Trait-mediated indirect interactions in a marine intertidal system as quantified by functional responses

Studies of trait-mediated indirect interactions (TMIIs) typically focus on effects higher predators have on per capita consumption by intermediate consumers of a third, basal prey resource. TMIIs are usually evidenced by changes in feeding rates of intermediate consumers and/or differences in densities of this third species. However, understanding and predicting effects of TMIIs on population stability of such basal species requires examination of the type and magnitude of the functional responses exhibited towards them. Here, in a marine intertidal system consisting of a higher-order fish predator, the shanny Lipophrys pholis, an intermediate predator, the amphipod Echinogammarus marinus, and a basal prey resource, the isopod Jaera nordmanni, we detected TMIIs, demonstrating the importance of habitat complexity in such interactions, by deriving functional responses and exploring consequences for prey population stability. Echinogammarus marinus reacted to fish predator diet cues by reducing activity, a typical anti-predator response, but did not alter habitat use. Basal prey, Jaera nordmanni, did not respond to fish diet cues with respect to activity, distribution or aggregation behaviour. Echinogammarus marinus exhibited type II functional responses towards J. nordmanni in simple habitat, but type III functional responses in complex habitat. However, while predator cue decreased the magnitude of the type II functional response in simple habitat, it increased the magnitude of the type III functional response in complex habitat. These findings indicate that, in simple habitats, TMIIs may drive down consumption rates within type II responses, however, this interaction may remain de-stabilising for prey populations. Conversely, in complex habitats, TMIIs may strengthen regulatory influences of intermediate consumers on prey populations, whilst potentially maintaining prey population stability. We thus highlight that TMIIs can have unexpected and complex ramifications throughout communities, but can be unravelled by considering effects on intermediate predator functional response types and magnitudes.

Phenotypic plasticity affects the response of a sexually selected trait to anthropogenic noise

Sexually selected traits are shaped by an interaction between sexual selection and other natural selection pressures in the environment. However, there is little understanding of how recent anthropogenic environmental change affects the elaboration of sexually selected traits. Most sexually selected traits are complex displays comprising multiple components that interact in a functional way, thereby affecting overall trait expression. To understand how environmental change may shape the expression of sexually selected traits, we have to consider not only (i) the phenotypic plasticity of individual components of traits but also their (ii) phenotypic integration, that is, the correlations among trait components, as well as (iii) plasticity integration, that is, the correlations among the plasticities of trait components. Here, we show that background noise is a considerable pressure in shaping a sexually selected multicomponent acoustic signal, bird song. We compared singing behavior of European robins (Erithacus rubecula) in territories that differed in levels of anthropogenic noise and conducted noise-exposure experiments to test if behavioral plasticity caused immediate changes in song components, for example, minimum frequency, song complexity, and song length. We found that song components differed in their plasticity to background noise and that plasticity integration between components may further restrict the elaboration of song. Thus, the altered expression of song components under noise exposure leads to increased phenotypic integration, which is linked with reduced song complexity. Our findings demonstrate that plasticity integration restricts the elaboration of a sexually selected trait, which raises the question of how changing environments may modify sexual selection.

Trait assembly in plant assemblages and its modulation by productivity and disturbance

Understanding how communities assemble is a key challenge in ecology. Conflicting hypotheses suggest that plant traits within communities should show divergence to reflect strategies to reduce competition or convergence to reflect strong selection for the environmental conditions operating. Further hypotheses suggest that plant traits related to productivity show convergence within communities, but those related to disturbance show divergence. Data on functional diversity (FD ) of 12 traits from 30 communities ranging from arable fields, mown and grazed grasslands to moorland and woodland were employed to test this using randomisations tests and correlation and regression analysis. No traits showed consistent significant convergence or divergence in functional diversity. When correlated to measures of the environment, the most common pattern was for functional diversity to decline (7 out of 12 traits) and the degree of convergence (7 out of 12 traits) to increase as the levels of productivity (measured as primary productivity, soil nitrogen release and vegetation C:N) and disturbance increased. Convergence or a relationship between functional diversity and the environment was not seen for a number of important traits, such as LDMC and SLA, which are considered as key predictors of ecosystem function. The analysis indicates that taking into account functional diversity within a system may be a necessary part of predicting the relationship between plant traits and ecosystem function, and that this may be of particular importance within less productive and less disturbed systems. © 2011 Springer-Verlag.

Trait directed de novo population transcriptome dissects genetic regulation of a balanced polymorphism in phosphorus nutrition/arsenate tolerance in a wild grass Holcus lanatus

The aim of this study was to characterize the transcriptome of a balanced polymorphism, under the regulation of a single gene, for phosphate fertilizer responsiveness/arsenate toler- ance in wild grass Holcus lanatus genotypes screened from the same habitat.

De novo transcriptome sequencing, RNAseq (RNA sequencing) and single nucleotide poly- morphism (SNP) calling were conducted on RNA extracted from H.lanatus. Roche 454 sequencing data were assembled into c. 22 000 isotigs, and paired-end Illumina reads for phosphorus-starved (P) and phosphorus-treated (P+) genovars of tolerant (T) and nontoler- ant (N) phenotypes were mapped to this reference transcriptome.

Heatmaps of the gene expression data showed strong clustering of each P+/P treated genovar, as well as clustering by N/T phenotype. Statistical analysis identified 87 isotigs to be significantly differentially expressed between N and T phenotypes and 258 between P+ and P treated plants. SNPs and transcript expression that systematically differed between N and T phenotypes had regulatory function, namely proteases, kinases and ribonuclear RNA- binding protein and transposable elements.

A single gene for arsenate tolerance led to distinct phenotype transcriptomes and SNP pro- files, with large differences in upstream post-translational and post-transcriptional regulatory genes rather than in genes directly involved in P nutrition transport and metabolism per se.

Predator cue studies reveal strong trait-mediated effects in communities despite variation in experimental designs

Nonconsumptive or trait-mediated effects of predators on their prey often outweigh density-mediated interactions where predators consume prey. For instance, predator presence can alter prey behaviour, physiology, morphology and/or development. Despite a burgeoning literature, our ability to identify general patterns in prey behavioural responses may be influenced by the inconsistent methodologies of predator cue experiments used to assess trait-mediated effects. We therefore conducted a meta-analysis to highlight variables (e.g. water type, predator husbandry, exposure time) that may influence invertebrate prey's behavioural responses to fish predator cues. This revealed that changes in prey activity and refuge use were remarkably consistent overall, despite wide differences in experimental methodologies. Our meta-analysis shows that invertebrates altered their behaviour to predator cues of both fish that were fed the focal invertebrate and those that were fed other prey types, which suggests that invertebrates were not responding to specific diet information in the fish cues. Invertebrates also altered their behaviour regardless of predator cue addition regimes and fish satiation levels. Cue intensity and exposure time did not have significant effects on invertebrate behaviour. We also highlight that potentially confounding factors, such as parasitism, were rarely recorded in sufficient detail to assess the magnitude of their effects. By examining the likelihood of detecting trait-mediated effects under large variations in experimental design, our study demonstrates that trait-mediated effects are likely to have pervasive and powerful influences in nature.

Étude des impacts écologiques du dynamisme spatio-temporel des habitats naturels sur la faune menacée du Complexe Zones Humides Mahavavy-Kinkony, Madagascar.

This study of the Mahavavy-Kinkony Wetland Complex (MKWC) assesses the impacts of habitat change on the resident globally threatened fauna. Located in Boeny Region, northwest Madagascar, the Complex encompasses a range of habitats including freshwater lakes, rivers, marshes, mangrove forests, and deciduous forest. Spatial modelling and analysis tools were used to (i) identify the important habitats for selected, threatened fauna, (ii) assess their change from 1950 to 2005, (iii) detect the causes of change, (iv) simulate changes to 2050 and (v) evaluate the impacts of change. The approach for prioritising potential habitats for threatened species used ecological science techniques assisted by the decision support software Marxan. Nineteen species were analysed: nine birds, three primates, three fish, three bats and one reptile. Based on knowledge of local land use, supervised classification of Landsat images from 2005 was used to classify the land use of the Complex. Simulations of land use change to 2050 were carried out based on the Land Change Modeler module in Idrisi Andes with the neural network algorithm. Changes in land use at site level have occurred over time but they are not significant. However, reductions in the extent of reed marshes at Lake Kinkony and forests at Tsiombikibo and Marofandroboka directly threaten the species that depend on these habitats. Long term change monitoring is recommended for the Mahavavy Delta, in order to evaluate the predictions through time. The future change of Andohaomby forest is of great concern and conservation actions are recommended as a high priority. Abnormal physicochemical properties were detected in lake Kinkony due to erosion of the four watersheds to the south, therefore an anti-erosion management plan is required for these watersheds. Among the species of global conservation concern, Sakalava rail (Amaurornis olivieri), Crowned sifaka (Propithecus coronatus) and dambabe (Paretroplus dambabe) are estimated the most affected, but at the site level Decken’s sifaka (Propithecus deckeni), kotsovato (Paretroplus kieneri) and Madagascan big-headed turtle (Erymnochelys madagascariensis) are also threatened. Local enforcement of national legislation on hunting means that MKWC is among the sites where the flying fox (Pteropus rufus) and Madagascan rousette (Rousettus madagascariensis) are well protected. Ecological restoration, ecological research and actions to reduce anthropogenic pressures are recommended.

Identification of quantitative trait loci for rice grain element composition on an arsenic impacted soil:Influence of flowering time on genetic loci

Elements in grain crops such as iron, zinc and selenium are essential in the human diet, whereas elements such as arsenic are potentially toxic to humans. This study aims to identify quantitative trait loci (QTLs) for trace elements in rice grain. A field experiment was conducted in an arsenic enriched field site in Qiyang, China using the Bala x Azucena mapping population grown under standard field conditions. Grains were subjected to elemental analysis by inductively coupled plasma mass spectroscopy. QTLs were detected for the elemental composition within the rice grains, including for iron and selenium, which have previously been detected in this population grown at another location, indicating the stability of these QTLs. A correlation was observed between flowering time and a number of the element concentrations in grains, which was also revealed as co-localisation between flowering time QTLs and grain element QTLs. Unravelling the environmental conditions that influence the grain ionome appears to be complex, but from the results in this study one of the major factors which controls the accumulation of elements within the grain is flowering time.

Detection of quantitative trait loci for androstenone, skatole and boar taint in a cross between Large White and Meishan pigs

'Boar taint' is a strong perspiration-like, urine-like unpleasant odour given off upon heating or cooking of meat from some intact (uncastrated) male pigs. Data from the F(2) generation of a Large White (LW) x Meishan (MS) crossbred population were analysed to detect quantitative trait loci (QTL) for traits associated with boar taint. Fat samples from 178 intact male pigs slaughtered at 85 +/- 5 kg were analysed for the major contributors to boar taint (androstenone, indole and skatole). Fat and lean samples from cooked meat were scored for boar, abnormal and pork flavour and odour by a trained sensory panel (SP). A scan with 117 markers covering the whole genome was performed in the F(2) individuals, together with their F(1) parents and purebred grandparents. At the 5% chromosomal significance threshold (approximately equal to the genome-wide suggestive significance threshold), QTL were detected for the laboratory estimate of androstenone on chromosomes 2, 4, 6, 7 and 9. However, only on chromosome 6 were there QTL for boar flavour (BF) traits in the same or adjacent marker intervals as a QTL for the laboratory estimate of androstenone. On chromosome 14, QTL were detected for the laboratory estimates of indole and skatole, the SP score for skatole and the scores for BF in lean and BF in fat. In all five cases, the MS allele generally increased the estimate or score, compared with the LW allele, but it appeared that desirable and undesirable alleles were present in both breeds. This locus on chromosome 14 has considerable potential for use to reduce the incidence of boar taint, especially if further research can identify the causative polymorphism or strongly associated markers.

Trait-Mediated Effects of Parasites on Invader-Native Interactions.

Parasites have a variety of behavioural effects on their hosts, which can in turn affect species with which the host interacts. Here we review how these trait-mediated indirect effects of parasites can alter the outcomes of invader-native interactions, illustrating with examples from the literature and with particular regard to the invader-native crustacean systems studied in our laboratories. Parasites may potentially inhibit or exacerbate invasions via their effects on host behaviour, in addition to their direct virulence effects on hosts. In several crustacean systems, we have found that parasites influence both host predation rates on intra- and inter-guild prey and host vulnerability to being preyed upon. These trait effects can theoretically alter invasion impact and patterns of coexistence, as they indirectly affect interactions between predators and prey with the potential for further ramifications to other species in the food web. The fitness consequences of parasite-induced trait-mediated effects are rarely considered in traditional parasitological contexts, but demand attention in the context of ecological communities. We can regard these trait effects as a form of cryptic virulence that only becomes apparent when hosts are examined in the context of the other species with which they interact.

Educar (para) o pensar : desenvolvimento de competências reflexíveis em professores e alunos do 1º CEB : contributos da "Filosofia para Crianças"

O presente estudo inscreve-se na área científica da Formação de Professores, incidindo, particularmente, na compreensão do processo de desenvolvimento das competências reflexivas percebidas como factor de promoção do seu próprio desenvolvimento profissional e pessoal, do desenvolvimento da capacidade de pensar dos seus alunos, da revalorização dos processos curriculares de ensino-aprendizagem e de inovação dos contextos educacionais. Num contexto de complexidade, incerteza e mudança, importa repensar estratégias de formação de professores e de alunos para que possam constituir-se como fatores potenciadores do desenvolvimento da competência reflexiva. Estratégias que convocam, quer o professor, quer o aluno, para um tipo de questionamento de maior exigência reflexiva e consideradas potenciadoras do pensamento crítico, criativo e de cuidado com o outro, numa perspetiva educativa centrada no cuidar, que valoriza a dimensão humana, a atuação responsável, ética e solidária, em todos os planos da vida. Neste estudo propomo-nos retomar algumas das estratégias de formação já configuradas no movimento Filosofia para Crianças e que se constituíram como um programa de formação em contexto, no qual se procurou aprofundar e compreender as múltiplas dimensões e modos como interatuam os diferentes participantes da relação educativa em práticas curriculares reconfiguradas à luz dos pressupostos que sustentam este estudo. Do ponto de vista metodológico, a investigação inscreve-se num paradigma de natureza qualitativa e interpretativa, de matriz hermenêutica e ecológica, configurando uma abordagem de tipo complexo, e com características de estudo de caso, que considera indispensável a participação ativa do sujeito na construção do conhecimento próprio, bem como o carácter de imprevisibilidade e de recursividade das condições e subsistemas em que tal ocorre. No sentido de construir uma visão integrada do objeto em estudo, foram desenvolvidos procedimentos específicos (mixed-methods), nomeadamente análise documental, entrevista semiestruturada, observação participante e inquirição por questionário. O estudo, que decorreu na região centro do país, envolveu 5 professoras do 1.º Ciclo do Ensino Básico, 100 alunos do mesmo nível de ensino e os seus pais/encarregados de educação, inquiridos através de questionário e desenvolveu-se em duas fases. A primeira destinou-se à formação teórico-prática das professoras e, na segunda, foram desenvolvidas sessões práticas de Filosofia para Crianças com os alunos. Os portfolios reflexivos construídos pelos participantes e pela investigadora principal constituíram outra fonte da informação recolhida no estudo empírico. Os resultados do estudo situam-se a quatro níveis: no que respeita aos saberes básicos, ao perfil de competência dos professores, à sua formação e às estratégias e recursos considerados como potenciadores de um pensar de mais elevada qualidade. Quanto ao primeiro nível, o presente estudo releva o carácter estruturante e epistémico de aprender a pensar (bem), salientando que este se processa numa maior amplitude e profundidade dos conteúdos da própria reflexão, às quais subjaz uma visão ampla de cidadania planetária e socialmente comprometida, evidenciando uma ampliação do quadro referencial dos saberes básicos e considerados imprescindíveis para a educação dos cidadãos. A um segundo nível, salienta-se a exigência de um perfil de competência profissional que permita aos professores desenvolver nos seus alunos um pensar de qualidade e, simultaneamente, melhorar a sua própria competência reflexiva. Neste sentido, o estudo aponta para a continuidade das respostas que têm vindo a ser equacionadas por vários autores nacionais e internacionais que, ao abordarem a problemática da formação, do conhecimento profissional e do desenvolvimento identitário dos professores, têm acentuado a importância dos modelos crítico-reflexivos da formação e de uma supervisão ecológica, integradora, não standard e humanizada, no desenvolvimento das sociedades contemporâneas. Conforme os dados sugerem, admite-se que a formação integral dos cidadãos passa pela inclusão e interligação de diferentes áreas do conhecimento que, concertada e complementarmente, possam contribuir para o desenvolvimento da sensibilidade, do pensamento crítico e criativo, de uma cultura da responsabilidade e de uma atitude ética mais ativa e interventiva. Neste sentido, reafirma-se a importância de um trajeto formativo que promova a efetiva articulação entre teoria e a prática, o diálogo crítico-reflexivo entre saberes científicos e experiência, que focalize o profissional na sua praxis e saliente a sua conexão com o saber situado em contexto vivencial e didático- -pedagógico. Realça-se a pertinência de dinâmicas formativas que, a exemplo de “comunidades de investigação/aprendizagem”, na sua aceção de redes de formação que, na prossecução de projetos e propósitos comuns, incentivam a construção de itinerários próprios e de aprendizagens individuais, mobilizando processos investigativos pessoais e grupais. Evidencia-se a valorização de práticas promotoras da reflexão, do questionamento, da flexibilidade cognitiva como eixos estruturadores do pensamento e da ação profissional e como suporte do desenvolvimento profissional e pessoal, corroborando a importância dos processos transformadores decorrentes da experiência, da ação e da reflexão sobre ela. Finalmente, no que respeita às estratégias e recursos, os dados permitem corroborar a riqueza e o potencial do uso de portfolios reflexivos no desenvolvimento de competências linguísticas, comunicacionais, reflexivas e meta-reflexivas e o entendimento de que o processo de construção da identidade profissional ocorre e desenha-se numa dinâmica reflexiva- -prospetiva (re)confirmadora ou (re)configuradora de ideias, convicções, saberes e práticas, ou seja, identitária. De igual modo, a investigação releva a importância da construção de portfolios, por parte dos alunos, para o desenvolvimento da qualidade do seu pensamento, sublinhando-se o seu carácter inovador nesta área. Evidencia-se, ainda, a diversidade de estratégias que respeitem os interesses, necessidades e expectativas dos alunos e o seu contexto de vida, tal como o recurso a materiais diversificados que, atentos ao conteúdo da mensagem, possibilitem a autonomia do pensamento, o exercício efetivo da reflexão crítica e do questionamento, na sua articulação com as grandes questões que sempre despertaram a curiosidade humana e cuja atualidade permanece. Materiais e recursos que estabeleçam o diálogo entre razão e imaginação, entre saber e sensibilidade, que estimulem o envolvimento dos alunos na resolução de problemas e na procura conjunta de soluções e na construção de projetos individuais na malha dos projetos comuns. Reafirma-se, pois, a importância da humanização do saber, a educação pensada como vivência solidária de direitos e deveres. Uma perspetiva educacional humanista que assenta nas trajetórias de vida, na recuperação de experiências pessoais e singulares, que procura compreender a identidade como um processo em (re)elaboração permanente. O presente estudo integra-se na rede de cooperação científica Novos saberes básicos dos alunos no século XXI, novos desafios à formação de professores sendo que, e na linha das investigações produzidas neste âmbito, destaca que o alargamento das funções do professor do 1.º Ciclo do Ensino Básico, que colocando a tónica da ação pedagógica no como se aprende e para quê e na possibilidade de aprender e incorporar o imprevisível, incide no desenvolvimento de um conjunto de capacidades que vão para além das tradicionalmente associadas ao ensinar a ler, escrever e contar. Releva-se, pois, a pertinência da criação de ambientes educativos nos quais professores e alunos entreteçam, conjunta e coerentemente, conhecer, compreender, fazer, sentir, dizer, ver, ouvir e (con)viver em prol de uma reflexão que nos encaminhe no sentido de ser(mos) consciência.

Les composantes de l'entraînement à l'improvisation actives dans la gestion des imprévus en classe du secondaire

Le désir de trouver des outils pour rendre moins ardue l'adaptation des jeunes enseignantes et des jeunes enseignants à la profession enseignante est à l'origine de cette recherche. En effet, des statistiques alarmantes révèlent un taux très élevé d'abandon de la profession dans les cinq premières années d'enseignement au secondaire. La gestion de classe est reconnue dans la documentation scientifique comme une des principales difficultés éprouvées par les enseignantes et les enseignants débutants. Malgré toute la préparation liée, en grande partie, à la phase préactive de l'enseignement, la gestion des imprévus, une fois en classe, pose problème aux novices, puisqu'ils ne disposent pas d'un répertoire expérientiel suffisant pour faire face à une grande variété de situations. Cependant, avec le temps, les enseignants développent une certaine assurance qui les rend moins vulnérables devant les imprévus qui surviennent en classe, notamment en raison de leur capacité à improviser. Cette aisance manifestée par des enseignantes et des enseignants expérimentés devant toutes sortes de situations en classe semble établir un lien très étroit entre l'improvisation et une gestion de classe efficace, en particulier lorsque se présentent des situations non planifiées. Holborn (2003), à partir des travaux de Schön (1983) sur le processus de réflexion-en-action, établit un lien entre l'improvisation et l'enseignement de même que Yinger (1987) et Tochon (1993b). Durand (1996) et Le Boterf (2002) permettent de situer l'acte d'improviser à l'intérieur d'un système complexe de connaissances préalables ou complémentaires et font émerger l'idée que cette capacité puisse se développer autrement que par l'expérience. Les travaux de Sawyer (2004) et Lobman (2005), quant à eux, tissent des liens entre une formation en improvisation théâtrale et la gestion des interactions en classe. La recension des écrits révèle qu'une bonne partie de l'expertise en classe s'explique par l'utilisation de l'improvisation. Curieusement, mis à part Sawyer (2004) et Lobman (2005), aucun auteur ne semble considérer l'entraînement à l'improvisation comme un outil permettant d'apprendre à réagir face aux imprévus. Si Lobman (2005) démontre, en partie, qu'un entraînement à l'improvisation théâtrale peut avoir des incidences sur la gestion des interactions des enseignantes et des enseignants du préscolaire, aucune autre étude ne révèle les incidences que pourraient avoir les habiletés acquises dans un entraînement à l'improvisation sur la gestion des imprévus en classe chez des enseignantes et des enseignants du secondaire. C'est la raison pour laquelle cette recherche poursuit l'objectif d'expliciter la perception d'enseignantes et d'enseignants des composantes de leur entraînement à l'improvisation actives dans la gestion des imprévus en classe du secondaire. Pour atteindre cet objectif, une méthodologie qualitative est mise en oeuvre. Le cadre de collecte des données repose sur des entrevues semi-dirigées auprès d'enseignantes et d'enseignants ayant reçu ou non un entraînement à l'improvisation. La stratégie d'analyse utilisée s'inspire de l'analyse par théorisation ancrée de Paillé (1994) en empruntant les deux premières étapes de cette stratégie: la codification et la catégorisation. Par la suite, une schématisation préliminaire permet la mise en relation des composantes et alimente l'interprétation des résultats. Les résultats révèlent que la vigilance et la rapidité d'exécution interviennent directement dans le processus de gestion des imprévus en classe du secondaire et apparaissent comme étant exclusives aux enseignantes et enseignants ayant reçu un entraînement à l'improvisation. La discussion des résultats met non seulement en parallèle ces résultats avec les travaux de Tochon (1993b) et ceux de Yinger (1987) qui établissent un lien entre l'improvisation et la rapidité d'exécution, mais également avec les travaux de Nault (1998) sur l'hypersensitivité, concept inspiré du withitness de Kounin (1970) et des travaux de Doyle (1986) sur l'interactivité dans l'enseignement. De plus, un lien significatif est établi avec les études de Sawyer (2004) et Lobman (2005) au sujet du développement de la vigilance chez les sujets ayant reçu un entraînement à l'improvisation théâtrale. L'entraînement à l'improvisation offre d'intéressantes possibilités, notamment en ce qui a trait au développement de la compétence en gestion de classe chez les novices. Ainsi, en offrant des outils permettant à ces derniers d'atténuer le choc de la réalité à leurs débuts, ce moyen de formation pourrait contribuer, ultimement, à diminuer le taux d'abandon de la profession.

Mon élève a le cancer--comment intervenir? perceptions d'enseignantes du primaire ayant accueilli un élève traité pour un cancer sur les services offerts et souhaités

Cette recherche aborde un phénomène encore peu documenté soit l'expérience d'enseignantes ayant accueilli un élève traité pour un cancer. Les études démontrent que l'école est peu préparée pour répondre aux besoins de ces élèves et offrir un soutien adéquat quant aux difficultés scolaires qu'ils risquent de présenter : fatigue, problème de mémoire, difficultés de concentration et d'apprentissage, etc. Résultant d'entrevues auprès de dix enseignantes, notre analyse qualitative a permis de dégager les services offerts et souhaités pour soutenir efficacement un élève traité pour un cancer dans son cheminement scolaire. En fonction de la situation et des difficultés de l'élève, les enseignantes disent avoir soutenu l'élève sur le plan affectif et social. Plusieurs proposent des moyens pour améliorer l'organisation de la classe. Enfin, notre discussion présente des pistes d'actions pour pallier l'absence de formation, accroître la concertation entre les milieux scolaires, communautaires et hospitaliers et favoriser l'inclusion scolaire de ces élèves.

La qualification et le traitement légal des ressources phytogénétiques au bénéfice de la sécurité alimentaire mondiale durable - Regard critique sur leur gestion

L’agrobiodiversité est le résultat de la domestication, de l’amélioration des caractères génétiques, de la conservation et de l’échange des semences par les agriculteurs depuis la première révolution agricole, il y a près de 10 000 ans. Toutefois, cette diversification agricole s’amenuise, s’érode. Cette érosion touche désormais les espèces végétales majeures. Plusieurs variétés de plantes cultivées sont abandonnées au profit de variétés artificialisées et uniformisées. Suivant une logique plus économique, les ressources génétiques végétales ou phytogénétiques, d’abord qualifiées de patrimoine commun de l’humanité, deviennent rapidement des biens prisés par l’industrie biotechnologique confortant les pays riches en biodiversité, mais économiquement faibles, à subordonner cette richesse au principe de la souveraineté permanente sur les ressources naturelles. Ce principe à la base du droit international a permis aux États hôtes de contrôler l’accès aux ressources biologiques sur leur territoire, mettant ainsi fin au pillage de celles-ci, mais également au libre accès pour tous à la ressource. À l’évidence, la nature hybride des ressources phytogénétiques enclenche un processus complexe d’exclusivismes et de prérogatives. D’une part, ces ressources composent la base de notre alimentation et à ce titre elles intéressent l’humanité entière, d’autre part, elles sont la matière première utilisée par les oligopoles semenciers, une double vocation qui suscite un partage antagonique à plusieurs égards. Cette thèse analyse les perspectives offertes par le droit international public afin de réconcilier ces positions au bénéfice de la sécurité alimentaire mondiale durable, et s’interroge sur le meilleur cadre juridique que le droit international puisse attribuer aux ressources phytogénétiques afin d’améliorer la circulation et la disponibilité des denrées agricoles et alimentaires. À cet effet, l’entrée en vigueur du Traité international sur les ressources phytogénétiques pour l’alimentation et l’agriculture va créer une sorte de système compromissoire conciliant dans un même souffle, l’intérêt général et l’appropriation privative au profit de la sécurité alimentaire mondiale durable : le Système multilatéral d’accès et de partage des avantages. Un dispositif ad hoc exceptionnel qui facilite l’accès à une partie négociée de ces ressources ainsi que le partage juste et équitable des avantages qui découlent de leur utilisation entre tous les usagers. Le Système multilatéral est la clé de voûte du Traité. Par le truchement de ce système, le Traité matérialise un ordre juridique raffiné et complexe qui opère une récursivité des ressources phytogénétiques vers le domaine public international, et par incidence, invite à considérer ces ressources comme des biens communs libres d’accès pour la recherche, l’amélioration et le réensemencement. Outre cette requalification, ce système ouvrira la voie à une nouvelle forme de gestion fiduciaire octroyant des droits et impliquant des responsabilités à l’égard d’un groupe d’usagers particuliers.

Post awakening salivary cortisol secretion and trait well-being: The importance of sample timing accuracy

Indices of post awakening cortisol secretion (PACS), include the rise in cortisol(cortisol awakening response: CAR) and overall cortisol concentrations (e.g. area under the curve with reference to ground: AUCg) in the first 30—45 min. Both are commonly investigated in relation to psychosocial variables. Although sampling within the domestic setting is ecologically valid, participant non-adherence to the required timing protocol results in erroneous measurement of PACS and this may explain discrepancies in the literature linking these measures to trait well-being (TWB). We have previously shown that delays of little over 5 min(between awakening and the start of sampling) to result in erroneous CAR estimates. In this study, we report for the first time on the negative impact of sample timing inaccuracy (verified by electronic-monitoring) on the efficacy to detect significant relationships between PACS and TWB when measured in the domestic setting.Healthy females (N = 49, 20.5 ± 2.8 years) selected for differences in TWB collected saliva samples (S1—4) on 4 days at 0, 15, 30, 45 min post awakening, to determine PACS. Adherence to the sampling protocol was objectively monitored using a combination of electronic estimates of awakening (actigraphy) and sampling times (track caps).Relationships between PACS and TWB were found to depend on sample timing accuracy. Lower TWB was associated with higher post awakening cortisol AUCg in proportion to the mean sample timing accuracy (p < .005). There was no association between TWB and the CAR even taking into account sample timing accuracy. These results highlight the importance of careful electronic monitoring of participant adherence for measurement of PACS in the domestic setting. Mean sample timing inaccuracy, mainly associated with delays of >5 min between awakening and collection of sample 1 (median = 8 min delay), negatively impacts on the sensitivity of analysis to detect associations between PACS and TWB.