Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship     

Brendgen M  Boivin M  Dionne G  Barker ED  Vitaro F  Girard A  Tremblay R  Pérusse D 《Child development》2011,82(6):2021-2036

Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression.  相似文献   

Impact of English-Language and French-Language Student and Faculty Populations on the Use of Online Databases in a Bilingual Canadian University     

Alain R. Lamothe 《International Information and Library Review》2019,51(2):163-183

This article reports the results of a quantitative study comparing usage rates between English- and French-language online databases at the J.N. Desmarais Library of Laurentian University, Canada. For Canadian institutions of higher learning, the comparison between English- and French-language services is particularly relevant in that English and French are considered to be the country’s two official languages. Overall, French-language online databases are used at very different rates by French-language student and faculty populations at Laurentian University compared to English-language students and faculty’s use of English-language databases. Where English-language student and faculty populations exhibit consistently strong and positive relationships with English-language online database use, French-language student and faculty populations exhibit the complete opposite with a consistently negative relationship with French-language online databases.  相似文献   

Exploring time allocation for academic activities by university students in France     

Alain Fernex  Laurent Lima  Erica de Vries 《Higher Education》2015,69(3):399-420

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Robust integral backstepping control for sensorless IPM synchronous motor controller     

Mohamed Assaad Hamida  Alain Glumineau  Jesus de Leon 《Journal of The Franklin Institute》2012,349(5):1734-1757

In this paper, a sensorless speed control for interior permanent magnet synchronous motors (IPMSM) is designed by combining a robust backstepping controller with integral actions and an adaptive interconnected observer. The IPMSM control design generally requires rotor position measurement. Then, to eliminate this sensor, an adaptive interconnected observer is designed to estimate the rotor position and the speed. Moreover, a robust nonlinear control based on the backstepping algorithm is designed where an integral action is introduced in order to improve the robust properties of the controller. The stability of the closed-loop system with the observer–controller scheme is analyzed and sufficient conditions are given to prove the practical stability. Simulation results are shown to illustrate the performance of the proposed scheme under parametric uncertainties and low speed. Furthermore, the proposed integral backstepping control is compared with the classical backstepping controller.  相似文献   

Forms of interdisciplinarity in four sport science research centres in Europe     

Jean Camy  Patrick Fargier  Claire Perrin  Alain Belli 《European Journal of Sport Science》2017,17(1):30-41

Abstract

Interdisciplinarity is often presented as a significant element of sport science. We present here the results of an investigation conducted in four European Sport Science Research Centres applying interdisciplinarity. Four main dimensions, that we have called “forms”, have been investigated. The “scientific”, “organisational”, “academic” and “societal” forms cover a wide range of activities run by these Centres. We have compared their situations using indicators. Globally they present quite similar combinations of forms, with dominant roles in the construction of interdisciplinarity played by the organisational and societal forms. The scientific form is never quite supported by an epistemological setting and the academic form, mostly characterised by the position of the university, plays an influential role when it is hostile to that kind of research. Following Klein classification, all of them remain at a multidisciplinary stage, one of them exploring interdisciplinary tracks in some research projects. The development of a common culture and a curiosity regarding disciplines other than its own is a key factor for a sustainable situation, as is the capacity to secure long-term financial resources, often linked to a high academic recognition for the director(s).  相似文献   

A monozygotic twin difference study of friends' aggression and children's adjustment problems     

Vitaro F  Brendgen M  Boivin M  Cantin S  Dionne G  Tremblay RE  Girard A  Pérusse D 《Child development》2011,82(2):617-632

This study used the monozygotic (MZ) twin difference method to examine whether differences in friends' aggression increased the differences in MZ twins' aggression and depressive symptoms from kindergarten to Grade 1 and whether perceived victimization by the friend played a mediating role in this context. Participants were 223 MZ twin pairs. Results showed that differences in kindergarten friends' aggression significantly predicted an increased difference in MZ twins' aggression from kindergarten (mean age = 6.7 years) to Grade 1 (mean age = 7.5 years) for both boys and girls. Differences in perceived victimization by the friend mediated this association, albeit only in boys. Differences in perceived victimization by the friend also predicted an increase in MZ twins' differences in depressive symptoms. These results support the importance of friendship experiences during early childhood.  相似文献   

How do teachers’ approaches to geometric work relate to geometry students’ learning difficulties?     

Alain?KuzniakEmail author  Jean-Claude?Rauscher 《Educational Studies in Mathematics》2011,77(1):129-147

Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes unintended ways, by their students. This is done by analysing teachers’ reactions to specific answers students offered to the Charlotte and Marie problem, an “ambiguous” problem with various solutions depending on the paradigm adopted. As a result of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers handle students’ answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of geometry and the training of teachers.  相似文献   

Severely obese adolescent girls rely earlier on carbohydrates during walking than normal-weight matched girls     

Olivier Gavarry  Celine Aguer  Anne Delextrat  Gregory Lentin  Karine Ayme  Alain Boussuges 《Journal of sports sciences》2015,33(18):1871-1880

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Information and Communications Technology Integration and Developmental Intervention: Enabling Knowledge Creation and Capacity Building in Developing Countries’ Organizations   总被引：1，自引：0，他引：1  

Alain Senteni 《Educational technology research and development : ETR & D》2006,54(3):300-311

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Death or change of the universities?     

Alain Touraine 《Prospects》1973,3(4):469-481

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