Advances in Repurposing and Recycling of Post-Vehicle-Application Lithium-Ion Batteries

Increased electrification of vehicles has increased the use of lithium-ion batteries for energy storage, and raised the issue of what to do with post-vehicle-application batteries. Three possibilities have been identified: 1) remanufacturing for intended reuse in vehicles; 2) repurposing for non-vehicle, stationary storage applications; and 3) recycling, extracting the precious metals, chemicals and other byproducts. Advances in repurposing and recycling are presented, along with a mathematical model that forecasts the manufacturing capacity needed for remanufacturing, repurposing, and recycling. Results obtained by simulating the model show that up to a 25% reduction in the need for new batteries can be achieved through remanufacturing, that the sum of repurposing and remanufacturing capacity is approximately constant across various scenarios encouraging the sharing of resources, and that the need for recycling capacity will be significant by 2030. A repurposing demonstration shows the use of post-vehicle-application batteries to support a semi-portable recycling platform. Energy is collected from solar panels, and dispensed to electrical devices as required. Recycling may be complicated: lithium-ion batteries produced by different manufacturers contain different active materials, particularly for the cathodes. In all cases, however, the collecting foils used in the anodes are copper, and in the cathodes are aluminum. A common recycling process using relatively low acid concentrations, low temperatures, and short time periods was developed and demonstrated

Docking-based virtual screening of known drugs against murE of Mycobacterium tuberculosis towards repurposing for TB.

Repurposing has gained momentum globally and become an alternative avenue for drug discovery because of its better success rate, and reduced cost, time and issues related to safety than the conventional drug discovery process. Several drugs have already been successfully repurposed for other clinical conditions including drug resistant tuberculosis (DR-TB). Though TB can be cured completely with the use of currently available anti-tubercular drugs, emergence of drug resistant strains of Mycobacterium tuberculosis and the huge death toll globally, together necessitate urgently newer and effective drugs for TB. Therefore, we performed virtual screening of 1554 FDA approved drugs against murE, which is essential for peptidoglycan biosynthesis of M. tuberculosis. We used Glide and AutoDock Vina for virtual screening and applied rigid docking algorithm followed by induced fit docking algorithm in order to enhance the quality of the docking prediction and to prioritize drugs for repurposing. We found 17 drugs binding strongly with murE and three of them, namely, lymecycline, acarbose and desmopressin were consistently present within top 10 ranks by both Glide and AutoDock Vina in the induced fit docking algorithm, which strongly indicates that these three drugs are potential candidates for further studies towards repurposing for TB

Repurposing screen identifies mebendazole as a clinical candidate to synergise with docetaxel for prostate cancer treatment

BACKGROUND: Docetaxel chemotherapy in prostate cancer has a modest impact on survival. To date, efforts to develop combination therapies have not translated into new treatments. We sought to develop a novel therapeutic strategy to tackle chemoresistant prostate cancer by enhancing the efficacy of docetaxel. METHODS: We performed a drug-repurposing screen by using murine-derived prostate cancer cell lines driven by clinically relevant genotypes. Cells were treated with docetaxel alone, or in combination with drugs (n = 857) from repurposing libraries, with cytotoxicity quantified using High Content Imaging Analysis. RESULTS: Mebendazole (an anthelmintic drug that inhibits microtubule assembly) was selected as the lead drug and shown to potently synergise docetaxel-mediated cell killing in vitro and in vivo. Dual targeting of the microtubule structure was associated with increased G2/M mitotic block and enhanced cell death. Strikingly, following combined docetaxel and mebendazole treatment, no cells divided correctly, forming multipolar spindles that resulted in aneuploid daughter cells. Liposomes entrapping docetaxel and mebendazole suppressed in vivo prostate tumour growth and extended progression-free survival. CONCLUSIONS: Docetaxel and mebendazole target distinct aspects of the microtubule dynamics, leading to increased apoptosis and reduced tumour growth. Our data support a new concept of combined mebendazole/docetaxel treatment that warrants further clinical evaluation

The role of mentoring in facilitating the process of repurposing OER

This paper presents the initial data analysis of a research that is work in progress. It discusses the role of mentoring and peer support in facilitating the process of repurposing open educational resources (OER). It also reports on the lessons so far learned from the analysis of two distinct but related case studies on working with learners to use and disseminate OER. The first case study is based on the 2009 presentation of the distance learning Masters’ course of the Institute of Educational Technology of the Open University UK (from now on OU) entitled “Technology Enhanced Learning: Practices and Debates”. In this course the registered students were guided through the repurposing of content within the OER repository of the OU, OpenLearn, as part of their course activities. The aim was to provide the students with substantial information about and knowledge of finding, using and repurposing OER. The second case study relates to the activities of the online community COLEARN, an initiative of the Knowledge Media Institute of the OU which started in 2006. COLEARN is an online community hosted within the OpenLearn platform, bringing together researchers and practitioners from Brazil, Portugal and Spain mostly. The aim of COLEARN is to offer a community-supported environment in which research and ideas about the use of collaborative technologies for learning can be shared. All the activities in COLEARN are available to the world as OER, as well as all the resources shared the by participants. Mentoring in these two cases happen in different ways. In the first case we term it ‘formal mentoring’ because the mentoring is part of the course activities of registered students in the course. The students are guided step by step on how to find OER, assess its relevance and how to make use of web 2.0 technologies to modify the content to fit specific purposes. In particular, they are prompted to use an in situ editing tool offered by OpenLearn to modify and re-publish content. The mentoring in this case is offered through the task design of the course material and through the tutoring available. In the case of COLEARN, the mentoring process happens through peer and tutor support from the community to the community. This is why we term it ‘informal mentoring’, although at a times the user performing the mentor’s role is a tutor of another learning setting (e.g. a tutor associated with a higher education institution). By means of pre-booked learning sessions (e.g. brainstorming sessions based on a web-videoconference tool such as Flashmeeting ), workshops and discussion forums the participants of this community get substantial support and guidance on how to use OER and technologies that facilitate OER repurposing. By analysing the activities of the mentors and participants in the two case studies, we aim to explore how both forms of mentoring seem to address the needs of the practitioners/students in terms of learning how to work with OER

New design approaches to repurposing open educational resources for collaborative learning using mediating artefacts

In spite of high expectations and the support given by prestigious funding and educational institutions, Open Educational Resources (OER) have not been adopted widely by teachers and learners in practice. From a cultural historical activity theory perspective, we argue that Mediating Artefacts (MA) such as OER learning design visual representations and rich narrative pedagogical patterns may enable a more effective OER cycle of creation, design, use and evaluation. More specifically, two main arguments are analysed in this paper: first, that making the inherent design of OER more explicit will make them more understandable and hence reusable; second, that offering a small set of simple patterns will encourage new ways to interpret OER and inspire re-purposing in new challenging contexts. A series of successful workshops was carried out and qualitative data gathered which provide initial evidence that a set of CSCL pedagogical patterns were found very suitable in order to repurpose resources intended for individual use and adjust the focus to make them suit new collaborative learning contexts. Interpretation of the data will form the basis for further workshops that aim to extend the idea of using targeted mediating artefacts to guide the design and repurposing of OER

Repurposing learning objects: a sustainable alternative?

Recent experience shows that reusable learning objects, like the computer assisted learning programmes of the early 1990s, have so far failed to achieve expected levels of integration into educational practice. This is despite technical interoperability, cataloguing systems, high quality standards, targeted dissemination and professional development initiatives. Analysis of this problem suggests that conceptualization of the problem may be limiting the scope of solutions. This paper proposes a sustainable and participative approach to reuse that involves repurposing learning objects for different discipline areas. For some time now there has been a growing awareness that even the most accessible resources have failed to be widely adopted by the educational community and as a result have also failed to fulfil their considerable educational potential. (Campbell, 2003, p. 35

Universal Broadband: Targeting Investments to Deliver Broadband Services to All Americans

Suggests ways to implement Knight's 2009 recommendation for universal broadband access, including repurposing and distributing existing funds via a transparent, market-based approach and supporting adoption by low-income and other non-adopter communities