According to a report prepared for the Commission on National Investment for Higher Education, colleges and universities are becoming less accessible to minority students because of decreased funding. Further, the literature shows that minority students' retention problems are often tied to financial difficulties. Thus, to help increase minority students' retention rates by alleviating financial pressures, we designed an NSF funded academic program, the Sun Devil Bridge Program (SDBP), that included a competitive scholarship component. This scholarship component rewarded academic excellence, motivated students to achieve, and helped reduce economic pressures so minority students could focus on academic success.
{"title":"Using academic competition to alleviate financial pressures for minority students","authors":"D. G. Kelley, M. Barchilon","doi":"10.1109/FIE.1995.483031","DOIUrl":"https://doi.org/10.1109/FIE.1995.483031","url":null,"abstract":"According to a report prepared for the Commission on National Investment for Higher Education, colleges and universities are becoming less accessible to minority students because of decreased funding. Further, the literature shows that minority students' retention problems are often tied to financial difficulties. Thus, to help increase minority students' retention rates by alleviating financial pressures, we designed an NSF funded academic program, the Sun Devil Bridge Program (SDBP), that included a competitive scholarship component. This scholarship component rewarded academic excellence, motivated students to achieve, and helped reduce economic pressures so minority students could focus on academic success.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"17 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":"127534673","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}
J. Turns, M. Guzdial, F. Mistree, J. Allen, D. Rosen
Advances in computer technology have made it feasible to provide engineering design students with computer support for learning about and performing various activities in the engineering design process. Important issues for consideration are how to design the computer tools and how to integrate these tools into existing courses. We have focused our efforts on learning how to design collaboration software and also on understanding how to integrate it into an engineering design course. We conducted two quarters of a formative evaluation, during which our software (CaMILE, an Internet based collaboration tool) was used by third year mechanical engineering design students. These students were introduced to and received support for the software in the context of a special voluntary laboratory course focusing more generally on technological support for their efforts in the design course. Our reflections on this experience have led to the identification of the three dilemmas described in the paper: evaluation in or out of the classroom; more with less or more with more; and compatibility of learning about and learning through collaboration. While the three dilemmas were identified in the context of our specific efforts, findings from other educational technology projects as well as other domains support their generality. The paper provides the context for understanding the dilemmas, a description of each, and the impact of each on our current endeavors.
{"title":"I wish I had understood this at the beginning: dilemmas in research, teaching, and the introduction of technology in engineering design courses","authors":"J. Turns, M. Guzdial, F. Mistree, J. Allen, D. Rosen","doi":"10.1109/FIE.1995.483046","DOIUrl":"https://doi.org/10.1109/FIE.1995.483046","url":null,"abstract":"Advances in computer technology have made it feasible to provide engineering design students with computer support for learning about and performing various activities in the engineering design process. Important issues for consideration are how to design the computer tools and how to integrate these tools into existing courses. We have focused our efforts on learning how to design collaboration software and also on understanding how to integrate it into an engineering design course. We conducted two quarters of a formative evaluation, during which our software (CaMILE, an Internet based collaboration tool) was used by third year mechanical engineering design students. These students were introduced to and received support for the software in the context of a special voluntary laboratory course focusing more generally on technological support for their efforts in the design course. Our reflections on this experience have led to the identification of the three dilemmas described in the paper: evaluation in or out of the classroom; more with less or more with more; and compatibility of learning about and learning through collaboration. While the three dilemmas were identified in the context of our specific efforts, findings from other educational technology projects as well as other domains support their generality. The paper provides the context for understanding the dilemmas, a description of each, and the impact of each on our current endeavors.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"95 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":"125286602","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}
In the early part of January 1993, engineers and historians at Georgia Tech joined together to draft a proposal to SUCCEED, a national engineering education coalition funded by the National Science Foundation. This novel collaboration of academics who do not usually work together imagined an experimental course that would integrate humanities and engineering education in order to provide a broad context for understanding the role of engineering and the engineering profession in modern society. Primarily aimed at beginning students in electrical engineering, this pilot project would develop a set of modular units, each one of which incorporate materials on engineering design or on issues related to engineering professionalism, and which would link that information to economic, political or social considerations. In this fashion, the creative work of engineers, past and present, could be analyzed both in terms of technical detail and in terms of the human context in which engineering always takes place. The course was presented at Georgia Tech for the first time in the Spring Quarter of 1995, and it will be repeated in the Winter Quarter of 1996. We present a progress report that describes the planning, organization and objectives of the course, and that concludes with some observations on the work yet to be done in order to make the course materials we have developed usable by others.
{"title":"The context of engineering: a SUCCEED course at Georgia Tech","authors":"B. Sinclair, W. Callen, D. Morton","doi":"10.1109/FIE.1995.483127","DOIUrl":"https://doi.org/10.1109/FIE.1995.483127","url":null,"abstract":"In the early part of January 1993, engineers and historians at Georgia Tech joined together to draft a proposal to SUCCEED, a national engineering education coalition funded by the National Science Foundation. This novel collaboration of academics who do not usually work together imagined an experimental course that would integrate humanities and engineering education in order to provide a broad context for understanding the role of engineering and the engineering profession in modern society. Primarily aimed at beginning students in electrical engineering, this pilot project would develop a set of modular units, each one of which incorporate materials on engineering design or on issues related to engineering professionalism, and which would link that information to economic, political or social considerations. In this fashion, the creative work of engineers, past and present, could be analyzed both in terms of technical detail and in terms of the human context in which engineering always takes place. The course was presented at Georgia Tech for the first time in the Spring Quarter of 1995, and it will be repeated in the Winter Quarter of 1996. We present a progress report that describes the planning, organization and objectives of the course, and that concludes with some observations on the work yet to be done in order to make the course materials we have developed usable by others.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"7 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":"121770488","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 sophomore level chemical engineering course was redesigned to emphasize active and cooperative learning. The structure used was a peer-assisted cooperative learning model developed at WPI. The experimental course was compared to a control course taught by the passive lecture method. The control and test courses were compared using student performance, attitudes, evaluations of the course and instructor and faculty time. We found that student performance was better and content coverage was increased in the test class. Faculty time was reduced by 24% using the peer assisted cooperative learning model. Composite student evaluations of the course and instructor increased slightly from the control to the test course. Student attitudes about the profession increased during the test course, but were mixed regarding working in teams.
{"title":"Active and cooperative learning in an introductory chemical engineering course","authors":"D. Dibiasio, J. Groccia","doi":"10.1109/FIE.1995.483141","DOIUrl":"https://doi.org/10.1109/FIE.1995.483141","url":null,"abstract":"A sophomore level chemical engineering course was redesigned to emphasize active and cooperative learning. The structure used was a peer-assisted cooperative learning model developed at WPI. The experimental course was compared to a control course taught by the passive lecture method. The control and test courses were compared using student performance, attitudes, evaluations of the course and instructor and faculty time. We found that student performance was better and content coverage was increased in the test class. Faculty time was reduced by 24% using the peer assisted cooperative learning model. Composite student evaluations of the course and instructor increased slightly from the control to the test course. Student attitudes about the profession increased during the test course, but were mixed regarding working in teams.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"16 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":"125032316","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}
Our department has systematically revised and improved the computer engineering component of our curriculum. This effort included the improvement of our sophomore level course on digital logic. The introductory course on digital logic was improved with hardware and software projects. Hardware projects consist of take home experiments while software projects entail the use of LogicWorks for circuit simulation and OrCAD for programming PLDs. We discuss these projects in detail.
{"title":"Improving an introductory course on digital logic","authors":"M.D. Takach, A.T. Moser","doi":"10.1109/FIE.1995.483203","DOIUrl":"https://doi.org/10.1109/FIE.1995.483203","url":null,"abstract":"Our department has systematically revised and improved the computer engineering component of our curriculum. This effort included the improvement of our sophomore level course on digital logic. The introductory course on digital logic was improved with hardware and software projects. Hardware projects consist of take home experiments while software projects entail the use of LogicWorks for circuit simulation and OrCAD for programming PLDs. We discuss these projects in detail.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"12 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120986892","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 Courseware Development Studio is part of the NSF Synthesis Coalition and has been authoring engineering courseware since 1990. One primary goal of the Coalition has been the creation of a nationally accessible database of academic courseware (NEEDS). A further mission of the Studio is to provide courseware authors with examples of assessable quality courseware. While the courseware is being developed, the type of delivery system that will be used to present the material in a classroom must be decided. Some of the Studio's experiences and difficulties using a dedicated multimedia classroom are detailed. This setup is compared with a portable display system that can be used in a conventional classroom. The Internet is becoming a valuable resource and an integral part of today's educational environment. Setup procedures that the studio had to follow to become connected to the World Wide Web are outlined. In addition, instructions on how to access the NEEDS database via the WWW are given. Suggestions on how to avoid problems between high-powered authoring tools and database accessibility by potential users are explored. In order to maintain a high degree of quality on the database some guidelines are outlined for evaluating courseware. Courseware evaluation is intended to guarantee high standards in learning materials, and to serve as a reference for authors during the development phase.
{"title":"Developing accessible engineering courseware","authors":"J. Gillette, J. Huston, R.M. Johnson, C. Hiemcke","doi":"10.1109/FIE.1995.483229","DOIUrl":"https://doi.org/10.1109/FIE.1995.483229","url":null,"abstract":"The Courseware Development Studio is part of the NSF Synthesis Coalition and has been authoring engineering courseware since 1990. One primary goal of the Coalition has been the creation of a nationally accessible database of academic courseware (NEEDS). A further mission of the Studio is to provide courseware authors with examples of assessable quality courseware. While the courseware is being developed, the type of delivery system that will be used to present the material in a classroom must be decided. Some of the Studio's experiences and difficulties using a dedicated multimedia classroom are detailed. This setup is compared with a portable display system that can be used in a conventional classroom. The Internet is becoming a valuable resource and an integral part of today's educational environment. Setup procedures that the studio had to follow to become connected to the World Wide Web are outlined. In addition, instructions on how to access the NEEDS database via the WWW are given. Suggestions on how to avoid problems between high-powered authoring tools and database accessibility by potential users are explored. In order to maintain a high degree of quality on the database some guidelines are outlined for evaluating courseware. Courseware evaluation is intended to guarantee high standards in learning materials, and to serve as a reference for authors during the development phase.","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":"129498492","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}
Recent surveys of practicing engineers and employers of engineers have identified a need for engineering education to create opportunities for developing stronger communications and interpersonal skills, improve problem solving techniques, and challenge the creative thinking and conceptualization abilities of engineering students. Traditional teaching methodologies often lack opportunities for students to develop these "soft" skills or limit their exposure to this training to senior capstone design courses. At the University of Tennessee, we have developed an introductory engineering course called BE 211, Engineering Design Workshop which was taught on a pilot basis during the 1994-95 academic year. This course was developed to meet this challenge using multiple team projects as a format. The paper describes our experience with these pilot sections. Among the techniques of note are; the integration of different types of projects to explore all aspects of the problem solving process, using the Myers-Briggs Type Indicator for team formation, teaching team dynamics with the assistance of a consulting psychologist, extensive use of videotape for developing presentation skills, and using written responses to readings and group discussion to integrate technology, society, and engineering ethics issues into the course.
{"title":"An introductory design and innovation course at the University of Tennessee","authors":"J. Parsons, P. G. Klukken","doi":"10.1109/FIE.1995.483108","DOIUrl":"https://doi.org/10.1109/FIE.1995.483108","url":null,"abstract":"Recent surveys of practicing engineers and employers of engineers have identified a need for engineering education to create opportunities for developing stronger communications and interpersonal skills, improve problem solving techniques, and challenge the creative thinking and conceptualization abilities of engineering students. Traditional teaching methodologies often lack opportunities for students to develop these \"soft\" skills or limit their exposure to this training to senior capstone design courses. At the University of Tennessee, we have developed an introductory engineering course called BE 211, Engineering Design Workshop which was taught on a pilot basis during the 1994-95 academic year. This course was developed to meet this challenge using multiple team projects as a format. The paper describes our experience with these pilot sections. Among the techniques of note are; the integration of different types of projects to explore all aspects of the problem solving process, using the Myers-Briggs Type Indicator for team formation, teaching team dynamics with the assistance of a consulting psychologist, extensive use of videotape for developing presentation skills, and using written responses to readings and group discussion to integrate technology, society, and engineering ethics issues into the course.","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":"130641867","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. Przirembel, D.L. Evans, H. R. MacKenzie, C. Tan
Summary form only given. One of the major reasons which has been given for the U.S. loss of global economic competitiveness is a perceived weakness in the design and manufacturing of competitive products. One significant step to rectify this problem is to effectively educate engineering graduates in the product realization process (PRP). For the purpose of this paper, PRP encompasses the full product life cycle, from customer needs, design and manufacturing, to eventual disposal or recycling of the product. The specific objective of this NSF project is to develop resource materials for engineering educators which will assist them to effectively integrate all aspects of PRP into appropriate engineering curricula. The project team consists of nationally recognized industry and university leaders in design education and practice.
{"title":"Integration of the product realization process into engineering curricula","authors":"C. Przirembel, D.L. Evans, H. R. MacKenzie, C. Tan","doi":"10.1109/FIE.1995.483157","DOIUrl":"https://doi.org/10.1109/FIE.1995.483157","url":null,"abstract":"Summary form only given. One of the major reasons which has been given for the U.S. loss of global economic competitiveness is a perceived weakness in the design and manufacturing of competitive products. One significant step to rectify this problem is to effectively educate engineering graduates in the product realization process (PRP). For the purpose of this paper, PRP encompasses the full product life cycle, from customer needs, design and manufacturing, to eventual disposal or recycling of the product. The specific objective of this NSF project is to develop resource materials for engineering educators which will assist them to effectively integrate all aspects of PRP into appropriate engineering curricula. The project team consists of nationally recognized industry and university leaders in design education and practice.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"11 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":"133979627","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}
M. Iskander, J. Catten, A. Jones, R. Jameson, A. Balcells
Development of multimedia modules and courses for engineering education present a significant opportunity to modernize curricula and improve effectiveness of teaching and learning. We review the various hardware and software components required to develop multimedia lessons and discuss the role of each component in the structure of a multimedia module. Examples of multimedia lessons developed for CD-ROM distribution by the Center for Multimedia Education and Technology (CAEME) at the University of Utah are described. These include the multimedia lessons in electromagnetics, the Calculus Castle, and the Physics Museum. It is shown that although extensive resources and expertise are often needed to develop these modules, development software and associated technologies are readily available and educators are encouraged to take advantage of these opportunities to reform, restructure, and improve engineering education.
{"title":"Interactive multimedia lessons for education","authors":"M. Iskander, J. Catten, A. Jones, R. Jameson, A. Balcells","doi":"10.1109/FIE.1995.483092","DOIUrl":"https://doi.org/10.1109/FIE.1995.483092","url":null,"abstract":"Development of multimedia modules and courses for engineering education present a significant opportunity to modernize curricula and improve effectiveness of teaching and learning. We review the various hardware and software components required to develop multimedia lessons and discuss the role of each component in the structure of a multimedia module. Examples of multimedia lessons developed for CD-ROM distribution by the Center for Multimedia Education and Technology (CAEME) at the University of Utah are described. These include the multimedia lessons in electromagnetics, the Calculus Castle, and the Physics Museum. It is shown that although extensive resources and expertise are often needed to develop these modules, development software and associated technologies are readily available and educators are encouraged to take advantage of these opportunities to reform, restructure, and improve engineering education.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"138 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":"132076650","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}
Since the first FIE conference a quarter of a century ago (1970), engineering educational research at Purdue has shifted from status quo oriented research to action oriented research. Earlier our emphasis was on providing information, examining relationships, identifying strengths and delineating problems. We analyzed the correlation of high school grades and test scores with college GPA. We documented trends in enrolment, grades, and retention. We surveyed students and graduates regarding the quality and relevance of their education. Sometimes we even defined areas requiring action. However after the first FIE Conference 25 years ago, our research efforts shifted to action oriented research. How could we use educational research information to change and improve engineering education? We describe action oriented research that has significantly improved placement in beginning courses, helped students make more informed career decisions, increased and retained more women and minority students, and enhanced our programs for honors and higher risk students. We also describe how we have extended our educational research efforts beyond our own campus and are sharing our educational research findings and action oriented programs with other institutional settings and colleagues all over the world. We also speculate on what direction institutional and collaborative engineering educational research is likely to take during the next quarter of a century.
{"title":"25 years of frontiers educational research: the call for action-oriented research","authors":"W. LeBold, S. Ward","doi":"10.1109/FIE.1995.483048","DOIUrl":"https://doi.org/10.1109/FIE.1995.483048","url":null,"abstract":"Since the first FIE conference a quarter of a century ago (1970), engineering educational research at Purdue has shifted from status quo oriented research to action oriented research. Earlier our emphasis was on providing information, examining relationships, identifying strengths and delineating problems. We analyzed the correlation of high school grades and test scores with college GPA. We documented trends in enrolment, grades, and retention. We surveyed students and graduates regarding the quality and relevance of their education. Sometimes we even defined areas requiring action. However after the first FIE Conference 25 years ago, our research efforts shifted to action oriented research. How could we use educational research information to change and improve engineering education? We describe action oriented research that has significantly improved placement in beginning courses, helped students make more informed career decisions, increased and retained more women and minority students, and enhanced our programs for honors and higher risk students. We also describe how we have extended our educational research efforts beyond our own campus and are sharing our educational research findings and action oriented programs with other institutional settings and colleagues all over the world. We also speculate on what direction institutional and collaborative engineering educational research is likely to take during the next quarter of a century.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"101 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":"133064696","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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