Pub Date : 2017-05-01DOI: 10.17206/APJRECE.2017.11.2.45
K. Guo
The relationship between values, risks and rules is of the central interest in this study. Through engagement with values and risks, this paper seeks to obtain an understanding of rules in the context of Japanese kindergartens, one that is underpinned by teachers’ and children’s perspectives of desirable and undesirable learning behaviours and outcomes. Values education and risk society theory are employed as the theoretical basis to conceptualize the topic. The analysis from teachers’ interviews, teachers’ questionnaires and children’s interviews shows how values, risks and rules are foregrounded in teachers’ and children’s perspectives, building a case for the idea that rules reinforce values and prevent risks in children’s learning.
{"title":"Values, Risks, and the Shaping of Kindergarten Rules in Japan","authors":"K. Guo","doi":"10.17206/APJRECE.2017.11.2.45","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.2.45","url":null,"abstract":"The relationship between values, risks and rules is of the central interest in this study. Through engagement with values and risks, this paper seeks to obtain an understanding of rules in the context of Japanese kindergartens, one that is underpinned by teachers’ and children’s perspectives of desirable and undesirable learning behaviours and outcomes. Values education and risk society theory are employed as the theoretical basis to conceptualize the topic. The analysis from teachers’ interviews, teachers’ questionnaires and children’s interviews shows how values, risks and rules are foregrounded in teachers’ and children’s perspectives, building a case for the idea that rules reinforce values and prevent risks in children’s learning.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"26 1","pages":"45-65"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87917108","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 : 2017-01-01DOI: 10.17206/APJRECE.2017.11.1.69
S. Tsegay, Cresensia Kansale, Sydell Poyoe Goll
China has given high priority to develop its entire educational system including early childhood education. Through secondary data and empirical studies, this paper critically analyzes the policy formulation, implementation, and evaluation of China’s national plan for medium and long-term education reform and development (2010-2020) with regard to early childhood education. The study indicated that formulation of the plan was done with high collaboration of the government and the people. Both ordinary people and experts in the field participated through various platforms. So far, the plan is meeting its objectives, although there are discrepancies between different provinces, and within municipalities. The study will enable to shape the education policy in practice, and share the experiences of China to other countries with similar initiatives.
{"title":"An Analysis of Early Childhood Education Policy in China","authors":"S. Tsegay, Cresensia Kansale, Sydell Poyoe Goll","doi":"10.17206/APJRECE.2017.11.1.69","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.1.69","url":null,"abstract":"China has given high priority to develop its entire educational system including early childhood education. Through secondary data and empirical studies, this paper critically analyzes the policy formulation, implementation, and evaluation of China’s national plan for medium and long-term education reform and development (2010-2020) with regard to early childhood education. The study indicated that formulation of the plan was done with high collaboration of the government and the people. Both ordinary people and experts in the field participated through various platforms. So far, the plan is meeting its objectives, although there are discrepancies between different provinces, and within municipalities. The study will enable to shape the education policy in practice, and share the experiences of China to other countries with similar initiatives.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"43 1","pages":"69-84"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91341769","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 : 2017-01-01DOI: 10.17206/APJRECE.2017.11.1.41
Chandra Reetu, G. Renu, S. Adarsh
Early Childhood Care and Education (ECCE) is globally recognized as a crucial element of education for all. Therefore, countries have intensely pursued it. After many efforts, progress towards ensuring ECCE is apparent in many countries in the world. But most of them could not either completely achieve this goal or compromised its quality due to inadequate resources, improper planning and ineffective implementation strategies; especially a vast and populous country like India. A number of initiatives have been taken by the Government of India for bringing quality in the form of policies, plans, constitutional amendments, acts, development of quality standards and curriculum framework, schemes and flagship programs like Integrated Child Development Services (ICDS); District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA). In this endeavour, somewhere India has compromised with the non-negotiable quality standards for ECCE, leading the emergence of expected and unexpected issues and challenges. As a result, the country has missed the target of ensuring quality in ECCE. However, recent studies give evidence of tremendous progress towards quality reforms. Of course, there are low achievements in some aspects and in some regions, but also improvement in others which shows that ensuring quality is an attainable target. This paper intends to describe initiatives of the Government of India, assess the ground realities, identify major challenges in quality reform in ECCE and suggest possible enablers to reach out the same.
{"title":"Quality Early Childhood Care and Education in India:Initiatives, Practice, Challenges and Enablers","authors":"Chandra Reetu, G. Renu, S. Adarsh","doi":"10.17206/APJRECE.2017.11.1.41","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.1.41","url":null,"abstract":"Early Childhood Care and Education (ECCE) is globally recognized as a crucial element of education for all. Therefore, countries have intensely pursued it. After many efforts, progress towards ensuring ECCE is apparent in many countries in the world. But most of them could not either completely achieve this goal or compromised its quality due to inadequate resources, improper planning and ineffective implementation strategies; especially a vast and populous country like India. A number of initiatives have been taken by the Government of India for bringing quality in the form of policies, plans, constitutional amendments, acts, development of quality standards and curriculum framework, schemes and flagship programs like Integrated Child Development Services (ICDS); District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA). In this endeavour, somewhere India has compromised with the non-negotiable quality standards for ECCE, leading the emergence of expected and unexpected issues and challenges. As a result, the country has missed the target of ensuring quality in ECCE. However, recent studies give evidence of tremendous progress towards quality reforms. Of course, there are low achievements in some aspects and in some regions, but also improvement in others which shows that ensuring quality is an attainable target. This paper intends to describe initiatives of the Government of India, assess the ground realities, identify major challenges in quality reform in ECCE and suggest possible enablers to reach out the same.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"28 1","pages":"41-67"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78512131","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 : 2017-01-01DOI: 10.17206/APJRECE.2017.11.1.1
Ulil Abshor
The aim of this study is to increase children’s social-emotional development using project approach on early childhood environmental education. The researcher uses applied classroom action research method to explore the project approach on environmental education as multidimensional approach. The project approach is in-depth investigation to a topic which has three phases; 1) planning and getting started, 2) developing project, and 3) reflection and conclusion. This study involved collaborators and 15 children organized in two cycles. The findings are as follows. The children’s social-emotional development has been increasing by the end of cycle-2, their social-emotional development level especially in giving respect to others and borrowing or lending toys has been increasing significantly as well as their capability on taking part in large program or agenda. Another finding in this study is the instructional activities during the project approach on early childhood environmental education has been giving children opportunities to interact actively with people around since these are the basic of social-emotional development.
{"title":"The Project Approach on Environmental Education: An Action Research for Children’s Social-Emotional Development","authors":"Ulil Abshor","doi":"10.17206/APJRECE.2017.11.1.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.1.1","url":null,"abstract":"The aim of this study is to increase children’s social-emotional development using project approach on early childhood environmental education. The researcher uses applied classroom action research method to explore the project approach on environmental education as multidimensional approach. The project approach is in-depth investigation to a topic which has three phases; 1) planning and getting started, 2) developing project, and 3) reflection and conclusion. This study involved collaborators and 15 children organized in two cycles. The findings are as follows. The children’s social-emotional development has been increasing by the end of cycle-2, their social-emotional development level especially in giving respect to others and borrowing or lending toys has been increasing significantly as well as their capability on taking part in large program or agenda. Another finding in this study is the instructional activities during the project approach on early childhood environmental education has been giving children opportunities to interact actively with people around since these are the basic of social-emotional development.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"82 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83768136","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 : 2017-01-01DOI: 10.17206/APJRECE.2017.11.1.21
M. Laura, D. Lysá
This study investigated children’s and early childhood educators’ perspectives on the impact of a sound amplification system in a preschool setting. The sample included 69 children aged 3-5 years and nine early childhood educators from a preschool in regional Australia. Children completed selfreport booklets, rating how well they could hear in group time situations prior to and after the implementation of a sound amplification system. Early childhood educators completed an adapted version of the Listening Inventory for Education-Revised, rating the children’s hearing and listening. Quantitative analyses indicated that children’s hearing and listening improved, as reported by both educators and children. Qualitative analyses indicated that children and educators felt positive about the sound amplification system, that children could hear other children better, particularly at news time, that it helped children with speech difficulties to be better understood, and that it improved the confidence of the quieter children with speaking in front of the group.
{"title":"The Impact of a Sound Amplification System in a Preschool Setting: Children’s and Educators’ Perspectives","authors":"M. Laura, D. Lysá","doi":"10.17206/APJRECE.2017.11.1.21","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.1.21","url":null,"abstract":"This study investigated children’s and early childhood educators’ perspectives on the impact of a sound amplification system in a preschool setting. The sample included 69 children aged 3-5 years and nine early childhood educators from a preschool in regional Australia. Children completed selfreport booklets, rating how well they could hear in group time situations prior to and after the implementation of a sound amplification system. Early childhood educators completed an adapted version of the Listening Inventory for Education-Revised, rating the children’s hearing and listening. Quantitative analyses indicated that children’s hearing and listening improved, as reported by both educators and children. Qualitative analyses indicated that children and educators felt positive about the sound amplification system, that children could hear other children better, particularly at news time, that it helped children with speech difficulties to be better understood, and that it improved the confidence of the quieter children with speaking in front of the group.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"66 1","pages":"21-40"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80134563","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 : 2017-01-01DOI: 10.17206/APJRECE.2017.11.1.85
Lastikka Anna-Leena, K. Jonna
This qualitative research synthesis aims to describe and identify ethical opportunities and challenges in interviewing young children in early childhood education and to explore interviewing as a means to bring forward children’s experiences of participation and inclusion. These objectives have been studied through two different research cases in the Finnish early childhood education and care settings with active learning approach. The identified opportunities were supporting to show emotions, respecting diversity and special needs, enhancing the competence and agency of children, stimulating humor, playfulness and imagination, and generating meaningful encounters and feelings of empowerment. The challenges were building trust, identifying experiences from imaginary stories, listening attentively, responding to difficult life situations of children, and addressing power distribution. The paper highlights the possibilities for promoting children’s inclusion and participation through ethically considered interviewing and seeing research process as a chance to give them experiences about competence, involvement and becoming listened to by adults.
{"title":"Ethical Reflections of Interviewing Young Children:Opportunities and Challenges for PromotingChildren’s Inclusion and Participation","authors":"Lastikka Anna-Leena, K. Jonna","doi":"10.17206/APJRECE.2017.11.1.85","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.1.85","url":null,"abstract":"This qualitative research synthesis aims to describe and identify ethical opportunities and challenges in interviewing young children in early childhood education and to explore interviewing as a means to bring forward children’s experiences of participation and inclusion. These objectives have been studied through two different research cases in the Finnish early childhood education and care settings with active learning approach. The identified opportunities were supporting to show emotions, respecting diversity and special needs, enhancing the competence and agency of children, stimulating humor, playfulness and imagination, and generating meaningful encounters and feelings of empowerment. The challenges were building trust, identifying experiences from imaginary stories, listening attentively, responding to difficult life situations of children, and addressing power distribution. The paper highlights the possibilities for promoting children’s inclusion and participation through ethically considered interviewing and seeing research process as a chance to give them experiences about competence, involvement and becoming listened to by adults.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"58 25 1","pages":"85-110"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74428777","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 : 2016-09-30DOI: 10.17206/apjrece.2016.10.3.1
Minsoo Kim
{"title":"The Story of Minh: The Lifeworld of a Marriage-Labor Immigrant Mother","authors":"Minsoo Kim","doi":"10.17206/apjrece.2016.10.3.1","DOIUrl":"https://doi.org/10.17206/apjrece.2016.10.3.1","url":null,"abstract":"","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"13 1","pages":"1-26"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87111049","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 : 2016-09-01DOI: 10.17206/APJRECE.2016.10.3.125
Y. Park, Youjin Yang
We (1) describe the origin of the kindergarten system invented by Froebel, (2) explain how Froebel’s kindergarten system has influenced the kindergarten system in the USA and South Korea, and (3) offer conclusive statements and implications about the application of Froebel’s original thoughts on the kindergarten system in both countries. Four objectives of this paper are: (1) to understand the original ideas of the kindergarten system invented by Froebel, (2) to review how Froebel’s kindergarten system has been changed and modified after applying it both in South Korea and the USA, (3) to find the similarities of the application of the kindergarten system in the different countries, and (4) to re-think the kindergarten system for the future.
{"title":"The Continuing Influence of Froebel’s Kindergarten System in Current Early Childhood Education in the USA and South Korea","authors":"Y. Park, Youjin Yang","doi":"10.17206/APJRECE.2016.10.3.125","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.3.125","url":null,"abstract":"We (1) describe the origin of the kindergarten system invented by Froebel, (2) explain how Froebel’s \u0000kindergarten system has influenced the kindergarten system in the USA and South Korea, and (3) \u0000offer conclusive statements and implications about the application of Froebel’s original thoughts on \u0000the kindergarten system in both countries. Four objectives of this paper are: (1) to understand the \u0000original ideas of the kindergarten system invented by Froebel, (2) to review how Froebel’s \u0000kindergarten system has been changed and modified after applying it both in South Korea and the \u0000USA, (3) to find the similarities of the application of the kindergarten system in the different \u0000countries, and (4) to re-think the kindergarten system for the future.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"110 1","pages":"125-140"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77036372","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 : 2016-09-01DOI: 10.17206/APJRECE.2016.10.3.49
Lena Lee
This paper explores how ideas related to children’s learning are conceptualized and practiced by examining Korean parental perspectives. Many Korean parents’ high expectations for their children in education are based on a unique combination of Korean parenting and Korean social values. As a result, this paper reports on discussions of what Korean parents' think about their children’s English proficiency and preparation for global society. It also investigates their perspectives of young children’s English learning in such Korean contexts as their parental struggles and expectations in relation to different socio-economic statuses, regions, and children’s gender. This endeavor attempts to fully understand how young children’s education-in this case, English learning-is situated within the complex dialectic of Korean society in which the parents’ perspectives about social values and familial expectations are intertwined.
{"title":"English for What and for Whom?: Parental Dilemmas and Struggles with Their Children’s English Learning in Korea","authors":"Lena Lee","doi":"10.17206/APJRECE.2016.10.3.49","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.3.49","url":null,"abstract":"This paper explores how ideas related to children’s learning are conceptualized and practiced by \u0000examining Korean parental perspectives. Many Korean parents’ high expectations for their children in \u0000education are based on a unique combination of Korean parenting and Korean social values. As a \u0000result, this paper reports on discussions of what Korean parents' think about their children’s English \u0000proficiency and preparation for global society. It also investigates their perspectives of young \u0000children’s English learning in such Korean contexts as their parental struggles and expectations in \u0000relation to different socio-economic statuses, regions, and children’s gender. This endeavor attempts \u0000to fully understand how young children’s education-in this case, English learning-is situated within \u0000the complex dialectic of Korean society in which the parents’ perspectives about social values and \u0000familial expectations are intertwined.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"22 1","pages":"49-70"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83240948","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 : 2016-09-01DOI: 10.17206/APJRECE.2016.10.3.97
Chuanmei Dong
In the context of ever-increasing presence of information communication technologies (ICT) in young children’s living and educational environments, early childhood education (ECE) policies and curriculum have begun to emphasise the importance of integrating ICT into early childhood practices and provide guidelines for the use of ICT in ECE settings. The current study aims to get a clearer picture of young children’s use of ICT in preschools and develop a better understanding of their experiences with the use of ICT in the classroom. Data were collected from a survey with 316 teachers in 20 public preschools and observations of young children’s ICT activities in two case study classrooms, as part of a larger study. The results show that many children had competences and high interest in using ICT and experienced pleasure and success during their ICT activities, but their overall access to ICT was low, and active and meaningful ICT use was very limited. This paper concludes by suggesting the provision of sufficient reliable hardware and appropriate software for young children to explore the potential of ICT. And EC teachers need to develop effective pedagogies that can support the children’s learning with and through the use of ICT.
{"title":"Young Children’s Use of ICT in Shanghai Preschools","authors":"Chuanmei Dong","doi":"10.17206/APJRECE.2016.10.3.97","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.3.97","url":null,"abstract":"In the context of ever-increasing presence of information communication technologies (ICT) in young \u0000children’s living and educational environments, early childhood education (ECE) policies and \u0000curriculum have begun to emphasise the importance of integrating ICT into early childhood practices \u0000and provide guidelines for the use of ICT in ECE settings. The current study aims to get a clearer \u0000picture of young children’s use of ICT in preschools and develop a better understanding of their \u0000experiences with the use of ICT in the classroom. Data were collected from a survey with 316 \u0000teachers in 20 public preschools and observations of young children’s ICT activities in two case study \u0000classrooms, as part of a larger study. The results show that many children had competences and high \u0000interest in using ICT and experienced pleasure and success during their ICT activities, but their \u0000overall access to ICT was low, and active and meaningful ICT use was very limited. This paper \u0000concludes by suggesting the provision of sufficient reliable hardware and appropriate software for \u0000young children to explore the potential of ICT. And EC teachers need to develop effective pedagogies \u0000that can support the children’s learning with and through the use of ICT.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"19 11 1","pages":"97-123"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83255481","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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