Educacao e Pesquisa最新文献_第9页

Evasão na Universidade Estadual do Oeste do Paraná: análise através de registros administrativos 西部州立大学的逃避parana:通过行政记录分析

Educacao e Pesquisa Pub Date : 2023-02-06 DOI: 10.1590/s1678-4634202349248553

Alessandra dos Santos, Elza Corbari, L. Borges, Paulo Roberto Azevedo

{"title":"Evasão na Universidade Estadual do Oeste do Paraná: análise através de registros administrativos","authors":"Alessandra dos Santos, Elza Corbari, L. Borges, Paulo Roberto Azevedo","doi":"10.1590/s1678-4634202349248553","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248553","url":null,"abstract":"Resumo O artigo investiga a evasão de estudantes na Universidade Estadual do Oeste do Paraná (Unioeste) no início do ano letivo de 2010 ao início de 2018, considerando apenas os ingressantes até 2015. Esse ano de corte (2015) teve como objetivo propiciar aos estudantes da amostra (e para o estudo) tempo para a definição de sua situação na universidade (evadiu ou não). As fontes de dados foram os registros administrativos acadêmicos em que constam informações de matrícula, do desempenho acadêmico e da situação acadêmica do aluno (frequentando ou evadido) e um questionário socioeconômico regularmente aplicado aos candidatos a vagas no teste do vestibular. O objetivo é cruzar informações buscando identificar características do fenômeno e possíveis causas associadas. A análise foi conduzida a partir de estatísticas descritivas e inferenciais, tais como testes de associação (Qui-quadrado), comparações de médias/mediana e análise de correlação. Os dados foram analisados utilizando o software R ( R Core Team , 2020). O estudo identificou que a evasão se associa a: curso; renda familiar; exercício de trabalho extra aos da universidade; escolaridade dos pais; turno; modalidade do curso; série; concorrência no vestibular entre outras variáveis já observadas na literatura. Como suporte teórico, o estudo baseia-se em Vincent Tinto, Alain Coulon e, principalmente, na teoria do Habitus , de Pierre Bourdieu. Nessa perspectiva, observa-se multicausalidade do fenômeno da evasão. Além disso, as características socioeconômicas geram diferentes tipos de dificuldades que, associadas, acabam por determinar chances diferenciadas de permanência na universidade.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639640","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

Perfil socioeconômico, formativo e profissional de estudantes da Licenciatura em Educação do Campo da UFPI UFPI农村教育学位学生的社会经济、形成和专业概况

Educacao e Pesquisa Pub Date : 2023-02-06 DOI: 10.1590/s1678-4634202349247481

R. A. Melo, Keylla Rejane Almeida Melo, Juciane Vaz Rego

{"title":"Perfil socioeconômico, formativo e profissional de estudantes da Licenciatura em Educação do Campo da UFPI","authors":"R. A. Melo, Keylla Rejane Almeida Melo, Juciane Vaz Rego","doi":"10.1590/s1678-4634202349247481","DOIUrl":"https://doi.org/10.1590/s1678-4634202349247481","url":null,"abstract":"Resumo O objetivo deste estudo original foi conhecer o perfil socioeconômico, formativo e profissional dos estudantes do curso de Licenciatura em Educação do Campo da Universidade Federal do Piauí – (UFPI), Campus de Teresina, e sugerir ações para garantir o seu acesso, sua permanência e seu sucesso. Trata-se de uma pesquisa relevante, pois o conhecimento do perfil dos estudantes, da realidade social em que vivem, contribui para a produção de informações que poderão ser utilizadas como subsídios para o (re)planejamento de ações administrativas e pedagógicas, de forma situada. O universo investigado pela pesquisa foi composto por 98 estudantes do curso de Licenciatura em Educação do Campo, da UFPI, Campus de Teresina. Os dados foram obtidos por meio da aplicação de um questionário durante o período letivo 2019/2. Os resultados apontam para a necessidade de estruturar e desenvolver, em parceria com os estudantes, professores e movimentos sociais organizados, uma política pública de assistência estudantil que garanta condições de acesso, permanência e conclusão do curso, de modo a garantir a sustentabilidade do curso de Licenciatura em Educação do Campo como política pública permanente e sustentável.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639324","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

Se-Movimentar ginástico: um olhar fenomenológico sobre o processo de ensino e aprendizagem da ginástica 体操运动:体操教学与学习过程的现象学视角

Educacao e Pesquisa Pub Date : 2023-02-06 DOI: 10.1590/s1678-4634202349247388

M. Carbinatto, Nayana Ribeiro Henrique, T. Patrício

{"title":"Se-Movimentar ginástico: um olhar fenomenológico sobre o processo de ensino e aprendizagem da ginástica","authors":"M. Carbinatto, Nayana Ribeiro Henrique, T. Patrício","doi":"10.1590/s1678-4634202349247388","DOIUrl":"https://doi.org/10.1590/s1678-4634202349247388","url":null,"abstract":"Resumo Por meio de metodologias em que a participação do praticante no processo de ensino e aprendizagem ocupe papel central, há a promoção da autonomia e fortalecimento da motivação para aprender. Para a fenomenologia, o sujeito é o protagonista da ação, uma vez que a intenção da atividade só pode ser vivida como um encontro entre o sujeito e a própria atividade e, por sua vez, entre sua corporeidade e o meio em que está inserido, incorporando-se ao mundo. Nosso recorte esportivo e de análise voltou-se à Ginástica para Todos (GPT). O objetivo deste estudo é salientar hipóteses férteis no campo da metodologia de trabalho no âmbito esportivo. A pesquisa fenomenológica se mostrou ideal aos objetivos do estudo: compreender as experiências do “mundo vivido” na ginástica diante das diferentes metodologias de ensino: centrada no professor e centrada no aluno. A investigação tomou como base de coleta a pesquisa-ação. A análise dos dados foi realizada pela redução fenomenológica. Para tal, definiram-se dois eixos, que se mesclaram, mas que foram apresentados com suas raízes analíticas: a) Se-movimentar gímnico: a incorporação do mundo; e b) Toda vida humana é relação. Pelo olhar fenomenológico, a prática pedagógica só pode ser vivida como um encontro entre o educador e o educando, e dos educandos entre si, entre corporeidades. Nesta intenção pedagógica, há intensa e contínua comunicação, em que transparecem alegrias, desejos, conquistas, descobertas, tristezas, medos e incertezas pelo movimentar-se.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639229","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

Quando a Polícia Militar vai à escola: uma avaliação de impacto do programa Escola Segura 当宪兵上学时:安全学校计划的影响评估

Educacao e Pesquisa Pub Date : 2023-02-06 DOI: 10.1590/s1678-4634202349248317

C. Lopes, R. Rossato

{"title":"Quando a Polícia Militar vai à escola: uma avaliação de impacto do programa Escola Segura","authors":"C. Lopes, R. Rossato","doi":"10.1590/s1678-4634202349248317","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248317","url":null,"abstract":"Resumo A violência escolar é um fenômeno mundial que afeta um número significativo de pessoas. Estudos indicam que ela é amplamente disseminada no Brasil, tendo se tornado objeto de fortes preocupações públicas e acadêmicas a partir do final dos anos 1990. O problema da violência escolar tem levado à criação de uma variedade de iniciativas e programas de segurança pública voltados à sua prevenção, cujo impacto tem sido pouco avaliado no Brasil em comparação com a literatura internacional. Em maio de 2019, o governo do Paraná iniciou a implementação de um programa chamado Escola Segura, que contratou policiais militares da reserva ou reformados para atuar na prevenção da violência e de delitos nas escolas da rede estadual de ensino. O objetivo deste trabalho é avaliar o impacto do Escola Segura na sensação de segurança, na vitimização, na pichação e no consumo de drogas ilícitas em uma escola pública da cidade de Londrina. São utilizados dados de um survey de vitimização aplicado na escola estudada e em uma outra escola similar que não recebeu o programa. O impacto é estimado por meio do método quase experimental das Diferenças em Diferenças. Os resultados mostram que o Escola Segura não tem nenhum impacto nas variáveis analisadas. Esses resultados são discutidos à luz do contexto político atual, marcado pela crescente participação de militares na gestão pública e escolar.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639608","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 evaluation of university professors: a look from the students 从学生的角度看大学教授的评价

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349241907eng

Bilda Valentín-Martínez, Cristina Mayor-Ruiz

{"title":"The evaluation of university professors: a look from the students","authors":"Bilda Valentín-Martínez, Cristina Mayor-Ruiz","doi":"10.1590/s1678-4634202349241907eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349241907eng","url":null,"abstract":"Abstract The main objective of this article is to analyze the perception that students have of the professor evaluation system in their universities. Although in most universities in the Dominican Republic the evaluation is done by coordinators, professors and students, in this study the situation is investigated based on the results analyzed in the opinions of 347 students from different disciplines of the Education career of seven higher education institutions in this country. Thus, a questionnaire of open ended and closed ended questions is applied, which makes it possible to verify the level of satisfaction that these actors have in the professor evaluation process. The participating population is selected by means of a non-probabilistic, incidental casual method, directly choosing the participants of the fifth, sixth, seventh, eighth and ninth semesters. The results indicate that students consider it of great value to be taken into account in the evaluation process of their professors, who appreciate the level of reliability of the application of the evaluation instrument; but that the evaluation could be improved by taking into account other components that do not appear in it and integrating open-ended questions, which allow them to express their opinions more accurately. The results are relevant for the design of a new professor evaluation system.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67638798","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

In the palimpsest of the classroom: the legitimation of disputed literary works at school 在课堂上的重写:学校里有争议的文学作品的合法性

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349247334eng

Patrícia Aparecida do Amparo

{"title":"In the palimpsest of the classroom: the legitimation of disputed literary works at school","authors":"Patrícia Aparecida do Amparo","doi":"10.1590/s1678-4634202349247334eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349247334eng","url":null,"abstract":"Abstract This article presents some results of research seeking to understand the disputes for the legitimate reading of literary works in daily school life. Based on it, it was understood that reading gains meanings in the fabric of daily life as the actions of teachers and students reveal socially structured points of view on the issue, frequently questioning the school imperatives. To this end, in dialogue with authors such as Pierre Bourdieu and Roger Chartier, class observations were carried out in three Portuguese-speaking high school classes, two of which in the regular modality and one in Young Adults Education (EJA), whose records originated the Field Diaries. Thus, the investigation uses the resources of school ethnography. Semi-structured interviews with two teachers and eight students, teenagers and adults, also make up the research material. Thus, the objective was to understand the tensions related to legitimate culture within a level of education that has been going through various processes of expansion and questioning of its formative meanings. The analysis of sources allows us to see reading as an element that supports and structures a relevant dimension of school life, while its meanings are constructed according to the logic of everyday interactions that help in the classification and identification of legitimate practices. It was possible to describe classrooms in the image of the palimpsest, in which the reading references of students and teachers occupy a marginal space but put pressure on the activities and literary dispositions offered to students.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639421","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

Preconceptions of science shared by students from a public rural school in Brazi 巴西一所公立农村学校的学生对科学的先入之见

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349249915eng

Rosielson Soares de Sousa, Wagner Rodrigues Silva, Cristiane Carvalho de Paula Brito

{"title":"Preconceptions of science shared by students from a public rural school in Brazi","authors":"Rosielson Soares de Sousa, Wagner Rodrigues Silva, Cristiane Carvalho de Paula Brito","doi":"10.1590/s1678-4634202349249915eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349249915eng","url":null,"abstract":"Abstract This article aims at discussing discursive representations of science shared by students from a 7th-grade class at a rural school in the Northern Region of Brazil. The research draws on discourse perspectives of language and Applied Linguistics-oriented science education studies based on theoretical assumptions of science teaching and literacy studies. Data consist of semi-structured interviews with nine students, all of which were transcribed and organised into discursive sequences pointing to enunciative patterns. Their utterances evoke two major discourses: a “dominant science discourse”, which represents science practices associated with the natural sciences and excludes the social sciences and language studies; and a “copying discourse”, which relates to typical school tasks, such as research tasks that assume students’ learning through information copying. The present analyses contribute to challenging naturalised discourses about science in basic education and eventually to fostering science education for and amongst the social actors at school. A critical approach to teaching (one based on various research practices) can help students find meaning in the instructional contents addressed in the various curricular activities.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640245","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

Infants in Early Childhood Education: different trajectories in space 幼儿教育中的婴儿:不同的空间轨迹

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349255022en

Virgínia Souza Oliveira, Rafaela Ferreira Marques, V. Neves

{"title":"Infants in Early Childhood Education: different trajectories in space","authors":"Virgínia Souza Oliveira, Rafaela Ferreira Marques, V. Neves","doi":"10.1590/s1678-4634202349255022en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349255022en","url":null,"abstract":"Abstract This paper analyzes how two babies, ages ten to twelve months, explored the space in an infants’ classroom during their entry process in an Early Childhood Education Center in Belo Horizonte, Brazil. While in the field, during the 2017 school year, the following research instruments were used: participant observation, video recordings and fieldnotes. Ethnography in education, in dialogue with cultural-historical psychology and Henri Lefebvre’s production of space theory, enabled us to perceive the baby in a space that is both product and production of such a person. The babies experienced and explored the classroom space during their entry process in the daycare center in different ways: (i) by watching, (ii) walking, (iii) crawling, (iv) touching, (v) fighting for toys, (vi) crying, (vii) learning how to care, (viii) sleeping, (ix) interacting with their peers and other people around them. The babies’ exploration trajectories in this classroom were constituted by the dialectic unity [perception/action], as babies [perceive/act] on the space, the objects, and the people seeking to familiarize themselves with this new space. There was, then, an active search, by the babies, for a recognition of the space and people, so that, perhaps, they could feel belonging to this social environment.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67642498","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

Nudes and unauthorized disclosure of intimate images: what is the message to the schools? 裸体和未经授权的私密图像披露:给学校的信息是什么?

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349259986eng

L. Patrocino, P. Bevilacqua

{"title":"Nudes and unauthorized disclosure of intimate images: what is the message to the schools?","authors":"L. Patrocino, P. Bevilacqua","doi":"10.1590/s1678-4634202349259986eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349259986eng","url":null,"abstract":"Abstract The practice among students of sharing photos that expose the nudity of girls has been experienced in most educational institutions in Brazil and around the world. Several cases reported in the media portray situations of humiliation and persecution that may lead, in addition to psychological damage, to problems in social relationships, lowering performance, school dropout and even suicide. The aim of this work was to discuss the relationships that have been established at school in the face of the practice of sharing naked self-portraits and the unauthorized dissemination of intimate images of girls. Twenty-seven in-depth interviews were carried out with girls and women from different Brazilian regions who had their intimacy exposed at different times in their lives, in addition to health and social care professionals who assisted adolescents and adult women who went through this situation. The data pointed to practices of negligence in relation to situations of violence, blaming girls and unpreparedness to guide questions concerning the experience of sexuality in a pleasant and healthy way. It was observed that these new practices of sexuality and violence against girls have resumed, in institutions, the opposition between manifestation of sexuality and good school performance. It argues for an education in sexuality based on the issue of desire.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643312","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

Qualification exams carried out in the professional master’s program in mathematics in the national network 资格考试在全国网络数学专业硕士课程中开展

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349249650eng

Marlova Caldatto, Carlos Alexandre Ribeiro Martins, José Carrillo Yanez

{"title":"Qualification exams carried out in the professional master’s program in mathematics in the national network","authors":"Marlova Caldatto, Carlos Alexandre Ribeiro Martins, José Carrillo Yanez","doi":"10.1590/s1678-4634202349249650eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349249650eng","url":null,"abstract":"Abstract This article analyzes the nature of the knowledge, especially that of a specialized nature, evoked in the solution of the questions that made up the National Qualification Exams (NQE), developed within the scope of the Professional Master’s Program in Mathematics in the National Network (PROFMAT), between the years 2012 and 2019. The focus of this program was based on the development of a solid education in Mathematics, which contemplates the needs arising from the daily lives of teachers in the school space and their broad needs for development and professional appreciation. Therefore, a qualitative study was developed in which, from the interpretative content analysis, a total of 62 questions were classified in the light of the conceptual-analytical model Mathematics Teachers’ Specialized Knowledge (MTSK), which composed the NQE applied in the first semester of the 8 years analyzed. The analysis carried out showed that: a) more than 70% of the questions focus exclusively on knowledge that appears in only one subdomain of Mathematical Knowledge (MK), the Knowledge of Topics, while only 5% of them address knowledge that appears in all subdomains of MK; b) Absence, in all questions, of knowledge associated with the Pedagogical Content Knowledge (PCK) domain. Thus, it is concluded that the evaluation developed through the NQE privileges knowledge that appears only in one of the six subdomains of knowledge that really support the teacher in his daily work with mathematics, which is opposed to the results of many relevant studies that emphasize the importance and impact of knowledge associated with the PCK domain in teaching.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640509","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