European Journal of Social & Behavioural Sciences最新文献_第4页

Indicators for Assessing Children from Socially At-risk Families 评估社会风险家庭儿童的指标

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/EJSBS.218

E. Mydlíková

{"title":"Indicators for Assessing Children from Socially At-risk Families","authors":"E. Mydlíková","doi":"10.15405/EJSBS.218","DOIUrl":"https://doi.org/10.15405/EJSBS.218","url":null,"abstract":"The connection between a socially dysfunctional family and a child`s failure at school is a frequent phenomenon well-known by teachers. The objective of the three-year long research (2014-2016) was to identify the level of similarities as well as differences in the field of assessment of at risk families based on theoretical concepts of chosen systemic models of family functionality and the usual practices in family situation assessment by those working in social and legal children`s protection. This article presents only a part of the research, which emphasizes the role played by school, a child`s behavior at school and school employees in assessing family functionality. The essential research question is “What are the significant for assessing a family’s social risk rate by children’s social and legal protection workers? Grounded Theory was chosen as the qualitative research design. To achieve a high level of objectiveness, the researcher cooperated with representatives of various sectors: State (offices of labor, social affairs and families), town and village municipalities as well as NGOs which provided altogether 58 participants. The premise of this study is that once social workers are informed about problems in a child`s family, they can immediately contact a school headmaster and a class teacher. In the phase of assessing the risk level of children and their family, the school is in the optimal position to prevent many crises or even fatal situations that may befall the child as the school can inform the social workers of the symptoms (e.g. truancy, violent behavior, improper/inadequately sized seasonal clothes, missing school tools and study materials, disinterested parents) In the social intervention phase, professional school employees can cooperate with social workers to reduce the negative effects of family dysfunctionality on children. ∗ Corresponding author. Tel.: +421-907-154601; E-mail address: eva.mydlikova@truni.sk; ena@tenenet.sk eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2469 © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126914496","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}

引用次数: 2

The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output. 外语中的母语:对俄语第二语言学习者输出错误发生率的分析。

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-12 DOI: 10.15405/EJSBS.210

Rafael Filiberto Forteza Fernández, L. Korneeva

{"title":"The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output.","authors":"Rafael Filiberto Forteza Fernández, L. Korneeva","doi":"10.15405/EJSBS.210","DOIUrl":"https://doi.org/10.15405/EJSBS.210","url":null,"abstract":"Based on Selinker’s hypothesis of five psycholinguistic processes shaping interlanguage (1972), the paper focuses attention on the Russian L2-learners’ overreliance on the L1 as the main factor hindering their development. The research problem is, therefore, the high incidence of L1 transfer in the spoken and written English language output of Russian learners as an EFL issue largely ignored, and the research question, how much these learners’ dependence on the L1 affect their interlanguage (IL) development. The objectives are to offer an account of Russian L2 learners’ interlingual error incidence in free output, the L2 areas these error affects the most, and the effect of non-traditional remedial work in IL development. Thirty students out of a cohort of 123 were chosen for the study because of their little progress in the FL and later divided into two groups depending on their time of English-only L2 instruction. Their L2 spoken and written samples were used to determine their communication strategies and the output areas they affect the most. The study shows that time under L2-learning through the L2 does not modify significantly the students learning and communication strategies historically acquired through transfer of learning. The comparison with similar data from Spanish-speaking students, classroom observation, and introspection reveal the students use three L1based strategies to cope with L2 communication demands. These strategies are so closely connected with their beliefs and language practices that non-traditional remedial work is ineffective unless the students understand the nature of their problems and willingly engage in overcoming them. © 2017 Published by Future Academy www.FutureAcademy.org.uk ∗ Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . E-mail address: rafaelforteza@gmail.com http://dx.doi.org/10.15405/ejsbs.210 eISSN: 2301-2218 / Corresponding Author: Rafael Filiberto Forteza Fernandez Selection & Peer-review under responsibility of the Editors 2363","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129044531","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}

引用次数: 5

Factors Affecting Self-Reported Pain in Children receiving Dental Treatment 影响接受牙科治疗儿童自我报告疼痛的因素

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-12 DOI: 10.15405/ejsbs.215

F. A. E. Hendawy, S. Mahmoud

{"title":"Factors Affecting Self-Reported Pain in Children receiving Dental Treatment","authors":"F. A. E. Hendawy, S. Mahmoud","doi":"10.15405/ejsbs.215","DOIUrl":"https://doi.org/10.15405/ejsbs.215","url":null,"abstract":"The aim of the current study is to investigate the ability of self-reported pain tools to help dentists during pederatic patient managment and to determine the effect of different interpersonal and treatment variables as well as the level of dental anxiety on a child’s self-report pain and change after dental injection procedure. A randomized multicenter two arms clinical trial was conducted with a total of fifty children who were enrolled and divded into two groups (n = 25). The mean Group I age was 7.99 ± 0.81 and was randomly selected from pedodontics clinics at the faculty of dentistry (October 6 university, Egypt); Group II’s mean age was 7.73 ± 0.60 and was randomly selected from outpatient Tanta governmental hospitals. The tools used in the current research were personal interview, dental operator questionnaire, Venham picture test, Visual analogue scale and Wong Baker faces pain scale. İt was concluded that self reported pain in children is a relevant tool that can be used successfully for assessment of dental pain which can help dental practitioners deliver effective treatment. The most powerful factors which influence self-reported pain are age, previous positive dental experience and level of dental anxiety. This study will enable dental practioners to empathise with and deal successfully with children undergoing dental procedures. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121452970","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}

引用次数: 0

The Effects of Smart Board Applications on Students’ Attitudes in Pattern-Making Teaching 智能板应用对学生制版教学态度的影响

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-12 DOI: 10.15405/EJSBS.213

F. Gursoy, Nadir Çeliköz

{"title":"The Effects of Smart Board Applications on Students’ Attitudes in Pattern-Making Teaching","authors":"F. Gursoy, Nadir Çeliköz","doi":"10.15405/EJSBS.213","DOIUrl":"https://doi.org/10.15405/EJSBS.213","url":null,"abstract":"The aim of this study is to determine the effects of Synchronous E-learning Applications and Face-to-face Teaching based on Smart Board on students' attitudes in Pattern-Making Teaching which is one of the fundamental courses in fashion design and clothing education. Hence, this paper seeks to answer the question “Do Synchronous E-learning Applications and Face-to-face Teaching based on Smart Board affect students' attitudes in Pattern-Making Teaching?” In this study, a pretest posttest control group design was used on 51 students. An attitude scale developed by the researchers was applied. In Pattern-Making teaching, the first Experiment group was taught through Face-to-face Teaching based on Smart Board, while the second Experiment group was taught through Synchronous E-learning based on Smart Board. The Control group was taught through Traditional Teaching methods. The Kruskal Wallis-H Test was applied to identify the difference between the groups. The Mann Whitney-U Test was performed for binary comparisons to test for significant differences according to test results. A significant correlation was found at 0.001 level in the results. Smart Board applications were observed to generate more positive attitudes in the experiment groups. It was found that the attitudes of the students in the Experiment-1 group where the smart board based Face-toface Teaching was conducted were more positive than those in the Experiment-2 group in which E-learning ∗ Corresponding author. Tel.: +90 332 223 1783; fax: +90 332 241 2862. E-mail address: fatmayildiran@gmail.com eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2406 Applications were conducted. As expected, no significant difference in attitudes of students were found in the Control group since the same teaching approach was used. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133085506","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}

引用次数: 1

Negative Life Events and Resilience in Higher Education Students 大学生负性生活事件与心理弹性

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-01 DOI: 10.15405/EJSBS.211

Amadeu Gonçalves, Lídia Cabral, Manuela Ferreira, Maria da Conceição Martins, J. Duarte

{"title":"Negative Life Events and Resilience in Higher Education Students","authors":"Amadeu Gonçalves, Lídia Cabral, Manuela Ferreira, Maria da Conceição Martins, J. Duarte","doi":"10.15405/EJSBS.211","DOIUrl":"https://doi.org/10.15405/EJSBS.211","url":null,"abstract":"Resilience is the capacity to overcome life adversities in a positive and constructive manner. The transition from high school to a higher education degree might function as an enhancer of crises and vulnerabilities. Negative Life Events (NLE) constitute any adverse circumstances against human development, possibly threatening the individual’s equilibrium. Our aim was to study how negative life events affect the resilience of higher education students, and to identify certain socio-demographic, family and academic variables, as well as negative life events they may have endured. A quantitative study based on a descriptive design sampled 382 students from a higher education institute in Portugal. In order to assess the proposed variables, Wagnild and Young’s Scale of Resilience (1993) which was adapted for the Portuguese population by Carvalho and Pereira (2012) and the Negative Life Events Inventory (Gonçalves, 2014) was utilised. We found significant relationships between the capacity for resilience and age, marital status, area of residence, school, and the use of drugs. Regarding life events, the dimensions “Neglect”, “Separation/Loss” and “Friend Satisfaction” were found to be strong predictors of resilience capacity. The results obtained show that higher negative life events indicate a student is better able to be self-sufficient and self-confident and have higher resilience. These results lead us to propose interventions which may facilitate the students’ ability to overcome their problems. ∗ Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . E-mail address: agoncalvessv@hotmail.com eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2382 © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130429805","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}

引用次数: 3

The Use of a Blended Learning Environment by Primary School Student Teachers to Study Music Theory 小学生教师运用混合式学习环境学习乐理

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-01 DOI: 10.15405/EJSBS.212

L. Hietanen, Heikki Ruismäki

{"title":"The Use of a Blended Learning Environment by Primary School Student Teachers to Study Music Theory","authors":"L. Hietanen, Heikki Ruismäki","doi":"10.15405/EJSBS.212","DOIUrl":"https://doi.org/10.15405/EJSBS.212","url":null,"abstract":"Music education, as part of general education in Finland, includes only a few compulsory courses. Primary school teachers are mainly responsible for music education during the first six school years. One big challenge arises from primary school student teachers’ competences in music and confidence in teaching it. Many student teachers have studied only the compulsory music courses at the schools before their teacher training. However, in Finnish curricula for basic education, music is defined as a many-sided subject. Lecturers (the authors) in the Finnish teacher education system have noticed that, if the student teachers’ knowledge is based only on the compulsory music courses, they find especially music theory difficult to understand. However, understanding the triad, for example, is essential for teachers to be able to instruct pupils in many-sided tasks. The purpose of the present study is to find out how student teachers study the music theory required of music teachers: in the current case, they are studying the triad. The learning environment organized by the main lecturer (one of the authors) is based on the principles of blended learning. Blended learning in the current study means exploiting contact lessons, students’ autonomous or face-to-face learning periods, peer learning, and the e-learning possibilities. The main findings are that most of the students exploited the offered possibilities of the blended learning environment. However, although a blended learning approach offers more flexibility in responding to students’ needs compared to traditional teaching-learning situations, it appears that students do not find each blended element useful. ∗ Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . E-mail address: lenita.hietanen@ulapland.fi eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2394 © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133954028","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}

引用次数: 14

Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students 马来西亚资优学生的个人认同与社会情感问题

European Journal of Social & Behavioural Sciences Pub Date : 2017-04-01 DOI: 10.15405/EJSBS.214

Rorlinda Yusof, N. Ishak, A. Zahidi, S. Kamaruddin

{"title":"Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students","authors":"Rorlinda Yusof, N. Ishak, A. Zahidi, S. Kamaruddin","doi":"10.15405/EJSBS.214","DOIUrl":"https://doi.org/10.15405/EJSBS.214","url":null,"abstract":"Personal identity serves as a foundation of character building that becomes a symbol of personality for a person or a nation. This study aims to identify the level of personal identity and its relationship with socioemotional issues faced by gifted and talented students in Malaysia. One hundred and ninety four students from the secondary education program at PERMATApintar National Gifted Centre, Universiti Kebangsaan Malaysia were selected to respond to two research surveys, namely Students’ Personal Identity Instrument with 72 items, comprising six Personal Identity components, and Students’ Socio-emotional Issues Instrument with 60 items, comprising ten socio-emotional issues components. Students responded to the surveys using a 5 point Likert scale. Descriptive and inferential statistical analyses were used to determine the mean and correlation between variables (SPSS version 19.0). The results showed that gifted and talented students scored high on Personal identity (3.86, sd value of 6.41) and average on socio-emotional issues (2.71, sd: 7:39). Out of five components of self-identity, spiritual identity obtained the highest mean score (4.13), while leadership identity earned the lowest mean score (3.63). As for socio-emotional issues, social justice pressure obtained the highest score of 4.13 while family relationship pressure obtained the lowest score of 2.09. Pearson correlation analysis showed a significant negative correlation between personal identity and socio-emotional ∗ Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . E-mail address: rorlinda@ukm.edu.my eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2424 issues among gifted and talented students. The results of this study emphasize the importance of a selfdevelopment program for gifted and talented students as well as the crucial role of guidance and counselling services for students. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"185 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122767672","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}

引用次数: 0

Cognitive Development of Pre-School Children with Language and Speech Disorders 学龄前语言和言语障碍儿童的认知发展

European Journal of Social & Behavioural Sciences Pub Date : 2017-01-25 DOI: 10.15405/EJSBS.227

B. Nussipzhanova, S. Berdibayeva, A. Garber, U. Tuyakova, Agaisha Mursaliyeva, Bibianar Baizhumanova

{"title":"Cognitive Development of Pre-School Children with Language and Speech Disorders","authors":"B. Nussipzhanova, S. Berdibayeva, A. Garber, U. Tuyakova, Agaisha Mursaliyeva, Bibianar Baizhumanova","doi":"10.15405/EJSBS.227","DOIUrl":"https://doi.org/10.15405/EJSBS.227","url":null,"abstract":"The modern educational situation in Russia shows that the number of children with developmental problems, including speech disorders in primary school is increasing. Therefore, primary education is beginning to focus on the problem of training and adaptation of the senior preschool children with speech disorders. The knowledge of cognitive development of preschool children with speech disorders will provide a theoretical basis for the creation of more effective corrective speech therapy programs taking into account the complex interactions of the higher mental functions of the child in the ontogeny which can contribute in overcoming the difficulties of preschool speech and the formation of a fully-fledged readiness for school. Language is an expression of human communication through which we can share ideas, information, emotions, and beliefs. Usually developing children learn the basics of language and speech in the toddler-preschool era. Language and speech skills serve a pivotal role in learning and social relationships. Delays in the early development of language and speech skills, which are prevalent in the population, may affect several fields of activity. The purpose of the study is to identify the characteristics of cognitive development of senior preschool children with phonetic-phonemic and general underdevelopment of speech. The factor analysis has shown that senior preschool children with speech disorders are characterized by cognitive development and intellectual readiness. the sound speech disorders and general underdevelopment of speech. The tests revealed significant differences in the performance of preschool children with speech sound disorders in first subtest (p <0.05).","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115243287","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}

引用次数: 3

Retrospective Assessment on Psychological Needs and Need for Help Post-Diagnosis: an Experience with Malaysian Breast Cancer Survivors 心理需求和诊断后需要帮助的回顾性评估:马来西亚乳腺癌幸存者的经验

European Journal of Social & Behavioural Sciences Pub Date : 2017-01-25 DOI: 10.15405/ejsbs.230

N.H.Abd Wahid, J. Zubaidah, D. Horne, E. N. Aina, I. Saleha, I. Normala, I. Fadhilah

引用次数: 0

Development of Creative Abilities in Schoolchildren through Self-cognition Lessons 自我认知课程对小学生创新能力发展的影响

European Journal of Social & Behavioural Sciences Pub Date : 2017-01-25 DOI: 10.15405/EJSBS.228

A. Mynbayeva, Nurgul Galimova, B. Akshalova

{"title":"Development of Creative Abilities in Schoolchildren through Self-cognition Lessons","authors":"A. Mynbayeva, Nurgul Galimova, B. Akshalova","doi":"10.15405/EJSBS.228","DOIUrl":"https://doi.org/10.15405/EJSBS.228","url":null,"abstract":"Self-Cognition lessons at Kazakhstani schools are aimed at the harmonious development of child’s intellectual, spiritual capacity building, and moral empowerment. The purpose of the study is to analyze self-cognition teaching experience for creativity development in schoolchildren and to propose methodological recommendations for improving the learning process at self-cognition lessons. The self-cognition syllabus from the 1st grade through the 11th grade has been reviewed to identify a theme on schoolchildren’s creative development. For the purpose of this paper, content analysis of 5th grade textbook was done. The review showed that Lessons 33-34 are marked as “Creativity Lessons”. Pupils present their creative works from their Portfolios. The methodological framework developed by the researchers included curriculum that involves art-technologies for 5th grade schoolchildren and corresponded to themes from Lesson 17 through 34. 100 5th grade schoolchildren of School 55 in Almaty took part in Stage 1 of the diagnostic study. Assessment of creative abilities was carried out through tests from Zievert (2014) and Rogov (1999). The curriculum was conducted with only one class, which showed the lowest creative ability values versus the four 5th grades (n2 = 24) in the formative stage. After the Art Technology lessons, a high creativity level was demonstrated by a higher number of pupils. With the use of newly developed system, the number of pupils with high and average creativity levels increased.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130874887","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}

引用次数: 0