Léa lave son linge à la main ou comment à la main ne désigne pas la partie du corps

Après une mise au point de la terminologie et des critères de figement, nous analysons le statut de séquences où la préposition à introduit un GP [moyen] telles que : Un brouillard à couper au couteau Etre à ramasser à la petite cuiller Nourrir son bébé (au sein+au biberon+à la cuiller) Laver son linge (à la main+à la machine) Nous aboutissons à une sorte de continuum pour ce qui est du figement de ces séquences. En effet les deux premiers exemples répondent à l’ensemble des critères retenus pour le figement tandis que pour les deux derniers les critères ne convergent pas tous, ce qui nous conduit à formuler l’hypothèse qu’il existerait des critères plus significatifs que d’autres. Ainsi il y aurait des conditions nécessaires, qui doivent obligatoirement être requises pour être considéré comme « figée » et d’autres critères qui constitueraient des conditions suffisantes.After a clarifying the terminology and the « freezing » criteria, we now analyse the status of sequences where the preposition à introduces a PP [means] such as: Un brouillard à couper au couteau Etre à ramasser à la petite cuiller Nourrir son bébé (au sein+au biberon+à la cuiller) Laver son linge (à la main+à la machine) We come to a kind of continuum concerning the « freezing » of these sequences. The first two examples correspond to all the « freezing » criteria we accorded our attention to, whereas the next two do not meet all the criteria, this takes us to the hypothesis that criteria more significant than others might exist. Thus there would be necessary conditions which must compulsorily be requited to be considered as “frozen” and other criteria which would represent sufficient conditions

« Tout le monde me montre au doigt… » Remarques sur le complément de moyen introduit par la préposition à

On a constitué un corpus de noms, sous-classifiés selon des critères distributionnels en noms d’animaux, noms de végétaux, noms de matières afin d’examiner à quelles conditions ils peuvent former un complément de moyen introduit par à. L’hypothèse pour expliquer que seuls certains d’entre eux admettent cette combinaison, et de plus en un sens précis, est que à sélectionne des noms dont le référent correspond à une entité construite ou déviée de sa nature pour servir à une activité humaine : pêcher à la mouche, se parfumer à la lavande, se nettoyer la peau à l’argile.A corpus of nouns was constituted and sub-categorised according to distributional criteria into names of animals, plants and materials in order to examine the conditions required for the forming of an adverbial phrase of manner introduced by à. The hypothesis to explain why this construction is accepted by some but not others, moreover to give a more precise meaning, is that à calls upon nouns whose referent relates to a constructed entity or one that is diverted from its original nature to serve a human activity: pêcher à la mouche, se parfumer à la lavande, se nettoyer la peau à l’argile

Pourquoi " rester POUR quelque temps " est-il susceptible de poser un problème d'acceptabilité ?

International audienceSome foreign speakers produce sentences like Je reste en France pour six mois (≈ "I am staying in France for six months"), combining the preposition pour (≈ "for") and the verb rester (≈ "to stay") to express "duration". However, if the English version seems to be tolerable, the French one is not acknowledged unanimously by French native speakers. A part of them considers such as a construction acceptable and the other part is uncertain and prefers the use of pendant (≈ "during") to pour, but without any conviction. Such a report is intriguing and deserves a meticulous study. We believe that the observed hesitations are due to two sorts of linguistic phenomena: firstly, the "signified" of the French preposition pour is not compatible with the aspectual informations implied by the use of rester since pour involves, in uses including the structure "pour Nduration", that the final boundaries of the duration are fuzzy and unclear; thus, pour is incompatible with numeral quantifiers like deux, trois, cinq, etc. (mois) ("two, three, five (months)"), while the verb rester calls to mind an "unlimited interval". Secondly, speakers may confuse pour with pendant which expresses more clear boundaries in sentences like Je reste en France pendant six mois. In addition, the aspectual properties of rester can also be wrongly considered as the same as the other "static verb" être ("to be"): the latter accepts, for example, the combination with inchoative process but not the former. That's why native speakers are not convinced about the heard patterns. Our hypotheses are confirmed and supported, in this study, by a large corpus of sentences and several linguistic criteria.Certains étrangers produisent des énoncés comme Je reste en France pour six mois combinant la préposition pour avec le verbe d'" état " rester pour exprimer un certain rapport de " durée ". Toutefois, si ce type de constructions peut paraître tout à fait acceptable par certains francophones natifs, d'autres, au contraire le trouvent douteux, mais sans grande conviction. Un tel constat est pour le moins intriguant et incite à mener une étude méticuleuse sur ces constructions afin de comprendre et d'expliquer ce sentiment d'incertitude. Il y a, selon nous, deux phénomènes linguistiques qui permettent de justifier ce constat. Le premier a trait à une incompatibilité distributionnelle constatée dans ce type d'exemples : le fait que la préposition pour n'engage pas la borne finale dans l'expression de la " durée " se trouve en conflit avec, à la fois, les compléments spécifiés par des quantifieurs " numéraux ", de type deux, trois, cinq (mois), etc. et avec l'emploi du verbe rester qui implique, lui, que cette durée est " illimitée ". Un tel emploi est plus approprié avec la préposition pendant, qui introduit un intervalle objectif parcouru du début jusqu'à la fin. Quant au deuxième, il correspond à une probable confusion dans la tête des locuteurs selon laquelle on assimile d'un côté pour et pendant et de l'autre être et rester, alors qu'ils sont linguistiquement très différents, ce qui entraîne ce flottement dans les jugements. Nos hypothèses sont étayées et confirmées par le recours à un important corpus et à une multitude de tests linguistiques

Quelles pratiques littéraciées sont mobilisées par les futurs professeurs des écoles lorsqu’ils « font de la grammaire » ?

Nous proposons de transposer la notion de co-construction des inégalités et de malentendus sociocognitifs développés au sein du CIRCEFT au contexte de formation universitaire des futurs professeurs des écoles. Le concept de malentendu sociocognitif invite à prendre en compte le travail interprétatif de l’apprenant. C’est cette préoccupation qui nous a conduits à nous intéresser aux literacy studies et à chercher à mettre en évidence le sens que les étudiants ont effectivement construit des situations d’enseignement-apprentissage de la grammaire. Ainsi, les étudiants ne semblent pas inscrire ces « évènements de littéracie » dans les pratiques spécifiques de littéracie que constitue justement ce que l’on nomme la littéracie scolaire. Au-delà du sens que les étudiants donnent aux catégories grammaticales (sujet, phrase, verbe, etc.), nous nous sommes intéressés au sens qu’ils donnent à des opérations linguistiques (segmentation, suppression, déplacement, commutation) et aux enjeux d’apprentissage de l’activité grammaticale en analysant comment ils utilisent ces manipulations linguistiques et ces catégories.We propose to translate the concept of co-construction of inequalities and of sociocognitive misunderstanding developed within the CIRCEFT to the context of university training of future teachers of schools. The concept of sociocognitive misunderstanding invites to take into account the interpretative work of the learner. It is this concern that has led us to take an interest in Literacy Studies. From these concepts, we highlight the meaning that the students have actually constructed of situations of teaching-learning of grammar. Thus, students do not seem to be putting these “literacy events” in the specific literacy practices of what is called school literacy. Beyond the meaning that students give to the grammatical categories (subject, sentence, verb, etc.), we are interested in the meaning they give to linguistic operations (segmentation, suppression, displacement, commutation) and learning issues of grammatical activity by analyzing how they use these linguistic manipulations and categories

Is autophagy the key mechanism by which the sphingolipid rheostat controls the cell fate decision?

Sphingolipids are major constituents of biological membrane and some of them behave as second messengers involved in the cell fate decision. Ceramide and sphingosine 1-phosphate (S1P) constitute a rheostat system in which ceramide promotes cell death and S1P increases cell survival. We have shown that both sphingolipids are able to trigger autophagy with opposing outcomes on cell survival. Here we discuss and speculate on the diverging functions of the autophagic pathways induced by ceramide and S1P, respectively

Préparation collaborative de dictées : analyse des échanges et des textes produits

Le dispositif Twictée fait collaborer des classes distantes : leurs élèves échangent des dictées et leurs corrections par le réseau Twitter. Le texte de ces dictées est conçu et les séances préparées par leurs enseignants sur une plateforme en ligne entre enseignants. Dans quelle mesure ce dispositif de préparation aide-t-il les enseignants à faire de la dictée un moment d’apprentissage de l’orthographe ? Permet-il une réflexion commune sur les situations d’enseignement de la langue ? Pour répondre à ces questions, nous analysons les échanges asynchrones en ligne lors de l’élaboration des textes des dictées, à travers le corpus des documents de préparation d’une année scolaire ainsi que la construction pas à pas de ce texte en analysant notamment les choix qu’opère le réseau d’enseignants au cours de ce travail d’élaboration des textes de dictées. Plusieurs résultats se dégagent concernant la fonction de la dictée (évaluation plutôt qu’apprentissage), la teneur des échanges (pédagogiques plutôt que didactiques), la difficulté rencontrée par les enseignants à prendre en compte la complexité du système linguistique et la temporalité des acquisitions des élèves.The Twictée device brings together distant classes: their students exchange dictations and their corrections through the Twitter network. The text of these dictations is designed and the sessions prepared by their teachers on an online platform between teachers. To what extent does this preparation device help teachers to make dictation a learning moment in spelling? Does it allow a common reflection on language teaching situations? To answer these questions, we analyse the asynchronous exchanges online during the elaboration of the texts of dictations, through the corpus of documents of preparation of a school year as well as the step-by-step construction of this text by analysing in particular the choices made by the network of teachers during this work of elaboration of dictation texts. Several results emerge concerning the function of dictation (evaluation rather than learning), the content of the exchanges (pedagogical rather than didactic), the difficulty encountered by the teachers in taking into account the complexity of the linguistic system and the temporality of the students' acquisitions

Small cargoes pass through synthetically glued Golgi stacks.

How are proteins transported across the stacked cisternae of the Golgi apparatus? Do they stay within the cisterna while the latter matures and progresses in an anterograde manner, or do they navigate between the cisternae via vesicles? Using synthetic biology, we engineered new tools designed to stabilize intercisternal adhesion such that Golgi cisternae are literally glued together, thus preventing any possible cisternal progression. Using bulk secretory assays and single-cell live imaging, we observed that small cargoes (but not large aggregated cargoes including collagen) still transited through glued Golgi, although the rate of transport was moderately reduced. ARF1, whose membrane recruitment is required for budding COPI vesicles, continues to cycle on and off glued Golgi. Numerous COPI-size vesicles were intercalated among the glued Golgi cisternae. These results suggest that cisternal progression is not required for anterograde transport, but do not address the possibility of cisternal maturation in situ

A potent betulinic acid analogue ascertains an antagonistic mechanism between autophagy and proteasomal degradation pathway in HT-29 cells

Betulinic acid (BA), a member of pentacyclic triterpenes has shown important biological activities like anti-bacterial, anti-malarial, anti-inflammatory and most interestingly anticancer property. To overcome its poor aqueous solubility and low bioavailability, structural modifications of its functional groups are made to generate novel lead(s) having better efficacy and less toxicity than the parent compound. BA analogue, 2c was found most potent inhibitor of colon cancer cell line, HT-29 cells with IC50 value 14.9 μM which is significantly lower than standard drug 5-fluorouracil as well as parent compound, Betulinic acid. We have studied another mode of PCD, autophagy which is one of the important constituent of cellular catabolic system as well as we also studied proteasomal degradation pathway to investigate whole catabolic pathway after exploration of 2c on HT-29 cells. Mechanism of autophagic cell death was studied using fluorescent dye like acridine orange (AO) and monodansylcadaverin (MDC) staining by using fluorescence microscopy. Various autophagic protein expression levels were determined by Western Blotting, qRT-PCR and Immunostaining. Confocal Laser Scanning Microscopy (CLSM) was used to study the colocalization of various autophagic proteins. These were accompanied by formation of autophagic vacuoles as revealed by FACS and transmission electron microscopy (TEM). Proteasomal degradation pathway was studied by proteasome-Glo™ assay systems using luminometer.The formation of autophagic vacuoles in HT-29 cells after 2c treatment was determined by fluorescence staining – confirming the occurrence of autophagy. In addition, 2c was found to alter expression levels of different autophagic proteins like Beclin-1, Atg 5, Atg 7, Atg 5-Atg 12, LC3B and autophagic adapter protein, p62. Furthermore we found the formation of autophagolysosome by colocalization of LAMP-1 with LC3B, LC3B with Lysosome, p62 with lysosome. Finally, as proteasomal degradation pathway downregulated after 2c treatment colocalization of ubiquitin with lysosome and LC3B with p62 was studied to confirm that protein degradation in autophagy induced HT-29 cells follows autolysosomal pathway. In summary, betulinic acid analogue, 2c was able to induce autophagy in HT-29 cells and as proteasomal degradation pathway downregulated after 2c treatment so protein degradation in autophagy induced HT-29 cell

Biological membranes in EV biogenesis, stability, uptake, and cargo transfer: an ISEV position paper arising from the ISEV membranes and EVs workshop

Paracrine and endocrine roles have increasingly been ascribed to extracellular vesicles (EVs) generated by multicellular organisms. Central to the biogenesis, content, and function of EVs are their delimiting lipid bilayer membranes. To evaluate research progress on membranes and EVs, the International Society for Extracellular Vesicles (ISEV) conducted a workshop in March 2018 in Baltimore, Maryland, USA, bringing together key opinion leaders and hands-on researchers who were selected on the basis of submitted applications. The workshop was accompanied by two scientific surveys and covered four broad topics: EV biogenesis and release; EV uptake and fusion; technologies and strategies used to study EV membranes; and EV transfer and functional assays. In this ISEV position paper, we synthesize the results of the workshop and the related surveys to outline important outstanding questions about EV membranes and describe areas of consensus. The workshop discussions and survey responses reveal that while much progress has been made in the field, there are still several concepts that divide opinion. Good consensus exists in some areas, including particular aspects of EV biogenesis, uptake and downstream signalling. Areas with little to no consensus include EV storage and stability, as well as whether and how EVs fuse with target cells. Further research is needed in these key areas, as a better understanding of membrane biology will contribute substantially towards advancing the field of extracellular vesicles.Fil: Russell, Ashley E.. University Johns Hopkins; Estados UnidosFil: Sneider, Alexandra. University Johns Hopkins; Estados UnidosFil: Witwer, Kenneth W.. University Johns Hopkins; Estados UnidosFil: Bergese, Paolo. Università Degli Studi Di Brescia; ItaliaFil: Bhattacharyya, Suvendra N.. Indian Institute of Chemical Biology; IndiaFil: Cocks, Alexander. Cardiff University; Reino UnidoFil: Cocucci, Emanuele. Ohio State University; Estados UnidosFil: Erdbrügger, Uta. University of Virginia; Estados UnidosFil: Falcon Perez, Juan M.. Ikerbasque Basque Foundation for Science; EspañaFil: Freeman, David W.. National Institute On Aging National Institute for Helth ; Estados UnidosFil: Gallagher, Thomas M.. Loyola University Of Chicago; Estados UnidosFil: Hu, Shuaishuai. Technological University Dublin; IrlandaFil: Huang, Yiyao. University Johns Hopkins; Estados Unidos. Southern Medical University; ChinaFil: Jay, Steven M.. University of Maryland; Estados UnidosFil: Kano, Shin-ichi. The University of Alabama at Birmingham School of Medicine; Estados UnidosFil: Lavieu, Gregory. Institut Curie; FranciaFil: Leszczynska, Aleksandra. University of California at San Diego; Estados UnidosFil: Llorente, Alicia M.. Oslo University Hospital; NoruegaFil: Lu, Quan. Harvard University. Harvard School of Public Health; Estados UnidosFil: Mahairaki, Vasiliki. University Johns Hopkins; Estados UnidosFil: Muth, Dillon C.. University Johns Hopkins; Estados UnidosFil: Noren Hooten, Nicole. National Institute On Aging National Institute for Helth ; Estados UnidosFil: Ostrowski, Matias. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Biomédicas en Retrovirus y Sida. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Biomédicas en Retrovirus y Sida; ArgentinaFil: Prada, Ilaria. Consiglio Nazionale delle Ricerche; ItaliaFil: Sahoo, Susmita. Icahn School of Medicine at Mount Sinai ; Estados UnidosFil: Schøyen, Tine Hiorth. Uit The Arctic University Of Norway; Noruega. University Johns Hopkins; Estados UnidosFil: Sheng, Lifuy. University of Washington. School of Medicine; Estados UnidosFil: Tesch, Deanna. Shaw University; Estados UnidosFil: Van Niel, Guillaume. No especifíca;Fil: Vandenbroucke, Roosmarijn E.. University of Ghent; BélgicaFil: Verweij, Frederik J.. No especifíca;Fil: Villar, Ana V.. Universidad de Cantabria; EspañaFil: Wauben, Marca. University of Utrecht; Países BajosFil: Wehman, Ann M.. Universität Würzburg; AlemaniaFil: Ardavan, Arzhang. Peking University; ; ChinaFil: Carter, David Raul Francisco. Oxford Brookes University; Reino UnidoFil: Vader, Pieter. University Medical Center Utrecht; Países Bajo