Pub Date : 2019-07-03DOI: 10.1080/13614541.2020.1774269
R. Mainfort, Stuart Walker
ABSTRACT Susan Stan’s discussion of the first American edition of Heidi (1884) and subsequent reissues is inaccurate. Using material from Publishers Weekly and other contemporary sources, we demonstrate that the first American edition was actually published by the Boston firm of Cupples, Upham, & Co. The editions by Platt & Peck and DeWolfe, Fiske, & Co., identified by Stan as first editions, are in fact reissues dating to 1911 and 1889, respectively. We also present biographical information about the translator, Louise Winsor Brooks, a Boston philanthropist who donated all proceeds from sales of the book to charity.
{"title":"The First American Edition of Heidi: A Correction to “Heidi in English: A Bibliographic Study”","authors":"R. Mainfort, Stuart Walker","doi":"10.1080/13614541.2020.1774269","DOIUrl":"https://doi.org/10.1080/13614541.2020.1774269","url":null,"abstract":"ABSTRACT Susan Stan’s discussion of the first American edition of Heidi (1884) and subsequent reissues is inaccurate. Using material from Publishers Weekly and other contemporary sources, we demonstrate that the first American edition was actually published by the Boston firm of Cupples, Upham, & Co. The editions by Platt & Peck and DeWolfe, Fiske, & Co., identified by Stan as first editions, are in fact reissues dating to 1911 and 1889, respectively. We also present biographical information about the translator, Louise Winsor Brooks, a Boston philanthropist who donated all proceeds from sales of the book to charity.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128529324","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 : 2019-07-03DOI: 10.1080/13614541.2020.1774266
P. Dewan
ABSTRACT Scholars have explored the way books about toys inculcate consumer, racist, and sexist ideologies in the young, subversively controllinng their attitudes and behavior. Judging from the scholarship in this area, teachers, librarians, and parents may hesitate before recommending or purchasing toy-centered stories for children. Using insights from play theorists and psychology researchers, this article argues that toy fiction can empower children by both acknowledging their marginalized status and providing models of coping, learning, and agency.
{"title":"More Than Child’s Play: The Scaffolding Role of Toys, Games, and Play in Children’s Literature","authors":"P. Dewan","doi":"10.1080/13614541.2020.1774266","DOIUrl":"https://doi.org/10.1080/13614541.2020.1774266","url":null,"abstract":"ABSTRACT Scholars have explored the way books about toys inculcate consumer, racist, and sexist ideologies in the young, subversively controllinng their attitudes and behavior. Judging from the scholarship in this area, teachers, librarians, and parents may hesitate before recommending or purchasing toy-centered stories for children. Using insights from play theorists and psychology researchers, this article argues that toy fiction can empower children by both acknowledging their marginalized status and providing models of coping, learning, and agency.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130541420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1533616
Sylvia Pantaleo
ABSTRACT During a classroom-based study conducted in two Grade 4 classrooms, the students were provided with multiple opportunities to develop their visual meaning-making skills and competencies. The eight- and nine-year-old students’ participation in the case study research included the reading and discussing of and writing about picturebooks. The intentionally-designed instruction during the study included a variety of activities that focused on a selection of elements of visual art and design in picturebooks. The content analysis of the students’ responses to David Wiesner’s The Three Pigs revealed how learning about the what, why and how of the mode of image affected their aesthetic understanding of and critical thinking about the picturebook. Discussion of the findings is situated in Sipe’s (“Storytime”) theoretical model of literary understanding and sociocultural theory.
{"title":"Elementary Students’ Analytical Responses About David Wiesner’s The Three Pigs","authors":"Sylvia Pantaleo","doi":"10.1080/13614541.2018.1533616","DOIUrl":"https://doi.org/10.1080/13614541.2018.1533616","url":null,"abstract":"ABSTRACT During a classroom-based study conducted in two Grade 4 classrooms, the students were provided with multiple opportunities to develop their visual meaning-making skills and competencies. The eight- and nine-year-old students’ participation in the case study research included the reading and discussing of and writing about picturebooks. The intentionally-designed instruction during the study included a variety of activities that focused on a selection of elements of visual art and design in picturebooks. The content analysis of the students’ responses to David Wiesner’s The Three Pigs revealed how learning about the what, why and how of the mode of image affected their aesthetic understanding of and critical thinking about the picturebook. Discussion of the findings is situated in Sipe’s (“Storytime”) theoretical model of literary understanding and sociocultural theory.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127009407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535780
N. Daly
ABSTRACT Research shows the power of bilingual picturebooks in classrooms which draw on the linguistic capital of multilingual children and show that the messages given to children depend on the ways in which the languages are treated. Previous research has shown that the language use within a picturebook may be considered a kind of linguistic landscape which reflects the relative status of languages within a community. In this article, eight dual language picturebooks from the White Ravens Catalogue 2015–17 are analysed in terms of which languages dominate their linguistic landscapes, and this is discussed in relation to the sociolinguistic contexts of the countries in which they are published. Results indicate that the outer and inner pages of the books are usually dominated in order, size and information by a colonial language, while in the body of the book the two languages are treated more evenly. However, one book shows the potential for bilingual picturebooks to create a non-partisan linguistic landscape.
{"title":"Linguistic Landscapes of Bilingual Picturebooks in the White Ravens Catalogue","authors":"N. Daly","doi":"10.1080/13614541.2018.1535780","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535780","url":null,"abstract":"ABSTRACT Research shows the power of bilingual picturebooks in classrooms which draw on the linguistic capital of multilingual children and show that the messages given to children depend on the ways in which the languages are treated. Previous research has shown that the language use within a picturebook may be considered a kind of linguistic landscape which reflects the relative status of languages within a community. In this article, eight dual language picturebooks from the White Ravens Catalogue 2015–17 are analysed in terms of which languages dominate their linguistic landscapes, and this is discussed in relation to the sociolinguistic contexts of the countries in which they are published. Results indicate that the outer and inner pages of the books are usually dominated in order, size and information by a colonial language, while in the body of the book the two languages are treated more evenly. However, one book shows the potential for bilingual picturebooks to create a non-partisan linguistic landscape.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114286035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535778
Amber Moore
ABSTRACT Adult characters in young adult (YA) literature remain largely unexamined. In this article, All the Rage (2015), Exit, Pursued by a Bear (2016), Speak (1999), and “Wolf” from The Rose and the Beast (2000) are closely analyzed to evaluate whether these characters engaged in childism(s). Particularly, YA sexual assault narratives warrant critical consideration, as caretaker characters hold potential to significantly impact assaulted adolescents’ abilities to enact shame resilience. The four stories suggest that how parent and school-based professional characters impact survivor protagonists is directly correlated with if, or the degree to which, the grown ups participated in “positive” or “negative” childism.
{"title":"“I Knew You Were Trouble”: Considering Childism(s), Shame Resilience, and Adult Caretaker Characters Surrounding YA Rape Survivor Protagonists","authors":"Amber Moore","doi":"10.1080/13614541.2018.1535778","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535778","url":null,"abstract":"ABSTRACT Adult characters in young adult (YA) literature remain largely unexamined. In this article, All the Rage (2015), Exit, Pursued by a Bear (2016), Speak (1999), and “Wolf” from The Rose and the Beast (2000) are closely analyzed to evaluate whether these characters engaged in childism(s). Particularly, YA sexual assault narratives warrant critical consideration, as caretaker characters hold potential to significantly impact assaulted adolescents’ abilities to enact shame resilience. The four stories suggest that how parent and school-based professional characters impact survivor protagonists is directly correlated with if, or the degree to which, the grown ups participated in “positive” or “negative” childism.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128397633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535779
A. Beamish
ABSTRACT In this content analysis of picture books depicting libraries for children ages birth to seven years, I examine the way Wiegand’s concept of library as place acts as a suitable framework for the literature. Embedded into library as place is the multidimensional and inclusive vision of place-making, one which expands the library from simply a physical structure to a transferrable value. Through an examination of the text and illustrations of 75 picture books depicting libraries, I have grouped similar representations of library as place and discussed the relationship between attitude, context, and space in framing the multidimensionality of library as place. The result is a list of core titles that library practitioners may reference to build early library literacy and library advocacy in children.
{"title":"Examination of Picture Books Depicting Libraries for Children Ages Birth to Seven Years","authors":"A. Beamish","doi":"10.1080/13614541.2018.1535779","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535779","url":null,"abstract":"ABSTRACT In this content analysis of picture books depicting libraries for children ages birth to seven years, I examine the way Wiegand’s concept of library as place acts as a suitable framework for the literature. Embedded into library as place is the multidimensional and inclusive vision of place-making, one which expands the library from simply a physical structure to a transferrable value. Through an examination of the text and illustrations of 75 picture books depicting libraries, I have grouped similar representations of library as place and discussed the relationship between attitude, context, and space in framing the multidimensionality of library as place. The result is a list of core titles that library practitioners may reference to build early library literacy and library advocacy in children.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131588262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13614541.2018.1429129
Pirjo Suvilehto
ABSTRACT Baby’s first book, provided in Finnish maternity packages since 1982, challenges oppressive gender roles and promotes gender equity (Syrjälä). In a close reading of depictions of gender and gender expectations in five separate series of Finnish “first books” published in the 1980s and 2000s, I concluded that Finnish first books are sensitive toward gender equality for three key reasons. First, mothers and fathers, depicted in the 18 books analyzed, equally attend to caring for the baby. Second, the gender of the infant protagonist in first books is necessarily not revealed. This is in part because the Finnish language does not have gendered personal pronouns. She/he and her/his is dealt with in the nongender terms “hän”/“hänen” in Finnish language. The child is looking at the pictures, how the characters look like, what are their appearances, and thus reading pictures to make a decision, if there is a boy or a girl. Third, the baby eagerly learns new skills and shows emotions. The skills taught by the parents, directly and as role models, break from narrow gender inscriptions. The parents’ and others’ reactions to the range of emotions expressed by the baby are sensible, supportive and empathic. Children´s books are connected to and reflect the “educational climate” of the society.
{"title":"Gender pedagogy in Finnish First books published in the 1980s and 2000s","authors":"Pirjo Suvilehto","doi":"10.1080/13614541.2018.1429129","DOIUrl":"https://doi.org/10.1080/13614541.2018.1429129","url":null,"abstract":"ABSTRACT Baby’s first book, provided in Finnish maternity packages since 1982, challenges oppressive gender roles and promotes gender equity (Syrjälä). In a close reading of depictions of gender and gender expectations in five separate series of Finnish “first books” published in the 1980s and 2000s, I concluded that Finnish first books are sensitive toward gender equality for three key reasons. First, mothers and fathers, depicted in the 18 books analyzed, equally attend to caring for the baby. Second, the gender of the infant protagonist in first books is necessarily not revealed. This is in part because the Finnish language does not have gendered personal pronouns. She/he and her/his is dealt with in the nongender terms “hän”/“hänen” in Finnish language. The child is looking at the pictures, how the characters look like, what are their appearances, and thus reading pictures to make a decision, if there is a boy or a girl. Third, the baby eagerly learns new skills and shows emotions. The skills taught by the parents, directly and as role models, break from narrow gender inscriptions. The parents’ and others’ reactions to the range of emotions expressed by the baby are sensible, supportive and empathic. Children´s books are connected to and reflect the “educational climate” of the society.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132664522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13614541.2018.1430012
R. Butler
ABSTRACT Supernatural phenomena are common in the mythology, art, and literature of the Greco-Roman world. Contemporary scholarship reflects this abundance. This article refers first to scholarly research on ghosts and other supernatural phenomena in the ancient world. However, necromancy, the invocation of the spirits of the dead, is neglected in contemporary research. A popular novelist, J. K. Rowling, has included instances of necromancy in the seven volumes of her Harry Potter oeuvre. Moreover, being herself a former student of the classics, Rowling derives most instances of necromancy from identifiable classical models. These classical derivations are listed, including the dog Cerberus, the bones of a dead father invoked for magical purposes, the Priori Incantatem spell that summons the spirits of the dead, the power of magical wands and resurrection stones, and the location of an intermediate world between the living and the dead. Rowling’s world in the Potter saga is magical but, unlike the Greco-Roman world, secular.
超自然现象在希腊罗马世界的神话、艺术和文学中很常见。当代学术反映了这种丰富。这篇文章首先提到对古代鬼魂和其他超自然现象的学术研究。然而，招魂术，即对死者灵魂的召唤，在当代研究中却被忽视了。著名小说家j·k·罗琳(J. K. Rowling)在她的七卷本《哈利·波特》(Harry Potter)系列中加入了巫术的例子。此外，罗琳自己也曾是古典文学的学生，她从可识别的经典模型中得出了大多数巫术的例子。这些经典的衍生词被列了出来，包括狗Cerberus，用于魔法目的的已故父亲的骨头，召唤死者灵魂的先验咒语，魔杖和复活石的力量，以及介于生者和死者之间的中间世界的位置。罗琳在《波特》系列小说中的世界充满魔法，但与希腊罗马世界不同的是，它是世俗的。
{"title":"Harry Potter: Summoning the dead","authors":"R. Butler","doi":"10.1080/13614541.2018.1430012","DOIUrl":"https://doi.org/10.1080/13614541.2018.1430012","url":null,"abstract":"ABSTRACT Supernatural phenomena are common in the mythology, art, and literature of the Greco-Roman world. Contemporary scholarship reflects this abundance. This article refers first to scholarly research on ghosts and other supernatural phenomena in the ancient world. However, necromancy, the invocation of the spirits of the dead, is neglected in contemporary research. A popular novelist, J. K. Rowling, has included instances of necromancy in the seven volumes of her Harry Potter oeuvre. Moreover, being herself a former student of the classics, Rowling derives most instances of necromancy from identifiable classical models. These classical derivations are listed, including the dog Cerberus, the bones of a dead father invoked for magical purposes, the Priori Incantatem spell that summons the spirits of the dead, the power of magical wands and resurrection stones, and the location of an intermediate world between the living and the dead. Rowling’s world in the Potter saga is magical but, unlike the Greco-Roman world, secular.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123618853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13614541.2018.1429128
A. Cummins, Myra Infante‐Sheridan
ABSTRACT Mexican American literature for adolescent readership deserves scrutiny as much as appreciation. Young adult novels The Tequila Worm (2005) by Viola Canales and Under the Mesquite (2011) by Guadalupe Garcia McCall exemplify a literary form this article labels the Chicana feminist bildungsroman. The characteristics of this new genre are narrating the coming of age of a Chicana protagonist over an extended period of time, portraying the protagonist’s developing a socially engaged understanding of dual identity as a Mexican American, and connecting individual development with valuing of family, community, and collectivity. Further classifiable in the künstlerroman genre, the books link with The House on Mango Street (1984) by Sandra Cisneros. This analysis demonstrates the importance of inclusive literature and culture in schools and the prominent position that Mexican American literature merits in young adult literature as a discipline.
{"title":"Establishing a Chicana feminist bildungsroman for young adults","authors":"A. Cummins, Myra Infante‐Sheridan","doi":"10.1080/13614541.2018.1429128","DOIUrl":"https://doi.org/10.1080/13614541.2018.1429128","url":null,"abstract":"ABSTRACT Mexican American literature for adolescent readership deserves scrutiny as much as appreciation. Young adult novels The Tequila Worm (2005) by Viola Canales and Under the Mesquite (2011) by Guadalupe Garcia McCall exemplify a literary form this article labels the Chicana feminist bildungsroman. The characteristics of this new genre are narrating the coming of age of a Chicana protagonist over an extended period of time, portraying the protagonist’s developing a socially engaged understanding of dual identity as a Mexican American, and connecting individual development with valuing of family, community, and collectivity. Further classifiable in the künstlerroman genre, the books link with The House on Mango Street (1984) by Sandra Cisneros. This analysis demonstrates the importance of inclusive literature and culture in schools and the prominent position that Mexican American literature merits in young adult literature as a discipline.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131403696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13614541.2018.1433473
S. Fullerton, G. Schafer, Koti Hubbard, Erin L. McClure, Leslie A. Salley, R. Ross
ABSTRACT We report an analysis of experts’ picturebook recommendations and rationales for read-alouds. Such recommendations are important as experts provide book suggestions to teachers. In this investigation, children’s librarians and children’s literature professors recommended picturebooks as potential read-alouds. Experts also provided selection rationales, resulting in 109 recommendations, 95 unique titles, and preferences for recently published award-winners. Recommended texts were balanced in terms of gender and choices featured characters of color; yet, both groups selected fewer books with authors/illustrators of color, perhaps reflective of trends in publishing. Diverse books were incorporated, but findings indicate the need for increased consideration of diverse texts.
{"title":"Considering Quality and Diversity: An Analysis of Read-Aloud Recommendations and Rationales from Children’s Literature Experts","authors":"S. Fullerton, G. Schafer, Koti Hubbard, Erin L. McClure, Leslie A. Salley, R. Ross","doi":"10.1080/13614541.2018.1433473","DOIUrl":"https://doi.org/10.1080/13614541.2018.1433473","url":null,"abstract":"ABSTRACT We report an analysis of experts’ picturebook recommendations and rationales for read-alouds. Such recommendations are important as experts provide book suggestions to teachers. In this investigation, children’s librarians and children’s literature professors recommended picturebooks as potential read-alouds. Experts also provided selection rationales, resulting in 109 recommendations, 95 unique titles, and preferences for recently published award-winners. Recommended texts were balanced in terms of gender and choices featured characters of color; yet, both groups selected fewer books with authors/illustrators of color, perhaps reflective of trends in publishing. Diverse books were incorporated, but findings indicate the need for increased consideration of diverse texts.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115695284","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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