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See detailLarge displacement formulations for elastic bodies
Fraeijs de Veubeke, Baudouin ULiege

Report (1969)

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See detailA maximum-minimum principles for bang-bang systems
Fraeijs de Veubeke, Baudouin ULiege

Report (1968)

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See detailThe changing roles of teachers as required by educational innovations : research and teaching
de Landsheere, Gilbert ULiege; Bayer, E.

Report (1967)

Objective description o.f teacher behavior in the classroom remains necessary. And since we have not yet a really satisfying instrument for that description, research also remains necessary. To convey a ... [more ▼]

Objective description o.f teacher behavior in the classroom remains necessary. And since we have not yet a really satisfying instrument for that description, research also remains necessary. To convey a correct picture of teachin processes, it seems that research has still to solve some problems of observational procedures and to refine the analysis techniques, but it mainly must : 1. extract the teaching variables from the various concenptual systems used and empirically described and introduce them into a theoretical framework 2. define experimentally the conditions of a valid measurement of these variables 3. test the currently hypothetized relationships between these variables and the teachers personalities and properties, methods and systems of teaching, the pupils activities and personalities and their learnings. The recent papers of Biddle1, Gage and Unruh2 seem to present a promising base to discuss these problems and to build a useful framework for rosearch. When we have an efficient, easy to handle instrument at our disposal, the shall then be ablB to investigate whether the teaching methods observed are really in the line of the objectives chosen or not. Of course, another kind of research is also needed, but though important, it is of secondary rank in our perspective. When the general method best suited for reaching the objections imposed by our modern culture have been defined, we must then also define the best way to use the different aids, techniques, processes in that context, to train teachers, etc. It is evident, for instance, that there is an optimum duration of exposure of a definite class of individuals, learning definite subjects, to TV teaching, audio-lab training. [less ▲]

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See detailConsidérations sur la recherche spatiale
Fraeijs de Veubeke, Baudouin ULiege

Report (1965)

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See detailContrôle de la qualité du béton en laboratoire et sur chantier.
Campus, Ferdinand ULiege; Dutron, R.; Coune, A.

Report (1964)

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See detailUpper and lower bounds in matrix structural analysis
Fraeijs de Veubeke, Baudouin ULiege

Report (1963)

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See detailRocket propulsion
Barrère, Marcel; Jaumotte, André; Fraeijs de Veubeke, Baudouin ULiege et al

Report (1960)

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See detailPerformances balistiques des fusées
Fraeijs de Veubeke, Baudouin ULiege

Report (1958)

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See detailLa propulsion par fusées
Barrère, Marcel; Jaumotte, André; Fraeijs de Veubeke, Baudouin ULiege et al

Report (1957)

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See detailTrajectoires optimales des fusées
Fraeijs de Veubeke, Baudouin ULiege

Report (1956)

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See detailIteration in semidefinite eigenvalue problems
Fraeijs de Veubeke, Baudouin ULiege

Report (1955)

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See detailL'aérodynamique des planeurs
Fraeijs de Veubeke, Baudouin ULiege

Report (1839)

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See detailNonlinear dynamics of flexible bodies
Fraeijs de Veubeke, Baudouin ULiege

Report (n.d.)

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See detailCours de théorie des structures : élasticité
Fraeijs de Veubeke, Baudouin ULiege

Report (n.d.)

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See detailMatrix structural analysis
Fraeijs de Veubeke, Baudouin ULiege

Report (n.d.)

Detailed reference viewed: 30 (6 ULiège)