This paper explored women departmental heads’ leadership experiences in higher education during the COVID-19 pandemic. This paper highlighted aspects of their care and coping mechanisms in terms of them working in virtual spaces. Most scholars have examined employees’ effects and challenges while working from home during a lockdown. However, most studies are silent on women in leadership, especially concerning the provision of resources to enhance effective leadership during this crisis. The paper draws on three concepts of Sen’s Capabilities approach: functionings, freedoms, and agency. This approach facilitates an incisive understanding of institutional and individual coping mechanisms that might be beneficial for women leaders to mitigate the challenges of the devastating COVID-19 lockdowns. The qualitative narrative approach, supported by a feminist lens, provides a critical, in-depth understanding of the real-life stories of women in leadership positions when making-sense of their challenges in working in a virtual environment. Data which was collected through semi-structured interviews with ten female heads of department, was analysed thematically by applying the Capabilities Approach as an analytical tool. The findings indicated that functionings and freedoms are inextricably intertwined to institutional ethnographies. These ethnographies might support or hamper the coping capabilities of women leaders in academic institutions, especially during the COVID-19 crisis.
{"title":"Academic women departmental heads’ coping mechanisms during COVID-19: A capabilities approach perspective","authors":"Nthuna Juliet Ramohai, Somarie Holtzhausen","doi":"10.38140/pie.v40i4.6190","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6190","url":null,"abstract":"This paper explored women departmental heads’ leadership experiences in higher education during the COVID-19 pandemic. This paper highlighted aspects of their care and coping mechanisms in terms of them working in virtual spaces. Most scholars have examined employees’ effects and challenges while working from home during a lockdown. However, most studies are silent on women in leadership, especially concerning the provision of resources to enhance effective leadership during this crisis. The paper draws on three concepts of Sen’s Capabilities approach: functionings, freedoms, and agency. This approach facilitates an incisive understanding of institutional and individual coping mechanisms that might be beneficial for women leaders to mitigate the challenges of the devastating COVID-19 lockdowns. The qualitative narrative approach, supported by a feminist lens, provides a critical, in-depth understanding of the real-life stories of women in leadership positions when making-sense of their challenges in working in a virtual environment. Data which was collected through semi-structured interviews with ten female heads of department, was analysed thematically by applying the Capabilities Approach as an analytical tool. The findings indicated that functionings and freedoms are inextricably intertwined to institutional ethnographies. These ethnographies might support or hamper the coping capabilities of women leaders in academic institutions, especially during the COVID-19 crisis.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83568467","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 : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i1.10
Mojaesi Violet Phejane
{"title":"“The new normal”: A case study on the emergent transition towards online teaching and learning in internal medicine and anaesthesiology at the University of the Free State","authors":"Mojaesi Violet Phejane","doi":"10.18820/2519593x/pie.v40.i1.10","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.10","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83532119","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}
On a global level, COVID-19 has shaken the foundations of every sector. In the South African education context, the traditional methods of teaching, learning, and managing schools changed drastically overnight and management roles and responsibilities were pushed to unprecedented levels. Moreover, the roles of middle leaders and managers took place within a more distributive framework, encouraging school leaders to adopt varying styles of leadership to cope with the demands of COVID-19. For this study, middle leaders constitute departmental heads, grade heads and subject heads. This study utilised a qualitative research design, adopting a case study approach within the interpretivist paradigm. Three departmental heads and seven post level one educators who occupy grade heads/leaders’ roles in a primary school constituted the sample. Semi-structured individual interviews were conducted with participants to gain their understanding of how distributive leadership was practiced during the pandemic. Four themes emerged, namely leadership styles and factors informing the leadership behaviour and leadership growth of middle leaders and managers in schools; middle leaders’ and managers’ perceptions of distributive leadership and the responsibilities of the different stakeholders; the impact of COVID-19 on distributive leadership as perceived by middle leaders and managers; and the advantages and disadvantages of distributive leadership practices. The study recommends that School Management Teams (SMTs) involve middle leaders and managers to a greater degree to secure an effective ‘buy-in’ to the concept of distributive leadership and that middle managers offer opportunities for others to lead, by developing leadership-specific courses for them. SMTs must also ensure that individuals have a stable working environment where their psychological, sociological, and emotional needs are respected, fulfilled, and validated during any pandemic.
{"title":"Middle leaders and managers’ perspectives of distributive leadership during COVID-19","authors":"Laurette Fourie, P. Naidoo","doi":"10.38140/pie.v40i4.6583","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6583","url":null,"abstract":"On a global level, COVID-19 has shaken the foundations of every sector. In the South African education context, the traditional methods of teaching, learning, and managing schools changed drastically overnight and management roles and responsibilities were pushed to unprecedented levels. Moreover, the roles of middle leaders and managers took place within a more distributive framework, encouraging school leaders to adopt varying styles of leadership to cope with the demands of COVID-19. For this study, middle leaders constitute departmental heads, grade heads and subject heads. This study utilised a qualitative research design, adopting a case study approach within the interpretivist paradigm. Three departmental heads and seven post level one educators who occupy grade heads/leaders’ roles in a primary school constituted the sample. Semi-structured individual interviews were conducted with participants to gain their understanding of how distributive leadership was practiced during the pandemic. Four themes emerged, namely leadership styles and factors informing the leadership behaviour and leadership growth of middle leaders and managers in schools; middle leaders’ and managers’ perceptions of distributive leadership and the responsibilities of the different stakeholders; the impact of COVID-19 on distributive leadership as perceived by middle leaders and managers; and the advantages and disadvantages of distributive leadership practices. The study recommends that School Management Teams (SMTs) involve middle leaders and managers to a greater degree to secure an effective ‘buy-in’ to the concept of distributive leadership and that middle managers offer opportunities for others to lead, by developing leadership-specific courses for them. SMTs must also ensure that individuals have a stable working environment where their psychological, sociological, and emotional needs are respected, fulfilled, and validated during any pandemic.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76688825","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 : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.4
A. Makina
{"title":"Students experiences of demotivating online formative assessment strategies at an open distance learning university","authors":"A. Makina","doi":"10.18820/2519593x/pie.v40.i2.4","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.4","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86602007","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 : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i1.16
Angela Stott
In the developing world numerous barriers hinder teachers uptake of the pedagogical and technological skills needed to teach online. This study sought to contribute to an understanding of effective programme design for developing such skills in such contexts by exploring the engagement of a cohort of South African teachers (n=97 initially, decreasing to n=25 across the programme) in a pedagogically and technologically moderately advanced 80-hour short learning programme (SLP). The research is guided by research questions regarding the retention and engagement across the SLP and design elements that affected these. A description of the SLP is given in terms of the teaching, social and cognitive presences included, as well as Chickering and Gamsons seven principles of good practice. Data were collected regarding the numbers of participants engaging in activities across the duration of the SLP. In addition, 20 of the participants who completed the SLP volunteered to answer a questionnaire with 31 Likert-scale items regarding engagement levels, and 3 open-ended items concerning their experiences with the SLP. Content analysis was performed, and findings were interpreted using collaborative cognitive load theory. The findings show high attrition levels, particularly during the registration and orientation processes. High engagement levels were found for those who managed to complete the SLP successfully, with approximately equal representation of these teachers from schools serving richer and poorer communities. The design description and derived recommendations are likely to be of value to designers of online SLPs, particularly within the developing world context, and particularly while the COVID-19 pandemic necessitates use of online teaching. Recommendations are inclusion of (1) participation marks to promote engagement in collaboration;(2) short videos to clarify (a) the nature of the SLP up-front and (b) engagement instructions.
{"title":"South African teachers’ engagement in Teach Online: A case study about short course design","authors":"Angela Stott","doi":"10.18820/2519593x/pie.v40.i1.16","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.16","url":null,"abstract":"In the developing world numerous barriers hinder teachers uptake of the pedagogical and technological skills needed to teach online. This study sought to contribute to an understanding of effective programme design for developing such skills in such contexts by exploring the engagement of a cohort of South African teachers (n=97 initially, decreasing to n=25 across the programme) in a pedagogically and technologically moderately advanced 80-hour short learning programme (SLP). The research is guided by research questions regarding the retention and engagement across the SLP and design elements that affected these. A description of the SLP is given in terms of the teaching, social and cognitive presences included, as well as Chickering and Gamsons seven principles of good practice. Data were collected regarding the numbers of participants engaging in activities across the duration of the SLP. In addition, 20 of the participants who completed the SLP volunteered to answer a questionnaire with 31 Likert-scale items regarding engagement levels, and 3 open-ended items concerning their experiences with the SLP. Content analysis was performed, and findings were interpreted using collaborative cognitive load theory. The findings show high attrition levels, particularly during the registration and orientation processes. High engagement levels were found for those who managed to complete the SLP successfully, with approximately equal representation of these teachers from schools serving richer and poorer communities. The design description and derived recommendations are likely to be of value to designers of online SLPs, particularly within the developing world context, and particularly while the COVID-19 pandemic necessitates use of online teaching. Recommendations are inclusion of (1) participation marks to promote engagement in collaboration;(2) short videos to clarify (a) the nature of the SLP up-front and (b) engagement instructions.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"2 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83562670","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 : 2021-09-16DOI: 10.18820/2519593x/pie.v39.i3.2
M. Langa, J. Wassermann, M. Maposa
This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it.
{"title":"Black African parents’ narratives on apartheid schooling and school history","authors":"M. Langa, J. Wassermann, M. Maposa","doi":"10.18820/2519593x/pie.v39.i3.2","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i3.2","url":null,"abstract":"This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88327401","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 : 2021-03-12DOI: 10.18820/2519593X/PIE.V39.I1.5
M. Ehren, R. Madrid, Sara Romiti, P. Armstrong, Paige L. Fisher, D. McWhorter
The school closures necessitated by the COVID-19 pandemic created a rapid shift to alternative modes of educational delivery, primarily online learning and teacher-supported home-schooling. This shift has revealed deep inequities in education systems worldwide, as many children lost access to teachers and schooling. An effective response to these changes has tested teachers' personal capacities and individual and collective agency intensely. The research lab we report on within this paper aimed to develop a better understanding of teacher agency in meeting the challenges of the pandemic and the physical and relational enablers and constraints of their environment. Drawing on case study reports from six international contexts and a series of online discussions with research lab participants, this study explores teachers' enactment of agency in the context of various circumstances and environments. The authors argue that it is imperative that education systems support the enhancement of teachers' personal and collective agency in the face of continued disruption to schooling and ongoing challenges to educational equity.
{"title":"Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency","authors":"M. Ehren, R. Madrid, Sara Romiti, P. Armstrong, Paige L. Fisher, D. McWhorter","doi":"10.18820/2519593X/PIE.V39.I1.5","DOIUrl":"https://doi.org/10.18820/2519593X/PIE.V39.I1.5","url":null,"abstract":"The school closures necessitated by the COVID-19 pandemic created a rapid shift to alternative modes of educational delivery, primarily online learning and teacher-supported home-schooling. This shift has revealed deep inequities in education systems worldwide, as many children lost access to teachers and schooling. An effective response to these changes has tested teachers' personal capacities and individual and collective agency intensely. The research lab we report on within this paper aimed to develop a better understanding of teacher agency in meeting the challenges of the pandemic and the physical and relational enablers and constraints of their environment. Drawing on case study reports from six international contexts and a series of online discussions with research lab participants, this study explores teachers' enactment of agency in the context of various circumstances and environments. The authors argue that it is imperative that education systems support the enhancement of teachers' personal and collective agency in the face of continued disruption to schooling and ongoing challenges to educational equity.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"13 1","pages":"61-76"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83004645","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 : 2021-03-12DOI: 10.18820/2519593X/PIE.V39.I1.22
L. Jacobs, Katherine Wimpenny, Lize-Mari Mitchelle, C. Hagenmeier, J. Beelen, Merle Hodges, V. George, A. DeWinter, Chevon Slambee, Segun Obadire, Alexandra Viviani, L. Samuels, Leo Jackson, Reinout Klamer, Nooreen Adam
In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus+1, focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-toface training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project's adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached.
{"title":"Adapting a capacity-development-in-higher-education project: Doing, being and becoming virtual collaboration","authors":"L. Jacobs, Katherine Wimpenny, Lize-Mari Mitchelle, C. Hagenmeier, J. Beelen, Merle Hodges, V. George, A. DeWinter, Chevon Slambee, Segun Obadire, Alexandra Viviani, L. Samuels, Leo Jackson, Reinout Klamer, Nooreen Adam","doi":"10.18820/2519593X/PIE.V39.I1.22","DOIUrl":"https://doi.org/10.18820/2519593X/PIE.V39.I1.22","url":null,"abstract":"In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus+1, focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-toface training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project's adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73130673","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 : 2021-03-01DOI: 10.18820/2519593x/pie.v39.i1.12
DL Yorke, P. Rose, PT Woldehanna, Dbh Hailu
Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups.
{"title":"Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers","authors":"DL Yorke, P. Rose, PT Woldehanna, Dbh Hailu","doi":"10.18820/2519593x/pie.v39.i1.12","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i1.12","url":null,"abstract":"Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82746943","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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