198 research outputs found
Les supports au cĆur des pratiques en classe de langue
Quels que soient les contextes et modalitĂ©s dâenseignement des langues, lâutilisation de supports fait inĂ©vitablement partie des pratiques de classe. Ce constat empirique interroge la place de ces derniers dans la construction de son action par lâenseignant.Notre contribution vise Ă Ă©clairer les façons dont lâenseignant intĂšgre les supports dans diffĂ©rentes phases de planification de son action. Prenant appui sur des questionnaires recueillis auprĂšs dâenseignants de français langue maternelle, seconde ou Ă©trangĂšre de lâĂ©cole Ă©lĂ©mentaire, ainsi que sur des observations de classe, nous aborderons les supports en suivant leur parcours au sein de la fabrique de lâaction enseignante. Au-delĂ des ressources prĂ©vues lors de la planification pour la rĂ©alisation dâactivitĂ©s, nous montrerons que dâautres ressources interviennent plus secondairement dans lâenseignement/apprentissage. Nous nous demanderons dans quelle mesure elles font Ă©galement lâobjet dâune forme de planification et participent Ă la constitution de lâenvironnement de la classe. Nous observerons enfin comment la construction de cet environnement est impliquĂ©e dans la fabrique, sur le plus long terme, de lâaction dâenseignement et constituerait lâun des savoir-faire de lâenseignant.Irrespective of the contexts and the modalities of language teaching, supports will play a part. This justifies a study of their role in the teacherâs design of his or her action.The aim of this paper is to clarify the ways a teacher plans the use of supports in the different phases of his or her activity. Questionnaires collected among elementary school teachers of French as a first, second or foreign language and classroom observations have provided the information we needed to study the use of supports by following how their use evolves with the teacherâs action. We will show that, on top of the planned resources, other resources play a less important part in the course of the activity. We will try and see whether their use has also been planned and whether they are part of the environment of the classroom. We will finally observe how the construction of this environment is implied in the long-term making of the teaching activity and is part and parcel of a teacherâs experience
Interferometer response characterization algorithm for multi-aperture Fabry-Perot imaging spectrometers
In recent years, the demand for hyperspectral imaging devices has grown
significantly, driven by their ability of capturing high-resolution spectral
information. Among the several possible optical designs for acquiring
hyperspectral images, there is a growing interest in interferometric spectral
imaging systems based on division of aperture. These systems have the advantage
of capturing snapshot acquisitions while maintaining a compact design. However,
they require a careful calibration to operate properly. In this work, we
present the interferometer response characterization algorithm (IRCA), a robust
three-step procedure designed to characterize the transmittance response of
multi-aperture imaging spectrometers based on the interferometry of
Fabry-Perot. Additionally, we propose a formulation of the image formation
model for such devices suitable to estimate the parameters of interest by
considering the model under various regimes of finesse. The proposed algorithm
processes the image output obtained from a set of monochromatic light sources
and refines the results using nonlinear regression after an ad-hoc
initialization. Through experimental analysis conducted on four different
prototypes from the Image SPectrometer On Chip (ImSPOC) family, we validate the
performance of our approach for characterization. The associated source code
for this paper is available at https://github.com/danaroth83/irca.Comment: 20 pages, 11 figures. (Revised structure, added experiments
Dioxin-Mediated Up-Regulation of Aryl Hydrocarbon Receptor Target Genes Is Dependent on the Calcium/Calmodulin/CaMKI⣠Pathway
Cadmium accumulation and interactions with zinc, copper, and manganese, analysed by ICP-MS in a long-term Caco-2 TC7 cell model
The influence of long-term exposure to cadmium (Cd) on essential minerals was investigated using a Caco-2
TC7 cells and a multi-analytical tool: microwave digestion and inductively coupled plasma mass spectrometry.
Intracellular levels, effects on cadmium accumulation, distribution, and reference concentration
ranges of the following elements were determined: Na, Mg, Ca, Cr, Fe, Mn, Co, Ni, Cu, Zn, Mo, and Cd.
Results showed that Caco-2 TC7 cells incubated long-term with cadmium concentrations ranging from 0 to
10 lmol Cd/l for 5 weeks exhibited a significant increase in cadmium accumulation. Furthermore, this
accumulation was more marked in cells exposed long-term to cadmium compared with controls, and that
this exposure resulted in a significant accumulation of copper and zinc but not of the other elements
measured. Interactions of Cd with three elements: zinc, copper, and manganese were particularly studied.
Exposed to 30 lmol/l of the element, manganese showed the highest inhibition and copper the lowest on
cadmium intracellular accumulation but Zn, Cu, and Mn behave differently in terms of their mutual
competition with Cd. Indeed, increasing cadmium in the culture medium resulted in a gradual and significant
increase in the accumulation of zinc. There was a significant decrease in manganese from 5 lmol
Cd/l exposure, and no variation was observed with copper.
Abbreviation: AAS â Atomic absorption spectrometry; CRMâ Certified reference material; PBS â Phosphate
buffered saline without calcium and magnesium; DMEM â Dubelccoâs modified Eagleâs medium
d-Polyarginine Lipopeptides as Intestinal Permeation Enhancers.
An estimated 285 million people were living with diabetes in 2010, and this number is expected to reach 440 million by 2030. Current treatment of this disease involves the intradermal injection of insulin analogues. Many alternative administration routes have been proposed, the oral route being the most widely studied. One of the most interesting approaches for insulin delivery is the use of permeation enhancers to increase its transport across the gastrointestinal tract (GIT). Cellâpenetrating peptides (CPPs) are a remarkable example of this family of compounds. Another alternative is the use of mediumâchain fatty acids (MCFAs) to temporally disrupt the tight junctions of the GIT, thereby allowing greater drug transport. A combination of both strategies can provide a synergistic way to increase drug transport through the GIT. In this study we evaluated the complexation of insulin glulisine, an insulin analogue administered subcutaneously or intravenously in clinical practice, with a wellâknown CPP modified with the MCFA lauric acid. We prepared several formulations, examined their stability, and tested the best candidates in an intestinal cellâbased model. In particular, two compounds (C12âr4 and C12âr6) were found to significantly increase the transport of insulin, and therefore show promise as a new delivery system worthy of further evaluation
Decision trees to characterise the roles of permeability and solubility on the prediction of oral absorption
Oral absorption of compounds depends on many physiological, physiochemical and formulation factors. Two important properties that govern oral absorption are in vitro permeability and solubility, which are commonly used as indicators of human intestinal absorption. Despite this, the nature and exact characteristics of the relationship between these parameters are not well understood. In this study a large dataset of human intestinal absorption was collated along with in vitro permeability, aqueous solubility, melting point, and maximum dose for the same compounds. The dataset allowed a permeability threshold to be established objectively to predict high or low intestinal absorption. Using this permeability threshold, classification decision trees incorporating a solubility-related parameter such as experimental or predicted solubility, or the melting point based absorption potential (MPbAP), along with structural molecular descriptors were developed and validated to predict oral absorption class. The decision trees were able to determine the individual roles of permeability and solubility in oral absorption process. Poorly permeable compounds with high solubility show low intestinal absorption, whereas poorly water soluble compounds with high or low permeability may have high intestinal absorption provided that they have certain molecular characteristics such as a small polar surface or specific topology. Ă© 2014 Published by Elsevier Masson SAS
La langue de scolarisation au collÚge, au carrefour des didactiques du français en particulier et des didactiques des disciplines en général
National audienc
Discours dâenseignement dans des manuels de disciplines dites non linguistiques et apprentissage du français, langue seconde
International audienc
Littératie, relations à la culture scolaire et didactique de la lecture-écriture en français langue seconde
National audienc
French as a second language and as a schooling language. Theorization, description and didactic interactions analysis
La recherche envisage le français langue seconde comme langue de scolarisation Ă partir dâune rĂ©flexion sur la situation dâenseignement/apprentissage du français par des Ă©lĂšves allophones scolarisĂ©s dans le systĂšme Ă©ducatif français en classe dâaccueil de collĂšge. La notion de langue de scolarisation, utilisĂ©e Ă lâorigine Ă propos de lâenseignement scolaire dans les pays de français langue seconde, est mise au cĆur de lâĂ©tude et fait lâobjet dâune analyse didactique et linguistique sâattachant Ă en identifier les composantes. A partir dâune rĂ©flexion sur les usages de la langue Ă lâĂ©cole, la recherche tente de dĂ©limiter le champ dâapplication de la langue de scolarisation et suggĂšre un recentrage sur les discours dâenseignement dont elle propose une description. Ces discours sâapparentent Ă des discours spĂ©cialisĂ©s que mettent en Ćuvre les diffĂ©rentes disciplines scolaires et qui nĂ©cessitent un traitement didactique spĂ©cifique pour faciliter lâintĂ©gration des Ă©lĂšves allophones en classe francophone. LâĂ©tude empirique porte sur un corpus dâinteractions didactiques enregistrĂ©es en classe dâaccueil de collĂšge et transcrites. Elle mobilise les outils et mĂ©thodes de la linguistique des interactions verbales et sâattache Ă montrer les modalitĂ©s de transmission des connaissances en sâintĂ©ressant aux formes dâĂ©nonciation des savoirs et Ă leur construction collaborative, en relation avec les supports Ă©crits utilisĂ©s comme auxiliaires du discours de lâenseignant. La recherche se veut conjointement une contribution Ă lâĂ©tude des discours de transmission de connaissances et Ă la rĂ©flexion mĂ©thodologique de la didactique du français langue seconde dans le systĂšme Ă©ducatif français.This research examines French as a schooling language for pupils with a different mother tongue, by focusing on the way it is taught in the French educational system by students who attend French "collĂšges" (the first four years of secondary education) in what are known as "classes dâaccueil", i. e. special classes where these students are taught French as a foreign (or second) language. The concept of a schooling language, originally used about school teaching in countries where French was not the mother tongue, is central to this study and is analyzed in both didactical and linguistic terms in order to identify and define its components. Starting with a reevaluation of the way language is used in school, this research tries to map out the field in which the schooling language is applied and suggests focusing on the teaching discourses which are then described. They are akin to specialized discourses on the various school subjects but require a specific didactic treatment, in order to facilitate the integration of classes dâaccueil pupils into regular classes for French-speaking pupils. The empirical study analyses a corpus of didactical interactions recorded in "classes dâaccueil" and later transcribed. It uses the tools and methodologies usually pertaining to the linguistics of verbal interaction and strives to show how knowledge is transmitted through both formal enunciation of knowledge and its co-construction, in relation with the written material used to help the teacherâs discourse. This research has a twofold aim: to contribute to the study of knowledge transmission discourses and to the methodology of French as a second language within the French system of education
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