{"title":"Multimodal remediation of research articles through infographics and graphical abstracts","authors":"Evelina Jaleniauskiene, Kallia Katsampoxaki-Hodgetts","doi":"10.1080/17404622.2023.2248231","DOIUrl":"https://doi.org/10.1080/17404622.2023.2248231","url":null,"abstract":"","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363447","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 : 2023-08-29DOI: 10.1080/17404622.2023.2248290
A. Scott
Analysis of political and visual arguments is a key exercise traditionally included in undergraduate argumentation courses. This activity teaches students how to identify and analyze political candidate arguments presented on visual social media platforms, demonstrating how argumentation theory applies to social media campaigns. In the exercise, students identify an active political candidate’s Instagram account and select a recent post for analysis, focusing primarily on evaluating the visual arguments created within the post. After the analysis, students present their findings to the class, including evidence of the most compelling visual arguments identified. This activity incorporates the use of a familiar visual medium to help students connect wargumentation theories and concepts with relevant social media messages they may encounter in their daily lives. It also capitalizes on students’ existing use of popular visual social media to introduce basic argumentation theory, political communication practices, and visual argument analysis techniques. Courses This single-class activity is useful in undergraduate communication courses related to argumentation, political communication, and social media messaging. Relevant courses can include argumentation and advocacy, political argumentation, or visual argument analysis units of any course. For example, this activity can be successfully deployed in an Introduction to Political Communication course’s unit on the use of visual media during political campaigns. Objectives The learning objectives of this activity are: (1) to analyze visual arguments as they appear on social media and (2) to identify specific elements of strong and weak political arguments on a visually dominant social media platform.
{"title":"The politics of social media: Utilizing political candidates’ Instagram posts to teach political argumentation and visual argument analysis","authors":"A. Scott","doi":"10.1080/17404622.2023.2248290","DOIUrl":"https://doi.org/10.1080/17404622.2023.2248290","url":null,"abstract":"Analysis of political and visual arguments is a key exercise traditionally included in undergraduate argumentation courses. This activity teaches students how to identify and analyze political candidate arguments presented on visual social media platforms, demonstrating how argumentation theory applies to social media campaigns. In the exercise, students identify an active political candidate’s Instagram account and select a recent post for analysis, focusing primarily on evaluating the visual arguments created within the post. After the analysis, students present their findings to the class, including evidence of the most compelling visual arguments identified. This activity incorporates the use of a familiar visual medium to help students connect wargumentation theories and concepts with relevant social media messages they may encounter in their daily lives. It also capitalizes on students’ existing use of popular visual social media to introduce basic argumentation theory, political communication practices, and visual argument analysis techniques. Courses This single-class activity is useful in undergraduate communication courses related to argumentation, political communication, and social media messaging. Relevant courses can include argumentation and advocacy, political argumentation, or visual argument analysis units of any course. For example, this activity can be successfully deployed in an Introduction to Political Communication course’s unit on the use of visual media during political campaigns. Objectives The learning objectives of this activity are: (1) to analyze visual arguments as they appear on social media and (2) to identify specific elements of strong and weak political arguments on a visually dominant social media platform.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"305 - 312"},"PeriodicalIF":0.4,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47658131","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 : 2023-08-13DOI: 10.1080/17404622.2023.2242916
Jennifer B. Gray
Communication theory can be challenging to teach in an engaging manner. The following original teaching activity suggests a way to incorporate the phenomenon of escape rooms into your theory classroom. Courses Communication Theory, Introduction to Communication. Objectives In this activity, students will apply the basic tenets of several communication theories—emotional contagion, cultivation theory, exemplification theory, and politeness theory—in solving a puzzle. Students will also apply theory by examining their own group processes during the activity through the lens of the functional perspective on group decision making.
{"title":"Flee boring explanations of explanations: Using escape rooms to teach communication theory","authors":"Jennifer B. Gray","doi":"10.1080/17404622.2023.2242916","DOIUrl":"https://doi.org/10.1080/17404622.2023.2242916","url":null,"abstract":"Communication theory can be challenging to teach in an engaging manner. The following original teaching activity suggests a way to incorporate the phenomenon of escape rooms into your theory classroom. \u0000 Courses\u0000 Communication Theory, Introduction to Communication. \u0000 Objectives\u0000 In this activity, students will apply the basic tenets of several communication theories—emotional contagion, cultivation theory, exemplification theory, and politeness theory—in solving a puzzle. Students will also apply theory by examining their own group processes during the activity through the lens of the functional perspective on group decision making.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"266 - 271"},"PeriodicalIF":0.4,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400312","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 : 2023-07-25DOI: 10.1080/17404622.2023.2236707
Grace Leinbach Coggio
This activity engages students in values-based decision making using a story about five characters caught up in a morally fraught dilemma. Students draw conclusions about each character based on perceptions of their actions, rather than explicitly stated attributes, as they interact with one another to reach a consensus ranking from best to worst. The activity incorporates storytelling with the Integrated Model to highlight the impact of cognitive schemas on group decision-making processes. Courses Small Group Communication, Basic/Introductory Communication Course with a small-group component. Objectives Through a storytelling activity, students apply a cognitive schemas framework to identify individual-level, values-based variables influencing small-group consensus decision making.
{"title":"Using storytelling to explore values and cognitive schemas in small group consensus decision making","authors":"Grace Leinbach Coggio","doi":"10.1080/17404622.2023.2236707","DOIUrl":"https://doi.org/10.1080/17404622.2023.2236707","url":null,"abstract":"This activity engages students in values-based decision making using a story about five characters caught up in a morally fraught dilemma. Students draw conclusions about each character based on perceptions of their actions, rather than explicitly stated attributes, as they interact with one another to reach a consensus ranking from best to worst. The activity incorporates storytelling with the Integrated Model to highlight the impact of cognitive schemas on group decision-making processes. \u0000 Courses\u0000 Small Group Communication, Basic/Introductory Communication Course with a small-group component. \u0000 Objectives\u0000 Through a storytelling activity, students apply a cognitive schemas framework to identify individual-level, values-based variables influencing small-group consensus decision making.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"297 - 304"},"PeriodicalIF":0.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021103","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 : 2023-07-21DOI: 10.1080/17404622.2023.2236688
Mary L. Lanigan
In this activity, the marriage between two fields of theory—namely, communication and education—produces a more organized and integrated lesson on family narratives by using Kolb’s experiential learning cycle to guide the unit’s construction. Kolb’s model depicts what communication content is appropriate for each of the four stages. While the model provides fundamental educational elements to help transform student learning, it also allows for flexibility and change to keep students actively involved in narrative concepts and practices, including their own family stories. Courses Family Communication. Objectives After participating in the unit activities, students will be able to: (1) differentiate between recounting and accounting of family narratives, (2) identify three family communication patterns manifesting from stories, (3) reinterpret an existing experience by sharing a family story, and (4) reflect upon a family story by communicating its significance, type, evolution, and rules for performance.
{"title":"Teaching family narratives by applying Kolb’s experimental learning cycle to create a unit of activities","authors":"Mary L. Lanigan","doi":"10.1080/17404622.2023.2236688","DOIUrl":"https://doi.org/10.1080/17404622.2023.2236688","url":null,"abstract":"In this activity, the marriage between two fields of theory—namely, communication and education—produces a more organized and integrated lesson on family narratives by using Kolb’s experiential learning cycle to guide the unit’s construction. Kolb’s model depicts what communication content is appropriate for each of the four stages. While the model provides fundamental educational elements to help transform student learning, it also allows for flexibility and change to keep students actively involved in narrative concepts and practices, including their own family stories. \u0000 Courses\u0000 Family Communication. \u0000 Objectives\u0000 After participating in the unit activities, students will be able to: (1) differentiate between recounting and accounting of family narratives, (2) identify three family communication patterns manifesting from stories, (3) reinterpret an existing experience by sharing a family story, and (4) reflect upon a family story by communicating its significance, type, evolution, and rules for performance.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"313 - 318"},"PeriodicalIF":0.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42525426","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 : 2023-07-21DOI: 10.1080/17404622.2023.2236687
Amber D. Alston, Jasmine T. Austin
The objective of this single-class activity is to get students to make connections between Eurocentric standards of communication and African American Vernacular English (AAVE) through a womanist rhetorical lens. This activity sheds light on how professional, academic, and corporate communicative spaces tend to deflect and reject Black people based on the use of language patterns that resist hegemonic, classist, racist, and sexist communication styles. Students will reflect on the ways that their communication have (un)consciously oppressed communities within and outside their own. This activity’s goal is to get students to understand the importance of practicing diverse communication. Courses This activity is attended for courses that focus on diversity, intersectionality, language, communication, gender studies, intercultural communication, rhetoric, and/or cultural sensitivity. Objectives By the end of this activity, students will be able to: define womanist rhetorical theory (WRT) and the theory’s goals, purposes, and calls of action; directly apply the goals of WRT to the lived experiences of Black people; and understand the relevance, applicability, and utility of WRT by making connections to the ways in which students may be (un)consciously oppressive in their communication toward intercultural communities in their personal, academic, and corporate spheres.
{"title":"#BlackCommunicationMatters: Creating equitable spaces for Black communication and language through a womanist rhetorical lens","authors":"Amber D. Alston, Jasmine T. Austin","doi":"10.1080/17404622.2023.2236687","DOIUrl":"https://doi.org/10.1080/17404622.2023.2236687","url":null,"abstract":"The objective of this single-class activity is to get students to make connections between Eurocentric standards of communication and African American Vernacular English (AAVE) through a womanist rhetorical lens. This activity sheds light on how professional, academic, and corporate communicative spaces tend to deflect and reject Black people based on the use of language patterns that resist hegemonic, classist, racist, and sexist communication styles. Students will reflect on the ways that their communication have (un)consciously oppressed communities within and outside their own. This activity’s goal is to get students to understand the importance of practicing diverse communication. \u0000 Courses\u0000 This activity is attended for courses that focus on diversity, intersectionality, language, communication, gender studies, intercultural communication, rhetoric, and/or cultural sensitivity. \u0000 Objectives\u0000 By the end of this activity, students will be able to: define womanist rhetorical theory (WRT) and the theory’s goals, purposes, and calls of action; directly apply the goals of WRT to the lived experiences of Black people; and understand the relevance, applicability, and utility of WRT by making connections to the ways in which students may be (un)consciously oppressive in their communication toward intercultural communities in their personal, academic, and corporate spheres.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"255 - 259"},"PeriodicalIF":0.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084398","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 : 2023-07-02DOI: 10.1080/17404622.2023.2227263
Kelly Poniatowski, Kirsten A. Johnson
Abilities to interpret, analyze, and report data are in-demand job skills that many colleges and universities struggle to incorporate into the curriculum. The client-based project outlined in this study examines the experiential learning pedagogy used to teach students media analytics. This semester-long project encourages students to complete a collaborative client-based project, utilizing Google Analytics and Tableau to enhance the client’s website. Overall, students’ reactions were positive to this approach, as they were able to learn the basics of media analytics while solving real-world problems for the clients. Courses This project was conducted in a stand-alone course titled “Intro to Media Analytics.” However, this project would work well in any media analytics, social media analytics, or social/digital marketing course. This assignment could be adapted slightly to meet the needs of a public or strategic communications course where the focus on a public relations plan is needed. A student-run public relations agency could use this assignment to apply to client work related to increasing web and social media traffic. Objectives With this assignment, students (1) apply appropriate methods for collecting, analyzing, and interpreting media analytics data for understanding and engaging audiences; (2) engage in research and analysis to provide insights, problem-solving strategies, and decisions in strategic planning for a client; (3) gain a basic understanding of factual knowledge, methods, principles, generalizations, and theories in producing media content and for visualizing data derived through media analytics to clarify and present complex results; (4) evaluate the impact of business structure, competition, and positioning for accessing media usage in various media platforms, including social and mobile media; and (5) write clearly and effectively for reports that guide recommendations for a real-world client in order to develop competencies and points of view needed by professionals in the field most closely related to this course.
{"title":"Infusing media analytics content into a communications curriculum: Partnering with athletics using experiential learning","authors":"Kelly Poniatowski, Kirsten A. Johnson","doi":"10.1080/17404622.2023.2227263","DOIUrl":"https://doi.org/10.1080/17404622.2023.2227263","url":null,"abstract":"Abilities to interpret, analyze, and report data are in-demand job skills that many colleges and universities struggle to incorporate into the curriculum. The client-based project outlined in this study examines the experiential learning pedagogy used to teach students media analytics. This semester-long project encourages students to complete a collaborative client-based project, utilizing Google Analytics and Tableau to enhance the client’s website. Overall, students’ reactions were positive to this approach, as they were able to learn the basics of media analytics while solving real-world problems for the clients. Courses This project was conducted in a stand-alone course titled “Intro to Media Analytics.” However, this project would work well in any media analytics, social media analytics, or social/digital marketing course. This assignment could be adapted slightly to meet the needs of a public or strategic communications course where the focus on a public relations plan is needed. A student-run public relations agency could use this assignment to apply to client work related to increasing web and social media traffic. Objectives With this assignment, students (1) apply appropriate methods for collecting, analyzing, and interpreting media analytics data for understanding and engaging audiences; (2) engage in research and analysis to provide insights, problem-solving strategies, and decisions in strategic planning for a client; (3) gain a basic understanding of factual knowledge, methods, principles, generalizations, and theories in producing media content and for visualizing data derived through media analytics to clarify and present complex results; (4) evaluate the impact of business structure, competition, and positioning for accessing media usage in various media platforms, including social and mobile media; and (5) write clearly and effectively for reports that guide recommendations for a real-world client in order to develop competencies and points of view needed by professionals in the field most closely related to this course.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"319 - 326"},"PeriodicalIF":0.4,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42612690","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 : 2023-05-17DOI: 10.1080/17404622.2023.2211138
R. D. Hall
Relational maintenance is a universal aspect of human relationships. As such, our family and interpersonal communication texts often include relational maintenance as a key point of discussion. Communication scholars also continue to demonstrate how understanding and incorporating positive relational maintenance behaviors is beneficial to our relationships. Given the importance of relational maintenance in family and interpersonal courses and relationships, I developed this activity for instructors to engage their students effectively in not only understanding concepts related to relational maintenance, but also analyzing and applying relational maintenance strategies in their day-to-day lives. Courses Family communication, interpersonal communication. Objectives This activity will enable students to (1) identify relational maintenance strategies as communicative behaviors in family and interpersonal relationships, (2) apply relational maintenance strategies in personal experiences, and (3) illustrate personal experiences as exemplars of relational maintenance strategies in family and interpersonal relationships.
{"title":"Creating and applying relational maintenance in various relational contexts","authors":"R. D. Hall","doi":"10.1080/17404622.2023.2211138","DOIUrl":"https://doi.org/10.1080/17404622.2023.2211138","url":null,"abstract":"Relational maintenance is a universal aspect of human relationships. As such, our family and interpersonal communication texts often include relational maintenance as a key point of discussion. Communication scholars also continue to demonstrate how understanding and incorporating positive relational maintenance behaviors is beneficial to our relationships. Given the importance of relational maintenance in family and interpersonal courses and relationships, I developed this activity for instructors to engage their students effectively in not only understanding concepts related to relational maintenance, but also analyzing and applying relational maintenance strategies in their day-to-day lives. \u0000 Courses\u0000 Family communication, interpersonal communication. \u0000 Objectives\u0000 This activity will enable students to (1) identify relational maintenance strategies as communicative behaviors in family and interpersonal relationships, (2) apply relational maintenance strategies in personal experiences, and (3) illustrate personal experiences as exemplars of relational maintenance strategies in family and interpersonal relationships.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"291 - 296"},"PeriodicalIF":0.4,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44928104","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 : 2023-05-16DOI: 10.1080/17404622.2023.2211130
Mary L. Lanigan
This activity helps students conceptualize and apply systems theory principles to a family communication context by having them create personal whole systems using paper, string, index cards, and the floor. In completing this exercise, students see how their subsystems interact and emerge as something greater than the sum of their parts. They also grasp how environmental factors and feedback loops influence change and impact growth. Finally, this exercise helps students identify the complexities and interconnections of individual and family units. Courses Family Communication. Objectives At the end of this exercise, students will be able to: (1) describe whole systems, subsystems, environmental factors, and feedback loops; (2) show how multiple subsystems interact and emerge as something greater than the sum of their parts; and (3) see how inputs transform into outputs that contribute to a system’s evolution.
{"title":"Introducing a complex communication paradigm through a system self-analysis","authors":"Mary L. Lanigan","doi":"10.1080/17404622.2023.2211130","DOIUrl":"https://doi.org/10.1080/17404622.2023.2211130","url":null,"abstract":"This activity helps students conceptualize and apply systems theory principles to a family communication context by having them create personal whole systems using paper, string, index cards, and the floor. In completing this exercise, students see how their subsystems interact and emerge as something greater than the sum of their parts. They also grasp how environmental factors and feedback loops influence change and impact growth. Finally, this exercise helps students identify the complexities and interconnections of individual and family units. \u0000 Courses\u0000 Family Communication. \u0000 Objectives\u0000 At the end of this exercise, students will be able to: (1) describe whole systems, subsystems, environmental factors, and feedback loops; (2) show how multiple subsystems interact and emerge as something greater than the sum of their parts; and (3) see how inputs transform into outputs that contribute to a system’s evolution.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"283 - 290"},"PeriodicalIF":0.4,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808072","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 : 2023-05-11DOI: 10.1080/17404622.2023.2207623
Marcy Leasum Orwig, Twyla Alix
Unpacking the idea of how students consume and use models of professional voice is important and warrants more attention in the communication classroom. The following class outline, as a result, will provide other communication instructors with an overview of how students can bring in their own examples of language use from business to reflect on their own values while also developing their understanding of professional voice. Courses Business and Professional Communication, Rhetorical Criticism. Objective The goal of this class activity prompts students not only to identify the values on their professional language choices but also to reflect on them critically.
{"title":"Beyond Talking from 9 to 5: Connecting values and voices in professional communication with a commonplace book","authors":"Marcy Leasum Orwig, Twyla Alix","doi":"10.1080/17404622.2023.2207623","DOIUrl":"https://doi.org/10.1080/17404622.2023.2207623","url":null,"abstract":"Unpacking the idea of how students consume and use models of professional voice is important and warrants more attention in the communication classroom. The following class outline, as a result, will provide other communication instructors with an overview of how students can bring in their own examples of language use from business to reflect on their own values while also developing their understanding of professional voice. \u0000 Courses\u0000 Business and Professional Communication, Rhetorical Criticism. \u0000 Objective\u0000 The goal of this class activity prompts students not only to identify the values on their professional language choices but also to reflect on them critically.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"272 - 277"},"PeriodicalIF":0.4,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45410795","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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