Multiple table factor analysis applied to the higher education competences

Due to the recent implantation of the Bologna process, the definition of competences in Higher Education is an important matter that deserves special attention and requires a detailed analysis. For that reason, we study the importance given to severa! competences for the professional activity and the degree to which these competences have been achieved through the received education. The answers include also competences observed in two periods of time given by individuals of multiple characteristics. In this context and in order to obtain synthesized results, we propose the use of Multiple Table Factor Analysis. Through this analysis, individuals are described by severa! groups, showing the most important variability factors of the individuals and allowing the analysis of the common structure ofthe different data tables. The obtained results will allow us finding out the existence or absence of a common structure in the answers of the various data tables, knowing which competences have similar answer structure in the groups of variables, as well as characterizing those answers through the individuals.

Interdisciplinary experience in the Teacher Training College of Vitoria-Gasteiz: teaching profession module

[EN] The higher education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is also essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that make it possible for students' training to be developed jointly.

Experimental Study on the Ignition Process of Single Coal Particles at Microgravity

In this paper, the first Chinese microgravity (μ-g) experimental study on coal combustion was introduced. An experimental system used to study the ignition process of single coal particles was built up, complying with the requirements of the 3.5 s drop tower in the National Microgravity Laboratory of China (NMLC). High volatile bituminous and lignite coal particles with diameter of 1.5 and 2.0 mm were tested. The ignition and combustion process was recorded by a color CCD and the particle surface temperature before and at the ignition was determined by the RGB colorimetric method. Comparative experiments were conducted at normal gravity (1-g). The experiments revealed that at different gravity levels, the ignition of all tested coal particles commenced in homogeneous phase, while the shape, structure, brightness and development of the flames, as well as the volatile matter release during the ignition process are different. At μ-g, the part of volatile was released as a jet, while such a phenomenon was barely observed at 1-g. Also, after ignition, flames were more spherical, thicker, laminated and dimmer at μ-g. It was confirmed that ignition temperature decreased as the particle size or volatile content increased. However, contradicted to existing experimental results, provided other experimental conditions except gravity level were the same, ignition temperature of coal particles was about 50–80 K lower at μ-g than that at 1-g.