Junk to high-tech: India bets on e-waste for critical minerals
India is increasingly extracting critical minerals such as lithium, cobalt, and nickel from e-waste to reduce import dependency and support technological ambitions. While formal recycling capacity is growing, over 80% of e-waste is still processed informally, leading to loss of valuable materials and hazardous conditions. Integrating informal workers into formal supply chains could improve recovery and safety.
Source: News agencies

Restored woodlands show only partial ability to bounce back after fire
Restored Banksia woodlands exhibit only partial recovery after fire, with seed-regenerating species rebounding well but resprouting species showing limited recovery, especially in younger sites. This incomplete resilience suggests that restored ecosystems may lack key plant groups essential for long-term stability, highlighting the need for targeted planning and monitoring in restoration efforts.

https://phys.org/news/2026-02-woodlands-partial-ability.html?utm_so...

Our brains may learn more from rare events than from repetition

Associative learning in the brain relies more on the timing and rarity of cue-reward pairings than on repetition. Mice learned associations just as effectively from infrequent, widely spaced rewards as from frequent ones, with dopamine responses emerging after fewer rare events. These findings suggest that rare or intermittent experiences can drive rapid learning, challenging traditional repetition-based models.
More than a century ago, Pavlov trained his dog to associate the sound of a bell with food. Ever since, scientists have assumed the dog learned this through repetition. The more times the dog heard the bell and then got fed, the better it learned that the sound meant food would soon follow.
Now, scientists are upending this 100-year-old assumption about associative learning. The new theory asserts that it depends less on how many times something happens and more on how much time passes between rewards.
It turns out that the time between these cue-reward pairings helps the brain determine how much to learn from that experience.
When the experiences happen closer together, the brain learns less from each instance and this could explain why students who cram for exams don't do as well as those who studied throughout the semester.
Scientists have traditionally thought of associative learning as a process of trial and error. Once the brain has detected that certain cues might lead to rewards, it begins to predict them. Scientists have postulated that at first the brain only releases dopamine when a reward like tasty food arrives.

But if the reward arrives often enough, the brain begins to anticipate it with a release of dopamine as soon as it gets the cue. The dopamine hit refines the brain's prediction, the theory goes, strengthening the link with the cue if the reward arrives—or weakening it if the reward fails to appear.
The findings could shift the way we look at learning and addiction. Smoking, for example, is intermittent and can involve cues—like the sight or smell of cigarettes—that increase the urge to smoke. Because a nicotine patch delivers nicotine constantly, it may disrupt the brain's association between nicotine and the resulting dopamine reward, blunting the urge to smoke and making it easier to quit.

Dennis A. Burke et al, Duration between rewards controls the rate of behavioral and dopaminergic learning, Nature Neuroscience (2026). DOI: 10.1038/s41593-026-02206-2