Pub Date : 2018-04-13DOI: 10.1080/19407882.2018.1431132
Kourtney T. Vaillancourt, Merranda Romero Marin
Sexual assault on college campuses has become an epidemic requiring institutions to respond. Through Title IX, all educational institutions receiving federal financial assistance from the U.S. Department of Education must have a Title IX coordinator and must respond to allegations of sexual assault. Little specific guidance for how to appropriately conduct an investigation of alleged sexual assault and harassment can be found in the mandates of Title IX. The authors offer a pilot model that can be used by interviewers conducting an investigation in which the victim is not re-traumatized or provided with negative reactions and that takes into account the emotional needs of the investigator. The CARING model focuses on skills necessary for interviewing individuals involved in sexual assault cases and on helping the helper.
{"title":"Development of the CARING Model to Impact Sexual Assault Reporting on College Campuses","authors":"Kourtney T. Vaillancourt, Merranda Romero Marin","doi":"10.1080/19407882.2018.1431132","DOIUrl":"https://doi.org/10.1080/19407882.2018.1431132","url":null,"abstract":"Sexual assault on college campuses has become an epidemic requiring institutions to respond. Through Title IX, all educational institutions receiving federal financial assistance from the U.S. Department of Education must have a Title IX coordinator and must respond to allegations of sexual assault. Little specific guidance for how to appropriately conduct an investigation of alleged sexual assault and harassment can be found in the mandates of Title IX. The authors offer a pilot model that can be used by interviewers conducting an investigation in which the victim is not re-traumatized or provided with negative reactions and that takes into account the emotional needs of the investigator. The CARING model focuses on skills necessary for interviewing individuals involved in sexual assault cases and on helping the helper.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123945247","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 : 2018-04-09DOI: 10.1080/19407882.2017.1409638
E. Allen, Nicole M. Joseph
The purpose of this study was to investigate the experiences of women in the Sistah Network, an affinity group at a predominantly White institution, with mentoring goals to enhance the educational and social experiences of Black women in master’s and doctoral programs and their mentors. The authors interviewed 18 women (faculty, staff, and students), conducted observations at Sistah Network meetings, and analyzed exit ticket data to get insight on how the program influenced the academic and social experiences of the women. Critical race theory and Black Feminist Thought were used as theoretical frameworks to interpret the findings. Findings suggest four main themes: (a) the Sistah Network advances identity and empowerment, (b) the Sistah Network contributes to social advantages, (c) the Sistah Network affords emotional benefits, and (d) the Sistah Network promotes academic success. Findings suggest that efforts can be made to implement and sustain variations of mentoring programs for this population of women and other marginalized groups.
{"title":"The Sistah Network: Enhancing the Educational and Social Experiences of Black Women in the Academy","authors":"E. Allen, Nicole M. Joseph","doi":"10.1080/19407882.2017.1409638","DOIUrl":"https://doi.org/10.1080/19407882.2017.1409638","url":null,"abstract":"The purpose of this study was to investigate the experiences of women in the Sistah Network, an affinity group at a predominantly White institution, with mentoring goals to enhance the educational and social experiences of Black women in master’s and doctoral programs and their mentors. The authors interviewed 18 women (faculty, staff, and students), conducted observations at Sistah Network meetings, and analyzed exit ticket data to get insight on how the program influenced the academic and social experiences of the women. Critical race theory and Black Feminist Thought were used as theoretical frameworks to interpret the findings. Findings suggest four main themes: (a) the Sistah Network advances identity and empowerment, (b) the Sistah Network contributes to social advantages, (c) the Sistah Network affords emotional benefits, and (d) the Sistah Network promotes academic success. Findings suggest that efforts can be made to implement and sustain variations of mentoring programs for this population of women and other marginalized groups.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116088320","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 : 2018-03-29DOI: 10.1080/19407882.2018.1423999
A. Pascale
Much warranted attention over the past few decades has been devoted to the problem of retaining women faculty in academe, particularly in areas where they are poorly represented such as in science, technology, engineering, and mathematics (STEM) fields. This study uses descriptive statistics and structural equation modeling techniques to identify factors related to STEM women faculty members’ intention to leave. Findings revealed several significant pathways and provide insight into this critical issue. Implications of the findings, in connection with extant research and higher education practices, are discussed.
{"title":"Supports and Pushes: Insight into the Problem of Retention of STEM Women Faculty","authors":"A. Pascale","doi":"10.1080/19407882.2018.1423999","DOIUrl":"https://doi.org/10.1080/19407882.2018.1423999","url":null,"abstract":"Much warranted attention over the past few decades has been devoted to the problem of retaining women faculty in academe, particularly in areas where they are poorly represented such as in science, technology, engineering, and mathematics (STEM) fields. This study uses descriptive statistics and structural equation modeling techniques to identify factors related to STEM women faculty members’ intention to leave. Findings revealed several significant pathways and provide insight into this critical issue. Implications of the findings, in connection with extant research and higher education practices, are discussed.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129435094","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 : 2018-03-26DOI: 10.1080/19407882.2018.1423573
Meghan J. Pifer
This article presents findings from an exploratory study of whether and how gender-based patterns were present in faculty members’ departmental networks. A network analysis approach was used to identify if women and men had ties to their departmental colleagues in similar patterns and for similar purposes. Findings from the analysis of network survey and interview data with 19 faculty members in two academic departments suggest that some participants held gendered expectations of collegial support and that perceptions of gender roles may have influenced departmental work and relationships. Gender was salient for women in ways that did not shape the experiences of men in the same departments. There was a tendency for participants to connect to colleagues who were women for teaching-related purposes more than for research purposes or other reasons. Faculty members’ relationships with their colleagues may be shaped by their own gender-based assumptions and behaviors as well as those of their colleagues. These differences across gender led to different networks of relationships for various functions of colleagueship, which participants used to obtain different resources that were important for their career success.
{"title":"His, Hers, and Ours: Gendered Roles and Resources in Academic Departments","authors":"Meghan J. Pifer","doi":"10.1080/19407882.2018.1423573","DOIUrl":"https://doi.org/10.1080/19407882.2018.1423573","url":null,"abstract":"This article presents findings from an exploratory study of whether and how gender-based patterns were present in faculty members’ departmental networks. A network analysis approach was used to identify if women and men had ties to their departmental colleagues in similar patterns and for similar purposes. Findings from the analysis of network survey and interview data with 19 faculty members in two academic departments suggest that some participants held gendered expectations of collegial support and that perceptions of gender roles may have influenced departmental work and relationships. Gender was salient for women in ways that did not shape the experiences of men in the same departments. There was a tendency for participants to connect to colleagues who were women for teaching-related purposes more than for research purposes or other reasons. Faculty members’ relationships with their colleagues may be shaped by their own gender-based assumptions and behaviors as well as those of their colleagues. These differences across gender led to different networks of relationships for various functions of colleagueship, which participants used to obtain different resources that were important for their career success.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124201518","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 : 2018-03-26DOI: 10.1080/19407882.2017.1423080
E. Taylor, Alicia J. Johnson, R. Hardin, L. Dzikus
The culture of sport has historically reinforced hegemonic notions of gender. Both intercollegiate and professional sports in the United States are male-dominated in employment numbers and leadership positions. This raises concerns about the professional work environment women will encounter in their careers. Thus, the purpose of this study was to examine perceptions of sexism among kinesiology students who will be entering the male-dominated sports workplace. The Ambivalent Sexism Inventory (ASI) was used to measure sexism (hostile and benevolent) among students enrolled in kinesiology-related majors at a large public university in the southeastern United States. Men scored significantly higher than women on both subscales. Undergraduate students also scored significantly higher than graduate students. Overall, the mean scores in this study were higher than those reported previously for other college student populations. The findings suggest considerable hostile and benevolent sexism among these students.
{"title":"Kinesiology Students’ Perceptions of Ambivalent Sexism","authors":"E. Taylor, Alicia J. Johnson, R. Hardin, L. Dzikus","doi":"10.1080/19407882.2017.1423080","DOIUrl":"https://doi.org/10.1080/19407882.2017.1423080","url":null,"abstract":"The culture of sport has historically reinforced hegemonic notions of gender. Both intercollegiate and professional sports in the United States are male-dominated in employment numbers and leadership positions. This raises concerns about the professional work environment women will encounter in their careers. Thus, the purpose of this study was to examine perceptions of sexism among kinesiology students who will be entering the male-dominated sports workplace. The Ambivalent Sexism Inventory (ASI) was used to measure sexism (hostile and benevolent) among students enrolled in kinesiology-related majors at a large public university in the southeastern United States. Men scored significantly higher than women on both subscales. Undergraduate students also scored significantly higher than graduate students. Overall, the mean scores in this study were higher than those reported previously for other college student populations. The findings suggest considerable hostile and benevolent sexism among these students.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131787893","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 : 2018-03-26DOI: 10.1080/19407882.2018.1425145
John Lehman, S. Krebs
This interpretative phenomenological analysis study focused on the way that children of student affairs professionals make meaning of their parents’ work. A purposive sample of 11 children at two institutions, ages 8 to 15, was interviewed using a semi-structured interview format. Data were analyzed using an interpretive phenomenological approach, inductively looking for themes to emerge. Results demonstrated that (a) children acknowledge the “learning” moments, (b) children perceive the parent as a caring helper, (c) children value the importance of relationships, and (d) children internalize the bad days of the parent. The results of this study launch a new body of research on the intersection between student affairs work and parenting. Through listening to the voices of children, both professional student affairs practice and work/life coexistence can improve.
{"title":"My Father Works with Carpet, My Mother Works with Emotion: Understanding the Lived Experiences of Children of Student Affairs Professionals","authors":"John Lehman, S. Krebs","doi":"10.1080/19407882.2018.1425145","DOIUrl":"https://doi.org/10.1080/19407882.2018.1425145","url":null,"abstract":"This interpretative phenomenological analysis study focused on the way that children of student affairs professionals make meaning of their parents’ work. A purposive sample of 11 children at two institutions, ages 8 to 15, was interviewed using a semi-structured interview format. Data were analyzed using an interpretive phenomenological approach, inductively looking for themes to emerge. Results demonstrated that (a) children acknowledge the “learning” moments, (b) children perceive the parent as a caring helper, (c) children value the importance of relationships, and (d) children internalize the bad days of the parent. The results of this study launch a new body of research on the intersection between student affairs work and parenting. Through listening to the voices of children, both professional student affairs practice and work/life coexistence can improve.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"55 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131965747","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 : 2018-02-02DOI: 10.1080/19407882.2017.1406375
Hilary B. Zimmerman, D. Morgan, Tanner N. Terrell
Despite the positive effects of cross-racial interactions for students, predominantly White sororities remain segregated. Utilizing focus group methods, this study investigates the racial attitudes of White sorority women to understand the influence of sororities on racial attitudes. Findings revealed that participants in this study minimized race, thought about diversity within context, and perceived barriers to cross-racial interactions. These findings have important implications for campus professionals who work with sorority women.
{"title":"“Are We Really Not Going to Talk about the Black Girl?”: The Intergroup Racial Attitudes of Senior, White, Sorority Women","authors":"Hilary B. Zimmerman, D. Morgan, Tanner N. Terrell","doi":"10.1080/19407882.2017.1406375","DOIUrl":"https://doi.org/10.1080/19407882.2017.1406375","url":null,"abstract":"Despite the positive effects of cross-racial interactions for students, predominantly White sororities remain segregated. Utilizing focus group methods, this study investigates the racial attitudes of White sorority women to understand the influence of sororities on racial attitudes. Findings revealed that participants in this study minimized race, thought about diversity within context, and perceived barriers to cross-racial interactions. These findings have important implications for campus professionals who work with sorority women.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122793707","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 : 2018-01-02DOI: 10.1080/19407882.2017.1378113
E. Taylor, R. Hardin, C. R. Rode
Sexual harassment and incivility in the workplace are the unwanted sexual attention and bullying of employees by their superior. There are times, however, when the roles are reversed and the superior is the target of such behavior. Contrapower harassment refers to subordinate incivility and/or sexual attention directed toward a superior. The focus of this study was in the higher education classroom, more specifically the male-dominated sport management classroom. More than 90% of female faculty have reported experiencing acts of incivility, and 25% have experienced at least one act of sexual behavior shown toward them by a student (Lampman, 2012). This study explored the issue of contrapower harassment in the sport management classroom through semi-structured interviews with 10 female sport management faculty members. Contrapower harassment was described by all but one respondent based on each individual’s lived experiences. These incidents occurred in the form of verbal or written comments and in physical actions. Strategies to manage the issue include addressing contrapower at orientation sessions and in-class content as well as the implementation of a zero tolerance policy toward sexual behavior in the classroom.
{"title":"Contrapower Harassment in the Sport Management Classroom","authors":"E. Taylor, R. Hardin, C. R. Rode","doi":"10.1080/19407882.2017.1378113","DOIUrl":"https://doi.org/10.1080/19407882.2017.1378113","url":null,"abstract":"Sexual harassment and incivility in the workplace are the unwanted sexual attention and bullying of employees by their superior. There are times, however, when the roles are reversed and the superior is the target of such behavior. Contrapower harassment refers to subordinate incivility and/or sexual attention directed toward a superior. The focus of this study was in the higher education classroom, more specifically the male-dominated sport management classroom. More than 90% of female faculty have reported experiencing acts of incivility, and 25% have experienced at least one act of sexual behavior shown toward them by a student (Lampman, 2012). This study explored the issue of contrapower harassment in the sport management classroom through semi-structured interviews with 10 female sport management faculty members. Contrapower harassment was described by all but one respondent based on each individual’s lived experiences. These incidents occurred in the form of verbal or written comments and in physical actions. Strategies to manage the issue include addressing contrapower at orientation sessions and in-class content as well as the implementation of a zero tolerance policy toward sexual behavior in the classroom.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124044774","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 : 2018-01-02DOI: 10.1080/19407882.2017.1372295
Renique Kersh
For women administrators in higher education, workplace factors like managing multiple roles; work bleeding into personal life; issues with leadership; discrimination and marginalization; and role insufficiency (i.e., ambiguity in work roles and reduced sense of control) contribute to increased workplace stress. Individual coping responses are often determined by how stressors are perceived indicating whether an individual will effectively or ineffectively manage a stressor. The purpose of this study was to examine the relationship between stress and health risk among women in administrative roles in higher education with a particular focus on coping strategies employed. The results suggest that women administrators are employing effective strategies when dealing with daily work stressors and have developed a degree of learned resourcefulness; however, health data indicate long-term potential for mental health issues. Further results suggest a dichotomous view of the role of leadership as both a cause of stress and a strategy for effectively managing stress.
{"title":"Women in Higher Education: Exploring Stressful Workplace Factors and Coping Strategies","authors":"Renique Kersh","doi":"10.1080/19407882.2017.1372295","DOIUrl":"https://doi.org/10.1080/19407882.2017.1372295","url":null,"abstract":"For women administrators in higher education, workplace factors like managing multiple roles; work bleeding into personal life; issues with leadership; discrimination and marginalization; and role insufficiency (i.e., ambiguity in work roles and reduced sense of control) contribute to increased workplace stress. Individual coping responses are often determined by how stressors are perceived indicating whether an individual will effectively or ineffectively manage a stressor. The purpose of this study was to examine the relationship between stress and health risk among women in administrative roles in higher education with a particular focus on coping strategies employed. The results suggest that women administrators are employing effective strategies when dealing with daily work stressors and have developed a degree of learned resourcefulness; however, health data indicate long-term potential for mental health issues. Further results suggest a dichotomous view of the role of leadership as both a cause of stress and a strategy for effectively managing stress.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134276318","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 : 2018-01-02DOI: 10.1080/19407882.2017.1367696
Jane E. Palmer, Noelle M. St. Vil
Due to the Title IX law, administrators at institutions of higher education (IHE) in the United States must promptly investigate reports of sexual assault. In addition, the Clery Act requires IHEs to publicly disclose annual sexual assault statistics. However, it is unknown whether—or how—sexual assault disclosure differs by type of IHE. This study, a secondary analysis of data collected from students at Historically Black Colleges and Universities (HBCUs) and predominantly White institutions (PWIs), examines the role of incident, offender, and victim characteristics in whether women disclosed experiencing unwanted sexual contact (due to force or incapacitation) and to whom they disclosed, by type of IHE. Significant differences in the characteristics of their experiences and factors associated with sexual assault disclosure were found between samples of women attending HBCUs (n = 327) and PWIs (n = 760). However, as expected, the multivariate analyses indicate that factors associated with the culturally reinforced stereotype of “real rape”—that is, the use of force, presence of injuries, and perpetrators who were not an intimate partner, friend, or acquaintance—were positively associated with disclosure for both samples. Overall, the probability of disclosure was higher for sexual assault due to force than incapacitation. In addition, White students had a higher probability of disclosure than Black students for both forms of sexual assault regardless of type of IHE.
{"title":"Sexual Assault Disclosure by College Women at Historically Black Colleges and Universities and Predominantly White Institutions","authors":"Jane E. Palmer, Noelle M. St. Vil","doi":"10.1080/19407882.2017.1367696","DOIUrl":"https://doi.org/10.1080/19407882.2017.1367696","url":null,"abstract":"Due to the Title IX law, administrators at institutions of higher education (IHE) in the United States must promptly investigate reports of sexual assault. In addition, the Clery Act requires IHEs to publicly disclose annual sexual assault statistics. However, it is unknown whether—or how—sexual assault disclosure differs by type of IHE. This study, a secondary analysis of data collected from students at Historically Black Colleges and Universities (HBCUs) and predominantly White institutions (PWIs), examines the role of incident, offender, and victim characteristics in whether women disclosed experiencing unwanted sexual contact (due to force or incapacitation) and to whom they disclosed, by type of IHE. Significant differences in the characteristics of their experiences and factors associated with sexual assault disclosure were found between samples of women attending HBCUs (n = 327) and PWIs (n = 760). However, as expected, the multivariate analyses indicate that factors associated with the culturally reinforced stereotype of “real rape”—that is, the use of force, presence of injuries, and perpetrators who were not an intimate partner, friend, or acquaintance—were positively associated with disclosure for both samples. Overall, the probability of disclosure was higher for sexual assault due to force than incapacitation. In addition, White students had a higher probability of disclosure than Black students for both forms of sexual assault regardless of type of IHE.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126059920","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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