Academic literature on the topic 'ZERO-SEI'

Japan is one of 196 parties who adopted the Paris Agreement and is committed to reducing greenhouse gas emissions to achieve net zero by 2050. Greenhouse gas emissions are predicted to increase global temperatures by +3.8° in 2100 under RCP8.5. In response to the Paris Agreement, Sumitomo Electrical Industries Ltd. (Osaka, Japan, 107-8468) (a Japanese manufacturing company) has committed itself to being net zero by 2050. The aim of this research was to determine the overall GHG reductions of SEI to evaluate whether they have met their sustainability development goals and emissions reductions target. Evaluation of the GHG targets pledged by SEI was performed using secondary data analysis from their most recent company sustainability report. They estimated 1,372,000 tons of CO2-eq emissions in 2019 for the company globally. This accounted for scope 1 and 2 emissions estimates. They implemented a conservative target of a 0% change in emissions between 2017–2019, but recorded a reduction of 13%. Summitomo Electrical Industries Ltd. implemented transport changes, energy savings, and developed ‘ECO’ products to meet their sustainability and carbon management goals. SEI have demonstrated that modest targets can lead to meaningful carbon emissions reductions through potentially low-cost, easily implemented, and accessible options. Addressing the target of net zero, however, will only be addressed in large-scale emissions reductions practices which will be the determining factor for SEI’s ambitions of net zero by 2050. Their conservative approach shows that there is room for more ambitious carbon management within Summitomo Electrical Industries. Moving forward, several carbon emissions management actions can be implemented to further reduce emissions including carbon capture and storage, purchasing offsets, and investment in renewable energies. There are limitations to this desktop study including data reliability. However, this is a useful first step for investigating carbon management performance.

Questo articolo è una lettura dei sette romanzi di Umberto Eco da Il nome della rosa (1980) al Numero zero (2015) alla luce delle sei conferenze che ha tenuto alla Harvard University (1992–1993), pubblicate col titolo Sei passeggiate nei boschi narrativi. È un tentativo di trovare la chiave di lettura dei suoi romanzi e le regole del gioco narrativo che nella veste dell’“autore modello” ci pone. Eco, non solo con i suoi romanzi, ma anche con le sue opere di saggistica ci mette in gioco, ci trascina in un labirinto e ci procura dei segnali per guidarci. Eco ha tenuto sei conferenze e ha scritto sette romanzi; ogni conferenza parla di un punto cardine della narrazione e ogni romanzo è una dimostrazione di quel punto. Questo articolo è una rilettura delle sue opere narrative considerando i sei punti cardinali della narrazione da lui definiti: l’autore e il lettore modello, l’intreccio, l’indugio, la fiducia tra l’autore e il lettore, l’enciclopedia richiesta dal testo e la finzione narrativa. Come sostiene Eco, soltanto scoprendo le regole del gioco del labirinto e il sistema creato dal suo autore, ovvero la sua strategia, possiamo scoprire il senso vero di un’opera letteraria.

O artigo apresenta e analisa a nova perspectiva posta pelo "Sistema Integrado de Educação e Instrução do nascimento até os seis anos", definida pela Lei 107/2015 e pelo Decreto 65 de 2017. A educação infantil para a primeira infância e a pré-escola compõem um sistema integrado que a partir de uma nova visão da criança de zero a seis anos trará relevância ao tema da continuidade educativa e de uma cultura pedagógica condizente com a creche e a pré-escola. A nova lei abre uma importante perspectiva educativa sob a ótica de zero a seis, mas também aumenta os novos desafios, particularmente no que se refere à coordenação e aos processos de formação profissional dos educadores e professores.

Marque a alternativa correta (vale 1,0): a) Certamente é a melhor opção. b) Nunca é a melhor opção. c) Talvez seja esta. d) Esta não é com certeza. Alternativas adicionais: e) Não sei (vale 0,2) f) Se sua primeira opção estiver errada, qual seria a segunda alternativa que marcaria? (0,2 na segunda e última chance) Lições: Mais vale assumir que não sabe do que chutar a alternativa errada. De que adianta uma segunda opção para quem está em dúvida. Zero é a punição para quem está enganado com certeza. Um ponto é o benefício para quem pode estar certo na dúvida. Gabarito: ( ) Nenhuma das anteriores. Porque quem é arbitrário a ponto de reduzir a vida à s alternativas também o é para definir as respostas. Aviso: Este jogo é contraindicado para quem sofre de certezas. 30 de julho de 2016

Lithium (Li) metal anodes (LMAs) have been attracted world-wide attention as an ideal anode because of its extra-high theoretical capacity (3860 mAh g-1) and low electrode potential (-3.04 V vs S.H.E.). However, the dendritic growth of Li and low Coulombic efficiency (CE) are still hindering their practical uses [1]. To date, numerous methods such as construction of artificial solid electrolyte layer (ASEI) [2], adoption of 3D current collector [3], and tuning of the electrolyte composition [4] have been proposed to prevent Li dendrite growth and increase the CE. Among them, introducing functional additives is one of the most efficient approaches for practical application considering its cost-effectiveness. Until now, various functional additives were introduced to form stable and robust SEI layer in LMBs [4]. Among them, lithium nitrate (LiNO3) is considered as the most efficient electrolyte additive, ensuring high coulombic efficiency (CE) as well as long lifespan of LMBs. When LiNO3 is dissolved in the electrolyte, NO3 - anions are mainly reduced to form inorganic species such as Li3N, which has a high ionic conductivity and mechanical strength. As such species contribute to the construction of the robust and ionic-conductive SEI layer, and hence the reduction of NO3 - is important for stable Li cycling. In this regard, many researchers have focused on increasing reduction of NO3 - by using high-concentration LiNO3 [4], or adding solubilizer to increase more NO3 - in the electrolyte [5]. However, those remedies are still insufficient because most of them increase the viscosity of electrolyte leading to low kinetics, hence a novel and more efficient way to increase NO3 - reduction is needed for practical application. On the other hand, recent researches have reported that the preferential reduction of specific anions is possible by regulation of inner Helmholtz plane (IHP) structure [6]. For instance, Huang et al. reported that intermolecular force between PF6 - anions and surface adsorbent tris(trimethylsilyl) borate could derive in PF6 --abundant IHP, successfully resulted in LiF-rich SEI layer to increase the stability of LMA [6]. Inspired by those works, we expected that NO3 --derived SEI layer would be achieved by using surface adsorbent showing strong intermolecular interaction with NO3 -. In this context, we introduce the adoption of thiourea (TU) as a catalytic additive for the LiNO3 reduction during the SEI formation. Due to its unique molecular structure, addition of TU could induce NO3 - derived SEI layer. Firstly, TU could adsorb onto metallic surface by its S atom. Meanwhile, thiourea could form hydrogen bonding with NO3 - anion by its N-H bonds [7]. Hence in the presence of TU, we suggest that NO3 --abundant electrode surface would be achieved by interaction between TU-NO3 -, resulting in Li3N-rich SEI layer. The adsorption behavior of TU on the Cu electrode was investigated by potential of zero charge (PZC) measurement (Figure 1(a)). As the TU concentration increases, PZC decreases, indicating more surface coverage by TU. Figure 1(b) shows 1H NMR spectra of electrolytes with different components. Upshift displacement of N-H bond of TU were detected after addition of DME and LiTFSI, indicating that intramolecular H-bond of TU were weakened. By contrast, downshift displacement appeared when LiNO3 was added, which means NO3 - would form strong hydrogen bonding with TU. Furthermore, linear scanning voltammetry (LSV) curves at different concentration of TU were measured to investigate the effect of TU on electrolyte reduction (Figure 1(c)). The distinct peaks at 1.6 V and 1.3 V in the cell with 5 wt% LiNO3 indicate reduction of LiNO3 and LiTFSI, respectively. Interestingly, in the presence of TU, negative potential shift and increased current of those redox peaks were shown, indicating that the TU significantly increases the LiNO3 reduction. Importantly, from the XPS analysis, it was found that more abundant Li3N components are in the ASEI layer with TU than that without TU, implying that TU accelerates the reduction of LiNO3 (Figure 2(a-b)). As a result, Li|Cu@ASEI with TU shows better cyclability and higher average CE of 96.44% during 80 cycles compared to Li|Cu@NSEI and Li|Cu@ASEI w/o TU (Figure 3). In addition, morphological and chemical investigation on the favorable ASEI layers assisted by TU, and its electrochemical performance in LMBs will be discussed in this presentation. [1] Cheng et al, Chem. Rev, 117, 10403, 2017. [2] Lopez Jeffrey, et al. JACS 140.37 (2018): 11735-11744. [3] Yang Chun-Peng et al. Nature communications 6.1 (2015): 1-9. [4] Kang et al. Journal of Power Sources 490 (2021): 229504. [5] Zhang et al. Advanced Materials 32.24 (2020): 2001740. [6] Huang et al. Angewandte Chemie. 60.35 (2021): 19232-19240. [7] Nishizawa et al. Tetrahedron letters 36.36 (1995): 6483-6486. Figure 1

In a global context of children’s material and cultural deprivation, the Covid-19 pandemic contributed to redefine the human condition’s vulnerability, favoring the emergence of new forms of poverty and invisibility. Starting from the analysis of the consequences caused by the spread of the pandemic on children’s environment and fundamental development factors, the contribution focuses on the emerging educational challenges, to offer a pedagogical reflection on the possibilities of quality education at the time of emergency. The interviews – carried out as part of the Research Project Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori – make possible to restore visibility and voice to the discomfort of mothers and children between zero and six years old, acting as a starting point for the development of some work’s lines for a reappropriation of relationality, awareness and corporeality, with a look at the children’s rights and at the society’s ethical and civil responsibility in their global protection. Linee pedagogiche e sentieri di coscientizzazione per un’educazione di qualità al tempo della pandemia Covid-19. In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale. In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla diffusione della pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca “Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori” hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale.

LTO or Li4Ti5O12 (lithium titanate) is a compound that is used as an anode component in a lithium-ion battery. LTO anode is used because it has zero-strain properties and doesn't produce SEI (solid electrolyte interphase) which cause low battery performance. However, LTO also has a problem, which is its low capacity. To overcome this problem, the LTO needs to be combined with other materials that have high capacity, which, in this case, are active carbon (AC) and Sn. Making the LTO to be nano-sized can also improve the performance of the battery, thus we tried to synthesize LTO in nanorods form. LTO nanorods are synthesized by hydrothermal in NaOH 4 M solution. The LTO nanorods are mixed with various Sn (5wt%, 10wt%, and 15wt%) and 5wt% activated carbon. LTO nanorods/Sn-AC composite was characterized using XRD, SEM-EDS, and BET and the battery performance was analyzed by EIS, CV, and CD. The results showed that the highest capacity was obtained at LTO nanorods-AC/15wt% Sn with 127.24 mAh/g. This result shows that LTO nanorods-AC/15wt% Sn could be used as an alternative for anode component.

This doctorate thesis tries to understand how happens the education of children from zero to six years old in daily life of families that reside in the seven principal towns of Veneto Region. The aim can be express as it follows: considering in the ecological perspective of the human development the interdependence of the parents-children relationships with the amplest social circle, through the analysis of a standard day work, can be individualized: - the formalities, the times and the daily spaces of the education relationship; - the daily demands of parents in order to children' care and education; - the good practices with which Venetian cities sustain and can support family education. The sample has concerned 49 Venetian families with children from zero to six years old and reside in the seven principal towns of Veneto Region. Through the autobiographic method and the semistructured interview is been interviewed each family for about an hour at home with the research "Times, Spaces and Family Relationships in the Cities", commissioned by Veneto Region to the Regional Center of Documentation and Analysis on the family and submitted to the Department of Education Sciences. Altogether 46 mothers and 12 fathers (in 37 cases only mothers, in 3 cases only fathers and in 9 cases both parents) are been interviewed; fathers have a middle age of 38 and mothers have a middle age of 35 years old; the prevailing typology of nucleus is represented by two married parents with a child; children are 69, 47 of them from zero to three years and 22 from four to six; children' average for nucleus is 1,41, and children' middle age is equal to eighteen months. These are the main investigated thematics: - the organization of a standard day work; - the family relationships; - the conciliation job-family; - the relationship family-services in the city. The analysis of life conditions and families' demands, around the management of daily life and children education, has delineated the pedagogic aspects that converge in to determine the daily life conditions in which happens the experience to be parents of children from zero to six years old in Venetian cities; besides it has looked out upon interesting implications, both for the social politics of family responsibilities support and for the operators' formative trainings in social and educational services.

What do early childhood caregivers know about children bilingualism? How do these ideas and theories influence the children’s linguistic socialization in early childhood’s educational services? These are the questions I have tried to answer by conducting, in an infant-toddler center and in a nursery school in Parma, a research based on early childhood caregivers’ ideas, beliefs and theories. This work is an extension and deepening of the linguistic themes raised by the international project Children Crossing Borders. Research method has included the proposal of focus groups, a video on language realized ad hoc and excerpts of transcripts of focus groups to stimulate discussion. This method has proved itself valuable not only to deepen my understanding of teachers linguistic “theories” but also as a professional development or training process. The research is inscribed in the area of child development and educational studies on adults’ ideas about early childhood, its development and education and it is inspired by the field study model of action research. Data analysis shows that bilingualism is only intuitively known by early childhood caregivers and teachers (their theories are naïve) and that specific reflections and interventions on children linguistic development have been neglected for a long time in educational services for early childhood.