Pub Date : 2020-11-06DOI: 10.1163/9789004412743_030
{"title":"Response of the Government of Latvia [CPT/Inf (2014) 6] / Réponse du gouvernement de la Lettonie [CPT/Inf (2014) 6]","authors":"","doi":"10.1163/9789004412743_030","DOIUrl":"https://doi.org/10.1163/9789004412743_030","url":null,"abstract":"","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84285006","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 : 2020-11-06DOI: 10.1163/9789004412743_045
{"title":"Response of the Government of the United Kingdom [CPT/Inf (2014) 12] / Réponse du gouvernement du Royaume-Uni [CPT/Inf (2014) 12]","authors":"","doi":"10.1163/9789004412743_045","DOIUrl":"https://doi.org/10.1163/9789004412743_045","url":null,"abstract":"","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84454726","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 : 2019-07-01DOI: 10.14201/HEDU201837199222
Renée DePalma, Inés Cebreiro López
In this article, we analyze several lines of activism related to gender and sexual diversity, along with the impact they have had, and continue to have, in school contexts. We analyze these movements along two main lines – first we review lgbt activism, movements that have promoted equality and visibility of gay, lesbian, transsexual and bisexual persons. At the same time, we consider other more radical movements based on transfeminist thinking that resist the very notion of normal, extending feminist critique of the patriarchy to include the social construction of the sexual binary. We identify the institution of schooling as a key site for disseminating inaccurate and harmful social ideologies, as well as for their resistance. We review here some of the efforts of activist collectives to educate about gender and sexual diversity.
{"title":"La disidencia sexual y la educación como activismo","authors":"Renée DePalma, Inés Cebreiro López","doi":"10.14201/HEDU201837199222","DOIUrl":"https://doi.org/10.14201/HEDU201837199222","url":null,"abstract":"In this article, we analyze several lines of activism related to gender and sexual diversity, along with the impact they have had, and continue to have, in school contexts. We analyze these movements along two main lines – first we review lgbt activism, movements that have promoted equality and visibility of gay, lesbian, transsexual and bisexual persons. At the same time, we consider other more radical movements based on transfeminist thinking that resist the very notion of normal, extending feminist critique of the patriarchy to include the social construction of the sexual binary. We identify the institution of schooling as a key site for disseminating inaccurate and harmful social ideologies, as well as for their resistance. We review here some of the efforts of activist collectives to educate about gender and sexual diversity.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42533873","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 : 2019-07-01DOI: 10.14201/HEDU201837303314
Carmelo Real Apolo
espanolEl desarrollo de las Escuelas Normales de maestros en Espana corre en paralelo a la redaccion de la normativa que edifica nuestro sistema educativo. Con la fundacion de un centro pedagogico de este tipo para formar a maestros en una provincia como Badajoz, eminentemente rural y analfabeta, se intentaria cumplir con el desideratum liberal de elevar la felicidad y contribuir al bienestar material de todos los ciudadanos. Del analisis del primer periodo historico (1844-1849) de la Escuela Normal de Maestros de Badajoz resulta esta investigacion que intenta ponderar su valor socioeducativo en un momento donde se requerian maestros que regentaran las escuelas de instruccion primaria de Espana y, en concreto, de las diseminadas por esta provincia extremena. De la misma forma, se comprobara como dicha Escuela Normal quedo sujeta a las incertidumbres propias de toda institucion que comienza su singladura academica. EnglishThe development of the Normal Schools of the primary teachers in Spain took place at the same time of the drafting of the different laws which built our educational system. The foundation of such an academic centre to train the graduates to be teachers in the province of Badajoz, basically rural and illiterate, tried to fulfill the liberal aspiration of raising happiness and therefore contributed to the material well-being of all citizens. This research arises as a result of the analysis of the first historical stage (1844- 1849) of the Normal Schools of primary teachers of Badajoz, which seeks to evaluate its social and educational value in a moment where teachers were needed to run the primary schools of Spain and, in particular, the schools which were scattered all over this province of the region of Extremadura. In the same way, it will verify how it had to face several uncertainties as an institution which started its academic journey.
在西班牙，师范学校的发展与建立我们教育体系的法规的起草是并行的。在巴达约斯这样一个以农村为主、文盲为主的省份，建立这样一个教育中心来培训教师，是为了满足自由主义的愿望，即提高所有公民的幸福，并为他们的物质福利做出贡献。第一期的历史分析(1844-1849)师范学院教师霍斯这个调查,试图思考自己的勇气socioeducativo一会儿就是requerian regentaran初级instruccion西班牙学校教师,特别是2000 extremena该省。同样，这所师生学校也会受到任何开始其学术生涯的机构所特有的不确定性的影响。西班牙小学教师师范学校的发展与制定建立我国教育制度的不同法律同时进行。在巴达约兹省(主要是农村和文盲)设立这样一个学术中心，培训毕业生成为教师，目的是实现提高幸福的自由愿望，从而为所有公民的物质福祉作出贡献。This research arises因此of the analysis of the first历史阶段(1844 - 1849)of the正常学校小学教师巴达霍斯,which seeks to评价its value in a巴拉克在社会和教育教师需要to run the primary学校特别是of Spain and, in the学校是和all over This山东省of the region of埃斯特雷马杜拉。In the same way, it将核实how it to face若干研究所深海沉积厚度as an which started its academic journey。
{"title":"La Escuela Normal de Maestros de Badajoz. Su primer periodo histórico (1844-1849)","authors":"Carmelo Real Apolo","doi":"10.14201/HEDU201837303314","DOIUrl":"https://doi.org/10.14201/HEDU201837303314","url":null,"abstract":"espanolEl desarrollo de las Escuelas Normales de maestros en Espana corre en paralelo a la redaccion de la normativa que edifica nuestro sistema educativo. Con la fundacion de un centro pedagogico de este tipo para formar a maestros en una provincia como Badajoz, eminentemente rural y analfabeta, se intentaria cumplir con el desideratum liberal de elevar la felicidad y contribuir al bienestar material de todos los ciudadanos. Del analisis del primer periodo historico (1844-1849) de la Escuela Normal de Maestros de Badajoz resulta esta investigacion que intenta ponderar su valor socioeducativo en un momento donde se requerian maestros que regentaran las escuelas de instruccion primaria de Espana y, en concreto, de las diseminadas por esta provincia extremena. De la misma forma, se comprobara como dicha Escuela Normal quedo sujeta a las incertidumbres propias de toda institucion que comienza su singladura academica. EnglishThe development of the Normal Schools of the primary teachers in Spain took place at the same time of the drafting of the different laws which built our educational system. The foundation of such an academic centre to train the graduates to be teachers in the province of Badajoz, basically rural and illiterate, tried to fulfill the liberal aspiration of raising happiness and therefore contributed to the material well-being of all citizens. This research arises as a result of the analysis of the first historical stage (1844- 1849) of the Normal Schools of primary teachers of Badajoz, which seeks to evaluate its social and educational value in a moment where teachers were needed to run the primary schools of Spain and, in particular, the schools which were scattered all over this province of the region of Extremadura. In the same way, it will verify how it had to face several uncertainties as an institution which started its academic journey.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48913577","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 : 2019-07-01DOI: 10.14201/HEDU201837165197
J. A. Caride, Pablo ángel Meira
The text that we present examines the historical development of Environmental Education as a pedagogical and social response to the environmental crisis of the last few decades, by placing its arguments on the convergences and divergences that exist between «environmentalism» and the «ecologism» as social movements. For this we start from Pierre Bourdieu’s concept of social field and Michel Foucault’s genealogical analysis, revealing the material and symbolic meanings inherent to the ways of building the institutional story of Environmental Education (ee) and its progressive replacement by that which has become known as Education for Sustainable Development (esd), which is led mainly by unesco and unep. The alternative and transforming desire of the former (ea) has been adjusting to the reformist claims of the latter (eds), in an international context that the Objectives of sustainable development validate, without the environmental movements, ecologists and post-ecologists having to bring together a mutual plan of action, with shared, coherent and consistent educational proposals.
{"title":"Del ecologismo como movimiento social a la educación ambiental como construcción histórica","authors":"J. A. Caride, Pablo ángel Meira","doi":"10.14201/HEDU201837165197","DOIUrl":"https://doi.org/10.14201/HEDU201837165197","url":null,"abstract":"The text that we present examines the historical development of Environmental Education as a pedagogical and social response to the environmental crisis of the last few decades, by placing its arguments on the convergences and divergences that exist between «environmentalism» and the «ecologism» as social movements. For this we start from Pierre Bourdieu’s concept of social field and Michel Foucault’s genealogical analysis, revealing the material and symbolic meanings inherent to the ways of building the institutional story of Environmental Education (ee) and its progressive replacement by that which has become known as Education for Sustainable Development (esd), which is led mainly by unesco and unep. The alternative and transforming desire of the former (ea) has been adjusting to the reformist claims of the latter (eds), in an international context that the Objectives of sustainable development validate, without the environmental movements, ecologists and post-ecologists having to bring together a mutual plan of action, with shared, coherent and consistent educational proposals.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647020","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":"Movimientos sociales y educación","authors":"Narciso de Gabriel","doi":"10.14201/HEDU2018372735","DOIUrl":"https://doi.org/10.14201/HEDU2018372735","url":null,"abstract":"","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902714","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 : 2019-07-01DOI: 10.14201/HEDU201837405413
Raimundo Cuesta Fernández
Tomando como punto de partida una reciente tesis doctoral sobre la depuracion de los catedraticos de Historia de la educacion secundaria durante los primeros anos de la dictadura franquista, en este articulo se hace un balance sobre las evaluaciones cuantitativas y cualitativas que tuvo la sistematica represion del profesorado y se presentan los avances historiograficos habidos en este tema asi como el mejor conocimiento de la brutal logica represiva del sistema politico nacido de la Guerra Civil. Al mismo tiempo, se trata de defender una mirada que ponga mas el acento en la comparacion con otros cuerpos docentes y no docentes, de tal manera que en el futuro nos permita estimar sistematicamente en su totalidad la dimension numerica y cualitativa de la represion, pero tambien la racionalidad y multiples paradojas de una politica de castigo y terror ejercida sobre el profesorado y el conjunto de la sociedad espanola de la epoca.
{"title":"Reos, humillados y ofendidos. Nuevas aportaciones sobre los catedráticos de Bachillerato y la depuración franquista","authors":"Raimundo Cuesta Fernández","doi":"10.14201/HEDU201837405413","DOIUrl":"https://doi.org/10.14201/HEDU201837405413","url":null,"abstract":"Tomando como punto de partida una reciente tesis doctoral sobre la depuracion de los catedraticos de Historia de la educacion secundaria durante los primeros anos de la dictadura franquista, en este articulo se hace un balance sobre las evaluaciones cuantitativas y cualitativas que tuvo la sistematica represion del profesorado y se presentan los avances historiograficos habidos en este tema asi como el mejor conocimiento de la brutal logica represiva del sistema politico nacido de la Guerra Civil. Al mismo tiempo, se trata de defender una mirada que ponga mas el acento en la comparacion con otros cuerpos docentes y no docentes, de tal manera que en el futuro nos permita estimar sistematicamente en su totalidad la dimension numerica y cualitativa de la represion, pero tambien la racionalidad y multiples paradojas de una politica de castigo y terror ejercida sobre el profesorado y el conjunto de la sociedad espanola de la epoca.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45759459","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 purpose of this study is to address indigenism as a political and cultural movement which seeks to defend the socio-political identity and the cultural value of Indian Americans. This movement, which arose from post-colonial discourse that is crucial for development, and from the worldviews of indigenous communities, proposes an alternative in the search of collective welfare. This alternative is «El Buen Vivir» (The Good Living) which pursues other ways of development that are more in accordance with the respect for Pachamama (Mother Earth) and where human beings are considered an inherent part of the natural and socio environment that surrounds them. In the same way, this work aims to show how from indigenous movements, natives communities struggle for their own education that allows them to maintain their ancestral knowledge, threatened in the present by the new neo-colonialism. This work emerges from the concerns generated by the authors’ own experiences and their knowledge from several research projects that involved direct participation with indigenous communities from Abya Yala.
{"title":"Indigenismo, educación colonial y etnoeducación","authors":"Martha Lucía Orozco Gómez, M.ª Dolores Fernández Malanda, Narda Dioselina Robayo Fique","doi":"10.14201/HEDU201837145164","DOIUrl":"https://doi.org/10.14201/HEDU201837145164","url":null,"abstract":"The purpose of this study is to address indigenism as a political and cultural movement which seeks to defend the socio-political identity and the cultural value of Indian Americans. This movement, which arose from post-colonial discourse that is crucial for development, and from the worldviews of indigenous communities, proposes an alternative in the search of collective welfare. This alternative is «El Buen Vivir» (The Good Living) which pursues other ways of development that are more in accordance with the respect for Pachamama (Mother Earth) and where human beings are considered an inherent part of the natural and socio environment that surrounds them. In the same way, this work aims to show how from indigenous movements, natives communities struggle for their own education that allows them to maintain their ancestral knowledge, threatened in the present by the new neo-colonialism. This work emerges from the concerns generated by the authors’ own experiences and their knowledge from several research projects that involved direct participation with indigenous communities from Abya Yala.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47156021","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 : 2019-07-01DOI: 10.14201/HEDU201837223255
Eduardo González Calleja
This article tries to analyze the student protests produced in Spain from the seventies to the present. After a summary tour of the historical background of school mobilization since the 19th century, the elements of context, opportunity and organization that converged in the unleashing, expansion and decline of the last great cycle of protests against the dictatorship that took place between 1968 and 1973. These factors are compared with the mobilizations that have occurred since the democratic transition, to try to explain the possible reasons for their shorter duration and lesser social and political impact.
{"title":"La movilización y la protesta estudiantil en el tardofranquismo y la democracia","authors":"Eduardo González Calleja","doi":"10.14201/HEDU201837223255","DOIUrl":"https://doi.org/10.14201/HEDU201837223255","url":null,"abstract":"This article tries to analyze the student protests produced in Spain from the seventies to the present. After a summary tour of the historical background of school mobilization since the 19th century, the elements of context, opportunity and organization that converged in the unleashing, expansion and decline of the last great cycle of protests against the dictatorship that took place between 1968 and 1973. These factors are compared with the mobilizations that have occurred since the democratic transition, to try to explain the possible reasons for their shorter duration and lesser social and political impact.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45212836","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 : 2019-07-01DOI: 10.14201/HEDU201837481525
José Ignacio Cruz Orozco, J. M. Fernández-Soria
o, espiritualista, a salvo de adherencias populistas o chulescas», y lo define como «hombre de cierta nombradía política e intelectual» y «persona seria, fina e inteligente». Como alumno suyo, dice conservar «un agradable recuerdo del curso monográfico sobre el sistema político y constitucional británico que nos dio» tras su llegada a Murcia en el curso 1959-60. Eso sí, le reprocha que se tratara de un curso «formalista y aséptico» en el que, «como buen kelseniano» que era, los aspectos históricos, sociológicos y culturales estaban reducidos «al mínimo» (Martínez Sarrión, Antonio: Una juventud. Memorias ii, op. cit., pp. 226-227). No es este, sin embargo, el recuerdo que guardo de sus clases y, menos aún, de sus seminarios. Al menos en relación con lo histórico-político-cultural, aunque sus exposiciones se inclinaran más por la historia de las ideas políticas que por la ciencia política. Me extraña, por otra parte, su alusión al kelsianismo de Fernández-Carvajal. Quizás se trate de una confusión de la memoria. No recuerdo referencia alguna a Kelsen en las clases de Derecho Político. La Teoría pura del derecho de Kelsen era uno de los libros a leer y conocer en Filosofía del Derecho, una disciplina da cargo de un catedrático de formación germánica –y excelente fotógrafo–, Mariano Hurtado, al que, a causa de lo abstracto de sus disertaciones, solo entendíamos cuatro alumnos viviendo el resto de nuestros apuntes. Sí estaría de acuerdo con Martínez Sarrión, sin embargo, en que las clases de Fernández-Carvajal adolecían de un olvido de lo sociológico. Algo que traté de subsanar después por mi cuenta.
{"title":"Conversaciones con Antonio Viñao: años de formación (1943-1982)","authors":"José Ignacio Cruz Orozco, J. M. Fernández-Soria","doi":"10.14201/HEDU201837481525","DOIUrl":"https://doi.org/10.14201/HEDU201837481525","url":null,"abstract":"o, espiritualista, a salvo de adherencias populistas o chulescas», y lo define como «hombre de cierta nombradía política e intelectual» y «persona seria, fina e inteligente». Como alumno suyo, dice conservar «un agradable recuerdo del curso monográfico sobre el sistema político y constitucional británico que nos dio» tras su llegada a Murcia en el curso 1959-60. Eso sí, le reprocha que se tratara de un curso «formalista y aséptico» en el que, «como buen kelseniano» que era, los aspectos históricos, sociológicos y culturales estaban reducidos «al mínimo» (Martínez Sarrión, Antonio: Una juventud. Memorias ii, op. cit., pp. 226-227). No es este, sin embargo, el recuerdo que guardo de sus clases y, menos aún, de sus seminarios. Al menos en relación con lo histórico-político-cultural, aunque sus exposiciones se inclinaran más por la historia de las ideas políticas que por la ciencia política. Me extraña, por otra parte, su alusión al kelsianismo de Fernández-Carvajal. Quizás se trate de una confusión de la memoria. No recuerdo referencia alguna a Kelsen en las clases de Derecho Político. La Teoría pura del derecho de Kelsen era uno de los libros a leer y conocer en Filosofía del Derecho, una disciplina da cargo de un catedrático de formación germánica –y excelente fotógrafo–, Mariano Hurtado, al que, a causa de lo abstracto de sus disertaciones, solo entendíamos cuatro alumnos viviendo el resto de nuestros apuntes. Sí estaría de acuerdo con Martínez Sarrión, sin embargo, en que las clases de Fernández-Carvajal adolecían de un olvido de lo sociológico. Algo que traté de subsanar después por mi cuenta.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369176","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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