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Semi‐solid flow battery and redox-mediated flow battery: two strategies to implement the use of solid electroactive materials in high-energy redox-flow batteries
Get PDFImplementing the use of solid electroactive materials in redox-flow battery (RFB) configuration is an appealing challenge since the resulting battery technologies benefit from the high energy density of solid materials and the independent scalability of energy and power of RFB configuration. In recent years, two different strategies have emerged to achieve this goal: i) the semi-solid flow batteries and ii) the redox-mediated flow batteries, also referred to as redox targeting or solid booster, each battery type having intrinsic advantages and disadvantages. In this perspective review, recent progress addressing critical factors for each technology is revised. In particular, chemical engineering aspects are of vital importance for further improvement and practical deployment of these two technologies.The author acknowledges the financial support from “la Caixa” Foundation, under Agreement LCF/PR/PR18/51130007” and the Spanish Government through the Research Challenges Programme (Grant RTI2018-099228-A-I00). E.V. thanks the Ministry of Science, Innovation and Universities (MINECO) for the financial support (RYC2018-026086-I)
Regenerative electrochemical ion pumping cell based on semi-solid electrodes for sustainable Li recovery
Get PDFDemand of lithium is expected to increase drastically in coming years driven by the market penetration of electric
vehicles powered by Li-ion batteries, which will require faster and more efficient Li extraction technologies than
conventional ones (evaporation in brines). The Electrochemical Ion Pumping Cell (EIPC) technology based on the
use of Faradaic materials is one of the most promising approaches. However, its relatively short lifespan prevents
its commercial deployment. Herein, a new EIPC concept based on the use of semi-solid electrodes is proposed for
the first time, which takes advantage of the rheological characteristics of semi-solid electrodes that enable simple
and cheap regeneration of the Regenerative Electrochemical Ion Pumping Cell (REIPC) systems after reaching its
end-of-life. A proof-of-concept for REIPC is accomplished by simple replacement of the semi-solid electrode
demonstrating a remarkable electrochemical performance (e.g. 99.87%cycle− 1
, 99.98%h− 1
, 3–4 mAh cm− 2
)
along with a competitive ion separation (e.g. 16.2 mgLi⋅gNiHCF− 1
, 4 gLi m− 2 and 15.6 Wh⋅mol− 1
). The use of semisolid electrode offers other unique features such as a significant cost reduction of 95% for every regeneration
regarding conventional EIPC, proving that REIPC concept successfully addresses the issues associated to the
sustainability and recyclability of the conventional EIPC's for lithium capturing.J.J. Lado acknowledges Comunidad de Madrid for the postdoctoral fellowship as part of the Young Talent Attraction Program (2020-T1/ AMB-19799). E. Ventosa acknowledges the financial support by the Spanish Government through the Research Challenges Programme (Grant RTI2018- 099228-A-I00), Ramon y Cajal Programme (RYC2018-026086-I) as well as “la Caixa” Foundation (LCF/PR/PR18/51130007)
The teaching professional ethical knowledge and its presence in the inclusion of technologies in the present educational context
Get PDFEl objetivo de este estudio es analizar el conocimiento ético profesional docente en el uso de las tecnologías del profesorado en formación. Partiendo del modelo Conocimiento Tecnológico Pedagógico Disciplinar (CTPD) para medir la correcta inclusión de las tecnologías en el aula, se ha llevado a cabo un estudio de diseño metodológico mixto de corte descriptivo. Los instrumentos utilizados han sido el cuestionario de escala Likert y la entrevista personal, ambos organizados en cuatro dimensiones sobre el conocimiento ético profesional, ético de la tecnología, ético tecnológico pedagógico y ético tecnológico disciplinar de los futuros docentes. El cuestionario se ha aplicado a una muestra de 632 profesores en formación de una universidad europea en el contexto de la COVID-19 y en la entrevista participaron 429 estudiantes. Los hallazgos revelaron la escasa o nula formación en conocimientos éticos profesionales de los docentes en formación; la necesidad de profundizar en tales conocimientos para enfrentar el contexto actual, de pandemia y postpandemia de la educación y la importancia de incluir el componente ético en el modelo CTPD para una implementación correcta y ética de los recursos digitales en el aula.The objective of this study is to analyze the professional ethical knowledge of teachers in the use of technologies by teachers in training. Starting from the Technological Pedagogical Content Knowledge (TPACK) model to measure the correct inclusion of technologies in the classroom, a descriptive mixed methodological design study has been carried out. The instruments used were the Likert scale questionnaire and the personal interview, both organized in four dimensions on the professional ethical knowledge, the ethics of technology, the pedagogical technological ethics and the disciplinary technological ethics of future teachers. The questionnaire was applied to a sample of 632 professors in training from a European university in the context of COVID-19 and 429 students participated in the interview. The findings revealed little or no training in professional ethical knowledge of the teachers in training; the need to deepen such knowledge to face the current, pandemic and post-pandemic context of education and the importance of including the ethical component in the TPACK model for a correct and ethical implementation of digital resources in the classroom.Esta investigación está patrocinada y financiada por la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana 2021, y se enmarca en la convocatoria de subvenciones del Programa para la Promoción de la Investigación Científica, el Desarrollo Tecnológico y la Innovación en la Comunitat Valenciana 2021 XX para apoyar y fomentar la actividad de grupos de I+D+I emergentes (DOGV nº8959, 2021). Al amparo de esta convocatoria, el trabajo aquí presentado es resultado del Proyecto del Grupo Emergente (GV/2021/077): La brecha digital de género y el modelo TPACK en la formación del profesorado: análisis de la capacitación digital docente, coordinado por la Dra. Isabel María Gómez Trigueros (Universidad de Alicante). El presente trabajo ha contado con una ayuda del Programa de Redes de investigación en docencia universitaria del Instituto de Ciencias de la Educación de la Universidad de Alicante (convocatoria 2021-22). Ref.: 5506
Editorial: Gender Equality and Women’s Empowerment in Education
Get PDFArtículo editorialThis Research Topic was completed with the main support of the Research Group Recognized in Didactics of History and Social Sciences (DHISO) (cod. 137), directed by Prof. Dr. Delfín Ortega-Sánchez (University of Burgos, Spain). Likewise, it has also been carried out within the framework of the projects Teach and learn to interpret contemporary problems and conflicts. What do social sciences contribute to the formation of a critical global citizenship? (EDU2016-80145-P), financed by the Ministry of Economy and Competitiveness (Spanish Government), and Future Education and Democratic Hope. Rethinking Social Studies Education in changing times (PID2019- 107383RB-I00), financed by the Ministry of Science, and Innovation (Spanish Government)
Trabajo de la parte práctica de Gestión de Calidad. Guía para elaborar y presentar la infografía de calidad
No full textEste archivo consiste en la explicación teórica de cómo realizar adecuadamente una infografía
Trabajo de la parte práctica de Gestión de Calidad. Guía para elaborar y presentar la infografía de calidad
No full textEste archivo consiste en la explicación teórica de cómo realizar adecuadamente una infografía
