Pub Date : 2021-05-05DOI: 10.1080/02660830.2021.1920740
Carol Rogers-Shaw
Abstract Research poetry, valuable for its poignancy and creativity in analysing and presenting data, can enhance comprehension of research content, move political policy by drawing on readers’ emotional connection to participants, inspire social justice activism, and increase accessibility to disability research. The field of adult education acknowledges and strives to address issues of social justice by amplifying voices that are often unheard. Using research poetry, scholars can challenge hegemony not only through research content but also through their writing format, particularly in disability research that considers society’s traditionally accepted view of an ideal human body.
{"title":"Enhancing empathy and understanding of disability by using poetry in research","authors":"Carol Rogers-Shaw","doi":"10.1080/02660830.2021.1920740","DOIUrl":"https://doi.org/10.1080/02660830.2021.1920740","url":null,"abstract":"Abstract Research poetry, valuable for its poignancy and creativity in analysing and presenting data, can enhance comprehension of research content, move political policy by drawing on readers’ emotional connection to participants, inspire social justice activism, and increase accessibility to disability research. The field of adult education acknowledges and strives to address issues of social justice by amplifying voices that are often unheard. Using research poetry, scholars can challenge hegemony not only through research content but also through their writing format, particularly in disability research that considers society’s traditionally accepted view of an ideal human body.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"184 - 203"},"PeriodicalIF":1.7,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1920740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553965","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 : 2021-04-22DOI: 10.1080/02660830.2021.1910404
Nicola Dickson
Abstract This paper explores the challenges and successes of engaging female survivors of childhood sexual abuse and sexual violence in community-based, arts-informed adult learning. The study presents the complex physical, psychological and emotional barriers to participation that were encountered during the fieldwork period. The rationale for using an arts-based research (ABR) methodology is outlined, detailing the delivery of weekly visual arts sessions and the use of women’s creative outputs to enhance the qualitative research process. The critical role of the facilitator ‘crafting’ the women’s engagement with the visual art and the research process is highlighted, emphasising the need to work reflexively and with flexibility. The paper concludes by outlining the benefits of using an ABR methodology to enhance the dissemination of the study findings and reflects on the importance of creating spaces to celebrate and platform the achievements of marginalised adult learners.
{"title":"Exploring the experiences of sexual abuse survivors engaged in non-formal, arts-informed adult learning, using an arts-based research methodology","authors":"Nicola Dickson","doi":"10.1080/02660830.2021.1910404","DOIUrl":"https://doi.org/10.1080/02660830.2021.1910404","url":null,"abstract":"Abstract This paper explores the challenges and successes of engaging female survivors of childhood sexual abuse and sexual violence in community-based, arts-informed adult learning. The study presents the complex physical, psychological and emotional barriers to participation that were encountered during the fieldwork period. The rationale for using an arts-based research (ABR) methodology is outlined, detailing the delivery of weekly visual arts sessions and the use of women’s creative outputs to enhance the qualitative research process. The critical role of the facilitator ‘crafting’ the women’s engagement with the visual art and the research process is highlighted, emphasising the need to work reflexively and with flexibility. The paper concludes by outlining the benefits of using an ABR methodology to enhance the dissemination of the study findings and reflects on the importance of creating spaces to celebrate and platform the achievements of marginalised adult learners.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"238 - 254"},"PeriodicalIF":1.7,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1910404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47757771","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 : 2021-04-14DOI: 10.1080/02660830.2021.1911109
N. Balyasnikova, S. Gillard
Abstract Through the case of Jacqui, this article describes a community-based project called Seniors Thrive, which was intended to help immigrant seniors learn English, build social connections, and strengthen their leadership in order to support their health and well-being. The programming merged language learning and leadership opportunities through arts-based programming. Multiple classes offered through Seniors Thrive brought together individuals from all walks of life to learn together and from each other. As a result, many learners, including Jacqui, demonstrated heightened confidence in their English speaking abilities and increased their social connections. The arts-based program enabled the voices of older learners to be heard beyond their closed communities. We pose that arts-based activities have the potential to transform language learning in later life, if arts-based programs follow a flexible and community-driven design.
{"title":"“They gave me back my power”: Strengthening older immigrants’ language learning through arts-based activities","authors":"N. Balyasnikova, S. Gillard","doi":"10.1080/02660830.2021.1911109","DOIUrl":"https://doi.org/10.1080/02660830.2021.1911109","url":null,"abstract":"Abstract Through the case of Jacqui, this article describes a community-based project called Seniors Thrive, which was intended to help immigrant seniors learn English, build social connections, and strengthen their leadership in order to support their health and well-being. The programming merged language learning and leadership opportunities through arts-based programming. Multiple classes offered through Seniors Thrive brought together individuals from all walks of life to learn together and from each other. As a result, many learners, including Jacqui, demonstrated heightened confidence in their English speaking abilities and increased their social connections. The arts-based program enabled the voices of older learners to be heard beyond their closed communities. We pose that arts-based activities have the potential to transform language learning in later life, if arts-based programs follow a flexible and community-driven design.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"220 - 237"},"PeriodicalIF":1.7,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1911109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47110318","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 : 2021-03-01DOI: 10.1080/02660830.2021.1893061
D. Clover
Abstract This article focuses on the feminist design, content and pedagogical impact of a multi-media research exhibition I curated entitled Disobedient women: Defiance, resilience and creativity past and present. Through the conceptual frameworks of feminist adult education and feminist exhibtionary praxis, I discuss the development and design of the exhibition and then share findings from a study that aimed to unearth the learning made possible for visitors by viewing the exhibition’s stories and images. Findings show that as Disobedient Women instructed intentionally about gender injustice past and present, it made possible new interpretations, meaning making and cross-cultural connections; as the exhibition illustrated a deeply problematic gendered world its playfulness and beauty challenged assumptions about activism and feminism and encouraged hope and aesthetic agency. While important challenges and critiques were raised, I argue that intentional, participatory feminist exhibitions such as Disobedient Women are valuable processes of feminist adult education because they open up possibilities of seeing and thus knowing things differently and acting in the interests of gender justice and change.
{"title":"Feminist adult education and a feminist exhibition: the case of Disobedient Women","authors":"D. Clover","doi":"10.1080/02660830.2021.1893061","DOIUrl":"https://doi.org/10.1080/02660830.2021.1893061","url":null,"abstract":"Abstract This article focuses on the feminist design, content and pedagogical impact of a multi-media research exhibition I curated entitled Disobedient women: Defiance, resilience and creativity past and present. Through the conceptual frameworks of feminist adult education and feminist exhibtionary praxis, I discuss the development and design of the exhibition and then share findings from a study that aimed to unearth the learning made possible for visitors by viewing the exhibition’s stories and images. Findings show that as Disobedient Women instructed intentionally about gender injustice past and present, it made possible new interpretations, meaning making and cross-cultural connections; as the exhibition illustrated a deeply problematic gendered world its playfulness and beauty challenged assumptions about activism and feminism and encouraged hope and aesthetic agency. While important challenges and critiques were raised, I argue that intentional, participatory feminist exhibitions such as Disobedient Women are valuable processes of feminist adult education because they open up possibilities of seeing and thus knowing things differently and acting in the interests of gender justice and change.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"146 - 164"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1893061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414613","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 : 2021-02-10DOI: 10.1080/02660830.2021.1879454
Kathy Bishop, Catherine Etmanski
Abstract This paper explores the transformative learning potential of an experiential, theatre-based workshop titled, Down the Rabbit Hole. Lewis Carroll’s story, Alice’s Adventures in Wonderland, is a tale in which Alice goes down a rabbit hole and embarks upon a fantastical and transformative journey of self with others. Loosely based on this story, in this workshop we encourage learners to take an embodied journey down the rabbit hole by tuning into the personal call for adventure, identifying active stories, and initiating a journey of discovery through theatre-based activities. We explore the transformative potential of this workshop by drawing from Yorks and Kasl’s two-part taxonomy of expressive ways of knowing, which speaks to (a) creating a learning environment conducive to whole-person learning and (b) working with learners within that environment. We use this taxonomy to frame a discussion of how we create environments conducive to transformative learning and how we use theatrical conventions to work with participants in such environments. In so doing, we advance Dirkx’s notion that transformative learning can be an on-going, mythic journey of the soul and discuss how we draw upon embodied methods and theatrical conventions to provoke our collective creative potential.
摘要本文探讨了一个名为“兔子洞”的体验式戏剧工作坊的变革性学习潜力。刘易斯·卡罗尔(Lewis Carroll)的《爱丽丝梦游仙境》(Alice’s Adventures in Wonderland)讲述了爱丽丝掉进一个兔子洞，与他人一起开始了一段奇幻而又充满变化的自我之旅的故事。以这个故事为基础，在这个工作坊中，我们鼓励学习者通过调整个人对冒险的呼唤，识别活跃的故事，并通过戏剧活动开始一段探索之旅，从而进行一次具体的兔子洞之旅。我们通过借鉴Yorks和Kasl关于认知表达方式的两部分分类法来探索这个研讨会的变革潜力，这涉及到(a)创造一个有利于全人学习的学习环境，(b)在这个环境中与学习者一起工作。我们使用这个分类法来讨论我们如何创造有利于变革学习的环境，以及我们如何在这样的环境中使用戏剧惯例与参与者合作。在此过程中，我们推进了Dirkx的观点，即变革学习可以是一个持续的、神话般的灵魂之旅，并讨论了我们如何利用具体化的方法和戏剧惯例来激发我们的集体创造潜力。
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Pub Date : 2021-02-08DOI: 10.1080/02660830.2021.1879453
J. A. Perry
Abstract This article examines how performance-oriented arts practice with members of socially marginalised communities can be harnessed as a mode of grassroots civic participation, one that can transgress the expected norms of public communication that render some stories and speakers legitimate, and some not. The article will offer an analysis of a community-based theatre project that took place with a small group of high-rise tenants living in the mid-sized post-industrial city of Hamilton, Ontario, Canada. The project involved bringing together participants at risk of involuntary loss of housing due to increased gentrification. With a view to advancing a theoretical understanding of how adult educators can employ artistic practice to produce critical and public facing community-based pedagogies, the article engages with contemporary discussions related to the arts, public pedagogy and urban rejuvenation.
{"title":"‘When my home is your business’: Transforming stories of housing in a post-industrial city","authors":"J. A. Perry","doi":"10.1080/02660830.2021.1879453","DOIUrl":"https://doi.org/10.1080/02660830.2021.1879453","url":null,"abstract":"Abstract This article examines how performance-oriented arts practice with members of socially marginalised communities can be harnessed as a mode of grassroots civic participation, one that can transgress the expected norms of public communication that render some stories and speakers legitimate, and some not. The article will offer an analysis of a community-based theatre project that took place with a small group of high-rise tenants living in the mid-sized post-industrial city of Hamilton, Ontario, Canada. The project involved bringing together participants at risk of involuntary loss of housing due to increased gentrification. With a view to advancing a theoretical understanding of how adult educators can employ artistic practice to produce critical and public facing community-based pedagogies, the article engages with contemporary discussions related to the arts, public pedagogy and urban rejuvenation.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"204 - 219"},"PeriodicalIF":1.7,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1879453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651597","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 : 2021-01-02DOI: 10.1080/02660830.2021.1874707
Samuel Getnet Abate, A. Y. Adamu
Abstract The implementation of adult education in Ethiopia is the responsibility of different sectors. Studies indicated that the collaboration among these sectors is unsatisfactory, but the main factors that deter the collaboration are not well studied. Therefore, the purpose of this study was to assess major factors that deter intersectoral collaboration in the implementation of adult education in Ethiopia. The result revealed that low political commitment, lack of ownership and responsibility, lack of clear and feasible communication strategy, and lack of financial and skilled human resources are some of the major factors that impede effective intersectoral collaboration. The study implies that the presence of national strategy and preparedness of different sectors to collaborate are important but not sufficient condition to ensure effective intersectoral collaboration in the provision of adult education. It also implies that a program most likely fails when it is developed without genuine and meaningful consultation with its end-users. Generally, effective intersectoral collaboration requires political commitment, and greater synergy between policies and practices that considers the local context and active participation of the community.
{"title":"Factors affecting intersectoral collaboration in the provision of adult education in Ethiopia","authors":"Samuel Getnet Abate, A. Y. Adamu","doi":"10.1080/02660830.2021.1874707","DOIUrl":"https://doi.org/10.1080/02660830.2021.1874707","url":null,"abstract":"Abstract The implementation of adult education in Ethiopia is the responsibility of different sectors. Studies indicated that the collaboration among these sectors is unsatisfactory, but the main factors that deter the collaboration are not well studied. Therefore, the purpose of this study was to assess major factors that deter intersectoral collaboration in the implementation of adult education in Ethiopia. The result revealed that low political commitment, lack of ownership and responsibility, lack of clear and feasible communication strategy, and lack of financial and skilled human resources are some of the major factors that impede effective intersectoral collaboration. The study implies that the presence of national strategy and preparedness of different sectors to collaborate are important but not sufficient condition to ensure effective intersectoral collaboration in the provision of adult education. It also implies that a program most likely fails when it is developed without genuine and meaningful consultation with its end-users. Generally, effective intersectoral collaboration requires political commitment, and greater synergy between policies and practices that considers the local context and active participation of the community.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"42 - 60"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1874707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41887086","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 : 2021-01-02DOI: 10.1080/02660830.2020.1824666
Camilla Thunborg, A. Osman, A. Bron
Abstract This paper explores how young asylum seekers learn to belong to a local community. It takes its point of departure from a biographical and socially situated learning perspective and uses four analytical aspects of belonging: biographical experiences, engagement, imagination, and alignment. The data on which this paper is based are biographical interviews with five asylum seekers and field notes from a small mill town in Sweden. The findings show three types of learning: learning to be marginalised, learning to be disconnected, and learning to become a co-participant in the local community. Furthermore, the paper discusses how these learning processes are shaped by biographical experiences as well as access to the various communities of practice in and outside the local community, and how the asylum process negatively impacts their learning to belong to the local community and wider Swedish society.
{"title":"Being in limbo or learning to belong? – Telling the stories of asylum seekers in a mill town","authors":"Camilla Thunborg, A. Osman, A. Bron","doi":"10.1080/02660830.2020.1824666","DOIUrl":"https://doi.org/10.1080/02660830.2020.1824666","url":null,"abstract":"Abstract This paper explores how young asylum seekers learn to belong to a local community. It takes its point of departure from a biographical and socially situated learning perspective and uses four analytical aspects of belonging: biographical experiences, engagement, imagination, and alignment. The data on which this paper is based are biographical interviews with five asylum seekers and field notes from a small mill town in Sweden. The findings show three types of learning: learning to be marginalised, learning to be disconnected, and learning to become a co-participant in the local community. Furthermore, the paper discusses how these learning processes are shaped by biographical experiences as well as access to the various communities of practice in and outside the local community, and how the asylum process negatively impacts their learning to belong to the local community and wider Swedish society.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"82 - 100"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1824666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449632","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 : 2021-01-02DOI: 10.1080/02660830.2021.1889092
N. James, Virginie Thériault
As we write the editorial for this issue of Studies, COVID-19 continues to shape our lives in ways that have not only exposed stark and entrenched inequalities, but also reinforce the global interconnectedness of our society. With the imposition of social distancing, and for some countries, national lockdowns and curfews, there is a heightened desire for a return to face-to-face social interactions with people – family, friends, colleagues, etc. – and a recognition of the importance of community. As Brennan (2020, online) observes:
{"title":"Reimagining community and belonging amid COVID-19","authors":"N. James, Virginie Thériault","doi":"10.1080/02660830.2021.1889092","DOIUrl":"https://doi.org/10.1080/02660830.2021.1889092","url":null,"abstract":"As we write the editorial for this issue of Studies, COVID-19 continues to shape our lives in ways that have not only exposed stark and entrenched inequalities, but also reinforce the global interconnectedness of our society. With the imposition of social distancing, and for some countries, national lockdowns and curfews, there is a heightened desire for a return to face-to-face social interactions with people – family, friends, colleagues, etc. – and a recognition of the importance of community. As Brennan (2020, online) observes:","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"1 - 3"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1889092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274319","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 : 2020-12-10DOI: 10.1080/02660830.2020.1855870
S. Smythe, Anke Grotlüschen, Klaus Buddeberg
Abstract Online technologies have entered almost all spheres of life, introducing new challenges to how literacies are theorised, defined and taken up in adult literacy education settings. This process has accelerated during the COVID-19 pandemic and on a global scale, as more services, resources and information move online. An important, if under-studied example of this trend is e-recruitment. Job seekers increasingly rely upon automated platforms to find and apply for jobs, and their fate in these selection processes are often automated. Drawing on data from the German LEO study and ethnographic interviews with job seekers in community-based digital literacy classes in Canada, this article explores how adult job seekers experience e-recruitment platforms, examining promises of efficiency, convenience and fairness in light of embedded inequalities within algorithmic agencies. Located within constructs of digital inequality, new literacy studies and sociomaterial literacies, findings suggest the need to reconfigure skills discourses, literacy measurement projects, and literacies education to account for automated intelligences as new actors in the literacies landscape.
{"title":"The automated literacies of e-recruitment and online services","authors":"S. Smythe, Anke Grotlüschen, Klaus Buddeberg","doi":"10.1080/02660830.2020.1855870","DOIUrl":"https://doi.org/10.1080/02660830.2020.1855870","url":null,"abstract":"Abstract Online technologies have entered almost all spheres of life, introducing new challenges to how literacies are theorised, defined and taken up in adult literacy education settings. This process has accelerated during the COVID-19 pandemic and on a global scale, as more services, resources and information move online. An important, if under-studied example of this trend is e-recruitment. Job seekers increasingly rely upon automated platforms to find and apply for jobs, and their fate in these selection processes are often automated. Drawing on data from the German LEO study and ethnographic interviews with job seekers in community-based digital literacy classes in Canada, this article explores how adult job seekers experience e-recruitment platforms, examining promises of efficiency, convenience and fairness in light of embedded inequalities within algorithmic agencies. Located within constructs of digital inequality, new literacy studies and sociomaterial literacies, findings suggest the need to reconfigure skills discourses, literacy measurement projects, and literacies education to account for automated intelligences as new actors in the literacies landscape.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"4 - 22"},"PeriodicalIF":1.7,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1855870","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45158133","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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