Pub Date : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.209
Listia Natadjaja, Elizabeth Christine Yuwono
Learning packaging design requires knowledge of the design theory and practice of packaging making that can then be applied in the community. Our packaging design class was first implemented as a regular program for five years and has been a service-learning (S-L) program for 13 years. We observed that the quality of packaging design learning improved after implementing the S-L program. In order to iden-tify an effective program, we examined packaging design learning by comparing classes that use a regular program to classes that implement the S-L program. We collected the data from students’ reflections and interviews with them. The study outcomes provide important discussions about S-L programs and how students enhance their learning by moving from passive through active learning to solve real design problems. Through the experiences of dealing with real clients and problems, students develop their sense of civic responsibility and citizenship. Moreover, students have contributed their packaging design to the welfare of urban and rural people in need. Regarding character development, students become more concerned with their attitudes. In addition to the positive outcomes from a S-L program, we also evaluate some challenges related to economic, cultural, and social aspects of S-L. The S-L program helps us to solve real problems in packaging design.
{"title":"Enhancing the Learning of Packaging Design through Service-Learning Programs","authors":"Listia Natadjaja, Elizabeth Christine Yuwono","doi":"10.3998/mjcsloa.3239521.0025.209","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.209","url":null,"abstract":"Learning packaging design requires knowledge of the design theory and practice of packaging making that can then be applied in the community. Our packaging design class was first implemented as a regular program for five years and has been a service-learning (S-L) program for 13 years. We observed that the quality of packaging design learning improved after implementing the S-L program. In order to iden-tify an effective program, we examined packaging design learning by comparing classes that use a regular program to classes that implement the S-L program. We collected the data from students’ reflections and interviews with them. The study outcomes provide important discussions about S-L programs and how students enhance their learning by moving from passive through active learning to solve real design problems. Through the experiences of dealing with real clients and problems, students develop their sense of civic responsibility and citizenship. Moreover, students have contributed their packaging design to the welfare of urban and rural people in need. Regarding character development, students become more concerned with their attitudes. In addition to the positive outcomes from a S-L program, we also evaluate some challenges related to economic, cultural, and social aspects of S-L. The S-L program helps us to solve real problems in packaging design.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73336659","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.201
Thomas A. Dahan, Kathryn Cruz, Anetha Perry, Brian Hammell, Stephen Danley
This research incorporates theories of intersectional identities, place identity, and critical geography to synthesize a conceptual framework for “double consciousness” in students from a racialized city attending an engaged college in that city. Through 21 phenomenological interviews with resident-students, two themes about the city related to stereotypes and civic engagement emerge. In the interviews, students tell personal narratives of transcending these stereotypes and express responsibility for success among future generations from their city. The study identifies the critical need for service-learning practitioners in higher education to be aware of and sensitive to portrayals of the community, particularly related to issues of racialization, civic engagement, and student development. We propose additional lines of inquiry that will improve our understanding of place identity and service-learning. I think it has strengthened my relationship with the city, especially the way I used to feel in high school about it. How I just kinda wanted to get out and be above, or do things differently than what most people expected me as a Camden resident to do. I think coming [to college] here really made me realize that there’s nothing to run from here. Everything that I love and want to be around I can find it right here in my city so it’s really made me realize that it is a great place regardless of what people think. –Anna I feel like it’s really good to give back to your community because if you won’t, who else will? Like right now I’m in Jumpstart, and I’m a leader and the kids, I teach the kids, and there’s this program at Jumpstart ... that help us give ... a minority to get a head start in life, teaching them literacy, and reading sessions and things like that, and I feel that’s really good, it’s helping us help the generation that is coming up to be more well equipped. –Marta The students that made these statements grew up and live in a segregated city that is stigmatized for its poverty, violence, and minority composition relative to its surrounding suburbs (Massey & Denton, 1993). They attend a college in that city (as resident-students), and this college is deeply engaged with their communities. This research incorporates three theoretical frameworks (intersectional identities, place identities, and the racialization of place) to synthesize a conceptual framework of “double consciousness” (Du Bois, 1903; Hickmon, 2015) related to resident-students’ need to transcend stereotypes of their city while simultaneously feeling a burden to ensure future generations of residents have better opportunities than those afforded to them. Resident-students who come from a majority-minority city and that are attending an institution that is deeply engaged with their home community inhabit this dualism. Much of the current research on service-learning and community engagement focuses on students’ identity development (Bringle, 2017). However, Bringle (2017)
{"title":"“I live both lives”: Exploring Double Consciousness in Resident-Students at an Engaged Institution","authors":"Thomas A. Dahan, Kathryn Cruz, Anetha Perry, Brian Hammell, Stephen Danley","doi":"10.3998/mjcsloa.3239521.0025.201","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.201","url":null,"abstract":"This research incorporates theories of intersectional identities, place identity, and critical geography to synthesize a conceptual framework for “double consciousness” in students from a racialized city attending an engaged college in that city. Through 21 phenomenological interviews with resident-students, two themes about the city related to stereotypes and civic engagement emerge. In the interviews, students tell personal narratives of transcending these stereotypes and express responsibility for success among future generations from their city. The study identifies the critical need for service-learning practitioners in higher education to be aware of and sensitive to portrayals of the community, particularly related to issues of racialization, civic engagement, and student development. We propose additional lines of inquiry that will improve our understanding of place identity and service-learning. I think it has strengthened my relationship with the city, especially the way I used to feel in high school about it. How I just kinda wanted to get out and be above, or do things differently than what most people expected me as a Camden resident to do. I think coming [to college] here really made me realize that there’s nothing to run from here. Everything that I love and want to be around I can find it right here in my city so it’s really made me realize that it is a great place regardless of what people think. –Anna I feel like it’s really good to give back to your community because if you won’t, who else will? Like right now I’m in Jumpstart, and I’m a leader and the kids, I teach the kids, and there’s this program at Jumpstart ... that help us give ... a minority to get a head start in life, teaching them literacy, and reading sessions and things like that, and I feel that’s really good, it’s helping us help the generation that is coming up to be more well equipped. –Marta The students that made these statements grew up and live in a segregated city that is stigmatized for its poverty, violence, and minority composition relative to its surrounding suburbs (Massey & Denton, 1993). They attend a college in that city (as resident-students), and this college is deeply engaged with their communities. This research incorporates three theoretical frameworks (intersectional identities, place identities, and the racialization of place) to synthesize a conceptual framework of “double consciousness” (Du Bois, 1903; Hickmon, 2015) related to resident-students’ need to transcend stereotypes of their city while simultaneously feeling a burden to ensure future generations of residents have better opportunities than those afforded to them. Resident-students who come from a majority-minority city and that are attending an institution that is deeply engaged with their home community inhabit this dualism. Much of the current research on service-learning and community engagement focuses on students’ identity development (Bringle, 2017). However, Bringle (2017) ","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73914519","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.205
Carmine Perrotti
{"title":"Review Essay: The Campus and the Neighborly Community","authors":"Carmine Perrotti","doi":"10.3998/mjcsloa.3239521.0025.205","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.205","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79206889","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.210
Xiangling Liu
This article asserts that academics should constitute the majority of the teaching team of university service-learning curriculum. Using appraisals for service-learning courses for eight recent years at Shantou University, we apply the methods of one-way variance analysis and correlation analysis to analyze the data. The results show that academics teaching courses closely related to their specialties are the most popular with the students, that the self-appraisal scores of students taking the courses taught by those academics are the highest in learning outcomes, and that the correlation between the scores of the students’ appraisals of these teachers and the learning outcomes received by students is the highest. The current study collects and analyzes data on some results of appraisals for service-learning courses during 2011–2018 at Shantou University. Two kinds of appraisal results are included: students’ self-appraisals of their learning outcomes and the students’ appraisals of teachers. In the students’ appraisals of teachers, three kinds of teachers are appraised: academics teaching courses closely related to their specialties, academics teaching courses not related to their specialties, and non-academics (teachers selected from the university’s student counselors, administrative staff, and teaching assistants). The results show that (a) in the students’ appraisals of teachers, academics leading courses closely related to their specialties received the highest appraising scores; (b) in students’ self-appraisals of their learning outcomes, the scores of students taking courses led by academics teaching topics closely related to their specialties are highest, showing significant statistical difference from those of students taking courses led by academics teaching topics not related to their specialties or non-aca-demics. Our analysis also indicates that, for the courses led by academics acting as specialists, the correlation between the score of students’ appraisals of teachers and the score of students’ learning outcomes is the highest. Therefore, we argue that service-learning courses taught by academics acting as specialists are the most success-ful and that they should constitute the majority of service-learning courses offered by universities. results suggest that the type then non-academics, academics acting non-specialists, respectively corresponding the results for course types.
{"title":"The Importance of Academics: Feedback from Students of Service-Learning Curriculum","authors":"Xiangling Liu","doi":"10.3998/mjcsloa.3239521.0025.210","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.210","url":null,"abstract":"This article asserts that academics should constitute the majority of the teaching team of university service-learning curriculum. Using appraisals for service-learning courses for eight recent years at Shantou University, we apply the methods of one-way variance analysis and correlation analysis to analyze the data. The results show that academics teaching courses closely related to their specialties are the most popular with the students, that the self-appraisal scores of students taking the courses taught by those academics are the highest in learning outcomes, and that the correlation between the scores of the students’ appraisals of these teachers and the learning outcomes received by students is the highest. The current study collects and analyzes data on some results of appraisals for service-learning courses during 2011–2018 at Shantou University. Two kinds of appraisal results are included: students’ self-appraisals of their learning outcomes and the students’ appraisals of teachers. In the students’ appraisals of teachers, three kinds of teachers are appraised: academics teaching courses closely related to their specialties, academics teaching courses not related to their specialties, and non-academics (teachers selected from the university’s student counselors, administrative staff, and teaching assistants). The results show that (a) in the students’ appraisals of teachers, academics leading courses closely related to their specialties received the highest appraising scores; (b) in students’ self-appraisals of their learning outcomes, the scores of students taking courses led by academics teaching topics closely related to their specialties are highest, showing significant statistical difference from those of students taking courses led by academics teaching topics not related to their specialties or non-aca-demics. Our analysis also indicates that, for the courses led by academics acting as specialists, the correlation between the score of students’ appraisals of teachers and the score of students’ learning outcomes is the highest. Therefore, we argue that service-learning courses taught by academics acting as specialists are the most success-ful and that they should constitute the majority of service-learning courses offered by universities. results suggest that the type then non-academics, academics acting non-specialists, respectively corresponding the results for course types.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85689915","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.206
T. Stanton
{"title":"Review Essay","authors":"T. Stanton","doi":"10.3998/mjcsloa.3239521.0025.206","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.206","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72527541","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.207
Robert D. Shumer
Service-learning has been around in the United States since the 1960s. It has grown and spread around the world to many countries. This section is devoted to capturing some of the research and service-learning activities across Asia, with the hope of demonstrating the kind and caliber of work that is being done in that part of the world. Despite the fact that service-learning’s modern history began in the United States, its traditions and concepts date back centuries. Some suggest that the writings/teachings of Confucius actually capture many of the ideas and constructs embodied by service-learning theory and practice. Confucius had five ethical/moral principles that describe what human interaction and the goals of citizen development are all about. They were:
{"title":"Special Section on Asian Research","authors":"Robert D. Shumer","doi":"10.3998/mjcsloa.3239521.0025.207","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.207","url":null,"abstract":"Service-learning has been around in the United States since the 1960s. It has grown and spread around the world to many countries. This section is devoted to capturing some of the research and service-learning activities across Asia, with the hope of demonstrating the kind and caliber of work that is being done in that part of the world. Despite the fact that service-learning’s modern history began in the United States, its traditions and concepts date back centuries. Some suggest that the writings/teachings of Confucius actually capture many of the ideas and constructs embodied by service-learning theory and practice. Confucius had five ethical/moral principles that describe what human interaction and the goals of citizen development are all about. They were:","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76742830","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 : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.203
Lorrie George-Paschal, Amy L. Hawkins, Lesley M. Graybeal
As service-learning and community-based learning proliferate in higher education, increased attention has been directed toward gathering evidence of their impacts. While the bulk of the literature has focused on student outcomes, little work has been done to examine how the perspectives of stakeholder groups overlap and intersect. This study uses an exploratory qualitative design to examine the experiences of service-learning students, faculty, and community partners at a four-year public university, which revealed five key themes: the time-intensive nature of service-learning, the added value provided by the service-learning faculty member, the additional benefits created by service-learning connections, the unintended opportunities for discovery of self and others, and the impacts of the liminal space of service-learning transcending traditional academic boundaries. Implications of the study reveal the importance of institutional support and coordination to maximize impacts on stakeholders, as well as the need for further study of overlapping stakeholder perspectives in multiple contexts. Service-learning is a teaching and learning strategy that applies students’ classroom learning to meet a meaningful community need, building upon John Dewey’s (1938) call for a pedagogy grounded in experience that prepares students to be active members of a democratic society. Scholarship since the 1990s has recognized the rapid expansion of service-learning programs in higher education and the need for rigorous, structured assessment of the outcomes and impacts of such programs (Chupp & Joseph, 2010; Driscoll, Holland, Gelmon, & Kerrigan, 1996; Eyler, Giles, & Braxton, 1997). The past decade and a half in particular have seen the production of service-learning scholarship that answers this call with unprecedented breadth, including work by Abes, Jackson, and Jones (2002) to understand faculty motivations; Celio, Durlak, and Dymnicki’s (2011) meta-analysis of student impacts; Kilgo, Ezell Sheets, and Pascarella’s (2015) examination of longitudinal data on high-impact educational practices from the Wabash National Study of Liberal Arts Education; and Keen and Hall’s (2009) longitudinal study of students engaged in co-curricular service-learning through 23 liberal arts colleges’ Bonner Scholar Programs. This study reports assessment findings from a four-year public university located in the southern United States, with a service-learning program that officially launched in 2013. The program assessment plan established program outcomes and measures for students, faculty, and community partners; this research provides results of focus groups conducted with all three stakeholder groups in February and March 2016. Although several service-learning faculty members at the institution have conducted research related to their own servicelearning courses and pedagogy, a program-wide study was needed to report findings on outcomes and impacts on the students, faculty, and
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Pub Date : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.208
Juliet Choo, Yew Kong Tan, F. Ong, Shiuan Shiuan Tiong, Sangeeta Nair, J. Ong, A. Chan
Service-learning (S-L) was adopted as a signature pedagogy in Ngee Ann Polytechnic in 2016. The present study investigated students’ civic and academic learning, personal growth, and career preparation in S-L at the School of Humanities & Social Sciences, using mixed methods. The scales and subscales used in this study had acceptable internal consistency (Cronbach’s alpha ranged from .71 to .93). Results showed that students perceived significant improvement to their civic outcomes when they participated in S-L compared to when they did not (n = 351), strong academic connection and career preparation development through the S-L experience (n = 832), and growth in interpersonal and personal development. Significant relationships were found between the student outcomes and S-L design and delivery features, such as perceived impact of S-L, preparedness for S-L, quality of reflection prompts, and amount of interaction with community. Frequency of reflection activities was significantly related to academic connection and career preparation but not civic outcomes. The findings suggest that student outcomes can be optimized through improvements in S-L course design and hold implications for faculty training and development. 10/10/2019 What Works in Service-Learning? Achieving Civic Outcomes, Academic Connection, Career Preparation, and Personal Growth in Stude... https://quod.lib.umich.edu/cgi/t/text/text-idx?cc=mjcsloa;c=mjcsl;c=mjcsloa;idno=3239521.0025.208;view=text;rgn=main;xc=1;g=mjcslg 2/33 Schools in Singapore have been embracing community service through a compulsory Community Involvement Program since 1998 (and replacing it with Values in Action in 2012) with the aim to develop students into socially responsible citizens (Tang & Lim, 2017). As service-learning (S-L) gains prominence in higher education as a high-impact educational practice in the United States (Kuh, 2008), there is also a growing interest in S-L in Singapore’s institutions of higher learning. Although a few local universities have made community service a graduation requirement, Ngee Ann Polytechnic (NP) adopted S-L as its signature pedagogy in 2016 (Wong, 2016) and established an Office of Service-Learning to facilitate the institutionalization of S-L in the polytechnic (Tang & Bringle, 2019). NP adopted the definition of S-L proposed by Bringle and Clayton (2012) as a “coursebased, credit-bearing educational experience in which students (a) participate in mutually identified service activities that benefit the community, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility” (pp. 114– 115). This study examined students’ participation in S-L modules (or courses) across eight diplomas in the School of Humanities & Social Sciences over three semesters, from April 2017 to August 2018. The research was conducted within the
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Pub Date : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.204
Nora Reynolds Reynolds
In this article I analyze postcolonial theory as a critical framework to improve understanding of global service-learning (GSL) partnerships. Although research on student learning outcomes from participation in GSL has grown dramatically over the past decade, scholarship on community outcomes and perspectives in GSL continues to lag. Just as participation in GSL does not necessarily result in global learning outcomes for students without intentional programming, I argue that GSL research on community perspectives does not necessarily result in ethical community-university partnerships without interrogation of who is involved and how that research happens. In this article, I pull back the curtain to describe my positionality (who) and the methods utilized (how)—including the cautionary tales and challenges encountered—to provide an example of a participatory orientation to GSL research.
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Pub Date : 2019-09-17DOI: 10.3998/mjcsloa.3239521.0025.211
R. Snell, Maureen Yin Lee Chan, C. Wu, Constance Wing Yee Chan
This article is about a Hong Kong–based summer internship program designed to foster service leadership attributes through service-learning. We report research based on interviews with interns and their partner organization representatives (PORs) and on written assignments as required by the program. We also report how the research informed the redesigning of the program. The research identified factors that support service leadership emergence, including servant leadership by PORs; appropriate intern responsibilities; support from other stakeholders; and interns’ possession of a secure knowledge foundation. Conservation of resources (COR) theory underpins our explanation of how these factors enhance service leadership emergence, while self-determination theory (SDT) also explains the impact of servant leadership by PORs. We conclude by explaining the subsequent actions that have been taken to leverage the supportive factors.
{"title":"Service Leadership Emergence through Service-Learning Internships in Hong Kong","authors":"R. Snell, Maureen Yin Lee Chan, C. Wu, Constance Wing Yee Chan","doi":"10.3998/mjcsloa.3239521.0025.211","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0025.211","url":null,"abstract":"This article is about a Hong Kong–based summer internship program designed to foster service leadership attributes through service-learning. We report research based on interviews with interns and their partner organization representatives (PORs) and on written assignments as required by the program. We also report how the research informed the redesigning of the program. The research identified factors that support service leadership emergence, including servant leadership by PORs; appropriate intern responsibilities; support from other stakeholders; and interns’ possession of a secure knowledge foundation. Conservation of resources (COR) theory underpins our explanation of how these factors enhance service leadership emergence, while self-determination theory (SDT) also explains the impact of servant leadership by PORs. We conclude by explaining the subsequent actions that have been taken to leverage the supportive factors.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90994022","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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