Reviewer Acknowledgements for Review of European Studies, Vol. 14, No. 2
《欧洲研究评论》第14卷第2期审稿人致谢
{"title":"Reviewer Acknowledgements for Review of European Studies, Vol. 14, No. 2","authors":"Paige Dou","doi":"10.5539/res.v14n2p118","DOIUrl":"https://doi.org/10.5539/res.v14n2p118","url":null,"abstract":"Reviewer Acknowledgements for Review of European Studies, Vol. 14, No. 2","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81701345","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 paper analyses the acceptance of selected democratic values by the students at the first, second, and third levels of progressive and sequential officer education at Dr. Franjo Tuđman Croatian Defence Academy and the understanding of a democratic society. The degree of the students' acceptance of nineteen values derived from the values of the European democratic system is examined. It includes students' acceptance of multi-party democracy, legislature, economy, living standard, human and civil rights, autonomy, private, public, and state property, as well as co-existence. The data collected during the process of preparation of the doctoral dissertation titled “Intercultural curriculum of military schools” were used. The dissertation was defended in 2018 at the Faculty of humanities and social sciences, University of Zagreb. The survey found that the level of military education is related to the level of acceptance of European democratic values. Students at higher levels of officer education show a higher degree of acceptance of selected democratic values and have a more positive attitude toward them.
{"title":"Acceptance of European Values: Case Study Dr. Franjo Tuđman Croatian Defence Academy","authors":"Andrija Kozina","doi":"10.5539/res.v14n2p145","DOIUrl":"https://doi.org/10.5539/res.v14n2p145","url":null,"abstract":"The paper analyses the acceptance of selected democratic values by the students at the first, second, and third levels of progressive and sequential officer education at Dr. Franjo Tuđman Croatian Defence Academy and the understanding of a democratic society. The degree of the students' acceptance of nineteen values derived from the values of the European democratic system is examined. It includes students' acceptance of multi-party democracy, legislature, economy, living standard, human and civil rights, autonomy, private, public, and state property, as well as co-existence. The data collected during the process of preparation of the doctoral dissertation titled “Intercultural curriculum of military schools” were used. The dissertation was defended in 2018 at the Faculty of humanities and social sciences, University of Zagreb. The survey found that the level of military education is related to the level of acceptance of European democratic values. Students at higher levels of officer education show a higher degree of acceptance of selected democratic values and have a more positive attitude toward them.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76531888","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 collects domestic and foreign news related to Hangzhou tourism and constructs a comparative corpus. Based on quantitative analysis of corpus and Fairclough’s three-dimensional model, keywords and their contexts are retrieved for discourse analysis. It is found that under the 2022 Asian Games, the image of Hangzhou tourism has been constructed as Green and Smart, Historical and Modern. Inspired by this research, some discourse strategic suggestions are put forward that include choosing linguistic strategies mindfully to improve wording and the tone of publicity language, tightening the relationship between “smart” and “tourism”, adding modern elements, and further strengthening the promotion of culture and innovative ways of publicity. These strategies may realize the expectation that the “Chinese voice can be heard, words can be understood and recognized”.
{"title":"A Study of Hangzhou Municipal Tourism Image: A Corpus-Based Comparative Analysis of Chinese and Western News Reporting","authors":"Cheng Chen, Yulai Wu, Xingxing Li","doi":"10.5539/res.v14n2p106","DOIUrl":"https://doi.org/10.5539/res.v14n2p106","url":null,"abstract":"This paper collects domestic and foreign news related to Hangzhou tourism and constructs a comparative corpus. Based on quantitative analysis of corpus and Fairclough’s three-dimensional model, keywords and their contexts are retrieved for discourse analysis. It is found that under the 2022 Asian Games, the image of Hangzhou tourism has been constructed as Green and Smart, Historical and Modern. Inspired by this research, some discourse strategic suggestions are put forward that include choosing linguistic strategies mindfully to improve wording and the tone of publicity language, tightening the relationship between “smart” and “tourism”, adding modern elements, and further strengthening the promotion of culture and innovative ways of publicity. These strategies may realize the expectation that the “Chinese voice can be heard, words can be understood and recognized”.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78388333","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 Greece, the COVID-19 pandemic resulted in the schools' closure during the 2019-2020 school year. The Ministry of Education tried to develop online platforms so that the students could have access to education. The use of distance learning came to the fore. The teachers used the online teaching tools available as a response to this challenging situation. Nevertheless, most of them had not received any relevant training and had at their disposal minimal resources, mainly of their own and not public ones. A nationwide survey was designed investigating teachers' views on distance learning benefits. 515 teachers working in Greek primary education sector - both at kindergartens and primary schools- participated in the research. Their answers show three main benefits from the distance learning implementation at school education: (a), it enabled some students to access school education. Those students could not otherwise attend school education (b) it contributed to the communication among students as well as between students and teachers, and (c) it increased the ICT use by teachers. Despite these benefits mentioned, teachers stated that distance learning is not a substitute for ordinary classes and face-to-face learning.
{"title":"The Benefits of Distance Education, During the Covid-19 Pandemic: Greek Teachers’ Opinions","authors":"Nikolaos Manesis, E. Vlachou, Niki Anastasiou, Antonia Konstantinopoulou, Foteini Peristeropoulou, Danai Tsoli","doi":"10.5539/res.v14n2p64","DOIUrl":"https://doi.org/10.5539/res.v14n2p64","url":null,"abstract":"In Greece, the COVID-19 pandemic resulted in the schools' closure during the 2019-2020 school year. The Ministry of Education tried to develop online platforms so that the students could have access to education. The use of distance learning came to the fore. The teachers used the online teaching tools available as a response to this challenging situation. Nevertheless, most of them had not received any relevant training and had at their disposal minimal resources, mainly of their own and not public ones. A nationwide survey was designed investigating teachers' views on distance learning benefits. 515 teachers working in Greek primary education sector - both at kindergartens and primary schools- participated in the research. Their answers show three main benefits from the distance learning implementation at school education: (a), it enabled some students to access school education. Those students could not otherwise attend school education (b) it contributed to the communication among students as well as between students and teachers, and (c) it increased the ICT use by teachers. Despite these benefits mentioned, teachers stated that distance learning is not a substitute for ordinary classes and face-to-face learning.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78888025","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}
Noémie Chaniaud, Pauline Jeanpierre, V. Laguette, E. Loup-Escande
The COVID-19 pandemic has been associated with an infodemic which impacts on vaccination perceptions and intentions. E-health literacy seems to be the key to searching health information on the web. Age and income level impact vaccine hesitancy and resistance. It is important to know more about the population who are hesitant to get vaccinated in order to develop appropriate and accessible information. We focused on four factors that impact vaccination perceptions and intentions: socio-demographic characteristics (age and education level), e-health literacy and sources of information about COVID-19. An anonymous online survey was completed by 368 participants, who reported their age, level of education, F-eHEALS (the level of e-health literacy), preferred sources of COVID-19 information, and their vaccination perceptions and intentions (vaccine score). The vaccine score is measured by a combination of two preview questionnaires adapted to COVID-19. We first assessed our questionnaire construct on intentions and perceptions of COVID-19 vaccination. We obtained a unidimensional scale that we correlated with other factors and related to clusters (k-means). The results then showed that age, education level, and sources of COVID-19 information (radio, internet and “no channel”) impact vaccination perceptions and intentions. E-health literacy appears to be a co-variant without direct link with vaccination perceptions and intentions but linked to age and sources of COVID-19 information. This study shows how age, education level, sources of COVID-19 information and e-health literacy can impact COVID-19 vaccination perceptions and intentions.
{"title":"Impact of Psycho-Social Factors, E-health Literacy and Information Access on COVID-19 Vaccination Perceptions and Intentions: Online Survey","authors":"Noémie Chaniaud, Pauline Jeanpierre, V. Laguette, E. Loup-Escande","doi":"10.5539/res.v14n2p54","DOIUrl":"https://doi.org/10.5539/res.v14n2p54","url":null,"abstract":"The COVID-19 pandemic has been associated with an infodemic which impacts on vaccination perceptions and intentions. E-health literacy seems to be the key to searching health information on the web. Age and income level impact vaccine hesitancy and resistance. It is important to know more about the population who are hesitant to get vaccinated in order to develop appropriate and accessible information. We focused on four factors that impact vaccination perceptions and intentions: socio-demographic characteristics (age and education level), e-health literacy and sources of information about COVID-19. An anonymous online survey was completed by 368 participants, who reported their age, level of education, F-eHEALS (the level of e-health literacy), preferred sources of COVID-19 information, and their vaccination perceptions and intentions (vaccine score). The vaccine score is measured by a combination of two preview questionnaires adapted to COVID-19. We first assessed our questionnaire construct on intentions and perceptions of COVID-19 vaccination. We obtained a unidimensional scale that we correlated with other factors and related to clusters (k-means). The results then showed that age, education level, and sources of COVID-19 information (radio, internet and “no channel”) impact vaccination perceptions and intentions. E-health literacy appears to be a co-variant without direct link with vaccination perceptions and intentions but linked to age and sources of COVID-19 information. This study shows how age, education level, sources of COVID-19 information and e-health literacy can impact COVID-19 vaccination perceptions and intentions.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88081265","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 investigates the transportation, labor, quarrying, and time expenses of the 50ft column shafts that possibly were ordered originally for the famous Pantheon in Rome, Italy. The Pantheon currently includes 40ft column shafts though there is evidence showing that it may have been meant for 50ft column shafts as other parts of the monument are set up as so for the insertion of it; for example, as seen when looking at the pediment, there is a second one three meters higher behind it, displaying that the pediment is thought to originally be supported by a larger portico, hence using larger column shafts. A plausible explanation for this is that the 50ft column shafts were the original choice, but were lost in transit while being transported from the quarries in Egypt to Rome. And due to the loss of such expensive labor costing components and likely imperial budget issues, there is an order of 40ft column shafts instead. Assuming that the explanation is true, calculations made using the works by those such as Wilson Jones, Simon Barker, Ben Russel, and Justin Leidwanger are found for comparisons, analyses, and conclusions. Through the evaluations and results, one can interpret the rather great effect the loss had on the entire project and the display of a sense of importance that the Pantheon has during the Hadrian reign and even now.
{"title":"The Possible 50ft Columns of the Pantheon Lost in Transit","authors":"R. Sik","doi":"10.5539/res.v14n2p47","DOIUrl":"https://doi.org/10.5539/res.v14n2p47","url":null,"abstract":"This paper investigates the transportation, labor, quarrying, and time expenses of the 50ft column shafts that possibly were ordered originally for the famous Pantheon in Rome, Italy. The Pantheon currently includes 40ft column shafts though there is evidence showing that it may have been meant for 50ft column shafts as other parts of the monument are set up as so for the insertion of it; for example, as seen when looking at the pediment, there is a second one three meters higher behind it, displaying that the pediment is thought to originally be supported by a larger portico, hence using larger column shafts. A plausible explanation for this is that the 50ft column shafts were the original choice, but were lost in transit while being transported from the quarries in Egypt to Rome. And due to the loss of such expensive labor costing components and likely imperial budget issues, there is an order of 40ft column shafts instead. Assuming that the explanation is true, calculations made using the works by those such as Wilson Jones, Simon Barker, Ben Russel, and Justin Leidwanger are found for comparisons, analyses, and conclusions. Through the evaluations and results, one can interpret the rather great effect the loss had on the entire project and the display of a sense of importance that the Pantheon has during the Hadrian reign and even now.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89781537","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}
Javier Mula-Falcón, Iñaki Moya-Roselló, Alberto Ruiz-Ariza
Gamification is an active methodology that involves using game elements in a non-game situation. Gamification has shown to increase motivation and learning in different types of academic students; however, the educational literature shows inconclusive findings. The aim of this meta-analysis is to analyse the effects of gamification on motivation and academic performance in an educational context. Sixteen interventions carried out between January 2010 and the end of January 2022 were retrieved from the databases and included in this meta-analysis. One study was carried out in Primary school, three in Secondary school, and twelve in universities. Four papers analysed the effects on motivation, five on academic performance and seven on both. Results showed that gamification could increase the motivation (SMD = 0.51; 95% CI [0.29, 0.73]; I2 59%; p < 0.00001) and academic performance (SMD = 0.89; 95% CI [0.45, 1.32]; I2 90%; p < 0.0001) in all the educational stages. The implications of including gamification programmes in the educational context are discussed.
游戏化是一种积极的方法论，涉及在非游戏情境中使用游戏元素。游戏化可以提高不同类型学生的学习动机和学习能力;然而，教育文献显示不确定的结果。本荟萃分析的目的是分析游戏化对教育背景下动机和学习成绩的影响。从数据库中检索2010年1月至2022年1月底进行的16项干预措施，并将其纳入本荟萃分析。一项研究在小学进行，三项在中学进行，十二项在大学进行。四篇论文分析了对动机的影响，五篇论文分析了对学习成绩的影响，七篇论文分析了两者的影响。结果表明，游戏化可以增加动机(SMD = 0.51;95% ci [0.29, 0.73];I2 59%;p < 0.00001)和学业成绩(SMD = 0.89;95% ci [0.45, 1.32];I2 90%;P < 0.0001)。讨论了在教育背景下包括游戏化方案的含义。
{"title":"The Active Methodology of Gamification to Improve Motivation and Academic Performance in Educational Context: A Meta-Analysis","authors":"Javier Mula-Falcón, Iñaki Moya-Roselló, Alberto Ruiz-Ariza","doi":"10.5539/res.v14n2p32","DOIUrl":"https://doi.org/10.5539/res.v14n2p32","url":null,"abstract":"Gamification is an active methodology that involves using game elements in a non-game situation. Gamification has shown to increase motivation and learning in different types of academic students; however, the educational literature shows inconclusive findings. The aim of this meta-analysis is to analyse the effects of gamification on motivation and academic performance in an educational context. Sixteen interventions carried out between January 2010 and the end of January 2022 were retrieved from the databases and included in this meta-analysis. One study was carried out in Primary school, three in Secondary school, and twelve in universities. Four papers analysed the effects on motivation, five on academic performance and seven on both. Results showed that gamification could increase the motivation (SMD = 0.51; 95% CI [0.29, 0.73]; I2 59%; p < 0.00001) and academic performance (SMD = 0.89; 95% CI [0.45, 1.32]; I2 90%; p < 0.0001) in all the educational stages. The implications of including gamification programmes in the educational context are discussed.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89468941","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 aims to argue about the colonization of the future and its narratives. Historically, the future has been determined by a linear Jewish-Christian timeline with a beginning, and an end. Beyond Apocalypse (Armageddon), and Utopia (the dream of Paradise on Earth), the turn of the millennium (the year 2.000) introduced new narratives to these. Technology, the bug of the millennium, and data science become predominant aspects to which the future relates to. This paper argues that the colonization of the future is the act of producing a future in which dominance is still in the power of some, and not available to all. Unless equality and equal distribution of forces win the battle, humanity will continue being a prisoner of the organizations that control and discourse about the future. The colonization of the future, likewise the Church and its final days, or Utopia’s discoveries of Lost Paradise, is being set to determine the future using technology and predictability. It is concluded that the turn of the millennium posts a new time to society, but again, it does not seem that all individuals have been invited. The colonization of the future is a key concept to discuss the forces that are creating the future, and it highlights the necessity to decolonize it.
{"title":"Narratives About the Future, the End of Times, and the Colonization of the Future","authors":"Monica Mastrantonio","doi":"10.5539/res.v14n2p23","DOIUrl":"https://doi.org/10.5539/res.v14n2p23","url":null,"abstract":"This article aims to argue about the colonization of the future and its narratives. Historically, the future has been determined by a linear Jewish-Christian timeline with a beginning, and an end. Beyond Apocalypse (Armageddon), and Utopia (the dream of Paradise on Earth), the turn of the millennium (the year 2.000) introduced new narratives to these. Technology, the bug of the millennium, and data science become predominant aspects to which the future relates to. This paper argues that the colonization of the future is the act of producing a future in which dominance is still in the power of some, and not available to all. Unless equality and equal distribution of forces win the battle, humanity will continue being a prisoner of the organizations that control and discourse about the future. The colonization of the future, likewise the Church and its final days, or Utopia’s discoveries of Lost Paradise, is being set to determine the future using technology and predictability. It is concluded that the turn of the millennium posts a new time to society, but again, it does not seem that all individuals have been invited. The colonization of the future is a key concept to discuss the forces that are creating the future, and it highlights the necessity to decolonize it. ","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85617472","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 investigates two literary texts, House of Day, House of Night (2002) by Olga Tokarczuk and Piaskowa Góra [Sand Mountain] (2009) by Joanna Bator and how they overcome the divisive and politicized narration of the post-WWII population expulsions and resettlement in Poland. The article argues that by employing the “tender narrator,” (Tokarczuk, 2019) e.g. directing readers’ attention to the former German items of everyday use and their stories, the writers create a more empathetic version of this period of history, thus recovering the memories of the, largely silenced, Polish and German experiences of displacement. Adopting postcolonial approaches, the article draws from affect theories and studies of how displaced populations relate emotionally to the changing material environment (Svašek, 2012) to examine the attitudes and emotions of the Poles dealing with the objects, landscape and property of the German deportees. These texts raise important questions about the foundations of the communities in the Polish-German borderlands, and their wider implications for Polish-German relations.
{"title":"Polish Literary Reckoning of the Post-WWII Population Resettlement: the Lens of “Tender Narrator”","authors":"A. Stępień","doi":"10.5539/res.v14n2p1","DOIUrl":"https://doi.org/10.5539/res.v14n2p1","url":null,"abstract":"This article investigates two literary texts, House of Day, House of Night (2002) by Olga Tokarczuk and Piaskowa Góra [Sand Mountain] (2009) by Joanna Bator and how they overcome the divisive and politicized narration of the post-WWII population expulsions and resettlement in Poland. The article argues that by employing the “tender narrator,” (Tokarczuk, 2019) e.g. directing readers’ attention to the former German items of everyday use and their stories, the writers create a more empathetic version of this period of history, thus recovering the memories of the, largely silenced, Polish and German experiences of displacement. Adopting postcolonial approaches, the article draws from affect theories and studies of how displaced populations relate emotionally to the changing material environment (Svašek, 2012) to examine the attitudes and emotions of the Poles dealing with the objects, landscape and property of the German deportees. These texts raise important questions about the foundations of the communities in the Polish-German borderlands, and their wider implications for Polish-German relations.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85161730","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 : 2022-03-17DOI: 10.1007/978-3-319-45710-9_19
Herman Matthijs
{"title":"The Financing of the European Union Budget","authors":"Herman Matthijs","doi":"10.1007/978-3-319-45710-9_19","DOIUrl":"https://doi.org/10.1007/978-3-319-45710-9_19","url":null,"abstract":"","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87801642","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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