Academic literature on the topic 'Boucles de Frank'

Guillaume Bouchet’s Serées (1584, 1597, 1598) constitute an exercise in commonplacing framed as a collection of tales told around a Poitevin dining table. They engage in a form of quasi-philosophical thinking staged by and for an urban merchant community, the social world in which Bouchet operated. The second book opens with a discussion of frank speech. Writing amid civil war, Bouchet takes up this “chatouilleux” subject by turning to Plutarch, the classical authority on parrhesia (truth-telling). Recycling Plutarch, though, Bouchet does not ask how or when to speak frankly but instead examines responses to “franchise” both in the tales and from the storytellers themselves. Around Bouchet’s table, talk of frank speech leads to awkward silences and conversation grinding to a halt. This serée illuminates a context for parrhesia distinct from the familiar arena of nobles counselling autocrats or performing “liberté.” Here, philosophical self-knowledge slips uncomfortably into a feeling of social self-consciousness, revealing a distinct conception of the ethics and epistemologies surrounding frankness.

2021 a marqué pour Babylonia une première année en tant que revue cent pourcent en ligne et en accès-libre. Le bilan de cette expérience est pour le moins positif: Nous avons vu les lectures et téléchargements d’articles sur notre nouveau site Internet évoluer de moins de 600 en janvier à plus de 1400 en novembre, et reçu de nombreux commentaires positifs sur notre nouvelle plateforme. 2021 a aussi marqué le lancement de notre nouvelle rubrique tri-annuelle, les amuse-bouche didactiques, qui ont rencontré un franc succès avec plus de 4500 lectures et téléchargements. Pour 2022, nous avons le plaisir d’annoncer un partenariat avec le CeDiLE qui permettra de varier les formats d’information sur nos thématiques communes, ainsi que le transfert des 30 ans d’archives de Babylonia sur notre nouveau site pour un accès universel à cette mine de connaissances et savoir-faire engrangée sur trois décennies. En cette fin d’année, nous tenons à remercier l’Office Fédéral de la Culture, l’Institut de plurilinguisme, ainsi que la Fondation Oertli pour leur soutien financier et administratif, mais surtout vous, chères lectrices et auteures, sans qui notre travail ne ferait aucun sens. Nous vous souhaitons une bonne année 2022 ainsi qu’une bonne lecture de ce numéro qui, nous l’espérons, vous donnera de nouvelles pistes de réflexions sur la représentation de chacun.e.s d’entre nous dans la langue et la société!

Giriş ve Çalışmanın Amacı: Bu çalışma ile Dünya’da ve ülkemizdeki geleneksel, özel ve çağdaş müzelerin çeşitliliklerinden yola çıkarak, dikkatleri Londra’daki çok özel bir aile koleksiyonunun oluşum süreçleri ve özelliklerinden de bahsederek, beş jenerasyon aile boyu ilgi alanları olarak sanatı ve sanatçıyı desteklemek olan koleksiyoncuların zengin bir koleksiyon biriktirerek müze kurma hayallerinden bahsetmektir. 120 yıl süren bu çalışma dünyada örnek olabilecek niteliktedir.Kavramsal/Kuramsal Çerçeve: Wallace Collection Müzesi hakkındaki bilgiler, genelde müzede yerinde yapılan gözlem ve incelemeler ile müze kaynaklarından yararlanmak suretiyle oluşturulmuştur. Ayrıca metin, sanatın tarihsel sürecinde ortaya çıkan yaklaşımlar ışığında hazırlanmıştır.Yöntem: Wallace ailesi, yüksek eğitimli, varlıklı, sanata yatırım yapan ve sanatseverliği ile bilinen ve yaşadıkları dönemin ünlü sanatçılarının atölyelerini ziyaret ederek yüzlerce sanat eseri satın almıştır. Bütün bunlar yaşam serüvenleri olmuştur. Makale; koleksiyonda yer alan eserler ve sanatçılar yerinde araştırılarak, görsellerle desteklenerek oluşturulmuştur.Bulgular: Yüksek eğitim seviyesi, güçlü irade ve sanatseverlik/koleksiyonculuk yaşam amacı olunca, beş nesil devam eden çalışmalar, nihayet müzeye dönüşmüş ve hedeflenen neticeye ulaşılmıştır. Tüm zenginliklerini bu doğrultuda kullandıkları görülmüştür.Sonuç: Koleksiyonerlik günümüzde de gelişmiş olup, varlıklı ve entelektüel kişiler arasında yaygınlık kazanmıştır. Sanatı ve sanatçıyı desteklemek yüksek bir hedeftir. Ülkemizde de bu tür müzeler mevcuttur. Bunlar genelde resim-heykel müzeleri olarak faaliyet gösterirler. Koleksiyonculuk örneği olarak beş neslin büyük bir birikimini içeren Wallace Collection bir Wallace Vakfı müzesi olarak yüzlerce eseri barındırmakta ve izleyiciye sunmaktadır. Wallace Collection’un içerisinde Dünya sanatının ünlü isimlerinden Titian, Rembrandt, Rubens, Van Dyck, Canaletto, Boucher, Teniers, Frans Hals, Murillo, Velazquez, Turner eserlerinin yanı sıra Hooch’ın baş yapıtları ve Domenichino, Cima, Daddi, Reni, Rosa, Thomas Gainsborough, Jozshua, Reynold, Antoine Watteau, Nicolas Lancret, Jan Steen, Albert Cutyp ve Guardis gibi sanatçıların resimleri yer almaktadır. Eserler, 1760–1880 yılları arasında 4 kuşak Marquess of Hertford’lar ile Sir Richard Wallace ve eşi Lady Wallace tarafından satın alma yöntemiyle biriktirilmiştir. Son olarak Lady Wallace’nin de vefatından sonra ailede sekreter olarak çalışan Sir John Murray Scott tarafından tüm organizasyonlar ve gerekenler yapılarak, Wallace Colletion, müze olarak 1900 yılında ziyarete açılmıştır. Bu idealist insanlar şuna inanıyorlardı:’ Resim ve heykelin görevi artık müzeleri doldurmak olmayacaktır. Devlet de, özel kişiler de sanatı koruyacak, büyük yapılarda, alanlarda v.b yerlere uyan resim ve heykeller bulunacaktır…’ (Ficher E. 2003, S.146). Söz konusu müze, dünyada eşine rastlanamayacak kadar önemlidir. Dünyanın en önemli aile koleksiyonlarından biridir ve zengin bir aile sanat koleksiyonudur. Müzenin koleksiyonu birçok devlet resim-heykel müzesinden daha geniş kapsamlı ve ve sanatı yaymak açısından da önemlidir. Sonuç olarak Wallace Collection Londra, İngiltere için olduğu kadar tüm dünya için de çok önemli olup, ziyaret edilmesi gereken ve farklı özellikleri olan çok çeşitli ve ünlü sanat eserlerini sergileyen dönemsel bir aile koleksiyon müzesidir.

Morning report (MR) is a valued educational experience in internal medicine training programs. Many senior residents and faculty have not received formal training in how to effectively facilitate MR. Faculty at the University of Toronto were surveyed to provide insights into what they felt were key elements for the successful facilitation of MR. These insights fell within 5 major categories: planning and preparation, the case, running the show, wrapping up and closing the loop.Résumé Le rapport du matin (RM) est un outil pédagogique précieux dans les programmes de formation en médecine interne. Nombre de résidents séniors et de membres du corps enseignant n’ont toutefois jamais reçu de formation officielle sur la façon de faciliter l’élaboration du RM. Nous avons sondé les membres du corps enseignant de l’université de Toronto pour avoir un aperçu de ce qu’ils percevaient comme étant des éléments-clés susceptibles d’améliorer grandement l’élaboration du RM. Les réponses reçues se répartissent en cinq principales catégories: la planification et la préparation du RM, les caractéristiques du cas évalué, l’importance et la façon de prendre en main le processus, le résumé des informations et l’art de « boucler la boucle». Morning report (MR) has long been an integral and valued part of Internal Medicine training programs in North America.1,2 Some residents recognize MR as the most important educational activity during their training.3 Medical students, residents and faculty typically attend MR. Although the structure and function of MR can vary across institutions, it usually involves a case-based discussion facilitated by a faculty member, chief medical resident (CMR), or other senior resident. The facilitator discusses pertinent aspects of one or more clinical cases to teach medical knowledge, clinical reasoning and other important aspects of physician competencies, such as communication and collaboration skills. 4 Residents have expressed a preference for an interactive teaching session led by an individual with extensive medical knowledge and excellent clinical acumen.5Despite trainees’ perceptions about the core educational function of MR and their preference for skilled facilitators, most residents and many faculty have never received any formal training on how to conduct an effective MR. This, coupled with a lack of resources in the literature, may contribute to feelings of trepidation about assuming the role of facilitator.6 Based on this need, we were invited by the organizing group of residents at the 2015 Canadian CMR Conference, held in Toronto, Canada, to lead a seminar to introduce CMRs to the principles of effective MR facilitation. The conference was attended by over 70 current and future CMRs. In preparation for this seminar, we reviewed available literature and found that practical guidelines on how to facilitate a successful MR were generally lacking. To help us to provide guidance and to capture broad opinions and experiences, we recruited a sample of 24 faculty at the University of Toronto, including many award-winning teachers whose experience in leading MR ranges from 3 to over 30 years. We asked them to provide insights into what they felt were key elements of facilitating a successful MR. While not a systematic collection of data, their insights taken together represent a broad experience base. Given the relative lack of evidence-based literature describing how to facilitate MR, we decided to disseminate a refined summary of the shared wisdom we uncovered in hopes that it would benefit other CMRs and junior faculty as they take on this challenging role.The insights provided fall within 5 main themes (Table 1) which are discussed below, followed by a brief discussion about future directions for MR:1) Planning and preparation2) The case3) Running the show4) Wrapping up5) Closing the LoopTable 1. Experience-Based Tips to Running an Effective Morning ReportPLANNING AND PREPARATION:1) Ensure audiovisual aids are present and working before starting. 2) Start and end on time. 3) Encourage all faculty to attend and participate. 4) Know the audience (including names).THE CASE:5) The case can be undifferentiated or one for which the diagnosis and even response to treatment is known. 6) There are pros and cons to the facilitator knowing details of the case in advance. 7) If details of the case are not known to the facilitator, determine with the person presenting if the discussion should be focused on diagnosis, management or other pertinent issues. 8) Cases need not be limited to inpatients and can include ambulatory cases and case simulations.RUNNING THE SHOW:9) Establish a respectful learning climate. 10) Personal anecdotes and reflections on past cases can engage the audience. 11) Ensure time is spent discuss learning issues valuable to all present. 12) Facilitate and engage in discussion rather than deliver a lecture. 13) Use a mix of pattern recognition (heuristics) and analytical reasoning strategies. 14) Start with a question that has an obvious answer if dealing with a quiet audience. 15) Promote volunteerism for answers as much as possible, but direct a question to a specific person if no one volunteers. 16) Begin by engaging the most junior learners and advance to involve senior learners. 17) Encourage resource stewardship and evidence-based medicine. 18) Acknowledge areas of uncertainty and don’t be afraid to say “I don’t know”. 19) Teaching “scripts” or the use of a systematic approach to developing a differential diagnosis can be used when discussing less familiar topics. 20) Highlight the variability in clinical approach amongst "the experts" in the room.WRAPPING-UP:21) Ensure there is time to summarize “take home points”. 22) Provide learners with the opportunity to summarize what they have learned.CLOSING THE LOOP23) Reinforcement of learning can include a distribution of a relevant paper or providing a summary of learning points via email or blog. 24) Maintain a case log to ensure a balanced curriculum. 25) Provide feedback to the case presenter and facilitator.Planning and Preparation It is important for the organizer and facilitator (these may or may not be the same person) to be diligent when preparing for MR. The person in charge of organizing MR should ensure that all necessary audiovisual equipment is in working order, which may be as simple as ensuring there is a whiteboard and working marker. To optimize housestaff attendance, the sessions and facilitators should be scheduled in a regular and predictable way. The lure of a light breakfast should not be underestimated and may add to the social aspect of this event. Sessions should begin and finish on time (or even slightly early). Ideally, deferring pages for all but critical clinical issues should occur. Having faculty regularly attend MR as audience participants, and not just as facilitators, improves the attendance of learners who see through role-modelling the importance of continuing medical education and lifelong learning. Faculty presence also raises the level of discussion around grey areas of diagnosis and management, providing trainees with a spectrum of opinions and approaches to clinical medicine, specifically role-modelling how faculty approach clinical uncertainty. The organizer must also ensure that someone, usually a trainee, is responsible for bringing the details of one or more clinical cases to be discussed.The facilitator should ensure they know the names and year of training of the housestaff in attendance. It is helpful if the organizer can provide a list (ideally with pictures) of those who will be in attendance for the facilitator to reference. Over time, this helps to develop a sense of community within the group. It also allows the facilitator to engage all participants and with the goals of first posing level-specific questions to the more junior learners and ending with the most senior learners.The Case The selected clinical case can be either a new patient seen in consultation in the past 24 hours or a patient that has been in hospital for some time and for whom results of investigations and response to treatment are known. Ideally, the majority of the cases selected should not involve particularly rare medical issues and should mirror the clinical case mix of patients being cared for by the trainees. Trainees will benefit more from discussions about common clinical problems rather. However, to highlight issues of diagnostic reasoning, it can be beneficial to occasionally discussing uncommon case including typical presentations of rare diseases or unusual presentations of common problems.The faculty surveyed expressed differing opinions when asked if they thought the details of the case should be known to the facilitator in advance. Knowing the details of the case in advance can ensure the facilitator is comfortable with the content area and allows them to focus on aspects of the case that they think will have the highest learning impact for trainees. However, when the case is not known to the facilitator, the audience will be more likely to garner insight into the clinical reasoning process of the facilitator. The opportunity to learn about the cognitive process that an “expert” uses when generating a differential diagnosis and formulating plans for investigation and management is potentially much more valuable than the discussion of content that could be read in a textbook or electronically. When the details of a case are not known, the discussion is more spontaneous and the lines of discussion are more reflective of the thoughts of the trainees, rather than the facilitator. The discussion can be guided by the case itself and the trainees’ questions and answers. A mixed approach to case discussion will provide the variety that the participants value.Although traditionally MR has focused on the diagnosis or management of one or more clinical cases from the inpatient service, its format is flexible enough to provide opportunity for discussion or for other important aspects of patient care. MR can also address ambulatory cases,7 include the presence of a real patient for the purposes of highlighting history-taking and clinical findings and also incorporate discussion of simulated cases, such as code blue scenarios. The discussion can also be enriched by the health professionals from other disciplines including, pharmacists, physical therapists, occupational therapists, nurses, and social workers. The case can also be selected to allow the discussion to be focused on other specific elements of management, such as resource utilization and “choosing wisely,”8 quality and safety, bioethics, and evidence-based medicine.9Running the Show In developing their skills in facilitation, many of the faculty surveyed discussed that they continuously build on the facilitation skills that they have learned over time, the basic principles of which are described elsewhere.10,11 Through feedback and reflection, they adapt to a style that reflects how they believe the MR should be conducted.The facilitator must establish a respectful climate at MR that is conducive to learning. He or she must ensure that the session is collegial and enforce that the goal of the session is learning, rather than showmanship. The environment should encourage interaction and permit people to ask questions. Trainees should feel comfortable enough to answer questions and test hypotheses, even if answers are incorrect. However, the facilitator must ensure that the correct information is conveyed to the group and that incorrect answers are explored as key teaching points. Humour can put people at ease. Self-deprecating humour can be non-threatening and freely employed if it is within the facilitator’s comfort zone. However, humour should never come at the expense of a trainee. Personal anecdotes and reflections on past cases can engage the audience, relax the atmosphere and vividly impart key facts and clinical wisdom.It is important for the facilitator to be respectful of time. Trainees often report that too much time is spent on reviewing the history and physical examination and on the development of an exhaustive differential diagnosis while less time is spent on investigation and management issues, which senior trainees find most valuable. There need not be a fixed formula related to how much time to spend on specific components of the case. A skilled facilitator will expand and abbreviate aspects of the case discussion based on the specific case presented. Some cases represent excellent opportunities to review evidence-based physical examination, some may highlight issues of resource stewardship related to investigation and some are particularly well-suited to discussion of evidence-based management.The facilitator should facilitate a clinical discussion, rather than deliver a didactic talk. He or she should coach the audience to identify key historical facts or findings on physical examination to allow everyone to fully participate in the case formulation and clinical reasoning that will follow. Demonstrating a mix of pattern recognition and heuristics (e.g., “Quick – what do you think the diagnosis is?”) and analytical reasoning strategies will help trainees learn to employ and recognize the strengths and limitations of each.In the face of a quiet audience, questions that have obvious answers should be posed first. The facilitator should promote volunteerism as much as possible; however, addressing specific members of the audience prevents silence and can help ensure everyone is engaged in the discussion. Sensitivity to the level of trainee is important. A facilitator should avoid potential embarrassment of a trainee by allowing a more junior learner to come up with the answer to a question that the more senior trainee could not answer. In other words, there should be an inviolate sequence wherein, for any given topic, the facilitator starts with trainees at an appropriate level for the questions and moves upward sequentially by level of training. This allows participants to relax and set their focus on learning, rather than avoiding eye contact and fearing embarrassment.A skilled facilitator should not allow any one person to dominate the discussion and should also refrain from asking multiple questions to the same participant. However, it can be valuable to challenge a respondent or the group to elaborate on their answers, as this can uncover gaps in knowledge and understanding and provide additional opportunities for learning.It is important to ensure that the discussion is of interest to trainees at all levels. If faculty are present, their opinions should be sought throughout the case. It is helpful to highlight the variability in approach amongst “the experts” in the room. Judicious use and justification of investigations should be encouraged to promote learning about resource stewardship and evidence-based medicine principles should be incorporated, when relevant.Many facilitators are anxious about how to handle situations where they don’t know the answer to a particular clinical problem. In these cases, a demonstration of the clinical reasoning process and a focus on an approach to clinical problems can be helpful. Some of the most useful discussions centre on how to deal with uncertainty and on how to find answers to clinical questions in real-time using available resources. The facilitator should not hesitate to say “I don’t know,” as this demonstrates that nobody has infinite knowledge and role-models the necessity of recognizing one’s limitations. Teaching scripts relating to specific topics or the use of an etiologic or body systems-based approach to developing a differential diagnosis are helpful teaching approaches6.Wrapping Up Sufficient time should be dedicated to recapitulation and repetition of one to 3 key take home messages. This serves to reinforce the important points that were discussed and to ensure that participants walk away with key messages to facilitate learning. Having a few members of the audience identify what they have learned is often beneficial as the facilitator may not identify the same issues as the trainees.Closing the Loop Further reinforcement can occur if a summary of the take home points, or a relevant paper, is circulated by email or posted to a blog.12 This must be done in a manner that protects patient confidentiality. Updates on previously presented diagnostic dilemmas will enhance learning. Finally, the organizer of MR can keep a log of cases that have been presented to avoid excessive repetition of topics and ensure a balanced curriculum.A process for the person presenting the case to be provided with feedback about their presentation skills by the facilitator or peers should be implemented. It is also important for the facilitator to receive feedback about their teaching and the session overall. Feedback will help faculty refine their facilitation skills, especially if coupled with faculty development initiatives to improve teaching skills.13 It may also be important for novice clinician teachers who need to build a teaching portfolio as part of their academic review and promotion process. 14 If it is clear the faculty utilize the feedback, it serves to role-model self-reflection and promote a culture of frequent formative feedback.The Future of MR MR has a long tradition and can be an evolving teaching format capable of meeting current educational needs. For example, with the implementation of competency-based medical education (CBME) into residency training programs, the competencies being developed for Internal Medicine trainees can provide a framework to organize aspects of learning experiences, including MR. 15 Issues of advocacy and stewardship may be highlighted as explicit learning points of cases, as MR allows for discussion of authentic core clinical tasks and problems, avoiding the reduction of competencies to endless lists taught without the necessary context needed for deeper learning.16 There are also challenges to implementing and sustaining a successful MR in today's current training climate. Issues such as duty-hour restrictions, increased volume and acuity of patients, and pressure to discharge patients early in the day17–19 have prompted some to modify the traditional MR. An “afternoon report” allows for attention to clinical duties early in the day and preserves teaching for later in the day. MR should continue to evolve to meet current education and healthcare delivery needs, and these innovations should be described in the literature and studied.Although these tips have been generated from shared experiences at a single centre, we believe they will be useful to facilitators in many other settings, as they represent the experiences of many facilitators with many cumulative years of experience. This article is intended to stimulate others to reflect upon and discuss what they have found to be the key elements to facilitating a successful MR.Acknowledgements We would like to thank our colleagues who contributed tips and whose teaching has influenced the careers of countless trainees: Dr. Ahmed Bayoumi, Dr. Isaac Bogoch, Dr. Mark Cheung, Dr. Allan Detsky, Dr. Irfan Dhalla, Dr. Vera Dounaevskaia, Dr. Trevor Jamieson, Dr. Lauren Lapointe Shaw, Dr. Jerome A. Leis, Dr. Don Livingstone, Dr. Julia Lowe, Dr. Ophyr Mourad, Dr. Valerie Palda, Dr. Joel Ray, Dr. Donald Redelmeier, Dr. Steve Shadowitz, Dr. Rob Sargeant.References1. Parrino TA, Villanueva AG. The principles and practice of MR. JAMA 1986;256(6):730–33.2. Amin Z, Guajardo J, Wisniewski W, Bordage G, Tekian A, Niederman LG. MR: focus and methods over the past three decades. Acad Med 2000;75(10):S1–S5.3. Gross CP, Donnelly GB, Reisman AB, Sepkowitz KA, Callahan MA. Resident expectations of MR: a multi-institutional study. Arch Int Med 1999;159(16):1910–14.4. McNeill M, Ali SK, Banks DE, Mansi IA. MR: can an established medical education tradition be validated? J Grad Med Educ 2013;5(3):374–84.5. Ways M, Kroenke K, Umali J, Buchwald D. MR: A survey of resident attitudes. Arch Int Med 1995;155(13):1433–37.6. Sacher AG, Detsky AS. Taking the stress out of MR: an analytic approach to the differential diagnosis. J Gen Intern Med 2009;24(6):747–51.7. Wenderoth S, Pelzman F, Demopoulos B. Ambulatory MR. J Grad Med Educ 2002;17(3):207–209.8. Kane GC, Holumzer C, Sorokin R. Utilization management MR: Purpose, planning and early experience in a university hospital residency program. Sem Med Pract 2001;4(1):27–36.9. Banks DE, Runhua Shi M. Decreased hospital length of stay associated with presentation of cases at MR with librarian support. J Med Libr Assoc 2007;95(4):381–87.10. Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach 2005;27(8):676–81.11. Skeff KM. Enhancing teaching effectiveness and vitality in the ambulatory setting. J Gen Intern Med 1988;3(1):S26–S33.12. Bogoch II, Frost DW, Bridge S, Lee TC, Gold WL, Pansiko DM, Cavalcanti R. MR blog: a web-based tool to enhance case-based learning. Teach Learn Med 2012;24(3):238–41.13. Boerboom TB, Stalmeijer RE, Dolmans DH, Jaarsma DA. How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Stud Educ Eval 2015;46:47–52.14. Fleming VM, Schindler N, Martin GJ, DaRosa DA. Separate and equitable promotion tracks for clinician-educators. JAMA 2005;294(9):1101–1104.15. Frank JR, Snell LS, Ten Cate O, Holmboe ES, Carraccio C, Swing SR, Harris, KA. Competency-based medical education: theory to practice. Med Teach, 2010;32(8):638–45.16. Hawkins RE, Welcher CM, Holmboe ES, Kirk LM, Norcini JJ, Simons KB, Skochelak SE. Implementation of competency‐based medical education: are we addressing the concerns and challenges? Med Educ. 2015;49(11):1086–1102.17. Arora VM, Georgitis E, Siddique J, Vekhter B, Woodruff JN, Humphrey HJ, Meltzer DO. Association of workload of on-call medical interns with on-call sleep duration, shift duration, and participation in educational activities. JAMA 2008;300(10):1146–53.18. Horwitz LI, Krumholz HM, Huot SJ, Green ML. Internal medicine residents' clinical and didactic experiences after work hour regulation: a survey of chief residents. J Gen Int Med 2006;21(9):961–65.19. Khanna S, Sier D, Boyle J, Zeitz K. Discharge timeliness and its impact on hospital crowding and emergency department flow performance. Emerg Med Aus 2016;28(2):164–70.

IntroductionCulinary education in Ireland has long been influenced by culinary education being delivered in catering colleges in the United Kingdom (UK). Institutionalised culinary education started in Britain through the sponsorship of guild conglomerates (Lawson and Silver). The City & Guilds of London Institute for the Advancement of Technical Education opened its central institution in 1884. Culinary education in Ireland began in Kevin Street Technical School in the late 1880s. This consisted of evening courses in plain cookery. Dublin’s leading chefs and waiters of the time participated in developing courses in French culinary classics and these courses ran in Parnell Square Vocational School from 1926 (Mac Con Iomaire “The Changing”). St Mary’s College of Domestic Science was purpose built and opened in 1941 in Cathal Brugha Street. This was renamed the Dublin College of Catering in the 1950s. The Council for Education, Recruitment and Training for the Hotel Industry (CERT) was set up in 1963 and ran cookery courses using the City & Guilds of London examinations as its benchmark. In 1982, when the National Craft Curriculum Certification Board (NCCCB) was established, CERT began carrying out their own examinations. This allowed Irish catering education to set its own standards, establish its own criteria and award its own certificates, roles which were previously carried out by City & Guilds of London (Corr). CERT awarded its first certificates in professional cookery in 1989. The training role of CERT was taken over by Fáilte Ireland, the State tourism board, in 2003. Changing Trends in Cookery and Culinary Textbooks at DIT The Dublin College of Catering which became part of the Dublin Institute of Technology (DIT) is the flagship of catering education in Ireland (Mac Con Iomaire “The Changing”). The first DIT culinary award, was introduced in 1984 Certificate in Diet Cookery, later renamed Higher Certificate in Health and Nutrition for the Culinary Arts. On the 19th of July 1992 the Dublin Institute of Technology Act was enacted into law. This Act enabled DIT to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State (Ireland 1992). In 1998, DIT was granted degree awarding powers by the Irish state, enabling it to make major awards at Higher Certificate, Ordinary Bachelor Degree, Honors Bachelor Degree, Masters and PhD levels (Levels six to ten in the National Framework of Qualifications), as well as a range of minor, special purpose and supplemental awards (National NQAI). It was not until 1999, when a primary degree in Culinary Arts was sanctioned by the Department of Education in Ireland (Duff, The Story), that a more diverse range of textbooks was recommended based on a new liberal/vocational educational philosophy. DITs School of Culinary Arts currently offers: Higher Certificates Health and Nutrition for the Culinary Arts; Higher Certificate in Culinary Arts (Professional Culinary Practice); BSc (Ord) in Baking and Pastry Arts Management; BA (Hons) in Culinary Arts; BSc (Hons) Bar Management and Entrepreneurship; BSc (Hons) in Culinary Entrepreneurship; and, MSc in Culinary Innovation and Food Product Development. From 1942 to 1970, haute cuisine, or classical French cuisine was the most influential cooking trend in Irish cuisine and this is reflected in the culinary textbooks of that era. Haute cuisine has been influenced by many influential writers/chefs such as Francois La Varenne, Antoine Carême, Auguste Escoffier, Ferand Point, Paul Bocuse, Anton Mosiman, Albert and Michel Roux to name but a few. The period from 1947 to 1974 can be viewed as a “golden age” of haute cuisine in Ireland, as more award-winning world-class restaurants traded in Dublin during this period than at any other time in history (Mac Con Iomaire “The Changing”). Hotels and restaurants were run in the Escoffier partie system style which is a system of hierarchy among kitchen staff and areas of the kitchens specialising in cooking particular parts of the menu i.e sauces (saucier), fish (poissonnier), larder (garde manger), vegetable (legumier) and pastry (patissier). In the late 1960s, Escoffier-styled restaurants were considered overstaffed and were no longer financially viable. Restaurants began to be run by chef-proprietors, using plate rather than silver service. Nouvelle cuisine began in the 1970s and this became a modern form of haute cuisine (Gillespie). The rise in chef-proprietor run restaurants in Ireland reflected the same characteristics of the nouvelle cuisine movement. Culinary textbooks such as Practical Professional Cookery, La Technique, The Complete Guide to Modern Cooking, The Art of the Garde Mange and Patisserie interpreted nouvelle cuisine techniques and plated dishes. In 1977, the DIT began delivering courses in City & Guilds Advanced Kitchen & Larder 706/3 and Pastry 706/3, the only college in Ireland to do so at the time. Many graduates from these courses became the future Irish culinary lecturers, chef-proprietors, and culinary leaders. The next two decades saw a rise in fusion cooking, nouvelle cuisine, and a return to French classical cooking. Numerous Irish chefs were returning to Ireland having worked with Michelin starred chefs and opening new restaurants in the vein of classical French cooking, such as Kevin Thornton (Wine Epergne & Thorntons). These chefs were, in turn, influencing culinary training in DIT with a return to classical French cooking. New Classical French culinary textbooks such as New Classical Cuisine, The Modern Patisserie, The French Professional Pastry Series and Advanced Practical Cookery were being used in DIT In the last 15 years, science in cooking has become the current trend in culinary education in DIT. This is acknowledged by the increased number of culinary science textbooks and modules in molecular gastronomy offered in DIT. This also coincided with the launch of the BA (Hons) in Culinary Arts in DIT moving culinary education from a technical to a liberal education. Books such as The Science of Cooking, On Food and Cooking, The Fat Duck Cookbook and Modern Gastronomy now appear on recommended textbooks for culinary students.For the purpose of this article, practical classes held at DIT will be broken down as follows: hot kitchen class, larder classes, and pastry classes. These classes had recommended textbooks for each area. These can be broken down into three sections: hot kitche, larder, and pastry. This table identifies that the textbooks used in culinary education at DIT reflected the trends in cookery at the time they were being used. Hot Kitchen Larder Pastry Le Guide Culinaire. 1921. Le Guide Culinaire. 1921. The International Confectioner. 1968. Le Repertoire De La Cuisine. 1914. The Larder Chef, Classical Food Preparation and Presentation. 1969. Patisserie. 1971. All in the Cooking, Books 1&2. 1943 The Art of the Garde Manger. 1973. The Modern Patissier. 1986 Larousse Gastronomique. 1961. New Classic Cuisine. 1989. Professional French Pastry Series. 1987. Practical Cookery. 1962. The Curious Cook. 1990. Complete Pastrywork Techniques. 1991. Practical Professional Cookery. 1972. On Food and Cooking. The Science and Lore of the Kitchen. 1991. On Food and Cooking: The Science and Lore of the Kitchen. 1991 La Technique. 1976. Advanced Practical Cookery. 1995. Desserts: A Lifelong Passion. 1994. Escoffier: The Complete Guide to the Art of Modern Cookery. 1979. The Science of Cooking. 2000. Culinary Artistry. Dornenburg, 1996. Professional Cookery: The Process Approach. 1985. Garde Manger, The Art and Craft of the Cold Kitchen. 2004. Grande Finales: The Art of the Plated Dessert. 1997. On Food and Cooking: The Science and Lore of the Kitchen. 1991. The Science of Cooking. 2000. Fat Duck Cookbook. 2009. Modern Gastronomy. 2010. Tab.1. DIT Culinary Textbooks.1942–1960 During the first half of the 20th century, senior staff working in Dublin hotels, restaurants and clubs were predominately foreign born and trained. The two decades following World War II could be viewed as the “golden age” of haute cuisine in Dublin as many award-wining restaurants traded in the city at this time (Mac Con Iomaire “The Emergence”). Culinary education in DIT in 1942 saw the use of Escoffier’s Le Guide Culinaire as the defining textbook (Bowe). This was first published in 1903 and translated into English in 1907. In 1979 Cracknell and Kaufmann published a more comprehensive and update edited version under the title The Complete Guide to the Art of Modern Cookery by Escoffier for use in culinary colleges. This demonstrated that Escoffier’s work had withstood the test of the decades and was still relevant. Le Repertoire de La Cuisine by Louis Saulnier, a student of Escoffier, presented the fundamentals of French classical cookery. Le Repertoire was inspired by the work of Escoffier and contains thousands of classical recipes presented in a brief format that can be clearly understood by chefs and cooks. Le Repertoire remains an important part of any DIT culinary student’s textbook list. All in the Cooking by Josephine Marnell, Nora Breathnach, Ann Mairtin and Mor Murnaghan (1946) was one of the first cookbooks to be published in Ireland (Cashmann). This book was a domestic science cooking book written by lecturers in the Cathal Brugha Street College. There is a combination of classical French recipes and Irish recipes throughout the book. 1960s It was not until the 1960s that reference book Larousse Gastronomique and new textbooks such as Practical Cookery, The Larder Chef and International Confectionary made their way into DIT culinary education. These books still focused on classical French cooking but used lighter sauces and reflected more modern cooking equipment and techniques. Also, this period was the first time that specific books for larder and pastry work were introduced into the DIT culinary education system (Bowe). Larousse Gastronomique, which used Le Guide Culinaire as a basis (James), was first published in 1938 and translated into English in 1961. Practical Cookery, which is still used in DIT culinary education, is now in its 12th edition. Each edition has built on the previous, however, there is now criticism that some of the content is dated (Richards). Practical Cookery has established itself as a key textbook in culinary education both in Ireland and England. Practical Cookery recipes were laid out in easy to follow steps and food commodities were discussed briefly. The Larder Chef was first published in 1969 and is currently in its 4th edition. This book focuses on classical French larder techniques, butchery and fishmongery but recognises current trends and fashions in food presentation. The International Confectioner is no longer in print but is still used as a reference for basic recipes in pastry classes (Campbell). The Modern Patissier demonstrated more updated techniques and methods than were used in The International Confectioner. The Modern Patissier is still used as a reference book in DIT. 1970s The 1970s saw the decline in haute cuisine in Ireland, as it was in the process of being replaced by nouvelle cuisine. Irish chefs were being influenced by the works of chefs such as Paul Boucuse, Roger Verge, Michel Guerard, Raymond Olivier, Jean & Pierre Troisgros, Alain Senderens, Jacques Maniere, Jean Delaveine and Michel Guerard who advanced the uncomplicated natural presentation in food. Henri Gault claims that it was his manifesto published in October 1973 in Gault-Millau magazine which unleashed the movement called La Nouvelle Cuisine Française (Gault). In nouvelle cuisine, dishes in Carème and Escoffier’s style were rejected as over-rich and complicated. The principles underpinning this new movement focused on the freshness of ingredients, and lightness and harmony in all components and accompaniments, as well as basic and simple cooking methods and types of presentation. This was not, however, a complete overthrowing of the past, but a moving forward in the long-term process of cuisine development, utilising the very best from each evolution (Cousins). Books such as Practical Professional Cookery, The Art of the Garde Manger and Patisserie reflected this new lighter approach to cookery. Patisserie was first published in 1971, is now in its second edition, and continues to be used in DIT culinary education. This book became an essential textbook in pastrywork, and covers the entire syllabus of City & Guilds and CERT (now Fáilte Ireland). Patisserie covered all basic pastry recipes and techniques, while the second edition (in 1993) included new modern recipes, modern pastry equipment, commodities, and food hygiene regulations reflecting the changing catering environment. The Art of the Garde Manger is an American book highlighting the artistry, creativity, and cooking sensitivity need to be a successful Garde Manger (the larder chef who prepares cold preparation in a partie system kitchen). It reflected the dynamic changes occurring in the culinary world but recognised the importance of understanding basic French culinary principles. It is no longer used in DIT culinary education. La Technique is a guide to classical French preparation (Escoffier’s methods and techniques) using detailed pictures and notes. This book remains a very useful guide and reference for culinary students. Practical Professional Cookery also became an important textbook as it was written with the student and chef/lecturer in mind, as it provides a wider range of recipes and detailed information to assist in understanding the tasks at hand. It is based on classical French cooking and compliments Practical Cookery as a textbook, however, its recipes are for ten portions as opposed to four portions in Practical Cookery. Again this book was written with the City & Guilds examinations in mind. 1980s During the mid-1980s, many young Irish chefs and waiters emigrated. They returned in the late-1980s and early-1990s having gained vast experience of nouvelle and fusion cuisine in London, Paris, New York, California and elsewhere (Mac Con Iomaire, “The Changing”). These energetic, well-trained professionals began opening chef-proprietor restaurants around Dublin, providing invaluable training and positions for up-and-coming young chefs, waiters and culinary college graduates. The 1980s saw a return to French classical cookery textbook such as Professional Cookery: The Process Approach, New Classic Cuisine and the Professional French Pastry series, because educators saw the need for students to learn the basics of French cookery. Professional Cookery: The Process Approach was written by Daniel Stevenson who was, at the time, a senior lecturer in Food and Beverage Operations at Oxford Polytechnic in England. Again, this book was written for students with an emphasis on the cookery techniques and the practices of professional cookery. The Complete Guide to Modern Cooking by Escoffier continued to be used. This book is used by cooks and chefs as a reference for ingredients in dishes rather than a recipe book, as it does not go into detail in the methods as it is assumed the cook/chef would have the required experience to know the method of production. Le Guide Culinaire was only used on advanced City & Guilds courses in DIT during this decade (Bowe). New Classic Cuisine by the classically French trained chefs, Albert and Michel Roux (Gayot), is a classical French cuisine cookbook used as a reference by DIT culinary educators at the time because of the influence the Roux brothers were having over the English fine dining scene. The Professional French Pastry Series is a range of four volumes of pastry books: Vol. 1 Doughs, Batters and Meringues; Vol. 2 Creams, Confections and Finished Desserts; Vol. 3 Petit Four, Chocolate, Frozen Desserts and Sugar Work; and Vol. 4 Decorations, Borders and Letters, Marzipan, Modern Desserts. These books about classical French pastry making were used on the advanced pastry courses at DIT as learners needed a basic knowledge of pastry making to use them. 1990s Ireland in the late 1990s became a very prosperous and thriving European nation; the phenomena that became known as the “celtic tiger” was in full swing (Mac Con Iomaire “The Changing”). The Irish dining public were being treated to a resurgence of traditional Irish cuisine using fresh wholesome food (Hughes). The Irish population was considered more well-educated and well travelled than previous generations and culinary students were now becoming interested in the science of cooking. In 1996, the BA (Hons) in Culinary Arts program at DIT was first mooted (Hegarty). Finally, in 1999, a primary degree in Culinary Arts was sanctioned by the Department of Education underpinned by a new liberal/vocational philosophy in education (Duff). Teaching culinary arts in the past had been through a vocational education focus whereby students were taught skills for industry which were narrow, restrictive, and constraining, without the necessary knowledge to articulate the acquired skill. The reading list for culinary students reflected this new liberal education in culinary arts as Harold McGee’s books The Curious Cook and On Food and Cooking: The Science and Lore of the Kitchen explored and explained the science of cooking. On Food and Cooking: The Science and Lore of the Kitchen proposed that “science can make cooking more interesting by connecting it with the basic workings of the natural world” (Vega 373). Advanced Practical Cookery was written for City & Guilds students. In DIT this book was used by advanced culinary students sitting Fáilte Ireland examinations, and the second year of the new BA (Hons) in Culinary Arts. Culinary Artistry encouraged chefs to explore the creative process of culinary composition as it explored the intersection of food, imagination, and taste (Dornenburg). This book encouraged chefs to develop their own style of cuisine using fresh seasonal ingredients, and was used for advanced students but is no longer a set text. Chefs were being encouraged to show their artistic traits, and none more so than pastry chefs. Grande Finale: The Art of Plated Desserts encouraged advanced students to identify different “schools” of pastry in relation to the world of art and design. The concept of the recipes used in this book were built on the original spectacular pieces montées created by Antoine Carême. 2000–2013 After nouvelle cuisine, recent developments have included interest in various fusion cuisines, such as Asia-Pacific, and in molecular gastronomy. Molecular gastronomists strive to find perfect recipes using scientific methods of investigation (Blanck). Hervè This experimentation with recipes and his introduction to Nicholos Kurti led them to create a food discipline they called “molecular gastronomy”. In 1998, a number of creative chefs began experimenting with the incorporation of ingredients and techniques normally used in mass food production in order to arrive at previously unattainable culinary creations. This “new cooking” (Vega 373) required a knowledge of chemical reactions and physico-chemical phenomena in relation to food, as well as specialist tools, which were created by these early explorers. It has been suggested that molecular gastronomy is “science-based cooking” (Vega 375) and that this concept refers to conscious application of the principles and tools from food science and other disciplines for the development of new dishes particularly in the context of classical cuisine (Vega). The Science of Cooking assists students in understanding the chemistry and physics of cooking. This book takes traditional French techniques and recipes and refutes some of the claims and methods used in traditional recipes. Garde Manger: The Art and Craft of the Cold Kitchen is used for the advanced larder modules at DIT. This book builds on basic skills in the Larder Chef book. Molecular gastronomy as a subject area was developed in 2009 in DIT, the first of its kind in Ireland. The Fat Duck Cookbook and Modern Gastronomy underpin the theoretical aspects of the module. This module is taught to 4th year BA (Hons) in Culinary Arts students who already have three years experience in culinary education and the culinary industry, and also to MSc Culinary Innovation and Food Product Development students. Conclusion Escoffier, the master of French classical cuisine, still influences culinary textbooks to this day. His basic approach to cooking is considered essential to teaching culinary students, allowing them to embrace the core skills and competencies required to work in the professional environment. Teaching of culinary arts at DIT has moved vocational education to a more liberal basis, and it is imperative that the chosen textbooks reflect this development. This liberal education gives the students a broader understanding of cooking, hospitality management, food science, gastronomy, health and safety, oenology, and food product development. To date there is no practical culinary textbook written specifically for Irish culinary education, particularly within this new liberal/vocational paradigm. There is clearly a need for a new textbook which combines the best of Escoffier’s classical French techniques with the more modern molecular gastronomy techniques popularised by Ferran Adria. References Adria, Ferran. Modern Gastronomy A to Z: A Scientific and Gastronomic Lexicon. London: CRC P, 2010. Barker, William. The Modern Patissier. London: Hutchinson, 1974. Barham, Peter. The Science of Cooking. Berlin: Springer-Verlag, 2000. Bilheux, Roland, Alain Escoffier, Daniel Herve, and Jean-Maire Pouradier. Special and Decorative Breads. New York: Van Nostrand Reinhold, 1987. Blanck, J. "Molecular Gastronomy: Overview of a Controversial Food Science Discipline." Journal of Agricultural and Food Information 8.3 (2007): 77-85. Blumenthal, Heston. The Fat Duck Cookbook. London: Bloomsbury, 2001. Bode, Willi, and M.J. Leto. The Larder Chef. Oxford: Butter-Heinemann, 1969. Bowe, James. Personal Communication with Author. Dublin. 7 Apr. 2013. Boyle, Tish, and Timothy Moriarty. Grand Finales, The Art of the Plated Dessert. New York: John Wiley, 1997. Campbell, Anthony. Personal Communication with Author. Dublin, 10 Apr. 2013. Cashman, Dorothy. "An Exploratory Study of Irish Cookbooks." Unpublished M.Sc Thesis. Dublin: Dublin Institute of Technology, 2009. Ceserani, Victor, Ronald Kinton, and David Foskett. Practical Cookery. London: Hodder & Stoughton Educational, 1962. Ceserani, Victor, and David Foskett. Advanced Practical Cookery. London: Hodder & Stoughton Educational, 1995. Corr, Frank. Hotels in Ireland. Dublin: Jemma, 1987. Cousins, John, Kevin Gorman, and Marc Stierand. "Molecular Gastronomy: Cuisine Innovation or Modern Day Alchemy?" International Journal of Hospitality Management 22.3 (2009): 399–415. Cracknell, Harry Louis, and Ronald Kaufmann. Practical Professional Cookery. London: MacMillan, 1972. Cracknell, Harry Louis, and Ronald Kaufmann. Escoffier: The Complete Guide to the Art of Modern Cookery. New York: John Wiley, 1979. Dornenburg, Andrew, and Karen Page. Culinary Artistry. New York: John Wiley, 1996. Duff, Tom, Joseph Hegarty, and Matt Hussey. The Story of the Dublin Institute of Technology. Dublin: Blackhall, 2000. Escoffier, Auguste. Le Guide Culinaire. France: Flammarion, 1921. Escoffier, Auguste. The Complete Guide to the Art of Modern Cookery. Ed. Crachnell, Harry, and Ronald Kaufmann. New York: John Wiley, 1986. Gault, Henri. Nouvelle Cuisine, Cooks and Other People: Proceedings of the Oxford Symposium on Food and Cookery 1995. Devon: Prospect, 1996. 123-7. Gayot, Andre, and Mary, Evans. "The Best of London." Gault Millau (1996): 379. Gillespie, Cailein. "Gastrosophy and Nouvelle Cuisine: Entrepreneurial Fashion and Fiction." British Food Journal 96.10 (1994): 19-23. Gisslen, Wayne. Professional Cooking. Hoboken: John Wiley, 2011. Hanneman, Leonard. Patisserie. Oxford: Butterworth-Heinemann, 1971. Hegarty, Joseph. Standing the Heat. New York: Haworth P, 2004. Hsu, Kathy. "Global Tourism Higher Education Past, Present and Future." Journal of Teaching in Travel and Tourism 5.1/2/3 (2006): 251-267 Hughes, Mairtin. Ireland. Victoria: Lonely Planet, 2000. Ireland. Irish Statute Book: Dublin Institute of Technology Act 1992. Dublin: Stationery Office, 1992. James, Ken. Escoffier: The King of Chefs. Hambledon: Cambridge UP, 2002. Lawson, John, and Harold, Silver. Social History of Education in England. London: Methuen, 1973. Lehmann, Gilly. "English Cookery Books in the 18th Century." The Oxford Companion to Food. Oxford: Oxford UP, 1999. 227-9. Marnell, Josephine, Nora Breathnach, Ann Martin, and Mor Murnaghan. All in the Cooking Book 1 & 2. Dublin: Educational Company of Ireland, 1946. Mac Con Iomaire, Máirtín. "The Changing Geography and Fortunes of Dublin's Haute Cuisine Restaurants, 1958-2008." Food, Culture and Society: An International Journal of Multidisiplinary Research 14.4 (2011): 525-45. ---. "Chef Liam Kavanagh (1926-2011)." Gastronomica: The Journal of Food and Culture 12.2 (2012): 4-6. ---. "The Emergence, Development and Influence of French Haute Cuisine on Public Dining in Dublin Restaurants 1900-2000: An Oral History". PhD. Thesis. Dublin: Dublin Institute of Technology, 2009. McGee, Harold. The Curious Cook: More Kitchen Science and Lore. New York: Hungry Minds, 1990. ---. On Food and Cooking the Science and Lore of the Kitchen. London: Harper Collins, 1991. Montague, Prosper. Larousse Gastronomique. New York: Crown, 1961. National Qualification Authority of Ireland. "Review by the National Qualifications Authority of Ireland (NQAI) of the Effectiveness of the Quality Assurance Procedures of the Dublin Institute of Technology." 2010. 18 Feb. 2012 ‹http://www.dit.ie/media/documents/services/qualityassurance/terms_of_ref.doc› Nicolello, Ildo. Complete Pastrywork Techniques. London: Hodder & Stoughton, 1991. Pepin, Jacques. La Technique. New York: Black Dog & Leventhal, 1976. Richards, Peter. "Practical Cookery." 9th Ed. Caterer and Hotelkeeper (2001). 18 Feb. 2012 ‹http://www.catererandhotelkeeper.co.uk/Articles/30/7/2001/31923/practical-cookery-ninth-edition-victor-ceserani-ronald-kinton-and-david-foskett.htm›. Roux, Albert, and Michel Roux. New Classic Cuisine. New York: Little, Brown, 1989. Roux, Michel. Desserts: A Lifelong Passion. London: Conran Octopus, 1994. Saulnier, Louis. Le Repertoire De La Cuisine. London: Leon Jaeggi, 1914. Sonnenschmidt, Fredric, and John Nicholas. The Art of the Garde Manger. New York: Van Nostrand Reinhold, 1973. Spang, Rebecca. The Invention of the Restaurant: Paris and Modern Gastronomic Culture. Cambridge: Harvard UP, 2000. Stevenson, Daniel. Professional Cookery the Process Approach. London: Hutchinson, 1985. The Culinary Institute of America. Garde Manger: The Art and Craft of the Cold Kitchen. Hoboken: New Jersey, 2004. Vega, Cesar, and Job, Ubbink. "Molecular Gastronomy: A Food Fad or Science Supporting Innovation Cuisine?". Trends in Food Science & Technology 19 (2008): 372-82. Wilfred, Fance, and Michael Small. The New International Confectioner: Confectionary, Cakes, Pastries, Desserts, Ices and Savouries. 1968.

La fabrication additive (FA) des métaux est une technologie de pointe qui permet une mise en œuvre rapide et l’optimisation de la conception de pièces complexes. Elle est désormais utilisée dans de nombreux secteurs industriels, dont le nucléaire. L’un des processus de fabrication les plus courants est la fusion laser sur lit de poudre, qui est à l’origine d’une microstructure particulière qui pourrait influer sur la réponse du matériau à l’irradiation. L’objectif de ce travail de thèse a donc été d’étudier l’effet de l’irradiation aux ions lourds sur la microstructure du Ni-20Cr FA par Microscopie Électronique en Transmission (MET), ainsi que son impact sur ses propriétés mécaniques, afin de déterminer si l’usage de la FA pourrait s’appliquer au domaine nucléaire. Pour cela, trois stratégies de fabrication additive ainsi que l’effet d’un recuit ont été étudiés et ont été comparés à un matériau de référence. Différentes expériences d’irradiation aux ions lourds ont été réalisées, sur des échantillons massifs mais aussi sur des lames minces observées par MET in situ. Les expériences in situ permettent notamment de mesurer la cinétique de croissance des défauts à faible dose et de suivre l’évolution de certaines caractéristiques. Il est ainsi mis en évidence que dans tous les échantillons, l’irradiation induit la formation de boucles de Frank et de boucles parfaites. La stratégie de fabrication n’a pas d’influence sur l’évolution microstructurale des échantillons FA. Cependant, les cellules dendritiques, caractéristiques de la FA, sont dissoutes par irradiation. De plus, une densité plus faible de boucles de dislocation est mesurée dans le cas des échantillons FA que pour les échantillons recuits et de référence, qui présentent eux une évolution similaire. Cela est expliqué par une densité de puits de défauts plus importante dans le matériau FA brut. L’évolution microstructurale observée est reliée aux propriétés mécaniques, qui sont mesurées par compression micro-pilier. Il est démontré que les matériaux recuits et de référence voient leur cission critique résolue augmenter à cause de la création des boucles de dislocation, alors que le matériau FA voit une diminution suite à la dissolution des cellules de dislocation, plus important que la composante durcissante. Ces évolutions sont confirmées par l’application du modèle de durcissement par barrières dispersées
Additive Manufacturing (AM) of metals is an advanced technology that enables rapid implementation and design optimization of complex parts. It is now used in many industrial sectors, including nuclear. One of the most common processes in AM is Laser Powder Bed Fusion, which results in a particular microstructure that could influence the material's response to irradiation. The objective of this thesis was to study the effect of heavy ion irradiation on the microstructure of AM Ni-20Cr using Transmission Electron Microscopy (TEM), as well as its impact on its mechanical properties, to determine whether AM could be used for nuclear applications. For this purpose, three additive manufacturing strategies and the effect of annealing were studied and compared to a reference material. Various heavy ion irradiation experiments were conducted, on bulk samples as well as on thin foils observed via in situ TEM. In situ experiments allow measuring the defect growth kinetics at low doses and tracking the evolution of certain characteristics.It is thus demonstrated that in all samples, irradiation induces the formation of Frank loops and perfect loops. The manufacturing strategy does not influence the microstructure evolution of AM samples. However, the dendritic cells, characteristic of AM, are dissolved under irradiation. Additionally, a lower density of dislocation loops is measured in the AM samples compared to the annealed and reference samples that show a similar evolution. This is explained by a higher density of defect sinks in the as built AM material. The observed microstructural evolution is linked to the mechanical properties, which are measured by micropillar compression. It is shown that the annealed and reference materials experience an increase in their critical resolved shear stress due to the creation of dislocation loops, whereas the AM material show a decrease due to the dissolution of dislocation cells, superior to the hardening component. These changes are confirmed by the application of the dispersed barrier-hardening model

Les aciers inoxydables austénitiques sont très utilisés dans l’industrie nucléaire comme structure interne. Ces structures se retrouvent en grande majorité dans la cuve du réacteur et, du fait de leur proximité avec les assemblages combustibles, sont soumis à de rudes conditions d’utilisation. Ces éléments sont donc exposés à des doses d’irradiation élevées et peuvent atteindre 100 dpa après 40 ans d’utilisation, à une température proche de 350°C. Ces conditions d’utilisation modifient la microstructure de l’acier et son comportement mécanique, ce qui entraîne une dégradation de leurs propriétés mécaniques et de leur résistance à la corrosion. L’objectif de cette thèse est d’établir à l’échelle atomique une loi de comportement décrivant le déplacement d’une dislocation coin dans une solution solide Fe-Ni10-Cr20, d’apporter une compréhension des mécanismes d’interaction entre une dislocation coin et une boucle de Frank et d’investiguer l’effet de la température, du générateur aléatoire d’alliage, de l’orientation et du diamètre de la boucle sur la contrainte mécanique. Pour atteindre ces objectifs, des simulations en dynamique moléculaire sont réalisées, basées sur potentiel FeNiCr récemment développé pour imiter le comportement de l’acier austénitique inoxydable. Les simulations sont réalisées en conditions statiques, à 300 K, 600 K et 900 K et les interactions effectuées pour des tailles de boucle de Frank de 2 nm et 10 nm. nous proposons une loi de comportement où sont incluses la température et la vitesse de déformation; l’interaction entre la dislocation coin et la boucle de Frank révèle trois types de mécanismes d’interactions : le cisaillement simple, le défautement et l’absorption de la boucle. L’absorption est le mécanisme le plus stable ; Les analyses des propriétés mécaniques résultantes ont montré que le mécanisme de défautement requiert la contrainte la plus élevée pour que la dislocation franchisse l’obstacle. D’autre part, contrairement aux études précédentes, le défautement de la surface de la boucle n’a lieu que lorsque celle-ci entre en contact avec la dislocation coin ; dans le cas de la boucle de Frank de 2 nm, la corrélation entre la probabilité du mécanisme d’interaction et la force moyenne de l’obstacle constitue des données utiles pour les simulations en Dynamique des Dislocations. Les observations des configurations résultantes de la boucle de Frank suite à l’interaction avec la dislocation permettent de justifier l’apparition de bandes claires observées au MET. Ce travail a été partiellement soutenu par la Commission européenne FP7 par le numéro de subvention 232612 dans le cadre du projet PERFORM 60
Austenitic stainless steels are widely used in the nuclear industry as internals. These structures reside mainly in the reactor vessel and, due to their proximity with fuel assemblies, are subjected to severe operating conditions. These elements are exposed to high irradiation doses which can reach 100 dpa after 40 years of operating, at a temperature close to 350°C. These operating conditions affect the microstructure of steels and their mechanical behavior, which leads to the deterioration of their mechanical properties and their corrosion resistance. The objective of this PhD research work is to establish at the atomic scale a constitutive law describing the edge dislocation motion in a random Fe-Ni10-Cr20 solid solute solution, to bring a comprehensive understanding of the interaction mechanism between the edge dislocation and the Frank loops and to investigate the effect of temperature, alloying random generator, orientation and size of the Frank loop on the mechanical stress. To achieve these objectives, molecular dynamics simulations were conducted with a recently developed FeNiCr potential used to mimic the behavior of austenitic stainless steels. These simulations have been performed in static conditions as well as at 300 K, 600 K and 900 K and the interactions realized for loop sizes of 2nm and 10nm. A constitutive law taking into account the temperature and strain rate is proposed; the interaction between the edge dislocation and the Frank loop revealed 3 kinds of interaction mechanisms: simple shearing, unfaulting and absorption of the loop. Absorption is the most stable mechanism; the analyses of the resulting mechanical properties have shown that the unfaulting mechanism requires the highest stress to make the dislocation overcome the obstacle. On the other hand, contrary to previous studies, the unfaulting of the loop surface occurs only when the dislocation comes into contact with the edge dislocation; for the 2 nm Frank loop size, the coupling between the probability of the outcome of the reaction and the average strength of the obstacle constitutes useful data for Dislocation Dynamics simulations. The observations of the resulting Frank loop configurations following the interaction with the dislocation allow justifying the emergence of clear bands observed in TEM. This work has been partially supported by the European Commission FP7 with the grant number 232612 as part of the PERFORM 60 project

Dans le contexte politique national si paradoxal de République monarchiste [1871-1879], la presse satirique radicale marseillaise est essentiellement animée par une poignée de jeunes journalistes à l'humour corrosif qui s'assignent pour mission de s'attaquer aux moeurs et aux vices de leur temps. De cette équipe, une personnalité controversée se détache : Léo Taxil, personnage à la conscience « accommodante », pris dès l'adolescence dans une sorte de fuite en avant et une volonté d'indépendance, dues à la nécessité de très tôt devoir gagner sa vie et qui côtoie les grands courants de pensée de son époque, se rangeant tour à tour dans les deux camps profondément antagonistes de la période. Sa conversion au catholicisme et la mystification dont il s'est rendu coupable à travers l'affaire Diana Vaughan ont fait couler beaucoup d'encre et focalisé l'attention de ses contemporains, puis des chercheurs. Pourtant, si de nombreux ouvrages évoquent le parcours atypique de Léo Taxil pour tenter d'expliquer son formidable canular, ils passent de façon succincte sur des épisodes marquants de son existence. Or, qu'en a-t-il été de la vie même de Taxil ? De ses premiers combats exaltés, feints ou réels, de son anticléricalisme militant, associé à des activités lucratives, éléments qui préfigurent son invraisemblable conversion au catholicisme et ses révélations sur la « franc-maçonnerie luciférienne » auxquelles une partie non négligeable du clergé s'est ralliée ? En quoi ce polémiste marseillais est-il révélateur des problèmes de son temps, complètement investi dans les luttes féroces que se livrent républicains laïcs et catholiques conservateurs ?
In such a paradoxical national political context of a monarchist Republic [1871-1879], the radical satirical press of Marseille is essentially run by a handful of young journalists with a sharp sense of humour who set themselves the task of tackling the custom and vices of their time. Out of this team, a controversial figure stood out : Léo Taxil. Manipulator, with an "accommodating" conscience, desperate to achieve his aims, caught as early as a teenager in a kind of headlong rush with a desire of independence due to the very early need to earn a living, he met the great currents of thought of his time, and unscrupulously and seemingly without a second thought, alternately sided with two strongly antagonistic camps. His conversion to Catholicism and his hoax in the Diana Vaughan case were much written about, and were the focus of attention for his contemporaries and later for researchers. Yet, if these works evoke the atypical path of Leo Taxil in order to try and explain his tremendous hoax, they succinctly go over significant events in his life. But beyond the very much narrated and commented hoax, what about Taxil's very life? What about his early enthusiastic battles, whether feigned or real, what about his militant anticlericalism, coupled with lucrative activities, elements that prefigure his improbable conversion to catholicism and his revelations about the "Luciferian Freemasonry" eventually joined by a significant part of the clergy? In what way is this Marseille polemicist indicative of the problems of his time, fully invested in the fierce battles between non religious Republicans and conservative Catholics ?

Travaillant depuis des années sur Victor GELU, notamment en mastère, à l’Université Paul-Valéry de MONTPELLIER, sachant qu’un travail de transcription des Correspondances de l’écrivain marseillais démarrait, j’ai choisi de combler le vide que représentait l’absence d’une transcription suivie des Notes biographiques de Victor GELU. En effet, n’en était disponible qu’un recueil de morceaux choisis arbitrairement, inutilisable pour la recherche. J’ai transcrit à peu près la moitié des Notes, 1806-1841, m’autorisant à poursuivre la suite 1841-1857 en 2010-2011. Au fur et à mesure de ma transcription un problème émergeait, l’apparition d’une image de Victor GELU différente de celle qu’avait pu me fournir mon travail de mastère (avec l’analyse systématique des thématiques dans l’oeuvre de Victor GELU, MONTPELLIER 2004). Cette image ne correspondait pas non plus à celle fournie par un autre travail en train de s’effectuer à l’Université Paul-Valéry (Victor GELU transcription des correspondances, thèse Odile DELMAS). La problématique de ma recherche s’est donc imposée : quelle image de lui bâtit Victor GELU, en 1857-58, dans les Notes biographiques, ouvrage destiné à parution. Sachant que Victor GELU sort juste de démêlés avec la censure pour la deuxième édition de ses Chansons (1856) et que 1857 est l’année des procès de Madame Bovary, des Fleurs du Mal, des Mystères du Peuple, dans quelle mesure l’image forgée de lui, en 1857, par les Notes biographiques correspond-elle à la réalité ?
This thesis deals with Victor Gelu's Bibliographical Notes (1806-1857)

Dans l’oeuvre provençale de Victor GELU, thématiques politique, sociale et philosophique écrasent statistiquement les autres thématiques par leur présence. C’était une des conclusions de deux mémoires soutenus en 2004 à l’Université Paul Valéry, l’un par moi-même, l’autre par Monsieur CHATAIN. Mais si les trois serrures étaient bien là il manquait une clef. Les thématiques politique et sociale se positionnaient à gauche. Les références exactes de la thématique philosophique ne voulaient pas se préciser. Avant de se préoccuper d’interpréter le sens de l’oeuvre il eût mieux valu savoir qui était l’homme. Les pensées politique, sociale et philosophiques de Victor GELU, une opportunité s’offrait d’essayer de les reconstituer avec le fonds de 430 lettres de 1843 à 1885. Comment exploiter ce gisement ? Certainement pas en croyant l’épistolier qui faisait preuve d’une grande prudence. La solution était de faire parler ses correspondants. Une notice biographique de chacun fut faite en y portant ses engagements politiques, sociaux et philosophiques. Le regroupement des notices a permis de constituer cinq ensembles de destinataires au fil de la vie de l’écrivain marseillais. La confrontation des cinq ensembles a permis de dessiner un correspondant type qui, en creux, constitue le portrait reconstruit de Victor GELU, un homme aux idées républicaines, souvent socialisantes (pas dans un sens marxiste étroit du terme) et, de sa jeunesse à la fin de sa vie, aux préoccupations maçonniques
This dissertation contains the critical edition of some 430 letters, written by Victor Gelu between 1843 and 1885. The author studies mainly the typology of the recipients

Abstract J.E. Gray (1824-1828) listed 101 species of cowries in his newly proposed family Cypraeidae (excluding members of the Triviidae). An estimated 200 Recent species and another 500 extinct species are recognized today, but Gray’s challenge remains despite the high visibility of cowries as collectors’ items, a respectable fossil record, and the enormous contributions to the systematics of the cypraeids by Franz Schilder, who with his wife, Maria, for fifty years devoted his life attempting to order the cowries in “natural genera.” Schilder’s vision of the characters necessary for a phylogeny was extraordinarily perceptive and anticipates many aspects of character definition now employed in modem cladistics (see, for example, Schilder, 1936). However, his system is marred by inconsistencies in shell characters and anatomy within tribes and between genera (Kay, 1960,1963; Dolin and Bouchet, 1986), perhaps because he painted with too broad a brush, utilizing tribes (groups of genera) as his standard for the history of characters.

Ann Albright, PhD, RDN Centers for Disease Control and, Prevention Atlanta, GA; Mary M. Austin, MA, RDN, CDE, FAADE The Austin Group, LLC Shelby Township, MI; Gretchen Benson, RDN, CDE Minneapolis Heart Institute Foundation Minneapolis, MN; Jackie Boucher, MS, RDN, CDE Children’s HeartLink Minneapolis, MN; Catherine Brown, MS, RDN, CDE WellDoc, Inc. Baltimore, MD; Carol Brunzell, RDN, CDE University of Minnesota Health Minneapolis, MN; Maureen Chomko, RDN, CDE Neighborcare Health Seattle, WA; Carla Cox, PhD, RDN, CDE, CSSD Providence Medical Group Saint Patrick Hospital Missoula, MT; Stephanie Critchley, MS, RDN, CDE Stanford Health Diabetes Center Fargo, ND; Marjorie Cypress, PhD, CNP, CDE Albuquerque, NM; Jessica DeCostole, MS, RDN MedStar Good Samaritan Good Health Center Washington, DC; Heather Devlin, MA Centers for Disease Control and Prevention Atlanta, GA; Robert Eckel, MD University of Colorado Denver Anschutz Medical Campuss Denver, CO; Alison B. Evert, MS, RDN, CDE University of Washington Medical Center, Endocrine and Diabetes Care Center Seattle, WA; Marion J. Franz, MS, RDN, CDE Nutrition Concepts by Franz, Inc. Minneapolis, MN; Janine Freeman, RDN, CDE Emory Healthcare Atlanta, GA; Carolyn C. Harrington, RDN, CDE Venice, FL; Joy Hayes, MS, RDN, CDE Minneapolis Heart Institute Foundation Minneapolis, MN; Wahida Karmally, DrPH, RDN, CDE, CLS Irving Institute for Clinical and Translational Research Columbia University New York, NY; Lynne K. Lyons, MPH, RDN, CDE Abbott Diabetes Care Alameda, CA; Janice S. MacLeod, MA, RDN, CDE WellDoc, Inc. Baltimore, MD; Michelle Magee, MD MedStar Diabetes Institute, Medstar Health Georgetown University School of Medicine Washington, DC; Meghann Moore, MPH, RDN, CDE Western Washington Medical Group Bothell and Marysville, WA; Lynn Munson, MS, RDN Kidney Specialists of Minnesota Maplewood, MN; Joshua J. Neumiller, PharmD, CDE, FASCP College of Pharmacy Washington State University Spokane, WA; Breanna S. Oberlin, MS, RDN, CDE Swedish Maternal Fetal Specialty Clinic Swedish Bariatric, Metabolic, and Endocrinology Center Seattle, WA; Joyce Green Pastors, MS, RDN, CDE University of Virginia Health System Charlottesville, VA; Margaret A. Powers, PhD, RDN, CDE International Diabetes Center at Park Nicollet Medical Center Minneapolis, MN; Diane M. Reader, RDN, CDE International Diabetes Center at Park Nicollet Medical Center Minneapolis, MN; Jennifer Drenkard Sapolsky, BSN, RN, CDE MedStar Georgetown University Washington, DC; Carmel E. Smart, PhD, RD John Hunter Childrens Hospital Newcastle, New South Wales, Australia; Gail Spiegel, MS, RDN, CDE Barbara Davis Center for Childhood Diabetes Pediatric Clinic University of Colorado, Anschutz Medical Campus Aurora, CO; Kathleen Stanley, MSEd, RDN, CDE, BC-ADM Baptist Health Lexington, KY; Carrie S. Swift, MS, RDN, BC-ADM, CDE Kadlec Medical Center Richland, WA; Patti Urbanski, MEd, RDN, CDE St Luke’s Diabetes Care Program Duluth, MN; Gretchen Youssef, MS, RDN, CDE MedStar Diabetes Institute, MedStar Health Washington, DC; Xuanping Zhang, PhD Centers for Disease Control and Prevention Atlanta, GA; Jacqueline Santora Zimmerman, MS, RDN Cohen Children’s Medical Center, Northwell Health New Hyde Park, NY; Acknowledgment of Author Contributions from the 2nd Edition of the American Diabetes Association Guide to Nutrition Therapy for Diabetes: Chapter 7: Nutrition Therapy for Adults with Type 2 Diabetes Hope S. Warshaw, MMSc, RDN, BC-ADM, CDE Nutrition/Diabetes Consultant/Diabetes Educator Alexandria, VA Chapter 17: Nutrition Therapy for Diabetic Kidney Disease Madelyn Wheeler, MS, RDN, CDE, FADA Co-Owner, Nutritional Computing Concepts Zionville, IN; Chapter 23: Intergrating Nutrition Therapy Into Insulin Pump Therapy Alison B. Evert, MS, RDN, CDE University of Washington Medical Center, Endocrine and Diabetes Care Center Seattle, WA