Pub Date : 2022-11-25DOI: 10.31901/24566322.2022/39.1-3.1258
Dalal A. Bahanshal
Reading is vital for acquiring any knowledge. Even the Holy Qur’an emphasises it. Thus, the importance of reading cannot be underestimated. Teaching reading in an EFL context is a challenging task for a teacher, especially when they are not equipped with relevant techniques. Teaching reading in isolation may lead to no direction, thus failing to achieve the target. The study explored the effect of web-based teaching reading in English by integrating cultures. The study employed a mixed method of research, carried out on samples of teachers and students at the Applied College, King Abdulaziz University (KAU) located in Jeddah city of Saudi Arabia. The tools used were two self-developed questionnaires for the teachers and the target students, respectively. Content validity was tested before the actual administration of the tool. The findings indicate that technology integration helps resolve issues related to reading skills in English language teaching in the Saudi context.
{"title":"The Teaching of Reading in the EFL Context: Emergence of a New Paradigm","authors":"Dalal A. Bahanshal","doi":"10.31901/24566322.2022/39.1-3.1258","DOIUrl":"https://doi.org/10.31901/24566322.2022/39.1-3.1258","url":null,"abstract":"Reading is vital for acquiring any knowledge. Even the Holy Qur’an emphasises it. Thus, the importance of reading cannot be underestimated. Teaching reading in an EFL context is a challenging task for a teacher, especially when they are not equipped with relevant techniques. Teaching reading in isolation may lead to no direction, thus failing to achieve the target. The study explored the effect of web-based teaching reading in English by integrating cultures. The study employed a mixed method of research, carried out on samples of teachers and students at the Applied College, King Abdulaziz University (KAU) located in Jeddah city of Saudi Arabia. The tools used were two self-developed questionnaires for the teachers and the target students, respectively. Content validity was tested before the actual administration of the tool. The findings indicate that technology integration helps resolve issues related to reading skills in English language teaching in the Saudi context.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89141970","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 : 2022-11-05DOI: 10.31901/24566322.2022/39.1-3.1235
D. V. Truong
The main objective of this study is to determine the determinants of perception of learning history subject among high school students in Thanh Hoa province, Vietnam. Quantitative research was conducted in which a questionnaire survey was used with students at a high school in Thanh Hoa province of Vietnam. The questionnaire was distributed to 450 students. The study’s usable response rate was 89.1 percent. Collected data were analysed using SPSS software, and determinants of perception of learning history subject among high school students: A Study in Vietnam determined through the binary logistic regression model to analyse the correlation. The analysis results have shown that 5 factors have a strong influence on high school students, including gender, motivation for learning, academic ranking, teaching methods of teachers, and conditions of school facilities. These findings of the study are very useful for policymakers of Vietnam’s education sector to improve the efficiency of history as a subject for high school students more and more in the coming time.
{"title":"Determinants of Perception of Learning History Subject among High School Students: A Study in Vietnam","authors":"D. V. Truong","doi":"10.31901/24566322.2022/39.1-3.1235","DOIUrl":"https://doi.org/10.31901/24566322.2022/39.1-3.1235","url":null,"abstract":"The main objective of this study is to determine the determinants of perception of learning history subject among high school students in Thanh Hoa province, Vietnam. Quantitative research was conducted in which a questionnaire survey was used with students at a high school in Thanh Hoa province of Vietnam. The questionnaire was distributed to 450 students. The study’s usable response rate was 89.1 percent. Collected data were analysed using SPSS software, and determinants of perception of learning history subject among high school students: A Study in Vietnam determined through the binary logistic regression model to analyse the correlation. The analysis results have shown that 5 factors have a strong influence on high school students, including gender, motivation for learning, academic ranking, teaching methods of teachers, and conditions of school facilities. These findings of the study are very useful for policymakers of Vietnam’s education sector to improve the efficiency of history as a subject for high school students more and more in the coming time.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76252460","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 : 2022-11-03DOI: 10.31901/24566322.2022/39.1-3.1254
D. Almaleki
The study aimed to evaluate the attitudes of learning difficulties of teachers towards employing augmented reality technology in the formation of mental visualization to distinguish between similar alphabets. The study sample consisted of 153 teachers. Results identified that there is a positive attitude among teachers, as it creates a supportive environment to facilitate the learning process of people with learning difficulties, in addition to their desire to provide equipment and training programs that would help them employ Augmented Reality Technology in teaching people with learning disabilities. Furthermore, there are no statistically significant differences due to the variables of gender, academic qualification, years of experience and using Augmented Reality Technology. Moreover, there are statistically significant differences due to the variable of sub-specialty. However, teachers with other specializations associated with a diploma in learning difficulties have a more positive attitude than specialists in learning difficulties.
{"title":"Designing a Tool for Evaluating Employing Augmented Reality Technology to Distinguish between Similar Alphabets","authors":"D. Almaleki","doi":"10.31901/24566322.2022/39.1-3.1254","DOIUrl":"https://doi.org/10.31901/24566322.2022/39.1-3.1254","url":null,"abstract":"The study aimed to evaluate the attitudes of learning difficulties of teachers towards employing augmented reality technology in the formation of mental visualization to distinguish between similar alphabets. The study sample consisted of 153 teachers. Results identified that there is a positive attitude among teachers, as it creates a supportive environment to facilitate the learning process of people with learning difficulties, in addition to their desire to provide equipment and training programs that would help them employ Augmented Reality Technology in teaching people with learning disabilities. Furthermore, there are no statistically significant differences due to the variables of gender, academic qualification, years of experience and using Augmented Reality Technology. Moreover, there are statistically significant differences due to the variable of sub-specialty. However, teachers with other specializations associated with a diploma in learning difficulties have a more positive attitude than specialists in learning difficulties.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82500480","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 : 2022-09-26DOI: 10.31901/24566322.2022/39.1-3.1238
L. S. Singh
The present paper is an attempt to find out the present status on the number of schools, teachers, enrolment of students and status of trained and untrained in the hill districts of Manipur. Also in the second part it studies the growth and development of teacher education institutes in the region. Descriptive method and historical method are partly employed for the study by using primary and secondary data. The study observed that there was a slow pace but upward trend of growth and development of school education and teacher education institutes. Presence of large backlog of untrained teachers and few teacher educations institute in the entire hill districts was another captivating finding of the study. The paper also highlighted some suggestions for the improvement of quality education in the hill districts.
{"title":"School and Teacher Education in the Hill Districts of Manipur","authors":"L. S. Singh","doi":"10.31901/24566322.2022/39.1-3.1238","DOIUrl":"https://doi.org/10.31901/24566322.2022/39.1-3.1238","url":null,"abstract":"The present paper is an attempt to find out the present status on the number of schools, teachers, enrolment of students and status of trained and untrained in the hill districts of Manipur. Also in the second part it studies the growth and development of teacher education institutes in the region. Descriptive method and historical method are partly employed for the study by using primary and secondary data. The study observed that there was a slow pace but upward trend of growth and development of school education and teacher education institutes. Presence of large backlog of untrained teachers and few teacher educations institute in the entire hill districts was another captivating finding of the study. The paper also highlighted some suggestions for the improvement of quality education in the hill districts.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76469902","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 : 2022-09-15DOI: 10.31901/24566322.2022/39.1-3.1255
Ruhullah Frogh
Women in Afghanistan have always faced socio-cultural barriers to their access to education. Over the last two decades, notable efforts have been made to change the point of view and attitudes of people about women’s rights in general and the right to education in particular. The present study explores whether the attitude and perspective of parents and society have changed toward women’s education. Further, the study examines other socio-cultural factors supporting girls’ education in Afghanistan. The data for the study was collected from the Kandahar, Kapisa and Bamyan provinces of Afghanistan using a structured questionnaire. The sample of this study includes 200 respondents, selected through non-probability purposive sampling. The data were presented in a percentage table to explore the result. Findings suggest that although socio-cultural, political and economic barriers persist, positive socio-cultural changes as emerging opportunities cannot be overlooked. Today girls’ education receives further parental, social and religious support. In addition, the media and civil society also play a prominent role in promoting girls’ access to education.
{"title":"Opportunities for Women’s Education in Afghanistan: A Socio-cultural Perspective","authors":"Ruhullah Frogh","doi":"10.31901/24566322.2022/39.1-3.1255","DOIUrl":"https://doi.org/10.31901/24566322.2022/39.1-3.1255","url":null,"abstract":"Women in Afghanistan have always faced socio-cultural barriers to their access to education. Over the last two decades, notable efforts have been made to change the point of view and attitudes of people about women’s rights in general and the right to education in particular. The present study explores whether the attitude and perspective of parents and society have changed toward women’s education. Further, the study examines other socio-cultural factors supporting girls’ education in Afghanistan. The data for the study was collected from the Kandahar, Kapisa and Bamyan provinces of Afghanistan using a structured questionnaire. The sample of this study includes 200 respondents, selected through non-probability purposive sampling. The data were presented in a percentage table to explore the result. Findings suggest that although socio-cultural, political and economic barriers persist, positive socio-cultural changes as emerging opportunities cannot be overlooked. Today girls’ education receives further parental, social and religious support. In addition, the media and civil society also play a prominent role in promoting girls’ access to education.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82453926","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 : 2022-09-10DOI: 10.31901/24566322.2022/38.1-3.1250
J. Garay
Lack of motivation, is one of the leading reasons for academic failure, nevertheless, motivation is a multifactorial concept. It could be dissected in its constituent parts: intrinsic, extrinsic, or amotivational and it is certainly associated with a multitude of possible causes. The researchers have used Vallerand’s motivational scale to better understand the reasons why their students have chosen to go to school and also to measure the level of interest for mathematics and STEM subjects, so the researchers can potentially help them to persist in their academic endeavors. Results shows that 41 percent of the participant students have an internal motivation to know, another 46.3 percent of them have an extrinsic motivation to identify and 47.5 percent of the students show an extrinsic external regulation. 58 percent of them totally disagreed with amotivation, which reflects their understanding of the importance of schooling and STEM subjects in their education.
{"title":"Motivation: A Key Component for Academic Success","authors":"J. Garay","doi":"10.31901/24566322.2022/38.1-3.1250","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1250","url":null,"abstract":"Lack of motivation, is one of the leading reasons for academic failure, nevertheless, motivation is a multifactorial concept. It could be dissected in its constituent parts: intrinsic, extrinsic, or amotivational and it is certainly associated with a multitude of possible causes. The researchers have used Vallerand’s motivational scale to better understand the reasons why their students have chosen to go to school and also to measure the level of interest for mathematics and STEM subjects, so the researchers can potentially help them to persist in their academic endeavors. Results shows that 41 percent of the participant students have an internal motivation to know, another 46.3 percent of them have an extrinsic motivation to identify and 47.5 percent of the students show an extrinsic external regulation. 58 percent of them totally disagreed with amotivation, which reflects their understanding of the importance of schooling and STEM subjects in their education.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73321495","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 : 2022-09-01DOI: 10.31901/24566322.2022/38.1-3.1240
A. K. Erigala
The COVID-19 pandemic has brought drastic changes in the education system across the globe. According to United Nations Educational Scientific and Cultural Organisation (UNESCO) 2020, about 1.3 billion learners were not able to attend educational institutions across the world and about 320 million were affected in India alone. Digitalisation of education has brought many advantages but also created a digital divide in education. Students belonging to poor socioeconomic backgrounds have been excluded from education due to lack of access to digital equipment. Due to the frequent lockdowns, the social and psychological aspects of the students also got affected. During the pandemic, the socioeconomic differences, digital divide and psychological changes had a severe impact on academics. The main objective of the present paper is to analyse the impact of the COVID-19 pandemic on technological, psychological, socio-economic and academic aspects of school children. Content analysis method has been used to analyse data gathered from various secondary sources.
{"title":"influence of COVID-19 Pandemic on Various Aspects of School Education in India: An Appraisal","authors":"A. K. Erigala","doi":"10.31901/24566322.2022/38.1-3.1240","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1240","url":null,"abstract":"The COVID-19 pandemic has brought drastic changes in the education system across the globe. According to United Nations Educational Scientific and Cultural Organisation (UNESCO) 2020, about 1.3 billion learners were not able to attend educational institutions across the world and about 320 million were affected in India alone. Digitalisation of education has brought many advantages but also created a digital divide in education. Students belonging to poor socioeconomic backgrounds have been excluded from education due to lack of access to digital equipment. Due to the frequent lockdowns, the social and psychological aspects of the students also got affected. During the pandemic, the socioeconomic differences, digital divide and psychological changes had a severe impact on academics. The main objective of the present paper is to analyse the impact of the COVID-19 pandemic on technological, psychological, socio-economic and academic aspects of school children. Content analysis method has been used to analyse data gathered from various secondary sources.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91359336","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 : 2022-09-01DOI: 10.31901/24566322.2022/38.1-3.1252
Bothina Mohammed Hussien Ali
The aim of the study was to investigate monitors’ and student teachers’ perspectives regarding the role of practicum training in developing the professional skills of the student teacher. A total of 48 female students from the Kindergarten Program at the Majmaah University (who spent the training period in cooperative kindergartens in the cities of Al Majmaah, that is, MA, and Al Zulfi, that is, ZL) as well as six mentors participated in the study. Mixed mode approach was employed. Monitors and student teachers ascertained and emphasised the role of practicum training in developing positive attitudes towards the teaching profession, developing the instrumental competencies of the student teacher, adapting the student teacher to the environment of kindergarten, and achieving emotional balance for student teacher.
{"title":"The Role of Practicum Training in Developing the Professional Skills of the Student Teacher: Monitors’ and Student Teachers’ Perspectives","authors":"Bothina Mohammed Hussien Ali","doi":"10.31901/24566322.2022/38.1-3.1252","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1252","url":null,"abstract":"The aim of the study was to investigate monitors’ and student teachers’ perspectives regarding the role of practicum training in developing the professional skills of the student teacher. A total of 48 female students from the Kindergarten Program at the Majmaah University (who spent the training period in cooperative kindergartens in the cities of Al Majmaah, that is, MA, and Al Zulfi, that is, ZL) as well as six mentors participated in the study. Mixed mode approach was employed. Monitors and student teachers ascertained and emphasised the role of practicum training in developing positive attitudes towards the teaching profession, developing the instrumental competencies of the student teacher, adapting the student teacher to the environment of kindergarten, and achieving emotional balance for student teacher.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86090574","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 : 2022-09-01DOI: 10.31901/24566322.2022/38.1-3.1244
V. Huynh
Developing teacher professional training policies is an essential task for each country, for training policies should guarantee the minimum training and recruiting requirements. This study evaluates the Vietnamese teacher professional training policy, specifically Decree 116. In this study, the researchers surveyed and interviewed 10 administrators, 30 pedagogical lecturers, and 90 pedagogical students at some Vietnamese pedagogical universities. The findings draw attention to the implementation process, especially the relationship between learners, training institutions, and ordering establishment. The 6-step model was developed by the researchers and proposed to be a solid foundation for implementing this Decree from the perspective of training pedagogical students. This finding contributes to the process of implementing and developing teacher professional training policies in other Asian countries as well as developing countries in general.
{"title":"Assessment of the Policy of Teacher Professional’s Training in Response to the 2018 General Education Curriculum: A Vietnamese Case","authors":"V. Huynh","doi":"10.31901/24566322.2022/38.1-3.1244","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1244","url":null,"abstract":"Developing teacher professional training policies is an essential task for each country, for training policies should guarantee the minimum training and recruiting requirements. This study evaluates the Vietnamese teacher professional training policy, specifically Decree 116. In this study, the researchers surveyed and interviewed 10 administrators, 30 pedagogical lecturers, and 90 pedagogical students at some Vietnamese pedagogical universities. The findings draw attention to the implementation process, especially the relationship between learners, training institutions, and ordering establishment. The 6-step model was developed by the researchers and proposed to be a solid foundation for implementing this Decree from the perspective of training pedagogical students. This finding contributes to the process of implementing and developing teacher professional training policies in other Asian countries as well as developing countries in general.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91034996","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 : 2022-04-15DOI: 10.31901/24566322.2022/37.1-3.1232
Amal Mohamed Hassan Otaiba
The study aimed to identify the reality of applying principles of the knowledge economy in Umm Al-Qura University, and to examine the differences in mean scores of the reality of the application of the principles of the knowledge economy in Umm Al Qura University according to the variables of gender and occupational degree. Additionally, to present a proposed educational administrative manual for applying the principles of knowledge economy in Umm Al-Qura University, KSA. The study sample was chosen by the simple random method, and the researcher surveyed the opinions of the study sample, and distributed the questionnaire to the members of the study. 300 faculty members participated. They were 210 males (70 %) and 90 females (30%). It is evident from the results shown in Table 2 that all domains had a medium degree of evaluation. The results of the study indicated that there were statistically significant differences between the response averages of the study sample members about the reality of the application of the principles of knowledge economy, according to gender, in favour of males, on the areas of information and communication technology and good governance
{"title":"Knowledge Economy in Higher Education Institutions: Developing an Educational Administrative Manual","authors":"Amal Mohamed Hassan Otaiba","doi":"10.31901/24566322.2022/37.1-3.1232","DOIUrl":"https://doi.org/10.31901/24566322.2022/37.1-3.1232","url":null,"abstract":"The study aimed to identify the reality of applying principles of the knowledge economy in Umm Al-Qura University, and to examine the differences in mean scores of the reality of the application of the principles of the knowledge economy in Umm Al Qura University according to the variables of gender and occupational degree. Additionally, to present a proposed educational administrative manual for applying the principles of knowledge economy in Umm Al-Qura University, KSA. The study sample was chosen by the simple random method, and the researcher surveyed the opinions of the study sample, and distributed the questionnaire to the members of the study. 300 faculty members participated. They were 210 males (70 %) and 90 females (30%). It is evident from the results shown in Table 2 that all domains had a medium degree of evaluation. The results of the study indicated that there were statistically significant differences between the response averages of the study sample members about the reality of the application of the principles of knowledge economy, according to gender, in favour of males, on the areas of information and communication technology and good governance","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86761533","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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