European journal of education studies最新文献

{"title":"DEFIS DES PRATIQUES DIDACTIQUES DES ENSEIGNANTS DE BIOLOGIE DES ECOLES SECONDAIRES DE LA SOUS-PROVINCE EDUCATIONNELLE DE LUBUMBASHI II, RDC / CHALLENGES OF TEACHING PRACTICES OF BIOLOGY TEACHERS IN SECONDARY SCHOOLS IN THE EDUCATIONAL SUB-PROVINCE OF LUBUMBASHI II, RDC","authors":"Mwambu Kwanu, Yitil Pierre Kamand","doi":"10.46827/ejes.v10i12.5130","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5130","url":null,"abstract":"L’étude a identifié les défis des pratiques didactiques des enseignants de biologie des écoles secondaires de la sous-province éducationnelle de Lubumbashi ii. Elle a été menée dans les écoles secondaires auprès de 128 enseignants. Dans cette étude, compte tenu des objectifs poursuivis et des hypothèses vérifiées, l’approche quantitative à l’approche qualitative a été utilisée avec la méthode d’enquête. L’instrument utilisé pour la collecte des données est l’interview semi-directive. L’analyse de contenu a permis de montrer que les enseignants sont confrontés à des difficultés relatives (i) au manque de manuels, de matériel didactique, de laboratoire, de pré requis des élèves, (ii) à la gestion des classes pléthoriques et à la non-maitrise de la langue d’enseignement par les élèves. Les enseignants exploitent (i) les manuels et la documentation disponibles sur le net ainsi que le programme national de référence pour préparer leurs leçons ; (ii) l’approche interactive en classe ; (iii) l’évaluation de compétences acquises d’une part et ils recouraient (i) à leurs acquis scolaires, à leurs notes de cours, à la documentation des collègues ; (ii) au résumé au tableau et (iii) à la réduction du nombre d’évaluation d’autre part. Les enseignants proposent qu’ils soient mis à leur disposition (i) une documentation suffisante ; (ii) de laboratoire, de matériels didactiques, un programme d’enseignement adapté aux réalités locales et que l’effectif des élèves dans des salles de classe soit réduit.The study identified the challenges of the didactic practices of biology teachers in secondary schools in the educational sub-province of Lubumbashi ii. It was carried out in secondary schools with 128 teachers. In this study, taking into account the objectives pursued and the hypotheses verified, the quantitative approach to the qualitative approach was used with the survey method. The instrument used for data collection is the semi-structured interview. The content analysis made it possible to show that teachers are faced with difficulties relating to (i) the lack of textbooks, teaching materials, laboratories, student prerequisites, (ii) the management of overcrowded classes and students' lack of mastery of the language of instruction. Teachers use (i) the manuals and documentation available on the internet as well as the national reference program to prepare their lessons; (ii) the interactive approach in class; (iii) the evaluation of acquired skills on the one hand and they used (i) their academic achievements, their course notes, documentation from colleagues; (ii) the summary in the table and (iii) the reduction of the number of evaluations on the other hand. The teachers suggest that (i) sufficient documentation be made available to them; (ii) laboratory, teaching materials, a teaching program adapted to local realities and that the number of students in classrooms is reduced.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"45 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588584","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":"ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA","authors":"Amantle Sekgoma, E. Salani","doi":"10.46827/ejes.v10i12.5128","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5128","url":null,"abstract":"Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"51 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593979","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 EDUCATIONAL ROLE OF HARMONICS IN PLATO’S REPUBLIC VII","authors":"Eirini Nikolaou","doi":"10.46827/ejes.v10i12.5126","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5126","url":null,"abstract":"The purpose of this study is to discuss Plato's views concerning the mathematical aspects of music and its educational role, through the science of harmonics in Republic VII. Plato in his Republic includes harmonics as the fifth of the courses in a program of mathematical sciences (arithmetic, geometry, stereometry, astronomy, and harmonics) to be studied by the future philosopher-rulers, who are to become the best guardians and govern the ideal State. These mathematical sciences constitute the preparatory courses of the highest of all, which is dialectics. Τhe prominent place that mathematical sciences occupy in Plato's educational system, as that stage of education which helps the soul to turn towards true philosophy, is based on the fact that they contribute to the cultivation of cognitive skills, teach people how to think and help in the exercise of abstract thought. Harmonics have an equal, if not superior position, among the other mathematical sciences. Τhey are all connected with each other in terms of the result achieved by their study, that is, the conversion of the soul from the visible world to the intelligible world. This happens due to their mathematical way of thinking and their intelligible character, excluding their practical use and their involvement with empirical objects.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"65 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598309","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":"LEARNING INDIGENOUS LANGUAGES IN PUBLIC PRIMARY SCHOOLS IN KENYA: OVERVIEW, PROBLEMS AND THE WAY FORWARD","authors":"Tony Okwach Omusonga, Pius Simiyu, D. K. Chesaro","doi":"10.46827/ejes.v10i12.5091","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5091","url":null,"abstract":"Indigenous languages face extinction in the near future despite the important role they play in communication, cultural preservation, and identity of indigenous people. The threat is the direct consequence of colonialism and colonial practices and is currently exacerbated by globalization. Article 13 of the United Nations Declaration on Rights of Indigenous Peoples guarantees rights to these peoples to revitalize, use, develop, and transmit to future generations their languages, oral traditions, writing systems, and literatures. Further, it provides that states shall take effective measures to protect this right, including through interpretation in political, legal, and administrative proceedings. Consequently, Kenya’s language-in-education policy dating from the colonial period has been supportive of the teaching of indigenous languages in schools. For example, in the more recent curriculum reforms of 2017, Kenya set out to offer indigenous languages both as a medium of instruction and as a subject right from pre-primary to lower secondary levels of education as spelled out in the Basic Education Curriculum Framework. However, weak enforcement of the language policy coupled with a myriad of implementation challenges have been major drawbacks to the success of indigenous language instruction in schools. Hence the discussions about the importance of the use of indigenous languages in schools are still hotly debated. Therefore, the focus of this paper is to present an overview of and problems of learning indigenous languages in public primary schools in Kenya. Finally, relevant suggestions have been put forward to overcome the problems.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"99 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600055","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":"ASSESSMENT OF 21ST CENTURY TEACHING PROFESSION SKILLS EMPHASIS IN UNIVERSITY PRE-SERVICE TEACHER TRAINING PROGRAMMES IN KENYA: A CASE STUDY OF BOMET UNIVERSITY COLLEGE","authors":"Tony Okwach Omusonga, D. K. Chesaro","doi":"10.46827/ejes.v10i12.5092","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5092","url":null,"abstract":"In this era of a global economy, education systems are changing to rethink the teaching-learning process in order to prepare better individuals to be able to meet the changing social and economic demands. It is against this backdrop that in 2019 Kenya adopted the Competency Based Curriculum (CBC) in an effort to reform her education system and make it globally competitive with regard to human resource development. The new curriculum is being implemented within a 2-6-6-3 system of education framework as the old 8-4-4 system is gradually phased out. The CBC implementation is currently from Pre-primary 1 to Grade 7. CBC aims to equip school graduates with the requisite 21st century competences of communication and collaboration, critical thinking and problem-solving, creativity and imagination, and citizenship, digital literacy, among others. The success of the CBC is anchored on the transformational role to be played by the teacher which goes beyond a technical transmission activity to include competences and attitude development, talent identification and nurturing, career guidance, and even activism committed to diminishing the inequities of society. The bulk of the country’s teaching force will henceforth be concentrated in secondary schools as opposed to primary schools. Ideally, secondary school teachers would have had university-level education. These developments call for paradigm shifts in the way universities prepare teachers to be responsive to the changed role of the teacher. Of critical importance is the restructuring of the university teacher education programmes to ensure that they adequately address the challenges of the 21st century classroom, hence aligning them to the demands of CBC. The objective of this study therefore was to assess the level of emphasis accorded to skills of the 21st century teaching profession in university pre-service teacher training programmes in Kenya. Stufflebeam’s (1983) CIPP Evaluation Model was used to give focus to the study. Descriptive survey and case study research designs were used in the study. The study was carried out at Bomet University College (BUC) and the study population comprised 1 Teaching Practice Assessment Criteria (TPAC) used to assess students on teaching practice in the 7 undergraduate and 1 postgraduate pre-service teacher training programmes at BUC. A saturated sampling technique was used to select 1 TPAC which formed the sample of the study. A document analysis guide was used to collect data whereby the TPAC was analyzed for content related to skills of the 21st century teaching profession. A numerical rating scale was used to gather information relating to 22 skills of the 21st century teaching profession. Each skill was rated against a 5-point scale to ascertain the degree of emphasis it was accorded in the curriculum. Mean scores were computed for each category of skills and used to report the findings. The study found an overall average emphasis (M = 2.95) on the skills of t","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599831","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":"AN EXAMINATION OF SPORTS SUCCESS IN SCHOOLS AND AMATEUR SPORTS CLUBS IN AFYONKARAHISAR, TURKEY","authors":"Bora Yiğit, Mehmet Şahin","doi":"10.46827/ejes.v10i12.5124","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5124","url":null,"abstract":"The purpose of this research is to examine the success of the sport in schools and amateur sports clubs in Afyonkarahisar. This study aims to determine the rankings of students' achievements in amateur sports clubs and school sports, considering various variables. A total of 80 amateur sports clubs in Afyonkarahisar city center and 184 school teams participating in sports competitions were examined, and their success statuses were ranked. This research used a descriptive research model that aims to describe existing facts as they are. A descriptive research model is an approach that aims to describe a situation as it currently exists (Karasar, 2012). For the study, statistics from the Ministry of Youth and Sports (GSİM) and the Ministry of National Education (MEM) for the years 2015-2020 were collected. This included data on the number of amateur sports clubs, the number of athletes, sports branches, the number of athletes going to national teams, student numbers from the Ministry of National Education, facility numbers, and success statistics. Descriptive statistics of the data were collected, and a descriptive data analysis was performed. The normality of distribution was checked in data analysis, and a normality test was conducted. Descriptive statistics (frequency distribution) were used in the statistical analysis of the obtained data. At the end of the research, reasons for the lower-than-expected sports success in schools and amateur sports clubs in Afyonkarahisar were identified, and descriptive findings on solutions were provided.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603692","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":"PSYCHOLOGICAL EMPOWERMENT, WORK ENGAGEMENT AND PAY SATISFACTION: A PATH MODEL ON RETENTION AMONG SECONDARY SCHOOL TEACHERS","authors":"Edgar O. Fernandez, Lyndon A. Quines","doi":"10.46827/ejes.v10i12.5122","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5122","url":null,"abstract":"In this study, psychological empowerment, work engagement, and pay satisfaction were used to estimate the best fit model for teacher retention at the Department of Education in Region XII. The study employed quantitative research design using path analysis and correlational approach which are under non-experimental research design. Using the stratified random sampling technique, the 400 secondary teachers from the divisions of South Cotabato, Koronadal, General Santos, and Sarangani were identified. The statistical tools that were used in interpreting the data were weighted mean, Pearson r correlation coefficient, and path analysis. Additionally, survey questions that had been adjusted, changed, and validated were employed. The outcome demonstrates the extremely high degree of psychological empowerment among secondary educators. Teachers also exhibit high levels of work engagement. Nonetheless, secondary teachers have a poor degree of salary satisfaction. As a result, secondary teachers have a high rate of teacher retention. Additionally, the results indicated that pay satisfaction was substantially connected with teacher retention when each independent variable was examined in relation to teacher retention. Additionally, there was a strong correlation between teacher retention and psychological empowerment. The best fit model for predicting teacher retention is model 3. According to the model, among secondary school teachers in Region XII, psychological empowerment and pay satisfaction are predictive factors of teacher retention.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605207","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":"SCHEMES DES ACTES DE GESTION ET APPLICABILITE DES PROCEDURES EN MATIERE DE RESSOURCES HUMAINES SUR LA DEPERDITION DES ENSEIGNANTS DU PRIMAIRE AU CAMEROUN /","authors":"Adams Daniel Oyono, Cyrille Ivan Chaffi","doi":"10.46827/ejes.v10i12.5121","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5121","url":null,"abstract":"Une question fondamentale dans la performance du système éducatif au Cameroun consiste à analyser ses pratiques de gouvernance administrative des ressources humaines, notamment à travers les actes de gestion et l’applicabilité des procédures au Ministère de l’Education de Base, site de l’étude. L’objectif de cette étude est d’étudier l’effet de l’applicabilité des procédures et des actes de gestion des ressources humaines au MINEDUB sur la déperdition des enseignants du primaire. Les résultats obtenus après enquête auprès de 901 participants de la chaîne éducative du Ministère de l’Education de Base, indiquent que les déperditions des enseignants se justifient par le non-respect des procédures de nomination et de mutation, un chevauchement dans la signature des actes de gestion, les difficultés d’accès à la première solde et d’actualisation du profil de carrière, mais aussi le faible accompagnement médico-sanitaire du personnel enseignant. Pour améliorer cette situation, il est essentiel que les responsables des ressources humaines mettent en œuvre les procédures existantes et cherchent continuellement à améliorer les pratiques dans ce domaine. Une meilleure gestion des ressources humaines est cruciale pour un système éducatif plus résilient et performant.A fundamental question in the performance of Cameroon's education system is to analyze its human resources administrative governance practices, particularly through management acts and the applicability of procedures at the Ministry of Basic Education, the study site. This study aims to investigate the factorial weight of the applicability of procedures and acts of human resources management on the wastage of primary school teachers, a dysfunction that has been continuously observed for decades. The results obtained from a survey of 901 participants in the Ministry of Basic Education's educational chain indicate that teacher attrition is due to non-compliance with appointment and transfer procedures, overlapping in the signing of management acts, difficulties in accessing initial pay and updating career profiles, as well as poor medical and health support for teaching staff. To improve this situation, it is essential that human resources managers implement existing procedures and continually seek to improve practices in this area. Better management of human resources is crucial for a more resilient, high-performance education system.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"42 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606756","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":"BROOKFIELD AND MEZIROW ON CRITICAL REFLECTION: EMPOWERING ONESELF, TRANSFORMING SOCIETY","authors":"Katerina R. Toka, Labrina Gioti","doi":"10.46827/ejes.v10i12.5120","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5120","url":null,"abstract":"The goal of (critical)  adult education is to emancipate people, to make them reflect, realize what oppresses them and take transformative action towards a more just and democratic world. In practice, it leads to the acquisition of knowledge / skills, and it is often commodified by awarding certificates / degrees adapting to the demands of the labor market. Mezirow's transformative theory has influenced the field, educators, and researchers as well. Critical reflection constitutes a necessary condition for transformative learning, a term often found in adult and higher education and considered a critical aspect of personal, educational, and professional development. This paper aspires to explain the shift of adult education to the labor market by employing Foucault’s theory and to compare the way two scholars, Mezirow and Brookfield, perceive the concepts of critical reflection and transformation and the prospects they accordingly appoint to the processes in relation to an emancipatory adult education. We conclude that Mezirow’s perspective focuses more on the individual, pursues self-realization and progressive change of society. For Brookfield, education goes hand in hand with politics. His view is critical/radical and aims at profound and drastic social change where collective action is essential.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616915","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 EFFECT OF SAPE DAYAK MUSIC THERAPY TO REDUCING STRESS LEVELS FOR ACEH SINGKIL MUHAMMADIYAH MIDDLE SCHOOL STUDENTS","authors":"Muammar Fitra Hadi, M. N. Wangid","doi":"10.46827/ejes.v10i12.5116","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5116","url":null,"abstract":"In overcoming stress disorders in students, special media are needed that are able to be a stimulus in learning management and individual stress. Action or effort that can be done is to use music therapy techniques. Sape' or also called Sampe is a musical instrument or instrument originating from the Dayak Kenyah and Kayan tribes. The purpose of this study is to apply Sape Dayak music therapy for junior high school students who are prone to stress. This study uses a quantitative approach, with the type of pre-experimental method with one group pre- and post-design. Where the population in this research is class X Aceh Singkil Muhammadiyah Middle School Students, with a total of 31 students. data collection technique using a stress measurement instrument, namely DASS 42. Music therapy has an effect on reducing stress levels in class X students of SMP Muhammadiyah Gunung Meriah. On the first day and the second day of the study, there was a significant difference between stress levels before and after music therapy was carried out in the X grade group of Aceh Singkil Muhammadiyah Middle School Students. Thus, it can be concluded that music therapy has an effect on reducing stress levels in the class X group of Aceh Singkil Muhammadiyah Middle School Students.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226841","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}