Training Transfer: A Suggested Course of Action for Local Authorities to Leverage Performance     

Jacques Ascher 《Performance Improvement》2013,52(5):36-43

Maximization of training influence on individual performance through changes in employee knowledge, skills, and abilities is a paramount concern of organizations. However, training without implementation in a work setting cannot achieve its goals. In this article, the author maps the primary factors that influence transfer of what is learned in training to work settings and provides some evidence‐based recommendations and implications for improved performance.  相似文献   

Guest editor's note     

J. Nicholls Eastmond  Jacques du Plessis 《Educational technology research and development : ETR & D》2001,49(3):106-107

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Autoionization in atomic and molecular physics     

Jacques E. Collin Ph.D.  Agr.Ens.Sup. 《Endeavour》1977,1(3-4)

The important role of ionized atoms and molecules in many aspects of physical and chemical phenomena is being increasingly recognized. Typical research areas are astrophysics and interstellar molecular syntheses; plasma physics and fusion research; aeronomy and effects of ultraviolet irradiation on high atmosphere constituents; ion-molecule reactions; mass spectrometry; fundamental research on structural problems; behaviour of excited species; quantum theory of molecular structure and chemical kinetics. This paper emphasises the role of the autoionization process and discusses some of its characteristics, as well as the experimental methods used for its study.  相似文献   

Reflections on teaching and learning     

Jacques Barzun 《Academic Questions》1991,4(2):30-40

Ditor's Note: Jacques Barzun, one of the eminent scholars of our time, examines the current state of American education in a new book appearing this spring:Begin Here: The Forgotten Conditions of Teaching and Learning (The University of Chicago Press). This collection of fifteen newly edited and introduced essays covers a wide range of subjects. What follows are the introductions to three essays that he felt would be of particular interest to our readers. We thank Prof. Barzun and The University of Chicago Press for their interest in having these pieces appear in our pages.  相似文献   

The French University: What happened after the revolution?     

Fomerand  Jacques 《Higher Education》1977,6(1):93-116

This paper examines the nature and significance of the changes introduced in the French university system since the passage of the Orientation Act of Higher Education in 1968. The process of higher education change is conceptualized in terms of a slow and disjointed process in which the political limits of legitimate change have been somewhat expanded through a succession of incremental adjustments. French universities have thus followed certain trends also apparent in other Western European nations; their operation and governance have been democratized, bureaucratized and politicized; their social functions are shifting toward greater vocationalism and professionalism; curriculum issues have tended to overshadow structural problems.The modernization of the French university, however, is by no means a completed task and much remains to be done to adapt its economic and research functions to the needs of a modern, mass, industrial society. In spite of a bleak economic outlook, the university system is most likely to continue its sluggish adaptation primarily as a result of its internal contradictions.Preliminary drafts of this paper were originally presented at the Seminar on European Higher Education, Center for European Studies (CUNY, Graduate School) and the Columbia University Seminar on Higher Education on March 4, 1976 and May 5, 1976, respectively.  相似文献   

Expérimentation d'un enseignement des mathématiques en classe de sixième des lycées et collèges     

Jacques Fort 《Educational Studies in Mathematics》1969,1(3):262-273

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Book reviews     

Stacy Churchill  Jacques Hallak  Arthur Gillette 《Prospects》1977,7(2):309-316

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Multi-age instructional settings in less developed countries     

Richard Noonan  Jacques Hallak 《Prospects》1987,17(4):605-625

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Learning to use inner speech for improving reading and writing of poor readers     

Angeline Liva  Eliane Fijalkow  Jacques Fijalkow 《European Journal of Psychology of Education - EJPE》1994,9(4):321-330

Two experiments were conducted to see if teaching poor readers to use inner speech could improve their reading and writing. In the first experiment, there were 8 third grade children, 4 in the experimental group and 4 in the control one, matched from a pre-test of reading. In the experimental group, the children were trained to use inner speech in 27 tasks, from explicit self-speech of the adult and of the child to implicit self-speech by the child alone. The results show significant differences between the two groups in the post-test of reading. In the second experiment, there were 6 students in second grade, 3 in the experimental group and 3 in the control one. In the experimental group, the children were trained to use inner speech in 18 tasks: 6 cognitive tasks that do not require short term memory as in the first experiment, 6 reading tasks, 6 writing tasks. In the experimental group, the children were trained to use self-speech to process the tasks whereas, in the control group, the adult’s help was mostly visual. The results were that the experimental group succeeded significantly better in the post-tests of reading and writing.  相似文献   

Auguste Comte     

Jacques Muglioni 《Prospects》1996,26(1):208-222

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