Browsing
     by title


0-9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

or enter first few letters:   
OK
Full Text
See detailFormation à la communication pour des directeurs d'école
Danse, Cédric ULg; Fossion, Gilles; Tuts, Jenny ULg et al

Learning material (2010)

Ce syllabus présente des aspects essentiels de la communication. Il s'intéresse en outre à la communication non violente en mettant l'accent sur l'assertivité et des techniques de gestion de conflits.

Detailed reference viewed: 122 (20 ULg)
Full Text
See detailFormation à la microtomographie
Léonard, Angélique ULg; Toye, Dominique ULg; Plougonven, Erwan ULg

Learning material (2011)

This course is a two-day presentation of the basic workings of X-ray tomography, current local applications of microtomography in the applied chemistry department, typical image analysis tools for ... [more ▼]

This course is a two-day presentation of the basic workings of X-ray tomography, current local applications of microtomography in the applied chemistry department, typical image analysis tools for extracting measurements, and a practical look at a particular piece of equipment, the Skyscan 1172 desktop microtomograph, and its software. The target audience is users of such equipment, with little to no background in X-ray physics, computer science or image analysis. [less ▲]

Detailed reference viewed: 79 (29 ULg)
Full Text
See detailLa formation à la recherche documentaire en grands auditoires de sciences humaines: une brève expérience en premier bac droit
Geerkens, Eric ULg

Scientific conference (2008, May 20)

L'intervention proposée témoigne d'une expérience d'un peu moins de trois années d'enseignement de la recherche documentaire juridique, sous la contrainte d'auditoires très peuplés, à former en un temps ... [more ▼]

L'intervention proposée témoigne d'une expérience d'un peu moins de trois années d'enseignement de la recherche documentaire juridique, sous la contrainte d'auditoires très peuplés, à former en un temps très limité. Après avoir rappelé les objectifs de la formation, il s'agit de présenter les choix pédagogiques, l'organisation matérielle du cours, les supports didactiques et les modalités d'évaluation des étudiants. [less ▲]

Detailed reference viewed: 25 (0 ULg)
See detailFormation à la rééducation vocale
Morsomme, Dominique ULg

Conference given outside the academic context (2002)

Detailed reference viewed: 33 (1 ULg)
See detailFormation à la rééducation vocale
Morsomme, Dominique ULg

Conference given outside the academic context (2003)

Detailed reference viewed: 39 (2 ULg)
See detailFormation à la rééducation vocale des dysphonies et dysodies chez l'adulte
Morsomme, Dominique ULg

Conference given outside the academic context (2002)

Detailed reference viewed: 62 (3 ULg)
Peer Reviewed
See detailFormation agricole et développement
Boly, H.; Leroy, Pascal ULg

(2007)

Detailed reference viewed: 10 (4 ULg)
See detailFormation and characterization of artificial lipid bilayers on optical fibers
Toussaint, Pauline ULg; Dreesen, Laurent ULg

Conference (2017, March 14)

Transports across cellular membranes are at the basis of a lot of biological processes such as the transmission of information in neurons. Their characterization is therefore of crucial interest. As they ... [more ▼]

Transports across cellular membranes are at the basis of a lot of biological processes such as the transmission of information in neurons. Their characterization is therefore of crucial interest. As they are equivalent to biological membranes, artificial lipid bilayers can be created to study membranes and transmembrane proteins properties or transmembrane transports. The aim of this work is to develop a new method for the fabrication of artificial membranes based on the use of optical fibers as support for the bilayer, and for their characterization by fluorescence measurements. We use microfluidics on fibers to create two phospholipid monolayers that we approach close enough to form a bilayer. The membrane formation is checked using fluorescein or a fluorescent sodium probe, Tetra (tetramethylammonium) salt (sodium green), whose optical signal depends on sodium concentration. [less ▲]

Detailed reference viewed: 14 (2 ULg)
See detailFormation and control of odorous compounds in piggery manure.
Vanrolleghem, P.; Anselme, P.; Thonart, Philippe ULg et al

Poster (1990, September 27)

Detailed reference viewed: 4 (0 ULg)
Peer Reviewed
See detailThe formation and enzymatic repair of DNA modifications caused by haloethylnitrosoureas and related compounds
Ludlum, D.; Habraken, Yvette ULg; Carter, C. et al

in Nucleic Acids Symposium Series (1992), 105

Detailed reference viewed: 4 (0 ULg)
Full Text
Peer Reviewed
See detailFormation and evolution of planetary systems: the impact of high-angular resolution optical techniques
Absil, Olivier ULg; Mawet, Dimitri

in Astronomy and Astrophysics Review (2010), 18(3), 317-382

The direct images of giant extrasolar planets recently obtained around several main sequence stars represent a major step in the study of planetary systems. These high-dynamic range images are among the ... [more ▼]

The direct images of giant extrasolar planets recently obtained around several main sequence stars represent a major step in the study of planetary systems. These high-dynamic range images are among the most striking results obtained by the current generation of high-angular resolution instruments which will be superseded by a new generation of instruments in the coming years. It is, therefore, an appropriate time to review the contributions of high-angular resolution visible/infrared techniques to the rapidly growing field of extrasolar planetary science. During the last 20 years, the advent of the Hubble Space Telescope, of adaptive optics on 4- to 10-m class ground-based telescopes, and of long-baseline infrared stellar interferometry, has opened a new viewpoint on the formation and evolution of planetary systems. By spatially resolving the optically thick circumstellar discs of gas and dust where planets are forming, these instruments have considerably improved our models of early circumstellar environments and have thereby provided new constraints on planet formation theories. High-angular resolution techniques are also directly tracing the mechanisms governing the early evolution of planetary embryos and the dispersal of optically thick material around young stars. Finally, mature planetary systems are being studied with an unprecedented accuracy thanks to single-pupil imaging and interferometry, precisely locating dust populations and putting into light a whole new family of long-period giant extrasolar planets. [less ▲]

Detailed reference viewed: 20 (2 ULg)
Peer Reviewed
See detailFormation and exhumation mechanisms of high-grade rocks: Sagduction and Subduction processes during the Archean
François, Camille ULg; Philippot, Pascal; Rey, Patrice

in François, Camille (Ed.) European Geosciences Union General Assembly 2012 Vienna, Austria, 2012 (2012)

Detailed reference viewed: 10 (1 ULg)
Full Text
Peer Reviewed
See detailThe formation and function of extracellular enveloped vaccinia virus
Smith, G. L.; Vanderplasschen, Alain ULg; Law, M.

in Journal of General Virology (The) (2002), 83

Vaccinia virus produces four different types of virion from each infected cell called intracellular mature virus (IMV), intracellular enveloped virus (IEV), cell-associated enveloped virus (CEV) and ... [more ▼]

Vaccinia virus produces four different types of virion from each infected cell called intracellular mature virus (IMV), intracellular enveloped virus (IEV), cell-associated enveloped virus (CEV) and extracellular enveloped virus (EEV). These virions have different abundance, structure, location and roles in the virus life-cycle. Here, the formation and function of these virions are considered with emphasis on the EEV form and its precursors, IEV and CEV. IMV is the most abundant form of virus and is retained in cells until lysis; it is a robust, stable virion and is well suited to transmit infection between hosts. IEV is formed by wrapping of IMV with intracellular membranes, and is an intermediate between IMV and CEV/EEV that enables efficient virus dissemination to the cell surface on microtubules. CEV induces the formation of actin tails that drive CEV particles away from the cell and is important for cell-to-cell spread. Lastly, EEV mediates the long-range dissemination of virus in cell culture and, probably, in vivo. Seven virus-encoded proteins have been identified that are components of IEV, and five of them are present in CEV or EEV. The roles of these proteins in virus morphogenesis and dissemination, and as targets for neutralizing antibody are reviewed. The production of several different virus particles in the VV replication cycle represents a coordinated strategy to exploit cell biology to promote virus spread and to aid virus evasion of antibody and complement. [less ▲]

Detailed reference viewed: 14 (1 ULg)
Full Text
Peer Reviewed
See detailFormation and motion of a transpolar arc in response to dayside and nightside reconnection
Milan, S. E.; Hubert, Benoît ULg; Grocott, A.

in Journal of Geophysical Research. Space Physics (2005), 110(A1),

[ 1] We trace the formation and subsequent motion of a transpolar arc in response to dayside and nightside reconnection. Both high- and low-latitude dayside reconnection are observed, as well as periods ... [more ▼]

[ 1] We trace the formation and subsequent motion of a transpolar arc in response to dayside and nightside reconnection. Both high- and low-latitude dayside reconnection are observed, as well as periods of substorm and nonsubstorm nightside reconnection, during the 7-hour interval of interest on 19 January 2002. We speculate that the arc is formed by a burst of nonsubstorm nightside reconnection and that its subsequent motion is controlled predominantly by the rate of dayside high- latitude reconnection, siphoning open flux from the dusk sector polar cap to the dawn sector. The observations allow us to quantify the rates of reconnection: on the nightside, 35 and 100 kV during nonsubstorm- and substorm-related bursts, respectively; on the dayside, 30 and 100 kV for high- and low-latitude reconnection. The latter values give effective merging line lengths of 1 and 5.5 R-E for northward and southward interplanetary magnetic field, respectively. We suggest that transpolar arc motion will be controlled not only by the B-y component of the IMF but also by the relative magnitude of the B-z component, when \B-y\ > B-z motion will be dawnward for B-y < 0 nT and duskward for B-y > 0 nT; however, when B-z > \B-y\, we expect that the arc will move toward the noon-midnight meridian of the polar cap. [less ▲]

Detailed reference viewed: 10 (1 ULg)
Full Text
Peer Reviewed
See detailFormation and structural characteristics of Pd-Ag/SiO2 and Pd-Cu/SiO2 catalysts synthesized by cogelation
Lambert, Stéphanie ULg; Gommes, Cédric ULg; Alié, Christelle ULg et al

in Journal of Non-Crystalline Solids (2005), 351(52-54), 3839-3853

Pd-Ag/SiO2 and Pd-Cu/SiO2 xerogel catalysts have been synthesized by cogelation of tetraethoxysilane (TEOS) and chelates of either Pd and Ag or Pd and Cu with 3-(2-aminoethylamino)propyltrimethoxysilane ... [more ▼]

Pd-Ag/SiO2 and Pd-Cu/SiO2 xerogel catalysts have been synthesized by cogelation of tetraethoxysilane (TEOS) and chelates of either Pd and Ag or Pd and Cu with 3-(2-aminoethylamino)propyltrimethoxysilane (EDAS). After an extensive study of the influences of synthesis operating variables over structural characteristics of gels, highly dispersed bimetallic Pd-Ag/SiO2 and Pd-Cu/SiO2 xerogel catalysts were obtained. These samples are then composed of completely accessible Pd-Ag and Pd-Cu alloy crystallites with sizes of 2-3.5 nm located inside silica particles exhibiting a monodisperse microporous distribution. It appears also that the metal complex acts as a nucleation agent in the formation of silica particles. (c) 2005 Elsevier B.V. All rights reserved. [less ▲]

Detailed reference viewed: 40 (6 ULg)
Full Text
Peer Reviewed
See detailFormation collective et individualisée à la planification pédagogique : Quels résultats par rapport à la rédaction progressive d’un plan de cours ?
Jérôme, Françoise ULg; Delfosse, Catherine ULg; Detroz, Pascal ULg et al

Conference (2016, June)

Cette proposition de communication porte sur le cours « Description et analyse critique de pratiques d’enseignement et d’évaluation », commun aux formations CAPAES et Formasup organisées à l’Université de ... [more ▼]

Cette proposition de communication porte sur le cours « Description et analyse critique de pratiques d’enseignement et d’évaluation », commun aux formations CAPAES et Formasup organisées à l’Université de Liège. Le cours aborde les thématiques pédagogiques jugées incontournables pour la planification d’un dispositif d’enseignement. Les thématiques sont traitées par le biais des représentations spontanées des enseignants-participants et grâce à divers modèles et théories. Leur appropriation est évaluée grâce à la rédaction d’un plan de cours qui décrit et justifie théoriquement le dispositif créé par l’enseignant. La rédaction du plan de cours se déroule en trois temps. D’abord, chaque enseignant fournit une version spontanée rédigée en autonomie. Cette version correspond souvent à la fiche signalétique imposée par la Haute Ecole. Ensuite, un canevas et des consignes de rédaction sont communiqués. Les enseignants soumettent une version retravaillée de leur plan de cours pour évaluation formative. Ils reçoivent alors des commentaires individualisés et collectifs leur permettant de finaliser leur production pour l’évaluation certificative. Afin d’observer comment les enseignants exploitent les ressources mises à leur disposition, nous avons analysé, à l’aide de critères préétablis, les trois versions du plan de cours de huit enseignants inscrits à la formation en 2014-2015. Notre communication portera sur cette analyse et les constats qui en résultent concernant l’efficacité de notre approche. Nous pouvons déjà affirmer que chaque enseignant progresse dans la rédaction des objectifs, méthodes et évaluations associés à son cours. Les modèles pédagogiques choisis pour structurer ces rubriques contribuent à clarifier le projet pédagogique et à en renforcer la cohérence. L’étape de l’évaluation formative est décisive car elle permet d’identifier les faiblesses et de les mettre en relation avec les thématiques abordées en formation. Les rubriques jugées insatisfaisantes sont alors revues par l’enseignant et le passage à un niveau de qualité supérieur est presque toujours garanti. Berthiaume D. & Rege Colet N. (2013). La pédagogie de l’enseignement supérieur : repères théoriques et applications pratiques. Peter Lang (Bern). Leduc L. (2013). Rédiger des plans de cours. De la théorie à la pratique. De Boeck Supérieur (Bruxelles). Prégent R ., Bernard H. & Kozanitis A. (2009). Enseigner à l’université dans une approche-programme. Guide à l’intention des nouveaux professeurs et chargés de cours. Presses internationales Polytechnique (Québec). Svinicki M. & McKeachie W. J. (2011). McKeachie’s Teaching Tips. Strategies, Research, and Theory for College and University Teachers. Wadsworth (Belmont, USA), 13th edition. [less ▲]

Detailed reference viewed: 138 (1 ULg)