Le travail de recherche qui sera présenté porte sur la mise en évidence des différentes formes du cuivre présentes et des échanges qui existent entre les fractions particulaires, dissoutes et colloïdales du milieu profond. Il s’intéresse à la zone de mélange entre les sources profondes et l’eau de mer. L’amélioration de nos connaissances et l’optimisation de l’instrumentation permettent aujourd’hui de proposer le développement d’une stratégie d’échantillonnage et d’une approche qui prennent en compte les contraintes associées à la nature et à l’accessibilité de ces milieux éloignés. Ce travail a donné lieu à la mise en place de méthodes d’analyse effectives pour la mesure du cuivre et de ses ligands. Nos résultats ont montré que la spéciation physique semble essentiellement contrôlée par le pH et l’évolution des caractéristiques oxydoréductrices du milieu au cours de la dilution du fluide hydrothermal par l’eau de mer. La spéciation chimique du cuivre semble quant à elle principalement contrôlée par les ligands soufrés et le caractère oxydant du milieu. Elle a montré que le milieu est globalement plus complexant sur le site hydrothermal Lucky Strike que dans le bassin de Guaymas. A l’échelle du fumeur, la pseudopolarographie et les mesures de capacité complexante ont montré que le milieu est plus complexant dans la zone anoxique, près de la source, que dans la zone oxique où le cuivre est généralement labile et en excès par rapport à ses ligands (ses concentrations peuvent atteindre 100 nM). Dans la zone oxique, environ 27% des complexes formés sont dissociés par oxydation, tandis qu’environ 73% des complexes organiques et inorganiques CuHS+ est stabilisée. / This work presents the copper speciation in the deep ocean and the exchanges existing between different size fractions : particulate, dissolved and colloidal. It focus on the mixing zone between deep sources and seawater. The enhancement of our knowledge and the optimization of instrumentation make possible the development of sampling and analysis strategies accorded with the nature and the accessibility of these extreme environments. A part of this work consisted in the development of effective analysis methods for the quantification of copper and copper’s ligands. Our results showed that physical speciation seems to be essentially controlled by the variations of pH and oxydoreductive caracteristics during the dilution of the hydrothermal fluid by seawater. The chemical speciation of copper seems essentially controlled by sulfide ligands and the oxydative caracteristics of the environment. The environment is generally more complexing on Lucky Strike vent field than in Guaymas Basin. Around each vent, pseudopolarography and complexing capacities showed that the environment is more complexing in the anoxic zone, near the source, than in the oxic zone. In the oxic zone, copper is generally labile and its concentrations (they can reach 100 nM) exceed the ligands concentrations. In the oxic zone, around 27% of the complexes are dissociated, whereas around 73% remains stabilised.

<p>Within the last few hundred years, English has gone from being a rather small peripheral language to what it is today – a world language, spoken by millions of people worldwide. The best-known dialects to Swedish learners of English are British English (RP, Received Pronunciation) and American English (GA, General American). Traditionally, British English has been the variety taught in Swedish schools, but due to the recent and growing influence of American English, more and more pupils are using the American dialect. The purpose of this essay is to determine which of these dialects is more common among students in one Swedish school. I have also investigated if the teachers’ English pronunciation and their opinions of the different dialects, as well as the students’ own, have an impact on what variety the students choose to use.</p><p>The results of the study show that although all students mixed both dialects, American features were predominant. A small number of students spoke mainly British English. A majority of the students claimed to be influenced more by the media than by their teachers. When it comes to the students’ opinions of the two dialects it appeared that the students who used more features from one dialect proved to be more positive towards that dialect. Many students found British English to be snobbish. It was also seen as slightly more classy and beautiful than GA. American English was generally considered cool but cocky. It was not considered as intelligent-sounding as RP, but instead more friendly and reliable.</p>

<p>Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.</p>

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Within the last few hundred years, English has gone from being a rather small peripheral language to what it is today – a world language, spoken by millions of people worldwide. The best-known dialects to Swedish learners of English are British English (RP, Received Pronunciation) and American English (GA, General American). Traditionally, British English has been the variety taught in Swedish schools, but due to the recent and growing influence of American English, more and more pupils are using the American dialect. The purpose of this essay is to determine which of these dialects is more common among students in one Swedish school. I have also investigated if the teachers’ English pronunciation and their opinions of the different dialects, as well as the students’ own, have an impact on what variety the students choose to use. The results of the study show that although all students mixed both dialects, American features were predominant. A small number of students spoke mainly British English. A majority of the students claimed to be influenced more by the media than by their teachers. When it comes to the students’ opinions of the two dialects it appeared that the students who used more features from one dialect proved to be more positive towards that dialect. Many students found British English to be snobbish. It was also seen as slightly more classy and beautiful than GA. American English was generally considered cool but cocky. It was not considered as intelligent-sounding as RP, but instead more friendly and reliable.

Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.

This study focuses on the habitats of cetaceans in the Mid-Atlantic Bight, a region characterized by bathymetric diversity and the presence of distinct water masses (i.e. the shelf water, slope water, and Gulf Stream). The combination of these features contributes to the hydrographic complexity of the area, which furthermore influences biological productivity and potential prey available for cetaceans. The collection of cetacean sighting data together with physical oceanographic data can be used to examine cetacean habitat associations. Cetacean habitat modeling is a mechanism for predicting cetacean distribution patterns based on environmental variables such as bathymetric and physical properties, and for exploring the potential ecological implications that contribute to cetacean spatial distributions. We can advance conservation efforts of cetacean populations by expanding our knowledge of their habitats and distribution. Generalized additive models (GAMs) were developed to predict the spatial distribution patterns of sperm whales (Physeter macrocephalus), pilot whales (Globicephala spp.), bottlenose dolphins (Tursiops truncatus), and Atlantic spotted dolphins (Stenella frontalis) based on significant physical parameters along the continental shelf-break region in the Mid-Atlantic Bight. Data implemented in the GAMs were collected in the summer of 2006 aboard the NOAA R/V Gordon Gunter. These included visual cetacean survey data collected along with physical data at depth via expendable bathythermograph (XBT), and conductivity-temperature-depth (CTD) instrumentation. Additionally, continual surface data were collected via the ship’s flow through sensor system. Interpolations of physical data were created from collected point data using the inverse distant weighted method (IDW) to estimate the spatial distribution of physical data within the area of interest. Interpolated physical data, as well as bathymetric (bottom depth and slope) data were extracted to overlaid cetacean sightings, so that each sighting had an associated value for nine potentially significant physical habitat parameters. A grid containing 5x5 km grid cells was created over the study area and cetacean sightings along with the values for each associated habitat parameter were summarized in each grid cell. Redundant parameters were reduced, resulting in a full model containing temperature at 50 m depth, mixed layer depth, bottom depth, slope, surface temperature, and surface salinity. GAMs were fit for each species based on these six potentially significant parameters. The resultant fit models for each species predicted the number of individuals per km2 based on a unique combination of environmental parameters. Spatial prediction grids were created based on the significant habitat parameters for each species to illustrate the GAM outputs and to indicate predicted regions of high density. Predictions were consistent with observed sightings. Sperm whale distribution was predicted by a combination of depth, sea surface temperature, and sea surface salinity. The model for pilot whales included bottom slope, and temperature at 50 m depth. It also indicated that mixed layer depth, bottom depth and surface salinity contributed to group size. Similarly, temperature at 50 m depth was significant for Atlantic spotted dolphins. Predicted bottlenose dolphin distribution was determined by a combination of bottom slope, surface salinity, and temperature at 50 m depth, with mixed layer depth contributing to group size. Distribution is most likely a sign of prey availability and ecological implications can be drawn from the habitat parameters associated with each species. For example, regions of high slope can indicate zones of upwelling, enhanced vertical mixing and prey availability throughout the water column. Furthermore, surface temperature and salinity can be indicative of patchy zones of productivity where potential prey aggregations occur. The benefits of these models is that collected point data can be used to expand our knowledge of potential cetacean “hotspots” based on associations with physical parameters. Data collection for abundance estimates, higher resolution studies, and future habitat surveys can be adjusted based on these model predictions. Furthermore, predictive habitat models can be used to establish Marine Protected Areas with boundaries that adapt to dynamic oceanographic features reflecting potential cetacean mobility. This can be valuable for the advancement of cetacean conservation efforts and to limit potential vessel and fisheries interactions with cetaceans, which may pose a threat to the sustainability of cetacean populations.

The English diction texts by Madeleine Marshall and Kathryn LaBouff are two ofthe most acclaimed manuals on singing in this language. Differences in style between the two have separated proponents to be primarily devoted to one or the other. An in-depth study, comparing the precepts of both authors, and applying their principles, has resulted in an understanding of their common ground, as well as the need for the more comprehensive information, included by LaBouff, on singing in the dialect of American Standard, and changes in current Received Pronunciation, for British works, and Mid-Atlantic dialect, for English language works not specifically North American or British. Chapter 1 introduces Marshall and The Singer’s Manual of English Diction, and LaBouff and Singing and Communicating in English. An overview of selected works from Opera America’s resources exemplifies the need for three dialects in standardized English training. Chapter 2 reviews notational and diction resources, and use of the International Phonetic Association’s alphabet (IPA). Chapter 3 directly compares Marshall and LaBouff’s views of the importance of the unstressed syllable, often schwa [ә] or open I [ɪ], as vital to allowing the audience to understand the flow of the sung text, and contrasts their differences regarding < r >. Chapter 4 discusses observations in applying the tenets with singers, focusing on three arias coached for this dissertation. Chapter 5 states conclusions and opportunities for further research. Figures include materials from the Juilliard School Archives. Appendices include interviews.

This dissertation uncovers women healers' vital role in the eighteenth- and early nineteenth-century healthcare marketplace. Euro-American women healers participated in networks of health information sharing that reached across lines of class and gender, and included female practitioners in American Indian and African American communities. Although their contributions to the healthcare labor force are relatively invisible in the historical record, women healers in the Delaware Valley provided the bulk of healthcare for their families and communities. Nonetheless, apart from a few notable monographs, women healers' practices and authority remain understudied. My project complicates a medical historiography that marginalizes female practitioners and narrates their declining healthcare authority after the mid-eighteenth century due to the emergence of a consumer society, a culture of domesticity, the professionalization of medicine, and the rise of enlightened science, which generated discourses of women's innate irrationality. Using the Philadelphia area as a case study, I argue that women healers were not merely static traditional practitioners destined to fall victim to the march of science, medicine, and capitalism as this older narrative suggests. Instead, I assert that women healers of various classes and ethnicities adapted their practices as they found new sources of healthcare authority through female education in the sciences, manuscript authorship, access to medical print media, the culture of sensibility, and the alternative gender norms of religious groups like the Quakers. Building on a longstanding foundation of recognized female practitioners, medically skilled women continued to fashion healing authority by participating in mutually affirming webs of medical information exchanges that reflected new ideas about science, health, and the body. In addition, women doctresses, herbalists, apothecaries, and druggists empowered themselves by participating in an increasingly commercialized and consumer-oriented healthcare marketplace. Within this unregulated environment, women healers in the colonies and early republic challenged physicians' claims to a monopoly on medical knowledge and practice. The practitioners analyzed in this study represent a bridge between the recognized and skilled women healers of the seventeenth century and the female healthcare professionals of the nineteenth century. / History

<p>The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.</p>