Summary form only given. Mathematical equations are the language for solving problems in engineering. This is particularly true for the student in the classroom and the worker on a research project. In general students have a very poor grasp of mathematical relations. Many lack the skill for simple manipulation, but even the good manipulators very seldom have more than a superficial insight of the meaning of an equation. The following issues are addressed: using symbols in equations, checking units, testing for limiting values, interpreting the results, obtaining a feeling for the numbers, using appropriate prefixes, using graphs, and estimating numerical values.
{"title":"Bringing equations and formulas alive and making them more meaningful to students","authors":"W. Eggimann","doi":"10.1109/FIE.1995.483158","DOIUrl":"https://doi.org/10.1109/FIE.1995.483158","url":null,"abstract":"Summary form only given. Mathematical equations are the language for solving problems in engineering. This is particularly true for the student in the classroom and the worker on a research project. In general students have a very poor grasp of mathematical relations. Many lack the skill for simple manipulation, but even the good manipulators very seldom have more than a superficial insight of the meaning of an equation. The following issues are addressed: using symbols in equations, checking units, testing for limiting values, interpreting the results, obtaining a feeling for the numbers, using appropriate prefixes, using graphs, and estimating numerical values.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969754","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}
The paper explores how engineering students use fundamental concepts studied in analysis classes as they undertake experiences in hardware design and dissection. Examples are drawn from videotape studies and in situ observations of students. We observed that students learn by reflecting on their experiences and by linking and contextualizing theoretical and practical knowledge. Curriculum design and assessment methods that help foster these skills are discussed.
{"title":"Students connecting engineering fundamentals and hardware design: observations and implications for the design of curriculum and assessment methods","authors":"Margot Brereton, Sheri D. Sheppard, Larry Leifer","doi":"10.1109/FIE.1995.483238","DOIUrl":"https://doi.org/10.1109/FIE.1995.483238","url":null,"abstract":"The paper explores how engineering students use fundamental concepts studied in analysis classes as they undertake experiences in hardware design and dissection. Examples are drawn from videotape studies and in situ observations of students. We observed that students learn by reflecting on their experiences and by linking and contextualizing theoretical and practical knowledge. Curriculum design and assessment methods that help foster these skills are discussed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126786447","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}
E. Rogers, Yolanda Kennedy, T. Walton, P. Nelms, I. Sherry
The paper describes current work on the design and implementation of intelligent multimedia tutoring modules which are intended to supplement short training courses in nondestructive inspection for the Boeing Defense and Space group.
本文描述了智能多媒体辅导模块的设计和实现，该模块旨在补充波音国防和航天集团无损检测的短期培训课程。
{"title":"Intelligent multimedia tutoring for manufacturing education","authors":"E. Rogers, Yolanda Kennedy, T. Walton, P. Nelms, I. Sherry","doi":"10.1109/FIE.1995.483231","DOIUrl":"https://doi.org/10.1109/FIE.1995.483231","url":null,"abstract":"The paper describes current work on the design and implementation of intelligent multimedia tutoring modules which are intended to supplement short training courses in nondestructive inspection for the Boeing Defense and Space group.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123256678","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}
Every school has them, in some form or another. The variable-title, variable-credit course is ubiquitous; but, what do we use them for? Often they become a vehicle for teaching material not yet having a permanent course number. In some cases, professors use them for obtaining inexpensive low-level help for their research, thus providing an undergraduate research opportunity. They are sometimes used to provide a student with an opportunity To overcome a lack of preparation in some area vital to his/her area of study. At Purdue University, the Freshman Engineering Honors Program uses ENGR 195 as a motivational tool. When time and current interests permit the Honors Director offers students the opportunity to participate in special projects that offer experience outside the range of regular coursework available to the student. These projects often enhance the students' resumes as well. During the spring semester of 1994-95, eight students undertook a software design and development project based on an assignment from the Honors Computer Programming class they took the prior semester. These students operated as a software development team, with two groups of four students each taking on a different part of the project. They were supervised by a senior computer engineering student and the Honors Program Director. The project was development of basketball statistics software, and the students were enthused from the start. They were especially excited that they were to complete the development of the software to the point that it could be made available for distribution as a shareware or freeware product, including user manuals and program documentation. The development platform was a realistic (for this problem) 486-based notebook computer. What is needed to provide this type of experience to more students? First, there must exist a problem to be solved, preferably of interest to several students. Second, the means to solve the problem, in terms of hardware, software, and sufficient expertise to begin solving it must be near at hand. Third, there must be an audience, that is, a group of students from which to draw those looking for an additional challenge. Finally, there must be an interested faculty member to serve the students as teacher/mentor in doing the project. Motivation is virtually assured.
{"title":"Those 1-credit special project courses: motivating your best freshmen","authors":"R. Montgomery, L. Nottingham","doi":"10.1109/FIE.1995.483077","DOIUrl":"https://doi.org/10.1109/FIE.1995.483077","url":null,"abstract":"Every school has them, in some form or another. The variable-title, variable-credit course is ubiquitous; but, what do we use them for? Often they become a vehicle for teaching material not yet having a permanent course number. In some cases, professors use them for obtaining inexpensive low-level help for their research, thus providing an undergraduate research opportunity. They are sometimes used to provide a student with an opportunity To overcome a lack of preparation in some area vital to his/her area of study. At Purdue University, the Freshman Engineering Honors Program uses ENGR 195 as a motivational tool. When time and current interests permit the Honors Director offers students the opportunity to participate in special projects that offer experience outside the range of regular coursework available to the student. These projects often enhance the students' resumes as well. During the spring semester of 1994-95, eight students undertook a software design and development project based on an assignment from the Honors Computer Programming class they took the prior semester. These students operated as a software development team, with two groups of four students each taking on a different part of the project. They were supervised by a senior computer engineering student and the Honors Program Director. The project was development of basketball statistics software, and the students were enthused from the start. They were especially excited that they were to complete the development of the software to the point that it could be made available for distribution as a shareware or freeware product, including user manuals and program documentation. The development platform was a realistic (for this problem) 486-based notebook computer. What is needed to provide this type of experience to more students? First, there must exist a problem to be solved, preferably of interest to several students. Second, the means to solve the problem, in terms of hardware, software, and sufficient expertise to begin solving it must be near at hand. Third, there must be an audience, that is, a group of students from which to draw those looking for an additional challenge. Finally, there must be an interested faculty member to serve the students as teacher/mentor in doing the project. Motivation is virtually assured.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"519 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123124059","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}
As a discipline, computer science has seen many dramatic changes. The content of the curriculum has for the most part kept pace with these changes. However the pedagogy has changed very little. Most computer science instruction uses the lecture method as the exclusive means of teaching the fundamentals of the material and out-of-class programming assignments to ensure appropriate programming skills are developed. In most cases, students learn to write short programs from scratch, by themselves. Compare this with the real world where programs are thousands or millions of lines long, are often extensively modified and maintained rather than merely constructed, are manipulated in a tool-rich environment, where work is almost always a team effort, and where the form of a solution has profound impact on future cost and performance. This clearly illustrates the problem. There is a serious mismatch between what is taught, how it is taught, and the emphasis it receives on one hand and what the consumers of the education actually need on the other. The University of Virginia began an ambitious undergraduate computer science curriculum revision in 1992. We discuss how we incorporated a cooperative learning environment into our new curriculum.
作为一门学科，计算机科学经历了许多戏剧性的变化。课程的内容在很大程度上与这些变化保持同步。然而，教学方法几乎没有改变。大多数计算机科学教学使用讲座方法作为教授基础材料和课外编程作业的唯一手段，以确保培养适当的编程技能。在大多数情况下，学生们自己从头开始学习编写简短的程序。与此相比，在现实世界中，程序有数千或数百万行长，经常被广泛修改和维护，而不仅仅是构造，在工具丰富的环境中进行操作，工作几乎总是团队合作，解决方案的形式对未来的成本和性能有深远的影响。这清楚地说明了问题所在。教学内容、教学方式、所受重视程度与教育消费者实际需要之间存在严重的不匹配。1992年，弗吉尼亚大学(University of Virginia)开始对本科计算机科学课程进行雄心勃勃的修订。我们讨论了如何将合作学习环境融入我们的新课程。
{"title":"Cooperative learning in an undergraduate computer science curriculum","authors":"J. Chu","doi":"10.1109/FIE.1995.483139","DOIUrl":"https://doi.org/10.1109/FIE.1995.483139","url":null,"abstract":"As a discipline, computer science has seen many dramatic changes. The content of the curriculum has for the most part kept pace with these changes. However the pedagogy has changed very little. Most computer science instruction uses the lecture method as the exclusive means of teaching the fundamentals of the material and out-of-class programming assignments to ensure appropriate programming skills are developed. In most cases, students learn to write short programs from scratch, by themselves. Compare this with the real world where programs are thousands or millions of lines long, are often extensively modified and maintained rather than merely constructed, are manipulated in a tool-rich environment, where work is almost always a team effort, and where the form of a solution has profound impact on future cost and performance. This clearly illustrates the problem. There is a serious mismatch between what is taught, how it is taught, and the emphasis it receives on one hand and what the consumers of the education actually need on the other. The University of Virginia began an ambitious undergraduate computer science curriculum revision in 1992. We discuss how we incorporated a cooperative learning environment into our new curriculum.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123137174","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}
The paper details the development of a cross disciplinary course in mechatronics between the Mechanical Engineering and Electrical and Computer Engineering Departments at Clemson University. The course objective is to provide electrical and mechanical engineering students with the opportunity to work together on hardware design projects with substantially coupled, mechanical and electrical subsystems. The course structure, topical coverage and laboratory facilities are discussed.
{"title":"Development of a cross-disciplinary mechatronics course","authors":"Christopher D. Rahn, D. M. Dawson, F. W. Paul","doi":"10.1109/FIE.1995.483163","DOIUrl":"https://doi.org/10.1109/FIE.1995.483163","url":null,"abstract":"The paper details the development of a cross disciplinary course in mechatronics between the Mechanical Engineering and Electrical and Computer Engineering Departments at Clemson University. The course objective is to provide electrical and mechanical engineering students with the opportunity to work together on hardware design projects with substantially coupled, mechanical and electrical subsystems. The course structure, topical coverage and laboratory facilities are discussed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121080319","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}
There is confusion as to what the terms in the title mean. None of them are clearly defined. "The engineering design processes" are often confused with open-ended problems. "Problem solving" has many definitions. "Creativity" is much more than the prevalent "free-thinking" view. The lack of a common definition leads to confusion when people, faculty included, are discussing these topics. There are many listings of the steps or phases which comprise the engineering design processes. There are also many listing of the steps or phases of problem solving. Although completing an engineering design is solving a problem, "problem solving" is not engineering design. Engineering design and problem solving can be distinguished by the activities that take place during the project. Early in most descriptions of problem solving and the design processes, there is usually a step called "search for alternatives" or "ideate". This implies that creativity is needed only in this step. The prevalent "free-thinking" view of creativity also implies that creativity will happen if all constraints and negative attitudes are removed. There are positive techniques that can help everyone become more creative. These structured creative enhancement techniques provide a tool to quantify creative skills. This quantification also makes creative skills easier to teach. These creative enhancement techniques are consistent with the structure of the engineering design processes and the phases of problem solving. In fact, these creative skills must be used throughout the engineering design processes to produce a "better" design in a shorter time!.
{"title":"Engineering design processes, problem solving and creativity","authors":"D. Dekker","doi":"10.1109/FIE.1995.483109","DOIUrl":"https://doi.org/10.1109/FIE.1995.483109","url":null,"abstract":"There is confusion as to what the terms in the title mean. None of them are clearly defined. \"The engineering design processes\" are often confused with open-ended problems. \"Problem solving\" has many definitions. \"Creativity\" is much more than the prevalent \"free-thinking\" view. The lack of a common definition leads to confusion when people, faculty included, are discussing these topics. There are many listings of the steps or phases which comprise the engineering design processes. There are also many listing of the steps or phases of problem solving. Although completing an engineering design is solving a problem, \"problem solving\" is not engineering design. Engineering design and problem solving can be distinguished by the activities that take place during the project. Early in most descriptions of problem solving and the design processes, there is usually a step called \"search for alternatives\" or \"ideate\". This implies that creativity is needed only in this step. The prevalent \"free-thinking\" view of creativity also implies that creativity will happen if all constraints and negative attitudes are removed. There are positive techniques that can help everyone become more creative. These structured creative enhancement techniques provide a tool to quantify creative skills. This quantification also makes creative skills easier to teach. These creative enhancement techniques are consistent with the structure of the engineering design processes and the phases of problem solving. In fact, these creative skills must be used throughout the engineering design processes to produce a \"better\" design in a shorter time!.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122827046","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}
Simulation is the construction and use of a computer based representation, or model, of some part of the real world as a substitute vehicle for experiment and behavior prediction. In an environment of change, as the control of a chemical process, it offers an attractive opportunity for future engineers to try out the real control problem. The paper examines the practical use of simulation, within process control application areas, and the benefits released by the undergraduate pupils. The discussion draws on a study of the employment of simulation, which serves as an authentic pilot plant, to design an adequate feedback SISO control structure of a distillation column. Concluding the paper, several proofs are carried out in order to identify the nonlinear system and then the controlled plant is tested for reference and load changes.
{"title":"Dynamic simulation of chemical process as a tool to teach \"the real problem\" of identification and control","authors":"M. Basualdo","doi":"10.1109/FIE.1995.483123","DOIUrl":"https://doi.org/10.1109/FIE.1995.483123","url":null,"abstract":"Simulation is the construction and use of a computer based representation, or model, of some part of the real world as a substitute vehicle for experiment and behavior prediction. In an environment of change, as the control of a chemical process, it offers an attractive opportunity for future engineers to try out the real control problem. The paper examines the practical use of simulation, within process control application areas, and the benefits released by the undergraduate pupils. The discussion draws on a study of the employment of simulation, which serves as an authentic pilot plant, to design an adequate feedback SISO control structure of a distillation column. Concluding the paper, several proofs are carried out in order to identify the nonlinear system and then the controlled plant is tested for reference and load changes.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131554543","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}
The future of any country lies in the ability to use its resources to build a strong and competitive economy. The most important resources any country can count on are the young men and women still in secondary schools. By introducing students to the type of work engineers do and by showing them how the principles of science are applied in the real world, students will have a greater appreciation of science and technology. A pilot teacher training workshop was held during July 1995 at the University of Arkansas, Fayetteville. During the workshop, the teachers learned about engineering concepts and the role of engineers in society. A workbook of suggested engineering discussions and activities was developed and presented to each workshop participant. The results of an evaluation are highly encouraging.
{"title":"Successes of an engineering and technology institute for secondary school teachers","authors":"J. Conrad, V. Chitturi","doi":"10.1109/FIE.1995.483249","DOIUrl":"https://doi.org/10.1109/FIE.1995.483249","url":null,"abstract":"The future of any country lies in the ability to use its resources to build a strong and competitive economy. The most important resources any country can count on are the young men and women still in secondary schools. By introducing students to the type of work engineers do and by showing them how the principles of science are applied in the real world, students will have a greater appreciation of science and technology. A pilot teacher training workshop was held during July 1995 at the University of Arkansas, Fayetteville. During the workshop, the teachers learned about engineering concepts and the role of engineers in society. A workbook of suggested engineering discussions and activities was developed and presented to each workshop participant. The results of an evaluation are highly encouraging.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127591594","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}
C. Hmelo, T. Shikano, M. Realff, B. Bras, J. Mullholland, J. Vanegas
Sustainable technology has been defined as technology that provides for our current needs without sacrificing the ability of future populations to sustain themselves. Approaching the synthesis of sustainably engineered solutions requires weighing the qualities of different proposals from a variety of different perspectives. Of necessity these problems must be solved from multidisciplinary perspectives. Students, therefore, need to learn not only what their own disciplines have to say about the issues, but they also need to be able to recognize the other kinds of issues that arise and to know which disciplines can contribute to their solutions. Thus, students need to learn how to recognize new issues and to work collaboratively. This points to a need for students to learn by working on cases in multidisciplinary teams. These multidisciplinary groups provide opportunities for collaboration and reflection that have the potential to greatly enhance student learning. Learning in such an environment can provide students with cases that they can recall and adapt later in their careers. We describe the curriculum of a problem-based course in sustainable development and technology (SDT) as well as discussing the technology that will be used in the future to support collaborative learning. In addition, we present some assessment data to indicate what students have learned and needs that have been identified as a result of these assessments.
{"title":"A problem-based course in sustainable technology","authors":"C. Hmelo, T. Shikano, M. Realff, B. Bras, J. Mullholland, J. Vanegas","doi":"10.1109/FIE.1995.483169","DOIUrl":"https://doi.org/10.1109/FIE.1995.483169","url":null,"abstract":"Sustainable technology has been defined as technology that provides for our current needs without sacrificing the ability of future populations to sustain themselves. Approaching the synthesis of sustainably engineered solutions requires weighing the qualities of different proposals from a variety of different perspectives. Of necessity these problems must be solved from multidisciplinary perspectives. Students, therefore, need to learn not only what their own disciplines have to say about the issues, but they also need to be able to recognize the other kinds of issues that arise and to know which disciplines can contribute to their solutions. Thus, students need to learn how to recognize new issues and to work collaboratively. This points to a need for students to learn by working on cases in multidisciplinary teams. These multidisciplinary groups provide opportunities for collaboration and reflection that have the potential to greatly enhance student learning. Learning in such an environment can provide students with cases that they can recall and adapt later in their careers. We describe the curriculum of a problem-based course in sustainable development and technology (SDT) as well as discussing the technology that will be used in the future to support collaborative learning. In addition, we present some assessment data to indicate what students have learned and needs that have been identified as a result of these assessments.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127928352","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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