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[
1
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.
Gen
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tific
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(
Gen
AI
)
h
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eg
u
lato
r
y
a
n
d
m
o
r
al
r
ea
s
o
n
in
g
s
k
ills
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
f
u
lly
n
av
ig
atin
g
te
ch
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
6
]
,
[
7
]
.
T
h
ese
tr
en
d
s
m
o
s
t
ce
r
tain
ly
ap
p
ly
to
th
e
f
ast‐c
h
a
n
g
in
g
la
n
d
s
ca
p
e
o
f
h
ig
h
er
e
d
u
ca
tio
n
with
in
th
e
Kin
g
d
o
m
o
f
Sau
d
i
Ar
ab
ia,
s
in
ce
th
e
lau
n
ch
o
f
Vis
io
n
2
0
3
0
with
d
ig
ital
tr
an
s
f
o
r
m
atio
n
an
d
AI
p
r
ep
ar
e
d
n
ess
b
ein
g
o
f
n
atio
n
al
in
te
r
est
[
8
]
,
[
9
]
.
T
h
er
e
h
as
b
ee
n
a
m
a
jo
r
in
v
estme
n
t
b
y
u
n
i
v
er
s
ities
in
in
f
r
astru
ctu
r
al
im
p
r
o
v
em
e
n
ts
r
elatin
g
to
in
te
g
r
ity
,
s
u
ch
as:
h
o
n
o
r
co
d
es,
t
h
e
u
s
e
o
f
p
lag
iar
is
m
d
etec
tio
n
s
o
f
twar
e,
an
d
th
e
im
p
lem
en
tatio
n
o
f
p
r
o
cto
r
in
g
s
y
s
tem
s
(
all
b
ein
g
g
ea
r
e
d
to
war
d
s
th
e
p
r
ev
io
u
s
u
n
d
e
r
s
tan
d
in
g
o
f
wh
at
co
n
s
titu
tes
ac
ad
em
ic
m
is
co
n
d
u
ct,
b
ef
o
r
e
Gen
AI
)
[
1
0
]
.
I
t
a
p
p
ea
r
s
as
th
o
u
g
h
th
at
th
e
c
u
r
r
en
t
r
u
lin
g
s
ar
o
u
n
d
h
o
w
to
r
eg
u
late
th
e
u
s
e
o
f
f
ee
d
b
ac
k
lo
o
p
s
f
r
o
m
h
u
m
an
s
t
o
m
ac
h
in
es
ar
e
in
s
u
f
f
icien
t
f
o
r
p
r
ev
en
tin
g
th
e
u
s
e
o
f
a
m
ac
h
in
e
to
ass
is
t
in
d
ev
elo
p
in
g
an
y
o
f
th
e
v
ar
io
u
s
t
ask
s
in
v
o
lv
ed
with
p
r
o
d
u
cin
g
a
wr
itten
wo
r
k
(
e.
g
.
,
d
r
af
tin
g
,
c
o
n
s
tr
u
ctin
g
a
n
ar
g
u
m
e
n
t,
an
d
cr
ea
tin
g
a
s
y
n
th
esis
)
.
I
n
ca
s
es
wh
er
e
NNE
S
ar
e
lear
n
in
g
in
a
s
ec
o
n
d
la
n
g
u
a
g
e
an
d
ar
e
m
o
r
e
lik
ely
to
b
e
en
g
ag
ed
in
h
ig
h
-
s
tak
es
ass
ess
m
en
ts
,
th
e
u
s
e
o
f
Gen
AI
s
er
v
es
a
d
u
al
p
u
r
p
o
s
e
f
o
r
NNE
S:
it
o
f
f
e
r
s
a
le
g
itima
te
m
ea
n
s
o
f
p
r
o
v
id
in
g
ac
ce
s
s
to
lan
g
u
a
g
e
th
at
h
as
“b
ee
n
p
o
lis
h
ed
,
”
an
d
it
s
er
v
es
as
an
ea
s
y
escap
e
f
r
o
m
c
o
m
p
leti
n
g
th
e
co
g
n
itiv
e
p
r
o
ce
s
s
es
t
h
at
ar
e
r
eq
u
i
r
ed
to
co
m
p
lete
h
ig
h
-
s
tak
es a
s
s
es
s
m
en
ts
(
th
e
p
u
r
p
o
s
e
o
f
wh
ich
is
to
f
o
s
ter
th
e
co
g
n
itiv
e
p
r
o
ce
s
s
e
s
)
[
1
1
]
,
[
1
2
]
.
W
h
ile
g
lo
b
al
d
is
co
u
r
s
e
g
r
o
ws,
d
ata
f
r
o
m
Sau
d
i
h
ig
h
e
r
ed
u
ca
tio
n
o
n
h
o
w
s
tu
d
en
ts
an
d
ed
u
c
ato
r
s
p
er
ce
iv
e
th
e
co
n
to
u
r
s
o
f
ap
p
r
o
p
r
iate
AI
u
s
e
ar
e
lack
in
g
.
T
h
is
r
esear
ch
attem
p
ts
t
o
b
r
id
g
e
th
is
g
ap
b
y
s
y
n
th
esizin
g
a
m
o
tiv
atio
n
al
v
iew
(
t
h
eo
r
y
o
f
p
la
n
n
e
d
b
eh
av
io
r
o
r
T
PB
)
with
a
n
o
r
m
-
b
ased
v
iew
(
n
e
u
tr
aliza
tio
n
th
eo
r
y
)
o
f
h
o
w
attitu
d
e,
r
atio
n
aliza
tio
n
,
an
d
p
er
ce
iv
ed
in
s
titu
tio
n
al
clar
ity
in
f
lu
en
ce
AI
-
b
ased
s
u
b
s
titu
tio
n
b
e
h
av
io
r
.
T
h
e
co
n
tr
ib
u
tio
n
s
o
f
o
u
r
r
esear
ch
ar
e
th
r
ee
f
o
ld
.
C
r
u
cially
,
th
ese
co
n
tr
ib
u
tio
n
s
ex
ten
d
e
x
is
tin
g
s
ch
o
lar
s
h
ip
in
th
r
ee
way
s
.
First,
th
e
s
tu
d
y
r
ep
o
s
itio
n
s
n
eu
tr
aliza
tio
n
th
eo
r
y
as
a
p
r
ed
ictiv
e
m
ec
h
an
is
m
em
b
ed
d
e
d
with
in
a
T
P
B
-
g
r
o
u
n
d
ed
m
o
d
el,
an
d
in
tr
o
d
u
ce
s
in
s
titu
tio
n
al
clar
ity
as
an
em
p
i
r
ically
test
ab
le
m
o
d
er
ato
r
o
f
t
h
e
r
atio
n
aliza
tio
n
-
to
-
b
eh
av
io
r
p
ath
way
;
to
g
eth
e
r
,
th
ese
m
o
v
es
o
f
f
er
a
m
o
r
al
-
c
o
g
n
itiv
e
an
aly
tical
f
r
am
ewo
r
k
f
o
r
AI
-
m
ed
iate
d
ac
ad
em
ic
b
o
u
n
d
ar
y
cr
o
s
s
in
g
th
at
co
m
p
lem
en
ts
r
ath
er
th
an
r
e
p
lace
s
ex
is
tin
g
tech
n
o
lo
g
y
a
cc
ep
tan
ce
ap
p
r
o
ac
h
es
an
d
,
t
o
th
e
b
est
o
f
o
u
r
k
n
o
wled
g
e,
h
as
n
o
t
b
ee
n
p
r
ev
i
o
u
s
ly
ap
p
lied
to
m
u
ltil
in
g
u
al
h
ig
h
er
ed
u
ca
ti
o
n
co
n
tex
ts
.
Seco
n
d
,
b
y
em
p
lo
y
in
g
n
eu
tr
aliza
tio
n
th
e
o
r
y
n
o
t
as
a
n
in
d
ep
e
n
d
en
t
ex
p
lan
at
o
r
y
m
o
d
el
b
u
t
as
a
m
o
d
e
r
ato
r
o
f
s
t
u
d
en
t
attitu
d
e
a
n
d
s
u
b
s
titu
tiv
e
b
eh
av
io
r
,
th
e
f
r
a
m
ewo
r
k
f
o
r
eg
r
o
u
n
d
s
a
m
o
r
al
-
co
g
n
itiv
e
m
ec
h
an
is
m
th
at
is
u
n
d
er
ex
p
lo
r
e
d
in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
th
e
o
r
ie
s
.
T
h
ir
d
,
b
y
p
o
s
itin
g
in
s
titu
tio
n
al
clar
ity
as
a
co
n
tex
tu
al
m
o
d
er
ato
r
co
n
s
tr
ain
in
g
r
atio
n
aliza
tio
n
,
th
e
s
tu
d
y
c
o
n
t
r
ib
u
tes
in
itial
em
p
ir
ical
ev
id
e
n
ce
o
f
‘
in
teg
r
ity
d
e
-
r
is
k
in
g
th
r
o
u
g
h
tr
an
s
p
ar
e
n
cy
’
in
a
Sau
d
i
u
n
iv
er
s
ity
s
ettin
g
.
Fin
ally
,
th
e
s
eq
u
en
tial
ex
p
lan
ato
r
y
m
ix
ed
-
m
eth
o
d
s
d
esig
n
tr
ian
g
u
lates
s
tu
d
en
t
m
o
tiv
atio
n
s
with
p
ed
ag
o
g
ical
ch
allen
g
es,
d
em
o
n
s
tr
atin
g
in
t
eg
r
atio
n
b
ey
o
n
d
p
ar
allel
d
ata
co
llectio
n
th
r
o
u
g
h
jo
in
t d
is
p
lay
m
eta
-
in
f
er
en
ce
s
[
1
3
]
,
[
1
4
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
G
enAI a
nd
t
he
s
ca
f
f
o
ld
–
s
ho
rt
cut
bo
un
da
ry
Aca
d
em
ic
in
teg
r
ity
is
a
c
o
m
p
lex
p
h
en
o
m
en
o
n
wh
er
e
in
d
iv
id
u
al
j
u
d
g
em
e
n
t,
s
o
cial
co
n
tex
t,
ass
es
s
m
en
t,
an
d
cu
ltu
r
e
o
f
th
e
in
s
titu
tio
n
co
llid
e
[
1
5
]
,
[
1
6
]
.
Gen
AI
to
o
ls
s
u
ch
as
C
h
atGP
T
ar
e
u
n
iq
u
e
t
o
th
e
d
eg
r
ee
th
at
th
e
y
ac
tiv
ely
r
ec
la
s
s
if
y
tech
n
o
lo
g
y
f
r
o
m
a
t
o
o
l
f
o
r
ac
ce
s
s
in
g
in
f
o
r
m
atio
n
to
a
to
o
l
f
o
r
g
en
er
atin
g
ac
ad
em
ic
o
u
tp
u
ts
,
wh
en
ev
e
r
wr
itten
tex
t,
ar
g
u
m
en
tatio
n
,
p
ar
ap
h
r
ased
p
r
o
d
u
cts
,
an
d
a
n
al
y
tic
task
s
ar
e
n
ee
d
ed
o
n
d
em
an
d
[
2
]
.
Ma
n
y
s
tu
d
e
n
t
s
u
tili
ze
AI
in
ce
r
tain
s
itu
atio
n
s
wh
en
t
h
ey
a
r
e
attem
p
tin
g
t
o
g
ain
clar
ity
a
b
o
u
t
a
co
n
ce
p
t
o
r
to
tr
an
s
late.
Stu
d
en
ts
will
also
u
tili
ze
AI
i
n
d
ir
ec
t
p
r
o
d
u
ctio
n
o
f
c
o
n
te
n
t
r
elatin
g
to
th
ei
r
ass
ig
n
m
en
t
(
f
o
r
ex
am
p
le,
b
y
c
r
ea
tin
g
tex
t)
[
1
7
]
.
AI
u
s
ag
e
th
at
is
leg
itima
te
in
o
n
e
co
u
r
s
e
m
ay
co
m
e
ac
r
o
s
s
as
an
o
f
f
en
ce
in
a
n
o
th
er
co
u
r
s
e,
p
ar
ticu
lar
ly
i
n
s
itu
atio
n
s
wh
e
r
e
th
e
in
s
tr
u
ct
o
r
d
o
es
n
o
t
p
r
o
v
i
d
e
co
n
cr
ete
o
r
clea
r
ex
am
p
les o
f
wh
at
AI
p
r
ac
tices a
r
e
co
n
s
id
er
e
d
ac
ce
p
tab
le
a
n
d
u
n
ac
ce
p
tab
le
[
1
8
]
.
T
h
e
s
ca
f
f
o
ld
/s
h
o
r
tcu
t
b
o
u
n
d
ar
y
is
d
ef
in
ed
as
th
e
tr
an
s
itio
n
p
o
in
t
b
etwe
en
u
s
in
g
AI
as
a
s
u
p
p
o
r
t
to
o
l
in
en
h
an
ci
n
g
a
s
tu
d
e
n
t
’
s
co
g
n
itiv
e
p
r
o
ce
s
s
an
d
r
e
p
lacin
g
th
at
p
r
o
ce
s
s
en
tire
ly
with
AI
.
I
n
o
th
er
w
o
r
d
s
,
it
is
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
wh
en
AI
p
r
o
v
id
es
th
e
ess
en
tial
elem
en
ts
(
k
ey
id
ea
s
,
s
tr
u
ctu
r
e
o
f
ev
id
en
ce
)
f
o
r
t
h
e
s
tu
d
en
t
to
u
s
e
in
d
ev
el
o
p
in
g
t
h
eir
o
wn
in
tellectu
al
m
ate
r
ial
v
er
s
u
s
wh
en
th
e
s
tu
d
e
n
t
s
im
p
l
y
s
u
b
m
its
th
e
wo
r
k
as
th
eir
o
wn
with
o
u
t
an
y
co
g
n
itiv
e
ef
f
o
r
t
[
3
]
.
T
h
e
d
is
tin
ctio
n
is
th
e
f
o
u
n
d
atio
n
f
o
r
t
h
is
r
esear
ch
p
r
o
ject,
an
d
will
b
e
r
ef
er
r
ed
to
as
“
th
e
b
o
u
n
d
ar
y
”
th
r
o
u
g
h
o
u
t
th
is
p
ap
er
.
W
h
ile
AI
-
b
ased
s
u
b
s
ti
tu
tio
n
in
v
o
lv
es
r
ep
lacin
g
ce
r
tain
s
tep
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2
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[
2
5
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[
2
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[
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2
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3
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f
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n
[
8
]
,
[
9
]
.
St
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g
r
a
m
s
s
til
l
f
ac
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t
h
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p
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m
o
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p
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cy
in
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h
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A
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f
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th
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s
t
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n
ts
.
First
,
g
en
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v
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A
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b
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s
e
d
as a
t
o
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k
[
1
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[
1
2
]
.
R
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r
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Sa
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[
2
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m
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w
h
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e
n
e
r
a
ti
v
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AI
is
e
asil
y
ac
c
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i
b
l
e
[
2
8
]
,
[
2
9
]
.
T
h
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o
v
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la
p
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f
th
es
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p
r
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r
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o
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s
t
u
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n
ts
,
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r
s
,
n
o
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m
s
,
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d
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s
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n
s
i
g
h
ts
i
n
t
o
N
NE
S
c
o
n
t
ex
ts
a
r
o
u
n
d
t
h
e
g
lo
b
e,
p
a
r
t
ic
u
la
r
l
y
t
h
o
s
e
in
w
h
ic
h
E
n
g
lis
h
m
e
d
i
u
m
in
s
tr
u
ct
io
n
is
a
p
r
i
m
a
r
y
r
e
q
u
i
r
e
m
e
n
t
f
o
r
a
d
v
a
n
ce
m
e
n
t
w
it
h
i
n
ac
a
d
em
i
a.
3.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
r
o
u
g
h
o
u
r
r
esear
ch
,
we
d
ev
elo
p
an
u
n
d
er
s
tan
d
in
g
o
f
AI
s
u
b
s
titu
tio
n
,
th
r
o
u
g
h
th
e
estab
l
is
h
m
en
t
o
f
a
m
o
d
el,
b
ased
o
n
lear
n
in
g
d
ec
is
io
n
s
,
th
at
co
n
s
id
er
s
m
o
tiv
atio
n
an
d
n
o
r
m
ativ
e
in
f
lu
e
n
ce
s
o
f
th
e
s
tu
d
en
t
o
n
th
ese
d
ec
is
io
n
s
;
as
wel
l
as
th
e
d
ev
elo
p
m
e
n
t
o
f
m
o
r
al
r
atio
n
a
le
f
o
r
th
ese
d
ec
is
io
n
s
cr
ea
ted
b
y
th
e
in
s
titu
tio
n
’
s
ex
p
ec
tatio
n
.
R
ath
er
th
a
n
ju
d
g
i
n
g
th
e
u
s
e
o
f
Ge
n
AI
as
eith
er
eth
ical
o
r
u
n
eth
ical,
t
h
is
f
r
am
ewo
r
k
f
o
cu
s
es
o
n
h
o
w
s
tu
d
en
ts
p
er
ce
iv
e
t
h
eir
u
s
e
o
f
A
I
in
th
e
c
o
n
tex
t o
f
th
e
p
er
f
o
r
m
a
n
ce
ex
p
ec
tatio
n
s
an
d
b
o
u
n
d
a
r
ies
th
at
th
ey
s
ee
as
ac
ce
p
tab
le.
T
h
is
d
u
al
g
r
o
u
n
d
in
g
in
n
o
r
m
ativ
e
an
d
m
o
tiv
atio
n
al
th
eo
r
y
p
r
o
v
i
d
e
s
a
m
o
r
e
n
u
an
ce
d
ex
p
lan
atio
n
o
f
b
o
u
n
d
ar
y
-
c
r
o
s
s
in
g
b
e
h
av
io
r
s
th
an
wo
u
ld
b
e
t
h
e
ca
s
e
with
m
o
d
els o
f
AI
m
is
u
s
e
b
ased
o
n
eit
h
er
a
s
tr
o
n
g
r
elatio
n
s
h
i
p
b
etwe
en
attitu
d
es a
n
d
u
s
e
o
r
as a
p
u
r
el
y
r
u
le
-
b
r
ea
k
in
g
b
eh
a
v
io
r
.
3
.
1
.
Dis
t
inct
co
ns
t
ruct
def
ini
t
io
ns
T
o
en
s
u
r
e
co
n
ce
p
tu
al
clar
ity
a
n
d
m
in
im
ize
co
n
s
tr
u
ct
o
v
er
la
p
,
th
e
f
o
u
r
laten
t
co
n
s
tr
u
cts
in
th
is
s
tu
d
y
ar
e
d
is
tin
g
u
is
h
ed
al
o
n
g
f
u
n
ctio
n
al
lin
es.
Attitu
d
es
to
war
d
AI
(
L
1
)
ar
e
d
ef
in
ed
as
u
tili
ty
-
d
r
iv
en
p
er
f
o
r
m
an
ce
ap
p
r
aisals
:
th
e
co
g
n
itiv
e
ev
al
u
atio
n
o
f
AI
as
u
s
ef
u
l,
e
f
f
icie
n
t,
an
d
p
e
r
f
o
r
m
an
ce
-
e
n
h
an
cin
g
.
T
h
ese
r
ep
r
esen
t
th
e
‘
wh
at’
o
f
b
e
h
av
io
r
,
wh
at
s
tu
d
en
ts
b
eliev
e
AI
ca
n
d
o
f
o
r
th
em
.
M
o
r
al
r
atio
n
aliza
tio
n
(
L
2
)
is
d
ef
i
n
ed
as
p
o
s
t
-
h
o
c
co
g
n
itiv
e
n
eu
tr
aliz
atio
n
o
f
eth
ical
co
n
f
lict:
th
e
ju
s
tific
atio
n
p
r
o
ce
s
s
th
r
o
u
g
h
wh
ich
s
tu
d
en
ts
r
ec
o
n
cile
b
o
u
n
d
ar
y
-
cr
o
s
s
in
g
b
eh
av
io
r
with
a
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t.
T
h
is
r
ep
r
esen
ts
th
e
‘
h
o
w’
o
f
b
e
h
av
io
r
,
h
o
w
s
tu
d
en
ts
m
ain
tain
id
en
tity
as
‘
g
o
o
d
s
tu
d
e
n
ts
’
wh
il
e
en
g
ag
i
n
g
i
n
p
o
ten
tially
p
r
o
h
ib
ited
co
n
d
u
ct.
I
n
s
titu
tio
n
al
an
d
i
n
s
tr
u
ctio
n
al
clar
ity
(
L
3
)
is
d
ef
in
e
d
as
th
e
r
eg
u
lato
r
y
en
v
ir
o
n
m
en
tal
s
ig
n
al:
th
e
p
e
r
ce
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8
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2
2
Mo
tiva
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d
n
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ma
tive
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r
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f g
en
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tive
A
I
s
u
b
s
tit
u
tio
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in
a
ca
d
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w
o
r
k
… (
Ma
z
in
Ma
n
s
o
r
y
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2949
ex
p
licitn
ess
,
co
n
s
is
ten
cy
,
an
d
s
p
ec
if
icity
o
f
ex
p
ec
tatio
n
s
r
eg
ar
d
in
g
AI
u
s
e.
T
h
is
r
ep
r
es
en
ts
th
e
‘
wh
er
e’
o
f
b
eh
av
io
r
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th
e
en
v
ir
o
n
m
e
n
tal
co
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tex
t
th
at
eith
er
c
o
n
s
tr
ain
s
o
r
en
ab
les
ju
s
tific
atio
n
p
r
o
ce
s
s
es.
AI
-
b
ased
s
u
b
s
titu
tio
n
(
L
4
)
is
d
ef
in
ed
as
th
e
p
r
o
ce
d
u
r
al
r
ep
lace
m
en
t
o
f
co
g
n
itiv
e
d
r
af
tin
g
p
h
ases
th
r
o
u
g
h
g
en
er
ativ
e
AI
,
d
is
tin
ct
f
r
o
m
co
n
t
r
ac
t
ch
ea
tin
g
(
tr
a
n
s
ac
tio
n
al
p
r
o
d
u
ct
o
u
ts
o
u
r
cin
g
)
a
n
d
f
r
o
m
leg
i
tim
ate
s
ca
f
f
o
ld
in
g
(
s
u
p
p
o
r
tiv
e
co
g
n
itiv
e
en
h
a
n
ce
m
en
t)
.
3
.
2
.
M
o
t
iv
a
t
io
na
l a
nd
no
r
ma
t
iv
e
driv
er
s
Dr
awin
g
o
n
t
h
e
T
PB
[
3
0
]
,
th
e
s
tu
d
y
p
o
s
its
th
at
s
tu
d
en
ts
’
e
n
g
ag
em
en
t
with
AI
-
b
ased
s
u
b
s
titu
tio
n
is
p
r
o
x
im
ally
p
r
ed
icted
b
y
attitu
d
es
(
ev
alu
atio
n
s
o
f
u
tili
ty
)
,
s
u
b
jectiv
e
n
o
r
m
s
(
p
e
r
ce
p
tio
n
s
o
f
p
ee
r
u
s
e
an
d
f
ac
u
lty
to
ler
a
n
ce
)
,
a
n
d
p
er
ce
i
v
ed
b
e
h
av
io
r
al
co
n
tr
o
l
(
p
er
ce
iv
ed
d
etec
tio
n
lik
elih
o
o
d
)
.
I
n
lear
n
in
g
co
n
te
x
ts
ch
ar
ac
ter
ized
b
y
tim
e
p
r
ess
u
r
e
,
lin
g
u
is
tic
d
em
an
d
s
,
o
r
h
ig
h
-
s
tak
es g
r
ad
in
g
,
u
tili
ty
-
d
r
iv
e
n
m
o
tiv
atio
n
in
cr
ea
s
es
th
e
attr
ac
tiv
en
ess
o
f
AI
u
s
e
[
2
2
]
.
T
h
e
T
PB
co
m
p
o
n
en
ts
b
ec
o
m
e
p
ar
ticu
lar
ly
r
elev
an
t
in
th
e
m
u
lticu
ltu
r
al
u
n
iv
er
s
ity
c
o
n
tex
t
o
f
Sau
d
i
Ar
ab
ia,
wh
er
e
lin
g
u
is
tic
an
d
ac
a
d
em
ic
d
e
m
an
d
s
h
av
e
ca
u
s
ed
s
tu
d
en
ts
to
p
er
ce
iv
e
Gen
AI
as a
v
alu
ab
le
to
o
l f
o
r
a
cc
o
m
p
lis
h
in
g
th
eir
ac
ad
em
ic
wo
r
k
.
3
.
3
.
M
o
ra
l
r
a
t
io
na
liza
t
i
o
n
a
s
bo
un
da
ry
-
cr
o
s
s
ing
m
ec
ha
n
is
m
I
n
o
r
d
e
r
t
o
u
n
d
er
s
t
a
n
d
th
e
c
o
g
n
it
iv
e
i
n
f
lu
e
n
ce
s
b
eh
in
d
en
g
ag
in
g
i
n
e
th
ica
ll
y
a
m
b
i
g
u
o
u
s
b
e
h
av
i
o
r
s
,
t
h
e
f
r
am
ew
o
r
k
i
n
c
o
r
p
o
r
at
es
n
e
u
t
r
a
liza
ti
o
n
t
h
e
o
r
y
[
3
1
]
.
I
n
th
is
s
t
u
d
y
,
th
e
f
o
ll
o
w
in
g
s
p
ec
i
f
i
c
n
e
u
t
r
al
iza
ti
o
n
s
t
r
a
te
g
ies
em
p
l
o
y
e
d
w
er
e
d
e
n
i
al
o
f
r
es
p
o
n
s
i
b
i
lit
y
(
‘
t
h
e
d
i
r
e
cti
o
n
s
w
er
e
n
o
t
c
lea
r
’
)
,
d
e
n
i
al
o
f
i
n
j
u
r
y
(
‘
I
j
u
s
t
wa
n
t
t
o
im
p
r
o
v
e
m
y
la
n
g
u
ag
e
’
)
,
co
n
d
em
n
at
io
n
o
f
th
e
co
n
d
e
m
n
e
r
(
‘
t
h
e
in
s
tr
u
ct
o
r
s
a
r
e
i
n
c
o
n
s
is
te
n
t
’
)
,
an
d
a
p
p
ea
l
t
o
a
h
i
g
h
e
r
lo
y
alt
y
(
‘
I
h
a
v
e
to
s
u
p
p
o
r
t
m
y
s
c
h
o
l
ar
s
h
i
p
’
)
,
a
r
e
al
l
r
ela
te
d
t
o
u
n
i
q
u
e
p
r
ess
u
r
es
as
s
o
ci
at
ed
wi
th
b
e
in
g
a
S
au
d
i
N
NE
S
.
I
n
a
d
d
iti
o
n
,
b
e
ca
u
s
e
o
f
t
h
e
l
a
n
g
u
ag
e
b
ar
r
ier
,
s
t
u
d
e
n
ts
a
r
e
a
b
l
e
to
n
e
u
t
r
al
ize
t
h
ei
r
u
s
e
o
f
AI
-
g
en
e
r
at
ed
p
r
o
s
e
as
‘
la
n
g
u
ag
e
p
o
l
is
h
in
g
’
,
r
a
th
er
t
h
an
as
c
o
g
n
iti
v
e
o
u
ts
o
u
r
ci
n
g
;
t
h
e
r
e
f
o
r
e,
th
ei
r
d
en
ial
o
f
in
j
u
r
y
i
s
r
e
lat
e
d
s
p
e
cif
ic
all
y
t
o
th
e
h
i
g
h
l
y
m
u
ltil
in
g
u
a
l
n
at
u
r
e
o
f
t
h
eir
a
ca
d
e
m
i
c
e
n
v
i
r
o
n
m
e
n
t.
R
e
ce
n
t
e
m
p
ir
ica
l
wo
r
k
c
o
n
f
ir
m
s
th
at
e
n
d
o
r
s
e
m
en
t
o
f
n
e
u
t
r
ali
za
ti
o
n
te
c
h
n
iq
u
es
s
i
g
n
if
ic
an
tl
y
p
r
e
d
ic
ts
A
I
-
f
ac
il
ita
te
d
ac
a
d
em
i
c
m
is
c
o
n
d
u
ct
[
2
3
]
.
T
h
ese
f
i
n
d
in
g
s
e
x
te
n
d
t
h
e
c
lass
i
ca
l
n
e
u
t
r
a
l
izat
io
n
t
h
e
o
r
y
f
r
a
m
ew
o
r
k
to
c
o
n
te
m
p
o
r
a
r
y
d
ig
ita
l
lea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
ts
,
d
em
o
n
s
tr
a
ti
n
g
t
h
at
th
e
m
o
r
al
-
c
o
g
n
iti
v
e
m
ec
h
an
is
m
s
S
y
k
es a
n
d
M
at
za
[
3
1
]
i
d
en
tif
ie
d
i
n
ju
v
e
n
il
e
d
eli
n
q
u
e
n
c
y
o
p
e
r
a
te
wit
h
co
m
p
a
r
a
b
l
e
ex
p
l
an
at
o
r
y
p
o
we
r
i
n
G
e
n
A
I
-
m
e
d
i
ate
d
b
o
u
n
d
a
r
y
cr
o
s
s
i
n
g
.
3
.
4
.
I
ns
t
it
utio
na
l c
la
rit
y
a
s
co
nte
x
t
ua
l mo
dera
t
o
r
I
n
s
titu
tio
n
al
clar
ity
is
co
n
ce
p
tu
alize
d
as
a
co
n
tex
tu
al
m
o
d
er
ato
r
th
at
co
n
d
itio
n
s
th
e
tr
a
n
s
latio
n
o
f
r
atio
n
aliza
tio
n
in
t
o
s
u
b
s
titu
tio
n
b
e
h
av
io
r
.
W
h
en
ex
p
ec
tatio
n
s
ar
e
clea
r
,
co
n
s
is
ten
t,
an
d
ill
u
s
tr
ated
,
th
e
s
co
p
e
f
o
r
m
o
r
al
r
atio
n
aliza
tio
n
s
h
r
i
n
k
s
an
d
th
e
ap
p
ar
en
t
co
s
t
o
f
b
o
u
n
d
ar
y
cr
o
s
s
in
g
g
r
o
ws.
W
h
en
ex
p
ec
tatio
n
s
ar
e
v
ag
u
e
o
r
p
a
r
tial,
s
tu
d
en
ts
en
g
ag
e
r
atio
n
aliza
tio
n
s
tr
ateg
ies
o
n
th
e
ass
u
m
p
tio
n
th
at
in
s
titu
tio
n
al
s
ilen
ce
m
ea
n
s
tacit
ag
r
ee
m
en
t.
T
h
is
m
en
tal
m
o
d
el
r
eso
n
ates
with
th
e
in
te
g
r
ity
clim
ate
s
ch
o
o
l
o
f
t
h
o
u
g
h
t
th
at
clar
ity
an
d
p
er
ce
iv
ed
f
air
n
ess
d
r
iv
e
c
o
m
p
lian
ce
an
d
tr
u
s
t [
2
5
]
,
[
2
6
]
.
3
.
5
.
Resea
rc
h ques
t
io
ns
a
nd
hy
po
t
hes
es
T
h
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
g
u
id
e
t
h
is
in
v
esti
g
atio
n
:
−
T
o
wh
at
ex
ten
t
d
o
attitu
d
es to
war
d
g
en
er
ativ
e
AI
p
r
ed
ict
AI
-
b
ased
s
u
b
s
titu
tio
n
?
(
R
Q1
)
−
T
o
wh
at
ex
ten
t
d
o
m
o
r
al
r
atio
n
aliza
tio
n
s
tr
ateg
ies p
r
ed
ict
A
I
-
b
ased
s
u
b
s
titu
tio
n
?
(
R
Q2
)
−
Do
es p
er
ce
iv
ed
in
s
titu
tio
n
al
cl
ar
ity
m
o
d
e
r
ate
th
e
r
atio
n
aliza
tio
n
–
s
u
b
s
titu
tio
n
r
elatio
n
s
h
i
p
?
(
R
Q3
)
−
Ho
w
d
o
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
d
escr
ib
e
th
e
lear
n
in
g
,
eth
ical,
an
d
co
n
tex
tu
al
f
a
cto
r
s
s
h
ap
in
g
p
er
ce
p
tio
n
s
o
f
ac
ce
p
tab
le
AI
u
s
e?
(
R
Q4
)
Fu
r
th
er
m
o
r
e
,
th
er
e
s
ev
er
al
h
y
p
o
th
eses
o
f
th
is
s
tu
d
y
:
i)
p
o
s
itiv
e
attitu
d
es
to
war
d
Gen
AI
u
s
e
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
AI
-
b
ased
s
u
b
s
titu
tio
n
b
eh
av
io
r
(
H1
)
;
ii)
m
o
r
al
r
atio
n
aliza
tio
n
is
p
o
s
itiv
ely
ass
o
ciate
d
with
AI
-
b
ased
s
u
b
s
titu
tio
n
b
eh
a
v
io
r
(
H2
)
;
iii)
i
n
s
titu
tio
n
al
c
lar
ity
is
n
eg
ativ
ely
ass
o
ciate
d
with
AI
-
b
ased
s
u
b
s
titu
tio
n
b
eh
av
i
o
r
(
H3
)
;
an
d
iv
)
i
n
s
titu
tio
n
al
clar
ity
m
o
d
e
r
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
atio
n
aliza
tio
n
an
d
s
u
b
s
titu
tio
n
,
s
u
ch
th
at
th
e
p
o
s
itiv
e
ass
o
ciatio
n
is
wea
k
er
wh
en
clar
ity
is
h
ig
h
(
H4
)
.
4.
RE
S
E
ARCH
M
E
T
H
O
D
4
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
ad
o
p
ted
a
s
eq
u
en
tial
ex
p
lan
ato
r
y
m
ix
e
d
-
m
e
th
o
d
s
d
esig
n
[
3
2
]
:
we
b
eg
a
n
with
a
q
u
an
titativ
e
p
h
ase
(
s
tu
d
en
ts
’
m
o
tiv
atio
n
m
ea
s
u
r
ed
b
y
s
u
r
v
e
y
d
ata
a
n
d
s
tr
u
ct
u
r
al
eq
u
atio
n
m
o
d
elin
g
o
r
SEM
)
an
d
f
o
llo
we
d
with
q
u
alitativ
e
p
h
ase
to
f
u
r
th
er
s
h
e
d
lig
h
t
o
n
co
n
tex
t
u
ally
h
o
w
t
o
in
ter
p
r
et
th
e
q
u
an
titativ
e
f
in
d
in
g
s
,
s
tu
d
en
ts
’
an
d
teac
h
e
r
s
’
ac
co
u
n
ts
s
h
ed
f
u
r
th
er
lig
h
t
o
n
th
e
q
u
a
n
titativ
e
p
h
ases
.
W
e
s
eq
u
en
ce
d
p
h
ases
s
o
th
at
th
ey
tr
ian
g
u
late
m
ea
n
in
g
f
u
lly
:
s
tu
d
e
n
t
m
o
tiv
atio
n
s
(
q
u
an
tifie
d
with
s
u
r
v
ey
an
d
SEM
d
ata)
with
p
ed
ag
o
g
ical
r
ea
liti
es
an
d
ten
s
io
n
s
(
liv
ed
b
y
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
;
g
lean
ed
f
r
o
m
o
u
r
in
ter
v
iew
d
ata)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
9
4
6
-
2
9
5
8
2950
Ho
wev
er
,
th
is
in
teg
r
atio
n
was
m
o
r
e
th
an
t
h
e
p
r
o
d
u
ctio
n
o
f
a
co
r
r
esp
o
n
d
in
g
d
ataset
p
er
p
h
ase
th
at
co
u
ld
b
e
in
f
o
r
m
ativ
e
[
1
3
]
,
[
1
4
]
.
T
h
at
i
s
,
th
e
q
u
an
titativ
e
p
h
ase
id
en
tifie
d
im
p
o
r
tan
t
p
r
e
d
icto
r
s
o
f
AI
s
u
b
s
titu
tio
n
an
d
th
e
q
u
alitativ
e
p
h
ase
d
el
v
ed
i
n
to
th
e
wh
y
s
o
f
n
o
t
j
u
s
t
th
e
ef
f
ec
t
o
f
th
e
p
r
ed
icto
r
s
o
n
s
u
b
s
t
itu
tio
n
b
u
t
wh
y
th
e
s
izes o
f
th
e
ef
f
ec
ts
an
d
m
o
d
er
atin
g
r
o
le
o
f
clar
ity
o
f
in
s
titu
tio
n
al
r
o
les o
n
th
ese
r
elatio
n
s
h
i
p
s
.
4
.
2
.
Co
ncept
ua
l
m
o
del
T
h
e
co
n
ce
p
tu
al
m
o
d
el
co
m
p
r
is
es
f
o
u
r
laten
t
co
n
s
tr
u
cts:
attitu
d
es
to
war
d
AI
(
L
1
)
,
m
o
r
a
l
r
atio
n
aliza
tio
n
(
L
2
)
,
in
s
titu
tio
n
al
clar
ity
(
L
3
)
,
an
d
AI
-
b
ased
s
u
b
s
titu
tio
n
(
L
4
)
.
T
h
e
m
o
d
el
p
o
s
its
th
at
s
u
b
s
titu
tio
n
is
d
ir
ec
tly
p
r
ed
ict
ed
b
y
L
1
an
d
L
2
,
with
L
3
ac
t
in
g
as
b
o
th
a
d
ir
ec
t
p
r
e
d
icto
r
an
d
a
m
o
d
er
ato
r
o
f
th
e
L
2
→L
4
p
at
h
.
A
g
r
a
p
h
ical
r
ep
r
esen
tatio
n
is
p
r
o
v
id
ed
in
F
ig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
o
f
AI
-
ass
is
ted
ac
ad
em
ic
b
eh
av
io
r
4
.
3
.
M
ea
s
ures a
nd
o
pera
t
io
na
liza
t
io
n
All
co
n
s
tr
u
cts
wer
e
ass
ess
ed
u
s
in
g
r
ef
lectiv
e
in
d
icato
r
s
wi
th
item
s
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
;
5
=stro
n
g
ly
a
g
r
ee
)
.
Su
r
v
ey
it
em
s
wer
e
also
ad
ap
ted
f
r
o
m
well
-
estab
lis
h
ed
th
eo
r
etica
l
m
o
d
els,
as
well
as
f
r
o
m
r
ec
en
t
AI
-
in
-
ed
u
ca
tio
n
r
esear
ch
.
C
o
n
ten
t
v
ali
d
ity
was
ev
alu
ated
b
y
a
p
an
el
o
f
th
r
ee
ex
p
e
r
t
s
ch
o
lar
s
in
ap
p
lied
lin
g
u
is
tics
an
d
ed
u
ca
tio
n
al
eth
ics.
Fo
llo
win
g
ex
p
er
t
r
e
v
iew,
th
e
r
atio
n
aliza
tio
n
item
s
wer
e
s
p
ec
if
ied
to
r
ef
lect
t
h
e
f
o
u
r
cl
ass
ical
n
eu
tr
aliza
tio
n
s
tr
ateg
ie
s
(
d
en
ial
o
f
in
ju
r
y
,
d
en
ial
o
f
r
esp
o
n
s
ib
ilit
y
,
co
n
d
em
n
atio
n
o
f
co
n
d
em
n
e
r
s
,
an
d
ap
p
ea
l
to
h
ig
h
e
r
lo
y
alty
)
r
ath
er
th
an
g
en
er
al
attitu
d
es
o
r
co
n
ce
r
n
s
,
an
d
th
e
s
u
b
s
titu
tio
n
item
s
wer
e
s
p
ec
if
ied
to
ca
p
t
u
r
e
o
b
s
er
v
ab
le
s
u
b
s
titu
tio
n
b
eh
av
i
o
r
r
ath
er
th
an
s
elf
-
ef
f
icac
y
o
r
d
etec
tio
n
an
x
iety
,
in
o
r
d
er
t
o
en
s
u
r
e
ea
ch
in
d
icato
r
r
e
p
r
esen
ts
it
s
in
ten
d
ed
co
n
s
tr
u
ct.
T
ab
le
1
c
o
n
tain
s
th
e
f
u
ll
item
wo
r
d
in
g
,
s
tan
d
ar
d
ized
f
ac
to
r
lo
ad
i
n
g
s
,
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
,
an
d
av
er
a
g
e
v
a
r
ian
ce
ex
tr
ac
te
d
(
AVE
)
ac
r
o
s
s
co
n
s
tr
u
cts.
T
ab
le
1
.
L
aten
t c
o
n
s
tr
u
ct
o
p
er
atio
n
aliza
tio
n
an
d
m
ea
s
u
r
em
e
n
t p
r
o
p
er
ties
C
o
n
st
r
u
c
t
I
t
e
m
S
u
r
v
e
y
i
t
e
m w
o
r
d
i
n
g
Lo
a
d
i
n
g
CR
AVE
A
t
t
i
t
u
d
e
s (L
1
)
L1
_
1
A
I
t
o
o
l
s
h
e
l
p
m
e
b
r
a
i
n
s
t
o
r
m
a
n
d
g
e
n
e
r
a
t
e
i
n
i
t
i
a
l
i
d
e
a
s
f
o
r
a
ssi
g
n
me
n
t
s
0
.
7
8
0
.
8
4
0
.
6
4
L1
_
2
A
I
t
o
o
l
s
i
m
p
r
o
v
e
t
h
e
q
u
a
l
i
t
y
a
n
d
e
f
f
i
c
i
e
n
c
y
o
f
m
y
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
0
.
8
2
L1
_
3
U
si
n
g
A
I
t
o
o
l
s
e
n
h
a
n
c
e
s
m
y
o
v
e
r
a
l
l
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
0
.
7
9
R
a
t
i
o
n
a
l
i
z
a
t
i
o
n
(
L2
)
L2
_
1
U
si
n
g
A
I
t
o
p
a
r
a
p
h
r
a
se
my
w
r
i
t
i
n
g
i
s
a
c
c
e
p
t
a
b
l
e
b
e
c
a
u
s
e
i
t
d
o
e
s
n
o
t
c
h
a
n
g
e
my
o
w
n
i
d
e
a
s (d
e
n
i
a
l
o
f
i
n
j
u
r
y
)
0
.
7
1
0
.
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8
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2
2
Mo
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l a
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d
n
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ma
tive
d
r
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f g
en
era
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2951
4
.
4
.
Resea
rc
h c
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nte
x
t
a
nd
pa
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
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d
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cted
at
a
lar
g
e
p
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lic
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s
ity
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d
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Ar
ab
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ate
p
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t
h
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h
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is
p
r
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am
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a
m
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ltil
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al
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tu
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ex
p
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tech
n
o
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ted
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r
class
r
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m
u
s
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in
Vis
io
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2
0
3
0
[
8
]
.
Stra
tifie
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p
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r
p
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iv
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s
am
p
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g
m
eth
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titativ
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4
9
u
n
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e
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ate
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icate
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s
tr
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teac
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wr
itin
g
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ten
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4
.
4
.
1
.
Q
ua
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ple size
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s
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th
e
i
n
v
er
s
e
s
q
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ar
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m
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[
3
3
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th
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f
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m
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ize
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n
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cu
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s
[
3
4
]
.
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h
e
s
am
p
le
th
er
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o
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e
p
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a
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g
th
e
m
o
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y
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I
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4
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4
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2
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Q
ua
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m
ple j
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ase
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d
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ter
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d
10
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tial
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p
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th
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u
t
to
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u
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in
d
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s
th
r
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u
g
h
p
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t
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s
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[
3
2
]
.
T
h
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s
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s
ize
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ju
s
tifie
d
u
s
in
g
th
e
in
f
o
r
m
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n
p
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wer
p
r
in
ci
p
le
[
3
5
]
,
[
3
6
]
,
wh
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h
o
ld
s
th
at
th
e
ad
eq
u
ac
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o
f
a
q
u
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s
am
p
le
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ep
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d
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n
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im
en
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s
:
s
tu
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aim
(
n
ar
r
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wly
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e
f
in
ed
:
AI
s
u
b
s
titu
tio
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ju
s
tific
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s
)
,
s
am
p
le
s
p
ec
if
icity
(
h
o
m
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g
en
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u
s
:
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d
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g
lis
h
as
a
s
ec
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la
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a
g
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E
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n
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s
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d
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t
r
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id
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is
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q
u
ality
o
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e
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h
ig
h
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5
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4
0
m
in
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te
s
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i
-
s
tr
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d
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ter
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d
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is
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tr
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cr
o
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ca
s
e:
r
ef
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th
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atic
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aly
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is
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.
Acr
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im
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f
o
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h
ig
h
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d
th
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atic
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ed
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w
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.
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r
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b
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e
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m
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5
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Da
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ia
th
e
u
n
iv
e
r
s
ity
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
o
v
er
a
t
h
r
ee
-
wee
k
p
er
io
d
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
an
d
r
esp
o
n
s
es
wer
e
an
o
n
y
m
o
u
s
.
I
n
ter
v
iew
p
ar
ticip
an
t
s
wer
e
d
r
awn
f
r
o
m
willin
g
s
u
r
v
ey
r
esp
o
n
d
e
n
ts
an
d
f
ac
u
lty
teac
h
in
g
wr
itin
g
-
in
ten
s
iv
e
co
u
r
s
es.
All
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
e
d
with
co
n
s
en
t,
tr
an
s
cr
ib
ed
v
e
r
b
atim
,
a
n
d
last
ed
b
etwe
en
2
5
an
d
4
0
m
i
n
u
tes.
I
n
ter
v
iews
wer
e
co
n
d
u
cte
d
f
ac
e
-
to
-
f
ac
e
o
r
v
ia
s
ec
u
r
e
v
id
eo
c
o
n
f
er
e
n
cin
g
.
4
.
6
.
Da
t
a
a
na
ly
s
is
PLS
-
SEM
[
3
7
]
,
[
3
8
]
was
em
p
lo
y
ed
to
test
h
y
p
o
th
esized
r
el
atio
n
s
h
ip
s
an
d
m
o
d
e
r
atio
n
ef
f
ec
ts
,
g
iv
en
its
ap
p
r
o
p
r
iaten
ess
f
o
r
ex
p
lo
r
ato
r
y
b
eh
av
i
o
r
al
m
o
d
els,
n
o
n
-
n
o
r
m
al
d
is
tr
ib
u
tio
n
s
,
an
d
m
o
d
er
ate
s
am
p
le
s
izes.
An
aly
s
is
p
r
o
ce
ed
ed
in
two
s
tag
es:
i
)
m
ea
s
u
r
em
en
t
m
o
d
el
ass
es
s
m
en
t
(
in
d
icato
r
lo
a
d
in
g
s
,
C
R
,
AVE
,
an
d
h
eter
o
tr
ait
–
m
o
n
o
tr
ait
(
HT
MT
)
r
atio
s
)
an
d
ii
)
s
tr
u
ctu
r
al
m
o
d
el
ass
ess
m
en
t
(
p
ath
co
ef
f
ic
ien
ts
,
b
o
o
ts
tr
ap
p
ed
s
ig
n
if
ican
ce
test
s
with
5
,
0
0
0
r
esam
p
les,
R
²
v
alu
es,
ef
f
ec
t
s
iz
es
f
²,
an
d
p
r
o
d
u
ct
-
in
d
icato
r
m
o
d
er
atio
n
a
n
aly
s
is
)
.
I
n
ter
v
iew
tr
an
s
cr
ip
ts
wer
e
an
a
ly
ze
d
u
s
in
g
r
ef
lex
i
v
e
th
em
atic
an
aly
s
is
[
3
9
]
.
T
wo
an
aly
s
ts
in
d
ep
en
d
e
n
tly
co
d
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
9
4
6
-
2
9
5
8
2952
f
o
r
m
ea
n
in
g
u
n
its
r
elev
an
t
to
m
o
tiv
atio
n
,
ju
s
tific
atio
n
,
an
d
co
n
tex
t,
g
r
o
u
p
in
g
c
o
d
es
in
to
h
ig
h
er
-
o
r
d
e
r
th
em
es
alig
n
ed
with
th
eo
r
etica
l
co
n
s
tr
u
cts
wh
ile
allo
win
g
co
n
tex
t
-
s
p
ec
if
ic
th
em
es
to
em
er
g
e.
I
n
te
g
r
atio
n
o
cc
u
r
r
e
d
at
th
e
in
ter
p
r
etatio
n
lay
er
th
r
o
u
g
h
n
ar
r
ativ
e
s
y
n
th
esis
an
d
jo
in
t
d
is
p
lay
tab
les [
1
3
]
,
[
1
4
]
.
4
.
7
.
E
t
hica
l c
o
ns
idera
t
io
ns
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
e
d
f
r
o
m
th
e
E
n
g
lis
h
L
an
g
u
ag
e
I
n
s
titu
te
R
esear
ch
E
th
ics
C
o
m
m
ittee
(
ap
p
r
o
v
al
n
u
m
b
e
r
o
n
f
ile)
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
ac
c
o
r
d
a
n
ce
with
th
e
H
elsi
n
k
i
Dec
lar
atio
n
.
Par
ticip
atio
n
was
v
o
lu
n
ta
r
y
,
i
n
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
e
d
,
an
d
d
ata
we
r
e
an
o
n
y
m
ize
d
p
r
io
r
to
a
n
aly
s
is
.
Par
ticip
atio
n
d
id
n
o
t a
f
f
ec
t a
ca
d
em
ic
s
tan
d
in
g
o
r
co
u
r
s
ewo
r
k
ev
alu
atio
n
.
5.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
5
.
1
.
M
ea
s
urem
ent
mo
del
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
d
em
o
n
s
tr
ated
ad
eq
u
ate
r
eliab
ilit
y
an
d
v
alid
ity
f
o
r
all
f
o
u
r
laten
t
co
n
s
tr
u
cts.
CR
v
alu
es
o
f
0
.
7
8
to
0
.
8
6
ar
e
g
r
ea
ter
th
an
0
.
7
0
.
AVE
v
alu
es
o
f
0
.
5
1
to
0
.
6
4
co
n
f
ir
m
ed
co
n
v
er
g
en
t
v
alid
ity
.
All
s
tan
d
ar
d
ized
in
d
icato
r
lo
a
d
in
g
s
wer
e
s
ig
n
if
ican
t
an
d
g
r
ea
ter
th
an
0
.
6
0
(
T
ab
le
1
)
.
Di
s
cr
im
in
an
t
v
alid
ity
was
co
n
f
ir
m
ed
u
s
in
g
th
e
H
T
MT
cr
iter
io
n
in
all
in
s
tan
c
es,
with
v
alu
es
f
allin
g
co
m
f
o
r
tab
ly
b
elo
w
th
e
co
n
s
er
v
ativ
e
th
r
esh
o
ld
o
f
0
.
8
5
[
3
4
]
.
A
s
u
m
m
ar
y
o
f
th
e
r
e
liab
ilit
y
an
d
v
alid
ity
in
d
icato
r
s
ac
r
o
s
s
th
e
f
o
u
r
co
n
s
tr
u
cts
is
p
r
esen
ted
in
T
ab
le
3
.
T
h
is
ev
id
en
ce
ef
f
ec
tiv
e
ly
ad
d
r
ess
es
p
o
ten
tial
co
n
ce
r
n
s
ab
o
u
t
co
n
ce
p
tu
al
o
v
er
lap
b
etwe
en
attitu
d
es
an
d
r
atio
n
aliza
tio
n
:
alth
o
u
g
h
b
o
t
h
co
n
s
tr
u
cts
ar
e
lin
k
ed
to
AI
u
s
e,
th
ey
o
p
er
ate
at
d
is
tin
ct
f
u
n
ctio
n
al
lev
els,
attit
u
d
es
r
ef
lectin
g
u
tili
ty
ap
p
r
ais
al,
r
atio
n
aliza
tio
n
s
er
v
in
g
as
m
o
r
al
ju
s
tific
atio
n
,
an
d
th
e
HT
MT
r
esu
lts
d
em
o
n
s
tr
ate
th
at
th
ey
r
em
ai
n
em
p
ir
ica
lly
s
ep
ar
ab
le.
T
ab
le
3
.
Me
asu
r
em
e
n
t m
o
d
el
r
eliab
ilit
y
an
d
v
alid
ity
s
u
m
m
a
r
y
C
o
n
st
r
u
c
t
CR
AVE
H
TM
T
(
m
a
x
)
S
t
a
t
u
s
A
t
t
i
t
u
d
e
s (L
1
)
0
.
8
4
0
.
6
4
0
.
7
2
V
a
l
i
d
R
a
t
i
o
n
a
l
i
z
a
t
i
o
n
(
L
2
)
0
.
8
1
0
.
5
9
0
.
7
9
V
a
l
i
d
C
l
a
r
i
t
y
(
L
3
)
0
.
7
8
0
.
5
1
0
.
8
3
V
a
l
i
d
S
u
b
s
t
i
t
u
t
i
o
n
(
L
4
)
0
.
8
6
0
.
6
3
0
.
8
1
V
a
l
i
d
N
o
t
e
:
H
T
M
T
t
h
r
e
s
h
o
l
d
<
0
.
8
5
.
5
.
2
.
Str
uct
ura
l
m
o
del
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
ex
p
lain
ed
4
6
%
o
f
o
b
s
er
v
ed
v
a
r
ia
n
ce
in
AI
-
b
ased
s
u
b
s
titu
tio
n
b
eh
av
io
r
(
R
²=
0
.
4
6
)
,
r
ep
r
esen
tin
g
a
m
o
d
er
ate
lev
el
o
f
ex
p
lan
at
o
r
y
p
o
wer
attr
ib
u
tab
le
t
o
th
e
c
o
m
b
in
ed
ef
f
ec
ts
o
f
attitu
d
es,
r
atio
n
aliza
tio
n
,
an
d
in
s
titu
tio
n
al
clar
ity
.
Path
co
ef
f
icien
t
r
esu
lts
co
n
f
ir
m
ed
s
tatis
tically
s
ig
n
if
ican
t
d
ir
ec
t
ef
f
ec
ts
f
o
r
all
th
r
ee
p
r
ed
icto
r
s
.
Fu
ll
s
tr
u
ctu
r
al
r
esu
lts
a
r
e
p
r
esen
ted
in
T
ab
le
4
,
an
d
th
e
esti
m
ated
m
o
d
el
is
illu
s
tr
ated
in
Fig
u
r
e
2
.
T
ab
le
4
.
Stru
ctu
r
al
m
o
d
el
r
esu
lts
an
d
h
y
p
o
th
esis
test
in
g
H
y
p
o
t
h
e
s
i
s
P
a
t
h
β
SE
t
p
f²
R
e
s
u
l
t
H1
A
t
t
i
t
u
d
e
s →
s
u
b
st
i
t
u
t
i
o
n
0
.
3
9
0
.
0
8
4
.
8
8
<
0
.
0
0
1
0
.
2
1
S
u
p
p
o
r
t
e
d
H2
R
a
t
i
o
n
a
l
i
z
a
t
i
o
n
→
s
u
b
s
t
i
t
u
t
i
o
n
0
.
3
1
0
.
0
9
3
.
4
2
0
.
0
0
1
0
.
1
4
S
u
p
p
o
r
t
e
d
H3
C
l
a
r
i
t
y
→
s
u
b
s
t
i
t
u
t
i
o
n
–
0
.
2
7
0
.
1
0
2
.
7
0
0
.
0
0
7
0
.
0
9
S
u
p
p
o
r
t
e
d
H4
R
a
t
.
×
C
l
a
r
i
t
y
→
s
u
b
s
t
i
t
u
t
i
o
n
–
0
.
2
2
0
.
1
1
2
.
0
5
0
.
0
4
1
0
.
0
7
S
u
p
p
o
r
t
e
d
N
o
t
e
:
B
o
o
t
st
r
a
p
5
,
0
0
0
r
e
sam
p
l
e
s.
β=s
t
a
n
d
a
r
d
i
z
e
d
p
a
t
h
c
o
e
f
f
i
c
i
e
n
t
;
f
²=
e
f
f
e
c
t
si
z
e
.
5
.
3
.
M
o
dera
t
io
n
a
na
ly
s
is
T
h
e
in
ter
ac
tio
n
ef
f
ec
t
o
f
in
s
titu
tio
n
al
clar
ity
o
n
th
e
r
atio
n
ali
za
tio
n
–
s
u
b
s
titu
tio
n
lin
k
was
s
tatis
tically
s
ig
n
if
ican
t
(
β=−0
.
2
2
,
p
<
0
.
0
5
)
,
s
u
p
p
o
r
tin
g
H4
.
Simp
le
s
lo
p
es
an
aly
s
is
r
ev
ea
led
th
at
th
e
ass
o
ciatio
n
b
etwe
en
r
atio
n
aliza
tio
n
a
n
d
s
u
b
s
titu
tio
n
was
s
ig
n
if
ican
tly
wea
k
er
at
h
ig
h
le
v
els
o
f
p
er
ce
iv
e
d
clar
it
y
co
m
p
ar
ed
to
l
o
w
clar
ity
,
wh
er
e
r
atio
n
aliza
tio
n
s
tr
o
n
g
ly
p
r
ed
icted
s
u
b
s
titu
tio
n
.
Fig
u
r
e
3
illu
s
tr
ates th
is
in
ter
ac
tio
n
.
T
h
e
m
o
d
er
atio
n
ef
f
ec
t
s
ize
(
f
²=
0
.
0
7
)
f
alls
b
etwe
en
C
o
h
en
’
s
b
en
ch
m
ar
k
s
f
o
r
s
m
all
(
0
.
0
2
)
an
d
m
ed
iu
m
(
0
.
1
5
)
e
f
f
ec
ts
.
W
h
ile
th
is
m
ag
n
itu
d
e
war
r
a
n
ts
in
te
r
p
r
etiv
e
ca
u
tio
n
,
th
r
ee
c
o
n
s
id
er
atio
n
s
s
u
p
p
o
r
t
its
th
eo
r
etica
l
s
ig
n
if
ican
ce
.
First,
in
c
o
m
p
lex
h
u
m
an
b
eh
av
i
o
r
al
r
esear
ch
i
n
v
o
lv
i
n
g
m
o
d
er
a
tio
n
o
f
attitu
d
in
al
–
b
eh
av
io
r
al
p
ath
wa
y
s
,
in
ter
ac
tio
n
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f
ec
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ar
e
s
y
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tem
atica
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ated
b
y
m
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r
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o
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v
ar
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ak
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o
v
e
0
.
0
2
p
r
ac
tically
m
ea
n
in
g
f
u
l
[
3
4
]
.
Seco
n
d
,
t
h
e
m
o
d
er
atio
n
ca
p
tu
r
es
a
co
n
tex
tu
al
co
n
s
tr
ain
t
o
n
a
m
o
r
al
-
co
g
n
itiv
e
p
r
o
ce
s
s
;
ev
en
s
m
all
s
h
if
ts
in
th
e
clar
ity
–
r
atio
n
aliza
tio
n
d
y
n
am
ic
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
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es E
d
u
c
I
SS
N:
2252
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8
8
2
2
Mo
tiva
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n
a
l a
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d
n
o
r
ma
tive
d
r
ivers
o
f g
en
era
tive
A
I
s
u
b
s
tit
u
tio
n
in
a
ca
d
emic
w
o
r
k
… (
Ma
z
in
Ma
n
s
o
r
y
)
2953
ca
n
p
r
o
d
u
ce
c
u
m
u
lativ
e
in
s
titu
tio
n
al
ef
f
ec
ts
wh
en
s
ca
led
a
cr
o
s
s
s
tu
d
en
t
co
h
o
r
ts
o
v
er
ti
m
e.
T
h
ir
d
,
th
e
ef
f
ec
t
s
ize
is
co
n
s
is
ten
t
with
m
o
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er
atio
n
f
in
d
in
g
s
i
n
r
ec
e
n
t
e
d
u
ca
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al
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s
y
ch
o
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it
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-
clim
ate
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ch
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am
in
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g
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o
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ir
o
n
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en
tal
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es
r
eg
u
late
s
elf
-
r
eg
u
lato
r
y
b
eh
av
io
r
[
2
5
]
.
T
h
u
s
,
th
e
in
ter
a
ctio
n
is
in
ter
p
r
eted
as a
s
m
all
-
to
-
m
o
d
er
ate
ef
f
ec
t
with
m
ea
n
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g
f
u
l p
o
licy
im
p
lic
atio
n
s
r
ath
er
th
an
as a
tr
iv
ial
f
i
n
d
in
g
.
Fig
u
r
e
2
.
Stru
ctu
r
al
eq
u
atio
n
m
o
d
el
with
s
tan
d
ar
d
ized
p
ath
co
ef
f
icien
ts
Fig
u
r
e
3
.
Mo
d
er
atio
n
o
f
r
atio
n
aliza
tio
n
–
s
u
b
s
titu
tio
n
r
elatio
n
s
h
ip
b
y
in
s
titu
tio
n
al
clar
ity
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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al
&
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c
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Vo
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.
15
,
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.
4
,
Au
g
u
s
t
20
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:
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2954
5
.
4
.
Q
ua
lit
a
t
iv
e
re
s
ults
T
h
e
an
aly
s
is
id
en
tifie
d
th
r
ee
m
ajo
r
th
em
es
th
at
illu
s
tr
ate
th
e
way
s
m
o
tiv
atio
n
al
p
r
ess
u
r
es,
eth
ical
co
n
s
id
er
atio
n
s
a
n
d
co
n
tex
t
u
al
cu
es
e
n
h
an
ce
d
o
r
i
n
h
ib
ited
th
e
way
th
at
AI
is
u
s
ed
b
y
s
tu
d
en
ts
(
an
d
th
eir
in
s
tr
u
cto
r
s
)
in
th
eir
ac
a
d
em
i
c
wo
r
k
.
T
h
ese
t
h
r
ee
t
h
em
es
wer
e
d
e
v
elo
p
e
d
in
d
u
ctiv
ely
th
r
o
u
g
h
r
ef
lex
i
v
e
th
em
atic
an
aly
s
is
o
f
b
o
th
s
tu
d
en
t
an
d
in
s
tr
u
ct
o
r
in
ter
v
iews,
m
ap
p
ed
t
o
th
e
th
e
o
r
etica
l
co
n
s
tr
u
cts
o
f
attitu
d
es,
r
atio
n
aliza
tio
n
,
an
d
i
n
s
titu
tio
n
al
clar
ity
.
T
o
g
eth
e
r
,
th
ey
p
r
o
v
id
e
co
n
tex
tu
al
d
e
p
th
th
at
s
u
b
s
tan
tiates
an
d
ex
ten
d
s
th
e
s
tatis
tical
f
in
d
in
g
s
f
r
o
m
t
h
e
s
tr
u
ctu
r
al
m
o
d
el.
5
.
4
.
1
.
T
hem
e
1
:
AI a
s
co
g
niti
v
e
a
nd
em
o
t
i
o
na
l su
pp
o
rt
Acc
o
r
d
in
g
t
o
s
tu
d
en
ts
,
AI
h
as
r
ed
u
ce
d
th
e
f
ee
lin
g
o
f
an
x
iety
ass
o
ciate
d
with
s
tar
tin
g
h
ea
v
i
ly
wr
itten
ass
ig
n
m
en
ts
an
d
p
r
o
v
id
ed
th
e
m
with
s
u
p
p
o
r
t
to
g
et
s
tar
ted
o
n
an
ac
ad
e
m
ic
task
.
On
e
s
tu
d
en
t
s
aid
:
“
Th
ere
a
r
e
times
w
h
en
I
h
a
ve
fu
ll
kn
o
w
led
g
e
o
f
my
s
u
b
ject,
b
u
t
I
ca
n
’
t g
et
my
id
ea
s
d
o
w
n
o
n
p
a
p
er
u
n
til
I
’
ve
lo
o
ke
d
a
t
a
s
a
mp
le
.
”
Stu
d
en
ts
wer
e
also
clea
r
th
at
f
o
r
m
u
ltil
in
g
u
al
s
tu
d
en
ts
,
AI
ass
is
ts
w
ith
th
e
ab
ilit
y
to
g
et
th
r
o
u
g
h
lan
g
u
ag
e
b
ar
r
ie
r
s
,
s
u
ch
as,
“
A
I
h
elp
s
me
t
h
in
k
o
f
h
o
w
to
p
u
t
my
id
ea
s
to
g
eth
er
a
n
d
a
ls
o
h
elp
s
me
w
r
ite
th
e
p
r
o
p
er a
ca
d
emic
w
o
r
d
.
”
A
n
u
m
b
er
o
f
s
tu
d
en
ts
v
o
iced
th
eir
co
n
ce
r
n
s
th
at
th
e
y
wo
u
ld
b
ec
o
m
e
d
ep
en
d
en
t u
p
o
n
AI
as
th
ey
s
ee
im
m
e
d
iacy
in
ter
m
s
o
f
p
r
o
d
u
ctiv
ity
will
co
n
f
lict
with
d
e
v
elo
p
in
g
s
k
ills
lo
n
g
-
ter
m
.
T
h
is
d
u
al
f
u
n
ctio
n
,
AI
as b
o
th
a
“star
ter
k
it”
an
d
a
p
o
ten
tial “
cr
u
tch
”,
c
o
n
tex
tu
alize
s
th
e
s
tr
o
n
g
attitu
d
in
al
p
ath
(
β=0
.
3
9
)
b
y
r
ev
ea
lin
g
th
at
u
tili
ty
-
d
r
iv
en
m
o
tiv
atio
n
is
in
tr
in
s
ically
tied
to
wo
r
k
lo
a
d
m
an
a
g
em
en
t a
n
d
lin
g
u
is
tic
b
u
r
d
e
n
.
5
.
4
.
2
.
T
hem
e
2
:
e
t
hica
l
a
m
bi
g
uity
a
nd
bo
un
da
ry
neg
o
t
ia
t
io
n
Ma
n
y
s
tu
d
en
ts
wer
e
u
n
ce
r
tain
ab
o
u
t
wh
en
th
ey
co
u
l
d
u
s
e
a
n
d
r
el
y
o
n
AI
s
in
ce
th
ey
r
atio
n
alize
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
AI
in
ter
m
s
o
f
h
o
w
it
wo
r
k
s
in
p
r
ac
tice
r
ath
er
th
an
o
n
p
r
in
cip
le.
On
e
p
ar
ticip
an
t
r
ep
o
r
ted
th
at
h
e
was
n
o
t
ch
ea
tin
g
b
ec
au
s
e
h
e
h
ad
h
is
o
wn
th
o
u
g
h
ts
an
d
was
ju
s
t
ch
an
g
in
g
th
in
g
s
ar
o
u
n
d
.
An
o
th
e
r
p
ar
ticip
an
t
r
e
p
o
r
ted
th
at
if
s
o
m
eo
n
e
c
o
u
ld
f
in
is
h
th
eir
ass
ig
n
m
en
t
with
AI
,
th
en
th
e
ass
ig
n
m
en
t
its
elf
co
u
ld
b
e
th
e
p
r
o
b
lem
.
So
cial
n
o
r
m
s
p
lay
ed
a
s
ig
n
if
ica
n
t
r
o
le
o
f
s
tu
d
en
t
co
n
ce
p
tio
n
s
o
f
AI
h
elp
ac
ce
p
tab
ilit
y
.
“
E
ve
r
yb
o
d
y
d
o
es
it.
I
f
yo
u
d
o
n
’
t,
y
o
u
w
ill
ju
s
t
ma
ke
it
h
a
r
d
er
fo
r
yo
u
r
s
elf
.
”
T
h
ese
p
atter
n
s
co
n
f
ir
m
th
at
r
atio
n
aliza
tio
n
o
p
er
ates
as
a
m
o
r
al
b
u
f
f
e
r
en
ab
lin
g
b
o
u
n
d
a
r
y
cr
o
s
s
in
g
(
β=0
.
3
1
)
,
with
th
e
s
p
ec
if
ic
n
eu
tr
aliza
tio
n
s
tr
ateg
ies
o
f
d
e
n
ial
o
f
in
ju
r
y
em
e
r
g
in
g
as
th
e
p
r
im
ar
y
m
ec
h
an
is
m
in
NN
E
S
co
n
tex
ts
wh
er
e
s
tu
d
en
ts
f
r
am
e
AI
u
s
e
as
‘
lan
g
u
ag
e
p
o
lis
h
in
g
’
r
ath
e
r
th
an
co
g
n
itiv
e
o
u
ts
o
u
r
cin
g
.
5
.
4
.
3
.
T
hem
e
3
:
i
ns
t
it
utio
na
l
s
ilence
a
nd
f
ra
g
m
ent
ed
g
uid
a
nce
I
n
s
tr
u
cto
r
s
ex
p
r
ess
ed
f
r
u
s
tr
atio
n
with
in
co
n
s
is
ten
t m
ess
ag
in
g
ac
r
o
s
s
d
ep
ar
tm
en
ts
; so
m
e
p
e
r
m
itted
AI
u
s
e
wh
ile
o
th
er
s
p
r
o
h
ib
ited
it
,
lead
in
g
to
ad
h
o
c
in
d
iv
id
u
al
g
u
id
elin
es.
Facu
lty
m
em
b
er
s
ex
p
r
ess
ed
lim
ited
co
n
f
id
en
ce
in
th
e
AI
d
etec
tio
n
to
o
ls
u
s
ed
to
id
en
tify
s
tu
d
en
t w
o
r
k
an
d
th
eir
p
r
e
d
ictio
n
s
(
AI
d
etec
tio
n
to
o
ls
)
o
f
h
o
w
d
if
f
icu
lt
it
wo
u
ld
b
e
to
v
alid
ate
ass
es
s
m
en
t
r
esu
lts
.
S
tu
d
en
ts
r
ep
o
r
ted
h
i
d
in
g
th
e
u
s
e
o
f
AI
b
ec
au
s
e
o
f
p
er
ce
iv
ed
in
c
o
n
s
is
ten
cy
b
etwe
en
th
eir
in
s
tr
u
cto
r
s
r
eg
ar
d
in
g
h
o
w
o
r
wh
eth
er
AI
s
h
o
u
l
d
b
e
u
s
ed
;
as
o
n
e
s
tu
d
en
t
s
tated
,
“
I
h
a
ve
h
a
d
o
n
e
in
s
tr
u
cto
r
th
a
t
h
a
s
a
llo
w
ed
t
h
e
u
s
e
o
f
A
I
a
n
d
a
n
o
t
h
er
th
a
t
h
a
s
n
o
t
men
tio
n
ed
it,
s
o
I
w
o
u
ld
p
r
efer to
ke
ep
th
is
to
myself.
”
T
h
e
s
y
s
tem
ic
n
atu
r
e
o
f
i
n
s
tr
u
cto
r
r
esp
o
n
s
es is
s
h
o
wn
in
T
a
b
le
5
.
T
ab
le
5
.
C
ateg
o
r
izatio
n
o
f
i
n
s
tr
u
cto
r
in
ter
v
iew
f
in
d
i
n
g
s
C
a
t
e
g
o
r
y
R
e
p
r
e
se
n
t
a
t
i
v
e
f
i
n
d
i
n
g
F
r
e
q
.
(
n
/
1
0
)
I
mp
l
i
c
a
t
i
o
n
A
ssessme
n
t
r
e
d
e
si
g
n
D
i
f
f
i
c
u
l
t
y
d
e
si
g
n
i
n
g
t
a
s
k
s
r
e
s
i
st
a
n
t
t
o
A
I
su
b
s
t
i
t
u
t
i
o
n
7
/
1
0
P
r
o
c
e
ss
-
b
a
s
e
d
a
ss
e
ssm
e
n
t
mo
d
e
l
s
D
e
t
e
c
t
i
o
n
l
i
m
i
t
a
t
i
o
n
s
Lo
w
c
o
n
f
i
d
e
n
c
e
i
n
A
I
-
d
e
t
e
c
t
i
o
n
a
c
c
u
r
a
c
y
f
o
r
N
N
ES w
r
i
t
i
n
g
8
/
1
0
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h
i
f
t
f
r
o
m s
u
r
v
e
i
l
l
a
n
c
e
t
o
t
r
a
n
sp
a
r
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n
c
y
P
o
l
i
c
y
a
m
b
i
g
u
i
t
y
N
o
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e
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1
0
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t
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d
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AI
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p
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s
c
l
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ms
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d
5
.
5
.
M
ix
ed
-
m
e
t
ho
ds
inte
g
ra
t
io
n:
j
o
int
dis
pla
y
o
f
m
et
a
-
infe
re
nces
T
h
r
o
u
g
h
th
e
a
p
p
licatio
n
o
f
i
n
teg
r
atio
n
m
eth
o
d
o
lo
g
y
[
1
3
]
,
[
1
4
]
,
we
u
s
ed
q
u
an
titativ
e
s
tr
u
ctu
r
al
p
ath
way
s
,
p
air
ed
with
q
u
alitativ
e
th
em
es
to
d
ev
elo
p
‘
m
eta
-
in
f
er
en
ce
s
’
,
i.e
.
,
in
s
ig
h
ts
o
n
ly
d
e
r
iv
ed
f
r
o
m
in
teg
r
atin
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b
o
th
d
ata
ty
p
es.
A
jo
in
t v
iew
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f
in
teg
r
ated
f
i
n
d
in
g
s
is
s
h
o
wn
in
T
ab
le
6
,
alo
n
g
with
th
e
in
teg
r
atio
n
o
f
in
ter
v
iews,
p
r
o
v
id
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g
co
n
te
x
tu
al
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d
n
u
an
ce
d
i
n
ter
p
r
etati
o
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s
o
f
all
s
tatis
tical
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f
ec
ts
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I
n
th
is
way
,
we
h
av
e
p
r
o
d
u
ce
d
a
s
er
ies
o
f
elab
o
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ate
d
‘
m
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in
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en
ce
s
’
[
1
3
]
a
b
o
u
t
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
d
if
f
er
e
n
t
ty
p
es
o
f
d
ata.
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8
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2
2
Mo
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2955
T
ab
le
6
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J
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t
d
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2
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I
n
st
i
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o
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f
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l
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r
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y
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a
t
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(
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–
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2
2
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P
o
l
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c
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ms
A
mb
i
g
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t
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a
c
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c
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t
a
l
y
st
f
o
r
mo
r
a
l
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e
u
t
r
a
l
i
z
a
t
i
o
n
;
w
h
e
n
o
n
e
i
n
s
t
r
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c
t
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p
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mi
t
s
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d
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,
s
t
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t
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d
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a
u
l
t
t
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h
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p
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m
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v
e
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o
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m
.
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l
i
g
n
d
e
p
a
r
t
me
n
t
a
l
a
n
d
c
o
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se
-
l
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v
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g
u
i
d
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i
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N
o
t
e
:
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*
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p
<
.
0
0
1
;
*
*
p
<
.
0
1
;
*
p
<
.
0
5
.
5
.
6
.
G
l
o
ba
l t
ra
ns
f
er
a
bil
it
y
o
f
f
ind
ing
s
W
h
ile
r
o
o
ted
in
th
e
Sau
d
i
h
ig
h
er
ed
u
ca
tio
n
co
n
te
x
t,
o
u
r
f
in
d
in
g
s
d
em
o
n
s
tr
ate
co
n
s
id
er
ab
le
an
aly
tical
tr
an
s
f
er
ab
ilit
y
to
o
th
er
NNE
S
en
v
ir
o
n
m
en
ts
wo
r
l
d
wid
e.
T
h
e
m
ec
h
an
is
m
s
id
en
t
if
ied
in
th
is
s
tu
d
y
,
u
tili
ty
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o
r
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ted
attitu
d
es
am
p
l
if
ied
b
y
lan
g
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ag
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b
a
r
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ier
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,
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a
tio
n
aliza
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n
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s
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t
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o
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d
eg
r
ee
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r
e
er
ad
v
a
n
ce
m
en
t,
an
d
wid
ely
av
ailab
le
g
en
e
r
ativ
e
AI
to
o
ls
.
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h
e
co
n
f
lu
e
n
ce
o
f
th
ese
tr
en
d
s
ca
n
also
b
e
s
ee
n
i
n
co
u
n
tr
ies
th
at
b
elo
n
g
t
o
th
e
Gu
lf
C
o
o
p
er
atio
n
C
o
u
n
cil
(
GC
C
)
,
E
ast
Asi
a,
an
d
r
eg
io
n
s
o
f
Su
b
-
Sah
ar
an
Af
r
ic
a,
wh
er
e
t
h
er
e
is
in
c
r
ea
s
in
g
r
elian
ce
o
n
h
ig
h
s
tak
es
test
s
f
o
r
s
tu
d
en
ts
wh
o
ar
e
p
r
im
ar
ily
NNE
S,
as
well
as
th
e
r
ap
id
d
i
g
ital
tr
an
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
th
r
o
u
g
h
tech
n
o
lo
g
y
.
T
h
e
in
teg
r
ated
th
eo
r
etica
l
f
r
am
ewo
r
k
,
co
m
b
in
in
g
th
e
T
PB
with
n
eu
tr
aliza
tio
n
th
eo
r
y
an
d
in
s
titu
tio
n
al
clar
ity
as
a
k
ey
m
o
d
er
ato
r
,
th
u
s
p
r
o
v
id
es
a
r
o
b
u
s
t,
p
o
r
tab
le
len
s
f
o
r
in
v
esti
g
atin
g
co
n
test
ed
s
ca
f
f
o
l
d
–
s
h
o
r
tcu
t
b
o
u
n
d
ar
ies
in
AI
u
s
e
wh
er
ev
er
t
h
ese
co
n
d
iti
o
n
s
ap
p
ly
[
1
9
]
,
[
2
0
]
,
[
2
6
]
.
6.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
ex
am
in
e
d
th
e
i
n
f
lu
en
ce
s
o
n
s
tu
d
en
ts
’
g
e
n
er
ativ
e
AI
s
u
b
s
titu
tio
n
b
eh
a
v
io
r
at
Sau
d
i
u
n
iv
er
s
ities
,
r
esear
ch
in
g
th
e
r
o
les
o
f
m
o
tiv
atio
n
al
a
p
p
r
aisal
s
,
m
o
r
al
r
atio
n
aliza
tio
n
a
n
d
i
n
s
titu
tio
n
al
clar
ity
,
th
r
o
u
g
h
a
m
ix
ed
-
m
eth
o
d
s
s
eq
u
en
tial
d
esig
n
th
at
u
tili
ze
d
PLS
-
SEM
an
d
s
u
r
v
e
y
s
to
g
et
h
er
with
q
u
alitativ
e
in
ter
v
iews.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
d
em
o
n
s
tr
ated
th
at
p
o
s
itiv
e
attitu
d
es
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d
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atio
n
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n
s
tr
ateg
ies
co
m
b
in
ed
to
ex
p
lain
4
6
%
o
f
th
e
v
ar
ian
c
e
in
s
u
b
s
titu
tio
n
b
eh
av
io
r
,
with
th
e
p
ath
way
f
r
o
m
r
atio
n
aliz
atio
n
to
s
u
b
s
titu
tio
n
s
ig
n
if
ican
tly
r
ed
u
ce
d
b
y
in
s
titu
tio
n
al
clar
ity
,
af
f
ir
m
i
n
g
t
h
e
th
eo
r
etica
l
ass
er
tio
n
th
at
tr
a
n
s
p
ar
en
cy
in
p
o
licy
s
er
v
es
as
a
m
o
r
al
d
e
-
r
is
k
in
g
m
ec
h
an
is
m
.
I
n
ad
d
itio
n
,
q
u
alit
ativ
e
d
ata
y
ield
e
d
r
ic
h
d
escr
ip
tio
n
s
o
f
h
o
w
d
en
ial
-
of
-
in
ju
r
y
n
e
u
tr
aliza
tio
n
s
p
ec
if
ically
o
cc
u
r
s
in
NNE
S
co
n
te
x
ts
,
with
s
tu
d
en
ts
f
r
am
in
g
A
I
-
g
en
er
ate
d
tex
t
as
“lan
g
u
ag
e
-
p
o
lis
h
in
g
”
,
n
o
t
as
co
g
n
itiv
e
o
u
ts
o
u
r
cin
g
,
wh
ile
i
n
s
tr
u
cto
r
s
r
ep
o
r
ted
s
y
s
tem
ic
b
ar
r
ier
s
to
c
o
h
er
e
n
t
p
o
licy
an
d
ass
ess
m
en
t r
ed
esig
n
.
T
h
is
s
tu
d
y
c
o
n
tr
ib
u
tes
an
an
al
y
tical
len
s
f
o
r
ass
ess
in
g
th
e
e
f
f
ec
tiv
en
ess
o
f
i
n
s
titu
tio
n
al
AI
g
u
id
an
ce
,
o
n
e
th
at
ex
p
licitly
m
o
d
els
th
e
in
ter
ac
tio
n
b
etwe
en
m
o
r
al
n
eu
tr
aliza
tio
n
an
d
in
s
titu
tio
n
al
clar
ity
.
T
h
e
f
r
am
ewo
r
k
b
u
ild
s
o
n
e
x
is
tin
g
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
m
o
d
els
wh
ile
f
o
r
eg
r
o
u
n
d
i
n
g
eth
ical
an
d
co
n
tex
t
u
al
m
o
d
er
ato
r
s
o
f
AI
-
r
elate
d
b
e
h
av
io
r
.
On
th
e
p
r
ac
tical
s
id
e,
th
e
f
in
d
i
n
g
s
s
u
p
p
o
r
t
lay
er
ed
g
o
v
er
n
an
ce
th
at
d
is
tin
g
u
is
h
es
ac
ce
p
tab
le
s
ca
f
f
o
ld
in
g
f
r
o
m
u
n
ac
ce
p
tab
le
s
u
b
s
titu
tio
n
,
alo
n
g
s
id
e
ass
ess
m
en
ts
th
at
f
o
r
eg
r
o
u
n
d
v
is
ib
le
lear
n
in
g
p
r
o
ce
s
s
es
o
v
e
r
en
d
p
r
o
d
u
cts.
T
h
ey
also
p
o
i
n
t
to
AI
f
lu
e
n
cy
th
at
p
o
s
itio
n
s
s
tu
d
en
ts
as
cr
itical
ed
ito
r
s
r
ath
er
th
an
p
ass
iv
e
co
n
s
u
m
er
s
o
f
A
I
o
u
tp
u
ts
,
an
d
to
cu
ltu
r
ally
r
esp
o
n
s
iv
e
in
te
g
r
ity
ed
u
ca
tio
n
attu
n
e
d
to
th
e
lin
g
u
is
tic
d
em
a
n
d
s
an
d
p
er
f
o
r
m
an
ce
p
r
ess
u
r
es f
ac
ed
b
y
m
u
ltil
in
g
u
al
lear
n
er
s
.
T
h
e
k
ey
lim
itatio
n
s
o
f
th
e
c
u
r
r
en
t
s
tu
d
y
ar
e
r
elian
ce
o
n
s
elf
-
r
ep
o
r
ted
m
ea
s
u
r
es
o
f
b
e
h
av
io
r
a
n
d
r
estrictio
n
to
a
s
in
g
le
in
s
titu
ti
o
n
with
in
o
n
e
c
u
ltu
r
al
s
ettin
g
.
T
h
ese
co
n
s
tr
ain
ts
af
f
ec
t
g
en
e
r
aliza
b
ilit
y
an
d
m
ay
atten
u
ate
ef
f
ec
t
s
izes
th
r
o
u
g
h
co
m
m
o
n
-
m
eth
o
d
v
ar
ian
ce
.
L
o
n
g
itu
d
i
n
al
wo
r
k
is
th
er
ef
o
r
e
n
ee
d
ed
to
ex
a
m
in
e
ch
an
g
es
o
v
e
r
tim
e,
a
n
d
cr
o
s
s
-
cu
ltu
r
al,
m
u
lti
-
in
s
titu
tio
n
al
s
tu
d
ies
co
u
ld
in
v
esti
g
ate
d
ev
e
lo
p
m
en
tal
p
atter
n
s
an
d
th
e
r
o
le
o
f
d
if
f
er
i
n
g
in
s
titu
tio
n
al
in
ter
v
e
n
tio
n
s
.
Ultim
ately
,
p
r
eser
v
in
g
ed
u
ca
ti
o
n
al
in
teg
r
ity
in
th
e
ag
e
o
f
g
e
n
er
ativ
e
AI
is
lik
ely
to
r
eq
u
ir
e
r
eg
u
latio
n
an
d
p
e
d
ag
o
g
y
as
m
u
ch
as
te
ch
n
o
lo
g
y
.
I
n
s
titu
tio
n
s
th
at
m
o
d
el
th
eir
p
o
licies,
ap
p
r
o
ac
h
es
to
teac
h
in
g
,
an
d
ass
es
s
m
en
t
p
r
ac
tices
o
n
p
r
i
n
c
ip
les
o
f
tr
an
s
p
ar
e
n
cy
,
ac
tiv
e
c
o
g
n
itiv
e
en
g
ag
em
e
n
t,
an
d
eth
i
ca
l
ag
en
cy
will
b
e
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