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1.
Magali Brunet Audrey Cochard Christophe Deshayes Chantal Brouca-Cabarrecq Luc Robbiola Jean-Marc Olivier 《文物保护研究》2020,65(2):103-117
ABSTRACTIn many countries, collections of historic aircraft, conserved in Air and Space museums or local associations, reflect the importance of a national or local history. Mostly parked outdoors, aircraft suffer from significant corrosion requiring conservation operations. During renovation, metallic parts are often replaced by association members. This can lead to a major loss of information since industrial archives dealing with materials and processes do not always survive. However, if these elements can be considered, they could be a fundamental source of information on the materials originally used and of the technical history of aeronautics. This work reports a thorough study of aluminium-based alloy parts collected on a Breguet aeroplane dating from the 1950s, during its recent renovation. Thanks to an approach coupling multi-scale material characterisation and research in archives, information on the industrial knowledge is revealed. Several historic grades of aluminium-based alloys were found, namely A-U4G, A-U4G1, and A-U3G, depending on the role of the part. Similarly, different protective coatings were identified (anodic oxidation, primers, and paintings), depending on the role of the metallic part and its location in the plane. Knowledge of the materials from bulk metal to the coated surface is necessary for good conservation practices regarding aeronautical heritage artefacts. Related documents and archives also fundamentally help in understanding such complex artefacts. 相似文献
2.
Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning. 相似文献
3.
Prosocial concepts and behavior are often found to be activated when participants are primed with concepts of their own religious cultural tradition. We investigated whether similar effects can be found when people (Westerners of Christian tradition) are primed with concepts of a different from their own religious cultural tradition (Buddhist and Islamic). Participants (104 young Belgian adults) were randomly assigned to three conditions. They were supraliminally primed with either Buddhist or Islamic images; or they were not primed (control condition). Priming Buddhism increased prosocial intentions (spontaneous sharing of hypothetical gains), and decreased, among participants highly valuing universalism, implicit prejudice toward an ethnic outgroup. Priming Islam had no effect on prosociality or prejudice. The findings suggest that concepts from one religious and cultural context are transposable, under some conditions, to another religious and cultural context and can influence even implicit social cognition. 相似文献
4.
Magali Hersant 《Educational Studies in Mathematics》2011,78(3):343-370
In this article, we characterized the forms of reasoning of French high school students (from Terminal Scientifique) in the
course of an exchange of messages around the solution of a mathematical problem. Our goal was to determine whether or not
the students make use of creative and investigative forms of reasoning. The results show that in the experimental conditions
of the ‘mathematical correspondence,’ the students displayed an unusual mathematical problem-solving activity, one that is
indeed more creative and investigative than those typically found in a classroom activity. The results are accompanied by
an effort to explain the conditions that allowed for this unusual activity to develop and to suggest some paths to use this
setting in the classroom, so as to facilitate better learning in problem-solving contexts and the transition from high school
to university. 相似文献
5.
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in
secondary schools in France, which we have called interactive synthesis discussion. We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation
nor in the management of the lessons. We have looked at the didactic situations the teacher chooses, and how he manages his
teaching project, the students’ work in the classroom and at home, and classroom interactions. We present two case studies
of experienced teachers, one in grade 8, and the other in grade 10. 相似文献
6.
Sébastien George Christine Michel Magali Ollagnier-Beldame 《Interactive Learning Environments》2016,24(7):1389-1407
During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces. 相似文献
7.
Jaoul Magali 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(5-6):463-482
HIGHER EDUCATION AND SOCIAL ORIGIN IN FRANCE: A STATISTICAL STUDY OF INEQUALITIES SINCE 1965 – Mass education has the goal of guaranteeing the same education to all in order to moderate differences between individuals and promote a kind of equality of opportunity. Nonetheless, it seems clear that lower-class youths do not benefit as much from their degree or university experience as do those who come from more privileged backgrounds. The present study statistically analyses the evolution of higher education since 1965 with respect to social origin in order to determine whether the massification of education has really been accompanied by democratization. Its conclusion is twofold: This evolution has indeed allowed for a certain democratization of higher education by offering new perspectives for the middle and lower classes; but nevertheless it has not always granted them access to prestigious courses of study, so that one still finds two systems of higher education which are relatively separate and whose separation remains a function of social origin. 相似文献
8.
Athletes' ability to use motor imagery (MI) to predict the speed at which they could perform a motor sequence has received little attention. In this study, 21 alpine skiers and 16 equestrian riders performed MI based on a prediction of actual performance time (a) after the course inspection, (b) before the start, and (c) after the actual performance. MI and physical times were similar in expert skiers during each imagery session, while novice skiers and novice and expert riders underestimated the actual course duration. These findings provide evidence that the temporal accuracy of an imagery task prediction depends on the performer's expertise level and characteristics of the motor skill. 相似文献
9.
Magali Jaoul 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,7(2):463-482
HIGHER EDUCATION AND SOCIAL ORIGIN IN FRANCE: A STATISTICAL STUDY OF INEQUALITIES SINCE 1965 – Mass education has the goal of guaranteeing the same education to all in order to moderate differences between individuals and promote a kind of equality of opportunity. Nonetheless, it seems clear that lower-class youths do not benefit as much from their degree or university experience as do those who come from more privileged backgrounds. The present study statistically analyses the evolution of higher education since 1965 with respect to social origin in order to determine whether the massification of education has really been accompanied by democratization. Its conclusion is twofold: This evolution has indeed allowed for a certain democratization of higher education by offering new perspectives for the middle and lower classes; but nevertheless it has not always granted them access to prestigious courses of study, so that one still finds two systems of higher education which are relatively separate and whose separation remains a function of social origin. 相似文献
10.
Tomczyk Łukasz Jáuregui Vladimir Costas de La Higuera Amato Cibelle Albuquerque Muñoz Darwin Arteaga Magali Oyelere Solomon Sunday Akyar Özgür Yaşar Porta Mariana 《Education and Information Technologies》2021,26(3):2715-2741
The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.
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