Éditeur(s) : HAL CCSD BMJ Publishing Group
Résumé : International audience
OBJECTIVES: Many women who work during pregnancy are occupationally exposed to toxicants. The developing central nervous system is highly vulnerable to neurotoxicants such as solvents. Although the neurotoxicity of solvents to adults is well established, very few studies have examined their effects on children's behaviour following prenatal exposure. METHODS: Women from the Perturbateurs endocriniens: Étude Longitudinale sur les Anomalies de la Grossesse, l'Infertilité et l'Enfance (PELAGIE) mother-child cohort (including 3005 working women) were recruited in Brittany (France) between 2002 and 2006, at the beginning of pregnancy, to assess occupational exposure to solvents at that time. Child behaviour was documented at age 2 by mothers (n=1278) assessing components of attention deficit/hyperactivity, aggression, opposition and emotionality. We used a multiple linear regression analysis to evaluate the association between occupational solvent exposure and children's behaviour. Complementary sensitivity analyses allowed us to handle missing data, due mostly to attrition. RESULTS: 20% of women reported occasional exposure and 31% regular exposure to solvents. Children prenatally exposed were more likely to have higher scores of attention deficit/hyperactivity and aggression, and dose-response relations were observed. CONCLUSIONS: The dose-response effect and the high prevalence of children potentially exposed to solvents from their mother's workplace exposure underline the public health relevance of this result. Our results should be replicated in further studies designed to identify which solvents are most deleterious and to assess child behaviour at school age.
ISSN: 1351-0711

inserm-00795043
http://www.hal.inserm.fr/inserm-00795043
http://www.hal.inserm.fr/inserm-00795043/document
http://www.hal.inserm.fr/inserm-00795043/file/Occupationnal_solvent_exposure_child_behavior_HAL.pdf
DOI : 10.1136/oemed-2012-100892

Éditeur(s) : HAL CCSD
Résumé : International audience
Si la production d'énergie renouvelable solaire, éolienne et géothermique est bien développée en Guadeloupe, il n'en est pas de même de l'éducation au développement durable dont la mise en place est très récente. Issu de travaux portant sur les mécanismes de contextualisation des savoirs scientifiques, l'enquête exposée ici vise à caractériser les conceptions d'élèves de CM2 sur la géothermie en fonction du contexte géologique dans lequel ils vivent. L'impact de l'opinion de l'enseignant sur celles de ses élèves est également mis en question par le fait que les élèves ayant un enseignant impliqué de manière critique ou positive ont une opinion plus positive de l'usine géothermique voisine. La détermination de l'opinion des élèves sur cet exemple semble donc soit être plus influencée par le contexte familial que par le scolaire, soit ne se construire plus nettement, par accord ou par opposition, face à l'implication de l'enseignant. Abstract If the production of solar, wind and geothermal energy is important in Guadeloupe, it is not the same for sustainable development education. Deriving from work on the mechanisms of contextualization of scientific knowledge, the investigation presented here aims to characterize the concepts of 10 years pupils about geothermal energy as a function of geological setting in which they live. The impact of the views of the teachers on those students is also questioned. Pupils with one teacher involved in citizen group critical or positive about geothermal plant, have a more positive view of the nearby geothermal plant. The determination of students' opinions on this example seems to be more influenced by family background than by the school or not to build more significantly, by agreement or opposition, given the involvement of the teacher.
19th Caribbean Geological conference
Gosier, Guadeloupe

hal-01539490
https://hal.univ-antilles.fr/hal-01539490
https://hal.univ-antilles.fr/hal-01539490/document
https://hal.univ-antilles.fr/hal-01539490/file/FORMACOR.pdf

Éditeur(s) : HAL CCSD
Résumé : Best paper for innovative research
International audience
This paper investigates the interest of using the Kinematic Theory of rapid human movements to analyseand evaluate the handwriting produced by young kindergarten children in typical classroom environment. A total of66 children participated in this trial. For the preliminary results reported herein, movements from 15 children, takenevenly from three different levels (3, 4, and 5 years old), were analyzed. Our results confirm that 1) the sigmalognormalequation can model accurately childen’s movement and 2) that this modeling can differentiate betweenchildren of different school levels, hence supporting the relevance of pursuing along this original pathway.
Recent Progress in Graphonomics: Learn from the Past. IGS 2013
Nara, Japan

hal-01098125
https://hal.archives-ouvertes.fr/hal-01098125

Éditeur(s) : HAL CCSD Elsevier
Résumé : International audience
Background: While it is known that cancer risk is related to area-level socioeconomic status, the extent to which these inequalities are explained by contextual effects is poorly documented especially for head and neck cancer. Methods: A case-control study, ICARE, included 2415 head and neck cancer cases and 3555 controls recruited between 2001 and 2007 from 10 French regions retrieved from a general cancer registry. Individual socioeconomic status was assessed using marital status, highest educational level and occupational social class. Area-level socioeconomic status was assessed using the French version of the European Deprivation Index (EDI). The relationship between both individual and area-based socioeconomic level and the risk of head and neck cancer was assessed by multilevel analyses. Results: A higher risk for head and neck cancer was found in divorced compared with married individuals (OR = 2.14, 95% CI = 1.78-2.57), for individuals with a basic school-leaving qualification compared with those with higher education (OR = 4.55 95% CI = 3.72-5.57), for manual workers compared with managers (OR = 4.91, 95% CI = 3.92-6.15) and for individuals living in the most deprived areas compared with those living in the most affluent ones (OR = 1.98, 95% CI = 1.64-2.41). The influence of area-level socioeconomic status measured by EDI remained after controlling for individual socioeconomic characteristics (OR = 1.51; 95% confidence interval: 1.23-1.85, p-value = 0.0003). Conclusions: The role of individual socioeconomic status in the risk of head and neck cancer is undeniable, although contextual effects of deprived areas also increase the susceptibility of individuals developing the disease. (C) 2017 Elsevier Ltd. All rights reserved.
ISSN: 1368-8375

hal-01578588
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01578588
DOI : 10.1016/j.oraloncology.2017.06.014
PUBMED : 28688682

Éditeur(s) : HAL CCSD BioMed Central
Résumé : International audience
Background: Adolescent obesity is prevalent in Pacific region ethnic groups (European, Melanesian and Polynesian) living in both urban and rural areas. Although body perception is an important factor of weight gain or loss, little is known about the body self-perceptions of Pacific region adolescents. This study therefore evaluated adolescent perceptions of body weight according to ethnicity (European, Melanesian or Polynesian), socioeconomic status (low, intermediate or high) and living area (rural or urban) in New Caledonia.Methods: Sociodemographic and anthropomorphic data from 737 adolescents (351 boys and 386 girls) with ages ranging from 11 to 16 years were collected and analysed. The International Obesity Task Force (IOTF) standards were used to define weight status as normal-weight, underweight or overweight/obese. Weight perception was assessed from detailed questionnaires, with adolescents rating their own weight with the following descriptors: 'about the right weight', 'too heavy', or 'too light'.Results: Results showed that only 8.5% of normal-weight adolescents (7% boys and 10% girls) identifying themselves as ‘too heavy’. Normal-weight Melanesian adolescents were less likely than their European counterparts to assess themselves as too heavy (OR = 0.357). However, half the overweight/obese adolescents underestimated their weight status (53% boys and 48% girls). Weight misperception was associated with ethnicity, socioeconomic status and living area, with gender-specific differences.Conclusions: The results of this study suggest that these sociodemographic factors should be taken into account when designing public health policies and health education school programmes in New Caledonia and, more broadly, the Pacific regio
ISSN: 1471-2458

Droits : info:eu-repo/semantics/OpenAccess
hal-01678909
https://hal.univ-antilles.fr/hal-01678909
https://hal.univ-antilles.fr/hal-01678909/document
https://hal.univ-antilles.fr/hal-01678909/file/Misperception%20of%20weight%20status%20in%20the%20pacific-%20preliminary%20findings%20in%20rural%20and%20urban%2011-%20to%2016-year-olds%20of%20New%20Caledonia%20Ste%CC%81phane%20Frayon%20et%20al%202017.pdf
DOI : 10.1186/s12889-016-3982-0

Éditeur(s) : HAL CCSD Universitaires de France
Résumé : International audience
Cet article porte sur les pratiques langagières en cours dans les crèches et les écoles maternelles martiniquaises. Il s'intéresse au repère des modalités relatives aux interactions quotidiennes dans ces cadres et plus précisément aux distorsions langagières qui peuvent intervenir lors des échanges entre adultes et enfants. La prise en compte des diversités émanant des distorsions langagières pourrait constituer un préalable au développement d'une dynamique de compréhension réciproque nécessaire à la maîtrise des conduites langagières et à l'apprentissage chez les tout petits en Martinique. Ce texte propose de nouvelles modalités dans le cadre d'un contrat didactique respectueux des différences. Abstract This paper deals with language practices in nurseries and pre-elementary schools of Martinique. It is focused on the account of modalities concerning everyday interactions and more precisely language distortions that may occur during interactions between adults and children in those structures. The consideration of cultural diversity generated by language distortions is suggested here to be a prerequisite for the development of a reciprocal understanding leading to adequate mastery of linguistic behavior and learning among young children. This approach proposes new patterns within a didactic agreement considering adult and child differences.
ISSN: 0013-7545

hal-01658923
https://hal.univ-antilles.fr/hal-01658923
https://hal.univ-antilles.fr/hal-01658923/document
https://hal.univ-antilles.fr/hal-01658923/file/VERS%20UNE%20CULTURE%20DE%20LA%20DIVERSITE.pdf
DOI : 10.4074/S0013754511004058

Éditeur(s) : HAL CCSD
Résumé : International audience
This research aim focused onthe interpretation of the action of pupils for two school professors in mathematics and in physical education. The research is in the field of work concerned with the process of didactic contextalisation (Delcroix, Forissier, Anciaux, 2012). It also mobilizes process of the comparative approach (Mercier, Schubauer-Leoni et Sensevy, 2002). Data processed within the limits of this communication were collected by interview of self-confrontation. The results are used to model the interpretive filters according to three axes: the practical epistemology of the professor through the categories of Shulman (1987), forms of inference employed and his organization. Our study allows us to confront, in this model, the specifics or generics, fruits of disciplinary didactics to the effects of the didactic contextualization. We note that the use of contextualization seems to act as a filter (regardless of the teacher or the discipline concerned) constitutive of a profile kind (in the sense of Clot). Finally, at the end of this research, we discuss the contribution of this type of study for the training of teachers by querying the aspect built of these filters in action-context interaction and by validating the legitimacy of this question: "What is happening in the minds of the students"?Clot, Y. et Faïta, D. (2001). Genre et style en analyse du travail. Concepts et méthodes, Travailler, 6, 7-42Delcroix, A., Forissier, T., & Anciaux, F. (2012). Vers un cadre d’analyse opérationnel des phénomènes de contextualisation didactique. Dans F. Anciaux, T. Forissier et LF. Prudent, Contextualisations didactiques (pp. 141-188). Paris : L’harmattan.Mercier, A., Schubauer-Leoni, ML. & Sensevy, G. (2002). Vers une didactique comparée. Revue française de pédagogie, 141, 5-16.Shulman, L. (1987). « Knowledge and teaching : foundations of the new reform ». Harvard Educational Review, vol. 57, n° 1, p. 1-22.
The Caribbean Academy of Sciences 20th GENERAL MEETING AND BIENNIAL CONFERENCE
Deshaies, Guadeloupe

hal-01618424
https://hal.univ-antilles.fr/hal-01618424

Éditeur(s) : HAL CCSD
Résumé : International audience
The natural science education aims to help children build a rational representation of their environment. In this perspective it is usual to build authentic teaching by implementing a process of investigation rooted in a particular ecological context. Previous studies have described the effects of context as events occurring in a learning situation when two participant bring contrastive contexts. But these context effects were never filmed in science learning. We postulate that the effects of contexts can be considered not as a limit to learning but as an asset. In addition, we believe it is possible to build science lessons based on their emergences.The objective of this internationnal project called gounouy is to build an educational innovation for recording and description of effect of context and their interest in learning. It involved four research laboratories (two in Guadeloupe CRREF and LARGE, two in Quebec LICEF and GDAC) and two schools. In a design methodology based research, many direct and indirect data have been collected. They are constitute by videos, student productions, digital items (vidéoconférence and digital workspace) and interviews with students. The results show two different types of expression of context effects and different learning indicators. Adaptations and limits reuse of this new type of education will be discussed.Following a design based research methodology, many direct and indirect data on learning situations have been collected. They are constitute by videos, student, digital items videoconference, digital workspace) and interviews with students. The results show two different types of expression of context effects and different learning indicators. Adaptations and limits of this new type of education will be discussed.
Biennial Conference of Caribbean Academy of Sciences
Tobago, Trinidad and Tobago

hal-01539476
https://hal.univ-antilles.fr/hal-01539476

Éditeur(s) : HAL CCSD
Résumé : International audience
The French-Dutch island of St Martin, of which the French part became a French Overseas Collectivity on 14 July 2007, is characterized by a multilingual environment and presents the question of which educational and didactic strategies to adopt for French language teaching in these linguistic circumstances. Non-French-speaking children are assessed by the educational team and are given elementary language teaching in CLIN (beginners’ classes for non-French-speaking children). The CLIN teaching relies on methods based on the discipline of French as a Second Language and is presented as a transitional discipline which is needed to ensure comprehension across all educational disciplines. As the CLIN is not in a position to avoid the differences in language, it needs to reinforce the bridges between languages, not only to help the pupils to understand their plural identity but also to reinforce their L1 and TL practices. In these circumstances it is essential to consider the use of multilingual teaching methods.
Interplay : A journal of Languages, Linguistics and Literature

hal-01532982
https://hal.archives-ouvertes.fr/hal-01532982

Éditeur(s) : HAL CCSD
Résumé : International audience
The mathematical site of an exercise or a theorem is a useful tool which helps to organize its study, by putting into a hierarchy the various elements (substratum, objects, techniques, technologies) relevant to describe its ecosystem. These characteristics of the mathematical site turn it into a help for the pupil or student (within the framework of an evaluation in mathematics), what we show by the analysis in term of site of a subject given in the competitive ex-amination for secondary school teaching (CAPES) in mathematics. Furthermore, by revealing the organization of a mathematical concept, we show that the site can be a tool for professional training of teachers of mathematics, on the example of the characterization of a constant function on an interval by its derivative.
Le site mathématique local d’un énoncé d’exercice ou d’un théorème de cours se compose d’un système d’êtres mathématiques (objets, techniques, technologies…) et de relations, enrichis par un substrat, formé d’éléments non mathématisables dans l’institution considérée, dévoilant l’organisation de la question. Ces caractéristiques font que le site local fonctionne comme un écosystème, permettant la compréhension d’activités mathématiques de classe, d’évaluation, ce que nous montrons par l’analyse d’un dossier d’oral 2 du CAPES externe de mathématiques. Ce faisant, il devient un outil du professeur pour guider les élèves dans l’étude d’une question. De plus, comme il révèle les organisations locales en mathématiques, le site peut être utilisé comme un outil de formation professionnelle d’enseignants. Par exemple, il permet de questionner les progressions scolaires ou universitaires reçues, ce que nous discutons sur le cas de la caractérisation d’une fonction constante sur un intervalle par sa dérivée.
Repères IREM

hal-01530861
https://hal.univ-antilles.fr/hal-01530861

Éditeur(s) : HAL CCSD
Résumé : International audience
BIOLOGICAL IDENTITY IS NOT ONLY GENETICAL IDENTITY : A CHALLENGE FOR A CITIZEN TEACHING. The 20 th century marked the success of the genetics. The beginning 21 th century is aware of the limits of the " all-genetics ". Nevertheless, the curricula of the secondary school are not yet modified in this way. The present work analyses the conceptions of 33 future Biology teachers, and analyses also, in 3 scholar textbooks (for pupils 16 years old), the chapters related to the notion of " biological identity ". The results show that this notion is reduced to the notion of " genetical program " , and associated with a model of linear causal determinism of the phenotype by the genotype. The scientific and citizen dangers of this model are discussed. The challenge is now to teach a new model with interactions between the genotype and its environment : the epigenesis, and particularly the cerebral epigenesis. KEYWORDS : Biology Education – Genetics – Genetical determinism – Phenotype – Cerebral epigenesis-Conceptions of teachers – Curricula – Scholar textbooks-RÉSUMÉ : Alors que le 20 ème siècle est celui du succès de la génétique, le 21 ème siècle s'ouvre avec la conscience des limites du " tout-génétique ". Cependant les programmes de Biologie au Lycée tardent à se modifier dans ce sens. Le présent travail analyse les conceptions de 33 futurs enseignants de Biologie, ainsi que, dans 3 manuels scolaires de la classe de Première S, les chapitres relatifs à la notion d'identité biologique. Il en ressort que celle-ci est limitée à la notion de programme génétique, avec un modèle de déterminisme causal linéaire du phénotype par le génotype.
Bioed2000 the challenge of the next century
Paris, France

Droits : info:eu-repo/semantics/OpenAccess
hal-01620726
https://hal.univ-antilles.fr/hal-01620726
https://hal.univ-antilles.fr/hal-01620726/document
https://hal.univ-antilles.fr/hal-01620726/file/clementforissierBioEd2001.pdf

Éditeur(s) : HAL CCSD Taylor & Francis (Routledge)
Résumé : International audience
Introduction: The aims of this literature review were to characterize the communications presented during six Association for Research on Intervention in Sport (ARIS) French-speaking congresses from 2000 to 2010 and to compare the research trends between French and English research traditions. The definition of pedagogy is close to the notion of intervention and attempts to study, in an interacting or isolated way, three key components – the educator (professor, coach, teacher's educator), the participants (students, children, adults) and the curriculum/knowledge in specific contexts. The theoretical framework is centred on the social construction of the scientific knowledge. Method: All the communications of the six ARIS congresses (n ¼ 836), reflecting the multiple facets of educational research were analysed. The quantitative treatment of the data, with the assistance of Sphinx software, consisted of univariate (frequencies, percentages) and bi-variate (chi-square statistic) analyses to identify possible significant relations between variables such as the congress, country and sex of author(s), institution, and so on. Findings: The results highlight the commonalties and differences between French and English research about intervention/pedagogy. We notice the continuing expansion of the field of intervention/pedagogy in the Francophone and the Anglophone worlds. But the low participation of the practitioners shows how intricate it is to move educational research closer to everyday practice. The results show that the contexts studied within ARIS are mainly school physical education and teacher's education, then coaching and other contexts. The majority of studies are centred on one component of pedagogy, but rarely on the interactions between the educators and the participants. The Francophone research is essentially descriptive and heuristic, using mostly qualitative methods (interviews and observations). This orientation of Francophone studies towards heuristic research seems to contrast with Anglophone research, even though qualitative research has recently come to dominate. Conclusion: The ARIS researchers have a common object of study (intervention/ pedagogy), share the same ideas and aims, learn how to do it better as they interact regularly and develop a shared repertoire of knowledge, theories and methods. We see here signs of an undeniable wealth of knowledge and the combination of different theories and methods leading to a better understanding of educational phenomena.
ISSN: 1740-8989

hal-01620916
https://hal.univ-antilles.fr/hal-01620916
https://hal.univ-antilles.fr/hal-01620916/document
https://hal.univ-antilles.fr/hal-01620916/file/PESP%20MUSARD%26POGGI%20VA.pdf
DOI : 10.1080/17408989.2013.817008

Éditeur(s) : HAL CCSD Elsevier
Résumé : International audience
An inter-laboratory exercise was organized under the PHARMAS EU project, by the Advanced School of Public Health (EHESP), in order to evaluate the performances of analytical methods for the measurement of antibiotics in waters (surface and tap). This is the first time such an exercise on antibiotics has been organized in Europe, using different kinds of analytical methods and devices. In this exercise thirteen laboratories from five countries (Canada, France, Italy, the Netherlands and Portugal) participated, and a total number of 78 samples were distributed. During the exercise, 2 testing samples (3 bottles of each) prepared from tap water and river water, respectively, spiked with antibiotics, were sent to participants and analyzed over a period of one month. A final number of 77 (98.7%) testing samples were considered. Depending on substances studied by each participant, 305 values in duplicate were collected, with the results for each sample being expressed as the target concentration. A statistical study was initiated using 611 results. The mean value, standard deviation, coefficient of variation, standard uncertainty of the mean, median, the minimum and maximum values of each series as well as the 95% confidence interval were obtained from each participant laboratory. In this exercise, 36 results (6% of accounted values) were outliers according to the distribution over the median (box plot). The outlier results were excluded. In order to establish the stability of testing samples in the course of the exercise, differences between variances obtained for every type of sample at different intervals were evaluated. The results showed no representative variations and it can be considered that all samples were stable during the exercise. The goals of this inter-laboratory study were to assess results variability when analysis is conducted by different laboratories, to evaluate the influence of different matrix samples, and to determine the rate at which participating laboratories successfully completed the tests initiated.
Talanta

hal-00878118
https://hal.archives-ouvertes.fr/hal-00878118
DOI : 10.1016/j.talanta.2012.06.064
PUBMED : 22939142

Résumé : On observe en martinique certains élèves qui entrent et sortent du système secondaire ne maîtrisant pas le langage écrit. cependant certains troubles du langage écrit pourraient provenir d'un manque de repères, de désordre de la « maison intérieure ». des travaux plaçant l'individu dans une perspective constructiviste ont certes déjà été menés en martinique. cependant des travaux mettant l'élève martiniquais au centre de sa culture et considérant cette dernière comme vecteur de compétences écrites et de savoir pourraient être considérés comme un nouveau champ d'investigation. d'après jérôme bruner les récits en forme l'expérience humaine.mes recherches m'amèneront à considérer deux genres de récits : les récits autobiographiques et les contes martiniquais comme des vecteurs de la culture locale et comme des compensateurs de manques au niveau des mémoires cognitives, collectives, culturelles et individuelles. ils pourraient par voie de conséquence devenir des moyens de remédiation aux problèmes liés à l'écrit. je privilégierai comme champ d'observation les adolescents en difficulté entrant en classe de sixième.
The present research deals with cultural psychology. It aims to show how culture can influence the cognitive skills of underachieving students.Before cultural psychology emerged, social constructivism best represented by Piaget and Vygotski, and later in the twentieth century by Jérôme Bruner or Bertrand Troadec underlined the importance of culture in children’s mental dispositions.Their research on influence of culture in children’s cognitive dispositions are used as guiding principle.Over the years, it has been noticed that quite a large number of Martinican secondary school students from ages 11 to 12 had writing problems. In reality, national assessments have always confirmed this fact. Obviously papers about children’s writing problems have been written by many specialists. But it is interesting to consider this issue in relation to cultural psychology. In addition, this perspective shows the subject in his own singularity in interaction with his social background. It appears that stories, presented as social background’s products, are considered as systems which make sense for students who are in cognitive distress. Skills in writting will thus become for us a kind of mirror to assess the quality of thinking.

http://www.theses.fr/2015AGUY0867/document

Éditeur(s) : HAL CCSD
Résumé : International audience
This article describes the educational ideologies observed between 2010 and 2015 among the Wayana-Apalaï – an indigenous community living in the French Guiana rainforest - and their influence on local educational styles, training priorities and strategies of social success. The results of our fieldwork show that the dynamics of national and global integration have succeeded in transforming local educational ideologies - especially those linked to the Amazon ecosystem - by introducing new criteria of success and assigning a leading educative role to formal schooling.
En este texto, se describen los caracteres propios a la ideología educativas de los Wayana-Apalaï, una comunidad indígena que vive en el sector amazónico de la Guayana francesa, así como los estilos educativos, las prioridades de formación y las representaciones sociales del éxito que caracterizan a esta comunidad. Los resultados de las observaciones realizadas entre 2010 y 2015 en el marco de esta investigación muestran que las dinámicas de integración nacional y global están logrando transformar las ideologías educativas locales – y, sobre todo, los aspectos más vinculados con el ecosistema amazónico-mediante la introducción de nuevos criterios de éxito y asignando un papel protagónico a la educación escolar.
Revista Kavilando

Droits : info:eu-repo/semantics/OpenAccess
hal-01587174
https://hal.archives-ouvertes.fr/hal-01587174
https://hal.archives-ouvertes.fr/hal-01587174/document
https://hal.archives-ouvertes.fr/hal-01587174/file/ALI%2C%20M.%20et%20AILINCAI%2C%20R.%20%282017%29.%20La%20ideolog%C3%ADa%20educativa%20de%20los%20Wayana-Apala%C3%AF%20de%20la%20Guyana%20francesa.pdf

Éditeur(s) : HAL CCSD
Résumé : We study various proofs of the caracterization of constant functions, more precisely of the theorem: a derivable function, defined on a real interval, is constant if, and only if, its derivative is null. Our aim is to study the relationships of these proofs with the mathematical curriculum of secondary schools and the begining of undergraduate studies in France, from various point of views (epistemological, historical, didactical).
https://hal.archives-ouvertes.fr/hal-00318449

hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449v2/document
https://hal.archives-ouvertes.fr/hal-00318449/file/CroissanceSansTAF10HALV2.pdf
ARXIV : 0809.0965

Éditeur(s) : HAL CCSD Public Library of Science
Résumé : International audience
Background: During the last decade, French Guiana has been affected by major dengue fever outbreaks. Although this arbovirus has been a focus of many awareness campaigns, very little information is available about beliefs, attitudes and behaviors regarding vector-borne diseases among the population of French Guiana. During the first outbreak of the chikungunya virus, a quantitative survey was conducted among high school students to study experiences, practices and perceptions related to mosquito-borne diseases and to identify socio-demographic, cognitive and environmental factors that could be associated with the engagement in protective behaviors. Methodology/Principal Findings: A cross-sectional survey was administered in May 2014, with a total of 1462 students interviewed. Classrooms were randomly selected using a two-stage selection procedure with cluster samples. A multiple correspondence analysis (MCA) associated with a hierarchical cluster analysis and with an ordinal logistic regression was performed. Chikungunya was less understood and perceived as a more dreadful disease than dengue fever. The analysis identified three groups of individual protection levels against mosquito-borne diseases: “low” (30%), “moderate” (42%) and “high” (28%)”. Protective health behaviors were found to be performed more frequently among students who were female, had a parent with a higher educational status, lived in an individual house, and had a better understanding of the disease. Conclusions/Significance: This study allowed us to estimate the level of protective practices against vector-borne diseases among students after the emergence of a new arbovirus. These results revealed that the adoption of protective behaviors is a multi-factorial process that depends on both sociocultural and cognitive factors. These findings may help public health authorities to strengthen communication and outreach strategies, thereby increasing the adoption of protective health behaviors, particularly in high-risk populations. © 2016 Fritzell et al.
ISSN: 1935-2727

hal-01467556
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01467556
DOI : 10.1371/journal.pntd.0005081
PUBMED : 27802275

Éditeur(s) : HAL CCSD Presses Universitaires de la Méditerranée
Résumé : International audience
My reflection is about language practices in nurseries and pre elementary schools of Martinique. I am interested by noticing modalities about daily interactions in those areas, particularly by intentional distortions we can find in adult and child exchanges. Taking in consideration diversity from collected distortions is in opinion a prerequisite to dynamic of a necessary reciprocal comprehension for maturation of language and learning behaviors among small children in Martinique. This work proposes new patterns in a didactic agreement considering adult and child diversities. This agreement must offer to pupils and teachers favorable conditions to an active reciprocal understanding. That is moreover a contribution to reflection on a linguistic politic in context of cultural diversity.
Ma réflexion porte sur les pratiques langagières en cours dans les crèches et les écoles maternelles martiniquaises. Je m'intéresse au repère des modalités relatives aux interactions quotidiennes dans ces espaces et plus précisément aux distorsions intentionnelles qui peuvent intervenir lors des échanges entre adultes et enfants. La prise en compte des diversités émanant des distorsions relevées constitue selon moi un préalable au développement d'une dynamique d'intercompréhension nécessaire à la maturation des conduites de langage et d'apprentissage parmi les tout petits en Martinique. Ce travail propose de nouvelles modalités dans le cadre d'un contrat didactique prenant en compte les diversités des enfants et des adultes. Ce contrat est appelé à offrir aux élèves et aux enseignants les conditions favorables à une intercompréhension active. Il s'agit par ailleurs d'apporter une contribution à la réflexion sur un politique linguistique inscrite dans un contexte de diversité culturelle.
ISSN: 2271-6092

hal-01658925
https://hal.univ-antilles.fr/hal-01658925
https://hal.univ-antilles.fr/hal-01658925/document
https://hal.univ-antilles.fr/hal-01658925/file/DISTORSIONS%20DANS%20LES%20INTERACTIONS%20ADULTES%20ENFANTS.pdf