{"title":"Learning to Listen: The Lesson of Engagement","authors":"K. Bruna","doi":"10.54656/jces.v12i1.169","DOIUrl":"https://doi.org/10.54656/jces.v12i1.169","url":null,"abstract":"From the Associate Editor","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004403","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}
North Central ESC Region Hosts 2018 Engagement Scholarship Consortium Annual ConferenceThe 2018 W.K. Kellogg Foundation Community Engagement Scholarship Award Recipients and Regional Finalists for the C. Peter Magrath Community Engagement AwardESC Hosts First Featured Scholars Panel at 2018 Annual Conference
{"title":"2018 Engagement Scholarship Consortium Annual Conference Coverage","authors":"E. Mullins","doi":"10.54656/jces.v12i1.174","DOIUrl":"https://doi.org/10.54656/jces.v12i1.174","url":null,"abstract":"North Central ESC Region Hosts 2018 Engagement Scholarship Consortium Annual ConferenceThe 2018 W.K. Kellogg Foundation Community Engagement Scholarship Award Recipients and Regional Finalists for the C. Peter Magrath Community Engagement AwardESC Hosts First Featured Scholars Panel at 2018 Annual Conference","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129377","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 our research on supported education (SEd) programs in Canadian psychiatric hospitals, community-university partnerships have offered hopeful findings that demonstrate the potential for improved social and educational outcomes for patients in these programs. There were inherent challenges associated with conducting academic research on these programs alongside nonacademic partners. While some of our research collaborators, who were patient-educators with varying backgrounds, were fully engaged in the research process, others were only somewhat engaged, and some wanted minimal involvement. Because most psychiatric hospital–based research involves medical or pharmaceutical research, we did not locate established frameworks that could be used as models for our educational qualitative research. Although we encountered some obstacles to fully engaged partnerships, we still conducted productive collaborations that resulted in rich, broadly useful qualitative and quantitative data from interviews with students, teachers, and administrators. That being said, we found that in trying to respect the limited time availability of our partners, we ended up with less input from our partners than we had originally hoped for. The lessons we learned—such as the need for clearer role definitions and strategies to manage power imbalances, conflicting objectives, and time constraints faced by nonacademic collaborators—may be applied to other projects that engage community partners whose time and capacity constraints may inhibit their full engagement, such as municipalities supporting long-term care homes or emergency shelters.
{"title":"When Is a Partnership Not a Partnership? Reflecting on Inherent Challenges in University-Community Collaborations on Educational Programs","authors":"A. King, Allyson Eamer, Shanti I. Fernando","doi":"10.54656/jces.v14i2.31","DOIUrl":"https://doi.org/10.54656/jces.v14i2.31","url":null,"abstract":"In our research on supported education (SEd) programs in Canadian psychiatric hospitals, community-university partnerships have offered hopeful findings that demonstrate the potential for improved social and educational outcomes for patients in these programs. There were inherent challenges associated with conducting academic research on these programs alongside nonacademic partners. While some of our research collaborators, who were patient-educators with varying backgrounds, were fully engaged in the research process, others were only somewhat engaged, and some wanted minimal involvement. Because most psychiatric hospital–based research involves medical or pharmaceutical research, we did not locate established frameworks that could be used as models for our educational qualitative research. Although we encountered some obstacles to fully engaged partnerships, we still conducted productive collaborations that resulted in rich, broadly useful qualitative and quantitative data from interviews with students, teachers, and administrators. That being said, we found that in trying to respect the limited time availability of our partners, we ended up with less input from our partners than we had originally hoped for. The lessons we learned—such as the need for clearer role definitions and strategies to manage power imbalances, conflicting objectives, and time constraints faced by nonacademic collaborators—may be applied to other projects that engage community partners whose time and capacity constraints may inhibit their full engagement, such as municipalities supporting long-term care homes or emergency shelters.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45441481","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}
Kasey Dye, M. Wallace, Krystal Thompkins, Sande Dawes
Our research-practice partnership is between an urban, high-poverty high school and a neighboring university. Our collaboration focused on establishing trusting relationships, cultivating a shared language between partners, and learning from and with each other throughout the partnership. When COVID-19 began and impacted schools around the world, our community partnership pivoted to address new issues faced by the high school. We evaluated our partnership through a retrospective pretest-posttest, mixed-methods research design. Teachers, instructional coaches, and school leadership were asked to reflect at the end of the program on the growth of the teachers with whom they worked, as well as their own growth. The evaluation evidence revealed that the partnership was beneficial for both teachers and instructional coaches. Teachers demonstrated growth in pedagogical and content knowledge, integration of technology and virtual tools, student engagement, and sense of professionalism. In this article, we will provide readers with ideas and resources for initiating their own partnership.
{"title":"An Urban Partnership: Embracing Collaboration and Feedback","authors":"Kasey Dye, M. Wallace, Krystal Thompkins, Sande Dawes","doi":"10.54656/jces.v14i2.38","DOIUrl":"https://doi.org/10.54656/jces.v14i2.38","url":null,"abstract":"Our research-practice partnership is between an urban, high-poverty high school and a neighboring university. Our collaboration focused on establishing trusting relationships, cultivating a shared language between partners, and learning from and with each other throughout the partnership. When COVID-19 began and impacted schools around the world, our community partnership pivoted to address new issues faced by the high school. We evaluated our partnership through a retrospective pretest-posttest, mixed-methods research design. Teachers, instructional coaches, and school leadership were asked to reflect at the end of the program on the growth of the teachers with whom they worked, as well as their own growth. The evaluation evidence revealed that the partnership was beneficial for both teachers and instructional coaches. Teachers demonstrated growth in pedagogical and content knowledge, integration of technology and virtual tools, student engagement, and sense of professionalism. In this article, we will provide readers with ideas and resources for initiating their own partnership.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49100087","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}
Service-learning has a variety of documented benefits for college students; however, less research exists on the influence of service-learning on community partners. This paper examines $100 Solution™ student service-learning projects, a specific and innovative approach to service-learning, and their influence on community partners. Researchers in this study conducted qualitative interviews with eight community partners across the United States that were involved with $100 Solution™ student service-learning projects within the past three years. Interviews were transcribed and coded for themes. Results provided insight into the community partners’ perceived and tangible benefits of the students’ projects, community partners’ understanding of the five pillars, partners’ motivation for involvement in the projects, and best practices and perceived barriers to successful partnerships. Limitations and directions for future research are also discussed.
{"title":"Understanding the Impact of the $100 Solution™ on Community Partnerships","authors":"J. Warren, Sarah E. Kercsmar, A. DeVito","doi":"10.54656/jces.v14i2.37","DOIUrl":"https://doi.org/10.54656/jces.v14i2.37","url":null,"abstract":"Service-learning has a variety of documented benefits for college students; however, less research exists on the influence of service-learning on community partners. This paper examines $100 Solution™ student service-learning projects, a specific and innovative approach to service-learning, and their influence on community partners. Researchers in this study conducted qualitative interviews with eight community partners across the United States that were involved with $100 Solution™ student service-learning projects within the past three years. Interviews were transcribed and coded for themes. Results provided insight into the community partners’ perceived and tangible benefits of the students’ projects, community partners’ understanding of the five pillars, partners’ motivation for involvement in the projects, and best practices and perceived barriers to successful partnerships. Limitations and directions for future research are also discussed.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44319134","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}
D. Kennedy, Kara Adams, Dan Bustillos, S. Carlisle, Mabel C Ezeonwu, Deborah A. Hathaway, G. Lasker, A. Shinneman
Scholars in the community engagement field have long discussed measures to sustain community engagement on campus. When COVID-19 emerged, however, university operations, including community-engaged teaching and research, had to pivot. The conversation was no longer about sustaining community engagement but about enduring the pandemic for the sake of students, faculty, and community. In order to inform a more durable community engagement strategy for the postpandemic world, we apply a sensemaking approach for the purpose of organizational learning. We collected quantitative data about 40 planned courses and surveyed 22 community-engaged faculty from April to August 2020 (spring–summer academic quarters). In the same period, we gathered qualitative data from 41 respondents comprising 28 faculty and 13 community partners. The quantitative analysis suggested that, overall, faculty maintained a positive outlook regarding the strategies they used to address the needs of students and community partners and regarding their own expectations and innovations. The qualitative data revealed seven themes—loss and challenge, future uncertainty, action strategies, communication strategies, technology, collaborative resilience, and student considerations—that can help us consider community engagement through the lenses of experience, adaptation, and sustainability. The insights provided here offer ways to improve durability within sustainable community engagement practices.
{"title":"Reimagining Community Engagement Sustainability: Insights for the Postpandemic World","authors":"D. Kennedy, Kara Adams, Dan Bustillos, S. Carlisle, Mabel C Ezeonwu, Deborah A. Hathaway, G. Lasker, A. Shinneman","doi":"10.54656/jces.v14i2.30","DOIUrl":"https://doi.org/10.54656/jces.v14i2.30","url":null,"abstract":"Scholars in the community engagement field have long discussed measures to sustain community engagement on campus. When COVID-19 emerged, however, university operations, including community-engaged teaching and research, had to pivot. The conversation was no longer about sustaining community engagement but about enduring the pandemic for the sake of students, faculty, and community. In order to inform a more durable community engagement strategy for the postpandemic world, we apply a sensemaking approach for the purpose of organizational learning. We collected quantitative data about 40 planned courses and surveyed 22 community-engaged faculty from April to August 2020 (spring–summer academic quarters). In the same period, we gathered qualitative data from 41 respondents comprising 28 faculty and 13 community partners. The quantitative analysis suggested that, overall, faculty maintained a positive outlook regarding the strategies they used to address the needs of students and community partners and regarding their own expectations and innovations. The qualitative data revealed seven themes—loss and challenge, future uncertainty, action strategies, communication strategies, technology, collaborative resilience, and student considerations—that can help us consider community engagement through the lenses of experience, adaptation, and sustainability. The insights provided here offer ways to improve durability within sustainable community engagement practices.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842463","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}
Brian Kowalkowski, Lloyd Frieson, Jr., J. Phillips
University-community engagement is more critical than ever in order to address society’s most pressing issues, such as climate change, health and economic disparities, and racial justice. In particular, public land-grant institutions and their faculty can harness their unique roles as teachers, researchers, and Extension educators who use science-based knowledge to meet the needs of communities. The founding principle of service to the common person is embedded in the land-grant mission, yet that tradition is being tested by external forces that are pushing land-grants toward greater selectivity in whom they serve and how they engage. Reimagining university-community engagement will require innovative thinking and new models of engagement. Tribal land-grant colleges and universities offer a unique approach to community engagement that may provide ways for universities to regain their footing as the “people’s universities.” This article will explore university-community engagement from a tribal perspective and provide an example of how one tribal land-grant college maintains strong connections with its community. A tribal model of community engagement may offer important lessons for public land-grant institutions and other organizations that seek to serve their communities in a more authentic way.
{"title":"Community Engagement at Tribal Land-Grant Institutions: A Tribal Approach to Reimagining the University-Community Relationship","authors":"Brian Kowalkowski, Lloyd Frieson, Jr., J. Phillips","doi":"10.54656/jces.v14i3.49","DOIUrl":"https://doi.org/10.54656/jces.v14i3.49","url":null,"abstract":"University-community engagement is more critical than ever in order to address society’s most pressing issues, such as climate change, health and economic disparities, and racial justice. In particular, public land-grant institutions and their faculty can harness their unique roles as teachers, researchers, and Extension educators who use science-based knowledge to meet the needs of communities. The founding principle of service to the common person is embedded in the land-grant mission, yet that tradition is being tested by external forces that are pushing land-grants toward greater selectivity in whom they serve and how they engage. Reimagining university-community engagement will require innovative thinking and new models of engagement. Tribal land-grant colleges and universities offer a unique approach to community engagement that may provide ways for universities to regain their footing as the “people’s universities.” This article will explore university-community engagement from a tribal perspective and provide an example of how one tribal land-grant college maintains strong connections with its community. A tribal model of community engagement may offer important lessons for public land-grant institutions and other organizations that seek to serve their communities in a more authentic way.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42899080","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}
Coproduced research aims to bring university researchers, community members, and organizations together to create new knowledge, share findings, and develop meaningful research outputs. While there is a growing body of work exploring the processes and methods of coproduction, little attention has been paid to the role and value of the outputs of coproduced research. This article addresses this gap in the literature by considering the value and role of a range of outputs developed via a coproduced community history research project. This article suggests that research outputs fulfill a number of key functions in addition to disseminating findings. Research outputs help collaborators make sense of a project and support the development of research skills and knowledge. Developing outputs also provides space to recognize individual interests and skills, build a collective vision, and help people recognize their own expertise. The article argues that research outputs are fundamental to the process of coproducing research, not simply its end result, and suggests that coproduced research outputs should be viewed as a site of research practice and knowledge production.
{"title":"The Role and Value of Research Outputs in Coproducing Research With Communities","authors":"J. Barke","doi":"10.54656/jces.v14i2.32","DOIUrl":"https://doi.org/10.54656/jces.v14i2.32","url":null,"abstract":"Coproduced research aims to bring university researchers, community members, and organizations together to create new knowledge, share findings, and develop meaningful research outputs. While there is a growing body of work exploring the processes and methods of coproduction, little attention has been paid to the role and value of the outputs of coproduced research. This article addresses this gap in the literature by considering the value and role of a range of outputs developed via a coproduced community history research project. This article suggests that research outputs fulfill a number of key functions in addition to disseminating findings. Research outputs help collaborators make sense of a project and support the development of research skills and knowledge. Developing outputs also provides space to recognize individual interests and skills, build a collective vision, and help people recognize their own expertise. The article argues that research outputs are fundamental to the process of coproducing research, not simply its end result, and suggests that coproduced research outputs should be viewed as a site of research practice and knowledge production.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647682","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}
Jen Almjeld, Jennifer PeeksMease, Iona Black, K. Cresawn, Steven E. Grande, J. Liu
This research offers a contextual snapshot—via the applied tensional analysis (ATA) method—of common barriers that educators face when taking on community engagement work. A six-person research team interviewed 22 faculty and staff actively pursuing community partnerships at three different institutions of higher education in a single region. Participants’ responses were coded to identify common barriers to engagement and the strategies that participants used to overcome those barriers. We draw on ATA (Mease, 2019) as a methodological approach that acknowledges tensions as critical entry points for understanding both the experiences of individual actors and the malleable structures from which those tensions emerge. This article does not attempt to offer one-size-fits-all strategies for community engagement. Instead, it offers ATA as a means for contextualizing specific tensions and strategies within local community engagement settings and for reframing those tensions as generative spaces for community engagement work.
{"title":"Mapping Tensions: Positioning Community Engagement Challenges as Generative Space","authors":"Jen Almjeld, Jennifer PeeksMease, Iona Black, K. Cresawn, Steven E. Grande, J. Liu","doi":"10.54656/jces.v14i2.27","DOIUrl":"https://doi.org/10.54656/jces.v14i2.27","url":null,"abstract":"This research offers a contextual snapshot—via the applied tensional analysis (ATA) method—of common barriers that educators face when taking on community engagement work. A six-person research team interviewed 22 faculty and staff actively pursuing community partnerships at three different institutions of higher education in a single region. Participants’ responses were coded to identify common barriers to engagement and the strategies that participants used to overcome those barriers. We draw on ATA (Mease, 2019) as a methodological approach that acknowledges tensions as critical entry points for understanding both the experiences of individual actors and the malleable structures from which those tensions emerge. This article does not attempt to offer one-size-fits-all strategies for community engagement. Instead, it offers ATA as a means for contextualizing specific tensions and strategies within local community engagement settings and for reframing those tensions as generative spaces for community engagement work.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43495538","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 array of problems presented to Extension professionals is broad and growing in number and complexity. As Extension has demonstrated its adaptability in addressing these issues, new ways of working have emerged. Access to an expanding pool of scientific reports and data can potentially provide Extension professionals with the greater tools and knowledge they need to collaboratively engage with their communities. However, a key challenge and possible impediment will be access to rapidly emerging research and data. Open science and open data can broaden the evidence base available to Extension educators, and the emerging field of data science offers new tools to help Extension stakeholders make data-informed decisions. A new data-sharing partnership among Canada, Mexico, and the United States may serve as a model for other countries’ rural advisory services and national Extension systems. Fully implementing this expanded role for Extension will require resources to establish a National Community Learning Network and a national data commons as well as advocacy for open access policies at all levels of government. As abstract as open science and open data may seem to local and regional Extension practitioners, equal access to scientific knowledge and underlying research data is not only imperative for local community engagement but also integral for locally appropriate decision-making. Widening access to research and data directly supports the democratization of science and Extension. Opening scientific research and providing effective access to publicly financed data will become essential platforms for university engagement and Extension. It is critical for Extension professionals to understand the analytic powers and emerging policies that easily-accessed research and data can bring to collaborative community engagement.
{"title":"Open Science, Open Data, and New Opportunities for Cooperative Extension","authors":"C. Woteki","doi":"10.54656/jces.v14i3.48","DOIUrl":"https://doi.org/10.54656/jces.v14i3.48","url":null,"abstract":"The array of problems presented to Extension professionals is broad and growing in number and complexity. As Extension has demonstrated its adaptability in addressing these issues, new ways of working have emerged. Access to an expanding pool of scientific reports and data can potentially provide Extension professionals with the greater tools and knowledge they need to collaboratively engage with their communities. However, a key challenge and possible impediment will be access to rapidly emerging research and data. Open science and open data can broaden the evidence base available to Extension educators, and the emerging field of data science offers new tools to help Extension stakeholders make data-informed decisions. A new data-sharing partnership among Canada, Mexico, and the United States may serve as a model for other countries’ rural advisory services and national Extension systems. Fully implementing this expanded role for Extension will require resources to establish a National Community Learning Network and a national data commons as well as advocacy for open access policies at all levels of government. As abstract as open science and open data may seem to local and regional Extension practitioners, equal access to scientific knowledge and underlying research data is not only imperative for local community engagement but also integral for locally appropriate decision-making. Widening access to research and data directly supports the democratization of science and Extension. Opening scientific research and providing effective access to publicly financed data will become essential platforms for university engagement and Extension. It is critical for Extension professionals to understand the analytic powers and emerging policies that easily-accessed research and data can bring to collaborative community engagement.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46359685","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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