Pushers & Users: a seminar on the sources and dissemination of pharmaceutical information, 28 April 1986, King's College School of Medicine and Dentistry     

Alain Besson 《Health information and libraries journal》1986,3(3):179-180

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The Effect of Changes in Environmental Conditions on the Mechanical Behaviour of Selected Paint Systems     

Alain Roche  Alexia Soldano 《文物保护研究》2018,63(5):216-221

ABSTRACT

The impact of relative humidity (RH) and temperature variation on the mechanical behaviour of paintings on canvas was investigated, based on the various environmental recommendations that are applied by museums and institutions worldwide. Paint samples were constructed based on the works of twentieth-century artists such as Soulages and Riopelle. The various samples are based on criteria such as paint media, additives, pigment type, canvas type, thickness, type of application, and drying time. Once they are fully dry, paint films behave as elastic, viscoelastic, or viscoplastic materials depending on the chemical nature of their components. These properties, as well as tensile strength, were determined by a series of tensile tests. Other samples were included, originating from discarded oil paintings on canvas from the seventeenth and nineteenth centuries. To carry out mechanical tests under controlled conditions of temperature and RH, a climatic chamber was built around the column of a universal testing machine. Samples were submitted to stress relaxation tests to observe their response to changes in environmental conditions. RH was increased from 20 to 90% and temperature from 15 to 60°C. Reactivity diagrams were drawn based on the results. The endurance limit under mechanical fatigue was determined from the diagrams and helped define the risks associated with each painting type when exposed to the accepted environmental recommendations.  相似文献   

Examining genetic and environmental effects on social aggression: a study of 6-year-old twins     

Brendgen M  Dionne G  Girard A  Boivin M  Vitaro F  Pérusse D 《Child development》2005,76(4):930-946

Using a genetic design of 234 six-year-old twins, this study examined (a) the contribution of genes and environment to social versus physical aggression, and (b) whether the correlation between social and physical aggression can be explained by similar genetic or environmental factors or by a directional link between the phenotypes. For social aggression, substantial (shared and unique) environmental effects but only weak genetic effects were found. For physical aggression, significant effects of genes and unique environment were found. Bivariate modeling suggests that social and physical aggression share most of their underlying genes but only very few overlapping environmental factors. The correlation between the two phenotypes can also be explained by a directional effect from physical to social aggression.  相似文献   

A time course analysis of satiety-induced instrumental outcome devaluation     

Shauna L. Parkes  Alain R. Marchand  Guillaume Ferreira  Etienne Coutureau 《Learning & behavior》2016,44(4):347-355

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International Adult Literacy Survey (IALS): An analysis of international comparisons of adult literacy     

Alain Blum  Harvey Goldstein  France Guérin-Pace 《Assessment in Education: Principles, Policy & Practice》2001,8(2):225-246

The International Adult Literacy Survey (IALS) raises a number of important issues that are inherent in all attempts to make comparisons of cognitive and behavioural attributes across countries. This article discusses both the statistical and interpretational problems. A detailed analysis of the survey instruments is carried out to demonstrate the cultural specificity involved. The data modelling techniques used in IALS are critiqued and alternative analyses performed. The article argues for extreme caution in interpreting results in the light of the weaknesses of the survey.  相似文献   

Réformes Des Programmes Scolaires Et Acquisitions Á L’école Primaire En Afrique: Mythes Et Réalités     

Jean-Marc Bernard  Alain Patrick Nkengne Nkengne  François Robert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(5-6):555-575

SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries, the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results show that the main problems affecting pupils’ achievement lie rather in the effective implementation of curricula in the classrooms than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses of this approach in taking into account the needs and the realities of African educational systems are stressed. These various elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure for education quality issues.  相似文献   

Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?     

Linda S. Pagani  Julie Jalbert  Alain Girard 《Early Childhood Education Journal》2006,34(2):133-146

In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term.  相似文献   

Academic judgment and institutional evaluation made by teachers according to pupils’ explanatory activity     

Stéphane Jouffre  Jacques Py  Alain Somat 《European Journal of Psychology of Education - EJPE》2008,23(4):399-420

The influence of sixth-graders’ explanatory activity was studied on their teachers’ academic judgment. Concerning the pupils’ explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational factors and others’ traits; Luck and others’ efforts and intentions) were socially devalued. Concerning teachers’ judgment, the more pupils chose traits and the less they chose lack of effort/intention to explain the negative events, and the less they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less they chose luck and others’ effort/intention to explain the negative events, the more teachers’ attributed socially useful traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results are discussed in reference to the social functions implied by the academic judgment.  相似文献   

Interactional effects of the environment on interviews     

Geneviève Blanchet  Alain Blanchet 《European Journal of Psychology of Education - EJPE》1994,9(1):41-53

This study investigates the effect of the environment factor on discourse mode and content in an interview situation. Fifteen eight-year-olds were interviewed in three specific and different locations in their school (classroom, doctor's office and playground) that formed the three experimental groups. Analysis of the interview data (propositional discourse analysis) shows that each experimental group produced a specific type of speech characterized by the occurrence of particular language markers.  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