Self-Reflection and the Cognitive Control of Behavior: Implications for Learning     

Stuart Marcovitch  Sophie Jacques  Janet J. Boseovski  Philip David Zelazo 《Mind, Brain, and Education》2008,2(3):136-141

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From study to work: methodological challenges of a graduate destination survey in the Western Cape,South Africa     

Jacques du Toit  Andre Kraak  Judy Favish  Lizelle Fletcher 《Assessment & Evaluation in Higher Education》2014,39(7):853-864

Current literature proposes several strategies for improving response rates to student evaluation surveys. Graduate destination surveys pose the difficulty of tracing graduates years later when their contact details may have changed. This article discusses the methodology of one such a survey to maximise response rates. Compiling a sample frame with reliable contact details was most important, but may require using additional sources of information other than university records. In hindsight, graduates should have been contacted prior to the survey to introduce it and stress its importance, while email and postal reminders appeared to have a limited effect on non-respondents. Due to varying response rates between participating universities, online responses were augmented with a call centre administering the survey telephonically to non-respondents. Although overall differences between online and telephonic responses appeared to be small, certain question items may need to be treated with caution when conducting telephonic surveys.  相似文献   

Yellowing of Oil-Based Paints     

Jacky Mallégol  Jacques Lemaire  Jean-Luc Gardette 《文物保护研究》2013,58(2):121-131

Summary

The cause of yellowing of oil-based paints has been investigated by analysing drying oils simultaneously by iodometry (to determine the degree of oxidation) and by colorimetry. It was found that yellowing of drying oils can be attributed to co-oxidation reactions of contaminants. Yellowing level is closely related to the extent of drying and appears to be unaffected by increase in temperature, the addition of driers, or linolenate content.  相似文献   

Conceptions of first‐year university students of the constituents of matter and the notions of acids and bases     

Danièle Cros  Maurice Maurin  Roger Amouroux  Maurice Chastrette∗  Jacques Leber  Michel Fayol 《International Journal of Science Education》2013,35(3):305-313

Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires.

It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life.  相似文献   

The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication?     

Jacques Delors 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):319-330

This is an English translation of a speech held by French economist and politician Jacques Delors, former President of the European Commission, on 7 November 2011 at the opening of the International Congress on Lifelong Learning in Donostia/San Sebastián, Spain. Fifteen years after the International Commission on Education for the Twenty-first Century submitted its report entitled Learning: The treasure within to UNESCO, Delors briefly reviews the four pillars of education and then considers the current growth of continuing education, its primary functions and general trends. Next, he discusses how basic education and continuing education might be combined into a lifelong learning approach. This is followed by some thoughts about the educational society and the challenges of current changes it is facing which include the challenge of globalisation, the phenomenon of contemporary individualism, the influence of the media and modern technologies and the dominant economic (market-orientated) ideology. Delors concludes his speech by stressing that lifelong learning is essential for gaining self-esteem and the ability to take control of one’s own life.  相似文献   

Non-formal vocational education in Uganda: Practical empowerment through a workable alternative     

Marit Blaak  George L. Openjuru  Jacques Zeelen 《International Journal of Educational Development》2013

This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge.  相似文献   

Searching in Medline: Query expansion and manual indexing evaluation     

Samir Abdou  Jacques Savoy 《Information processing & management》2008

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The relationship between peak height velocity and physical performance in youth soccer players   总被引：1，自引：1，他引：0  

Philippaerts RM  Vaeyens R  Janssens M  Van Renterghem B  Matthys D  Craen R  Bourgois J  Vrijens J  Beunen G  Malina RM 《Journal of sports sciences》2006,24(3):221-230

Longitudinal changes in height, weight and physical performance were studied in 33 Flemish male youth soccer players from the Ghent Youth Soccer Project. The players' ages at the start of the study ranged from 10.4 to 13.7 years, with a mean age of 12.2 +/- 0.7 years. Longitudinal changes were studied over a 5 year period. Peak height velocity and peak weight velocity were determined using non-smoothed polynomials. The estimations of peak height velocity, peak weight velocity and age at peak height velocity were 9.7 +/- 1.5 cm x year-1, 8.4 +/- 3.0 kg x year-1 and 13.8 +/- 0.8 years, respectively. Peak weight velocity occurred, on average, at the same age as peak height velocity. Balance, speed of limb movement, trunk strength, upper-body muscular endurance, explosive strength, running speed and agility, cardiorespiratory endurance and anaerobic capacity showed peak development at peak height velocity. A plateau in the velocity curves was observed after peak height velocity for upper-body muscular endurance, explosive strength and running speed. Flexibility exhibited peak development during the tear after peak height velocity. Trainers and coaches should be aware of the individual characteristics of the adolescent growth spurt and the training load should also be individualized at this time.  相似文献   

Notes on cellophane     

Jacques E. Brandenberger 《Journal of The Franklin Institute》1938,226(6):797-801

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Vers une chronologie du changement linguistique en arabe     

Jacques Grand'Henry 《Al-Masaq: Islam & the Medieval Mediterranean》1989,2(1):1-8

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