Pub Date : 2018-01-02DOI: 10.1080/13598139.2017.1423281
Daniel Patrick Balestrini, H. Stoeger
ABSTRACT Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West – the United States in particular – are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies of earlier studies, situate the assumed SCELE in a theoretical framework, and compare the prevalence of learning and education words in general-interest newswriting samples from across East Asia and the United States (N = 61). Our findings confirm earlier unsubstantiated claims, provide new insight into the strength of the difference, and illustrate a novel means of quantifying the difference in magnitude of SCELE in East Asia in comparison to the United States.
{"title":"Substantiating a special cultural emphasis on learning and education in East Asia","authors":"Daniel Patrick Balestrini, H. Stoeger","doi":"10.1080/13598139.2017.1423281","DOIUrl":"https://doi.org/10.1080/13598139.2017.1423281","url":null,"abstract":"ABSTRACT Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West – the United States in particular – are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies of earlier studies, situate the assumed SCELE in a theoretical framework, and compare the prevalence of learning and education words in general-interest newswriting samples from across East Asia and the United States (N = 61). Our findings confirm earlier unsubstantiated claims, provide new insight into the strength of the difference, and illustrate a novel means of quantifying the difference in magnitude of SCELE in East Asia in comparison to the United States.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"106 - 79"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1423281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46592887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13598139.2017.1341389
D. Morley, J. McKenna, Stephen Gilbert, Jamie French, K. Till, T. Quarmby, Graham Turner
ABSTRACT This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.
{"title":"Can’t pay, can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway*","authors":"D. Morley, J. McKenna, Stephen Gilbert, Jamie French, K. Till, T. Quarmby, Graham Turner","doi":"10.1080/13598139.2017.1341389","DOIUrl":"https://doi.org/10.1080/13598139.2017.1341389","url":null,"abstract":"ABSTRACT This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"51 - 64"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1341389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46317853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13598139.2018.1459294
Robert Grassinger, Annette Scheunpflug, Horst Zeinz, M. Dresel
ABSTRACT Learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students’ individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors.
{"title":"Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement","authors":"Robert Grassinger, Annette Scheunpflug, Horst Zeinz, M. Dresel","doi":"10.1080/13598139.2018.1459294","DOIUrl":"https://doi.org/10.1080/13598139.2018.1459294","url":null,"abstract":"ABSTRACT Learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students’ individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"37 - 49"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1459294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44566594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13598139.2017.1312295
C. Vreys, Gilles Ndanjo Ndungbogun, T. Kieboom, K. Venderickx
ABSTRACT Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom.
{"title":"Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children","authors":"C. Vreys, Gilles Ndanjo Ndungbogun, T. Kieboom, K. Venderickx","doi":"10.1080/13598139.2017.1312295","DOIUrl":"https://doi.org/10.1080/13598139.2017.1312295","url":null,"abstract":"ABSTRACT Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"22 - 3"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1312295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43261027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/13598139.2017.1423043
Ting Tao, Jiannong Shi
ABSTRACT The education of gifted children is of considerable interest. The present study focused on the effect of enriched education on intellectually gifted children’s attention. In the present study, 7–12-year-old children completed seven tests of attention (alertness, focused attention, divided attention, attentional switching, sustained attention, spatial attention, and supervisory attention) to investigate the differences among intellectually gifted children under different educational environments. The results showed that intellectually gifted children who received enriched education had better attentional performance than did intellectually gifted children who received standard education. The result affords theoretical support for gifted-education practice.
{"title":"Enriched education promotes the attentional performance of intellectually gifted children","authors":"Ting Tao, Jiannong Shi","doi":"10.1080/13598139.2017.1423043","DOIUrl":"https://doi.org/10.1080/13598139.2017.1423043","url":null,"abstract":"ABSTRACT The education of gifted children is of considerable interest. The present study focused on the effect of enriched education on intellectually gifted children’s attention. In the present study, 7–12-year-old children completed seven tests of attention (alertness, focused attention, divided attention, attentional switching, sustained attention, spatial attention, and supervisory attention) to investigate the differences among intellectually gifted children under different educational environments. The results showed that intellectually gifted children who received enriched education had better attentional performance than did intellectually gifted children who received standard education. The result affords theoretical support for gifted-education practice.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"23 - 35"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1423043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/13598139.2016.1264293
Liliana S. Araújo, J. Cruz, L. Almeida
Abstract This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed.
{"title":"Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors","authors":"Liliana S. Araújo, J. Cruz, L. Almeida","doi":"10.1080/13598139.2016.1264293","DOIUrl":"https://doi.org/10.1080/13598139.2016.1264293","url":null,"abstract":"Abstract This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"249 - 264"},"PeriodicalIF":1.8,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2016.1264293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47927982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/13598139.2017.1403090
A. Ziegler
This issue of the High Ability Studies focuses from various perspectives on two topics: Sports and emotions. Martin, Ewing, and Oregon are interested in the role of specialization of athletes. In line with recent findings in skill development in the arts and in the academics, they find that early specialization is not required for an elite level performance. In the second article on sports, Tedesqui and Young investigated grit which received much attention in recent research. The authors summarized the results of their study that grit enables athletes to persist with practice activities which are crucial in expert sport development. In an article on emotions, Godor and Szymanski address an issue that has stirred up much controversy lately: Harmony theory posits that gifted students are well adjusted and successful in life, whereas disharmony theory maintains that giftedness forms a threat to a harmonious development. Analyzing PISA 2012 data, the authors found no evidence of gifted students being lonelier compared to non-gifted students. Indeed, the vast majority reported equal or higher levels of belonging. Thus, the results were clearly more concordant with harmony theory. In a highly interesting study, Hornstra, van der Veen, and Peetsma examined the effects of full-time and part-time high ability programs on high ability students’ achievement emotions. Main findings were that students, who attended full-time high ability programs, did not report more positive achievement emotions compared to students of similar ability levels within regular education. However, students in part-time programs experienced more positive and less negative emotions during the part-time program. The concept of over-excitabilities has recently been questioned by some authors. However, De Bondt and Van Petegem present a study in which over-excitability explains variations in learning patterns ranging from 3.3% for reproduction-directed learning to impressive 46.1% for meaning-directed learning. Furthermore, the authors found evidence for including emotion dynamics in the study of the learning process. Araújo, Cruz, and Almeida conducted a study with six outstanding scientists. Some of the key findings are that emotion regulation, flexible coping, and goal setting were identified as particularly important in dealing with rejections, setbacks, and team management issues.
本期《高能力研究》从不同的角度关注两个主题：运动和情感。马丁、尤因和俄勒冈州都对运动员专业化的作用感兴趣。根据最近在艺术和学术技能发展方面的研究结果，他们发现精英级别的表演不需要早期专业化。在关于体育的第二篇文章中，Tedesqui和Young研究了近年来备受关注的毅力。作者总结了他们的研究结果，即毅力使运动员能够坚持练习活动，而练习活动对专业运动的发展至关重要。Godor和Szymanski在一篇关于情感的文章中谈到了一个最近引发争议的问题：和谐理论认为天才学生在生活中适应良好并取得成功，而不和谐理论则认为天才对和谐发展构成威胁。通过分析PISA 2012年的数据，作者没有发现任何证据表明天才学生比非天才学生更孤独。事实上，绝大多数人都报告了同等或更高程度的归属感。因此，结果显然与和谐理论更加一致。在一项非常有趣的研究中，Hornstra、van der Veen和Peetsma研究了全日制和非全日制高能力项目对高能力学生成就情绪的影响。主要发现是，与普通教育中能力水平相似的学生相比，参加全日制高能力项目的学生没有表现出更多积极的成就情绪。然而，参加非全日制项目的学生在非全日制项目中经历了更多的积极情绪和更少的负面情绪。过度兴奋的概念最近受到一些作者的质疑。然而，De Bondt和Van Petergem提出了一项研究，在该研究中，过度兴奋性解释了学习模式的变化，从生殖导向学习的3.3%到意义导向学习的46.1%。此外，作者发现了将情绪动力学纳入学习过程研究的证据。Araújo、Cruz和Almeida与六位杰出科学家进行了一项研究。一些关键发现是，情绪调节、灵活应对和目标设定在处理拒绝、挫折和团队管理问题时尤为重要。
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Pub Date : 2017-06-19DOI: 10.1080/13598139.2017.1340262
Rafael A. B. Tedesqui, B. Young
Abstract Grit, the tendency to work hard toward long-term goals, maintaining effort and interest over years despite failure and adversity, has predicted several achievement outcomes. However, minimal work has examined grit within a sport expertise development framework, and specifically its association with deliberate practice (DP) in sport. Participants, 250 athletes (109 female; Mage = 23.40, SD = 10.14), completed the 12-item Grit Scale, practice measures, and reported their skill level (local to international). Factor analyses confirmed a 10-item two-factor model for use in our sport sample: consistency of interests (CI; 6 items; α = .81) and perseverance of effort (PE; 4 items; α = .75). A full latent variable model controlling for age showed PE significantly predicted weekly amounts of DP and engagement in mandatory and optional practice contexts; CI was inversely associated with threats to athletes’ sport commitment. Among senior athletes, both Expert and Advanced skill groups had higher PE levels than a Basic/Intermediate group, ps < .05. The tendency to work hard toward long-term goals seemingly enables athletes to persist with practice activities that are pivotal to expert sport development.
{"title":"Investigating grit variables and their relations with practice and skill groups in developing sport experts","authors":"Rafael A. B. Tedesqui, B. Young","doi":"10.1080/13598139.2017.1340262","DOIUrl":"https://doi.org/10.1080/13598139.2017.1340262","url":null,"abstract":"Abstract Grit, the tendency to work hard toward long-term goals, maintaining effort and interest over years despite failure and adversity, has predicted several achievement outcomes. However, minimal work has examined grit within a sport expertise development framework, and specifically its association with deliberate practice (DP) in sport. Participants, 250 athletes (109 female; Mage = 23.40, SD = 10.14), completed the 12-item Grit Scale, practice measures, and reported their skill level (local to international). Factor analyses confirmed a 10-item two-factor model for use in our sport sample: consistency of interests (CI; 6 items; α = .81) and perseverance of effort (PE; 4 items; α = .75). A full latent variable model controlling for age showed PE significantly predicted weekly amounts of DP and engagement in mandatory and optional practice contexts; CI was inversely associated with threats to athletes’ sport commitment. Among senior athletes, both Expert and Advanced skill groups had higher PE levels than a Basic/Intermediate group, ps < .05. The tendency to work hard toward long-term goals seemingly enables athletes to persist with practice activities that are pivotal to expert sport development.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"167 - 180"},"PeriodicalIF":1.8,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1340262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-29DOI: 10.1080/13598139.2017.1332575
L. Hornstra, I. van der Veen, T. Peetsma
Abstract This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.
{"title":"Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions","authors":"L. Hornstra, I. van der Veen, T. Peetsma","doi":"10.1080/13598139.2017.1332575","DOIUrl":"https://doi.org/10.1080/13598139.2017.1332575","url":null,"abstract":"Abstract This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"199 - 224"},"PeriodicalIF":1.8,"publicationDate":"2017-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1332575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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