Didactique de la géographie et formation initiale des enseignants spécialistes : conception et première évaluation du nouveau dispositif de formation initiale des enseignants de géographie du Secondaire supérieur à la HEP Vaud

Geography as a school subject is specifically thought for and by the schools. The contents of the school subject, nowadays, do not reflect the concerns and the evolution of the discipline as such. Nevertheless, official curricula set school objectives that address issues affecting the world and people's lives. These issues are coherent with the ones addressed by geography as a social science, that is to say the study of how people and their environment interact and how societies are interconnected through space. On an every day basis, Geography as a school subject is most of the time reduced to accumulating knowledge outside any given context. This knowledge may even be partially untrue or old and the related activities focus on low cognitive tensions. These practices do not contribute to the learners' understanding of the world because it does not allow them to build a geographical competence, which they. will need as future citizens in order to make responsible choices when they are confronted to questions related to how the locations of human and physical features are influenced by each other and how they interact across space. The central part of the text relies on the ideas and the processes discussed in the publications, which constitute the published file; it is divided into two parts. The first part (chapter 4) presents a didactic approach, which gives meaningful insights into Geography as a school subject and shows a brief account of the theoretical background that supports it. This socio-constructivist approach relies on the main following features: a priming stage (élément déclencheur), which presents geographical knowledge as an issue to be explored, discussed or solved; the issue is given to learners;. the planning of the teaching-learning sequence in small units launched by the main issue in the priming stage ; the interconnections of geographical knowledge with integrative concepts ; the synthetic stage or reporting stage where final concepts and knowledge are put together in order to be learned. Such an approach allows learners to re-invest the knowledge they have built themselves. This knowledge is organised by geographical integrative concepts, which represent true thinking operative tools and with which key issues in the geographical thinking are associated. The second part of the text (chapter 5) displays the didactic principles that governed the conception of the new initial training course for the future upper secondary school teachers at the HEP Vaud. The ambition of this course is to prepare future teachers to plan and realize the teaching of geography that provides pupils with the tools to understand better how people and their environment interact and how societies are interconnected through space. One of the tools for the teachers is the conceptual framework, whose most salient interest is to be relevant at every stage of the preparation and planning of the teaching, including the necessary epistemological reflection that should always be present. The synthesis of the text starts with a short account of the first evaluation of the new course. Various reflections on the future concerns and issues, that the didactics and methodology of Geography will be confronted with, constitute the synthesis.

Gain-of-function haplotype in the epithelial calcium channel TRPV6 is a risk factor for renal calcium stone formation.

The rate-limiting step of dietary calcium absorption in the intestine requires the brush border calcium entry channel TRPV6. The TRPV6 gene was completely sequenced in 170 renal calcium stone patients. The frequency of an ancestral TRPV6 haplotype consisting of three non-synonymous polymorphisms (C157R, M378V, M681T) was significantly higher (P = 0.039) in calcium stone formers (8.4%; derived = 502, ancestral = 46) compared to non-stone-forming individuals (5.4%; derived = 645, ancestral = 37). Mineral metabolism was investigated on four different calcium regimens: (i) free-choice diet, (ii) low calcium diet, (iii) fasting and (iv) after a 1 g oral calcium load. When patients homozygous for the derived haplotype were compared with heterozygous patients, no differences were found with respect to the plasma concentrations of 1,25-vitamin D, PTH and calcium, and the urinary excretion of calcium. In one stone-forming patient, the ancestral haplotype was found to be homozygous. This patient had absorptive hypercalciuria. We therefore expressed the ancestral protein (157R+378V+681T) in Xenopus oocytes and found a significantly enhanced calcium permeability when tested by a (45)Ca(2+) uptake assay (7.11 +/- 1.93 versus 3.61 +/- 1.01 pmol/min/oocyte for ancestral versus derived haplotype, P < 0.01). These results suggest that the ancestral gain-of-function haplotype in TRPV6 plays a role in calcium stone formation in certain forms of absorptive hypercalciuria.

Etat des lieux de la prise en charge de l'adolescente enceinte dans les hôpitaux suisses

Introduction :¦Une grossesse chez l'adolescente est définie selon l'Office Fédéral de la Statistique (OFS) comme une grossesse survenant avant l'âge de 20 ans. Dans notre étude, nous avons choisi d'étudier plus particulièrement les grossesses d'adolescentes de moins de 18 ans, l'âge de la majorité civile étant fixé à 18 ans selon le Code pénal suisse. En Suisse, en 2009, ont eu lieu 647 naissances d'enfants de mères de moins de 20 ans (OFS). Plus rares sont les naissances de mères de moins de 18 ans ; entre 2005 et 2009, elles étaient 461 à donner naissance(OFS). Dans la littérature, la controverse est grande au sujet d'un éventuel risque augmenté de complications obstétricales et néonatales lors de grossesses à l'adolescence. Des programmes adaptés à la¦Prise en charge de l'adolescente enceinte ont été mis en place dans de nombreux pays et ont démontré des bénéfices par l'amélioration des perspectives sociales, éducationnelles et médicales de ces jeunes filles.¦But de l'étude :¦Cette recherche se divise en trois parties dont les objectifs sont bien distincts :¦I. Analyse Statistique des données suisses du point de vue médical et psychosocial concernant les grossesses et les accouchements chez les adolescentes.¦II. Identifier La présence en Suisse De spécialistes et/ou de programmes spécifiques pour la prise en charge de l'adolescente enceinte.¦III. Explorer En parallèle le vécu individuel par rapport au suivi de grossesse d'une jeune fille concernée.¦Méthode:¦I. Analyse Statistique des données de l'Association des Cliniques De Gynécologie-ˇ‐Obstétrique Suisse (AGOS).¦II. Envoi De questionnaires via programme LimeSurvey A 85 professionnels en Suisse, Répartis selon quatre corps de métiers: médecins cadre en gynécologie-ˇ‐obstétrique sans formation spécifique relative à l'adolescente, médecin gynécologue-ˇ‐obstétricien ayant une formation spécifique en gynécologie de l'adolescente, sages-°©‐femmes, assistantes sociales (taux de réponses: 63%, n=54).¦III. Entretien Structuré avec une jeune femme ayant accouché avant l'âge de 18 ans.¦Résultats:¦I.Selon Les données de l'Association des Cliniques De Gynécologie-ˇ‐Obstétrique Suisse, Il n'y a pas d'augmentation significative des complications obstétricales et néonatales lors de grossesses chez les adolescentes. Toutefois, Les différences se situent plutôt sur le plan des dépendances aux substances et des issues psychosociales des grossesses.¦II. Une part importante des adolescentes enceintes est prise en charge par des professionnels non spécifiquement formés en médecine de l'adolescence. Malgré cela, nous constatons une volonté générale de porter une attention particulière à ces grossesses avec la mise en place d'une prise en charge individualisée. De plus, le suivi est le plus souvent multidisciplinaire. La Plupart des professionnels non spécifiquement formés prenant en charge ces patientes pensent que les structures non spécialisées actuelles suffisent. En Suisse, Les principaux obstacles au développement de structures spécifiques sont le petit nombre de patientes potentielles et les faibles moyens financiers à disposition pour de tels projets.¦III. Organiser Les rencontres avec les adolescentes s'est avéré difficile, plusieurs adolescentes ne s'étant pas présentées aux rendez‐vous convenus malgré un consentement initial spontané. L'unique Adolescente qui a finalement pu être interviewée a bénéficié d'une prise en charge multidisciplinaire, principalement au CHUV. Questionnée Sur le regard qu'elle portait sur le suivi, elle s'est dite satisfaite tout en souhaitant que plus d'attention soit accordée à ses désirs. Cependant, La nécessité de protéger l'enfant est souvent un facteur limitant l'accès aux demandes des adolescentes.

GATA3-driven Th2 responses inhibit TGF-beta1-induced FOXP3 expression and the formation of regulatory T cells.

Transcription factors act in concert to induce lineage commitment towards Th1, Th2, or T regulatory (Treg) cells, and their counter-regulatory mechanisms were shown to be critical for polarization between Th1 and Th2 phenotypes. FOXP3 is an essential transcription factor for natural, thymus-derived (nTreg) and inducible Treg (iTreg) commitment; however, the mechanisms regulating its expression are as yet unknown. We describe a mechanism controlling iTreg polarization, which is overruled by the Th2 differentiation pathway. We demonstrated that interleukin 4 (IL-4) present at the time of T cell priming inhibits FOXP3. This inhibitory mechanism was also confirmed in Th2 cells and in T cells of transgenic mice overexpressing GATA-3 in T cells, which are shown to be deficient in transforming growth factor (TGF)-beta-mediated FOXP3 induction. This inhibition is mediated by direct binding of GATA3 to the FOXP3 promoter, which represses its transactivation process. Therefore, this study provides a new understanding of tolerance development, controlled by a type 2 immune response. IL-4 treatment in mice reduces iTreg cell frequency, highlighting that therapeutic approaches that target IL-4 or GATA3 might provide new preventive strategies facilitating tolerance induction particularly in Th2-mediated diseases, such as allergy.

Formation of chlorite during thrust fault reactivation. Record of fluid origin and P-T conditions in the Monte Perdido thrust fault (southern Pyrenees)

The chemical and isotopic compositions of clay minerals such as illite and chlorite are commonly used to quantify diagenetic and low-grade metamorphic conditions, an approach that is also used in the present study of the Monte Perdido thrust fault from the South Pyrenean fold-and-thrust belt. The Monte Perdido thrust fault is a shallow thrust juxtaposing upper Cretaceous-Paleocene platform carbonates and Lower Eocene marls and turbidites from the Jaca basin. The core zone of the fault, about 6 m thick, consists of intensely deformed clay-bearing rocks bounded by major shear surfaces. Illite and chlorite are the main hydrous minerals in the fault zone. Illite is oriented along cleavage planes while chlorite formed along shear veins (< 50 mu m in thickness). Authigenic chlorite provides essential information about the origin of fluids and their temperature. delta O-18 and delta D values of newly formed chlorite support equilibration with sedimentary interstitial water, directly derived from the local hanging wall and footwall during deformation. Given the absence of large-scale fluid flow, the mineralization observed in the thrust faults records the P-T conditions of thrust activity. Temperatures of chlorite formation of about 240A degrees C are obtained via two independent methods: chlorite compositional thermometers and oxygen isotope fractionation between cogenetic chlorite and quartz. Burial depth conditions of 7 km are determined for the Monte Perdido thrust reactivation, coupling calculated temperature and fluid inclusion isochores. The present study demonstrates that both isotopic and thermodynamic methods applied to clay minerals formed in thrust fault are useful to help constrain diagenetic and low-grade metamorphic conditions.

Une question de temps: apprentissage par problèmes dans un cours de police scientifique

La communication présente l'évaluation du scénario pédagogique d'un cours portant sur la datation et la chronologie en police scientifique organisé autour d'un apprentissage par problèmes.