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This paper aims to investigate the efficiency of a laminated composite for shielding applications. The solution has to be efficient not only for the shield against static magnetic fields but also “for low-frequency ones, in order to be well-suited for applications with electromagnetic perturbations in the frequency range DC to 100 kHz.”

The composite constituted of a steel sheet taken in a sandwich between two aluminum (Al) sheets is produced by cold roll bonding. A good adherence between Al and steel sheets, ensuring a good mechanical resistance, is obtained with a specific process. A previous study has shown that the optimal trade-off between adherence and magnetic shielding effectiveness (SE_H) is obtained with a 230 µm composite produced with an initial thickness of Al and steel sheets, respectively, of 250 and 100 µm. In this paper, the 230 µm Al/steel/Al composite is used in three applications modelized by two-dimensional numerical simulations. To obtain reasonable computation time for the simulations, a homogenization method is applied to the composite. Studied applications are a cylindrical box containing a coil, a square box under an external magnetic field and a high voltage cable.

In each application, SE_H is calculated at low frequency and different materials (Al/steel/Al, Al, steel and copper) are compared. It is observed that, in each application, the composite presents higher SE_H at equal mass, especially for frequencies between 5 and 100 kHz.

The proposed approach, from the material point of view to the system consideration, shows that the thin bimetallic composite is an innovative and promising solution for magnetic shielding in the case of applications with both DC and low-frequency perturbations.

The purpose of this paper is to present two classes of distance learning experiments, with feedbacks. The experiments are based on constructivism theory.

The paper adopts an experimental approach. Experiments are made with students. The assessments come from an analysis of questionnaires.

The results show technical evaluations and pedagogical evaluations of the e‐learning platform.

There are functional improvements of the developed platform.

There are technical improvements of the developed platform.

This paper presents a student centered pedagogical approach supported by distant e‐learning platform.

Today, there is no academic or sociocultural context in which Austrian Economics (AE) is described as being dominant. AE is and remains, for better or for worse, a heterodox current. In the United States, however, but probably nowhere else in the world, AE is heterodox without being invisible or inconsequential. American scholars for whom AE is their preferred paradigm have been able to participate actively in the sort of “discussions” that Arjo Klamer (2007, p. 4) wishes to encourage. They are taken seriously by fellow economists. The vitality of American AE has no equivalent in the rest of the world.¹ Obvious constraints of time and space prevent us from offering supporting evidence for this sweeping statement, but in this paper we propose to take a close look at the French case. AE has made few inroads in France. There was a brief period in the 1980s when it was the object of some short-lived enthusiasm; since then interest has waned, although there are indications that the tide might yet again be turning, and in fact, as compared to many other western European countries, France may turn out to be, all things being relative, a less infertile ground than might a priori be thought.