Pub Date : 2023-04-01DOI: 10.18666/jnel-2022-11470
Melissa A. Mathews
This instructional case study based on historical data is intended for learners to examine critical incidents that led to conflict among the board of directors, board chair, and executive director of a nonprofit cultural arts organization, which is located in a major metropolitan region of the United States. The data collection methods for this study included archived meeting minutes, memorandums, field notes by the former executive director, and semi-structured interviews with nonprofit colleagues who were executive directors at other organizations during the study period. This instructional case study reveals multiple key departures from board governance policies and normative practices that led to board, board chair, and executive director conflict, resulted in organizational instability, and culminated in the firing of the executive director and resignation of the board chair. Additionally, this case provides an opportunity for learners to gain an enhanced understanding of ethical board practices and the value of community constituency involvement in broader governance processes.
{"title":"Trees Die from the Top: A Case Study of Conflict Among the Board, Board Chair, and Executive Director","authors":"Melissa A. Mathews","doi":"10.18666/jnel-2022-11470","DOIUrl":"https://doi.org/10.18666/jnel-2022-11470","url":null,"abstract":"This instructional case study based on historical data is intended for learners to examine critical incidents that led to conflict among the board of directors, board chair, and executive director of a nonprofit cultural arts organization, which is located in a major metropolitan region of the United States. The data collection methods for this study included archived meeting minutes, memorandums, field notes by the former executive director, and semi-structured interviews with nonprofit colleagues who were executive directors at other organizations during the study period. This instructional case study reveals multiple key departures from board governance policies and normative practices that led to board, board chair, and executive director conflict, resulted in organizational instability, and culminated in the firing of the executive director and resignation of the board chair. Additionally, this case provides an opportunity for learners to gain an enhanced understanding of ethical board practices and the value of community constituency involvement in broader governance processes.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"11 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81149890","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 : 2023-04-01DOI: 10.18666/jnel-2023-12050
Abbie N. Pinter, E. Powell, Kira English, Logann Poley, Lizzie Dilg
The growing need for formal instruction for nonprofit professionals in the social sector has increased since the mid-1980s. Colleges and universities alike have tried to address this issue through curriculum alone; however, research continually shows the value credentials, and service-based learning adds to developing sector-based knowledge. This study evaluates the Campus Partner Track offered through the Nonprofit Leadership Alliance available to college campuses across the nation. Through this track, eligible students can earn their Certified Nonprofit Professional (CNP) credential, ensuring they master eight general competencies essential to success in the nonprofit sector. Prior research has shown that those obtaining their CNP are seven times more likely to rise to a leadership position in the sector, while reducing the learning curve on the job by 2 years. To further explore the effects of the CNP credential, data is used from surveys distributed to current Campus Partners reporting on variables needed to create a flourishing CNP Program on college campuses, factors that are beneficial to students, and the overall value of the CNP credential to young professionals entering the workforce. Results indicate that internships, coursework, and professional experience opportunities are all vital in bolstering the educational learning of nonprofit students in higher education.
{"title":"Credentialing the Nonprofit Professional A Focus on the Campus Partner Track of the Nonprofit Leadership Alliance","authors":"Abbie N. Pinter, E. Powell, Kira English, Logann Poley, Lizzie Dilg","doi":"10.18666/jnel-2023-12050","DOIUrl":"https://doi.org/10.18666/jnel-2023-12050","url":null,"abstract":"The growing need for formal instruction for nonprofit professionals in the social sector has increased since the mid-1980s. Colleges and universities alike have tried to address this issue through curriculum alone; however, research continually shows the value credentials, and service-based learning adds to developing sector-based knowledge. This study evaluates the Campus Partner Track offered through the Nonprofit Leadership Alliance available to college campuses across the nation. Through this track, eligible students can earn their Certified Nonprofit Professional (CNP) credential, ensuring they master eight general competencies essential to success in the nonprofit sector. Prior research has shown that those obtaining their CNP are seven times more likely to rise to a leadership position in the sector, while reducing the learning curve on the job by 2 years. To further explore the effects of the CNP credential, data is used from surveys distributed to current Campus Partners reporting on variables needed to create a flourishing CNP Program on college campuses, factors that are beneficial to students, and the overall value of the CNP credential to young professionals entering the workforce. Results indicate that internships, coursework, and professional experience opportunities are all vital in bolstering the educational learning of nonprofit students in higher education.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"78 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75525038","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 : 2023-04-01DOI: 10.18666/jnel-2023-11733
Casey J Gordon
It is difficult to deny that our nation and planet are in crisis. When confronting global pandemics, contentious elections, climate change, or deteriorating economic systems, many look to our institutions for guidance and support. Institutions of higher education have historically provided context for current issues as well as a forecast for what to expect in the days and years to come. In The Activist Academic, however, authors Colette N. Cann and Eric J. DeMeulenaere argue that our institutions are deeply flawed, a sentiment shared by many activists and scholars who came before them. Cann and DeMeulenaere posit the idea that through critical examination of our institutions and scalable, counter-hegemonic action we can achieve true liberation from the oppressive structures upon which our institutions were founded. With their unique choice of format, a critical co-constructed autoethnography, Cann and DeMeulenaere lay out a theoretical and practical pedagogy for educators who wish to free students from the bounds of institutions designed to “normalize” them.
不可否认，我们的国家和地球正处于危机之中。在面对全球流行病、有争议的选举、气候变化或日益恶化的经济体系时，许多人指望我们的机构提供指导和支持。从历史上看，高等教育机构为当前的问题提供了背景，并预测了未来几天或几年的预期。然而，在《激进主义学术》一书中，作者Colette N. Cann和Eric J. DeMeulenaere认为，我们的制度存在严重缺陷，在他们之前的许多激进主义者和学者也持有同样的观点。Cann和DeMeulenaere提出了这样一种观点，即通过对我们的制度和可扩展的反霸权行动的批判性检查，我们可以从我们的制度赖以建立的压迫结构中获得真正的解放。Cann和DeMeulenaere以他们独特的方式选择了一种批判性的共同构建的自我民族志，为那些希望将学生从旨在“正常化”他们的机构的束缚中解放出来的教育者提供了一种理论和实践的教学法。
{"title":"The Activist Academic","authors":"Casey J Gordon","doi":"10.18666/jnel-2023-11733","DOIUrl":"https://doi.org/10.18666/jnel-2023-11733","url":null,"abstract":"It is difficult to deny that our nation and planet are in crisis. When confronting global pandemics, contentious elections, climate change, or deteriorating economic systems, many look to our institutions for guidance and support. Institutions of higher education have historically provided context for current issues as well as a forecast for what to expect in the days and years to come. In The Activist Academic, however, authors Colette N. Cann and Eric J. DeMeulenaere argue that our institutions are deeply flawed, a sentiment shared by many activists and scholars who came before them. Cann and DeMeulenaere posit the idea that through critical examination of our institutions and scalable, counter-hegemonic action we can achieve true liberation from the oppressive structures upon which our institutions were founded. With their unique choice of format, a critical co-constructed autoethnography, Cann and DeMeulenaere lay out a theoretical and practical pedagogy for educators who wish to free students from the bounds of institutions designed to “normalize” them.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82530264","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 : 2023-04-01DOI: 10.18666/jnel-2022-11716
Abeni El-Amin
The purpose of this expose is to focus on volunteer recruitment as a matter of nonprofit educational and leadership practice. Volunteer recruitment is one of the various components of nonprofit organizational sustainability, which includes volunteer recruitment, retention, management, leadership, and organizational performance. Provided is in-depth review of volunteer recruitment as a topic, its issues, trends, and strategies for effective practice in volunteer management. Nonprofit organizations are considered an important economic sector and must build capacity to remain sustainable. Therefore, exceeding financial targets helps to sustain nonprofits in volatile times. Utilizing volunteers helps to stabilize budgetary constraints. Moreover, nonprofit organizations are developed with five major considerations: historical need, market failure/growth, government failure/growth, pluralism, and collective impact.
{"title":"Utilizing Effective Volunteer Management to Elevate Nonprofit Organizational Capacity","authors":"Abeni El-Amin","doi":"10.18666/jnel-2022-11716","DOIUrl":"https://doi.org/10.18666/jnel-2022-11716","url":null,"abstract":"The purpose of this expose is to focus on volunteer recruitment as a matter of nonprofit educational and leadership practice. Volunteer recruitment is one of the various components of nonprofit organizational sustainability, which includes volunteer recruitment, retention, management, leadership, and organizational performance. Provided is in-depth review of volunteer recruitment as a topic, its issues, trends, and strategies for effective practice in volunteer management. Nonprofit organizations are considered an important economic sector and must build capacity to remain sustainable. Therefore, exceeding financial targets helps to sustain nonprofits in volatile times. Utilizing volunteers helps to stabilize budgetary constraints. Moreover, nonprofit organizations are developed with five major considerations: historical need, market failure/growth, government failure/growth, pluralism, and collective impact.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"53 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82167322","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 : 2023-01-03DOI: 10.18666/jnel-2022-11609
Cynthia Beasley, B. Beasley
This study explores whether the expectations people have for joining a nonprofit board influence their satisfaction with board participation. In addition, it seeks to discover whether those expectations differ by race, gender, age, or lived experience with poverty. We sent a quantitative online survey to 600 board members of a national nonprofit organization with over 200 affiliates in the United States and had a response rate of 94%. We designed the survey questions using reasons for board membership from previous studies. Our findings indicate the correlation of many expectations with satisfaction, particularly influenced by board member age. Expectations do not differ significantly by gender or race though we noted trends which deserve further study. We identified seven predictors for board member satisfaction we believe deserve the focus of board leadership to improve board member retention. Our findings suggest when expectations are met, people express satisfaction and may be more likely to complete their time of board service. As nonprofit boards seek to understand the impact of diversity in member satisfaction, future research focused on the influence of expectations for targeted groups may be useful for ensuring successful recruitment, inclusion, and retention.
{"title":"Expectancy Theory, Diversity, and the Nonprofit Board","authors":"Cynthia Beasley, B. Beasley","doi":"10.18666/jnel-2022-11609","DOIUrl":"https://doi.org/10.18666/jnel-2022-11609","url":null,"abstract":"This study explores whether the expectations people have for joining a nonprofit board influence their satisfaction with board participation. In addition, it seeks to discover whether those expectations differ by race, gender, age, or lived experience with poverty. We sent a quantitative online survey to 600 board members of a national nonprofit organization with over 200 affiliates in the United States and had a response rate of 94%. We designed the survey questions using reasons for board membership from previous studies. Our findings indicate the correlation of many expectations with satisfaction, particularly influenced by board member age. Expectations do not differ significantly by gender or race though we noted trends which deserve further study. We identified seven predictors for board member satisfaction we believe deserve the focus of board leadership to improve board member retention. Our findings suggest when expectations are met, people express satisfaction and may be more likely to complete their time of board service. As nonprofit boards seek to understand the impact of diversity in member satisfaction, future research focused on the influence of expectations for targeted groups may be useful for ensuring successful recruitment, inclusion, and retention.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82512934","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 : 2023-01-03DOI: 10.18666/jnel-2022-11734
B. Gallagher
n/a
N/A
{"title":"Engaged Scholarship: A Comparative Book Review","authors":"B. Gallagher","doi":"10.18666/jnel-2022-11734","DOIUrl":"https://doi.org/10.18666/jnel-2022-11734","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"231 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89239677","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 : 2023-01-03DOI: 10.18666/jnel-2022-11474
Heather L. Carpenter, Michael W. Taylor, H. Goodman, J. Fox, Claudia Petrescu
This study reports a content analysis of the first 10 years of the Journal of Nonprofit Education and Leadership (JNEL). A team of 10 researchers spent two years piloting, and comprehensively reading and coding 97 theoretical articles published between 2010-2020. This analysis found the journal published education and leadership-focused articles with an emerging area of democracy-focused articles. The journal produced a mix of quantitative, qualitative, and mixed-methods articles, which differ from previous content analysis studies conducted in other nonprofit and philanthropic studies journals. The keywords were separated into the 16 categories of the NACC curricular guidelines, which demonstrated the variety of education and leadership-focused topics covered in the first 10 years of the journal. This study has implications for nonprofit and philanthropic studies as JNEL is a lesser-known emerging journal that caters to practitioners and scholars.
{"title":"A Content Analysis of the Journal of Nonprofit Education and Leadership: Results from Empirical and Theoretical Article Analysis","authors":"Heather L. Carpenter, Michael W. Taylor, H. Goodman, J. Fox, Claudia Petrescu","doi":"10.18666/jnel-2022-11474","DOIUrl":"https://doi.org/10.18666/jnel-2022-11474","url":null,"abstract":"This study reports a content analysis of the first 10 years of the Journal of Nonprofit Education and Leadership (JNEL). A team of 10 researchers spent two years piloting, and comprehensively reading and coding 97 theoretical articles published between 2010-2020. This analysis found the journal published education and leadership-focused articles with an emerging area of democracy-focused articles. The journal produced a mix of quantitative, qualitative, and mixed-methods articles, which differ from previous content analysis studies conducted in other nonprofit and philanthropic studies journals. The keywords were separated into the 16 categories of the NACC curricular guidelines, which demonstrated the variety of education and leadership-focused topics covered in the first 10 years of the journal. This study has implications for nonprofit and philanthropic studies as JNEL is a lesser-known emerging journal that caters to practitioners and scholars.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"69 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81115713","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}
Volunteers are a critical resource for many types of organizations, and efforts need to be made to foster their satisfaction and intention to continue their work. Using data from an online survey of 651 animal shelter volunteers, this research explores the role of staff/volunteer relationships in satisfaction with the volunteer experience and intention to quit. Based on correlational and regression analyses, the findings indicate that volunteers who are more negative about the staff/volunteer environment in their shelters were significantly less satisfied and more likely to think about quitting. Further there appears to be a relationship between the nature of the animal shelter and the roles of the volunteers and attitudes about the staff/volunteer environment, satisfaction, and intention to quit. Recommendations are made for policies and practices shelters can undertake to improve relationships between staff and volunteers.
{"title":"“Don’t Harass the Staff” Volunteer Satisfaction and Organizational Interpersonal Culture in Animal Shelters","authors":"L. Reese, Jacquelyn Jacobs","doi":"10.18666/jnel-10771","DOIUrl":"https://doi.org/10.18666/jnel-10771","url":null,"abstract":"Volunteers are a critical resource for many types of organizations, and efforts need to be made to foster their satisfaction and intention to continue their work. Using data from an online survey of 651 animal shelter volunteers, this research explores the role of staff/volunteer relationships in satisfaction with the volunteer experience and intention to quit. Based on correlational and regression analyses, the findings indicate that volunteers who are more negative about the staff/volunteer environment in their shelters were significantly less satisfied and more likely to think about quitting. Further there appears to be a relationship between the nature of the animal shelter and the roles of the volunteers and attitudes about the staff/volunteer environment, satisfaction, and intention to quit. Recommendations are made for policies and practices shelters can undertake to improve relationships between staff and volunteers.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"52 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85835728","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}
Collective impact initiatives have attracted considerable attention of both scholars and practitioners. Often defined as cross-sectoral collaborations, they seek to address social problems in communities and generate long-term impact. This teaching case provides a literature review on collective impact initiatives, and its critics, and a case study developed with community partners of one collective impact initiative—a collaboration serving young people experiencing homelessness. The paper ends with a list of discussion questions and suggested activities and assignments instructors may find useful.
{"title":"Teaching Collective Impact Initiatives A Case Study of 15th Night Serving Unhoused Youth","authors":"D. Mason, J. Ruiz, Megan Shultz","doi":"10.18666/jnel-11468","DOIUrl":"https://doi.org/10.18666/jnel-11468","url":null,"abstract":"Collective impact initiatives have attracted considerable attention of both scholars and practitioners. Often defined as cross-sectoral collaborations, they seek to address social problems in communities and generate long-term impact. This teaching case provides a literature review on collective impact initiatives, and its critics, and a case study developed with community partners of one collective impact initiative—a collaboration serving young people experiencing homelessness. The paper ends with a list of discussion questions and suggested activities and assignments instructors may find useful.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"37 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82700082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.18666/jnel-2022-11213
Kathleen Doll, Satlaj Dighe, Trupti Sarode, John LaVelle
Program evaluation, as a learning process, offers promise for nonprofit leaders. Rather than conducting research on organizations, evaluators partner with organizational leaders, helping them, in real-time, understand their programs, policies, and systems; prioritize their informational needs; and generate credible and actionable knowledge to answer their questions. This article 1) outlines why evaluation may be a more responsive learning process for nonprofit leaders, in contrast to other research processes; 2) describes the field of program evaluation and its contributions to knowledge creation for nonprofits; 3) explains an evaluation approach, called developmental evaluation, that produces real-time, complexity-informed knowledge resources for nonprofit leaders; and 4) concludes by encouraging nonprofit leaders to make the most of processes, like developmental evaluation, by building their capacity to promote sustained organizational learning and knowledge creation that is conducted for them and by them as opposed to on them.
{"title":"Social Innovation through Evaluation Science Dynamic Learning Approaches for Nonprofit Leaders Driving Social Change","authors":"Kathleen Doll, Satlaj Dighe, Trupti Sarode, John LaVelle","doi":"10.18666/jnel-2022-11213","DOIUrl":"https://doi.org/10.18666/jnel-2022-11213","url":null,"abstract":"Program evaluation, as a learning process, offers promise for nonprofit leaders. Rather than conducting research on organizations, evaluators partner with organizational leaders, helping them, in real-time, understand their programs, policies, and systems; prioritize their informational needs; and generate credible and actionable knowledge to answer their questions. This article 1) outlines why evaluation may be a more responsive learning process for nonprofit leaders, in contrast to other research processes; 2) describes the field of program evaluation and its contributions to knowledge creation for nonprofits; 3) explains an evaluation approach, called developmental evaluation, that produces real-time, complexity-informed knowledge resources for nonprofit leaders; and 4) concludes by encouraging nonprofit leaders to make the most of processes, like developmental evaluation, by building their capacity to promote sustained organizational learning and knowledge creation that is conducted for them and by them as opposed to on them.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"5 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90327980","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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