Pub Date : 2006-11-24DOI: 10.4314/AJESMS.V1I1.38577
Kd Mereku
This paper reports a survey that investigated the influence of teacher characteristics and organisational factors on teachers' coverage of the content of primary school mathematics. A questionnaire was administered to measure teachers' knowledge of mathematics and other characteristics. The chi-square (x 2 ) test conducted on the data obtained from 137 primary school teachers in the Winneba district who participated in the survey, showed a significant difference (with x 2 = 4.238, p African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 53-72
{"title":"An investigation into factors that influence teachers' content coverage in primary mathematics","authors":"Kd Mereku","doi":"10.4314/AJESMS.V1I1.38577","DOIUrl":"https://doi.org/10.4314/AJESMS.V1I1.38577","url":null,"abstract":"This paper reports a survey that investigated the influence of teacher characteristics and organisational factors on teachers' coverage of the content of primary school mathematics. A questionnaire was administered to measure teachers' knowledge of mathematics and other characteristics. The chi-square (x 2 ) test conducted on the data obtained from 137 primary school teachers in the Winneba district who participated in the survey, showed a significant difference (with x 2 = 4.238, p African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 53-72","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120915893","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I2.38596
Joel Efiong, B. Eze
Increases in socio-economic activities worldwide have been accompanied by a faster growth in pollution stress on especially the aquatic environment. In Nigeria, there are many cases of aquatic pollution that have not been documented. Water quality investigation of Field 20 Stream in Pamol (Nigeria) Limited Estate, Odukpani, Cross River State, was conducted weekly between April and June 2004 spanning a period of 10 weeks. The study revealed that the stream has been heavily polluted by effluents discharge into it. The investigation revealed marked changes between the control point and the downstream station with respect to parameters such as turbidity (from 4+0.7 to 19+ 0.9 F.T.U.) and colour (from 42 + 1.4 to 148 + 1.16 Pt-Co Units), which were above the WHO (1984) permissible limits for inland waters (5.0 F.T.U. and 15.0 Pt-Co Units respectively). Also the variation in dissolved oxygen between the upstream station (5.3+ 0.18 mgl-1) and downstream station (4.4 + 0.08 mgl-1) was below the WHO (1984) limit of>5.0 mgl-1 of dissolved oxygen in water for domestic purposes. Hence the water was considered to have been polluted by the effluents discharged into it. Variations in some other measured parameters between the upstream and the downstream stations though still within the WHO (1984) permissible limits were noticed. The rubber effluents were also analysed and were found to be high in turbidity (68+0.9 F.T.U), low in dissolved oxygen (1.7 + 0.7mgl-1), high again in total hardness (512 +3.2mgl-1), moderate in acidity (6.41+0.6) and very high in colour (510+7.8 Pt-Co Units). Mitigation procedures on the control of the pollution resulting from the rubber factory, for example the decolourization of the highly coloured effluents before the discharge were recommended. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(2) 2004: 79-90
{"title":"Effluent discharge and stream pollution by a rubber factory: a case study of field 20 stream in Odukpani, Cross River State","authors":"Joel Efiong, B. Eze","doi":"10.4314/AJESMS.V2I2.38596","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I2.38596","url":null,"abstract":"Increases in socio-economic activities worldwide have been accompanied by a faster growth in pollution stress on especially the aquatic environment. In Nigeria, there are many cases of aquatic pollution that have not been documented. Water quality investigation of Field 20 Stream in Pamol (Nigeria) Limited Estate, Odukpani, Cross River State, was conducted weekly between April and June 2004 spanning a period of 10 weeks. The study revealed that the stream has been heavily polluted by effluents discharge into it. The investigation revealed marked changes between the control point and the downstream station with respect to parameters such as turbidity (from 4+0.7 to 19+ 0.9 F.T.U.) and colour (from 42 + 1.4 to 148 + 1.16 Pt-Co Units), which were above the WHO (1984) permissible limits for inland waters (5.0 F.T.U. and 15.0 Pt-Co Units respectively). Also the variation in dissolved oxygen between the upstream station (5.3+ 0.18 mgl-1) and downstream station (4.4 + 0.08 mgl-1) was below the WHO (1984) limit of>5.0 mgl-1 of dissolved oxygen in water for domestic purposes. Hence the water was considered to have been polluted by the effluents discharged into it. Variations in some other measured parameters between the upstream and the downstream stations though still within the WHO (1984) permissible limits were noticed. The rubber effluents were also analysed and were found to be high in turbidity (68+0.9 F.T.U), low in dissolved oxygen (1.7 + 0.7mgl-1), high again in total hardness (512 +3.2mgl-1), moderate in acidity (6.41+0.6) and very high in colour (510+7.8 Pt-Co Units). Mitigation procedures on the control of the pollution resulting from the rubber factory, for example the decolourization of the highly coloured effluents before the discharge were recommended. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(2) 2004: 79-90","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129085896","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I1.38584
BG Nworgu, R. Yager
It would appear that as many more voices join in the advocacy for STS constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 19-25
{"title":"The STS-constructivist reform: some discordant notes","authors":"BG Nworgu, R. Yager","doi":"10.4314/AJESMS.V2I1.38584","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I1.38584","url":null,"abstract":"It would appear that as many more voices join in the advocacy for STS constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 19-25","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128631350","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 : 2006-11-24DOI: 10.4314/AJESMS.V1I1.38576
Mf Alonge
This study compared Rasch and Zillers models in relation to item and person parameters on one hand and guessing tendency on the other. The conditions under which the two models can effectively be applied were highlighted. Based on these conditions, the two models were then compared in line with the various parameters being estimated. It was then concluded that the tendency of a testee to guess (under Ziller's model) is a function of the ability of the testee and the difficulty level of the test items. Similarly, the probability of a correct response to an item (under Rasch Model) is also a function of the difficulty level of that test and the ability of the person responding to the item. This justifies the inter-relationship between Rasch and Ziller's models. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 45-51
{"title":"A comparative study of Rasch and Ziller's models of item analysis","authors":"Mf Alonge","doi":"10.4314/AJESMS.V1I1.38576","DOIUrl":"https://doi.org/10.4314/AJESMS.V1I1.38576","url":null,"abstract":"This study compared Rasch and Zillers models in relation to item and person parameters on one hand and guessing tendency on the other. The conditions under which the two models can effectively be applied were highlighted. Based on these conditions, the two models were then compared in line with the various parameters being estimated. It was then concluded that the tendency of a testee to guess (under Ziller's model) is a function of the ability of the testee and the difficulty level of the test items. Similarly, the probability of a correct response to an item (under Rasch Model) is also a function of the difficulty level of that test and the ability of the person responding to the item. This justifies the inter-relationship between Rasch and Ziller's models. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 45-51","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131286855","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 : 2006-11-24DOI: 10.4314/AJESMS.V1I1.38578
C. Tsvigu, Td Maswera
Computers in the educational environment is not a new concept. Some schools in Zimbabwe have established computer laboratories in their schools, however, these computers are being used for computer literacy courses only and not for teaching purposes. This paper seeks to enlighten other educational practitioners that there is more that a computer can do for a teacher in the classroom. Robert Taylor's three modes of computer applications in the classroom (the tool, tutor, tutee) are discussed here. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 73-79
{"title":"The computer in the mathematics classroom: the tool, the tutor and the tutee","authors":"C. Tsvigu, Td Maswera","doi":"10.4314/AJESMS.V1I1.38578","DOIUrl":"https://doi.org/10.4314/AJESMS.V1I1.38578","url":null,"abstract":"Computers in the educational environment is not a new concept. Some schools in Zimbabwe have established computer laboratories in their schools, however, these computers are being used for computer literacy courses only and not for teaching purposes. This paper seeks to enlighten other educational practitioners that there is more that a computer can do for a teacher in the classroom. Robert Taylor's three modes of computer applications in the classroom (the tool, tutor, tutee) are discussed here. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 73-79","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116136122","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I1.38589
M. Avoke
The article examines some trends in curriculum development for children with learning difficulties in Ghana, drawing some comparisons from perspectives in the United Kingdom. Reference is made to a research on the institutionalisation of children with learning difficulties to illustrate the contradictions and dilemma that exist in the teaching of quantitative concept or arithmetic to children with learning difficulties in two special schools in Ghana. The article argues the need to address the learning needs of pupils with difficulties. Example of the focus of these needs are the development of quantitative concepts and survival arithmetic through differential learning experiences, while a review of methodology or approaches to teaching is underlined. It is important to reiterate that this article is part of a major study on the institutionalisation of children with mental retardation in two residential schools in Ghana, and consequently reference is made to the research study when examples are cited from schools in Ghana. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 75-82
{"title":"Curriculum, quantitative concepts and methodology of teaching children with learning difficulties","authors":"M. Avoke","doi":"10.4314/AJESMS.V2I1.38589","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I1.38589","url":null,"abstract":"The article examines some trends in curriculum development for children with learning difficulties in Ghana, drawing some comparisons from perspectives in the United Kingdom. Reference is made to a research on the institutionalisation of children with learning difficulties to illustrate the contradictions and dilemma that exist in the teaching of quantitative concept or arithmetic to children with learning difficulties in two special schools in Ghana. The article argues the need to address the learning needs of pupils with difficulties. Example of the focus of these needs are the development of quantitative concepts and survival arithmetic through differential learning experiences, while a review of methodology or approaches to teaching is underlined. It is important to reiterate that this article is part of a major study on the institutionalisation of children with mental retardation in two residential schools in Ghana, and consequently reference is made to the research study when examples are cited from schools in Ghana. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 75-82","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125509731","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 : 2006-11-24DOI: 10.4314/AJESMS.V1I1.38580
I. Dontwi, E. Owusu-Ansah
This paper highlights on how graphing calculators could be used not only as a teaching tool but also as a learning aid and the future of this machine in our match towards computer age. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 103-113
{"title":"Graphing calculator: a way forward","authors":"I. Dontwi, E. Owusu-Ansah","doi":"10.4314/AJESMS.V1I1.38580","DOIUrl":"https://doi.org/10.4314/AJESMS.V1I1.38580","url":null,"abstract":"This paper highlights on how graphing calculators could be used not only as a teaching tool but also as a learning aid and the future of this machine in our match towards computer age. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 103-113","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127662706","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I1.38583
I. Onabanjo, P. Okpala
The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17
{"title":"Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics","authors":"I. Onabanjo, P. Okpala","doi":"10.4314/AJESMS.V2I1.38583","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I1.38583","url":null,"abstract":"The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116843724","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I1.38585
M. Nabie, Eid Ngman-Wara
Using Teacher's Assessment of Language Policy Practices (TAL2P) questionnaire and unstructured interview schedules, 63 randomly selected teachers (39 females, 24 males) from 21 schools within the Lawra District of the Upper West Region of Ghana were examined to determine the extent to which the language policy was practised. The study showed that teachers teach between 30-46% of their mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the language and the lack of materials in the native language. For children to derive the benefits of the language policy, the study recommends taking teachers linguistic competence into consideration during teacher postings and an urgent provision of text materials in the native languages to serve as resource materials for teachers. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 27-38
{"title":"The language policy practice in mathematics education in the upper west region of Ghana","authors":"M. Nabie, Eid Ngman-Wara","doi":"10.4314/AJESMS.V2I1.38585","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I1.38585","url":null,"abstract":"Using Teacher's Assessment of Language Policy Practices (TAL2P) questionnaire and unstructured interview schedules, 63 randomly selected teachers (39 females, 24 males) from 21 schools within the Lawra District of the Upper West Region of Ghana were examined to determine the extent to which the language policy was practised. The study showed that teachers teach between 30-46% of their mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the language and the lack of materials in the native language. For children to derive the benefits of the language policy, the study recommends taking teachers linguistic competence into consideration during teacher postings and an urgent provision of text materials in the native languages to serve as resource materials for teachers. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 27-38","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127728517","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 : 2006-11-24DOI: 10.4314/AJESMS.V2I1.38582
S. Asiedu-Addo, I. Dontwi, P. Arthur
The growth and decline of population in nature and the struggle of species to predominate over one another has been a subject of interest dating back through the ages. Applications of simple mathematical concepts to such phenomena were noted centuries ago. This paper discusses mathematical models in biology, their formulation, analysis and interpretation. Much emphasis is placed on how appropriate assumptions simplify the problem, how important variables are identified and how differential equations are tailored to describing the essential features of a continuous process. The trust of this paper is the application of mathematical models in helping to unravel the underlying mechanisms involved in biological and ecological processes. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 1-7
{"title":"Mathematical modeling in population dynamics: the case of single species population","authors":"S. Asiedu-Addo, I. Dontwi, P. Arthur","doi":"10.4314/AJESMS.V2I1.38582","DOIUrl":"https://doi.org/10.4314/AJESMS.V2I1.38582","url":null,"abstract":"The growth and decline of population in nature and the struggle of species to predominate over one another has been a subject of interest dating back through the ages. Applications of simple mathematical concepts to such phenomena were noted centuries ago. This paper discusses mathematical models in biology, their formulation, analysis and interpretation. Much emphasis is placed on how appropriate assumptions simplify the problem, how important variables are identified and how differential equations are tailored to describing the essential features of a continuous process. The trust of this paper is the application of mathematical models in helping to unravel the underlying mechanisms involved in biological and ecological processes. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 1-7","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131887886","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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