Pub Date : 2009-06-01DOI: 10.15365/JOCE.1204042013
Debora Kuchey, Julie Q. Morrison, C. Geer
Catholic elementary schools must continue to invest in the professional development of math and science teachers in order to prepare students for the challenging work that lies ahead of them. The purpose of the study was to examine the degree to which the Initiative for Catholic Schools (ICS), a 2-year professional development program for science and math teachers, demonstrated positive outcomes within the context of Catholic elementary education across the five levels of impact for a professional development program: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes. The results provide evidence of positive outcomes in the participants’ reactions, participants’ learning, organization support and change, and participants’ use of new knowledge and skills. The impact on student learning outcomes was less consistent and varied by grade level.
{"title":"A Professional Development Model for Math and Science Educators in Catholic Elementary Schools: Challenges and Successes","authors":"Debora Kuchey, Julie Q. Morrison, C. Geer","doi":"10.15365/JOCE.1204042013","DOIUrl":"https://doi.org/10.15365/JOCE.1204042013","url":null,"abstract":"Catholic elementary schools must continue to invest in the professional development of math and science teachers in order to prepare students for the challenging work that lies ahead of them. The purpose of the study was to examine the degree to which the Initiative for Catholic Schools (ICS), a 2-year professional development program for science and math teachers, demonstrated positive outcomes within the context of Catholic elementary education across the five levels of impact for a professional development program: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes. The results provide evidence of positive outcomes in the participants’ reactions, participants’ learning, organization support and change, and participants’ use of new knowledge and skills. The impact on student learning outcomes was less consistent and varied by grade level.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123131323","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 : 2008-12-01DOI: 10.15365/JOCE.1202092013
W. Jeynes
A meta-analysis was undertaken including 41 studies to determine the influence of Catholic and Protestant schools. The analysis examined studies undertaken at both the elementary and secondary school level. The results indicate that both Catholic and Protestant school students do better than their counterparts in public schools. In addition, Protestant school students excelled more than their Catholic counterparts on most standardized tests, but Catholic school students did better than their Protestant school counterparts on non-standardized measures. The significance of these results is discussed.
{"title":"The Effects of Catholic and Protestant Schools: A Meta-Analysis.","authors":"W. Jeynes","doi":"10.15365/JOCE.1202092013","DOIUrl":"https://doi.org/10.15365/JOCE.1202092013","url":null,"abstract":"A meta-analysis was undertaken including 41 studies to determine the influence of Catholic and Protestant schools. The analysis examined studies undertaken at both the elementary and secondary school level. The results indicate that both Catholic and Protestant school students do better than their counterparts in public schools. In addition, Protestant school students excelled more than their Catholic counterparts on most standardized tests, but Catholic school students did better than their Protestant school counterparts on non-standardized measures. The significance of these results is discussed.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121461644","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 : 2008-12-01DOI: 10.15365/JOCE.1202072013
Corinne R. Merrit
The purpose of this study was to discover the life experiences of disadvantaged female graduates of urban Catholic high schools and what they say about the capacity of Catholic education to meet their academic, emotional, social, and spiritual needs. Based on narrative inquiry, this study was conducted using a series of in-depth, semistructured interviews to elicit the life experiences of 5 participants. Twelve common personal characteristics emerged directly from the narratives of the participants and provided the backdrop for two patterns: (a) the importance of education, and (b) the importance of relationships. This study found the high school experiences met the academic needs of all participants, but the different school sites varied in their ability to meet the emotional, social, and spiritual needs. This study also found four characteristics interacted in creating the Catholic school culture: (a) building relationships, (b) promoting a sense of community, (c) supporting a caring and nurturing environment, and (d) emphasizing respect for all members of the school community.
{"title":"Urban Catholic High Schools and Disadvantaged Females","authors":"Corinne R. Merrit","doi":"10.15365/JOCE.1202072013","DOIUrl":"https://doi.org/10.15365/JOCE.1202072013","url":null,"abstract":"The purpose of this study was to discover the life experiences of disadvantaged female graduates of urban Catholic high schools and what they say about the capacity of Catholic education to meet their academic, emotional, social, and spiritual needs. Based on narrative inquiry, this study was conducted using a series of in-depth, semistructured interviews to elicit the life experiences of 5 participants. Twelve common personal characteristics emerged directly from the narratives of the participants and provided the backdrop for two patterns: (a) the importance of education, and (b) the importance of relationships. This study found the high school experiences met the academic needs of all participants, but the different school sites varied in their ability to meet the emotional, social, and spiritual needs. This study also found four characteristics interacted in creating the Catholic school culture: (a) building relationships, (b) promoting a sense of community, (c) supporting a caring and nurturing environment, and (d) emphasizing respect for all members of the school community.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125671966","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 : 2008-12-01DOI: 10.15365/JOCE.1202052013
M. Gibbs, Anthony J. Dosen, Rosalie B. Guerrero
This article examines important questions related to the use of computer technology in Catholic schools. Under consideration are issues related to how teachers use the Internet in classrooms, communicate with parents, and design lessons with technological support. Differences in computer use between high-poverty and low-poverty schools are also examined.
{"title":"Technology in Catholic Schools: Are Schools Using the Technology They Have?","authors":"M. Gibbs, Anthony J. Dosen, Rosalie B. Guerrero","doi":"10.15365/JOCE.1202052013","DOIUrl":"https://doi.org/10.15365/JOCE.1202052013","url":null,"abstract":"This article examines important questions related to the use of computer technology in Catholic schools. Under consideration are issues related to how teachers use the Internet in classrooms, communicate with parents, and design lessons with technological support. Differences in computer use between high-poverty and low-poverty schools are also examined.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131216862","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 : 2008-12-01DOI: 10.15365/JOCE.1202032013
Z. Grocholewski
For close to three decades, his Eminence Zenon Cardinal Grocholeski, worked at the Supreme Tribunal of the Apostolic Signatura as notary, chancellor, secretary and prefect. A professor, scholar, and canonist of exceptional ability, he is considered one of the world’s most prominent experts on the Code of Canon Law. In light of his competence and experience, The Servant of God Pope John Paul II, appointed his Eminence as Prefect of the Dicastery for Catholic Education in 1999. This rare combination and manifestation of intellect, expertise, and dedication is witnessed in the oration presented for publication, The Catholic School According to the Code of Canon Law delivered by His Eminence, as Prefect of the Congregation of Catholic Education on May 28, 2008 at Fordham University, New York. [Introduction by Gerald M. Cattaro, professor and executive director of the Catholic School Leadership program at Fordham University, Graduate School of Education]
在近三十年的时间里，格罗恰列斯基枢机主教曾在宗座最高法庭担任公证人、大法官、秘书和长官。他是一名教授、学者和具有非凡能力的圣徒，被认为是世界上最杰出的教会法典专家之一。鉴于他的能力和经验，天主的仆人教宗若望保禄二世于1999年任命他为天主教教育部部长。2008年5月28日，在纽约福特汉姆大学，作为天主教教育部部长的主教阁下发表的题为《根据教会法典的天主教学校》的演讲中，见证了这种智力、专业知识和奉献精神的罕见结合和表现。[福特汉姆大学教育研究生院天主教学校领导项目教授兼执行主任Gerald M. cataro介绍]
{"title":"The Catholic School According to the Code of Canon Law","authors":"Z. Grocholewski","doi":"10.15365/JOCE.1202032013","DOIUrl":"https://doi.org/10.15365/JOCE.1202032013","url":null,"abstract":"For close to three decades, his Eminence Zenon Cardinal Grocholeski, worked at the Supreme Tribunal of the Apostolic Signatura as notary, chancellor, secretary and prefect. A professor, scholar, and canonist of exceptional ability, he is considered one of the world’s most prominent experts on the Code of Canon Law. In light of his competence and experience, The Servant of God Pope John Paul II, appointed his Eminence as Prefect of the Dicastery for Catholic Education in 1999. This rare combination and manifestation of intellect, expertise, and dedication is witnessed in the oration presented for publication, The Catholic School According to the Code of Canon Law delivered by His Eminence, as Prefect of the Congregation of Catholic Education on May 28, 2008 at Fordham University, New York. [Introduction by Gerald M. Cattaro, professor and executive director of the Catholic School Leadership program at Fordham University, Graduate School of Education]","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130997544","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 : 2008-12-01DOI: 10.15365/JOCE.1202022013
A. Bryk
Anthony Bryk is President of the Carnegie Foundation for the Advancement of Teaching. Previously, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University as well as the Marshall Field IV Professor of Urban Education and Sociology at the University of Chicago. Dr. Bryk received his undergraduate degree from Boston College and his doctorate from Harvard University. His main areas of expertise are school organization, education reform, Catholic schools, and educational statistics. He founded and directed efforts to support and inform educational improvements in the Chicago public schools. In 1993, Harvard University Press published the groundbreaking book Catholic Schools and the Common Good with Valerie Lee and Peter Holland. Dr. Bryk recently spoke with Joseph M. O’Keefe, S.J., dean of the Lynch School of Education at Boston College and co-editor of the journal, on the future of Catholic schools, Catholic educational research, and the journal. The following is a transcript of that conversation, providing direction for the future of Catholic education. [Special thanks to Craig Horning, doctoral student at Boston College, for transcribing the conversation.]
安东尼·布里克是卡内基教学促进基金会的主席。此前，他曾担任斯坦福大学教育学院和商学院组织研究的斯宾塞教授，以及芝加哥大学城市教育和社会学的马歇尔菲尔德四世教授。Bryk博士在波士顿学院获得本科学位，在哈佛大学获得博士学位。他的主要研究领域是学校组织、教育改革、天主教学校和教育统计。他创立并指导了支持和改善芝加哥公立学校教育的努力。1993年，哈佛大学出版社出版了瓦莱丽·李和彼得·霍兰德合著的开创性著作《天主教学校与共同利益》。布莱克博士最近与波士顿学院林奇教育学院院长约瑟夫·m·奥基夫(Joseph M. O 'Keefe, s.j.)就天主教学校、天主教教育研究和该杂志的未来进行了交谈。奥基夫是该杂志的联合编辑。以下是那次谈话的文字记录，为天主教教育的未来提供了方向。[特别感谢波士顿学院博士生克雷格·霍宁(Craig Horning)将这段对话记录下来。]
{"title":"Catholic Schools, Catholic Education, and Catholic Educational Research: A Conversation with Anthony Bryk","authors":"A. Bryk","doi":"10.15365/JOCE.1202022013","DOIUrl":"https://doi.org/10.15365/JOCE.1202022013","url":null,"abstract":"Anthony Bryk is President of the Carnegie Foundation for the Advancement of Teaching. Previously, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University as well as the Marshall Field IV Professor of Urban Education and Sociology at the University of Chicago. Dr. Bryk received his undergraduate degree from Boston College and his doctorate from Harvard University. His main areas of expertise are school organization, education reform, Catholic schools, and educational statistics. He founded and directed efforts to support and inform educational improvements in the Chicago public schools. In 1993, Harvard University Press published the groundbreaking book Catholic Schools and the Common Good with Valerie Lee and Peter Holland. Dr. Bryk recently spoke with Joseph M. O’Keefe, S.J., dean of the Lynch School of Education at Boston College and co-editor of the journal, on the future of Catholic schools, Catholic educational research, and the journal. The following is a transcript of that conversation, providing direction for the future of Catholic education. [Special thanks to Craig Horning, doctoral student at Boston College, for transcribing the conversation.]","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129121628","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 : 2008-12-01DOI: 10.15365/JOCE.1202042013
Richard W. Shields
The Catholic school system in Ontario, Canada, is fully funded by the government. Recently Ontario’s Ministry of Education mandated an induction year, the New Teacher Induction Program (NTIP), for all new teachers. This legislation provides an opportunity for Catholic school boards to take the lead and shape creative and effective programs for new teacher induction. The mission of the Catholic school and the vocation of a Catholic teacher give meaning and direction to the new teacher’s professional educational practice. This article first explores some of the pastoral theological concerns that those charged with developing a Catholic approach to NTIP need to consider and integrate into the programs they develop and lead. It then proposes a model for new teacher induction that builds on the insights from pastoral theology and adult learning theory.
{"title":"Nurturing Spirituality and Vocation: A Catholic Approach to New Teacher Induction.","authors":"Richard W. Shields","doi":"10.15365/JOCE.1202042013","DOIUrl":"https://doi.org/10.15365/JOCE.1202042013","url":null,"abstract":"The Catholic school system in Ontario, Canada, is fully funded by the government. Recently Ontario’s Ministry of Education mandated an induction year, the New Teacher Induction Program (NTIP), for all new teachers. This legislation provides an opportunity for Catholic school boards to take the lead and shape creative and effective programs for new teacher induction. The mission of the Catholic school and the vocation of a Catholic teacher give meaning and direction to the new teacher’s professional educational practice. This article first explores some of the pastoral theological concerns that those charged with developing a Catholic approach to NTIP need to consider and integrate into the programs they develop and lead. It then proposes a model for new teacher induction that builds on the insights from pastoral theology and adult learning theory.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133647116","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 : 2008-12-01DOI: 10.15365/JOCE.1202062013
Ronald W. Costello, P. Elson, J. Schacter
For the last 3 years, more than 80% of the respondents to Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward The Public Schools have stated that they would rather see a school’s performance measure based upon “improvement shown by students” than the “percentage passing the test” (Rose & Gallip, 2007, p. 35). If this were to become the norm, the next question would be what “improvement” is significant? Educators need to understand “value-added” if they are going to use “improvement” to show that schools are improving student achievement.
{"title":"An Introduction to Value-Added Analysis","authors":"Ronald W. Costello, P. Elson, J. Schacter","doi":"10.15365/JOCE.1202062013","DOIUrl":"https://doi.org/10.15365/JOCE.1202062013","url":null,"abstract":"For the last 3 years, more than 80% of the respondents to Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward The Public Schools have stated that they would rather see a school’s performance measure based upon “improvement shown by students” than the “percentage passing the test” (Rose & Gallip, 2007, p. 35). If this were to become the norm, the next question would be what “improvement” is significant? Educators need to understand “value-added” if they are going to use “improvement” to show that schools are improving student achievement.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130834231","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 : 2008-12-01DOI: 10.15365/JOCE.1202082013
R. Abelman, A. Dalessandro
Institutional vision is a philosophical template”a concept of what, at its best, a college or university is like and the kinds of human beings that institution is attempting to cultivate. A content analysis of the institutional vision of a nation-wide sample of Catholic schools was performed and key linguistic components found to constitute a well conceived, viable, and easily diffused mission and vision were isolated. The prevalence of these components in comparison to other types of religious schools and secular four-year institutions is discussed. Findings suggest that Catholic schools are vision-driven institutions that communicate their priorities and defining characteristics by employing clear, highly optimistic, and inspirational language. They do little to articulate effectively a unification among the community of students, faculty, and staff, or coordinate their vision of the institution with that of the administration. They are less likely than other types of religious and secular schools to address the pragmatic benefits of their education.
{"title":"An Assessment of the Institutional Vision of Catholic Colleges and Universities.","authors":"R. Abelman, A. Dalessandro","doi":"10.15365/JOCE.1202082013","DOIUrl":"https://doi.org/10.15365/JOCE.1202082013","url":null,"abstract":"Institutional vision is a philosophical template”a concept of what, at its best, a college or university is like and the kinds of human beings that institution is attempting to cultivate. A content analysis of the institutional vision of a nation-wide sample of Catholic schools was performed and key linguistic components found to constitute a well conceived, viable, and easily diffused mission and vision were isolated. The prevalence of these components in comparison to other types of religious schools and secular four-year institutions is discussed. Findings suggest that Catholic schools are vision-driven institutions that communicate their priorities and defining characteristics by employing clear, highly optimistic, and inspirational language. They do little to articulate effectively a unification among the community of students, faculty, and staff, or coordinate their vision of the institution with that of the administration. They are less likely than other types of religious and secular schools to address the pragmatic benefits of their education.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116057931","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 : 2008-09-01DOI: 10.15365/JOCE.1201042013
K. Eifler, Jeff Kerssen-griep, Peter R. Thacker
This article describes a particular endeavor, the Bridge Builders Academic Mentoring Program (BAMP), a partnership between a school of education in a Catholic university in the Northwest and a community-based rites of passage program for adolescent African American males. The partnership exemplifies tenets of Catholic social teaching, in that it is community-based, justice-oriented and in many ways countercultural. The pedagogy aligns with the goals of service learning; that is, the service extended by university students satisfies a genuine community need, and at the same time affords those engaged in service an opportunity to acquire crucial knowledge, skills, and dispositions to which they would not otherwise have access. Implications for translating this program to other contexts are provided.
{"title":"Enacting Social Justice to Teach Social Justice: The Pedagogy of Bridge Builders","authors":"K. Eifler, Jeff Kerssen-griep, Peter R. Thacker","doi":"10.15365/JOCE.1201042013","DOIUrl":"https://doi.org/10.15365/JOCE.1201042013","url":null,"abstract":"This article describes a particular endeavor, the Bridge Builders Academic Mentoring Program (BAMP), a partnership between a school of education in a Catholic university in the Northwest and a community-based rites of passage program for adolescent African American males. The partnership exemplifies tenets of Catholic social teaching, in that it is community-based, justice-oriented and in many ways countercultural. The pedagogy aligns with the goals of service learning; that is, the service extended by university students satisfies a genuine community need, and at the same time affords those engaged in service an opportunity to acquire crucial knowledge, skills, and dispositions to which they would not otherwise have access. Implications for translating this program to other contexts are provided.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125073840","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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