Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study

16 pages Article disponible à l'adresse suivante : http://link.springer.com/article/10.1007%2Fs11524-013-9843-6International audienceMost of the studies investigating the effects of the external noise on children's school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children's school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children's exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38-58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44-69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10(-3)) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels

Agir dans la complexité : instruments et pratiques d’une gestion intégrée

Editors: G. Pinay, C. Gascuel, A. Ménesguen, Y. Souchon, M. Le Moal, A. Levain, F. Moatar, A. Pannard, P. Souchu Consultable en ligne : http://www.cnrs.fr/inee/communication/breves/eutrophisation.htm

The role of innovation in advancing understanding of hydrological processes

Innovation and understanding hydrological processes are intimately linked. Existing research has demonstrated the role of technological, societal and political drivers in shaping and delivering new understandings in hydrological processes. In this paper we pose three research questions to explore how innovation can further our understanding of hydrological processes, if working towards the Sustainable Development Goals (SDGs) provides a helpful focus, and whether specific mechanisms can be used to facilitate innovation and research into hydrological processes. First we examine key aspects of innovation and explore innovation in the context of water security. We then present a series of innovation projects to determine their effectiveness in delivering innovation in managing hydrological processes, but also their contribution to scientific understanding. Our research suggests that product and process innovation were more closely related to increasing scientific understanding of hydrological processes than other forms of innovation. The NE Water Hub demonstrated that the design of the innovation ecosystem was crucial to its success and provides a model to integrate innovation and research more widely to further scientific understanding and deliver behaviour change to address the SDGs

Schematic representations in arithmetical problem solving: Analysis of their impact on grade 4 students

While the value of ‘schematic representations’ in problem solving requires no further demonstration, the way in which students should be taught how to construct these representations invariably gives rise to various debates. This study, conducted on 146 grade 4 students in Luxembourg, analyzes the effect of two types of ‘schematic representation’ (diagrams vs. schematic drawings) on the solving of arithmetical problems. The results show that the presence of schematic representations has a clear positive effect on overall student performance and that a non negligible proportion of students manage to reuse the representations encountered in order to solve new problems. While showing an effect slightly in favor of diagrams as opposed to schematic drawings, our results do not really permit us to draw any conclusions about the form that these representations should take, in particular since a differential effect was observed depending on the type of problem