Historically, calculus has served as a filter in many engineering schools. However, this entry level mathematics requirement is filtering far more than those who are not capable intellectually. This has become a national concern, and is the main thrust behind the calculus reform currently taking place in the mathematics community. During the 1994 spring semester, three faculty members at the University of Louisville's Speed Scientific School (the engineering school) initiated a pilot program whose main goal was to deepen students' understanding of the material in calculus. Additionally, the program was designed to create a more friendly environment in which to learn mathematics and help increase the retention rate of the engineering students. To address these goals, a group of African American and female students was recruited to work in small groups on problems related to the material being covered in calculus each week. These sessions utilized the Uri Treisman collaborative learning model currently in use at several other universities, with some modifications for this particular situation. The pilot program was fairly successful, and the effort continued with students during the summer and fall 1994 terms. The paper outlines the essential elements of this cooperative learning program, describes the modifications made over the year and discusses its successes and failures. An analysis is presented comparing students who had no or little participation in the program with students who attended the program regularly.
{"title":"A calculus retention program for students at risk in engineering","authors":"B. Hart, T.L. Holloman, C. A. O'Connor","doi":"10.1109/FIE.1995.483028","DOIUrl":"https://doi.org/10.1109/FIE.1995.483028","url":null,"abstract":"Historically, calculus has served as a filter in many engineering schools. However, this entry level mathematics requirement is filtering far more than those who are not capable intellectually. This has become a national concern, and is the main thrust behind the calculus reform currently taking place in the mathematics community. During the 1994 spring semester, three faculty members at the University of Louisville's Speed Scientific School (the engineering school) initiated a pilot program whose main goal was to deepen students' understanding of the material in calculus. Additionally, the program was designed to create a more friendly environment in which to learn mathematics and help increase the retention rate of the engineering students. To address these goals, a group of African American and female students was recruited to work in small groups on problems related to the material being covered in calculus each week. These sessions utilized the Uri Treisman collaborative learning model currently in use at several other universities, with some modifications for this particular situation. The pilot program was fairly successful, and the effort continued with students during the summer and fall 1994 terms. The paper outlines the essential elements of this cooperative learning program, describes the modifications made over the year and discusses its successes and failures. An analysis is presented comparing students who had no or little participation in the program with students who attended the program regularly.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"24 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":"129410337","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 electromagnetic telegraph was the first widespread application of electrotechnology. It embodies essential electrical principles, but its basic operation is simple enough to be understood by most first-year college students. As part of an ARPA/NSF-sponsored effort to improve undergraduate instruction, a four-week course module was developed to introduce freshman students to electrical and computer engineering. The module used multimedia presentations, a 70-page set of course notes, and demonstrations conducted by the students themselves. Near the end of the module teams of students bid on the construction of a hypothetical 1890 telegraph system. The module concluded with a review of modern telecommunications. The course used several innovative approaches. Rather than extensive lectures, the in-class instruction was provided primarily by rotating pairs of students who performed demonstrations under the guidance of the instructor. Examples of the course material are given along with student evaluations of the course and recommendations for similar work in the future.
{"title":"Back to the future: the telegraph as an introduction to electrical and computer engineering","authors":"K. Stephan","doi":"10.1109/FIE.1995.483179","DOIUrl":"https://doi.org/10.1109/FIE.1995.483179","url":null,"abstract":"The electromagnetic telegraph was the first widespread application of electrotechnology. It embodies essential electrical principles, but its basic operation is simple enough to be understood by most first-year college students. As part of an ARPA/NSF-sponsored effort to improve undergraduate instruction, a four-week course module was developed to introduce freshman students to electrical and computer engineering. The module used multimedia presentations, a 70-page set of course notes, and demonstrations conducted by the students themselves. Near the end of the module teams of students bid on the construction of a hypothetical 1890 telegraph system. The module concluded with a review of modern telecommunications. The course used several innovative approaches. Rather than extensive lectures, the in-class instruction was provided primarily by rotating pairs of students who performed demonstrations under the guidance of the instructor. Examples of the course material are given along with student evaluations of the course and recommendations for similar work in the future.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"48 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":"129512523","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 outlines the attempts by the Higher Education Funding Councils in the United Kingdom to assess the quality of education in the institutions it funds. It describes the Teaching Quality Improvement Scheme at the University of Salford (UK). University teachers may apply for grants to undertake research on their own instruction and the curriculum; it is a form of problem based learning into teaching and learning. An analysis of the educational needs of these teachers is made. These needs are related to those of students in a post graduate teacher training course in Ireland. From a comparison of these needs with the literature of engineering education, published in the last decade (much of it American), it is concluded that there exists in the engineering profession a corpus of knowledge capable of introducing commensurate courses to those in teacher education for engineering teachers, provided that a broad approach is taken.
{"title":"Toward the improvement of quality in engineering education","authors":"John Heywood","doi":"10.1109/FIE.1995.483023","DOIUrl":"https://doi.org/10.1109/FIE.1995.483023","url":null,"abstract":"The paper outlines the attempts by the Higher Education Funding Councils in the United Kingdom to assess the quality of education in the institutions it funds. It describes the Teaching Quality Improvement Scheme at the University of Salford (UK). University teachers may apply for grants to undertake research on their own instruction and the curriculum; it is a form of problem based learning into teaching and learning. An analysis of the educational needs of these teachers is made. These needs are related to those of students in a post graduate teacher training course in Ireland. From a comparison of these needs with the literature of engineering education, published in the last decade (much of it American), it is concluded that there exists in the engineering profession a corpus of knowledge capable of introducing commensurate courses to those in teacher education for engineering teachers, provided that a broad approach is taken.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 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":"130845817","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 National Science Foundation in collaboration with its engineering school coalition partners has been exploring methods for improving undergraduate engineering education. This initiative began in response to a 1992 survey of engineering deans and employers that identified specific weaknesses in engineering education. In response to this survey NSF and its partners have been attempting to remediate the identified weaknesses through specific educational practices. These include providing opportunities for: creative problem formulation and solving experiences; designing in teams; developing written, spoken and graphical communication skills; and using computers as cognitive tools. We know that engineering students need such opportunities to develop the kinds of skills that anoint them to change the world, but we know little about the pedagogic issues involved in developing such skills. This paper reports on a preliminary ethnographic study of a mechanical engineering design classroom. Although not developed in response to the NSF initiative, the course as it has evolved over the years has incorporated most of the the aforementioned remediation recommendations.
{"title":"Learning to change the world: a case study of a mechanical engineering design course","authors":"W. Newstetter, J.I. Kolodner","doi":"10.1109/FIE.1995.483171","DOIUrl":"https://doi.org/10.1109/FIE.1995.483171","url":null,"abstract":"The National Science Foundation in collaboration with its engineering school coalition partners has been exploring methods for improving undergraduate engineering education. This initiative began in response to a 1992 survey of engineering deans and employers that identified specific weaknesses in engineering education. In response to this survey NSF and its partners have been attempting to remediate the identified weaknesses through specific educational practices. These include providing opportunities for: creative problem formulation and solving experiences; designing in teams; developing written, spoken and graphical communication skills; and using computers as cognitive tools. We know that engineering students need such opportunities to develop the kinds of skills that anoint them to change the world, but we know little about the pedagogic issues involved in developing such skills. This paper reports on a preliminary ethnographic study of a mechanical engineering design classroom. Although not developed in response to the NSF initiative, the course as it has evolved over the years has incorporated most of the the aforementioned remediation recommendations.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"19 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":"121933259","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 purpose of the United States Military Academy at West Point is to provide the nation with leaders of character who serve the common defense. In helping to prepare these future leaders for their service to the nation and to the US Army, the Department of Electrical Engineering and Computer Science is chartered to provide a five-course electrical engineering sequence. The purpose of this sequence is to have cadets learn the engineering thought process that culminates with solving an engineering design problem. In addition, the department provides instruction for an ABET-accredited major in electrical engineering. As part of this program, cadets participate in a comprehensive capstone design project. This paper details a unique Military Academy program that provides an integrated design experience for students from both the core engineering sequence and the electrical engineering majors' program. By bringing both groups of electrical engineering students together into a single team to accomplish a significant design effort, substantial experience is gained by all. This integrated team approach has proven to be a positive learning experience for both groups, as well as for majors from other disciplines in a design team effort.
{"title":"Integrated team design","authors":"W. D. Lane, A. Sayles","doi":"10.1109/FIE.1995.483017","DOIUrl":"https://doi.org/10.1109/FIE.1995.483017","url":null,"abstract":"The purpose of the United States Military Academy at West Point is to provide the nation with leaders of character who serve the common defense. In helping to prepare these future leaders for their service to the nation and to the US Army, the Department of Electrical Engineering and Computer Science is chartered to provide a five-course electrical engineering sequence. The purpose of this sequence is to have cadets learn the engineering thought process that culminates with solving an engineering design problem. In addition, the department provides instruction for an ABET-accredited major in electrical engineering. As part of this program, cadets participate in a comprehensive capstone design project. This paper details a unique Military Academy program that provides an integrated design experience for students from both the core engineering sequence and the electrical engineering majors' program. By bringing both groups of electrical engineering students together into a single team to accomplish a significant design effort, substantial experience is gained by all. This integrated team approach has proven to be a positive learning experience for both groups, as well as for majors from other disciplines in a design team effort.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"5 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":"121949006","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}
Engineering students are often forced to take courses in the humanities and social sciences. Even so, they rarely learn how to bridge the gap between the technical and nontechnical world. As a result, they usually fail to understand the significance of values in the every-day functioning of their craft. This paper describes a class module designed for the SUCCEED program at Georgia Tech that seeks to remedy this failure. It employs a case study of the American electric utility industry to demonstrate how power company managers-usually trained as engineers-adopted a value system based on growth in electricity consumption and big new technology. For decades, the public and utility regulators shared that value system, but when the energy crisis struck in the 1970s, the public and regulators adopted low-growth and environmentally-conscious values that conflicted with those held by managers. Ultimately, managers lost control over the industry. Today's turmoil in the utility industry can be explained partly by the changing value systems. Telling the story in the course module should alert engineering students to the importance of values and the social fabric as they practice their profession.
{"title":"Teaching about values and engineering: the American electric utility industry as a case study","authors":"R. Hirsh","doi":"10.1109/FIE.1995.483128","DOIUrl":"https://doi.org/10.1109/FIE.1995.483128","url":null,"abstract":"Engineering students are often forced to take courses in the humanities and social sciences. Even so, they rarely learn how to bridge the gap between the technical and nontechnical world. As a result, they usually fail to understand the significance of values in the every-day functioning of their craft. This paper describes a class module designed for the SUCCEED program at Georgia Tech that seeks to remedy this failure. It employs a case study of the American electric utility industry to demonstrate how power company managers-usually trained as engineers-adopted a value system based on growth in electricity consumption and big new technology. For decades, the public and utility regulators shared that value system, but when the energy crisis struck in the 1970s, the public and regulators adopted low-growth and environmentally-conscious values that conflicted with those held by managers. Ultimately, managers lost control over the industry. Today's turmoil in the utility industry can be explained partly by the changing value systems. Telling the story in the course module should alert engineering students to the importance of values and the social fabric as they practice their profession.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"59 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":"122428873","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}
This paper is an assessment of our experiences using networked multimedia and hypertext documents at the US Military Academy. Over the last two years, we have taught a course in which the course material is rich in networked multimedia and hypertext. During the last year, we began a formal assessment of the pedagogical effects of using this hypertext and multimedia in the classroom and making it available in the student's rooms. This assessment used a course population of approximately 200 students and consisted of measurements of: (1) the amount of time each lesson the student spent using a particular multimedia tool; and (2) the student's assessment of each tool at the end of the semester. You can use the results of this assessment to plan your development of multimedia and hypertext documents.
{"title":"An assessment of networked multimedia and hypermedia","authors":"C.A. Carver, R. Howard","doi":"10.1109/FIE.1995.483083","DOIUrl":"https://doi.org/10.1109/FIE.1995.483083","url":null,"abstract":"This paper is an assessment of our experiences using networked multimedia and hypertext documents at the US Military Academy. Over the last two years, we have taught a course in which the course material is rich in networked multimedia and hypertext. During the last year, we began a formal assessment of the pedagogical effects of using this hypertext and multimedia in the classroom and making it available in the student's rooms. This assessment used a course population of approximately 200 students and consisted of measurements of: (1) the amount of time each lesson the student spent using a particular multimedia tool; and (2) the student's assessment of each tool at the end of the semester. You can use the results of this assessment to plan your development of multimedia and hypertext documents.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"48 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":"121320457","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}
A one credit hour laboratory course taught in the first quarter of the sophomore year is used to integrate the disciplines of materials science and engineering, manufacturing and design, and to help students make connection between mathematics, engineering science and design. Course activities aim to help students develop a feel for the design process; they will participate in the design and manufacturing of a product from start to finish. Students will engage in hands on activities to investigate the relationships between properties, structure and processing of materials, and will synthesize a process to solve a design problem involving mechanical forming. Students will also apply statistics for product description, tolerance, and properties, and they will make oral and written presentations about their design projects. The course meets once a week for three hours, and is team taught by two faculty members, one with background in materials science and the other with background in manufacturing and design.
{"title":"Integrating materials, manufacturing and design in the sophomore year","authors":"E. Tsang, A. Wilhelm","doi":"10.1109/FIE.1995.483148","DOIUrl":"https://doi.org/10.1109/FIE.1995.483148","url":null,"abstract":"A one credit hour laboratory course taught in the first quarter of the sophomore year is used to integrate the disciplines of materials science and engineering, manufacturing and design, and to help students make connection between mathematics, engineering science and design. Course activities aim to help students develop a feel for the design process; they will participate in the design and manufacturing of a product from start to finish. Students will engage in hands on activities to investigate the relationships between properties, structure and processing of materials, and will synthesize a process to solve a design problem involving mechanical forming. Students will also apply statistics for product description, tolerance, and properties, and they will make oral and written presentations about their design projects. The course meets once a week for three hours, and is team taught by two faculty members, one with background in materials science and the other with background in manufacturing and design.","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":"127079727","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}
Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three electrical engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses.
{"title":"Utilization of active and cooperative learning in EE courses: three classes and the results","authors":"K. Watson","doi":"10.1109/FIE.1995.483137","DOIUrl":"https://doi.org/10.1109/FIE.1995.483137","url":null,"abstract":"Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three electrical engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses.","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":"126533068","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 a trend toward the assessment of more "outputs" rather than "inputs" in the accreditation processes. The immediate need was to develop an assessment plan to meet the requirements of the North Central Association for future accreditation of the university. Subsequently the desired outputs, student learning outcomes or academic achievements, were defined as what a student can do with their learning. Deciding what constituted these outcomes or achievements was the next step since these were the factors that would be assessed. Many of these factors are subjective in nature and surveys seemed an effective and efficient way to do the assessment. However, the author believes that assessment of student learning outcomes or achievements should begin with instructors taking a reflective look at, i.e., assess, how their students are doing. This process should involve analysis of more than just the exam results. The author has been guided in this process by a course development model he uses which is a modification of models previously published. The steps of this model are explained and his use of it to assess student learning explored. Data which he has collected on his students is discussed. The role this assessment process has played in revisions made to the metallurgy course he teaches are also be discussed.
{"title":"Assessing student learning: it can be more than a survey","authors":"William K. Dalton","doi":"10.1109/FIE.1995.483063","DOIUrl":"https://doi.org/10.1109/FIE.1995.483063","url":null,"abstract":"There is a trend toward the assessment of more \"outputs\" rather than \"inputs\" in the accreditation processes. The immediate need was to develop an assessment plan to meet the requirements of the North Central Association for future accreditation of the university. Subsequently the desired outputs, student learning outcomes or academic achievements, were defined as what a student can do with their learning. Deciding what constituted these outcomes or achievements was the next step since these were the factors that would be assessed. Many of these factors are subjective in nature and surveys seemed an effective and efficient way to do the assessment. However, the author believes that assessment of student learning outcomes or achievements should begin with instructors taking a reflective look at, i.e., assess, how their students are doing. This process should involve analysis of more than just the exam results. The author has been guided in this process by a course development model he uses which is a modification of models previously published. The steps of this model are explained and his use of it to assess student learning explored. Data which he has collected on his students is discussed. The role this assessment process has played in revisions made to the metallurgy course he teaches are also be discussed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"54 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":"121546306","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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