Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2022.71
Oksana Koshil
The article is devoted to the problem of formation of environmental communication skills among future teachers in the process of professional training. The psychological-pedagogical foundations of the formation of future educators' environmental communication skills in the process of professional training are theoretically and methodologically substantiated. The article analyses the approaches of scientists to the interpretation of concepts that make up the scientific thesaurus of research: ‘ecological communication’, ‘ecological approach’, ‘ecological behaviour’, ‘ecological environment of the child’. The importance of ecological communication in the educational environment of a preschool education institution is substantiated. On the basis of the analysis of scientific works, the components of the studied education are distinguished: motivational, social, communicative, reflective; groups of technologies, effective non-traditional teaching methods are defined; methodological approaches of effective formation of skills to organize environmental communication with children of preschool age in a preschool education institution. The complex of pedagogical conditions for the effective formation of environmental communication skills in future educators in the process of professional training is characterized. It is proposed to modernize the pedagogical conditions for the formation of environmental communication skills among future educators through the implementation of coaching technologies during the pedagogical practices of students. The meaning of the concept of ‘ecological communication’ as non-violent communication, which includes awareness and respect for one's own and others' personal boundaries, self-love and care for one's inner comfort, tolerance, acceptance of one's own and others' shortcomings, empathy, has been clarified. The fundamental principles of ecological communication in the educational environment of the preschool education institution are defined
{"title":"DEVELOPMENT OF ENVIRONMENTAL COMMUNICATION SKILLSIN STUDENT TEACHERS","authors":"Oksana Koshil","doi":"10.28925/2518-7635.2022.71","DOIUrl":"https://doi.org/10.28925/2518-7635.2022.71","url":null,"abstract":"The article is devoted to the problem of formation of environmental communication skills among future teachers in the process of professional training. The psychological-pedagogical foundations of the formation of future educators' environmental communication skills in the process of professional training are theoretically and methodologically substantiated. The article analyses the approaches of scientists to the interpretation of concepts that make up the scientific thesaurus of research: ‘ecological communication’, ‘ecological approach’, ‘ecological behaviour’, ‘ecological environment of the child’. The importance of ecological communication in the educational environment of a preschool education institution is substantiated. On the basis of the analysis of scientific works, the components of the studied education are distinguished: motivational, social, communicative, reflective; groups of technologies, effective non-traditional teaching methods are defined; methodological approaches of effective formation of skills to organize environmental communication with children of preschool age in a preschool education institution. The complex of pedagogical conditions for the effective formation of environmental communication skills in future educators in the process of professional training is characterized. It is proposed to modernize the pedagogical conditions for the formation of environmental communication skills among future educators through the implementation of coaching technologies during the pedagogical practices of students. The meaning of the concept of ‘ecological communication’ as non-violent communication, which includes awareness and respect for one's own and others' personal boundaries, self-love and care for one's inner comfort, tolerance, acceptance of one's own and others' shortcomings, empathy, has been clarified. The fundamental principles of ecological communication in the educational environment of the preschool education institution are defined","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129217161","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2021.69
Mirosława Żmudzka
The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal development. Personal growth is a significant aspect of professional development. Managing one's own development (self-creation) assumes that a man is a self-creator and the space of self-creation is a new method of experiencing the world and one's place in it. The article analyses the determinants of the self-creation process and its structure as well as the transgressive behaviours involved in the process. The analysis of the teacher's functioning as a co-creator of himself is embedded in the trend of the concept of humanistic, emancipatory and cognitive psychology
{"title":"MANAGING SELF-DEVELOPMENT (SELF-CREATION) BY THE TEACHER","authors":"Mirosława Żmudzka","doi":"10.28925/2518-7635.2021.69","DOIUrl":"https://doi.org/10.28925/2518-7635.2021.69","url":null,"abstract":"The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal development. Personal growth is a significant aspect of professional development. Managing one's own development (self-creation) assumes that a man is a self-creator and the space of self-creation is a new method of experiencing the world and one's place in it. The article analyses the determinants of the self-creation process and its structure as well as the transgressive behaviours involved in the process. The analysis of the teacher's functioning as a co-creator of himself is embedded in the trend of the concept of humanistic, emancipatory and cognitive psychology","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130033962","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2022.72
S. Merkulova
The article is devoted to the study of different approaches to obtaining a teaching profession and considering development of interest in teaching profession. Choosing development of interest in teaching profession as the object of this article, the author intends to compare different approaches and interpretations of the above term in educational process and professional orientation. Changing in teaching profession standards and new challenges of time became the basis for new approach to the process of professional orientation and caused additional study of the latest generation called Post- Millennials or Zoomers in different sources. Analysis of the latest generation characteristics by different scientists and research groups became the basis of rethinking previous experience in teaching profession orientation of high school students. Changes in life environment, new approaches to education process, new generation grown up are taken into account in current study. As a result, a «Four – “I”» model: Levels of Interest development in teaching profession” is created and signs of interest in teaching profession were specified for Zoomers. Additionally, six indicators of interest development in teaching activity are determined to clarify further teaching profession orientation process.
{"title":"«FOUR – “I”» MODEL: LEVELS OF INTEREST DEVELOPMENT IN TEACHING PROFESSION","authors":"S. Merkulova","doi":"10.28925/2518-7635.2022.72","DOIUrl":"https://doi.org/10.28925/2518-7635.2022.72","url":null,"abstract":"The article is devoted to the study of different approaches to obtaining a teaching profession and considering development of interest in teaching profession. Choosing development of interest in teaching profession as the object of this article, the author intends to compare different approaches and interpretations of the above term in educational process and professional orientation. Changing in teaching profession standards and new challenges of time became the basis for new approach to the process of professional orientation and caused additional study of the latest generation called Post- Millennials or Zoomers in different sources. Analysis of the latest generation characteristics by different scientists and research groups became the basis of rethinking previous experience in teaching profession orientation of high school students. Changes in life environment, new approaches to education process, new generation grown up are taken into account in current study. As a result, a «Four – “I”» model: Levels of Interest development in teaching profession” is created and signs of interest in teaching profession were specified for Zoomers. Additionally, six indicators of interest development in teaching activity are determined to clarify further teaching profession orientation process.","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130158628","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2021.68
Remigiusz Koc
The author raises the question of the possibility of using one of the coaching methods, which is cognitive-behavioural coaching, within the education system. The first part presents an analysis of the very concept of coaching, including research on its effectiveness in solving selected problems or improving selected areas / problems of the education system. In the further part, the author approaches and defines one of the types of coaching, that is cognitive behavioural-coaching. He cites the research on the effectiveness of this method, indicating the potential areas of its application in the education system. In order to demonstrate the potential usefulness of the cognitive-behavioural coaching method, the author refers to examples of techniques of working with a client (student, parent) derived from cognitive-behavioural therapy, which, in the author's opinion, can be successfully transferred to the ground of cognitive-behavioural coaching. The article is exploratory in nature. The author raises the question of the application of cognitive-behavioural coaching in educational institutions, at the same time attracting attention to the need for in-depth empirical research in this area.
{"title":"POSSIBILITIES OF APPLICATION OF COGNITIVE-BEHAVIORAL COACHING IN THE EDUCATION SYSTEM","authors":"Remigiusz Koc","doi":"10.28925/2518-7635.2021.68","DOIUrl":"https://doi.org/10.28925/2518-7635.2021.68","url":null,"abstract":"The author raises the question of the possibility of using one of the coaching methods, which is cognitive-behavioural coaching, within the education system. The first part presents an analysis of the very concept of coaching, including research on its effectiveness in solving selected problems or improving selected areas / problems of the education system. In the further part, the author approaches and defines one of the types of coaching, that is cognitive behavioural-coaching. He cites the research on the effectiveness of this method, indicating the potential areas of its application in the education system. In order to demonstrate the potential usefulness of the cognitive-behavioural coaching method, the author refers to examples of techniques of working with a client (student, parent) derived from cognitive-behavioural therapy, which, in the author's opinion, can be successfully transferred to the ground of cognitive-behavioural coaching. The article is exploratory in nature. The author raises the question of the application of cognitive-behavioural coaching in educational institutions, at the same time attracting attention to the need for in-depth empirical research in this area.","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133084604","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2019.4.7
A. Durdas
The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.
{"title":"UNIVERSITY EDUCATION IN THE FRENCH REPUBLIC: STRUCTURE AND LEGAL FRAMEWORK","authors":"A. Durdas","doi":"10.28925/2518-7635.2019.4.7","DOIUrl":"https://doi.org/10.28925/2518-7635.2019.4.7","url":null,"abstract":"The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. \u0000The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133595296","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2022.74
Valentyna Vynar
The article is devoted to the psychological phenomenon of identity and self-concept, the peculiarities of their formation and development in early youth. An attempt was made to compare different interpretations of the concept of identity, the main aspects and types of identity were considered. Various approaches of domestic and foreign scientists to the problem of identity formation are analysed. A psychological analysis of scientific approaches to the problem of the formation and development of identity during the period of personality maturation was carried out. The main mechanisms of the formation of self-identity in the process of ontogenetic development of the personality are highlighted. The results of the study of social roles and individual characteristics (family, interpersonal, individual-age, educational-professional, personal-civic, personal-individual) are presented, the ratio of types of personal identity and the level of awareness and acceptance of them are determined. It is shown that identity is an integral component of a person's personal development, the result of self-awareness and self-determination of one's "I". The result of these processes is a dynamic system of a person's ideas about himself, evaluations of his actions, thoughts, feelings, morality and interests, ideals and motives of behaviour, a holistic assessment of himself as a person, his place in life, a sense of the personal value of everything that is included in the sphere "I". The study of the psychological foundations of this concept is important for self-development, self-actualization of the individual, which contributes to the formation of a mature, and later professional identity of the individual.
{"title":"DEVELOPMENT OF YOUTH IDENTITY AND I-CONCEPT","authors":"Valentyna Vynar","doi":"10.28925/2518-7635.2022.74","DOIUrl":"https://doi.org/10.28925/2518-7635.2022.74","url":null,"abstract":"The article is devoted to the psychological phenomenon of identity and self-concept, the peculiarities of their formation and development in early youth. An attempt was made to compare different interpretations of the concept of identity, the main aspects and types of identity were considered. Various approaches of domestic and foreign scientists to the problem of identity formation are analysed. A psychological analysis of scientific approaches to the problem of the formation and development of identity during the period of personality maturation was carried out. The main mechanisms of the formation of self-identity in the process of ontogenetic development of the personality are highlighted. The results of the study of social roles and individual characteristics (family, interpersonal, individual-age, educational-professional, personal-civic, personal-individual) are presented, the ratio of types of personal identity and the level of awareness and acceptance of them are determined. It is shown that identity is an integral component of a person's personal development, the result of self-awareness and self-determination of one's \"I\". The result of these processes is a dynamic system of a person's ideas about himself, evaluations of his actions, thoughts, feelings, morality and interests, ideals and motives of behaviour, a holistic assessment of himself as a person, his place in life, a sense of the personal value of everything that is included in the sphere \"I\". The study of the psychological foundations of this concept is important for self-development, self-actualization of the individual, which contributes to the formation of a mature, and later professional identity of the individual.","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116164821","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2021.610
Liliia Hrynevych, Kostiantyn Lynov, Ivan Shemelynets, Gryhoriy Riy
The article is devoted to the problem of the functional effectiveness of the system of educational governance in Kyiv, detection of the problems related to the establishing of the schools’ autonomy, and developing the ways of the system’s transformation. The authors have analyzed international experience in constructing an effective system of educational governance on the territorial level. In the vast majority of countries, schools are granted partial autonomy, the granting of which is accompanied by the establishment of bodies, such as, councils with supervisory and control functions consisting of representatives of the school administration, local management bodies and parents. The article demonstrated that such experience can be partly implemented in Kyiv. Several models of creating service centers for secondary schools are considered. For instance, a rational model with full financial autonomy, a balanced model with partial autonomy and outsourcing and a transitional model with the preservation of district education departments with a small staff and the establishment of separate service centers within the district or district of Kyiv. Kyiv has a two-level education governance system, in which the district educational administrations are an intermediary link between the Kyiv Educational & Research Department and the schools. In this respect, the article also analyzes legislation that grants the district education departments their mandate, regulates their functional tasks and relationships with the schools. The authors of the article propose several models of transforming the educational governance system in which the district educational administrations will take on the role of service centers.
{"title":"MODERNISATION OF THE EDUCATION MANAGEMENT SYSTEM IN KYIV UNDER THE CONDITIONS OF IMPLEMENTING SCHOOL AUTONOMY","authors":"Liliia Hrynevych, Kostiantyn Lynov, Ivan Shemelynets, Gryhoriy Riy","doi":"10.28925/2518-7635.2021.610","DOIUrl":"https://doi.org/10.28925/2518-7635.2021.610","url":null,"abstract":"The article is devoted to the problem of the functional effectiveness of the system of educational governance in Kyiv, detection of the problems related to the establishing of the schools’ autonomy, and developing the ways of the system’s transformation. The authors have analyzed international experience in constructing an effective system of educational governance on the territorial level. In the vast majority of countries, schools are granted partial autonomy, the granting of which is accompanied by the establishment of bodies, such as, councils with supervisory and control functions consisting of representatives of the school administration, local management bodies and parents. The article demonstrated that such experience can be partly implemented in Kyiv.\u0000\u0000Several models of creating service centers for secondary schools are considered. For instance, a rational model with full financial autonomy, a balanced model with partial autonomy and outsourcing and a transitional model with the preservation of district education departments with a small staff and the establishment of separate service centers within the district or district of Kyiv.\u0000\u0000Kyiv has a two-level education governance system, in which the district educational administrations are an intermediary link between the Kyiv Educational & Research Department and the schools. In this respect, the article also analyzes legislation that grants the district education departments their mandate, regulates their functional tasks and relationships with the schools. The authors of the article propose several models of transforming the educational governance system in which the district educational administrations will take on the role of service centers.","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126053958","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}
Pub Date : 1900-01-01DOI: 10.28925/2518-7635.2021.64
Jarosław Charchuła
The level of education is an increasingly important factor that determines both social-economic changes and the systems of norms and values. On the one hand, globalization processes offer the richness and variety of the goods of culture, and the access to “broad” knowledge. On the other hand, they reinforce the tendency for unification and standardization of many areas in an individual’s life. In order to properly refer to modern changes a university is subject to, we should trace historical changes that affected this institution and analyse modern expectations that are shaped by the global market of services. This article focuses on the analysis of the process of science globalization. Such approach to science is characterized by the analysis of features that define science as a social institution. In this context, the most important challenges and difficulties related to the specific features of the global exchange market have been presented
{"title":"“OLD” IDEAS IN NEW SOCIAL CONTEXT. UNIVERSITY AND CHALLENGES OF THE GLOBAL MARKET OF EDUCATIONAL “SERVICES”","authors":"Jarosław Charchuła","doi":"10.28925/2518-7635.2021.64","DOIUrl":"https://doi.org/10.28925/2518-7635.2021.64","url":null,"abstract":"The level of education is an increasingly important factor that determines both social-economic changes and the systems of norms and values. On the one hand, globalization processes offer the richness and variety of the goods of culture, and the access to “broad” knowledge. On the other hand, they reinforce the tendency for unification and standardization of many areas in an individual’s life. In order to properly refer to modern changes a university is subject to, we should trace historical changes that affected this institution and analyse modern expectations that are shaped by the global market of services.\u0000This article focuses on the analysis of the process of science globalization. Such approach to science is characterized by the analysis of features that define science as a social institution. In this context, the most important challenges and difficulties related to the specific features of the global exchange market have been presented","PeriodicalId":103993,"journal":{"name":"The Modern Higher Education Review","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115031332","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}
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