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See detail7-Chloro-2-methyl-3-methylamino-2H-1,2,4-benzothiadiazine 1,1-dioxide
Dupont, L.; Somers, F.; Boverie, S. et al

in Acta Crystallographica (2001), E57

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See detail7-Iodo-3-isopropylamino-4H-1,2,4-benzothiadiazine 1,1-dioxide
Dupont, L.; Pirotte, Bernard ULg; De Tullio, Pascal ULg

in Acta Crystallographica (1999), C55

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See detail7-Methyl-3-methylthio-4H-pyrido[4,3-e]-1,2,4-thiadiazin-7-ium-4-ide 1,1-dioxide zwitterion
Dupont, L.; De Tullio, Pascal ULg; Pirotte, Bernard ULg et al

in Acta Crystallographica (1995), C51

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See detail7-Substituted alkylamino-4H-1,2,4-benzothiadiazine 1,1-dioxides as new analogues of diazoxide: effects on the insulin releasing process in vitro
Boverie, S.; Somers, F.; Ouedraogo, R. et al

Poster (2000, March 04)

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See detail7-Substituted alkylamino-4H-1,2,4-benzothiadiazine 1,1-dioxides as new analogues of diazoxide: effects on the insulin releasing process in vitro
Boverie, S.; Somers, F.; Ouedraogo, R. et al

in Fundamental & Clinical Pharmacology (2000), 14

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See detail7. Nambu - Jona-Lasinio Models of Nuclear Matter
Cugnon, Joseph ULg; Jaminon, Martine ULg; Van den Bossche, Bruno

Conference (1996)

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See detail7. Lutte intégrée contre les ravageurs
Chavalle, Sandrine; Censier, Florence ULg; Jacquemin, Guillaume et al

in Destain, Jean-Pierre; Bodson, Bernard (Eds.) Livre Blanc Céréales (2014, February)

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See detail7. Lutte intégrée contre les ravageurs
Chavalle, Sandrine; Censier, Florence ULg; De Proft, Michel

in Destain, Jean-Pierre; Bodson, Bernard (Eds.) Livre Blanc Céréales (2013, February)

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See detail7. Lutte intégrée contre les ravageurs - 2.1 Suivi des populations de cécidomyie équestre, Haplodiplosis marginata, grâce au développement d'un piège à phéromone
Censier, Florence ULg; Fischer, Christophe ULg; Chavalle, Sandrine et al

in Watillon, Bernard; Bodson, Bernard (Eds.) Livre Blanc Céréales (2015, February 25)

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See detail7. Pendant la Grossesse, est-il vrai que l'on peut boire jusqu'à deux verres d'alcool par jour ?
Charlier, Corinne ULg; DEVILLE, Marine ULg; DENOOZ, Raphael ULg

in Seutin, Vincent; Scuvée-Moreau, Jacqueline; Quertemont, Etienne (Eds.) L'alcool en questions (2015)

L’alcool remonte le moral. Une petite cuite n’a jamais tué personne. Boire un café atténue l’effet de l’alcool. Le binge drinking est un fléau nouveau… De nombreuses idées reçues, certaines fondées ... [more ▼]

L’alcool remonte le moral. Une petite cuite n’a jamais tué personne. Boire un café atténue l’effet de l’alcool. Le binge drinking est un fléau nouveau… De nombreuses idées reçues, certaines fondées, d’autres pas, sont véhiculées à propos de l’alcool et de ses conséquences. L’alcool soulève aussi de multiples questions : L’alcool est-il une drogue ? L’alcool est-il aphrodisiaque ? L’alcoolisme est-il héréditaire ? Combien l’alcool coûte/rapporte-t-il à la société ? Peut-on guérir de l’alcoolisme ?… Ce livre a pour but de démont(r)er certaines idées reçues sur l’alcool et d’apporter des réponses aux questions que chacun se pose. Les auteurs ne se bornent pas à répondre par vrai ou faux, ils fournissent les explications, appuyées sur l’état des connaissances scientifiques actuelles, qui permettent d’infirmer ou de confirmer ces idées reçues ou de répondre à ces questions. Ils nuancent le propos lorsque la réponse n’est pas de l’ordre du tout ou rien. Il est indéniable que l’excès d’alcool est nuisible à la santé. Il existe cependant une littérature scientifique démontrant des effets positifs sur la santé de la consommation en quantités modérées de certaines boissons alcoolisées. Ce mélange d’effets positifs et négatifs explique que le public a développé une relation d’amour-haine avec l’alcool. Ainsi, les abstinents complets sont parfois qualifiés de rabat-joie. Les alcooliques chroniques (5 à 10 % des occidentaux, selon les études épidémiologiques !) sont, quant à eux, souvent trop vite jugés. Ce qui est certain c’est que l’alcoolo-dépendance est source de beaucoup de souffrances pour la personne et son entourage. Ces 41 réponses à des questions sur l’alcool visent à donner des balises au lecteur, littérature scientifique à l’appui. [less ▲]

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See detailThe $[ 70,1^-]$ baryon multiplet in the $1/N_c$ expansion revisited
Matagne, Nicolas; Stancu, Floarea ULg

in AIP Conference Proceedings (2007), 892

The mass splittings of the baryons belonging to the $[{\bf 70},1^-]$-plet are derived by using a simple group theoretical approach to the matrix elements of the mass formula. The basic conclusion is that ... [more ▼]

The mass splittings of the baryons belonging to the $[{\bf 70},1^-]$-plet are derived by using a simple group theoretical approach to the matrix elements of the mass formula. The basic conclusion is that the first order correction to the baryon masses is of order $1/N_c$ instead of order $N^0_c$, as previously found. The conceptual difference between the ground state and the excited states is therefore removed. [less ▲]

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See detail[70,l+] baryons in large Nc QCD revisited: The effect on Regge trajectories
Matagne, Nicolas; Stancu, Floarea ULg

in Physical Review. D : Particles and Fields (2013), 87(April), 076012

A simple procedure within the 1/N_c expansion method where all the N_c quarks are treated on the same footing has been found successful in describing mixed symmetric negative parity baryon states ... [more ▼]

A simple procedure within the 1/N_c expansion method where all the N_c quarks are treated on the same footing has been found successful in describing mixed symmetric negative parity baryon states belonging to the [{\bf 70},\ell^-] multiplets of the N = 1 and 3 bands. Presently it is applied to mixed symmetric positive parity [{\bf 70},0^+] and [{\bf 70},2^+] multiplets of the N = 2 band. We search for the most dominant terms in the mass formula. The results are compared to those obtained in the procedure where the system is separated into a core and an excited quark. We find that both the spin and isospin operators of the entire system of N_c quarks play dominant roles in describing the data, like for negative parity states. As a by-product we present the contribution of the leading spin-isospin singlet term as a function of the band number, which hints at distinct Regge trajectories for the symmetric and mixed symmetric states. [less ▲]

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See detail8 août 1956
Martiniello, Marco ULg

in Sybidi (1986), 12

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See detailThe 8 learning Events Model and its principles (Release 2005-1)
Leclercq, Dieudonné ULg; Poumay, Marianne ULg

Learning material (2005)

we have developed a theoretical reference model that has three components: (1) A series of Learning Events (LE), seeking to describe and conceive the multiplicity of learning/teaching experiences and ... [more ▼]

we have developed a theoretical reference model that has three components: (1) A series of Learning Events (LE), seeking to describe and conceive the multiplicity of learning/teaching experiences and their underpinning psychological theories ; (2) a series of Principles helping in designing and evaluating learning environments, and their underpinning educational theories ; (3) a series of more specific descriptors, or metadata, that provide detailed information about the Learning Events, enabling to judge their intrinsic qualities, their underpinning theories (from media properties to group work rules) and their degree of appropriateness to specific learners and situations. The present document is a short description of the two first components: LE and Principles. [less ▲]

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See detailThe 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods Experienced by the Online Student
Verpoorten, Dominique ULg; Poumay, Marianne ULg; Leclercq, Dieudonné ULg

in Interactive Learning Environments (2007), 15(2), 151-160

This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting ... [more ▼]

This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts them to diversify the learning methods experienced by students in their courses. A two-pronged rationale about the importance of this diversification with respect to "mathetic" competence development and epistemology is also proposed to discussion. [less ▲]

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