My article on Moby-Dick explores the juxtaposition of self and other, alienation and community, friendship and leisure. By way of the book’s famous fourth chapter, “The Counterpane,” I argue that repose, conceived as a way of spending time, exposes some of the contradictions of the capitalist dictum of industriousness. The quilt that features so prominently in the chapter is to be underestood as a figure of resting and relaxing, which accumulates a patchwork of additional meanings through Ishmael’s contradictory experiences during the night at the Spouter-Inn with Queequeg.
{"title":"Ishmael’s Night of Rest and Relaxation","authors":"Rieke Jordan","doi":"10.18422/71-05","DOIUrl":"https://doi.org/10.18422/71-05","url":null,"abstract":"My article on Moby-Dick explores the juxtaposition of self and other, alienation and community, friendship and leisure. By way of the book’s famous fourth chapter, “The Counterpane,” I argue that repose, conceived as a way of spending time, exposes some of the contradictions of the capitalist dictum of industriousness. The quilt that features so prominently in the chapter is to be underestood as a figure of resting and relaxing, which accumulates a patchwork of additional meanings through Ishmael’s contradictory experiences during the night at the Spouter-Inn with Queequeg.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45651280","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}
Recently, there has been a growing number of scholarly attempts to ‘read’ the 19th century either through digital methods or, more specifically as a precursor to contemporary digital culture. The practice of reading is a category through which the two dimensions of spending time in and with the nineteenth century can be thought together. A focus on reading, as a way to spend time in/with the nineteenth century makes us aware of both the knowledge systems and methodologies of accessing and processing information, both in literary texts of that period and simultaneously in our own work. More specifically, my essay is interested in questions of ‘readability’ and the ‘crisis of reading’, as self-reflexively pronounced in two nineteenth century novels: Herman Melville’s Moby Dick and Frank Norris’s The Octopus. These novels, I argue, prefigure debates that are well-known to us and that materialize in the opposition between what Katherine Hayles has called “hyperreading” vs linear or immersive reading, between the New Critic’s formulation of close reading and what Franco Moretti has provocatively called “distant reading”, or the postcritical distinction between symptomatic and surface reading. By discussing different strategies of reading, the novels express the uncontrollability in view of increasing information environments. Yet, even if these webs of signification are elusive and at times dangerous, both novels, in a self-reflexive move, express a desire of writing the human reader into this web of signification and therefore to emphasize the significance of reading in an increasingly automated world.
{"title":"Data, Maps, Networks – Digital Approaches to Reading (in) Nineteenth-Century Literature","authors":"Regina Schober","doi":"10.18422/71-02","DOIUrl":"https://doi.org/10.18422/71-02","url":null,"abstract":"Recently, there has been a growing number of scholarly attempts to ‘read’ the 19th century either through digital methods or, more specifically as a precursor to contemporary digital culture. The practice of reading is a category through which the two dimensions of spending time in and with the nineteenth century can be thought together. A focus on reading, as a way to spend time in/with the nineteenth century makes us aware of both the knowledge systems and methodologies of accessing and processing information, both in literary texts of that period and simultaneously in our own work. More specifically, my essay is interested in questions of ‘readability’ and the ‘crisis of reading’, as self-reflexively pronounced in two nineteenth century novels: Herman Melville’s Moby Dick and Frank Norris’s The Octopus. These novels, I argue, prefigure debates that are well-known to us and that materialize in the opposition between what Katherine Hayles has called “hyperreading” vs linear or immersive reading, between the New Critic’s formulation of close reading and what Franco Moretti has provocatively called “distant reading”, or the postcritical distinction between symptomatic and surface reading. By discussing different strategies of reading, the novels express the uncontrollability in view of increasing information environments. Yet, even if these webs of signification are elusive and at times dangerous, both novels, in a self-reflexive move, express a desire of writing the human reader into this web of signification and therefore to emphasize the significance of reading in an increasingly automated world.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45722618","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 special issue of New American Studies Journal: A Forum looks at nineteenth-century American literature and culture through the analytical lens of free time and leisure. This analytical framework affords a novel access point to American literary history—free time, as this special issue will explore, is a highly contested and politicized concept and resource of the nineteenth century, one that restructures temporalities and spaces. Nineteenth-century American culture and literature can be understood as an archive to explore free time as a significant social and economic innovation into the texture of individual life. The contributions to this special issue explore the rise of free time in the nineteenth century with particular attention toward temporal and spatial reconfigurations that free time afforded. Furthermore they explore the societal and cultural aspects of free time that grew around the logics and logistics of nineteenth-century capitalism—a social formation that made leisure, time off work, not merely possible, but that created entire industries and spaces for leisure and repose.
{"title":"Spending Time in the Nineteenth Century","authors":"Rieke Jordan","doi":"10.18422/71-01","DOIUrl":"https://doi.org/10.18422/71-01","url":null,"abstract":"This special issue of New American Studies Journal: A Forum looks at nineteenth-century American literature and culture through the analytical lens of free time and leisure. This analytical framework affords a novel access point to American literary history—free time, as this special issue will explore, is a highly contested and politicized concept and resource of the nineteenth century, one that restructures temporalities and spaces. Nineteenth-century American culture and literature can be understood as an archive to explore free time as a significant social and economic innovation into the texture of individual life. The contributions to this special issue explore the rise of free time in the nineteenth century with particular attention toward temporal and spatial reconfigurations that free time afforded. Furthermore they explore the societal and cultural aspects of free time that grew around the logics and logistics of nineteenth-century capitalism—a social formation that made leisure, time off work, not merely possible, but that created entire industries and spaces for leisure and repose.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41488470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In keeping with the spirit of American Studies, this article engages in an interdisciplinary examination of Herman Melville’s short story, “Bartleby, the Scrivener: A Story of Wall Street” (1853). Employing a broad literary-critical-historical methodology that also incorporates cultural and social theory, I sociohistorically contextualize “Bartleby” and demonstrate how this stylistically innovative short story anticipated later works of modernist, existential, and postmodern literature. Now internationally renowned as a classic of American literature, “Bartleby” is of interest not only for its historically innovative style––which continues to resonate with contemporary readers––but also for how it potentially serves as Melville’s self-reflexive meditation on his then declining literary career.
{"title":"Melville’s Majestic Missive:“Bartleby, the Scrivener: A Story of Wall Street”","authors":"A. Urie","doi":"10.18422/71-04","DOIUrl":"https://doi.org/10.18422/71-04","url":null,"abstract":"In keeping with the spirit of American Studies, this article engages in an interdisciplinary examination of Herman Melville’s short story, “Bartleby, the Scrivener: A Story of Wall Street” (1853). Employing a broad literary-critical-historical methodology that also incorporates cultural and social theory, I sociohistorically contextualize “Bartleby” and demonstrate how this stylistically innovative short story anticipated later works of modernist, existential, and postmodern literature. Now internationally renowned as a classic of American literature, “Bartleby” is of interest not only for its historically innovative style––which continues to resonate with contemporary readers––but also for how it potentially serves as Melville’s self-reflexive meditation on his then declining literary career.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41790399","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 outlines the rather obscure ascent and fall of the loafer as a cultural figure. Beginning with the emergence of the term and its ambivalent semantics of idleness, I will sketch its subsequent racialization and regionalization, as it was appropriated by abolitionist writers who associated with whiteness, poverty, and southern masculinity. The significance of the term lies in the way it combines criticisms of capitalism and racism in a figure of idleness. A figure of idleness, both in its romanticized and disparaging connotations, the loafer alerts us to the fact that US nineteenth-century temporality is closely and inseparably entangled in the history of capitalism and slavery.
{"title":"“No-Body’s Watch”: Nineteenth-Century Capitalism, Temporality, and the Figure of the Loafer","authors":"Karin Hoepker","doi":"10.18422/71-06","DOIUrl":"https://doi.org/10.18422/71-06","url":null,"abstract":"This article outlines the rather obscure ascent and fall of the loafer as a cultural figure. Beginning with the emergence of the term and its ambivalent semantics of idleness, I will sketch its subsequent racialization and regionalization, as it was appropriated by abolitionist writers who associated with whiteness, poverty, and southern masculinity. The significance of the term lies in the way it combines criticisms of capitalism and racism in a figure of idleness. A figure of idleness, both in its romanticized and disparaging connotations, the loafer alerts us to the fact that US nineteenth-century temporality is closely and inseparably entangled in the history of capitalism and slavery.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875943","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 focuses on the paradoxes pertaining to romantic love in Henry James’ The Wings of the Dove. Drawing on love sociology (Luhmann, Illouz) it explores the ways in which James places the love and courtship of his protagonists Merton Densher and Kate Croy in a complex and shifting relation to the private and the public. As sociologists and cultural historians inform us, “romantic love“—a notion that links love and marriage—emerged only in the late 18th century as an ideal advocated by sentimentalism and romanticism and then gained popularity throughout the 19th century. Its emergence was concomitant with the rise of the middle class, the rise of the novel, and the growing separation of the private and the public spheres. Indeed, as Niklas Luhmann argues in his seminal study Love as Passion, the differentiation of the private or intimate sphere—a sphere defined by personal/intimate relations as opposed to impersonal ones—begins with the cultural codification of love. It was only after love and marriage became linked that marriage gained its status as a private affair and the family came to be regarded as the sphere of privacy. This already suggests a paradox built into the idea of romantic love: while love came to be understood as the most intimate relation between two people and as central for the demarcation of the private sphere, it also needed to be made public in order to remain what it was. This paradox is reflected in one of the major ironies of James’ novel: Kate’s decision neither to publicly acknowledge their relationship nor to conduct it in secret, but rather to appear publicly and act privately as if there was nothing to disavow in the first place, leads to the disintegration of their intimate bond. Suggesting that the performative effects of Kate and Merton’s public actions eventually render their intimate bond nonexistent, James exposes the paradox at the heart of romantic love.
{"title":"Making Love Public: The Paradoxes of Intimacy in Henry James’s The Wings of the Dove","authors":"Magda Majewska","doi":"10.18422/71-03","DOIUrl":"https://doi.org/10.18422/71-03","url":null,"abstract":"This article focuses on the paradoxes pertaining to romantic love in Henry James’ The Wings of the Dove. Drawing on love sociology (Luhmann, Illouz) it explores the ways in which James places the love and courtship of his protagonists Merton Densher and Kate Croy in a complex and shifting relation to the private and the public. As sociologists and cultural historians inform us, “romantic love“—a notion that links love and marriage—emerged only in the late 18th century as an ideal advocated by sentimentalism and romanticism and then gained popularity throughout the 19th century. Its emergence was concomitant with the rise of the middle class, the rise of the novel, and the growing separation of the private and the public spheres. Indeed, as Niklas Luhmann argues in his seminal study Love as Passion, the differentiation of the private or intimate sphere—a sphere defined by personal/intimate relations as opposed to impersonal ones—begins with the cultural codification of love. It was only after love and marriage became linked that marriage gained its status as a private affair and the family came to be regarded as the sphere of privacy. This already suggests a paradox built into the idea of romantic love: while love came to be understood as the most intimate relation between two people and as central for the demarcation of the private sphere, it also needed to be made public in order to remain what it was. This paradox is reflected in one of the major ironies of James’ novel: Kate’s decision neither to publicly acknowledge their relationship nor to conduct it in secret, but rather to appear publicly and act privately as if there was nothing to disavow in the first place, leads to the disintegration of their intimate bond. Suggesting that the performative effects of Kate and Merton’s public actions eventually render their intimate bond nonexistent, James exposes the paradox at the heart of romantic love.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45921834","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 will focus on teaching with digital humanities (DH) methods and tools as they relate to their practicability in the context of the classroom. It will concentrate on the specific challenges that the teaching of computational methods pose to educators who are experts in their discipline but might feel that they lack the technical know-how to steer their students towards DH. In particular, the article will introduce a number of tools that allow school students and educators to access digital approaches and to start appreciating their relevance for research. These include online resources for literary analysis, simple programs that may be used for research into media, and archival projects that stem from the collaboration of students and staff and bring neglected histories to an outside audience. While these tools do not demand any practical programming knowledge, I will also present resources that teach widely used coding languages such as Python and R on a step-by-step basis. The third and final part of the article will introduce a number of methods and services that empower educators to create a digital classroom with quantitative approaches and distant learning as their primary characteristics. Teaching these methods might prove challenging at first.; yet the hands-on, collaborative, quality of DH also leads to classroom situations in which students and staff become co-learners, and therefore leads to a democratizing effect.
{"title":"The Digital Classroom: A Digital Humanities Primer on Tools, Methods, and Resources","authors":"Oliver Moisich","doi":"10.18422/70-03","DOIUrl":"https://doi.org/10.18422/70-03","url":null,"abstract":"This article will focus on teaching with digital humanities (DH) methods and tools as they relate to their practicability in the context of the classroom. It will concentrate on the specific challenges that the teaching of computational methods pose to educators who are experts in their discipline but might feel that they lack the technical know-how to steer their students towards DH. In particular, the article will introduce a number of tools that allow school students and educators to access digital approaches and to start appreciating their relevance for research. These include online resources for literary analysis, simple programs that may be used for research into media, and archival projects that stem from the collaboration of students and staff and bring neglected histories to an outside audience. While these tools do not demand any practical programming knowledge, I will also present resources that teach widely used coding languages such as Python and R on a step-by-step basis. The third and final part of the article will introduce a number of methods and services that empower educators to create a digital classroom with quantitative approaches and distant learning as their primary characteristics. Teaching these methods might prove challenging at first.; yet the hands-on, collaborative, quality of DH also leads to classroom situations in which students and staff become co-learners, and therefore leads to a democratizing effect.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67645067","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 essay focuses on chapter 30 of Herman Melville’s Moby-Dick, one of the novel’s shortest chapters. It contrasts bigness, destiny and Captain Ahab’s authoritarian abuse of power with smallness, free will, and digression, the democratic virtues portrayed in Moby-Dick mostly through their absence but also, in chapter 30, by their presence in the form of a pipe that Captain Ahab smokes on deck and is then compelled to toss overboard so that The Pequod might complete is star-crossed and disastrously foreshadowed voyage.
{"title":"On Democracy of Digression: Chapter 30 of Herman Melville’s Moby-Dick","authors":"M. Kimmage","doi":"10.18422/69-02","DOIUrl":"https://doi.org/10.18422/69-02","url":null,"abstract":"This essay focuses on chapter 30 of Herman Melville’s Moby-Dick, one of the novel’s shortest chapters. It contrasts bigness, destiny and Captain Ahab’s authoritarian abuse of power with smallness, free will, and digression, the democratic virtues portrayed in Moby-Dick mostly through their absence but also, in chapter 30, by their presence in the form of a pipe that Captain Ahab smokes on deck and is then compelled to toss overboard so that The Pequod might complete is star-crossed and disastrously foreshadowed voyage.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644177","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}
As we are writing the introduction to this special issue we are looking back on the online summer semester 2020, which has profoundly and perhaps lastingly impacted how we do American Studies, not least by pushing us to embrace digital technologies to an extent unimaginable half a year ago. Did we really need a viral pandemic to provide the necessary push for some of our colleagues to become (more) digitally naturalized? Of course not. On the other hand, we would have appreciated practical guidelines and offers of technical support for our digital teaching ideas (as most universities have provided them in the last months) much earlier. Yet, most of these offerings were merely technological or only contained a list of tools available. How can we think critically about our tools, and how can we implement them successfully?
{"title":"Introduction: Digital Pedagogy in American Studies","authors":"I. Gessner, U. Küchler","doi":"10.18422/70-01","DOIUrl":"https://doi.org/10.18422/70-01","url":null,"abstract":"As we are writing the introduction to this special issue we are looking back on the online summer semester 2020, which has profoundly and perhaps lastingly impacted how we do American Studies, not least by pushing us to embrace digital technologies to an extent unimaginable half a year ago. Did we really need a viral pandemic to provide the necessary push for some of our colleagues to become (more) digitally naturalized? Of course not. On the other hand, we would have appreciated practical guidelines and offers of technical support for our digital teaching ideas (as most universities have provided them in the last months) much earlier. Yet, most of these offerings were merely technological or only contained a list of tools available. How can we think critically about our tools, and how can we implement them successfully?","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644840","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}
“Going Green—Education for Sustainability,” a German-American blended learning project for the EFL and STEM classrooms, asks students to challenge commonly held stereotypes about how both cultures approach sustainable development. Since the pilot project (2014), over 3,000 secondary school students in Germany and the US have enrolled in a shared learning management system (Moodle), worked collaboratively both online and offline, developed green action plans and shared them with the school and wider community as part of a competition. This article outlines the conceptual perspective of Going Green that includes the aspects of (a) teaching ‘publics,’ (b) countering expectations and misconceptions, (c) raising awareness of counter-narratives, and (d) expanding the knowledge base of the target culture (sustainable policies in the US). These components together facilitate learning objectives beyond interactional and communicative competencies by promoting learner agency and community-based actions. Attitudinal data drawn from the last two project cycles (2016–17, 2017–18) reflect a heterogeneous view of learners’ expectations and understandings regarding sustainable policies in the US and Germany. Finally, we investigate how narratives and counter-narratives of sustainable development on both sides of the Atlantic can be exploited in the technology-enhanced foreign language classroom in order to facilitate the aforementioned goals.
{"title":"“I Think They Are Irresponsible”: Teaching Sustainability with (Counter)Narratives in the EFL Classroom","authors":"Joannis Kaliampos, Martin Kohl","doi":"10.18422/70-06","DOIUrl":"https://doi.org/10.18422/70-06","url":null,"abstract":"“Going Green—Education for Sustainability,” a German-American blended learning project for the EFL and STEM classrooms, asks students to challenge commonly held stereotypes about how both cultures approach sustainable development. Since the pilot project (2014), over 3,000 secondary school students in Germany and the US have enrolled in a shared learning management system (Moodle), worked collaboratively both online and offline, developed green action plans and shared them with the school and wider community as part of a competition. This article outlines the conceptual perspective of Going Green that includes the aspects of (a) teaching ‘publics,’ (b) countering expectations and misconceptions, (c) raising awareness of counter-narratives, and (d) expanding the knowledge base of the target culture (sustainable policies in the US). These components together facilitate learning objectives beyond interactional and communicative competencies by promoting learner agency and community-based actions. Attitudinal data drawn from the last two project cycles (2016–17, 2017–18) reflect a heterogeneous view of learners’ expectations and understandings regarding sustainable policies in the US and Germany. Finally, we investigate how narratives and counter-narratives of sustainable development on both sides of the Atlantic can be exploited in the technology-enhanced foreign language classroom in order to facilitate the aforementioned goals.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644923","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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