Anode-free post-Li metal batteries.

Anode-free metal batteries (AFMBs) are a new architecture of battery technology that relies solely on current collectors (CCs) at the anode side, eliminating the need for traditional metal anodes. This approach can pave the way for higher energy densities, lower manufacturing costs, and lower environmental footprints associated with metal batteries. This comprehensive review provides an in-depth exploration of AFMB technology, extending its scope beyond lithium and into a broader range of metals (sodium Na, potassium K, magnesium Mg, zinc Zn and aluminum Al). The concept of "metal-philicity" is discussed, which plays a pivotal role in understanding and controlling metal plating behavior within AFMBs, and also computational studies that employ first-principles calculations. This novel notion offers valuable insights into the interactions between metals and CC surfaces, which are essential for designing efficient battery systems. Moreover, the review explores various materials and experimental methods to enhance metal plating efficiency while mitigating issues such as dendrite formation through the realm of surface modifications and coatings on CCs. By providing a deeper understanding of strategies for optimizing anode-free post-Li metal battery technologies, this review aims to contribute to developing more efficient, sustainable, and cost-effective energy storage for the near future.

A cross-sectional study on the role of computer anxiety in students' online learning.

Introduction: Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning. Methods: This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6. Results: Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students' computer anxiety and their online learning (r=-0.59, p<0.001). Conclusion: The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.