Éditeur(s) : HAL CCSD Wiley
Résumé : International audience
BACKGROUND: An association between education and preterm delivery has been observed in populations across Europe, but differences in methodology limit comparability. We performed a direct cross-cohort comparison of educational disparities in preterm delivery based on individual-level birth cohort data. METHODS: The study included data from 12 European cohorts from Denmark, England, France, Lithuania, the Netherlands, Norway, Italy, Portugal, and Spain. The cohorts included between 2434 and 99 655 pregnancies. The association between maternal education and preterm delivery (22-36 completed weeks of gestation) was reported as risk ratios, risk differences, and slope indexes of inequality with 95% confidence intervals (CIs). RESULTS: Singleton preterm live delivery proportion varied between 3.7% and 7.5%. There were large variations between the cohorts in the distribution of education and maternal characteristics. Nevertheless, there were similar educational differences in risk of preterm delivery in 8 of the 12 cohorts with slope index of inequality varying between 2.2 [95% CI 1.1, 3.3] and 4.0 [95% CI 1.4, 6.6] excess preterm deliveries per 100 singleton deliveries among the educationally most disadvantaged, and risk ratio between the lowest and highest education category varying from 1.4 [95% CI 1.1, 1.8] to 1.9 [95% CI 1.2, 3.1]. No associations were found in the last four cohorts. CONCLUSIONS: Educational disparities in preterm delivery were found all over Europe. Despite differences in the distributions of education and preterm delivery, the results were remarkably similar across the cohorts. For those few cohorts that did not follow the pattern, study and country characteristics did not explain the differences.
ISSN: 0269-5022

hal-01146842
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01146842
DOI : 10.1111/ppe.12185
PUBMED : 25808200

Éditeur(s) : Université des Antilles Études caribéennes
Résumé : À travers l’étude du dispositif de la formation professionnelle en Martinique, étendue à la Guadeloupe et à la Guyane française, l’article analyse la spécificité des dispositifs de formation sur ces territoires français des Amériques par comparaison à la France métropolitaine puis souligne les mutations qui se produisent dans les dispositifs de formation à distance de ces territoires sous l’effet du développement des nouvelles technologies de l’information. L’intérêt est d’engager une réflexion sur la relation problématique entre emploi et formation en intégrant le rôle du politique et du contexte social et culturel
Through the study of the approaches to professional training in Martinique, Guadeloupe and French Guiana, this article compares how training in these territories of French America compares to training in France and then highlights the changes that have occurred as a result of the introduction and development of the new information technologies into distance education programmes in those territories. Our purpose is to initiate a reflection on the need to examine the relationship between employment and training by integrating the role of politics and the social and cultural context
Martinique

Droits : info:eu-repo/semantics/openAccess
urn:doi:10.4000/etudescaribeennes.488
http://journals.openedition.org/etudescaribeennes/488

Résumé : Le monde, depuis des millénaires, est bâti sur les fondations de sociétés bilingues. Or, ce « parler multiple » semble depuis toujours être source de conflit. Loin d’être considéré comme une richesse, le bilinguisme (ou plurilinguisme) semble plutôt représenter un problème auquel on tâcherait de trouver une solution. « La multiplicité » dit Louis-Jean Calvet (1999), « est chose mauvaise, on lui préfère de façon toute jacobine un bon gros Etat monolingue bien cerné dans ses frontières politiques et linguistiques ».La région caraïbe occupe une place tout à fait intéressante sur cette scène en perpétuel mouvement qu’est la mondialisation. Ces pays/îles doivent continuellement chercher l’équilibre entre appartenance locale, régionale et internationale, grand nombre d’entre eux luttant toujours aujourd’hui pour concilier leur statut d’anciennes colonies et le rythme rapide de la mondialisation. Cette thèse porte sur la place des langues vivantes dans les écoles du premier degré à la Martinique et à la Dominique et sur les enjeux d’un enseignement bilingue pour ces deux îles qui appartiennent à la fois à la Caraïbe et au monde. Nous proposons, dans un premier temps, une étude de la situation actuelle de l’enseignement des langues dans les deux îles : quelles sont les politiques linguistiques dans les deux contextes? Dans quelle mesure sont-elles mises en œuvre? L’enseignement des langues répond-il aux exigences des textes officiels ? Les politiques linguistiques sont-elles adaptées aux réalités sociolinguistiques de ces îles ? Dans un deuxième temps, nous interrogeons la possibilité d’un enseignement bilingue dès l’école préélémentaire dans les îles de la Martinique et de la Dominique et nous expérimentons des approches d’enseignement des langues en milieu institutionnel et en contexte périscolaire. Nous nous interrogeons sur des modes de fonctionnement différents : ne pourrait-on pas imaginer d’autres manières de faire ? Que pouvons-nous proposer comme solutions complémentaires et/ou alternatives à l’existant ?Enfin, dans un troisième temps, dans une perspective plus globale, nous posons la question de l’éducation bilingue, par une approche comparée, en analysant les faits éducatifs dans deux systèmes différents et en nous intéressant à la question de l’altérité. La compréhension de l’Autre peut-elle améliorer l’existant dans le cas de la Martinique et de la Dominique ? Nous revenons ainsi à la question de l’intérêt et des enjeux d’une comparaison de l’enseignement des langues dans ces deux systèmes, en prenant en compte les identités locales, régionales et internationales à travers des analyses historiques et sociolinguistiques. A la suite de cette analyse, nous faisons des propositions concrètes en faveur d’un enseignement bilingue intégré dans ces deux îles. Ces propositions concernent les domaines tels que la didactique, la planification en éducation et le curriculum bilingue, la formation des enseignants et la politique linguistique de la Caraïbe. Notre question centrale est la suivante : comment enseigner aujourd’hui pour mieux préparer les citoyens caribéens au monde de demain ?
The Caribbean region occupies an interesting space in the perpetually changing scene of globalisation. Caribbean countries or islands must continually seek to balance their sense of belonging to a local, regional and international community. This is sometimes a difficult task as any of them are still fighting to balance their evolution as old colonies with the fast pace of globalisation in a new world.This thesis focuses on language teaching at primary level in the islands of Martinique and Dominica. It examines the many issues surrounding language teaching and questions the role of bilingual education in the development of these two Caribbean islands as they evolve within the Caribbean and the world. Firstly, we propose a careful study of the current situation of language teaching in Martinique and Dominica. What are the language policies of these islands? How and to what extent are they implemented? Does language teaching truly reflect the objectives of official texts? Are the present language policies adapted to the sociolinguistic reality of each island?Secondly, we raise the question as to the possibility of the implementation of bilingual education at the pre-primary level in the islands of Martinique and Dominica. We examine the question through the experimenting of different language teaching methods within a school setting and as part of an extracurricular bilingual program. Can we envision alternative approaches to the present situation? What complementary or alternative solutions can we propose to improve on what already exists?Lastly, we look at the subject from an overall perspective and we address the question of bilingual education. We analyse how comparative education, the study of other education systems and the understanding of others play a major role in developing solutions to present day situations. This analysis takes into account issues relating to local, regional and international identities through a study of the historical and sociolinguistic context of the islands of Dominica and Martinique.Based on our analysis and on the literature, we put forward concrete proposals for holistic bilingual education on the islands of Martinique and Dominica. These proposals focus on areas such as language teaching pedagogy, education planning, the bilingual curriculum, teacher training, and language policy for the Caribbean. The main question underlying this thesis is: how do we teach today to better prepare Caribbean citizens for the world of tomorrow?

http://www.theses.fr/2015AGUY0834/document

Éditeur(s) : HAL CCSD BioMed Central
Résumé : International audience
BACKGROUND: Socioeconomic inequalities in cancer mortality have been observed in different European countries and the US until the end of the 1990s, with changes over time in the magnitude of these inequalities and contrasted situations between countries. The aim of this study is to estimate relative and absolute educational differences in cancer mortality in France between 1999 and 2007, and to compare these inequalities with those reported during the 1990s. METHODS: Data from a representative sample including 1% of the French population were analysed. Educational differences among people aged 30--74 were quantified with hazard ratios and relative indices of inequality (RII) computed using Cox regression models as well as mortality rate difference and population attributable fraction. RESULTS: In the period 1999--2007, large relative inequalities were found among men for total cancer and smoking and/or alcohol related cancers mortality (lung, head and neck, oesophagus). Among women, educational differences were reported for total cancer, head and neck and uterus cancer mortality. No association was found between education and breast cancer mortality. Slight educational differences in colorectal cancer mortality were observed in men and women. For most frequent cancers, no change was observed in the magnitude of relative inequalities in mortality between the 1990s and the 2000s, although the RII for lung cancer increased both in men and women. Among women, a large increase in absolute inequalities in mortality was observed for all cancers combined, lung, head and neck and colorectal cancer. In contrast, among men, absolute inequalities in mortality decreased for all smoking and/or alcohol related cancers. CONCLUSION: Although social inequalities in cancer mortality are still high among men, an encouraging trend is observed. Among women though, the situation regarding social inequalities is less favourable, mainly due to a health improvement limited to higher educated women. These inequalities may be expected to further increase in future years.
ISSN: 1471-2458

inserm-00868759
http://www.hal.inserm.fr/inserm-00868759
http://www.hal.inserm.fr/inserm-00868759/document
http://www.hal.inserm.fr/inserm-00868759/file/1471-2458-13-823.pdf
DOI : 10.1186/1471-2458-13-823

Éditeur(s) : HAL CCSD
Résumé : International audience
The aim of this study was to examine the heart rate (HR) response to Olympic windsurfing competition and to check if there was any correlation between racing HR, performance, and the variables measured during laboratory maximal exercise. Ten elite windsurfers [age: 20.93 (3.46) years; height: 178.10 (6.34) cm; body mass: 66.79 (5.90) kg] performed a laboratory maximal oxygen consumption (VO2max) trial and national windsurf competitions wearing a HR monitor. One hundred and forty-three individual races were examined. Racing HR was expressed as a percentage of (1) HRmax (maximal treadmill HR) and (2) HRreserve (HRmax)HRrest). The performance (racing classification: RC, which is inversely proportional to performance) was significantly correlated to the racing HR response in both light wind (LW): LW)RC=)0.12(%HRreserve)+13.03; r=)0.71, r2=0.50, p<0.001, and medium wind (MW): MW)RC=)0.11(%HRreserve)+10.99; r=)0.66, r2=0.43, p<0.001. The results showed similar correlations between performance and %HRmax. Post racing lactate concentration was higher in LW compared to MW [7.14 (0.21) and 5.18 (2.02) mmolÆl)1, respectively]. There was a negative correlation between the highest racing HR (%HRreserve) of each athlete and the second ventilatory threshold expressed as a percentage of VO2max (r=-0.71, p<0.05). To summarize, this study showed that light and medium wind Olympic windsurfing performances are highly dependent on the capacity of the athlete to maintain a high HR for long periods of time. Furthermore, windsurfing is highly dependent on the athlete's physical fitness level as shown by the correlations between racing HRs and laboratory physiological variables.
EUROPEAN JOURNAL OF APPLIED PHYSIOLOGY

hal-00720564
https://hal.univ-antilles.fr/hal-00720564
https://hal.univ-antilles.fr/hal-00720564/document
https://hal.univ-antilles.fr/hal-00720564/file/Chamari_Wind_surf_and_Heart_rat.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
Résumé : Does the language in which the instructions are formulat- ed affect the execution of a bilingual's motor task? The first experiment studies whether the language used for the instructions influences the motor performances among bilingual children in situation of learning. Eighty bilin-gual French/Creole children (age means 10.4) were distributed into two experimental groups to learn how to perform a motor task. One group received instructions in French and the other one in Creole. The data suggest that the language of presentation affects the execution of a motor task. Both groups had the same performance level at the beginning of the experiment. We noticed that the group taught in Creole obtained better performances than the group taught in French at the end of the learning situation. The results are discussed in terms of their implications to physical education and motor rehabilitation of bilinguals. The two following experiments reported in the present paper concern (i) the differential imagery value of French and Creole and (ii) the influence of language on the recall of sequences of patterned movements in a bilingual population. Creole words were obtained a higher imagery value than French words, certainly because Creole is an oral and vernacular language. Motor recall scores were better when the sequence was presented in Creole compared to French. The generation of visual images by Creole would facilitate the memorization and recall of new sequences of movements. The effect of language on imagery value of words and motor recall among bilingual French–Creole subjects was discussed in terms of nature of information encoding in each language. The goal of the fourt and last study tries to know the language impact on the movement imagery ability of guadeloupean children. A person is able to represent verbal information with an image (Denis, 1989; Paivio, 1986). The language can he influence this ability on bilingual individuals? If Creole has more to do with image than French (Michelot, 2000), this survey considers a distinct language influence on the mental images vividness specified by guadeloupean children. 123 secondary school pupils (average age 13.45) altogether accepted to fill in the Movement Imagery Questionnaire of Hall and Pongrac (1983). This test enables to measure the rapidity of visual and kinaesthetic images. The “Creole” group (59 children; average age 13. 43) got the MIQ translated in Creole and the “French” group (64 children; average age 13.46) the French version of the test. Finally, language does not generally influence the movement imagery capacity. Yet, the kinaesthetic images are more vivid in French than in Creole for the subjects tested, aged from 11 to 13. The subjects aged from 14 to 16 have, only in Creole, more vivid visual images than the subjects aged from 11 to 13. The language affects the movement imagery ability with age of this guadeloupean children.
L'exécution d'une tâche motrice chez des bilingues est-elle affectée par la langue dans laquelle les consignes sont formulées ? Une première expérience a été menée en vue d'analyser si la langue de présentation des consignes influence les performances motrices d'enfants bilingues en situation d'apprentissage. Quatre-vingt bilingues français/créole (âge moyen : 10,4 ans) ont été répartis dans deux groupes expérimentaux afin d'apprendre à réaliser une tâche motrice, l'un recevant les consignes en français et l'autre en créole. Les données suggèrent que la langue de présentation affecte l'exécution d'une tâche motrice. Le groupe enseigné en créole obtient de meilleures performances en fin d'apprentissage comparativement à celles obtenues par le groupe enseigné en français, alors que les deux groupes ont au départ un niveau comparable. Ces résultats sont discutés sur le plan de leur implication pour l'éducation physique et la réadaptation motrice des bilingues. Les deux expérimentations suivantes évaluent (i) la valeur d'imagerie de mots et (ii) le rappel moteur d'enchaînements auprès de bilingues français–créole en faisant varier la langue de présentation. Les mots en créole, supposés susciter plus facilement des images mentales visuelles, car le créole est une langue orale et vernaculaire, ont effectivement obtenu une cote plus élevée que les mots français sur l'échelle de valeur d'imagerie. L'évocation d'images visuelles facilitant la mémorisation et la planification de séquences de mouvements, les performances de rappel obtenues à partir des consignes en créole ont été supérieures à celles obtenues en français. Les effets de la langue de présentation sur la valeur d'imagerie des mots et le rappel moteur d'enchaînements de morphocinèses auprès des participants bilingues sont discutés en termes de nature d'encodage de l'information verbale dans chacune des langues. L'objectif de cette quatrième et dernière recherche est de connaître l'impact de la langue sur la capacité d'imagerie du mouvement d'enfants guadeloupéens. Un individu peut se représenter des informations verbales sous une forme imagée (Denis, 1989; Paivio, 1986). La langue peut-elle influencer cette capacité chez des individus bilingues ? Le créole étant plus imagé que le français (Michelot, 2000), nous prévoyons une influence distincte de la langue sur le degré de vivacité des images mentales. Cent-vingt-trois collégiens guadeloupéens (âge moyen 13.45) ont rempli un questionnaire d'imagerie du mouvement (MIQ de Hall et Pongrac, 1983) mesurant la vivacité d'images visuelles et kinesthésiques. Un groupe «créole» (59 enfants; âge moyen 13.43) l'a passé en créole et un groupe «français» (64 enfants; âge moyen 13.46) en français. Finalement, la langue n'influence pas la capacité d'imagerie mentale de notre échantillon. Mais la vivacité des images kinesthésiques est supérieure en français chez les sujets de 11 à 13 ans et celle des images visuelles des sujets de 14 à 16 ans est supérieure à celle des sujets de 11 à 13 ans seulement en créole. La langue semble influencer la capacité d'imagerie mentale des sujets en fonction de l'âge.
https://tel.archives-ouvertes.fr/tel-00441944

Droits : info:eu-repo/semantics/OpenAccess
tel-00441944
https://tel.archives-ouvertes.fr/tel-00441944
https://tel.archives-ouvertes.fr/tel-00441944/document
https://tel.archives-ouvertes.fr/tel-00441944/file/These_Anciaux_2003_L_enfant_le_creole_et_l_EPS.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
The main results are processed and analysed at two levels: macro and micro. For the macro, it is a comparative analysis of systems of school education and the organization of the PE in Haiti and Martinique based on different elements: the organization of schooling, the major educational reforms, the educational profile of teachers of the first two cycles of the fundamental school and elementary school, PE programs and physical, sports and artistic activities proposed. For the micro, it is a comparative analysis based on the curriculum said (before and after interviews) and the real curriculum (filmed lessons). The distinction between macro-level and micro-level focuses on the contextual component of our study Thus, the macro is interested in the effects of the context and the microphone to the effects of context.
AIESEP 2017 International Conference Cultures, Disciplines, Intercations: Contextualizing Diversity in Physical education
Gosier, France

hal-01649919
https://hal.univ-antilles.fr/hal-01649919

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
Résumé : International audience
Handwriting difficulties represent a common cause of underachievement in children education and low self-esteem in daily life. The analysis of handwriting could be an important tool for the evaluation of a teaching method in order to assess its efficacy in preventing dysgraphia. We performed a comparative analysis of the traditional handwriting method and the alternative Terzi's approach in pupils at the end of primary school, when cursive skills should have been achieved.Qualitative and kinematic parameters were considered: the first ones were calculated as a visual analysis of written texts (by using check-lists and scales regarding qualitative, postural and pen grasp aspects), while the latter ones were automatically extracted through digitizing tablet acquisitions. Results showed significant differences concerning handwriting quality and dynamic movement in pupils handwriting depending on the teaching method applied.
17th Biennial Conference of the International Graphonomics Society
Pointe-à-Pitre, Guadeloupe

hal-01165776
https://hal.univ-antilles.fr/hal-01165776
https://hal.univ-antilles.fr/hal-01165776/document
https://hal.univ-antilles.fr/hal-01165776/file/IGS_2015_submission_10.pdf

Éditeur(s) : HAL CCSD National Institute of Environmental Health Sciences
Résumé : International audience
BACKGROUND: Women of reproductive age can be exposed to endocrine-disrupting chemicals (EDCs) at work, and exposure to EDCs in pregnancy may affect fetal growth. OBJECTIVES: We assessed whether maternal occupational exposure to EDCs during pregnancy as classified by application of a job exposure matrix was associated with birth weight, term low birth weight (LBW), length of gestation, and preterm delivery. METHODS: Using individual participant data from 133,957 mother-child pairs in 13 European cohorts spanning births from 1994 through 2011, we linked maternal job titles with exposure to 10 EDC groups as assessed through a job exposure matrix. For each group, we combined the two levels of exposure categories (possible and probable) and compared birth outcomes with the unexposed group (exposure unlikely). We performed meta-analyses of cohort-specific estimates. RESULTS: Eleven percent of pregnant women were classified as exposed to EDCs at work during pregnancy, based on job title. Classification of exposure to one or more EDC group was associated with an increased risk of term LBW [odds ratio (OR) = 1.25; 95% CI: 1.04, 1.49], as were most specific EDC groups; this association was consistent across cohorts. Further, the risk increased with increasing number of EDC groups (OR = 2.11; 95% CI: 1.10, 4.06 for exposure to four or more EDC groups). There were few associations (p < 0.05) with the other outcomes; women holding job titles classified as exposed to bisphenol A or brominated flame retardants were at higher risk for longer length of gestation. CONCLUSION: Results from our large population-based birth cohort design indicate that employment during pregnancy in occupations classified as possibly or probably exposed to EDCs was associated with an increased risk of term LBW.
ISSN: 0091-6765

hal-01405823
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01405823
DOI : 10.1289/EHP208
PUBMED : 27152464

Éditeur(s) : HAL CCSD
Résumé : International audience
The purpose of this study is to identify links between the geothermal context and the conceptions in different initial teachers training, from the Caribbean and North America. The Caribbean Islands are located in a subduction zone, creating a great potential for geothermal energy. In Guadeloupe, this potential has been harnessed and a geothermal power plant produces about 5% of the local demand for electricity. It is called high temperature geothermy. In Quebec the bedrock mainly consists of ancient Precambrian rocks from the Canadian Shield, which does not allow for electricity production. The geothermal heat is used to regulate the temperature in buildings, to create spars, to grow crops and other purposes. It is called low temperature geothermy. This design-based research (Sandoval, W. et Al., 2004) takes part in the contextualization of sciences education research works (Blanchet, P. et Al., 2009, Anciaux, F. et Al., 2013) and in the continuation of the Gounouy project (Fecil, S. et Al., 2014). A project-based learning on geothermal energy has been set up with two groups of initial teachers training from the Université du Québec à Montréal (UQAM) and from the French West Indies University (UA). The purpose is to create collaborations between each group in order to enable them to encounter, recognize and formulate their conceptions. Further, they will collectively elaborate a more complex understanding of conceptions about geothermy. More specifically, the design used in this experiment aims to highlight context effects (Merlo-Leurette, S., Forissier, T., 2009). Context effects are pedagogical events occurring when there is a clash between the different conceptions of students, observed uring courses regarding different problematics related to geothermal energy. Communications via videoconferences were arranged so that the counterpart teams may discuss their investigative findings. Videos from the exchanges have been collected, as well as weekly summaries about student’s accomplishment, ideas, questions and feelings. Pre-test and post-test questionnaires on geothermal energy were submitted at the beginning and at the end of the project, to compare conceptions before and after the learning process. Collected data enables to bring out the student’s contextuality. Therefore, they highlight context effects, due to the differences between the geothermal contexts in Guadeloupe and in Montreal.This study is supported by the Geotref project.
CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING
Dehaies, Guadeloupe, France

hal-01534665
https://hal.univ-antilles.fr/hal-01534665

Éditeur(s) : HAL CCSD
Résumé : International audience
Chaque pratique professionnelle, chaque métier a son langage. Le métier d’enseignant n’échappe pas à ce processus de construction d’une sémiotique qui, à la fois, construit une pratique et se trouve inévitablement construite par cette dernière. Les gestes d’un expert pratique ne se réduisent pas aux actions qui les manifestent, ils signifient. Ils représentent la forme discursive et symbolique d’actions et de pouvoir-savoir (Foucault, 1969) au sein d’une pratique culturellement et socialement identifiée. L’expert, par sa pratique, ses gestes de corps, ses dires, contribue à l’ethnohistoire de sa pratique. Comment un enseignant perçoit-il ses actes d’intervention et en particulier son acte de formation? Dans quel univers sémiotique son expérience d’enseignant et/ou de formateur se manifeste-t-elle, se construit-elle ?Nous avons entamé au sein de notre laboratoire, un programme de recherches consacré à la sémiotique des pratiques sportives et des pratiques d’éducation et de formation sur le sens et les significations que donnent, à leurs actes professionnels, les enseignants et les formateurs. Cela nous conduit à prendre en compte la part subjective du sujet dans le processus d’élaboration et de réalisation de ses actes, en employant des méthodes qualitatives utilisant en particulier les techniques vidéo de rappel stimulé (Tochon, FV. 2002) les dispositifs d’auto-confrontation (Clot Y., 2000) et/ou d’explicitation (Vermersch P. ,1994) ou encore d’histoire de vie (Pineau ,G. 1998). Nous avons mis au point un dispositif de formation- recherche plus particulièrement consacré l’ imaginaire des praticiens à propos de leurs actes d’intervention. Il s’appuie sur un outil de stimulation projective, le photolangage, pratiqué dans le cadre d’une problématique de formation publiée par ailleurs (Alin C. , 1996). La recherche porte sur une étude comparée du choix ordonné par ordre décroissant de préférence de cinq photos sur 20 et des jugements discursifs, écrits et argumentatifs, portés rationnellement sur ces choix, à propos de l’acte professionnel : “ former? ”. Nous présentons deux études comparatives du sens et des significations donnés à l’acte “ former ” par des praticiens expérimentés et/ou de futurs praticiens.La première concerne un échantillon représentatif d’experts et de novices en Education Physique et Sportive. Nous avons analysé chacune des photos choisies et chacun des jugements arguemtatifs qui leur étaient affectés, en puisant principalement nos fondements théoriques dans les travaux précurseurs de sémiotique de C.S. Peirce (1979), ceux de la théorie sémiocognitive et expérientielle de Lakoff G. & Johnson M. (1980, 1985), ainsi que dans les travaux d’analytique du langage de Coursil J. (2000), en matière de dialogue et de communication, Sur le plan méthodologique, nous avons travaillé sur les trois registres évoqués dans notre protocole de recherche (sémantique, sémiotique, symbolique) pour établir trois types de documents d’analyse : une carte sémiotique par photos choisies ; trois réseaux sémiotiques (Novices, Experts, Communauté EPS) ; des profils sémiotiques collectifs et individuels. La deuxième étude, actuellement en cours d’analyse, a pour but de comparer, avec le même protocole, des étudiants français de l’Université des Antilles et de la Guyane et des étudiants américains de l’Université de Madison (Wisconsin USA). Elle devrait nous donner quelques indications sur des aspects interculturels quant à la perception imaginaire de l’acte de former par des étudiants de culture différente se destinant à la formation. Sur les plans épistémologique, théorique et méthodologique, nous interrogeons les rapports étroits de sémiotique, de culture et de logique qui lient langage et images, perception et action, langage et action, langage et identité à propos d’un acte professionnel “ former? ” et de l’ethno- histoire d’une pratique.
8ème Congrès de l’Association Internationale de Sémiotique, Université de Lyon 2
Lyon, France

hal-01613692
https://hal.univ-antilles.fr/hal-01613692

Éditeur(s) : HAL CCSD
Résumé : International audience
Pen-based interfaces allow users to interact with the help of a stylus and/or fingers. Thanks to a recognition system, users can execute commands by drawing gestures. Because of the complexity of the software, the set of gesture commands can be very large. Consequently, it becomes difficult for the users to remember all the commands. In this paper we introduce "Semicustomizable gestural commands". The idea is to take into account the commands usage frequency: to facilitate the memorization of the most used commands we leave users the freedom/liberty to define their associated gestures (by) themselves. The remaining gesture commands will be automatically generated on the base of the defined gestures according to their hierarchical categorization. Several comparative tests demonstrate that this new approach improved the progressive memorization of the gestural commands.
ICFHR 2012 - International Conference on Frontiers in Handwriting Recognition
Bari, Italy

hal-00708750
https://hal.inria.fr/hal-00708750
https://hal.inria.fr/hal-00708750/document
https://hal.inria.fr/hal-00708750/file/ICFHR_LI_IEEE.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
L’exécution d’une tâche motrice chez des bilingues est- elle affectée par la langue dans laquelle les consignes sont formulées ? Une expérience a été menée en vue d’analyser si la langue de présentation des consignes influence les performances motrices d’enfants bilingues en situation d’apprentissage. Quatre-vingt bilingues français/ créole (M = 10,4 ans) ont été répartis dans deux groupes expérimentaux afin d’apprendre à réaliser une tâche motrice, l’un recevant les consignes en français et l’autre en créole. Les données suggèrent que la langue de présentation affecte l’exécution d’une tâche motrice. Le groupe enseigné en créole obtient de meilleures performances en fin d’apprentissage comparativement à celles obtenues par le groupe enseigné en français, alors que les deux groupes ont au départ un niveau comparable. Ces résultats sont discutés sur le plan de leur implication pour l’éducation physique et la réadaptation motrice des bilingues.
Revue canadienne des sciences du comportement

hal-01540161
https://hal.univ-antilles.fr/hal-01540161

Éditeur(s) : HAL CCSD Elsevier Masson
Résumé : International audience
OBJECTIVE: To assess the relationship between hypertension and perceived material insecurity in a disadvantaged Caribbean population. PATIENTS AND METHODS: We used data from a cross-sectional study involving 2420 disadvantaged subjects aged 18-69 years, included consecutively at three Guadeloupian health centers. Hypertension was diagnosed over two consultations with a total of six blood pressure measurements. Perceived material insecurity was assessed using a closed-ended question. RESULTS: The prevalence of hypertension was estimated at 17.7% among subjects who believed their material situation would improve in the future, at 28.2% among those who believed it would remain the same, and at 43.3% among those who believed it would deteriorate. A multivariate logistic regression analysis showed that hypertension risk more than doubled (OR: 2.35 - P: 0.002) among subjects who believed that their material situation would deteriorate in the future compared to those who believed that their situation would improve, with no significant sex-related differences. This relationship was especially strong among subjects aged 40 years or more (OR: 3.30 - P<10(-3)), and among subjects with low education level (OR: 3.81 - P: 0.003), but was independent of the other tested variables. CONCLUSION: In this disadvantaged population, perceived material insecurity is a psychosocial factor strongly associated with hypertension, independently of subjects' risk behaviors. Subjects aged 40 years or more and subjects with a low education level seem the most vulnerable.
ISSN: 0003-3928

hal-00739792
https://hal.univ-antilles.fr/hal-00739792
https://hal.univ-antilles.fr/hal-00739792/document
https://hal.univ-antilles.fr/hal-00739792/file/HTA_et_precarite_percue_en_guadeloupe_-_Copie.pdf
DOI : 10.1016/j.ancard.2012.04.023

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 Public Library of Science
Résumé : International audience
Purpose: This study compares the effects of neutral temperature, cold and ice-slush beverages, with and without 0.5% menthol on cycling performance, core temperature (T co) and stress responses in a tropical climate (hot and humid conditions). Methods: Twelve trained male cyclists/triathletes completed six 20-km exercise trials against the clock in 30.7uC60.8uC and 78%60.03% relative humidity. Before and after warm-up, and before exercise and every 5 km during exercise, athletes drank 190 mL of either aromatized (i.e., with 0.5 mL of menthol (5 gr/L)) or a non-aromatized beverage (neutral temperature: 23uC60.1uC, cold: 3uC60.1uC, or ice-slush: 21uC60.7uC). During the trials, heart rate (HR) was continuously monitored, whereas core temperature (T co), thermal comfort (TC), thermal sensation (TS) and rate of perceived exertion (RPE) were measured before and after warm-up, every 5 km of exercise, and at the end of exercise and after recovery. Results: Both the beverage aroma (P,0.02) and beverage temperature (P,0.02) had significant and positive effects on performance, which was considerably better with ice-slush than with a neutral temperature beverage, whatever the aroma (P,0.002), and with menthol vs non-menthol (P,0.02). The best performances were obtained with ice-slush/menthol and cold/menthol, as opposed to neutral/menthol. No differences were noted in HR and T co between trials. Conclusion: Cold water or ice-slush with menthol aroma seems to be the most effective beverage for endurance exercise in a tropical climate. Further studies are needed to explore its effects in field competition.
ISSN: 1932-6203

hal-01135125
https://hal.univ-antilles.fr/hal-01135125
https://hal.univ-antilles.fr/hal-01135125/document
https://hal.univ-antilles.fr/hal-01135125/file/Riera%20et%20al.%20-%202014%20-%20Physical%20and%20perceptual%20cooling%20with%20beverages%20to%20increase%20cycle%20performance%20in%20a%20tropical%20climate%284%29.pdf
DOI : 10.1371/journal.pone.0103718

Éditeur(s) : HAL CCSD
Résumé : International audience
The paper focuses on the determinants that impact teacher's didactic activity in class. These determinants are the result of interaction between internal and external processes that have effects on teacher practices and the differences between those practices may create inequalitie. The relationships between context and situation are examined using didactical and sociological approaches. In this perspective, the context is no longer considered as a notion that ''likely imposes, conditions, configures situations and thus determines actions (especially of a didactic order) to be carried out'' but rather, as a ''notion which would contribute to reflect on the situations and suggest interpretations'' (Castelloti, 2014). " Contextualization processes " are thus defined as ''the set of interactive relationships between the teacher and the context while practicing'' (Marcel, 2002). This definition allows us to ponder on the following: where does the context take place and what is the role of the actors during a teaching and learning sequence. In that line the contextualization work of the teacher, which means his competency to associate different scales of context (dispositional, subjective contextual and situational) consists of understanding and acting appropriately with regard to students' activities. The data come from a comparative study of two PE teachers teaching table tennis lessons in disadvantaged schools. Qualitative analyses of videotaped lessons and teacher's semi-directive interviews conducted through self-confrontation point out various forms of " professional gestures of contextualization " that are specific to each teacher. These contextualization competencies vary according to how much they are anchored with the culture, the implicit norms of the institution, and the professional history and experience of each teacher. Teaching in disadvantaged school requires teachers to adapt their actions
AIESEP World Conference-Disciplines, Interactions: Contextualizing Diversity in Physical Activities and Physical education
Le Gosier, France

hal-01620922
https://hal.univ-antilles.fr/hal-01620922

Éditeur(s) : HAL CCSD BioMed Central
Résumé : International audience
Background - Pregnant women are a vulnerable population. Although regular follow-ups are recommended during pregnancy, not all pregnant women seek care. This pilot study wanted to assess whether the integration of data from administrative health information systems and socio-economic features allows identifying disparities in prenatal care trajectories.Methods - Prenatal care trajectories were extracted from the permanent sample of the French health insurance information system linked to the hospital discharge information system. The records of 2518 women who gave birth without complications in France in 2009 were analyzed. State sequence data analysis was performed to identify homogeneous groups of prenatal care trajectories. Socio-economic data were used to characterize their living environment.Results -We identified three groups of homogeneous prenatal care trajectories: (i) women with relatively high prenatal care consumption (~11 %), (ii) women with no prenatal care (~21 %), and (iii) women with an intermediate level of prenatal care (~66 %). Analysis of the socio-economic data demonstrated the association between disparities in prenatal care trajectories and the women’s living environment. Women with relatively high care consumption generally lived in socio-economically privileged areas (better education levels, employment status and housing conditions) compared with women with few or no prenatal care.Conclusions -Although ecological, our approach demonstrates that data from health administrative information systems could be used to describe prenatal care. However, more individual variables and an improvement of the data quality are needed to efficiently monitor the content and timing of prenatal care. Moreover, state sequence analysis, which was used in this context for the first time, proves to be an interesting approach to explore care trajectories. Finally, the integration of heterogeneous sources of data, including contextual information, might help identifying areas that require health promotion actions toward vulnerable populations, such as pregnant women.
ISSN: 1472-6963

hal-01169792
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01169792
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01169792/document
https://hal-univ-rennes1.archives-ouvertes.fr/hal-01169792/file/Mining%20care%20trajectories%20using%20health%20administrative.pdf
DOI : 10.1186/s12913-015-0857-5