ABSTRACT: Caregiver stereotypes typically favor a mother’s parenting style, due to which a father’s parental contribution is often undervalued. While fathers from many cultures are affected by the preference for female parenting styles, Black males are especially troubled by negative preconceived norms. Could the fact that, traditionally, men have only been given space to parent through play be the reason that parental contributions of fathers, in general, and Black fathers, in particular, are not valued equally, especially with regard to schooling? The aim of the present study was thus to examine the effect of African American fathering involvement and the resulting educational outcomes of their children utilizing interviews and video clip reflections. The study sample was comprised of six African American fathers aged 33−58 with children aged 0−25. The results revealed three themes, namely (1) the importance of teamwork as crucial to the role of a Black father; (2) the use of different strategies based on their child’s personality to best engage with them as a parent as well as homework assistance; and (3) using play, either as a physical activity or as part of a learning objective, which also included physical activity such as sports. Play thus had a key and interrelated role in fostering positive educational outcomes in the three areas of fathering involvement: accessibility, engagement, and responsibility.
{"title":"Cool Papas: Six Fathers in Mid-Michigan Who Utilize Play in their Fathering Involvement to Help Their Children Learn","authors":"Theodore S. Ransaw","doi":"10.2979/SPECTRUM.6.1.01","DOIUrl":"https://doi.org/10.2979/SPECTRUM.6.1.01","url":null,"abstract":"ABSTRACT: Caregiver stereotypes typically favor a mother’s parenting style, due to which a father’s parental contribution is often undervalued. While fathers from many cultures are affected by the preference for female parenting styles, Black males are especially troubled by negative preconceived norms. Could the fact that, traditionally, men have only been given space to parent through play be the reason that parental contributions of fathers, in general, and Black fathers, in particular, are not valued equally, especially with regard to schooling? The aim of the present study was thus to examine the effect of African American fathering involvement and the resulting educational outcomes of their children utilizing interviews and video clip reflections. The study sample was comprised of six African American fathers aged 33−58 with children aged 0−25. The results revealed three themes, namely (1) the importance of teamwork as crucial to the role of a Black father; (2) the use of different strategies based on their child’s personality to best engage with them as a parent as well as homework assistance; and (3) using play, either as a physical activity or as part of a learning objective, which also included physical activity such as sports. Play thus had a key and interrelated role in fostering positive educational outcomes in the three areas of fathering involvement: accessibility, engagement, and responsibility.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128363452","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}
ABSTRACT: This qualitative study investigated the college aspirations of 59 Black males who attended three different colleges. We explore the internal and external factors that contributed to how these students aspired to and were exposed to college. Specifically, Community Cultural Wealth is used to investigate how Black male students’ college aspirations and expectations were informed by aspirational, social, and familial capital. The experiences shared by students in this study are intended to advance knowledge regarding the precollege experiences of Black male students as well as to enhance research and practices that increase Black males’ retention and success in higher education.
{"title":"Exploring Black Males’ Community Cultural Wealth and College Aspirations","authors":"Derrick R. Brooms, A. R. Davis","doi":"10.2979/SPECTRUM.6.1.02","DOIUrl":"https://doi.org/10.2979/SPECTRUM.6.1.02","url":null,"abstract":"ABSTRACT: This qualitative study investigated the college aspirations of 59 Black males who attended three different colleges. We explore the internal and external factors that contributed to how these students aspired to and were exposed to college. Specifically, Community Cultural Wealth is used to investigate how Black male students’ college aspirations and expectations were informed by aspirational, social, and familial capital. The experiences shared by students in this study are intended to advance knowledge regarding the precollege experiences of Black male students as well as to enhance research and practices that increase Black males’ retention and success in higher education.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121978094","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}
ABSTRACT: It is well-known that African American men are unfairly treated when encountering the United States’ criminal justice system. Systemic racial and class biases forge frameworks of inequality from arrest to sentencing. Similarly, Somali men are treated with the same disdain when encountering the American criminal justice system, which occurs based on the racial categorization of Somalis as Black. Additionally, resettled Somali refugee men are saddled with the label of “refugee” as they encounter the criminal justice system, which identifies those resettled in the US as “outsiders.” Even more so, refugees from Somalia are perceived as terrorists. Consequently, when young Somali men encounter the American criminal justice system, they enter with potentially more disadvantages than African American men. This is an initial analysis seeking to provide a foundational discussion for exploring the similarities and differences of African American and Somali refugee men as they maneuver through the criminal justice system in the US.
{"title":"The Disadvantages of African American and Somali Men in the US Criminal Justice System","authors":"D. Crosby, Shenita R. Brazelton","doi":"10.2979/SPECTRUM.6.1.05","DOIUrl":"https://doi.org/10.2979/SPECTRUM.6.1.05","url":null,"abstract":"ABSTRACT: It is well-known that African American men are unfairly treated when encountering the United States’ criminal justice system. Systemic racial and class biases forge frameworks of inequality from arrest to sentencing. Similarly, Somali men are treated with the same disdain when encountering the American criminal justice system, which occurs based on the racial categorization of Somalis as Black. Additionally, resettled Somali refugee men are saddled with the label of “refugee” as they encounter the criminal justice system, which identifies those resettled in the US as “outsiders.” Even more so, refugees from Somalia are perceived as terrorists. Consequently, when young Somali men encounter the American criminal justice system, they enter with potentially more disadvantages than African American men. This is an initial analysis seeking to provide a foundational discussion for exploring the similarities and differences of African American and Somali refugee men as they maneuver through the criminal justice system in the US.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132035891","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}
ABSTRACT: The aim of this study was to explore the influence of social media and cultural identity on substance use from the perspective of African and African American college students in the United States. Focus groups (N = 29) were held that were comprised of African and African American male college students from a large Midwestern university. Each focus group was audiotaped, transcribed, and analyzed using the elements from the PEN-3 model. Themes emerged from each sub-component, including perceptions of drug use, social media, and culture; enablers, such as social media and musicians/artists; and nurturers, such as family and peers. The African culture is a protective factor against the influence of social media on substance use for African students compared to African American culture. Future strategies are needed to address substance use among young adults that incorporate cultural differences.
{"title":"Extending the Reach: The Influence of Social Media and Culture on Substance Use among African and African American Male College Students","authors":"O. Oluwoye, G. Whembolua, A. Merianos","doi":"10.2979/SPECTRUM.6.1.03","DOIUrl":"https://doi.org/10.2979/SPECTRUM.6.1.03","url":null,"abstract":"ABSTRACT: The aim of this study was to explore the influence of social media and cultural identity on substance use from the perspective of African and African American college students in the United States. Focus groups (N = 29) were held that were comprised of African and African American male college students from a large Midwestern university. Each focus group was audiotaped, transcribed, and analyzed using the elements from the PEN-3 model. Themes emerged from each sub-component, including perceptions of drug use, social media, and culture; enablers, such as social media and musicians/artists; and nurturers, such as family and peers. The African culture is a protective factor against the influence of social media on substance use for African students compared to African American culture. Future strategies are needed to address substance use among young adults that incorporate cultural differences.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133109174","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}
Depictions of American educators in fictional television programming are often less professional and more contradictory than their real life counterparts. Leslie Swetnam’s (1992) study explored media distortions of the teacher image. Swetnam’s findings revealed a number of media-teacher demographic characteristics and stereotypes. The current research extends Swetnam’s study by examining the presence of her media-teacher stereotypes and Jackson and Dangerfield’s (2004) five factors of Black masculine positionality in the characters of Steve Hightower and Cedric Robinson on the American television series The Steve Harvey Show. The analysis determined that the television representations of both characters incorporated familiar themes associated with Swetnam’s media-teacher demographic characteristics, teacher stereotypes, and Black masculinity traits. Additionally, the study revealed an overwhelming emphasis on the romantic pursuits of Steve Hightower throughout the 50 examined episodes, presenting criteria for a new media-teacher stereotype: the suave, emotionally indifferent, romance-driven teacher.
{"title":"“Ain’t I a Teacher?”: A Television Analysis of Black Male Media-Teachers on The Steve Harvey Show","authors":"Melvin L. Williams","doi":"10.2979/SPECTRUM.5.2.03","DOIUrl":"https://doi.org/10.2979/SPECTRUM.5.2.03","url":null,"abstract":"Depictions of American educators in fictional television programming are often less professional and more contradictory than their real life counterparts. Leslie Swetnam’s (1992) study explored media distortions of the teacher image. Swetnam’s findings revealed a number of media-teacher demographic characteristics and stereotypes. The current research extends Swetnam’s study by examining the presence of her media-teacher stereotypes and Jackson and Dangerfield’s (2004) five factors of Black masculine positionality in the characters of Steve Hightower and Cedric Robinson on the American television series The Steve Harvey Show. The analysis determined that the television representations of both characters incorporated familiar themes associated with Swetnam’s media-teacher demographic characteristics, teacher stereotypes, and Black masculinity traits. Additionally, the study revealed an overwhelming emphasis on the romantic pursuits of Steve Hightower throughout the 50 examined episodes, presenting criteria for a new media-teacher stereotype: the suave, emotionally indifferent, romance-driven teacher.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127211012","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}
ABSTRACT: This article examines the hard lessons learned from the author’s development of the Prison Education Project (PEP). PEP has expanded educational opportunities for inmates in 11 California correctional facilities. With the assistance of 600 university student and faculty volunteers, PEP has serviced approximately 4,000 inmates in these facilities since 2011. By providing academic, life skills, and career development programing, PEP aims to educate, empower, and transform the lives of incarcerated individuals. This reflective essay is more about the lessons learned from founding and directing PEP than it is about the program activities of the organization. The robust spirit of volunteerism is a central component of the discussion in this article and the “Reciprocal Reflex” is at the heart of the PEP volunteer experience. This phenomenon ignites the passion and gratitude of both the volunteers and inmates. The volunteers learn just as much as they teach and the inmates teach just as much as they learn. The discussion of the implementation challenges should give the reader an understanding of what it takes to create and sustain a nonprofit organization that helps inspire and empower those entangled in the criminal justice system. It concisely summarizes the “big picture” lessons learned from implementing the largest volunteer-based prison education program of its kind in the United States.
{"title":"Project Narrative: The Lessons Learned from Implementing the Prison Education Project","authors":"Renford Reese","doi":"10.2979/spectrum.5.2.05","DOIUrl":"https://doi.org/10.2979/spectrum.5.2.05","url":null,"abstract":"ABSTRACT: This article examines the hard lessons learned from the author’s development of the Prison Education Project (PEP). PEP has expanded educational opportunities for inmates in 11 California correctional facilities. With the assistance of 600 university student and faculty volunteers, PEP has serviced approximately 4,000 inmates in these facilities since 2011. By providing academic, life skills, and career development programing, PEP aims to educate, empower, and transform the lives of incarcerated individuals. This reflective essay is more about the lessons learned from founding and directing PEP than it is about the program activities of the organization. The robust spirit of volunteerism is a central component of the discussion in this article and the “Reciprocal Reflex” is at the heart of the PEP volunteer experience. This phenomenon ignites the passion and gratitude of both the volunteers and inmates. The volunteers learn just as much as they teach and the inmates teach just as much as they learn. The discussion of the implementation challenges should give the reader an understanding of what it takes to create and sustain a nonprofit organization that helps inspire and empower those entangled in the criminal justice system. It concisely summarizes the “big picture” lessons learned from implementing the largest volunteer-based prison education program of its kind in the United States.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"10 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120908486","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 article explores the perspectives of Black male doctoral students around selecting dissertation and research topics. In addition to the challenges that all doctoral students face when selecting a dissertation topic, Black male doctoral students also have had to come to terms with how much or how little race matters in their research agendas. In doing so, the authors find that they possess a unique academic currency that enables them to diversify the literature and connects the needs of the community to the resources of the university.
{"title":"Why So Much Blackness?: Race in the Dissertation Topics and Research of Black Male Doctoral Students","authors":"C. S. Platt, A. Hilton","doi":"10.2979/SPECTRUM.5.2.02","DOIUrl":"https://doi.org/10.2979/SPECTRUM.5.2.02","url":null,"abstract":"This article explores the perspectives of Black male doctoral students around selecting dissertation and research topics. In addition to the challenges that all doctoral students face when selecting a dissertation topic, Black male doctoral students also have had to come to terms with how much or how little race matters in their research agendas. In doing so, the authors find that they possess a unique academic currency that enables them to diversify the literature and connects the needs of the community to the resources of the university.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133842004","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}
ABSTRACT: Have you ever wondered why African American women and men have the highest rate of new HIV infection in the United States? Although African Americans represent only 13.2% of the US population, African American women and men comprised an estimated 61.6% (5,128/8,328) and 40.2% (14,305/35,571) of new HIV infections, respectively. This article aims to explore this question along with proposing solutions for this national health crisis. Implementation of the Department of Health and Human Services, Office of Minority Health’s 15 Culturally and Linguistically Appropriate Service (CLAS) standards, adopting strategies to mitigate implicit bias, recalibrating sentencing policy for nonviolent offences, pre-exposure prophylaxis or PrEP for high-risk groups, addressing inequities related to social determinants of health, and implementing policies such as Congresswoman Maxine Waters’s Stop AIDS in Prison Act are keys to helping eliminate disparities in new HIV infection rates adversely impacting African Americans.
摘要:你有没有想过为什么非洲裔美国女性和男性在美国的艾滋病新发感染率最高?虽然非洲裔美国人只占美国人口的13.2%，但非洲裔美国女性和男性分别占新感染艾滋病毒的61.6%(5128 / 8328)和40.2%(14305 / 35571)。本文旨在探讨这一问题，并提出解决这一全国性健康危机的办法。执行卫生与公众服务部、少数民族健康办公室的15项文化和语言适宜服务标准，采取战略减轻隐性偏见，重新调整非暴力犯罪的量刑政策，对高危群体进行暴露前预防或预防措施，解决与健康的社会决定因素有关的不平等问题;实施诸如国会女议员玛克辛·沃特斯(Maxine Waters)提出的《狱中防治艾滋病法案》(Stop AIDS in Prison Act)等政策，是帮助消除对非裔美国人产生不利影响的艾滋病新发感染率差异的关键。
{"title":"HIV and African Americans: Relationship to Cultural Competence, Implicit Bias, Social Determinants, and US Jails and Prisons","authors":"L. McDougle, S. Davies, D. Clinchot","doi":"10.2979/SPECTRUM.5.2.06","DOIUrl":"https://doi.org/10.2979/SPECTRUM.5.2.06","url":null,"abstract":"ABSTRACT: Have you ever wondered why African American women and men have the highest rate of new HIV infection in the United States? Although African Americans represent only 13.2% of the US population, African American women and men comprised an estimated 61.6% (5,128/8,328) and 40.2% (14,305/35,571) of new HIV infections, respectively. This article aims to explore this question along with proposing solutions for this national health crisis. Implementation of the Department of Health and Human Services, Office of Minority Health’s 15 Culturally and Linguistically Appropriate Service (CLAS) standards, adopting strategies to mitigate implicit bias, recalibrating sentencing policy for nonviolent offences, pre-exposure prophylaxis or PrEP for high-risk groups, addressing inequities related to social determinants of health, and implementing policies such as Congresswoman Maxine Waters’s Stop AIDS in Prison Act are keys to helping eliminate disparities in new HIV infection rates adversely impacting African Americans.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134260872","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}
ABSTRACT: Using Marxist and Critical Race Theory frameworks to call codified culture into question, this essay explores how diverse modes of expression are crushed by the restraint of the individual and through a lack of variance that prohibits progress for Black males in American society. This essay critiques the capitalist structure that insists on the illusion of uniformity when it clearly benefits and operates from emphasizing difference. The article compares the impact of a consumerist frame of reference on career, residence, and material possessions; media technologies’ published messages and images that contribute to negative stereotypes; and the formation of style as an act of naming or resisting with regard to the proliferation of questionable and brutal treatment of Black males by law enforcement agents, in particular, and society, in general.
{"title":"Marxist Materialism and Critical Race Theory: A Comparative Analysis of Media and Cultural Influence on the Formation of Stereotypes and Proliferation of Police Brutality against Black Men","authors":"Devair Jeffries, R. Jeffries","doi":"10.2979/SPECTRUM.5.2.01","DOIUrl":"https://doi.org/10.2979/SPECTRUM.5.2.01","url":null,"abstract":"ABSTRACT: Using Marxist and Critical Race Theory frameworks to call codified culture into question, this essay explores how diverse modes of expression are crushed by the restraint of the individual and through a lack of variance that prohibits progress for Black males in American society. This essay critiques the capitalist structure that insists on the illusion of uniformity when it clearly benefits and operates from emphasizing difference. The article compares the impact of a consumerist frame of reference on career, residence, and material possessions; media technologies’ published messages and images that contribute to negative stereotypes; and the formation of style as an act of naming or resisting with regard to the proliferation of questionable and brutal treatment of Black males by law enforcement agents, in particular, and society, in general.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115253260","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}
ABSTRACT: This case study is focused on the integration of the all White, southern, public University of Virginia and desegregation in the state of Virginia. The objective of the study is to provide a detailed account of the University of Virginia’s resistance to desegregation and to study events before its integration by examining the experience of Gregory Swanson, a 25-year-old who applied for admission to the university’s law school in 1949, and, as a result of a lawsuit, became the first African American to gain admission. This challenge to the University of Virginia forced it to facilitate rights for equal access to education based on Swanson’s application to the law school. The case study is drawn from scholarly documents, institutional records, news articles, court cases, letters, and interviews.
{"title":"Unlocking Doors: How Gregory Swanson Challenged the University of Virginia’s Resistance to Desegregation.","authors":"Taj’ullah X. Sky Lark","doi":"10.2979/SPECTRUM.5.2.04","DOIUrl":"https://doi.org/10.2979/SPECTRUM.5.2.04","url":null,"abstract":"ABSTRACT: This case study is focused on the integration of the all White, southern, public University of Virginia and desegregation in the state of Virginia. The objective of the study is to provide a detailed account of the University of Virginia’s resistance to desegregation and to study events before its integration by examining the experience of Gregory Swanson, a 25-year-old who applied for admission to the university’s law school in 1949, and, as a result of a lawsuit, became the first African American to gain admission. This challenge to the University of Virginia forced it to facilitate rights for equal access to education based on Swanson’s application to the law school. The case study is drawn from scholarly documents, institutional records, news articles, court cases, letters, and interviews.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278117","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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