Pub Date : 2020-10-28DOI: 10.1093/obo/9780199756810-0258
J. Gilbert
‘Future-focused education’ is not an easily definable or coherent body of knowledge. It is best described as an emerging cluster of ideas, beliefs, theories, and practices drawn from many sources, within and outside education, that are mobilized in different ways to support different purposes. The unifying idea, if there is one, is the contention that major change is needed in education if it is to meet future needs. However, there is little consensus on what these needs are or how they are best met. Educationists started to talk about future-focused education thirty or forty years ago, but although we use many new words, our education systems have not changed very much. In today’s context, future-focused education work has several very different strands. In one influential strand, education’s links to work and the economy are foregrounded. This work emphasizes the skills people need to participate—and drive economic growth—in today’s knowledge-based, networked economies, and argues that education’s purpose is to develop them. These skills are many and varied. In some work they are called the “4Cs”: creativity, critical thinking, collaboration and communication. But references to a range of other ‘soft’ skills— for example, innovation, agility, entrepreneurship, digital literacy, and design thinking—are common. Learning is also emphasized: Education’s primary purpose is to foster ‘learning skills’ and the ‘disposition’ for independent, lifelong learning. Other strands of future-focused education work are strongly critical of the focus on work skills and learning. For some educationists, this focus is linked with, and driven by, the demands of global capitalism, not by educational considerations. Others say that it is based on impoverished views of both education and the future. Educational futurists argue that major change is needed to build the higher-order, more ‘evolved’ forms of thinking everyone needs to function well in a world characterized by uncertainty and complexity. In other strands, educationists explore how changes in the meaning and use of knowledge, increased cultural diversity, and the sustainability movement strongly challenge prevailing notions of curriculum. Others have worked on reorienting traditional curriculum content to be not an end in itself but a context for building “learning power” and the “C-skills” of creativity, critical thinking, collaboration, innovation, and so on. In policy contexts, future-focused education is rhetorically linked to many other concepts, including personalization, inclusion, school-community partnerships, sustainability, citizenship, enterprise, digital literacies, computational thinking, innovative learning environments, and competencies. For space reasons, not all of these concepts are covered here.
{"title":"Future-Focused Education","authors":"J. Gilbert","doi":"10.1093/obo/9780199756810-0258","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0258","url":null,"abstract":"‘Future-focused education’ is not an easily definable or coherent body of knowledge. It is best described as an emerging cluster of ideas, beliefs, theories, and practices drawn from many sources, within and outside education, that are mobilized in different ways to support different purposes. The unifying idea, if there is one, is the contention that major change is needed in education if it is to meet future needs. However, there is little consensus on what these needs are or how they are best met. Educationists started to talk about future-focused education thirty or forty years ago, but although we use many new words, our education systems have not changed very much. In today’s context, future-focused education work has several very different strands. In one influential strand, education’s links to work and the economy are foregrounded. This work emphasizes the skills people need to participate—and drive economic growth—in today’s knowledge-based, networked economies, and argues that education’s purpose is to develop them. These skills are many and varied. In some work they are called the “4Cs”: creativity, critical thinking, collaboration and communication. But references to a range of other ‘soft’ skills— for example, innovation, agility, entrepreneurship, digital literacy, and design thinking—are common. Learning is also emphasized: Education’s primary purpose is to foster ‘learning skills’ and the ‘disposition’ for independent, lifelong learning. Other strands of future-focused education work are strongly critical of the focus on work skills and learning. For some educationists, this focus is linked with, and driven by, the demands of global capitalism, not by educational considerations. Others say that it is based on impoverished views of both education and the future. Educational futurists argue that major change is needed to build the higher-order, more ‘evolved’ forms of thinking everyone needs to function well in a world characterized by uncertainty and complexity. In other strands, educationists explore how changes in the meaning and use of knowledge, increased cultural diversity, and the sustainability movement strongly challenge prevailing notions of curriculum. Others have worked on reorienting traditional curriculum content to be not an end in itself but a context for building “learning power” and the “C-skills” of creativity, critical thinking, collaboration, innovation, and so on. In policy contexts, future-focused education is rhetorically linked to many other concepts, including personalization, inclusion, school-community partnerships, sustainability, citizenship, enterprise, digital literacies, computational thinking, innovative learning environments, and competencies. For space reasons, not all of these concepts are covered here.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76931116","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 : 2020-10-01DOI: 10.1080/15507394.2020.1828232
Aysun Yaşar
Abstract The Adalet ve Kalkınma Partisi (AKP) government supports the Sunniticization of society, which has its roots in the late Ottoman period. The contents of haram and halal in religious education are not open for critique, nor do they consider other Islamic groups as an example, the Alevis. Jihad is described as a pillar of Turkish civilization and as the sixth pillar of Islam. This paper aims to show that the AKP uses social engineering and religious majoritarianism in Islamic religious education at schools to create a pious youth compliant to the Sunni Islamic religion and Turkish fatherland.
Adalet ve Kalkınma Partisi (AKP)政府支持社会的逊尼派化，其根源可以追溯到奥斯曼帝国晚期。宗教教育中关于haram和halal的内容是不允许批评的，他们也不把其他伊斯兰教团体Alevis当作一个例子。圣战被描述为土耳其文明的支柱和伊斯兰教的第六支柱。本文旨在表明，正义与发展党在学校的伊斯兰宗教教育中使用社会工程和宗教多数主义，以创造一个虔诚的青年，符合逊尼派伊斯兰宗教和土耳其祖国。
{"title":"Reform in Islamic Education and the AKP’s Pious Youth in Turkey","authors":"Aysun Yaşar","doi":"10.1080/15507394.2020.1828232","DOIUrl":"https://doi.org/10.1080/15507394.2020.1828232","url":null,"abstract":"Abstract The Adalet ve Kalkınma Partisi (AKP) government supports the Sunniticization of society, which has its roots in the late Ottoman period. The contents of haram and halal in religious education are not open for critique, nor do they consider other Islamic groups as an example, the Alevis. Jihad is described as a pillar of Turkish civilization and as the sixth pillar of Islam. This paper aims to show that the AKP uses social engineering and religious majoritarianism in Islamic religious education at schools to create a pious youth compliant to the Sunni Islamic religion and Turkish fatherland.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1828232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743397","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 : 2020-10-01DOI: 10.1080/15507394.2020.1834820
C. Fitzpatrick, Adam Friedman
Abstract This multiple case study explores how two middle school social studies teachers enact a district mandated unit on the Islamic Empire. Using Cunningham’s division of influences on teacher practices, we analyzed the data for the various factors that impacted how these teachers enacted a unit on Islam. Analysis of the data highlighted how one teacher attempted, and somewhat failed, to engage students with the relevancy of the unit due to the structural factors of the school in which he worked, while the other teacher enacted a unit that focused primarily on memorization of vocabulary words.
{"title":"Teaching and Learning About Islam in Middle School Social Studies Classrooms","authors":"C. Fitzpatrick, Adam Friedman","doi":"10.1080/15507394.2020.1834820","DOIUrl":"https://doi.org/10.1080/15507394.2020.1834820","url":null,"abstract":"Abstract This multiple case study explores how two middle school social studies teachers enact a district mandated unit on the Islamic Empire. Using Cunningham’s division of influences on teacher practices, we analyzed the data for the various factors that impacted how these teachers enacted a unit on Islam. Analysis of the data highlighted how one teacher attempted, and somewhat failed, to engage students with the relevancy of the unit due to the structural factors of the school in which he worked, while the other teacher enacted a unit that focused primarily on memorization of vocabulary words.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1834820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47115257","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 : 2020-10-01DOI: 10.1080/15507394.2020.1832949
W. Y. A. Chan
{"title":"A Religious Literacy Resource about Nonreligious Identities","authors":"W. Y. A. Chan","doi":"10.1080/15507394.2020.1832949","DOIUrl":"https://doi.org/10.1080/15507394.2020.1832949","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1832949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46382342","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 : 2020-10-01DOI: 10.1080/15507394.2020.1837601
D. Schmid
Abstract Resident Assistants (RAs) have many responsibilities inherent in their position, but how is their work impacted by their religion? In this descriptive qualitative study, thirteen RAs on two campuses were interviewed regarding their experiences as RAs incorporating their religion. Results demonstrated that there existed some dissonance between religion and the position expectations; however, RAs are still able to incorporate their religion while assisting residents. Recommendations include: (1) RA expectations must be clear regarding religion, (2) training must be presented on how religion can be discussed, and (3) an examination of the source of the current RA assumptions should be completed.
{"title":"Resident Assistants and Religion: Implications for Practice","authors":"D. Schmid","doi":"10.1080/15507394.2020.1837601","DOIUrl":"https://doi.org/10.1080/15507394.2020.1837601","url":null,"abstract":"Abstract Resident Assistants (RAs) have many responsibilities inherent in their position, but how is their work impacted by their religion? In this descriptive qualitative study, thirteen RAs on two campuses were interviewed regarding their experiences as RAs incorporating their religion. Results demonstrated that there existed some dissonance between religion and the position expectations; however, RAs are still able to incorporate their religion while assisting residents. Recommendations include: (1) RA expectations must be clear regarding religion, (2) training must be presented on how religion can be discussed, and (3) an examination of the source of the current RA assumptions should be completed.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1837601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42043027","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 : 2020-10-01DOI: 10.1080/15507394.2020.1828233
H. Ragnarsdóttir, H. Jónsdóttir, G. J. Gunnarsson, Gunnar E. Finnbogason
Abstract The aim of the article is to introduce and discuss findings related to cultural and religious diversity and tolerance from a quantitative study on young people’s life views and life values in Iceland. The article addresses findings on the attitudes of young people in Iceland toward cultural and religious diversity and the significance of religion. It explores whether there is a difference in the attitudes of participants by gender, age, whether they belong to a religious organization, their residence in Iceland and the education of their parents. The findings are useful for educational as well as social policy.
{"title":"Diversity, Religion and Tolerance: Young Adults’ Views on Cultural and Religious Diversity in a Multicultural Society in Iceland","authors":"H. Ragnarsdóttir, H. Jónsdóttir, G. J. Gunnarsson, Gunnar E. Finnbogason","doi":"10.1080/15507394.2020.1828233","DOIUrl":"https://doi.org/10.1080/15507394.2020.1828233","url":null,"abstract":"Abstract The aim of the article is to introduce and discuss findings related to cultural and religious diversity and tolerance from a quantitative study on young people’s life views and life values in Iceland. The article addresses findings on the attitudes of young people in Iceland toward cultural and religious diversity and the significance of religion. It explores whether there is a difference in the attitudes of participants by gender, age, whether they belong to a religious organization, their residence in Iceland and the education of their parents. The findings are useful for educational as well as social policy.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1828233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47511017","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 : 2020-09-24DOI: 10.1093/obo/9780199756810-0256
Marie K. Heath, A. Parrish
This entry identifies key works which both summarize the history of educational technology in the 20th and 21st centuries and identify major influences in the field. Educational technology as a field is influenced by educational psychology and instructional design, and follows a similar epistemological and ontological trajectory as these fields. Thus the history of the field can be understood chronologically and thematically. This entry identifies works that provide both types of overviews of the history of educational technology. It furthermore includes works that are often considered foundational to the field, including historical debates which continue to influence policy, practice, and research.
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Pub Date : 2020-09-24DOI: 10.1093/obo/9780199756810-0255
A. Parrish
In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.
{"title":"One-to-One Technology in the K-12 Classroom","authors":"A. Parrish","doi":"10.1093/obo/9780199756810-0255","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0255","url":null,"abstract":"In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74847996","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 : 2020-09-24DOI: 10.1093/obo/9780199756810-0257
K. Thornton
Leadership in early childhood education is a relatively young but expanding field of scholarship reflected in the early 21st-century nature of the literature in this entry. In many cases, the literature draws on existing leadership theories and relates it to the early childhood education context. Common theories of leadership such as transactional or transformational leadership have been rejected by those in the sector as these approaches do not reflect the collaborative nature of leadership in the early years sector. Conversely, broader leadership approaches commonly referred to in the wider education sector, such as pedagogical and distributed leadership, are seen as relevant to the early childhood education sector and sections of this entry are devoted to literature on these. Literature on Distributed Leadership and teacher leadership focuses on the practice of leadership rather than those in leadership roles and literature on the link between leadership practice and quality in early childhood is also included. Leadership is acknowledged to be contextual and this is particularly the case in the early childhood education sector where the status of the profession, the structure, and the terminology used varies widely across countries. Much of the writing in the field has come from countries such as Australia, New Zealand, England, and Nordic countries, where teachers and leaders are more highly qualified and where there is a greater level of recognition for the sector and the importance of leadership. In contrast some of the literature from North America reveals a sector in which the importance of leadership struggles to be acknowledged or respected. While there is a separate section on Leadership in Different Contexts, context is of relevance in the majority of literature included. Reasons for the lack of recognition for leadership in the sector include the lack of support for leadership development highlighted in the selection of articles focused on this entry. Tensions in the field are highlighted in a section on Challenges and Debates. The predominance of women in the sector appears to be another factor in the lack of recognition and this is reflected in the authorship of the literature with the majority of articles being written by women. While most of the literature referred to takes the form of articles, some books are included. These are mainly Texts and Guides for practitioners however some include theorization on the nature of leadership in the field.
{"title":"Leadership in Early Childhood Education","authors":"K. Thornton","doi":"10.1093/obo/9780199756810-0257","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0257","url":null,"abstract":"Leadership in early childhood education is a relatively young but expanding field of scholarship reflected in the early 21st-century nature of the literature in this entry. In many cases, the literature draws on existing leadership theories and relates it to the early childhood education context. Common theories of leadership such as transactional or transformational leadership have been rejected by those in the sector as these approaches do not reflect the collaborative nature of leadership in the early years sector. Conversely, broader leadership approaches commonly referred to in the wider education sector, such as pedagogical and distributed leadership, are seen as relevant to the early childhood education sector and sections of this entry are devoted to literature on these. Literature on Distributed Leadership and teacher leadership focuses on the practice of leadership rather than those in leadership roles and literature on the link between leadership practice and quality in early childhood is also included. Leadership is acknowledged to be contextual and this is particularly the case in the early childhood education sector where the status of the profession, the structure, and the terminology used varies widely across countries. Much of the writing in the field has come from countries such as Australia, New Zealand, England, and Nordic countries, where teachers and leaders are more highly qualified and where there is a greater level of recognition for the sector and the importance of leadership. In contrast some of the literature from North America reveals a sector in which the importance of leadership struggles to be acknowledged or respected. While there is a separate section on Leadership in Different Contexts, context is of relevance in the majority of literature included. Reasons for the lack of recognition for leadership in the sector include the lack of support for leadership development highlighted in the selection of articles focused on this entry. Tensions in the field are highlighted in a section on Challenges and Debates. The predominance of women in the sector appears to be another factor in the lack of recognition and this is reflected in the authorship of the literature with the majority of articles being written by women. While most of the literature referred to takes the form of articles, some books are included. These are mainly Texts and Guides for practitioners however some include theorization on the nature of leadership in the field.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77950946","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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