Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00019
S. Lyndon, Beverley J Hale
Abstract This paper explores how the blended use of a virtual learning environment (VLE) can impact on student learning in a specific module within a small university in the UK. Students studying a module about crisis situations faced by children in different parts of the world were asked to contribute to online forums as part of their learning. Forty-seven students participated in the study. Student questionnaires, Moodle reports and student assessment grades were analysed to explore the benefits of online forums. In line with previous research, online forums were found to be popular with students and multiple perceived benefits were identified, such as flexibility, greater sense of community and enhanced higher learning skills. Analysis of student assessment grades suggests that online forums may also enhance student performance. However, a larger scale longitudinal study is necessary to determine this more clearly. Overall, the findings highlight the importance of viewing VLEs as a communication, collaboration and knowledge focused medium with the potential to enhance higher learning skills through the use of interactive online activities such as forums.
{"title":"Evaluation of How the Blended Use of a Virtual Learning Environment (VLE) Can Impact on Learning and Teaching in a Specific Module","authors":"S. Lyndon, Beverley J Hale","doi":"10.11120/elss.2014.00019","DOIUrl":"https://doi.org/10.11120/elss.2014.00019","url":null,"abstract":"Abstract This paper explores how the blended use of a virtual learning environment (VLE) can impact on student learning in a specific module within a small university in the UK. Students studying a module about crisis situations faced by children in different parts of the world were asked to contribute to online forums as part of their learning. Forty-seven students participated in the study. Student questionnaires, Moodle reports and student assessment grades were analysed to explore the benefits of online forums. In line with previous research, online forums were found to be popular with students and multiple perceived benefits were identified, such as flexibility, greater sense of community and enhanced higher learning skills. Analysis of student assessment grades suggests that online forums may also enhance student performance. However, a larger scale longitudinal study is necessary to determine this more clearly. Overall, the findings highlight the importance of viewing VLEs as a communication, collaboration and knowledge focused medium with the potential to enhance higher learning skills through the use of interactive online activities such as forums.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116738748","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 : 2014-04-01DOI: 10.11120/elss.2013.00018
L. Zerden, Joelle D. Powers, Christopher J. Wretman
Abstract This paper outlines a classroom activity to help students engage in research methods and lessen anxiety and apprehension commonly associated with research methods courses. The described class activity offers students a shared research experience to promote the skills necessary to understand, conduct and translate research into ethical social science practice. The activity was conducted in a graduate social work programme but is applicable across the social sciences. Content covered includes sampling, research design, ethical considerations, brief evaluation and helping students think critically about ways to improve research methods in order to facilitate competencies necessary for evidence-based practice (EBP). An introduction to the activity, class discussion points including integration throughout the course, and implications for curricula and practice are discussed.
{"title":"Better Engaging Social Science Graduate Students in Introductory Research Methods Courses: A Class Activity","authors":"L. Zerden, Joelle D. Powers, Christopher J. Wretman","doi":"10.11120/elss.2013.00018","DOIUrl":"https://doi.org/10.11120/elss.2013.00018","url":null,"abstract":"Abstract This paper outlines a classroom activity to help students engage in research methods and lessen anxiety and apprehension commonly associated with research methods courses. The described class activity offers students a shared research experience to promote the skills necessary to understand, conduct and translate research into ethical social science practice. The activity was conducted in a graduate social work programme but is applicable across the social sciences. Content covered includes sampling, research design, ethical considerations, brief evaluation and helping students think critically about ways to improve research methods in order to facilitate competencies necessary for evidence-based practice (EBP). An introduction to the activity, class discussion points including integration throughout the course, and implications for curricula and practice are discussed.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132210299","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 : 2013-12-01DOI: 10.11120/elss.2013.00016
D. Middleton, Donna Smith
Abstract Online synchronous tuition has the potential to enhance the study experience of students who cannot attend face-to-face tutorials, or where there are no face-to-face tutorials available. This could be particularly beneficial for students of online and distance institutions, such as the Open University, who may otherwise feel disconnected from the study experience. One such synchronous technology, Elluminate, has been introduced in the Faculty of Social Sciences at the Open University over the last few years, with feedback suggesting that the students who take part have a very positive experience. This paper explores the views of students and tutors from the Faculty of Social Sciences, Open University, about Elluminate, concluding that Elluminate tutorials are not better, nor worse, than face-to-face-tutorials – they are simply different. By setting up one method of teaching as a gold standard, all be it a standard with very little evidence supporting it, the debate is reduced to “can online learning do what face-to-face learning does, to the detriment of students and their teachers?” We note that feedback from students and tutors suggests a reluctance to embrace new technology among tutors that is not mirrored by students. While some tutors may not be comfortable with technological innovation, we argue that sensitive and subject-driven training can increase both the confidence and perception of tutors.
{"title":"“It Needs to be Better than Face-to-Face”: Introducing Elluminate into a Social Sciences Distance Learning Programme","authors":"D. Middleton, Donna Smith","doi":"10.11120/elss.2013.00016","DOIUrl":"https://doi.org/10.11120/elss.2013.00016","url":null,"abstract":"Abstract Online synchronous tuition has the potential to enhance the study experience of students who cannot attend face-to-face tutorials, or where there are no face-to-face tutorials available. This could be particularly beneficial for students of online and distance institutions, such as the Open University, who may otherwise feel disconnected from the study experience. One such synchronous technology, Elluminate, has been introduced in the Faculty of Social Sciences at the Open University over the last few years, with feedback suggesting that the students who take part have a very positive experience. This paper explores the views of students and tutors from the Faculty of Social Sciences, Open University, about Elluminate, concluding that Elluminate tutorials are not better, nor worse, than face-to-face-tutorials – they are simply different. By setting up one method of teaching as a gold standard, all be it a standard with very little evidence supporting it, the debate is reduced to “can online learning do what face-to-face learning does, to the detriment of students and their teachers?” We note that feedback from students and tutors suggests a reluctance to embrace new technology among tutors that is not mirrored by students. While some tutors may not be comfortable with technological innovation, we argue that sensitive and subject-driven training can increase both the confidence and perception of tutors.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127264254","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 : 2013-12-01DOI: 10.11120/ELSS.2013.00015
E. Harrison, R. Mears
Abstract This paper reports on a project following up previous work about patterns of and attitudes to assessment among sociologists. Two forms of data collection were undertaken: an online questionnaire to sociology departments and a series of focus groups with undergraduate students. The results showed that assessment has become a more salient issue than ten years ago, but that most of the innovations in practice had taken place in post-1992 institutions. The focus group findings confirm those from national satisfaction surveys; namely that student dissatisfaction with assessment is profound and that it persists throughout their undergraduate experience.
{"title":"The Changing Face of Undergraduate Assessment in UK Sociology","authors":"E. Harrison, R. Mears","doi":"10.11120/ELSS.2013.00015","DOIUrl":"https://doi.org/10.11120/ELSS.2013.00015","url":null,"abstract":"Abstract This paper reports on a project following up previous work about patterns of and attitudes to assessment among sociologists. Two forms of data collection were undertaken: an online questionnaire to sociology departments and a series of focus groups with undergraduate students. The results showed that assessment has become a more salient issue than ten years ago, but that most of the innovations in practice had taken place in post-1992 institutions. The focus group findings confirm those from national satisfaction surveys; namely that student dissatisfaction with assessment is profound and that it persists throughout their undergraduate experience.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124042040","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 : 2013-12-01DOI: 10.11120/elss.2013.00013
Darryn Mitussis, J. Sheehan
Abstract We explore how field-schools can be used to enhance the learning of students who are interested in studying China to augment their non-Chinese Studies undergraduate or postgraduate programmes, drawing on relevant areas of the teaching and learning literature to help structure and make sense of our reflections. In the first part we consider subject-specific knowledge and its use in developing transferable skills and enhancing employability. In the second part we reflect on our approach, with a focus on activity design and the central place of the learning diary. In the third part we discuss the role and management of affective responses to the subject and mode of learning. While we can make no specific claims beyond the study of China, we suspect that our programmes and observations may provide useful insight for specialists in other fields seeking to draw new students and programmes into their orbit as well as those seeking insights from non-traditional modes of higher education to enhance practice more generally.
{"title":"Reflections on the Pedagogy of International Field-schools: Experiential Learning and Emotional Engagement","authors":"Darryn Mitussis, J. Sheehan","doi":"10.11120/elss.2013.00013","DOIUrl":"https://doi.org/10.11120/elss.2013.00013","url":null,"abstract":"Abstract We explore how field-schools can be used to enhance the learning of students who are interested in studying China to augment their non-Chinese Studies undergraduate or postgraduate programmes, drawing on relevant areas of the teaching and learning literature to help structure and make sense of our reflections. In the first part we consider subject-specific knowledge and its use in developing transferable skills and enhancing employability. In the second part we reflect on our approach, with a focus on activity design and the central place of the learning diary. In the third part we discuss the role and management of affective responses to the subject and mode of learning. While we can make no specific claims beyond the study of China, we suspect that our programmes and observations may provide useful insight for specialists in other fields seeking to draw new students and programmes into their orbit as well as those seeking insights from non-traditional modes of higher education to enhance practice more generally.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124389719","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 : 2013-12-01DOI: 10.11120/elss.2013.00014
Christine Hardy, S. Prince, Oliver Worsley
Abstract The international classroom should be a place where students can gain intercultural competencies, which are increasingly important in a global economy, but there are difficulties facilitating interaction between students from different cultures. Students prefer to work in monocultural groups due to the barriers of language and understanding cultural and academic norms therefore they cannot take advantage of sharing and learning from each other’s experiences. To understand how to improve this situation, from a student perspective, a White male student from the UK was sponsored to spend a week studying in Hong Kong and to reflect on his experiences. From this it was found that the induction period was the most important for academic and social integration for all students and should focus on expectations of students, including behavioural aspects such as intercultural communication.
{"title":"An Innocent Abroad: One UK Student’s Experience of Studying in Hong Kong and the Implications for the International Classroom at Home","authors":"Christine Hardy, S. Prince, Oliver Worsley","doi":"10.11120/elss.2013.00014","DOIUrl":"https://doi.org/10.11120/elss.2013.00014","url":null,"abstract":"Abstract The international classroom should be a place where students can gain intercultural competencies, which are increasingly important in a global economy, but there are difficulties facilitating interaction between students from different cultures. Students prefer to work in monocultural groups due to the barriers of language and understanding cultural and academic norms therefore they cannot take advantage of sharing and learning from each other’s experiences. To understand how to improve this situation, from a student perspective, a White male student from the UK was sponsored to spend a week studying in Hong Kong and to reflect on his experiences. From this it was found that the induction period was the most important for academic and social integration for all students and should focus on expectations of students, including behavioural aspects such as intercultural communication.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129610822","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 : 2013-06-01DOI: 10.11120/elss.2013.00010
C. Hamilton
Abstract In light of recent debates on ‘public criminology’, this article chooses to focus on teaching as a way of reaching more publics. The various characteristics of a more public and engaged discipline are discussed and applied specifically to the teaching of criminology, including the relative merits and demerits of reorienting teaching in this way. Following on from this discussion, the article outlines some practical ways in which this vision can be realised. Given the many affinities between the Burawoyan concept of public ‘-ologies’ and the scholarship of learning and teaching, an argument is advanced for teaching as one of the first steps towards the practice of a more public criminology.
{"title":"Towards a Pedagogy of Public Criminology","authors":"C. Hamilton","doi":"10.11120/elss.2013.00010","DOIUrl":"https://doi.org/10.11120/elss.2013.00010","url":null,"abstract":"Abstract In light of recent debates on ‘public criminology’, this article chooses to focus on teaching as a way of reaching more publics. The various characteristics of a more public and engaged discipline are discussed and applied specifically to the teaching of criminology, including the relative merits and demerits of reorienting teaching in this way. Following on from this discussion, the article outlines some practical ways in which this vision can be realised. Given the many affinities between the Burawoyan concept of public ‘-ologies’ and the scholarship of learning and teaching, an argument is advanced for teaching as one of the first steps towards the practice of a more public criminology.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124099953","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 : 2013-06-01DOI: 10.11120/elss.2013.00012
M. Wall
Abstract Diversity content is often met with covert and overt resistance in the classroom. Utilisation of a balanced learning model may address classroom resistance. Balanced learning models require ‘backwards’ course planning, equal attention to course content and class process, and a strategic use of cyclical course design to include introduction of new materiel, experience, followed by personal reflection. Using a balanced learning model moves classroom instruction beyond active learning strategies in the classroom, but can present unique challenges for instructors. While not without challenges, utilising a balanced learning model proves useful during course design and delivery of a graduate course on diversity. The article describes balanced learning models emergence, define the benefits of such models, and ultimately demonstrate how using a balance learning model is a useful course design tool to reduce resistance to diversity content in the classroom.
{"title":"Using Balanced Learning Course Design to Reduce Resistance to Diversity Curricula","authors":"M. Wall","doi":"10.11120/elss.2013.00012","DOIUrl":"https://doi.org/10.11120/elss.2013.00012","url":null,"abstract":"Abstract Diversity content is often met with covert and overt resistance in the classroom. Utilisation of a balanced learning model may address classroom resistance. Balanced learning models require ‘backwards’ course planning, equal attention to course content and class process, and a strategic use of cyclical course design to include introduction of new materiel, experience, followed by personal reflection. Using a balanced learning model moves classroom instruction beyond active learning strategies in the classroom, but can present unique challenges for instructors. While not without challenges, utilising a balanced learning model proves useful during course design and delivery of a graduate course on diversity. The article describes balanced learning models emergence, define the benefits of such models, and ultimately demonstrate how using a balance learning model is a useful course design tool to reduce resistance to diversity content in the classroom.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124394520","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 : 2013-06-01DOI: 10.11120/elss.2013.00009
M. Mclean, Andrea Abbas, P. Ashwin
Abstract Taking a perspective drawn from Basil Bernstein, the paper locates itself at the boundary between teaching as transmitting disciplinary knowledge and teaching as a set of generic ‘good practice’ principles. It first discusses the value of undergraduate sociology-based social science knowledge to individuals and society. This discussion leads to highlighting the importance of pedagogical framing for realising the value of sociological knowledge. A longitudinal three-year study in four different status universities suggested that studying undergraduate sociology-based degrees can give students access to what Bernstein called ‘pedagogic rights’ of personal enhancement; social inclusion; and political participation. Access to the rights is through the formation of a ‘specialised disciplinary identity’ whereby the student becomes a person who knows and understands specific content, which is applied to lives and society, and who has developed the skills and dispositions of a social scientist. In pedagogical terms more evidence of equality than inequality was found: despite some subtle differences, whatever the status of the university attended, the same disciplinary identity was projected and students’ perceptions of the quality of their teaching strongly mediated the formation of a disciplinary identity and access to pedagogic rights.
{"title":"A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science","authors":"M. Mclean, Andrea Abbas, P. Ashwin","doi":"10.11120/elss.2013.00009","DOIUrl":"https://doi.org/10.11120/elss.2013.00009","url":null,"abstract":"Abstract Taking a perspective drawn from Basil Bernstein, the paper locates itself at the boundary between teaching as transmitting disciplinary knowledge and teaching as a set of generic ‘good practice’ principles. It first discusses the value of undergraduate sociology-based social science knowledge to individuals and society. This discussion leads to highlighting the importance of pedagogical framing for realising the value of sociological knowledge. A longitudinal three-year study in four different status universities suggested that studying undergraduate sociology-based degrees can give students access to what Bernstein called ‘pedagogic rights’ of personal enhancement; social inclusion; and political participation. Access to the rights is through the formation of a ‘specialised disciplinary identity’ whereby the student becomes a person who knows and understands specific content, which is applied to lives and society, and who has developed the skills and dispositions of a social scientist. In pedagogical terms more evidence of equality than inequality was found: despite some subtle differences, whatever the status of the university attended, the same disciplinary identity was projected and students’ perceptions of the quality of their teaching strongly mediated the formation of a disciplinary identity and access to pedagogic rights.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121917777","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 : 2013-06-01DOI: 10.11120/elss.2013.00008
T. Gale, Carmen Mills
Abstract The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.
{"title":"Creating Spaces in Higher Education for Marginalised Australians: Principles for Socially Inclusive Pedagogies","authors":"T. Gale, Carmen Mills","doi":"10.11120/elss.2013.00008","DOIUrl":"https://doi.org/10.11120/elss.2013.00008","url":null,"abstract":"Abstract The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129893439","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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