Assessment on statistical reasoning is an area of academic interest in statistics education research in tandem with attitudes and anxiety towards statistics, since many studies report students are likely to encounter problems with statistics due to these two non-cognitive factors. In this study, 320 Tenth Grade science stream students from Sabah, Malaysia were tested using the Statistical Reasoning Test Survey (SRTS), the Survey of Attitudes towards Statistics (SATS), and the Statistical Anxiety Scale (SAS), which assessed their statistical reasoning, attitude, and anxiety, respectively. Generally, the findings revealed the students held i) a quantitative level in statistical reasoning, ii) a positive attitude towards statistics, and iii) a moderate level of statistics anxiety. A positive relationship between attitudes towards statistics and statistical reasoning, and a negative relationship between statistics anxiety and statistical reasoning were also observed. The Value, Interest, and Interpretation Anxiety components were predictor variables for statistical reasoning.
{"title":"ASSESSING SECONDARY SCHOOL STUDENTS’ STATISTICAL REASONING, ATTITUDE TOWARDS STATISTICS, AND STATISTICS ANXIETY","authors":"Siti Shahirah Saidi, N. M. Siew","doi":"10.52041/serj.v21i1.67","DOIUrl":"https://doi.org/10.52041/serj.v21i1.67","url":null,"abstract":"Assessment on statistical reasoning is an area of academic interest in statistics education research in tandem with attitudes and anxiety towards statistics, since many studies report students are likely to encounter problems with statistics due to these two non-cognitive factors. In this study, 320 Tenth Grade science stream students from Sabah, Malaysia were tested using the Statistical Reasoning Test Survey (SRTS), the Survey of Attitudes towards Statistics (SATS), and the Statistical Anxiety Scale (SAS), which assessed their statistical reasoning, attitude, and anxiety, respectively. Generally, the findings revealed the students held i) a quantitative level in statistical reasoning, ii) a positive attitude towards statistics, and iii) a moderate level of statistics anxiety. A positive relationship between attitudes towards statistics and statistical reasoning, and a negative relationship between statistics anxiety and statistical reasoning were also observed. The Value, Interest, and Interpretation Anxiety components were predictor variables for statistical reasoning.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44023022","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 the editorial introducing SERJ Volume 21, Issue 1.
这是介绍SERJ第21卷第1期的社论。
{"title":"Editorial and Front Matter","authors":"Jennifer J. Kaplan","doi":"10.52041/serj.v21i1.407","DOIUrl":"https://doi.org/10.52041/serj.v21i1.407","url":null,"abstract":"This is the editorial introducing SERJ Volume 21, Issue 1.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43839184","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}
Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning approach for enhancing an introductory business statistics course taken by 2265 students over three semesters. Impact was evaluated with video usage, academic performance, and student survey data. Students heavily utilised worked example videos before assessment deadlines, frequently employing active learning strategies during their engagements. Improvements in academic performance and course satisfaction were observed compared to previous cohorts. This demonstrates worked example videos are well-suited to large-enrolment courses due to their highly scalable capacity to deliver timely support for learning, which individuals can tailor to their diverse needs.
{"title":"EVALUATING THE IMPACT OF WORKED EXAMPLE VIDEOS FOR BLENDED LEARNING IN A LARGE-ENROLMENT BUSINESS STATISTICS COURSE","authors":"S. Dart","doi":"10.52041/serj.v21i1.93","DOIUrl":"https://doi.org/10.52041/serj.v21i1.93","url":null,"abstract":"Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning approach for enhancing an introductory business statistics course taken by 2265 students over three semesters. Impact was evaluated with video usage, academic performance, and student survey data. Students heavily utilised worked example videos before assessment deadlines, frequently employing active learning strategies during their engagements. Improvements in academic performance and course satisfaction were observed compared to previous cohorts. This demonstrates worked example videos are well-suited to large-enrolment courses due to their highly scalable capacity to deliver timely support for learning, which individuals can tailor to their diverse needs.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41891928","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}
Jane Watson, Noleine Fitzallen, Suzie Wright, Ben Kelly
STEM learning experiences at the school level provide both opportunities and challenges for exploring students’ understanding of statistical concepts. This report focuses on data handling and informal inference embedded in a STEM context, that is, of testing, adjusting, and retesting catapults. In particular, the learning goal was for Grade 4 (aged 9–10 years) students to build on their developing understanding of variation while learning about the science topic of force as demonstrated by two configurations of catapults causing ping pong balls to be launched different distances. This report focuses on the students’ experiences of variation that were associated with the activity from a structural perspective during implementation. The analysis, employing various aspects of the Structure of Observed Learning Outcomes, points to the potential contribution of multimodal functioning in identifying and characterizing understanding of variation in a new context. The activity took place with 50 students in two classes with data collected from student workbooks. Results suggest that meaningful engagement with context can provide support for developing understanding of the concept of variation.
{"title":"CHARACTERIZING STUDENT EXPERIENCE OF VARIATION WITHIN A STEM CONTEXT: IMPROVING CATAPULTS","authors":"Jane Watson, Noleine Fitzallen, Suzie Wright, Ben Kelly","doi":"10.52041/serj.v21i1.7","DOIUrl":"https://doi.org/10.52041/serj.v21i1.7","url":null,"abstract":"STEM learning experiences at the school level provide both opportunities and challenges for exploring students’ understanding of statistical concepts. This report focuses on data handling and informal inference embedded in a STEM context, that is, of testing, adjusting, and retesting catapults. In particular, the learning goal was for Grade 4 (aged 9–10 years) students to build on their developing understanding of variation while learning about the science topic of force as demonstrated by two configurations of catapults causing ping pong balls to be launched different distances. This report focuses on the students’ experiences of variation that were associated with the activity from a structural perspective during implementation. The analysis, employing various aspects of the Structure of Observed Learning Outcomes, points to the potential contribution of multimodal functioning in identifying and characterizing understanding of variation in a new context. The activity took place with 50 students in two classes with data collected from student workbooks. Results suggest that meaningful engagement with context can provide support for developing understanding of the concept of variation.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47044581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyse the reasoning that children and adults with the same school level use to assess and justify the fairness of games, considering aspects of probability such as randomness, sample space, and comparison of probabilities. Data collection included a Piagetian clinical interview based on games of chance. The results showed that the participants’ judgments about the fairness of the games depends mainly on the understanding about independence of events, analysis of the sample space, and perception of proportionality when comparing probabilities, and that they have misunderstandings about these ideas. The similar low performance of adults and children on probabilistic reasoning, indicates that the maturity and experience of these adults were not enough to properly develop probabilistic reasoning and to instrumentalize it to assess the fairness of a game consistently. Thus, teaching interventions to expand and consolidate students' learning in the field of probability are recommended and the activities presented in this study may serve as a basis for such interventions.
{"title":"FAIRNESS IN GAMES: A STUDY ON CHILDREN’S AND ADULTS’ UNDERSTANDING OF PROBABILITY","authors":"Rita Batista, Rute Borba, Ana Henriques","doi":"10.52041/serj.v21i1.79","DOIUrl":"https://doi.org/10.52041/serj.v21i1.79","url":null,"abstract":"This study aims to analyse the reasoning that children and adults with the same school level use to assess and justify the fairness of games, considering aspects of probability such as randomness, sample space, and comparison of probabilities. Data collection included a Piagetian clinical interview based on games of chance. The results showed that the participants’ judgments about the fairness of the games depends mainly on the understanding about independence of events, analysis of the sample space, and perception of proportionality when comparing probabilities, and that they have misunderstandings about these ideas. The similar low performance of adults and children on probabilistic reasoning, indicates that the maturity and experience of these adults were not enough to properly develop probabilistic reasoning and to instrumentalize it to assess the fairness of a game consistently. Thus, teaching interventions to expand and consolidate students' learning in the field of probability are recommended and the activities presented in this study may serve as a basis for such interventions.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844127","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 a response to the Letter to the Editor written by Lawrence M. Lesser published in this issue.
这是对劳伦斯·m·莱塞在本期杂志上发表的《致编辑的信》的回应。
{"title":"RESPONSE TO LETTER TO THE EDITOR","authors":"Khairiani Idris, K. Yang","doi":"10.52041/serj.v21i1.338","DOIUrl":"https://doi.org/10.52041/serj.v21i1.338","url":null,"abstract":"This is a response to the Letter to the Editor written by Lawrence M. Lesser published in this issue.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654519","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}
Graduate Teaching Assistants (GTAs) carry a substantial instructional role in introductory courses for many mathematics and statistics departments. As a result, many GTAs have first-hand influence on the initial statistical impressions of students from a range of disciplines. But as simultaneous learners of the discipline themselves, GTAs in statistics are still forming their conceptions of statistics and statistics instruction. Using multiple case study design, I conducted a longitudinal study with four, first-year statistics GTAs aimed at capturing their experiences and notions related to statistics. This paper highlights several important disciplinary perspectives and tensions expressed by the GTAs. In addition to examining their disciplinary notions, I also discuss noteworthy connections between the participants’ statistical perspectives and their pedagogical views for introductory statistics. Findings reveal that the participants struggled to reconcile how authentic statistical practice could be translated into the introductory curriculum. Implications for GTA training are discussed.
{"title":"NAVIGATING A DISCIPLINARY CHASM: THE STATISTICAL PERSPECTIVES OF GRADUATE TEACHING ASSISTANTS","authors":"K. Findley","doi":"10.52041/serj.v21i1.14","DOIUrl":"https://doi.org/10.52041/serj.v21i1.14","url":null,"abstract":"Graduate Teaching Assistants (GTAs) carry a substantial instructional role in introductory courses for many mathematics and statistics departments. As a result, many GTAs have first-hand influence on the initial statistical impressions of students from a range of disciplines. But as simultaneous learners of the discipline themselves, GTAs in statistics are still forming their conceptions of statistics and statistics instruction. Using multiple case study design, I conducted a longitudinal study with four, first-year statistics GTAs aimed at capturing their experiences and notions related to statistics. This paper highlights several important disciplinary perspectives and tensions expressed by the GTAs. In addition to examining their disciplinary notions, I also discuss noteworthy connections between the participants’ statistical perspectives and their pedagogical views for introductory statistics. Findings reveal that the participants struggled to reconcile how authentic statistical practice could be translated into the introductory curriculum. Implications for GTA training are discussed.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43081529","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}
Chelsey Legacy, A. Zieffler, Elizabeth BRONDOS FRY, Laura J Le
The influx of data and the advances in computing have led to calls to update the introductory statistics curriculum to better meet the needs of the contemporary workforce. To this end, we developed the COMputational Practices in Undergraduate TEaching of Statistics (COMPUTES) instrument, which can be used to measure the extent to which computation practices—specifically data, simulation, and coding practices—are included in the introductory statistics curriculum. Data from 236 instructors were used in a psychometric analysis to evaluate the latent structure underlying instructors’ response patterns and understand the quality of the items. We also examined whether computational practices are being emphasized differently across institutional settings. Results suggest that the latent structure is best captured using a correlated multidimensional model and that most items were contributing information to the measurement process. Across institutional settings, curricular emphasis related to data and simulation practices seem quite similar, while emphasis on coding practices differs.
{"title":"COMPUTES: DEVELOPMENT OF AN INSTRUMENT TO MEASURE INTRODUCTORY STATISTICS INSTRUCTORS’ EMPHASIS ON COMPUTATIONAL PRACTICES","authors":"Chelsey Legacy, A. Zieffler, Elizabeth BRONDOS FRY, Laura J Le","doi":"10.52041/serj.v21i1.63","DOIUrl":"https://doi.org/10.52041/serj.v21i1.63","url":null,"abstract":"\u0000The influx of data and the advances in computing have led to calls to update the introductory statistics curriculum to better meet the needs of the contemporary workforce. To this end, we developed the COMputational Practices in Undergraduate TEaching of Statistics (COMPUTES) instrument, which can be used to measure the extent to which computation practices—specifically data, simulation, and coding practices—are included in the introductory statistics curriculum. Data from 236 instructors were used in a psychometric analysis to evaluate the latent structure underlying instructors’ response patterns and understand the quality of the items. We also examined whether computational practices are being emphasized differently across institutional settings. Results suggest that the latent structure is best captured using a correlated multidimensional model and that most items were contributing information to the measurement process. Across institutional settings, curricular emphasis related to data and simulation practices seem quite similar, while emphasis on coding practices differs. \u0000","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41606559","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}
Sara-Emilie McIntee, Jean-Christophe Goulet-Pelletier, A. Williot, Emma DECK-LÉGER, Daniel Lalande, M. Cantinotti, D. Cousineau
A vast majority of social science students experience statistics anxiety in their statistics class, a course often perceived as the most difficult one of their academic paths. The present study examines the role of attitudes towards statistics, cognitive emotion regulation strategies, and satisfaction of psychological needs in the prediction of statistics anxiety as well as the contribution of gender onto statistics anxiety. Two hundred forty-two undergraduate social sciences students in Canada completed the study. Positive attitude towards statistics, fewer maladaptive emotion regulation strategies, and satisfaction of psychological needs were related to less statistics anxiety; adaptive emotion regulation strategies, however, were not. Furthermore, women experienced more statistics anxiety than men. Results provide insight about individual differences that may impact experiences of statistics anxiety and overall learning in the context of a statistics course.
{"title":"(MAL)ADAPTIVE COGNITIONS AS PREDICTORS OF STATISTICS ANXIETY","authors":"Sara-Emilie McIntee, Jean-Christophe Goulet-Pelletier, A. Williot, Emma DECK-LÉGER, Daniel Lalande, M. Cantinotti, D. Cousineau","doi":"10.52041/serj.v21i1.364","DOIUrl":"https://doi.org/10.52041/serj.v21i1.364","url":null,"abstract":"A vast majority of social science students experience statistics anxiety in their statistics class, a course often perceived as the most difficult one of their academic paths. The present study examines the role of attitudes towards statistics, cognitive emotion regulation strategies, and satisfaction of psychological needs in the prediction of statistics anxiety as well as the contribution of gender onto statistics anxiety. Two hundred forty-two undergraduate social sciences students in Canada completed the study. Positive attitude towards statistics, fewer maladaptive emotion regulation strategies, and satisfaction of psychological needs were related to less statistics anxiety; adaptive emotion regulation strategies, however, were not. Furthermore, women experienced more statistics anxiety than men. Results provide insight about individual differences that may impact experiences of statistics anxiety and overall learning in the context of a statistics course.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49584335","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 aim of this research was to describe the errors and reading levels that 6th and 7th grade Chilean primary school children reach when working with line graphs. To achieve this objective, we gave a questionnaire, previously validated by experts with two open-ended tasks, to a sample of 745 students from different Chilean cities. In the first task, we asked the children to read the title of the graph, describe the variables represented and perform a direct and inverse reading of a data value. In the second task, where we address the visual effect of a scale change in a representation, the students had to select the line graph more convenient to a candidate. Although both tasks were considered easy for the grade levels targeted, only some of the students achieved the highest reading level and many made occasional errors in the reading of the graphs. Abstract: Spanish El objetivo de esta investigación es describir los errores y niveles de lectura que alcanzan estudiantes chilenos de 6º y 7º grado de Educación Primaria al trabajar con gráficos de líneas. Para lograr este objetivo, se aplicó un cuestionario, previamente validado por expertos, con dos tareas abiertas a una muestra de 745 estudiantes de diferentes ciudades chilenas. En la primera tarea, se pidió que leyeran el título del gráfico, indicaran las variables representadas y realizaran una lectura directa y otra inversa de un valor de datos. En la segunda tarea, los estudiantes deben seleccionar y justificar el gráfico de líneas más conveniente para respaldar a un candidato, donde se aborda el efecto visual de cambio de escala en una representación. Aunque ambas tareas fueron fáciles, solo una parte de los estudiantes logró el máximo nivel de lectura y aparecieron errores ocasionales en la lectura de los gráficos.
{"title":"PRIMARY SCHOOL STUDENTS’ READING LEVELS OF LINE GRAPHS","authors":"Pedro Arteaga, Danilo Díaz-Levicoy, C. Batanero","doi":"10.52041/serj.v20i2.339","DOIUrl":"https://doi.org/10.52041/serj.v20i2.339","url":null,"abstract":"The aim of this research was to describe the errors and reading levels that 6th and 7th grade Chilean primary school children reach when working with line graphs. To achieve this objective, we gave a questionnaire, previously validated by experts with two open-ended tasks, to a sample of 745 students from different Chilean cities. In the first task, we asked the children to read the title of the graph, describe the variables represented and perform a direct and inverse reading of a data value. In the second task, where we address the visual effect of a scale change in a representation, the students had to select the line graph more convenient to a candidate. Although both tasks were considered easy for the grade levels targeted, only some of the students achieved the highest reading level and many made occasional errors in the reading of the graphs.\u0000Abstract: Spanish\u0000El objetivo de esta investigación es describir los errores y niveles de lectura que alcanzan estudiantes chilenos de 6º y 7º grado de Educación Primaria al trabajar con gráficos de líneas. Para lograr este objetivo, se aplicó un cuestionario, previamente validado por expertos, con dos tareas abiertas a una muestra de 745 estudiantes de diferentes ciudades chilenas. En la primera tarea, se pidió que leyeran el título del gráfico, indicaran las variables representadas y realizaran una lectura directa y otra inversa de un valor de datos. En la segunda tarea, los estudiantes deben seleccionar y justificar el gráfico de líneas más conveniente para respaldar a un candidato, donde se aborda el efecto visual de cambio de escala en una representación. Aunque ambas tareas fueron fáciles, solo una parte de los estudiantes logró el máximo nivel de lectura y aparecieron errores ocasionales en la lectura de los gráficos.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44220212","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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