Pub Date : 2020-03-31DOI: 10.20533/iji.1742.4712.2020.0204
H. Chattha, Khawaja Bilal Mahmood, A. AlKassem, Saleh Al-Ahamdi
This paper presents the course outcomes, specific performance indicators, rubrics and teaching / learning methodologies / strategies adopted related to the ‘Signals and Systems’ course taught to the bachelor’s students of Electrical Engineering. It will discuss the mapping of course outcomes, and specific performance indicators with the ABET Student Outcomes, the rubrics used for the assessments and evaluations related to each specific performance indicator and how Continuous Quality Improvement (CQI) is implemented in the course of ‘Signal and Systems’ by modifying the course teaching / learning strategy in course delivery related to the failing course outcomes. And the impact of these teaching strategies on the performance of students is discussed in detail. And conclusions are drawn based on the teaching and learning methodologies adopted for improvement.
{"title":"Course Outcomes, Specific Performance Indicators, Rubrics and Continuous Quality Improvement in a Core Undergraduate Electrical Engineering Course","authors":"H. Chattha, Khawaja Bilal Mahmood, A. AlKassem, Saleh Al-Ahamdi","doi":"10.20533/iji.1742.4712.2020.0204","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2020.0204","url":null,"abstract":"This paper presents the course outcomes, specific performance indicators, rubrics and teaching / learning methodologies / strategies adopted related to the ‘Signals and Systems’ course taught to the bachelor’s students of Electrical Engineering. It will discuss the mapping of course outcomes, and specific performance indicators with the ABET Student Outcomes, the rubrics used for the assessments and evaluations related to each specific performance indicator and how Continuous Quality Improvement (CQI) is implemented in the course of ‘Signal and Systems’ by modifying the course teaching / learning strategy in course delivery related to the failing course outcomes. And the impact of these teaching strategies on the performance of students is discussed in detail. And conclusions are drawn based on the teaching and learning methodologies adopted for improvement.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127043763","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 : 2020-03-31DOI: 10.20533/iji.1742.4712.2020.0201
Sevgi Kirboyun
This study aimed to examine the impact of assistive technology (AT) on the reading and writing performance and the social life of students with visual impairments (VI). Seventeen studies carried out between 2000 and 2019 were reviewed. Results showed that using the advanced features of AT devices such as braille notetakers and Mountbatten Brailler helped developing reading and writing skills of students with VI through revising and editing writing. Also, the use of mainstream devices like laptops and cell phones with screen readers promoted social interaction because of portability and inconspicuousness. Results were classified according to the common characteristics of the findings of these studies, such as the advantages and disadvantages of AT. The advantages of AT were improved reading and writing skills, increased access to the Internet, and better developed social lives. Barriers that impacted on the use of AT were cost of equipment and a lack of training.
{"title":"High-Tech or Low-Tech? Impact of Assistive Technology in School Settings for Students with Visual Impairments: Review of Research","authors":"Sevgi Kirboyun","doi":"10.20533/iji.1742.4712.2020.0201","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2020.0201","url":null,"abstract":"This study aimed to examine the impact of assistive technology (AT) on the reading and writing performance and the social life of students with visual impairments (VI). Seventeen studies carried out between 2000 and 2019 were reviewed. Results showed that using the advanced features of AT devices such as braille notetakers and Mountbatten Brailler helped developing reading and writing skills of students with VI through revising and editing writing. Also, the use of mainstream devices like laptops and cell phones with screen readers promoted social interaction because of portability and inconspicuousness. Results were classified according to the common characteristics of the findings of these studies, such as the advantages and disadvantages of AT. The advantages of AT were improved reading and writing skills, increased access to the Internet, and better developed social lives. Barriers that impacted on the use of AT were cost of equipment and a lack of training.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128481146","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 : 2020-03-31DOI: 10.20533/iji.1742.4712.2020.0203
Nitin Jain
This paper analyzes the impact of enrollment in a private school and incentive mechanisms on the learning outcome (writing skills) in rural India. It adds to the extant research by adopting an instrumental variables approach. The findings reveal a significantly higher likelihood of superior learning outcomes for students studying in private schools and the no positive spill-over effect of incentives to enroll in government schools on the learning outcomes of their students. The empirical investigation addresses the issue of endogeneity using instrumental variables and control for district location, householdand individual-level factors. The findings are insightful for improving the learning outcomes of children in rural India.
{"title":"Do School Ownership and Incentive Mechanisms Affect Learning Outcomes? An Analysis from Rural India","authors":"Nitin Jain","doi":"10.20533/iji.1742.4712.2020.0203","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2020.0203","url":null,"abstract":"This paper analyzes the impact of enrollment in a private school and incentive mechanisms on the learning outcome (writing skills) in rural India. It adds to the extant research by adopting an instrumental variables approach. The findings reveal a significantly higher likelihood of superior learning outcomes for students studying in private schools and the no positive spill-over effect of incentives to enroll in government schools on the learning outcomes of their students. The empirical investigation addresses the issue of endogeneity using instrumental variables and control for district location, householdand individual-level factors. The findings are insightful for improving the learning outcomes of children in rural India.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130297439","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 : 2019-12-30DOI: 10.20533/iji.1742.4712.2019.0198
R. Hanson
Research has it that diagnostic tools lead to better teaching and learning strategies as teachers are able to unearth students’ deep-seated learning challenges. An illuminative assessment approach was therefore employed to assess how two-tier diagnostic assessments that are alleged to possess inherent capacities to diagnose students’ learning difficulties impacted on Ghanaian undergraduate teacher trainees. The obtained results were interpreted within an epistemological framework. Findings indicated that two-tier diagnostic instruments, were effective in revealing learners’ conceptual misunderstandings in inorganic chemistry. As many as 43 alternative conceptions were uncovered through the use of diagnostic assessments. These findings would give chemistry teachers an insight into some students’ naïve conceptions and add up to existing knowledge about students’ learning difficulties as well as how teachers can recognise them.
{"title":"The Impact of Two-tier Instruments on Undergraduate Chemistry Teacher Trainees: An Illuminative Assessment","authors":"R. Hanson","doi":"10.20533/iji.1742.4712.2019.0198","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0198","url":null,"abstract":"Research has it that diagnostic tools lead to better teaching and learning strategies as teachers are able to unearth students’ deep-seated learning challenges. An illuminative assessment approach was therefore employed to assess how two-tier diagnostic assessments that are alleged to possess inherent capacities to diagnose students’ learning difficulties impacted on Ghanaian undergraduate teacher trainees. The obtained results were interpreted within an epistemological framework. Findings indicated that two-tier diagnostic instruments, were effective in revealing learners’ conceptual misunderstandings in inorganic chemistry. As many as 43 alternative conceptions were uncovered through the use of diagnostic assessments. These findings would give chemistry teachers an insight into some students’ naïve conceptions and add up to existing knowledge about students’ learning difficulties as well as how teachers can recognise them.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123935272","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 : 2019-12-30DOI: 10.20533/iji.1742.4712.2019.0200
Elaine Correa, Francesco Fabbro
This research study aimed at understanding how teachers and young children use and make sense of digital media in school. Through the use of comparative case studies in Italy and the United States educational practices that employ digital media in schools were examined. In-depth interviews with teachers, and focus groups lead by children comprise the qualitative data collection that relates to children’s perceptions and representations of learning, agency and power relations in school.
{"title":"Children's Learning, Agency and Power Relations within a Culture of Entitlement with Digital Technology in Schools","authors":"Elaine Correa, Francesco Fabbro","doi":"10.20533/iji.1742.4712.2019.0200","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0200","url":null,"abstract":"This research study aimed at understanding how teachers and young children use and make sense of digital media in school. Through the use of comparative case studies in Italy and the United States educational practices that employ digital media in schools were examined. In-depth interviews with teachers, and focus groups lead by children comprise the qualitative data collection that relates to children’s perceptions and representations of learning, agency and power relations in school.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122408923","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 : 2019-12-30DOI: 10.20533/iji.1742.4712.2019.0199
Rafael Santos de Aquino, Ana M. A. Carneiro-Leão, Edenia Amaral
The paper presents the results of a research in trend analysis on thematic focus of Teaching in CrossCultural and Crossing Cultural Borders in Science Teaching. Six journals were searched, three of them Brazilian and three internationals. All of them are free to access in the Internet and the research considered between the period of 2008 to 2018. Was used the word “culture” to search the articles and select considering the abstract to make sure that was about Cross-culture Teaching. The results show an increase in the number of publications in the area with a diversity of applications regarding levels of education as Elementary and Secondary School, undergraduate and graduate levels; different cultures or peoples as aborigines, immigrants, Afro-Americans, LatinAmericans, traditional peoples as fishermans and small farmers; in the formation of science concepts; teachers training; students’ motivation; and cultural epistemological identification. In Brazil the researches in the area are under a STS approach and apply the theories indirectly. The countries with the highest production are Canada, USA, Australia and New Zealand with studies applied to indigenous peoples. In Europe the studies in the area are focused on immigrant multiculturalism. Asia researching its traditional ethnicities in Taiwan; and South America represented by Brazil with researches directed to farmers in the state of Bahia. The results suggest the need for more research in this area in Brazil, which presents great cultural diversity.
{"title":"Teaching in Cross-Culture: A Worldwide Concern to Improve the Science Education in a Multicultural Perspective","authors":"Rafael Santos de Aquino, Ana M. A. Carneiro-Leão, Edenia Amaral","doi":"10.20533/iji.1742.4712.2019.0199","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0199","url":null,"abstract":"The paper presents the results of a research in trend analysis on thematic focus of Teaching in CrossCultural and Crossing Cultural Borders in Science Teaching. Six journals were searched, three of them Brazilian and three internationals. All of them are free to access in the Internet and the research considered between the period of 2008 to 2018. Was used the word “culture” to search the articles and select considering the abstract to make sure that was about Cross-culture Teaching. The results show an increase in the number of publications in the area with a diversity of applications regarding levels of education as Elementary and Secondary School, undergraduate and graduate levels; different cultures or peoples as aborigines, immigrants, Afro-Americans, LatinAmericans, traditional peoples as fishermans and small farmers; in the formation of science concepts; teachers training; students’ motivation; and cultural epistemological identification. In Brazil the researches in the area are under a STS approach and apply the theories indirectly. The countries with the highest production are Canada, USA, Australia and New Zealand with studies applied to indigenous peoples. In Europe the studies in the area are focused on immigrant multiculturalism. Asia researching its traditional ethnicities in Taiwan; and South America represented by Brazil with researches directed to farmers in the state of Bahia. The results suggest the need for more research in this area in Brazil, which presents great cultural diversity.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133087072","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 : 2019-12-30DOI: 10.20533/iji.1742.4712.2019.0197
Márquez Pérez
A bilingual education program consists of teaching a substantial part of a subject in a different language from the native language of the students. These programs exist in several countries around the world, for example USA, Niger, Mozambique, India or Spain. It is wide accepted the positive effects of knowing a second language, not only in economic aspects (efficiency and cost saving of being able to communicate without traslator, for example), but also improving memory, enhancing concentration, etc. An investment by the state in bilingual education is an investment in the long term future of the workforce, known as human capital. This investment returns to the individual (higher earning), and also to the economy as a whole (higher productivity). The objective of this study is to analyze the implementation of the Bilingual Project in a Secundary School in the South of Spain. The pupils study English as a second language and French as a third language. Furthemore, some other subjects, such as Social Science, Biology and Technology must be taught in English, at least, the 50% of the classes. This is what the legal system says, but what is the reality?.
{"title":"The Practice of Bilingualism in Andalusia, Spain","authors":"Márquez Pérez","doi":"10.20533/iji.1742.4712.2019.0197","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0197","url":null,"abstract":"A bilingual education program consists of teaching a substantial part of a subject in a different language from the native language of the students. These programs exist in several countries around the world, for example USA, Niger, Mozambique, India or Spain. It is wide accepted the positive effects of knowing a second language, not only in economic aspects (efficiency and cost saving of being able to communicate without traslator, for example), but also improving memory, enhancing concentration, etc. An investment by the state in bilingual education is an investment in the long term future of the workforce, known as human capital. This investment returns to the individual (higher earning), and also to the economy as a whole (higher productivity). The objective of this study is to analyze the implementation of the Bilingual Project in a Secundary School in the South of Spain. The pupils study English as a second language and French as a third language. Furthemore, some other subjects, such as Social Science, Biology and Technology must be taught in English, at least, the 50% of the classes. This is what the legal system says, but what is the reality?.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115142160","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 : 2019-09-30DOI: 10.20533/iji.1742.4712.2019.0194
G. Dimauro, Enrica Gentile, Paola Plantamura, M. Scalera
Context. A professor’s professionalism and ability to involve students is fundamental for the learning success of their classroom. Nevertheless, it is increasingly clear that utilizing the same teaching practices does not always consider new technologies as commodities. New methodologies are needed that integrate the professor’s lectures with new mobile and multimedia technologies available to students. A method that suggests this is flipped learning. Objective. This paper aims to test the flipped learning methodology in the university context, evaluating both the effectiveness in terms of learning and the approval by the students involved. Method. The experiment was conducted between November and December 2018 and involved 140 students enrolled in the first year “Programming” course at the University of Bari in Italy. Results. The experiment shows that flipped learning has positive ratings of satisfaction and effectiveness even at a university level. The results highlighted the effectiveness of the proposed methodology because a high percentage of students achieved a satisfactory result in the proposed learning test. Also, the student satisfaction ratings show their interest and gratitude towards this teaching methodology.
{"title":"Experimentation of Flipped Learning in Higher Education Academy","authors":"G. Dimauro, Enrica Gentile, Paola Plantamura, M. Scalera","doi":"10.20533/iji.1742.4712.2019.0194","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0194","url":null,"abstract":"Context. A professor’s professionalism and ability to involve students is fundamental for the learning success of their classroom. Nevertheless, it is increasingly clear that utilizing the same teaching practices does not always consider new technologies as commodities. New methodologies are needed that integrate the professor’s lectures with new mobile and multimedia technologies available to students. A method that suggests this is flipped learning. Objective. This paper aims to test the flipped learning methodology in the university context, evaluating both the effectiveness in terms of learning and the approval by the students involved. Method. The experiment was conducted between November and December 2018 and involved 140 students enrolled in the first year “Programming” course at the University of Bari in Italy. Results. The experiment shows that flipped learning has positive ratings of satisfaction and effectiveness even at a university level. The results highlighted the effectiveness of the proposed methodology because a high percentage of students achieved a satisfactory result in the proposed learning test. Also, the student satisfaction ratings show their interest and gratitude towards this teaching methodology.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113963333","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 : 2019-09-30DOI: 10.20533/iji.1742.4712.2019.0195
S. James
There is need for improvement in the teaching methods in schools from time to time to enhance effective importation of knowledge. This study assessed the competence of Home Economics Teachers in ICT, both secondary schools and higher institutions of learning. Twelve secondary schools were purposely selected. Forty home economics teachers were randomly selected for the study. Structured questionnaire of four-point likert scale was used to assess respondent’s ICT competence. The study revealed the teacher’s skill in the ability to use ICT facilities, integrate knowledge for new learning situation modeling. The study concludes that Home Economics teachers have to be computer literate as well as been up-to-date in all areas of Home Economics Education. The study recommends that home economics teachers should be internally motivated and capable of continuous learning to ensure systematic improvement of the necessary competencies which guarantee improved school Elearning teaching qualities.
{"title":"Valuation of ICT Proficiency of Teachers in Actualizing E-learning in Home Economics Education, Ogun State, Nigeria","authors":"S. James","doi":"10.20533/iji.1742.4712.2019.0195","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0195","url":null,"abstract":"There is need for improvement in the teaching methods in schools from time to time to enhance effective importation of knowledge. This study assessed the competence of Home Economics Teachers in ICT, both secondary schools and higher institutions of learning. Twelve secondary schools were purposely selected. Forty home economics teachers were randomly selected for the study. Structured questionnaire of four-point likert scale was used to assess respondent’s ICT competence. The study revealed the teacher’s skill in the ability to use ICT facilities, integrate knowledge for new learning situation modeling. The study concludes that Home Economics teachers have to be computer literate as well as been up-to-date in all areas of Home Economics Education. The study recommends that home economics teachers should be internally motivated and capable of continuous learning to ensure systematic improvement of the necessary competencies which guarantee improved school Elearning teaching qualities.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130827071","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 : 2019-09-30DOI: 10.20533/iji.1742.4712.2019.0196
A. Chaudhry, A. Al-Otaibi
Structured interviews with teachers in Kuwait indicated that they were well aware of the role of information in learning and teaching activities. Teachers make use of a variety of information sources and keep important information for future use employing different categories and structured folders. They regularly use social media and personal information management tools in their information gathering activities. However, they are not regular in managing their personal collections of information. Teachers reported that they experienced anxiety as a result of fragmentation and information overload and expressed interest in receiving training to enhance their personal information management skills.
{"title":"How Kuwaiti School Teachers Find and Organize Information to Support Learning and Teaching Activities?","authors":"A. Chaudhry, A. Al-Otaibi","doi":"10.20533/iji.1742.4712.2019.0196","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0196","url":null,"abstract":"Structured interviews with teachers in Kuwait indicated that they were well aware of the role of information in learning and teaching activities. Teachers make use of a variety of information sources and keep important information for future use employing different categories and structured folders. They regularly use social media and personal information management tools in their information gathering activities. However, they are not regular in managing their personal collections of information. Teachers reported that they experienced anxiety as a result of fragmentation and information overload and expressed interest in receiving training to enhance their personal information management skills.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130317349","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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