. For more than five decades, the Center for Civic Education has worked with organizations across the United States and worldwide to provide people with the civic knowledge, skills, and attitudes needed to participate in and practice democracy actively. The Center and its partners have reached tens of millions of students and teachers worldwide. Partners in the Civitas International programs jointly develop and deliver civic education programs for young people worldwide. This unique network of educators, civil society organizations, educational institutions, and government agencies has operated in more than 80 countries and 30 U.S. states for more than two decades, developing quality teaching materials and training teachers throughout Eastern Europe, the former Soviet Union, Africa, Asia, Latin America, the Caribbean, and the Middle East. In the United States, the We the People program network implements civic education programs in all 50 states. These programs include the We the People and Project Citizen curricula developed by the Center. The network also advocates for the development and sustainability of civic education programs. In addition, the Center supports a network of alumni who have completed the We the People program and continues to support civic education as they attend college and engage in professional careers. Educators, professors, and NGO leaders in the United States and internationally join these networks. University partners are political science and law professors, pre-service teacher educators, and social science specialists. NGO partners come from various civic and legal education organizations. Teachers and school leaders are key members of these networks. It is essential to learn from each other’s experiences and inform school leaders and educators about curricula. The network also involves education leaders and policymakers at all levels of government. The diversity of approaches and experiences in these networks increases their strength and effectiveness.
{"title":"Civic education networks: working together with universities, NGOs, schools, and policymakers to advance innovative and effective policies and practices","authors":"Christopher R. Riano, Alissa Irion-Groth","doi":"10.15823/su.2021.56.4","DOIUrl":"https://doi.org/10.15823/su.2021.56.4","url":null,"abstract":". For more than five decades, the Center for Civic Education has worked with organizations across the United States and worldwide to provide people with the civic knowledge, skills, and attitudes needed to participate in and practice democracy actively. The Center and its partners have reached tens of millions of students and teachers worldwide. Partners in the Civitas International programs jointly develop and deliver civic education programs for young people worldwide. This unique network of educators, civil society organizations, educational institutions, and government agencies has operated in more than 80 countries and 30 U.S. states for more than two decades, developing quality teaching materials and training teachers throughout Eastern Europe, the former Soviet Union, Africa, Asia, Latin America, the Caribbean, and the Middle East. In the United States, the We the People program network implements civic education programs in all 50 states. These programs include the We the People and Project Citizen curricula developed by the Center. The network also advocates for the development and sustainability of civic education programs. In addition, the Center supports a network of alumni who have completed the We the People program and continues to support civic education as they attend college and engage in professional careers. Educators, professors, and NGO leaders in the United States and internationally join these networks. University partners are political science and law professors, pre-service teacher educators, and social science specialists. NGO partners come from various civic and legal education organizations. Teachers and school leaders are key members of these networks. It is essential to learn from each other’s experiences and inform school leaders and educators about curricula. The network also involves education leaders and policymakers at all levels of government. The diversity of approaches and experiences in these networks increases their strength and effectiveness.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134381849","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":"Teaching citizenship in a time of global autocracy, disinformation, and truth decay","authors":"C. White","doi":"10.15823/su.2021.56.2","DOIUrl":"https://doi.org/10.15823/su.2021.56.2","url":null,"abstract":"","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123558030","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":"The empowerment of citizens in the European Union through the Conference on the Future of Europe","authors":"Bent Nørby Bonde","doi":"10.15823/su.2021.56.3","DOIUrl":"https://doi.org/10.15823/su.2021.56.3","url":null,"abstract":"","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128501427","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}
Eszter Salamon, Mary Tupan Wenno, Josefien van Marlen, Simone Aumaj
Inclusion in education has been a hot topic all over Europe. There have been various attempts to develop inclusion strategies for different groups, such as for the inclusion of disabled students, newly arrived migrants, those with special needs and others. MultInclude, an Erasmus+ project ESHA is a partner of, has focused on the multiple inclusion needs of students having in mind the completion of secondary education and continuation of studies at tertiary level. In short, what we are aiming at is educating lifelong learners by catering for the individual inclusion needs of each student. The project has two research aspect that will be presented: first there were over 70 inclusion case studies collected from all over the world and analysed for finding the “best” in best practices, secondly, based in this a self-assessment tool was developed and piloted in over 50 schools in various European countries and the experiences of these pilots have also been analysed. Praise for MultInclude and the Scoring Matrix: “I love it when complex concepts are translated into hands-on processes. And so, I’m a big fan of the MultInclude project’s tool for self-assessing #inclusion within schools.” – Mari Varsányi, teacher, trainer and consultant specialising on Intercultural and Inclusive Education, the Netherlands.
{"title":"MultInclude – supporting schools in improving their inclusion strategies","authors":"Eszter Salamon, Mary Tupan Wenno, Josefien van Marlen, Simone Aumaj","doi":"10.15823/su.2021.55.1","DOIUrl":"https://doi.org/10.15823/su.2021.55.1","url":null,"abstract":"Inclusion in education has been a hot topic all over Europe. There have been various attempts to develop inclusion strategies for different groups, such as for the inclusion of disabled students, newly arrived migrants, those with special needs and others. MultInclude, an Erasmus+ project ESHA is a partner of, has focused on the multiple inclusion needs of students having in mind the completion of secondary education and continuation of studies at tertiary level. In short, what we are aiming at is educating lifelong learners by catering for the individual inclusion needs of each student. The project has two research aspect that will be presented: first there were over 70 inclusion case studies collected from all over the world and analysed for finding the “best” in best practices, secondly, based in this a self-assessment tool was developed and piloted in over 50 schools in various European countries and the experiences of these pilots have also been analysed. Praise for MultInclude and the Scoring Matrix: “I love it when complex concepts are translated into hands-on processes. And so, I’m a big fan of the MultInclude project’s tool for self-assessing #inclusion within schools.” – Mari Varsányi, teacher, trainer and consultant specialising on Intercultural and Inclusive Education, the Netherlands.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114387387","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}
VET start programme is introductory programme to facilitate transitions between school levels, support career choice and provide positive learningand work experience. The programme is based on the principles of individuality, flexibility and practice-based studies. It was implemented in Estonia as a pilot programme since 2016. Today it is a permanent part of the vocational education system. In implementing VET start programme and adapting it to the students needs the key role is played by teachers and support network. The aim of the study was to describe the experiences of vocational teachers and support specialists in applying the VET start programme in two vocational schools. The results indicated that VET start was seen as a way of preventing social exclusion of vulnerable groups in society. Interviewees stressed the importance of learners self-aware career choices by developing their social, self-regulatory and coping skills and providing a positive learning experiences. The results of this study can be an input for development of VET start curricula as well as to support relevant competences of vocational teachers during pre-service and in-service training.
{"title":"Implementing VET start programme in Estonian vocational schools – the experience of teachers and support specialists","authors":"Liana Roos, Karmen Trasberg, Kristi Kõiv, Egle Säre","doi":"10.15823/su.2021.55.2","DOIUrl":"https://doi.org/10.15823/su.2021.55.2","url":null,"abstract":"VET start programme is introductory programme to facilitate transitions between school levels, support career choice and provide positive learningand work experience. The programme is based on the principles of individuality, flexibility and practice-based studies. It was implemented in Estonia as a pilot programme since 2016. Today it is a permanent part of the vocational education system. In implementing VET start programme and adapting it to the students needs the key role is played by teachers and support network. The aim of the study was to describe the experiences of vocational teachers and support specialists in applying the VET start programme in two vocational schools. The results indicated that VET start was seen as a way of preventing social exclusion of vulnerable groups in society. Interviewees stressed the importance of learners self-aware career choices by developing their social, self-regulatory and coping skills and providing a positive learning experiences. The results of this study can be an input for development of VET start curricula as well as to support relevant competences of vocational teachers during pre-service and in-service training.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077517","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}
Anotacija. Vaikų globos namų tema yra itin aktuali Lietuvoje. Vaikams, ypač netekusiems tėvų globos, labiausiai reikia išskirtinės apsaugos, jų teisės turi būti ginamos ypač kruopščiai ir atidžiai. Kasmet kuriamos programos, strategijos, priimami įstatymai bei jų pakeitimai, numatantys vaiko globos politikos tobulėjimą bei plėtrą. Didžioji dalis patvirtintų programų bei strategijų numatė vaikų, augančių stacionariose institucijose, skaičiaus mažinimą ir vaiko globos šeimoje bei šeimynose skatinimą. Numatyta, kad iki 2020 m. globos įstaigose vaikų neliks, jie gyvens šeimose, šeimynose, bendruomenėse. Kokia jų patirtis? Ar gyvendami bendruomeniniuose globos namuose jaunuoliai mokosi gyventi mažoje bendruomenėje, pritapti visuomenėje, rūpintis buitimi, planuoti savo išlaidas, prisiimti asmeninę atsakomybę ir savarankiškai priimti sprendimus? Ar taip jaunuoliai jaučiasi labiau pasiruošę savarankiškam gyvenimui ir išmoksta pagrindinių įgūdžių ir vertybių, reikalingų suaugusiojo gyvenime. Remiantis pasirinktų šaltinių analizės ir tyrimo rezultatais, straipsnyje siekiama objektyviai apibūdinti tiriamą reiškinį bei atskleisti paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, socialinės adaptacijos ypatumus.
{"title":"Paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, patirtis","authors":"Rita Ilgūnė-Martinėlienė, Viktorija Malachovska","doi":"10.15823/su.2021.55.5","DOIUrl":"https://doi.org/10.15823/su.2021.55.5","url":null,"abstract":"Anotacija. Vaikų globos namų tema yra itin aktuali Lietuvoje. Vaikams, ypač netekusiems tėvų globos, labiausiai reikia išskirtinės apsaugos, jų teisės turi būti ginamos ypač kruopščiai ir atidžiai. Kasmet kuriamos programos, strategijos, priimami įstatymai bei jų pakeitimai, numatantys vaiko globos politikos tobulėjimą bei plėtrą. Didžioji dalis patvirtintų programų bei strategijų numatė vaikų, augančių stacionariose institucijose, skaičiaus mažinimą ir vaiko globos šeimoje bei šeimynose skatinimą. Numatyta, kad iki 2020 m. globos įstaigose vaikų neliks, jie gyvens šeimose, šeimynose, bendruomenėse. Kokia jų patirtis? Ar gyvendami bendruomeniniuose globos namuose jaunuoliai mokosi gyventi mažoje bendruomenėje, pritapti visuomenėje, rūpintis buitimi, planuoti savo išlaidas, prisiimti asmeninę atsakomybę ir savarankiškai priimti sprendimus? Ar taip jaunuoliai jaučiasi labiau pasiruošę savarankiškam gyvenimui ir išmoksta pagrindinių įgūdžių ir vertybių, reikalingų suaugusiojo gyvenime. Remiantis pasirinktų šaltinių analizės ir tyrimo rezultatais, straipsnyje siekiama objektyviai apibūdinti tiriamą reiškinį bei atskleisti paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, socialinės adaptacijos ypatumus.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131169760","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}
Anotacija. Asmens poziciją švietimo sistemoje lemia įvairūs veiksniai. Struktūrinių veiksnių, susijusių su galimybėmis švietime, analizė Lietuvoje yra ribota. Svarbu analizuoti veiksnius, susijusius su socialiai pažeidžiamų asmenų švietimo galimybėmis, nes tyrimai rodo, kad ši grupė yra menkiau atstovaujama aukštajame moksle. Straipsnyje pristatomi bandomojo tyrimo rezultatai, analizuojami struktūriniai veiksniai, susiję su socialiai pažeidžiamų asmenų galimybėmis pasiekti aukštąjį išsilavinimą. Socialiai pažeidžiamų asmenų galimybėms įgyti aukštojo mokslo diplomą gali turėti įtakos tokie struktūriniai veiksniai kaip: skirtingų švietimo veiklų prieinamumas, pozityvus mokyklos mikroklimatas, mokytojų bei mokyklos vadovų tikėjimas mokinių sėkme, mokykloje vyraujantis aukštas mokytojų ir mokyklos vadovų prestižas, mokyklos socialinė struktūra bei aukštojo mokslo vertės supratimas ir finansinis prieinamumas.
{"title":"Socialiai pažeidžiamų asmenų kelias link aukštojo mokslo: kai kurių struktūrinių veiksnių bandomoji apžvalga","authors":"Asta Dilytė-Kotenko","doi":"10.15823/su.2021.55.4","DOIUrl":"https://doi.org/10.15823/su.2021.55.4","url":null,"abstract":"Anotacija. Asmens poziciją švietimo sistemoje lemia įvairūs veiksniai. Struktūrinių veiksnių, susijusių su galimybėmis švietime, analizė Lietuvoje yra ribota. Svarbu analizuoti veiksnius, susijusius su socialiai pažeidžiamų asmenų švietimo galimybėmis, nes tyrimai rodo, kad ši grupė yra menkiau atstovaujama aukštajame moksle. Straipsnyje pristatomi bandomojo tyrimo rezultatai, analizuojami struktūriniai veiksniai, susiję su socialiai pažeidžiamų asmenų galimybėmis pasiekti aukštąjį išsilavinimą. Socialiai pažeidžiamų asmenų galimybėms įgyti aukštojo mokslo diplomą gali turėti įtakos tokie struktūriniai veiksniai kaip: skirtingų švietimo veiklų prieinamumas, pozityvus mokyklos mikroklimatas, mokytojų bei mokyklos vadovų tikėjimas mokinių sėkme, mokykloje vyraujantis aukštas mokytojų ir mokyklos vadovų prestižas, mokyklos socialinė struktūra bei aukštojo mokslo vertės supratimas ir finansinis prieinamumas.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129855901","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}
Psychological adjustment is one of the most important things needed by individuals with chronic disease to have a positive life regardless of the impact caused by their illness. This study aims to determine the dynamics of psychological adjustment in individuals with coronary heart disease (CHD). The method used in this research is phenomenological qualitative approach. Respondents in this research are four people (three men and one woman) who suffered from coronary heart disease. Data were collected through a semi-structured interview, then analyzed by using interpretive analysis technique. The results showed that all respondents had not succeeded in making adjustments to their chronic illness. Three of the four respondents were able to overcome the emotional, cognitive, and physiological effects of chronic disease, but still failed in behavioral aspect especially in terms of lifestyle changes and routine check-up. In contrast, one other respondent showed a negative adjustment on physiological and emotional aspects, but instead had a much more positive adjustment in behavioral aspect because of the high level of compliance in terms of self-management. Factors found to influence psychological adjustment processes in individuals are belief, coping, and family support.
{"title":"Psychological adjustment in individuals with coronary heart disease","authors":"Yulia Safitri, L. Safrina","doi":"10.15823/SU.2020.54.1","DOIUrl":"https://doi.org/10.15823/SU.2020.54.1","url":null,"abstract":"Psychological adjustment is one of the most important things needed by individuals with chronic disease to have a positive life regardless of the impact caused by their illness. This study aims to determine the dynamics of psychological adjustment in individuals with coronary heart disease (CHD). The method used in this research is phenomenological qualitative approach. Respondents in this research are four people (three men and one woman) who suffered from coronary heart disease. Data were collected through a semi-structured interview, then analyzed by using interpretive analysis technique. The results showed that all respondents had not succeeded in making adjustments to their chronic illness. Three of the four respondents were able to overcome the emotional, cognitive, and physiological effects of chronic disease, but still failed in behavioral aspect especially in terms of lifestyle changes and routine check-up. In contrast, one other respondent showed a negative adjustment on physiological and emotional aspects, but instead had a much more positive adjustment in behavioral aspect because of the high level of compliance in terms of self-management. Factors found to influence psychological adjustment processes in individuals are belief, coping, and family support.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124505185","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 briefly reviews the sociopolitical and ideological circumstances of the development of Lithuanian culture in new and especially recent times. The focus is on the features of Soviet and post-Soviet cultural policies that have determined the state of Lithuanian culture. It is concluded that the processes of cultural degradation recorded by various researchers can be stopped only by finding a new cultural paradigm that enables to go beyond the usual frames of thinking about culture and its place in social life.
{"title":"Lietuvos kultūra ideologinių paradigmų kaitoje","authors":"Rasa Čepaitienė","doi":"10.15823/SU.2020.54.7","DOIUrl":"https://doi.org/10.15823/SU.2020.54.7","url":null,"abstract":"The article briefly reviews the sociopolitical and ideological circumstances of the development of Lithuanian culture in new and especially recent times. The focus is on the features of Soviet and post-Soviet cultural policies that have determined the state of Lithuanian culture. It is concluded that the processes of cultural degradation recorded by various researchers can be stopped only by finding a new cultural paradigm that enables to go beyond the usual frames of thinking about culture and its place in social life.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120928137","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}
Anotacija. Komandinis darbas neretai tampa iššūkiu, turinčiu įtakos darbo kokybei bei bendradarbiavimo, komunikavimo ir kitų kompetencijų tobulinimui. Fizinę negalią turintiems asmenims jau vien įsitraukimas į darbo rinką nėra labai paprastas procesas. Todėl svarbu ištirti negalią turinčių asmenų požiūrį į komandinį darbą atskleidžiant veiksnius, kurie daro įtaką jo kokybei. Straipsnyje pristatomi pusiau struktūruoto interviu rezultatai, analizuojamos fizinę negalią turinčių asmenų patirtys dalyvaujant komandinio darbo procese kartu su kitais komandos nariais.
{"title":"Komandinio darbo kokybei įtaką darantys veiksniai: fizinę negalią turinčių asmenų patirtys","authors":"Ina Ribinskaitė","doi":"10.15823/SU.2020.54.3","DOIUrl":"https://doi.org/10.15823/SU.2020.54.3","url":null,"abstract":"Anotacija. Komandinis darbas neretai tampa iššūkiu, turinčiu įtakos darbo kokybei bei bendradarbiavimo, komunikavimo ir kitų kompetencijų tobulinimui. Fizinę negalią turintiems asmenims jau vien įsitraukimas į darbo rinką nėra labai paprastas procesas. Todėl svarbu ištirti negalią turinčių asmenų požiūrį į komandinį darbą atskleidžiant veiksnius, kurie daro įtaką jo kokybei. Straipsnyje pristatomi pusiau struktūruoto interviu rezultatai, analizuojamos fizinę negalią turinčių asmenų patirtys dalyvaujant komandinio darbo procese kartu su kitais komandos nariais.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"346 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116457569","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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