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The boom of flexible and wearable electronic devices boosts the development of flexible batteries with high safety and stability.

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Tungsten disulfide (WS 2 ) nanosheets (NSs) have become a promising room-temperature gas sensor candidate due to their inherent high surface-to-volume ratio, tunable electrical properties, and high on-state current density. For further practical applications of WS 2 -based gas sensors, it is still necessary to overcome the insensitive response and incomplete recovery at room temperature. In this work, we controllably synthesized high-performance ammonia (NH 3 ) gas sensor based on CuO decorated WS 2 NSs. The optimized p-p WS 2 /CuO heterojunctions improve the surface catalytic effect, thereby enhancing the gas-sensing performance. The pure WS 2 NSs-based gas sensors showed a low response and an incomplete recovery in the case of NH 3 sensing. After the functionalization of CuO nanoparticles, the WS 2 /CuO heterostructurebased gas sensor exhibits an improved response value of 40.5% to 5 ppm NH 3 and full recoverability without any external assistance. Density functional theory calculations illustrate that the adsorption of CuO for NH 3 is much superior to WS 2 . The p-p heterojunctions strategy demonstrated in this work has great potential in the design of sensitive materials for gas sensors, and provides useful guidance for enhancing the room-temperature sensitivity and recoverability.

Tightly arranged ZnO nanorods are artfully designed to enhance the lithiophilicity of pristine Ni foam and regulate lithium deposition.

Recently a new Thomson scattering diagnostic system was upgraded in EAST tokamak experiment using a multipulse Nd:YAG (neodymium-yttrium aluminium garnet) laser and a multipoint observation volumes. This diagnostic uses a new optical laser alignment technique that was made to determine accurately the laser position, and a new lens collection system that enables the measurement of wider plasma's object. A composite control system made we can get the results in several seconds. Furthermore, a new data processing method was adopted for much exact results.

In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants’ EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies. What is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material. Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings. Learning by teaching also facilitates deep learning in traditional educational settings. What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures. Compared with passive viewing, learning by teaching enhanced students’ motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material. Learning was increased via both self‐explaining and teaching strategies after viewing video lectures. Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning. Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention.