Pub Date : 2022-08-10DOI: 10.1177/10534512221114410
Kyle Higgins, Randall B. Boone
{"title":"Editors’ Note on This Special Issue","authors":"Kyle Higgins, Randall B. Boone","doi":"10.1177/10534512221114410","DOIUrl":"https://doi.org/10.1177/10534512221114410","url":null,"abstract":"","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"303 - 304"},"PeriodicalIF":0.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47265462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1177/10534512221114419
F. Deniz
Students with learning disabilities (LD) often leave school without the necessary cognitive autonomy skills to independently navigate adulthood and meet the life challenges of the 21st century. Acquiring and maintaining cognitive autonomy skills (i.e., decision-making, voicing an opinion, evaluating the consequences of decisions, self-assessing abilities, weighing others’ influence in the decision-making process) is necessary for all students as they move through school, but particularly for those with LD. Cognitive autonomy is a component of self-determination and is crucial as educators prepare children/youth with LD for postsecondary education, postsecondary employment opportunities, and positive adult life outcomes. This article discusses the significance of cognitive autonomy for children/youth with LD.
{"title":"Cognitive Autonomy for Students With Learning Disabilities","authors":"F. Deniz","doi":"10.1177/10534512221114419","DOIUrl":"https://doi.org/10.1177/10534512221114419","url":null,"abstract":"Students with learning disabilities (LD) often leave school without the necessary cognitive autonomy skills to independently navigate adulthood and meet the life challenges of the 21st century. Acquiring and maintaining cognitive autonomy skills (i.e., decision-making, voicing an opinion, evaluating the consequences of decisions, self-assessing abilities, weighing others’ influence in the decision-making process) is necessary for all students as they move through school, but particularly for those with LD. Cognitive autonomy is a component of self-determination and is crucial as educators prepare children/youth with LD for postsecondary education, postsecondary employment opportunities, and positive adult life outcomes. This article discusses the significance of cognitive autonomy for children/youth with LD.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"371 - 377"},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49560284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1177/10534512221114427
Claire M. de Mezerville-López, T. Ochoa, Yanúa Ovares-Fernández, Viria Ureña-Salazar
This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs of adolescent girls and young women with undiagnosed and psychosocial disabilities are explored, considering existing scholarship and research gaps from Costa Rica’s legislation and policies. Literature on reentry developed in the United States were used, given that there is limited scholarship conducted in Costa Rica about girls in custody. The institutional dynamics related to reentry will be presented and illustrated through specific examples, with a focus on the opportunities and barriers adolescent girls face to create a life plan after incarceration. Reentry barriers for incarcerated youth with disabilities are described in Costa Rica’s institutional context, along with the social and employability needs for young women, with a focus on disabilities as an unexplored issue in Costa Rica’s judicial system.
{"title":"Reentry Barriers for Incarcerated Girls With Undiagnosed Disabilities in Costa Rica","authors":"Claire M. de Mezerville-López, T. Ochoa, Yanúa Ovares-Fernández, Viria Ureña-Salazar","doi":"10.1177/10534512221114427","DOIUrl":"https://doi.org/10.1177/10534512221114427","url":null,"abstract":"This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs of adolescent girls and young women with undiagnosed and psychosocial disabilities are explored, considering existing scholarship and research gaps from Costa Rica’s legislation and policies. Literature on reentry developed in the United States were used, given that there is limited scholarship conducted in Costa Rica about girls in custody. The institutional dynamics related to reentry will be presented and illustrated through specific examples, with a focus on the opportunities and barriers adolescent girls face to create a life plan after incarceration. Reentry barriers for incarcerated youth with disabilities are described in Costa Rica’s institutional context, along with the social and employability needs for young women, with a focus on disabilities as an unexplored issue in Costa Rica’s judicial system.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"340 - 347"},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46601584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1177/10534512221114388
Rajiv Satsangi, Stephanie D. Sigmon, Emily C. Bouck
Educators often seek innovative strategies to support academic instruction for struggling students. For students with or at risk for a learning disability in mathematics, challenges learning critical skills often result in them falling behind their grade-level peers. One strategy that can provide targeted instruction on key concepts is video modeling. Teacher-made videos serve as a valuable resource for struggling students to access supplementary teaching beyond the classroom. This column highlights six steps for teachers to follow when developing video modeling to support instruction for students with a learning disability.
{"title":"Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning","authors":"Rajiv Satsangi, Stephanie D. Sigmon, Emily C. Bouck","doi":"10.1177/10534512221114388","DOIUrl":"https://doi.org/10.1177/10534512221114388","url":null,"abstract":"Educators often seek innovative strategies to support academic instruction for struggling students. For students with or at risk for a learning disability in mathematics, challenges learning critical skills often result in them falling behind their grade-level peers. One strategy that can provide targeted instruction on key concepts is video modeling. Teacher-made videos serve as a valuable resource for struggling students to access supplementary teaching beyond the classroom. This column highlights six steps for teachers to follow when developing video modeling to support instruction for students with a learning disability.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"355 - 360"},"PeriodicalIF":0.8,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42230454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1177/10534512221114406
T. Ochoa, Norah H. Alharbi, Mirella C. B. Monteiro, Meizel H. Montero
It is speculated that undiagnosed emotional and behavioral disorders are a contributing factor to the increasing number of incarcerated girls globally. Untreated, these disorders often lead to more severe maladaptive behaviors and contact with law enforcement. This article provides information available in Brazil, Costa Rica, Saudi Arabia, and the United States about incarcerated girls. Existing education laws are examined for purposes of establishing what special education provisions exist in each country that may be used to identify girls whose maladaptive behavior might benefit from early school-based interventions for their misconduct.
{"title":"Incarceration Risk Among Girls With Behavior Disorders: An International Perspective","authors":"T. Ochoa, Norah H. Alharbi, Mirella C. B. Monteiro, Meizel H. Montero","doi":"10.1177/10534512221114406","DOIUrl":"https://doi.org/10.1177/10534512221114406","url":null,"abstract":"It is speculated that undiagnosed emotional and behavioral disorders are a contributing factor to the increasing number of incarcerated girls globally. Untreated, these disorders often lead to more severe maladaptive behaviors and contact with law enforcement. This article provides information available in Brazil, Costa Rica, Saudi Arabia, and the United States about incarcerated girls. Existing education laws are examined for purposes of establishing what special education provisions exist in each country that may be used to identify girls whose maladaptive behavior might benefit from early school-based interventions for their misconduct.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"308 - 316"},"PeriodicalIF":0.8,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48577071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1177/10534512221114416
Berenice Pérez-Ramírez, Nicole Maki-Weller, T. Ochoa
This article examines the relationship between internalizing dimensions of emotional and behavioral disorders such as depression and anxiety with unresolved trauma and abuse among incarcerated girls in Mexico and the United States. The goal is to arrive at a better understanding of (a) how mental health conditions may contribute to deviant behavior, (b) how girls with disabilities may be disproportionately punished because of their gender and disability status, and (c) the limited capabilities of personnel in correctional facilities to diagnose disabilities in incarcerated girls or identify girls who have not been diagnosed. The results, supported by the chivalry hypothesis, demonstrate the need for a gender-informed response to dealing with girls’ deviant behaviors, as well as trauma-informed practices to address mental health disabilities and victimization among delinquent girls in both the United States and Mexico.
{"title":"Internalizing Disabilities Among Incarcerated Girls From Mexico and the United States","authors":"Berenice Pérez-Ramírez, Nicole Maki-Weller, T. Ochoa","doi":"10.1177/10534512221114416","DOIUrl":"https://doi.org/10.1177/10534512221114416","url":null,"abstract":"This article examines the relationship between internalizing dimensions of emotional and behavioral disorders such as depression and anxiety with unresolved trauma and abuse among incarcerated girls in Mexico and the United States. The goal is to arrive at a better understanding of (a) how mental health conditions may contribute to deviant behavior, (b) how girls with disabilities may be disproportionately punished because of their gender and disability status, and (c) the limited capabilities of personnel in correctional facilities to diagnose disabilities in incarcerated girls or identify girls who have not been diagnosed. The results, supported by the chivalry hypothesis, demonstrate the need for a gender-informed response to dealing with girls’ deviant behaviors, as well as trauma-informed practices to address mental health disabilities and victimization among delinquent girls in both the United States and Mexico.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"325 - 332"},"PeriodicalIF":0.8,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46148942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1177/10534512221114411
Nicole Maki Weller, Claire M. de Mezerville-López, Berenice Pérez-Ramírez, T. Ochoa
Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in criminal behaviors as a response to these unresolved issues. The punitive nature of correctional confinement only exacerbates their mental health disabilities. This article examines the correctional confinement experiences for girls with mental health disabilities in the United States, where there is a large population of incarcerated girls, and Costa Rica, a country with fewer incarcerated girls. Policy changes are suggested to minimize the punitive nature of correctional confinement and to enhance the services and support systems available to incarcerated girls with mental health disabilities.
{"title":"Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica","authors":"Nicole Maki Weller, Claire M. de Mezerville-López, Berenice Pérez-Ramírez, T. Ochoa","doi":"10.1177/10534512221114411","DOIUrl":"https://doi.org/10.1177/10534512221114411","url":null,"abstract":"Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in criminal behaviors as a response to these unresolved issues. The punitive nature of correctional confinement only exacerbates their mental health disabilities. This article examines the correctional confinement experiences for girls with mental health disabilities in the United States, where there is a large population of incarcerated girls, and Costa Rica, a country with fewer incarcerated girls. Policy changes are suggested to minimize the punitive nature of correctional confinement and to enhance the services and support systems available to incarcerated girls with mental health disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"333 - 339"},"PeriodicalIF":0.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45931061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1177/10534512221114424
T. Ochoa, Nicole Maki Weller, Berenice Pérez-Ramírez
The number of incarcerated girls is increasing, but the study of the factors leading girls to engage in delinquency is an area of research which has been neglected. This multinational special issue focuses on incarcerated girls noting that many of them have a history of trauma and abuse, many suffer from anxiety and depression, and few are identified or treated for their mental health needs. Education laws are examined by authors from Brazil, Costa Rica, Mexico, Norway, Saudi Arabia, and the United States, and recommendations are made based on special education provisions within these laws that can be used to identify girls who have disabilities. The intent of this special issue is to provide a vision for early intervention to girls who present maladaptive social behavior or rehabilitation and reentry support to girls with disabilities who are incarcerated to minimize the risk they will return to correctional confinement.
{"title":"Incarcerated Girls With Disabilities: A Multinational Perspective","authors":"T. Ochoa, Nicole Maki Weller, Berenice Pérez-Ramírez","doi":"10.1177/10534512221114424","DOIUrl":"https://doi.org/10.1177/10534512221114424","url":null,"abstract":"The number of incarcerated girls is increasing, but the study of the factors leading girls to engage in delinquency is an area of research which has been neglected. This multinational special issue focuses on incarcerated girls noting that many of them have a history of trauma and abuse, many suffer from anxiety and depression, and few are identified or treated for their mental health needs. Education laws are examined by authors from Brazil, Costa Rica, Mexico, Norway, Saudi Arabia, and the United States, and recommendations are made based on special education provisions within these laws that can be used to identify girls who have disabilities. The intent of this special issue is to provide a vision for early intervention to girls who present maladaptive social behavior or rehabilitation and reentry support to girls with disabilities who are incarcerated to minimize the risk they will return to correctional confinement.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"305 - 307"},"PeriodicalIF":0.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42837587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim To investigate infl uence of neutrophil-to-lymphocyte ratio (NLR) and proatherogenic risk factors to improve the accuracy of pneumonia severity index (PSI) in the prediction of community acquired pneumonia (CAP) outcome in healthy individuals. Methods A retrospective observational cross-sectional study conducted at the Clinic for Pulmonary Diseases and Tuberculosis "Podhrastovi", University Clinical Centre Sarajevo, included 83 patients with the diagnosis of CAP during the period March 2019-March 2021. Once diagnosed with CAP, PSI score was calculated and according to its value the need for hospital treatment was identifi ed. Patients were divided in two groups: low risk of CAP (PSI <90), and high risk of CAP (PSI> 90). Results The overall average hospital stay was 22.76±10.154 days. In the patients diagnosed with CAP, a positive correlation was established between the following parameters PSI score and age (r=0.670; p<0.01), C-reactive protein-CRP (rho=0.287; p<0.01), leukocytes (rho=0.406; p<0.01), NLR (rho=0.313; p<0.01) and platelet to lymphocyte ratio (PLR) (0.296; p<0.05). CRP, leukocytes, NLR and PLR were statistically signifi cantly higher in patients with high risk of CAP compared to patients with low risk of CAP. Diastolic blood pressure, lymphocytes, eosinophils were signifi cantly lower in patients with high risk of CAP (p<0.05;) compared to patients with low risk of CAP (p<0.01). The optimal cut-off value of NLR for CAP patients was 3.089 with an estimated area under curve (AUC) of 0.664. Conclusion Proatherogenic parameters such as age, systolic blood pressure and leukocytes in combination with neutrophil-lymphocyte count ratio could improve accuracy of the pneumonia severity index in community acquired pneumonia outcome.
{"title":"Can neutrophil-to-lymphocyte ratio and proatherogenic risk factors improve the accuracy of pneumonia severity index in the prediction of community acquired pneumonia outcome in healthy individuals?","authors":"Aida Mujaković, Belma Paralija, Orhan Lepara, Almir Fajkić, Avdo Kurtović, Besim Prnjavorac, Edin Begić, Nejra Gondžetović-Ćorić","doi":"10.17392/1464-22","DOIUrl":"10.17392/1464-22","url":null,"abstract":"<p><p>Aim To investigate infl uence of neutrophil-to-lymphocyte ratio (NLR) and proatherogenic risk factors to improve the accuracy of pneumonia severity index (PSI) in the prediction of community acquired pneumonia (CAP) outcome in healthy individuals. Methods A retrospective observational cross-sectional study conducted at the Clinic for Pulmonary Diseases and Tuberculosis \"Podhrastovi\", University Clinical Centre Sarajevo, included 83 patients with the diagnosis of CAP during the period March 2019-March 2021. Once diagnosed with CAP, PSI score was calculated and according to its value the need for hospital treatment was identifi ed. Patients were divided in two groups: low risk of CAP (PSI <90), and high risk of CAP (PSI> 90). Results The overall average hospital stay was 22.76±10.154 days. In the patients diagnosed with CAP, a positive correlation was established between the following parameters PSI score and age (r=0.670; p<0.01), C-reactive protein-CRP (rho=0.287; p<0.01), leukocytes (rho=0.406; p<0.01), NLR (rho=0.313; p<0.01) and platelet to lymphocyte ratio (PLR) (0.296; p<0.05). CRP, leukocytes, NLR and PLR were statistically signifi cantly higher in patients with high risk of CAP compared to patients with low risk of CAP. Diastolic blood pressure, lymphocytes, eosinophils were signifi cantly lower in patients with high risk of CAP (p<0.05;) compared to patients with low risk of CAP (p<0.01). The optimal cut-off value of NLR for CAP patients was 3.089 with an estimated area under curve (AUC) of 0.664. Conclusion Proatherogenic parameters such as age, systolic blood pressure and leukocytes in combination with neutrophil-lymphocyte count ratio could improve accuracy of the pneumonia severity index in community acquired pneumonia outcome.</p>","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87589975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.1177/10534512221114405
T. Ochoa, Nicole Maki Weller, Tyeisha T. Fordham
The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The Career and College Fair and Dress Your Best activities that are part of the Helping Offenders Prosper Through Employment (HOPE) program are concrete examples of ways to prepare incarcerated girls with disabilities for employment while they are in custody. In this article, transition coordinators in correctional facilities and special educators will find recommendations they can use when working in juvenile justice settings to help girls with disabilities transition from confinement to their homes and communities, and to increase their chances of becoming employed.
{"title":"Employment Reentry Preparation: Explicit Recommendations for Girls With Disabilities","authors":"T. Ochoa, Nicole Maki Weller, Tyeisha T. Fordham","doi":"10.1177/10534512221114405","DOIUrl":"https://doi.org/10.1177/10534512221114405","url":null,"abstract":"The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The Career and College Fair and Dress Your Best activities that are part of the Helping Offenders Prosper Through Employment (HOPE) program are concrete examples of ways to prepare incarcerated girls with disabilities for employment while they are in custody. In this article, transition coordinators in correctional facilities and special educators will find recommendations they can use when working in juvenile justice settings to help girls with disabilities transition from confinement to their homes and communities, and to increase their chances of becoming employed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"348 - 354"},"PeriodicalIF":0.8,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45751778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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