Computer simulation can play an important role in engineering and technology education by creating a bridge between the theoretical material taught in the classroom and the practical applications demonstrated in laboratory exercises. By performing a computer simulation of the laboratory assignment after the theoretical material is taught but before the students enter the lab, the students become more capable of recognizing incorrect lab results, resolving problems involving cabling, equipment adjustments, and nonideal equipment without assistance from the instructor, and validating correct results. This capability allows the students to concentrate on correlating the classroom and laboratory material, makes them more attentive to details in the lab, and provides them with more confidence in their technical capabilities. In this paper, the authors discuss how Hypersignal, a systems-oriented computer simulation package, has been integrated into a senior-level communications class and laboratory course. The results of formal and informal student surveys are given, showing the effectiveness of the simulation package as a bridge and learning tool. The concept of using simulation as a bridge between classroom and laboratory, used with appropriate software packages, can also enhance other academic disciplines such as electronics, AC and DC circuits, and control systems.
{"title":"Creating a smooth transition between the classroom and laboratory via computer simulation","authors":"J. Darnell, H. Stern","doi":"10.1109/FIE.1994.580476","DOIUrl":"https://doi.org/10.1109/FIE.1994.580476","url":null,"abstract":"Computer simulation can play an important role in engineering and technology education by creating a bridge between the theoretical material taught in the classroom and the practical applications demonstrated in laboratory exercises. By performing a computer simulation of the laboratory assignment after the theoretical material is taught but before the students enter the lab, the students become more capable of recognizing incorrect lab results, resolving problems involving cabling, equipment adjustments, and nonideal equipment without assistance from the instructor, and validating correct results. This capability allows the students to concentrate on correlating the classroom and laboratory material, makes them more attentive to details in the lab, and provides them with more confidence in their technical capabilities. In this paper, the authors discuss how Hypersignal, a systems-oriented computer simulation package, has been integrated into a senior-level communications class and laboratory course. The results of formal and informal student surveys are given, showing the effectiveness of the simulation package as a bridge and learning tool. The concept of using simulation as a bridge between classroom and laboratory, used with appropriate software packages, can also enhance other academic disciplines such as electronics, AC and DC circuits, and control systems.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114552153","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 level of general education in Japan, on average, is high. It is education which stresses the acquisition of knowledge. It places less emphasis on the development of potential abilities. Here, the author reports on the curriculum architecture and technology literacy, as well as the factors for the future of teaching of lower division engineering education in Japan.
{"title":"Technology literacy through Japan lower division engineering education","authors":"T. Okuya","doi":"10.1109/FIE.1994.580529","DOIUrl":"https://doi.org/10.1109/FIE.1994.580529","url":null,"abstract":"The level of general education in Japan, on average, is high. It is education which stresses the acquisition of knowledge. It places less emphasis on the development of potential abilities. Here, the author reports on the curriculum architecture and technology literacy, as well as the factors for the future of teaching of lower division engineering education in Japan.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114818453","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 authors describe a study-in-progress aimed at increasing student success in a freshman computer science course and ultimately in the curriculum which has shown promising initial outcomes. This study is being conducted by the department of Computer and Information Science at the New Jersey Institute of Technology (USA) and was initiated in the spring semester of 1993. The traditional teaching methods used in the past where the teacher presided over a lecture session supplying facts and figures, providing ideas, and presenting problems and solutions, has been altered. The learning environment of this new approach is reorganized to create an all-inclusive setting inviting the students to make the transformation from passive learners to active participants. Such teaching and learning methodology requires instructional redesign and role redefinition. The presentation of class material has been reordered, and the teacher and students cross each others confines and become a more cohesive entity.
{"title":"Teaching for understanding: redesigning introductory courses to focus on the learner","authors":"H. Kimmel, F. Deek","doi":"10.1109/FIE.1994.580553","DOIUrl":"https://doi.org/10.1109/FIE.1994.580553","url":null,"abstract":"The authors describe a study-in-progress aimed at increasing student success in a freshman computer science course and ultimately in the curriculum which has shown promising initial outcomes. This study is being conducted by the department of Computer and Information Science at the New Jersey Institute of Technology (USA) and was initiated in the spring semester of 1993. The traditional teaching methods used in the past where the teacher presided over a lecture session supplying facts and figures, providing ideas, and presenting problems and solutions, has been altered. The learning environment of this new approach is reorganized to create an all-inclusive setting inviting the students to make the transformation from passive learners to active participants. Such teaching and learning methodology requires instructional redesign and role redefinition. The presentation of class material has been reordered, and the teacher and students cross each others confines and become a more cohesive entity.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128244045","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}
Earlier this year, the Wall Street journal reported that enrollments in engineering schools had decreased by 17% since the early 1980s. Since 1980, enrollments in Arizona State University engineering, technology and construction programs have increased more than 24%. For 15 years, we have hosted an engineering and technology leadership conference for high school students and teachers to introduce them to the university, our academic programs, and engineering careers. The program offers many opportunities to reach out to prospective students, to maintain a referral network with feeder schools, to provide mentoring opportunities for current and prospective students, and to enhance the public's perception of engineers.
今年早些时候，《华尔街日报》(Wall Street journal)报道称，工程学院的入学人数自上世纪80年代初以来下降了17%。自1980年以来，亚利桑那州立大学工程、技术和建筑专业的入学人数增加了24%以上。15年来，我们一直为高中学生和教师举办工程和技术领导会议，向他们介绍我们的大学、我们的学术项目和工程职业。该项目提供了许多接触未来学生的机会，与支线学校保持推荐网络，为现有和未来的学生提供指导机会，并提高公众对工程师的认识。
{"title":"Engineering leadership helping high school students make career choices","authors":"C. Cosgrove","doi":"10.1109/FIE.1994.580514","DOIUrl":"https://doi.org/10.1109/FIE.1994.580514","url":null,"abstract":"Earlier this year, the Wall Street journal reported that enrollments in engineering schools had decreased by 17% since the early 1980s. Since 1980, enrollments in Arizona State University engineering, technology and construction programs have increased more than 24%. For 15 years, we have hosted an engineering and technology leadership conference for high school students and teachers to introduce them to the university, our academic programs, and engineering careers. The program offers many opportunities to reach out to prospective students, to maintain a referral network with feeder schools, to provide mentoring opportunities for current and prospective students, and to enhance the public's perception of engineers.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132818995","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 concept of introducing different aspects of computer integrated manufacturing (CIM) in engineering technology curricula has been pursued for the last decade at various levels of success across the USA. Educators were interested in aligning the university curricula with mainstream activities in industry. Over the years, however, both the understanding of the academic curriculum contents and industrial implementation of CIM has varied. In many institutions there are ongoing efforts of re-examining the CIM curriculum. At Indiana University-Burdue University Fort Wayne, such an effort is on the way within the Manufacturing Technology department with a program entitled computer integrated manufacturing technology. This paper discuss the process the effort has followed and shares a proposed curriculum.
{"title":"Streamlining the contents of a computer integrated manufacturing technology (CIMT) curriculum","authors":"Dina Mostafa","doi":"10.1109/FIE.1994.580591","DOIUrl":"https://doi.org/10.1109/FIE.1994.580591","url":null,"abstract":"The concept of introducing different aspects of computer integrated manufacturing (CIM) in engineering technology curricula has been pursued for the last decade at various levels of success across the USA. Educators were interested in aligning the university curricula with mainstream activities in industry. Over the years, however, both the understanding of the academic curriculum contents and industrial implementation of CIM has varied. In many institutions there are ongoing efforts of re-examining the CIM curriculum. At Indiana University-Burdue University Fort Wayne, such an effort is on the way within the Manufacturing Technology department with a program entitled computer integrated manufacturing technology. This paper discuss the process the effort has followed and shares a proposed curriculum.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133031283","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}
Engineering educators are increasingly concerned that most engineering courses continue to emphasize "plugging and cranking" on well-defined, close-ended, numerical problems at the expense of helping students become better critical thinkers and engineering practitioners. As a result, in sharp contrast with other professions such as medicine and law, far too few engineering graduates are capable of immediately practicing engineering when they leave educational institutions. The Colorado School of Mines (USA) offers an intensive engineering operations laboratory designed to enhance students' higher order thinking skills and familiarity with engineering professional practice. In its present form, the course relies heavily on a constructivist approach using team-based, open-ended unit operations experiments. Here, the authors describe the course and present evidence that allowing students to "make meaning" of objective engineering knowledge helps enhance their ability to critically analyze, synthesize, and evaluate the results of their laboratory work.
{"title":"Encouraging critical thinking in an interactive chemical engineering laboratory environment","authors":"R.L. Miller, B. Olds","doi":"10.1109/FIE.1994.580590","DOIUrl":"https://doi.org/10.1109/FIE.1994.580590","url":null,"abstract":"Engineering educators are increasingly concerned that most engineering courses continue to emphasize \"plugging and cranking\" on well-defined, close-ended, numerical problems at the expense of helping students become better critical thinkers and engineering practitioners. As a result, in sharp contrast with other professions such as medicine and law, far too few engineering graduates are capable of immediately practicing engineering when they leave educational institutions. The Colorado School of Mines (USA) offers an intensive engineering operations laboratory designed to enhance students' higher order thinking skills and familiarity with engineering professional practice. In its present form, the course relies heavily on a constructivist approach using team-based, open-ended unit operations experiments. Here, the authors describe the course and present evidence that allowing students to \"make meaning\" of objective engineering knowledge helps enhance their ability to critically analyze, synthesize, and evaluate the results of their laboratory work.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125798818","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 objective of this study was the creation of a BS degree program which is ideally matched to the needs of industry in 2005. In 1992, the Faculty of the Department of Electrical and Computer Engineering of UAB requested that an in-depth study of major employers of graduates of the Electrical Engineering Program be accomplished for use in curriculum development. The Industry Survey consisted of the results of 47 interviews in five major companies in the Birmingham Metro Area and three major firms in Huntsville. Three specific recommendations were made as a result of the survey: (1) software selected for use in academic courses should be current industry-used software to ensure maximum transfer from student life to professional life; (2) the curriculum should contain English/Personal Communication/Teamwork course material; and (3) engineering economy and corporate finance should be incorporated into the curriculum.
{"title":"Industry survey for the University of Alabama at Birmingham (UAB) 2005 electrical engineering curriculum study","authors":"F.E. Bates, D. A. Conner","doi":"10.1109/FIE.1994.580522","DOIUrl":"https://doi.org/10.1109/FIE.1994.580522","url":null,"abstract":"The objective of this study was the creation of a BS degree program which is ideally matched to the needs of industry in 2005. In 1992, the Faculty of the Department of Electrical and Computer Engineering of UAB requested that an in-depth study of major employers of graduates of the Electrical Engineering Program be accomplished for use in curriculum development. The Industry Survey consisted of the results of 47 interviews in five major companies in the Birmingham Metro Area and three major firms in Huntsville. Three specific recommendations were made as a result of the survey: (1) software selected for use in academic courses should be current industry-used software to ensure maximum transfer from student life to professional life; (2) the curriculum should contain English/Personal Communication/Teamwork course material; and (3) engineering economy and corporate finance should be incorporated into the curriculum.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123867960","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}
Besides being the premier telecommunications medium, optical fibers now are finding increasing applications in feedback and control systems, discrete, integrated and distributed sensor networks, medical, industrial, illumination, and imaging applications. The increasing diversity of fiber applications suggests that conventional communications courses in fiber optics require augmentation so that students learn a wider range of applications of fiber technology. A fiber optic systems and applications course designed for both electronics and optical engineering technologists has been created at the Oregon Institute of Technology, in the Laser Optical Engineering Technology Department. The course is designed to illustrate the benefits of using fibers in communications and sensing, as well as to provide hands-on exposure to concepts of test, measurement, and calibration of fiber-optic components and instrumentation. The laboratory course consists of 5 lab stations: (1) optical fiber attenuation and it's impact on bit error rate, (2) wavelength division multiplexing, (3) the fiber optic gyroscope, (4) test, measurement, and calibration, and, (5) wavelength shifting of a thermoelectrically cooled diode laser. The 10 week course barely scratches the surface of optical fiber technology and applications. Additional experiments and courses may be developed, further exploring the range of fiber technology and applications.
{"title":"Fiber optic experiments for electrical/optical engineering technology laboratories","authors":"J. Corones","doi":"10.1109/FIE.1994.580484","DOIUrl":"https://doi.org/10.1109/FIE.1994.580484","url":null,"abstract":"Besides being the premier telecommunications medium, optical fibers now are finding increasing applications in feedback and control systems, discrete, integrated and distributed sensor networks, medical, industrial, illumination, and imaging applications. The increasing diversity of fiber applications suggests that conventional communications courses in fiber optics require augmentation so that students learn a wider range of applications of fiber technology. A fiber optic systems and applications course designed for both electronics and optical engineering technologists has been created at the Oregon Institute of Technology, in the Laser Optical Engineering Technology Department. The course is designed to illustrate the benefits of using fibers in communications and sensing, as well as to provide hands-on exposure to concepts of test, measurement, and calibration of fiber-optic components and instrumentation. The laboratory course consists of 5 lab stations: (1) optical fiber attenuation and it's impact on bit error rate, (2) wavelength division multiplexing, (3) the fiber optic gyroscope, (4) test, measurement, and calibration, and, (5) wavelength shifting of a thermoelectrically cooled diode laser. The 10 week course barely scratches the surface of optical fiber technology and applications. Additional experiments and courses may be developed, further exploring the range of fiber technology and applications.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125524656","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}
W. Callen, S.M. Jeter, A. Koblasz, J. Luxhøj, C.S. Park, H. Parsaei, W. Sullivan, G.J. Thuesen
The NSF-funded project entitled "The Integration of Economics with Design in the Engineering Science Component of the Undergraduate Curriculum" intends to demonstrate how the design activity when fully integrated with economic principles can be effectively utilized to teach engineering science. An integrated core of engineering science courses featuring enhanced design and economics content has been developed at Georgia Tech (USA). In addition, a new course entitled "Economics of Engineering Design" has been developed at Virginia Tech that includes a multi-media based approach to the teaching of design economics. This paper reports on the development of support software for these courses.
{"title":"Computer-aided engineering economics and cost estimating","authors":"W. Callen, S.M. Jeter, A. Koblasz, J. Luxhøj, C.S. Park, H. Parsaei, W. Sullivan, G.J. Thuesen","doi":"10.1109/FIE.1994.580636","DOIUrl":"https://doi.org/10.1109/FIE.1994.580636","url":null,"abstract":"The NSF-funded project entitled \"The Integration of Economics with Design in the Engineering Science Component of the Undergraduate Curriculum\" intends to demonstrate how the design activity when fully integrated with economic principles can be effectively utilized to teach engineering science. An integrated core of engineering science courses featuring enhanced design and economics content has been developed at Georgia Tech (USA). In addition, a new course entitled \"Economics of Engineering Design\" has been developed at Virginia Tech that includes a multi-media based approach to the teaching of design economics. This paper reports on the development of support software for these courses.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126133164","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}
ESCAPE is an acronym for Engineering Specific Career-Advisory Problem-Solving Environment. This computer interactive system is designed to provide individuals with information that can be used in their educational, career and life planning. Another purpose is to provide information on the types of problems and methods used by engineers to solve problems. The ESCAPE system has been developed to help undecided students learn more about engineering as a possible career. In order to do so, descriptions of the different fields of engineering and their functions in society are presented. Additionally, information is given about the organizations and publications typically read by the various types of engineers. Current data on salaries, employment opportunities, employment sector, and engineering functions are also included. Typical plans of study and descriptions of courses available at Purdue University (USA) are given so that a student can identify specific technical and general education courses needed to prepare for engineering careers. ESCAPE was originally developed using Macintosh's HyperCard stacks. To provide multimedia enhancement and multiple platform access, ESCAPE is now being developed using Mosaic through the Internet.
ESCAPE是Engineering Specific Career-Advisory Problem-Solving Environment的缩写。这个计算机交互系统旨在为个人提供可用于其教育、职业和生活规划的信息。另一个目的是提供关于问题类型和工程师解决问题的方法的信息。ESCAPE系统的开发是为了帮助犹豫不决的学生更多地了解工程学，并将其作为一种可能的职业。为了做到这一点，介绍了工程的不同领域及其在社会中的作用。此外，还提供了各种类型的工程师通常阅读的组织和出版物的信息。工资、就业机会、就业部门和工程职能的最新数据也包括在内。普渡大学(美国)给出了典型的学习计划和课程描述，以便学生能够确定为工程职业做好准备所需的具体技术和通识教育课程。ESCAPE最初是使用麦金塔的HyperCard堆栈开发的。为了增强多媒体功能和提供多平台访问，我们现正利用Mosaic透过互联网开发ESCAPE。
{"title":"ESCAPE through the Internet [engineering education]","authors":"W. LeBold, J. B. Perry, S. Ward","doi":"10.1109/FIE.1994.580556","DOIUrl":"https://doi.org/10.1109/FIE.1994.580556","url":null,"abstract":"ESCAPE is an acronym for Engineering Specific Career-Advisory Problem-Solving Environment. This computer interactive system is designed to provide individuals with information that can be used in their educational, career and life planning. Another purpose is to provide information on the types of problems and methods used by engineers to solve problems. The ESCAPE system has been developed to help undecided students learn more about engineering as a possible career. In order to do so, descriptions of the different fields of engineering and their functions in society are presented. Additionally, information is given about the organizations and publications typically read by the various types of engineers. Current data on salaries, employment opportunities, employment sector, and engineering functions are also included. Typical plans of study and descriptions of courses available at Purdue University (USA) are given so that a student can identify specific technical and general education courses needed to prepare for engineering careers. ESCAPE was originally developed using Macintosh's HyperCard stacks. To provide multimedia enhancement and multiple platform access, ESCAPE is now being developed using Mosaic through the Internet.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127128589","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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