Pub Date : 2022-01-28DOI: 10.1177/17577438221075294
D. R. Hansen, K. Mellon
In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking and complicated conversations to be neglected or avoided in education, especially these forms of thinking and conversations that can question the neoliberal fantasmatic order and the cruelnss as well as the enjoyment that come with it. Instead, educational institutions and educators must live up to the demands of the big (neoliberal market) Other and its desire for positive student evaluations that mirror satisfaction and quality regarding the educational “product” that students are promised. How it looks will be illustrated by means of examples that derive from a Danish educational context. On that basis, we claim that we are witnessing a form of satisfaction tyranny in education and discuss what it means if educational institutions and educators cannot release themselves from their neoliberal involvement.
{"title":"The tyranny of student satisfaction: Cruel optimistic fantasies in education","authors":"D. R. Hansen, K. Mellon","doi":"10.1177/17577438221075294","DOIUrl":"https://doi.org/10.1177/17577438221075294","url":null,"abstract":"In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking and complicated conversations to be neglected or avoided in education, especially these forms of thinking and conversations that can question the neoliberal fantasmatic order and the cruelnss as well as the enjoyment that come with it. Instead, educational institutions and educators must live up to the demands of the big (neoliberal market) Other and its desire for positive student evaluations that mirror satisfaction and quality regarding the educational “product” that students are promised. How it looks will be illustrated by means of examples that derive from a Danish educational context. On that basis, we claim that we are witnessing a form of satisfaction tyranny in education and discuss what it means if educational institutions and educators cannot release themselves from their neoliberal involvement.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"172 - 185"},"PeriodicalIF":1.1,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46628864","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 : 2022-01-24DOI: 10.1177/17577438211062348
Jelizaveta Tumlovskaja
One of the main conditions for quality assurance in education is the recognition and internalisation of shared values. Education based on shared values creates the preconditions for achieving educational goals and contributing to the creation of social and economic well-being of society. Lithuanian education documents establish important values on which the education process should be based. However, in practice, general education schools in Lithuania face difficulties in implementing the provisions. To promote continuous quality management in general education schools in Lithuania, since 2007, the processes for evaluating the performance quality have been introduced: self-evaluation and external evaluation. These processes are based on collegial interaction and should contribute to positive, value-based changes in the quality of education. The study’s purpose was to reveal the attitude of educators to the influence of evaluation processes on the recognition of educational values in practice. The system of educational values and their evaluation were analysed based on the normative documents content analysis and the attitude of educators to educational values and their practical implementation, analysed by the questionnaire method. Studies showed that evaluation contributes to the recognition of educational values in practice, but the reliability factors of evaluation have little influence on this.
{"title":"The influence of performance quality evaluation in general education schools on the recognition of the educational values","authors":"Jelizaveta Tumlovskaja","doi":"10.1177/17577438211062348","DOIUrl":"https://doi.org/10.1177/17577438211062348","url":null,"abstract":"One of the main conditions for quality assurance in education is the recognition and internalisation of shared values. Education based on shared values creates the preconditions for achieving educational goals and contributing to the creation of social and economic well-being of society. Lithuanian education documents establish important values on which the education process should be based. However, in practice, general education schools in Lithuania face difficulties in implementing the provisions. To promote continuous quality management in general education schools in Lithuania, since 2007, the processes for evaluating the performance quality have been introduced: self-evaluation and external evaluation. These processes are based on collegial interaction and should contribute to positive, value-based changes in the quality of education. The study’s purpose was to reveal the attitude of educators to the influence of evaluation processes on the recognition of educational values in practice. The system of educational values and their evaluation were analysed based on the normative documents content analysis and the attitude of educators to educational values and their practical implementation, analysed by the questionnaire method. Studies showed that evaluation contributes to the recognition of educational values in practice, but the reliability factors of evaluation have little influence on this.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"102 - 112"},"PeriodicalIF":1.1,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45289441","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 : 2022-01-23DOI: 10.1177/17577438211052650
Nils Hammarén
Violence is considered a major concern in society, specifically regarding school. In this article, the concept of school violence is explored. Different categorisations and manifestations of violence are presented, and the dividing lines between them are discussed. The questions highlighted in the article include the following: How is school violence defined, and what are the taxonomies of school violence? How and in what ways is school violence theorised and comprehended? The ways in which violence are characterised and comprehended vary between decades, contexts, disciplines and scholars. In general, violence is usually defined and can manifest itself through physical, relational, verbal, cyber and sexual expressions, and through systemic, structural, symbolic and objective forms. The former manifestations relate to more explicit and direct types of violence, which are also more often related to and included in the concept of school violence, while the latter manifestations focus on less visible and subtle forms. Definitions of violence are numerous yet highly overlapping, making school violence a complex and far from unambiguous concept that is problematic to define. Yet, the concept would benefit from including structural and symbolic forms of violence to avoid treating school violence as an individual issue at the expense of societal power relations underpinning school violence.
{"title":"Are bullying and reproduction of educational inequality the same thing? Towards a multifaceted understanding of school violence","authors":"Nils Hammarén","doi":"10.1177/17577438211052650","DOIUrl":"https://doi.org/10.1177/17577438211052650","url":null,"abstract":"Violence is considered a major concern in society, specifically regarding school. In this article, the concept of school violence is explored. Different categorisations and manifestations of violence are presented, and the dividing lines between them are discussed. The questions highlighted in the article include the following: How is school violence defined, and what are the taxonomies of school violence? How and in what ways is school violence theorised and comprehended? The ways in which violence are characterised and comprehended vary between decades, contexts, disciplines and scholars. In general, violence is usually defined and can manifest itself through physical, relational, verbal, cyber and sexual expressions, and through systemic, structural, symbolic and objective forms. The former manifestations relate to more explicit and direct types of violence, which are also more often related to and included in the concept of school violence, while the latter manifestations focus on less visible and subtle forms. Definitions of violence are numerous yet highly overlapping, making school violence a complex and far from unambiguous concept that is problematic to define. Yet, the concept would benefit from including structural and symbolic forms of violence to avoid treating school violence as an individual issue at the expense of societal power relations underpinning school violence.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"35 - 49"},"PeriodicalIF":1.1,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45005634","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 : 2022-01-20DOI: 10.1177/17577438211070066
{"title":"Corrigendum to The banality of education policy: Discipline as extensive evil in the neoliberal era","authors":"","doi":"10.1177/17577438211070066","DOIUrl":"https://doi.org/10.1177/17577438211070066","url":null,"abstract":"","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"101 - 101"},"PeriodicalIF":1.1,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42161136","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 : 2021-12-08DOI: 10.1177/17577438211052647
S. Tamah, Johannes V. D. Wirjawan
Teachers’ learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers’ resilience on a new educational innovation on formative assessment which is group oriented. The study engaged a cohort of 100 high school teachers joining a professionalism-related seminar and workshop for the expected change. The data were collected from a set of individual questionnaire. Mowbray’s insight on process of reacting to events was employed to analyse the data projected to describe the teachers’ resilience on an innovative assessment practice. The findings indicated teachers revealed resilience to a certain extent on the innovative assessment practice. The majority were open to the challenge to change; it is the novice teachers who revealed the greatest resilience.
{"title":"Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program","authors":"S. Tamah, Johannes V. D. Wirjawan","doi":"10.1177/17577438211052647","DOIUrl":"https://doi.org/10.1177/17577438211052647","url":null,"abstract":"Teachers’ learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers’ resilience on a new educational innovation on formative assessment which is group oriented. The study engaged a cohort of 100 high school teachers joining a professionalism-related seminar and workshop for the expected change. The data were collected from a set of individual questionnaire. Mowbray’s insight on process of reacting to events was employed to analyse the data projected to describe the teachers’ resilience on an innovative assessment practice. The findings indicated teachers revealed resilience to a certain extent on the innovative assessment practice. The majority were open to the challenge to change; it is the novice teachers who revealed the greatest resilience.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"17 - 34"},"PeriodicalIF":1.1,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49102819","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 : 2021-10-08DOI: 10.1177/17577438221080262
T. Begum
Background: Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Purpose: Until today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Research Design: The present investigation focused on the voice of 100 university professors selected randomly. As part of the Ph.D. Data analysis: Research, data was gathered using a standardized Likert Summative Ranking Scale. Result: Data analysis revealed that there is a highly significant positive relationship (p = 0.000) between the use of national language and nation-building. Conclusion: This means, academicians across Pakistani universities strongly believe in the use of national language in all lifestyles to realize the dreams of nation-building. It will help to achieve socio-cultural, developmental, strategic, academic, and identity goals amicably.
{"title":"National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan","authors":"T. Begum","doi":"10.1177/17577438221080262","DOIUrl":"https://doi.org/10.1177/17577438221080262","url":null,"abstract":"Background: Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Purpose: Until today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Research Design: The present investigation focused on the voice of 100 university professors selected randomly. As part of the Ph.D. Data analysis: Research, data was gathered using a standardized Likert Summative Ranking Scale. Result: Data analysis revealed that there is a highly significant positive relationship (p = 0.000) between the use of national language and nation-building. Conclusion: This means, academicians across Pakistani universities strongly believe in the use of national language in all lifestyles to realize the dreams of nation-building. It will help to achieve socio-cultural, developmental, strategic, academic, and identity goals amicably.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"186 - 192"},"PeriodicalIF":1.1,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46536872","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 : 2021-08-28DOI: 10.1177/17577438211037212
Clémence Lebossé, Carine Érard, C. Vivier
In a society where the politics of life is geared toward maximizing the physical and psychological dimensions of human capital to ensure economic growth, France’s Inspectorate for Youth and Sports played a key role in disseminating a new mode of governance of bodies and youth—a form of self-governance based on the rising neoliberal values that emerged during the period of the Trente Glorieuses. Representing a tiny minority in an essentially male bastion, a small number of women, cherry-picked for their expertise and effectiveness as inspectors, came to play a vital role in a new mode of youth governance aimed, against a backdrop of social control, at encouraging young people to assume greater self-responsibility and to take ownership of their physical education and activities. Guided by research in the human and social sciences as a basis for rethinking how physical education is taught in schools, women may be seen as key contributors to the emergence of a new ethos designed to develop the ability of French youth to adapt to the social and economic transformation of capitalist society by appealing to the psyche (superego) and self-regulation. Despite promoting a “differentialist feminism”.
{"title":"French female youth and sports inspectors and the challenge of neoliberalism during the Trente Glorieuses","authors":"Clémence Lebossé, Carine Érard, C. Vivier","doi":"10.1177/17577438211037212","DOIUrl":"https://doi.org/10.1177/17577438211037212","url":null,"abstract":"In a society where the politics of life is geared toward maximizing the physical and psychological dimensions of human capital to ensure economic growth, France’s Inspectorate for Youth and Sports played a key role in disseminating a new mode of governance of bodies and youth—a form of self-governance based on the rising neoliberal values that emerged during the period of the Trente Glorieuses. Representing a tiny minority in an essentially male bastion, a small number of women, cherry-picked for their expertise and effectiveness as inspectors, came to play a vital role in a new mode of youth governance aimed, against a backdrop of social control, at encouraging young people to assume greater self-responsibility and to take ownership of their physical education and activities. Guided by research in the human and social sciences as a basis for rethinking how physical education is taught in schools, women may be seen as key contributors to the emergence of a new ethos designed to develop the ability of French youth to adapt to the social and economic transformation of capitalist society by appealing to the psyche (superego) and self-regulation. Despite promoting a “differentialist feminism”.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"13 1","pages":"147 - 170"},"PeriodicalIF":1.1,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441869","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 : 2021-08-18DOI: 10.1177/17577438211040021
J. Rainford
Access to higher education is a global concern due to its dual role in transforming individual lives and value for global economic systems. However, pre-entry interventions to improve access often make comparatively little impact on who attends certain types of universities. Drawing upon a study that examined policy and practice relating to access to higher education conducted in 2016–2017 in England, this article furthers a theoretical discussion relating to the role institutional norms play in maintaining this status quo and why inequities endure especially in elite universities. In doing so, it highlights how institutional doxa can illuminate how taken-for-granted ideals shape policy and practice. This article theorises that institutional doxa shapes notions of who is seen as having ‘potential’, examines why doxic positions in relation to ‘potential’ endure and are rarely impacted by practices. This theorisation offers an important contribution to research on access to higher education as by foregrounding the central role played by these assumptions within marketised higher education systems this enables them to be challenged and deconstructed in order to effect meaningful progress on issues of access to higher education.
{"title":"How institutional doxa shapes access to higher education through framings of ‘potential’","authors":"J. Rainford","doi":"10.1177/17577438211040021","DOIUrl":"https://doi.org/10.1177/17577438211040021","url":null,"abstract":"Access to higher education is a global concern due to its dual role in transforming individual lives and value for global economic systems. However, pre-entry interventions to improve access often make comparatively little impact on who attends certain types of universities. Drawing upon a study that examined policy and practice relating to access to higher education conducted in 2016–2017 in England, this article furthers a theoretical discussion relating to the role institutional norms play in maintaining this status quo and why inequities endure especially in elite universities. In doing so, it highlights how institutional doxa can illuminate how taken-for-granted ideals shape policy and practice. This article theorises that institutional doxa shapes notions of who is seen as having ‘potential’, examines why doxic positions in relation to ‘potential’ endure and are rarely impacted by practices. This theorisation offers an important contribution to research on access to higher education as by foregrounding the central role played by these assumptions within marketised higher education systems this enables them to be challenged and deconstructed in order to effect meaningful progress on issues of access to higher education.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"13 1","pages":"171 - 186"},"PeriodicalIF":1.1,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46381356","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 : 2021-08-16DOI: 10.31124/advance.15149571.v1
Mayank Mishra
The paper intends to conduct a spatial reading of civil resistance movements taking Jawaharlal Nehru University’s (JNU) #FeeMustFall in India as the case study. Amidst penetration of neoliberal politics in public goods like health and education, the pay-per-user principle is not limited to the argument of efficiency of allocation of resources. It can be comprehended as the larger strategy of the ruling dispensation to deplatform dissent and homogenise state space on an ideological singularity catering to majoritarian and hegemonic nationalism. The paper shall focus on the spatial reading of civil resistance movements using Lefebvre’s characterisation of state space and Gramsci’s understanding of hegemony and nationalism locating in the context of JNU’s #FeeMustFall movement.
{"title":"Contesting Spaces and Civil resistance movements: A case study on India's #FeeMustFall Movement","authors":"Mayank Mishra","doi":"10.31124/advance.15149571.v1","DOIUrl":"https://doi.org/10.31124/advance.15149571.v1","url":null,"abstract":"The\u0000paper intends to conduct a spatial reading of civil resistance movements taking\u0000Jawaharlal Nehru University’s (JNU) #FeeMustFall in India as the case study.\u0000Amidst penetration of neoliberal politics in public goods like health and\u0000education, the pay-per-user principle is not limited to the argument of\u0000efficiency of allocation of resources. It can be comprehended as the larger\u0000strategy of the ruling dispensation to deplatform dissent and homogenise state\u0000space on an ideological singularity catering to majoritarian and hegemonic nationalism.\u0000The paper shall focus on the spatial reading of civil resistance movements\u0000using Lefebvre’s characterisation of state space and Gramsci’s understanding of\u0000hegemony and nationalism locating in the context of JNU’s #FeeMustFall movement.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659652","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 : 2021-08-10DOI: 10.1177/17577438211037202
E. Saito
On 1 February 2021, a junta launched a coup against the civilian government in Myanmar, causing strong backlash against the coup among civilians and leading the junta to suppress those who protested in an extremely aggressive way. While the citizens, including teachers, teacher educators, and student teachers, have participated in the civil disobedience movement, they have not achieved civilian sovereignty. The revival of the junta’s rule has imposed serious ethical challenges on teacher educators in Myanmar. This think piece will be a discussion of the following challenges based on the available literature: the purpose and direction of teacher education, the security of student teachers and the prospects of the teaching profession. The international fraternity of teacher educators should show solidarity by collectively thinking about these grave challenges.
{"title":"Ethical challenges for teacher educators in Myanmar due to the February 2021 coup","authors":"E. Saito","doi":"10.1177/17577438211037202","DOIUrl":"https://doi.org/10.1177/17577438211037202","url":null,"abstract":"On 1 February 2021, a junta launched a coup against the civilian government in Myanmar, causing strong backlash against the coup among civilians and leading the junta to suppress those who protested in an extremely aggressive way. While the citizens, including teachers, teacher educators, and student teachers, have participated in the civil disobedience movement, they have not achieved civilian sovereignty. The revival of the junta’s rule has imposed serious ethical challenges on teacher educators in Myanmar. This think piece will be a discussion of the following challenges based on the available literature: the purpose and direction of teacher education, the security of student teachers and the prospects of the teaching profession. The international fraternity of teacher educators should show solidarity by collectively thinking about these grave challenges.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"13 1","pages":"205 - 212"},"PeriodicalIF":1.1,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041598","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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