Comparing real driving emissions from Euro 6d-TEMP vehicles running on E0 and E10 gasoline blends

Several governments are increasing the blending mandate of renewable fuels to reduce the life-cycle greenhouse gas emissions of the road transport sector. Currently, ethanol is a prominent renewable fuel and is used in low-level blends, such as E10 (10 %v/v ethanol, 90 %v/v gasoline) in many parts of the world. However, the exact concentration of ethanol amongst other renewable fuel components in commercially available fuels can vary and is not known. To understand the impact of the renewable fuel content on the emissions from Euro 6d-Temp emissions specification vehicles, this paper examines the real-driving emissions (RDE) from four 2020 to 2022 model-year vehicles run on E0 and E10 fuels. CO, CO2, NO, NO2, and NOx were measured through a Portable Emissions Measuring System (PEMS). In addition, N2O, formaldehyde, acetaldehyde, volatile organic compounds (VOCs), and other gaseous and particulate tailpipe emissions were measured and categorized in cold-start, urban, rural, and motorway segments with a proprietary system developed by Emissions Analytics. Engine-out emissions were also measured from a single-cylinder engine at steady-state low speed and load conditions. The results show that the aldehydes, VOCs, and N2O emissions were greatest at cold-start and lowest at motorway conditions. The formaldehyde real-driving emissions increased by 14 % on average between the E0 and E10 fuels. However, the formaldehyde engine-out emissions were reduced for E10. Acetaldehyde real-driving emissions were below the detectable threshold for both E0 and E10 fuels, whereas, engine-out emissions increased for the E10. Whilst CO emissions presented inconsistent results across the cars and driving phases, a reduction in CO2 emissions with the E10 fuel were observed across all conditions. NOx emissions increased for E10 compared to the E0 fuel in urban conditions and the opposite was observed for the motorway conditions. These findings highlight the need for the co-development of emissions regulations as greater ethanol and other renewable fuel content is blended into gasoline

Emotional intelligence and creativity in first- and second-year primary school children

The objective of this study was to describe emotional intelligence and creativity in Primary Education schoolchildren. These two constructs were evaluated in first- and second-year Primary Education schoolchildren who went to different schools in the Spanish Autonomous Community of Aragon. The study sample was formed by 631 schoolchildren (313 boys and 318 girls) aged 6-7 years. The results showed differences in emotional intelligence for gender, but the differences obtained for creativity were not significant. Finally, a cluster analysis was done to analyse how the different variables were grouped according to clusters, where differences were found for creativity levels, but not for emotional intelligence levels. This research indicated how emotional intelligence did not influence our pupils'' creativity as the cluster with the highest creativity level had the lowest level of elaboration (quantity of details in responses). This indicated that, despite being creative, these pupils were concise and pragmatic when responding. This situation should make schools reflect on what type of students we are training. As future research lines, work should be done with programmes that include creativity and emotional intelligence, and that investigate the way positive emotions and creativity can be combined

An NLO QCD analysis of inclusive cross-section and jet-production data from the ZEUS experiment

The ZEUS inclusive differential cross-section data from HERA, for charged and neutral current processes taken with e+ and e- beams, together with differential cross-section data on inclusive jet production in e+ p scattering and dijet production in \gamma p scattering, have been used in a new NLO QCD analysis to extract the parton distribution functions of the proton. The input of jet data constrains the gluon and allows an accurate extraction of \alpha_s(M_Z) at NLO; \alpha_s(M_Z) = 0.1183 \pm 0.0028(exp.) \pm 0.0008(model) An additional uncertainty from the choice of scales is estimated as \pm 0.005. This is the first extraction of \alpha_s(M_Z) from HERA data alone.Comment: 37 pages, 14 figures, to be submitted to EPJC. PDFs available at http://durpdg.dur.ac.uk/hepdata in LHAPDFv

Cleavage modification did not alter blastomere fates during bryozoan evolution

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.The study was funded by the core budget of the Sars Centre and by The European Research Council Community’s Framework Program Horizon 2020 (2014–2020) ERC grant agreement 648861 to A

Inclusión de metodologías activas en el alumnado de enseñanza superior universitaria [Inclusion of active methodologies in university higher education students]

¿Qué pueden hacer los profesores para fomentar la transferencia de los aprendizajes en estudiantes universitarios? Utilizar metodologías activas donde el alumno tenga un rol activo en su aprendizaje. El objetivo de este estudio es incluir el uso de diferentes metodologías participativas en el proceso de enseñanza de los deportes colectivos y valorar la opinión de los alumnos sobre las mismas. Estudio prospectivo con intervención de 8 meses durante el curso 2018-2019 dentro de la asignatura de segundo curso Deportes Colectivos de colaboración-oposición del grado en Ciencias de la Actividad Física y del Deporte de la Universidad de Zaragoza (n=47). En la asignatura se desarrollan cuatro modalidades deportivas utilizando diferentes metodologías participativas de enseñanza. Voleibol: observacional por pares y recíproca. Baloncesto: por grupos de entre seis y ocho alumnos. Balonmano: por grupos de entre ocho y diez alumnos. Fútbol: individualizada. Al final de curso se rellena un cuestionario para conocer el grado de satisfacción sobre las diferentes metodologías aplicadas. Se ha utilizado una metodología mixta cuantitativa y cualitativa, datos cuantitativos dados en media, desviación estándar, frecuencia y porcentaje y datos cualitativos mediante opinión de los alumnos. Estadística inferencial a través de la T de Student para muestras independientes y establecer si hay diferencias estadísticas (p<0, 05) entre sexos. Datos analizados a través del paquete estadístico SPSS 26.0. Los resultados muestran que a lo largo del curso va disminuyendo la valoración con respecto a las metodologías utilizadas obteniendo una media de 3, 60±1, 11. La media más alta la ha conseguido la metodología observacional por pares utilizada en el voleibol (4, 11±78) y la más baja la metodología en grupo utilizada en el balonmano (3, 19±1, 03), existiendo diferencias significativas entre sexos. El 53, 02% indicó que quitaría la metodología aplicada en el balonmano, un 45, 5% de los hombres y un 71, 4% de las mujeres. What can teachers do to encourage the transfer of learning in university students? Use active methodologies where the student has an active role in their learning. The objective of this study is to include the use of different participatory methodologies in the process of teaching collective sports and assess the students' opinions about them. Prospective study with an intervention of 8 months during the 2018-2019 academic year in the subject of the second collaborative-opposition Collective Sports course of the Degree in Physical Activity and Sports Sciences of the University of Zaragoza (n = 47). In the subject, four sports modalities are developed using different participatory teaching methodologies. Volleyball: observational in pairs and reciprocal. Basketball: by groups of between six and eight students. Handball: by groups of between eight and ten students. Soccer: individualized. At the end of the course a questionnaire is filled in to know the degree of satisfaction about the different methodologies applied. A mixed quantitative and qualitative methodology, quantitative data given in mean, standard deviation, frequency and percentage and qualitative data opinion of the students have been used. Inferential statistics through Student''s T for independent samples and establish if there are statistical differences (p<0.05) between sex. Data analyzed through the statistical package SPSS 26.0

Emergence of Embryo Shape During Cleavage Divisions

International audienceCells are arranged into species-specific patterns during early embryogenesis. Such cell division patterns are important since they often reflect the distribution of localized cortical factors from eggs/fertilized eggs to specific cells as well as the emergence of organismal form. However, it has proven difficult to reveal the mechanisms that underlie the emergence of cell positioning patterns that underlie embryonic shape, likely because a system-level approach is required that integrates cell biological, genetic, developmental and mechanical parameters. The choice of organism to address such questions is also important. Because ascidians display the most extreme form of invariant cleavage pattern amongst the metazoans, we have been analyzing the cell biological mechanisms that underpin three aspects of cell division (unequal cell division (UCD), oriented cell division (OCD), and asynchronous cell cycles) which affect the overall shape of the blastula-stage ascidian embryo composed of 64 cells. In ascidians, UCD creates two small cells at the 16-cell stage that in turn undergo two further successive rounds of UCD. Starting at the 16-cell stage, the cell cycle becomes asynchronous whereby the vegetal half divides before the animal half, thus creating 24, 32, 44 then 64-cell stages. Perturbing either UCD or the alternate cell division rhythm perturbs cell position. By analyzing cell shape, we discovered that cell shape propagates, via cell-cell contact, throughout the embryo following UCD and alternate/asynchronous cell division to create the ascidian-specific invariant cleavage pattern via OCD in the longest length of the apical surface of blastomeres