Pub Date : 2024-07-24DOI: 10.1177/14779714241265463
William Gilbert, Dale M Stack, Erin T Barker, Annie Dubeau, Lisa A Serbin, Marie-Hélène Véronneau
Given the high prevalence of psychological distress among vocational training (VT) students, this study aimed to assess the role of interpersonal emotional competence as a resilience factor promoting the educational success of this population. We postulated that emotional competence would promote educational success, both directly and indirectly by fostering students’ help-seeking intentions when facing a personal or school-related problem. To test these hypotheses, we used a sample of 219 VT students from the Canadian province of Quebec (68% women, Mage = 24.58; SDage = 7.95) enrolled in various programs (e.g. institutional and home care assistance, welding and fitting, secretarial studies, and professional cooking). These students were assessed two times, during the first half of their training and again after their training. Results from structural equation modelling revealed that emotional competence was a positive predictor of help-seeking intentions and educational success. However, having the intention to seek help did not translate into higher levels of educational success. Overall, these results highlight the importance of supporting VT students in the development and strengthening of their emotional competence to promote their educational success. Future research is needed to further understand the help-seeking process among VT students and its implications for their academic outcomes.
{"title":"Emotional competence and help-seeking intentions as predictors of educational success in vocational training students","authors":"William Gilbert, Dale M Stack, Erin T Barker, Annie Dubeau, Lisa A Serbin, Marie-Hélène Véronneau","doi":"10.1177/14779714241265463","DOIUrl":"https://doi.org/10.1177/14779714241265463","url":null,"abstract":"Given the high prevalence of psychological distress among vocational training (VT) students, this study aimed to assess the role of interpersonal emotional competence as a resilience factor promoting the educational success of this population. We postulated that emotional competence would promote educational success, both directly and indirectly by fostering students’ help-seeking intentions when facing a personal or school-related problem. To test these hypotheses, we used a sample of 219 VT students from the Canadian province of Quebec (68% women, M<jats:sub>age</jats:sub> = 24.58; SD<jats:sub>age</jats:sub> = 7.95) enrolled in various programs (e.g. institutional and home care assistance, welding and fitting, secretarial studies, and professional cooking). These students were assessed two times, during the first half of their training and again after their training. Results from structural equation modelling revealed that emotional competence was a positive predictor of help-seeking intentions and educational success. However, having the intention to seek help did not translate into higher levels of educational success. Overall, these results highlight the importance of supporting VT students in the development and strengthening of their emotional competence to promote their educational success. Future research is needed to further understand the help-seeking process among VT students and its implications for their academic outcomes.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785180","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 : 2024-07-24DOI: 10.1177/14779714241265606
Liam Kane
{"title":"Book Review: Dr Martin Luther King Jr and the Poor People’s Campaign of 1968","authors":"Liam Kane","doi":"10.1177/14779714241265606","DOIUrl":"https://doi.org/10.1177/14779714241265606","url":null,"abstract":"","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772014","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 : 2024-07-24DOI: 10.1177/14779714241266797
Palle Rasmussen
The German tradition of critical theory (often called the Frankfurt School), represented by such authors as Theodor Adorno, Max Horkheimer, and Oskar Negt, have given crucial contributions to social and cultural theory in investigating and conceptualizing contradictory conditions of modern Western societies. This paper will discuss the ways in which these critical theorists have approached adult learning and education. Important elements are the role of adult learning in confronting the past and the present of Western societies (Adorno, Horkheimer) and the potential of experience-based learning in supporting open and democratic cultures and communities (Negt). Except for Negt, adult education was a minor topic for these critical theory scholars. Nevertheless, their contributions include important comments on and implications for adult education policy, including questions such as the responsibility of states for education, the democratic character of educational institutions, and the relationship between skills for work and for civil life. Critical theory holds important insights in the societal embedding of adult education and consequences for the objectives. These insights can guide (and have guided) critical research in adult education policy, but they need to be combined with policy analysis concepts and systematic empirical work.
{"title":"The implications of critical theory for adult education policy","authors":"Palle Rasmussen","doi":"10.1177/14779714241266797","DOIUrl":"https://doi.org/10.1177/14779714241266797","url":null,"abstract":"The German tradition of critical theory (often called the Frankfurt School), represented by such authors as Theodor Adorno, Max Horkheimer, and Oskar Negt, have given crucial contributions to social and cultural theory in investigating and conceptualizing contradictory conditions of modern Western societies. This paper will discuss the ways in which these critical theorists have approached adult learning and education. Important elements are the role of adult learning in confronting the past and the present of Western societies (Adorno, Horkheimer) and the potential of experience-based learning in supporting open and democratic cultures and communities (Negt). Except for Negt, adult education was a minor topic for these critical theory scholars. Nevertheless, their contributions include important comments on and implications for adult education policy, including questions such as the responsibility of states for education, the democratic character of educational institutions, and the relationship between skills for work and for civil life. Critical theory holds important insights in the societal embedding of adult education and consequences for the objectives. These insights can guide (and have guided) critical research in adult education policy, but they need to be combined with policy analysis concepts and systematic empirical work.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786041","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 : 2024-07-23DOI: 10.1177/14779714241263781
Yamini Bellare, Adam R. Smith, Kelcee Cochran, Samuel Garcia-Lopez
Higher education opens doors to job enhancement and economic benefits to adult learners. Despite facing multiple barriers such as life–work–school time conflicts and financial constraints, adult learners continue to seek higher education and certifications. Rural employers also benefit from supporting degree completion or job-specific certifications because it allows them to attract and retain highly skilled employees. The goal of the current study was to qualitatively analyze data gathered from focus group interviews of senior managers. The results provide insights into how rural employers in the United States use employee education programs to reduce barriers to adult learner success. The importance of a bilateral relationship between institutions of higher education and employers to support adult learners is discussed.
{"title":"Rural employer perspectives on adult learner achievement in the United States","authors":"Yamini Bellare, Adam R. Smith, Kelcee Cochran, Samuel Garcia-Lopez","doi":"10.1177/14779714241263781","DOIUrl":"https://doi.org/10.1177/14779714241263781","url":null,"abstract":"Higher education opens doors to job enhancement and economic benefits to adult learners. Despite facing multiple barriers such as life–work–school time conflicts and financial constraints, adult learners continue to seek higher education and certifications. Rural employers also benefit from supporting degree completion or job-specific certifications because it allows them to attract and retain highly skilled employees. The goal of the current study was to qualitatively analyze data gathered from focus group interviews of senior managers. The results provide insights into how rural employers in the United States use employee education programs to reduce barriers to adult learner success. The importance of a bilateral relationship between institutions of higher education and employers to support adult learners is discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772013","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 : 2024-07-20DOI: 10.1177/14779714241262519
Moses Kumi Asamoah, Patricia Ananga, Francis Annor
This study aimed to investigate students’ digital (ICT) skills, perceived relevance (usefulness), and actual use of digital (ICTs) skills for learning. Data were obtained via Google Forms from 325 students who were conveniently sampled from two public universities in Ghana. The results from the multivariate analysis of variance showed that age and marital status had significant multivariate effects on ICT (digital) skills. Further univariate analyses showed that younger students reported significantly lower skills related to multimedia, collaborative platforms, and graphics, whereas married students reported higher skills related to engagement in collaborative platforms. Bivariate correlation analyses showed that multimedia skills, software application skills, virtual reality environment skills, collaborative platform skills, and perceived usefulness of ICT were positively correlated with the actual use of ICT. However, further analysis using multiple linear regression showed that only multimedia skills significantly predicted actual ICT use. The implications of the findings for policy are discussed.
{"title":"Investigating digital artistry of university students in a low-tech economy","authors":"Moses Kumi Asamoah, Patricia Ananga, Francis Annor","doi":"10.1177/14779714241262519","DOIUrl":"https://doi.org/10.1177/14779714241262519","url":null,"abstract":"This study aimed to investigate students’ digital (ICT) skills, perceived relevance (usefulness), and actual use of digital (ICTs) skills for learning. Data were obtained via Google Forms from 325 students who were conveniently sampled from two public universities in Ghana. The results from the multivariate analysis of variance showed that age and marital status had significant multivariate effects on ICT (digital) skills. Further univariate analyses showed that younger students reported significantly lower skills related to multimedia, collaborative platforms, and graphics, whereas married students reported higher skills related to engagement in collaborative platforms. Bivariate correlation analyses showed that multimedia skills, software application skills, virtual reality environment skills, collaborative platform skills, and perceived usefulness of ICT were positively correlated with the actual use of ICT. However, further analysis using multiple linear regression showed that only multimedia skills significantly predicted actual ICT use. The implications of the findings for policy are discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743424","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 : 2024-07-20DOI: 10.1177/14779714241263779
Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara
University-based curriculum development often involves adding new content. This ‘just add’ approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs’ vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities’ roles in addressing global challenges.
{"title":"Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future","authors":"Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara","doi":"10.1177/14779714241263779","DOIUrl":"https://doi.org/10.1177/14779714241263779","url":null,"abstract":"University-based curriculum development often involves adding new content. This ‘just add’ approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs’ vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities’ roles in addressing global challenges.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743423","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 : 2024-07-19DOI: 10.1177/14779714241264972
Rumbidzayi Masina
Higher education institutions (HEIs) have a pivotal role in preparing students to contribute to sustainable development and the Sustainable Development Goals (SDGs). This study focused on the University of Zimbabwe (UZ) and examined how SDGs were integrated into the field of textile science, apparel design, and technology (TSADT). The research investigated the alignment between the SDGs and the emerging concept of Education 5.0, as well as ongoing educational reforms at the UZ. It explored the strategies and initiatives implemented by the university to promote sustainable development practices within the TSADT programs. The data collection process involved conducting interviews, making observations, and reviewing relevant documents. Thematic data analysis was employed. The study provided insights into the alignment between the program’s objectives and SDGs, identifying gaps and opportunities for improvement. This informed strategies for enhancing the integration of sustainable development principles in the TSADT curriculum. The implications of this research are significant for the UZ and other HEIs in Zimbabwe seeking to embed sustainable development principles in their programs. Furthermore, the study contributes to understanding how HEIs can effectively incorporate the SDGs into disciplinary programs, fostering a generation of graduates equipped to address sustainable challenges in the textile and apparel industry.
{"title":"Integration of Sustainable Development Goals in the Textile Science, Apparel Design, and Technology programs in Zimbabwean universities","authors":"Rumbidzayi Masina","doi":"10.1177/14779714241264972","DOIUrl":"https://doi.org/10.1177/14779714241264972","url":null,"abstract":"Higher education institutions (HEIs) have a pivotal role in preparing students to contribute to sustainable development and the Sustainable Development Goals (SDGs). This study focused on the University of Zimbabwe (UZ) and examined how SDGs were integrated into the field of textile science, apparel design, and technology (TSADT). The research investigated the alignment between the SDGs and the emerging concept of Education 5.0, as well as ongoing educational reforms at the UZ. It explored the strategies and initiatives implemented by the university to promote sustainable development practices within the TSADT programs. The data collection process involved conducting interviews, making observations, and reviewing relevant documents. Thematic data analysis was employed. The study provided insights into the alignment between the program’s objectives and SDGs, identifying gaps and opportunities for improvement. This informed strategies for enhancing the integration of sustainable development principles in the TSADT curriculum. The implications of this research are significant for the UZ and other HEIs in Zimbabwe seeking to embed sustainable development principles in their programs. Furthermore, the study contributes to understanding how HEIs can effectively incorporate the SDGs into disciplinary programs, fostering a generation of graduates equipped to address sustainable challenges in the textile and apparel industry.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743425","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 : 2024-07-18DOI: 10.1177/14779714241265464
Diana Monita, Moh Ferdi Hasan
{"title":"Book Review: Third international handbook of lifelong learning","authors":"Diana Monita, Moh Ferdi Hasan","doi":"10.1177/14779714241265464","DOIUrl":"https://doi.org/10.1177/14779714241265464","url":null,"abstract":"","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746254","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 : 2024-06-14DOI: 10.1177/14779714241260524
Katarina Popović, Maja Maksimovic, S. Djerasimovic
This article applies system theory to the analysis of the relationship between the EU and candidate country Serbia, with a focus on adult education policy. The study explores how the peripheral status of Serbia with its hybrid political regime combining autocratic and democratic features leads to the hybridisation of its adult education system, and how the EU’s policies, institutions, and funding mechanisms shape this relationship. The study draws on system theory and the results of our recent study of EU support for adult education in Serbia and applies qualitative content analysis to EU and Serbian adult education policy documents, to examine the consequences of interactions between system components on Serbian adult education policy. It posits that EU’s norm-setting on one side and the allocation of funding and control mechanisms on the other facilitate the neo-colonial position of Serbia as the periphery and perpetuate a power dynamic that allows hybrid regimes to flourish and prioritise their own interests over those of their citizens or civil society. The study further opens up the possibility that these dynamics may produce ‘glitches’ in the system and corruption of the system as a whole, and invites further research and theorisation that would illuminate similar patterns and relationships across other European (national) subsystems.
{"title":"Hybridisation of adult education policy in peripheral countries: A system theory analysis of EU–Serbia relations","authors":"Katarina Popović, Maja Maksimovic, S. Djerasimovic","doi":"10.1177/14779714241260524","DOIUrl":"https://doi.org/10.1177/14779714241260524","url":null,"abstract":"This article applies system theory to the analysis of the relationship between the EU and candidate country Serbia, with a focus on adult education policy. The study explores how the peripheral status of Serbia with its hybrid political regime combining autocratic and democratic features leads to the hybridisation of its adult education system, and how the EU’s policies, institutions, and funding mechanisms shape this relationship. The study draws on system theory and the results of our recent study of EU support for adult education in Serbia and applies qualitative content analysis to EU and Serbian adult education policy documents, to examine the consequences of interactions between system components on Serbian adult education policy. It posits that EU’s norm-setting on one side and the allocation of funding and control mechanisms on the other facilitate the neo-colonial position of Serbia as the periphery and perpetuate a power dynamic that allows hybrid regimes to flourish and prioritise their own interests over those of their citizens or civil society. The study further opens up the possibility that these dynamics may produce ‘glitches’ in the system and corruption of the system as a whole, and invites further research and theorisation that would illuminate similar patterns and relationships across other European (national) subsystems.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343794","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 : 2024-05-22DOI: 10.1177/14779714241254205
Krista Rautio, Satu Uusiautti
In a time when the construction industry shares the challenge of labour shortage, more attention should be paid to how attractive careers in the construction field are in the first place. The constantly evolving working environment is causing significant changes in careers and career management in the field, leading to the need to explore company practices that can contribute to the development of fulfilling careers. In this research, we investigated how supervisors in construction companies perceive career support for their employees. This was a phenomenographic study in which 23 supervisors of five construction companies in Finland were interviewed. The analysis showed that the supervisors’ perceptions could be categorized into six support types varying between company, professionally, and individually oriented perspectives. Based on the analysis, needs for continuous learning in the construction field can be identified more broadly, highlighting also the various opportunities to advance careers in the field.
{"title":"New insights into career-related continuous learning in construction companies: Supervisor conceptions of career support","authors":"Krista Rautio, Satu Uusiautti","doi":"10.1177/14779714241254205","DOIUrl":"https://doi.org/10.1177/14779714241254205","url":null,"abstract":"In a time when the construction industry shares the challenge of labour shortage, more attention should be paid to how attractive careers in the construction field are in the first place. The constantly evolving working environment is causing significant changes in careers and career management in the field, leading to the need to explore company practices that can contribute to the development of fulfilling careers. In this research, we investigated how supervisors in construction companies perceive career support for their employees. This was a phenomenographic study in which 23 supervisors of five construction companies in Finland were interviewed. The analysis showed that the supervisors’ perceptions could be categorized into six support types varying between company, professionally, and individually oriented perspectives. Based on the analysis, needs for continuous learning in the construction field can be identified more broadly, highlighting also the various opportunities to advance careers in the field.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141108345","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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