I
AE
S In
t
er
na
t
io
na
l J
o
urna
l o
f
Art
if
icia
l In
t
ellig
ence
(
I
J
-
AI
)
Vo
l.
1
5
,
No
.
4
,
A
u
g
u
s
t 2
0
2
6
,
p
p
.
3
9
5
5
~
3
9
6
6
I
SS
N:
2
2
5
2
-
8
9
3
8
,
DOI
: 1
0
.
1
1
5
9
1
/ijai.v
15
.i
4
.
p
p
3
9
5
5
-
3
9
6
6
3955
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
a
i
.
ia
esco
r
e.
co
m
Indo
nesia
Is
la
mic
studen
ts' beli
ef
t
o
wa
rds the
p
erfor
ma
nce of
a
rtif
icia
l in
tellige
nce:
p
ercep
tions
,
impa
cts
,
a
nd an
ti
cipa
tions
Yuni
S
ug
ia
rt
i
1
, E
nce
O
o
s
M
uk
ha
m
a
d
Anwa
s
2
,
F
it
ro
h
1
,
J
a
nu
Arlinwi
bo
wo
2
,
I
hs
a
n
M
a
ula
na
Anwa
s
3
1
D
e
p
a
r
t
me
n
t
o
f
I
n
f
o
r
mat
i
o
n
S
y
s
t
e
ms
,
F
a
c
u
l
t
y
o
f
S
c
i
e
n
c
e
T
e
c
h
n
o
l
o
g
y
,
U
n
i
v
e
r
si
t
a
s I
sl
a
m N
e
g
e
r
i
S
y
a
r
i
f
H
i
d
a
y
a
t
u
l
l
a
h
J
a
k
a
r
t
a
,
S
o
u
t
h
Ta
n
g
e
r
a
n
g
,
I
n
d
o
n
e
s
i
a
2
R
e
s
e
a
r
c
h
C
e
n
t
e
r
f
o
r
Ed
u
c
a
t
i
o
n
,
N
a
t
i
o
n
a
l
R
e
se
a
r
c
h
a
n
d
I
n
n
o
v
a
t
i
o
n
A
g
e
n
c
y
,
Jak
a
r
t
a
,
I
n
d
o
n
e
si
a
3
A
W
S
I
n
o
v
a
si
G
l
o
b
a
l
S
e
j
a
h
t
e
r
a
,
Ja
k
a
r
t
a
,
I
n
d
o
n
e
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
2
4
,
2
0
2
4
R
ev
is
ed
J
u
n
4
,
2
0
2
6
Acc
ep
ted
J
u
l 9
,
2
0
2
6
Th
is
re
se
a
rc
h
a
ims
to
i
)
d
e
term
in
e
th
e
b
e
li
e
f
lev
e
l
o
f
Isla
m
ic
u
n
i
v
e
rsity
stu
d
e
n
ts
t
o
wa
rd
s
AI
fo
r
lea
rn
in
g
a
n
d
ii
)
wh
a
t
fa
c
to
rs
re
late
d
t
o
stu
d
e
n
t
c
o
n
fid
e
n
c
e
in
u
si
n
g
AI
f
o
r
lea
rn
i
n
g
.
Th
is
st
u
d
y
e
m
p
l
o
y
e
d
a
m
ix
e
d
-
m
e
th
o
d
s
se
q
u
e
n
ti
a
l
e
x
p
lan
a
to
r
y
d
e
sig
n
.
T
h
e
re
se
a
rc
h
su
b
jec
ts
we
re
stu
d
e
n
ts
o
f
th
e
s
trata
1
,
Un
iv
e
rsitas
Isla
m
Ne
g
e
ri
S
y
a
rif
Hid
a
y
a
tu
l
lah
,
a
n
d
stu
d
e
n
ts
o
f
Un
iv
e
rsitas
Isla
m
Ne
g
e
ri
S
u
n
a
n
Ka
li
jag
a
,
to
talin
g
4
1
1
st
u
d
e
n
ts.
T
h
e
re
se
a
rc
h
sa
m
p
le
wa
s
o
b
tai
n
e
d
u
si
n
g
ra
n
d
o
m
tec
h
n
iq
u
e
s.
T
h
e
q
u
a
n
t
it
a
ti
v
e
d
a
ta
c
o
ll
e
c
ti
o
n
m
e
th
o
d
is
q
u
e
stio
n
n
a
ire
-
b
a
se
d
,
a
n
d
d
a
ta
in
-
d
e
p
t
h
a
n
a
ly
sis
is
c
a
rried
o
u
t
q
u
a
li
tativ
e
ly
u
si
n
g
t
h
e
fo
c
u
s
g
r
o
u
p
d
isc
u
ss
i
o
n
(
F
G
D
)
tec
h
n
iq
u
e
.
Th
e
q
u
a
n
ti
tati
v
e
d
a
ta
a
n
a
ly
sis
m
e
th
o
d
wa
s
c
a
rried
o
u
t
u
sin
g
d
e
sc
rip
ti
v
e
sta
ti
stics
,
a
n
d
t
h
e
q
u
a
li
tati
v
e
s
tu
d
y
wa
s
c
a
rried
o
u
t
th
e
m
a
ti
c
a
ll
y
.
Th
is
re
se
a
rc
h
fo
u
n
d
th
a
t
th
e
m
a
jo
rit
y
o
f
st
u
d
e
n
ts
h
a
v
e
a
h
i
g
h
lev
e
l
o
f
c
o
n
fi
d
e
n
c
e
in
th
e
p
e
rfo
rm
a
n
c
e
o
f
a
rti
f
icia
l
in
t
e
ll
ig
e
n
c
e
(
AI
)
a
s a
to
o
l
fo
r
th
e
m
.
Th
is l
e
v
e
l
o
f
b
e
li
e
f
is
sig
n
ifi
c
a
n
tl
y
a
n
d
p
o
s
it
iv
e
ly
re
late
d
to
u
n
d
e
rsta
n
d
in
g
o
f
t
h
e
AI
p
latfo
rm
u
se
d
,
lec
tu
re
r
s
u
p
p
o
rt
a
n
d
g
u
id
a
n
c
e
,
p
a
re
n
tal
s
u
p
p
o
rt
a
n
d
g
u
i
d
a
n
c
e
,
a
n
d
su
p
p
o
rt
fro
m
fe
ll
o
w
st
u
d
e
n
ts
.
Ho
we
v
e
r,
b
e
li
e
f
i
n
AI
c
a
n
n
o
t
b
e
a
b
so
lu
te
b
e
c
a
u
se
it
is
fe
a
re
d
t
h
a
t
it
wil
l
re
su
lt
in
p
o
o
r
u
se
.
AI
p
latf
o
rm
u
se
rs,
e
sp
e
c
ially
stu
d
e
n
ts,
lec
tu
re
rs,
re
se
a
rc
h
e
rs,
a
n
d
a
n
y
o
n
e
wh
o
u
se
s
it
,
n
e
e
d
to
re
c
h
e
c
k
a
n
d
d
e
e
p
e
n
it
s a
c
c
u
ra
c
y
a
n
d
c
o
rre
c
t
n
e
ss
.
K
ey
w
o
r
d
s
:
Ar
tific
ial
in
tellig
en
ce
B
elief
s
Hig
h
er
ed
u
ca
tio
n
I
s
lam
ic
ed
u
ca
tio
n
L
ea
r
n
in
g
Per
ce
p
tio
n
Stu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Yu
n
i Su
g
iar
ti
Dep
ar
tm
en
t o
f
I
n
f
o
r
m
atio
n
Sy
s
tem
s
,
Facu
lty
o
f
Scien
ce
T
ec
h
n
o
lo
g
y
Un
iv
er
s
itas
I
s
lam
Neg
er
i Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
L
k
r
.
ca
m
p
u
s
1
s
tr
ee
t
,
C
em
p
ak
a
Pu
tih
,
E
ast C
ip
u
tat,
So
u
th
T
an
g
er
an
g
,
B
an
ten
,
I
n
d
o
n
esia
E
m
ail: y
u
n
i.su
g
iar
ti@
u
in
jk
t.a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
u
s
e
o
f
th
is
tech
n
o
lo
g
y
h
as
p
en
etr
ated
v
ar
io
u
s
asp
ec
ts
o
f
h
u
m
an
life
,
in
clu
d
i
n
g
ed
u
ca
tio
n
[
1
]
,
[
2
]
.
ar
tific
ial
in
tellig
en
ce
(
AI
)
is
e
x
p
ec
ted
to
ch
a
n
g
e
h
elp
-
s
ee
k
in
g
b
eh
a
v
io
r
an
d
u
s
er
e
x
p
er
ien
c
e
[
3
]
an
d
tr
an
s
f
o
r
m
in
f
o
r
m
atio
n
s
ea
r
ch
an
d
d
is
co
v
er
y
[
4
]
.
T
h
e
u
s
e
o
f
AI
am
o
n
g
s
tu
d
en
ts
is
q
u
ite
h
ig
h
.
T
h
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
,
ar
o
u
n
d
9
3
.
2
%,
ex
p
r
ess
ed
a
s
tr
o
n
g
d
esire
to
ac
tiv
ely
u
s
e
AI
to
im
p
r
o
v
e
th
eir
ac
ad
em
i
c
p
er
f
o
r
m
a
n
ce
[
5
]
.
AI
-
f
ac
ilit
ated
lear
n
in
g
ca
n
a
d
ap
t
co
n
ten
t
to
s
tu
d
en
t
n
ee
d
s
,
th
er
eb
y
in
cr
ea
s
in
g
lear
n
i
n
g
ef
f
ec
tiv
e
n
ess
an
d
s
atis
f
ac
tio
n
[
6
]
.
AI
u
s
e
is
in
f
lu
en
ce
d
b
y
p
er
ce
iv
ed
u
s
ef
u
ln
e
s
s
,
ea
s
e
o
f
u
s
e,
an
d
lear
n
in
g
m
o
tiv
atio
n
[
7
]
.
T
h
e
u
s
e
o
f
AI
in
ed
u
ca
tio
n
r
aises
co
n
ce
r
n
s
ab
o
u
t
p
lag
iar
is
m
,
p
o
ten
tial
b
ias,
in
ac
cu
r
ate
r
esu
lts
,
an
d
th
e
p
o
ten
tial
f
o
r
d
e
v
elo
p
in
g
b
a
d
h
ab
its
am
o
n
g
s
tu
d
en
ts
[
8
]
.
AI
tech
n
o
lo
g
y
in
v
ar
io
u
s
asp
ec
ts
o
f
Mu
s
lim
life
r
aises
eth
ical
an
d
leg
al
is
s
u
es,
th
u
s
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
s
tr
ict
r
eg
u
latio
n
s
to
en
s
u
r
e
AI
ap
p
licatio
n
s
co
m
p
ly
with
I
s
lam
ic
p
r
in
cip
les
an
d
d
o
n
o
t
s
p
r
ea
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
9
5
5
-
3
9
6
6
3956
m
is
in
f
o
r
m
atio
n
[
9
]
.
T
h
is
is
ex
ac
er
b
ated
b
y
th
e
cir
c
u
latio
n
p
r
ev
alen
ce
o
f
h
o
a
x
es
an
d
f
alse
in
f
o
r
m
atio
n
in
th
e
d
ig
ital
er
a
[
1
0
]
.
Fo
r
ex
am
p
le,
th
e
d
ev
elo
p
m
en
t
o
f
Qu
r
an
r
e
ad
in
g
m
o
d
els
th
r
o
u
g
h
AI
,
o
f
t
en
b
ased
o
n
lim
ited
d
ata
s
ets,
d
o
es
n
o
t
co
v
er
th
e
d
iv
er
s
ity
o
f
r
ea
d
in
g
s
ty
les
an
d
r
u
les,
r
esu
ltin
g
in
p
o
ten
tial
in
ac
cu
r
ac
ies.
I
s
lam
ic
law
r
em
ain
s
a
ch
allen
g
e,
to
en
s
u
r
e
th
e
in
teg
r
ity
an
d
ac
cu
r
a
cy
o
f
co
n
ten
t
[
1
1
]
.
T
h
e
r
ef
o
r
e
,
th
er
e
is
an
u
r
g
en
t
n
ee
d
f
o
r
r
eg
u
latio
n
s
to
en
s
u
r
e
th
at
AI
ap
p
licatio
n
s
co
m
p
ly
w
ith
I
s
lam
ic
p
r
in
cip
les
[
1
2
]
.
T
h
e
in
teg
r
atio
n
o
f
AI
i
n
Mu
s
lim
s
o
cieties
p
r
esen
ts
u
n
iq
u
e
ep
is
tem
o
lo
g
ical
an
d
leg
al
ch
allen
g
es,
p
ar
ticu
lar
ly
in
p
r
eser
v
in
g
r
e
lig
io
u
s
au
th
en
ticity
an
d
eth
i
ca
l
co
m
p
lian
ce
.
I
n
I
s
lam
ic
h
ig
h
er
ed
u
ca
tio
n
,
AI
to
o
ls
ar
e
o
f
ten
f
ilter
ed
t
h
r
o
u
g
h
len
s
es
o
f
Sh
ar
ia
h
c
o
m
p
lian
ce
an
d
s
ch
o
lar
ly
au
th
o
r
ity
.
Fo
r
in
s
tan
ce
,
Mu
n
s
h
i
et
a
l
.
[
1
3
]
d
e
m
o
n
s
tr
at
ed
th
e
c
o
m
p
lex
ity
o
f
u
s
in
g
AI
to
au
to
m
ate
f
atwa
is
s
u
an
ce
,
wh
ich
d
em
a
n
d
s
n
o
t
o
n
ly
tec
h
n
ical
ac
cu
r
ac
y
b
u
t
also
d
ee
p
c
o
n
tex
tu
al
an
d
ju
r
is
p
r
u
d
en
tial
s
en
s
itiv
ity
.
Similar
ly
,
W
h
y
te
[
1
4
]
h
ig
h
lig
h
ted
h
o
w
d
ig
ital
p
latf
o
r
m
s
ar
e
r
esh
ap
i
n
g
th
e
lan
d
s
ca
p
e
o
f
r
elig
io
u
s
a
u
th
o
r
ity
am
o
n
g
Mu
s
lim
s
,
cr
ea
tin
g
ten
s
io
n
b
etwe
en
alg
o
r
it
h
m
ic
o
u
tp
u
t
an
d
t
r
ad
itio
n
al
in
ter
p
r
eti
v
e
m
eth
o
d
s
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
to
co
n
s
id
er
AI
n
o
t a
s
a
n
e
u
tr
al
to
o
l,
b
u
t o
n
e
s
itu
ated
with
in
c
o
n
test
ed
m
o
r
al
a
n
d
r
elig
io
u
s
d
o
m
ain
s
.
Mu
ch
r
esear
ch
h
as
b
ee
n
c
o
n
d
u
cted
o
n
b
elief
in
AI
,
in
clu
d
i
n
g
r
esear
ch
[
1
5
]
.
I
n
p
ar
ticu
lar
,
b
elief
in
AI
in
th
e
co
n
tex
t
o
f
s
tu
d
e
n
ts
at
Mu
s
lim
u
n
iv
er
s
ities
,
esp
ec
ially
in
co
u
n
t
r
ies
with
Mu
s
lim
-
m
ajo
r
ity
p
o
p
u
latio
n
s
,
is
s
till
n
o
t
wid
ely
im
p
lem
en
ted
.
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
s
p
ec
if
ically
co
n
d
u
c
ted
an
ex
p
l
o
r
ato
r
y
s
tu
d
y
o
n
s
tu
d
e
n
t
b
elief
in
A
I
f
o
r
lear
n
in
g
am
o
n
g
s
tu
d
e
n
t
s
at
two
I
s
lam
ic
s
tate
u
n
iv
er
s
ities
in
I
n
d
o
n
esia,
n
am
ely
Un
iv
e
r
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
a
y
atu
llah
J
ak
a
r
ta
an
d
Un
i
v
er
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a
,
Yo
g
y
ak
ar
ta
.
R
ec
en
t
d
ev
elo
p
m
en
ts
in
th
e
f
ield
o
f
AI
ac
c
ep
tan
ce
h
ig
h
lig
h
t
th
e
co
m
p
lex
ity
o
f
b
elief
in
AI
,
p
ar
ticu
lar
ly
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
Acc
o
r
d
in
g
to
J
ac
o
v
i
et
a
l
.
[
1
6
]
,
h
u
m
an
b
elief
in
AI
is
d
eter
m
in
ed
b
y
th
r
ee
in
ter
r
elate
d
d
im
en
s
io
n
s
:
th
e
p
r
er
eq
u
is
ites
(
e.
g
.
,
tr
an
s
p
ar
en
c
y
an
d
ex
p
lain
ab
ilit
y
)
,
ca
u
s
es
(
e.
g
.
,
p
er
f
o
r
m
a
n
ce
an
d
r
eliab
ilit
y
)
,
a
n
d
g
o
als
(
e
.
g
.
,
e
f
f
ec
tiv
e
co
llab
o
r
atio
n
a
n
d
r
ed
u
ce
d
co
g
n
itiv
e
lo
ad
)
.
T
h
ese
co
m
p
o
n
en
ts
p
r
o
v
id
e
a
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
e
n
ts
ev
alu
ate
AI
as a
b
eliev
ed
p
ar
tn
er
in
lear
n
in
g
.
Fu
r
th
er
m
o
r
e
,
Ger
lich
[
1
7
]
em
p
h
asizes
th
e
cu
ltu
r
al
em
b
ed
d
ed
n
ess
o
f
AI
b
elief
,
d
em
o
n
s
tr
atin
g
th
at
s
tu
d
en
t
b
elief
is
n
o
t
s
o
lely
b
ased
o
n
tech
n
o
lo
g
ical
af
f
o
r
d
a
n
ce
s
b
u
t
also
o
n
r
elig
io
u
s
,
m
o
r
al,
an
d
ep
is
tem
ic
v
alu
es.
T
h
is
is
esp
ec
ially
r
ele
v
an
t
in
I
s
lam
ic
ed
u
ca
tio
n
al
co
n
tex
ts
,
wh
er
e
b
elief
in
A
I
m
ay
b
e
f
ilter
ed
th
r
o
u
g
h
co
n
s
id
er
atio
n
s
o
f
Sh
a
r
ia
co
m
p
lian
ce
,
r
elig
io
u
s
au
th
o
r
ity
,
an
d
eth
ical
s
en
s
itiv
ity
.
Su
ch
p
er
s
p
ec
tiv
es
ar
e
in
lin
e
with
r
ec
en
t
f
i
n
d
in
g
s
o
n
c
r
o
s
s
-
cu
ltu
r
al
v
a
r
iatio
n
s
in
A
I
ac
c
ep
tan
ce
,
wh
ich
s
h
o
w
th
at
s
o
cieties
with
s
tr
o
n
g
r
elig
io
u
s
o
r
co
llectiv
is
t
v
alu
e
s
m
ay
b
e
m
o
r
e
ca
u
tio
u
s
t
o
war
d
ad
o
p
tin
g
AI
u
n
cr
itically
[
1
8
]
.
T
h
ese
in
s
ig
h
ts
em
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
a
p
r
o
p
o
r
tio
n
al
b
elief
a
p
p
r
o
a
ch
th
at
b
alan
ce
s
AI
u
s
ef
u
ln
e
s
s
with
eth
ical
an
d
r
elig
io
u
s
co
n
s
id
er
atio
n
s
.
Fo
r
Mu
s
lim
s
tu
d
en
ts
,
b
elief
in
AI
is
s
h
ap
ed
n
o
t
o
n
ly
b
y
p
r
ac
ti
ca
l
ex
p
er
ien
ce
a
n
d
f
r
eq
u
e
n
cy
o
f
u
s
e,
b
u
t
also
b
y
b
r
o
ad
er
cu
ltu
r
al
a
n
d
I
s
lam
ic
v
alu
es
th
at
in
f
lu
en
ce
h
o
w
AI
-
g
e
n
er
ate
d
in
f
o
r
m
atio
n
is
in
ter
p
r
eted
an
d
tr
u
s
ted
.
I
n
th
is
s
tu
d
y
in
tr
o
d
u
ce
th
e
co
n
ce
p
t
o
f
p
r
o
p
o
r
tio
n
al
b
elief
to
d
escr
ib
e
a
b
alan
ce
d
o
r
ien
tat
io
n
to
war
d
AI
,
wh
er
e
u
s
er
s
m
ain
tain
co
n
f
id
en
ce
in
its
u
tili
ty
wh
ile
e
x
er
cisi
n
g
eth
ical
an
d
c
r
itical
ca
u
t
io
n
.
C
o
n
ce
p
t
u
ally
,
p
r
o
p
o
r
tio
n
al
b
elief
alig
n
s
w
ith
b
u
t
ex
ten
d
s
b
ey
o
n
d
ex
is
tin
g
m
o
d
els
s
u
ch
as
b
elief
ca
lib
r
atio
n
wh
ich
co
n
ce
r
n
s
alig
n
in
g
h
u
m
an
b
eli
ef
with
s
y
s
tem
r
eliab
il
ity
an
d
o
v
er
tr
u
s
t,
wh
ich
r
ef
er
s
to
ex
ce
s
s
iv
e
r
elian
ce
o
n
au
to
m
atio
n
[
1
9
]
,
[
2
0
]
.
I
t
also
co
n
tr
asts
with
b
elief
asy
m
m
etr
y
,
wh
e
r
e
u
s
er
s
a
r
e
q
u
ick
er
to
lo
s
e
b
elief
th
an
to
g
ain
it
[
2
1
]
.
I
n
I
s
lam
ic
ed
u
ca
t
io
n
,
p
r
o
p
o
r
tio
n
al
tr
u
s
t
co
m
b
in
es
ev
alu
atio
n
o
f
AI
p
er
f
o
r
m
a
n
ce
with
eth
ical
an
d
r
elig
io
u
s
co
n
s
id
er
atio
n
s
.
Stu
d
en
ts
’
ac
ce
p
tan
ce
an
d
in
ten
t
io
n
to
u
s
e
AI
ar
e
i
n
f
lu
en
ce
d
n
o
t
o
n
l
y
b
y
its
f
u
n
ctio
n
ality
,
b
u
t
also
b
y
cu
lt
u
r
al,
m
o
r
al,
an
d
ep
is
tem
ic
b
elief
s
.
Self
-
co
n
f
id
en
ce
an
d
p
er
ce
p
tio
n
s
ab
o
u
t
AI
,
ar
e
s
ig
n
if
ican
t f
ac
to
r
s
in
t
h
eir
b
elief
in
AI
s
y
s
tem
s
[
2
2
]
.
B
elief
d
eter
m
in
es th
e
a
d
o
p
tio
n
o
f
Gen
AI
s
y
s
tem
s
an
d
th
eir
ap
p
r
o
p
r
iate
u
s
e
[
1
6
]
.
L
ac
k
o
f
b
elief
[
2
3
]
an
d
b
lin
d
b
elie
f
[
2
4
]
af
f
ec
t h
o
w
u
s
er
s
in
ter
ac
t w
ith
AI
to
o
ls
an
d
p
o
s
e
r
is
k
s
in
h
u
m
a
n
-
AI
in
ter
a
ctio
n
s
.
E
x
ce
s
s
iv
e
b
elief
ca
n
ca
u
s
e
s
tu
d
en
ts
to
b
lin
d
ly
ac
ce
p
t
AI
ad
v
ice,
m
is
tr
u
s
t
ca
n
lead
to
in
ef
f
ec
tiv
e
u
s
e
o
r
ab
an
d
o
n
m
e
n
t
o
f
p
o
te
n
tially
u
s
ef
u
l
to
o
ls
[
1
5
]
.
W
h
at
is
v
er
y
in
ter
esti
n
g
ab
o
u
t
AI
is
th
at
AI
ca
n
n
o
t
b
e
b
eliev
ed
ab
s
o
l
u
tely
b
ec
a
u
s
e
it
will
r
esu
lt
in
b
ad
u
s
e,
b
u
t
AI
also
ca
n
n
o
t
b
e
a
v
o
id
ed
(
n
o
t
b
eliev
ed
)
b
ec
a
u
s
e
A
I
ca
n
in
cr
ea
s
e
p
r
o
d
u
ctiv
ity
an
d
s
u
p
p
o
r
t stu
d
en
t le
ar
n
in
g
.
I
n
n
o
v
atio
n
r
esu
lts
n
ee
d
to
p
r
o
v
id
e
ce
r
tain
b
en
ef
its
an
d
ad
v
an
tag
es
[
2
5
]
.
As
a
r
esu
lt
o
f
in
n
o
v
atio
n
,
b
elief
in
AI
n
ee
d
s
to
b
e
r
ed
ef
in
e
d
in
th
e
f
o
r
m
o
f
p
r
o
p
o
r
tio
n
al
b
elief
in
th
e
u
s
e
o
f
AI
t
o
im
p
r
o
v
e
th
e
q
u
ality
o
f
lear
n
in
g
/ed
u
ca
tio
n
.
T
h
e
aim
o
f
th
is
r
esear
ch
is
to
d
eter
m
i
n
e:
i
)
th
e
lev
el
o
f
co
n
f
id
en
ce
o
f
I
s
lam
ic
u
n
iv
er
s
ity
s
tu
d
en
ts
to
war
d
s
AI
f
o
r
lear
n
in
g
an
d
ii
)
s
ig
n
if
ican
t
f
ac
to
r
s
r
elate
d
to
s
tu
d
en
t
co
n
f
id
en
ce
i
n
u
s
in
g
AI
f
o
r
lear
n
in
g
.
T
h
r
o
u
g
h
th
is
r
esear
ch
,
it
is
h
o
p
ed
th
at
it
wil
l
b
e
ab
le
to
ex
p
lain
th
e
lev
el
o
f
co
n
f
id
en
ce
o
f
I
s
lam
ic
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
to
war
d
s
th
e
p
r
o
p
o
r
tio
n
al
u
s
e
o
f
AI
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
lear
n
in
g
.
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
is
an
ex
p
l
o
r
ato
r
y
m
eth
o
d
.
Data
co
llectio
n
u
s
ed
m
ix
ed
m
eth
o
d
s
[
2
6
]
.
T
h
e
r
esear
ch
d
esig
n
u
s
es
a
s
eq
u
en
tial
ex
p
la
n
ato
r
y
d
esig
n
m
o
d
el
as
ex
p
lain
ed
in
Fig
u
r
e
1
.
I
n
ex
p
lan
at
o
r
y
s
eq
u
en
tial
d
esig
n
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
I
n
d
o
n
esia
is
la
mic
s
tu
d
en
ts
'
b
elief
to
w
a
r
d
s
th
e
p
erfo
r
ma
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
…
(
Yu
n
i S
u
g
i
a
r
ti
)
3957
d
ata
co
llectio
n
is
ca
r
r
ied
o
u
t
t
h
r
o
u
g
h
q
u
esti
o
n
n
air
es.
T
h
e
p
r
ep
ar
atio
n
o
f
th
e
q
u
esti
o
n
n
air
e
was
ca
r
r
ied
o
u
t
b
y
d
er
iv
in
g
ea
c
h
v
a
r
iab
le
an
d
in
d
icato
r
b
ased
o
n
th
e
c
o
n
ce
p
t
u
al
d
ef
in
itio
n
an
d
o
p
er
atio
n
al
d
ef
in
itio
n
an
d
th
en
co
m
p
ilin
g
th
e
q
u
esti
o
n
item
s
/q
u
esti
o
n
n
air
e
s
tatem
en
ts
.
C
o
n
ce
p
t
d
e
f
in
itio
n
s
ar
e
id
e
n
tifie
d
f
r
o
m
r
elev
an
t
th
eo
r
ies
an
d
r
esear
ch
r
esu
lts
as
a
b
asis
f
o
r
d
ev
elo
p
i
n
g
o
p
e
r
atio
n
al
d
ef
in
itio
n
s
.
T
h
e
p
r
ep
ar
at
io
n
o
f
th
e
r
esear
c
h
g
r
id
an
d
in
s
tr
u
m
e
n
ts
in
v
o
lv
e
d
AI
ex
p
er
ts
an
d
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
ex
p
er
ts
,
th
r
o
u
g
h
a
p
r
o
ce
s
s
o
f
s
tu
d
y
,
r
ev
iew,
an
d
r
ev
is
io
n
o
f
th
e
in
s
tr
u
m
en
ts
.
C
o
m
p
lete
r
esear
ch
i
n
s
tr
u
m
en
ts
ar
e
attac
h
ed
.
Fig
u
r
e
1
.
E
x
p
lan
ato
r
y
s
eq
u
e
n
t
ial
d
esig
n
B
ef
o
r
e
u
s
e,
th
is
r
esear
ch
in
s
tr
u
m
en
t w
as tested
o
n
3
0
r
esp
o
n
d
en
ts
with
th
e
s
am
e
ch
ar
ac
ter
is
tics
.
T
h
i
s
tr
ial
was
ca
r
r
ied
o
u
t
r
an
d
o
m
ly
o
n
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
s
tu
d
en
ts
v
ia
th
e
Go
o
g
le
Fo
r
m
a
p
p
licatio
n
.
T
h
e
tr
ial
was
ca
r
r
ied
o
u
t
in
ea
r
l
y
Ma
r
ch
2
0
2
4
.
T
h
e
r
esu
lts
o
f
th
is
tr
ial
wer
e
th
en
test
ed
f
o
r
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t.
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
r
esea
r
ch
wer
e
p
r
o
v
e
n
to
b
e
v
alid
in
co
n
ten
t
a
n
d
co
n
s
tr
u
ct.
T
h
is
m
ea
n
s
th
at
th
e
in
s
tr
u
m
en
t
ca
n
m
ea
s
u
r
e
th
e
c
o
n
ce
p
t
to
b
e
m
ea
s
u
r
ed
.
T
est th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t u
s
in
g
t
h
e
a
lp
h
a
-
C
r
o
n
b
a
ch
tech
n
iq
u
e.
T
h
e
r
esear
ch
i
n
s
tr
u
m
en
ts
wer
e
all
r
eliab
le
with
a
r
eliab
ilit
y
i
n
d
ex
in
th
e
r
a
n
g
e
o
f
0
.
5
6
7
to
0
.
8
0
5
.
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
o
n
s
tu
d
en
ts
o
f
th
e
Un
iv
e
r
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
a
n
d
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a,
Yo
g
y
ak
ar
ta
.
T
h
e
s
am
p
le
u
s
es
a
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
th
r
o
u
g
h
s
am
p
lin
g
th
e
Go
o
g
le
Fo
r
m
ap
p
licatio
n
.
T
h
e
im
p
le
m
en
tatio
n
o
f
th
is
q
u
an
titativ
e
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t
i
n
th
e
m
id
d
le
o
f
s
.
d
.
at
th
e
en
d
o
f
Ma
r
c
h
2
0
2
4
.
T
h
e
to
tal
s
am
p
le
o
f
4
1
1
r
esp
o
n
d
en
ts
was
d
eter
m
in
ed
b
ased
o
n
p
o
wer
an
aly
s
is
f
o
r
m
ed
iu
m
e
f
f
ec
t
s
ize
(
r
=
0
.
3
0
)
with
α
=
0
.
0
5
an
d
p
o
wer
=
0
.
9
5
,
r
eq
u
ir
in
g
a
m
in
im
u
m
o
f
2
1
0
p
ar
ticip
an
ts
.
Do
u
b
lin
g
th
is
th
r
esh
o
ld
en
s
u
r
ed
r
e
p
r
esen
tativ
en
ess
ac
r
o
s
s
two
in
s
titu
tio
n
s
.
T
h
e
f
in
al
d
ataset
co
m
p
r
is
ed
2
2
3
s
tu
d
en
ts
f
r
o
m
Un
iv
er
s
itas
I
s
lam
Ne
g
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
(
5
4
.
3
%)
a
n
d
1
8
8
f
r
o
m
Un
iv
e
r
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a,
Y
o
g
y
ak
a
r
ta
(
4
5
.
7
%)
,
with
6
1
.
6
%
f
e
m
ale
an
d
3
8
.
4
%
m
ale
p
ar
ticip
an
ts
.
T
h
is
d
is
tr
ib
u
tio
n
r
ef
lects
th
e
g
e
n
d
er
co
m
p
o
s
itio
n
o
f
I
s
lam
ic
u
n
iv
er
s
ities
in
I
n
d
o
n
esia a
n
d
s
u
p
p
o
r
ts
v
alid
s
u
b
g
r
o
u
p
co
m
p
a
r
is
o
n
.
Data
co
llectio
n
was a
s
s
is
ted
b
y
en
u
m
er
ato
r
s
at
th
e
u
n
iv
er
s
ities
th
at
wer
e
th
e
r
esear
ch
s
am
p
les.
T
h
ese
en
u
m
er
ato
r
s
h
ad
p
r
ev
io
u
s
ly
b
ee
n
tr
ain
ed
in
d
is
s
em
in
atin
g
Go
o
g
le
Fo
r
m
lin
k
s
to
s
tu
d
en
ts
.
Du
r
in
g
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
th
e
r
esea
r
ch
team
co
o
r
d
in
ated
an
d
c
o
m
m
u
n
icate
d
with
th
e
en
u
m
er
ato
r
s
,
esp
ec
ially
co
m
m
u
n
icatin
g
in
co
m
in
g
d
at
a
an
d
co
o
r
d
in
atin
g
t
h
e
s
m
o
o
t
h
r
u
n
n
in
g
o
f
d
ata
co
llectio
n
.
T
h
e
co
m
m
u
n
icatio
n
to
o
ls
u
s
ed
ar
e
th
e
in
ter
n
et
ap
p
licatio
n
s
Z
o
o
m
,
W
h
atsAp
p
,
an
d
telep
h
o
n
e
.
T
h
e
an
aly
s
is
ca
r
r
ied
o
u
t
in
clu
d
es
d
escr
ip
tiv
e
an
aly
s
is
f
o
r
th
e
v
ar
iab
les
s
tu
d
ied
,
as
wel
l
as
th
e
p
r
o
d
u
ct
-
m
o
m
e
n
t
co
r
r
elatio
n
te
s
t
wh
ich
i
s
u
s
ed
to
d
eter
m
in
e
t
h
e
r
elatio
n
s
h
ip
b
et
wee
n
ex
p
la
n
atio
n
o
f
th
e
in
f
o
r
m
an
t'
s
ac
r
o
n
y
m
/in
itials
h
as
b
ee
n
in
clu
d
ed
in
t
h
e
m
eth
o
d
wh
o
wer
e
r
esp
o
n
d
en
t
s
to
th
is
r
e
s
ea
r
ch
.
Stu
d
en
ts
p
ar
ticip
atin
g
in
th
e
FGD
in
th
is
r
esear
ch
ar
e
co
d
ed
with
th
e
in
itials
B
U,
I
R
,
R
F,
HZ
,
C
H,
NN,
Z
D,
SY,
A
R
,
C
H,
NN,
AL
,
W
H,
an
d
H
B
.
T
h
e
p
r
ep
ar
atio
n
o
f
FGD
g
u
id
es
an
d
in
-
d
ep
th
in
ter
v
iew
s
was
ca
r
r
ied
o
u
t
b
ased
o
n
th
e
r
esu
lts
o
f
q
u
a
n
titativ
e
d
ata
p
r
o
ce
s
s
in
g
[
2
7
]
.
T
h
e
r
esear
ch
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
e
s
tep
s
o
f
d
ata
co
llecti
o
n
,
d
ata
r
ed
u
ctio
n
,
d
ata
p
r
esen
tatio
n
,
an
d
en
d
in
g
with
d
ata
co
n
clu
s
io
n
[
2
8
]
.
Q
u
alitativ
e
d
ata
wer
e
c
o
d
ed
th
e
m
atica
lly
u
s
in
g
Miles
an
d
Hu
b
er
m
an
’
s
i
n
ter
ac
tiv
e
m
o
d
el,
in
v
o
lv
i
n
g
o
p
en
co
d
i
n
g
,
p
atter
n
id
en
tific
atio
n
,
an
d
ax
ial
ca
teg
o
r
izatio
n
.
Peer
d
eb
r
ie
f
in
g
a
n
d
tr
a
n
s
cr
ip
t
v
alid
atio
n
wer
e
u
s
ed
to
en
s
u
r
e
tr
u
s
two
r
th
in
ess
.
Qu
alitativ
e
d
ata
co
llectio
n
u
s
ed
FGD
tech
n
iq
u
es
a
n
d
in
-
d
ep
th
in
ter
v
iews
with
s
tu
d
en
t
r
ep
r
esen
tativ
es
at
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
a
y
atu
llah
J
ak
ar
ta
an
d
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a,
Yo
g
y
a
k
ar
ta
.
Fiftee
n
s
tu
d
en
ts
wer
e
p
ar
ticip
atin
g
in
th
e
FGD
f
r
o
m
ea
c
h
u
n
iv
e
r
s
ity
,
m
ak
i
n
g
a
to
tal
o
f
3
0
p
e
o
p
le.
T
h
ese
s
tu
d
en
ts
r
ep
r
esen
t
all
f
ac
u
lties
at
th
e
co
lleg
e.
T
h
is
d
ata
c
o
llectio
n
will
b
e
ca
r
r
ied
o
u
t
in
Ma
y
2
0
2
4
.
I
t
is
h
o
p
ed
th
at
th
is
q
u
alitativ
e
d
ata
ca
n
ex
p
lain
an
d
s
tr
en
g
th
en
th
e
q
u
an
titativ
e
d
ata
f
in
d
in
g
s
s
o
th
at
th
e
r
esear
ch
r
esu
lts
ar
e
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e.
T
o
en
h
an
ce
tr
an
s
p
ar
en
cy
,
q
u
alitativ
e
d
ata
w
er
e
an
aly
ze
d
u
s
in
g
a
th
em
atic
co
d
i
n
g
m
at
r
ix
g
u
id
ed
.
T
h
r
ee
c
o
r
e
th
em
es
e
m
er
g
ed
:
i
)
ep
is
tem
ic
b
elief
an
d
AI
liter
ac
y
,
ii
)
p
ed
a
g
o
g
ical
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
a
n
d
iii
)
eth
ical
an
d
r
elig
io
u
s
co
n
ce
r
n
s
.
E
ac
h
th
em
e
was
co
d
e
d
ac
r
o
s
s
b
o
th
u
n
iv
er
s
ities
an
d
g
en
d
er
g
r
o
u
p
s
to
id
e
n
tify
c
o
n
v
e
r
g
en
t a
n
d
d
iv
e
r
g
en
t
p
atter
n
s
.
Mo
r
eo
v
er
,
th
e
m
i
x
ed
-
m
et
h
o
d
s
f
r
am
ewo
r
k
s
tr
en
g
th
en
s
th
e
s
tu
d
y
’
s
v
alid
ity
th
r
o
u
g
h
m
eth
o
d
o
lo
g
ical
tr
ian
g
u
latio
n
.
T
h
e
FGDs
an
d
in
-
d
e
p
th
i
n
ter
v
iews
wer
e
g
u
id
ed
b
y
s
tr
u
ctu
r
ed
p
r
o
to
c
o
ls
d
er
iv
ed
f
r
o
m
t
h
e
q
u
an
titativ
e
f
in
d
in
g
s
,
e
n
s
u
r
in
g
s
tr
o
n
g
ex
p
lan
ato
r
y
alig
n
m
e
n
t
b
etwe
en
d
ata
s
o
u
r
ce
s
.
T
o
r
ed
u
ce
b
ias,
s
tu
d
en
t
p
ar
ticip
an
ts
wer
e
s
elec
ted
f
r
o
m
d
iv
er
s
e
f
ac
u
lties
,
an
d
d
ata
c
o
llectio
n
was
m
ed
iated
b
y
tr
ai
n
ed
en
u
m
e
r
ato
r
s
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
9
5
5
-
3
9
6
6
3958
en
s
u
r
e
co
n
s
is
ten
t
ad
m
in
is
tr
atio
n
.
T
h
is
in
teg
r
atio
n
o
f
s
u
r
v
ey
an
d
FGD
r
esu
lts
n
o
t
o
n
l
y
s
u
p
p
o
r
ts
in
ter
n
al
v
alid
ity
b
u
t
also
en
r
ich
es
th
e
c
o
n
tex
tu
al
d
ep
th
o
f
th
e
a
n
aly
s
is
,
a
h
allm
ar
k
o
f
h
ig
h
-
q
u
ality
ex
p
lo
r
ato
r
y
r
esear
ch
in
th
e
s
o
cial
s
cien
ce
s
[
2
9
]
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
Data
o
n
s
tu
d
en
t
co
n
f
id
en
ce
in
AI
p
er
f
o
r
m
an
ce
is
d
escr
ib
ed
b
ased
o
n
s
tu
d
en
t p
er
ce
p
tio
n
s
.
T
h
e
d
ata
is
d
is
p
lay
ed
in
th
e
f
o
r
m
o
f
f
r
eq
u
en
cies
an
d
p
er
ce
n
tag
es
ac
c
o
r
d
in
g
to
t
h
e
ca
teg
o
r
y
o
f
p
e
r
ce
iv
ed
b
elief
th
at
th
e
r
esp
o
n
d
en
t
ch
o
s
e.
Data
o
n
th
e
lev
el
o
f
s
tu
d
en
t c
o
n
f
id
e
n
ce
in
AI
p
er
f
o
r
m
an
ce
is
s
h
o
wn
i
n
T
ab
le
1
.
T
ab
le
1
.
L
e
v
els o
f
s
tu
d
en
t
b
elief
in
AI
f
o
r
lear
n
i
n
g
(
N
=
4
1
1
)
No
C
a
t
e
g
o
r
y
f
%
1
S
t
r
o
n
g
l
y
b
e
l
i
e
f
66
1
6
.
0
5
2
B
e
l
i
e
f
2
0
4
4
9
.
6
9
3
La
c
k
o
f
b
e
l
i
e
f
1
2
2
2
9
.
6
9
4
N
o
b
e
l
i
e
f
19
4
.
6
3
B
ased
o
n
T
ab
le
1
,
th
e
r
e
is
an
in
ter
esti
n
g
d
ata
d
is
p
lay
wh
er
e
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
s
tated
th
at
th
e
y
b
eliev
ed
o
r
s
tr
o
n
g
ly
b
eliev
e
d
.
T
h
is
f
ac
t
s
h
o
ws
th
at
m
o
r
e
th
an
7
0
%
o
f
s
tu
d
en
ts
r
el
y
o
n
AI
to
s
o
lv
e
p
r
o
b
lem
s
.
T
h
e
h
a
b
it
o
f
r
ely
in
g
o
n
AI
ca
n
b
e
ass
o
ciate
d
with
b
elief
in
AI
.
I
f
d
o
n
'
t
b
eliev
e
it
,
o
f
co
u
r
s
e,
s
tu
d
en
ts
d
o
n
'
t
h
av
e
en
o
u
g
h
in
ter
est
in
u
s
in
g
AI
.
T
h
ese
f
in
d
in
g
s
ar
e
r
ati
o
n
al
co
n
s
id
er
in
g
th
at
in
th
e
cu
r
r
en
t
er
a
,
AI
h
as
b
ec
o
m
e
a
p
o
p
u
lar
to
o
l a
n
d
is
c
o
m
m
o
n
l
y
u
s
ed
b
y
p
e
o
p
le.
Data
d
escr
ib
in
g
s
tu
d
en
ts
'
co
n
f
id
en
ce
in
AI
p
er
f
o
r
m
a
n
ce
was
th
en
co
n
f
ir
m
ed
an
d
e
x
p
lo
r
ed
in
m
o
r
e
d
e
p
th
th
r
o
u
g
h
FGDs
at
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
a
n
d
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a
,
Y
o
g
y
ak
ar
ta.
T
h
e
i
n
itial
s
u
b
s
tan
ce
d
is
cu
s
s
ed
was
th
e
o
r
ig
in
o
f
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
AI
p
er
f
o
r
m
an
ce
.
I
n
th
e
FGD
p
r
o
ce
s
s
,
s
ev
er
al
th
in
g
s
wer
e
d
is
co
v
er
ed
th
at
co
u
l
d
p
r
o
v
id
e
d
ee
p
er
m
ea
n
in
g
to
th
e
q
u
an
titativ
e
f
in
d
in
g
s
.
Se
v
er
al
f
ac
ts
f
o
u
n
d
ar
e
th
at
p
e
r
ce
p
tio
n
s
o
f
AI
p
er
f
o
r
m
an
ce
ar
e
in
f
lu
en
ce
d
b
y
s
cien
tific
b
ac
k
g
r
o
u
n
d
.
On
e
o
f
th
e
m
o
s
t
v
is
ib
le
is
th
e
ex
p
lan
atio
n
f
r
o
m
s
tu
d
e
n
ts
o
f
th
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
s
tu
d
y
p
r
o
g
r
am
wh
o
s
tated
th
at
lear
n
in
g
with
AI
is
p
ar
t
o
f
th
eir
d
aily
liv
es.
T
h
e
lectu
r
e
r
g
av
e
in
s
tr
u
ctio
n
s
th
at
th
e
lear
n
in
g
p
r
o
ce
s
s
at
th
is
tim
e
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
AI
.
T
h
is
h
ab
it
m
ak
es
s
tu
d
en
ts
m
o
r
e
f
am
iliar
with
AI
.
Ho
wev
er
,
th
e
f
r
eq
u
en
cy
o
f
AI
u
s
e
d
o
es
n
o
t
n
ec
ess
ar
ily
h
av
e
a
lin
ea
r
r
elatio
n
s
h
ip
with
s
tu
d
en
ts
'
co
n
f
id
en
ce
i
n
AI
p
er
f
o
r
m
a
n
c
e.
Stu
d
en
ts
wh
o
h
av
e
b
ee
n
i
n
tr
o
d
u
ce
d
b
y
t
h
eir
lectu
r
er
s
t
o
u
s
in
g
AI
ac
tu
ally
h
av
e
b
etter
AI
liter
ac
y
.
T
h
e
f
r
eq
u
en
c
y
o
f
u
s
in
g
AI
m
a
k
es
s
tu
d
en
ts
u
n
d
er
s
tan
d
t
h
e
p
er
f
o
r
m
an
ce
o
f
AI
f
r
o
m
v
ar
io
u
s
an
g
les,
in
clu
d
in
g
th
e
ac
cu
r
ac
y
o
f
AI
in
h
elp
in
g
f
i
n
d
an
s
wer
s
.
I
R
r
esp
o
n
d
en
t
s
tated
,
"I
r
ea
lize
th
at
th
e
an
s
wer
g
iv
en
b
y
AI
is
n
o
t
co
m
p
letely
co
r
r
ec
t".
T
h
e
m
e
an
in
g
o
f
th
is
s
tatem
en
t
is
t
h
at
s
tu
d
en
ts
n
ee
d
clar
if
icatio
n
an
d
c
o
n
f
ir
m
atio
n
o
f
th
e
in
f
o
r
m
atio
n
p
r
o
d
u
ce
d
b
y
AI
.
AI
u
s
er
s
n
ee
d
to
u
n
d
er
s
tan
d
h
o
w
th
e
AI
p
latf
o
r
m
wo
r
k
s
,
in
clu
d
i
n
g
its
f
o
r
m
u
las
o
r
a
lg
o
r
ith
m
s
.
W
ith
th
is
u
n
d
er
s
tan
d
in
g
,
u
s
er
s
ca
n
f
o
r
m
u
late
a
n
d
g
iv
e
ap
p
r
o
p
r
iate
co
m
m
an
d
s
s
o
th
at
A
I
ca
n
p
r
o
ce
s
s
an
d
p
r
o
d
u
ce
in
f
o
r
m
atio
n
as
ex
p
ec
ted
.
W
h
en
ex
p
lo
r
in
g
u
n
d
er
s
tan
d
in
g
AI
alg
o
r
ith
m
s
,
e
s
p
ec
ially
C
h
atGPT
(
an
AI
p
latf
o
r
m
o
f
ten
u
s
ed
b
y
s
tu
d
en
ts
)
,
all
i
n
f
o
r
m
an
ts
s
tated
th
at
th
e
y
d
id
n
o
t
u
n
d
er
s
tan
d
th
e
alg
o
r
ith
m
.
On
th
e
o
th
er
h
a
n
d
,
ea
ch
AI
p
latf
o
r
m
h
as
a
d
if
f
e
r
en
t
f
o
r
m
u
la
o
r
alg
o
r
ith
m
.
Stu
d
en
ts
also
d
o
n
'
t
ca
r
e
a
b
o
u
t
th
is
,
s
o
th
ey
en
ter
d
ata/c
o
m
m
an
d
s
in
to
th
e
AI
p
latf
o
r
m
as
is
.
A
s
a
r
esu
lt,
o
f
ten
g
ettin
g
d
ata/in
f
o
r
m
atio
n
f
r
o
m
AI
p
latf
o
r
m
s
d
o
es
n
o
t
m
ee
t
e
x
p
ec
tatio
n
s
.
T
h
is
is
wh
y
th
ey
a
r
e
n
o
t
c
o
m
p
letely
c
o
n
f
id
e
n
t
t
h
at
AI
ca
n
b
e
u
s
ed
f
o
r
lear
n
i
n
g
.
T
h
e
lev
el
o
f
co
n
f
id
en
ce
in
u
s
in
g
AI
is
an
aly
ze
d
f
r
o
m
th
e
asp
ec
ts
:
i)
in
ten
s
ity
o
f
u
s
e
o
f
th
e
AI
p
latf
o
r
m
;
ii)
b
elief
th
at
AI
ca
n
m
ak
e
it
ea
s
ier
to
u
n
d
er
s
tan
d
lectu
r
e
m
ate
r
ial;
iii)
AI
ca
n
p
r
o
v
id
e
in
s
tr
u
ctio
n
s
/r
ef
er
en
ce
s
in
s
tu
d
y
in
g
lectu
r
e
m
ater
ial;
an
d
iv
)
s
tu
d
en
t
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
u
s
e
o
f
AI
ca
n
im
p
r
o
v
e
lea
r
n
in
g
ac
h
iev
em
e
n
t.
T
h
e
d
ata
f
o
r
th
ese
f
o
u
r
asp
e
cts
ar
e
ex
p
lain
ed
in
T
ab
le
2
.
T
ab
le
2
(
a)
p
r
esen
ts
th
e
f
r
eq
u
en
cy
d
is
tr
ib
u
tio
n
o
f
AI
u
s
e
i
n
d
icato
r
s
,
wh
ile
T
ab
le
2
(
b
)
p
r
esen
ts
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
t
h
e
h
elp
f
u
ln
ess
o
f
AI
.
Qu
an
titativ
e
d
ata
s
h
o
ws
an
i
n
ter
esti
n
g
th
in
g
,
n
am
ely
t
h
at
t
h
e
d
ev
elo
p
m
en
t
o
f
AI
m
ea
n
s
th
at
m
o
r
e
th
an
9
7
%
o
f
r
esp
o
n
d
en
ts
h
av
e
ex
p
er
ien
ce
u
s
in
g
AI
,
a
n
d
e
v
en
m
o
r
e
th
an
8
0
%
ad
m
it
th
at
th
ey
o
f
ten
u
s
e
it.
Ho
wev
er
,
th
is
i
n
ten
s
ity
d
o
es
n
o
t
co
n
tr
i
b
u
te
to
b
elief
in
AI
.
T
h
e
f
r
e
q
u
en
c
y
d
is
tr
ib
u
tio
n
o
f
an
s
wer
s
to
th
e
in
ten
s
ity
o
f
AI
u
s
e
is
n
o
t
lin
e
ar
,
with
th
e
b
elief
t
h
at
AI
ca
n
m
ak
e
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
lectu
r
e
m
ater
ial,
AI
ca
n
g
u
id
e
in
s
tu
d
y
in
g
lectu
r
e
m
ater
ial,
an
d
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
AI
in
im
p
r
o
v
i
n
g
lear
n
in
g
ac
h
iev
em
en
t.
T
h
ese
f
in
d
in
g
s
ar
e
in
ter
esti
n
g
b
ec
au
s
e
th
e
in
ten
s
ity
o
f
AI
u
s
e
d
o
es
n
o
t
n
ec
ess
ar
ily
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
I
n
d
o
n
esia
is
la
mic
s
tu
d
en
ts
'
b
elief
to
w
a
r
d
s
th
e
p
erfo
r
ma
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
…
(
Yu
n
i S
u
g
i
a
r
ti
)
3959
m
ak
e
s
tu
d
e
n
ts
b
eliev
e
th
at
AI
ca
n
b
e
a
to
o
l
th
at
h
elp
s
an
d
s
tr
en
g
th
en
s
lea
r
n
in
g
ac
h
ie
v
em
en
t.
T
h
ese
f
in
d
i
n
g
s
wer
e
th
en
co
n
f
ir
m
ed
with
s
tu
d
en
ts
th
r
o
u
g
h
FGD.
T
ab
le
2
.
I
n
d
icato
r
s
an
d
f
r
e
q
u
e
n
cy
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
t c
o
n
f
id
en
ce
in
AI
-
ass
is
ted
le
ar
n
in
g
:
(
a)
f
r
e
q
u
en
c
y
o
f
AI
u
s
e
an
d
(
b
)
p
er
ce
iv
e
d
h
elp
f
u
ln
ess
o
f
AI
(
a)
I
n
d
i
c
a
t
o
r
V
e
r
y
f
r
e
q
u
e
n
t
l
y
(
%)
O
f
t
e
n
(
%)
S
e
l
d
o
m
(
%)
N
e
v
e
r
(
%)
I
n
t
e
n
s
i
t
y
o
f
u
si
n
g
A
I
.
2
5
.
7
9
6
2
.
2
9
9
.
4
9
2
.
4
3
B
e
l
i
e
f
t
h
a
t
A
I
c
a
n
ma
k
e
i
t
e
a
si
e
r
t
o
u
n
d
e
r
s
t
a
n
d
l
e
c
t
u
r
e
ma
t
e
r
i
a
l
0
.
0
0
3
6
.
9
8
3
7
.
7
1
2
5
.
3
0
A
I
c
a
n
p
r
o
v
i
d
e
i
n
st
r
u
c
t
i
o
n
s
/
r
e
f
e
r
e
n
c
e
s
i
n
st
u
d
y
i
n
g
l
e
c
t
u
r
e
ma
t
e
r
i
a
l
2
0
.
4
4
3
8
.
2
0
3
7
.
7
1
3
.
6
5
(
b
)
I
n
d
i
c
a
t
o
r
V
e
r
y
h
e
l
p
f
u
l
(
%)
H
e
l
p
f
u
l
(
%)
Le
ss
t
h
a
n
h
e
l
p
f
u
l
(
%)
N
o
t
h
e
l
p
f
u
l
(
%)
S
t
u
d
e
n
t
p
e
r
c
e
p
t
i
o
n
s
r
e
g
a
r
d
i
n
g
t
h
e
A
I
c
a
n
i
m
p
r
o
v
e
l
e
a
r
n
i
n
g
o
u
t
c
o
me
1
9
.
9
5
2
1
.
1
7
4
0
.
1
4
1
8
.
7
4
T
h
e
FGD
tr
ied
to
e
x
p
lo
r
e
th
e
r
ea
s
o
n
s
f
o
r
ea
ch
s
tu
d
en
t'
s
co
n
f
ess
io
n
r
eg
ar
d
in
g
th
e
i
n
ten
s
ity
o
f
AI
u
s
e.
Mo
r
e
th
a
n
8
0
%
s
tated
th
at
t
h
e
y
o
f
te
n
d
o
s
o
b
ec
au
s
e
t
h
ey
f
ee
l
th
at
u
s
in
g
AI
is
th
e
r
esu
lt o
f
u
s
in
g
AI
w
h
ich
h
as
b
ec
o
m
e
a
n
ec
ess
ity
in
ca
m
p
u
s
ac
tiv
ities
,
s
u
ch
as
s
ea
r
ch
i
n
g
f
o
r
r
ef
er
en
ce
s
,
tr
an
s
latin
g
,
o
r
s
u
m
m
ar
izin
g
r
ef
er
en
ce
s
.
So
m
e
s
tu
d
e
n
ts
o
f
te
n
u
s
e
AI
f
o
r
t
h
eir
s
id
e
jo
b
s
as
co
n
ten
t
cr
ea
to
r
s
.
T
h
ey
o
f
ten
u
s
e
AI
b
ec
au
s
e
th
ey
alr
ea
d
y
u
n
d
e
r
s
tan
d
h
o
w
to
u
s
e
it
well,
wh
ich
th
e
y
lear
n
ed
t
h
em
s
elv
es
th
r
o
u
g
h
i
n
-
d
ep
t
h
r
esear
ch
f
r
o
m
v
ar
i
o
u
s
s
o
u
r
ce
s
o
n
t
h
e
in
ter
n
et.
Acc
o
r
d
in
g
to
th
ese
s
tu
d
e
n
ts
,
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
wh
o
h
a
v
e
th
e
a
b
ilit
y
an
d
cr
ea
tiv
ity
to
u
tili
ze
AI
is
s
till
r
elativ
ely
lo
w.
T
h
en
,
wh
y
ar
e
th
er
e
s
till
s
tu
d
en
ts
wh
o
s
ay
th
e
y
r
a
r
ely
u
s
e
AI
in
th
e
c
u
r
r
e
n
t
er
a?
s
tu
d
en
t
s
ad
m
it
th
at
u
s
in
g
th
is
d
ev
ice
is
n
ec
ess
ar
y
wh
en
th
er
e
is
a
lectu
r
e
ass
ig
n
m
en
t
f
r
o
m
th
e
lectu
r
er
.
T
h
e
y
also
ad
m
itted
th
at
th
ey
d
id
n
o
t
u
n
d
e
r
s
tan
d
th
e
o
p
tim
al
u
s
e
o
f
AI
,
ev
e
n
wh
en
ask
ed
ab
o
u
t
th
e
alg
o
r
ith
m
o
f
an
AI
p
latf
o
r
m
th
at
th
ey
o
f
ten
u
s
e,
n
o
o
n
e
co
u
ld
ex
p
lain
it.
Mo
r
e
s
p
ec
if
ically
,
th
e
r
ea
s
o
n
s
f
o
r
th
is
g
r
o
u
p
'
s
lack
o
f
in
ten
s
ity
in
u
s
in
g
AI
ar
e
as f
o
llo
ws.
−
Un
d
er
s
tan
d
in
g
o
f
AI
p
latf
o
r
m
s
is
s
till
r
elativ
ely
lo
w.
Mo
s
t
r
esp
o
n
d
en
ts
ar
e
o
n
ly
f
a
m
iliar
with
th
e
C
h
atGPT
.
Ho
wev
er
,
alm
o
s
t a
ll r
esp
o
n
d
en
ts
d
o
n
o
t u
n
d
er
s
tan
d
th
e
alg
o
r
ith
m
u
s
ed
b
y
C
h
at
GPT.
−
L
ec
tu
r
er
s
u
p
p
o
r
t
a
n
d
g
u
id
an
c
e
r
eg
ar
d
i
n
g
th
e
u
s
e
o
f
AI
is
s
till
v
er
y
lo
w.
Gen
er
all
y
,
lectu
r
er
s
d
o
n
'
t
ca
r
e
an
d
ten
d
to
ig
n
o
r
e
th
e
u
s
e
o
f
AI
f
o
r
lectu
r
es.
On
ly
a
s
m
all
n
u
m
b
er
o
f
lect
u
r
er
s
ar
e
o
p
e
n
to
ex
p
lo
r
i
n
g
a
n
d
r
ec
o
m
m
en
d
in
g
th
e
u
s
e
o
f
A
I
,
an
d
th
er
e
a
r
e
ev
e
n
lectu
r
er
s
w
h
o
p
r
o
h
ib
it th
e
u
s
e
o
f
AI
i
n
le
ctu
r
e
p
r
o
ce
s
s
.
−
Sp
ec
if
ic
o
u
tr
ea
ch
r
eg
ar
d
in
g
th
e
u
s
e
o
f
AI
p
latf
o
r
m
s
in
h
ig
h
e
r
ed
u
ca
tio
n
h
as n
ev
e
r
b
ee
n
ca
r
r
ied
o
u
t.
−
R
u
les r
eg
ar
d
in
g
th
e
u
s
e
o
f
AI
,
esp
ec
ially
f
o
r
ac
ad
e
m
ic
p
u
r
p
o
s
es,
ar
e
s
till
u
n
clea
r
.
−
Mo
s
t
s
tu
d
en
ts
s
till
f
ee
l
h
esit
a
n
t
ab
o
u
t
u
s
in
g
AI
,
esp
ec
ially
to
s
u
p
p
o
r
t
lect
u
r
es,
an
d
d
o
in
g
ass
ig
n
m
en
ts
,
esp
ec
ially
wh
en
d
o
in
g
s
cien
tif
ic
p
ap
er
s
.
I
n
T
ab
l
e
2
(
a)
,
t
h
e
s
e
co
n
d
in
d
ic
a
t
o
r
,
i
s
t
h
e
q
u
e
s
t
i
o
n
"
C
a
n
u
s
i
n
g
a
n
A
I
p
l
a
t
f
o
r
m
h
e
l
p
y
o
u
u
n
d
er
s
t
a
n
d
l
e
c
t
u
r
e
m
a
t
er
i
a
l
?
"
.
I
n
c
o
n
t
r
as
t
t
o
t
h
e
in
t
e
n
s
i
t
y
d
a
t
a,
w
h
ic
h
t
h
e
m
a
j
o
r
i
t
y
s
a
id
t
h
e
y
o
f
t
e
n
u
s
e
d
,
in
t
h
i
s
i
n
d
i
c
a
to
r
le
s
s
t
h
a
n
4
0
%
o
f
s
tu
d
en
t
s
f
o
u
n
d
A
I
o
f
t
e
n
h
e
lp
e
d
t
h
e
m
u
n
d
e
r
s
t
an
d
le
c
t
u
r
e
m
a
te
r
i
a
l
.
T
h
e
r
e
s
u
l
t
s
o
f
t
h
e
d
e
ep
e
n
in
g
t
h
r
o
u
g
h
F
G
D
s
h
o
w
e
d
t
h
a
t
a
lm
o
s
t
h
a
lf
o
f
th
e
s
tu
d
en
t
s
s
t
a
t
ed
th
a
t
t
h
e
m
a
t
e
r
i
a
l
p
r
o
v
id
ed
b
y
l
e
c
t
u
r
er
s
w
a
s
o
f
t
en
i
n
co
m
p
l
e
t
e,
f
o
r
ex
am
p
l
e,
d
e
tai
l
e
d
ex
p
l
an
a
t
i
o
n
s
an
d
ex
am
p
l
e
s
o
f
s
p
e
c
i
f
i
c
i
m
p
l
e
m
e
n
t
a
t
io
n
o
f
co
n
ce
p
t
s
.
I
n
t
h
i
s
w
ay
,
s
t
u
d
e
n
t
s
d
e
e
p
e
n
th
e
m
a
t
er
i
a
l
b
y
u
t
i
l
i
zi
n
g
AI
(
th
e
m
a
jo
r
i
ty
c
o
n
v
ey
i
t
u
s
i
n
g
C
h
a
t
G
P
T
).
Ho
wev
er
,
AI
to
o
ls
to
co
m
p
le
m
en
t
in
f
o
r
m
atio
n
f
r
o
m
lectu
r
er
s
d
o
n
o
t
n
ec
ess
ar
ily
b
ec
o
m
e
u
n
iv
er
s
al
s
o
lu
tio
n
f
o
r
u
n
d
e
r
s
tan
d
in
g
all
th
e
m
ater
ial.
Ma
n
y
s
tu
d
en
ts
f
e
el
th
at
AI
is
n
o
t
h
elp
f
u
l
en
o
u
g
h
in
u
n
d
er
s
tan
d
in
g
lectu
r
e
m
ater
ial,
esp
ec
ially
in
s
o
cial
s
cien
ce
s
.
T
h
is
is
b
e
ca
u
s
e
th
e
in
f
o
r
m
atio
n
o
r
m
a
ter
ial
in
th
e
s
o
cial
s
cien
ce
s
p
r
o
v
id
e
d
b
y
AI
is
less
co
n
tex
tu
al.
Fo
r
ex
am
p
le
,
wh
en
d
is
cu
s
s
in
g
s
o
cial
p
h
en
o
m
en
a
o
r
s
o
cial
m
o
v
em
en
ts
in
s
o
ciety
,
th
e
u
s
e
o
f
C
h
atGPT
(
AI
)
ca
n
n
o
t
b
e
an
s
wer
ed
co
m
p
letely
.
T
h
e
s
tu
d
en
ts
also
r
ea
lized
th
at
C
h
atGPT
(
AI
)
wa
s
a
co
m
p
u
tatio
n
al
ag
en
t
th
at
was
u
n
ab
le
to
u
n
d
er
s
tan
d
wh
at
th
e
u
s
er
wan
ted
.
AI
r
esp
o
n
s
e
is
v
er
y
d
ep
en
d
e
n
t
o
n
m
aster
y
o
f
th
e
d
ata
o
wn
ed
b
y
th
e
AI
p
latf
o
r
m
.
T
h
er
e
ar
e
also
in
f
o
r
m
a
n
ts
(
B
U)
wh
o
k
n
o
w
ab
o
u
t
th
e
d
iv
er
s
ity
o
f
AI
p
latf
o
r
m
s
.
Acc
o
r
d
in
g
t
o
th
is
in
f
o
r
m
an
t,
it
m
a
y
n
o
t
b
e
s
atis
f
ac
to
r
y
to
g
et
in
f
o
r
m
atio
n
/r
esp
o
n
s
es
f
r
o
m
o
n
e
AI
p
latf
o
r
m
,
b
u
t
f
r
o
m
o
t
h
e
r
AI
p
latf
o
r
m
s
,
m
o
r
e
co
m
p
lete
in
f
o
r
m
atio
n
ca
n
b
e
o
b
tain
ed
.
T
h
e
i
n
f
o
r
m
an
t
g
a
v
e
ex
am
p
les
o
f
C
h
atGPT
,
Go
o
g
le
Gem
in
i
,
Gith
u
b
C
o
p
ilo
t
,
C
an
v
a
AI
,
an
d
o
th
er
p
latf
o
r
m
s
h
av
i
n
g
th
eir
r
esp
ec
tiv
e
ad
v
a
n
tag
es.
I
n
T
ab
le
2
(
a)
at
p
o
in
t
3
th
e
r
e
is
a
tr
ig
g
er
q
u
esti
o
n
,
n
am
ely
"
C
an
AI
p
r
o
v
id
e
g
u
id
a
n
ce
o
r
r
e
f
er
en
ce
s
in
s
tu
d
y
in
g
th
e
lectu
r
e
m
ater
ial?"
.
Ar
o
u
n
d
6
0
%
o
f
s
tu
d
en
ts
ad
m
it
th
at
AI
r
a
r
ely
o
r
d
o
es
n
o
t
p
r
o
v
id
e
in
s
tr
u
ctio
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
9
5
5
-
3
9
6
6
3960
o
r
r
e
f
er
en
ce
s
in
s
tu
d
y
i
n
g
lect
u
r
e
m
ater
ial.
W
h
y
is
th
is
c
o
n
f
ess
io
n
m
ad
e
b
y
s
tu
d
en
ts
?
I
n
th
e
FGD
v
ia
I
R
in
f
o
r
m
a
n
ts
,
o
n
e
o
f
h
is
d
u
ties
as
a
teac
h
in
g
ass
is
tan
t
wa
s
to
c
o
llect
s
tu
d
en
t
ass
ig
n
m
en
ts
to
b
e
s
u
b
m
itted
to
th
e
lectu
r
er
.
He
o
f
ten
p
a
y
s
atte
n
tio
n
to
th
e
ass
ig
n
m
en
ts
o
f
h
is
f
r
ien
d
s
.
I
t
was
f
o
u
n
d
t
h
at
s
ev
er
al
o
f
th
ese
ass
ig
n
m
en
ts
wer
e
o
b
tain
ed
f
r
o
m
AI
r
esu
lts
as
a
wh
o
le
wi
th
o
u
t
an
y
m
o
d
if
icatio
n
,
ad
d
itio
n
,
o
r
an
aly
s
is
b
y
th
e
s
tu
d
en
t.
T
h
e
s
tu
d
en
ts
'
a
s
s
ig
n
m
en
ts
d
id
n
o
t a
p
p
ea
r
to
b
e
co
m
p
r
eh
en
s
iv
e
an
d
in
-
d
ep
th
.
So
m
e
s
u
b
s
tan
ce
s
ar
e
n
o
t
an
s
wer
ed
co
m
p
letely
an
d
w
ith
o
u
t
b
ein
g
eq
u
ip
p
ed
with
v
ar
io
u
s
in
-
d
ep
th
a
n
d
co
n
te
x
tu
al
ex
p
lan
atio
n
s
.
B
ased
o
n
th
ese
f
in
d
in
g
s
,
th
e
p
h
en
o
m
en
o
n
ap
p
ea
r
s
th
at
AI
is
u
s
ed
f
o
r
th
e
f
o
r
m
al
ity
o
f
co
m
p
letin
g
ass
ig
n
m
en
ts
,
b
u
t
h
as
n
o
t
b
ee
n
u
s
ed
as
a
to
o
l
to
s
ea
r
ch
f
o
r
v
ar
io
u
s
r
ef
e
r
en
ce
s
s
o
t
h
at
it
is
ea
s
y
f
o
r
u
s
er
s
t
o
u
n
d
er
s
tan
d
t
h
e
m
ater
ial.
Po
in
t
4
in
T
ab
le
2
(
b
)
e
x
p
lain
s
s
tu
d
en
t
p
er
ce
p
tio
n
s
th
r
o
u
g
h
th
e
q
u
esti
o
n
"Can
u
s
in
g
an
AI
p
latf
o
r
m
h
elp
im
p
r
o
v
e
lear
n
in
g
ac
h
iev
e
m
en
t?".
Mo
s
t
s
tu
d
en
ts
(
ab
o
v
e
6
0
%)
s
tated
th
at
AI
h
ad
n
o
im
p
ac
t
o
n
im
p
r
o
v
i
n
g
lear
n
in
g
p
er
f
o
r
m
an
ce
.
B
ased
o
n
th
e
FGD
f
in
d
in
g
s
wh
ic
h
s
t
ated
th
at
AI
ca
n
n
o
t
n
ec
ess
ar
ily
m
ak
e
th
in
g
s
ea
s
ier
f
o
r
s
tu
d
en
ts
an
d
p
r
o
v
i
d
e
g
u
i
d
an
ce
in
u
n
d
er
s
tan
d
in
g
th
e
m
ater
ial,
it
m
ea
n
s
th
at
n
o
t
all
s
tu
d
en
ts
h
av
e
th
e
p
er
ce
p
tio
n
th
at
AI
ca
n
m
ak
e
th
em
s
m
ar
ter
an
d
m
o
r
e
ca
p
a
b
le.
Stu
d
en
t
lear
n
in
g
ac
h
iev
e
m
en
t
in
th
is
ca
s
e
is
ass
o
ciate
d
with
th
e
s
tu
d
en
t'
s
in
tellig
en
ce
a
n
d
s
k
ills
s
o
t
h
at
th
ey
ca
n
s
o
l
v
e
v
a
r
io
u
s
p
r
o
b
lem
s
g
iv
en
b
y
th
e
lectu
r
er
.
T
o
p
r
o
v
i
d
e
a
d
ee
p
er
m
ea
n
in
g
to
th
e
q
u
an
titativ
e
d
ata,
th
e
d
ata
was
te
s
ted
u
s
in
g
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
e
n
t
co
r
r
elatio
n
.
Sev
er
al
v
ar
iab
les
wer
e
ch
o
s
en
,
n
am
ely
an
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
AI
p
latf
o
r
m
,
lectu
r
er
s
u
p
p
o
r
t,
an
d
s
u
p
p
o
r
t
f
r
o
m
p
ar
en
ts
an
d
f
r
ien
d
s
wh
ich
wer
e
co
r
r
elate
d
with
th
e
lev
el
o
f
s
tu
d
en
t
co
n
f
id
en
ce
in
AI
p
er
f
o
r
m
an
ce
.
T
ab
le
3
d
is
p
lay
s
d
ata
f
r
o
m
th
e
co
r
r
elatio
n
a
n
aly
s
is
.
T
ab
le
3
.
Pear
s
o
n
c
o
r
r
elatio
n
s
b
etwe
en
b
elief
an
d
s
u
p
p
o
r
tin
g
f
ac
to
r
s
No
V
a
r
i
a
b
l
e
r
S
i
g
.
No
V
a
r
i
a
b
l
e
r
S
i
g
.
1
U
n
d
e
r
st
a
n
d
i
n
g
A
I
p
l
a
t
f
o
r
ms
.
2
2
3
**
<
.
0
0
1
3
P
a
r
e
n
t
a
l
s
u
p
p
o
r
t
.
4
1
7
**
<
.
0
0
1
2
Le
c
t
u
r
e
r
su
p
p
o
r
t
.
3
4
1
**
<
.
0
0
1
4
F
r
i
e
n
d
s s
u
p
p
o
r
t
.
3
5
4
**
<
.
0
0
1
*
*
.
C
o
r
r
e
l
a
t
i
o
n
i
s
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
B
ased
o
n
T
ab
le
3
,
it is
k
n
o
wn
th
at
th
e
lev
el
o
f
co
n
f
id
en
ce
in
u
s
in
g
AI
is
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t.
T
h
e
r
esu
lts
o
f
th
e
d
ee
p
e
n
in
g
th
r
o
u
g
h
FGD
s
h
o
w
th
at
s
tu
d
e
n
ts
ea
s
ily
ad
ap
t
to
d
e
v
elo
p
m
e
n
ts
in
AI
tech
n
o
l
o
g
y
.
As
Gen
Z
,
all
s
tu
d
en
ts
ca
n
o
p
e
r
a
te
an
d
ad
a
p
t
to
d
ev
elo
p
m
en
ts
in
AI
p
latf
o
r
m
s
.
T
h
is
co
n
v
e
n
ien
ce
ca
n
i
n
cr
ea
s
e
s
tu
d
en
ts
'
co
n
f
id
en
ce
in
u
s
in
g
AI
to
s
u
p
p
o
r
t
im
p
r
o
v
in
g
t
h
eir
lear
n
in
g
ac
h
ie
v
em
en
ts
.
I
t
is
o
n
ly
ac
k
n
o
wled
g
e
d
th
at
alm
o
s
t
all
s
tu
d
en
ts
d
o
n
o
t
u
n
d
er
s
tan
d
th
e
AI
p
latf
o
r
m
al
g
o
r
ith
m
s
u
s
ed
.
On
e
f
ac
to
r
is
th
e
lack
o
f
ac
cu
r
ate
in
f
o
r
m
atio
n
o
b
tain
ed
f
r
o
m
th
e
AI
p
latf
o
r
m
,
d
u
e
t
o
lim
ited
u
n
d
er
s
tan
d
i
n
g
.
On
th
e
o
th
er
h
an
d
,
m
o
s
t
s
tu
d
en
ts
o
n
ly
k
n
o
w
ab
o
u
t
a
ce
r
tain
ty
p
e
o
f
AI
p
latf
o
r
m
,
n
am
ely
C
h
atGPT
.
T
h
is
AI
p
latf
o
r
m
is
b
ett
er
k
n
o
wn
an
d
o
f
te
n
u
s
ed
b
y
s
tu
d
e
n
ts
.
L
ec
tu
r
er
s
u
p
p
o
r
t
an
d
g
u
id
an
ce
f
o
r
s
tu
d
en
ts
in
u
s
in
g
AI
is
im
p
o
r
tan
t.
T
h
e
r
esu
lts
o
f
in
-
d
e
p
t
h
r
esear
ch
with
s
tu
d
en
ts
ad
m
it
th
at
m
o
s
t
lectu
r
er
s
s
till
d
o
n
'
t
ca
r
e,
an
d
t
en
d
to
to
ler
ate
th
e
u
s
e
o
f
AI
f
o
r
lectu
r
es.
I
n
o
th
e
r
wo
r
d
s
,
th
e
lectu
r
e
r
d
o
es
n
o
t
p
r
o
h
i
b
it
o
r
r
ec
o
m
m
e
n
d
it.
Acc
o
r
d
in
g
t
o
I
R
in
f
o
r
m
an
ts
,
a
s
m
all
n
u
m
b
e
r
o
f
lectu
r
er
s
wh
o
ar
e
o
p
en
to
ex
p
lo
r
in
g
AI
,
r
ec
o
m
m
en
d
th
e
u
s
e
o
f
AI
.
A
s
m
all
n
u
m
b
e
r
o
f
lec
tu
r
er
s
also
p
r
o
v
id
e
g
u
id
an
ce
;
y
o
u
n
ee
d
to
b
e
ca
r
ef
u
l
ab
o
u
t
u
s
in
g
AI
co
r
r
ec
tly
.
T
h
er
e
ar
e
also
lectu
r
er
s
wh
o
p
r
o
h
ib
it
u
s
in
g
AI
.
Acc
o
r
d
in
g
to
R
F
in
f
o
r
m
an
t
,
in
ce
r
tain
f
ac
u
lties
,
m
an
y
lectu
r
er
s
d
o
n
o
t u
n
d
er
s
tan
d
th
e
u
s
e
o
f
AI
.
T
h
e
r
e
aso
n
is
th
at
th
ey
co
n
s
id
er
th
e
u
s
e
o
f
AI
to
b
e
a
f
r
au
d
u
len
t
m
et
h
o
d
,
n
o
t
p
u
r
e
f
r
o
m
o
n
eself
.
Acc
o
r
d
in
g
to
m
o
s
t
in
f
o
r
m
a
n
ts
,
lectu
r
er
s
s
h
o
u
ld
b
e
m
o
r
e
o
p
en
,
s
o
t
h
at
th
e
u
s
e
o
f
AI
is
m
o
r
e
f
lex
i
b
le.
Sp
ec
if
ically
,
r
eg
ar
d
i
n
g
th
e
co
n
ten
t
o
f
r
elig
io
u
s
s
cien
ce
s
,
m
o
s
t
lectu
r
er
s
in
I
s
lam
ic
r
elig
io
u
s
s
cien
ce
s
em
p
h
asize
th
e
n
ee
d
to
b
e
ca
r
ef
u
l in
u
s
in
g
s
o
u
r
ce
s
a
b
o
u
t r
elig
io
u
s
s
cien
ce
s
.
I
s
lam
ic
r
elig
io
u
s
m
ater
ial
s
h
o
u
ld
b
e
b
ased
o
n
th
e
Ko
r
a
n
.
I
R
in
f
o
r
m
a
n
ts
HZ
,
C
H,
an
d
NN
ad
m
itted
th
at
lectu
r
e
r
g
u
id
an
ce
was
v
er
y
h
elp
f
u
l in
in
cr
ea
s
in
g
co
n
f
id
en
ce
in
u
s
in
g
AI
to
im
p
r
o
v
e
lectu
r
es.
Stu
d
en
ts
ad
m
it th
at
p
ar
en
ts
'
awa
r
en
ess
o
f
AI
v
ar
ies.
I
n
e
x
p
lo
r
in
g
with
s
tu
d
en
ts
wh
en
an
s
wer
in
g
th
e
q
u
esti
o
n
"Wh
at
is
th
e
f
am
ily
'
s
s
u
p
p
o
r
t
to
war
d
s
AI
"?
T
h
e
an
s
wer
is
t
h
at
m
o
s
t
p
ar
en
ts
d
o
n
'
t
u
n
d
er
s
tan
d
a
n
d
d
o
n
'
t
u
n
d
er
s
tan
d
,
o
n
l
y
a
s
m
all
n
u
m
b
er
o
f
p
a
r
en
ts
u
n
d
er
s
tan
d
A
I
.
Stu
d
en
ts
f
all
in
to
th
e
Gen
Z
ca
teg
o
r
y
.
T
h
ey
a
r
e
g
e
n
er
ally
v
er
y
liter
ate
in
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
,
i
n
clu
d
in
g
AI
.
I
n
u
s
in
g
AI
f
o
r
lear
n
in
g
,
th
e
r
esu
lts
o
f
th
e
FGD
with
s
tu
d
en
ts
ac
k
n
o
wled
g
e
d
th
at
th
e
s
u
p
p
o
r
t
o
f
c
o
lleg
e
f
r
ien
d
s
is
v
er
y
n
ec
ess
ar
y
an
d
m
u
tu
ally
r
e
in
f
o
r
cin
g
.
Fo
r
m
s
o
f
s
u
p
p
o
r
t
in
clu
d
e:
ex
c
h
an
g
i
n
g
in
f
o
r
m
atio
n
ab
o
u
t
AI
p
latf
o
r
m
s
,
d
is
cu
s
s
in
g
s
ea
r
ch
r
esu
lts
v
ia
AI
,
s
h
ar
in
g
in
ter
n
et
cr
ed
it
p
ac
k
ag
es,
an
d
o
th
er
f
o
r
m
s
.
C
o
llab
o
r
atio
n
li
k
e
th
is
is
r
ec
o
g
n
ized
b
y
all
s
tu
d
en
ts
as
v
er
y
h
elp
f
u
l
in
u
s
in
g
AI
f
o
r
lectu
r
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
I
n
d
o
n
esia
is
la
mic
s
tu
d
en
ts
'
b
elief
to
w
a
r
d
s
th
e
p
erfo
r
ma
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
…
(
Yu
n
i S
u
g
i
a
r
ti
)
3961
T
h
e
r
esu
lts
o
f
t
h
e
Pear
s
o
n
c
o
r
r
elatio
n
test
(
s
ee
T
ab
le
3
)
s
tatis
tically
co
n
f
ir
m
th
at
s
tu
d
en
t
b
elief
in
AI
is
s
ig
n
if
ican
tly
r
elate
d
to
p
latf
o
r
m
u
n
d
er
s
tan
d
in
g
,
lectu
r
er
s
u
p
p
o
r
t,
p
ar
en
tal
g
u
id
an
ce
,
an
d
p
ee
r
en
co
u
r
a
g
em
en
t.
Am
o
n
g
th
ese,
p
ar
en
tal
s
u
p
p
o
r
t
s
h
o
ws
th
e
s
tr
o
n
g
est
co
r
r
elatio
n
(
r
=
.
4
1
7
,
p
<.
0
0
1
)
,
s
u
g
g
esti
n
g
th
at
f
am
ily
p
er
ce
p
t
io
n
o
f
tech
n
o
lo
g
y
m
a
y
s
h
ap
e
s
tu
d
en
ts
’
af
f
ec
tiv
e
r
esp
o
n
s
es
t
o
AI
.
I
n
ter
esti
n
g
ly
,
th
is
alig
n
s
with
FGD
f
in
d
in
g
s
wh
er
e
s
tu
d
en
ts
r
ev
ea
led
v
ar
y
i
n
g
d
eg
r
ee
s
o
f
f
a
m
ily
s
u
p
p
o
r
t
an
d
d
if
f
e
r
in
g
le
v
els
o
f
awa
r
en
ess
o
f
AI
u
s
e
in
ac
ad
em
ic
s
ettin
g
s
.
As o
n
e
p
ar
tici
p
an
t (
I
R
)
s
tated
,
“M
y
p
ar
en
ts
d
o
n
’
t u
n
d
er
s
tan
d
AI
,
b
u
t
th
ey
k
ee
p
ask
in
g
if
wh
at
I
u
s
e
is
tr
u
s
two
r
th
y
”,
r
ef
lec
tin
g
a
f
o
r
m
o
f
in
d
ir
ec
t
eth
ic
al
f
ilter
in
g
th
r
o
u
g
h
p
ar
en
tal
co
n
ce
r
n
.
Fu
r
th
er
m
o
r
e
,
alth
o
u
g
h
i
n
ten
s
ity
o
f
u
s
e
was
h
ig
h
(
o
v
er
8
0
%
u
s
ed
AI
o
f
ten
)
,
th
is
d
id
n
o
t
s
h
o
w
a
s
tr
o
n
g
co
r
r
elatio
n
with
lear
n
in
g
b
elief
in
d
icato
r
s
s
u
ch
as
"AI
h
elp
s
u
n
d
er
s
tan
d
in
g
"
o
r
"AI
im
p
r
o
v
es
ac
h
iev
em
en
t"
(
T
ab
le
2
)
.
T
h
is
g
ap
b
etwe
en
u
s
ag
e
an
d
p
er
c
eiv
ed
u
tili
ty
was
f
u
r
th
er
ex
p
l
ain
ed
in
q
u
alitativ
e
d
ata,
wh
er
e
s
tu
d
en
ts
ad
m
itted
th
at
AI
was
o
f
ten
u
s
ed
as
a
s
h
o
r
tcu
t
t
o
f
in
is
h
task
s
,
r
ath
er
th
an
a
to
o
l
f
o
r
d
ee
p
lear
n
in
g
.
T
h
is
b
e
h
av
io
r
ex
em
p
lifie
s
wh
at
J
ac
o
v
i
et
a
l
.
[
1
6
]
d
escr
ib
e
as
i
n
s
tr
u
m
en
tal
b
elief
,
u
s
er
s
b
elief
th
e
to
o
l e
n
o
u
g
h
t
o
u
s
e
it,
b
u
t
n
o
t e
n
o
u
g
h
to
r
el
y
o
n
it f
o
r
c
r
itical
r
ea
s
o
n
in
g
.
2
.
2
.
Dis
cus
s
io
n
T
h
e
lev
el
o
f
co
n
f
id
en
ce
o
f
s
tu
d
en
ts
in
u
s
in
g
AI
f
o
r
lect
u
r
in
g
/lear
n
in
g
h
as
b
ee
n
s
tatis
tically
p
r
o
v
e
n
to
v
ar
y
[
1
5
]
,
n
am
ely
,
s
o
m
e
ar
e
h
ig
h
,
m
ed
iu
m
,
a
n
d
l
o
w.
T
h
is
d
iv
er
s
ity
ca
n
also
b
e
an
aly
z
ed
b
ased
o
n
ce
r
tai
n
asp
ec
ts
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
q
u
an
titativ
e
d
ata
an
d
q
u
al
itativ
e
d
ata
p
r
esen
ted
p
r
e
v
io
u
s
ly
.
T
h
ese
asp
ec
ts
in
clu
d
e:
i
)
u
n
d
er
s
tan
d
in
g
o
f
th
e
AI
p
latf
o
r
m
u
s
ed
;
ii
)
s
u
p
p
o
r
t
f
o
r
th
e
lear
n
in
g
en
v
i
r
o
n
m
en
t,
esp
ec
ially
lectu
r
er
s
; a
n
d
iii
)
s
cien
tific
s
tu
d
ies u
n
d
er
tak
e
n
b
y
s
tu
d
en
ts
.
2
.
2
.
1
.
Understa
nd
ing
o
f
a
rt
if
icia
l int
ellig
ence
T
h
e
lev
el
o
f
s
tu
d
en
t
u
n
d
er
s
ta
n
d
in
g
o
f
AI
p
latf
o
r
m
s
v
a
r
ies.
Mo
s
t
o
f
th
e
u
n
d
er
s
tan
d
in
g
is
r
elativ
ely
lo
w.
Gen
er
ally
,
s
tu
d
en
ts
u
s
e
AI
th
r
o
u
g
h
s
elf
-
s
tu
d
y
v
ia
ex
i
s
tin
g
p
latf
o
r
m
s
.
T
h
e
r
esu
lts
o
f
in
-
d
e
p
th
r
esear
ch
th
r
o
u
g
h
FGD
s
h
o
wed
th
at
th
e
d
o
m
in
an
t
AI
p
latf
o
r
m
u
s
ed
b
y
s
tu
d
en
ts
was
C
h
atGPT
.
T
h
e
r
ea
s
o
n
is
th
at
th
is
p
latf
o
r
m
ap
p
ea
r
e
d
f
ir
s
t
an
d
w
as
p
o
p
u
la
r
am
o
n
g
s
tu
d
en
ts
.
A
cc
o
r
d
in
g
to
s
tu
d
en
ts
,
th
e
C
h
atGPT
p
latf
o
r
m
ca
n
also
b
e
u
s
ed
f
o
r
v
ar
i
o
u
s
s
cien
tific
d
is
cip
lin
es.
I
n
th
e
FGD
it
was
also
d
is
co
v
er
ed
th
at
alm
o
s
t
all
s
tu
d
en
ts
d
id
n
o
t
k
n
o
w
th
e
alg
o
r
ith
m
s
o
r
b
u
s
in
ess
p
r
o
ce
s
s
es
o
f
AI
p
latf
o
r
m
s
in
clu
d
in
g
C
h
atGPT
.
T
h
e
lo
w
lev
el
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
th
is
p
latf
o
r
m
co
n
tr
ib
u
tes
to
th
e
lev
el
o
f
b
elief
an
d
u
s
e
o
f
AI
f
o
r
lea
r
n
in
g
.
Acc
o
r
d
in
g
to
in
f
o
r
m
a
n
t Z
D:
"
b
ef
o
r
e
we
u
s
e
AI
,
we
s
h
o
u
ld
lear
n
ab
o
u
t A
I
.
"
T
h
e
lev
el
o
f
b
elief
in
an
AI
p
latf
o
r
m
is
in
f
lu
en
ce
d
b
y
ed
u
ca
to
r
s
'
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
p
latf
o
r
m
[
3
0
]
–
[
3
2
]
.
T
h
is
b
elief
is
o
f
ten
r
elate
d
to
h
o
w
well
th
e
u
s
er
u
n
d
er
s
tan
d
s
th
e
f
u
n
ctio
n
ality
an
d
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
o
f
t
h
e
AI
s
y
s
tem
[
3
3
]
.
Stu
d
en
ts
’
b
elief
AI
wh
en
th
ey
u
n
d
er
s
tan
d
h
o
w
d
ec
is
io
n
s
ar
e
m
ad
e
[
3
4
]
.
T
h
e
ac
cu
r
ac
y
o
f
th
e
in
f
o
r
m
atio
n
p
r
o
d
u
ce
d
f
r
o
m
th
e
AI
p
latf
o
r
m
is
d
eter
m
in
ed
b
y
th
e
co
m
p
leten
ess
o
f
th
e
d
ata
h
eld
b
y
th
e
AI
[
3
5
]
,
[
3
6
]
.
On
th
e
o
t
h
er
h
an
d
,
u
s
er
s
n
ee
d
to
u
n
d
e
r
s
tan
d
th
e
p
latf
o
r
m
'
s
alg
o
r
ith
m
,
s
o
th
e
y
ca
n
p
r
o
v
id
e
th
e
r
i
g
h
t
s
tim
u
lu
s
o
r
c
o
m
m
an
d
to
p
r
o
d
u
ce
th
e
ex
p
ec
ted
i
n
f
o
r
m
atio
n
.
T
h
is
is
wh
at
m
o
s
t
s
tu
d
e
n
ts
ex
p
e
r
ien
c
e,
in
f
ac
t,
th
ey
b
eliev
e
in
th
e
ca
p
ab
ilit
ies
an
d
s
o
p
h
is
ticatio
n
o
f
AI
tech
n
o
l
o
g
y
.
Ho
wev
er
,
to
lo
w
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
latf
o
r
m
,
cr
ea
tes
d
o
u
b
t
an
d
a
lack
o
f
b
elief
i
n
th
e
in
f
o
r
m
atio
n
p
r
o
d
u
ce
d
.
L
ik
ewise,
co
n
f
ir
m
i
n
g
in
f
o
r
m
atio
n
f
r
o
m
o
t
h
er
s
o
u
r
ce
s
r
eq
u
ir
es
ef
f
o
r
t,
tim
e,
an
d
ab
ilit
ies
th
at
ar
e
o
f
ten
o
v
er
lo
o
k
ed
b
y
s
tu
d
en
ts
.
2
.
2
.
2
.
Su
pp
o
rt
lea
rning
env
iro
nm
ent
,
esp
ec
ia
lly
lect
urer
s
As
a
s
tu
d
en
t,
th
e
en
v
ir
o
n
m
e
n
t
p
r
o
v
id
es
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
to
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
[
3
7
]
in
th
is
ca
s
e
AI
f
o
r
lectu
r
es.
T
h
is
en
v
ir
o
n
m
en
t
in
c
lu
d
es
g
u
id
an
ce
an
d
s
u
p
er
v
is
io
n
f
r
o
m
teac
h
er
s
an
d
p
ar
en
ts
,
as
well
as
co
lleg
e
f
r
ien
d
s
[
3
8
]
.
T
h
e
r
esu
lts
o
f
th
e
FGD
with
s
tu
d
en
ts
r
ev
ea
led
th
at
th
er
e
was a
d
iv
er
s
ity
o
f
lectu
r
er
s
in
r
esp
o
n
d
in
g
to
an
d
u
tili
zin
g
AI
in
lectu
r
es.
L
ec
tu
r
er
s
wh
o
ar
e
I
T
liter
ate
ten
d
to
en
co
u
r
a
g
e
th
eir
s
tu
d
en
ts
to
u
s
e
I
C
T
[
3
9
]
,
[
4
0
]
,
esp
ec
ially
u
s
in
g
AI
.
L
ec
tu
r
er
s
also
m
u
s
t
g
u
id
e
h
o
w
to
u
s
e
AI
,
esp
ec
iall
y
f
o
r
lea
r
n
in
g
.
Acc
o
r
d
in
g
to
th
e
i
n
f
o
r
m
an
t'
s
test
im
o
n
y
(
I
R
)
,
h
e
was
im
p
r
e
s
s
ed
b
y
o
n
e
o
f
t
h
e
lectu
r
er
s
wh
o
o
f
te
n
g
u
id
ed
s
tu
d
en
ts
to
u
s
e
AI
f
o
r
lear
n
in
g
.
On
e
o
f
th
e
task
s
h
e
g
av
e,
t
h
e
lectu
r
er
g
av
e
lectu
r
e
ass
ig
n
m
en
ts
to
b
e
d
o
n
e
b
ased
o
n
AI
.
I
n
t
h
is
way
,
I
R
is
m
o
tiv
ated
to
ex
p
lo
r
e
s
ev
er
al
AI
p
latf
o
r
m
s
,
in
clu
d
in
g
tr
y
in
g
to
u
n
d
er
s
tan
d
t
h
e
alg
o
r
ith
m
s
.
W
ith
lectu
r
es
lik
e
th
at,
h
e
also
in
cr
ea
s
in
g
ly
b
elief
s
an
d
o
f
ten
u
s
es
AI
f
o
r
lectu
r
es
an
d
o
th
e
r
lear
n
in
g
p
u
r
p
o
s
es.
E
d
u
ca
to
r
s
p
lay
an
im
p
o
r
tan
t
r
o
le
in
th
eir
ac
ce
p
ta
n
ce
an
d
b
e
lief
in
AI
[
3
2
]
,
[
4
1
]
.
L
ec
tu
r
er
s
ar
e
r
e
q
u
ir
ed
to
h
a
v
e
th
e
co
m
p
ete
n
ce
to
u
tili
ze
AI
.
T
h
ese
ab
ilit
ies
in
clu
d
e
th
e
ab
ilit
y
to
d
esig
n
an
d
ca
r
r
y
o
u
t
lectu
r
es,
g
u
i
d
e
s
tu
d
en
ts
,
ca
r
r
y
o
u
t
r
esear
ch
,
an
d
also
ca
r
r
y
o
u
t
co
m
m
u
n
ity
s
er
v
ice
b
ased
o
n
AI
tech
n
o
lo
g
y
.
C
am
p
u
s
en
v
ir
o
n
m
en
tal
s
u
p
p
o
r
t
in
t
h
e
in
f
r
astru
ctu
r
e
asp
ec
t
i
s
v
er
y
n
ec
ess
ar
y
[
4
2
]
.
I
n
th
e
FGD
it
was
f
o
u
n
d
th
at
ca
m
p
u
s
i
n
f
r
astru
ct
u
r
e,
esp
ec
ially
t
h
e
p
r
o
v
is
io
n
o
f
in
ter
n
et
n
etwo
r
k
s
,
was
s
till
lack
in
g
.
L
ik
ewise,
alm
o
s
t
all
o
f
th
e
s
tu
d
e
n
ts
u
s
in
g
th
e
A
I
p
latf
o
r
m
u
s
e
th
e
f
r
ee
p
latf
o
r
m
.
T
h
is
af
f
ec
ts
th
e
lev
el
o
f
ac
c
u
r
ac
y
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
9
5
5
-
3
9
6
6
3962
s
p
ee
d
o
f
in
f
o
r
m
atio
n
p
r
o
d
u
ce
d
b
y
AI
.
I
t
wo
u
ld
b
e
b
etter
f
o
r
ca
m
p
u
s
es
to
p
r
o
v
id
e
p
aid
A
I
p
latf
o
r
m
s
th
at
ar
e
r
elev
an
t
to
th
e
s
cien
ce
o
r
s
tu
d
y
p
r
o
g
r
am
o
n
ea
ch
ca
m
p
u
s
.
S
u
p
p
o
r
t
f
r
o
m
f
r
ien
d
s
an
d
p
a
r
en
ts
is
also
im
p
o
r
tan
t.
No
wad
ay
s
,
p
ar
e
n
ts
g
en
e
r
ally
u
n
d
er
s
tan
d
th
e
in
ter
n
et,
s
o
th
eir
g
u
id
a
n
ce
f
o
cu
s
es
m
o
r
e
o
n
u
s
in
g
ce
ll
p
h
o
n
es
an
d
th
e
lik
e
t
o
h
elp
with
lectu
r
es.
T
h
is
asp
ec
t
o
f
p
ar
e
n
tal
atten
tio
n
in
u
s
in
g
th
e
in
ter
n
et
in
d
ir
ec
tly
r
em
in
d
s
u
s
o
f
th
e
co
r
r
ec
t u
s
e
o
f
AI
,
esp
ec
ially
to
s
u
p
p
o
r
t su
cc
ess
in
lectu
r
es.
2
.
2
.
3
.
Scient
if
ic
re
lev
a
nce
a
n
d Is
la
m
ic
co
nte
nt
T
h
e
u
s
e
o
f
AI
is
r
elate
d
to
u
n
d
er
s
tan
d
in
g
an
d
ca
p
ab
ilit
y
o
f
th
e
AI
p
latf
o
r
m
.
Sev
er
al
s
tu
d
y
p
r
o
g
r
am
s
th
at
ar
e
r
elativ
ely
f
a
m
iliar
with
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
[
1
]
,
s
u
ch
as
co
m
p
u
te
r
s
cien
ce
[
4
3
]
,
ar
e
cl
o
s
e
to
th
e
ea
s
e
o
f
u
s
in
g
a
n
d
u
n
d
e
r
s
tan
d
in
g
AI
.
L
ik
ewise,
in
th
e
lectu
r
e
p
r
o
ce
s
s
,
ce
r
tain
s
cien
tific
k
n
o
wled
g
e
m
ak
es
y
o
u
m
o
r
e
f
am
iliar
with
th
is
tech
n
o
lo
g
y
.
T
h
is
h
a
p
p
en
s
n
o
t
o
n
ly
t
o
s
tu
d
en
ts
b
u
t
also
to
lect
u
r
er
s
.
T
h
e
r
esu
lts
o
f
t
h
e
FGD
with
s
tu
d
en
ts
r
ev
ea
le
d
t
h
at
lectu
r
er
s
in
t
h
e
s
cien
tific
f
ield
o
f
s
cien
ce
ar
e
m
o
r
e
liter
ate
an
d
o
f
ten
u
s
e
AI
f
o
r
lear
n
in
g
.
O
n
th
e
o
th
er
h
an
d
,
i
n
th
e
s
o
cial
an
d
r
elig
io
u
s
s
cien
ce
s
,
it
is
r
elativ
ely
r
ar
e.
Alth
o
u
g
h
in
d
iv
id
u
ally
th
is
co
u
ld
h
ap
p
e
n
,
lectu
r
e
r
s
in
s
o
cial
s
cien
ce
s
h
av
e
AI
s
k
ills
an
d
liter
ac
y
c
o
m
p
ar
ed
to
lectu
r
er
s
in
s
cien
tific
s
cien
ce
s
.
Sp
ec
if
ically
in
r
elig
io
u
s
s
cien
ce
s
,
ac
co
r
d
in
g
to
test
im
o
n
y
f
r
o
m
in
f
o
r
m
a
n
ts
wh
o
ar
e
s
tu
d
y
i
n
g
I
s
lam
ic
r
elig
io
u
s
s
cien
ce
s
,
th
ey
f
in
d
it
d
if
f
icu
lt
to
g
et
d
ata/in
f
o
r
m
atio
n
ab
o
u
t
th
e
I
s
lam
ic
r
el
ig
io
n
f
r
o
m
th
e
AI
p
latf
o
r
m
.
"I
(
in
f
o
r
m
an
t
SY)
,
m
ajo
r
in
g
in
I
s
lam
ic
law,
r
ea
lly
h
av
e
d
if
f
icu
lty
f
in
d
in
g
in
f
o
r
m
atio
n
/d
ata
ab
o
u
t
I
s
lam
ic
law
o
n
th
e
AI
p
latf
o
r
m
.
"
T
h
is
c
o
n
d
itio
n
was
ex
p
er
ien
ce
d
b
y
o
th
er
s
tu
d
en
ts
in
th
e
r
elig
io
u
s
s
cien
ce
s
s
tu
d
y
p
r
o
g
r
am
(
AR
,
C
H,
NN,
AL
,
W
H)
.
Fo
r
ex
am
p
le,
lo
o
k
in
g
f
o
r
in
f
o
r
m
atio
n
ab
o
u
t
I
s
lam
ic
law,
d
is
cu
s
s
io
n
s
o
f
th
e
Ko
r
an
a
n
d
h
ad
ith
,
an
d
o
th
er
r
elig
io
n
-
r
ela
ted
co
n
ten
t
is
d
if
f
icu
lt
to
f
in
d
,
an
d
ev
e
n
ten
d
s
to
b
e
in
co
n
s
eq
u
en
tial.
I
n
th
e
Ush
u
lu
d
d
in
s
cien
ce
s
tu
d
y
,
s
tu
d
e
n
ts
f
o
u
n
d
it
d
if
f
ic
u
lt
to
lear
n
with
th
e
h
elp
o
f
AI
.
T
h
er
ef
o
r
e,
ac
co
r
d
in
g
to
i
n
f
o
r
m
an
ts
(
AL
,
W
H)
,
AI
is
n
o
t
r
ec
o
m
m
en
d
ed
to
u
s
e
it,
b
ec
au
s
e
AI
is
co
n
s
id
er
ed
in
co
n
s
eq
u
en
tial
(
n
o
t
s
u
itab
le)
in
ter
m
s
o
f
p
r
o
v
id
in
g
in
f
o
r
m
atio
n
ab
o
u
t
th
e
I
s
lam
ic
r
elig
io
n
(
Al
-
Qu
r
an
)
,
it
is
n
o
t
r
ec
o
m
m
e
n
d
ed
,
b
ec
a
u
s
e
th
er
e
ar
e
c
o
n
ce
r
n
s
ab
o
u
t
th
e
in
f
o
r
m
atio
n
it
will
b
e
m
is
lead
in
g
,
o
r
we
h
a
v
e
to
k
ee
p
co
n
f
ir
m
in
g
o
r
ch
ec
k
in
g
an
d
ch
ec
k
in
g
ag
ain
.
I
n
f
o
r
m
an
t
HB
s
tated
m
o
r
e
f
ir
m
ly
:
"W
h
en
u
s
in
g
AI
,
d
o
n
'
t
u
s
e
it
to
s
ee
k
k
n
o
wled
g
e
a
b
o
u
t
th
e
I
s
lam
ic
r
elig
io
n
,
b
u
t
f
o
r
g
en
e
r
al
th
eo
r
ies/
s
cien
ce
s
,
it
is
r
ec
o
m
m
en
d
ed
to
u
s
e
AI
.
"
R
elig
io
u
s
c
o
n
ten
t
o
n
AI
p
latf
o
r
m
s
is
lim
ited
.
Acc
o
r
d
in
g
to
th
e
r
esp
o
n
d
en
t
(
I
R
)
,
an
I
T
s
tu
d
en
t
wh
o
h
as
tr
ie
d
to
lear
n
m
o
r
e
ab
o
u
t
AI
p
latf
o
r
m
alg
o
r
ith
m
s
,
AI
d
e
v
elo
p
er
lim
its
d
at
a/in
f
o
r
m
atio
n
ab
o
u
t
r
elig
io
u
s
co
n
ten
t,
b
ec
au
s
e
it
i
s
v
er
y
s
en
s
itiv
e.
T
h
is
c
o
n
d
iti
o
n
g
iv
es
AI
less
co
n
f
id
e
n
ce
i
n
ce
r
tain
s
cien
ce
s
,
esp
ec
ially
r
elig
io
u
s
s
cien
ce
s
.
T
h
er
ef
o
r
e,
if
u
n
d
er
s
tan
d
th
is
alg
o
r
ith
m
,
in
f
o
r
m
atio
n
ab
o
u
t
r
elig
io
n
d
o
es
n
o
t
h
av
e
to
g
o
to
AI
.
T
h
e
r
o
le
o
f
AI
in
I
s
lam
ic
j
u
r
is
p
r
u
d
e
n
ce
is
s
til
l
a
m
atter
o
f
d
eb
ate,
f
r
o
m
au
t
o
m
atin
g
f
atwa
s
to
an
aly
zin
g
co
m
p
lex
leg
al
ca
s
es.
AI
d
o
es
n
o
t
h
av
e
th
e
f
u
ll
s
et
o
f
tr
aits
n
ec
ess
ar
y
f
o
r
n
atu
r
al
leg
al
ca
p
ac
ity
,
alth
o
u
g
h
it
ca
n
b
e
co
n
s
id
er
ed
to
h
av
e
a
n
ar
tific
ial
p
er
s
o
n
ality
th
at
ju
s
tifie
s
its
u
s
e
in
ce
r
tain
leg
al
co
n
tex
ts
[
4
4
]
.
AI
r
is
k
s
cr
ea
tin
g
in
f
o
r
m
atio
n
an
ar
c
h
y
a
n
d
u
n
d
er
m
in
in
g
tr
ad
itio
n
al
r
elig
io
u
s
au
th
o
r
ity
[
4
5
]
.
T
o
r
ed
u
ce
th
e
p
o
ten
tial
r
is
k
s
ass
o
ciate
d
with
AI
,
s
tr
ict
s
u
p
er
v
is
io
n
an
d
ap
p
r
o
p
r
iate
r
eg
u
lati
o
n
s
ar
e
n
ee
d
ed
to
en
s
u
r
e
ac
co
u
n
tab
ilit
y
an
d
et
h
ical
u
s
e
[
4
6
]
,
in
clu
d
in
g
th
e
I
s
lam
ic
f
in
an
ce
s
ec
to
r
an
d
o
th
er
s
ec
to
r
s
[
4
7
]
.
AI
m
u
s
t
in
c
o
r
p
o
r
ate
p
u
b
lic
p
o
licy
to
o
ls
to
m
ain
tain
ac
c
o
u
n
tab
ilit
y
an
d
r
e
d
u
ce
b
ias
[
4
8
]
.
E
th
ical
a
n
d
leg
al
is
s
u
es
in
AI
r
eq
u
ir
e
a
Sh
ar
ia
-
co
m
p
lian
t
a
p
p
r
o
ac
h
to
p
r
ev
e
n
t
co
n
f
lict
an
d
en
s
u
r
e
co
m
p
l
ian
ce
with
I
s
lam
ic
p
r
in
cip
les
[
4
9
]
.
T
h
e
r
ef
o
r
e,
I
s
lam
ic
co
n
te
n
t
AI
p
latf
o
r
m
s
n
e
ed
to
ab
id
e
b
y
th
e
g
u
id
elin
es
o
f
th
e
Ko
r
a
n
,
eth
ical
co
n
s
id
er
atio
n
s
,
an
d
th
e
I
s
lam
i
c
leg
al
f
r
am
ewo
r
k
.
T
h
e
r
ea
lity
is
th
at
AI
is
o
n
ly
a
to
o
l.
T
h
e
u
s
e
o
f
AI
i
n
a
leg
al
co
n
tex
t
ca
n
n
o
t
r
ep
lace
th
e
co
g
n
itiv
e
an
d
p
s
y
ch
o
lo
g
ical
asp
ec
ts
o
f
h
u
m
an
ju
d
g
es
[
5
0
]
,
an
d
ca
n
n
o
t
r
ep
lace
h
u
m
an
a
r
b
itra
to
r
s
[
5
1
]
.
As
a
to
o
l,
t
h
e
r
esu
lts
ar
e
d
eter
m
in
ed
b
y
th
e
u
s
er
,
h
o
w
to
g
iv
e
in
s
tr
u
ctio
n
s
o
r
co
m
m
an
d
s
to
th
e
to
o
l.
Ar
e
th
e
co
m
m
an
d
s
/to
o
ls
in
lin
e
with
th
e
alg
o
r
ith
m
s
o
n
th
e
AI
p
latf
o
r
m
?
I
f
th
ey
ar
e
in
lin
e,
y
o
u
will
g
et
ac
c
u
r
ate
d
ata
an
d
in
f
o
r
m
atio
n
.
On
th
e
o
th
er
h
an
d
,
if
it
is
n
o
t/
n
o
t
s
u
itab
le,
it
will
b
e
p
o
s
s
ib
l
e
to
p
r
o
d
u
ce
m
is
lead
in
g
d
ata/i
n
f
o
r
m
atio
n
.
T
h
is
is
th
e
ess
en
ce
o
f
b
elief
in
AI
as
a
t
o
o
l
in
lear
n
in
g
/lectu
r
in
g
.
B
elief
in
AI
is
n
o
t
ab
s
o
lu
te,
b
u
t
r
at
h
er
a
f
u
n
ctio
n
ality
b
elief
.
Fu
n
ctio
n
a
lity
b
elief
is
in
f
lu
en
ce
d
b
y
u
n
d
er
s
tan
d
in
g
AI
'
s
p
r
ac
tical
u
tili
ty
an
d
ea
s
e
o
f
u
s
e,
h
av
in
g
a
g
r
ea
ter
im
p
ac
t o
n
u
s
ag
e
in
ten
tio
n
th
a
n
h
u
m
an
-
lik
e
b
elief
[
1
8
]
.
T
h
er
e
f
o
r
e,
th
e
p
er
s
p
ec
tiv
e
o
f
b
elief
i
n
AI
to
im
p
r
o
v
e
ac
ad
em
ic
ac
h
i
ev
em
en
t
n
ee
d
s
to
b
e
s
tr
en
g
th
en
ed
b
y
u
n
d
e
r
s
tan
d
in
g
an
d
c
ap
ab
ilit
y
o
f
th
e
AI
p
latf
o
r
m
u
s
ed
.
T
h
er
ef
o
r
e,
to
cr
ea
te
a
lev
el
o
f
b
elief
in
A
I
in
lectu
r
es,
co
n
d
u
civ
e
en
v
ir
o
n
m
en
tal
s
u
p
p
o
r
t
is
n
ee
d
ed
o
n
ca
m
p
u
s
.
T
h
is
s
tu
d
y
o
f
f
er
s
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
,
p
o
licy
m
ak
er
s
,
an
d
d
e
v
elo
p
e
r
s
.
E
d
u
ca
to
r
s
s
h
o
u
ld
en
h
an
ce
AI
liter
ac
y
t
h
r
o
u
g
h
g
u
id
ed
a
n
d
eth
ical
u
s
e,
p
ar
ticu
lar
ly
f
o
r
I
s
lam
ic
c
o
n
ten
t
v
er
i
f
icatio
n
.
Po
licy
m
ak
er
s
n
ee
d
clea
r
AI
r
eg
u
latio
n
s
in
I
s
lam
ic
u
n
iv
er
s
ities
th
at
b
alan
ce
in
n
o
v
atio
n
wi
th
r
elig
io
u
s
v
alu
es.
Dev
elo
p
er
s
ar
e
en
co
u
r
ag
e
d
t
o
d
esig
n
cu
ltu
r
ally
r
esp
o
n
s
iv
e
AI
s
y
s
tem
s
alig
n
ed
with
I
s
l
am
ic
ep
is
tem
o
lo
g
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
I
n
d
o
n
esia
is
la
mic
s
tu
d
en
ts
'
b
elief
to
w
a
r
d
s
th
e
p
erfo
r
ma
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
…
(
Yu
n
i S
u
g
i
a
r
ti
)
3963
Ho
wev
er
,
t
h
e
s
tu
d
y
is
lim
ited
b
y
its
r
estricte
d
s
am
p
le
an
d
s
elf
-
r
ep
o
r
ted
d
ata.
Fu
t
u
r
e
r
esear
ch
s
h
o
u
ld
in
v
o
l
v
e
b
r
o
ad
e
r
p
o
p
u
latio
n
s
an
d
lo
n
g
itu
d
in
al
ap
p
r
o
ac
h
es to
ex
am
in
e
ch
an
g
es in
AI
-
r
elate
d
b
elief
s
o
v
er
tim
e.
4.
CO
NCLU
SI
O
N
T
h
e
m
ajo
r
i
ty
o
f
s
tu
d
en
ts
h
av
e
a
h
ig
h
l
ev
e
l
o
f
co
n
f
id
en
ce
in
th
e
p
er
f
o
r
m
an
ce
o
f
AI
to
h
elp
th
em
.
T
h
i
s
l
ev
e
l
o
f
b
e
l
ief
i
s
s
ig
n
if
i
ca
n
t
ly
a
n
d
p
o
s
i
tiv
ely
r
e
la
ted
to
u
n
d
er
s
tan
d
in
g
th
e
AI
p
la
tf
o
r
m
u
s
ed
,
lec
tu
r
er
s
u
p
p
o
r
t,
p
ar
en
t
al
s
u
p
p
o
r
t
,
a
n
d
s
u
p
p
o
r
t
f
r
o
m
f
e
llo
w
s
tu
d
en
t
s
.
I
n
th
e
le
ar
n
in
g
p
r
o
c
es
s
,
AI
ca
n
s
to
r
e,
p
r
o
ce
s
s
in
f
o
r
m
a
tio
n
,
an
d
en
h
an
ce
l
ea
r
n
in
g
q
u
a
l
ity
.
Ho
w
ev
er
,
b
el
ie
f
in
AI
c
an
n
o
t
b
e
a
b
s
o
lu
t
e
b
ec
au
s
e
i
t
i
s
f
ea
r
ed
th
a
t
i
t
wi
ll
r
esu
l
t
in
p
o
o
r
u
s
e.
Da
ta
/in
f
o
r
m
a
tio
n
p
r
o
d
u
ce
d
b
y
AI
t
en
d
s
to
b
e
in
c
o
n
s
is
ten
t
w
ith
r
el
ig
io
u
s
n
o
r
m
s
.
T
h
er
ef
o
r
e
,
b
el
ief
in
AI
i
s
a
f
o
r
m
o
f
p
r
o
p
o
r
t
io
n
al
b
e
li
ef
.
AI
p
lat
f
o
r
m
u
s
er
s
,
e
s
p
e
ci
al
ly
s
tu
d
en
t
s
,
lec
tu
r
er
s
,
r
e
s
ea
r
ch
er
s
,
an
d
an
y
o
n
e
wh
o
u
s
es
it
,
n
ee
d
to
r
e
ch
ec
k
an
d
d
e
ep
en
it
s
a
cc
u
r
ac
y
an
d
co
r
r
ec
tn
e
s
s
.
Pra
ct
ic
al
ly
,
th
i
s
m
o
d
el
c
an
s
e
r
v
e
a
s
a
g
u
id
el
in
e
f
o
r
h
ig
h
er
ed
u
ca
t
io
n
in
s
t
itu
t
io
n
s
i
n
p
lan
n
in
g
an
d
ev
a
lu
a
tin
g
AI
-
b
a
s
ed
le
ar
n
i
n
g
im
p
l
em
en
t
at
io
n
,
p
ar
ti
cu
l
ar
l
y
in
s
t
r
en
g
th
en
in
g
l
ec
tu
r
er
r
e
ad
in
e
s
s
,
cu
r
r
icu
lu
m
al
ig
n
m
en
t
,
an
d
t
ec
h
n
o
lo
g
ica
l
in
f
r
a
s
tr
u
c
t
u
r
e
s
u
p
p
o
r
t.
Fu
r
t
h
er
r
e
s
ea
r
c
h
m
ay
a
l
s
o
in
te
g
r
a
te
g
o
v
er
n
an
ce
an
d
e
th
ica
l
r
ea
d
in
e
s
s
v
ar
iab
le
s
to
s
tr
en
g
t
h
en
th
e
a
p
p
l
ic
ab
i
li
ty
o
f
th
e
m
o
d
el
in
s
u
p
p
o
r
t
in
g
r
e
s
p
o
n
s
i
b
le
A
I
ad
o
p
t
io
n
in
h
ig
h
er
ed
u
ca
tio
n
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
th
an
k
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
f
o
r
f
ac
ilit
atin
g
th
i
s
r
esear
ch
an
d
p
r
o
v
id
in
g
ac
ce
s
s
to
p
ar
t
icip
an
ts
.
T
h
e
au
th
o
r
s
also
ac
k
n
o
wled
g
e
th
e
R
esear
ch
C
en
ter
f
o
r
E
d
u
ca
tio
n
,
Natio
n
al
R
esear
ch
an
d
I
n
n
o
v
atio
n
Ag
en
c
y
(
B
R
I
N)
,
I
n
d
o
n
e
s
ia,
f
o
r
ac
ad
em
ic
s
u
p
p
o
r
t,
a
n
d
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Su
n
an
Kalijag
a,
Yo
g
y
ak
ar
ta
f
o
r
ass
is
tan
ce
with
p
ar
ticip
an
t
r
ec
r
u
itm
en
t
an
d
d
ata
co
llectio
n
.
T
h
e
au
th
o
r
s
ar
e
g
r
atef
u
l to
all
p
ar
ti
cip
an
ts
wh
o
v
o
l
u
n
tar
ily
c
o
n
tr
i
b
u
ted
to
t
h
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was
s
u
p
p
o
r
ted
b
y
th
e
Pu
b
lic
Ser
v
ice
Ag
en
cy
(
B
L
U)
Fu
n
d
,
C
en
ter
f
o
r
R
es
ea
r
ch
an
d
Pu
b
licatio
n
(
Pu
s
litp
en
)
,
U
n
iv
e
r
s
itas
I
s
lam
Neg
er
i
Sy
ar
if
Hid
ay
atu
llah
J
ak
ar
ta
,
u
n
d
e
r
th
e
2
0
2
4
R
esear
ch
Gr
a
n
t
(
Dec
r
ee
No
.
B
-
0
4
4
/LP2
M/HK
.
0
0
5
/0
1
/2
0
2
4
,
3
0
J
an
u
ar
y
2
0
2
4
)
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Yu
n
i Su
g
iar
ti
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
E
n
ce
Oo
s
Mu
k
h
a
m
ad
An
was
✓
✓
✓
✓
✓
✓
✓
Fit
r
o
h
✓
✓
✓
✓
✓
✓
✓
✓
J
an
u
Ar
lin
wib
o
wo
✓
✓
✓
✓
✓
✓
✓
✓
I
h
s
an
Ma
u
lan
a
An
was
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
t
h
o
r
d
ec
lar
es
t
h
at
th
e
r
e
ar
e
n
o
k
n
o
wn
co
n
f
licts
o
f
in
ter
est
ass
o
ciate
d
with
th
is
p
u
b
licatio
n
.
T
h
er
e
ar
e
n
o
f
in
a
n
cial
o
r
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
th
at
co
u
ld
in
ap
p
r
o
p
r
iately
in
f
l
u
en
ce
o
r
b
ias
th
e
co
n
ten
t
o
f
th
is
wo
r
k
.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
9
5
5
-
3
9
6
6
3964
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
,
[
YS]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
F
a
j
a
r
u
d
d
i
n
,
H
.
R
e
t
n
a
w
a
t
i
,
C
.
S
e
t
i
a
w
a
n
,
E
.
A
p
i
n
o
,
J
.
A
r
l
i
n
w
i
b
o
w
o
,
a
n
d
D
.
R
a
c
h
ma
n
,
“
Te
c
h
n
o
l
o
g
y
’
s
i
m
p
a
c
t
o
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
me
t
a
-
a
n
a
l
y
s
i
s
o
n
v
a
r
i
a
b
l
e
s
a
n
d
e
f
f
e
c
t
i
v
e
n
e
ss,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
1
8
,
n
o
.
2
,
p
p
.
5
1
2
–
5
2
5
,
M
a
y
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
e
d
u
l
e
a
r
n
.
v
1
8
i
2
.
2
1
1
1
9
.
[
2
]
V
.
Li
s
t
a
n
t
o
,
J
.
A
r
l
i
n
w
i
b
o
w
o
,
A
.
D
.
P
e
r
mat
a
sari
,
K
.
N
.
I
f
t
i
t
a
h
,
a
n
d
E
.
O
.
M
.
A
n
w
a
s,
“
W
h
i
c
h
i
s
b
e
t
t
e
r
:
e
-
b
o
o
k
o
r
p
r
i
n
t
e
d
b
o
o
k
?
a
met
a
-
a
n
a
l
y
si
s
o
f
e
d
u
c
a
t
i
o
n
a
l
ma
t
e
r
i
a
l
s
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
R
e
v
i
e
w
o
f
R
e
se
a
rc
h
i
n
O
p
e
n
a
n
d
D
i
st
r
i
b
u
t
e
d
L
e
a
r
n
i
n
g
,
v
o
l
.
2
6
,
n
o
.
3
,
p
p
.
1
7
0
–
1
9
2
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
1
9
1
7
3
/
i
r
r
o
d
l
.
v
2
6
i
3
.
8
4
6
8
.
[
3
]
S
.
K
a
b
i
r
,
D
.
N
.
U
.
-
I
meh
,
B
.
K
o
u
,
a
n
d
T.
Zh
a
n
g
,
“
I
s
st
a
c
k
o
v
e
r
f
l
o
w
o
b
so
l
e
t
e
?
An
e
mp
i
r
i
c
a
l
s
t
u
d
y
o
f
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
C
h
a
t
G
P
T
a
n
sw
e
r
s
t
o
st
a
c
k
o
v
e
r
f
l
o
w
q
u
e
s
t
i
o
n
s,”
i
n
C
o
n
f
e
re
n
c
e
o
n
H
u
m
a
n
F
a
c
t
o
rs
i
n
C
o
m
p
u
t
i
n
g
S
y
s
t
e
m
s
-
Pr
o
c
e
e
d
i
n
g
s
,
M
a
y
2
0
2
4
,
p
p
.
1
–
1
7
.
d
o
i
:
1
0
.
1
1
4
5
/
3
6
1
3
9
0
4
.
3
6
4
2
5
9
6
.
[
4
]
B
.
D
.
L
u
n
d
a
n
d
T
.
W
a
n
g
,
“
C
h
a
t
t
i
n
g
a
b
o
u
t
C
h
a
t
G
P
T:
h
o
w
m
a
y
A
I
a
n
d
G
P
T
i
mp
a
c
t
a
c
a
d
e
mi
a
a
n
d
l
i
b
r
a
r
i
e
s
?
,
”
L
i
b
r
a
ry
H
i
T
e
c
h
N
e
w
s
,
v
o
l
.
4
0
,
n
o
.
3
,
p
p
.
2
6
–
2
9
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
LH
TN
-
01
-
2
0
2
3
-
0
0
0
9
.
[
5
]
X
.
Y
u,
“
R
e
s
e
a
r
c
h
o
n
t
h
e
i
mp
a
c
t
o
f
A
I
o
n
c
o
l
l
e
g
e
st
u
d
e
n
t
s
b
a
s
e
d
o
n
t
h
e
e
n
t
r
o
p
y
w
e
i
g
h
t
i
n
t
e
g
r
a
t
e
d
s
c
o
r
i
n
g
m
o
d
e
l
,
”
H
i
g
h
l
i
g
h
t
s
i
n
S
c
i
e
n
c
e
,
E
n
g
i
n
e
e
ri
n
g
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
7
,
p
p
.
2
2
7
–
2
3
4
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
5
4
0
9
7
/
h
s
e
t
.
v
5
7
i
.
1
0
0
0
6
.
[
6
]
J.
B
.
Ta
n
g
,
B
.
Li
,
a
n
d
Z.
T
.
Li
,
“
A
p
p
l
i
c
a
t
i
o
n
a
n
d
e
x
p
l
o
r
a
t
i
o
n
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
t
e
c
h
n
o
l
o
g
y
i
n
st
u
d
e
n
t
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
i
n
2
0
2
3
5
t
h
I
n
t
e
rn
a
t
i
o
n
a
l
W
o
rks
h
o
p
o
n
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
a
n
d
E
d
u
c
a
t
i
o
n
,
WA
I
E
2
0
2
3
,
S
e
p
.
2
0
2
3
,
p
p
.
6
0
–
64
,
d
o
i
:
1
0
.
1
1
0
9
/
W
A
I
E6
0
5
6
8
.
2
0
2
3
.
0
0
0
1
8
.
[
7
]
K
.
L
i
,
“
D
e
t
e
r
mi
n
a
n
t
s
o
f
c
o
l
l
e
g
e
st
u
d
e
n
t
s’
a
c
t
u
a
l
u
s
e
o
f
AI
-
b
a
se
d
sy
s
t
e
ms
:
a
n
e
x
t
e
n
s
i
o
n
o
f
t
h
e
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
m
o
d
e
l
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
5
,
n
o
.
6
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
5
0
6
5
2
2
1
.
[
8
]
J.
P
r
a
t
h
e
r
e
t
a
l
.
,
“
‘
I
t
’
s
w
e
i
r
d
t
h
a
t
i
t
k
n
o
w
s
w
h
a
t
i
w
a
n
t
’
:
u
s
a
b
i
l
i
t
y
a
n
d
i
n
t
e
r
a
c
t
i
o
n
s
w
i
t
h
c
o
p
i
l
o
t
f
o
r
n
o
v
i
c
e
p
r
o
g
r
a
mm
e
r
s,”
A
C
M
T
ra
n
s
a
c
t
i
o
n
s
o
n
C
o
m
p
u
t
e
r
-
H
u
m
a
n
I
n
t
e
r
a
c
t
i
o
n
,
v
o
l
.
3
1
,
n
o
.
1
,
p
p
.
1
–
3
1
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
4
5
/
3
6
1
7
3
6
7
.
[
9
]
N
.
A
l
i
f
f
,
M
.
Y
a
a
k
o
b
,
M
.
F
a
i
z
,
C
.
C
.
R
e
n
,
N
.
Y
.
K
h
a
m
i
s,
a
n
d
A
.
B
.
H
.
Ta
mu
r
i
,
“
A
P
r
e
l
i
mi
n
a
r
y
su
r
v
e
y
o
f
M
u
sl
i
m
e
x
p
e
r
t
s’
v
i
e
w
s
o
n
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
I
s
l
a
m
i
y
y
a
t
,
v
o
l
.
4
3
,
n
o
.
2
,
p
p
.
3
–
1
6
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
7
5
7
6
/
i
sl
a
mi
y
y
a
t
-
2
0
2
1
-
4
3
0
2
-
0
1
.
[
1
0
]
N
.
K
sh
e
t
r
i
,
“
D
i
s
i
n
f
o
r
mat
i
o
n
a
n
d
m
i
si
n
f
o
r
ma
t
i
o
n
i
n
t
h
e
a
g
e
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
n
d
t
h
e
me
t
a
v
e
r
s
e
,
”
C
o
m
p
u
t
e
r
,
v
o
l
.
5
7
,
n
o
.
1
2
,
p
p
.
1
1
0
–
1
1
6
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
0
9
/
M
C
.
2
0
2
4
.
3
4
6
1
3
2
5
.
[
1
1
]
I
.
A
.
R
a
b
b
a
n
d
S
.
Ta
i
,
“
D
i
g
i
t
a
l
I
sl
a
mi
c
l
a
w
:
p
u
r
p
o
s
e
a
n
d
p
r
o
s
p
e
c
t
s,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
i
d
d
l
e
Ea
s
t
S
t
u
d
i
e
s
,
v
o
l
.
5
0
,
n
o
.
1
,
p
p
.
1
1
3
–
1
1
8
,
F
e
b
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
7
/
S
0
0
2
0
7
4
3
8
1
7
0
0
0
9
8
8
.
[
1
2
]
M
.
C
z
a
p
l
i
ń
s
k
i
,
G
.
R
e
d
l
a
r
sk
i
,
P
.
K
o
w
a
l
sk
i
,
P
.
M
.
T
o
j
z
a
,
A
.
S
i
k
o
r
s
k
i
,
a
n
d
A
.
Ż
a
k
,
“
A
n
o
v
e
r
v
i
e
w
o
f
e
x
i
s
t
i
n
g
a
p
p
l
i
c
a
t
i
o
n
s
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
h
i
st
o
p
a
t
h
o
l
o
g
i
c
a
l
d
i
a
g
n
o
s
t
i
c
s
o
f
l
e
u
k
e
m
i
a
s:
a
sc
o
p
i
n
g
r
e
v
i
e
w
,
”
E
l
e
c
t
r
o
n
i
c
s
,
v
o
l
.
1
4
,
n
o
.
2
1
,
O
c
t
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
l
e
c
t
r
o
n
i
c
s1
4
2
1
4
1
4
4
.
[
1
3
]
A
.
A
.
M
u
n
sh
i
,
W
.
H
.
A
l
S
a
b
b
a
n
,
A
.
T.
F
a
r
a
g
,
O
.
E.
R
a
k
h
a
,
A
.
A
l
S
a
l
l
a
b
,
a
n
d
M
.
A
l
o
t
a
i
b
i
,
“
A
u
t
o
m
a
t
e
d
I
sl
a
m
i
c
j
u
r
i
s
p
r
u
d
e
n
t
i
a
l
l
e
g
a
l
o
p
i
n
i
o
n
s
g
e
n
e
r
a
t
i
o
n
u
s
i
n
g
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
P
e
rt
a
n
i
k
a
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
3
0
,
n
o
.
2
,
p
p
.
1
1
3
5
–
1
1
5
6
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
4
7
8
3
6
/
p
j
st
.
3
0
.
2
.
1
6
.
[
1
4
]
S
.
A
.
W
h
y
t
e
,
“
I
sl
a
mi
c
r
e
l
i
g
i
o
u
s
a
u
t
h
o
r
i
t
y
i
n
c
y
b
e
r
s
p
a
c
e
:
a
q
u
a
l
i
t
a
t
i
v
e
st
u
d
y
o
f
M
u
s
l
i
m
r
e
l
i
g
i
o
u
s
a
c
t
o
r
s
i
n
A
u
s
t
r
a
l
i
a
,
”
Re
l
i
g
i
o
n
s
,
v
o
l
.
1
3
,
n
o
.
1
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
r
e
l
1
3
0
1
0
0
6
9
.
[
1
5
]
M
.
A
mo
o
z
a
d
e
h
e
t
a
l
.
,
“
Tr
u
s
t
i
n
g
e
n
e
r
a
t
i
v
e
A
I
a
mo
n
g
s
t
u
d
e
n
t
s:
a
n
e
x
p
l
o
r
a
t
o
r
y
st
u
d
y
,
”
i
n
S
I
G
C
S
E
2
0
2
4
-
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
5
5
t
h
AC
M
T
e
c
h
n
i
c
a
l
S
y
m
p
o
s
i
u
m
o
n
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
M
a
r
.
2
0
2
4
,
v
o
l
.
1
,
p
p
.
6
7
–
73
,
d
o
i
:
1
0
.
1
1
4
5
/
3
6
2
6
2
5
2
.
3
6
3
0
8
4
2
.
[
1
6
]
A
.
Ja
c
o
v
i
,
A
.
M
a
r
a
so
v
i
ć
,
T.
M
i
l
l
e
r
,
a
n
d
Y
.
G
o
l
d
b
e
r
g
,
“
F
o
r
ma
l
i
z
i
n
g
t
r
u
s
t
i
n
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
:
P
r
e
r
e
q
u
i
s
i
t
e
s,
c
a
u
s
e
s
a
n
d
g
o
a
l
s
o
f
h
u
m
a
n
t
r
u
st
i
n
A
I
,
”
i
n
FA
c
c
T
2
0
2
1
-
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
2
0
2
1
A
C
M
C
o
n
f
e
ren
c
e
o
n
F
a
i
r
n
e
ss
,
A
c
c
o
u
n
t
a
b
i
l
i
t
y
,
a
n
d
T
r
a
n
s
p
a
re
n
c
y
,
M
a
r
.
2
0
2
1
,
p
p
.
6
2
4
–
635
,
d
o
i
:
1
0
.
1
1
4
5
/
3
4
4
2
1
8
8
.
3
4
4
5
9
2
3
.
[
1
7
]
M
.
G
e
r
l
i
c
h
,
“
A
I
t
o
o
l
s
i
n
so
c
i
e
t
y
:
i
m
p
a
c
t
s
o
n
c
o
g
n
i
t
i
v
e
o
f
f
l
o
a
d
i
n
g
a
n
d
t
h
e
f
u
t
u
r
e
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
”
S
o
c
i
e
t
i
e
s
,
v
o
l
.
1
5
,
n
o
.
1
,
Jan
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
so
c
1
5
0
1
0
0
0
6
.
[
1
8
]
H
.
C
h
o
u
n
g
,
P
.
D
a
v
i
d
,
a
n
d
A
.
R
o
ss
,
“
Tr
u
s
t
i
n
A
I
a
n
d
i
t
s
r
o
l
e
i
n
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
A
I
t
e
c
h
n
o
l
o
g
i
e
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
H
u
m
a
n
-
C
o
m
p
u
t
e
r I
n
t
e
ra
c
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
9
,
p
p
.
1
7
2
7
–
1
7
3
9
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
4
7
3
1
8
.
2
0
2
2
.
2
0
5
0
5
4
3
.
[
1
9
]
K
.
A
.
H
o
f
f
a
n
d
M
.
B
a
s
h
i
r
,
“
Tr
u
st
i
n
a
u
t
o
m
a
t
i
o
n
:
i
n
t
e
g
r
a
t
i
n
g
e
mp
i
r
i
c
a
l
e
v
i
d
e
n
c
e
o
n
f
a
c
t
o
r
s
t
h
a
t
i
n
f
l
u
e
n
c
e
t
r
u
st
,
”
H
u
m
a
n
F
a
c
t
o
rs
,
v
o
l
.
5
7
,
n
o
.
3
,
p
p
.
4
0
7
–
4
3
4
,
M
a
y
2
0
1
5
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
8
7
2
0
8
1
4
5
4
7
5
7
0
.
[
2
0
]
J.
D
.
Le
e
a
n
d
K
.
A
.
S
e
e
,
“
Tr
u
s
t
i
n
a
u
t
o
ma
t
i
o
n
:
d
e
si
g
n
i
n
g
f
o
r
a
p
p
r
o
p
r
i
a
t
e
r
e
l
i
a
n
c
e
,
”
H
u
m
a
n
F
a
c
t
o
rs
,
v
o
l
.
4
6
,
n
o
.
1
,
p
p
.
5
0
–
8
0
,
Jan
.
2
0
0
4
,
d
o
i
:
1
0
.
1
5
1
8
/
h
f
e
s
.
4
6
.
1
.
5
0
_
3
0
3
9
2
.
[
2
1
]
P
.
M
a
d
h
a
v
a
n
a
n
d
D
.
A
.
W
i
e
g
m
a
n
n
,
“
S
i
m
i
l
a
r
i
t
i
e
s
a
n
d
d
i
f
f
e
r
e
n
c
e
s
b
e
t
w
e
e
n
h
u
m
a
n
–
h
u
m
a
n
a
n
d
h
u
m
a
n
–
a
u
t
o
m
a
t
i
o
n
t
r
u
s
t
:
a
n
i
n
t
e
g
r
a
t
i
v
e
re
v
i
e
w
,
”
T
h
e
o
r
e
t
i
c
a
l
I
s
s
u
e
s
i
n
E
r
g
o
n
o
m
i
c
s
S
c
i
e
n
c
e
,
v
o
l
.
8
,
n
o
.
4
,
p
p
.
2
7
7
–
3
0
1
,
J
u
l
.
2
0
0
7
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
6
3
9
2
2
0
5
0
0
3
3
7
7
0
8
.
[
2
2
]
Y
.
D
a
i
,
C
.
S
.
C
h
a
i
,
P
.
Y
.
L
i
n
,
M
.
S
.
Y
.
Jo
n
g
,
Y
.
G
u
o
,
a
n
d
J.
Q
i
n
,
“
P
r
o
mo
t
i
n
g
st
u
d
e
n
t
s’
w
e
l
l
-
b
e
i
n
g
b
y
d
e
v
e
l
o
p
i
n
g
t
h
e
i
r
r
e
a
d
i
n
e
ss fo
r
t
h
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
g
e
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
2
,
n
o
.
1
6
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
su
1
2
1
6
6
5
9
7
.
[
2
3
]
A
.
M
.
O
’
C
o
n
n
o
r
,
G
.
T
s
a
f
n
a
t
,
J
.
T
h
o
m
a
s
,
P
.
G
l
a
s
z
i
o
u
,
S
.
B
.
G
i
l
b
e
r
t
,
a
n
d
B
.
H
u
t
t
o
n
,
“
A
q
u
e
s
t
i
o
n
o
f
t
r
u
s
t
:
c
a
n
w
e
b
u
i
l
d
a
n
e
v
i
d
e
n
c
e
b
a
s
e
t
o
g
a
i
n
t
r
u
s
t
i
n
s
y
s
t
e
m
a
t
i
c
r
e
v
i
e
w
a
u
t
o
m
a
t
i
o
n
t
e
c
h
n
o
l
o
g
i
e
s
?
,
”
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
s
,
v
o
l
.
8
,
n
o
.
1
,
D
e
c
.
2
0
1
9
,
doi
:
1
0
.
1
1
8
6
/
s
1
3
6
4
3
-
0
1
9
-
1
0
6
2
-
0.
[
2
4
]
H
.
P
e
a
r
c
e
,
B
.
A
h
ma
d
,
B
.
Ta
n
,
B
.
D
.
-
G
a
v
i
t
t
,
a
n
d
R
.
K
a
r
r
i
,
“
A
sl
e
e
p
a
t
t
h
e
k
e
y
b
o
a
r
d
?
a
sses
si
n
g
t
h
e
s
e
c
u
r
i
t
y
o
f
G
i
t
H
u
b
C
o
p
i
l
o
t
’
s
c
o
d
e
c
o
n
t
r
i
b
u
t
i
o
n
s,”
i
n
I
E
EE
S
y
m
p
o
s
i
u
m
o
n
S
e
c
u
ri
t
y
a
n
d
Pr
i
v
a
c
y
,
M
a
y
2
0
2
2
,
p
p
.
7
5
4
–
7
6
8
,
d
o
i
:
1
0
.
1
1
0
9
/
S
P
4
6
2
1
4
.
2
0
2
2
.
9
8
3
3
5
7
1
.
[
2
5
]
E.
M
.
O
.
A
n
w
a
s
e
t
a
l
.
,
“
A
l
e
a
r
n
i
n
g
mo
d
e
l
f
o
r
e
f
f
e
c
t
i
v
e
l
i
t
e
r
a
c
y
i
n
s
t
r
u
c
t
i
o
n
i
n
d
i
v
e
r
s
e
P
a
p
u
a
n
c
o
n
t
e
x
t
s
,
”
Q
u
a
l
i
t
a
t
i
v
e
Re
p
o
rt
,
v
o
l
.
3
1
,
n
o
.
2
,
p
p
.
5
1
0
6
–
5
1
2
9
,
F
e
b
.
2
0
2
6
,
d
o
i
:
1
0
.
4
6
7
4
3
/
2
1
6
0
-
3
7
1
5
/
2
0
2
6
.
7
1
3
5
.
[
2
6
]
J.
W
.
C
r
e
sw
e
l
l
,
Re
s
e
a
r
c
h
d
e
s
i
g
n
:
q
u
a
l
i
t
a
t
i
v
e
,
q
u
a
n
t
i
t
a
t
i
v
e
,
a
n
d
m
i
x
e
d
m
e
t
h
o
d
s
a
p
p
r
o
a
c
h
e
s
,
T
h
o
u
s
a
n
d
O
a
k
s,
C
a
l
i
f
o
r
n
i
a
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
,
2
0
1
4
.
[
2
7
]
J
.
A
r
l
i
n
w
i
b
o
w
o
,
H
.
R
e
t
n
a
w
a
t
i
,
R
.
G
.
P
r
a
d
a
n
i
,
a
n
d
G
.
N
.
F
a
t
i
m
a
,
“
S
T
E
M
i
m
p
l
e
m
e
n
t
a
t
i
o
n
i
s
s
u
e
s
i
n
I
n
d
o
n
e
s
i
a
:
i
d
e
n
t
i
f
y
i
n
g
t
h
e
p
r
o
b
l
e
m
s
s
o
u
r
c
e
a
n
d
i
t
s
i
m
p
l
i
c
a
t
i
o
n
s
,
”
Q
u
a
l
i
t
a
t
i
v
e
R
e
p
o
r
t
,
v
o
l
.
2
8
,
n
o
.
8
,
p
p
.
2
2
1
3
–
2
2
2
9
,
2
0
2
3
,
d
o
i
:
1
0
.
4
6
7
4
3
/
2
1
6
0
-
3
7
1
5
/
2
0
2
3
.
5
6
6
7
.
[
2
8
]
M
.
B
.
M
i
l
e
s
,
A
.
M
.
H
u
b
e
r
m
a
n
,
d
a
n
J.
S
a
l
d
a
ñ
a
,
Q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
a
n
a
l
y
s
i
s:
a
m
e
t
h
o
d
s
s
o
u
rc
e
b
o
o
k
,
4
t
h
e
d
.
,
Th
o
u
s
a
n
d
O
a
k
s
,
C
a
l
i
f
o
r
n
i
a
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s,
2
0
2
0
.
[
2
9
]
S
.
R
.
C
o
t
t
e
n
,
A
.
T
a
sh
a
k
k
o
r
i
,
a
n
d
C
.
Te
d
d
l
i
e
,
Mi
x
e
d
m
e
t
h
o
d
o
l
o
g
y
:
c
o
m
b
i
n
i
n
g
q
u
a
l
i
t
a
t
i
v
e
a
n
d
q
u
a
n
t
i
t
a
t
i
v
e
a
p
p
r
o
a
c
h
e
s
,
T
h
o
u
sa
n
d
O
a
k
s,
C
a
l
i
f
o
r
n
i
a
:
S
A
G
E,
1
9
9
9
,
d
o
i
:
1
0
.
2
3
0
7
/
2
6
5
5
6
0
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.