Geoscience is the integrator of the natural, physical, and mathematical sciences as our efforts increasingly span across a spectrum of disciplines. As such, we are the stewards of the Earth. Our science, whether basic or applied, has relevance to society. It provides the foundation and path forward for addressing everything from environmental and natural hazard issues to informing discussions on public health, climate change, and global security. And it provides the fundamental context for understanding humanity’s existence in the universe. Should it not follow then that the geosciences are a fundamental science— taught as part of a foundational curriculum in all schools in order to create an earth-literate public? The answer to this rhetorical question is clear. There continues to be broad public support for the nation’s scientific achievements, a trend that has been stable for the past few decades. Approximately 76% of Americans have at least a fair amount of confidence in scientists to act in the public interest (Pew Research Center, Oct. 2016), including an appreciation for the positive impact that science research has on the environment. And about the same number (~70%) think that government investment in basic science research pays off (Pew Research Center, 29 Jan. 2015). There is, however, substantial disparity between how the public and scientists perceive science-related issues and the contribution of scientific efforts to society. For example, the same study (Pew Research Center, 29 Jan. 2015) reveals the divide among the public regarding perceived consensus by scientists on fundamental topics such as the big bang theory, climate change, and evolution (Fig. 1A). The public is also largely pessimistic regarding the role geoscience research plays in guiding clean air, water, and land-use regulations. And despite the fact that nearly 60% of the public appreciates the impending resource limitation due to population growth, 4 in 10 remain confident that “the world will find a way to stretch its existing natural resources” (Fig. 1B). In this context, it is not hard to appreciate why we struggle to generate government and public support for the geoscience enterprise.
{"title":"“Mind the Gap”: GSA’s Role in an Evolving Global Society (2017 GSA Presidential Address)","authors":"I. Montañez","doi":"10.1130/GSAT17PRSADRS.1","DOIUrl":"https://doi.org/10.1130/GSAT17PRSADRS.1","url":null,"abstract":"Geoscience is the integrator of the natural, physical, and mathematical sciences as our efforts increasingly span across a spectrum of disciplines. As such, we are the stewards of the Earth. Our science, whether basic or applied, has relevance to society. It provides the foundation and path forward for addressing everything from environmental and natural hazard issues to informing discussions on public health, climate change, and global security. And it provides the fundamental context for understanding humanity’s existence in the universe. Should it not follow then that the geosciences are a fundamental science— taught as part of a foundational curriculum in all schools in order to create an earth-literate public? The answer to this rhetorical question is clear. There continues to be broad public support for the nation’s scientific achievements, a trend that has been stable for the past few decades. Approximately 76% of Americans have at least a fair amount of confidence in scientists to act in the public interest (Pew Research Center, Oct. 2016), including an appreciation for the positive impact that science research has on the environment. And about the same number (~70%) think that government investment in basic science research pays off (Pew Research Center, 29 Jan. 2015). There is, however, substantial disparity between how the public and scientists perceive science-related issues and the contribution of scientific efforts to society. For example, the same study (Pew Research Center, 29 Jan. 2015) reveals the divide among the public regarding perceived consensus by scientists on fundamental topics such as the big bang theory, climate change, and evolution (Fig. 1A). The public is also largely pessimistic regarding the role geoscience research plays in guiding clean air, water, and land-use regulations. And despite the fact that nearly 60% of the public appreciates the impending resource limitation due to population growth, 4 in 10 remain confident that “the world will find a way to stretch its existing natural resources” (Fig. 1B). In this context, it is not hard to appreciate why we struggle to generate government and public support for the geoscience enterprise.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"1 1","pages":"24-29"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618824","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}
G. Bebout, D. Scholl, R. Stern, L. Wallace, P. Agard
No other plate-tectonic setting has attracted such diverse, multidisciplinary research as convergent margins. Understanding the dynamics of subduction is particularly important for realistic assessment of associated hazards such as earthquakes, tsunamis, and volcanic eruptions. A number of recent initiatives have been successful in building communities not only to investigate subduction processes, but also to convey knowledge about subduction zone processes to other scientists, students, postdocs, and the broader public. These efforts must include synthesizing and simplifying subduction-zone science for classroom presentations and to help prepare the public for subductionrelated disasters. Tremendous advances over the past 20 years or so have been made in subduction zone science, with increasingly multidisciplinary efforts producing some of the greatest insights. We have initiated a publication effort in the GSA journal Geosphere, with a Themed Issue “Subduction Top to Bottom 2” (or “ST2B-2”) aimed at showcasing the recent advances, following up on the conceptually similar Subduction Top to Bottom published in 1996 as an American Geophysical Union Geophysical Monograph. The ST2B-2 Geosphere Themed Issue is accumulating papers and is open to ALL wishing to contribute to this effort—we anticipate accepting manuscripts through all of 2018 and possibly beyond.
{"title":"Twenty years of subduction zone science: Subduction top to bottom 2 (ST2B-2)","authors":"G. Bebout, D. Scholl, R. Stern, L. Wallace, P. Agard","doi":"10.1130/GSATG354A.1","DOIUrl":"https://doi.org/10.1130/GSATG354A.1","url":null,"abstract":"No other plate-tectonic setting has attracted such diverse, multidisciplinary research as convergent margins. Understanding the dynamics of subduction is particularly important for realistic assessment of associated hazards such as earthquakes, tsunamis, and volcanic eruptions. A number of recent initiatives have been successful in building communities not only to investigate subduction processes, but also to convey knowledge about subduction zone processes to other scientists, students, postdocs, and the broader public. These efforts must include synthesizing and simplifying subduction-zone science for classroom presentations and to help prepare the public for subductionrelated disasters. Tremendous advances over the past 20 years or so have been made in subduction zone science, with increasingly multidisciplinary efforts producing some of the greatest insights. We have initiated a publication effort in the GSA journal Geosphere, with a Themed Issue “Subduction Top to Bottom 2” (or “ST2B-2”) aimed at showcasing the recent advances, following up on the conceptually similar Subduction Top to Bottom published in 1996 as an American Geophysical Union Geophysical Monograph. The ST2B-2 Geosphere Themed Issue is accumulating papers and is open to ALL wishing to contribute to this effort—we anticipate accepting manuscripts through all of 2018 and possibly beyond.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":" ","pages":"4-10"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47695295","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":"Reply to the comment by Dr. William Turner","authors":"T. Pavlis, K. A. Mason","doi":"10.1130/GSAT365Y.1","DOIUrl":"https://doi.org/10.1130/GSAT365Y.1","url":null,"abstract":"","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43602913","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":"Comment on T.L. Pavlis and K.A. Mason article, “The New World of Geologic Mapping”","authors":"W. Turner","doi":"10.1130/GSATG360C.1","DOIUrl":"https://doi.org/10.1130/GSATG360C.1","url":null,"abstract":"","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403577","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}
Mount Lykaion is a rare, historical, cultural phenomenon, namely a Late Bronze Age through Hellenistic period (ca. 1500– 100 BC) mountaintop Zeus sanctuary, built upon an unusual tectonic feature, namely a thrust klippe. Recognition of this klippe and its physical character provides the framework for understanding the coupling between the archaeology and geology of the site. It appears that whenever there were new requirements in the physical/ cultural expansion of the sanctuary, the overall geologic characteristics of the thrust klippe proved to be perfectly adaptable. The heart of this analysis consists of detailed geological mapping, detailed structural geologic analysis, and close cross-disciplinary engagement with archaeologists, classicists, and architects.
{"title":"Tectonic Klippe Served the Needs of Cult Worship, Sanctuary of Zeus, Mount Lykaion, Peloponnese, Greece","authors":"G. Davis","doi":"10.1130/GSATG353A.1","DOIUrl":"https://doi.org/10.1130/GSATG353A.1","url":null,"abstract":"Mount Lykaion is a rare, historical, cultural phenomenon, namely a Late Bronze Age through Hellenistic period (ca. 1500– 100 BC) mountaintop Zeus sanctuary, built upon an unusual tectonic feature, namely a thrust klippe. Recognition of this klippe and its physical character provides the framework for understanding the coupling between the archaeology and geology of the site. It appears that whenever there were new requirements in the physical/ cultural expansion of the sanctuary, the overall geologic characteristics of the thrust klippe proved to be perfectly adaptable. The heart of this analysis consists of detailed geological mapping, detailed structural geologic analysis, and close cross-disciplinary engagement with archaeologists, classicists, and architects.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":" ","pages":"4-9"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661922","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}
GSA Today, v. 28, doi: 10.1130/GSATG341GW.1. Copyright 2017, The Geological Society of America. The surficial geologic record is the relatively thin veneer of young (<~1 Ma) and mostly unconsolidated sediments that cover portions of Earth’s terrestrial surface (Fig. 1). Once largely ignored as “overburden” by geologists, surficial deposits are now studied to address a wide range of issues related to the sustainability of human societies. Geologists use surficial deposits to determine the frequency and severity of past climatic changes, quantify natural and anthropogenic erosion rates, identify hazards, and calculate recurrence intervals associated with earthquakes, landslides, tsunamis, and volcanic eruptions. Increasingly, however, humans are eradicating the surficial geologic record in many key areas through progressive modification of Earth’s surface.
GSA Today, v. 28, doi: 10.1130/GSATG341GW.1。版权所有，美国地质学会。地表地质记录是相对较薄的年轻(<~1 Ma)和大部分未固结的沉积物，覆盖了地球陆地表面的一部分(图1)。曾经被地质学家很大程度上忽视为“覆盖层”，现在研究地表沉积物以解决与人类社会可持续性相关的广泛问题。地质学家利用地表沉积物来确定过去气候变化的频率和严重程度，量化自然和人为侵蚀率，识别危险，并计算与地震、滑坡、海啸和火山爆发相关的复发间隔。然而，人类通过对地球表面的逐步改造，正在越来越多地消除许多关键地区的地表地质记录。
{"title":"The Great Acceleration and the disappearing surficial geologic record","authors":"J. Rech, Kathleen B. Springer, J. Pigati","doi":"10.1130/GSATG341GW.1","DOIUrl":"https://doi.org/10.1130/GSATG341GW.1","url":null,"abstract":"GSA Today, v. 28, doi: 10.1130/GSATG341GW.1. Copyright 2017, The Geological Society of America. The surficial geologic record is the relatively thin veneer of young (<~1 Ma) and mostly unconsolidated sediments that cover portions of Earth’s terrestrial surface (Fig. 1). Once largely ignored as “overburden” by geologists, surficial deposits are now studied to address a wide range of issues related to the sustainability of human societies. Geologists use surficial deposits to determine the frequency and severity of past climatic changes, quantify natural and anthropogenic erosion rates, identify hazards, and calculate recurrence intervals associated with earthquakes, landslides, tsunamis, and volcanic eruptions. Increasingly, however, humans are eradicating the surficial geologic record in many key areas through progressive modification of Earth’s surface.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"27 1","pages":"8-9"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465494","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}
S. Stein, Leah Salditch, E. Brooks, B. Spencer, Michael Campbell
{"title":"Is the coast toast? Exploring Cascadia earthquake probabilities","authors":"S. Stein, Leah Salditch, E. Brooks, B. Spencer, Michael Campbell","doi":"10.1130/GSATG350GW.1","DOIUrl":"https://doi.org/10.1130/GSATG350GW.1","url":null,"abstract":"","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"1 1","pages":"6-7"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48607206","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}
Geologists are privileged to work in some of the most remarkable, beautiful, and remote areas on the Earth. As professionals, we must care for important outcrops so they can continue to enlighten and educate earth scientists well into the future. Rock archives of valuable information, and access to these outcrops, can be destroyed by a few thoughtless actions. Accessible, exemplary geologic sites are visited by numerous individuals and fieldtrip groups each year. The consequences of unauthorized access, and the impact of rock hammers, painted section numbers, drill plug holes, and other evidence of increasing visits to these classic sites has serious consequences. In order to protect continued access for students and researchers, we, as a geologic community, must act responsibly by getting proper permits where required, conserving and protecting classic localities, and respecting land-use rules. In the following, we discuss a few examples of the preservation and accessibility of classic outcrops we have studied for years, recognizing that similar issues are prevalent globally. Classic Geologic Outcrops: Preservation and Future Accessibility
{"title":"Classic Geologic Outcrops: Preservation and Future Accessibility","authors":"M. Chan, D. Kamola","doi":"10.1130/GSATG343GW.1","DOIUrl":"https://doi.org/10.1130/GSATG343GW.1","url":null,"abstract":"Geologists are privileged to work in some of the most remarkable, beautiful, and remote areas on the Earth. As professionals, we must care for important outcrops so they can continue to enlighten and educate earth scientists well into the future. Rock archives of valuable information, and access to these outcrops, can be destroyed by a few thoughtless actions. Accessible, exemplary geologic sites are visited by numerous individuals and fieldtrip groups each year. The consequences of unauthorized access, and the impact of rock hammers, painted section numbers, drill plug holes, and other evidence of increasing visits to these classic sites has serious consequences. In order to protect continued access for students and researchers, we, as a geologic community, must act responsibly by getting proper permits where required, conserving and protecting classic localities, and respecting land-use rules. In the following, we discuss a few examples of the preservation and accessibility of classic outcrops we have studied for years, recognizing that similar issues are prevalent globally. Classic Geologic Outcrops: Preservation and Future Accessibility","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"1 1","pages":"4-5"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46443388","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}
There is a growing awareness of the need to help individuals with autism survive the rigors of the classroom. On average, one in 68 students is diagnosed with autism spectrum disorder (ASD) annually (Autism Speaks: “Facts about Autism,” n.d.). ASD is a large spectrum, ranging from nonverbal individuals who respond minimally to intervention to individuals who “lose their diagnosis” (Sarris, 2016). A loss of diagnosis occurs when individuals are nearly indistinguishable from their peers; some individuals even use their savant-like qualities to compensate for their challenges (Winter-Messiers and Herr, 2007; Wisconsin Medical Society, 2016). ASD causes challenges with communication, knowledge of socially appropriate behaviors, and sensory regulation (Autism Speaks: “DSM-5 Diagnostic Criteria,” n.d.). Individuals with autism are said to attempt to cope by engaging in selfstimulatory behaviors. These are behaviors that provide sensory input, which include rocking, flapping hands, and rubbing hands. These challenges can be mitigated when building on the strengths of individuals with ASD, which can include science (Education Insider, 2015). One area of difficulty for students with autism is the hidden curriculum—the accepted attitudes and behaviors not part of the formal curriculum but necessary for social interactions (Myles and Simpson, 2001). Teachers can build on areas of strength while utilizing science to teach the hidden curriculum.
{"title":"Harnessing an Effective Geoscience Curriculum for Students with Autism Spectrum Disorder","authors":"D. Billig, H. Feldman","doi":"10.1130/GSATG325GW.1","DOIUrl":"https://doi.org/10.1130/GSATG325GW.1","url":null,"abstract":"There is a growing awareness of the need to help individuals with autism survive the rigors of the classroom. On average, one in 68 students is diagnosed with autism spectrum disorder (ASD) annually (Autism Speaks: “Facts about Autism,” n.d.). ASD is a large spectrum, ranging from nonverbal individuals who respond minimally to intervention to individuals who “lose their diagnosis” (Sarris, 2016). A loss of diagnosis occurs when individuals are nearly indistinguishable from their peers; some individuals even use their savant-like qualities to compensate for their challenges (Winter-Messiers and Herr, 2007; Wisconsin Medical Society, 2016). ASD causes challenges with communication, knowledge of socially appropriate behaviors, and sensory regulation (Autism Speaks: “DSM-5 Diagnostic Criteria,” n.d.). Individuals with autism are said to attempt to cope by engaging in selfstimulatory behaviors. These are behaviors that provide sensory input, which include rocking, flapping hands, and rubbing hands. These challenges can be mitigated when building on the strengths of individuals with ASD, which can include science (Education Insider, 2015). One area of difficulty for students with autism is the hidden curriculum—the accepted attitudes and behaviors not part of the formal curriculum but necessary for social interactions (Myles and Simpson, 2001). Teachers can build on areas of strength while utilizing science to teach the hidden curriculum.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"1 1","pages":"36-37"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44104906","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}
D. Kring, P. Claeys, S. Gulick, J. Morgan, G. Collins, T. Bralower, E. Chenot, G. Christeson, C. Cockell, M. Coolen, L. Ferrière, C. Gebhardt, K. Goto, H. Jones, J. Lofi, C. Lowery, C. Mellett, R. Ocampo-Torres, L. Pérez‐Cruz, A. Pickersgill, M. Poelchau, A. Rae, C. Rasmussen, M. Rebolledo-Vieyra, U. Riller, Honami Sato, J. Smit, S. Tikoo, N. Tomioka, J. Urrutia‐Fucugauchi, M. Whalen, A. Wittmann, Long Xiao, K. Yamaguchi, W. Zylberman
The Chicxulub crater is the only well-preserved peak-ring crater on Earth and linked, famously, to the K-T or K-Pg mass extinction event. For the first time, geologists have drilled into the peak ring of that crater in the International Ocean Discovery Program and International Continental Scientific Drilling Program (IODP-ICDP) Expedition 364. The Chicxulub impact event, the environmental calamity it produced, and the paleobiological consequences are among the most captivating topics being discussed in the geologic community. Here we focus attention on the geological processes that shaped the ~200-km-wide impact crater responsible for that discussion and the expedition’s first year results.
{"title":"Chicxulub and the exploration of large peak-ring impact craters through scientific drilling","authors":"D. Kring, P. Claeys, S. Gulick, J. Morgan, G. Collins, T. Bralower, E. Chenot, G. Christeson, C. Cockell, M. Coolen, L. Ferrière, C. Gebhardt, K. Goto, H. Jones, J. Lofi, C. Lowery, C. Mellett, R. Ocampo-Torres, L. Pérez‐Cruz, A. Pickersgill, M. Poelchau, A. Rae, C. Rasmussen, M. Rebolledo-Vieyra, U. Riller, Honami Sato, J. Smit, S. Tikoo, N. Tomioka, J. Urrutia‐Fucugauchi, M. Whalen, A. Wittmann, Long Xiao, K. Yamaguchi, W. Zylberman","doi":"10.1130/GSATG352A.1","DOIUrl":"https://doi.org/10.1130/GSATG352A.1","url":null,"abstract":"The Chicxulub crater is the only well-preserved peak-ring crater on Earth and linked, famously, to the K-T or K-Pg mass extinction event. For the first time, geologists have drilled into the peak ring of that crater in the International Ocean Discovery Program and International Continental Scientific Drilling Program (IODP-ICDP) Expedition 364. The Chicxulub impact event, the environmental calamity it produced, and the paleobiological consequences are among the most captivating topics being discussed in the geologic community. Here we focus attention on the geological processes that shaped the ~200-km-wide impact crater responsible for that discussion and the expedition’s first year results.","PeriodicalId":35784,"journal":{"name":"GSA Today","volume":"27 1","pages":"4-8"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42865850","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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