Miroirs de l’autorégulation de l’apprentissage : les dilemmes des formateurs d’enseignants

Les formateurs d’enseignants font face à des demandes croissantes concernant la promotion et l’autorégulation des apprentissages de leurs étudiants. De telles demandes peuvent entraîner plusieurs dilemmes professionnels résultant de conflits de croyances et de conditions d’enseignement qui prévalent. La présente étude examine comment les formateurs d’enseignants sont engagés dans la promotion de l’autorégulation de l’apprentissage, dans le contexte néerlandais de formation des enseignants. Cette étude examine le sens que revêt pour les formateurs d’enseignants, une utilisation active des approches de l’autorégulation de l’apprentissage. Elle dégage plusieurs dilemmes professionnels auxquels font face les formateurs d’enseignants. Les difficultés que ces derniers vivent lors de l’implantation d’une telle approche semblent être liées à leurs propres orientations, expériences et réflexions professionnelles.Teacher trainers face increasing demands concerning the promotion and the development of self-regulated learning by their students. These types of demands can produce professional dilemmas resulting from conflicts in beliefs and current teaching conditions. This study examined how teacher trainers are involved in the promotion of self-regulated learning in the context of training teachers in the Netherlands. This study examined the meaning that teacher trainers developed through the active use of self-regulated learning approaches. The author notes several professional dilemmas that confront these trainers. The difficulties experienced during the implementation of this approach seemed to be related to their own representations, experiences, and professional reflections.Los formadores de docentes se enfrentan a una demanda creciente en torno a la promoción y a la autoregulación de los aprendizajes de los estudiantes. Tales demandas pueden entrenar varios dilemas profesionales resultantes de conflictos de creencias y de condiciones de enseñanza que prevalen. El presente estudio demuestra cómo los formadores de docentes son comprometidos con la promoción de la autoregulación del aprendizaje, en el contexto neerlandés de formación de docentes. Analiza el significado que tiene una utilización activa de los enfoques de autoregulación y de aprendizaje para los formadores de docentes al mismo tiempo que destaca varios dilemas profesionales que los formadores de docentes enfrentan. Las dificultades que éstos viven al momento de implementar tales enfoques parecen ser ligadas a sus propias orientaciones, experiencias y reflexiones profesionales

Application of analysis techniques for low frequency interior noise and vibration of commercial aircraft

Finite element analysis (FEA), statistical energy analysis (SEA), and a power flow method (computer program PAIN) were used to assess low frequency interior noise associated with advanced propeller installations. FEA and SEA models were used to predict cabin noise and vibration and evaluate suppression concepts for structure-borne noise associated with the shaft rotational frequency and harmonics (less than 100 Hz). SEA and PAIN models were used to predict cabin noise and vibration and evaluate suppression concepts for airborne noise associated with engine radiated propeller tones. Both aft-mounted and wing-mounted propeller configurations were evaluated. Ground vibration test data from a 727 airplane modified to accept a propeller engine were used to compare with predictions for the aft-mounted propeller. Similar data from the 767 airplane was used for the wing-mounted comparisons

Evaluation of analysis techniques for low frequency interior noise and vibration of commercial aircraft

The application of selected analysis techniques to low frequency cabin noise associated with advanced propeller engine installations is evaluated. Three design analysis techniques were chosen for evaluation including finite element analysis, statistical energy analysis (SEA), and a power flow method using element of SEA (computer program Propeller Aircraft Interior Noise). An overview of the three procedures is provided. Data from tests of a 727 airplane (modified to accept a propeller engine) were used to compare with predictions. Comparisons of predicted and measured levels at the end of the first year's effort showed reasonable agreement leading to the conclusion that each technique had value for propeller engine noise predictions on large commercial transports. However, variations in agreement were large enough to remain cautious and to lead to recommendations for further work with each technique. Assessment of the second year's results leads to the conclusion that the selected techniques can accurately predict trends and can be useful to a designer, but that absolute level predictions remain unreliable due to complexity of the aircraft structure and low modal densities

Quantum phases in a resonantly-interacting Bose-Fermi mixture

We consider a resonantly-interacting Bose-Fermi mixture of $^{40}$K and $^{87}$Rb atoms in an optical lattice. We show that by using a red-detuned optical lattice the mixture can be accurately described by a generalized Hubbard model for $^{40}$K and $^{87}$Rb atoms, and $^{40}$K-$^{87}$Rb molecules. The microscopic parameters of this model are fully determined by the details of the optical lattice and the interspecies Feshbach resonance in the absence of the lattice. We predict a quantum phase transition to occur in this system already at low atomic filling fraction, and present the phase diagram as a function of the temperature and the applied magnetic field.Comment: 4 pages, 3 figure

Webteaching: sequencing of subject matter in relation to prior knowledge of pupils

Two experiments are discussed in which the sequencing procedure of webteaching is compared with a linear sequence for the presentation of text material.\ud \ud In the first experiment variations in the level of prior knowledge of pupils were studied for their influence on the sequencing mode of text presentation. Prior knowledge greatly reduced the effect of the size of sequencing procedures.\ud \ud In the second experiment pupils with a low level of prior knowledge studied a text, following either a websequence or a linear sequence. Webteaching was superior to linear teaching on a number of dependent variables. It is concluded that webteaching is an effective sequencing procedure in those cases where substantial new learning is required

Does Self-directedness in Learning and Careers Predict the Employability of Low-Qualified Employees?

Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered paramount in maintaining one's employability. However, it also requires certain competences on part of employees to invest in learning and career development. This study examines the influence of self-directedness in learning and career of low-qualified employees on their employability. In a follow-up study of 284 low-qualified employees, we find that higher levels of self-directedness in learning and career of employees corresponds with higher chance to be promoted to higher-level job positions (vertical job mobility). However, no relationship was found between different formats of self-directedness and job retention or horizontal job mobility of lower qualified personnel.</p

Does Self-directedness in Learning and Careers Predict the Employability of Low-Qualified Employees?

Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered paramount in maintaining one's employability. However, it also requires certain competences on part of employees to invest in learning and career development. This study examines the influence of self-directedness in learning and career of low-qualified employees on their employability. In a follow-up study of 284 low-qualified employees, we find that higher levels of self-directedness in learning and career of employees corresponds with higher chance to be promoted to higher-level job positions (vertical job mobility). However, no relationship was found between different formats of self-directedness and job retention or horizontal job mobility of lower qualified personnel.</p

A Case for Combinatorics: A Research Commentary

In this commentary, we make a case for the explicit inclusion of combinatorial topics in mathematics curricula, where it is currently essentially absent. We suggest ways in which researchers might inform the field’s understanding of combinatorics and its potential role in curricula. We reflect on five decades of research that has been conducted since a call by Kapur (1970) for a greater focus on combinatorics in mathematics education. Specifically, we discuss the following five assertions: 1) Combinatorics is accessible, 2) Combinatorics problems provide opportunities for rich mathematical thinking, 3) Combinatorics fosters desirable mathematical practices, 4) Combinatorics can contribute positively to issues of equity in mathematics education, and 5) Combinatorics is a natural domain in which to examine and develop computational thinking and activity. Ultimately, we make a case for the valuable and unique ways in which combinatorics might effectively be leveraged within K-16 curricula

Afsluitdijk: Second opinion kKBA en advies bestuurlijke proces

In dit rapport worden een aantal ‘richtlijnen’ gegeven over hoe de mKBA, die aan het eind van de verkenningsfase wordt gemaakt, ‘slim’ - efficiënt en effectief - kan worden ingezet bij het Afsluitdijkproject. Tevens is een advies opgesteld over hoe in het voorgestelde proces tot een voorkeursbesluit kan worden gekomen