Pub Date : 2023-01-02DOI: 10.1177/01447394221145826
Matthew D. Leight
{"title":"Book review: Fighting falsehoods: Suspicion, analysis, and response","authors":"Matthew D. Leight","doi":"10.1177/01447394221145826","DOIUrl":"https://doi.org/10.1177/01447394221145826","url":null,"abstract":"","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48686499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1177/01447394221145825
J. Diamond
The Annual Award is made by the editors of TPA and JPAE (Journal of Public Affairs Education). This citation describes the significant contribution made by the 2022 winner - Christoph Reichard
{"title":"The recipient of the teaching public administration and journal of public affairs education 2022 award for outstanding contribution to public administration pedagogical scholarship and research is Christoph Reichard","authors":"J. Diamond","doi":"10.1177/01447394221145825","DOIUrl":"https://doi.org/10.1177/01447394221145825","url":null,"abstract":"The Annual Award is made by the editors of TPA and JPAE (Journal of Public Affairs Education). This citation describes the significant contribution made by the 2022 winner - Christoph Reichard","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"143 - 145"},"PeriodicalIF":1.7,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/01447394221136430
J. Wessels
Public administration managers are confronted with new and highly complex challenges emerging at a rapid rate. This situation requires a reimagining of public administration education to prepare public administration managers to capably deal with these challenges. While the Master of Public Administration (MPA) is globally used as vehicle for preparing public administration managers for performing their functions, the question posed is: How can MPA programmes be transformed to prepare students for dealing with emerging complex challenges in the changing world of work? This article provides a personal exploratory account of the transformation of teaching and learning of a South African MPA case. The research design was not selected for generalising findings to the universe of MPA offerings, but for obtaining case-specific information and insights. The study draws from insider’s memory work supported by a variety of textual data such as notes, reports, official documents, curriculum documentation and the content of the 2020 online module sites. The article proposes a transformed curriculum to provide for the learning of public administration capabilities appropriate for dealing with emerging challenges. It subsequently reports on the curriculum transformation project of the selected case by reflecting on some philosophical assumptions and assumptions on how people learn and explaining the use of the inquiry-driven learning strategy to facilitate the learning of appropriate capabilities for dealing with public administration challenges. This article contributes to the existing literature on the role of the MPA in the mid-career education of public administration managers by suggesting the learning of public administration capabilities through an inquiry-driven learning strategy.
{"title":"Transforming the master of public administration education for a changing world of work: A personal account of a South African case","authors":"J. Wessels","doi":"10.1177/01447394221136430","DOIUrl":"https://doi.org/10.1177/01447394221136430","url":null,"abstract":"Public administration managers are confronted with new and highly complex challenges emerging at a rapid rate. This situation requires a reimagining of public administration education to prepare public administration managers to capably deal with these challenges. While the Master of Public Administration (MPA) is globally used as vehicle for preparing public administration managers for performing their functions, the question posed is: How can MPA programmes be transformed to prepare students for dealing with emerging complex challenges in the changing world of work? This article provides a personal exploratory account of the transformation of teaching and learning of a South African MPA case. The research design was not selected for generalising findings to the universe of MPA offerings, but for obtaining case-specific information and insights. The study draws from insider’s memory work supported by a variety of textual data such as notes, reports, official documents, curriculum documentation and the content of the 2020 online module sites. The article proposes a transformed curriculum to provide for the learning of public administration capabilities appropriate for dealing with emerging challenges. It subsequently reports on the curriculum transformation project of the selected case by reflecting on some philosophical assumptions and assumptions on how people learn and explaining the use of the inquiry-driven learning strategy to facilitate the learning of appropriate capabilities for dealing with public administration challenges. This article contributes to the existing literature on the role of the MPA in the mid-career education of public administration managers by suggesting the learning of public administration capabilities through an inquiry-driven learning strategy.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48703660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-23DOI: 10.1177/01447394211021636
H. Grimm, C. L. Bock
The following contribution hypothesizes that it is crucial for future professionals in public administrations and organizations to be familiar with the concepts, tools, and techniques of policy, public, and social entrepreneurship to address societal, environmental, health, and wicked problems in an innovative and sustainable way. Attention is drawn to the importance of entrepreneurship as an essential asset and feature of public administration and public policy education at higher educational institutions in Germany and the United States. The paper aims at filling a research gap because knowledge about the interrelationships between entrepreneurship and public administration and public policy education is still underdeveloped. Emphasis is put on the discussion why entrepreneurship should be incorporated in curricula and how study programs have been designed or reformed, while placing emphasis on entrepreneurship in meeting current and complex challenges in the public sector. Findings from a systematic online assessment are presented which show whether and how policy, public and social entrepreneurship are taught as an integral element of current governance and public policy study programs and what difference it makes teaching and learning wise. The findings reflect a high demand for entrepreneurship education by public administration and public policy students, on the one hand, and a low incorporation in curricula, on the other hand. Two case studies from Germany and the United States are presented which serve as good practice examples on how to transfer public, policy, and social entrepreneurship into curricula.
{"title":"Entrepreneurship in public administration and public policy programs in Germany and the United States","authors":"H. Grimm, C. L. Bock","doi":"10.1177/01447394211021636","DOIUrl":"https://doi.org/10.1177/01447394211021636","url":null,"abstract":"The following contribution hypothesizes that it is crucial for future professionals in public administrations and organizations to be familiar with the concepts, tools, and techniques of policy, public, and social entrepreneurship to address societal, environmental, health, and wicked problems in an innovative and sustainable way. Attention is drawn to the importance of entrepreneurship as an essential asset and feature of public administration and public policy education at higher educational institutions in Germany and the United States. The paper aims at filling a research gap because knowledge about the interrelationships between entrepreneurship and public administration and public policy education is still underdeveloped. Emphasis is put on the discussion why entrepreneurship should be incorporated in curricula and how study programs have been designed or reformed, while placing emphasis on entrepreneurship in meeting current and complex challenges in the public sector. Findings from a systematic online assessment are presented which show whether and how policy, public and social entrepreneurship are taught as an integral element of current governance and public policy study programs and what difference it makes teaching and learning wise. The findings reflect a high demand for entrepreneurship education by public administration and public policy students, on the one hand, and a low incorporation in curricula, on the other hand. Two case studies from Germany and the United States are presented which serve as good practice examples on how to transfer public, policy, and social entrepreneurship into curricula.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"322 - 353"},"PeriodicalIF":1.7,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45582463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1177/01447394221128205
Shamima Ahmed
Research has documented that applied projects that are experiential and grounded in the course contents offer effective hands-on experience to students to understand the course materials and apply their learnings in a meaningful way. Experiential learning is particularly relevant to Master of Public Administration Programs (MPA) , which are usually applied and many of these programs' mission is to serve in-career students. This paper discusses the effective use of a major assignment (creating a nonprofit organization, on paper) for a MPA course in Managing Nonprofit Organizations. It also requires students to critically think about applying the six practices of high- impact nonprofits discussed in Forces for Good. The paper will explain the assignment and discuss how this assignment addresses multiple learning outcomes of this course. It will also provide students’ feedback on the assignment and some long-term outcomes of students’ experiences with this course and the assignment.
{"title":"Teaching nonprofit management: One course assignment addressing multiple learning outcomes","authors":"Shamima Ahmed","doi":"10.1177/01447394221128205","DOIUrl":"https://doi.org/10.1177/01447394221128205","url":null,"abstract":"Research has documented that applied projects that are experiential and grounded in the course contents offer effective hands-on experience to students to understand the course materials and apply their learnings in a meaningful way. Experiential learning is particularly relevant to Master of Public Administration Programs (MPA) , which are usually applied and many of these programs' mission is to serve in-career students. This paper discusses the effective use of a major assignment (creating a nonprofit organization, on paper) for a MPA course in Managing Nonprofit Organizations. It also requires students to critically think about applying the six practices of high- impact nonprofits discussed in Forces for Good. The paper will explain the assignment and discuss how this assignment addresses multiple learning outcomes of this course. It will also provide students’ feedback on the assignment and some long-term outcomes of students’ experiences with this course and the assignment.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"427 - 444"},"PeriodicalIF":1.7,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45203391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1177/01447394221119092
Stuti Rawat, Yifei Yan, Alfred M. Wu, L. Vyas
Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.
{"title":"When public administration education switches online: Student perceptions during COVID-19","authors":"Stuti Rawat, Yifei Yan, Alfred M. Wu, L. Vyas","doi":"10.1177/01447394221119092","DOIUrl":"https://doi.org/10.1177/01447394221119092","url":null,"abstract":"Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"122 - 142"},"PeriodicalIF":1.7,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.1177/01447394221124818
Norma Munoz-del-Campo
If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.
{"title":"The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America","authors":"Norma Munoz-del-Campo","doi":"10.1177/01447394221124818","DOIUrl":"https://doi.org/10.1177/01447394221124818","url":null,"abstract":"If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"408 - 426"},"PeriodicalIF":1.7,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1177/01447394221119087
M. D. de Vries, H. Kroukamp
Courses and training in public decision-making have often disappeared from Public Administration curricula. This paper argues that this is unfortunate as skills therein are severely needed to steer developments towards the Fourth Industrial Revolution. Whereas some see this as a macro development that befalls countries, this paper argues otherwise. Decision-making by individual and corporate actors is judged to be central in the 4IR. This makes the steering thereof possible and desirable. Without being trained in the needed skills in decision-making our graduates will not be prepared to do so and will not become the responsible public officials able to direct 4IR developments.
{"title":"Decision-making skills in the fourth industrial revolution","authors":"M. D. de Vries, H. Kroukamp","doi":"10.1177/01447394221119087","DOIUrl":"https://doi.org/10.1177/01447394221119087","url":null,"abstract":"Courses and training in public decision-making have often disappeared from Public Administration curricula. This paper argues that this is unfortunate as skills therein are severely needed to steer developments towards the Fourth Industrial Revolution. Whereas some see this as a macro development that befalls countries, this paper argues otherwise. Decision-making by individual and corporate actors is judged to be central in the 4IR. This makes the steering thereof possible and desirable. Without being trained in the needed skills in decision-making our graduates will not be prepared to do so and will not become the responsible public officials able to direct 4IR developments.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"389 - 407"},"PeriodicalIF":1.7,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49358797","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 COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic.
{"title":"Student satisfaction on lecturers’ effectiveness, efficiency and productivity: Malaysian education landscape during the COVID-19 pandemic","authors":"Mahiswaran Selvanathan, Prakash Velloo, Susha Varughese, Moganavatsala Jeevanantham","doi":"10.1177/01447394221111260","DOIUrl":"https://doi.org/10.1177/01447394221111260","url":null,"abstract":"The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"108 - 121"},"PeriodicalIF":1.7,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43674081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/0144739420974746
S. Lahiri, J. Rajan
The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges—especially in the context of the SDGs and the role of LGIs.
{"title":"Local governments and sustainable development: Nurturing best practices through Horizontal Learning Process (HLP) across countries","authors":"S. Lahiri, J. Rajan","doi":"10.1177/0144739420974746","DOIUrl":"https://doi.org/10.1177/0144739420974746","url":null,"abstract":"The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges—especially in the context of the SDGs and the role of LGIs.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"145 - 166"},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420974746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941062","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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