Under-participation in selective universities lowers social mobility in England, the United States and elsewhere. English universities have standardised tuition costs and strongly heterogeneous graduate earnings. Attending a selective university is therefore strongly incentivised, yet under-participation is extensive. The UK Government sent 11,104 `nudge´ letters to school students whose prior attainment made them competitive for entry into selective universities, urging them to consider that option. We evaluate this randomised controlled trial and find it effective at raising the number of students who apply to, and accept offers from, selective universities. We find the cost to be low relative to outcomes.
{"title":"Can role models help encourage young people to apply to (selective) universities? Evidence from a large-scale English field experiment","authors":"Michael Sanders, Raj Chande, Eliza Kozman","doi":"10.5456/wpll.25.1.4","DOIUrl":"https://doi.org/10.5456/wpll.25.1.4","url":null,"abstract":"Under-participation in selective universities lowers social mobility in England, the United States and elsewhere. English universities have standardised tuition costs and strongly heterogeneous graduate earnings. Attending a selective university is therefore strongly incentivised, yet under-participation is extensive. The UK Government sent 11,104 `nudge´ letters to school students whose prior attainment made them competitive for entry into selective universities, urging them to consider that option. We evaluate this randomised controlled trial and find it effective at raising the number of students who apply to, and accept offers from, selective universities. We find the cost to be low relative to outcomes.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037221","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}
Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.
患有特殊学习困难的阅读障碍(SpLD)的学生现在在英国高等教育环境中很常见。这是否反映了这种情况的患病率增加，或者是英国对阅读障碍的理解和诊断过程发生变化的表现，目前尚不清楚。但有一点是清楚的，阅读障碍的日益明显反映了一种更广泛的文化转向，即关于谁有权接受“高等教育”的精英主义观念的瓦解，以及对学习应该如何进行的能力主义信念的质疑(Mallett et al.， 2016)。本文采用半结构化访谈(Kvale, 1996, 2011)和解释性方法，探讨了在当前英国高等教育(HE)阅读障碍政策的背景下，三名学生如何理解他们的高等教育经历。这三个学生案例研究的经历，被理解为“说明”(Mitchell, 1984)而不是“典型”案例，有助于支持对阅读障碍差异的一些复杂性的探索，正如在一个创造性艺术高等教育机构所经历的那样。虽然研究表明，阅读障碍会导致学习者对成就的期望较低，但我认为，在本研究的创造性艺术背景下，阅读障碍的差异导致了主动的、反思性的学习方法，可以从中学习，这可能在高等教育的包容性实践中有更广泛的应用。
{"title":"Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases","authors":"Melanie Gale Davies","doi":"10.5456/wpll.25.1.125","DOIUrl":"https://doi.org/10.5456/wpll.25.1.125","url":null,"abstract":"Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037223","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}
Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.
{"title":"Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts","authors":"Michelle Mansfield, Joel McGregor, Kate Mellor","doi":"10.5456/wpll.25.1.30","DOIUrl":"https://doi.org/10.5456/wpll.25.1.30","url":null,"abstract":"Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037224","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}
Multi-intervention outreach is defined as combining two or more activities into an ongoing programme of support for students at different stages of their education. This paper details three multiintervention outreach programmes in the disciplines of Law, Social Sciences, and Health Sciences. The Preparing for Law programme was designed as an in-person multi-intervention outreach programme; the Preparing for Social Sciences programme transitioned from face-to-face to online delivery, and the Preparing for Health Sciences programme was planned solely online due to COVID-19 pandemic restrictions. The discussion draws on the experiences and reflections from three academic leads who designed and implemented the programmes. The focus of these reflections centre on programme design, resourcing and engagement, entwined with their learnings from design changes due to the COVID-19 pandemic. It is imperative for future programme leads to consider the timing in designing a multi-intervention outreach programme, along with factors affecting participant motivation to enhance programme engagement. Additional consideration should be given to the cost-effectiveness of online/hybrid programmes.
{"title":"Multi-intervention outreach across Law, Social Sciences, and Health Sciences: Reflections from online delivery","authors":"Stephanie Jong, Laura Harvey, Kristina Garner","doi":"10.5456/wpll.25.1.185","DOIUrl":"https://doi.org/10.5456/wpll.25.1.185","url":null,"abstract":"Multi-intervention outreach is defined as combining two or more activities into an ongoing programme of support for students at different stages of their education. This paper details three multiintervention outreach programmes in the disciplines of Law, Social Sciences, and Health Sciences. The Preparing for Law programme was designed as an in-person multi-intervention outreach programme; the Preparing for Social Sciences programme transitioned from face-to-face to online delivery, and the Preparing for Health Sciences programme was planned solely online due to COVID-19 pandemic restrictions. The discussion draws on the experiences and reflections from three academic leads who designed and implemented the programmes. The focus of these reflections centre on programme design, resourcing and engagement, entwined with their learnings from design changes due to the COVID-19 pandemic. It is imperative for future programme leads to consider the timing in designing a multi-intervention outreach programme, along with factors affecting participant motivation to enhance programme engagement. Additional consideration should be given to the cost-effectiveness of online/hybrid programmes.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037222","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}
This paper reports findings from a pilot study undertaken at the Lancashire Science Festival to explore the impact of interacting with a scientist on parents??? attitudes towards their child pursuing a career that involves science. Parents were asked a series of questions about their science festival experience and to provide some demographic information. The key finding was that half of the respondents reported that meeting a scientist had made them more likely to think that their child could pursue a career related to science. The attitudinal shift was particularly prevalent amongst parents from low-participation backgrounds. This preliminary finding suggests that interactions between scientists and parents at public science events may offer an avenue by which to foster positive perceptions of science as a career path amongst under-represented groups.
{"title":"Scientist encounters: Igniting parental aspirations to support young scientists ‐ a pilot study","authors":"Naomi Fallon, Rory McDonald, Cherry Canovan","doi":"10.5456/wpll.25.1.213","DOIUrl":"https://doi.org/10.5456/wpll.25.1.213","url":null,"abstract":"This paper reports findings from a pilot study undertaken at the Lancashire Science Festival to explore the impact of interacting with a scientist on parents??? attitudes towards their child pursuing a career that involves science. Parents were asked a series of questions about their science festival experience and to provide some demographic information. The key finding was that half of the respondents reported that meeting a scientist had made them more likely to think that their child could pursue a career related to science. The attitudinal shift was particularly prevalent amongst parents from low-participation backgrounds. This preliminary finding suggests that interactions between scientists and parents at public science events may offer an avenue by which to foster positive perceptions of science as a career path amongst under-represented groups.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037218","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}
University students are frequently cited as having some of the poorest financial well-being of the adult population, particularly those from widening participation backgrounds. Therefore, in a randomised controlled field experiment in 15 higher education institutions in England, we examine the impact of a light-touch text message intervention (over 10???12 weeks) aimed at improving the financial capability and well-being of widening participation students. The results suggest that such an intervention has little impact on improving financial well-being or capability from baseline levels although some effect was found on improved financial attitudes, peer comparison and information seeking. Overall, such an intervention is too light-touch to have a meaningful impact and future interventions are likely to need to be stronger nudges, perhaps changing the context and cognition simultaneously, if meaningful impacts on financial well-being are to be achieved.
{"title":"Financial well-being and capability of widening participation students and a text message intervention to improve it","authors":"Emma Stockdale, Michael Sanders","doi":"10.5456/wpll.25.1.153","DOIUrl":"https://doi.org/10.5456/wpll.25.1.153","url":null,"abstract":"University students are frequently cited as having some of the poorest financial well-being of the adult population, particularly those from widening participation backgrounds. Therefore, in a randomised controlled field experiment in 15 higher education institutions in England, we examine the impact of a light-touch text message intervention (over 10???12 weeks) aimed at improving the financial capability and well-being of widening participation students. The results suggest that such an intervention has little impact on improving financial well-being or capability from baseline levels although some effect was found on improved financial attitudes, peer comparison and information seeking. Overall, such an intervention is too light-touch to have a meaningful impact and future interventions are likely to need to be stronger nudges, perhaps changing the context and cognition simultaneously, if meaningful impacts on financial well-being are to be achieved.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"384 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037227","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}
{"title":"Editorial – general edition","authors":"Stephanie McKendry","doi":"10.5456/wpll.25.1.1","DOIUrl":"https://doi.org/10.5456/wpll.25.1.1","url":null,"abstract":"","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037219","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 Volume 23, Issue 1, Larsen and Emmett (2021) briefly outline the Australian political context before presenting a summary of four social equity discourses that can be seen in the literature and policy. They argue that debates surrounding these discourses are unproductive and contribute to social equity as a wicked problem in higher education. This article builds on these findings by naming the four discourses as a typology and suggests how a typology is beneficial to multiple stakeholders. This article further develops this argument by presenting evidence that social equity is indeed a wicked problem for which the typology is a small step towards solving it. Whilst this article specifically focuses on higher education in the Australian context, the ideas presented can readily be applied to higher education internationally.
{"title":"A typology of social equity discourses and its contribution to a wicked problem","authors":"Ana Larsen","doi":"10.5456/wpll.25.1.221","DOIUrl":"https://doi.org/10.5456/wpll.25.1.221","url":null,"abstract":"In Volume 23, Issue 1, Larsen and Emmett (2021) briefly outline the Australian political context before presenting a summary of four social equity discourses that can be seen in the literature and policy. They argue that debates surrounding these discourses are unproductive and contribute to social equity as a wicked problem in higher education. This article builds on these findings by naming the four discourses as a typology and suggests how a typology is beneficial to multiple stakeholders. This article further develops this argument by presenting evidence that social equity is indeed a wicked problem for which the typology is a small step towards solving it. Whilst this article specifically focuses on higher education in the Australian context, the ideas presented can readily be applied to higher education internationally.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037220","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}
A number of studies have shown that the COVID-19 pandemic has had a disproportionately adverse effect on the education of those from more disadvantaged backgrounds. However, less is known about the pandemic's impact on the educational ambitions of the same young people and their prospects for progressing to higher-level study. Although those engaged in widening access have continued to provide support to these students, the circumstantial evidence suggests that the lockdowns and school closures associated with the pandemic may have further widened the participation gap between young people from more affluent backgrounds and their less advantaged peers. Now schools have reopened and things have return to normal, there is a need to understand the progression challenges those from widening participation backgrounds face. This study seeks to do this by drawing on the insights of 14 teaching professionals from a selection of schools and colleges in the English West Midlands with catchment areas that draw heavily on disadvantaged neighbourhoods. Conducted in spring 2021, the semistructured interviews with these teachers presented an opportunity to reflect on the impact of more than 12 months of educational disruption and to consider what is now needed to widen university access.
{"title":"The impact of the pandemic on widening participation students: the teaching professionals’ perspective","authors":"Neil Raven","doi":"10.5456/wpll.25.1.99","DOIUrl":"https://doi.org/10.5456/wpll.25.1.99","url":null,"abstract":"A number of studies have shown that the COVID-19 pandemic has had a disproportionately adverse effect on the education of those from more disadvantaged backgrounds. However, less is known about the pandemic's impact on the educational ambitions of the same young people and their prospects for progressing to higher-level study. Although those engaged in widening access have continued to provide support to these students, the circumstantial evidence suggests that the lockdowns and school closures associated with the pandemic may have further widened the participation gap between young people from more affluent backgrounds and their less advantaged peers. Now schools have reopened and things have return to normal, there is a need to understand the progression challenges those from widening participation backgrounds face. This study seeks to do this by drawing on the insights of 14 teaching professionals from a selection of schools and colleges in the English West Midlands with catchment areas that draw heavily on disadvantaged neighbourhoods. Conducted in spring 2021, the semistructured interviews with these teachers presented an opportunity to reflect on the impact of more than 12 months of educational disruption and to consider what is now needed to widen university access.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037225","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 response to the introduction of the Data Protection Act (2018), the Universities and Colleges Admissions Service (UCAS) no longer require applicants to non-regulated degrees to disclose unspent convictions on their university applications. The UCAS application represents just one stage of the admissions process, but there are other stages where applicants′ criminal history information can be requested. This paper reports the findings from an analysis of 143 university criminal record policies to explore if, how and why applicants′ disclosures are used within the undergraduate admissions process. Findings indicate that 103 institutions continue to make it compulsory for applicants to non-regulated degrees to disclose their unspent criminal record. This requirement has the potential to create challenges for a substantial proportion of the population, should they decide to apply to university. University policies often justify the use of compulsory criminal record disclosures to support `safeguarding procedures´ or as part of their ???duty of care towards staff and students???. Yet university policies provide no evidence or explanation to suggest that asking applicants to self-disclose their unspent criminal records effectively supports these aims. Consequently, this paper calls into question the rationalities universities use to justify their practices towards applicants with criminal records.
{"title":"Higher education policies for applicants with criminal records in the United Kingdom: Are universities ‘banning the box’?","authors":"Charlotte Brooks","doi":"10.5456/wpll.25.1.72","DOIUrl":"https://doi.org/10.5456/wpll.25.1.72","url":null,"abstract":"In response to the introduction of the Data Protection Act (2018), the Universities and Colleges Admissions Service (UCAS) no longer require applicants to non-regulated degrees to disclose unspent convictions on their university applications. The UCAS application represents just one stage of the admissions process, but there are other stages where applicants′ criminal history information can be requested. This paper reports the findings from an analysis of 143 university criminal record policies to explore if, how and why applicants′ disclosures are used within the undergraduate admissions process. Findings indicate that 103 institutions continue to make it compulsory for applicants to non-regulated degrees to disclose their unspent criminal record. This requirement has the potential to create challenges for a substantial proportion of the population, should they decide to apply to university. University policies often justify the use of compulsory criminal record disclosures to support `safeguarding procedures´ or as part of their ???duty of care towards staff and students???. Yet university policies provide no evidence or explanation to suggest that asking applicants to self-disclose their unspent criminal records effectively supports these aims. Consequently, this paper calls into question the rationalities universities use to justify their practices towards applicants with criminal records.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037217","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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