Education and New Developments 2022 – Volume 2最新文献

{"title":"EDUCATION-TO-GO IN THE FUTURE IN DEVELOPING COUNTRIES?","authors":"N. Dominguez-Vergara, D. Dominguez-Perez, Adriana Berenice Dominguez-Perez","doi":"10.36315/2022v2end070","DOIUrl":"https://doi.org/10.36315/2022v2end070","url":null,"abstract":"\"Many typically good paying jobs have not yet recovered to the pre-pandemic level in many countries. On the other hand, due to the use of many digital technologies to order, store and deliver goods during the pandemic, many professionals were and are still needed for creating computer applications, data management and in analytics (aside from blue collar workers needed in call centers, warehouses, and delivery services). However, not many people are qualified because there were not many careers created in those fields mainly in developing countries. Despite that, the current demand for this type of talent is high. Therefore, many higher education institutions and small colleges may take the opportunity and offer the essentials of basic higher education and training needed for some of those jobs. Some younger individuals might not want to go back and be confined in a classical classroom after having tasted the “freedom of virtual education” which could even be accessed through a cell phone anywhere and at any time. This could be the beginning of Education-To-Go schools all around the world but mainly in underdeveloped countries, an education which would be affordable, quick, and very specific and aiming to certify some professional skills. This education would be tailored to fit the needs for the vacancies that are urged for the market to fill. Mainly the schools which would prepare those young adults could hire fewer teachers who would prepare or assemble the course materials and make them available on the school websites. This practice on the other hand will contribute to the “uberization of education” and drastically change the number of teacher-to-student ratios. In this paper the possibility of Education-To-Go in Mexico is analyzed considering the economic sectors which could possibly grow in the coming years matching them with the competencies needed. The analysis is carried out using quality control tools such as Ishikawa and Pareto Diagrams. There are scenarios in which it is a possibility, and the country could even export some of the trained people, mainly to the United States. Specialization through the teaching of specific competencies could be possible in some countries like Mexico in the post-pandemic era.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121286180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE POSTPANDEMIC REVITALIZATION OF A MINORITY SERVING INSTITUTION THROUGH STRUCTURAL AND OPERATIONAL ORGANIZATIONAL CHANGES","authors":"Ana Gil Garcia, Jennifer L. Talley, J. Yturriago, Rafael Torres","doi":"10.36315/2022v2end044","DOIUrl":"https://doi.org/10.36315/2022v2end044","url":null,"abstract":"\"St. Augustine College, a small, bilingual higher education institution, survived the pandemic by implementing structural and operational changes. The primary objective was two-fold: to create organizational changes that addressed the consequences of an unprecedented pandemic and to create the tools and mechanisms needed to sustain those organizational changes. Despite the circumstance, the institution’s commitment to its nontraditional student population, primarily female (78%) and Hispanic students (85%), motivated the necessary changes. The theoretical framework that supports this research study is the work of Kurt Lewin (1942)’s 3-Stage Model of Change. A mixed methods study determined the framework for data collection and analysis. The newly created Office of Academic Effectiveness (OAE) was the unit of analysis. The OAE is responsible for the quality assurance of the institution. Through qualitative data including interviews and observations, the Latino Educational Model, the new foundational teaching and learning philosophy of the institution, was developed. The quantitative data that served as the model’s creation was generated from four satisfaction surveys as well as students’ evaluations of course and instructors. This study provides a close examination of the office’s accomplishments and failures, institutional obstructions and passageways, and the balancing of existing traditions with new best practices. As a result of an arduous reframing process intended to revitalize the traditional culture, the college community united to create new units, revamp enrollment and admission procedures, update technology for different instructional delivery modalities, hire system disruptors, design and implement new policies, enforce assessment measures, craft onboarding regulations, establish faculty evaluation guidelines, build new academic programs, restructure and reevaluate the curricula, set up academic internships, conceive new certificates, and rebrand the institution, among other initiatives. The institutionalization of these changes seems to be the catalyst that will lead the institution to reclaim its position in the higher learning community.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116164377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CHOOSE YOUR PROBLEMS! A FLEXIBLE LEARNING METHODOLOGY FOR ENGINEERING STUDENTS BASED ON PBL+","authors":"B. Urbano, Xiomar-Arleth Gómez, Marta-Elena Sánchez, R. Mateos, Noemí Ortiz-Liébana, C. Fernández, E. Martínez, Olegario Martínez-Morán, Antonio G. Moran, F. González-Andrés","doi":"10.36315/2022v2end035","DOIUrl":"https://doi.org/10.36315/2022v2end035","url":null,"abstract":"\"Problem Based Learning Plus (PBL+) is a teaching-learning methodology developed by the Teaching Innovation Group INGENIAQ from the University of León in Spain. It is designed for engineering students, including environmental and agricultural engineers, and also for biotechnologists specializing in production processes. PBL+ is based on the traditional PBL methodology, but with a wider aim. The proposed methodology combines three other teaching-learning methodologies, namely the flipped classroom; the use of rubrics for the evaluation of the activity; collaborative learning, and in some cases, the service-learning. This latter is understood as a service for microenterprises and self-employed workers. A relevant aspect is that students are free to choose the problem they will be working on, thus increasing motivation. The problem must be a real situation confronted by the company. Thus, students get in touch with a company having a close relationship with the subject topics and choose the case to be solved in a face-to-face meeting in conjunction with a company representative. In this way, students have an active role in defining the course's practical assignments. This flexible way of constructing their curriculum has proven to be motivating and it is an excellent strategy to approach real problems in their specialty. Moreover, the contact established between the University and enterprises is a valuable source of information for professors and students regarding current problems in the sector. Notwithstanding, not all engineering sectors are willing to share their issues with students. In this sense, the biotechnological industry is very reluctant to do so, whilst the agricultural sector is prone to it. In this work, we summarize the technical problems affecting the agricultural sector, tackled by the students after 4 years of PBL+ implementation. Sixty percent of the issues are related to phytosanitary topics, mainly emerging pests or diseases. This is a severe threat to the agricultural sector, and many small companies lack the technical knowledge necessary or experience in fighting plant diseases not previously suffered, asking for help to the University. The other 30% corresponds to alterations in crop growth due to abiotic factors. The remaining 10% consists of adapting productive processes to legislative changes.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116148763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH","authors":"S. Pokrivčáková","doi":"10.36315/2022v2end013","DOIUrl":"https://doi.org/10.36315/2022v2end013","url":null,"abstract":"\"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more “conservative” perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127403724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USE OF RESEARCH EVIDENCE TO IMPROVE TEACHING PRACTICES. RESULTS FROM CATALONIA (SPAIN)","authors":"A. Díaz-Vicario, C. Suárez, Georgeta Ion, Saida López","doi":"10.36315/2022v2end075","DOIUrl":"https://doi.org/10.36315/2022v2end075","url":null,"abstract":"\"The European, national, and local educational policy is experiencing an increasing interest in using research evidence to inform educational practices. The use of research evidence is associated with multiple benefits at the political, organizational, and personal levels. Despite the known benefits, it seems that teachers make unconscious or irregular use of research evidence. This paper examines the beliefs and perspectives of primary and secondary teachers of Catalonia (Spain) about the use of research evidence to inform their practice. To analyze the teachers' beliefs, we use a survey designed ad-hoc for this purpose. 652 primary and secondary teachers from Catalonia (Spain) comprised the final sample, mainly working in public schools (91%). Discussions with colleagues, information obtained in professional development training, and websites/social media, are the main sources of knowledge used by teachers to support and inform their practice, making little use of academic journals and/ or professional publications. Research evidence is mostly used to make personal decisions, as teachers consider that research evidence can help them expand, deepen, and clarify their understanding of teaching and pedagogy. Although, they identify mental and time costs that can be barriers to the use of research evidence. Despite Catalan teachers having a positive view of research evidence, they make little use in their daily practice, and, in consequence, the Evidence-Informed Practice perspective (EIP) is not assumed at the school level, being necessary to promote the vision for evidence-use in the school context.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122253306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SUPPORTING STUDENT SUCCESS IN HIGHER EDUCATION: WHAT DO STUDENTS NEED?","authors":"Gráinne Bannigan, Lucy Bryan, Alexandra Burgess, Lara Gillespie, Sinead Wylde, C. Duignan, D. McGrath","doi":"10.36315/2022v2end030","DOIUrl":"https://doi.org/10.36315/2022v2end030","url":null,"abstract":"\"The number of university students encountering issues with their well-being is increasing every year, with many struggling to seek appropriate support or lacking the necessary skills to identify themselves as struggling. One of the biggest factors affecting this is academic pressure due to being ill-prepared for the independent learning skills required at university, such as self-management and self-regulation, for which many still need support. To understand what these support needs are, four focus groups were carried out with university students across multiple programmes and stages. These were recorded and transcribed for thematic analysis. Four key themes are presented: (1) supports at university are often impersonal and unapproachable in nature, (2) importance of holistic well-being and personal development literacy to enable students to thrive at university, (3) need for better awareness and sign-posting of available supports, and (4) peer influences can have a substantial positive and/or negative effect on students. The implications of these are discussed in relation to improving supports, the importance of involving varied student voices throughout this process is highlighted, and further research steps are discussed.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127019315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A STUDY ON DEVELOPMENT OF KOREAN NATIONAL POLICIES FOCUSED ON MULTICULTURAL YOUTH’S MENTAL HEALTH","authors":"Youngsub Oh","doi":"10.36315/2022v2end097","DOIUrl":"https://doi.org/10.36315/2022v2end097","url":null,"abstract":"\"South-Korea has been demographically transformed into a multicultural society for recent decades. Accordingly, Korean government has prepared the societal transformation through law and policy making. However, these laws and policies need to be reviewed in terms of multicultural counseling, which was recognized as one of the most necessary policies by immigrants. In this sense, this research intends to focus on multicultural youth’s mental health while tracking and comparing the change of main multicultural policies like Multicultural Family Policy, Multicultural Education Policy, and Youth Policy. Therefore, this research can help expand the depth and width of discussion for the next 5-years policy plan (2023-2028) by measuring the past and current Korean policies in terms of youth’s mental health.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133492040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPACT OF THE PANDEMIC ON SOCIAL-EMOTIONAL LIFE OF YOUNG ADULTS: AN EXPLORATORY STUDY","authors":"Varvara Vamvoura, Lekothea Kartasidou, G. Diamantopoulou, Eleni A. Kyriakidou","doi":"10.36315/2022v2end099","DOIUrl":"https://doi.org/10.36315/2022v2end099","url":null,"abstract":"\"The SARS-Cov-2 coronavirus and COVID-19 pandemic has disordered peoples’ everyday life due to the extended measures of transmission restriction. For “young adults”, that is for people in the age range between 19-24, the impact of pandemic may be of greater importance, given that this early years of adulthood is a critical stepstone for their further social and emotional development. Thus, it is interesting to focus on them during those hard times. The aim of the study was to investigate the views of young adults, firstly, on their social life and its disruption due to the coronavirus and, secondly, on their emotional life. In this context, a quantitative research has been conducted based on a questionnaire, that has been designed by the research team. The questionnaire included 37 questions (likert, open ended, and multiple choice). The study was conducted via internet and in total 285 young individuals have participated. Regarding the main results of our study, it was found that watching movies seem to have a positive effect in help passing time and coping with boredom. Regarding the impact of pandemic on participants’ emotional life, it was found that during lockdown, fear -specifically fear for the future and fear for their beloved ones- was the feeling mainly experienced by the young adults. It is notable that after the lockdown the fear of the future and the fear for the beloved ones is still a dominant feeling. Moreover, it was found that social and emotional impact go hand by hand. Specifically, it was also found that, controlling for age effect, participants’ after lockdown feelings such as stress, sorrow and fear for their beloved were associated to whether entered University before or during pandemic. A holistic view of social and emotional impact of pandemic, challenges emerged for young adults who faced extended restrictions and implications of our results will be discussed.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129226254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IRDI - METHODOLOGY: AN EDUCATIONAL PROGRAM FOR CHILDREN MENTAL HEALTH PROMOTION IN NURSERIES","authors":"M. Kupfer, L. Bernardino, Oneli Gonçalves","doi":"10.36315/2022v2end020","DOIUrl":"https://doi.org/10.36315/2022v2end020","url":null,"abstract":"\"In an attempt to propose educational programs that can improve mental health of children since early childhood, a group of researchers created, in first place, the IRDI protocol, validated as a tool to predict psychic risk to child development in general. The IRDI protocol includes 31 indicators focusing on the baby-caregiver relationship in the first 18 months of life, based on the premise that the foundations for mental health are established in this period and are dependent upon the bodily, affective and symbolic relations of the caregiver-baby dyad. Then, as a continuation of the IRDI validation, new research was proposed: the “IRDI Methodology – a psychoanalysis-based intervention with nursery educators” sought to assess the IRDI as a tool for accompanying and promoting mental health in child education institutions, and also aiming to prevent further problems such as school exclusion due to mental disruptions. The methodology consisted of a follow up of 364 children distributed in 26 nurseries in São Paulo through IRDI indicators during 9 months at the nursery. Absent IRDIs were an indication of possible obstacles to a child’s psychic constitution. When some of the mental health indicators were absent, the researcher worked along with the nursery caregiver in order to turn the indicators into present indicators. This paper presents the validation of the IRDI Methodology, which was based on the comparison of the rate of “turned present indicators” with AP3 results, a tool for assessment of mental health problems at the age of three. As a result, the children who had “turned present indicators” showed significantly more positive mental health indicators at the age of three at AP3 than those who didn’t. It was verified that the on-the-job accompanying of nursery caregivers had a preventative effect on the possibility of children displaying both developmental problems and obstacles to their psychic constitution.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124121253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEDAGOGY AND GOVERNANCE: A PERFECT MATCH","authors":"A. Gow, Jenny Hutcheson","doi":"10.36315/2022v2end046","DOIUrl":"https://doi.org/10.36315/2022v2end046","url":null,"abstract":"\"It is a truth universally acknowledged that scholars argue that standards and performance measurements are instruments of control that have a profound influence on the day?to?day lives of individual academics, students, professional services staff, as well as organizations, causing the education environment damage. However, the authors argue in this paper that a strategy that triangulates the perspective of the teacher, the learner and the administration can and does result in an improved experience for the students. It also enables raised standards of good practice; opens up space for innovation in learning and teaching; drives progressive policies such as inclusion, access and equalities, and recognizes civic and international opportunities. The authors of this paper hold two different roles in the School of Humanities at the University of Glasgow, that of Deputy Head of the School of Humanities and Head of School Professional Services. The experience of jointly developing and delivering a School L&T strategy across six subject areas has had an effect on our student feedback and that of our staff. Developing a professional Services team that is engaged in the strategy is a key to successful delivery. However, it is not simply team building that delivers success, it is taking a student experience based approach. Ensuring our L&T strategy is built to enhance and deliver an excellence in the entire experience of a student while at university has brought about engagement from teaching staff, professional services team and students. Together, we explore the methods used to develop our strategy and the tools we use to monitor, reflect, adapt and enhance as necessary. We debate methods of measuring success, using not only the standard sector tools but also in terms of sustainability, health and wellbeing of the staff and students. We are committed to excellent learning, teaching and assessment; we seek to re-ignite passion for, curiosity about and commitment to advanced enquiry; rooted in the knowledge, expertise and experiences of all staff and students. Our partnership supports our core focus on developing students who are connected, civic-minded citizens and graduates who are well prepared for their chosen professions and future success. Our team approach ensures an excellent student learning experience though a commitment to enhancement. We review, reflect on and develop our teaching practice, processes and facilities to engage our students in innovative, relevant and challenging curricula. Central to this is partnership working with our diverse learning community to understand their needs and to provide them with flexibility in what, how, when and where they learn. Combined with ethical and social awareness to engender positive behaviours free from discrimination, harassment and unfair treatment. Our approach develops, supports and encourages our staff, who in partnership with our students, create a learning experience, and a student support and","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116179355","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}