RLA最新文献

{"title":"LA CRIMINALIZACIÓN DE LA INMIGRANTE EN EL DECRETO 70/2017: UN APORTE DESDE EL ANÁLISIS DEL DISCURSO","authors":"Rocío Flax","doi":"10.4067/S0718-48832019000100181","DOIUrl":"https://doi.org/10.4067/S0718-48832019000100181","url":null,"abstract":"espanolEn el ano 2003 se sanciono en Argentina la Ley de Migraciones 25871, que vino a reemplazar la legislacion vigente desde la ultima dictadura civico-militar. Esta ley reconocio la migracion como un derecho humano y establecio su garantia por parte del Estado. En el ano 2017, el Presidente Mauricio Macri firmo el Decreto de Necesidad y Urgencia 70/2017 que modificaba la Ley de Migraciones. En este trabajo buscamos determinar que representaciones sociales se construyen sobre las migrantes en el DNU del ano 2017 y a traves de que recursos se las legitima. Para ello analizaremos la introduccion del decreto, correspondiente a los considerandos, donde se justifica la necesidad y la urgencia de cambios en la legislacion del ano 2003. Nuestra hipotesis de trabajo es que el decreto asocia de manera insistente a las migrantes con la criminalidad y con los problemas de inseguridad que tiene Argentina y, a su vez, legitima esta representacion presentandola como una verdad evidente, conocida y aceptada por todas. De esta manera, se justifica la sancion de un DNU que restringe los derechos de las extranjeras que residen en el pais. Para el analisis de las representaciones construidas en el DNU consideraremos: 1) la distribucion de procesos y participantes en las clausulas (Hodge y Kress, 1993) y 2) los marcos conceptuales que se activan (Lakoff, 2002, 2010) para hablar de las migrantes. Para el estudio de las formas de legitimacion, seguiremos las categorias propuestas por Hart (2010, 2014). EnglishIn the year 2003 Migration Law No. 25871 was passed in Argentina. This law replaced the legislation in force since the last civic-military dictatorship and recognized migration as a human right, establishing guaranties by the Government. In 2017, President Mauricio Macri issued Act No. 70/2017 as a modificatory of the Migration Law. In this work, we seek to determine what social representations are constructed about immigrants in the Act of 2017 and what resources are used to legitimize them. We will analyze the introduction of the Act, the general considerations, which justify the need and urgency of changes in the legislation of 2003. Our working hypothesis is that the Act insistently associates immigrants with criminality and the insecurity feeling present in Argentina at that moment, and in turn, legitimizes this representation by presenting it as an evident truth, known and accepted by all. Therefore, the Act restricts the rights of foreigners residing in the country and shows this restriction as justified. For the analysis of the representations we will consider: 1) the distribution of processes and participants in the clauses (Hodge and Kress, 1993) and 2) the conceptual frames that are activated (Lakoff, 2002, 2010) to talk about the immigrants. For the study of forms of legitimation, we will follow the categories proposed by Hart (2010, 2014).","PeriodicalId":35168,"journal":{"name":"RLA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41431331","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":"CONSIDERACIONES SOBRE LA VARIACIÓN FONÉTICA EN ESPAÑOL Y SUS IMPLICACIONES PARA LA EVALUACIÓN INTERNACIONAL DE LA LENGUA COMO LE/L 2 : DELE, SIELE Y CELU","authors":"M. A. A. Herrero, C. Diego","doi":"10.4067/S0718-48832019000100013","DOIUrl":"https://doi.org/10.4067/S0718-48832019000100013","url":null,"abstract":"","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44836480","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":"ESTRATEGIAS COGNITIVO-EMOCIONALES Y DENSIDAD ARGUMENTATIVA","authors":"Cristian Noemi, Rosalía Iglesias","doi":"10.4067/S0718-48832019000100161","DOIUrl":"https://doi.org/10.4067/S0718-48832019000100161","url":null,"abstract":"espanolEl trabajo procura establecer si los modos con los que un sujeto se enfrenta cognitiva y emocionalmente con la realidad estan relacionados con su conducta linguistica expresada en terminos de densidad argumentativa. A fin de establecer cuales son las principales estrategias cognitivo-emocionales empleadas por los sujetos de la muestra, se empleo el test Moldes (Hernandez, 2010). Para evaluar la densidad discursiva argumentativa se utilizo el Dilema III del Cuestionario D.I.T. (Rest, 2013). El cruce de informacion entre ambos instrumentos permitio establecer que los sujetos de alto rendimiento en el test Moldes mostraron mayor grado de densidad discursiva y viceversa. Los resultados, igualmente, permitieron especificar los tipos de estrategias cognitivo-emocionales que se asocian con mayor o menor densidad discursiva argumentativa. EnglishThe work tries to establish whether the ways in which a subject is confronted cognitively and emotionally with reality are related to their linguistic behavior expressed in terms of argumentative density. In order to establish which are the main cognitive emotional strate gies used by the subjects of the sample, the Moldes test was used (Hernandez, 2010). To assess the argumentative discursive density, the Dilemma III of the Questionnaire D.I.T. (Rest, 2013) was used. The crossing of information between both instruments allowed to establish that the subjects of high performance in the Molds test showed a greater degree of discursive density and vice versa. The results also allowed us to specify the types of cognitive emotional strategies that are associated with greater or lesser argumentative discursive density","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997091","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":"CRITERIOS Y FRECUENCIA DE USO DE ESTRATEGIAS DE RETROALIMENTACIÓN CORRECTIVA: UN ESTUDIO DE CASO SOBRE LAS PERCEPCIONES DE ESTUDIANTES Y PROFESORES UNIVERSITARIOS","authors":"R. Orrego, Néstor Singer, R. Ubeda, S. Yáñez","doi":"10.4067/S0718-48832019000100051","DOIUrl":"https://doi.org/10.4067/S0718-48832019000100051","url":null,"abstract":"espanolEste estudio explora las percepciones de estudiantes y profesores de un programa de Pedagogia en Ingles acerca del grado de conocimiento, criterios y frecuencia de uso de tecnicas de retroalimentacion correctiva por parte de profesores del area de lengua inglesa para el tratamiento de errores gramaticales propios de este contexto. Esta investigacion se basa en el analisis de resultados de estudios que han examinado los tipos de retroalimentacion correctiva recibida por aprendices de una segunda lengua (L2) (Lyster y Ranta, 1997; Sheen, 2004), el grado de atencion a este y el nivel de asimilacion (uptake) (Mackey, et al., 2003; Philp, 2003), y la caracterizacion del concepto ‘retroalimentacion correctiva’ como la respuesta sistematica a enunciados erroneos, ya sea en forma de una intervencion implicita o explicita (Ellis, Loewen y Erlam, R, 2006; Pawlak, 2014). Para llevar a cabo esta investigacion se ocuparon dos metodos de recoleccion de datos: una encuesta y una entrevista semiestructurada aplicada a grupos focales. La primera se aplico a cuatro niveles de una Pedagogia en Ingles y a los profesores de asignaturas de lengua inglesa, y la segunda para ahondar en dichas representaciones. Los resultados preliminares evidencian un nivel de congruencia entre los tipos de correctivos utilizados y la percepcion de su pertinencia por parte de los alumnos. No obstante, los datos obtenidos reflejan que los alumnos de ultimos niveles y algunos profesores poseen representaciones propias de la retroalimentacion que no se condicen con lo descrito en la literatura. Se concluye que estos hallazgos apoyan la idea de que es necesario plantear cursos de perfeccionamiento especializado en estrategias y metodologias para retroalimentacion correctiva en ensenanza-aprendizaje de una L2. EnglishThis study explores students’ and teachers’ perceptions towards corrective feedback knowledge, criteria and frequency of use performed by teachers to address grammar errors in English language course units. This research is based on the result analysis of previous studies that have examined types of corrective feedback received by second language (SL) learners (Lyster y Ranta,1997; Sheen, 2004), the extent of noticing it and its uptake Mackey, et al. (2003); Philp (2003), and the conceptualisation of the corrective feedback as a systematic answer to wrong utterances, either implicitly or explicitly (Ellis, R., Loewen, S. y Erlam, R., 2006; Pawlak, 2014). Two data collection methods were used to carry out this research, i.e. a survey and a semi structured interview delivered in focus groups. The first was applied to four levels of learners of an English language teaching programme and the teachers teaching English language of the same programme. Then a semi structured interview was conducted to delve into those representations. Preliminary results show students recognise there is certain coherence between the types of correctives used and their appropriateness. However, da","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508440","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 RELATIONS AMONG MOTIVATION, THE AMOUNT OF OUT-OF-CLASS READING, AND ACHIEVEMENT IN FOREIGN LANGUAGE READING.","authors":"Feifei Han","doi":"10.4067/s0718-48832019000100033","DOIUrl":"https://doi.org/10.4067/s0718-48832019000100033","url":null,"abstract":"EnglishThis paper reports the results of a study on the relations among motivation, the amount of out-of-class reading, and achievement in foreign language reading among 322 English language learners in the Chinese tertiary setting. Motivation in English reading was measured by five scales representing intrinsic and extrinsic motivation components. The amount of out-of-class English reading consisted of academic and non-academic English reading. Achievement in English reading was tested by a reading section of a practice College English Test Band-4. The results showed that intrinsic motivation comprised of involvement and avoidance, and extrinsic motivation comprised of utility value, academic value, and recognition value. The path analysis, which examined the extent to which motivation and the amount of reading contributed to achievement in English reading, revealed that the amount of academic English reading was the only significant direct predictor to achievement in English reading, but intrinsic motivation indirectly contributed to achievement in English reading with the amount of academic English reading being a mediator. EnglishEste documento informa sobre un estudio sobre las relaciones entre la motivacion, la cantidad de lecturas extraescolares y los logros en lectura en idiomas extranjeros entre 322 estudiantes de ingles en un entorno terciario chino. La motivacion en la lectura en ingles se midio mediante cinco escalas que representan componentes de motivacion intrinseca y extrinseca. La cantidad de lecturas de ingles fuera de la clase consistio en lecturas academicas y no academicas de ingles. El logro en lectura en ingles fue probado por una seccion de lectura de una practica College English Test Band-4. Los resultados mostraron que la motivacion intrinseca comprendia la participacion y la evitacion, y la motivacion extrinseca comprendia el valor de utilidad, el valor academico y el valor de reconocimiento. El analisis de la trayectoria, que examino hasta que punto la motivacion y la cantidad de lectura contribuyeron al logro en la lectura en ingles, revelo que la cantidad de lectura academica en ingles fue el unico factor predictivo directo significativo para el logro en la lectura en ingles. Sin embargo, la motivacion intrinseca contribuyo indirectamente al logro en ingles con la cantidad de lectura academica en ingles como mediador.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45725396","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":"LAS VARIANTES DE FIJO EN ESPAÑOL COMO MARCAS EPISTÉMICAS: ESTUDIO DIACRÓNICO DE SU DISTRIBUCIÓN Y USO","authors":"R. Lavale-Ortiz","doi":"10.4067/S0718-48832019000100125","DOIUrl":"https://doi.org/10.4067/S0718-48832019000100125","url":null,"abstract":"espanolEn este trabajo se analizan desde el punto de vista diacronico las variantes lexicas de fijo con valor epistemico en espanol. El estudio lexicografico y de corpus que se ha realizado ha permitido descubrir 18 formas que tienen como base el adjetivo fijo y que muestran, como hilo conductor, valores propios de la modalidad epistemica y de la evidencialidad, aunque con claras diferencias entre ellas. Estas variantes han sido buscadas en los tres corpus de la Real Academia Espanola y el analisis de las ocurrencias disponibles para cada una de ellas ha permitido distinguir contextos de aparicion recurrentes, basicos en el proceso de rutinizacion de las unidades epistemicas, y una distribucion especial para cada forma dependiendo de diversos factores: principalmente, el dialecto, la vitalidad y el registro. El estudio demuestra que la lengua no crea formas lexicas semejantes de manera arbitraria, sino que cada una se especializa en representar los contenidos desde una determinada perspectiva y en expresar la realidad con diferentes matices. EnglishIn this paper the lexical variants of fijo with epistemic value in Spanish are analyzed diachronically. The lexicographic and corpus study that has been carried out has allowed to discover 18 forms that have as base the adjective fijo and that show values of epistemic modality and evidentiality as a guiding thread, although with clear differences among them. These variants have been searched in the three corpus of the Spanish Royal Academy and the analysis of the available occurrences for each of them has allowed to distinguish recurrent contexts of appearance, as the process of routinization of the epistemic units states, and a special distribution for each form depending on dialect, vitality and register mainly. The study shows that the language does not create similar lexical forms in an arbitrary way, but each one specializes in representing the contents from a certain perspective and in expressing the reality with different nuances.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44716562","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":"ESPECIALIZACIÓN DEL DISCURSO: UNA CARACTERIZACIÓN DESDE EL SISTEMA DE LA OBLIGACIÓN","authors":"R. Gutiérrez","doi":"10.4067/S0718-48832010000100006","DOIUrl":"https://doi.org/10.4067/S0718-48832010000100006","url":null,"abstract":"espanolEste estudio de alcance descriptivo, enmarcado en la Gramatica Sistemico-Funcional (GSF) (Matthiessen, 2006, 2007; Caffarel, Martin & Matthiessen, 2004), tiene por objetivo ca-racterizar el discurso especializado oral y escrito, a partir de la variacion probabilistica que presentan las configuraciones lexicogramaticales realizadoras de la obligacion en espanol. Para alcanzar este objetivo se toma como contexto de observacion un corpus multirregistro CARACTERIZADO EnglishFrom a Systemic Functional Grammar (SFG) approach, the present descriptive study (Matthiessen, 2006, 2007; Caffarel, Martin & Matthiessen, 2004) is aimed at characterize the specialized oral and written discourse, from the probabilistic variation that present of the realizations of the obligation system in Spanish, which tend to become critical features when characterizing oral and rather specialized written language. To achieve our objective, we take as context of observation a multiregister corpus, characterized by the crossing of the oral/writing and degree of specialization variables, that is, from the register construct perspective (Halliday, 1982a), mode and field respectively. The automatic exploitation will be carried out through the linguistic tagger and query interface, El Grial (Parodi, 2007), which allows us to access the absolute frequency of instantiation of each term in the systemic network of obligation. Upon this frequency, we estimate the conditioned probability of occurrence and, upon the latter, the obligation system variation in the corpus context. For this last calculus, we assume an error estimation of 5%. Results show that there is a direct proportional correlation between the degree of specialization and the degree of obligation present in the different registers of the corpus.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"138 1","pages":"105-132"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77426340","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":"¿Qué se lee en los estudios doctorales?: Estudio empírico basado en géneros a través del discurso académico de seis disciplinas","authors":"Giovanni Parodi","doi":"10.4067/S0718-48832012000200005","DOIUrl":"https://doi.org/10.4067/S0718-48832012000200005","url":null,"abstract":"RESUMENEn este articulo nos interesa conocer los mecanismos discursivos escritos por medio de los cuales los estudiantes doctorales acceden a la informacion especializada y se posibilita asi la construccion del conocimiento a traves de diversas disciplinas. Asi, los objetivos de este articulo son identificar y describir los generos del discurso academico a partir de un corpus de 3.147 textos, recolectados en seis disciplinas de las Ciencias Sociales y Humanidades y de las Ciencias Basicas (Corpus PUCV-2010). Una vez identificados los generos, se cuan-tifica su ocurrencia en terminos generales asi como por cada una de las seis disciplinas en estudio: Biotecnologia, Fisica, Historia, Linguistica, Literatura y Quimica. Los principales hallazgos muestran la identificacion de 30 generos. Entre ellos, los de mayor ocurrencia son el Texto Disciplinar, el Articulo de Investigacion y el Manual. El discurso academico de la Literatura cuenta con la mayor diversidad de generos (15), mientras que el discurso academico de la Quimica y de la Fisica son en los que se identifica menor variacion gene-rica (5).","PeriodicalId":35168,"journal":{"name":"RLA","volume":"33 1","pages":"89-119"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81625549","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":"DispoGrafo: una nueva herramienta computacional para el análisis de relaciones semánticas en el lexico disponible","authors":"M. Echeverría, Roberto Vargas, P. Urzúa, Roberto A. Ferreira","doi":"10.4067/S0718-48832008000100005","DOIUrl":"https://doi.org/10.4067/S0718-48832008000100005","url":null,"abstract":"Se desarrollo un programa computacional destinado a apoyar el analisis psicolinguistico de los terminos elicitados mediante encuestas de lexico disponible. Utilizando un algoritmo basado fundamentalmente en las relaciones de secuencia de las palabras disponibles, nuestro programa, DispoGrafo, ingresa los terminos elicitados y genera luego automaticamente grafos cuyos nodos representan palabras y cuyas aristas simbolizan las relaciones entre ellas. Los grafos se interpretan como redes semanticas cuya configuracion expresa las relaciones semanticas subyacentes en el corpus. El software permite, ademas, eliminar las conexiones debiles (de menor peso) para asi dejar solo las relaciones mas robustas y visualizar de este modo las relaciones mas relevantes.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"3 1","pages":"81-91"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87064396","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":"AFECTIVIDAD Y COMPETENCIA EXISTENCIAL EN ESTUDIANTES DE ESPAÑOL COMO LENGUA EXTRANJERA EN BRASIL","authors":"P. Andrade, J. Ojeda","doi":"10.4067/S0718-48832010000100004","DOIUrl":"https://doi.org/10.4067/S0718-48832010000100004","url":null,"abstract":"espanolEl presente articulo tiene como objetivo el estudio de los componentes afectivos de la com-petencia existencial en estudiantes de espanol como lengua extranjera en un contexto de no-inmersion en un Centro Superior de Lenguas en el Distrito Federal de Brasilia. Seran planteadas variables como: motivacion, autoestima, autonomia, ansiedad y empatia y su relacion con el aprendizaje de lenguas extranjeras. Cuestiones tan relevantes en linguistica aplicada como la relacion entre emociones y cognicion, asi como la inteligencia emocional seran abordadas en el estudio empirico al preguntarle al alumnado cuestiones relativas sobre como son trabajados estos contenidos en la clase de E/LE. El analisis de los resultados obtenidos nos proporcionara elementos formativos valiosos que nos ayudaran a replantear las practicas docentes en el area de estudio. EnglishIn this paper we address the study of the affective component of the existential competence in students of Spanish as a Foreign Language in a non-immersion context in a Language School in Brasilia. Aspects such as motivation, self-esteem, autonomy, anxiety, and empathy and their relationship to the learning of foreign languages are stated in this research report. Core concepts in Applied Linguistics such as the relationship between emotion and cognition or emotional intelligence are considered in the empirical study when we ask students how these topics are stimulated in the S/FL classroom. The analysis of results will provide us with valuable formative elements to help us to rethink our teaching practices in the foreign language area.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"108 1","pages":"51-74"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77450155","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}