Given that much research stresses out the positive homework impact on the students’ achievements in learning a foreign language, this study examines the English languageelementary students’opinionson homeworkin order to depict whether the Republic Kosovo’s elementary schools emphasize the significant role of homework in the foreign language teaching and learning process. Therefore, qualitative interviews with 30 English language elementary students from the sixth grade are conducted as a method for collecting data. The sample consists of 30 interviews’ transcript, and the analysis rests upon coding and the interpretative-inductive approach. The research results showthat the elementary education in the Republic of Kosovo recognizes the homework importance and that homework playsa significant role in students’success, i.e. it helps students to learn the lessons better and also allows them to become independent learners
{"title":"CODE-SWITCHING IN ELT CLASSROOMSIN THE REPUBLIC OF KOSOVO","authors":"Samir Skenderi, Violeta Janusheva","doi":"10.20544/teacher.25.10","DOIUrl":"https://doi.org/10.20544/teacher.25.10","url":null,"abstract":"Given that much research stresses out the positive homework impact on the students’ achievements in learning a foreign language, this study examines the English languageelementary students’opinionson homeworkin order to depict whether the Republic Kosovo’s elementary schools emphasize the significant role of homework in the foreign language teaching and learning process. Therefore, qualitative interviews with 30 English language elementary students from the sixth grade are conducted as a method for collecting data. The sample consists of 30 interviews’ transcript, and the analysis rests upon coding and the interpretative-inductive approach. The research results showthat the elementary education in the Republic of Kosovo recognizes the homework importance and that homework playsa significant role in students’success, i.e. it helps students to learn the lessons better and also allows them to become independent learners","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91147133","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}
Nikolina Kostadinovska, Marija Ristevska, Biljana Gramatkovski
Attention deficit hyperactivity disorder (ADHD – attention deficit hyperactivity disorder) and ADD – attention deficit disorder (ADD) are neurodevelopmental disorders characterized by symptoms of inattention, impulsivity, and hyperactivity, and in the case of ADD it is attention without hyperactivity, which contradicts the child's developmental level. With all the research that is being done and that notes scientific knowledge, the picture of ADHD is changing and there are more specific prognoses and treatments for ADHD. This syndrome includes an increased motor activity in the child that is followed by a lack of attention and unpredictable and impulsive reactions. It can appear in the second or third year, but it is usually diagnosed when the child starts school. In the case when only the symptoms of a lack of attention are observed in a child or an adult, and they are not followed by hyperactivity, then it is about ADD (attention deficit disorder) - lack of attention. These people are withdrawn and lethargic, they live in their own world, they are quite sensitive, and they are often accused of being lazy and unmotivated, so they become anxious with low self-esteem (Ristevska, 2018). But many of them are highly intelligent and thanks to their sensitivity and creativity, they can find themselves in music, sports, art, and other areas that interest them. The aim of this thesis is to present and analyze attention deficit and hyperactivity in ADHD and ADD syndromes. These syndromes are one of the most common developmental problems that appear in childhood and continue throughout life. ADHD and ADD syndromes are and have been present in the past and continue to appear in more and more people, so there is a need for more research related to the topic of attention deficit and hyperactivity in both syndromes. Inclusion is becoming more frequent and present in people's lives, and ADHD and ADD syndromes are one of the most prevalent problems today. In this thesis, the history will be mentioned first and will be accompanied by explanations of the terms ADHD and ADD. Then follows an explanation of the differences between the two syndromes. The daily life of children with ADHD and ADD will also be mentioned. This thesis would not be complete without explaining the different types of ADHD and ADD, but also what factors contribute to the development of these syndromes. As the main goal of this thesis, attention deficit and hyperactivity in ADHD and attention deficit in ADD will be addressed. The characteristic signs of the disorder will also be mentioned. As the last but not least important part of this thesis, a treatment will be offered on how the two syndromes are diagnosed, the possible prevention, and the treatments that follow after the diagnosis of these syndromes.
{"title":"ATTENTION DEFICIT HYPERACTIVITY DISORDER","authors":"Nikolina Kostadinovska, Marija Ristevska, Biljana Gramatkovski","doi":"10.20544/teacher.25.05","DOIUrl":"https://doi.org/10.20544/teacher.25.05","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD – attention deficit hyperactivity disorder) and ADD – attention deficit disorder (ADD) are neurodevelopmental disorders characterized by symptoms of inattention, impulsivity, and hyperactivity, and in the case of ADD it is attention without hyperactivity, which contradicts the child's developmental level. With all the research that is being done and that notes scientific knowledge, the picture of ADHD is changing and there are more specific prognoses and treatments for ADHD. This syndrome includes an increased motor activity in the child that is followed by a lack of attention and unpredictable and impulsive reactions. It can appear in the second or third year, but it is usually diagnosed when the child starts school. In the case when only the symptoms of a lack of attention are observed in a child or an adult, and they are not followed by hyperactivity, then it is about ADD (attention deficit disorder) - lack of attention. These people are withdrawn and lethargic, they live in their own world, they are quite sensitive, and they are often accused of being lazy and unmotivated, so they become anxious with low self-esteem (Ristevska, 2018). But many of them are highly intelligent and thanks to their sensitivity and creativity, they can find themselves in music, sports, art, and other areas that interest them. The aim of this thesis is to present and analyze attention deficit and hyperactivity in ADHD and ADD syndromes. These syndromes are one of the most common developmental problems that appear in childhood and continue throughout life. ADHD and ADD syndromes are and have been present in the past and continue to appear in more and more people, so there is a need for more research related to the topic of attention deficit and hyperactivity in both syndromes. Inclusion is becoming more frequent and present in people's lives, and ADHD and ADD syndromes are one of the most prevalent problems today. In this thesis, the history will be mentioned first and will be accompanied by explanations of the terms ADHD and ADD. Then follows an explanation of the differences between the two syndromes. The daily life of children with ADHD and ADD will also be mentioned. This thesis would not be complete without explaining the different types of ADHD and ADD, but also what factors contribute to the development of these syndromes. As the main goal of this thesis, attention deficit and hyperactivity in ADHD and attention deficit in ADD will be addressed. The characteristic signs of the disorder will also be mentioned. As the last but not least important part of this thesis, a treatment will be offered on how the two syndromes are diagnosed, the possible prevention, and the treatments that follow after the diagnosis of these syndromes.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135563052","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 "FINGERPOST" is that ubiquitous hand with one extended finger we have long seen in public places, accompanied by directions such as "to the ladies' toilets" or "exit this way." More recently, that same finger has been widely adopted in electronic media, for the purpose of leading us simply and intuitively to a particular destination that the pointer wishes us to reach. Not all information is so willingly or simply provided, however, and neither is all communication so explicit. In many cases, the signs that can point us in the "right" direction take other more subtle forms, are not designed to be as helpful, or are buried in an avalanche of other indicators. Teaching the skills of reading such communication, examining all evidence in detail, and making an analysis and final decision of direction or fact, therefore, are the vital common goals of many history courses. Likewise, as part of the first-year seminar program at Dickinson College, the course "Tell Me Why: The Role of Information in Society" had the overarching goal to study the history of communication, from the oral tradition to the Internet, and further sought to provide new college students with a fresh opportunity to be trained to search for the pointing finger. Through the use of a mock trial based on their structured reading of Iain Pears' 1998 bestselling period mystery entitled An Instance of the Fingerpost, supplemented with historical background, participants were set to the task of solving a case of murder.1 Pears' masterful novel of murder and political intrigue in Restoration
{"title":"Learning to Read the Signs.","authors":"J. Osborne, Christine Bombaro","doi":"10.4324/9781351276566","DOIUrl":"https://doi.org/10.4324/9781351276566","url":null,"abstract":"THE \"FINGERPOST\" is that ubiquitous hand with one extended finger we have long seen in public places, accompanied by directions such as \"to the ladies' toilets\" or \"exit this way.\" More recently, that same finger has been widely adopted in electronic media, for the purpose of leading us simply and intuitively to a particular destination that the pointer wishes us to reach. Not all information is so willingly or simply provided, however, and neither is all communication so explicit. In many cases, the signs that can point us in the \"right\" direction take other more subtle forms, are not designed to be as helpful, or are buried in an avalanche of other indicators. Teaching the skills of reading such communication, examining all evidence in detail, and making an analysis and final decision of direction or fact, therefore, are the vital common goals of many history courses. Likewise, as part of the first-year seminar program at Dickinson College, the course \"Tell Me Why: The Role of Information in Society\" had the overarching goal to study the history of communication, from the oral tradition to the Internet, and further sought to provide new college students with a fresh opportunity to be trained to search for the pointing finger. Through the use of a mock trial based on their structured reading of Iain Pears' 1998 bestselling period mystery entitled An Instance of the Fingerpost, supplemented with historical background, participants were set to the task of solving a case of murder.1 Pears' masterful novel of murder and political intrigue in Restoration","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"43 1","pages":"205-222"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70466928","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 : 2009-11-01DOI: 10.1163/2468-1733_shafr_sim260100030
Peter Conolly-smith
In SEPTEMBER 2002, during the build-up to the war in Iraq, former German Chancellor Gerhard Schroder ran for re-election on an anti-war platform. Taking stock of the tense international situation during the final days of the campaign, one of his cabinet members, Justice Minister Herta Daubler-Gemlin, noted that "[United States President] Bush wants to divert attention from his domestic problems. It's a classic tactic. It's one that Hitler also used." Schroder immediately distanced himself from the remark, stating "that anyone who compared Mr. Bush to a criminal would not have a seat in his cabinet." Still, the comment, as well as Schroder's own anti-war stance, played well with German voters, as indicated by his close victory at the polls a few days later. Ms. Daubler-Gemlin resigned on the first day of Schroder 's new term, and the chancellor himself apologized to President Bush in writing, if to little avail: the comment contributed to a chill in German-American relations that did not fully subside until Schroder's defeat in the subsequent elections of fall 2005. ThenWhite House spokesperson Ari Fleischer denounced the Hitler-Bush comparison as "outrageous" and "inexplicable," and within days of its first being uttered, Condoleezza Rice, National Security Advisor at the time, weighed in on the subject by asking, incredulously, "How can you use the name of Hitler and the name of the president of the United States in the same sentence?"1
{"title":"\"Connecting the Dots\": Munich, Iraq, and the Lessons of History.","authors":"Peter Conolly-smith","doi":"10.1163/2468-1733_shafr_sim260100030","DOIUrl":"https://doi.org/10.1163/2468-1733_shafr_sim260100030","url":null,"abstract":"In SEPTEMBER 2002, during the build-up to the war in Iraq, former German Chancellor Gerhard Schroder ran for re-election on an anti-war platform. Taking stock of the tense international situation during the final days of the campaign, one of his cabinet members, Justice Minister Herta Daubler-Gemlin, noted that \"[United States President] Bush wants to divert attention from his domestic problems. It's a classic tactic. It's one that Hitler also used.\" Schroder immediately distanced himself from the remark, stating \"that anyone who compared Mr. Bush to a criminal would not have a seat in his cabinet.\" Still, the comment, as well as Schroder's own anti-war stance, played well with German voters, as indicated by his close victory at the polls a few days later. Ms. Daubler-Gemlin resigned on the first day of Schroder 's new term, and the chancellor himself apologized to President Bush in writing, if to little avail: the comment contributed to a chill in German-American relations that did not fully subside until Schroder's defeat in the subsequent elections of fall 2005. ThenWhite House spokesperson Ari Fleischer denounced the Hitler-Bush comparison as \"outrageous\" and \"inexplicable,\" and within days of its first being uttered, Condoleezza Rice, National Security Advisor at the time, weighed in on the subject by asking, incredulously, \"How can you use the name of Hitler and the name of the president of the United States in the same sentence?\"1","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"43 1","pages":"31-51"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64432740","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}
ALL TEACHERS OF HISTORY know at least something about student assessment. Their knowledge may not go beyond what it takes to create a "bubble" test, but unless they do not work in an educational system, they have evaluated many students over the years. This is an important task because evaluations lead to grades, grades lead to credentials, and credentials are the "coin of the realm" in all educational systems. That students expect to be assessed should be apparent to anyone who has ever heard the plaintiff cry, "Will that be on the test?" But what about faculty? How many of them expect to be held accountable for what their students learn? Elementary and secondary school teachers certainly know that assessment is like a mirror. What their students learn reflects back on them. But there is often a disconnect between student and faculty assessment in higher education. While all professors take responsibility for creating and disseminating knowledge, most do not like to be held accountable for whether their students master it. Scholars of teach-
{"title":"The Scholarship of Teaching and Learning and Student Assessment","authors":"William W. Cutler","doi":"10.2307/30036940","DOIUrl":"https://doi.org/10.2307/30036940","url":null,"abstract":"ALL TEACHERS OF HISTORY know at least something about student assessment. Their knowledge may not go beyond what it takes to create a \"bubble\" test, but unless they do not work in an educational system, they have evaluated many students over the years. This is an important task because evaluations lead to grades, grades lead to credentials, and credentials are the \"coin of the realm\" in all educational systems. That students expect to be assessed should be apparent to anyone who has ever heard the plaintiff cry, \"Will that be on the test?\" But what about faculty? How many of them expect to be held accountable for what their students learn? Elementary and secondary school teachers certainly know that assessment is like a mirror. What their students learn reflects back on them. But there is often a disconnect between student and faculty assessment in higher education. While all professors take responsibility for creating and disseminating knowledge, most do not like to be held accountable for whether their students master it. Scholars of teach-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"69-74"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452703","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":"From Emancipation to Equality: Alexander Clark's Stand for Civil Rights in Iowa","authors":"Stephen J. Frese","doi":"10.2307/30036943","DOIUrl":"https://doi.org/10.2307/30036943","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"43 1","pages":"81"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452865","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 HIS AUTOBIOGRAPHY, Mark Twain lamented the passing of what he referred to as the "real Negro show" that he had first seen in Hannibal, Missouri in the 1840s. Recalling how he had once tricked his mother, who was an avid churchgoer and would not have ordinarily attended a minstrel show, to attend a performance by the Christy Minstrels by claiming that it was a group of missionaries back from Africa, Twain described the event with affection. He and countless other Americans
{"title":"Minstrel Music: The Sounds and Images of Race in Antebellum America.","authors":"R. Hughes","doi":"10.2307/30036937","DOIUrl":"https://doi.org/10.2307/30036937","url":null,"abstract":"IN HIS AUTOBIOGRAPHY, Mark Twain lamented the passing of what he referred to as the \"real Negro show\" that he had first seen in Hannibal, Missouri in the 1840s. Recalling how he had once tricked his mother, who was an avid churchgoer and would not have ordinarily attended a minstrel show, to attend a performance by the Christy Minstrels by claiming that it was a group of missionaries back from Africa, Twain described the event with affection. He and countless other Americans","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"27-43"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452601","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}
What were the causes of World War I? This question has become one of the classic historical debates of which there seem to be endless permutations. In the past ninety years historians, journalists and politicians have offered many more or less rational explanations for the war. Although at least some of the usual "causes" assigned to the war offer relatively straightforward threads of argument, the harmony created when these causes are assembled and prioritized is particularly complex. Given this scenario, the analysis of the causes of World War I by students is an
{"title":"Why Did They Fight the Great War? A Multi-Level Class Analysis of the Causes of the First World War*","authors":"Aaron Gillette","doi":"10.2307/30036938","DOIUrl":"https://doi.org/10.2307/30036938","url":null,"abstract":"What were the causes of World War I? This question has become one of the classic historical debates of which there seem to be endless permutations. In the past ninety years historians, journalists and politicians have offered many more or less rational explanations for the war. Although at least some of the usual \"causes\" assigned to the war offer relatively straightforward threads of argument, the harmony created when these causes are assembled and prioritized is particularly complex. Given this scenario, the analysis of the causes of World War I by students is an","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"45-58"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452639","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 THE FOUR DECADES since the creation of this journal, historians in North America have seen a steady increase in the materials available to assist them in more effectively sharing the fruits of their discipline with their students. In the 1990s this effort was a given new intensity by the introduction into academia of the concept of a "scholarship of teaching and learning" (SOTL). This notion helped bring to the exploration of pedagogical issues some of the prestige and resources that had previously been concentrated on more traditional research. Historians took part in the Carnegie Academy for the Scholarship of Teaching and Learning and in history caucuses at the meetings of the newly formed International Society for the Scholarship of Teaching and Learning (ISSOTL). They produced programmatic essays that emphasized the responsibility of professional historians to contribute to our understanding of learning in our discipline, the need to develop a more systematic understanding of these issues through studies that build upon one another, and the need to support conclusions with convincing evidence.2 The time has come to provide institutional support for these efforts and to link this work with that of historians throughout the world who are engaged in the study of teaching and learning history. Two new institutions are currently being
{"title":"The Scholarship of Teaching and Learning History Comes of Age: A New International Organization and Web Site/Newsletter'","authors":"D. Pace, K. Erekson","doi":"10.2307/30036941","DOIUrl":"https://doi.org/10.2307/30036941","url":null,"abstract":"IN THE FOUR DECADES since the creation of this journal, historians in North America have seen a steady increase in the materials available to assist them in more effectively sharing the fruits of their discipline with their students. In the 1990s this effort was a given new intensity by the introduction into academia of the concept of a \"scholarship of teaching and learning\" (SOTL). This notion helped bring to the exploration of pedagogical issues some of the prestige and resources that had previously been concentrated on more traditional research. Historians took part in the Carnegie Academy for the Scholarship of Teaching and Learning and in history caucuses at the meetings of the newly formed International Society for the Scholarship of Teaching and Learning (ISSOTL). They produced programmatic essays that emphasized the responsibility of professional historians to contribute to our understanding of learning in our discipline, the need to develop a more systematic understanding of these issues through studies that build upon one another, and the need to support conclusions with convincing evidence.2 The time has come to provide institutional support for these efforts and to link this work with that of historians throughout the world who are engaged in the study of teaching and learning history. Two new institutions are currently being","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"75-78"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452851","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":"Terrible Swift Sword: The Legacy of John Brown","authors":"Thomas F. Curran, Peggy A. Russo, P. Finkelman","doi":"10.2307/30036953","DOIUrl":"https://doi.org/10.2307/30036953","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"135"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452987","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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