Welcome to the first issue of the Australasian Journal of Gifted Education for 2022. In this exciting issue of the journal, we have contributions from scholars based in three different countries (i.e., Australia, the United States and Saudi Arabia) representing eight different institutions (i.e, University of Arizona, University of Georgia, King Saud University, Univeristy of Wollongong, University of New South Wales, University of Sydney, Deakin University and the New South Wales Department of Education). A common theme in the contributions is that they all qualify as innovative studies that advance knowledge in the field of gifted education.
{"title":"Editorial","authors":"J. Y. Jung","doi":"10.21505/ajge.2022.0001","DOIUrl":"https://doi.org/10.21505/ajge.2022.0001","url":null,"abstract":"Welcome to the first issue of the Australasian Journal of Gifted Education for 2022. In this exciting issue of the journal, we have contributions from scholars based in three different countries (i.e., Australia, the United States and Saudi Arabia) representing eight different institutions (i.e, University of Arizona, University of Georgia, King Saud University, Univeristy of Wollongong, University of New South Wales, University of Sydney, Deakin University and the New South Wales Department of Education). A common theme in the contributions is that they all qualify as innovative studies that advance knowledge in the field of gifted education.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47959997","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}
Musical giftedness can manifest in many ways, and music teachers should be able to identify high musical potential beyond the demonstration of instrumental skill or musical knowledge. It is important to have a multi-faceted approach to the education of musically gifted students, particularly in the senior secondary years when students are beginning to reach higher levels of musical proficiency. As part of a study examining high achievement in senior secondary music, 50 teachers in 23 schools across New South Wales were asked about how they supported and extended the musically gifted students at their school. Results showed that participants were intuitively utilising gifted education strategies and approaches in their teaching. However, it was mainly students with demonstrable talent who were benefiting from their expertise. This study advocates for all music educators working with high achieving and gifted musicians to broaden their skills and knowledge of gifted education practices to better serve all students with high musical potential.
{"title":"High Achievement and the Musically Gifted: How Music Educators across New South Wales, Australia Develop and Extend Their Most Capable Students","authors":"Rachel White","doi":"10.21505/ajge.2022.0004","DOIUrl":"https://doi.org/10.21505/ajge.2022.0004","url":null,"abstract":"Musical giftedness can manifest in many ways, and music teachers should be able to identify high musical potential beyond the demonstration of instrumental skill or musical knowledge. It is important to have a multi-faceted approach to the education of musically gifted students, particularly in the senior secondary years when students are beginning to reach higher levels of musical proficiency. As part of a study examining high achievement in senior secondary music, 50 teachers in 23 schools across New South Wales were asked about how they supported and extended the musically gifted students at their school. Results showed that participants were intuitively utilising gifted education strategies and approaches in their teaching. However, it was mainly students with demonstrable talent who were benefiting from their expertise. This study advocates for all music educators working with high achieving and gifted musicians to broaden their skills and knowledge of gifted education practices to better serve all students with high musical potential.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45437474","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}
J. Maker, R. Zimmerman, A. Bahar, Christine In-Albon
Exceptional talent includes the ability and willingness to solve varied, complex problems, and having a knowledge structure that facilitates problem solving and creativity. The purpose of this study was to determine changes in students’ knowledge structures resulting from fidelity of implementation of Real Engagement in Active Problem Solving (REAPS), a vehicle for igniting, cultivating, extending, and strengthening exceptional talent. Using regression analysis, we found teachers’ fidelity of implementation was a significant predictor of student growth (F [4, 413] = 7.194, p < .001) in total scores and subscores on concept maps, a measure of knowledge structure. Implementation of principles for talent development in the dimensions of content, processes, products, and learning environment had differential, but positive, effects. Because concept maps have no ceiling, students already scoring at high levels can show growth. Concept maps can be used as assessments of learning, for learning, and as learning.
杰出的人才包括解决各种复杂问题的能力和意愿，以及具有促进问题解决和创造力的知识结构。本研究的目的是为了确定学生在积极问题解决中真实参与(Real Engagement in Active Problem Solving, REAPS)的忠实度所导致的知识结构的变化，REAPS是一种激发、培养、扩展和加强特殊才能的工具。通过回归分析，我们发现教师的实施保真度是学生成长的显著预测因子(F [4,413] = 7.194, p < .001)，概念图是衡量知识结构的总分和子分数。在内容、过程、产品和学习环境等维度上实施人才发展原则具有不同但积极的效果。因为概念图没有上限，得分已经很高的学生可以表现出增长。概念图可以用来评估学习，用于学习，也可以作为学习。
{"title":"The Influence of Real Engagement in Active Problem Solving on Deep Learning: An Important Component of Exceptional Talent in the 21st Century Context","authors":"J. Maker, R. Zimmerman, A. Bahar, Christine In-Albon","doi":"10.21505/ajge.2021.0014","DOIUrl":"https://doi.org/10.21505/ajge.2021.0014","url":null,"abstract":"Exceptional talent includes the ability and willingness to solve varied, complex problems, and having a knowledge structure that facilitates problem solving and creativity. The purpose of this study was to determine changes in students’ knowledge structures resulting from fidelity of implementation of Real Engagement in Active Problem Solving (REAPS), a vehicle for igniting, cultivating, extending, and strengthening exceptional talent. Using regression analysis, we found teachers’ fidelity of implementation was a significant predictor of student growth (F [4, 413] = 7.194, p < .001) in total scores and subscores on concept maps, a measure of knowledge structure. Implementation of principles for talent development in the dimensions of content, processes, products, and learning environment had differential, but positive, effects. Because concept maps have no ceiling, students already scoring at high levels can show growth. Concept maps can be used as assessments of learning, for learning, and as learning.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250558","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 paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.
{"title":"What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys","authors":"Graeme Miller","doi":"10.21505/AJGE.2021.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2021.0004","url":null,"abstract":"This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":"49-64"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250199","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}
Two questions that often plague teachers are ‘How can I identify gifted students?’ and ‘How can I best teach gifted students?’ Rosemary Cathcart addresses each of these questions in her book, Understanding and working with gifted learners. “They’re not bringing my brain out”. Cathcart has worked in gifted education since the early 1980s, and in 2005 established Responding to Exceptional Ability in Children (REACH) Education, a specialist education consultancy that offers professional learning for teachers. Understanding and working with gifted learners. “They’re not bringing my brain out” aims to provide anyone an insight into the gifted individual, and presents some practical strategies to identify and respond to the gifted learner.
两个经常困扰教师的问题是:“我如何识别天才学生?”以及“我怎样才能最好地教有天赋的学生?”罗斯玛丽·卡斯卡特(Rosemary Cathcart)在她的书《理解和帮助天才学习者》(Understanding and working with gifted learners)中回答了这些问题。“他们没有把我的大脑取出来”。卡斯卡特从20世纪80年代初开始从事资优教育工作，并于2005年成立了响应儿童特殊能力(REACH)教育，这是一家为教师提供专业学习的专业教育咨询公司。理解和帮助有天赋的学习者。“他们没有把我的大脑带出来”旨在为任何人提供对天才个体的洞察，并提出了一些识别和回应天才学习者的实用策略。
{"title":"Understanding and working with gifted learners: 'They're not bringing my brain out' (Book Review)","authors":"M. Mcgregor","doi":"10.21505/AJGE.2021.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2021.0006","url":null,"abstract":"Two questions that often plague teachers are ‘How can I identify gifted students?’ and ‘How can I best teach gifted students?’ Rosemary Cathcart addresses each of these questions in her book, Understanding and working with gifted learners. “They’re not bringing my brain out”. Cathcart has worked in gifted education since the early 1980s, and in 2005 established Responding to Exceptional Ability in Children (REACH) Education, a specialist education consultancy that offers professional learning for teachers. Understanding and working with gifted learners. “They’re not bringing my brain out” aims to provide anyone an insight into the gifted individual, and presents some practical strategies to identify and respond to the gifted learner.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":"69-70"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250511","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}
Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.
{"title":"Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model","authors":"J. Maker, R. Pease","doi":"10.21505/ajge.2021.0012","DOIUrl":"https://doi.org/10.21505/ajge.2021.0012","url":null,"abstract":"Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250523","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}
Teaching is more effective when students are taught through research-based teaching approaches that have been found to be successful in producing the outcomes they advocate. However, use of an effective instructional strategy does not ensure learning, because the success of a sound approach is determined by how well it is implemented. The purpose of this study was to evaluate the effect of the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) teaching model on changes in creative problem solving in mathematics. REAPS is a teaching model that was initially designed to meet the needs of exceptionally gifted and talented learners. However, teachers and researchers have found it to be an effective method for teaching all students. Using a repeated measures t-test, we found that creative problem solving of students in a school in which all teachers implemented the REAPS model improved significantly in total scores as well as accuracy and concept subscores. In addition, we found that the level of fidelity of implementation of the model explained 14.8% of the variance in total creative problem solving in mathematics, 20.1% of the variance in accuracy subscore, and finally 4.5% of the variance in concept subscore. We found evidence that teachers can make a significant impact on students’ creative problem solving in mathematics through a high level of fidelity of implementation of the REAPS model.
{"title":"The Role of Teachers’ Implementation of the Real Engagement in Active Problem Solving (REAPS) Model in Developing Creative Problem Solving in Mathematics","authors":"A. Bahar, J. Maker, Alisa Scherbakova","doi":"10.21505/ajge.2021.0013","DOIUrl":"https://doi.org/10.21505/ajge.2021.0013","url":null,"abstract":"Teaching is more effective when students are taught through research-based teaching approaches that have been found to be successful in producing the outcomes they advocate. However, use of an effective instructional strategy does not ensure learning, because the success of a sound approach is determined by how well it is implemented. The purpose of this study was to evaluate the effect of the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) teaching model on changes in creative problem solving in mathematics. REAPS is a teaching model that was initially designed to meet the needs of exceptionally gifted and talented learners. However, teachers and researchers have found it to be an effective method for teaching all students. Using a repeated measures t-test, we found that creative problem solving of students in a school in which all teachers implemented the REAPS model improved significantly in total scores as well as accuracy and concept subscores. In addition, we found that the level of fidelity of implementation of the model explained 14.8% of the variance in total creative problem solving in mathematics, 20.1% of the variance in accuracy subscore, and finally 4.5% of the variance in concept subscore. We found evidence that teachers can make a significant impact on students’ creative problem solving in mathematics through a high level of fidelity of implementation of the REAPS model.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250529","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 purpose of this study was to explore general education teachers’ perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) Creating Meaningful Learning-Teaching Experiences, (b) Bridging the Knowing-Doing Gap, and (c) Increasing Learning Effectiveness. Each category included three to four identified subcategories to describe a specific phenomenon from teachers’ responses. Discussion included the core theme and its relationships with the categories and sub-categories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.
{"title":"General Education Teachers’ Perceptions of the Real Engagement in Active Problem Solving (REAPS) Model","authors":"I-Chen Wu, R. Pease, J. Maker","doi":"10.21505/ajge.2021.0015","DOIUrl":"https://doi.org/10.21505/ajge.2021.0015","url":null,"abstract":"The purpose of this study was to explore general education teachers’ perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) Creating Meaningful Learning-Teaching Experiences, (b) Bridging the Knowing-Doing Gap, and (c) Increasing Learning Effectiveness. Each category included three to four identified subcategories to describe a specific phenomenon from teachers’ responses. Discussion included the core theme and its relationships with the categories and sub-categories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250563","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}
Homeschooling has been a growing movement worldwide since the 1970s and a research topic for the last 30 years in Australia. Despite this body of knowledge, no studies have focused specifically on gifted homeschooling in this country. Using a qualitative approach, 10 mothers of 10 gifted children were interviewed; data were analysed using qualitative content analysis methodology. Five major themes emerged: (1) homeschooling motivations, (2) giftedness challenges, (3) homeschooling provision, (4) facilitators for homeschooling, and (5) barriers to homeschooling. In the findings, it was suggested that homeschooling is chosen for the majority of families as a healing process from a school system that has damaged them emotionally and cognitively. Families of gifted children value the freedom and flexibility of the homeschooling option to encourage their gifted children’s abilities and interests. The outcomes of this study present a clearer understanding of the decisional and implementation processes of home schooling carried out by families of gifted learners and its effect on their lives.
{"title":"Homeschooling Gifted Learners: An Australian Perspective","authors":"M. L. Conejeros-Solar, Susen Smith","doi":"10.21505/AJGE.2021.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2021.0003","url":null,"abstract":"Homeschooling has been a growing movement worldwide since the 1970s and a research topic for the last 30 years in Australia. Despite this body of knowledge, no studies have focused specifically on gifted homeschooling in this country. Using a qualitative approach, 10 mothers of 10 gifted children were interviewed; data were analysed using qualitative content analysis methodology. Five major themes emerged: (1) homeschooling motivations, (2) giftedness challenges, (3) homeschooling provision, (4) facilitators for homeschooling, and (5) barriers to homeschooling. In the findings, it was suggested that homeschooling is chosen for the majority of families as a healing process from a school system that has damaged them emotionally and cognitively. Families of gifted children value the freedom and flexibility of the homeschooling option to encourage their gifted children’s abilities and interests. The outcomes of this study present a clearer understanding of the decisional and implementation processes of home schooling carried out by families of gifted learners and its effect on their lives.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":"23-48"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250157","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 is an interview with Tracy Riley, Ph.D, Professor and Dean, Research at Massey University in Aotearoa New Zealand. Tracy is the most recent New Zealand scholar to reach Professorship in Aotearoa New Zealand, an achievement that represents the value and extent of her work in the field of giftedness and talent.
{"title":"An Interview of Professor Tracey Riley","authors":"N. Ballam","doi":"10.21505/AJGE.2021.0005","DOIUrl":"https://doi.org/10.21505/AJGE.2021.0005","url":null,"abstract":"This is an interview with Tracy Riley, Ph.D, Professor and Dean, Research at Massey University in Aotearoa New Zealand. Tracy is the most recent New Zealand scholar to reach Professorship in Aotearoa New Zealand, an achievement that represents the value and extent of her work in the field of giftedness and talent.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":"65-68"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249789","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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