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Journal articles on the topic 'French college'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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2

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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3

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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4

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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5

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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7

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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8

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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9

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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10

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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11

Combier, Elizabeth. "Analysis of French Culture Presented in Elementary College Texts." International Journal of Learning: Annual Review 16, no. 6 (2009): 559–68. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46372.

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12

Mcandrew, Francis T. "Auto- and Heterostereotyping in Pakistani, French, and American College Students." Journal of Social Psychology 130, no. 3 (1990): 341–51. http://dx.doi.org/10.1080/00224545.1990.9924590.

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13

McGannon, Judith, and Anna Medeiros. "Factors influencing elective language choice." Australian Review of Applied Linguistics 18, no. 1 (1995): 95–108. http://dx.doi.org/10.1075/aral.18.1.06mcg.

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Abstract Factors influencing the decision of secondary school students to continue or discontinue the study of French beyond the compulsory years were investigated in a government secondary college in an outer eastern suburb of Melbourne. Six classes of year 8 French students were surveyed. The results of the study indicate that gender, perceived ability in French, encouragement from parents and teachers, peer group preference, and beliefs about the career relevance of French influence the decision of students to opt in or out of the language programme.

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14

Brooks, William. "J. Geoffrey Aspin: Bibliophile, Bookseller and Benefactor of the Old Library, Trinity College Dublin." Irish Journal of French Studies 16, no. 1 (2016): 177–88. http://dx.doi.org/10.7173/164913316820201652.

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Geoffrey Aspin was a bookseller specializing in French literature and thought of the classical period. He was also a collector of seventeenth-century French theatre, including the works of Quinault and the Corneille brothers, and he sold his collection to the Library of Trinity College Dublin. This piece briefly reviews some aspects of Aspin the man, gives examples of the rich knowledge deployed in his catalogue and pencilled on the endpapers of his books, and argues that the coverage of this subject area in the Old Library of Trinity College is now amongst the best in the world.

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15

Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

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16

Kasamara, V. A., and A. A. Sorokina. "The "Ideal" President Through the Eyes of Russian and French College Students." Russian Education & Society 55, no. 5 (2013): 56–74. http://dx.doi.org/10.2753/res1060-9393550505.

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17

Simmons, Carolyn H., Elizabeth A. Wehner, and Karen A. Kay. "Differences in Attitudes toward Romantic Love of French and American College Students." Journal of Social Psychology 129, no. 6 (1989): 793–99. http://dx.doi.org/10.1080/00224545.1989.9712087.

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18

Kasamara, V. A., and A. A. Sorokina. "The "Ideal" President Through the Eyes of Russian and French College Students." Russian Social Science Review 54, no. 3 (2013): 49–67. http://dx.doi.org/10.1080/10611428.2013.11065510.

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19

Mangione, R., and E. Bensaïd. "OP19.02: The abnormal mediastinal masses - Retrospective study of French fetal echography college." Ultrasound in Obstetrics and Gynecology 32, no. 3 (2008): 375. http://dx.doi.org/10.1002/uog.5822.

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20

Mills, Nicole, Frank Pajares, and Carol Herron. "Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation." Language Learning 57, no. 3 (2007): 417–42. http://dx.doi.org/10.1111/j.1467-9922.2007.00421.x.

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21

Elbadry, Naglaa, Amr Hamza, Przemyslaw Pietraszewski, Dan Iulian Alexe, and Gabriel Lupu. "Effect of the French Contrast Method on Explosive Strength and Kinematic Parameters of the Triple Jump Among Female College Athletes." Journal of Human Kinetics 69, no. 1 (2019): 225–30. http://dx.doi.org/10.2478/hukin-2019-0047.

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Abstract There are resistance training methods that result in strength, others that enhance hypertrophy and others that stimulate power. The training modality of contrast provides all of these benefits in one session. The concept of French Contrast training is based on a combination of complex and contrast methods. The idea is to use four exercises to induce physiological responses of the athlete and train along the force-speed curve. The primary purpose of the study was to investigate the impact of the French Contrast Method on explosive strength and kinematic parameters of the triple jump among female college athletes. Ten female college athletes from the Helwan University’s track and field team participated in this study. Participants were assessed before and after an 8-week training program for upper and lower body explosive strength. No significant differences were observed in anthropometric characteristics. Explosive strength variables (Sargent jump test, countermovement jump, and seated medicine ball throw) increased significantly and kinematic parameters of the triple jump improved. The results indicated that eight weeks of the French Contrast training can improve both explosive strength and kinematic parameters of the triple jump.

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22

YAN, HONG, CAO XUECHUN, CHEN YAN, ZENG XIANYI, CHEN YU, and PAN ZHIJUAN. "A framework of consumer perceived value on fashion products for female college students of France." Industria Textila 69, no. 06 (2019): 495–501. http://dx.doi.org/10.35530/it.069.06.1408.

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Consumer perceived value is paid attention by marketing and branding experts recently. Current existing researches related to consumer perceived value are lack of analysis of inner dimensions of the consumer perceived value framework. In this study, our research focuses on the development of the consumer perceived value framework. To demonstrate the application of the proposed framework, a fashion-based consumer perceived value framework for French female college students is developed. In order to obtain the desired framework, a knowledge-based conjecture is firstly performed by a group of professional fashion marketing managers to generate a set of dimensions and corresponding indicators of consumer perceived value, which contains 4 dimensions and 26 indicators. After that, the conjecture framework is validated and adapted through a process of statics analysis based on experimental results of collecting data from 350 female college students in France. Finally, we obtained a framework of consumer perceived value for French female college students, which contains 7 dimensions and 26 indicators. The proposed framework is validated though a set of analysis. Related experimental result has demonstrated that the final framework can be further applied to consumer behavior analysis, marketing strategy and new product design and development planning

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23

O'Neill, Dan. "Myth or truth — are flat-faced dogs really less healthy?" Veterinary Nurse 11, no. 9 (2020): 432. http://dx.doi.org/10.12968/vetn.2020.11.9.432.

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New research from the Royal Veterinary College (RVC) confirms that flat-faced (brachycephalic) breeds — including Chihuahuas, Pugs, French Bulldogs and British Bulldogs — are generally less healthy than their non-brachycephalic counterparts, answering the burning question about whether flat-faced dogs truly are less healthy overall.

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Agossa, Kevimy, Kadiatou Sy, Théo Mainville, et al. "Antibiotic Use in Periodontal Therapy among French Dentists and Factors Which Influence Prescribing Practices." Antibiotics 10, no. 3 (2021): 303. http://dx.doi.org/10.3390/antibiotics10030303.

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The aim of the present survey is to investigate the use of antibiotics during periodontal therapy among French dentists with a focus on exploring potential differences between various groups of practitioners. A self-administered questionnaire was distributed to different groups of practitioners including members of (i) the French Society of Periodontology and Implantology; (ii) the College of University Teachers in Periodontology and, (iii) private practitioners participating in the French general dental practice-based research network. 272 questionnaires were included in the analysis. Prescription patterns were globally in line with the current recommendations. Systemic antibiotics are most frequently used as a first-line therapy in necrotizing periodontitis (92%) and aggressive periodontitis (53.3% to 66.1%). However, malpractice still exists, including in the management of periodontal abscesses. Antibiotics are prescribed (i) less frequently for periodontal abscesses and (ii) more frequently for generalized aggressive periodontitis by members of the periodontal society and University college (p < 0.05). Amoxicillin (59.9%) and the amoxicillin + metronidazole (59.6%) combination were the most frequently prescribed molecules. Providing a high number of periodontal treatments per week, being more recently graduated, having a post-graduate certificate in periodontology and holding or having held an academic position/hospital practice were all factors associated with a better knowledge of and/or more adequate antibiotic use.

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25

Soubhi, Fatima Zahra, Moulay El Mustapha El Berjaoui, Bouzekri Touri, Laurent Lima, and Mohamed Talbi. "Substance Use in College Students: A Comparative Study on French and Moroccan Students." Journal of Educational and Social Research 10, no. 1 (2020): 47. http://dx.doi.org/10.36941/jesr-2020-0005.

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This paper is a comparative study related to the project Volubilis "Moroccan and French students: comparative approach". Volubilis survey is a part of an integrated project between the University of Grenoble Alpes and Hassan II University of Casablanca. This research project aims at collecting data related to students consumption of addictive substances, who enroll in faculty of humanities, economy and sciences of the Universities of the Rhône Alpes region (Lyon and Grenoble) and Hassan II University of Casablanca (e.g. tobacco, alcohol, cannabis...). In order to conduct a comparative study and to come out with effective results. Our sample is made up of 350 students from Hassan II University in Casablanca and 1464 students from Rhône-Alpes universities their average age is 22 years old for both.

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Vayssière, Christophe, Gael Beucher, Olivier Dupuis, et al. "Instrumental delivery: clinical practice guidelines from the French College of Gynaecologists and Obstetricians." European Journal of Obstetrics & Gynecology and Reproductive Biology 159, no. 1 (2011): 43–48. http://dx.doi.org/10.1016/j.ejogrb.2011.06.043.

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Deffieux, Xavier, Tristan Gauthier, Nicolas Menager, Guillaume Legendre, Aubert Agostini, and Fabrice Pierre. "Hysteroscopy: guidelines for clinical practice from the French College of Gynaecologists and Obstetricians." European Journal of Obstetrics & Gynecology and Reproductive Biology 178 (July 2014): 114–22. http://dx.doi.org/10.1016/j.ejogrb.2014.04.026.

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28

Hsiao, Tsung-Yuan. "Unidimensionality of the Chinese Version of the Foreign Language Reading Anxiety Scale." Perceptual and Motor Skills 95, no. 3 (2002): 927–33. http://dx.doi.org/10.2466/pms.2002.95.3.927.

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Previous research showed the Foreign Language Reading Anxiety Scale is reliable and valid for assessing reading anxiety in groups of American college students beginning study of French, Japanese, or Russian. Because Saito, Horwitz, and Garza (1999) reported that reading anxiety tends to vary with the target language, the present investigation examined the factorial validity of the Chinese version of the scale in college students of English as a foreign language in Taiwan. Confirmatory factor analysis with maximum likelihood method supports the unidimensionality of the scale, which is reliable and valid for eliciting reading anxiety of Chinese college foreign language learners and for predicting their global language performance. This study suggests exploring how language proficiency, culture, and topic familiarity may be related to such anxiety.

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M. Lorenz, Karl, and Aricle Vechia. "FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL." Revista Diálogo Educacional 5, no. 14 (2005): 125. http://dx.doi.org/10.7213/rde.v5i14.7373.

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One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.

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Chmielewski, Witold. "Wyższe Studium Polskie przy Bibliotece Polskiej w Paryżu w 1945 roku." Biuletyn Historii Wychowania, no. 34 (October 12, 2018): 57–70. http://dx.doi.org/10.14746/bhw.2016.34.4.

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Following the German occupation of the French capital city, an idea sprang up in the Polish intellectual circles to intensify propagation of Polish culture and knowledge of Poland among young Polish and French people. This concept was to be implemented in the Polish Library in Paris by a series of lectures organized by the Department of Science of the Polish YMCA1 in France in late 1944. The success of the lectures encouraged the Polish Library to launch the Polish College with the goal of making available to primarily Polish youth, studying and working in Paris, the achievements of Polish science and culture and to prepare the young people for work in Poland. The curriculum was developed and, as expected, the College’s operations were financed by the YMCA. Wacław Grzybowski, Ph.D., a former ambassador of Poland to the USSR, was appointed director of the College. The lecturers included illustrious intellectuals: priest Augustyn Jakubisiak, Ph.D., Franciszek Pułaski, Zygmunt Dygat, Irena Gałęzowska, Wieńczysław d’Ercville and many other. The College enjoyed considerable popularity among the students. The changing political situation in Poland put a stop to the promising operations of the College. To some extent, it was continued in the Catholic University of Paris ( the Institut Catholique de Paris). Since 1945, the University hosted the Centre for Slavic Studies where the Polish Section (Section Polonaise) was established. It is worth emphasising that an ambitious attempt at establishing studies for young Poles abroad was made in Madrid, on the initiative of the Polish ambassador, count Józef Potocki, representing in Spain the Polish government in London.

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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

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32

Whitehead, Maurice. "‘In the Sincerest Intentions of Studying’: The Educational Legacy of Thomas Weld (1750–1810), Founder of Stonyhurst College." Recusant History 26, no. 1 (2002): 169–93. http://dx.doi.org/10.1017/s0034193200030764.

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Thomas Weld (1750–1810), of Lulworth in Dorset, is remembered today principally on three counts: his rôle as the founder of Stonyhurst College in 1794; his benefactions to religious orders at the height of the French revolution as they fled from political upheaval and danger in continental Europe; and his friendship with George III, including his hosting of several visits of the king to Lulworth Castle in the 1790s. Weld’s munificence in making available his Lancashire seat, Stonyhurst, to the English ex-Jesuit ‘Gentlemen of Liège’ has received attention from historians. In contrast, his own education as a young man, at the hands of the English and French Jesuits in continental Europe, has hitherto received little more than passing notice.

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33

Borras, Isabel, and Robert C. Lafayette. "Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French." Modern Language Journal 78, no. 1 (1994): 61. http://dx.doi.org/10.2307/329253.

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BORRÁS, ISABEL, and ROBERT C. LAFAYETTE. "Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French." Modern Language Journal 78, no. 1 (1994): 61–75. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02015.x.

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35

Vayssière, Christophe, Adrien Gaudineau, Luisa Attali, et al. "Elective abortion: Clinical practice guidelines from the French College of Gynecologists and Obstetricians (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 222 (March 2018): 95–101. http://dx.doi.org/10.1016/j.ejogrb.2018.01.017.

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36

Sentilhes, Loïc, Thomas Schmitz, Elie Azria, et al. "Breech presentation: Clinical practice guidelines from the French College of Gynaecologists and Obstetricians (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 252 (September 2020): 599–604. http://dx.doi.org/10.1016/j.ejogrb.2020.03.033.

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37

Bourdel, N., C. Huchon, C. Abdel Wahab, et al. "Borderline ovarian tumors: Guidelines from the French national college of obstetricians and gynecologists (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 256 (January 2021): 492–501. http://dx.doi.org/10.1016/j.ejogrb.2020.11.045.

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Loose, Tianna, Didier Acier, Jean Luc Pilet, Aurore Deledalle, and Ghassan El-Baalbaki. "Development and Validation of the Temporal Competency Test-5D." Timing & Time Perception 7, no. 3 (2019): 254–76. http://dx.doi.org/10.1163/22134468-20191157.

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We developed and validated a new version of our test of temporal competency. In three studies we (1) defined dimensions, created items and studied face and content validity; (2) examined dimensionality and reliability; and (3) confirmed factor structure and studied convergent validity. Focus groups were held in which we drew up temporal concepts that articulated well with clinical observations. We derived a questionnaire that was administered to French young people and this data was used to reduce the questionnaire to 15 items. Reliability and validity of the 15-item version was studied among samples: French college, French high school, and Québec college. Five dimensions were defined and retained: anticipation, full present, temporal rupture, past, future. 15 items explained 68% of variance. The model provided adequate fit in confirmatory analyses across samples. Scales converged with hypothesized dimensions of the ZTPI and scales mostly maintained acceptable reliability. Conceptual issues with ZTPI were addressed, possibly rectified and discussed in light of clinical practice. The past was defined by how much one grows from experience independently of how ‘happy’ or ‘sad’ events were. Full present and temporal rupture relate to living in the now, the first by means of flow and engagement, the second by means of addictive behaviors. Future entailed a projection unto uncertainty, whereas anticipation defined adapting behavior in order to achieve short-term goals. We found that the questionnaire had adequate psychometric proprieties among Francophone youth in Canada and in France.

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Muysken,, Pieter. "Josiane F. Hamers and Michel H.A. Blanc, Bilinguality and bilingualism. 2nd ed. Cambridge: Cambridge University Press, 2000. Pp. xiv + 468 pages. Hb $90.00, pb $30.00." Language in Society 32, no. 3 (2003): 419–21. http://dx.doi.org/10.1017/s0047404503223058.

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This is the second edition of a very impressive handbook that was published first in French in 1983, and subsequently in English in 1989. This new edition was prepared directly in English. Josiane Hamers is Professor of Psycholinguistics and Bilingualism at the Université de Laval, Québec, and Michel Blanc is Emeritus Reader of Applied Linguistics and Bilingualism at Birkbeck College, University of London.

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Nega, C., L. Pateraki, N. Saranti, and A. Pasia. "The Role of Disgust in Homosexuality Judgments." Open Psychology Journal 9, no. 1 (2016): 75–83. http://dx.doi.org/10.2174/1874350101609010075.

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Background: There is a continuing debate on whether emotions underlie moral judgments. Recent studies have shown that emotions, and particularly disgust, play an important role in moral judgments. Objective: The aim of the present study was to investigate the effect of induced disgust on implicit and explicit judgments of homosexuality and to examine the relationship between those judgments and disgust sensitivity. Method: Sixty-four college students were presented with a neutral or disgust inducing slideshow and a scenario describing homosexual or heterosexual couples French kissing in public. Implicit and explicit disapproval of public French kissing was measured along with disgust sensitivity. Results: The findings revealed that participants in the induced disgust condition showed greater implicit, but not explicit, disapproval of both homosexual and heterosexual public French kissing, compared to those in the neutral conditions. Homosexual public French kissing was implicitly judged more harshly than heterosexual public French kissing. With regard to disgust sensitivity, results revealed its contribution to implicit judgements. Conclusion: Present findings add to the existing literature by showing that disgust plays a role in the formation of implicit judgments of sexual behavior. Theoretical considerations accounting for the role of disgust in relation to the intentionality of moral actions are discussed.

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Gahunga, Olive. "Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?" Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 47–60. http://dx.doi.org/10.5750/bjll.v2i0.14.

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This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.

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Price, Elizabeth, and Rebecca Richardson. "Integrating the thematic approach into information literacy courses." Reference Services Review 43, no. 1 (2015): 125–36. http://dx.doi.org/10.1108/rsr-12-2014-0059.

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Purpose – The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy (IL) courses. Design/methodology/approach – A literature review of peer-reviewed journals, professional journals, magazines and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach”, “thematic approach in education” and “theme-based instruction”; the search was restricted to articles published in the past 20 years. Findings – In addition to the IL courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy and sociology courses in college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature. Originality/value – Thematic approach is a newer concept in the world of IL instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work and how to best implement a thematic approach in an IL course.

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Cardinal, Bradley J., Joa S. Keis, and Claude Ferrand. "Comparison of American and French College Students' Stage of Change for Muscular Fitness—Promoting Behaviors." American Journal of Health Promotion 20, no. 6 (2006): 388–91. http://dx.doi.org/10.4278/0890-1171-20.6.388.

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McAnulty, Richard D., Louis E. McGuire, Carolyn Minder, and David P. McAnulty. "A Cross-Cultural Comparison of Attitudes Toward Alcohol Among French and United States College Students." International Journal of the Addictions 24, no. 12 (1989): 1229–36. http://dx.doi.org/10.3109/10826088909048713.

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Chabbert-Buffet, Nathalie, Henri Marret, Aubert Agostini, et al. "Clinical practice guidelines for contraception by the French National College of Gynecologists and Obstetricians (CNGOF)." Journal of Gynecology Obstetrics and Human Reproduction 48, no. 7 (2019): 441–54. http://dx.doi.org/10.1016/j.jogoh.2019.04.009.

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Melliere, Didier, and Jean Natali. "Training of Vascular Surgeons in France: Ten Years of the French College of Vascular Surgery." Annals of Vascular Surgery 3, no. 4 (1989): 370–73. http://dx.doi.org/10.1016/s0890-5096(06)60161-1.

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Sentilhes, Loïc, Christophe Vayssière, Catherine Deneux-Tharaux, et al. "Postpartum hemorrhage: guidelines for clinical practice from the French College of Gynaecologists and Obstetricians (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 198 (March 2016): 12–21. http://dx.doi.org/10.1016/j.ejogrb.2015.12.012.

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Deffieux, Xavier, Bertrand de Rochambeau, Gautier Chene, et al. "Hysterectomy for benign disease: clinical practice guidelines from the French College of Obstetrics and Gynecology." European Journal of Obstetrics & Gynecology and Reproductive Biology 202 (July 2016): 83–91. http://dx.doi.org/10.1016/j.ejogrb.2016.04.006.

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Sénat, Marie-Victoire, Loïc Sentilhes, Anne Battut, et al. "Postpartum practice: guidelines for clinical practice from the French College of Gynaecologists and Obstetricians (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 202 (July 2016): 1–8. http://dx.doi.org/10.1016/j.ejogrb.2016.04.032.

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Sentilhes, Loïc, Marie-Victoire Sénat, Anne-Isabelle Boulogne, et al. "Shoulder dystocia: guidelines for clinical practice from the French College of Gynecologists and Obstetricians (CNGOF)." European Journal of Obstetrics & Gynecology and Reproductive Biology 203 (August 2016): 156–61. http://dx.doi.org/10.1016/j.ejogrb.2016.05.047.

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