Merci les agents à quai de massy-pal du @RERB qui annoncent que le train au départ s'arrête aux baconnets, pour qu'à massy Verrières le conducteur annonce qu'il est direct antony.
Déjà que tous les affichages de massy-pal sont en rade depuis trois jours.
Incompétents...
and twice in a row! This time it was successively rejected by 2 journals (my review had been easy to write for the 2nd one 😂) before being published in a 3rd one without any change...
once again, a very poor manuscript with incorrect conclusions and extremely serious flaws rejected from a journal a few months ago and published without any change in another one... Litterature is just one very big garbage...
once again, a very poor manuscript with incorrect conclusions and extremely serious flaws rejected from a journal a few months ago and published without any change in another one... Litterature is just one very big garbage...
@julnicolas@BioCIS@ICMMO_UMR8182 by the way, je n'utilise (en principe 😅) pas trop d'azote, surtout de l'argon, mais d'après nos observations la concentration d'oxygène dans l'argon du réseau peut ne pas être négligeable
@julnicolas@BioCIS@ICMMO_UMR8182 c'est déjà ça...
je crois que je vais encore continuer à utiliser des bouteilles sur les manips les plus sensibles pendant un moment...
@julnicolas Que l'architecte fasse sa com je comprends, mais là, ça, quand on voit tous les problèmes qu'on vit au quotidien dans ce bâtiment de m... ça donne l'impression que des collègues nous crache à la gueule...
📊 New Research on Teaching for Near Transfer
@JohnPeterJerrim@DrSamSims@odmarcenaro used data on 280,000 students from the 2019 TIMMS study, no link was found between teaching methods aimed at transferring knowledge & students’ ability to solve unfamiliar maths problems.
Key findings:
🔍 Approaches like linking new content to prior knowledge, solving problems independently and applying lessons to real-life didn’t improve performance on unfamiliar problems.
📖 Even “near transfer” (applying knowledge to similar situations) proved difficult for primary students.
📈 The study used data from TIMSS, focusing on non-curriculum questions to test knowledge application.
These findings challenge assumptions about teaching for transfer and highlight the complexity of helping students apply their learning in new contexts. Further research is needed to uncover better strategies.
🔓Full article
https://t.co/TibAPzJOhq
interesting article, but imo it misses the most important point. OK less foreign students means less money. But worse it means less cultural and ideas exchange, and at long term less collaborations, which will have more impact than less money...
https://t.co/43U4dF31cl