Is International Qualified Teacher Status (iQTS) A Solution to the Growing Demand for Teachers Globally?
国际合格教师资格(iQTS)是全球教师需求增长的解决方案吗?
{"title":"Is International Qualified Teacher Status (iQTS) A Solution to the Growing Demand for Teachers Globally?","authors":"James McBlane","doi":"10.5750/tbje.v3i1.2060","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2060","url":null,"abstract":"Is International Qualified Teacher Status (iQTS) A Solution to the Growing Demand for Teachers Globally?","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114805493","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}
Early Days of the Department of Education at the University of Buckingham: A Personal View
白金汉大学教育系的早期:个人观点
{"title":"Early Days of the Department of Education at the University of Buckingham: A Personal View","authors":"A. O'hear","doi":"10.5750/tbje.v3i1.2061","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2061","url":null,"abstract":"Early Days of the Department of Education at the University of Buckingham: A Personal View","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"30 23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117075989","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 paper introduces the context of mental health in education and the importance of the teacher being acknowledged as an essential component and contributor to the function of society (Bower, 2020). The paper suggests that the mental health crisis impacting children has implications for new teachers in meeting the demand in the current global climate. (Education Endowment Foundation (EEF), 2017; 2018); (Lortie-Forgues, 2021). It explores why the definition of mental health might be a problematic construct for teachers and considers whether the teacher has a significant role to play in mental health provision in schools beyond the wider community. It considers the role pathologization of behaviour plays in our approach to education and proposes that the approach teacher training takes towards critically reflecting on retributive discipline and restorative approaches in schools, subsequently supports teacher understanding of child mental health. It also looks at the current teacher training landscape and reforms and argues that policy makers and practice should be interdisciplinary with effective mental health knowledge. The paper emphasises the importance of developing teacher understanding of the role of psychological awareness in supporting effective child mental health provision across the field of education and argues that new teachers have a part to play in this application through effective training to support the influx of demand. The paper proposes that critical considerations should be given to the potential application of interpersonal neurobiological research (Siegel, 2020), exploring concepts of the embodied brain through polyvagal theory (Porges, 2011). It touches upon developing new teacher understanding of trauma, (Van der Kolk, 2014) informed practice and transdisciplinary therapeutic approaches for practical use in schools. It considers the future of mental health knowledge in pre-service initial teacher training and proposes that such a focus will have a profound impact on making some headway in meeting child mental health needs. The paper finishes by proposing that future research should look to develop a psychological, neurobiological, developmental sensitive approach to exploring child mental health and well-being within education and support the role of initial teacher training education (ITT/ITE) in creating confident new teachers with efficacy to meet the needs of child mental health in schools.
本文介绍了教育中心理健康的背景，以及教师被认为是社会功能的重要组成部分和贡献者的重要性(鲍尔，2020)。本文认为，影响儿童的心理健康危机对新教师在满足当前全球气候下的需求有影响。(教育捐赠基金会，2017;2018);(Lortie-Forgues, 2021)。它探讨了为什么心理健康的定义对教师来说可能是一个有问题的结构，并考虑教师是否在更广泛的社区之外的学校的心理健康提供中发挥重要作用。它考虑了行为病态化在我们的教育方法中所起的作用，并建议教师培训的方法是对学校的报复性纪律和恢复性方法进行批判性反思，从而支持教师对儿童心理健康的理解。它还考察了当前的教师培训形势和改革，并认为决策者和实践应该是跨学科的，具有有效的心理健康知识。该论文强调了培养教师对心理意识在支持整个教育领域有效提供儿童心理健康方面的作用的理解的重要性，并认为新教师可以通过有效的培训来支持需求的涌入，从而在这一应用中发挥作用。本文提出，应该对人际神经生物学研究的潜在应用给予关键考虑(Siegel, 2020)，通过多迷走神经理论探索具身脑的概念(Porges, 2011)。它涉及发展新的教师对创伤的理解，(Van der Kolk, 2014)告知实践和跨学科治疗方法在学校的实际应用。它考虑了职前初级教师培训中心理健康知识的未来，并提出这种重点将对在满足儿童心理健康需求方面取得一些进展产生深远影响。本文最后提出，未来的研究应着眼于发展心理学、神经生物学、发展敏感的方法来探索教育中的儿童心理健康和福祉，并支持初始教师培训教育(ITT/ITE)在培养自信有效的新教师方面的作用，以满足学校儿童心理健康的需求。
{"title":"What Do We Need to Teach New Teachers About Child Mental Health?","authors":"Laura Purser","doi":"10.5750/tbje.v3i1.2059","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2059","url":null,"abstract":"This paper introduces the context of mental health in education and the importance of the teacher being acknowledged as an essential component and contributor to the function of society (Bower, 2020). The paper suggests that the mental health crisis impacting children has implications for new teachers in meeting the demand in the current global climate. (Education Endowment Foundation (EEF), 2017; 2018); (Lortie-Forgues, 2021). It explores why the definition of mental health might be a problematic construct for teachers and considers whether the teacher has a significant role to play in mental health provision in schools beyond the wider community. It considers the role pathologization of behaviour plays in our approach to education and proposes that the approach teacher training takes towards critically reflecting on retributive discipline and restorative approaches in schools, subsequently supports teacher understanding of child mental health. It also looks at the current teacher training landscape and reforms and argues that policy makers and practice should be interdisciplinary with effective mental health knowledge. \u0000The paper emphasises the importance of developing teacher understanding of the role of psychological awareness in supporting effective child mental health provision across the field of education and argues that new teachers have a part to play in this application through effective training to support the influx of demand. The paper proposes that critical considerations should be given to the potential application of interpersonal neurobiological research (Siegel, 2020), exploring concepts of the embodied brain through polyvagal theory (Porges, 2011). It touches upon developing new teacher understanding of trauma, (Van der Kolk, 2014) informed practice and transdisciplinary therapeutic approaches for practical use in schools. It considers the future of mental health knowledge in pre-service initial teacher training and proposes that such a focus will have a profound impact on making some headway in meeting child mental health needs. \u0000The paper finishes by proposing that future research should look to develop a psychological, neurobiological, developmental sensitive approach to exploring child mental health and well-being within education and support the role of initial teacher training education (ITT/ITE) in creating confident new teachers with efficacy to meet the needs of child mental health in schools.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125717236","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}
{"title":"Preparing Professionals for 45 Years of Learning and Teaching","authors":"M. Coates","doi":"10.5750/tbje.v3i1.2056","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2056","url":null,"abstract":"Editorial","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488907","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 considers the processes involved in the professional learning of beginning teachers in England. In discussing the processes involved, this article considers the nature of professional knowledge needed to be learned by beginning teachers and the processes by which they may learn. Representing beginning teacher learning is framed in terms of a learning trajectory in contrast to the Teachers’ Standards (DfE, 2011) which describe a restrictive and technicist perspective. This draws from the novice / expert discourse but with the understanding that while there are a number of typical features in a beginning teacher’s development (Burn, Hagger, & Mutton, 2014) there is variation between individuals. Finally, implications are drawn for those involved in the training of beginning teachers.
{"title":"Understanding the Professional Learning of Beginning Teachers","authors":"Brian Marsh","doi":"10.5750/tbje.v3i1.2057","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2057","url":null,"abstract":"This article considers the processes involved in the professional learning of beginning teachers in England. In discussing the processes involved, this article considers the nature of professional knowledge needed to be learned by beginning teachers and the processes by which they may learn. Representing beginning teacher learning is framed in terms of a learning trajectory in contrast to the Teachers’ Standards (DfE, 2011) which describe a restrictive and technicist perspective. This draws from the novice / expert discourse but with the understanding that while there are a number of typical features in a beginning teacher’s development (Burn, Hagger, & Mutton, 2014) there is variation between individuals. Finally, implications are drawn for those involved in the training of beginning teachers.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125001977","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}
During Michael Gove’s educational reforms between 2010–2014, he imposed several policy changes that changed the nature of assessment in terms of grading, terminal examinations and classroom expectations. Despite his vision of England rising up the international league tables, there has been little change in England’s position and even signs of stagnation of attainment at upper secondary. This paper uses the Teacher Assessment Literacy in Practice (TALiP) framework to understand why the reforms associated with assessment have had little impact on attainment and reveals the devastating effect of such wholesale change to school assessment systems, without time or support to change, leaving teachers in a decade of assessment wilderness.
{"title":"THE WILDERNESS YEARS: AN ANALYSIS OF GOVES’S EDUCATION REFORMS ON TEACHER ASSESSMENT LITERACY","authors":"A. Chandler-Grevatt","doi":"10.5750/tbje.v2i1.1935","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1935","url":null,"abstract":"During Michael Gove’s educational reforms between 2010–2014, he imposed several policy changes that changed the nature of assessment in terms of grading, terminal examinations and classroom expectations. Despite his vision of England rising up the international league tables, there has been little change in England’s position and even signs of stagnation of attainment at upper secondary. This paper uses the Teacher Assessment Literacy in Practice (TALiP) framework to understand why the reforms associated with assessment have had little impact on attainment and reveals the devastating effect of such wholesale change to school assessment systems, without time or support to change, leaving teachers in a decade of assessment wilderness.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385415","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}
The article provides an overview of the extensive and fast-moving reforms initiated by Michael Gove as the Secretary of State for Education in the years 2010–2014. These include the rapid acceleration of the academisation programme and the development of free schools. There is a more extensive exploration of the reform of the curriculum and the reformation of examination structures. This latter review is set in the context of university advice and against the backdrop of international performance. Much of the focus of the article considers the implementation of the intentions of a minster who had been in waiting for three years before taking office. However, consideration is also given to the unexpected, yet significant, issues which intersect a politician’s tenure of office. The Birmingham based ‘Trojan Horse Schools’ situation is considered both as an issue of accountability but also its implications for the nature of schooling, state funding and societal values.
{"title":"MICHAEL GOVE 2010–2014","authors":"B. Lenon","doi":"10.5750/tbje.v2i1.1932","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1932","url":null,"abstract":"The article provides an overview of the extensive and fast-moving reforms initiated by Michael Gove as the Secretary of State for Education in the years 2010–2014. These include the rapid acceleration of the academisation programme and the development of free schools. There is a more extensive exploration of the reform of the curriculum and the reformation of examination structures. This latter review is set in the context of university advice and against the backdrop of international performance. Much of the focus of the article considers the implementation of the intentions of a minster who had been in waiting for three years before taking office. However, consideration is also given to the unexpected, yet significant, issues which intersect a politician’s tenure of office. The Birmingham based ‘Trojan Horse Schools’ situation is considered both as an issue of accountability but also its implications for the nature of schooling, state funding and societal values.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123143176","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}
David Gumbrell was a Primary headteacher in a successful London school when Michael Gove was Education Secretary. He is now a successful writer, trainer and academic with a special interest in teacher induction, development and wellbeing. The following are some of his reflections from the position of school leadership on what he sees as fundamental flaws in Gove’s leadership of education. Whilst, Gumbrell remains aware of potential unconscious bias he uses trust as the pivot, for his reflections. He states ‘I hope to mitigate the inevitable emotional attachment to my profession and my view as to the effect that Michael Gove has had upon it, both at the time and also the resultant legacy of his ministerial post. Gove was and remains a polarising figure. For some Gove was the saviour of high-quality education, others regarded him as a ‘vandal’, busy sacking the person-centred education which had built up and refined since Plowden. Although never a consensus view, many teacher expressed their dismay at the reforms to the accreditation structure, curriculum, schemes of assessment and opportunities to control schools brought in by Gove.
{"title":"THE EROSION OF TRUST – A REFLECTION","authors":"David Gumbrell, M. Deacon","doi":"10.5750/tbje.v2i1.1936","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1936","url":null,"abstract":"David Gumbrell was a Primary headteacher in a successful London school when Michael Gove was Education Secretary. He is now a successful writer, trainer and academic with a special interest in teacher induction, development and wellbeing. The following are some of his reflections from the position of school leadership on what he sees as fundamental flaws in Gove’s leadership of education. Whilst, Gumbrell remains aware of potential unconscious bias he uses trust as the pivot, for his reflections. He states ‘I hope to mitigate the inevitable emotional attachment to my profession and my view as to the effect that Michael Gove has had upon it, both at the time and also the resultant legacy of his ministerial post. Gove was and remains a polarising figure. For some Gove was the saviour of high-quality education, others regarded him as a ‘vandal’, busy sacking the person-centred education which had built up and refined since Plowden. Although never a consensus view, many teacher expressed their dismay at the reforms to the accreditation structure, curriculum, schemes of assessment and opportunities to control schools brought in by Gove.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928843","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 offers a perspective on the debate about experts and their value. It considers why expert claims for attention are often regarded as suspect. It does so by reflecting on the work of Arendt, Oakeshott, and Scruton. It notes that decision makers can easily find themselves in a bind - sometimes railing against experts, like those presumed to inhabit an education ‘Blob’ in the UK - and at other times seemingly becoming dependent upon them, as in ‘the Science’ and public health. It draws attention to the character of the distaste for scepticism about experts within education, and to the intellectual origin of that scepticism itself. It highlights the alleged contradictions in the minds of sceptics especially where they want to conserve or draw strength from inherited social norms, and yet at the same time regard them as a dehumanising trap. It suggests that the contradiction can be overcome by distinguishing between their concerns about the dangers of rationalism, and their rooted attachment to reason and reasonableness. It invites practitioners to take a principled interest in risk and in its resistance to elimination. It suggests that ridicule can be healthy in so far as it deftly challenges complacency amongst experts and practitioners alike.
{"title":"RATIONALISM, RISK AND RIDICULE – EXPERTS, SCEPTICS AND THE MARK OF THE ‘BLOB’","authors":"R. Davies","doi":"10.5750/tbje.v2i1.1931","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1931","url":null,"abstract":"This article offers a perspective on the debate about experts and their value. It considers why expert claims for attention are often regarded as suspect. It does so by reflecting on the work of Arendt, Oakeshott, and Scruton. It notes that decision makers can easily find themselves in a bind - sometimes railing against experts, like those presumed to inhabit an education ‘Blob’ in the UK - and at other times seemingly becoming dependent upon them, as in ‘the Science’ and public health. It draws attention to the character of the distaste for scepticism about experts within education, and to the intellectual origin of that scepticism itself. It highlights the alleged contradictions in the minds of sceptics especially where they want to conserve or draw strength from inherited social norms, and yet at the same time regard them as a dehumanising trap. It suggests that the contradiction can be overcome by distinguishing between their concerns about the dangers of rationalism, and their rooted attachment to reason and reasonableness. It invites practitioners to take a principled interest in risk and in its resistance to elimination. It suggests that ridicule can be healthy in so far as it deftly challenges complacency amongst experts and practitioners alike.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116258399","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}
The article places the issue of Social Mobility at the heart of the debate about education. The suggestion is made that most people want is a decent income and good health and that people do not necessarily aspire to be better than their parents. There is the declaration that half the population will always have below-average academic ability and school exam results. In order to overcome the divisions in society revealed by recent political events, all need to feel valued. The argument is advanced that there is need to get back to a more balanced appreciation of those who perform essential jobs, albeit jobs of the hand or heart rather than academic intellect. There is a need, so Lenon suggests, to stop talking about social mobility as simply a way of ‘rescuing’ people from working-class backgrounds and place more emphasis on valuing the full range of worthwhile occupations. Arguments about social mobility are too often based on exam results or incomes, not the value to society of different occupations. It is argued that there is a distortion in the way that social mobility is presented and that by many measures social mobility in the UK is better than most commentators have suggested. The upward mobility of women and almost all ethnic groups since 1970 has been remarkable. Improving education is not enough rather education helps individuals become socially mobile but does not overall create more mobility. The latter is dependent upon a creation of more middle-class jobs. The issues around social mobility are presented as being less about education and as being more related to the expansion of the economy. Increasing infrastructure projects and financial incentives to spread growth outside the south-east of England, allied to a massive expansion of high-quality technical and vocational training for the 50% who do not go to university should be seen as the drivers of social mobility.
{"title":"SOCIAL MOBILITY","authors":"B. Lenon","doi":"10.5750/tbje.v1i1.1836","DOIUrl":"https://doi.org/10.5750/tbje.v1i1.1836","url":null,"abstract":"The article places the issue of Social Mobility at the heart of the debate about education. The suggestion is made that most people want is a decent income and good health and that people do not necessarily aspire to be better than their parents.\u0000\u0000There is the declaration that half the population will always have below-average academic ability and school exam results. In order to overcome the divisions in society revealed by recent political events, all need to feel valued. The argument is advanced that there is need to get back to a more balanced appreciation of those who perform essential jobs, albeit jobs of the hand or heart rather than academic intellect. There is a need, so Lenon suggests, to stop talking about social mobility as simply a way of ‘rescuing’ people from working-class backgrounds and place more emphasis on valuing the full range of worthwhile occupations. Arguments about social mobility are too often based on exam results or incomes, not the value to society of different occupations.\u0000\u0000It is argued that there is a distortion in the way that social mobility is presented and that by many measures social mobility in the UK is better than most commentators have suggested. The upward mobility of women and almost all ethnic groups since 1970 has been remarkable. Improving education is not enough rather education helps individuals become socially mobile but does not overall create more mobility. The latter is dependent upon a creation of more middle-class jobs.\u0000\u0000The issues around social mobility are presented as being less about education and as being more related to the expansion of the economy. Increasing infrastructure projects and financial incentives to spread growth outside the south-east of England, allied to a massive expansion of high-quality technical and vocational training for the 50% who do not go to university should be seen as the drivers of social mobility.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126264951","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：