Dépouillements

Designing environments for children and adults on the autism spectrum / Christopher BEAVER in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.7-11 Titre : Designing environments for children and adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Christopher BEAVER, Auteur Année de publication : 2011 Article en page(s) : p.7-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is the first of two papers on building design within this issue of the GAP Journal. It highlights the challenges involved in creating good environments, particularly in the light of the recession and the cancellation of the new builds that were planned. Christopher Beaver is an architect who has been thinking about the design of buildings for those on the autism spectrum since 1996. Here, he identifies key features within existing buildings which usually require attention and offers some potential solutions. The second paper in this issue of the Journal is by lain Scott, an architect in Edinburgh, who ran a project to involve the children on the autism spectrum in the design of school classrooms. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=129 [article] Designing environments for children and adults on the autism spectrum [Texte imprimé et/ou numérique] / Christopher BEAVER, Auteur . - 2011 . - p.7-11. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.7-11 Index. décimale : PER Périodiques Résumé : This is the first of two papers on building design within this issue of the GAP Journal. It highlights the challenges involved in creating good environments, particularly in the light of the recession and the cancellation of the new builds that were planned. Christopher Beaver is an architect who has been thinking about the design of buildings for those on the autism spectrum since 1996. Here, he identifies key features within existing buildings which usually require attention and offers some potential solutions. The second paper in this issue of the Journal is by lain Scott, an architect in Edinburgh, who ran a project to involve the children on the autism spectrum in the design of school classrooms. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=129

Analysis of a project to design the ideal classroom undertaken by a group of children on the autism spectrum and students of architecture / Iain SCOTT in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.13-25 Titre : Analysis of a project to design the ideal classroom undertaken by a group of children on the autism spectrum and students of architecture Type de document : Texte imprimé et/ou numérique Auteurs : Iain SCOTT, Auteur Année de publication : 2011 Article en page(s) : p.13-25 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Iain Scott works within the Edinburgh School of Architecture and Landscape Architecture (ESALA), UK. This paper describes a week-long project to design the ideal classroom undertaken by 12 secondary-aged pupils on the autism spectrum from Kaimes School in Edinburgh. The project was run by the author with 10 students from the School of Architecture at Edinburgh College of Art and ESALA. ESALA is the newly formed Edinburgh School of Architecture and Landscape Architecture created through an alignment of programmes previously offered separately by The University of Edinburgh and Edinburgh College of Art. The students employed projective techniques and established methods of analysis to help understand the core meanings and concerns contained within the work of the children. The paper proposes that as with all building users, children with autism should not be excluded from the process of designing buildings to address their physical and psychological needs. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=129 [article] Analysis of a project to design the ideal classroom undertaken by a group of children on the autism spectrum and students of architecture [Texte imprimé et/ou numérique] / Iain SCOTT, Auteur . - 2011 . - p.13-25. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.13-25 Index. décimale : PER Périodiques Résumé : Iain Scott works within the Edinburgh School of Architecture and Landscape Architecture (ESALA), UK. This paper describes a week-long project to design the ideal classroom undertaken by 12 secondary-aged pupils on the autism spectrum from Kaimes School in Edinburgh. The project was run by the author with 10 students from the School of Architecture at Edinburgh College of Art and ESALA. ESALA is the newly formed Edinburgh School of Architecture and Landscape Architecture created through an alignment of programmes previously offered separately by The University of Edinburgh and Edinburgh College of Art. The students employed projective techniques and established methods of analysis to help understand the core meanings and concerns contained within the work of the children. The paper proposes that as with all building users, children with autism should not be excluded from the process of designing buildings to address their physical and psychological needs. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=129

Insights into intimacy from people with Asperger syndrome and their partners / Nicola MARTIN in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.26-33 Titre : Insights into intimacy from people with Asperger syndrome and their partners Type de document : Texte imprimé et/ou numérique Auteurs : Nicola MARTIN, Auteur ; Sarah HENDRICKX, Auteur Année de publication : 2011 Article en page(s) : p.26-33 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, the similarities and differences between the experiences and perceptions of people with Asperger syndrome (AS) and the general population (neurotypicals, NT5), with regard to their social and sexual relationships and behaviour are explored. It uses comments from couples where one partner has AS and the other is NT and also examines comments made by respondents with AS to a large-scale survey. Reasons underlying the differences are suggested which give pointers to the ways in which friendships and relationships might be enhanced. Locating the problems within the person with AS or viewing the difficulties experienced as a necessary consequence 0f AS is both inaccurate and damaging, so the authors suggest that it is encumbent upon NTs to be empathic and to change their behaviour to facilitate and support social encounters for people with AS. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Insights into intimacy from people with Asperger syndrome and their partners [Texte imprimé et/ou numérique] / Nicola MARTIN, Auteur ; Sarah HENDRICKX, Auteur . - 2011 . - p.26-33. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.26-33 Index. décimale : PER Périodiques Résumé : In this paper, the similarities and differences between the experiences and perceptions of people with Asperger syndrome (AS) and the general population (neurotypicals, NT5), with regard to their social and sexual relationships and behaviour are explored. It uses comments from couples where one partner has AS and the other is NT and also examines comments made by respondents with AS to a large-scale survey. Reasons underlying the differences are suggested which give pointers to the ways in which friendships and relationships might be enhanced. Locating the problems within the person with AS or viewing the difficulties experienced as a necessary consequence 0f AS is both inaccurate and damaging, so the authors suggest that it is encumbent upon NTs to be empathic and to change their behaviour to facilitate and support social encounters for people with AS. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Missed diagnosis or misdiagnosis? Girls and women on the autism spectrum / Judith GOULD in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.34-41 Titre : Missed diagnosis or misdiagnosis? Girls and women on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Judith GOULD, Auteur ; Jacqui ASHTON-SMITH, Auteur Année de publication : 2011 Article en page(s) : p.34-41 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is increasing awareness that we are missing girls and women on the autism spectrum and the assumption that many more boys and men have autism or Asperger syndrome is being challenged. There is a need to consider the extent to which females on the autism spectrum present differently from males and to explore whether they have different needs. This would then have implications for the systems, instruments and processes used for diagnosis and for the types of interventions offered. This paper makes a start at investigating this whole area and gives some evidence on the potential differences between males and females with autism. Suggestions are made on how diagnostic questions might be altered to identify some females on the autism spectrum who might otherwise be missed. The Editors of GAP welcome other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Missed diagnosis or misdiagnosis? Girls and women on the autism spectrum [Texte imprimé et/ou numérique] / Judith GOULD, Auteur ; Jacqui ASHTON-SMITH, Auteur . - 2011 . - p.34-41. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.34-41 Index. décimale : PER Périodiques Résumé : There is increasing awareness that we are missing girls and women on the autism spectrum and the assumption that many more boys and men have autism or Asperger syndrome is being challenged. There is a need to consider the extent to which females on the autism spectrum present differently from males and to explore whether they have different needs. This would then have implications for the systems, instruments and processes used for diagnosis and for the types of interventions offered. This paper makes a start at investigating this whole area and gives some evidence on the potential differences between males and females with autism. Suggestions are made on how diagnostic questions might be altered to identify some females on the autism spectrum who might otherwise be missed. The Editors of GAP welcome other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Developing an early years pathway within local community paediatric teams for the assessment and diagnosis of children who may be on the autism spectrum / Rachel GOLDING in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.43-51 Titre : Developing an early years pathway within local community paediatric teams for the assessment and diagnosis of children who may be on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachel GOLDING, Auteur ; Beverley DANIELS, Auteur ; Julia HALPIN, Auteur ; Elaine THOMAS, Auteur Année de publication : 2011 Article en page(s) : p.43-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper has been written by a Consultant Clinical Psychologist (RG); a Speech and Language Therapist (BD), a Clinical Nurse Specialist (JH) and a Community Paediatrician (ET) who worked together in an NHS trust. It describes how, with limited resources but with commitment and flexibility on the part of the wider team of professionals involved, it is possible to provide a robust, timely and effective service for the early identification and management of children on the autism spectrum in the early years. It is hoped that clinicians in other areas in the country may be able to draw upon these experiences and that some 0f the issues raised will encourage more detailed consideration of the advantages and disadvantages of providing generic, as opposed to specialist autism assessment services, for children in this age group. Note: The term autism is used as a shorthand in parts of the paper to refer to the range 0f conditions within the autism spectrum, including Asperger syndrome. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Developing an early years pathway within local community paediatric teams for the assessment and diagnosis of children who may be on the autism spectrum [Texte imprimé et/ou numérique] / Rachel GOLDING, Auteur ; Beverley DANIELS, Auteur ; Julia HALPIN, Auteur ; Elaine THOMAS, Auteur . - 2011 . - p.43-51. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.43-51 Index. décimale : PER Périodiques Résumé : This paper has been written by a Consultant Clinical Psychologist (RG); a Speech and Language Therapist (BD), a Clinical Nurse Specialist (JH) and a Community Paediatrician (ET) who worked together in an NHS trust. It describes how, with limited resources but with commitment and flexibility on the part of the wider team of professionals involved, it is possible to provide a robust, timely and effective service for the early identification and management of children on the autism spectrum in the early years. It is hoped that clinicians in other areas in the country may be able to draw upon these experiences and that some 0f the issues raised will encourage more detailed consideration of the advantages and disadvantages of providing generic, as opposed to specialist autism assessment services, for children in this age group. Note: The term autism is used as a shorthand in parts of the paper to refer to the range 0f conditions within the autism spectrum, including Asperger syndrome. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Encouraging creativity in children with autism and severe learning difficulties using microphone-operated, interactive software in a playful context / Imogen HOWARTH in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.52-63 Titre : Encouraging creativity in children with autism and severe learning difficulties using microphone-operated, interactive software in a playful context Type de document : Texte imprimé et/ou numérique Auteurs : Imogen HOWARTH, Auteur Année de publication : 2011 Article en page(s) : p.52-63 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper presents a case study of a child with autism and severe learning difficulties. It explores the effects of ReacTickles®, sensorimotor software developed by Wendy Keay-Bright, on playful and creative behaviours. The findings suggest that the pupil’s repertoire of playful behaviours increased both in frequency and complexity. How original and creative these behaviours were remains a matter for debate and s dependent upon the evaluative criteria applied. The implications of these findings for educational practice, intervention and research are discussed. The advances in computer technology and its use with children on the autism spectrum s very exciting and will continue to lead to advances in developing a wide range of skills for all abilities. The Editors invite other articles on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Encouraging creativity in children with autism and severe learning difficulties using microphone-operated, interactive software in a playful context [Texte imprimé et/ou numérique] / Imogen HOWARTH, Auteur . - 2011 . - p.52-63. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.52-63 Index. décimale : PER Périodiques Résumé : This paper presents a case study of a child with autism and severe learning difficulties. It explores the effects of ReacTickles®, sensorimotor software developed by Wendy Keay-Bright, on playful and creative behaviours. The findings suggest that the pupil’s repertoire of playful behaviours increased both in frequency and complexity. How original and creative these behaviours were remains a matter for debate and s dependent upon the evaluative criteria applied. The implications of these findings for educational practice, intervention and research are discussed. The advances in computer technology and its use with children on the autism spectrum s very exciting and will continue to lead to advances in developing a wide range of skills for all abilities. The Editors invite other articles on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum / Emma RIXON in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.64-74 Titre : Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Emma RIXON, Auteur ; Sheila JAEGER, Auteur Année de publication : 2011 Article en page(s) : p.64-74 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children and young people on the autism spectrum often have difficulty in describing and recounting events that they have experienced or stories they have heard or read. Being able to telling stories to others is viewed as a key skill in taking part in conversations and in forming and maintaining social relationships. This paper describes the use of narrative therapy developed by Catherall (1998) to develop these skills with students on the autism spectrum. They attend a residential school and one of the specialist speech and language therapists (ER) and the Principal of the school (SJ) argue the importance of using this across ail settings and with parents and carers to optimise its effects and value. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum [Texte imprimé et/ou numérique] / Emma RIXON, Auteur ; Sheila JAEGER, Auteur . - 2011 . - p.64-74. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.64-74 Index. décimale : PER Périodiques Résumé : Children and young people on the autism spectrum often have difficulty in describing and recounting events that they have experienced or stories they have heard or read. Being able to telling stories to others is viewed as a key skill in taking part in conversations and in forming and maintaining social relationships. This paper describes the use of narrative therapy developed by Catherall (1998) to develop these skills with students on the autism spectrum. They attend a residential school and one of the specialist speech and language therapists (ER) and the Principal of the school (SJ) argue the importance of using this across ail settings and with parents and carers to optimise its effects and value. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Pennyhooks Farm: providing rewarding and meaningful opportunities for young adults on the autism spectrum / Lydia OTTER in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.75-78 Titre : Pennyhooks Farm: providing rewarding and meaningful opportunities for young adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Lydia OTTER, Auteur Année de publication : 2011 Article en page(s) : p.75-78 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes how a family farm opened its doors and developed facilities to enable local young people on the autism spectrum to engage in ail aspects of farming. Lydia Otter, one of the farming family, started to work as a teacher with children on the autism spectrum in 1993. Then, 10 years ago, she was supported and encouraged to invite older students with autism to work on her farm. This has been extremely successful so that over 75 students to date have participated in farm life. Lydia explains the type of experience the students enjoy on the farm and why she feels that the Pennyhooks environment is so suited to those with autism. She was inspired to develop this provision further following a conference session on the Bittersweet Farm Community in the USA and it is hoped that this paper will encourage other farmers and services to consider setting up similar opportunities in conjunction with her, in other areas of the UK. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Pennyhooks Farm: providing rewarding and meaningful opportunities for young adults on the autism spectrum [Texte imprimé et/ou numérique] / Lydia OTTER, Auteur . - 2011 . - p.75-78. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.75-78 Index. décimale : PER Périodiques Résumé : This paper describes how a family farm opened its doors and developed facilities to enable local young people on the autism spectrum to engage in ail aspects of farming. Lydia Otter, one of the farming family, started to work as a teacher with children on the autism spectrum in 1993. Then, 10 years ago, she was supported and encouraged to invite older students with autism to work on her farm. This has been extremely successful so that over 75 students to date have participated in farm life. Lydia explains the type of experience the students enjoy on the farm and why she feels that the Pennyhooks environment is so suited to those with autism. She was inspired to develop this provision further following a conference session on the Bittersweet Farm Community in the USA and it is hoped that this paper will encourage other farmers and services to consider setting up similar opportunities in conjunction with her, in other areas of the UK. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Interprofessional training in autism: impact on professional development and workplace practice / Jackie RAVET in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.79-87 Titre : Interprofessional training in autism: impact on professional development and workplace practice Type de document : Texte imprimé et/ou numérique Auteurs : Jackie RAVET, Auteur Année de publication : 2011 Article en page(s) : p.79-87 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Training the workforce is recognised as a key component in raising the quality of services for children and adults on the autism spectrum and their parents and carers. There is now a huge range of training opportunities offered by and within health, education, social care and the voluntary sector plus a wealth of resources on the autism spectrum. In contrast, there is relatively little written on what constitutes good quality training for a particular audience and, more particularly on what impact such training has on working practice. Most training programmes ask for feedback from participants immediately following a training event or programme, but rarely seek to examine how students have used the knowledge and ideas in their future practice and careers. This paper attempts to fill this gap by asking students, line managers and funders for their views on what difference the training has made and what barriers there might be in following ideas through. The Editors would welcome other papers from others who have evaluated changes made to practice following training events and programmes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Interprofessional training in autism: impact on professional development and workplace practice [Texte imprimé et/ou numérique] / Jackie RAVET, Auteur . - 2011 . - p.79-87. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.79-87 Index. décimale : PER Périodiques Résumé : Training the workforce is recognised as a key component in raising the quality of services for children and adults on the autism spectrum and their parents and carers. There is now a huge range of training opportunities offered by and within health, education, social care and the voluntary sector plus a wealth of resources on the autism spectrum. In contrast, there is relatively little written on what constitutes good quality training for a particular audience and, more particularly on what impact such training has on working practice. Most training programmes ask for feedback from participants immediately following a training event or programme, but rarely seek to examine how students have used the knowledge and ideas in their future practice and careers. This paper attempts to fill this gap by asking students, line managers and funders for their views on what difference the training has made and what barriers there might be in following ideas through. The Editors would welcome other papers from others who have evaluated changes made to practice following training events and programmes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders / Liz HYNER in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.92-93 Titre : Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Liz HYNER, Auteur Année de publication : 2011 Article en page(s) : p.92-93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders [Texte imprimé et/ou numérique] / Liz HYNER, Auteur . - 2011 . - p.92-93. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.92-93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Autism, play and social interaction / Lila KOSSYVAKI in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.94 Titre : Autism, play and social interaction Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur Année de publication : 2011 Article en page(s) : p.94 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Autism, play and social interaction [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur . - 2011 . - p.94. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.94 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

The passionate mind : how people with autism learn / Damian MILTON in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.95-96 Titre : The passionate mind : how people with autism learn Type de document : Texte imprimé et/ou numérique Auteurs : Damian MILTON, Auteur Année de publication : 2011 Article en page(s) : p.95-96 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] The passionate mind : how people with autism learn [Texte imprimé et/ou numérique] / Damian MILTON, Auteur . - 2011 . - p.95-96. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.95-96 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130