University press publishing and the ecology of disciplinary fluidity: General observations     

Jean-Pierre V. M. Hérubel 《Learned Publishing》2023,36(2):164-170

Academic book and journal publishing constitutes the majority focus of university presses. Besides commercial scholarly publishers, academic scholars and researchers view the opportunities provided by university presses as important venues for the dissemination of their research. This discussion focuses on the disciplinary imperative to publish scholarship that is ever more fluid and specialized as academic disciplines continue to become further nuanced in their response to the increasing knowledge produced by humanities and social science inquiry. The focus is on university presses and not commercial scholarly presses, although constitute a significant locus of scholarly publishing. What are the general characteristics of academic specialization and university press publishing? Further, how is disciplinary fluidity, especially evolving specialization, reflected in university press book publishing nomenclature and how scholarship is tied to the intellectual preoccupations of academic specialization? Multi- and inter-disciplinarities further articulate disciplinary publishing, accelerating disciplinary fluidity. Examples from disciplinary and emerging configurations of disciplinary nomenclature utilized by university presses offers insight into specialization and publishing. Academic history publishing is used to illustrate newly emerging fluid disciplinary configurations.  相似文献   

Systems model and individual simulations of training strategies in elite short-track speed skaters     

Thibaut Méline  Ludovic Mathieu  Fabio Borrani  Robin Candau 《Journal of sports sciences》2019,37(3):347-355

This study aimed to evaluate the effect of simulated training strategies on performance potential in elite short-track speed skaters. Training load and field-based criterion performances from fifteen athletes (10 males, 5 females) were collected over a 3-month training period and the relationship between training loads and performance was computed with a variable dose-response model using a genetic algorithm. Individual simulations of tapers preceded or not preceded by an overload training (OT) were assessed. We obtained a significant correlation between actual and modelled performances (R² = 0.76 ± 0.07). Regarding model parameters, no significant difference was found between males and females but the time to recover performance tended to be lower in females. Simulations in which the taper parameters were free highlighted that an exponential or a step taper were the most effective for increasing performance compared to a linear taper (p < 0.05). Optimal exponential taper duration after OT was 10.7 ± 2.4d and the optimal load reduction was 75.9 ± 3.7%. OT intensity had the greatest influence on the predicted performance, followed by OT duration, taper decay, and to a lesser extent load reduction during taper and taper duration. Thus, a variable dose-response systems model allows the evaluation of different taper strategies and their potential effect on performance changes.  相似文献   

The symphony as a public service: The orchestra of Paris     

Jean-Pierre Guillard 《Journal of Cultural Economics》1985,9(2):35-47

  相似文献   

Longitudinal assessment of progress in reasoning capacity and relation with self-estimation of knowledge base     

Anne Collard  France Mélot  Jean-Pierre Bourguignon 《Assessment & Evaluation in Higher Education》2015,40(1):74-88

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning.  相似文献   

To perceive and to be perceived: challenges of ethnography in elite schools     

Patricia Mercader  Jean-Pierre Durif-Varembont 《International journal of qualitative studies in education》2015,28(9):1097-1111

Drawing on a larger study on “Gender practices and violence between peers: the stakes of mixed-sex education”, this paper examines the methodological challenges specific to carrying out ethnography in an elite high school. The researcher’s subjective experience in the field reveals the power dynamics at play in the elite setting. We also examine how interdisciplinary collective analysis of the observation journals unveils less-examined challenges to conceptualization in the research process. We call for the heuristic value when contradiction and subjectivity are acknowledged and implicated both in the field and data analysis, which leads us to articulate different social identities in the elite school environment.  相似文献   

Lifelong Learning in French Univesities: The State of the Art     

Jean-Pierre Jallade 《European Journal of Education》2000,35(3):301-315

  相似文献   

From Continuing Education to Lifelong Learning in French Universities     

Jean-Pierre Jallade 《European Journal of Education》2001,36(3):291-304

  相似文献   

Handbook of global education policy     

Thibaut Lauwerier 《Compare》2018,48(1):166-167

  相似文献   

Towards a humanism of knowledge, action and cooperation     

Georges Haddad  Jean-Pierre Aubin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):331-341

This article begins by looking at two reports, commissioned in the second half of the 20th century to investigate the impact of social change on education and to propose strategies for tackling new challenges arising from this. The first report, published in 1972, was the so-called Faure report (named after French lawyer and politician Edgar Faure), and the second one, published in 1996, was the so-called Delors report (named after French economist and politician Jacques Delors). Using these two reports as their starting point, the authors of this paper consider the effects of modern information technology on our cultural environment. Today we are experiencing an increasingly virtual world with very real effects. This paper argues that Edgar Faure already foresaw the emergence of a new cultural world in which virtuality would both add to and compete with reality. The authors stress that now, more than ever, access to lifelong education needs to be ensured for everyone, permanently enriched by research and innovation, addressing creativity and entrepreneurship, in addition to continuously evolving skills and competences.  相似文献   

2010 — Letter from the Joint Editors     

Joint Editors  : Jean Gordon  Jean-Pierre Jallade  Assistant Editor  : Christina Keyes 《European Journal of Education》2010,45(1):1-3

  相似文献