Pub Date : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.854
Adrián Acosta-Silva, F. Ganga-Contreras, Claudio Rama-Vitale
Studying the relationships between governance, public policy and institutional performance in the field of higher education has become a great challenge for researchers, but also an attractive opportunity, given the complexity that this triad of concepts represents. The purpose of this work is to carry out a theoretical reflection on the conceptual scope of university governance and its connection with public policy and its corresponding performance, in order to specify the terminology and its most relevant significance for Latin America. This research is descriptive and documentary, based on the exploration of the contemporary sociological and political literature.
{"title":"Gobernanza universitaria: enfoques y alcances conceptuales","authors":"Adrián Acosta-Silva, F. Ganga-Contreras, Claudio Rama-Vitale","doi":"10.22201/IISUE.20072872E.2021.33.854","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.854","url":null,"abstract":"Studying the relationships between governance, public policy and institutional performance in the field of higher education has become a great challenge for researchers, but also an attractive opportunity, given the complexity that this triad of concepts represents. The purpose of this work is to carry out a theoretical reflection on the conceptual scope of university governance and its connection with public policy and its corresponding performance, in order to specify the terminology and its most relevant significance for Latin America. This research is descriptive and documentary, based on the exploration of the contemporary sociological and political literature.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"3-17"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46740535","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.862
J. Pérez-Castro
The objective of this article is to analyze the barriers and facilitators identified by a sample of students with disabilities enrolled in two Mexican public universities, in three components of teaching: the ways in which they are presented, the ways in which they are invited to take part in the activities and their level of commitment and the attitudes towards inclusion. The research consisted of a case study and the investigacion technique was the in-depth interview. The results show us that teacher training in inclusion and disability is important, but it is also necessary to provide tools that allow teachers to make reasonable adjustments, based on the needs of the students.
{"title":"Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores","authors":"J. Pérez-Castro","doi":"10.22201/IISUE.20072872E.2021.33.862","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.862","url":null,"abstract":"The objective of this article is to analyze the barriers and facilitators identified by a sample of students with disabilities enrolled in two Mexican public universities, in three components of teaching: the ways in which they are presented, the ways in which they are invited to take part in the activities and their level of commitment and the attitudes towards inclusion. The research consisted of a case study and the investigacion technique was the in-depth interview. The results show us that teacher training in inclusion and disability is important, but it is also necessary to provide tools that allow teachers to make reasonable adjustments, based on the needs of the students.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"138-157"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49535393","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.864
C. Rodríguez-Garcés, Geraldo Padilla-Fuentes
Making use of official information, this article analyzes the changes that the new law of Free Access to Higher Education in Chile introduced to public financing, institutional recruitment and coverage rates. Among the results, what stands out is the significant injection of public resources despite the low level of coverage achieved, a strong tendency towards privatization and low institutional adhesion. With its implementation and graduality, this law accentuates the logic of the voucher, of restricted and focused access, while the institutions, in a cost-benefit analysis, evaluate the attraction of resources and the reduction of autonomy through fiscal regulation.
{"title":"Incorporación de la Ley de Gratuidad al Sistema de Educación Superior en Chile: la prolongación del subsidio a la demanda y la privatización del financiamiento público","authors":"C. Rodríguez-Garcés, Geraldo Padilla-Fuentes","doi":"10.22201/IISUE.20072872E.2021.33.864","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.864","url":null,"abstract":"Making use of official information, this article analyzes the changes that the new law of Free Access to Higher Education in Chile introduced to public financing, institutional recruitment and coverage rates. Among the results, what stands out is the significant injection of public resources despite the low level of coverage achieved, a strong tendency towards privatization and low institutional adhesion. With its implementation and graduality, this law accentuates the logic of the voucher, of restricted and focused access, while the institutions, in a cost-benefit analysis, evaluate the attraction of resources and the reduction of autonomy through fiscal regulation.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"179-195"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44561806","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.861
Julio Labraña, César Maríñez
The contemporary higher education systems depend on the existence of institutions responsible for ensuring the quality of their activities. The Chilean case is no exception in this regard. The creation of the Higher Education Council in 1990 was the starting point for the development of an expert assessment system for universities, consolidated with the inauguration of the National Accreditation Commission in 2006. Despite their importance, there do not seem to be studies on the history of these quality assurance mechanisms, nor on how their evolution can be explained from a general sociological theory. To make progress in this analysis, the authors, following Niklas Luhmann's thesis, put forward that trust is socially constructed and that its form of configuration depends on changes in the structure of society. Using these ideas, the evolution of quality assurance mechanisms in higher education since the 19th century in Chile is reviewed and the results suggest that the emphasis on expert knowledge is a recent phenomenon which can be explained as a consequence of the change in the way society is structured. This sociological analysis, based on Luhmann's theory of social systems, ends with a summary, possible lines of research, and recommendations for higher education policy.
{"title":"¿En qué confiamos al evaluar la calidad de las universidades? Un análisis sociológico de la evolución de los mecanismos de aseguramiento externos de la calidad en Chile desde la teoría de sistemas sociales","authors":"Julio Labraña, César Maríñez","doi":"10.22201/IISUE.20072872E.2021.33.861","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.861","url":null,"abstract":"The contemporary higher education systems depend on the existence of institutions responsible for ensuring the quality of their activities. The Chilean case is no exception in this regard. The creation of the Higher Education Council in 1990 was the starting point for the development of an expert assessment system for universities, consolidated with the inauguration of the National Accreditation Commission in 2006. Despite their importance, there do not seem to be studies on the history of these quality assurance mechanisms, nor on how their evolution can be explained from a general sociological theory. To make progress in this analysis, the authors, following Niklas Luhmann's thesis, put forward that trust is socially constructed and that its form of configuration depends on changes in the structure of society. Using these ideas, the evolution of quality assurance mechanisms in higher education since the 19th century in Chile is reviewed and the results suggest that the emphasis on expert knowledge is a recent phenomenon which can be explained as a consequence of the change in the way society is structured. This sociological analysis, based on Luhmann's theory of social systems, ends with a summary, possible lines of research, and recommendations for higher education policy.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"120-137"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47102442","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.865
Pablo Barnier-khawam
A partir de un estudio histórico e ideológico del concepto de subsidiariedad, este artículo propone un análisis de su aplicación en el ámbito de la educación en Chile. De esta manera, se demuestra el rol del jurista Jaime Guzmán en la conjugación de la tradición católica con el pensamiento neoliberal, al integrar la subsidiariedad en el sistema jurídico chileno. La ambivalencia de este principio de organización institucional permite justificar el carácter democrático del sistema educativo gracias a la libertad de enseñanza que consagra. La transición democrática profundiza este modelo con una ampliación de la oferta privada en la educación superior, lo que demuestra una continuación ideológica en cuanto al concepto de subsidiariedad. Sin embargo, este mismo concepto puede tener otro contenido ideológico partiendo de la idea que la educación debe entenderse como un ámbito social fuera de la lógica de mercado, como lo demuestran los movimientos estudiantiles en Chile. Una propuesta horizontal de la subsidiariedad puede así ser teorizada.
{"title":"Subsidiariedad y educación en Chile: estudio histórico de un principio político polisémico","authors":"Pablo Barnier-khawam","doi":"10.22201/IISUE.20072872E.2021.33.865","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.865","url":null,"abstract":"A partir de un estudio histórico e ideológico del concepto de subsidiariedad, este artículo propone un análisis de su aplicación en el ámbito de la educación en Chile. De esta manera, se demuestra el rol del jurista Jaime Guzmán en la conjugación de la tradición católica con el pensamiento neoliberal, al integrar la subsidiariedad en el sistema jurídico chileno. La ambivalencia de este principio de organización institucional permite justificar el carácter democrático del sistema educativo gracias a la libertad de enseñanza que consagra. La transición democrática profundiza este modelo con una ampliación de la oferta privada en la educación superior, lo que demuestra una continuación ideológica en cuanto al concepto de subsidiariedad. Sin embargo, este mismo concepto puede tener otro contenido ideológico partiendo de la idea que la educación debe entenderse como un ámbito social fuera de la lógica de mercado, como lo demuestran los movimientos estudiantiles en Chile. Una propuesta horizontal de la subsidiariedad puede así ser teorizada.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49022065","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.858
Olga-Lidia Murillo-García, Edna Luna-Serrano
The purpose of this study was to identify the academic context of failing students enrolled in a Mexican public university. Information was available about 62,174 students enrolled in 77 undergraduate programs. The source of information was the Integral System of Institutional Information; the unit of analysis was the indicator of failure,in particular the failure of three or more subjects (N3); descriptive analyses were made. The results showed that the greatest proportion of students in condition of N3 lagging can be observed in programs that belong to the area of Engineering and Technology, followed by the area of Natural and Exact Sciences, and in the core curriculum that is taught during the first university year in diverse areas.
{"title":"El contexto académico de estudiantes universitarios en condición de rezago por reprobación","authors":"Olga-Lidia Murillo-García, Edna Luna-Serrano","doi":"10.22201/IISUE.20072872E.2021.33.858","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.858","url":null,"abstract":"The purpose of this study was to identify the academic context of failing students enrolled in a Mexican public university. Information was available about 62,174 students enrolled in 77 undergraduate programs. The source of information was the Integral System of Institutional Information; the unit of analysis was the indicator of failure,in particular the failure of three or more subjects (N3); descriptive analyses were made. The results showed that the greatest proportion of students in condition of N3 lagging can be observed in programs that belong to the area of Engineering and Technology, followed by the area of Natural and Exact Sciences, and in the core curriculum that is taught during the first university year in diverse areas.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"58-75"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45698528","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 : 2021-02-01DOI: 10.22201/IISUE.20072872E.2021.33.856
Pedro Flores-Crespo, Nadyra Rodríguez-Arias
The main purpose of this article is to explore how technological higher education contributes to social mobility and, specifically, what changes in educational, occupational and income terms graduates have experienced during their life trajectory. This is done through a longitudinal panel study that collected information from a group of graduates at the level of university technician in one of Mexico's technological universities: Tula-Tepeji. Based on the data, the authors found that the graduates have been able to achieve intergenerational educational mobility and significant changes in their occupational status, as well as in their spending power when investigating their wages. Likewise, the authors observe modifications in the idiosyncrasies of the perception of schooling as a tool to be successful, that is, they manage to break with some cultural patterns transmitted from their grandparents to their parents regarding education, which led to different ways of choosing. This points at a more complex rationality that could be analyzed in future studies.
{"title":"Educación superior tecnológica y movilidad social. Un estudio longitudinal basado en historias de vida","authors":"Pedro Flores-Crespo, Nadyra Rodríguez-Arias","doi":"10.22201/IISUE.20072872E.2021.33.856","DOIUrl":"https://doi.org/10.22201/IISUE.20072872E.2021.33.856","url":null,"abstract":"The main purpose of this article is to explore how technological higher education contributes to social mobility and, specifically, what changes in educational, occupational and income terms graduates have experienced during their life trajectory. This is done through a longitudinal panel study that collected information from a group of graduates at the level of university technician in one of Mexico's technological universities: Tula-Tepeji. Based on the data, the authors found that the graduates have been able to achieve intergenerational educational mobility and significant changes in their occupational status, as well as in their spending power when investigating their wages. Likewise, the authors observe modifications in the idiosyncrasies of the perception of schooling as a tool to be successful, that is, they manage to break with some cultural patterns transmitted from their grandparents to their parents regarding education, which led to different ways of choosing. This points at a more complex rationality that could be analyzed in future studies.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"39-57"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68196203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.22201/iisue.20072872e.2020.32.821
Mauro Marino-Jiménez, Ursula-Andrea Harman-Canalle, Francisco Alvarado-Choy
The evolution of distance education (DE) has met various educational needs, thanks to technological progress, teaching initiatives in higher education and educational research. However, many relationships converge between the capacities, the ways of learning, the participation in the decision making by the actors and the agents involved, the norms and values, among others. This article aims to highlight the complexity of the relationships between the elements of the DE system by means of the systemic way of thinking. This will make it possible to explain why the management of DE in higher education institutions has not always had the expected results and to reflect on decision-making under this framework of reference.
{"title":"La educación a distancia desde el pensamiento sistémico: una mirada necesaria para los actores del centro educativo de nivel superior","authors":"Mauro Marino-Jiménez, Ursula-Andrea Harman-Canalle, Francisco Alvarado-Choy","doi":"10.22201/iisue.20072872e.2020.32.821","DOIUrl":"https://doi.org/10.22201/iisue.20072872e.2020.32.821","url":null,"abstract":"The evolution of distance education (DE) has met various educational needs, thanks to technological progress, teaching initiatives in higher education and educational research. However, many relationships converge between the capacities, the ways of learning, the participation in the decision making by the actors and the agents involved, the norms and values, among others. This article aims to highlight the complexity of the relationships between the elements of the DE system by means of the systemic way of thinking. This will make it possible to explain why the management of DE in higher education institutions has not always had the expected results and to reflect on decision-making under this framework of reference.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"183-197"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43815535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.22201/iisue.20072872e.2020.32.816
M. Coronado-García, Sergio-Ramón Rossetti-López, I. Rojas-Rodríguez
This study analyzes the effectiveness and functionality of the Graduate School of Management of the University of Sonora, according to the perception that the faculty has about it. The interest of postgraduate courses in Mexico about its level of effectiveness and functionality has increased, that is why the University of Sonora considered as a priority to diagnose these indicators. They carried out a survey to the postgraduate teaching staff, where a measurement instrument based on the Arturo de la Orden Hoz’ s systemic model was applied. The teaching staff was asked to indicate the ranking of effectiveness or functionality that the Master's Program in Administration shows in their opinion. According to the results, it can be observed that the function of preparation for the professional world occupies the first place in terms of percentages, with 68.77% of effectiveness fulfillment in that sector, followed by the function of Promotion and development of science, with 63.10%. The third place is occupied by the function of Promotion, development and transmission of culture, with 62.95%. The results of this research made possible to issue the corresponding recommendations in order to reach in a near future significative improvements in this area.
这项研究根据教师对索诺拉大学管理研究生院的看法，分析了该学院的有效性和功能性。墨西哥研究生课程对其有效性和性能水平的兴趣增加了，这就是为什么索诺拉大学将诊断这些指标视为优先事项。他们对研究生教师进行了一项调查，使用了基于Arturo de la Orden Hoz系统模型的测量仪器。教学人员被要求说明管理硕士课程在他们看来的有效性或功能性排名。根据研究结果，可以观察到，职业世界的准备功能在百分比上占据第一位，该部门的有效性实现率为68.77%，其次是科学的促进和发展功能，达到63.10%。第三位是文化的促进、发展和传播功能，62.95%。这项研究的结果使发布相应的建议成为可能，以便在不久的将来在这一领域取得有意义的改进。
{"title":"Funcionalidad y eficacia del posgrado. La visión del profesorado en la Universidad de Sonora","authors":"M. Coronado-García, Sergio-Ramón Rossetti-López, I. Rojas-Rodríguez","doi":"10.22201/iisue.20072872e.2020.32.816","DOIUrl":"https://doi.org/10.22201/iisue.20072872e.2020.32.816","url":null,"abstract":"This study analyzes the effectiveness and functionality of the Graduate School of Management of the University of Sonora, according to the perception that the faculty has about it. The interest of postgraduate courses in Mexico about its level of effectiveness and functionality has increased, that is why the University of Sonora considered as a priority to diagnose these indicators. They carried out a survey to the postgraduate teaching staff, where a measurement instrument based on the Arturo de la Orden Hoz’ s systemic model was applied. The teaching staff was asked to indicate the ranking of effectiveness or functionality that the Master's Program in Administration shows in their opinion. According to the results, it can be observed that the function of preparation for the professional world occupies the first place in terms of percentages, with 68.77% of effectiveness fulfillment in that sector, followed by the function of Promotion and development of science, with 63.10%. The third place is occupied by the function of Promotion, development and transmission of culture, with 62.95%. The results of this research made possible to issue the corresponding recommendations in order to reach in a near future significative improvements in this area.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"67-86"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.22201/iisue.20072872e.2020.32.817
Dante-Alberto Alcántara-Bojorge
The historiography dedicated to the Royal University of Mexico has gone through different stages since the early 20th century and presents different points of view on various aspects of its corporate and academic activities. This article provides an overview of the main questions and problems raised so far, taking as an axis the historiography promoted by researchers of the Universidad Nacional Autonoma de Mexico, and sets out some topics that are still to be explored.
{"title":"Las investigaciones en torno a la Real Universidad de México. Una síntesis historiográfica","authors":"Dante-Alberto Alcántara-Bojorge","doi":"10.22201/iisue.20072872e.2020.32.817","DOIUrl":"https://doi.org/10.22201/iisue.20072872e.2020.32.817","url":null,"abstract":"The historiography dedicated to the Royal University of Mexico has gone through different stages since the early 20th century and presents different points of view on various aspects of its corporate and academic activities. This article provides an overview of the main questions and problems raised so far, taking as an axis the historiography promoted by researchers of the Universidad Nacional Autonoma de Mexico, and sets out some topics that are still to be explored.","PeriodicalId":38004,"journal":{"name":"Revista Iberoamericana de Educacion Superior","volume":"1 1","pages":"109-132"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48383394","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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