The evolving educational landscape rendered by the introduction of accountability measures such as Compass, Common Core, and PARCC has created significant challenges for K-12 educators in Louisiana and has contributed significantly to a revolving door among many educators in and out of the profession. Consequently, the recurring problem of teacher attrition continues to be an issue for educators in America and the relationship that teachers develop with their leaders becomes increasingly important. A quantitative study was conducted to explore a possible relationship between leader member exchange and teacher job satisfaction. Incorporating the theoretical lens of the Leader Member Exchange Theory, data was collected using the LMX-7, Job Satisfaction Survey, and a demographic questionnaire developed for teachers at three schools in a single school district in Louisiana.
{"title":"The Relationship between Leader Member Exchange and Teacher Job Satisfaction","authors":"C. C. Robinson","doi":"10.30845/jesp.v6n4p5","DOIUrl":"https://doi.org/10.30845/jesp.v6n4p5","url":null,"abstract":"The evolving educational landscape rendered by the introduction of accountability measures such as Compass, Common Core, and PARCC has created significant challenges for K-12 educators in Louisiana and has contributed significantly to a revolving door among many educators in and out of the profession. Consequently, the recurring problem of teacher attrition continues to be an issue for educators in America and the relationship that teachers develop with their leaders becomes increasingly important. A quantitative study was conducted to explore a possible relationship between leader member exchange and teacher job satisfaction. Incorporating the theoretical lens of the Leader Member Exchange Theory, data was collected using the LMX-7, Job Satisfaction Survey, and a demographic questionnaire developed for teachers at three schools in a single school district in Louisiana.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"45 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":"116368219","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}
Niki Niora, M. Koutsouba, V. Lalioti, Vasiliki Tyrovola
The participation of Greek dance teachers and members of dance groups in Greek traditional dance workshops has risen immensely during the last three decades in Greece. The explicit interest in obtaining additional knowledge in Greek traditional dances and the constant interaction of teachers-participants-organisers in the area where the workshop takes place, has created a particular characteristic “space” within the overall phenomenon of Greek traditional dance education. The aim of this paper is to provide an in-depth analysis of Greek traditional dance workshops in Greece by exploring the content, methods, and teaching styles of the longest-running workshop in Greece, organised each year by the non-profit cultural association “En Choro”(Εν Χορώ/In Dance). For this purpose, ethnographic research was carried out with its application to the dance research methodology. Data analysis was based on: a) teaching methods for Greek traditional dance; b) teaching styles proposed by Mosston and Ashworth (1994); and c) observation of the teaching process through the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). The findings of this research indicate that the teachers use a variety of teaching methods, while, the teaching process, as a whole, is dominated by the command style. Even though alternative teaching perspectives have been proposed during the last several years, dance teachers seem to disregard the new teaching directions or are reticent regarding the use of those new methods.
在过去的三十年中，希腊舞蹈教师和舞蹈团体成员参加希腊传统舞蹈讲习班的人数大大增加。对获得希腊传统舞蹈额外知识的明确兴趣，以及在工作坊举办区域内教师-参与者-组织者的不断互动，在希腊传统舞蹈教育的整体现象中创造了一个特殊的“空间”。本文的目的是深入分析希腊传统舞蹈工作坊，探讨由非营利性文化协会“En Choro”(Εν Χορώ/ in dance)每年组织的希腊历史最悠久的工作坊的内容、方法和教学风格。为此，开展了民族志研究，并将其应用于舞蹈研究方法。数据分析基于:a)希腊传统舞蹈的教学方法;b) Mosston和Ashworth(1994)提出的教学风格;c)通过Cheffers自适应法兰德斯互动分析系统(CAFIAS)观察教学过程。本研究结果表明，教师使用多种教学方法，但教学过程总体上以命令式教学为主。尽管在过去的几年里，人们提出了不同的教学观点，但舞蹈教师似乎无视新的教学方向，或者对这些新方法的使用持保留态度。
{"title":"The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”","authors":"Niki Niora, M. Koutsouba, V. Lalioti, Vasiliki Tyrovola","doi":"10.30845/jesp.v6n2p11","DOIUrl":"https://doi.org/10.30845/jesp.v6n2p11","url":null,"abstract":"The participation of Greek dance teachers and members of dance groups in Greek traditional dance workshops has risen immensely during the last three decades in Greece. The explicit interest in obtaining additional knowledge in Greek traditional dances and the constant interaction of teachers-participants-organisers in the area where the workshop takes place, has created a particular characteristic “space” within the overall phenomenon of Greek traditional dance education. The aim of this paper is to provide an in-depth analysis of Greek traditional dance workshops in Greece by exploring the content, methods, and teaching styles of the longest-running workshop in Greece, organised each year by the non-profit cultural association “En Choro”(Εν Χορώ/In Dance). For this purpose, ethnographic research was carried out with its application to the dance research methodology. Data analysis was based on: a) teaching methods for Greek traditional dance; b) teaching styles proposed by Mosston and Ashworth (1994); and c) observation of the teaching process through the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). The findings of this research indicate that the teachers use a variety of teaching methods, while, the teaching process, as a whole, is dominated by the command style. Even though alternative teaching perspectives have been proposed during the last several years, dance teachers seem to disregard the new teaching directions or are reticent regarding the use of those new methods.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"35 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":"122461463","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 paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.
{"title":"Blended learning Approach for Students with Special Educational Needs: a Systematic Review","authors":"E. Z. Zavaraki, Daniel K. Schneider","doi":"10.30845/jesp.v6n1p19","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p19","url":null,"abstract":"The paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125810132","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}
Randy Hetherington, H. Merk, J. Waggoner, J. Carroll, Bruce N. Weitzel
Analysis of one measure in on-going case-study of completer impact on P-12 students, employer satisfaction, has revealed core themes that speak to pedagogical practice and professional dispositions as well as a potential shift in what school leaders consider essential for student and teacher success in the classroom. This work underscores the importance of partnerships and collaboration with education stakeholders in collecting meaningful data to inform continuous improvement within teacher training programs. Findings suggest that a different set of aptitudes, beyond pedagogy and subject disciplines, may need to be measured for their effect on teacher effectiveness to counter previous claims that pre-service training does not contribute to teacher’s ability to increase student achievement.
{"title":"Partnering with School Leaders: Principal Assessments of Completers","authors":"Randy Hetherington, H. Merk, J. Waggoner, J. Carroll, Bruce N. Weitzel","doi":"10.30845/jesp.v6n3p9","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p9","url":null,"abstract":"Analysis of one measure in on-going case-study of completer impact on P-12 students, employer satisfaction, has revealed core themes that speak to pedagogical practice and professional dispositions as well as a potential shift in what school leaders consider essential for student and teacher success in the classroom. This work underscores the importance of partnerships and collaboration with education stakeholders in collecting meaningful data to inform continuous improvement within teacher training programs. Findings suggest that a different set of aptitudes, beyond pedagogy and subject disciplines, may need to be measured for their effect on teacher effectiveness to counter previous claims that pre-service training does not contribute to teacher’s ability to increase student achievement.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"62 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":"125233507","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}
{"title":"Mastering American Psychological Association (APA, 6th edition) Referencing Style for Educational Leaders","authors":"Anthony R. Sanders","doi":"10.30845/jesp.v7n2p6","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p6","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"33 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":"134534293","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}
E-learning has become progressively eminent in higher education, and universities have increased provisions and many students are registering. This paper scrutinizes the factors which predict students’ intention to use technology at the Taibah University. To understand the kind of these factors might help Saudi Arabia universities to promote the usage of information and communication technology in teaching and to learn. This research scrutinised the mediating effect of e-learning readiness on the association between factors affecting intention to use university technology namely, trust, hedonic motivation and students’ expectation at Taibah University. The study provided details of the findings in every theme highlighted and described the relationships between the factors, using one single model. This study also conducted a comprehensive review of the literature and presented quantitative findings on the intention to use from Saudi Arabia. Based on the findings, there is a positive and significant relationship between trust, hedonic motivation, students’ expectation and intention to use, with the mediating role of e-learning readiness. This paper offers a synthesis of the proof e-learning willingness in higher education which add to effective e-learning implementation.
{"title":"Exploring E-Learning Readiness as Mediating between Trust, Hedonic Motivation, Students’ Expectation, and Intention to Use Technology in Taibah University","authors":"Firas Tayseer Mohammad Ayasrah","doi":"10.30845/jesp.v7n1p12","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p12","url":null,"abstract":"E-learning has become progressively eminent in higher education, and universities have increased provisions and many students are registering. This paper scrutinizes the factors which predict students’ intention to use technology at the Taibah University. To understand the kind of these factors might help Saudi Arabia universities to promote the usage of information and communication technology in teaching and to learn. This research scrutinised the mediating effect of e-learning readiness on the association between factors affecting intention to use university technology namely, trust, hedonic motivation and students’ expectation at Taibah University. The study provided details of the findings in every theme highlighted and described the relationships between the factors, using one single model. This study also conducted a comprehensive review of the literature and presented quantitative findings on the intention to use from Saudi Arabia. Based on the findings, there is a positive and significant relationship between trust, hedonic motivation, students’ expectation and intention to use, with the mediating role of e-learning readiness. This paper offers a synthesis of the proof e-learning willingness in higher education which add to effective e-learning implementation.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131127045","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}
A literature review consisting of scholarly articles, books, and past and present interviews of college faculty, staff, students, and businesses was drafted on the future trends of higher education. Specifically, some past and present predictable trends, such as developmental education, data-driven decision-making, technology, accountability, advising methods, and accessibility were reviewed and expanded upon, as all will continue to affect higher education for the next several decades. A few new and somewhat unpredictable trends including, flipped classrooms, learning analytics, Competency-Based Education, open educational resources, and individualized learning pathways were mentioned.
{"title":"The American Community College: A Predictable and Unpredictable Future","authors":"Jeff Scaggs, J. Scaggs","doi":"10.30845/jesp.v6n1p17","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p17","url":null,"abstract":"A literature review consisting of scholarly articles, books, and past and present interviews of college faculty, staff, students, and businesses was drafted on the future trends of higher education. Specifically, some past and present predictable trends, such as developmental education, data-driven decision-making, technology, accountability, advising methods, and accessibility were reviewed and expanded upon, as all will continue to affect higher education for the next several decades. A few new and somewhat unpredictable trends including, flipped classrooms, learning analytics, Competency-Based Education, open educational resources, and individualized learning pathways were mentioned.","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":"122224372","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}
School facilities are over stretched due to the student population explosion in Ibadan South-West Local Government Area of Oyo State. The available classrooms are either dilapidated, uncompleted or with dusty floors that show holes of rodents and ant lion larvae. The study was a descriptive survey design of ex-post facto type. The population for the study was all principals and teachers. The Pearson Product Moment Correlation was used to test hypotheses at 0.05 level of significant. However, it was shown that both school facilities were not statistically significant in relating to graduates from upper basic education. Conclusions were made that School facilities are very strong predictors of enrollment into JSS1. There are supply of school facilities for UBE implementation but not adequate. As government strive to provide more found, school authority should put strict measure against students’ destructive activities for durability of the school facilities.
{"title":"The Assessment of Universal Basic Education Policy in the Provision of School Facilities: A Case Study of Oyo State, Nigeria.","authors":"Ogunniran Moses Oladele, Isuku Isuku, Eragbai Jerome, Longlong Hou","doi":"10.30845/JESP.V6N2P17","DOIUrl":"https://doi.org/10.30845/JESP.V6N2P17","url":null,"abstract":"School facilities are over stretched due to the student population explosion in Ibadan South-West Local Government Area of Oyo State. The available classrooms are either dilapidated, uncompleted or with dusty floors that show holes of rodents and ant lion larvae. The study was a descriptive survey design of ex-post facto type. The population for the study was all principals and teachers. The Pearson Product Moment Correlation was used to test hypotheses at 0.05 level of significant. However, it was shown that both school facilities were not statistically significant in relating to graduates from upper basic education. Conclusions were made that School facilities are very strong predictors of enrollment into JSS1. There are supply of school facilities for UBE implementation but not adequate. As government strive to provide more found, school authority should put strict measure against students’ destructive activities for durability of the school facilities.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"39 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":"114973056","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 study argues that the male-dominated society alienates the protagonist of The Bell Jar, Esther, as she tries to develop her female identity in the patriarchal American society. The American society obligated women to be submissive to their husbands. Women were expected to satisfy their husband’s sexual desires and become mothers. Secondly, the paper sheds light on other reasons behind the protagonist’s alienation like being different from her society in general and mother in particular. She alienates herself from the conventional thinking among American women who believe in “idle talk,” where they lack the choice to change anything concerning the world. Esther does not desire to live within the confinements of the societal gender roles; therefore, she dissociates herself from her family and environment. Thirdly, the study illustrates how the psychological trauma, inner absence, and depression alienate the protagonist. She misses her deceased father. What is more, his absence ushers her miserableness, depression and madness. Additionally, the meaninglessness in her life makes her unable to enjoy her life to the fullest. Thus, this state makes her sadder, depressed, and more alienated.
{"title":"The Manifestation of Alienation in Sylvia Plath’s the Bell Jar","authors":"Esma Biroğlu","doi":"10.30845/JESP.V6N1P8","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P8","url":null,"abstract":"This study argues that the male-dominated society alienates the protagonist of The Bell Jar, Esther, as she tries to develop her female identity in the patriarchal American society. The American society obligated women to be submissive to their husbands. Women were expected to satisfy their husband’s sexual desires and become mothers. Secondly, the paper sheds light on other reasons behind the protagonist’s alienation like being different from her society in general and mother in particular. She alienates herself from the conventional thinking among American women who believe in “idle talk,” where they lack the choice to change anything concerning the world. Esther does not desire to live within the confinements of the societal gender roles; therefore, she dissociates herself from her family and environment. Thirdly, the study illustrates how the psychological trauma, inner absence, and depression alienate the protagonist. She misses her deceased father. What is more, his absence ushers her miserableness, depression and madness. Additionally, the meaninglessness in her life makes her unable to enjoy her life to the fullest. Thus, this state makes her sadder, depressed, and more alienated.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"63 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":"114100632","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 study examined the relationship between educator attitude towards students with disabilities and their self-perception of servant leadership characteristics related to teaching students with mild to moderate disabilities included in the general education classroom. Using the Attitude Towards Teaching All Students Scale (ATTAS-mm) combined with the Servant Leadership Questionnaire (SLQ), a sampling frame of 166 secondary educators who teach students with mild to moderate disabilities in the general education setting within one southeastern Virginia school division were surveyed. While a small positive correlation existed between servant leadership and educator attitude as evidenced by the Pearson r scores ranging from .250 to .282, multiple regression determined that three of the five servant leadership factors (i.e., emotional healing; B = .672, wisdom; B = .571, and organizational stewardship; B = .312) could reliably predict educator attitude, thus indicating that higher perceived levels of servant leadership combined with greater positive educator attitudes is a winning combination for students with mild to moderate disabilities.
{"title":"Educator Attitude and Servant Leadership: A Positive Combination for Students with Disabilities","authors":"Karitta A. Page, Linda D. Grooms","doi":"10.30845/jesp.v7n3p8","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p8","url":null,"abstract":"This study examined the relationship between educator attitude towards students with disabilities and their self-perception of servant leadership characteristics related to teaching students with mild to moderate disabilities included in the general education classroom. Using the Attitude Towards Teaching All Students Scale (ATTAS-mm) combined with the Servant Leadership Questionnaire (SLQ), a sampling frame of 166 secondary educators who teach students with mild to moderate disabilities in the general education setting within one southeastern Virginia school division were surveyed. While a small positive correlation existed between servant leadership and educator attitude as evidenced by the Pearson r scores ranging from .250 to .282, multiple regression determined that three of the five servant leadership factors (i.e., emotional healing; B = .672, wisdom; B = .571, and organizational stewardship; B = .312) could reliably predict educator attitude, thus indicating that higher perceived levels of servant leadership combined with greater positive educator attitudes is a winning combination for students with mild to moderate disabilities.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"195 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":"116146719","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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