Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0005
Peter Oracha Adoyo, Everline Nyokabi Maina
Ensuring inclusive, equitable, and quality education for all, including those with disabilities, is one of the Sustainable Development Goals to which Kenya has subscribed. The special education policy in Kenya specifically advocates for early assessment and intervention, appropriate adaptation and differentiation of the curricula, use of relevant pedagogical approaches, adequate and relevant educational resources, and accessible classroom communication for learners with diverse needs. Nonetheless, the education of deaf and hard-of-hearing learners in Kenya faces challenges, such as societal myths, barriers to curricular access, teacher incompetence in the language of instruction, and low expectations. Some members of the Deaf community remain apprehensive about the global trend toward inclusive education. The prospect of education of the deaf and hard-of-hearing learners in Kenya is bright, however, considering where the country has come from. Some issues that still need to be addressed are mentioned in this chapter.
{"title":"Practices and Challenges in Deaf Education in Kenya","authors":"Peter Oracha Adoyo, Everline Nyokabi Maina","doi":"10.1093/OSO/9780190880514.003.0005","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0005","url":null,"abstract":"Ensuring inclusive, equitable, and quality education for all, including those with disabilities, is one of the Sustainable Development Goals to which Kenya has subscribed. The special education policy in Kenya specifically advocates for early assessment and intervention, appropriate adaptation and differentiation of the curricula, use of relevant pedagogical approaches, adequate and relevant educational resources, and accessible classroom communication for learners with diverse needs. Nonetheless, the education of deaf and hard-of-hearing learners in Kenya faces challenges, such as societal myths, barriers to curricular access, teacher incompetence in the language of instruction, and low expectations. Some members of the Deaf community remain apprehensive about the global trend toward inclusive education. The prospect of education of the deaf and hard-of-hearing learners in Kenya is bright, however, considering where the country has come from. Some issues that still need to be addressed are mentioned in this chapter.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128262124","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0008
M. Musengi
This chapter discusses prospects in the education of students who are deaf and hard of hearing (DHH) in light of the dichotomy between Zimbabwean government curriculum policy and the reality of implementation in a context where there are many different languages and cultures. Policy co-articulation in the education of students who are DHH is influenced by overlaps in changing perceptions of disability, the increasing availability of audiometric technology, and the Deaf community’s lobbying for the use of Zimbabwean Sign Language. Educational provision for DHH students has grown from five special schools with 800 students in 1981 to the current six special schools and ninety mainstream units catering for nearly 2,600 students. The chapter analyzes the discourses that dominate policymaking and implementation in these special schools and mainstream units, as they are the major site of struggles on interpreting and implementing policies for DHH students in Zimbabwe.
{"title":"Deaf Education Policies in Zimbabwe","authors":"M. Musengi","doi":"10.1093/OSO/9780190880514.003.0008","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0008","url":null,"abstract":"This chapter discusses prospects in the education of students who are deaf and hard of hearing (DHH) in light of the dichotomy between Zimbabwean government curriculum policy and the reality of implementation in a context where there are many different languages and cultures. Policy co-articulation in the education of students who are DHH is influenced by overlaps in changing perceptions of disability, the increasing availability of audiometric technology, and the Deaf community’s lobbying for the use of Zimbabwean Sign Language. Educational provision for DHH students has grown from five special schools with 800 students in 1981 to the current six special schools and ninety mainstream units catering for nearly 2,600 students. The chapter analyzes the discourses that dominate policymaking and implementation in these special schools and mainstream units, as they are the major site of struggles on interpreting and implementing policies for DHH students in Zimbabwe.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127833184","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0009
A. Soudi, Corinne Vinopol
Deaf and hard-of-hearing (DHH) individuals have long struggled to be fully included, educationally, socially, and career-wise, in the mainstream of Moroccan society. Although the government has demonstrated philosophically that provision of education to children with disabilities K-12 is within their purview, they have yet to take substantive steps to effect this change. This chapter provides an overview of the state of education of DHH in Morocco and ongoing efforts to address challenges to full educational opportunities. More specifically, this chapter describes how a recent project funded by the United States Aid for International Development (USAID) has had a significant impact on education of the deaf there.
{"title":"Educational Challenges for Deaf and Hard-of-Hearing Children in Morocco","authors":"A. Soudi, Corinne Vinopol","doi":"10.1093/OSO/9780190880514.003.0009","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0009","url":null,"abstract":"Deaf and hard-of-hearing (DHH) individuals have long struggled to be fully included, educationally, socially, and career-wise, in the mainstream of Moroccan society. Although the government has demonstrated philosophically that provision of education to children with disabilities K-12 is within their purview, they have yet to take substantive steps to effect this change. This chapter provides an overview of the state of education of DHH in Morocco and ongoing efforts to address challenges to full educational opportunities. More specifically, this chapter describes how a recent project funded by the United States Aid for International Development (USAID) has had a significant impact on education of the deaf there.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128284335","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0002
J. Ademokoya
This chapter chronicles the history of deaf education in Nigeria from its 1950s, its challenges over the years, and its current practices, and offers some recipes for improvement. Deaf education was pioneered by missionaries and philanthropists who opened deaf schools in specific locations of the country, from which deaf education spread to the rest of the country. When states and federal governments eventually became involved, their major concern was taking over most of the schools (although they also established some new ones) and providing policy, administrative, and funding assistance. Deaf education in Nigeria has encountered a number of challenges, such as hostile cultural beliefs and practices about deafness and deaf persons, ignorance of the benefits deaf persons can derive from schooling, a dearth of high-quality and committed teachers, and poor funding. Despite these challenges, deaf education seems to be making moderate progress in the country, as illustrated by the increasing number of schools, teachers, sign language interpreters, and other support services providers. There remains much more to be done to standardize deaf education practices in the country, and the author offers some recommendations that would reposition deaf education to achieve for more meaningful objectives and results.
{"title":"Contemporary Practices in Deaf Education in Nigeria","authors":"J. Ademokoya","doi":"10.1093/OSO/9780190880514.003.0002","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0002","url":null,"abstract":"This chapter chronicles the history of deaf education in Nigeria from its 1950s, its challenges over the years, and its current practices, and offers some recipes for improvement. Deaf education was pioneered by missionaries and philanthropists who opened deaf schools in specific locations of the country, from which deaf education spread to the rest of the country. When states and federal governments eventually became involved, their major concern was taking over most of the schools (although they also established some new ones) and providing policy, administrative, and funding assistance. Deaf education in Nigeria has encountered a number of challenges, such as hostile cultural beliefs and practices about deafness and deaf persons, ignorance of the benefits deaf persons can derive from schooling, a dearth of high-quality and committed teachers, and poor funding. Despite these challenges, deaf education seems to be making moderate progress in the country, as illustrated by the increasing number of schools, teachers, sign language interpreters, and other support services providers. There remains much more to be done to standardize deaf education practices in the country, and the author offers some recommendations that would reposition deaf education to achieve for more meaningful objectives and results.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126112543","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0013
C. Liu, Hsiu-Tan Liu, J. Andrews
This chapter traces the Chinese/Japanese/native historical roots of Taiwan’s deaf education and presents demographics of deaf school-age children and adults. We then examine the medical/audiological and social factors affecting deaf students’ learning, including teachers’ use of pedagogical tools, curriculum, instructional strategies, and educational outcomes. Finally, we recommend a service and research agenda. We conclude that Taiwan has many multicultural and multilingual resources and services that could be tapped to serve deaf children and their families, particularly in the area of developing more accessible language-learning environments at home and at school.
{"title":"Deaf Education in Taiwan: History, Policies, Practices, and Outcomes","authors":"C. Liu, Hsiu-Tan Liu, J. Andrews","doi":"10.1093/OSO/9780190880514.003.0013","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0013","url":null,"abstract":"This chapter traces the Chinese/Japanese/native historical roots of Taiwan’s deaf education and presents demographics of deaf school-age children and adults. We then examine the medical/audiological and social factors affecting deaf students’ learning, including teachers’ use of pedagogical tools, curriculum, instructional strategies, and educational outcomes. Finally, we recommend a service and research agenda. We conclude that Taiwan has many multicultural and multilingual resources and services that could be tapped to serve deaf children and their families, particularly in the area of developing more accessible language-learning environments at home and at school.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122862517","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 : 2019-02-21DOI: 10.1093/oso/9780190880514.003.0020
Ewa Domagała-Zyśk
This chapter outlines the history and current status of education for deaf and hard-of-hearing (DHH) learners in Poland. In the past 30 years, Poland has undergone significant social and educational changes that have influenced the education of all students, including those with special needs, as well as ideas about their position in society. These changes have empowered many young people (including DHH students) to pursue university education, to work abroad in richer Western countries, and to generally lead lives that are more independent and self-directed than those of their parents. The authors also discuss the important influences that the country’s universal neonatal hearing screening program and today’s technology play in improving the lives of Polish DHH young people.
{"title":"More Alike than Different: Educational and Social Aspirations and Paths to Successful Adulthood of Polish Deaf and Hard-of-Hearing Adolescents","authors":"Ewa Domagała-Zyśk","doi":"10.1093/oso/9780190880514.003.0020","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0020","url":null,"abstract":"This chapter outlines the history and current status of education for deaf and hard-of-hearing (DHH) learners in Poland. In the past 30 years, Poland has undergone significant social and educational changes that have influenced the education of all students, including those with special needs, as well as ideas about their position in society. These changes have empowered many young people (including DHH students) to pursue university education, to work abroad in richer Western countries, and to generally lead lives that are more independent and self-directed than those of their parents. The authors also discuss the important influences that the country’s universal neonatal hearing screening program and today’s technology play in improving the lives of Polish DHH young people.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129775665","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0012
S. Hettiarachchi, M. D. K. D. Silva, T. Wijesinghe, Brayan Susantha, Geshani Amila, Pubhodha Sarani, Mohamed Rasak
The first special school for children with disabilities in Sri Lanka opened over 100 years ago, in 1912. Over the years, a number of students with disabilities have gone on to tertiary education. However, deaf sign language users appear to have been left behind: To date, no deaf learner accessing education exclusively through Sri Lankan Sign Language has entered a local university. This chapter begins with a critical review of the trajectory of educational provision for deaf children followed by an appraisal of the contributions made by the Sri Lankan deaf associations toward increasing education access for deaf children. This leads to an analysis of the audiological and speech-language therapy services available within the school context and an evaluation of the limited but growing local “insider” research on deaf education. The chapter ends with reflections and recommendations for ensuring full and equal access to education for deaf children by 2030.
{"title":"“Free But Not Fair”: A Critical Review of Access to Equal Education for Deaf Children in Sri Lanka","authors":"S. Hettiarachchi, M. D. K. D. Silva, T. Wijesinghe, Brayan Susantha, Geshani Amila, Pubhodha Sarani, Mohamed Rasak","doi":"10.1093/OSO/9780190880514.003.0012","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0012","url":null,"abstract":"The first special school for children with disabilities in Sri Lanka opened over 100 years ago, in 1912. Over the years, a number of students with disabilities have gone on to tertiary education. However, deaf sign language users appear to have been left behind: To date, no deaf learner accessing education exclusively through Sri Lankan Sign Language has entered a local university. This chapter begins with a critical review of the trajectory of educational provision for deaf children followed by an appraisal of the contributions made by the Sri Lankan deaf associations toward increasing education access for deaf children. This leads to an analysis of the audiological and speech-language therapy services available within the school context and an evaluation of the limited but growing local “insider” research on deaf education. The chapter ends with reflections and recommendations for ensuring full and equal access to education for deaf children by 2030.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134331177","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 : 2019-02-21DOI: 10.1093/oso/9780190880514.003.0003
B. J. Bruwer, P. February
This chapter starts with the description of deaf education in the Namibian context in terms of providing formal education for learners who are deaf or hard of hearing (DHH). It traces the history of deaf education from the 1960s to date and reports on early childhood education and primary, secondary, and tertiary education for this population. The second section of the chapter describes the road that Namibia has taken considering the needs and challenges the country is facing in providing quality education to DHH learners. The outcomes of two important conferences dealing with this issue are discussed. The last section discusses options for the way forward. Despite constraints in financial and human resources, there has been definite progress in the provision of quality education to DHH learners in Namibia.
{"title":"The Evolution of Deaf Education in Namibia","authors":"B. J. Bruwer, P. February","doi":"10.1093/oso/9780190880514.003.0003","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0003","url":null,"abstract":"This chapter starts with the description of deaf education in the Namibian context in terms of providing formal education for learners who are deaf or hard of hearing (DHH). It traces the history of deaf education from the 1960s to date and reports on early childhood education and primary, secondary, and tertiary education for this population. The second section of the chapter describes the road that Namibia has taken considering the needs and challenges the country is facing in providing quality education to DHH learners. The outcomes of two important conferences dealing with this issue are discussed. The last section discusses options for the way forward. Despite constraints in financial and human resources, there has been definite progress in the provision of quality education to DHH learners in Namibia.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128865487","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 : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0011
N. Hoa, James Woodward
This chapter provides an overview of education and services for deaf people in Viet Nam. The first section covers the three distinct but historically related sign languages in Viet Nam: Ha Noi Sign Language, Hai Phong Sign Language, and Ho Chi Minh City Sign Language. The second section discusses education for deaf people, which is provided in elementary schools and junior and senior high schools. Certificate programs are offered in sign language analysis, teaching, and interpretation. Few deaf learners go on to university. The third section of the chapter outlines the lack of audiological and sociocultural services for deaf people in Vietnam; either they are unavailable or too expensive for most people to afford. The chapter concludes with a summary and sets out recommendations for the future.
{"title":"Education and Services for Deaf People in Viet Nam","authors":"N. Hoa, James Woodward","doi":"10.1093/OSO/9780190880514.003.0011","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0011","url":null,"abstract":"This chapter provides an overview of education and services for deaf people in Viet Nam. The first section covers the three distinct but historically related sign languages in Viet Nam: Ha Noi Sign Language, Hai Phong Sign Language, and Ho Chi Minh City Sign Language. The second section discusses education for deaf people, which is provided in elementary schools and junior and senior high schools. Certificate programs are offered in sign language analysis, teaching, and interpretation. Few deaf learners go on to university. The third section of the chapter outlines the lack of audiological and sociocultural services for deaf people in Vietnam; either they are unavailable or too expensive for most people to afford. The chapter concludes with a summary and sets out recommendations for the future.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125400064","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 : 1900-01-01DOI: 10.1093/oso/9780190880514.003.0001
H. Knoors, M. Brons, M. Marschark
This introductory chapter outlines the case for focusing on deaf education beyond the Western world. Research into the effectiveness of educational approaches for deaf learners needs to be ecologically situated, because the geopolitical context in which the research is carried out will influence the results. To improve education for deaf and hard-of-hearing children in countries beyond the Western world, it is not sufficient simply to apply research results obtained in countries in the West. To do so is to ignore the specific political, economic, and cultural contexts in a given situation, risking a mismatch between findings and needs or, at worst, the potential to do significant harm, either in the short term or the long term. Rather, we must focus on the specific, local contexts in which deaf education is situated, together with any international obligations that might influence how education is to be conducted in these contexts. To build a context for the interpretation of the chapters in this volume, attention is given to the relationship between poverty and disability, to international policy frameworks influencing educational practices all over the globe, to the worldwide advocacy of inclusive education, and to development cooperation. In addition, data are given about the prevalence of hearing loss in children in Central and Eastern Europe, Asia, Africa, and Middle and Latin America.
{"title":"Deaf Education Beyond the Western World: An Introduction","authors":"H. Knoors, M. Brons, M. Marschark","doi":"10.1093/oso/9780190880514.003.0001","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0001","url":null,"abstract":"This introductory chapter outlines the case for focusing on deaf education beyond the Western world. Research into the effectiveness of educational approaches for deaf learners needs to be ecologically situated, because the geopolitical context in which the research is carried out will influence the results. To improve education for deaf and hard-of-hearing children in countries beyond the Western world, it is not sufficient simply to apply research results obtained in countries in the West. To do so is to ignore the specific political, economic, and cultural contexts in a given situation, risking a mismatch between findings and needs or, at worst, the potential to do significant harm, either in the short term or the long term. Rather, we must focus on the specific, local contexts in which deaf education is situated, together with any international obligations that might influence how education is to be conducted in these contexts. To build a context for the interpretation of the chapters in this volume, attention is given to the relationship between poverty and disability, to international policy frameworks influencing educational practices all over the globe, to the worldwide advocacy of inclusive education, and to development cooperation. In addition, data are given about the prevalence of hearing loss in children in Central and Eastern Europe, Asia, Africa, and Middle and Latin America.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124792992","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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