Challenges for e-learning and adult students in higher education

This article examines Lifelong Learning, from the perspective of the adult learner in higher education, by presenting some of the results of a project, funded by the European Commission's Socrates Programme, LIHE, Learning in Higher Education. It is structured as follows: first, the background of the project is described, then the experiences of the adult student, concerning their induction and tuition, are presented. Some future trends concerning adults in higher education and lifelong learning are outlined and conclusions drawn.

The development of a knowledge-based society - Challenges for e-learning and adult students in higher education

This chapter appears in Encyclopaedia of Distance Learning 2nd Edition edit by Rogers, P.; Berg, Gary; Boettecher, Judith V.; Howard, Caroline; Justice, Lorraine; Schenk, Karen D.. Copyright 2009, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL: http://www.igi-global.com/reference/ details.asp?ID=9703&v=tableOfContents

Iowa TOPSpro Data Dictionary, 2007

The purpose of the Iowa TOPSpro Data Dictionary is to provide a statewide-standardized set of instructions and definitions for coding Tracking Of Programs And Students (TOPSpro) forms and effectively utilizing the TOPSpro software. This document is designed to serve as a companion document to the TOPS Technical Manual produced by the Comprehensive Adult Student Assessment System (CASAS). The data dictionary integrates information from various data systems to provide uniform data sets and definitions that meet local, state and federal reporting mandates. The sources for the data dictionary are: (1) the National Reporting System (NRS) Guidelines, (2) standard practices utilized in Iowa’s adult literacy program, (3) selected definitions from the Workforce Investment Act of 1998, (4) input from the state level Management Information System (MIS) personnel, and (5) selected definitions from other Iowa state agencies.

Testing new identity models and processes in French-speaking adolescents and emerging adults students

Developing a sense of identity is a crucial psychosocial task for young people. The purpose of this study was to evaluate identity development in French-speaking adolescents and emerging adults (in France and Switzerland) using a process-oriented model of identity formation including five dimensions (i.e., exploration in breadth, commitment making, exploration in depth, identification with commitment, and ruminative exploration). The study included participants from three different samples (total N = 2239, 66.7% women): two samples of emerging adult student and one sample of adolescents. Results confirmed the hypothesized five-factor dimensional model of identity in our three samples and provided evidence for convergent validity of the model. The results also indicated that exploration in depth might be subdivided in two aspects: a first form of exploration in depth leading to a better understanding and to an increase of the strength of current commitments and a second form of exploration in depth leading to a re-evaluation and a reconsideration of current commitments. Further, the identity status cluster solution that emerged is globally in line with previous literature (i.e., achievement, foreclosure, moratorium, carefree diffusion, diffused diffusion, undifferentiated). However, despite a structural similarity, we found variations in identity profiles because identity development is shaped by cultural context. These specific variations are discussed in light of social, educational and economic differences between France and the French-speaking part of Switzerland. Implications and suggestions for future research are offered.

Experiences of Organising the Master of Science Programme in Packaging Technology

Organising the PT- programme for full-time working adult students is a challenging task as it is an international programme with both domestic and foreign students with different educational background. The purpose of this project work is to provide both student and lecturer feedback for improving Master Of Science Degree Programme in Packaging Technology to meet better the requirements of part-time studying. The objective of this work is in accordance with the Lappeenranta University of Technology’s strategy to improve continuously degree programmes and courses and to use student feedback in this development work of education. Matters, such as lecture schemes, distance material distribution, distance assignment handling, course assessments, and guidance of thesis work will be under scrutiny.

Yliopiston reunalla. Tutkimus suomalaisen avoimen yliopiston muotoutumisesta

Avoin yliopisto on koulutusmuoto, johon kuka tahansa voi osallistua ja jossa voi suorittaa yliopistotasoisia opintoja. Avoimen yliopiston ideassa keskeistä on koulutuksellisen tasa-arvon edistämisen tavoite. Tämän tutkimuksen tehtävänä on kuvata ja analysoida suomalaisen avoimen yliopiston muotoutumista. Tutkimuksella etsitään vastauksia kolmeen kysymykseen: 1. Millaisten vaiheiden kautta avoin yliopisto on muotoutunut? Mitä avoimen yliopiston historiassa on tapahtunut ja millaista keskustelua näistä tapahtumista on käyty? 2. Millaisia diskursseja avointa yliopistoa koskeneessa keskustelussa voidaan tunnistaa ja miten eri toimijatahot ovat näihin puhetapoihin kiinnittyneet? 3. Millaisena koulutuksellisen tasa-arvon toteuttajana avoin yliopisto näyttäytyy tutkimusaineiston valossa? Tutkimuksen aineisto koostuu erilaisista julkisista teksteistä. Aineistossa on mukana useita erilaisia tekstityyppejä: komiteanmietintöjä ja työryhmäraportteja, korkeakoululaitoksen kehittämissuunnitelmia, muita suunnitteluasiakirjoja, tutkimuksia, selvityksiä, puheenvuoroja ja esitelmiä sekä lehtikirjoituksia. Täydentävänä aineistona on lisäksi käytetty tilastoja. Tutkimusaineistoa on analysoitu diskurssianalyysillä. Keskeisenä lähtökohtana analyysissa on, että tekstien avulla tuotetaan avointa yliopistoa koskevia käsityksiä ja merkityksiä. Nämä merkitykset myös muuttuvat ajassa. Aineiston analyysin tuloksena avoimen yliopiston historiassa voidaan erottaa erilaisia vaiheita ja näiden vaiheiden välisiä taitekohtia. Ensimmäiseksi murrokseksi avoimen yliopiston historiassa voidaan paikantaa avoimen yliopiston synty, joka ajoittui 1970-luvun alkupuoliskolle. Avoin yliopisto sai vakiintuneet puitteensa vasta 1980-luvun puolivälissä, jolloin se organisoitiin osaksi yliopistojen täydennyskoulutusta. Tämä voidaan nähdä avoimen yliopiston historian toisena murroksena. Kolmas murros ajoittui 1990-luvulle, jolloin avoimen yliopiston resursointi muuttui ja nuoret tulivat sen näkyväksi opiskelijaryhmäksi. Tämä murros problematisoi avoimen yliopiston ja tutkintokoulutuksen suhteen aiemmasta poikkeavalla tavalla ja avoimen yliopiston tutkintoväylä nousi keskeiseksi keskusteluteemaksi. Tämä jännite purkautui tultaessa 2000-luvulle, ja tutkinnonuudistuksen yhteydessä avoimen yliopiston väylä sai paikkansa suhteessa kahden syklin tutkintoihin. Nyt elämme tutkinnonuudistuksen jälkeistä aikaa, jolloin avoimen yliopiston väylä vertautuu paljolti maisterikoulutuksiin. Kysymys aikuisten asemasta suhteessa tutkintokoulutukseen on kuitenkin edelleen ajankohtainen. Esillä ovat etenkin kysymykset aiemmin opitun tunnustamisesta, aikuisten ohjauksesta sekä avoimen yliopiston suhteesta työ- ja elinkeinoelämään. Keskustelussa avoimesta yliopistosta on paikannettavissa erilaisia positioita, jotka määrittävät avoimen yliopiston merkitystä ja tehtävää. Näitä positioita voidaan nimittää diskursseiksi, jotka konstituoivat avoimen yliopiston paikkaa yliopistokoulutuksen kentällä. Aineistosta on paikannettu neljä eri diskurssia: (1) akateemisia arvoja painottava yliopistollinen diskurssi, (2) osallistumisen tasa-arvoa korostava sivistyksellisen demokratian diskurssi, (3) yksilöllisiä mahdollisuuksia ja innovatiivisuutta korostava joustavuuden diskurssi sekä (4) työelämää, taloudellisuutta ja statusta korostava tehokkuuden diskurssi. Nämä diskurssit käyvät aineiston teksteissä keskinäisiä neuvotteluja ja kantavat merkityksiä suhteessa toisiinsa. Diskurssien välisiä suhteita voidaan kuvata kahden eri dimension kautta. Yhtäältä vastakkaisiksi arvoiksi asettuvat akateeminen eksklusiivisuus ja koulutuksellinen tasa-arvo. Toisena ulottuvuutena on koulutuksen arvottaminen sivistyksen versus hyödyn näkökulmasta. Avoimen yliopiston tehtävä tasa-arvon edistäjänä on eri aikoina mielletty eri tavoin. Avoimen yliopiston historiassa sen merkitystä ja tehtävää on kehystetty erilaisin puhetavoin, ja eri diskurssipositioiden vuoropuhelun kautta myös avoimen yliopiston tasa-arvotehtävästä on eri aikoina keskusteltu eri tavoin. Avoimen yliopiston alkuvaiheessa sen tehtävänä näyttäytyi sivistyksellisen demokratian turvaajana toimiminen. Kun avoimen yliopiston kurssit käynnistyivät, määrittyi toiminta selkeästi aikuisten koulutukseksi. Avoin yliopisto määrittyikin nyt aikuisten toiseksi mahdollisuudeksi hankkia koulutusta, jota vaille he olivat nuorempina jääneet. Avoimen yliopiston puitteiden lukkoonlyömisen jälkeen keskustelussa nousi vahvasti esiin toiminnan ja opetusmuotojen kehittäminen. Avoin yliopisto määrittyikin nyt aikuisten monipuoliseksi ja joustavaksi koulutusmahdollisuudeksi. Tasa-arvoisten mahdollisuuksien luominen näyttäytyi innovatiivisena, dynaamisena ja eteenpäinpyrkivänä toimintana, jossa otettiin huomioon aikuisten erilaiset tarpeet. Relander-ohjelman myötä avoimen yliopiston julkilausuttu tehtävä nimenomaan aikuisten kouluttajana kuitenkin muuttui. Avoin yliopisto näyttäytyi nyt yksilöllisiä tarpeita palvelevana mahdollisuuksien talona, jossa oli sijaa kaikille. Tärkeäksi määrittyi myös opiskelun tavoitteiden ja motiivien moninaisuus. Tutkinnon suorittamisen avoimen yliopiston opintojen kautta tuli olla realistisesti mahdollista. Viimeisimmän murroksen jälkeen avoin yliopisto määrittyy yhä selvemmin työelämän sekä alueellisten tarpeiden kautta. Avoin yliopisto näyttäytyy joustavana ja erilaisia tarpeita palvelevana opiskelufoorumina. Avoin yliopisto palvelee paitsi yksilöiden, myös työelämän ja yritysten tarpeita sekä on osaltaan turvaamassa alueiden kilpailukykyä ja elinvoimaisuutta. Tässä tutkimuksessa tarkastellaan avointa yliopistoa, sen historiaa ja siitä käytyä keskustelua erityisesti tasa-arvon näkökulmasta. Yhtenä keskeisenä tuloksena on, että avoimen yliopiston paikka on ollut aina jollakin tavalla marginaalissa. Tätä ilmentää mm. yliopistollisuuden ja tasa-arvon välinen jännite, jonka ympärille avointa yliopistoa koskeva keskustelu paljolti on järjestynyt. Ylipäätään aikuisten asemaa yliopistossa määrittää tietty epämukavuus ja täyden legitimiteetin puute erityisesti suhteessa tutkintokoulutukseen. Aikuisten koulutuksesta puhutaan yliopiston yhtenä perustehtävänä ja retorisesti voidaan todeta tämän tehtävän tärkeys. Aikuinen opiskelija aiempine osaamisineen ja osaamistarpeineen positioituu kuitenkin yliopistokoulutuksen ja työelämän väliselle rajapinnalle. Aikuisen paikka määrittyykin yliopiston ytimeen nähden selvästi marginaaliin.

Adult perceptions of student involvement in schoolyard gardening /

The purpose of this research is to investigate through adult perceptions what factors have enabled and limited student participation in schoolyard gardening, and how to support student involvement in schoolyard gardening. It is a collective case study of three schools in the Toronto District School Board (TDSB, Ontario, Canada) that are currently running a schoolyard gardening project. Sixteen interviews were conducted during May and June, 2005, and photos of the three schoolyard gardens were taken. The results show that the common factors that have enabled student participation in schoolyard gardening at the three schools are teacher's initiative and commitment, principal's leadership and support, parental involvement and donations, and the TDSB's EcoSchools program and workshops. The common limiting factors are time, money, and the unions' "work-to-rule" issue. The ways to support student involvement include teachers integrating the gardening into the curriculum; parents making donations to the school and creating a family gardening culture; principals supporting in money or budget and taking the lead; the TDSB providing funding, awards, incentives, and more maintenance; and the Ontario Ministry of Education supplying funding, curriculum link, and teacher training.

Student-adult mentoring relationships : experiences from a Scottish school-based programme

Peer reviewed

Examining the needs for student services of adult learners in continuing higher education

The primary purpose of this study was to examine the availability and quality of student services offered to adult learners in selected continuing education programs in Dade County, Florida. The two basic research questions addressed in this study were: 1) What are the student services being provided to adult learners by the selected colleges and universities? 2) What is the quality of these services being provided as perceived by administrators and adult learners at their institutions? Two groups comprised the population for this study. One group sample of adult learners enrolled in credit courses being offered by the continuing education unit. The second group sample was comprised of administrators in the areas of Admissions, Financial Aid, Registration, Student Services and Continuing Education at each of the five colleges and universities in Dade County, Florida. Data were collected from 107 students and 25 administrators using the Continuing Education Student Services Questionnaire (CESSQ) developed by the researcher in a pilot study. The questionnaire, one for administrators and a similar one for adult learners, consisted of two parts. One consisted of eight demographic items and the second one of twenty items describing student services. An overview of responses by institutions showed that only the following services received a 100% response as available at one or more institutions: 1) Admissions Information, 2) Convenient Hours for Registration, 3) Assistance in Class Registration, 4) Assistance in Planning a Class Schedule, 5) Access to the Library in Evening and Weekends, 6) Parking and Security, 7) Food Services, 8) Bookstore and 9) Access to Computers.

In utero protein restriction causes growth delay and alters sperm parameters in adult male rats

Background: Recent studies have supported the concept of ""fetal programming"" which suggests that during the intrauterine development the fetus may be programmed to develop diseases in adulthood. The possible effects of in utero protein restriction on sexual development of rat male offspring were evaluated in the present study. Methods: Pregnant Wistar rats were divided into two experimental groups: one group treated with standard chow (SC, n = 8, 17% protein) and the other group treated with hypoproteic chow (HC, n = 10, 6% protein) throughout gestation. After gestation the two experimental groups received standard chow. To evaluate the possible late reproductive effects of in utero protein restriction, the male offspring of both groups were assessed at different phases of sexual development: prepubertal (30 days old); peripubertal (60 days old); adult (90 days old). Student's t test and Mann-Whitney test were utilized. Differences were considered significant when p < 0.05. Results: We found that in utero protein restriction reduced the body weight of male pups on the first postnatal day and during the different sexual development phases (prepubertal, peripubertal and adult). During adulthood, Sertoli cell number, sperm motility and sperm counts in the testis and epididymal cauda were also reduced in HC. Furthermore, the numbers of sperm presenting morphological abnormalities and cytoplasmic drop retention were higher in HC. Conclusions: In conclusion, in utero protein restriction, under these experimental conditions, causes growth delay and alters male reproductive-system programming in rats, suggesting impairment of sperm quality in adulthood.

HANDEDNESS INFLUENCES PASSIVE SHOULDER RANGE OF MOTION IN NONATHLETE ADULT WOMEN

Objective: The Purpose of this study was to determine whether handedness influences bilateral shoulder range of motion in nonathlete adult women. Methods: This was an observational Study. Shoulder range of motion (flexion, abduction, horizontal adduction, extension, external and internal rotation) was passively and bilaterally measured in 50 female, right-handed, and healthy university students, ranging from 20 to 29 years of age, who were not practicing repetitive activities with the upper limbs at the time Of this study. The assessment was performed with a universal goniometer, twice for each subject by the same examiner. irst and second measurements were correlated using the intraclass correlation coefficient, which was high for all movements and ranged from 0.80 to 0.97. The Student t test and Wilcoxon test were used to compare the range of motion between the dominant and nondominant shoulders and the mean differences between the 2 sides. The effect of size vias alpha = .05. Results: There is statistically significance difference between the 2 sides when the rotational range of motion is compared the dominant shoulder presented increased external rotation (mean, 4.74 degrees; 95% confidence interval, 1.61-7.87) and decreased internal rotation (mean, 3.52 degrees; 95% confidence interval, 1.64-5.4) compared to the opposite Shoulder. Conclusion: Dominance should be considered when shoulder rotation is evaluated even in nonathlete adult women. (J Manipulative Physiol Ther 2009;32:149-153)

Educational characteristics of adult students in portuguese technological schools

Despite a massive expansion of education in Portugal, since the 1970’s, educational attainment of the adult population in the country remains low. The numbers of working-age people in some form of continuing education are among the lowest, according to the OECD and EU-27 statistics. Technological Schools(TS), initially created in the 1990’s, under the umbrella of the Ministry of Economy in partnership with industry and industrial associations, aimed to prepare qualified staff for industries and services in the country, particularly in the engineering sector, through the provision of post secondary non-university programmes of studies, the CET (Technological Specialization Courses). Successful CET students are awarded a DET(Diploma of Technological Specialization), which corresponds to Vocational Qualification level IV of the EU, according to the latest alteration (2005) of the Education Systems Act (introduced in 1986). In this, CET’s are also clearly defined as one of the routes for access to Higher Education (HE), in Portugal. The PRILHE (Promoting Reflective and Independent Learning in Higher Education) multinational project, funded by the European Socrates Grundtvig Programme, aimed to identify the learning processes which enable adult students in higher education to become autonomous reflective learners and search best practices to support these learning processes. During this research, both quantitative and qualitative methods were used to determine how students organise their studies and develop their learning skills. The Portuguese partner in the project’ consortium used a two case studies approach, one with students of Higher Education Institutions and other with students of TS. This paper only applies to students of TS, as these have a predominant bias towards engineering. Results show that student motivation and professional teaching support contribute equally to the development of an autonomous and reflective approach to learning in adult students; this is essential for success in a knowledge economy, where lifelong learning is the key to continuous employment.

Morphometric study of Schistosoma mansoni adult worms recovered from undernourished infected mice

Some unfavourable effects of malnutrition of the host on Schistosoma mansoni worm biology and structure have been reported based upon brigthfield microscopy. This paper aims to study by morphometric techniques, some morphological parameters in male and female adult worms recovered from undernourished albino mice in comparison with parasites recovered from well-fed infected mice. Undernourished animals were fed a multideficient and essentially low protein diet (RBD diet) and compared to well-fed control mice fed with the commercial diet NUVILAB. Seventy-five days post-infection with 80 cercarie (BL strain) animals were sacrificed. All adult worms were fixed in 10% formalin and stained with carmine chloride. One hundred male and 60 female specimens from each group (undernourished and control) were examined using an image system analysis Leica Quantimet 500C and the Sigma Scan Measurement System. The following morphometrical parameters were studied: body length and width, oral and ventral suckers, number and area of testicular lobes, length and width of ovary and uterine egg. For statistical analysis, the Student's t test for unpaired samples was applied. Significant differences (p < 0.05) were detected in body length and width, in parameters of suckers, uterine egg width, ovary length and area of testicular lobes, with lower values for specimens from undernourished mice. The nutritional status of the host has negative influence on S. mansoni adult worms, probably through unavailability of essential nutrients to the parasites.

MOLECULAR REORGANIZATION FOLLOWING SENSORY STIMULATION IN THE ADULT MOUSE BARREL CORTEX

Sensory information is an important factor in shaping neuronal circuits during development and adulthood. In the barrel cortex of adult rodents, cells from layer IV are able to adapt their functional state to an increased flow of sensory information from the mystacial whisker follicles. Previous studies in our group have shown that whisker stimulation induces the formation of inhibitory synapses in the corresponding barrel (Knott et al., 2002) and decreases neuronal responses toward the deflection of the stimulated whisker (Quairiaux et al., 2007). Together these observations have turned the barrel cortex into a model to study homeostatic plasticity. At the cellular level, neuronal activity triggers intracellular signaling cascades leading to a transcriptional response. To further characterize the molecular pathways involved in the synaptic changes after whisker stimulation in the adult mouse, a previous doctoral student in our group performed a microarray analysis on laser-dissected barrels in sections through layer IV. This study identified the regulation (up and down) of a series of genes in the stimulated barrels (thesis of Johnston-Wenger, 2010). We here focused on ten genes that presented the highest fold change according to the microarray analysis. Out of these genes, 7 are known as neuronal activity-dependent genes (Tnncl, Nptx2, Sorcs3, Ptgs2, Nr4a2, Npas4 and Adcyapl) whereas three have so far not been related to neuronal plasticity (Scn7a, Pcdhl5 and Cede3). The study aimed at confirming the results of the microarray analysis and localizing molecular modifications in the stimulated barrel column at the cellular level. In situ hybridization for Pcdhl5 after different periods of whisker stimulation (3, 6, 9, 15, 24 hrs) allowed us to confirm that the 1.25 fold change used for the microarray analysis is an appropriate threshold for considering a regulation significant after sensory-stimulation. Moreover, we confirmed with in situ hybridization a significant upregulation of the genes of interest in the stimulated barrels. In situ hybridization and immunohistochemistry allowed us to observe the distribution of the genes of interest and the corresponding protein products at the cellular level. Three observations were made: 1) alterations of the expression was restricted to the stimulated barrels for all genes tested; 2) within a barrel column not all cells responded to whisker stimulation with an altered gene expression; 3) in the stimulated barrels, two different patterns of mRNA and protein expression can be distinguished. We hypothesize that this segregation of the activity-induced gene expression reflects the segregation of the two principal thalamocortical pathways conveying the sensory information to the barrel cortex. Moreover, only neurons reaching the critical threshold will modify their gene expression program resulting in structural as well as physiological modifications that prevent the subsequent propagation of the excess of excitation to the postsynaptic targets. The activity-induced gene expression is therefore adapted in a cell-type-specific manner to induce a homeostatic response to the entire neuronal network involved in the integration of the sensory information. This to our knowledge the first study showing the distinct, but complementary contribution of the two thalamocortical pathways in experience-dependent plasticity in the adult mouse barrel cortex. -- L'information sensorielle nous permet de continuellement façonner nos circuits neuronaux autant durant le développement qu'à l'âge adulte. Chez le rongeur l'information sensorielle perçue par les vibrisses est intégrée au niveau du cortex somatosensoriel primaire (appelé en anglais « barrel cortex ») dont les cellules de la couche IV sont capables d'adapter leur état fonctionnel en réponse à une augmentation d'activité neuronale. Ce modèle expérimental a permis à notre groupe de recherche d'observer des changements rapides du circuit neuronal en fonction de l'activité sensorielle. En effet, la stimulation continue d'une vibrisse d'une souris adulte pendant 24 heures induit non seulement un remaniement synaptique (Knott et al., 2002), mais également des changements physiologiques au niveau des neurones du tonneau correspondant (Quairiaux et al., 2007). Ces observations nous permettent d'affirmer que le « barrel cortex » est un modèle approprié pour y étudier la plasticité synaptique. Au niveau cellulaire, l'activité neuronale déclenche des cascades de signalisation intracellulaire résultant en une réponse transcriptionnelle. Afin de caractériser les voies moléculaires impliquées dans la plasticité synaptique, une puce à ARN nous a permis de comparer l'expression de gènes entre un tonneau correspondant à une vibrisse stimulée et un tonneau d'une vibrisse non-stimulée (Nathalie). Cette analyse a révélé un certain nombre de gènes régulés de manière positive ou négative par l'augmentation de l'activité neuronale. Nous nous sommes concentrés sur 10 gènes dont l'expression est fortement régulée. L'expression de sept d'entre eux a déjà été démontrée comme dépendante de l'activité neuronale (Tnncl, Nptx2, Sorcs3, Ptgs2, Nr4a2, Npas4 otAdcyapl) alors que l'expression des trois autres (Scn7a, Pcdhl5 et Cedei) n'a pour le moment pas encore été liée à la plasticité neuronale. Le but de cette thèse est de confirmer les résultats de la puce à ARN et de déterminer dans quel type cellulaire ces gènes sont exprimés. L'hybridation in situ pour le gène Pcdhl5, après différentes périodes de stimulation des vibrisses (3, 6, 9, 15 et 24 heures), nous a permis de confirmer que le seuil de 1.25x utilisé dans l'analyse de la puce à ARN est approprié pour considérer qu'un gène est régulé de manière significative par la stimulation sensorielle. Nous avons également pu confirmer à l'aide de cette technique que la stimulation sensorielle augmente significativement l'expression de ces dix gènes. L'expression de ces gènes au niveau cellulaire a été observée à l'aide des techniques d'hybridation in situ et d'immunohistochimie. Trois observations ont été faites : 1) la régulation de ces gènes est restreinte aux tonneaux correspondants aux vibrisses stimulées ; 2) au niveau d'une colonne corticale correspondant aux vibrisses stimulées, seules certaines cellules présentent une altération de leur expression génique ; 3) au niveau des tonneaux stimulés, deux profils d'expression d'ARNm et de protéines sont observés. Notre hypothèse est que cette distribution pourrait correspondre à la terminaison ségrégée des deux voies thalamocortical qui amènent l'information sensorielle dans le cortex cérébral. De plus, seul les neurones atteignant le seuil critique d'activation modifient leur expression génique en réponse à la stimulation sensorielle. Ces changements d'expression géniques vont permettre à la cellule de modifier ses propriétés structurales et physiologiques de manière a prevenir la propagation d'un excès d'activité neuronale au niveau de ses cibles postsynaptics. L'activité neuronale agit donc spécifiquement sur certains types cellulaires de maniere a induire une réponse homéostatique au niveau du réseau neuronal impliqué dans l'integration de l'information sensorielle. Nos travaux démontrent pour une première fois que les deux voies sensorielles contribuent d'une manière distincte et complémentaire à la plasticité corticale induite par un changement de l'activité sensorielle chez la souris adulte.

Etude prospective d'évaluation psychiatrique et pédagogique dans un service pour adolescents de la Fondation Santé des Etudiants de France. Méthodologie et résultats préliminaires [Prospective study of psychiatric and pedagogic evaluation of the adolescent service of the Student Health Foundation of France. Methodology and preliminary results].

The present prospective study, with a five-year follow-up, presents an extensive psychiatric and educational assessment of an adolescent population (N = 30) in the age range 14-20, suffering from several psychiatric disorders, though apt to follow a normal academic program. The residential settings where the study took place provide both psychiatric and schooling facilities. In this environment, what is the effectiveness of long-term hospitalization? Are there any criteria for predicting results? After discharge, could social adjustments difficulties be prevented? Assessment instruments are described and the results of one preliminary study are presented. The actual data seems to confirm the impact of the special treatment facilities combining schooling and psychiatric settings on the long term outcome of adolescents.