Enhance cycling performance of LiMn2O4 cathode by Sr2+ and Cr3+ doping

Spinel LiSr_0·1Cr_0·1Mn_1·8O₄ was synthesised by high temperature solid state method in order to enhance the electrochemical performance. The LiSr_0·1Cr_0·1Mn_1·8O₄ (LSCMO) materials were characterised by X-ray diffraction (XRD), scanning electron microscopy (SEM) and electrochemical tests. The XRD and SEM studies confirm that LSCMO had spinel crystal structure with a space group of Fd3m, and the particle of LSCMO shows irregular shape. The cyclic voltammetry data illustrated that the heavy current charge–discharge performance of LMO was improved by Sr²⁺ and Cr³⁺ doping. The galvanostatic charge–discharge of LSCMO cathode materials was measured at 1, 5, 10 and 20 C. The results indicated that LSCMO improved the capacity retention.     

Evaluation of Intellectual Property Objects in the Nanoindustry Field

Russian Microelectronics - The recently developed nanomaterials and their production technologies as intellectual property objects (IPOs) are considered. The role of the informational-analytical...     

A Light Weight Secure Communication Scheme for Wireless Sensor Networks

Wireless Personal Communications - The majority of security systems for wireless sensor networks are based on symmetric encryption. The main open issue for these approaches concerns the...     

基于状态空间法的电动机故障诊断和识别

电动机的初期故障信号一般较弱,不易辨别,而状态空间法在小信号的处理中灵敏度很高。为达到对电动机故障的诊断和识别,试图把状态空间法应用到对电动机的故障诊断中,先通过推导,从数学理论层面分析了状态空间法对于电动机故障信号的可辨别性,再使用Matlab软件搭建状态空间的辨别模型,把实验台测试的三组数据导入到模型中进行测试。测试的结果有力地证明了此方法的可行性,并能克服快速傅里叶变换(FFT)中数据采集量较大、分辨率不高的缺点。     

Lecture capture with real‐time rearrangement of visual elements: impact on student performance

The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance.