Pub Date : 2018-01-03DOI: 10.21061/JCTE.V32I1.1588
HwaChoon Park, R. B. Hill
The Occupational Work Ethic Inventory (OWEI) has been widely used to measure work ethic constructs by professionals in the fields of Career and Technical Education (CTE) and Human Resource Development (HRD). However, there are circumstances when a shorter instrument would have advantages, especially when a measure of work ethic is needed along with other instruments. We developed a short version of the Occupational Work Ethic Inventory (OWEI), the OWEI-SF. A subset of items from the original OWEI was identified, using a confirmatory factor analysis. The instrument was reduced from 50 items to 12 items. Item selection, parameter estimation, cross-validation, and comparisons with the original OWEI are presented and discussed. Results indicated that the shortened version demonstrates psychometric properties similar to the original full version and is practical and efficient to administer.
{"title":"Development and Validation of a Short Form of the Occupational Work Ethic Inventory","authors":"HwaChoon Park, R. B. Hill","doi":"10.21061/JCTE.V32I1.1588","DOIUrl":"https://doi.org/10.21061/JCTE.V32I1.1588","url":null,"abstract":"The Occupational Work Ethic Inventory (OWEI) has been widely used to measure work ethic constructs by professionals in the fields of Career and Technical Education (CTE) and Human Resource Development (HRD). However, there are circumstances when a shorter instrument would have advantages, especially when a measure of work ethic is needed along with other instruments. We developed a short version of the Occupational Work Ethic Inventory (OWEI), the OWEI-SF. A subset of items from the original OWEI was identified, using a confirmatory factor analysis. The instrument was reduced from 50 items to 12 items. Item selection, parameter estimation, cross-validation, and comparisons with the original OWEI are presented and discussed. Results indicated that the shortened version demonstrates psychometric properties similar to the original full version and is practical and efficient to administer.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125504374","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 : 2018-01-03DOI: 10.21061/JCTE.V32I1.1589
Cameron Sublett, J. Plasman
Over the past decade, CTE has been highlighted as a means of promoting college and career readiness for high school students. Applied STEM coursework is a promising area of high school study that has particular relevance in the technologically progressive world of today. Previous research has illustrated that applied STEM coursework in high school is associated with a number of positive educational outcomes. Importantly, no previous empirical investigation has examined the relationship between applied STEM coursework and students’ reported levels of math and science self-efficacy, two important harbingers of academic ability and success. Consequently, the current study used nationally representative data to explore applied STEM coursework participation and self-efficacy. Results indicated that applied STEM coursework was predictive of increases in both math and science self-efficacy, except among females and students with disabilities (SWDs). Implications for policy are discussed.
{"title":"How Does Applied STEM Coursework Relate to Mathematics and Science Self-Efficacy among High School Students? Evidence from a National Sample.","authors":"Cameron Sublett, J. Plasman","doi":"10.21061/JCTE.V32I1.1589","DOIUrl":"https://doi.org/10.21061/JCTE.V32I1.1589","url":null,"abstract":"Over the past decade, CTE has been highlighted as a means of promoting college and career readiness for high school students. Applied STEM coursework is a promising area of high school study that has particular relevance in the technologically progressive world of today. Previous research has illustrated that applied STEM coursework in high school is associated with a number of positive educational outcomes. Importantly, no previous empirical investigation has examined the relationship between applied STEM coursework and students’ reported levels of math and science self-efficacy, two important harbingers of academic ability and success. Consequently, the current study used nationally representative data to explore applied STEM coursework participation and self-efficacy. Results indicated that applied STEM coursework was predictive of increases in both math and science self-efficacy, except among females and students with disabilities (SWDs). Implications for policy are discussed.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131542554","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 : 2017-03-08DOI: 10.21061/JCTE.V31I1.1496
L. Phelps, Hsun-Yu Chan
Post-recession Federal policy initiatives, such as secondary/postsecondary career pathways and gainful employment higher education accountability standards, prioritize the alignment of education practices with market-driven outcomes. Using longitudinal student record data merged from college and state K-12 data systems with the Unemployment Insurance wage records, this study examined the relationship between college and career success and the completion of dual credit courses in high school. During 2008-10, nearly 30% of graduates from 20 high schools who subsequently enrolled at a regional public technical college transferred an average of 6.0 dual high school and college credits. After controlling for several high school-level and individual-level factors, hierarchical linear models revealed that dual credit learners had significantly better outcomes than non-dual credit learners in terms of college course completion rates, second year retention, three-year graduation rate, as well as earnings in 2012-13. While our findings are limited to an upper Midwest community, they extend and highlight the positive relationship between high school dual credit completion and later college and labor market outcomes. Compared to dual credit courses completed on the college campus, courses offered at the high school and taught by high school career and technical instructors consistently predicted greater levels of college student success and better labor market outcomes. Additionally, several actionable student-level factors were associated with the significant college and career pathway outcomes, including high school preparation in mathematics.
{"title":"Optimizing Technical Education Pathways: Does Dual-Credit Course Completion Predict Students’ College and Labor Market Success?","authors":"L. Phelps, Hsun-Yu Chan","doi":"10.21061/JCTE.V31I1.1496","DOIUrl":"https://doi.org/10.21061/JCTE.V31I1.1496","url":null,"abstract":"Post-recession Federal policy initiatives, such as secondary/postsecondary career pathways and gainful employment higher education accountability standards, prioritize the alignment of education practices with market-driven outcomes. Using longitudinal student record data merged from college and state K-12 data systems with the Unemployment Insurance wage records, this study examined the relationship between college and career success and the completion of dual credit courses in high school. During 2008-10, nearly 30% of graduates from 20 high schools who subsequently enrolled at a regional public technical college transferred an average of 6.0 dual high school and college credits. After controlling for several high school-level and individual-level factors, hierarchical linear models revealed that dual credit learners had significantly better outcomes than non-dual credit learners in terms of college course completion rates, second year retention, three-year graduation rate, as well as earnings in 2012-13. While our findings are limited to an upper Midwest community, they extend and highlight the positive relationship between high school dual credit completion and later college and labor market outcomes. Compared to dual credit courses completed on the college campus, courses offered at the high school and taught by high school career and technical instructors consistently predicted greater levels of college student success and better labor market outcomes. Additionally, several actionable student-level factors were associated with the significant college and career pathway outcomes, including high school preparation in mathematics.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126540958","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 : 2017-03-08DOI: 10.21061/JCTE.V31I1.1506
Cecile C Dietrich, Eric J. Lichtenberger, Rosemaliza Kamalludeen
This study explored the relative importance of participation in high school career and technical education (CTE) programs in predicting community college outcomes. A hierarchical generalized linear model (HGLM) was used to predict community college outcome attainment among a random sample of direct community college entrants. Results show that even after controlling for various pre-college and environmental factors, community college students who had participated in a high school CTE program were either just as likely or more likely to attain all of the outcomes measured in the study when compared to students from general curriculum programs. Although high school CTE students who matriculated to community colleges were significantly less likely to transfer to a four-year college with or without a credential as compared with college prep students, they had significantly greater odds of earning an associate’s degree or a certificate. Thus, among community college students, high school CTE participation may help facilitate goals related to the completion agenda, which call for increasing the number of individuals with quality postsecondary credentials.
{"title":"Predicting Community College Outcomes: Does High School CTE Participation Have a Significant Effect?.","authors":"Cecile C Dietrich, Eric J. Lichtenberger, Rosemaliza Kamalludeen","doi":"10.21061/JCTE.V31I1.1506","DOIUrl":"https://doi.org/10.21061/JCTE.V31I1.1506","url":null,"abstract":"This study explored the relative importance of participation in high school career and technical education (CTE) programs in predicting community college outcomes. A hierarchical generalized linear model (HGLM) was used to predict community college outcome attainment among a random sample of direct community college entrants. Results show that even after controlling for various pre-college and environmental factors, community college students who had participated in a high school CTE program were either just as likely or more likely to attain all of the outcomes measured in the study when compared to students from general curriculum programs. Although high school CTE students who matriculated to community colleges were significantly less likely to transfer to a four-year college with or without a credential as compared with college prep students, they had significantly greater odds of earning an associate’s degree or a certificate. Thus, among community college students, high school CTE participation may help facilitate goals related to the completion agenda, which call for increasing the number of individuals with quality postsecondary credentials.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127356633","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 : 2017-02-23DOI: 10.21061/JCTE.V31I1.1509
Carsten Schmidtke
Perceptions of graduating American Indian students at a mainstream sub-baccalaureate technical college about how support from academic student services had helped them learn and persist in their studies were solicited. Bean’s (2005) themes of college student retention served as the framework for the inquiry. Findings indicate that (1) academic student services contribute to institutional fit and the development of key attitudes in students, and (2) academic student services are seen as a service to students, meaning that students want help to be easy to find and always available and employees to function less as university employees and more as their advocates in navigating university bureaucracy and program requirements.
{"title":"The Role of Academic Student Services in the Retention of American Indian Students at a Sub-Baccalaureate Technical College","authors":"Carsten Schmidtke","doi":"10.21061/JCTE.V31I1.1509","DOIUrl":"https://doi.org/10.21061/JCTE.V31I1.1509","url":null,"abstract":"Perceptions of graduating American Indian students at a mainstream sub-baccalaureate technical college about how support from academic student services had helped them learn and persist in their studies were solicited. Bean’s (2005) themes of college student retention served as the framework for the inquiry. Findings indicate that (1) academic student services contribute to institutional fit and the development of key attitudes in students, and (2) academic student services are seen as a service to students, meaning that students want help to be easy to find and always available and employees to function less as university employees and more as their advocates in navigating university bureaucracy and program requirements.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122380628","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}
Asia N. Fuller Hamilton, J. Malin, Donald G. Hackmann
This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming.
{"title":"Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework","authors":"Asia N. Fuller Hamilton, J. Malin, Donald G. Hackmann","doi":"10.21061/JCTE.V30I1.712","DOIUrl":"https://doi.org/10.21061/JCTE.V30I1.712","url":null,"abstract":"This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126556969","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}
While there is no dearth of high school students who are interested in becoming physicians, racial/ethnic disparities still exist in the medical profession. This retrospective cohort study examined the influences on students’ desire, at the end of high school, for a medical career, and, in particular, how these influences differed by race/ethnicity. Multiple logistic regression models were used to predict students’ medical career intentions at the end of high school. Interest in a medical career at the beginning of high school strongly predicted interest in a medical career at the end of high school. Authors found almost no racial/ethnic differences in interest in medicine, after controlling for other predictors. The exception was elevated medical career interest amongst Asians. Furthermore, Black and Hispanic students who wanted to become physicians tended to have high intrinsic motivations, but low science performance. Limited proficiency in science may impede Black and Hispanic students’ further progress through the medical pipeline.
{"title":"High School Predictors of a Career in Medicine","authors":"Travis T. Fuchs, P. Sadler, G. Sonnert","doi":"10.21061/JCTE.V30I1.711","DOIUrl":"https://doi.org/10.21061/JCTE.V30I1.711","url":null,"abstract":"While there is no dearth of high school students who are interested in becoming physicians, racial/ethnic disparities still exist in the medical profession. This retrospective cohort study examined the influences on students’ desire, at the end of high school, for a medical career, and, in particular, how these influences differed by race/ethnicity. Multiple logistic regression models were used to predict students’ medical career intentions at the end of high school. Interest in a medical career at the beginning of high school strongly predicted interest in a medical career at the end of high school. Authors found almost no racial/ethnic differences in interest in medicine, after controlling for other predictors. The exception was elevated medical career interest amongst Asians. Furthermore, Black and Hispanic students who wanted to become physicians tended to have high intrinsic motivations, but low science performance. Limited proficiency in science may impede Black and Hispanic students’ further progress through the medical pipeline.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115949691","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 : 2015-12-11DOI: 10.21061/JCTE.V31I1.1498
E. Fletcher, Victor M. Hernández-Gantes
In 2015, a total of 15 manuscripts were submitted for publication consideration in the Journal of Career and Technical Education (JCTE). At the end of November, the review process was fully completed for 12 manuscripts, with three articles remaining under review. Based on the review results of the fully reviewed manuscripts, three articles met the standards for publication and were accepted to produce Volume 30, Issue 1 of the journal, representing an acceptance rate of 25%. The articles featured in the current issue, represent two methodological approaches (correlational and descriptive), and address important issues related to career development, equity, and program practice.
{"title":"Notes From the Co-Editors","authors":"E. Fletcher, Victor M. Hernández-Gantes","doi":"10.21061/JCTE.V31I1.1498","DOIUrl":"https://doi.org/10.21061/JCTE.V31I1.1498","url":null,"abstract":"In 2015, a total of 15 manuscripts were submitted for publication consideration in the Journal of Career and Technical Education (JCTE). At the end of November, the review process was fully completed for 12 manuscripts, with three articles remaining under review. Based on the review results of the fully reviewed manuscripts, three articles met the standards for publication and were accepted to produce Volume 30, Issue 1 of the journal, representing an acceptance rate of 25%. The articles featured in the current issue, represent two methodological approaches (correlational and descriptive), and address important issues related to career development, equity, and program practice.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129152104","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}
Providing safe and secure teaching and learning environments within schools is an ongoing process which requires a significant amount of attention. Therefore, this study sought to: 1) explore safety and health practices within secondary Agricultural Mechanics Education; and 2) identify the perceived obstacles which appear to hinder implementation of safety and health programs. While it might appear logical to assume that Agricultural Mechanics Education consistently reflect acceptable safety standards to promote enhanced learning and skill development, the results suggested there is room for improvement within schools. Findings may be useful to agricultural educators; school administration, teacher educators and safety compliance personnel interested in promoting enhanced occupational safety and health practices.
{"title":"Occupational Safety and Health: A View of Current Practices in Agricultural Education","authors":"Mark D. Threeton, J. Ewing, Danielle C. Evanoski","doi":"10.21061/JCTE.V30I1.713","DOIUrl":"https://doi.org/10.21061/JCTE.V30I1.713","url":null,"abstract":"Providing safe and secure teaching and learning environments within schools is an ongoing process which requires a significant amount of attention. Therefore, this study sought to: 1) explore safety and health practices within secondary Agricultural Mechanics Education; and 2) identify the perceived obstacles which appear to hinder implementation of safety and health programs. While it might appear logical to assume that Agricultural Mechanics Education consistently reflect acceptable safety standards to promote enhanced learning and skill development, the results suggested there is room for improvement within schools. Findings may be useful to agricultural educators; school administration, teacher educators and safety compliance personnel interested in promoting enhanced occupational safety and health practices.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114980979","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}
Michael J. Martin, Jonathan Tummons, Anna L. Ball, W. Bird
High school agriculture teachers often incorporate live animals into the curriculum to enhance educational experiences, increase student interest, and motivate students to learn about animal topics (Phipps, Osborne, Dyer, & Ball, 2008). As a component of classroom instruction, livestock or companion animals may be housed at a school and routinely used as a teaching aid (Talbert, Vaughn, & Croom, 2005). Live animals have provided opportunities for students to develop career skills, including caring for and safely handling the animals as well as managing an animal production operation. Beyond the classroom, students can also develop animal–related skills through livestock exhibition programs, supervised agricultural experience projects, and work–based learning programs (Bailey, Hughes, & Moore, 2004;Robinson & Haynes, 2011). While agriculture teachers utilize animals to enhance teaching and learning, the social and emotional benefits of regular animal interaction has not been well documented for high school students.
{"title":"Dogs in the Hall: A Case Study of Affective Skill Development in an Urban Veterinary Program.","authors":"Michael J. Martin, Jonathan Tummons, Anna L. Ball, W. Bird","doi":"10.21061/JCTE.V29I1.579","DOIUrl":"https://doi.org/10.21061/JCTE.V29I1.579","url":null,"abstract":"High school agriculture teachers often incorporate live animals into the curriculum to enhance educational experiences, increase student interest, and motivate students to learn about animal topics (Phipps, Osborne, Dyer, & Ball, 2008). As a component of classroom instruction, livestock or companion animals may be housed at a school and routinely used as a teaching aid (Talbert, Vaughn, & Croom, 2005). Live animals have provided opportunities for students to develop career skills, including caring for and safely handling the animals as well as managing an animal production operation. Beyond the classroom, students can also develop animal–related skills through livestock exhibition programs, supervised agricultural experience projects, and work–based learning programs (Bailey, Hughes, & Moore, 2004;Robinson & Haynes, 2011). While agriculture teachers utilize animals to enhance teaching and learning, the social and emotional benefits of regular animal interaction has not been well documented for high school students.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124652951","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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