Practice of Teaching | Teaching of Practice: The Teacher’s Hunch最新文献

{"title":"Visual Culture, Disciplinary Engagement and Drawing: Pedagogical Possibilities for an Indian Way of Architectural Thinking","authors":"Abu Talha Farooqi, Sourav Banerjea","doi":"10.35483/acsa.teach.2019.33","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.33","url":null,"abstract":"Architectural thinking and design process have always been dependent upon the representational medium and language of architecture – conventional drawings, diagramming, models, and iconography, to name a few. As a result of technological advancement (therefore possibilities) and socio-economic change, representation techniques have evolved, from conventional processes to ‘augment-ed reality’. Representation techniques and means in the production of architecture are critical to cover the conceptual range in which architecture can be created. This paper places this issue within the larger heterogeneous culture comprising technological, social, eco-nomic aspects and aims to unravel the conceptual underpinnings of the existing architectural thinking, representational culture in India. It examines ‘drawing’ as a convincing and disciplinary medium of language and representation and steers towards a ‘representation-al maxim’ between technology and value, discipline and consumption, tradition and modernity in the context of architectural thinking process in India.The forces of capitalism, globalization, consumer culture, celebrity and media culture, visual culture, technocracy have been instrumental in creating reality-based representational systems, which are reluctant to engage with the discipline of architecture and think beyond it. Steenson1 remarks about Augmented Reality “A novel form of spatial representation, which substitutes for the actual experience”. With access to augmented reality technology, the client no longer has to interpret the traditional plans, section and elevations, nor look into printed photomontage or virtual walkthroughs. He will be able to stand in his yet to come living room, go, on foot, from there to the kitchen, visit the bedrooms and, by doing so, get an ‘augmented’ experience of those spaces. Software is the agent of consumption, and it is only in the architectural process (thinking & delving), that this consumptive culture subsides, notwithstanding the fact that, for many architects and students, software and technology are steadily and consciously becoming ‘ends’ rather than ‘means’ in the design process.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115022112","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":"Expansive Learning and Change Laboratory Model in Architectural Education: A Mexican Approach","authors":"A. Kurjenoja, Melissa Schumacher, Edwin Gozález-Meza, Eduardo Gutiérrez-Juárez","doi":"10.35483/acsa.teach.2019.62","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.62","url":null,"abstract":"Latin American architecture and with it, architectural education frequently celebrates the insertion of local projects in the international design stardom as vanguard symbols of development, quality of life and local capacity for innovation. The material environment follows the logics in which the urban image and architectural objects are non-textual elements in a political, economic and social discourse.Thus, the 21th century architectural and urban re-invention is easily focused on the transformation of the material world to images of glamorous architectural objects and urban landscapes, de-territorialized from their local contexts, their people and the local narratives of place. How could Mexican architectural education respond to local, spatial, socio-cultural, territorial, environmental, economic and political demands to favorable impact the construction of material environment struggling under the clash between globalization, its neo-liberal architectural language, and the local emerging needs? Could it develop different and challenging focus areas, to seek new approaches to local problematics? How should critical architectural education trigger locally-based development innovation with potential to face global challenges of the professional world? In this context, Universidad de las Americas Puebla’s (UDLAP) researchers’ initial question was, how should critical architectural education trigger locally based development innovation with potential to face global challenges of the professional world?The exploration of a new and locally viable architectural approach to sensible Mexican urban territories was triggered by a project seeking strategies to respond the collision between the traditional community of Cholula, Puebla, and the recent urban development around it informed by global economy and its architectural aesthetics. In a design workshop, socially responsible professional practices and sustainable environmental transformations were promoted in a context in which global forces are influencing local urban planning policies. Thus, this paper exposes Expansive Learning1 educational approaches experimented to trigger strategies for collaborative community development. These strategies were based on Social Urbanism, socially responsible New Localism2 and Regenerative Development Design3 through bottom-up collaborative design and co-configuration work in which the architect adopts the role of a social and environmental mediator within the framework of Critical Realism (CR)4.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124436934","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 Vessel, the Tower, and the Ruin: Investigating Presentiments in Beginning Design","authors":"Kristen Kelsch, Joss Kiely, Anca Matyiku","doi":"10.35483/acsa.teach.2019.52","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.52","url":null,"abstract":"The Vessel, the Tower, and the Ruin was a sequence of exercises which combined rudimentary elements of an architectural education with tactics that oscillated between the impulsive provocation of hunches, to the ascetic discipline of rigorous measurement, to exploiting curiosities and flirting with collapse. We probed, at times in earnest and at times irreverently, what it might mean to vessel, to tower, and to ruin. We took this both literally, figuratively, metaphorically and everything in between, and we enlisted a motley crew of accomplices, some dignified by history, photography, and made famous by dynamite, and others of questionable constitution and architectural import. We operated under the premise that students of design, at the outset, need to engage their own curiosities, speculations, and urges within a framework that affords them a level of guidance while promoting individual freedom and initiative. Through and through the studio was laced with questions about creative agency and architecture’s participation within an expanded continuum of time, history, cultural aspirations and politics.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132526849","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":"Spatial Network Analysis: The Decision-Making Process","authors":"Seungdo Ra","doi":"10.35483/acsa.teach.35","DOIUrl":"https://doi.org/10.35483/acsa.teach.35","url":null,"abstract":"Data-driven research methods of analyzing and generating urban space reflect professional developments in the field of architecture, using urban data analytics as a driving force for the decision-making process. Urban data analytic methods help us to see and understand the city via the flow of spatial data. How might we look to alternative influences to improve the built environment? This paper focuses on the topic of Urban Network Analysis; nurturing an effective decision-making process by making invisible urban patterns visible through geo-spatial data. The associated research project created a platform to participate in the active relationship of urban form and its organization within the natural and built environments. The investigation aimed to provide goals for the future direction of urban planning and design guidelines. The computational analysis tools employed here demonstrate how to utilize geospatial data to analyze street networks, to create case studies of pattern and formation, and to expand our knowledge of relevant issues – social, political, economic, environmental, and spatial.1Instead of being given a problem, the project team was proactively seeking the problem, based in this case on Geographic Information System (GIS data. Creating meaningful solution to these issues is the role of designers and the future of architecture. In our problem seeking, we examined issues of accessibility, walkability, and pedestrian and vehicular movement by using computational analytic methods.2 The research helped us to understand the city via the flow of spatial data and its analysis applications. Using these tools, we simulated the growth of the city and analyzed it by looking at urban patterns. Several fundamental questions arose: In what ways do elements of urban form begin to affect an urban network? Are there other urban phenomena that contribute to forming an urban network? In cities where growth rate is rapid, transportation systems pose a challenge. How does spatial structuring of the city influence it? Is the analysis valuable? If so, why and who could benefit from its application? How could those factors begin to affect the analysis interpreted by the network analysis?","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131481811","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":"A Lesson in Abstraction","authors":"T. Forget, William Philemon, Radnia Noushin, Dean Crouch","doi":"10.35483/acsa.teach.2019.20","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.20","url":null,"abstract":"The digital model is both a simple tool of intuitive design thinking used to devise spatial compositions and the base layer of increasingly complex computational practices imbued with layers of contingent information. It has replaced paper as the primary venue of architectural communication, regardless of a user’s level of experience, specific purpose, or degree of sophistication. The ubiquity of the digital model begets complacency toward its implications, which include a significant threat to the logic of the traditional architectural design process established in the Renaissance and upheld throughout centuries of disciplinary change. The extent to which the threat poses a crisis is an open question, and architectural education today has an opportunity (if not a responsibility) to confront that question head-on, so as to produce a generation of practitioners cognizant of the stakes. After a generation of adaptation, and amid a steady stream of innovation that continually (and productively) destabilizes day-to-day practice, the logic of the digital model itself—the framework onto which innovations are applied—is taken for granted. Despite the persistence of increasingly tiresome digital-verses-analog debates, the discipline has yet to reflect critically on the basic nature of the digital model. That inquiry must begin at the most foundational level—the first year of the education of the architect. The project outlined in this paper is a central component of a new foundation design pedagogy currently under development at the University of North Carolina at Charlotte. It introduces students to the digital model in a manner that lays bare how contemporary design tools are both alike and unlike traditional ones, and it challenges students to wrestle with the relevance of historical practices in an era of relentless innovation. The description of the project included here is to be deployed in the second iteration of the new program in academic year 2019/2020. Illustrations are drawn from the first iteration in academic year 2018/2019. This is an ongoing experiment in architectural education being conducted in a transparent manner. Students understand that the curriculum is dynamic, not settled, and that their work is contributing to pedagogical and disciplinary research.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133990342","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":"Figuring in Friction: A Pedagogical Framework for Foundational Studios","authors":"Adam Modesitt","doi":"10.35483/acsa.teach.2019.18","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.18","url":null,"abstract":"It is a truism, perhaps, that architectural education should not merely teach tools, vocationally. Architectural education should prioritize conceptual development, interpretive skills, and critical thinking alongside calisthenic exercises in precision, craft, and rigor. The field of architecture however, continues to adopt an expanding array new mediums, predominantly computational and digital, of increasing complexity. Moreover, facility with new digital tools increasingly serves as a perquisite for entry contemporary architectural practice, presenting urgent questions and challenges for foundational architectural education. Architectural education, especially foundational pedagogy, must impart the fundamentals and simultaneously prepare students for the onset professional practice in which they will face an expanding, fragmented landscape of new architectural tools and mediums.Critical questions for foundational pedagogy include the degree to which tool instruction and shoptalk is positioned within the studio environment. Is pedagogy strengthened by the integration of tool instruction within the studio, or should it be siloed outside in dedicated courses? Among new mediums, which best serve as vehicles for imparting design principles? Which modes of production, historically established or new and experimental, best prepare students for professional practice? Does a focused, targeted adoption of specific tools foster conceptual development, or should a wide-range of tools be sampled? Lastly, amid these questions, where can students find space to experiment, assume risk, and begin to establish their own positions?This paper proposes a pedagogical framework for situating these questions within a foundational architecture studio and presents results from a new core curriculum at the Tulane School of Architecture, in New Orleans. A seminal foundational studio pedagogy developed a decade ago at the school is revisited and reappraised in the context of the revised curriculum. Current and past curricula-la share common roots and goals, but diverge in technique, meth-od, and process. Lesson structures similar to the past curricula were adopted in the current pedagogy to facilitate systematic comparisons between approaches and make legible new outcomes. Development of core studio foundational pedagogy necessitates a clear stance on the role of tool instruction within the studio, a pressing challenge in the context of an increasingly fragmented landscape of tools, techniques, and mediums. The new pedagogy at the Tulane School of Architecture embraces this context, and positions the friction generated amidst the application of multiple tools and mediums as a primary site for architectural invention and critical development.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130020927","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":"”Angelus Novus” On the Utility of Applied History of Contemporary Architecture in Architectural Design","authors":"Elena Rocchi","doi":"10.35483/acsa.teach.2019.2","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.2","url":null,"abstract":"“I must reflect on the circumstances — on the mystery of circumstances which leads the man into paths which he could never anticipate before they happen. This certainly happened to me because I was to be a painter — without questions about it — until my last year in high school when a course given on architecture just hit me so strongly as something that I wanted to be associated with.” Louis Kahn (1)While immersed in an increasingly pluralistic environment, students’ imaginary follows different tracks than the ones of an academic culture taught by teachers in classrooms. How can teachers enter the complex life cycle of students’ cultural growth? Explicitly, how can theyteach the history of contemporary architecture to a generation immersed in the debris of excessive information, with roots in motion over the wreckage of a globalized context?The course “APH 405 — Applied History of Contemporary Architecture” experiments on new ways to teach Millennials history of contemporary architecture expanding on their “experiences” of his-tory. By completing assignments as design actions instead of taking quizzes, students build awareness on the reasons why design cannot disregard its relationship with history. Most architecture students are alienated from the experience of designing architecture: seeing ways architects composed buildings in the past makes history relevant by fostering personal connections. The course’s purpose is to show how to design architecture learning from the past; the goal, to develop divergent thinking necessary in design as the ability to process ideas; and the objective, to avoid the multiple-choice quiz in favor of “designing” answers as drawings and movies.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132747661","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":"From Representation to Infrastructure: The Case for Design Advocacy through Drawing","authors":"Carla Aramouny","doi":"10.35483/acsa.teach.2019.31","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.31","url":null,"abstract":"When teaching design and architecture in oscillation between practice and academia, we are inescapably bound by questions of context; our environment reflects greatly on us and our perception and forms the basis of our design approach and rhetoric. In teaching, we attempt to engage students in reflecting on, observing and rethinking their contexts. We push them to reflect on new potentials, to re-imagine what is usually widely established. We allow them to create opportunities for new perspectives, and to ponder upon the potential of “other” possibilities that may exist. In Lebanon, a country with end-less problems and infrastructural deterioration, such questioning is unavoidable and becomes crucial to pursue at an academic level, where reality and practice fail to proceed. The academic endeavor takes on the role of the provocateur, the advocator for change, projecting forward with a new imaginary. On the other hand, drawing, architecture’s most powerful medium, has resurged today as an essential thinking tool, able to convey ideas and suggest aspirations. Its role has progressed beyond the limits of representation, becoming fundamental for reflection, conceptualization and advocacy. Its power lies in its recurrent ability to convey meaning visually, which is universally understood.My teaching trajectories try to bring these two together: Drawing and reimagining context. This is especially distilled in a seminar course I teach at the American University of Beirut, titled “Micro/ Macro Infrastructures” that builds upon the potential of architecture representation with speculative proposals for local infrastructural systems, presented through the medium of a pamphlet and articulated to advocate for change through design.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114364872","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":"Float: Designing for the Rise in Sea Level","authors":"C. Cerro","doi":"10.35483/acsa.teach.2019.43","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.43","url":null,"abstract":"According to the United Nations, presently, about 54% of the world’s population lives in urban areas, with the number expected to increase to 66% by 2050. Urban areas which are ill prepared to deal with their present population needs will have to develop and manage; housing, healthcare, education, transportation, infrastructure and food pro-duction for an additional 2.5 billion people. With three-quarters of the world’s megalopolis by the sea and 80% of people living within 60 miles of the coast, sea level rise will force a new way of thinking about urban development. Managing urban areas has become one of the most important development challenges of the 21st century. In the UAE specifically, there are nearly 1,300 kilometers of coast-line. Approximately 85% of the population and over 90% of the infra-structure are located within several meters of sea level in low-lying coastal areas. This poses a very specific urban problem of relocation. But not all relocation will need to be done inland. The potential for floating architecture is a very real possibility to help solve some of the problems brought on by the rise in sea level. This is why at the American University of Sharjah, we have been studying this issue and other sustainability related opportunities in a series of courses that started in 2014 with a summer studio course set in Cambodia. Students lived with a floating community in the Tong le Sap lake for a month, studying vernacular floatation systems to inform the development of proposals for floating dwelling studies. This semester (Spring 2018), a fifth year architecture studio set up to transfer specific urban functions to the water within protected areas in the UAE. The aim of the studio was to start looking at possible implementation of floating systems within everyday functions to start a discussion of the potential of this technologies and the feasibility of its use at both an industrial and commercial level. The idea was to develop a series systemic interdependent sustainable designs based on the idea of third nature, hybridizing complex relationships between distinct functions in environments above and below water. This paper will cover the methodology implemented to start tackling these subjects in the studio environment with the aim to create awareness for designers and the general public.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"17 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120811705","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":"Research and Teaching as Actions Supporting the Specificity of a Territory: Developing a Design and Pedagogic Strategy for the Abandoned Mining Landscapes of Sardinia","authors":"Pier Francesco Cherchi, Marco Lecis, Marco Moro","doi":"10.35483/acsa.teach.2019.38","DOIUrl":"https://doi.org/10.35483/acsa.teach.2019.38","url":null,"abstract":"This paper illustrates a case study of teaching and research applied to the abandoned mining landscapes of the Sulcis area, located in the south-east side of Sardinia, one of the poorest in Europe. Although the region’s critical condition in the present, the area is nevertheless extremely rich in fascination and history. It offers unique natural landscapes, mostly pristine, a variety of archeological sites and, as mentioned, the ruins of the mining installations. All of this makes fore-seeable a concrete possibility of regeneration for the area, based on tourism, one of the island primary resources. The local institutions of Sulcis started a partnership with the University of Cagliari aiming to pursuit not just a practical and economical outcome in the immediate present, more a cultural and deeper rescue with a wider perspective. In the following pages, we present our academic activities in this mark and how we managed to guarantee fruitful superpositions of pedagogy, design, and research in our work within this kind of cooperation.Our focus is, therefore, the relationship between researching and teaching activities and the actions in support of the territory, pursued in a joint venture with the political institution. During these experiences, we defined a strategy to intercross these different layers, bringing the real and concrete dimension into our classroom, sharing our work with the students, and, at the same time, transferring the fruits of the teaching experiences to the territory. The correspondence between these two levels is not free of ambiguity and contradictions, however, we are convinced that it might show very important and fruitful outcomes.","PeriodicalId":216118,"journal":{"name":"Practice of Teaching | Teaching of Practice: The Teacher’s Hunch","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115172229","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}