The purpose of this paper is to analyse barriers that a selected group of professors at the University of Barcelona faced due to the COVID-19 restrictions, their perceptions of the current situation, and the potential for long-term adoption of new teaching methods that emerged from this situation. It remains unclear whether these professors will return to traditional teaching methods as soon as COVID-19 restrictions are lifted, or whether they will adopt digital teaching elements in the future. The group of professors sought technical help during the first weeks of online teaching. This research uses a qualitative approach through a self-administered qualitative survey. We analyse data using open-ended questions about barriers they faced in creating educational content via video. Answers were coded and analysed using thematic analysis with an inductive approach. We identified two overarching themes: educational material delivery and professors and distance teaching. Findings indicate that professors lacked digital skills as well as a lack of knowledge of emergency remote teaching. There were differences in their perceptions of teaching methodologies. The results are discussed in relation to research from other countries about the use of videos for teaching before and during the COVID-19 crisis.
{"title":"Perceived barriers for distance teaching in higher education during the COVID-19 crisis: \"I never did a video before\"","authors":"Juan-José Boté-Vericad","doi":"10.3233/efi-200418","DOIUrl":"https://doi.org/10.3233/efi-200418","url":null,"abstract":"The purpose of this paper is to analyse barriers that a selected group of professors at the University of Barcelona faced due to the COVID-19 restrictions, their perceptions of the current situation, and the potential for long-term adoption of new teaching methods that emerged from this situation. It remains unclear whether these professors will return to traditional teaching methods as soon as COVID-19 restrictions are lifted, or whether they will adopt digital teaching elements in the future. The group of professors sought technical help during the first weeks of online teaching. This research uses a qualitative approach through a self-administered qualitative survey. We analyse data using open-ended questions about barriers they faced in creating educational content via video. Answers were coded and analysed using thematic analysis with an inductive approach. We identified two overarching themes: educational material delivery and professors and distance teaching. Findings indicate that professors lacked digital skills as well as a lack of knowledge of emergency remote teaching. There were differences in their perceptions of teaching methodologies. The results are discussed in relation to research from other countries about the use of videos for teaching before and during the COVID-19 crisis.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"52 1","pages":"377-397"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83954529","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}
C. Senteio, Kaitlin E. Montague, Bettina Campbell, Terrance R. Campbell, Samantha Seigerman
The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.
{"title":"Enhancing racial equity in LIS research by increasing representation of BIPOC","authors":"C. Senteio, Kaitlin E. Montague, Bettina Campbell, Terrance R. Campbell, Samantha Seigerman","doi":"10.3233/EFI-211530","DOIUrl":"https://doi.org/10.3233/EFI-211530","url":null,"abstract":"The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"63 1","pages":"247-256"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82187429","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}
This essay is an overview of three lessons that the author learned while teaching during the pandemic. In making adjustments to her courses, she realized the importance of purposeful care, creativity, and community-building. As the title implies, all three can be achieved by committing just thirty minutes.
{"title":"Thirty minutes is a small price to pay: Care, creativity, and community-building","authors":"Jennifer R. Luetkemeyer","doi":"10.3233/EFI-210001","DOIUrl":"https://doi.org/10.3233/EFI-210001","url":null,"abstract":"This essay is an overview of three lessons that the author learned while teaching during the pandemic. In making adjustments to her courses, she realized the importance of purposeful care, creativity, and community-building. As the title implies, all three can be achieved by committing just thirty minutes.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"24 1","pages":"155-157"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83283894","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}
Librarianship and Information Science (LIS) studies have undergone a decline in many countries that is visible in various ways, among which are the disappearance of these degree courses in different universities around the world. These studies need to seek new scenarios to avoid becoming obsolete in a world in which information is undergoing constant change. The profile of the Head of Intelligence in general, and of the Intelligence Analyst in particular, can serve to develop new areas of study and research, and new professional careers. This work analyses the training of Intelligence professionals, the organisms related to that field, and the role those professionals play in the Intelligence Cycle in Spain. The main objective of this study was to determine whether the subjects taught in the LIS Degree courses offered in Spanish universities make it possible to highlight a profile that has never as yet been recognized as a career opportunity within these studies – that of the figure of the Intelligence Professional in general, and of the Intelligence Analyst in particular. An exhaustive and detailed content analysis was carried out of the teaching plans of all the subjects in the curricula of the eleven LIS Degree courses taught in Spain during the 2019/2020 academic year in terms of their adaptation to the phases of the Intelligence Cycle. There was found to exist an important set of subjects related to that cycle, which have the possibility of giving rise to a new professional profile in the LIS field: the Intelligence Professional.
{"title":"The intelligence professional: A new career profile in Librarianship and Information Science studies? Analysis of LIS study plans in Spain","authors":"Antonio Muñoz-Cañavate, Estefanía Díaz-Delgado","doi":"10.3233/efi-200449","DOIUrl":"https://doi.org/10.3233/efi-200449","url":null,"abstract":"Librarianship and Information Science (LIS) studies have undergone a decline in many countries that is visible in various ways, among which are the disappearance of these degree courses in different universities around the world. These studies need to seek new scenarios to avoid becoming obsolete in a world in which information is undergoing constant change. The profile of the Head of Intelligence in general, and of the Intelligence Analyst in particular, can serve to develop new areas of study and research, and new professional careers. This work analyses the training of Intelligence professionals, the organisms related to that field, and the role those professionals play in the Intelligence Cycle in Spain. The main objective of this study was to determine whether the subjects taught in the LIS Degree courses offered in Spanish universities make it possible to highlight a profile that has never as yet been recognized as a career opportunity within these studies – that of the figure of the Intelligence Professional in general, and of the Intelligence Analyst in particular. An exhaustive and detailed content analysis was carried out of the teaching plans of all the subjects in the curricula of the eleven LIS Degree courses taught in Spain during the 2019/2020 academic year in terms of their adaptation to the phases of the Intelligence Cycle. There was found to exist an important set of subjects related to that cycle, which have the possibility of giving rise to a new professional profile in the LIS field: the Intelligence Professional.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"3 1","pages":"355-375"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88879702","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}
Kathy Carbone, Anne J. Gilliland-Swetland, María Montenegro
Arguing that records and other forms of evidentiary documentation are increasingly being ‘weaponized’ against various communities and categories of people, this essay addresses diverse calls for the recognition of personal and community rights in records and recordkeeping. After reviewing some prominent examples and the growing literature on information rights, the essay introduces a framework for human rights in and to records and recordkeeping designed to support refugees. It then examines its potential applicability in restoring internationally acknowledged human rights to US Indigenous groups seeking federal sovereignty recognition. This approach suggests where there might be potential for convergence and highlights important areas of divergence between these two different rights discourses. In both cases the authors argue that affected individuals and communities might be empowered through different, and culturally appropriate, forms of educational outreach. The essay concludes by emphasizing the importance of preparing future archival and other information and computing professionals to navigate and respond to the complexities and potential incommensurabilities of the growing multiplicity of calls for rights in records.
{"title":"Rights in and to records and recordkeeping: Fighting bureaucratic violence through a human rights-centered approach to the creation, management and dissemination of documentation","authors":"Kathy Carbone, Anne J. Gilliland-Swetland, María Montenegro","doi":"10.3233/EFI-190359","DOIUrl":"https://doi.org/10.3233/EFI-190359","url":null,"abstract":"Arguing that records and other forms of evidentiary documentation are increasingly being ‘weaponized’ against various communities and categories of people, this essay addresses diverse calls for the recognition of personal and community rights in records and recordkeeping. After reviewing some prominent examples and the growing literature on information rights, the essay introduces a framework for human rights in and to records and recordkeeping designed to support refugees. It then examines its potential applicability in restoring internationally acknowledged human rights to US Indigenous groups seeking federal sovereignty recognition. This approach suggests where there might be potential for convergence and highlights important areas of divergence between these two different rights discourses. In both cases the authors argue that affected individuals and communities might be empowered through different, and culturally appropriate, forms of educational outreach. The essay concludes by emphasizing the importance of preparing future archival and other information and computing professionals to navigate and respond to the complexities and potential incommensurabilities of the growing multiplicity of calls for rights in records.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"6 1","pages":"3-26"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88759870","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}
Information governance provides a framework of accountability for the effective and efficient use of information to meet organizational objectives and compliance requirements. While information functions are often carried out by separate units that frequently work in silos, information governance is based on an interactive approach, taking into account notions of participation, power, and negotiation. Power and political competencies, and organizational realities are inherent to effective governance. Not all actors, however have the same political weight and the same skills to assert themselves as important players. The implementation of an information governance framework should enable records managers and archivists to position themselves as key players in the organization. Based on a research project conducted in two phases (a statistical survey in 2015, enriched by interviews in 2017–2019 with information professionals and IT professionals), this paper presents the organizational actors of information governance, the influencing factors that allow them to exert some power over each other, and what competencies are required in context from records managers and archivists to play a strategic role. We also examine the integration of these competencies into university-based archival training programs in Québec, Canada.
{"title":"Information governance and power relations: Reflections on archival education in Québec","authors":"Dominique Maurel, Natasha Zwarich","doi":"10.3233/efi-190360","DOIUrl":"https://doi.org/10.3233/efi-190360","url":null,"abstract":"Information governance provides a framework of accountability for the effective and efficient use of information to meet organizational objectives and compliance requirements. While information functions are often carried out by separate units that frequently work in silos, information governance is based on an interactive approach, taking into account notions of participation, power, and negotiation. Power and political competencies, and organizational realities are inherent to effective governance. Not all actors, however have the same political weight and the same skills to assert themselves as important players. The implementation of an information governance framework should enable records managers and archivists to position themselves as key players in the organization. Based on a research project conducted in two phases (a statistical survey in 2015, enriched by interviews in 2017–2019 with information professionals and IT professionals), this paper presents the organizational actors of information governance, the influencing factors that allow them to exert some power over each other, and what competencies are required in context from records managers and archivists to play a strategic role. We also examine the integration of these competencies into university-based archival training programs in Québec, Canada.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"84 1","pages":"33-51"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80563421","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}
Since the granting of Native American materials – excavated in archaeological projects sponsored by federal and state governments across the United States in the 20th century – to public repositories, museum professionals have sought to manage such collections with care. At the University of Missouri, students responding to the local mandate of NAGPRA advocated a public investigation into the issue of Native American collections repatriation in the early 1990s. Their activism in part transformed campus praxis in three ways, effecting ethical shared decision-making, appropriate public access, and policy-level leadership. This paper examines the primary sources generated by students, faculty, and local and national journalists to broadly comprehend how community members continue to address Native collections management and access in a public land-grant university setting.
自从20世纪由美国联邦和州政府赞助的考古项目中挖掘出的美洲原住民文物被授予公共收藏以来，博物馆的专业人员一直在努力谨慎地管理这些藏品。在20世纪90年代初，密苏里大学(University of Missouri)的学生响应NAGPRA的地方授权，主张对美国原住民藏品归还问题进行公开调查。他们的行动在一定程度上从三个方面改变了校园实践，影响了合乎道德的共同决策、适当的公共访问和政策层面的领导。本文考察了由学生、教师、地方和国家记者产生的主要资料来源，以广泛理解社区成员如何在公共赠地大学环境中继续解决土著收藏管理和访问问题。
{"title":"Native American and land-grant collection praxis since NAGPRA","authors":"Alisa M. Pappas, Sarah A. Buchanan","doi":"10.3233/EFI-190350","DOIUrl":"https://doi.org/10.3233/EFI-190350","url":null,"abstract":"Since the granting of Native American materials – excavated in archaeological projects sponsored by federal and state governments across the United States in the 20th century – to public repositories, museum professionals have sought to manage such collections with care. At the University of Missouri, students responding to the local mandate of NAGPRA advocated a public investigation into the issue of Native American collections repatriation in the early 1990s. Their activism in part transformed campus praxis in three ways, effecting ethical shared decision-making, appropriate public access, and policy-level leadership. This paper examines the primary sources generated by students, faculty, and local and national journalists to broadly comprehend how community members continue to address Native collections management and access in a public land-grant university setting.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"9 1","pages":"69-95"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81843774","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 COVID-19 outbreak has heightened several challenges in higher education. In this paper, we focus on the use of technology, teaching methodologies and literacy skills. The challenges relating to the use of technology in higher education include the digital divide created by unequal access to the internet in many countries. In terms of teaching methodologies, distance learning may be faced with additional challenges in student evaluation or in the learning process itself, as in some educational disciplines face-to-face teaching is essential. Literacy skills with an emphasis on digital skills will be a part of the solution going forward if lock-downs persist. Finally, librarians are in an excellent position to engage with their communities by teaching literacy skills and digital skills in effectively using technology, which will be a much-needed part of the educational system as new teaching methodologies emerge.
{"title":"Challenges for the educational system during lockdowns: A possible new framework for teaching and learning for the near future","authors":"Juan-José Boté-Vericad","doi":"10.3233/efi-200008","DOIUrl":"https://doi.org/10.3233/efi-200008","url":null,"abstract":"The COVID-19 outbreak has heightened several challenges in higher education. In this paper, we focus on the use of technology, teaching methodologies and literacy skills. The challenges relating to the use of technology in higher education include the digital divide created by unequal access to the internet in many countries. In terms of teaching methodologies, distance learning may be faced with additional challenges in student evaluation or in the learning process itself, as in some educational disciplines face-to-face teaching is essential. Literacy skills with an emphasis on digital skills will be a part of the solution going forward if lock-downs persist. Finally, librarians are in an excellent position to engage with their communities by teaching literacy skills and digital skills in effectively using technology, which will be a much-needed part of the educational system as new teaching methodologies emerge.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"5 1","pages":"149-153"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73656372","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 article presents detailed description of methods of arrangement and description of archival materials in three community archives from Poland: the Foundation of General Elżbieta Zawacka, the Association “History Tellers from the Lower City in Gdańsk”, and the Civic Archive in Podkowa Leśna. Information presented in the article are part of a research project entitled “Community archives in Poland: multiple case study” (2016–2019). Research data was collected during field studies, using methods of semi-structured interviews, on-site direct observations, and desk research. The article also provides information about the context of operation of contemporary community archives in Poland, especially the phenomenon of professionalization of community archives and its impact on methods of their archival work. As a key finding, the study stresses the importance of knowing the community archive’s context in understanding its archival practices.
{"title":"Archival description in Polish community archives: Three examples from a multiple case study","authors":"Magdalena Wiśniewska-Drewniak","doi":"10.3233/EFI-190361","DOIUrl":"https://doi.org/10.3233/EFI-190361","url":null,"abstract":"The article presents detailed description of methods of arrangement and description of archival materials in three community archives from Poland: the Foundation of General Elżbieta Zawacka, the Association “History Tellers from the Lower City in Gdańsk”, and the Civic Archive in Podkowa Leśna. Information presented in the article are part of a research project entitled “Community archives in Poland: multiple case study” (2016–2019). Research data was collected during field studies, using methods of semi-structured interviews, on-site direct observations, and desk research. The article also provides information about the context of operation of contemporary community archives in Poland, especially the phenomenon of professionalization of community archives and its impact on methods of their archival work. As a key finding, the study stresses the importance of knowing the community archive’s context in understanding its archival practices.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"52 1","pages":"121-145"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80371664","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}
Our paper consists of two parts. First, we review the history of the Royal United Service Institute (RUSI) museum, its collections, its closure and the dispersal of its collections. Second, we synthesize this analysis with a summary and reflection on the challenges of undertaking a collective memory project that represents the rise and fall of empire. To synthesize these two points, we discuss the museum’s history and highlight how digital cultural heritage initiatives have catalyzed an interest in digitizing and archiving RUSI’s collection records. Following our review of RUSI and its museum collection, we discuss the value of academics forming partnerships with cultural heritage institutions, and we analyze our experiences managing two student projects hosted at RUSI. Our discussion of student work will reflect on methods for designing engaging curriculum that encourages students to practice record keeping for cultural heritage institutions.
{"title":"Digital cultural heritage: Collaborating with students and discovering lost museums","authors":"Kristen M. Schuster, J. Grainger","doi":"10.3233/EFI-190352","DOIUrl":"https://doi.org/10.3233/EFI-190352","url":null,"abstract":"Our paper consists of two parts. First, we review the history of the Royal United Service Institute (RUSI) museum, its collections, its closure and the dispersal of its collections. Second, we synthesize this analysis with a summary and reflection on the challenges of undertaking a collective memory project that represents the rise and fall of empire. To synthesize these two points, we discuss the museum’s history and highlight how digital cultural heritage initiatives have catalyzed an interest in digitizing and archiving RUSI’s collection records. Following our review of RUSI and its museum collection, we discuss the value of academics forming partnerships with cultural heritage institutions, and we analyze our experiences managing two student projects hosted at RUSI. Our discussion of student work will reflect on methods for designing engaging curriculum that encourages students to practice record keeping for cultural heritage institutions.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"39 1","pages":"97-111"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84538503","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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