In this essay, the authors describe the results of a study that measured the use of English and French as perceived by one group of female managers and employees working in logistics and global supply chain management positions in Francophone Africa, Women in Logistics-Africa. The goal was to determine if “mandating English as the common corporate language,” sometimes called Englishnization (Neeley, 2012), has attained a significant presence within corporations operating in Francophone Africa. The 124 subjects from 94 companies in Francophone Africa, responded to a 14-question survey; 24 subjects participated in follow-up interviews. The results indicate that English is highly valued among the vast majority of respondents and is mostly used in exchanges between the French-speaking employees and their English-speaking bosses, clients, and suppliers. French, however, remains the dominant workplace language used overall as the 124 French-speaking professionals communicate almost exclusively in French with co-workers and French-speaking clients and suppliers. Consequently, English is not always the business lingua franca as claimed by Neeley (2012, 2017), and other Business English as a Lingua Franca (BELF) researchers (see e.g., Kankaanranta et al., 2015, 2018). Instead, the findings in the current study add to an increasing pool of evidence of multilingual workplace settings, even among multinational corporations where English is the official language (Ehrenreich, 2009; Janssens & Steyaert, 2014; Sacco, 2017, 2019a).
{"title":"Englishnization in Francophone Africa? Insights into Workplace Language Use","authors":"Steven J. Sacco, Christiane OHIN-TRAORÉ","doi":"10.4079/gbl.v22.3","DOIUrl":"https://doi.org/10.4079/gbl.v22.3","url":null,"abstract":"In this essay, the authors describe the results of a study that measured the use of English and French as perceived by one group of female managers and employees working in logistics and global supply chain management positions in Francophone Africa, Women in Logistics-Africa. The goal was to determine if “mandating English as the common corporate language,” sometimes called Englishnization (Neeley, 2012), has attained a significant presence within corporations operating in Francophone Africa. The 124 subjects from 94 companies in Francophone Africa, responded to a 14-question survey; 24 subjects participated in follow-up interviews. The results indicate that English is highly valued among the vast majority of respondents and is mostly used in exchanges between the French-speaking employees and their English-speaking bosses, clients, and suppliers. French, however, remains the dominant workplace language used overall as the 124 French-speaking professionals communicate almost exclusively in French with co-workers and French-speaking clients and suppliers. Consequently, English is not always the business lingua franca as claimed by Neeley (2012, 2017), and other Business English as a Lingua Franca (BELF) researchers (see e.g., Kankaanranta et al., 2015, 2018). Instead, the findings in the current study add to an increasing pool of evidence of multilingual workplace settings, even among multinational corporations where English is the official language (Ehrenreich, 2009; Janssens & Steyaert, 2014; Sacco, 2017, 2019a).","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70611028","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}
A merger of two airlines from Germany and Austria presents an opportunity for students to reflect on notions of cultures and business cultures, and then to begin to think critically about biases and stereotypes inherent in the country of origin effect (COE). While the country of origin is defined by where a consumer perceives a product to be from, regardless from where it may actually originate, the COE influences consumer purchases and perceptions. This influence, while seemingly coming from positive traits associated with the country, can also perpetuate stereotypes and false monolithic views of culture. This article presents a business case about the merger of Austrian Airlines and Lufthansa as part of a larger class unit consisting of six 50-minute course periods designed for the intermediate German post-secondary classroom. The case study presented here uses the concept of COE to examine how the nation and culturally driven goods and services may also uphold stereotypes as well as consumer and marketer biases. This current study looks at culture and language learning, cultural assessment standards and their suggested outcomes, and recent criticisms of these models in a global context. As part of the business case unit activities, students reflect on print and video advertising to develop written descriptions, to read an image, and to state an opinion—all with the goal of engaging critically with notions of culture used in travel industry marketing and branding. The purpose of this project is to embed critical readings for students of both a national culture and a monolithic German business culture early in the curriculum.
{"title":"Applying the Country of Origin Effect in Teaching a German-Austrian Business Case","authors":"A. Sheffer","doi":"10.4079/gbl.v22.4","DOIUrl":"https://doi.org/10.4079/gbl.v22.4","url":null,"abstract":"A merger of two airlines from Germany and Austria presents an opportunity for students to reflect on notions of cultures and business cultures, and then to begin to think critically about biases and stereotypes inherent in the country of origin effect (COE). While the country of origin is defined by where a consumer perceives a product to be from, regardless from where it may actually originate, the COE influences consumer purchases and perceptions. This influence, while seemingly coming from positive traits associated with the country, can also perpetuate stereotypes and false monolithic views of culture. This article presents a business case about the merger of Austrian Airlines and Lufthansa as part of a larger class unit consisting of six 50-minute course periods designed for the intermediate German post-secondary classroom. The case study presented here uses the concept of COE to examine how the nation and culturally driven goods and services may also uphold stereotypes as well as consumer and marketer biases. This current study looks at culture and language learning, cultural assessment standards and their suggested outcomes, and recent criticisms of these models in a global context. As part of the business case unit activities, students reflect on print and video advertising to develop written descriptions, to read an image, and to state an opinion—all with the goal of engaging critically with notions of culture used in travel industry marketing and branding. The purpose of this project is to embed critical readings for students of both a national culture and a monolithic German business culture early in the curriculum.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70611075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay offers a response to the challenge of preparing student interns to successfully utilize Spanish professional terminology in legal and medical settings. The authors developed a personal adaptive learning (PAL) course to address vocabulary language deficits experienced by Spanish internship students. PAL technologies provide students of Language for Specific Purposes (LSP) the opportunity to engage in vocabulary learning through personalized feedback and alternative learning content. Implementing Cavanagh et al.’s (2020) Framework for Adapting Learning Design, the authors designed Spanish language modules for legal and medical terminology using Realizeit, a PAL platform that allows instructors to create their own content and assessment items. PAL modules for both legal and medical terminology were added to the Canvas learning management system of the Spanish Internship course and students could select the Realizeit module that fit their internship placement (legal or medical). PAL holds enormous potential to help LSP learners build mastery of industry-specific terminology that will be attractive to potential employers.
{"title":"Using Personalized Adaptive Learning to Promote Industry-Specific Language Skills in Support of Spanish Internship Students","authors":"Maria Redmon, Shelly Wyatt, Corrinne Stull","doi":"10.4079/GBL.V21.6","DOIUrl":"https://doi.org/10.4079/GBL.V21.6","url":null,"abstract":"This essay offers a response to the challenge of preparing student interns to successfully utilize Spanish professional terminology in legal and medical settings. The authors developed a personal adaptive learning (PAL) course to address vocabulary language deficits experienced by Spanish internship students. PAL technologies provide students of Language for Specific Purposes (LSP) the opportunity to engage in vocabulary learning through personalized feedback and alternative learning content. Implementing Cavanagh et al.’s (2020) Framework for Adapting Learning Design, the authors designed Spanish language modules for legal and medical terminology using Realizeit, a PAL platform that allows instructors to create their own content and assessment items. PAL modules for both legal and medical terminology were added to the Canvas learning management system of the Spanish Internship course and students could select the Realizeit module that fit their internship placement (legal or medical). PAL holds enormous potential to help LSP learners build mastery of industry-specific terminology that will be attractive to potential employers.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":"92-112"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the long tradition of Spanish-language learning for scientific and technological purposes in the United States. It provides a review of some of the historical approaches for designing course offerings and programs of Spanish for STEM (science, technology, engineering, and mathematics) at the college level. These historical approaches help us better understand the unique challenges Spanish for STEM educators and scholars have faced at different times and the perspectives that have shaped the current state of the field. The author also describes current pedagogical models within the field of Languages for Specific Purposes (LSP) but also International Engineering Education (IEE) and Cultures and Languages Across the Curriculum (CLAC). Finally, the author articulates future perspectives and possible directions of the field, including more emphasis on needs-analysis curriculum design and more active engagement with developments in other geographies, language traditions, and areas of LSP. This article seeks to encourage the growth of Spanish for STEM at institutions of higher education, whether in language departments or science and engineering programs.
{"title":"Spanish for STEM in US Higher Education: A Historical Review and Future Perspectives","authors":"O. Perez","doi":"10.4079/GBL.V21.1","DOIUrl":"https://doi.org/10.4079/GBL.V21.1","url":null,"abstract":"This article examines the long tradition of Spanish-language learning for scientific and technological purposes in the United States. It provides a review of some of the historical approaches for designing course offerings and programs of Spanish for STEM (science, technology, engineering, and mathematics) at the college level. These historical approaches help us better understand the unique challenges Spanish for STEM educators and scholars have faced at different times and the perspectives that have shaped the current state of the field. The author also describes current pedagogical models within the field of Languages for Specific Purposes (LSP) but also International Engineering Education (IEE) and Cultures and Languages Across the Curriculum (CLAC). Finally, the author articulates future perspectives and possible directions of the field, including more emphasis on needs-analysis curriculum design and more active engagement with developments in other geographies, language traditions, and areas of LSP. This article seeks to encourage the growth of Spanish for STEM at institutions of higher education, whether in language departments or science and engineering programs.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the past decade, there has been a significant decline in French language enrollments in US higher education institutions, despite a growing demand for French proficiency in the US job market. These trends illustrate the need to offer French for Professional Purposes (FPP) courses, which allow students to develop language skills adapted to the professional environment. Our research aims to analyze the supply and demand for FPP courses. In this current study, we assessed the proportion of four-year colleges and universities that offer FPP courses, and we compiled the variety of their course offerings. We then conducted a survey of students enrolled in the FPP courses. Among the 545 institutions reviewed, a majority offered at least one FPP course, usually Business French. Institutions offering more than one course and a wider diversity of course topics were less common. Based on questionnaire responses, we found a significant mismatch between the supply of courses and students’ demand for FPP course offerings. We also found that, if given the possibility, most undergraduate students in the first through third years would like to enroll in another FPP course in the following academic year. These results call for further developments of FPP courses nationwide and greater diversification of course offerings.
{"title":"French for Professional Purposes in US Undergraduate Education: An Analysis of Course Offerings and Student Demand","authors":"Hélène Bouche, Deborah S. Reisinger","doi":"10.4079/GBL.V21.4","DOIUrl":"https://doi.org/10.4079/GBL.V21.4","url":null,"abstract":"In the past decade, there has been a significant decline in French language enrollments in US higher education institutions, despite a growing demand for French proficiency in the US job market. These trends illustrate the need to offer French for Professional Purposes (FPP) courses, which allow students to develop language skills adapted to the professional environment. Our research aims to analyze the supply and demand for FPP courses. In this current study, we assessed the proportion of four-year colleges and universities that offer FPP courses, and we compiled the variety of their course offerings. We then conducted a survey of students enrolled in the FPP courses. Among the 545 institutions reviewed, a majority offered at least one FPP course, usually Business French. Institutions offering more than one course and a wider diversity of course topics were less common. Based on questionnaire responses, we found a significant mismatch between the supply of courses and students’ demand for FPP course offerings. We also found that, if given the possibility, most undergraduate students in the first through third years would like to enroll in another FPP course in the following academic year. These results call for further developments of FPP courses nationwide and greater diversification of course offerings.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conceptual article examines current approaches to languages for specific purposes (LSP) course design, including the American Council on the Teaching of Foreign Languages (ACTFL) backward design model and needs assessments, then explains domain analysis and its history before proceeding with a “how-to” for using domain analysis in backward design for LSP. The authors walk through the process of conducting research using the domain analysis framework that leads to the development of real-world proficiency targets that can be systematically assessed. Once summative proficiency tasks and tests are developed, evidence-centered curricular (re)design can take place. Throughout, the authors will provide illustrative examples from two larger research projects on Spanish for social work and legal Spanish.
{"title":"Backward Design for LSP: Domain Analysis as a Consistent Research Framework for a Necessarily Decentralized Field","authors":"Darcy W. Lear, Verónica Moraga Guerra","doi":"10.4079/GBL.V21.5","DOIUrl":"https://doi.org/10.4079/GBL.V21.5","url":null,"abstract":"This conceptual article examines current approaches to languages for specific purposes (LSP) course design, including the American Council on the Teaching of Foreign Languages (ACTFL) backward design model and needs assessments, then explains domain analysis and its history before proceeding with a “how-to” for using domain analysis in backward design for LSP. The authors walk through the process of conducting research using the domain analysis framework that leads to the development of real-world proficiency targets that can be systematically assessed. Once summative proficiency tasks and tests are developed, evidence-centered curricular (re)design can take place. Throughout, the authors will provide illustrative examples from two larger research projects on Spanish for social work and legal Spanish.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":"71-91"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610438","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 emergence of English as a lingua franca in Southeast Asia has meant that government officials are increasingly required to use English. Law enforcement officers are no exception; police interact with international tourists, communicate across borders, attend international conferences, and participate in deployments overseas. The practical need for English is accompanied by national policies prioritizing English instruction across educational and governmental institutions. As a result, law enforcement academies increasingly prioritize English language programs to support the English proficiency of their cadets. This article describes case studies of English language programs at two law enforcement academies in Vietnam and Indonesia. Data was originally collected and analyzed as separate needs assessment evaluations designed for each institution. Findings were later compared and reinterpreted through a language policy and planning lens. Common to both cases was the demand to prepare cadets for the dual challenge of conducting specific police duties in English and of achieving high scores on academic English exams. Recommendations are provided for policymakers, practitioners, and researchers in the field of Language for Specific Purposes.
{"title":"The Intersection of Policy and Practice: Two Cases of English Language Programs in Southeast Asian Law Enforcement Academies","authors":"Lottie L. Baker","doi":"10.4079/GBL.V21.3","DOIUrl":"https://doi.org/10.4079/GBL.V21.3","url":null,"abstract":"The emergence of English as a lingua franca in Southeast Asia has meant that government officials are increasingly required to use English. Law enforcement officers are no exception; police interact with international tourists, communicate across borders, attend international conferences, and participate in deployments overseas. The practical need for English is accompanied by national policies prioritizing English instruction across educational and governmental institutions. As a result, law enforcement academies increasingly prioritize English language programs to support the English proficiency of their cadets. This article describes case studies of English language programs at two law enforcement academies in Vietnam and Indonesia. Data was originally collected and analyzed as separate needs assessment evaluations designed for each institution. Findings were later compared and reinterpreted through a language policy and planning lens. Common to both cases was the demand to prepare cadets for the dual challenge of conducting specific police duties in English and of achieving high scores on academic English exams. Recommendations are provided for policymakers, practitioners, and researchers in the field of Language for Specific Purposes.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":"37-53"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610155","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}
Researchers in Languages for Specific Purposes (LSP) have suggested the importance and benefits of using authentic spoken workplace discourses as teaching materials to develop students’ communication skills in professional settings. However, LSP course designers are still facing the challenges of selecting and collecting authentic workplace conversations, as well as designing instruction to teach the occupational spoken discourses effectively. To address these challenges, this paper presents an innovative module for Chinese for Medical Purposes for premed college students at the intermediate-high level. The module uses authentic doctor-patient consultations and adopts the Patient-Centered Clinical Method (PCCM) of Stewart et al. (2014), a clinically validated model in healthcare communication research. The current module demonstrates the approach to determine the student learning objectives based on the PCCM model and the instruction design aiming at guiding students to notice and analyze the discourse features and communication strategies employed by physicians to achieve patient-centered care. The paper also examines learners’ preand post-instruction roleplay performances. The qualitative findings show that the learners improved in using patient-centered communication strategies after instruction.
特殊用途语言(LSP)的研究人员指出，使用真实的职场口语话语作为教学材料，对于培养学生在专业环境中的沟通技巧具有重要意义和益处。然而，LSP课程设计者仍然面临着选择和收集真实的职场会话以及设计有效的职业口语教学的挑战。为了应对这些挑战，本文提出了一个创新的面向中高水平医学预科学生的医学汉语模块。该模块采用真实的医患协商，采用Stewart et al.(2014)的以患者为中心的临床方法(Patient-Centered Clinical Method, PCCM)，这是医疗传播研究中经过临床验证的模型。本模块展示了基于PCCM模型确定学生学习目标的方法，以及旨在引导学生注意和分析医生为实现以患者为中心的护理所使用的话语特征和沟通策略的教学设计。本文还考察了学习者在教学前和教学后的角色扮演表现。质性研究结果显示，经过教学后，学习者在使用以病人为中心的沟通策略方面有所提高。
{"title":"Using Authentic Chinese Doctor-Patient Consultations to Develop Patient-Centered Communication Skills","authors":"Meng Yeh","doi":"10.4079/GBL.V21.2","DOIUrl":"https://doi.org/10.4079/GBL.V21.2","url":null,"abstract":"Researchers in Languages for Specific Purposes (LSP) have suggested the importance and benefits of using authentic spoken workplace discourses as teaching materials to develop students’ communication skills in professional settings. However, LSP course designers are still facing the challenges of selecting and collecting authentic workplace conversations, as well as designing instruction to teach the occupational spoken discourses effectively. To address these challenges, this paper presents an innovative module for Chinese for Medical Purposes for premed college students at the intermediate-high level. The module uses authentic doctor-patient consultations and adopts the Patient-Centered Clinical Method (PCCM) of Stewart et al. (2014), a clinically validated model in healthcare communication research. The current module demonstrates the approach to determine the student learning objectives based on the PCCM model and the instruction design aiming at guiding students to notice and analyze the discourse features and communication strategies employed by physicians to achieve patient-centered care. The paper also examines learners’ preand post-instruction roleplay performances. The qualitative findings show that the learners improved in using patient-centered communication strategies after instruction.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":"17-36"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article details a team-based marketing capstone project in a French for the Professions course at the low-advanced level based on ACTFL proficiency guidelines. The capstone project focuses on marketing and branding strategies, advertising campaigns, teamwork skills, and presentational communication skills. Rather than marketing a traditional product or service, however, students in this fifth-semester course were tasked with developing a marketing campaign specifically for the French language. By capturing and applying market data about attitudes toward language learning, students applied their coursework to real-world issues and then learned to become advocates for the study of the French language. Overall, students and faculty members rated this project positively: Students noted its real-world applications and faculty members reported the utility of the project in assessing content knowledge. What we have learned from the implementation of the capstone project has ultimately informed departmental marketing strategies that may be useful for attracting students to language programs.
{"title":"Marketing French through a French for the Professions Course","authors":"Deborah S. Reisinger","doi":"10.4079/GBL.V21.7","DOIUrl":"https://doi.org/10.4079/GBL.V21.7","url":null,"abstract":"This article details a team-based marketing capstone project in a French for the Professions course at the low-advanced level based on ACTFL proficiency guidelines. The capstone project focuses on marketing and branding strategies, advertising campaigns, teamwork skills, and presentational communication skills. Rather than marketing a traditional product or service, however, students in this fifth-semester course were tasked with developing a marketing campaign specifically for the French language. By capturing and applying market data about attitudes toward language learning, students applied their coursework to real-world issues and then learned to become advocates for the study of the French language. Overall, students and faculty members rated this project positively: Students noted its real-world applications and faculty members reported the utility of the project in assessing content knowledge. What we have learned from the implementation of the capstone project has ultimately informed departmental marketing strategies that may be useful for attracting students to language programs.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610599","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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