The adoption of the sappho method in the Hungarian electronics industry

The article deals with the results achieved by the adoption of the SAPPHO method (developed by the Science Policy Research Unit of Sussex University) to the conditions of the Hungarian electronics industry. The results coincide to a great extent with those established in the course of the survey made in England, although there are some significant differences.     

Accelerated insulin aggregation under alternating current electric fields: Relevance to amyloid kinetics

The time-dependent nucleation phase is critical to amyloid fibrillation and related to many pathologies, in which the conversion from natively folded amyloidogenic proteins to oligomers via nucleation is often hypothesized as a possible underlying mechanism. In this work, non-uniform AC-electric fields across two asymmetric electrodes were explored to control and examine the aggregation of insulin, a model amyloid protein, in aqueous buffer solution at constant temperature (20 °C) by fluorescence correlation spectroscopy and fluorescence microscopy. Insulin was rapidly concentrated in a strong AC-field by imposed AC-electroosmosis flow over an optimal frequency range of 0.5–2 kHz. In the presence of an AC-field, direct fibrillation from insulin monomers without the formation of oligomer precursors was observed. Once the insulin concentration had nearly doubled its initial concentration, insulin aggregates were observed in solution. The measured lag time for the onset of insulin aggregation, determined from the abrupt reduction in insulin concentration in solution, was significantly shortened from months or years in the absence of AC-fields to 1 min–3 h under AC-fields. The ability of external fields to alter amyloid nucleation kinetics provides insights into the onset of amyloid fibrillation.     

Formation en cours de service des enseignants et nouvelles pédagogies

As M. Belbenoit's contribution is much lengthier than the articles normally accepted for the ATEE‐journal, the Editorial Secretariat were at first inclined to try to condense it. We found, however, that condensation would not allow a fair representation of the author's views, so decided to publish it in two instalments, of which the first in this issue of the journal.

Puisque I'article de M. Belbenoit est plus long que les articles normalement acceptés par le ATEE Journal, le Bureau de la Rédaction avait pensé en premier lieu à condenser l'article. Cependant nous avons jugé que cette procédure né permettait pas une représentation juste des opinions de l'auteur. Nous avons alors décidée de le publier en deux parties dont voici la premiè're.     

Video Feedback in Education and Training: Putting Learning in the Picture

This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE = 0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.     

The Effect of Schools and Classes on Mathematics Achievement

In this article, the effects of secondary schools, teachers, and classes on mathematics achievement are explored. The results of multilevel analyses indicate important recruitment differences between schools and classes within schools. After controlling for this, the group composition at the class level remained very important for the explanation of differences in mathematics achievement. Also the learning climate in the class, which correlates positively with group composition, explained an additional part of the variance. The effect of other educational process variables disappeared when group composition variables were entered into the model. At the school level, the proportion of girls was positively related to mathematics achievements. Indications of differential effectiveness of classes and schools and of heteroscedasticity related to SES, average class SES, average class SES, sex, and learning climate were found.     

A New Study on Educational Effectiveness in Secondary Schools in Flanders: An Introduction

As an introduction to the articles of Opdenakker, Van Damme, De Fraine, Van Landeghem, and Onghena (2002) and Van Landeghem, Van Damme, Opdenakker, De Fraine, and Onghena (2002) in this issue, we give some background information on a new study on educational effectiveness in secondary schools, and on the variables measured in that study that are relevant to the 2 articles mentioned. We conclude with some information on the system of secondary education in Flanders.     

Usages Éducatifs des Technologies de L'information et de la Communication: Quelles Compétences pour les Enseignants?

Abstract

The purpose of this article is to present, some results of recent research into the competence of teachers in the field of educational use of information and communication technology in France.