Pub Date : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.11930
A. Weymann
Education policy is a core element of the modern state’s sovereignty and autonomy. Education serves the state as a means of integrating society through culture and ideology, furthermore as a key tool for improving political power and legitimacy, and finally fuelling and stimulating economic growth via human capital investment. Eighteenth century state-building brought the expansion and improvement of educational institutions, and the nineteenth century the development of the fully-fledged education-state. In the twentieth “human capital” century, education policy reached its pinnacle, characterized by unprecedented growth in terms of educational attainment, investments and returns. However, in the last decades, weaknesses of education policy have become visible: the declining growth of human capital returns, problems of reducing social inequality as well as deficient cultural and social integration. Throughout centuries the schooling of girls followed the schooling of boys with delay. Yet, today girl's gross tertiary school enrolment is globally ahead of boys. Indeed, progress of education is a process of longue durée.
{"title":"The Rise and Limits of Education Policy. Gendered Education","authors":"A. Weymann","doi":"10.24908/EOE-ESE-RSE.V19I0.11930","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11930","url":null,"abstract":"Education policy is a core element of the modern state’s sovereignty and autonomy. Education serves the state as a means of integrating society through culture and ideology, furthermore as a key tool for improving political power and legitimacy, and finally fuelling and stimulating economic growth via human capital investment. Eighteenth century state-building brought the expansion and improvement of educational institutions, and the nineteenth century the development of the fully-fledged education-state. In the twentieth “human capital” century, education policy reached its pinnacle, characterized by unprecedented growth in terms of educational attainment, investments and returns. However, in the last decades, weaknesses of education policy have become visible: the declining growth of human capital returns, problems of reducing social inequality as well as deficient cultural and social integration. Throughout centuries the schooling of girls followed the schooling of boys with delay. Yet, today girl's gross tertiary school enrolment is globally ahead of boys. Indeed, progress of education is a process of longue durée.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"38 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80639213","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.11912
Dominique Picco
Dans la France moderne, l’éducation des enfants, garçons et filles, ne fait pas partie des champs traditionnels d’intervention de l’État monarchique. Ses ingérences sont rares et se limitent à des déclarations de principe, non suivi d’engagements administratifs et encore moins financiers. Ainsi en 1698 une déclaration de Louis XIV, reprise quasiment mots pour mots en 1724 par Louis XV, affirme la nécessité de fonder une école par paroisse et de rendre la scolarité obligatoire jusqu'à quatorze ans. La monarchie française d’Ancien Régime n’a donc jamais eu de véritable politique scolaire, même si elle a pu, occasionnellement, initier ou soutenir la création d’établissements, en particulier au XVIIIe siècle, des écoles spécialisées ‑Ponts et Chaussées en 1747 et Génie de Mézières l’année suivante, des écoles militaires à partir de 1751 ou des écoles vétérinaires à partir de 1762. Tous réservés aux garçons, ces espaces participent alors de la construction de la masculinité des jeunes générations.
{"title":"La monarchie française et l’éducation des filles (XVIe-XVIIIe siècles)","authors":"Dominique Picco","doi":"10.24908/EOE-ESE-RSE.V19I0.11912","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11912","url":null,"abstract":"Dans la France moderne, l’éducation des enfants, garçons et filles, ne fait pas partie des champs traditionnels d’intervention de l’État monarchique. Ses ingérences sont rares et se limitent à des déclarations de principe, non suivi d’engagements administratifs et encore moins financiers. Ainsi en 1698 une déclaration de Louis XIV, reprise quasiment mots pour mots en 1724 par Louis XV, affirme la nécessité de fonder une école par paroisse et de rendre la scolarité obligatoire jusqu'à quatorze ans. La monarchie française d’Ancien Régime n’a donc jamais eu de véritable politique scolaire, même si elle a pu, occasionnellement, initier ou soutenir la création d’établissements, en particulier au XVIIIe siècle, des écoles spécialisées ‑Ponts et Chaussées en 1747 et Génie de Mézières l’année suivante, des écoles militaires à partir de 1751 ou des écoles vétérinaires à partir de 1762. Tous réservés aux garçons, ces espaces participent alors de la construction de la masculinité des jeunes générations. \u0000 ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"83 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80660443","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.11918
Kerstin Jergus
This article explores the limits of identity in the context of gender policy. From a linguistic-philosophical perspective, the first question is how identity is created and under what practical conditions it becomes effective. In light of these considerations on the relationship between identity and social order, matters of recognition and normalization are discussed. These outlines are then related to current gender policies in the university area. The boundaries of identity and the political dimensions of speech acts lead to the question how critical and resistant speech can take shape.
{"title":"The Limits of Identity – Performativity, Gender and Politics","authors":"Kerstin Jergus","doi":"10.24908/EOE-ESE-RSE.V19I0.11918","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11918","url":null,"abstract":"This article explores the limits of identity in the context of gender policy. From a linguistic-philosophical perspective, the first question is how identity is created and under what practical conditions it becomes effective. In light of these considerations on the relationship between identity and social order, matters of recognition and normalization are discussed. These outlines are then related to current gender policies in the university area. The boundaries of identity and the political dimensions of speech acts lead to the question how critical and resistant speech can take shape.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"95 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77280122","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.12837
Carl Antonious Lemke Duque, Álvaro Chaparro Sainz
{"title":"Gendered Education in History, Theory and Practice","authors":"Carl Antonious Lemke Duque, Álvaro Chaparro Sainz","doi":"10.24908/EOE-ESE-RSE.V19I0.12837","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.12837","url":null,"abstract":"","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"30 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81230425","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.11927
Rebecca Rogers
Cet article aborde les transformations du système scolaire français sous l’angle du genre. L’objectif est d’interroger les récits historiques existants, qu’il soit ancien ou plus récent. En particulier, il sera question de l’ouvrage de 1987 de Detlef Müller, Fritz Ringer et Brian Simon qui propose une grille interprétative de la systématisation et de la segmentation des systèmes scolaires européens entre 1870 et 1920. Comme les théories qui mettent l’accent sur le rôle de l’Etat français et de l’anticléricalisme pour expliquer les changements, ces approches minimisent le rôle des acteurs de l’institution scolaire et font peu état des effets de genre dans les transformations. L’article montre l’importance des initiatives des enseignantes pour créer un réseau parallèle d’institutions techniques et professionnelles, aussi bien en France que dans les colonies. Il pose alors la question des effets sexués de ces initiatives et de la manière dont le genre peut changer le regard des historien.ne.s sur les changements importants qui ont lieu entre les années 1860 et 1900.
{"title":"TRANSFORMATIONS DU SYSTEME SCOLAIRE ET GENRE DEBATS INTERPRETATIFS (FRANCE, XIXE SIECLE )","authors":"Rebecca Rogers","doi":"10.24908/EOE-ESE-RSE.V19I0.11927","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11927","url":null,"abstract":"Cet article aborde les transformations du système scolaire français sous l’angle du genre. L’objectif est d’interroger les récits historiques existants, qu’il soit ancien ou plus récent. En particulier, il sera question de l’ouvrage de 1987 de Detlef Müller, Fritz Ringer et Brian Simon qui propose une grille interprétative de la systématisation et de la segmentation des systèmes scolaires européens entre 1870 et 1920. Comme les théories qui mettent l’accent sur le rôle de l’Etat français et de l’anticléricalisme pour expliquer les changements, ces approches minimisent le rôle des acteurs de l’institution scolaire et font peu état des effets de genre dans les transformations. L’article montre l’importance des initiatives des enseignantes pour créer un réseau parallèle d’institutions techniques et professionnelles, aussi bien en France que dans les colonies. Il pose alors la question des effets sexués de ces initiatives et de la manière dont le genre peut changer le regard des historien.ne.s sur les changements importants qui ont lieu entre les années 1860 et 1900. ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"18 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83425709","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.6752
Ina Ghita
This digital project examines the role of a cook book, Sanda Marin’s Carte de Bucate, first published in 1936, as a vehicle for social education in Communist Romania. The book was censored and transformed during the Communist regime as two interconnected phenomena were taking place: the reinforcing of the ideology of the Communist model and an increasing economic crisis that led to scarcity of food. The paper also pays attention to how the language and tone used in the book changed depending on the understanding of gender roles in different decades. In spite of Communist claims of an equal division of responsibilities, procuring of food and cooking was considered a woman’s task. By addressing equal responsibility in the public sphere, not at home, the progress toward gender equity reached after the War was completely erased during communism since women had to work and also be responsible for all domestic duties at home, a situation that has been similar in other eastern European countries to this day.
这个数字项目考察了一本烹饪书的作用，Sanda Marin的Carte de Bucate，首次出版于1936年，作为共产主义罗马尼亚社会教育的工具。在共产主义政权期间，这本书被审查和修改，因为两种相互关联的现象正在发生:共产主义模式的意识形态得到加强，以及日益严重的经济危机导致粮食短缺。本文还关注了不同年代对性别角色理解的不同，书中的语言和语气是如何变化的。尽管共产党主张男女平等分工，但购买食物和做饭被认为是女性的任务。通过解决公共领域的责任平等问题，而不是在家里，战后在性别平等方面取得的进展在共产主义时期完全被抹去了，因为妇女必须工作，还要负责家里的所有家务，这种情况至今在其他东欧国家也很相似。
{"title":"Altering Cooking and Eating Habits during the Romanian Communist Regime by Using Cookbooks","authors":"Ina Ghita","doi":"10.24908/EOE-ESE-RSE.V19I0.6752","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.6752","url":null,"abstract":"This digital project examines the role of a cook book, Sanda Marin’s Carte de Bucate, first published in 1936, as a vehicle for social education in Communist Romania. The book was censored and transformed during the Communist regime as two interconnected phenomena were taking place: the reinforcing of the ideology of the Communist model and an increasing economic crisis that led to scarcity of food. The paper also pays attention to how the language and tone used in the book changed depending on the understanding of gender roles in different decades. In spite of Communist claims of an equal division of responsibilities, procuring of food and cooking was considered a woman’s task. By addressing equal responsibility in the public sphere, not at home, the progress toward gender equity reached after the War was completely erased during communism since women had to work and also be responsible for all domestic duties at home, a situation that has been similar in other eastern European countries to this day. \u0000 ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"120 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78671407","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 : 2018-11-30DOI: 10.24908/EOE-ESE-RSE.V19I0.11921
Th. Knauth
Pedagogy of Religion has been, for a long time, pedagogy of skipped gender difference. In a wrong generalization, students were talked about sweepingly. However, Religious Education (RE) never was neutral to gender; when it pretended to be so it actually supported male dominance. Crucial for the pioneer work of feminist theology was to reveal the gender veil (Pissarek-Hudelist, 1981, p. 47-71): The silence about the significance of gender supported an unreflected acceptance of maleness as the standard. Feminist religious pedagogy tried to overcome androcentrism, the dominance of male perspectives in religious education in contents, aims, and interactions (Jakobs 1994, p. 97-106; Kohler-Spiegel, 1995, p. 204-211; Pithan, 1993, p. 421-435). Outcomes of research in Feminist Theology and feminist approaches to Religious Education have led to a necessary emphasis on structural discrimination of girls in school education and contributed to increasing awareness of gender bias in RE-approaches. The feminist perspective was bitterly needed and still is. But while the way of looking at girls, their life situations, needs, and gender-related educational approaches could become more differentiating, the perspective on boys has remained strangely bleak, being stuck in the criticism of male dominance.
长期以来，宗教教育学一直是一种跳过性别差异的教育学。在一个错误的概括中，学生被笼统地谈论。然而，宗教教育(RE)从未对性别保持中立;当它假装如此时，它实际上是支持男性统治的。女权主义神学的先驱工作至关重要的是揭示性别面纱(Pissarek-Hudelist, 1981, p. 47-71):对性别重要性的沉默支持了对男性作为标准的不加思考的接受。女权主义宗教教育学试图克服男性中心主义，即男性视角在宗教教育内容、目标和互动方面的主导地位(Jakobs 1994，第97-106页;Kohler-Spiegel, 1995, p. 204-211;Pithan, 1993，第421-435页)。女性主义神学和女性主义宗教教育方法的研究结果导致了对学校教育中女孩结构性歧视的必要强调，并有助于提高对re方法中性别偏见的认识。女权主义的观点过去是非常需要的，现在也是。但是，尽管看待女孩的方式、她们的生活状况、需求和与性别相关的教育方法可能会变得更加不同，但对男孩的看法仍然奇怪地黯淡，被困在对男性统治的批评中。
{"title":"Boys in Religious Education – a difficult relationship?! Considering perspectives of boys in a gender-balanced pedagogy of diversity","authors":"Th. Knauth","doi":"10.24908/EOE-ESE-RSE.V19I0.11921","DOIUrl":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11921","url":null,"abstract":"Pedagogy of Religion has been, for a long time, pedagogy of skipped gender difference. In a wrong generalization, students were talked about sweepingly. However, Religious Education (RE) never was neutral to gender; when it pretended to be so it actually supported male dominance. Crucial for the pioneer work of feminist theology was to reveal the gender veil (Pissarek-Hudelist, 1981, p. 47-71): The silence about the significance of gender supported an unreflected acceptance of maleness as the standard. Feminist religious pedagogy tried to overcome androcentrism, the dominance of male perspectives in religious education in contents, aims, and interactions (Jakobs 1994, p. 97-106; Kohler-Spiegel, 1995, p. 204-211; Pithan, 1993, p. 421-435). Outcomes of research in Feminist Theology and feminist approaches to Religious Education have led to a necessary emphasis on structural discrimination of girls in school education and contributed to increasing awareness of gender bias in RE-approaches. The feminist perspective was bitterly needed and still is. But while the way of looking at girls, their life situations, needs, and gender-related educational approaches could become more differentiating, the perspective on boys has remained strangely bleak, being stuck in the criticism of male dominance.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"152 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83824230","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 : 2018-11-30DOI: 10.24908/eoe-ese-rse.v19i0.12870
Ana Jofre
{"title":"Introduction to Digital Media and Methods Section","authors":"Ana Jofre","doi":"10.24908/eoe-ese-rse.v19i0.12870","DOIUrl":"https://doi.org/10.24908/eoe-ese-rse.v19i0.12870","url":null,"abstract":"","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84846145","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 : 2018-11-30DOI: 10.24908/eoe-ese-rse.v19i0.11867
Marcus Gordon, S. Diamond, Minsheng Zheng, Michael Carnevale
The OCAD University Visual Analytics Laboratory (VAL) has developed a taxonomy of end users, software systems, data types, tasks and interactivity within the domain of smart city transportation planning. This paper contributes to the taxonomy by creating Compara, an intuitive, interactive and searchable index that visualizes the attributes of software from a wide-range of applications and technologies. The taxonomy began as a spreadsheet that we transformed into a custom interactive data visualization that could help users find and understand existing tools and their attributes. The taxonomy and interactive index are a component of the iCity project which brings together academic, government, and industrial partners in order to improve the quality of life for urban residents and visitors through the development and integration of advanced IT infrastructure for the purpose of managing transit and transportation. The taxonomy and resulting tools discussed in this paper have expanded to include resources for urban planning which also impact transit and transportation. One of the primary uses of the taxonomy is to help various iCity project teams and stakeholders locate software that may be useful to their design and development process, as well as to understand the end-users of this technology. The taxonomy may be used to develop a city management dashboard for city planners and analysts, or equally, to design a city-services facing mobile service application.
{"title":"Compara","authors":"Marcus Gordon, S. Diamond, Minsheng Zheng, Michael Carnevale","doi":"10.24908/eoe-ese-rse.v19i0.11867","DOIUrl":"https://doi.org/10.24908/eoe-ese-rse.v19i0.11867","url":null,"abstract":"The OCAD University Visual Analytics Laboratory (VAL) has developed a taxonomy of end users, software systems, data types, tasks and interactivity within the domain of smart city transportation planning. This paper contributes to the taxonomy by creating Compara, an intuitive, interactive and searchable index that visualizes the attributes of software from a wide-range of applications and technologies. The taxonomy began as a spreadsheet that we transformed into a custom interactive data visualization that could help users find and understand existing tools and their attributes. \u0000The taxonomy and interactive index are a component of the iCity project which brings together academic, government, and industrial partners in order to improve the quality of life for urban residents and visitors through the development and integration of advanced IT infrastructure for the purpose of managing transit and transportation. The taxonomy and resulting tools discussed in this paper have expanded to include resources for urban planning which also impact transit and transportation. \u0000One of the primary uses of the taxonomy is to help various iCity project teams and stakeholders locate software that may be useful to their design and development process, as well as to understand the end-users of this technology. The taxonomy may be used to develop a city management dashboard for city planners and analysts, or equally, to design a city-services facing mobile service application.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"47 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88424561","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 : 2018-11-30DOI: 10.24908/eoe-ese-rse.v19i0.12933
Kathleen M. Brennan
{"title":"Contributors","authors":"Kathleen M. Brennan","doi":"10.24908/eoe-ese-rse.v19i0.12933","DOIUrl":"https://doi.org/10.24908/eoe-ese-rse.v19i0.12933","url":null,"abstract":"","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"29 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73742167","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：