Pub Date : 2022-12-05DOI: 10.1080/14675986.2022.2144621
Miri Shonfeld, Elaine Hoter
ABSTRACT This paper explores the factors that predict children’s willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable ‘intercultural attitudes’ is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.
{"title":"Children’s willingness to have contact with children from different cultures; evidence from the Tec4schools program","authors":"Miri Shonfeld, Elaine Hoter","doi":"10.1080/14675986.2022.2144621","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144621","url":null,"abstract":"ABSTRACT This paper explores the factors that predict children’s willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable ‘intercultural attitudes’ is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/14675986.2022.2146403
Bolette Moldenhawer
ABSTRACT This article examines the role of emotions in educational work with asylum-seeking and refugee children by studying a specific case of teaching in culturally diverse classrooms. Using empirical data from various classroom contexts in Denmark based on teacher interviews and participant observations, the role of emotions is examined through a relational approach informed by, among others, Sara Ahmed. The analysis firstly developed three types of situated emotion management performed by actors for a wide range of reasons, feeling rules and organisational regulations. Secondly, I undertook a theoretical interpretation of the analysis involving a study of emotions asking, ‘what do emotions do’ and ‘how do emotions operate’ to make and shape bodies of othering. The findings suggest that a relational approach to emotion allows for a better understanding of how emotions work with effect in educational work with asylum-seeking and refugee children and, accordingly, how teachers can benefit from including this approach in understanding and finding solutions to the important role emotions play in asylum-seeking and refugee education.
{"title":"The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms","authors":"Bolette Moldenhawer","doi":"10.1080/14675986.2022.2146403","DOIUrl":"https://doi.org/10.1080/14675986.2022.2146403","url":null,"abstract":"ABSTRACT This article examines the role of emotions in educational work with asylum-seeking and refugee children by studying a specific case of teaching in culturally diverse classrooms. Using empirical data from various classroom contexts in Denmark based on teacher interviews and participant observations, the role of emotions is examined through a relational approach informed by, among others, Sara Ahmed. The analysis firstly developed three types of situated emotion management performed by actors for a wide range of reasons, feeling rules and organisational regulations. Secondly, I undertook a theoretical interpretation of the analysis involving a study of emotions asking, ‘what do emotions do’ and ‘how do emotions operate’ to make and shape bodies of othering. The findings suggest that a relational approach to emotion allows for a better understanding of how emotions work with effect in educational work with asylum-seeking and refugee children and, accordingly, how teachers can benefit from including this approach in understanding and finding solutions to the important role emotions play in asylum-seeking and refugee education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/14675986.2022.2144623
S. Colaiacomo, Ayse Gur Geden, A. Linehan, Anthony Manning
ABSTRACT The paper focuses on the importance of Internationalisation at Home, access and support mechanisms which are provided and co-created by students and university departments to encourage sanctuary scholarship. The paper gives particular attention to activities that encourage meaningful interaction with local communities and widen international participation of marginalised groups, such as students from the global south and asylum seeker communities. The paper presents two case studies. The first case study focuses on a student-led project developed by the students and staff of Canterbury Christ Church University. The second case study projects students’ voices from the global south and refugee communities at The University of Kent and University College London (UCL). The experiences of these students highlight the importance of welcoming and supporting students from marginalised backgrounds. They also demonstrate the need for both curriculum-based and co-curricular activity and student services which provided tailored support and encouragement.
{"title":"Harnessing the benefits of sanctuary scholarship: opportunities for community enhancement, widening participation and internationalisation at home","authors":"S. Colaiacomo, Ayse Gur Geden, A. Linehan, Anthony Manning","doi":"10.1080/14675986.2022.2144623","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144623","url":null,"abstract":"ABSTRACT The paper focuses on the importance of Internationalisation at Home, access and support mechanisms which are provided and co-created by students and university departments to encourage sanctuary scholarship. The paper gives particular attention to activities that encourage meaningful interaction with local communities and widen international participation of marginalised groups, such as students from the global south and asylum seeker communities. The paper presents two case studies. The first case study focuses on a student-led project developed by the students and staff of Canterbury Christ Church University. The second case study projects students’ voices from the global south and refugee communities at The University of Kent and University College London (UCL). The experiences of these students highlight the importance of welcoming and supporting students from marginalised backgrounds. They also demonstrate the need for both curriculum-based and co-curricular activity and student services which provided tailored support and encouragement.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41669584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1080/14675986.2022.2144051
Ágnes Lukács J., Tünde Szabó, É. Huszti, C. Komolafe, Z. Ember, Beáta Dávid
ABSTRACT Adapting to the expectations of educational institutions can be difficult for any students, but it is particularly difficult for disadvantaged, first-generation college students with a minority ethnic background. Our case study, employing a social network perspective, examines the role of small peer-communities in the academic adjustment of underrepresented minority students, namely Roma young people in Hungary. Using a social network approach, the study aims to evaluate what the exact role of ‘colleges for advanced studies’ communities is in the everyday life of Roma students, characteristically first-generation intellectuals, and how such communities contribute to academic adjustment. Furthermore, this study examines the main dilemmas concerning the operation of such colleges for advanced studies. The results show that institutions with fewer students and those operating in separate buildings (spatial segregation) provide an opportunity for much stronger connections and more interactions for the students. However, the analysis also showed that the predominance of RCASN ties may hinder the formation of host connections, and this way hampers the stronger bonding to the university.
{"title":"The role of colleges for advanced studies in Roma undergraduates’ adjustment to college in Hungary from a social network perspective","authors":"Ágnes Lukács J., Tünde Szabó, É. Huszti, C. Komolafe, Z. Ember, Beáta Dávid","doi":"10.1080/14675986.2022.2144051","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144051","url":null,"abstract":"ABSTRACT Adapting to the expectations of educational institutions can be difficult for any students, but it is particularly difficult for disadvantaged, first-generation college students with a minority ethnic background. Our case study, employing a social network perspective, examines the role of small peer-communities in the academic adjustment of underrepresented minority students, namely Roma young people in Hungary. Using a social network approach, the study aims to evaluate what the exact role of ‘colleges for advanced studies’ communities is in the everyday life of Roma students, characteristically first-generation intellectuals, and how such communities contribute to academic adjustment. Furthermore, this study examines the main dilemmas concerning the operation of such colleges for advanced studies. The results show that institutions with fewer students and those operating in separate buildings (spatial segregation) provide an opportunity for much stronger connections and more interactions for the students. However, the analysis also showed that the predominance of RCASN ties may hinder the formation of host connections, and this way hampers the stronger bonding to the university.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1080/14675986.2022.2144073
Peter G. Ghazarian, Erik Kormos, Kendra Wisdom
ABSTRACT New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifically in cultural value of diversity and self-regulation support. Simulations may be a promising complement to traditional field experiences in education; policymakers and faculty should explore incorporating them into educator preparation programs.
{"title":"Simulated field experiences and culturally responsive pedagogy among teacher candidates","authors":"Peter G. Ghazarian, Erik Kormos, Kendra Wisdom","doi":"10.1080/14675986.2022.2144073","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144073","url":null,"abstract":"ABSTRACT New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifically in cultural value of diversity and self-regulation support. Simulations may be a promising complement to traditional field experiences in education; policymakers and faculty should explore incorporating them into educator preparation programs.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41982386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/14675986.2022.2144622
Danielle R. Eugene, Jandel Crutchfield, Latocia Keyes, Sarah L. Webb
ABSTRACT Colorism is a salient aspect of race in the knowledge construction and preparation of teachers across the globe. This paper reports the findings of a study that investigated attitudes and experiences of colorism among preservice teachers of color, including their own levels of implicit skin tone bias, and implications for their teaching practice. The results revealed that family background greatly influenced participant understanding and attitudes towards colorism. The results also demonstrated similar experiences across racial groups, highlighting the cross cutting and intercultural nature of colorism. Lastly, intersectionality contributed to participants ability to critically explain how colorism manifests in teaching practices. Implications for policy and practice efforts are discussed.
{"title":"Looking within: implicit skin tone bias among teachers of color","authors":"Danielle R. Eugene, Jandel Crutchfield, Latocia Keyes, Sarah L. Webb","doi":"10.1080/14675986.2022.2144622","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144622","url":null,"abstract":"ABSTRACT Colorism is a salient aspect of race in the knowledge construction and preparation of teachers across the globe. This paper reports the findings of a study that investigated attitudes and experiences of colorism among preservice teachers of color, including their own levels of implicit skin tone bias, and implications for their teaching practice. The results revealed that family background greatly influenced participant understanding and attitudes towards colorism. The results also demonstrated similar experiences across racial groups, highlighting the cross cutting and intercultural nature of colorism. Lastly, intersectionality contributed to participants ability to critically explain how colorism manifests in teaching practices. Implications for policy and practice efforts are discussed.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41381334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/14675986.2022.2154956
Frida Akmalia, Yunita Laila Zulfa
{"title":"From study abroad to education abroad: language proficiency, intercultural competence, and diversity","authors":"Frida Akmalia, Yunita Laila Zulfa","doi":"10.1080/14675986.2022.2154956","DOIUrl":"https://doi.org/10.1080/14675986.2022.2154956","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237473","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}
ABSTRACT This article reports on a preliminary finding of sociocultural adaptation experienced by two pre-service teachers (PSTs) during a service-learning program. They wrote photo-voices, a photo-mediated self-reflection, to share how they adapted to the sociocultural life of their first two-week service learning. Using the U-heuristic analysis model, this study found three contributing factors that helped them build sociocultural adaptation skills: peer support, self-motivation, and assimilation. Meanwhile, the PSTs’ photo-voices also shared their concern when maintaining sociocultural engagement, such as language differences and indigenous traditions. The findings suggest intercultural awareness development of PSTs to build sociocultural adaptation in the context of service learning.
{"title":"Photovoice as a means of self-reflection: portraying sociocultural adaptation in service learning","authors":"Sandi Ferdiansyah, Ayunda Wulandari, Ika Aulia Fitri","doi":"10.1080/14675986.2022.2154951","DOIUrl":"https://doi.org/10.1080/14675986.2022.2154951","url":null,"abstract":"ABSTRACT This article reports on a preliminary finding of sociocultural adaptation experienced by two pre-service teachers (PSTs) during a service-learning program. They wrote photo-voices, a photo-mediated self-reflection, to share how they adapted to the sociocultural life of their first two-week service learning. Using the U-heuristic analysis model, this study found three contributing factors that helped them build sociocultural adaptation skills: peer support, self-motivation, and assimilation. Meanwhile, the PSTs’ photo-voices also shared their concern when maintaining sociocultural engagement, such as language differences and indigenous traditions. The findings suggest intercultural awareness development of PSTs to build sociocultural adaptation in the context of service learning.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/14675986.2022.2154953
N. Vu
ABSTRACT This mixed-method study seeks to understand Vietnamese higher education students’ intercultural sensitivity (IS) to progress their development of intercultural communicative competence (ICC), as part of the efforts to enrich the literature on IS and ICC in the Vietnamese contexts of foreign language education. Firstly, attending to these target students’ English language learning, this study quantitatively suggested that they had weak-to-moderate levels of IS and initially proved that they were still able to interact interculturally in a relatively confident way. Moreover, based on the framework of Chen and Starosta, the quantitative and qualitative findings demonstrated that the IS levels seemed to vary among the target students, according to their demographic backgrounds (e.g. gender, academic major, language as a medium of instruction, locations of hometown, year of learning, and length of English language learning). Finally, implications are discussed at the end of this manuscript, involving much attention needed from a wide range of related stakeholders in order to necessarily establish critical steps for the facilitation of intercultural education in the Vietnamese context of higher education in general and language education in particular.
{"title":"Research Note: VIETNAMESE LEARNERS OF ENGLISH AND THEIR INTERCULTURAL SENSITIVITY?","authors":"N. Vu","doi":"10.1080/14675986.2022.2154953","DOIUrl":"https://doi.org/10.1080/14675986.2022.2154953","url":null,"abstract":"ABSTRACT This mixed-method study seeks to understand Vietnamese higher education students’ intercultural sensitivity (IS) to progress their development of intercultural communicative competence (ICC), as part of the efforts to enrich the literature on IS and ICC in the Vietnamese contexts of foreign language education. Firstly, attending to these target students’ English language learning, this study quantitatively suggested that they had weak-to-moderate levels of IS and initially proved that they were still able to interact interculturally in a relatively confident way. Moreover, based on the framework of Chen and Starosta, the quantitative and qualitative findings demonstrated that the IS levels seemed to vary among the target students, according to their demographic backgrounds (e.g. gender, academic major, language as a medium of instruction, locations of hometown, year of learning, and length of English language learning). Finally, implications are discussed at the end of this manuscript, involving much attention needed from a wide range of related stakeholders in order to necessarily establish critical steps for the facilitation of intercultural education in the Vietnamese context of higher education in general and language education in particular.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48567189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/14675986.2022.2143694
Noa Shapira, Shula Mola
ABSTRACT This study examined the impact of a workshop for teachers entitled ‘Things are Not Always What They Seem’. The workshop’s aim was to raise awareness of teachers’ roles in heterogenic classrooms. The study’s primary assumption was the importance of increasing teachers’ awareness of their biases and the need to foster intercultural sensitivity. To do so, the workshop exposed 35 teachers to the perspectives of ‘other’ teachers and students including those deriving from the following defined categories: middle-class, advantaged, white teachers (MAW), and low social economic status, disadvantaged, and black (LDB) students. The research method was qualitative interpretive, based on the analysis of texts from the teachers’ workshop. The workshop included exposure to the MAW statements towards their students and LDB statements about their personal experience with racism. The teachers from the workshop read the quotes, searched for connections between them, and reflected about the texts. Findings indicate that the teachers’ responses to the offered quotes demonstrate intercultural sensitivity, as manifested through understanding their students’ points of view.
{"title":"Teachers ‘looking into a mirror’ - a journey through exposure to diverse perspectives","authors":"Noa Shapira, Shula Mola","doi":"10.1080/14675986.2022.2143694","DOIUrl":"https://doi.org/10.1080/14675986.2022.2143694","url":null,"abstract":"ABSTRACT This study examined the impact of a workshop for teachers entitled ‘Things are Not Always What They Seem’. The workshop’s aim was to raise awareness of teachers’ roles in heterogenic classrooms. The study’s primary assumption was the importance of increasing teachers’ awareness of their biases and the need to foster intercultural sensitivity. To do so, the workshop exposed 35 teachers to the perspectives of ‘other’ teachers and students including those deriving from the following defined categories: middle-class, advantaged, white teachers (MAW), and low social economic status, disadvantaged, and black (LDB) students. The research method was qualitative interpretive, based on the analysis of texts from the teachers’ workshop. The workshop included exposure to the MAW statements towards their students and LDB statements about their personal experience with racism. The teachers from the workshop read the quotes, searched for connections between them, and reflected about the texts. Findings indicate that the teachers’ responses to the offered quotes demonstrate intercultural sensitivity, as manifested through understanding their students’ points of view.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329139","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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