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This review mainly expounds the basis and application status of Acanthopanax senticosus in Chinese health food, summarizes the research progress related to its health function, and looks forward to its future development direction.

Objective To investigate the related influencing factors of "de novo ivy sign" in patients with cerebral hyperperfusion syndrome (CHS) after moyamoya disease (MMD) surgery. Methods A total of 45 patients with MMD admitted to Aviation General Hospital from January to December 2019 were enrolled, all of whom underwent superficial temporal artery (STA)⁃middle cerebral artery (MCA) bypass and encephalo⁃duro⁃myo⁃arterio⁃pericranio⁃synangiosis (EDMAPS) and suffered from CHS after surgery. The occurrence rate of "de novo ivy sign" after surgery was recorded. Univariate and multivariate Logistic regression analyses were used to screen the influcencing factors for postoperative "de novo ivy sign". Results In a total of 45 patients, the main manifestations of CHS after left surgery were language disorders in 27 cases (96.43%, 27/28), right limb sensory and motor disorders in 6 cases (21.43%, 6/28), and left limb sensory and motor disorders after right surgery in 9 cases (9/17), salivation and swallowing difficulties in 3 cases (3/17). A total of 26 patients (57.78%) developed "de novo ivy sign" after surgery, which were located in the anterior cerebral artery (ACA) blood supply area (2 cases), the anterior MCA blood supply area (9 cases), the posterior MCA blood supply area (6 cases), the ACA blood supply area and the anterior MCA blood supply area (4 cases), and the anterior and posterior MCA blood supply area (5 cases). The probability of the occurrence of "de novo ivy sign" in the patients without "ivy sign" before surgery, the occurrence time of postoperative CHS ≤ 3 d and the recovery time ≤ 7 d after surgery was higher than that of the patients with "ivy sign" before surgery (χ2 = 5.830, P = 0.016), the occurrence time of postoperative CHS > 3 d (χ2 = 30.162, P = 0.000), and recovery time > 7 d (χ2 = 6.764, P = 0.009). Logistic regression analysis showed only the occurrence time of postoperative CHS ≤ 3 d was a risk factor for postoperative "de novo ivy sign" (OR = 261.155, 95%CI: 7.635-8932.982; P = 0.002). Conclusions The manifestations of CHS after MMD were different in the surgical side. "De novo ivy sign" is a transient hemodynamic change after cerebrovascular reconstruction of MMD, and it is easy to form "de novo ivy sign" in patients who develop CHS within 3 d after surgery.

Robust relation has been revealed previously between the components of executive function (EF) and reading comprehension performance. However, the specific role of EF in the reading processes remains relatively underexplored. Within the framework of the lexical quality hypothesis (LQH), this study examined the contribution of EF to the lexical processing of words, and how this eventually supports reading comprehension. A total of 262 Grade 3 students in Hong Kong were assessed using multiple measures of EF, lexical processing skills (i.e. orthographic awareness, morphological awareness, and receptive vocabulary knowledge) and reading comprehension, respectively. Our findings indicate significant associations between EF and lexical processing skills, which, in turn, contributed to better reading comprehension. The results demonstrate how EF supports Chinese reading comprehension through the mediating effects of a reader's mental operation in obtaining meanings of individual words. The findings support to the notion that peripheral skills facilitate reading comprehension through more central skills.

Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction.

There has been a significant volume of research studying the effect of individuals' motivation on reading comprehension. The findings of previous research have demonstrated both the direct contribution of motivation to comprehension and its indirect influence through mediating effects of reading amount and strategy use. The effect of the linkage between the two mediators, however, is somewhat underexplored in previous studies, meaning that we have not yet achieved a comprehensive understanding of the functioning of these mechanisms and especially the part reading amount and strategy use play in connecting reading motivation and comprehension. Also, it is still unclear whether the mechanisms governing this connection vary across different primary school grades. In light of these concerns, this study was conducted with 537 students from six primary schools in Hong Kong, including 266 Grade 4 and 271 Grade 6 students. All participants completed a reading comprehension task and a questionnaire survey. The results suggest that strategy use uniquely mediates the relationship between reading motivation and reading comprehension. No significant mediating effect through reading amount was found among either Grade 4 or Grade 6 children. However, for Grade 4 children alone, we discovered a two-stage mediating effect linking motivation and comprehension via (1) reading amount and (2) strategy use (i.e., reading motivation [right arrow] reading amount [right arrow] strategy use [right arrow] reading comprehension). The findings from this study enrich our theoretical understanding the effects of reading motivation on reading comprehension and also provide pedagogical implications for directions in future reading instruction.

Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose an essay for a specific purpose. Tapping into the varied skills that contribute to successful integrated writing is especially beneficial for low proficiency students. However, the mechanisms underlying the impact of these skills on integrated writing performance have yet to be thoroughly studied. This study sampled 103 first-year undergraduate students in Hong Kong who showed relatively low proficiency in Chinese language. They completed three independent tasks measuring their listening, reading, and writing skills; an integrated listening-reading-writing task; and an integrated writing strategy use questionnaire. The results indicated that together, the independent skills accounted for 29.5% of the variance in integrated writing performance, suggesting that integrated writing is a skill that goes far beyond the simple combination of listening, reading, and writing. Independent writing showed the strongest correlation with integrated writing, while both independent listening and independent writing exerted direct and indirect effects on integrated writing performance. However, the effect of reading on integrated writing performance was insignificant, even though the two were significantly correlated. These results offer insights into the complex relationships between the skills. The findings enrich our understanding of the construct of integrated writing, as well as suggest strategies for teaching less proficient learners.

This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students' overall integrated writing performance in Chinese, students' first language, and English, their second language. Hierarchical regression analyses revealed that 63.6% of the variance in students' overall Chinese integrated writing performance was accounted for by the three discourse synthesis skills, with connection and summarization contributed almost equally to the overall scores. In the English test, the three skills explained 47.9% of the variance. Cross-linguistic facilitation of the L1 discourse synthesis skills to the overall L2 integrated writing performance was observed, although the predictive strength of the three skills was comparatively low. Eye-tracking data together with subsequent stimulated-recall interviews illuminated the differences in students' approaches to discourse synthesis. Findings of the study support the decisive role of discourse synthesis abilities in both L1 and L2 integrated writing assessments. Implications for writing instruction are discussed.

Learning Chinese characters could be challenging for many CSL learners due to the distinction in orthographic features between the Chinese written system and their first languages. While acquisition of orthographic knowledge could be important for learning Chinese characters, how they can gain knowledge about different aspects of Chinese orthography (i.e. component, structure and position regularity) remains less studied. The component is a basic perceptual constituent of Chinese characters, the character structure is the configuration layout formed by relative positions of components. Many components are supposed to follow the implicit position regularity rule when they are integrated to form characters. In this study, a total of 213 CSL students in Hong Kong were invited to complete three tasks measuring students' component knowledge, structural knowledge, and position regularity knowledge. It has been found that overall CSL students' performance in these tasks seemed to be affected by character structures. Furthermore, we found that component knowledge had an indirect effect on position regularity knowledge via the mediation of structural knowledge, which showed a possible link about how learners gradually understand complex orthographic rules based on the perceptual observation. Implications for the teaching and learning of the Chinese language were also discussed.

We show the existence and the regularity properties of (a class of) weak solutions to the two-dimensional stationary incompressible inhomogeneous Navier–Stokes equations with density-dependent viscosity coefficients, by analyzing a fourth-order nonlinear elliptic equation for the stream function. For some stationary symmetric flows, we reformulate the Navier–Stokes equations as ordinary differential equations and give explicit examples of weak solutions. We present some further (ir-)regularity results in the case of piecewise-constant viscosity coefficients. [ABSTRACT FROM AUTHOR]

In order to study the sliding characteristics of gravel materials under cyclic shear load, a self-developed multi-functional dynamic shear testing machine was used to apply constant normal stress and horizontal cyclic shear stress with different peak, valley and frequency to the gravel samples, and to monitor the change of shear displacement of the samples over time during loading. The change of shear displacement increment and the energy density corresponding to shear stress during the whole loading period are analyzed. The results show that the characteristics of slip induced by cyclic shear stress are related to its peak value, valley value and frequency. The periodic shear stress will lead to the slip jump of the gravel material, and the condition of the slip jump point is related to the energy density during the loading period. According to the range of energy density, the slip state of the sample can be divided into three regions, the stable region, the transition region and the jump region. [ABSTRACT FROM AUTHOR]

Strategy use is a critical competence for academic achievement and problem solving in globalised and information-based knowledge economies. It involves skills such as synthesising information from task source materials and elaborating on interlocutors' viewpoints during integrated group discussions. However, evidence from empirical studies on this topic is scarce. We recruited 171 local Hong Kong undergraduate students to participate in an integrated group discussion task in Putonghua as an L2 (i.e., second language) and to complete a strategy use inventory of the task. The students' performances and responses were analysed with multiple statistical methods. The strategy use inventory of the integrated group discussion was validated. Five categories of strategy were identified: active engagement, non-verbal, synthesis, clarification and affective strategies. These strategies significantly predicted task performance (with 19.9% variation), leading to significant improvement in oral production quality. Both the synthesis (the integrative use of information) and active engagement (including elaborating viewpoints) strategies were significantly associated with task performance, which are rarely found in existing oral communication strategy inventories. The participants with high levels of task performance demonstrated significantly more use of the active engagement, clarification and synthesis strategies (with the first two merged in the complex interaction strategy) than those with medium or low task performance levels. The implications of the results are discussed.