Pasqueline Dantas Scaico, Ruy José G.B. de Queiroz, José Jorge Lima Dias
In this paper, we present the preliminary findings of a study proposed to understand how interest of novices in learning programming changed during a CS0 course. This in-depth qualitative study, based on a longitudinal design, was performed over four months. Observing the learning experience of ten Brazilian freshmen students, the authors could obtain a dynamic view about how their interest in learning programming changed and why changes occurred. Six trajectories of interest were identified and the factors that had influence on them. As an example, the sense of being completing same tasks again when working on similar problems as before but in more detail was revealed as an inhibitor aspect to develop their interest. The Four-Phase Model of Interest Development was used as a theoretical framework to identify these trajectories. Looking at interest under this perspective was important to better understand how novices engage with introductory computer science and what might nurture and inhibit their interest in learning this content. This knowledge is something that CS educators could take into account when planning instructional strategies, course material and tasks.
{"title":"Analyzing How Interest in Learning Programming Changes During a CS0 Course: A Qualitative Study with Brazilian Undergraduates","authors":"Pasqueline Dantas Scaico, Ruy José G.B. de Queiroz, José Jorge Lima Dias","doi":"10.1145/3059009.3059015","DOIUrl":"https://doi.org/10.1145/3059009.3059015","url":null,"abstract":"In this paper, we present the preliminary findings of a study proposed to understand how interest of novices in learning programming changed during a CS0 course. This in-depth qualitative study, based on a longitudinal design, was performed over four months. Observing the learning experience of ten Brazilian freshmen students, the authors could obtain a dynamic view about how their interest in learning programming changed and why changes occurred. Six trajectories of interest were identified and the factors that had influence on them. As an example, the sense of being completing same tasks again when working on similar problems as before but in more detail was revealed as an inhibitor aspect to develop their interest. The Four-Phase Model of Interest Development was used as a theoretical framework to identify these trajectories. Looking at interest under this perspective was important to better understand how novices engage with introductory computer science and what might nurture and inhibit their interest in learning this content. This knowledge is something that CS educators could take into account when planning instructional strategies, course material and tasks.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127196017","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 study of operating systems is a fundamental component of all undergraduate computer science degree programmes. Making operating system concepts concrete typically entails large programming projects. Such projects traditionally involve enhancing an existing module in a real-world operating system or extending a pedagogical operating system. The latter programming projects represent the gold standard in the teaching of operating systems and their value is undoubted. However, there is room in introductory operating systems courses for supplementary approaches and tools that support the demonstration of operating system concepts in the context of a live, real-world operating system. This paper describes an approach where the Linux monitoring tool SystemTap is used to capture kernel-level events in order to illustrate, with concrete examples, operating system concepts in the areas of scheduling, file system implementation and memory management. For instructors and students (where often for the latter seeing is believing) this approach offers an additional simple and valuable resource for solidifying understanding of concepts that might otherwise remain purely theoretical.
{"title":"Teaching Operating Systems Concepts with SystemTap","authors":"Darragh O'Brien","doi":"10.1145/3059009.3059045","DOIUrl":"https://doi.org/10.1145/3059009.3059045","url":null,"abstract":"The study of operating systems is a fundamental component of all undergraduate computer science degree programmes. Making operating system concepts concrete typically entails large programming projects. Such projects traditionally involve enhancing an existing module in a real-world operating system or extending a pedagogical operating system. The latter programming projects represent the gold standard in the teaching of operating systems and their value is undoubted. However, there is room in introductory operating systems courses for supplementary approaches and tools that support the demonstration of operating system concepts in the context of a live, real-world operating system. This paper describes an approach where the Linux monitoring tool SystemTap is used to capture kernel-level events in order to illustrate, with concrete examples, operating system concepts in the areas of scheduling, file system implementation and memory management. For instructors and students (where often for the latter seeing is believing) this approach offers an additional simple and valuable resource for solidifying understanding of concepts that might otherwise remain purely theoretical.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114543791","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}
R. Davoli, Michael Goldweber, Guido Rößling, I. Polycarpou
Benvenuti a Bologna---welcome to ITiCSE 2017 in Bologna The Universita di Bologna was founded in 1088 and is the oldest university in continuous operation worldwide. Bologna itself has a rich history going back at least 3,000 years, and among other things boasts a well-preserved historical town center, many porticoes and towers. The city is ranked at the top on the list of Italian cities in terms of quality of life and quality of food. The conference continues to be a truly international conference with 241 submissions with a total of 554 authors from 40 countries on all continents: the authors came from Africa (5), Asia (33), Europe (232), the Middle East (11), North America including Central America and the Caribbean (189), Oceania (34), and South America (50). In total, a total of 175 papers, one panel, and 16 working groups were submitted. Additionally, there were 31 posters and 18 tips & techniques submissions. All research papers were double blind reviewed by at least six reviewers. This year, 56 papers (32%) were selected for presentation and inclusion in the proceedings. All posters and tips & techniques submissions were also reviewed by two reviewers. 24 posters and nine Tips and Techniques submissions were accepted. The nine accepted working groups will address a diverse section of topics, including student engagement, game development, integrating international students, assessment development, code quality perceptions, a holistic understanding through research papers, effects of lecturer intervention on student behaviour, the Internet of Things and early developmental activities leading to computational thinking skills. Participating in a working group is probably one of the most efficient ways to become part of the ITiCSE community. It provides participants a unique opportunity to work with people from different countries who are interested and knowledgeable in the area of the working group. This conference will have two keynote speakers. Stefano Zacchiroli from the University of Paris, Diderot will present the Software Heritage project; its goals, challenges, and potential scholarly and educational uses. Sana Odeh will discuss her work in broadening participation in computer science in the Arab world. In particular, Dr. Odeh will present the achievements of her annual Hackathon for Social Good in the Arab world. In addition to the tradition conference banquet, which will be held at a traditional Italian trattoria, conference delegates will have the opportunity to explore Bologna's sights, smells, and tastes. We hope you will be intellectually challenged, gastronomically sated, and culturally fulfilled. Furthermore, our most fervent hope is that you will return home with new ideas to try in your classroom, and new friends and colleagues with whom you can collaborate.
{"title":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","authors":"R. Davoli, Michael Goldweber, Guido Rößling, I. Polycarpou","doi":"10.1145/3059009","DOIUrl":"https://doi.org/10.1145/3059009","url":null,"abstract":"Benvenuti a Bologna---welcome to ITiCSE 2017 in Bologna \u0000 \u0000The Universita di Bologna was founded in 1088 and is the oldest university in continuous operation worldwide. Bologna itself has a rich history going back at least 3,000 years, and among other things boasts a well-preserved historical town center, many porticoes and towers. The city is ranked at the top on the list of Italian cities in terms of quality of life and quality of food. \u0000 \u0000The conference continues to be a truly international conference with 241 submissions with a total of 554 authors from 40 countries on all continents: the authors came from Africa (5), Asia (33), Europe (232), the Middle East (11), North America including Central America and the Caribbean (189), Oceania (34), and South America (50). In total, a total of 175 papers, one panel, and 16 working groups were submitted. Additionally, there were 31 posters and 18 tips & techniques submissions. \u0000 \u0000All research papers were double blind reviewed by at least six reviewers. This year, 56 papers (32%) were selected for presentation and inclusion in the proceedings. All posters and tips & techniques submissions were also reviewed by two reviewers. 24 posters and nine Tips and Techniques submissions were accepted. \u0000 \u0000The nine accepted working groups will address a diverse section of topics, including student engagement, game development, integrating international students, assessment development, code quality perceptions, a holistic understanding through research papers, effects of lecturer intervention on student behaviour, the Internet of Things and early developmental activities leading to computational thinking skills. Participating in a working group is probably one of the most efficient ways to become part of the ITiCSE community. It provides participants a unique opportunity to work with people from different countries who are interested and knowledgeable in the area of the working group. \u0000 \u0000This conference will have two keynote speakers. Stefano Zacchiroli from the University of Paris, Diderot will present the Software Heritage project; its goals, challenges, and potential scholarly and educational uses. Sana Odeh will discuss her work in broadening participation in computer science in the Arab world. In particular, Dr. Odeh will present the achievements of her annual Hackathon for Social Good in the Arab world. \u0000 \u0000In addition to the tradition conference banquet, which will be held at a traditional Italian trattoria, conference delegates will have the opportunity to explore Bologna's sights, smells, and tastes. \u0000 \u0000We hope you will be intellectually challenged, gastronomically sated, and culturally fulfilled. Furthermore, our most fervent hope is that you will return home with new ideas to try in your classroom, and new friends and colleagues with whom you can collaborate.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127760884","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}
embedded in software source code, that is publicly available and can be freely altered and reused. Free and Open Source Software (FOSS) constitutes the bulk of it. Sadly we seem to be at increasing risk of losing this precious heritage built by the FOSS community over the paste decades: code hosting sites shut down when their popularity decreases, tapes of ancient versions of our toolchain (bit-)rot in basements, etc. The ambitious goal of the Software Heritage project is to contribute to address this risk, by collecting, preserving, and sharing all publicly available software in source code form. Together with its complete development history, as captured by state-of-the art version control systems.
{"title":"Software Heritage: Scholarly and Educational Synergies with Preserving Our Software Commons","authors":"Stefano Zacchiroli","doi":"10.1145/3059009.3059066","DOIUrl":"https://doi.org/10.1145/3059009.3059066","url":null,"abstract":"embedded in software source code, that is publicly available and can be freely altered and reused. Free and Open Source Software (FOSS) constitutes the bulk of it. Sadly we seem to be at increasing risk of losing this precious heritage built by the FOSS community over the paste decades: code hosting sites shut down when their popularity decreases, tapes of ancient versions of our toolchain (bit-)rot in basements, etc. The ambitious goal of the Software Heritage project is to contribute to address this risk, by collecting, preserving, and sharing all publicly available software in source code form. Together with its complete development history, as captured by state-of-the art version control systems.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132172479","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}
Data Structures ranks as one of the most challenging courses in our program core curriculum. It has the steepest learning curve for our students, and the lowest retention rate. A persistent problem we face in teaching data structures is finding time and a mechanism to cover the mathematical concepts that are necessary for understanding the important aspects of the course. The authors addressed the challenge with various approaches over several years including: reorganization of the discrete mathematics I (MA220) and discrete mathematics II (MA290); reordering coverage of topics in courses, changing pre-requisites, changing credit hours, requiring students to submit weekly blogs, developing common problem sets to be used in both the MA220 and CS242, and providing peer-assisted learning sessions. In this poster presentation, we share our integrated pedagogical approach, and the benefits and shortcomings of various approaches we tried over the years. We share the results of a student survey we developed to assess our latest approach of using common problem sets in both courses. The survey results show that by using common problem sets, students had the opportunity to make connections not only between these two courses, but also between how what is being learned in the classroom fits into a broader scope of learning.
{"title":"Using Common Problem Sets to Increase Student Engagement and Retention in CS2","authors":"Aparna Mahadev, Elena Braynova","doi":"10.1145/3059009.3072981","DOIUrl":"https://doi.org/10.1145/3059009.3072981","url":null,"abstract":"Data Structures ranks as one of the most challenging courses in our program core curriculum. It has the steepest learning curve for our students, and the lowest retention rate. A persistent problem we face in teaching data structures is finding time and a mechanism to cover the mathematical concepts that are necessary for understanding the important aspects of the course. The authors addressed the challenge with various approaches over several years including: reorganization of the discrete mathematics I (MA220) and discrete mathematics II (MA290); reordering coverage of topics in courses, changing pre-requisites, changing credit hours, requiring students to submit weekly blogs, developing common problem sets to be used in both the MA220 and CS242, and providing peer-assisted learning sessions. In this poster presentation, we share our integrated pedagogical approach, and the benefits and shortcomings of various approaches we tried over the years. We share the results of a student survey we developed to assess our latest approach of using common problem sets in both courses. The survey results show that by using common problem sets, students had the opportunity to make connections not only between these two courses, but also between how what is being learned in the classroom fits into a broader scope of learning.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124114437","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}
Magic tricks based on computer science concepts help grab student attention and can motivate them to delve more deeply. Error detection ideas long used by computer scientists provide a rich basis for working magic; probably the most well known trick of this type is one included in the CS Unplugged activities. This paper shows that much more powerful variations of the trick can be performed, some in an unplugged environment and some with computer assistance. Some of the tricks also show off additional concepts in computer science and discrete mathematics.
{"title":"Educational Magic Tricks Based on Error-Detection Schemes","authors":"Ronald I. Greenberg","doi":"10.1145/3059009.3059034","DOIUrl":"https://doi.org/10.1145/3059009.3059034","url":null,"abstract":"Magic tricks based on computer science concepts help grab student attention and can motivate them to delve more deeply. Error detection ideas long used by computer scientists provide a rich basis for working magic; probably the most well known trick of this type is one included in the CS Unplugged activities. This paper shows that much more powerful variations of the trick can be performed, some in an unplugged environment and some with computer assistance. Some of the tricks also show off additional concepts in computer science and discrete mathematics.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124197943","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}
We describe a pilot research study within the project "Innovative methods in teaching Informatics in secondary education". We introduce some results of a survey regarding the content of the school subject Informatics in lower and upper secondary education in Slovakia. We plan to develop some new educational materials for further education of informatics teachers.
{"title":"New Trends in Teaching Programming in Secondary Education in Slovakia","authors":"J. Majherová, J. Jacková","doi":"10.1145/3059009.3072997","DOIUrl":"https://doi.org/10.1145/3059009.3072997","url":null,"abstract":"We describe a pilot research study within the project \"Innovative methods in teaching Informatics in secondary education\". We introduce some results of a survey regarding the content of the school subject Informatics in lower and upper secondary education in Slovakia. We plan to develop some new educational materials for further education of informatics teachers.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124337372","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}
Due to the increased enrollments in Computer Science education programs, institutions have sought ways to automate and streamline parts of course assessment in order to be able to invest more time in guiding students' work. This article presents a study of plagiarism behavior in an introductory programming course, where a traditional pen-and-paper exam was replaced with multiple take-home exams. The students who took the take-home exam enabled a software plugin that recorded their programming process. During an analysis of the students' submissions, potential plagiarism cases were highlighted, and students were invited to interviews. The interviews with the candidates for plagiarism highlighted three types of plagiarism behaviors: help-seeking, collaboration, and systematic cheating. Analysis of programming process traces indicates that parts of such behavior are detectable directly from programming process data.
{"title":"Plagiarism in Take-home Exams: Help-seeking, Collaboration, and Systematic Cheating","authors":"Arto Hellas, Juho Leinonen, Petri Ihantola","doi":"10.1145/3059009.3059065","DOIUrl":"https://doi.org/10.1145/3059009.3059065","url":null,"abstract":"Due to the increased enrollments in Computer Science education programs, institutions have sought ways to automate and streamline parts of course assessment in order to be able to invest more time in guiding students' work. This article presents a study of plagiarism behavior in an introductory programming course, where a traditional pen-and-paper exam was replaced with multiple take-home exams. The students who took the take-home exam enabled a software plugin that recorded their programming process. During an analysis of the students' submissions, potential plagiarism cases were highlighted, and students were invited to interviews. The interviews with the candidates for plagiarism highlighted three types of plagiarism behaviors: help-seeking, collaboration, and systematic cheating. Analysis of programming process traces indicates that parts of such behavior are detectable directly from programming process data.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124390355","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}
Thinking computationally has become an important part of many disciplines. In creating lesson plans for teaching computational thinking (CT), an instrument can be used to assess the development of CT. This poster presents the Bebras Challenge tasks for assessing two skills of CT: exploring and developing algorithms, and finding patterns.
{"title":"Tasks for Assessing Skills of Computational Thinking","authors":"Tauno Palts, M. Pedaste","doi":"10.1145/3059009.3072999","DOIUrl":"https://doi.org/10.1145/3059009.3072999","url":null,"abstract":"Thinking computationally has become an important part of many disciplines. In creating lesson plans for teaching computational thinking (CT), an instrument can be used to assess the development of CT. This poster presents the Bebras Challenge tasks for assessing two skills of CT: exploring and developing algorithms, and finding patterns.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114603433","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}
P. Dickson, Jeremy E. Block, Gina N. Echevarria, Kristina C. Keenan
Students' interest in game development often leads departments to attempt to put together a stand-alone game development course. We have used both Unity and Unreal for just such a course. Unity and Unreal are discussed here in the context of how viable they are and how they compare in terms of usefulness for teaching game development. We also present them in context of high level overviews of other game engines and discuss which factors add to a more effective game engine for teaching game development. This paper is intended to help answer some of the questions asked by those without experience in the field who find themselves developing stand-alone game development courses.
{"title":"An Experience-based Comparison of Unity and Unreal for a Stand-alone 3D Game Development Course","authors":"P. Dickson, Jeremy E. Block, Gina N. Echevarria, Kristina C. Keenan","doi":"10.1145/3059009.3059013","DOIUrl":"https://doi.org/10.1145/3059009.3059013","url":null,"abstract":"Students' interest in game development often leads departments to attempt to put together a stand-alone game development course. We have used both Unity and Unreal for just such a course. Unity and Unreal are discussed here in the context of how viable they are and how they compare in terms of usefulness for teaching game development. We also present them in context of high level overviews of other game engines and discuss which factors add to a more effective game engine for teaching game development. This paper is intended to help answer some of the questions asked by those without experience in the field who find themselves developing stand-alone game development courses.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115040179","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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