Research relating to the development of law students’ professional identity has long recognised that as they develop their identity as part of a profession, as well as their academic identity, they need to develop an ‘ethical muscle’. In addition to the idea of an ‘ethical muscle’ others have proposed that students, and lawyers, need to develop a ‘reflective muscle’. Self-reflection, a form of personal reflection that asks students to question themselves, their actions, and behaviours, is particularly important for ‘diverse’ or ‘non-traditional’ law students. These students often experience a disconnect between their expectations of university, and their lived experience, which is overlaid by the complications of the hidden curriculum. These factors may combine to result in diverse students attributing their lack of success early in their studies to a lack of ability, rather than to structural impediments in a system that does not make the ‘rules of the game’ explicit. This mixed-methods study examines one aspect of a holistic first-year transition program for a diverse first-year law cohort: a Self-Reflection Survey. It demonstrates that an instrument such as the Self-Reflection Survey might be used to scaffold diverse students’ self-reflection skills and assist law schools to manage students’ expectations, make explicit aspects of the curriculum that may otherwise be hidden from them, and instil an early sense of professionalism and purpose. Supporting the transition of diverse students to university does not end with entering university; this is where it starts. The results of this study provide encouraging ways forward to build the likelihood of success of diverse students in their law studies.
{"title":"Building a (Self) Reflective Muscle in Diverse First-Year Law Students","authors":"Sandra Noakes, Anna Cody","doi":"10.53300/001c.36738","DOIUrl":"https://doi.org/10.53300/001c.36738","url":null,"abstract":"Research relating to the development of law students’ professional identity has long recognised that as they develop their identity as part of a profession, as well as their academic identity, they need to develop an ‘ethical muscle’. In addition to the idea of an ‘ethical muscle’ others have proposed that students, and lawyers, need to develop a ‘reflective muscle’. Self-reflection, a form of personal reflection that asks students to question themselves, their actions, and behaviours, is particularly important for ‘diverse’ or ‘non-traditional’ law students. These students often experience a disconnect between their expectations of university, and their lived experience, which is overlaid by the complications of the hidden curriculum. These factors may combine to result in diverse students attributing their lack of success early in their studies to a lack of ability, rather than to structural impediments in a system that does not make the ‘rules of the game’ explicit. This mixed-methods study examines one aspect of a holistic first-year transition program for a diverse first-year law cohort: a Self-Reflection Survey. It demonstrates that an instrument such as the Self-Reflection Survey might be used to scaffold diverse students’ self-reflection skills and assist law schools to manage students’ expectations, make explicit aspects of the curriculum that may otherwise be hidden from them, and instil an early sense of professionalism and purpose. Supporting the transition of diverse students to university does not end with entering university; this is where it starts. The results of this study provide encouraging ways forward to build the likelihood of success of diverse students in their law studies.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45111414","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 contributes to the debate over the place of skills in the law curriculum, offering observations from the author’s experience in scaffolding critical thinking skills and coding into an online legal philosophy class at the University of Canberra. It begins by justifying the selection of critical thinking and coding as skills that should be better integrated into the law curriculum in the 21st century. It then describes pedagogical models for improving students’ skills through scaffolding and other strategies. It proceeds to explain how these can be implemented to facilitate students’ critical thinking and coding skills and, in a complementary way, mastery of the subject matter. The article suggests how different types of skills can be integrated into law units and how the risks of over-crowding the curriculum can be managed. The conclusion reiterates the importance of critical thinking and coding skills and urges other educators to consider how these and other skills can be better integrated into their teaching.
{"title":"Coding for Critical Thinking: A Case Study in Embedding Complementary Skills in Legal Education","authors":"T. Ryan","doi":"10.53300/001c.36060","DOIUrl":"https://doi.org/10.53300/001c.36060","url":null,"abstract":"This article contributes to the debate over the place of skills in the law curriculum, offering observations from the author’s experience in scaffolding critical thinking skills and coding into an online legal philosophy class at the University of Canberra. It begins by justifying the selection of critical thinking and coding as skills that should be better integrated into the law curriculum in the 21st century. It then describes pedagogical models for improving students’ skills through scaffolding and other strategies. It proceeds to explain how these can be implemented to facilitate students’ critical thinking and coding skills and, in a complementary way, mastery of the subject matter. The article suggests how different types of skills can be integrated into law units and how the risks of over-crowding the curriculum can be managed. The conclusion reiterates the importance of critical thinking and coding skills and urges other educators to consider how these and other skills can be better integrated into their teaching.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46427176","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}
There is limited literature on soft Socratic methods of teaching in Law and limited literature on effective teaching methods for the online environment. With the movement of learning and teaching online by universities in 2020 due to the COVID-19 pandemic and attendant lockdowns, one question became important – what is a successful pedagogical method for the online environment? While universities initially saw this as a temporary, emergency measure, learning and teaching online now looks to be more of a permanent change in tertiary education. This article evaluates the effectiveness of a student-focused teaching method, which couples a soft version of the Socratic Method with a Humanistic, nurturing approach, that I observed in Felix Frankfurter Professor of Law Noah Feldman and Ropes & Gray Professor Alvin C Warren Jnr’s classes at Harvard Law School in 2013, and then adapted for the online environment and refined between 2016 and 2018. The evaluation is made using the four lenses from Stephen Brookfield’s book Becoming a Critically Reflective Teacher. Those lenses are: contextualisation in theory; students’ eyes; colleagues’ perception, and self-reflection. For the theoretical lens, the article analyses the traditional Socratic Method and the wide-ranging criticisms of it. The article then presents data collected from student surveys, peer reviews and self-reflection as a preliminary study. It is hoped that this article will assist other academics who are navigating online learning and teaching, and are curious about techniques and methodologies that have grown out of institutions in the United States of America. While this method was developed to teach Tax Law at a postgraduate level in groups of between 18 and 50 students, the technique could easily be applied in teaching: undergraduate students; students in other courses in Law, and in other disciplines.
关于软苏格拉底式的法学教学方法的文献很少，关于网络环境下有效的法学教学方法的文献也很少。由于2019冠状病毒病大流行和随之而来的封锁，2020年大学将转向在线学习和教学，一个问题变得重要起来——什么是在线环境中成功的教学方法?虽然大学最初认为这是一种临时的紧急措施，但现在在线学习和教学似乎更像是高等教育的一种永久性变化。本文评估了以学生为中心的教学方法的有效性，该方法将苏格拉底方法的软版本与人文主义的培养方法相结合，我于2013年在哈佛法学院的Felix Frankfurter法学教授Noah Feldman和Ropes & Gray教授Alvin C . Warren jr .的课程中观察到，然后在2016年至2018年期间针对在线环境进行了调整和完善。评估是使用斯蒂芬·布鲁克菲尔德的书《成为一个批判性反思的教师》中的四个镜头进行的。这些视角是:理论上的语境化;学生的眼睛;同事的看法，以及自我反省。在理论层面，本文分析了传统的苏格拉底方法及其广泛的批评。然后，文章将从学生调查、同行评议和自我反思中收集的数据作为初步研究。希望这篇文章能够帮助其他正在进行在线学习和教学的学者，并对美国机构发展起来的技术和方法感到好奇。虽然这种方法是为了在18到50名学生之间的研究生阶段教授税法而开发的，但这种技术很容易应用于教学:本科生;其他法律课程和其他学科的学生。
{"title":"A Learning and Teaching Method for the Online Environment that Delivers: Coupling a Soft Socratic Method with a Humanistic, Nurturing Approach","authors":"A. Evans","doi":"10.53300/001c.35839","DOIUrl":"https://doi.org/10.53300/001c.35839","url":null,"abstract":"There is limited literature on soft Socratic methods of teaching in Law and limited literature on effective teaching methods for the online environment. With the movement of learning and teaching online by universities in 2020 due to the COVID-19 pandemic and attendant lockdowns, one question became important – what is a successful pedagogical method for the online environment? While universities initially saw this as a temporary, emergency measure, learning and teaching online now looks to be more of a permanent change in tertiary education. This article evaluates the effectiveness of a student-focused teaching method, which couples a soft version of the Socratic Method with a Humanistic, nurturing approach, that I observed in Felix Frankfurter Professor of Law Noah Feldman and Ropes & Gray Professor Alvin C Warren Jnr’s classes at Harvard Law School in 2013, and then adapted for the online environment and refined between 2016 and 2018. The evaluation is made using the four lenses from Stephen Brookfield’s book Becoming a Critically Reflective Teacher. Those lenses are: contextualisation in theory; students’ eyes; colleagues’ perception, and self-reflection. For the theoretical lens, the article analyses the traditional Socratic Method and the wide-ranging criticisms of it. The article then presents data collected from student surveys, peer reviews and self-reflection as a preliminary study. It is hoped that this article will assist other academics who are navigating online learning and teaching, and are curious about techniques and methodologies that have grown out of institutions in the United States of America. While this method was developed to teach Tax Law at a postgraduate level in groups of between 18 and 50 students, the technique could easily be applied in teaching: undergraduate students; students in other courses in Law, and in other disciplines.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41520696","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}
Technology law is rapidly growing in importance as subject of legal study and scholarship. Although this is beginning to be recognised by accreditation bodies and legal academics, a range of factors contribute to it not being taught as effectively as it should be, including a lack of expertise and the pace at which technology is advancing. Knowledge and understanding of technology law should be recognised as vital for law students and a necessary part of the contemporary law curriculum. Legal education must adapt to ensure students are prepared for the rapidly growing impact of new technologies on the legal system. This purpose of this article is to highlight the importance of the field and propose that it be taught through a core, stand-alone technology law subject within law degrees.
{"title":"Technology Law in Legal Education: Recognising the Importance of the Field","authors":"Marcus Smith","doi":"10.53300/001c.35492","DOIUrl":"https://doi.org/10.53300/001c.35492","url":null,"abstract":"Technology law is rapidly growing in importance as subject of legal study and scholarship. Although this is beginning to be recognised by accreditation bodies and legal academics, a range of factors contribute to it not being taught as effectively as it should be, including a lack of expertise and the pace at which technology is advancing. Knowledge and understanding of technology law should be recognised as vital for law students and a necessary part of the contemporary law curriculum. Legal education must adapt to ensure students are prepared for the rapidly growing impact of new technologies on the legal system. This purpose of this article is to highlight the importance of the field and propose that it be taught through a core, stand-alone technology law subject within law degrees.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48276029","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":"Authentic Assessment - The Right Choice for Students Studying Law?","authors":"T. Collins","doi":"10.53300/001c.34707","DOIUrl":"https://doi.org/10.53300/001c.34707","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43546570","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":"Accrediting Indigenous Australian Content and Cultural Competency Within the Bachelor of Laws","authors":"Annette Gainsford, Marcus Smith, Alison Gerard","doi":"10.53300/001c.30200","DOIUrl":"https://doi.org/10.53300/001c.30200","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524687","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":"‘That’s me in the photo’ – Photography as a critical pedagogy technique in legal education","authors":"Simon Kozlina","doi":"10.53300/001c.30154","DOIUrl":"https://doi.org/10.53300/001c.30154","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828116","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 study reports on the teaching practices adopted by a cohort of higher education academics for online and remote delivery of first year law units (subjects) as a result of the COVID-19 pandemic. Six academic staff who taught nine units face-to-face in intensive Block mode shifted their teaching online almost overnight, including conducting synchronous face-to-face teaching online. Their interview comments are initially categorised using a SWOT (strengths-weaknesses-opportunities-threats) analysis approach, then further analysed according to the elements in Moore’s transactional distance theory - dialogue, structure and learner autonomy. The study identified that while the unit space on the learning management system with links to resources and readings, scaffolded learning activities, structured interactions with clear instructions and assessments was the greatest asset, it also offered opportunities that were both practical and unexpected. While it gave academics a strong footing to commence their remote teaching, the key weakness was the loss of face-to-face contact, now replaced by Zoom. This posed threats related to learning. The findings offer suggestions and pedagogical interventions that can be applied to modify teaching practices in remote Block delivery in a post-COVID future in teaching first-year law. The research is equally applicable to teaching any discipline online.
{"title":"Academics Embrace Disruption: Lessons Learned Teaching First Year Law During a Pandemic","authors":"Kathleen Raponi, Gayani Samarawickrema, Gerard Everett, Lloyd England, Tristan Galloway","doi":"10.53300/001c.27478","DOIUrl":"https://doi.org/10.53300/001c.27478","url":null,"abstract":"This study reports on the teaching practices adopted by a cohort of higher education academics for online and remote delivery of first year law units (subjects) as a result of the COVID-19 pandemic. Six academic staff who taught nine units face-to-face in intensive Block mode shifted their teaching online almost overnight, including conducting synchronous face-to-face teaching online. Their interview comments are initially categorised using a SWOT (strengths-weaknesses-opportunities-threats) analysis approach, then further analysed according to the elements in Moore’s transactional distance theory - dialogue, structure and learner autonomy. The study identified that while the unit space on the learning management system with links to resources and readings, scaffolded learning activities, structured interactions with clear instructions and assessments was the greatest asset, it also offered opportunities that were both practical and unexpected. While it gave academics a strong footing to commence their remote teaching, the key weakness was the loss of face-to-face contact, now replaced by Zoom. This posed threats related to learning. The findings offer suggestions and pedagogical interventions that can be applied to modify teaching practices in remote Block delivery in a post-COVID future in teaching first-year law. The research is equally applicable to teaching any discipline online.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312314","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 discourse of graduate employability skills includes emphasis on digital capabilities. Digital capabilities encompass an understanding of the new and emerging technologies that are driving significant change in business, government and society and by implication, the critical and creative thinking skills to integrate these contexts with the law. By contrast, the accredited law curriculum remains focussed on doctrine thus frequently relegating consideration of law and technology to discrete (elective) subjects. Further, the default method of teaching and learning doctrine remains a case method approach using hypothetical problems. Such an approach to curriculum is, at best, neutral about the relevance of new technologies and the skills required to analyse them in a legal context with consequences for contemporary and likely future employer expectations for law graduates to be prepared for practice. This article first establishes the imperative to incorporate digital contexts into the core law curriculum as a means of providing students with foundational skills for a changing workplace. Secondly, it presents the case for an enhanced approach to teaching legal problem solving. Beyond the backward-looking hypothetical fact scenario, it suggests that a future focused analytical mindset is integral to the lawyer’s suite of thinking tools. Finally, it provides a case study of a critical—and doctrinal—analysis of a recent proposal to fractionalise lots in a Torrens system in tandem with a blockchain. The case study illustrates the application of an enhanced problem-solving approach. It shows how the broader context of new technologies might be integrated into property law teaching through prospective problem-solving.
{"title":"Integrating Technology to Increase Graduate Employability Skills: A Blockchain Case Study in Property Law Teaching","authors":"Kate Galloway, F. Cantatore, L. Parsons","doi":"10.53300/001c.27477","DOIUrl":"https://doi.org/10.53300/001c.27477","url":null,"abstract":"The discourse of graduate employability skills includes emphasis on digital capabilities. Digital capabilities encompass an understanding of the new and emerging technologies that are driving significant change in business, government and society and by implication, the critical and creative thinking skills to integrate these contexts with the law. By contrast, the accredited law curriculum remains focussed on doctrine thus frequently relegating consideration of law and technology to discrete (elective) subjects. Further, the default method of teaching and learning doctrine remains a case method approach using hypothetical problems. Such an approach to curriculum is, at best, neutral about the relevance of new technologies and the skills required to analyse them in a legal context with consequences for contemporary and likely future employer expectations for law graduates to be prepared for practice.\u0000This article first establishes the imperative to incorporate digital contexts into the core law curriculum as a means of providing students with foundational skills for a changing workplace. Secondly, it presents the case for an enhanced approach to teaching legal problem solving. Beyond the backward-looking hypothetical fact scenario, it suggests that a future focused analytical mindset is integral to the lawyer’s suite of thinking tools. Finally, it provides a case study of a critical—and doctrinal—analysis of a recent proposal to fractionalise lots in a Torrens system in tandem with a blockchain. The case study illustrates the application of an enhanced problem-solving approach. It shows how the broader context of new technologies might be integrated into property law teaching through prospective problem-solving.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044220","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 current focus on the standard of writing of both school and university students in Australia underscores the responsibility of law schools to support and develop their students’ writing skills. Good practice principles recommend that writing development at law schools should occur in an embedded context with subject matter content and led by law academics as experts in the discourse of law. Programs should also be informed by theory about how students learn literacy and developed in consultation with academic language and learning (‘ALL’) experts. However, there are few studies of embedded writing programs in law in Australia, and the impact of consultation with ALL experts is also not an issue which has been extensively explored. This article reports on the results of a mixed-methods study of an embedded writing program in law at a large regional Australian university. It demonstrates that it is possible to implement a writing program based on good practice pedagogy without making substantial changes to the existing curriculum. It also reveals the importance of focusing the support on the teaching academics, rather than on individual students, and ensuring that academics are supported by ALL expertise, to provide them with the tools to be able to talk to their students about language in their discipline. The quantitative aspects of this study also demonstrate that a writing program based on an understanding of how students develop academic literacy appears to lift the performance of students who may not have traditionally been admitted to law school.
{"title":"Implementing Good Practice Pedagogy to Support Law Students’ Writing Skills","authors":"Sandra Noakes","doi":"10.53300/001c.24165","DOIUrl":"https://doi.org/10.53300/001c.24165","url":null,"abstract":"The current focus on the standard of writing of both school and university students in Australia underscores the responsibility of law schools to support and develop their students’ writing skills. Good practice principles recommend that writing development at law schools should occur in an embedded context with subject matter content and led by law academics as experts in the discourse of law. Programs should also be informed by theory about how students learn literacy and developed in consultation with academic language and learning (‘ALL’) experts. However, there are few studies of embedded writing programs in law in Australia, and the impact of consultation with ALL experts is also not an issue which has been extensively explored. This article reports on the results of a mixed-methods study of an embedded writing program in law at a large regional Australian university. It demonstrates that it is possible to implement a writing program based on good practice pedagogy without making substantial changes to the existing curriculum. It also reveals the importance of focusing the support on the teaching academics, rather than on individual students, and ensuring that academics are supported by ALL expertise, to provide them with the tools to be able to talk to their students about language in their discipline. The quantitative aspects of this study also demonstrate that a writing program based on an understanding of how students develop academic literacy appears to lift the performance of students who may not have traditionally been admitted to law school.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883897","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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