bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Strategy to Mitigate Jahn Teller Effect of Mn‐Rich NASICON Framework for Sodium‐Ion Batteries
Authors: Ahsan Muhammad Tayyab , Ali Zeeshan , Qiu Daping , Biao Zhang , Wang Jing jing , Hou Yanglong 
Published: August 2024

AbstractMn‐based sodium superionic conductors have driven attention to the low‐cost advanced cathode materials for sodium‐ion batteries (SIBs). However, low‐rate capability and unsatisfactory cyclic performance due to the Jahn teller effect of Mn3+ redox couple which occurs from the change in Mn‐O bond length at the octahedral site of crystal structure during charge–discharge, eventually limiting their application. Herein, a disordered and sodium deficient NASICON Na4‐xMn(FeVCrTi)0.25(PO4)3 (termed as Na4‐xMn(HE)) is synthesized to mitigate this Jahn teller effect to achieve high rate and ultrastable cathode material. Interestingly, the as‐prepared Na3.5Mn(HE) shows five reversible electron reactions (i.e., Ti3+/Ti4+, Fe2+/Fe3+, V3+/V4+, Mn2+/Mn3+, and Mn3+/Mn4+) and demonstrates 141 mA h g−1 at 0.2 C with 80% capacity retention at 1 C after 500 cycles which is far superior to its counterparts binary Mn‐based materials. The excellent cyclic performance is due to the remediation of the Jahn teller effect in sodium‐deficient entropy‐stabilized material. The structural reversibility, enhanced kinetics, and electronic properties are further studied in detail by in situ X‐ray diffraction (XRD), ex situ X‐ray photoelectron spectroscopy (XPS), and first principal calculations. Na3.5Mn(HE)//HC full cell delivered 89.7 mAh g−1 capacity at 0.2 C. This work sheds light on designing Mn‐based cathodes with superior electrochemical performance for wide energy storage applications.
Pt Single Atoms Loaded on Thin‐Layer TiO2 Electrodes: Electrochemical and Photocatalytic Features
Authors: Zhou Xin , Wang Yue , Denisov Nikita , Kim Hyesung , Kim Jihyeon , Will Johannes , Spiecker Erdmann , Vaskevich Alexander , Schmuki Patrik 
Published: August 2024

AbstractRecently, the use of Pt in the form of single atoms (SA) has attracted considerable attention to promote the cathodic hydrogen production reaction from water in electrochemical or photocatalytic settings. First, produce suitable electrodes by Pt SA deposition on Direct current (DC)‐sputter deposited titania (TiO2) layers on graphene—these electrodes allow to characterization of the electrochemical properties of Pt single atoms and their investigation in high‐resolution HAADF‐STEM. For Pt SAs loaded on TiO2, electrochemical H2 evolution shows only a very small overpotential. Concurrent with the onset of H2 evolution, agglomeration of the Pt SAs to clusters or nanoparticles (NPs) occurs. Potential cycling can be used to control SA agglomeration to variable‐size NPs. The electrochemical activity of the electrode is directly related to the SA surface density (up to reaching the activity level of a plain Pt sheet). In contrast, for photocatalytic H2 generation already a minimum SA density is sufficient to reach control by photogenerated charge carriers. In electrochemical and photocatalytic approaches a typical TOF of ≈100–150 H2 molecules per second per site can be reached. Overall, the work illustrates a straightforward approach for reliable electrochemical and photoelectrochemical investigations of SAs and discusses the extraction of critical electrochemical factors of Pt SAs on titania electrodes.
Engineering of Graphitic Carbon Nitride (g‐C3N4) Based Photocatalysts for Atmospheric Protection: Modification Strategies, Recent Progress, and Application Challenges
Authors: Zhong Tao , Huang Wenbin , Yao Zhangnan , Long Xianhu , Qu Wei , Zhao Huinan , Tian Shuanghong , Shu Dong , He Chun 
Published: August 2024

AbstractGraphitic carbon nitride (g‐C3N4) is a prominent photocatalyst that has attracted substantial interest in the field of photocatalytic environmental remediation due to the low cost of fabrication, robust chemical structure, adaptable and tunable energy bandgaps, superior photoelectrochemical properties, cost‐effective feedstocks, and distinctive framework. Nonetheless, the practical application of bulk g‐C3N4 in the photocatalysis field is limited by the fast recombination of photogenerated e−‐h+ pairs, insufficient surface‐active sites, and restricted redox capacity. Consequently, a great deal of research has been devoted to solving these scientific challenges for large‐scale applications. This review concisely presents the latest advancements in g‐C3N4‐based photocatalyst modification strategies, and offers a comprehensive analysis of the benefits and preparation techniques for each strategy. It aims to articulate the complex relationship between theory, microstructure, and activities of g‐C3N4‐based photocatalysts for atmospheric protection. Finally, both the challenges and opportunities for the development of g‐C3N4‐based photocatalysts are highlighted. It is highly believed that this special review will provide new insight into the synthesis, modification, and broadening of g‐C3N4‐based photocatalysts for atmospheric protection.
Coordination and Hydrogen Bond Chemistry in Tungsten Oxide@Polyaniline Composite toward High‐Capacity Aqueous Ammonium Storage
Authors: Mao Shuai , Han Xu , Huang Zi‐Hang , Li Hui , Ma Tianyi 
Published: August 2024

AbstractAqueous ammonium ion batteries (AAIBs) have garnered significant attention due to their unique energy storage mechanism. However, their progress is hindered by the relatively low capacities of NH4+ host materials. Herein, the study proposes an electrodeposited tungsten oxide@polyaniline (WOx@PANI) composite electrode as a NH4+ host, which achieves an ultrahigh capacity of 280.3 mAh g−1 at 1 A g−1, surpassing the vast majority of previously reported NH4+ host materials. The synergistic interaction of coordination chemistry and hydrogen bond chemistry between the WOx and PANI enhances the charge storage capacity. Experimental results indicate that the strong interfacial coordination bonding (N: →W6+) effectively modulates the chemical environment of W atoms, enhances the protonation level of PANI, and thus consequently the conductivity and stability of the composites. Spectroscopy analysis further reveals a unique NH4+/H+ co‐insertion mechanism, in which the interfacial hydrogen bond network (N‐H···O) accelerates proton involvement in the energy storage process and activates the Grotthuss hopping conduction of H+ between the hydrated tungsten oxide layers. This work opens a new avenue to achieving high‐capacity NH4+ storage through interfacial chemistry interactions, overcoming the capacity limitations of NH4+ host materials for aqueous energy storage.
Microbial communities and denitrification mechanisms of pyrite autotrophic denitrification coupled with three‐dimensional biofilm electrode reactor
Authors: Tan Shenyu , Huang Yu , Yang Heng , Zhang Shiyang , Tang Xinhua 
Published: August 2024

AbstractDenitrification is of great significance for low C/N wastewater treatment. In this study, pyrite autotrophic denitrification (PAD) was coupled with a three‐dimensional biofilm electrode reactor (BER) to enhance denitrification. The effect of current on denitrification was extensively studied. The nitrate removal of the PAD‐BER increased by 14.90% and 74.64% compared to the BER and the PAD, respectively. In addition, the electron utilization, extracellular polymeric substances secretion, and denitrification enzyme activity (NaR and NiR) were enhanced in the PAD‐BER. The microbial communities study displayed that Dokdonella, Hydrogenophaga, Nitrospira, and Terrimonas became the main genera for denitrification. Compared with the PAD and the BER, the abundance of the key denitrification genes narG, nirK, nirS, and nosZ were all boosted in the PAD‐BER. This study indicated that the enhanced autotrophic denitrifiers and denitrification genes were responsible for the improved denitrification in the PAD‐BER.Practitioner Points
PAD‐BER displayed higher nitrate removal, EPS, NAR, and NIR activity.
The three types of denitrification (HD, HAD, and PAD) and their contribution percentage in the PAD‐BER were analyzed.
HAD was dominant among the three denitrification processes in PAD‐BER.
Microbial community composition and key denitrification genes were tested to reveal the denitrification mechanisms.
Ecological perspectives on water quality and zooplankton diversity in the Ravi River
Authors: Mahajan Danish , Thakur Kushal , Kumar Sunil , Kumar Rakesh 
Published: August 2024

AbstractFreshwater ecosystems are intricately linked to the diversity and abundance of zooplankton assemblages, which serve as vital indicators of environmental conditions. The aim of the present study was to investigate the habitat ecology in relation to zooplankton abundance of the Ravi River. Sampling was conducted at selected sampling sites along the Ravi River basin, encompassing various habitat types and environmental gradients. A total of 13 species of zooplankton were observed during the study in which Copepoda was most dominant followed by Cladocera. Cyclops sp. (152 ind/L) and Bosmina sp. (145 ind/L) were the dominant genera throughout the study. Asplanchana sp. (44 ind/L) was observed as a rare species during the study. Some habitat ecological parameters like water temperature, dissolved oxygen, and total dissolved solids show a declining trend in Zone 3. Turbidity was highest in Zone 3 and lowest in Zone 1, and almost all zooplankton genera showed a declining trend in Zone 3. Dissolved oxygen shows a significant positive correlation and directly influences the distribution of zooplankton assemblage structure. This study concludes that certain anthropogenic activities like municipal dumping, sand mining, and altered water flow have negatively impacted water quality and zooplankton diversity in the Ravi River. So, these types of activities should be monitored regularly and controlled immediately.
Media Accessibility in E-Learning: Analyzing Learning Management Systems
Authors: Berigel Muhammet , Berigel Duygu Solak , Duarte Carlos , Mettouris Christos , Vanezi Evangelia , Yeratziotis Alexandros , Papadopoulos George A. 
Published: August 2024

AbstractDistance education and online learning gained significant importance, especially during the COVID-19 pandemic, as well as in response to new needs and trends in the digital age. Learning Management Systems (LMS) are one of the main instruments for formal and informal learning activities. Learners, educators, and potential new customers need LMS that are accessible to instructors and other users with disabilities, as well as produce accessible content for students. Accessibility standards, as Section 508, EN 301 549, ADA (Americans with Disabilities Act), and WCAG (Web Content Accessibility Guidelines), serve as the basis for evaluating LMS providers commitment to inclusivity. This study presents a critical assessment of the publicly available information provided by the LMS providers on their accessibility. It explores and compares the media accessibility features offered and adherence to established standards. This chapter aims to provide educators, institutions, and learners with valuable insights, enabling them to make well-informed decisions in an era where digital learning has become ubiquitous. Moreover, results of the study highlight the need for enhanced accessibility features and improved usability in creating accessible and inclusive LMS. Key themes arising from the review of LMSs regarding their accessibility features and compliance with established standards are presented.
Examining the Accessibility of Online Educational Content: A Case Study of Second-Language Learning Videos
Authors: González-Sordé Mariona , Pujadas-Farreras Marina 
Published: August 2024

AbstractThe digital age has transformed the ways we approach education, customizing learning experiences to cater to student preferences. However, this transition often neglects the needs of many learners, making both physical and online classrooms not fully accessible. Although experienced organizations have shared instructions on how to create accessible educational content and how to design inclusive learning platforms, when it comes to how this is put into practice, much remains to be done. This case study assesses the accessibility of online educational content, with a specific focus on second-language learning videos, specifically on those aimed at adult non-native Catalan learners and created by the Catalan Government. The study investigates two series: “Ep! Escolta i Parla” (‘Hey! Listen and Learn’) and “Màgia per conversar” (‘Magic to Conversation’). Five videos from each series were chosen for evaluation, culminating in around 20 min of analyzed material. The evaluation criteria encompass audio description, subtitles, subtitles for the deaf and hard of hearing, language clarity, and speech rate. Our study successfully highlighted the aspects that make educational videos accessible or not accessible, and the fact is that there is a long way to go in terms of inclusive and public educational resources.
Enabling Digital Literacy Pedagogical Sessions (#DLPS): The Case of Portugal
Authors: Barbosa Sérgio 
Published: August 2024

AbstractSince the increased digitization of everyday life, social media platforms have become key tools for how young people communicate and interact. However, there is little research on pedagogical initiatives that can bring digital literacy to stimulate critical thinking and public intervention on and with social media platforms. This chapter aims to foster an educational long-term campaign to bring digital literacy to the forefront of policymaking in Portugal and broader EU contexts. It showcases the Digital Literacy Pedagogical Sessions (#DLPS) designed to empower and nurture young people’s post-digital futures. The data in this chapter is derived from a participatory pedagogy approach adopted at Portuguese schools during two periods: 2021–2022 and 2022–2023. The chapter suggests policy recommendations to consider how young people can actively participate in shaping digital society. Additionally, it advocates for a long-term educational agenda to promote public values as a key component in building a fair digital future.
Exploring the Potential of Media Accessibility as a Pedagogical Tool: Students as Audio Describers
Authors: Brescia-Zapata Marta , McDonagh Sarah 
Published: August 2024

AbstractThere is growing recognition of Media Accessibility as an educational asset in the classroom. More specifically, recent research has demonstrated its potential as a didactic tool for foreign language learning (Bausells-Espín in J Audiovis Transl 5(2):152–75, 2022; Talaván in Int J English Stud 19:21–40, 2019) and developing students’ speaking, intercultural and digital literacy skills (Khanlou et al. in J Dev Phys Dis 33:1–25, 2021). In this chapter, we will focus on the creation of non-professional audio description (AD) by secondary students as part of a workshop carried out at Ítaca campus in Barcelona, Spain. During the workshops, students were asked to design and create an accessible, immersive story using the GreenVerse platform, developed as part of the GreenSCENT project (Smart Citizen Engagement for a Green Future, Nº 101036480). We begin this chapter locating this research within the growing body of work on the use of Media Accessibility as a pedagogical tool (Black in J Audiovis Transl 5:73–93, 2022; Herrero and Escobar in Transl Translanguaging Multilingual Contexts 4:30–54, 2018; Talaván in Int J Engl Stud 19:21–40, 2019), arguing the case for its integration in the classroom. We will then present the workshop methodology, followed by an analysis and comparison of the AD created by students. This analysis will assess where and how the AD aligns with or deviates from established guidelines and best practices, specifically following the ADLAB project recommendations (Remael et al. in ADLAB audio description guidelines, 2014) for English and the UNE 153020 Standard (AENOR, 2005) for Spanish. Our results show that students deviated from established guidelines in the areas of content selection, with students more prone to include evaluative statements in their ADs, owing to the purpose of the task at hand and students’ unfamiliarity with AD norms and conventions.
Academic Training in Media Accessibility in Audiovisual Translation at a University Level: The Case of the Spanish University System
Authors: Peromingo Juan Pedro Rica 
Published: August 2024

AbstractIn today’s digital era, media accessibility has emerged as a critical element for ensuring inclusivity in content creation and distribution. With the growing demand for accessible media, academic and professional approaches to training have become instrumental in bridging the gap between content creators and the diverse audience they aim to reach. Academic institutions play a pivotal role in fostering a deeper understanding of media accessibility (MA). Educational programs provide foundational knowledge and critical insights into various aspects of accessibility standards and practices. With the emergence of media accessibility services within the mass media (subtitling for the deaf and hard-of-hearing, SDH, and audio description for the blind and partially sighted, AD, basically), the need for training professionals in these areas has arisen. MA has traditionally been regarded as a subfield in audiovisual translation (AVT) that is focused on audiences with sensory disabilities, mostly persons with a hearing or a visual impairment (Romero Fresco in Accessible filmmaking: Integrating translation and accessibility into the filmmaking process. Routledge, 2019). MA may be seen to include AVT and to be just as close to Translation Studies as it is to Film Studies or to the broader area of Accessibility Studies (Greco inJournal of Audiovisual Translation, 1(1): 205–232, 2018). This paper will provide answers to how academic training is carried out, what required skills and competencies, together with curriculum design, methodological approaches, training materials, and assessment are needed, how AVT training at a university level is, using the Spanish context and the Universidad Complutense de Madrid (UCM) as an example. Finally, information about those research projects nowadays which investigate media accessibility training used by instructors as reference for their teaching contexts will be included.
Subjectivity and Creativity Versus Audio Description Guidelines
Authors: Colmenero María Olalla Luque 
Published: August 2024

AbstractFor decades, different international guidelines on the field of audio description (AD) have been edited and supposedly followed by practitioners. There is general agreement on what should be included in terms of form, movement, colour, sound, perspective, and supporting information. According to all the guidelines, the style of audio description should be objective, not interpretative, although they do not specify what they mean by “objectivity”. These guidelines are based on the fact that receivers interpret the work of art themselves. However, this idea is unconvincing, as the blind and partially sighted receivers are not on the same level as the sighted viewer in terms of visual and information selection. Moreover, the guidelines do not focus on the different strategies to create AD. This ambiguity is also reflected in the treatment of subjectivity and creativity, as they do not provide any clear definition and are untrustworthy, since they introduce subjective techniques while recommending being always objective. This incongruence, together with the view of art education at the centre of cultural mediation and accessibility nowadays, and its influence on access projects and AD programmes across Europe and beyond, is the base of this proposal. We aim to explore both the comprehensive role of subjectivity and creativity in the guidelines and some of the new trends on AD, such as metaphorical, synesthetic, with interpretative voices, and poetic in our museums, thanks to our practical research and practice during the past decade. This way, we may have a broader and more specific understanding of what their real subjective and aesthetic experience is.
Gaze-Led Audio Description (GLAD). Concept and Application to Accessibility of Architectural Heritage
Authors: Krejtz Krzysztof , Rutkowska-Siuda Daria , Krejtz Izabela 
Published: August 2024

AbstractThis chapter presents the concept of Gaze-Led Audio Description (GLAD) and its application for the accessibility of city space. Audio Description (AD) is created by domain experts who have deep knowledge of the audio-described matter but might have their own narrative biases. Many studies report that experts’ perception and attentional patterns over the objects of their expertise are different from the perception of non-experts. As an unintended result, audio descriptions of architectural heritage created by experts, art historians or architects, might lose accessibility to non-experts. For example, often experts’ views of historic buildings are based on reading diagrams of historic buildings, leading the description from a general presentation of the basic divisions of architectural structures. The descriptions then focus on the details leading from the lower to the upper parts. This type of audio description is useful in the analysis of monuments; however, it may not reflect the natural way of looking, which usually focuses initially on the dominant accent of the mass. In this chapter, we postulate that AD may benefit from adjusting it regarding the analysis of visual attention patterns of non-experts. We present some insights from empirical research.
Achieving Accessibility on a Budget: Aksaray University's Strategy for Supporting Students with Disabilities
Authors: Islek Önder , Uyanik Hatice 
Published: August 2024

AbstractMuch emphasis has been put on the inclusivity of educational opportunities in international agreements, conventions, and declarations, with the valuable work that continues to be done globally. However, one area needs more attention for disability-inclusive international development, that is, higher education, which is still limited and not fully inclusive or accessible for individuals with disabilities globally (Covas & de Luna, 2019). This chapter presents a case study of the Aksaray University in the Republic of Türkiye. This chapter aims to deconstruct the Turkish social system with emphasis on education and employment first and show an example of how the current system is disrupted to ensure the proper application of international agendas that Türkiye is officially and legally a part of. For this chapter an eclectic approach is used combining a wicked problem frame with disability studies in education from a reconceptualist perspective. This chapter is arranged into four sections, including (a) background on education and employment in the Turkish legal and social system to understand the foundation of current systems that is a gateway or product of higher education for individuals with disabilities; (b) recent understanding of the inclusive, accessible, and nondiscriminatory higher education and where the Turkish higher education system stands in it for individuals with disabilities; (c) a case example of Aksaray University for how to disrupt the system by provision of the disability support services within the university; and (d) conclusion with future implications for policy, research, and practice.