275 research outputs found
Le profil d'apprentissage des Ă©tudiantes et des Ă©tudiants de l'UniversitĂ© de Sherbrooke : rĂ©sultats de l'enquĂȘte menĂ©e au trimestre d'automne 2000 : j'ai mon mot Ă dire sur ma façon d'apprendre
Ce rapport rend compte dâune enquĂȘte menĂ©e auprĂšs des Ă©tudiants de lâUniversitĂ© de
Sherbrooke. Cette enquĂȘte a pour objectif de mieux connaĂźtre ces Ă©tudiants au regard de (1)
leurs visĂ©es et de leurs perceptions en tant quâĂ©tudiant universitaire, (2) leurs perceptions du
rĂŽle pĂ©dagogique du professeur et de la contribution des mĂ©thodes dâenseignement Ă leur
apprentissage, (3) leurs stratĂ©gies dâapprentissage et leur motivation Ă apprendre. Cette
enquĂȘte avait Ă©galement pour objectif de recueillir des donnĂ©es socio-Ă©conomiques sur les
Ă©tudiants de lâUniversitĂ© de Sherbrooke.
LâenquĂȘte sâest dĂ©roulĂ©e auprĂšs de lâensemble des Ă©tudiants de lâUniversitĂ© de Sherbrooke Ă
lâexception de ceux qui Ă©tudient au campus de Longueuil. 4414 Ă©tudiants de premier cycle et
294 de deuxiĂšme cycle font partie des 4820 Ă©tudiants qui ont rempli un questionnaire.
On trouvera Ă lâannexe 1 une copie du questionnaire qui a servi Ă la collecte des donnĂ©es. 23
dimensions ont Ă©tĂ© mesurĂ©es Ă lâaide de 124 Ă©noncĂ©s. La passation des questionnaires sâest
dĂ©roulĂ©e en octobre 2000 dans des classes ciblĂ©es de toutes les facultĂ©s de lâUniversitĂ© de
Sherbrooke. Avec lâaccord du professeur titulaire du cours, un sondeur informait les Ă©tudiants
de lâobjectif de lâenquĂȘte et leur donnait les consignes dâusage. Les Ă©tudiants ont pris en
moyenne 30 minutes pour remplir le questionnaire. Toutes les mesures déontologiques ont été
respectées.
Le prĂ©sent rapport prĂ©sente les principaux rĂ©sultats obtenus pour lâensemble des dimensions
mesurées par le questionnaire. Les résultats sont regroupés en trois sections : (1) les visées et
les perceptions des Ă©tudiants Ă lâĂ©gard dâeux-mĂȘmes, (2) des professeurs et des mĂ©thodes
dâenseignement, (3) les stratĂ©gies dâapprentissage quâils utilisent et la motivation qui les
anime
La motivation des Ă©tudiants en formation des maĂźtres Ă lâĂ©gard dâactivitĂ©s pĂ©dagogiques innovatrices
Face Ă la diminution de la motivation de plusieurs Ă©tudiants universitaires en contexte pĂ©dagogique innovant, cette Ă©tude tente de dĂ©gager les perceptions de la valeur, de la compĂ©tence et de la contrĂŽlabilitĂ© que les Ă©tudiants entretiennent Ă lâĂ©gard des activitĂ©s pĂ©dagogiques innovantes. Elle permet aussi de vĂ©rifier comment ces perceptions se modifient au fil des annĂ©es dâĂ©tudes. Lâanalyse des rĂ©sultats obtenus, Ă partir dâun questionnaire distribuĂ© Ă 1 082 Ă©tudiants inscrits en formation des maĂźtres, montre que lâapprentissage par projet est perçu comme lâactivitĂ© la plus utile et pour laquelle les Ă©tudiants ont le sentiment dâavoir le plus de contrĂŽle. La perception des Ă©tudiants envers lâutilitĂ© des activitĂ©s innovantes subit une diminution au dĂ©but de la deuxiĂšme annĂ©e dâĂ©tudes universitaires.Confronted with the reduction of motivation of several university students in innovative teaching context, this study tries to outline studentsâ perceptions of value, competence and controllability regarding innovating teaching activities. It also makes it possible to examine the ways in which these perceptions change with the time. The results analysis of 1 082 questionnaires distributed to pre-service students shows that project-based learning is perceived by students like the most useful activity over which they feel they have the highest level of control. The perception of the students concerning the usefulness of the innovating activities decreases at the beginning of the second year of university.Ante la disminuciĂłn de la motivaciĂłn de varios estudiantes universitarios en contexto pedagĂłgico innovante, el presente estudio intenta destacar las percepciones del valor, de la competencia y de la controlabilidad que los estudiantes tienen hacia las actividades pedagĂłgicas innovadoras. Asimismo permite verificar cĂłmo estas percepciones se modifican a lo largo de los años de estudios. El anĂĄlisis de los resultados, a partir de un cuestionario distribuido a 1 082 estudiantes inscritos en formaciĂłn de maestros, demuestra que el aprendizaje por proyectos estĂĄ percibido como la actividad mĂĄs Ăștil y sobre la cual los estudiantes tienen el sentimiento de tener mĂĄs control. La percepciĂłn de los estudiantes acerca de la utilidad de las actividades innovantes sufre una disminuciĂłn al inicio del secundo año de estudios universitarios.Angesichts des Abbaus der Motivation von vielen Studenten im neuen pĂ€dagogischen Kontext, versucht diese Studie von Wertvorstellungen der Kompetenz und Kontrollbarkeit, die die Studenten bezuglich der neuen pĂ€dagogischen FĂ€higkeiten haben, zu befreien. Sie erlaubt auch, zu prĂŒfen, wie die Wahrnehmungen sich im Laufe der Jahre der Studie verĂ€ndern. Die Analyse der erhaltenen Ergebnisse, die anhand eines Fragebogens, der zu Beginn an 1 802 Studenten verteilt wurde, die sich fĂŒr das Grundschullehramt eingeschrieben haben, zeigt, daĂ die Lehre als Projekt als eine dringend notwendige AktivitĂ€t empfunden wird und daĂ die Studenten das GefĂŒhl haben, am besten Kontrolle ausĂŒben zu können. Die Wahrnehmung der Studenten, bezĂŒglich der NĂŒtzlichkeit der neuen AktivitĂ€ten erlitt eine neue Abwertung zu Beginn des zweiten Jahres des UniversitĂ€tsstudiums
The formative years in Europe, 1964-1970
This is an itinerary in the middle of the 20th century: being Brazilian in France after the coup d'état against João Goulart, a "refugee" with no status other than that of a student, without money; a foreign student in France at a large university in the countryside before and during 1968. Be a South American discovering, in addition to France, this Old World of the Cold War, the two Europes, on both sides of the Wall, and the Middle East.Este é um itinerårio em meados do século XX: ser brasileiro na França após o golpe de Estado contra João Goulart, um "refugiado" sem status além do de estudante, sem dinheiro; um estudante estrangeiro na França em uma grande universidade do interior antes e durante 1968. Seja um sul-americano descobrindo, além da França, este Velho Mundo da Guerra Fria, as duas Europas, de ambos os lados do Muro, e o Oriente Médio
Relationship between Protein kinase C and derepression of different enzymes
The PKC1 gene in the yeast Saccharomyces cerevisiae encodes for protein kinase C which is known to control a MAP kinase cascade consisting of different kinases: Bck1, Mkk1 and Mkk2, and Mpk1. This cascade affects the cell wall integrity but the phenotype of pkc1â mutants suggests additional targets that have not yet been identified [1]. The pkc1â mutant, as opposed to other mutants in the MAP kinase cascade, displays defects in the control of carbon metabolism. One of them occurs in the derepression of SUC2 gene after exhaustion of glucose from the medium suggesting an involvement of Pkc1p in the derepression process that is not shared by the downstream MAP kinase cascade. In this work, we demonstrate that Pkc1p is required for the increase of the activity of enzymatic systems during derepression process. We observed that Pkc1p is involved in the derepression of invertase and alcohol dehydrogenase activities. On the other hand, it seems not to be necessary for the derepression of the enzymes of the GAL system. Our results suggest that Pkc1p is acting through the main glucose repression pathway since introduction of an additional mutation in the PKC1 gene in yeast strains already presenting mutations in the HXKII or MIG1 genes does not interfere with the typical derepressed phenotype observed in these single mutants. Moreover, our data indicate that Pkc1p participates in this process through the control of the cellular localization of the Mig1 transcriptional factor.Fundação de Amparo a Pesquisa do Estado de Minas Gerais â FAPEMIG (Brasil) Process CBS-1875/95 to R.L.B.MinistĂ©rio da Educação. Fundação de Capacitação de Pessoal Docente (Brasil).Conselho Nacional de Desenvolvimento CientĂfico e TecnolĂłgico â CNPq (Brasil) Process 300998/89-9
Personality profiles of cultures: aggregate personality traits
Personality profiles of cultures can be operationalized as the mean trait levels of culture members. College students from 51 cultures rated an individual from their country whom they knew well (N = 12, 156). Aggregate scores on Revised NEO Personality Inventory scales generalized across age and gender groups, approximated the individual-level Five-Factor Model, and correlated with aggregate self-report personality scores and other culture-level variables. Results were not attributable to national differences in economic development or to acquiescence. Geographical differences in scale variances and mean levels were replicated, with Europeans and Americans generally scoring higher in Extraversion than Asians and Africans. Findings support the rough scalar equivalence of NEO-PI-R factors and facets across cultures, and suggest that aggregate personality profiles provide insight into cultural differences
Measurement of b hadron lifetimes in exclusive decays containing a J/psi in p-pbar collisions at sqrt(s)=1.96TeV
We report on a measurement of -hadron lifetimes in the fully reconstructed
decay modes B^+ -->J/Psi K+, B^0 --> J/Psi K*, B^0 --> J/Psi Ks, and Lambda_b
--> J/Psi Lambda using data corresponding to an integrated luminosity of 4.3
, collected by the CDF II detector at the Fermilab Tevatron. The
measured lifetimes are B^+ = , B^0 = and Lambda_b = . The lifetime ratios are B^+/B^0 = and Lambda_b/B^0 = . These are the most precise determinations
of these quantities from a single experiment.Comment: revised version. accepted for PRL publicatio
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