“Brotherhood” is used for marketing all-male Catholic schools and is often synonymously with “belonging.” This article examines those terms from three perspectives—the academic literature, the students’ views, and the views of faculty and staff—to define them. Regarding school, belonging can be defined as being affiliated with the institution, being personally accepted, respected, and included in the social environment. In Catholic schools, belonging is fostered through religion classes, religious art, statues, crucifixes, and displays of student work that illustrate beliefs and practices of the Catholic life, as well as social justice projects. The elements of brotherhood are a shared experience that unites the members and is consistent with the values of the group, group members caring about each other with a desire to see the members of the group succeed, and members taking responsibility for the group and making sacrifices when necessary.
{"title":"Observations on Belonging and Brotherhood in All-Male Catholic Schools","authors":"Christy Miller","doi":"10.3167/bhs.2023.160105","DOIUrl":"https://doi.org/10.3167/bhs.2023.160105","url":null,"abstract":"\u0000“Brotherhood” is used for marketing all-male Catholic schools and is often synonymously with “belonging.” This article examines those terms from three perspectives—the academic literature, the students’ views, and the views of faculty and staff—to define them. Regarding school, belonging can be defined as being affiliated with the institution, being personally accepted, respected, and included in the social environment. In Catholic schools, belonging is fostered through religion classes, religious art, statues, crucifixes, and displays of student work that illustrate beliefs and practices of the Catholic life, as well as social justice projects. The elements of brotherhood are a shared experience that unites the members and is consistent with the values of the group, group members caring about each other with a desire to see the members of the group succeed, and members taking responsibility for the group and making sacrifices when necessary.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752427","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}
Puberty marks a time of significant transition in the life of a boy as he progresses toward adulthood—and a time of confusion and concern. Many questions are likely thought or asked by the boy as he approaches and lives with puberty. Sex education is taught formally and informally, in the home, on the schoolyard, in the media. Over the twentieth and into the twenty-first century, publishers have produced numerous books about puberty and its experience for young readers. In this article, I consider a specific debate that unfolds in these books, namely, circumcision. To these ends, I define the circumcision debate, briefly consider the genre of puberty books, and analyze the circumcision debate in these books. While these books recognize a circumcision debate, they ultimately frame the circumcised penis or intact penis as equally viable and normal.
{"title":"The Normal Foreskin","authors":"J. Allan","doi":"10.3167/bhs.2023.160102","DOIUrl":"https://doi.org/10.3167/bhs.2023.160102","url":null,"abstract":"\u0000Puberty marks a time of significant transition in the life of a boy as he progresses toward adulthood—and a time of confusion and concern. Many questions are likely thought or asked by the boy as he approaches and lives with puberty. Sex education is taught formally and informally, in the home, on the schoolyard, in the media. Over the twentieth and into the twenty-first century, publishers have produced numerous books about puberty and its experience for young readers. In this article, I consider a specific debate that unfolds in these books, namely, circumcision. To these ends, I define the circumcision debate, briefly consider the genre of puberty books, and analyze the circumcision debate in these books. While these books recognize a circumcision debate, they ultimately frame the circumcised penis or intact penis as equally viable and normal.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43768031","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 changing dynamics of masculinity in a post-feminist world entails an analysis of the representations of boyhood and masculinity in varied temporalities and cultures. Primarily through the theories of Judith Butler, Raewyn Connell, and David Buchbinder, this article explores the problem of men and their social roles. It discusses the issue of double vulnerability faced by gay men in a patriarchal social dynamic that affects their identity construction. Through the spectacle of textual analysis, we examine Nemat Sadat's, The Carpet Weaver (2019), the tale of Kanishka, a gay boy living in a war-torn Afghanistan, and his migration to America, which aids in shaping his identity. We also examine the intersections of the masculine image within a political war zone, exploring the subject of gendered violence against men.
{"title":"Influenced Gender Identities","authors":"Sanjana Chakraborty, Dhananjay Tripathi","doi":"10.3167/bhs.2023.160106","DOIUrl":"https://doi.org/10.3167/bhs.2023.160106","url":null,"abstract":"\u0000The changing dynamics of masculinity in a post-feminist world entails an analysis of the representations of boyhood and masculinity in varied temporalities and cultures. Primarily through the theories of Judith Butler, Raewyn Connell, and David Buchbinder, this article explores the problem of men and their social roles. It discusses the issue of double vulnerability faced by gay men in a patriarchal social dynamic that affects their identity construction. Through the spectacle of textual analysis, we examine Nemat Sadat's, The Carpet Weaver (2019), the tale of Kanishka, a gay boy living in a war-torn Afghanistan, and his migration to America, which aids in shaping his identity. We also examine the intersections of the masculine image within a political war zone, exploring the subject of gendered violence against men.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278823","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}
Reigeluth, Christopher S. 2022. The Masculinity Workbook for Teens: Discover What Being a Guy Means to You. Oakland, CA: New Harbinger Publications
Christopher S. Reigeluth, 2022。青少年男子气概练习册:发现作为一个男人对你意味着什么。奥克兰，加州:新先驱出版社
{"title":"Book Review","authors":"J. Nelson","doi":"10.3167/bhs.2023.160108","DOIUrl":"https://doi.org/10.3167/bhs.2023.160108","url":null,"abstract":"Reigeluth, Christopher S. 2022. The Masculinity Workbook for Teens: Discover What Being a Guy Means to You. Oakland, CA: New Harbinger Publications","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42993058","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}
Young lives in the Global South are shaped by myriad dynamics of colonialism, economic inequalities, race, class, caste, and gendered and generational inequalities. In particular, the colonial legacies and contemporary capitalist inequalities within the global order have powerfully redefined what youth lives are in many countries of the Global South today. In this commentary piece, I argue that there is great value in thinking about youth through empirical, historical, and relational perspectives from the Global South, primarily for analytical sophistication but also to enrich mainstream youth sociology itself. This commentary piece also opens a dialogue between “youth sociology” and “connected sociologies” in order to produce some decolonial Global South perspectives on youth. Through focusing on changing youth cultures in India and South Africa, this commentary explores how neocolonial and neoliberal processes shape youth cultures and the many global relationalities, connections, and inequalities that emerge from thinking comparatively.
{"title":"Global South Perspectives on Youth","authors":"S. Philip","doi":"10.3167/bhs.2023.160107","DOIUrl":"https://doi.org/10.3167/bhs.2023.160107","url":null,"abstract":"\u0000Young lives in the Global South are shaped by myriad dynamics of colonialism, economic inequalities, race, class, caste, and gendered and generational inequalities. In particular, the colonial legacies and contemporary capitalist inequalities within the global order have powerfully redefined what youth lives are in many countries of the Global South today. In this commentary piece, I argue that there is great value in thinking about youth through empirical, historical, and relational perspectives from the Global South, primarily for analytical sophistication but also to enrich mainstream youth sociology itself. This commentary piece also opens a dialogue between “youth sociology” and “connected sociologies” in order to produce some decolonial Global South perspectives on youth. Through focusing on changing youth cultures in India and South Africa, this commentary explores how neocolonial and neoliberal processes shape youth cultures and the many global relationalities, connections, and inequalities that emerge from thinking comparatively.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024036","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}
Using a historical, autoethnographic approach in this article, we discuss six student-led cricket matches that we organized in Perth, Australia, from 1979 to 1981. From a Foucauldian perspective, we present these games as a student-led resistance against the normalizing and disciplinary processes of official school and youth cricket. The original scoresheets and match summaries exist both then and now only as subjugated knowledges. As these matches’ two captains, we attribute the positive atmosphere, which encouraged such creative initiatives, as being partly due to one class teacher's vision and ethos, which contrasted with the toxic hypermasculinity of the other men teachers. Through a look at our student-led cricket matches of 1979–1981, we recall memories of whiteness within a socially conservative and overall pro-British cultural context.
{"title":"Student-Led Cricket Matches as a Product of Coaching/Mentoring","authors":"K. James, Simon Elliott","doi":"10.3167/bhs.2023.160104","DOIUrl":"https://doi.org/10.3167/bhs.2023.160104","url":null,"abstract":"\u0000Using a historical, autoethnographic approach in this article, we discuss six student-led cricket matches that we organized in Perth, Australia, from 1979 to 1981. From a Foucauldian perspective, we present these games as a student-led resistance against the normalizing and disciplinary processes of official school and youth cricket. The original scoresheets and match summaries exist both then and now only as subjugated knowledges. As these matches’ two captains, we attribute the positive atmosphere, which encouraged such creative initiatives, as being partly due to one class teacher's vision and ethos, which contrasted with the toxic hypermasculinity of the other men teachers. Through a look at our student-led cricket matches of 1979–1981, we recall memories of whiteness within a socially conservative and overall pro-British cultural context.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42033340","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 analyzes debates about online pornography filters and youth in the Swedish press between 2016 and 2020, focusing on the depiction of boys and young men. Critics of filtering software argued that boys could self-regulate if they were provided better sex education and if parents communicated with them about pornography. In contrast, advocates posited that boys are incapable of developing healthy sexuality because online pornography is a powerful drug that leads to addiction and contributes to a rape culture. As boys were considered unable to get a filter “in their head,” proponents argued for disciplinary supervision through software in schools.
{"title":"Self-Regulating or Supervised Boys?","authors":"Lucas Gottzén","doi":"10.3167/bhs.2023.160103","DOIUrl":"https://doi.org/10.3167/bhs.2023.160103","url":null,"abstract":"\u0000This article analyzes debates about online pornography filters and youth in the Swedish press between 2016 and 2020, focusing on the depiction of boys and young men. Critics of filtering software argued that boys could self-regulate if they were provided better sex education and if parents communicated with them about pornography. In contrast, advocates posited that boys are incapable of developing healthy sexuality because online pornography is a powerful drug that leads to addiction and contributes to a rape culture. As boys were considered unable to get a filter “in their head,” proponents argued for disciplinary supervision through software in schools.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45236699","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 : 2022-12-01DOI: 10.3167/bhs.2022.15010208
Jeana Moody
Mune: Guardian of the Moon is a children’s animated film about a series of misadventures resulting in a lighthearted good-versus-evil plotline. This movie attempts to be imaginative and original, and succeeds in some ways, through positioning slight-figured, compassionate, shy Mune as the hero of the story and using dreams of transformation instead of fists to defeat evil. However, it falls short through its stereotypical depictions of masculinities and gendered dynamics. Rather than portraying diverse and alternate ways that masculinity can be performed, Mune utilizes normative gender roles and hegemonic masculinity to emphasize that even small, unassuming young men can adequately fulfill typical masculine leadership roles, so long as they are most powerful and ultimately win the girl.
{"title":"“Imaginative? More Like Normative”","authors":"Jeana Moody","doi":"10.3167/bhs.2022.15010208","DOIUrl":"https://doi.org/10.3167/bhs.2022.15010208","url":null,"abstract":"Mune: Guardian of the Moon is a children’s animated film about a series of misadventures resulting in a lighthearted good-versus-evil plotline. This movie attempts to be imaginative and original, and succeeds in some ways, through positioning slight-figured, compassionate, shy Mune as the hero of the story and using dreams of transformation instead of fists to defeat evil. However, it falls short through its stereotypical depictions of masculinities and gendered dynamics. Rather than portraying diverse and alternate ways that masculinity can be performed, Mune utilizes normative gender roles and hegemonic masculinity to emphasize that even small, unassuming young men can adequately fulfill typical masculine leadership roles, so long as they are most powerful and ultimately win the girl.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223081","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 : 2022-12-01DOI: 10.3167/bhs.2022.15010209
Jennifer Helgren
This article examines boy characters in early twentieth-century girls’ scouting fiction. These series, marketed using the names of the recently established girls’ organizations, supported female empowerment. They also included important boy characters: brothers, companions, villains, and bullies. The first three types are exemplars of what boys’ workers envisioned as middle-class manhood: youthful wildness and spunk channeled into habits of hard work, self-reliance, and intelligence. These boys would also recognize girls as near-equal partners at a time when marriage norms were becoming more companionate. Rural bullies and ethnic villains, by contrast, provide warnings about boys who do not develop manly self-control. Girls’ series helped shape how modern girls thought about their male peers, including what girls would and would not accept in their relationships with boys.
{"title":"Companions and Villains","authors":"Jennifer Helgren","doi":"10.3167/bhs.2022.15010209","DOIUrl":"https://doi.org/10.3167/bhs.2022.15010209","url":null,"abstract":"This article examines boy characters in early twentieth-century girls’ scouting fiction. These series, marketed using the names of the recently established girls’ organizations, supported female empowerment. They also included important boy characters: brothers, companions, villains, and bullies. The first three types are exemplars of what boys’ workers envisioned as middle-class manhood: youthful wildness and spunk channeled into habits of hard work, self-reliance, and intelligence. These boys would also recognize girls as near-equal partners at a time when marriage norms were becoming more companionate. Rural bullies and ethnic villains, by contrast, provide warnings about boys who do not develop manly self-control. Girls’ series helped shape how modern girls thought about their male peers, including what girls would and would not accept in their relationships with boys.","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45722101","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 : 2022-12-01DOI: 10.3167/bhs.2022.15010212
Ken Parille, Kenneth B. Kidd, J. Mechling, Victoria Cann, Edward W. Morris
Reading Characters, People, and PropertiesIn this piece, I reflect on superhero comic books I read in my childhood and adolescence, noting that as I collected and read stories featuring the character known as the Silver Surfer, I slowly began to realize that the character’s traits, as established in the first comic in which he appeared, seemed to change in comics published later. In searching for explanations for these changes, I began to pay attention to a comic’s credits, recognizing that different writers and artists understood the character in different ways and often felt no obligation to maintain a consistent approach. I eventually realized that a comic’s credits sometimes misrepresented the labor invested by each of the story’s creators. This long process led to an ongoing interest—in both my writing and teaching—in the ways that our interpretation of a story and its characters can be enriched by understanding the conditions under which it was produced.Books of the HeartWhat might reflecting on favorite books from our childhood tell us about our past and current selves? This short meditation on that question first considers reading memoirs and experiments in rereading, and then reviews some favorite books from the author’s own childhood, speculating on their appeal and potential significance for identity consolidation.The Fantasy of the Boy Scout HandbookBorn and raised in Miami Beach, Florida, I opened my new Boy Scouts of America Handbook for Boys in the summer of 1956, at age 11, in anticipation of moving from the Cub Scouts to the Boy Scouts that fall. I found in those pages a fantasy that moved me deeply, a romantic fantasy of hiking and camping in the wilderness with a band of boy buddies. That fantasy has deep roots in fiction for boys and in books like the Handbook, appealing to the boy’s desire to escape the surveillance and control of adults and to fashion a community of “lost boys” in a wilderness setting ideal for strong male bonding in friendship.“I Never Had Any Friends Later on Like the Ones I Had When I Was Twelve. Jesus, Does Anyone?”: Reflections on Learning about Boyhood through Stand by MeThis piece offers reflections on the 1986 movie Stand by Me, drawing on some of the main themes and contextualizing them in relation to my own childhood as a girl growing up in the 1990s. I reflect on how in my rewatch of the movie, I was struck by the ways that the class positions of the boys echoed my own experiences of transition and liberation through education. I also reflect on the significance of seeing boys cry and be scared—feelings that the boys at my school were policed out of performing in public.Boy Genius: Reflections on Reading The Great BrainBased on reflection and analysis of a formative childhood text, this essay disentangles the relationship between reading, intelligence, and masculinity. The author argues that although reading fiction appears to encourage empathy, books written specifically for boys may contain detr
{"title":"Editorial Board Reflections on Formative Books and Other Media","authors":"Ken Parille, Kenneth B. Kidd, J. Mechling, Victoria Cann, Edward W. Morris","doi":"10.3167/bhs.2022.15010212","DOIUrl":"https://doi.org/10.3167/bhs.2022.15010212","url":null,"abstract":"Reading Characters, People, and PropertiesIn this piece, I reflect on superhero comic books I read in my childhood and adolescence, noting that as I collected and read stories featuring the character known as the Silver Surfer, I slowly began to realize that the character’s traits, as established in the first comic in which he appeared, seemed to change in comics published later. In searching for explanations for these changes, I began to pay attention to a comic’s credits, recognizing that different writers and artists understood the character in different ways and often felt no obligation to maintain a consistent approach. I eventually realized that a comic’s credits sometimes misrepresented the labor invested by each of the story’s creators. This long process led to an ongoing interest—in both my writing and teaching—in the ways that our interpretation of a story and its characters can be enriched by understanding the conditions under which it was produced.Books of the HeartWhat might reflecting on favorite books from our childhood tell us about our past and current selves? This short meditation on that question first considers reading memoirs and experiments in rereading, and then reviews some favorite books from the author’s own childhood, speculating on their appeal and potential significance for identity consolidation.The Fantasy of the Boy Scout HandbookBorn and raised in Miami Beach, Florida, I opened my new Boy Scouts of America Handbook for Boys in the summer of 1956, at age 11, in anticipation of moving from the Cub Scouts to the Boy Scouts that fall. I found in those pages a fantasy that moved me deeply, a romantic fantasy of hiking and camping in the wilderness with a band of boy buddies. That fantasy has deep roots in fiction for boys and in books like the Handbook, appealing to the boy’s desire to escape the surveillance and control of adults and to fashion a community of “lost boys” in a wilderness setting ideal for strong male bonding in friendship.“I Never Had Any Friends Later on Like the Ones I Had When I Was Twelve. Jesus, Does Anyone?”: Reflections on Learning about Boyhood through Stand by MeThis piece offers reflections on the 1986 movie Stand by Me, drawing on some of the main themes and contextualizing them in relation to my own childhood as a girl growing up in the 1990s. I reflect on how in my rewatch of the movie, I was struck by the ways that the class positions of the boys echoed my own experiences of transition and liberation through education. I also reflect on the significance of seeing boys cry and be scared—feelings that the boys at my school were policed out of performing in public.Boy Genius: Reflections on Reading The Great BrainBased on reflection and analysis of a formative childhood text, this essay disentangles the relationship between reading, intelligence, and masculinity. The author argues that although reading fiction appears to encourage empathy, books written specifically for boys may contain detr","PeriodicalId":42228,"journal":{"name":"Boyhood Studies-An Interdisciplinary Journal","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43103729","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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