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Le bon usage du numérique. Comment s’en servir, pour soi et pour les autres
No full textInternational audienc
Proof of concept study on differentiating metastatic brain samples by their originating organ using multimodal autofluorescence spectroscopy
No full textInternational audienceBrain metastasis are the most frequent central nervous system tumors that usually occur during systemic malignancy. However, they can be diagnosed before the primary cancer site. The number of brain and systemic metastases and the identification of the primary cancer can favor specific treatments and impacts survival estimates. During surgery, intraoperative identification of metastatic tissue may help the surgical strategy and postoperative adjuvant treatment. The study of endogenous fluorescence of the brain tissue has already demonstrated its capability to differentiate metastasis tissue from control and identify specific optical signatures. In this study, based on deep ultraviolet and near-infrared excitation, we investigated for the first time the potentiality of the endogenous fluorescence analysis to characterize brain metastasis origin and to highlight the heterogeneity of molecular components and properties according to the metastasis sub-types, This study gives thus a glimpse of the possibility to find the primary cancer site from the secondary tumor
Infant mice fed soy-based formulas exhibit alterations in anxiety-like behaviours and the 5-HT system
No full textInternational audienceGenistein (GEN) is a phytoestrogen with oestrogen-like activity found in many plants. Classified as an endocrine disruptor, GEN is potentially hazardous, particularly during developmental stages. It induces alterations in anxious behaviour, fertility, and energy metabolism, alongside modifications in specific brain circuits. As the serotonin (5-HT) system is critically involved in many of these behaviours, we hypothesised that some of GEN's behavioural effects might results from disruptions in the development of the 5-HT system. To test this, we examined the impact of early postnatal exposure to GEN at a dose of 50 mg/kg body weight, mimicking the exposure level of infants consuming soy-based formulas, on anxiety-related behaviours and 5-HT neuronal populations in the raphe nucleus. Male and female CD1 mice were treated orally with GEN or a vehicle during the first 8 days of life. On postnatal day 60, one cohort underwent anxiety behaviour testing, while another was euthanised for immunohistochemical analysis. Behavioural testing revealed that male control mice exhibited higher anxiety levels than females, whereas GEN exposure produced sex-specific effects: anxiolytic in males and anxiogenic in females. Immunohistochemical analysis of the raphe nuclei demonstrated significant alterations in 5-HT neuronal numbers in GEN-treated animals. Specifically, GEN exposure affected dorsal and median raphe 5HT neuronal populations in a sexually dimorphic manner, with females showing a reduction and males an increase in 5-HT neurones compared to controls. These findings indicate that the regulation of anxiety-related behaviours and the 5-HT system are key targets of early phytoestrogen exposure at levels comparable to those in soy-based infant formulas
Chiral and deconfinement thermal transitions at finite quark spin polarization in lattice QCD simulations
No full text5 fig., 69 ref.International audienceWe study the effect of finite spin quark density on the chiral and deconfinement thermal transitions using numerical simulations of lattice QCD with two dynamical light quarks. The finite spin density is introduced by the quark spin potential in the canonical formulation of the spin operator. We show that both chiral and deconfinement temperatures are decreasing functions of the spin potential. We determine the parabolic curvatures of transition temperatures in a limit of physical quark masses
Of What are French Military Memoirs the Source? 16th-Century Accounts of War Experience in Historiography
No full textInternational audienceThis talk examines the way in which memoirs written by captains between the late fifteenth century and the early seventeenth century have been studied in historiography. Since the 1970s, these writings have been the subject of numerous studies. They have been used by historians of literature, violence and religious mentalities, the nobility and more recently by military historians. Voluble and seemingly accessible, they have been considered first-hand documents, even transparent sources, of combat experience and military careers. However, certain methodological precautions need to be observed before expecting to discover a ‘military’ fact. It is only once the history of the writing situation of these ‘plural actors’ has been analyzed that we can determine events from which these accounts emerged: a tool used by these captains to negotiate with the State and with society to obtain reward
Les pratiques langagières écrites personnelles et professionnelles des enseignants : des pratiques déclarées hétérogènes à l'école et au collège ?
No full textInternational audienceThis proposal focuses on teachers' writing practices, and postulates that professional action is partly determined by individual use of writing in both personal and professional contexts. In the professional context, the centrality of writing to the teaching profession has been emphasized by many researchers. Indeed, it concerns the entire professional activity: at the preparatory stage with work writings (Scheepers, 2017), at the stage of classroom implementation as a language practice in support of learning or to leave traces of it (diary/logbook, textbook...), and downstream of the activity with annotations made on students' writings (Pratiques 195-196, 2022; Recherches 79, 2023). Added to this are peripheral writings linked to communication and/or reflection with colleagues, parents or the institution. Professional and non-professional writing shape teachers' representations of writing, modifying or reinforcing those previously constructed during their school and university careers. Given that teachers' relationship with writing (Barré-de Miniac, 2000) partly determines the effectiveness of their teaching (Lafont-Terranova and Colin, 2002), it seems important to gain a better understanding of teachers' writing practices. As part of an ongoing collaborative research project, we surveyed French primary and secondary school teachers about their professional and extra-professional writing practices. A written questionnaire of around twenty questions (open and closed questions, multiple choice questions) was completed by X school and collège teachers teaching in cycle 3 (pupils aged 8 to 11, a cycle straddling primary and collège). On what occasions do these teachers write, both privately and professionally, and in what proportion each week? What role do they attribute to digital resources for personal and professional writing? What representations do teachers have of writing? According to these professionals, what does it mean to write and write well? We propose to analyze what these teachers have to say about their writing practices. We'll compare the responses of school and college teachers, and try to determine whether there are any specificities in the teaching of writing across disciplines.Cette proposition s'intéresse aux pratiques des enseignants en matière d'écriture et postule que l'agir professionnel est en partie déterminé par un usage individuel de l'écriture dans le cadre personnel et dans le cadre professionnel. Dans le cadre professionnel, la place centrale occupée par l'écriture dans le métier d'enseignant a été soulignée par de nombreux chercheurs. Elle concerne en effet toute l'activité professionnelle : au stade préparatoire avec des écrits de travail (Scheepers, 2017), au stade de la mise en œuvre en classe comme pratique langagière venant au soutien des apprentissages ou pour en laisser des traces (journal/livre de bord, cahier de texte…), et en aval de l'activité avec les annotations portées sur les écrits des élèves (Pratiques 195-196, 2022 ; Recherches 79, 2023). S'ajoutent des écrits périphériques liés à la communication et/ou à la réflexion avec les collègues, les parents ou l'institution. Les écrits professionnels et les écrits non professionnels façonnent les représentations des enseignants sur l'écriture et modifient ou renforcent celles construites antérieurement, au cours des parcours scolaire et universitaire. Sachant que le rapport à l'écriture (Barré-de Miniac, 2000) détermine en partie l'efficacité de leur enseignement (Lafont-Terranova et Colin, 2002), il apparait important de mieux cerner les pratiques d'écriture des enseignants. Dans le cadre d'une recherche collaborative en cours, nous avons interrogé des enseignants français du premier et du second degrés sur leurs pratiques d'écriture professionnelle et extra-professionnelle. Un questionnaire écrit d'une vingtaine de questions (questions ouvertes et fermées, questions à choix multiples) a été renseigné par X professeurs des écoles et de collège enseignant en cycle 3 (élèves de 8 à 11 ans, cycle à cheval sur le primaire et le collège). À quelles occasions écrivent ces enseignants dans le cadre privé et dans leur vie professionnelle et dans quelle proportion hebdomadaire ? Quelle place attribuent-ils aux ressources numériques pour l'écriture personnelle et professionnelle ? Quelles représentations ont les enseignants de l'écriture ? Selon ces professionnels, qu'est-ce qu'écrire et bien écrire ? Nous proposons d'analyser les discours de ces enseignants sur leurs pratiques langagières écrites. Nous comparerons les réponses des professeurs des écoles et des professeurs de collège, et chercherons à déterminer s'il existe des spécificités dans l'enseignement de l'écriture selon les disciplines
J-BRAID GROUPS ARE TORUS NECKLACE GROUPS
No full textWe construct a family of links we call torus necklaces for which the link groups are precisely the braid groups of generalised J-reflection groups. Moreover, this correspondence exhibits the meridians of the aforementioned link groups as braid reflections. In particular, this construction generalises to all irreducible rank two complex reflection groups a well-known correspondence between some rank two complex braid groups and some torus knot groups. In addition, as abstract groups, we show that the family of link groups associated to Seifert links coincides with the family of circular groups. This shows that every time a link group has a non-trivial center, it is a Garside group
Digitalisation of European companies and territorial intermediation. Critical analysis of Digital Innovation Hubs
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Visualisation en ligne des données de : Riparo Bombrini (Paléolithique moyen) avec l'application web archeoViz
No full textOnline data visualisation of: Riparo Bombrini (Middle Paleolithic) using the archeoViz web applicationRiparo Bombrini is a rock shelter located in Ventimiglia, Liguria, Italy, near the French-Italian border and overlooking the Tyrrhenian Sea. It is part of the Balzi Rossi complex, known for its prehistoric occupations and distinctive limestone cliffs. The site has yielded stratigraphic layers spanning the transition between the Mousterian and Proto-Aurignacian, providing valuable insights into the last Neanderthals and the first Homo sapiens in Europe. Excavations have uncovered lithic industries associated with both Neanderthals and Homo sapiens, along with faunal remains, ochre, and shells. The archaeological record indicates repeated human occupations, reflecting differences in territorial use and resource exploitation between these two groups.https://analytics.huma-num.fr/archeoviz/bombrinihttps://analytics.huma-num.fr/archeoviz/bombrini</a