The current study aimed to develop, and examine the psychometric properties of, an Arabized Jordanian version of the Big Three Perfectionism Scale (BTPS) which consists of 45 items distributed on 10 first-order factors ("facets") and three higher-order factors (i.e., rigid perfectionism, self-critical perfectionism, and narcissistic perfectionism). Data were collected from 926 undergraduate male and female students studying at a public Jordanian university. First-order Exploratory Factor Analysis (EFA) revealed 10 facets. Three higherorder factors could be retained when the data were subjected to second-order EFA. The findings were in line with the hypothesis stating that perfectionism is a multidimensional rather than a unidimensional construct. The findings also indicated high facet and factor-level internal consistency coefficients. Overall, the findings provided support for the psychometric properties of the newly developed Arabized Jordanian version of the BTPS.
{"title":"The psychometric properties of the Arabized Jordanian version of the Big Three Perfectionism Scale","authors":"A. Al-Shayeb, Wael Mohammed Al-Shurman","doi":"10.21505/ajge.2023.0003","DOIUrl":"https://doi.org/10.21505/ajge.2023.0003","url":null,"abstract":"The current study aimed to develop, and examine the psychometric properties of, an Arabized Jordanian version of the Big Three Perfectionism Scale (BTPS) which consists of 45 items distributed on 10 first-order factors (\"facets\") and three higher-order factors (i.e., rigid perfectionism, self-critical perfectionism, and narcissistic perfectionism). Data were collected from 926 undergraduate male and female students studying at a public Jordanian university. First-order Exploratory Factor Analysis (EFA) revealed 10 facets. Three higherorder factors could be retained when the data were subjected to second-order EFA. The findings were in line with the hypothesis stating that perfectionism is a multidimensional rather than a unidimensional construct. The findings also indicated high facet and factor-level internal consistency coefficients. Overall, the findings provided support for the psychometric properties of the newly developed Arabized Jordanian version of the BTPS.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765255","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 conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to illustrate how these shape individuals within the gifted education milieu. Through an analysis of the layering of discourses, and the multiple subject positions which gifted infants/toddlers experience their formation of identity(ies), the reader is presented with opportunities to examine normative and alternate understandings of power/knowledge arrangements and reconsider the subjectivity of giftedness/infancy/toddlerhood anew. A further layering of economic discourses follows to expand the discussion and consider the gifted infant/toddler within wider social and political networks of power. This subsequent layering invites the reader to reconsider the discursive positioning of the gifted infant/toddler within wider discussions of equity and social justice. A final summation is offered to consider the possibilities of further post-structural analyses to extend rethinking giftedness through other theoretical concepts.
{"title":"Giftedness and infancy/toddlerhood: A Foucauldian analysis of discursive constructions","authors":"Andrea Delaune","doi":"10.21505/ajge.2023.0002","DOIUrl":"https://doi.org/10.21505/ajge.2023.0002","url":null,"abstract":"This conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to illustrate how these shape individuals within the gifted education milieu. Through an analysis of the layering of discourses, and the multiple subject positions which gifted infants/toddlers experience their formation of identity(ies), the reader is presented with opportunities to examine normative and alternate understandings of power/knowledge arrangements and reconsider the subjectivity of giftedness/infancy/toddlerhood anew. A further layering of economic discourses follows to expand the discussion and consider the gifted infant/toddler within wider social and political networks of power. This subsequent layering invites the reader to reconsider the discursive positioning of the gifted infant/toddler within wider discussions of equity and social justice. A final summation is offered to consider the possibilities of further post-structural analyses to extend rethinking giftedness through other theoretical concepts.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49435102","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}
Carolyn Minnie, Carly J. Lassig, Donna Tangen, Denise Beutel
This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student information between primary and secondary sectors. Teachers seemed to lack an understanding of 2E and did not collaborate with ‘knowledgeable others’ (learning support teachers and gifted education teachers) in the school to learn how best to support students’ transition. Moreover, teachers tended to take a deficit approach with a focus on student misbehaviour rather than on the transitioning needs of these students.
{"title":"Teacher Collaboration in Supporting Students with Twice-Exceptionality to Transition to Secondary School","authors":"Carolyn Minnie, Carly J. Lassig, Donna Tangen, Denise Beutel","doi":"10.21505/ajge.2022.0013","DOIUrl":"https://doi.org/10.21505/ajge.2022.0013","url":null,"abstract":"This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student information between primary and secondary sectors. Teachers seemed to lack an understanding of 2E and did not collaborate with ‘knowledgeable others’ (learning support teachers and gifted education teachers) in the school to learn how best to support students’ transition. Moreover, teachers tended to take a deficit approach with a focus on student misbehaviour rather than on the transitioning needs of these students.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41474839","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}
Courageous and innovative individuals are needed urgently to work on the wicked problems and challenges of our modern world. This paper explores a critical solutions source, namely the education of transformationally gifted adolescent girls who “seek positively to change the world at some level – to make the world a better place” (Sternberg, 2020, p. 30). Altruism is the central drive of transformational giftedness. Recent research indicates that gifted adolescent girls have the dispositions, expertise, and abiding sense of hope-fullness needed to harness their core altruistic career-related values and high abilities to significantly impact the common good (Napier, 2020). Napier and Sternberg argue that transformational giftedness should be identified and nurtured in educational environments to benefit gifted adolescent girls’ self-actualisation and society at large. Recommendations are made for educational policy and practice to identify and nurture transformationally oriented gifted adolescent girls’ career trajectories.
{"title":"Wicked Problems Abound: It’s Time to Harness the Power of Transformationally Gifted Girls’ Education","authors":"Rebecca D. Napier, R. Halsey","doi":"10.21505/ajge.2022.0014","DOIUrl":"https://doi.org/10.21505/ajge.2022.0014","url":null,"abstract":"Courageous and innovative individuals are needed urgently to work on the wicked problems and challenges of our modern world. This paper explores a critical solutions source, namely the education of transformationally gifted adolescent girls who “seek positively to change the world at some level – to make the world a better place” (Sternberg, 2020, p. 30). Altruism is the central drive of transformational giftedness. Recent research indicates that gifted adolescent girls have the dispositions, expertise, and abiding sense of hope-fullness needed to harness their core altruistic career-related values and high abilities to significantly impact the common good (Napier, 2020). Napier and Sternberg argue that transformational giftedness should be identified and nurtured in educational environments to benefit gifted adolescent girls’ self-actualisation and society at large. Recommendations are made for educational policy and practice to identify and nurture transformationally oriented gifted adolescent girls’ career trajectories.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530630","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}
Dr Amanda J. Harper is passionate about gifted education, and in particular, Dąbrowski’s work and its relationship to transformational giftedness. In this interview, she expands upon this, as well as her own background which led her to her current pathway and her views about gifted education in Australia.
{"title":"An Interview with Amanda Harper","authors":"Lynne Maher","doi":"10.21505/ajge.2022.0015","DOIUrl":"https://doi.org/10.21505/ajge.2022.0015","url":null,"abstract":"Dr Amanda J. Harper is passionate about gifted education, and in particular, Dąbrowski’s work and its relationship to transformational giftedness. In this interview, she expands upon this, as well as her own background which led her to her current pathway and her views about gifted education in Australia.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250621","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}
Genevieve Thraves, Miriam Dhurrkay, J. Berman, P. Baker
Australian Aboriginal learners have a long history of underrepresentation in gifted and talented education. This results, at least in part, from cultural differences in the way giftedness is understood, as well as variance in the practices and processes used to develop talents. Perhaps a co-constructed both-ways model could go some way to addressing this issue. The Ganma metaphor provides a useful framework for understanding how both-ways models are conceptualised by the Yolŋu (an Australian Aboriginal group). Ganma is described as the point where two distinct tributaries, one salt water (representing non-Aboriginal knowledge) and the other fresh water (representing Aboriginal knowledge), come together to form a lagoon. The streams churn together to create a new body of water with its own distinct habitat. This article presents a both-ways talent development model that draws on the principles of Ganma in an effort to support gifted Yolŋu youth. Three Elders and three teachers worked together to co-construct the features of the model, and this collaboration ensured that both Yolŋu (Aboriginal) and non-Yolŋu (school-based) understandings of giftedness and talent development are reflected across the model’s various components. In essence, the both-ways nature of this model allows it to realise the new habitat that sits at the heart of the Ganma metaphor.
{"title":"Co-Constructed Talent Development as a Realisation of Ganma: A Talent Development Model for Gifted Aboriginal (Yolŋu) Students","authors":"Genevieve Thraves, Miriam Dhurrkay, J. Berman, P. Baker","doi":"10.21505/ajge.2022.0012","DOIUrl":"https://doi.org/10.21505/ajge.2022.0012","url":null,"abstract":"Australian Aboriginal learners have a long history of underrepresentation in gifted and talented education. This results, at least in part, from cultural differences in the way giftedness is understood, as well as variance in the practices and processes used to develop talents. Perhaps a co-constructed both-ways model could go some way to addressing this issue. The Ganma metaphor provides a useful framework for understanding how both-ways models are conceptualised by the Yolŋu (an Australian Aboriginal group). Ganma is described as the point where two distinct tributaries, one salt water (representing non-Aboriginal knowledge) and the other fresh water (representing Aboriginal knowledge), come together to form a lagoon. The streams churn together to create a new body of water with its own distinct habitat. This article presents a both-ways talent development model that draws on the principles of Ganma in an effort to support gifted Yolŋu youth. Three Elders and three teachers worked together to co-construct the features of the model, and this collaboration ensured that both Yolŋu (Aboriginal) and non-Yolŋu (school-based) understandings of giftedness and talent development are reflected across the model’s various components. In essence, the both-ways nature of this model allows it to realise the new habitat that sits at the heart of the Ganma metaphor.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125838","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}
Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students’ growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated measures t-test, we found statistically significant changes in total creative problem solving in science across two tasks: ‘Problems and Solutions’ and ‘Grouping Flowers’ (M = 3.82, SD = 20.72, p = .01). Using multivariate regression, the level of fidelity of implementation of REAPS explained 9.8% of the variance in total creative problem solving in science across both tasks (p = .04). Differences were found in sub-scores in both analyses. We recommend use of REAPS to develop transformational scientific talent by engaging students in solving problems that are real and important in their world.
{"title":"Developing and Assessing Creative Scientific Talent that is Transformational through Real Engagement in Active Problem Solving (REAPS)","authors":"C. Maker, Kadir Bahar, Fahad S. Alfaiz, R. Pease","doi":"10.21505/ajge.2022.0002","DOIUrl":"https://doi.org/10.21505/ajge.2022.0002","url":null,"abstract":"Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students’ growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated measures t-test, we found statistically significant changes in total creative problem solving in science across two tasks: ‘Problems and Solutions’ and ‘Grouping Flowers’ (M = 3.82, SD = 20.72, p = .01). Using multivariate regression, the level of fidelity of implementation of REAPS explained 9.8% of the variance in total creative problem solving in science across both tasks (p = .04). Differences were found in sub-scores in both analyses. We recommend use of REAPS to develop transformational scientific talent by engaging students in solving problems that are real and important in their world.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46727310","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}
Marek Brewster, Bohdan Balla-Gow, Wilma Vialle, Catherine Wormald
In gifted education, the relationship between policy and practice can be greatly influenced by individuals within school contexts. The perspectives of school leaders and teachers influence both the interpretation and execution of gifted policies. The New South Wales Department of Education’s High Potential and Gifted Education (HPGE) Policy is mandatory for all public schools in New South Wales from 2021, replacing the Gifted and Talented Policy of 2004. This study investigated the views of school representatives on the needs of high potential and gifted students. Participants were from schools selected as ‘Early Adopters’ of the HPGE Policy. A qualitative design was used and structured interviews were conducted with 10 participants from a total of four ‘Early Adopter’ schools and networks. The data demonstrated that assessment and identification practices, building teacher capacity, and the role of educators in the process of talent development were key points of concern.
{"title":"Views from the Border: Perspectives of Gifted Student Needs from Early Adopters of the High Potential and Gifted Education Policy","authors":"Marek Brewster, Bohdan Balla-Gow, Wilma Vialle, Catherine Wormald","doi":"10.21505/ajge.2022.0003","DOIUrl":"https://doi.org/10.21505/ajge.2022.0003","url":null,"abstract":"In gifted education, the relationship between policy and practice can be greatly influenced by individuals within school contexts. The perspectives of school leaders and teachers influence both the interpretation and execution of gifted policies. The New South Wales Department of Education’s High Potential and Gifted Education (HPGE) Policy is mandatory for all public schools in New South Wales from 2021, replacing the Gifted and Talented Policy of 2004. This study investigated the views of school representatives on the needs of high potential and gifted students. Participants were from schools selected as ‘Early Adopters’ of the HPGE Policy. A qualitative design was used and structured interviews were conducted with 10 participants from a total of four ‘Early Adopter’ schools and networks. The data demonstrated that assessment and identification practices, building teacher capacity, and the role of educators in the process of talent development were key points of concern.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471363","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 the study reported here was to explore teachers’ lived experiences and reflections on how they perceive and understand the benefits of allowing student voice within the gifted and talented cohort of students at an independent school located in the outer suburbs of Melbourne, Australia. Using the phenomenological framework of van Manen’s four lifeworld existentials of lived body, lived time, lived space, and lived relations, semi-structured interviews took place with three teachers from this school. Four themes emerged from the analysis – challenge, belonging, autonomy and empowerment. The findings highlight the benefits of allowing student voice in the gifted and talented program in enhancing the educational growth of gifted students and enabling gifted students to contribute positively for the betterment of society.
{"title":"Using Phenomenology to Access Teachers’ Understanding of the Benefits of Student Voice in the Context of Gifted and Talented Education in an Australian Independent School","authors":"A. Thorneycroft, B. Hyde","doi":"10.21505/ajge.2022.0005","DOIUrl":"https://doi.org/10.21505/ajge.2022.0005","url":null,"abstract":"The purpose of the study reported here was to explore teachers’ lived experiences and reflections on how they perceive and understand the benefits of allowing student voice within the gifted and talented cohort of students at an independent school located in the outer suburbs of Melbourne, Australia. Using the phenomenological framework of van Manen’s four lifeworld existentials of lived body, lived time, lived space, and lived relations, semi-structured interviews took place with three teachers from this school. Four themes emerged from the analysis – challenge, belonging, autonomy and empowerment. The findings highlight the benefits of allowing student voice in the gifted and talented program in enhancing the educational growth of gifted students and enabling gifted students to contribute positively for the betterment of society.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47765404","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}
As an Australian educator and a researcher in the field of Gifted Education, it is somewhat frustrating at times that the majority of research we turn to is American-centric. Borland, in the foreward of this important handbook, reminds the reader that the conceptions with which we work each day and turn to for guidance, are very much American conceptions of gifted education, so much so that the field itself could be considered an American export. However, as Borland also points out, we cannot ignore the sociocultural contexts when thinking about gifted education. Models such as Gagné’s Differentiated Model of Giftedness and Talent (DMGT) and the Actiotope Model of Giftedness highlight the need to consider all aspects of the environment and yet perhaps when looking to be informed by research to shape our practice, we forget the larger sociocultural context and ‘make do’ with American research. What is immediately striking about this handbook is the geographical scope and representation of 18 nations from East Asia, South Asia, Southeast Asia, Oceania and the Americas. With such diverse sociocultural input, the perceptions and conceptions of giftedness and gifted education are bound to provide the reader with a greater understanding of a variety of ways of working with gifted children and adults. This is particularly relevant for Australian practitioners and academics given our multicultural settings.
{"title":"Book Review: Smith, S. R. (Ed.). (2021). Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore","authors":"Kate Lafferty","doi":"10.21505/ajge.2022.0006","DOIUrl":"https://doi.org/10.21505/ajge.2022.0006","url":null,"abstract":"As an Australian educator and a researcher in the field of Gifted Education, it is somewhat frustrating at times that the majority of research we turn to is American-centric. Borland, in the foreward of this important handbook, reminds the reader that the conceptions with which we work each day and turn to for guidance, are very much American conceptions of gifted education, so much so that the field itself could be considered an American export. However, as Borland also points out, we cannot ignore the sociocultural contexts when thinking about gifted education. Models such as Gagné’s Differentiated Model of Giftedness and Talent (DMGT) and the Actiotope Model of Giftedness highlight the need to consider all aspects of the environment and yet perhaps when looking to be informed by research to shape our practice, we forget the larger sociocultural context and ‘make do’ with American research. What is immediately striking about this handbook is the geographical scope and representation of 18 nations from East Asia, South Asia, Southeast Asia, Oceania and the Americas. With such diverse sociocultural input, the perceptions and conceptions of giftedness and gifted education are bound to provide the reader with a greater understanding of a variety of ways of working with gifted children and adults. This is particularly relevant for Australian practitioners and academics given our multicultural settings.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347162","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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