The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.
{"title":"Outdoor Education Fatalities in Canada: A Comparative Case Study","authors":"J. Jackson, S. Priest, S. Ritchie","doi":"10.7202/1099988ar","DOIUrl":"https://doi.org/10.7202/1099988ar","url":null,"abstract":"The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395931","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}
It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates’ responses is rarely informed by a language proficiency framework or rubric; instead, evaluators’ decisions are informed by their overall impressions of the candidate’s language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers.
{"title":"School Districts’ Assessment of the French Language Proficiency of Prospective FSL Teachers","authors":"S. Merchant, David B. Jack, L. Hermans-Nymark","doi":"10.7202/1099987ar","DOIUrl":"https://doi.org/10.7202/1099987ar","url":null,"abstract":"It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates’ responses is rarely informed by a language proficiency framework or rubric; instead, evaluators’ decisions are informed by their overall impressions of the candidate’s language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42438208","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}
Nancy Bell, Paul Tarc, S. Schecter, Alyssa Racco, Haoming Tang
This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground educational support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the intercultural dimensions and benefits remain largely aspirational.
{"title":"Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling","authors":"Nancy Bell, Paul Tarc, S. Schecter, Alyssa Racco, Haoming Tang","doi":"10.7202/1099986ar","DOIUrl":"https://doi.org/10.7202/1099986ar","url":null,"abstract":"This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground educational support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the intercultural dimensions and benefits remain largely aspirational.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43535824","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 market-based imperatives driving economic growth in Western societies have, in ways, both been acknowledged and implicitly used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change. Over half of the courses offered by academic departments and programs in Ontario, Canada, are now taught by part-time faculty members (Pasma & Shakes, 2018). Their use in post-secondary education is underpinned by a notion of just-in-time course delivery in a free market of untenured PhD holders. This study assessed 26 adjuncts in Ontario, Canada, equally divided between male and female. It found working conditions, development of research dossiers, and health and work-life balance to be characterized by gendered differences and hardships. Although the hardships of post-PhD adjunct work have been abundantly documented, this work brings to light components of the experience that have not been previously studied, most significantly, its health effects and gender nature. It concludes with policy recommendations to support adjuncts in Ontario and beyond, including mentorship, longer term contracts, institutional research funding, extended health benefits, and affordable childcare.
{"title":"Adjuncting for Life: The Gendered Experience of Adjunct Instructors in Ontario","authors":"Leslie J. Nichols","doi":"10.7202/1099982ar","DOIUrl":"https://doi.org/10.7202/1099982ar","url":null,"abstract":"The market-based imperatives driving economic growth in Western societies have, in ways, both been acknowledged and implicitly used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change. Over half of the courses offered by academic departments and programs in Ontario, Canada, are now taught by part-time faculty members (Pasma & Shakes, 2018). Their use in post-secondary education is underpinned by a notion of just-in-time course delivery in a free market of untenured PhD holders. This study assessed 26 adjuncts in Ontario, Canada, equally divided between male and female. It found working conditions, development of research dossiers, and health and work-life balance to be characterized by gendered differences and hardships. Although the hardships of post-PhD adjunct work have been abundantly documented, this work brings to light components of the experience that have not been previously studied, most significantly, its health effects and gender nature. It concludes with policy recommendations to support adjuncts in Ontario and beyond, including mentorship, longer term contracts, institutional research funding, extended health benefits, and affordable childcare.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259305","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}
B. Scarff, Nathan Millar, P. Kostouros, Katherine Crossman, Rida Abboud
The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the impact of institutional policy, or lack thereof, on trauma-informed practices within English language teacher work. Themes that emerged were settlement factors, roles, and responsibilities (personal and professional), and organizational policies. A scan of publicly available information on trauma-informed policy suggested a gap for English language teachers. Current literature on vicarious trauma stresses that trauma-informed practice necessitates an individual and systemic approach to mitigating its effects. A basic scan of potential trauma-informed frameworks was discussed as potential institutional approaches to reduce the impact of vicarious trauma on teachers.
{"title":"Trauma, Policy and Teaching English Language Learners","authors":"B. Scarff, Nathan Millar, P. Kostouros, Katherine Crossman, Rida Abboud","doi":"10.7202/1099983ar","DOIUrl":"https://doi.org/10.7202/1099983ar","url":null,"abstract":"The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the impact of institutional policy, or lack thereof, on trauma-informed practices within English language teacher work. Themes that emerged were settlement factors, roles, and responsibilities (personal and professional), and organizational policies. A scan of publicly available information on trauma-informed policy suggested a gap for English language teachers. Current literature on vicarious trauma stresses that trauma-informed practice necessitates an individual and systemic approach to mitigating its effects. A basic scan of potential trauma-informed frameworks was discussed as potential institutional approaches to reduce the impact of vicarious trauma on teachers.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49391795","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 crisis of the COVID-19 is presented as a rupture event likely to have a structuring impact on the Quebec school system. What are the political and pedagogical issues that emerge from the management of this crisis in the Quebec school system, from the point of view of school principals, key players in school governance? Our study is part of the theoretical field of educational policy analysis. The analysis of scientific literature, the monitoring of current events in the education sector and the conduct of semi-directed interviews with school principals are the research strategies used to map out the events and measures related to the management of the crisis in the Quebec school system from February 2020 to August 2020. We discuss the reported impact of these events and measures on school organization and learning. We present some findings that relate to organizational learning.
{"title":"Point de vue des directions et des directions adjointes d’établissement du réseau scolaire public québécois sur la dynamique de prise de décision en contexte de crise au moment de la première vague de la COVID-19","authors":"O. Lemieux, Jean Bernatchez, A. Delobbe","doi":"10.7202/1099984ar","DOIUrl":"https://doi.org/10.7202/1099984ar","url":null,"abstract":"The crisis of the COVID-19 is presented as a rupture event likely to have a structuring impact on the Quebec school system. What are the political and pedagogical issues that emerge from the management of this crisis in the Quebec school system, from the point of view of school principals, key players in school governance? Our study is part of the theoretical field of educational policy analysis. The analysis of scientific literature, the monitoring of current events in the education sector and the conduct of semi-directed interviews with school principals are the research strategies used to map out the events and measures related to the management of the crisis in the Quebec school system from February 2020 to August 2020. We discuss the reported impact of these events and measures on school organization and learning. We present some findings that relate to organizational learning.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41323902","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}
Despite data increasingly being used to advance equity in education, students with and seeking refugee protection (SWSRP) are largely invisible in education data. To equitably include SWSRP in national education systems as envisioned by global refugee education policy, data on their needs are required. The purpose of this study was to source, organize, and analyze data on the needs of SWSRP in primary and secondary education in Canada. This needs assessment involved the use of experts, a selective review of empirical literature, and a review of publicly available data. Five common areas of need were identified among SWSRP globally and across Canada’s 13 primary and secondary education systems: access to education, accelerated education, language education, mental health and psychosocial support, and special education. Rates of needs varied by a range of student experiences and circumstances. These data can inform efforts to responsively support SWSRP in Canadian education systems.
{"title":"Towards Equitable Inclusion for Refugees: The Needs of Students With and Seeking Refugee Protection","authors":"V. Schutte, Peter Milley","doi":"10.7202/1099980ar","DOIUrl":"https://doi.org/10.7202/1099980ar","url":null,"abstract":"Despite data increasingly being used to advance equity in education, students with and seeking refugee protection (SWSRP) are largely invisible in education data. To equitably include SWSRP in national education systems as envisioned by global refugee education policy, data on their needs are required. The purpose of this study was to source, organize, and analyze data on the needs of SWSRP in primary and secondary education in Canada. This needs assessment involved the use of experts, a selective review of empirical literature, and a review of publicly available data. Five common areas of need were identified among SWSRP globally and across Canada’s 13 primary and secondary education systems: access to education, accelerated education, language education, mental health and psychosocial support, and special education. Rates of needs varied by a range of student experiences and circumstances. These data can inform efforts to responsively support SWSRP in Canadian education systems.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45073474","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}
Kelly A. Pilato, M. Law, Shannon A. Moore, J. A. Hay, Miya Narushima
A case study using mixed methods that critically appraises the implementation of a mental health policy in higher education in the absence of evidence to inform the policy using an exemplar case from one mid-sized post-secondary institution was the motivation for this research. Explanation building was used to iteratively analyse data on rival explanations of the implementation of the fall break policy. Analyses from the surveys revealed that overall, only 36.9 per cent of students perceived an increase in workload before the break and only 29.6 per cent of students perceived an increase in workload after the break. However, the focus groups and professor interviews revealed that the timing of the fall break had an impact on how students and professors experienced the break and their perceptions on its impact on student mental health. If baseline data regarding the implementation of the fall break would have been collected prior to its implementation, we could have possibly avoided the implementation issues that arose. While this research provides an exemplar case of a fall break policy at one post-secondary institution, the policy learning is universal.
{"title":"Policy Implementation in Higher Education: The Dynamics of a Fall Break","authors":"Kelly A. Pilato, M. Law, Shannon A. Moore, J. A. Hay, Miya Narushima","doi":"10.7202/1095483ar","DOIUrl":"https://doi.org/10.7202/1095483ar","url":null,"abstract":"A case study using mixed methods that critically appraises the implementation of a mental health policy in higher education in the absence of evidence to inform the policy using an exemplar case from one mid-sized post-secondary institution was the motivation for this research. Explanation building was used to iteratively analyse data on rival explanations of the implementation of the fall break policy. Analyses from the surveys revealed that overall, only 36.9 per cent of students perceived an increase in workload before the break and only 29.6 per cent of students perceived an increase in workload after the break. However, the focus groups and professor interviews revealed that the timing of the fall break had an impact on how students and professors experienced the break and their perceptions on its impact on student mental health. If baseline data regarding the implementation of the fall break would have been collected prior to its implementation, we could have possibly avoided the implementation issues that arose. While this research provides an exemplar case of a fall break policy at one post-secondary institution, the policy learning is universal.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42739235","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}
Labour strife in the education sector in Ontario has repeatedly highlighted the precariousness of certain types of teaching and learning that are delivered under the catch-all designation extracurricular. This paper reviews education legislation in Ontario over the past 40 years that has impacted teachers’ right to strike; examines how teacher unions and the provincial government targeted extracurricular activities during collective bargaining; and considers how extracurricular activities have come to be an expected part of public education.
{"title":"The Precarity of Extracurricular Education in Ontario Schools during Labour Strife","authors":"Terry G. Sefton","doi":"10.7202/1095481ar","DOIUrl":"https://doi.org/10.7202/1095481ar","url":null,"abstract":"Labour strife in the education sector in Ontario has repeatedly highlighted the precariousness of certain types of teaching and learning that are delivered under the catch-all designation extracurricular. This paper reviews education legislation in Ontario over the past 40 years that has impacted teachers’ right to strike; examines how teacher unions and the provincial government targeted extracurricular activities during collective bargaining; and considers how extracurricular activities have come to be an expected part of public education.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401775","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}
B. Stoesz, Amy E. De Jaeger, Matthew S. Quesnel, Dimple Bhojwani, Ryan Los
Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.
学生教学评分(SRI)通常用于评估高等教育中的课程和教学。关于它们在评估教学中的有效性存在很多争论，这是由于担心与教学质量无关的因素会产生偏见(sporen et al.， 2013)。我们的目标是确定2012年1月1日至2021年3月10日发表的同行评议的英文原创研究，这些研究涉及sri的潜在偏倚来源。我们对63篇文章的系统回顾有力地支持了性别偏见的持续存在，偏袒男性教师和对少数民族和文化背景的教师的偏见。在实施sri和审查结果时，必须考虑到这些和其他偏差。在使用sri时减少偏见的关键做法包括实施偏见意识培训，以及在制定教学发展或招聘和晋升决策时避免将sri作为教学质量的单一衡量标准。
{"title":"Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021","authors":"B. Stoesz, Amy E. De Jaeger, Matthew S. Quesnel, Dimple Bhojwani, Ryan Los","doi":"10.7202/1095482ar","DOIUrl":"https://doi.org/10.7202/1095482ar","url":null,"abstract":"Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46704512","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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