{"title":"EDUCANDO EN JUSTICIA Y EDUCANDO EN DEMOCRACIA","authors":"","doi":"10.2307/j.ctv282jk1p.5","DOIUrl":"https://doi.org/10.2307/j.ctv282jk1p.5","url":null,"abstract":"","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"83 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85406110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"LA EDUCACIÓN COMO HERRAMIENTA PARA LA REALIZACIÓN DE LA JUSTICIA SOCIAL","authors":"","doi":"10.2307/j.ctv282jk1p.7","DOIUrl":"https://doi.org/10.2307/j.ctv282jk1p.7","url":null,"abstract":"","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"31 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88309897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"PROFESORADO Y DERECHOS HUMANOS:","authors":"","doi":"10.2307/j.ctv282jk1p.9","DOIUrl":"https://doi.org/10.2307/j.ctv282jk1p.9","url":null,"abstract":"","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89247480","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 article explains how Rawls emphasizes the need to construct criteria for the equitable distribution of advantages and disadvantages which come from social cooperation, in order to diminish the social and natural inequalities without impinging upon individual freedom, taking as a precondition the distribution of primary goods and rational principles which are elected from a mechanism of initial representation (original statement). Given these rawlisian postulates, this work emphasizes various critical aspects which claim that a theory of justice must contemplate not only individual rights and liberties, but also, the defence of recognition, identity, common goals and projects, aspects which exceed the idea of rational subject of liberalism and involve the notion of community, without which it is impossible to talk about justice.
{"title":"EL CONCEPTO DE JUSTICIA:","authors":"Yesid Echeverry Enciso, J. J. Marín, J. Rawls","doi":"10.2307/j.ctt1zgwk0j.6","DOIUrl":"https://doi.org/10.2307/j.ctt1zgwk0j.6","url":null,"abstract":"The article explains how Rawls emphasizes the need to construct criteria for the equitable distribution of advantages and disadvantages which come from social cooperation, in order to diminish the social and natural inequalities without impinging upon individual freedom, taking as a precondition the distribution of primary goods and rational principles which are elected from a mechanism of initial representation (original statement). Given these rawlisian postulates, this work emphasizes various critical aspects which claim that a theory of justice must contemplate not only individual rights and liberties, but also, the defence of recognition, identity, common goals and projects, aspects which exceed the idea of rational subject of liberalism and involve the notion of community, without which it is impossible to talk about justice.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90145624","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.008
María Eugenia Martínez-Gorroño, I. Sanz-Arribas, M. Calle-Molina
El presente trabajo tiene como objetivo demostrar que la filosofía olímpica está presente en la realidad y la práctica del deporte actual, concretamente en la modalidad deportiva que desarrolla la Real Federación Española de Salvamento y Socorrismo (RFESS). El diseño metodológico ha partido de la identificación y categorización de los documentos que podrían ser fuentes primarias. Por un lado, la documentación escrita por Pierre de Coubertin en la que fue perfilando el ideario olímpico, y, por otro, la documentación correspondiente a los objetivos y directrices del funcionamiento de la RFESS. Tras su análisis documental se procedió a la identificación y al examen del paralelismo que mantiene la filosofía de la génesis del olimpismo con las intenciones y objetivos de la práctica deportiva impulsada por esta federación. Como resultado, se exponen las sinergias y las reflexiones en torno a los paralelismos encontrados, tanto en los planeamientos que a priori estuvieron en la creación del Movimiento Olímpico y la RFESS, como en la realidad de sus circunstancias actuales. Se proponen alternativas y respuestas que, presentes en la praxis de la RFESS, deben ser tenidas en cuenta en todas las prácticas deportivas actuales, para compensar otras aportaciones menos constructivas que muestran ciertos medios de comunicación.
{"title":"Modalidad Deportiva de Salvamento y Socorrismo: Un Deporte que Educa en los Valores del Ideario Olímpico","authors":"María Eugenia Martínez-Gorroño, I. Sanz-Arribas, M. Calle-Molina","doi":"10.15366/RIEJS2021.10.1.008","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.008","url":null,"abstract":"El presente trabajo tiene como objetivo demostrar que la filosofía olímpica está presente en la realidad y la práctica del deporte actual, concretamente en la modalidad deportiva que desarrolla la Real Federación Española de Salvamento y Socorrismo (RFESS). El diseño metodológico ha partido de la identificación y categorización de los documentos que podrían ser fuentes primarias. Por un lado, la documentación escrita por Pierre de Coubertin en la que fue perfilando el ideario olímpico, y, por otro, la documentación correspondiente a los objetivos y directrices del funcionamiento de la RFESS. Tras su análisis documental se procedió a la identificación y al examen del paralelismo que mantiene la filosofía de la génesis del olimpismo con las intenciones y objetivos de la práctica deportiva impulsada por esta federación. Como resultado, se exponen las sinergias y las reflexiones en torno a los paralelismos encontrados, tanto en los planeamientos que a priori estuvieron en la creación del Movimiento Olímpico y la RFESS, como en la realidad de sus circunstancias actuales. Se proponen alternativas y respuestas que, presentes en la praxis de la RFESS, deben ser tenidas en cuenta en todas las prácticas deportivas actuales, para compensar otras aportaciones menos constructivas que muestran ciertos medios de comunicación.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"127-144"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43022007","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.013
Donatila Ferrada, M. Pino
The social justice model of recognition has acquired particular connotation in the framework of contemporary social movements, especially in those groups traditionally invisibilized, such as indigenous, rural, and marginal urban communities, among many others. Enlazador de mundos is a Chilean social movement that organizes itself in this type of social contexts, through dialogic community classrooms, in order to overcome the undervaluation of the cultural heritage of these communities in the official curricula. It is of interest to know how these collectives organize themselves to overcome the injustices in these classrooms. Through participatory action research, the forms of injustice/contempt and justice/recognition produced in the organizational dynamics adopted by the social collectives that are part of these community classrooms were identified. For this purpose, three research communities were constituted in three schools in a diversity of cultural contexts: peasant, mining, Mapuche, in different geographical regions of the country. The results show, on one hand, that the organizational dynamics of the collectives that mobilize the community classrooms are capable of generating social justice attributable to different forms of recognition, and on the other hand, that the injustices identified as forms of contempt, turned out to be the triggers of the dialogic transforming process that manages to produce the justice of social recognition.
承认的社会正义模式在当代社会运动的框架内获得了特殊的内涵，特别是在那些传统上看不见的群体中，如土著、农村和城市边缘社区等。Enlazador de mundos是一个智利社会运动，通过对话式的社区课堂，在这种社会背景下组织自己，以克服官方课程中对这些社区文化遗产的低估。我们感兴趣的是了解这些集体是如何组织起来克服这些课堂上的不公正现象的。通过参与性行动研究，确定了作为这些社区课堂一部分的社会集体在组织动态中产生的不公正/蔑视和正义/承认的形式。为此，在不同的文化背景下，在三所学校中成立了三个研究社区：农民、矿业、马普切人，分布在该国不同的地理区域。研究结果表明，一方面，动员社区课堂的集体的组织动力能够产生可归因于不同形式的认可的社会正义，另一方面，被认定为蔑视形式的不公正，事实证明，这是对话转化过程的导火索，对话转化过程成功地产生了社会认可的公正性。
{"title":"Transformando el Menosprecio en Reconocimiento. Comunidades Escolares Movilizadas","authors":"Donatila Ferrada, M. Pino","doi":"10.15366/RIEJS2021.10.1.013","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.013","url":null,"abstract":"The social justice model of recognition has acquired particular connotation in the framework of contemporary social movements, especially in those groups traditionally invisibilized, such as indigenous, rural, and marginal urban communities, among many others. Enlazador de mundos is a Chilean social movement that organizes itself in this type of social contexts, through dialogic community classrooms, in order to overcome the undervaluation of the cultural heritage of these communities in the official curricula. It is of interest to know how these collectives organize themselves to overcome the injustices in these classrooms. Through participatory action research, the forms of injustice/contempt and justice/recognition produced in the organizational dynamics adopted by the social collectives that are part of these community classrooms were identified. For this purpose, three research communities were constituted in three schools in a diversity of cultural contexts: peasant, mining, Mapuche, in different geographical regions of the country. The results show, on one hand, that the organizational dynamics of the collectives that mobilize the community classrooms are capable of generating social justice attributable to different forms of recognition, and on the other hand, that the injustices identified as forms of contempt, turned out to be the triggers of the dialogic transforming process that manages to produce the justice of social recognition.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"211-225"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915395","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.005
Miguel A. Santos Rego, Mar Lorenzo Moledo, Gabriela Míguez Salina
There is a large number of studies that over the last few years have corroborated the appropriateness of the Funds of Knowledge (FoK) approach when working with families at risk of exclusion. From this perspective, one of the keys to improving the inclusion of students in such strata is the establishment of strategies that favor the links between the students’ lives and the school. The purpose of this article is to present some of the results obtained from working with a group of Roma children within the framework of a socio-educational intervention program carried out in the city of Pontevedra (Galicia). In order to go deep into their life experiences, and thereby discover their own Funds of Knowledge and Identity, we have been inspired by the use of techniques such as extended autobiographical (Esteban-Guitart, 2012), which allowed us to reiterate the importance of their own agency and the establishment of family ties in the educational development of Roma children, as well as the discovery of certain cultural elements that could serve as tools for the design, by teachers, of didactic units and/or culturally congruent curricular content.
{"title":"Repensando las Prácticas Culturales de la Infancia Gitana a través de la Exploración de sus Fondos de Conocimiento e Identidad","authors":"Miguel A. Santos Rego, Mar Lorenzo Moledo, Gabriela Míguez Salina","doi":"10.15366/RIEJS2021.10.1.005","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.005","url":null,"abstract":"There is a large number of studies that over the last few years have corroborated the appropriateness of the Funds of Knowledge (FoK) approach when working with families at risk of exclusion. From this perspective, one of the keys to improving the inclusion of students in such strata is the establishment of strategies that favor the links between the students’ lives and the school. The purpose of this article is to present some of the results obtained from working with a group of Roma children within the framework of a socio-educational intervention program carried out in the city of Pontevedra (Galicia). In order to go deep into their life experiences, and thereby discover their own Funds of Knowledge and Identity, we have been inspired by the use of techniques such as extended autobiographical (Esteban-Guitart, 2012), which allowed us to reiterate the importance of their own agency and the establishment of family ties in the educational development of Roma children, as well as the discovery of certain cultural elements that could serve as tools for the design, by teachers, of didactic units and/or culturally congruent curricular content.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"69-82"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43201097","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.002
Dominique Manghi, Elsa María Castrillón-Correa, Héctor Cárcamo-Vásquez, Andrea Precht
This paper discusses the production of meaning concerning relationships between families and schools in Chile. We analyse 25 articles corresponding to the Chilean scientific production of 9 authors since the beginning of the 2000s. The analysis uses the Funds of Knowledge approach as an interpretive framework and is guided by the following questions: who are the agents involved? why do they relate to each other? what is their purpose?, and how is this relationship expressed? Findings highlight how the concept of family is configured and how it is used. Regarding the first, we see an imbalance between the precision with which the school is defined and imprecision regarding the family. Concerning the second, we highlight an instrumental logic in the relationship. The studies refer to the family in general terms, assuming consensus in its definition. It is concluded that research as a social task has a performative effect, contributing to the naturalization of the family under the principle of functionality/dysfunctionality. The results invite us to raise suspicions about the notion of family crystallized in research and to open up to the subjective experience of the subjects and to avoid normative and traditional definitions.
{"title":"Las Familias ante las Escuelas en Estudios Chilenos: Algunos Supuestos Bajo Sospecha","authors":"Dominique Manghi, Elsa María Castrillón-Correa, Héctor Cárcamo-Vásquez, Andrea Precht","doi":"10.15366/RIEJS2021.10.1.002","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.002","url":null,"abstract":"This paper discusses the production of meaning concerning relationships between families and schools in Chile. We analyse 25 articles corresponding to the Chilean scientific production of 9 authors since the beginning of the 2000s. The analysis uses the Funds of Knowledge approach as an interpretive framework and is guided by the following questions: who are the agents involved? why do they relate to each other? what is their purpose?, and how is this relationship expressed? Findings highlight how the concept of family is configured and how it is used. Regarding the first, we see an imbalance between the precision with which the school is defined and imprecision regarding the family. Concerning the second, we highlight an instrumental logic in the relationship. The studies refer to the family in general terms, assuming consensus in its definition. It is concluded that research as a social task has a performative effect, contributing to the naturalization of the family under the principle of functionality/dysfunctionality. The results invite us to raise suspicions about the notion of family crystallized in research and to open up to the subjective experience of the subjects and to avoid normative and traditional definitions.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"27-40"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498469","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.014
Paula Ascorra, Karen Cárdenas Mancilla, Javier Torres Vallejos
The world crisis generated by COVID-19 has had various repercussions at the global level. This situation invites us to reflect on our institutionality and the importance of the school within the processes of instability. In this aspect, school management at the middle or district level (sostenedores/supporters in Chile) stands out as a key agent in territorial articulation and attention to care needs with their school communities. This article intends to know the management modalities in school coexistence existing in Chilean supporters. Through a two-stage cluster analysis and a decision tree, groups of supporters were identified according to their management of school coexistence. The results show the presence of three levels of management, whose approaches vary from less to more complexity. These groups are differentiated according to characteristics such as dependency (public or subsidized), number of schools in charge, knowledge of the territory, and recognition of achievement in coexistence. Likewise, the socialization of roles and functions of these managers is identified as central. The need to evaluate the political-institutional conditions that affect the approach and management of school coexistence at an intermediate level, which is crucial in crisis situations, is discussed.
{"title":"Niveles de Progresión de Gestión de la Convivencia Escolar a Nivel Intermedio en Chile","authors":"Paula Ascorra, Karen Cárdenas Mancilla, Javier Torres Vallejos","doi":"10.15366/RIEJS2021.10.1.014","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.014","url":null,"abstract":"The world crisis generated by COVID-19 has had various repercussions at the global level. This situation invites us to reflect on our institutionality and the importance of the school within the processes of instability. In this aspect, school management at the middle or district level (sostenedores/supporters in Chile) stands out as a key agent in territorial articulation and attention to care needs with their school communities. This article intends to know the management modalities in school coexistence existing in Chilean supporters. Through a two-stage cluster analysis and a decision tree, groups of supporters were identified according to their management of school coexistence. The results show the presence of three levels of management, whose approaches vary from less to more complexity. These groups are differentiated according to characteristics such as dependency (public or subsidized), number of schools in charge, knowledge of the territory, and recognition of achievement in coexistence. Likewise, the socialization of roles and functions of these managers is identified as central. The need to evaluate the political-institutional conditions that affect the approach and management of school coexistence at an intermediate level, which is crucial in crisis situations, is discussed.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"227-243"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386519","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 : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.004
Mireia Machancoses
A large number of studies have demonstrated the benefits of a positive home-school relationships for the development and learning processes of children. In particular, these benefits are more salient in home-school discontinuities situations characterized by a high sociocultural diversity. In this context, the funds of knowledge approach arise as an inclusive approach to facilitate educational contextualization processes and to generate relationships of mutual trust between teachers and families. In the present study, the program has been implemented in a classroom with 3-year-old children, from a public school with a high rate of students with families from abroad, analyzing the perception of the teachers and, for the first time in the available literature, of the participating families. The instruments used for the research were questionnaires, administrated before and after the funds of knowledge approach design and implementation, given to teachers and interviews to family members after the ethnographic visits carried out by teachers. The results show the establishment of stronger relationships between teachers and participant families. In particular, families highlight a greater trust towards teachers, a higher participation in the school and in particular they emphasize the appreciation and recognition of their skills, knowledge, and practices as a positive aspect.
{"title":"Impacto de la Aproximación Fondos de Conocimiento desde la Visión de las Docentes y las Familias. Un Estudio Cualitativo","authors":"Mireia Machancoses","doi":"10.15366/RIEJS2021.10.1.004","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.004","url":null,"abstract":"A large number of studies have demonstrated the benefits of a positive home-school relationships for the development and learning processes of children. In particular, these benefits are more salient in home-school discontinuities situations characterized by a high sociocultural diversity. In this context, the funds of knowledge approach arise as an inclusive approach to facilitate educational contextualization processes and to generate relationships of mutual trust between teachers and families. In the present study, the program has been implemented in a classroom with 3-year-old children, from a public school with a high rate of students with families from abroad, analyzing the perception of the teachers and, for the first time in the available literature, of the participating families. The instruments used for the research were questionnaires, administrated before and after the funds of knowledge approach design and implementation, given to teachers and interviews to family members after the ethnographic visits carried out by teachers. The results show the establishment of stronger relationships between teachers and participant families. In particular, families highlight a greater trust towards teachers, a higher participation in the school and in particular they emphasize the appreciation and recognition of their skills, knowledge, and practices as a positive aspect.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"55-68"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45676267","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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