Application‐Targeted Metal Grid‐Enhanced Transparent Electrodes for Organic Photovoltaics

Transparent conducting electrodes (TCEs) are integral components in optoelectronic devices, facilitating both light transmission and electrical conduction. Over the past four decades, substantial advancements have been made in TCE materials, including transparent conducting oxides (TCOs) such as indium tin oxide (ITO) and fluorine-doped tin oxide (FTO), which remain dominant technologies in practical applications. Despite these advancements, current TCEs exhibit relatively high sheet resistance (Rsheet), posing a significant barrier to the scale-up of solution-processed devices such as organic photovoltaics (OPVs). This work addresses the scaling limitations of TCEs in OPVs by proposing the integration of a TCE with a metallic grid (g-TCE) to mitigate the high Rsheet issue. The performance of g-TCEs in OPVs is evaluated across various irradiance levels and TCE Rsheet values. Additionally, a novel, unitless figure-of-merit tailored to specific PV devices is introduced, which enables benchmarking beyond traditional TCE FoMs. Exemplifications of g-TCEs include aluminium-doped zinc oxide (AZO), which has an equivalent Rsheet of 0.5 Ω □−1, while maintaining an average visible transmittance exceeding 77%, outperforming all state-of-the-art monolithic TCE materials. These findings demonstrate that g-TCEs present a viable pathway for the development of large-area, solution-processed PV devices

Imaging Brine Infiltration and Basal Marine Ice in Larsen C Ice Shelf, Antarctic Peninsula, From Borehole Measurements and Transient Electromagnetics

The presence and nature of marine ice in ice shelves is important, yet difficult to determine. We present transient electromagnetic results spanning 10 km across a suture zone of Larsen C Ice Shelf (LCIS), Antarctica, supported by central borehole measurements. Our results indicate the presence of two ice-shelf layers. The uppermost layer, ∼300 m thick, has resistivity 103−106 Ωm. We interpret this as meteoric ice, overlying a lower shelf layer 25–56 m thick with resistivity 3–20 Ωm, consistent with permeable basal marine ice. This reconstruction closely matches modeled marine-ice thicknesses in the area. The porosity of this layer is 0.18–0.40, higher than measured farther down-flow, suggesting the layer consolidates once formed. Within the upper layer at 78.5 m depth, we identify a 2.5 m thick layer, likely linked to brine infiltration. These heterogeneities in ice shelf properties should be accounted for in future LCIS stability assessments

Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education

Purpose: Design Thinking (DT) has emerged in a variety of educational contexts within entrepreneurship and debate continues on the value of integrating DT into Entrepreneurship Education (EE). Although DT is increasingly recommended for EE practice (Baciagalupo et al., 2020) there are scarce insights into how Entrepreneurship Educators apply and/or integrate DT into their practice. This study uses a constructivist paradigm of education to answer questions about the educational practice when integrating DT, with a view to understanding the schema that educators construct when encouraging learners to construct their own knowledge. Design/methodology/approach: This study follows a qualitative, interpretive approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from higher education in the UK and Europe. Thus, this study puts focus on the quality of the DT integration in EE - from an educator’s perspective. Findings: There exists a difference between the scholarly proposed integration of DT and the enacted practice within the classroom. Analysis identified four forms (selective, idea-centric, procedural, holistic) of DT integration in the context of EE, as well as insights into the practical barriers and motivations for utilising DT. In particular, this study has identified an opportunity for appropriate training of the educators to extend their awareness of the principles of DT. Originality: This research has identified four novel and distinct ways in which DT can be integrated with(in) EE. This allows educators to be more reflexive about why and how they utilise DT in their classrooms, addressing an apparent lack of this understanding in contemporary practice

Wie man einen Kommentar- und Materialienband zusammenstellt am Beispiel von „Unkenrufe“: Zur Geschichte der Grass-Ausgaben

Große philologische Projekte erfordern Zeit und Fleiss von ihren Verfassern, die darüber hinaus stets mit dem Unerwarteten rechnen müssen: Autoren wechseln den Verlag und mögen vor dem Abschluss des von ihnen unterstützten Projekts plötzlich sterben. Überbelastete Germanisten verpassen Abgabetermine. Verlage interessieren sich nicht immer für sekundäre Untersuchungen ihrer Star Autoren. All das und mehr ist den Grass-Ausgaben über die letzten dreiundhalb Jahre zuwiderlaufen. 2023 erschienen dann endlich doch die ersten drei Kommentar- und Materialienbände zum Treffen in Telgte, Unkenrufe und dem Butt, die sich auf die zitierfeste Neue Göttinger Ausgabe (NGA) beziehen. Im Folgenden wird aus der Erinnerung und persönlichen Sicht des Autors des Unkenrufe Bandes kurz skizziert, wie sämtliche Hindernisse am Ende überwunden wurden

Reflections on the manifestation of attention-deficit hyperactivity disorder in girls from young adults with lived experiences: a qualitative study

Background: Attention-deficit/hyperactivity disorder (ADHD) is more commonly missed or diagnosed later in females than males. One explanation is that diagnostic criteria have been informed by research primarily based on male samples and may not adequately capture the female presentation of ADHD. This study used a qualitative approach to better understand female ADHD in childhood from the perspective of young women and non-binary adults with ADHD.Methods: Twelve young adults (10 women and 2 non-binary individuals assigned female at birth, aged 18-25 years) with ADHD participated in interviews to describe their lived experiences of ADHD throughout childhood. Interviews were transcribed verbatim and qualitatively analysed using the framework method.Findings: Participants reported experiencing a range of ADHD symptoms, some of which are not included in current diagnostic criteria. Four core themes were identified; 1: socially-oriented and internalised symptoms, 2: social impacts, 3: masking and compensation, and 4: the importance of context. Theme one describes that girls with ADHD may experience symptoms as more socially-oriented (eg losing track of thoughts in a conversation), non-disruptive (eg doodling) and internalised (eg feelings of frustration) than those described by current diagnostic criteria. Theme two highlights the particular importance of social impacts of ADHD on friends, home, and school. Theme three describes the desire to fit in socially, behaviours and strategies used to mask symptoms and associated unfavourable consequences. Theme four highlights variability in symptoms across different environmental contexts.Interpretation: This study suggests that the presentation of ADHD symptoms in girls may be socially-oriented, internalised and especially influenced by the social context. Also, female ADHD symptoms may be less visible due to scaffolding, masking and context. Future research should consider whether current ADHD diagnostic criteria require adjustment, to aid earlier recognition and diagnosis of ADHD in children and young people, especially in females

Democratising Repair Expertise: Designing Socio-Technical Systems to Capture Tacit Knowledge and Support Sustainable Repair Practices

Repair work has been the focus of the CSCW, especially in recognising system breakdowns. However, little focus has been given to developing socio-technical systems that support the implicit nature of repair. A significant amount of embodied and implicit knowledge is required when repairs are needed or when breakdowns occur. How can technology be designed to extract and capture that knowledge to assist repair work? In this context, this project explores how to design creative support tools for experts in community-based repair cafés to utilise while they address breakdowns. This project employs an ethnomethodological approach to observe repair work settings and uses co-design to understand interventions and identify effective technologies. Findings tell that DIY videos have not been particularly useful in the repair process, and there is a lack of a knowledge repository that can assist in the process of elimination when deciding the next best action in repairs. The aim is to develop a framework that facilitates how humans can converse with machines, capturing their decision-making processes and understanding, which can aid in performing their repair work. Contributing to sustainability by making the repair process more efficient, reducing waste, promoting product longevity, and supporting circular economy practices

The inter-relationship between parental problems and ethnic background: How do they impact on entry into local authority care?

Both parental problems and being from certain ethnic minoritized populations are associated with an increased likelihood of children entering local authority care. This study explored the intersection of these factors in the UK. Population-level administrative datasets were linked to create a dataset of school-aged children living in households in Wales, between 2016 and 2020 (n = 431,584). Multilevel logistic regression models were used to look at care entry for different ethnic groups, controlling for key factors. Crude odds ratios using sub-populations of children from different ethnicities were used to explore effects of risks on sub-populations. Models showed that when parental risk factors and levels of deprivation were controlled for, all ethnic minoritized populations were more likely to enter care than White children. Subgroup analysis showed substantial differences in the effects of risks for children of different ethnicities. The results suggest different reasons for care entry vary by children’s ethnicity and highlight inequalities in care entry. The findings highlight the urgent need to carry out work to ensure that social care provision is non-discriminatory and culturally sensitive

Interrogating green social prescribing in South Wales; A multi-stakeholder qualitative exploration

As an umbrella term, social prescribing offers varied routes into society which promise to support, enhance, and empower individual citizens to take control of their own health and wellbeing. Globally healthcare systems are struggling to cope with the increasing demands of an ageing population and the NHS (UK) is no exception. Social prescribing is heralded as a means to relieve the burden on primary care and provide support for the 20% of patients whose needs are non-medical. As such an increasing array of schemes are available, spanning five sub-sets: creative or nature-based referrals, welfare services, exercise referrals, education programmes or befriending support. Green social prescription offers significant potential to promote wellbeing and improve health outcomes. However limited research has explored this emergent sub-set