A singular function and its relation with the number systems involved in its definition

Minkowski's ?(x) function can be seen as the confrontation of two number systems: regular continued fractions and the alternated dyadic system. This way of looking at it permits us to prove that its derivative, as it also happens for many other non-decreasing singular functions from [0,1] to [0,1], when it exists can only attain two values: zero and infinity. It is also proved that if the average of the partial quotients in the continued fraction expansion of x is greater than k* =5.31972, and ?'(x) exists then ?'(x)=0. In the same way, if the same average is less than k**=2 log2(F), where F is the golden ratio, then ?'(x)=infinity. Finally some results are presented concerning metric properties of continued fraction and alternated dyadic expansions.

L'autonomie obligatoire : analyse sociologique des dispositifs scolaires de l'autonomie

La thèse traite des injonctions à l'autonomie dans le champ scolaire et des pratiques destinées à favoriser son développement chez les élèves. Elle se base sur une enquête ethnographique réalisée dans une école primaire genevoise, réunissant des observations menées durant deux ans et demi dans des classes allant de la 2° enfantine à la 3e primaire (2P-5P, selon HARMOS) et des entretiens d'enseignants, complétée par des observations dans les familles et des entretiens d'enfants et de leurs parents. Elle met en évidence le paradoxe auquel sont quotidiennement confrontés les enseignants qui doivent amener les élèves à découvrir et s'approprier les savoirs et les règles scolaires de manière autonome, tout en encadrant leurs pratiques afin que ceux-ci se conforment aux attentes de l'institution scolaire. La notion de dispositif, en tant qu'échelle intermédiaire d'analyse (Bonnéry, 2009), rend possible l'articulation des niveaux macro- et micro-sociologique dans l'analyse des pratiques. L'analyse des dispositifs scolaires de l'autonomie considère la traduction de la norme d'autonomie et des injonctions institutionnelles dans les pratiques individuelles. L'autonomie est ici définie comme un principe de socialisation, sur le mode de l'engagement : les dispositifs scolaires de l'autonomie visent à amener les élèves à choisir, vouloir, aimer ce que l'institution scolaire leur demande. Cette analyse permet de dégager plusieurs types de dispositifs et surtout de mettre en lumière leurs contradictions internes lorsque ne sont pas perçues ou partagées par les acteurs les attentes implicites ou explicites contenues dans les dispositifs. L'analyse des dispositifs porte également, dans une perspective plus interactionniste, sur les stratégies individuelles de gestion des contradictions et la retraduction des normes par les acteurs. Les dispositifs sont alors examinés sous l'angle des processus d'étiquetage réalisé par les enseignants et des formes de déviances qu'ils font apparaître chez les élèves et les parents. - The thesis deals with injunctions to autonomy in the field of education and practices used to facilitate its development in students. It is based on an ethnographic survey in Geneva elementary school, bringing together observations made during two and a half years in classes ranging from 2P to 5P (according HARMOS), interviews with teachers, observations in families and interviews with children and their parents. It highlights the paradox that teachers are daily confronted to, as they should encourage students to discover and acquire the knowledge and school rules independently, while framing their practices so that they conform to the expectations of the educational institution. The concept of dispositif as an intermediary level of analysis (Bonnéry, 2009) makes possible the articulation of the macro- and micro-sociological analysis in practices. The analysis of pedagogic dispositives considers the translation of the norm of autonomy and institutional injunctions in individual practices. In this perspective, autonomy is defined as principle of socialization, on the mode of engagement : pedagogic autonomy dispositives designed to encourage students to choose, want, love what institution demands. This analysis identifies several types of dispositives and highlights their internal contradictions when actors do not share expectations. In a more interactionnist perspective, the analysis also includes individual strategies to deal with contradictions and the retranslation of norms by actors. The dispositives are then examined in term of the labelling process conducted by teachers and forms of deviance among students and parents.

Indisciplina na escola : compreender para prevenir : um estudo com alunos do 7º e 9º anos de Cabo Verde

A indisciplina na escola é um tema educativo de atualidade e uma preocupação daqueles que estão ligados à educação, quer seja de uma forma direta ou indireta: professores, alunos, pais ou encarregados de educação. O presente estudo teve como objetivo geral conhecer as representações que os alunos do 7º e 9º anos de escolaridade têm acerca da indisciplina na escola. Com as nove questões de investigação formuladas, pretendeu-se averiguar a distribuição dos alunos pela disrupção, vitimização e agressão na escola, e, ainda, analisar as diferenças em função do género e do ano de escolaridade nos comportamentos de disrupção, vitimização e agressão na escola. A amostra foi constituída por 240 alunos do 7º e 9º anos de escolaridade de uma escola secundária de Cabo Verde. Para se proceder à avaliação dos comportamentos disruptivos foi utilizada a Escala de Disrupção Escolar Professada pelo Aluno, desenvolvida por Veiga (1996, 2012). Foi também utilizada a escala Peer Victimization Scale, adaptada para Portugal por Veiga (2008), que permitiu avaliar comportamentos de agressor e de agredido. Os resultados indicaram uma disrupção escolar não elevada. Em termos diferenciais, de uma forma geral, os alunos do 7º ano foram mais disruptivos que os do 9º ano; os alunos do sexo masculino revelaram ser mais disruptivos que os do sexo feminino. Em relação à escala de vitimização, os resultados obtidos permitiram encontrar ocorrências de vitimização, sendo a mais frequente a verbal; nesta escala os alunos do sexo masculino foram mais vítimas do que os do sexo feminino; os alunos do 7º ano revelaram ser mais vítima do que os do 9º. Relativamente à escala de agressão, os resultados permitiram observar que não houve registo elevado de ocorrências; nesta escala os alunos do sexo masculino revelaram ser mais agressores do que os alunos do sexo feminino; os alunos do 7º ano revelaram ser mais agressores do que os do 9º ano. Os resultados aproximam-se de outros estudos semelhantes e sugerem a necessidade de novas investigações com amostras mais heterogéneas, envolvendo outros anos de escolaridade.

Evolutionary rates of Jurassic ammonites in relation to sea-level fluctuations

An analysis is presented of the diversity and faunal turnover of Jurassic ammonites related to transgressive /regressive events. The data set contained 400 genera and 1548 species belonging to 67 ammonite zones covering the entire Jurassic System. These data were used in the construction of faunal turnover curves and ammonite diversities, that correlate with sea-level fluctuation curves. Twenty-four events of ammonite faunal turnover are analyzed throughout the Jurassic. The most important took place at the Sinemurian-Carixian boundary, latest Carixian-Middle Domerian, Domerian-Toarcian boundary, latest Middle Toarcian-Late Toarcian, Toarcian-Aalenian boundary, latest Aalenian-earliest Bajocian, latest Early Bajocian-earliest Late Bojocian, Early Bathonian-Middle Bathonian boundary, latest Middle Bathonian-earliest Late Bathonian, latest Bathonian-Early Callovian, earliest Early Oxfordian-Middle Oxfordian, earliest Late Oxfordian-latest Oxfordian, latest Early Kimmeridgian, Late Kimmeridgian, middle Early Tithonian and Early Tithonian-Late Tithonian boundary. More than 75 percent of these turnovers correlate with regressive-transgressive cycles in the Exxon, and /or Hallam's sea-level curves. Inmost cases the extinction events coincide with regressive intervals, whereas origination and radiation events are related to transgressive cycles. The turnovers frequently coincide with major or minor discontinuities in the Subbetic basin (Betic Cordillera).

De la relation pharmaciens-usagers : reconfigurations et négociations dans une pharmacie suisse

À partir d'entretiens et d'observations réalisés dans une pharmacie de garde de Suisse romande, cette étude explore les relations que les pharmaciens d'officine entretiennent avec les usagers. Dans un contexte de démocratisation des savoirs relatifs à la santé, l'enquête effectuée montre que cette relation se reconfigure, selon la nature du problème de santé, au profit d'une plus grande autonomie des usagers. En effet, dans certaines situations, les usagers peuvent exprimer le désir de se passer de la compétence du pharmacien. Mais, dans d'autres circonstances, bien que s'efforçant de s'adapter aux demandes des usagers, les professionnels peuvent réaffirmer leur autorité d'expert si le problème soulevé ou les médicaments désirés nécessitent plus de vigilance. La relation pharmacien-usager oscille donc dans une négociation constante selon la marge de manoeuvre dont, dans une situation donnée, les uns et les autres disposent.

Noctuidae moths occurring in grape orchards in Serra Gaúcha, Brazil and their relation to fruit-piercing

There is no study aiming to investigate if Noctuidae moths are responsible for piercing cultivated fruits in South America. This research aims to survey noctuid moths and list the species with mouth-parts (proboscis) morphology that suggest the capacity to cause damages to grape orchards in the state of Rio Grande do Sul, Brazil. Catches were carried out weekly from late November 2007 to late March 2008 (fructification period) using light traps and McPhail traps in three grape orchards in the region of Serra Gaúcha. The catches resulted in 187 taxa, with 149 identified at the specific level and 38 at genus level. The proboscises of representative taxa were removed and analyzed under stereomicroscope and scan electron microscope. It was verified that only Oraesia argyrosema (Hampson, 1926) and Gonodonta biarmata Guenée, 1852 show proboscis with suitable morphology for piercing rind and pulp of a grape berry. Achaea ablunaris (Guenée, 1852); Ascalapha odorata (Linnaeus, 1758); Letis mineis Geyer, 1827; Mocis latipes Hübner, 1823; Ophisma tropicalis Guenée, 1852, and Zale exhausta (Guenée, 1852) show proboscis only adapted to lacerate the pulp. The proboscis morphology of the remaining noctuid moths suggests lack of capacity to cause damage. Despite the presence of species capable of piercing grape berries, the populations of such species are very reduced and unable to cause damage of economic level.

Plan du fort et des environs de Kattiéh : Pour servir à la relation de la campagne de Syrie / J. F. S. Bailly del.

Échelle(s) : [ca 1:10 000], 1000 mètres [= 10 cm]

Plan d'El-Arych : Pour servir à la relation de la campagne de Syrie / J. F. S. Bailly del.

Échelle(s) : [ca 1:3 300], 100 mètres [= 3 cm]