The Horizon: A blended wing aircraft configuration design project, volume 3

The results of a study to design a High-Speed Civilian Transport (HSCT) using the blended wing-body configuration are presented. The HSCT is a Mach 2 to 5 transport aircraft designed to compete with current commercial aircraft. The subjects discussed are sizing, configuration, aerodynamics, stability and control, propulsion, performance, structures and pollution effects

To confirm or to conform ? Performance goals as a regulator of conflict with more competent others

International audienceDespite the fact that most competence-relevant settings are socially relevant settings,the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance-goals are conceived as a social tool for regulating interpersonal behaviors with more competent others. In the confrontation with a more (vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more dominant behavior, i.e., competitive conflict regulation, whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more submissive behavior, i.e., protective conflict regulation. Four studies give support to these predictions with self-reported conflict regulation measures (Study 1 and 3), evaluation of models associated to self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognitive conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

Little work has studied achievement goals in social interaction situations. The present experiment aimed at contributing to this matter by showing the potential of social interaction (in particular disagreement) to moderate the effects of achievement goals on learning. Participants were led to think they interacted with a partner, sharing opinions about a text that they were studying. Mastery and performance goals were manipulated. During the "interaction,” they received either disagreement or agreement from this bogus partner. Results showed that a condition in which mastery goals were induced led to better learning than a performance goal condition only when the partner disagreed. No differences between goal conditions were observed when the partner agreed. Implications for achievement goal research are discusse

Achievement Goal Promotion at University: Social Desirability and Social Utility of Mastery and Performance Goals

sous presseInternational audienc

Individual differences in perceived social desirability of Openness to experience: A new framework for social desirability responding in personality research

The extent to which response distortion – such as social desirability responding (SDR) – is present in self–report measures is an issue of concern and debate in personality research, as it may seriously impact such measures' psychometric indices. The present research aimed at using the social value framework to shed new light on SDR in self–report personality tests. Two studies tested the moderating role of individual differences in perceived social desirability of the Openness to Experience dimension for test–retest reliability and predictive validity of a typical Openness measure. Results support the hypothesized moderating role of perceived social desirability for improving test–retest reliability, providing the testing condition guarantees full anonymity (Study 1), and for predictive validity (Study 2). Findings are discussed with regards to SDR in personality research and the social value framework

Improving low achievers' academic performance at university by changing the social value of mastery goals

Recent research has shown that, in a University context, mastery goals are highly valued, and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which case mastery goals do not predict academic achievement. The present two experiments induced high vs. neutral levels of mastery goals' social utility and social desirability. Results confirmed that mastery goals predicted performance only when these goals were presented as socially useful but not socially desirable, especially among low achievers, those who need mastery goals the most to succeed

Assessing does not mean threatening : the purpose of assessment as a key determinant of girls' and boys' performance in a science class

International audienceDans le domaine scientifique, plusieurs travaux pointent les performances plus faibles des filles, en comparaison de celles obtenues par les garçons, surtout lorsque la situation évaluative active le stéréotype négatif supposé à propos de leurs capacités. L'originalité de cette recherche a été de ne pas répliquer un effet de menace du stéréotype, cette étude a testé l'efficacité d'une évaluation orientée vers la maîtrise en gardant le caractère évaluatif de la situation et surtout a permis de prouver que cette situation offrait un environnement d'apprentissage équitable pour les filles et les garçons

Deep germanium etching using time multiplexed plasma etching

Abstract : There is a growing need for patterning germanium for photonic and photovoltaics applications. In this paper, the authors use a time multiplexed plasma etch process (Bosch process) to deep etch a germanium substrate. They show that germanium etching presents a strong aspect ratio dependent etching and that patterns present scallops mostly on the upper part (aspect ratio below 0.8). Passivation layers are formed during the passivation step by neutrals’ deposition and are reinforced during the etching step by the redeposition of sputtered fluorocarbon species from the etch front. When the sidewalls are passivated, reactive neutrals diffuse through Knudsen-like diffusion down to the bottom of the pattern to etch the germanium. The Knudsen-like diffusion is responsible for the aspect ratio dependent etching and makes difficult the etching of holes with aspect ratios above 10 while trenches with aspect ratio of 17 are still etched faster than 2 lm/min

Structured Cooperative Learning as a Means for Improving Average Achievers' Mathematical Learning in Fractions

International audienceIn primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as means to improve students' learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationships that is likely to take place between low and high achievers students. This intervention proposes structuring interactions in order to boost the learning of average achievers in heterogeneous groups. We hypothesize that highly structured cooperative learning should improve average achievers' understanding of the content-targeted in group work as well as progress in terms of fractions learning, when compared to low-structured cooperative learning. In this intervention, 108 fifth graders worked cooperatively in heterogeneous triads (a low, average, and high achiever). The triads had to express the length of one segment using three rulers with different sub-units and respecting three mathematical skills regarding fractions. Triads were randomly assigned to a low-structured or high-structured cooperative learning condition. In the low-structured condition, no specific structure was provided. (i.e., they organized their cooperative work as they wished). In the high-structured condition, each student became an expert for one part before working in the triad and endorsed different responsibilities. The results indicated that highly structured cooperative learning favors the understanding of the targeted task, especially for average-ability students. Moreover, students at all levels progressed from the baseline test to the post-test. Indeed, low and high achievers had the same progression in both conditions, whereas average achievers progressed more in the highly structured condition. Results are discussed in terms of new teaching methods that could efficiently increase average achievers’ performances