Pub Date : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-1-3
G. Cappello
Over the years research on literacy has progressively moved away from a narrow definition of the term in strictly psycholinguistic terms expanding it so as to recognize its inevitable embeddedness within particular social relationships and practices. In this paper, after a short historical overview of the scientific debate developed around this expanding notion of literacy, we are going to focus on the role media technologies have played in accelerating this expansion towards media literacy. To be media literate today means to be able to cope efficiently with the flood of information in contemporary highly mediated societies and act as critical, creative and responsible digital citizens. Eventually, we are going to question the techno-utopist and instrumentalist drift that often inspires the adoption of media technologies in educational contexts, and make some short conclusive re-marks on the risks and limits of the recent media literacy policy agendas as developed by public authorities and private companies.
{"title":"Literacy, Media Literacy and Social Change. Where Do We Go From Now?","authors":"G. Cappello","doi":"10.14658/PUPJ-IJSE-2017-1-3","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-1-3","url":null,"abstract":"Over the years research on literacy has progressively moved away from a narrow definition of the term in strictly psycholinguistic terms expanding it so as to recognize its inevitable embeddedness within particular social relationships and practices. In this paper, after a short historical overview of the scientific debate developed around this expanding notion of literacy, we are going to focus on the role media technologies have played in accelerating this expansion towards media literacy. To be media literate today means to be able to cope efficiently with the flood of information in contemporary highly mediated societies and act as critical, creative and responsible digital citizens. Eventually, we are going to question the techno-utopist and instrumentalist drift that often inspires the adoption of media technologies in educational contexts, and make some short conclusive re-marks on the risks and limits of the recent media literacy policy agendas as developed by public authorities and private companies.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"31-44"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793429","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-2-5
F. Giambona, Marco Pitzalis, M. Porcu, Isabella Sulis
In the last few years, two central questions have emerged in expert and academic debate on innovation policies in education. The first is the measurement of the effectiveness of innovation policies, the second regards the measurement itself and its methodological improvements. The problem of measurement is not only a methodological and technical issue; it is also a theoretical one. Every technical choice is made on the basis of a theoretical frame, so will have broad theoretical consequences. This article aims to focus on the problem of the definition and measurement of innovation in teaching activities. Its goal is mainly the application of the IRT methodology as a tool to assess propensity or attitudes in different domains pertaining to the use of ICT in schools. Our starting point is the hypothesis that the “propensity of innovation” may be defined as a latent variable defined by different dimensions. This paper considers the main results of a research project on digital teaching innovation carried out in 2013-2014. Digital teaching innovation was investigated through a sample survey addressed to teachers. An ad hoc questionnaire was used and Item Response Theory models were applied to analyse responses provided by teachers: propensity to digital teaching innovation was assessed with five indexes together with a further five related to other specific topics (e.g. the perception of the school climate, the school context). Finally, each indicator was related to potential explanatory variables in order to evaluate relationships between the salient characteristics of teachers and schools and the main dimensions of analysis.
{"title":"Measuring Digital Teaching Innovation Using Item Response Theory Models","authors":"F. Giambona, Marco Pitzalis, M. Porcu, Isabella Sulis","doi":"10.14658/PUPJ-IJSE-2016-2-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-5","url":null,"abstract":"In the last few years, two central questions have emerged in expert and academic debate on innovation policies in education. The first is the measurement of the effectiveness of innovation policies, the second regards the measurement itself and its methodological improvements. The problem of measurement is not only a methodological and technical issue; it is also a theoretical one. Every technical choice is made on the basis of a theoretical frame, so will have broad theoretical consequences. This article aims to focus on the problem of the definition and measurement of innovation in teaching activities. Its goal is mainly the application of the IRT methodology as a tool to assess propensity or attitudes in different domains pertaining to the use of ICT in schools. Our starting point is the hypothesis that the “propensity of innovation” may be defined as a latent variable defined by different dimensions. This paper considers the main results of a research project on digital teaching innovation carried out in 2013-2014. Digital teaching innovation was investigated through a sample survey addressed to teachers. An ad hoc questionnaire was used and Item Response Theory models were applied to analyse responses provided by teachers: propensity to digital teaching innovation was assessed with five indexes together with a further five related to other specific topics (e.g. the perception of the school climate, the school context). Finally, each indicator was related to potential explanatory variables in order to evaluate relationships between the salient characteristics of teachers and schools and the main dimensions of analysis.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"68-109"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792940","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-2-7
Clementina Casula, Antonietta De Feo
The digitalization of education systems is presented as a possible way to match the concerns of a knowledge based economy with those of an inclusive information society. To meet this double challenge, education systems are asked to shift from a ‘traditional school’ to an ‘Education 2.0’ model, introducing innovative pedagogies through the use of ICT devices characterized by interactivity and multimediality. The article investigates over the presence and breadth of this shift within secondary schools of the region Sardinia, Italy, since the introduction of Interactive Whiteboards (IWB), to focus next on the gender dimension of change. Empirical evidence drawn from an evaluative research adopting a mixed method approach is presented and analysed: first, an idealtype of classroom organization after IWB introduction is offered, then the main gender dynamics emerging in reorganized classrooms are considered, focussing on interaction among its main actors’, namely teachers and students. Conclusions suggest that, although a less gendered approach to technology is observed in classroom practices enhanced by Education 2.0 models, these changes haven’t (yet) led to a reconfiguration of the symbolic representations and tacit assumptions structuring school settings, still hampering fairer educational and professional trajectories for women in STEM (Science, Technology, Engineering, Maths).
{"title":"Education 2.0 and gender: a case study on the use of interactive whiteboards in secondary schools","authors":"Clementina Casula, Antonietta De Feo","doi":"10.14658/PUPJ-IJSE-2016-2-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-7","url":null,"abstract":"The digitalization of education systems is presented as a possible way to match the concerns of a knowledge based economy with those of an inclusive information society. To meet this double challenge, education systems are asked to shift from a ‘traditional school’ to an ‘Education 2.0’ model, introducing innovative pedagogies through the use of ICT devices characterized by interactivity and multimediality. The article investigates over the presence and breadth of this shift within secondary schools of the region Sardinia, Italy, since the introduction of Interactive Whiteboards (IWB), to focus next on the gender dimension of change. Empirical evidence drawn from an evaluative research adopting a mixed method approach is presented and analysed: first, an idealtype of classroom organization after IWB introduction is offered, then the main gender dynamics emerging in reorganized classrooms are considered, focussing on interaction among its main actors’, namely teachers and students. Conclusions suggest that, although a less gendered approach to technology is observed in classroom practices enhanced by Education 2.0 models, these changes haven’t (yet) led to a reconfiguration of the symbolic representations and tacit assumptions structuring school settings, still hampering fairer educational and professional trajectories for women in STEM (Science, Technology, Engineering, Maths).","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"143-169"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792987","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-3-5
David J. Borrelli, Mihaela Gavrila, S. Siciliano
{"title":"Identity, Values and Educational Needs of Digital Media Workers. The Lecce European Capital of Culture 2019 Project","authors":"David J. Borrelli, Mihaela Gavrila, S. Siciliano","doi":"10.14658/PUPJ-IJSE-2016-3-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-3-5","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"76-97"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793279","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-2-2
Marco Pitzalis
Societal and political transformations perpetually cause tension in educational systems, this is the locus of a seemingly endless struggle. The debate repeatedly merges philosophical, epistemological and pedagogical issues but it has an essential political nature. The crisis of School is not about its decline; on the contrary, it is seen a “crisis of growth”, a malaise attributable to its inexorable expansion. Seen thus, today’s paradigm of life-long learning and life-long guidance requires more school, not less. Bernstein defines this evolution as the pedagogisation of everyday life. The upheaval caused by the technological revolution has precipitated this crisis. Traditional pedagogies are depicted as inadequate to deal with and adapt to present conditions of work and leisure, where ICTs are widespread. In this framework, technological education has become a powerful social device. In a political dimension, the objective is to co-opt teachers and schools into a political project of transformation of society. Moreover, the notion of “mobilisation” may help to focus more clearly on the on-going state of emergency that characterizes the prevailing attitude to the educational system. In fact, innovation and reforms demand constant commitment by social actors both in strategies of adhesion and resistance.
{"title":"The Technological Turn: Policies of Innovation, Politics and Mobilisation","authors":"Marco Pitzalis","doi":"10.14658/PUPJ-IJSE-2016-2-2","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-2","url":null,"abstract":"Societal and political transformations perpetually cause tension in educational systems, this is the locus of a seemingly endless struggle. The debate repeatedly merges philosophical, epistemological and pedagogical issues but it has an essential political nature. The crisis of School is not about its decline; on the contrary, it is seen a “crisis of growth”, a malaise attributable to its inexorable expansion. Seen thus, today’s paradigm of life-long learning and life-long guidance requires more school, not less. Bernstein defines this evolution as the pedagogisation of everyday life. The upheaval caused by the technological revolution has precipitated this crisis. Traditional pedagogies are depicted as inadequate to deal with and adapt to present conditions of work and leisure, where ICTs are widespread. In this framework, technological education has become a powerful social device. In a political dimension, the objective is to co-opt teachers and schools into a political project of transformation of society. Moreover, the notion of “mobilisation” may help to focus more clearly on the on-going state of emergency that characterizes the prevailing attitude to the educational system. In fact, innovation and reforms demand constant commitment by social actors both in strategies of adhesion and resistance.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"11-27"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792926","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-3-11
Claudio Riva, C. Tosolini, C. Pattaro
The wide spread of mobile communication devices, the expansion of social media and participatory media platforms, the ease to edit, share and produce media content, indicate a trend of change in the media system that influences the production and consumption of knowledge and generates new paths for the young’s identity construction. This raises necessary questions about the ways not only young, but also the education agencies – school in particular – relate to these transformations, starting from taking into account the production of common sense on the use, risks and opportunities of the media. Based on these considerations, in this paper, we will discuss the results of a qualitative case study carried out in the Veneto Region (Italy) on upper secondary school students and teachers in order to detect and compare the perception that young and educators have of the media, trying to identify boundaries or land on which to build exchange opportunities for dialogue between the generations.
{"title":"Media(ting) Between Generations: Common Sense and Perceptions of New Media by Young People and Teachers","authors":"Claudio Riva, C. Tosolini, C. Pattaro","doi":"10.14658/PUPJ-IJSE-2016-3-11","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-3-11","url":null,"abstract":"The wide spread of mobile communication devices, the expansion of social media and participatory media platforms, the ease to edit, share and produce media content, indicate a trend of change in the media system that influences the production and consumption of knowledge and generates new paths for the young’s identity construction. This raises necessary questions about the ways not only young, but also the education agencies – school in particular – relate to these transformations, starting from taking into account the production of common sense on the use, risks and opportunities of the media. Based on these considerations, in this paper, we will discuss the results of a qualitative case study carried out in the Veneto Region (Italy) on upper secondary school students and teachers in order to detect and compare the perception that young and educators have of the media, trying to identify boundaries or land on which to build exchange opportunities for dialogue between the generations.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"222-247"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793000","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-3-4
G. Iorio
The article presents an analysis of digital workers with degrees in Humanities: political, social, and communication sciences. In the context of the Mezzogiorno of Italy, characterized by a depressed economy, a qualitative study is used to analyze the new works of the knowledge society. The paper explores the important flexibilization process of subjects with high human capital and underemployment. After having discussed the labour market context and, in particular, the types of demand for work in the South of Italy, the Author analyzes the consequences on identities, the meaning of worker’s lives and the effects on the reduction of relationships. The results are based on thirty qualitative interviews of digital workers. The paper argues that precariousness does not reduce the expectations of the workers and their professional ability, but has an impact resulting in a decreased material standard of living.
{"title":"Between Work Flexibility and Higher Education: the Digital Workers in Southern Italy","authors":"G. Iorio","doi":"10.14658/PUPJ-IJSE-2016-3-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-3-4","url":null,"abstract":"The article presents an analysis of digital workers with degrees in Humanities: political, social, and communication sciences. In the context of the Mezzogiorno of Italy, characterized by a depressed economy, a qualitative study is used to analyze the new works of the knowledge society. The paper explores the important flexibilization process of subjects with high human capital and underemployment. After having discussed the labour market context and, in particular, the types of demand for work in the South of Italy, the Author analyzes the consequences on identities, the meaning of worker’s lives and the effects on the reduction of relationships. The results are based on thirty qualitative interviews of digital workers. The paper argues that precariousness does not reduce the expectations of the workers and their professional ability, but has an impact resulting in a decreased material standard of living.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"56-75"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793744","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-2-
P. Diana, M. C. Catone
Starting with an overview of the opportunities provided by e-learning in the educational environment, this paper discusses a blended course in social science methodology offered to around 160 students taking the undergraduate Sociology degree at the University of Salerno (Italy). In particular, it provides a reflection on ten challenges of the discipline (e.g. relationship theory and practice, quantitative vs qualitative methods) which emerged during our teaching experience and discusses how they might be addressed by adopting e-learning. To evaluate the impact of the blended course upon the experience of learner, a web survey involving 114 students is carried out. Principally, the survey focuses on the study method and the relationship between information and communication technologies (ICT) and learning. The process that we followed (reflection on the characteristics of the discipline and the needs of students, implementation of the blended course, evaluation) aims to design a valuable teaching path requiring a renewed commitment on the part of university lecturers. In this paper we argue that a blended course improved the educational process in terms of knowledge construction and reflexivity.
{"title":"E-learning in an Undergraduate Course in Research Methods for the Social Sciences: Reflections on Teaching","authors":"P. Diana, M. C. Catone","doi":"10.14658/PUPJ-IJSE-2016-2-","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-","url":null,"abstract":"Starting with an overview of the opportunities provided by e-learning in the educational environment, this paper discusses a blended course in social science methodology offered to around 160 students taking the undergraduate Sociology degree at the University of Salerno (Italy). In particular, it provides a reflection on ten challenges of the discipline (e.g. relationship theory and practice, quantitative vs qualitative methods) which emerged during our teaching experience and discusses how they might be addressed by adopting e-learning. To evaluate the impact of the blended course upon the experience of learner, a web survey involving 114 students is carried out. Principally, the survey focuses on the study method and the relationship between information and communication technologies (ICT) and learning. The process that we followed (reflection on the characteristics of the discipline and the needs of students, implementation of the blended course, evaluation) aims to design a valuable teaching path requiring a renewed commitment on the part of university lecturers. In this paper we argue that a blended course improved the educational process in terms of knowledge construction and reflexivity.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"110-142"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792873","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-3-14
A. Desideri
{"title":"Measures to Combat School Dropout in France: Macro and Micro Visions","authors":"A. Desideri","doi":"10.14658/PUPJ-IJSE-2016-3-14","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-3-14","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"162 1","pages":"288-296"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793736","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 : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-1-2
C. Pattaro
Character education is both a rooted and developing discipline. Even though there is no consensual definition, it can be widely described as a school- based process to promote personal development in youth, through the development of virtue, moral values, and moral agency. Starting from the growing interest about this theme in recent years, this article aims at using the "character education" analysis category to conduct an exploratory research on the main tendencies in the international literature, defining which are the main topics, exploring the way these topics develop in terms of theory and empirical research and analyzing how they relate to each other. In view of this goal, titles and abstracts of 261 articles published in 145 peer-reviewed academic journals over the period 2005-2014 were selected from Education Source, ERIC, Psychology & Behavioral Sciences Collection and SocINDEX databases. Articles' titles and abstract were analyzed through the T-Lab software, using different content analysis techniques. Although many ambivalences and ambiguities affect the meaning attributed to the character education, some key trends emerge from this literature review and the considered studies seem to agree that character education can play an important role in the construction of children and adolescents' identity and can be a distinctive intervention for youth education and socialization.
{"title":"Character Education: Themes and Researches. An Academic Literature Review","authors":"C. Pattaro","doi":"10.14658/PUPJ-IJSE-2016-1-2","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-1-2","url":null,"abstract":"Character education is both a rooted and developing discipline. Even though there is no consensual definition, it can be widely described as a school- based process to promote personal development in youth, through the development of virtue, moral values, and moral agency. Starting from the growing interest about this theme in recent years, this article aims at using the \"character education\" analysis category to conduct an exploratory research on the main tendencies in the international literature, defining which are the main topics, exploring the way these topics develop in terms of theory and empirical research and analyzing how they relate to each other. In view of this goal, titles and abstracts of 261 articles published in 145 peer-reviewed academic journals over the period 2005-2014 were selected from Education Source, ERIC, Psychology & Behavioral Sciences Collection and SocINDEX databases. Articles' titles and abstract were analyzed through the T-Lab software, using different content analysis techniques. Although many ambivalences and ambiguities affect the meaning attributed to the character education, some key trends emerge from this literature review and the considered studies seem to agree that character education can play an important role in the construction of children and adolescents' identity and can be a distinctive intervention for youth education and socialization.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"8 1","pages":"6-30"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792865","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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