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Gerdin, G., Philpot, R. A., Larsson, L., Schenker, K., Linnér, S., Mordal Moen, K., . . . Legge, M. (2019). Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand. European Physical Education Review, 25(1), 273-290
Open this publication in new window or tab >>Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
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2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, no 1, p. 273-290Article in journal (Refereed) Published
Abstract [en]

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Health, equality, social justice, physical education, socially-critical perspective
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-77144 (URN)10.1177/1356336X18783916 (DOI)000454077600018 ()
Funder
EU, Horizon 2020, 734928
Available from: 2018-08-16 Created: 2018-08-16 Last updated: 2019-01-23
Mooney, A. & Gerdin, G. (2018). Challenging gendered inequalities in boys’ physical education through video-stimulated reflections. Sport, Education and Society, 23(8), 761-772
Open this publication in new window or tab >>Challenging gendered inequalities in boys’ physical education through video-stimulated reflections
2018 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, no 8, p. 761-772Article in journal (Refereed) Published
Abstract [en]

Despite research over the past three decades that has examined links between masculinity, sport and Physical Education (PE), exclusionary practices and cultures that privilege some boys and masculinities at the expense of marginalised others are still commonly reported. With an historical legacy as a masculinity-making device, attempts to disrupt hegemonic and heteronormative cultures and pedagogies in PE that perpetuate gendered inequalities have had a modest influence, at best. This paper examines the use of visual methodologies to better understand the role of boys’ PE and sport in the construction of gender and sexuality. We argue that visual methodologies can capture social practices and spaces in ways that words alone cannot, hence enabling more nuanced interrogations and insights into gendered experiences in PE to be made. Data draws from video-stimulated reflections (VSR) of PE classes in two all-boys’ secondary schools in Australia and New Zealand. The Australian data examines VSR interviews with a female teacher involved in a Year 8 (aged 13-14 years) PE class. The New Zealand data is drawn from VSR interviews conducted during a year-long (visual) ethnography of two Year 10 (aged 14-15 years) PE classes with a male teacher. Drawing on Foucault (1980, Power/knowledge: Selected interviews and other writings 1972-1977 (C. Gordon, L. Marshall, J. Mepham & K. Soper, Trans.) New York, NY: Pantheon Books, 1988, Power/knowledge: Selected interviews and other writings 1972-1977 (C. Gordon, L. Marshall, J. Mepham & K. Soper, Trans.) New York, NY: Pantheon Books), we consider how these methodologies work to expose and obscure practices and pedagogies that contribute to gendered experiences for students and teachers that both privilege and marginalise. Using the tools of discourse, power and technologies of the self, our findings illustrate how VSR can serve as a collaborative (re)production of the visual material through moments of embodied dissonance. We argue that this ‘uncomfortableness’ can facilitate productive learnings about gendered/sexualised bodies and power in PE through critical reflection and ethical self-work. This knowledge, we believe, is key in disrupting and transforming taken-for-granted practices that continue to perpetuate inequitable gendered experiences in PE.

Place, publisher, year, edition, pages
Routledge, 2018
National Category
Educational Sciences Sport and Fitness Sciences Gender Studies
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-75955 (URN)10.1080/13573322.2018.1488682 (DOI)000442652000003 ()
Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-09-13Bibliographically approved
Gerdin, G., Pringle, R. & Crocket, H. (2018). Coaching and ethical self-creation: problematizing the “efficient tennis machine”. Sport Coaching Review
Open this publication in new window or tab >>Coaching and ethical self-creation: problematizing the “efficient tennis machine”
2018 (English)In: Sport Coaching Review, ISSN 2164-0629Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this paper we draw from Foucault, particularly his writings on the technologies of self, to problematize and reimagine understandings of what it means to coach effectively andethically. In recognising the difficulty of operationalising Foucauldian ideas, we provide a narrative-of-self to reveal how an elite tennis coach, Göran Gerdin, adopted Foucauldian ideas in a process of ethical self-creation. The narrative reveals how Göran experienced the tragedy of youth player suicide and how he critically reflected on his coaching role in relation to this tragedy. Through specifically problematizing the insidious influence of technologies of dominance on athletic subjectivity, Göran reveals how he drew from Foucault to develop alternative coach practices and a related telos. We conclude by reflecting on pragmatic issues associated with coaching with Foucault.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Foucault; ethics; coaching; technologies of self; problematization; telos
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-70650 (URN)10.1080/21640629.2018.1429114 (DOI)
Available from: 2018-02-09 Created: 2018-02-09 Last updated: 2018-08-31
Gerdin, G., Philpot, R. & Smith, W. (2018). It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers' interpretations of critical pedagogy. Sport, Education and Society (3), 203-215
Open this publication in new window or tab >>It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers' interpretations of critical pedagogy
2018 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, no 3, p. 203-215Article in journal (Refereed) Published
Abstract [en]

The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially-critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focussed on how HPE teachers understand and enact socially-critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially-critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu (1990), these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially-critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially-critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Health, Physical Education, PETE, Critical Pedagogy, Social Justice
National Category
Pedagogy
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-51484 (URN)10.1080/13573322.2016.1174846 (DOI)000423777800001 ()
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2018-02-15Bibliographically approved
Gerdin, G., Hedberg, M. & Hageskog, C.-A. (2018). Relative Age Effect in Swedish Male and Female Tennis Players Born in 1998–2001. Sports, 6(2), 1-12, Article ID 38.
Open this publication in new window or tab >>Relative Age Effect in Swedish Male and Female Tennis Players Born in 1998–2001
2018 (English)In: Sports, E-ISSN 2075-4663, Vol. 6, no 2, p. 1-12, article id 38Article in journal (Refereed) Published
Abstract [en]

The relative age effect (RAE) has been extensively debated and researched in both popularmedia and academic discourse. This study examined RAE in Swedish tennis players born in1998–2001. The study was conducted in 2015–2016 and includes all ranked Swedish tennis players(n = 1835) registered in the Swedish Tennis Association database from the year 2014. The resultsshow that when the birth dates of the corresponding Swedish population and all the ranked playersare compared, they show a moderate RAE; however, the higher up they are in the ranking system,the greater the RAE becomes. Top 10 players display an average of 64.1% being born in the firsthalf of the year. Some gender differences were also found, with a greater proportion of bothhigher and lower ranked females being born in the first half of the year. In our discussion ofthe findings we raise several issues that need to be addressed to provide more equal opportunitiesfor all junior players regardless of birth date. Resolving ongoing problems associated with RAEin competitive sports such as tennis is important both in term of prolonged participation in thesport and increased performance. Suggestions made in this article include recognising RAE whendesigning the format of competitions/tournaments, not using official rankings until the juniorsget older, addressing RAE in a “gender sensitive” way, and conducting further in-depth studiesin which RAE is understood/examined as being associated with environmental factors. Althoughthese findings show the RAE effect in Swedish tennis players, thus pointing at the need for furtherconsideration in terms of ranking and selection procedures to ensure equal opportunities for playerdevelopment, the study also concludes by reasserting an emphasis on a holistic approach to playerdevelopment in which coaches focus on the developmentally appropriate needs and potential of eachindividual player regardless of their biological age.

Place, publisher, year, edition, pages
Basel: MDPI, 2018
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-73585 (URN)10.3390/sports6020038 (DOI)000436282300014 ()29910342 (PubMedID)
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2019-01-15Bibliographically approved
Gerdin, G. & Larsson, H. (2018). The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education. Physical Education and Sport Pedagogy, 23(1), 66-83
Open this publication in new window or tab >>The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education
2018 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, no 1, p. 66-83Article in journal (Refereed) Published
Abstract [en]

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject (Pringle, 2010). Further, since pleasure is linked to power (Foucault, 1980; Gerdin & Pringle, 2015) it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.

Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.

Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14-15) students from two PE classes.

Data collection and analysis: Using a visual ethnographic approach (Pink, 2007) involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data was analysed using (a visually oriented) discourse analysis (Foucault, 1998; Rose, 2007).

Findings: By elucidating the discursive practices of PE in this setting and employing Butler’s (1993) concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or dis-pleasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

Discussion and conclusions: In line with Gard (2008) we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Pleasure, Bodies, Materialisation, Masculinity, Physical Education
National Category
Sport and Fitness Sciences Gender Studies
Research subject
Social Sciences, Sport Science; Social Sciences, Gender Studies
Identifiers
urn:nbn:se:lnu:diva-60882 (URN)10.1080/17408989.2017.1294669 (DOI)000417612800005 ()
Available from: 2017-02-22 Created: 2017-02-22 Last updated: 2018-01-12Bibliographically approved
Gerdin, G. (2017). Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens. New York: Routledge
Open this publication in new window or tab >>Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens
2017 (English)Book (Refereed)
Abstract [en]

Using visual ethnography, this book explores the many forms of pleasures that boys derive in and through the spaces and their bodies in physical education. Employing the works of Michel Foucault and Judith Butler, Gerdin examines how pleasure is connected to identity, schooling, and power relations, and demonstrates how discourses of sport, fitness, health and masculinity work together to produce a variety of pleasurable experiences. At the same time, the book provides a critique of such pleasurable experiences within physical education by illustrating how these pleasures can still, for some boys, quickly turn into displeasures and can be associated with exclusion, humiliation, bullying and homophobia.

Boys, Bodies, and Physical Education argues that pleasure can both be seen as an educational and productive practice in physical education but also a constraint that both engenders and privileges some boys over others as well as (re)producing narrow and limited conceptions of masculinity and pleasures for all boys. This book works to problematize these pleasures and their articulations with gender, bodies, and spaces.

Place, publisher, year, edition, pages
New York: Routledge, 2017. p. 216
Series
Routledge Critical Studies in Gender and Sexuality in Education
Keywords
Physical education, gender, boys, masculinity, bodies, pleasure
National Category
Gender Studies
Research subject
Social Sciences, Gender Studies
Identifiers
urn:nbn:se:lnu:diva-60881 (URN)1317232402 (ISBN)9781317232407 (ISBN)
Available from: 2017-02-22 Created: 2017-02-22 Last updated: 2017-07-26Bibliographically approved
Larsson, L., Schenker, K., Gerdin, G. & Linnér, S. (2017). Challenging PETE. Steering mechanisms and teaching logics preserving old traditions. In: : . Paper presented at ECER (European Conference on Educational Research), Köpenhamn, Danmark, 22-25/8 2017.
Open this publication in new window or tab >>Challenging PETE. Steering mechanisms and teaching logics preserving old traditions
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Contemporary physical education in Sweden is characterized by a strong tradition of sport and ball games which school curriculumreforms in the last few decades seem to have had no significant impact on. Despite new curricula in Sweden, HPE teachers’ practicesremain unchanged. HPE teachers still have problems catering to the needs of all their pupils (Annerstedt & Larsson, 2010; Ekberg, 2016;Redelius et al. 2009). Success in PE in the form of high grades is related to active participation in sport clubs (Jakobsson et al., 2012).One of the government’s instruments for regulating teaching in PE in schools in Sweden is teacher education. The latest reforms ofSwedish teacher education including physical education teacher education (PETE) place higher scientific/academic demands on teachereducation programmes. One of the goals is to develop PETE students’ ability to adopt socially critical approaches and the studentsshould, for instance, be provided opportunities to identify, analyse and question the different beliefs, norms and values that pervade PEand that may act to exclude some pupils (SOU, 2008). However, research indicates that despite these reforms, Swedish PETE does notchallenge students’ conceptions about how the subject should be taught to any great extent (Schenker, 2016). The PETE students’ stillwant to pursue their passion for sport through teaching practices designed to lead to their pupils (even the uninterested ones) developingthe same sport interests (Larsson, 2009). Larsson et al. (2016) found that although socially critical perspectives exists in PETE today,reforming the PETE curriculum per se does not necessarily challenge the doxa of PETE. As a matter of fact, the use of socially criticalperspectives in PETE may (in the name of the doxa) not challenge how power and social superiority or inferiority appear in the subject.Doxa might not be set in stone, but there seems to be a need to thoroughly reconstruct PETE if future PE teachers are going to developsocially critical approaches that truly challenge the prevailing assumptions about what competencies a PE teacher should have. In thispaper the key members from Sweden involved in the EDUHEALTH project will share some of their research findings to date. We willdiscuss mechanisms that may contribute to the difficulty of challenging taken for granted beliefs within Swedish PETE and how and whyteachers’ presumptions and teaching logics, like the one of competitive sport, continue to exclude some children and youth.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68027 (URN)
Conference
ECER (European Conference on Educational Research), Köpenhamn, Danmark, 22-25/8 2017
Projects
EDUHEALTH - Educating for Equitable Health Outcomes- the Promise of School Health and Physical Education
Funder
EU, Horizon 2020, 734928
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-08-24Bibliographically approved
Gerdin, G. & Larsson, H. (2017). (Dis)pleasurable boys' bodies materialising in PE. In: : . Paper presented at BERA (British Educational Research Association, Brighton, UK, 5-8/9 2017.
Open this publication in new window or tab >>(Dis)pleasurable boys' bodies materialising in PE
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject. Further, since pleasure is linked to power it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure. In this paper, we will explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes.

The paper draws on ethnographic data from a single-sex, boys’ secondary school in New Zealand involving 60 Year 10 (age 14-15) students. Using a visual ethnographic approach (Pink, 2007) consisting of observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data was analysed using (a visually oriented) discourse analysis (Foucault, 1980; Rose, 2007).

By elucidating the discursive practices of PE in this setting and employing Butler’s (1993) concept of ‘materialisation’, we argue that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicates that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or dis-pleasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

We conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination.

National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science; Sociology, Sociology Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68028 (URN)
Conference
BERA (British Educational Research Association, Brighton, UK, 5-8/9 2017
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-02-28Bibliographically approved
Smith, W., Larsson, L., Mordal-Moen, K. & Gerdin, G. (2017). EDUHEALTH - Educating for equitable health outcomes in physical education. In: : . Paper presented at ECER (European Conference on Educational Research)Research), Köpenhamn, Danmark, 22-25/8 2017.
Open this publication in new window or tab >>EDUHEALTH - Educating for equitable health outcomes in physical education
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Scoretz, 2001) stated that this school subject provides the most effective meansof providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with theskills, attitudes, knowledge, and understanding for lifelong health and well-being. One point of departure in this EDUHEALTH project isthat the attainment of health equity goals can be accelerated when social justice and socially-critical perspectives underpin HPE teachingpractices to assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations thatproduce inequities, in ways that can lead to advocacy and community action’ (Wright, 2004, p. 7). New Zealand, Sweden and Norway areunique in that contemporary social justice issues foreground each countries’ HPE curricula – as introduced in the late 1990s. Calls fortertiary teacher education institutions to ensure that their graduating HPE teachers have an understanding of how socially-critical HPEmay be enacted, have led to a growing, if scattered, research base that articulates relevant practices in HPE teacher education. Yet thereis a paucity of research that documents how HPE teachers are imparting socially-critical perspectives in their schools: this paper willdiscuss how the EDUHEALTH project focuses on this critical research gap. EDUHEALTH will study HPE teachers’ practices in schoolsusing a Critical Incident Technique (CIT) inspired methodology (Tripp, 2012) to identify HPE teaching practices that clearly enact sociallycriticalperspective of physical activity and health. Data will be collected through multiple observations and interviews of HPE teachers inall three countries. This data will be analysed through a multi-phase process of inductive thematic analysis (Braun & Clarke, 2013) withfindings validated through triangulation of multiple observer reports and by a shared analysis of data by all 15 researchers affiliated withEDUHEALTH. This paper will report on some initial findings generated as part of the pilot studies. Ultimately, the findings of thiscollaborative research project will inform the creation of teaching strategies designed to assist HPE teachers in their own contexts todevelop more inclusive teaching practices, thus, contributing to more active, healthier citizens.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68025 (URN)
Conference
ECER (European Conference on Educational Research)Research), Köpenhamn, Danmark, 22-25/8 2017
Projects
EDUHEALTH - Educating for Equitable Health Outcomes- the Promise of School Health and Physical Education
Funder
EU, Horizon 2020, 734928
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-08-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2922-1993

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