Éditeur(s) : Amer Geophysical Union
Résumé : After the January 12, 2010, Haiti earthquake, we deployed a mainly offshore temporary network of seismologic stations around the damaged area. The distribution of the recorded aftershocks, together with morphotectonic observations and mainshock analysis, allow us to constrain a complex fault pattern in the area. Almost all of the aftershocks have a N-S compressive mechanism, and not the expected left-lateral strike-slip mechanism. A first-order slip model of the mainshock shows a N264 degrees E north-dipping plane, with a major left-lateral component and a strong reverse component. As the aftershock distribution is sub-parallel and close to the Enriquillo fault, we assume that although the cause of the catastrophe was not a rupture along the Enriquillo fault, this fault had an important role as a mechanical boundary. The azimuth of the focal planes of the aftershocks are parallel to the north-dipping faults of the Transhaitian Belt, which suggests a triggering of failure on these discontinuities. In the western part, the aftershock distribution reflects the triggering of slip on similar faults, and/or, alternatively, of the south-dipping faults, such the Trois-Baies submarine fault. These observations are in agreement with a model of an oblique collision of an indenter of the oceanic crust of the Southern Peninsula and the sedimentary wedge of the Transhaitian Belt: the rupture occurred on a wrench fault at the rheologic boundary on top of the under-thrusting rigid oceanic block, whereas the aftershocks were the result of the relaxation on the hanging wall along pre-existing discontinuities in the frontal part of the Transhaitian Belt. Citation: Mercier de Lepinay, B., et al. (2011), The 2010 Haiti earthquake: A complex fault pattern constrained by seismologic and tectonic observations, Geophys. Res. Lett., 38, L22305, doi:10.1029/2011GL049799.
Geophysical Research Letters (0094-8276) (Amer Geophysical Union), 2011-11 , Vol. 38 , N. L22305 , P. 7 p.

Droits : 2011 by the American Geophysical Union
http://archimer.ifremer.fr/doc/00054/16557/14071.pdf
DOI:10.1029/2011GL049799
http://archimer.ifremer.fr/doc/00054/16557/

Éditeur(s) : HAL CCSD
Résumé : International audience
The 20th Caribbean Academy of Sciences Biennal Meeting was held in Guadeloupe, FWI, on November 24 th to 26 th, 2016. It has gathered over 130 participants from more than 14 countries within or outside the Caribbean. In this booklet, you may find all abstracts form the scientific sessions, and the desciption of two round tables and three symposiums. Sessions were as followed :- Poster session- Mathematics and Informatics- Science Education- Physics of the Athmosphere- Medical Sciences (1)- Interface and Material Physics- Radiochemistry and Nuclear Medicine and Biomolecules- Interdisciplinary Oral Session- Biology- Hydrology and Hydrodynamics- Material and Environmental Chemistry- Medical Sciences (2)
https://hal.univ-antilles.fr/hal-01413318
Dehaies, Guadeloupe

hal-01413318
https://hal.univ-antilles.fr/hal-01413318
https://hal.univ-antilles.fr/hal-01413318v2/document
https://hal.univ-antilles.fr/hal-01413318/file/CAS_2016_Booklet.pdf

Éditeur(s) : HAL CCSD Springer
Résumé : International audience
In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for deep understanding as are abstract concepts, laws and rules. The hypothesis presented is that a context gap between two students can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. The authors introduce the emergence of context effects as a problem space, to be modeled in the system, and propose a model of the contextual dimension (MazCalc) associated with an analytical view of its modeling, based on a metaphor in physics. A Learning Scenario (Gounouy) has been designed and tested with two groups of learners in Guadeloupe and in Quebec, and MazCalc has been instantiated for this pilot study. Finally, an architecture of a Context-Aware Intelligent Tutoring System is presented, with services to learners, teachers and researchers.
Context in Computing

ISBN : 978-1-4939-1886-7
hal-01536054
https://hal.univ-antilles.fr/hal-01536054
DOI : 10.1007/978-1-4939-1887-4_17

Éditeur(s) : HAL CCSD
Résumé : International audience
A cross-analysis of the transposition (analysis of official instructions and textbooks) of the concepts of “agrosystem” and “biological identity” in French secondary school on is presented here. The relationship between the teaching of these knowledges and some ideologies (productivism, determinism) are highlighted. Finally, the uniqueness of the relationship between conceptions, value systems and scien- tific paradigms is discussed.
Une analyse croisée de la transposition interne des concepts d'agrosystème en première L et d'identité biologique en première S s'appuyant sur des analyses de programmes et de manuels scolaires est ici présentée. Les rapports entre l'enseignement de ces connaissances et certaines idéologies (produc-tivisme, déterminisme) sont mis en évidence. Enfin, l'unicité des liens entre représentations, systèmes de valeurs et paradigmes scientifiques est discutée.
ISSN: 2551-6116

hal-01537722
https://hal.univ-antilles.fr/hal-01537722
https://hal.univ-antilles.fr/hal-01537722/document
https://hal.univ-antilles.fr/hal-01537722/file/Forissier-et-Mazabraud-2007.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
Les enseignements basés sur les effets de contexte visent à mettre les contextes au cœur du design pédagogique. A partir de l’exemple d’un apprentissage sur la grenouille impliquant des élèves de Repentigny (Québec) et du Moule (Guadeloupe) les modalités et les motivations de ce type d’enseignement seront exposées. Il s’appuie sur la gestion de l’émergence des effets de contextes liée aux écarts de conceptions des élèves tout au long d’une séquence pédagogique incluant notamment un environnement numérique de travail et une démarche d’investigation.Dans une méthodologie de design based research, de nombreuses données directes et indirectes ont été collectées. Les résultats préliminaires montrent différents types d’expression des effets de contexte ainsi que les thèmes et moments où ils émergent. Une modélisation des lieux et des moments d’émergence des effets de contexte est menée à partir des différences entre les contextes écologiques sur lesquels les élèves travaillent. Elle vise à fournir des outils prédictifs pour le chercheur comme pour le concepteur d’enseignement. La discussion portera sur La place de l’ ’environnement numérique de travail dans ce les enseignements basés sur les effets de contexte, les possibles généralisations de ce type d’enseignement et l’élaboration d’un « Context-Aware Intelligent Tutoring System ».
Congrès de l’Association francophone pour le savoir (ACFAS) 2014
Montréal, Canada

hal-01539478
https://hal.univ-antilles.fr/hal-01539478

Éditeur(s) : HAL CCSD
Résumé : International audience
Si la production d'énergie renouvelable solaire, éolienne et géothermique est bien développée en Guadeloupe, il n'en est pas de même de l'éducation au développement durable dont la mise en place est très récente. Issu de travaux portant sur les mécanismes de contextualisation des savoirs scientifiques, l'enquête exposée ici vise à caractériser les conceptions d'élèves de CM2 sur la géothermie en fonction du contexte géologique dans lequel ils vivent. L'impact de l'opinion de l'enseignant sur celles de ses élèves est également mis en question par le fait que les élèves ayant un enseignant impliqué de manière critique ou positive ont une opinion plus positive de l'usine géothermique voisine. La détermination de l'opinion des élèves sur cet exemple semble donc soit être plus influencée par le contexte familial que par le scolaire, soit ne se construire plus nettement, par accord ou par opposition, face à l'implication de l'enseignant. Abstract If the production of solar, wind and geothermal energy is important in Guadeloupe, it is not the same for sustainable development education. Deriving from work on the mechanisms of contextualization of scientific knowledge, the investigation presented here aims to characterize the concepts of 10 years pupils about geothermal energy as a function of geological setting in which they live. The impact of the views of the teachers on those students is also questioned. Pupils with one teacher involved in citizen group critical or positive about geothermal plant, have a more positive view of the nearby geothermal plant. The determination of students' opinions on this example seems to be more influenced by family background than by the school or not to build more significantly, by agreement or opposition, given the involvement of the teacher.
19th Caribbean Geological conference
Gosier, Guadeloupe

hal-01539490
https://hal.univ-antilles.fr/hal-01539490
https://hal.univ-antilles.fr/hal-01539490/document
https://hal.univ-antilles.fr/hal-01539490/file/FORMACOR.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
The purpose of this study is to identify links between the geothermal context and the conceptions in different initial teachers training, from the Caribbean and North America. The Caribbean Islands are located in a subduction zone, creating a great potential for geothermal energy. In Guadeloupe, this potential has been harnessed and a geothermal power plant produces about 5% of the local demand for electricity. It is called high temperature geothermy. In Quebec the bedrock mainly consists of ancient Precambrian rocks from the Canadian Shield, which does not allow for electricity production. The geothermal heat is used to regulate the temperature in buildings, to create spars, to grow crops and other purposes. It is called low temperature geothermy. This design-based research (Sandoval, W. et Al., 2004) takes part in the contextualization of sciences education research works (Blanchet, P. et Al., 2009, Anciaux, F. et Al., 2013) and in the continuation of the Gounouy project (Fecil, S. et Al., 2014). A project-based learning on geothermal energy has been set up with two groups of initial teachers training from the Université du Québec à Montréal (UQAM) and from the French West Indies University (UA). The purpose is to create collaborations between each group in order to enable them to encounter, recognize and formulate their conceptions. Further, they will collectively elaborate a more complex understanding of conceptions about geothermy. More specifically, the design used in this experiment aims to highlight context effects (Merlo-Leurette, S., Forissier, T., 2009). Context effects are pedagogical events occurring when there is a clash between the different conceptions of students, observed uring courses regarding different problematics related to geothermal energy. Communications via videoconferences were arranged so that the counterpart teams may discuss their investigative findings. Videos from the exchanges have been collected, as well as weekly summaries about student’s accomplishment, ideas, questions and feelings. Pre-test and post-test questionnaires on geothermal energy were submitted at the beginning and at the end of the project, to compare conceptions before and after the learning process. Collected data enables to bring out the student’s contextuality. Therefore, they highlight context effects, due to the differences between the geothermal contexts in Guadeloupe and in Montreal.This study is supported by the Geotref project.
CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING
Dehaies, Guadeloupe, France

hal-01534665
https://hal.univ-antilles.fr/hal-01534665

Éditeur(s) : HAL CCSD
Résumé : Proceedings of the 10th International and Interdisciplinary Conference, CONTEXT 2017, Paris, France, June 20-23, 2017
International audience
This paper presents a research project in science education that is positioned at the intersection of computer science and context in learning. The main objective is to improve learning process by creating a software tool that participates, from the inception to the achievement, in the design of leaning scenarios, based on context effects, and, to show that context effects' learning is an efficient method in the development of student's knowledge regarding a concept. The software will compute differences between two – or more – external contexts based on specific parameters, related to the phenomenon or object that students are expected to study. The elaboration of the calculator (" the MazCalc ") is conducted using the design based research theory, meaning that several iterations of learning field experiments are conducted in order to collect relevant data which are used for the tool creation. In this paper, the design of the scenario involves students from North America and from the French West Indies and the concept studied is about geothermal energy. The instantiation of the context calculator is made with the geothermal object of study, and the differences are computed in the calculator between the two contexts mentioned. This example makes possible to validate the link between context effects predicted and observed, and also to study the impact of external context on the learning process. This study has been conducted thanks to the GEOTREF project support.
Modeling and Using Context

ISBN : 978-3-319-57837-8
hal-01625781
https://hal.univ-antilles.fr/hal-01625781
https://hal.univ-antilles.fr/hal-01625781/document
https://hal.univ-antilles.fr/hal-01625781/file/Elaborating%20the%20context%20calculator%20CONTEXT2017.pdf

Éditeur(s) : HAL CCSD Association for Computing Machinery
Résumé : International audience
WWW '15 Companion Proceedings of the 24th International Conference on World Wide WebPages 1415-1418
Florence, Italy

hal-01537736
https://hal.univ-antilles.fr/hal-01537736
DOI : 10.1145/2740908.2743048

Éditeur(s) : HAL CCSD American Geophysical Union
Résumé : International audience
After the January 12, 2010, Haiti earthquake, we deployed a mainly offshore temporary network of seismologic stations around the damaged area. The distribution of the recorded aftershocks, together with morphotectonic observations and mainshock analysis, allow us to constrain a complex fault pattern in the area. Almost all of the aftershocks have a N‐S compressive mechanism, and not the expected left‐lateral strike‐slip mechanism. A first‐order slip model of the mainshock shows a N264°E north‐dipping plane, with a major left‐lateral component and a strong reverse component. As the aftershock distribution is sub‐parallel and close to the Enriquillo fault, we assume that although the cause of the catastrophe was not a rupture along the Enriquillo fault, this fault had an important role as a mechanical boundary. The azimuth of the focal planes of the aftershocks are parallel to the north‐dipping faults of the Transhaitian Belt, which suggests a triggering of failure on these discontinuities. In the western part, the aftershock distribution reflects the triggering of slip on similar faults, and/or, alternatively, of the south‐dipping faults, such the Trois‐Baies submarine fault. These observations are in agreement with a model of an oblique collision of an indenter of the oceanic crust of the Southern Peninsula and the sedimentary wedge of the Transhaitian Belt: the rupture occurred on a wrench fault at the rheologic boundary on top of the under‐thrusting rigid oceanic block, whereas the aftershocks were the result of the relaxation on the hanging wall along pre‐existing discontinuities in the frontal part of the Transhaitian Belt.
ISSN: 0094-8276

insu-00643489
https://hal-insu.archives-ouvertes.fr/insu-00643489
https://hal-insu.archives-ouvertes.fr/insu-00643489/document
https://hal-insu.archives-ouvertes.fr/insu-00643489/file/GRL-haiti.2011.pdf
DOI : 10.1029/2011GL049799

Éditeur(s) : HAL CCSD
Résumé : International audience
In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for a deep understanding as are abstract concepts, laws or rules. Our hypothesis is that a context gap can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. We introduce the emergence of context effects as a problem space, to be modeled in the system. We propose a model of the contextual dimension, associated with an analytical view of its modeling, based on a metaphor in physics.
CONTEXT 2013, LNAI 8175

hal-01536068
https://hal.univ-antilles.fr/hal-01536068
DOI : 10.1007/978-3-642-40972-1_25

Éditeur(s) : HAL CCSD
Résumé : International audience
CONTEXT
Paris, France

hal-01619948
https://hal.univ-antilles.fr/hal-01619948

Éditeur(s) : HAL CCSD Société géologique de France
Résumé : International audience
In this paper, we provide the first structural map of Les Saintes archipelago (Guadeloupe, Lesser Antilles). The finite strain pattern displays four families of fault systems characterized by their statistical structural orientations: N000-N020, N050-N070, N090-N110 and N130-N140 trending fault systems. Our onshore results thus underline a fault network much more complex than the one depicted by the previous offshore geophysical investigations around Les Saintes archipelago, which show only N120-N150 trending system. According to the available K-Ar dating of the volcanic rocks and the relative chronology of the faults defined in the field, we determine the deformation history in Les Saintes islands since the last 3 Ma. The four highlighted trending fault systems are already active since the Pliocene and are consistent with the present-day extensional tectonics in the Guadeloupe archipelago compatible with the reactiva-tion of inherited structures at the active arc scale. We interpret the tectonic evolution of Les Saintes islands as the result of interplay between subduction of aseismic ridges (Tiburon and Barracuda ridges) and oblique convergence. Furthermore , we recognized an exhumed geothermal paleo-system in Terre-de-Haut island which is a good analogue of the present-day active Bouillante geothermal system. Its duration is estimated at 400 k.y. during the Pliocene.
EISSN: 1777-5817

hal-01625778
https://hal.univ-antilles.fr/hal-01625778
https://hal.univ-antilles.fr/hal-01625778/document
https://hal.univ-antilles.fr/hal-01625778/file/VeratIEtAl_Final.pdf
DOI : 10.2113/gssgfbull.187.1.3

Éditeur(s) : HAL CCSD
Résumé : International audience
This paper aims to demonstrate that the use of a modern tool, the GPS (Global PositioningSystem), can significantly improve our understanding of active faults and their seismic cycle. We focus on theNorth-Caribbean plate boundary, specifically in the Dominican Republic, and present some quantificationsof velocities that result from measurements that have been made possible by the instrumentation of the areaby a consortium of researchers from France, the USA and the Dominican Republic, since 1994. Then, wediscuss the velocities in terms of seismic potential of the regional major faults.
Cet article présente comment l'utilisation d'un outil moderne, le GPS (Global Positioning System) peut apporter des éléments significatifs dans la connaissance des failles actives et de leur cycle sismique. Nous nous intéressons ici à la frontière de plaque Nord-Caraibe, en République Dominicaine, et présentons des quantifications de vitesses de déplacement obtenues grâce à l'instrumentation de la zone depuis 1994 par un groupe de chercheurs français, états-uniens et dominicains. Les résultats sont ensuite discutés en termes d'aléas sismologiques des failles majeures.
ISSN: 2551-6116

hal-01537725
https://hal.univ-antilles.fr/hal-01537725
https://hal.univ-antilles.fr/hal-01537725/document
https://hal.univ-antilles.fr/hal-01537725/file/Mazabraud-et-Forissier-2007.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
This work presents a synthesis of the present-day knowledge on both emerged and submerged carbonate platforms of the Guadeloupe archipelago. Onshore and offshore data acquired during the KaShallow project are presented. Since the early Zanclean, some isolated platforms developed onto a Jurassic to Tortonian basement which displayed reliefs inherited from a major extensional tectonic episode dated from −8 to −5 Ma. Marie-Galante, Grande Terre and the southern shelf of Grande-Terre show strong similarities with Zanclean to Gelasian red-algal facies upward changing into early Calabrian coral facies. A major erosional unconformity (SB2) was recognized and allows to distinguish two early Calabrian formations (Calcaires à Agaricia Formation and Calcaires à Acropora Formation). The final emersion of these platforms is late Calabrian. The La Désirade platform displays Zanclean to early Piacenzian red-algal facies upward changing into coral facies. This platform emerged as soon as in the late Piacenzian. The island subsided again in relation with later extensional tectonic episode and early Calabrian reef platform then unconformably deposited. The Colombie bank deposits comprise Pliocene basinal deposits overlain by late Calabrian coral reefs. The Flandre bank might have emerged synchronously with La Désirade but was drowned only in the late Pleistocene-Holocene interval. Four extensional tectonic episodes have been identified in the late Miocene-Recent interval. Their effects depend on the location of the platforms within the fore-arc.
Bulletin Société Géologique de France

insu-00816463
https://hal-insu.archives-ouvertes.fr/insu-00816463
DOI : 10.2113/gssgfbull.184.1-2.99