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[
1
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.
I
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ca
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v
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Ap
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u
al
n
ee
d
s
[
4
]
.
S
ch
o
lar
s
p
r
o
v
e
th
at
Du
o
lin
g
o
an
d
C
h
atGPT
ar
e
wid
ely
u
s
ed
in
c
r
ea
tin
g
in
ter
ac
tiv
e
ac
tiv
ities
wh
en
p
lan
n
i
n
g
less
o
n
s
[
5
]
,
[
6
]
.
Fu
r
th
er
m
o
r
e
,
to
o
ls
lik
e
Gr
am
m
ar
ly
an
d
Pro
W
r
itin
g
Aid
g
iv
e
in
s
tan
t
f
ee
d
b
ac
k
o
n
wr
itin
g
.
T
h
is
will
m
ak
e
th
e
teac
h
er
f
o
cu
s
m
o
r
e
o
n
th
e
m
in
u
te
d
etails
o
f
teac
h
in
g
lan
g
u
ag
e
an
d
in
s
tr
u
ctio
n
s
[
7
]
.
An
o
th
er
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
th
ese
e
-
to
o
ls
wer
e
ef
f
ec
tiv
e
in
h
elp
in
g
co
lleg
e
s
tu
d
en
ts
in
B
an
g
la
d
esh
im
p
r
o
v
e
th
ei
r
E
n
g
lis
h
s
k
ills
th
r
o
u
g
h
Yo
u
T
u
b
e
v
id
eo
s
[
8
]
.
Desp
ite
its
g
r
ea
t
p
o
ten
tial,
s
ig
n
if
ican
t
ch
allen
g
es
lie
ah
ea
d
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
AI
in
ed
u
ca
tio
n
.
T
ea
ch
er
s
f
ac
e
n
u
m
er
o
u
s
ch
allen
g
es
wh
en
u
s
in
g
AI
d
u
e
to
in
s
u
f
f
icien
t
tr
ai
n
in
g
,
lim
ited
r
eso
u
r
ce
s
,
an
d
f
in
a
n
cial
co
n
s
tr
ain
ts
[
9
]
.
Ad
d
itio
n
ally
,
an
in
v
esti
g
atio
n
h
ig
h
lig
h
ted
t
h
at
in
s
u
f
f
ic
ien
t
I
T
s
k
ills
an
d
r
estricte
d
ac
ce
s
s
to
tech
n
o
lo
g
y
ar
e
s
ig
n
if
ican
t
b
ar
r
ier
s
to
th
e
ef
f
ec
tiv
e
u
s
e
o
f
AI
[
1
0
]
.
Fu
r
th
er
m
o
r
e
,
is
s
u
es
o
f
teac
h
er
au
to
n
o
m
y
an
d
th
e
p
o
t
en
tial
f
o
r
d
etr
im
en
tal
ef
f
ec
ts
o
n
s
tu
d
en
t
cr
ea
tiv
ity
an
d
cr
iti
ca
l
th
in
k
in
g
r
ef
lect
f
u
r
th
er
im
p
ed
im
en
ts
[
6
]
.
No
ta
b
ly
,
a
s
tu
d
y
ca
u
tio
n
s
ag
ain
s
t
o
v
er
d
ep
e
n
d
en
ce
o
n
AI
,
wh
ich
m
ay
r
en
d
e
r
lear
n
er
s
o
v
er
ly
r
elian
t
an
d
u
ltima
tely
d
im
in
is
h
th
eir
cr
u
cial
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
1
1
]
.
Simil
ar
ly
,
p
ast
s
tu
d
ies
u
n
d
er
lin
e
d
th
e
im
p
o
r
tan
ce
o
f
m
o
tiv
atio
n
al
s
tr
ateg
ies
in
teac
h
in
g
,
w
h
er
e
to
o
ls
ar
e
t
o
b
e
alig
n
ed
with
p
ed
ag
o
g
ical
g
o
als
to
m
a
k
e
s
u
r
e
th
at
lear
n
er
s
will
s
tay
e
n
g
ag
ed
[
1
2
]
,
[
1
3
]
.
Ov
er
c
o
m
in
g
s
u
ch
ch
allen
g
es
is
cr
u
cial
if
th
e
b
e
n
ef
its
th
at
AI
c
an
b
r
in
g
to
E
FL
class
r
o
o
m
s
ar
e
to
b
e
r
ea
lized
.
Mo
s
t
o
f
th
e
ex
is
tin
g
liter
atu
r
e
o
n
th
e
u
s
e
o
f
AI
in
E
FL
teac
h
in
g
f
o
c
u
s
es
o
n
its
g
en
er
al
ad
v
an
tag
es
an
d
b
ar
r
ier
s
,
wh
ile
n
eg
lectin
g
th
e
ac
tu
al
in
teg
r
atio
n
o
f
AI
in
co
n
tex
ts
s
u
ch
as
B
an
g
lad
esh
.
I
n
f
ac
t,
a
s
ch
o
lar
id
en
tifie
s
a
lack
o
f
c
o
m
p
r
eh
e
n
s
iv
e
s
tu
d
ies
th
at
ex
am
i
n
e
h
o
w
E
FL
teac
h
er
s
p
e
r
ce
iv
e
a
n
d
u
s
e
AI
to
o
ls
in
th
eir
p
r
ac
tices
[
9
]
.
E
a
r
lier
s
tu
d
ies
h
av
e
alr
ea
d
y
h
ig
h
lig
h
ted
h
o
w
co
llab
o
r
ativ
e
to
o
ls
,
s
u
ch
a
s
b
lo
g
s
,
wik
is
,
an
d
Go
o
g
le
Do
cs,
ca
n
s
u
p
p
o
r
t
lan
g
u
ag
e
lear
n
i
n
g
;
h
o
wev
e
r
,
th
eir
in
teg
r
atio
n
with
AI
r
em
ain
s
s
o
m
ewh
at
lim
ited
[
1
4
]
.
Similar
ly
,
a
r
e
ce
n
t
s
tu
d
y
h
ig
h
lig
h
ts
th
e
p
r
o
f
ess
io
n
al
ch
allen
g
es
teac
h
er
s
f
ac
ed
d
u
r
in
g
t
h
e
p
an
d
em
ic
an
d
em
p
h
asizes
th
e
u
r
g
e
n
t
n
ee
d
f
o
r
tr
ain
in
g
teac
h
er
s
in
d
ig
ital
to
o
ls
[
1
5
]
.
T
h
is
s
tu
d
y
aim
s
to
f
ill
th
at
g
ap
b
y
in
v
esti
g
atin
g
th
e
ex
p
er
ien
ce
s
o
f
B
an
g
lad
esh
i
E
FL
teac
h
er
s
,
ex
am
in
in
g
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
u
s
ef
u
ln
ess
o
f
AI
,
t
h
e
ch
allen
g
es
th
ey
en
c
o
u
n
ter
,
an
d
th
e
i
m
p
ac
t
o
f
f
ac
to
r
s
s
u
ch
as
p
r
o
f
ess
io
n
al
d
esig
n
atio
n
an
d
AI
tr
ain
in
g
.
C
o
n
s
id
er
in
g
th
e
s
am
p
le
s
ize
an
d
th
e
n
u
m
b
e
r
o
f
u
n
iv
er
s
ities
co
v
er
ed
,
t
h
is
is
th
e
m
o
s
t
r
ec
en
t
an
d
co
m
p
r
eh
e
n
s
iv
e
s
tu
d
y
o
f
it
s
k
in
d
.
T
h
is
wo
u
ld
b
e
im
p
o
r
tan
t,
n
o
t
o
n
ly
in
co
n
t
r
ib
u
tin
g
t
o
th
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
o
le
o
f
A
I
in
E
FL
ed
u
ca
tio
n
in
B
an
g
lad
esh
b
u
t
also
f
o
r
b
r
o
ad
er
im
p
licatio
n
s
in
an
y
g
lo
b
al
ed
u
ca
tio
n
al
co
n
tex
t.
T
h
e
p
ap
e
r
ex
am
in
es
th
e
p
r
ac
tical
ap
p
licatio
n
s
an
d
ch
allen
g
es
o
f
in
te
g
r
atin
g
AI
,
in
ter
p
r
etin
g
th
e
f
in
d
in
g
s
th
at
co
u
ld
g
u
id
e
ed
u
ca
to
r
s
,
in
s
titu
tio
n
s
,
an
d
p
o
licy
m
a
k
er
s
in
ef
f
ec
tiv
ely
u
tili
zin
g
AI
to
en
h
an
ce
lan
g
u
ag
e
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
aim
to
in
f
o
r
m
s
tr
ateg
ies
f
o
r
m
ax
im
izin
g
th
e
b
en
ef
its
o
f
AI
wh
ile
ad
d
r
ess
in
g
its
ch
allen
g
es,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
m
o
r
e
ef
f
ec
tiv
e
an
d
p
er
s
o
n
alize
d
te
ac
h
in
g
p
r
ac
tices wo
r
ld
wid
e.
AI
in
clu
s
io
n
c
o
n
tex
t
in
B
an
g
lad
esh
i
E
FL
T
ea
ch
i
n
g
,
p
ar
t
icu
lar
ly
th
e
u
s
e
o
f
AI
t
o
o
ls
in
E
FL
in
s
tr
u
ctio
n
,
h
as
g
ain
e
d
im
m
en
s
e
im
p
o
r
tan
ce
in
r
ec
e
n
t
tim
es
in
B
an
g
lad
esh
i
u
n
iv
er
s
ities
.
T
h
is
b
r
in
g
s
b
en
ef
its
an
d
ch
allen
g
es
f
o
r
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
la
n
g
u
a
g
e
lear
n
i
n
g
.
AI
to
o
ls
,
s
u
ch
as
C
h
atGPT
,
Gr
am
m
ar
ly
,
a
n
d
Qu
illb
o
t,
au
to
m
ate
r
o
u
tin
e
task
s
,
in
clu
d
i
n
g
g
r
ad
i
n
g
an
d
p
r
o
v
id
in
g
f
ee
d
b
ac
k
,
allo
win
g
tea
ch
er
s
to
s
p
en
d
m
o
r
e
tim
e
d
esig
n
in
g
e
n
g
ag
i
n
g
a
n
d
tailo
r
ed
less
o
n
s
.
Oth
er
s
ites
,
s
u
ch
as
B
am
b
o
o
zle
an
d
Qu
izle
t,
o
f
f
er
ea
s
y
-
to
-
u
s
e
q
u
izze
s
an
d
tem
p
lates
f
o
r
b
o
th
f
o
r
m
s
o
f
ass
ess
m
en
t.
I
n
d
e
ed
,
th
ese
to
o
ls
p
r
o
v
id
e
im
m
e
d
iate
f
ee
d
b
ac
k
o
n
wr
itin
g
,
g
r
a
m
m
ar
,
a
n
d
p
r
o
n
u
n
ciatio
n
,
wh
ich
e
n
co
u
r
ag
es
s
tu
d
en
ts
to
r
em
ai
n
in
ter
ested
in
t
h
e
s
u
b
ject.
R
esu
lts
o
f
s
ev
er
al
s
tu
d
ies
s
h
o
w
th
at
n
ew
m
ed
ia
an
d
AI
to
o
ls
h
elp
t
o
r
aise
th
e
m
o
tiv
atio
n
lev
el
o
f
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
B
an
g
lad
esh
[
8
]
,
[
1
3
]
,
[
1
5
]
.
Ag
ain
,
d
i
g
ital
p
latf
o
r
m
s
s
u
ch
as
Yo
u
T
u
b
e
an
d
Face
b
o
o
k
h
a
v
e
b
ee
n
r
e
p
o
r
ted
to
f
ac
ilit
ate
ea
s
ier
lan
g
u
ag
e
lear
n
in
g
an
d
im
p
r
o
v
e
s
tu
d
en
t i
n
ter
a
ctio
n
[
3
]
,
[
1
4
]
.
Sev
er
al
ch
allen
g
es
ar
e
ah
ea
d
f
o
r
th
e
in
clu
s
io
n
o
f
AI
in
B
an
g
lad
esh
i
E
FL
class
r
o
o
m
s
.
On
e
m
ajo
r
ch
allen
g
e
is
t
h
e
lack
o
f
a
d
eq
u
ate
teac
h
er
tr
ain
in
g
in
ef
f
ec
ti
v
ely
u
s
in
g
AI
to
o
ls
.
W
ith
o
u
t
p
r
o
p
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
m
an
y
ed
u
ca
t
o
r
s
will
s
tr
u
g
g
le
with
b
o
t
h
th
e
tech
n
ical
a
n
d
p
ed
a
g
o
g
ical
u
s
e
o
f
th
ese
to
o
ls
,
r
esu
ltin
g
in
u
n
d
er
u
tili
za
tio
n
.
Mo
r
eo
v
er
,
u
n
eq
u
al
ac
ce
s
s
to
t
ec
h
n
o
lo
g
y
,
p
ar
ticu
lar
l
y
in
r
u
r
al
ar
ea
s
,
h
i
n
d
er
s
t
h
e
u
s
e
o
f
AI
to
o
ls
am
o
n
g
s
tu
d
e
n
t
s
an
d
ex
ac
e
r
b
ates
d
is
p
ar
ities
in
lear
n
in
g
ex
p
er
ien
ce
s
.
An
o
th
er
ch
allen
g
e
is
th
at
s
tu
d
en
ts
th
em
s
elv
es
r
esis
t
AI
-
b
ased
lear
n
in
g
b
ec
au
s
e
s
o
m
e
o
f
th
em
ar
e
ac
cu
s
to
m
e
d
to
t
r
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
,
wh
ich
h
in
d
er
s
th
e
b
r
o
ad
ad
o
p
tio
n
o
f
AI
in
th
e
cla
s
s
r
o
o
m
.
Mo
r
eo
v
e
r
,
ed
u
ca
t
o
r
s
wo
r
r
y
th
at
AI
will
r
ed
u
ce
d
ir
ec
t
teac
h
e
r
-
s
tu
d
en
t
i
n
ter
ac
tio
n
s
an
d
p
e
r
s
o
n
alize
d
f
ee
d
b
ac
k
in
th
e
la
n
g
u
a
g
e
class
r
o
o
m
.
Ad
d
itio
n
ally
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[
1
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–
[
1
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.
C
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[
1
9
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.
I
t
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a
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f
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o
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t
w
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[
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H
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r
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[
1
1
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.
E
x
am
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n
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2.
M
E
T
H
O
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2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
m
ix
ed
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m
eth
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d
s
r
esear
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d
esig
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th
at
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m
b
in
es
b
o
t
h
q
u
a
n
titativ
e
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d
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u
alitativ
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ap
p
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o
ac
h
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to
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s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
co
m
p
r
eh
e
n
s
iv
ely
.
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ed
-
m
eth
o
d
s
d
esig
n
s
ex
h
ib
it
f
lex
ib
ilit
y
,
allo
win
g
s
tatis
tical
an
aly
s
is
alo
n
g
s
id
e
d
ee
p
e
r
ex
p
lo
r
atio
n
o
f
i
n
d
iv
id
u
al
ex
p
er
ien
ce
s
[
2
1
]
.
T
h
e
r
esp
o
n
d
en
ts
o
f
th
is
r
esear
ch
a
r
e
u
n
iv
er
s
ity
E
FL
teac
h
er
s
f
r
o
m
B
an
g
lad
esh
.
T
h
e
f
o
c
u
s
will
b
e
o
n
th
eir
o
f
f
icial
d
esig
n
atio
n
s
,
teac
h
in
g
ex
p
e
r
i
en
ce
,
an
d
tr
ain
in
g
in
AI
t
o
o
ls
.
T
h
is
two
f
o
ld
a
p
p
r
o
ac
h
o
f
f
er
s
an
in
-
d
e
p
th
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n
d
er
s
tan
d
i
n
g
o
f
h
o
w
teac
h
er
s
p
er
ce
iv
e
th
e
b
en
ef
its
an
d
ch
allen
g
es
o
f
AI
in
E
FL
ed
u
ca
ti
o
n
,
as
well
as
h
o
w
th
ese
p
er
ce
p
tio
n
s
ev
o
lv
e
in
r
elatio
n
to
th
eir
r
o
les an
d
e
x
p
er
ie
n
ce
s
.
2
.
2
.
P
a
rt
icipa
nts
An
o
n
lin
e
s
u
r
v
e
y
u
s
in
g
Go
o
g
l
e
Fo
r
m
s
was
co
n
d
u
cted
in
J
u
l
y
2
0
2
4
with
1
2
3
E
FL
teac
h
er
s
f
r
o
m
2
0
u
n
iv
er
s
ities
.
Simp
le
r
an
d
o
m
s
am
p
lin
g
was
u
tili
ze
d
in
th
e
s
elec
tio
n
o
f
p
ar
ticip
an
ts
[
2
2
]
.
I
t
also
in
clu
d
e
d
f
iv
e
ex
p
er
ien
ce
d
E
FL
teac
h
e
r
s
wh
o
wer
e
s
p
ec
if
ically
ch
o
s
en
to
b
e
in
ter
v
iewe
d
with
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
.
T
h
ese
p
ar
ticip
an
ts
wer
e
s
elec
ted
b
a
s
ed
o
n
t
h
eir
ex
p
er
ien
ce
in
t
ea
ch
in
g
,
p
ast
u
s
e
o
f
AI
i
n
E
FL
teac
h
in
g
,
an
d
r
ea
d
in
ess
to
h
el
p
with
t
h
e
s
tu
d
y
.
T
h
eir
r
esp
o
n
s
es
o
f
f
er
ed
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
p
r
o
f
ess
io
n
al
titl
es
an
d
tr
ain
in
g
in
AI
in
f
lu
en
ce
th
eir
e
x
p
er
ien
ce
s
an
d
p
er
s
p
ec
tiv
es.
2
.
3
.
I
ns
t
rum
ent
s
T
h
e
s
u
r
v
e
y
w
a
s
t
h
e
p
r
i
m
a
r
y
t
o
o
l
i
n
c
o
l
l
e
c
t
i
n
g
n
u
m
e
r
i
c
a
l
d
at
a
,
c
o
n
s
i
s
t
i
n
g
o
f
1
9
i
t
e
m
s
a
d
a
p
t
e
d
f
r
o
m
r
e
l
i
a
b
l
e
s
o
u
r
c
e
s
[
1
3
]
,
[
1
7
]
,
[
2
3
]
,
[
2
4
]
.
T
h
e
s
u
r
v
e
y
w
a
s
d
i
v
i
d
e
d
i
n
t
o
t
h
r
e
e
p
a
r
t
s
:
p
e
r
s
o
n
a
l
i
n
f
o
r
m
a
t
i
o
n
,
p
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c
e
p
t
i
o
n
s
o
f
t
h
e
u
s
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f
u
l
n
ess
o
f
A
I
,
a
n
d
p
r
o
b
l
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m
s
o
r
is
s
u
e
s
a
s
s
o
c
i
at
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d
w
i
t
h
u
s
i
n
g
A
I
i
n
E
F
L
c
la
s
s
r
o
o
m
s
.
A
ll
p
a
r
ts
w
e
r
e
c
a
r
e
f
u
l
l
y
c
o
n
s
t
r
u
c
t
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d
t
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n
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d
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t
y
i
n
a
t
t
a
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t
h
e
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s
e
a
r
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h
o
b
j
e
c
t
i
v
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s
.
T
o
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n
c
r
e
as
e
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t
s
r
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l
i
a
b
il
i
t
y
,
t
h
e
q
u
e
s
t
i
o
n
n
a
i
r
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w
as
te
s
t
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d
wi
t
h
3
0
p
a
r
t
i
c
i
p
a
n
ts
.
C
r
o
n
b
a
c
h
'
s
a
lp
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a
w
a
s
c
a
lc
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t
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0
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8
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w
h
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c
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n
d
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s
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s
te
n
c
y
,
a
s
p
e
r
s
c
h
o
l
a
r
s
[
2
5
]
.
A
d
d
i
t
i
o
n
a
l
l
y
,
t
h
r
e
e
e
x
p
e
r
ts
r
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v
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m
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r
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d
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d
f
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t
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q
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a
l
it
a
t
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o
f
t
h
i
s
s
t
u
d
y
t
o
e
n
s
u
r
e
it
s
v
a
l
i
d
i
t
y
a
n
d
r
e
l
i
a
b
i
li
t
y
.
T
h
e
p
r
o
t
o
c
o
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l
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g
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t
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n
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d
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m
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A
I
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a
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a
f
f
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c
t
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t
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a
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s
'
v
i
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w
s
a
n
d
e
x
p
e
r
i
e
n
c
es
.
T
h
e
i
n
t
e
r
v
i
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ws
a
ll
o
w
e
d
f
o
r
d
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p
d
i
s
c
u
s
s
i
o
n
s
,
w
h
e
r
e
p
a
r
t
i
c
i
p
a
n
ts
c
o
u
l
d
s
h
a
r
e
t
h
e
i
r
p
e
r
s
o
n
a
l
t
h
o
u
g
h
t
s
a
n
d
e
x
p
a
n
d
o
n
t
h
e
i
r
a
n
s
w
e
r
s
m
o
r
e
t
h
o
r
o
u
g
h
l
y
.
2
.
4
.
Da
t
a
c
o
llect
io
n
Qu
an
titativ
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
an
o
n
lin
e
s
u
r
v
e
y
d
is
tr
ib
u
ted
to
p
ar
ticip
an
ts
v
ia
Go
o
g
le
Fo
r
m
s
.
R
esp
o
n
d
en
ts
wer
e
g
iv
en
clea
r
in
s
tr
u
ctio
n
s
an
d
s
u
f
f
i
cien
t
tim
e
to
co
m
p
lete
t
h
e
q
u
esti
o
n
n
air
e.
I
n
t
h
is
co
n
tex
t,
th
e
q
u
alitativ
e
co
m
p
o
n
en
t
c
o
n
s
is
ted
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
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2
6
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r
ig
in
al
wo
r
k
o
f
th
e
s
tu
d
en
ts
o
r
n
o
t.
T
o
f
in
d
[
o
u
t]
th
e
o
r
ig
in
al
w
o
r
k
o
f
[
th
e]
s
tu
d
en
ts
is
th
e
m
o
s
t
ch
alle
n
g
in
g
task
to
d
o
”
.
An
o
th
er
ch
allen
g
e
claim
ed
b
y
T
ea
ch
er
-
3
is
th
at
“
t
ea
ch
e
r
s
ar
e
h
av
in
g
a
h
ar
d
tim
e
p
r
e
p
ar
in
g
th
e
q
u
esti
o
n
p
ap
e
r
in
a
wa
y
th
at
n
o
s
tu
d
e
n
t
ca
n
d
ir
ec
tly
co
p
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a
n
d
p
aste
th
eir
wr
itin
g
th
at
is
wr
itten
b
y
AI
t
o
o
ls
,
an
d
f
o
r
n
o
w
,
th
is
is
a
b
i
g
ch
allen
g
e
f
o
r
th
e
teac
h
er
s
”
.
E
v
id
en
tly
,
teac
h
e
r
s
ar
e
f
ac
in
g
v
ar
io
u
s
ch
allen
g
es
in
u
tili
zin
g
AI
to
o
ls
ef
f
ec
tiv
ely
in
th
e
E
FL
class
r
o
o
m
;
o
n
t
h
e
o
th
e
r
h
a
n
d
,
s
tu
d
en
ts
ar
e
b
ec
o
m
in
g
d
ep
e
n
d
en
t
o
n
AI
t
o
co
m
p
lete
th
ei
r
task
s
in
s
tead
o
f
th
in
k
in
g
c
r
itically
an
d
s
u
b
m
itti
n
g
th
eir
o
r
ig
in
al
wo
r
k
.
3
.
4
.
3
.
T
ra
ini
ng
o
n
a
rt
if
icia
l i
nte
llig
ence
M
o
s
t
te
a
c
h
e
r
s
a
g
r
e
e
d
t
h
a
t
o
n
e
o
f
t
h
e
p
r
i
m
a
r
y
c
h
a
l
l
e
n
g
e
s
i
n
in
t
e
g
r
a
t
i
n
g
A
I
i
n
t
o
E
F
L
cl
a
s
s
r
o
o
m
s
a
r
i
s
e
s
f
r
o
m
a
l
a
c
k
o
f
p
r
o
p
e
r
t
r
a
i
n
i
n
g
o
n
t
h
e
s
e
A
I
t
o
o
ls
.
As
T
e
a
c
h
e
r
-
2
c
l
a
i
m
e
d
,
“
t
e
ac
h
e
r
s
a
r
e
v
er
y
o
p
t
i
m
i
s
t
i
c
a
b
o
u
t
a
d
a
p
t
i
n
g
t
h
e
n
ew
t
ec
h
n
o
l
o
g
i
e
s
,
b
u
t
h
e
r
e
t
h
e
i
n
s
t
i
t
u
t
i
o
n
h
a
s
a
b
i
g
r
o
l
e
t
o
p
l
a
y
b
e
c
a
u
s
e
h
a
v
i
n
g
p
r
o
p
e
r
t
r
a
i
n
i
n
g
o
n
A
I
i
s
i
m
p
o
r
t
a
n
t
e
v
e
n
f
o
r
t
h
e
m
o
s
t
s
e
n
i
o
r
t
e
a
c
h
e
r
s
”
.
As
T
e
ac
h
e
r
-
3
m
e
n
t
i
o
n
e
d
,
p
e
d
a
g
o
g
i
c
a
l
t
r
a
i
n
i
n
g
s
h
o
u
l
d
b
e
n
e
c
e
s
s
a
r
y
f
o
r
a
l
l
t
e
ac
h
e
r
s
b
e
ca
u
s
e
i
t
w
o
u
l
d
h
e
l
p
t
h
e
m
t
o
u
n
d
e
r
s
t
a
n
d
t
h
a
t
t
h
e
y
a
r
e
r
e
q
u
i
r
e
d
t
o
l
e
a
r
n
h
o
w
t
o
e
n
h
a
n
c
e
t
h
e
i
r
t
e
a
c
h
i
n
g
s
t
r
a
t
e
g
ie
s
w
h
i
le
i
n
t
e
g
r
a
ti
n
g
A
I
i
n
E
F
L
c
l
a
s
s
r
o
o
m
s
.
A
c
c
o
r
d
i
n
g
t
o
T
e
ac
h
er
-
4
,
“
I
w
o
u
l
d
l
i
k
e
t
o
h
a
v
e
s
e
m
i
n
a
r
s
m
o
r
e
t
h
a
n
t
h
e
w
o
r
k
s
h
o
p
s
w
h
e
r
e
I
c
o
u
l
d
l
e
a
r
n
m
o
r
e
a
b
o
u
t
t
h
e
p
r
o
d
u
c
t
i
v
i
t
y
o
f
A
I
,
h
o
w
i
t
c
a
n
b
e
,
h
o
w
i
t
ca
n
h
e
l
p
m
e
[
t
o
]
i
m
p
r
o
v
e
m
y
s
k
il
ls
,
t
o
h
el
p
m
e
u
n
d
e
r
s
ta
n
d
w
h
e
r
e
I
c
a
n
i
m
p
r
o
v
e
,
a
n
d
th
e
s
e
s
h
o
u
l
d
b
e
h
e
l
d
e
v
e
r
y
4
o
r
6
m
o
n
t
h
s
”
.
T
e
a
c
h
e
r
-
5
a
l
s
o
d
e
s
c
r
i
b
e
d
t
h
at
,
“
c
u
r
r
e
n
t
l
y
,
p
e
r
h
a
p
s
t
h
e
b
es
t
t
r
a
i
n
i
n
g
w
o
u
l
d
b
e
o
n
t
h
e
s
t
r
a
t
e
g
i
e
s
t
o
c
h
e
c
k
f
o
r
A
I
-
b
a
s
ed
p
l
a
g
i
a
r
i
s
m
a
n
d
t
o
i
m
p
r
o
v
e
t
h
e
P
o
w
e
r
P
o
i
n
t
o
r
o
t
h
e
r
p
r
e
s
e
n
t
a
t
i
o
n
m
a
t
e
r
ia
l
s
t
h
at
t
e
a
c
h
e
r
s
p
r
e
p
a
r
e
a
s
a
t
ea
c
h
i
n
g
a
i
d
”
.
T
e
a
c
h
e
r
-
3
s
u
g
g
e
s
t
e
d
t
h
at
t
h
e
r
e
s
h
o
u
l
d
b
e
r
i
g
o
r
o
u
s
a
n
d
s
t
r
u
c
t
u
r
e
d
t
r
a
i
n
i
n
g
,
w
h
e
r
e
t
e
a
c
h
e
r
s
i
n
v
es
t
t
h
e
i
r
ti
m
e
t
o
l
e
a
r
n
s
t
r
a
t
e
g
i
es
f
o
r
e
f
f
e
c
tiv
e
l
y
i
n
t
e
g
r
a
t
i
n
g
A
I
t
o
o
ls
i
n
t
o
E
F
L
c
l
a
s
s
r
o
o
m
s
.
T
o
c
o
n
c
l
u
d
e
,
t
h
e
s
u
c
c
e
s
s
f
u
l
i
n
t
e
g
r
a
t
i
o
n
o
f
A
I
i
n
t
o
B
a
n
g
l
a
d
e
s
h
i
E
F
L
c
l
a
s
s
r
o
o
m
s
d
e
p
e
n
d
s
o
n
p
r
o
v
i
d
i
n
g
t
e
a
c
h
e
r
s
w
it
h
t
h
e
p
r
o
p
e
r
t
r
a
i
n
i
n
g
t
h
a
t
e
n
h
a
n
ce
s
t
h
e
i
r
t
e
a
c
h
i
n
g
s
k
i
l
ls
a
n
d
e
n
ab
l
e
s
t
h
e
m
t
o
a
d
a
p
t
t
o
n
e
w
te
c
h
n
o
l
o
g
i
e
s
.
3
.
5
.
Dis
cus
s
io
n
T
h
e
s
tu
d
y
ex
a
m
in
es
th
e
E
FL
t
ea
ch
er
s
’
p
er
ce
p
tio
n
s
o
f
th
e
u
s
ef
u
ln
ess
an
d
ch
allen
g
es
ass
o
ciate
d
with
u
s
in
g
AI
to
o
ls
.
I
t
also
in
v
esti
g
ated
th
e
ass
o
ciatio
n
b
etwe
e
n
d
esig
n
atio
n
a
n
d
AI
-
r
elate
d
tr
ain
in
g
.
T
h
e
s
tu
d
y
f
u
r
th
er
e
x
am
in
ed
th
e
ch
allen
g
es th
at
ar
is
e
f
r
o
m
it.
3
.
5
.
1
.
Usef
uln
ess
o
f
A
I
in E
F
L
t
ea
ching
T
h
e
m
ea
n
v
al
u
es
r
ef
lect
t
h
e
p
o
s
itiv
e
attitu
d
e
o
f
B
an
g
lad
esh
i
E
FL
teac
h
er
s
t
o
war
d
i
n
teg
r
a
tin
g
an
AI
to
o
l
in
to
th
eir
teac
h
in
g
.
Mo
s
t
o
f
th
e
item
s
h
av
e
r
ec
eiv
ed
r
el
ativ
ely
h
ig
h
m
ea
n
s
co
r
es,
wh
i
ch
s
h
o
ws
h
o
w
AI
i
s
co
n
tr
ib
u
tin
g
p
o
s
itiv
ely
to
v
a
r
io
u
s
asp
ec
ts
o
f
lan
g
u
ag
e
in
s
tr
u
ctio
n
.
T
h
is
p
e
r
ce
p
tio
n
is
also
r
ef
lecte
d
in
a
s
tu
d
y
th
at
s
h
o
ws
teac
h
er
s
ap
p
r
ec
iate
th
e
f
ac
t
th
at
in
teg
r
atin
g
AI
to
o
ls
in
teac
h
i
n
g
m
ak
es
th
eir
w
o
r
k
ea
s
ier
an
d
h
el
p
s
s
av
e
th
eir
v
alu
ab
le
tim
e
[
2
3
]
.
Ho
wev
er
,
th
e
SD
s
in
d
icate
th
at
wh
ile
m
o
s
t
teac
h
e
r
s
ag
r
ee
o
n
th
e
u
s
ef
u
l
n
ess
o
f
AI
in
b
asic
s
k
ills
d
ev
elo
p
m
en
t,
th
er
e
m
a
y
b
e
s
o
m
e
v
ar
iatio
n
in
r
esp
o
n
s
es,
wh
ich
c
o
u
ld
s
u
g
g
est
th
at
n
o
t
all
teac
h
er
s
ar
e
as
co
n
v
in
ce
d
.
T
h
e
m
o
r
e
v
ar
iab
le
SD
f
o
r
th
e
item
o
n
in
cr
ea
s
in
g
s
tu
d
en
t
en
g
a
g
em
en
t
s
to
o
d
at
0
.
7
8
an
d
c
o
u
ld
in
d
icate
th
at
s
o
m
e
teac
h
er
s
r
em
ain
s
k
ep
tical
ab
o
u
t
AI
b
ein
g
u
s
ef
u
l
in
m
o
tiv
atin
g
s
tu
d
e
n
ts
ef
f
ec
tiv
ely
.
T
h
e
d
ata
co
llected
f
r
o
m
th
e
in
ter
v
iews
also
s
h
o
wed
th
at
m
an
y
teac
h
er
s
m
ay
ag
r
ee
r
e
g
ar
d
i
n
g
t
h
e
u
s
ef
u
ln
ess
o
f
AI
f
o
r
d
e
v
elo
p
i
n
g
b
asic
s
k
ills
.
Sti
ll,
n
o
t
all
o
f
th
em
ar
e
e
n
tire
ly
co
n
v
in
ce
d
,
a
s
en
tim
en
t
also
r
ef
lecte
d
am
o
n
g
s
ch
o
lar
s
,
wh
o
h
av
e
s
tated
th
at
teac
h
e
r
s
h
o
ld
o
p
tim
is
tic
v
iews
r
eg
ar
d
in
g
AI
's
u
s
ef
u
ln
ess
in
teac
h
in
g
.
Sti
ll,
it
is
n
o
t
g
u
ar
an
teed
th
at
it
ca
n
m
o
tiv
ate
th
e
le
ar
n
er
s
in
E
FL
class
r
o
o
m
s
[
1
6
]
.
Ad
d
itio
n
ally
,
th
e
p
er
ce
p
tio
n
th
at
in
s
titu
tio
n
s
la
ck
s
u
f
f
icien
t
tech
n
ical
s
u
p
p
o
r
t
(
m
ea
n
=
4
.
1
2
,
SD
=0
.
7
0
)
h
i
g
h
lig
h
ts
an
ar
ea
o
f
co
n
ce
r
n
th
at
m
ig
h
t
b
e
an
o
b
s
tacle
to
th
e
ef
f
ec
tiv
e
im
p
le
m
en
tatio
n
o
f
AI
to
o
ls
.
T
h
e
i
n
ter
v
iew
d
ata
also
s
u
g
g
ests
th
at
wh
ile
th
er
e
is
o
p
tim
is
m
ab
o
u
t
th
e
u
s
ef
u
ln
ess
o
f
AI
to
o
ls
,
s
u
cc
es
s
f
u
l
in
teg
r
atio
n
will
d
ep
en
d
o
n
ad
d
r
ess
in
g
in
s
titu
tio
n
al
s
u
p
p
o
r
t a
n
d
in
f
r
astru
ctu
r
e
ch
alle
n
g
es.
Mo
r
eo
v
er
,
an
o
th
e
r
s
tu
d
y
h
as
s
h
o
wn
th
at
AI
ca
n
b
e
h
ig
h
ly
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
tea
ch
in
g
an
d
lear
n
in
g
;
h
o
wev
er
,
teac
h
e
r
s
m
u
s
t
co
n
s
id
er
n
u
m
er
o
u
s
co
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[
2
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[
3
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3
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[
1
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3
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5
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2
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Cha
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AI in E
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3
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[
1
8
]
.
T
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ex
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r
atio
n
o
f
AI
to
o
ls
in
to
E
FL
ed
u
ca
tio
n
.
3
.
5
.
3
.
Ass
o
cia
t
io
n bet
wee
n desi
g
na
t
io
n,
AI
-
r
ela
t
ed
t
ra
ini
ng
,
a
nd
cha
lleng
es
T
h
e
n
o
n
s
ig
n
if
ican
t
ass
o
ciatio
n
s
b
etwe
en
teac
h
er
s
’
d
esig
n
a
tio
n
h
ier
ar
ch
y
an
d
AI
-
u
s
ag
e
ch
allen
g
es
m
ay
s
u
g
g
est
th
at
c
h
allen
g
es
ass
o
ciate
d
with
in
teg
r
atin
g
AI
to
o
ls
ar
e
p
er
ce
iv
ed
r
elativ
el
y
u
n
if
o
r
m
ly
ac
r
o
s
s
teac
h
in
g
r
o
les.
Su
ch
u
n
if
o
r
m
i
ty
co
u
ld
im
p
ly
th
at
th
ese
ch
a
llen
g
es
ar
e
g
en
er
ally
u
n
d
er
s
to
o
d
o
r
e
x
p
er
ien
ce
d
ir
r
esp
ec
tiv
e
o
f
o
n
e's
d
esig
n
ati
o
n
in
th
e
ed
u
ca
tio
n
al
h
ier
ar
c
h
y
.
W
h
ile
th
er
e
ar
e
s
o
m
e
d
if
f
er
en
ce
s
,
esp
ec
ially
in
th
e
p
er
ce
p
tio
n
o
f
p
lag
iar
is
m
p
r
o
b
lem
s
,
th
e
g
e
n
er
al
lack
o
f
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
co
u
ld
s
u
g
g
est
th
at
th
ese
p
r
o
b
lem
s
ar
e
o
v
er
all
s
h
ar
ed
i
n
th
e
d
if
f
er
e
n
t
p
r
o
f
iles
.
T
h
is
m
ig
h
t
b
e
a
co
n
s
eq
u
en
ce
o
f
th
e
g
en
e
r
al
ch
a
r
ac
ter
tak
en
b
y
m
o
s
t
o
f
th
e
ch
allen
g
es
b
r
o
u
g
h
t
a
b
o
u
t
b
y
AI
to
o
ls
,
s
u
ch
as
co
n
s
id
er
in
g
th
e
ac
ad
e
m
ic
in
teg
r
ity
is
s
u
e
an
d
h
o
w
it
h
as
ch
an
g
e
d
th
e
tr
ad
itio
n
al
ap
p
r
o
ac
h
to
teac
h
in
g
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
in
ter
v
en
tio
n
s
aim
ed
at
ad
d
r
ess
in
g
th
ese
ch
allen
g
es
m
ig
h
t
b
e
e
q
u
ally
ef
f
ec
tiv
e
ac
r
o
s
s
d
if
f
er
en
t
jo
b
r
o
les,
r
ath
e
r
th
an
n
ee
d
in
g
t
o
b
e
tailo
r
ed
to
s
p
ec
if
ic
d
esig
n
atio
n
s
.
T
h
is
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
tr
ain
in
g
o
n
AI
an
d
p
er
ce
iv
ed
lack
o
f
co
n
ten
t
in
AI
to
o
ls
s
u
g
g
ests
a
p
atter
n
th
at
i
n
d
ee
d
,
tr
ain
in
g
ca
n
af
f
ec
t
h
o
w
t
ea
ch
er
s
ex
p
ec
t
f
r
o
m
a
n
d
cr
it
ically
ev
alu
ate
AI
r
eso
u
r
ce
s
.
I
t
is
p
o
s
s
ib
le
th
at
AI
tr
ain
in
g
en
a
b
les
teac
h
er
s
t
o
u
n
d
er
s
tan
d
b
etter
w
h
at
to
e
x
p
ec
t
f
r
o
m
AI
to
o
ls
an
d
,
th
er
e
f
o
r
e,
b
e
m
o
r
e
p
r
e
p
ar
ed
to
i
d
en
tify
c
o
n
ten
t
g
a
p
s
.
A
s
ig
n
if
ican
t
f
in
d
in
g
in
th
is
r
esp
ec
t
is
th
at
co
m
p
r
eh
e
n
s
iv
e
AI
tr
ain
in
g
s
ee
m
s
cr
itical,
n
o
t
o
n
ly
r
eg
ar
d
i
n
g
tech
n
ical
is
s
u
es
o
f
th
ese
to
o
ls
b
u
t
also
in
s
ettin
g
th
e
ex
p
ec
tatio
n
r
ig
h
t
with
r
eg
ar
d
to
th
eir
co
n
ten
t
an
d
ca
p
ab
ilit
ies.
T
h
e
lack
o
f
s
ig
n
if
ican
t
ass
o
ciatio
n
s
f
o
r
th
e
o
th
er
item
s
wo
u
ld
s
u
g
g
est
th
at
AI
tr
ain
in
g
is
n
o
t
n
ec
ess
ar
il
y
d
r
iv
in
g
p
er
ce
p
tio
n
s
o
f
b
r
o
a
d
er
ch
allen
g
es,
s
u
ch
as in
f
r
astru
ctu
r
e
co
n
c
er
n
s
o
r
c
o
n
ce
r
n
s
ab
o
u
t te
ac
h
er
a
u
to
n
o
m
y
.
T
h
is
is
alig
n
ed
with
th
e
s
t
u
d
y
,
wh
ich
in
d
icate
s
th
at
wh
ile
tr
ain
in
g
e
n
h
an
ce
s
t
ec
h
n
ical
co
m
p
ete
n
ce
,
in
m
o
s
t
in
s
tan
ce
s
,
it
d
o
es
n
o
t
allo
w
te
ac
h
er
s
to
o
v
e
r
co
m
e
o
th
er
b
r
o
ad
e
r
co
n
ce
r
n
s
o
r
an
x
ieties
ab
o
u
t
th
e
s
y
s
tem
ic
is
s
u
es
o
f
ad
o
p
tin
g
AI
b
ec
au
s
e
o
f
f
ac
to
r
s
s
u
ch
as
in
ef
f
icien
cies
in
in
f
r
astru
ctu
r
e
,
lack
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
o
r
im
p
ac
ts
o
n
tr
a
d
itio
n
al
tea
ch
in
g
m
eth
o
d
s
an
d
teac
h
er
in
d
ep
en
d
en
ce
[
3
2
]
.
AI
tr
ain
in
g
,
th
e
r
ef
o
r
e
,
n
ee
d
s
to
b
e
co
m
p
lem
en
ted
b
y
b
r
o
a
d
er
in
s
titu
tio
n
al
ef
f
o
r
ts
to
h
elp
a
d
d
r
ess
th
ese
m
o
r
e
g
e
n
er
al
ch
allen
g
es.
An
o
th
er
s
tu
d
y
s
tated
th
at
a
s
ig
n
if
ican
t
ch
allen
g
e
is
th
e
lac
k
o
f
p
r
o
p
er
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
th
e
teac
h
er
s
[
1
]
.
Giv
in
g
th
e
m
ad
eq
u
ate
tr
ain
in
g
a
n
d
s
u
p
p
o
r
t
will
b
u
ild
th
eir
co
n
f
id
en
ce
in
u
s
in
g
AI
tech
n
o
lo
g
ies
ef
f
ec
tiv
ely
,
wh
er
ea
s
f
ac
to
r
an
aly
s
is
co
n
tr
ad
icts
th
is
b
y
r
ev
ea
lin
g
th
at
it
is
n
o
t
en
o
u
g
h
th
at
teac
h
er
s
lear
n
o
n
l
y
ab
o
u
t
th
e
tech
n
ical
s
k
i
lls
r
elate
d
to
u
s
in
g
th
e
AI
t
o
o
l;
s
u
p
p
o
r
t
m
u
s
t
b
e
p
r
o
v
id
e
d
in
d
ea
lin
g
with
th
e
la
r
g
er
s
tr
u
ctu
r
al
an
d
p
ed
a
g
o
g
ic
ch
an
g
es th
at
in
teg
r
atin
g
AI
r
ea
lly
en
tails
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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2100
3
.
5
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4
.
I
mp
lica
t
io
ns
T
h
e
s
tu
d
y
h
o
ld
s
s
ig
n
if
ican
t
i
m
p
licatio
n
s
f
o
r
th
e
o
r
y
an
d
r
e
s
ea
r
ch
,
as
well
as
f
o
r
s
tu
d
en
t
s
,
teac
h
er
s
,
an
d
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
I
t
co
n
tr
i
b
u
tes
th
eo
r
etica
lly
to
th
e
d
is
cu
s
s
io
n
o
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h
o
w
th
e
T
P
AC
K
f
r
am
ewo
r
k
,
wh
ich
f
o
cu
s
es
o
n
teac
h
er
s
'
k
n
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wled
g
e
o
f
tech
n
o
l
o
g
y
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p
ed
ag
o
g
y
,
a
n
d
co
n
ten
t,
ca
n
b
e
ap
p
lied
r
ea
lis
tically
t
o
en
h
an
ce
AI
to
o
ls
in
E
FL
teac
h
in
g
[
1
9
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
s
tr
ik
in
g
a
b
alan
ce
b
etwe
en
tech
n
ical
s
k
ills
an
d
ef
f
ec
tiv
e
teac
h
in
g
m
eth
o
d
s
to
in
teg
r
ate
AI
ef
f
ec
tiv
ely
in
to
th
eir
teac
h
in
g
s
tr
ateg
ies.
AI
ca
n
m
ak
e
th
e
lear
n
in
g
p
r
o
ce
s
s
in
d
iv
id
u
alize
d
an
d
in
ter
ac
tiv
e
f
o
r
s
tu
d
en
ts
.
Sti
ll,
in
s
ti
tu
tio
n
s
m
u
s
t
en
s
u
r
e
th
at
th
e
co
n
ten
t
g
en
er
ated
b
y
th
e
AI
to
o
l
m
ee
ts
th
e
n
ee
d
s
o
f
all
ty
p
es
o
f
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
t
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
h
ig
h
lig
h
t
t
h
at
th
e
teac
h
e
r
s
n
ee
d
r
eg
u
lar
tr
ain
in
g
in
th
e
u
s
e
o
f
th
is
tech
n
o
lo
g
y
a
n
d
tech
n
ical
s
u
p
p
o
r
t
o
n
h
o
w
t
o
in
teg
r
ate
th
ese
AI
to
o
ls
in
to
t
h
eir
teac
h
in
g
.
W
ith
o
u
t
p
r
o
p
er
tr
ain
in
g
,
it
m
ay
b
e
p
r
etty
ch
al
len
g
in
g
f
o
r
th
e
m
to
u
s
e
AI
to
o
ls
ef
f
ec
tiv
ely
.
3
.
5
.
6
.
L
imi
t
a
t
io
ns
W
h
i
l
e
i
n
f
o
r
m
a
t
i
v
e
,
t
h
e
s
a
m
p
l
e
o
f
1
2
3
E
F
L
t
e
a
c
h
e
r
s
f
r
o
m
2
0
u
n
i
v
e
r
s
i
ti
e
s
is
n
o
t
r
e
p
r
es
e
n
t
a
ti
v
e
o
f
t
h
e
l
a
r
g
e
r
B
a
n
g
l
a
d
es
h
i
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
c
o
n
t
e
x
t
.
A
l
ar
g
e
r
s
a
m
p
l
e
c
o
u
l
d
y
i
e
l
d
m
o
r
e
g
e
n
e
r
a
l
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z
e
d
f
i
n
d
i
n
g
s
.
M
o
r
e
o
v
e
r
,
t
h
e
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e
l
i
a
n
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o
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q
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e
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ti
o
n
n
a
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r
e
s
a
n
d
i
n
t
e
r
v
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e
w
s
li
m
i
ts
t
h
e
d
e
p
t
h
o
f
i
n
s
i
g
h
t
s
.
Ot
h
e
r
m
e
t
h
o
d
s
,
s
u
c
h
a
s
c
l
as
s
r
o
o
m
o
b
s
e
r
v
a
t
i
o
n
s
o
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c
a
s
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s
t
u
d
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es
,
m
a
y
p
r
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a
m
o
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h
o
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s
t
i
c
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e
w
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f
h
o
w
t
h
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n
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s
a
r
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d
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c
t
e
d
.
M
o
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p
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e
p
t
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s
a
f
te
r
A
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.
4.
CO
NCLU
SI
O
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h
e
s
tu
d
y
s
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r
v
ey
e
d
1
2
3
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u
s
e
o
f
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ig
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th
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r
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itiv
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ar
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h
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g
E
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g
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n
d
th
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h
h
o
p
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r
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n
s
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r
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ate
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tech
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ctu
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ch
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atin
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at
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r
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n
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cted
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allen
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ass
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ciate
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with
AI
in
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FL
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n
g
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o
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r
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ay
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r
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ag
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ess
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en
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FL.
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h
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ateg
ies
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[
1
]
A
.
M
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l
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a
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B
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