Pub Date : 2002-12-01DOI: 10.9744/KATA.4.2.160-178
J. M. Djundjung, Yap Bie Yong
Top Girls, one of Caryl Churchill's most popular plays, describes the lives of six female characters coming from different centuries. Each of them has their own story to tell, as they have all been victimized by the patriarchal system in the century when they live and have resisted the system with different strategies. They either employ roles that are traditionally reserved for men or they adopt the archetypically feminine qualities. Despite their resistance and success, they find themselves unhappy and unsatisfied over their achievements. Thus this raises the question of the effectiveness of the feminist movement.
{"title":"FEMINIST PERSPECTIVE OF CROSS-GENDER POWER RELATION IN CARYL CHURCHILL'S TOP GIRLS","authors":"J. M. Djundjung, Yap Bie Yong","doi":"10.9744/KATA.4.2.160-178","DOIUrl":"https://doi.org/10.9744/KATA.4.2.160-178","url":null,"abstract":"Top Girls, one of Caryl Churchill's most popular plays, describes the lives of six female characters coming from different centuries. Each of them has their own story to tell, as they have all been victimized by the patriarchal system in the century when they live and have resisted the system with different strategies. They either employ roles that are traditionally reserved for men or they adopt the archetypically feminine qualities. Despite their resistance and success, they find themselves unhappy and unsatisfied over their achievements. Thus this raises the question of the effectiveness of the feminist movement.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211750","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 : 2002-12-01DOI: 10.9744/kata.4.2.148-159
M. Nugraha
This paper proposes the importance of multiple instrumentation and data source (triangulation) in a needs analysis. Various data gathering methods developed in assessing learners' English language needs are reviewed. The justification of employing more than a single data gathering method and data source in a needs analysis is also presented by examining the strengths and weaknesses of each method and evaluating previous needs analyses carried out in some Asian countries. Highlights are then given to the methodology mostly implemented in assessing English needs in Indonesia and a recommendation is addressed to further studies on learners's needs in Indonesia
{"title":"TRIANGULATION OF INSTRUMENTATION AND DATA SOURCE: A STRONGER METHOD IN ASSESSING ENGLISH LANGUAGE NEEDS","authors":"M. Nugraha","doi":"10.9744/kata.4.2.148-159","DOIUrl":"https://doi.org/10.9744/kata.4.2.148-159","url":null,"abstract":"This paper proposes the importance of multiple instrumentation and data source (triangulation) in a needs analysis. Various data gathering methods developed in assessing learners' English language needs are reviewed. The justification of employing more than a single data gathering method and data source in a needs analysis is also presented by examining the strengths and weaknesses of each method and evaluating previous needs analyses carried out in some Asian countries. Highlights are then given to the methodology mostly implemented in assessing English needs in Indonesia and a recommendation is addressed to further studies on learners's needs in Indonesia","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211849","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}
Iago's motives for vengeance are problematic as Iago offers different motives throughout the play. Shakespeare scholars have attempted to explain some probable answers for the problem. Yet, none of the answers is definite that Iago's motives remain vague. This paper explores the ambiguity of Iago's motives by negating Iago's explanations, as they do not correspond to his actions. He plays his role skillfully that he can act as a confidante to all of his victims that he masters them and pushes them to helplessness and desperation. His skillful mastery over his victims' lives can be compared to that of a devil who destroys the lives of his victim and that of a skillful artist who decides on the fates of his characters. If an artist creates a work of art, then Iago creates destruction.
{"title":"IAGO AND THE AMBIGUITY OF HIS MOTIVES IN SHAKESPEARE'S OTHELLO","authors":"J. M. Djundjung","doi":"10.9744/kata.4.1.1-11","DOIUrl":"https://doi.org/10.9744/kata.4.1.1-11","url":null,"abstract":"Iago's motives for vengeance are problematic as Iago offers different motives throughout the play. Shakespeare scholars have attempted to explain some probable answers for the problem. Yet, none of the answers is definite that Iago's motives remain vague. This paper explores the ambiguity of Iago's motives by negating Iago's explanations, as they do not correspond to his actions. He plays his role skillfully that he can act as a confidante to all of his victims that he masters them and pushes them to helplessness and desperation. His skillful mastery over his victims' lives can be compared to that of a devil who destroys the lives of his victim and that of a skillful artist who decides on the fates of his characters. If an artist creates a work of art, then Iago creates destruction.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211571","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}
H.G. Well's Ann Veronica structurally seems to be divided into two parts; the first deals with Ann Veronica's struggle to get equality with men and freedom in most aspects of life, such as in politics, economics, education, and sexuality; the second describes much the other side of her individuality which she cannot deny, namely her femininity, such as her crave for love, marriage, maternity, and beauty. H.G. Wells describes vividly the two elements in Ann Veronica, feminism and femininity. As a feminist, Ann Veronica rebelled against her authoritative Victorian father, who regarded women only as men's property to be protected from the harsh world outside. On the other side, Ann could not deny her being a woman after she fell in love with Capes. Her femininity from the second half of the novel then is explored. Although the novel ends with the depiction of the domestic life of Ann Veronica, it does not mean that the feminism is gone altogether. The key point is that the family life Ann chooses as a `submissive' wife and good mother is her choice. It is very different if it is forced on her to do. Thus, this novel depicts both sides of Ann Veronica, her feminism and her femininity.
{"title":"The Feminism and Femininity of Ann Veronica In H. G. Wells' Ann Veronica","authors":"L. S. Limanta","doi":"10.9744/kata.4.1.12-25","DOIUrl":"https://doi.org/10.9744/kata.4.1.12-25","url":null,"abstract":"H.G. Well's Ann Veronica structurally seems to be divided into two parts; the first deals with Ann Veronica's struggle to get equality with men and freedom in most aspects of life, such as in politics, economics, education, and sexuality; the second describes much the other side of her individuality which she cannot deny, namely her femininity, such as her crave for love, marriage, maternity, and beauty. H.G. Wells describes vividly the two elements in Ann Veronica, feminism and femininity. As a feminist, Ann Veronica rebelled against her authoritative Victorian father, who regarded women only as men's property to be protected from the harsh world outside. On the other side, Ann could not deny her being a woman after she fell in love with Capes. Her femininity from the second half of the novel then is explored. Although the novel ends with the depiction of the domestic life of Ann Veronica, it does not mean that the feminism is gone altogether. The key point is that the family life Ann chooses as a `submissive' wife and good mother is her choice. It is very different if it is forced on her to do. Thus, this novel depicts both sides of Ann Veronica, her feminism and her femininity.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211613","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}
Intercultural communication; that is, face-to-face communication between people from different cultural background, often has hindrances because of some factors such as the vocabulary, the discourse pattern and the concept of time. Thus, this paper will analyze how these factors can hinder the intercultural communication between the Asians and Americans and what might become the result of the intercultural miscommunication, especially in business contexts.
{"title":"LANGUAGE and CULTURE in RELATION to INTERCULTURAL COMMUNICATION in A BUSINESS CONTEXT","authors":"Nani I. Tiono","doi":"10.9744/kata.4.1.53-61","DOIUrl":"https://doi.org/10.9744/kata.4.1.53-61","url":null,"abstract":"Intercultural communication; that is, face-to-face communication between people from different cultural background, often has hindrances because of some factors such as the vocabulary, the discourse pattern and the concept of time. Thus, this paper will analyze how these factors can hinder the intercultural communication between the Asians and Americans and what might become the result of the intercultural miscommunication, especially in business contexts.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211626","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 main purpose of this article is to discuss the importance of error analysis in the teaching of English as a foreign language. Although errors are bad things in learning English as a foreign language%2C error analysis is advantageous for both learners and teachers. For learners%2C error analysis is needed to show them in what aspect in grammar which is difficult for them%2C where as for teachers%2C it is required to evaluate themselves whether they are successful or not in teaching English.%0D%0AIn this article%2C the writer presented some English sentences containing grammatical errors. These grammatical errors were analyzed based on the theories presented by the linguists. This analysis aimed at showing the students the causes and kinds of the grammatical errors. By this way%2C the students are expected to increase their knowledge on the English grammar. Abstract in Bahasa Indonesia : errors%2C+mistake%2C+over+orrer%2C+covert+error%2C+interference%2C+overgeneralization%2C+grammar%2C+interlingual%2C+intralingual%2C+idiosyncrasies.
本文的主要目的是探讨错误分析在对外英语教学中的重要性。虽然错误在作为外语学习英语中是坏事，但错误分析对学习者和教师都是有利的。对于学习者来说，需要进行错误分析，告诉他们在语法的哪个方面对他们来说是困难的;对于教师来说，需要评估自己在英语教学中是否成功。在这篇文章中，作者提出了一些有语法错误的英语句子。根据语言学家提出的理论对这些语法错误进行了分析。这种分析旨在向学生展示语法错误的原因和种类。通过这种方式，学生们有望增加他们的英语语法知识。印尼语摘要:错误%2C+错误%2C+over+ over %2C+隐蔽+错误%2C+干扰%2C+过度概括%2C+语法%2C+语际%2C+语内%2C+特质。
{"title":"Error Analysis in the Teaching of English","authors":"S. Hasyim","doi":"10.9744/kata.4.1.62-74","DOIUrl":"https://doi.org/10.9744/kata.4.1.62-74","url":null,"abstract":"The main purpose of this article is to discuss the importance of error analysis in the teaching of English as a foreign language. Although errors are bad things in learning English as a foreign language%2C error analysis is advantageous for both learners and teachers. For learners%2C error analysis is needed to show them in what aspect in grammar which is difficult for them%2C where as for teachers%2C it is required to evaluate themselves whether they are successful or not in teaching English.%0D%0AIn this article%2C the writer presented some English sentences containing grammatical errors. These grammatical errors were analyzed based on the theories presented by the linguists. This analysis aimed at showing the students the causes and kinds of the grammatical errors. By this way%2C the students are expected to increase their knowledge on the English grammar. Abstract in Bahasa Indonesia : errors%2C+mistake%2C+over+orrer%2C+covert+error%2C+interference%2C+overgeneralization%2C+grammar%2C+interlingual%2C+intralingual%2C+idiosyncrasies.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211636","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 : 2001-12-01DOI: 10.9744/kata.3.2.121-138
J. I. Ibrahim
In this paper, I attempt to find out whether EMI (English Medium Instruction) can be an effective means of enhancing students' and teachers' language proficiency at university (bilingualism) and whether bilingualism necessarily leads to biliteracy. In addition, I would like to propose a model on which a smooth transition to a full EMI implementation can be achieved, should it be adopted. From literature reviews, I conclude that EMI (using English to teach content subjects) can be a better means of solving learners' language problems than teaching English as a subject, because it allows learners more exposure to the language (comprehensible input) and more opportunity to use it (comprehensible output). However, due to its classroom-based nature, EMI is not likely to develop the four language skills (listening, reading, speaking, & writing) equally for both students and teachers. On the other hand, the assumption that EMI will automatically result in biliteracy is unsupported, because only bilinguals competent in both languages can take a full advantage of their bilingualism. Students or teachers who are not adequately developed in the language are likely to suffer academically, socially, and psychologically instead. Since research has found that total/full immersion is not the right method for language-incompetent students, the writer believes that both a bridging program and a partial EMI program are necessary at least at the initial stage of EMI implementation. The bridging program should be based on students' and teachers' academic and linguistic needs (EAP); the partial EMI program may be based on limitations on three factors: the participants, the scope of use, and the settings. Finally, in order for the program to run smoothly, mixed-mode teaching in the classroom should be discouraged and a conducive atmosphere for second language acquisition should be established both in the classroom and outside the classroom
{"title":"THE IMPLEMENTATION OF EMI (ENGLISH MEDIUM INSTRUCTION) IN INDONESIAN UNIVERSITIES: ITS OPPORTUNITIES, ITS THREATS, ITS PROBLEMS, AND ITS POSSIBLE SOLUTIONS","authors":"J. I. Ibrahim","doi":"10.9744/kata.3.2.121-138","DOIUrl":"https://doi.org/10.9744/kata.3.2.121-138","url":null,"abstract":"In this paper, I attempt to find out whether EMI (English Medium Instruction) can be an effective means of enhancing students' and teachers' language proficiency at university (bilingualism) and whether bilingualism necessarily leads to biliteracy. In addition, I would like to propose a model on which a smooth transition to a full EMI implementation can be achieved, should it be adopted. From literature reviews, I conclude that EMI (using English to teach content subjects) can be a better means of solving learners' language problems than teaching English as a subject, because it allows learners more exposure to the language (comprehensible input) and more opportunity to use it (comprehensible output). However, due to its classroom-based nature, EMI is not likely to develop the four language skills (listening, reading, speaking, & writing) equally for both students and teachers. On the other hand, the assumption that EMI will automatically result in biliteracy is unsupported, because only bilinguals competent in both languages can take a full advantage of their bilingualism. Students or teachers who are not adequately developed in the language are likely to suffer academically, socially, and psychologically instead. \u0000Since research has found that total/full immersion is not the right method for language-incompetent students, the writer believes that both a bridging program and a partial EMI program are necessary at least at the initial stage of EMI implementation. The bridging program should be based on students' and teachers' academic and linguistic needs (EAP); the partial EMI program may be based on limitations on three factors: the participants, the scope of use, and the settings. Finally, in order for the program to run smoothly, mixed-mode teaching in the classroom should be discouraged and a conducive atmosphere for second language acquisition should be established both in the classroom and outside the classroom","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211552","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}
Criticism of the theater in the Elizabethan period was not the first thing happened in the history of the world's drama. Most historians and critics agree that the antitheatrical prejudice began with Plato. The Platonic belief in the reality of the Idea was often referred to in later arguments against the stage. According to Plato, the physical world is not real because it is an imitation of the Idea and only the Idea is the Truth. Thus, art is three times removed from the Truth because it is an imitation of the physical world. In the Elizabethan era, the anti-stage arguments were later intensified with the conflict of power among the Church, the City and the Court.
{"title":"THE ELIZABETHAN ANTI-STAGE MOVEMENT","authors":"Anita Lie","doi":"10.9744/kata.3.2.65-72","DOIUrl":"https://doi.org/10.9744/kata.3.2.65-72","url":null,"abstract":"Criticism of the theater in the Elizabethan period was not the first thing happened in the history of the world's drama. Most historians and critics agree that the antitheatrical prejudice began with Plato. The Platonic belief in the reality of the Idea was often referred to in later arguments against the stage. According to Plato, the physical world is not real because it is an imitation of the Idea and only the Idea is the Truth. Thus, art is three times removed from the Truth because it is an imitation of the physical world. In the Elizabethan era, the anti-stage arguments were later intensified with the conflict of power among the Church, the City and the Court.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211562","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 : 2001-12-01DOI: 10.9744/KATA.3.2.109-120
Susan Lopez-Nerney, Teng Sze Mei Jessie, W. Mei, S. JacquelineETohL., N. Ismail, Lisa Meyer, G. Jacobs, D. Crookall
This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC.
{"title":"AN EXPLORATORY STUDY OF LECTURERS' VIEWS OF OUT-OF-CLASS ACADEMIC COLLABORATION AMONG STUDENTS","authors":"Susan Lopez-Nerney, Teng Sze Mei Jessie, W. Mei, S. JacquelineETohL., N. Ismail, Lisa Meyer, G. Jacobs, D. Crookall","doi":"10.9744/KATA.3.2.109-120","DOIUrl":"https://doi.org/10.9744/KATA.3.2.109-120","url":null,"abstract":"This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211515","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}
Karim and Leila live between two cultures that are considered to be in two polar opposites, the cultures of the white and the black. Because of their parentage, they belong to both cultures and yet they do not belong to either one. The white British regards Karim as "the other", but he also regards an India born Indian to be "the other". Whereas Leila, is also regarded as "the other" in the Caribbean village where she grew up and yet, when she has immigrated to London, she regards the other Caribbean immigrant as "the other". This means that both of them have shifted their position from "the other" to "the self" in their attempt to find a place where they belong. The feeling of not belonged, puts them in a state of limbo; a state that is loaded with anxieties, questions and conflicts as they are unable to find an anchor that they can grip on.
{"title":"LIVING IN LIMBO: THE BUDDHA OF SUBURBIA AND THE FINAL PASSAGE","authors":"J. M. Djundjung","doi":"10.9744/KATA.3.1.1-7","DOIUrl":"https://doi.org/10.9744/KATA.3.1.1-7","url":null,"abstract":"Karim and Leila live between two cultures that are considered to be in two polar opposites, the cultures of the white and the black. Because of their parentage, they belong to both cultures and yet they do not belong to either one. The white British regards Karim as \"the other\", but he also regards an India born Indian to be \"the other\". Whereas Leila, is also regarded as \"the other\" in the Caribbean village where she grew up and yet, when she has immigrated to London, she regards the other Caribbean immigrant as \"the other\". This means that both of them have shifted their position from \"the other\" to \"the self\" in their attempt to find a place where they belong. The feeling of not belonged, puts them in a state of limbo; a state that is loaded with anxieties, questions and conflicts as they are unable to find an anchor that they can grip on.","PeriodicalId":30120,"journal":{"name":"Kta A Biannual Publication on the Study of Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71211801","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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