Journal of School Health最新文献

{"title":"Enhancing Motor Competence in Rhythmic Gymnastics: Effects of the Overlapping Waves Strategy in School-Based Physical Education","authors":"Ghofran Basheer Hamza,&nbsp;Lena Ali Sherkhan,&nbsp;Hatem Ghouili,&nbsp;Suhair Raad Yahya,&nbsp;Raul Ioan Muntean,&nbsp;Halil İbrahim Ceylan,&nbsp;Valentina Stefanica,&nbsp;Abeer Dakhil Hatem Al-Selmi,&nbsp;Marwa Saadi Mohamood,&nbsp;Wissem Dhahbi,&nbsp;Lamia Benezzeddine","doi":"10.1111/josh.70195","DOIUrl":"10.1111/josh.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Rhythmic gymnastics offers a context for motor development. This study examined the association between the Overlapping Waves Strategy and traditional instruction in fundamental club skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cluster-allocated quasi-experimental design (16 sessions) was implemented among 64 fifth-grade female students. Participants received Overlapping Waves Strategy (<i>n</i> = 32) or conventional instruction (<i>n</i> = 32). Four skills were assessed by certified judges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Two-way mixed ANOVA revealed significant group × time interactions (all <i>p</i> &lt; 0.001). The experimental group exhibited greater pre-post performance gains than the control group.</p>\u0000 </section> \u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The strategy provides a structured pedagogical framework for physical education, suggesting potential feasibility, though limited by the specific single-setting and demographic parameters, and policy recommendations remain premature without broader replication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Preliminary findings indicate greater short-term execution of club skills in the experimental classroom. Classroom-level confounding cannot be excluded. Replication in cluster-randomized designs with retention measures is required.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alternative Breakfast Service Models Are Associated With Greater Student School Breakfast Participation: Evidence From Middle and High School Students Across 8 States","authors":"Monica D. Zuercher,&nbsp;Dania Orta-Aleman,&nbsp;Cailin D. French,&nbsp;Chrisina A. Hecht,&nbsp;Kenneth Hecht,&nbsp;Juliana F. W. Cohen,&nbsp;Punam Ohri-Vachaspati,&nbsp;Anisha I. Patel,&nbsp;Lorrene D. Ritchie,&nbsp;Wendi Gosliner","doi":"10.1111/josh.70192","DOIUrl":"10.1111/josh.70192","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Eating school breakfast has benefits for students, yet participation remains lower than that of school lunch. This study examined associations between school breakfast service models, self-reported participation, and perceived participation barriers, and whether these associations differed by school level (middle vs. high) and universal school meals policy (with vs. without).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One thousand ninety-seven middle and high school students were surveyed. Data were analyzed using multilevel logistic regression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most students (67%) reported access only to traditional before-school breakfast. Higher odds of participation and lower odds of time-related barriers were found for breakfast in the classroom (OR 3.88; 95% CI 2.49, 6.03) and “second chance” breakfast (OR 2.07; 95% CI 1.43, 3.00) compared to traditional before-school breakfast only. Grab-and-go options were associated with modestly higher odds of participation (OR 1.29; 95% CI 1.01, 1.67) and fewer barriers among high school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Breakfast after the bell approaches is associated with higher participation and fewer barriers. These strategies can help ensure more students have reliable access to school breakfast.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Alternative school breakfast service models, particularly breakfast in the classroom and “second chance” breakfast, may increase participation and support student nutrition, health, and academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in Bullying Victimization Among High School Students in the United States, 2009–2023: Role of the COVID-19 Pandemic","authors":"Jusung Lee,&nbsp;Iffath Unissa Syed","doi":"10.1111/josh.70191","DOIUrl":"10.1111/josh.70191","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study evaluates changes in bullying before (2009–2019) and after the onset of the novel coronavirus (COVID-19) pandemic (2021–2023) in grades 9–12.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A repeated cross-sectional study analyzed data (2009–2023) from the Youth Risk Behavior Surveillance System. An interrupted time series analysis was conducted to estimate changes in the level of and the trend of bullying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>School bullying (<i>n</i> = 123,952) decreased by 5.14 percentage-points following the pandemic, most pronounced among females (−8.76 percentage-points) and non-Hispanic Whites (−6.82 percentage-points). However, school bullying resurged as the pandemic subsided. While online bullying (<i>n</i> = 107,853) had no notable change during the mid-pandemic period, a stratified analysis revealed a 4.55 percentage-point increase among males and a 3.72 percentage-point decrease among females.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Bullying prevention efforts should move beyond individual-level interventions to address the structural features of school environments. The variations in trends across student populations suggest that targeted strategies that account for subgroup-specific vulnerabilities may be beneficial.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The COVID-19 pandemic was associated with short-term reductions in the level of bullying on school property. Future studies are warranted to further our understanding of the specific reasons for these changes, particularly regarding attitudes and behaviors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When the Grant Application Disappears: Reframing Stakeholder Agency in Nationally-Centralized School Nutrition Programs—Lessons From Indonesia's Makan Bergizi Gratis for Hoy et al. (2026)","authors":"Andi Wahyu Irawan,&nbsp;Luluk Humairo Pimada,&nbsp;Dwi Sona","doi":"10.1111/josh.70185","DOIUrl":"10.1111/josh.70185","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Active Learning With Peer-to-Peer Health Communication in School Health Education and Student Behavior Change: A Scoping Review","authors":"Yui Morita,&nbsp;Aya Saitoh","doi":"10.1111/josh.70188","DOIUrl":"10.1111/josh.70188","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This scoping review mapped evidence on whether school health education using active learning with peer-to-peer health communication is associated with behavior change among elementary and junior high school students and identified challenges to sustaining change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following PRISMA-ScR, we searched Ichushi Web, PubMed, and ERIC (February 14, 2024) for studies (2014–2024) evaluating peer-communication–based active learning in school health education with behavioral outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Seventeen studies were included; 14 reported behavioral change, 2 partial change, and 1 emotional change without clear behavioral outcomes. Nine studies used behavioral or learning theories, and in this small set of studies, theory-informed interventions were reported to show overall or partial behavioral change, most often with Social Cognitive Theory (5 studies). These findings should be interpreted cautiously given the heterogeneity of study designs and outcome measures. Key limitations were limited long-term follow-up assessing sustainability of behavior change (5 studies) and concerns about measurement reliability (4 studies). The included studies were heterogeneous in terms of interventions and outcome measures, and many relied on self-reported behavioral indicators. As this was a scoping review, no formal risk-of-bias assessment was conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools may strengthen primary prevention by embedding structured peer interaction and theory-informed techniques, while ensuring inclusive participation and supports that do not depend on family resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Peer-to-peer health communication–based active learning may support short-term behavior change, but sustainability and measurement quality remain major evidence gaps.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Prospective Study of the Association Between School Connectedness in Adolescence and Social Connection in Adulthood","authors":"Tracy Dearth-Wesley,&nbsp;Allison N. Herman,&nbsp;Robert C. Whitaker","doi":"10.1111/josh.70186","DOIUrl":"10.1111/josh.70186","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adolescent school connectedness is a protective factor for adverse adult health outcomes, but its potential promotive effects on adult social connection have not been examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data from 5 waves of the National Longitudinal Study of Adolescent to Adult Health (Waves I [1994–95] – V [2016–2018]) were used to examine the covariate-adjusted association between adolescent school connectedness (6 items, Wave II) and 6 indicators of adult social connection (Waves IV-V).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The 6501 respondents with complete data had a mean (SD) school connectedness score of 3.68 (0.70). Mean age at Waves II, IV, and V was 16.1, 28.0, and 37.1 years, respectively. A one unit increase in school connectedness was associated with significantly higher odds (95% CI) for 5 social connection indicators: weekly activities with relatives/friends or neighbors, 1.23 (1.10–1.37); having &gt; 2 close friends, 1.36 (1.22–1.51); high perceived social support, 1.28 (1.14–1.44); never feeling isolated, 1.20 (1.07–1.36); and high relationship satisfaction with partner, 1.15 (1.002–1.321). The association for the 6th indicator (very close with either parent figure) was 0.98 (0.86–1.13).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Schools are foundational social communities for developing relational capacities with benefits extending into adulthood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Adolescent school connectedness may promote adult social connection.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pilot Study and Evaluation of a Sleep Health Education Program for Early High School","authors":"Kate Maston,&nbsp;Jessica Godward,&nbsp;Lyndsay Brown,&nbsp;Sarah K. Stevens,&nbsp;Andrew Mackinnon,&nbsp;Aliza Werner-Seidler","doi":"10.1111/josh.70190","DOIUrl":"10.1111/josh.70190","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sleep education remains largely absent from high school health curricula, despite widespread insufficient sleep in adolescents. This pilot study evaluated <i>Sleep Ninja for the Classroom</i>, a curriculum-aligned sleep health education program for Australian high schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were teachers (<i>N</i> = 12) and students in Year 7–8 (<i>N</i> = 428). Using a single-arm pre–post design, all students received the three-lesson program during regular health classes. Student sleep knowledge and behaviors were assessed, and a program evaluation examined student- and teacher-rated acceptability, appropriateness, and feasibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Improvements were observed in students' sleep knowledge, satisfaction with current sleep pattern, frequency of daytime napping, earlier weekend rise time (mean = 25-min), and weeknight bedtime (mean = 6-min). No changes were found in other sleep behaviors. Students spending &lt; 8 h in bed at program commencement showed the most significant changes in bedtimes (mean = 54-min earlier on weeknights and 39-min earlier on weekends). Acceptability was high, with most students reporting the program was relevant and engaging, and all teachers rating the program as appropriate and feasible to implement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p><i>Sleep Ninja for the Classroom</i> is a brief, acceptable sleep education program that could be considered for inclusion in high school health curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides preliminary evidence for an Australian curriculum-aligned sleep education program. Controlled studies are needed to evaluate longer-term outcomes and sustainable implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to Letter to the Editor, Re: Student Differences in a Social–Emotional Learning Program: Engagement and Individual Factors","authors":"Daijiazi Tang,&nbsp;Lucy R. Zheng,&nbsp;Tyler C. Hein,&nbsp;Jeffrey Albrecht,&nbsp;Natalie Rodriguez-Quintana,&nbsp;Emily L. Bilek","doi":"10.1111/josh.70184","DOIUrl":"https://doi.org/10.1111/josh.70184","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re: Student Differences in a Social–Emotional Learning Program: Engagement and Individual Factors","authors":"Maajid Mohi Ud Din Malik","doi":"10.1111/josh.70181","DOIUrl":"https://doi.org/10.1111/josh.70181","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Multi-Victimization: Identifying Socioecological Supports Among Adolescents","authors":"Emil K. Smith,&nbsp;Rachel E. Gartner,&nbsp;Paul R. Sterzing,&nbsp;Robert W. S. Coulter","doi":"10.1111/josh.70179","DOIUrl":"10.1111/josh.70179","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Transgender and gender-diverse adolescents (TGDA) experience multiple victimization types (i.e., multi-victimization) more often than their cisgender peers. While greater socioecological supports are associated with reduced victimization, their role in protecting TGDA against multi-victimization is underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a cross-sectional analysis of health risk behavior survey data from students (<i>N</i> = 4207) across 13 high schools in a mid-sized U.S. city. We compared victimization rates and socioecological support levels (i.e., parental monitoring, perceived social support, food and housing security) and associations between socioecological support and victimization, accounting for between-school differences. We included two-way interactions between gender and socioecological supports.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>TGDA reported more frequent multi-victimization and lower socioecological support than cisgender adolescents. Across all groups, greater socioecological support was associated with experiencing fewer victimization types. Food security was more protective for cisgender girls than cisgender boys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Enhancing socioecological support may reduce multi-victimization for all youth, with TGDA having the greatest need. Schools' advocacy and innovative efforts to bolster socioecological support are critical to TGDA wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Modifiable socioecological supports may reduce adolescent multi-victimization. TGDA have lower support rates and higher multi-victimization rates, suggesting the need for tailored interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148310269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}