Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk-taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding academic achievements of school-age children. There is less knowledge of the subject in early childhood, yet the development of self-regulatory has been described as an important milestone in early childhood development (Shonkoff & Phillips, 2000). This research describes the implementation of an intervention programme in kindergartens that aimed to help young children with highly impulsive behaviour, develop self-regulatory behaviors. The children were identified by the Achenbach Child behaviour check list (1.5-5) and by the kindergarten teachers. This Research was based on mixed methods. The quantitave data reveled a number of children with highly impulsive behaviour and difficulties in self-regulation. The qualitative data gave a deeper interpretation to these children’s behaviour and the difficulties involved. After the implementation of the program the kindergarten teachers reported on an increase in the children’s self–regulatory skills. By understanding and supporting the processes involved in the development of self-regulation skills, it might be possible for significant adults in young children's lives to have a substantial effect in aiding young children, who are highly impulsive. This was the rationale for the present research.
{"title":"Supporting And Developing Self-Regulatory Behaviours In Early Childhood In Young Children With High Levels Of Impulsive Behaviour","authors":"Aviva Dan","doi":"10.19030/CIER.V9I4.9789","DOIUrl":"https://doi.org/10.19030/CIER.V9I4.9789","url":null,"abstract":"Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk-taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding academic achievements of school-age children. There is less knowledge of the subject in early childhood, yet the development of self-regulatory has been described as an important milestone in early childhood development (Shonkoff & Phillips, 2000). This research describes the implementation of an intervention programme in kindergartens that aimed to help young children with highly impulsive behaviour, develop self-regulatory behaviors. The children were identified by the Achenbach Child behaviour check list (1.5-5) and by the kindergarten teachers. This Research was based on mixed methods. The quantitave data reveled a number of children with highly impulsive behaviour and difficulties in self-regulation. The qualitative data gave a deeper interpretation to these children’s behaviour and the difficulties involved. After the implementation of the program the kindergarten teachers reported on an increase in the children’s self–regulatory skills. By understanding and supporting the processes involved in the development of self-regulation skills, it might be possible for significant adults in young children's lives to have a substantial effect in aiding young children, who are highly impulsive. This was the rationale for the present research.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"21 1","pages":"189-200"},"PeriodicalIF":0.0,"publicationDate":"2016-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80021651","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 : 2016-06-30DOI: 10.1007/978-3-319-42070-7_43
Robert Ekblaw
{"title":"Effective Use of Group Projects in Online Learning","authors":"Robert Ekblaw","doi":"10.1007/978-3-319-42070-7_43","DOIUrl":"https://doi.org/10.1007/978-3-319-42070-7_43","url":null,"abstract":"","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"40 1","pages":"121-128"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87258252","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}
Bullying is considered to be omnipresent in business firms and prevalent in entrepreneurial firms in information systems and in departments of information systems in industry. Entrepreneurialism and narcissism of personalities in the information systems profession may be perceived as especially predisposed to bullying. The authors of this paper evaluate the knowledge of bullying by students in a leading school of computer science and information systems and learn that the students are essentially knowledgeable of bullying as a concern in industry. They learn that the knowledge of the students implies the importance of requisite sensitivity and professional standards in the profession and in the school. The paper may benefit educators in illuminating the issue of bullying for information systems students desiring to be in the profession.
{"title":"A Perception Study of Computer Science and Information Systems Students on Bullying Prevalence in the Information Systems Profession.","authors":"J. Lawler, J. Molluzzo","doi":"10.19030/CIER.V9I3.9709","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9709","url":null,"abstract":"Bullying is considered to be omnipresent in business firms and prevalent in entrepreneurial firms in information systems and in departments of information systems in industry. Entrepreneurialism and narcissism of personalities in the information systems profession may be perceived as especially predisposed to bullying. The authors of this paper evaluate the knowledge of bullying by students in a leading school of computer science and information systems and learn that the students are essentially knowledgeable of bullying as a concern in industry. They learn that the knowledge of the students implies the importance of requisite sensitivity and professional standards in the profession and in the school. The paper may benefit educators in illuminating the issue of bullying for information systems students desiring to be in the profession.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"363 1","pages":"137-144"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76583489","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}
E-service quality of online higher education reflects the student’s perception of quality of online exchanges across four dimensions: fulfillment, efficiency, system availability and privacy. This study links e-service quality to intentions to remain loyal as mediated by perceived value in an online higher education environment. AMOS is used to examine the structural model based on responses to a student self-report online survey (n=127). Results indicate a strong causal linkage between e-S-QUAL and Loyalty Intentions as mediated by Perceived Value. Further, the direct linkage between e-S-QUAL and Loyalty Intentions was found to be insignificant, substantiating the proposed full mediation model.
在线高等教育的电子服务质量反映了学生对在线交流质量的感知，涉及四个维度:履行、效率、系统可用性和隐私。本研究将电子服务质量与在线高等教育环境中以感知价值为中介的保持忠诚的意愿联系起来。AMOS用于基于学生自我报告在线调查(n=127)的回答来检验结构模型。结果表明，e- s - qualal和忠诚意向之间存在很强的因果关系，并以感知价值为中介。此外，e-S-QUAL与忠诚意向之间的直接联系不显著，证实了所提出的完全中介模型。
{"title":"Building Collegiate E-Loyalty: The Role of Perceived Value in the Quality-Loyalty Linkage in Online Higher Education.","authors":"B. Kilburn, Ashley J. Kilburn, Dexter Davis","doi":"10.19030/CIER.V9I3.9704","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9704","url":null,"abstract":"E-service quality of online higher education reflects the student’s perception of quality of online exchanges across four dimensions: fulfillment, efficiency, system availability and privacy. This study links e-service quality to intentions to remain loyal as mediated by perceived value in an online higher education environment. AMOS is used to examine the structural model based on responses to a student self-report online survey (n=127). Results indicate a strong causal linkage between e-S-QUAL and Loyalty Intentions as mediated by Perceived Value. Further, the direct linkage between e-S-QUAL and Loyalty Intentions was found to be insignificant, substantiating the proposed full mediation model.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"12 1","pages":"95-102"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79185713","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 work is an analysis of the alignment between schools associated with an Indiana Assistant Principal of the Year, as selected by the Indiana Association of School Principals, and increases in academic performance of those schools on state mandated “high stakes” academic tests. The focus was on school improvement using annual school report card data. Using a design looking for association and a Chi Square analysis, a significant positive correlation was identified. The results shed some light on the potential excellent practices of assistant-principals and student academic achievement gains. Although a positive correlation was found, the results can only give ideas for leadership consideration. They are not considered predictive because of the ex-post facto nature of the data allowing for no manipulation of variables.
{"title":"An Analysis Of The Position Of Assistant Principal Of The Year In Indiana: An Analysis Of What Is Really Important","authors":"Stephen D. Mercer","doi":"10.19030/CIER.V9I3.9702","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9702","url":null,"abstract":"This work is an analysis of the alignment between schools associated with an Indiana Assistant Principal of the Year, as selected by the Indiana Association of School Principals, and increases in academic performance of those schools on state mandated “high stakes” academic tests. The focus was on school improvement using annual school report card data. Using a design looking for association and a Chi Square analysis, a significant positive correlation was identified. The results shed some light on the potential excellent practices of assistant-principals and student academic achievement gains. Although a positive correlation was found, the results can only give ideas for leadership consideration. They are not considered predictive because of the ex-post facto nature of the data allowing for no manipulation of variables.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"24 1","pages":"87-94"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85408289","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}
Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this study were 182 teachers who were from both mainstream schools and special schools. Their image about inclusive education was mainly dependent upon the organization of group and size of a group. The subfile summary of the conjoint analysis indicated that the teacher's views of inclusive education as images of "expanding school environment to include a child", withdrawal to "resource room", "small groups", and "a pupil with disability in a mainstream group." On the other hand, images of "repudiation of segregated learning opportunities", "homogeneous group", "a large size group", and "various attributes in a group" were perceived as "non-inclusive." The author has divided the participants into two groups by cluster analysis. The factors in dividing were discussed as not depend on their teaching experience nor school type, but local school environment - such as enrollment ratio of foreign pupils.
{"title":"Teachers' Misunderstanding The Concept Of Inclusive Education","authors":"T. Sanagi","doi":"10.19030/CIER.V9I3.9705","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9705","url":null,"abstract":"Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this study were 182 teachers who were from both mainstream schools and special schools. Their image about inclusive education was mainly dependent upon the organization of group and size of a group. The subfile summary of the conjoint analysis indicated that the teacher's views of inclusive education as images of \"expanding school environment to include a child\", withdrawal to \"resource room\", \"small groups\", and \"a pupil with disability in a mainstream group.\" On the other hand, images of \"repudiation of segregated learning opportunities\", \"homogeneous group\", \"a large size group\", and \"various attributes in a group\" were perceived as \"non-inclusive.\" The author has divided the participants into two groups by cluster analysis. The factors in dividing were discussed as not depend on their teaching experience nor school type, but local school environment - such as enrollment ratio of foreign pupils.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"36 1","pages":"103-114"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82987370","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 investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in the past 12 months were examined. Teacher characteristics associated with being physically attacked appeared to be proportionate to those found in the general population of teachers who were not physically attacked. Several notable exceptions were gender, school type, years of experience, and school location. The mean number of physical attacks varied greatly within all characteristics examined. Of the twelve teaching areas, special education had the highest percentage of teachers who reported being physically attacked in the past 12 months and the highest mean number of physical attacks per teaching area.
{"title":"Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey.","authors":"T. Williams, J. Ernst","doi":"10.19030/CIER.V9I3.9708","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9708","url":null,"abstract":"This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in the past 12 months were examined. Teacher characteristics associated with being physically attacked appeared to be proportionate to those found in the general population of teachers who were not physically attacked. Several notable exceptions were gender, school type, years of experience, and school location. The mean number of physical attacks varied greatly within all characteristics examined. Of the twelve teaching areas, special education had the highest percentage of teachers who reported being physically attacked in the past 12 months and the highest mean number of physical attacks per teaching area.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"108 1","pages":"129-136"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88867561","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 paper examines two divergent viewpoints about whether or not class attendance should be mandatory in higher education. The authors, both accounting professors at the same institution, delineate their respective viewpoints citing school policy, federal regulations and academic freedom as factors which motivate their attendance policy.
{"title":"Point-Counterpoint: Should Attendance Be Required In Collegiate Classrooms?","authors":"J. Pinto, Peter L. Lohrey","doi":"10.19030/CIER.V9I3.9706","DOIUrl":"https://doi.org/10.19030/CIER.V9I3.9706","url":null,"abstract":"This paper examines two divergent viewpoints about whether or not class attendance should be mandatory in higher education. The authors, both accounting professors at the same institution, delineate their respective viewpoints citing school policy, federal regulations and academic freedom as factors which motivate their attendance policy.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"15 1","pages":"115-120"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78938046","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 : 2016-05-01DOI: 10.19030/CIER.V11I3.10180
Shirley J. Caruso
This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners’ engagement in self-directed learning. Part of the discussion focuses on learners’ preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.
{"title":"Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance","authors":"Shirley J. Caruso","doi":"10.19030/CIER.V11I3.10180","DOIUrl":"https://doi.org/10.19030/CIER.V11I3.10180","url":null,"abstract":"This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners’ engagement in self-directed learning. Part of the discussion focuses on learners’ preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68180785","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 purpose of this study was to examine the entrepreneurial orientation reflected in the experiences of seasoned entrepreneurial educators as they reflect on the development of their innovative practices. The researcher used the Entrepreneurial Orientation of Lumpkin and Dess (1996) as a theoretical lens to accompany interpretive research perspective. An in-depth literature review revealed many differing definitions of entrepreneurship and few ideas on educational entrepreneurs. A qualitative approach was selected to gain data through the use of artifact collection and open-ended interviews. Data was analyzed using the three-dimension space approach model of Clandinin and Connelly (2000). Individual participant profiles were created before a collective restory was made. Five participants who were purposefully selected as being educational entrepreneurs were used. Based on the data, six themes, and additional subthemes emerged. The findings partly agreed with Lumpkin and Dess’s (1996) Entrepreneurial Orientation. The study found that educational entrepreneurs are: risk-takers, innovators, proactive, built on prior positive experiences, had difficulties starting, and were collaborative.
本研究的目的是考察经验丰富的创业教育工作者在反思其创新实践发展时所反映的创业取向。研究者以Lumpkin and Dess(1996)的创业取向作为理论视角，配合解释性研究视角。深入的文献回顾揭示了许多不同的企业家精神的定义和很少的想法教育企业家。我们选择了一种定性的方法，通过使用人工制品收集和开放式访谈来获得数据。数据分析采用Clandinin和Connelly(2000)的三维空间方法模型。在创建集体历史之前创建单个参与者概要文件。五名参与者被有意选择为教育企业家。根据这些数据，出现了六个主题和其他子主题。研究结果与Lumpkin和Dess(1996)的创业取向部分一致。研究发现，教育企业家是:冒险者，创新者，积极主动，建立在之前的积极经验，有困难的开始，并合作。
{"title":"Entrepreneurial Educators: A Narrative Study Examining Entrepreneurial Educators In Launching Innovative Practices For K-12 Schools","authors":"Ian L. Schimmel","doi":"10.19030/CIER.V9I2.9615","DOIUrl":"https://doi.org/10.19030/CIER.V9I2.9615","url":null,"abstract":"The purpose of this study was to examine the entrepreneurial orientation reflected in the experiences of seasoned entrepreneurial educators as they reflect on the development of their innovative practices. The researcher used the Entrepreneurial Orientation of Lumpkin and Dess (1996) as a theoretical lens to accompany interpretive research perspective. An in-depth literature review revealed many differing definitions of entrepreneurship and few ideas on educational entrepreneurs. A qualitative approach was selected to gain data through the use of artifact collection and open-ended interviews. Data was analyzed using the three-dimension space approach model of Clandinin and Connelly (2000). Individual participant profiles were created before a collective restory was made. Five participants who were purposefully selected as being educational entrepreneurs were used. Based on the data, six themes, and additional subthemes emerged. The findings partly agreed with Lumpkin and Dess’s (1996) Entrepreneurial Orientation. The study found that educational entrepreneurs are: risk-takers, innovators, proactive, built on prior positive experiences, had difficulties starting, and were collaborative.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"16 1","pages":"53-58"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78006857","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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