Attachement des enfants en famille d’accueil : contribution de la santé mentale et de la sensibilité interactive du parent d’accueil ainsi que des caractéristiques du placement

Cette étude a pour objectif d’’examiner les rôles de la sensibilité interactive (SI) et des symptômes liés à la dépression du parent sur la sécurité d’’attachement (SA) des enfants de 12 à 42 mois placés en famille d’’accueil. Certaines caractéristiques propres à la situation de placement sont également analysées comme étant des modérateurs potentiels de la relation entre la SI et la SA, soit le nombre de placements vécus par l’’enfant, l’’âge de celui-ci lors du placement ainsi que la durée du placement. Le type de famille d’’accueil dans lequel vit l’’enfant est analysé comme étant en lien avec la sécurité d’’attachement par le biais d’une médiation de la SI. L’’échantillon est composé de 41 enfants. Les résultats permettent d’’identifier la SI comme étant un facteur prépondérant pour la SA de l’’enfant, alors que les symptômes de dépression ne semblent pas contribuer à celle-ci. Les caractéristiques du placement ne modèrent pas le lien trouvé entre la SI et la SA, ce qui renforce l’importance des facteurs plus proximaux pour l’’enfant, comme la SI. Le lien entre le type de famille d’’accueil et la SA semble médiatisé par la SI.

Constructivisme et manuel scolaire au niveau collégial : Rencontre réflexive, interactive et sociale avec l’objet d’apprentissage

Cet essai est divisé en quatre chapitres et porte sur la conception, l'expérimentation et l'adaptation d'un modèle de rédaction d'un manuel de référence de facture constructiviste. Cette modélisation servira de guide à la rédaction d'un manuel en santé dentaire publique à l'intention des étudiantes) en techniques d'hygiène dentaire. L'hygiéniste dentaire en santé publique travaille prioritairement auprès des enfants et de leur milieu familial. Elle fait partie intégrante d'un programme national de santé dentaire publique établi à l'intérieur de chaque Centre de santé et services sociaux. Au Québec, les enfants les plus vulnérables à la carie dentaire sont de l'ordre de 25 % et cumulent à eux seuls plus de 65 % des problèmes de carie dentaire (Payette et coll., 1989). C'est à partir d'un programme créé par le ministère de la Santé et des Services sociaux que l'hygiéniste dentaire procède à un dépistage scientifique qui lui permet de prédire que certains enfants seront susceptibles à la carie dentaire avant même l'apparition des dents permanentes et de classer ces enfants. Par la suite, ces enfants, parmi les plus vulnérables, sont suivis pour changer le cours de leur histoire dentaire et leur permettre d'avoir la même chance que leurs camarades. Ces rencontres de suivi visent à sensibiliser l'enfant et les parents à l'hygiène buccodentaire ainsi qu'à l'application de la thérapie clinique à l'école (applications de fluorure, d'agents de scellement des dents, etc.). Selon les particularités de chaque région du Québec, les hygiénistes dentaires interviendront auprès de différentes clientèles. Bien que la majorité des diplômées en techniques d'hygiène dentaire exerceront leur profession en clinique privée, quelques finissantes travailleront dans les CSSS. Pour permettre aux étudiantes d'acquérir la compétence en santé dentaire publique, le programme de formation prévoit un cours et un stage totalisant environ 135 heures réparties sur deux trimestres, selon la spécificité propre à chaque collège. À Saint-Hyacinthe, le cours et les laboratoires sont d'une durée de 90 heures. Le stage de 45 heures est effectué en majeure partie auprès des hygiénistes dentaires des CSSS. On peut aisément conclure que le nombre d'heures prévu au programme est à peine suffisant face à la complexité de la tâche et au type de responsabilités que l'hygiéniste dentaire doit assumer en santé publique et comprendre l'importance d'offrir un outil de référence complet et adapté à l'apprentissage et aux besoins du marché du travail. Le présent ouvrage est divisé en quatre parties permettant une réflexion sur la possibilité d'intégrer une approche constructiviste à l'intérieur d'un manuel scolaire. La première partie traite d'abord notre cheminement à titre d'auteure de cet essai. Par la suite, elle expose la problématique à laquelle nous sommes confrontée à titre de rédactrice scientifique. Nous présenterons les compétences visées par le programme de la discipline concernée, l'écart ressenti avec la pratique en classe et l'écriture d'un manuel scolaire au collégial. Nous tenterons de dégager des étapes et des conditions à respecter pour en greffer ensuite un style d'écriture applicable dans une perspective constructiviste. La deuxième partie s'intéresse à la recension des écrits et dégage des définitions relatives au constructivisme. Elle couvre les fondements qui permettent d'entrevoir la possibilité d'écrire différemment le manuel scolaire. Le troisième chapitre concerne la méthodologie utilisée durant l'expérimentation didactique. Nous présentons le modèle choisi pour concevoir notre chapitre expérimental. Nous avons aussi sélectionné des activités à facture constructiviste. Nous avons présenté des principes pour appuyer l'écriture d'un manuel scolaire afin de dégager un modèle d'écriture constructiviste. Nous avons procédé à l'écriture du chapitre en conformité avec ces principes et nous avons vérifié la fécondité de cette écriture auprès d'expertes et d'étudiantes du milieu collégial. Dans le quatrième chapitre, la présentation et l'analyse des résultats font état de l'estimation d'une écriture constructiviste jugée souhaitable pour l'écriture de notre chapitre. La préoccupation centrale est de dégager des caractéristiques qui s'articulent autour de notre pratique constructiviste. Il s'agit aussi de discuter sur les possibilités d'application de ces principes en exposant sommairement les impacts d'un tel changement de paradigme de l'écriture.

The interactive dynamics in the university context: the classroom environment

Interpersonal relationships in human communities gained a great value since the begging of mankind, these relationships are constructed on interaction and socialization. The educational context is not exempt of these interactive and communicative processes, and it is specifically in the classroom where they can be found. The classroom can be identified as a physical and a humane space, in which dynamics are developed from the interactions between teachers and students, learning content, learning strategies and the class environment. All of these aspects are presented in the classroom as part of the teaching and learning processes. It is interesting to analyze the classroom environment and the interactive dynamics that are developed in it, regardless of the student’s age, wether in the case of infants, adolescents or adults. In this particular case, we analyze the classroom environment at the university level. Understanding the interactive dynamics that are being developed in the classroom, determine whether or not an environment is appropriate for the teaching and learning processes, which must be considered, if someone chooses an integral and quality of education.

Soil N²O emissions from long-term agroecosystems: interactive effects of rainfall seasonality and crop rotation in the Brazilian cerrado.

2016

Two-way text messaging: an interactive mobile learning environment in higher education

Short messaging service (SMS) is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can be integrated into a learning management system (LMS) to provide an interactive learning experience to the user community. Initially, a database is integrated into the LMS that holds message information such as recipient's phone number, message body and user data header. A specific port associated with the SMS is used to conceal and exchange data of a particular course unit. Subsequently, software in the student's mobile device captures this message and sends back the reply message to the appropriate course unit allowing both teachers and students to view messages sent and replies received pertaining to a particular course. Results indicate the educational impact of the proposed system in improving the learning environment and benefits it offers to the community in a campus-wide implementation.

CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene

Interactive experiences are rapidly becoming popular via the surge of ‘escape rooms’; part game and part theatre, the ‘escape’ experience is exploding globally, having gone from zero offered at the outset of 2010 to at least 2800 different experiences available worldwide today. CrashEd is an interactive learning experience that parallels many of the attractions of an escape room – it incorporates a staged, realistic ‘crime scene’ and invites participants to work together to gather forensic evidence and question a witness in order to solve a crime, all whilst competing against a ticking clock. An animation can enhance reality and engage with cognitive processes to help learning; in CrashEd, it is the last piece of the jigsaw that consolidates the students’ incremental acquisition of knowledge to tie together the pieces of evidence, identify a suspect and ultimately solve the crime. This article presents the background to CrashEd and an overview of how a timely placed animation at the end of an educational experience can enhance learning. The lessons learned, from delivering bespoke versions of the experience to different demographic groups, are discussed. The article will consider the successes and challenges raised by the collaborative project, future developments and potential wider implications of the development of CrashEd.

Panson: An interactive sonification framework for real-time applications

Many sonification systems face a number of common design challenges. These are addressed in every project with different, specific-purpose solutions. We present Panson – an interactive sonification framework implemented in Python that can ease the development of sonification systems. Panson allows the user to implement sonifications using the sc3nb library as interface to the SuperCollider sound synthesis engine. The framework provides support for both offline and online (real-time) sonification through a set of composable classes; these classes are designed to natively support interaction in Jupyter Notebooks. Using Panson, we will show an example of its application by implementing a facial expression sonification Jupyter Notebook based on OpenFace 2.0.

Enhanced switchgear connection testing through augmented reality: early developments

Augmented reality is an emerging field of interactive design in which virtual material is seamlessly blended with displays of real world environments. The tremendous potential of augmented reality has begun to be explored with the emergence of personal mobile devices capable of constructing engaging augmented reality experiences. This work is part of a project aiming at using augmented reality goggles to bring advance information to the user interacting with switch-gear during automation cabling. In particular we will be focusing on the recognition and definition of the figures of the component on the AR device. In this part we are using standard camera that allows us to get real images and helps us to localize the gearbox in space through ARUCO marker and we can exploit in order to re-project the actual shape of the component that are currently interested in manipulation by exploiting the data provided by the database. The experiments are carried out using the camera to get the images of the real world switch-gear and re-project those images with the component superimposed on it. Using transforms of the database we did localization to re-project the rendered image of component exactly on the real world component, which can be further integrated in AR goggles to see the component superimposed in real-time.

Genetic Predictors Of Long-term Response To Growth Hormone (gh) Therapy In Children With Gh Deficiency And Turner Syndrome: The Influence Of A Socs2 Polymorphism.

There is great interindividual variability in the response to GH therapy. Ascertaining genetic factors can improve the accuracy of growth response predictions. Suppressor of cytokine signaling (SOCS)-2 is an intracellular negative regulator of GH receptor (GHR) signaling. The objective of the study was to assess the influence of a SOCS2 polymorphism (rs3782415) and its interactive effect with GHR exon 3 and -202 A/C IGFBP3 (rs2854744) polymorphisms on adult height of patients treated with recombinant human GH (rhGH). Genotypes were correlated with adult height data of 65 Turner syndrome (TS) and 47 GH deficiency (GHD) patients treated with rhGH, by multiple linear regressions. Generalized multifactor dimensionality reduction was used to evaluate gene-gene interactions. Baseline clinical data were indistinguishable among patients with different genotypes. Adult height SD scores of patients with at least one SOCS2 single-nucleotide polymorphism rs3782415-C were 0.7 higher than those homozygous for the T allele (P < .001). SOCS2 (P = .003), GHR-exon 3 (P= .016) and -202 A/C IGFBP3 (P = .013) polymorphisms, together with clinical factors accounted for 58% of the variability in adult height and 82% of the total height SD score gain. Patients harboring any two negative genotypes in these three different loci (homozygosity for SOCS2 T allele; the GHR exon 3 full-length allele and/or the -202C-IGFBP3 allele) were more likely to achieve an adult height at the lower quartile (odds ratio of 13.3; 95% confidence interval of 3.2-54.2, P = .0001). The SOCS2 polymorphism (rs3782415) has an influence on the adult height of children with TS and GHD after long-term rhGH therapy. Polymorphisms located in GHR, IGFBP3, and SOCS2 loci have an influence on the growth outcomes of TS and GHD patients treated with rhGH. The use of these genetic markers could identify among rhGH-treated patients those who are genetically predisposed to have less favorable outcomes.

A Putative Otu Domain-containing Protein 1 Deubiquitinating Enzyme Is Differentially Expressed In Thyroid Cancer And Identifies Less-aggressive Tumours.

This study aimed to identify novel biomarkers for thyroid carcinoma diagnosis and prognosis. We have constructed a human single-chain variable fragment (scFv) antibody library that was selected against tumour thyroid cells using the BRASIL method (biopanning and rapid analysis of selective interactive ligands) and phage display technology. One highly reactive clone, scFv-C1, with specific binding to papillary thyroid tumour proteins was confirmed by ELISA, which was further tested against a tissue microarray that comprised of 229 thyroid tissues, including: 110 carcinomas (38 papillary thyroid carcinomas (PTCs), 42 follicular carcinomas, 30 follicular variants of PTC), 18 normal thyroid tissues, 49 nodular goitres (NG) and 52 follicular adenomas. The scFv-C1 was able to distinguish carcinomas from benign lesions (P=0.0001) and reacted preferentially against T1 and T2 tumour stages (P=0.0108). We have further identified an OTU domain-containing protein 1, DUBA-7 deubiquitinating enzyme as the scFv-binding antigen using two-dimensional polyacrylamide gel electrophoresis and mass spectrometry. The strategy of screening and identifying a cell-surface-binding antibody against thyroid tissues was highly effective and resulted in a useful biomarker that recognises malignancy among thyroid nodules and may help identify lower-risk cases that can benefit from less-aggressive management.

Quantum Dots As Biophotonics Tools.

This chapter provides a short review of quantum dots (QDs) physics, applications, and perspectives. The main advantage of QDs over bulk semiconductors is the fact that the size became a control parameter to tailor the optical properties of new materials. Size changes the confinement energy which alters the optical properties of the material, such as absorption, refractive index, and emission bands. Therefore, by using QDs one can make several kinds of optical devices. One of these devices transforms electrons into photons to apply them as active optical components in illumination and displays. Other devices enable the transformation of photons into electrons to produce QDs solar cells or photodetectors. At the biomedical interface, the application of QDs, which is the most important aspect in this book, is based on fluorescence, which essentially transforms photons into photons of different wavelengths. This chapter introduces important parameters for QDs' biophotonic applications such as photostability, excitation and emission profiles, and quantum efficiency. We also present the perspectives for the use of QDs in fluorescence lifetime imaging (FLIM) and Förster resonance energy transfer (FRET), so useful in modern microscopy, and how to take advantage of the usually unwanted blinking effect to perform super-resolution microscopy.

Phtx-ii A Basic Myotoxic Phospholipase A2 From Porthidium Hyoprora Snake Venom, Pharmacological Characterization And Amino Acid Sequence By Mass Spectrometry.

A monomeric basic PLA2 (PhTX-II) of 14149.08 Da molecular weight was purified to homogeneity from Porthidium hyoprora venom. Amino acid sequence by in tandem mass spectrometry revealed that PhTX-II belongs to Asp49 PLA2 enzyme class and displays conserved domains as the catalytic network, Ca2+-binding loop and the hydrophobic channel of access to the catalytic site, reflected in the high catalytic activity displayed by the enzyme. Moreover, PhTX-II PLA2 showed an allosteric behavior and its enzymatic activity was dependent on Ca2+. Examination of PhTX-II PLA2 by CD spectroscopy indicated a high content of alpha-helical structures, similar to the known structure of secreted phospholipase IIA group suggesting a similar folding. PhTX-II PLA2 causes neuromuscular blockade in avian neuromuscular preparations with a significant direct action on skeletal muscle function, as well as, induced local edema and myotoxicity, in mice. The treatment of PhTX-II by BPB resulted in complete loss of their catalytic activity that was accompanied by loss of their edematogenic effect. On the other hand, enzymatic activity of PhTX-II contributes to this neuromuscular blockade and local myotoxicity is dependent not only on enzymatic activity. These results show that PhTX-II is a myotoxic Asp49 PLA2 that contributes with toxic actions caused by P. hyoprora venom.

Clozapine Promotes Glycolysis And Myelin Lipid Synthesis In Cultured Oligodendrocytes.

Clozapine displays stronger systemic metabolic side effects than haloperidol and it has been hypothesized that therapeutic antipsychotic and adverse metabolic effects of these drugs are related. Considering that cerebral disconnectivity through oligodendrocyte dysfunction has been implicated in schizophrenia, it is important to determine the effect of these drugs on oligodendrocyte energy metabolism and myelin lipid production. Effects of clozapine and haloperidol on glucose and myelin lipid metabolism were evaluated and compared in cultured OLN-93 oligodendrocytes. First, glycolytic activity was assessed by measurement of extra- and intracellular glucose and lactate levels. Next, the expression of glucose (GLUT) and monocarboxylate (MCT) transporters was determined after 6 and 24 h. And finally mitochondrial respiration, acetyl-CoA carboxylase, free fatty acids, and expression of the myelin lipid galactocerebroside were analyzed. Both drugs altered oligodendrocyte glucose metabolism, but in opposite directions. Clozapine improved the glucose uptake, production and release of lactate, without altering GLUT and MCT. In contrast, haloperidol led to higher extracellular levels of glucose and lower levels of lactate, suggesting reduced glycolysis. Antipsychotics did not alter significantly the number of functionally intact mitochondria, but clozapine enhanced the efficacy of oxidative phosphorylation and expression of galactocerebroside. Our findings support the superior impact of clozapine on white matter integrity in schizophrenia as previously observed, suggesting that this drug improves the energy supply and myelin lipid synthesis in oligodendrocytes. Characterizing the underlying signal transduction pathways may pave the way for novel oligodendrocyte-directed schizophrenia therapies.

Motivating Medical Students To Learn Basic Science Concepts Using Chronic Myeloid Leukemia As An Integration Theme.

To report on the use of chronic myeloid leukemia as a theme of basic clinical integration for first year medical students to motivate and enable in-depth understanding of the basic sciences of the future physician. During the past thirteen years we have reviewed and updated the curriculum of the medical school of the Universidade Estadual de Campinas. The main objective of the new curriculum is to teach the students how to learn to learn. Since then, a case of chronic myeloid leukemia has been introduced to first year medical students and discussed in horizontal integration with all themes taught during a molecular and cell biology course. Cell structure and components, protein, chromosomes, gene organization, proliferation, cell cycle, apoptosis, signaling and so on are all themes approached during this course. At the end of every topic approached, the students prepare in advance the corresponding topic of clinical cases chosen randomly during the class, which are then presented by them. During the final class, a paper regarding mutations in the abl gene that cause resistance to tyrosine kinase inhibitors is discussed. After each class, three tests are solved in an interactive evaluation. The course has been successful since its beginning, 13 years ago. Great motivation of those who participated in the course was observed. There were less than 20% absences in the classes. At least three (and as many as nine) students every year were interested in starting research training in the field of hematology. At the end of each class, an interactive evaluation was performed and more than 70% of the answers were correct in each evaluation. Moreover, for the final evaluation, the students summarized, in a written report, the molecular and therapeutic basis of chronic myeloid leukemia, with scores ranging from 0 to 10. Considering all 13 years, a median of 78% of the class scored above 5 (min 74%-max 85%), and a median of 67% scored above 7. Chronic myeloid leukemia is an excellent example of a disease that can be used for clinical basic integration as this disorder involves well known protein, cytogenetic and cell function abnormalities, has well-defined diagnostic strategies and a target oriented therapy.

Delivery Of A Urology Online Course Using Moodle Versus Didactic Lectures Methods.

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.