After interviewing homeless high school students, the research team in a Colorado school district discovered that many students had not revealed their true living conditions (homelessness) to anyone in the school district. This research team developed an anonymous survey written around the homeless categories identified in the McKinney-Vento federal legislation. Results revealed students who identified as homeless for a portion of their high school years in numbers and percentages alarmingly higher than the district had on file. In fact, over 25 times as many homeless students were identified by this process than by the previously-used district system for identifying homelessness. An equally alarming finding is that very few students identified their homeless status to a teacher, counselor, or school administrator. This article identifies statistical patterns to predict homelessness and provides recommendations for administrative practices. Keywords: homeless, students, predictors, McKinney-Vento
{"title":"HOMELESS HIGH SCHOOL STUDENTS IN AMERICA: WHO COUNTS?","authors":"J. Cumming, Gene W. Gloeckner","doi":"10.5929/2012.2.2.9","DOIUrl":"https://doi.org/10.5929/2012.2.2.9","url":null,"abstract":"After interviewing homeless high school students, the research team in a Colorado school district discovered that many students had not revealed their true living conditions (homelessness) to anyone in the school district. This research team developed an anonymous survey written around the homeless categories identified in the McKinney-Vento federal legislation. Results revealed students who identified as homeless for a portion of their high school years in numbers and percentages alarmingly higher than the district had on file. In fact, over 25 times as many homeless students were identified by this process than by the previously-used district system for identifying homelessness. An equally alarming finding is that very few students identified their homeless status to a teacher, counselor, or school administrator. This article identifies statistical patterns to predict homelessness and provides recommendations for administrative practices.\u0000\u0000Keywords: homeless, students, predictors, McKinney-Vento","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122316119","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}
Public colleges and universities today are more than institutions of academic study. They play a role in the economic and social life of their communities by engaging in partnerships aimed at enhancing their scope and brand image. This paper suggests these partnered activities do more than just manage costs and replace state support during economic downturns; the activities are also central to managing the image and political scope of the institution. This paper presents an exploratory, multi-disciplinary examination of the market forces and potential moral hazards inherent in hybrid public/private partnerships in higher education. Agency and symbolic interaction concepts are used to explain the uses of private/public partnerships to achieve both symbolic and functional ends. The theoretical constructs are applied to three recent cases—a foodservice arrangement at University of Central Arkansas, an online course platform contract at Arkansas State University, and the Pennsylvania State/Sandusky/Paterno situation.
{"title":"Symbolic Interactionism and Moral Hazards in Higher Education.","authors":"L. Moore","doi":"10.5929/2012.2.2.3","DOIUrl":"https://doi.org/10.5929/2012.2.2.3","url":null,"abstract":"Public colleges and universities today are more than institutions of academic study. They play a role in the economic and social life of their communities by engaging in partnerships aimed at enhancing their scope and brand image. This paper suggests these partnered activities do more than just manage costs and replace state support during economic downturns; the activities are also central to managing the image and political scope of the institution. This paper presents an exploratory, multi-disciplinary examination of the market forces and potential moral hazards inherent in hybrid public/private partnerships in higher education. Agency and symbolic interaction concepts are used to explain the uses of private/public partnerships to achieve both symbolic and functional ends. The theoretical constructs are applied to three recent cases—a foodservice arrangement at University of Central Arkansas, an online course platform contract at Arkansas State University, and the Pennsylvania State/Sandusky/Paterno situation.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124306132","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}
Health care providers face pressure to reduce costs and enhance patient satisfaction. One approach is to employ primary care providers such as nurse practitioners, physician assistants, and certified nurse midwives. Since there is a positive relationship between job satisfaction and patient satisfaction, positive job satisfaction on the part of providers, such as midwives, can translate into patient satisfaction. This research explores the degree of job satisfaction exhibited by certified nurse midwives. The data derives from a survey of 2000 CNM members of the American College of Nurse-Midwives. The survey captures job satisfaction factors, including interactions with physicians and nurses, job tasks, organization policies, pay, job autonomy, professional status, and job requirements and demographics. The findings reveal that the factors associated with overall job satisfaction are conditioned by midwives’ places of work. While levels of job satisfaction are high, those factors associated with it vary by workplace. Therefore, strategies designed to enhance job satisfaction for certified nurse midwives should relate to the locus of work and its environment.
{"title":"JOB SATISFAcTIOn OF cERTIFIED nURSE MIDWIVES: An ExAMInATIOn","authors":"G. Hampton, R. Peterson","doi":"10.5929/2012.2.2.10","DOIUrl":"https://doi.org/10.5929/2012.2.2.10","url":null,"abstract":"Health care providers face pressure to reduce costs and enhance patient satisfaction. One approach is to employ primary care providers such as nurse practitioners, physician assistants, and certified nurse midwives. Since there is a positive relationship between job satisfaction and patient satisfaction, positive job satisfaction on the part of providers, such as midwives, can translate into patient satisfaction. This research explores the degree of job satisfaction exhibited by certified nurse midwives. The data derives from a survey of 2000 CNM members of the American College of Nurse-Midwives. The survey captures job satisfaction factors, including interactions with physicians and nurses, job tasks, organization policies, pay, job autonomy, professional status, and job requirements and demographics. The findings reveal that the factors associated with overall job satisfaction are conditioned by midwives’ places of work. While levels of job satisfaction are high, those factors associated with it vary by workplace. Therefore, strategies designed to enhance job satisfaction for certified nurse midwives should relate to the locus of work and its environment.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131714026","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}
In addition to learning, the college experience involves building relationships with peers and university faculty. For many students, interactions with faculty take place only in the classroom. For students at small liberal arts colleges, though, students and faculty often meet serendipitously both on and off campus. This study focuses on the unplanned interactions that occur between students and faculty. Data obtained from an interview, a focus group, and a campus-wide survey indicate that students who interact with their professors out-of-class (OOC) gain more value from their college experience and enjoy greater academic success than students who meet their professors in only the traditional academic settings. This study highlights the value of informal student-faculty interactions and suggests that university administrations would do well to foster these types of OOC relationships on their campuses.
{"title":"Implications of Out-of-Class Engagement: Exploring the Experience of OBU Students","authors":"Neale R. Ellis","doi":"10.5929/2012.2.2.6","DOIUrl":"https://doi.org/10.5929/2012.2.2.6","url":null,"abstract":"In addition to learning, the college experience involves building relationships with peers and university faculty. For many students, interactions with faculty take place only in the classroom. For students at small liberal arts colleges, though, students and faculty often meet serendipitously both on and off campus. This study focuses on the unplanned interactions that occur between students and faculty. Data obtained from an interview, a focus group, and a campus-wide survey indicate that students who interact with their professors out-of-class (OOC) gain more value from their college experience and enjoy greater academic success than students who meet their professors in only the traditional academic settings. This study highlights the value of informal student-faculty interactions and suggests that university administrations would do well to foster these types of OOC relationships on their campuses.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126338856","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}
Patricia Casey, Karen Dunlap, Kristen Brown, M. Davison
This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of 16 elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The survey used a combination of Likert-type rating scale items and open-ended questions. Responses from elementary principals suggest that the important components of instructional leadership for science included a) collaboration with teachers, b) changing teaching assignments, and c) teacher motivation. emands of state and federal accountability focus attention on the achievement of elementary school students in science. Elementary schools are often rated based on students’ performance, as are elementary school principals in some states. This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The participants in the study were all principals at recognized or exemplary elementary school campuses in North Texas during the 2007–2008 academic year. For purposes of school accountability ratings in Texas, science was first tested in the fifth grade using the Texas Assessment of Knowledge and Skills (TAKS). To achieve a recognized rating, at least 80% of the students tested must have met the minimum expectations; for an exemplary rating, 90% must have met minimum expectations. The campuses were almost all exemplary, with an overall average of 96% of the fifth graders passing the science exam. Over 67% of the students tested on the selected campuses were individually commended for scoring at 90% or above.
{"title":"Elementary Principals’ Role in Science Instruction","authors":"Patricia Casey, Karen Dunlap, Kristen Brown, M. Davison","doi":"10.5929/2012.2.2.5","DOIUrl":"https://doi.org/10.5929/2012.2.2.5","url":null,"abstract":"This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of 16 elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The survey used a combination of Likert-type rating scale items and open-ended questions. Responses from elementary principals suggest that the important components of instructional leadership for science included a) collaboration with teachers, b) changing teaching assignments, and c) teacher motivation. emands of state and federal accountability focus attention on the achievement of elementary school students in science. Elementary schools are often rated based on students’ performance, as are elementary school principals in some states. This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The participants in the study were all principals at recognized or exemplary elementary school campuses in North Texas during the 2007–2008 academic year. For purposes of school accountability ratings in Texas, science was first tested in the fifth grade using the Texas Assessment of Knowledge and Skills (TAKS). To achieve a recognized rating, at least 80% of the students tested must have met the minimum expectations; for an exemplary rating, 90% must have met minimum expectations. The campuses were almost all exemplary, with an overall average of 96% of the fifth graders passing the science exam. Over 67% of the students tested on the selected campuses were individually commended for scoring at 90% or above.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127082727","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}
In May of 1998, a group of academic leaders from Europe and North America convened in Glion, Switzerland, to discuss the future of higher education. At issue were the challenges facing universities as they moved inexorably towards the 21st century in an increasingly globalized and networked world. Led by Professors Luc Weber (University of Geneva) and Werner Hirsch (University of California), the Glion Colloquium’s first publication of its conference proceedings, Challenges Facing Higher Education at the Millennium (1998), was an attempt to “take stock of its [the university’s] present status, explore the challenges of the future and evaluate promising initiatives to meet these challenges.”
{"title":"Editors’ Pick—Book Review: Global Sustainability and the Responsibilities of Universities","authors":"Frederic W. Murray, Kelly S. Moor","doi":"10.5929/2012.2.2.12","DOIUrl":"https://doi.org/10.5929/2012.2.2.12","url":null,"abstract":"In May of 1998, a group of academic leaders from Europe and North America convened in Glion, Switzerland, to discuss the future of higher education. At issue were the challenges facing universities as they moved inexorably towards the 21st century in an increasingly globalized and networked world. Led by Professors Luc Weber (University of Geneva) and Werner Hirsch (University of California), the Glion Colloquium’s first publication of its conference proceedings, Challenges Facing Higher Education at the Millennium (1998), was an attempt to “take stock of its [the university’s] present status, explore the challenges of the future and evaluate promising initiatives to meet these challenges.”","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126062673","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}
Martin D. Hassell, Sandeep Goyal, M. Limayem, I. Boughzala
The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual learning environments. There were no significant differences between satisfaction and effectiveness of 3D virtual learning environments and face-to-face environments. These findings suggest that 3D virtual learning environments can be made to provide high levels of learning satisfaction. Additionally, these findings suggest that 3D virtual learning environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face learning environments. Keywords: virtual learning, virtual worlds, presence, copresence, flow
{"title":"Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces.","authors":"Martin D. Hassell, Sandeep Goyal, M. Limayem, I. Boughzala","doi":"10.5929/2011.2.1.4","DOIUrl":"https://doi.org/10.5929/2011.2.1.4","url":null,"abstract":"The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual learning environments. There were no significant differences between satisfaction and effectiveness of 3D virtual learning environments and face-to-face environments. These findings suggest that 3D virtual learning environments can be made to provide high levels of learning satisfaction. Additionally, these findings suggest that 3D virtual learning environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face learning environments.\u0000\u0000Keywords: virtual learning, virtual worlds, presence, copresence, flow","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116757369","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}
Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In order of prefer ence were the Co-Principal model, the Principal/Business Manager model, the Multi-Principal model, the Principal/Associate Principal model, the Principal Teacher/Principal Administrator model, and the Principal/Educational Specialist model. Among teachers at the elementary, middle, and secondary levels, the only significant difference was on the Multi-Principal model, which was favored more by middle and high school teachers than by elementary teachers. The findings suggest that teachers who had previously reported a lack of interest in becoming school principals might be interested in the position if the organizational structure of the school site were different from the traditional organizational model.
{"title":"TEACHER PREFERENCES FOR ALTERNATIVE SCHOOL SITE ADMINISTRATIVE MODELS","authors":"P. Hewitt, G. Denny, John C. Pijanowski","doi":"10.5929/2011.2.1.11","DOIUrl":"https://doi.org/10.5929/2011.2.1.11","url":null,"abstract":"Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In order of prefer ence were the Co-Principal model, the Principal/Business Manager model, the Multi-Principal model, the Principal/Associate Principal model, the Principal Teacher/Principal Administrator model, and the Principal/Educational Specialist model. Among teachers at the elementary, middle, and secondary levels, the only significant difference was on the Multi-Principal model, which was favored more by middle and high school teachers than by elementary teachers. The findings suggest that teachers who had previously reported a lack of interest in becoming school principals might be interested in the position if the organizational structure of the school site were different from the traditional organizational model.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127041597","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}
Tammi R. Ridgeway, D. Price, C. Simpson, Chad A. Rose
In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying students with specific academic deficits and who demonstrate the need for individualized forms of instruction. Specifically, professional educators utilize quantitative data accumulated from common student assessment scores, which is thought to reflect a student’s response to instruction in the general classroom, in addition to his or her response to more targeted forms of intervention. This article presents a conceptual overview of RtI and discusses key dimensions most salient to its development and implementation within the United States, while carefully reviewing the research supporting the effectiveness of this multi-tiered framework. As RtI gains prominence in other countries, this article serves to educate others on what may well become a more universal response to intervention.
{"title":"Reviewing the Roots of Response to Intervention: Is There Enough Research to Support the Promise?.","authors":"Tammi R. Ridgeway, D. Price, C. Simpson, Chad A. Rose","doi":"10.5929/2011.2.1.8","DOIUrl":"https://doi.org/10.5929/2011.2.1.8","url":null,"abstract":"In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying students with specific academic deficits and who demonstrate the need for individualized forms of instruction. Specifically, professional educators utilize quantitative data accumulated from common student assessment scores, which is thought to reflect a student’s response to instruction in the general classroom, in addition to his or her response to more targeted forms of intervention. This article presents a conceptual overview of RtI and discusses key dimensions most salient to its development and implementation within the United States, while carefully reviewing the research supporting the effectiveness of this multi-tiered framework. As RtI gains prominence in other countries, this article serves to educate others on what may well become a more universal response to intervention.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121773906","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 narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters’ students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive “other,” and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: engaging in moral conversations; adopting bilateral teaching tools; strategizing for collaborative alliances; and enabling emblematic change.
{"title":"Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice.","authors":"Azadeh F. Osanloo, T. Hand","doi":"10.5929/2011.2.1.12","DOIUrl":"https://doi.org/10.5929/2011.2.1.12","url":null,"abstract":"This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters’ students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive “other,” and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: engaging in moral conversations; adopting bilateral teaching tools; strategizing for collaborative alliances; and enabling emblematic change.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124411825","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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