Pub Date : 2018-04-03DOI: 10.1080/11356405.2018.1457611
J. Plaza-de-la-Hoz, Carmen Caro
Abstract The purpose of this article is to analyse the role of the family in youth empowerment via information and communication technologies (ICTs). For this study, the discussion group technique was used with teachers, along with interviews of students as well as a qualitative data analysis. In the interviews, the parents’ relationship took on a central role with regard to ICTs. Likewise, the students seemed to understand the conditions placed by their parents on their use of ICTs. What stood out in the discussion groups is the need for parental training and involvement. Despite the initial technical divide, the family will always play an essential role in overcoming the ethical divide, which is the key to understanding empowerment.
{"title":"The family, key agent in youth empowerment in ICT society / La familia, agente clave de empoderamiento juvenil en la sociedad TIC","authors":"J. Plaza-de-la-Hoz, Carmen Caro","doi":"10.1080/11356405.2018.1457611","DOIUrl":"https://doi.org/10.1080/11356405.2018.1457611","url":null,"abstract":"Abstract The purpose of this article is to analyse the role of the family in youth empowerment via information and communication technologies (ICTs). For this study, the discussion group technique was used with teachers, along with interviews of students as well as a qualitative data analysis. In the interviews, the parents’ relationship took on a central role with regard to ICTs. Likewise, the students seemed to understand the conditions placed by their parents on their use of ICTs. What stood out in the discussion groups is the need for parental training and involvement. Despite the initial technical divide, the family will always play an essential role in overcoming the ethical divide, which is the key to understanding empowerment.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116916052","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}
Abstract This article analyses the knowledge, perception and participation of university students in NGOs. The social group analysed has a very positive perception towards volunteering as well as a life situation and preparation that, in theory, facilitates their participation in such activities. However, their effective participation is much lower than the levels shown by potential volunteers who would like to participate. We have identified two elements that stand between the possibility and reality: the lack of information and the time available. In this sense, universities appear as institutions capable of connecting the needs and demands of NGOs and students.
{"title":"Not so altruistic? Some keys elements about the knowledge, perception and participation of university students in NGOs / ¿No tan altruistas? Algunas claves sobre el conocimiento, la percepción y la participación del estudiantado universitario en ONG","authors":"Vicente Díaz-Gandasegui, Begoña Elizalde-San-Miguel, Constanza Tobío-Soler","doi":"10.1080/11356405.2018.1456712","DOIUrl":"https://doi.org/10.1080/11356405.2018.1456712","url":null,"abstract":"Abstract This article analyses the knowledge, perception and participation of university students in NGOs. The social group analysed has a very positive perception towards volunteering as well as a life situation and preparation that, in theory, facilitates their participation in such activities. However, their effective participation is much lower than the levels shown by potential volunteers who would like to participate. We have identified two elements that stand between the possibility and reality: the lack of information and the time available. In this sense, universities appear as institutions capable of connecting the needs and demands of NGOs and students.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125754430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-03DOI: 10.1080/11356405.2018.1457610
Pilar Martínez-Clares, Natalia González-Morga
Abstract This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice.
{"title":"Teaching methodologies at university and their relationship with the development of transversal competences / Metodologías de enseñanza en la universidad y su relación con el desarrollo de competencias transversales","authors":"Pilar Martínez-Clares, Natalia González-Morga","doi":"10.1080/11356405.2018.1457610","DOIUrl":"https://doi.org/10.1080/11356405.2018.1457610","url":null,"abstract":"Abstract This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130803704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-03DOI: 10.1080/11356405.2018.1452869
M. Eslava-Suanes, Ignacio González-López, Carlota De-León-Huertas
Abstract Training in competences helps university students develop in a comprehensive way that is oriented towards working in their chosen profession. The profession focused on in this study is that of social educator. Degree programmes related to this profession are relatively new and their implementation is also open to variation. As a result of this, a review of the competency profile of the profession is considered necessary. The study presented here aims to validate the competences of this profession by means of expert judgement. The panel of experts assesses the relevance and clarity of each element, as well as giving their opinions on them. The contributions provided result in a set of qualitative and quantitative data whose analysis helps to redefine a profile comprising 23 competences distributed across two dimensions: basic competences (14) and professional competences (9).
{"title":"Discussion of competences at university level: review of the competency profile of social educators / Discusión de competencias en el ámbito universitario: revisión del perfil del educador social","authors":"M. Eslava-Suanes, Ignacio González-López, Carlota De-León-Huertas","doi":"10.1080/11356405.2018.1452869","DOIUrl":"https://doi.org/10.1080/11356405.2018.1452869","url":null,"abstract":"Abstract Training in competences helps university students develop in a comprehensive way that is oriented towards working in their chosen profession. The profession focused on in this study is that of social educator. Degree programmes related to this profession are relatively new and their implementation is also open to variation. As a result of this, a review of the competency profile of the profession is considered necessary. The study presented here aims to validate the competences of this profession by means of expert judgement. The panel of experts assesses the relevance and clarity of each element, as well as giving their opinions on them. The contributions provided result in a set of qualitative and quantitative data whose analysis helps to redefine a profile comprising 23 competences distributed across two dimensions: basic competences (14) and professional competences (9).","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134474691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2018.1435095
Rosa M. Rodríguez-Izquierdo
Abstract The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level.
{"title":"Intercultural sensitivity among university students: measurement of the construct and its relationship with international mobility programmes / Sensibilidad intercultural de los estudiantes universitarios: medición del constructo y su relación con los programas de movilidad internacional","authors":"Rosa M. Rodríguez-Izquierdo","doi":"10.1080/11356405.2018.1435095","DOIUrl":"https://doi.org/10.1080/11356405.2018.1435095","url":null,"abstract":"Abstract The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114859350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2017.1416741
C. Simon, Gerardo Echeita, Marta Sandoval
Abstract An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges.
{"title":"Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión","authors":"C. Simon, Gerardo Echeita, Marta Sandoval","doi":"10.1080/11356405.2017.1416741","DOIUrl":"https://doi.org/10.1080/11356405.2017.1416741","url":null,"abstract":"Abstract An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126826219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2017.1416742
Eva-María Torrecilla-Sánchez, J. Burguera-Condón, Susana Olmos-Migueláñez, M. Pérez-Herrero
Abstract The aim of this study is to validate an instrument for assessing self-perceived tutoring and educational guidance competences in students on the Master’s in Teaching. A historical review of secondary school teacher training shows the need to provide evidence of students’ competence levels. In view of this, a scale has been designed based on the specific competences they ought to acquire. A total of 336 students from the University of Salamanca and Oviedo participated in the study. An exploratory and confirmatory factor analysis of the results of the psychometric test show the good fit of the model globally (RMR = .075; GFI = .969) and incrementally (AGFI = .964; NFI = .960; RFI = .957), thus confirming the validity and reliability of the instrument. Finally, the study concludes by emphasizing the need to study real and self-perceived competence levels in specific areas, and to design suitable instruments to measure these levels.
{"title":"Psychometric analysis of a scale for assessing specific competences in tutoring and educational guidance / Análisis psicométrico de una escala para evaluar las competencias específicas en tutoría y orientación educativa","authors":"Eva-María Torrecilla-Sánchez, J. Burguera-Condón, Susana Olmos-Migueláñez, M. Pérez-Herrero","doi":"10.1080/11356405.2017.1416742","DOIUrl":"https://doi.org/10.1080/11356405.2017.1416742","url":null,"abstract":"Abstract The aim of this study is to validate an instrument for assessing self-perceived tutoring and educational guidance competences in students on the Master’s in Teaching. A historical review of secondary school teacher training shows the need to provide evidence of students’ competence levels. In view of this, a scale has been designed based on the specific competences they ought to acquire. A total of 336 students from the University of Salamanca and Oviedo participated in the study. An exploratory and confirmatory factor analysis of the results of the psychometric test show the good fit of the model globally (RMR = .075; GFI = .969) and incrementally (AGFI = .964; NFI = .960; RFI = .957), thus confirming the validity and reliability of the instrument. Finally, the study concludes by emphasizing the need to study real and self-perceived competence levels in specific areas, and to design suitable instruments to measure these levels.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133811716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2017.1421606
Santiago Vicente, E. Manchado, L. Verschaffel
Abstract This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class.
{"title":"Solving arithmetic word problems. An analysis of Spanish textbooks / Resolución de problemas aritméticos verbales. Un análisis de los libros de texto españoles","authors":"Santiago Vicente, E. Manchado, L. Verschaffel","doi":"10.1080/11356405.2017.1421606","DOIUrl":"https://doi.org/10.1080/11356405.2017.1421606","url":null,"abstract":"Abstract This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117173481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2017.1421302
P. Lavega, Queralt Prat, U. Sáez de Ocáriz, Jorge Serna, V. Muñoz-Arroyave
Abstract Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and close-ended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).
{"title":"Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada","authors":"P. Lavega, Queralt Prat, U. Sáez de Ocáriz, Jorge Serna, V. Muñoz-Arroyave","doi":"10.1080/11356405.2017.1421302","DOIUrl":"https://doi.org/10.1080/11356405.2017.1421302","url":null,"abstract":"Abstract Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and close-ended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116435943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/11356405.2017.1416787
M. López-Aguado, Lourdes Gutiérrez-Provecho
Abstract The R-SPQ-2F is an instrument used in many studies to measure learning approaches. However, its internal structure is still a matter of debate. It is important to confirm its underlying structure in order to find out which variables are being measured with it. A survey method is used with 279 students of the Faculty of Education at the University of León, and alternative models found in the literature are compared using covariance structure analysis, specifically, Confirmatory Factor Analysis (CFA). We conclude that the structure that best fits the data is a two-factor structure in line with the results obtained in other studies. Future research should take these two primary factors into account when interpreting their findings. Solutions are also offered for improving the scale with the original 20 items.
{"title":"Checking the underlying structure of R-SPQ-2F using covariance structure analysis / Comprobación de la estructura subyacente del R-SPQ-2F mediante análisis de estructura de covarianza","authors":"M. López-Aguado, Lourdes Gutiérrez-Provecho","doi":"10.1080/11356405.2017.1416787","DOIUrl":"https://doi.org/10.1080/11356405.2017.1416787","url":null,"abstract":"Abstract The R-SPQ-2F is an instrument used in many studies to measure learning approaches. However, its internal structure is still a matter of debate. It is important to confirm its underlying structure in order to find out which variables are being measured with it. A survey method is used with 279 students of the Faculty of Education at the University of León, and alternative models found in the literature are compared using covariance structure analysis, specifically, Confirmatory Factor Analysis (CFA). We conclude that the structure that best fits the data is a two-factor structure in line with the results obtained in other studies. Future research should take these two primary factors into account when interpreting their findings. Solutions are also offered for improving the scale with the original 20 items.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125478973","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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