Chemical interaction motivated structure design of layered metal carbonate hydroxide/MXene composites for fast and durable lithium ion storage

Rational architecture design has turned out to be an effective strategy in improving the electrochemical performance of electrode materials for batteries.However,an elaborate structure that could simultaneously endow active materials with promoted reaction reversibility,accelerated kinetic and restricted volume change still remains a huge challenge.Herein,a novel chemical interaction motivated structure design strategy has been proposed,and a chemically bonded Co(CO_(3))_(0.5)OH·0.11 H_(2)O@MXene(CoCH@MXene)layered-composite was fabricated for the first time.In such a composite,the chemical interaction between Co^(2+)and MXene drives the growth of smaller-sized CoCH crystals and the subsequent formation of interwoven CoCH wires sandwiched in-between MXene nanosheets.This unique layered structure not only encourages charge transfer for faster reaction dynamics,but buffers the volume change of CoCH during lithiation-delithiation process,owing to the confined crystal growth between conductive MXene layers with the help of chemical bonding.Besides,the sandwiched interwoven CoCH wires also prevent the stacking of MXene layers,further conducive to the electrochemical performance of the composite.As a result,the as-prepared CoCH@MXene anode demonstrates a high reversible capacity(903.1 mAh g^(-1)at 100 mA g^(-1))and excellent cycling stability(maintains 733.6 mAh g^(-1)at1000 mA g^(-1)after 500 cycles)for lithium ion batteries.This work highlights a novel concept of layerby-layer chemical interaction motivated architecture design for futuristic high performance electrode materials in energy storage systems.

Internet: A Fresh Motivation to EFL Students?—— Does It Motivate EFL Students

This paper explores the hypothesis that using a computer network for real - synchronous discussion has noticeable effects on EFL students’ motivation language learning. Three motives emerge from the students’ responses to a survey:chatting on the Internet provides an opportunity for "real" communication; it improves personal confidence. It encourages students to overcome writing apprehension. Further analysis proves the hypothesis to a certain extent.

How to Motivate Students to Learn Listening Effectively？

This paper reports a study that used a matched-pair pre-test, post-test control group design to compare the impacts of IL （intensive listening） program and EL （extensive listening） program on the learners＇ listening proficiency based on the 30-day experiment. It is hoped that the study can help Vietnamese learners who study EFL （English as a foreign language） develop a positive attitude towards EL on one hand, and may motivate them to listen for pleasure on the other hand. This study may shed light on how to introduce EL into English foreign language classroom practice and how to maximize the students＇ exposure to suitable listening materials, which has been effectively adapted and reproduced, for the real classroom practice

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

Success and Motivation—a Way to Motivate ESL Readers in Chinese Private Colleges

Motivation refers to what and how an individual chooses to do.This essay explores the way to motivate ESL readers in private colleges and concludes that teachers should create opportunities for students to experience success as well as improve their self-efficacy.

How to Motivate Students to Speak English

Just think of all the different conversations we have in one day and compare that with how much written communication we do in one day. Which do we do more of?. In our daily lives most of us speak more than we write,yet many English teachers still spend the majority of class time on reading and writing practice, almost ignoring speaking and listening skills: Do you think this is a good balance? If the goal of our teaching English is truly to enable our students to communicate in English,then speak- ing skills should be taught and practiced in the classroom.

Demonizing "Made-in-China" Found Politically Motivated

"Formaldehyde", a very strange word both in English or in Chinese, has all of sudden become a headline blowout. " You have all hairy body, why call others demons?" as Chinese saying goes, meaning you have a lot of problems with the same thing, how can you stand easy to reproach others? Demonizing "Made-in-China" is politically motivated!" That's what one would often hear from Chinese manufacturers amid the reciprocal recalls of the alleged unsafe products from each other. What's in store for "Made-in-China" in the future?

The Ways to Motivate the Senior High School Students to Learn English

Abstract:Although our country has attached great importance to English education,especially to the senior high schools’English teaching and learning,there still exist a great number of senior high school students who can’t learn English well.Low learning motivation is one of the major causes.Thus,it is urgent to improve the senior high school students’English learning motivation in the present English education process.In this paper,starting with the definition of learning motivation,and based on attribution theory,need theory,the author will roughly discuss the internal factors and external factors,which lead to the senior high school students’low English learning motivation,and then analyze the possible ways to motivate the students to learn English.

Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting:A descriptive qualitative design

Objectives:The aim of this study was to explore factors that motivate students to engage in skills practice in a laboratory setting,and to identify their motivation types and the regulatory styles.Methods:Semi-structured interviews were conducted with 23 nursing students from three universities between November 2017 and January 2018.A thematic analysis was used to identify factors associated with students’motivation to engage in skills practice in a laboratory.The types and the regulatory styles of student motivation were identified based on the self-determination theory.Results:Seven motivating factors were identified.These factors included the students’desire“to acquire the skills necessary to work as a nurse”,the“desire to improve skills in preparation for clinical practicum”,and their felt“obligations to patients as a nurse”.Moreover,“the impetus to study arising from the objective evaluation of oneself and others”and“wanting to pass the skills examination”motivated the students to engage in skills practice.A“learning environment that facilitates students’learning”and the“supportive involvement of educators”facilitated their learning.Based on the self-determination theory,the students were found to embrace extrinsic motivation with four regulatory styles of motivation,namely integrated,identified,introjected,and external regulation.Conclusions:Nurse educators should understand the motivating factors of students,and help students embrace a more internally controlled motivation by helping them envision their future careers as nurses,and by fostering their ethical duty to care for patients.

Students' perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Objectives: The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings.Methods: A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities,using purposive sampling.A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning.The results were analyzed using thematic analysis.Results: Three themes were generated: a restrictive environment,discouraging attitudes and discouraging teaching approaches.Conclusions: To prevent students from experiencing demotivation,teachers in the nursing faculty need to manage learning resources more effectively,create a quiet and focused atmosphere to allow students to concentrate,and be enthusiastic about teaching.They also need to add value to their classes,help students to follow lectures,and ensure that the workload they give their students is appropriate.

How to Motivate Students in Second Language Writing

Writing competence is considered as the most difficult output ability for an EFL （English as a Foreign Language） learner to master. This paper offers valuable suggestion for second language learners when considering affective variables in Chinese context. Motivation, especially intrinsic motivation plays an increasingly important role in L2 （Second Language） pre-writing, online writing and post-writing processes; besides, with the hope of this awareness it will help teacher to decide greater language learning tasks, and help students achieve better performances in writing.

Factors that Motivate Participation in Observational Genetic Cancer Research Studies

Demographics, access to new treatment, altruistic motivations and continuity of care have been shown to influence motivation to participate in clinical trials. Less is known however, about factors that motivate research participants to agree to take part in observational studies and provide a biologic specimen. This study evaluates and quantitates factors that motivate participation in observational studies and provide a biospecimen among cancer patients, their family members, and controls. An online survey was completed by 450 participants from a cancer genetics registry, including cancer patients, their relatives, and controls. Overall, the benefit to society and the research institution reputation were the most important motivators for participation. Cancer cases were significantly more likely to endorse personal meaningfulness as a factor for participation compared to those without cancer and women were 50% more likely than men to believe that a family benefit is an important determinant of research participation. Researcher and institutional trustworthiness as well as security of stored data were most important when deciding whether to provide a biological sample, with differences seen by gender and history of cancer. This study demonstrated which factors are most important to participants when considering participation in an observational study and donating a biospecimen. Motivational factors significantly differed by gender as well as history and stage of cancer. The application of these study results may improve participation rates in cohort studies.

Factors That Motivate Undergraduate Students： An Analysis at a University in Mexico

The objective of this research was to analyze （or characterize） what motivational factors are involved in the continuity of the academic development of students in the Graduate School of Jojutla. The study is quantitative, descriptive, and transversal. The population is composed of 346 students who entered college in 2014. A sample of 52 students out of this population was selected, from the majors of Business Management, Accounting, Law, Environmental Sciences, Psychology, and Computer Science. The data collection instrument was developed by Esquivel and Arjona （2003）, which measured the dimensions of security, affiliation or affection, self-fulfillment, achievement, power, recognition, and knowledge. The results showed that 72.7% of new students place a very high value on the knowledge dimension： learning new things, improve study skills, do research, better overall job training, and interest in learning. However, in other dimensions, such as affiliation or affection, the percentage given by students is 9. 1%. While the study consists of a small sample, the results provide important information on motivation as a factor that must be considered and evaluated throughout the academic record of the student in order to prevent dropouts and increase terminal efficiency.

What Motivate Sudanese Students to Leam English as a Foreign Language？

While there are several research studies that planned to discover what drives students＇ motivation to learn English as a foreign/second language, to our knowledge there have been no pragmatic studies in the field of EFL that examined Sudanese college-level students learning motivation. This study, therefore, intends to investigate Sudanese college-level students＇ motivation and its correlation to student＇s achievement. With strong emphasis on motivation, this study is, also examining the relationship between students＇ motivation and achievement when learning English as foreign language. The participants in this study were college-level students in Sudan. The data was collected from 60 college level students. This quantitative study employed both Pearson Correlation methods of analysis as well as ANOVA Regression analysis. The results of this study revealed that there is strong correlation between students＇ motivation and students＇ achievement.

How to Motivate Chinese Undergraduates to Learn English

Ⅰ.Introduction It is generally believed that college English teaching(CET) in China has made great achievements in recent years.However,a considerable proportion of Chinese undergraduates are still unable to use English properly.A survey(Shu,1996) has

How Can Teachers Motivate Their Students in Chinese English Classes

“Given motivation,anyone can learn a language”,brings out the importance of motivation and the way it can overcome unfavourable circumstances in other aspects of language learning(Skehan,1989).As a large number of researchers have found sufficient motivation is of importance in foreign language or second language learning.This essay will argue how teachers can motivate their students in Chinese English classes.In China,English is regarded as a foreign language(EFL)being learned by numerous Chinese students at school.However,in Chinese English classes some students are lack of confidence and courage to express themselves and don't have many chances to practice English after class.So it is necessary to discuss motivation strategies for teachers in Chinese English classes.Firstly,the essay will describe the current Chinese English class context and the importance of motivation strategies.Then,how teachers can motivate their students in Chinese English classes will be discussed from three aspects.

On Strategies to Motivate College Students in English Class

Students in their early 20s are energetic,focusing on something they are really into.Unfortunately,English is not one of their interests.Some students may have face problems to speak up.This article aims at analyzing the roots of students’keeping silent in class and coming up with practical ways to make the students realize how important and interesting English can be,to create harmonious atmosphere for everyone to feel at ease and free to speak up anytime in the class,to combine evaluation with students’performance in classroom activities and to differentiate the students according to their different features,assigning them different activities to fulfill.

How to Motivate College English Students

College students in their early 20’s are energetic,focusing on things they are really into.Unfortunately,English is not one of their interests.This paper focus on how to make the students realize the importanceof English study and to create harmonious atmosphere for everyone to learn English more actively in a cooperative way.

A Research on How to Motivate Freshmen and Promote Their Autonomy in Learning English in Junior Middle Schools

This research intends to examine the potential factors that influence the motivation-intrinsic or extrinsic-of freshmen in junior middle schools,hoping to find some effective strategies to motivate them to learn and promote their autonomy in learning English.Data were collected from 204 students randomly selected from an experimental class by using closed-ended questionnaires.The qualitative results were derived from classroom observations and interviews with five primary school teachers and two junior middle school teachers.The findings provide evidence on the factors that might influence students’motivation;meanwhile,intrinsic motivation and autonomy can be boosted with the full-scale implementation of several effective motivational strategies.

How Drama Motivates Oral Language Learning

Oral language learning has always been a headachy issue worldwide. This paper endeavors to dig out how drama motivates, intrinsically or extrinsically, oral language learning as well as which aspects of oral language learning are improved due to the drama method. With a fully understanding of how it works, people can apply it more rationally and efficiently.