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The blast technology in metal mining is still the most important method of ore body mining. With the increase of mining depth, the blast process is more and more affected by the rock mechanical properties of the ore body, explosive properties, and crustal stress. In order to study the effects of rock physical and mechanical properties of the ore body, explosive detonation pressure and deep crustal stress on powder factor, blast action index and blast vibration. In this paper, a numerical simulation method under the fluid-solid coupling algorithm of rock body and explosive is constructed by combining the on-site blast crater test, Lsdyna JHC (Johnson Holmquist Concrete) damage model, and MATLAB parameter fitting algorithm. First, an exponential fitting function of the type “y=A×ex/B+C” is proposed to measure the rock body structure. Second, by modulating the strength and damage parameters and defining the unit failure criterion, the damage volume and blast action index obtained from the dynamic calculation are consistent with the 3D scanning results of the on-site blast crater test. Finally, the difference in HHT (Hilbert–Huang Transform) analysis results between the vibration signals of the surrounding rock body in simulation and test is clarified. By combining the blast crater test of the ore body and the numerical simulation of Lsdyna, the prediction of powder factor, blast action index, and blast vibration intensity is realized, which provides a reference for the controlled blasting of the deep ore body.

An innovative rheo-extrusion process for aluminium alloy miniature gears is proposed in this work to overcome the disadvantages of inefficiency and high cost in the existing forming methods. Numerical simulation and experiment were conducted on the rheo-extrusion process of 2A50 aluminium alloy miniature gear. Simulation results reveal that the metal fills into the cavity of the gear die along the axial and radial directions at different flowing velocities, mostly varying from 0 mm/s to 6 mm/s depending on the position of the metal in the gear die. The temperature of the billet rises with increasing extruded displacement, and the side of the gear near the punch has a high temperature of 593 °C at the end of extrusion. The equivalent stress of the parts in the billet near the top and bottom lands of the gear die is higher than others, with a maximum value of approximately 290 MPa at the top lands of the gear die when the extrusion is finished. The rheo-extrusion experiment shows that the miniature gear is fully filled, and its microstructure consists of fine grains with an average size of 19–31 μm. The micro-Vickers hardness distribution of the miniature gear is related to the grain size. The hardness of the parts near the dies are higher than others, with value of 81–85 HV, and the grains in these regions are finer than the other positions.

Atrial fibrillation (AF) is the most commonly sustained arrhythmia after pulmonary resection, which has been shown to predict higher hospital morbidity and mortality. The lack of strong evidence-based medical evidence makes doctors have very few options for medications to prevent new-onset AF following thoracic surgery. Magnesium can prevent perioperative AF in patients undergoing cardiac surgery. However, this has not yet been fully studied in patients undergoing non-cardiac thoracic surgery, which is the aim of this study. This is a single-center, prospective, double-blind, randomized controlled trial. In total, 838 eligible patients were randomly assigned to one of two study groups, namely, the control group or the magnesium group. The patients in the magnesium group preoperatively received 80 mg magnesium sulfate/kg ideal weight in 100 ml normal saline 30 min. The control group received the same volumes of normal saline simultaneously. The primary outcome is the incidence of new-onset AF intra-operative and on the first, second, and third postoperative days. The secondary outcomes are bradycardia, hypertension, hypotension, and flushing. The occurrence of stroke or any other type of arrhythmia is also recorded. Postoperative respiratory suppression and gastrointestinal discomfort, intensive care unit stays and total duration of hospital stays, in-hospital mortality, and 3-month all-cause mortality are also recorded as important outcomes. This study aims to prospectively evaluate the prophylactic effects of magnesium sulfate against AF compared with a placebo control group during and following anatomic pulmonary resection. The results may provide reliable evidence for the prophylactic value of magnesium against AF in patients with lung cancer. The trial was approved by the Clinical Research Ethics Committee of Shanghai Pulmonary Hospital and has been registered at Chinese Clinical Trial Registry: www.chictr.org.cn, identifier: ChiCTR2300068046.

Background Tongue-tie can be diagnosed in 3–11% of babies, with some studies reporting almost universal breastfeeding difficulties, and others reporting very few feeding difficulties that relate to the tongue-tie itself, instead noting that incorrect positioning and attachment are the primary reasons behind the observed breastfeeding difficulties and not the tongue-tie itself. The only existing trials of frenotomy are small and underpowered and/or include only very short-term or subjective outcomes. Objective To investigate whether frenotomy is clinically and cost-effective to promote continuation of breastfeeding at 3 months in infants with breastfeeding difficulties diagnosed with tongue-tie. Design A multicentre, unblinded, randomised, parallel group controlled trial. Setting Twelve infant feeding services in the UK. Participants Infants aged up to 10 weeks referred to an infant feeding service (by a parent, midwife or other breastfeeding support service) with breastfeeding difficulties and judged to have tongue-tie. Interventions Infants were randomly allocated to frenotomy with standard breastfeeding support or standard breastfeeding support without frenotomy. Main outcome measures Primary outcome was any breastmilk feeding at 3 months according to maternal self-report. Secondary outcomes included mother’s pain, exclusive breastmilk feeding, exclusive direct breastfeeding, frenotomy, adverse events, maternal anxiety and depression, maternal and infant NHS health-care resource use, cost-effectiveness, and any breastmilk feeding at 6 months of age. Results Between March 2019 and November 2020, 169 infants were randomised, 80 to the frenotomy with breastfeeding support arm and 89 to the breastfeeding support arm from a planned sample size of 870 infants. The trial was stopped in the context of the COVID-19 pandemic due to withdrawal of breastfeeding support services, slow recruitment and crossover between arms. In the frenotomy with breastfeeding support arm 74/80 infants (93%) received their allocated intervention, compared to 23/89 (26%) in the breastfeeding support arm. Primary outcome data were available for 163/169 infants (96%). There was no evidence of a difference between the arms in the rate of breastmilk feeding at 3 months, which was high in both groups (67/76, 88% vs. 75/87, 86%; adjusted risk ratio 1.02, 95% confidence interval 0.90 to 1.16). Adverse events were reported for three infants after surgery [bleeding (n = 1), salivary duct damage (n = 1), accidental cut to the tongue and salivary duct damage (n = 1)]. Cost-effectiveness could not be determined with the information available. Limitations The statistical power of the analysis was extremely limited due to not achieving the target sample size and the high proportion of infants in the breastfeeding support arm who underwent frenotomy. Conclusions This trial does not provide sufficient information to assess whether frenotomy in addition to breastfeeding support improves breastfeeding rates in infants diagnosed with tongue-tie. Future work There is a clear lack of equipoise in the UK concerning the use of frenotomy, however, the effectiveness and cost-effectiveness of the procedure still need to be established. Other study designs will need to be considered to address this objective. Trial registration This trial is registered as ISRCTN 10268851. Funding This project was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment Programme (project number 16/143/01) and will be published in full in Health Technology Assessment; Vol. 27, No. 11. See the NIHR Journals Library website for further project information. The funder had no role in study design or data collection, analysis and interpretation. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care. Plain language summary Many mothers and babies experience difficulties in establishing breastfeeding. In some babies it is thought that their difficulties may be linked to a condition called tongue-tie, in which a piece of skin tightly joins the middle part of the underside of the tongue to the base of the baby’s mouth. This can be treated by an operation to divide the tight part/skin in the middle of the underneath of the tongue. We planned to carry out a trial of 870 babies to find out whether an operation together with breastfeeding support helps more mothers and babies with tongue-tie to continue breastfeeding until the baby is 3 months old compared to breastfeeding support on its own and whether the costs were different between the two groups of mothers and babies. We were only able to recruit 169 babies as the trial was stopped because of slow recruitment, changes to services in the COVID-19 pandemic and a high proportion of the babies in the breastfeeding support group going on to have an operation. There were no differences in the rate of breastfeeding at 3 months between the babies in the group who had an operation straightaway and those in the group that had breastfeeding support alone, or had an operation later. More than four in every five babies in both groups were still breastmilk feeding at 3 months. Three babies who had an operation, around 1 in 50 babies, had a complication of the operation (bleeding, scarring or a cut to the tube that makes saliva). Because of the small size of the study, we cannot say whether an operation to divide a tongue-tie along with breastfeeding support helps babies with tongue-tie and breastfeeding difficulties or has different costs. We will need to try different types of research to answer the question. Scientific summary Background Breastfeeding difficulties have been associated with many factors, from a societal to an individual level. Tongue-tie can be diagnosed in 3–11% of babies, with the variation in reported prevalence thought to relate to the use of different diagnostic or severity criteria. Up to half of babies with tongue-tie are reported to have breastfeeding difficulties, but the reported proportion is highly variable. Some studies report almost universal difficulties, and others report very few feeding difficulties that relate to the tongue-tie itself, instead noting that incorrect positioning and attachment are the primary reasons behind the observed breastfeeding difficulties and not the tongue-tie itself. In a UK survey, it was noted that management of tongue-tie in infants with breastfeeding difficulties was therefore highly variable across the country. This is coupled with highly variable provision of breastfeeding support, which can range from minimal to expert and intensive, and using a variety of different models including peer supporter, midwife and health visitor. A Cochrane review identified five prior randomised controlled trials (RCTs) of frenotomy including a total of only 302 infants. The trials are small and underpowered and/or include only very short-term or subjective outcomes, suggesting further robust evidence is needed. Hence there is considerable controversy regarding, not only the diagnosis and clinical significance, but also the management of tongue-tie. Current National Institute for Health and Care Excellence (NICE) guidance allows for the procedure, based on lack of safety concerns, but notes very limited evidence of efficacy. There is therefore a clear need for an assessment of the clinical- and cost-effectiveness of frenotomy for babies diagnosed with tongue-tie in the form of an adequately powered, pragmatic RCT, taking into account the diagnostic controversy and variation in practice. Objective To investigate whether frenotomy is clinically- and cost-effective to promote continuation of breastfeeding at 3 months in infants with breastfeeding difficulties diagnosed with tongue-tie. Methods Study design The FROSTTIE trial was a multicentre, RCT conducted in 12 infant feeding services in England. Participants Inclusion criteria Any infant aged

The construction of deep underground engineering is greatly influenced by complex geological conditions such as high stress, faults, and fracture zones, which significantly affects the stability of the project. Taking the construction of 1,915-m-deep shaft in Sanshandao Gold Mine as the engineering background, which passes through many different strata and multiple fracture zones, the stability evaluation and failure zone prediction during its excavation under the influence of high stress, uneven strata, and fault structure are studied. Results show that the range of the failure zone increases significantly when the shaft passes through the fracture zone or different lithologies, and the maximum depth is 5.28 m. When the distance between the rock mass in the borehole and the excavation face is greater than 48 m, the disturbance superposition effect basically disappears. This paper provides theoretical and data support for the design and construction of the kilometer-deep shaft in Sanshandao Gold Mine.

Background: The concept of 'learner voice' has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making. Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape. Method: A consultative participation approach was adopted with Grades 2-4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded. Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary 'with' learners around choices related to space, audience, and the alternative 'hat' of the facilitating teacher. Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation. Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.

In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the COVID-19 pandemic. After students' participation in focus group interviews, the lead author constructed found poetry from their comments and reflections. This found poetry forms the dataset through which the questions of belonging are explored. The researchers found that when explored through the lens of the Community of Inquiry Framework, embodied and arts-based practices provided opportunities for students to develop a sense of belonging, deepen understanding of lived experiences, and realise higher education and career goals. This study elevates the voices of students, providing opportunities for higher education teachers to consider the importance of belonging for student success in remote, intensive, and on-campus modes of delivery.

Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English. Aim: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English. Setting: This research examines the WSS programme in partnership with a local quintile three school. Methods: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme. Results: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks. Conclusion: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable. Contribution: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English.

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges.

Background: Parents' conceptualizations of adulthood for their emerging adults with Down syndrome have the potential to impact the transition planning process as families prepare for life after graduation. Aims: This study aimed to explore parent perceptions of the meaning of adulthood for their emerging adults with Down syndrome. Methods: In this qualitative study, we interviewed 11 parents of emerging adults with Down syndrome using phenomenological methodology and analysed these data using thematic analysis. Results: Three topics emerged: (1) Parents' constructions of the meaning of adulthood; (2) Parents' perceptions about the transition to adulthood; and (3) Parents' perceptions of current adult life skills. Ten themes arose out of these topics. Conclusions: Parents expressed ambivalence about the meaning of adulthood for their emerging adults with Down syndrome, sharing that in some ways they were adults and in others they were not. The meaning of adulthood was closely tied to obtained skills, particularly those related to personal safety.

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.

The purpose of this study was to explore Chinese music education undergraduates' music teacher role-identities. Data were collected through focus groups and individual interviews. A qualitative content analysis, using McCall and Simmons theory of role-identity as the theoretical framework, revealed that each of the 25 students' imaginative view of self as a music teacher was an ongoing process of "negotiation" during their undergraduate education. Students were consistently negotiating the content of their own music teacher role-identities through balancing their needs for "rewards" from others and their own "self-support." Students described the conventional character of a teacher as being respectful, responsible, and fair and the role of a teacher as acting professionally in music and teaching through "cognitive role-taking" and "improvisation," as well as "expressive enactment" and "negotiations." Students were active agents in constructing their role-identities, bringing their own idiosyncratic interpretations to music teacher positions. McCall and Simmons' prominence and salience hierarchies helped understand how students valued their music teacher role-identity, compared to their other role-identities. Implications and suggestions for music teacher education policy and practices in China and in other countries are discussed to facilitate undergraduates in constructing music teacher role-identities.

English language learning students in China often feel challenged to learn English due to lack of motivation and confidence, pronunciation and grammar difference, lack of practice and people to communicate with etc., which affects students mental health. Adopting Big data and AI will help in overcoming these limitations as it provides personalized guidance to the students in all aspects. The paper has established an automatic early warning system to monitor the students' psychological state at any time period. The data is collected from 650 respondents from four different public universities in China. The data analysis has been done with the help of powerful SPSS software and the methodology which we used for determining sample size is, Random sampling. The study involves a qualitative assessment to identify participants' characteristics and categorize them to appropriate clusters. The findings of the research showed that the most obvious differences in mental health between students who used automatic warning and those who did not use automatic warning were: depression, anxiety, hostility, terror, and psychosis. The proportion of students who use early warning was less than those who did not use early warning. Research contributes to policymakers to emphasize the importance of incorporating mental health support and resources into educational policies. The novelty of the study seeks to provide a deeper understanding of how AI and big data can optimize mental health education for English students. With the support of AI and Big data there is a constant monitoring and improvement effect on English education students' mental health.

Background: Nutrition plays a vital role in children's physical and emotional health. More than half of school age children's calories are provided in the school food environment, making school interventions an opportunity to address child nutrition. Methods: The Creating Health Environments for Schools (CHEFS) program is designed to leverage local resources to create customized solutions that improve the nutritional content of school food and encourage children to choose healthier food. There are 8 components: (1) customizing nutrition plans, (2) modifying/replacing menu items, (3) helping procure healthier food, (4) providing equipment grants, (5) training cafeteria staff, (6) implementing environmental changes and nudges, (7) engaging students and parents, and (8) supporting sustainability. Supporting child nutrition directors is key to facilitating cooperation with schools. Implications for School Health Policy, Practice, and Equity: Menu modifications and procurement are interrelated and depend on successfully collaborating with corporate, independent, and local food services organizations. Limited school budgets require low or no-cost solutions and staff training. Student and parent engagement are critical to facilitate culturally-appropriate solutions that increase awareness of healthy food. Conclusions: Every school district has particular resources and constraints. CHEFs engaged stakeholders to design customized solutions and encourage healthier nutrition for school children.

Public libraries offer a wide range of developmental support and learning opportunities for young children with and without disabilities. Libraries in many communities function as hubs and places of support for parenting, literacy, education, technology, as well as general local, and health information. A research team recently conducted focus group interviews with early intervention service coordinators (SCs) in three states to capture their perspectives on how libraries serve families with young children with disabilities. Findings from those conversations suggest a need for more collaborative efforts between librarians and early childhood (EC) professionals to support young children with disabilities. For the benefit of EC professionals, libraries, and families of young children with disabilities, this article proposes that EC professionals and librarians concentrate their collaborative efforts on two fronts: (a) extending professional collaboration and partnerships and (b) increasing community awareness of library programs and services.

This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical analysis (T-tests) to examine score variability among first-year and final-year students. The analysis revealed significant performance differences among first-year students but not among final-year students from both countries. To complement the quantitative data, semi-structured interviews with 16 participants across different critical reading levels were conducted. These interviews aimed to capture students' perspectives on the PISA test, highlighting challenges such as the Western orientation of texts, English vocabulary, and the format of open-ended questions. Integrating quantitative and qualitative methods, the study offers an in-depth understanding of the critical reading abilities of engineering students in Malaysia and Vietnam, underscoring the importance of considering cultural and linguistic factors in educational assessments.

The value of Professional Learning Networks (PLNs) for school and system improvement is widely acknowledged in education research and policy. Still, the question of how learning happens for teachers and education leaders involved in PLNs remains largely unanswered. Moreover, little research exists on the increasing number of international networks for professional learning developed among education systems globally. This case study explores one such network, which we identify as a Global Learning Network (GLN), the ARC Education Project. ARC describes itself as a self-funded network of policymakers, scholars, and system leaders from a range of national and state-level systems with a shared commitment to equity, excellence, wellbeing, inclusion, sustainability, democracy, and human rights. Employing content analysis, we analyze observational notes and materials from ARC summit meetings, joint statements issued by ARC systems, membership records, and other key ARC documents. We draw from Rodway and Farley-Ripple's (2020) application of social network theory to examine this GLN as a relational space, given the challenges of global collaboration. We consider five key components of PLN efficacy: collaboration, sense of purpose, reflective professional inquiry, leadership, and boundary crossing. Specifically, we interrogate how the boundedness of ARC's membership mediates opportunities for the construction of new knowledge in the network. We conclude with implications for professional learning in global networks.

It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et al., 2016) presented several limitations, and with the increase in research are currently outdated. The purpose of this updated review was to assess the current state of the literature on mathematics interventions for students with ASD and identify any interventions which qualify as an evidence-based practice. Twenty-five of the 32 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 60 students with ASD. Virtual manipulatives (VMs) and modified schema-based instruction (MBSI) were determined to be evidence-based practices for students with ASD. Authors also noted that the majority (84.0%) of the included studies involved intervention packages and there is a need to extend research to high school aged students, teacher implementation, and small and whole group settings.

Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.

The use of automated feedback (AF) has been increasing in English writing courses for emergency remote education (ERE) due to the escalating COVID-19 pandemic crisis in Vietnam. The ERE English writing courses for in-service bachelor programs demanded an effective, fast, free, and user-friendly AF tool that does not require a login ID, which can help students to develop English writing skills and increase their motivation and self-learning ability. The main objectives of Vietnamese in-service students were to improve their English writing skills and update teaching methodologies that integrate technology. Although many studies emphasized the impact of AF tools in normal teaching contexts, relatively less research was conducted the use of AF tools among in-service students. This study examined the contribution of the Marking Mate AF to the improvement of the English writing skills of in-service learners in ERE writing classes. The participants were 82 in-service students in a Vietnamese public university. The dataset included English writing pre and posttest results collected during the first semester of academic year 2020-2021. The mean scores (standard deviation) of these tests were used to benchmark the writing performance of students. A self-report survey was also conducted to investigate the attitude of students toward Marking Mate AF. The results demonstrated that the posttest score (8.739; SD = 0.8495) was higher than the pretest score (7.439; SD = 0.976). Students expressed favorable opinions toward the usefulness of Marking Mate. Based on the findings, the study discussed the pedagogical implications regarding the incorporation of AF in face-to-face and online classes.

The motivational basis of self-regulated learning lays a solid theoretical framework for education researchers to look closely at the learners' intrinsic motivational factors in enhancing their academic outcomes. Particularly, learners' motivation forces, embedded in the self-regulatory learning (SRL) process, have not been well researched in an online learning environment, yet the correlations to learners' academic success. Hence, the current study employed 713 online university students and focussed on the motivational path rooted in the SRL model to elucidate the extent to which learners' motivational forces contribute to academic achievements. The results indicated that learning goal orientation was positively correlated to academic outcomes, while this correlation was not found to be mediated by academic self-efficacy, engagement, and learning satisfaction in an online learning environment. Further, the correlation between learning goal orientation and learning satisfaction was found to be mediated by academic self-efficacy and learning engagement. Directions for future research on the motivational bases of self-regulated learning are discussed.

Online collaborative learning has been broadly applied in higher education. However, learners face many challenges in collaborating with one another and coregulating their learning, leading to low group performance. To address the gaps, this study proposed an artificial intelligence (AI)-enabled feedback and feedforward approach that not only provide feedback but also offer recommendations for future actions to support online collaborative learning. In total, 153 college students participated in this study, and they were divided into three conditions. Fifty-one students conducted online collaborative learning with the AI-enabled feedback and feedforward approach, another 51 students carried out online collaborative learning with the AI-enabled feedback approach, and the remaining 51 students participated in traditional online collaborative learning without either type of support. The results indicated that the AI-enabled feedback and feedforward approach could significantly boost the level of collaborative knowledge building, coregulated behaviours, and group performance. Research and practical implications of the findings are discussed in depth.

For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents' psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents' identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (M[subscript age] = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents' ethnic-racial and national identities informs their psychosocial adjustment.

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers' overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy (p < 0.001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Educational reforms in many Asian countries, particularly in China and Vietnam, have highlighted the pivotal role of the constructivist approach. However, the implementation of constructivism into the classroom is still very challenging for teachers. Although there is a wealth of research on constructivism, few studies have focused on the difficulties teachers often encounter when organizing constructivist lessons, especially in the EFL context. To address this gap, this study employed a mixed-methods approach, including triangulated data (a questionnaire, classroom observations, and semi-structured interviews) with the participation of 120 EFL teachers in a private university in Vietnam. The findings indicate that teachers faced a wide array of problems in their constructivist classes, including conceptual, pedagogical, cultural, political, and technological dilemmas. Furthermore, they did not comprehend constructivism as they believed, probably due to a superficial understanding of this approach or the effect of Confucian culture. Additionally, this study verifies and contributes to the framework of Windschitl regarding the four dilemmas teachers often confront in constructivist classrooms. Theoretical and practical implications for future researchers as well as for educational stakeholders and institutional leaders on what should be taken into careful consideration prior to the incorporation of constructivism, were also discussed in detail.

The purpose of this study was to assess the validity of School-Level Environment Questionnaire (SLEQ) in the Vietnam context. The study tested the nomological validity of the main measurement model and a competing model. The participants included 29 interviewees and 408 Vietnamese high-school teachers in Ho Chi Minh City. Interview data were used to seek preliminary support for the measurement model and indicators. Survey data were analyzed employing Exploratory Factor Analysis, Confirmatory Factor Analysis and Structural Equation Modelling. A 9-dimension SLEQ with 38 indicators was validated. The dimensions of school climate have various effects on teachers' job satisfaction.

This study aims to track college students' on-task rate during the teaching process and to analyze the influence of instructional strategies on on-task rate through the aspects of observable and internal engagement indicators. Thirty-six undergraduate students at a higher education institution in China participated in the study. Students' behaviors and their EEG signals were recorded from fifty-one learning activities. Analyses have been focused on identifying the determinants of student's engagement levels and revealing the impacts of behavioral sequences and cognitive sequences on student's engagement levels. The results show that: (1) instructional strategies, classroom behaviors, and cognitive states were significant predictors of students' on-task rate; (2) the continuity of classroom behaviors improved the on-task rate; and (3) the standard deviations of attention and cognitive load were positively correlated with the on-task rate. This study describes a case of integrating multimodal data analysis in classroom teaching and discusses practical implications for improving classroom teaching.

In this paper, the failure and fracture process of mylonite with a prefabricated circular opening under biaxial loading is studied by PFC2D code. Firstly, the hoop stress change law of opening wall in the process of loading is theoretically analyzed and three fracture patterns of rocks are proposed. Secondly, the biaxial loading tests of mylonite for numerical simulation are carried out, and the failure and fracture are analyzed from three aspects of space-time evolution of microcracks, energy conversion process, and final damage patterns. As the load progresses, the microcracks start to initiate at the side wall of the opening and the growth velocity of microcracks develops from the slow to fast and then slows down again. The final damage pattern of mylonite with a prefabricated circular opening belongs to shear fracture. The fracture zones start with the side wall spalling and then gradually extend to the border of the rock, which widen from the opening boundary to the border of the rock and slightly twist in the middle. The final fault zone width is about 6 times wider than the average size of simulation particles. Finally, based on the uniaxial compressive strength of mylonite in the laboratory, it is inferred that the fracture pattern of mylonite with a prefabricated circular opening by theoretical analysis is indeed shear failure, which is consistent with the result of numerical simulation.