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This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective that has indicated that multimodality enables children to use different types of expression to communicate a message or share an idea. Using the PRISMA methodology and the narrative document analysis approach, the themes that emerged included how the content and resources available on the websites addressed whether multimodality supported STEM engagement in an inclusive manner. The findings revealed that there were scarce multimodal resources that engaged children with fun, interactive, and meaningful opportunities to be autonomous learners (e.g., children had agency) (n = 11 out of 29), moving between the digital and hands-on physical spaces (n = 8 out of 29), employing gamification for deep learning (n = 4 out of 29), and piquing children’s imagination, inquiry, and creativity, and links to everyday STEM scenarios were hardly present (n = 10 out of 29). The implications lie in addressing early STEM engagement by considering children’s learning abilities and agency, bearing in mind parents/educators’ sociocultural backgrounds, confidence in STEM awareness, and multimodal avenues for communicating STEM learning and inquiry.

The study aims to solve how to construct the semantic relations of specific domain terms by applying linguistic rules. The semantic structure analysis at the morpheme level was used for semantic measure, and a morpheme-based term association model was proposed by improving and combining the literal-based similarity algorithm and co-occurrence relatedness methods. This study provides a novel insight into the method of semantic analysis and calculation by morpheme parsing, and the proposed solution is feasible for the automatic association of compound terms. The results show that this approach could be used to construct appropriate term association and form a reasonable structural knowledge graph. However, due to linguistic differences, the viability and effectiveness of the use of our method in non-Chinese linguistic environments should be verified. [ABSTRACT FROM AUTHOR]

This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective that has indicated that multimodality enables children to use different types of expression to communicate a message or share an idea. Using the PRISMA methodology and the narrative document analysis approach, the themes that emerged included how the content and resources available on the websites addressed whether multimodality supported STEM engagement in an inclusive manner. The findings revealed that there were scarce multimodal resources that engaged children with fun, interactive, and meaningful opportunities to be autonomous learners (e.g., children had agency) (n = 11 out of 29), moving between the digital and hands-on physical spaces (n = 8 out of 29), employing gamification for deep learning (n = 4 out of 29), and piquing children's imagination, inquiry, and creativity, and links to everyday STEM scenarios were hardly present (n = 10 out of 29). The implications lie in addressing early STEM engagement by considering children's learning abilities and agency, bearing in mind parents/educators' sociocultural backgrounds, confidence in STEM awareness, and multimodal avenues for communicating STEM learning and inquiry. [ABSTRACT FROM AUTHOR]

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Abstract: The inhibitively high cost of the noble‐metal‐containing materials has become a major obstacle for the large‐scale application of rechargeable zinc‐air batteries (ZABs). To solve this problem in a practical way, a green and scalable method to prepare sandwich‐like reduced graphene oxide /carbon black/amorphous cobalt borate nanocomposites (rGO/CB/Co‐Bi) is reported. These composites are shown to be a highly efficient and robust bifunctional electrocatalyst for oxygen reduction reaction (ORR) and oxygen evolution reaction (OER). In this system, the spontaneous assembly of the GO sheet and CB nanoparticles is demonstrated by noncovalent interactions to build the sandwich‐like structure with hierarchical pore distribution. The impressive ORR and OER activities of the obtained nanocomposite are attributed to the high conductivity, large surface area, and the hierarchically porous channels. With room‐temperature synthesis and significant activities shown in the demonstrative battery test, the prepared nanocomposite can potentially serve as an alternative for noble‐metal‐based rechargeable ZAB cathode materials. [ABSTRACT FROM AUTHOR]

In the context of internationalization of higher education in China, this essay analyzes some inherent differences between the STEM disciplines and humanities disciplines when it comes to the internationalization of curriculum and implementation. With a focus on the challenges facing the internationalization of the liberal arts, or humanities disciplines, a functional 3M model, that is, the internationalization of “Mind,” “Method,” and “Medium”, was proposed to address different aspects of the internationalization process. Moreover, we proposed multiple strategies that could possibly promote the professional development of faculty members along the three specific dimensions, aligning the strategies with the working definitions within each dimension of the 3M model. [ABSTRACT FROM AUTHOR]

Graphene‐based materials have been widely studied to overcome the hurdles of Li–S batteries, but suffer from low adsorptivity to polar polysulfide species, slow mass transport of Li+ ions, and severe irreversible agglomeration. Herein, via a one‐step scalable calcination process, a holey Fe, N codoped graphene (HFeNG) is successfully synthesized to address these problems. Diverging by the holey structures, the Fe atoms are anchored by four N atoms (Fe–N4 moiety) or two N atoms (Fe–N2 moiety) localized on the graphene sheets and edge of holes, respectively, which is confirmed by X‐ray absorption spectroscopy and density functional theory calculations. The unique holey structures not only promote the mass transport of lithium ions, but also prohibit the transportation of polysulfides across these additional channels via strong adsorption forces of Fe–N2 moiety at the edges. The as‐obtained HFeNG delivers a high rate capacity of 810 mAh g−1 at 5 C and a stable cycling performance with the capacity decay of 0.083% per cycle at 0.5 C. The concept of holey structure and introduction of polar moieties could be extended to other carbon and 2D nanostructures for energy storage and conversion devices such as supercapacitors, alkali‐ion batteries, metal–air batteries, and metal–halogen batteries. A holey Fe, N codoped graphene (HFeNG) is developed via a scalable fabrication process that can "dig" holes onto the graphene and "modify" the edge of the holes with the Fe–N2 moiety. The HFeNG could not only accelerate Li+ transportation but also prohibit the transportation of polysulfides and therefore deliver high rate capacities and a stable cycling performance. [ABSTRACT FROM AUTHOR]