Alice Shanthi Kasawi Krisnan, S. Paramasivam, Nur Izzah Binte Jamil, Siti Noor Dina Binte Ahmad, Mohd Nur Fitri Bin Mohd Salim
Open and Distance Learning (ODL) was adopted by most higher learning institutions when the Covid-19 pandemic hit the world. Its implementation at an unprecedented speed and haste caused difficulties for students, especially those who were not digitally savvy. As such, the ACE website was created to help students overcome their difficulties, especially with regard to completing their English course assignments. It has tools and apps and a step-by-step user guide to create interactive and attractive presentations. Thus, this paper aims to investigate the university students' perspectives on ACE to help them complete their English course assignments during ODL. A pre-ACE and a post-ACE online questionnaire were administered using non-probability sampling and quota sampling. The total sample size was 186 respondents who completed both the pre-and post-survey. The findings show that most students have positive perceptions of the ability of ACE to help them prepare interactive and attractive presentations. More students rated themselves better after using ACE to imbed slide presentations with video and audio. Post ACE data revealed that students have become better at preparing presentations using PowerPoint and Canva. After using ACE, many students seem to have shifted to the VN video editing app from previously using Filmora. Overall, the study indicates ACE has helped students prepare better presentations for English courses.
{"title":"Student Perspective of ACE Website to Complete Presentations in Open and Distance Learning (ODL)","authors":"Alice Shanthi Kasawi Krisnan, S. Paramasivam, Nur Izzah Binte Jamil, Siti Noor Dina Binte Ahmad, Mohd Nur Fitri Bin Mohd Salim","doi":"10.5296/ire.v10i2.19885","DOIUrl":"https://doi.org/10.5296/ire.v10i2.19885","url":null,"abstract":"Open and Distance Learning (ODL) was adopted by most higher learning institutions when the Covid-19 pandemic hit the world. Its implementation at an unprecedented speed and haste caused difficulties for students, especially those who were not digitally savvy. As such, the ACE website was created to help students overcome their difficulties, especially with regard to completing their English course assignments. It has tools and apps and a step-by-step user guide to create interactive and attractive presentations. Thus, this paper aims to investigate the university students' perspectives on ACE to help them complete their English course assignments during ODL. A pre-ACE and a post-ACE online questionnaire were administered using non-probability sampling and quota sampling. The total sample size was 186 respondents who completed both the pre-and post-survey. The findings show that most students have positive perceptions of the ability of ACE to help them prepare interactive and attractive presentations. More students rated themselves better after using ACE to imbed slide presentations with video and audio. Post ACE data revealed that students have become better at preparing presentations using PowerPoint and Canva. After using ACE, many students seem to have shifted to the VN video editing app from previously using Filmora. Overall, the study indicates ACE has helped students prepare better presentations for English courses.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89757781","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}
English learning in primary and secondary schools is the critical period of language acquisition, which is very important for developing students' language ability. Among them, vocabulary teaching cohesion is the basis of English learning, which affects students' learning at different stages to a great extent. In the process of English learning, if the teaching vocabulary cohesion is not reasonable, it will not only reduce students' learning efficiency, but also affect students' ability training in listening, speaking, reading and writing skills. This paper studies the lexical cohesion in primary and secondary school English teaching and constructs the corresponding lexical corpus.
{"title":"Lexical Cohesion and Corpus Construction in Primary and Secondary School English Teaching","authors":"H. Zhou, Qingfeng Liu","doi":"10.5296/ire.v10i1.19930","DOIUrl":"https://doi.org/10.5296/ire.v10i1.19930","url":null,"abstract":"English learning in primary and secondary schools is the critical period of language acquisition, which is very important for developing students' language ability. Among them, vocabulary teaching cohesion is the basis of English learning, which affects students' learning at different stages to a great extent. In the process of English learning, if the teaching vocabulary cohesion is not reasonable, it will not only reduce students' learning efficiency, but also affect students' ability training in listening, speaking, reading and writing skills. This paper studies the lexical cohesion in primary and secondary school English teaching and constructs the corresponding lexical corpus.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"67 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90568059","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}
This study examines the barriers preventing students from graduating college in four years and proposes strategies for enhancing student academic completion and retention in higher education. To explore contemporary perspectives, Appreciative Inquiry was employed. The findings revealed the personal and institutional level of challenges as well as the need for a support system to ensure timely graduation. Addressing students’ biggest barriers to timely graduation require campus-wide engagement and deep collaboration across institutional functions. Specifically, higher education institutions need to provide adequate academic, social, and cultural assistance to embrace international, minority, low-income, and first-generation college students.
{"title":"Student Perspectives on Barriers to Timely Graduation","authors":"Ju-hu Kim","doi":"10.5296/ire.v10i1.19876","DOIUrl":"https://doi.org/10.5296/ire.v10i1.19876","url":null,"abstract":"This study examines the barriers preventing students from graduating college in four years and proposes strategies for enhancing student academic completion and retention in higher education. To explore contemporary perspectives, Appreciative Inquiry was employed. The findings revealed the personal and institutional level of challenges as well as the need for a support system to ensure timely graduation. Addressing students’ biggest barriers to timely graduation require campus-wide engagement and deep collaboration across institutional functions. Specifically, higher education institutions need to provide adequate academic, social, and cultural assistance to embrace international, minority, low-income, and first-generation college students.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"16 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75183481","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}
Bolaji Rachael Borode, Folasade Jimola, Ayomiku Samuel Olaniyan
COVID-19 pandemic and its attendant problems have unleashed severe seismic disruptions on most countries of the world and have brought to the fore the fragility of most systems of the underdeveloped countries, particularly educational sector. Teachers, one of the educational stakeholders, were seemingly neglected during the COVID-19 seismic disruptions and this neglect could have far reaching impact on their cognition, psyche, self-esteem, motivation and confidence if not accorded attention against future happenings. This research therefore takes a deep dive into how COVID-19 has influenced teachers’ lives, especially secondary school teachers’ resilience; commitment, adaptability, confidence and the social support they received during and after the COVID-19 pandemic in both rural and urban Nigeria. It also examines the essence of boosting resilience in teachers to promote learning, proffer and employ mitigation techniques and combat COVID -19-like situations in school environment in relation to what their cognition, skills and dispositions are with regards to novel and emergency happenings in the future. The study adopts the mixed method design using qualitative and quantitative methods of data gathering via oral interviews and questionnaires. It thereafter compares the resilience exhibited between rural based teachers and urban based teachers. The findings have implications for pre-service and in-service teacher training programmes, curriculum design, government and society engagement and teacher burn-out and attrition.
{"title":"Teacher Resilience and Covid-19 Seismic Disruptions: The Nigerian Experience","authors":"Bolaji Rachael Borode, Folasade Jimola, Ayomiku Samuel Olaniyan","doi":"10.5296/ire.v10i1.19542","DOIUrl":"https://doi.org/10.5296/ire.v10i1.19542","url":null,"abstract":"COVID-19 pandemic and its attendant problems have unleashed severe seismic disruptions on most countries of the world and have brought to the fore the fragility of most systems of the underdeveloped countries, particularly educational sector. Teachers, one of the educational stakeholders, were seemingly neglected during the COVID-19 seismic disruptions and this neglect could have far reaching impact on their cognition, psyche, self-esteem, motivation and confidence if not accorded attention against future happenings. This research therefore takes a deep dive into how COVID-19 has influenced teachers’ lives, especially secondary school teachers’ resilience; commitment, adaptability, confidence and the social support they received during and after the COVID-19 pandemic in both rural and urban Nigeria. It also examines the essence of boosting resilience in teachers to promote learning, proffer and employ mitigation techniques and combat COVID -19-like situations in school environment in relation to what their cognition, skills and dispositions are with regards to novel and emergency happenings in the future. The study adopts the mixed method design using qualitative and quantitative methods of data gathering via oral interviews and questionnaires. It thereafter compares the resilience exhibited between rural based teachers and urban based teachers. The findings have implications for pre-service and in-service teacher training programmes, curriculum design, government and society engagement and teacher burn-out and attrition.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86693554","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}
Hideki Takei, P. Anthony, E. Fountain, Luke Williams
Competency-based education (CBE) is different from traditional classroom instruction. For CBE, organizing faculty development programs has been a mandatory requirement for higher education institutions to offer quality CBE. The programs' main goal is to make their faculty members effective coaches or mentors. Faculty development professionals in leading CBE higher education institutions have suggested developing the best coaching and mentoring practices to make faculty development programs more effective. This paper assessed and revised our current best practices to improve our faculty development programs to develop better versions of the best practices.
{"title":"Empirical Development of the Best Practices of Coaching and Mentoring for High Performance of Competency-based Education","authors":"Hideki Takei, P. Anthony, E. Fountain, Luke Williams","doi":"10.5296/ire.v10i1.19393","DOIUrl":"https://doi.org/10.5296/ire.v10i1.19393","url":null,"abstract":"Competency-based education (CBE) is different from traditional classroom instruction. For CBE, organizing faculty development programs has been a mandatory requirement for higher education institutions to offer quality CBE. The programs' main goal is to make their faculty members effective coaches or mentors. Faculty development professionals in leading CBE higher education institutions have suggested developing the best coaching and mentoring practices to make faculty development programs more effective. This paper assessed and revised our current best practices to improve our faculty development programs to develop better versions of the best practices.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89920554","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}
Bolarinwa Dapo Alonge, Ogunmilade Johnson Olusesan, Bamikole Oloruntoba
The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.
{"title":"Teachers’ Regular Supervision and Student Academic Performance in Public Secondary Schools in Ekiti State, Nigeria","authors":"Bolarinwa Dapo Alonge, Ogunmilade Johnson Olusesan, Bamikole Oloruntoba","doi":"10.5296/ire.v9i2.19082","DOIUrl":"https://doi.org/10.5296/ire.v9i2.19082","url":null,"abstract":"The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78391601","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 research was aimed to investigate on what level of teachers’ professional qualifications influenced the management of teaching and fostering self-directed learning for students in the primary schools in District 10, Ho Chi Minh City, Vietnam. According to Watson (2001), with the total population ranging from 700 to 800 people, with a confidence level of 50%, the appropriate sample size ranges from 255 to 267 people. The total number of primary school teachers in District 10, Ho Chi Minh City was 769 people, thus, the survey sample in this study was 265 people, according to Watson (2001), this sample is appropriate. The survey sample includes 265 primary school teachers, of which 94 male teachers (35.5%) and 171 female teachers (64.5%). The result revealed that the professional qualification of teachers influences significantly on management of teaching and fostering self-directed learning for students at District 10, Ho Chi Minh City.
{"title":"Professional Qualification of Teachers Influences on Management of Teaching and Fostering Self-directed Learning for Students at District 10, Ho Chi Minh City","authors":"Truong Phan Nguyen Dong","doi":"10.5296/ire.v9i2.18941","DOIUrl":"https://doi.org/10.5296/ire.v9i2.18941","url":null,"abstract":"The research was aimed to investigate on what level of teachers’ professional qualifications influenced the management of teaching and fostering self-directed learning for students in the primary schools in District 10, Ho Chi Minh City, Vietnam. According to Watson (2001), with the total population ranging from 700 to 800 people, with a confidence level of 50%, the appropriate sample size ranges from 255 to 267 people. The total number of primary school teachers in District 10, Ho Chi Minh City was 769 people, thus, the survey sample in this study was 265 people, according to Watson (2001), this sample is appropriate. The survey sample includes 265 primary school teachers, of which 94 male teachers (35.5%) and 171 female teachers (64.5%). The result revealed that the professional qualification of teachers influences significantly on management of teaching and fostering self-directed learning for students at District 10, Ho Chi Minh City.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"269 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75170200","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}
Orwa Houshia, Harbi Daraghmeh, Naba Abuhafez, Ahmad Abdelraouf Jrar
The periodic table of chemistry contains all synthetic and naturally occurring elements. The elements are arranged in seven horizontal periods from left to right with increasing atomic number. The periodic table is divided into two groups: metals and nonmetals, within elements moving from left to right, the elements get less metallic, culminating in nonmetals on the far right side of the table. Further, the elements are also arranged in eight vertical columns or groups for those with similar physical and chemical properties. A model equation has been developed based on the 8-group and the 7-periods from which trends of elements has been calculated. Among the trends in the periodic table that were calculated are ionization energy, atomic size and effective nuclear charge. It has been discovered that the calculated theoretical values from the model equation rhyme well with the actual values for each element with few exceptions.
{"title":"Model Equation Based on the 8 Groups and the 7 Periods in the Periodic Table of Elements","authors":"Orwa Houshia, Harbi Daraghmeh, Naba Abuhafez, Ahmad Abdelraouf Jrar","doi":"10.5296/ire.v9i2.18723","DOIUrl":"https://doi.org/10.5296/ire.v9i2.18723","url":null,"abstract":"The periodic table of chemistry contains all synthetic and naturally occurring elements. The elements are arranged in seven horizontal periods from left to right with increasing atomic number. The periodic table is divided into two groups: metals and nonmetals, within elements moving from left to right, the elements get less metallic, culminating in nonmetals on the far right side of the table. Further, the elements are also arranged in eight vertical columns or groups for those with similar physical and chemical properties. A model equation has been developed based on the 8-group and the 7-periods from which trends of elements has been calculated. Among the trends in the periodic table that were calculated are ionization energy, atomic size and effective nuclear charge. It has been discovered that the calculated theoretical values from the model equation rhyme well with the actual values for each element with few exceptions.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"87 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75919934","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}
Remote learning predominates the research literature during the COVID-19 pandemic, while remote work structures and workflow research were unknown. A rapid scoping review was conducted for remote work and workflow for 2020-2021. After locating and screening articles, a qualitative synthesis of the literature explored trends and themes using thematic analysis. A discussion of the perplexities of remote work and workflow, issues which impact every student and teacher, examined the problems of the new normal. Recommendations were to use Fayol’s principles as a guide within the context of using a holistic schooling experience focus, a formalized policy, and making leadership and management standardized and present within a remote environment. Limitations were discussed, and future directions for research gave a plan to improve remote work and learning.
{"title":"Structure of Remote Work in Public Education: A Rapid Scoping Review","authors":"David C. Coker","doi":"10.5296/ire.v9i2.18474","DOIUrl":"https://doi.org/10.5296/ire.v9i2.18474","url":null,"abstract":"Remote learning predominates the research literature during the COVID-19 pandemic, while remote work structures and workflow research were unknown. A rapid scoping review was conducted for remote work and workflow for 2020-2021. After locating and screening articles, a qualitative synthesis of the literature explored trends and themes using thematic analysis. A discussion of the perplexities of remote work and workflow, issues which impact every student and teacher, examined the problems of the new normal. Recommendations were to use Fayol’s principles as a guide within the context of using a holistic schooling experience focus, a formalized policy, and making leadership and management standardized and present within a remote environment. Limitations were discussed, and future directions for research gave a plan to improve remote work and learning.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"9 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81494902","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 rapid development of technology has influenced the current system of education. The existence of various digital learning platforms online enables the teachers nowadays to implement them in teaching and learning as well as testing and evaluation. Kahoot is one of the digital learning platforms that mostly used by higher institutions students to assess their learning. Thus, a research conducted to investigate the usability of Kahoot as a formative assessment tool in ESL primary classroom during Covid 19 Movement Control Order period. The research employed mixed method approach whereby semi-structured interviews and survey questionnaire used as data instruments. There are 20 Year 4 pupils participated and responded to the questionnaire, while three of them and an English teacher responded to the interview. The findings show that most of the respondents coincided that the application of Kahoot enables them to learn English in a fun way, increase their English knowledge, capable to do the sharing of English knowledge to other people and increase their motivation and engagement during this pandemic period. In a classroom context, Kahoot has high potential in supporting and enhancing teaching and learning for both teacher and pupils with its outstanding features, especially during the pandemic period.
{"title":"Kahoot – A Game- Based Formative Assessment Tool During the Covid-19 Movement Control Order","authors":"Siti Nor Aisha Binti Rosdy, M. Yunus","doi":"10.5296/ire.v9i2.18413","DOIUrl":"https://doi.org/10.5296/ire.v9i2.18413","url":null,"abstract":"The rapid development of technology has influenced the current system of education. The existence of various digital learning platforms online enables the teachers nowadays to implement them in teaching and learning as well as testing and evaluation. Kahoot is one of the digital learning platforms that mostly used by higher institutions students to assess their learning. Thus, a research conducted to investigate the usability of Kahoot as a formative assessment tool in ESL primary classroom during Covid 19 Movement Control Order period. The research employed mixed method approach whereby semi-structured interviews and survey questionnaire used as data instruments. There are 20 Year 4 pupils participated and responded to the questionnaire, while three of them and an English teacher responded to the interview. The findings show that most of the respondents coincided that the application of Kahoot enables them to learn English in a fun way, increase their English knowledge, capable to do the sharing of English knowledge to other people and increase their motivation and engagement during this pandemic period. In a classroom context, Kahoot has high potential in supporting and enhancing teaching and learning for both teacher and pupils with its outstanding features, especially during the pandemic period.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"61 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77220343","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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