INtopFORM: The Final Countdown AUGUST 9, 2017

Take a few minutes and make a list about what each of the workshop's learning outcome presentations had in common.

Alfieri L, Brooks PJ, Aldrich NJ, Tenenbaum HR (2011) Does discovery-based instruction enhance learning? J Educ Psychol 103(1):1–18.

Bailey JM, Slater TF (2004) A review of astronomy education research. Astron Educ Rev 2:20–45.

Bailey JM, Slater TF (2005) Resource letter AER-1: Astronomy education research. Am J Phys 73(8):677–685.

Bowen CW (2000) A quantitative literature review of cooperative learning effects on high school and college chemistry achievement. J Chem Educ 77(1):116–119.

Cain J, Robinson E (2008) A primer on audience response systems: Current applications and future considerations. Am J Pharm Educ 72(4):77.

Caldwell JE (2007) Clickers in the large classroom: Current research and best-practice tips. CBE Life Sci Educ 6(1):9–20.

Cordray DS, Harris TR, Klein S (2009) A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bioengineering. J Eng Educ 98(4):335–348.

Daempfle PA (2006) The effects of instructional approaches on the improvement of reasoning in introductory college biology: A quantitative review of research. BioScene 32:22–31.

Darken B, Wynegar R, Kuhn S (2000) Evaluating calculus reform: A review and a longitudinal study. CBMS Issues Math Ed 8:16–41.

Davidson N (1985) Small-group learning and teaching in mathematics. Learning to Cooperate, Cooperating to Learn: Second Conference of the IASCE, ed Slavin R (Plenum, New York), pp 211–230.

Evans KM (1965) An annotated bibliography of British research on teaching and teaching ability. Educ Res 4:67–80.

Fies C, Marshall J (2006) Classroom response systems: A review of the literature. J Sci Educ Technol 15:101–109.

Froyd JE (2008) Evidence for the Efficacy of Student-Active Learning Pedagogies (Project Kaleidoscope, Washington, DC).

Geer UC, Rudge DW (2002) A review of research on constructivist-based strategies for large lecture science classes. Electron J Sci Educ 7(2):1–22.

Glick JG (1994) Effective Methods for Teaching Nonmajors Introductory College Biology: A Critical Literature Review (Education Resources Information Center, Washington).

Hsu L, Brewe E, Foster TM, Harper KA (2004) Resource letter RPS-1: Research in problem-solving. Am J Phys 72:1147–1156.

Johnson DW, Maruyama G, Johnson R, Nelson D, Skon L (1981) Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychol Bull 89:47–62.

Johnson DW, Johnson RT, Smith KA (1998) Cooperative learning returns to college. Change 30:26–35.

Judson E, Sawada D (2002) Learning from the past and present: Electronic response systems in college lecture halls. J Comput Math Sci Teach 21:167–181.

Kay RH, LeSage A (2009) Examining the benefits and challenges of using audience response systems: A review of the literature. Comput Educ 53:819–827.

Major CH, Palmer B (2001) Assessing the effectiveness of problem-based learning in higher education: Lessons from the literature. Acad Exch Q 5:4–9.

McDermott LC, Redish EF (1999) Resource letter: PER1: Physics education research. Am J Phys 67:755–767.

Michael J (2006) Where’s the evidence that active learning works? Adv Physiol Educ 30(4):159–167.

Olds BM, Moskal BM, Miller RL (2005) Assessment in engineering education: Evolution, approaches and future collaborations. J Eng Educ 94:13–25.

Prince M (2005) Does active learning work? A review of the research. J Eng Educ 93(3):223–231.

Prince M, Felder R (2006) Inductive teaching and learning methods: Definitions, comparisons, and research bases. J Eng Educ 95:123–138.

Roschelle J, Penuel WR, Abrahamson L (2004) Classroom response and communication systems: Research review and theory. American Educational Research Association, Annual Meeting (AERA, San Diego).

Springer L, Stanne ME, Donovan SS (1999) Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology. Rev Educ Res 69(1):21–51.

Tomcho TT, Foels R (2008) Assessing effective teaching of psychology: A metaanalytic integration of learning outcomes. Teach Psychol 35:286–296.

Tomcho TT, et al. (2008) Review of ToP teaching strategies: Links to students’ scientific inquiry skills development. Teach Psychol 35:147–159.

Weller K, et al. (2003) Student performance and attitudes in courses based on APOS theory and the ACE teaching cycle. CBMS Issues Math Ed 12:97–131.

Zieffler A, et al. (2008) What does research suggest about the teaching and learning of introductory statistics at the college level? A review of the literature. J Stat Educ 16:1–25.

Freeman S, et al. (2007) Prescribed active learning increases performance inintroductory biology. CBE Life Sci Educ 6(2):132–139.

Freeman S, Haak D, Wenderoth MP (2011) Increased course structure improves performance in introductory biology. CBE Life Sci Educ 10(2):175–186..

Barrows HS (1986) A taxonomy of problem-based learning methods. Med Educ 20(6): 481–486.

Beichner R, et al. (1999) Case study of the physics component of an integrated curriculum. Am J Phys 67(7):S16–S24.

Crider A (2005) Hot seat questioning: A technique to promote and evaluate student dialogue. Astron Educ Rev 3(2):137–147.

Beichner RJ, et al. (2007) The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. Phys Educ Res 1(1):42.

Cummings K, Marx J, Thornton R, Kuhl D (1999) Evaluating innovation in studio physics. Am J Phys 67(1):S38.

Anderson WL, Mitchell SM, Osgood MP (2005) Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochem Mol Biol Educ 33(6):387–393.

Armbruster P, Patel M, Johnson E, Weiss M (2009) Active learning and studentcentered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ 8(3):203–213.

Armstrong N, Chang S-M, Brickman M (2007) Cooperative learning in industrial-sized biology classes. CBE Life Sci Educ 6(2):163–171.

Austin DA (1995) Effect of cooperative learning in finite mathematics on student achievement and attitude. PhD thesis (Illinois State Univ, Normal, IL).

Banerjee AC, Vidyapati TJ (1997) Effect of lecture and cooperative learningstrategies on achievement in chemistry in undergraduate classes. Int J Sci Educ 19(8): 903–910.

Barg M, et al. (2000) Problem-based learning for foundation computer science courses. Comput Sci Educ 10(2):109–128.

Barnard JD (1942) The lecture-demonstration versus the problem-solving method of teaching a college science course. Sci Educ 26(3-4):121–132.

Basili PA, Sanford JP (1991) Conceptual change strategies and cooperative group work in chemistry. J Res Sci Teach 28:293–304.

Beck LL, Chizhik AW (2008) An experimental study of cooperative learning in CS1. SIGCSE Bull 40(1):205–209.

Bilgin I (2006) Promoting pre-service elementary students’ understanding of chemical equilibrium through discussions in small groups. Int J Sci Math Educ 4(3)

Bilgin I, Senocak E, Sozbilir M (2009) The effects of problem-based learning instruction on university students’ performance of conceptual and quantitative problems in gas concepts. Eurasia J Math Sci & Tech 5(2):153–164.

Blue JM (1997) Sex differences in physics learning and evaluations in an introductory course PhD thesis. Univ of Minnesota, Twin Cities, Minneapolis, MN.

Bookman J, Friedman CP (1994) A comparison of the problem solving performance of students in lab based and traditional calculus. CBMS Issues Math Ed 4:101–116.

Booth KM, James BW (2001) Interactive learning in a higher education Level 1 mechanics module. Int J Sci Educ 23(9):955–967.

Born DG, Gledhill SM, Davis ML (1972) Examination performance in lecture discussion and personalized instruction courses. J Appl Behav Anal 5(1):33–43.

Boyles MP, Killian PW, Rileigh KK (1994) Learning by writing in introductory psychology. Psychol Rep 75(1):563–568.

Bradley AZ, Ulrich SM, Jones M, Jr., Jones SM (2002) Teaching the sophomore organic course without a lecture. Are you crazy? J Chem Educ 79(4):514–519.

Brown JD (1972) An evaluation of the Spitz student response system in teaching a course in logical and mathematical concepts. J Exp Educ 40(3):12–20.

Buck JR, Wage KE (2005) Active and cooperative learning in signal processing courses. IEEE Signal Process Mag 22(2):76–81.

Bullard L, Felder R, Raubenheimer D (2008) Effects of active learning on student performance and retention. ASEE Annual Conference Proceedings, (American Society for Engineering Education, Washington).

Bunting CF, Cheville RA (2009) (VECTOR: A hands-on approach that makes electromagnetics relevant to students. IEEE Trans Educ 52(3):350–359.

Burrowes PA (2003) A student-centered approach to teaching general biology that really works: Lord’s constructivist model put to a test. Am Biol Teach 65(7):491–502.

Cahyadi V (2004) The effect of interactive engagement teaching on student understanding of introductory physics at the faculty of engineering, University of Surabaya, Indonesia. High Educ Res Dev 23(4):455–464.

Carmichael J (2009) Team-based learning enhances performance in introductory biology. J Coll Sci Teach 38(4):54–61.

Chaplin S (2009) Assessment of the impact of case studies on student learning gains in an introductory biology course. J Coll Sci Teach 39(1):72–79.

Cheng KK, Thacker BA, Cardenas RL, Crouch C (2004) Using an online homework system enhances students’ learning of physics concepts in an introductory physics course. Am J Phys 72(11):1447–1453.

Christensen T (2005) Changing the learning environment in large general education astronomy classes. J Coll Sci Teach 35(3):34.

Crouch CH, Mazur E (2001) Peer instruction: Ten years of experience and results. Am J Phys 69(9):970–977.

Davis M, Hult RE (1997) Effects of writing summaries as a generative learning activity during note taking. Teach Psychol 24(1):47–50.

Dees RL (1991) The role of cooperative learning in increasing problem-solving ability in a college remedial course. J Res Math Educ 22(5):409–421.

Demetry C, Groccia JE (1997) A comparative assessment of students’ experiences in two instructional formats of an introductory materials science course. J Eng Educ 86(3):203–210.

Dougherty RC, et al. (1995) Cooperative learning and enhanced communication: Effects on student performance, retention, and attitudes in general chemistry. J Chem Educ 72(9):722–726.

Doymus K (2007) Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams. J Chem Educ 84(11): 1857–1860.

Erwin TD, Rieppi R (1999) Comparing multimedia and traditional approaches in undergraduate psychology classes. Teach Psychol 26(1):58–61.

Fallahi CR (2008) Redesign of a life span development course using Fink’s taxonomy. Teach Psychol 35(3):169–175.

Felder RM, Felder GN, Dietz JE (1998) A longitudinal study of engineering student performance and retention. V. Comparisons with traditionally-taught students. J Eng Educ 87(4):469–470.

Forbes CA (1997) Analyzing the growth of the critical thinking skills of college calculus students PhD thesis. (Iowa State Univ, Ames IA).

Gifford VD, Vicks J (1982) A comparison of the personalized system of instruction and a conventional biology course on the achievement of junior college freshmen. J Res Sci Teach 19(8):659–664.

Giraud G (1997) Cooperative learning and statistics instruction. J Stat Educ 5(3):1–13.

Gonzalez G (2006) A systematic approach to active and cooperative learning in CS1 and its effects on CS2. SIGCSE Bull 38(1):133–137.

Graham RB (1999) Unannounced quizzes raise test scores selectively for mid-range students. Teach Psychol 26(4):271–273.

Gruner HM (1997) A study of the cognitive and affective impact of the cockpit physics curriculum on students at the United States Air Force Academy. PhD thesis (Kansas State Univ, Manhattan, KS).

Gutwill-Wise JP (2001) The impact of active and context-based learning inintroductory chemistry courses: An early evaluation of the modular approach. J Chem Educ 78(5):684–690.

Haberyan KA (2003) Do weekly quizzes improve student performance on general biology exams? Am Biol Teach 65(2):110–114.

Hagen JP (2000) Cooperative learning in organic II. Increased retention on a commuter campus. J Chem Educ 77(1):1441–1444.

Hake RR (1998) Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. Am J Phys 66(1): 64–74.

Heron PRL, Loverude ME, Shaffer PS, McDermott LC (2003) Helping students develop an understanding of Archimedes principle. II. Development of research-based instructional materials. Am J Phys 71(11):1188–1195.

Hersam MC, Luna M, Light G (2004) Implementation of interdisciplinary group learning and peer assessment in a nanotechnology engineering course. J Eng Educ 93(1):49–57.

Hsieh C, Knight L (2008) Problem-based learning for engineering students: An Evidence-based comparative study. J Acad Librariansh 34(1):25–30.

Hurley JD (2002) Effect of extended use of systematic instruction model on student achievement and content coverage in a “C” programming class. PhD thesis (Texas A&M Univ, College Station, TX).

Jensen MS, Finley FN (1996) Changes in students’ understanding of evolution resulting from different curricular and instructional strategies. J Res Sci Teach 33(8): 879–900.

Johnson SD, Fischbach RM (1992) Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level (National Center for Research in Vocational Education, Univ of California, Berkeley, CA).

Keeler CM, Steinhorst RK (1994) Cooperative learning in statistics. Teach Stat 16(3): 81–84.

Kellum KK, Carr JE, Dozier CL (2001) Response-card instruction and student learning in a college classroom. Teach Psychol 28(2):101–104.

Kitchen E, Bell JD, Reeve S, Sudweeks RR, Bradshaw WS (2003) Teaching cell biology in the large-enrollment classroom: Methods to promote analytical thinking and assessment of their effectiveness. Cell Biol Educ 2(3):180–194.

Klionsky DJ (2002) Constructing knowledge in the lecture hall. J Coll Sci Teach 31(4): 246–251.

Knight JK, Wood WB (2005) Teaching more by lecturing less. Cell Biol Educ 4(4):298–310.

Krause PA (1997) Promoting active learning in lecture-based courses: Demonstrations, tutorials, and interactive tutorial lectures. PhD thesis (Univ of Washington, Seattle, WA).

Lasry N, Mazur E, Watkins J (2008) Peer instruction: From Harvard to the two-year college. Am J Phys 76(11):1066–1069.

Lawson TJ, Bodle JH, Houlette MA, Haubner RR (2006) Guiding questions enhance student learning from educational videos. Teach Psychol 33(1):31–33.

Lee AH (2009) Development and evaluation of clicker methodology for introductory physics courses. PhD thesis (Ohio State Univ, Columbus OH).

LeJeaune NF (2002) Problem-based learning instruction versus traditional instruction on self-directed learning, motivation, and grades of undergraduate computer science students. PhD thesis (Univ of Colorado at Denver, Denver, CO).

Lenaerts J, Wieme W, Zele EV (2003) Peer instruction: A case study for an introductory magnetism course. Eur J Phys 24(1):7.

Lewis SE, Lewis JE (2008) Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer-led guided inquiry. J Res Sci Teach 45(7):794–811.

Lindaman BJ (2007) Making sense of the infinite: A study comparing the effectiveness of two approaches to teaching infinite series in calculus. PhD thesis (Univ of Kansas, Lawrence, KS).

Linsey J, Talley A, White C, Jensen D, Wood K (2009) From Tootsie Rolls to broken bones: An innovative approach for active learning in mechanics of materials. Adv Eng Educ 1(3):1–23.

Lohse B, Nitzke S, Ney DM (2003) Introducing a problem-based unit into a lifespan nutrition class using a randomized design produces equivocal outcomes. J Am Diet Assoc 103(8):1020–1025.

Lord TR (1997) A comparison between traditional and constructivist teaching in college biology. Innovative High Educ 21(3):197–216.

Lord TR (1999) A comparison between traditional and constructivist teaching in environmental science. J Environ Educ 30(3):22–27.

Lovelace TL, McKnight CK (1980) The effects of reading instruction on calculus students’ problem solving. J Read 23(4):305–308.

Lucas CA (1999) A study of the effects of cooperative learning on the academic achievement and self-efficacy of college algebra students. PhD thesis. (Univ of Kansas, Lawrence, KS).

Marbach-Ad G, Sokolove PG (2000) Can undergraduate biology students learn to ask higher level questions? J Res Sci Teach 37(8):854–870.

Martin M (2009) The effect of active techniques combined with didactic lecture on student achievement. MS thesis (Arkansas State Univ, Jonesboro).

Mathew E (2008) Learning physics: A comparative analysis between instructional design methods. PhD thesis (Capella Univ, Minneapolis, MN).

Mayer RE, et al. (2009) Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemp Educ Psychol 34(1):51–57.

McCormick BD (2000) Attitude, achievement, and classroom environment in a learner-centered introductory biology course. PhD thesis (Univ of Texas at Austin, Austin, TX).

McDaniel CN, Lister BC, Hanna MH, Roy H (2007) Increased learning observed in redesigned introductory biology course that employed web-enhanced, interactive pedagogy. CBE Life Sci Educ 6(3):243–249.

Mohamed A-R (2008) Effects of active learning variants on student performance and learning perceptions. IJ-SOTL 2(2):1–14.

Morling B, McAuliffe M, Cohen L, DiLorenzo TM (2008) Efficacy of personal response systems (“clickers”) in large, introductory psychology classes. Teach Psychol 35(1): 45–50.

Nasr KJ, Ramadan BH (2008) Impact assessment of problem-based learning in an engineering science course. J STEM Edu 9(3/4):16–24.

Nelson J, Robison DF, Bell JD, Bradshaw WS (2009) Cloning the professor, an alternative to ineffective teaching in a large course. CBE Life Sci Educ 8(3):252–263.

Norwood KS (1995) The effects of the use of problem solving and cooperative learning on the mathematics achievement of underprepared college freshmen. PRIMUS (Terre Ht Ind) 5(3):229–252.

O’Brien TH (1993) The effects of cooperative learning versus lecture on the attitudes, achievement, and attrition rates of college algebra students. PhD thesis (Univ of Arkansas at Little Rock, Little Rock, AR).

Oliver-Hoyo M, Allen D, Hunt WF, Hutson J, Pitts A (2004) Effects of an active learning environment: Teaching innovations at a research I institution. J Chem Educ 81(3):441–448.

O’Sullivan DW, Copper CL (2003) Evaluating active learning: A new initiative for a general chemistry curriculum. J Coll Sci Teach 32(7):448–452.

Overlock TH, Sr. (1994) Comparison of effectiveness of collaborative learning methods and traditional methods in physics classes at Northern Maine Technical College. PhD thesis (Nova Southeastern Univ, Fort Lauderdale, FL).

Paschal CB (2002) Formative assessment in physiology teaching using a wireless classroom communication system. Adv Physiol Educ 26(1-4):299–308.

Poirier CR, Feldman RS (2007) Promoting active learning using individual response technology in large introductory psychology classes. Teach Psychol 34(3):194–196.

Pollock SJ, Finkelstein ND (2008) Sustaining educational reforms in introductory physics. Phys Rev ST Phys Educ Res 4(1):010110-010111–010110-010118.

Priebe RL (1997) The effects of cooperative learning on content comprehension and logical reasoning in a second-semester university computer science course. PhD thesis (Univ of Texas at Austin, Austin, TX).

Randolph WM (1992) The Effect of Cooperative Learning on Academic Achievement in Introductory College Biology. PhD thesis (Washington State Univ, Pullman, WA).

Redish EF, Saul JM, Steinberg RN (1997) On the effectiveness of active-engagement microcomputer-based laboratories. Am J Phys 65(1):45.

Robinson WR, Niaz M (1991) Performance based on instruction by lecture or by interaction and its relationship to cognitive variables. Int J Sci Educ 13(2):203.

Roselli RJ, Brophy SP (2006) Effectiveness of challenge-based instruction in biomechanics. J Eng Educ 95(4):311–324.

Ross MR, Fulton RB (1994) Active learning strategies in the analytical chemistry classroom. J Chem Educ 71(2):141–143.

Rybarczyk BJ, Baines AT, McVey M, Thompson JT, Wilkins H (2007) A case-based approach increases student learning outcomes and comprehension of cellular respiration concepts. Biochem Mol Biol Educ 35(3):181–186.

Sadler KC (2002) The effectiveness of cooperative learning as an instructional strategy to increase biological literacy and academic achievement in a large, nonmajors college biology class. PhD thesis (Tennessee State Univ, Nashville, TN).

Schielak DJF (1988) A cooperative learning, laboratory approach in a mathematics course for prospective elementary teachers. PhD thesis (Texas A&M Univ, College Station TX).

Shatila A (2007) Assessing the impact of integrating POGIL in elementary organic chemistry. PhD thesis (Univ of Southern Mississippi, Hattiesburg, MS).

Sorensen CM, Churukian AD, Maleki S, Zollman DA (2006) The New Studio format for instruction of introductory physics. Am J Phys 74(12):1077–1082.

Turns SR, Pauley LL, Zappe SE (2009) Active and collaborative learning in a first course in fluid mechanics: Implementation and transfer. Int J Eng Educ 25(5): 979–997.

Udovic D, Morris D, Dickman A, Postlethwait J, Wetherwax P (2002) Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course. Bioscience 52(3):272–281.

Usoh II (2003) An investigation into the effectiveness of problem-based learning in an engineering technology program at Nashville State Technical Community College. PhD thesis (Tennessee State Univ, Nashville, TN).

Van Gorp M, Grissom S (2001) An empirical evaluation of using constructive classroom activities to teach introductory programming. Comput Sci Educ 11(3): 247–260.

Weir JA (2004) Active learning in transportation engineering education. PhD thesis (Worcester Polytechnic Institute, Worcester, MA).

Wilke RR, Straits WJ (2001) The effects of discovery learning in a lower-division biology course. Adv Physiol Educ 25(1-4):134–141.

Williamson VM, Rowe MW (2002) Group problem-solving versus lecture in collegelevel quantitative analysis: The good, the bad, and the ugly. J Chem Educ 79(9): 1131–1134.

Yoder JD, Hochevar CM (2005) Encouraging active learning can improve students’ performance on examinations. Teach Psychol 32(2):91–95.

Zimrot R, Ashkenazi G (2007) Interactive lecture demonstrations: A tool for exploring and enhancing conceptual change. Chem Educ Res Pract 8(2):197.

Alsardary S, Blumberg P (2009) Interactive, learner-centered methods of teaching mathematics. PRIMUS (Terre Ht Ind) 19(4):401–416.

Barak M, Harward J, Kocur G, Lerman S (2007) Transforming an introductory programming course: From lectures to active learning via wireless laptops. J Sci Educ Technol 16(4):325–336.

Chambers SLK (2008) Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching. PhD thesis (Union Institute & Univ, Cincinnati, OH).

Farrell JJ, Moog RS, Spencer JN (1999) A guided inquiry general chemistry course. J Chem Educ 76(4):570–574.

Hoffman EA (2001) Successful application of active learning techniques to introductory microbiology. Microbiol Educ 2(1).

Kashy E, Thoennessen M, Tsai Y, Davis NE, Wolfe SL (1998) Using networked tools to promote student success in large classes. Soc Educ 62(7):385–390.

Keeler CM, Voxman M (1994) The effect of cooperative learning in remedial freshman level mathematics. AMATYC Review 16(1):37–44.

Marrs KA, Novak G (2004) Just-in-Time Teaching in biology: Creating an active learner classroom using the Internet. Cell Biol Educ 3(1):49–61.

McConnell DA, Steer DN, Owens KD (2003) Assessment and active learning strategies for introductory geology courses. J Geosci Educ 51(2):205–216.

Nirmalakhandan N, Ricketts C, McShannon J, Barrett S (2007) Teaching tools to promote active learning: Case study. J Prof Issues Eng Educ Pract 133(1):31–37.

Paulson DR (1999) Active learning and cooperative learning in the organic chemistry lecture class. J Chem Educ 76(8):1136–1140.

Preszler RW (2009) Replacing lecture with peer-led workshops improves student learning. CBE Life Sci Educ 8(3):182–192.

Quitadamo IJ, Brahler CJ, Crouch GJ (2009) Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses. Sci Educator 18(1):29–39.

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