Formation of Catalytic Active Sites in Hydrothermally Obtained Binary Ceria−Iron Oxides: Composition and Preparation Effects

A series of mesoporous cerium−iron binary oxides was prepared by a hydrothermal technique using CTAB as a template. The influence of the Fe/Ce ratio and the variations in the preparation techniques such as the type of solvent and the precipitation agent, the approach of the template release, and the temperature of calcination on the phase composition, textural, structural, surface, and redox properties of the obtained materials was studied in details by XRD, nitrogen physisorption, TPR, FTIR, UV−vis, XPS, Raman, and Moessbauer spectroscopies. The materials were tested as catalysts in methanol decomposition and total oxidation of ethyl acetate. It was assumed that the binary materials represented a complex mixture of differently substituted ceria- and hematite-like phases. Critical assessment of their formation on the base of a common mechanism scheme was proposed. This scheme declares the key role of the formation of shared Ce−O−Fe structures by insertion of Fe 3+ in the ceria lattice and further competitive compensation of the lattice charge balance by the existing in the system ions, which could be controlled by the Fe/Ce ratio and the hydrothermal synthesis procedure used. This mechanism provides proper understanding and regulation of the catalytic behavior of cerium−iron oxide composites in methanol decomposition with a potential for hydrogen production and total oxidation of ethyl acetate as a model of VOCs.Funding. This research was funded by the BIKE project, which received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement no. 813748; project BG05M2OP001-1.002- 0019: “Clean technologies for sustainable environment − water, waste, energy for circular economy” (Clean&Circle); INFRAMAT (Research Infrastructure from National roadmap of Bulgaria), supported by contract D01-284/17.12.2019 with the Bulgarian Ministry of Education and Science; and Research Infrastructure NanoEnviCZ, supported by the Ministry of Education, Youth, and Sports of Czech Republic (no. LM2018124). Financial support Bulgarian Scientific Fund, Grant No KP06-H-29/2 is acknowledged

Tribulus terrestrisAlters the Expression of Growth Differentiation Factor 9 and Bone Morphogenetic Protein 15 in Rabbit Ovaries of Mothers and F1 Female Offspring

Although previous research has demonstrated the key role of the oocyte-derived factors, bone morphogenetic protein (BMP) 15 and growth differentiation factor (GDF) 9, in follicular development and ovulation, there is a lack of knowledge on the impact of external factors, which females are exposed to during folliculogenesis, on their expression. The present study investigated the effect of the aphrodisiacTribulus terrestrison the GDF9 and BMP15 expression in the oocytes and cumulus cells at mRNA and protein levels during folliculogen esis in two generations of female rabbits. The experiment was conducted with 28New Zea land rabbits. Only the diet of the experimental mothers group was supplemented with a dry extract ofT.terrestrisfor the 45 days prior to insemination. The expression of BMP15 and GDF9 genes in the oocytes and cumulus cells of mothers and F1 female offspring was ana lyzed using real-time polymerase chain reaction (RT-PCR). The localization of the GDF9 and BMP15 proteins in the ovary tissues was determined by immunohistochemical analy sis. The BMP15 and GDF9 transcripts were detected in the oocytes and cumulus cells of rabbits from all groups.T.terrestriscaused a decrease in the BMP15 mRNA level in the oocytes and an increase in the cumulus cells. The GDF9 mRNA level increased significantly in both oocytes and cumulus cells. The downregulated expression of BMP15 in the treated mothers’ oocytes was inherited in the F1 female offspring born to treated mothers. BMP15 and GDF9 show a clearly expressed sensitivity to the bioactive compounds ofT.terrestris.Funding provided by the Seventh frame work program (FP7), ReProForce, GA245641—EK, DA, and a FP7 Post-Grant Open Access Pilot "Support in charging of publication fee." The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Working Environment with Social and Personal Open Tools for inquiry based learning: Pedagogic and Diagnostic Frameworks

Abstract: The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it contains three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The current work outlines the pedagogical and diagnostic frameworks for scientific inquiry. The pedagogical framework is aimed at supporting informal, self-regulated learning settings as well as the embedding in a formal learning context. The scientific exploration process can take place independently, or in collaboration with others. The diagnostic framework focuses on the pedagogical diagnosis, which will be tailored to the ambitious aim of inferring students' inquiry and meta-cognitive skills as well as domain-specific knowledge from observational data tracked within the weSPOT environment. Pilot studies planned to be conducted in 16 test-beds across 6 EU countries will test the reference model and make use of the diagnostic instrument.Common Ground journa

My classroom - most energy efficient, The role of inquiry in science education

“My classroom – energy effective” is a working project under the pilot experiment “Energy effectiveness” – in the frame of the weSPOT 7FP European project. The main target of WeSPOT is to establish a connecting between our everyday life and education in natural sciences using the informational and communication technologies. The experiment “My classroom – energy effective” works with Sofia University’s participation. It included teachers and students in First Private Mathematical School in Sofia. The students who took part are in 6-th grade (13 years old) and the teachers are in Human and Nature and Informational Technology. We have been working on an international project – weSPOT, whose purpose is to create new technologies for Inquiry Based Science Education (IBSE)

Inquiry-based science education in secondary school informatics - challenges and rewards

The paper presents an application of the inquiry-based science education (IBSE) approach in the context of informatics, specialized classes, in the process of studying Java language by 11 graders. The experiment under consideration presents classes, performed in parallel in two mathematics high schools in Sofia, Bulgaria, in two consequence years. The levels of IBSE as well as meta-levels of inquiry skills developed by students in process of learning are described. Next, the context of the experiment is presented. Two different variations of the approach application are shown – open inquiry and guided inquiry. The products, developed by student as results of the education, are presented. The analysis of the challenges, staying in front of the students and the teachers, in process of application of the inquiry-based science education takes special place in the paper. In conclusion, the application of IBSE is analysed from the point of view of long-term effect of education.1st International Symposium on Innovation and Sustainability in Education (InSuEdu 2012), Thessaloniki, Greece, 1 October 201

My classroom - Energy Effective: Inquiry-based Science Education in the Classroom

Using project-based learning technologies is not a new way of teaching in the Bulgarian school. Working on the pilot experiment “Energy effectiveness” – in the frame of the weSpot 7FP European project and in participation with Sofia University gives us an opportunity to use these technologies with our students in First Private Mathematical School in Sofia. The particular topic is “My classroom – energy effective”. The students who took part in the experiment are in 6-th grade (13 years old). In the experiment teachers in Human and Nature, Informational Technology, etc. have taken part. We have been working on an International project – weSPOT, whose purpose is to create new technologies for Inquiry Based Science Education. The work is based on The Mulholland et al (2012) inquiry cycle, consisting of 8 phases, including decisions on the questions, collecting and analysing data, sharing the experience, etc.EDULEARN13 Proceedings of 5th International Conference on Education and New Learning Technologies, 1 - 3 July, 2013, Barcelona, Spain, Edited by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres, Published by International Association of Technology, Education and Development (IATED), Barcelona, Spain, pp: 5475 – 5483

weSPOT: Inquiry based learning meets learning analytics

weSPOT, a project supported by the European Commission, addresses several challenges to building personal knowledge, specifically in the area of science. It focuses on inquiry-based learning, in which the learner takes the role of a self-motivated explorer, and provides support for building these skills. The main problem areas weSPOT tackles are the general lack of inquiry skills in students from ages 12 to 25, the dearth of technological support to bolster students’ curiosity, linking everyday world experiences to the classroom, streamlining e-learning with inquiry-based approaches, and measuring the impact of inquiry projects. weSPOT’s main objectives are: (a) defining a reference model for inquiry-based learning skills, (b) creating a diagnostic instrument for measuring inquiry skills, and (c) implementing a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems

Is it too late to be child? Is it too early to be adult?

The purpose of this article is to present authors’ experience related to methods applicable to adults’ education that could be transferred to children education and vice-versa. It describes a number of cases in which methods like Game-Based Learning (GBL) and Storytelling, derived from children everyday life and education, are applied to adults’ education; and methods like Problem/Project-Based Learning (PBL) and Inquiry-Based Learning (IBL), derived from adults’ experience, are applied to children education. The main research methods used are observations done during presented independent trainings, both of children and adults, as well as interviews with participants in these training. The conclusions are drawn based on similarities and differences.ANDRAGOGIKA, 2013, 1 (4), pp.156-173

weSPOT: A Personal and Social Approach to Inquiry-Based Learning

weSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project in real-life educational settings.The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007-2013) under grant agreement N° 318499 - weSPOT project

Challenges of the inquiry-based education

This research paper presents inquary-based approach to teach computer science in schools. The approach is developed in weSPOT FP7 project and applied in several Bulgarian schools