Pub Date : 2024-06-08DOI: 10.1080/14733285.2024.2359704
S. Linn, Hala Ghanem, Abdallah Sami Abolouz
{"title":"Spatialities of\u0000 shabaab\u0000 : exploring the intersections of lifestage, space and mobility amongst refugee young people in urban Jordan","authors":"S. Linn, Hala Ghanem, Abdallah Sami Abolouz","doi":"10.1080/14733285.2024.2359704","DOIUrl":"https://doi.org/10.1080/14733285.2024.2359704","url":null,"abstract":"","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369742","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 : 2024-02-01DOI: 10.1080/14733285.2024.2302105
Kenneth Pettersen
{"title":"More-than-human and more-than-digital collecting among young children in Norway","authors":"Kenneth Pettersen","doi":"10.1080/14733285.2024.2302105","DOIUrl":"https://doi.org/10.1080/14733285.2024.2302105","url":null,"abstract":"","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685244","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 : 2023-11-13DOI: 10.1080/14733285.2023.2274825
Parna Rastgo, Arlinda Hajzeri, Ehsan Ahmadi
ABSTRACTThe presence of green elements, such as plants, trees, and natural outdoor spaces, has been found to have a significant impact on children's physical, mental, and emotional well-being. Studies have shown that access to green spaces can improve children's cognitive development, increase their physical activity levels, and reduce stress and anxiety. Furthermore, green features may increase children's creativity, imagination, and environmental, ecological, and social interaction education. This research aims to comprehend how green elements affect the formation of gathering spots for children in urban areas and which social and functional features influence children's decisions when choosing gathering spots. It specifically examines the social and spatial constraints that limit children's active play in urban spaces in the immediate vicinity of five single-gender girls’ elementary schools in Tehran. Moreover, it observes how the priority of children in choosing gathering spots around schools is affected by safety and surveillance concerns. Observations indicate that children's hang-out spots around schools are determined more by safety and surveillance than access to green spaces or natural elements. The research provides insights into the importance of green elements in shaping children's playful behavior. It emphasizes the necessity of considering safety when planning green spaces in schools’ vicinities.KEYWORDS: Affordancesbuilt environmentCity of Tehrangathering spots in school's vicinitysafety and surveillancesmall green spaces Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The school bus system in Tehran is different from what is common in other countries such as the one in the US. Here, the ‘school bus’ refers to mainly private cars or vans that pick up/drop off the children at the front door of their homes or the school’s gate where they are under supervision. Therefore, children have almost no freedom of movement during such a trip.
{"title":"Exploring the opportunities and constraints of urban small green spaces: an investigation of affordances","authors":"Parna Rastgo, Arlinda Hajzeri, Ehsan Ahmadi","doi":"10.1080/14733285.2023.2274825","DOIUrl":"https://doi.org/10.1080/14733285.2023.2274825","url":null,"abstract":"ABSTRACTThe presence of green elements, such as plants, trees, and natural outdoor spaces, has been found to have a significant impact on children's physical, mental, and emotional well-being. Studies have shown that access to green spaces can improve children's cognitive development, increase their physical activity levels, and reduce stress and anxiety. Furthermore, green features may increase children's creativity, imagination, and environmental, ecological, and social interaction education. This research aims to comprehend how green elements affect the formation of gathering spots for children in urban areas and which social and functional features influence children's decisions when choosing gathering spots. It specifically examines the social and spatial constraints that limit children's active play in urban spaces in the immediate vicinity of five single-gender girls’ elementary schools in Tehran. Moreover, it observes how the priority of children in choosing gathering spots around schools is affected by safety and surveillance concerns. Observations indicate that children's hang-out spots around schools are determined more by safety and surveillance than access to green spaces or natural elements. The research provides insights into the importance of green elements in shaping children's playful behavior. It emphasizes the necessity of considering safety when planning green spaces in schools’ vicinities.KEYWORDS: Affordancesbuilt environmentCity of Tehrangathering spots in school's vicinitysafety and surveillancesmall green spaces Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The school bus system in Tehran is different from what is common in other countries such as the one in the US. Here, the ‘school bus’ refers to mainly private cars or vans that pick up/drop off the children at the front door of their homes or the school’s gate where they are under supervision. Therefore, children have almost no freedom of movement during such a trip.","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281624","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 : 2023-11-13DOI: 10.1080/14733285.2023.2279988
Bekkah Bernheim
Young women’s (im)mobilities are influenced by a web of factors at the individual, interpersonal and macro levels of analysis. These factors, including young women’s social identities, perceptions of themselves and their environment; parental rules; transportation systems; and systematic inequalities, influence how, at what times and where young women access the public realm. In this article, I argue gender is an often-hidden but significant force shaping young women’s (im)mobilities in the public realm at different levels of analysis. Drawing attention to how gender influences mobilities is a necessary first step to making the public realm inclusive and accessible for women of all ages. This research was undertaken as part of a PhD in Social Policy. Qualitative data were collected with 41 participants over 8 months using semi-structured interviews and a pilot series of participatory workshops. Participants included young women, their mothers, key adults in young women’s lives, and policy professionals. The findings reveal how gender suffuses the experiences, decisions, regulations, and policies informing young women’s mobilities, often with a limiting effect. However, the strength of gender as a force affecting young women’s mobilities, and the recognition of the role of gender in mediating young women’s travel varied among participants. The contextual and intersectional nature of young women’s mobilities accounts for this variation and begins to explain it. The research focused on the experiences of young women in Scotland, but the findings illuminate the persistent, and surprising ways that gender shapes young women’s (im)mobilities in different contexts around the world.
{"title":"The influence of gender on young women’s everyday (im)mobilities in Inverness, Scotland","authors":"Bekkah Bernheim","doi":"10.1080/14733285.2023.2279988","DOIUrl":"https://doi.org/10.1080/14733285.2023.2279988","url":null,"abstract":"Young women’s (im)mobilities are influenced by a web of factors at the individual, interpersonal and macro levels of analysis. These factors, including young women’s social identities, perceptions of themselves and their environment; parental rules; transportation systems; and systematic inequalities, influence how, at what times and where young women access the public realm. In this article, I argue gender is an often-hidden but significant force shaping young women’s (im)mobilities in the public realm at different levels of analysis. Drawing attention to how gender influences mobilities is a necessary first step to making the public realm inclusive and accessible for women of all ages. This research was undertaken as part of a PhD in Social Policy. Qualitative data were collected with 41 participants over 8 months using semi-structured interviews and a pilot series of participatory workshops. Participants included young women, their mothers, key adults in young women’s lives, and policy professionals. The findings reveal how gender suffuses the experiences, decisions, regulations, and policies informing young women’s mobilities, often with a limiting effect. However, the strength of gender as a force affecting young women’s mobilities, and the recognition of the role of gender in mediating young women’s travel varied among participants. The contextual and intersectional nature of young women’s mobilities accounts for this variation and begins to explain it. The research focused on the experiences of young women in Scotland, but the findings illuminate the persistent, and surprising ways that gender shapes young women’s (im)mobilities in different contexts around the world.","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281622","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 : 2023-11-07DOI: 10.1080/14733285.2023.2276280
Gurpinder Singh Lalli, Marcus B. Weaver-Hightower
ABSTRACTSchool mealtimes, for many schools, are characterized by behavioural difficulties, a problematic time of day requiring much attention and resources. Yet for many school food reformers, those wanting food environments to be educative and pleasant, strict behavioural interventions are contrary to the ideals of social learning. This paper presents an ethnographic case study of Peartree Academy, an all-through academy school in England, to explore how school personnel used the dining hall simultaneously as a community space and as surveillance mechanism. We deliberate on causes and variations of how this manifests. A Foucauldian lens, viewing dining space as ‘heterotopia’ and ‘heterochronies’ [Foucault, M. 1986. “‘Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22. https://doi.org/10.2307/464648], highlights tensions that shape the everyday for both students and staff in the school. As counter-spaces used differently by administrators, pupils, and food reformers, we show how rules and regulations imposed by staff work against the original intentions to develop the dining hall into a community forum in which children develop positive eating behaviours and good citizenship. The children became subjected to power relations through which bodies became docile or resistant, with less opportunity for social learning. True progressive food reform thus requires, ultimately, deeply understanding and negotiating the multiple, overlapping functions of dining spaces.KEYWORDS: Surveillanceschool foodcommunitypowerheterotopias Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"‘Why are they making us rush?’ The school dining hall as surveillance mechanism, social learning, or child’s space?","authors":"Gurpinder Singh Lalli, Marcus B. Weaver-Hightower","doi":"10.1080/14733285.2023.2276280","DOIUrl":"https://doi.org/10.1080/14733285.2023.2276280","url":null,"abstract":"ABSTRACTSchool mealtimes, for many schools, are characterized by behavioural difficulties, a problematic time of day requiring much attention and resources. Yet for many school food reformers, those wanting food environments to be educative and pleasant, strict behavioural interventions are contrary to the ideals of social learning. This paper presents an ethnographic case study of Peartree Academy, an all-through academy school in England, to explore how school personnel used the dining hall simultaneously as a community space and as surveillance mechanism. We deliberate on causes and variations of how this manifests. A Foucauldian lens, viewing dining space as ‘heterotopia’ and ‘heterochronies’ [Foucault, M. 1986. “‘Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22. https://doi.org/10.2307/464648], highlights tensions that shape the everyday for both students and staff in the school. As counter-spaces used differently by administrators, pupils, and food reformers, we show how rules and regulations imposed by staff work against the original intentions to develop the dining hall into a community forum in which children develop positive eating behaviours and good citizenship. The children became subjected to power relations through which bodies became docile or resistant, with less opportunity for social learning. True progressive food reform thus requires, ultimately, deeply understanding and negotiating the multiple, overlapping functions of dining spaces.KEYWORDS: Surveillanceschool foodcommunitypowerheterotopias Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135433123","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 : 2023-11-07DOI: 10.1080/14733285.2023.2269104
Juliane Schicketanz, Sigrun Kabisch, Péter Bagoly-Simó, Tobia Lakes
ABSTRACTChildren’s school journeys can provide a daily source of physical activity, social interaction, and independence. Many studies focus on quantitative analyses of factors influencing active school travel (AST) from an adult-centric perspective. This study analyses children’s and adults’ perspectives on school travel behaviour and route perceptions using qualitative walking interviews. We conducted 14 go-along interviews with primary school children and their parents along different routes to school in Leipzig, Germany. We transcribed the interviews, analysed the factors perceived to support or hinder AST and mapped the route perceptions. The results of our study provide detailed insights into individual, family and route environment-related factors of AST. Perceived traffic safety along the routes was most relevant for all parents we interviewed. The other factors differed according to the mode of transport and accompaniment. Children who regularly walk to school report on numerous positively perceived places, e.g. associated with social interaction, play, and hiding activities. Our findings suggest that enabling children to gain positive experiences along their routes might be a chance to increase active and independent school travel.KEYWORDS: Active school travelschool journeywalking interviewqualitative GIShealth geography Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Factors that are perceived as supporting or hindering active school travel (AST): go-along interviews with primary school children and their parents","authors":"Juliane Schicketanz, Sigrun Kabisch, Péter Bagoly-Simó, Tobia Lakes","doi":"10.1080/14733285.2023.2269104","DOIUrl":"https://doi.org/10.1080/14733285.2023.2269104","url":null,"abstract":"ABSTRACTChildren’s school journeys can provide a daily source of physical activity, social interaction, and independence. Many studies focus on quantitative analyses of factors influencing active school travel (AST) from an adult-centric perspective. This study analyses children’s and adults’ perspectives on school travel behaviour and route perceptions using qualitative walking interviews. We conducted 14 go-along interviews with primary school children and their parents along different routes to school in Leipzig, Germany. We transcribed the interviews, analysed the factors perceived to support or hinder AST and mapped the route perceptions. The results of our study provide detailed insights into individual, family and route environment-related factors of AST. Perceived traffic safety along the routes was most relevant for all parents we interviewed. The other factors differed according to the mode of transport and accompaniment. Children who regularly walk to school report on numerous positively perceived places, e.g. associated with social interaction, play, and hiding activities. Our findings suggest that enabling children to gain positive experiences along their routes might be a chance to increase active and independent school travel.KEYWORDS: Active school travelschool journeywalking interviewqualitative GIShealth geography Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474600","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 : 2023-11-07DOI: 10.1080/14733285.2023.2276279
Leah K. Edwards
ABSTRACTIn this Viewpoints paper, I consider the role of family dialogue in shaping political agency and morality in relation to climate change and ecological destruction, drawing on insights from Common Worlds pedagogy. Common Worlds educators and researchers invite adults to attend to the questions children ask about the world as openings for unsettling dominant narratives of extractive settler colonialism. Moving this approach out of the classroom towards other intergenerational encounters, I suggest that interactions between children and parents can offer fleeting encounters for becoming response-able in multispecies worlds. Considering childing as a process of becoming, Common Worlds scholars and educators adopt a process ontology within adult–child interactions, opening up the possibility of adults, too, ‘becoming’ in the space–time of educational encounters. Drawing on conversations with my 5-year-old, I consider how encounters with the children in our lives can offer possibilities for re-casting ethical and political questions of responsibility.KEYWORDS: Encounterbecomingresponsibilityparent–child learningfamilyclimate change Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Economic and Social Research Council.
{"title":"The role of family dialogue in becoming response-able: a common worlds approach","authors":"Leah K. Edwards","doi":"10.1080/14733285.2023.2276279","DOIUrl":"https://doi.org/10.1080/14733285.2023.2276279","url":null,"abstract":"ABSTRACTIn this Viewpoints paper, I consider the role of family dialogue in shaping political agency and morality in relation to climate change and ecological destruction, drawing on insights from Common Worlds pedagogy. Common Worlds educators and researchers invite adults to attend to the questions children ask about the world as openings for unsettling dominant narratives of extractive settler colonialism. Moving this approach out of the classroom towards other intergenerational encounters, I suggest that interactions between children and parents can offer fleeting encounters for becoming response-able in multispecies worlds. Considering childing as a process of becoming, Common Worlds scholars and educators adopt a process ontology within adult–child interactions, opening up the possibility of adults, too, ‘becoming’ in the space–time of educational encounters. Drawing on conversations with my 5-year-old, I consider how encounters with the children in our lives can offer possibilities for re-casting ethical and political questions of responsibility.KEYWORDS: Encounterbecomingresponsibilityparent–child learningfamilyclimate change Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Economic and Social Research Council.","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135433916","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 : 2023-10-30DOI: 10.1080/14733285.2023.2274828
Jane Edwards
{"title":"Refugee and asylum-seeker children’s experiences: results of a meta ethnography","authors":"Jane Edwards","doi":"10.1080/14733285.2023.2274828","DOIUrl":"https://doi.org/10.1080/14733285.2023.2274828","url":null,"abstract":"","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103675","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 : 2023-10-27DOI: 10.1080/14733285.2023.2274824
Minkyung Kwon, Hayoung Lee
{"title":"The ‘messy’ online classroom during COVID-19: students opening up a liminal space between being controlled and exercising agency","authors":"Minkyung Kwon, Hayoung Lee","doi":"10.1080/14733285.2023.2274824","DOIUrl":"https://doi.org/10.1080/14733285.2023.2274824","url":null,"abstract":"","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318331","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 : 2023-10-27DOI: 10.1080/14733285.2023.2270444
Hulya Gilbert, Marco te Brömmelstroet
ABSTRACTThe private car, as a dominant form of everyday mobilities across Australia and around the globe, continues to create a significant level of social and spatial injustice. Children are disproportionally affected by such injustices, not just through the loss of their basic rights to roam their local environments freely and safely due to traffic safety concerns and being greatly susceptible to illnesses generated by car-inducing pollution and noise, but also through being at the greatest risk of being hit by drivers. Road crashes continue to be the leading cause of death for children globally and our current – and decades long – ways of dealing with road violence are inadequate and counter-productive as they distract from what actually needs to be done. Utilising Boyden’s framing of cultural maladaptation, this paper conceptualises current maladaptive transport discourses and discusses how they continue to harm the health and well-being of children. The paper highlights the need for the recognition of these maladaptive discourses, including our worldviews, languages and principles in order to replace them with new narratives which enable the transition to a future where children’s mobility needs and rights are honoured.KEYWORDS: children’s mobilitiesroad violencemaladaptive discoursestransport planning Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Our culturally maladaptive transport discourses are continuing to fail our children","authors":"Hulya Gilbert, Marco te Brömmelstroet","doi":"10.1080/14733285.2023.2270444","DOIUrl":"https://doi.org/10.1080/14733285.2023.2270444","url":null,"abstract":"ABSTRACTThe private car, as a dominant form of everyday mobilities across Australia and around the globe, continues to create a significant level of social and spatial injustice. Children are disproportionally affected by such injustices, not just through the loss of their basic rights to roam their local environments freely and safely due to traffic safety concerns and being greatly susceptible to illnesses generated by car-inducing pollution and noise, but also through being at the greatest risk of being hit by drivers. Road crashes continue to be the leading cause of death for children globally and our current – and decades long – ways of dealing with road violence are inadequate and counter-productive as they distract from what actually needs to be done. Utilising Boyden’s framing of cultural maladaptation, this paper conceptualises current maladaptive transport discourses and discusses how they continue to harm the health and well-being of children. The paper highlights the need for the recognition of these maladaptive discourses, including our worldviews, languages and principles in order to replace them with new narratives which enable the transition to a future where children’s mobility needs and rights are honoured.KEYWORDS: children’s mobilitiesroad violencemaladaptive discoursestransport planning Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":496310,"journal":{"name":"Children's Geographies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262605","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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