FM-AFM with hanging fiber probe for the study of liquid / liquid interfaces

This article describes how an FM-AFM using a hanging fiber force probe made from a quartz tuning fork provides local measurements on liquid-liquid interfaces. After detailing the manufacture and calibration of the force probe, we provide evidence that this AFM is suitable for quantitative measurements at the interface between two liquids. The repeatability of the measurements allows a PDMS / water moving interface to be monitored over several hours : the evaporation of a water droplet immersed in PDMS is observed, and its interfacial tension evolution over time is measured. Deformation of the interface is also observed. These capabilities, and preliminary results on the interface between two immiscible liquids, pave the way for interface manipulation and study of complex fluid-fluid interfaces

Amathonte : les abords Sud-Ouest de l’agora - 2018

Données scientifiques produites : Mission française d’Amathonte par l’EFAMission française d’Amathonte par l’Ambassade de France à Chypre Amathonte 2018 Introduction L’École française d’Athènes et le Ministère de l’Europe et des Affaires étrangères soutiennent depuis 2014 la reprise des travaux archéologiques à Amathonte. Dans la partie encaissée de la ville antique, entre l’agora et le port extérieur submergé, la zone du prétendu bassin intérieur fait l’objet d’une exploration archéologique ..

Enhanced activation of the left inferior frontal gyrus in deaf and dyslexic adults during rhyming

Hearing developmental dyslexics and profoundly deaf individuals both have difficulties processing the internal structure of words (phonological processing) and learning to read. In hearing non-impaired readers, the development of phonological representations depends on audition. In hearing dyslexics, many argue, auditory processes may be impaired. In congenitally profoundly deaf individuals, auditory speech processing is essentially absent. Two separate literatures have previously reported enhanced activation in the left inferior frontal gyrus in both deaf and dyslexic adults when contrasted with hearing non-dyslexics during reading or phonological tasks. Here, we used a rhyme judgement task to compare adults from these two special populations to a hearing non-dyslexic control group. All groups were matched on non-verbal intelligence quotient, reading age and rhyme performance. Picture stimuli were used since this requires participants to generate their own phonological representations, rather than have them partially provided via text. By testing well-matched groups of participants on the same task, we aimed to establish whether previous literatures reporting differences between individuals with and without phonological processing difficulties have identified the same regions of differential activation in these two distinct populations. The data indicate greater activation in the deaf and dyslexic groups than in the hearing non-dyslexic group across a large portion of the left inferior frontal gyrus. This includes the pars triangularis, extending superiorly into the middle frontal gyrus and posteriorly to include the pars opercularis, and the junction with the ventral precentral gyrus. Within the left inferior frontal gyrus, there was variability between the two groups with phonological processing difficulties. The superior posterior tip of the left pars opercularis, extending into the precentral gyrus, was activated to a greater extent by deaf than dyslexic participants, whereas the superior posterior portion of the pars triangularis extending into the ventral pars opercularis, was activated to a greater extent by dyslexic than deaf participants. Whether these regions play differing roles in compensating for poor phonological processing is not clear. However, we argue that our main finding of greater inferior frontal gyrus activation in both groups with phonological processing difficulties in contrast to controls suggests greater reliance on the articulatory component of speech during phonological processing when auditory processes are absent (deaf group) or impaired (dyslexic group). Thus, the brain appears to develop a similar solution to a processing problem that has different antecedents in these two populations

Amathonte : les abords Sud-Ouest de l’agora - 2016

Données scientifiques produites : Mission française d’Amathonte par l’EFAMission française d’Amathonte par l’Ambassade de France à Chypre Introduction La campagne de fouilles menée depuis l’automne 2014 répond à un programme conjoint de l’École française d’Athènes et du Ministère des Affaires étrangères avec l’appui précieux du Département des Antiquités de Chypre. L’objectif de l’année 2016, après la campagne fructueuse de l’an précédent, consistait à confirmer ou d’infirmer, dans une logiqu..

Apollonia d'Illyrie (Albanie)

En raison d’une forte diminution des crédits, la mission n’a pu durer que quatre semaines du 4 au 30 août 2014. À la perte de ressources financières, s’est ajouté le refus de l’INRAP d’accorder cette année un PAS à l’architecte de la mission Philippe Lenhardt. Cette situation difficile a ralenti le rythme des opérations, notamment la mise au point des plans en vue de la publication, et le calendrier établi en début de quadriennal ne peut plus être respecté. L’équipe a réuni cette année, treiz..

Sex and gender : a case-study of sex education in one comprehensive school

The thesis examines Sex Education lessons integrated to the fourth and fifth year core curriculum of a mixed comprehensive school. It studies their stated objectives, contents and implementation in the classroom and analyses how pupils interpret curricular meanings with regard to their gender expectations from sexuality, employment and domesticity. A variety of qualitative methods - in particular, participant observation and informal interviews - has been used. The first chapter argues that sexual and gender socialisations must be understood from a materialist position and that the Sex Education curriculum may be structured by the fundamental functions of schooling in a gender - and class - divided society. The second chapter locates the marginal position of Sex Education within the Health Education course of the deeply divided school. Strategies for control over curriculum and classroom social relations developed by both Sex Education teachers and pupils constitute the theme of the third chapter with illustrations from the lesson on childbirth and pregnancy. Contraception, sexual intercourse and marriage are discussed in the next three chapters which follow the same pattern. Each considers the selection of curricular meanings, their transmission in the class and boys' and girls' perceptions of these topics. The last chapter underlines the dominance of traditional views on sexuality, gender and marriage in teachers' and pupils' perceptions alongside a liberal reformist theme. Both dominant and negotiated meanings form the ideology of personal relationships which blends objective information with commonsense knowledge of sexual and gender conflicts. Consistent with the social democratic views of education, this ideology serves to negotiate the fundamental contradiction between the socialisation of pupils to ascribed positions (sexual, familial and occupational) and individuals' self-determination with regard to these. By and large, pupils' accommodative strategies based on conflicting sexual - and gender - interests validate this ideology but also give them some limited control over definitions of appropriate behaviour

What do we mean by 'racism'? : conceptualising the range of what we call racism in health care settings : a commentary on Peek et al.

This commentary briefly explores the conceptual issues that underlie studies of race and racism in health care. First, what do we mean by racism in the contemporary medical context? Second, is there a model of racism that can encompass the range of what is referred to as racism? That is, is it possible to conceptualise everything that is meant by racism, from features of interpersonal communication to population-level inequalities, in a single model

Liberté, Égalité, Mixité... Conjugales. Une sociologie du couple mixte, sous la direction de Claudine Philippe, Gabrielle Varro et Gérard Neyrand

Rocheron Yvette. Liberté, Égalité, Mixité... Conjugales. Une sociologie du couple mixte, sous la direction de Claudine Philippe, Gabrielle Varro et Gérard Neyrand. In: Langage et société, n°85, 1998. pp. 113-116

L’Éducation militaire préparatoire

Rocheron Emile. L’Éducation militaire préparatoire. In: Manuel général de l'instruction primaire : journal hebdomadaire des instituteurs. 74e année, tome 43, 1906. pp. 19-21