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Lorsque l'inaptitude du majeur est subite et que l'experimentation, dans la mesure ou elle doit etre effectuee rapidement apres l'apparition de l'etat qui y donne lieu, ne permet pas d'attribuer ah majeur un representant legal en temps utile, le consentement est donne par la personne habilitee a consentir aux soins requis par le majeur; il appartient au comite d'ethique competent de determiner, lors de l'examen d'un projet de recherche, si l'experimentation remplit une telle condition.
Lorsque l'inaptitude d'un majeur a consentir aux soins exiges par son etat de sante est constatee ...
Lors de certaines recherches impliquant un majeur en situation d'inaptitude subite, l'art.
With unique sensibilities (aptitudes) and intellectual impairments (inaptitudes), savants often manage to negotiate their developmental niches by circumventing and compensating.
His detailed analysis of the workings of various "savant talents" reveals facility (aptitude), as well as hindrance (inaptitude).
D'une part, les references aux "contes de Perrault et de Mme d'Aulnoy" (Romans 1830: 863) denoncent l'inaptitude a la vie reelle de Sylvia et de Fernande sans l'intervention d'un heros Pygmalion, Jacques, qui prend en charge l'education morale de sa demi-soeur et oppose une vision pragmatique de la vie conjugale aux attentes romanesques de sa fiancee.
Indeed, I sometimes think that the attainment of expertise has as much to do with inaptitudes as aptitudes.
Whether or not one is making short-term predictions about continued success in a particular educational context or long-term predictions about success in a new context, the critical issue is the identification of those aptitudes needed for success and of the inaptitudes that will thwart it.
Understanding the treatment is the first step in understanding what personal characteristics will function as aptitudes (or inaptitudes) for those treatments.
According to Snow's (1994) aptitude theory (Lohman, this issue), the design should start with an analysis of affordances and demands of a curriculum, vis-a-vis aptitudes and inaptitudes as a baseline condition, and then move on to what instructional goals are to be achieved with the curriculum unit in question.
Counselors needs to understand multipotentiality, extreme interest, requisite components or personal characteristics essential for a domain (i.e., niche potential), aptitudes and inaptitudes at different phases of talent development, developmental trajectories of a specific child, and motivational characteristics (e.g., delay of gratification) that facilitate extended deliberate practice and continued problem solving involved in advanced, nonuniversal development (Feldman, 2003).