This study was designed to examine the perceptions of educators and concerned citizens toward the academic achievement gap in P-12 schools. The participants were school administrators, school teachers, school counselors, parents, and concerned citizens. Those in each category were asked what they perceived to be important to decreasing the academic achievement gap. In addition, space was provided for each to identify what he/she thought would be most effective in decreasing the academic achievement gap and to write comments, suggestions, or concerns regarding the academic achievement gap in P-12 schools. Results of these findings suggest that most educators and citizens are concerned about the academic achievement gap in P-12 schools and they also feel that more can be done to diminish it. Lastly, implications for the implementation of advanced leadership training and comprehensive school counseling programs are explored.
{"title":"Closing the Achievement Gap in P-12 Schools by Implementing Advanced Leadership Training and Comprehensive School Counseling Programs","authors":"C. Mason, A. Hughey, M. Burke","doi":"10.30845/jesp.v6n3p6","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p6","url":null,"abstract":"This study was designed to examine the perceptions of educators and concerned citizens toward the academic achievement gap in P-12 schools. The participants were school administrators, school teachers, school counselors, parents, and concerned citizens. Those in each category were asked what they perceived to be important to decreasing the academic achievement gap. In addition, space was provided for each to identify what he/she thought would be most effective in decreasing the academic achievement gap and to write comments, suggestions, or concerns regarding the academic achievement gap in P-12 schools. Results of these findings suggest that most educators and citizens are concerned about the academic achievement gap in P-12 schools and they also feel that more can be done to diminish it. Lastly, implications for the implementation of advanced leadership training and comprehensive school counseling programs are explored.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"296 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":"133376477","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}
: The present study aimed to investigate young people’s possible selves in the context of a socio-economic crisis. Based on the idea that the formation of possible selves depends on the contextual characteristics of the immediate microsystem and the wider macrosystem, it was expected that the experience of uncertainty caused by the economic crisis would have an impact on their formation. The study also aimed to investigate whether self-esteem level and self-esteem stability correlate with the subjective probability of materializing one’s hopes and fears, as well as with the elaborated notions of possible selves. Participants were 236 young adults, aged 18-35. The results show that the most salient hoped-for selves were related to career and health. High self-esteem participants were more likely to report specific possible selves, both hoped and feared. Similarly, participants with high self-esteem reported higher probability of realizing their hoped-for and avoiding their feared selves.
{"title":"Possible selves and self-esteem in uncertain times","authors":"A. Leondari, V. Gialamas, Marilena Giannakou","doi":"10.30845/jesp.v7n3p15","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p15","url":null,"abstract":": The present study aimed to investigate young people’s possible selves in the context of a socio-economic crisis. Based on the idea that the formation of possible selves depends on the contextual characteristics of the immediate microsystem and the wider macrosystem, it was expected that the experience of uncertainty caused by the economic crisis would have an impact on their formation. The study also aimed to investigate whether self-esteem level and self-esteem stability correlate with the subjective probability of materializing one’s hopes and fears, as well as with the elaborated notions of possible selves. Participants were 236 young adults, aged 18-35. The results show that the most salient hoped-for selves were related to career and health. High self-esteem participants were more likely to report specific possible selves, both hoped and feared. Similarly, participants with high self-esteem reported higher probability of realizing their hoped-for and avoiding their feared selves.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"27 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":"115486494","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}
The scientific progress has recently provoked profound physical and conceptual changes related to the end of life (EOL), and it has been necessary an intense debate about EOL and euthanasy. It is significant to define death as the absence of life qualities and not as a physical end. Hence, the end stage of our life is a crucial and meaningful moment. For this reason, it is essential to try to integrate the purely technical perspective with an ethic of guidance, which allows patients to live in dignity their death. For this reason, it urges to engage a continue and deep educational and experiential co-construction on the end of life, aware of its precariousness.
{"title":"End of Life Pedagogy and Empathetic Guidance","authors":"E. Sidoti, G. Lavanco","doi":"10.30845/jesp.v6n3p18","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p18","url":null,"abstract":"The scientific progress has recently provoked profound physical and conceptual changes related to the end of life (EOL), and it has been necessary an intense debate about EOL and euthanasy. It is significant to define death as the absence of life qualities and not as a physical end. Hence, the end stage of our life is a crucial and meaningful moment. For this reason, it is essential to try to integrate the purely technical perspective with an ethic of guidance, which allows patients to live in dignity their death. For this reason, it urges to engage a continue and deep educational and experiential co-construction on the end of life, aware of its precariousness.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"13 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":"123472609","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}
This paper is based on the theory of interactive media art. It refers to the understanding of various domestic and foreign scholars on interactive media art. It first indicates how interactive media art is different from traditional art and from its predecessor new media art. Reflection on interactive media art suggests that it can help people in need and especially help break the self-enclosure of autistic children. There is some theoretical research on this question both in China and many other countries. There is nonetheless not much literature on the treatment of autistic children using interactive media art or on various methods of treating children with autism which explores the advantage and possible therapy for children with autism using interactive media art. In the previous studies, only a few existing interactive art cases and data consider the role of interactive media art in children's experiences, care and education. Through theoretical research, it will provide theoretical guidance for future research on autistic children in China.
{"title":"On Therapy for Autistic Children Using Interactive Media Art","authors":"Ting Xu","doi":"10.30845/JESP.V6N2P13","DOIUrl":"https://doi.org/10.30845/JESP.V6N2P13","url":null,"abstract":"This paper is based on the theory of interactive media art. It refers to the understanding of various domestic and foreign scholars on interactive media art. It first indicates how interactive media art is different from traditional art and from its predecessor new media art. Reflection on interactive media art suggests that it can help people in need and especially help break the self-enclosure of autistic children. There is some theoretical research on this question both in China and many other countries. There is nonetheless not much literature on the treatment of autistic children using interactive media art or on various methods of treating children with autism which explores the advantage and possible therapy for children with autism using interactive media art. In the previous studies, only a few existing interactive art cases and data consider the role of interactive media art in children's experiences, care and education. Through theoretical research, it will provide theoretical guidance for future research on autistic children in China.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"38 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":"127032850","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}
The aim of this paper is to discuss the concept of minority languages and the time when they started emerging in translation. Indeed, minority languages became a central issue at the end of the colonial era thanks to a number of institutional policies and political movements aimed at giving a voice to people who did not have a say for a number of reasons. The growing interest in these minority languages opened up a new avenue in terms of cultural exchanges and representation in translation. Nowadays translators have to cope with what some authors have rightly called the cultural turn which exposes them to a multiplicity of international human and social experience evolving across continents. Michael Cronin, Susan Bassnett and other authors have admitted that translators mediate through cultures and languages. Furthermore, the languages of the former colonisers, i.e. English and French, have also been the subject of variations in the sense that new world views, idioms, phrases, proverbs and uses have emerged here and there in both Anglophone and Francophone countries and translators are constantly called upon to give them a “new life in another language and culture”. The methodology of the paper is both descriptive and analytical. In this logic, examples of “different” uses of both English and French in linguistic practices overseas will be given and analysed from cultural, temporal, social, philosophical, stylistic, semantic and lexical points of view. As a result, linguistic varieties and transformations have created a new situation whereby the languages of the former colonisers are just like “variables” with many “variants” around the globe. Two dimensions of translation, i.e. intra-lingual and extra-lingual translation, come into play. From another point of view, ethnic minority groups, the youth and immigrants also contribute to broadening the scope of minority languages and linguistic varieties.
{"title":"Questions Related to the Temporality of Minority Languages and Linguistic Varieties","authors":"Dr. Servais Martial Akpaca","doi":"10.30845/jesp.v7n2p11","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p11","url":null,"abstract":"The aim of this paper is to discuss the concept of minority languages and the time when they started emerging in translation. Indeed, minority languages became a central issue at the end of the colonial era thanks to a number of institutional policies and political movements aimed at giving a voice to people who did not have a say for a number of reasons. The growing interest in these minority languages opened up a new avenue in terms of cultural exchanges and representation in translation. Nowadays translators have to cope with what some authors have rightly called the cultural turn which exposes them to a multiplicity of international human and social experience evolving across continents. Michael Cronin, Susan Bassnett and other authors have admitted that translators mediate through cultures and languages. Furthermore, the languages of the former colonisers, i.e. English and French, have also been the subject of variations in the sense that new world views, idioms, phrases, proverbs and uses have emerged here and there in both Anglophone and Francophone countries and translators are constantly called upon to give them a “new life in another language and culture”. The methodology of the paper is both descriptive and analytical. In this logic, examples of “different” uses of both English and French in linguistic practices overseas will be given and analysed from cultural, temporal, social, philosophical, stylistic, semantic and lexical points of view. As a result, linguistic varieties and transformations have created a new situation whereby the languages of the former colonisers are just like “variables” with many “variants” around the globe. Two dimensions of translation, i.e. intra-lingual and extra-lingual translation, come into play. From another point of view, ethnic minority groups, the youth and immigrants also contribute to broadening the scope of minority languages and linguistic varieties.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"20 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":"134004868","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}
S. T. Palpanadan, Elizabeth M. Anthony, N. Ngadiran, Hazila Kadir, Ahmad Zainal
There is an enormous literature in the Malaysian schools’ context that reveals writing skills deficiency in English among the students. Hence, this study conducted a comparative analysis of the two popular writing approaches (product approach and process approach) practised widely as writing instructions in the educational settings. A case study was conducted on the selected teachers to study their writing instructions in ESL classrooms. The investigation revealed that language teachers largely practice product writing approach. In addition, the paper also provides some insights that as compared to product writing approach, process writing approach is more effective. Process approach provides students more opportunities for independent writing, creative writing and evaluative writing which lead towards developing higher order thinking skills. Hence, this paper recommends that Malaysian schools should adopt strategies of process writing approach to teach English in ESL classrooms to produce students who can write more competently in future.
{"title":"Comparative Analysis of Writing Approaches Practised in Malaysian ESL Classrooms","authors":"S. T. Palpanadan, Elizabeth M. Anthony, N. Ngadiran, Hazila Kadir, Ahmad Zainal","doi":"10.30845/jesp.v6n3p17","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p17","url":null,"abstract":"There is an enormous literature in the Malaysian schools’ context that reveals writing skills deficiency in English among the students. Hence, this study conducted a comparative analysis of the two popular writing approaches (product approach and process approach) practised widely as writing instructions in the educational settings. A case study was conducted on the selected teachers to study their writing instructions in ESL classrooms. The investigation revealed that language teachers largely practice product writing approach. In addition, the paper also provides some insights that as compared to product writing approach, process writing approach is more effective. Process approach provides students more opportunities for independent writing, creative writing and evaluative writing which lead towards developing higher order thinking skills. Hence, this paper recommends that Malaysian schools should adopt strategies of process writing approach to teach English in ESL classrooms to produce students who can write more competently in future.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"113 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":"116880606","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}
Luminita Hartle, Mark Zablocki, Sharon L. Doubet, Amanda C. Quesenberry
This study examined the attitudes of Romanian special education teachers toward educating students with disabilities. Specifically, the study focused on revealing possible differences in teachers’ attitudes based on their educational background and teaching experience. A total of 82 special educators were surveyed. The results showed that their attitudes toward students with disabilities varied. However, there was a slight difference between special educators with less experience and those who graduated from a pedagogical college, with college graduates having more positive attitudes. Participants also believed that students with disabilities can learn in general education settings when provided with appropriate supports.
{"title":"Romanian Special Educators’ Attitudes toward Students with Disabilities","authors":"Luminita Hartle, Mark Zablocki, Sharon L. Doubet, Amanda C. Quesenberry","doi":"10.30845/JESP.V6N1P3","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P3","url":null,"abstract":"This study examined the attitudes of Romanian special education teachers toward educating students with disabilities. Specifically, the study focused on revealing possible differences in teachers’ attitudes based on their educational background and teaching experience. A total of 82 special educators were surveyed. The results showed that their attitudes toward students with disabilities varied. However, there was a slight difference between special educators with less experience and those who graduated from a pedagogical college, with college graduates having more positive attitudes. Participants also believed that students with disabilities can learn in general education settings when provided with appropriate supports.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"40 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":"133051655","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}
The purpose of this study is to examine news stories on two popular social media platforms - Facebook and Twitter and see what attributions are made regarding alleged female sexual assault victims via the online comments section. This study will look at three prominent male alleged offenders in Harvey Weinstein, Bill Cosby and Brett Kavanaugh and compare comments on both Facebook and Twitter on three different news stories by The Washington Post involving their alleged victims. Using a completely qualitative coding analysis and descriptive statistics, this study will examine whether labeling theory and stigma play a role in these attributions and also explore further conditions that might influence a person’s ideas of the alleged victim and if power, prestige and authority play a role in how the public views alleged sexual allegations.
{"title":"Social Media Content – Coding Analysis of Sexual Assault Allegations","authors":"Terri Juneau","doi":"10.30845/jesp.v7n1p23","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p23","url":null,"abstract":"The purpose of this study is to examine news stories on two popular social media platforms - Facebook and Twitter and see what attributions are made regarding alleged female sexual assault victims via the online comments section. This study will look at three prominent male alleged offenders in Harvey Weinstein, Bill Cosby and Brett Kavanaugh and compare comments on both Facebook and Twitter on three different news stories by The Washington Post involving their alleged victims. Using a completely qualitative coding analysis and descriptive statistics, this study will examine whether labeling theory and stigma play a role in these attributions and also explore further conditions that might influence a person’s ideas of the alleged victim and if power, prestige and authority play a role in how the public views alleged sexual allegations.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"61 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":"128011185","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}
C. Nwokoro, F. O. Chima, A. Ubelejit-Nte, Edeosa O. Enobakhare, O. Joseph
This paper is an exposition of the effects of multilingualism on national integration in Nigeria and the need for advancing English language education policy. Ever since its independence, Nigeria is yet to achieve the value of oneness and unity in diversity. The insurgence of ethno-cultural, religious, political, economic, and other tensions and conflicts in Nigeria have continued to undermine concerted efforts to achieve the desired national integration in Nigeria. In this paper, we argued that much like other ethnocentric dividing factors, the state of multilingualism in Nigeria has further led to ethnic division and national disintegration. Thus, the paper stresses on the value of strengthening English language education policy in Nigeria. The paper highlighted some of the challenges in maintaining English language as a medium of learning in Nigerian schools, past and present; and went further to suggest that a central language of communication and learning like English can encourage cohabitation and acceptance among the various ethnic groups. The paper identified those features of ethnic languages that militate against proper national integration within a single polity. The paper stresses that national integration can be achieved if Nigerians depoliticize language policy in the country, and emphasize on how English language as a common element can foster unity, understanding and development. The paper revealed the benefits English language policy in Nigeria can offer not just in national integration, but also in the advancement of the country in the international community.
{"title":"Advancing English Language Education Policy in Consideration of Multilingualism on National Integration in Nigeria","authors":"C. Nwokoro, F. O. Chima, A. Ubelejit-Nte, Edeosa O. Enobakhare, O. Joseph","doi":"10.30845/jesp.v7n1p21","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p21","url":null,"abstract":"This paper is an exposition of the effects of multilingualism on national integration in Nigeria and the need for advancing English language education policy. Ever since its independence, Nigeria is yet to achieve the value of oneness and unity in diversity. The insurgence of ethno-cultural, religious, political, economic, and other tensions and conflicts in Nigeria have continued to undermine concerted efforts to achieve the desired national integration in Nigeria. In this paper, we argued that much like other ethnocentric dividing factors, the state of multilingualism in Nigeria has further led to ethnic division and national disintegration. Thus, the paper stresses on the value of strengthening English language education policy in Nigeria. The paper highlighted some of the challenges in maintaining English language as a medium of learning in Nigerian schools, past and present; and went further to suggest that a central language of communication and learning like English can encourage cohabitation and acceptance among the various ethnic groups. The paper identified those features of ethnic languages that militate against proper national integration within a single polity. The paper stresses that national integration can be achieved if Nigerians depoliticize language policy in the country, and emphasize on how English language as a common element can foster unity, understanding and development. The paper revealed the benefits English language policy in Nigeria can offer not just in national integration, but also in the advancement of the country in the international community.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","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":"128422624","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}
While the assessment principles focus on the large-scale educational assessment, the classroom assessment remains underexplored in teaching, learning and assessment paradigm. Classroom assessment with all its individual features is characterized by the unique context that it accompanies. However, because of the differences it is not easy to apply the assessment principles borrowed from the large-scale assessment on classroom assessment (Fulcher & Davidson, 2007). Taylor and Nelon (1996:17) described this as ‘misfit of the measurement paradigm’. This essay will note these points of challenges before conducting a literature review that explores how classroom assessment can be utilized as both an assessment and learning medium against the backdrop of large-scale assessment principles. The discussion will then be focused on EFL classroom in Saudi Arabia to have a contextual understanding of the topic. In the later part of this essay, we will construct a list of possible activities and exercises based on our new knowledge and findings.
{"title":"Large-Scale Educational Assessment against Classroom Assessment: Pedagogy and Measurement Paradigm in EFL Classroom","authors":"Md.Jahangir Alam, Tahmina Aktar","doi":"10.30845/jesp.v7n3p16","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p16","url":null,"abstract":"While the assessment principles focus on the large-scale educational assessment, the classroom assessment remains underexplored in teaching, learning and assessment paradigm. Classroom assessment with all its individual features is characterized by the unique context that it accompanies. However, because of the differences it is not easy to apply the assessment principles borrowed from the large-scale assessment on classroom assessment (Fulcher & Davidson, 2007). Taylor and Nelon (1996:17) described this as ‘misfit of the measurement paradigm’. This essay will note these points of challenges before conducting a literature review that explores how classroom assessment can be utilized as both an assessment and learning medium against the backdrop of large-scale assessment principles. The discussion will then be focused on EFL classroom in Saudi Arabia to have a contextual understanding of the topic. In the later part of this essay, we will construct a list of possible activities and exercises based on our new knowledge and findings.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"57 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121009464","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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