Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14514
Snezana Mitrovic, E. Botta, Giusi Castellana
The purpose of this study is the validation of the GA Classic IESOL examination at CEFR level B2 (Reading, Listening, Writing and Speaking), as a criterion-referenced achievement test, using the multi-trait, multi-method approach. The data analysed at the moment pertain to the Listening unit and have been studied to examine the content validity, reliability of the scores and unidimensionality of the construct. The Listening unit consists of three tasks (22 items) in four different versions (D-E-F-G). Four separate statistical analyses were performed and all revealed excellent values of internal consistency. As for unidimensionality of the construct, excellent values were revealed for versions E, F and G and acceptable for version D. Similar analyses on the reading test are planned, with the aim of reaching a multitrait-multimethod analysis of the examination as a whole.Further steps of the study will be the IRT equating procedure of the four versions.
{"title":"Validation of a High-Stakes Test: GA IESOL Listening Unit","authors":"Snezana Mitrovic, E. Botta, Giusi Castellana","doi":"10.4995/head22.2022.14514","DOIUrl":"https://doi.org/10.4995/head22.2022.14514","url":null,"abstract":"The purpose of this study is the validation of the GA Classic IESOL examination at CEFR level B2 (Reading, Listening, Writing and Speaking), as a criterion-referenced achievement test, using the multi-trait, multi-method approach. The data analysed at the moment pertain to the Listening unit and have been studied to examine the content validity, reliability of the scores and unidimensionality of the construct. The Listening unit consists of three tasks (22 items) in four different versions (D-E-F-G). Four separate statistical analyses were performed and all revealed excellent values of internal consistency. As for unidimensionality of the construct, excellent values were revealed for versions E, F and G and acceptable for version D. Similar analyses on the reading test are planned, with the aim of reaching a multitrait-multimethod analysis of the examination as a whole.Further steps of the study will be the IRT equating procedure of the four versions. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 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":"116344184","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/head22.2022.14539
M. Pinillos, Javier Roldán
An increasing number of universities are incorporating compulsory entrepreneurship subjects into their degrees in an attempt to develop the entrepreneurial mindset of students. Previous studies have found that the main reasons for the entrepreneurial intention of students after having received training in entrepreneurship, are fear of failure, perceived self-efficacy, family entrepreneurial background and gender. This study examines the role of the student approach to learning (SAL) on their entrepreneurial intention. Based on the SAL theory, the study shows that a deep learning approach explains students' entrepreneurial intentions after having taken the course, and that fear of failure, perceived self-efficacy, family entrepreneurial background lack explanatory value. In light of the SAL theory, the results of the study point to the important role of teachers in designing methodologies that ensure that assessment and other contextual elements of the teaching and learning system are constructively aligned to promote a deep learning approach, and thus an entrepreneurial mindset.
{"title":"Student approaches to learning and entrepreneurial intentions","authors":"M. Pinillos, Javier Roldán","doi":"10.4995/head22.2022.14539","DOIUrl":"https://doi.org/10.4995/head22.2022.14539","url":null,"abstract":"An increasing number of universities are incorporating compulsory entrepreneurship subjects into their degrees in an attempt to develop the entrepreneurial mindset of students. Previous studies have found that the main reasons for the entrepreneurial intention of students after having received training in entrepreneurship, are fear of failure, perceived self-efficacy, family entrepreneurial background and gender. This study examines the role of the student approach to learning (SAL) on their entrepreneurial intention. Based on the SAL theory, the study shows that a deep learning approach explains students' entrepreneurial intentions after having taken the course, and that fear of failure, perceived self-efficacy, family entrepreneurial background lack explanatory value. In light of the SAL theory, the results of the study point to the important role of teachers in designing methodologies that ensure that assessment and other contextual elements of the teaching and learning system are constructively aligned to promote a deep learning approach, and thus an entrepreneurial mindset.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"37 Suppl 7 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":"123659850","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/head22.2022.14866
Katherine M Flynn, Christoph F. Knöbl, L. Lindner
The need to cultivate student competences to improve sustainability in agrifood systems is indisputable. This paper shows the example of an online student competition course in Sustainable Food for Master students based on action-learning principles and the five core competences of Observation, Participation, Dialogue, Visioning, and Reflection. The course ran three times from 2019-2022 and 85 students assessed themselves in these five competences by responding to 17 rating statements. Analyses revealed significant improvement in all competences except Participation after the course. Yet since Participation was highest rated before the course, rating of this competence was not less than other competences at the end. Practicing these five core competences and integrating competency self-assessments into educational activities can contribute to a paradigm shift in education that fosters the cultivation of competences for sustainability and that may be applicable to other courses.
{"title":"Core Competences in Agri-food Sustainability: Student Self-Assessment After Online Action-Learning","authors":"Katherine M Flynn, Christoph F. Knöbl, L. Lindner","doi":"10.4995/head22.2022.14866","DOIUrl":"https://doi.org/10.4995/head22.2022.14866","url":null,"abstract":"The need to cultivate student competences to improve sustainability in agrifood systems is indisputable. This paper shows the example of an online student competition course in Sustainable Food for Master students based on action-learning principles and the five core competences of Observation, Participation, Dialogue, Visioning, and Reflection. The course ran three times from 2019-2022 and 85 students assessed themselves in these five competences by responding to 17 rating statements. Analyses revealed significant improvement in all competences except Participation after the course. Yet since Participation was highest rated before the course, rating of this competence was not less than other competences at the end. Practicing these five core competences and integrating competency self-assessments into educational activities can contribute to a paradigm shift in education that fosters the cultivation of competences for sustainability and that may be applicable to other courses.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"2 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":"123770014","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/head22.2022.14439
Ana Estima, Cristina Guimarães
Brands increasingly adopt human qualities as a way to attract consumers. Brands must be physically attractive, intellectually persuasive, socially involved, and emotionally appealing, all while demonstrating a strong personality and moral foundation. Higher Education Institutions (HEI) are no exception, seeking their audiences through a distinctive and attractive brand personality. The main purpose of this paper is to identify the main brand personality traits of European universities, based on content analysis of institutional websites. Twelve universities from the European Consortium of Innovative Universities (ECIU) were studied. The results indicate the existence of HEIs with distinctive brand personalities while others present weak personality dimensions. The main conclusions point to the need for a focus on strategic brand management that includes a robust identity definition. The brand personality, an integral part of the institution's identity, must be communicated consistently across all points of contact and communication channels.
{"title":"Do universities have a distinctive brand personality? The case of ECIU Universities","authors":"Ana Estima, Cristina Guimarães","doi":"10.4995/head22.2022.14439","DOIUrl":"https://doi.org/10.4995/head22.2022.14439","url":null,"abstract":"Brands increasingly adopt human qualities as a way to attract consumers. Brands must be physically attractive, intellectually persuasive, socially involved, and emotionally appealing, all while demonstrating a strong personality and moral foundation. Higher Education Institutions (HEI) are no exception, seeking their audiences through a distinctive and attractive brand personality. The main purpose of this paper is to identify the main brand personality traits of European universities, based on content analysis of institutional websites. Twelve universities from the European Consortium of Innovative Universities (ECIU) were studied. The results indicate the existence of HEIs with distinctive brand personalities while others present weak personality dimensions. The main conclusions point to the need for a focus on strategic brand management that includes a robust identity definition. The brand personality, an integral part of the institution's identity, must be communicated consistently across all points of contact and communication channels.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"2014 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":"121597570","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/head22.2022.14450
S. McGuire, E. A. Drost
In this paper, we present a framework for facilitating the acquisition and improvement of a certain type of skill critical for success in business management: negotiation skill. We then proceed to provide evidence of the effectiveness of our framework, with data from a large public university’s business program. We examined the performance of negotiators in dyads on negotiation exercises. Results indicate that the framework we used for training was associated with “getting to yes,” as well as the quality of negotiated agreements, when comparing a randomly selected sample of trained business student dyads with a separate, comparable sample of dyads without formal training.
{"title":"A Framework for Facilitating Acquisition and Improvement of Negotiation Skills by Business Students","authors":"S. McGuire, E. A. Drost","doi":"10.4995/head22.2022.14450","DOIUrl":"https://doi.org/10.4995/head22.2022.14450","url":null,"abstract":"In this paper, we present a framework for facilitating the acquisition and improvement of a certain type of skill critical for success in business management: negotiation skill. We then proceed to provide evidence of the effectiveness of our framework, with data from a large public university’s business program. We examined the performance of negotiators in dyads on negotiation exercises. Results indicate that the framework we used for training was associated with “getting to yes,” as well as the quality of negotiated agreements, when comparing a randomly selected sample of trained business student dyads with a separate, comparable sample of dyads without formal training.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"14 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":"130681397","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/head22.2022.14371
Li Liang, J. Tognolini, G. Hendry, Lilia Mantai
Assessments serve a pivotal component of any teaching and learning system, especially when they motivate and enhance better teaching and learning. Together with the seamless permeation of digital technology in universities, formative assessment(FA) using digital technology has been increasingly used at the tertiary level of educaiton in recent years. FA using digital technology plays an important role in the quality assurance of teaching and learning (and hence assessment) in nuniversities. How has the emerging digital technology efficiently served and enhance the formative teaching and learning in universities in the past decade? This study explores this issue by conducting a systematic review of peer-reviewed empirical papers on formative assessment using digital technology in universitites over the past decade. It is found that mainly four major aspects of FA has been facilitated by the emerging digital technology applied in higher education in past ten years. Keywords: formative assessment; digital technology; higher education
{"title":"A review of tertiary formative assessment using digital technology in the past decade: what has been facilitated?","authors":"Li Liang, J. Tognolini, G. Hendry, Lilia Mantai","doi":"10.4995/head22.2022.14371","DOIUrl":"https://doi.org/10.4995/head22.2022.14371","url":null,"abstract":"Assessments serve a pivotal component of any teaching and learning system, especially when they motivate and enhance better teaching and learning. Together with the seamless permeation of digital technology in universities, formative assessment(FA) using digital technology has been increasingly used at the tertiary level of educaiton in recent years. FA using digital technology plays an important role in the quality assurance of teaching and learning (and hence assessment) in nuniversities. How has the emerging digital technology efficiently served and enhance the formative teaching and learning in universities in the past decade? This study explores this issue by conducting a systematic review of peer-reviewed empirical papers on formative assessment using digital technology in universitites over the past decade. It is found that mainly four major aspects of FA has been facilitated by the emerging digital technology applied in higher education in past ten years. Keywords: formative assessment; digital technology; higher education","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"54 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":"129508260","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/head22.2022.14700
Ayesha Sadaf, Larisa Olesova
This systematic review synthesizes research on strategies used to promote cognitive presence in online courses to identify trends from two decades (2000 to 2020) of scholarship. From initial search of 181 studies, a total of 14 articles published in peer-reviewed journals were reviewed. Results show that all of the studies were carried out in higher education with majority in the United States within the field of Education. Case-based and debate strategies were used the most to promote cognitive presence followed by structured, problem-based, and roles. For the patterns of students’ cognitive presence, the majority of student discussions fell into exploration and integration phases with a small percentage within triggering and resolution phases. The study concludes that instructional strategies combined with effective instructional design elements can help learners engage in purposeful collaborative inquiry while progressing through all four phases of cognitive presence to achieve higher level learning outcomes.
{"title":"A Systematic Review of Strategies to Develop Students’ Cognitive Presence in Online Courses","authors":"Ayesha Sadaf, Larisa Olesova","doi":"10.4995/head22.2022.14700","DOIUrl":"https://doi.org/10.4995/head22.2022.14700","url":null,"abstract":"This systematic review synthesizes research on strategies used to promote cognitive presence in online courses to identify trends from two decades (2000 to 2020) of scholarship. From initial search of 181 studies, a total of 14 articles published in peer-reviewed journals were reviewed. Results show that all of the studies were carried out in higher education with majority in the United States within the field of Education. Case-based and debate strategies were used the most to promote cognitive presence followed by structured, problem-based, and roles. For the patterns of students’ cognitive presence, the majority of student discussions fell into exploration and integration phases with a small percentage within triggering and resolution phases. The study concludes that instructional strategies combined with effective instructional design elements can help learners engage in purposeful collaborative inquiry while progressing through all four phases of cognitive presence to achieve higher level learning outcomes.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 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":"129710826","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/head22.2022.14583
Renee Noortman, P. Lovei, M. Funk
Designers are increasingly engaging with data practices in their day-to-day work as design practice becomes increasingly connected. To facilitate this practice, design education needs to evolve and embrace data design. In this paper we introduce a Master-level elective course around the Data-enabled Design methodology. This challenge-based learning activity aims to teach how to use data as a creative material in addressing a real-life design challenge from selected industrial partners. In this article we demonstrate how our master students learn how to prototype, conduct data-enabled interviews, adapt their prototypes, and introduce design interventions via a multi-step approach, leveraging their growing knowledge and skills around contextual data. We share how we use a strong collaboration with our industrial partners and a predefined data infrastructure to help our students use data for sharing valid research findings and presenting experiential interventions.
{"title":"Teaching Data-Enabled Design: Student-led Data Collection in Design Education","authors":"Renee Noortman, P. Lovei, M. Funk","doi":"10.4995/head22.2022.14583","DOIUrl":"https://doi.org/10.4995/head22.2022.14583","url":null,"abstract":"Designers are increasingly engaging with data practices in their day-to-day work as design practice becomes increasingly connected. To facilitate this practice, design education needs to evolve and embrace data design. In this paper we introduce a Master-level elective course around the Data-enabled Design methodology. This challenge-based learning activity aims to teach how to use data as a creative material in addressing a real-life design challenge from selected industrial partners. In this article we demonstrate how our master students learn how to prototype, conduct data-enabled interviews, adapt their prototypes, and introduce design interventions via a multi-step approach, leveraging their growing knowledge and skills around contextual data. We share how we use a strong collaboration with our industrial partners and a predefined data infrastructure to help our students use data for sharing valid research findings and presenting experiential interventions.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 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":"129813529","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/head22.2022.14564
K. Huizing
Tutors at NHL Stenden University in Leeuwarden, the Netherlands were challenged to enhance student participation in reflecting on professional skills development e.g collaborating. Using the living labs method, researchers set up research together with tutors and students. The living labs process consists of iterative design and evaluation cycles, involves endusers in all phases, and has evaluations carried out in real-life settings. In four iterations, we found that digital tools for collecting, merging and distributing data enhances student participation. Google Workspace for Education and Autocrat was used in this paper, a similar tool is Microsoft Office and Power Automate. Privacy of student data turned out to be one of the critical key elements and needs further discussion.
荷兰吕沃登NHL斯坦德大学的导师面临的挑战是提高学生在反思专业技能发展(如合作)方面的参与度。使用生活实验室方法，研究人员与导师和学生一起进行研究。生活实验室过程包括迭代设计和评估周期，涉及所有阶段的最终用户，并在现实环境中进行评估。在四次迭代中，我们发现用于收集、合并和分发数据的数字工具提高了学生的参与度。本文使用的是Google的Workspace for Education and dictator，类似的工具还有Microsoft Office和Power automation。学生数据的隐私是其中一个关键因素，需要进一步讨论。
{"title":"Enhancing student engagement in reflecting on professional skills development using digital tools for data collection and distribution","authors":"K. Huizing","doi":"10.4995/head22.2022.14564","DOIUrl":"https://doi.org/10.4995/head22.2022.14564","url":null,"abstract":"Tutors at NHL Stenden University in Leeuwarden, the Netherlands were challenged to enhance student participation in reflecting on professional skills development e.g collaborating. Using the living labs method, researchers set up research together with tutors and students. The living labs process consists of iterative design and evaluation cycles, involves endusers in all phases, and has evaluations carried out in real-life settings. In four iterations, we found that digital tools for collecting, merging and distributing data enhances student participation. Google Workspace for Education and Autocrat was used in this paper, a similar tool is Microsoft Office and Power Automate. Privacy of student data turned out to be one of the critical key elements and needs further discussion.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"30 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":"130869093","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/head22.2022.14428
D. Easdown
The MOOC Introduction to Calculus was launched in December 2018, in time for students, in transition from school, to use for satisfying mathematics prerequisites for tertiary-level degrees. The MOOC was conceived holistically, contributing towards improving diversity and inclusion, creating opportunities for participants throughout the world, including those from regions suffering from political or economic instability. The MOOC facilitates pathways towards higher education through greater awareness of mathematics and its usefulness. This became acutely relevant for students facing disruptions from COVID-19 and forced into remote learning. Historical narratives permeate the MOOC, providing students with perspectives that they might not see in typical classrooms or textbooks. The MOOC alleviates frustration from students who have difficulty navigating online material or who have had negative experiences in learning mathematics. It uses a mastery model of learning and was designed using principles from the theory of threshold concepts and learning phases in the SOLO taxonomy.
{"title":"Reaching out through the MOOC Introduction to Calculus","authors":"D. Easdown","doi":"10.4995/head22.2022.14428","DOIUrl":"https://doi.org/10.4995/head22.2022.14428","url":null,"abstract":"The MOOC Introduction to Calculus was launched in December 2018, in time for students, in transition from school, to use for satisfying mathematics prerequisites for tertiary-level degrees. The MOOC was conceived holistically, contributing towards improving diversity and inclusion, creating opportunities for participants throughout the world, including those from regions suffering from political or economic instability. The MOOC facilitates pathways towards higher education through greater awareness of mathematics and its usefulness. This became acutely relevant for students facing disruptions from COVID-19 and forced into remote learning. Historical narratives permeate the MOOC, providing students with perspectives that they might not see in typical classrooms or textbooks. The MOOC alleviates frustration from students who have difficulty navigating online material or who have had negative experiences in learning mathematics. It uses a mastery model of learning and was designed using principles from the theory of threshold concepts and learning phases in the SOLO taxonomy.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"35 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":"125491219","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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