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Emerging Technologies in Proteomics: Insights from the HUPO ETC Webinar Series.
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Face à la crise historique engendrée par la pandémie de coronavirus: Organisons notre sécurité alimentaire !
No full textFaire, acheter ou faire ensemble la genèse et le fonctionnement de la communauté TOSIT. Du « Make or Buy » au « Make Together ».
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Bridging personality and behavior in financial trading: A qualitative perspective
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Oxidation behavior of iron and binder-mixed iron: insights from TGA–DSC and in situ XRD analysis for field emission application
No full textpeer reviewedPrecise control over the phase composition and surface morphology of materials is crucial for applications in catalysis, sensing, field-emission, and other fields. This study investigates the thermal oxidation of micron-sized iron (M–Fe) both with and without the use of ethyl cellulose as a binder in various oxidation environments. The samples were processed in starving and oxygen-rich conditions with varying heating rates to investigate their impact on oxide formation. A custom-designed radiation heater (RH) was employed in the vacuum system to achieve an ultra-fast heating rate of 12 °C s−1, raising the surface temperature to 750 °C within one minute. Oxidation experiments under reduced oxygen pressure, termed controlled environment thermal oxidation (CETO), were compared to open environment thermal oxidation (OETO), conducted at the same target temperature but with a significantly slower heating rate (2.5 °C min−1) in a muffle furnace. The role of the binder was analyzed using thermogravimetric analysis and differential scanning calorimetry (TGA–DSC), and a deeper understanding was gained through a phase evolution study, as elucidated by in situ X-ray diffraction (XRD) measurements. The phase evolution of iron, both with and without binder, in two distinct surrounding conditions, primarily affects the onset temperature. The findings highlight the critical influence of oxidation conditions, heating rate, and the presence of binder on the surface properties, paving the way for improved design strategies in field emission applications
Neuromyths in education: Comparing perceptions between pre-service and in-service teachers
No full textpeer reviewedIn this study, participants were presented with pedagogical scenarios and asked to rate the effectiveness of two teaching practices: one based on a neuromyth and the other on evidence-based findings. Analyses showed that in-service teachers favored evidence-based over neuromyth-based practices. This pattern was also observed among pre-service teachers. Yet, compared to pre-service teachers, in-service teachers demonstrated lower adherence to major neuromyths (learning styles, multiple intelligences, and brain gym), as well as stronger belief in evidence-based practices. Education level and teaching experience were negatively correlated with neuromyth endorsement and positively associated with recognition of effective teaching strategies. These findings suggest that Initial Teacher Education programs should explicitly address neuromyths early in training while facilitating knowledge exchange between experienced and novice teachers to accelerate pedagogical expertise development
The development and use of multilingual repertoires in bilingual classrooms: between policy and practice in the Escola Andorrana
Full text linkpeer reviewedMultiple education systems coexist in Andorra, including the national Escola Andorrana (EA, Andorran school) that adopts a multilingual approach to teaching, with both Catalan and French serving as equal languages of instruction throughout primary education. In this article, we interview educators and administrators in the EA in order to discover how they engage their agency in the pursuit of developing learner multilingual repertoires. We then use the findings of these interviews to undertake a critical analysis of Andorran language-in-education policy. In our interviews, we witness tensions between rigid medium-of-instruction policy (that urges teachers to use one language in the classroom) and top-down directives that encourage fostering more flexible multilingual repertoires and metalinguistic awareness among learners. Teachers ultimately need to engage their agency in order to navigate this friction successfully. We find that an important aim of repertoire building is the compartmentalisation of languages in a way that prepares the child for life in Andorra and, as such, reinforces existing social hierarchies. Repertoire building, rather than a critical act of resistance that breaks down barriers between languages, is instead used to reify hegemonic structures
International student mobility: the key to securing the first job in a globalized world
Full text linkpeer reviewedThe internationalization of higher education is often seen as a strategy that better
prepares students for employment in the increasingly globalized labor market.
This paper empirically investigates whether business graduates who participate in
International Student Mobility (ISM) programs experience a faster transition into the
labor market after graduation. Using a unique database of 10 cohorts of business
graduates from Belgium, our results show that students' participation in exchange
programs such as Erasmus+significantly decrease the average number of months
required to get a job after graduation. Our findings highlight the strategic value of
ISM in disciplines like economics and management, where international experience is
closely tied to career trajectories. They also underscore the added benefits for French speaking students navigating multilingual environments, and for regions like Wallonia
facing structural employment challenges. These insights support the continued
promotion of mobility programs as tools for enhancing graduate employability in a
globalized labor market4. Quality educatio