bluuebunny/crossref_metadata_2025_split huggingface dataset:
Le mémoire professionnel : l'union de la formation et de la recherche
Authors: Simon Jean-Pascal 
Published: April 2018

The vocational dissertation : linking training and research.
Jean-Pascal SIMON, IUFM de Grenoble -Université de Grenoble 3 LIDILEM.
The Ecoles Normales (former Teacher Training Collèges) which have become IUFM have had to find their niche within the French university milieu. The choices relating to the dissertation are a piece of evidence, amongst others, of experimentations in this field. That is why, with the IUFM on the point of being awarded research contracts, the question of the linking of this work with other types of dissertation (masters and pre-doctorate dissertations) is crucial. The article below will attempt to put forward partial solutions by trying to show what the specifies of the vocational dissertation are and what characteristics it has in common with the other university-type dissertations. Firstly, I will cite what the requirements of the institution are, I will reflect upon the differences between « research » and « training through research ». Next, I will put forward some choices which were made by the French Department at Grenoble IUFM. Finally, I will put forward an example to illustrate my remarks.
Les professeurs des écoles en formation initiale et l'écriture
Authors: Balcou Maryvette 
Published: April 2018

En prenant appui sur les travaux de L.S. Vygotsky, J. Goody, R. Lafont ainsi que sur ceux de M. Dabène, D. Bourgain, E. Bautier et B. Lahire, nous avons développé notre étude dans une perspective qui relève à la fois de la microsociologie et de l'anthropologie. Nous avons cherché à cerner la spécificité et les particularités du discours des futurs enseignants sur l'écriture, les liens existant entre le profil personnel et le rapport à l'écriture, ainsi que les relations entre le rapport à l'écriture et le rapport à la formation. Les données sur lesquelles notre analyse s'est appuyée (des productions écrites et des entretiens) ont été recueillies auprès d'un groupe d'étudiants de seconde année à l'I.U.F.M. d'Amiens.
L'article que nous proposons ici cherche à répondre aux questions suivantes : L'écriture des futurs enseignants présente-t-elle des particularités et lesquelles ? Quels sont les savoirs sur l'écriture dispensés à l'IUFM ? Quels sont les savoirs intégrés par les stagiaires ? Quelles sont les relations entre le rapport à l'écriture et le rapport à la formation ? Quels sont les lieux de résistances ? Comment les stagiaires parlent-ils de leurs pratiques d'écriture ?
Nos analyses permettent de souligner le fait que l'écriture est un lieu de tensions entre les représentations (individuelles et socio-culturelles) de l'écriture et le souci de prendre en compte l'enseignement dispensé par l'IUFM. Elles mettent l'accent sur les effets positifs de la formation ainsi que sur la prégnance des questions professionnelles dans les discours des PE2 sur l'écriture. Nous pointons également des lieux et phénomènes de résistances, lesquels anéantissent parfois tout ou partie des efforts consentis par les formateurs.
Une argumentation orale dans une démarche scientifique au cycle 3
Authors: Garcia-Debanc Claudine 
Published: April 2018

Formulating an argument orally as part of a scientific process in the third cycle of primary school (8 to 11). What reformulations and connectives tell us about the specificities of interaction at school.
Claudine GARCIA-DEBANC, Cerf and IUFM de Toulouse -INRP "Oral".
The study is based on the analysis of an argumentative exchange at the beginning of a sériés of lessons in CM1 (9 year olds). Using individual procedures which are pooled together, the pupils are led to ask themselves questions about the relations between the digestive and circulatory systems and to com pare their different representations of these systems. After giving a summary of the constituent elements of a situation where an argument is formulated, the article situâtes the interaction in relation to the different types of argumentation which occur in the third cycle of primary school. An analysis of a short extract from the corpus deals successively with the status and role of disagreements within the argumentative process, reformulations and connectives within the same process. The analysis aims to create closer links between some specificites of oral interaction at school.
Essayer d'écrire dès l'École maternelle : un risque raisonné porteur d'apprentissage
Authors: Calleja Brigitte , Cloix Chantal , Rilliard Jacques 
Published: April 2018

Attempting to write from as early as nursery school : a carefully thought out risk which can lead to learning.
Brigitte CALLEJA, Chantai CLOIX and Jacques RILLIARD, IUFM de Bourgogne-INRP PROG.
Producing written work at the start of the second cycle (5 year olds) causes much apprehension in teachers due to the possibility of failure to which the pupils are exposed. This paper illustrates an appraisal of the possible risks which was made by two female teachers by showing how they use the performances of two children with learning difficultés as a basis for getting them to make progress. The accounts of the peculiar paths taken by these two children reveal, at different junctures, events which are comparable from the point of view of the progressiveness of the learning. These events show that the pupils become aware of certain aspects of written language and that they also take the tension out of the risks of making mistakes. For the teacher, these are key moments in the learning process which he takes into account when teaching.
Et si l'entrée dans la culture de l'écrit se faisait comme du miel ?
Authors: Defrance Marie-Alix 
Published: April 2018

And what if the passage into the culture of written language were a natural process ?
Marie-Alix DEFRANCE, IUFM de Versailles-INRP PROG.
The Ministry of Education directives state that the mission of primary schools is to guide the pupils towards the culture of written language and the day-to-day practices of teachers aim for this. The paper attempts to show how the 'PROG' research differs from these practices in that field : the aim of this research is not strictly the culture in written language but it puts forward the hypothesis that attaining this culture cornes about quite naturally when children do language and, to a greater extent, cognitive activities concerning the written language over a very long period of time (over the course of the three years which make up the cycle). The objective which the 'PROG' research set for itself was for the children to build up for themselves skills and représentations in the four main fields which are : the use of language in ail its dimensions, understanding the written language, producing written work, and manipulating the written language so as to discover how it functions. The paper shows traces of this growing culture, and then shows, via research practices in all four fields, how each child creates for himself the roots of his own culture in the written language by sharing his representations with his friends, family and teachers.
Une intervention à visée cognitive en Grande section de Maternelle : ses effets de transfert sur l'apprentissage de la lecture à l'École élémentaire
Authors: Cèbe Sylvie 
Published: April 2018

A cognitive training session for 5 year olds : its transferring effects when these pupils are learning to read, from 6 to 8 years old.
Sylvie CEBE, Psychologie du développement, Université de Provence.
Two distinct courses of action can be taken when preparing the pupils for the fundamental learning of written ianguage : the first, didactic (given priority in this review), which concerns knowledge and savoir-faire relating to the Ianguage, and the second, cognitive, which centres upon the acquisition of general cognitive and meta-cognitive skills. Our work cornes within the framework of the latter. We believe that it is necessary to modify the learning conditions in which the pupils are placed (and especially pupils from working-class backgrounds) in order to improve the way they function from an intellectual point of view and thus make learning to read easier. That is what we attempt to do by putting forward a cognitive training session for 5 year olds. It aims at getting the pupils to acquire and put into practice logical frameworks of thought since their effective learning of the specific contents of school teaching depends upon these frameworks. After describing the psychological and pedagogical principles of our training session as well as the way in which we put them into practice, we will present the transferring effects of this session upon the same pupils when learning to read between the age of 6 and 8.
Le cycle de vie du Cerisier : une narration « scientifique » ?
Authors: Bautier Elisabeth , Manesse Danièle , Peterfalvi Brigitte , Verin Anne 
Published: April 2018

The life cycle of the Cherry tree : a scientifîc narration ?
Élisabeth BAUTIER, ESCOL, Danièle MANESSE, INRP, Brigitte PERTERFALVI, INRP, Anne VERIN, INRP.
Within the context of a piece of research into the forms and functions of written work in science, this article proposes to observe behavioural patterns in writing used spontaneously by pupils in 6ème (Year 7) when given a scientific type instruction in a non-scientific framework.
We were able to do this thanks to the national tests which are given to Year 7 pupils each year. In 1997, this evaluation included an item which required the pupil to translate a scientific diagram outlining the life cycle of the Cherry tree into a written account of this same process. The pupils were thus asked to produce a sort of "scientific" narration, the différent stages of which had to be linked together.
Firstly, we examine the difficultes and the ambiguities of the task, the criteria which must be met in order for work produced by a pupil to be considered a "success" scientifically speaking, which therefore makes it different from a traditional type of narration, such as pupils produce in French. Next, we examined the work produced by a class of pupils from a school in an Educational Priority Area, the main elements of which are included in this paper ; this enabled us to identify différent behavioural patterns in writing, reflecting différent "positions" in the relationship to scientific knowledge.
Les consignes au cœur de la classe : geste pédagogique et geste didactique
Authors: Zakhartchouk Jean-Michel 
Published: April 2018

Instructions at the heart of classroom activity : a pedagogical act and a didactic act.
Jean-Michel Zakhartchouk, IUFM de Picardie.
The aim of this paper is to examine certain aspects of a fundamental didactic act : formulating and passing on instructions. Thinking about how pupils understand classroom instructions is now an intégral part of the teacher's mis sion, which is a relatively recent development. However, the conditions needed for instructions to become learning tools still have to be defined.
We intend to list some of these conditions : adapting the instructions to the specific aim of the task (to this end, we can build up typologies of instructions) ; thinking about how the instructions are communicated in class ; "juggling" between their importance as an aid and the need to let the pupils digest and understand them.
Ongoing work on the understanding of instructions still has to be integrated into the didactics of teaching. We put forward a few suggestions : use of meta-cognition and création of common classroom tools, joint reflection with the pupils on the very significance of instructions at school. Work in live situations can be supplemented by practice activities or by studying the school instructions themselves.
The paper concludes by expressing the wish that more research be carried out in an area on which success at school depends. A few topics are suggested.
Écrire et réécrire au cycle 3 : l'effet des mots clés sur la réécriture, avec et sans assistance informatique
Authors: Crinon Jacques , Legros Denis , Marin Brigitte 
Published: April 2018

Write and rewrite in cycle 3 (8 to 11 years old) : the effect of keywords on rewriting, with and without computer's help.
Jacques Crinon, Denis Legros & Brigitte Marin, Coditexte / CNRS-ESA7021 (ParisVIII), IUFM de Créteil.
The present study faits within the framework of researches that allowed perfecting a software to help rewriting and to compare rewritings of stories of Personal experience by pupils of cycle 3 whether they benefited or not of computerized help. The pupils of the group that take notes in the computerised database of textual resources rewrite more than the pupils of the group that benefits of textual resources presented on paper. Besides, their additions, more important on the semantic level, belong to the macrostructure of the text.
We tried to understand the reasons of these results by analysing the role taken by the access to the resources through keywords. 112 pupils, shared in four groups, have written, then rewritten a story : the textual resources were presented on paper or on a computer ; the consultation was done in a linearly process or with the help of keywords describing these texts' universe.
We have compared the number and the «relevance » of the additions made according to the group. The results do not show any quantitative differences between the participants of the groups that used keywords and the others. On the other hand the groups with keywords produce additions less relevant when using paper resources and more relevant when using computer resources.
The number of texts available and the possibility for the pupil to find resource texts compatible with the text he is writing seem determining. The presence of keywords allows, on the computer, the efficient circulation through an important corpus. So is the function of the tool underscored : open new possibilites, in a configuration where interact numerous factors.
Galaxy and Mass Assembly (GAMA): Impact of the Group Environment on Galaxy Star Formation
Authors: Barsanti S. , Owers M. S. , Brough S. , Davies L. J. M. , Driver S. P. , Gunawardhana M. L. P. , Holwerda B. W. , Liske J. , Loveday J. , Pimbblet K. A. , Robotham A. S. G. , Taylor E. N. 
Published: April 2018

Abstract
We explore how the group environment may affect the evolution of star-forming galaxies. We select 1197 Galaxy And Mass Assembly groups at 0.05 ≤ z ≤ 0.2 and analyze the projected phase space (PPS) diagram, i.e., the galaxy velocity as a function of projected group-centric radius, as a local environmental metric in the low-mass halo regime 1012 ≤ (M
200/M
⊙) < 1014. We study the properties of star-forming group galaxies, exploring the correlation of star formation rate (SFR) with radial distance and stellar mass. We find that the fraction of star-forming group members is higher in the PPS regions dominated by recently accreted galaxies, whereas passive galaxies dominate the virialized regions. We observe a small decline in specific SFR of star-forming galaxies toward the group center by a factor ∼1.2 with respect to field galaxies. Similar to cluster studies, we conclude for low-mass halos that star-forming group galaxies represent an infalling population from the field to the halo and show suppressed star formation.
A New Desalination Pump Helps Define the pH of Ocean Worlds
Authors: Levi A. , Sasselov D. 
Published: April 2018

Abstract
We study ocean exoplanets, for which the global surface ocean is separated from the rocky interior by a high-pressure ice mantle. We describe a mechanism that can pump salts out of the ocean, resulting in oceans of very low salinity. Here we focus on the H2O–NaCl system, though we discuss the application of this pump to other salts as well. We find our ocean worlds to be acidic, with a pH in the range of 2–4. We discuss and compare between the conditions found within our studied oceans and the conditions in which polyextremophiles were discovered. This work focuses on exoplanets in the super-Earth mass range (∼2 M
⊕), with water composing at least a few percent of their mass. However, the principle of the desalination pump might extend beyond this mass range.
The Spitzer-IRAC/MIPS Extragalactic Survey (SIMES). II. Enhanced Nuclear Accretion Rate in Galaxy Groups at z ∼ 0.2
Authors: Baronchelli I. , Rodighiero G. , Teplitz H. I. , Scarlata C. M. , Franceschini A. , Berta S. , Barrufet L. , Vaccari M. , Bonato M. , Ciesla L. , Zanella A. , Carraro R. , Mancini C. , Puglisi A. , Malkan M. , Mei S. , Marchetti L. , Colbert J. , Sedgwick C. , Serjeant S. , Pearson C. , Radovich M. , Grado A. , Limatola L. , Covone G. 
Published: April 2018

Abstract
For a sample of star-forming galaxies in the redshift interval 0.15 < z < 0.3, we study how both the relative strength of the active galactic nucleus (AGN) infrared emission, compared to that due to the star formation (SF), and the numerical fraction of AGNs change as a function of the total stellar mass of the hosting galaxy group (

) between 1010.25 and 1011.9
M
⊙. Using a multicomponent spectral energy distribution SED fitting analysis, we separate the contribution of stars, AGN torus, and star formation to the total emission at different wavelengths. This technique is applied to a new multiwavelength data set in the SIMES field (23 not-redundant photometric bands), spanning the wavelength range from the UV (GALEX) to the far-IR (Herschel) and including crucial AKARI and WISE mid-IR observations (4.5 μm < λ < 24 μm), where the black hole thermal emission is stronger. This new photometric catalog, which includes our best photo-z estimates, is released through the NASA/IPAC Infrared Science Archive (IRSA). Groups are identified through a friends-of-friends algorithm (∼62% purity, ∼51% completeness). We identified a total of 45 galaxies requiring an AGN emission component, 35 of which are in groups and 10 in the field. We find the black hole accretion rate (BHAR) ∝ (

and (BHAR/SFR) ∝ (

, while, in the same range of

, we do not observe any sensible change in the numerical fraction of AGNs. Our results indicate that the nuclear activity (i.e., the BHAR and the BHAR/SFR ratio) is enhanced when galaxies are located in more massive and richer groups.
A critical note on the IAGA-endorsed Polar Cap (PC) indices: excessive excursions in the real-time index values
Authors: Stauning Peter 
Published: April 2018

Abstract. The Polar Cap (PC) indices were approved by the International Association
for Geomagnetism and Aeronomy (IAGA) in 2013 and made available at the web
portal http://pcindex.org holding prompt (real-time) as well as
archival index values. The present note provides the first reported
examination of the validity of the IAGA-endorsed method to generate
real-time PC index values. It is demonstrated that features of the
derivation procedure defined by Janzhura and Troshichev (2011) may cause considerable excursions in the
real-time PC index values compared to the final index values. In examples
based on occasional downloads of index values, the differences between
real-time and final values of PC indices were found to exceed 3 mV m−1, which
is a magnitude level that may indicate (or hide) strong magnetic storm
activity. Keywords. Magnetospheric physics (solar wind–magnetosphere interactions; polar cap phenomena) – ionosphere (modelling and forecasting)
The impact of precipitation evaporation on the atmospheric aerosol distribution in EC-Earth v3.2.0
Authors: de Bruine Marco , Krol Maarten , van Noije Twan , Le Sager Philippe , Röckmann Thomas 
Published: April 2018

Abstract. The representation of aerosol–cloud interaction in global climate models (GCMs) remains a large source of uncertainty in climate projections. Due to its complexity, precipitation evaporation is either ignored or taken into account in a simplified manner in GCMs. This research explores various ways to treat aerosol resuspension and determines the possible impact of precipitation evaporation and subsequent aerosol resuspension on global aerosol burdens and distribution. The representation of aerosol wet deposition by large-scale precipitation in the EC-Earth model has been improved by utilising additional precipitation-related 3-D fields from the dynamical core, the Integrated Forecasting System (IFS) general circulation model, in the chemistry and aerosol module Tracer Model, version 5 (TM5). A simple approach of scaling aerosol release with evaporated precipitation fraction leads to an increase in the global aerosol burden (+7.8 to +15 % for different aerosol species). However, when taking into account the different sizes and evaporation rate of raindrops following Gong et al. (2006), the release of aerosols is strongly reduced, and the total aerosol burden decreases by −3.0 to −8.5 %. Moreover, inclusion of cloud processing based on observations by Mitra et al. (1992) transforms scavenged small aerosol to coarse particles, which enhances removal by sedimentation and hence leads to a −10 to −11 % lower aerosol burden. Finally, when these two effects are combined, the global aerosol burden decreases by −11 to −19 %. Compared to the Moderate Resolution Imaging Spectroradiometer (MODIS) satellite observations, aerosol optical depth (AOD) is generally underestimated in most parts of the world in all configurations of the TM5 model and although the representation is now physically more realistic, global AOD shows no large improvements in spatial patterns. Similarly, the agreement of the vertical profile with Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP) satellite measurements does not improve significantly. We show, however, that aerosol resuspension has a considerable impact on the modelled aerosol distribution and needs to be taken into account.
Reconstruction of droughts in India using multiple land-surface models (1951–2015)
Authors: Mishra Vimal , Shah Reepal , Azhar Syed , Shah Harsh , Modi Parth , Kumar Rohini 
Published: April 2018

Abstract. India has witnessed some of the most severe historical droughts
in the current decade, and severity, frequency, and areal extent of droughts
have been increasing. As a large part of the population of India is dependent
on agriculture, soil moisture drought affecting agricultural activities (crop
yields) has significant impacts on socio-economic conditions. Due to limited
observations, soil moisture is generally simulated using land-surface
hydrological models (LSMs); however, these LSM outputs have uncertainty due
to many factors, including errors in forcing data and model parameterization.
Here we reconstruct agricultural drought events over India during the period
of 1951–2015 based on simulated soil moisture from three LSMs, the Variable
Infiltration Capacity (VIC), the Noah, and the Community Land Model (CLM).
Based on simulations from the three LSMs, we find that major drought events
occurred in 1987, 2002, and 2015 during the monsoon season (June through
September). During the Rabi season (November through February), major soil
moisture droughts occurred in 1966, 1973, 2001, and 2003. Soil moisture
droughts estimated from the three LSMs are comparable in terms of their
spatial coverage; however, differences are found in drought severity.
Moreover, we find a higher uncertainty in simulated drought characteristics
over a large part of India during the major crop-growing season (Rabi season,
November to February: NDJF) compared to those of the monsoon season (June to
September: JJAS). Furthermore, uncertainty in drought estimates is higher for
severe and localized droughts. Higher uncertainty in the soil moisture
droughts is largely due to the difference in model parameterizations
(especially soil depth), resulting in different persistence of soil moisture
simulated by the three LSMs. Our study highlights the importance of
accounting for the LSMs' uncertainty and consideration of the multi-model
ensemble system for the real-time monitoring and prediction of drought over
India.