Since the end of the 20th century, China has experienced a boom in higher education. By 2021, China’s gross enrolment rate in higher education will reach 57.8%, entering a phase of universal access. In this paper, the author examined the main features of change over the past 30 years, namely massification, decentralisation and marketisation, and internationalisation, and analysed the driving factors from political, economic and cultural perspectives. In addition, along with development, higher education in China has faced several problems. While the most frequently cited problem is the lack of financial support, inequality, social stratification, and low employment rates are prominent issues analysed in detail in this paper.
{"title":"Analysis of Major Changes in Chinese Higher Education in past 30 Years","authors":"Siyu Gao","doi":"10.22158/wjer.v10n3p50","DOIUrl":"https://doi.org/10.22158/wjer.v10n3p50","url":null,"abstract":"Since the end of the 20th century, China has experienced a boom in higher education. By 2021, China’s gross enrolment rate in higher education will reach 57.8%, entering a phase of universal access. In this paper, the author examined the main features of change over the past 30 years, namely massification, decentralisation and marketisation, and internationalisation, and analysed the driving factors from political, economic and cultural perspectives. In addition, along with development, higher education in China has faced several problems. While the most frequently cited problem is the lack of financial support, inequality, social stratification, and low employment rates are prominent issues analysed in detail in this paper.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43476512","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 recent years, more and more scholars have noticed the important role of cultural teaching in international Chinese teaching. The development of culture teaching, its relationship with language teaching, and the training of native teachers are the focus and difficulty of current research. This study explored the views of 51 young Confucius Institute volunteers from different continents on the current situation of cultural teaching, analyzed the content of cultural teaching, students’ feedback on cultural teaching, and teachers’ and students’ views on localized teachers, and put forward the corresponding feasible strategies to provide some reference for the construction and development of Confucius Institutes.
{"title":"The Possible Way of Developing Cultural Education in Confucius Institutes Based on the Questionnaire Method","authors":"W. Yumeng","doi":"10.22158/wjer.v10n3p40","DOIUrl":"https://doi.org/10.22158/wjer.v10n3p40","url":null,"abstract":"In recent years, more and more scholars have noticed the important role of cultural teaching in international Chinese teaching. The development of culture teaching, its relationship with language teaching, and the training of native teachers are the focus and difficulty of current research. This study explored the views of 51 young Confucius Institute volunteers from different continents on the current situation of cultural teaching, analyzed the content of cultural teaching, students’ feedback on cultural teaching, and teachers’ and students’ views on localized teachers, and put forward the corresponding feasible strategies to provide some reference for the construction and development of Confucius Institutes.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45107442","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 All-White world of children’s books” (Larrick, 1965) is still mainly White and heavily skewed in one direction. Black children are either entirely absent from the books or misrepresented in the stories. Although there has been a notable increase in publishing African American books over the past several years, “characters of color are [often] limited to the townships of occasional historical books that concern themselves with the legacies of civil rights and slavery” (Myers, 2014). These characters “are never given a pass card to traverse the lands of adventure, curiosity, imagination or personal growth” (Myers, 2014). With a focus on African American Young Adult books, in this paper, we show how Natural Language Processing (NLP) and sentiment analysis can be used as alternate tools to identify emotional patterns in diverse YA novels. We follow the approach for emotion analysis suggested by Mohammad (2012) and use manually created lexicons that contain Plutchik’s eight basic emotions. Also, we measure how the use of the emotion words changes through the course of our selected books and demonstrate the flow of the basic eight emotions as well as the sentiment associated with the emotion words in the sample books.
{"title":"What Emotions Jason Reynolds’ Young Adult Novels Convey? A Sentiment Analysis","authors":"T. M. Haghanikar, Elena Filatova","doi":"10.22158/wjer.v10n3p1","DOIUrl":"https://doi.org/10.22158/wjer.v10n3p1","url":null,"abstract":"“The All-White world of children’s books” (Larrick, 1965) is still mainly White and heavily skewed in one direction. Black children are either entirely absent from the books or misrepresented in the stories. Although there has been a notable increase in publishing African American books over the past several years, “characters of color are [often] limited to the townships of occasional historical books that concern themselves with the legacies of civil rights and slavery” (Myers, 2014). These characters “are never given a pass card to traverse the lands of adventure, curiosity, imagination or personal growth” (Myers, 2014). With a focus on African American Young Adult books, in this paper, we show how Natural Language Processing (NLP) and sentiment analysis can be used as alternate tools to identify emotional patterns in diverse YA novels. We follow the approach for emotion analysis suggested by Mohammad (2012) and use manually created lexicons that contain Plutchik’s eight basic emotions. Also, we measure how the use of the emotion words changes through the course of our selected books and demonstrate the flow of the basic eight emotions as well as the sentiment associated with the emotion words in the sample books.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41974557","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}
Many researchers worldwide have acknowledged the importance of teachers’ attitudes towards Inclusive Education (IE). The main objective of this research is to explore factors influencing teachers’ attitudes towards IE. A total of 439 in-service teachers working under the Ministry of Education and 305 pre-service teachers studying at the Universities of Education in Myanmar were included in this study. The results indicated that both pre-service and in-service teachers showed somewhat positive attitudes towards inclusion. Nevertheless, in-service teachers showed more positive attitudes towards including Children with Disabilities (CWDs) than pre-service teachers. Besides, their attitudes towards inclusive education were predicted directly and indirectly by familiarity with IE policies, having contact with disabilities, having knowledge about IE, type of disability, and availability of support. Therefore, this study recommended comprehensive IE courses and hands-on experiences at the teacher training colleges and universities to develop the knowledge and skill needed to mainstream CWDs to foster inclusiveness.
{"title":"Factors Influencing Teachers’ Attitudes Towards Inclusive Education in Myanmar","authors":"Pan Su Aung, R. Sakurai","doi":"10.22158/wjer.v10n3p24","DOIUrl":"https://doi.org/10.22158/wjer.v10n3p24","url":null,"abstract":"Many researchers worldwide have acknowledged the importance of teachers’ attitudes towards Inclusive Education (IE). The main objective of this research is to explore factors influencing teachers’ attitudes towards IE. A total of 439 in-service teachers working under the Ministry of Education and 305 pre-service teachers studying at the Universities of Education in Myanmar were included in this study. The results indicated that both pre-service and in-service teachers showed somewhat positive attitudes towards inclusion. Nevertheless, in-service teachers showed more positive attitudes towards including Children with Disabilities (CWDs) than pre-service teachers. Besides, their attitudes towards inclusive education were predicted directly and indirectly by familiarity with IE policies, having contact with disabilities, having knowledge about IE, type of disability, and availability of support. Therefore, this study recommended comprehensive IE courses and hands-on experiences at the teacher training colleges and universities to develop the knowledge and skill needed to mainstream CWDs to foster inclusiveness.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44581386","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}
Patricia Briscoe, O. M. Aiwuyo, Oselumese B. Iwuagwu
In many developing countries Performance-Based Pay rewards (PBP) are a solution for improving teacher motivation. This study tested examines how teachers in Edo State, Nigeria felt about monetary incentives to increase job performance. Random sampling was used selecting a 20% sample of 164 of 820 teachers. Participants completed a questionnaire, and the data were analyzed using the Pearson Product Moment Correlation Coefficient. The study confirms no significant relationship between monetary incentives and teacher performance. Some possible explanations are provided and conclude that the use of monetary incentives in education in the state of Edo, Nigeria should be further reviewed.
{"title":"The (Non) Influence of Monetary Incentives on Teacher Job Performance in Edo Central Senatorial District, Nigeria","authors":"Patricia Briscoe, O. M. Aiwuyo, Oselumese B. Iwuagwu","doi":"10.22158/wjer.v10n2p101","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p101","url":null,"abstract":"In many developing countries Performance-Based Pay rewards (PBP) are a solution for improving teacher motivation. This study tested examines how teachers in Edo State, Nigeria felt about monetary incentives to increase job performance. Random sampling was used selecting a 20% sample of 164 of 820 teachers. Participants completed a questionnaire, and the data were analyzed using the Pearson Product Moment Correlation Coefficient. The study confirms no significant relationship between monetary incentives and teacher performance. Some possible explanations are provided and conclude that the use of monetary incentives in education in the state of Edo, Nigeria should be further reviewed.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44213522","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 archaeological achievements of Sanxingdui culture excavation have been reported frequently. Each stage of Sanxindui excavation progress can attract the attention of the world and become the “top stream” of archaeology. The ancient Shu civilization, represented by Sanxingdui, has constantly collided, exchanged, integrated and learned from the outside world, and has become an important historical witness of the pluralistic, inclusive and continuous Chinese civilization. The numerous unprecedented artifacts newly discovered by Sanxingdui archaeology provide excellent research materials for exploring the origin of ancient Shu civilization. This paper briefly combines the course of Sanxingdui archaeological discovery, which helps readers deeply comprehends the cultural connotation hidden behind it, and then studies the significance of Sanxingdui culture to Bashu culture and Chinese civilization. The purpose is to follow the trend and put forward new methods and paths for the development of Sanxingdui culture, promote the innovative development of Sanxingdui culture at home and abroad.
{"title":"On the Research and Innovation of Sanxingdui Culture","authors":"Mou Xilin, HE Liya, Jia Zhaoyang, Rao Guohui","doi":"10.22158/wjer.v10n2p91","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p91","url":null,"abstract":"The archaeological achievements of Sanxingdui culture excavation have been reported frequently. Each stage of Sanxindui excavation progress can attract the attention of the world and become the “top stream” of archaeology. The ancient Shu civilization, represented by Sanxingdui, has constantly collided, exchanged, integrated and learned from the outside world, and has become an important historical witness of the pluralistic, inclusive and continuous Chinese civilization. The numerous unprecedented artifacts newly discovered by Sanxingdui archaeology provide excellent research materials for exploring the origin of ancient Shu civilization. This paper briefly combines the course of Sanxingdui archaeological discovery, which helps readers deeply comprehends the cultural connotation hidden behind it, and then studies the significance of Sanxingdui culture to Bashu culture and Chinese civilization. The purpose is to follow the trend and put forward new methods and paths for the development of Sanxingdui culture, promote the innovative development of Sanxingdui culture at home and abroad.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48844278","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}
With the help of Cite Space software and data statistical analysis tools, the research employed bibliometric method and co-word analysis method to analyze the research on physical education curriculum in Chinese colleges and universities, which was included in CNKI from January 1, 1984 to December 31, 2022, in order to grasp the characteristics of its temporal distribution, research power, and hot topics. The findings showed that the research on physical education curriculum in Chinese colleges and universities had gone through a slow formation period, an initial growth period, a rapid growth period, and is currently in a mature and stable period in terms of temporal distribution. However, in terms of research power, there were lack of high-impact research institutions and researchers in China. Furthermore, the hot topics mainly focus on the reform of the physical education curriculum, teaching reform, ideological and political education, and resources in the physical education curriculum of the colleges and universities. Therefore, the research suggests that the further research is required to expand the ideas, methods, breadth, and depth, in order to promote the comprehensive and in-depth reformation and development of physical education curriculum practice in Chinese colleges and universities.
{"title":"Analysis of Temporal Distribution, Research Power and Hot Topics of Physical Education Curriculum Research in Chinese Colleges and Universities","authors":"Tingting Zeng","doi":"10.22158/wjer.v10n2p79","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p79","url":null,"abstract":"With the help of Cite Space software and data statistical analysis tools, the research employed bibliometric method and co-word analysis method to analyze the research on physical education curriculum in Chinese colleges and universities, which was included in CNKI from January 1, 1984 to December 31, 2022, in order to grasp the characteristics of its temporal distribution, research power, and hot topics. The findings showed that the research on physical education curriculum in Chinese colleges and universities had gone through a slow formation period, an initial growth period, a rapid growth period, and is currently in a mature and stable period in terms of temporal distribution. However, in terms of research power, there were lack of high-impact research institutions and researchers in China. Furthermore, the hot topics mainly focus on the reform of the physical education curriculum, teaching reform, ideological and political education, and resources in the physical education curriculum of the colleges and universities. Therefore, the research suggests that the further research is required to expand the ideas, methods, breadth, and depth, in order to promote the comprehensive and in-depth reformation and development of physical education curriculum practice in Chinese colleges and universities.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623413","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}
Education plays a pivotal role in promoting gender equality and Early Childhood Education (ECE) is fast emerging as a new frontier to achieve this. The Nordic countries lead the pack in advancing gender equality in ECE, setting an exemplary standard for other nations. On one hand, they have included gender mainstreaming in their policies and regulations regarding ECE. By using Gender Equality Planning and Gender certificates, they ensure that gender equality is integral to ECE at the institutional level. On the other hand, the Nordic countries have also systematically advanced gender equality in ECE from various perspectives. They have done this by improving gender balance in the teaching workforce, integrating gender equality education into teacher training programs, and providing gender equality education in kindergarten settings. These experiences offer valuable insights for countries worldwide aiming to promote gender equality in the ECE stage.
{"title":"Promoting Gender Equality in Early Childhood Education: Lessons from the Nordic Countries","authors":"Xiaoying Zeng","doi":"10.22158/wjer.v10n2p63","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p63","url":null,"abstract":"Education plays a pivotal role in promoting gender equality and Early Childhood Education (ECE) is fast emerging as a new frontier to achieve this. The Nordic countries lead the pack in advancing gender equality in ECE, setting an exemplary standard for other nations. On one hand, they have included gender mainstreaming in their policies and regulations regarding ECE. By using Gender Equality Planning and Gender certificates, they ensure that gender equality is integral to ECE at the institutional level. On the other hand, the Nordic countries have also systematically advanced gender equality in ECE from various perspectives. They have done this by improving gender balance in the teaching workforce, integrating gender equality education into teacher training programs, and providing gender equality education in kindergarten settings. These experiences offer valuable insights for countries worldwide aiming to promote gender equality in the ECE stage.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247702","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}
Based on the effective teaching of primary school English class, this paper starts from studying the application of emotion attitude goal in class, and relies on the human-oriented version of primary school English textbook to discuss how primary school English teachers adopt effective teaching strategies to organize and implement English teaching activities, so as to achieve the goal of “emotion attitude and values” in English teaching. This paper explains the significance of realizing “emotion, attitude and value” in primary school English classroom and how to excavate emotion elements in English textbooks so as to effectively realize the three-dimensional goal of primary school English teaching. By studying the current status of primary school English teaching and existing problems, this paper points out that teachers should update their teaching concepts in time, and discuss and explore the aspects of lesson preparation, class, teaching test evaluation and so on around the theory of “unit integrated design”, so as to improve the efficiency of class and promote students’ emotions, attitudes and values while grasping knowledge. At the same time, the author emphasizes classroom practice, timely reflection after class and timely adjustment of the taught content so as to achieve the ultimate goal of “emotion, attitude and values”.
{"title":"The Development and Application of Emotion and Values in Primary School","authors":"Liu Li, Su Xiangyun","doi":"10.22158/wjer.v10n2p55","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p55","url":null,"abstract":"Based on the effective teaching of primary school English class, this paper starts from studying the application of emotion attitude goal in class, and relies on the human-oriented version of primary school English textbook to discuss how primary school English teachers adopt effective teaching strategies to organize and implement English teaching activities, so as to achieve the goal of “emotion attitude and values” in English teaching. This paper explains the significance of realizing “emotion, attitude and value” in primary school English classroom and how to excavate emotion elements in English textbooks so as to effectively realize the three-dimensional goal of primary school English teaching. By studying the current status of primary school English teaching and existing problems, this paper points out that teachers should update their teaching concepts in time, and discuss and explore the aspects of lesson preparation, class, teaching test evaluation and so on around the theory of “unit integrated design”, so as to improve the efficiency of class and promote students’ emotions, attitudes and values while grasping knowledge. At the same time, the author emphasizes classroom practice, timely reflection after class and timely adjustment of the taught content so as to achieve the ultimate goal of “emotion, attitude and values”.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46886638","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 are going to need skills for employment including: self-reflection, and cognitive skills, such as critical thinking, flexibility and creativity. Consequently, teachers need to provide opportunities for students to develop these skills in the classroom. Within teaching requirements, teachers have to be creative, and innovative. We propose that by implementing cross-cultural communication projects based on the revised version of Bloom’s taxonomy, teachers can offer students opportunities to improve skills needed for employment in the future. In this study, we implemented a project with tasks and outcomes based on Bloom’s taxonomy. The aim was to provide a clear structure for students to gather new knowledge whilst encouraging the further processing of this knowledge and critical reflection. To accomplish the tasks, students used English as a common communication instrument. Using BT gave a theoretical foundation to the tasks through which the data could be examined. The data shows using Bloom’s Taxonomy provided a way for students to strengthen cognitive skills and complete the tasks given. This study suggests cross-cultural projects combined with BT can be a powerful tool in helping students prepare for future employment.
{"title":"Promoting Higher Order Thinking Skills in a Cross-Cultural Communication Project","authors":"Kate J. M. Sato, Birte Horn","doi":"10.22158/wjer.v10n2p39","DOIUrl":"https://doi.org/10.22158/wjer.v10n2p39","url":null,"abstract":"Students are going to need skills for employment including: self-reflection, and cognitive skills, such as critical thinking, flexibility and creativity. Consequently, teachers need to provide opportunities for students to develop these skills in the classroom. Within teaching requirements, teachers have to be creative, and innovative. We propose that by implementing cross-cultural communication projects based on the revised version of Bloom’s taxonomy, teachers can offer students opportunities to improve skills needed for employment in the future. In this study, we implemented a project with tasks and outcomes based on Bloom’s taxonomy. The aim was to provide a clear structure for students to gather new knowledge whilst encouraging the further processing of this knowledge and critical reflection. To accomplish the tasks, students used English as a common communication instrument. Using BT gave a theoretical foundation to the tasks through which the data could be examined. The data shows using Bloom’s Taxonomy provided a way for students to strengthen cognitive skills and complete the tasks given. This study suggests cross-cultural projects combined with BT can be a powerful tool in helping students prepare for future employment.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44666747","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}