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Sustainable recovery progress of ternary cathodes in lithium-ion batteries in the artificial intelligence era
No full textThe recycling of lithium-ion battery (LIB) ternary cathodes has become increasingly vital due to the surging demand for electric vehicles (EVs), renewable energy storage, and portable electronics. These cathodes, primarily composed of nickel (Ni), cobalt (Co), and manganese (Mn), offer high energy density but face significant challenges tied to resource scarcity, environmental impacts, and the complexity of recycling processes. This review emphasizes the urgent need for sustainable recycling solutions, driven by the depletion of critical resources and the environmental footprint of LIB production and disposal. It provides a detailed examination of recycling advancements from 2020 to 2025, focusing on mechanical, pyrometallurgical, hydrometallurgical, biotechnological, and emerging direct recycling methods, while addressing key failure mechanisms. Despite progress in recovery efficiency and material purity, challenges such as low recovery rates, high costs, and intricate battery designs remain. The review also explores future directions, including innovations in recycling technologies, battery designs optimized for recyclability, economy effects, and greater automation. Moreover, the integration of artificial intelligence (AI) further accelerates progress by enhancing battery monitoring, optimizing recycling processes, and driving innovation in material design and industrial-scale recycling, paving the way for a sustainable LIB ecosystem.Accepted versionRI 3/23 EA
Designing learning with multimodality in English medium of education (EME) classrooms across Asia
No full textThis book provides evidence-based and pedagogically-focused analyses of a variety of multimodal resources to scaffold learning in contexts of English-Medium Education (EME) in Asia.
The contributing authors are active researchers in the field of EME and multimodality across the primary, secondary and tertiary levels, from Hong Kong, Indonesia, Japan, Singapore, South Korea, Taiwan and Thailand. They explore both the latest theoretical conceptions on the design of EME, by harnessing the affordances of multimodality, as well as practical applications of multimodal pedagogies for the teaching and learning of specific subjects, particularly STEM subjects. They provide examples of EME lessons with annotated notes to showcase good practice
Impact of surface and configurational features of chemically synthesized chains of Ni nanostars on the magnetization reversal process
No full textThe open access publication is available at https://doi.org/10.1515/ntrev-2025-0223Magnetic nanoparticles and nanochains hold significant importance in data storage and biomedical applications due to their small size, high aspect ratio, and distinctive reversal properties. However, these properties are significantly affected by the surface morphology and fine orientational features of the particles. This study systematically examines the magnetic reversal and hysteretic properties of Ni nanostar-chains and their constituent particles, focusing on the surface characteristics and geometric configurations resulting from chemical synthesis. The investigation reveals the influence of surface roughness, manifested as spikes, on the reversal landscape. Additionally, it delves into the impact of structural properties of self-assembled nanochain clusters on the reversal behaviour. The findings offer valuable insights into fundamental magnetic phenomena in chemically synthesized magnetic nanostructures, emphasizing their morphological and geometric characteristics. This approach details minute features of nanostructures, paving the way for advancements in computer memory and biotechnology applications
Self-determination theory and mindfulness
No full textThis book approaches the field of mindfulness research from the perspective of self-determination theory (SDT). It is a timely presentation of work promoting better understanding of the mental and socioemotional well-being of individuals; of need-based satisfaction for one’s own work and learning; of mindfulness of self and others; of awareness and conflict resolution, with strategies for dealing with critical situations. As the first book employing SDT to examine mindfulness research in schools, institutions, workplaces, the authors show in what ways mindfulness involves self- and social awareness, self-regulation, and cognitive, and socioemotional skills. These, in turn, lead to well-being competencies in combinations of behaviours, cognitions, and emotions that are essential for all individuals’ success across various settings, including educational and working contexts. It draws on SDT which emphasises on motivation processes and relations among people engaged in activities to promote or nurture mindfulness, ranging from schools and tertiary institutions to various workplaces. It is an essential resource for practitioners and educators, as well as researchers and graduate students in special and general education, educational psychology, well-being, organisational culture, and family-related fields
Directors Address 2025 (26 Sep 2025)
No full textA section of the audience at the Director's Address 2025
Latent profiles of Korean students’ academic and social achievement goals: Links with achievement emotions and perceived parental goals
No full textStudents’ emotions are central to learning, yet little is known about how academic and social achievement goals jointly shape these emotions in East Asian contexts. This study examined Korean high school students’ profiles of academic and social achievement goal pursuit and their associations with achievement emotions and perceived parental goals. A total of 1,210 10th- and 11th-grade students completed measures of 3 × 2 academic achievement goals, social achievement goals, achievement emotions, and perceived parental goals in both domains. Latent profile analysis identified five groups: Low Academic–Modest Social, Modest Academic–Modest Social, Fair Academic–Fair Social Mastery-Approach, Moderate Academic–Fair Social, and High Academic–Moderate Social. The Fair Academic–Fair Social Mastery-Approach profile showed the most adaptive emotional pattern, characterized by higher positive emotions and lower negative emotions. The High Academic–Moderate Social profile reported high positive emotions but also elevated anxiety and shame. In contrast, the two modest or low profiles experienced fewer positive and more negative emotions. Perceived parental goals, particularly academic mastery and performance goals, predicted students’ profile memberships. Together, findings showed that Korean students’ achievement goals appeared domain-specialized, academic and social goals jointly shaped students’ emotional experiences, and parental academic goals saliently influenced profile membership.Accepted versio
Reimagining the Future of Teaching & Learning in the Age of AI (23 May 2025)
No full textAttendees listening to panel discussio
Effects of four weeks of alternate-day fasting with or without protein supplementation: A randomized controlled trial
No full textBackground/Objectives: Long-term alternate-day fasting (ADF) effectively combats obesity, but its short-term effects are less clear. Like other diets, ADF-induced weight loss often includes muscle loss, and whether protein supplementation mitigates this is uncertain. This study examined the effects of short-term ADF on body composition and health and whether protein supplementation preserves muscle mass during weight loss in young Asian men with an unhealthy BMI (≥23.0 kg/m2). Methods: Twenty participants were recruited for a single-arm trial to address the first objective, and twenty-six participants were randomly assigned to a control (C) or protein group (P) in a follow-up trial to address the second objective. The participants alternated between feeding (ad libitum) and fasting (400–600 kcal consumed between 12 and 2 PM) days for four weeks. The participants in P consumed 25 g of whey protein as part of the fasting-day meal. Pre–post body composition was assessed using bioelectrical impedance analysis. Anthropometry, fasting blood glucose (FG), and resting blood pressure (BP) were measured weekly. Results: Since interaction effects were absent, data from all three groups were combined for analyses. Four weeks of ADF significantly (p Conclusions: Short-term ADF effectively reduced body and fat mass, but it also reduced muscle mass, and this reduction was not attenuated by low-dose protein supplementation (25 g) during fasting days. Future studies should explore the effectiveness of protein or leucine supplementation, throughout the feeding and fasting days, in terms of preserving muscle during weight loss.</p
Perspectives on differentiated instruction in Singapore preschools: Implications for practice
No full textThis study explores how early childhood professionals in Singapore perceive and apply differentiated instruction (DI), an inclusive pedagogy conceptualised within Western contexts. While DI emphasises responsiveness to learner readiness, interests, and diverse needs, its translation into collectivistic and meritocratic systems remains less understood. Using Q methodology, 33 professionals—including teachers, learning support educators, allied health practitioners, leaders, and academicians—ranked 44 statements on DI practices and provided qualitative reflections. Factor analysis revealed four perspectives: (i) responsive instruction to readiness and interests, (ii) creating respectful and flexible environments, (iii) aligning learning to developmental readiness through feedback, and (iv) prioritizing relationship-building and belonging. Consensus highlighted feasibility within classroom realities, while grouping preferences and collaboration were seen as less relevant in preschool contexts. Supplementary reflections underscored teacher skills, observation, and structural constraints such as high teacher–child ratios. The findings suggest that professionals integrate aspects of Tomlinson’s framework but reinterpret DI within Singapore’s sociocultural context, underscoring the need for professional development and systemic support to strengthen inclusive preschool practices