Why We Take Prozac     

Nicolas Rasmussen 《Metascience》2005,14(2):219-223

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Advances of the Semantic Web for e-learning: expanding learning frontiers     

Ambjörn Naeve  Miltiadis Lytras  Wolfgang Nejdl  Nicolas Balacheff  Joseph Hardin 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):321-330

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Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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Reviews     

Anthony Corones  Deborah Dowling  Andrew G. Bonnell  Jean Lachapelle  David Oldroyd  Emma Spary  Ben Oldroyd  Keith Campbell  Ragbir Bhathal  Phil Dowe  Antonina Harbus  Cathy Legg  Brian Martin  Yvonne Luxford  Nicolas Rasmussen  Paul Redding  Tim Sprod  Roland Sypel 《Metascience》1996,5(1):167-235

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Reviews     

John Henry  Katherine Neal  Sokhieng Au  Gabrielle M. O'Sullivan  John Forge  Rosemary Robins  Stephen Healy  Mark Rix  James Tabery  Katie Vann  Carl Windhorst  Katherine Neal  Peter Neushul  Gail Clements  Ingo Brigandt  Nicolas Rasmussen  Anthony S. Travis  Lloyd Ackert  Simon Knell  Claire Hooker 《Metascience》2002,11(2):201-268

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Knowledge, Aesthetic Insight and Education     

Louis Arnaud Reid 《Journal of Philosophy of Education》1973,7(1):66-84

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Comparison of algorithms to determine jump height and flight time from body mounted accelerometers     

Tony Monnet  Arnaud Decatoire  Patrick Lacouture 《Sports Engineering》2014,17(4):249-259

The purpose of this study was to evaluate a new procedure of data processing from a body-mounted accelerometer to improve the assessment of vertical jump height. As the main difficulty when using an accelerometer is to detect the times of take-off and of landing, a new criterion was proposed to detect these times more accurately. Thirty physical education students participated in this study. They performed three squat jumps, three countermovement jumps with hands placed on the pelvis and three countermovement jumps with free arms ( \(n = 270\) jumps). Flight time, vertical jump height and vertical velocity at take-off were collected from the accelerometer (the Myotest device and its specific software), the modified accelerometer (raw data of the Myotest and a specific treatment for the detection take-off and landing times) and a force platform, considered as the reference device. Concerning the flight time, systematic bias decreased from \(0.034 \pm 0.079\)  s with the original accelerometer to \(-0.008 \pm 0.078\)  s with the modified accelerometer. Regarding the vertical jump height, systematic bias decreased from \(4.8 \pm 9.4\)  cm with the original accelerometer to \(-1.3 \pm 9.2\)  cm with the modified accelerometer. Finally, the vertical velocity systematic bias was \(-0.12 \pm 0.28\) and \(-0.19 \pm 0.29\)  m s \(^{-1}\) with the original accelerometer and the modified accelerometer, respectively. This study showed that the improvement proposed for the body-mounted accelerometer decreased the systematic bias, especially for the vertical jump height assessment, but not the random error.  相似文献   

Short-term memory for order but not for item information is impaired in developmental dyslexia     

Wibke M. Hachmann  Louisa Bogaerts  Arnaud Szmalec  Evy Woumans  Wouter Duyck  Remo Job 《Annals of dyslexia》2014,64(2):121-136

Recent findings suggest that people with dyslexia experience difficulties with the learning of serial order information during the transition from short- to long-term memory (Szmalec et al. Journal of Experimental Psychology: Learning, Memory, & Cognition 37(5): 1270-1279, 2011). At the same time, models of short-term memory increasingly incorporate a distinction of order and item processing (Majerus et al. Cognition 107: 395-419, 2008). The current study is aimed to investigate whether serial order processing deficiencies in dyslexia can be traced back to a selective impairment of short-term memory for serial order and whether this impairment also affects processing beyond the verbal domain. A sample of 26 adults with dyslexia and a group of age and IQ-matched controls participated in a 2?×?2?×?2 experiment in which we assessed short-term recognition performance for order and item information, using both verbal and nonverbal material. Our findings indicate that, irrespective of the type of material, participants with dyslexia recalled the individual items with the same accuracy as the matched control group, whereas the ability to recognize the serial order in which those items were presented appeared to be affected in the dyslexia group. We conclude that dyslexia is characterized by a selective impairment of short-term memory for serial order, but not for item information, and discuss the integration of these findings into current theoretical views on dyslexia and its associated dysfunctions.  相似文献   

Some issues about the introduction of first concepts in linear algebra during tutorial sessions at the beginning of university     

Nicolas Grenier-Boley 《Educational Studies in Mathematics》2014,87(3):439-461

Certain mathematical concepts were not introduced to solve a specific open problem but rather to solve different problems with the same tools in an economic formal way or to unify several approaches: such concepts, as some of those of linear algebra, are presumably difficult to introduce to students as they are potentially interwoven with many types of difficulties as formal ones and far away from the actual knowledge of the students. The purpose of this paper is to propose a methodology for studying the introduction of such concepts in linear algebra during tutorial sessions at the beginning of university, the wording of the concepts being yet presented during lectures. For this purpose, we amend a general methodology of Pariès, Robert and Rogalski inside the general framework of Activity Theory. This methodology lets us take into account several specificities of these concepts and studies the mathematical activity the teacher organises for students and the way he manages the relationship between students’ actual activities and mathematical tasks. We also present an implementation of this methodology based on a French university course to illustrate our approach and discuss its possibilities.  相似文献   

La réception des travaux scouts de Pierre Bovet en France (1912–décennie 1930)     

Nicolas Palluau 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):93-108

Le scoutisme français n’a pas toujours vu Baden-Powell comme un modèle. A leur fondation en 1911, les Eclaireurs de France refusent de traduire Scouting for boys. Mais, le philosophe genevois Pierre Bovet le traduit dès 1912 pour l’éditeur neuchâtelois Delachaux et Niestlé. Le texte anglais arrive en France malgré le nationalisme des Eclaireurs qui le maintient dans un purgatoire sévère. La traduction est saluée par un réformateur social comme Georges Bertier, directeur de l’Ecole des Roches. Dès 1921, celui-ci préside les Eclaireurs et les ancre dans l’Education nouvelle. En 1919, l’éditeur Delachaux et Niestlé a ouvert une succursale dans la capitale française. L’essor des traductions scoutes est contemporain, notamment par des cadres suisses, tels Ketty Jentzer, commissaire genevoise ou Jean Carrard, chef à Lausanne. Mais, alors qu’en 1920, Bovet écrit son livre-maître Le Génie de Baden-Powell où il analyse cette pédagogie au prisme de l’Education nouvelle, d’autres frontières émergent. Les Français qui possèdent leurs propres travaux, ont moins besoin des traductions suisses. La frontière se recompose selon une autre ligne, l’étude savante. Les Français travaillent avec des philosophes comme Edmond Goblot et Pierre Mendousse autour de la question sociale, objet absent chez Bovet. Les Français défendent le merveilleux pédagogique au détriment de l’analyse savante pouvant le mettre en cause. Bovet demeure un simple passeur. Le scoutisme ouvre et ferme les frontières, recombinées selon les modalités propres à chaque époque.  相似文献