lithological and mineralogical investigations

The thesis contains 6 chapter and mentions about the influences of sea level change, climate, tectonic into the sedimentary process. The results show that late Pleistocene facies mostly are weathered facies which content gibbsite-kaolinite, limonite. In transgression, facies assemblage includes lagoon, tidal and estuary. The composition are in-situ reworked minerals like illite, gypsum. In regression, facies are shallow marine, prodelta, delta front, distributary lobe, swamp, tidal and beach, channel infill, flood plain, lake. Abundant minerals are named like smectite, illite, chlorite, quartz, feldspar, rock fragments, gypsum.Gypsum is the evaporited mineral easily to be formed in coastal environment of Red River Delta. It is a good indicative mineral for distinguishing the deposits formed in dry season of monsoon regions. Smectite is good indicative mineral for sea environment which mostly related with the transference and low accumulation and new formed in climate with wet and dry periods. Kaolinite-gibbsite is an indicator of strong chemical weathering with high precipitation. The stratigraphy can be divide into trangressive systems tract (10-8.5 cal. kyr BP) and highstand systems tract with aggradational-progradational parasequence set (8.5-6.5 cal. kyr BP) and progradational parasequence set (6.5 cal. kyr BP-today, with subsets 6.5-4.0; 4.0-1.5; and 1.5-0.0 cal. kyr BP). The subsidence process which reflex in accumulation rate regarded to not only sea level change, tectonics but also human impact - dyke build plays the main role to increased sedimentary thickness...Nordvietnam, Holocene sediment, Red River Delta, sea level changethesi

Strategic Framing in Contracts Contracts under hidden action

Abstract We provide a model of the principal-agent relationship with hidden action where the agent thinks in terms of gains and losses with respect to a reference point. A loss averse agent's reference point is the fixed payment that he receives, the gains and losses are respectively any bonuses or penalties. When choosing the net payment for each outcome produced by the agent, the principal takes into account that the base wage chosen determines the agent's reference point, and therefore his behaviour. We consider two variants of the model. In a first variant, the agent's reservation utility is not reference-dependent. We show that the principal always employs bonuses in this case. In a second variant, the reservation utility is reference-dependent. In this case, the principal may also use penalties

Dix ans de pratique CLIL en Belgique multilingue. Un résumé des résultats d'apprentissage

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaSince 1998, CLIL is an official learning and teaching approach for primary schools in French-speaking Belgium. In 2001 a number of Dutch-speaking schools in Brussels followed this example. This paper traces the practice of CLIL in these two areas and discusses a number of research issues. In the first part the political issues regarding the implementation of CLIL are addressed. It is shown how feelings toward this approach differ throughout the country and why this is the case. In the second part, the practice of CLIL is examined. A number of schools teach as much as 70% of the curriculum in the target language, while others limit themselves to 20%. The didactic consequences of the different approaches are examined. Among the problems addressed are the questions (1) whether it is desirable or not that in the development of pupils' linguistic skills, at a certain point in their development, the target language turns out to be the best language? and (2) whether or not it is desirable that reading starts in the target language rather than in the first one? In the third part the six tenets used by our research group are discussed. These are: (1) knowledge of the target language, (2) knowledge of the mother tongue, (3) knowledge of subject-matter, (4) attitudes and motivation, (5) cognitive development and (6) neuroscientific aspects of the brain of bilinguals. The results indicate that CLIL is a powerful learning approach that goes far beyond language knowledge and development but reaches out to cognitive and neuroscientific aspects as well. This leads us to think of CLIL as a really innovative approach not only to language education but to education in general