Pub Date : 2023-03-15DOI: 10.1177/02614294231163373
Anh-Vinh Le, Hoang Phuong Hanh, D. Bui
The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain.
{"title":"Gifted education in Vietnam: Contribution and limitations","authors":"Anh-Vinh Le, Hoang Phuong Hanh, D. Bui","doi":"10.1177/02614294231163373","DOIUrl":"https://doi.org/10.1177/02614294231163373","url":null,"abstract":"The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121215669","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 : 2023-03-08DOI: 10.1177/02614294231162723
Monica C. Meadows, A. Robinson
Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.
在过去的50年里，STEM绩效的差距已经缩小(Leaper等人，2012;国家科学基金会，2013)。尽管如此，在许多STEM领域仍然存在差距，其中最大的差距发生在物理科学、计算机科学和工程领域(联合国教科文组织)。, 2012)。尽管科学和数学成绩上的性别差距正在缩小，但STEM自我概念和抱负上的差距仍在继续。我们调查了12-13岁学生对STEM学科的归属感，并研究了STEM归属感、STEM课堂/同伴氛围、STEM接触量和STEM自我认同强度之间的关系。尽管先前的研究表明，STEM课堂/同伴氛围的特征可以促进或减少代表性不足的学生对STEM的兴趣和保留(Riegle-Crumb et al.， 2006;Roberts等人，2018;Stake & Nickens, 2005)，对STEM归属感的基础结构知之甚少。我们的研究结果表明，女性和男性在STEM归属感方面没有显著差异。然而，在STEM中，性别和自我认同之间存在统计学显著的相互作用。我们的回归模型确定的STEM归属感的关键预测因素包括课堂/同伴气候和STEM自我认同。
{"title":"STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter?","authors":"Monica C. Meadows, A. Robinson","doi":"10.1177/02614294231162723","DOIUrl":"https://doi.org/10.1177/02614294231162723","url":null,"abstract":"Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133116488","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 : 2023-02-11DOI: 10.1177/02614294231156986
R. Sternberg
Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.
{"title":"Individual, collective, and contextual aspects in the identification of giftedness","authors":"R. Sternberg","doi":"10.1177/02614294231156986","DOIUrl":"https://doi.org/10.1177/02614294231156986","url":null,"abstract":"Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129560552","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 : 2023-02-06DOI: 10.1177/02614294231153519
C. Maker, R. Pease, R. Zimmerman
Building on the definition of steamers (a tasty hot milk-infused drink), we defined STEAMMERS as “a blend of diverse talents, going beyond domain-specific to domain-integrated abilities. Like steamers, they have a rich and colorful ‘flavor’!” They are passionate about solving problems they and others face by honoring and blending diverse perspectives and disciplines. Gifted children and young people have the potential to become STEAMMERS, making outstanding contributions to themselves, their communities, and their world. The underlying principle is to design learning experiences beyond traditional conceptions of STEM, STEAM, and other similar combinations of disciplines in ways that uncover, ignite, cultivate, and extend these potentials. Using Real Engagement in Active Problem Solving (REAPS), an evidence-based teaching model, enables educators to recognize, cultivate, and extend the talents of the STEAMMERS we need for our future. Here, we present our new concept, describe practices, and give evidence showing how it accomplishes these purposes.
基于steamers(一种美味的热牛奶饮料)的定义，我们将STEAMMERS定义为“多种人才的混合体，超越特定领域的能力，达到领域集成能力。”就像蒸笼一样，它们有丰富多彩的‘味道’!”他们热衷于通过尊重和融合不同的观点和学科来解决自己和他人面临的问题。有天赋的孩子和年轻人有潜力成为蒸汽人，为自己、社区和世界做出杰出的贡献。其基本原则是设计超越STEM、STEAM和其他类似学科组合的传统概念的学习体验，以发现、点燃、培养和扩展这些潜力的方式。采用“积极解决问题的真实参与”(Real Engagement in Active Problem Solving, REAPS)这一基于证据的教学模式，使教育者能够认识、培养和拓展我们未来所需要的steam学生的才能。在这里，我们提出了我们的新概念，描述了实践，并给出了如何实现这些目的的证据。
{"title":"Developing scientific, transformational, eloquent, artistic, mathematical, mechanical, emotional, relational, and social talents through problem solving: A conceptual, practical, evidence-based analysis","authors":"C. Maker, R. Pease, R. Zimmerman","doi":"10.1177/02614294231153519","DOIUrl":"https://doi.org/10.1177/02614294231153519","url":null,"abstract":"Building on the definition of steamers (a tasty hot milk-infused drink), we defined STEAMMERS as “a blend of diverse talents, going beyond domain-specific to domain-integrated abilities. Like steamers, they have a rich and colorful ‘flavor’!” They are passionate about solving problems they and others face by honoring and blending diverse perspectives and disciplines. Gifted children and young people have the potential to become STEAMMERS, making outstanding contributions to themselves, their communities, and their world. The underlying principle is to design learning experiences beyond traditional conceptions of STEM, STEAM, and other similar combinations of disciplines in ways that uncover, ignite, cultivate, and extend these potentials. Using Real Engagement in Active Problem Solving (REAPS), an evidence-based teaching model, enables educators to recognize, cultivate, and extend the talents of the STEAMMERS we need for our future. Here, we present our new concept, describe practices, and give evidence showing how it accomplishes these purposes.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121482734","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 : 2023-01-02DOI: 10.1177/02614294221149478
Chia-Yi Lin
This study examined Cho’s dynamic system model of creative problem-solving ability in a sample of 112 gifted and non-gifted students. The cluster analysis and t-test results indicated that students should be categorized into high and low performance groups. Students who scored three points or more across all attributes also had a higher likelihood of possessing better mathematical creative problem-solving abilities. Furthermore, significant differences were found in the two groups’ scores on the Creative Problem Solving Attributes Inventory and Mathematical Creative Problem Solving Ability Test. The environment attribute was the only one on which the two groups did not differ significantly; this may be the result of education fever in Asian societies. Finally, the results of this study not only indicated that creativity does not rely on a single factor but that a well-balanced environment is imperative to nurturing creativity.
{"title":"Creative problem-solving ability does not occur by chance: Examining the dynamic system model of creative problem solving ability","authors":"Chia-Yi Lin","doi":"10.1177/02614294221149478","DOIUrl":"https://doi.org/10.1177/02614294221149478","url":null,"abstract":"This study examined Cho’s dynamic system model of creative problem-solving ability in a sample of 112 gifted and non-gifted students. The cluster analysis and t-test results indicated that students should be categorized into high and low performance groups. Students who scored three points or more across all attributes also had a higher likelihood of possessing better mathematical creative problem-solving abilities. Furthermore, significant differences were found in the two groups’ scores on the Creative Problem Solving Attributes Inventory and Mathematical Creative Problem Solving Ability Test. The environment attribute was the only one on which the two groups did not differ significantly; this may be the result of education fever in Asian societies. Finally, the results of this study not only indicated that creativity does not rely on a single factor but that a well-balanced environment is imperative to nurturing creativity.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128239362","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 : 2022-12-13DOI: 10.1177/02614294221146623
Ahmet Bildiren, Tahsin Fırat, S. Z. Kavruk
The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains.
{"title":"Developmental characteristics of a 0- to 3-year-old gifted child based on video analysis","authors":"Ahmet Bildiren, Tahsin Fırat, S. Z. Kavruk","doi":"10.1177/02614294221146623","DOIUrl":"https://doi.org/10.1177/02614294221146623","url":null,"abstract":"The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125752826","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 : 2022-12-13DOI: 10.1177/02614294221146368
D. Dai, Xian Li
Matthew effect (“the rich get richer”) has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.
{"title":"A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined","authors":"D. Dai, Xian Li","doi":"10.1177/02614294221146368","DOIUrl":"https://doi.org/10.1177/02614294221146368","url":null,"abstract":"Matthew effect (“the rich get richer”) has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131101682","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 : 2022-12-07DOI: 10.1177/02614294221145297
K. Tirri
{"title":"Editorial to the special issue on contributions of religions and worldviews to conceptions of giftedness","authors":"K. Tirri","doi":"10.1177/02614294221145297","DOIUrl":"https://doi.org/10.1177/02614294221145297","url":null,"abstract":"","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133272848","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 : 2022-11-30DOI: 10.1177/02614294221141990
Wei-Ren Chen
Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.
{"title":"Gifted Education Teachers’ Concerns about Competency-Based Instruction","authors":"Wei-Ren Chen","doi":"10.1177/02614294221141990","DOIUrl":"https://doi.org/10.1177/02614294221141990","url":null,"abstract":"Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121864176","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 : 2022-11-02DOI: 10.1177/02614294221138457
R. Sternberg
Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger interests; over the long-as well as the short-term; through the infusion of positive ethical values; in order to adapt to, shape, and select environments. This essay deals with how wisdom might be entered into the curriculum for gifted students.
{"title":"The educational intervention gifted children need most: To become wise, not just smart","authors":"R. Sternberg","doi":"10.1177/02614294221138457","DOIUrl":"https://doi.org/10.1177/02614294221138457","url":null,"abstract":"Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger interests; over the long-as well as the short-term; through the infusion of positive ethical values; in order to adapt to, shape, and select environments. This essay deals with how wisdom might be entered into the curriculum for gifted students.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131277930","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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