Pub Date : 2008-07-13DOI: 10.1109/IPCC.2008.4610194
B. Andeweg, J. D. de Jong, M. Wackers
ldquoAnd so, in conclusion... rdquo. Speakers often use a textual cue to announce that they are going to finish their presentation. Is the use of such a textual cue a sound ploy to signal the end? Rhetoricians and other writers of textbooks on oral communication do not agree on this issue. Some state that such a signaling device increases the attention of the listener in the last minutes of the speech. Other authors point out that it is a cue to the audience to stop listening and head for the exit and the coffee. There is little experimental evidence for either of the two positions. Does the closing of a speech result in a better remembrance of the last words of the speaker and/or in a higher appreciation of the speech itself? To explore these questions two mini-lectures (length approx. 17 minutes) were constructed and videotaped. From each of these lectures two versions were constructed: one version with an explicit announcement of the closing section and one version without. The tapes were digitally edited in order to obtain 2X2 exactly similar presentations (differing only in a few lines of text: the announcement of the closure). The lectures were shown to four comparable groups of listeners (Ntotal=350). The dependent variables were a mc-question list (covering the closing of the speech) to measure the retention of the listeners and a questionnaire to measure the attitude of the listeners towards the speech. The outcome of the experiment suggests that the attentional stimulus of announcing the closure of a speech could be working in cases where listeners have a rather low interest in the subject of the speech. Referring to the introduction as rhetorical technique helps to add relish to the experience of listening to the speech.
{"title":"‘The end is near’: Effects of announcing the closure of a speech","authors":"B. Andeweg, J. D. de Jong, M. Wackers","doi":"10.1109/IPCC.2008.4610194","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610194","url":null,"abstract":"ldquoAnd so, in conclusion... rdquo. Speakers often use a textual cue to announce that they are going to finish their presentation. Is the use of such a textual cue a sound ploy to signal the end? Rhetoricians and other writers of textbooks on oral communication do not agree on this issue. Some state that such a signaling device increases the attention of the listener in the last minutes of the speech. Other authors point out that it is a cue to the audience to stop listening and head for the exit and the coffee. There is little experimental evidence for either of the two positions. Does the closing of a speech result in a better remembrance of the last words of the speaker and/or in a higher appreciation of the speech itself? To explore these questions two mini-lectures (length approx. 17 minutes) were constructed and videotaped. From each of these lectures two versions were constructed: one version with an explicit announcement of the closing section and one version without. The tapes were digitally edited in order to obtain 2X2 exactly similar presentations (differing only in a few lines of text: the announcement of the closure). The lectures were shown to four comparable groups of listeners (Ntotal=350). The dependent variables were a mc-question list (covering the closing of the speech) to measure the retention of the listeners and a questionnaire to measure the attitude of the listeners towards the speech. The outcome of the experiment suggests that the attentional stimulus of announcing the closure of a speech could be working in cases where listeners have a rather low interest in the subject of the speech. Referring to the introduction as rhetorical technique helps to add relish to the experience of listening to the speech.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127771862","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610228
Y. Ono, K. Morimura
This paper reports our five-year experience in teaching technical presentations in English to engineering graduate students at School of Engineering, The University of Tokyo. This graduate course ldquoEnglish for Engineers and Scientistsrdquo is a new attempt to teach and train graduate students how to make proper technical presentations in English. The course is composed of lectures on technical presentation for four weeks and practice sessions for seven weeks. In the lectures essential points of technical presentations are discussed in detail and in the practice sessions students are trained through making presentations twice on the same topic. Their presentation skills have been improved by native speaker instructorspsila instructions and suggestions on presentation performances, slides, and English. Native speaker instructorspsila comments in the evaluation reports indicate that almost all the students in their first try made improper presentations by not following the points they learned in the lecture. In their second try, however, they made much better presentations. The class evaluation results show that most of the students have obtained necessary skills of technical presentation. These results indicate that the combined course of lecture and practice sessions is very effective in training students to make better technical presentations in English.
{"title":"Effective methods for teaching technical presentations in English to Japanese engineering students: Case study at School of Engineering, The University of Tokyo","authors":"Y. Ono, K. Morimura","doi":"10.1109/IPCC.2008.4610228","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610228","url":null,"abstract":"This paper reports our five-year experience in teaching technical presentations in English to engineering graduate students at School of Engineering, The University of Tokyo. This graduate course ldquoEnglish for Engineers and Scientistsrdquo is a new attempt to teach and train graduate students how to make proper technical presentations in English. The course is composed of lectures on technical presentation for four weeks and practice sessions for seven weeks. In the lectures essential points of technical presentations are discussed in detail and in the practice sessions students are trained through making presentations twice on the same topic. Their presentation skills have been improved by native speaker instructorspsila instructions and suggestions on presentation performances, slides, and English. Native speaker instructorspsila comments in the evaluation reports indicate that almost all the students in their first try made improper presentations by not following the points they learned in the lecture. In their second try, however, they made much better presentations. The class evaluation results show that most of the students have obtained necessary skills of technical presentation. These results indicate that the combined course of lecture and practice sessions is very effective in training students to make better technical presentations in English.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129797740","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610220
M. Gnecchi, B. Maylath, B. Mousten, F. Scarpa, S. Vandepitte
As translation of technical documents becomes commonplace, and as translation becomes more automated, the roles of translator and technical communicator appear to be converging. This paper examines the trend revealed from recent surveys, and it suggests further research to determine if the trend is likely to continue. The paper also provides recommendations for academic programs interested in adjusting to the trend.
{"title":"Professional communication and translation in convergence","authors":"M. Gnecchi, B. Maylath, B. Mousten, F. Scarpa, S. Vandepitte","doi":"10.1109/IPCC.2008.4610220","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610220","url":null,"abstract":"As translation of technical documents becomes commonplace, and as translation becomes more automated, the roles of translator and technical communicator appear to be converging. This paper examines the trend revealed from recent surveys, and it suggests further research to determine if the trend is likely to continue. The paper also provides recommendations for academic programs interested in adjusting to the trend.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"404 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127596363","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610233
R. Rejas-Muslera, J. Cuadrado, A. Abran, M. Sicilia
According to Dr. B.R. Ambedkarpsilas definition by Deshpande, P.M. (1995), Open Educational Resources (OER) are based on the philosophical view of knowledge as a collective, social product. In consequence, it is also desirable to make it a social property. Terry Foote, one of the Wikipedia projectpsilas chairperson emphasize this: ldquoImagine a world in which every single person is given free access to the sum of all human knowledgeldquo . The importance of open educational resources (OERs) has been widely documented and demonstrated and a high magnitude impact is to be expected for OERs in the near future. This paper presents on overview of OERs and its current usage. Then, the paper goes into detailed some related aspects. Which is the impact, in socio-economic terms, of OER, especially for the less developed? Which legal aspects influence the diffusion and use of OER? And, which are the technical resources needed for them?.
{"title":"Information economy philosophy in universal education. The Open Educational Resources (OER): Technical, socioeconomics and legal aspects","authors":"R. Rejas-Muslera, J. Cuadrado, A. Abran, M. Sicilia","doi":"10.1109/IPCC.2008.4610233","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610233","url":null,"abstract":"According to Dr. B.R. Ambedkarpsilas definition by Deshpande, P.M. (1995), Open Educational Resources (OER) are based on the philosophical view of knowledge as a collective, social product. In consequence, it is also desirable to make it a social property. Terry Foote, one of the Wikipedia projectpsilas chairperson emphasize this: ldquoImagine a world in which every single person is given free access to the sum of all human knowledgeldquo . The importance of open educational resources (OERs) has been widely documented and demonstrated and a high magnitude impact is to be expected for OERs in the near future. This paper presents on overview of OERs and its current usage. Then, the paper goes into detailed some related aspects. Which is the impact, in socio-economic terms, of OER, especially for the less developed? Which legal aspects influence the diffusion and use of OER? And, which are the technical resources needed for them?.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128021213","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610234
J. Rice
Web 2.0 technologies offer technical and professional communication classrooms more advantageous conceptions and practices of collaborative writing. In this paper, I examine how new media technologies create a different collaborative writing environment and then discuss how these environments help collaborative writing methods create an alternative writing situation to those more traditional, aggregate models of collaborative knowledge production.
Web 2.0技术为技术和专业交流课堂提供了更有利的协作写作概念和实践。在本文中，我研究了新媒体技术如何创造一个不同的协作写作环境，然后讨论了这些环境如何帮助协作写作方法创造一种替代传统的、协作知识生产的聚合模型的写作环境。
{"title":"From collaborative to collective writing: Producing knowledge through Web 2.0 technical writing environments","authors":"J. Rice","doi":"10.1109/IPCC.2008.4610234","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610234","url":null,"abstract":"Web 2.0 technologies offer technical and professional communication classrooms more advantageous conceptions and practices of collaborative writing. In this paper, I examine how new media technologies create a different collaborative writing environment and then discuss how these environments help collaborative writing methods create an alternative writing situation to those more traditional, aggregate models of collaborative knowledge production.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120988636","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610200
D. Dayton, C. Thacker
Web 2.0 refers to a set of innovations in Internet technology that can transform the Web into a participatory medium energized by the desire of people with shared interests to exchange information and opinions. By combining instant web publishing, social networking, user-generated content, and communal tagging, rating, and commenting-all within an easy-to-use content management system-Web 2.0 websites have the potential to increase the richness, dynamism, and influence of qualitative research. To explore this potential, we have developed a conceptual model for a research website designed to collect structured accounts from a targeted group of people about a specific topic. In our case, we plan to collect first-hand reports from technical communicators about their experiences and opinions related to single sourcing and/or content management methods and tools. This paper describes and illustrates the main components of our conceptual model and also touches on some of the challenges we anticipate. In concluding the paper, we report our progress to date in building the site and speculate about possible implications of our model for opening up the information economy of qualitative research in diverse areas, both within academe and within other organizational contexts.
Web 2.0指的是Internet技术的一系列创新，这些创新可以将Web转变为一种参与性媒介，这种媒介的动力来自于具有共同兴趣的人们交换信息和意见的愿望。通过结合即时网络发布、社交网络、用户生成内容和公共标记、评级和评论——所有这些都在一个易于使用的内容管理系统中——web 2.0网站有可能增加定性研究的丰富性、动态性和影响力。为了探索这一潜力，我们为一个研究网站开发了一个概念模型，旨在从目标人群中收集有关特定主题的结构化帐户。在我们的案例中，我们计划从技术交流人员那里收集第一手报告，了解他们与单一来源和/或内容管理方法和工具相关的经验和意见。本文描述并说明了我们概念模型的主要组成部分，并触及了我们预期的一些挑战。在论文的最后，我们报告了我们迄今为止在建立网站方面的进展，并推测了我们的模型对在学术界和其他组织环境中不同领域开放定性研究的信息经济的可能影响。
{"title":"Using Web 2.0 to democratize the information economy in qualitative research","authors":"D. Dayton, C. Thacker","doi":"10.1109/IPCC.2008.4610200","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610200","url":null,"abstract":"Web 2.0 refers to a set of innovations in Internet technology that can transform the Web into a participatory medium energized by the desire of people with shared interests to exchange information and opinions. By combining instant web publishing, social networking, user-generated content, and communal tagging, rating, and commenting-all within an easy-to-use content management system-Web 2.0 websites have the potential to increase the richness, dynamism, and influence of qualitative research. To explore this potential, we have developed a conceptual model for a research website designed to collect structured accounts from a targeted group of people about a specific topic. In our case, we plan to collect first-hand reports from technical communicators about their experiences and opinions related to single sourcing and/or content management methods and tools. This paper describes and illustrates the main components of our conceptual model and also touches on some of the challenges we anticipate. In concluding the paper, we report our progress to date in building the site and speculate about possible implications of our model for opening up the information economy of qualitative research in diverse areas, both within academe and within other organizational contexts.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121201242","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610213
A. Jennings
In the information economy, students can benefit from exposure to theories of ethics that are pertinent to such concerns as corporate governance and worker safety. The wisdom of classical and modern ethicists can provide guidance as faculty help students apply the theories to graduate-level course content as varied as visual design, rhetoric, and project management.
{"title":"Government-funded ethics in the information economy: The effects of a federal grant on a technical communication graduate curriculum","authors":"A. Jennings","doi":"10.1109/IPCC.2008.4610213","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610213","url":null,"abstract":"In the information economy, students can benefit from exposure to theories of ethics that are pertinent to such concerns as corporate governance and worker safety. The wisdom of classical and modern ethicists can provide guidance as faculty help students apply the theories to graduate-level course content as varied as visual design, rhetoric, and project management.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125600874","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610214
H. Lawrence
Traditional forms of tertiary level engineering education are insufficient to meet the needs of the knowledge student. A multi-disciplinary approach needs to be adopted as the knowledge worker requires a new set of skills, key of which is the technical communication skills set. Through a case study of the Faculty of Engineering at the University of the West Indies, this paper highlights one such course which seeks to teach these new skills and recommends ways in which a multi-disciplinary approach to engineering education can be achieved in an environment of limited resources.
{"title":"Beyond binary: Technical communication skills and the knowledge student","authors":"H. Lawrence","doi":"10.1109/IPCC.2008.4610214","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610214","url":null,"abstract":"Traditional forms of tertiary level engineering education are insufficient to meet the needs of the knowledge student. A multi-disciplinary approach needs to be adopted as the knowledge worker requires a new set of skills, key of which is the technical communication skills set. Through a case study of the Faculty of Engineering at the University of the West Indies, this paper highlights one such course which seeks to teach these new skills and recommends ways in which a multi-disciplinary approach to engineering education can be achieved in an environment of limited resources.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114716832","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610196
A. Broillet, M. Dubosson, J. Trabichet
Nowadays Internet userspsila behavior when using Web 2.0 technologies is mostly ignored in marketing research, and therefore is, in particular, absent in the luxury internet strategy literature. This paper contributes to answering the following research question: Can Netnography be used as a research method and how can it be used efficiently in order to design internet strategy such as online communication and distribution? Different blogs dedicated to luxury products were analyzed in order to test this research method in the luxury sector. What Internet users interested in luxury goods and services were saying and writing in different blogs dedicated to luxury products was analyzed with the netnography methodology. Postings discussing luxury watch brands, luxury cars, luxury travel and art objects were analyzed through the frequency of particular terms in order to give an idea of the most stated opinions and the perception of the products and services. Results showed that Web 2.0 can no longer be ignored and should be fully integrated in the communication and distribution strategy, even in the case of luxury products and services.
{"title":"An Internet based distribution strategy of luxury products and services grounded on qualitative Web discourse analysis","authors":"A. Broillet, M. Dubosson, J. Trabichet","doi":"10.1109/IPCC.2008.4610196","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610196","url":null,"abstract":"Nowadays Internet userspsila behavior when using Web 2.0 technologies is mostly ignored in marketing research, and therefore is, in particular, absent in the luxury internet strategy literature. This paper contributes to answering the following research question: Can Netnography be used as a research method and how can it be used efficiently in order to design internet strategy such as online communication and distribution? Different blogs dedicated to luxury products were analyzed in order to test this research method in the luxury sector. What Internet users interested in luxury goods and services were saying and writing in different blogs dedicated to luxury products was analyzed with the netnography methodology. Postings discussing luxury watch brands, luxury cars, luxury travel and art objects were analyzed through the frequency of particular terms in order to give an idea of the most stated opinions and the perception of the products and services. Results showed that Web 2.0 can no longer be ignored and should be fully integrated in the communication and distribution strategy, even in the case of luxury products and services.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116407788","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 : 2008-07-13DOI: 10.1109/IPCC.2008.4610211
S. Ishizaki, S. Rohrbach, J. Tzucker, M. Clarkson
This paper presents a preliminary implementation of an online just-in-time self-learning tutorial for college students to learn basic document design skills. This project is motivated by a lack of resources and opportunities for students who are not majoring in visual design to learn basic visual communication skills. The tutorial consists of audio-visual explanations of basic concepts and skills, self-assessment tools for testing declarative knowledge, and guided hands-on exercises with individualized feedback. The results of a pilot evaluation study suggest that certain visual design skills can be taught via this self-learning tutorial.
{"title":"Teaching visual design without instructors","authors":"S. Ishizaki, S. Rohrbach, J. Tzucker, M. Clarkson","doi":"10.1109/IPCC.2008.4610211","DOIUrl":"https://doi.org/10.1109/IPCC.2008.4610211","url":null,"abstract":"This paper presents a preliminary implementation of an online just-in-time self-learning tutorial for college students to learn basic document design skills. This project is motivated by a lack of resources and opportunities for students who are not majoring in visual design to learn basic visual communication skills. The tutorial consists of audio-visual explanations of basic concepts and skills, self-assessment tools for testing declarative knowledge, and guided hands-on exercises with individualized feedback. The results of a pilot evaluation study suggest that certain visual design skills can be taught via this self-learning tutorial.","PeriodicalId":131068,"journal":{"name":"2008 IEEE International Professional Communication Conference","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116450320","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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