Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14625
Ana Hernández Baeza, Inés Tomás Marco, Marija Davcheva, Vicente González-Romá
In this study we analyze whether the university contribution to the development of generic competences is related to the employment status of graduates six months after graduation. Specifically, we propose that there are two mediating mechanisms in the relationship: 1) a sequential mechanism that involves two mediators: the generic competences acquired by students and their core self-evaluations; and 2) a simple mediating mechanism that only involves the generic competences acquired. We tested the research model in a sample of 303 students from a Spanish University. We collected information when the students were about to complete their degrees and six months after graduation. Results supported the sequential indirect effect proposed via generic competences and core self-evaluations.
{"title":"University contribution to developing generic competences and employment status after graduation: a mediated model","authors":"Ana Hernández Baeza, Inés Tomás Marco, Marija Davcheva, Vicente González-Romá","doi":"10.4995/head22.2022.14625","DOIUrl":"https://doi.org/10.4995/head22.2022.14625","url":null,"abstract":"In this study we analyze whether the university contribution to the development of generic competences is related to the employment status of graduates six months after graduation. Specifically, we propose that there are two mediating mechanisms in the relationship: 1) a sequential mechanism that involves two mediators: the generic competences acquired by students and their core self-evaluations; and 2) a simple mediating mechanism that only involves the generic competences acquired. We tested the research model in a sample of 303 students from a Spanish University. We collected information when the students were about to complete their degrees and six months after graduation. Results supported the sequential indirect effect proposed via generic competences and core self-evaluations.","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":"125494471","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/head22.2022.14861
Akuélé Radha Kondo, K. Heitz-Tokpa, B. Bonfoh, F. Akindès
Postgraduate supervision is paramount to empower the next generation of researchers. However, time spent to graduation and knowledge gain are of great concern regarding the completion of postgraduate studies. In most African universities, the main reason is the lack of guidelines to frame student-supervisors’ relationship and theirs responsibilities. Study aims at analysing how supervision practices in health research in Côte d’Ivoire hinder or promote the swift completion. Drawing on a qualitative methodology, semi-structured interviews were conducted with 32 postgraduate students and 17 supervisors. We selected purposively informants in health research based at public universities of Côte d’Ivoire. Results revealed two models with different supervisors’ styles, poorly standardised guidelines, and student’s coping strategies in the context of low regulation. We conclude that the absence of formal documents and clear regulations for student’s-supervisor’s roles, as well as the lack of monitoring system by the administration are factors that delay postgraduate study completion. Keywords: Postgraduate supervision; Practices; Models; Regulation; Guideline; Côte d’Ivoire.
{"title":"Postgraduate Supervision Practices in low regulated University System in Côte d’Ivoire","authors":"Akuélé Radha Kondo, K. Heitz-Tokpa, B. Bonfoh, F. Akindès","doi":"10.4995/head22.2022.14861","DOIUrl":"https://doi.org/10.4995/head22.2022.14861","url":null,"abstract":"Postgraduate supervision is paramount to empower the next generation of researchers. However, time spent to graduation and knowledge gain are of great concern regarding the completion of postgraduate studies. In most African universities, the main reason is the lack of guidelines to frame student-supervisors’ relationship and theirs responsibilities. Study aims at analysing how supervision practices in health research in Côte d’Ivoire hinder or promote the swift completion. Drawing on a qualitative methodology, semi-structured interviews were conducted with 32 postgraduate students and 17 supervisors. We selected purposively informants in health research based at public universities of Côte d’Ivoire. Results revealed two models with different supervisors’ styles, poorly standardised guidelines, and student’s coping strategies in the context of low regulation. We conclude that the absence of formal documents and clear regulations for student’s-supervisor’s roles, as well as the lack of monitoring system by the administration are factors that delay postgraduate study completion. Keywords: Postgraduate supervision; Practices; Models; Regulation; Guideline; Côte d’Ivoire.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"47 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":"128628109","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/head22.2022.14455
S. Adam, J. Lubbe
Instructionism and experiential learning are the predominant teaching models in undergraduate obstetrics. Challenges such as larger classes, limited training sites anad trainers renders this model inadequate. Simulation provides an alternative safe, authentic environment to facilitate learning. In this action-research-action-learning project undergraduate medical students in their final obstetrics rotation participlated in common obstetric scenario simulations. Participants perception of simulation cycles on their learning was assessed. Twenty students who participated felt that simulation provided a suitable adjunct to the current experiential learning model. Simulation highlighted gaps in knowledge, but also helped integrate and apply knowledge in a logical, sequential manner that was applicable in a real-world setting. Simulation provided a safe environment for self-reflection, and collaborative learning, whilst improving knowledge, and developing clinical skills and graduate attributes. Simulation should be incorporated into routine teaching as an adjunct to experiential learning in the clinical attachment in the latter part of the medical curriculum.
{"title":"Simulation as part of programmatic assessment to create an authentic learning expereince","authors":"S. Adam, J. Lubbe","doi":"10.4995/head22.2022.14455","DOIUrl":"https://doi.org/10.4995/head22.2022.14455","url":null,"abstract":"Instructionism and experiential learning are the predominant teaching models in undergraduate obstetrics. Challenges such as larger classes, limited training sites anad trainers renders this model inadequate. Simulation provides an alternative safe, authentic environment to facilitate learning. In this action-research-action-learning project undergraduate medical students in their final obstetrics rotation participlated in common obstetric scenario simulations. Participants perception of simulation cycles on their learning was assessed. Twenty students who participated felt that simulation provided a suitable adjunct to the current experiential learning model. Simulation highlighted gaps in knowledge, but also helped integrate and apply knowledge in a logical, sequential manner that was applicable in a real-world setting. Simulation provided a safe environment for self-reflection, and collaborative learning, whilst improving knowledge, and developing clinical skills and graduate attributes. Simulation should be incorporated into routine teaching as an adjunct to experiential learning in the clinical attachment in the latter part of the medical curriculum.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"10 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":"131599192","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/head22.2022.14414
J. Porozovs, V. Veliks, A. Kļaviņa, A. Zuša
The COVID-19 pandemic crisis has changed the lifestyle of people and learning process of students in different countries. The aim of the study was to find out the influence of COVID-19 pandemic on Latvia students' screen time, learning peculiarities, lifestyle, and well-being. The electronic survey of the basic school, secondary school and University of Latvia students was carried out in different regions of Latvia. The results of the survey suggest that the screen time of students and the time spent by students doing study home-works during COVID-19 pandemic crisis have increased. However, many students prefer to study on-line over face-to-face studies. The time spent on physical activities for majority of students during COVID-19 pandemic has not significantly changed. The well-being for many Latvia students during COVID-19 pandemic crisis has decreased.
{"title":"The influence of COVID-19 pandemic on students' screen time, learning, lifestyle, and well-being","authors":"J. Porozovs, V. Veliks, A. Kļaviņa, A. Zuša","doi":"10.4995/head22.2022.14414","DOIUrl":"https://doi.org/10.4995/head22.2022.14414","url":null,"abstract":"The COVID-19 pandemic crisis has changed the lifestyle of people and learning process of students in different countries. The aim of the study was to find out the influence of COVID-19 pandemic on Latvia students' screen time, learning peculiarities, lifestyle, and well-being. The electronic survey of the basic school, secondary school and University of Latvia students was carried out in different regions of Latvia. The results of the survey suggest that the screen time of students and the time spent by students doing study home-works during COVID-19 pandemic crisis have increased. However, many students prefer to study on-line over face-to-face studies. The time spent on physical activities for majority of students during COVID-19 pandemic has not significantly changed. The well-being for many Latvia students during COVID-19 pandemic crisis has decreased. ","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":"127677799","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/head22.2022.14235
Julia Salzinger, Laura-Katharina Schiffmann, Ute Berbuir, S. Frerich
Being able to interact in an international environment has become more and more important in the field of STEM disciplines. To offer STEM students the option of acquiring intercultural skills and improving their language competence, Tandem.MINT was created as an innovative language and cultural learning program explicitly for STEM students to allow a specified approach, catering to the needs of this particular group. In the beginning, the tandem was offered in a face-to-face manner, enabling local as well as international students to support each other in enhancing their language and intercultural competences. Due to the pandemic, Tandem.MINT was moved online, allowing cooperations with international universities, thus broadening the pool of participants. Evaluations showed that both the face-to-face version and especially the e-tandem are well received by the participants and raised language as well as intercultural competences significantly.
{"title":"Tandem.MINT - Taking advantage of the pandemic","authors":"Julia Salzinger, Laura-Katharina Schiffmann, Ute Berbuir, S. Frerich","doi":"10.4995/head22.2022.14235","DOIUrl":"https://doi.org/10.4995/head22.2022.14235","url":null,"abstract":"Being able to interact in an international environment has become more and more important in the field of STEM disciplines. To offer STEM students the option of acquiring intercultural skills and improving their language competence, Tandem.MINT was created as an innovative language and cultural learning program explicitly for STEM students to allow a specified approach, catering to the needs of this particular group. In the beginning, the tandem was offered in a face-to-face manner, enabling local as well as international students to support each other in enhancing their language and intercultural competences. Due to the pandemic, Tandem.MINT was moved online, allowing cooperations with international universities, thus broadening the pool of participants. Evaluations showed that both the face-to-face version and especially the e-tandem are well received by the participants and raised language as well as intercultural competences significantly.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"25 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":"121468032","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/head22.2022.14576
Inci Ozturk Erkocak
Normative isomorphism is derived from professionalization. Professionalization is a collective effort of the members of a profession to define their practices of the members and also to control the services provided within a jointly agreed framework. Its legitimation is based on its power and status of the profession. In line with this framework, the profession of academics relies on the existence of teaching, research, and community engagement. Thus, normative isomorphism is represented by a variety of activities including bureaucratic control, assessments, publishing, and rankings. This paper aims to explain normative isomorphism through the profession of academics and gives evidence of normative isomorphism patterns based on examples from the Turkish higher education system. Keywords: Isomorphism; normative isomorphism; professionalization; profession of academics; higher education; Turkey.
{"title":"Normative isomorphism: The patterns of profession of academics at Turkish higher education","authors":"Inci Ozturk Erkocak","doi":"10.4995/head22.2022.14576","DOIUrl":"https://doi.org/10.4995/head22.2022.14576","url":null,"abstract":"Normative isomorphism is derived from professionalization. Professionalization is a collective effort of the members of a profession to define their practices of the members and also to control the services provided within a jointly agreed framework. Its legitimation is based on its power and status of the profession. In line with this framework, the profession of academics relies on the existence of teaching, research, and community engagement. Thus, normative isomorphism is represented by a variety of activities including bureaucratic control, assessments, publishing, and rankings. This paper aims to explain normative isomorphism through the profession of academics and gives evidence of normative isomorphism patterns based on examples from the Turkish higher education system. Keywords: Isomorphism; normative isomorphism; professionalization; profession of academics; higher education; Turkey.","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":"129345496","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}
Teaching introductory programming modules in higher education is highly challenging. In particular, it is hard to motivate novices if there is a lack of tutoring support and it is also difficult to assess their progress when there is a large class. Automated assessment and feedback systems help in this scenario. The use of automated assessment and feedback systems support teaching programming and motivate the novices in their learning process. This paper discusses these assessment and feedback systems which enable academics to assess, grade and support students learning programming. We mainly concentrate on whether these systems enable them to understand basic programming concepts and help to improve their skills. As a result of this study, we found that they are very effective in scaffolding the teaching of programming and assessing programming assignments. We conclude that these systems still need some development to be more effective to motivate their learning process.
{"title":"Use of Assessment and Feedback Systems for Introductory Computer Programming Modules of Higher Education: A Comparative Study","authors":"Jagadeeswaran Thangaraj, Monica Ward, Fiona O’Riordan","doi":"10.4995/head22.2022.14660","DOIUrl":"https://doi.org/10.4995/head22.2022.14660","url":null,"abstract":"Teaching introductory programming modules in higher education is highly challenging. In particular, it is hard to motivate novices if there is a lack of tutoring support and it is also difficult to assess their progress when there is a large class. Automated assessment and feedback systems help in this scenario. The use of automated assessment and feedback systems support teaching programming and motivate the novices in their learning process. This paper discusses these assessment and feedback systems which enable academics to assess, grade and support students learning programming. We mainly concentrate on whether these systems enable them to understand basic programming concepts and help to improve their skills. As a result of this study, we found that they are very effective in scaffolding the teaching of programming and assessing programming assignments. We conclude that these systems still need some development to be more effective to motivate their learning process.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"13 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":"117278380","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/head22.2022.14646
F. Giofrè, Mohamed El Edeisy
Architectural technology is a subject in constant evolution due to the specificity of territorial production, which is increasingly becoming more global. The constant change in the way of doing architecture requires the transmission of knowledge and skills that see an ever-greater weight in the acquisition of soft skills rather than hard skills, especially in terms of development of critical thinking by students, thus enabled to face situations with new complexities (which pose new challenges) at the end of their learning course. The paper aims to present the innovative teaching methodologies experimented in the last years within the course of architectural technology in the five years degree in Architecture at the Faculty of Architecture, Sapienza University of Rome. It includes considerations regarding the classroom vs. online learning, experienced during the COVID-19 lockdown phases, considering the results of a survey that collected 158 students’ views. The creation of an active learning environment could support the preparation of professional figures and architects able to manage emerging challenges, adapt to future modalities, and make use of information and communication technologies, that are rapidly changing, especially after the unexpected shift caused by the pandemic phase.
{"title":"Teaching practices in architectural technology courses. An experiment and future perspectives in the Italian context.","authors":"F. Giofrè, Mohamed El Edeisy","doi":"10.4995/head22.2022.14646","DOIUrl":"https://doi.org/10.4995/head22.2022.14646","url":null,"abstract":"Architectural technology is a subject in constant evolution due to the specificity of territorial production, which is increasingly becoming more global. The constant change in the way of doing architecture requires the transmission of knowledge and skills that see an ever-greater weight in the acquisition of soft skills rather than hard skills, especially in terms of development of critical thinking by students, thus enabled to face situations with new complexities (which pose new challenges) at the end of their learning course. The paper aims to present the innovative teaching methodologies experimented in the last years within the course of architectural technology in the five years degree in Architecture at the Faculty of Architecture, Sapienza University of Rome. It includes considerations regarding the classroom vs. online learning, experienced during the COVID-19 lockdown phases, considering the results of a survey that collected 158 students’ views. The creation of an active learning environment could support the preparation of professional figures and architects able to manage emerging challenges, adapt to future modalities, and make use of information and communication technologies, that are rapidly changing, especially after the unexpected shift caused by the pandemic phase.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"300 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":"116769884","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/head22.2022.14199
A. Pfennig, Juliane Siegeris
To meet the needs of globalization and change in higher education group work projects are increasingly used. However, there is many methods mentioned in literature to assign student teams but little guidance on how best to allocate students to groups with reference to the project itself.The experience over a decade of teaching an IT project course is shared with different team composition methods in the context of various project settings: first: teams and projects are self-selected, second: randomly assigned groups select the projects, and third: projects are selected individually followed by assigned team formation. The different methodologies are outlined in detail and the impact of the composition and assignment method on project results and individual learning progress and success is discussed.
{"title":"Team Formation and Project Assignment − the dilemma of assigning students to project groups","authors":"A. Pfennig, Juliane Siegeris","doi":"10.4995/head22.2022.14199","DOIUrl":"https://doi.org/10.4995/head22.2022.14199","url":null,"abstract":"To meet the needs of globalization and change in higher education group work projects are increasingly used. However, there is many methods mentioned in literature to assign student teams but little guidance on how best to allocate students to groups with reference to the project itself.The experience over a decade of teaching an IT project course is shared with different team composition methods in the context of various project settings: first: teams and projects are self-selected, second: randomly assigned groups select the projects, and third: projects are selected individually followed by assigned team formation. The different methodologies are outlined in detail and the impact of the composition and assignment method on project results and individual learning progress and success is discussed.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"41 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":"114174604","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/head22.2022.14681
Luz Belenguer-Cortés
Abstract: This project (MIGPRO) aims to inspire and engage university students in a silent reality the world faces nowadays: migration. Through a collaboration between an NGO (The Red Cross - Castellón) and students from the Translation and Interpreting degree (Universitat Jaume I, Castellón, Spain), the main goal will be to use the pedagogical strategy of service learning. Specifically, glossaries and Spanish didactic tools are offered to The Red Cross - Castellón. Learning resources are co-created based on the refugees’ needs. As a consequence, the acquisition of language and culture mediation strategies is targeted. Furthermore, connections between students’ reactions and their (non-)existent migration background is established. Plans for a long-term project ⸺seeking to enroll all generations of students with French as a second language⸺ are devised. Keywords: Teaching tools; co-creation; language education; service learning.
{"title":"French-Spanish service learning as a pedagogical tool: an overview of the MIGPRO Project","authors":"Luz Belenguer-Cortés","doi":"10.4995/head22.2022.14681","DOIUrl":"https://doi.org/10.4995/head22.2022.14681","url":null,"abstract":"Abstract: This project (MIGPRO) aims to inspire and engage university students in a silent reality the world faces nowadays: migration. Through a collaboration between an NGO (The Red Cross - Castellón) and students from the Translation and Interpreting degree (Universitat Jaume I, Castellón, Spain), the main goal will be to use the pedagogical strategy of service learning. Specifically, glossaries and Spanish didactic tools are offered to The Red Cross - Castellón. Learning resources are co-created based on the refugees’ needs. As a consequence, the acquisition of language and culture mediation strategies is targeted. Furthermore, connections between students’ reactions and their (non-)existent migration background is established. Plans for a long-term project ⸺seeking to enroll all generations of students with French as a second language⸺ are devised. Keywords: Teaching tools; co-creation; language education; service learning.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"254 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":"114325601","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：