Comment devient-on enseignant ? : les trajectoires de socialisation professionnelle des professeurs des écoles

This thesis proposes an analysis of the teachers’ professional socialization through a theoretical and conceptual-interactionist framework. It is based on various empirical methods (observation, individual and collective talks, followed by troop qualitative). Four major elements come out of this thesis: 1) initial training has a deep influence on the soon-to-be teachers concerning the way they act and both the way they work and the way they7consider their work. The act of “social manufacturing” they undergo during their formation enables them to acquire elements for their career (linguistic, temporal, rhetorical or relational elements). 2) During their initial training, the future teachers create a “student culture” which aims at negotiating, translating or transgressing the formal and official standards conveyed by the authority of socialization. Accordingly, the abstract or semi-official standards produced within this subculture have a major influence on the comprehension of the process of professional socialization. 3) There exists a plurality of professional identities adopted by the teachers at the time they begin their career. These are founded on the trajectory which led the individuals to teaching, and also on how they deal with the training and their work. Far from the disillusioned figure of the young teacher in suffering one might expect, the beginning of a career appears to be fulfilling and to be a source of achievement. 4) Three forms of careers and professional identities emerge from our diachronic investigation: a pragmatic identity, an identity created by “relative frustration” and an autonomous identity. Moreover, the professional identity adopted at the time of the first years of teaching tends to persist in time, revealing the structuring force of the objective dimension of the teaching careers (predetermined gradations of advance statutory and professional mobility, constraints related to the separation of the private and the professional spheres…). The thesis concluded on the need for questioning a functionalist vision of initial training and an administrative design of the teaching career currently dominant.Cette thèse propose une analyse de la socialisation professionnelle des enseignants en adoptant un cadre théorique et conceptuel interactionniste, et en s’appuyant sur des méthodes empiriques variées (observations, entretiens individuels et collectifs, suivi de cohorte qualitatif). Il en ressort quatre principaux résultats : 1) la formation initiale « marque » profondément les manières d’agir, de faire et de penser le travail des futurs enseignants ; ils y acquièrent des dispositions (langagières, temporelles, rhétoriques ou encore relationnelles) qui symbolisent l’acte de « fabrication sociale » par lequel ils sont passés. 2) Au cours de la formation initiale, les futurs enseignants sont à l’origine d’une « culture étudiante » qui vise à négocier, traduire ou transgresser les normes formelles et officielles véhiculées par l’instance de socialisation. De sorte que les normes informelles ou officieuses produites au sein de cette sous-culture possèdent une influence majeure sur la compréhension du processus de socialisation professionnelle. 3) Il existe une pluralité d’identités professionnelles adoptées par les enseignants au moment de leur entrée dans la carrière, qui se forment sur la base de la trajectoire d’accès au métier, du rapport à la formation et du rapport au travail. Loin de la figure désenchantée du jeune enseignant en souffrance, on découvre alors que le début de carrière peut se révéler épanouissant et source d’accomplissement. 4) Trois formes de carrières et d’identités professionnelles se dégagent de notre enquête diachronique : pragmatique, par « frustration relative » et autonome. En outre, l’identité professionnelle adoptée lors des premières années d’enseignement a tendance à persister dans le temps, révélant la force structurante de la dimension objective des carrières enseignantes (gradations pré-déterminées de l’avancement statutaire et de la mobilité professionnelle, contraintes liées à la séparation des sphères professionnelles et privée…). La thèse conclue sur la nécessité de questionner une vision fonctionnaliste de la formation initiale et une conception administrative de la carrière enseignante actuellement dominantes

A hub and spoke nuclear lamina architecture in trypanosomes

The nuclear lamina supports many functions, including maintaining nuclear structure and gene expression control, and correct spatio-temporal assembly is vital to meet these activities. Recently, multiple lamina systems have been described that, despite independent evolutionary origins, share analogous functions. In trypanosomatids the two known lamina proteins, NUP-1 and NUP-2, have molecular masses of 450 and 170 kDa, respectively, which demands a distinct architecture from the ∼60 kDa lamin-based system of metazoa and other lineages. To uncover organizational principles for the trypanosome lamina we generated NUP-1 deletion mutants to identify domains and their arrangements responsible for oligomerization. We found that both the N- and C-termini act as interaction hubs, and that perturbation of these interactions impacts additional components of the lamina and nuclear envelope. Furthermore, the assembly of NUP-1 terminal domains suggests intrinsic organizational capacity. Remarkably, there is little impact on silencing of telomeric variant surface glycoprotein genes. We suggest that both terminal domains of NUP-1 have roles in assembling the trypanosome lamina and propose a novel architecture based on a hub-and-spoke configuration

Adjuvant hyperthermic intraperitoneal chemotherapy (HIPEC) in patients with colon cancer at high risk of peritoneal carcinomatosis; the COLOPEC randomized multicentre trial

Background: The peritoneum is the second most common site of recurrence in colorectal cancer. Early detection of peritoneal carcinomatosis (PC) by imaging is difficult. Patients eventually presenting with clinically apparent PC have a poor prognosis. Median survival is only about five months if untreated and the benefit of palliative systemic chemotherapy is limited. Only a quarter of patients are eligible for curative treatment, consisting of cytoreductive surgery and hyperthermic intraperitoneal chemotherapy (CR/HIPEC). However, the effectiveness depends highly on the extent of disease and the treatment is associated with a considerable complication rate. These clinical problems underline the need for effective adjuvant therapy in high-risk patients to minimize the risk of outgrowth of peritoneal micro metastases. Adjuvant hyperthermic intraperitoneal chemotherapy (HIPEC) seems to be suitable for this purpose. Without the need for cytoreductive surgery, adjuvant HIPEC can be performed with a low complication rate and short hospital stay. Methods/Design: The aim of this study is to determine the effectiveness of adjuvant HIPEC in preventing the development of PC in patients with colon cancer at high risk of peritoneal recurrence. This study will be performed in the nine Dutch HIPEC centres, starting in April 2015. Eligible for inclusion are patients who underwent curative resection for T4 or intra-abdominally perforated cM0 stage colon cancer. After resection of the primary tumour, 176 patients will be randomized to adjuvant HIPEC followed by routine adjuvant systemic chemotherapy in the experimental arm, or to systemic chemotherapy only in the control arm. Adjuvant HIPEC will be performed simultaneously or shortly after the primary resection. Oxaliplatin will be used as chemotherapeutic agent, for 30 min at 42-43 degrees C. Just before HIPEC, 5-fluorouracil and leucovorin will be administered intravenously. Primary endpoint is peritoneal disease-free survival at 18 months. Diagnostic laparoscopy will be performed routinely after 18 months postoperatively in both arms of the study in patients without evidence of disease based on routine follow-up using CT imaging and CEA. Discussion: Adjuvant HIPEC is assumed to reduce the expected 25 % absolute risk of PC in patients with T4 or perforated colon cancer to a risk of 10 %. This reduction is likely to translate into a prolonged overall survival

Nuclear lamina genetic variants, including a truncated LAP2, in twins and siblings with nonalcoholic fatty liver disease

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/143740/1/hep29522.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/143740/2/hep29522-sup-0001-suppinfo1.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/143740/3/hep29522_am.pd