Women transitioning back to work from motherhood face complex challenges, including changes in their self-concept, priorities, self-confidence, and career-related beliefs. To effectively support mothers contemplating workforce reentry, career counsellors must understand the unique interplay between their clients’ home, community, and previous work lives and its impact on their career development. This article integrates relevant concepts from the career development theories of Super, Krumboltz, and Social Cognitive Career Theory with current literature to inform career counselling interventions aimed at optimizing the reentry experiences of mothers returning to work.
{"title":"Career Counselling Considerations for Mothers Returning to Work","authors":"Charles P. Chen, S. Lappano","doi":"10.53379/cjcd.2023.353","DOIUrl":"https://doi.org/10.53379/cjcd.2023.353","url":null,"abstract":"Women transitioning back to work from motherhood face complex challenges, including changes in their self-concept, priorities, self-confidence, and career-related beliefs. To effectively support mothers contemplating workforce reentry, career counsellors must understand the unique interplay between their clients’ home, community, and previous work lives and its impact on their career development. This article integrates relevant concepts from the career development theories of Super, Krumboltz, and Social Cognitive Career Theory with current literature to inform career counselling interventions aimed at optimizing the reentry experiences of mothers returning to work.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865517","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}
Deepak Mathew, Ria K. Nishikawara, Alanaise Ferguson, William A. Borgen
Indigenous young adults experience disproportionately high rates of unemployment, which are exacerbated by systemic factors such as poverty and oppression (Britten & Borgen, 2010). Despite these challenges, many Indigenous young adults do well in their educational and employment pursuits (Bougie et al., 2013). This study explored what helped and hindered the career decision-making of 18 Indigenous young adults in Canada who see themselves as doing well in this regard. Using the Enhanced Critical Incident Technique (ECIT), a qualitative research method which focuses on helping and hindering factors (Butterfield et al., 2009), 13 categories were identified: (a) Family/Relationships & commitments, (b) Setting goals/Taking initiative/Focusing on interests, (c) Support from community/mentors, (d) A healthy way (physical, mental, social), (e) Finding meaning/motivation & contributing, (f) Networking & who you know, (g) Systemic/External factors (institution, job-market, sexism, racism, interpersonal aspects), (h) Financial situation, (i) Knowledge/Information/Certainty, (j) Experience (work/life), (k) Educational opportunities/Training & specialized education, (l) Indigenous background/Cultural factors, and (m) Courage & self-worth (vs. fear/doubt in self/others). These categories highlighted the systemic, interpersonal, and experiential processes in career decision-making for Indigenous young people in Canada. Implications for career counselling practice and future research are also discussed.
土著青年经历了不成比例的高失业率，而贫困和压迫等系统性因素又加剧了这种失业率(Britten & Borgen, 2010)。尽管面临这些挑战，许多土著年轻人在教育和就业方面做得很好(Bougie et al.， 2013)。本研究探讨了加拿大18名自认为在职业决策方面做得不错的土著青年的帮助和阻碍因素。使用增强型关键事件技术(ECIT)，一种专注于帮助和阻碍因素的定性研究方法(Butterfield et al.， 2009)，确定了13个类别:(a)家庭/关系和承诺，(b)设定目标/采取主动/关注兴趣，(c)社区/导师的支持，(d)健康的方式(身体，心理，社会)，(e)寻找意义/动机和贡献，(f)网络和你认识的人，(g)系统/外部因素(制度，就业市场，性别歧视，种族主义，人际关系方面)，(h)财务状况，(i)知识/信息/确定性，(j)经验(工作/生活)，(k)教育机会/培训和专业教育，(l)土著背景/文化因素，(m)勇气和自我价值(相对于对自己/他人的恐惧/怀疑)。这些类别突出了加拿大土著青年职业决策的系统、人际关系和经验过程。对职业辅导实践和未来研究的启示也进行了讨论。
{"title":"Cultural Infusions and Shifting Sands","authors":"Deepak Mathew, Ria K. Nishikawara, Alanaise Ferguson, William A. Borgen","doi":"10.53379/cjcd.2023.345","DOIUrl":"https://doi.org/10.53379/cjcd.2023.345","url":null,"abstract":"Indigenous young adults experience disproportionately high rates of unemployment, which are exacerbated by systemic factors such as poverty and oppression (Britten & Borgen, 2010). Despite these challenges, many Indigenous young adults do well in their educational and employment pursuits (Bougie et al., 2013). This study explored what helped and hindered the career decision-making of 18 Indigenous young adults in Canada who see themselves as doing well in this regard. Using the Enhanced Critical Incident Technique (ECIT), a qualitative research method which focuses on helping and hindering factors (Butterfield et al., 2009), 13 categories were identified: (a) Family/Relationships & commitments, (b) Setting goals/Taking initiative/Focusing on interests, (c) Support from community/mentors, (d) A healthy way (physical, mental, social), (e) Finding meaning/motivation & contributing, (f) Networking & who you know, (g) Systemic/External factors (institution, job-market, sexism, racism, interpersonal aspects), (h) Financial situation, (i) Knowledge/Information/Certainty, (j) Experience (work/life), (k) Educational opportunities/Training & specialized education, (l) Indigenous background/Cultural factors, and (m) Courage & self-worth (vs. fear/doubt in self/others). These categories highlighted the systemic, interpersonal, and experiential processes in career decision-making for Indigenous young people in Canada. Implications for career counselling practice and future research are also discussed.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133256","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}
A sizeable number of employees throughout Canada are continuing to telework following the COVID-19 pandemic. Couples who telework may experience tension between their work and personal life. Telework may have both positive and negative impacts on work-life wellness depending on employee circumstances. For example, teleworking women with children may be expected to prioritize their home and family over their work. Even though COVID-related restrictions have eased in Canada, allowing for more freedom around home and work arrangements, it is plausible to expect a long-term shift towards an increased number of employees working from home more often, with associated changes in family dynamics as both partners adjust to this "new normal." In response to the complex relationship between teleworking and work-life wellness in the context of couples, the first author has proposed a study to research work-life wellness for teleworking couples, addressing the research question, "how do teleworking couples construct and cultivate work-life wellness together?". It is anticipated that this study will foster understanding of work-life wellness in teleworking couples, and inform policies, counselling techniques, and future research.
{"title":"An Overview of Work-Life Wellness for Teleworking Couples","authors":"R. Como, José F. Domene","doi":"10.53379/cjcd.2023.360","DOIUrl":"https://doi.org/10.53379/cjcd.2023.360","url":null,"abstract":"A sizeable number of employees throughout Canada are continuing to telework following the COVID-19 pandemic. Couples who telework may experience tension between their work and personal life. Telework may have both positive and negative impacts on work-life wellness depending on employee circumstances. For example, teleworking women with children may be expected to prioritize their home and family over their work. Even though COVID-related restrictions have eased in Canada, allowing for more freedom around home and work arrangements, it is plausible to expect a long-term shift towards an increased number of employees working from home more often, with associated changes in family dynamics as both partners adjust to this \"new normal.\" In response to the complex relationship between teleworking and work-life wellness in the context of couples, the first author has proposed a study to research work-life wellness for teleworking couples, addressing the research question, \"how do teleworking couples construct and cultivate work-life wellness together?\". It is anticipated that this study will foster understanding of work-life wellness in teleworking couples, and inform policies, counselling techniques, and future research.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157540","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}
N. Arthur, Jon Woodend, L. Gust, April Dyrda, Judy Dang
This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.
{"title":"It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience","authors":"N. Arthur, Jon Woodend, L. Gust, April Dyrda, Judy Dang","doi":"10.53379/cjcd.2022.344","DOIUrl":"https://doi.org/10.53379/cjcd.2022.344","url":null,"abstract":"This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45370791","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}
Where résumés are concerned, student supports tend to include tactical feedback that addresses issues in students’ writing and strategic feedback aimed at coaching critical self-reflection. However, there is not always time to cover all that could be offered by both kinds of feedback in a single résumé critique. Given demands on staff time, many career services administrators are considering opportunities to leverage artificial intelligence-based (AI) products that might offer tactical feedback and allow staff to focus on offering strategic feedback. In a field experiment, we explored how novice job seekers’ use of an AI-based résumé critique product influenced their subsequent face-to-face résumé critique experiences, especially the kinds of feedback offered and learning outcomes that resulted from this. As expected, the AI offered substantial tactical feedback and less strategic feedback. Students’ use of the AI did not result in greater opportunity for strategic feedback and associated learning outcomes. Rather, the AI rendered issues in students’ writing more salient. In turn, this invited more attention to tactical aspects and less attention to strategic aspects of students’ résumés.
{"title":"Artificial Intelligence and Résumé Critique Experiences","authors":"David W. Drewery, J. Woodside, Kristen Eppel","doi":"10.53379/cjcd.2022.338","DOIUrl":"https://doi.org/10.53379/cjcd.2022.338","url":null,"abstract":"Where résumés are concerned, student supports tend to include tactical feedback that addresses issues in students’ writing and strategic feedback aimed at coaching critical self-reflection. However, there is not always time to cover all that could be offered by both kinds of feedback in a single résumé critique. Given demands on staff time, many career services administrators are considering opportunities to leverage artificial intelligence-based (AI) products that might offer tactical feedback and allow staff to focus on offering strategic feedback. In a field experiment, we explored how novice job seekers’ use of an AI-based résumé critique product influenced their subsequent face-to-face résumé critique experiences, especially the kinds of feedback offered and learning outcomes that resulted from this. As expected, the AI offered substantial tactical feedback and less strategic feedback. Students’ use of the AI did not result in greater opportunity for strategic feedback and associated learning outcomes. Rather, the AI rendered issues in students’ writing more salient. In turn, this invited more attention to tactical aspects and less attention to strategic aspects of students’ résumés. ","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46318310","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 review examines Carolyn Hoessler and Lorraine Godden's Outcome-Based Experiential Learning: Lets Talk About, Design For, and Inform Teaching, Learning, and Career Development. Their work is a practical guide for post-secondary experiential learning and work-integrated learning academics, professionals, and practitioners to design or improve programs using outcome-based learning. Hoessler & Godden's OBEL framework they propose for programs is also used to structure the book, a task which it mostly succeeds at. The review evaluates the authors' effectiveness in proposing the framework and process for developing an outcome-based experiential learning program.
{"title":"Book Review of “Outcome-Based Experiential Learning”","authors":"Noah Arney","doi":"10.53379/cjcd.2022.335","DOIUrl":"https://doi.org/10.53379/cjcd.2022.335","url":null,"abstract":"This review examines Carolyn Hoessler and Lorraine Godden's Outcome-Based Experiential Learning: Lets Talk About, Design For, and Inform Teaching, Learning, and Career Development. Their work is a practical guide for post-secondary experiential learning and work-integrated learning academics, professionals, and practitioners to design or improve programs using outcome-based learning. Hoessler & Godden's OBEL framework they propose for programs is also used to structure the book, a task which it mostly succeeds at. The review evaluates the authors' effectiveness in proposing the framework and process for developing an outcome-based experiential learning program.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950792","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}
Resident trainees in Canadian Otolaryngology–Head & Neck Surgery (OHNS) programs have cited job prospects as the biggest stressor they face. Increased numbers of residency training positions combined with decreased employment opportunities have worsened competition for surgical positions. The purpose of this inquiry was to explore gaps in resident career planning and examine how leadership can prepare graduating residents to optimize employability. This mixed-methods prospective study was completed in two phases. A combination of online surveys and two focus group sessions were used to gather information from academic and clinical staff surgeons, resident trainees, and administrative leadership. Eleven of the potential 12 resident participants responded to the initial survey, seven of the 13 staff surgeons, and one administrative leader. Each of the resident and staff focus groups had five participants. This comprehensive inquiry led to the development of a conceptual framework describing domains of concern important to OHNS residents. Themes included lack of career mentoring, complex systemic limitations, inadequacy of exposure to community-based surgical practice, and a potentially stifling organizational culture. OHNS residents face significant stress regarding potential employability following residency. Solutions to address concerns must be collaborative in nature and begin with the existing leadership structure.
{"title":"Career Mentoring Surgical Trainees in a Competitive Marketplace","authors":"D. Côté, A. Hamour","doi":"10.53379/cjcd.2022.343","DOIUrl":"https://doi.org/10.53379/cjcd.2022.343","url":null,"abstract":"Resident trainees in Canadian Otolaryngology–Head & Neck Surgery (OHNS) programs have cited job prospects as the biggest stressor they face. Increased numbers of residency training positions combined with decreased employment opportunities have worsened competition for surgical positions. The purpose of this inquiry was to explore gaps in resident career planning and examine how leadership can prepare graduating residents to optimize employability.\u0000This mixed-methods prospective study was completed in two phases. A combination of online surveys and two focus group sessions were used to gather information from academic and clinical staff surgeons, resident trainees, and administrative leadership.\u0000Eleven of the potential 12 resident participants responded to the initial survey, seven of the 13 staff surgeons, and one administrative leader. Each of the resident and staff focus groups had five participants. This comprehensive inquiry led to the development of a conceptual framework describing domains of concern important to OHNS residents. Themes included lack of career mentoring, complex systemic limitations, inadequacy of exposure to community-based surgical practice, and a potentially stifling organizational culture.\u0000OHNS residents face significant stress regarding potential employability following residency. Solutions to address concerns must be collaborative in nature and begin with the existing leadership structure.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47651917","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":"From the Editor's Desk","authors":"R. Shea, D. Boyd","doi":"10.53379/cjcd.2022.358","DOIUrl":"https://doi.org/10.53379/cjcd.2022.358","url":null,"abstract":"","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42066479","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}
Many inexperienced job seekers adopt a focused job search strategy in which they disregard job postings that seem unrelated to their interests. Yet, many of the jobs that they disregard during their job search could have been relevant to such interests because they offer opportunities for skill development. Counterintuitively, an exploratory job search can help such job seekers find and pursue more relevant jobs. In an experiment (N = 122), we examined the effect of priming seemingly irrelevant jobs as skill development opportunities on inexperienced job seekers’ responses to job postings. Compared to those who did not receive the prime, those who received the prime reported higher perceived job relevance and, in turn, perceived job attractiveness for subsequently viewed job postings. The results suggest that career educators could use peer-to-peer learning, or public reflection, to encourage students to share insights with each other, reframe the meanings of job relevance, and pursue more relevant jobs.
{"title":"Priming Jobs as Skill Development Opportunities and Responses to Job Postings","authors":"David W. Drewery, T. J. Pretti, Jamie Nettinga","doi":"10.53379/cjcd.2022.337","DOIUrl":"https://doi.org/10.53379/cjcd.2022.337","url":null,"abstract":"Many inexperienced job seekers adopt a focused job search strategy in which they disregard job postings that seem unrelated to their interests. Yet, many of the jobs that they disregard during their job search could have been relevant to such interests because they offer opportunities for skill development. Counterintuitively, an exploratory job search can help such job seekers find and pursue more relevant jobs. In an experiment (N = 122), we examined the effect of priming seemingly irrelevant jobs as skill development opportunities on inexperienced job seekers’ responses to job postings. Compared to those who did not receive the prime, those who received the prime reported higher perceived job relevance and, in turn, perceived job attractiveness for subsequently viewed job postings. The results suggest that career educators could use peer-to-peer learning, or public reflection, to encourage students to share insights with each other, reframe the meanings of job relevance, and pursue more relevant jobs.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587962","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 skills gap is widening and causing greater inequality in the today’s workplace. Bridging the disconnect between academic institutions and employers in the 4th industrial revolution is of critical importance to the success of our current market. Combining and analyzing both qualitative data gathered from key focus groups and a literature review, it is evident that a commitment to self- directed learning requires students and faculty to both understand the value of empowering learning, and to take increased responsibility for decision making. Academic institutions need to address skills required to become self-directed learners and must present students with the environment that lets them be more self-directed. Employers on the other hand must provide institutions with the skills they require upon hiring.
{"title":"Bridging the Disconnect Between Academic Institutions and Employers in the 4th Industrial Revolution","authors":"Nicole Rakowski","doi":"10.53379/cjcd.2022.332","DOIUrl":"https://doi.org/10.53379/cjcd.2022.332","url":null,"abstract":"The skills gap is widening and causing greater inequality in the today’s workplace. Bridging the disconnect between academic institutions and employers in the 4th industrial revolution is of critical importance to the success of our current market.\u0000Combining and analyzing both qualitative data gathered from key focus groups and a literature review, it is evident that a commitment to self- directed learning requires students and faculty to both understand the value of empowering learning, and to take increased responsibility for decision making. Academic institutions need to address skills required to become self-directed learners and must present students with the environment that lets them be more self-directed. Employers on the other hand must provide institutions with the skills they require upon hiring.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100042","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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