Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-1-244-270
M. Lebedeva
{"title":"Strategies of Reading Digital Texts for Performing Educational Reading Tasks: Study Based on the Think-Aloud Protocols","authors":"M. Lebedeva","doi":"10.17323/1814-9545-2022-1-244-270","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-244-270","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"77 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77469177","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-1-189-217
E. Yusupova, A. Kapuza, E. Kardanova
{"title":"Is the Academic Performance of Schoolchildren Linked to the Expectations of Their Teachers? Results of an Experimental Study","authors":"E. Yusupova, A. Kapuza, E. Kardanova","doi":"10.17323/1814-9545-2022-1-189-217","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-189-217","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"23 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84870943","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-2-216-233
T. Semenova, S. Sologova, Sergey Zavadsky, E. Grigorevskikh, Arus G. Margaryan, Daria Trashchenkova, E. Avakyan, Dmitry Sokhin, Tatiana Litvinova, Elena Smolyarchuk
{"title":"Choosing a Lecture Format in Higher Pharmaceutical Education","authors":"T. Semenova, S. Sologova, Sergey Zavadsky, E. Grigorevskikh, Arus G. Margaryan, Daria Trashchenkova, E. Avakyan, Dmitry Sokhin, Tatiana Litvinova, Elena Smolyarchuk","doi":"10.17323/1814-9545-2022-2-216-233","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-216-233","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"14 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89724557","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-250-262
D. Rogozin
The book by Vadim Radaev is a symbiosis of autobiographical writing and analytical processing of personal observations, statistics and sociological data, teachers’ statements and students’ claims about the learning process in higher education. In the first part of the book, Radaev detects a deep crisis in teaching, which is firstly caused by a new anthropological type of student with different ideas, views, demands (millennials and zoomers, without any significant experience in living in the USSR). Higher education has been gradually sinking into a crisis over the past decades (the undermining of narrative culture, the rejection of accumulation of cultural background, new requirements for the educational product packaging, the erosion of motivation, the distraction of attention, etc.), so the pandemic, isolation, forced distance learning formats have only accelerated this process. In the second part, Radaev proposes a program for overcoming the crisis, which is based on professional standards, personal pedagogical techniques, and the ethical position of a teacher, as distinguished to strongly worded prescriptions and instructions. A way out of the crisis is possible only when the personal position of the teacher is added to his or her awareness of the crisis, when the teacher reflects the meaning of his or her working activity. Radaev’s book raises many issues, leaves them open, pushes the reader for contemplations, denials, and discussion.
{"title":"The Personal Choice Is More Reasonable than Collective. Review of the book: V. Radaev «Teaching in Crisis»","authors":"D. Rogozin","doi":"10.17323/1814-9545-2022-3-250-262","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-250-262","url":null,"abstract":"The book by Vadim Radaev is a symbiosis of autobiographical writing and analytical processing of personal observations, statistics and sociological data, teachers’ statements and students’ claims about the learning process in higher education. In the first part of the book, Radaev detects a deep crisis in teaching, which is firstly caused by a new anthropological type of student with different ideas, views, demands (millennials and zoomers, without any significant experience in living in the USSR). Higher education has been gradually sinking into a crisis over the past decades (the undermining of narrative culture, the rejection of accumulation of cultural background, new requirements for the educational product packaging, the erosion of motivation, the distraction of attention, etc.), so the pandemic, isolation, forced distance learning formats have only accelerated this process. In the second part, Radaev proposes a program for overcoming the crisis, which is based on professional standards, personal pedagogical techniques, and the ethical position of a teacher, as distinguished to strongly worded prescriptions and instructions. A way out of the crisis is possible only when the personal position of the teacher is added to his or her awareness of the crisis, when the teacher reflects the meaning of his or her working activity. Radaev’s book raises many issues, leaves them open, pushes the reader for contemplations, denials, and discussion.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"21 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91233602","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-4-208-232
Oxana R. Mikhaylova
Anorexia nervosa is the restrictive eating disorder and women are at the highest risk of its development in their teens. Although existing Western scientific literature provides some information on this condition among schoolers, there is the lack of qualitative descriptions that may shed light on the actual experiences and assumptions about the school environment which get girls with anorexia, who continue their education in school or finished it in non-Western countries. In this paper, to show how girls with anorexia perceive school environment I examine 50 in-depth biographical interviews with women who have been diagnosed with anorexia from Russia, Belarus, Ukraine, and Kazakhstan (aged between 14–25 years old). These interviews were combined with the collection of ego networks, using concentric circles methodology, and analysis of unsolicited online diaries belonging to these girls. The data was harvested in the Summer-Autumn of 2020. First, the data analysis revealed four meanings that anorexia has for women in connection with schooling: anorexia as a distraction from education, anti-stress remedy, hobby, and part of a general perfectionist orientation. Second, the data demonstrated the roles of teachers and classmates in the entire system of social connections that the girls with anorexia have, and their importance for the development of the girls’ views on food and body image. Findings suggest that although schools emphasize perfectionism, academic achievements, and disciplinary culture, the school’s role in the life of girls with anorexia is greatly determined by parental attitudes towards education.
{"title":"School Environment Perceptions of the Young Women with Anorexia: Biographical Reconstruction","authors":"Oxana R. Mikhaylova","doi":"10.17323/1814-9545-2022-4-208-232","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-208-232","url":null,"abstract":"Anorexia nervosa is the restrictive eating disorder and women are at the highest risk of its development in their teens. Although existing Western scientific literature provides some information on this condition among schoolers, there is the lack of qualitative descriptions that may shed light on the actual experiences and assumptions about the school environment which get girls with anorexia, who continue their education in school or finished it in non-Western countries. In this paper, to show how girls with anorexia perceive school environment I examine 50 in-depth biographical interviews with women who have been diagnosed with anorexia from Russia, Belarus, Ukraine, and Kazakhstan (aged between 14–25 years old). These interviews were combined with the collection of ego networks, using concentric circles methodology, and analysis of unsolicited online diaries belonging to these girls. The data was harvested in the Summer-Autumn of 2020. First, the data analysis revealed four meanings that anorexia has for women in connection with schooling: anorexia as a distraction from education, anti-stress remedy, hobby, and part of a general perfectionist orientation. Second, the data demonstrated the roles of teachers and classmates in the entire system of social connections that the girls with anorexia have, and their importance for the development of the girls’ views on food and body image. Findings suggest that although schools emphasize perfectionism, academic achievements, and disciplinary culture, the school’s role in the life of girls with anorexia is greatly determined by parental attitudes towards education.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"32 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81938467","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-1-98-115
I. Gerasimova, T. Chirkina
The present study aims to examine the construct of the classroom goal struc ture. Achievement goal theory of motivation suggests that two types of classroom goal structures can be identified: mastery goal structure and performance goal structure. The study presents the results of the Russian adaptation of the Approach to Instruction (Patterns of Adapted Learning Survey) scale which can be used to assess classroom goal structures from the perspective of teacher practices. The survey is built on a data which comes from a survey on a sample of fifth-grade teachers ( N = 656) conducted in the fall of 2020. The study includes a description of the steps for adaptation of the scale into Russian. The study presents the results of confirmatory factor analysis and describes the adjustments to the initial model. The adapted scale demonstrated a good fit to the empirical data and ad-equate internal consistency. The Russian-language version of the scale can be used by researchers in future studies of the educational environment in the classroom in the context of learning motivation. The scale could potentially be employed in the future studies examining the factors that determine students’ educational outcomes as well as the development of social-emotional skills.
{"title":"Mastery or Performace Orientation: Russian Adaptation of the Approach to Instruction Scale (PALS) to Assess Classroom Goal Structures","authors":"I. Gerasimova, T. Chirkina","doi":"10.17323/1814-9545-2022-1-98-115","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-98-115","url":null,"abstract":"The present study aims to examine the construct of the classroom goal struc ture. Achievement goal theory of motivation suggests that two types of classroom goal structures can be identified: mastery goal structure and performance goal structure. The study presents the results of the Russian adaptation of the Approach to Instruction (Patterns of Adapted Learning Survey) scale which can be used to assess classroom goal structures from the perspective of teacher practices. The survey is built on a data which comes from a survey on a sample of fifth-grade teachers ( N = 656) conducted in the fall of 2020. The study includes a description of the steps for adaptation of the scale into Russian. The study presents the results of confirmatory factor analysis and describes the adjustments to the initial model. The adapted scale demonstrated a good fit to the empirical data and ad-equate internal consistency. The Russian-language version of the scale can be used by researchers in future studies of the educational environment in the classroom in the context of learning motivation. The scale could potentially be employed in the future studies examining the factors that determine students’ educational outcomes as well as the development of social-emotional skills.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"25 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72501833","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-2-140-154
Yury Zaretskiy
Первые светские печатные учебники в истории российского образования и культуры были составлены и изданы по инициативе Петра Первого Ильей Федоровичем Копиевским (около 1651–1714). Первые семь из них — в типографии амстердамского купца Яна Тессинга (1659–1701), получившего государеву привилегию на продажу своей печатной продукции в России. Еще два учебника — в других типографиях Амстердама, а последний — в польском Штольценберге. Благодаря этим учебникам массовый русский читатель впервые смог познакомиться с основами научных знаний по истории, географии, математике, астрономии, морскому и военному делу, языкознанию. В статье рассматриваются исторические обстоятельства появления книг Копиевского — Тессинга; их тематика и содержание; их место в репертуаре русских читателей начала XVIII в.; их распространение в России; количество экземпляров, сохранившихся в библиотеках в наши дни. Автор приходит к выводу, что, вопреки распространенному мнению, эти книги играли заметную роль в петровских реформах образования и культуры.
{"title":"The First Russian Printed Textbooks","authors":"Yury Zaretskiy","doi":"10.17323/1814-9545-2022-2-140-154","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-140-154","url":null,"abstract":"Первые светские печатные учебники в истории российского образования и культуры были составлены и изданы по инициативе Петра Первого Ильей Федоровичем Копиевским (около 1651–1714). Первые семь из них — в типографии амстердамского купца Яна Тессинга (1659–1701), получившего государеву привилегию на продажу своей печатной продукции в России. Еще два учебника — в других типографиях Амстердама, а последний — в польском Штольценберге. Благодаря этим учебникам массовый русский читатель впервые смог познакомиться с основами научных знаний по истории, географии, математике, астрономии, морскому и военному делу, языкознанию. В статье рассматриваются исторические обстоятельства появления книг Копиевского — Тессинга; их тематика и содержание; их место в репертуаре русских читателей начала XVIII в.; их распространение в России; количество экземпляров, сохранившихся в библиотеках в наши дни. Автор приходит к выводу, что, вопреки распространенному мнению, эти книги играли заметную роль в петровских реформах образования и культуры.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"58 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82095798","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-239-249
A. Egorov
In their book, E. Hanushek and L. Wössmann analyze the relationship between the economic growth of countries and the stock of knowledge capital that they have. The main argument that is put forward and discussed in the book is that the level of knowledge capital is one of the key predictors of economic development. However, in order to test this hypothesis empirically, it is important to correctly measure the stock of knowledge capital. The authors propose their own methodology for measuring knowledge capital, which is based on the results of international studies of student performance. This methodology differs significantly from previous approaches, in which the stock of knowledge capital was approximated by the average years of schooling in the country. Measuring knowledge capital through aggregating the results of international studies of educational achievements, the authors suggest that the economic growth of countries is affected not by the duration of education, but by its effectiveness, that is, the average level of cognitive skills of people. The use of the knowledge capital indicator proposed by the authors in modeling economic development makes it possible to explain the differences in economic growth rates in different groups of countries, as well as to identify public policy instruments in the field of education, the use of which can accelerate economic growth.
E. Hanushek和L. Wössmann在他们的书中分析了国家的经济增长与其拥有的知识资本存量之间的关系。本书提出和讨论的主要论点是，知识资本水平是经济发展的关键预测因素之一。然而，为了对这一假设进行实证检验，正确测量知识资本存量是很重要的。作者提出了他们自己的测量知识资本的方法，这是基于国际上对学生表现的研究结果。这种方法与以前的方法有很大的不同，在以前的方法中，知识资本存量是由该国的平均受教育年限近似计算的。通过汇总国际上对教育成果的研究结果来衡量知识资本，作者认为，影响国家经济增长的不是教育的持续时间，而是教育的有效性，即人们的平均认知技能水平。利用作者提出的知识资本指标建立经济发展模型，可以解释不同国家群体经济增长率的差异，并确定教育领域的公共政策工具，这些工具的使用可以加速经济增长。
{"title":"Problems of Measuring Knowledge Capital Stock and Its Contribution to Economic Growth. Review of the Book by E. Hanushek and L. Wössmann «The Knowledge Capital of Nations: Education and the Economics of Growth»","authors":"A. Egorov","doi":"10.17323/1814-9545-2022-3-239-249","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-239-249","url":null,"abstract":"In their book, E. Hanushek and L. Wössmann analyze the relationship between the economic growth of countries and the stock of knowledge capital that they have. The main argument that is put forward and discussed in the book is that the level of knowledge capital is one of the key predictors of economic development. However, in order to test this hypothesis empirically, it is important to correctly measure the stock of knowledge capital. The authors propose their own methodology for measuring knowledge capital, which is based on the results of international studies of student performance. This methodology differs significantly from previous approaches, in which the stock of knowledge capital was approximated by the average years of schooling in the country. Measuring knowledge capital through aggregating the results of international studies of educational achievements, the authors suggest that the economic growth of countries is affected not by the duration of education, but by its effectiveness, that is, the average level of cognitive skills of people. The use of the knowledge capital indicator proposed by the authors in modeling economic development makes it possible to explain the differences in economic growth rates in different groups of countries, as well as to identify public policy instruments in the field of education, the use of which can accelerate economic growth.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"23 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88344442","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-1-218-243
S. Avdeeva, Alexander Uvarov, K. Tarasova
{"title":"Digital Transformation of Schools and Student’s Information and Communication Literacy","authors":"S. Avdeeva, Alexander Uvarov, K. Tarasova","doi":"10.17323/1814-9545-2022-1-218-243","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-218-243","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"8 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88884759","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-213-238
Svetlana E. Chernenko, K. Romanenko
The article proposes to consider the preparation and participation in intellectual contests (Olympiads) for schoolchildren for further admission to selective universities as a specfic type of tracking, the choice of an educational trajectory. The most part of studies of school Olympiads deal either with issues of methodological training of schoolchildren and teachers, or with a comparison of students who got into universities according to the results of the Unified State Exam or the results of Olympiads. This paper closes a gap related to the involvement of schoolchildren into the Olympiad movement and their choice of Olympiads as an admission strategy. The study was conducted in a qualitative methodology: due to semi-structured interviews with students who entered universities according to the results of the All-Russian Olympiad of Schoolchildren (VSOSH), the individual experience of the Olympiad students is reconstructed. The total number of participants of the study is 61 students who represent different areas of the Olympiads and different regions of Russia (graduates of Moscow schools are not specifically included in the sampling because of the active support of Olympiads in the schools of the capital). The results of the study demonstrate the promoting school power, when students receive additional support and encouragement to participate in Olympiads, the conscious choice of Olympiads as an alternative strategy for the admission to universities, the role of teachers, the community of Olympiad participants, and family members in informing about the possibility of participating in Olympiads, as well as related barriers and inequality of access to information and support.
{"title":"“Doomed to Success”: Promoting School Power, Role of the Family, and Inequality on the Way of the Olympiads Winners to University","authors":"Svetlana E. Chernenko, K. Romanenko","doi":"10.17323/1814-9545-2022-3-213-238","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-213-238","url":null,"abstract":"The article proposes to consider the preparation and participation in intellectual contests (Olympiads) for schoolchildren for further admission to selective universities as a specfic type of tracking, the choice of an educational trajectory. The most part of studies of school Olympiads deal either with issues of methodological training of schoolchildren and teachers, or with a comparison of students who got into universities according to the results of the Unified State Exam or the results of Olympiads. This paper closes a gap related to the involvement of schoolchildren into the Olympiad movement and their choice of Olympiads as an admission strategy. The study was conducted in a qualitative methodology: due to semi-structured interviews with students who entered universities according to the results of the All-Russian Olympiad of Schoolchildren (VSOSH), the individual experience of the Olympiad students is reconstructed. The total number of participants of the study is 61 students who represent different areas of the Olympiads and different regions of Russia (graduates of Moscow schools are not specifically included in the sampling because of the active support of Olympiads in the schools of the capital). The results of the study demonstrate the promoting school power, when students receive additional support and encouragement to participate in Olympiads, the conscious choice of Olympiads as an alternative strategy for the admission to universities, the role of teachers, the community of Olympiad participants, and family members in informing about the possibility of participating in Olympiads, as well as related barriers and inequality of access to information and support.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"12 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72745845","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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