Mohammad Abed Sakarneh

@bau.edu.jo

Department of Special Education, Princess Rahma University College
Al Balqa Applied University

Mohammad Abed Sakarneh


                  Download Compact PDF  
https://researchid.co/msakarneh

EDUCATION

PhD In Special Education

RESEARCH, TEACHING, or OTHER INTERESTS

Education
22

Scopus Publications

427

Scholar Citations

13

Scholar h-index

17

Scholar i10-index

Scopus Publications

  • Relationship Between Assisted Reproductive Technology and Autism Spectrum Disorders: A Systematic Review and Meta-Analysis
    Mohammad A. Sakarneh, Obaid A. Sabayleh, Firas D. Alsoleihat, Mamduh B. Al Zaben, Alia M. Al-Oweidi, et al.
    Psychiatry International, 2025
    Numerous studies have investigated the relationship between autism spectrum disorders (ASD) and the use of Assisted Reproductive Technology (ART). However, the results have been inconclusive. This review aims to explore this association via the meta-analysis of existing studies. PubMed, Web of Knowledge, SCOPUS, and Embase databases were searched up to December 2023. Risk ratios (RRs) and 95% confidence intervals (CIs) were calculated using random or fixed effect models to explore the association between ART and ASD. A total of 20 records of cohort and case–control studies were analyzed and diagnosed with Autism Spectrum Disorder (ASD) published between 2013 and 2023. Children between the ages of 2–12 years were included in these studies via a census method. The results of the studies revealed a significant correlation between ART and ASD (RR = 1.43, 95% CI: 1.13–1.71, p = 0.006). Some subgroups revealed statistically significant relationships based on study location, design, and quality. The results suggest that using assisted reproductive technology elevates the susceptibility of children to develop ASD, but more large-scale and prospective studies are required to corroborate this conclusion, particularly in light of the divergent outcomes of some reviewed studies.
  • Difficulties and obstacles in integrating students with disabilities in Jordanian schools
    H. J. Katanani, M. A. Sakarneh, A. A. Alrahamneh, W. Awamleh, N. M. Saaideh, et al.
    Perspektivy Nauki I Obrazovania, 2023
    Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.
  • Teaching English to Students With Special Needs: A Case Study in Jordan
    Nibal Malkawi, Mallouh M. Al-Slaihat, Nagham M. Abu Al Basal, Mohammad Sakarneh, Ali Ata Alkhaldi, et al.
    Journal of Language Teaching and Research, 2023
    Students with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession were positive and above average, and there was a difference in their attitudes to their profession in general according to the “experience” variable. However, there were no differences in the teachers’ attitudes to their profession according to the “academic qualification.” The findings can contribute to identifying the most important factors that influence the decision-making of newly appointed teachers whether to enter the profession of teaching English to students with special needs.
  • Teachers’ Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic
    Mohammad Sakarneh
    Center for Educational Policy Studies Journal, 2023
    This study aims to assess teachers’ attitudes toward the rights of students with special needs during the Covid-19 pandemic. The study focuses on the attitudes of the special education teachers regarding their self-efficacy and beliefs about using e-learning with their students during the Covid-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.
 Key Words: Covid-19, Rights, Students with Special Needs, Teachers' Attitudes.
  • Effective Teaching Strategies for Students with Learning Disabilities in Inclusive Classroom: A Comparative Study
    Educational Administration Theory and Practice, 2023
  • The Impact of Corona Pandemic on Students' Mental Health from the Educational Counselors' Viewpoint
    Khowla A. Ghnaim, Nagham M. Abu-Albasal, Mohammad A. Sakarneh, Rima A. Alkhrissat
    Educational Administration Theory and Practice, 2023
    Corona pandemic has left negative impacts all over the world in general and Jordan in particular. Part of the negative impacts left by the pandemic are the psychological and emotional effects on schools' students. This study aimed to identify the impact of the Corona pandemic on the students' mental health in public schools in the Qasbah of Salt from the educational counselors' viewpoint. Seventy counselors participated in this study. To achieve the study's objectives, the researchers developed a questionnaire consisting of (42) items within three domains: Eating and sleeping disorders, psychological problems, depression, and obsessive-compulsive disorder. SPSS program was used to analyze the collected data. The results showed that corona pandemic has a medium effect on students' mental health in the areas of obsessive-compulsive disorder, psychological problems and depression and that eating and sleep disorders were high among students. There were no statistically significant gender differences among the counselors. However, there were statistically significant differences due to the experience favoring those with ten years or above. Furthermore, statistically significant differences were evident due to the educational qualification favoring those with graduate studies degrees. Based on these results, future suggestions for research, policy and practices are presented.
  • SOCIO-EDUCATIONAL COMPETENCIES REQUIRED FOR TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: PARENTS' PERSPECTIVE
    M. A. Sakarneh, A. H. Ziadat, A. A. Almakahleh, M. A. Rababah, A. H. Alhassan, et al.
    Obrazovanie I Nauka, 2023
    Introduction. Autism spectrum disorder (ASD) is among the widely spreading disorders across the globe. Professionals in educational, sociological, and medical fields continuously investigate the effective ways to deal with individuals having ASD because they cannot be dealt in a similar way as others rather teachers have to immerse them in regular classes. Therefore, teachers should have sufficient training and developed competencies to deal with students with ASD Aim. This study aims to explore the extent to which teachers of students with ASD possess of the cognitive competencies and skills necessary from the perspectives of students’ parents.Methodology and research methods. A quantitative method was adopted to analyse the data. The study sample included 45 parents. The tool used is a checklist of the socio-educational competencies needed for teachers of students with ASD developed by Mehidat et al. (2014). It consisted of 40 items, which determine the response rating scale for the estimation of parents’ perception about the importance of socio-educational competencies needed for teachers.Results. The results showed that the parents’ estimation of teachers’ possession of socio-education-al competencies needed for teachers of students with ASD was average.Theoretical significance. The current study contributes in enriching related literature as well as it may practically help in identifying the required competencies and highlighting the importance of teachers’ possession of socio-educational competencies and skills to deal with students having ASD. So, the study helps educationists, policy-makers and most importantly teachers to focus on these important competencies and skills and work on learning them, and eventually can enhance the learning of students with ASD. As the study focuses on parents’ perspective, it has a significant contribution in enhancing quality of education being provided to students with ASD and making them constructive individuals by enhancing their learning, because parents can evaluate the effect of these competencies and they can provide the best and most effective feedback.Practical significance. There are different aspects of cognitive competencies and skills necessary for teachers of students with ASD to be addressed by special education stakeholders and policy-makers in the field of special education, particularly teaching children with autism spectrum disorders, when they consider and develop pre-service and in-service programmes for teachers of students with ASD. Most importantly, there is a dire need to develop awareness among teachers about the importance of their personal development for enhancing certain competencies and skills to enable them to identify autistic students and effectively deal with them to enhance their learning as well.
  • Parents’ perceptive regarding the effect of internet use on students with and without learning difficulties
    Mohammad Abed Sakarneh, Ayed Hanna Ziadat, Zahraa Jameel Rahahleh
    International Journal of Evaluation and Research in Education, 2022
    <p><span lang="EN-US">In the recent digital era, the use of the internet worldwide has become vital in almost all fields of life, and no one can deny its significant impact on activities of different age groups. The current study investigated the effect of internet usage on students with/without learning difficulties in Jordanian primary schools from point of view of their parents. For this purpose, a questionnaire consisting of 21 items was built by the researchers including these areas: social interactions, communication, health, entertainment, learning, academic activities, behavior, and security. The targeted population was the parents of students with/without learning difficulties in public and private schools. The findings indicated that parents perceive a moderate level of effect of internet usage on their children’s most activities except entertainment and security which have a high impact. Moreover, parents of students with learning difficulties perceive a positive impact of the internet in enhancing their children’s learning abilities.</span></p>
  • Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties
    Ayed Hanna Ziadat, Mohammad Abed Sakarneh
    International Journal of Evaluation and Research in Education, 2022
    <span lang="EN-US">The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings. The achievement of students differs due to the category of difficulty. Students presenting learning difficulties exhibited medium acquisition level of self-regulated learning. Elementary stage students exhibited a higher level of self-regulated learning, while female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support. There is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.</span>
  • The Extent to Which the Role of Women is included in the Development of Society in the National and Civic Education Textbooks
    Maha Hamed Alsaaideh, A Beer Rashed Olimmat, Mai Hamed Alsaaideh, Mohammad Abed Sakarneh, and
    International Journal of Instruction, 2022
  • The usage of modern educational technology among resource room teachers in Jordan
    Mohammad Abed Sakarneh, Abdellatif Alramamneh, Ayed Zyadat
    World Journal on Educational Technology Current Issues, 2022
  • A specialized training program on inhaler technique delivered by pharmacists to nurses: a study from the United Arab Emirates
    Iman Basheti, Laila Salameh, Bassam Mahboub, Mohammad Abed Sakarneh, Basema Saddik, et al.
    Pharmacy Practice, 2022
  • Online design thinking problems for enhancing motivation of gifted students
    Ayed H Ziadat, Mohammad Abed Sakarneh
    International Journal of Learning Teaching and Educational Research, 2021
  • The impact of COVID-19 and lockdown on families of students with special education needs
    Mohammad Abed Sakarneh
    Cypriot Journal of Educational Sciences, 2021
  • Obstacles facing disabled people in accessing the historical and archaeological sites in jordan
    Mohammad Abed Sakarneh, Hiam Jameel Katanani
    Journal of Educational and Social Research, 2021
  • Internet use among jordanian students with and without learning difficulties at primary schools
    Zahraa J. Rahahleh, Mohammad A. Sakarneh, Mizyed A. Hyassat, Nawaf S. Al-Zyoud
    Journal of Educational and Social Research, 2021
  • The importance of life goals and the level of their achievement among gifted adults in Jordan
    Hiam Jameel Kamal Katanani, Mohammad Abed Sakarneh
    Cypriot Journal of Educational Sciences, 2021
  • Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers’ perspectives
    Sakarneh Abed, Katanani Jameel, Alrahamneh Ahmad
    Specijalna Edukacija I Rehabilitacija, 2021
  • The effect of self- questioning strategy in developing independent thinking in teaching physics
    Monther Bsharh Al-Swelmyeen, Mohammad Abed Sakarneh, Ghadeer Pernec Al zabenc
    Cypriot Journal of Educational Sciences, 2020
  • The extent to which the Jordanian inclusive basic school teachers use the constructivism theory in teaching
    Mohammad Abed Sakarneh, Monther Bsharh Al-Swelmyeen
    Journal of Educational and Social Research, 2020
  • The sensory characteristics of children with autism spectrum disorder: Teachers' observation
    Mohammad Abed Sakarneh, Obaid Abdalkarim Sabayleh, Abdel Latif Khalaf Alramamneh
    International Journal of Early Childhood Special Education, 2019
  • Quality teaching practices in the Jordanian inclusive primary classrooms
    Mohammad Sakarneh
    Asian Social Science, 2014

RECENT SCHOLAR PUBLICATIONS

  • Relationship Between Assisted Reproductive Technology and Autism Spectrum Disorders: A Systematic Review and Meta-Analysis
    MA Sakarneh, OA Sabayleh, FD Alsoleihat, MB Al Zaben, AM Al-Oweidi, ...
    Psychiatry International 6 (4), 156 , 2025
    2025
  • Gamifying learning for enhanced attention: empowering students with learning disabilities through competence, intrinsic motivation, and technology acceptance
    A Alramammnh, O Al-Sabayleh, H Abzakh, M Sakarneh, A Alawamreh
    Educational Administration: Theory and Practice 30 (6), 2020-2031 , 2024
    2024
    Citations: 9
  • Teaching English to students with special needs: A case study in Jordan
    N Malkawi, MM Al-Slaihat, NMA Al Basal, M Sakarneh, AA Alkhaldi, ...
    Journal of Language Teaching and Research 14 (5), 1233-1243 , 2023
    2023
    Citations: 20
  • Teachers' Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic
    M Sakarneh
    Center for Educational Policy Studies Journal 13 (2), 143–162-143–162 , 2023
    2023
    Citations: 11
  • SOCIO-EDUCATIONAL COMPETENCIES REQUIRED FOR TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: PARENTS’PERSPECTIVE
    MA Sakarneh, AH Ziadat, AA Almakahleh, MA Rababah, AH Alhassan, ...
    Образование и наука 25 (5), 176-194 , 2023
    2023
    Citations: 34
  • Difficulties and obstacles in integrating students with disabilities in Jordanian schools
    NMS H. J. Katanani, M. A. Sakarneh, A. A. Alrahamneh, W. Awamleh
    Perspektivy nauki i obrazovania – Perspectives of Science and Education 65 … , 2023
    2023
    Citations: 2
  • The Impact of Corona Pandemic on Students' Mental Health from the Educational Counselors' Viewpoint
    KA Ghnaim, NM Abu-Albasal, MA Sakarneh, RA Alkhrissat
    EDUCATIONAL ADMINISTRATION: THEORY AND PRACTICE Учредители: UK Zhende 29 (4 … , 2023
    2023
  • A specialized training program on inhaler technique delivered by pharmacists to nurses: a study from the United Arab Emirates
    I Basheti, L Salameh, B Mahboub, MA Sakarneh, B Saddik, M Al-Ani, ...
    Pharmacy Practice 20 (3), 2726 , 2022
    2022
    Citations: 4
  • The Extent to Which the Role of Women Is Included in the Development of Society in the National and Civic Education Textbooks.
    MH Alsaaideh, A Olimmat, MH Alsaaideh, MA Sakarneh
    International Journal of Instruction 15 (3), 41-62 , 2022
    2022
  • دور معلمي المدارس الأساسية في الدمج الاجتماعي للطلبة ذوي الحاجات الخاصة في مدينة عمان ‎
    MA Sakarneh
    Humanities and Social Sciences Series 37 (1) , 2022
    2022
  • Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties
    AH Ziadat, MA Sakarneh
    Int J Eval & Res Educ ISSN 2252 (8822), 1029 , 2022
    2022
    Citations: 13
  • The Role of Basic School Teachers in the Social Inclusion of Students with Special Needs in Amman City.
    MA Al-Sakarneh
    Journal of Mu'tah Lil-Buḥūth wad-Dirāsāt: Humanities & Social Sciences … , 2022
    2022
  • Effective teaching strategies for students with learning disabilities in inclusive classroom: A comparative study
    AS Obaid, AS Mohammad
    Educational Administration: Theory and Practice 2023 29 (1), 209-220 , 2022
    2022
    Citations: 19
  • Understanding the Association between Academic Achievement and Self-Regulated Learning from Parents’ Perspectives of Students Presenting Learning Difficulties
    A Ziadat, M Sakarneh
    International Journal of Evaluation and Research in Education 11 (3), 1028-1039 , 2022
    2022
  • Parents’ Perceptive Regarding the Effect of Internet Use on Students with And Without Learning Difficulties
    M Sakarneh, A Ziadat, Z Rahahleh
    International Journal of Evaluation and Research in Education 11 (4), 1734-1740 , 2022
    2022
    Citations: 5
  • World Journal on Educational Technology: Current Issues
    A Alramamneh, A Zyadat, MA Sakarneh
    2022
  • سياسة ترشيد الانفاق العام من منظور اسلامي ‎
    محمد ابو جريبان، محمد السكارنة ‎
    المجلة الاردنية في الدراسات الاسلامية 18 (3), 45-68 , 2022 ‎
    2022
  • دور معلمي المدارس الاساسية في الدمج الاجتماعي للطلبة ذوي الحاجات الخاصة في مدينة عمان ‎
    محمد السكارنة ‎
    مجلة مؤتة للبحوث والدراسات: سلسلة العلوم الانسانية والاجتماعية 37 (1), 273-301 , 2022 ‎
    2022
  • The Extent to Which Teachers of Children With Autism Spectrum Disorder Know and Apply Behavior Modification Strategies
    M Sakarneh
    INTERNATIONAL JOURNAL OF SPECIAL EDUCATION 37 (1), 48-56 , 2022
    2022
    Citations: 1
  • Kindergarten children’possession of life skills from teachers’ viewpoints
    BM Salah, NF Alhamad, MA Melhem, MA Sakarneh, WS Hayajneh, ...
    Rigeo 11 (8) , 2021
    2021
    Citations: 24

MOST CITED SCHOLAR PUBLICATIONS

  • Effective teaching in inclusive classroom: Literature review
    M Sakarneh, NA Nair
    Journal of Education and Practice 5 (24), 28-35 , 2014
    2014
    Citations: 51
  • The impact of COVID-19 and lockdown on families of students with special education needs
    MA Sakarneh
    Kıbrıslı Eğitim Bilimleri Dergisi 16 (3), 1010-1020 , 2021
    2021
    Citations: 49
  • SOCIO-EDUCATIONAL COMPETENCIES REQUIRED FOR TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: PARENTS’PERSPECTIVE
    MA Sakarneh, AH Ziadat, AA Almakahleh, MA Rababah, AH Alhassan, ...
    Образование и наука 25 (5), 176-194 , 2023
    2023
    Citations: 34
  • Kindergarten children’possession of life skills from teachers’ viewpoints
    BM Salah, NF Alhamad, MA Melhem, MA Sakarneh, WS Hayajneh, ...
    Rigeo 11 (8) , 2021
    2021
    Citations: 24
  • The sensory characteristics of children with autism spectrum disorder: Teachers' observation
    M Sakarneh, O Sabayleh, AL Alramamneh
    International Journal of Early Childhood Special Education 11 (2), 105-115 , 2019
    2019
    Citations: 23
  • The extent to which the Jordanian inclusive basic school teachers use the constructivism theory in teaching
    MA Sakarneh, MB Al-Swelmyeen
    Journal of Educational and Social Research 10 (1), 182-197 , 2020
    2020
    Citations: 21
  • Teaching English to students with special needs: A case study in Jordan
    N Malkawi, MM Al-Slaihat, NMA Al Basal, M Sakarneh, AA Alkhaldi, ...
    Journal of Language Teaching and Research 14 (5), 1233-1243 , 2023
    2023
    Citations: 20
  • Effective teaching strategies for students with learning disabilities in inclusive classroom: A comparative study
    AS Obaid, AS Mohammad
    Educational Administration: Theory and Practice 2023 29 (1), 209-220 , 2022
    2022
    Citations: 19
  • The Effect of Self-Questioning Strategy in Developing Independent Thinking in Teaching Physics.
    MB Al-Swelmyeen, MA Sakarneh
    Cypriot Journal of Educational Sciences 15 (3), 502-510 , 2020
    2020
    Citations: 15
  • Articulation of Quality Teaching: A Comparative Study.
    M Sakarneh
    Journal of Education and Training Studies 3 (1), 7-20 , 2015
    2015
    Citations: 15
  • Quality teaching: The perspectives of the Jordanian inclusive primary school stakeholders and the Ministry of Education
    M Sakarneh
    International Journal of Psychological Studies 6 (4), 26 , 2014
    2014
    Citations: 15
  • Obstacles facing disabled people in accessing the historical and archaeological sites in Jordan
    MA Sakarneh, HJ Katanani
    Journal of Educational and Social Research 11 (2), 267-275 , 2021
    2021
    Citations: 14
  • Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
    S Abed, K Jameel, A Ahmad
    Specijalna edukacija i rehabilitacija 20 (2), 79-91 , 2021
    2021
    Citations: 14
  • Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties
    AH Ziadat, MA Sakarneh
    Int J Eval & Res Educ ISSN 2252 (8822), 1029 , 2022
    2022
    Citations: 13
  • Teachers' Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic
    M Sakarneh
    Center for Educational Policy Studies Journal 13 (2), 143–162-143–162 , 2023
    2023
    Citations: 11
  • Quality teaching practices in the Jordanian inclusive primary classrooms
    M Sakarneh
    Asian Social Science 10 (19), 113 , 2014
    2014
    Citations: 10
  • Jordanian education reform between the ideal and the actual
    M Sakarneh
    Developing Country Studies 4 (20), 65-73 , 2014
    2014
    Citations: 10
  • Gamifying learning for enhanced attention: empowering students with learning disabilities through competence, intrinsic motivation, and technology acceptance
    A Alramammnh, O Al-Sabayleh, H Abzakh, M Sakarneh, A Alawamreh
    Educational Administration: Theory and Practice 30 (6), 2020-2031 , 2024
    2024
    Citations: 9
  • The Applicability of the New South Wales Quality Teaching Model to the Jordanian Primary School Context.
    M Sakarneh, D Paterson, V Minichiello
    Dirasat: Educational Sciences 43 , 2016
    2016
    Citations: 9
  • Online design thinking problems for enhancing motivation of gifted students
    AH Ziadat, MA Sakarneh
    International Journal of Learning, Teaching and Educational Research 20 (8 … , 2021
    2021
    Citations: 8