Search

Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures. Student perceptions were largely consistent with our observational analysis and suggested that a positive social climate and autonomy support are important elements of mastery goal structure. However, balancing socio-emotional support with sufficient academic rigor may be especially important for students with high levels of mastery goal orientation and self-efficacy in science. Implications for research include the need for further research linking classroom stimuli to variability in perceived goal structure, especially across students with different motivational characteristics. Implications for practice include strategies for science teachers to promote perceptions of a mastery goal focus in students, particularly through feedback and recognition practices.

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students' motivation in science. We identify 3 key decision points: (1) the extent to which professional learning should focus on general principles or specific practices; (2) the appropriate level(s) for translation of the MDPs into practice; and (3) the creation of opportunities for teacher reflection and self-assessment of their practice on student motivation and engagement.

The combination of medicine and engineering is gradually becoming a new model for clinical diagnosis and treatment of Parkinson's disease (PD). Intelligent assisted diagnosis and treatment is attracting more and more attention from clinicians, among which video technology is favored for its advantages of simple operation and no need to wear. Video technology combined with artificial intelligence (AI) can discover the early symptom characteristics of PD, quantify the symptoms of PD, and realize the remote medical treatment of PD. This article reviews the latest progress in the diagnosis and treatment of PD through intelligent video technology and looks forward to its future application in order to promote its clinical application.

This study initially reported the selection and characterization of 17 unknown impurities attributed to the manufacture process of ketamine. A total of 150 seized ketamine samples were investigated through ultra‐high‐performance liquid chromatography‐quadrupole‐time of flight (UHPLC‐Q‐TOF). Seventeen characteristic impurities were selected in accordance with four criteria: The compound was detected in over 10% of all 150 seized ketamine samples, the compound had at least one nitrogen, the unsaturation of the compound was more than 5, and the compound was stable in the dilution solvent solution for 48 h. The accurate masses of the protonated molecules and product ions of the target impurities were obtained based on the full scan mode and the product ion mode of Q‐TOF, respectively. Lastly, the possible structures of the above impurities were tentatively elucidated in accordance with the synthetic route of ketamine, protonated molecules, and MS2 product ions. All 17 impurities had the same skeleton of deschloroketamine (DCK), but were substituted with additional chlorine, hydroxyl, methyl, cyclohexane, and o‐chlorophenyl cyclopentyl ketone substituents. Under the electrospray ionization (ESI), the above impurities showed similar characteristic fragment ions through the dissociation of the CH3NH2, C2H6NH, H2O, CO, C2H4O, C4H6, and C2H2 moieties. The above impurities have been routinely used for the profiling analysis of seized ketamine samples in the National Narcotics Laboratory of China and employed to establish the tactical intelligence for law enforcement agencies. [ABSTRACT FROM AUTHOR]

In this essay, Pei Pei Liu identifies the act of unveiling a completed portrait to solicit participant response as central to the conceptualization of portraiture. While this explicit extension of research relationships into the study "aftermath" distinguishes portraiture from many other qualitative methods, little practical guidance exists for portraitists striving to navigate this process, as published portraits and methodological writings rarely depict the event. To address this gap, Liu shares case studies from her own work that illustrate the inherent tensions stemming from multiple and sometimes conflicting rationales for soliciting participant response in portraiture. She then proposes three methodological commitments that could help portraitists and other qualitative researchers bring greater clarity and intentionality to this complex process.