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See detailModalités de conservation et de destruction des produits cellulaires cryopréservés : recommandations de la SFGM-TC
CALMELS; Boulanger, F; BAUDOUX, Etienne ULg et al

in Pathologie Biologie (2014), 62(3),

Thousands of autologous and at less extent allogeneic hematopoietic stem cells (HSC) bags are cryopreserved in France. The majority of autologous HSC grafts are used within a year after collection ... [more ▼]

Thousands of autologous and at less extent allogeneic hematopoietic stem cells (HSC) bags are cryopreserved in France. The majority of autologous HSC grafts are used within a year after collection. However, many bags are still unused and cryopreserved for many years. In France and on a European scale, the ever-growing number of cryopreserved bags represents a real economic health concern. Indeed, the cost of storage is about 100 € per bag and per year. In addition, quality and therapeutic value of these long-term cryopreserved grafts needs to be evaluated. In the attempt to harmonize clinical practices between different French transplantation centers, the French Society of Bone Marrow Transplantation and Cell Therapies (SFGM-TC) set up its fourth annual series of workshops which brought together practitioners from its member centers across France. These workshops took place in September 2013 in Lille. In this article, we addressed the issue of the destruction of long-term cryopreserved grafts be them autologous or allogeneic and provide recommendations regarding their destruction. [less ▲]

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See detailDiurnal thermosphere scale height from MEX/SPICAM grazing limb data
Stiepen, Arnaud ULg; Gérard, Jean-Claude ULg; Bougher, S et al

Conference (2014, July 01)

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See detailConstraints on the summer-to-winter transport from SPICAM/MEX nitric oxide observations
Stiepen, Arnaud ULg; Gérard, Jean-Claude ULg; Gagné, M.-E. et al

Conference (2014, July 01)

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See detailFormal and semantic-discursive properties of mirative exprecctions (it's) no wonder: a synchronic-diachronic approach
Gentens, Caroline; Brems, Lieselotte ULg; Davidse, Kristin et al

Conference (2014, July)

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See detailMetacognition and school learning: Individual use of the DELV program with teenagers
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Conference (2014, July)

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010 ... [more ▼]

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013b). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed. This tool has been used since its first version (Büchel & Büchel, 1995) both at the Atelier d’Apprentissage of the University of Genève (Unige, Switzerland) and at that of the University of Liège (ULg, Belgium) since their creation (respectively in 1996 and in 2009), (for more details, see Büchel, 2013a; Frenkel, in press (b)). Our main purpose is to present how we can use this tool individually in order to enable the student to activate his/her “sleeping potential” (for more details, see Frenkel, in press (a)). By focusing on adolescence, we will present (a) our theoretical background (conception of learning and intellectual functioning, criteria and levels of mediation), (b) the variables worked on, and (c) the results obtained. Note: Part of the Psychological and Speech therapy consultation Centre (CPLU, ULg), Belgium’s Atelier d’Apprentissage [Learning Workshop] intended for children and teenagers with temporary school learning difficulties. See www.cplu.ulg.ac.be References - Büchel, F.P. (2013a). L’intervention psychopédagogique auprès des enfants ayant des difficultés d’apprentissage. Un modèle métacognitif et d’autorégulation. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 71- 105). Nice, France: Les Editions Ovadia. - Büchel, F.P. (2013b). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia. - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive. - Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer. - Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Suisse: Centre d’éducation cognitive. - Frenkel, S. (in press (a)). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach. - Frenkel, S. (in press (b)). Métacognition et réussite scolaire : Applications. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université. - Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université. [less ▲]

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See detailMetacognition and school learning: Use of the DELV program in primary school
Nobile, Debora ULg; Frenkel, Stéphanie ULg

Poster (2014, July)

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010 ... [more ▼]

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed. This tool is really useful (for more details, see Berger & Büchel, 2013) and, in our opinion, still not sufficiently known. Our main purpose is to present (a) its objectives, (b) the variables worked on (cognitive, metacognitive and psycho-affective), (c) possible uses in a school context within classes (e.g., the “sandwich method”) and (d) the outcome we can expect. References - Berger, J.-L., & Büchel, F.P. (2013), L’autorégulation de l’apprentissage: Perspectives théoriques et applications. Nice, France: Les Editions Ovadia. - - Büchel, F.P. (2013). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia. - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive. - Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer. - Büchel, F.P. & Büchel, P. (2009). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (3. vollständig überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Switzerland: Centre d’éducation cognitive. [less ▲]

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See detailLink between learning profile and school achievement in primary school; a transversal study
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Conference (2014, July)

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of ... [more ▼]

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of compulsory education, one student out of two lags behind in their school education (Indicators from the Fédération Wallonie-Bruxelles [Walloon-Brussels Federation], 2012). In this context, we do not consider that there are “bad” learners. Instead, there are those students whose learning profile is more or less in line with the context’s requirements and those whose profile is not. In many works, the student’s learning profile is operationalised by measures on 3 levels: cognitive, metacognitive and psycho-affective. These psychological variables, which are major components of self-regulated learning, play a central role in the explanation of school performance (for more details, see Frenkel, in press; Frenkel & Deforge, in press). This profile is not fixed once and for all. It evolves over time and it represents the result of the interaction between these three variables with other factors, notably bio-medical, socio-demographical ones, factors related to family environment (Pourtois, Desmet & Lahaye, 2004; Trudel, Puentes-Neuman & Ntebutse, 2002) and the too often forgotten factors linked to class management and social interactions between students and teachers (see Wang, Haertel & Walberg, 1994). Determining the students’ learning profile enables us to identify their strengths and work on their weaknesses. Therefore, it is essential that psycho-educational teams have validated tools at their disposal in order to carry out this task. Our aim is to propose new tools which will complement the already-existing ones. In this presentation we propose to introduce and discuss our methodology and the results obtained. The starting target population was made up of 198 primary school students divided equitably into three levels (second year of primary school, fourth year of primary school and sixth year of primary school). A problem-solving task based on the DELF (Büchel & Büchel, 1995) was created. It was completed by two questionnaires to fill in before and after the task. The learning profile defined on this basis was analysed according to several variables (age, gender, socio-professional category, school results). Group testing is still in progress. We will also illustrate our presentation with the first results of individual testing which will begin in May 2014. References - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive - Frenkel, S. (in press). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach - Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université - Pourtois, J.-P., Desmet, H., & Lahaye, W. (2004). Connaissances et pratiques en éducation familiale et parentale. Enfances, Familles, Générations, 1, 22-35 - Trudel, M., Puentes-Neuman, G., & Ntebutse J.G. (2002). Les conceptions contemporaines de l’enfant à risque et la valeur heuristique du construit de résilience en éducation. Revue Canadienne de l’Education, 27 (2 & 3), 153-173 - Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994). What helps students learn? Educational Leadership, 51 (4), 74-79 [less ▲]

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See detailEconomic Statistical Design of the VP( X) ̅ Control Charts for Monitoring a Process under Non-normality
Seif, Asghar; Faraz, Alireza ULg; Saniga, Erwin

E-print/Working paper (2014)

Recent studies proved that variable parameters (VP) X ̅ control charts not only detects process mean shifts quicker than the classical X ̅ control chart but also has better economic properties ... [more ▼]

Recent studies proved that variable parameters (VP) X ̅ control charts not only detects process mean shifts quicker than the classical X ̅ control chart but also has better economic properties. Furthermore, like most papers in control chart design, the fundamental assumption is that process data are normally distributed. Nevertheless, process quality variables may not be normal in application. In this paper, we investigate the economic statistical design of the VP X ̅ control chart when the underlying process distribution is non-normal. We illustrate the design procedure and perform a sensitivity analysis on the process and cost parameters based upon the degrees of skewness and kurtosis of the population using an industrial application. [less ▲]

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See detailMagnetic characterisation of large grain, bulk Y–Ba–Cu–O superconductor–soft ferromagnetic alloy hybrid structures
Philippe, Matthieu ULg; Fagnard, Jean-François ULg; Kirsch, Sébastien ULg et al

in Physica C: Superconductivity (2014), 502

Large grain, bulk Y–Ba–Cu–O (YBCO) high temperature superconductors (HTS) have significant potential for use in a variety of practical applications that incorporate powerful quasi-permanent magnets. In ... [more ▼]

Large grain, bulk Y–Ba–Cu–O (YBCO) high temperature superconductors (HTS) have significant potential for use in a variety of practical applications that incorporate powerful quasi-permanent magnets. In the present work, we investigate how the trapped field of such magnets can be improved by combining bulk YBCO with a soft FeNi, ferromagnetic alloy. This involves machining the alloy into components of various shapes, such as cylinders and rings, which are attached subsequently to the top surface of a solid, bulk HTS cylinder. The effect of these modifications on the magnetic hysteresis curve and trapped field of the bulk superconductor at 77 K are then studied using pick-up coil and Hall probe measurements. The experimental data are compared to finite element modelling of the magnetic flux distribution using Campbell’s algorithm. Initially we establish the validity of the technique involving pick-up coils wrapped around the bulk superconductor to obtain its magnetic hysteresis curve in a non-destructive way and highlight the difference between the measured signal and the true magnetization of the sample. We then consider the properties of hybrid ferromagnet/superconductor (F/S) structures. Hall probe measurements, together with the results of the model, establish that flux lines curve outwards through the ferromagnet, which acts, effectively, like a magnetic short circuit. Magnetic hysteresis curves show that the effects of the superconductor and the ferromagnet simply add when the ferromagnet is saturated fully by the applied field. The trapped field of the hybrid structure is always larger than that of the superconductor alone below this saturation level, and especially when the applied field is removed. The results of the study show further that the beneficial effects on the trapped field are enhanced when the ferromagnet covers the entire surface of the superconductor for different ferromagnetic components of various shapes and fixed volume. [less ▲]

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See detailStability and bifurcation analysis of a Van der Pol–Duffing oscillator with a nonlinear tuned vibration absorber
Habib, Giuseppe ULg; Kerschen, Gaëtan ULg

Conference (2014, July)

The Van der Pol (VdP) oscillator is a paradigmatic model for description of self-excited oscillations, which are of practical interest in many engineering applications. In this paper the dynamics of a VdP ... [more ▼]

The Van der Pol (VdP) oscillator is a paradigmatic model for description of self-excited oscillations, which are of practical interest in many engineering applications. In this paper the dynamics of a VdP-Duffing (VdPD) oscillator with an attached nonlinear tuned vibration absorber (NLTVA) is considered; the NLTVA has both linear and nonlinear restoring force terms. In the first part of this work, the stability of the trivial solution of the system is investigated, following results of previous works. The analysis allows to define an optimal tuning rule for the linear parameters of the absorber, which substantially enlarges the domain of safe operation of the primary system. In this case, the system loses stability through a double Hopf bifurcation. In the second part of this work, the bifurcations occurring at the loss of stability are analytically investigated, using the technique of the center manifold reduction and transformation to normal form. The obtained results show the effects of the nonlinear parameter of the absorber, which, in turn, allows to define its optimal value in order to avoid subcriticality and reduce the amplitude of self-excited oscillations. [less ▲]

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See detailLa flexicurité : vers une carrière transitionnelle?
Beuker, Laura ULg

Conference (2014, July)

Ces dernières années, les institutions Européennes ont joué un rôle clé dans la régulation et l’orientation des politiques publiques pour l’emploi des États-membres (Amparo-Serrano et Martin-Martin, 2012 ... [more ▼]

Ces dernières années, les institutions Européennes ont joué un rôle clé dans la régulation et l’orientation des politiques publiques pour l’emploi des États-membres (Amparo-Serrano et Martin-Martin, 2012). Dans ce cadre, la flexicurité s’est imposée comme une référence des politiques en matière de droit du travail, d’emploi, de sécurité sociale et de formation professionnelle (Conter et Orianne, 2011). En Belgique, cette exigence d’allier flexibilité et sécurité sur le marché du travail a constitué le cœur de nombreux discours et programmes politiques, pour finir par s’estomper progressivement, à la suite de crises financières et économiques l’ayant fortement éprouvé. Ce « concept » a-t-il pour autant effectivement disparu ? À partir d’une étude qualitative basée sur des entretiens semi-directifs menés auprès d’acteurs institutionnels – experts et analystes du marché du travail – nous nous sommes rendu compte que si la sémantique n’est plus, les principes de flexicurité sont, quant à eux, toujours présents dans le discours des individus. De plus, ces principes semblent détenir une portée normative de taille quant à la redéfinition de l’articulation des temporalités sociales : d’une sécurité de l’emploi, nous serions en train d’effectuer un glissement vers une sécurité en emploi de l’individu. La rhétorique n’est pas innocente : désormais, ce n’est plus tant l’individu qu’il s’agit de protéger (droit du travail, etc.) mais bien les transitions – multiples et sinueuses – opérées par ce dernier. Pour y parvenir, l’État le responsabilise : il doit désormais être capable de se prendre en mains : « c’est le passage d’un ‘État qui protège’ à un ‘État qui rend capable’ » (Vrancken, 2008). [less ▲]

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See detailNegation, grammaticalization and subjectification: the development of polar, modal and mirative no way-constructions
Davidse, Kristin; Brems, Lieselotte ULg; Lesage, Jakob et al

Conference (2014, July)

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See detail3D analysis and determination of stride parameters for different type of foot strike in running
Bury, Thierry ULg

in Abstract book of the 19th Annual Congress of the ECSS Amsterdam (2014, July)

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See detailKeep the nest clean: survival advantages of corpse removal in ants
Diez, Lise; Lejeune, Philippe ULg; Detrain, Claire

in Biology Letters (2014), 10(7),

Sociality increases exposure to pathogens. Therefore, social insects have developed a wide range of behavioural defences, known as ‘social immunity’. However, the benefits of these behaviours in terms of ... [more ▼]

Sociality increases exposure to pathogens. Therefore, social insects have developed a wide range of behavioural defences, known as ‘social immunity’. However, the benefits of these behaviours in terms of colony survival have been scarcely investigated. We tested the survival advantage of prophylaxis, i.e. corpse removal, in ants. Over 50 days, we compared the survival of ants in colonies that were free to remove corpses with those that were restricted in their corpse removal. From Day 8 onwards, the survival of adult workers was significantly higher in colonies that were allowed to remove corpses normally. Overall, larvae survived better than adults, but were slightly affected by the presence of corpses in the nest. When removal was restricted, ants removed as many corpses as they could and moved the remaining corpses away from brood, typically to the nest corners. These results show the importance of nest maintenance and prophylactic behaviour in social insects. [less ▲]

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See detail3D MODELING OF SHEAR STRESS DEVELOPMENT DURING NEOTISSUE GROWTH IN A PERFUSION BIOREACTOR
Guyot, Yann ULg; Papantoniou, Ioannis; Schrooten, Jan et al

Conference (2014, July)

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See detailA Multiphycics approach to calculate shear stresses during neotissue growth in perfusion bioreactor
Guyot, Yann ULg; Papantoniou, Ioannis; Schrooten, Jan et al

Conference (2014, July)

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See detailA parent-implemented language intervention in lower socioeconomic status populations
Martinez Perez, Trecy ULg; Leclercq, Anne-Lise ULg; Mulquet, Amandine et al

Poster (2014, July)

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See detailOrder reduction in time integration caused by velocity projection
Arnold, Martin; Cardona, Alberto; Bruls, Olivier ULg

in Proceedings of the 3rd Joint International Conference on Multibody System Dynamics and the 7th Asian Conference on Multibody Dynamics (2014, July)

Holonomic constraints restrict the configuration of a multibody system to a subset of the configuration space. They imply so called hidden constraints at the level of velocity coordinates that may ... [more ▼]

Holonomic constraints restrict the configuration of a multibody system to a subset of the configuration space. They imply so called hidden constraints at the level of velocity coordinates that may formally be obtained from time derivatives of the original holonomic constraints. A numerical solution that satisfies hidden constraints as well as the original constraint equations may be obtained considering both types of constraints simultaneously in each time step (stabilized index-2 formulation) or using projection techniques. Both approaches are well established in the time integration of differential-algebraic equations. Recently, we have introduced a generalized- alpha Lie group time integration method for the stabilized index-2 formulation that achieves second order convergence for all solution components. In the present paper, we show that a separate velocity projection would be less favourable since it may result in an order reduction and in large transient errors after each projection step. This undesired numerical behaviour is analysed by a one-step error recursion that considers the coupled error propagation in differential and algebraic solution components. This one-step error recursion has been used before to prove second order convergence for the application of generalized-alpha methods to constrained systems. As a technical detail, we discuss the extension of these results from symmetric, positive definite mass matrices to the rank deficient case. [less ▲]

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See detailSentence repetition task as a powerful diagnostic tool in French children with SLI
Leclercq, Anne-Lise ULg

Poster (2014, July)

Sentence repetition is considered as a psycholinguistic marker of specific language impairment (SLI) (i.e., Redmond et al., 2011). However, little is known about specificity and sensitivity for most ... [more ▼]

Sentence repetition is considered as a psycholinguistic marker of specific language impairment (SLI) (i.e., Redmond et al., 2011). However, little is known about specificity and sensitivity for most language tests, especially in French (Thordardottir et al., 2011). This study aims at assessing the specificity and sensitivity of a sentence repetition task frequently used in clinical evaluations (Chevrie-Muller et al., 2010). This task could be especially interesting because clinicians can compute separate linguistic scores depending on the answers produced by the children, enabling them to get a glimpse of the areas of language difficulties in these children. Fourty-four school-age children with SLI, and 34 age-and-IQ-matched controls participated in this study. Children with SLI were diagnosed by certified speech-language pathologists and attained specific language classes in special needs schools from at least one year. Moreover, they scored more than -1.25 SD below expected normative performance in at least 2 language areas on other standardised tests used in previous studies including French children with SLI. Results show that both sensitivity and specificity of general scores were high (over 80%) at three cut-off points widely used in clinical practice: -1SD, -1.25 SD, -2 SD. Moreover, an exploratory factorial analysis indicates that two distinct factors can be dissociated in children productions: a morphosyntactic factor and a lexico-semantic factor, together explaining 96.48% of the variance in production scores. These results reveal that the sentence repetition task is a powerful diagnostic tool in French children with SLI. [less ▲]

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