Methodological project that aims to turn up mobile devices into an educational resource. It was implemented in a group of 421 students from the Faculties of Law and Social Sciences of Universiti Rovira i Virgili of Tarragona for two years. In this group, the use of mobile phones was used in classrooms. We readapted the traditional competencies and methodology to apply them to mobiles. The project was based on the practical experience with commercial apps, the analysis of the obtained results and the design, development and implementation of a new app. For its implementation, a Social Project Grant was created, aimed at gender equality for groups of students (women) vulnerable due to their religion or ethnicity. The results obtained were: greater motivation, participation, dynamism, reinvention of the methodology and the possibility of technological education. In conclusion, there was a response to the challenge of mobile devices in university classrooms.
{"title":"El reto de los dispositivos móviles en las aulas universitarias: una respuesta actual al trabajo autónomo y a la evaluación virtual","authors":"Antonio Carreras Casanovas","doi":"10.51302/TCE.2021.624","DOIUrl":"https://doi.org/10.51302/TCE.2021.624","url":null,"abstract":"Methodological project that aims to turn up mobile devices into an educational resource. It was implemented in a group of 421 students from the Faculties of Law and Social Sciences of Universiti Rovira i Virgili of Tarragona for two years. In this group, the use of mobile phones was used in classrooms. We readapted the traditional competencies and methodology to apply them to mobiles. The project was based on the practical experience with commercial apps, the analysis of the obtained results and the design, development and implementation of a new app. For its implementation, a Social Project Grant was created, aimed at gender equality for groups of students (women) vulnerable due to their religion or ethnicity. The results obtained were: greater motivation, participation, dynamism, reinvention of the methodology and the possibility of technological education. In conclusion, there was a response to the challenge of mobile devices in university classrooms.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"27 1","pages":"7-52"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90087770","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}
Science teaching in Learning and School Performance Improvement Programs (PMAR) requires the development of high motivating resources. This work provides an intervention designed to meet these educational needs. We designed a total of three activities in agreement with the scientific-mathematical curriculum of the 2nd course of PMAR. The design was based on the use of Biology as linking element between the proposed activities. The educational intervention includes innovative methodologies such as cooperative learning, creative tasks, use of information and communication technologies (ICT), gamification and thinking routines. The proposal is described to be used as practical resource for educators.
{"title":"Propuesta de intervención educativa: aplicación de metodologías innovadoras en la enseñanza de Biología con estudiantes del Programa de Mejora del Aprendizaje y del Rendimiento Escolar","authors":"Emigdio Jordán Muñoz-Adalia","doi":"10.51302/TCE.2021.618","DOIUrl":"https://doi.org/10.51302/TCE.2021.618","url":null,"abstract":"Science teaching in Learning and School Performance Improvement Programs (PMAR) requires the development of high motivating resources. This work provides an intervention designed to meet these educational needs. We designed a total of three activities in agreement with the scientific-mathematical curriculum of the 2nd course of PMAR. The design was based on the use of Biology as linking element between the proposed activities. The educational intervention includes innovative methodologies such as cooperative learning, creative tasks, use of information and communication technologies (ICT), gamification and thinking routines. The proposal is described to be used as practical resource for educators.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"5 1","pages":"123-146"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89009971","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}
The digital context and information and communication technologies (ICT) are advancing at a great speed and, although they present multiple benefits, their possible risks also have an impact on the coexistence in schools. Among them, cyberbullying is a phenomenon of great interest, but it is still necessary to verify the effectiveness of evidence-based interventions to prevent it. Therefore, this study aimed to analyse whether it is possible to reduce cyberbullying with a psychoeducational intervention implemented by teachers on their own, considering the differences according to gender, grade and roles of involvement. The sample was formed by 4,575 students (48.50 % girls; 12-16 years old). The results show that, with little cost and without requiring a great deal of specialization, it is possible for schools to carry out an effective psycho-educational intervention to reduce both cyber-perpetration and cyber-victimisation. Effective strategies and guidelines for the development of evidence-based psychoeducational interventions are proposed.
{"title":"Prevenir e intervenir en los riesgos asociados a las tecnologías de la información y la comunicación: el caso del cyberbullying","authors":"Mónica Ojeda Pérez, Rosario Del Rey Alamillo","doi":"10.51302/TCE.2021.612","DOIUrl":"https://doi.org/10.51302/TCE.2021.612","url":null,"abstract":"The digital context and information and communication technologies (ICT) are advancing at a great speed and, although they present multiple benefits, their possible risks also have an impact on the coexistence in schools. Among them, cyberbullying is a phenomenon of great interest, but it is still necessary to verify the effectiveness of evidence-based interventions to prevent it. Therefore, this study aimed to analyse whether it is possible to reduce cyberbullying with a psychoeducational intervention implemented by teachers on their own, considering the differences according to gender, grade and roles of involvement. The sample was formed by 4,575 students (48.50 % girls; 12-16 years old). The results show that, with little cost and without requiring a great deal of specialization, it is possible for schools to carry out an effective psycho-educational intervention to reduce both cyber-perpetration and cyber-victimisation. Effective strategies and guidelines for the development of evidence-based psychoeducational interventions are proposed.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"204 1","pages":"53-80"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85684482","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}
Rubicelia Valencia-Ortiz, Julio Cabero-Almenara, Urtza Garay Ruiz
The expansion of the internet and mobile devices has contributed to a shift in communication. Currently, most youths and adolescents are registered and prioritize communication through social networks, which, in many cases, involves an abusive and addictive use of them. The main objective of this study is to analyze the perceptions that Mexican students and professors have regarding their level of addiction to social networks. The sample is made up of 17,600 students and 1,480 teachers in the Mexican high school system and the instrument used has been the Social Media Addiction Scale-Student Form (SMAS-SF) translated, adapted and validated to the Mexican context. Among the main results, it can be highlighted that there are differences between the perceptions of both groups regarding the addiction level of students to social networks as well as the frequency and time of social networking and navigating the internet
{"title":"Adicción a las redes sociales en estudiantes mexicanos: percepciones de discentes y docentes","authors":"Rubicelia Valencia-Ortiz, Julio Cabero-Almenara, Urtza Garay Ruiz","doi":"10.51302/TCE.2021.616","DOIUrl":"https://doi.org/10.51302/TCE.2021.616","url":null,"abstract":"The expansion of the internet and mobile devices has contributed to a shift in communication. Currently, most youths and adolescents are registered and prioritize communication through social networks, which, in many cases, involves an abusive and addictive use of them. The main objective of this study is to analyze the perceptions that Mexican students and professors have regarding their level of addiction to social networks. The sample is made up of 17,600 students and 1,480 teachers in the Mexican high school system and the instrument used has been the Social Media Addiction Scale-Student Form (SMAS-SF) translated, adapted and validated to the Mexican context. Among the main results, it can be highlighted that there are differences between the perceptions of both groups regarding the addiction level of students to social networks as well as the frequency and time of social networking and navigating the internet","PeriodicalId":54435,"journal":{"name":"Tce","volume":"90 1","pages":"103-122"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83043107","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}
In the digital age in which we find ourselves, there are numerous databases available on the internet. In this communication, those of the best application are selected for a humanistic discipline such as Economic History. Undoubtedly, these tools, when providing relevant information, should be included among our teaching resources. In short, they enable searches, visualizations and analysis of large data sets, corresponding to the last two centuries, on the most important economic indicators for most countries. And, unquestionably, among the enormous volume of available numbers there are far-reaching conclusions.
{"title":"Historia Económica y herramientas digitales","authors":"José Domingo Portero Lameiro","doi":"10.51302/TCE.2021.622","DOIUrl":"https://doi.org/10.51302/TCE.2021.622","url":null,"abstract":"In the digital age in which we find ourselves, there are numerous databases available on the internet. In this communication, those of the best application are selected for a humanistic discipline such as Economic History. Undoubtedly, these tools, when providing relevant information, should be included among our teaching resources. In short, they enable searches, visualizations and analysis of large data sets, corresponding to the last two centuries, on the most important economic indicators for most countries. And, unquestionably, among the enormous volume of available numbers there are far-reaching conclusions.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"1 1","pages":"171-178"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73791299","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}
The following article, conceived as a research proposal, aims at analysing the difficulties encountered at a high school during the third term of the academic year 2019-2020, when the COVID-19 pandemic made it necessary for schools to continue their activity virtually. This research proposal would make it possible to obtain data about the degree of preparation for distance learning of the educational community chosen as case study. Once developed, this ethnographic research would allow to know the situation experienced at that high school in detail, and it would help to design generalizable educational proposals suitable for any school of similar features to those of the one selected in this case study. The results of the research suggested in this article would provide information about the factors to consider when designing methodological proposals for distance learning at secondary levels.
{"title":"Diseño de investigación cualitativa: análisis de los factores más relevantes para implementar la enseñanza virtual en educación secundaria","authors":"Dolly Britton Jiménez, Carolina Casal Funcasta, Mariano Urraco Solanilla","doi":"10.51302/TCE.2021.620","DOIUrl":"https://doi.org/10.51302/TCE.2021.620","url":null,"abstract":"The following article, conceived as a research proposal, aims at analysing the difficulties encountered at a high school during the third term of the academic year 2019-2020, when the COVID-19 pandemic made it necessary for schools to continue their activity virtually. This research proposal would make it possible to obtain data about the degree of preparation for distance learning of the educational community chosen as case study. Once developed, this ethnographic research would allow to know the situation experienced at that high school in detail, and it would help to design generalizable educational proposals suitable for any school of similar features to those of the one selected in this case study. The results of the research suggested in this article would provide information about the factors to consider when designing methodological proposals for distance learning at secondary levels.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"56 1","pages":"147-170"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77626949","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}
Rebeca Mariel Martinenco, R. B. Martín, Leticia Garcia Romano
Actualmente se sabe que los estudiantes aprenden en diversos contextos y haciendo un amplio uso de las tecnologias de la informacion y la comunicacion (TIC) (Maina y Garcia, 2016). En el presente trabajo nos proponemos identificar que aplicaciones, plataformas web, redes sociales y tecnologias digitales utiliza un grupo de estudiantes de educacion secundaria mediante un cuestionario autoadministrado. En primer lugar, haremos referencia al concepto de «ecolo- gias de aprendizaje» y a su vinculacion con el aprendizaje informal y las TIC. El apartado de «Material y metodos» recoge la caracterizacion de los participantes y una descripcion detallada del instrumento utilizado. Desde un enfoque cualitativo, los resultados se organizan en cuatro categorias. A modo de discusion, planteamos la incidencia de las tecnologias en multiples aspectos de la vida de los participantes.
{"title":"Ecologías de aprendizaje en educación secundaria: TIC y aprendizaje informal","authors":"Rebeca Mariel Martinenco, R. B. Martín, Leticia Garcia Romano","doi":"10.51302/TCE.2021.571","DOIUrl":"https://doi.org/10.51302/TCE.2021.571","url":null,"abstract":"Actualmente se sabe que los estudiantes aprenden en diversos contextos y haciendo un amplio uso de las tecnologias de la informacion y la comunicacion (TIC) (Maina y Garcia, 2016). En el presente trabajo nos proponemos identificar que aplicaciones, plataformas web, redes sociales y tecnologias digitales utiliza un grupo de estudiantes de educacion secundaria mediante un cuestionario autoadministrado. En primer lugar, haremos referencia al concepto de «ecolo- gias de aprendizaje» y a su vinculacion con el aprendizaje informal y las TIC. El apartado de «Material y metodos» recoge la caracterizacion de los participantes y una descripcion detallada del instrumento utilizado. Desde un enfoque cualitativo, los resultados se organizan en cuatro categorias. A modo de discusion, planteamos la incidencia de las tecnologias en multiples aspectos de la vida de los participantes.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"19 1","pages":"77-97"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73819812","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}
Este trabajo ha obtenido el 1.er Premio Estudios Financieros 2020 en la modalidad de Educacion y Nuevas Tecnologias . Esta investigacion analiza el valor pedagogico de Telegram como complemento para el mobile learning en la formacion en un curso de finanzas personales en el que participaron 1.205 alumnos. La base teorica se sustenta sobre los constructos desarrollados en la teoria de aceptacion de la tecnologia ( technology acceptance model [TAM]) y en los 10 criterios de Nokelainen en relacion con la usabilidad pedagogica. La pregunta de investigacion relaciona positivamente el uso de Telegram con los modelos de aprendizaje, la labor de los docentes, la interrelacion de los alumnos, la importancia de los contenidos y el uso de los dispositivos. Las conclusiones son muy positivas, ya que Telegram destaca por su alto grado de satisfaccion en relacion con el modelo de aprendizaje –con una tasa de abandono maxima del 2,90 %–, es un magnifico complemento para el desempeno de los docentes y se incrementa su potencial con el empleo de contenidos audiovisuales y la utilizacion de multidispositivos indistintamente.
{"title":"El valor pedagógico de Telegram como complemento del mobile learning en la formación en finanzas: aplicación práctica a un caso de estudio","authors":"Javier de los Ríos Medina","doi":"10.51302/TCE.2021.567","DOIUrl":"https://doi.org/10.51302/TCE.2021.567","url":null,"abstract":"Este trabajo ha obtenido el 1.er Premio Estudios Financieros 2020 en la modalidad de Educacion y Nuevas Tecnologias . Esta investigacion analiza el valor pedagogico de Telegram como complemento para el mobile learning en la formacion en un curso de finanzas personales en el que participaron 1.205 alumnos. La base teorica se sustenta sobre los constructos desarrollados en la teoria de aceptacion de la tecnologia ( technology acceptance model [TAM]) y en los 10 criterios de Nokelainen en relacion con la usabilidad pedagogica. La pregunta de investigacion relaciona positivamente el uso de Telegram con los modelos de aprendizaje, la labor de los docentes, la interrelacion de los alumnos, la importancia de los contenidos y el uso de los dispositivos. Las conclusiones son muy positivas, ya que Telegram destaca por su alto grado de satisfaccion en relacion con el modelo de aprendizaje –con una tasa de abandono maxima del 2,90 %–, es un magnifico complemento para el desempeno de los docentes y se incrementa su potencial con el empleo de contenidos audiovisuales y la utilizacion de multidispositivos indistintamente.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"23 1","pages":"7-42"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84351636","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}
Rubicelia Valencia-Ortiz, Julio Cabero-Almenara, Urtza Garay Ruiz, Bárbara Fernández Robles
El uso excesivo de las redes sociales puede provocar efectos contraproducentes en los jovenes: aislamiento social, distorsion entre el mundo real y virtual, falta de atencion hacia otras actividades, depresion, ansiedad, problemas de salud y fracaso escolar. Ante esta perspectiva, es importante ofrecer informacion sobre las redes sociales desde una vision educativa. Con este articulo se pretende analizar el impacto que tienen en los jovenes y estudiar algunos elementos que hay que controlar desde el ambito educativo. Para ello, se realizo una revision bibliografica por diversas fuentes cientificas, empleando un total de 116 publicaciones. Tras el analisis de estas fuentes cientificas, se concluyo que las instituciones educativas, los docentes y los padres desempenan un papel significativo para disminuir los desafios que aparecen al emplear las redes sociales. Las instituciones educativas y los docentes deben ofrecer medios para desarrollar competencias digitales que permitan a los jovenes desenvolverse de forma adecuada con ellas. Respecto a los padres, es necesario brindarles informacion para que guien a sus hijos en la utilizacion de estas tecnologias.
{"title":"Problemática de estudio e investigación de la adicción a las redes sociales online en jóvenes y adolescentes","authors":"Rubicelia Valencia-Ortiz, Julio Cabero-Almenara, Urtza Garay Ruiz, Bárbara Fernández Robles","doi":"10.51302/TCE.2021.573","DOIUrl":"https://doi.org/10.51302/TCE.2021.573","url":null,"abstract":"El uso excesivo de las redes sociales puede provocar efectos contraproducentes en los jovenes: aislamiento social, distorsion entre el mundo real y virtual, falta de atencion hacia otras actividades, depresion, ansiedad, problemas de salud y fracaso escolar. Ante esta perspectiva, es importante ofrecer informacion sobre las redes sociales desde una vision educativa. Con este articulo se pretende analizar el impacto que tienen en los jovenes y estudiar algunos elementos que hay que controlar desde el ambito educativo. Para ello, se realizo una revision bibliografica por diversas fuentes cientificas, empleando un total de 116 publicaciones. Tras el analisis de estas fuentes cientificas, se concluyo que las instituciones educativas, los docentes y los padres desempenan un papel significativo para disminuir los desafios que aparecen al emplear las redes sociales. Las instituciones educativas y los docentes deben ofrecer medios para desarrollar competencias digitales que permitan a los jovenes desenvolverse de forma adecuada con ellas. Respecto a los padres, es necesario brindarles informacion para que guien a sus hijos en la utilizacion de estas tecnologias.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"66 1","pages":"99-125"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81793144","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}
Este trabajo ha obtenido un Accesit del Premio Estudios Financieros 2020 en la modalidad de Educacion y Nuevas Tecnologias . El nuevo escenario que se abre en las aulas de los centros educativos de nuestro pais con la llegada de la era pos-COVID podria suponer la palanca de cambio definitiva para modificar las arcaicas estructuras sobre las que se asienta nuestro sistema educativo actual. En este nuevo contexto hay dos elementos que van a desempenar un papel crucial: la empatia y la tecnologia. El presente trabajo de investigacion tiene como objetivo justificar la necesidad de implementar un enfoque como el design thinking (DT) dentro del modelo de ensenanza-aprendizaje en remoto. Asimismo, se presenta una experiencia de innovacion educativa para el aula en linea de lengua extranjera con estudiantes de secundaria a fin de fomentar la empatia, la competencia digital y el aprendizaje colaborativo a partir del desarrollo de tareas significativas en remoto.
{"title":"Design thinking: un enfoque educativo en el aula de segundas lenguas en la era pos-COVID","authors":"Manuel Octavio","doi":"10.51302/TCE.2021.569","DOIUrl":"https://doi.org/10.51302/TCE.2021.569","url":null,"abstract":"Este trabajo ha obtenido un Accesit del Premio Estudios Financieros 2020 en la modalidad de Educacion y Nuevas Tecnologias . El nuevo escenario que se abre en las aulas de los centros educativos de nuestro pais con la llegada de la era pos-COVID podria suponer la palanca de cambio definitiva para modificar las arcaicas estructuras sobre las que se asienta nuestro sistema educativo actual. En este nuevo contexto hay dos elementos que van a desempenar un papel crucial: la empatia y la tecnologia. El presente trabajo de investigacion tiene como objetivo justificar la necesidad de implementar un enfoque como el design thinking (DT) dentro del modelo de ensenanza-aprendizaje en remoto. Asimismo, se presenta una experiencia de innovacion educativa para el aula en linea de lengua extranjera con estudiantes de secundaria a fin de fomentar la empatia, la competencia digital y el aprendizaje colaborativo a partir del desarrollo de tareas significativas en remoto.","PeriodicalId":54435,"journal":{"name":"Tce","volume":"108 1","pages":"45-75"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85676199","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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