Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH016
A. Musundire, R. I. Lumadi
The purpose of this literature study was to investigate the impact of the knowledge and attitude of School Governing Board (SGB) members towards adoption of social justice and democratic practices for quality education in South African public schools with special reference to the language policy. Findings indicated that that bias is still a challenge in the institutions of learning in South Africa in terms of the implementation of the language policy by the members of the SGB. It was also found that increasing the level knowledge of the members; SGB members regarding social justice and democratic principles and practices with special reference to the South African language policy will change their attitude and behavior geared towards improved implementation of the same policy. It is also concluded that effective implementation of change management models can also coordinate the link between knowledge development, change of attitude and behavior towards effective implementation strategies of the language policy.
{"title":"The Impact of Knowledge and Attitude of SGB Members Toward Adoption of Social Justice and Democracy","authors":"A. Musundire, R. I. Lumadi","doi":"10.4018/978-1-5225-9108-5.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH016","url":null,"abstract":"The purpose of this literature study was to investigate the impact of the knowledge and attitude of School Governing Board (SGB) members towards adoption of social justice and democratic practices for quality education in South African public schools with special reference to the language policy. Findings indicated that that bias is still a challenge in the institutions of learning in South Africa in terms of the implementation of the language policy by the members of the SGB. It was also found that increasing the level knowledge of the members; SGB members regarding social justice and democratic principles and practices with special reference to the South African language policy will change their attitude and behavior geared towards improved implementation of the same policy. It is also concluded that effective implementation of change management models can also coordinate the link between knowledge development, change of attitude and behavior towards effective implementation strategies of the language policy.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133576038","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch028
Sanjay Soni, B. K. Chorasia
In the present Research work an attempt has been made to compute quality of higher technical Institute by incorporating various important parameters such as faculty strength, Placement of students, faculty satisfaction, student's satisfaction etc. The impact of these factors on quality of higher technical education is studied by constructing a system dynamic model for policy planning for optimum quality in higher technical education system.
{"title":"Policy Planning in Higher Technical Education","authors":"Sanjay Soni, B. K. Chorasia","doi":"10.4018/978-1-7998-3438-0.ch028","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch028","url":null,"abstract":"In the present Research work an attempt has been made to compute quality of higher technical Institute by incorporating various important parameters such as faculty strength, Placement of students, faculty satisfaction, student's satisfaction etc. The impact of these factors on quality of higher technical education is studied by constructing a system dynamic model for policy planning for optimum quality in higher technical education system.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132293421","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 : 1900-01-01DOI: 10.4018/978-1-5225-5837-8.CH006
Magdalena Platis
Higher education institutions worldwide are evolving in a so-called quality assurance era in which quality standards are defined and implemented. Quality assurance has, in fact, two sides: one declarative, or formal, reflected into documents, proofs, and even statistics well prepared, and one practical, or informal, that behind all legal issues, the quality of processes is real. The contradiction between the two sides of the quality assurance contributes a false perception of quality and unethical institutional behavior. Higher education institutions can become ethical or more ethical through their people—management, academics, students, alumni, researchers. In other words, the culture of quality needs to be rebuilt towards trust. The objective of this chapter is to provide a clear insight to the contemporary state of higher education institutions' behavior and context to contribute to the building up of new quality management based on a trust in the area of education, research, and social development.
{"title":"Building a Culture of Trust in Higher Education Institutions","authors":"Magdalena Platis","doi":"10.4018/978-1-5225-5837-8.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-5837-8.CH006","url":null,"abstract":"Higher education institutions worldwide are evolving in a so-called quality assurance era in which quality standards are defined and implemented. Quality assurance has, in fact, two sides: one declarative, or formal, reflected into documents, proofs, and even statistics well prepared, and one practical, or informal, that behind all legal issues, the quality of processes is real. The contradiction between the two sides of the quality assurance contributes a false perception of quality and unethical institutional behavior. Higher education institutions can become ethical or more ethical through their people—management, academics, students, alumni, researchers. In other words, the culture of quality needs to be rebuilt towards trust. The objective of this chapter is to provide a clear insight to the contemporary state of higher education institutions' behavior and context to contribute to the building up of new quality management based on a trust in the area of education, research, and social development.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"2019 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134136540","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 : 1900-01-01DOI: 10.4018/978-1-5225-0495-5.CH005
Som Bandyopadhyay, A. Bardhan, Priyadarshini Dey, Shrabastee Banerjee, Srimoyee Das, K. Mandal
Social knowledge management is a framework that allows its users to create and modify content collaboratively using social media and web 2.0 technologies. Social knowledge management can also be defined as the management of social knowledge where it is aimed towards social development. India today is facing a huge rural-urban divide with regard to poor learning achievement at the elementary level in remote rural areas. Remote rural schools are engulfed with problems such as the unavailability of good quality teachers and a poor learning environment. In this context, the chapter seeks to utilize a robust social knowledge management framework to impart universal education in the form of both formal and informal knowledge to the masses in remote rural areas by mobilising free online knowledge resources and the dormant knowledge capital of educated senior citizens. It further illustrates the design and development of a social media based knowledge management platform named OwlishOracle that addresses issues of exclusion and unequal educational attainment through “connecting generations”.
{"title":"A Social Knowledge Management Platform for Universal Primary Education Online","authors":"Som Bandyopadhyay, A. Bardhan, Priyadarshini Dey, Shrabastee Banerjee, Srimoyee Das, K. Mandal","doi":"10.4018/978-1-5225-0495-5.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-0495-5.CH005","url":null,"abstract":"Social knowledge management is a framework that allows its users to create and modify content collaboratively using social media and web 2.0 technologies. Social knowledge management can also be defined as the management of social knowledge where it is aimed towards social development. India today is facing a huge rural-urban divide with regard to poor learning achievement at the elementary level in remote rural areas. Remote rural schools are engulfed with problems such as the unavailability of good quality teachers and a poor learning environment. In this context, the chapter seeks to utilize a robust social knowledge management framework to impart universal education in the form of both formal and informal knowledge to the masses in remote rural areas by mobilising free online knowledge resources and the dormant knowledge capital of educated senior citizens. It further illustrates the design and development of a social media based knowledge management platform named OwlishOracle that addresses issues of exclusion and unequal educational attainment through “connecting generations”.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131497404","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 : 1900-01-01DOI: 10.4018/978-1-5225-7844-4.CH009
S. Norris
The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.
{"title":"High Quality Online Programs","authors":"S. Norris","doi":"10.4018/978-1-5225-7844-4.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-7844-4.CH009","url":null,"abstract":"The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117007521","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch076
Nancy Kansal, V. K. Solanki, Vineet Kansal
Educational Data Mining (EDM) is emerged as a powerful tool in past decade and is concerned with developing methods to explore the unique types of data in educational settings. Using these methods, to better understand students and the settings in which they learn. Different unknown patterns using classification, Clustering, Association rule mining, decision trees can be discovered from this educational data which could further be beneficial to improve teaching and learning systems, to improve curriculum, to support students in the form of individual counseling, improving learning outcomes in terms of students' satisfaction and good placements as well. Therefore a literature survey has been carried out to explore the most recent and relevant studies in the field of data mining in Higher and Technical Education that can probably portray a pathway towards the improvement of the quality education in technical institutions.
教育数据挖掘(Educational Data Mining, EDM)是近十年来兴起的一种强大的工具，它涉及开发方法来探索教育环境中独特类型的数据。使用这些方法，可以更好地了解学生和他们学习的环境。利用分类、聚类、关联规则挖掘、决策树等方法，可以从这些教育数据中发现不同的未知模式，从而进一步改善教与学系统，改进课程，以个人辅导的形式支持学生，提高学生的满意度和良好的学习效果。因此，我们进行了一项文献调查，以探索高等技术教育中数据挖掘领域的最新和相关研究，这些研究可能会描绘出一条改善技术院校素质教育的途径。
{"title":"Educational Data Mining and Indian Technical Education System","authors":"Nancy Kansal, V. K. Solanki, Vineet Kansal","doi":"10.4018/978-1-7998-3438-0.ch076","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch076","url":null,"abstract":"Educational Data Mining (EDM) is emerged as a powerful tool in past decade and is concerned with developing methods to explore the unique types of data in educational settings. Using these methods, to better understand students and the settings in which they learn. Different unknown patterns using classification, Clustering, Association rule mining, decision trees can be discovered from this educational data which could further be beneficial to improve teaching and learning systems, to improve curriculum, to support students in the form of individual counseling, improving learning outcomes in terms of students' satisfaction and good placements as well. Therefore a literature survey has been carried out to explore the most recent and relevant studies in the field of data mining in Higher and Technical Education that can probably portray a pathway towards the improvement of the quality education in technical institutions.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"520 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123134243","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 : 1900-01-01DOI: 10.4018/978-1-5225-0877-9.CH002
Dave Dai, J. Dirkx
This chapter explores how U.S. quality indicators for online education are perceived by Chinese online faculty. Thirty-one quality indicators from the U.S. literature were analyzed to develop a survey that was administered to 400 Chinese online faculty and their teaching assistants at a Chinese institution. The results indicate that U.S. quality indicators for online education are perceived by Chinese faculty as relevant and valuable. Based on responses to this survey, however, the U.S. based standards do not fully capture the essence of quality for online education because these indicators focus more on inputs rather than outcomes. The findings underscore the importance of the local settings in determining the characteristics of online education quality. Chinese scholars and administrators should not blindly adopt quality standards from other countries but use them as tools to help Chinese universities develop their own standards to improve quality of their online education programs.
{"title":"Exploring Chinese Faculty Perceptions of Quality Standards for Online Education","authors":"Dave Dai, J. Dirkx","doi":"10.4018/978-1-5225-0877-9.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-0877-9.CH002","url":null,"abstract":"This chapter explores how U.S. quality indicators for online education are perceived by Chinese online faculty. Thirty-one quality indicators from the U.S. literature were analyzed to develop a survey that was administered to 400 Chinese online faculty and their teaching assistants at a Chinese institution. The results indicate that U.S. quality indicators for online education are perceived by Chinese faculty as relevant and valuable. Based on responses to this survey, however, the U.S. based standards do not fully capture the essence of quality for online education because these indicators focus more on inputs rather than outcomes. The findings underscore the importance of the local settings in determining the characteristics of online education quality. Chinese scholars and administrators should not blindly adopt quality standards from other countries but use them as tools to help Chinese universities develop their own standards to improve quality of their online education programs.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115779684","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch038
Maria C. Guilott, Gaylynn A. Parker, C. A. Wheat
A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.
{"title":"Tools to Change School Culture","authors":"Maria C. Guilott, Gaylynn A. Parker, C. A. Wheat","doi":"10.4018/978-1-7998-3438-0.ch038","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch038","url":null,"abstract":"A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120952962","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 : 1900-01-01DOI: 10.4018/978-1-5225-2645-2.CH007
V. Pitsoe, M. Letseka
Quality assurance has become critical to Open Distance Learning (ODL) worldwide. Yet the ODL environment is marked by cultural hegemony. An elite group of individuals strategically dominate the educational arena in order to advance the supremacy of gender, race and socioeconomic status. This chapter highlights a divide between theory and practice. The e-learning paradigm, known as Open Distance e-Learning (ODeL) creates opportunities for practitioners and students with respect to accessibility, flexibility, and cost. But it also creates challenges for quality assurance. Most ODeL texts do not treat quality assurance as discourse, power and cultural hegemony. Policymakers tend to assume that students have similar learning needs. This chapter (1) explores quality assurance; (2) it sketches Unisa's shift to ODeL; (3) argues a case for quality assurance as a practice of hegemony; (4) critiques quality assurance as an Ideological State Apparatus; and (5) proposes a reengineering of quality assurance within alternative frameworks.
{"title":"A Critical Investigation of Quality Assurance in Open Distance E-Learning","authors":"V. Pitsoe, M. Letseka","doi":"10.4018/978-1-5225-2645-2.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-2645-2.CH007","url":null,"abstract":"Quality assurance has become critical to Open Distance Learning (ODL) worldwide. Yet the ODL environment is marked by cultural hegemony. An elite group of individuals strategically dominate the educational arena in order to advance the supremacy of gender, race and socioeconomic status. This chapter highlights a divide between theory and practice. The e-learning paradigm, known as Open Distance e-Learning (ODeL) creates opportunities for practitioners and students with respect to accessibility, flexibility, and cost. But it also creates challenges for quality assurance. Most ODeL texts do not treat quality assurance as discourse, power and cultural hegemony. Policymakers tend to assume that students have similar learning needs. This chapter (1) explores quality assurance; (2) it sketches Unisa's shift to ODeL; (3) argues a case for quality assurance as a practice of hegemony; (4) critiques quality assurance as an Ideological State Apparatus; and (5) proposes a reengineering of quality assurance within alternative frameworks.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"1979 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128049091","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 : 1900-01-01DOI: 10.4018/978-1-5225-0024-7.CH003
Engi Mohammed Mostafa Gamal Eldin
Egypt government undertook forward steps to reform higher education financing by introducing cost sharing policies in public universities; however, the government did not take into consideration the urgency for developing monitoring and evaluation systems to measure the effects of such policies on the quality of education. This chapter aims to measure the impact of cost sharing policy on quality of education in “FLIP”, the underlying assumption of the research is that ‘tuition fees' as a form of user charge would result in increasing education quality, which will accordingly shrink the transition period between work and school by conducting an ex-post policy evaluation design due to the absence of baseline surveys. The research study eventually comes to an end that introducing the cost sharing policy in the form of FLIP in public universities has no significant effect on quality as fitness of purpose. Finally this chapter recalls for accompanying cost sharing policies in Egypt with value creation in quality rather than only diversifying the income sources beyond the government budget.
{"title":"The Impact of Cost Sharing on Quality of Education in Egypt's Public Universities","authors":"Engi Mohammed Mostafa Gamal Eldin","doi":"10.4018/978-1-5225-0024-7.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-0024-7.CH003","url":null,"abstract":"Egypt government undertook forward steps to reform higher education financing by introducing cost sharing policies in public universities; however, the government did not take into consideration the urgency for developing monitoring and evaluation systems to measure the effects of such policies on the quality of education. This chapter aims to measure the impact of cost sharing policy on quality of education in “FLIP”, the underlying assumption of the research is that ‘tuition fees' as a form of user charge would result in increasing education quality, which will accordingly shrink the transition period between work and school by conducting an ex-post policy evaluation design due to the absence of baseline surveys. The research study eventually comes to an end that introducing the cost sharing policy in the form of FLIP in public universities has no significant effect on quality as fitness of purpose. Finally this chapter recalls for accompanying cost sharing policies in Egypt with value creation in quality rather than only diversifying the income sources beyond the government budget.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126667983","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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