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Abstract: Electrochromic MoO3 thin films were prepared by a sol–gel spin-coating technique. The spin-coated films were initially amorphous; they were calcined, producing nanocrystalline MoO3 thin films. The effects of annealing temperatures ranging from 100 °C to 500 °C were investigated. The electrochemical and electrochromic properties of the films were measured by cyclic voltammetry and by in-situ optical transmittance techniques in 1 M LiClO4/propylene carbonate electrolyte. Experimental results showed that the transmittance of MoO3 thin films heat-treated at 350 °C varied from 80% to 35% at λ =550 nm (ΔT =∼45%) and from 86% to 21% at λ ≥700 nm (ΔT =∼65%) after coloration. Films heat-treated at 350 °C exhibited the best electrochromic properties in the present study. [Copyright &y& Elsevier]

Abstract: TiO2 materials possessing not only photocatalytic but also electrochromic properties have attracted many research and development interests. Though WO3 exhibits excellent electrochromic properties, the much higher cost and water-sensitivity of WO3 as compared with the TiO2 may restrict the practical application of WO3 materials. In the present study, the feasibility of preparing nanocrystalline porous TiO2/WO3 composite thin films was investigated. Precursors of sols TiO2 and/or WO3 and polystyrene microspheres were used to prepare nanocrystalline pure TiO2, WO3, and composite TiO2/WO3 thin films by spin coating. The spin-coated thin films were amorphous and, after heat treating at a temperature of 500 °C, nanocrystalline TiO2, TiO2/WO3, and WO3 thin films with or without pores were prepared successfully. The heat-treated thin films were colorless and coloration-bleaching phenomena can be observed during cyclic voltammetry tests. The heat-treated thin films exhibited good reversible electrochromic behavior while the porous TiO2/WO3 composite film exhibited improved electrochromic properties. [Copyright &y& Elsevier]

Life and death education is a distinct field of study that has potential life relevance for consideration (e.g., self-awareness and subsequent improvement of one’s own health well-being). Existing research development, situating in different learning-sociocultural contexts, has provided consistent evidence that showcases the differing viewpoints of life functioning (e.g., what is the true meaning of life?) and the intricate nature of death and dying (e.g., a death ritual that closely associates with a particular cultural group). Some of the research studies undertaken indicate the effective use of ‘philosophization’ or the discourse of philosophical analysis, enabling individuals to philosophize, contemplate, and seek transpersonal understanding of the subject matters of life and death (e.g., can a state of ‘spiritual transcendence’ help to alleviate a person’s fear of death?). Such discourse, interestingly, has offered some informative yields for enriching and meaningful life purposes – for example, the seeking to attain transpersonal understanding of life (e.g., what does a state of self-transcendence actually mean?) and/or transpersonal life experience may assist a senior citizen to cope with his mental health during a temporary health crisis. Our teaching and research interest of life and death education over the past decade has led us to consider one important line of inquiry for development: namely, the proposition of a ‘universal’ blueprint or framework of life and death education for curriculum development, teaching, and research purposes. We are cognizant of the fact that, to date, there is no clear consensus or agreement as to what one is expected (e.g., specific learning outcome) to teach students who wish to study and learn about life and death education. On this basis, the present theoretical article introduces a theoretical framework, termed as ‘The Life + Death Education Framework’ (e.g., for universities), to assist educators for their quality teaching and/or research inquiries of life and death education. We firmly believe that the Life + Death Education Framework can be universal and, in this case, apply to different learning-sociocultural contexts. [ABSTRACT FROM AUTHOR]

Abstract: In the present work, nanostructured WO3 films were prepared by the sol–gel spin coating method. The as-prepared films were annealed at different temperatures and their structures were characterized by field-emission scanning electron microscopy and X-ray diffraction. A layer of platinum (Pt) was then sputtered onto the surface of WO3 films. The gasochromic properties of the prepared Pt/WO3 thin films were examined by use of optical transmittance under alternate exposures to various H2–N2 gas mixture and air. The results indicated that the sol–gel derived WO3 films with amorphous structure exhibited excellent gasochromic performance with good coloration change and fast response rate under ambient condition. The coloration kinetics was well fitted by exponential equation, indicating the coloration was a surface reaction-controlled process. A new model based on double-injection concept is proposed. According to the model, it is found that the hydrogen insertion coefficient (x) in the gasochromic colored tungsten bronze state (H x WO3) of the studied sol–gel WO3 films is about 0.29, which is similar to the reported gasochromic and electrochromic studies. [Copyright &y& Elsevier]

Abstract: In the present work, nanostructured WO3 films were prepared by the sol–gel spin coating method. The as-prepared films were annealed at different temperatures and their structures were characterized by field-emission scanning electron microscopy and X-ray diffraction. A layer of platinum (Pt) was then sputtered onto the surface of WO3 films. The coloring/bleaching kinetics was evaluated by alternate exposures to H2–N2 mixture and air. The cycling change of coloration was obtained from the UV–vis spectra. The Pt/WO3 thin films exhibited excellent gasochromic performance with good coloration change and fast response rate under ambient condition. Taguchi''s experimental design approach was employed for conducting the experiments to study the influences of process parameters, such as annealing temperature, thicknesses of Pt catalyst and WO3 films, on the gasochromic performance. The stability of the gasochromic Pt/WO3 film was also evaluated by the switching cycle-life test. [Copyright &y& Elsevier]

Abstract: In the present study, nanocrystalline TiO2/Ag composite thin films were prepared by a sol–gel spin coating technique. While, by introducing polystyrene (PS) microspheres, porous TiO2/Ag films were obtained after calcining at a temperature of 500 °C. The as-prepared TiO2 and TiO2/Ag thin films were characterized by X-ray diffractometry, and scanning electron microscopy to reveal the structural and morphological differences. In addition, the photocatalytic properties of these films were investigated by degrading methylene blue under UV irradiation. After 500 °C calcination, the microstructure of PS-TiO2 film without Ag addition exhibited a sponge-like microstructure while significant sintering effect was noticed with Ag additions and the films exhibited a porous microstructure. Meanwhile, coalescence of nanocrystalline anatase-phase TiO2 can be observed with respect to the sharpening of XRD diffraction peaks. The photodegradation of porous TiO2 doped with 1 mol% Ag exhibited the best photocatalytic efficiency where 72% methylene blue can be decomposed after UV exposure for 12 h. [Copyright &y& Elsevier]

Life and death education , as noted from the literatures, has been studied and researched extensively in China, Malaysia, and Taiwan. Our own research undertakings over the past several years, situated in different sociocultural settings have delved into aspects of life and death that could help advance theoretical understanding of the subject matters (e.g., does the meaning of "effective life functioning" connote differing interpretations for different cultural groups?). Situating within the framework of life and death education, we expand the study of trans-humanism by introducing an extended prefix or nomenclature known as "trans-mystical". Specifically, our philosophized concept of trans-mysticism considers a related concept, which we term as a "trans-mystical mindset". A trans-mystical mindset, differing from an ordinary mindset, from our philosophical rationalization, is defined as "a person's higher-order state of consciousness, espousing her perception, judgment, belief, and attempted interpretation of life and death phenomena that are mystifying and fall outside the ordinary boundaries of human psyche." Our focus of inquiry, as reported in the present article, seeks to advance our proposition: that a trans-mystical mindset, unlike an ordinary mindset, may help a person to rationalize, appreciate, and understand metaphysical contexts, mystical experiences, and the like. This focus, interestingly, serves to highlight an important discourse - namely, that there is a dichotomy in theoretical lenses (i.e., objective reality vs. individual subjectivity) that a person may use to rationalize the significance or non-significance of universal contexts, events, phenomena, etc. (e.g., a person's experience of "premonition"). As such, then, there is an important question that we seek to consider: whether philosophization, or the use of philosophical psychology, would yield perceived "scientific evidence" to support or to reject the study of metaphysicism, mysticism, and the like? For example, does our philosophization of an "equivalency" between a person's trans-mystical mindset and her experience of self-transcendence help to normalize and/or to scientize the subject matters of metaphysicism, mysticism, etc.?, Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Phan, Ngu, Hsu, Chen and Wu.)