The purpose of this report was to investigate the sound environments in lecture halls at Umeå University and to assess to whether the sound environments in these lecture halls are satisfactory and whether have good speech intelligibility or not. Based on a web survey, a number of lecture halls were selected for this investigation, namely Hörsal A, Hörsal C, N280, KB.F3.01, Ma121, KB.E3.01, N340 and N335. Assessing room acoustics includes many relevant parameters, therefore a delimitation has been made. Only installation noise, reverberation time and speech intelligibility have been investigated. The methods followed established Swedish standards i.e SS-EN ISO 16032:2004 for installation noise,” integrated impulse response method” SS-EN ISO 3382:2:2008/AC:2009 for reverberation time and direct FULL STI (speech transmission index) IEC 60268-16:2011 for speech intelligibility. An ocular inspection was carried out of all the selected lecture halls. The result from the STI test showed that all the lecture halls except for Hörsal A have a good speech intelligibility, if the audience has normal hearing and they are listening to a lecture in their native language. In Hörsal A there are three measuring positions that fails to achieve the threshold for good speech intelligibility. The conclusion for all of the measurements that has been made are that Ma121 and KB.E3.01 has a satisfactory sound environment and that Hörsal A, Hörsal C, N280, KB.F3.01, N340 and N335 need actions to improve their sound environment so they can fulfil the benchmarks in Swedish public health authority regulations in FoHMFS 2014:13 and/or SS 25268:2007.

Cette « enquête » sur le secret dans À la recherche du temps perdu s’attache à montrer que le secret, parce qu’il fonctionne comme une thématique romanesque engageant la structure même du récit, permet de saisir la tension, au sein de l’œuvre proustienne, entre une conception positiviste de la narration et du sens largement tributaire des modèles épistémologiques du XIXe siècle et sa mise en question, qui caractérise la production romanesque du XXe siècle. L’analyse des figures et des motifs récurrents du secret, en relation avec la fortune de la notion dans l’histoire des idées et des formes romanesques au tournant des XIXe et XXe siècles, montre que se développe dans la Recherche un imaginaire empreint à la fois d’une mythologie personnelle et de thématiques héritées du roman policier et du roman d’aventures. L’analyse des techniques narratives fournissant au roman sa structure énigmatique permet ensuite de dégager le « parcours herméneutique » proposé au lecteur sur les traces du héros-narrateur : sa dynamique, qui témoigne de l’émergence d’un paradigme indiciaire accompagnant le renouvellement des sciences humaines, est progressivement minée par l’émergence d’une autre logique, fondée sur l’indétermination du sens et la multiplicité des points de vue. Enfin, l’analyse de « l’entre-deux » générique et interprétatif montre que l’œuvre proustienne propose une expérience de lecture qui ouvre la voie à une conception de l’interprétation fondée sur la prise en compte des possibles mis en jeu par l’écriture fictionnelle. / This investigation about the secret in À la recherche du temps perdu attempts to show that the secret, as a fiction theme involving the very structure of the narrative, allows to seize the tense, within Proust’s work, between a positivist conception, both of the narration and of the meaning, broadly dependent upon the 19th century models of epistemology, and its questioning, which characterizes the fiction production of the 20th century. The analysis of figures and recurring patterns of the secret, related to the success of this notion in the history of ideas and novel writing forms at the turn of 19th and 20th centuries, shows that Proust’s imaginary world in la Recherche is marked by both his own myths and themes inherited from the detective and adventures novel. Then, the analysis of the narrative technique, which gives its enigmatic structure to the novel, makes it possible to identify the “hermeneutic journey” proposed to the reader in the footsteps of the hero-narrator: its dynamic, reflecting the emergence of an evidential paradigm accompanying the renewal of human sciences, is gradually undermined by the emergence of a different logic, based on the indeterminacy of meaning and the multiplicity of viewpoints. Lastly, the analysis of the generic and interpretative “entre-deux” shows that Proust’s work proposes an experience of reading which paves the way for a conception of interpretation based on the consideration of the textual virtualities involved by fictional writing.

Au cours des dernières années, l’automatisation en bactériologie clinique est devenue très importante du fait de l’augmentation constante du nombre d’échantillons mais nécessite tout de même des améliorations. Une revue a été rédigée pour présenter les nouveaux challenges et opportunités dans la surveillance et la détection des bactéries multi-résistantes. Premièrement nous avons testé de nouveaux outils technologiques innovants permettant la lecture plus précoce des antibiogrammes grâce à des scanners de haute résolution d’images: scanner Advencis Bio-System Incubator et le Scan® 1200 et de réaliser l’ensemencement des antibiogrammes en automatique sur un automate déjà existant le PREVI® Isola (bioMérieux, Marcy l’Etoile, France). Dans un second temps, une analyse rétrospective de la résistance aux antibiotiques observés sur l’hôpital la Timone à Marseille a été réalisé entre 2014 et 2016. Nous avons développer un logiciel d’interprétation automatique des phénotypes basé sur la reconnaissance d’images pour lequel un brevet a été rédigé : le logiciel « ANTI-LOGIC ». Le but de notre troisième travail a été de participer au développement d’une PCR en temps réel permettant de détecter le gène mcr-1. Puis, nous avons travaillé sur des souches multi-résistantes afin de tester un panel constitué de 29 à 32 antibiotiques. Pour la détection des souches résistantes à la colistine, un milieu de culture sélectif a été mis au point et nous avons essayé de trouver une alternative thérapeutique par l’étude de combinaisons d’anciens antibiotiques (colistine-sulfadiazine) pour le traitement et la décolonisation avant greffe fécale de patients infectés ou colonisés par des BMR. / In the last few years, automation in clinical microbiology has become very important due to the constant increase of samples but they need to be improved. A review of the literature was performed to expose the new challenges and the new opportunities in the surveillance and the detection of multi-drug resistance bacteria.For that purpose, we conduct a thorough search to test new innovative technological tools for reading earlier AST with high-resolution image scanner: Advencis Bio-System Incubator and the Scan® 1200 and to carry out the automatic seeding of AST with the PREVI® Isola system (bioMérieux, Marcy l’Etoile, France). In a second step, the retrospective analysis of antibiotic resistance and phenotypes observed at La Timone hospital in Marseille was carried out between 2014 and 2016. We have developped a new software for the automatic interpretation of phenotypes based on image recognition protected by a patent: the "ANTI-LOGIC" software. The aim of our third work was to participate on the development of a real-time PCR to detect the mcr-1 gene. We then worked on multi-resistant strains with Gram-negative bacteria, we have tested a large panel of 29-32 antibiotics to see if we are in a therapeutic stalemate. For the detection of colistin resistant strains, a selective culture medium has been developed. In order to finish this part, with the appearance of colistin-resistant strains, we tried to find a therapeutic alternative by studying combinations of old antibiotics (colistin-sulfadiazine) for the treatment and decolonization before faecal transplantation of patients infected or colonized by multi-resistant bacteria

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Dégager le sens des actions mises en place en Guadeloupe depuis les années 1940 dans le secteur de la lecture publique par les collectivités locales, constitue l'objet de la recherche. Deux acteurs sont privilégiés, le Département et les communes. La lecture est appréhendée dans sa fonction identitaire, L'identité est posée comme système de significations, et il s'agit de décoder les représentations sociales de la lecture pour la situer dans la construction identitaire, Deux hypothèses conduisent la réflexion. La lecture n'est pas un enjeu identitaire fort et ne fait pas débat, cela parce que l'activité conserve une fonction fortement instrumentalisée déterminée par le contexte guadeloupéen. Les réponses sont cherchées dans l'histoire et l'analyse des actions publiques, elles aussi porteuses de significations. L'analyse de discours entreprise se réalise autour de quatre thématiques: la lecture, le livre, le lecteur, la bibliothèque. Ce travail retrace d'abord la genèse du secteur du livre et de la lecture en Guadeloupe dans les lieux et les pratiques. Puis il propose un panorama historique des actions. Enfin, une analyse des actions et des représentations est développée. L'irrégularité et la disparité de l'action publique locale, le discours très consensuel qui ressortent, plaident pour l'inexistence de politiques de lecture et d'enjeux véritables. Pourtant, lecture, livre et bibliothèque se montrent auréolés de prestige, vecteurs de savoir et de culture lettrée, relais de l'école. Ce paradoxe apparent illustre la problématique encore conflictuelle entre culture écrite et tradition orale en Guadeloupe, et la défiance traditionnelle envers l'écrit. / Understand the meaning underlying the initiatives led in the field of reading by public local authorities in Guadeloupe since 1940, is the object ofthis research. Two local authorities are particularly studied, the "Departement" and the towns and villages. Reading is taken here in an identity function. Identity is defmed her7as a system of significations, and the point is to understand which social representations reading conveys, and thus determine its place in the identity building process. The research is carried on around two hypotheses : reading is not an issue of much importance, nor a matter of political debate ; and this because it is thought of and used as a mere tool, due to the Guadeloupe context. Answers are searched by tracing the history and analyzing the public actions, which, too, convey meanings. A speech analysis is done around four subjects : reading, books, readers, Iibraries, This work describes the making of the field in Guadeloupe, through the history of reading places and practices, Then it presents the history of the actions themselves. Last, an analysis ofthe initiatives and the social representations underlying are developed. The public local action appears to be irregular and unequal, and the positions very consensual, both aspects speaking for an absence of true policies and real questioning about reading. Though, reading, books, libraries, are wrapped up in an aura of prestige, thought ofas vectors ofknowledge and culture, complementary to school. This apparent paradox is an example ofthe still remaining conflict between written and oral traditions in Guadeloupe, an expression of a longrooted distrust towards writing

Master of Science / Division of Biology / Ashley E. Rhodes / To retain students in science, technology, engineering, and mathematics (STEM) various pedagogical techniques, such as active learning, have been incorporated in STEM courses. Despite the popularity of active learning, it has rarely been empirically tested with a comparison or control group. To compare the benefits of active learning to conventional lecture learning, the aims of this project were twofold: conduct a physiological research project investigating thermoregulation in large ruminants and evaluate the effectiveness of active learning tools for an undergraduate course that focused on core concepts in physiology. Physiological concepts from the thermoregulation study were integrated into the educational portion of the study. Holstein heifers were used as the model organism for the thermoregulation study. Initially, 8 heifers were fitted with indwelling jugular catheters and serial blood samples were collected at 3-minute intervals during exercise of increasing intensity. Blood lactate was then measured and it was determined that the lactate threshold of Holstein heifers occurs on average at a heart rate of 145bpm ± 7.7 and at an exercise speed of 6.44km/h ± 0.3. The results from the lactate threshold test were used to design two 8-week exercise trials with the objective to examine the effects of exercise on heat stress using high-intensity (short bouts of exercise above the lactate threshold), low-intensity (relatively long bouts of exercise below the lactate threshold), and sedentary control treatments. No differences were found in weekly skin temperatures or core body temperatures (p >.05). Expression of lactate dehydrogenase A in skeletal muscle cells decreased in the high-intensity treatment (p =.03). Expression of lactate dehydrogenase B in skeletal muscles decreased in the high-intensity (p =.02) and sedentary control (p =.02) treatments. Skin and core body temperatures from all treatments were correlated with THI (p < 0.001). There were no differences in body weight, body condition score, or conception rate between treatments (p > .05). Although not significant (p > .05), after low-intensity exercise training, skin temperatures increased while core body temperatures decreased. Trends from this study warrant further investigation on the effects of low-intensity exercise on thermoregulation in Holstein cattle. The second component of this project involved the incorporation of core physiological concepts from the thermoregulation project, in conjunction with those identified by the American Physiological Society, into an educational study where the utility of active learning for teaching difficult concepts within an undergraduate physiology course was investigated. Using a design-based research approach, two distinct pedagogical tools were developed: an active learning tool in the form of a case study and a conventional lecture. It was hypothesized that, compared to a conventional lecture, students receiving the active learning tool would perform significantly better on tests measuring their ability to comprehend, apply, and transfer the information to novel scenarios. Results from this project did not support the hypothesis but instead led to the question of is it the method or is it the student? Prior knowledge of students was evaluated using a physiology knowledge assessment. Students with low prior knowledge had greater learning gains from the use of a conventional lecture while students with high prior knowledge had greater learning gains from the use of a case study. Students with fewer college credit hours completed and those with lower ACT scores had larger learning gains after receiving a conventional lecture compared to the use of a case study. Students with more college credit hours completed and those with higher ACT scores had larger learning gains from the use of a case study compared to receiving the information from a conventional lecture. Furthermore, students who relied on memorization for learning new information benefitted more from a conventional lecture, while students who relied on elaboration for learning new information benefitted more from a case study. Thus, the success of active learning likely depends on specific student characteristics. A one-size-fits-all approach to teaching and learning will not suffice; we must first consider the population of students and then select the proper instructional approach.

La présente recherche s’inscrit au plan scientifique dans la réflexion contemporaine menée sur l’élève lecteur et ses modes d’appropriation et de reconfiguration du texte lu. L’objet de ce travail est de mettre en évidence les problèmes spécifiques à la réception du personnage en liant étroitement pédagogie de la lecture littéraire et compétences culturelles, affectives et sociales requises et développées chez le lecteur dans le contexte scolaire tunisien. Notre interrogation principale consiste à nous demander si les modes d’approche du texte axés sur un rapport d’identification au personnage favorisent la motivation à la lecture et contribuent par là même à l’élaboration du sens et à la construction identitaire des jeunes lecteurs. Les investigations menées sont centrées sur deux sujets privilégiés : le statut du personnage romanesque dans le contexte pré-universitaire et son rôle dans l’appropriation du phénomène littéraire au lycée. L’objectif étant d’illustrer comment les différentes émotions peuvent devenir d’importants alliés dans la construction du sens.Une fois posés le cadre conceptuel de la recherche relative au personnage et l’état des lieux des savoirs sur la réception des lycéens, la réflexion se développe à partir de l’exemple de la lecture de la trilogie de Yasmina Khadra. Il s’agit d’un exemple à partir duquel nous proposons des perspectives didactiques pour la construction d’une façon de lire, à la fois participative et analytique / This scientific research is part of contemporary thinking on the student-led drive and its modes of appropriation and reconfiguration of the text. The purpose of this paper is to highlight the specific problems at the reception of the character by closely linking teaching of reading literary and cultural skills, as well as emotional and social skills required and developed at the level of the reader in the Tunisian school context. Our main question is to ask whether the ways of approaching a text-based report identifying the character promote reading motivation and thus contribute to the development ofmeaning and identity construction of young readers. The investigations focus on two main issues: the status of the fictional character in the pre-university context and its role in the appropriation of the literary phenomenon in high school. The objective is to illustrate how different emotions can become important components in the construction of meaning.Once laid the conceptual framework of research on the character and the inventory of knowledge on the reception of students, thinking will develop from the example of reading the trilogy by Yasmina Khadra. This is an example from which we offer didactic opportunities to build a way of reading, both analytical and participatory

Cette thèse s’inscrit dans un double objectif. Il s’agit d’une part d’approfondir notre connaissance des processus de lecture et de compréhension au début de l’apprentissage de la lecture et d’autre part, de proposer des outils d’évaluation et des aides adaptées aux enfants en difficultés de lecture. Pour répondre à ces objectifs, plusieurs études ont été menées. Dans une première série d’études, les prédicteurs précoces de la réussite en lecture sont mis en évidence notamment grâce au suivi longitudinal d’une même population d’enfants depuis la grande section de maternelle jusqu’au CE1. Différents aspects de la lecture sont ici distingués, l’identification de mots écrits et la compréhension, ainsi que différents aspects de la compréhension de textes, la compréhension littérale et la production d’inférences. Un second axe de la thèse s’attache ensuite à développer des outils nouveaux permettant d’évaluer et de remédier aux difficultés de compréhension chez l’enfant. On observe en effet dans le contexte français actuel un manque certain de ce type d’outils. Ce travail de thèse se propose donc de combler ce manque en construisant 1/ une épreuve originale d’évaluation des capacités de compréhension écrite de récits chez l’enfant d’école primaire et 2/ un logiciel de remédiation des difficultés de compréhension pour les enfants apprentis lecteurs/ faibles compreneurs. La validité de ces instruments a été éprouvée auprès de vastes populations d’enfants. / The main objectives of this thesis are to deepen our knowledge about early reading and comprehension processes and to construct new instruments for assessing and remediating comprehension skills in children. First, in a three-years longitudinal study (from kindergarten to Grade 2), early predictors of reading achievement have been examined. Here, two aspects of reading have been distinguished, written words identification and comprehension, as far as two aspects of comprehension, literal comprehension and inference generation. Secondly, we aim to construct new instruments to assess comprehension skills and remediate comprehension difficulties in elementary-school children. Indeed obviously, there is currently a lack of such instruments in France. This second part of the thesis aims at filling this gap. A new test of reading comprehension has therefore been constructed and allows establishing a precise diagnosis of comprehension difficulties endured by some beginning readers. A computer-assisted learning program has then been proposed to less skilled comprehenders. This program specifically targets comprehension skills by stimulating 1/ literal information extraction, 2/ coherence inferences construction and 3/ knowledge-based inferences production. Efficiency and validity of each instrument have been tested with large population of children.