DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education. EDITORIAL
DAVID W. STINSON是乔治亚州立大学教育与人类发展学院中学教育系数学教育副教授，地址:佐治亚州亚特兰大邮政信箱3978号，邮编:30303;电子邮件:dstinson@gsu.edu。他的研究兴趣包括从批判后现代理论(和方法论)的角度探索数学和数学教学的社会文化、历史和政治方面。他是《城市数学教育杂志》的联合创始人和现任主编。编辑
{"title":"Absence of Diversity in Collegiate Upper-Level Mathematics Classrooms: Perpetuating the \"White Male Math Myth\"","authors":"David Stinson","doi":"10.21423/jume-v9i2a316","DOIUrl":"https://doi.org/10.21423/jume-v9i2a316","url":null,"abstract":"DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582862","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}
First, I must confess that over the past few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the stride toward freedom is not the White Citizen’s Counciler or the Ku Klux Klanner, but the white moderate who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I can’t agree with your methods of direct action;” who paternalistically believes he can set the time-table for another man’s freedom; who lives by the myth of time and who constantly advises the Negro to wait until a “more convenient season.” Shallow understanding from people of goodwill is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.
{"title":"To Rectify the Moral Turpitude of Mathematics Education","authors":"B. Lawler","doi":"10.21423/jume-v9i2a306","DOIUrl":"https://doi.org/10.21423/jume-v9i2a306","url":null,"abstract":"First, I must confess that over the past few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the stride toward freedom is not the White Citizen’s Counciler or the Ku Klux Klanner, but the white moderate who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I can’t agree with your methods of direct action;” who paternalistically believes he can set the time-table for another man’s freedom; who lives by the myth of time and who constantly advises the Negro to wait until a “more convenient season.” Shallow understanding from people of goodwill is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582755","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}
*EDITOR’S NOTE: In the Spring/Summer 2015 issue (Vol. 8, No. 1) JUME published, as a Commentary, Dr. Danny Bernard Martin’s invited plenary address delivered at the NCTM Research Conference April 2015 in Boston, Massachusetts (Martin, 2015). In the Fall/Winter 2015 issue (Vol. 8, No. 2), JUME published a Response Commentary, authored by Drs. Diane J. Briars, Matt Larson, Marilyn E. Strutchens, and David Barnes (Briars et al., 2015). The Response Commentary here continues this important discussion; we invited others to keep things going while they are still stirring (see “Contributing a Commentary to JUME: Keeping Things Going While They Are Still Stirring”).
编者注:在2015年春夏期(第8卷第1期)，JUME发表了丹尼·伯纳德·马丁博士在2015年4月马萨诸塞州波士顿举行的NCTM研究会议上的受邀全体会议演讲(Martin, 2015)。在《JUME》2015秋冬杂志(第8卷第2期)上，JUME发表了一篇回应评论。Diane J. Briars, Matt Larson, Marilyn E. Strutchens和David Barnes (Briars et al.， 2015)。这里的回应评论继续了这个重要的讨论;我们邀请其他人在事情还在进行的时候让事情继续下去(参见“为JUME贡献评论:在事情还在进行的时候让事情继续下去”)。
{"title":"A Critical Dialogue: Continuing the Conversation about \"The Collective Black and Principles to Actions\"","authors":"Bryan Meyer","doi":"10.21423/jume-v9i2a302","DOIUrl":"https://doi.org/10.21423/jume-v9i2a302","url":null,"abstract":"*EDITOR’S NOTE: In the Spring/Summer 2015 issue (Vol. 8, No. 1) JUME published, as a Commentary, Dr. Danny Bernard Martin’s invited plenary address delivered at the NCTM Research Conference April 2015 in Boston, Massachusetts (Martin, 2015). In the Fall/Winter 2015 issue (Vol. 8, No. 2), JUME published a Response Commentary, authored by Drs. Diane J. Briars, Matt Larson, Marilyn E. Strutchens, and David Barnes (Briars et al., 2015). The Response Commentary here continues this important discussion; we invited others to keep things going while they are still stirring (see “Contributing a Commentary to JUME: Keeping Things Going While They Are Still Stirring”).","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582744","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 this article, the author discusses the intersectionality of mathematics experiences for two Latin@ college women pursuing mathematics-intensive STEM (science, technology, engineering, and mathematics) majors at a large, predominantly White university. The author employs intersectionality and poststructural theories to explore and make meaning of their experiences in relation to discourses of mathematics ability and pursuits of STEM higher education. A cross-case analysis of two Latin@ college women's counter-stories details the development of success-oriented beliefs and strategies in navigating the discourses that they encountered institutionally and interpersonally in their mathematics experiences. Implications are raised for P--16 mathematics and STEM education to broaden equitable learning opportunities for Latin@ women and other marginalized groups' construction of positive mathematics identities at intersections of gender and other social identities
{"title":"An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics","authors":"Luis A. Leyva","doi":"10.21423/jume-v9i2a295","DOIUrl":"https://doi.org/10.21423/jume-v9i2a295","url":null,"abstract":"In this article, the author discusses the intersectionality of mathematics experiences for two Latin@ college women pursuing mathematics-intensive STEM (science, technology, engineering, and mathematics) majors at a large, predominantly White university. The author employs intersectionality and poststructural theories to explore and make meaning of their experiences in relation to discourses of mathematics ability and pursuits of STEM higher education. A cross-case analysis of two Latin@ college women's counter-stories details the development of success-oriented beliefs and strategies in navigating the discourses that they encountered institutionally and interpersonally in their mathematics experiences. Implications are raised for P--16 mathematics and STEM education to broaden equitable learning opportunities for Latin@ women and other marginalized groups' construction of positive mathematics identities at intersections of gender and other social identities","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582728","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 this article, the authors provide a framework for understanding whiteness in mathematics education. While whiteness is receiving more attention in the broader education literature, only a handful of scholars address whiteness in mathematics education in any form. This lack of attention to whiteness leaves it invisible and neutral in documenting mathematics as a racialized space. Naming White institutional spaces, as well as the mechanisms that oppress students, can provide those who work in the field of mathematics education with specific ideas about combatting these racist structures. The framework developed and presented here illustrates three dimensions of White institutional space--institutional, labor, and identity--that are intended to support mathematics educators in two ways: (a) systematically documenting how whiteness subjugates historically marginalized students of color and their agency in resisting this oppression, and (b) making visible the ways in which whiteness impacts White students to reproduce racial privilege.
{"title":"A Framework for Understanding Whiteness in Mathematics Education","authors":"Dan Battey, Luis A. Leyva","doi":"10.21423/JUME-V9I2A294","DOIUrl":"https://doi.org/10.21423/JUME-V9I2A294","url":null,"abstract":"In this article, the authors provide a framework for understanding whiteness in mathematics education. While whiteness is receiving more attention in the broader education literature, only a handful of scholars address whiteness in mathematics education in any form. This lack of attention to whiteness leaves it invisible and neutral in documenting mathematics as a racialized space. Naming White institutional spaces, as well as the mechanisms that oppress students, can provide those who work in the field of mathematics education with specific ideas about combatting these racist structures. The framework developed and presented here illustrates three dimensions of White institutional space--institutional, labor, and identity--that are intended to support mathematics educators in two ways: (a) systematically documenting how whiteness subjugates historically marginalized students of color and their agency in resisting this oppression, and (b) making visible the ways in which whiteness impacts White students to reproduce racial privilege.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582685","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":"Reflecting on the Dialogue Regarding the Mathematics Education of English Learners","authors":"Zandra de Araujo, Erin Smith, Matthew Sakow","doi":"10.21423/jume-v9i2a309","DOIUrl":"https://doi.org/10.21423/jume-v9i2a309","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582768","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 this article, the author contributes to the growing body of scholarship on critical mathematics pedagogy. In particular, the author advances this scholarship by outlining how critical pedagogy in the mathematics classroom can support students to engage in transformational resistance. Using a critical practitioner research approach, the author retells (some of) her experiences as a high school mathematics teacher of ninth-grade Latin@ students in an Algebra I classroom. Beginning the course with activities to build a beloved community and connecting mathematics with social justice issues, the author strived to facilitate a learning space that supported transformational resistance. Through a culminating youth participatory action research project, students developed a critique of societal oppression, a motivation for social justice, and critical mathematical literacy.
{"title":"Striving Toward Transformational Resistance: Youth Participatory Action Research in the Mathematics Classroom","authors":"Mary C. Raygoza","doi":"10.21423/JUME-V9I2A286","DOIUrl":"https://doi.org/10.21423/JUME-V9I2A286","url":null,"abstract":"In this article, the author contributes to the growing body of scholarship on critical mathematics pedagogy. In particular, the author advances this scholarship by outlining how critical pedagogy in the mathematics classroom can support students to engage in transformational resistance. Using a critical practitioner research approach, the author retells (some of) her experiences as a high school mathematics teacher of ninth-grade Latin@ students in an Algebra I classroom. Beginning the course with activities to build a beloved community and connecting mathematics with social justice issues, the author strived to facilitate a learning space that supported transformational resistance. Through a culminating youth participatory action research project, students developed a critique of societal oppression, a motivation for social justice, and critical mathematical literacy.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582647","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}
n Mathematics and the Body: Material Entanglements in the Classroom by Elizabeth de Freitas and Nathalie Sinclair (2014), the authors call for a “radical reconfiguring” (p. 225) of mathematics education. Similarly, Barad (2012) argues that “theories are living and breathing reconfigurings of the world” (p. 207) and that putting new materialist and posthumanist theories to work in mathematics education could open up a space for this radical reconfiguring. This book review is based on our developing thinking about the use of theory and its possibilities within urban mathematics education. We situate ourselves in what de Freitas and Sinclair call a “stretchy space of continuous transformation” (pp. 90–91)—continuing to think and re-think issues like equity with this text, letting the words wash over us (St. Pierre, 2003), opening up and questioning urban mathematics education research. As two White women mathematics educators and emerging scholars in the field, we do not assert that theory alone or theory removed from practice can address the complex, prevalent, and long-lasting inequities present in mathematics education; however, we view theory in concert with practice as having potential to advance the field. de Freitas and Sinclair’s theories, which they use to question school mathematics in general, could be built upon and deployed to expose the problematic presence of White rationality (Martin, 2015) in urban classrooms. We encourage the reader to join us in this stretchy space and embrace the potentialities of the book as an as-
在Elizabeth de Freitas和Nathalie Sinclair(2014)的《数学与身体:课堂中的物质纠缠》一书中，作者呼吁对数学教育进行“彻底的重新配置”(第225页)。类似地，Barad(2012)认为“理论是世界的活的和呼吸的重新配置”(第207页)，并且将新的唯物主义和后人文主义理论应用于数学教育可以为这种激进的重新配置开辟空间。这篇书评是基于我们对理论在城市数学教育中的应用及其可能性的发展思考。我们将自己置身于德弗雷塔斯和辛克莱所说的“持续转型的弹性空间”(第90-91页)中——继续思考和重新思考像公平这样的问题，让这些词语在我们的脑海中冲刷(St. Pierre, 2003)，开放和质疑城市数学教育研究。作为两名白人女性数学教育家和该领域的新兴学者，我们并不认为理论本身或脱离实践的理论可以解决数学教育中存在的复杂、普遍和长期存在的不平等现象;然而，我们认为理论与实践相一致，具有推动该领域发展的潜力。de Freitas和Sinclair的理论，他们用这些理论来质疑学校数学，可以建立并部署在城市教室中暴露白人理性的问题存在(Martin, 2015)。我们鼓励读者加入我们，在这个广阔的空间里，拥抱这本书的潜力
{"title":"Radical Reconfiguring(s) for Equity in Urban Mathematics Classrooms: Lines of Flight in Mathematics and the Body: Material Entanglements in the Classroom","authors":"S. Cannon, Kayla D. Myers","doi":"10.21423/jume-v9i2a314","DOIUrl":"https://doi.org/10.21423/jume-v9i2a314","url":null,"abstract":"n Mathematics and the Body: Material Entanglements in the Classroom by Elizabeth de Freitas and Nathalie Sinclair (2014), the authors call for a “radical reconfiguring” (p. 225) of mathematics education. Similarly, Barad (2012) argues that “theories are living and breathing reconfigurings of the world” (p. 207) and that putting new materialist and posthumanist theories to work in mathematics education could open up a space for this radical reconfiguring. This book review is based on our developing thinking about the use of theory and its possibilities within urban mathematics education. We situate ourselves in what de Freitas and Sinclair call a “stretchy space of continuous transformation” (pp. 90–91)—continuing to think and re-think issues like equity with this text, letting the words wash over us (St. Pierre, 2003), opening up and questioning urban mathematics education research. As two White women mathematics educators and emerging scholars in the field, we do not assert that theory alone or theory removed from practice can address the complex, prevalent, and long-lasting inequities present in mathematics education; however, we view theory in concert with practice as having potential to advance the field. de Freitas and Sinclair’s theories, which they use to question school mathematics in general, could be built upon and deployed to expose the problematic presence of White rationality (Martin, 2015) in urban classrooms. We encourage the reader to join us in this stretchy space and embrace the potentialities of the book as an as-","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582781","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}
espite myths to the contrary, students attending urban schools are interested in learning and in mathematics, and they have communities and networks that are committed to their education and mathematics development. Too often, particularly for Black and Latina/o students, these networks and communities have gone unnoticed and unacknowledged—and, in fact, are often disregarded and denigrated as not essential to students’ academic success. In much of my work and research with schools and students, I have placed at the forefront students’ voices and experiences, because these are so often missing from research discussions about teaching and learning. While it is important to consider the role of school-based learning communities (namely, the valuable relationships and interactions between students and teachers, primarily, but also extending to counselors and administrators) in students’ learning, it is also important to value—and to further capitalize upon—the rich learning communities that young people may have outside of school. One story from a research project exploring the formative, educational, and professional experiences of Black mathematicians (Walker, 2014) demonstrates the power of an extended learning community. Nathaniel Long (a pseudonym) grew up in Pittsburgh, and lived on a street where there were close familial and intergenerational ties:
{"title":"The Importance of Communities for Mathematics Learning and Socialization","authors":"E. Walker","doi":"10.21423/jume-v9i2a315","DOIUrl":"https://doi.org/10.21423/jume-v9i2a315","url":null,"abstract":"espite myths to the contrary, students attending urban schools are interested in learning and in mathematics, and they have communities and networks that are committed to their education and mathematics development. Too often, particularly for Black and Latina/o students, these networks and communities have gone unnoticed and unacknowledged—and, in fact, are often disregarded and denigrated as not essential to students’ academic success. In much of my work and research with schools and students, I have placed at the forefront students’ voices and experiences, because these are so often missing from research discussions about teaching and learning. While it is important to consider the role of school-based learning communities (namely, the valuable relationships and interactions between students and teachers, primarily, but also extending to counselors and administrators) in students’ learning, it is also important to value—and to further capitalize upon—the rich learning communities that young people may have outside of school. One story from a research project exploring the formative, educational, and professional experiences of Black mathematicians (Walker, 2014) demonstrates the power of an extended learning community. Nathaniel Long (a pseudonym) grew up in Pittsburgh, and lived on a street where there were close familial and intergenerational ties:","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582841","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}
KAYLA D. MYERS is a PhD student in the Department of Early Childhood and Elementary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA 30302; email: kmyers@gsu.edu. Her research interests include mathematics teacher education and development; teachers’ transitions from the university setting to the mathematics classroom; and issues of power, identity, and subjectivity through discursive practices in mathematics learning communities. BOOK REVIEW
KAYLA D. MYERS是乔治亚州立大学教育与人类发展学院早期儿童和基础教育系的一名博士生，地址是佐治亚州亚特兰大3978号邮政信箱30302;电子邮件:kmyers@gsu.edu。主要研究方向为数学教师教育与发展;教师从大学环境到数学课堂的过渡通过数学学习社区的话语实践，探讨权力、身份和主体性问题。书评
{"title":"Keeping the \"Welcome Sign\" Lit: A Review of Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools","authors":"Kayla D. Myers","doi":"10.21423/jume-v9i1a299","DOIUrl":"https://doi.org/10.21423/jume-v9i1a299","url":null,"abstract":"KAYLA D. MYERS is a PhD student in the Department of Early Childhood and Elementary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA 30302; email: kmyers@gsu.edu. Her research interests include mathematics teacher education and development; teachers’ transitions from the university setting to the mathematics classroom; and issues of power, identity, and subjectivity through discursive practices in mathematics learning communities. BOOK REVIEW","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582788","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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