Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462324
L. Morell, Martina Y. Trucco, C. Bash, C. Patel
Information technology (IT) forms a crucial foundation for designing, building and managing future sustainable cities. This paper proposes a model to innovate the engineering and computing curriculum to include sustainability and IT topics in order to develop the skills and competencies that future professionals will need to design, build and manage future cities. Rather than developing a new program, we propose a curriculum model - called SustainIT -adapted from the successful 2006 US NAE Gordon Prize engineering curriculum innovation, The Learning Factory - as a possible roadmap to reform and complement existing Bachelors of Science (BS) degrees in engineering. By providing a series of guided electives, any engineering program may offer engineering, and/or computer science students the opportunity to learn about and become specialized in IT for Sustainability. Multidisciplinary topics include traditional ecological engineering; life-cycle design; design and application of resource microgrids; pervasive sensing and data aggregation; knowledge discovery, data mining and visualization; and, policy based control and operation for resource provisioning.
{"title":"An engineering curriculum track for IT for sustainability","authors":"L. Morell, Martina Y. Trucco, C. Bash, C. Patel","doi":"10.1109/FIE.2012.6462324","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462324","url":null,"abstract":"Information technology (IT) forms a crucial foundation for designing, building and managing future sustainable cities. This paper proposes a model to innovate the engineering and computing curriculum to include sustainability and IT topics in order to develop the skills and competencies that future professionals will need to design, build and manage future cities. Rather than developing a new program, we propose a curriculum model - called SustainIT -adapted from the successful 2006 US NAE Gordon Prize engineering curriculum innovation, The Learning Factory - as a possible roadmap to reform and complement existing Bachelors of Science (BS) degrees in engineering. By providing a series of guided electives, any engineering program may offer engineering, and/or computer science students the opportunity to learn about and become specialized in IT for Sustainability. Multidisciplinary topics include traditional ecological engineering; life-cycle design; design and application of resource microgrids; pervasive sensing and data aggregation; knowledge discovery, data mining and visualization; and, policy based control and operation for resource provisioning.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121055863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462527
Annette Berndt
This paper focuses on the knowledge construction process in a technology and society course in which engineering students propose solutions to authentic socio-technical problems in India. Student definition and use of non-academic information is examined with the recommendation that documentation practices be further developed to accurately reflect community contribution. Implications for the global engineering workplace are also addressed.
{"title":"Work in progress: What do engineering students do with non-academic information as they address authentic socio-technical problems?","authors":"Annette Berndt","doi":"10.1109/FIE.2012.6462527","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462527","url":null,"abstract":"This paper focuses on the knowledge construction process in a technology and society course in which engineering students propose solutions to authentic socio-technical problems in India. Student definition and use of non-academic information is examined with the recommendation that documentation practices be further developed to accurately reflect community contribution. Implications for the global engineering workplace are also addressed.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123815465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462246
Daniel Gallego, E. Barra, S. Aguirre, G. Huecas
A proactive recommender system pushes recommendations to the user when the current situation seems appropriate, without explicit user request. This is suitable in e-Learning scenarios in which a great amount of learning objects are available but it is difficult to find them according to the user's needs. In this paper, we present a model for generating proactive context-aware recommendations in the Virtual Science Hub (ViSH), a educational platform related to the GLOBAL excursion European project. The model relies on domain-dependent context modeling in several categories to generate personalized recommendations to teachers and scientists that will produce the learning resources the students will consume. The recommendation process is divided into three phases. First, the generation of the social context information related to the users in the platform. Then, the current situation considering the social, location and user context is analyzed. Finally, the suitability of particular learning objects to be recommended is examined. Therefore, details about the recommendation model proposed and advantages related to applying the model in ViSH can be found in the paper, in addition to some conclusion remarks and outlook on future work.
{"title":"A model for generating proactive context-aware recommendations in e-Learning systems","authors":"Daniel Gallego, E. Barra, S. Aguirre, G. Huecas","doi":"10.1109/FIE.2012.6462246","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462246","url":null,"abstract":"A proactive recommender system pushes recommendations to the user when the current situation seems appropriate, without explicit user request. This is suitable in e-Learning scenarios in which a great amount of learning objects are available but it is difficult to find them according to the user's needs. In this paper, we present a model for generating proactive context-aware recommendations in the Virtual Science Hub (ViSH), a educational platform related to the GLOBAL excursion European project. The model relies on domain-dependent context modeling in several categories to generate personalized recommendations to teachers and scientists that will produce the learning resources the students will consume. The recommendation process is divided into three phases. First, the generation of the social context information related to the users in the platform. Then, the current situation considering the social, location and user context is analyzed. Finally, the suitability of particular learning objects to be recommended is examined. Therefore, details about the recommendation model proposed and advantages related to applying the model in ViSH can be found in the paper, in addition to some conclusion remarks and outlook on future work.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125134870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462444
Minzhe Guo, P. Bhattacharya, Ming Yang, K. Qian, Li Yang
To address the need for innovative mobile security learning materials and for promoting mobile security education, this paper presents our work-in-progress effort on developing a real-world relevant security labware to provide students with mobile threat analysis and protection experience. A preliminary evaluation has been conducted on the pilot labs and positive feedback has been received.
{"title":"Work in progress: Real world relevant security labware for mobile threat analysis and protection experience","authors":"Minzhe Guo, P. Bhattacharya, Ming Yang, K. Qian, Li Yang","doi":"10.1109/FIE.2012.6462444","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462444","url":null,"abstract":"To address the need for innovative mobile security learning materials and for promoting mobile security education, this paper presents our work-in-progress effort on developing a real-world relevant security labware to provide students with mobile threat analysis and protection experience. A preliminary evaluation has been conducted on the pilot labs and positive feedback has been received.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122839072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462430
Mikko Apiola, M. Tedre, M. Lattu, Tomi A. Pasanen
This paper focuses on understanding and developing learning environments for computer science education. We present two models that we have successfully used in European and African contexts. The first model, Computer Science Learning Environments (CSLE), presents seven dimensions of computer science courses, which should be considered in learning environment design for computer science. The second model, Investigative Learning Environment (ILE), presents an action plan model, inspired by action research, for combining educational research and computer science teaching. In the empirical section we outline two case studies where these models were used to design and implement computer science learning environments in two different learning contexts. In the first case in University of Helsinki, Finland, we developed and studied a method of learning-by-inventing in a robotics programming course. That course was designed around problem discovery and inventing, and it employed LEGO® Mindstorms robots. In the second case in Tumaini University, Tanzania, we designed an environment for studying and improving introductory programming courses. Both models showed to be useful for designing, implementing, developing, and analyzing the courses in both learning contexts.
{"title":"Towards a framework for designing and analyzing CS learning environments","authors":"Mikko Apiola, M. Tedre, M. Lattu, Tomi A. Pasanen","doi":"10.1109/FIE.2012.6462430","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462430","url":null,"abstract":"This paper focuses on understanding and developing learning environments for computer science education. We present two models that we have successfully used in European and African contexts. The first model, Computer Science Learning Environments (CSLE), presents seven dimensions of computer science courses, which should be considered in learning environment design for computer science. The second model, Investigative Learning Environment (ILE), presents an action plan model, inspired by action research, for combining educational research and computer science teaching. In the empirical section we outline two case studies where these models were used to design and implement computer science learning environments in two different learning contexts. In the first case in University of Helsinki, Finland, we developed and studied a method of learning-by-inventing in a robotics programming course. That course was designed around problem discovery and inventing, and it employed LEGO® Mindstorms robots. In the second case in Tumaini University, Tanzania, we designed an environment for studying and improving introductory programming courses. Both models showed to be useful for designing, implementing, developing, and analyzing the courses in both learning contexts.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127646509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462477
Thomas J. Cortina, W. Dann, C. Frieze, Cara Ciminillo, Cynthia A. Tananis, Keith Trahan
In the Northern Appalachian region around Pittsburgh, PA, many high schools do not have computer science courses, so students are not introduced to this critical subject that is needed for most technical career paths. Our unique strategy is to invite current high school science, technology, engineering and mathematics (STEM) teachers, in Pennsylvania, West Virginia, Ohio and Maryland, to participate in 3 summer workshops showing how to incorporate computing concepts into existing STEM courses. By working with teachers on how to assimilate programming and computational thinking into their classrooms we will effectively reach a large population of students in areas where computer science classes are not available. In this paper, we outline the current state of the project and some of the data we have collected. Future goals for this project include performing a rigorous evaluation of teacher impact and developing the workshop materials for wider dissemination.
{"title":"Work in progress: ACTIVATE: Advancing computing and technology interest and innovation through teacher education","authors":"Thomas J. Cortina, W. Dann, C. Frieze, Cara Ciminillo, Cynthia A. Tananis, Keith Trahan","doi":"10.1109/FIE.2012.6462477","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462477","url":null,"abstract":"In the Northern Appalachian region around Pittsburgh, PA, many high schools do not have computer science courses, so students are not introduced to this critical subject that is needed for most technical career paths. Our unique strategy is to invite current high school science, technology, engineering and mathematics (STEM) teachers, in Pennsylvania, West Virginia, Ohio and Maryland, to participate in 3 summer workshops showing how to incorporate computing concepts into existing STEM courses. By working with teachers on how to assimilate programming and computational thinking into their classrooms we will effectively reach a large population of students in areas where computer science classes are not available. In this paper, we outline the current state of the project and some of the data we have collected. Future goals for this project include performing a rigorous evaluation of teacher impact and developing the workshop materials for wider dissemination.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132581323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462329
Christine F. Reilly, N. D. L. Mora
We examine the impact of using lab exercises based on real-world topics in the CS1 course at the University of Texas - Pan American. In Fall 2010 and Spring 2011 we used drill style exercises. For Fall 2011 and Spring 2012 we created a new set of lab exercises that are based on real-world problems. In this paper we examine impact of the new lab exercises on the number of students who complete the exercises, on the students' grades on the exams, and on the final course grade. For the new lab exercises, the students are provided with an example program that contains extensive comments describing the skills targeted in that lab. Then they complete a similar program on their own. Whenever possible, we used games for the programs. When we could not devise a game exercise, we used problems that the students are likely to encounter in the real world. Sometimes we reused the same game/problem in multiple exercises. We found that many more students completed the lab exercises and the overall course performance improved when we used the new labs.
{"title":"The impact of real-world topic labs on student performance in CS1","authors":"Christine F. Reilly, N. D. L. Mora","doi":"10.1109/FIE.2012.6462329","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462329","url":null,"abstract":"We examine the impact of using lab exercises based on real-world topics in the CS1 course at the University of Texas - Pan American. In Fall 2010 and Spring 2011 we used drill style exercises. For Fall 2011 and Spring 2012 we created a new set of lab exercises that are based on real-world problems. In this paper we examine impact of the new lab exercises on the number of students who complete the exercises, on the students' grades on the exams, and on the final course grade. For the new lab exercises, the students are provided with an example program that contains extensive comments describing the skills targeted in that lab. Then they complete a similar program on their own. Whenever possible, we used games for the programs. When we could not devise a game exercise, we used problems that the students are likely to encounter in the real world. Sometimes we reused the same game/problem in multiple exercises. We found that many more students completed the lab exercises and the overall course performance improved when we used the new labs.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124304699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462528
S. Kellogg, J. Karlin
The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this "Alverno Gap", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.
{"title":"Work in progress: A developmental approach to better problem solving: A model for bridging the Alverno Gap","authors":"S. Kellogg, J. Karlin","doi":"10.1109/FIE.2012.6462528","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462528","url":null,"abstract":"The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this \"Alverno Gap\", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125667572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462340
Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown
The study of students' preconceptions and how they affect their learning in science, technology, engineering and mathematics (STEM) fields is of nationally recognized importance. There are, however, various and contradictory theoretical approaches to conceptual change, and none of them have been rigorously applied in the context of engineering education. This paper is part of a larger study drawing on existing sets of data from a wide range of engineering content areas to develop a theoretical explanation of conceptual change in engineering education. In the work reported here we re-analyze students' understanding of concepts about axially loaded members (from mechanics of materials) and Boolean logic (from digital logic). Previously published analyses of these data argue that the context of a problem or question effects students' reasoning about that concept. These contexts can range from the presence or absence of figures or diagrams to the social contexts of the problem. We explored three potential theoretical explanations for the context-sensitivity of student reasoning: (1) a perceptual cues theory, (2) a domain specificity theory, and (3) a language-based theory. It is argued that these competing theoretical explanations do not contradict each other as much as they overlap, and potentially productive syntheses of the theories are proposed as directions for future work.
{"title":"Assessing the application of three theories of conceptual change to interdisciplinary data sets","authors":"Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown","doi":"10.1109/FIE.2012.6462340","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462340","url":null,"abstract":"The study of students' preconceptions and how they affect their learning in science, technology, engineering and mathematics (STEM) fields is of nationally recognized importance. There are, however, various and contradictory theoretical approaches to conceptual change, and none of them have been rigorously applied in the context of engineering education. This paper is part of a larger study drawing on existing sets of data from a wide range of engineering content areas to develop a theoretical explanation of conceptual change in engineering education. In the work reported here we re-analyze students' understanding of concepts about axially loaded members (from mechanics of materials) and Boolean logic (from digital logic). Previously published analyses of these data argue that the context of a problem or question effects students' reasoning about that concept. These contexts can range from the presence or absence of figures or diagrams to the social contexts of the problem. We explored three potential theoretical explanations for the context-sensitivity of student reasoning: (1) a perceptual cues theory, (2) a domain specificity theory, and (3) a language-based theory. It is argued that these competing theoretical explanations do not contradict each other as much as they overlap, and potentially productive syntheses of the theories are proposed as directions for future work.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125671995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462303
Rachel A. Louis, H. Matusovich
Many engineering programs have a common first-year curriculum required for all students. The courses tend to be large in size requiring the use of Teaching Assistants (TAs) for implementation. The responsibilities of TAs vary including lecturer, lab instructor, and grader. Despite their significant presence and varied functions, little is known about the roles of TAs as a whole across institutions. This study fills a gap in the literature by describing the roles and responsibilities of TAs in multiple first-year engineering programs across the nation, providing a foundation for future work investigating TA experiences, motivation, and identity development.
{"title":"Work in progress: Describing the responsibilities of Teaching Assistants in first-year engineering programs","authors":"Rachel A. Louis, H. Matusovich","doi":"10.1109/FIE.2012.6462303","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462303","url":null,"abstract":"Many engineering programs have a common first-year curriculum required for all students. The courses tend to be large in size requiring the use of Teaching Assistants (TAs) for implementation. The responsibilities of TAs vary including lecturer, lab instructor, and grader. Despite their significant presence and varied functions, little is known about the roles of TAs as a whole across institutions. This study fills a gap in the literature by describing the roles and responsibilities of TAs in multiple first-year engineering programs across the nation, providing a foundation for future work investigating TA experiences, motivation, and identity development.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122131068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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