Morehouse College’s Dual Degree Engineering (DDE) program has leveraged its relationship with Michigan Robotics to introduce its students to University of Michigan’s undergraduate Robotics curriculum through the development of the Distributed Teaching Collaborative (DTC). The DTC connects students and faculty from Historically Black Colleges and Universities (HBCUs) and other minority serving institutions (MSIs) with doctoral universities that have very high research activities (R1 institutions) to deliver a unifying classroom experience, share distribution of resources, and prepare students for careers in AI. Since Fall of 2022, University of Michigan established a Robotics Department with an undergraduate program that emphasizes excellence in equity. A compelling feature of the department is its highly innovative approach to a robotics curriculum that allows for national scalability through collaborative distributed teaching. The curriculum, developed through active partnerships between Michigan Robotics and several MSIs, is adaptable to the teaching styles of MSI faculty, creating onramps to a robust robotics and artificial intelligence education that prepares students for R1 research experiences and graduate programs regardless of their background or where they are enrolled. The aim of the DTC model is to build MSI-R1 pathways to graduate programs at R1 universities by establishing collaborative teaching courses that have at least a 90% completion rate due to their social-interactions through student-student, student-instructor, and instructor-instructor interactions. The success of this project will be viewed through the number of students that complete DTC courses, matriculate in graduate programs, and maintain successful careers in STEM longitudinally.
{"title":"REVOLUTIONIZING MSI TO R1 GRADUATE PATHWAYS THROUGH DISTRIBUTED TEACHING","authors":"Dwayne C. Joseph","doi":"10.36315/2023v1end088","DOIUrl":"https://doi.org/10.36315/2023v1end088","url":null,"abstract":"Morehouse College’s Dual Degree Engineering (DDE) program has leveraged its relationship with Michigan Robotics to introduce its students to University of Michigan’s undergraduate Robotics curriculum through the development of the Distributed Teaching Collaborative (DTC). The DTC connects students and faculty from Historically Black Colleges and Universities (HBCUs) and other minority serving institutions (MSIs) with doctoral universities that have very high research activities (R1 institutions) to deliver a unifying classroom experience, share distribution of resources, and prepare students for careers in AI. Since Fall of 2022, University of Michigan established a Robotics Department with an undergraduate program that emphasizes excellence in equity. A compelling feature of the department is its highly innovative approach to a robotics curriculum that allows for national scalability through collaborative distributed teaching. The curriculum, developed through active partnerships between Michigan Robotics and several MSIs, is adaptable to the teaching styles of MSI faculty, creating onramps to a robust robotics and artificial intelligence education that prepares students for R1 research experiences and graduate programs regardless of their background or where they are enrolled. The aim of the DTC model is to build MSI-R1 pathways to graduate programs at R1 universities by establishing collaborative teaching courses that have at least a 90% completion rate due to their social-interactions through student-student, student-instructor, and instructor-instructor interactions. The success of this project will be viewed through the number of students that complete DTC courses, matriculate in graduate programs, and maintain successful careers in STEM longitudinally.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79366494","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}
Numerous studies focus on the advantages and elements of high-quality early childhood education but few to none concentrate on how technology tools are used to support their pedagogy and administrative functions. This study explored the provision of quality education through the use of technological tools of the selected ECD centres. Activity theory is employed to understand the technology tools and how they support and offer quality education at the participating centres. This study adopted a qualitative research approach and collected data through face-to-face interviews with eight participants purposively selected from four ECD centres situated in Pretoria. The data were analysed thematically. The findings reveal that participants believe that the use of technology tools will help the centre principals and teachers in their administrative duties and the teaching-learning processes. Although many of the participants lack tools and skills in technology usage. For instance, some participants said they cannot use digital applications to engage learners, maintain accounting records, or connect with parents. The study contributes to awareness and adherence to quality early childhood education by suggesting that ECD centres, principals and teachers should engage in relevant and practical training on establishing systems on the use of technology to enhance the provision of quality education. The study recommends a further empirical study on the topic of the digitalisation of administrative and teaching duties of ECD centre principals and teachers.
{"title":"USE OF TECHNOLOGY IN SUPPORTING ECD CENTRES’ PEDAGOGY AND MANAGEMENT FUNCTIONS TO PROVIDE QUALITY EDUCATION","authors":"Adebunmi Yetunde, Aina","doi":"10.36315/2023v1end068","DOIUrl":"https://doi.org/10.36315/2023v1end068","url":null,"abstract":"Numerous studies focus on the advantages and elements of high-quality early childhood education but few to none concentrate on how technology tools are used to support their pedagogy and administrative functions. This study explored the provision of quality education through the use of technological tools of the selected ECD centres. Activity theory is employed to understand the technology tools and how they support and offer quality education at the participating centres. This study adopted a qualitative research approach and collected data through face-to-face interviews with eight participants purposively selected from four ECD centres situated in Pretoria. The data were analysed thematically. The findings reveal that participants believe that the use of technology tools will help the centre principals and teachers in their administrative duties and the teaching-learning processes. Although many of the participants lack tools and skills in technology usage. For instance, some participants said they cannot use digital applications to engage learners, maintain accounting records, or connect with parents. The study contributes to awareness and adherence to quality early childhood education by suggesting that ECD centres, principals and teachers should engage in relevant and practical training on establishing systems on the use of technology to enhance the provision of quality education. The study recommends a further empirical study on the topic of the digitalisation of administrative and teaching duties of ECD centre principals and teachers.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80258884","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}
{"title":"TRANSITIONAL OBJECTS IN EARLY CHILDHOOD: WHAT PARENTS' THINK ABOUT THEIR IMPORTANCE?","authors":"","doi":"10.36315/2023v1end132","DOIUrl":"https://doi.org/10.36315/2023v1end132","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73179888","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}
{"title":"DIGITAL CREATIVITY ABILITIES FOR DESIGNING SUSTAINABLE AND FAIR FUTURES. REFLECTING ON THE RESULTS FROM THE DM LEARNING LAB MADEIRA","authors":"","doi":"10.36315/2023v1end127","DOIUrl":"https://doi.org/10.36315/2023v1end127","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81920455","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}
{"title":"REPRESENTATIONS OF CONSUMPTION AT THE CHOCOLATE FACTORY. A CREATIVE WRITING TEACHING PROPOSAL ON POSITIVE CONSUMERISM","authors":"","doi":"10.36315/2023v1end126","DOIUrl":"https://doi.org/10.36315/2023v1end126","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88809408","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 Smart City is a city where traditional infrastructures and services are made more efficient by exploiting digital solutions for the benefit of citizens and businesses. A Smart City aims to transform its infrastructure and services to offer smarter urban transport networks, upgraded water supply and waste disposal facilities, as well as more efficient ways to light and heat buildings. A Smart City also aims to have a more interactive and responsive city administration, safer public spaces, as well as to meet the needs of an ageing population. However, the lack of skills is a major barrier for the design and deployment of smart solutions for sustainable cities and thus to exploit the Smart Cities potential. In this work, we present a curriculum for the upskilling and reskilling of Smart Cities Technicians and Engineers. The curriculum adopts a student-centered and multi-disciplinary approach combining an adaptive blend of technical skills and competences for Smart Cities enabling technologies, as well as non-technical (soft, entrepreneurship and green) skills and competences. Moreover, the curriculum is modular and flexible, including a set of courses that are further split into training modules and sub-modules. The curriculum has been developed in the context of the Erasmus+ project SMACITE and will be supported by key stakeholder groups including SMEs and other labor partners, education and training providers, the public sector and last but not least, learners themselves.
{"title":"A MULTIDISCIPLINARY TRAINING PROGRAM FOR SMART CITIES TECHNICIANS AND ENGINEERS","authors":"Vasileios Gkamas, Maria Rigou","doi":"10.36315/2023v1end050","DOIUrl":"https://doi.org/10.36315/2023v1end050","url":null,"abstract":"A Smart City is a city where traditional infrastructures and services are made more efficient by exploiting digital solutions for the benefit of citizens and businesses. A Smart City aims to transform its infrastructure and services to offer smarter urban transport networks, upgraded water supply and waste disposal facilities, as well as more efficient ways to light and heat buildings. A Smart City also aims to have a more interactive and responsive city administration, safer public spaces, as well as to meet the needs of an ageing population. However, the lack of skills is a major barrier for the design and deployment of smart solutions for sustainable cities and thus to exploit the Smart Cities potential. In this work, we present a curriculum for the upskilling and reskilling of Smart Cities Technicians and Engineers. The curriculum adopts a student-centered and multi-disciplinary approach combining an adaptive blend of technical skills and competences for Smart Cities enabling technologies, as well as non-technical (soft, entrepreneurship and green) skills and competences. Moreover, the curriculum is modular and flexible, including a set of courses that are further split into training modules and sub-modules. The curriculum has been developed in the context of the Erasmus+ project SMACITE and will be supported by key stakeholder groups including SMEs and other labor partners, education and training providers, the public sector and last but not least, learners themselves.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"30 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90206413","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}
Children's rights to participate designing their everyday activities and environments have been widely declared in international regulations. The practical implementation of these rights has also been advocated in educational research to support children’s agency development. However, reported challenges such as young children’s difficulties verbalising their thoughts, may discourage researchers to carry out investigations with children in early childhood education (ECE) environments. Tackling this issue, we present our exploratory work in Finland involving young children (9 girls, 5 boys, ages 4-6 years) designing a greenhouse space in their day-care using multiple tools. The design activity was carried out as part of the children’s environmental education curriculum and was implemented through a participatory design (PD) framework to support and foster children’s agency during the research. We gave the children low-tech tools (coloured pencils, paper) as well as with high-tech tools (drawing and augmented reality (AR) apps) to complete the design of their ideal greenhouse during four PD workshops: 2 workshops using an AR app, 1 workshop using a drawing app and 1 workshop using pencils and paper to draw. We explained the low-tech and high-tech tools to be used at the beginning of each workshop, allowing children to familiarise with them, if needed. Data were gathered through observations, videos, interviews and researchers’ notes. Children had the freedom to spend as much time as they needed in the design activity and the ECE personnel accompanied two researchers with the children to provide familiarity and support. The workshops ended with a group interview where children were invited to describe their designs. Here we present how each tool type supported the children differently in their design activities by engaging and offering them suitable mechanisms to express their views and wishes, encouraging verbal expressions and interactions, and thus, fostering children’s agency as well as assisting the researchers’ work. Furthermore, the different affordances of the tools encouraged the production of diverse results through which children could record their “construction of meaning” during the design activities. Based on our experiences during this exploratory work, we advocate the use of multiple tools, particularly when carrying out participatory design activities with young children. Due to their different affordances, the provision of high-and low-tech tools for supporting young children’s design can reflect better the children’s individual skills, agency and interests and, therefore, offer researchers and designers a more efficient communication channel and a more holistic understanding of the design outcomes.
{"title":"DESIGNING WITH MULTIPLE TOOLS – SUPPORTING YOUNG CHILDREN AGENCY IN EARLY CHILDHOOD EDUCATION","authors":"Calkin Suero, Kaisa Montero, Niina Pihlainen, Sanna Leppänen, Ikonen Eija, Kärnä","doi":"10.36315/2023v1end052","DOIUrl":"https://doi.org/10.36315/2023v1end052","url":null,"abstract":"Children's rights to participate designing their everyday activities and environments have been widely declared in international regulations. The practical implementation of these rights has also been advocated in educational research to support children’s agency development. However, reported challenges such as young children’s difficulties verbalising their thoughts, may discourage researchers to carry out investigations with children in early childhood education (ECE) environments. Tackling this issue, we present our exploratory work in Finland involving young children (9 girls, 5 boys, ages 4-6 years) designing a greenhouse space in their day-care using multiple tools. The design activity was carried out as part of the children’s environmental education curriculum and was implemented through a participatory design (PD) framework to support and foster children’s agency during the research. We gave the children low-tech tools (coloured pencils, paper) as well as with high-tech tools (drawing and augmented reality (AR) apps) to complete the design of their ideal greenhouse during four PD workshops: 2 workshops using an AR app, 1 workshop using a drawing app and 1 workshop using pencils and paper to draw. We explained the low-tech and high-tech tools to be used at the beginning of each workshop, allowing children to familiarise with them, if needed. Data were gathered through observations, videos, interviews and researchers’ notes. Children had the freedom to spend as much time as they needed in the design activity and the ECE personnel accompanied two researchers with the children to provide familiarity and support. The workshops ended with a group interview where children were invited to describe their designs. Here we present how each tool type supported the children differently in their design activities by engaging and offering them suitable mechanisms to express their views and wishes, encouraging verbal expressions and interactions, and thus, fostering children’s agency as well as assisting the researchers’ work. Furthermore, the different affordances of the tools encouraged the production of diverse results through which children could record their “construction of meaning” during the design activities. Based on our experiences during this exploratory work, we advocate the use of multiple tools, particularly when carrying out participatory design activities with young children. Due to their different affordances, the provision of high-and low-tech tools for supporting young children’s design can reflect better the children’s individual skills, agency and interests and, therefore, offer researchers and designers a more efficient communication channel and a more holistic understanding of the design outcomes.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558343","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}
{"title":"THE UGLY SIDE OF TEACHING PRACTICE: TEACHERS’ PERCEPTIONS OF STUDENT TEACHERS’ IMMORAL AND UNPROFESSIONAL BEHAVIOUR DURING TEACHING PRACTICE","authors":"","doi":"10.36315/2023v1end120","DOIUrl":"https://doi.org/10.36315/2023v1end120","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84415470","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 recent years, there has been an increased awareness around the world as to mental health risks to children in crisis situations, the COVID-19 pandemic is one example of this. When examining resilience and vulnerability factors amongst children, significant figures such as teachers, parents and friends' reactions will determine the child's ability to cope. Their reactions can provide open spaces for meaningful communication with children while responding to their needs. This may contribute to their resilience and coping skills (Soejima, 2021, Sprang, & Silman, 2013). The purpose of this lecture is to describe a discourse program that teachers used in order to provide emotional support during the pandemic, when conducting dialogue with children. The research method is a discourse analysis of data collected through 30 videos of teachers’ conversations with children. The videos were transcribed and then analyzed, using a coding scheme that was developed by the researchers. It was based on a tool designed by Birenbaum et. al., (2004), and adapted to the needs of the study. The findings showed that as teachers created open spaces and allowed for different perspectives to be heard, the children felt free to speak of their family members, the toys they liked to play with as well as family pets and other interests. The interactions were more symmetrical, meaning that one did not dominate the dialogue, leading to active listening and personal responses. In addition, the findings showed that teachers perceptions and beliefs of their role was that of a pedagogical figure, teaching them and having the children learn. It is important to help teachers develop new role perceptions that consist of providing emotional and social support as well as being a pedagogical figure.
{"title":"MEANINGFUL TEACHER CHILD DIALOGUE - RESPONDING TO EMOTIONAL NEEDS OF CHILDREN IN CRISIS SITUATIONS","authors":"Teresa Lewin, Samar Aldinah, Barbara Shapir","doi":"10.36315/2023v1end055","DOIUrl":"https://doi.org/10.36315/2023v1end055","url":null,"abstract":"In recent years, there has been an increased awareness around the world as to mental health risks to children in crisis situations, the COVID-19 pandemic is one example of this. When examining resilience and vulnerability factors amongst children, significant figures such as teachers, parents and friends' reactions will determine the child's ability to cope. Their reactions can provide open spaces for meaningful communication with children while responding to their needs. This may contribute to their resilience and coping skills (Soejima, 2021, Sprang, & Silman, 2013). The purpose of this lecture is to describe a discourse program that teachers used in order to provide emotional support during the pandemic, when conducting dialogue with children. The research method is a discourse analysis of data collected through 30 videos of teachers’ conversations with children. The videos were transcribed and then analyzed, using a coding scheme that was developed by the researchers. It was based on a tool designed by Birenbaum et. al., (2004), and adapted to the needs of the study. The findings showed that as teachers created open spaces and allowed for different perspectives to be heard, the children felt free to speak of their family members, the toys they liked to play with as well as family pets and other interests. The interactions were more symmetrical, meaning that one did not dominate the dialogue, leading to active listening and personal responses. In addition, the findings showed that teachers perceptions and beliefs of their role was that of a pedagogical figure, teaching them and having the children learn. It is important to help teachers develop new role perceptions that consist of providing emotional and social support as well as being a pedagogical figure.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82231614","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 reports on the findings of a study on the unique journey of pre-service teachers in a Teacher Preparation Program in 2020-2021 who then went on to their first-year teaching in person in 2021-2022. Secondary mathematics pre-service teachers who completed their clinical practice in a virtual learning environment due to the COVID-19 pandemic were followed throughout their first year of teaching in 2021-2022. Through interviews during their first-year teaching, these teachers’ voices detail their journey from pre-service teacher to novice teacher in different modalities. The results of the analysis of the interview data hold many lessons for teacher educators that enhance our understanding of teacher preparation and inform topics for supporting new teachers during clinical practice and coursework during a Teacher Preparation Program.
{"title":"CAPTURING UNIQUE TEACHING EXPERIENCES OF FIRST-YEAR SECONDARY MATHEMATICS TEACHERS TRANSITIONING FROM VIRTUAL TO IN-PERSON INSTRUCTION","authors":"Amélie Schinck-Mikel, Katie Paulding, Elsa Medina","doi":"10.36315/2023v1end021","DOIUrl":"https://doi.org/10.36315/2023v1end021","url":null,"abstract":"This article reports on the findings of a study on the unique journey of pre-service teachers in a Teacher Preparation Program in 2020-2021 who then went on to their first-year teaching in person in 2021-2022. Secondary mathematics pre-service teachers who completed their clinical practice in a virtual learning environment due to the COVID-19 pandemic were followed throughout their first year of teaching in 2021-2022. Through interviews during their first-year teaching, these teachers’ voices detail their journey from pre-service teacher to novice teacher in different modalities. The results of the analysis of the interview data hold many lessons for teacher educators that enhance our understanding of teacher preparation and inform topics for supporting new teachers during clinical practice and coursework during a Teacher Preparation Program.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78777997","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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