While there is a rich literature reporting the prevalence of data sharing in many academic disciplines, and particularly STEM-related ones, the extent of data sharing in journals in Social Science fields has been subject to only little empirical enquiry, hitherto. Focusing on a particular Social Science discipline, Education, this research examines empirically two related issues associated with data sharing in Education. First, journal data sharing policies were scrutinized via a search of the websites of 47 randomly selected Education journals. Over half of the journals in the representative sample had issued statements on websites encouraging authors to make the data underlying published research, generally available to the academic community, though only a handful of journals make such sharing mandatory. Thus, while the importance of data sharing is well recognized by journals in the Education field, a sizeable minority seems not to have taken a stand on this issue. The second issue related to the efficacy of the positive stance taken by journals, in eliciting the desired response from authors, leading to the sharing of their data. This was probed in a limited, mainly qualitative, survey of the authors of papers published in journals that encouraged data sharing through their websites. It was found that not a single author had made data available – indeed, some authors were even unaware of the journal’s policy on this matter. Thus, journals’ well-intentioned procedures to encourage greater data sharing are seen to be markedly ineffective. Two main sets of reasons were offered to justify author reticence to data share: either authors did not regard it as being in their interest or data sharing was seen to be inappropriate or not possible for the data set in question. However, these fears relating to engaging in data sharing may not necessarily present insurmountable barriers to its wider adoption, as measures are available to circumvent, at least partially, or to meliorate their effect.
{"title":"Data sharing in academic publications: The case of education journals","authors":"Zehorit Dadon-Golan, A. Ziderman","doi":"10.3233/efi-230007","DOIUrl":"https://doi.org/10.3233/efi-230007","url":null,"abstract":"While there is a rich literature reporting the prevalence of data sharing in many academic disciplines, and particularly STEM-related ones, the extent of data sharing in journals in Social Science fields has been subject to only little empirical enquiry, hitherto. Focusing on a particular Social Science discipline, Education, this research examines empirically two related issues associated with data sharing in Education. First, journal data sharing policies were scrutinized via a search of the websites of 47 randomly selected Education journals. Over half of the journals in the representative sample had issued statements on websites encouraging authors to make the data underlying published research, generally available to the academic community, though only a handful of journals make such sharing mandatory. Thus, while the importance of data sharing is well recognized by journals in the Education field, a sizeable minority seems not to have taken a stand on this issue. The second issue related to the efficacy of the positive stance taken by journals, in eliciting the desired response from authors, leading to the sharing of their data. This was probed in a limited, mainly qualitative, survey of the authors of papers published in journals that encouraged data sharing through their websites. It was found that not a single author had made data available – indeed, some authors were even unaware of the journal’s policy on this matter. Thus, journals’ well-intentioned procedures to encourage greater data sharing are seen to be markedly ineffective. Two main sets of reasons were offered to justify author reticence to data share: either authors did not regard it as being in their interest or data sharing was seen to be inappropriate or not possible for the data set in question. However, these fears relating to engaging in data sharing may not necessarily present insurmountable barriers to its wider adoption, as measures are available to circumvent, at least partially, or to meliorate their effect.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"103 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282240","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}
{"title":"Information everywhere: Introduction to the special issue of LIDA 2023 (Libraries in the Digital Age) conference: Issue 1","authors":"","doi":"10.3233/efi-230145","DOIUrl":"https://doi.org/10.3233/efi-230145","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804891","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}
{"title":"Obituary: Pierre Pluye 1962–2023","authors":"","doi":"10.3233/efi-230911","DOIUrl":"https://doi.org/10.3233/efi-230911","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805979","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}
{"title":"Information everywhere: Introduction to the special issue of LIDA 2023 (Libraries in the Digital Age) conference: Issue 2","authors":"","doi":"10.3233/efi-230144","DOIUrl":"https://doi.org/10.3233/efi-230144","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363827","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}
University students as members of Generation Z (late 1990s and early 2000s) have rich experience in living the digital life. Previous studies show that Generation Z cares about their privacy and is more apt than older generations to implement complex privacy and security measures, but they are also more willing to compromise their privacy if they see any benefit. The aim of this research was to examine digital privacy protection attitudes, knowledge and skills of university students in Croatia. Obtained results suggest that respondents appreciate their digital privacy, have a cautious attitude toward protecting their data and are self-initiative regarding learning about digital privacy. However, their knowledge about digital privacy is not comprehensive and uniform, nor are their strategies of digital privacy protection. Privacy protection on social networks gives a better impression, which can be connected with the practice of frequent use of social networks and the need to maintain a certain image online. The above is also supported by data that the majority of respondents consider the publication of content in which they appear without their consent to be a very serious violation of their privacy. Furthermore, 65% of respondents would like to receive additional education on digital privacy.
{"title":"Digital privacy and data protection knowledge and skills of university students in Croatia: Preliminary findings","authors":"Snjezana Stanarevic Katavic, Hajdi Ivanović, Anita Papic","doi":"10.3233/efi-230056","DOIUrl":"https://doi.org/10.3233/efi-230056","url":null,"abstract":"University students as members of Generation Z (late 1990s and early 2000s) have rich experience in living the digital life. Previous studies show that Generation Z cares about their privacy and is more apt than older generations to implement complex privacy and security measures, but they are also more willing to compromise their privacy if they see any benefit. The aim of this research was to examine digital privacy protection attitudes, knowledge and skills of university students in Croatia. Obtained results suggest that respondents appreciate their digital privacy, have a cautious attitude toward protecting their data and are self-initiative regarding learning about digital privacy. However, their knowledge about digital privacy is not comprehensive and uniform, nor are their strategies of digital privacy protection. Privacy protection on social networks gives a better impression, which can be connected with the practice of frequent use of social networks and the need to maintain a certain image online. The above is also supported by data that the majority of respondents consider the publication of content in which they appear without their consent to be a very serious violation of their privacy. Furthermore, 65% of respondents would like to receive additional education on digital privacy.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43148504","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}
Drahomira Cupar, Martina Dragija Ivanovic, Antonija Grgeč
The digital content that users create over their lifetime can become part of their own digital legacy, so it needs to be organised and preserved if we want to make it accessible in the future. This paper presents the results of the exploratory study conducted in Croatia in 2022. The aim of the research was to determine the opinions and attitudes of the participants included in the study about their own personal digital legacy and to examine in what way and to what extent users organize their personal digital content for the future. The purpose of this research is to raise awareness about the importance of organizing digital content and preserving one’s personal digital legacy. In this study, two research questions were answered: a) Are respondents aware of their own personal digital legacy and what are their attitudes/opinions about the subject?; and b) In what way and to what extent the respondents organize and preserve their personal digital legacy? Results showed that respondents in this study are (still) not aware of the significance of the personal digital legacy and the value and potential obstacles for accessing it can have to their potential heirs.
{"title":"Personal digital legacy: Findings from an exploratory study among citizens of Croatia","authors":"Drahomira Cupar, Martina Dragija Ivanovic, Antonija Grgeč","doi":"10.3233/efi-230057","DOIUrl":"https://doi.org/10.3233/efi-230057","url":null,"abstract":"The digital content that users create over their lifetime can become part of their own digital legacy, so it needs to be organised and preserved if we want to make it accessible in the future. This paper presents the results of the exploratory study conducted in Croatia in 2022. The aim of the research was to determine the opinions and attitudes of the participants included in the study about their own personal digital legacy and to examine in what way and to what extent users organize their personal digital content for the future. The purpose of this research is to raise awareness about the importance of organizing digital content and preserving one’s personal digital legacy. In this study, two research questions were answered: a) Are respondents aware of their own personal digital legacy and what are their attitudes/opinions about the subject?; and b) In what way and to what extent the respondents organize and preserve their personal digital legacy? Results showed that respondents in this study are (still) not aware of the significance of the personal digital legacy and the value and potential obstacles for accessing it can have to their potential heirs.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48018947","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}
The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, a cross-sectional survey with a closed-ended questionnaire was conducted. The population for the cross-sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs.
{"title":"Gap analysis between skills requirements for research support services and LIS/IM curricula","authors":"Faizan Irfan, Muhammad Rafiq, Khalid Mahmood","doi":"10.3233/efi-230054","DOIUrl":"https://doi.org/10.3233/efi-230054","url":null,"abstract":"The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, a cross-sectional survey with a closed-ended questionnaire was conducted. The population for the cross-sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43444104","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}
Bibliometric analysis, an approach introduced by the library and information sciences, attempts to unravel the relationships between a large number of scientific literature by using quantitative methods. Economics of Education Review was founded in 1981 to meet the needs of a growing number of research in the economics of education. The journal has evolved to become a top field journal that focuses on cutting-edge research in an interdisciplinary field that combines educational studies and economics. It specializes in human capital production and the returns to human capital as well as in education policy and finance. We examine collaboration patterns using an approach introduced by the library and information sciences. The current research shows hidden patterns among scientific actors to offer a comprehensive understanding of the knowledge structure of this top field journal by employing network analysis such as bibliographic coupling, co-authorship and co-citation analysis. It also presents a thematic overview by analyzing author keyword co-occurrence and by classifying articles into six thematic clusters to highlight past themes and current trends in the field of economics of education. Our results suggest a shift in the focus of research, with more topics on measuring the impact of preschool programs, quality education, higher education attainment, gender, race and peer effects playing an important role in this area of scientific research.
{"title":"A bibliometric analysis of a top field journal in the economics of education","authors":"Maria Karantali, Theodore Panagiotidis","doi":"10.3233/efi-230059","DOIUrl":"https://doi.org/10.3233/efi-230059","url":null,"abstract":"Bibliometric analysis, an approach introduced by the library and information sciences, attempts to unravel the relationships between a large number of scientific literature by using quantitative methods. Economics of Education Review was founded in 1981 to meet the needs of a growing number of research in the economics of education. The journal has evolved to become a top field journal that focuses on cutting-edge research in an interdisciplinary field that combines educational studies and economics. It specializes in human capital production and the returns to human capital as well as in education policy and finance. We examine collaboration patterns using an approach introduced by the library and information sciences. The current research shows hidden patterns among scientific actors to offer a comprehensive understanding of the knowledge structure of this top field journal by employing network analysis such as bibliographic coupling, co-authorship and co-citation analysis. It also presents a thematic overview by analyzing author keyword co-occurrence and by classifying articles into six thematic clusters to highlight past themes and current trends in the field of economics of education. Our results suggest a shift in the focus of research, with more topics on measuring the impact of preschool programs, quality education, higher education attainment, gender, race and peer effects playing an important role in this area of scientific research.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219828","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}
Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.
教育课程需要不断更新，以适应就业市场的要求，这可能会受到不断变化的技术环境的影响。在图书馆和信息科学（LIS）的就业市场中，存在着第四次工业革命（4IR）带来的动态。这些动态要求LIS学校根据就业市场重新考虑其课程。就业市场希望教育系统反映他们的需求，因为他们是主要客户。本研究探讨了南非高等教育机构根据LIS课程对LIS专业人员进行数字奖学金的教育和培训。这是为了能够制定一个将数字奖学金纳入LIS课程的框架。Wolf（2007）的课程开发模型和客户满意度模型的一个方面（Zeithaml et al.，1993）为该研究提供了信息。这些模型帮助制定了一个框架，可用于将数字奖学金内容纳入南非的LIS课程。该框架建议，在开发数字学术时，应考虑与内部和外部相关利益攸关方进行协商。在开发数字奖学金课程时，还应具备相关的基础设施和资源。相关基础设施应包括4IR驱动的基础设施，如智能传感器、三维建模和网络安全工具等。还应查阅相关文件，如政策形式的资源、课程大纲和其他课程相关文件。如果采用这种模式，可以帮助LIS学校开发由数字奖学金驱动的课程，从而培养出符合当前LIS就业市场要求的LIS毕业生。
{"title":"A framework for the incorporation of digital scholarship contents in South African Library and Information Science Schools","authors":"P. Sibiya, P. Ngulube","doi":"10.3233/efi-230011","DOIUrl":"https://doi.org/10.3233/efi-230011","url":null,"abstract":"Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45885668","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}
In this mixed methods and multi-phased study, through a multi-round feedback and confirmation process, we established a meaningful approach to developing, revising, and finalizing a competency framework for InterProfessional Informationists (IPI). As an emerging profession, IPI has not yet been established as a formal educational program with a guiding framework. It is important both to the field of practice and to educational programming to develop a competency framework, specifically targeted to IPI, and has been informed/verified through current practice. Our process started with using the initial competency framework developed by Tang and Martin (2019) as the basis, and involved gathering comments from numerous stakeholders, including IPI students and working professionals from relevant communities ranging from health science librarians to library directors, informationists, and LIS scholars and educators. The finalized IPI framework features four levels, six competency areas, and 67 elements, with separate beginner and advanced levels for subject expertise and work practice/culture. By including a variety of voices, this comprehensive framework not only outlines relevant foundational knowledge, skills, and attitudes (KSAs), but also accentuates timely cutting-edge skills and forward-looking elements required of InterProfessional Informationists.
{"title":"Towards an optimal competency framework for InterProfessional Informationists (IPI): A multiphased and mixed methods investigation into competency areas, elements, and framework structures","authors":"Rong Tang, Zhan Hu, Nicole Henry, Elaine Martin","doi":"10.3233/efi-230044","DOIUrl":"https://doi.org/10.3233/efi-230044","url":null,"abstract":"In this mixed methods and multi-phased study, through a multi-round feedback and confirmation process, we established a meaningful approach to developing, revising, and finalizing a competency framework for InterProfessional Informationists (IPI). As an emerging profession, IPI has not yet been established as a formal educational program with a guiding framework. It is important both to the field of practice and to educational programming to develop a competency framework, specifically targeted to IPI, and has been informed/verified through current practice. Our process started with using the initial competency framework developed by Tang and Martin (2019) as the basis, and involved gathering comments from numerous stakeholders, including IPI students and working professionals from relevant communities ranging from health science librarians to library directors, informationists, and LIS scholars and educators. The finalized IPI framework features four levels, six competency areas, and 67 elements, with separate beginner and advanced levels for subject expertise and work practice/culture. By including a variety of voices, this comprehensive framework not only outlines relevant foundational knowledge, skills, and attitudes (KSAs), but also accentuates timely cutting-edge skills and forward-looking elements required of InterProfessional Informationists.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44081177","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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