Pub Date : 2019-08-31DOI: 10.29140/jaltcall.v15n2.172
Nadia Jaramillo
Oregon State University, US nvjaramillo@hotmail.com This case study examined students’ and their instructor’s perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students’ and instructor’s experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners’ agency, and instructor’s support.
{"title":"Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions","authors":"Nadia Jaramillo","doi":"10.29140/jaltcall.v15n2.172","DOIUrl":"https://doi.org/10.29140/jaltcall.v15n2.172","url":null,"abstract":"Oregon State University, US nvjaramillo@hotmail.com This case study examined students’ and their instructor’s perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students’ and instructor’s experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners’ agency, and instructor’s support.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46873927","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 : 2019-08-31DOI: 10.29140/jaltcall.v15n2.169
R. J. Davies
Hiroshima Bunkyo University, Japan renauddavies29@gmail.com In this exploratory study, the author examines both students’ and teachers’ perceptions of Moxtra, a cross-platform cloud collaboration service, as a blended learning tool in a language course. Participants were 242 first-year students studying General English and 8 teachers at the Bunkyo English Communication Centre (becc) at Hiroshima Bunkyo Women’s University in Japan. Both students and teachers were given an iPad self-efficacy survey along with a Moxtra Perceptions and Attitudes questionnaire with student survey results being followed by principal components analysis. Findings showed positive indicators regarding the potential for Moxtra in a language learning context, not only as a tool to support blended learning, but also as a tool to support teachers in a collaborative working environment. With that said, the results also indicate that for Moxtra to reach its full potential, students need to be inculcated, nurtured and encouraged to engage fully with the application. Similarly, teachers must also be encouraged to utilize Moxtra’s many features with their students in order to benefit from all of its affordances. The study provides both curriculum developers and language instructors with insights into the adoption of Moxtra in an efl context.
{"title":"Students’ and teachers’ perceptions of Moxtra as an online space for blended learning","authors":"R. J. Davies","doi":"10.29140/jaltcall.v15n2.169","DOIUrl":"https://doi.org/10.29140/jaltcall.v15n2.169","url":null,"abstract":"Hiroshima Bunkyo University, Japan renauddavies29@gmail.com In this exploratory study, the author examines both students’ and teachers’ perceptions of Moxtra, a cross-platform cloud collaboration service, as a blended learning tool in a language course. Participants were 242 first-year students studying General English and 8 teachers at the Bunkyo English Communication Centre (becc) at Hiroshima Bunkyo Women’s University in Japan. Both students and teachers were given an iPad self-efficacy survey along with a Moxtra Perceptions and Attitudes questionnaire with student survey results being followed by principal components analysis. Findings showed positive indicators regarding the potential for Moxtra in a language learning context, not only as a tool to support blended learning, but also as a tool to support teachers in a collaborative working environment. With that said, the results also indicate that for Moxtra to reach its full potential, students need to be inculcated, nurtured and encouraged to engage fully with the application. Similarly, teachers must also be encouraged to utilize Moxtra’s many features with their students in order to benefit from all of its affordances. The study provides both curriculum developers and language instructors with insights into the adoption of Moxtra in an efl context.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45357310","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}
Racism is a belief or ideology that all members of each racial groups possess characteristics or abilities specific to that race, especially to distinguish it as being either superior or inferior to another racial group. Continuation of a racism is stereotype. Stereotypes are generalized because one assumes that the stereotype is true for each individual person in the category. Literary works applying this concept in many worked and one of them is film. Therefore, the writer is interested in discussing the mentioned topic with objective of the research: To identify how racism constructed in Get Out movie and to analyze the stereotype of racism appeared in Get Out movie. The method used in this research is sociology of literature, because it is appropriate to analyze literary work which focused on the racism attitude in Get Out movie script. The grand theory for the topic is Racism a Short History by George M. Fredrickson and Stereotype as Explanations by Craig McGarty. While the object of this research is Get Out movie script by Jordan Peele. The result of data analysis show that racism constructed by three elements there are dialog, characterization and plot. And stereotype of racism that appeared in Get Out movie is discrimination, prejudice and violence. From the finding of data analysis, it can be concluded that the result of the research is that Get Out movie have a racism content with suitable features that match with the theory. Therefore, it is clear and not surprising if the work indeed has the impression of “racist”, since most of literary work with racism issue does have that kind of impression to the readers or the spectators.Keywords: racism, sociology of literature, movie script
{"title":"RACISM AND STEREOTYPE IN GET OUT MOVIE SCRIPT","authors":"D. Nurhadi","doi":"10.15575/call.v1i1.8807","DOIUrl":"https://doi.org/10.15575/call.v1i1.8807","url":null,"abstract":"Racism is a belief or ideology that all members of each racial groups possess characteristics or abilities specific to that race, especially to distinguish it as being either superior or inferior to another racial group. Continuation of a racism is stereotype. Stereotypes are generalized because one assumes that the stereotype is true for each individual person in the category. Literary works applying this concept in many worked and one of them is film. Therefore, the writer is interested in discussing the mentioned topic with objective of the research: To identify how racism constructed in Get Out movie and to analyze the stereotype of racism appeared in Get Out movie. The method used in this research is sociology of literature, because it is appropriate to analyze literary work which focused on the racism attitude in Get Out movie script. The grand theory for the topic is Racism a Short History by George M. Fredrickson and Stereotype as Explanations by Craig McGarty. While the object of this research is Get Out movie script by Jordan Peele. The result of data analysis show that racism constructed by three elements there are dialog, characterization and plot. And stereotype of racism that appeared in Get Out movie is discrimination, prejudice and violence. From the finding of data analysis, it can be concluded that the result of the research is that Get Out movie have a racism content with suitable features that match with the theory. Therefore, it is clear and not surprising if the work indeed has the impression of “racist”, since most of literary work with racism issue does have that kind of impression to the readers or the spectators.Keywords: racism, sociology of literature, movie script","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81565903","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 : 2019-08-12DOI: 10.15575/call.v3i2.14854
Irma Ulfia Farahani farahani
This study attempts to analyze a fairy tale novel entitled “The Adventure of Pinocchio”, which talks about the story of the irrepressible marionette who longed to become a real boy. This study focuses on revealing the categories of moral value and describing the building children's character implied in this novel. To analyze this novel, the researcher uses two principles theory to find out the objectives of the studies. There are moral values argued by Linda & Eyre and the theory of children’s character building based on Lewis. The method of this study is qualitative research, which means it does not need statistical procedure to analyze the material. This study merely uses “The Adventure of Pinocchio,” a novel by Carlo Collodi, translated into English version by Carol Della Chiesa as the primary data source. At the same time, the secondary data sources are taken from other literary books and related references to support and complete the primary data. As a result, the researcher finds that some elements of moral values such as love and affection, sensitivity and not-selfish, bravery, self-discipline, and moderation occurred in the content of the novel. Meanwhile, building children's character can be implied through “The Adventure of Pinocchio's” fairy tale: honesty, responsible, regard, respect, and compassionated.
{"title":"Building Children Character Through Moral Values in The Adventure of Pinocchio","authors":"Irma Ulfia Farahani farahani","doi":"10.15575/call.v3i2.14854","DOIUrl":"https://doi.org/10.15575/call.v3i2.14854","url":null,"abstract":"This study attempts to analyze a fairy tale novel entitled “The Adventure of Pinocchio”, which talks about the story of the irrepressible marionette who longed to become a real boy. This study focuses on revealing the categories of moral value and describing the building children's character implied in this novel. To analyze this novel, the researcher uses two principles theory to find out the objectives of the studies. There are moral values argued by Linda & Eyre and the theory of children’s character building based on Lewis. The method of this study is qualitative research, which means it does not need statistical procedure to analyze the material. This study merely uses “The Adventure of Pinocchio,” a novel by Carlo Collodi, translated into English version by Carol Della Chiesa as the primary data source. At the same time, the secondary data sources are taken from other literary books and related references to support and complete the primary data. As a result, the researcher finds that some elements of moral values such as love and affection, sensitivity and not-selfish, bravery, self-discipline, and moderation occurred in the content of the novel. Meanwhile, building children's character can be implied through “The Adventure of Pinocchio's” fairy tale: honesty, responsible, regard, respect, and compassionated.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79839947","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 : 2019-04-30DOI: 10.29140/JALTCALL.V15N1.158
Brad Irwin
The case study presented in this paper investigates the roles that the Moodle workshop activity module and peer feedback screencast training have on the development of formative peer feedback practices in low level English academic writing classes. The development of 26 first-year Japanese students’ peer feedback practices were tracked over 6 separate feedback sessions. The findings indicate that without training, students produced vague and unhelpful peer feedback. However, the intuitive structure of the Moodle workshop module and screencast feedback training sessions helped develop the skills necessary to offer critically evaluative feedback that proved useful for essay revision. Further findings show that although students were initially reluctant to offer feedback written in English, their use of the target language increased with adequate practice. Finally, student perceptions of their own abilities point to a highly significant relationship between screencast feedback training and improvement in peer feedback practices. These results suggest that the combination of the Moodle workshop activity module and feedback training screencasts facilitate effective peer feedback practices even in low level L2 academic writing courses.
{"title":"Enhancing peer feedback practices through screencasts in blended academic writing courses","authors":"Brad Irwin","doi":"10.29140/JALTCALL.V15N1.158","DOIUrl":"https://doi.org/10.29140/JALTCALL.V15N1.158","url":null,"abstract":"The case study presented in this paper investigates the roles that the Moodle workshop activity module and peer feedback screencast training have on the development of formative peer feedback practices in low level English academic writing classes. The development of 26 first-year Japanese students’ peer feedback practices were tracked over 6 separate feedback sessions. The findings indicate that without training, students produced vague and unhelpful peer feedback. However, the intuitive structure of the Moodle workshop module and screencast feedback training sessions helped develop the skills necessary to offer critically evaluative feedback that proved useful for essay revision. Further findings show that although students were initially reluctant to offer feedback written in English, their use of the target language increased with adequate practice. Finally, student perceptions of their own abilities point to a highly significant relationship between screencast feedback training and improvement in peer feedback practices. These results suggest that the combination of the Moodle workshop activity module and feedback training screencasts facilitate effective peer feedback practices even in low level L2 academic writing courses.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43570880","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 : 2019-04-30DOI: 10.29140/JALTCALL.V15N1.156
J. Egbert, Seyed Abdollah Shahrokni
Washington State University, United States s.shahrokni@wsu.edu The idea of competency-based, or mastery, learning has been around for decades, but it has recently been receiving more global attention as a foundation for English language teaching and learning. Because technology use can be integral to the attainment of competency, language teachers who use computerassisted language learning (call) in their classrooms should be aware of the principles and practices that can lead to competency. This paper argues that, for this to happen, call teacher educators and other professional development providers need to use a competency approach to make sure that the teachers in their classrooms are as prepared as they can be to engage their English language learners (ells) actively in mastering language, content, and technology. After presenting this position, the paper provides a detailed definition and description of competency-based learning and suggests ways that it can be integrated into call teacher education. An outline of some of the benefits and challenges of this approach in teacher education completes the discussion in this paper.
{"title":"Balancing old and new: Integrating competency-based learning into CALL teacher education","authors":"J. Egbert, Seyed Abdollah Shahrokni","doi":"10.29140/JALTCALL.V15N1.156","DOIUrl":"https://doi.org/10.29140/JALTCALL.V15N1.156","url":null,"abstract":"Washington State University, United States s.shahrokni@wsu.edu The idea of competency-based, or mastery, learning has been around for decades, but it has recently been receiving more global attention as a foundation for English language teaching and learning. Because technology use can be integral to the attainment of competency, language teachers who use computerassisted language learning (call) in their classrooms should be aware of the principles and practices that can lead to competency. This paper argues that, for this to happen, call teacher educators and other professional development providers need to use a competency approach to make sure that the teachers in their classrooms are as prepared as they can be to engage their English language learners (ells) actively in mastering language, content, and technology. After presenting this position, the paper provides a detailed definition and description of competency-based learning and suggests ways that it can be integrated into call teacher education. An outline of some of the benefits and challenges of this approach in teacher education completes the discussion in this paper.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41984064","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 : 2019-04-05DOI: 10.29140/JALTCALL.V15N1.157
G. A. Stewart
In this article, the researcher reports the results of a case study. The focus was on the development of a “regular class” format (a standard lesson plan) for teachers of lower-level English learners whose English CALL courses incorporate ALC Press Inc.’s NetAcademy Next as the main resource. He draws on the relevant literature to outline what a class for lower-level English learners should aim to provide (including chunk-based reading, reading aloud, repetition, etc.), and introduces the “regular class” format and a handout to complement it. He then provides feedback from the learners. Ninety-four learners in the researcher’s Spring, 2018 CALL classes completed an end-of-course questionnaire. Results indicate that a majority of the learners: (1) were satisfied with the course (mean=4.191 (/5 = Strongly agree), mode=4.000); (2) did not find the course too difficult (2.862 (/5 = Difficult), mode=3.000); and (3) felt more motivated to study and improve their English as a result of taking the course (mean=4.021 (/5), mode=4.000).
{"title":"Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study","authors":"G. A. Stewart","doi":"10.29140/JALTCALL.V15N1.157","DOIUrl":"https://doi.org/10.29140/JALTCALL.V15N1.157","url":null,"abstract":"In this article, the researcher reports the results of a case study. The focus was on the development of a “regular class” format (a standard lesson plan) for teachers of lower-level English learners whose English CALL courses incorporate ALC Press Inc.’s NetAcademy Next as the main resource. He draws on the relevant literature to outline what a class for lower-level English learners should aim to provide (including chunk-based reading, reading aloud, repetition, etc.), and introduces the “regular class” format and a handout to complement it. He then provides feedback from the learners. Ninety-four learners in the researcher’s Spring, 2018 CALL classes completed an end-of-course questionnaire. Results indicate that a majority of the learners: (1) were satisfied with the course (mean=4.191 (/5 = Strongly agree), mode=4.000); (2) did not find the course too difficult (2.862 (/5 = Difficult), mode=3.000); and (3) felt more motivated to study and improve their English as a result of taking the course (mean=4.021 (/5), mode=4.000).","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672256","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 : 2018-12-31DOI: 10.29140/JALTCALL.V14N3.230
Oksana Vorobel, T. Voorhees, Deniz Gokcora
Building on research on the development of reading and use of technology for language learning, this multiple-case study explored English as a second language (ESL) students’ perceptions of using a social bookmarking Web 2.0 tool for the development of reading from an ecological perspective. Five students in a community college ESL course in the northeastern part of the USA participated in the study. The data sources included interviews, observations, e-journals, and artifacts. Thorough within-case and cross-case analysis of data revealed a number of Diigo affordances which ESL students found beneficial for their development of reading, role of context and mode, participants’ collaborative stance, and various aspects of influence Diigo had on ESL students’ development of reading. The findings and discussion of the study highlight the role of social bookmarking tools in raising ESL students’ motivation and engagement in reading. The study offers suggestions for further research and implications for practice.
{"title":"ESL students' perceptions of using a social bookmarking tool for the development of reading in a second language","authors":"Oksana Vorobel, T. Voorhees, Deniz Gokcora","doi":"10.29140/JALTCALL.V14N3.230","DOIUrl":"https://doi.org/10.29140/JALTCALL.V14N3.230","url":null,"abstract":"Building on research on the development of reading and use of technology for language learning, this multiple-case study explored English as a second language (ESL) students’ perceptions of using a social bookmarking Web 2.0 tool for the development of reading from an ecological perspective. Five students in a community college ESL course in the northeastern part of the USA participated in the study. The data sources included interviews, observations, e-journals, and artifacts. Thorough within-case and cross-case analysis of data revealed a number of Diigo affordances which ESL students found beneficial for their development of reading, role of context and mode, participants’ collaborative stance, and various aspects of influence Diigo had on ESL students’ development of reading. The findings and discussion of the study highlight the role of social bookmarking tools in raising ESL students’ motivation and engagement in reading. The study offers suggestions for further research and implications for practice.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49553220","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 : 2018-12-31DOI: 10.29140/JALTCALL.V14N3.232
R. Swier, M. Peterson
One of the most significant recent developments in CALL concerns the use of 3D multiplayer games and virtual worlds. An increasing volume of research suggests that implementations of these platforms can provide a range of affordances for language learning, including positive effects on motivation and opportunities for meaningful and authentic learner interaction. However, in both Japan and around the world, despite the wide range of positive findings reported in the literature, adoption of these platforms in language classrooms appears to be largely nonexistent. Bachnik (2003) reported on many of the institutional, cultural, and practical obstacles to the adoption of computer technology in education in Japan, however this analysis predated several important technological developments. We provide an up-to-date review of research on the use of games and virtual worlds in language learning, review the conclusions of Bachnik, and report on the results of a recent survey and series of interviews with university language teachers in Japan. Analysis provides insight into the continuing challenges of adopting technology in language teaching and on the types of virtual platforms that may ultimately see wide adoption.
{"title":"3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan","authors":"R. Swier, M. Peterson","doi":"10.29140/JALTCALL.V14N3.232","DOIUrl":"https://doi.org/10.29140/JALTCALL.V14N3.232","url":null,"abstract":"One of the most significant recent developments in CALL concerns the use of 3D multiplayer games and virtual worlds. An increasing volume of research suggests that implementations of these platforms can provide a range of affordances for language learning, including positive effects on motivation and opportunities for meaningful and authentic learner interaction. However, in both Japan and around the world, despite the wide range of positive findings reported in the literature, adoption of these platforms in language classrooms appears to be largely nonexistent. Bachnik (2003) reported on many of the institutional, cultural, and practical obstacles to the adoption of computer technology in education in Japan, however this analysis predated several important technological developments. We provide an up-to-date review of research on the use of games and virtual worlds in language learning, review the conclusions of Bachnik, and report on the results of a recent survey and series of interviews with university language teachers in Japan. Analysis provides insight into the continuing challenges of adopting technology in language teaching and on the types of virtual platforms that may ultimately see wide adoption.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390199","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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