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This study adopts a qualitative method in comparing EFL students' development of metacognitive knowledge and metacognitive strategy use in a university flipped classroom, as opposed to a regular classroom context. A total of 8 students (4 from each class) were each interviewed twice, once at the beginning and again at the end of the semester, in semi-structured interviews. Findings show that, in the context of a flipped classroom, learners' metacognitive knowledge had undergone qualitative changes over the course of a semester. Similarly, the flipped classroom design had led to a more active, deeper use of metacognitive strategies. Finally, implications for teaching and further research are discussed.

Abstract Purpose Due to lumbar spinal surgery is frequently accompanied with moderate-to-severe postoperative pain, it is necessary to find an effective postoperative analgesia for patients with this surgery. This study aimed to observe the analgesic effect of dexmedetomidine combined with ropivacaine erector spinae plane block (ESPB) used in posterior lumbar spine surgery. Methods In this clinical trial, patients undergoing posterior lumbar spine surgery were recruited and randomly divided into two groups: intervention and control. The intervention group (Group E) received 0.375% ropivacaine with 1 µg/kg dexmedetomidine in a total of 20 ml for ESPB; the control group (Group C) received 20 ml ropivacaine 0.375% for ESPB. US-guided ESPB was performed preoperatively in all patients. Demographics, anesthesia time, surgery time, and ASA grade from the participants were recorded at baseline. The primary clinical outcome measures were 2-, 4-, 8-, 12-, 24-and 48-h visual analog scale (VAS) pain scores after surgery at rest and movement state. Other end points included opioid consumption, number of PCIA presses, flurbiprofen-axetil consumption, quality of recovery and pain management after surgery. Results One hundred twenty patients were enrolled in the study (mean [SD] ages: Group E, 54.77 [8.61] years old; Group C,56.40 [7.87] years old; P = 0.280). The mean anesthesia time was 152.55 (15.37) min in Group E and 152.60 (16.47) min in Group C (P = 0.986). Additionally, the surgery time was 141.70 (15.71) min in Group E compared to 141.48 (17.13) min in Group C (P = 0.943). In addition, we found that the VAS pain scores in the resting state during the postoperative period at 8–48 h were lower in Group E than in Group C. However, the VAS pain scores in the active state were lower in Group E at 12–48 h (P

This study examines EFL students' metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students' metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students' expected learning outcome and peer learning. Students' greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed.

BACKGROUND The traceability study of uranium ore concentrates plays an important role in nuclear forensics. By measuring the abundance ratios of lead and stontium isotopes, the results can provide some geographical indication information for traceability. OBJECTIVES To achieve the separation of large amounts of uranium from trace lead and strontium and to establish a set of methods for separating lead and strontium from uranium ore concentrate, while providing technical support for the establishment of a lead and strontium isotopes database in uranium ore concentrate. METHODS Based on Eichrom Sr resin's adsorption properties for lead and strontium, the main factors (acidity, current velocity and volume) affecting the recovery of lead and strontium were optimized by orthogonal testing. The best washing conditions have been determined. The combination of UTEVA resin and Eichrom Sr resin can effectively reduce uranium content in lead and strontium eluent and thus reduce the matrix effect. RESULTS The results show that the recovery of lead and strontium is more than 90% and the uranium content in lead and strontium eluent is less than 500ng, an improvement on the reported value of 48.8μg. CONCLUSIONS The actual uranium ore concentrate samples were measured by this method. The results show that the lead and strontium isotope abundance ratios can be used as the geographical traceability criteria for uranium ore concentrates, providing a technique for the future establishment of lead and strontium isotope databases for uranium ore concentrates.

Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning performance. Moreover, sustained attention to web-based learning activities can be challenging for students. Therefore, a web-based reading annotation system with an attention-based self-regulated learning mechanism (ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web-based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high-SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low-SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance.

This study adopts a qualitative method in comparing EFL students' development of metacognitive knowledge and metacognitive strategy use in a university flipped classroom, as opposed to a regular classroom context. A total of 8 students (4 from each class) were each interviewed twice, once at the beginning and again at the end of the semester, in semi-structured interviews. Findings show that, in the context of a flipped classroom, learners' metacognitive knowledge had undergone qualitative changes over the course of a semester. Similarly, the flipped classroom design had led to a more active, deeper use of metacognitive strategies. Finally, implications for teaching and further research are discussed. [ABSTRACT FROM AUTHOR]

This study examines EFL students' metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students' metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students' expected learning outcome and peer learning. Students' greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed. [ABSTRACT FROM AUTHOR]

Developing different model age determination methods of uranium sample could get more information on insight into source and suspected use in nuclear forensic investigation. A procedure for the determination of model age of uranium sample using 231Pa/235U radiochronometer was reported. The 233Pa spike used in the procedure of 231Pa–235U model age determination was separated from in-house 237Np stock solution by using two TRU resin columns and three silica gel columns and calibrated by CRM U100. Model ages of CRM U010 and IRMM-1000b were presented. The model age of IRMM-1000b using 231Pa/235U radiochronometer were older than the literature reported results by 230Th/234U radiochronometer by amounts exceeded the expanded uncertainty. [ABSTRACT FROM AUTHOR]

Th/U radiochronometer was commonly used for uranium age determination which could help to reveal the origin of the nuclear material. Th was a relatively appropriate spike for measuring Th by isotope dilution mass spectrometry and its concentration needs to be calibrated before using as spike. A prepared Th solution which was used as Th isotope spike for age dating of CRM U850 sample were calibrated separately by Th and Th standard materials. The calibrated results were compared and evaluated. [ABSTRACT FROM AUTHOR]