Pub Date : 2017-03-31DOI: 10.19030/CIER.V10I2.9923
M. Alsaeed
During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop students’ learning of algebra. The participant’s teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States. The study found that the Internet’s function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction.
{"title":"Using the Internet in Teaching Algebra to Middle School Students: A Study of Teacher Perspectives and Attitudes.","authors":"M. Alsaeed","doi":"10.19030/CIER.V10I2.9923","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9923","url":null,"abstract":"During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop students’ learning of algebra. The participant’s teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States. The study found that the Internet’s function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"38 1","pages":"121-136"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90744905","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9913
Wei-Ting Huang, H. Ho
Taiwan’s teacher training system currently faces a serious disorder. The excessive number of teacher education programs being set up in universities by the Ministry of Education has dramatically increased the number of teachers. The situation, coupled with the country of low birth rate and high retirement age, brings about fewer teaching vacancies than the number of available teachers. The over-expansion of universities has resulted in a situation that almost every secondary school graduate can access higher education institutions, which subsequently produce a great number of graduates, far exceeding the vacancies in the workplace. This plus with the recent economic recession intensifies competition among individuals hunting for jobs. Thus, it is imperative to identify the ideal jobs for graduates, and the first step is figuring out the main determinants for selecting jobs and the relative importance of these determinants. A self-developed questionnaire was administered to 200 education major graduates in Taiwan. The result indicated that high job stability was perceived to be the most important factor among participants. Also, the education students considered school teacher or administrator to be the ideal jobs.
{"title":"Selection Determinants in Education Major Graduates Occupations.","authors":"Wei-Ting Huang, H. Ho","doi":"10.19030/CIER.V10I2.9913","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9913","url":null,"abstract":"Taiwan’s teacher training system currently faces a serious disorder. The excessive number of teacher education programs being set up in universities by the Ministry of Education has dramatically increased the number of teachers. The situation, coupled with the country of low birth rate and high retirement age, brings about fewer teaching vacancies than the number of available teachers. The over-expansion of universities has resulted in a situation that almost every secondary school graduate can access higher education institutions, which subsequently produce a great number of graduates, far exceeding the vacancies in the workplace. This plus with the recent economic recession intensifies competition among individuals hunting for jobs. Thus, it is imperative to identify the ideal jobs for graduates, and the first step is figuring out the main determinants for selecting jobs and the relative importance of these determinants. A self-developed questionnaire was administered to 200 education major graduates in Taiwan. The result indicated that high job stability was perceived to be the most important factor among participants. Also, the education students considered school teacher or administrator to be the ideal jobs.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"1 1","pages":"77-86"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89642040","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9922
M. Mann
In the 21 st Century, Educators are called to thinking in broader terms about the purpose of technology in engaging learners to work on tasks that are meaningful to them. Through technology, as described in this paper, the researcher has attempted to broaden student engagement level by developing a more engaging online game framework. The research attempted to increase engagement by modifying a less goal oriented maze game into a sporting challenge called Downhill Skier. In creating simulation software for the individual sport of downhill skiing, the Downhill Skier app was developed using the elm programming language. Since Elm is a relatively easy programming language to learn, Elm code can be modified and shaped to ones intended purpose. Using the EGameFlow Survey, an instrument that has been tested for internal and external validity, the research demonstrated that engagement levels were increased, in seven of the eight categories that EGameFlow measures, by changing the nature of the game from a maze walk through into an e-sport challenge.
{"title":"Increasing Student Motivation to Learn by Making Computer Game Technology More Engaging: Measurable Outcomes That Determine Success.","authors":"M. Mann","doi":"10.19030/CIER.V10I2.9922","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9922","url":null,"abstract":"In the 21 st Century, Educators are called to thinking in broader terms about the purpose of technology in engaging learners to work on tasks that are meaningful to them. Through technology, as described in this paper, the researcher has attempted to broaden student engagement level by developing a more engaging online game framework. The research attempted to increase engagement by modifying a less goal oriented maze game into a sporting challenge called Downhill Skier. In creating simulation software for the individual sport of downhill skiing, the Downhill Skier app was developed using the elm programming language. Since Elm is a relatively easy programming language to learn, Elm code can be modified and shaped to ones intended purpose. Using the EGameFlow Survey, an instrument that has been tested for internal and external validity, the research demonstrated that engagement levels were increased, in seven of the eight categories that EGameFlow measures, by changing the nature of the game from a maze walk through into an e-sport challenge.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"53 1","pages":"117-120"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72723142","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9921
George R. Buch, C. B. Warren
August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the “flipped” classroom. This paper presents the need for, and the methodology of the flipped classroom, results of questionnaires on student perceptions, as well as quantitative data on student performance.
{"title":"The Flipped Classroom: Implementing Technology To Aid In College Mathematics Student’s Success","authors":"George R. Buch, C. B. Warren","doi":"10.19030/CIER.V10I2.9921","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9921","url":null,"abstract":"August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the “flipped” classroom. This paper presents the need for, and the methodology of the flipped classroom, results of questionnaires on student perceptions, as well as quantitative data on student performance.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"220 11 1","pages":"109-116"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90764796","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9924
C. Hart, T. Plemmons, K. Stulz, Margaret E. Vroman
A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and qualitative data were collected, analysed and presented to the AQIP Task Force. The audit was a win-win opportunity for the students and broader university community. University leadership learned about communication strengths and opportunities within the organization and received recommendations on ways to strengthen communication in the areas of communication channels, information flow, and feedback. As a result, the Task Force implemented tools and processes to enhance communication within the University. The audit also provided MBA students with an opportunity to connect classroom theory with workplace practice. As a result of this service-learning project, students acquired knowledge about organizational communication, worked collaboratively with University employees and practiced communication skills as they developed and defended decisions and recommendations.
{"title":"Auditing Communication Effectiveness in Higher Education: A Team-Based Study by MBA Students","authors":"C. Hart, T. Plemmons, K. Stulz, Margaret E. Vroman","doi":"10.19030/CIER.V10I2.9924","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9924","url":null,"abstract":"A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and qualitative data were collected, analysed and presented to the AQIP Task Force. The audit was a win-win opportunity for the students and broader university community. University leadership learned about communication strengths and opportunities within the organization and received recommendations on ways to strengthen communication in the areas of communication channels, information flow, and feedback. As a result, the Task Force implemented tools and processes to enhance communication within the University. The audit also provided MBA students with an opportunity to connect classroom theory with workplace practice. As a result of this service-learning project, students acquired knowledge about organizational communication, worked collaboratively with University employees and practiced communication skills as they developed and defended decisions and recommendations.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"2015 1","pages":"137-158"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869173","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9925
J. F. Sanford, Jaideep T. Naidu
The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced level such as high school or early college.
{"title":"Mathematical Modeling And Computational Thinking","authors":"J. F. Sanford, Jaideep T. Naidu","doi":"10.19030/CIER.V10I2.9925","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9925","url":null,"abstract":"The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced level such as high school or early college.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"5 1","pages":"158-168"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90070500","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9919
Merav Efrat
Insufficient physical activity during the elementary school years has been associated with a number of health problems (Strong et al., 2006). During the school day, the recess period provides the greatest opportunity for children to engage in physical activity (Robert Wood Johnson, 2007). Nonetheless, most children spend the majority of their recess time in active. One strategy for increased physical activity during recess is to develop related interventions that reinforce physical activity from the school itself. While some research studies have identified modifiable factors, research suggests that a greater level of physical activity self-efficacy is the strongest predictor of increased physical activity among elementary-aged children (Coakley, & White, 1992; Mulvihill, Rivers, & Aggleton, 2000; Trost, Pate, Saunders, Ward, Dowda, & Felton, 1997; Trost, 1999; Zakarian et al., 1994). Research suggests that strong influences on this age group include a teacher’s encouragement and competent adult modeling (Chase 1995, Lirgg & Feltz, 1991; Trost et al. 2003). The purpose of this study is to compare whether a teacher’s encouragement alone and modeling by a competent adult alone influence children’s recess time physical activity self-efficacy. In our study, this construct is measured through barrier self-efficacy (adult encouragement and other) and task self-efficacy (light, moderate, and vigorous). One hundred sixty-one students were assigned randomly to one of three groups: 1) modeling 2) encouragement, and 3) comparison. We collected pretreatment and posttreatment self-efficacy data as well. There was no significant interaction between the treatment and gender on self-efficacy. However, there was a significant main effect detected for treatment on adult encouragement barrier self-efficacy. Findings suggest that when teachers encourage children to be active, they may internalize the encouragement and become less dependent on external sources of encouragement to motivate them to be active during recess.
{"title":"Exploring Strategies That Influence Children’s Physical Activity Self-Efficacy","authors":"Merav Efrat","doi":"10.19030/CIER.V10I2.9919","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9919","url":null,"abstract":"Insufficient physical activity during the elementary school years has been associated with a number of health problems (Strong et al., 2006). During the school day, the recess period provides the greatest opportunity for children to engage in physical activity (Robert Wood Johnson, 2007). Nonetheless, most children spend the majority of their recess time in active. One strategy for increased physical activity during recess is to develop related interventions that reinforce physical activity from the school itself. While some research studies have identified modifiable factors, research suggests that a greater level of physical activity self-efficacy is the strongest predictor of increased physical activity among elementary-aged children (Coakley, & White, 1992; Mulvihill, Rivers, & Aggleton, 2000; Trost, Pate, Saunders, Ward, Dowda, & Felton, 1997; Trost, 1999; Zakarian et al., 1994). Research suggests that strong influences on this age group include a teacher’s encouragement and competent adult modeling (Chase 1995, Lirgg & Feltz, 1991; Trost et al. 2003). The purpose of this study is to compare whether a teacher’s encouragement alone and modeling by a competent adult alone influence children’s recess time physical activity self-efficacy. In our study, this construct is measured through barrier self-efficacy (adult encouragement and other) and task self-efficacy (light, moderate, and vigorous). One hundred sixty-one students were assigned randomly to one of three groups: 1) modeling 2) encouragement, and 3) comparison. We collected pretreatment and posttreatment self-efficacy data as well. There was no significant interaction between the treatment and gender on self-efficacy. However, there was a significant main effect detected for treatment on adult encouragement barrier self-efficacy. Findings suggest that when teachers encourage children to be active, they may internalize the encouragement and become less dependent on external sources of encouragement to motivate them to be active during recess.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"4 1","pages":"87-94"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86071995","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 : 2017-03-31DOI: 10.19030/CIER.V10I2.9920
Yoram Neumann, Edith F. Neumann, S. Lewis
This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a wide range of educational effectiveness indicators for online master degree programs. Meaningful improvement in educational effectiveness was validated by the study. The importance of the first course's predictors in predicting and explaining the various degree program educational effectiveness indicators was also very instrumental. The theoretical and practical implications of the study's findings for online faculty, university administrators, and policy makers were examined.
{"title":"The Robust Learning Model With A Spiral Curriculum: Implications For For TThe Educational EffectivenessOfOf Online Master Degree Programs","authors":"Yoram Neumann, Edith F. Neumann, S. Lewis","doi":"10.19030/CIER.V10I2.9920","DOIUrl":"https://doi.org/10.19030/CIER.V10I2.9920","url":null,"abstract":"This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a wide range of educational effectiveness indicators for online master degree programs. Meaningful improvement in educational effectiveness was validated by the study. The importance of the first course's predictors in predicting and explaining the various degree program educational effectiveness indicators was also very instrumental. The theoretical and practical implications of the study's findings for online faculty, university administrators, and policy makers were examined.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"38 1","pages":"95-108"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85301281","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 : 2017-01-24DOI: 10.19030/CIER.V10I1.9894
Y. Neumann, Edith F. Neumann, S. Lewis
The main focus of this study was the assessment performed by recent alumni as an important component of online degree program outcomes assessment. A model of components of the online learning environment was developed and tested to predictive various levels of educational outcomes of online degree programs separately for bachelor and master degree programs' alumni. The educational outcomes include direct educational outcomes and attributed educational outcomes. The model was then validated in predicting summative outcomes assessment. The model played an important role in understanding degree program's online educational outcomes and its predictive validity across all outcomes and degree levels is very high. The alum assessment of the quality of the learning model was found to be the most dominant predictor of educational outcomes for all assessment criteria and for all levels of degree programs. Finally, the explanations and implications of these findings were discussed.
{"title":"The Assessment Of Online Degree Programs: Lessons From Recent Alumni","authors":"Y. Neumann, Edith F. Neumann, S. Lewis","doi":"10.19030/CIER.V10I1.9894","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9894","url":null,"abstract":"The main focus of this study was the assessment performed by recent alumni as an important component of online degree program outcomes assessment. A model of components of the online learning environment was developed and tested to predictive various levels of educational outcomes of online degree programs separately for bachelor and master degree programs' alumni. The educational outcomes include direct educational outcomes and attributed educational outcomes. The model was then validated in predicting summative outcomes assessment. The model played an important role in understanding degree program's online educational outcomes and its predictive validity across all outcomes and degree levels is very high. The alum assessment of the quality of the learning model was found to be the most dominant predictor of educational outcomes for all assessment criteria and for all levels of degree programs. Finally, the explanations and implications of these findings were discussed.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"32 1","pages":"67-76"},"PeriodicalIF":0.0,"publicationDate":"2017-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85951160","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 : 2016-12-22DOI: 10.19030/CIER.V10I1.9876
Ross A. Malaga, Nicole Koppel
The use of video to deliver content to students online has become increasingly popular. However, educators are often plagued with the question of which format to use to deliver asynchronous video material. Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for his or her course, this research presents a comparison of various video formats that can be applied to online education and provides guidance in which one to select.
{"title":"A Comparison Of Video Formats For Online Teaching","authors":"Ross A. Malaga, Nicole Koppel","doi":"10.19030/CIER.V10I1.9876","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9876","url":null,"abstract":"The use of video to deliver content to students online has become increasingly popular. However, educators are often plagued with the question of which format to use to deliver asynchronous video material. Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for his or her course, this research presents a comparison of various video formats that can be applied to online education and provides guidance in which one to select.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"14 1","pages":"7-12"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89326216","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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