Pub Date : 2023-08-17DOI: 10.52938/tales.v3i1.2888
Timothy Faith
Student success in college courses is important to students and faculty, though what variables predict student success are myriad and can be difficult to collect by faculty. Given the complex interaction of these variables, many of which are external to the classroom, a faculty member could be excused for thinking that the work of the faculty may not be impactful at all as to student success. However, this study considers several teaching techniques, including chunking course materials and assessments into smaller units, expanding practice homework assignments, and automating some course feedback to students through software, and identifies that increasing the number of exams that cover smaller portions of material appears to increase the average student pass rate of exams, but expanding homework and automating course/assignment feedback to students does not significantly impact student average exam grades. However, the use of intelligent agents did appear to negatively impact the rate at which students completed all exams in the course.
{"title":"Assessing Selected Teaching Techniques and Their Impact on Student Success in the Classroom","authors":"Timothy Faith","doi":"10.52938/tales.v3i1.2888","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2888","url":null,"abstract":"Student success in college courses is important to students and faculty, though what variables predict student success are myriad and can be difficult to collect by faculty. Given the complex interaction of these variables, many of which are external to the classroom, a faculty member could be excused for thinking that the work of the faculty may not be impactful at all as to student success. However, this study considers several teaching techniques, including chunking course materials and assessments into smaller units, expanding practice homework assignments, and automating some course feedback to students through software, and identifies that increasing the number of exams that cover smaller portions of material appears to increase the average student pass rate of exams, but expanding homework and automating course/assignment feedback to students does not significantly impact student average exam grades. However, the use of intelligent agents did appear to negatively impact the rate at which students completed all exams in the course.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337516","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2891
Timothy Faith, Glenda Breaux
Open educational resources (OERs) are an alternative textbook to publisher materials used by colleges and universities. While OERs likely reduce the cost of college for students, research is mixed on the impact of these textbooks on student success in college. The present study utilizes preference score matching (PSM) methodology to compare OER and publisher textbook use to student pass and withdrawal rates from 9 high-enrollment courses taught at the Community College of Baltimore County from fall 2016 through spring 2021. We examined all enrollments in a subclass-match PSM model, and found a significant improvement of 0.153 on the final course grade received by the student, and a significant increase of about 4% for students that received an ABC in courses using the OER, along with a significant decrease of 2.6% in the rate that students withdrew from OER courses. We also examined Pell students in a subclass-match PSM model, and found a significant improvement of 0.331 on the final course grade received by the Pell student, and a significant increase of about 9% for students that received an ABC in courses using the OER, along with a significant decrease of 4.8% in the rate that Pell students withdrew from OER courses.
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Pub Date : 2023-08-17DOI: 10.52938/tales.v3i1.2880
Robin Minor
Welcome to the third issue of Teaching and Learning Excellence through Scholarship from the Community College of Baltimore County (TALES from CCBC, or TALES)!
欢迎来到巴尔的摩县社区学院通过奖学金进行卓越教学和学习的第三期(CCBC的故事，或故事)!
{"title":"Letter from the Editor","authors":"Robin Minor","doi":"10.52938/tales.v3i1.2880","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2880","url":null,"abstract":"Welcome to the third issue of Teaching and Learning Excellence through Scholarship from the Community College of Baltimore County (TALES from CCBC, or TALES)!","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337642","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2883
Kimberley Donnelly
Developmental educators in higher education are caught in a crossfire. On one side, researchers, organizations, companies, non-profits, practitioners, and to some extent, the public, are clamoring for massive reform in developmental coursework in higher education (American Association of Community Colleges, 2018; Edgecombe et al., 2014; Complete College America, 2012). One such reform is the push for integrated reading and writing (IRW) courses. According to Armstrong et al. (2019), this is the promise of IRW: “Integration is an approach that values literacy-based academic communication processes equally and that coordinates those processes purposefully for new-to-college learners.” All of these groups present a compelling argument, but that argument is founded upon a small body of research and practices that work in some situations and with some populations when implemented with fidelity. In spite of that lack of research, some states have forced colleges to develop and implement IRW courses, but Maryland has not.
On the other side, researchers and organizations that have been the backbone of developmental education paint a different picture (Goudas, 2023; Goudas & Boylan, 2012; Saxon et al., 2016a & 2016b). They argue that change and evolution are needed, but not such dramatic, massive reforms, which may sound like quick and easy fixes, but actually create new barriers and disservice to students, and moreover make a good deal of money for those researchers, speakers, and organizers.
The pressure for redesign of developmental reading and writing programs is intense, but other transformations in higher education are also shaping the future of developmental education. For example, as a result of joining Achieving the Dream’s core program in 2019, the College of Southern Maryland (CSM) made a commitment to shift the majority of courses to a compressed 7-week format by fall term of 2021. Part of the Achieving the Dream (2023) mindset is that “Before we can help your institution transform, we have to understand where you’ve been,” which begins with exploring, “your student demographics; your legislative environment; mission and theory of change; past initiatives and student success efforts; and more.” Thus in 2020, the time was ripe to take a deep dive into CSM’s past practices and data and to cull promising practices from the published literature. This dive was the beginning of an 18-month redesign process.
高等教育中的发展教育工作者陷入了两难境地。一方面，研究人员、组织、公司、非营利组织、从业者，以及某种程度上的公众，都在呼吁对高等教育中的发展性课程进行大规模改革(美国社区学院协会，2018;Edgecombe et al.， 2014;完成美国大学，2012)。其中一项改革就是推行综合阅读和写作(IRW)课程。Armstrong等人(2019)认为，这是IRW的承诺:“整合是一种平等重视基于素养的学术交流过程的方法，并为大学新生有目的地协调这些过程。”所有这些团体都提出了一个令人信服的论点，但这个论点是建立在一小部分研究和实践的基础上的，这些研究和实践在某些情况下有效，并且在忠实地实施时适用于某些人群。尽管缺乏研究，一些州已经强迫大学开发和实施IRW课程，但马里兰州没有。另一方面，作为发展性教育支柱的研究人员和组织描绘了一幅不同的图景(Goudas, 2023;英国产的,Boylan, 2012;Saxon等人，2016a &2016 b)。他们认为改变和进化是必要的，而不是如此戏剧性的、大规模的改革，这听起来像是快速和简单的解决办法，但实际上给学生带来了新的障碍和伤害，而且为那些研究人员、演讲者和组织者赚了很多钱。重新设计发展性阅读和写作课程的压力是巨大的，但高等教育中的其他变革也在塑造发展性教育的未来。例如，由于在2019年加入了“实现梦想”的核心项目，南马里兰学院(CSM)承诺在2021年秋季学期之前将大部分课程转变为压缩的7周课程。《实现梦想》(2023)的部分思路是，“在我们帮助你的机构转型之前，我们必须了解你的经历，”首先要探索，“你的学生人口结构;你们的立法环境;使命与变革理论;过去的举措和学生成功的努力;等等。”因此，在2020年，深入研究CSM过去的实践和数据，并从已发表的文献中挑选有前途的实践的时机已经成熟。这次跳水是为期18个月的重新设计过程的开始。
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 On the other side, researchers and organizations that have been the backbone of developmental education paint a different picture (Goudas, 2023; Goudas & Boylan, 2012; Saxon et al., 2016a & 2016b). They argue that change and evolution are needed, but not such dramatic, massive reforms, which may sound like quick and easy fixes, but actually create new barriers and disservice to students, and moreover make a good deal of money for those researchers, speakers, and organizers.
 The pressure for redesign of developmental reading and writing programs is intense, but other transformations in higher education are also shaping the future of developmental education. For example, as a result of joining Achieving the Dream’s core program in 2019, the College of Southern Maryland (CSM) made a commitment to shift the majority of courses to a compressed 7-week format by fall term of 2021. Part of the Achieving the Dream (2023) mindset is that “Before we can help your institution transform, we have to understand where you’ve been,” which begins with exploring, “your student demographics; your legislative environment; mission and theory of change; past initiatives and student success efforts; and more.” Thus in 2020, the time was ripe to take a deep dive into CSM’s past practices and data and to cull promising practices from the published literature. This dive was the beginning of an 18-month redesign process.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337648","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2892
Jewel Daniel
Retention of information is essential for transfer of knowledge from one course to another. Human anatomy and physiology (A&P), offered as a 2-semester course at Notre Dame of Maryland University, is a foundational prerequisite for many health-related programs. For this study the researcher attempted to quantify the knowledge retention decline in the transition from human A&P I to human A&P II. Two cohorts of female traditional college students were administered a cumulative final exam immediately on completion of human A&P I. One cohort (CS1) was given the same test 48 days later. A second cohort (CS2) was given the same test 48 days and 144 days later. There was a significant decline in retention of information in CS1, however, CS2 exhibited no significant decline at either 48 days or 144 days. Interestingly, there was no significant difference between both cohorts on the initial test, an indication that both cohorts were equivalently prepared. Further study is required to understand the disparity in retention decline between the 2 cohorts.
信息的保留对于知识从一门课程转移到另一门课程是必不可少的。人体解剖学和生理学(A&P)是马里兰大学圣母大学(Notre Dame of Maryland University)开设的两学期课程，是许多健康相关课程的基础先决条件。在本研究中，研究者试图量化从人类A&P I到人类A&P II过渡过程中的知识保留下降。两组传统女大学生在完成人类a&p课程后立即进行累积期末考试。其中一组(CS1)在48天后进行相同的测试。第二组(CS2)在48天和144天后进行相同的测试。CS1的信息保留显著下降，而CS2在48天和144天均无显著下降。有趣的是，在初始测试中，两个队列之间没有显着差异，这表明两个队列的准备是相同的。需要进一步的研究来理解这两个队列之间留存率下降的差异。
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Pub Date : 2023-08-17DOI: 10.52938/tales.v3i1.2894
Stacie Miller, Sara Osman, Jessica Farrar
In this article, we, as 3 faculty members in the English for Speakers of Other Languages Program at the Community College of Baltimore County, reflect on our experiences of transforming online and remote classrooms into a community during the pandemic and examine the literature that underscores how classroom community and belonging contribute to student success. We share research on 3 engaging learning activities that have successfully built this community among students in our own virtual classrooms: hall of fame, discussion boards, and jigsaw readings. Although what we share is rooted in our experiences as English for speakers of other languages faculty in the context of a large community college, we have chosen activities that can be applied in various contexts to foster community.
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Pub Date : 2023-08-17DOI: 10.52938/tales.v3i1.2884
Radhakrishnan Palaniswamy
The Teaching Squares Program involves the formation of a 3- or 4-member group of educators from different departments or disciplines. The diversity in knowledge and experience helps to promote cross-disciplinary learning and professional growth among teachers. Once the group has been formed, the teachers select a class they will each teach during the observation phase. Other teachers observe each instructor as they lead the students and engage with them. Participants then meet after they make their observations to provide feedback. The teachers meet regularly to provide feedback in a supportive and constructive manner.
The Teaching Squares Program helps to promote continuous professional growth and development. As teachers observe their peers, they learn practical strategies that their peers use to encourage a collaborative and supportive learning environment. A significant benefit of Teaching Squares is that faculty can observe and learn from their colleagues. In this program, teachers observe their colleagues in the teaching process and give feedback using given criteria. Teaching Squares allows teachers to receive feedback on their teaching approach and strategies from their peers. The program encourages the teachers to reflect on their practice and seek practical opportunities for development and growth. This program is a multidisciplinary model for instructor reflection and assessment. Furthermore, Teaching Squares provides a sense of togetherness and collaboration among faculty members.
Usually, teachers devote much of their time to preparing lessons, teaching, and assessing students, leaving them with little time to observe and learn from colleagues. Teaching Squares is a structured program that allows teachers to observe and learn from their colleagues. It is a practical approach that can help improve their performance and effectiveness. This is a peer review process that allows collaboration and reflection among faculty members. Teaching Squares is a structured program that involves approximately 3 to 4 faculty members who observe their colleagues in the teaching process and give feedback using given criteria. The program aims to provide faculty with a platform to observe and learn from each other's teaching approaches in a non-competitive and supportive environment. The participating members follow the teaching process of their colleagues and then offer helpful feedback as they engage in reflective discussions.
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 The Teaching Squares Program helps to promote continuous professional growth and development. As teachers observe their peers, they learn practical strategies that their peers use to encourage a collaborative and supportive learning environment. A significant benefit of Teaching Squares is that faculty can observe and learn from their colleagues. In this program, teachers observe their colleagues in the teaching process and give feedback using given criteria. Teaching Squares allows teachers to receive feedback on their teaching approach and strategies from their peers. The program encourages the teachers to reflect on their practice and seek practical opportunities for development and growth. This program is a multidisciplinary model for instructor reflection and assessment. Furthermore, Teaching Squares provides a sense of togetherness and collaboration among faculty members.
 Usually, teachers devote much of their time to preparing lessons, teaching, and assessing students, leaving them with little time to observe and learn from colleagues. Teaching Squares is a structured program that allows teachers to observe and learn from their colleagues. It is a practical approach that can help improve their performance and effectiveness. This is a peer review process that allows collaboration and reflection among faculty members. Teaching Squares is a structured program that involves approximately 3 to 4 faculty members who observe their colleagues in the teaching process and give feedback using given criteria. The program aims to provide faculty with a platform to observe and learn from each other's teaching approaches in a non-competitive and supportive environment. The participating members follow the teaching process of their colleagues and then offer helpful feedback as they engage in reflective discussions.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337515","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2882
Ann Stearns
There were ashtrays on desks in the classrooms. I taught with chalk in one hand and a cigarette in the other. Students lined up under trees, waiting to register for classes in a trailer house on wheels. In September 1970, there were just 2 permanent buildings on the Essex campus. Some of my courses were in the newly built library or administration building. Most were in prefab rectangular classrooms sitting atop concrete blocks: It was like teaching in an oversized shoebox with a door and windows. Except it was fun. I fell in love with teaching right away.
{"title":"Thank You for the Music – 53 Years!","authors":"Ann Stearns","doi":"10.52938/tales.v3i1.2882","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2882","url":null,"abstract":"There were ashtrays on desks in the classrooms. I taught with chalk in one hand and a cigarette in the other. Students lined up under trees, waiting to register for classes in a trailer house on wheels. In September 1970, there were just 2 permanent buildings on the Essex campus. Some of my courses were in the newly built library or administration building. Most were in prefab rectangular classrooms sitting atop concrete blocks: It was like teaching in an oversized shoebox with a door and windows. Except it was fun. I fell in love with teaching right away.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337512","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2887
Yen Dang, Gregory Shaeffer
Few pharmacy programs in the United States confer students a pharmacy and physician assistant (PharmD-PA) dual degree after graduation. The objective of this study is to determine students’ perceptions of the PharmD-PA dual degree as an alternative method for career advancement. A cross-sectional study was conducted at a 3-year pharmacy program in a Historically Black College and University (HBCU). Students were asked about their familiarity with the PharmD-PA dual degree and its associated benefits and limitations. Students’ perceptions of the PharmD-PA dual degree on their career outlook, quality of life, salary, and its ramifications on the healthcare sector were assessed. Descriptive and chi-square analysis were conducted. Seventy-two students completed the survey from all 3 years of pharmacy school, and only 35 students (48.6%) were familiar with the PharmD-PA dual degree program. Students noted the benefits of pursuing the PharmD-PA dual degree to be acquiring prescriptive authority (44.4%), improved clinical knowledge (29.2%), and better career opportunities (18.0%). The main limitations included the additional time in school (40.3%), financial barriers of the program (26.4%), and increased school workload (16.7%). Most students believed that the PharmD-PA dual degree had positive effects on their job prospects, salary, career satisfaction, and allowed for overall improvements in patient care. Overall, pharmacy students had positive perceptions of the PharmD-PA dual degree program. Schools of Pharmacy should look into the development of PharmD-PA dual degree programs as a unique marketing opportunity for admissions and as a nontraditional method of career advancement.
{"title":"Beyond the PharmD","authors":"Yen Dang, Gregory Shaeffer","doi":"10.52938/tales.v3i1.2887","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2887","url":null,"abstract":"Few pharmacy programs in the United States confer students a pharmacy and physician assistant (PharmD-PA) dual degree after graduation. The objective of this study is to determine students’ perceptions of the PharmD-PA dual degree as an alternative method for career advancement. A cross-sectional study was conducted at a 3-year pharmacy program in a Historically Black College and University (HBCU). Students were asked about their familiarity with the PharmD-PA dual degree and its associated benefits and limitations. Students’ perceptions of the PharmD-PA dual degree on their career outlook, quality of life, salary, and its ramifications on the healthcare sector were assessed. Descriptive and chi-square analysis were conducted. Seventy-two students completed the survey from all 3 years of pharmacy school, and only 35 students (48.6%) were familiar with the PharmD-PA dual degree program. Students noted the benefits of pursuing the PharmD-PA dual degree to be acquiring prescriptive authority (44.4%), improved clinical knowledge (29.2%), and better career opportunities (18.0%). The main limitations included the additional time in school (40.3%), financial barriers of the program (26.4%), and increased school workload (16.7%). Most students believed that the PharmD-PA dual degree had positive effects on their job prospects, salary, career satisfaction, and allowed for overall improvements in patient care. Overall, pharmacy students had positive perceptions of the PharmD-PA dual degree program. Schools of Pharmacy should look into the development of PharmD-PA dual degree programs as a unique marketing opportunity for admissions and as a nontraditional method of career advancement.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337645","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 : 2023-08-17DOI: 10.52938/tales.v3i1.2886
Monica Walker, Stacie Miller, Adrianne Washington
For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different disciplines, but also strive to build community among the students and teachers, setting up activities and an atmosphere so that students of diverse backgrounds can build relationships and understanding. At CCBC, we typically have general education learning communities for first year students in the general college population, as well as ESOL learning communities that link ESOL classes with a general education requirement and allow preacademic ESOL students to earn credit. In 2019, our Learning Community Program reached new heights, as a Mellon Foundation Humanities for All grant paved the way for summer travel themed learning communities to Atlanta, Montgomery, Birmingham, and later New Orleans, as well as taking a deeper look at our own Baltimore during the pandemic. In these settings and with the support of their learning community faculty, students explored culturally relevant themes, formed a community bond as they journeyed together throughout the country, and gained both academic success and a life-changing experience.
{"title":"Powerful and Life-Changing Learning Communities","authors":"Monica Walker, Stacie Miller, Adrianne Washington","doi":"10.52938/tales.v3i1.2886","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2886","url":null,"abstract":"For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different disciplines, but also strive to build community among the students and teachers, setting up activities and an atmosphere so that students of diverse backgrounds can build relationships and understanding. At CCBC, we typically have general education learning communities for first year students in the general college population, as well as ESOL learning communities that link ESOL classes with a general education requirement and allow preacademic ESOL students to earn credit. In 2019, our Learning Community Program reached new heights, as a Mellon Foundation Humanities for All grant paved the way for summer travel themed learning communities to Atlanta, Montgomery, Birmingham, and later New Orleans, as well as taking a deeper look at our own Baltimore during the pandemic. In these settings and with the support of their learning community faculty, students explored culturally relevant themes, formed a community bond as they journeyed together throughout the country, and gained both academic success and a life-changing experience.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337646","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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