Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14406
A. Suleman, F. Suleman
Higher education is under great pressure to provide skills that smooth graduates’ transition into the labour market, prepare them for the world of work and, ultimately, contribute to their employability. This supply-side perspective does not, per se, reflect employers’ view of the mission of higher education. Our research provides empirical evidence on how employers in Portugal perceive the role of higher education. It relies on data gathered in 2020 through an original online survey applied to N = 162 employers in Portugal. A k-means clustering distinguishes three groups of employers: those that acknowledge the autonomy of higher education; those who prefer to train their workforce; and those that blame higher education for their skill problems. The latter employers report skill shortages and propose different answers to mitigate them. Ultimately, the findings indicate that there is no one-size-fits-all solution for skill problems; firms have agency in finding appropriate solutions.
{"title":"Employers’ perception of the role of higher education in Portugal: The varying solutions for skill problems","authors":"A. Suleman, F. Suleman","doi":"10.4995/head22.2022.14406","DOIUrl":"https://doi.org/10.4995/head22.2022.14406","url":null,"abstract":"Higher education is under great pressure to provide skills that smooth graduates’ transition into the labour market, prepare them for the world of work and, ultimately, contribute to their employability. This supply-side perspective does not, per se, reflect employers’ view of the mission of higher education. Our research provides empirical evidence on how employers in Portugal perceive the role of higher education. It relies on data gathered in 2020 through an original online survey applied to N = 162 employers in Portugal. A k-means clustering distinguishes three groups of employers: those that acknowledge the autonomy of higher education; those who prefer to train their workforce; and those that blame higher education for their skill problems. The latter employers report skill shortages and propose different answers to mitigate them. Ultimately, the findings indicate that there is no one-size-fits-all solution for skill problems; firms have agency in finding appropriate solutions.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123333338","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 : 2022-06-14DOI: 10.4995/head22.2022.14864
M. Lang
This paper presents an analysis of various metrics of student engagement and academic performance, based on data extracted from a virtual learning environment (VLE) and other supporting technologies. The level of student activity on the VLE, as measured by hours and count of accesses to content areas, was found to be a strong indicator of engagement and impacted the level of performance. Participation in self-regulated optional learning activities was also found to be a strong indicator of engagement, which again impacted students’ scores. As regards gender comparisons, males and females demonstrated different study approaches but there was no difference in performance. Senior (final year) students out-performed sophomore (second year) students, and students on programmes with higher entry bars fared better. Interestingly, students who adopted a steady approach with consistent levels of activity through the semester achieved higher scores than those who procrastinated. The paper concludes with some recommendations on where learning analytics technologies need to go to truly be useful for teachers and students in higher education.
{"title":"Learning Analytics for Measuring Engagement and Academic Performance: A Case Study from an Irish University","authors":"M. Lang","doi":"10.4995/head22.2022.14864","DOIUrl":"https://doi.org/10.4995/head22.2022.14864","url":null,"abstract":"This paper presents an analysis of various metrics of student engagement and academic performance, based on data extracted from a virtual learning environment (VLE) and other supporting technologies. The level of student activity on the VLE, as measured by hours and count of accesses to content areas, was found to be a strong indicator of engagement and impacted the level of performance. Participation in self-regulated optional learning activities was also found to be a strong indicator of engagement, which again impacted students’ scores. As regards gender comparisons, males and females demonstrated different study approaches but there was no difference in performance. Senior (final year) students out-performed sophomore (second year) students, and students on programmes with higher entry bars fared better. Interestingly, students who adopted a steady approach with consistent levels of activity through the semester achieved higher scores than those who procrastinated. The paper concludes with some recommendations on where learning analytics technologies need to go to truly be useful for teachers and students in higher education.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123348772","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 : 2022-06-14DOI: 10.4995/head22.2022.14665
J. I. Díaz, Gabriela Carrasco, Diego Ramírez, Waldo Soto, Alex Silva
Higher Education Institutions (HEI) have a fundamental role in generating positive social impact in the communities to which they belong. However, it is necessary to restructure the perspectives with which they are working, evolving from a rigid and welfare model, to a collaborative and co-creation one. This paper aims to explore from theory and practice, how an Institutional model of social innovation can be designed involving stakeholders in the process. This will make it possible to realize that the incorporation of co-creation as a central element in the construction of a model is beneficial for the communities and generates greater and better results within society.
{"title":"Co-created model of social innovation that promotes social impact in Vocational Training Institutions","authors":"J. I. Díaz, Gabriela Carrasco, Diego Ramírez, Waldo Soto, Alex Silva","doi":"10.4995/head22.2022.14665","DOIUrl":"https://doi.org/10.4995/head22.2022.14665","url":null,"abstract":"Higher Education Institutions (HEI) have a fundamental role in generating positive social impact in the communities to which they belong. However, it is necessary to restructure the perspectives with which they are working, evolving from a rigid and welfare model, to a collaborative and co-creation one. This paper aims to explore from theory and practice, how an Institutional model of social innovation can be designed involving stakeholders in the process. This will make it possible to realize that the incorporation of co-creation as a central element in the construction of a model is beneficial for the communities and generates greater and better results within society.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121612921","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 : 2022-06-14DOI: 10.4995/head22.2022.14672
Daniela Zehetmeier, Axel Böttcher
It is likely that our Computer Science graduates will be confronted with software which has been growing over a long period of time. In order to master resulting challenges in their later professional lives, students need to be able to deal with the inherent uncertainty of legacy software systems. Observations show that many students are bad at dealing with uncertainty. Therefore, it is important to address the competence of dealing with uncertainty in teaching. In this article, we describe our experiences with addressing this important competence in teaching of a module on Software Archaeology. The basis is to establish a teaching and learning environment that creates uncertainty within lab sessions. We achieved this by using a project from industrial practice. This, however, also induces uncertainties regarding the teaching and assessment processes. We conclude that further methods need to be developed to address this competence with respect to teaching and assessment.
{"title":"Dealing with Uncertainty – Experiencing Real Life in Class","authors":"Daniela Zehetmeier, Axel Böttcher","doi":"10.4995/head22.2022.14672","DOIUrl":"https://doi.org/10.4995/head22.2022.14672","url":null,"abstract":"It is likely that our Computer Science graduates will be confronted with software which has been growing over a long period of time. In order to master resulting challenges in their later professional lives, students need to be able to deal with the inherent uncertainty of legacy software systems. Observations show that many students are bad at dealing with uncertainty. Therefore, it is important to address the competence of dealing with uncertainty in teaching. In this article, we describe our experiences with addressing this important competence in teaching of a module on Software Archaeology. The basis is to establish a teaching and learning environment that creates uncertainty within lab sessions. We achieved this by using a project from industrial practice. This, however, also induces uncertainties regarding the teaching and assessment processes. We conclude that further methods need to be developed to address this competence with respect to teaching and assessment. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126514649","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 : 2022-06-14DOI: 10.4995/head22.2022.14196
P. Corredor, I. Abínzano, Cristina Del Río, Elena Ferrer, Ana Gonzalez, Jose Manuel Mansilla, Beatriz Martinez, L. Muga
This paper aims to describe a teaching-learning experience based on Project-Based Learning (PBL). This experience is part of an educational innovation project devoted to transforming finance classes in various facets of financial advice. Specifically, the article focuses on the transformation process of a subject that studies financial markets and the assets traded in them. Based on this experience, the classroom becomes a financial consulting firm that advises investors on how to invest their capital. The results show us a remarkable active dedication of the students to the course, improved knowledge and marks. In addition, the development of skills and values such as teamwork, autonomy, solidarity, equality, and professional skills are elements that encourage us to continue along this line.
{"title":"Enhancing learning in the Finance classroom","authors":"P. Corredor, I. Abínzano, Cristina Del Río, Elena Ferrer, Ana Gonzalez, Jose Manuel Mansilla, Beatriz Martinez, L. Muga","doi":"10.4995/head22.2022.14196","DOIUrl":"https://doi.org/10.4995/head22.2022.14196","url":null,"abstract":"This paper aims to describe a teaching-learning experience based on Project-Based Learning (PBL). This experience is part of an educational innovation project devoted to transforming finance classes in various facets of financial advice. Specifically, the article focuses on the transformation process of a subject that studies financial markets and the assets traded in them. Based on this experience, the classroom becomes a financial consulting firm that advises investors on how to invest their capital. The results show us a remarkable active dedication of the students to the course, improved knowledge and marks. In addition, the development of skills and values such as teamwork, autonomy, solidarity, equality, and professional skills are elements that encourage us to continue along this line.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128083729","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 : 2022-06-14DOI: 10.4995/head22.2022.14405
J. Couto, S. McFadden, P. McClure, P. Bezzina, C. Hughes
Interviews with radiotherapy (RT) stakeholders were completed across four European countries to identify the educational models used across Europe and how they affect competencies of Therapeutic Radiographers/Radiotherapists (TR/RTTs). The stakeholders identified the following educational models: Programmes below European Qualifications Framework (EQF) level 6 (EQF4 or EQF5) RT-only BSc programmes (EQF6)Multiple-specialism BSc programmes (EQF6)RT-only apprenticeships (EQF6)Multiple-specialism BSc followed by an MSc (EQF6→EQF7)Integrated masters (EQF7)RT-only pre-registration MSc (EQF7)‘Common trunk’ model (EQF6 or EQF7) Each educational model has its set of advantages and disadvantages, but most models can be used to achieve the same essential competencies of TR/RTTs. Some models showed weaknesses in their ability to develop adequate RT competencies (low EQF level, low RT-specific content). Regulating the standards of practice at national level ensures that essential competencies are developed across all course programmes, improving the care to RT patients.
{"title":"Education models used across Europe to train Therapeutic Radiographers/Radiotherapists: a cross-case study","authors":"J. Couto, S. McFadden, P. McClure, P. Bezzina, C. Hughes","doi":"10.4995/head22.2022.14405","DOIUrl":"https://doi.org/10.4995/head22.2022.14405","url":null,"abstract":"Interviews with radiotherapy (RT) stakeholders were completed across four European countries to identify the educational models used across Europe and how they affect competencies of Therapeutic Radiographers/Radiotherapists (TR/RTTs). The stakeholders identified the following educational models: Programmes below European Qualifications Framework (EQF) level 6 (EQF4 or EQF5) RT-only BSc programmes (EQF6)Multiple-specialism BSc programmes (EQF6)RT-only apprenticeships (EQF6)Multiple-specialism BSc followed by an MSc (EQF6→EQF7)Integrated masters (EQF7)RT-only pre-registration MSc (EQF7)‘Common trunk’ model (EQF6 or EQF7) Each educational model has its set of advantages and disadvantages, but most models can be used to achieve the same essential competencies of TR/RTTs. Some models showed weaknesses in their ability to develop adequate RT competencies (low EQF level, low RT-specific content). Regulating the standards of practice at national level ensures that essential competencies are developed across all course programmes, improving the care to RT patients.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115928369","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 : 2022-06-14DOI: 10.4995/head22.2022.14530
S. Dempsey, Ruth Vancelee
Can a professional development module for first-year students help build a sense of belonging with their desired profession? In Munster Technological University (MTU) all first-year students undertake a Creativity, Innovation and Teamwork (CIT) module. For each degree programme, this module is tailored to the needs of its students. The objective of this module for first-year Accounting students is to build key skills, instill a sense of what it is to be accountants and help them envisage their pathways to becoming accountants. This paper introduces the teaching and learning techniques and assessment methods of the CIT module. It also presents Accounting students’ opinions on their professional development from this module. Findings report development of some of the key skills required of accountants in the workplace and increased knowledge of the accounting profession, thus building first-year Accounting students’ sense of belonging to their desired future profession.
{"title":"Professional Development Module in University: Building a sense of belonging for first-year students","authors":"S. Dempsey, Ruth Vancelee","doi":"10.4995/head22.2022.14530","DOIUrl":"https://doi.org/10.4995/head22.2022.14530","url":null,"abstract":"Can a professional development module for first-year students help build a sense of belonging with their desired profession? In Munster Technological University (MTU) all first-year students undertake a Creativity, Innovation and Teamwork (CIT) module. For each degree programme, this module is tailored to the needs of its students. The objective of this module for first-year Accounting students is to build key skills, instill a sense of what it is to be accountants and help them envisage their pathways to becoming accountants. This paper introduces the teaching and learning techniques and assessment methods of the CIT module. It also presents Accounting students’ opinions on their professional development from this module. Findings report development of some of the key skills required of accountants in the workplace and increased knowledge of the accounting profession, thus building first-year Accounting students’ sense of belonging to their desired future profession.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"341 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134357931","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 : 2022-06-14DOI: 10.4995/head22.2022.14657
Helen Urmann, Marvi Remmik, E. Tubelt
The competition between universities for qualified students has gradually increased, at the same time, the number of students acquiring higher education is dropping. In this article, the authors analyse what factors are decisive for those entering higher education when it comes to choosing a speciality/curriculum and higher education institution. For this purpose, a brief study was conducted in October 2021 and a total of 38 students from different Estonian universities and colleges were interviewed. Based on the interviews, the authors conclude that the choice of higher education institution is subjective and marketing higher education is therefore complex. The most effective external way of shaping the selection is considered to be face-to-face marketing, including the student shadow program, doors open days, and joint fairs of universities.
{"title":"Behind higher education decisions: Estonian students’ take on choosing higher education institute and speciality","authors":"Helen Urmann, Marvi Remmik, E. Tubelt","doi":"10.4995/head22.2022.14657","DOIUrl":"https://doi.org/10.4995/head22.2022.14657","url":null,"abstract":"The competition between universities for qualified students has gradually increased, at the same time, the number of students acquiring higher education is dropping. In this article, the authors analyse what factors are decisive for those entering higher education when it comes to choosing a speciality/curriculum and higher education institution. For this purpose, a brief study was conducted in October 2021 and a total of 38 students from different Estonian universities and colleges were interviewed. Based on the interviews, the authors conclude that the choice of higher education institution is subjective and marketing higher education is therefore complex. The most effective external way of shaping the selection is considered to be face-to-face marketing, including the student shadow program, doors open days, and joint fairs of universities.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131474236","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 : 2022-06-14DOI: 10.4995/head22.2022.14666
Juan Ignacio Díaz, V. Meza, Isabella Montero, Catalina Mora, Pablo Chiuminatto, A. Grau, Gabriela Carrasco, Waldo Soto
The first course on Social Innovation in Health (SIH) was conceived and implemented in order to provide students with the necessary tools to assume an active role in the real health and well-being needs of the population, through social undertaking and innovation. Each group created and developed a minimum viable product, covering various global health problems, such as visual impairment, existing contextual barriers for people with Down Syndrome or Autism Spectrum Disorder, among others. From the course, it is accounted that SIH represents an incipient tool, with the potential to resolve health problems from a community and interdisciplinary approach. Its teaching from the undergraduate is essential, allowing tools and skills to be integrated in the development of future health professionals.
{"title":"Social Innovation in Health","authors":"Juan Ignacio Díaz, V. Meza, Isabella Montero, Catalina Mora, Pablo Chiuminatto, A. Grau, Gabriela Carrasco, Waldo Soto","doi":"10.4995/head22.2022.14666","DOIUrl":"https://doi.org/10.4995/head22.2022.14666","url":null,"abstract":"The first course on Social Innovation in Health (SIH) was conceived and implemented in order to provide students with the necessary tools to assume an active role in the real health and well-being needs of the population, through social undertaking and innovation. Each group created and developed a minimum viable product, covering various global health problems, such as visual impairment, existing contextual barriers for people with Down Syndrome or Autism Spectrum Disorder, among others. From the course, it is accounted that SIH represents an incipient tool, with the potential to resolve health problems from a community and interdisciplinary approach. Its teaching from the undergraduate is essential, allowing tools and skills to be integrated in the development of future health professionals. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131786795","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 : 2022-06-14DOI: 10.4995/head22.2022.14475
A. M. Ares, L. Toribio, José Luis Nieto, Adrián De la Fuente, José Bernal
Given the impact of smartphones in all areas of society, the education at the university should not be conceived without the use of technological tools inside classrooms. The present study examines the use of “Bring Your Own Device-BYOD” using Kahoot! as a gamification tool to explore possible benefits in learning and continuous assessment of an experimental subject in the Degree of Chemistry. An empirical analytical methodology was used among different groups of students: one in which Kahoot! was used daily in laboratory lessons and other groups in which it was not employed as a training before final subject evaluation. The aim was to measure the extent to which the students´ knowledge had developed. The academic results has shown that the use of BYOD has had overall positive effects on the academic results. Thus, student’s learning and grades have been improved, particularly, those who have achieved a better score using Kahoot!
{"title":"BYOD as a gamification tool for improving learning of an experimental subject in Chemistry Degree","authors":"A. M. Ares, L. Toribio, José Luis Nieto, Adrián De la Fuente, José Bernal","doi":"10.4995/head22.2022.14475","DOIUrl":"https://doi.org/10.4995/head22.2022.14475","url":null,"abstract":"Given the impact of smartphones in all areas of society, the education at the university should not be conceived without the use of technological tools inside classrooms. The present study examines the use of “Bring Your Own Device-BYOD” using Kahoot! as a gamification tool to explore possible benefits in learning and continuous assessment of an experimental subject in the Degree of Chemistry. An empirical analytical methodology was used among different groups of students: one in which Kahoot! was used daily in laboratory lessons and other groups in which it was not employed as a training before final subject evaluation. The aim was to measure the extent to which the students´ knowledge had developed. The academic results has shown that the use of BYOD has had overall positive effects on the academic results. Thus, student’s learning and grades have been improved, particularly, those who have achieved a better score using Kahoot!","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130943135","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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