Visual analysis of inconsistencies in hydraulic simulation data

XXIV International Society for Photogrammetry and Remote Sensing Congress, Nice, FRANCE, 04-/07/2021 - 10/07/2021We present our contribution to the geovisualization and visual analysis of hydraulic simulation data, based on an interdisciplinary research work undertaken by researchers in geographic information sciences and in hydraulics. The positive feedback loop between researchers favored the proposal of visualization tools enabling visual reasoning on hydraulic simulated data so as to infer knowledge on the simulation model. We interactively explore and design 2D multi-scale styles to render hydraulic simulated data, in order to support the identification over large simulation domains of possible local inconsistencies related to input simulation data, simulation parameters or simulation workflow. Models have been implemented into QGIS and are reusable for other input data and territories

Les lieux de l’enseignement technique (XIXe-XXe siècles)

Les écoles techniques et professionnelles sont-elles des établissements scolaires comme les autres ? Comment y intégrer leur finalité de préparation à des métiers ? Pour éclairer leurs spécificités, ce dossier sur les « lieux de l’enseignement technique » fait dialoguer l’histoire de l’éducation et l’histoire de l’architecture. L’histoire de l’éducation est en effet intéressée par le contexte matériel dans lequel s’inscrit la pédagogie et par les traces laissées par les pratiques afin de vérifier la réalité concrète des politiques éducatives. L’histoire de l’architecture est, quant à elle, attentive à la définition fonctionnelle des locaux, aux politiques de construction, aux enjeux territoriaux et urbains, mais aussi politiques, économiques et sociaux dont sont porteurs les édifices, et que reflètent notamment leur expression architecturale et leurs programmes iconographiques. Menée à plusieurs échelles, l’étude de l’action de promoteurs, de concepteurs et d’usagers est indispensable pour apprécier la diversité des réalisations. Les articles réunis suggèrent ainsi, pour les XIXe et XXe siècles, combien la problématique des lieux est riche pour revisiter la diversité des réalisations et des conceptions qui ont guidé, à diverses échelles, la transmission des savoirs et des savoir-faire techniques et professionnels. Are technical and vocational institutions the same as other schools? How do they integrate their remit of preparing students for the world of work? To provide a clear picture of their specificities, this issue discusses technical education institutions. It provides an overview of the history of education, examining the physical context in which teaching takes place, as well as studying remnants of former practices. This helps to ascertain the concrete reality of educational policies, and the history of the architecture, focusing on a working definition of premises, construction policies and regional, urban, political, economic and social issues which are raised by the buildings and which are reflected in particular in their architectural expression and their iconographic programmes. The multi-level study of the actions of promoters, designers and users is crucial for evaluating the range of achievements. Focusing on the nineteenth and twentieth centuries, the various papers point to the fact that the issue of premises can tell us a great deal about the diversity of the achievements and concepts that have driven the transmission of knowledge and technical and professional know-how

Women’s dissatisfaction with inappropriate behavior by health care workers during childbirth care in France: A survey study

Background As part of a decades-long process of restructuring primary care, independent (also known as community) healthcare workers are being encouraged to work in groups to facilitate their coordination and continuity of care in France. French independent midwives perform about half of the early prenatal interviews that identify mothers' needs during pregnancy and then refer them to the appropriate resources. The French government, however, structured the COVID-19 pandemic response around public health institutions and did not directly mobilise these community healthcare workers during the lockdown phase. These responses have raised questions about their role within the healthcare system in crises. This survey’s main objectives were to estimate the proportion of independent midwives who experienced new difficulties in referring women to healthcare facilities or other caregivers and in collaborating with hospitals during the first stage of this pandemic. The secondary objective was to estimate the proportion, according to their mode of practice, of independent midwives who considered that all the women under their care had risked harm due to failed or delayed referral to care. Methods We conducted an online national survey addressed to independent midwives in France from 29 April to 15 May 2020, around the end of the first lockdown (17 March–11 May, 2020). Results Of the 5264 registered independent midwives in France, 1491 (28.3%) responded; 64.7% reported new or greater problems during the pandemic in referring women to health facilities or care-providers, social workers in particular, and 71.0% reported new difficulties collaborating with hospitals. Nearly half (46.2%) the respondents considered that all the women in their care had experienced, to varying degrees, a lack of or delay in care that could have affected their health. This proportion did not differ according to the midwives’ form of practice: solo practice, group practice with other midwives only, or group practice with at least two types of healthcare professionals. Conclusions The pandemic has degraded the quality of pregnant women’s care in France and challenged the French model of care, which is highly compartmentalised between an almost exclusively independent primary care (community) sector and a predominantly salaried secondary care (hospital) sector