15 research outputs found
Full genome characterization and phylogenetic analysis of hepatitis B virus in gibbons and a caretaker in Central Kalimantan, Indonesia
Hepatitis B virus (HBV) from gibbons was characterized, and the possibility of horizontal transmission between gibbons and humans was examined in a gibbon rehabilitation center in Central Kalimantan, Indonesia. Ten gibbons that were positive for the hepatitis B surface antigen (HBsAg) on arrival and 13 caretakers for those gibbons were included in this study. The duration of stay at the rehabilitation center ranged from 1 to 10 years. Serological and molecular analyses were performed. Six gibbons were positive for HBsAg, whereas HBV DNA was detected in all ten of the gibbons sampled. On the other hand, HBsAg was detected in only 1 of the 13 caretakers. HBV samples from seven gibbons and from the one infected human were chosen for complete genome sequencing. A phylogenetic analysis revealed that the cluster of gibbon strains in this study was distinct from strains previously reported from other countries. In the pre-S1 region, we found a unique amino acid residue substitution (P89K), three insertions between T87 and L88 in the genomes of three gibbons, and a 33-nucleotide deletion at the start of pre-S1 that is common in non-human primates. The caretaker sample was identified as HBV subgenotype B3, the most common type in Indonesia. For the complete HBV sequences, the similarity between gibbons in this study and other non-human primate and human HBV isolates was 90â91.9 % and 85.5â89.6 %, respectively. In conclusion, the gibbon HBV genotype was influenced by geographic location and species. To the best of our knowledge, this is the first report characterizing the HBV genes and genomes of indigenous gibbons in Indonesia
Identifier et qualifier les acteurs et comprendre le ressort de leurs actions
Cet article se concentre sur des donnĂ©es recueillies dans une recherche collaborative intitulĂ©e : « Ăducation au dĂ©veloppement durable, disciplines scolaires et approches de la complexitĂ©Â : quels outils de pensĂ©e ? ». Cette recherche se propose dâexplorer les processus dâenseignement et dâapprentissage de la pensĂ©e complexe avec des Ă©lĂšves ĂągĂ©s de 13 Ă Â 15 ans. Les donnĂ©es discutĂ©es dans cette contribution ont Ă©tĂ© recueillies en entretiens semi-directifs avec des groupes dâĂ©lĂšves aprĂšs une sĂ©quence dâenseignement lors de laquelle est Ă©tudiĂ© un type de situation faisant dĂ©bat dans une perspective de dĂ©veloppement durable. On Ă©tudie la capacitĂ© des Ă©lĂšves (et des professeurs) Ă identifier et qualifier les parties prenantes du dĂ©bat. Les rĂ©sultats montrent que beaucoup dâĂ©lĂšves nomment des acteurs collectifs et / ou indiffĂ©renciĂ©s et que les conditions de lâaction de ces intervenants sont rarement explicitĂ©es.This paper focuses on data collected during a collaborative research project entitled âEducation for sustainable development, school subjects and approaches to complex issues: what tools for thought?â. The main purpose of this research was to explore teaching and learning processes which allow 13 to 15 years old pupils to develop âcomplex thinkingâ. The data discussed in this paper were collected from semi-structured interviews with groups of pupils (focus groups) after a teaching sequence during which a societal issue was studied from a sustainable development perspective. The ability of the pupils (and of the teachers) to identify and qualify the stakeholders involved in societal issues was qualitatively assessed. The results show that many pupils name undifferentiated and/or collective stakeholders and that the intentionality and the conditions for action of these stakeholders are rarely explicit
Strong interlayer hybridization in the aligned SnS2/WSe2 hetero-bilayer structure
International audienceThe combination of monolayers of different two-dimensional (2D) materials into van der Waals hetero-bilayer structures creates unprecedented physical phenomena, acting as a powerful tool for future devices. Understanding and exploiting these phenomena hinge on knowing the electronic structure and the hybridization of hetero-bilayer structures. Here, we show strong hybridization effects arising between the constitutive single layers of a SnS2/WSe2 hetero-bilayer structure grown by chemical vapor deposition. Surprisingly, the valence band maximum position of WSe2 is moved from the K point for the single layer WSe2 to the Î point for the aligned SnS2/WSe2 hetero-bilayer. Additionally, a significant photoluminescence quenching is observed for the SnS2/WSe2 hetero-bilayer structure with respect to the WSe2 monolayer. Using photoluminescence spectroscopy and nano-angle-resolved photoemission spectroscopy techniques, we demonstrate that the SnS2/WSe2 heterostructure present a type-II band alignment. These findings directly answer many outstanding questions about the electronic band structure and the band offset of SnS2/WSe2 hetero-bilayers for envisaging their applications in nanoelectronics
Cent chouettes pour Athéna
Pallas est un des noms dâAthĂ©na. Pour cĂ©lĂ©brer le centiĂšme tome de la revue Pallas, hommage est donc rendu Ă la dĂ©esse qui lui a donnĂ© son nom Ă travers une sĂ©rie dâĂ©tudes consacrĂ©es Ă son culte, son image, ses symboles, ses sanctuaires⊠Dans les pas de la dĂ©esse Ă lâĂ©gide, le lecteur parcourra la GrĂšce et son imaginaire, et dĂ©couvrira les diverses facettes et fonctions de la fille de Zeus, de la protectrice dâAthĂšnes, de la fidĂšle compagne dâUlysse⊠de lâAntiquitĂ© Ă sa rĂ©ception moderne. Il sâagit du premier travail collectif rĂ©alisĂ© sur AthĂ©na. Il permet dâĂ©clairer toutes ses facettes et de restituer la complexitĂ© dâune figure divine. Corinne Bonnet est professeur dâhistoire grecque Ă lâuniversitĂ© Toulouse â Jean-JaurĂšs. Elle est lâauteur de Les enfants de Cadmos. Le paysage religieux de la PhĂ©nicie hellĂ©nistique, Paris, De Boccard, 2015. Pierre BrulĂ© est professeur Ă©mĂ©rite dâhistoire grecque de lâuniversitĂ© de Rennes II. Il est lâauteur de Les Sens du poil, Paris, Les Belles Lettres, 2015. Le volume contient des contributions dâune quinzaine de spĂ©cialistes français et Ă©trangers
Characterization and thermal behavior of polymer-modified asphalt
A styrene-butadiene-styrene modified asphalt cement was characterized by infrared, differential scanning calorimetry, thermogravimetric analysis and empirical tests such as ring and ball softening point, penetration and elastic recovery. After aging in the rolling thin-film oven, the polymer-modified asphalt presented structural changes relating to oxidation of the material. The infrared spectra showed an increase in hydroxyl groups and the formation of carbonyl compounds and sulphoxides. The percentage of crystallized fraction calculated from differential scanning calorimetry was 0.41%. Thermogravimetric analyses in inert and oxidative atmospheres revealed distinct events during thermal decomposition; the initial activation energies were similar, but changed as the process evolved
Acteurs et action
AncrĂ© dans le champ des didactiques de lâhistoire et de la gĂ©ographie, lâouvrage analyse les situations dâenseignement-apprentissage par le prisme de lâaction didactique. Il cherche Ă cerner les processus en jeu lorsque les professeurs proposent aux Ă©lĂšves des situations empreintes dâun certain degrĂ© dâincertitude, afin que ces derniers apprĂ©hendent la situation dâincertitude qui est celle des acteurs du monde. La premiĂšre partie Ă©claire lâaction didactique Ă partir de lâappropriation par les Ă©lĂšves de situations qui leur sont proposĂ©es sur le mode de la rupture avec les fonctionnements classiques en histoire et en gĂ©ographie. CentrĂ©e sur les professeurs, la deuxiĂšme partie en donne lâimage dâacteurs incertains, loin de celle de meneurs qui se joueraient aisĂ©ment des contraintes. Et parmi ces incertitudes, celles qui sont produites par les Ă©lĂšves se rĂ©vĂšlent les plus dĂ©licates Ă gĂ©rer, soulignant ainsi lâindissociable relation entre enseignement et apprentissage. La troisiĂšme partie souligne les difficultĂ©s Ă faire construire en gĂ©ographie lâidĂ©e que les individus puissent ĂȘtre apprĂ©hendĂ©s comme des acteurs de la sociĂ©tĂ© dans laquelle ils vivent, alors mĂȘme que lâusage du terme dâacteur sâest fortement rĂ©pandu dans cet enseignement. Articulant Ă©tudes de cas et synthĂšses, lâouvrage engage Ă dĂ©velopper les recherches en didactiques de lâhistoire et de la gĂ©ographie, du cĂŽtĂ© des conditions de possibilitĂ© dâune prise de distance des acteurs, professeurs et Ă©lĂšves, avec les cultures disciplinaires scolaires