As public historians living and working in Britain, we live in interesting times. The last twelve years have seen political turbulence in the United Kingdom and its four constituent nations of England, Northern Ireland, Scotland, and Wales. In this article, we aim to explain why understanding the role of the state in public history in Britain is important. In doing so we consider the current political and public history context, including the rise of non-university based public historians who are working across a range of sectors, as well as the relatively recent rise of taught public history at postgraduate levels within the universities. We do the above in the context of the cultural history wars that have raged in the United Kingdom over the last decade, and the possible links between this and the promotion of wider heritage activities through politically directed funding. We argue that a clear future task for public historians is work aimed at understanding the ways history is being used to shape public perceptions of the past, and how that plays out in the present.
{"title":"The State We are in: UK Public History, since 2011","authors":"A. Atkinson-Phillips, Graham Smith","doi":"10.5130/phrj.v30i0.8375","DOIUrl":"https://doi.org/10.5130/phrj.v30i0.8375","url":null,"abstract":"As public historians living and working in Britain, we live in interesting times. The last twelve years have seen political turbulence in the United Kingdom and its four constituent nations of England, Northern Ireland, Scotland, and Wales. In this article, we aim to explain why understanding the role of the state in public history in Britain is important. In doing so we consider the current political and public history context, including the rise of non-university based public historians who are working across a range of sectors, as well as the relatively recent rise of taught public history at postgraduate levels within the universities. We do the above in the context of the cultural history wars that have raged in the United Kingdom over the last decade, and the possible links between this and the promotion of wider heritage activities through politically directed funding. We argue that a clear future task for public historians is work aimed at understanding the ways history is being used to shape public perceptions of the past, and how that plays out in the present.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934958","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}
Proposed in the United States of America in the 1970s, the term “public history” is now used in various parts of the world. The internationalization of the field of public history raises various questions about its definition, its practices, and its theories. Based on sometimes long-established practices, public history reflects new approaches to audiences, collaboration and authority in history production. The article distinguishes and analyses the different phases of internationalization in the 1970s, 1990s, and 2010s and argues for a new international public history. Instead of a spread of public history, the new internationalization lies upon multicultural approaches and understandings of the field. Symbolized by the rise of public history in Italy, the glocal process of defining and practicing public history – where the local practices and theories relate and influence global definitions – provides more nuanced and richer understandings of the field. The new internationalization has concrete consequences on the public history structures, resources, languages, and projects.
{"title":"For a New International Public History","authors":"Thomas Cauvin","doi":"10.5130/phrj.v30i0.8382","DOIUrl":"https://doi.org/10.5130/phrj.v30i0.8382","url":null,"abstract":"Proposed in the United States of America in the 1970s, the term “public history” is now used in various parts of the world. The internationalization of the field of public history raises various questions about its definition, its practices, and its theories. Based on sometimes long-established practices, public history reflects new approaches to audiences, collaboration and authority in history production. The article distinguishes and analyses the different phases of internationalization in the 1970s, 1990s, and 2010s and argues for a new international public history. Instead of a spread of public history, the new internationalization lies upon multicultural approaches and understandings of the field. Symbolized by the rise of public history in Italy, the glocal process of defining and practicing public history – where the local practices and theories relate and influence global definitions – provides more nuanced and richer understandings of the field. The new internationalization has concrete consequences on the public history structures, resources, languages, and projects. ","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587395","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 article argues for a new genre of book making which I call an archival book that is created to present archival material to the public. The book discussed here was published as a commemorative volume in 2010, soon after the centenary of the Indian physicist, Homi Bhabha. The archival book described here attempted to move away from the celebratory coffee table format and focused instead on the archives of the scientist. The article tries to define the key characteristics of the archival book that is meant for the public and not exclusively for a scholarly community and the challenges of presenting archival material in this form. Finally, the article focuses the inter-disciplinary nature of the archival book-making project and the collaborative way in which the writers and designer can work together in order to make the archives accessible, especially in countries where archives remain inaccessible to the general public.
{"title":"The Archival Book as an Experimental Dialogue in Public History","authors":"Indira Chowdhury","doi":"10.5130/phrj.v30i0.8378","DOIUrl":"https://doi.org/10.5130/phrj.v30i0.8378","url":null,"abstract":"This article argues for a new genre of book making which I call an archival book that is created to present archival material to the public. The book discussed here was published as a commemorative volume in 2010, soon after the centenary of the Indian physicist, Homi Bhabha. The archival book described here attempted to move away from the celebratory coffee table format and focused instead on the archives of the scientist. The article tries to define the key characteristics of the archival book that is meant for the public and not exclusively for a scholarly community and the challenges of presenting archival material in this form. Finally, the article focuses the inter-disciplinary nature of the archival book-making project and the collaborative way in which the writers and designer can work together in order to make the archives accessible, especially in countries where archives remain inaccessible to the general public.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807868","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}
Remembering the past is not as straight forward as it might appear. The histories that we choose to retell and privilege speak to contemporary concerns. For Rangitāne, Ngāti Kuia and Ngāti Apa, the indigenous peoples of the northern South Island of Aotearoa New Zealand, history is political. Histories are recounted in the present for a purpose, that is, to maintain the mana (prestige, authority, influence) of the community to whom the histories belong. This article touches on some recent examples of history speaking in the present.
{"title":"Navigating the Politics of Remembering","authors":"Peter Meihana","doi":"10.5130/phrj.v29i0.8231","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8231","url":null,"abstract":"Remembering the past is not as straight forward as it might appear. The histories that we choose to retell and privilege speak to contemporary concerns. For Rangitāne, Ngāti Kuia and Ngāti Apa, the indigenous peoples of the northern South Island of Aotearoa New Zealand, history is political. Histories are recounted in the present for a purpose, that is, to maintain the mana (prestige, authority, influence) of the community to whom the histories belong. This article touches on some recent examples of history speaking in the present.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48344959","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}
Thomas E. Conroy, Joanna Grochowicz, Cristina Sanders
In ‘Interpreting History Through Fiction: Three Writers Discuss their Methods’, creative historical authors Thom Conroy, Joanna Grochowicz and Cristina Sanders engage in a conversation about the intersection of history and fiction. Arising from a session of the 2021 New Zealand Historical Association Conference entitled ‘Learning History Through Fiction’, the three-way dialogue interrogates the role of learning history from creative texts, navigates the fact/fiction balance in creative historical writing, explores concerns about the potential for harm in historical fiction, outlines the authors' own motives for adopting a creative approach to history, and examines what Hilary Mantel calls the ‘readerly contract’ in historical fiction. The conversation does not seek consensus nor finality in the answers offered to the questions the authors have put to one another. Rather, the authors allow contradictions and disagreements to remain intact, thus conveying their collective sense of open-endedness regarding creative approaches to history. This open-endedness is intentional, as the answers that arise from dialogue are intended to be as provisional and contingent as the evolving genre of historical fiction itself.
{"title":"Interpreting History Through Fiction","authors":"Thomas E. Conroy, Joanna Grochowicz, Cristina Sanders","doi":"10.5130/phrj.v29i0.8241","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8241","url":null,"abstract":"In ‘Interpreting History Through Fiction: Three Writers Discuss their Methods’, creative historical authors Thom Conroy, Joanna Grochowicz and Cristina Sanders engage in a conversation about the intersection of history and fiction. Arising from a session of the 2021 New Zealand Historical Association Conference entitled ‘Learning History Through Fiction’, the three-way dialogue interrogates the role of learning history from creative texts, navigates the fact/fiction balance in creative historical writing, explores concerns about the potential for harm in historical fiction, outlines the authors' own motives for adopting a creative approach to history, and examines what Hilary Mantel calls the ‘readerly contract’ in historical fiction. The conversation does not seek consensus nor finality in the answers offered to the questions the authors have put to one another. Rather, the authors allow contradictions and disagreements to remain intact, thus conveying their collective sense of open-endedness regarding creative approaches to history. This open-endedness is intentional, as the answers that arise from dialogue are intended to be as provisional and contingent as the evolving genre of historical fiction itself.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46978270","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}
Liana MacDonald, Kim Bellas, Emma Gardenier, Adrienne J. Green
The Aotearoa New Zealand’s Histories curriculum will be compulsory in 2023; what and how New Zealand history will be taught is currently up for debate. An innovative approach to engaging key curriculum understandings like colonisation, settlement and power would recognise that settler sensibilities frame national histories, to make visible the ongoing structuring force of colonisation. To this end, we present a model for teaching students how to consider a relationship between national identity, collective memory, and colonial history; to read settler cultural bias embedded in national institutions. Channelling a haunting is a process whereby students are encouraged to think and feel as though absent and silenced histories of colonial violence are not resolved, and to critique how settler memory and forgetting about New Zealand history permeates exhibitions at national institutions. Findings from a small group of student teachers who were channelling a haunting at two museums housing documents of national significance show how lovely and difficult knowledge about colonial history can create a sense of embodied racial comfort that legitimises the status quo. Rather than perceive national institutions as culturally neutral, students of all ages may be taught to critically analyse how they are biased to settler perspectives.
{"title":"Channelling a Haunting","authors":"Liana MacDonald, Kim Bellas, Emma Gardenier, Adrienne J. Green","doi":"10.5130/phrj.v29i0.8218","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8218","url":null,"abstract":"The Aotearoa New Zealand’s Histories curriculum will be compulsory in 2023; what and how New Zealand history will be taught is currently up for debate. An innovative approach to engaging key curriculum understandings like colonisation, settlement and power would recognise that settler sensibilities frame national histories, to make visible the ongoing structuring force of colonisation. To this end, we present a model for teaching students how to consider a relationship between national identity, collective memory, and colonial history; to read settler cultural bias embedded in national institutions. Channelling a haunting is a process whereby students are encouraged to think and feel as though absent and silenced histories of colonial violence are not resolved, and to critique how settler memory and forgetting about New Zealand history permeates exhibitions at national institutions. Findings from a small group of student teachers who were channelling a haunting at two museums housing documents of national significance show how lovely and difficult knowledge about colonial history can create a sense of embodied racial comfort that legitimises the status quo. Rather than perceive national institutions as culturally neutral, students of all ages may be taught to critically analyse how they are biased to settler perspectives.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42932438","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}
Is digital history public history? It does not have to be, but it probably should be. When we make our digital history products freely and publicly available, we not only make our scholarship more transparent, but also more accessible to a wider audience, in particular an audience who might usually be excluded from readership by paywalls. This article focuses on the author's experience in presenting research and data collected for the Soldiers of Empire project in a digital and public facing way, the reasons for doing so, and the challenges faced.
数字历史是公共历史吗?它不一定是，但它可能应该是。当我们免费和公开地提供我们的数字历史产品时，我们不仅使我们的学术研究更加透明，而且使更广泛的受众更容易接触到，特别是那些通常被付费墙排除在读者之外的受众。本文主要介绍作者以数字化和面向公众的方式呈现《Soldiers of Empire》项目所收集的研究和数据的经验、这样做的原因以及所面临的挑战。
{"title":"The Public Good of Digital (Academic) History","authors":"Rebecca Lenihan","doi":"10.5130/phrj.v29i0.8192","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8192","url":null,"abstract":"Is digital history public history? It does not have to be, but it probably should be. When we make our digital history products freely and publicly available, we not only make our scholarship more transparent, but also more accessible to a wider audience, in particular an audience who might usually be excluded from readership by paywalls. This article focuses on the author's experience in presenting research and data collected for the Soldiers of Empire project in a digital and public facing way, the reasons for doing so, and the challenges faced.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46825988","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}
Bringing together Niue scholars, creatives and thinkers from various disciplines and fields, this article is the culmination of two conference roundtables, a history panel, and multiple ongoing discussions about critically engaging with and contributing to Niue knowledge in academia. From different standpoints we each explore the vastness of Niue history through lenses that centre, privilege and uphold aga fakaNiue (Niue lifestyle, ways, culture) through cultural values and principles, tāoga (that which is treasured or prized), metaphor and approaches. Engaging in these spaces as tau tagata Niue (Niue people) is inevitably marked by Niue’s connections to Aotearoa and the wider Pacific. While our work may challenge dominant narratives by non-Niue people, we use this space to ask questions that are important to us and to the Niue communities we serve. What counts as Niue history? As tagata Niue how do we see ourselves in our academic and creative work? Who does Niue knowledge and history belong to? How do we make the places where Niue knowledge exists more accessible to the growing Niue populations in and beyond Aotearoa, whilst still maintaining strong connections to Niue? What is the place of Niue history in New Zealand history?
{"title":"Niue Fakahoamotu Nukutuluea Motutefua Nukututaha","authors":"Jess Pasisi, Ioane Aleke Fa'avae, Zoé Henry, Rennie Atfield-Douglas, Toliain Makaola, Birtha Lisimoni Togahai, Zora Feilo, Asetoa Sam Pilisi","doi":"10.5130/phrj.v29i0.8230","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8230","url":null,"abstract":"Bringing together Niue scholars, creatives and thinkers from various disciplines and fields, this article is the culmination of two conference roundtables, a history panel, and multiple ongoing discussions about critically engaging with and contributing to Niue knowledge in academia. From different standpoints we each explore the vastness of Niue history through lenses that centre, privilege and uphold aga fakaNiue (Niue lifestyle, ways, culture) through cultural values and principles, tāoga (that which is treasured or prized), metaphor and approaches. Engaging in these spaces as tau tagata Niue (Niue people) is inevitably marked by Niue’s connections to Aotearoa and the wider Pacific. While our work may challenge dominant narratives by non-Niue people, we use this space to ask questions that are important to us and to the Niue communities we serve. What counts as Niue history? As tagata Niue how do we see ourselves in our academic and creative work? Who does Niue knowledge and history belong to? How do we make the places where Niue knowledge exists more accessible to the growing Niue populations in and beyond Aotearoa, whilst still maintaining strong connections to Niue? What is the place of Niue history in New Zealand history?","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617299","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}
With themes of corporate and civic paternalism, magic, Disney-like fantasy and childcare, this article recovers and analyses the Hay’s rooftop playground, the people who invented it and their motivations for luring generations of children up there. The space is placed in the context of the development of modern playgrounds and department stores. Drawing on consumers’ memories, the playground’s main attractions are revealed. The motivations of energetic and innovative store manager Jim Hay are outlined, including his cultivation of workers and customers according to his corporate paternalist beliefs. James Hay’s creation of ‘Aunt Haysl’ and the woman who successfully became her, Edna Neville, is explained. The roof’s storybook character and benevolent orientalism, Neville’s retirement, the roof’s closure and its afterlife are covered. Overall, I argue that the rooftop playground was an important modern, urban commercial space where public history was both made and nostalgically created as part of Christchurch's cultural heritage. I use the term 'materteral consumption magic' to capture the central discourses in the roof's history, to explain its success, and its potent creation as collective memory.
{"title":"Materteral Consumption Magic","authors":"K. Pickles","doi":"10.5130/phrj.v29i0.8266","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8266","url":null,"abstract":"With themes of corporate and civic paternalism, magic, Disney-like fantasy and childcare, this article recovers and analyses the Hay’s rooftop playground, the people who invented it and their motivations for luring generations of children up there. The space is placed in the context of the development of modern playgrounds and department stores. Drawing on consumers’ memories, the playground’s main attractions are revealed. The motivations of energetic and innovative store manager Jim Hay are outlined, including his cultivation of workers and customers according to his corporate paternalist beliefs. James Hay’s creation of ‘Aunt Haysl’ and the woman who successfully became her, Edna Neville, is explained. The roof’s storybook character and benevolent orientalism, Neville’s retirement, the roof’s closure and its afterlife are covered. Overall, I argue that the rooftop playground was an important modern, urban commercial space where public history was both made and nostalgically created as part of Christchurch's cultural heritage. I use the term 'materteral consumption magic' to capture the central discourses in the roof's history, to explain its success, and its potent creation as collective memory.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49198203","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}
Aotearoa New Zealand’s Royal Commission of Inquiry into Abuse in Care is currently inquiring into the historic abuse of those in state and faith-based care and uncovering stories of violence, neglect and exclusion. Disabled people are a population group that has been significantly affected by historic abuse. For much of the twentieth century, eugenics-based public policy framed disability as something to be feared and bred out of the population, as it threatened the 'fitness' of the 'white race'. Consequently, thousands of disabled children, young people and adults were removed from families and communities and spent their lives in institutions, residential special schools or foster homes. Some children with learning disability or other neurodiverse conditions were locked up in youth justice boys' and girls' homes after minor incidents such as school truancy. Physical, sexual, emotional, psychological, medical, financial, cultural and spiritual abuse and neglect, as well as poor record keeping, were widespread in these institutions. To understand this history, and to honour those who survived and remember those who did not, the commission and the people of Aotearoa New Zealand need to hear these stories. This article provides some history and context for the commission, describes a research project that gathered stories of hard-to-reach disabled survivors and advocates for collecting, archiving and making Aotearoa New Zealand's disability history visible.
{"title":"Aotearoa New Zealand’s Royal Commission on Abuse in Care and Making our Disability History Visible","authors":"H. Stace","doi":"10.5130/phrj.v29i0.8193","DOIUrl":"https://doi.org/10.5130/phrj.v29i0.8193","url":null,"abstract":"Aotearoa New Zealand’s Royal Commission of Inquiry into Abuse in Care is currently inquiring into the historic abuse of those in state and faith-based care and uncovering stories of violence, neglect and exclusion. Disabled people are a population group that has been significantly affected by historic abuse. For much of the twentieth century, eugenics-based public policy framed disability as something to be feared and bred out of the population, as it threatened the 'fitness' of the 'white race'. Consequently, thousands of disabled children, young people and adults were removed from families and communities and spent their lives in institutions, residential special schools or foster homes. Some children with learning disability or other neurodiverse conditions were locked up in youth justice boys' and girls' homes after minor incidents such as school truancy. Physical, sexual, emotional, psychological, medical, financial, cultural and spiritual abuse and neglect, as well as poor record keeping, were widespread in these institutions. To understand this history, and to honour those who survived and remember those who did not, the commission and the people of Aotearoa New Zealand need to hear these stories. This article provides some history and context for the commission, describes a research project that gathered stories of hard-to-reach disabled survivors and advocates for collecting, archiving and making Aotearoa New Zealand's disability history visible.","PeriodicalId":41934,"journal":{"name":"Public History Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41402262","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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