Abstract As the COVID-19 pandemic shut down most face-to-face instructions and services in higher education, universities struggled to continue teaching and serving students. In particular, student services like academic advising were significantly impacted, as most advising is conducted in person. The use of synchronous communication technology was suddenly increased to continue advising students, employing Remote Academic Advising (RAA). Three researchers at a state university in the southeast USA conducted a case study to understand the experiences of using RAA by academic advisors. The study included 11 academic advisors from different academic colleges and areas who were engaged in RAA to provide advising service to students during the 2020–2021 academic year. Four themes emerged after a reiterative process of coding and analysing the interview responses. The four themes were a slow transition to using RAA, RAA can also be relational, RAA can promote more awareness of mental health and RAA should be part of regular advising practice. The discussion section includes recommendations for advancing RAA as regular practice through a concerted effort of promotion, leadership and effective use of RAA with synchronous communication technology among the advising community on campus.
{"title":"Remote Academic Advising with a Synchronous Communication Technology: A Case Study","authors":"Michael E. Houdyshell, C. Wang, Matthew Plescia","doi":"10.2478/rem-2022-0024","DOIUrl":"https://doi.org/10.2478/rem-2022-0024","url":null,"abstract":"Abstract As the COVID-19 pandemic shut down most face-to-face instructions and services in higher education, universities struggled to continue teaching and serving students. In particular, student services like academic advising were significantly impacted, as most advising is conducted in person. The use of synchronous communication technology was suddenly increased to continue advising students, employing Remote Academic Advising (RAA). Three researchers at a state university in the southeast USA conducted a case study to understand the experiences of using RAA by academic advisors. The study included 11 academic advisors from different academic colleges and areas who were engaged in RAA to provide advising service to students during the 2020–2021 academic year. Four themes emerged after a reiterative process of coding and analysing the interview responses. The four themes were a slow transition to using RAA, RAA can also be relational, RAA can promote more awareness of mental health and RAA should be part of regular advising practice. The discussion section includes recommendations for advancing RAA as regular practice through a concerted effort of promotion, leadership and effective use of RAA with synchronous communication technology among the advising community on campus.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"71 - 81"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782377","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}
Delfina Stella, L. Pallonetto, C. Palumbo, G. Benvenuto
Abstract In the post-pandemic era we’re living through, it can seem as though real life resides in the virtual world – the one driven by screens and the sedentary lifestyle that shapes a human being’s posture and intellectual faculties (Vincent, 2018). As we look back over this period of enforced confinement, it is worth examining how being at home has changed our perception of personal space. In the best cases it has generated an openness in which thoughts, images and actions ‘converge’, allowing us to turn our attention to the self. At the precise moment that body and space become vehicles for memories and emotions, the value and significance of the body re-emerges. Based on the epistemological aspects of motor praxeology as developed by Parlebas, which aims to move beyond dichotomies of mind/body and theory/practice, this study offers a consideration of the communicative or semi-motor value of movement, as well as the importance of teaching artistic movement in school (Crispiani, 2006). Finally, based on a hybrid set of practical experiences in person and online, we consider the methods that enhance the centrality of the body and perception through the imparting of movement through dance: a type of action in which the self becomes manifest through seeing, moving, perceiving and doing (Husserl, 1950).
{"title":"Corporeal education: motor praxeology and the art of movement as an educational tool","authors":"Delfina Stella, L. Pallonetto, C. Palumbo, G. Benvenuto","doi":"10.2478/rem-2022-0021","DOIUrl":"https://doi.org/10.2478/rem-2022-0021","url":null,"abstract":"Abstract In the post-pandemic era we’re living through, it can seem as though real life resides in the virtual world – the one driven by screens and the sedentary lifestyle that shapes a human being’s posture and intellectual faculties (Vincent, 2018). As we look back over this period of enforced confinement, it is worth examining how being at home has changed our perception of personal space. In the best cases it has generated an openness in which thoughts, images and actions ‘converge’, allowing us to turn our attention to the self. At the precise moment that body and space become vehicles for memories and emotions, the value and significance of the body re-emerges. Based on the epistemological aspects of motor praxeology as developed by Parlebas, which aims to move beyond dichotomies of mind/body and theory/practice, this study offers a consideration of the communicative or semi-motor value of movement, as well as the importance of teaching artistic movement in school (Crispiani, 2006). Finally, based on a hybrid set of practical experiences in person and online, we consider the methods that enhance the centrality of the body and perception through the imparting of movement through dance: a type of action in which the self becomes manifest through seeing, moving, perceiving and doing (Husserl, 1950).","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"50 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46878071","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":"Teaching and Learning After the COVID-19 Pandemic: A Reflection on the Challenges and Opportunities","authors":"Jin Mao, A. Garavaglia","doi":"10.2478/rem-2022-0014","DOIUrl":"https://doi.org/10.2478/rem-2022-0014","url":null,"abstract":"","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"I - II"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42505853","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}
Seda Sabah, S. Çankaya, Aydan Ermiş, Hacı Ali Çakıcı
Abstract This study aims to analyse the perceptions of students studying at the Faculty of Sport Sciences regarding the relationship between sports and media. The study has a phenomenological design, a type of qualitative research design. The sample group consisted of seven students studying in the Department of Sports Management at Ondokuz Mayıs University, determined with convenience sampling, a type of purposeful sampling method. Data collection process was carried out through e-mail. The data were analysed with content analysis method by using Nvivo program. The results showed the following: the students mostly followed media through telephone or the internet; the students thought that all sports branches should be covered in the media, while specifically football and male athletes were covered; and they thought that media was a factor triggering violence. Moreover, it was found that media has positive effects such as making sports generalised, being unified in national team games, knowing about the developments in the world instantly and getting information about sports, athletes, sports branches, etc. To conclude, it should not be ignored that not just football, the other sports branches should be covered equally in the media and the achievements of female athletes should not be overlooked.
{"title":"Perceptions of Faculty of Sport Sciences Students regarding the relationship between sports and media","authors":"Seda Sabah, S. Çankaya, Aydan Ermiş, Hacı Ali Çakıcı","doi":"10.2478/rem-2022-0015","DOIUrl":"https://doi.org/10.2478/rem-2022-0015","url":null,"abstract":"Abstract This study aims to analyse the perceptions of students studying at the Faculty of Sport Sciences regarding the relationship between sports and media. The study has a phenomenological design, a type of qualitative research design. The sample group consisted of seven students studying in the Department of Sports Management at Ondokuz Mayıs University, determined with convenience sampling, a type of purposeful sampling method. Data collection process was carried out through e-mail. The data were analysed with content analysis method by using Nvivo program. The results showed the following: the students mostly followed media through telephone or the internet; the students thought that all sports branches should be covered in the media, while specifically football and male athletes were covered; and they thought that media was a factor triggering violence. Moreover, it was found that media has positive effects such as making sports generalised, being unified in national team games, knowing about the developments in the world instantly and getting information about sports, athletes, sports branches, etc. To conclude, it should not be ignored that not just football, the other sports branches should be covered equally in the media and the achievements of female athletes should not be overlooked.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"1 - 8"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43527177","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 A revision is made of the central arguments that give substance and shape to media literacy as a conceptual proposal necessary to overcome the challenges related to the communication and educational crises produced by the pandemic. The article is organised into three sections. In the first one, a media literacy review is done as a set of interdisciplinary knowledge that each time they gain more strength and relevance for the communicative and field practice; in the second part, the proposal of transmedia literacies is developed as a theoretical–conceptual update that wonders about the diversity of media experiences and the current Edu-communicative practices; and in the third, critical questions are displayed about the implementation of a media literacy strategy based on a set of paradoxes, questions and alternatives that problematise the intersection between communication and education in the pandemic context of the contemporary society.
{"title":"Media literacy as a solution to the Edu-communicative challenges of the pandemic: Paradoxes, questions and alternatives","authors":"José Manuel Corona-Rodríguez","doi":"10.2478/rem-2022-0025","DOIUrl":"https://doi.org/10.2478/rem-2022-0025","url":null,"abstract":"Abstract A revision is made of the central arguments that give substance and shape to media literacy as a conceptual proposal necessary to overcome the challenges related to the communication and educational crises produced by the pandemic. The article is organised into three sections. In the first one, a media literacy review is done as a set of interdisciplinary knowledge that each time they gain more strength and relevance for the communicative and field practice; in the second part, the proposal of transmedia literacies is developed as a theoretical–conceptual update that wonders about the diversity of media experiences and the current Edu-communicative practices; and in the third, critical questions are displayed about the implementation of a media literacy strategy based on a set of paradoxes, questions and alternatives that problematise the intersection between communication and education in the pandemic context of the contemporary society.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"82 - 89"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42290298","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 study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb’s (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices.
{"title":"Novice elementary teachers’ pedagogical journey in far-flung schools in the time of COVID-19 pandemic","authors":"Mark Floricar G. Hipolito","doi":"10.2478/rem-2022-0026","DOIUrl":"https://doi.org/10.2478/rem-2022-0026","url":null,"abstract":"Abstract This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb’s (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"90 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49000152","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 paper presents a qualitative–quantitative study that investigates whether an active and collaborative design can help university students positively evaluate the course, even in a large-size online class for special ed teachers. The analysis of the collected data (a fact-finding questionnaire created on purpose; a standard questionnaire for the course evaluation; field notes, design documentation; a class climate analysis questionnaire; an individual opinion poll about the educational activities; in-chat reflections of trainees) clearly testifies that trainees greatly appreciated the active and collaborative design. Some of the students hoped to be able to repeat a similar instructional design in their own classes, even though they underlined that this type of design often requires much more commitment, for the student and the teacher, than what is foreseen by the recognised credits. The results that can be achieved, in terms of Students’ Evaluation of Teaching (SET), are relevant if the teacher is properly trained to the introduction of pedagogical innovation, as also recalled by the European Union.
{"title":"Online and active learning design in large-size classes: a phenomenological study","authors":"Giovanna Malusà, P. Ghislandi","doi":"10.2478/rem-2022-0018","DOIUrl":"https://doi.org/10.2478/rem-2022-0018","url":null,"abstract":"Abstract This paper presents a qualitative–quantitative study that investigates whether an active and collaborative design can help university students positively evaluate the course, even in a large-size online class for special ed teachers. The analysis of the collected data (a fact-finding questionnaire created on purpose; a standard questionnaire for the course evaluation; field notes, design documentation; a class climate analysis questionnaire; an individual opinion poll about the educational activities; in-chat reflections of trainees) clearly testifies that trainees greatly appreciated the active and collaborative design. Some of the students hoped to be able to repeat a similar instructional design in their own classes, even though they underlined that this type of design often requires much more commitment, for the student and the teacher, than what is foreseen by the recognised credits. The results that can be achieved, in terms of Students’ Evaluation of Teaching (SET), are relevant if the teacher is properly trained to the introduction of pedagogical innovation, as also recalled by the European Union.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"22 - 32"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510179","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 While it is recognised that the numbers of students needing accessibility supports and accommodations are increasing exponentially, research on accommodations during the COVID-19 pandemic is still sparse. The purpose of the current study was to explore special education teachers’ accommodation practices at secondary schools before and during the unprecedented time of COVID-19. To better understand the experiences of participating teachers, we engaged seven teachers from a prairie province in Canada with one-on-one online semi-structured interviews. Teachers who offered accommodations to students before COVID-19 used a range of accommodations such as general technologies and assistive technology that fall into major categories of accommodations as defined by research. Evidence from this study indicates that some teachers delivered learning packages to homes or taught online classes during school closures, while some teachers did not. Teachers who taught remotely changed some of their accommodation practices during the school closures because in-person classes were switched to online learning. The implications for professional development are also discussed in this paper.
{"title":"Secondary special education teachers’ experience with accessibility supports and accommodations before and during COVID-19","authors":"Pei-Ying Lin","doi":"10.2478/rem-2022-0023","DOIUrl":"https://doi.org/10.2478/rem-2022-0023","url":null,"abstract":"Abstract While it is recognised that the numbers of students needing accessibility supports and accommodations are increasing exponentially, research on accommodations during the COVID-19 pandemic is still sparse. The purpose of the current study was to explore special education teachers’ accommodation practices at secondary schools before and during the unprecedented time of COVID-19. To better understand the experiences of participating teachers, we engaged seven teachers from a prairie province in Canada with one-on-one online semi-structured interviews. Teachers who offered accommodations to students before COVID-19 used a range of accommodations such as general technologies and assistive technology that fall into major categories of accommodations as defined by research. Evidence from this study indicates that some teachers delivered learning packages to homes or taught online classes during school closures, while some teachers did not. Teachers who taught remotely changed some of their accommodation practices during the school closures because in-person classes were switched to online learning. The implications for professional development are also discussed in this paper.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"64 - 70"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46306439","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 study investigates the differences between in-place and online project-based learning carried out over the years at the University of Macerata in the course of Economics and Marketing of Agri-food (an undergraduate degree in Cultural Heritage and Tourism). The study aimed to investigate the key elements to consider to implement online project-based learning with strong links with the place in rural settings. It reports about expectations from the teaching group about the learning experience implemented online for the first time, crossed with the outcomes of the students’ evaluation questionnaires and discussed in a focus group among the teacher and the tutors. The conclusions highlight successful aspects and critical issues between the place-based and online-based experiences.
{"title":"Online project-based learning in the agri-food sector: a case study","authors":"G. Paviotti, A. Cavicchi","doi":"10.2478/rem-2022-0009","DOIUrl":"https://doi.org/10.2478/rem-2022-0009","url":null,"abstract":"Abstract This study investigates the differences between in-place and online project-based learning carried out over the years at the University of Macerata in the course of Economics and Marketing of Agri-food (an undergraduate degree in Cultural Heritage and Tourism). The study aimed to investigate the key elements to consider to implement online project-based learning with strong links with the place in rural settings. It reports about expectations from the teaching group about the learning experience implemented online for the first time, crossed with the outcomes of the students’ evaluation questionnaires and discussed in a focus group among the teacher and the tutors. The conclusions highlight successful aspects and critical issues between the place-based and online-based experiences.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"73 - 81"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42006992","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 What ‘sources’ of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the ‘Distributed Cognition’ theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy); 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer’s slides, group work with other students, notes taken by other students, etc.) and that, in the Covid-19 time, recorded lectures and ‘exercises’ (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the Covid-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.
{"title":"Distributed Cognition and exam preparation in higher education: what sources students use before and during the Covid-19 pandemic","authors":"N. Di Blas","doi":"10.2478/rem-2022-0013","DOIUrl":"https://doi.org/10.2478/rem-2022-0013","url":null,"abstract":"Abstract What ‘sources’ of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the ‘Distributed Cognition’ theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy); 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer’s slides, group work with other students, notes taken by other students, etc.) and that, in the Covid-19 time, recorded lectures and ‘exercises’ (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the Covid-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"14 1","pages":"112 - 119"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43583880","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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