Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119925
D. R. Granchelli, C. Agbasi-Porter
One of MIT Lincoln Laboratory's strategic directions is science, technology, engineering, and mathematics (STEM) outreach. The Laboratory aims to develop STEM programs that couple traditional academic classroom lectures with experiential hands-on activities. The opportunity for students to build and test engineering components based on theory that they have been taught is a very effective formula for STEM learning and development. This paper focuses on two Lincoln Laboratory STEM programs for high school students: Lincoln Laboratory Radar Introduction for Student Engineers (LLRISE) and Cyber Patriot. Both programs involve intensive classroom lectures and hands-on activities that require the students to execute final requirements.
{"title":"Lincoln laboratory's experiential STEM programs for high school students","authors":"D. R. Granchelli, C. Agbasi-Porter","doi":"10.1109/ISECON.2015.7119925","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119925","url":null,"abstract":"One of MIT Lincoln Laboratory's strategic directions is science, technology, engineering, and mathematics (STEM) outreach. The Laboratory aims to develop STEM programs that couple traditional academic classroom lectures with experiential hands-on activities. The opportunity for students to build and test engineering components based on theory that they have been taught is a very effective formula for STEM learning and development. This paper focuses on two Lincoln Laboratory STEM programs for high school students: Lincoln Laboratory Radar Introduction for Student Engineers (LLRISE) and Cyber Patriot. Both programs involve intensive classroom lectures and hands-on activities that require the students to execute final requirements.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127980126","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119937
T. Piliouras, Pui Lam Raymond Yu, A. Kershenbaum, Jasmin Warner, Deqingyuzhen, J. Lauer, P. Hirsch, J. Mann
This paper discusses the importance of academic culture and its impacts on students and their motivation. Cultural challenges and obstacles to educational reform are explored. The expanding role of technology in educational instruction and driving cultural change is examined. Technology enables customization and innovation in teaching and assessment. However, it also poses privacy risks as more and more data are being collected and shared. The ultimate success of educational reform demands meaningful dialogue between critical stakeholders in the educational process - students, parents, teachers, administrators, policy makers, governments, and society as a whole. Technology provides opportunities to facilitate the expression of divergent viewpoints thereby encouraging greater collaboration and more informed discussion about educational reform.
{"title":"Reflections on academic culture & the role of technology and major stakeholders","authors":"T. Piliouras, Pui Lam Raymond Yu, A. Kershenbaum, Jasmin Warner, Deqingyuzhen, J. Lauer, P. Hirsch, J. Mann","doi":"10.1109/ISECON.2015.7119937","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119937","url":null,"abstract":"This paper discusses the importance of academic culture and its impacts on students and their motivation. Cultural challenges and obstacles to educational reform are explored. The expanding role of technology in educational instruction and driving cultural change is examined. Technology enables customization and innovation in teaching and assessment. However, it also poses privacy risks as more and more data are being collected and shared. The ultimate success of educational reform demands meaningful dialogue between critical stakeholders in the educational process - students, parents, teachers, administrators, policy makers, governments, and society as a whole. Technology provides opportunities to facilitate the expression of divergent viewpoints thereby encouraging greater collaboration and more informed discussion about educational reform.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127996809","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 : 2015-03-07DOI: 10.1109/ISECon.2015.7119936
B. Naimipour
This work reflects the positive and negative practices and experiences of an engineer with experience in STEM education activities at the K-5 level. As children, one of the most common questions we heard asked was: "Where do we need Math in real life?" A valid question since most school children are not taught the long term career possibilities of STEM fields. Through a healthy balance between theory and practice, along with constant reminders of the successful possibilities a strong STEM background can hold for students, I believe that STEM interest and success can be achieved. Fundamental STEM education practices need to be reassessed to improve STEM education interest. Some of these possible solutions are summarized in this work.
{"title":"Experiences of a STEM K-5 educator","authors":"B. Naimipour","doi":"10.1109/ISECon.2015.7119936","DOIUrl":"https://doi.org/10.1109/ISECon.2015.7119936","url":null,"abstract":"This work reflects the positive and negative practices and experiences of an engineer with experience in STEM education activities at the K-5 level. As children, one of the most common questions we heard asked was: \"Where do we need Math in real life?\" A valid question since most school children are not taught the long term career possibilities of STEM fields. Through a healthy balance between theory and practice, along with constant reminders of the successful possibilities a strong STEM background can hold for students, I believe that STEM interest and success can be achieved. Fundamental STEM education practices need to be reassessed to improve STEM education interest. Some of these possible solutions are summarized in this work.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127364744","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119921
I. Bojic, Tomislav Jagušt, A. Sovic
“SUZA - from school to science and the academic community” is the official popularization program for science, technology, engineering and mathematics at University of Zagreb, Faculty of electrical engineering and computing. Volunteers in the program are professors, researchers and students from the Faculty. Although, the program is relatively new, it counts more than 20 activities during a school year. Activities are mostly specialized for K-8 or K-12 students or for their teachers and are hosted at the Faculty, or in their schools. In this paper, we present several approaches showing how we popularize computer science - depending on their age and their previous knowledge. For K-8 students we organize visits to our faculty research groups and laboratories. Further, SUZA participates in Computer Science Education Week - Hour of Code event. For K-12 students we host a student fair in electrical engineering and computing educational sector and several specific mini workshops for them to gain hands-on experience. At the same time, we educate their teachers how to use robots for education in the schools. In this paper we present teacher workshops “When science is boring, who is it boring to?” and “Autonomous robotic systems and their role in modern society”.
{"title":"Selected examples of cooperation between universities and schools in STEM education","authors":"I. Bojic, Tomislav Jagušt, A. Sovic","doi":"10.1109/ISECON.2015.7119921","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119921","url":null,"abstract":"“SUZA - from school to science and the academic community” is the official popularization program for science, technology, engineering and mathematics at University of Zagreb, Faculty of electrical engineering and computing. Volunteers in the program are professors, researchers and students from the Faculty. Although, the program is relatively new, it counts more than 20 activities during a school year. Activities are mostly specialized for K-8 or K-12 students or for their teachers and are hosted at the Faculty, or in their schools. In this paper, we present several approaches showing how we popularize computer science - depending on their age and their previous knowledge. For K-8 students we organize visits to our faculty research groups and laboratories. Further, SUZA participates in Computer Science Education Week - Hour of Code event. For K-12 students we host a student fair in electrical engineering and computing educational sector and several specific mini workshops for them to gain hands-on experience. At the same time, we educate their teachers how to use robots for education in the schools. In this paper we present teacher workshops “When science is boring, who is it boring to?” and “Autonomous robotic systems and their role in modern society”.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132389480","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119934
A. Cropper, R. E. Luna, E. L. Mclean
The challenge today with an increasing volume and complexity of information is the actual connections we make with the information, its value and how it impacts us. This paper interweaves three topics as they relate to communicating scientific knowledge and the use of the arts to heighten our ability to connect to the information, so as to transition from up in the clouds to down to earth, i.e. from the intangible to the tangible. Educators, teachers and an evolving breed of mentors play an important role in the transition from a hierarchical arena to one of reciprocal interactions, mutual learning and respect, openness to novel ideas and encouragement to think outside the box. The topics to be explored are the following: the outlining of a story - from up in the clouds to down to the earth, the art of Scientific Storytelling and the uncovering of the `scoop' in the story: translating knowledge into action. This paper embraces nonconventional forms of learning and imparting acquired skills and knowledge using the Scientific Storytelling method for innovative learning modules. The method presented in this paper provokes new insights and conversations, while exploring the cross pollination of the sciences that enables others to connect to one's stories.
{"title":"Scientific Storytelling: From up in the clouds to down to earth… A new approach to mentoring","authors":"A. Cropper, R. E. Luna, E. L. Mclean","doi":"10.1109/ISECON.2015.7119934","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119934","url":null,"abstract":"The challenge today with an increasing volume and complexity of information is the actual connections we make with the information, its value and how it impacts us. This paper interweaves three topics as they relate to communicating scientific knowledge and the use of the arts to heighten our ability to connect to the information, so as to transition from up in the clouds to down to earth, i.e. from the intangible to the tangible. Educators, teachers and an evolving breed of mentors play an important role in the transition from a hierarchical arena to one of reciprocal interactions, mutual learning and respect, openness to novel ideas and encouragement to think outside the box. The topics to be explored are the following: the outlining of a story - from up in the clouds to down to the earth, the art of Scientific Storytelling and the uncovering of the `scoop' in the story: translating knowledge into action. This paper embraces nonconventional forms of learning and imparting acquired skills and knowledge using the Scientific Storytelling method for innovative learning modules. The method presented in this paper provokes new insights and conversations, while exploring the cross pollination of the sciences that enables others to connect to one's stories.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134274558","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119923
Ching-Yu Huang, Patricia Morreale
In colleges today, learning computer languages is becoming more popular not only because the current job market highly demands jobs requiring these skills, but also because many STEM fields require programming skills. Java is one of the most widely used languages in client-server applications because of its rich API, portability, simplicity, and object-oriented features. To learn their first programming languages, students must write many programs for practice on the path to mastery. More programming assignments increase the workload of faculty. This paper presents an integrated online system to help instructors manage programming assignments effectively, providing immediate compiling and runtime messages, and display of the results when the students submit the program. This immediate feedback improves the student learning experience, with targeted information and encourages student success.
{"title":"An integrated automatic compiling system for student feedback on Java programs","authors":"Ching-Yu Huang, Patricia Morreale","doi":"10.1109/ISECON.2015.7119923","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119923","url":null,"abstract":"In colleges today, learning computer languages is becoming more popular not only because the current job market highly demands jobs requiring these skills, but also because many STEM fields require programming skills. Java is one of the most widely used languages in client-server applications because of its rich API, portability, simplicity, and object-oriented features. To learn their first programming languages, students must write many programs for practice on the path to mastery. More programming assignments increase the workload of faculty. This paper presents an integrated online system to help instructors manage programming assignments effectively, providing immediate compiling and runtime messages, and display of the results when the students submit the program. This immediate feedback improves the student learning experience, with targeted information and encourages student success.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132006895","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119901
E. Tilley, John E. Mitchell
Pressure from industry, professional bodies and students for a reform to the curriculum and delivery style of engineering education in the United Kingdom has been mounting for a number of years. Although there have been many excellent individual initiatives, developments that span a whole school or faculty, those encompassing a number of disciplines and departments are rare. This paper describes the curriculum development and evaluation of a year 1 module for the new Integrated Engineering Programme, which spans across the UCL faculty of engineering sciences in the UK. It describes the motivation for change, some of the approaches adopted and the achievements documented by the students.
{"title":"Sense of achievement: Initial evaluation of an Integrated Engineering design cornerstone module","authors":"E. Tilley, John E. Mitchell","doi":"10.1109/ISECON.2015.7119901","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119901","url":null,"abstract":"Pressure from industry, professional bodies and students for a reform to the curriculum and delivery style of engineering education in the United Kingdom has been mounting for a number of years. Although there have been many excellent individual initiatives, developments that span a whole school or faculty, those encompassing a number of disciplines and departments are rare. This paper describes the curriculum development and evaluation of a year 1 module for the new Integrated Engineering Programme, which spans across the UCL faculty of engineering sciences in the UK. It describes the motivation for change, some of the approaches adopted and the achievements documented by the students.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122818844","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119922
Jianliang Guo, L. Leung, John J. Magee
Lack of funding is a common problem for many public schools and small private tutoring centers. Some schools have a policy that prevents students from taking textbooks home to study. Sometimes teachers will take money out of their own pocket to let students use existing online services to improve education quality. However, those internet services are not guaranteed to have materials that are best fit for individuals' teaching style. In some cases, the best fit material simply does not exist on the internet, and creating it would take many hours. We have created Academic Aide to combat this exact problem. Academic Aide is a free online database that allow users to generate and share content in a well organized manner. We allow users to create problems that fit their needs and upload it to the website. People from around the world can access to these problems at no cost. If the type of problem is not available on the website, the user can simply create their own. We believe that Academic Aide will be a place for people to learn from each other, create their own content and share it with people around the world. Academic Aide is the result of a project-based learning approach for undergraduate computer science students.
{"title":"Academic Aide — Free online math question database for academic improvement","authors":"Jianliang Guo, L. Leung, John J. Magee","doi":"10.1109/ISECON.2015.7119922","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119922","url":null,"abstract":"Lack of funding is a common problem for many public schools and small private tutoring centers. Some schools have a policy that prevents students from taking textbooks home to study. Sometimes teachers will take money out of their own pocket to let students use existing online services to improve education quality. However, those internet services are not guaranteed to have materials that are best fit for individuals' teaching style. In some cases, the best fit material simply does not exist on the internet, and creating it would take many hours. We have created Academic Aide to combat this exact problem. Academic Aide is a free online database that allow users to generate and share content in a well organized manner. We allow users to create problems that fit their needs and upload it to the website. People from around the world can access to these problems at no cost. If the type of problem is not available on the website, the user can simply create their own. We believe that Academic Aide will be a place for people to learn from each other, create their own content and share it with people around the world. Academic Aide is the result of a project-based learning approach for undergraduate computer science students.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125749405","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119941
A. Heinz, Xin Xu, Allison R. D'Costa
Interdisciplinary collaboration is becoming increasingly important not only to the scientific community but also to the corporate environment since many real world problems involve collaboration from professionals across disciplines. In this work, we engaged students using a multidisciplinary project that encompassed students from two Information Technology (IT) courses and one Biology course. Students from these courses collaborated to create animations aimed to demonstrate biology concepts. Students worked in teams throughout the semester and presented the completed animation in class. The finished animations were later used in biology classes as teaching and learning tools. The purpose of this project is to create an active learning environment that promotes interdisciplinary collaboration. By the end of the project, students learn to collaborate and communicate effectively with peers of other STEM disciplines, by creating a biology web-based animation as end-product. In this way, they learn to appreciate the value of interdisciplinary teamwork and also realize that animations can be useful teaching and learning tools. Preliminary survey data show positive student feedback regarding learning from peers, using technology and interdisciplinary teamwork. This paper shares our experience in planning and implementing the project.
{"title":"Web-animations: An interdisciplinary approach for biology and information technology students","authors":"A. Heinz, Xin Xu, Allison R. D'Costa","doi":"10.1109/ISECON.2015.7119941","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119941","url":null,"abstract":"Interdisciplinary collaboration is becoming increasingly important not only to the scientific community but also to the corporate environment since many real world problems involve collaboration from professionals across disciplines. In this work, we engaged students using a multidisciplinary project that encompassed students from two Information Technology (IT) courses and one Biology course. Students from these courses collaborated to create animations aimed to demonstrate biology concepts. Students worked in teams throughout the semester and presented the completed animation in class. The finished animations were later used in biology classes as teaching and learning tools. The purpose of this project is to create an active learning environment that promotes interdisciplinary collaboration. By the end of the project, students learn to collaborate and communicate effectively with peers of other STEM disciplines, by creating a biology web-based animation as end-product. In this way, they learn to appreciate the value of interdisciplinary teamwork and also realize that animations can be useful teaching and learning tools. Preliminary survey data show positive student feedback regarding learning from peers, using technology and interdisciplinary teamwork. This paper shares our experience in planning and implementing the project.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129777258","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 : 2015-03-07DOI: 10.1109/ISECON.2015.7119933
Kara Vance, S. Kulturel-Konak, A. Konak
Professional skills, such as teamwork, global awareness, creative problem solving, and ethics, are essential for the Science, Technology, Engineering, and Mathematics (STEM) fields. The focus of this paper is teamwork. In particular, this paper discusses how efficacy and attitudes affect teamwork for the students majoring in Information Sciences and Technology programs, either virtual or face-to-face. Although online education has significantly grown, the literature discussing the incorporated online teamwork remains limited. Virtual and face-to-face teams have some similarities, but many key differences as well, such as communication, trust, and geographical boundaries. To gauge team efficacy and attitudes for virtual and face-to-face teams, we developed a survey and collected data. Our findings showed that online students had more negative attitudes toward teamwork than face-to-face students did, while both groups had a similar level of teamwork self-efficacy.
{"title":"Teamwork efficacy and attitude differences between online and face-to-face students","authors":"Kara Vance, S. Kulturel-Konak, A. Konak","doi":"10.1109/ISECON.2015.7119933","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119933","url":null,"abstract":"Professional skills, such as teamwork, global awareness, creative problem solving, and ethics, are essential for the Science, Technology, Engineering, and Mathematics (STEM) fields. The focus of this paper is teamwork. In particular, this paper discusses how efficacy and attitudes affect teamwork for the students majoring in Information Sciences and Technology programs, either virtual or face-to-face. Although online education has significantly grown, the literature discussing the incorporated online teamwork remains limited. Virtual and face-to-face teams have some similarities, but many key differences as well, such as communication, trust, and geographical boundaries. To gauge team efficacy and attitudes for virtual and face-to-face teams, we developed a survey and collected data. Our findings showed that online students had more negative attitudes toward teamwork than face-to-face students did, while both groups had a similar level of teamwork self-efficacy.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133253420","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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