Marta Almeida Hill, Francesca Plom, Shauna-Aine O'Brien
Debating helps students become better critical thinkers and empowers them to make informed choices about their future. However, what do you do when no one else in your school is willing to debate? This paper will focus on the successes and challenges of running a series of online sessions for secondary school pupils and practising public speaking in a remote environment.
{"title":"Creating a platform for debate: debating in a virtual environment","authors":"Marta Almeida Hill, Francesca Plom, Shauna-Aine O'Brien","doi":"10.5456/wpll.24.2.126","DOIUrl":"https://doi.org/10.5456/wpll.24.2.126","url":null,"abstract":"Debating helps students become better critical thinkers and empowers them to make informed choices about their future. However, what do you do when no one else in your school is willing to debate? This paper will focus on the successes and challenges of running a series of online sessions\u0000 for secondary school pupils and practising public speaking in a remote environment.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82613321","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}
Brighton and Sussex Medical School (BSMS) have developed a sector-leading virtual work experience (VWEX), attracting over 55,000 users world-wide. It serves as a tool for aspiring medical students to gain insight into a career in medicine and explore the roles of a doctor within various specialities. The COVID-19 pandemic has seen interest rise even further. The VWEX was conceived as a resource targeted to applicants to medicine from disadvantaged backgrounds. It is freely accessible, therefore overcoming potential financial challenges that many students from underrepresented backgrounds face, but also in relation to social capital, which can hinder access to professional networks. The programme introduces the NHS and its structure, showcasing six medical specialties through a variety of interactive elements. Participants are encouraged to submit a piece of reflection to complete the course, and no limitations are set on the form that this reflection must take, leading to creative and effective summaries of the insight gained. Whilst the VWEX has been an overwhelming success thus far, there is room for improvements. Some of these key areas include access to more ringfenced specialities, incorporating more interactive elements, and exploration of the numbers gap between registered users and those who complete the course.
{"title":"Pandemic positives: medical work experience from home","authors":"Anneka Patel, Jack R Whiting, Charlotte Smyrk","doi":"10.5456/wpll.24.2.142","DOIUrl":"https://doi.org/10.5456/wpll.24.2.142","url":null,"abstract":"Brighton and Sussex Medical School (BSMS) have developed a sector-leading virtual work experience (VWEX), attracting over 55,000 users world-wide. It serves as a tool for aspiring medical students to gain insight into a career in medicine and explore the roles of a doctor within various\u0000 specialities. The COVID-19 pandemic has seen interest rise even further. The VWEX was conceived as a resource targeted to applicants to medicine from disadvantaged backgrounds. It is freely accessible, therefore overcoming potential financial challenges that many students from underrepresented\u0000 backgrounds face, but also in relation to social capital, which can hinder access to professional networks. The programme introduces the NHS and its structure, showcasing six medical specialties through a variety of interactive elements. Participants are encouraged to submit a piece of reflection\u0000 to complete the course, and no limitations are set on the form that this reflection must take, leading to creative and effective summaries of the insight gained. Whilst the VWEX has been an overwhelming success thus far, there is room for improvements. Some of these key areas include access\u0000 to more ringfenced specialities, incorporating more interactive elements, and exploration of the numbers gap between registered users and those who complete the course.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75002353","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 study examines whether programme engagement and outcomes differ based on the mode of delivery (in person versus online) for a UK-based Widening Participation (WP) programme during the Covid-19 pandemic. In total, 2507 school students attended academic in-person tutorials, and 2505 attended academic tutorials online. The findings show that tutorial attendance did not significantly differ based on the mode of delivery. We also see similar programme outcomes for both in-person and online programmes. However, the completion of the 'baseline assignment' , which was the first piece of work undertaken by students on the programme, was negatively impacted by the online setting (i. e., lower submission rates). This suggests that further considerations are needed to engage students with activities that happen early in the online programme. As part of the study, we also collected feedback from programme staff about their reflections of running a WP programme virtually. Based on these insights, we make suggestions for how WP can best utilise digital forms of delivery in the future.
{"title":"Does online delivery impact programme engagement and outcomes as part of a Widening Participation intervention?","authors":"Lauren Bellaera, Lottie Norton, Hannah Thomson","doi":"10.5456/wpll.24.2.171","DOIUrl":"https://doi.org/10.5456/wpll.24.2.171","url":null,"abstract":"This study examines whether programme engagement and outcomes differ based on the mode of delivery (in person versus online) for a UK-based Widening Participation (WP) programme during the Covid-19 pandemic. In total, 2507 school students attended academic in-person tutorials, and 2505\u0000 attended academic tutorials online. The findings show that tutorial attendance did not significantly differ based on the mode of delivery. We also see similar programme outcomes for both in-person and online programmes. However, the completion of the 'baseline assignment' , which was the first\u0000 piece of work undertaken by students on the programme, was negatively impacted by the online setting (i. e., lower submission rates). This suggests that further considerations are needed to engage students with activities that happen early in the online programme. As part of the study, we\u0000 also collected feedback from programme staff about their reflections of running a WP programme virtually. Based on these insights, we make suggestions for how WP can best utilise digital forms of delivery in the future.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81480978","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}
Articulation from college is an established feature of tertiary education in Scotland and is promoted at policy level as a widening participation objective. In Scotland, 28% of university first-degree entrants enter university from college. Additionally, 42% of university first-degree entrants from the most deprived areas (Scottish Index of Multiple Deprivation, Most Deprived quintile) enter via the college route. Building confidence, engagement and belonging in higher education is important for all students but is especially pertinent for students articulating from college who are joining their degree programme in the second or third year of the Scottish four-year honours degree. This means joining an existing cohort of peers with established university knowledge and networks. This paper explores how an on-campus, pre-entry transition programme was re-conceptualised for the online environment to better facilitate an asynchronous mode of learning. Designed to introduce college students with the skills to help them engage and succeed in their degree studies, the programme is targeted at entrants from the 20% most socially deprived areas. By way of evaluation, programme outcomes are mapped to Zepke and Leach's (2010) ten proposals for improving engagement in higher education. Challenges associated with the rapid transformation to an online transition model and how these were addressed are included. The paper offers a student-focused online transition model to manage and support access to engagement in university for college entrants.
{"title":"Designing and delivering an online transition programme: a practical application of Zepke and Leach's ten proposals for action","authors":"Karen Campbell, Farah McAdam","doi":"10.5456/wpll.24.2.107","DOIUrl":"https://doi.org/10.5456/wpll.24.2.107","url":null,"abstract":"Articulation from college is an established feature of tertiary education in Scotland and is promoted at policy level as a widening participation objective. In Scotland, 28% of university first-degree entrants enter university from college. Additionally, 42% of university first-degree\u0000 entrants from the most deprived areas (Scottish Index of Multiple Deprivation, Most Deprived quintile) enter via the college route. Building confidence, engagement and belonging in higher education is important for all students but is especially pertinent for students articulating from college\u0000 who are joining their degree programme in the second or third year of the Scottish four-year honours degree. This means joining an existing cohort of peers with established university knowledge and networks. This paper explores how an on-campus, pre-entry transition programme was re-conceptualised\u0000 for the online environment to better facilitate an asynchronous mode of learning. Designed to introduce college students with the skills to help them engage and succeed in their degree studies, the programme is targeted at entrants from the 20% most socially deprived areas. By way of evaluation,\u0000 programme outcomes are mapped to Zepke and Leach's (2010) ten proposals for improving engagement in higher education. Challenges associated with the rapid transformation to an online transition model and how these were addressed are included. The paper offers a student-focused online transition\u0000 model to manage and support access to engagement in university for college entrants.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84608560","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}
Concerns have been expressed about the impact of Covid-19 on the educational ambitions and progression prospects of those from disadvantaged backgrounds. While the pandemic has limited opportunities to conduct research in this area, approaches can be developed that overcome the barriers of conducting fieldwork in person. This article reports on the interim findings from one such study. This sought the views of students on advanced (Level 3) programmes at a further education college with a catchment area comprising a number of low higher education (HE) participation neighbourhoods. While lockdown had presented challenges for participants in engaging with their education and in planning for their next steps, all expressed a determination to succeed and achieve their ambitions. The article concludes by suggesting a key role for outreach in helping these students realise their post-college goals.
{"title":"Responding with resilience: the impact of the pandemic on the educational experiences and ambitions on FE students","authors":"Neil Raven","doi":"10.5456/wpll.24.1.198","DOIUrl":"https://doi.org/10.5456/wpll.24.1.198","url":null,"abstract":"Concerns have been expressed about the impact of Covid-19 on the educational ambitions and progression prospects of those from disadvantaged backgrounds. While the pandemic has limited opportunities to conduct research in this area, approaches can be developed that overcome the barriers\u0000 of conducting fieldwork in person. This article reports on the interim findings from one such study. This sought the views of students on advanced (Level 3) programmes at a further education college with a catchment area comprising a number of low higher education (HE) participation neighbourhoods.\u0000 While lockdown had presented challenges for participants in engaging with their education and in planning for their next steps, all expressed a determination to succeed and achieve their ambitions. The article concludes by suggesting a key role for outreach in helping these students realise\u0000 their post-college goals.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78542106","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}
Elizabeth Davison, Rebecca Sanderson, Thomas Hobson, J. Hopkins
Effective support during transition into higher education (HE) can be crucial, especially for traditionally under-represented student groups. Student feedback that the traditional 'welcome week' can be overwhelming due to the quantity and speed of information imparted, coupled with the request for increased support for non-academic skills, led to the development of the 'Skills for Success' (SfS) extended transition support unit. Co-devised with the student body and delivered by a range of academic, clinical and professional support staff, SfS was highly regarded by students, with particular impact reported on mental health and motivation to achieve. Following the introduction of SfS, attainment differences were closed or reversed, in the academic module within which the unit was embedded, for students who were mature, reported a mental health condition, or were from Black, Asian or minority ethnic (BAME) backgrounds. Independent evaluation revealed the initiative had raised awareness of how to access support services and almost half the participants had shared aspects of the learning with peers outside of the cohort. Overall, the success of SfS suggests that an extended package of integrated, holistic support can ease transition into HE and may improve the attainment of students from under-represented groups.
{"title":"Skills for Success? Supporting transition into higher education for students from diverse backgrounds.","authors":"Elizabeth Davison, Rebecca Sanderson, Thomas Hobson, J. Hopkins","doi":"10.5456/wpll.24.1.165","DOIUrl":"https://doi.org/10.5456/wpll.24.1.165","url":null,"abstract":"Effective support during transition into higher education (HE) can be crucial, especially for traditionally under-represented student groups. Student feedback that the traditional 'welcome week' can be overwhelming due to the quantity and speed of information imparted, coupled with\u0000 the request for increased support for non-academic skills, led to the development of the 'Skills for Success' (SfS) extended transition support unit. Co-devised with the student body and delivered by a range of academic, clinical and professional support staff, SfS was highly regarded by students,\u0000 with particular impact reported on mental health and motivation to achieve. Following the introduction of SfS, attainment differences were closed or reversed, in the academic module within which the unit was embedded, for students who were mature, reported a mental health condition, or were\u0000 from Black, Asian or minority ethnic (BAME) backgrounds. Independent evaluation revealed the initiative had raised awareness of how to access support services and almost half the participants had shared aspects of the learning with peers outside of the cohort. Overall, the success of SfS suggests\u0000 that an extended package of integrated, holistic support can ease transition into HE and may improve the attainment of students from under-represented groups.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84360817","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 article explores the potential of an arts-based, participatory method called photo-elicitation (PE) as a tool for evaluating widening participation (WP) initiatives with young people. Though past studies have highlighted the potential of PE for evaluating WP interventions to date, it has rarely been used for such purposes and there is limited guidance available on how to employ this approach, which can prevent others in the field from using it. This paper provides such guidance, presenting an example project to illustrate how a PE approach was used to evaluate a pre-16 WP programme. Specifically, the example project involved using an 'auto-driven' PE method, whereby school pupils took photographs of their views/experiences before and after taking part in the WP programme, which were then explored via semi-structured interviews. The article discusses practical and ethical challenges that may arise when using PE, but also the deep and meaningful insights that may be gained by enabling young people to articulate themselves in different ways. As methods are sought to evaluate WP activities in the post-pandemic world, arts-based methods, such as PE, could allow for a more nuanced understanding of young people's views, which can be achieved whil e supporting students remotely.
{"title":"Exploring the use of photo-elicitation as an alternative lens for evaluating young people's views and experiences with widening participation","authors":"Damien Homer, Tamara Thiele","doi":"10.5456/wpll.24.1.28","DOIUrl":"https://doi.org/10.5456/wpll.24.1.28","url":null,"abstract":"This article explores the potential of an arts-based, participatory method called photo-elicitation (PE) as a tool for evaluating widening participation (WP) initiatives with young people. Though past studies have highlighted the potential of PE for evaluating WP interventions to date,\u0000 it has rarely been used for such purposes and there is limited guidance available on how to employ this approach, which can prevent others in the field from using it. This paper provides such guidance, presenting an example project to illustrate how a PE approach was used to evaluate a pre-16\u0000 WP programme. Specifically, the example project involved using an 'auto-driven' PE method, whereby school pupils took photographs of their views/experiences before and after taking part in the WP programme, which were then explored via semi-structured interviews. The article discusses practical\u0000 and ethical challenges that may arise when using PE, but also the deep and meaningful insights that may be gained by enabling young people to articulate themselves in different ways. As methods are sought to evaluate WP activities in the post-pandemic world, arts-based methods, such as PE,\u0000 could allow for a more nuanced understanding of young people's views, which can be achieved whil e supporting students remotely.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80002371","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}
Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.
{"title":"Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education","authors":"K. Hoskins, B. Wong","doi":"10.5456/wpll.24.1.114","DOIUrl":"https://doi.org/10.5456/wpll.24.1.114","url":null,"abstract":"Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies,\u0000 and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided\u0000 by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence\u0000 gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88711697","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}
Curriculum development is at the heart of progressive education and is key to the success of learners, but is often difficult to conceptualise. In this paper, elements of storytelling – specifically that of character, setting and the 'problem' – are mapped across curriculum development with clear regard to equality, diversity and inclusion, which are at the heart of modern curriculum developmental investigation. Although written with an arts educational focus in mind, the conceptual ideas are applicable to all areas of education. It is argued that by using this model, which gives integral regard to equality, diversity and inclusion, the experience of the learner(s) and the pace of change, improvement and faculty goodwill is enhanced.
{"title":"Using stories to tell curriculum or using curriculum to tell stories","authors":"Dermot Daly","doi":"10.5456/wpll.24.1.187","DOIUrl":"https://doi.org/10.5456/wpll.24.1.187","url":null,"abstract":"Curriculum development is at the heart of progressive education and is key to the success of learners, but is often difficult to conceptualise. In this paper, elements of storytelling – specifically that of character, setting and the 'problem' – are mapped across curriculum\u0000 development with clear regard to equality, diversity and inclusion, which are at the heart of modern curriculum developmental investigation. Although written with an arts educational focus in mind, the conceptual ideas are applicable to all areas of education. It is argued that by using this\u0000 model, which gives integral regard to equality, diversity and inclusion, the experience of the learner(s) and the pace of change, improvement and faculty goodwill is enhanced.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89111368","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}
A review of the peer-reviewed literature relating to the education of children from armed forces families (service children) is presented. In England, service children have been identified by the Office for Students as an under-represented group in higher education. However, their educational journeys through compulsory education and towards higher education are relatively under-researched. Exploring literature from countries with similar educational, linguistic and armed forces cultures enables opportunities for researchers in the United Kingdom to be highlighted. The review identified a general lack of peerreviewed research into educational outcomes for service children, a lack of consensus on the impact of service life on children, and a tendency to focus on the barriers and challenges arising through service life.
{"title":"Service children in education: a review of the literature from five countries","authors":"Michael Hall, J. Mccullouch, Katherine Lawrence","doi":"10.5456/wpll.24.1.53","DOIUrl":"https://doi.org/10.5456/wpll.24.1.53","url":null,"abstract":"A review of the peer-reviewed literature relating to the education of children from armed forces families (service children) is presented. In England, service children have been identified by the Office for Students as an under-represented group in higher education. However, their educational\u0000 journeys through compulsory education and towards higher education are relatively under-researched. Exploring literature from countries with similar educational, linguistic and armed forces cultures enables opportunities for researchers in the United Kingdom to be highlighted. The review identified\u0000 a general lack of peerreviewed research into educational outcomes for service children, a lack of consensus on the impact of service life on children, and a tendency to focus on the barriers and challenges arising through service life.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87339390","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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