Correction: On the environmental competitiveness of sodium-ion batteries under a full life cycle perspective – a cell-chemistry specific modelling approach

Correction for ‘On the environmental competitiveness of sodium-ion batteries under a full life cycle perspective – a cell-chemistry specific modelling approach’ by Jens F. Peters et al., Sustainable Energy Fuels, 2021, 5, 6414–6429, DOI: 10.1039/D1SE01292D.

How long do whirligig mites live? A survey of lifespan in Anystidae (Acari: Trombidiformes)

The Anystidae are a family of over 100 species of predatory mites commonly seen in soils and on plants worldwide. A few species of genus Anystis have potential as biocontrol agents against some insect and mite pests. Herein I provide a review of the lifespan of the Anystidae as part of a series on the lifespans in the Acari. The full life cycle in this family includes six immature stages (the egg, prelarva, larva, protonymph, deutonymph and tritonymph) and adult males/females. Life history data are only available for a few species. Developmental times from eggs to adults (44 to 82 days at 21 or 22 °C) were reported for three Anystis species. The total lifespan was measured for only one species (Anystis agilis): 66 days at 21 °C. There are two to three generations per year for Anystis species in the field. Summer aestivation was reported for Anystis baccarum, either as eggs or tritonymphs; aestivating tritonymphs may have a developmental time and total lifespan of over 200 and 300 days, respectively.

Cooperative effects of control parameters on the dynamic responses of vehicle powertrain during start-up process

The degradation of the frictional characteristics of a wet clutch, with repeated engagements throughout its full life, alters the dynamic responses of the powertrain, which weakens the effect of the control system with a fixed control law. To solve this problem, cooperative effects of control parameters on the dynamic responses of the vehicle start-up process throughout the full life cycle of the wet clutch were studied. First, the degradation law of the wet clutch frictional characteristics was obtained with a test rig, and the life cycle of wet clutch was divided into three stages, based on statistical data from the automobile factory. Then, the powertrain model of start-up process was developed and verified with a test. Finally, the cooperative effects of the hydraulic-pressure rising rate and the initial relative speed on the dynamic responses of the vehicle powertrain at the three stages of the clutch life were studied. The results revealed that the control parameters have different influences on the dynamic responses of the vehicle start-up at the different stages of wet clutch service life. To obtain good start-up performance, different optimal combinations of controllable parameters should be adopted at different stages of the wet-clutch service life.

Gardens of Vranyczany’s Manor Houses in Hrvatsko Zagorje in the Age of Historicism

The Vranyczany-Dobrinović family (short: Vranyczany) is an aristocratic family that rose to power in Croatia in the second half of the 19th century. Members of the family possessed five manor houses surrounded by gardens with historicist features from the late 19th and early 20th century. All five are located in the hilly region of Hrvatsko Zagorje, which boasts the highest density of castles and manor houses in Croatia, built in continuity from the 17th until the beginning of the 20th century. The aim is to determine the features of the gardens of the explored castles, on the basis of photographs from the beginning of the 20th century as well as cartographic sources. A wealth of photographic documents from the beginning of the 20th century shows carefully landscaped and kept gardens and parks, with a full life flourishing in them. Vranyczany’s manor houses’ gardens are based on the Biedermeier and romantic tradition of garden culture. Towards the end of the 19th century, many gardeners trained in Vienna, Prague and other Central European cities, lived in Zagreb and the surrounding area. They passed down ideas related to the historicist garden culture and competed in artistic and horticultural gardening.

Adulthood and the Right to Education

This chapter argues that holding personal autonomy as a political ideal entails a right to education over a full life, not just childhood. The first section reviews the terms under which autonomy is commonly held to be basic to liberal citizenship and how this justifies an individual right to a basic compulsory education in childhood. The second section argues that the tendency to see this right as applying to childhood only is due to an unduly narrow view of autonomy as a political ideal. Finally, it defends an expanded view of autonomy that justifies a role for education in a good life in media res. This role is held to be sufficiently important enough to warrant extending citizens’ educational rights to include post-compulsory provision.

The Right to Higher Education

Is higher education a right, or a privilege? The author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, to help citizens from all walks of life live better, freer lives. Using concepts and ideas from liberal political philosophy, the author argues that access to educational goods and services is something to which all citizens have a right over a full life. Such goods, it is argued, play a key role in helping citizens realize self-determined goals. Higher education should therefore be understood as a basic social institution responsible for ensuring that all citizens can access such “autonomy-supporting” goods. The book examines the implications of this justification of the right to higher education for questions of educational justice, political authority, distributive justice, civic education, and personal autonomy.