Pub Date : 2016-12-01DOI: 10.20533/IJI.1742.4712.2016.0153
T. Izhar
Social media is a platform to facilitate libraries and their users. The challenge is to use social media for green companies by giving the value to the consumer in the comparison of products and services The aim of this paper is to review previous study that underpins a seamless integration of library green initiative using social media.In order to achieve this aim, we tackle the literature to incorporate social media and library green initiative. The results can lead to some new evaluation methods in green technology from library perspective. The outcome will offer an enormous opportunity to advance the science of data analytics so that future researchers will have a new understanding on what is needed to use social media as a tool to improve library sustainability. The conduct of this survey will ensure the projects agility in responding to unfolding events, and substantially enhance its ability to engage in and impact on green technology and societies.
{"title":"Understanding the Mechanism of Social Media to Promote Green Initiative for Library Sustainability","authors":"T. Izhar","doi":"10.20533/IJI.1742.4712.2016.0153","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0153","url":null,"abstract":"Social media is a platform to facilitate libraries and their users. The challenge is to use social media for green companies by giving the value to the consumer in the comparison of products and services The aim of this paper is to review previous study that underpins a seamless integration of library green initiative using social media.In order to achieve this aim, we tackle the literature to incorporate social media and library green initiative. The results can lead to some new evaluation methods in green technology from library perspective. The outcome will offer an enormous opportunity to advance the science of data analytics so that future researchers will have a new understanding on what is needed to use social media as a tool to improve library sustainability. The conduct of this survey will ensure the projects agility in responding to unfolding events, and substantially enhance its ability to engage in and impact on green technology and societies.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130328021","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 : 2016-12-01DOI: 10.20533/IJI.1742.4712.2016.0149
A. Veloo, R. Ramli, R. Khalid
Previous studies in other countries showed that the implementation of School Based Assessment has given positive impact on teachers’ teaching and learning processes and also students’ growth. Therefore, this study aims to obtain information on English Language Teachers’ assessment practices in Malaysian Seconday Schools.An adaptation of twopart questionnaire from the Assessment Practices Inventory (API) was administered to 49 English teachers in Terengganu, Malaysia followed by a semistructured interview conducted on 15 teachers to get deeper understanding of their assessment practices.The finding of this study shows that teachers’ SBA practices are at an average level.The significant difference between the assessment practices of the teachers who had attended any courses on SBA and the teachers who had not showed that SBA courses do have impact on the effectiveness of SBA implementation.It is hoped that the findings of this survey will contribute to the teachers’ knowledge in creating a culture of practicing a meaningful and effective classroom assessment.If a quality assessment is able to show an accurate data of students’ progress and potential development while simultaneously improve teachers’ teaching and learning processes, the objective of SBA implementation will be considered as successfully achieved.
{"title":"Assessment practices among English teachers in Malaysian secondary schools","authors":"A. Veloo, R. Ramli, R. Khalid","doi":"10.20533/IJI.1742.4712.2016.0149","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0149","url":null,"abstract":"Previous studies in other countries showed that \u0000the implementation of School Based Assessment has \u0000given positive impact on teachers’ teaching and \u0000learning processes and also students’ growth. Therefore, this study aims to obtain information on English Language Teachers’ assessment practices in Malaysian Seconday Schools.An adaptation of twopart questionnaire from the Assessment Practices Inventory (API) was administered to 49 English teachers in Terengganu, Malaysia followed by a semistructured interview conducted on 15 teachers to get deeper understanding of their assessment practices.The finding of this study shows that teachers’ SBA practices are at an average level.The significant difference between the assessment practices of the teachers who had attended any courses on SBA and the teachers who had not showed that SBA courses do have impact on the effectiveness of SBA implementation.It is hoped that the findings of this survey will contribute to the teachers’ knowledge in creating a culture of practicing a meaningful and effective classroom assessment.If a quality assessment is able to show an accurate data of students’ progress and potential development while simultaneously improve teachers’ teaching and \u0000learning processes, the objective of SBA implementation will be considered as successfully \u0000achieved.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132002261","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 : 2016-12-01DOI: 10.20533/IJI.1742.4712.2016.0151
N. Kassim, Mohammad Fazli Baharuddin, Zuhaini Abdul Samad
Knowledge management (KM) is the process of managing and empowering knowledge assets optimally for organizational excellence. The purpose of this study is to investigate the practice of KM and organizational performance at one leading organization in implementing modernization strategies for Malaysian public services. In this study, there are four factors of KM practices namely; culture, structure, people and technology, which were based on the literature survey. A questionnaire was used as the main instrument in gathering data, and a total of 82 respondents were involved in this survey. Descriptive statistics using mean and standard deviation were performed to analyze the data. The results of the study revealed that information technology infrastructure factor scored the highest mean and followed by cultural issues, structural issues and people (human resource) which are all factors that scores at medium high level (mean = 3.68 to 3.39). The result also showed that the level of organizational performance is at medium high level in the organization, with an overall mean score of 3.59. This study will provide some worthy thoughts of how organizations should organize to manage the competitive knowledge to ensure organizational effectiveness and performance. The results may also be used as a stepping stone for further empirical research on KM Practices in the public sector to enhance the initiatives within departments, teams or organization.
{"title":"Knowledge Management Practices and Organizational Performance in Malaysia Government Institution","authors":"N. Kassim, Mohammad Fazli Baharuddin, Zuhaini Abdul Samad","doi":"10.20533/IJI.1742.4712.2016.0151","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0151","url":null,"abstract":"Knowledge management (KM) is the process of managing and empowering knowledge assets optimally for organizational excellence. The purpose of this study is to investigate the practice of KM and organizational performance at one leading organization in implementing modernization strategies for Malaysian public services. In this study, there are four factors of KM practices namely; culture, structure, people and technology, which were based on the literature survey. A questionnaire was used as the main instrument in gathering data, and a total of 82 respondents were involved in this survey. Descriptive statistics using mean and standard deviation were performed to analyze the data. The results of the study revealed that information technology infrastructure factor scored the highest mean and followed by cultural issues, structural issues and people (human resource) which are all factors that scores at medium high level (mean = 3.68 to 3.39). The result also showed that the level of organizational performance is at medium high level in the organization, with an overall mean score of 3.59. This study will provide some worthy thoughts of how organizations should organize to manage the competitive knowledge to ensure organizational effectiveness and performance. The results may also be used as a stepping stone for further empirical research on KM Practices in the public sector to enhance the initiatives within departments, teams or organization.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130466457","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 : 2016-12-01DOI: 10.20533/IJI.1742.4712.2016.0152
S. Tabrizi, Glenn W. Rideout
Some researchers have identified differences in educational approaches depending on whether a modernist or postmodernist worldview is used. Furthermore, societies in different countries can also take a predominantly modernist or postmodern worldview, with Western countries being primarily postmodernist. Given that situation, there may be leadership styles that are more appropriate to an educational context that is predominantly modernist or postmodernist. Even though postmodernism suggests no “best” style of leadership is possible, since that requires being able to objectively measure leadership effectiveness, there may still be approaches that are most consistent with the postmodernist worldview. This paper explores such a possibility, examining differences between the worldviews and what factors are appropriate in each for educational leadership. Then, two case studies of different countries -Canada for a postmodernist education, and Iran for a modernist education -are briefly presented so that the exploration becomes more concrete.
{"title":"Styles of Educational Leadership for Modernist and Postmodernist Approaches","authors":"S. Tabrizi, Glenn W. Rideout","doi":"10.20533/IJI.1742.4712.2016.0152","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0152","url":null,"abstract":"Some researchers have identified differences in educational approaches depending on whether a modernist or postmodernist worldview is used. Furthermore, societies in different countries can also take a predominantly modernist or postmodern worldview, with Western countries being primarily postmodernist. Given that situation, there may be leadership styles that are more appropriate to an educational context that is predominantly modernist or postmodernist. Even though postmodernism suggests no “best” style of leadership is possible, since that requires being able to objectively measure leadership effectiveness, there may still be approaches that are most consistent with the postmodernist worldview. This paper explores such a possibility, examining differences between the worldviews and what factors are appropriate in each for educational leadership. Then, two case studies of different countries -Canada for a postmodernist education, and Iran for a modernist education -are briefly presented so that the exploration becomes more concrete.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127696595","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 : 2016-09-01DOI: 10.20533/IJI.1742.4712.2016.0148
Matthew Metzgar
A common instructional problem with large classes is the assessment of non-standardized student work such as short-answer questions, papers, and projects. The large grading load associated with assessing open-ended work often leads to a greater reliance on multiple-choice questions. While multiple-choice questions provide beneficial information about student performance, they may fail to capture other elements of student performance in regards to communication, writing, and generation of ideas. One potential solution to this problem is the concept of adaptive comparative judgment (ACJ). ACJ is based on the simple premise that while peers may not have the ability to place an objective grade on a paper, they can competently compare two different papers and choose which is superior. With a large enough number of student “judgements” on a body of peer work, the collective results from the comparison process can produce rankings that are on par with how the instructor would rank these papers. This session will highlight the instructor’s use of ACJ with an MBA problem-based class. ACJ was used over a number of consecutive assignments, and it produced a high correlation with the instructor’s rankings. Students also expressed satisfaction with the system and may have benefited from seeing other (anonymous) student work. ACJ represents a promising and fairly easy-to-use approach for grading open-ended work in large classes.
{"title":"Using Adaptive Comparative Judgement to Assess Student Work in an MBA Course","authors":"Matthew Metzgar","doi":"10.20533/IJI.1742.4712.2016.0148","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0148","url":null,"abstract":"A common instructional problem with large classes is the assessment of non-standardized student work such as short-answer questions, papers, and projects. The large grading load associated with assessing open-ended work often leads to a greater reliance on multiple-choice questions. While multiple-choice questions provide beneficial information about student performance, they may fail to capture other elements of student performance in regards to communication, writing, and generation of ideas. One potential solution to this problem is the concept of adaptive comparative judgment (ACJ). ACJ is based on the simple premise that while peers may not have the ability to place an objective grade on a paper, they can competently compare two different papers and choose which is superior. With a large enough number of student “judgements” on a body of peer work, the collective results from the comparison process can produce rankings that are on par with how the instructor would rank these papers. This session will highlight the instructor’s use of ACJ with an MBA problem-based class. ACJ was used over a number of consecutive assignments, and it produced a high correlation with the instructor’s rankings. Students also expressed satisfaction with the system and may have benefited from seeing other (anonymous) student work. ACJ represents a promising and fairly easy-to-use approach for grading open-ended work in large classes.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134217525","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 : 2016-09-01DOI: 10.20533/IJI.1742.4712.2016.0147
Ahmed A. Mohsen
At the beginning, we believed that MOOCs were going to change the education methods and approaches all over the world especially in the primary education and it would be a stand-alone learning experience, however what’s really happening right now is slightly different. According to researches, new trends have appeared among MOOCs users like: MOOCs users belong to the young generation ages between 18 and 40 years old, not to mention that most of them are graduate and post graduate students. They have a good education background and their parents are likely have so. On the other side, MOOCs disadvantages have become more obvious: the high drop-out rates in courses, the questionable true evaluation of student understanding, and the lack of formal certificate or credit hours transfer option for students. At first, formal education institutes look to the MOOCs as a type of self-learning or a stand-alone learning experience that can’t add much to the formal type of learning that they provide to their students. Lately, that wasn’t the case. New trials and models have been emerging slowly over the time as a combination of MOOCs with formal education. MOOCs have been integrating repetitively and in a different ways in the formal education. These trials and models are trying to get both MOOCS advantages and at the same time to increase education quality. This study discusses how MOOCs have become over time part of the formal education and how likely this is going to developed in the future.
{"title":"MOOCs Integration in the Formal Education","authors":"Ahmed A. Mohsen","doi":"10.20533/IJI.1742.4712.2016.0147","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0147","url":null,"abstract":"At the beginning, we believed that MOOCs were going to change the education methods and approaches all over the world especially in the primary education and it would be a stand-alone learning experience, however what’s really happening right now is slightly different. According to researches, new trends have appeared among MOOCs users like: MOOCs users belong to the young generation ages between 18 and 40 years old, not to mention that most of them are graduate and post graduate students. They have a good education background and their parents are likely have so. On the other side, MOOCs disadvantages have become more obvious: the high drop-out rates in courses, the questionable true evaluation of student understanding, and the lack of formal certificate or credit hours transfer option for students. At first, formal education institutes look to the MOOCs as a type of self-learning or a stand-alone learning experience that can’t add much to the formal type of learning that they provide to their students. Lately, that wasn’t the case. New trials and models have been emerging slowly over the time as a combination of MOOCs with formal education. MOOCs have been integrating repetitively and in a different ways in the formal education. These trials and models are trying to get both MOOCS advantages and at the same time to increase education quality. This study discusses how MOOCs have become over time part of the formal education and how likely this is going to developed in the future.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123521526","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 : 2016-09-01DOI: 10.20533/IJI.1742.4712.2016.0146
J. Fletcher, Karen Nicholas
This paper explores how reading assessment is used to support 11to 13-year-old students in reading. Learning to be an effective reader of a wide range of texts is critical for students as they reach young adolescence. Using a socially constructed ontology, a qualitative approach was used to explore the perceptions of five principals, seven teachers and nine parents. The five case study schools were situated in low to middle socio-economic areas in New Zealand. The study found that there was a range of methods of assessing reading and analyzing the data, and the analyses of data supported decisions school-wide in supporting low progress readers. Also, students were assessed against the National Standards and this information was shared with parents.
{"title":"What is it Happening in Reading Assessment","authors":"J. Fletcher, Karen Nicholas","doi":"10.20533/IJI.1742.4712.2016.0146","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0146","url":null,"abstract":"This paper explores how reading assessment is used to support 11to 13-year-old students in reading. Learning to be an effective reader of a wide range of texts is critical for students as they reach young adolescence. Using a socially constructed ontology, a qualitative approach was used to explore the perceptions of five principals, seven teachers and nine parents. The five case study schools were situated in low to middle socio-economic areas in New Zealand. The study found that there was a range of methods of assessing reading and analyzing the data, and the analyses of data supported decisions school-wide in supporting low progress readers. Also, students were assessed against the National Standards and this information was shared with parents.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114031124","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 : 2016-09-01DOI: 10.20533/IJI.1742.4712.2016.0144
Monica Depta
This is a study of a specific school board’s experience with the transformation to 21st century learning and teaching via technology implementations at the school level. The study looks at successful technology implementations by analyzing interview data from school board administrators and superintendents involved in several effective school implementations. In essence, what practices and underlying philosophies are adopted by school board leadership and school administrators in the successful technology implementations in K-12 schools? The paper builds upon United States based research by examining excellence in technology implementations in schools in Canada. The implications for practice are applicable to all education organizations to create awareness of factors needed for school level change to occur.
{"title":"Best Practices for Leading Technology Change in Large Scale School Systems","authors":"Monica Depta","doi":"10.20533/IJI.1742.4712.2016.0144","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0144","url":null,"abstract":"This is a study of a specific school board’s experience with the transformation to 21st century learning and teaching via technology implementations at the school level. The study looks at successful technology implementations by analyzing interview data from school board administrators and superintendents involved in several effective school implementations. In essence, what practices and underlying philosophies are adopted by school board leadership and school administrators in the successful technology implementations in K-12 schools? The paper builds upon United States based research by examining excellence in technology implementations in schools in Canada. The implications for practice are applicable to all education organizations to create awareness of factors needed for school level change to occur.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131072885","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 : 2016-09-01DOI: 10.20533/IJI.1742.4712.2016.0145
Morales-Martinez Guadalupe Elizabeth, López Ramírez Ernesto Octavio, Daniel Velasco Moreno
{"title":"Alternative E-learning Assessment by Mutual Constrain of Responsive and Constructive Techniques of Knowledge Acquisition Evaluation","authors":"Morales-Martinez Guadalupe Elizabeth, López Ramírez Ernesto Octavio, Daniel Velasco Moreno","doi":"10.20533/IJI.1742.4712.2016.0145","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2016.0145","url":null,"abstract":"","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125548594","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 : 2016-06-01DOI: 10.20533/iji.1742.4712.2016.0139
A. Serio, D. Forenza
In the context of the complexity of the Environmental Education and Ethics for the Pedagogy of the redevelopment and enhancement of the landscape, an efficient and innovative perception of the sustainability is required to make an integrated and multifunctional approach tending to the environmental restoration and valorization of the landscape and therefore to the improvement in life quality. Humanistic knowledge and scientific knowledge must interact because this connection can contribute to overcome the challenges of the scientific research. The implementation of innovative methodologies for the functional analysis of the multiform complexity of the environment and landscape systems and the effective decision-making processes must be able to identify a cognitive matrix of the complexity investing the critical improvement of the life quality in planetary terms. The expected results must introduce innovative algorithms that have the burden of decoding the states of complexity of the territories by organic interconnections and a new systemic method.
{"title":"Environmental Ethics and Pedagogy for the Landscape Redevelopment","authors":"A. Serio, D. Forenza","doi":"10.20533/iji.1742.4712.2016.0139","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2016.0139","url":null,"abstract":"In the context of the complexity of the Environmental Education and Ethics for the Pedagogy of the redevelopment and enhancement of the landscape, an efficient and innovative perception of the sustainability is required to make an integrated and multifunctional approach tending to the environmental restoration and valorization of the landscape and therefore to the improvement in life quality. Humanistic knowledge and scientific knowledge must interact because this connection can contribute to overcome the challenges of the scientific research. The implementation of innovative methodologies for the functional analysis of the multiform complexity of the environment and landscape systems and the effective decision-making processes must be able to identify a cognitive matrix of the complexity investing the critical improvement of the life quality in planetary terms. The expected results must introduce innovative algorithms that have the burden of decoding the states of complexity of the territories by organic interconnections and a new systemic method.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121654060","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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