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Background Self-management meets the long-term rehabilitation needs of stroke patients and their families. However, there is a lack of relevant evidence, and there is no scientific and standardized self-management program in clinical practice. Objective To evaluate and summarize the best evidence of self-management in patients with motor dysfunction after stroke. Methods PubMed, Cochrane Library, Web of Science, Embase, CINAHL, CNKI, Wanfang Data, VIP, Chinese Biomedical Literature Database (CBM), American Heart Association/American Stroke Association (AHA/ASA), World Stroke Organization (WSO), Chinese Stroke Association (CSA), Guidelines International Network (GIN), Scottish Intercollegiate Guidelines Network (SIGN), National Guideline Clearinghouse (NGC), and Yimaitong were searched for relevant research evidence on self-management of patients with motor dysfunction after stroke from inception to July 2022, including guidelines, expert consensuses, systematic reviews, quasi-experimental studies, and randomized controlled studies. Two researchers independently evaluated the quality of the retrieved literature by using the 2017 version of the Appraisal of Guidelines for Research and Evaluation (AGREE Ⅱ) and the 2016 version of the literature evaluation criteria developed by the Joanna Briggs Institute (JBI) Evidence-based Health Care Center, extracted evidence and graded the quality of the evidence to summarize the best evidence of self-management in patients with motor dysfunction after stroke. Results A total of 36 studies were involved, including 9 guidelines, 4 expert consensuses, 5 systematic reviews, 5 quasi-experimental studies, and 13 randomized controlled studies, which were summarized in 6 aspects of organization and management, assessment, exercise instruction, health education, psychological support, monitoring and follow-up, and 34 pieces of best evidence. Conclusion The evidence of self-management in patients with motor dysfunction after stroke summarized in this study contains 6 aspects: organization and management, assessment, exercise instruction, health education, psychological support, monitoring and follow-up. Healthcare workers should select the best evidence based on the individual situation and needs of patients in the context of clinical practice, and provide personalized self-management interventions for patients, so as to improve their motor function and self-management ability, promoting the recovery of disease.

This article discusses how to integrate the directed case method to promote concept, process and application learning in an introductory mathematics course. A pretest and posttest design was applied to measure the gains on mathematics content and attitudes towards mathematics for both control and innovative sections. The innovative sections of Introductory Mathematics did much better on the posttest than the control sections even though the innovative cohort of students scored slightly lower on the pretest than did students in the control sections. As for the Attitude Toward Mathematics Inventory, the Innovation sections had "better" attitudes toward math at posttest when compared to their counterparts in the Control sections. In fact, taken together, the data suggest that a student's perception of mathematics best aligns with their interest in and enjoyment of mathematics and self-confidence in mathematics at the outset of the course. The small changes noted by use of Case studies-based learning were influenced by the small numbers in this study. However, the trend toward a positive learning impact suggests that additional cases, introduced to address other challenging concepts, may influence learning and the enjoyment of mathematics.

This project examines the differences in student's Critical Thinking ability by comparing student's Pretest and Posttest through the Watson-Glaser Online Assessment. The targeted courses are the developmental mathematics courses at an open admission institution in the Midwest of United States. The methodology is to apply technology such as learning software and platforms in these courses. Data is collected and analyzed under both traditional condition without technology and experimental condition with technology. Results showed that students from classes with technology had a higher increase in the ability of Critical Thinking and mathematics knowledge. The model of integrating technology in teaching developmental mathematics courses should be adapted.

This project integrates cooperative learning strategy in teaching developmental mathematics courses. This study uses a quasi-experimental non-equivalent control design comparing student's outcomes with and without implementing cooperative learning in these courses. The results of the data analysis shows that there is an increase in student's critical thinking ability, retention rate and the percentage of students obtaining A's and C's. This project is supported by Elizabeth City State University Minority Science and Engineering Improvement Program (Award Number: P120A110105).

The V2O5 nanorods based on carbon spheres (VOR@CSs) were successfully fabricated via anchoring the VOR architecture onto the surface of CSs with hydrothermal and chemical impregnation treatment. The agglomeration of VOR can be decreased due to the CSs being the core of the growth of VOR materials, which effectively support the VOR and expose more reaction active sites. Meanwhile, the CSs can be used as a conductive carbon to significantly enhance the electrical conductivity of composites. Consequently, the VOR@CSs material with special hierarchical structure exhibits a preeminent electrochemical performance; it demonstrates an excellent initial specific discharge capacity of 270 mA h g–1 (coulombic efficiency approach to 100.0%), which is far superior to the VOR for 160 mA h g–1. In addition, more than 82.9% capacitance of the VOR@CSs can be retained after 50 cycles, comparing only 58.1% capacitance retention for VOR. This promising VOR@CSs composite modified from VOR has significantly promoted the application in the practical production of developing high-performance lithium-ion batteries. [ABSTRACT FROM AUTHOR]

Multi-band emission characteristics open up more possibilities for the application of phosphors in LEDs. In this work, a novel Bi3+-activated Sr3NaSbO6 phosphor is developed. The Bi3+ occupation, luminescence properties and application in LEDs of the phosphor are investigated and discussed. There are Sr and Na sites in the crystal structure for Bi3+ substitution, corresponding to two different luminescence centers, which can be excited by commercial UV chips. By changing the excitation wavelength, Bi3+ in the two lattice sites can be excited separately, and a switchable multi-band emission can be obtained accordingly. The blue emission peaks at 450 nm, and the other emission has an ultra-wide full-width at half-maximum of 206 nm, which can cover a wider visible spectrum. All the results show that the phosphor has application prospects in LEDs. [ABSTRACT FROM AUTHOR]