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Lithium-ion battery pack performance, safety, and lifespan are significantly influenced by temperature, yet little research has focused on the specific effects of temperature during the drying phase in paint booths. This study aims to analyse how drying temperatures affect battery modules compared to operational conditions (e.g., driving, charging) and to analyse the influence of the battery state of charge on the temperature reached by the traction battery during the drying phase. Various temperature measurement methods, including diagnostic equipment and thermocouples, were employed to conduct tests. Results indicate that the battery pack temperature during the drying phase remains below 60 °C. Comparisons with temperature measurements in other scenarios (e.g., charging, high-temperature parking) show significantly higher temperatures, highlighting the relatively low impact of paint booth drying temperatures on battery thermal management.

When designing the battery of an electric vehicle, different parameters must be considered to obtain the safest arrangement of the battery/modules/cells from the mechanical and thermal points of view. In this study, the thermal runaway propagation mechanism of lithium-ion cells is analyzed as a function of their arrangement within a battery pack in case of a fire propagation of a battery pack in which a thermal runaway has occurred. The objective is to identify which cell/module arrangement is most critical within the battery pack, using microscopic analysis of the structure and chemical composition of the most damaged cells, both horizontally and vertically, of a battery belonging to a burnt vehicle. And their final condition was compared with the condition of new cells of the same type. In this way, the structure and chemical composition of the cathode, anode, and separator after thermal runaway were compared. This research was carried out to obtain information to understand the mechanical properties of lithium-ion cells and their behavior after thermal runaway heating leading to the propagation of a fire. Through the analysis carried out, it is concluded that cells placed in a vertical arrangement have worse behavior than cells in a horizontal arrangement. Regarding the safety of the battery, the results of this study will allow us to determine which arrangement and structure of the cells in the battery pack is safer against thermal runaway due to thermal failure.

La presencia de alumnado con Trastorno del Espectro del Autismo (TEA) ha aumentado considerablemente en las aulas. El propósito del estudio fue investigar la familiaridad, el uso y las necesidades formativas del profesorado de Audición y Lenguaje (AL) y Pedagogía Terapéutica (PT), a partir de sus percepciones sobre las prácticas basadas en la evidencia (PBE) dirigidas a este alumnado. Se realizó un estudio de encuesta, mediante un cuestionario en línea del que se seleccionaron 116 respuestas. El análisis de datos se realizó desde un enfoque cuantitativo mediante estadística descriptiva, análisis inferencial y correlacional. Los resultados muestran la necesidad de formación percibida con respecto a estas prácticas; una familiaridad y uso inferior a lo indicado en estudios internacionales similares; y la identificación de las variables para el diseño de futuros planes formativos. Como conclusiones cabe señalar la necesidad de mejora de la formación inicial y permanente en estas prácticas, así como de ampliar su familiaridad para promover el posterior uso. Los planes formativos deberían dirigirse al profesorado que ha trabajado con menor número de alumnado con TEA, no ha recibido formación específica, con una percepción baja de competencia en la intervención y de que su práctica no se basa en la evidencia.

In the current electric vehicles, the purpose of the traction battery is to store energy. When designing this battery, different parameters are considered to arrange the battery/module/cells in the mechanically and thermally safest configuration. Moreover, the battery layout must produce correct dynamic behavior during collisions. In the present study, different battery configurations plus added energy absorbers were analyzed. To achieve this, an internal combustion vehicle modeled with finite elements was applied as the reference model. The structural behavior of the different battery configurations in the event of a side collision was examined. First, the safest arrangement was established with respect to both cabin intrusion and thermal runaway propagation. Second, the safest arrangement that guarantees the safety of the occupants in the event of a side collision was analyzed using MADYMO. This software includes experimentally validated dummies that allow insight into the stresses experienced by occupants. The results of the analysis showed that battery pack inclusion in the vehicle increases the stiffness of the car floor, resulting in fewer intrusions into the passenger compartment. Therefore, safety of the occupants is increased. However, none of the configurations analyzed showed sufficient safety against thermal runaway. This study contains sufficient contributions to the new body of knowledge, since there is no study that analyzes the safest configuration in terms of battery behavior with respect to intrusion into the passenger compartment and the effect of thermal runaway, together with the fact that this is the safest configuration for occupants after analyzing the injuries they experience in a side collision for the different configurations.

Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

Teachers' personal traits and emotional skills impact the quality of the teaching they deliver. Therefore, this study analyzes the relationship between pre-service teachers' general mental ability, personal traits, and perceived emotional intelligence, so as to present a structural model of general mental ability. It uses a sample of 196 final-year teaching students at a university in Spain (80.1% women, M[subscript years] = 22.96). The results of the structural equation model analysis reveal that personal traits and intelligence variables contribute the most to explaining the pre-service teachers' level of training. Regarding the pre-service teachers' academic achievement, conscientiousness and intelligence are direct predictors; negative neuroticism and conscientiousness are indirect predictors. The findings highlight the importance of working on these variables in the study of teacher training because they relate to relevant aspects of teachers' work and can help to achieve a quality educational environment.

Objective: To determine the influence of vulnerability factors to HIV/AIDS on sexual risk behaviors in adolescents. Method: Predictive correlational cross-sectional study. Stratified random sample of 1000 adolescents from public schools in a locality of Bogotá-Colombia. A model of structural structures was estimated that demonstrated the effects of vulnerability factors to HIV/AIDS on sexual risk behaviors (VAS-CSR scale), controlling the variables: alcohol consumption, number of sexual partners, beginning of sexual life and age. Results: Regarding risky sexual behaviors, the presented model: an adequate fit; explains 31% of the variance; reported direct effect of: sexual health education, school sexual education, emotional expression at school, sexual relations for love of the partner, partner abuse, alcohol consumption, beginning of sexual life, number of sexual partners; and mediating effect of: emotional expression at school, sexual health education, and sexual relations for love of the couple. Conclusions: Adolescent sexual risk behaviors are explained with five factors of vulnerability to HIV/AIDS and three control variables. Future studies should occur in causal factors and mediators that strengthen the evidence of causality and in intervention on risky sexual behaviors controlling the predictor variables. [ABSTRACT FROM AUTHOR]

IntroductionThe relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life.MethodsUsing a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.ResultsThe results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples.DiscussionFinally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

IntroductionThe situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators.MethodsThe sample comprised 240 students in higher education, pursuing a bachelor’s degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it.ResultsThe findings show a significant improvement in the academic achievement at the end of the bachelor’s degree studies of the students in the experimental group.DiscussionThese results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.