The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.
{"title":"Self-Advocates with Intellectual Disability about Their Work as Social Educators – a Qualitative Polish Study","authors":"Iwona Nowakowska, E. Pisuła","doi":"10.17583/QRE.2021.6063","DOIUrl":"https://doi.org/10.17583/QRE.2021.6063","url":null,"abstract":"The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47617111","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 research aims to analyse a teacher’s questioning activity using oral open-ended questions in the mathematics classroom in three phases: the teacher asks open-ended mathematics questions orally, students answer the questions, and the teacher responds to the answers. This research involved a mathematics teacher and twenty-three year 7 students (aged eleven-twelve years old) in a secondary school in the UK. The samples were chosen using purposive sampling technique. The data collection technique used was three 45-minute-long lesson observations using field notes and audio-recordings. The notes and the transcript of the recording were analysed to find the answers for three research questions. The results showed that the teacher posed any kind of questions orally. The teacher asked two or three oral open-ended questions. Students answered those questions with different answer. The answers were not only correct, but also incorrect and incomplete. After getting an answer, the teacher responded by asking follow-up questions both closed and open-ended.
{"title":"A Teacher Questioning Activity: The Use of Oral Open-ended Questions in Mathematics Classroom","authors":"M. Aziza","doi":"10.17583/QRE.2021.6475","DOIUrl":"https://doi.org/10.17583/QRE.2021.6475","url":null,"abstract":"This research aims to analyse a teacher’s questioning activity using oral open-ended questions in the mathematics classroom in three phases: the teacher asks open-ended mathematics questions orally, students answer the questions, and the teacher responds to the answers. This research involved a mathematics teacher and twenty-three year 7 students (aged eleven-twelve years old) in a secondary school in the UK. The samples were chosen using purposive sampling technique. The data collection technique used was three 45-minute-long lesson observations using field notes and audio-recordings. The notes and the transcript of the recording were analysed to find the answers for three research questions. The results showed that the teacher posed any kind of questions orally. The teacher asked two or three oral open-ended questions. Students answered those questions with different answer. The answers were not only correct, but also incorrect and incomplete. After getting an answer, the teacher responded by asking follow-up questions both closed and open-ended.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"10 1","pages":"31-61"},"PeriodicalIF":1.4,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48043655","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}
Costas S. Constantinou, P. Andreou, A. Papageorgiou, P. McCrorie
Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.
{"title":"Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives","authors":"Costas S. Constantinou, P. Andreou, A. Papageorgiou, P. McCrorie","doi":"10.17583/QRE.2020.5063","DOIUrl":"https://doi.org/10.17583/QRE.2020.5063","url":null,"abstract":"Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44114133","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}
Moisés Mañas Olmo, Pablo Cortés González, Beatriz Margarita Celada
This paper forms part of the results of the ongoing doctoral thesis with the title Resilience and intellectual disability in residential environments using life stories. From a narrative and inclusive biographical approach, we delve deeper into the life history of four people who have been diagnosed with intellectual disability and who live in a residential environment in the city of Malaga (Spain). The field work was carried out using semi-structured and in-depth biographical interviews. The analysis reveals one of the conceptions that is a priority in this paper: the “social image” of disability, structured in three main areas for the purposes of this article: “the image of disability from social culture and identity”, “the image of disability from close contexts” and, lastly, “subversive experiences to the image of disability from inside”. In conclusion, there is a commitment to continue generating another social image of disability based on a more social and inclusive paradigm.
{"title":"Life Stories on the Social Image of Disability. An Educational Outlook","authors":"Moisés Mañas Olmo, Pablo Cortés González, Beatriz Margarita Celada","doi":"10.17583/QRE.2020.6061","DOIUrl":"https://doi.org/10.17583/QRE.2020.6061","url":null,"abstract":"This paper forms part of the results of the ongoing doctoral thesis with the title Resilience and intellectual disability in residential environments using life stories. From a narrative and inclusive biographical approach, we delve deeper into the life history of four people who have been diagnosed with intellectual disability and who live in a residential environment in the city of Malaga (Spain). The field work was carried out using semi-structured and in-depth biographical interviews. The analysis reveals one of the conceptions that is a priority in this paper: the “social image” of disability, structured in three main areas for the purposes of this article: “the image of disability from social culture and identity”, “the image of disability from close contexts” and, lastly, “subversive experiences to the image of disability from inside”. In conclusion, there is a commitment to continue generating another social image of disability based on a more social and inclusive paradigm.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"300-327"},"PeriodicalIF":1.4,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42393279","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 paper highlights findings from the, ‘Advancing learning outcomes for transformational change (A LOT-Change), whose goal was to increase efforts towards securing the future of children living in urban informal settlements. The intervention was implemented in Korogocho and Site 2 respectively. This paper looks at the narratives from girls, boys and their parents and seeks to answer the question, “From the minds of adolescents: What has worked for them in an education intervention in the slums of Nairobi. Qualitative data comes from the qualitative component of the endline evaluation study that was collected in July and August 2018, by the African Population and Health Research Center (APHRC). Findings from this study done by APHRC show that: scores in numeracy skills and literacy skills improved, improved self-confidence, which enabled girls to model the way in their schools and communities. Aspirations for school and higher education improved as girls and boys wanted to go beyond primary school. Communication improved across the board girls and boys, together with their parents. Girls and boys gained the confidence to speak up due to the knowledge gained out of the motivational talks within the leadership component. Overall, this paper reinforces the importance of young people having a voice to speak up on programs that affect their lives.
{"title":"From the Minds of Adolescents: What Has Worked for Them in an Education Intervention in the Slums of Nairobi","authors":"B. Abuya, Nelson Muhia","doi":"10.17583/QRE.2020.5144","DOIUrl":"https://doi.org/10.17583/QRE.2020.5144","url":null,"abstract":"This paper highlights findings from the, ‘Advancing learning outcomes for transformational change (A LOT-Change), whose goal was to increase efforts towards securing the future of children living in urban informal settlements. The intervention was implemented in Korogocho and Site 2 respectively. This paper looks at the narratives from girls, boys and their parents and seeks to answer the question, “From the minds of adolescents: What has worked for them in an education intervention in the slums of Nairobi. Qualitative data comes from the qualitative component of the endline evaluation study that was collected in July and August 2018, by the African Population and Health Research Center (APHRC). Findings from this study done by APHRC show that: scores in numeracy skills and literacy skills improved, improved self-confidence, which enabled girls to model the way in their schools and communities. Aspirations for school and higher education improved as girls and boys wanted to go beyond primary school. Communication improved across the board girls and boys, together with their parents. Girls and boys gained the confidence to speak up due to the knowledge gained out of the motivational talks within the leadership component. Overall, this paper reinforces the importance of young people having a voice to speak up on programs that affect their lives.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"248-272"},"PeriodicalIF":1.4,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181240","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 purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.
{"title":"Challenges in Distance Education During the (Covid-19) Pandemic Period","authors":"Tamer Sari, F. Nayır","doi":"10.17583/QRE.2020.5872","DOIUrl":"https://doi.org/10.17583/QRE.2020.5872","url":null,"abstract":"The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"328-360"},"PeriodicalIF":1.4,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086255","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 explores the experiences and particularities faced by partial/full time-lecturers in a precarious situation who opt, without apparent success, for a full time job within the professional system of higher education. Following a narrative methodology, it explores the way in which teachers (eight women and six men, all of them university partial or full time lecturers in different areas) construct and legitimize certain conceptions about the professional sphere in the university that have obvious repercussions on their personal and professional identities. The results, organized around a narrative that takes whose reference is the daily life of a teacher in precarious conditions, reflect the stress to which teachers are subjected as part of the relentless programs of university evaluation and accreditation, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career.
{"title":"El Agar.io Programado en la Enseñanza Superior: Fundamentos de la Dinámica del Superrendimiento y la Superproducción","authors":"Gustavo González-Calvo","doi":"10.17583/qre.2020.5412","DOIUrl":"https://doi.org/10.17583/qre.2020.5412","url":null,"abstract":"This article explores the experiences and particularities faced by partial/full time-lecturers in a precarious situation who opt, without apparent success, for a full time job within the professional system of higher education. Following a narrative methodology, it explores the way in which teachers (eight women and six men, all of them university partial or full time lecturers in different areas) construct and legitimize certain conceptions about the professional sphere in the university that have obvious repercussions on their personal and professional identities. The results, organized around a narrative that takes whose reference is the daily life of a teacher in precarious conditions, reflect the stress to which teachers are subjected as part of the relentless programs of university evaluation and accreditation, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"160-187"},"PeriodicalIF":1.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44472119","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}
Ana Arraiz-Pérez, Fernando Sabirón-Sierra, Magdalena Suárez-Ortega
In a neoliberal and globalized society, which shares sustained employment crises, and other successes such as Covid-19, with diverse impact on people's lives, entrepreneurship becomes a possible and worthwhile option to stay active and obtain resources to do sustainable life. This article allows shedding light on the development of the entrepreneurial career, through a biographical-narrative study with twelve informants. The interview is used to promote a process of chained inquiry with a triple purpose: a) to understand the meaning of entrepreneurial trajectories from subjective interpretation; b) deepen the processes of transition to entrepreneurship; at the same time, c) an educational approach to the construction of the identity (or identities) of enterprising people is of interest. The results show characteristics of the vital traces (educational, professional and personal) and keys to the shaping of entrepreneurial processes. While entrepreneurship is an intrinsic phenomenon in the processes of constructing one's identity, this approach reveals ways of learning that are linked to "situated learning" and "contextualized action". Conclusions are raised for discussion, laying out clues for an entrepreneurial education in times of complexity and crisis.
{"title":"Personas Emprendedoras: Vidas Ejemplares y Claves Educativas para la Reorientación de la Carrera","authors":"Ana Arraiz-Pérez, Fernando Sabirón-Sierra, Magdalena Suárez-Ortega","doi":"10.17583/qre.2020.5395","DOIUrl":"https://doi.org/10.17583/qre.2020.5395","url":null,"abstract":"In a neoliberal and globalized society, which shares sustained employment crises, and other successes such as Covid-19, with diverse impact on people's lives, entrepreneurship becomes a possible and worthwhile option to stay active and obtain resources to do sustainable life. This article allows shedding light on the development of the entrepreneurial career, through a biographical-narrative study with twelve informants. The interview is used to promote a process of chained inquiry with a triple purpose: a) to understand the meaning of entrepreneurial trajectories from subjective interpretation; b) deepen the processes of transition to entrepreneurship; at the same time, c) an educational approach to the construction of the identity (or identities) of enterprising people is of interest. The results show characteristics of the vital traces (educational, professional and personal) and keys to the shaping of entrepreneurial processes. While entrepreneurship is an intrinsic phenomenon in the processes of constructing one's identity, this approach reveals ways of learning that are linked to \"situated learning\" and \"contextualized action\". Conclusions are raised for discussion, laying out clues for an entrepreneurial education in times of complexity and crisis.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"217-247"},"PeriodicalIF":1.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42084931","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 aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students’ environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.
{"title":"The Impact of Environmental Education Activities on Primary School Students’ Environmental Awareness and Visual Expressions","authors":"M. Yeşilyurt, Mukadder Ozdemir Balakoğlu, M. Erol","doi":"10.17583/qre.2020.5115","DOIUrl":"https://doi.org/10.17583/qre.2020.5115","url":null,"abstract":"The aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students’ environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481332","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 overwhelming growth of the eSport industry in different countries and the possibility of playing online these videogames have allowed Spanish players to communicate with players from other countries that speak a different language, creating a new learning context. In this case study, we wanted to analyse how the process of language learning occurs in the eSport context through a qualitative research design. For that purpose, we used observations, analysis of the oral output during gaming, interviews with players and organization team in an amateur league and assessment of their communicative skills. The results show the importance of the communication in the interaction with the community and the team, the influence of the social context and inside the game and the intrinsic motivation due to the use value of learning in a pluricultural and competitive context.
{"title":"Factores que Influyen el Aprendizaje de Lengua Extranjera en los eSports. Un Estudio de Caso","authors":"Ana Yara Postigo Fuentes, Manuel Fernández-Navas","doi":"10.17583/qre.2020.4997","DOIUrl":"https://doi.org/10.17583/qre.2020.4997","url":null,"abstract":"The overwhelming growth of the eSport industry in different countries and the possibility of playing online these videogames have allowed Spanish players to communicate with players from other countries that speak a different language, creating a new learning context. In this case study, we wanted to analyse how the process of language learning occurs in the eSport context through a qualitative research design. For that purpose, we used observations, analysis of the oral output during gaming, interviews with players and organization team in an amateur league and assessment of their communicative skills. The results show the importance of the communication in the interaction with the community and the team, the influence of the social context and inside the game and the intrinsic motivation due to the use value of learning in a pluricultural and competitive context.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"9 1","pages":"128-159"},"PeriodicalIF":1.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717591","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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