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A Longitudinal Analysis of the Relationship Between Central Government and Universities in France: The Role of Performance Measurement Mechanisms
No full textInternational audienc
Deprotonation dynamics of guanine radical cations
No full textSpecial Issue Invited ReviewInternational audienceThis review is dedicated to guanine radical cations (G) that are precursors to oxidatively generated damage to DNA. (G) are unstable in neutral aqueous solution and tend to lose a proton. The deprotonation process has been studied by time-resolved absorption experiments in which (G) radicals are produced either by an electron abstraction reaction, using an external oxidant, or by low-energy/low-intensity photoionization of DNA. Both the position of the released proton and the dynamics of the process depend on the secondary DNA structure. While deprotonation in duplex DNA leads to (G-H1) radicals, in guanine quadruplexes the (G-H2) analogues are observed. Deprotonation in monomeric guanosine proceeds with a time constant of ~60 ns, in genomic DNA is completed within 2 µs and spans from at least 30 ns to over 50 µs in guanine quadruplexes. Such a deprotonation dynamics in four-stranded structures, extended over more than three decades of times, is correlated with the anisotropic structure of DNA and the mobility of its hydration shell. In this case, commonly used second order reaction models are inappropriate for its description
A New Approach to Evaluate and Predict System Obsolescence: Mathematical Formulation
No full textInternational audienc
Le sens et le sensible : et si faire du vocabulaire en littérature était autre chose que la définition dénotative de mots…
No full textInternational audienc
La vie savante, tout un roman : à propos de quelques fictions biographiques
No full textInternational audienc
Binômes de petits parleurs en CE2 : apprendre l'interaction en anglais
No full textTeaching oral interactions in a foreign language is a topical issue in public French elementary school (Cycle 2) in the current action-driven approach. Teachers face a challenge: they are expected to build learning situations in which each pupil can have the opportunity to interact and to improve its communication’s skills. Nevertheless, oral interactions are not the pure addition of oral comprehension and oral expression. The competence encompasses instead a high communication content and appears to be a mix of pragmatic, linguistic and sociolinguistic competences. It is based on soft skills like adaptability and ability to talk and discuss with a pair to complete a common task. That’s the reason why it requires higher commitment from the teacher as well: rather than asking the children to automatically repeat words or structure, he/she should find ways to encourage pupil’s commitment and, in other words, to properly bind the two sides of the same competence, which is both a teaching object and the teaching subject. According to this background information, this study intends to investigate the work in pairs as a preeminent way to achieve this goal and to promote the children’s competences in English, especially for the so-called “little talkers”. Oral interactions are indeed supposed to be more complicated for pupils who don’t usually take part to oral activities in class and proved to be more costly for them. Work in pairs could help them and provide a support to improve their interactions skills. At the end of the day, if the interaction’s work in pairs seems to increase little talkers’ commitment in the task and overall enrolment to improve sociolinguistic competences, and also an efficient help towards the final task’s achievement, driven by a stronger motivation, the mix of skills appears however to be more balanced when the little- speaker interacts with his/her teacher directly, entering in a face-to-face dialogue with him/her. This observation leads to think again the way to organize the work in pairs in order to better leverage both social and linguistic competences and finally make sure children are, act and behave “in tune” to build a shared meaning and achieve common purpose by looking in the same direction.Les interactions orales occupent une place particulière dans l’enseignement des langues vivantes étrangères en cycle 2 : incontournables dans une approche actionnelle des langues, prépondérantes dans le parcours scolaire des élèves, elles n’en restent pas moins une compétence protéiforme qui recèle de nombreux défis didactiques et pédagogiques. Les interactions orales ne sont pas une simple juxtaposition de compréhension et production orales : dans une situation de communication, les élèves doivent aussi occuper l’espace laissé pour mobiliser des compétences de savoir-être, d’écoute, pour réussir à interagir en confiance. Ce mémoire étudie comment enseigner les interactions orales en LVE, c’est-à-dire comment apprendre les interactions orales, celles-ci étant par définition à la fois un objet de connaissance (une compétence) et une modalité de travail (entre sujets). Apprendre les interactions orales demande aux élèves de s’appuyer d’emblée sur des compétences sociolinguistiques et pragmatiques à forte teneur en communication, et à l’enseignant de sortir d’une logique didactique basée sur la seule répétition mécanique d’éléments linguistiques qui fait peu de cas de la composante sociale des apprentissages. Dans ce contexte, le travail en binôme entre pairs semble permettre d’allier quantité et qualité des interactions orales. Cette « voie royale », comparée avec un échange face-à-face avec le professeur, semble être de nature à permettre de gagner conjointement en temps de travail et en qualité des apprentissages, l’un n’excluant pas l’autre. Chez les élèves petits parleurs d’une classe de CE2, pour lesquels cet acte de parole apparaît plus couteux, observés dans une situation de déficit d’information, les binômes entre pairs pourraient permettre de créer une situation d’apprentissage favorable à des interactions orales de qualité. L’étude de l’impact du travail en binôme entre pairs (comparé à un binôme en face-à-face avec l’enseignant) chez les petits parleurs montre que si le binôme reste le « fait déclencheur » de la mise en oeuvre des interactions et favorise l’engagement dans la tâche et l’acquisition d’une partie des compétences sociolinguistiques, en revanche l’intervention de l’enseignant reste clé pour la construction des savoirs et l’équilibre des différentes composantes des interactions orales. Cette conclusion amène à repenser la formation des binômes pour en faire un véritable levier de progression pour les petits parleurs en partageant la responsabilité de la gestion des difficultés et de la co-construction du sens
A Reduced Model Based on Proper Generalized Decomposition for the Fast Analysis of IGBT Power Modules Lifetime
No full textInternational audienceAbstract A reduced weakly-coupled thermo-mechanical model based on the proper generalized decomposition method was developed for the numerical analysis of power modules. The employed model reduction method enabled us to obtain, in a preliminary offline phase, the solution of the thermo-mechanical problem over a large range of design parameters, with much time saving compared to a classical (brute force) multi-resolution finite element method. In an online postprocessing phase, the power module lifetime, modeled with a strain-life law, was then computed in a straightforward manner by rapidly evaluating the solution for any value of the parameters. Sensitivity analysis was conducted to select parameters values leading to acceptable module lifetimes with respect to given criteria. A robust design study was also performed to illustrate the performance of the proposed approach
Medical NER for French Language
No full textInternational audienceMedical practitioners and other professionals in the healthcare sector face a considerable amount of documents to manage, in particular medical reports. These documents must be indexed and organized so that it is possible to rapidly retrieve essential information concerning the patients, to comprehend their care pathway and to chart their clinical profile. In order to convert unstructured text into an annotated ontology leveraging a better understanding of a specific domain, Named Entity Recognition (NER), one of the most important tasks in Natural Language Processing (NLP), is a particularly promising solution. Several implementations of medical NER can already be found in the literature, however these models are typically developed for the English language. In this paper we present the design and the implementation of a custom NER model to identify named entities for medical reports written in the French language. The used collection consists of printed reports from various origins which have been processed by Optical Character Recognition (OCR) technology. Considering the limited training data, the obtained results are satisfactory and confirm the validity of the proposed approac
