
Nan
to
n
g
No
r
m
al
C
o
lleg
e,
Nan
to
n
g
Hea
lth
C
o
lleg
e
o
f
J
ian
g
s
u
Pro
v
in
ce
,
J
ian
g
s
u
Sh
i
p
p
in
g
C
o
lleg
e,
an
d
J
ian
g
s
u
Vo
ca
tio
n
al
C
o
lleg
e
o
f
B
u
s
in
ess
,
C
h
in
a,
in
s
tan
t
m
e
s
s
ag
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
[
2
2
]
.
Fre
q
u
en
cies
o
f
wo
r
d
s
to
s
h
o
w
th
e
m
ain
th
em
es
o
r
p
atter
n
s
th
at
em
er
g
e
f
r
o
m
th
e
s
tu
d
en
ts
’
r
esp
o
n
s
es:
r
esear
ch
to
o
ls
ar
e
f
o
cu
s
g
r
o
u
p
s
an
d
q
u
esti
o
n
s
in
an
i
n
s
tan
t
m
ess
ag
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
.
T
h
e
r
esear
ch
er
will
cr
ea
te
a
g
r
o
u
p
o
n
an
in
s
tan
t m
ess
ag
in
g
ap
p
licatio
n
(
W
eCh
at)
to
d
is
cu
s
s
with
all
i
n
ter
v
en
tio
n
g
r
o
u
p
s
tu
d
e
n
ts
.
2
.
1
.
Da
t
a
co
llect
io
n
T
wo
in
s
tan
t
m
ess
ag
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
will
b
e
o
r
g
a
n
i
ze
d
o
n
lin
e
(
W
eCh
at
g
r
o
u
p
)
d
u
r
in
g
th
e
r
esear
ch
p
e
r
io
d
[
2
3
]
,
o
n
e
in
w
ee
k
f
o
u
r
an
d
th
e
o
th
er
in
w
ee
k
n
in
e
.
T
o
en
s
u
r
e
it
d
ir
ec
tio
n
al
t
h
e
r
esear
ch
er
will
d
esig
n
a
s
et
o
f
s
p
ec
if
ic
q
u
es
tio
n
s
in
th
e
d
is
cu
s
s
io
n
s
to
e
n
co
u
r
a
g
e
p
ar
ticip
a
n
ts
to
en
g
a
g
e
d
ee
p
ly
with
th
e
to
p
ics.
Af
ter
th
e
d
is
cu
s
s
io
n
s
,
th
e
r
esear
c
h
er
will
co
llect
th
e
p
ar
ticip
a
n
ts
'
o
u
tp
u
ts
o
r
r
e
s
p
o
n
s
es,
wh
ich
ca
n
p
r
o
v
id
e
s
u
b
jectiv
e
p
er
s
p
ec
ti
v
es
an
d
v
alu
ab
le
q
u
alitativ
e
d
ata
to
s
h
o
w
t
h
e
s
tu
d
e
n
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
g
en
er
ativ
e
AI
-
e
n
ab
led
c
o
g
n
iti
v
e
o
f
f
lo
a
d
in
s
tr
u
ctio
n
a
p
p
r
o
ac
h
an
d
th
eir
e
x
p
er
ie
n
ce
s
o
f
u
s
i
n
g
g
en
e
r
ativ
e
AI
to
o
f
f
lo
ad
th
em
in
wr
itin
g
E
n
g
lis
h
ess
ay
s
.
2
.
2
.
Da
t
a
a
na
ly
s
is
F
ir
s
t
,
th
e
r
esear
ch
er
will
co
lle
ct
th
e
tex
tu
al
r
esp
o
n
s
es
f
r
o
m
t
h
e
in
s
tan
t
m
ess
ag
in
g
g
r
o
u
p
d
i
s
cu
s
s
io
n
s
,
co
m
p
ile
th
em
in
to
a
s
in
g
le
d
o
cu
m
en
t,
an
d
en
s
u
r
e
th
at
th
e
r
esp
o
n
s
es
ar
e
f
r
ee
o
f
an
y
ir
r
e
lev
an
t
o
r
r
ed
u
n
d
an
t
in
f
o
r
m
atio
n
[
2
4
]
.
Fo
r
ex
am
p
l
e,
th
e
r
esear
ch
er
will
p
r
ep
r
o
c
ess
th
e
tex
t
b
y
r
em
o
v
in
g
s
to
p
wo
r
d
s
(
co
m
m
o
n
ly
u
s
ed
wo
r
d
s
lik
e
"a
n
d
,
"
"t
h
e,
"
an
d
"is")
an
d
p
u
n
ctu
atio
n
.
T
h
e
r
esear
ch
er
will
also
s
tem
th
e
wo
r
d
s
to
r
ed
u
c
e
th
em
to
th
eir
b
ase
f
o
r
m
.
Seco
n
d
ly
,
th
e
r
esear
c
h
er
will
u
s
e
a
W
o
r
d
C
lo
u
d
g
en
er
at
o
r
to
o
l
n
am
ed
W
o
r
d
C
lo
u
d
s
to
r
ep
r
esen
t
th
e
wo
r
d
f
r
eq
u
e
n
cies
v
is
u
ally
.
T
h
e
s
ize
o
r
c
o
lo
r
o
f
ea
c
h
wo
r
d
in
th
e
W
o
r
d
C
lo
u
d
r
ef
lects
its
f
r
eq
u
e
n
cy
i
n
th
e
d
ataset.
T
h
e
m
o
r
e
f
r
eq
u
en
tly
a
wo
r
d
is
u
s
ed
,
th
e
lar
g
e
r
o
r
m
o
r
e
p
r
o
m
in
e
n
t
it
ap
p
ea
r
s
in
th
e
W
o
r
d
C
lo
u
d
[
2
5
]
.
T
h
ir
d
ly
,
th
e
r
esear
ch
er
will
an
aly
ze
a
n
d
in
ter
p
r
et
th
e
f
in
d
in
g
s
,
d
is
cu
s
s
th
e
m
ain
th
em
es
o
r
p
atter
n
s
f
r
o
m
t
h
e
s
tu
d
e
n
ts
'
r
esp
o
n
s
es,
h
ig
h
lig
h
t
n
o
tab
le
i
n
s
ig
h
ts
o
r
tr
en
d
s
,
an
d
r
elate
th
em
to
th
e
r
esear
ch
o
b
jectiv
es
an
d
q
u
esti
o
n
s
.
T
h
ese
ca
n
p
r
o
v
id
e
i
n
s
ig
h
ts
in
to
th
e
p
ar
ticip
an
ts
'
p
er
ce
p
tio
n
s
,
ex
p
er
ien
ce
s
,
o
r
o
p
in
io
n
s
r
eg
ar
d
in
g
th
e
i
n
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
[
2
6
]
.
Fin
ally
,
th
e
r
esear
ch
e
r
will
p
r
esen
t
th
e
r
esu
lts
o
f
t
h
e
q
u
alitativ
e
an
aly
s
is
in
th
e
r
esear
ch
r
ep
o
r
t
with
tab
les,
f
i
g
u
r
es,
an
d
c
o
n
cise
s
u
m
m
ar
ie
s
.
Me
an
wh
ile,
th
e
r
esear
ch
er
s
h
o
u
ld
m
ain
tain
th
e
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
o
f
th
e
p
ar
ticip
an
ts
'
r
esp
o
n
s
es
th
r
o
u
g
h
o
u
t
th
e
an
aly
s
is
an
d
r
ep
o
r
tin
g
p
r
o
ce
s
s
[
2
7
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
s
t
u
dents’
perc
e
ptio
ns
o
f
t
he
g
ener
a
t
iv
e
AI
-
ena
bled
co
g
nitiv
e
o
f
f
lo
a
d
ins
t
ru
ct
io
n
a
nd
it
s
ef
f
ec
t
iv
eness
T
h
e
r
esear
ch
er
co
llected
d
ata
ab
o
u
t
f
ee
d
b
ac
k
f
r
o
m
1
2
0
s
tu
d
en
t
s
am
p
les
in
th
e
in
ter
v
en
tio
n
g
r
o
u
p
ac
r
o
s
s
f
o
u
r
c
o
lleg
es
r
eg
ar
d
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
g
u
id
e
lin
e
f
o
r
g
en
er
ativ
e
AI
-
en
a
b
led
co
g
n
itiv
e
o
f
f
lo
a
d
in
s
tr
u
ctio
n
ap
p
r
o
ac
h
in
en
h
an
cin
g
cr
itical
th
i
n
k
in
g
in
wr
itin
g
E
n
g
lis
h
ess
ay
s
.
I
n
th
e
W
o
r
d
s
C
lo
u
d
o
f
f
ee
d
b
ac
k
o
n
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
g
u
id
elin
e
f
o
r
g
e
n
er
ativ
e
AI
-
en
ab
led
co
g
n
itiv
e
o
f
f
lo
ad
in
s
tr
u
ctio
n
ap
p
r
o
ac
h
in
wee
k
f
o
u
r
,
th
e
h
ig
h
est
f
r
eq
u
e
n
cy
wo
r
d
s
wer
e:
Sk
y
w
o
r
k
,
a
b
ilit
y
,
f
ee
d
b
ac
k
,
s
k
ills
,
th
in
k
in
g
,
ev
id
en
ce
,
wr
itin
g
,
in
f
o
r
m
atio
n
,
ar
g
u
m
en
ts
,
to
o
l,
p
ee
r
s
,
an
d
p
er
s
p
e
ctiv
es,
r
esp
e
ctiv
ely
.
I
n
wee
k
n
in
e
,
th
e
w
o
r
d
s
wi
th
th
e
h
ig
h
est
f
r
eq
u
e
n
cy
we
r
e
Sk
y
wo
r
k
,
wr
itin
g
,
a
b
ilit
y
,
ev
id
en
ce
,
ar
g
u
m
en
ts
,
s
k
ills
,
ess
ay
s
,
th
in
k
in
g
,
n
u
m
b
er
,
a
n
d
f
ee
d
b
ac
k
,
r
esp
ec
tiv
ely
.
I
n
wee
k
s
f
o
u
r
an
d
n
in
e
,
th
e
h
ig
h
est
f
r
eq
u
e
n
cy
was
Sk
y
wo
r
k
,
ab
ili
ty
,
wr
itin
g
,
f
ee
d
b
ac
k
,
ev
id
e
n
c
e,
s
k
ills
,
th
in
k
in
g
,
a
r
g
u
m
e
n
ts
,
ess
ay
s
,
an
d
p
ee
r
s
,
r
esp
ec
tiv
ely
.
T
h
e
f
ee
d
b
ac
k
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
g
u
id
e
lin
e
f
o
r
g
e
n
er
ativ
e
AI
-
e
n
ab
led
co
g
n
itiv
e
o
f
f
lo
ad
in
s
tr
u
ctio
n
ap
p
r
o
ac
h
in
wee
k
s
f
o
u
r
an
d
n
i
n
e
r
e
v
ea
led
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
ts
.
I
n
w
ee
k
f
o
u
r
,
s
tu
d
en
ts
h
ig
h
lig
h
ted
h
o
w
Sk
y
w
o
r
k
tr
a
n
s
f
o
r
m
ed
th
eir
c
r
itical
th
in
k
in
g
an
d
wr
itin
g
s
k
ills
,
o
f
f
e
r
in
g
a
s
t
r
u
ctu
r
ed
a
p
p
r
o
ac
h
th
at
im
p
r
o
v
ed
th
e
q
u
ality
o
f
th
eir
wo
r
k
.
B
y
wee
k
n
in
e
,
s
tu
d
e
n
ts
r
ep
o
r
ted
in
cr
ea
s
ed
c
o
n
f
i
d
e
n
ce
in
c
o
n
s
tr
u
ctin
g
well
-
o
r
g
an
ized
a
r
g
u
m
e
n
ts
an
d
ef
f
ec
tiv
ely
u
tili
zin
g
e
v
id
en
ce
.
-
I
m
p
ac
t
o
n
cr
itical
th
in
k
in
g
an
d
wr
itin
g
s
k
ills
:
s
tu
d
en
ts
’
f
ee
d
b
ac
k
u
n
an
im
o
u
s
ly
in
d
icate
s
th
at
Sk
y
wo
r
k
h
as
en
h
an
ce
d
th
eir
c
r
itical
th
in
k
i
n
g
an
d
wr
itin
g
s
k
ills
.
I
t
s
er
v
es
as
a
s
tr
u
ctu
r
ed
p
ath
way
f
o
r
b
r
ain
s
to
r
m
in
g
,
o
r
g
an
izin
g
th
o
u
g
h
ts
ef
f
ec
tiv
el
y
,
an
d
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
wr
itten
wo
r
k
.
Stu
d
e
n
ts
also
ap
p
r
ec
iate
its
g
u
id
an
ce
th
r
o
u
g
h
o
u
t
th
e
ess
ay
-
wr
itin
g
p
r
o
ce
s
s
,
m
ak
in
g
th
e
m
m
o
r
e
s
y
s
tem
atic
an
d
an
aly
tical.
C
o
n
f
id
en
ce
in
co
n
s
tr
u
ctin
g
well
-
o
r
g
a
n
ized
ar
g
u
m
e
n
ts
an
d
u
s
in
g
ev
id
en
c
e
ef
f
ec
tiv
ely
h
as a
ls
o
in
cr
ea
s
ed
.
-
E
f
f
ec
tiv
e
f
ea
tu
r
es
o
f
Sk
y
wo
r
k
:
s
tu
d
en
ts
f
in
d
s
ev
er
al
f
ea
tu
r
e
s
o
f
Sk
y
wo
r
k
b
e
n
ef
icial,
in
cl
u
d
in
g
its
ab
ilit
y
to
g
en
er
ate
r
elev
an
t
p
r
o
m
p
t
s
an
d
p
r
o
v
id
e
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
T
h
ese
f
ea
t
u
r
es
en
co
u
r
ag
e
d
ee
p
e
r
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
P
ercep
tio
n
s
o
f th
e
g
en
era
tive
A
I
-
en
a
b
led
co
g
n
itive
o
fflo
a
d
i
n
s
tr
u
ctio
n
in
E
n
g
lis
h
w
r
itin
g
(
Hu
i H
o
n
g
)
1765
th
in
k
in
g
,
lea
d
in
g
to
h
ig
h
e
r
-
q
u
ality
ess
ay
s
.
T
h
e
f
ee
d
b
ac
k
m
e
ch
an
is
m
h
elp
s
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
wr
itin
g
in
cr
em
en
tally
,
r
esu
ltin
g
in
m
o
r
e
p
r
ec
is
e
an
d
p
er
s
u
asiv
e
ar
g
u
m
en
ts
.
-
Use
o
f
Sk
y
wo
r
k
in
d
ev
elo
p
in
g
s
tr
o
n
g
er
ar
g
u
m
e
n
ts
:
Sk
y
wo
r
k
aid
s
s
tu
d
e
n
ts
in
co
llectin
g
an
d
ap
p
ly
i
n
g
ev
id
en
ce
to
s
u
p
p
o
r
t
th
eir
ar
g
u
m
en
ts
,
s
av
in
g
tim
e
in
r
esear
ch
an
d
lea
d
in
g
to
m
o
r
e
co
n
v
in
cin
g
ess
ay
s
.
I
t
en
s
u
r
es we
ll
-
s
u
p
p
o
r
ted
,
ev
id
e
n
ce
-
b
ased
ar
g
u
m
en
ts
,
a
c
r
u
cia
l a
s
p
ec
t o
f
ac
ad
em
ic
wr
itin
g
.
-
Pro
m
o
tin
g
c
r
itical
ex
am
in
atio
n
o
f
d
if
f
er
e
n
t
p
er
s
p
ec
tiv
es:
Sk
y
wo
r
k
e
f
f
ec
tiv
ely
p
r
o
m
p
ts
s
tu
d
en
ts
to
ex
p
lo
r
e
co
u
n
ter
ar
g
u
m
e
n
ts
an
d
alter
n
a
tiv
e
p
er
s
p
ec
tiv
es.
I
t
p
r
esen
ts
o
p
p
o
s
in
g
v
iewp
o
in
ts
an
d
e
n
c
o
u
r
ag
es
cr
itical
th
in
k
in
g
b
ey
o
n
d
in
itial o
p
in
io
n
s
,
f
o
s
ter
in
g
well
-
r
o
u
n
d
e
d
th
i
n
k
in
g
a
n
d
wr
itin
g
.
-
I
n
ter
ac
tiv
e
n
atu
r
e
an
d
m
o
tiv
at
io
n
:
Sk
y
wo
r
k
'
s
in
ter
ac
tiv
e
n
atu
r
e
m
o
tiv
ates
s
tu
d
en
ts
in
th
e
wr
itin
g
p
r
o
ce
s
s
,
s
er
v
in
g
as
a
“
v
ir
tu
al
s
tu
d
y
b
u
d
d
y
.
”
I
t
k
ee
p
s
s
tu
d
en
ts
f
o
cu
s
e
d
,
allev
iates
co
m
m
o
n
ch
allen
g
es,
an
d
r
ed
u
ce
s
s
tr
ess
as
s
o
ciate
d
with
ess
ay
w
r
itin
g
.
-
E
n
h
an
ce
d
an
aly
tical
s
k
ills
:
Sk
y
wo
r
k
im
p
r
o
v
es
s
tu
d
e
n
ts
’
ab
ilit
y
to
a
n
aly
ze
a
n
d
ev
alu
ate
in
f
o
r
m
atio
n
ef
f
ec
tiv
ely
.
I
t
b
r
ea
k
s
d
o
w
n
c
o
m
p
lex
co
n
ce
p
ts
,
p
r
o
v
id
es
co
n
cise
s
u
m
m
ar
ies
o
f
k
ey
p
o
in
t
s
,
an
d
en
h
a
n
ce
s
an
aly
tical
co
m
p
eten
cies,
m
a
k
in
g
it e
asier
to
d
is
s
ec
t c
o
m
p
lex
in
f
o
r
m
atio
n
.
-
I
m
p
ac
t
o
n
ess
ay
s
tr
u
ctu
r
in
g
a
n
d
o
r
g
a
n
izatio
n
:
Sk
y
wo
r
k
in
f
l
u
en
ce
s
h
o
w
s
tu
d
en
ts
a
p
p
r
o
ac
h
s
tr
u
ctu
r
in
g
a
n
d
o
r
g
an
izin
g
th
eir
ess
ay
s
.
I
t
en
co
u
r
ag
es
lo
g
ical
an
d
c
o
h
er
e
n
t
o
u
tlin
es,
v
is
u
al
aid
s
,
an
d
s
m
o
o
th
er
wr
itin
g
p
r
o
ce
s
s
es,
f
o
cu
s
in
g
o
n
co
n
ten
t
q
u
ality
.
-
F
e
e
d
b
a
c
k
a
n
d
r
e
v
i
s
i
o
n
p
r
o
c
e
s
s
:
S
k
y
w
o
r
k
p
l
a
y
s
a
p
i
v
o
ta
l
r
o
l
e
i
n
t
h
e
r
e
v
i
s
i
o
n
p
r
o
c
e
s
s
,
p
i
n
p
o
i
n
t
i
n
g
a
r
e
a
s
f
o
r
i
m
p
r
o
v
e
m
e
n
t
,
e
n
h
a
n
c
i
n
g
t
h
e
o
v
e
r
a
l
l
q
u
a
l
i
t
y
a
n
d
r
e
a
d
a
b
i
l
i
t
y
o
f
e
s
s
a
y
s
,
a
n
d
a
c
ti
n
g
a
s
a
p
e
r
s
o
n
al
w
r
i
ti
n
g
c
o
a
c
h
.
-
T
r
an
s
f
er
ab
ilit
y
o
f
cr
itical
th
i
n
k
in
g
s
k
ills
:
s
k
ills
d
ev
elo
p
ed
th
r
o
u
g
h
Sk
y
wo
r
k
ar
e
t
r
an
s
f
er
ab
le
to
o
th
e
r
ac
ad
em
ic
ar
ea
s
a
n
d
r
ea
l
-
life
s
itu
atio
n
s
.
Stu
d
en
ts
ap
p
ly
cr
i
tical
th
in
k
in
g
to
p
r
o
b
lem
-
s
o
l
v
in
g
in
v
a
r
io
u
s
s
u
b
jects a
n
d
im
p
r
o
v
e
th
eir
a
b
i
lity
to
an
aly
ze
r
esear
c
h
p
ap
e
r
s
an
d
f
o
r
m
e
v
id
en
ce
-
b
ased
co
n
clu
s
io
n
s
.
-
Su
g
g
esti
o
n
s
f
o
r
im
p
r
o
v
em
e
n
t:
s
tu
d
en
ts
r
ec
o
m
m
e
n
d
m
o
r
e
in
-
d
e
p
th
e
x
p
lan
atio
n
s
f
o
r
c
o
m
p
lex
t
o
p
ics,
ad
v
an
ce
d
tu
to
r
ials
,
r
e
g
u
lar
u
p
d
ates,
co
llab
o
r
atio
n
f
ea
tu
r
es,
ad
v
an
ce
d
m
o
d
u
les,
an
d
p
er
s
o
n
alize
d
lear
n
in
g
p
ac
es to
en
h
an
ce
Sk
y
wo
r
k
s
'
s
i
n
teg
r
atio
n
in
t
o
in
s
tr
u
ctio
n
f
u
r
t
h
er
.
Fig
u
r
e
1
d
is
p
lay
s
a
W
o
r
d
C
lo
u
d
illu
s
tr
atin
g
th
e
m
o
s
t
f
r
e
q
u
e
n
tly
m
en
tio
n
ed
wo
r
d
s
in
f
ee
d
b
ac
k
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
Sk
y
wo
r
k
s
d
u
r
in
g
wee
k
f
o
u
r
.
L
ar
g
er
wo
r
d
s
in
d
icate
h
ig
h
er
f
r
eq
u
e
n
cy
,
wi
th
p
r
o
m
in
e
n
t
ter
m
s
s
u
ch
as
Sk
y
wo
r
k
s
,
a
b
ilit
y
,
f
e
ed
b
ac
k
,
s
k
ills
,
th
in
k
i
n
g
,
a
n
d
ev
id
en
ce
s
tan
d
in
g
o
u
t.
T
h
ese
wo
r
d
s
s
u
g
g
est
th
at
u
s
er
s
f
r
eq
u
en
tly
d
is
cu
s
s
ed
h
o
w
Sk
y
wo
r
k
s
en
h
an
ce
d
s
p
e
cif
ic
ab
ilit
ies,
in
clu
d
in
g
cr
iti
ca
l
th
in
k
in
g
,
s
k
ill
d
ev
elo
p
m
e
n
t,
a
n
d
p
r
o
v
id
in
g
u
s
ef
u
l
f
ee
d
b
ac
k
.
Oth
er
s
ig
n
if
ican
t
ter
m
s
,
lik
e
wr
itin
g
,
in
f
o
r
m
atio
n
,
ar
g
u
m
e
n
ts
,
to
o
l,
p
ee
r
s
,
an
d
p
er
s
p
ec
tiv
es,
r
ef
lect
u
s
er
s
'
em
p
h
asis
o
n
h
o
w
th
e
AI
to
o
l su
p
p
o
r
ts
o
r
g
an
ize
d
wr
itin
g
,
ar
g
u
m
en
t
co
n
s
tr
u
ctio
n
,
an
d
p
ee
r
co
llab
o
r
atio
n
.
T
h
is
v
is
u
aliza
tio
n
h
ig
h
lig
h
ts
k
ey
ar
ea
s
w
h
er
e
Sk
y
wo
r
k
s
is
p
er
ce
iv
ed
as
b
en
ef
icial
f
o
r
im
p
r
o
v
in
g
wr
itin
g
an
d
an
aly
tical
ab
ilit
ies.
Fig
u
r
e
2
p
r
esen
ts
a
W
o
r
d
C
lo
u
d
o
f
th
e
m
o
s
t
f
r
eq
u
en
tly
m
en
tio
n
ed
wo
r
d
s
in
f
ee
d
b
a
ck
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
Sk
y
w
o
r
k
s
d
u
r
in
g
wee
k
n
i
n
e
.
Key
te
r
m
s
lik
e
Sk
y
wo
r
k
s
,
wr
itin
g
,
ab
ilit
y
,
e
v
id
en
ce
,
ar
g
u
m
en
ts
,
an
d
s
k
ills
ar
e
d
is
p
lay
ed
p
r
o
m
in
en
tly
,
r
ef
lectin
g
th
eir
h
ig
h
f
r
eq
u
e
n
cy
in
s
tu
d
en
t
f
ee
d
b
ac
k
.
C
o
m
p
ar
ed
t
o
wee
k
4
,
wo
r
d
s
s
u
c
h
as
ess
ay
s
,
th
in
k
in
g
,
n
u
m
b
er
,
an
d
f
ee
d
b
a
ck
also
ap
p
ea
r
with
n
o
tab
le
e
m
p
h
asis
.
T
h
is
s
h
if
t
in
d
icate
s
th
at
b
y
wee
k
n
in
e
,
s
tu
d
en
ts
f
elt
m
o
r
e
c
o
n
f
i
d
en
t
in
th
eir
a
b
ilit
y
to
c
o
n
s
tr
u
ct
well
-
o
r
g
an
ize
d
ess
ay
s
,
ef
f
ec
tiv
ely
u
s
e
ev
id
en
ce
,
an
d
d
ev
elo
p
s
tr
u
ctu
r
ed
a
r
g
u
m
e
n
t
s
.
T
h
e
p
r
o
m
in
e
n
ce
o
f
th
ese
t
er
m
s
s
u
g
g
ests
th
at
s
tu
d
en
ts
in
cr
ea
s
in
g
ly
r
ec
o
g
n
iz
ed
Sk
y
wo
r
k
s
’
s
r
o
le
in
e
n
h
an
c
in
g
cr
itical
wr
itin
g
s
k
ills
an
d
an
aly
tical
th
in
k
in
g
.
T
h
e
v
is
u
aliza
tio
n
u
n
d
e
r
s
co
r
e
s
th
e
to
o
l'
s
ef
f
ec
tiv
en
ess
in
b
u
ild
in
g
s
tu
d
en
ts
'
ab
ilit
ies
to
cr
ea
te
co
h
esiv
e,
ev
id
en
ce
-
b
ased
ar
g
u
m
en
ts
.
Fig
u
r
e
1
.
T
h
e
W
o
r
d
s
C
lo
u
d
o
f
f
ee
d
b
ac
k
o
n
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
Sk
y
wo
r
k
s
in
wee
k
f
o
u
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
6
1
-
1
7
6
9
1766
Fig
u
r
e
2
.
T
h
e
W
o
r
d
s
C
lo
u
d
o
f
f
ee
d
b
ac
k
o
n
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
Sk
y
wo
r
k
s
in
wee
k
n
in
e
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
s
u
b
jectiv
e
ex
p
e
r
ien
ce
s
o
f
th
e
s
tu
d
e
n
ts
wh
o
en
g
a
g
ed
w
ith
th
e
g
en
er
ativ
e
AI
-
en
a
b
led
co
g
n
itiv
e
o
f
f
lo
ad
in
s
tr
u
ctio
n
an
d
in
s
tan
t
m
ess
ag
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
wer
e
em
p
lo
y
ed
to
ca
p
tu
r
e
s
tu
d
en
t
p
er
ce
p
tio
n
s
.
T
h
e
r
esu
lts
wer
e
o
v
er
wh
elm
i
n
g
ly
p
o
s
itiv
e,
with
s
tu
d
en
ts
r
ep
o
r
tin
g
a
n
im
p
r
o
v
em
en
t
i
n
th
eir
ab
ilit
y
to
th
in
k
cr
itically
,
p
ar
ticu
lar
ly
in
E
n
g
lis
h
ess
ay
wr
itin
g
.
T
h
is
i
m
p
r
o
v
e
m
en
t
is
attr
ib
u
ted
t
o
th
e
AI
p
latf
o
r
m
’
s
ca
p
ab
ilit
ies,
wh
ich
n
o
t
o
n
ly
ass
is
t
s
tu
d
en
ts
in
d
ev
elo
p
in
g
s
tr
o
n
g
er
ar
g
u
m
en
ts
an
d
s
u
p
p
o
r
tin
g
th
em
with
ev
id
en
ce
in
th
eir
ess
ay
s
b
u
t
also
ex
ten
d
to
h
elp
in
g
th
em
lo
ca
te
r
elev
an
t
r
esear
ch
p
ap
er
s
.
C
o
n
s
eq
u
en
tly
,
th
is
m
ad
e
th
eir
ess
ay
s
m
o
r
e
r
o
b
u
s
t,
en
s
u
r
in
g
th
eir
ar
g
u
m
en
ts
wer
e
well
-
s
u
p
p
o
r
ted
with
cr
e
d
ib
le
ev
id
en
ce
.
T
h
e
p
latf
o
r
m
also
ad
d
r
ess
es
g
r
am
m
atica
l
er
r
o
r
s
an
d
s
u
g
g
ests
s
en
ten
ce
s
tr
u
ctu
r
e
m
o
d
if
icatio
n
s
,
en
h
an
cin
g
th
ei
r
ess
ay
s
’
o
v
er
all
q
u
ality
an
d
r
ea
d
ab
ilit
y
.
Acc
o
r
d
in
g
t
o
r
ele
v
a
n
t
r
ese
ar
c
h
,
t
h
e
s
t
u
d
y
b
y
G
o
d
a
e
t
a
l.
[
2
8
]
s
u
p
p
o
r
t
t
h
es
e
f
in
d
i
n
g
s
,
s
u
g
g
est
in
g
th
at
g
e
n
e
r
a
ti
v
e
AI
ca
n
s
ig
n
i
f
i
ca
n
t
l
y
i
m
p
r
o
v
e
s
tu
d
en
ts
’
c
r
iti
ca
l
t
h
i
n
k
i
n
g
s
k
ills
.
I
t
is
w
o
r
th
n
o
t
i
n
g
t
h
at
t
h
e
p
o
s
it
iv
e
s
tu
d
e
n
t
r
es
p
o
n
s
e
u
n
d
e
r
s
co
r
es
t
h
e
t
r
a
n
s
f
o
r
m
a
ti
v
e
i
m
p
ac
t
o
f
A
I
-
ass
is
t
ed
lea
r
n
i
n
g
o
n
c
r
i
tic
al
t
h
i
n
k
i
n
g
an
d
w
r
it
in
g
s
k
il
ls
.
R
ese
ar
c
h
b
y
S
u
r
ia
n
o
et
a
l.
[
2
9
]
f
u
r
t
h
er
s
u
p
p
o
r
ts
t
h
is
b
y
d
e
m
o
n
s
tr
ati
n
g
h
o
w
AI
t
o
o
ls
r
e
d
u
ce
c
o
g
n
iti
v
e
lo
a
d
,
all
o
w
in
g
s
t
u
d
en
ts
to
e
n
g
ag
e
m
o
r
e
d
e
ep
ly
i
n
h
ig
h
er
-
o
r
d
e
r
th
in
k
i
n
g
,
s
u
c
h
as
a
n
al
y
s
is
an
d
s
y
n
t
h
es
is
.
T
h
is
co
g
n
iti
v
e
o
f
f
l
o
ad
e
n
ab
les
u
s
er
s
t
o
i
n
v
est
m
o
r
e
m
e
n
ta
l
en
er
g
y
in
c
o
m
p
le
x
tas
k
s
,
u
lti
m
a
tel
y
im
p
r
o
v
in
g
c
r
iti
ca
l
th
i
n
k
i
n
g
.
I
n
t
er
ac
ti
v
e
le
ar
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
als
o
p
la
y
a
cr
u
cia
l
r
o
le
i
n
f
o
s
te
r
i
n
g
en
g
ag
em
en
t.
B
u
ș
u
[
3
0
]
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
A
I
to
o
ls
,
wh
ich
g
e
n
er
ate
r
elev
a
n
t
p
r
o
m
p
ts
an
d
p
r
o
v
id
e
r
ea
l
-
tim
e
f
ee
d
b
ac
k
to
f
ac
ilit
ate
m
e
taco
g
n
itiv
e
lear
n
in
g
.
Sk
y
wo
r
k
’
s
ab
ilit
y
to
o
f
f
er
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
m
im
ics
d
y
n
am
ic
in
ter
ac
tio
n
s
in
p
ee
r
r
ev
iew,
h
elp
in
g
lea
r
n
er
s
r
ef
in
e
th
eir
ar
g
u
m
en
ts
an
d
s
tr
u
ctu
r
e.
Mo
r
eo
v
er
,
it
p
r
o
m
o
tes
th
e
cr
itical
ex
am
i
n
atio
n
o
f
d
i
v
er
s
e
p
er
s
p
ec
tiv
es,
alig
n
in
g
with
Pau
l
an
d
E
ld
e
r
[
3
1
]
em
p
h
asis
o
n
ar
g
u
m
en
tatio
n
in
d
ev
elo
p
i
n
g
r
o
b
u
s
t
an
aly
tical
s
k
ills
.
T
h
e
t
o
o
l
’
s
in
ter
ac
tiv
ity
also
r
ein
f
o
r
ce
s
m
o
tiv
atio
n
an
d
en
h
an
ce
s
th
e
tr
an
s
f
er
a
b
ilit
y
o
f
cr
itical
th
in
k
in
g
s
k
ills
.
T
h
is
alig
n
s
with
Dwe
ck
an
d
Yea
g
er
[
3
2
]
r
esear
ch
o
n
g
r
o
wth
m
in
d
s
et
in
te
r
v
en
tio
n
s
,
s
u
g
g
esti
n
g
t
h
at
AI
s
y
s
tem
s
ca
n
m
o
tiv
ate
lear
n
er
s
th
r
o
u
g
h
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
.
Fu
r
t
h
er
m
o
r
e,
Halp
er
n
[
3
3
]
h
i
g
h
lig
h
ts
th
at
p
r
ac
ticin
g
an
aly
tical
s
k
ills
in
d
iv
er
s
e
co
n
tex
ts
en
h
an
ce
s
th
eir
tr
an
s
f
er
ab
ilit
y
ac
r
o
s
s
d
o
m
ain
s
.
Sk
y
wo
r
k
’
s
ab
ilit
y
to
ass
is
t
a
t
m
u
ltip
le
s
tag
e
s
o
f
wr
itin
g
,
f
r
o
m
b
r
ain
s
to
r
m
in
g
to
r
e
v
is
io
n
,
f
u
r
th
er
s
tr
en
g
th
e
n
s
th
is
ad
ap
tab
ilit
y
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
g
en
er
ativ
e
A
I
-
en
ab
led
co
g
n
itiv
e
o
f
f
lo
ad
o
n
en
h
an
cin
g
E
n
g
lis
h
wr
itin
g
an
d
cr
itical
t
h
in
k
in
g
s
k
ills
.
User
s
f
in
d
th
e
s
e
to
o
ls
v
alu
ab
le
f
o
r
s
tr
ea
m
li
n
in
g
wr
itin
g
task
s
,
allo
win
g
m
o
r
e
f
o
cu
s
o
n
id
ea
g
en
er
atio
n
,
a
r
g
u
m
en
t
d
e
v
elo
p
m
en
t,
a
n
d
r
e
v
is
io
n
.
Featu
r
es
lik
e
p
r
o
m
p
t
g
en
er
atio
n
an
d
f
ee
d
b
ac
k
f
r
o
m
to
o
ls
lik
e
Sk
y
wo
r
k
im
p
r
o
v
e
o
r
g
an
izatio
n
,
ar
g
u
m
e
n
tatio
n
,
a
n
d
en
g
a
g
em
en
t.
T
h
is
AI
-
en
ab
led
co
g
n
itiv
e
s
u
p
p
o
r
t
f
o
s
ter
s
tr
an
s
f
er
ab
le
an
aly
tical
s
k
ills
b
ey
o
n
d
wr
itin
g
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
s
a
t
h
r
ee
-
tier
ed
ap
p
r
o
ac
h
to
in
teg
r
atin
g
AI
in
wr
itin
g
in
s
tr
u
ctio
n
:
i)
c
o
lleg
e
m
an
ag
em
en
t
lev
el:
in
teg
r
ate
g
u
i
d
elin
es
in
to
th
e
ed
u
ca
tio
n
al
s
tr
ateg
y
with
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
;
ii)
d
ep
a
r
tm
en
t
m
an
ag
em
e
n
t
lev
el:
ad
a
p
t
g
u
id
elin
es
f
o
r
cu
r
r
icu
la,
co
o
r
d
in
atin
g
AI
t
o
o
ls
with
f
ac
u
lty
;
an
d
iii)
t
ea
ch
er
lev
el:
a
p
p
ly
g
u
id
elin
es
in
class
r
o
o
m
s
,
d
esig
n
in
g
less
o
n
s
an
d
ass
ess
m
en
ts
b
ased
o
n
AI
to
o
ls
.
A
co
lla
b
o
r
ativ
e
ap
p
r
o
ac
h
am
o
n
g
all
lev
els en
s
u
r
es e
f
f
ec
tiv
e
im
p
lem
en
tatio
n
a
n
d
en
h
a
n
ce
m
en
t o
f
cr
itical
th
in
k
in
g
in
wr
itin
g
ed
u
ca
tio
n
.
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
P
ercep
tio
n
s
o
f th
e
g
en
era
tive
A
I
-
en
a
b
led
co
g
n
itive
o
fflo
a
d
i
n
s
tr
u
ctio
n
in
E
n
g
lis
h
w
r
itin
g
(
Hu
i H
o
n
g
)
1767
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS
ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Hu
i H
o
n
g
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Po
o
n
s
r
i V
ate
-
U
-
L
an
✓
✓
✓
✓
✓
✓
C
h
an
tan
a
Vir
iy
av
ejak
u
l
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
All
ex
p
er
im
en
tal
p
r
o
ce
d
u
r
es
co
n
d
u
cte
d
in
th
is
s
tu
d
y
wer
e
e
x
em
p
t
f
r
o
m
eth
ical
ap
p
r
o
v
al
b
y
th
e
f
o
u
r
in
s
titu
tes
th
at
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
T
h
e
r
esear
c
h
f
alls
u
n
d
er
th
e
ca
teg
o
r
y
o
f
lo
w
-
r
is
k
r
esear
ch
,
as
it
in
v
o
lv
es
th
e
u
s
e
o
f
r
ec
o
r
d
s
th
at
co
n
tain
o
n
ly
n
o
n
-
id
en
tifia
b
l
e
in
f
o
r
m
atio
n
.
T
h
e
s
tu
d
y
d
o
es
n
o
t
r
eq
u
i
r
e
eth
ical
r
ev
iew
d
u
e
to
th
e
u
s
e
o
f
p
r
o
p
e
r
ly
an
o
n
y
m
ized
d
ata
wh
er
e
i
n
f
o
r
m
ed
c
o
n
s
en
t h
a
d
alr
ea
d
y
b
e
en
s
ec
u
r
ed
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
aila
b
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
[
P
V
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
U
n
i
t
e
d
N
a
t
i
o
n
s
,
T
ra
n
sf
o
rm
i
n
g
o
u
r
w
o
rl
d
:
t
h
e
2
0
3
0
a
g
e
n
d
a
f
o
r
s
u
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
i
n
a
g
e
n
d
a
f
o
r
s
u
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
,
N
e
w
Y
o
r
k
,
U
S
A
:
D
e
p
a
r
t
m
e
n
t
o
f
E
c
o
n
o
mi
c
a
n
d
S
o
c
i
a
l
A
f
f
a
i
r
s,
2
0
2
3
.
[
2
]
U
N
ESCO
,
“
I
n
t
e
r
n
a
t
i
o
n
a
l
f
o
r
u
m
o
n
A
I
a
n
d
t
h
e
f
u
t
u
r
e
s o
f
e
d
u
c
a
t
i
o
n
,
d
e
v
e
l
o
p
i
n
g
c
o
mp
e
t
e
n
c
i
e
s
f
o
r
t
h
e
A
I
e
r
a
,
”
P
a
r
i
s,
F
r
a
n
c
e
,
2
0
2
1
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
u
n
e
s
d
o
c
.
u
n
e
s
c
o
.
o
r
g
/
a
r
k
:
/
4
8
2
2
3
/
p
f
0
0
0
0
3
7
7
2
5
1
[
3
]
T
.
A
.
S
h
a
r
a
d
g
a
h
,
R
.
A
.
S
a
’
d
i
,
a
n
d
H
.
H
.
A
h
m
a
d
,
“
P
r
o
m
o
t
i
n
g
a
n
d
a
s
s
e
s
s
i
n
g
E
F
L
c
o
l
l
e
g
e
s
t
u
d
e
n
t
s
’
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s
t
h
r
o
u
g
h
a
r
g
u
m
e
n
t
a
t
i
v
e
e
s
s
a
y
w
r
i
t
i
n
g
,
”
A
r
a
b
W
o
r
l
d
E
n
g
l
i
s
h
J
o
u
r
n
a
l
,
v
o
l
.
1
0
,
n
o
.
4
,
p
p
.
1
3
3
–
1
5
0
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
v
o
l
1
0
n
o
4
.
1
1
.
[
4
]
L.
B
e
l
l
a
e
r
a
,
Y
.
W
e
i
n
st
e
i
n
-
Jo
n
e
s,
S
.
I
l
i
e
,
a
n
d
S
.
T.
B
a
k
e
r
,
“
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
i
n
p
r
a
c
t
i
c
e
:
t
h
e
p
r
i
o
r
i
t
i
e
s
a
n
d
p
r
a
c
t
i
c
e
s
o
f
i
n
st
r
u
c
t
o
r
s
t
e
a
c
h
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
r
e
a
t
i
v
i
t
y
,
v
o
l
.
4
1
,
p
.
1
0
0
8
5
6
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
sc
.
2
0
2
1
.
1
0
0
8
5
6
.
[
5
]
Y
.
C
h
e
n
,
S
.
J
e
n
se
n
,
L
.
J.
A
l
b
e
r
t
,
S
.
G
u
p
t
a
,
a
n
d
T.
L
e
e
,
“
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
A
I
)
st
u
d
e
n
t
a
ssi
s
t
a
n
t
s
i
n
t
h
e
c
l
a
s
sr
o
o
m
:
d
e
s
i
g
n
i
n
g
c
h
a
t
b
o
t
s t
o
su
p
p
o
r
t
st
u
d
e
n
t
su
c
c
e
ss,”
I
n
f
o
rm
a
t
i
o
n
S
y
st
e
m
s
Fr
o
n
t
i
e
rs
,
v
o
l
.
2
5
,
n
o
.
1
,
p
p
.
1
6
1
–
1
8
2
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
6
-
0
2
2
-
1
0
2
9
1
-
4.
[
6
]
Y
.
C
a
o
e
t
a
l
.
,
“
A
c
o
m
p
r
e
h
e
n
si
v
e
su
r
v
e
y
o
f
A
I
-
g
e
n
e
r
a
t
e
d
c
o
n
t
e
n
t
(
A
I
G
C
)
:
a
h
i
s
t
o
r
y
o
f
g
e
n
e
r
a
t
i
v
e
A
I
f
r
o
m
G
A
N
t
o
C
h
a
t
G
P
T,
”
M
a
r
.
2
0
2
3
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
a
r
x
i
v
.
o
r
g
/
a
b
s/
2
3
0
3
.
0
4
2
2
6
[
7
]
D
.
R
.
E
.
C
o
t
t
o
n
,
P
.
A
.
C
o
t
t
o
n
,
a
n
d
J
.
R
.
S
h
i
p
w
a
y
,
“
C
h
a
t
t
i
n
g
a
n
d
c
h
e
a
t
i
n
g
:
e
n
s
u
r
i
n
g
a
c
a
d
e
m
i
c
i
n
t
e
g
r
i
t
y
i
n
t
h
e
e
r
a
o
f
C
h
a
t
G
P
T
,
”
I
n
n
o
v
a
t
i
o
n
s
i
n
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
i
n
g
I
n
t
e
r
n
a
t
i
o
n
a
l
,
v
o
l
.
6
1
,
n
o
.
2
,
p
p
.
2
2
8
–
2
3
9
,
M
a
r
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
7
0
3
2
9
7
.
2
0
2
3
.
2
1
9
0
1
4
8
.
[
8
]
C
.
K
a
r
t
h
i
k
e
y
a
n
,
“
Li
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
n
p
r
o
s
a
n
d
c
o
n
s o
f
C
h
a
t
G
P
T
i
m
p
l
i
c
a
t
i
o
n
s i
n
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
c
e
a
n
d
Re
se
a
rc
h
(
I
J
S
R)
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
2
8
3
–
2
9
1
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
2
1
2
7
5
/
S
R
2
3
2
1
9
1
2
2
4
1
2
.
[
9
]
D
.
P
n
e
v
m
a
t
i
k
o
s,
P
.
C
h
r
i
st
o
d
o
u
l
o
u
,
T
.
G
e
o
r
g
i
a
d
o
u
,
a
n
d
A
.
Li
t
h
o
x
o
i
d
o
u
,
“
U
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s’
c
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
t
h
e
i
r
i
d
e
a
s
f
o
r
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
c
q
u
i
si
t
i
o
n
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
4
1
6
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
1
3
0
4
0
4
1
6
.
[
1
0
]
W
o
r
l
d
E
c
o
n
o
mi
c
F
o
r
u
m,
“
T
h
e
f
u
t
u
r
e
o
f
j
o
b
s
r
e
p
o
r
t
2
0
2
0
,
”
G
e
n
e
v
a
,
S
w
i
t
z
e
r
l
a
n
d
,
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
w
e
f
o
r
u
m.
o
r
g
/
p
u
b
l
i
c
a
t
i
o
n
s/
t
h
e
-
f
u
t
u
r
e
-
of
-
j
o
b
s
-
r
e
p
o
r
t
-
2
0
2
0
/
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
6
1
-
1
7
6
9
1768
[
1
1
]
S
.
O
l
i
v
a
r
e
s
,
C
.
S
a
i
z
,
a
n
d
S
.
F
.
R
i
v
a
s,
“
M
o
t
i
v
a
t
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
”
(
i
n
P
o
r
t
u
g
u
e
se),
El
e
c
t
ro
n
i
c
J
o
u
rn
a
l
o
f
Re
s
e
a
rch
i
n
Ed
u
c
a
t
i
o
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
1
,
n
o
.
3
0
,
p
p
.
3
6
7
–
3
9
4
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
4
2
0
4
/
e
j
r
e
p
.
3
0
.
1
2
1
6
8
.
[
1
2
]
R
.
H
.
E
n
n
i
s,
“
A
l
o
g
i
c
a
l
b
a
s
i
s fo
r
me
a
s
u
r
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s,
”
E
d
u
c
a
t
i
o
n
a
l
L
e
a
d
e
rs
h
i
p
,
v
o
l
.
4
3
,
n
o
.
2
,
p
p
.
4
4
–
4
8
,
1
9
8
5
.
[
1
3
]
V
.
P
.
M
a
i
o
r
a
n
a
,
C
ri
t
i
c
a
l
t
h
i
n
k
i
n
g
a
c
ro
ss
t
h
e
c
u
rri
c
u
l
u
m
:
b
u
i
l
d
i
n
g
t
h
e
a
n
a
l
y
t
i
c
a
l
c
l
a
ssr
o
o
m
.
B
l
o
o
mi
n
g
t
o
n
,
I
N
,
U
S
A
:
ED
I
N
F
O
P
r
e
ss,
1
9
9
2
.
[
1
4
]
O
.
To
p
o
ğ
l
u
,
“
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
m
u
si
c
e
d
u
c
a
t
i
o
n
,
”
Pr
o
c
e
d
i
a
-
S
o
c
i
a
l
a
n
d
B
e
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
1
6
,
p
p
.
2
2
5
2
–
2
2
5
6
,
F
e
b
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sb
s
p
r
o
.
2
0
1
4
.
0
1
.
5
5
4
.
[
1
5
]
P
.
D
a
w
so
n
,
“
C
o
g
n
i
t
i
v
e
o
f
f
l
o
a
d
i
n
g
a
n
d
a
ss
e
ssm
e
n
t
,
”
i
n
Re
-
i
m
a
g
i
n
i
n
g
U
n
i
v
e
rs
i
t
y
As
sessm
e
n
t
i
n
a
D
i
g
i
t
a
l
W
o
r
l
d
,
M
.
B
e
a
r
ma
n
,
P
.
D
a
w
so
n
,
R
.
A
j
j
a
w
i
,
J
.
T
a
i
,
a
n
d
D
.
B
o
u
d
,
E
d
s
.
C
h
a
m:
S
p
r
i
n
g
e
r
,
2
0
2
0
,
p
p
.
3
7
–
48
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
0
-
4
1
9
5
6
-
1
_
4
.
[
1
6
]
E.
F
.
R
i
sk
o
a
n
d
S
.
J.
G
i
l
b
e
r
t
,
“
C
o
g
n
i
t
i
v
e
o
f
f
l
o
a
d
i
n
g
,
”
T
re
n
d
s
i
n
C
o
g
n
i
t
i
v
e
S
c
i
e
n
c
e
s
,
v
o
l
.
2
0
,
n
o
.
9
,
p
p
.
6
7
6
–
6
8
8
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
i
c
s.
2
0
1
6
.
0
7
.
0
0
2
.
[
1
7
]
K
.
C
.
D
e
s
o
u
z
a
,
G
.
S
.
D
a
w
so
n
,
a
n
d
D
.
C
h
e
n
o
k
,
“
D
e
si
g
n
i
n
g
,
d
e
v
e
l
o
p
i
n
g
,
a
n
d
d
e
p
l
o
y
i
n
g
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
sy
s
t
e
ms:
l
e
sso
n
s fr
o
m
a
n
d
f
o
r
t
h
e
p
u
b
l
i
c
s
e
c
t
o
r
,
”
B
u
s
i
n
e
ss H
o
ri
z
o
n
s
,
v
o
l
.
6
3
,
n
o
.
2
,
p
p
.
2
0
5
–
2
1
3
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
b
u
sh
o
r
.
2
0
1
9
.
1
1
.
0
0
4
.
[
1
8
]
C
.
B
u
l
l
a
n
d
A
.
K
h
a
r
r
u
f
a
,
“
G
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
ss
i
st
a
n
t
s
i
n
so
f
t
w
a
r
e
d
e
v
e
l
o
p
m
e
n
t
e
d
u
c
a
t
i
o
n
:
a
v
i
s
i
o
n
f
o
r
i
n
t
e
g
r
a
t
i
n
g
g
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
t
o
e
d
u
c
a
t
i
o
n
a
l
p
r
a
c
t
i
c
e
,
n
o
t
i
n
s
t
i
n
c
t
i
v
e
l
y
d
e
f
e
n
d
i
n
g
a
g
a
i
n
st
i
t
,
”
I
EE
E
S
o
f
t
w
a
r
e
,
v
o
l
.
4
1
,
n
o
.
2
,
p
p
.
5
2
–
5
9
,
M
a
r
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
0
9
/
M
S
.
2
0
2
3
.
3
3
0
0
5
7
4
.
[
1
9
]
K
.
M
a
l
i
n
k
a
,
M
.
P
e
r
e
sí
n
i
,
A
.
F
i
r
c
,
O
.
H
u
j
n
á
k
,
a
n
d
F
.
Ja
n
u
s,
“
O
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
i
m
p
a
c
t
o
f
C
h
a
t
G
P
T
:
i
s
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
r
e
a
d
y
t
o
o
b
t
a
i
n
a
u
n
i
v
e
r
si
t
y
d
e
g
r
e
e
?
,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
2
0
2
3
C
o
n
f
e
re
n
c
e
o
n
I
n
n
o
v
a
t
i
o
n
a
n
d
T
e
c
h
n
o
l
o
g
y
i
n
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
V.
1
,
Ju
n
.
2
0
2
3
,
p
p
.
4
7
–
53
,
d
o
i
:
1
0
.
1
1
4
5
/
3
5
8
7
1
0
2
.
3
5
8
8
8
2
7
.
[
2
0
]
X
.
W
u
,
“
R
e
f
l
e
x
i
v
i
t
y
i
n
m
u
l
t
i
l
i
n
g
u
a
l
a
n
d
i
n
t
e
r
c
u
l
t
u
r
a
l
e
d
u
c
a
t
i
o
n
:
C
h
i
n
e
se
i
n
t
e
r
n
a
t
i
o
n
a
l
se
c
o
n
d
a
r
y
s
c
h
o
o
l
st
u
d
e
n
t
s'
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
”
J
o
u
rn
a
l
o
f
M
u
l
t
i
l
i
n
g
u
a
l
a
n
d
M
u
l
t
i
c
u
l
t
u
r
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
4
4
,
n
o
.
1
,
p
p
.
3
5
–
4
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
3
4
6
3
2
.
2
0
2
0
.
1
7
8
9
6
5
0
.
[
2
1
]
P
.
C
r
e
m
e
,
“
A
r
e
f
l
e
c
t
i
o
n
o
n
t
h
e
e
d
u
c
a
t
i
o
n
o
f
t
h
e
‘
c
r
i
t
i
c
a
l
p
e
r
so
n
,
’
”
T
e
a
c
h
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
4
,
p
p
.
4
6
1
–
4
7
1
,
O
c
t
.
1
9
9
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
6
2
5
1
9
9
0
0
4
0
4
0
3
.
[
2
2
]
J.
W
a
n
g
e
t
a
l
.
,
“
Ze
r
o
-
sh
o
t
c
r
o
ss
-
l
i
n
g
u
a
l
s
u
mm
a
r
i
z
a
t
i
o
n
v
i
a
l
a
r
g
e
l
a
n
g
u
a
g
e
m
o
d
e
l
s
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
4
t
h
N
e
w
Fro
n
t
i
e
rs
i
n
S
u
m
m
a
ri
z
a
t
i
o
n
W
o
rks
h
o
p
,
2
0
2
3
,
p
p
.
1
2
–
23
,
d
o
i
:
1
0
.
1
8
6
5
3
/
v
1
/
2
0
2
3
.
n
e
w
su
m
-
1
.
2
.
[
2
3
]
D
.
W
o
n
g
,
“
B
e
y
o
n
d
c
o
n
t
r
o
l
a
n
d
r
a
t
i
o
n
a
l
i
t
y
:
d
e
w
e
y
,
a
e
st
h
e
t
i
c
s,
m
o
t
i
v
a
t
i
o
n
,
a
n
d
e
d
u
c
a
t
i
v
e
e
x
p
e
r
i
e
n
c
e
s,
”
T
e
a
c
h
e
rs
C
o
l
l
e
g
e
R
e
c
o
r
d
:
T
h
e
Vo
i
c
e
o
f
S
c
h
o
l
a
rs
h
i
p
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
9
,
n
o
.
1
,
p
p
.
1
9
2
–
2
2
0
,
J
a
n
.
2
0
0
7
,
d
o
i
:
1
0
.
1
1
7
7
/
0
1
6
1
4
6
8
1
0
7
1
0
9
0
0
1
0
1
.
[
2
4
]
S
.
W
o
l
l
n
y
,
J.
S
c
h
n
e
i
d
e
r
,
D
.
d
i
M
i
t
r
i
,
J.
W
e
i
d
l
i
c
h
,
M
.
R
i
t
t
b
e
r
g
e
r
,
a
n
d
H
.
D
r
a
c
h
sl
e
r
,
“
A
r
e
w
e
t
h
e
r
e
y
e
t
?
-
A
sy
s
t
e
mat
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
n
c
h
a
t
b
o
t
s
i
n
e
d
u
c
a
t
i
o
n
,
”
Fro
n
t
i
e
rs
i
n
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
4
,
p
.
6
5
4
9
2
4
,
Ju
l
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
r
a
i
.
2
0
2
1
.
6
5
4
9
2
4
.
[
2
5
]
D
.
Y
a
n
,
“
H
o
w
C
h
a
t
G
P
T’
s
a
u
t
o
ma
t
i
c
t
e
x
t
g
e
n
e
r
a
t
i
o
n
i
m
p
a
c
t
o
n
l
e
a
r
n
e
r
s
i
n
a
L
2
w
r
i
t
i
n
g
p
r
a
c
t
i
c
u
m
:
a
n
e
x
p
l
o
r
a
t
o
r
y
i
n
v
e
s
t
i
g
a
t
i
o
n
,
”
2
0
2
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
h
a
l
.
sci
e
n
c
e
/
h
a
l
-
0
4
0
3
7
6
8
7
/
[
2
6
]
C
.
Zh
a
o
a
n
d
J.
H
u
a
n
g
,
“
T
h
e
i
mp
a
c
t
o
f
t
h
e
s
c
o
r
i
n
g
sy
s
t
e
m
o
f
a
l
a
r
g
e
-
sc
a
l
e
st
a
n
d
a
r
d
i
z
e
d
EFL
w
r
i
t
i
n
g
a
ss
e
ss
men
t
o
n
i
t
s
s
c
o
r
e
v
a
r
i
a
b
i
l
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
:
i
mp
l
i
c
a
t
i
o
n
s fo
r
a
ssessm
e
n
t
p
o
l
i
c
y
ma
k
e
r
s,
”
S
t
u
d
i
e
s i
n
E
d
u
c
a
t
i
o
n
a
l
E
v
a
l
u
a
t
i
o
n
,
v
o
l
.
6
7
,
p
.
1
0
0
9
1
1
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
st
u
e
d
u
c
.
2
0
2
0
.
1
0
0
9
1
1
.
[
2
7
]
T.
v
a
n
G
o
g
,
F
.
P
a
a
s,
a
n
d
J.
S
w
e
l
l
e
r
,
“
C
o
g
n
i
t
i
v
e
l
o
a
d
t
h
e
o
r
y
:
a
d
v
a
n
c
e
s
i
n
r
e
sea
r
c
h
o
n
w
o
r
k
e
d
e
x
a
mp
l
e
s,
a
n
i
mat
i
o
n
s,
a
n
d
c
o
g
n
i
t
i
v
e
l
o
a
d
mea
su
r
e
men
t
,
”
Ed
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
Re
v
i
e
w
,
v
o
l
.
2
2
,
n
o
.
4
,
p
p
.
3
7
5
–
3
7
8
,
D
e
c
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
4
8
-
010
-
9145
-
4.
[
2
8
]
Y
.
G
o
d
a
,
M
.
Y
a
ma
d
a
,
H
.
M
a
t
su
k
a
w
a
,
K
.
H
a
t
a
,
a
n
d
S
.
Y
a
s
u
n
a
mi
,
“
C
o
n
v
e
r
sat
i
o
n
w
i
t
h
a
C
h
a
t
b
o
t
b
e
f
o
r
e
a
n
o
n
l
i
n
e
EFL
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
a
n
d
t
h
e
e
f
f
e
c
t
s
o
n
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
”
T
h
e
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
S
y
s
t
e
m
s
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
1
–
7
,
2
0
1
4
,
d
o
i
:
1
0
.
1
2
9
3
7
/
e
j
s
i
se
.
1
3
.
1
.
[
2
9
]
R
.
S
u
r
i
a
n
o
,
A
.
P
l
e
b
e
,
A
.
A
c
c
i
a
i
,
a
n
d
R
.
A
.
F
a
b
i
o
,
“
S
t
u
d
e
n
t
i
n
t
e
r
a
c
t
i
o
n
w
i
t
h
C
h
a
t
G
P
T
c
a
n
p
r
o
m
o
t
e
c
o
mp
l
e
x
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
sk
i
l
l
s
,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
st
r
u
c
t
i
o
n
,
v
o
.
9
5
,
p
.
1
0
2
0
1
1
,
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
r
n
i
n
s
t
r
u
c
.
2
0
2
4
.
1
0
2
0
1
1
.
[
3
0
]
A.
-
F
.
B
u
ș
u
,
“
A
I
-
p
o
w
e
r
e
d
c
l
a
ssr
o
o
ms
:
a
r
e
v
o
l
u
t
i
o
n
i
n
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
s
,
”
A
n
a
l
e
l
e
U
n
i
v
e
rsi
t
ă
ţ
i
i
d
i
n
C
r
a
i
o
v
a
,
S
e
r
i
a
Ş
t
i
i
n
ţ
e
Fi
l
o
l
o
g
i
c
e
,
L
i
m
b
i
S
t
ră
i
n
e
A
p
l
i
c
a
t
e
,
n
o
.
1
,
p
p
.
9
6
–
1
0
3
,
2
0
2
4
.
[
3
1
]
R
.
P
a
u
l
a
n
d
L
.
E
l
d
e
r
,
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
:
t
o
o
l
s
f
o
r
t
a
k
i
n
g
c
h
a
r
g
e
o
f
y
o
u
r
l
e
a
r
n
i
n
g
a
n
d
y
o
u
r
l
i
f
e
.
N
e
w
Y
o
r
k
:
P
e
a
r
so
n
E
d
u
c
a
t
i
o
n
,
2
0
1
2
.
[
3
2
]
C
.
S
.
D
w
e
c
k
a
n
d
D
.
S
.
Y
e
a
g
e
r
,
“
M
i
n
d
set
s:
a
v
i
e
w
f
r
o
m
t
w
o
e
r
a
s
,
”
Pe
rsp
e
c
t
i
v
e
s
o
n
Psy
c
h
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
,
v
o
l
.
1
4
,
n
o
.
3
,
p
p
.
4
8
1
–
4
9
6
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
7
4
5
6
9
1
6
1
8
8
0
4
1
6
6
.
[
3
3
]
D
.
F
.
H
a
l
p
e
r
n
,
T
h
o
u
g
h
t
a
n
d
k
n
o
w
l
e
d
g
e
:
a
n
i
n
t
ro
d
u
c
t
i
o
n
t
o
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
5
t
h
e
d
.
N
e
w
Y
o
r
k
:
P
sy
c
h
o
l
o
g
y
P
r
e
ss,
2
0
1
3
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
1
3
1
5
8
8
5
2
7
8
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
H
u
i
H
o
n
g
is
a
st
u
d
e
n
t
i
n
p
ro
g
ra
m
o
f
d
o
c
to
r
o
f
sc
ien
c
e
in
Ed
u
c
a
ti
o
n
a
l
Ad
m
in
istratio
n
I
n
n
o
v
a
ti
o
n
f
o
r
H
u
m
a
n
k
i
n
d
A
d
v
a
n
c
e
m
e
n
t,
S
c
h
o
o
l
o
f
In
d
u
strial
Ed
u
c
a
ti
o
n
a
n
d
Tec
h
n
o
l
o
g
y
,
Ki
n
g
M
o
n
g
k
u
t
’
s
I
n
stit
u
te
o
f
Tec
h
n
o
lo
g
y
Lad
k
ra
b
a
n
g
in
Th
a
il
a
n
d
.
No
w
sh
e
is
d
o
i
n
g
re
se
a
rc
h
in
t
h
e
field
o
f
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
a
t
Na
n
t
o
n
g
No
rm
a
l
C
o
ll
e
g
e
,
Jia
n
g
su
,
Ch
in
a
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
b
y
e
m
a
il
:
6
3
6
0
3
1
6
7
@k
m
it
l.
a
c
.
th
.
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
P
ercep
tio
n
s
o
f th
e
g
en
era
tive
A
I
-
en
a
b
led
co
g
n
itive
o
fflo
a
d
i
n
s
tr
u
ctio
n
in
E
n
g
lis
h
w
r
itin
g
(
Hu
i H
o
n
g
)
1769
Po
o
n
sr
i
Va
te
-
U
-
La
n
is
a
p
r
o
fe
ss
o
r
a
n
d
p
ro
g
ra
m
d
irec
to
r
o
f
m
a
ste
r
o
f
sc
ien
c
e
in
d
u
strial
e
d
u
c
a
ti
o
n
i
n
E
d
u
c
a
ti
o
n
a
l
Ad
m
in
istrati
o
n
In
n
o
v
a
ti
o
n
f
o
r
Hu
m
a
n
k
in
d
A
d
v
a
n
c
e
m
e
n
t
a
t
th
e
In
ter
n
a
ti
o
n
a
l
Offic
e
,
S
c
h
o
o
l
o
f
I
n
d
u
strial
E
d
u
c
a
ti
o
n
a
n
d
Te
c
h
n
o
l
o
g
y
,
Ki
n
g
M
o
n
g
k
u
t
’
s
In
stit
u
te
o
f
Tec
h
n
o
l
o
g
y
Lad
k
ra
b
a
n
g
in
Th
a
il
a
n
d
.
S
h
e
is
a
n
e
x
p
e
rt
i
n
re
se
a
rc
h
a
n
d
d
e
v
e
lo
p
m
e
n
t
in
e
d
u
c
a
ti
o
n
,
tec
h
n
o
lo
g
y
,
a
d
m
in
i
stra
ti
o
n
,
a
rti
ficia
l
in
tell
ig
e
n
c
e
,
a
n
d
su
sta
in
a
b
le
d
e
v
e
lo
p
m
e
n
t
g
o
a
ls
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
o
o
n
sri
.
v
a
@k
m
it
l
.
a
c
.
th
.
Cha
n
ta
n
a
Vir
iy
a
v
e
j
a
k
u
l
is
a
p
ro
f
e
ss
o
r
a
t
F
a
c
u
lt
y
o
f
In
d
u
str
ial
Ed
u
c
a
ti
o
n
a
n
d
Tec
h
n
o
l
o
g
y
,
Ki
n
g
M
o
n
g
k
u
t
’
s I
n
s
ti
tu
te
o
f
Tec
h
n
o
lo
g
y
Lad
k
ra
b
a
n
g
in
Th
a
i
lan
d
.
He
r
e
x
p
e
rt
is i
n
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
c
h
a
n
tan
a
.
v
i
@k
m
it
l.
a
c
.
th
.
Evaluation Warning : The document was created with Spire.PDF for Python.