This article presents a case study of what educators from an initial teacher education provider in Aotearoa, New Zealand learnt from the collapse of institutional practice architecture during the COVID-19 lockdown in March 2020. It explores how educators responded to the challenges emerging from living at work and recognises the interconnected links of educators’ practices in their sayings, doings, and relatings. The study was conducted using semi-structured interviews to gather in the moment lived experiences of nine teacher educators in their ‘living at work’ context. The insight from these interviews provides a unique perspective of how educator and student wellbeing can be sustained through relationships. The collapse of institutional practice architecture highlighted arrangements and set-ups within the institute that enabled or constrained educator practices and how the changing arrangements impacted student wellbeing.
{"title":"Living at Work: Teaching Online During the COVID-19 Pandemic","authors":"Rachelle Hulbert, Peter Maslin, Sue Baker","doi":"10.5204/ssj.2722","DOIUrl":"https://doi.org/10.5204/ssj.2722","url":null,"abstract":"This article presents a case study of what educators from an initial teacher education provider in Aotearoa, New Zealand learnt from the collapse of institutional practice architecture during the COVID-19 lockdown in March 2020. It explores how educators responded to the challenges emerging from living at work and recognises the interconnected links of educators’ practices in their sayings, doings, and relatings. The study was conducted using semi-structured interviews to gather in the moment lived experiences of nine teacher educators in their ‘living at work’ context. The insight from these interviews provides a unique perspective of how educator and student wellbeing can be sustained through relationships. The collapse of institutional practice architecture highlighted arrangements and set-ups within the institute that enabled or constrained educator practices and how the changing arrangements impacted student wellbeing.\u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"3 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584373","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 practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional development resources for researcher/educators – both students and academics. The report outlines a series of writing workshops offered over 2021 and 2022 at Queensland University of Technology, based on Wendy Laura Belcher’s 2019 book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. The practice report describes the specific steps taken to “tweak”, or re-work the book-as-curriculum, to provide flexibility and a place for writing wellness for educators during over-crowded academic semesters. It also provides a case study of the usefulness of the writing program for educators in enhancing their writing wellbeing, and ends with lessons for other academic developers who may be considering using existing texts as the basis for professional development for already-overworked staff in the neoliberal academy.
本实践报告认为，在高等教育系统中，发表论文是一项关键的绩效指标，因此可以利用和修改教科书等现有资源，为研究人员/教育工作者（包括学生和学者）提供有吸引力和有价值的专业发展资源。报告概述了昆士兰科技大学在 2021 年和 2022 年期间举办的一系列写作讲习班，这些讲习班以温迪-劳拉-贝尔彻（Wendy Laura Belcher）2019 年出版的《十二周内写出期刊论文》（Writing Your Journal Article in Twelve Weeks）一书为基础：学术出版成功指南》一书的基础上，于 2021 年和 2022 年在昆士兰科技大学开设了一系列写作讲习班。实践报告介绍了为 "调整 "或重新制定 "书即课程 "而采取的具体步骤，以便在过度拥挤的学术学期中为教育工作者提供灵活性和写作空间。报告还提供了一个案例研究，说明写作课程在提高教育工作者写作水平方面的作用，最后还为其他学术开发人员提供了一些经验，他们可能会考虑利用现有的文本作为基础，为新自由主义学院中已经过度劳累的教职员工提供专业发展机会。
{"title":"Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators","authors":"Abbe Winter","doi":"10.5204/ssj.2764","DOIUrl":"https://doi.org/10.5204/ssj.2764","url":null,"abstract":"This practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional development resources for researcher/educators – both students and academics. The report outlines a series of writing workshops offered over 2021 and 2022 at Queensland University of Technology, based on Wendy Laura Belcher’s 2019 book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. The practice report describes the specific steps taken to “tweak”, or re-work the book-as-curriculum, to provide flexibility and a place for writing wellness for educators during over-crowded academic semesters. It also provides a case study of the usefulness of the writing program for educators in enhancing their writing wellbeing, and ends with lessons for other academic developers who may be considering using existing texts as the basis for professional development for already-overworked staff in the neoliberal academy.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"50 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on the application of culture change methodology to co-design a whole-of-university health and wellbeing strategy. We outline considerations that necessitate a change in the way higher education contributes to student and staff mental health and wellbeing. We provide an overview of an Appreciative Inquiry culture change methodology; a map of the process followed; the benefits of applying Appreciative Inquiry principles; and a description of outcomes, which include funding for a new health and wellbeing strategy implementation team. We argue that by co-designing a strategy, with representatives of the whole system taking a strengths-based perspective, we enabled self-determined change. We also argue that the process of co-designing and co-developing a strategy can be a wellbeing intervention in and of itself.
{"title":"Co-Creating a Health and Wellbeing Strategy for Students and Staff","authors":"Berni Cooper, Nicole Border, Felicity Couperthwaite","doi":"10.5204/ssj.2781","DOIUrl":"https://doi.org/10.5204/ssj.2781","url":null,"abstract":"This paper reports on the application of culture change methodology to co-design a whole-of-university health and wellbeing strategy. We outline considerations that necessitate a change in the way higher education contributes to student and staff mental health and wellbeing. We provide an overview of an Appreciative Inquiry culture change methodology; a map of the process followed; the benefits of applying Appreciative Inquiry principles; and a description of outcomes, which include funding for a new health and wellbeing strategy implementation team. We argue that by co-designing a strategy, with representatives of the whole system taking a strengths-based perspective, we enabled self-determined change. We also argue that the process of co-designing and co-developing a strategy can be a wellbeing intervention in and of itself.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"24 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010368","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}
Recent scholarship has highlighted the need to be attentive to the student experience of placement-based work-integrated learning and its possible impacts on the wellbeing of student participants. The experiences of staff involved in planning, delivering and supporting work-integrated learning programs and the impact on their wellbeing have received less attention. Using data from a survey conducted at an elite Australian university, this article explores staff perspectives on, and experiences of, work-integrated learning. Through the theoretical lens of organisational health, this article proposes key contributors to ensuring quality learning outcomes for students without comprising the wellbeing of staff. These include conducting realistic workload assessments and providing staffing and allocating workload in line with these; providing appropriate training, staff recognition and reward, and employment which recognises work-integrated learning as a specialist skillset; and resourcing skilled administrative support and technological systems.
{"title":"Delivering Quality WIL Without Compromising Wellbeing: Exploring Staff and Student Wellbeing in a WIL Context Through the Lens of Organisational Health","authors":"Deanna Grant-Smith, A. Feldman","doi":"10.5204/ssj.2812","DOIUrl":"https://doi.org/10.5204/ssj.2812","url":null,"abstract":"Recent scholarship has highlighted the need to be attentive to the student experience of placement-based work-integrated learning and its possible impacts on the wellbeing of student participants. The experiences of staff involved in planning, delivering and supporting work-integrated learning programs and the impact on their wellbeing have received less attention. Using data from a survey conducted at an elite Australian university, this article explores staff perspectives on, and experiences of, work-integrated learning. Through the theoretical lens of organisational health, this article proposes key contributors to ensuring quality learning outcomes for students without comprising the wellbeing of staff. These include conducting realistic workload assessments and providing staffing and allocating workload in line with these; providing appropriate training, staff recognition and reward, and employment which recognises work-integrated learning as a specialist skillset; and resourcing skilled administrative support and technological systems.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584369","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}
Antonella Strambi, James E Hobson, K. Baldock, Amanda Janssen
In this practice report, we posit that academic development encompasses more than improving and developing courses; it offers a space for tertiary educators to develop professionally, personally, and improve their well-being. The report is focussed on an initiative of a Teaching Innovation Unit to offer individual consultations to tertiary educators as a way of supporting well-being while building professional knowledge and capacity. Preliminary findings based on evaluation data suggest that the consultations were indeed a valued resource for educators. Moving forward, we propose that our assertion of the value of the consultations can be tested by applying well-being models and frameworks, such as Ryff and Keyes’ (1995) scale and Wheatley’s (2022) workplace well-being framework.
{"title":"Exploring the Role of Academic Development in Supporting Tertiary Educators’ Well-Being: The Case of Online Consultations at UniSA","authors":"Antonella Strambi, James E Hobson, K. Baldock, Amanda Janssen","doi":"10.5204/ssj.2782","DOIUrl":"https://doi.org/10.5204/ssj.2782","url":null,"abstract":"In this practice report, we posit that academic development encompasses more than improving and developing courses; it offers a space for tertiary educators to develop professionally, personally, and improve their well-being. The report is focussed on an initiative of a Teaching Innovation Unit to offer individual consultations to tertiary educators as a way of supporting well-being while building professional knowledge and capacity. Preliminary findings based on evaluation data suggest that the consultations were indeed a valued resource for educators. Moving forward, we propose that our assertion of the value of the consultations can be tested by applying well-being models and frameworks, such as Ryff and Keyes’ (1995) scale and Wheatley’s (2022) workplace well-being framework.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"4 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982130","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}
Student Evaluation of Teaching surveys (SETs) are used at universities to inform teaching practice and subject design. However, there is increasing concern about the impact of allegations, abuse, and discrimination in survey open text components. Here we discuss the implementation of an automated screening mechanism using a combination of dictionary and machine learning approaches. We present both a process diagram detailing how the screening is performed, as well as a form of categorisation for comments that are unacceptable or indicate a potential risk of harm. Examples of real comments in each of these categories are presented to demonstrate the depth of the challenge and potential cause for concern. Ultimately, we argue that student and educator wellbeing are inextricably connected and exposing staff to abusive and discriminatory comments causes harm. Furthermore, SETs are an important channel for students to raise concerns about their own wellbeing and potentially unsafe experiences in the learning environment.
{"title":"Allegations, Abuse and Discrimination: Using Student Evaluation of Teaching Surveys to Support Student and Educator Wellbeing","authors":"Samuel Cunningham, A. Cathcart, Tina Graham","doi":"10.5204/ssj.2756","DOIUrl":"https://doi.org/10.5204/ssj.2756","url":null,"abstract":"Student Evaluation of Teaching surveys (SETs) are used at universities to inform teaching practice and subject design. However, there is increasing concern about the impact of allegations, abuse, and discrimination in survey open text components. Here we discuss the implementation of an automated screening mechanism using a combination of dictionary and machine learning approaches. We present both a process diagram detailing how the screening is performed, as well as a form of categorisation for comments that are unacceptable or indicate a potential risk of harm. Examples of real comments in each of these categories are presented to demonstrate the depth of the challenge and potential cause for concern. Ultimately, we argue that student and educator wellbeing are inextricably connected and exposing staff to abusive and discriminatory comments causes harm. Furthermore, SETs are an important channel for students to raise concerns about their own wellbeing and potentially unsafe experiences in the learning environment.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584638","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}
Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addressing worker wellbeing in the healthcare sector, another sector where workers experience high levels of occupational stress, this article explores how educator wellbeing is influenced by factors within the teaching environment, institutional environment and the external environment. Through an integrative review of existing literature, this article synthesises their findings to identify work system factors, individual factors, and outcomes and consequences of educator wellbeing across these domains. The resulting framework offers practical guidance for universities to identify, assess and respond to potential threats to educator wellbeing, ultimately enhancing the prospects of student success and meeting organisational goals without compromising the wellbeing of educators.
{"title":"Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education","authors":"Melinda Laundon, Deanna Grant-Smith","doi":"10.5204/ssj.3191","DOIUrl":"https://doi.org/10.5204/ssj.3191","url":null,"abstract":"Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addressing worker wellbeing in the healthcare sector, another sector where workers experience high levels of occupational stress, this article explores how educator wellbeing is influenced by factors within the teaching environment, institutional environment and the external environment. Through an integrative review of existing literature, this article synthesises their findings to identify work system factors, individual factors, and outcomes and consequences of educator wellbeing across these domains. The resulting framework offers practical guidance for universities to identify, assess and respond to potential threats to educator wellbeing, ultimately enhancing the prospects of student success and meeting organisational goals without compromising the wellbeing of educators.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"11 44","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584289","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}
Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide, embedded and contextualised PRT program, which we conceptualise as Peer-supported Teaching Practice (PTP). In contrast to traditional PRT, our working framework is built from the ground up and situates the educator as the driver of a relational peer-review process informed by psychological wellbeing literature. By incorporating peer reflection as a core function of the model, we seek to ensure all staff can access growth-fostering peer relationships regardless of their role, discipline or existing social capital. Rather than position academic developers as the facilitators of these conversations, we argue that peers are best equipped to support each other to explore, interrogate and mutually develop the embodied 'self-in-practice'.
{"title":"Peer-supported Teaching Practice: Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice","authors":"Lauren Hansen, Tim Chambers, Danielle Hamilton","doi":"10.5204/ssj.2780","DOIUrl":"https://doi.org/10.5204/ssj.2780","url":null,"abstract":"Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide, embedded and contextualised PRT program, which we conceptualise as Peer-supported Teaching Practice (PTP). In contrast to traditional PRT, our working framework is built from the ground up and situates the educator as the driver of a relational peer-review process informed by psychological wellbeing literature. By incorporating peer reflection as a core function of the model, we seek to ensure all staff can access growth-fostering peer relationships regardless of their role, discipline or existing social capital. Rather than position academic developers as the facilitators of these conversations, we argue that peers are best equipped to support each other to explore, interrogate and mutually develop the embodied 'self-in-practice'.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"8 39","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584526","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 K-12 teaching population in the United States remains overwhelmingly White despite rapid changes in racial demographics. Black prospective educators enrolled in teacher preparation programs often find themselves isolated and subjected to racism. Racial affinity groups have been established to support students of Color. Faculty mentors of these groups spend substantial time, physical, and emotional energy supporting students who navigate the violence of higher education institutions. Given recent and ongoing pandemics, supporting students to survive, thrive, and develop psychological literacy is critical work and has become more time intensive. This article examines the experiences of two Black women faculty mentors working with Black undergraduate students. Findings indicate that notwithstanding the labor, mentoring has supported faculty members’ wellbeing, thereby disrupting traditional notions of service leading to burnout. The authors posit that affinity mentoring is mutually beneficial for faculty and student wellbeing. Implications and transferability are discussed.
{"title":"I Need You To Survive: Black Women Resisting White Supremacy Culture for Faculty and Student Wellbeing","authors":"Marrielle Myers, Lateefah Id-Deen","doi":"10.5204/ssj.2719","DOIUrl":"https://doi.org/10.5204/ssj.2719","url":null,"abstract":"The K-12 teaching population in the United States remains overwhelmingly White despite rapid changes in racial demographics. Black prospective educators enrolled in teacher preparation programs often find themselves isolated and subjected to racism. Racial affinity groups have been established to support students of Color. Faculty mentors of these groups spend substantial time, physical, and emotional energy supporting students who navigate the violence of higher education institutions. Given recent and ongoing pandemics, supporting students to survive, thrive, and develop psychological literacy is critical work and has become more time intensive. This article examines the experiences of two Black women faculty mentors working with Black undergraduate students. Findings indicate that notwithstanding the labor, mentoring has supported faculty members’ wellbeing, thereby disrupting traditional notions of service leading to burnout. The authors posit that affinity mentoring is mutually beneficial for faculty and student wellbeing. Implications and transferability are discussed.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"8 29","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584535","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}
Second-year university students often experience a disconnection with their learning and may feel unmotivated, lack confidence, and are unprepared for the higher expectations and complex concepts of their courses. Their disconnection with their learning can be addressed through deepening the social connections between other second-year students, and instructors providing encouragement to seek help in their learning when they need it. There is scant research that examines the peer-interactions between second-years and how their interactions influence their help-seeking behaviours. This article focuses on the interactions and help-seeking behaviours of 26 students from a major metropolitan Australian university in 2021. Results show that peer interaction is highly valued by students but not easily facilitated, and the relationship between students and their instructor is foundational for future help-seeking behaviours. Implications for practice are also presented.
{"title":"“Strained and Strange”: Second-Year University Students' Help-Seeking Strategies","authors":"Lynnae Venaruzzo, Negin Mirriahi, Oleksandra Poquet, Shane Dawson","doi":"10.5204/ssj.3008","DOIUrl":"https://doi.org/10.5204/ssj.3008","url":null,"abstract":"Second-year university students often experience a disconnection with their learning and may feel unmotivated, lack confidence, and are unprepared for the higher expectations and complex concepts of their courses. Their disconnection with their learning can be addressed through deepening the social connections between other second-year students, and instructors providing encouragement to seek help in their learning when they need it. There is scant research that examines the peer-interactions between second-years and how their interactions influence their help-seeking behaviours. This article focuses on the interactions and help-seeking behaviours of 26 students from a major metropolitan Australian university in 2021. Results show that peer interaction is highly valued by students but not easily facilitated, and the relationship between students and their instructor is foundational for future help-seeking behaviours. Implications for practice are also presented.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136077609","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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