ULTRA-LOCAL TEMPERATURE MAPPING WITH AN INTRINSIC THERMOCOUPLE

Submitted on behalf of EDA Publishing Association (http://irevues.inist.fr/handle/2042/5920)International audienceWe report on a set-up derived from an Electrostatic Force Microscope (EFM) allowing us to probe temperature with a high spatial resolution. The system uses the well-known Seebeck effect through an intrinsic thermocouple made from an EFM conducting tip put in contact with a conducting sample. The contact radius between tip and sample is currently estimated to be in the 50 to 100 nm range depending on the elastic or the plastic deformation. The contact area can be assimilated to the electrical and thermal contact areas. In those conditions, the issue of heat conduction in air is solved. The thermal measurement is related to the Seebeck junction effect : it will therefore not be sensitive to buried materials or impurities

Temperature Measurement of Microsystems by Scanning Thermal Microscopy

Submitted on behalf of EDA Publishing Association (http://irevues.inist.fr/handle/2042/5920)International audienceSurface temperature measurements were performed with a Scanning Thermal Microscope. We aim at proving an eventual sub-micrometric resolution of this metrology when using a wollaston wire probe of micrometric size. A dedicated CMOS device was designed with arrays of lines 0.35mm in size with 0.8 mm and 10mm periods. Integrated Circuits with or without a passivition layer were tested. To enhance sensitivity, the IC heat source was excited with an AC current. We show that the passivation layer spreads heat so that the lines are not distinguishable. Removing this layer allows us to distinguish the lines in the case of the 10mm period

Measuring educational inequality of opportunity: pupil’s effort matters

The distinction between effort and other factors, such as family background, matters for correcting policies and normative reasons when we appeal to inequality of opportunity. We take advantage of a purposefully designed survey on secondary schools in rural Bangladesh to offer a comprehensive view of the importance of overall effort when measuring inequalities of opportunity in education. The analysis comprises decomposition exercises of the predicted variance of student performance in mathematics and English by source (effort, circumstances, etc.) and subgroup (within- and between-schools) based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between 31% and 40% of the total predicted variances in performance scores. The contribution of overall effort falls by 10% when the correlation between effort and circumstances is taken into account. These findings are robust to the choice of estimation strategy (i.e. combined within- and between-schools variation models versus multilevel random-effect models). All in all, these results advocate that social determinism in education can be mitigated by individual effort at school

The potential determinants of young people's sense of justice: an international study

This paper uses reports from 13,000 Grade Nine pupils in five countries to examine issues such as whether they were treated fairly at school, trust their teachers and adults in wider society, are willing to sacrifice teacher attention to help others, and support the cultural integration of recent immigrants. Using such reports as ‘outcomes’ in a multi‐stage regression model, it is clear that they are largely unrelated to school‐level pupil mix variables. To some extent, these outcomes are stratified by pupil and family background in the same way for all countries. However, the largest association is with pupil‐reported experience of interactions with their teachers. Teachers appear to be a major influence on young people's sense of justice and the principles they apply in deciding whether something is fair. The paper concludes by suggesting ways in which schools and teachers could take advantage of this finding

Winner-loser effects overrule aggressiveness during the early stages of contests between pigs

Contest behaviour, and in particular the propensity to attack an unfamiliar conspecific, is influenced by an individual’s aggressiveness, as well as by experience of winning and losing (so called ‘winner-loser effects’). Individuals vary in aggressiveness and susceptibility to winner-loser effects but the relationship between these drivers of contest behaviour has been poorly investigated. Here we hypothesise that the winner-loser effect on initiation of agonistic behaviour (display, non-damaging aggression, biting and mutual fighting) is influenced by aggressiveness. Pigs (n=255) were assayed for aggressiveness (tendency to attack in resident-intruder tests) and then experienced two dyadic contests (age 10 and 13 weeks). Agonistic behaviour, up to reciprocal fighting, in contest 2 was compared between individuals of different aggressiveness in the RI test and experiences of victory or defeat in contest 1. Winner-loser effects were more influential than aggressiveness in determining initiation of agonistic behaviour. After accruing more skin lesions in contest 1, individuals were less likely to engage in escalated aggression in contest 2. The interaction between aggressiveness and winner-loser experience did not influence contest behaviour. The results suggest that aggressiveness does not compromise learning from recent contest experience and that reducing aggressiveness is unlikely to affect how animals experience winning and losing. <br/

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