Pub Date : 2023-01-02DOI: 10.1080/00393541.2022.2154529
M. Graham, Rebecca Lewis
This article presents an overview and continuation of a study investigating how artist awareness and critical response might provide a better understanding of mindfulness and its practice within art education. While there are distinct advantages to mindfulness practices in education, these practices might also have problematic aspects, such as helping people conform to oppressive structures in education rather than questioning them. The pandemic of 2020–2021 accentuated student concerns with social, emotional, and mental health and illuminated possible benefits of mindfulness practice. Results show that preservice art education students used mindfulness and data visualization to connect art and self-inquiry. Important findings included the positive impact mindfulness practices had on students’ social–emotional learning and a refined distinction between mindfulness as a therapeutic educational intervention versus mindfulness an art educational experience.
{"title":"Mindfulness as Art Education, Self-Inquiry, and Artmaking","authors":"M. Graham, Rebecca Lewis","doi":"10.1080/00393541.2022.2154529","DOIUrl":"https://doi.org/10.1080/00393541.2022.2154529","url":null,"abstract":"This article presents an overview and continuation of a study investigating how artist awareness and critical response might provide a better understanding of mindfulness and its practice within art education. While there are distinct advantages to mindfulness practices in education, these practices might also have problematic aspects, such as helping people conform to oppressive structures in education rather than questioning them. The pandemic of 2020–2021 accentuated student concerns with social, emotional, and mental health and illuminated possible benefits of mindfulness practice. Results show that preservice art education students used mindfulness and data visualization to connect art and self-inquiry. Important findings included the positive impact mindfulness practices had on students’ social–emotional learning and a refined distinction between mindfulness as a therapeutic educational intervention versus mindfulness an art educational experience.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"104 1","pages":"75 - 96"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87728571","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 : 2023-01-02DOI: 10.1080/00393541.2023.2173939
R. Sweeny
I n 1897, the American sociologist W. E. B. Du Bois was asked to design an exhibit on “African-American progress” for the 1900 Exposition Universelle, which was to be held in Paris (Battle-Baptiste & Rusert, 2018). Du Bois collected 500 photographs that attempted to show a varied and nuanced view of contemporary life in the United States for Black Americans. Fearing that the photographs might not speak to the full extent of the degrading and dehumanizing effects of slavery, Du Bois created 60 data visualizations, or infographics, that employed the data on Black life in the United States that he was instrumental in collecting. As Mansky (2018) writes:
1897年，美国社会学家W. E. B.杜波依斯被要求为1900年在巴黎举行的世界博览会设计一个关于“非洲裔美国人的进步”的展览(Battle-Baptiste & Rusert, 2018)。杜波依斯收集了500张照片，试图展示美国黑人当代生活的不同和微妙的观点。杜波依斯担心这些照片可能无法充分反映奴隶制的羞辱性和非人性化的影响，于是创作了60幅数据可视化或信息图表，这些数据都是他收集的有关美国黑人生活的数据。正如曼斯基(2018)所写:
{"title":"Infographic Activism and Limited (Data) Points of View","authors":"R. Sweeny","doi":"10.1080/00393541.2023.2173939","DOIUrl":"https://doi.org/10.1080/00393541.2023.2173939","url":null,"abstract":"I n 1897, the American sociologist W. E. B. Du Bois was asked to design an exhibit on “African-American progress” for the 1900 Exposition Universelle, which was to be held in Paris (Battle-Baptiste & Rusert, 2018). Du Bois collected 500 photographs that attempted to show a varied and nuanced view of contemporary life in the United States for Black Americans. Fearing that the photographs might not speak to the full extent of the degrading and dehumanizing effects of slavery, Du Bois created 60 data visualizations, or infographics, that employed the data on Black life in the United States that he was instrumental in collecting. As Mansky (2018) writes:","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"46 1","pages":"3 - 8"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81076153","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 : 2023-01-02DOI: 10.1080/00393541.2022.2155181
L. Kay
A few years ago, I facilitated a book club meeting for the Pennsylvania Art Education Association on psychologist Mary Pipher’s (2019) book, Women Rowing North: Navigating Life’s Currents and Flourishing as We Age. The author argued that navigating life’s “currents and flourishing” can be challenging, and she shared stories and wisdom illuminating how women, at different life and developmental stages, can grow and develop amid life’s challenges. Reading the stories on how people navigated difficult times in their lives provided universality and connection. One retired art educator in the reading group shared how she wished she had taken time earlier to explore and reflect on her professional identity and related issues. She noted that “reflection yields growth and growth feeds longevity... self-inquiry and self-discovery are catalysts for growth in all aspects of life, especially as a visual practitioner (L. Bucci, personal communication, April 18, 2020). This is one reason why Becoming a Visually Reflective Practitioner is such a valuable tool. This book offers the reader concrete examples of how they approach “self-study” and document how they evolve in their next stage of growth and development, using self-study as an ongoing method of inquiry and discovery. In this process, new questions can arise about issues related to professional practice, allowing for additional professional goals.
几年前，我为宾夕法尼亚州艺术教育协会举办了一次读书俱乐部会议，讨论心理学家玛丽·皮弗(2019)的书《女性向北划船:随着年龄的增长，在生活的潮流中航行和繁荣》。作者认为，驾驭生活的“潮流和繁荣”可能是具有挑战性的，她分享了一些故事和智慧，说明了处于不同生活和发展阶段的女性如何在生活的挑战中成长和发展。阅读关于人们如何度过生活中的困难时期的故事提供了普遍性和联系。阅读小组中的一位退休艺术教育工作者分享了她多么希望自己能早点花时间探索和反思自己的职业身份和相关问题。她指出:“反思带来成长，成长带来长寿……自我探究和自我发现是生活各方面成长的催化剂，尤其是作为视觉实践者(L. Bucci, personal communication, April 18, 2020)。这就是为什么成为一个视觉反思实践者是一个如此有价值的工具的原因之一。这本书为读者提供了他们如何接近“自学”的具体例子，并记录了他们如何在下一阶段的成长和发展中发展，使用自学作为一种持续的调查和发现方法。在这个过程中，与专业实践相关的问题可能会出现新的问题，从而实现额外的专业目标。
{"title":"Review of Becoming a Visually Reflective Practitioner: An Integrated Self-Study Model for Professional Practice","authors":"L. Kay","doi":"10.1080/00393541.2022.2155181","DOIUrl":"https://doi.org/10.1080/00393541.2022.2155181","url":null,"abstract":"A few years ago, I facilitated a book club meeting for the Pennsylvania Art Education Association on psychologist Mary Pipher’s (2019) book, Women Rowing North: Navigating Life’s Currents and Flourishing as We Age. The author argued that navigating life’s “currents and flourishing” can be challenging, and she shared stories and wisdom illuminating how women, at different life and developmental stages, can grow and develop amid life’s challenges. Reading the stories on how people navigated difficult times in their lives provided universality and connection. One retired art educator in the reading group shared how she wished she had taken time earlier to explore and reflect on her professional identity and related issues. She noted that “reflection yields growth and growth feeds longevity... self-inquiry and self-discovery are catalysts for growth in all aspects of life, especially as a visual practitioner (L. Bucci, personal communication, April 18, 2020). This is one reason why Becoming a Visually Reflective Practitioner is such a valuable tool. This book offers the reader concrete examples of how they approach “self-study” and document how they evolve in their next stage of growth and development, using self-study as an ongoing method of inquiry and discovery. In this process, new questions can arise about issues related to professional practice, allowing for additional professional goals.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"4 1","pages":"102 - 105"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82438978","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 : 2023-01-02DOI: 10.1080/00393541.2022.2154522
Sofie Areljung
This article seeks to provide a framework for recognizing and realizing the pedagogical potential of arts–science integration in early childhood. Herein, I present five ways of positioning arts vis-à-vis science and associate them with different learning opportunities. I have analyzed if and how these positionings come into play in teachers’ documentation of arts–science projects conducted in eight Swedish preschool groups (children aged 1 to 5 years). These teachers positioned arts and science as disciplinary distinct (associated with acquiring and communicating knowledge in the respective subjects), as multifaceted (producing multidimensional knowledge), and as entangled (empathizing with human and nonhuman others). In addition, I discuss if and how teachers can position arts and science as inquiry oriented (investigating and identifying patterns) and disciplinary transcendent (solving problems in transdisciplinary ways). I suggest that teachers draw on these findings to plan and analyze integrated arts–science education in practice.
{"title":"Five Ways of Integrating Arts and Science: A Framework for Planning and Analyzing Arts–Science Education in Early Childhood","authors":"Sofie Areljung","doi":"10.1080/00393541.2022.2154522","DOIUrl":"https://doi.org/10.1080/00393541.2022.2154522","url":null,"abstract":"This article seeks to provide a framework for recognizing and realizing the pedagogical potential of arts–science integration in early childhood. Herein, I present five ways of positioning arts vis-à-vis science and associate them with different learning opportunities. I have analyzed if and how these positionings come into play in teachers’ documentation of arts–science projects conducted in eight Swedish preschool groups (children aged 1 to 5 years). These teachers positioned arts and science as disciplinary distinct (associated with acquiring and communicating knowledge in the respective subjects), as multifaceted (producing multidimensional knowledge), and as entangled (empathizing with human and nonhuman others). In addition, I discuss if and how teachers can position arts and science as inquiry oriented (investigating and identifying patterns) and disciplinary transcendent (solving problems in transdisciplinary ways). I suggest that teachers draw on these findings to plan and analyze integrated arts–science education in practice.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"2 1","pages":"9 - 22"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76913243","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 : 2023-01-02DOI: 10.1080/00393541.2022.2154523
K. Maras, Brian Shand
In this action research study, we investigated how art teachers demonstrate critical and creative thinking when engaging in collaborative reasoning exchanges about the meaning of contemporary Chinese artworks. The study was conducted in a professional learning program for art teachers in conjunction with a privately owned gallery housing a collection of contemporary Chinese art. The findings reveal that critical and creative thinking is a form of making and manifests in the reasoning processes critics use to formulate judgments of artwork meaning. This is dependent on how critics exploit practical and theoretical constraints on art understanding. Contributing factors to the study’s outcomes included aligning the role of critical and creative thinking with reasoning, theory building, metacognitive assessment, and pedagogy in art. The article concludes with some reflections on the implications of the findings for art education.
{"title":"Critical and Creative Thinking as a Form of Making in Art Education","authors":"K. Maras, Brian Shand","doi":"10.1080/00393541.2022.2154523","DOIUrl":"https://doi.org/10.1080/00393541.2022.2154523","url":null,"abstract":"In this action research study, we investigated how art teachers demonstrate critical and creative thinking when engaging in collaborative reasoning exchanges about the meaning of contemporary Chinese artworks. The study was conducted in a professional learning program for art teachers in conjunction with a privately owned gallery housing a collection of contemporary Chinese art. The findings reveal that critical and creative thinking is a form of making and manifests in the reasoning processes critics use to formulate judgments of artwork meaning. This is dependent on how critics exploit practical and theoretical constraints on art understanding. Contributing factors to the study’s outcomes included aligning the role of critical and creative thinking with reasoning, theory building, metacognitive assessment, and pedagogy in art. The article concludes with some reflections on the implications of the findings for art education.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"18 1","pages":"23 - 39"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81418111","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 : 2022-10-02DOI: 10.1080/00393541.2022.2116681
Cala Coats, Shagun Singha, S. Zuiker, Amanda K. Riske
In this article, we explore the implementation of a time-based intervention in a garden-based science, technology, engineering, art, and mathematics curriculum with a 3rd-grade science class that flipped the overdetermined functions of time and overdependence on predetermined learning outcomes to cultivate a disposition of sensitivity to the environment. We concentrate on a single class session in which we bracketed brief moments of focus on the perception of sounds and smells to foster ecological attunement, prioritizing students’ embodied and local knowledge. By analyzing the resulting observations and discussions, we describe how the timed exercises activated intervals of possibility for ecological connection, registered through expressions of curiosity and wonder, where a spectrum of imaginative potential emerged. In the findings, we also discuss unexpected tensions that emerged between the educators’ desire to manage classroom behavior and generate identifiable data while also intending to embrace ambiguity in a playful and imaginative atmosphere.
{"title":"Time Unbound: Framing Encounters for Embodied Connection and Ecological Imagination","authors":"Cala Coats, Shagun Singha, S. Zuiker, Amanda K. Riske","doi":"10.1080/00393541.2022.2116681","DOIUrl":"https://doi.org/10.1080/00393541.2022.2116681","url":null,"abstract":"In this article, we explore the implementation of a time-based intervention in a garden-based science, technology, engineering, art, and mathematics curriculum with a 3rd-grade science class that flipped the overdetermined functions of time and overdependence on predetermined learning outcomes to cultivate a disposition of sensitivity to the environment. We concentrate on a single class session in which we bracketed brief moments of focus on the perception of sounds and smells to foster ecological attunement, prioritizing students’ embodied and local knowledge. By analyzing the resulting observations and discussions, we describe how the timed exercises activated intervals of possibility for ecological connection, registered through expressions of curiosity and wonder, where a spectrum of imaginative potential emerged. In the findings, we also discuss unexpected tensions that emerged between the educators’ desire to manage classroom behavior and generate identifiable data while also intending to embrace ambiguity in a playful and imaginative atmosphere.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"128 1","pages":"330 - 345"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74830431","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 : 2022-10-02DOI: 10.1080/00393541.2022.2116682
Sofía Marín-Cepeda
Research in plastic and visual education covers a wide variety of topics and problems of inquiry. My objective was to identify and analyze the research in this discipline from the past decade on Web of Science; to describe the significant scientific production; and to detect thematic lines, approaches, and models. A mixed method was applied, involving network analysis, scientific mapping, the visualization of similarities, and visual analysis techniques in a structured four-phase design. The analyses allowed me to explore the objectives by establishing a map of the state of the field, with four thematic lines, nine approaches, and eight research methodologies. I found an increase in scientific production in the past 3 years, which revealed a focus on the discipline’s traditional issues, such as evaluation and educational processes, an emphasis on the educational approach over the artistic one, and an absence of significant coauthorship networks.
塑料和视觉教育的研究涵盖了各种各样的主题和探究问题。我的目标是识别和分析过去十年在Web of Science上关于这一学科的研究;描述重要的科学成果;并发现主题线，方法和模型。在结构化的四阶段设计中，采用了一种混合方法，包括网络分析、科学制图、相似度可视化和可视化分析技术。这些分析使我能够通过建立该领域的状态地图来探索目标，该地图包含四条主题线、九种方法和八种研究方法。我发现，在过去的3年里，科学产出有所增加，这揭示了对该学科传统问题的关注，比如评估和教育过程，强调教育方法而不是艺术方法，以及缺乏重要的合著者网络。
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Pub Date : 2022-10-02DOI: 10.1080/00393541.2022.2116680
Ryan Shin, Jaehan Bae, Min Gu, Kevin Hsieh, A. Koo, O. Lee, Marian G. Lim
This article is a collective counternarrative of seven Asian American art educators in higher education in the United States. Critically reflecting on their research and pedagogical practices, we attempt to recognize and address the voices and challenges of Asian Americans in the field of art education. We employed Asian Critical Theory as a theoretical framework, combined with collaborative autoethnography as a research methodology. Confronting racial stereotypes and discrimination against Asian Americans, we underlined the voices of Asian American art educators whose linguistic and cultural values are in stark contrast with those of mainstream American art educators. After reflecting on our shared stories and experiences, we suggest a new pedagogical approach, “Asian Critical Pedagogy,” to redress and transform our experiences to attain the broader goal of racial and social justice in the field of art education.
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Pub Date : 2022-10-02DOI: 10.1080/00393541.2022.2127347
Olga Ivashkevich
P aul Duncum’s groundbreaking research in everyday aesthetics and visual culture at the turn of the 21st century has contributed to an important paradigmatic shift in the field of art education and the establishment of the visual culture art education (VCAE) approach, which is now widely used in K–12 and higher education art classrooms (Acuff & Kraehe, 2020; Bode, 2022; Etherington, 2018; Kwon, 2020). VCAE calls for the expansion of the art curriculum to include visual sites and popular artifacts outside of the fine arts and museums, such as consumer products, advertisements, shopping malls, theme parks, and, most recently, social media platforms and the internet (Darts, 2008; Duncum, 1997, 2001, 2002, 2006, 2015, 2020; Freedman, 2003; Tavin, 2003, 2005). Not only does Duncum argue that these everyday objects and sites are important to include in the curriculum because they profoundly influence the identities of children and youth, but also, he argues that their aesthetic appeal and ideologies share significant similarities with the fine arts, including fetishism, conservative values, and commercial interest (Duncum, 2002). Furthermore, the boundaries between popular culture and fine art can be rather blurry—especially in the postmodern age of electronic media, where art images are reappropriated via memes and animated GIF files or printed on totes, and when many artists derive their inspiration from popular images (Duncum, 2020). Throughout his scholarly career, Duncum argued that the high–low culture divide and the modernist
{"title":"Review of Popular Pleasures: An Introduction to Aesthetics of Popular Visual Culture","authors":"Olga Ivashkevich","doi":"10.1080/00393541.2022.2127347","DOIUrl":"https://doi.org/10.1080/00393541.2022.2127347","url":null,"abstract":"P aul Duncum’s groundbreaking research in everyday aesthetics and visual culture at the turn of the 21st century has contributed to an important paradigmatic shift in the field of art education and the establishment of the visual culture art education (VCAE) approach, which is now widely used in K–12 and higher education art classrooms (Acuff & Kraehe, 2020; Bode, 2022; Etherington, 2018; Kwon, 2020). VCAE calls for the expansion of the art curriculum to include visual sites and popular artifacts outside of the fine arts and museums, such as consumer products, advertisements, shopping malls, theme parks, and, most recently, social media platforms and the internet (Darts, 2008; Duncum, 1997, 2001, 2002, 2006, 2015, 2020; Freedman, 2003; Tavin, 2003, 2005). Not only does Duncum argue that these everyday objects and sites are important to include in the curriculum because they profoundly influence the identities of children and youth, but also, he argues that their aesthetic appeal and ideologies share significant similarities with the fine arts, including fetishism, conservative values, and commercial interest (Duncum, 2002). Furthermore, the boundaries between popular culture and fine art can be rather blurry—especially in the postmodern age of electronic media, where art images are reappropriated via memes and animated GIF files or printed on totes, and when many artists derive their inspiration from popular images (Duncum, 2020). Throughout his scholarly career, Duncum argued that the high–low culture divide and the modernist","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"16 1","pages":"362 - 367"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80986996","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 : 2022-10-02DOI: 10.1080/00393541.2022.2133949
R. Sweeny, Wanda B. Knight, Browning Neddeau, Amy Pfeiler-Wunder
I n the summer of 2022, I (RWS) was invited by National Art Education Association (NAEA) Executive Director Mario Rossero to present a summary of recent accomplishments and goals to the NAEA Board of Directors; the NAEA Equity, Diversity, and Inclusion (ED&I) Commission; and the NAEA Research Commission. The meeting was held in Park City, Utah, July 17–20. These meetings were an excellent opportunity to share recently published themes and topics, publication statistics, and future editorial goals. It was also a valuable chance to hear from these leadership forums, as well as to determine how Studies in Art Education might better meet community needs.
{"title":"… A Journal of Issues and Research","authors":"R. Sweeny, Wanda B. Knight, Browning Neddeau, Amy Pfeiler-Wunder","doi":"10.1080/00393541.2022.2133949","DOIUrl":"https://doi.org/10.1080/00393541.2022.2133949","url":null,"abstract":"I n the summer of 2022, I (RWS) was invited by National Art Education Association (NAEA) Executive Director Mario Rossero to present a summary of recent accomplishments and goals to the NAEA Board of Directors; the NAEA Equity, Diversity, and Inclusion (ED&I) Commission; and the NAEA Research Commission. The meeting was held in Park City, Utah, July 17–20. These meetings were an excellent opportunity to share recently published themes and topics, publication statistics, and future editorial goals. It was also a valuable chance to hear from these leadership forums, as well as to determine how Studies in Art Education might better meet community needs.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"67 1","pages":"289 - 295"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89265022","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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