Pub Date : 2016-01-30DOI: 10.20429/IJSOTL.2016.100104
Yuko Iwai
This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.
{"title":"Promoting Strategic Readers: Insights of Preservice Teachers' Understanding of Metacognitive Reading Strategies.","authors":"Yuko Iwai","doi":"10.20429/IJSOTL.2016.100104","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100104","url":null,"abstract":"This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125448214","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100106
Jan M. Larson, Martha J. Fay
This study is based on an international immersion service-learning/research experience in a remote village in Moldova that provided faculty and students an opportunity to teach journalism and help local students and community representatives create their own online news outlet. Students’ existing conceptions were challenged, they experienced uncertainty and struggled to make sense of both their environment and experience. These were the processes through which we observed transformative learning occur. Using a phenomenological approach, this research grounds the IISL experience in varied disciplines that reveal possible approaches to helping students manage uncertainty, make sense of their circumstances and achieve transformative learning outcomes when facing unexpected challenges beyond student experience.
{"title":"Uncertainty Management and Sensemaking as Precursors to Transformative Learning in an International Immersion Service-Learning Experience","authors":"Jan M. Larson, Martha J. Fay","doi":"10.20429/IJSOTL.2016.100106","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100106","url":null,"abstract":"This study is based on an international immersion service-learning/research experience in a remote village in Moldova that provided faculty and students an opportunity to teach journalism and help local students and community representatives create their own online news outlet. Students’ existing conceptions were challenged, they experienced uncertainty and struggled to make sense of both their environment and experience. These were the processes through which we observed transformative learning occur. Using a phenomenological approach, this research grounds the IISL experience in varied disciplines that reveal possible approaches to helping students manage uncertainty, make sense of their circumstances and achieve transformative learning outcomes when facing unexpected challenges beyond student experience.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127851450","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100105
C. Thompson, M. Kleine
Abstract: New scholarship advocates that students should learn deeply and well. Little information exists on exactly how to get students deeply into material so that they understand it inside and out, backward and forward and in a way that enables them to construct knowledge schemas. The authors have developed a heuristic list of communication response styles that enrich understanding of complex ideas and works and promotes students to use metacognition to reflect deeply about what they are learning.
{"title":"Varied Responses as a Means to the Richness of Discourse: Reading Tough Texts through Speaking and Writing","authors":"C. Thompson, M. Kleine","doi":"10.20429/IJSOTL.2016.100105","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100105","url":null,"abstract":"Abstract: New scholarship advocates that students should learn deeply and well. Little information exists on exactly how to get students deeply into material so that they understand it inside and out, backward and forward and in a way that enables them to construct knowledge schemas. The authors have developed a heuristic list of communication response styles that enrich understanding of complex ideas and works and promotes students to use metacognition to reflect deeply about what they are learning.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133026859","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100102
L. Dierker, Jalen Alexander, Jennifer Cooper, A. Selya, J. Rose, N. Dasgupta
Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more difficult than non-URM students, URM students demonstrated similar levels of increased confidence in applied skills and interest in follow up courses as non-URM students. URM students were found to be twice as likely as nonURM students to report that their interest in conducting research increased. Increasing student confidence and interest gives all students a welcoming place at the table that will afford the best hope for achieving the kind of statistical literacy necessary for interdisciplinary research.
{"title":"Engaging Diverse Students in Statistical Inquiry: A Comparison of Learning Experiences and Outcomes of Under-Represented and Non-Underrepresented Students Enrolled in a Multidisciplinary Project-Based Statistics Course","authors":"L. Dierker, Jalen Alexander, Jennifer Cooper, A. Selya, J. Rose, N. Dasgupta","doi":"10.20429/IJSOTL.2016.100102","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100102","url":null,"abstract":"Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more difficult than non-URM students, URM students demonstrated similar levels of increased confidence in applied skills and interest in follow up courses as non-URM students. URM students were found to be twice as likely as nonURM students to report that their interest in conducting research increased. Increasing student confidence and interest gives all students a welcoming place at the table that will afford the best hope for achieving the kind of statistical literacy necessary for interdisciplinary research.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114335079","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100103
Keonya C. Booker, Lisa R. Merriweather, Gloria D. Campbell-Whatley
In response to the changing face of postsecondary education, efforts have been made to provide faculty and staff with training in multicultural and diverse perspectives. The purpose of this study was to examine the effects of faculty participation in a Summer Diversity Training Institute. Focus group interviews were conducted with both faculty participants and the students of faculty attendees to determine the impact of the Institute on classroom dynamics, instruction, and assessment. Findings revealed that faculty participation in the Institute was beneficial in the sense that instructors’ personal growth was most frequently evidenced through attitudinal and curricular changes. Students experienced a greater sense of community, personal growth, and conflict resolution skills by being in the classes taught by faculty trained in multicultural course development. As the demographics of higher education change to include more diverse populations, research must determine the effects of multicultural programming and training on both faculty and student participants.
{"title":"The Effects of Diversity Training on Faculty and Students’ Classroom Experiences","authors":"Keonya C. Booker, Lisa R. Merriweather, Gloria D. Campbell-Whatley","doi":"10.20429/IJSOTL.2016.100103","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100103","url":null,"abstract":"In response to the changing face of postsecondary education, efforts have been made to provide faculty and staff with training in multicultural and diverse perspectives. The purpose of this study was to examine the effects of faculty participation in a Summer Diversity Training Institute. Focus group interviews were conducted with both faculty participants and the students of faculty attendees to determine the impact of the Institute on classroom dynamics, instruction, and assessment. Findings revealed that faculty participation in the Institute was beneficial in the sense that instructors’ personal growth was most frequently evidenced through attitudinal and curricular changes. Students experienced a greater sense of community, personal growth, and conflict resolution skills by being in the classes taught by faculty trained in multicultural course development. As the demographics of higher education change to include more diverse populations, research must determine the effects of multicultural programming and training on both faculty and student participants.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133562275","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100107
Brett D. Jones, G. Skaggs
This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students’ beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that were derived from research and theory as ones that are critical to students’ motivation ( Jones, 2009). Participants included 338 undergraduate students who provided questionnaire responses in reference to 221 different courses at a large public U.S. university. Our analyses included classical item analysis, confirmatory factor analysis, the calculation of Rasch measurement scales, and Pearson’s correlation coefficients. Results support the validity of scores produced by the MUSIC Inventory for use with college students. This inventory could be useful to instructors and researchers interested in assessing the effects of instruction on students’ motivational beliefs.
本研究为学业动机量表(MUSIC Inventory)的MUSIC模型提供了效度证据;Jones, 2012)，它测量了大学生与MUSIC动机模型(MUSIC Model of Motivation;琼斯,2009)。MUSIC模型是五类教学策略(即授权、有用、成功、兴趣和关怀)的概念框架，这些策略是从研究和理论中得出的，对学生的动机至关重要(Jones, 2009)。参与者包括338名本科生，他们提供了关于美国一所大型公立大学221门不同课程的问卷回答。我们的分析包括经典项目分析、验证性因子分析、Rasch测量量表的计算和Pearson相关系数。结果支持音乐量表在大学生中使用的有效性。这份清单可以帮助教师和研究人员评估教学对学生动机信念的影响。
{"title":"Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory.","authors":"Brett D. Jones, G. Skaggs","doi":"10.20429/IJSOTL.2016.100107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100107","url":null,"abstract":"This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students’ beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that were derived from research and theory as ones that are critical to students’ motivation ( Jones, 2009). Participants included 338 undergraduate students who provided questionnaire responses in reference to 221 different courses at a large public U.S. university. Our analyses included classical item analysis, confirmatory factor analysis, the calculation of Rasch measurement scales, and Pearson’s correlation coefficients. Results support the validity of scores produced by the MUSIC Inventory for use with college students. This inventory could be useful to instructors and researchers interested in assessing the effects of instruction on students’ motivational beliefs.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134300749","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 : 2016-01-30DOI: 10.20429/IJSOTL.2016.100108
Joseph Sloop, M. Tsoi, P. Coppock
A problem-solving scaffold approach to synthesis was developed and implemented in two intervention sections of Chemistry 2211K (Organic Chemistry I) at Georgia Gwinnett College (GGC). A third section of Chemistry 2211K at GGC served as the control group for the experiment. Synthesis problems for chapter quizzes and the final examination were designed and administered to all sections participating in the experiment. Student solutions were graded according to a rubric designed to determine student use of the scaffold when solving synthesis problems. Analyses of the quiz results and the synthesis component of the final examination were conducted and intervention section students who employed the Synthesis Scaffold Approach were found to have higher mean scores on related graded events as compared to students who were not exposed to the Synthesis Scaffold Approach.
{"title":"Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I","authors":"Joseph Sloop, M. Tsoi, P. Coppock","doi":"10.20429/IJSOTL.2016.100108","DOIUrl":"https://doi.org/10.20429/IJSOTL.2016.100108","url":null,"abstract":"A problem-solving scaffold approach to synthesis was developed and implemented in two intervention sections of Chemistry 2211K (Organic Chemistry I) at Georgia Gwinnett College (GGC). A third section of Chemistry 2211K at GGC served as the control group for the experiment. Synthesis problems for chapter quizzes and the final examination were designed and administered to all sections participating in the experiment. Student solutions were graded according to a rubric designed to determine student use of the scaffold when solving synthesis problems. Analyses of the quiz results and the synthesis component of the final examination were conducted and intervention section students who employed the Synthesis Scaffold Approach were found to have higher mean scores on related graded events as compared to students who were not exposed to the Synthesis Scaffold Approach.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123038025","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 : 2015-07-30DOI: 10.20429/IJSOTL.2015.090211
D. Reinholz, M. Cox, Ryan Croke
This paper focuses on the use of the teaching method Peer-Assisted Reflection (PAR) to help graduate student instructors (GSIs) develop as teachers. PAR engages students in analyzing the work of their peers and providing feedback to promote their abilities of communication, collaboration, and persistence. The goals of the PAR activity were taken as goals for instruction generally, and used to support the GSIs to develop student-centered pedagogies. This report provides in depth case studies of two of four GSIs involved in implementing PAR in their introductory calculus recitation sections. Two of the GSIs showed considerable changes in practices and beliefs, while the others showed little growth.
{"title":"Supporting Graduate Student Instructors in Calculus","authors":"D. Reinholz, M. Cox, Ryan Croke","doi":"10.20429/IJSOTL.2015.090211","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090211","url":null,"abstract":"This paper focuses on the use of the teaching method Peer-Assisted Reflection (PAR) to help graduate student instructors (GSIs) develop as teachers. PAR engages students in analyzing the work of their peers and providing feedback to promote their abilities of communication, collaboration, and persistence. The goals of the PAR activity were taken as goals for instruction generally, and used to support the GSIs to develop student-centered pedagogies. This report provides in depth case studies of two of four GSIs involved in implementing PAR in their introductory calculus recitation sections. Two of the GSIs showed considerable changes in practices and beliefs, while the others showed little growth.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124582374","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 : 2015-07-30DOI: 10.20429/IJSOTL.2015.090205
R. Lewine, Alison Sommers, Rachel N. Waford, C. Robertson
Most current efforts to enhance critical thinking focus on skills practice and training. The empirical research from the fields of cognition and affect sciences suggest that positive mood, even when transiently induced, can have beneficial effects on cognitive flexibility and problem solving. We undertook this study to test this hypothesis in a practical setting. Using an A-B-A-B within subject design, we measured the impact of positive (versus neutral) mood on critical thinking demonstrated on four essay exams in an undergraduate course in personality. There was a significant enhancing effect of positive mood on critical thinking in female students, but not in male students. We discuss possible sex differences that may account for the partial support of the mood-critical thinking effect.
{"title":"Setting the Mood for Critical Thinking in the Classroom","authors":"R. Lewine, Alison Sommers, Rachel N. Waford, C. Robertson","doi":"10.20429/IJSOTL.2015.090205","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090205","url":null,"abstract":"Most current efforts to enhance critical thinking focus on skills practice and training. The empirical research from the fields of cognition and affect sciences suggest that positive mood, even when transiently induced, can have beneficial effects on cognitive flexibility and problem solving. We undertook this study to test this hypothesis in a practical setting. Using an A-B-A-B within subject design, we measured the impact of positive (versus neutral) mood on critical thinking demonstrated on four essay exams in an undergraduate course in personality. There was a significant enhancing effect of positive mood on critical thinking in female students, but not in male students. We discuss possible sex differences that may account for the partial support of the mood-critical thinking effect.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115811159","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 : 2015-07-30DOI: 10.20429/IJSOTL.2015.090202
Lisa Tichavsky, Andrea N. Hunt, A. Driscoll, K. Jicha
Abstract With recent increases in online enrollment, undergraduate students are far more likely to experience an onlinelearning environment than they were in the past. While existing literature provides general insight into reasonswhy students may or may not prefer online instruction, it is unclear whether these preferences are shaped bystudent’s perceptions of online learning or actual experience with online courses. To address this gap,undergraduate students enrolled in either online (n=370) or face-to-face (n=360) courses were surveyedabout their course format preference. A content analysis of the responses was performed with the findingssuggesting that 1) student perceptions may be based on old typologies of distance education akin tocorrespondence courses, regardless of actual experience with online courses, and 2) course preferences arerelated to issues involving teaching presence and self-regulated learning. The implications of this research fordeveloping more effective online pedagogy are discussed.
{"title":"\"It's Just Nice Having a Real Teacher\": Student Perceptions of Online versus Face-to-Face Instruction","authors":"Lisa Tichavsky, Andrea N. Hunt, A. Driscoll, K. Jicha","doi":"10.20429/IJSOTL.2015.090202","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090202","url":null,"abstract":"Abstract With recent increases in online enrollment, undergraduate students are far more likely to experience an onlinelearning environment than they were in the past. While existing literature provides general insight into reasonswhy students may or may not prefer online instruction, it is unclear whether these preferences are shaped bystudent’s perceptions of online learning or actual experience with online courses. To address this gap,undergraduate students enrolled in either online (n=370) or face-to-face (n=360) courses were surveyedabout their course format preference. A content analysis of the responses was performed with the findingssuggesting that 1) student perceptions may be based on old typologies of distance education akin tocorrespondence courses, regardless of actual experience with online courses, and 2) course preferences arerelated to issues involving teaching presence and self-regulated learning. The implications of this research fordeveloping more effective online pedagogy are discussed.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125849914","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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