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Relevant bibliographies by topics / French college

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Academic literature on the topic 'French college'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "French college"

1

PEPE, LUIGI. "IL COLLGE DE FRANCE DURANTE LA RIVOLUZIONE FRANCESE DUE MEMORIE APOLOGETICHE*." Nuncius 11, no. 1 (1996): 3–41. http://dx.doi.org/10.1163/182539196x00808.

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Abstracttitle SUMMARY /title The College de France (College Royal) founded by Franois I in 1530 was unable to be completely independent from the University. However Louis XV in 1772 added this to the Colleges of the University and erected his building in Place Cambrai. Only during the French Revolution the College de France became completely independent through the suppression, in 1793, of the other educational Institutions. The same College was seriously threatened by suppression as documented in the memoirs of Garnier and Lalande. These memoirs are now fully published also for their epistemological interest.

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Perramond, Mary M. "NTC's New College French and English Dictionary." Modern Language Journal 76, no. 4 (1992): 561. http://dx.doi.org/10.2307/330085.

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Tabachnick, Mariel Elyssa. "“You can’t forget our roots anyway”: French College Students’ views on a Racially and Religiously Pluralistic France." Journal for Undergraduate Ethnography 10, no. 2 (2020): 57–72. http://dx.doi.org/10.15273/jue.v10i2.10353.

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Despite the longstanding presence of Islam in the territory of France, Muslim French must still claim and justify their belonging in the context of widespread public skepticism over Islam’s compatibility with “French” social and cultural values, such as laïcité, or secularism. The general public’s skepticism is also, in part, due to the historical and ongoing racialization of Muslim populations. Many French sub-populations, including those who are perceived as more “liberal” such as college students, are a part of this skeptical public. Therefore, how have these students speci cally been shaped by contemporary French discourses and understandings of laïcité? There is a lack of scholarly research on French college students in particular and their understandings of French identity, laïcité, and Muslims in France. To ll this gap, I conducted nine semi-structured interviews and drew on informal participant observation. In this article, I discuss French college students’ opinions on French identity as well as the desire for widespread assimilation, speci cally regarding Muslim women and their choice to wear a hijab in France. I examine these viewpoints within the framework of dominant French discourse, which often perpetuates the idea of a racialized Islam that is inherently incompatible with French culture. I argue that students on both the left and right sides of the political spectrum still reiterate opinions that t within this dominant French discourse.

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Smith, Michael S. "French History in the College Curriculum: Survey Results." French Historical Studies 17, no. 1 (1991): 224. http://dx.doi.org/10.2307/286288.

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Brooks, Peter. "A Beginning in the Humanities." PMLA/Publications of the Modern Language Association of America 115, no. 7 (2000): 1955–57. http://dx.doi.org/10.2307/463614.

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I begin with some local history. the first modern foreign language proposed for inclusion in Yale College was French. In 1778, the chevalier de la Luzerne, French minister plenipotentiary to the American colonies during the Revolutionary Wars, offered “to found a professorship at New-Haven College, the object of which was to be to teach the French language, and the history of France.” This was a moment of relative enlightenment at Yale—during the presidency of Ezra Stiles, a remarkable polymath, a great Hebraist who was also an astronomer and experimental scientist, and indeed taught all the subjects in the curriculum, and who welcomed the proposed addition of French. But enlightenment did not stretch so far. “The trustees of this college refused the generous offer, alleging that such an establishment would tend to introduce popery into the state” (Nancrède 10). Despite student demand, the trustees did not relent until 1825: French and then German became required subjects of study (though no professorship in French existed until the 1860s).

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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.

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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.

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SALOMONE, ANN MASTERS. "French Behind Bars: A Qualitative and Quantitative Examination of College French Teaching in Prison." Modern Language Journal 78, no. 1 (1994): 76–84. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02016.x.

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Williams, Michael E. "St Alban’s College, Valladolid and the Events of 1767." Recusant History 20, no. 2 (1990): 223–38. http://dx.doi.org/10.1017/s0034193200005367.

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This article is based on documents in the National Historical Archive in Madrid and concerns the expulsion of the Jesuits from St. Alban’S College Valladolid. The connection with English Catholicism may appear at first to be remote since, although nominally an English college, there were only two English students resident at this time and the Jesuit staff who administered the college together with the servants were all Spaniards. But the English Vicars Apostolic, however critical they may have been towards the Jesuits, continued to regard the three colleges at Valladolid, Madrid and Seville as English, their purpose being to prepare priests to serve on the home mission in England and Wales. The response to the events of 1767 was swift and the colleges, although lost to the Jesuits, were retained for England since the three were merged into the one college at Valladolid and placed under the direction of the English secular clergy. There had been a precedent in the French government’s seizure of the English College at St. Omer in 1762, but the way in which His Catholic Majesty Charles III engineered the expulsion of the Jesuits from his kingdoms was remarkable for its thoroughness.

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Nivison, Kenneth. "“But a Step from College to the Judicial Bench”: College and Curriculum in New England's “Age of Improvement”." History of Education Quarterly 50, no. 4 (2010): 460–87. http://dx.doi.org/10.1111/j.1748-5959.2010.00290.x.

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In 1827, two years after its incorporation as a college and six years removed from its founding as a “collegiate institution,” Amherst College revamped its curriculum into what it called a “parallel course of study.” In this new scheme, students were allowed to follow one of two tracks during their college years. Courses in mathematics, geography, logic, rhetoric, the natural sciences, philosophy, and theology were still required of all students, but they were permitted to substitute a variety of new offerings in place of instruction in ancient languages and literature—choices ranging from French or Spanish to drawing or civil engineering. The faculty of the college were clear in their rationale for such a change: echoing the sentiments of the nation's President John Quincy Adams, they argued that theirs was “emphatically an Age of Improvement,” one which necessitated altering the structure of the college course. They warned that if the college did not reform its course offerings it would witness the rise of new institutions better equipped to provide for the needs of young men, threatening the existence of Amherst and other colleges committed to liberal education. “Let our Colleges promptly lead on in the mighty march of improvement,” they stated, “and all will be well; but let them hesitate and linger a little longer, and many of their most efficient friends will go on without them.”

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Salla, Julie, Cédric Galéra, Elie Guichard, Christophe Tzourio, and Grégory Michel. "ADHD Symptomatology and Perceived Stress Among French College Students." Journal of Attention Disorders 23, no. 14 (2017): 1711–18. http://dx.doi.org/10.1177/1087054716685841.

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Objective: The objective of this study was to examine the independent association between inattention and hyperactivity/impulsivity symptoms and perceived stress among French college students. Method: Participants ( N = 6,951) completed self-report surveys assessing ADHD symptoms, perceived stress, and sociodemographic characteristics. Multinomial logistic regression models were used to evaluate the association between ADHD symptoms and perceived stress. Results: Participants had a mean age of 20.8 years, and 75.6% were female. We found significant associations between increasing levels of inattention and hyperactivity/impulsivity symptoms and high level of perceived stress after adjustment for confounding variables. The association was stronger for inattention (odds ratio [OR] = 4.58, 95% confidence interval [CI] = [4.02, 5.22]) than for hyperactivity/impulsivity symptoms (OR = 1.21, 95% CI = [1.05 to 1.39]). Conclusion: Higher levels of inattention and hyperactivity/impulsivity were independently associated with perceived stress in French college students. This association was mainly driven by inattention. Screenings to better detect ADHD symptoms should be implemented in universities.

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Dissertations / Theses on the topic "French college"

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Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.

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Maroun, Khalil Amine. "Le Collège français Saint-Joseph des pères lazaristes d'Antoura, 1834-1943 : histoire d'un établissement scolaire au Levant, centre des enjeux religieux, culturels et politiques." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20148.

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Les Prêtres de la Mission, ou Lazaristes, s'implantent au Liban en 1783. Ils y ont fondé, en 1834, le collège Saint-Joseph d'Antoura, premier établissement secondaire francophone au Moyen-Orient Notre ambition est de suivre l'histoire du collège depuis les années qui ont précédé sa fondation jusqu'aux années 1943. Les Lazaristes ont vu dans l'éducation de la jeunesse un moyen efficace pour relever le niveau intellectuel et social de la population. L'instruction reçue à Antoura a permis aux anciens élèves de devenir les agents de l'évolution du Levant vers le progrès à la mode européenne. On s’intéressera à la nature des relations entre les Lazaristes et le Patriarcat maronite ainsi qu'avec les autres communautés religieuses du Liban. Les Lazaristes ont par ailleurs accueilli des élèves venant d'autres communautés religieuses, y compris des juifs et des musulmans. Ce sera l'un des points majeurs de ce travail où le côté missionnaire et linguistique sera développé dans toute sa subtilité. Beyrouth est le meilleur des laboratoires pour étudier le jeu complexe d'influences et de conflits qui caractérise le Levant des années 1900 ou 1930, et le collège d'Antoura a bien évidemment joué tout son rôle surtout si l'on remarque qu'il a accueilli et formé dans ses murs, pendant plusieurs générations, les élites régionales. L'histoire du collège dépasse la seule monographie : elle permet d'aborder toute l'histoire de l'ancien Levant, celle des conflits d'influences entre les grandes puissances et celle de l'image et des moyens mêmes de la France à l'étranger : puissance catholique ou puissance laïque<br>Priests of the Mission, or Vincentians, are implanted in Lebanon in 1783. They founded in 1834, the College of Saint Joseph Antoura first French secondary school in the Middle East. Our ambition is to follow the history of the college from the years before its founding to the year 1943. Vincentians have seen in the education of youth an effective way to rise the intellectual and social development of the population. The instruction received Antoura allowed former students to become agents of change in the Levant to the P.rogress of European fashion. We will focus on the nature of the relationship between the Vincentians and the Maronite Patriarchate as well as other religious communities in Lebanon. Vincentians have also hosted students from other religious communities, including Jews and Muslims. This will be one of the major points of this work where the missionary and linguistic side will be developed in all its subtlety. Beirut is the best laboratory for studying the complex interplay of influences and conflicts that characterized the Levant 1900s or 1930s, and the College of Antoura has obviously played its role, especially if you notice that a hosted and trained within its walls, for several generations, the regional elites. The history of the college goes beyond the monograph: it can address the history of the ancient Levant, the conflicting influences between the great powers and the image and the very means of France to abroad: Catholic power or secular power

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Tarr, Arthur-Geezai. "The effects of an expentancy message on recall measures of listening comprehension in intermediate college French /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992903767.

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Alidib, Zuheir A. "The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101661869.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages; contains 139 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Dec. 1.

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Walsh, Hunt Kelly C. "Measuring the self-efficacy beliefs of college students learning French : the development and validation of an instrument /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486546889380467.

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Pederson, Kathleen Marshall. "The effects of passage availability during adjunct questioning in computer-assisted reading practice on recall measures of reading comprehension in intermediate college French /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859494941.

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Berry, Jefferson. "The Schemes of Public Parties: William Allen, Benjamin Franklin and The College of Philadelphia, 1756." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/106604.

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History<br>M.A.<br>Chief Justice William Allen and Benjamin Franklin met hundreds of times prior to Franklin's departure to London in 1757, and yet very little has been written about Allen. For over twenty years, Franklin and Allen worked closely on a variety of municipal improvements: the library, the hospital, the school, the fire company and many other projects that were the first of their kind in America. And while Allen was Franklin's main benefactor for close to twenty-five years --it was Allen's endorsement of Franklin that got him his job as Postmaster-- Franklin mentions him only twice in his <italic>Autobiography<br>Temple University--Theses

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Graham, Elizabeth Rockwell. "A comparison of the expectations and self-evaluated progress of American college students of French in France and in the United States /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891514866.

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Amireault, Valerie. "Etude comparative des representations culturelles des etudiants de niveaux debutant, intermediaire et avance des colleges anglophones publics de Montreal envers la langue francaise et les Quebecois dont la langue d'usage est le francais." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29492.

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This work presents the results of a study on the development of cultural representations held by students from four public English-speaking colleges (cegeps) in the Montreal area towards the French language and Quebecers whose language of use is French. Our survey instrument aimed at knowing these cultural representations and at identifying different factors likely to influence the development of these representations according to the French level in which students are registered, either beginner or intermediate and advanced.<br>Our hypothesis is that students registered in the intermediate and advanced levels hold more positive cultural representations than beginners, therefore that there exists a significant difference between participants from both groups. In order to verify this hypothesis, a questionnaire, based on procedural knowledge and the affective domain, has been administered to 449 students from four different cegeps. The analysis of data linked to procedural knowledge demonstrates that there is indeed a significant difference between both groups with regards to the different factors that are likely to influence the development of cultural representations, with the exception of the travelling frequency of members of the participants' family. Furthermore, our analysis for the affective domain partly confirmed that students enrolled in intermediate and advanced courses in French generally hold more positive cultural representations towards the French language and Quebecers whose language of use is French than beginners.

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Mahaney, Cynthia Lynn. "Diction for singers a comprehensive assessment of books and sources /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148931700.

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Books on the topic "French college"

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Company, National Textbook. NTC's new college French and English dictionary. National Textbook, 1991.

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Speirs, Dorothy E. The Nineteenth century French Collection. John M. Kelly Library, University of St. Michael's College, 2010.

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Lessons in French. Simon & Schuster Paperbacks, 2013.

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Lessons in French. Harper, 2013.

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How to prepare for the College Board achievement test--French. 5th ed. Barron's Educational Series, 1991.

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Kendris, Christopher. How to prepare for the College Board achievement test--French. 4th ed. Barron's Educational Series, 1986.

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Bronte, Charlotte. The Belgian essays. Yale University Press, 1996.

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The Bantam new college revised French & English dictionary =: Dictionnaire Anglais et Français. Bantam Books, 1989.

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English on demand: Preparing college English skills. 2nd ed. Prentice Hall Allyn and Bacon Canada, 2000.

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Matte, Hélène. Apprentis poètes!: Enfants du Pignon Bleu et poètes intervenants. Planète rebelle, 2013.

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Book chapters on the topic "French college"

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Smith, Paul. "Departments, seats and colleges." In The Senate of the Fifth French Republic. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245297_6.

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Ahearne, Jeremy. "Transmission: The Collège and the Socle Commun." In Government through Culture and the Contemporary French Right. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290991_3.

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Lewis, H. D. "The College." In The French Education System. Routledge, 2018. http://dx.doi.org/10.4324/9781351004787-3.

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DiSavino, Elizabeth. "Introduction." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0001.

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Every study begins with a question and ends with many others. When A. J. Bodnar and I began a fellowship project at Berea College in 2012, the name of Katherine Jackson French was unknown to us. We entered the vast vault of the Berea College Special Collections and Archives at Hutchins Library and entrusted ourselves to the tender mercies of the archivists Harry Rice and Shannon Wilson....

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DiSavino, Elizabeth. "Berea Beloved." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0006.

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(Jackson) French approaches Berea College to ask for their support in publication of her ballads. Eleanor Frost is enthused, and President William Goodell Frost promises help. French prematurely shares her ballads with Hubert Shearin and Josiah Combs, and they eclipse her as the claimants to primacy of Kentucky ballads. She continues to wait on Frost to seek a publisher for her, knowing she must depend on a male champion, but five years go by and the ballads are never published. Meanwhile, the Ballad Wars are raging, and others vie for the title of Appalachian Ballad Authority. The web of intrigue, jealousies, delays, miscommunications, and ruthlessness is explored in detail. Elizabeth Peck, college historian, finds Jackson’s ballads 42 years later and engineers the reconciliation of Berea and Jackson, and the founding of the Katherine Jackson French Collection at Berea College.

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DiSavino, Elizabeth. "Young Lady from London." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0003.

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Jackson teaches for a year, and then attends Ohio Wesleyan University, where she excels academically. Her personality emerges from records of her activities, and it’s clear she is an energetic and enterprising young woman. She earns not the usual degree women did, but the regular B.A. degree, graduating with the same credentials men did. Jackson teaches, then returns home when her father dies. She returns to Ohio Weslyan and earns a masters degree. She attends Columbia University and earns a Ph.D., only the second woman in the history of the college to do so. Her life as a female Ph.D. student and Southerner in a great Northern city is discussed. While at Columbia, Jackson studies balladry in her Spanish Literature class, and hears about ballads being sung in the Kentucky hills from two classmates, who in turn learned of this from two lecturers from Berea College.

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DiSavino, Elizabeth. "Act Two." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0004.

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Jackson marries William Frank French in 1912. She becomes Dean of the Sue Bennett School for Girls. The Frenches move to Shreveport where Jackson co-founds the Woman’s Department Club. A brief history of types and function of women’s clubs is given. French becomes one of the clubs pillars, guiding them through the day-to-day workings of the club, and lecturing for free once a week for seventeen years. In 1924, French joins the English faculty at Centenary College. She joins and becomes President of the Louisiana AAUW during the outbreak of World War ll. Jackson’s relationship with her daughter is examined. She dies in 1958 and all Shreveport mourns.

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Stalcup, Dane. "Reengaging Texts, French, and Cultural Narratives." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch016.

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This chapter examines a course model through which first-year college students engage in advanced reflective communication (i.e. discussion, writing, field trip investigations) in order to embrace diverse voices, perspectives, and populations. To determine how freshmen can achieve a high level of multiculturalism and insightful expression at the same time, the author investigates the effectiveness of his freshman-only Reflective Tutorial, “Global Travel through Cultural Studies.” Drawing jointly from the Humanities and experiential learning, this course invites students to embrace conversations and research on global cultural narratives and to interact with spaces outside of the college classroom that both demonstrate and question these narratives. And by synthesizing reflective writing with experiential observation and analysis, the proposed course model promotes effective communication and awareness of diversity that will prepare students for the kind of crosscultural critical thinking that future experiences at the college level, but also the future itself will require.

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Chambers, Liam. "Introduction – college communities abroad: education, migration and Catholicism in early modern Europe." In College Communities Abroad. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995140.003.0001.

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From the mid-sixteenth century, Catholics from Protestant jurisdictions established colleges for the education and formation of students in more hospitable Catholic territories abroad. The Irish, English and Scots colleges founded in France, Flanders, the Iberian peninsula, Rome and the Holy Roman Empire are the best known, but the phenomenon extended to Dutch and Scandinavian foundations in southern Flanders, the German lands and Poland, as well as to colleges founded in Rome and other Italian cities for a wide range of national communities, among whom the Maronites are a striking example from within the Ottoman Empire. The first colleges were founded in the 1550s and 1560s, and tens of thousands of students passed through them until their suppression in the 1790s. Only a handful survived the disruption of the French Revolutionary wars to re-emerge in the nineteenth century and a few endure today. Historians have long argued that these abroad colleges...

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DiSavino, Elizabeth. "7. Introduction by Elizabeth DiSavino." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0008.

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By at least one account, Katherine Jackson had, by 1909, accumulated over sixty ballads (five more than were included in Campbell and Sharp’s 1917 English Folk Songs from the Southern Appalachians) and set about compiling them in a scholarly manner. Sadly, a large number of those ballads were lost over the years, and fewer than half remain today. I have included everything that remains of the collection, a total of twenty-eight ballads (twenty-five of British origin and three native) in forty-three variants, one thirteenth-century song, and one Appalachian tune. Four versions of Jackson’s ballad collection can be found in the Berea College Special Collections and Archives, and almost all the ballads printed in this book can be found in one of those four versions. A few had migrated to other collections, including those of Gladys Jameson, James Watt Raine, and E. C. Perrow. I have noted the collection or collections from which each song comes, and I have edited Jackson’s introduction by weaving together parts from several versions of her manuscript....

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Conference papers on the topic "French college"

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"Effective Application of Micro Course in College French Class under the Background of Mobile Media." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.077.

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Julien, AGAR, Sophie Brafine, Anne Fratta, and Yannick Ho. "GP152 Management of multidose liquid oral forms in french paediatrics hospitals." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.216.

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Béchet, Stéphane, Corinne Levy, François Vie Le Sage, et al. "GP164 Real-time surveillance of pediatric infectious diseases in french ambulatory care." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.227.

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"Analysis on the Difficulties in College Oral French Teaching and the Cultivation of the Communicative Competence." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71154.

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Watt, Alexander, Jason Wichert, Justine Staniszewski, et al. "Temperature and Heat Flux Data-Logger for Use in Tunnel Ovens: An International Partnered Project." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86076.

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The Grove City College (GCC) European Study Center (ESC) is a program that allows mechanical and electrical engineering students to study abroad in the junior and senior year fall semester, respectively, and graduate in four years. The ESC is activity partners with a local institution called Oniris, which specializes in food science engineering, and veterinary science (an affiliate with the French Ministry of Agriculture). Electrical engineering students that participate in the program carry out their yearlong capstone design project (Senior Experience in Electrical Design (SEED)) in partnership with Oniris. For the 2016–2017 academic year, participating electrical engineering students completed a project titled Ultra-Low-Cost Flexible Sensor Array, or “Low-Cost Array” (LCA), designed for commercial tunnel-style ovens. The LCA features low cost ($200), flexible programmability, and ease of use (based on the widely available Arduino). The purpose of the project was to develop a low-cost data-logger to operate inside tunnel-style ovens to record temperature from thermocouples (and other analog signals, i.e. heat flux) for thirty minutes in an environment up to 250 °C. This study evaluates the LCA compared to other data-logging systems, and its performance in high temperature environments by a series of experiments. In addition, an idea of its commercialization potential was explored by interviewing industrialists and academics on-site. Experimental results showed that: (1) data logged from the system were close to values recorded by current systems used for both temperature and heat flux measurements, and (2) the system performed well at 240 °C for thirty minutes (maximum temperature of oven). In addition, the interviews revealed that although most interest was in a tunnel-style oven data-logger, it seems feasible to incorporate changes to satisfy needs for other markets, especially those of a general-purpose data-logger.

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Duan, Wenxi. "Preliminary Inquiry for Mathematics Teaching of Fresh Undergraduates." In 2015 Conference on Education and Teaching in Colleges and Universities. Atlantis Press, 2016. http://dx.doi.org/10.2991/cetcu-15.2016.13.

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Li, Xiaoming, and Zhen Li. "Using Arduino to Introduce the Concepts of Mechatronics to College Fresh-Persons." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.32.

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Matahri, Naoe¨lle. "Link Between Operational Experience Data and Pre-Accidental Data." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48488.

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RECUPERARE method has been developed for operating feedback analysis and has been built on the French Human Reliability Analysis (HRA) principles. It is used to study the causes of human errors or technical failures occurred in French PWRs and the recovery process of events. Based on an event classification (6 categories) model according to the nature of the link between failure and recovery, the identified and recorded data are: • the causes of the defects (technical, human, organizational) and the context in which they appear; • the factors of the recovery performance (depending on technical and organizational aspects); • a chronological analysis, designed to collect delays between failures and their detection/recovery for each event. About 4500 events reported in French PWRs (1997–2006) have been reviewed through this model. Initially, the weight of factors and the most important factors, which influenced the detection and recovery delay, are defined. For this purpose, the regression Partial Least Square (PLS) is used. Then, to link RECUPERARE results with pre-accidentals data, conditional probabilities of events linked between them by a cause and effect relationship are calculated. For this, the Bayesian method with a Bayesian network is built with the PLS obtained results and applied. This constitutes a first approach to take into account the human and organizational factors in HRA highlighted by operating feedback.

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Tabassum, Saira, Emma Conlon, Pamela O’Connor, et al. "GP259 Fresh or frozen: what is the difference?" In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.318.

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Liu, Yang. "The Research of Vocational Qualification Factors in Higher Vocational Colleges fresh Teachers." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.64.

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Reports on the topic "French college"

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Thompson, Sarah, and Sarah Song Southworth. Recipe for Success for Fashion Small Businesses in College Town: Fresh Urbanism with a Heaping Side of Country Hospitality. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1737.

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