Joseph Squillace, Zakkary Hozella, Justice Cappella
To better understand how we can help reduce the climate crisis, this research examined user computing activities in detail to analyze and identify eWaste actions causing unknown catastrophic climate degradation. Countless individuals are oblivious to the damage and devastation being caused to the climate by even a single user. As the world becomes more technologically based than ever before, the global impact on the planet has never been greater. This study examines in great detail end-users’ normal computer usage to identify where, how, and why they are generating excess eWaste. We argue that the resultant data collected will provide support for our theory, positing that increasing consumer awareness of better computational practices can lead to positive actions to reduce eWaste. This research study utilized a multiple case study approach to achieve our stated research objectives; recognizing computer actions identified as most detrimental to the climate by level of eWaste (CO2e output) and introducing alternative user actions that are ethical, green, and produce less eWaste. In addition to helping reduce the overall user-level carbon footprint and eWaste output, the sustainability of these alternative user actions can be maintained with zero reduction in privacy or security for end users. Results from this study contribute to the extant body of literature across multiple disciplines, including privacy, green computing, information system science and technology, cybersecurity, and sustainable computing.
{"title":"Maintaining a Secure Foundation of Cybersecurity Awareness while Reducing eWaste and Carbon Output through Ethical User Actions and Sustainable Green Computing","authors":"Joseph Squillace, Zakkary Hozella, Justice Cappella","doi":"10.5772/acrt.18","DOIUrl":"https://doi.org/10.5772/acrt.18","url":null,"abstract":"To better understand how we can help reduce the climate crisis, this research examined user computing activities in detail to analyze and identify eWaste actions causing unknown catastrophic climate degradation. Countless individuals are oblivious to the damage and devastation being caused to the climate by even a single user. As the world becomes more technologically based than ever before, the global impact on the planet has never been greater. This study examines in great detail end-users’ normal computer usage to identify where, how, and why they are generating excess eWaste. We argue that the resultant data collected will provide support for our theory, positing that increasing consumer awareness of better computational practices can lead to positive actions to reduce eWaste. This research study utilized a multiple case study approach to achieve our stated research objectives; recognizing computer actions identified as most detrimental to the climate by level of eWaste (CO2e output) and introducing alternative user actions that are ethical, green, and produce less eWaste. In addition to helping reduce the overall user-level carbon footprint and eWaste output, the sustainability of these alternative user actions can be maintained with zero reduction in privacy or security for end users. Results from this study contribute to the extant body of literature across multiple disciplines, including privacy, green computing, information system science and technology, cybersecurity, and sustainable computing.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124768531","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}
With the rise of the metaverse, extended reality (XR), which includes virtual, augmented, and mixed reality, has emerged as a key alternative education medium alongside more traditional online and onsite approaches. The onset of COVID-19 accelerated the efforts of private education companies in this sector to explore enhanced education opportunities in vocational training. Companies that produce immersive learning platforms integrate partners, content creators, and customers, focusing on the future by supporting soft skills. Immersive learning has helped a substantial number of workers to use XR learning methods to acquire knowledge faster, measure and validate their skills, and find upward mobility in the workforce through improved, on-demand accessibility options. This article examines an XR development plan through a diffusion of innovation framework coupled with social capital theory. A literature review reveals organizations’ ability to capitalize on soft skills development while expanding global accessibility options for adult learners to improve learning equity opportunities.
{"title":"Extended Reality Vocational Training’s Ability to Improve Soft Skills Development and Increase Equity in the Workforce","authors":"Bill Boland","doi":"10.5772/acrt.22","DOIUrl":"https://doi.org/10.5772/acrt.22","url":null,"abstract":"With the rise of the metaverse, extended reality (XR), which includes virtual, augmented, and mixed reality, has emerged as a key alternative education medium alongside more traditional online and onsite approaches. The onset of COVID-19 accelerated the efforts of private education companies in this sector to explore enhanced education opportunities in vocational training. Companies that produce immersive learning platforms integrate partners, content creators, and customers, focusing on the future by supporting soft skills. Immersive learning has helped a substantial number of workers to use XR learning methods to acquire knowledge faster, measure and validate their skills, and find upward mobility in the workforce through improved, on-demand accessibility options. This article examines an XR development plan through a diffusion of innovation framework coupled with social capital theory. A literature review reveals organizations’ ability to capitalize on soft skills development while expanding global accessibility options for adult learners to improve learning equity opportunities.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114985012","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}
Donor Alliance of Colorado and Wyoming revitalized their transplantation science curriculum by infusing creative technology into lesson planning and methodologies. The overarching goal of this revitalization was to deliver accurate content to students, their families, and the education community about how transplants work and who this life-saving science impacts. This article recounts the work of the curriculum team to align design and computational thinking frameworks with discovering the present affordances of their middle and high school stakeholders and ultimately bridge available resources into an engaging and interactive curriculum. The curriculum team constructed this bridge from educators’ affordances to their effectivities to provide them with virtual avatars, surveys to reveal current knowledge, audio and video content to invite questions, and interactive augmented reality applications to delve deeply into the study of the human body. The transplantation science curriculum connects stakeholders with accurate information to change the trajectory of transplantation science from misconceptions to registration as an organ, eye, and tissue donor. This article is a vital step to fill a gap in the literature about using creative technology methods to enact critical pedagogy as transformative teaching and learning that embraces the imperative that we, in education, mirror society.
{"title":"Revitalizing a Transplantation Science Curriculum through Creative Technology Methods","authors":"S. Mistretta","doi":"10.5772/acrt.19","DOIUrl":"https://doi.org/10.5772/acrt.19","url":null,"abstract":"Donor Alliance of Colorado and Wyoming revitalized their transplantation science curriculum by infusing creative technology into lesson planning and methodologies. The overarching goal of this revitalization was to deliver accurate content to students, their families, and the education community about how transplants work and who this life-saving science impacts. This article recounts the work of the curriculum team to align design and computational thinking frameworks with discovering the present affordances of their middle and high school stakeholders and ultimately bridge available resources into an engaging and interactive curriculum. The curriculum team constructed this bridge from educators’ affordances to their effectivities to provide them with virtual avatars, surveys to reveal current knowledge, audio and video content to invite questions, and interactive augmented reality applications to delve deeply into the study of the human body. The transplantation science curriculum connects stakeholders with accurate information to change the trajectory of transplantation science from misconceptions to registration as an organ, eye, and tissue donor. This article is a vital step to fill a gap in the literature about using creative technology methods to enact critical pedagogy as transformative teaching and learning that embraces the imperative that we, in education, mirror society.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125315163","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}
Mathew J. Walter, Aaron Barrett, David Walker, K. Tam
Contemporary maritime operations such as shipping are a vital component constituting global trade and defence. The evolution towards maritime autonomous systems, often providing significant benefits (e.g., cost, physical safety), requires the utilisation of artificial intelligence (AI) to automate the functions of a conventional crew. However, unsecured AI systems can be plagued with vulnerabilities naturally inherent within complex AI models. The adversarial AI threat, primarily only evaluated in a laboratory environment, increases the likelihood of strategic adversarial exploitation and attacks on mission-critical AI, including maritime autonomous systems. This work evaluates AI threats to maritime autonomous systems in situ. The results show that multiple attacks can be used against real-world maritime autonomous systems with a range of lethality. However, the effects of AI attacks vary in a dynamic and complex environment from that proposed in lower entropy laboratory environments. We propose a set of adversarial test examples and demonstrate their use, specifically in the marine environment. The results of this paper highlight security risks and deliver a set of principles to mitigate threats to AI, throughout the AI lifecycle, in an evolving threat landscape.
{"title":"Adversarial AI Testcases for Maritime Autonomous Systems","authors":"Mathew J. Walter, Aaron Barrett, David Walker, K. Tam","doi":"10.5772/acrt.15","DOIUrl":"https://doi.org/10.5772/acrt.15","url":null,"abstract":"Contemporary maritime operations such as shipping are a vital component constituting global trade and defence. The evolution towards maritime autonomous systems, often providing significant benefits (e.g., cost, physical safety), requires the utilisation of artificial intelligence (AI) to automate the functions of a conventional crew. However, unsecured AI systems can be plagued with vulnerabilities naturally inherent within complex AI models. The adversarial AI threat, primarily only evaluated in a laboratory environment, increases the likelihood of strategic adversarial exploitation and attacks on mission-critical AI, including maritime autonomous systems. This work evaluates AI threats to maritime autonomous systems in situ. The results show that multiple attacks can be used against real-world maritime autonomous systems with a range of lethality. However, the effects of AI attacks vary in a dynamic and complex environment from that proposed in lower entropy laboratory environments. We propose a set of adversarial test examples and demonstrate their use, specifically in the marine environment. The results of this paper highlight security risks and deliver a set of principles to mitigate threats to AI, throughout the AI lifecycle, in an evolving threat landscape.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127752563","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}
Learner-centered education (LCE) is a paradigm of teaching, learning, and school systems that embraces flexibility and responsiveness to meet the needs of diverse, 21st century students. This paradigm is reflected in a collection of learner-centered principles, including the importance of personalization. Through the lens of creative identity, LCE-aligned practices can be understood to support students’ development as creative thinkers who can navigate complex environments reflective of our world. Creative technologies serve as key affordances in transformative learning spaces that empower learners with essential skills and habits of mind. In this article, Universal Design for Learning (UDL) is reviewed as a framework to guide the design and implementation of learner-centered approaches. This framework can be applied by teachers, administrators, and communities when designing innovative learning systems that support the needs and goals of 21st century learners. Finally, this line of thought is brought to life through the example of a school-within-a-school developed in a middle school in the north east region of the United States. This review paper serves as an example of how schools can support students in the development of their creative identities through learner-centered environments designed with the UDL framework.
{"title":"Universal Design for Learning as a Framework for Designing and Implementing Learner-Centered Education","authors":"Josh Ecker","doi":"10.5772/acrt.16","DOIUrl":"https://doi.org/10.5772/acrt.16","url":null,"abstract":"Learner-centered education (LCE) is a paradigm of teaching, learning, and school systems that embraces flexibility and responsiveness to meet the needs of diverse, 21st century students. This paradigm is reflected in a collection of learner-centered principles, including the importance of personalization. Through the lens of creative identity, LCE-aligned practices can be understood to support students’ development as creative thinkers who can navigate complex environments reflective of our world. Creative technologies serve as key affordances in transformative learning spaces that empower learners with essential skills and habits of mind. In this article, Universal Design for Learning (UDL) is reviewed as a framework to guide the design and implementation of learner-centered approaches. This framework can be applied by teachers, administrators, and communities when designing innovative learning systems that support the needs and goals of 21st century learners. Finally, this line of thought is brought to life through the example of a school-within-a-school developed in a middle school in the north east region of the United States. This review paper serves as an example of how schools can support students in the development of their creative identities through learner-centered environments designed with the UDL framework.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037355","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}
In the era of big data, where the amount of information is growing exponentially, the importance of data mining has never been greater. Educational institutions today collect and store vast amounts of data, such as student enrollment and attendance records, and their exam results. With the need to sift through enormous amounts of data and present it in a way that anyone can understand, educational institutions are at the forefront of this trend, and this calls for a more sophisticated set of algorithms. Data mining in education was born as a response to this problem. Traditional data mining methods cannot be directly applied to educational problems because of the special purpose and function they serve. Defining at-risk students, identifying priority learning requirements for varied groups of students, increasing graduation rates, monitoring institutional performance efficiently, managing campus resources, and optimizing curriculum renewal are just a few of the applications of educational data mining. This paper reviews methodologies used as knowledge extractors to tackle specific education challenges from large data sets of higher education institutions to the benefit of all educational stakeholders.
{"title":"Handling Big Data in Education: A Review of Educational Data Mining Techniques for Specific Educational Problems","authors":"Yaw Boateng Ampadu","doi":"10.5772/acrt.17","DOIUrl":"https://doi.org/10.5772/acrt.17","url":null,"abstract":"In the era of big data, where the amount of information is growing exponentially, the importance of data mining has never been greater. Educational institutions today collect and store vast amounts of data, such as student enrollment and attendance records, and their exam results. With the need to sift through enormous amounts of data and present it in a way that anyone can understand, educational institutions are at the forefront of this trend, and this calls for a more sophisticated set of algorithms. Data mining in education was born as a response to this problem. Traditional data mining methods cannot be directly applied to educational problems because of the special purpose and function they serve. Defining at-risk students, identifying priority learning requirements for varied groups of students, increasing graduation rates, monitoring institutional performance efficiently, managing campus resources, and optimizing curriculum renewal are just a few of the applications of educational data mining. This paper reviews methodologies used as knowledge extractors to tackle specific education challenges from large data sets of higher education institutions to the benefit of all educational stakeholders.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128541925","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}
Virtual art spaces offer a new medium through which the concept and form of art and learning spaces may be extended in the 21st century. With the growth of broadband internet and virtual reality technology, many museums have been acquiring the technology to create immersive virtual environments through which their art collections can be presented. In this article, the author describes unique, low-cost tools presented by gallery software programs that are transforming the way in which art may be presented and viewed. The author proposes that three-dimensional virtual galleries can link with the participatory action research methodology of photovoice, which stems from Freire’s seminal work and serves to nurture praxis, or a pairing of reflection and action. This article fills the gaps in the literature regarding photovoice exhibitions and the contributions to teaching and learning using 3D virtual art platforms in educational contexts. Through study examples, the author asserts that virtual galleries may be utilized as a means to reach a broader audience and open new avenues to explore in the teaching of humanities. These virtual art spaces can foster critical dialogue, heighten social support, and empower learners through increased flexibility, choice, and perceptions of inclusion. The author concludes with an overview of the information needed to overcome the challenges of adopting such innovations.
{"title":"Virtual Art Galleries as Learning Spaces and Agents of Praxis","authors":"Alexandra E. Parsons","doi":"10.5772/acrt.14","DOIUrl":"https://doi.org/10.5772/acrt.14","url":null,"abstract":"Virtual art spaces offer a new medium through which the concept and form of art and learning spaces may be extended in the 21st century. With the growth of broadband internet and virtual reality technology, many museums have been acquiring the technology to create immersive virtual environments through which their art collections can be presented. In this article, the author describes unique, low-cost tools presented by gallery software programs that are transforming the way in which art may be presented and viewed. The author proposes that three-dimensional virtual galleries can link with the participatory action research methodology of photovoice, which stems from Freire’s seminal work and serves to nurture praxis, or a pairing of reflection and action. This article fills the gaps in the literature regarding photovoice exhibitions and the contributions to teaching and learning using 3D virtual art platforms in educational contexts. Through study examples, the author asserts that virtual galleries may be utilized as a means to reach a broader audience and open new avenues to explore in the teaching of humanities. These virtual art spaces can foster critical dialogue, heighten social support, and empower learners through increased flexibility, choice, and perceptions of inclusion. The author concludes with an overview of the information needed to overcome the challenges of adopting such innovations.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115966626","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 mind, brain, body, and environment are inextricably interconnected. In the field of education, this neuropsychologically-backed claim suggests that to optimize learners’ (1) educational experiences, (2) retention of knowledge, and (3) creative use and application of knowledge beyond the classroom walls, teaching practices in all content areas must align with all parts of what makes us human. Unlike hardwired computers, our neuroplastic brains change with environmental interactions via our bodies. This article examines technology as an extension of cognition, where gamification emerges as a fundamental rather than supplemental tool for educators to co-construct knowledge with students. Gamification supports student learning and holistic well-being when considering affective, social, and motoric entanglements with cognitive processes. This article creatively employs five neuroscientific “prisms” to support and explain this humanistic claim. When synthesized, these refracted dimensions provide a framework for thinking about how, why, and when gamification functions as a valuable 21st-century educational tool.
{"title":"Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification","authors":"Lisa Serice","doi":"10.5772/acrt.13","DOIUrl":"https://doi.org/10.5772/acrt.13","url":null,"abstract":"The mind, brain, body, and environment are inextricably interconnected. In the field of education, this neuropsychologically-backed claim suggests that to optimize learners’ (1) educational experiences, (2) retention of knowledge, and (3) creative use and application of knowledge beyond the classroom walls, teaching practices in all content areas must align with all parts of what makes us human. Unlike hardwired computers, our neuroplastic brains change with environmental interactions via our bodies. This article examines technology as an extension of cognition, where gamification emerges as a fundamental rather than supplemental tool for educators to co-construct knowledge with students. Gamification supports student learning and holistic well-being when considering affective, social, and motoric entanglements with cognitive processes. This article creatively employs five neuroscientific “prisms” to support and explain this humanistic claim. When synthesized, these refracted dimensions provide a framework for thinking about how, why, and when gamification functions as a valuable 21st-century educational tool.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133277452","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}
In order to solve the problems of low precision, disturbance and unsmooth movement of heavy-duty long manipulator in working conditions, an IPSMC (improved power sliding mode control) based on force impedance control is proposed. First, the robot is organized and an accurate kinematics model is established and the motion characteristics of special manipulator system are analyzed. Combined with the dynamic model, the deviation of the position and velocity feedback from the expected value is converted by the force impedance controller, which makes the manipulator more flexible under the condition of low damping. At the same time, according to the position and speed feedback, an IPSMC is proposed, which uses the sliding mode control (SMC) to reduce the disturbance and oscillation in the working condition, so as to realize the control in the position space and the control in the force space. Finally, through Adams-Simulink co-simulation, the designed control system is tested. The results show that the force/position hybrid control strategy has good anti-interference ability for the long manipulator with large working range. While improving the flexibility of the manipulator, it also weakens the end chattering problem to some extent, enhances the robustness of the control system, and meets the requirements of working conditions.
{"title":"Force/Position Hybrid Control Technology of Heavy-duty Long Manipulator Based on IPSMC","authors":"Wu Weicong, Wu Wenqiang, Zhang Chunliang, Zhu Houyao, Chen Chaozheng","doi":"10.5772/acrt.12","DOIUrl":"https://doi.org/10.5772/acrt.12","url":null,"abstract":"In order to solve the problems of low precision, disturbance and unsmooth movement of heavy-duty long manipulator in working conditions, an IPSMC (improved power sliding mode control) based on force impedance control is proposed. First, the robot is organized and an accurate kinematics model is established and the motion characteristics of special manipulator system are analyzed. Combined with the dynamic model, the deviation of the position and velocity feedback from the expected value is converted by the force impedance controller, which makes the manipulator more flexible under the condition of low damping. At the same time, according to the position and speed feedback, an IPSMC is proposed, which uses the sliding mode control (SMC) to reduce the disturbance and oscillation in the working condition, so as to realize the control in the position space and the control in the force space. Finally, through Adams-Simulink co-simulation, the designed control system is tested. The results show that the force/position hybrid control strategy has good anti-interference ability for the long manipulator with large working range. While improving the flexibility of the manipulator, it also weakens the end chattering problem to some extent, enhances the robustness of the control system, and meets the requirements of working conditions.","PeriodicalId":431659,"journal":{"name":"AI, Computer Science and Robotics Technology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126787165","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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