Wikipedia, the free online encyclopedia, is accessed by over 1.5 billion users each month, yet remains stigmatized in the academic world. Many faculty demonstrate reluctance in allowing students to use Wikipedia as part of their research and writing projects due to the open access nature of the site and have all but banned its use in their courses. In this article, we evaluate implications of our pedagogical decision to embed a Wikipedia editing assignment into our respective undergraduate courses at a Hispanic-Serving Institution (HSI) in South Texas. First, we describe students’ initial reactions to Wikipedia as disrupting the classroom. Second, we examine the outcomes of the assignment in our Latinx students’ recognizing their work on Wikipedia as an act of decolonizing the classroom. In particular, we show the extent to which students a) claim authority, b) develop an ownership of knowledge, c) forge identities as public scholars, and d) develop a civic responsibility through their work on Wikipedia. We conclude with a discussion of recommendations for implementing assignments on digital citizenship in college classrooms, particularly in HSIs.
{"title":"Latinx Authorship and Representation in Digital Spaces: Wikipedia as a Tool to Decolonize the HSI Classroom","authors":"Michael Ramirez, Amanda Marquez","doi":"10.24974/amae.15.1.418","DOIUrl":"https://doi.org/10.24974/amae.15.1.418","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Wikipedia, the free online encyclopedia, is accessed by over 1.5 billion users each month, yet remains stigmatized in the academic world. Many faculty demonstrate reluctance in allowing students to use Wikipedia as part of their research and writing projects due to the open access nature of the site and have all but banned its use in their courses. In this article, we evaluate implications of our pedagogical decision to embed a Wikipedia editing assignment into our respective undergraduate courses at a Hispanic-Serving Institution (HSI) in South Texas. First, we describe students’ initial reactions to Wikipedia as disrupting the classroom. Second, we examine the outcomes of the assignment in our Latinx students’ recognizing their work on Wikipedia as an act of decolonizing the classroom. In particular, we show the extent to which students a) claim authority, b) develop an ownership of knowledge, c) forge identities as public scholars, and d) develop a civic responsibility through their work on Wikipedia. We conclude with a discussion of recommendations for implementing assignments on digital citizenship in college classrooms, particularly in HSIs. \u0000 \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124845885","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}
Research supports the importance of developing early literacy skills through culturally relevant activities and school/home partnerships as essential ingredients in high quality early learning environments (Bentley & Souto-Manning, 2019; Gay, 2000). Educators, however, frequently dismiss the significance of honoring a child’s first language, family, and culture when developing early literacy skills (Purcell-Gates, Melzi, Najafi, & Orellana, 2011). Integrating children’s linguistic and cultural understandings, however, is valuable and meaningful for their academic success and overall development (González, Moll, & Amanti, 2005). The purpose of this study was to explore children’s narratives as a culturally relevant practice that promotes early writing. Using student data from a prekindergarten dual language classroom, we found that using family pictures from home provided multiple iterations of children’s stories and demonstrated how Latino families’ cultural experiences are significant for the development of children’s emergent writing development. Implications for practice are discussed.
{"title":"“Want to hear my story?” Developing Latino children’s written narratives through culturally relevant family photographs","authors":"Iliana Alanis, Raquel Cataldo","doi":"10.24974/AMAE.15.1.416","DOIUrl":"https://doi.org/10.24974/AMAE.15.1.416","url":null,"abstract":"\u0000 \u0000 \u0000Research supports the importance of developing early literacy skills through culturally relevant activities and school/home partnerships as essential ingredients in high quality early learning environments (Bentley & Souto-Manning, 2019; Gay, 2000). Educators, however, frequently dismiss the significance of honoring a child’s first language, family, and culture when developing early literacy skills (Purcell-Gates, Melzi, Najafi, & Orellana, 2011). Integrating children’s linguistic and cultural understandings, however, is valuable and meaningful for their academic success and overall development (González, Moll, & Amanti, 2005). The purpose of this study was to explore children’s narratives as a culturally relevant practice that promotes early writing. Using student data from a prekindergarten dual language classroom, we found that using family pictures from home provided multiple iterations of children’s stories and demonstrated how Latino families’ cultural experiences are significant for the development of children’s emergent writing development. Implications for practice are discussed. \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129329936","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}
Rebecca Gutierrez Keeton, Corina Benavides López, José M. Aguilar-Hernández
On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators.
{"title":"“It Shaped Who I Am”: Reframing Identities for Justice Through Student Activism","authors":"Rebecca Gutierrez Keeton, Corina Benavides López, José M. Aguilar-Hernández","doi":"10.24974/AMAE.15.1.414","DOIUrl":"https://doi.org/10.24974/AMAE.15.1.414","url":null,"abstract":"On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"16 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123209833","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}
{"title":"Latinx/a/os in Higher Education: Exploring Identity, Pathways, and Success","authors":"Jesse Enriquez","doi":"10.24974/amae.14.3.406","DOIUrl":"https://doi.org/10.24974/amae.14.3.406","url":null,"abstract":"N/A ","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122414099","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}
Latino first-generation college students face a unique set of challenges that are not part of the college experience of their non-first-generation counterparts. Nonetheless, many Latinos remain optimistic about overcoming barriers that might impede their educational pursuits. The present study was aimed at exploring factors that contribute to Latino students’ positive expectations for degree attainment. Utilizing data from a large online survey administered at a four-year Hispanic Serving Institution (HSI), we found that competency beliefs and persistent determination to overcome challenges significantly influences students’ optimism. In addition, strong connections with institutional agents (largely, faculty and student affairs staff) emerged as significant contributing factors. Students who reported having close relationships with their parents also reported a greater degree of optimism about postsecondary success. Implications for programs and services to improve the college experiences of Latino first-generation student, enhance optimism, and increase retention are discussed.
{"title":"Factors Influencing Optimism for Degree Attainment in Latino First-Generation College Students","authors":"L. Romo, Diana Magana, Gabriela Gutierrez-Serrano","doi":"10.24974/amae.14.3.408","DOIUrl":"https://doi.org/10.24974/amae.14.3.408","url":null,"abstract":"Latino first-generation college students face a unique set of challenges that are not part of the college experience of their non-first-generation counterparts. Nonetheless, many Latinos remain optimistic about overcoming barriers that might impede their educational pursuits. The present study was aimed at exploring factors that contribute to Latino students’ positive expectations for degree attainment. Utilizing data from a large online survey administered at a four-year Hispanic Serving Institution (HSI), we found that competency beliefs and persistent determination to overcome challenges significantly influences students’ optimism. In addition, strong connections with institutional agents (largely, faculty and student affairs staff) emerged as significant contributing factors. Students who reported having close relationships with their parents also reported a greater degree of optimism about postsecondary success. Implications for programs and services to improve the college experiences of Latino first-generation student, enhance optimism, and increase retention are discussed.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133826976","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}
Devan R Romero, Minerva A. Gonzalez, Marisol Clark-Ibáñez, K. D’Anna-Hernandez
Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education.
{"title":"A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution","authors":"Devan R Romero, Minerva A. Gonzalez, Marisol Clark-Ibáñez, K. D’Anna-Hernandez","doi":"10.24974/amae.14.3.401","DOIUrl":"https://doi.org/10.24974/amae.14.3.401","url":null,"abstract":"Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130124925","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 recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.
{"title":"“I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions","authors":"Magdalena L. Barrera","doi":"10.24974/amae.14.3.399","DOIUrl":"https://doi.org/10.24974/amae.14.3.399","url":null,"abstract":"In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131970475","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}
Vincent D. Carales, Mauricio Molina, Darrell L. Hooker
The purpose of the current study was to examine the experiences of Latinx students with their student loan debt. Guided by McKinney et al.’s (2015) Student Borrower Behavior and Attitudes model, we framed our study around the following themes: sources of information, rationale for borrowing, and the burden of debt. Findings underscore the importance of financial literacy and provide insight as to how institutions can better support Latinx students in making informed decisions about borrowing loans to pay for and finish college.
{"title":"“Without them I couldn't pay for my education, so here I am\": Latinx college graduates’ experiences with and perceptions of their student loan debt","authors":"Vincent D. Carales, Mauricio Molina, Darrell L. Hooker","doi":"10.24974/amae.14.3.407","DOIUrl":"https://doi.org/10.24974/amae.14.3.407","url":null,"abstract":"The purpose of the current study was to examine the experiences of Latinx students with their student loan debt. Guided by McKinney et al.’s (2015) Student Borrower Behavior and Attitudes model, we framed our study around the following themes: sources of information, rationale for borrowing, and the burden of debt. Findings underscore the importance of financial literacy and provide insight as to how institutions can better support Latinx students in making informed decisions about borrowing loans to pay for and finish college.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116906948","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}
C. M. Alcantar, Blanca E. Rincón, Kristine Jan Cruz Espinoza
This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISI- HSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.
{"title":"In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts","authors":"C. M. Alcantar, Blanca E. Rincón, Kristine Jan Cruz Espinoza","doi":"10.24974/amae.14.3.405","DOIUrl":"https://doi.org/10.24974/amae.14.3.405","url":null,"abstract":"This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISI- HSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115759245","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}
Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.
{"title":"Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving","authors":"Gina A. Garcia, Marialexia Zaragoza","doi":"10.24974/amae.14.3.388","DOIUrl":"https://doi.org/10.24974/amae.14.3.388","url":null,"abstract":"Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122401045","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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