Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch009
D. Mashiyane, M. Masuku
Assistive technologies (AT) are revolutionising and reinventing learning practices for learners with special needs. Opportunities have been created to embrace and accommodate those who were previously marginalised in mainstream educational settings. The 4IR is still an improbable idea in developing countries, where the ravages of poverty create inequalities and social exclusion amongst people with disabilities. Years after decolonisation, African countries are still struggling to reap the benefits of information and communication technologies (ICT) due to social, economic, and political challenges. The digital divide is exacerbated daily, as resources are limited to enhance access to inclusive education. This chapter examines the phenomenological principle of “Ubuntu” to curb and solve indigenous problems that are difficult to remedy through Westernised methods. Ubuntu must guide technological transformation and direct educational experts in designing curriculum and learning practices relevant to the African context.
{"title":"Resourcing of Schools for an Inclusive Education System","authors":"D. Mashiyane, M. Masuku","doi":"10.4018/978-1-6684-4436-8.ch009","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch009","url":null,"abstract":"Assistive technologies (AT) are revolutionising and reinventing learning practices for learners with special needs. Opportunities have been created to embrace and accommodate those who were previously marginalised in mainstream educational settings. The 4IR is still an improbable idea in developing countries, where the ravages of poverty create inequalities and social exclusion amongst people with disabilities. Years after decolonisation, African countries are still struggling to reap the benefits of information and communication technologies (ICT) due to social, economic, and political challenges. The digital divide is exacerbated daily, as resources are limited to enhance access to inclusive education. This chapter examines the phenomenological principle of “Ubuntu” to curb and solve indigenous problems that are difficult to remedy through Westernised methods. Ubuntu must guide technological transformation and direct educational experts in designing curriculum and learning practices relevant to the African context.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131552798","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch022
T. Majoko, Annah Dudu
This study examined practices and challenges in inclusive education in an African context. Embedded in international research findings on inclusion in multigrade teaching, this descriptive study drew on a purposeful sample of eight mainstream primary school teachers in Zimbabwe. Non-participant observations and semi-structured individual interviews were used to collect data. A constant comparative approach of organisation of data with continual adjustment was used. Teachers understood inclusion and had positive attitudes towards it. They used differentiated assessment, student-centred pedagogy, cross-grade grouping, and teacher-centred pedagogy in inclusion in multigrade teaching grounded in their professional training and agency and social justice. Individual and institutional capacity building including collaboration of stakeholders in pooling resources could enhance inclusion in multigrade teaching.
{"title":"Practices and Challenges in Inclusive Education in an African Context","authors":"T. Majoko, Annah Dudu","doi":"10.4018/978-1-6684-4436-8.ch022","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch022","url":null,"abstract":"This study examined practices and challenges in inclusive education in an African context. Embedded in international research findings on inclusion in multigrade teaching, this descriptive study drew on a purposeful sample of eight mainstream primary school teachers in Zimbabwe. Non-participant observations and semi-structured individual interviews were used to collect data. A constant comparative approach of organisation of data with continual adjustment was used. Teachers understood inclusion and had positive attitudes towards it. They used differentiated assessment, student-centred pedagogy, cross-grade grouping, and teacher-centred pedagogy in inclusion in multigrade teaching grounded in their professional training and agency and social justice. Individual and institutional capacity building including collaboration of stakeholders in pooling resources could enhance inclusion in multigrade teaching.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134332031","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch019
M. Masuku, V. Mathe
This chapter examines cultural practices about learners living with disabilities in the South African context. This involves the role of beliefs, culture, and even the values in the community and the creation of the school curriculum. The Ubuntu concept lies at the heart of the African way of life and impacts on every aspect of people's well-being. Ubuntu is actually regarded as the soul force that drives almost every facet of societal life in African societies and that creates the relationship between the African community. Ubuntu in the South African context or society is seen as the act of being human, caring, sympathy, empathy, forgiveness, or any values of humanness towards others. Ubuntu is a capacity in South African culture that expresses compassion, reciprocity, dignity, harmony, and humanity in the interest of building and maintaining a community with justice and mutual caring. The consequences of failure to embrace Ubuntu in South African schools manifests itself through learner indiscipline and staff not respecting each other.
{"title":"The Dynamism of Cultural Practices With Regard to Learners With Disabilities","authors":"M. Masuku, V. Mathe","doi":"10.4018/978-1-6684-4436-8.ch019","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch019","url":null,"abstract":"This chapter examines cultural practices about learners living with disabilities in the South African context. This involves the role of beliefs, culture, and even the values in the community and the creation of the school curriculum. The Ubuntu concept lies at the heart of the African way of life and impacts on every aspect of people's well-being. Ubuntu is actually regarded as the soul force that drives almost every facet of societal life in African societies and that creates the relationship between the African community. Ubuntu in the South African context or society is seen as the act of being human, caring, sympathy, empathy, forgiveness, or any values of humanness towards others. Ubuntu is a capacity in South African culture that expresses compassion, reciprocity, dignity, harmony, and humanity in the interest of building and maintaining a community with justice and mutual caring. The consequences of failure to embrace Ubuntu in South African schools manifests itself through learner indiscipline and staff not respecting each other.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134621305","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch023
M. Masuku
The education system in Africa has its contradictions and complexities, all of which hinder the successful implementation of inclusive education. Learners with disabilities in Africa have suffered widespread violations of their rights. Inclusive education for learners with learning barriers should be acknowledged in an African context. The lens of ubuntu provides an unconventional knowledge system which places the needs of the child at the centre of its focus. Ubuntu philosophy, as one of many African epistemologies, is useful in studying African experiences. Despite the various interventions that have been in place to undo the barriers to inclusive education, there is still a dearth of research in finding solutions to improve the quality of inclusive education. The values of ubuntu may ensure equal access to education. The incorporation of the values of ubuntu into the curriculum that may inspire learners to act according to social accepted norms and values. African governments should consider African epistemologies as tools to address learning barriers.
{"title":"An African Perspective of a Curriculum for Learners Experiencing Barriers to Learning","authors":"M. Masuku","doi":"10.4018/978-1-6684-4436-8.ch023","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch023","url":null,"abstract":"The education system in Africa has its contradictions and complexities, all of which hinder the successful implementation of inclusive education. Learners with disabilities in Africa have suffered widespread violations of their rights. Inclusive education for learners with learning barriers should be acknowledged in an African context. The lens of ubuntu provides an unconventional knowledge system which places the needs of the child at the centre of its focus. Ubuntu philosophy, as one of many African epistemologies, is useful in studying African experiences. Despite the various interventions that have been in place to undo the barriers to inclusive education, there is still a dearth of research in finding solutions to improve the quality of inclusive education. The values of ubuntu may ensure equal access to education. The incorporation of the values of ubuntu into the curriculum that may inspire learners to act according to social accepted norms and values. African governments should consider African epistemologies as tools to address learning barriers.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133071148","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch026
M. J. Masalesa
The aim of this chapter is to reflect on the importance of retraining teachers on inclusive education. The chapter focuses on the comprehensive training and retraining of teachers, giving education that is providing them with the necessary skills to deal with learners with barriers and the necessities, overall, whatever their starting point, foundation, capacity, or conditions. One of the aspects discussed pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. The chapter is intended for all the stakeholders in the education system.
{"title":"Retraining of Teachers for Inclusive Education","authors":"M. J. Masalesa","doi":"10.4018/978-1-6684-4436-8.ch026","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch026","url":null,"abstract":"The aim of this chapter is to reflect on the importance of retraining teachers on inclusive education. The chapter focuses on the comprehensive training and retraining of teachers, giving education that is providing them with the necessary skills to deal with learners with barriers and the necessities, overall, whatever their starting point, foundation, capacity, or conditions. One of the aspects discussed pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. The chapter is intended for all the stakeholders in the education system.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123918684","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch010
Nozipho Bethusile Mpontshane
South Africa adopted the Education White Paper 6, 2001 to address barriers to learning in the education system. Inclusive education as a new reality in South Africa brings along major philosophical shifts at all levels of society. The focus of this chapter was to review the roles and responsibilities of different role players in the provision of inclusion with an intention of establishing the place of Ubuntu in the provision of inclusive education. The chapter used Ubuntu as theoretical framework and document analysis as the method of obtaining information. This chapter revealed that the values of Ubuntu are embedded within the roles and responsibilities of different role players providing inclusive education in South Africa. Everyone has a responsibility to implement these values and to ensure that all learners, with or without disabilities, pursue their learning potential to the fullest.
{"title":"Roles and Responsibilities of Different Roleplayers in the Provision of Inclusive Education","authors":"Nozipho Bethusile Mpontshane","doi":"10.4018/978-1-6684-4436-8.ch010","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch010","url":null,"abstract":"South Africa adopted the Education White Paper 6, 2001 to address barriers to learning in the education system. Inclusive education as a new reality in South Africa brings along major philosophical shifts at all levels of society. The focus of this chapter was to review the roles and responsibilities of different role players in the provision of inclusion with an intention of establishing the place of Ubuntu in the provision of inclusive education. The chapter used Ubuntu as theoretical framework and document analysis as the method of obtaining information. This chapter revealed that the values of Ubuntu are embedded within the roles and responsibilities of different role players providing inclusive education in South Africa. Everyone has a responsibility to implement these values and to ensure that all learners, with or without disabilities, pursue their learning potential to the fullest.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"s1-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127194275","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch028
H. Maapola-Thobejane
This chapter outlines the aspects entailed in the effective implementation of inclusive education. Four building blocks for the effective implementation of inclusive education are highlighted as the teacher, collaboration, organization, and motivation (TCOM) pyramid. Other elements identified as important are teachers' qualifications, the adoption of inclusive teaching strategies, inclusive assessment, and collaboration. Furthermore, the school is flagged as an organization that contributes to the effective implementation of inclusive education. The schools' characteristics are highlighted as the culture, climate, resources, leadership, structure, and staff capacities. The chapter concludes by presenting motivation as another aspect that contributes towards the effective implementation of inclusive education. Lastly, tenets of motivation that include the qualified benefit, compatibility, intricacy, visibility, and urgency are presented to show how they contribute towards the effective implementation of inclusive education in schools.
{"title":"Inclusive Education","authors":"H. Maapola-Thobejane","doi":"10.4018/978-1-6684-4436-8.ch028","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch028","url":null,"abstract":"This chapter outlines the aspects entailed in the effective implementation of inclusive education. Four building blocks for the effective implementation of inclusive education are highlighted as the teacher, collaboration, organization, and motivation (TCOM) pyramid. Other elements identified as important are teachers' qualifications, the adoption of inclusive teaching strategies, inclusive assessment, and collaboration. Furthermore, the school is flagged as an organization that contributes to the effective implementation of inclusive education. The schools' characteristics are highlighted as the culture, climate, resources, leadership, structure, and staff capacities. The chapter concludes by presenting motivation as another aspect that contributes towards the effective implementation of inclusive education. Lastly, tenets of motivation that include the qualified benefit, compatibility, intricacy, visibility, and urgency are presented to show how they contribute towards the effective implementation of inclusive education in schools.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126387250","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch003
P. Sabela
The chapter explores arguments pertaining to inclusivity and equity in higher education with reference to the Afrocentric organising principles. Embedding Afrocentrism in higher education discourse will address inclusivity, redress the past deficiencies of equity access and outcomes, reduce socio-economic inequality, and stimulate physical wellbeing. Little attention has been given to the relevance of Africa's educational needs and other deficiencies emanating from the adoption of Eurocentric ideas and philosophies within which the African higher education system is currently anchored. Afrocentricity is a vehicle through which identity, communalism, cultural and ethnic tolerance, self-driven development will be realised. Afrocentricity has potential to enhance the feeling of self-identity, re-affirm African intellectualism and capabilities, and eliminate prejudice and discrimination of the African philosophies.
{"title":"Embedding Afrocentricity in Inclusive Education and Equality","authors":"P. Sabela","doi":"10.4018/978-1-6684-4436-8.ch003","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch003","url":null,"abstract":"The chapter explores arguments pertaining to inclusivity and equity in higher education with reference to the Afrocentric organising principles. Embedding Afrocentrism in higher education discourse will address inclusivity, redress the past deficiencies of equity access and outcomes, reduce socio-economic inequality, and stimulate physical wellbeing. Little attention has been given to the relevance of Africa's educational needs and other deficiencies emanating from the adoption of Eurocentric ideas and philosophies within which the African higher education system is currently anchored. Afrocentricity is a vehicle through which identity, communalism, cultural and ethnic tolerance, self-driven development will be realised. Afrocentricity has potential to enhance the feeling of self-identity, re-affirm African intellectualism and capabilities, and eliminate prejudice and discrimination of the African philosophies.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131391065","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch007
T. Luhalima, S. Mulovhedzi
This chapter discusses the best planning practices for differentiated instruction for learners with disabilities. The inclusion classroom should be facilitated by the teacher with a spirit of “Ubuntu.” Best planning practices assist the teacher to give each learner with disabilities a multitude of ways of learning and to achieve learning goals. It also elucidates differentiated instruction and “Ubuntu” as an essential concept and the importance of differentiated instruction in the education of learners with disabilities. It focuses on the components of differentiated instruction, classroom arrangements, and ways of managing it during teaching and learning. Further, it provides strategies that could be used to restore “Ubuntu” in education and to assist teachers to customise their teaching approach to the learning styles of their learners. The chapter clarifies ways of differentiating instruction for special education and identifies challenges that teachers face when teaching learners with disabilities and concludes by explaining various teaching methods of differentiated learning.
{"title":"Best Planning Practices for Differentiated Instruction for Learners With Disabilities","authors":"T. Luhalima, S. Mulovhedzi","doi":"10.4018/978-1-6684-4436-8.ch007","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch007","url":null,"abstract":"This chapter discusses the best planning practices for differentiated instruction for learners with disabilities. The inclusion classroom should be facilitated by the teacher with a spirit of “Ubuntu.” Best planning practices assist the teacher to give each learner with disabilities a multitude of ways of learning and to achieve learning goals. It also elucidates differentiated instruction and “Ubuntu” as an essential concept and the importance of differentiated instruction in the education of learners with disabilities. It focuses on the components of differentiated instruction, classroom arrangements, and ways of managing it during teaching and learning. Further, it provides strategies that could be used to restore “Ubuntu” in education and to assist teachers to customise their teaching approach to the learning styles of their learners. The chapter clarifies ways of differentiating instruction for special education and identifies challenges that teachers face when teaching learners with disabilities and concludes by explaining various teaching methods of differentiated learning.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131989077","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 : 1900-01-01DOI: 10.4018/978-1-6684-4436-8.ch024
Annah Dudu
This chapter examined the effectiveness of inclusive teaching in an African context. Entrenched in international research findings on effective inclusive teaching, this qualitative study drew on a sample of 21 Zimbabwean mainstream primary school teachers. Semi-structured individual interviews and non-participant observations were used to collect data. A constant comparative approach of organizing data with continuous adjustment was utilised throughout the analysis. Teachers displayed understanding and positive attitudes and commitment although they were insufficiently prepared professionally to manage inclusive teaching. Teachers institutionalised effective inclusive teaching practices in mainstream primary school classes including the placement of learners with diverse and unique needs based on standardized diagnosis information, learner-centred pedagogy, teacher-made tests, collaboration, behaviour management, and various teaching methods.
{"title":"Effectiveness of Inclusive Teaching in an African Context","authors":"Annah Dudu","doi":"10.4018/978-1-6684-4436-8.ch024","DOIUrl":"https://doi.org/10.4018/978-1-6684-4436-8.ch024","url":null,"abstract":"This chapter examined the effectiveness of inclusive teaching in an African context. Entrenched in international research findings on effective inclusive teaching, this qualitative study drew on a sample of 21 Zimbabwean mainstream primary school teachers. Semi-structured individual interviews and non-participant observations were used to collect data. A constant comparative approach of organizing data with continuous adjustment was utilised throughout the analysis. Teachers displayed understanding and positive attitudes and commitment although they were insufficiently prepared professionally to manage inclusive teaching. Teachers institutionalised effective inclusive teaching practices in mainstream primary school classes including the placement of learners with diverse and unique needs based on standardized diagnosis information, learner-centred pedagogy, teacher-made tests, collaboration, behaviour management, and various teaching methods.","PeriodicalId":210672,"journal":{"name":"Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115833744","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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