Suchergebnisse

In the countries of the European Community, diesel fuel samples are spiked with Solvent Yellow 124 and either Solvent Red 19 or Solvent Red 164. Their presence at a given concentration indicates the specific tax rate and determines the usage of fuel. The removal of these so-called excise duty components, which is known as fuel "laundering", is an illegal action that causes a substantial loss in a government's budget. The aim of our study was to prove that genuine diesel fuel samples and their counterfeit variants (obtained from a simulated sorption process) can be differentiated by using their gas chromatographic fingerprints that are registered with a flame ionization detector. To achieve this aim, a discriminant partial least squares analysis, PLS-DA, for the genuine and counterfeit oil fingerprints after a baseline correction and the alignment of peaks was constructed and validated. Uninformative variables elimination (UVE), variable importance in projection (VIP), and selectivity ratio (SR), which were coupled with a bootstrap procedure, were adapted in PLS-DA in order to limit the possibility of model overfitting. Several major chemical components within the regions that are relevant to the discriminant problem were suggested as being the most influential. We also found that the bootstrap variants of UVE-PLS-DA and SR-PLS-DA have excellent predictive abilities for a limited number of gas chromatographic features, 14 and 16, respectively. This conclusion was also supported by the unitary values that were obtained for the area under the receiver operating curve (AUC) independently for the model and test sets.

This work is the result of a close collaboration between the eight partners of this program, from five European countries, with their different values and cultures, working methods, needs, etc. This plurality reinforces what unites scientists and teachers: the love for knowledge, that both groups create and transmit in a common intellectual space that exceeds any type of borders. PROJECT: Scientific literacy at the school: improving strategies and building new practices of science teaching in early years education (SciLit). ERASMUS+ PROGRAMME OF THE EUROPEAN UNION. 75 pages PDF document ; [EN] The document has been structured into four parts. The first part presents "A New Concept of Scientific Literacy", considering the challenge of new technologies and their influence at school. The second part, "Scientific Competence of Teachers in the Countries of the Project", analyzes the different educational systems of these countries in relation to the scientific competence of their pre-service and in-service teacher, in account of the initial training of the educators and the subsequent continuous training they receive. The third part, "A Proposal to Improve the Learning of Science in Early Stages", presents a historical introduction of the methods of teaching science used in the near past, as well as the description of the new methodology with which the CSIC at School has trained teachers for many years. The fourth point, "Recommendations to Improve Scientific Learning at a Young Age", contains a final analysis and a meditation with suggestions and recommendations to Improving the Teaching of Science in School, considering it as a real ingredient of the common European Cultural Heritage. ; European Commission 2016 -1- ES01- KA201- 025282 ; No

Guía con el Título "Scientific literacy at the school. An inquiry about What is the world made of?" producto del proyecto "Scientific literacy at the school: Improving strategies and building new practices of science teaching in early years education (SciLit)" financiado mpor la Comisión Europea y coordinado por "El CSIC en la Escuela". PDF de 125 páginas. ; [EN] This teaching guide has come out of the joint work of CSIC scientists and educators from Estonia, Lithuania, Poland, Italy, and Spain, which established a network of constant communication in order to implement innovative practices in science teaching for early educational stages. It is likely that the success of this collaboration is due to the way human beings are attracted to the processes of discovery and exhibiting their new knowledge, as well as learning and teaching what they have found out: this is the essence of our nature, particularly in childhood. Indeed, teachers and scientists feel this attraction most strongly, and we are lucky to have them aboard in this project. We have been able to investigate the capacity of children to visualise the world they cannot see with their eyes, so all the activities described below deal with the difference between the macroscopic and microscopic worlds. In the research the students do, they find out what water is made of, what forces act when a drop sticks to another substance, what happens during evaporation, and how a paper clip can be supported by water. ; European Commission 2016 -1- ES01- KA201- 025282 ; No

Guía con el título "Scientific literacy at the school. An inquiry about Archaeology in the classroom" producto del proyecto "Scientific literacy at the school: improving strategies and building new practices of science teaching in early years education (SciLit)" financiado por la Comisión Europea y coordinado por "El CSIC en laEscuela" PDF 136 páginas. ; This work was based on the proposals made by CSIC at School for innovative methods of teaching science. Over the past few years CSIC at School has successfully incorporated archaeology into its programmes, as it is a field that offers many possibilities to teach science to early education students. Moreover, its relation with other subjects favours interdisciplinary perspectives, which helps overcome teaching challenges related to a multidimensional study programme. People are generally very interested in the daily activity of archaeology and its role in researching history. However, like history, archaeology does not seem relevant in the majority of contemporary societies. In fact, its 'usefulness' is often questioned, which, unfortunately, is a common situation in Social and Human Sciences. This guide seeks to help dispel these myths by proposing to use archaeology to teach science in the classroom. The project has demonstrated that updating the scientific training of teachers and searching for innovative teaching methods is becoming increasingly necessary. ; European Commission 2016 -1- ES01- KA201- 025282 ; No