Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.005.12996
Violeta Mendezcarlo Silva, Salvador Hernández Peña, Martín Beltrán Saucedo
The different economic models implemented by the states in the last decades range from a simple tendency for accumulation and growth in terms of the Gross Domestic Product to the development of people’s well-being under the premises of sustainability. Those that invest in individual development through education in strategic areas, facilitate the generation of intrinsic value, without relying on the exploitation of their natural resources or on the physical labor force of their citizens, thus achieving the effective sustainable development. In this paper, we analyzed the importance of introducing legal and political changes, focused on encouraging education in Science, Technology, Engineering and Mathematics (STEM), mainly in those economies that are oriented on the structural or developmental paradigm, whose most current form of expression is found in the theory of the New Structural Economy, to favor endogenous growth in accordance with the sustainable development paradigm, using LATAM as an example.
{"title":"STEM Education as a Strategy to Move from the New Structural Economy to the Endogenous and Sustainable Growth Model in Latin America","authors":"Violeta Mendezcarlo Silva, Salvador Hernández Peña, Martín Beltrán Saucedo","doi":"10.4467/25439561LE.20.005.12996","DOIUrl":"https://doi.org/10.4467/25439561LE.20.005.12996","url":null,"abstract":"The different economic models implemented by the states in the last decades range from a simple tendency for accumulation and growth in terms of the Gross Domestic Product to the development of people’s well-being under the premises of sustainability. Those that invest in individual development through education in strategic areas, facilitate the generation of intrinsic value, without relying on the exploitation of their natural resources or on the physical labor force of their citizens, thus achieving the effective sustainable development. In this paper, we analyzed the importance of introducing legal and political changes, focused on encouraging education in Science, Technology, Engineering and Mathematics (STEM), mainly in those economies that are oriented on the structural or developmental paradigm, whose most current form of expression is found in the theory of the New Structural Economy, to favor endogenous growth in accordance with the sustainable development paradigm, using LATAM as an example.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649265","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 : 2020-12-31DOI: 10.4467/25439561LE.20.006.12997
E. Smak
The subject of the research considerations are the attitudes of early education teachers towards pedagogical innovation, being a response to the permanently changing reality and the related necessity to introduce changes to education. The conducted surveys and their analysis prove that the majority of teachers share the view that application of innovation in pedagogical practice is necessary, noticing both its impact on their professional activity and pointing to significant obstacles in the field of deployment and implementation of innovations at school.
{"title":"Attitudes of Early Education Teachers Towards Pedagogical Innovation","authors":"E. Smak","doi":"10.4467/25439561LE.20.006.12997","DOIUrl":"https://doi.org/10.4467/25439561LE.20.006.12997","url":null,"abstract":"The subject of the research considerations are the attitudes of early education teachers towards pedagogical innovation, being a response to the permanently changing reality and the related necessity to introduce changes to education. The conducted surveys and their analysis prove that the majority of teachers share the view that application of innovation in pedagogical practice is necessary, noticing both its impact on their professional activity and pointing to significant obstacles in the field of deployment and implementation of innovations at school.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47394382","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 : 2020-12-31DOI: 10.4467/25439561LE.20.004.12995
O. Malyshevskyi
In theoretical study of readiness of engineers-teachers of computer sciences for professional mobility, a valuative and motivated component is stated as a systemforming element and plays an important role in the process of forming a system of personal and professional values and goals. Valuative and motivated goals of an engineer-teacher reproduce social, professional and personal importance of vocational education, and influence formation of a purposeful creative mastering of professional competences necessary for development of professional mobility. The valuative and motivated sphere of would-be specialists is proved to be a significant instrument of socialization and adaptation to social and professional activities.
{"title":"Motivational and Value-based Component as One of the Structural Elements of Engineering Educators’ Readiness for Professional Mobility","authors":"O. Malyshevskyi","doi":"10.4467/25439561LE.20.004.12995","DOIUrl":"https://doi.org/10.4467/25439561LE.20.004.12995","url":null,"abstract":"In theoretical study of readiness of engineers-teachers of computer sciences for professional mobility, a valuative and motivated component is stated as a systemforming element and plays an important role in the process of forming a system of personal and professional values and goals. Valuative and motivated goals of an engineer-teacher reproduce social, professional and personal importance of vocational education, and influence formation of a purposeful creative mastering of professional competences necessary for development of professional mobility. The valuative and motivated sphere of would-be specialists is proved to be a significant instrument of socialization and adaptation to social and professional activities.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48440996","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 : 2020-12-31DOI: 10.4467/25439561LE.20.011.13002
Piotr Gierek
The presented article describes social integration clubs functioning in Poland as one of the main activating institutions. They also serve as entities of supported employment; one example is Social Integration Club in Chorz.w. The clubs’ main task is social and professional activation, as well as counteracting social exclusion, which is understood as the most serious form of marginalization.
{"title":"Social Integration Clubs as a Form of Social and Professional Activation of Socially Excluded People","authors":"Piotr Gierek","doi":"10.4467/25439561LE.20.011.13002","DOIUrl":"https://doi.org/10.4467/25439561LE.20.011.13002","url":null,"abstract":"The presented article describes social integration clubs functioning in Poland as one of the main activating institutions. They also serve as entities of supported employment; one example is Social Integration Club in Chorz.w. The clubs’ main task is social and professional activation, as well as counteracting social exclusion, which is understood as the most serious form of marginalization.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589184","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 : 2020-12-31DOI: 10.4467/25439561LE.20.010.13001
Marianna Marusynets, Ágnes Király
The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.
{"title":"Social and political aspects of education reforms in Hungary","authors":"Marianna Marusynets, Ágnes Király","doi":"10.4467/25439561LE.20.010.13001","DOIUrl":"https://doi.org/10.4467/25439561LE.20.010.13001","url":null,"abstract":"The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45823376","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 : 2020-01-01DOI: 10.4467/25439561LE.20.008.12999
Joanna Madalińska-Michalak, M. Raykov
The article presents a study which main objective was to expand knowledge on teachers’ experiences, readiness, and conditions for effective reaction to significantly changed social circumstances and conditions of their work. The study was performed amongst primary and secondary teachers in Poland, using a proprietary online survey. The study found that the majority of teachers have access to the required equipment and traditional educational resources. However, a significant number of teachers still need recourses required for the distance education. The study also found that the majority of teachers feel very well or adequately prepared for work in new conditions. Yet, a considerable number of teachers still indicate a need for additional training and support, although a vast majority of them are intensively involved in various forms of innovative work and self-directed learning. On a basis of the study results, the authors recommend a number of topics and directions for pre-service teacher education at universities and continuous professional development. These recommendations can contribute to the quality of education during the COVID-19 pandemic and in postpandemic conditions.
{"title":"The Changing Nature of Work and a Need to Prepare Teachers for Involvement in Innovative Work During and After the Pandemic","authors":"Joanna Madalińska-Michalak, M. Raykov","doi":"10.4467/25439561LE.20.008.12999","DOIUrl":"https://doi.org/10.4467/25439561LE.20.008.12999","url":null,"abstract":"The article presents a study which main objective was to expand knowledge on teachers’ experiences, readiness, and conditions for effective reaction to significantly changed social circumstances and conditions of their work. The study was performed amongst primary and secondary teachers in Poland, using a proprietary online survey. The study found that the majority of teachers have access to the required equipment and traditional educational resources. However, a significant number of teachers still need recourses required for the distance education. The study also found that the majority of teachers feel very well or adequately prepared for work in new conditions. Yet, a considerable number of teachers still indicate a need for additional training and support, although a vast majority of them are intensively involved in various forms of innovative work and self-directed learning. On a basis of the study results, the authors recommend a number of topics and directions for pre-service teacher education at universities and continuous professional development. These recommendations can contribute to the quality of education during the COVID-19 pandemic and in postpandemic conditions.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70998623","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 : 2020-01-01DOI: 10.4467/25439561LE.20.012.13003
Skaistė Kovienė
The change of society, in particular concerning the generation of contemporary parents, imposes new requirements on pre-school education teachers and their competences. In case of teachers, it is not only pedagogical literacy, consisting of general, psychological knowledge, as well as knowledge about the child that are necessary. The skills of activity planning and organisation, organisation of education process, active involvement in the change of pre-school education system are also required. Moreover, the competences of communication and collaboration with parents, the ability to adapt and find necessary access to parents of the contemporary generation, the ability to involve them into the activities of an educational institution, empower parents to become competent partners of teachers are of appropriate significance. All these skills, although within different scopes, are taught and developed by future pre-school education teachers during their university education and internships. The aim of the study is to reveal, according to the opinion of students – future teachers - which pre-school education teacher competences are the most meaningful in order to ensure a successful partnership with parents of the contemporary generation. The applied research methods are as follows: the analysis of content of scientific information resources (to reveal the theoretical context), questions in writing (to collect empirical data) and content analysis (analysis of empirical data). The scope of qualitative research is 18 informants who agreed to participate in the research. They are students – future pre-school education teachers. The study results showed that the informants mostly emphasise the competence of pedagogical literacy that includes knowledge about the child, personal features of teachers helping to promote partnership relations with parents and students of the contemporary generation, professional expertise and values. The following features were accentuated: patience, self-confidence, benevolence in communication with parents of the contemporary generation with different attitudes and expectations. Future teachers did not focus on the competences of education process organisation, i.e. the ability to organise education process based on human resources – the parents. Thus, parents are not sufficiently involved in the education process. They pay little attention to the competence of activity prediction and planning.
{"title":"The Competences of Pedagogues Ensuring Successful Partnership with Parents of the Contemporary Generation: the Attitude of Students – the Future Pre-school Teachers","authors":"Skaistė Kovienė","doi":"10.4467/25439561LE.20.012.13003","DOIUrl":"https://doi.org/10.4467/25439561LE.20.012.13003","url":null,"abstract":"The change of society, in particular concerning the generation of contemporary parents, imposes new requirements on pre-school education teachers and their competences. In case of teachers, it is not only pedagogical literacy, consisting of general, psychological knowledge, as well as knowledge about the child that are necessary. The skills of activity planning and organisation, organisation of education process, active involvement in the change of pre-school education system are also required. Moreover, the competences of communication and collaboration with parents, the ability to adapt and find necessary access to parents of the contemporary generation, the ability to involve them into the activities of an educational institution, empower parents to become competent partners of teachers are of appropriate significance. All these skills, although within different scopes, are taught and developed by future pre-school education teachers during their university education and internships. The aim of the study is to reveal, according to the opinion of students – future teachers - which pre-school education teacher competences are the most meaningful in order to ensure a successful partnership with parents of the contemporary generation. The applied research methods are as follows: the analysis of content of scientific information resources (to reveal the theoretical context), questions in writing (to collect empirical data) and content analysis (analysis of empirical data). The scope of qualitative research is 18 informants who agreed to participate in the research. They are students – future pre-school education teachers. The study results showed that the informants mostly emphasise the competence of pedagogical literacy that includes knowledge about the child, personal features of teachers helping to promote partnership relations with parents and students of the contemporary generation, professional expertise and values. The following features were accentuated: patience, self-confidence, benevolence in communication with parents of the contemporary generation with different attitudes and expectations. Future teachers did not focus on the competences of education process organisation, i.e. the ability to organise education process based on human resources – the parents. Thus, parents are not sufficiently involved in the education process. They pay little attention to the competence of activity prediction and planning.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70998672","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 : 2019-12-31DOI: 10.4467/25439561le.19.008.11525
A. Popławska
The article presents the reflection on the pedagogical category of ‘learning’ with a reference to the idea of a paradigm proposed by T.S. Kuhn, based on the belief that didactics is multiparadigmatic. Different ways of defining humans and their mission (human as a machine, human as an autonomous individual, human as a constructor, human as a deconstructor) were linked to the relevant paradigms: behaviorist, humanistic, constructivist and critical/emancipatory. Selected didactic approaches were analyzed, focusing on the subjects and determinants of the educational process. It was assumed that although learning is understood differently from the perspective of each of the four discussed paradigms, in reality the paradigms are not contradictory in certain situations, but rather complementary. It was proposed to look at learning as a multidimensional process, and to complementarily include its four aspects, taking into account the four paradigmatic perspectives discussed: adaptation, selfactualization, emancipation and self-regulation, where learning is a reactive response to reinforcement (adaptation), where the learner constructs the image of the world and themselves, builds personal knowledge (self-regulation) and strives for selfactualization, satisfying needs, developing interests and abilities (self-actualization), as well as adopts an attitude of openness, freeing themselves from restrictions, initiates changes, uses their autonomy (emancipation).
{"title":"Pedagogical Category – Learning – in the Perspective of Selected Paradigms","authors":"A. Popławska","doi":"10.4467/25439561le.19.008.11525","DOIUrl":"https://doi.org/10.4467/25439561le.19.008.11525","url":null,"abstract":"The article presents the reflection on the pedagogical category of ‘learning’ with a reference to the idea of a paradigm proposed by T.S. Kuhn, based on the belief that didactics is multiparadigmatic. Different ways of defining humans and their mission (human as a machine, human as an autonomous individual, human as a constructor, human as a deconstructor) were linked to the relevant paradigms: behaviorist, humanistic, constructivist and critical/emancipatory. Selected didactic approaches were analyzed, focusing on the subjects and determinants of the educational process. It was assumed that although learning is understood differently from the perspective of each of the four discussed paradigms, in reality the paradigms are not contradictory in certain situations, but rather complementary. It was proposed to look at learning as a multidimensional process, and to complementarily include its four aspects, taking into account the four paradigmatic perspectives discussed: adaptation, selfactualization, emancipation and self-regulation, where learning is a reactive response to reinforcement (adaptation), where the learner constructs the image of the world and themselves, builds personal knowledge (self-regulation) and strives for selfactualization, satisfying needs, developing interests and abilities (self-actualization), as well as adopts an attitude of openness, freeing themselves from restrictions, initiates changes, uses their autonomy (emancipation).","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49173516","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 : 2019-12-31DOI: 10.4467/25439561le.19.012.11529
N. Pikuła
An elderly person in the process of patriotic raising of young generations of Poles living abroad
一位老人正在爱国地抚养旅居国外的波兰年轻一代
{"title":"An Elderly Person in the Process of Patriotic Raising of Young Generations of Poles Living Abroad","authors":"N. Pikuła","doi":"10.4467/25439561le.19.012.11529","DOIUrl":"https://doi.org/10.4467/25439561le.19.012.11529","url":null,"abstract":"An elderly person in the process of patriotic raising of young generations of Poles living abroad","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43300919","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 : 2019-12-31DOI: 10.4467/25439561le.19.005.11522
Dr. Vinod Kumar Kanvaria
Zastosowanie platformy Edmodo w matematyce i pedagogice: Badania obserwacyjne z udzialem uczestnikow
Edmodo平台在数学和教育学中的应用：参与者的观察性研究
{"title":"Edmodoing the Concept Attainment in Mathematics and Pedagogy: A Participant Observation Exploratory Study","authors":"Dr. Vinod Kumar Kanvaria","doi":"10.4467/25439561le.19.005.11522","DOIUrl":"https://doi.org/10.4467/25439561le.19.005.11522","url":null,"abstract":"Zastosowanie platformy Edmodo w matematyce i pedagogice: Badania obserwacyjne z udzialem uczestnikow","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43030802","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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