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1. An energetics assessment of benzo[ a ]tetracene and benzo[ a ]pyrene as triplet–triplet annihilation emitters

   https://doi.org/10.1039/D2ME00004K  

   Wang, Xiaopeng; Marom, Noa (April 2022, Molecular Systems Design & Engineering)

   Optical upconversion (UC) of low energy photons into high energy photons enables solar cells to harvest photons with energies below the band gap of the absorber, reducing the transmission loss. UC based on triplet–triplet annihilation (TTA) in organic chromophores can upconvert photons from sunlight, albeit with low conversion efficiency. We utilize three energy-based criteria to assess the UC potential of TTA emitters in terms of the quantum yield (QY) and the anti-Stokes shift. The energy loss in the singlet pathway of an emitter encounter complex, where a high energy photon is emitted, determines whether a chromophore may undergo TTA. The energy loss in the triplet pathway, which is the main competing process, impacts the TTA QY. The energy difference between the lowest singlet and triplet excitation states in TTA emitters sets an upper bound for the anti-Stokes shift of TTA-UC. Using the energetic criteria evaluated by time-dependent density functional theory (TDDFT) calculations, we find that benzo[ a ]tetracene, benzo[ a ]pyrene, and their derivatives are promising TTA emitters. The energetics assessment and computer simulations could be used to efficiently discover and design more candidate high-performance TTA emitters. 

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2. Solarizing Your School: Engineering Design in Students’ Authentic Epistemic Practices of Adopting Renewable Energy

   https://doi.org/10.1007/s10956-025-10258-5  

   Tang, Hengtao; Jiang, Shiyan; Xie, Charles (September 2025, Journal of Science Education and Technology)

   Abstract Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students (N = 38) participated in theSolarizing Your Schoolcurriculum, an action-oriented program where they engaged in engineering design processes to tackle a real-world problem related to renewable energy adoption. The study sought to explore how students balanced constraints and criteria in engineering design. Over a five-day period, seventh-grade students developed plans for adopting solar energy on their school campus and simulated the plan on a technology-enhanced epistemic tool, Aladdin (https://intofuture.org/aladdin.html). Data was collected through design artifacts, log data from design processes, and surveys about their learning experience. Three distinct patterns of balancing design criteria and constraints emerged, including designing for practice, for performance, and for irrelevant goals. The group who designed for practice gave priority to criteria and constraints recorded a higher level of design performance. The study underscores the benefits of integrating action-oriented learning opportunities via engineering design processes in science education. 

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3. Zero Cycles on a Product of Elliptic Curves Over a p -adic Field

   https://doi.org/10.1093/imrn/rnab020  

   Gazaki, Evangelia; Leal, Isabel (March 2021, International Mathematics Research Notices)

   Abstract We consider a product $$X=E_1\times \cdots \times E_d$$ of elliptic curves over a finite extension $$K$$ of $${\mathbb{Q}}_p$$ with a combination of good or split multiplicative reduction. We assume that at most one of the elliptic curves has supersingular reduction. Under these assumptions, we prove that the Albanese kernel of $$X$$ is the direct sum of a finite group and a divisible group, extending work by Raskind and Spiess to cases that include supersingular phenomena. Our method involves studying the kernel of the cycle map $$CH_0(X)/p^n\rightarrow H^{2d}_{\acute{\textrm{e}}\textrm{t}}(X, \mu _{p^n}^{\otimes d})$$. We give specific criteria that guarantee this map is injective for every $$n\geq 1$$. When all curves have good ordinary reduction, we show that it suffices to extend to a specific finite extension $$L$$ of $$K$$ for these criteria to be satisfied. This extends previous work by Yamazaki and Hiranouchi. 

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4. Exploring the Design for Wearability of Wearable Devices: A Scoping Review

   https://doi.org/10.3390/computers13120326  

   Seo, Yeo Weon; La_Marca, Valentina; Tandon, Animesh; Chiao, Jung-Chih; Drummond, Colin K (December 2024, Computers)

   Wearable smart devices have become ubiquitous in modern society, extensively researched for their health monitoring capabilities and convenience features. However, the “wearability” of these devices remains a relatively understudied area, particularly in terms of design informed by clinical trials. Wearable devices possess significant potential to enhance daily life, yet their success depends on understanding and validating the design factors that influence comfort, usability, and seamless integration into everyday routines. This review aimed to evaluate the “wearability” of smart devices through a mixed-methods scoping literature review. By analyzing studies on comfort, usability, and daily integration, it sought to identify design improvements and research gaps to enhance user experience and system design. From an initial pool of 130 publications (1998–2024), 19 studies met the inclusion criteria. The review identified three significant outcomes: (1) a lack of standardized assessment methods, (2) the predominance of qualitative over quantitative assessments, and (3) limited utility of findings for informing design. Although qualitative studies provide valuable insights, the absence of quantitative research hampers the development of validated, generalizable design criteria. This underscores the urgent need for future studies to adopt robust quantitative methodologies to better assess wearability and inform evidence-based design strategies. 

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5. Addressing media and information literacy in engineering design education: Learning to design technologies in the era of science denial and misinformation

   https://doi.org/10.1002/tea.22023  

   Pérez, Greses; Henderson, Trevion; Wendell, Kristen B (January 2025, Journal of Research in Science Teaching)

   Abstract Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they produce. We begin by critiquing dominant approaches to engineering design education, specifically, engineering education's social‐technical dualism and the ubiquitous ideology of depoliticization, which has exacerbated the effects of mis/disinformation in engineering design. We follow by outlining a framework for developing students' capacity for mitigating its effects in the specific context of engineering design thinking and making value‐laden engineering judgments and decision‐making. We envision three areas of opportunity for engineering design education to teach students strategies for navigating these challenges when engaging with (a) the processes and practices of engineering, which reflect the unique types of information students engage with across the design process, (b) people and their communities, including the strategic and careful performance of activities for gathering information, while mitigating the harms to misinformation and disinformation and maximizing the benefits of community involvement, and (c) the social and technical criteria of engineering design outcomes in the form of artifacts (e.g., products, processes). 

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