The safety of genetically modified foods should be considered and assessed at all stages of the developmental process. The introduction of foods produced through agricultural biotechnology has generated considerable concern among certain consumers in many countries. The safety of these novel products has often been called into question during the ongoing public debate. So, safety assessment of these novel foods is absolutely crucial to their acceptance by consumers. Safety assessment must be a consideration at all stages of the development of a genetically modified food: gene discovery, line selection, and product advancement to commercialization. This article focuses on the role that safety assessment plays in all three of those stages. Particular emphasis is placed upon allergenicity assessment, but we must recognize that allergenicity is but one factor to consider in a comprehensive safety assessment approach. In many countries, the safety assessment for genetically modified foods is mandatory and a review of the safety assessment data is conducted by the regulatory authorities. Some concern has arisen because the safety assessment process in the United States has been voluntary, but the U.S. Food & Drug Administration has announced its intent to create a mandatory safety assessment for genetically modified foods. However, the genetically modified foods allowed on the U.S. market thus far have been subjected to a de facto mandatory safety assessment system because governmental regulatory agencies have reviewed the available safety assessment information. Thus far, all the genetically modified products brought into the marketplace have been subjected to such an intensive safety assessment. The safety assessment data have been reviewed by regulatory authorities around the
{"title":"Approaches to the Safety Assessmentof Novel Foods and Novel Gene Products","authors":"Steve L. Taylor","doi":"10.1080/08865140214379","DOIUrl":"https://doi.org/10.1080/08865140214379","url":null,"abstract":"The safety of genetically modified foods should be considered and assessed at all stages of the developmental process. The introduction of foods produced through agricultural biotechnology has generated considerable concern among certain consumers in many countries. The safety of these novel products has often been called into question during the ongoing public debate. So, safety assessment of these novel foods is absolutely crucial to their acceptance by consumers. Safety assessment must be a consideration at all stages of the development of a genetically modified food: gene discovery, line selection, and product advancement to commercialization. This article focuses on the role that safety assessment plays in all three of those stages. Particular emphasis is placed upon allergenicity assessment, but we must recognize that allergenicity is but one factor to consider in a comprehensive safety assessment approach. In many countries, the safety assessment for genetically modified foods is mandatory and a review of the safety assessment data is conducted by the regulatory authorities. Some concern has arisen because the safety assessment process in the United States has been voluntary, but the U.S. Food & Drug Administration has announced its intent to create a mandatory safety assessment for genetically modified foods. However, the genetically modified foods allowed on the U.S. market thus far have been subjected to a de facto mandatory safety assessment system because governmental regulatory agencies have reviewed the available safety assessment information. Thus far, all the genetically modified products brought into the marketplace have been subjected to such an intensive safety assessment. The safety assessment data have been reviewed by regulatory authorities around the","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134087146","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}
Atopic (IgE-associated) diseases have become increasingly prevalent over the past 30 years (1) and it should not be surprising that susceptible (atopic) individuals have developed allergies to food proteins. Food allergy may be a species ‘‘cost’’ paid by unfortunate individuals for the possession of a robust adaptive immune system and the broad diversity of the diet tolerated by the majority (more than 95%) of the human population. Allergic reactions to food can be disabling, even fatal. Even the prospect of exposure to food allergens causes considerable psychological morbidity and social isolation in affected individuals and their families (2). This anxiety is heightened further by the facts that the point prevalence of food allergies is highest in the age group about which families worry most—preschool children—and that no effective treatments are currently available (3). Parental anxiety and the necessary dietary exclusions can inhibit significantly the normal socialization of the child. Inaccurate information and the inadequate availability of expert advice often compound the anxiety. Management strategies are useful and
{"title":"Clinical Features of Food Allergy","authors":"J. Hourihane, S. Strobel","doi":"10.1080/08865140214383","DOIUrl":"https://doi.org/10.1080/08865140214383","url":null,"abstract":"Atopic (IgE-associated) diseases have become increasingly prevalent over the past 30 years (1) and it should not be surprising that susceptible (atopic) individuals have developed allergies to food proteins. Food allergy may be a species ‘‘cost’’ paid by unfortunate individuals for the possession of a robust adaptive immune system and the broad diversity of the diet tolerated by the majority (more than 95%) of the human population. Allergic reactions to food can be disabling, even fatal. Even the prospect of exposure to food allergens causes considerable psychological morbidity and social isolation in affected individuals and their families (2). This anxiety is heightened further by the facts that the point prevalence of food allergies is highest in the age group about which families worry most—preschool children—and that no effective treatments are currently available (3). Parental anxiety and the necessary dietary exclusions can inhibit significantly the normal socialization of the child. Inaccurate information and the inadequate availability of expert advice often compound the anxiety. Management strategies are useful and","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132456628","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 National Institute of Environmental Health Sciences (NIEHS) supports an array of environmental health science education activities through a variety of extramural and intramural programs. The purpose of these initiatives is to help individuals better understand the effects and risks to human health from physical and social factors. These initiatives stem from the NIEHS' recognition that the lay community requires greater knowledge about environmental health issues as the public is increasingly challenged to make decisions on the risks and benefits of agents that permeate society. In addition, the NIEHS sees these programs as an investment in the future of our society and environmental health sciences. We describe the programs and highlight projects that demonstrate how these efforts are being applied.
{"title":"A Strategy for Improving K-12 Environmental Health Science Education in the United States","authors":"F. Tyson, S. Srinivasan, Liam Fallon, A. Dearry","doi":"10.1080/08865140210509","DOIUrl":"https://doi.org/10.1080/08865140210509","url":null,"abstract":"The National Institute of Environmental Health Sciences (NIEHS) supports an array of environmental health science education activities through a variety of extramural and intramural programs. The purpose of these initiatives is to help individuals better understand the effects and risks to human health from physical and social factors. These initiatives stem from the NIEHS' recognition that the lay community requires greater knowledge about environmental health issues as the public is increasingly challenged to make decisions on the risks and benefits of agents that permeate society. In addition, the NIEHS sees these programs as an investment in the future of our society and environmental health sciences. We describe the programs and highlight projects that demonstrate how these efforts are being applied.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116478292","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}
There are many excellent reasons for including the basics of environmental health sciences, including toxicology, in the topics taught in our nation's K-12 classrooms. In addition to being supported by various state and federal mandates, the teaching of these topics lend itself to the best practices of successful educators, such as integrated teaching, inquiry-based learning, and community-connected schools. Most important, however, is the need to create a well-equipped citizenry to struggle with the issues that arise where human health and the environment intersect; issues that are increasingly urgent, contentions, and complex. While creating curricular materials and offering teacher workshops are excellent ways to bring about change within K-12 classroom, there are other methods to creatively influence what happens in our nation's schools. Two of these approaches have been particulary successful for outreach staff at the Center for Ecogenetics and Environmental Health (CEEH) at the University of Washington in Seattle. Creating a resource kit (Tox-in-a-Box TM ) to encourage environemntal health sciences professionals to conduct classroom visits has helped turn underutilized population into a powerful resource for K-12 transformation. The relatively new technology of multipoint videoconferencing also has been used to successfully involve both students and teachers in exploration of community-based issues related to the environmental health sciences.
{"title":"From Visiting Professionals to Videoconferences: Using Creative Catalysts to Infuse Environmental Health Sciences Content into the K-12 Curriculum","authors":"David L. Eaton, J. F. Sharpe, C. Acharya","doi":"10.1080/08865140210512","DOIUrl":"https://doi.org/10.1080/08865140210512","url":null,"abstract":"There are many excellent reasons for including the basics of environmental health sciences, including toxicology, in the topics taught in our nation's K-12 classrooms. In addition to being supported by various state and federal mandates, the teaching of these topics lend itself to the best practices of successful educators, such as integrated teaching, inquiry-based learning, and community-connected schools. Most important, however, is the need to create a well-equipped citizenry to struggle with the issues that arise where human health and the environment intersect; issues that are increasingly urgent, contentions, and complex. While creating curricular materials and offering teacher workshops are excellent ways to bring about change within K-12 classroom, there are other methods to creatively influence what happens in our nation's schools. Two of these approaches have been particulary successful for outreach staff at the Center for Ecogenetics and Environmental Health (CEEH) at the University of Washington in Seattle. Creating a resource kit (Tox-in-a-Box TM ) to encourage environemntal health sciences professionals to conduct classroom visits has helped turn underutilized population into a powerful resource for K-12 transformation. The relatively new technology of multipoint videoconferencing also has been used to successfully involve both students and teachers in exploration of community-based issues related to the environmental health sciences.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132552985","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 Society of Toxicology (SOT) has demonstrated a strong commitment to K-12 science education through a number of initiatives. One of these is the development of "Paracelsus Goes to School" workshops for K-12 educators, named in honor of a founder of the discipline of toxicology. The Paracelsus workshop series has three major aims: to educate K-12 teachers about key principles, concepts and careers in the environmental health sciences field of toxicology; to provide K-12 teachers with content and classroom materials on toxicology and environmental health sciences subjects to help make basic sciences relevant to students' lives; and to establish links between SOT members mentors and K-12 educators. Paracelsus workshops have been offered annually since 1996 in conjunction with annual scientific meetings of the SOT. A total of 563 teachers have attended the six workshops held in major metropolitan areas throughout the United States Similar regional workshops have been offered by SOT regional affiliate chapters. This article discusses the motivation for developing the Paracelsus workshops, their implementation, and potential impact on K-12 science education.
{"title":"\"Paracelsus Goes to School\" Teacher Education Workshops: A Six-Year Retrospective","authors":"A. de Peyster, Betty J Eidemiller","doi":"10.1080/08865140210511","DOIUrl":"https://doi.org/10.1080/08865140210511","url":null,"abstract":"The Society of Toxicology (SOT) has demonstrated a strong commitment to K-12 science education through a number of initiatives. One of these is the development of \"Paracelsus Goes to School\" workshops for K-12 educators, named in honor of a founder of the discipline of toxicology. The Paracelsus workshop series has three major aims: to educate K-12 teachers about key principles, concepts and careers in the environmental health sciences field of toxicology; to provide K-12 teachers with content and classroom materials on toxicology and environmental health sciences subjects to help make basic sciences relevant to students' lives; and to establish links between SOT members mentors and K-12 educators. Paracelsus workshops have been offered annually since 1996 in conjunction with annual scientific meetings of the SOT. A total of 563 teachers have attended the six workshops held in major metropolitan areas throughout the United States Similar regional workshops have been offered by SOT regional affiliate chapters. This article discusses the motivation for developing the Paracelsus workshops, their implementation, and potential impact on K-12 science education.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115144998","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}
Headlines such as "Herbicide Spill Leaves Hundreds of Fish Dead in Creek", "Bacteria Foul School Air Forcing Four Rooms to Close" and "Schools Shut off Drinking Fountains: Excessive Levels of Lead Found in Schools" are being seen with increasing frequency in Oregon newspapers, as well as in news reports nationwide. Helping students understand the science behind these headlines has been the focus of an ongoing collaboration at Oregon State University between the Environmental Health Sciences (EHS) Center and the Science and Math Investigative Learning Experiences (SMILE) Program. This article will discuss this highly successful outreach effort employed by the EHS Center and the SMILE Program to increase the understanding of environmental health science by teachers, students, and community members. It also elaborates on the educational model developed and employed by the SMILE Program and then provides a specific example from the Hydroville Curriculum Project of how an environmental health science scenario fits within the context of SMILE Program pedagogy. Finally, this article comments on the successful elements of the EHS Center and SMILE Program partnership and opportunities for EHS Center investigators.
{"title":"Hydroville Curriculum Project: A Successful Toxicology Outreach Program for High School Teachers and Students in Oregon","authors":"N. Kerkvliet, Kendra Mingo, M. Bloomfield","doi":"10.1080/08865140210508","DOIUrl":"https://doi.org/10.1080/08865140210508","url":null,"abstract":"Headlines such as \"Herbicide Spill Leaves Hundreds of Fish Dead in Creek\", \"Bacteria Foul School Air Forcing Four Rooms to Close\" and \"Schools Shut off Drinking Fountains: Excessive Levels of Lead Found in Schools\" are being seen with increasing frequency in Oregon newspapers, as well as in news reports nationwide. Helping students understand the science behind these headlines has been the focus of an ongoing collaboration at Oregon State University between the Environmental Health Sciences (EHS) Center and the Science and Math Investigative Learning Experiences (SMILE) Program. This article will discuss this highly successful outreach effort employed by the EHS Center and the SMILE Program to increase the understanding of environmental health science by teachers, students, and community members. It also elaborates on the educational model developed and employed by the SMILE Program and then provides a specific example from the Hydroville Curriculum Project of how an environmental health science scenario fits within the context of SMILE Program pedagogy. Finally, this article comments on the successful elements of the EHS Center and SMILE Program partnership and opportunities for EHS Center investigators.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133587815","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 Environmental Health Sciences (EHS) Center at Wayne State University (WSU) in Detroit Michigan, was established in 1993 to study the effects of environmental factors on human health. The EHS Center and its membership form a highly interactive multidisciplinary team of scientists and physicians from several hospitals and research facilities in and around WSU. Because of its diverse array of expertise, the EHS Center is in an optimal position to bring the knowledge of highly contemporary biomedical technologies to the K-12 educational community. The EHS Center has an extremely active Community Outreach and Education Program (COEP) that facilitates the transfer of environmental health information into benefical programs for the educational community. The COEP has offered several programs to the local five-country area around WSU for the past six years. Included in these offerings are a constructivist, inquiry-based hands-on curriculum for grades K-12 (Chemicals in My World TM ), a web-based multimedia interactive curriculum for grades 9-12 (Environmental Cyber Schoolhouse), Saturday Institutes for middle school students; and an apprenticeship program for upper level high school students and teachers. Evaluation of these programs has indicated that they have had significant success in providing venues for information on various environmental health-related topics and biomedical techniques. The COEP will continue to offer programs and opportunities in all areas of environmental health education for students in grades K-12 and for teacher professional development.
{"title":"Environmental Health Science in the Classroom","authors":"M. Dereski, H. Losey, L. Pietrantoni","doi":"10.1080/08865140210510","DOIUrl":"https://doi.org/10.1080/08865140210510","url":null,"abstract":"The Environmental Health Sciences (EHS) Center at Wayne State University (WSU) in Detroit Michigan, was established in 1993 to study the effects of environmental factors on human health. The EHS Center and its membership form a highly interactive multidisciplinary team of scientists and physicians from several hospitals and research facilities in and around WSU. Because of its diverse array of expertise, the EHS Center is in an optimal position to bring the knowledge of highly contemporary biomedical technologies to the K-12 educational community. The EHS Center has an extremely active Community Outreach and Education Program (COEP) that facilitates the transfer of environmental health information into benefical programs for the educational community. The COEP has offered several programs to the local five-country area around WSU for the past six years. Included in these offerings are a constructivist, inquiry-based hands-on curriculum for grades K-12 (Chemicals in My World TM ), a web-based multimedia interactive curriculum for grades 9-12 (Environmental Cyber Schoolhouse), Saturday Institutes for middle school students; and an apprenticeship program for upper level high school students and teachers. Evaluation of these programs has indicated that they have had significant success in providing venues for information on various environmental health-related topics and biomedical techniques. The COEP will continue to offer programs and opportunities in all areas of environmental health education for students in grades K-12 and for teacher professional development.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122919285","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 : 2002-01-01DOI: 10.1080/08865140208629701
Renu Gandhi, S. Snedeker
Abstract Diazinon is a widely used organophosphate insecticide. Non-agricultural use of diazinon exceeds its agricultural use, creating the potential for widespread non-occupational exposures. Although widely used, there has been no cancer risk classification for diazinon by the US Environmental Protection Agency (EPA), the National Toxicology Program (NTP) or International Agency for Research on Cancer (IARC). For this report, we have used a modification of the IARC approach to conduct a detailed evaluation of any direct or related evidence of cancer risk from exposure to diazinon, with a focus on breast cancer risk. We have critically evaluated all the available human, experimental animal, and cancer-related molecular and mechanistic studies on diazinon. Chemical and up-to-date regulatory information is included, as well as a discussion of diazinon's environmental fate and potential for human exposure. Evidence available so far does not indicate that diazinon increases breast cancer risk. It should be noted that this conclusion is based on the limited scientific evidence currently available. We have identified several research gaps in the report. We propose that diazinon be classified in Group 3. In the Program on Breast Cancer and Environmental Risk Factor's (BCERF) breast cancer risk classification scheme (see Appendix B), this group represents chemicals that are not classifiable for breast cancer risk in humans.
{"title":"Critical Evaluation of Diazinon's Breast Cancer Risk","authors":"Renu Gandhi, S. Snedeker","doi":"10.1080/08865140208629701","DOIUrl":"https://doi.org/10.1080/08865140208629701","url":null,"abstract":"Abstract Diazinon is a widely used organophosphate insecticide. Non-agricultural use of diazinon exceeds its agricultural use, creating the potential for widespread non-occupational exposures. Although widely used, there has been no cancer risk classification for diazinon by the US Environmental Protection Agency (EPA), the National Toxicology Program (NTP) or International Agency for Research on Cancer (IARC). For this report, we have used a modification of the IARC approach to conduct a detailed evaluation of any direct or related evidence of cancer risk from exposure to diazinon, with a focus on breast cancer risk. We have critically evaluated all the available human, experimental animal, and cancer-related molecular and mechanistic studies on diazinon. Chemical and up-to-date regulatory information is included, as well as a discussion of diazinon's environmental fate and potential for human exposure. Evidence available so far does not indicate that diazinon increases breast cancer risk. It should be noted that this conclusion is based on the limited scientific evidence currently available. We have identified several research gaps in the report. We propose that diazinon be classified in Group 3. In the Program on Breast Cancer and Environmental Risk Factor's (BCERF) breast cancer risk classification scheme (see Appendix B), this group represents chemicals that are not classifiable for breast cancer risk in humans.","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125482450","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 : 2002-01-01DOI: 10.1080/08865140208629705
S. Snedeker
{"title":"Appendix B. BCERF Breast Cancer Risk Classification Scheme","authors":"S. Snedeker","doi":"10.1080/08865140208629705","DOIUrl":"https://doi.org/10.1080/08865140208629705","url":null,"abstract":"","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129950599","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 : 2002-01-01DOI: 10.1080/08865140208629698
Maizatun Mustafa, Zuraini Ab. Hamid
{"title":"Guest Editors","authors":"Maizatun Mustafa, Zuraini Ab. Hamid","doi":"10.1080/08865140208629698","DOIUrl":"https://doi.org/10.1080/08865140208629698","url":null,"abstract":"","PeriodicalId":402874,"journal":{"name":"Comments on Toxicology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124618236","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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