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Anion-cation synergy of D-pantothenic acid hemicalcium for dendrite-free zinc anodes in aqueous zinc-ion batteries
No full textCritical challenges, including zinc dendrite formation, hydrogen evolution, and the corrosion of zinc metal anodes, significantly limit the performance and lifespan of zinc-ion batteries. The use of electrolyte additives offers a promising strategy to overcome these obstacles. In this study, D-pantothenic acid hemicalcium (DPAH) is introduced into conventional ZnSO4 electrolytes to improve the reversibility of zinc anodes through the synergistic effects of pantothenic acid anions (DPAH−) and Ca2+ cations. Simulations and experimental analyses demonstrate that DPAH− anions effectively modulate the Zn2+ solvation structure, form hydrogen bonds with active water molecules to suppress proton transport and hydrogen evolution and facilitate the formation of a favorable solid-electrolyte interphase, reducing side reactions and promoting Zn2+ deposition along (002) crystal planes. Furthermore, Ca2+ cations in DPAH preferentially adsorb onto the zinc anode surface, creating an electrostatic shielding layer that inhibits dendrite growth. As a result, Zn//Zn symmetric cells with DPAH exhibit remarkable cycling stability, lasting over 5800 h at 1 mA cm−2 and 1 mAh cm−2, which is approximately 22 times longer than cells without the additive. The inclusion of DPAH enhances the electrochemical performance of Zn//V2O5 full cells, maintaining a discharge capacity of 143.52 mAh g−1 after 1000 cycles at 5 A g−1.RI 1/21 EAHRI 3/23 EA
Unlocking success: Key features of college online pedagogical practices that predict better performance
No full textThe rapid growth of online learning brings unique challenges that require well-designed and thoughtfully implemented courses to support student success. This study aims to examine the associations between a comprehensive array of online pedagogical practices and student outcomes. Using a previously established rubric, which is grounded in online learning theories and specifically developed to address the unique challenges and affordances of online education, we coded the pedagogical practices of 100 randomly selected online courses from a large community college. The courses were further linked to student transcript data that included 3660 student enrollment records. We then used a multilevel regression model to examine the relationship between observed pedagogical practices and student performance outcomes. Our findings highlight several key practices that are associated with better student performance, including the articulation of learning objectives, diversified content delivery media, regular announcements and reminders, and non-content-related social interaction opportunities. These findings contribute to the knowledge of effective online pedagogical practices, providing actionable guidance for practitioners in selecting and implementing strategies to enhance online learning outcomes
Parenting practices and primary school students' test anxiety and academic self-efficacy
No full textThe application of drifting Markov modeling to dynamics skill acquisition
No full textThis chapter discusses the multidisciplinary framework of ecological dynamics to human behavior and summarizes the statistical aspects of drifting Markov models. The added value of the latter in explaining the dynamics of skill acquisition is then illustrated with some interesting conclusions. In the beginning, the most updated knowledge and challenges about the dynamics of skill acquisition are briefly summarized. Then, the innovative contribution of the multidisciplinary framework of ecological dynamics regarding the dynamics of skill acquisition and the added value of drifting Markov models is presented along with their the statistical aspects. Finally, based, on two studies, we exemplify how the drifting Markov models can help to better explain and understand the dynamics of skill acquisition, and particularly the alternation of “exploration” of new motor solution(s) and of “exploitation” of existing or recently stabilized motor solution(s) in the repertoire of the learner, also called metastable regime
Scalable and verifiable quantum secret sharing with photonic efficiency via quasicausal cones in the multiscale entanglement renormalization ansatz framework
No full textQuantum secret sharing (QSS) is set to revolutionize secure communication. However, achieving practical implementations that balance efficiency, security, and flexibility remains a significant challenge. To address this issue, we propose an innovative QSS scheme that integrates a verification mechanism for the distribution process by leveraging quasicausal cones within the multiscale entanglement renormalization ansatz framework. This approach ensures the secure dissemination of entangled photons across a multiuser network while enhancing the integrity of the quantum state against disturbances. A key feature of our scheme is the application of quasicausal cones, which improve the system's fault tolerance and recovery precision, preserving quantum state coherence and stability even in the presence of errors or losses. The recursive and hierarchical design of our framework enables it to dynamically adapt to fluctuations in network size and the number of participants, making it well suited for large-scale quantum networks. Furthermore, our method reduces the costs associated with photon transmission and storage, enhancing resource allocation within expansive quantum networks. The strategic incorporation of quasicausal cones represents a major advancement, streamlining the flow of quantum information and minimizing the overall resource footprint. By flexibly accommodating varying network sizes and configurations, our scheme marks a significant step towards efficient large-scale QSS, underscoring the critical role of quasicausal cones in advancing quantum communication technologies.Published versio
AI and early language learning: A scoping review
No full textThe open access publication is available at https://doi.org/10.1007/s44436-025-00005-3In recent years, researchers have started exploring possibilities of AI in early language education to personalize young children’s language input. This study tries to investigate these explorations from five aspects: (1) common AI tools in early language education, (2) theoretical foundations adopted by these studies, (3) the effectiveness of AI for children’s early language and literacy development, (4) moderating factors in these AI interventions (e.g., AI type and outcome measures), and (5) limitations of current studies on AI and early language learning. A scoping review search was conducted using six databases: PsycINFO, Academic Search Complete, Computer Source via Ebscohost, ProQuest: ProQuest Dissertations and Theses, Education database, and EBSCOHost Eric. 1296 records were initially identified through applying our search string to the databases and after the entire screening process, 12 papers remained. The results demonstrate that AI tools for language learning, particularly social robots and unique applications, are primarily developed based on concepts from developmental and educational psychology, as well as human–computer interaction. These tools are useful for language learning, regardless of the intervention language, the type of AI (general or narrow) used, or the outcome measures studied. Key factors influencing their effectiveness include personalization and the role of the robot as a peer. However, current research has limitations related to study design, interventions, and sampling. Altogether, understanding the five aspects can guide future research to address current gaps in the field and to be mindful of potential pitfalls due to issues arising from AI tool use and research design.MOE SoL 12/24 S
Blood flow restriction during rest periods of high-intensity interval training enhances endurance performance: A randomized placebo-controlled study
No full textPurpose: This study investigated the effects of incorporating blood flow restriction (BFR) during rest periods between sets of high-intensity interval training (HIIT) on aerobic, sprint, and muscular performance in recreationally active participants.Methods: Forty healthy males (28.7 ± 6.0y) were pair-matched and randomized into either blood flow restriction (BFR + HIIT) or sham (SHAM+HIIT) groups and completed nine sessions of HIIT (three sets, eight × 30s cycling at 90-105% maximal aerobic power (Wmax), 30s active recovery, with 4-min rest between sets) over three weeks. BFR + HIIT group had 80% limb occlusion pressure applied for the first 2-min of rest between sets, while SHAM+HIIT group cycled under sham hypoxic conditions.Results: Training variables (power output, heart rate, perceived effort and pain) were similar between groups. Post-training, endurance performance significantly improved in BFR + HIIT compared with SHAM+HIIT, indicated by greater increases in Wmax (+25.6 W vs +17.2 W, p = 0.014) and time to exhaustion (TTE: +61.7 s vs +38.4 s, p = 0.008) during an incremental graded cycling test; and increased mean power output (TTMPO: +20.3 W vs +9.3 W, p = 0.017) and reduced time to completion (TTC: -79.1 s vs -39.3 s, p = 0.014) during a 20 km time trial. Conversely, no differences were found between groups in power outputs assessed by the 30-s cycling sprint test, or in muscular power and strength, as measured by countermovement jump and isometric mid-thigh pull tests.Conclusions: Utilizing BFR during rest periods of HIIT enhances aerobic performance without altering training variables, though it may not provide additional advantages for sprint power or strength development.Accepted versio
Maternal sensitivity in Singapore: Early educators’ beliefs and mothers’ reported versus observed behavior
No full textTo better understand perceptions and self-evaluations of sensitive caregiving in Singapore we examined observed (n=301) and self-reported (n=85) maternal behavior, as well as local early educators’ (n = 57) opinions concerning ideal maternal behavior, which we then used to create a local MBQS ideal criterion. The association between local educators’ MBQS sorting and the standard MBQS ideal criterion was r = 0.67, indicating alignment. Maternal observed and self-reported scores were not significantly associated (MBQS sensitivity criterion: r = −0.13, p = .317; Local criterion: r = −0.10, p = .441). Observed scores (Sensitivity: M = 0.21, Local criterion: M = 0.27) were lower than self-reported scores (Sensitivity: M = 0.62, t(63) = −8.05, p < .001; Local criterion: M = 0.59, t(57) = −7.77, p < .001). The findings reinforce those of past research concerning cross-cultural similarities and limitations in self-reports. Regarding interventional efforts, these point to the need to counter parental resistance to intervention as “unnecessary” with a better understanding of the limits of self-evaluation. Concerning interventional efficacy, the need for observational assessment of change is reinforced.Accepted versionCRCD 01/19 ARSSRTG 2/21 A
