{"title":"Editor-in-Chief's Introduction","authors":"Dale B. Thompson","doi":"10.1111/jlse.12144","DOIUrl":"10.1111/jlse.12144","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"5"},"PeriodicalIF":0.4,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605903","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}
<p>A brief examination of the fashion world reveals a multitude of learning opportunities for the business law curriculum. Fashion Law, a niche legal practice that addresses the broad range of business law concerns facing the fashion industry, has only recently gained a more respected position within legal research, debate, and discourse. In 2010, Fordham University became the site for the launch of the Fashion Law Institute,1 which offers two master's degrees in fashion law, dozens of public programs, an LL.M, and the Fashion Law Pop-Up Clinic.2 The Fashion Law Institute is regarded as the epicenter of the still-growing fashion law movement3 that includes the Harvard Fashion Law Lab and the New York Law School Fashion Law Initiative.4</p><p>Fashion has been present in society for years;5 however, our perspective on fashion has changed.6 Technology has opened a global marketplace and allows consumers more avenues in which to admire and purchase items.7 Additionally, an increased interest and hyper-focus on celebrities and their fashion, as well as private lives, help to catapult the amount of advertisements for brands and styles.8 Finally, in the past decade, an increasing list of new designers has caused the industry as a whole to grow.9</p><p>The growth of fashion law practices,10 fashion law scholarship,11 and newsworthy fashion law events supports the argument that the fashion law industry is an interesting and relevant context for teaching legal studies topics. As noted by a stalwart in the Fashion Law field, “Corporate finance, employment law, supply chain regulation, sustainability, taxes and tariffs, advertising, consumer protection, and dress codes and civil rights—these and other legal issues are all integral parts of fashion law. . . . ”12 Therefore, the topic is suited for a case study that can address numerous topics covered in the business law course.</p><p>This article provides a class exercise based on the 2014 Fall Moschino “McDonald's” collection that combined fashion and fast food in a way that arguably evoked humor, shock, wonderment, and controversy. The Moschino collection presents legal and ethical considerations such as free speech, marginalization, intellectual property rights, and business ethics. The eighty-minute exercise is designed to prepare students for a variety of legal issues they will confront as business professionals. It can be introduced within an instructor's established business law curriculum to supplement the topics of intellectual property, free speech, and business ethics. Given the range of substantive law topics, there is flexibility to either assign the activity at the end of the course or introduce the factual background at the beginning of the course and reference it throughout the semester as the topics are introduced.</p><p>Part II of this article provides the factual background of the controversial 2014 Moschino collection. Part III analyzes the legal and ethical issues and describes the class
{"title":"How Fashion and Fast Food Create a Perfect Learning Combo: A Class Exercise in Ethics, Freedom of Speech, and Intellectual Property","authors":"Rebecca Nieman","doi":"10.1111/jlse.12137","DOIUrl":"https://doi.org/10.1111/jlse.12137","url":null,"abstract":"<p>A brief examination of the fashion world reveals a multitude of learning opportunities for the business law curriculum. Fashion Law, a niche legal practice that addresses the broad range of business law concerns facing the fashion industry, has only recently gained a more respected position within legal research, debate, and discourse. In 2010, Fordham University became the site for the launch of the Fashion Law Institute,1 which offers two master's degrees in fashion law, dozens of public programs, an LL.M, and the Fashion Law Pop-Up Clinic.2 The Fashion Law Institute is regarded as the epicenter of the still-growing fashion law movement3 that includes the Harvard Fashion Law Lab and the New York Law School Fashion Law Initiative.4</p><p>Fashion has been present in society for years;5 however, our perspective on fashion has changed.6 Technology has opened a global marketplace and allows consumers more avenues in which to admire and purchase items.7 Additionally, an increased interest and hyper-focus on celebrities and their fashion, as well as private lives, help to catapult the amount of advertisements for brands and styles.8 Finally, in the past decade, an increasing list of new designers has caused the industry as a whole to grow.9</p><p>The growth of fashion law practices,10 fashion law scholarship,11 and newsworthy fashion law events supports the argument that the fashion law industry is an interesting and relevant context for teaching legal studies topics. As noted by a stalwart in the Fashion Law field, “Corporate finance, employment law, supply chain regulation, sustainability, taxes and tariffs, advertising, consumer protection, and dress codes and civil rights—these and other legal issues are all integral parts of fashion law. . . . ”12 Therefore, the topic is suited for a case study that can address numerous topics covered in the business law course.</p><p>This article provides a class exercise based on the 2014 Fall Moschino “McDonald's” collection that combined fashion and fast food in a way that arguably evoked humor, shock, wonderment, and controversy. The Moschino collection presents legal and ethical considerations such as free speech, marginalization, intellectual property rights, and business ethics. The eighty-minute exercise is designed to prepare students for a variety of legal issues they will confront as business professionals. It can be introduced within an instructor's established business law curriculum to supplement the topics of intellectual property, free speech, and business ethics. Given the range of substantive law topics, there is flexibility to either assign the activity at the end of the course or introduce the factual background at the beginning of the course and reference it throughout the semester as the topics are introduced.</p><p>Part II of this article provides the factual background of the controversial 2014 Moschino collection. Part III analyzes the legal and ethical issues and describes the class ","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"235-270"},"PeriodicalIF":0.4,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72322151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Students Must Experience the Law: The Importance of Experiential Learning Through a Court Visit in Business Law and Legal Studies Courses","authors":"Hannah R. Weiser","doi":"10.1111/jlse.12138","DOIUrl":"https://doi.org/10.1111/jlse.12138","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"271-313"},"PeriodicalIF":0.4,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72321397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Inclusive Course Assessment in “Business Law” Courses: Tempering the Exam and Assessment Alternatives","authors":"Lucas W. Loafman","doi":"10.1111/jlse.12135","DOIUrl":"10.1111/jlse.12135","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"145-194"},"PeriodicalIF":0.4,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Encouraging Collaboration in a Business Law Classroom: Two Activities That Challenge and Engage","authors":"Michael R. Koval","doi":"10.1111/jlse.12129","DOIUrl":"10.1111/jlse.12129","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 1","pages":"5-51"},"PeriodicalIF":0.4,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48359135","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}
<p>What should be covered in a business law textbook for undergraduate business students? The question seems deceptively simple on first pass and yet, as it is further considered, a variety of additional questions give rise to considerations that have an impact on the answer. Some of those new questions are highly subjective and defy a simple quantitative approach to a satisfactory answer. For example, one possible answer is “whatever the major publishers believe should be included for marketability's sake,” since the top five publishers in the United States control an estimated 80% of the academic textbook market.1 Yet another answer is “everything that is relevant and can be made to fit,” and this “fitting” has become easier in the era of the online e-textbook, the term I will use in this work to refer to a variety of book forms that are produced and sold as digital copies with or without a paper-printed version. Solid cases have been made in both peer-review and journalistic literature for a litany of specialized approaches and topics, with most literature reflecting prerogatives and specializations of the author(s). All of these previous articles and essays make complete sense in the ideal course in an ideal world with unrestrained time, faculty expertise, student enthusiasm, and pedagogical horizons.</p><p>The quite un-ideal course in the real and un-ideal world, however, counsels caution about such an inclusive approach for a variety of reasons. Paramount among these reasons is the inconvenient fact that in American colleges and schools of business or management utilizing a traditional semester calendar, there are fifteen weeks (give or take and subject to institutional rules and peculiarities) in which an <i>entire</i> core course in business law—inclusive of its two popular monikers, “Legal and Regulatory Environment of Business” or simply “Legal Environment of Business”—must be taught from start to finish. In just over 87% of business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB), a single three-hour course in business law is all that is required of undergraduate students for graduation.2 Even then, although I will use “business law” for purposes of parsimony to include all varieties of approaches to the class, it is important to recognize changes in the discipline of business and management that have changed attitudes among faculty and deans over the past fifty-plus years that may <i>counsel</i> for more than a one-size-fits-all approach. Traditional “business law,” which was significantly more quasi-law-schoolish in its approach and in particular satisfied colleagues in accounting-related disciplines, was a boon for that purpose. As businesses changed over the years and business/management schools kept pace with those changes, an honest debate developed over whether a more public policy-oriented approach was more useful to students. This debate continues to simmer today.3</p><p>Also noteworthy
面向本科商科学生的商法教材应该涵盖哪些内容?这个问题乍一看似乎很简单，然而，随着进一步考虑，各种额外的问题会产生对答案有影响的考虑。其中一些新问题是高度主观的，无法用简单的定量方法得到令人满意的答案。例如，一个可能的答案是“为了适销性，主要出版商认为应该包括的任何内容”，因为美国前五大出版商控制着大约80%的学术教科书市场另一个答案是“一切相关的，可以被制作成适合的”，这种“适合”在在线电子教科书的时代变得更加容易，我在这部作品中使用的术语是指各种形式的书籍，这些书籍以带有或不带有纸质印刷版本的数字副本的形式生产和销售。在同行评议和新闻文献中都有关于一系列专业方法和主题的可靠案例，大多数文献反映了作者的特权和专长。在一个理想的世界里，所有这些以前的文章和论文都是完全有意义的，在一个理想的世界里，有不受限制的时间、教师的专业知识、学生的热情和教学的视野。然而，在现实和不理想的世界中，这种非常不理想的课程，出于各种原因，建议对这种包容性的方法持谨慎态度。在这些原因中，最重要的是一个不方便的事实，即在使用传统学期日历的美国商业或管理学院中，必须从头到尾地教授整个商业法律核心课程(根据制度规则和特点而有出入)，包括它的两个流行的绰号，“商业的法律和监管环境”或简称为“商业的法律环境”。在美国高等商学院协会(AACSB)认证的87%以上的商学院中，本科学生只要修完一门3小时的商法课程就可以毕业即便如此，尽管为了简洁起见，我还是会使用“商法”来涵盖这门课的所有方法，但重要的是要认识到，在过去50多年里，商学和管理学学科的变化已经改变了教师和院长的态度，这可能会建议采用一种放之四海而皆准的方法。传统的“商法”在方法上明显更像法学院，尤其令会计相关学科的同事们满意，这是实现这一目标的福音。多年来，随着商业的变化，商业/管理学院也跟上了这些变化的步伐，一场关于更以公共政策为导向的方法是否对学生更有用的诚实辩论就此展开。这场辩论今天还在继续发酵。同样值得注意的是，商务专业的学生和其他学科的学生一样，在一个学期里通常要修15到18个学分的3小时课程，所以教授任何一门课程——更不用说商务学生经常担心的课程了，国外的“法律必修课程”——在对课程内容的广度和深度设定期望时，必须谨慎行事。对于拥有法学博士学位和几名律师会员的讲师来说，这是一门充满激情的课程，但对于大多数在市场营销、人力资源、供应链等领域做大量案例研究和小组工作的学生来说，这门课程并不适用。除了经济学(X大学的商学院可能会也可能不会)，没有一个普通的商科专业会年复一年地出现在法学院申请者的十大本科专业之列，根据法学院招生委员会(LSAC)的数据，这种情况在2020-21学年再次出现商科学生往往太急于从本科毕业后就接受高于平均水平的起薪，或者有其他选择，比如无处不在的mba项目，如果他们选择研究生或专业教育的道路，就会有更高的学历证书，甚至可能有更高的薪水和工作地位当然，即使在电子出版的世界里，更大、更包容的教科书也会有更高的价格标签——即使出版商能够放弃传统的纸张、更厚的装订和其他材料的成本，仍然有营销成本、扩展版式、编辑和生产成本;可能是知识产权或其他许可费用;诸如此类。这些因素增加了最终用户购买一本超大的书的成本。 然而，如果是这样的话，作者或出版商在使用诸如“法律和监管环境”或“法律环境”之类的标签之前，是否会适当考虑这些作品的标题?这种区别在21世纪20年代的商业法出版中仍然重要吗?或者我们现在可以放心地交替使用这些标签吗?考虑到最重的60章的书现在可以很容易地被定制，比如说，出版商可以用电子格式或活页格式将其减少到15章，也许这些区别没有以前那么有意义了。与Donnell在1984年的研究中描述的教科书类型相比，这些课程的定位和目标问题提出了一个更微妙的问题。在那个时间点上，在从本质上是针对非专业商业人士的非常简短的指南发展到推动销售之后，第一批学术性商业法书籍往往是以下几种形式之一:(1)致力于功能(以问题为中心)方法，在叙事上为商业专业人士量身定制;(2)法律案例手册，由经常附属于法学院的律师撰写，因此他们认为这种方法也适用于商学院学生;(3)功能和判例法的混合作品，试图成为一种跨越这些学科的“法学院生活”方法James E. Holloway认为一种混合的方法是可取的，因为这种方法在强调法律思维的同时不会忽视对商业分析的需要对关键公共政策目标的功能主义理解通常对于所涵盖主题的良好(尽管模糊)基础至关重要。然后，法律案例可以说明先例是如何被使用(或改变)的，并允许将法律规则应用于现实生活中的冲突。通过学习阅读和理解这些案例，学生可以对课程内容获得更实际或应用的感觉。在对当代最畅销的本科商法教科书的回顾中，我发现案例手册的方法显然被法学院抛弃了，取而代之的是另一种形式，即唐纳尔所说的混合方法。主要的本科商法教科书的典型重点主要是商业管理者的功能，尽管在许多标题中大量使用了案例，以提供弥合商业和法律之间差距的范例。考虑到在许多其他商业子领域，“案例研究方法”是一种流行的教学方法，用于学生讨论或书面报告，有人可能会说，同样的方法也很适合商业法。然而，商法讲师必须意识到，律师的案例研究与商业案例研究是完全不同的，律师和商人都是为了得到完全不同的结论而审视自己的案例。律师审查案件是因为判例和法律规则的确立、这些规则的例外或某些法院适用于现有理论的限制/扩展语言的重要性。在律师从案例研究中得出的结论中，通常很少有黑白之间的灰色地带;主要的讨论点通常充满了专门的程序问题，围绕着可撤销的错误和申诉点的问题。另一方面，许多优秀的互联网支持服务为非法律商业教授提供了商业案例研究(而为商业法教授提供的案例相对较少)，商业案例研究的目的是激发人们思考:一个演员面临困境时，他们如何自由选择解决问题或安然度过难关。非法律商业案例研究有助于学生讨论危机管理、董事会的决策和行动，以及其他主观问题，比如涉及自主行为者，他们做得好或不太好，然后面临他们的过程或审议的后果。当然，案例研究方法也可以适用于法律环境课堂，特别是在处理侵权风险管理、合同谈判和相关问题时。但是商科学生在不同的子领域上了无数的课程，这些课程使用相同的智力工具来展示和解决“案例研究”。学习如何从人力资源案例研究中阅读和提取重要内容，与学习组织行为学、供应链或创业学在智力上可能没有什么不同。然而，在标准的一门商法课程中，工具包通常必须包括对法律专业人员使用法律案例研究所需的不同方法和要点的欣赏。 因此，必须投入更多宝贵的时间、空间和精力来添加专门的工具，以帮助学生理解为什么“所有这些案例”出现在商业法文本的要点和简单文本描述之间。对于一个将重要的判例法纳入其课程的教授来说，在典型学期的范围内讲授和讨论案例引用的任务至少是令人生畏的。为了回到本文的中心问题，并提供足够的信息，以提供有关其解决方案的合理知情讨论，考虑一些可能走向这一目的的主要变量是有用的。当然，至少对最受欢迎的商法教科书的内容进行基本分析是一个很好的开始。此外，看看教师是如何使用这些书来教授课程的，这反映在课程大纲的集合中，也是值得的。在这些课程中使用的教学方法的一些指示将是有帮助的，也可以从教学大纲中摘录。最后，书中所提供的以及以讲座或讨论为
{"title":"Contemporary Business Law Courses: An Exploratory Study of Undergraduate Textbook Content and Pedagogical Planning","authors":"John C. Kuzenski","doi":"10.1111/jlse.12131","DOIUrl":"10.1111/jlse.12131","url":null,"abstract":"<p>What should be covered in a business law textbook for undergraduate business students? The question seems deceptively simple on first pass and yet, as it is further considered, a variety of additional questions give rise to considerations that have an impact on the answer. Some of those new questions are highly subjective and defy a simple quantitative approach to a satisfactory answer. For example, one possible answer is “whatever the major publishers believe should be included for marketability's sake,” since the top five publishers in the United States control an estimated 80% of the academic textbook market.1 Yet another answer is “everything that is relevant and can be made to fit,” and this “fitting” has become easier in the era of the online e-textbook, the term I will use in this work to refer to a variety of book forms that are produced and sold as digital copies with or without a paper-printed version. Solid cases have been made in both peer-review and journalistic literature for a litany of specialized approaches and topics, with most literature reflecting prerogatives and specializations of the author(s). All of these previous articles and essays make complete sense in the ideal course in an ideal world with unrestrained time, faculty expertise, student enthusiasm, and pedagogical horizons.</p><p>The quite un-ideal course in the real and un-ideal world, however, counsels caution about such an inclusive approach for a variety of reasons. Paramount among these reasons is the inconvenient fact that in American colleges and schools of business or management utilizing a traditional semester calendar, there are fifteen weeks (give or take and subject to institutional rules and peculiarities) in which an <i>entire</i> core course in business law—inclusive of its two popular monikers, “Legal and Regulatory Environment of Business” or simply “Legal Environment of Business”—must be taught from start to finish. In just over 87% of business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB), a single three-hour course in business law is all that is required of undergraduate students for graduation.2 Even then, although I will use “business law” for purposes of parsimony to include all varieties of approaches to the class, it is important to recognize changes in the discipline of business and management that have changed attitudes among faculty and deans over the past fifty-plus years that may <i>counsel</i> for more than a one-size-fits-all approach. Traditional “business law,” which was significantly more quasi-law-schoolish in its approach and in particular satisfied colleagues in accounting-related disciplines, was a boon for that purpose. As businesses changed over the years and business/management schools kept pace with those changes, an honest debate developed over whether a more public policy-oriented approach was more useful to students. This debate continues to simmer today.3</p><p>Also noteworthy ","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 1","pages":"119-140"},"PeriodicalIF":0.4,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42298934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is a Burrito a Sandwich? Introducing Business Law Students to the Fundamentals of Legal Reasoning","authors":"Matthew A. Edwards","doi":"10.1111/jlse.12132","DOIUrl":"10.1111/jlse.12132","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 1","pages":"85-118"},"PeriodicalIF":0.4,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vaccines in the Time of COVID-19: Using Vaccine Mandates to Teach About the Legal and Ethical Regulation of Business","authors":"Debbie Kaminer","doi":"10.1111/jlse.12130","DOIUrl":"https://doi.org/10.1111/jlse.12130","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 1","pages":"53-84"},"PeriodicalIF":0.4,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50149289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Not Your Mother's Discussion Board: Creating Engaging Discussion Boards in the Introductory Business Law Course","authors":"Shawn Grant","doi":"10.1111/jlse.12127","DOIUrl":"10.1111/jlse.12127","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"39 2","pages":"127-165"},"PeriodicalIF":0.4,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46880901","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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