Is China charging ahead on the road to EV battery recycling?

on 22/11/2024

China is perhaps in a prime position when it comes to electric vehicle (EV) adoption, accounting for over 60% of worldwide sales in 2022. This dominant position makes it a critical player in addressing one of the most pressing sustainability challenges of the electric vehicle revolution: how to recycle batteries.
As the world increasingly turns to EVs to combat climate change, the question of what happens to EV batteries once they reach the end of their life has never been more urgent.
Writing in the International Journal of Electric and Hybrid Vehicles, Igor Laine of LUT University in Lappeenranta, Finland, explains how the big issue is the lifecycle of lithium-ion batteries, which are used to power most of today’s EVs.
These batteries contain valuable metals, including cobalt, lithium, and nickel, which are finite resources and environmentally harmful if not disposed off correctly. As the demand for EVs grows, so too does the pressure on these raw materials, making effective recycling both a necessity and a challenge.
According to Laine, China has become the world’s largest manufacturer and consumer of EVs and is responding to the growing challenge of waste batteries with a strong recycling strategy. The country has implemented a variety of regulations aimed at holding manufacturers accountable for the entire lifecycle of their products.
In addition to legal measures, China has invested heavily in the development of new technologies designed to improve the efficiency of battery recycling. Techniques for diagnosing battery health, dismantling old batteries, and extracting precious metals for re-use have been developed in recent years. China’s EV future could well become sustainable in terms of batteries.
However, Laine points out that China’s recycling infrastructure is not entirely mature. Recycling processes themselves could be improved in terms of efficiency. One of the major problems is that the precious metals that are at the heart of EV batteries are present with myriad other substances, all of which make extracting those metals difficult.
Extraction of the metals is the fine detail problem of battery recycling. The bigger picture sees the vast EV market in China where concerns about the efficiency of battery recycling are overarched by the sheer scale of the problem, and the enormous numbers involved. There is something of a paradox at play with these two perspectives.
On one hand, demand for EVs is growing, which means there is a constant flow of waste batteries to be harvested for the next generation of vehicles. But, the size of the market puts the potential for scalable sustainability out of reach, at least for the time being.
Laine’s work suggests that the regulatory approach to EV battery recycling taken by China represents a drive in the right direction. However, to address the big problems might require an international stance, a global collective effort. International cooperation could help with research and development into recycling technology and allow standardized recycling practices to be established.
The path to truly sustainable battery recycling needs innovation, regulation, and collaboration.

Software package can bypass CPU for more efficient computing

on 22/11/2024

Technion Researchers have developed a software package that enables computers to perform processing operations directly in memory, bypassing the CPU. This is a significant step toward developing computers that perform calculations in memory, avoiding time-consuming and energy-intensive data transfers between hardware components.
A new and exciting field has emerged in the hardware domain in recent years: in-memory computing. The in-memory computing approach introduces a significant change from the way computers typically operate.
While traditionally the CPU runs calculations based on information stored in the computer’s memory, with this innovative approach, some operations are performed directly within the memory, reducing data transfers between the memory and the CPU.As transferring data between computer units is time- and energy-intensive, this change leads to significant savings in both.
Recent decades have seen dramatic improvements in the performance of these two components; the calculation speed of processors has skyrocketed, as has the storage capacity of memory units. These developments have only exacerbated the problem, with data transfer becoming a bottleneck that limits the computer’s overall speed.
Professor Shahar Kvatinsky from the Andrew and Erna Viterbi Faculty of Electrical and Computer Engineering has dedicated the past few years to finding solutions to “the memory wall problem”—the problem of computations requiring two separate hardware components.
In papers published in recent years, he has presented hardware technologies that enable some operations to run in memory, mitigating the “traffic jams” created between the processor and memory in conventional computers.
This paradigm shift in computer architecture has groundbreaking applications in many fields, including artificial intelligence, bioinformatics, finance, information systems and more. Unsurprisingly, many research groups in academia and industry are working on this issue: looking into memory architecture, researching the production of innovative memory units in chip factories, and studying the basic computational operations that would take place in a computer designed with an in-memory-computing approach.
However, one crucial aspect of this approach has been almost entirely unexplored until now: software. For decades, computer programs have been written for “classic” computers, the fundamental structure of which has barely changed since the very first computers in the 1940s.
These programs are collections of read and write operations taking place in the computer’s memory, and computational operations performed by the processor. The units of information stored in the memory have addresses that enable software to locate and transfer them to the CPU for processing.
“With some computations now handled by the memory, we need new software,” explains Professor Kvatinsky. “This new software has to be based on new instructions that support in-memory computations. This new computation method is so different from the conventional one that it renders some of the existing building blocks of computer science unusable. Therefore, we need to write new code, which requires a lot of time and effort from software developers.”
A new article by Professor Kvatinsky’s research group, led by Ph.D. student Orian Leitersdorf in collaboration with researcher Ronny Ronen, presents a solution to this problem. Their new platform uses a set of commands that bridges the gap between in-memory computing solutions and popular programming languages like Python.
To build this new platform, the researchers developed a theory for the programming interfaces of in-memory computing architecture and created software development libraries that convert Python commands into machine commands executed directly in the computer’s memory.
They call this new concept PyPIM—a combination of the abbreviation for Python and the acronym for Processing-in-Memory. With this new platform, software developers will be able to write software for PIM computers with ease.
The researchers have also created a simulation tool for developing hardware and measuring performance, allowing developers to estimate the improvement in code runtime relative to a regular computer. In their paper, the researchers demonstrate various mathematical and algorithmic computations performed using the new platform, with short and simple code, resulting in significant performance improvements.
The new research was presented at the IEEE/ACM International Symposium on Microarchitecture, which took place in Austin, Texas. The paper is also available on the arXiv preprint server.
Orian Leitersdorf, 21, is soon to be the Technion’s youngest-ever Ph.D. graduate. Ronny Ronen is a senior researcher in the faculty and is a faculty member and head of the Architectures and Circuits Research Center (ACRC).

EU-Funded CATCH_VR Progress Meeting Advancing AR/VR Education with Pakistani Universities at TUS, Bulgaria

on 22/11/2024

Four Pakistani universities MUET, GIKI, QUEST, UETP being the partner in the project, participated in the four-day EU-funded Capacity Building in Higher Education (CBHE) CATCH_VR project progress meeting hosted by the Technical University of Sofia (TUS), Bulgaria, commenced with a warm welcome by Prof. Dr. Eng. Agata Manolova, Dean of the Faculty of Telecommunications and Principal Coordinator of the CATCH_VR project at TUS. The opening remarks were followed by an address from Dr. Eng. Lidiya Galabova, Vice-Rector for International Affairs and Integration at TUS. Prof. Dr. Bhawani Shankar Chowdhry (MUET), Project Coordinator, thanked TUS for hosting the event and emphasized the importance of the “Capacity Building in TeaCHing of AR/VR (CATCH_VR)” project. The initiative focuses on enhancing higher education institutions’ capacity in engineering education by integrating Augmented Reality (AR) and Virtual Reality (VR) using digital twins. It brings together a consortium of European and Pakistani educational institutions, utilizing participatory learning, hands-on experiences, and practical demonstrations with cutting-edge equipment and digital twins to provide immersive educational opportunities.
The meeting reviewed key updates from various project committees, including Project Management, Curriculum Development, Lab Development, the establishment of a Center of Excellence in Digital Twin Technology, Quality Assurance, Data Protection, Risk Management, Capacity Building, and Dissemination Strategies. Prof. Dr. Agata Manolova (TUS) and Dr. Ali Turab Jafery (GIKI) delivered a comprehensive presentation outlining:
A high-level overview of curriculum development, including needs assessment and analysis.
Insights into current curriculum strengths and weaknesses and identified learning gaps.
Consideration of industry trends, student needs, and global educational standards.
Develop innovative curriculum designs that emphasize accessibility and diverse learning styles.
Strategies for incorporating formative and summative assessments alongside innovative instructional methodologies.
Prof. Dr. Pardeep Kumar (QUEST) provided a detailed update on laboratory infrastructure development, emphasizing the integration of state-of-the-art equipment and facilities. Prof. Dr. Tahir Khan (UETP) presented progress on establishing the Center of Excellence, highlighting its pivotal role in advancing research and applications of digital twin technologies. Prof. Dr. Radu Terca (UO) outlined measures for ensuring project quality, data security, and effective risk mitigation strategies. Dr. Lubna Luxmi Dhirani (UL) shared a roadmap for capacity-building initiatives, focusing on training programs to enhance institutional and faculty competencies. Muhammad Zakir Sheikh (MUET) detailed upcoming dissemination plans, including potential topics, formats, and timelines for future outreach activities. Dr. Abi Waqas (UCC) led discussions on effective financial management strategies for the project.
The meeting also included laboratory visits to showcase the integration of AR/VR and digital twin technologies in action. These visits gave participants a hands-on perspective of the project’s practical applications. Associated partners Rastek Technologies and Engineering Review also participated online.
Prof. Dr. Aneel Kumar, Pro Vice-Chancellor of MUET, expressed his appreciation to TUS for its hospitality and for facilitating productive discussions on future collaborations. Prof. Dr. Ivan Kralov, Rector of the Technical University of Sofia, concluded the event by reaffirming TUS’s commitment to supporting future partnerships and proposed bilateral Memoranda of Understanding (MoU) among consortium members. The meeting marked a significant step forward in realizing the CATCH_VR project’s objectives, strengthening collaboration across international institutions to advance sustainable and innovative engineering education.n

Lifelong Learning: The Path to Continuous Growth

on 22/11/2024

Defining Lifelong Learning
Lifelong learning is the continuous, voluntary, and self-driven pursuit of knowledge for both personal and professional development. This journey spans one’s entire life, from early awareness in childhood to the final moments of existence. It is fueled by humanity’s insatiable curiosity and desire for discovery, driving innovation and intellectual growth. Whether through formal education, informal exploration, or research, lifelong learning remains a key to unlocking potential.
Why People Cease Learning and How to Reignite Their Motivation
In today’s fast-paced world, many individuals lose interest in learning, often believing they are too old or too established in their careers. Some professionals assume that their current level of expertise suffices, neglecting advancements in their fields. Time constraints, family responsibilities, or financial limitations further hinder continuous learning. For example, a carpenter with abundant orders may feel no need to explore new methods or technologies that could boost productivity. However, learning is transformative—it sparks innovation, creates opportunities, and has the power to change lives. Embracing education as a lifelong endeavor opens doors to personal and professional growth.
The Myth of Age and Career Stability
One widespread misconception is the belief that age or career success negates the need for further learning. Many assume that after years of mastering their trade, there’s no need for continued education. This mindset fosters stagnation and limits growth potential. Industries—especially those rooted in technology, such as artificial intelligence—are constantly evolving. Professionals, particularly in fields like healthcare or technology, must stay updated with ongoing advancements to remain relevant. Lifelong learning is not merely a tool for enhancing career prospects but also an avenue for maintaining a sense of purpose and curiosity.
The Time Dilemma
A common barrier to lifelong learning is the perception that time is too scarce to accommodate education. Balancing professional, personal, and family responsibilities often leaves little room for academic pursuits. Yet learning doesn’t always require large chunks of time. Small, consistent efforts, such as dedicating an hour daily to reading or online courses, can yield significant results. Incremental learning steps build profound knowledge over time, helping individuals stay informed without feeling overwhelmed.
Overcoming Barriers to Learning
To truly embrace lifelong learning, individuals must address and overcome personal obstacles. Setting clear, achievable goals is critical. Identifying what you want to learn and why it matters helps sustain motivation. Developing a learning plan that fits your lifestyle—whether by joining a book club, attending workshops, or engaging in online courses—ensures that education becomes a natural part of your routine. Surrounding yourself with like-minded individuals who value growth can further foster a positive learning environment.
Inspiring Stories of Transformation
ABET’s Commitment to Lifelong Learning
ABET, an organization that accredits programs in applied and natural sciences, computing, engineering, and engineering technology, is a testament to the importance of continuous learning. ABET’s revised accreditation criteria emphasize student outcomes and continuous improvement, encouraging flexibility in curricula to adapt to industry needs. By integrating emerging technologies, such as artificial intelligence and data science, ABET-accredited programs ensure that students remain equipped to navigate an ever-changing workplace. This underscores the necessity of lifelong learning in industries that evolve rapidly.
The Story of Amina Siraj
Amina Siraj, a marketing executive, found herself feeling stagnant after ten years in the same role. Rather than settling into complacency, she took online courses in software development. Within months, she not only advanced her career but also discovered a renewed passion for her work. Amina’s story exemplifies how lifelong learning can reignite enthusiasm, even in established careers.
Personal Experience
I embarked on my engineering career while simultaneously pursuing a passion for flying, eventually earning both my commercial pilot’s license and my engineering degree. My relentless curiosity allowed me to rise to prominent positions, including serving as Secretary to the government in charge of several engineering departments. Continuous learning played a crucial role in my success. Later, my involvement with the Pakistan Engineering Council (PEC) led to my election as Vice Chairman twice, where I worked to secure full signatory status for PEC on an international level. My dedication to learning earned me several accolades, including national excellence awards and lifetime achievement recognition.
Even after retirement, my thirst for knowledge persists. I oversaw the construction of the iconic AJ Tower in Islamabad, embracing the latest techniques in building engineering management. Lifelong learning not only fuels career advancement but also allows us to pursue passions beyond our initial fields.
Conclusion:
The Journey Never Ends
Lifelong learning is not a final destination—it’s a continuous process that enhances both personal fulfillment and professional success. Regardless of age or career status, curiosity remains boundless. Each new discovery reveals how much more there is to learn. So, take the first step today, and continue your journey of growth and discovery—your future self will be grateful for it. (The author is P.Ing, FIE, B.E civil Engr; PM Sweden, B.E Japan, Chairman, Rakaposhi Pharmaceutical (Pvt) Ltd., Secretary C&W-Housing, MD Highway Authority, Convener International Collaboration committee PEC and Deputy Convener Accreditation board)

Education at the Heart of Building Climate Resilience in Asia and the Pacific: ADB report

on 22/11/2024

Governments in Asia and the Pacific must invest in education and training to comprehensively develop climate literacy and green skills needed for low-carbon economies, as a new report from the Asian Development Bank (ADB) suggests that education systems and nationally determined contributions (NDCs) have not yet caught up with the human development needs of climate resilient economic growth< says ADB press release
Globally, the demand for green jobs is outpacing the supply of green workers, according to ADB’s Climate Change and Education Playbook launched this week. The report also stresses the need for adapting schools to the impacts of climate change as extreme weather is significantly increasing school closures and affecting learning outcomes and household incomes over the long-term.
In India for example, students who experience prolonged exposure to storms are about 7% more likely to fall behind in school and will experience an 8% drop in household income on average. Last year, extreme heat in the Philippines closed schools for 32 days while Pakistan’s devastating floods in 2022 damaged some 17,000 schools, disrupting education for 2.6 million children.
“Making education systems climate-ready is a key policy agenda in the coming years,” said ADB Sectors Group Director General Ramesh Subramaniam. “We must make education systems climate-ready at various levels—from the curriculum, to infrastructure, and teacher education so that students develop the skills to enable the green transition.”
The report aligns with the Baku Initiative on Human Development for Climate Resilience at a COP29 high-level meeting attended by COP President and Azerbaijan Minister for Ecology and Natural Resources Mukhtar Babayev, Mr. Subramaniam, and other global development organizations and government representatives.
The report makes several calls to action to build climate resilience through education, such as enabling transformative climate literacy for children and youth; building green skills for the current and future workforce; incorporating the human dimension into upcoming NDCs and support the education and training of women, disadvantaged youth and the marginalized to pursue climate-resilient pathways.
With more resilient infrastructure in place, governments must introduce green skills into occupational qualifications. This will ensure that the hundreds of thousands who graduate from high school, technical and vocational education and training, have the right skills to meet rising labor market demand in specific transition-related industries such as electric vehicles, and the wider economy where environmentally conscious principles such as the circular economy are becoming more widespread.
Governments in developing Asia must ensure that they incorporate clear, substantive measures to harness education and training in forthcoming updates to their NDCs under the Paris Agreement. Doing so can ensure that education systems strategically enable countries’ paths to decarbonization based on climate literacy, green skills, and the research and development required to achieve national mitigation and adaptation goals.
With the right green investments, the transition to a low-carbon economy could create more than 230 million jobs in Asia and the Pacific by 2030, according to the report. Around 8 million coal industry workers in the region will need reskilling as coal industries are phasing out. Additionally, all 4.7 billion citizens in the region require basic climate knowledge and awareness.
ADB recently announced a new financing program that will enable it to increase its education investments. Under a partnership signed with the International Finance Facility for Education—a sovereign backed-Swiss foundation—the organization will guarantee $125 million of ADB’s existing loan portfolio which the bank will then leverage four times to generate a new $500 million in new concessional financing for lower middle-income countries in Asia and the Pacific.
ADB is committed to achieving a prosperous, inclusive, resilient, and sustainable Asia and the Pacific, while sustaining its efforts to eradicate extreme poverty. Established in 1966, it is owned by 69 members—49 from the region. MANILA, PHILIPPINES: