Pub Date : 2021-12-21DOI: 10.18357/jcs464202120425
Affrica Taylor, T. Zakharova, M. Cullen
Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada.
{"title":"Common Worlding Pedagogies: Opening Up to Learning with Worlds","authors":"Affrica Taylor, T. Zakharova, M. Cullen","doi":"10.18357/jcs464202120425","DOIUrl":"https://doi.org/10.18357/jcs464202120425","url":null,"abstract":"Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44518396","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 : 2021-12-21DOI: 10.18357/jcs464202120211
Z. Millei
This paper is a summary of the keynote panel conversation that took place as part of the “Childhood in Time”conference, May 10–12, 2021. The speakers respond to the question of how they place childhood in time relations,giving examples from their own research and outlining an agenda for considering time in childhood studies.
{"title":"Temporalizing Childhood: A Conversation with Erica Burman, Stephanie Olsen, Spyros Spyrou, and Hanne Warming","authors":"Z. Millei","doi":"10.18357/jcs464202120211","DOIUrl":"https://doi.org/10.18357/jcs464202120211","url":null,"abstract":"This paper is a summary of the keynote panel conversation that took place as part of the “Childhood in Time”conference, May 10–12, 2021. The speakers respond to the question of how they place childhood in time relations,giving examples from their own research and outlining an agenda for considering time in childhood studies.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466407","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 : 2021-12-21DOI: 10.18357/jcs464202120226
G. Braswell
This paper presents an approach to conceptualizing classroom activities that views teachers, students, and classroom objects as participating in continuous, cyclical processes of “reengaging” and “disengaging.” As an illustration, six episodes in a U.S. preschool classroom of a teacher, nine 4- to 5-year-olds, and a box (which held objects related to a featured letter of the week) were analyzed through a relational-process lens. The box, classroom members, and objects that children brought from home moved through cycles of coming together and moving apart physically and attentionally. Furthermore, these processes metaphorically pulled in other activities across time and space.
{"title":"Toward a Process-Centered Account of Literate Activity in the Classroom","authors":"G. Braswell","doi":"10.18357/jcs464202120226","DOIUrl":"https://doi.org/10.18357/jcs464202120226","url":null,"abstract":"This paper presents an approach to conceptualizing classroom activities that views teachers, students, and classroom objects as participating in continuous, cyclical processes of “reengaging” and “disengaging.” As an illustration, six episodes in a U.S. preschool classroom of a teacher, nine 4- to 5-year-olds, and a box (which held objects related to a featured letter of the week) were analyzed through a relational-process lens. The box, classroom members, and objects that children brought from home moved through cycles of coming together and moving apart physically and attentionally. Furthermore, these processes metaphorically pulled in other activities across time and space.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44697098","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 : 2021-12-21DOI: 10.18357/jcs464202120123
M. Kingsbury, L. Findlay, Rubab G. Arim, Lan Wei
This study used data from the Survey on Early Learning and Child Care Arrangements (SELCCA) and the Longitudinal Immigration Database (IMDB) to examine patterns of child care use among Canadian immigrant and nonimmigrant families. Overall, children from immigrant backgrounds were less likely to be in child care. When considering only those in child care, children from immigrant families were more likely to be in licensed care than those from nonimmigrant families. Parents of children with immigrant backgrounds indicated various reasons for not enrolling their child in child care. Ensuring access to child care may have a positive impact on immigrant families.
{"title":"Differences in Child Care Participation Between Immigrant and Nonimmigrant Families","authors":"M. Kingsbury, L. Findlay, Rubab G. Arim, Lan Wei","doi":"10.18357/jcs464202120123","DOIUrl":"https://doi.org/10.18357/jcs464202120123","url":null,"abstract":"This study used data from the Survey on Early Learning and Child Care Arrangements (SELCCA) and the Longitudinal Immigration Database (IMDB) to examine patterns of child care use among Canadian immigrant and nonimmigrant families. Overall, children from immigrant backgrounds were less likely to be in child care. When considering only those in child care, children from immigrant families were more likely to be in licensed care than those from nonimmigrant families. Parents of children with immigrant backgrounds indicated various reasons for not enrolling their child in child care. Ensuring access to child care may have a positive impact on immigrant families.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111752","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 : 2021-12-21DOI: 10.18357/jcs464202120105
Daniella Bendo, T. Hepburn, D. Spencer
We examine 4,300 advertisements of children who were featured in Today’s Child, a daily newspaper column written by Helen Allen in the Toronto Telegram and Toronto Star (1964–1982) and syndicated across North America. We highlight how stigma and values were attributed to adoptive children featured in these advertisements. Our findings reveal how the advertisements perpetuated and attached stigma to these children and how this stigma had to be compensated for the children to appeal to prospective parents. Compensatory strategies were ultimately required to manage stigma and increase the value of the featured children.
{"title":"Compensating for Stigma: Representations of Hard to Adopt Children in the \"Today’s Child\"","authors":"Daniella Bendo, T. Hepburn, D. Spencer","doi":"10.18357/jcs464202120105","DOIUrl":"https://doi.org/10.18357/jcs464202120105","url":null,"abstract":"We examine 4,300 advertisements of children who were featured in Today’s Child, a daily newspaper column written by Helen Allen in the Toronto Telegram and Toronto Star (1964–1982) and syndicated across North America. We highlight how stigma and values were attributed to adoptive children featured in these advertisements. Our findings reveal how the advertisements perpetuated and attached stigma to these children and how this stigma had to be compensated for the children to appeal to prospective parents. Compensatory strategies were ultimately required to manage stigma and increase the value of the featured children.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47773647","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 : 2021-12-21DOI: 10.18357/jcs464202120124
Elliott Kuecker, M. Freeman
Using one child’s archival collection, found in the Prospect Archive of Children’s Work at the University of Vermont, we consider the methodological complications involved in attempting to analyze material traces of childhood, created by the child. The experimental school where these artworks were originally completed practiced methods of deep observation and descriptive review of materials collected, rather than sending children’s work home. We ponder these pedagogic methods alongside concepts delivered by the German cultural critic Walter Benjamin in order to suggest how the purpose of collecting and presenting traces of childhood can be an act of rescue.
{"title":"The Aura of the Trace in One Child’s Projects in the World: Collecting as Rescue, Repetition, Rupture and Refrain","authors":"Elliott Kuecker, M. Freeman","doi":"10.18357/jcs464202120124","DOIUrl":"https://doi.org/10.18357/jcs464202120124","url":null,"abstract":"Using one child’s archival collection, found in the Prospect Archive of Children’s Work at the University of Vermont, we consider the methodological complications involved in attempting to analyze material traces of childhood, created by the child. The experimental school where these artworks were originally completed practiced methods of deep observation and descriptive review of materials collected, rather than sending children’s work home. We ponder these pedagogic methods alongside concepts delivered by the German cultural critic Walter Benjamin in order to suggest how the purpose of collecting and presenting traces of childhood can be an act of rescue.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770712","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}
W. Benjamin, S. Unseld, I. Scheurmann, Konrad Scheurmann, T. Nevill
Cultural theorist and political philosopher Walter Benjamin (b. 1892–d. 1940) reflected on the thought processes and imaginative life of the child both in dedicated writings and, tangentially, in his major works. As a young man Benjamin wrote essays critical of high school education, and he was a supporter of the German Youth Movement until he became disillusioned with its nationalist tone. Subsequently Benjamin’s engagement shifted toward early childhood and took many forms: he collected antique children’s books; recorded the sayings and opinions of his infant son; made radio broadcasts for children; composed a memoir of his own childhood years in Berlin; and devoted a number of prose fragments to aspects of drama for young people, play, toys, and the numinous qualities of childhood reading. Influenced by the German Romantic view of the purity of a child’s vision that removes the subject-object barrier, Benjamin suggests in these works that in the course of developing an intense relationship with its immediate locality the child simultaneously absorbs and animates the innate qualities of the natural or manufactured object. Benjamin also regarded language play, witnessed in the utterances of his young son and the magical resonance of his own childhood misunderstandings, as essential to the formation of memory images and the imagination. He does not, however, present an idealized vision of childhood, since children are engaged in a cycle of destruction as well as renewal, and play with the detritus of daily life is essential to the growth of the child’s autonomy—as indeed are acts of mimesis and an immersion in the imaginative world of the book and its illustration. Alongside these observations on the child’s intellectual and imaginative development, Benjamin assumes the role of mentor in broadcasts for children that seek to encourage a historical and political consciousness in the young. He returns to his student interest in education in essays on the nature of colonial and proletarian pedagogy, and in a manifesto on proletarian children’s theater. Initially, little critical attention was paid to Benjamin’s writings on childhood in the English-speaking world, partly because of their gradual appearance in English translation. It is only in recent decades that the significance of Benjamin’s illuminating reflections on childhood, play, and education has become apparent, and that the autobiographical Berlin Childhood around 1900) has gained recognition as an expression in serial “thought-images” of the speculation on memory and materialist historiography that is essential to his philosophy.
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Pub Date : 2021-11-23DOI: 10.1093/obo/9780199791231-0243
The relationship between theater and children has a long and evolving history, mirroring the evolving conceptualization of childhood itself. Children have featured as performers, or had a presence within audiences, far earlier than the emergence of anything specifically labeled as theater for children. For much of the 19th and early 20th centuries, whether a performance was for children was rarely clearly delineated. For example, while J. M. Barrie’s Peter Pan is now considered the most famous single piece of “theater for children” it is contested as to whether it was specifically intended for children when first performed in 1904. In the modern guise of theater for children (often also titled theater for young audiences, or TYA), a central tension exists, echoing that in literature for children, in the work being made for children, but created, performed, and written by adults. Among other elements, this often results in theater for children having a close educational ethos or moralistic focus, reflecting and reinforcing adult conceptualization of childhood and adult/child social relationships. Over the last several decades, however, theater for children and young people has entered a period of increased vitality in which some of these relationships have started to change. This vitality is manifested in professionalization, the growth of festivals, dedicated venues, and the increased commitment of innovative artists who have sought to develop the practice in new directions, including through participatory and applied theater practices that seek to give voice to and explore the lived experiences of young people. Accompanying these developments, the field has also received far greater critical and scholarly attention in the last several decades. Historically the study of theater for children has struggled to assert a strong independent identity, often subsumed into literary studies. What is emerging today, however, is something much broader and more vibrant, often interdisciplinary and embracing performance and literature studies, education and child development, psychology and politics. It engages with the core issues of our times, including a growing focus on inclusivity, whether in relation to race, sexuality, or disability. Nonetheless, theater for children has much work to do to decolonize and decenter itself from white and Western dominances. There is also a strong thread of research interest in audiences, which seeks to understand children’s lived experiences of theater and in creative and participatory research methodologies. Finally, and interconnecting all these elements, theater for children is often political and frequently deeply ambitious, driven by a strong sense of idealism that is perhaps childlike in the very best of senses.
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Pub Date : 2021-10-27DOI: 10.1093/obo/9780199791231-0241
Anne-Laure Anizan
Pierre Bourdieu (b. 1930–d. 2002) is widely regarded as one of the most influential sociologists and social theorists of the 20th century. He was an exceptionally productive researcher with a broad range of interests and a prolific writer: during his lifetime he published more than forty books and five hundred articles, essays, lectures, reviews, interviews, commentaries, films, and photography. His influence extends beyond sociology to philosophy, anthropology, education, geography, history, cultural studies, economics, political studies, feminist studies, science studies, and postcolonial studies. Bourdieu was born in a small village in the rural area of Béarn, in southwestern France, in a peasant sharecropper, later postman’s, family. He left his home region to pursue an academic education in Paris where he studied philosophy at the prestigious École normale supérieure (ENS). After graduation he was sent to Algeria to undertake his military service. Returning to France, he first had some teaching posts until he was nominated as director of studies at the (then) École pratique des haute études, in 1964; he also took over as director of the Centre de Sociologie Européenne. From this base, Bourdieu, with his collaborators, instigated a program of investigations into several aspects of cultural, social, and economic life, predominantly from the viewpoint of how they served in the reproduction of power and inequalities in French social life. Through his studies in the 1960s and 1970s, Bourdieu became first known as a sociologist of education. Childhood, as a topic or even an index word, hardly appears in Bourdieu’s published work. He did, however, register the phenomenon of childhood in some of his early, more methodological work when he referred to the (originally Durkheimian) notion of socialization, whereas “childhood” would have been for him “just a word,” similar to his response to the topic of “youth.” In his sociology of education, especially in his renown book Reproduction in Education, Society, and Culture (orig. 1970), written with his colleague Jean-Claude Passeron, children exist in the context of “pedagogic activity” within the family and the educational system. After Reproduction, Bourdieu’s focus widened to other fields of French social life. Unsurprisingly, the first uses of Bourdieu’s ideas in child(hood)-related studies were in the sociology of education, especially after the translation of Reproduction into English in 1977. Since the new field of childhood studies started to evolve in the mid-1980s, more Bourdieu-inspired studies have also emerged, with a broadening focus on children and childhood in social life.
皮埃尔·布迪厄(生于1930-d)被广泛认为是20世纪最有影响力的社会学家和社会理论家之一。他是一位非常多产的研究人员，兴趣广泛，也是一位多产的作家:在他的一生中，他出版了四十多本书和五百多篇文章，散文，演讲，评论，采访，评论，电影和摄影。他的影响从社会学延伸到哲学、人类学、教育、地理、历史、文化研究、经济学、政治研究、女权主义研究、科学研究和后殖民研究。布迪厄出生在法国西南部bassaarn农村的一个小村庄里，出身于一个佃农家庭，后来成为了邮递员。他离开家乡前往巴黎接受学术教育，并在著名的École normale supsamrieure (ENS)学习哲学。毕业后，他被派往阿尔及利亚服兵役。回到法国后，他先是担任了一些教学职位，直到1964年被(当时的)École高级文控学院(pratique des haute)提名为研究主任;他还担任了欧洲社会研究中心主任。在此基础上，布迪厄和他的合作者发起了一项对文化、社会和经济生活的几个方面的调查计划，主要是从他们如何在法国社会生活中为权力再生产和不平等服务的观点出发。通过20世纪60年代和70年代的研究，布迪厄首先以教育社会学家的身份为人所知。童年，作为一个主题，甚至一个索引词，很少出现在布迪厄的出版作品中。然而，当他提到社会化(最初是涂尔干式的)概念时，他确实在他早期的一些更方法论的工作中记录了童年现象，而“童年”对他来说“只是一个词”，类似于他对“青年”主题的回应。在他的教育社会学中，特别是在他著名的《教育、社会和文化中的再生产》一书中。1970年)，他与同事Jean-Claude Passeron共同撰写，儿童存在于家庭和教育系统中的“教育活动”背景中。在《再生产》之后，布迪厄的关注点扩展到了法国社会生活的其他领域。不出所料，布迪厄的思想在儿童(童年)相关研究中的首次应用是在教育社会学中，尤其是在1977年将《再生产》翻译成英语之后。自20世纪80年代中期儿童研究的新领域开始发展以来，更多受布迪厄启发的研究也出现了，对儿童和儿童在社会生活中的关注范围越来越广。
{"title":"Pierre Bourdieu","authors":"Anne-Laure Anizan","doi":"10.1093/obo/9780199791231-0241","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0241","url":null,"abstract":"Pierre Bourdieu (b. 1930–d. 2002) is widely regarded as one of the most influential sociologists and social theorists of the 20th century. He was an exceptionally productive researcher with a broad range of interests and a prolific writer: during his lifetime he published more than forty books and five hundred articles, essays, lectures, reviews, interviews, commentaries, films, and photography. His influence extends beyond sociology to philosophy, anthropology, education, geography, history, cultural studies, economics, political studies, feminist studies, science studies, and postcolonial studies. Bourdieu was born in a small village in the rural area of Béarn, in southwestern France, in a peasant sharecropper, later postman’s, family. He left his home region to pursue an academic education in Paris where he studied philosophy at the prestigious École normale supérieure (ENS). After graduation he was sent to Algeria to undertake his military service. Returning to France, he first had some teaching posts until he was nominated as director of studies at the (then) École pratique des haute études, in 1964; he also took over as director of the Centre de Sociologie Européenne. From this base, Bourdieu, with his collaborators, instigated a program of investigations into several aspects of cultural, social, and economic life, predominantly from the viewpoint of how they served in the reproduction of power and inequalities in French social life. Through his studies in the 1960s and 1970s, Bourdieu became first known as a sociologist of education. Childhood, as a topic or even an index word, hardly appears in Bourdieu’s published work. He did, however, register the phenomenon of childhood in some of his early, more methodological work when he referred to the (originally Durkheimian) notion of socialization, whereas “childhood” would have been for him “just a word,” similar to his response to the topic of “youth.” In his sociology of education, especially in his renown book Reproduction in Education, Society, and Culture (orig. 1970), written with his colleague Jean-Claude Passeron, children exist in the context of “pedagogic activity” within the family and the educational system. After Reproduction, Bourdieu’s focus widened to other fields of French social life. Unsurprisingly, the first uses of Bourdieu’s ideas in child(hood)-related studies were in the sociology of education, especially after the translation of Reproduction into English in 1977. Since the new field of childhood studies started to evolve in the mid-1980s, more Bourdieu-inspired studies have also emerged, with a broadening focus on children and childhood in social life.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90288918","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 : 2021-10-25DOI: 10.18357/jcs463202120047
Nancy Van Groll, Kathleen Kummen
The COVID-19 pandemic has exposed vulnerabilities, tensions, and possibilities in the Canadian early childhood education and care system. This paper experiments with the metaphor of fermentation to critically reflect on the ways we, as ECEC postsecondary instructors, were challenged in upholding our pedagogical commitments. Through retrospective analysis of emails, meeting notes, and other personal communications, we examine and describe how our work and pedagogical thinking with students has been contaminated by COVID-19. We highlight the need to refigure relationships to the troubling events and reconceptualize contamination as a potent opportunity to pedagogically ferment practices in the postsecondary classroom through which living and learning well can flourish.
{"title":"Troubled Pedagogies and COVID-19: Fermenting New Relationships and Practices in Early Childhood Care and Education","authors":"Nancy Van Groll, Kathleen Kummen","doi":"10.18357/jcs463202120047","DOIUrl":"https://doi.org/10.18357/jcs463202120047","url":null,"abstract":"The COVID-19 pandemic has exposed vulnerabilities, tensions, and possibilities in the Canadian early childhood education and care system. This paper experiments with the metaphor of fermentation to critically reflect on the ways we, as ECEC postsecondary instructors, were challenged in upholding our pedagogical commitments. Through retrospective analysis of emails, meeting notes, and other personal communications, we examine and describe how our work and pedagogical thinking with students has been contaminated by COVID-19. We highlight the need to refigure relationships to the troubling events and reconceptualize contamination as a potent opportunity to pedagogically ferment practices in the postsecondary classroom through which living and learning well can flourish.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48219159","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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