Integrative Organismal Biology最新文献

{"title":"Correction to: <i>Smilodon fatalis</i> Canine and Alveolus Junction Gap: Using MicroCT Scans and 3D Slicer.","authors":"","doi":"10.1093/iob/obag058","DOIUrl":"https://doi.org/10.1093/iob/obag058","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1093/iob/obag014.].</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag058"},"PeriodicalIF":2.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13648156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149136525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrated Physioecological Adaptation of <i>Apodemus chevrieri</i> to Water Deprivation: Synergistic Responses in Body Mass Regulation and Water Metabolism.","authors":"D Liu, W Zhu","doi":"10.1093/iob/obag055","DOIUrl":"https://doi.org/10.1093/iob/obag055","url":null,"abstract":"<p><p>As global climate change intensifies, increasing drought in Southwest China may impose strong water stress on small mammals in the Hengduan Mountains. <i>Apodemus chevrieri</i> is endemic to this region, but its integrated responses to water restriction remain unclear. Here, we compared control and water-stressed individuals and quantified changes in body mass, food intake, body temperature (<i>T</i> _b), metabolic traits, evaporative water loss (EWL), metabolic water production relative to EWL (MWP/EWL), and visceral and digestive-tract morphology. Water restriction reduced body mass, food intake, core <i>T</i> _b, and metabolic rate. It also reduced small intestine mass, but increased the size of the large intestine and cecum, indicating enhanced hindgut development. EWL increased with rising ambient temperature (<i>T</i> _a), while MWP/EWL decreased as <i>T</i> _a increased. Water deprivation shifted the <i>T</i> _a at the water balance point (<i>T</i> _a @ MWP = EWL) from 12.5 to 16°C. These results indicate that under water deprivation stress, <i>A. chevrieri</i> reduces water and energy expenditure by lowering body mass and <i>T</i> _b, downregulating metabolic rate, and enhancing hindgut structure to improve water reabsorption. Interspecific comparisons further suggest that although this species generally exhibits water physiological characteristics typical of mesic habitats, it shows physiological plasticity consistent with a partial shift toward a xeric water-economy strategy under water deprivation stress. This integrated strategy reveals the adaptive potential of <i>A. chevrieri</i> to seasonal drought in the Hengduan Mountains.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag055"},"PeriodicalIF":2.0,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13650482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149169467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Am I Teaching into the Void?\" Instructor Perceptions of Active Learning in Online Biology Courses.","authors":"Austin L Zuckerman, David Esparza, Yanwei C Liu, Michelle K Smith","doi":"10.1093/iob/obag053","DOIUrl":"https://doi.org/10.1093/iob/obag053","url":null,"abstract":"<p><p>Extensive studies and meta-analyses have shown that active learning in science, technology, engineering, and mathematics courses improve equitable learning outcomes compared to traditional lecture. Before the COVID-19 pandemic, most active learning studies focused on in-person instruction, but as online and hybrid teaching continues to be explored as a potential avenue to deliver course content to more students, the field is exploring the efficacy of active learning practices in online courses. Several studies have compared student course performance and affective dispositions toward active learning practices between online and in-person courses, yet there has been limited work examining experiences from the instructor's perspective. The future of online teaching is at a critical juncture as institutions decide whether and how to scale online biology instruction in ways that are sustainable for instructors while conferring positive learning outcomes for all students. In this study, we surveyed a national sample of higher education biology instructors who taught both in-person and online biology courses using active learning. This survey compares instructor experiences using active learning in their most recently taught online and in-person biology courses. We also asked instructors about insights into barriers and relative advantages of implementing active learning in online biology courses. Instructors perceived active learning to be aligned with their preferred pedagogical styles in both in-person and online courses, yet they viewed active learning implementation significantly more positively for their in-person courses. Instructors perceived that there was weaker departmental support and visible resources for supporting active learning in their online courses. The reported barriers for using active learning in online courses largely centered around student engagement and buy-in, and active learning strategies that worked better in the online courses were typically attributed to structural advantages of the activities in the online modality rather than pedagogical innovation. Informed by advice curated from the participant sample, we provide recommendations that focus on opportunities to improve active learning in online biology courses.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag053"},"PeriodicalIF":2.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13631680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149108906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Professional Development Model for Training Biology GTAs in Equitable Teaching: Implementation and Evaluation at Two Minority-Serving Institutions.","authors":"J R Vidrio, O M Takano, L M Hartley, J C Danek, C P Hedberg, S Kuchynka, P T Le, S Levine, M C Murphy, J R Pollard, K Ryan, F F Scheideman, S D Spong, S Maliakal-Witt","doi":"10.1093/iob/obag052","DOIUrl":"https://doi.org/10.1093/iob/obag052","url":null,"abstract":"<p><p>Graduate Teaching Assistants (GTAs) play a critical role in undergraduate biology education, yet rarely receive training in the inclusive teaching practices that support student belonging, growth mindset, and persistence in STEM. Many GTAs are future faculty, department chairs, and course designers, and investing in their development early represents an opportunity to improve undergraduate experiences at scale. Here we describe the SEP-GTA professional development model, adapted from the Student Experience Project (SEP) for university faculty, and its implementation at two minority-serving research universities. The model is founded around three pillars: a GTA community of practice with peers, evidence-based inclusive teaching practices rooted in growth mindset and belonging research, and collection of formative feedback from students. We present program evaluation data showing that after participating in the program, GTAs had higher endorsement of growth mindset beliefs (ranging from +5% to +11% across items), greater familiarity (+16%) and comfort with (+12%) using evidence-based teaching practices, increased interest in professional development (+18%), and greater perception of departmental support (+11%). After the training, 13 of the 16 specific teaching strategies were used by more than 80% of GTAs in their introductory biology laboratory and lecture courses. The SEP-GTA resources are freely available and flexible enough to be adapted across institutional contexts, making this model a practical starting point for institutions looking to invest in GTA professional development and build learning environments where all students feel they belong and can succeed.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag052"},"PeriodicalIF":2.0,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13650479/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149165897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing for Functional Adaptation in a Genital Bone: Baculum Size, Shape, and Microstructure Show Little Plastic Response to Mating Across Five Rodent Species.","authors":"C F Toney Iii, N G Schultz, B Pomidor, J Taylor, J Andronowski, M D Dean","doi":"10.1093/iob/obag043","DOIUrl":"https://doi.org/10.1093/iob/obag043","url":null,"abstract":"<p><p>Plasticity-the ability of a genotype to produce different phenotypes in response to environmental input-can provide insight into the mechanical forces experienced by biological structures. Bones are particularly plastic, remodeling in response to sustained and repetitive mechanical stress. In many mammals, males possess a bone in their penis called a baculum. Across species, its extreme morphological divergence suggests it undergoes recurrent adaptive evolution, and several studies have explicitly linked baculum size and shape to reproductive fitness. However, the precise functions of this bone remain largely unknown. Here we tested whether copulation imposes mechanical loading sufficient to induce remodeling in the baculum. We compared bacula of mated vs. unmated males across five rodent species with divergent baculum morphologies and mating ecologies, using high-resolution morphometric analyses of size and shape, and synchrotron-enabled quantification of bone microstructure. We found no consistent effect of mating on size, shape, or microstructure of the baculum. These results suggest that copulation does not impose mechanical loads sufficient to induce remodeling in the baculum. More broadly, our findings indicate that the rapid evolutionary divergence of the baculum is unlikely to be enabled by plasticity associated with copulation.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag043"},"PeriodicalIF":2.0,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13653052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Cold Exposure on Energy Metabolism and Oxidative Stress in Two Plateau Rodents.","authors":"D Hou, Y Wang, W Zhu","doi":"10.1093/iob/obag051","DOIUrl":"10.1093/iob/obag051","url":null,"abstract":"<p><p>Low temperature is a major environmental constraint for animals inhabiting cold plateau regions because it increases thermoregulatory energy demand and can disrupt oxidative balance. We examined physiological responses of two sympatric plateau rodents, <i>Eothenomys miletus</i> and <i>Apodemus chevrieri</i>, during 28 days of cold exposure (5°C ± 1°C) relative to control conditions (25°C ± 1°C). Both species increased resting metabolic rate (RMR) and food intake and showed lower body mass under cold conditions. Cold exposure also increased liver mass and induced digestive-tract remodeling, with more extensive changes in <i>E. miletus</i> than <i>A. chevrieri</i>. Activities of the antioxidant enzyme superoxide dismutase (SOD) and catalase (CAT), together with the oxidative stress markers malondialdehyde (MDA) and hydrogen peroxide (H₂O₂), changed in a tissue- and species-specific manner. Correlation and principal component analyses further indicated different patterns of oxidative regulation in the two species. <i>Eothenomys miletus</i> showed a comparatively dense inter-organ correlation structure centered on CAT, whereas <i>A. chevrieri</i> showed fewer significant inter-organ associations. Thus, the two rodents share a broad metabolic response to sustained cold exposure but differ in the organ-level organization of oxidative balance.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag051"},"PeriodicalIF":2.0,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13639183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149108963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"So You Want to Teach a Field-Based Course: A Practical Toolkit for Teaching Teams.","authors":"L M Arcila Hernández, A R Payne, N J Kaplanis, A L Borker, R R Dunkin, L M Alissa, L Balachandran, H A Bhatti, M Carr, D A Croll, G Dayton, G S Gilbert, E A Howard, P Kouba, K Kroeker, C Lay, H Leonard, A Martínez, R Mehta, T J Miller, I M Parker, M Pfau, E S Zavaleta, R S Beltran","doi":"10.1093/iob/obag047","DOIUrl":"10.1093/iob/obag047","url":null,"abstract":"<p><p>Field-based courses can be effective interventions in higher education but pose unique challenges. Instructors and teaching assistants (teaching teams) of field-based courses can use evidence-based course design to recruit, retain, and renew interest in life science fields while maximizing positive student experiences and outcomes. Yet, instructors and teaching assistants designing field-based courses in the life sciences lack an accessible, practitioner-focused synthesis of critical practices and tools for effective entry into this specialized form of teaching. We collected information about field-based teaching practices from educators at a four-year undergraduate research institution and hosted a collaborative summit with discussions focused around participants' lived experiences with field-based teaching to synthesize emergent themes. Additionally, summit moderators and participants acknowledged the importance of evidence-based teaching and pedagogical practices in field-based teaching. Because field-based courses require specialized teaching and leadership skills, we concluded that teaching teams should be trained in five critical practices of intentional course design and preparation: 1) providing context, 2) emphasizing community well-being, 3) preparing logistics, 4) developing interpersonal & communication skills, and 5) applying inclusive pedagogy strategies. Here, we discuss the use of these 5 critical practices in course design and we provide 10 inclusive pedagogical tools that can support positive student outcomes in field-based courses, including community building and support for project development and completion. We also emphasize the importance of support and teaching training for teaching teams of field-based experiences to improve student learning and community building outcomes in life science education.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag047"},"PeriodicalIF":2.0,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13573308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148968249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paying Upfront: Successful Initial Infections Protect Against Severe Future Infections.","authors":"K M Talbott, A E Fleming-Davies, A A Pérez-Umphrey, A E Henschen, J Garrett-Larsen, F E Tillman, J N Weil, A G Arneson, S J Geary, E R Tulman, L M Childs, K E Langwig, D M Hawley, J S Adelman","doi":"10.1093/iob/obag050","DOIUrl":"10.1093/iob/obag050","url":null,"abstract":"<p><p>Understanding the consistency with which individual hosts respond to repeated pathogen exposures is crucial for accurately modeling pathogen transmission and eco-evolutionary dynamics. When vertebrate hosts face repeated pathogen exposures, immune memory typically reduces the probability and/or severity of subsequent infections, yet it remains unclear whether individual hosts remain consistent in their level of response relative to other individuals. We investigated this question in house finches (<i>Haemorhous mexicanus</i>) from two populations varying in their history of endemism of the bacterial pathogen <i>Mycoplasma gallisepticum</i> (MG). MG-naïve individuals were experimentally inoculated twice with MG, allowing recovery between inoculations. We then asked if individual host's responses (i.e., susceptibility, resistance, and tolerance) to the second inoculation were predicted by their responses to initial inoculation, population of origin, or sex. Our results suggest that individuals were not consistent in their relative response to repeated exposure, although individuals that were relatively tolerant to initial MG infection had reduced probability of subsequent infection. Compared to finches successfully infected following first MG exposure, those that were uninfected following their first MG exposure were more likely to be infected upon subsequent exposure. Furthermore, these infections were more severe, with higher pathogen loads and reduced tolerance in finches that were unsusceptible to their first MG exposure. Demographic factors were important predictors of susceptibility, but not tolerance or resistance, to a second MG exposure. Finches from the MG-endemic population and males were less susceptible to second MG exposure than finches from the MG-naïve population and females, respectively. Incorporating individual variation in response to subsequent exposures can shed light on transmission dynamics and the evolution of host defense strategies in systems characterized by reinfections.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag050"},"PeriodicalIF":2.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13583131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148989912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Traditional Machine Learning and Convolutional Neural Networks Into the Geometric Morphometric Pipeline for Taxonomic Classification (GM-ML-CNN).","authors":"G Deku, R Combey","doi":"10.1093/iob/obag048","DOIUrl":"10.1093/iob/obag048","url":null,"abstract":"<p><p>Geometric morphometrics (GM) is a well-established and cost-effective approach for quantifying shape variation and has been widely applied over the past few decades to resolve morphological differentiation and to discriminate among closely related taxa. A key analytical advantage of GM lies in its structured workflow, which transforms complex morphological features into multivariate shape data while inherently managing dimensionality. Consequently, GM outputs serve as powerful, optimized feature sets for training machine learning classifiers in taxonomic and ecological studies. We present an integrative framework combining GM, traditional machine learning (ML) algorithms, and convolutional neural networks (CNNs) for species discrimination. This study focused on the classification of digital wing images of <i>Aedes vittatus</i> and <i>Aedes aegypti</i> using a small binary dataset as a case study, and proposes a hybrid methodology integrating these approaches within a GM-based workflow. We evaluated multiple ML classifiers trained on principal component (PCA)-reduced features derived from GM. Furthermore, Procrustes-aligned and raw landmark coordinates were converted into rasterized grayscale images, enabling the application of CNNs to landmark-based shape data derived from GM. All approaches successfully discriminated the two <i>Aedes</i> species. During model development, traditional ML classifiers based on selected principal components achieved high internal performance, with the support vector machine (SVM) producing the strongest results among them. In contrast, CNN performance varied depending on network architecture and input representation. Among the evaluated models, the Baseline CNN exhibited the greatest stability, demonstrating consistent performance across input types and better generalization on independent data. Based on bootstrapped external validation, it achieved the highest overall classification performance, exceeding that of the best-performing ML model (SVM). The Deep CNN showed strong dependence on input representation, achieving acceptable performance only when trained on raw coordinate images that retained original size, orientation, and scale information. This highlights the sensitivity of deeper architectures to feature representation, particularly after Procrustes normalization. Notably, transfer learning using the pre-trained MobileNetV2 model performed poorly across all data formats, likely due to substantial domain mismatch between ImageNet natural images and the sparse, abstract representations of landmark-based GM data. Overall, this study establishes a proof-of-concept framework that integrates GM, ML, and CNN approaches, demonstrating their complementary strengths for species discrimination under data-limited conditions.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag048"},"PeriodicalIF":2.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13531468/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148874051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Science Practices in an Introductory Biology Laboratory Curriculum.","authors":"C L Dahlberg, K Hunter, L Spring, E Worline, J Weaver, K Bolland, E Duffy, T Huỳnh, N Stephenson","doi":"10.1093/iob/obag049","DOIUrl":"10.1093/iob/obag049","url":null,"abstract":"<p><p>The three-dimensional (3D) learning model for science teaching and learning introduced in <i>A Framework for K-12 Science Education</i> and the Next-Generation Science Standards (NGSS) provide guidance towards including science practices in biology coursework. Science practices incorporate both content knowledge and skills and describe activities that scientists routinely engage in. The 3D-Learning Assessment Protocol (3D-LAP) provides criteria required for each science practice. We used the 3D-LAP to evaluate the extent to which three linked introductory biology laboratory courses have the potential to engage students in science practices. In the three courses, we found that 24/25 of the lab sessions had the potential to engage students in at least one science practice, with a total of 152 instances over the three courses. There was strong emphasis on four practices: Analyzing and Interpreting Data, Developing and Using Models, and Constructing Explanations and Engaging in Argumentation from Evidence. However, three practices-Planning Investigations, Communicating Information, and Defining Problems/Designing Solutions-were not identified in any of the biology laboratory sessions. In the courses we investigated, we also found that the potential for students to engage in science practices would increase by 89% if activities that met all but one criterion from the 3D-LAP (\"<i>near misses</i>\") were modified so that all criteria were met. Based on our assessment, if <i>near misses</i> were available in these courses, students would have the opportunity to engage in two science practices that are otherwise absent from the laboratory curriculum. We propose that instructors can align introductory-level, course-based laboratory work with the criteria in the 3D-LAP. A practice-focused curricula can help students gain technical facility and participate in science practices in ways that also support the <i>Core Competencies</i> described in <i>Vision and Change</i>.</p>","PeriodicalId":13666,"journal":{"name":"Integrative Organismal Biology","volume":"8 1","pages":"obag049"},"PeriodicalIF":2.0,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13548873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148906187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}