In this research a suggested method has been proposed to solve the non-linear ordinary differential equations, This method is somewhat similar to the Adomain decomposition method of solving equations but it is quite different in the using steps to find the non-linear boundaries , in the suggested method does not use an unknown parameter to calculate non-linear boundaries as well as the steps used to calculate non-linear boundaries are very simple and do not need many and complex steps. we can be called this approach by Fatima style to solve nonlinear ODE.
{"title":"Suggested Approach to Solve Nonlinear Ordinary Differential Equations","authors":"Noor A. Hussein, Firas Jawad Obaid","doi":"10.24297/jam.v22i.9543","DOIUrl":"https://doi.org/10.24297/jam.v22i.9543","url":null,"abstract":"In this research a suggested method has been proposed to solve the non-linear ordinary differential equations, This method is somewhat similar to the Adomain decomposition method of solving equations but it is quite different in the using steps to find the non-linear boundaries , in the suggested method does not use an unknown parameter to calculate non-linear boundaries as well as the steps used to calculate non-linear boundaries are very simple and do not need many and complex steps. we can be called this approach by Fatima style to solve nonlinear ODE.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"84 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391203","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}
In this manuscript, the solutions of linear dynamical systems with fractional differential equations via themodified Riemann-Liouville derivative is derived. By using Jumarie type of derivative (JRL), we stated and provedthe Existence and uniqueness theorems of the dynamical systems with fractional order equations. Also a novel stability analysis of fractional dynamical systems by Jumarie type derivative is established and some important stability conditions are determined. The achieved results have various applications in mathematics, plasma physics and almost all branches of physics that have non-conservative forces. Finally, we investigated interesting application of nonlinear space-time fractional Korteweg-de Vries (STFKdV) equation in Saturn F-ring’s region. Moreover, our investigation could be basic interest to explain and interpret the effects of fractional and modification parameters on STFKdV equation. This is novel study on this model by dynamical system (DS) to describe the behavior of nonlinear waves without solve this system.
{"title":"Bifurcation analysis of dynamical systems with fractional order differential equations via the modified Riemann-Liouville derivative","authors":"J. M. AL-Rmali, R. A. Shahein, Hoda A. Fouad","doi":"10.24297/jam.v22i.9535","DOIUrl":"https://doi.org/10.24297/jam.v22i.9535","url":null,"abstract":"In this manuscript, the solutions of linear dynamical systems with fractional differential equations via themodified Riemann-Liouville derivative is derived. By using Jumarie type of derivative (JRL), we stated and provedthe Existence and uniqueness theorems of the dynamical systems with fractional order equations. Also a novel stability analysis of fractional dynamical systems by Jumarie type derivative is established and some important stability conditions are determined. The achieved results have various applications in mathematics, plasma physics and almost all branches of physics that have non-conservative forces. Finally, we investigated interesting application of nonlinear space-time fractional Korteweg-de Vries (STFKdV) equation in Saturn F-ring’s region. Moreover, our investigation could be basic interest to explain and interpret the effects of fractional and modification parameters on STFKdV equation. This is novel study on this model by dynamical system (DS) to describe the behavior of nonlinear waves without solve this system.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853849","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 Laplace transformation method is used to drive the distribution of the sum Sn of n-fixed random variables, which has a new quasi Lindley distribution with two parameters θ and α, NQLD (θ,α). The sum of NQLD (SUNQLD) distribution is obtained in pdf and cdf formats. It is discussed how to calculate the random sum SN of a random number of NQLD random variables. The random sum of the NQLD distribution's pdf and cdf are calculated. When N has a geometric distribution, the geometric sum of NQLD distribution (GSN QLD) was introduced as an example of a random number of NQLD random variables. For all cases, some statistical measures are determined. The distribution's parameters are estimated using the maximum likelihood method. To test the viability and efficiency of the proposed distributions SNQLD and GSNQLD, lifetime count data sets from acute myeloid leukaemia are fitted. The results should become accepted knowledge in the fields of probability theory and its allied sciences. In addition, the histogram, fitted probability density function (pdf), and P-P plots for the analyzed real data set are presented.
{"title":"On Sum and Geometric Sum of independent New Quasi Lindley Random Variables and its Applications","authors":"Alaa Rafat El Alosey","doi":"10.24297/jam.v22i.9528","DOIUrl":"https://doi.org/10.24297/jam.v22i.9528","url":null,"abstract":"The Laplace transformation method is used to drive the distribution of the sum Sn of n-fixed random variables, which has a new quasi Lindley distribution with two parameters θ and α, NQLD (θ,α). The sum of NQLD (SUNQLD) distribution is obtained in pdf and cdf formats. It is discussed how to calculate the random sum SN of a random number of NQLD random variables. The random sum of the NQLD distribution's pdf and cdf are calculated. When N has a geometric distribution, the geometric sum of NQLD distribution (GSN QLD) was introduced as an example of a random number of NQLD random variables. For all cases, some statistical measures are determined. The distribution's parameters are estimated using the maximum likelihood method. To test the viability and efficiency of the proposed distributions SNQLD and GSNQLD, lifetime count data sets from acute myeloid leukaemia are fitted. The results should become accepted knowledge in the fields of probability theory and its allied sciences. In addition, the histogram, fitted probability density function (pdf), and P-P plots for the analyzed real data set are presented.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254603","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 aims to investigate the current status of college students’ identification with ideological and political theory courses (IPTC) in Chinese universities, as well as to explore the role of emotional experiences in the relationship between course cognition and course identification. Data were collected through the Curriculum Cognition Scale, the Positive-Negative Emotional Experiences Scale, and the Curriculum Identification Scale, and a total of 1,356 students from 10 different colleges and universities in China participated in the survey. Pearson correlation analysis, regression analysis and mediation effect analysis were used to analyze the data obtained. The results showed that the current Chinese university students’ identification with IPTC is at a moderately high level, both course cognition and emotional experiences have a significant positive effect on course identification, negative emotional experiences have a significant negative effect on course identification, and both positive and negative emotional experiences partially mediate between course cognition and course identification. The findings are discussed with the available relevant literature and suggestions were presented.
{"title":"Students’ Identification with Political and Ideological Theory Course at Chinese Universities: The Mediating Role of Emotional Experiences","authors":"Hui Lu, Nannan Zhu","doi":"10.56397/rae.2023.10.08","DOIUrl":"https://doi.org/10.56397/rae.2023.10.08","url":null,"abstract":"This study aims to investigate the current status of college students’ identification with ideological and political theory courses (IPTC) in Chinese universities, as well as to explore the role of emotional experiences in the relationship between course cognition and course identification. Data were collected through the Curriculum Cognition Scale, the Positive-Negative Emotional Experiences Scale, and the Curriculum Identification Scale, and a total of 1,356 students from 10 different colleges and universities in China participated in the survey. Pearson correlation analysis, regression analysis and mediation effect analysis were used to analyze the data obtained. The results showed that the current Chinese university students’ identification with IPTC is at a moderately high level, both course cognition and emotional experiences have a significant positive effect on course identification, negative emotional experiences have a significant negative effect on course identification, and both positive and negative emotional experiences partially mediate between course cognition and course identification. The findings are discussed with the available relevant literature and suggestions were presented.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136094209","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 review presents a comparative analysis of the concepts of individualization of the educational process, as well as technologies for designing individual educational trajectories. Analysis of the problem field of research shows that the approaches and pedagogical conditions for individual self-realization of students for secondary schools are not sufficiently systematized. The novelty of the work lies in the fact that the studied problem of individual self-realization of students contributes to the development of the concept of pedagogy of individuality. In particular, the issue of methodology for organizing individual educational trajectories of students has been worked out, psychological and pedagogical approaches for various age groups have been identified, and also presents the results of functioning of a multidisciplinary educational center and features of the organization of the educational process in the concept of individual educational trajectories. Theoretical methods include methods of induction and deduction, methods of comparative analysis and synthesis of information, as well as various forms of questionnaires. As empirical research methods, monitoring and diagnostic activities (exams, testing, questionnaires, observation) were carried out at different educational stages, allowing to evaluate the effectiveness of the proposed pedagogical technologies.
{"title":"Innovations in Pedagogy: Methodology for Organizing the Individual Educational Trajectory of Students for General Education Institutions","authors":"Menshikova Irina Petrovna, Shipareva Ksenia Vladimirovna","doi":"10.56397/rae.2023.10.06","DOIUrl":"https://doi.org/10.56397/rae.2023.10.06","url":null,"abstract":"The review presents a comparative analysis of the concepts of individualization of the educational process, as well as technologies for designing individual educational trajectories. Analysis of the problem field of research shows that the approaches and pedagogical conditions for individual self-realization of students for secondary schools are not sufficiently systematized. The novelty of the work lies in the fact that the studied problem of individual self-realization of students contributes to the development of the concept of pedagogy of individuality. In particular, the issue of methodology for organizing individual educational trajectories of students has been worked out, psychological and pedagogical approaches for various age groups have been identified, and also presents the results of functioning of a multidisciplinary educational center and features of the organization of the educational process in the concept of individual educational trajectories. Theoretical methods include methods of induction and deduction, methods of comparative analysis and synthesis of information, as well as various forms of questionnaires. As empirical research methods, monitoring and diagnostic activities (exams, testing, questionnaires, observation) were carried out at different educational stages, allowing to evaluate the effectiveness of the proposed pedagogical technologies.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136094213","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 discussion explores the benefits and drawbacks of implementing a standardized curriculum in education. It examines the need to balance the advantages of clarity, comparability, and equity with the limitations of flexibility, individualization, and stifling creativity. The consideration of alternative approaches, such as differentiated instruction and personalized learning, is discussed as a means to address the drawbacks and enhance student engagement and success. The role of educators and curriculum designers in adapting and improving standardized curriculum is emphasized, highlighting the importance of collaboration and continuous evaluation. By finding this balance and incorporating alternative approaches, education systems can strive for a more effective and responsive approach to meet the diverse needs of learners.
{"title":"The Benefits and Drawbacks of Standardized Curriculum in Education","authors":"Yunshan Zhao, Tianzhao Li, Wenfeng Liu","doi":"10.56397/rae.2023.10.05","DOIUrl":"https://doi.org/10.56397/rae.2023.10.05","url":null,"abstract":"This discussion explores the benefits and drawbacks of implementing a standardized curriculum in education. It examines the need to balance the advantages of clarity, comparability, and equity with the limitations of flexibility, individualization, and stifling creativity. The consideration of alternative approaches, such as differentiated instruction and personalized learning, is discussed as a means to address the drawbacks and enhance student engagement and success. The role of educators and curriculum designers in adapting and improving standardized curriculum is emphasized, highlighting the importance of collaboration and continuous evaluation. By finding this balance and incorporating alternative approaches, education systems can strive for a more effective and responsive approach to meet the diverse needs of learners.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809404","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 manuscript provides a critical analysis of Michael Sandel’s proposal to introduce a “lottery of the qualified” system as a solution to the perceived distributive injustice within the current meritocratic education system. While cknowledging Sandel’s perspective on the distributive deficiencies in the college admission process within contemporary meritocratic education, the author presents a counterargument to Sandel’s proposal of implementing a lottery system, with a particular emphasis on its psychological implications. Drawing on Erik Erikson’s psychosocial development theory, the critique argues that the proposed lottery system may hinder the crucial identity formation process during adolescence, leading to psychological existential crises. This assertion is supported by real-world examples from the Chinese education system, which already operates with a similar mechanism and has witnessed a rise in psychological issues among students. In conclusion, this manuscript advocates for alternative solutions to address distributive injustice within contemporary meritocratic education system, such as redefining the concept of merit and shifting the focus of rewards towards contributions to the broader community. The author underscores the significance of considering both social and psychological implications when formulating educational policies to foster a more equitable and just society.
{"title":"A Critique of The Tyranny of Merit from a Psychological Perspective: Would Randomness to Success Reduce Distributive Injustice or Induce Psychological Existential Crisis for Adolescents?","authors":"Yukou Lai","doi":"10.56397/rae.2023.10.03","DOIUrl":"https://doi.org/10.56397/rae.2023.10.03","url":null,"abstract":"This manuscript provides a critical analysis of Michael Sandel’s proposal to introduce a “lottery of the qualified” system as a solution to the perceived distributive injustice within the current meritocratic education system. While cknowledging Sandel’s perspective on the distributive deficiencies in the college admission process within contemporary meritocratic education, the author presents a counterargument to Sandel’s proposal of implementing a lottery system, with a particular emphasis on its psychological implications. Drawing on Erik Erikson’s psychosocial development theory, the critique argues that the proposed lottery system may hinder the crucial identity formation process during adolescence, leading to psychological existential crises. This assertion is supported by real-world examples from the Chinese education system, which already operates with a similar mechanism and has witnessed a rise in psychological issues among students. In conclusion, this manuscript advocates for alternative solutions to address distributive injustice within contemporary meritocratic education system, such as redefining the concept of merit and shifting the focus of rewards towards contributions to the broader community. The author underscores the significance of considering both social and psychological implications when formulating educational policies to foster a more equitable and just society.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809602","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}
Elizabeth Klammer, John R. Slate, Cynthia Martinez Garcia
In this statewide, multiyear analysis, the extent to which differences were present in mathematics achievement of Grade 4 students in poverty by school type (i.e., traditional or charter) was determined. Specifically examined was the relationship of performance to the three State of Texas Assessment of Academic Readiness (STAAR) Mathematics Performance Indicators in the 2015-2016 through the 2017-2018 school years. Statistical analyses revealed the presence of statistically significant differences in mathematics achievement as a function of school type. Grade 4 students in poverty who were enrolled in traditional schools met or exceeded the percent of students enrolled in charter schools who met the performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) in all but one year with one standard. Students in poverty enrolled in charter schools met the 2015-2016 Masters Grade Level performance standard at a higher percent then students in poverty enrolled in traditional schools.
{"title":"Differences in Grade 4 Mathematics Performance of Students in Poverty Between Charter and Traditional Elementary Schools: A Multiyear Texas Analysis","authors":"Elizabeth Klammer, John R. Slate, Cynthia Martinez Garcia","doi":"10.56397/rae.2023.10.01","DOIUrl":"https://doi.org/10.56397/rae.2023.10.01","url":null,"abstract":"In this statewide, multiyear analysis, the extent to which differences were present in mathematics achievement of Grade 4 students in poverty by school type (i.e., traditional or charter) was determined. Specifically examined was the relationship of performance to the three State of Texas Assessment of Academic Readiness (STAAR) Mathematics Performance Indicators in the 2015-2016 through the 2017-2018 school years. Statistical analyses revealed the presence of statistically significant differences in mathematics achievement as a function of school type. Grade 4 students in poverty who were enrolled in traditional schools met or exceeded the percent of students enrolled in charter schools who met the performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) in all but one year with one standard. Students in poverty enrolled in charter schools met the 2015-2016 Masters Grade Level performance standard at a higher percent then students in poverty enrolled in traditional schools.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809748","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 comprehensive research delves into the dynamic realm of online course assessment and quality assurance, offering insights into best practices and guiding principles. As online education continues its meteoric rise, ensuring the quality of courses in this digital landscape becomes paramount. The study explores the significance of quality assurance in online education, various facets of online course assessment, and strategies for implementing effective assessment practices. It also delves into guiding principles that underpin quality assurance, the role of technology and faculty development, emerging trends, and the importance of student feedback. Lastly, it anticipates future challenges and opportunities in the domain of online education. This research provides educators, institutions, and stakeholders with a comprehensive framework to enhance the quality of online courses.
{"title":"Online Course Assessment and Quality Assurance: Best Practices and Guiding Principles","authors":"Justinian Rouben, Tàmhas Ratimir, Seong-Ho Laodike, Aigar Carola","doi":"10.56397/rae.2023.10.02","DOIUrl":"https://doi.org/10.56397/rae.2023.10.02","url":null,"abstract":"This comprehensive research delves into the dynamic realm of online course assessment and quality assurance, offering insights into best practices and guiding principles. As online education continues its meteoric rise, ensuring the quality of courses in this digital landscape becomes paramount. The study explores the significance of quality assurance in online education, various facets of online course assessment, and strategies for implementing effective assessment practices. It also delves into guiding principles that underpin quality assurance, the role of technology and faculty development, emerging trends, and the importance of student feedback. Lastly, it anticipates future challenges and opportunities in the domain of online education. This research provides educators, institutions, and stakeholders with a comprehensive framework to enhance the quality of online courses.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809746","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}
T.X. Truedell, A.L. Moore, W.T. Tekalign, A. Atena
Students in the Principles of Biology I course use a lot of course time preparing solutions each week in their coursebased research experience. This experiment was designed to determine the degradation rates of prepared solutions ofvarious plant-based foods (i.e., Napa cabbage, rice, peanuts, and apple) under refrigeration as a means of reducing theamount of time for solution preparation. Scaling from the original lab procedures, approximately sixty milliliters offiltrate were prepared from the listed foods and testing was conducted on a thrice-weekly schedule. The concentrationof proteins and carbohydrates were measured using the Bradford’s assay and Benedict’s test, respectively. The datarevealed a noticeable trend in degradation in protein for all the samples. The rice sample proved to be an outlier witha marked increase in reducing sugars, while the other samples gradually decreased.
{"title":"Exponential Fit to Food Degradation Experiment","authors":"T.X. Truedell, A.L. Moore, W.T. Tekalign, A. Atena","doi":"10.24297/jam.v22i.9522","DOIUrl":"https://doi.org/10.24297/jam.v22i.9522","url":null,"abstract":"Students in the Principles of Biology I course use a lot of course time preparing solutions each week in their coursebased research experience. This experiment was designed to determine the degradation rates of prepared solutions ofvarious plant-based foods (i.e., Napa cabbage, rice, peanuts, and apple) under refrigeration as a means of reducing theamount of time for solution preparation. Scaling from the original lab procedures, approximately sixty milliliters offiltrate were prepared from the listed foods and testing was conducted on a thrice-weekly schedule. The concentrationof proteins and carbohydrates were measured using the Bradford’s assay and Benedict’s test, respectively. The datarevealed a noticeable trend in degradation in protein for all the samples. The rice sample proved to be an outlier witha marked increase in reducing sugars, while the other samples gradually decreased.","PeriodicalId":31190,"journal":{"name":"Journal of Research and Advances in Mathematics Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135406523","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：