The notional passive construction (NPC, henceforth) is claimed to be the most common form of passive and the earliest mode of passive expression in Chinese. However, under the view of cognitive construction grammar, NPC remains a mystery with its form not clearly defined and its function not particularly discussed. Taking a character-based historical approach, this paper studies the form designated by NPC, the ‘theme + verbal’ structure in corpus data. Results show that the ‘theme + verbal’ structure is extremely stable in the history of the Chinese language, denoting change of state. In conjunction with some cross-linguistic findings, a change-of-state construction can thereby be proposed for the form ‘theme + verbal’. Accordingly, the idea of the so-called “notional passive construction” is challenged in the way that it essentially refers to a special situation of the change-of-state construction when the event expressed by the verbal is not likely to occur spontaneously- it is not a construction itself, yet plausibly passive.
{"title":"The Chinese Notional Passive Construction under the View of Cognitive Construction Grammar","authors":"Liulin Zhang","doi":"10.4312/ALA.8.2.83-110","DOIUrl":"https://doi.org/10.4312/ALA.8.2.83-110","url":null,"abstract":"The notional passive construction (NPC, henceforth) is claimed to be the most common form of passive and the earliest mode of passive expression in Chinese. However, under the view of cognitive construction grammar, NPC remains a mystery with its form not clearly defined and its function not particularly discussed. Taking a character-based historical approach, this paper studies the form designated by NPC, the ‘theme + verbal’ structure in corpus data. Results show that the ‘theme + verbal’ structure is extremely stable in the history of the Chinese language, denoting change of state. In conjunction with some cross-linguistic findings, a change-of-state construction can thereby be proposed for the form ‘theme + verbal’. Accordingly, the idea of the so-called “notional passive construction” is challenged in the way that it essentially refers to a special situation of the change-of-state construction when the event expressed by the verbal is not likely to occur spontaneously- it is not a construction itself, yet plausibly passive.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47658864","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}
Although Mandarin Chinese perfective -le has been extensively studied in the literature, views on its linguistic properties nevertheless remain controversial. In this study, I first discuss the temporal function of perfective -le and provide an alternative account. In the spirit of Klein’s (1994) approach regarding different temporal intervals, I demonstrate that the core function of this suffix is to indicate that one event occurs after another. I then address the issue of the English translation of perfective -le in a Chinese as a foreign or second language class and argue that English present perfect construction may not represent the translation correctly. The proposal not only gives a more straightforward definition of the perfective -le, but also provides a simpler way for the instruction of the suffix.
{"title":"On Perfective –le in Mandarin Chinese: Theoretical and Pedagogical Issues","authors":"I. Woo","doi":"10.4312/ALA.8.2.139-158","DOIUrl":"https://doi.org/10.4312/ALA.8.2.139-158","url":null,"abstract":"Although Mandarin Chinese perfective -le has been extensively studied in the literature, views on its linguistic properties nevertheless remain controversial. In this study, I first discuss the temporal function of perfective -le and provide an alternative account. In the spirit of Klein’s (1994) approach regarding different temporal intervals, I demonstrate that the core function of this suffix is to indicate that one event occurs after another. I then address the issue of the English translation of perfective -le in a Chinese as a foreign or second language class and argue that English present perfect construction may not represent the translation correctly. The proposal not only gives a more straightforward definition of the perfective -le, but also provides a simpler way for the instruction of the suffix.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718358","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 paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.
{"title":"Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania","authors":"M. Lungu","doi":"10.4312/ala.8.1.101-110","DOIUrl":"https://doi.org/10.4312/ala.8.1.101-110","url":null,"abstract":"In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"101-110"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48979385","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}
The purpose of this paper is to address the state of the education system in Serbia in relation to Japanese language studies, with a particular focus on primary and secondary educational institutions. To start off, I will introduce the institutions where the Japanese language is being taught in Serbia, before turning my attention to the teaching programs (i.e. course guidelines as an accredited national guideline). Following that, I will present our Japanese language textbook writing projects. Finally, I will shed light on the problems we have faced and propose a number of potential solutions.
{"title":"Current State of Japanese Language Education in Serbia and Proposal for Future Solutions","authors":"Divna Tričković","doi":"10.4312/ALA.8.1.77-89","DOIUrl":"https://doi.org/10.4312/ALA.8.1.77-89","url":null,"abstract":"The purpose of this paper is to address the state of the education system in Serbia in relation to Japanese language studies, with a particular focus on primary and secondary educational institutions. To start off, I will introduce the institutions where the Japanese language is being taught in Serbia, before turning my attention to the teaching programs (i.e. course guidelines as an accredited national guideline). Following that, I will present our Japanese language textbook writing projects. Finally, I will shed light on the problems we have faced and propose a number of potential solutions.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"77-89"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312082","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}
Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers. The paper concludes with some suggestions for further development and for an increased networking among Japanese language teachers and learners.
{"title":"Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives","authors":"Kristina Hmeljak Sangawa","doi":"10.4312/ALA.8.1.51-64","DOIUrl":"https://doi.org/10.4312/ALA.8.1.51-64","url":null,"abstract":"Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers. The paper concludes with some suggestions for further development and for an increased networking among Japanese language teachers and learners.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"51-64"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46714570","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}
This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet, but Chinese can be selected as a third foreign language. Recently, new initiatives have emerged to endorse Chinese as a second foreign language. The last part of the paper briefly highlights language curricula within the gimnazija programs and proposes the renewal of Chinese curriculum with four modules that provide horizontal and vertical continuity from ISCED 2 to ISCED 6.
{"title":"Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal","authors":"Mateja Petrovčič","doi":"10.4312/ALA.8.1.27-37","DOIUrl":"https://doi.org/10.4312/ALA.8.1.27-37","url":null,"abstract":"This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet, but Chinese can be selected as a third foreign language. Recently, new initiatives have emerged to endorse Chinese as a second foreign language. The last part of the paper briefly highlights language curricula within the gimnazija programs and proposes the renewal of Chinese curriculum with four modules that provide horizontal and vertical continuity from ISCED 2 to ISCED 6.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"27-37"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447496","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}
The aim of this paper is to give a short overview of the current situation in the field of Chinese language teaching in Serbian formal education with a special emphasis on teaching Chinese at the university level. The Faculty of Philology of the University of Belgrade is one of the institutions with the longest tradition of teaching Chinese language as a major in the whole Balkan region, and in Serbia it is the only one where students can study Chinese at both the undergraduate and the graduate level. An elaborate curriculum, which includes courses on language, literature and culture, enables their students to gain a thorough insight in many aspects of ancient and modern China. Accordingly a large section of this paper is dedicated to presenting the teaching practices used at that institution, together with examples of some practical in-class methods. The paper also offers a short introduction to one private university in Serbia where Chinese language teaching has been carried out successfully. Finally it offers some ideas how teaching Chinese as a foreign language can be improved at all levels of study worldwide.
{"title":"Teaching Chinese at the University Level in Serbia: Examples of Good Practices and Possibilities for Further Developments","authors":"A. Jovanovic","doi":"10.4312/ALA.8.1.65-75","DOIUrl":"https://doi.org/10.4312/ALA.8.1.65-75","url":null,"abstract":"The aim of this paper is to give a short overview of the current situation in the field of Chinese language teaching in Serbian formal education with a special emphasis on teaching Chinese at the university level. The Faculty of Philology of the University of Belgrade is one of the institutions with the longest tradition of teaching Chinese language as a major in the whole Balkan region, and in Serbia it is the only one where students can study Chinese at both the undergraduate and the graduate level. An elaborate curriculum, which includes courses on language, literature and culture, enables their students to gain a thorough insight in many aspects of ancient and modern China. Accordingly a large section of this paper is dedicated to presenting the teaching practices used at that institution, together with examples of some practical in-class methods. The paper also offers a short introduction to one private university in Serbia where Chinese language teaching has been carried out successfully. Finally it offers some ideas how teaching Chinese as a foreign language can be improved at all levels of study worldwide.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"65-75"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579299","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 Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It also looks into the way it shapes secondary education through its curriculum. This refers to compulsory education in an integrated national system of education. But, in the last ten years, this perspective has broadened. Language schools, which are not part of this integrated system, have appeared. Some of them teach exclusively Japanese language and Japanese culture classes. In the beginning, the students were mainly adults, age 18+ but in the last several years, more children have started to be interested in attending classes in these language schools. My paper also discusses this new perspective. A questionnaire and its results will also be presented on this topic. It will show not only the increasing number of young learners but also, their very young age, which goes as far as primary school. This tendency, in studying Japanese as a foreign language, could provide a preview into its development at the secondary level.
{"title":"Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania","authors":"A. Drăgan","doi":"10.4312/ala.8.1.91-99","DOIUrl":"https://doi.org/10.4312/ala.8.1.91-99","url":null,"abstract":"In Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It also looks into the way it shapes secondary education through its curriculum. This refers to compulsory education in an integrated national system of education. But, in the last ten years, this perspective has broadened. Language schools, which are not part of this integrated system, have appeared. Some of them teach exclusively Japanese language and Japanese culture classes. In the beginning, the students were mainly adults, age 18+ but in the last several years, more children have started to be interested in attending classes in these language schools. My paper also discusses this new perspective. A questionnaire and its results will also be presented on this topic. It will show not only the increasing number of young learners but also, their very young age, which goes as far as primary school. This tendency, in studying Japanese as a foreign language, could provide a preview into its development at the secondary level.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"91-99"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786559","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}
The article opens with a brief insight into the language policies of some international multilateral organisations of importance to Slovenia, and then continues to describe the place and roles of foreign languages in Slovene elementary and upper secondary schools. Chinese was the last foreign language to be integrated into the Slovene school system. The article introduces the process of its integration from the professional and organisational point of view as well as the one from the Slovenian school system. The whole integration process of Chinese into the Slovene curriculum was very complex and time consuming, but can as such serve as the bases for reflection on the way to integrate the Japanese language as well.
{"title":"Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?","authors":"Bronka Straus","doi":"10.4312/ALA.8.1.9-25","DOIUrl":"https://doi.org/10.4312/ALA.8.1.9-25","url":null,"abstract":"The article opens with a brief insight into the language policies of some international multilateral organisations of importance to Slovenia, and then continues to describe the place and roles of foreign languages in Slovene elementary and upper secondary schools. Chinese was the last foreign language to be integrated into the Slovene school system. The article introduces the process of its integration from the professional and organisational point of view as well as the one from the Slovenian school system. The whole integration process of Chinese into the Slovene curriculum was very complex and time consuming, but can as such serve as the bases for reflection on the way to integrate the Japanese language as well.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"8 1","pages":"9-25"},"PeriodicalIF":0.0,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328602","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}
Translation studies in English and Chinese has long been of great interest to academics. Yet, Chinese scholars who have translation training and linguistic expertise are often found to “give excessive attention to listing facts and probing linguistic matters, to the neglect of the cultural and contextual considerations that have given rise to translation in China in the first place” (Lin, 2002, p. 170). Much emphasis has been placed on translation strategies, while translation “in connection with power and patronage” (Lefereve, 1992, p. 10) is overlooked, leaving “existing ideology” or “existing poetics” ( Lefereve, 1992, p. 10 ), such as gender unexplored. In light of this, this paper attempts to take the literary and cultural approach and focus on examining the gender ideologies in Pu Songling’s Strange Stories from a Chinese Studio (1740) and Herbert Giles’ English rendition (1880). By comparing the source and target texts, the paper reveals that in many of Pu Songling’s stories, spirit-free love and sexual pleasure are celebrated. A witty parody of the imitative structures of gender can be found in Pu Songling’s “Painted Skin” too. Unfortunately, to a large extent, such transgressive gender views are repressed in Giles’ English rendition.
{"title":"Repressed Sexual Modernity: A Case Study of Herbert Giles’ (1845 - 1935) Rendition of Pu Songling’s Strange Stories from a Chinese Studio (1880) in the late Qing","authors":"W. Tso","doi":"10.4312/ALA.7.2.9-18","DOIUrl":"https://doi.org/10.4312/ALA.7.2.9-18","url":null,"abstract":"Translation studies in English and Chinese has long been of great interest to academics. Yet, Chinese scholars who have translation training and linguistic expertise are often found to “give excessive attention to listing facts and probing linguistic matters, to the neglect of the cultural and contextual considerations that have given rise to translation in China in the first place” (Lin, 2002, p. 170). Much emphasis has been placed on translation strategies, while translation “in connection with power and patronage” (Lefereve, 1992, p. 10) is overlooked, leaving “existing ideology” or “existing poetics” ( Lefereve, 1992, p. 10 ), such as gender unexplored. In light of this, this paper attempts to take the literary and cultural approach and focus on examining the gender ideologies in Pu Songling’s Strange Stories from a Chinese Studio (1740) and Herbert Giles’ English rendition (1880). By comparing the source and target texts, the paper reveals that in many of Pu Songling’s stories, spirit-free love and sexual pleasure are celebrated. A witty parody of the imitative structures of gender can be found in Pu Songling’s “Painted Skin” too. Unfortunately, to a large extent, such transgressive gender views are repressed in Giles’ English rendition.","PeriodicalId":37373,"journal":{"name":"Acta Linguistica Asiatica","volume":"7 1","pages":"9-18"},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099382","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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