Clavardage en contexte pédagogique : écriture, interactions et motivation chez des élèves dans des classes d'adaptation scolaire au premier cycle du secondaire

RÉSUMÉ: Plusieurs élèves dans des classes d'adaptation scolaire éprouvent des difficultés en écriture et sont peu motivés lorsque vient le temps de rédiger un texte. Un outil permettant les interactions entre pairs, le clavardage, est particulièrement apprécié des jeunes d'aujourd'hui, qui sont nombreux à l'utiliser à la maison. Étant donné la popularité du clavardage, son intégration en classe afin de soutenir l'écriture en collaboration et la motivation apparaît pertinente. Par son intégration en milieu pédagogique, cette recherche a permis de répondre aux questions suivantes : quels sont les apports du clavardage en contexte pédagogique d’écriture pour des élèves du premier cycle du secondaire dans des classes d’adaptation scolaire sur la production de textes et la motivation à écrire? Quelles sont les interactions et leurs retombées sur les textes? Lors de la réalisation d'activités d'écriture par l'entremise du clavardage, les élèves collaborent et interagissent afin d'écrire. Ainsi, cette recherche se situe dans un cadre socioconstructiviste. Ses objectifs sont : 1) d'analyser et de comparer une production écrite réalisée individuellement à l’ordinateur, et une production écrite rédigée par l’entremise du clavardage par des élèves dans des classes d'adaptation scolaire, 2) d'analyser les interactions lors des séances de clavardage, 3) de mettre en lien les interactions et les productions écrites et enfin, 4) d'examiner la motivation à écrire selon les deux contextes d’écriture. Afin de répondre à ces objectifs, des élèves dans des classes d'adaptation scolaire de première (N = 12; « élèves scripteurs ») et de deuxième secondaire (N = 8; « élèves scripteurs ») ont rédigé deux textes justificatifs : le premier individuellement à l'ordinateur, et le second avec le clavardage, en collaboration avec des élèves du même niveau d'une autre école (« élèves soutien » : première secondaire: N = 12; deuxième secondaire : N = 8). Les textes ont été corrigés à l’aide des critères d’évaluation en écriture du MELS (2012). Les interactions des jeunes ont été analysées et classées dans différentes catégories (cognitive, affective/motivationnelle et hors-tâche) afin de les décrire et de les mettre en lien avec les textes. Les « élèves scripteurs » ont également complété un questionnaire motivationnel à la suite de chaque tâche d'écriture. Relativement à la production des textes, les résultats ont mis en évidence que l'apport du clavardage pour les élèves de première secondaire se situe au regard de l'adaptation à la situation d'écriture et de l'orthographe grammaticale. Quant aux jeunes de deuxième secondaire, le clavardage leur a permis de construire de meilleures phrases. En ce qui concerne les interactions, on observe qu'elles portent principalement sur le texte à écrire (catégorie cognitive), ce qui démontre que les élèves ont été capables de rester concentrés sur leurs textes. Lors des phases de planification et de révision, les « élèves scripteurs » des deux niveaux ont intégré à leurs productions écrites plus de la moitié des suggestions amenées par leurs pairs. Enfin, en ce qui a trait à la motivation à écrire, il ressort de la recherche que la motivation des participants aux deux tâches est en partie similaire. Cependant, les élèves ont déclaré avoir apprécié les activités de clavardage. Étant donné que les interactions entre pairs réalisées par l’entremise du clavardage ont permis aux jeunes de mieux réussir à certains critères et que ceux-ci ont su rester centrés sur la tâche d'écriture en contexte de clavardage, il semble approprié de favoriser le travail en collaboration lors de la planification et de la révision de textes, notamment à l'aide du clavardage. En outre, de nombreuses suggestions des pairs ont bel et bien été prises en considération et les élèves ont dit avoir apprécié clavarder avec leurs pairs à l’école et désirer reproduire l'expérience, ce qui met en évidence la pertinence de l'utilisation du clavardage en contexte pédagogique lors de situations d'écriture. En somme, le clavardage a contribué à les soutenir lors de la rédaction de leurs textes en leur permettant de bénéficier des conseils de leurs pairs. -- Mot(s) clé(s) en français : clavardage en contexte pédagogique, écriture, interactions, motivation, TIC. -- ABSTRACT: Many students in special needs classes have difficulty writing and lack motivation when they are asked to write a text. Chatting, a tool for interaction between peers, is particularly appreciated by youngsters nowadays and many use it at home. Considering how popular chatting has become, it would seem relevant to integrate chatting into the classroom to support collaborative writing and provide students with some sort of motivation. By integrating chatting in an educational setting, this research has enabled us to answer the following questions : Within the educational setting of a writing class at the first cycle level of high school, how does chatting help students in special needs classes write texts and how does it motivate them to write? How do the students interact and what impact do these interactions have on their texts? When chatting is used for writing activities, students collaborate and interact in order to write. So, this research is based on a social constructivist approach. Its objectives are: 1) to analyze and compare a writing assignment prepared individually on the computer and a writing assignment involving chatting, by students in special needs classes, 2) to analyze how the students interact during the chatting sessions, 3) to see how the interactions affect the written texts and finally, 4) to examine the motivation to write in both writing settings. In order to meet these objectives, a group of « student writers » from special needs classes made up of 12 Level 1 students and 8 Level 2 students were asked to produce two supporting texts. The first text was composed individually on the computer. For the second text, students could chat in collaboration with students of the same level in another school (« support students » : Level 1 : N = 12; Level 2 : N = 8). All texts were corrected using the MELS (2012) assessment criteria. Interactions between the youngsters were analyzed and categorized (cognitive, affective/motivational and « off-task ») in order to describe them and establish a relationship with the texts. « Student writers » were also asked to answer a motivation questionnaire after completing each writing assignment. Regarding text production, the results have shown that for Level 1 students, the contribution chatting makes mainly involves adapting to the writing situation and grammatical spelling. Whereas with the Level 2 students, chatting helped them improve their sentence structures. With regard to interactions, our observations show that they mainly concern the texts the students were working on (cognitive category), demonstrating the students’ capacity to remain focused on their texts. During the planning and reviewing stages, the “student writers” from both levels integrated more than half of their peers’ suggestions into their final texts. Finally, with regard to the motivation to write, the research shows that the students’ motivation for both assignments was partly similar. However, the students declared having enjoyed the chatting activities. Considering that the interactions between peers helped the youngsters better meet certain criteria and that they did remain focused on the writing assignment in a chatting setting, it would seem appropriate to promote collaborative work when planning and reviewing texts, namely through chatting. In addition, a great number of suggestions proposed by their peers were taken into consideration and the students said they enjoyed chatting with their peers at school and would like to do it again, which demonstrates the relevance of chat use in an educational setting during writing sessions. In other words, the chatting supported them while they were writing their texts by allowing them to benefit from their peers’ advice. -- Mot(s) clé(s) en anglais : Chatting in an educational setting, writing, interactions, motivation, ICT

Clavardage en contexte pédagogique : écriture, interactions et motivation chez des élèves dans des classes d'adaptation scolaire au premier cycle du secondaire

RÉSUMÉ: Plusieurs élèves dans des classes d'adaptation scolaire éprouvent des difficultés en écriture et sont peu motivés lorsque vient le temps de rédiger un texte. Un outil permettant les interactions entre pairs, le clavardage, est particulièrement apprécié des jeunes d'aujourd'hui, qui sont nombreux à l'utiliser à la maison. Étant donné la popularité du clavardage, son intégration en classe afin de soutenir l'écriture en collaboration et la motivation apparaît pertinente. Par son intégration en milieu pédagogique, cette recherche a permis de répondre aux questions suivantes : quels sont les apports du clavardage en contexte pédagogique d’écriture pour des élèves du premier cycle du secondaire dans des classes d’adaptation scolaire sur la production de textes et la motivation à écrire? Quelles sont les interactions et leurs retombées sur les textes? Lors de la réalisation d'activités d'écriture par l'entremise du clavardage, les élèves collaborent et interagissent afin d'écrire. Ainsi, cette recherche se situe dans un cadre socioconstructiviste. Ses objectifs sont : 1) d'analyser et de comparer une production écrite réalisée individuellement à l’ordinateur, et une production écrite rédigée par l’entremise du clavardage par des élèves dans des classes d'adaptation scolaire, 2) d'analyser les interactions lors des séances de clavardage, 3) de mettre en lien les interactions et les productions écrites et enfin, 4) d'examiner la motivation à écrire selon les deux contextes d’écriture. Afin de répondre à ces objectifs, des élèves dans des classes d'adaptation scolaire de première (N = 12; « élèves scripteurs ») et de deuxième secondaire (N = 8; « élèves scripteurs ») ont rédigé deux textes justificatifs : le premier individuellement à l'ordinateur, et le second avec le clavardage, en collaboration avec des élèves du même niveau d'une autre école (« élèves soutien » : première secondaire: N = 12; deuxième secondaire : N = 8). Les textes ont été corrigés à l’aide des critères d’évaluation en écriture du MELS (2012). Les interactions des jeunes ont été analysées et classées dans différentes catégories (cognitive, affective/motivationnelle et hors-tâche) afin de les décrire et de les mettre en lien avec les textes. Les « élèves scripteurs » ont également complété un questionnaire motivationnel à la suite de chaque tâche d'écriture. Relativement à la production des textes, les résultats ont mis en évidence que l'apport du clavardage pour les élèves de première secondaire se situe au regard de l'adaptation à la situation d'écriture et de l'orthographe grammaticale. Quant aux jeunes de deuxième secondaire, le clavardage leur a permis de construire de meilleures phrases. En ce qui concerne les interactions, on observe qu'elles portent principalement sur le texte à écrire (catégorie cognitive), ce qui démontre que les élèves ont été capables de rester concentrés sur leurs textes. Lors des phases de planification et de révision, les « élèves scripteurs » des deux niveaux ont intégré à leurs productions écrites plus de la moitié des suggestions amenées par leurs pairs. Enfin, en ce qui a trait à la motivation à écrire, il ressort de la recherche que la motivation des participants aux deux tâches est en partie similaire. Cependant, les élèves ont déclaré avoir apprécié les activités de clavardage. Étant donné que les interactions entre pairs réalisées par l’entremise du clavardage ont permis aux jeunes de mieux réussir à certains critères et que ceux-ci ont su rester centrés sur la tâche d'écriture en contexte de clavardage, il semble approprié de favoriser le travail en collaboration lors de la planification et de la révision de textes, notamment à l'aide du clavardage. En outre, de nombreuses suggestions des pairs ont bel et bien été prises en considération et les élèves ont dit avoir apprécié clavarder avec leurs pairs à l’école et désirer reproduire l'expérience, ce qui met en évidence la pertinence de l'utilisation du clavardage en contexte pédagogique lors de situations d'écriture. En somme, le clavardage a contribué à les soutenir lors de la rédaction de leurs textes en leur permettant de bénéficier des conseils de leurs pairs. -- Mot(s) clé(s) en français : clavardage en contexte pédagogique, écriture, interactions, motivation, TIC. -- ABSTRACT: Many students in special needs classes have difficulty writing and lack motivation when they are asked to write a text. Chatting, a tool for interaction between peers, is particularly appreciated by youngsters nowadays and many use it at home. Considering how popular chatting has become, it would seem relevant to integrate chatting into the classroom to support collaborative writing and provide students with some sort of motivation. By integrating chatting in an educational setting, this research has enabled us to answer the following questions : Within the educational setting of a writing class at the first cycle level of high school, how does chatting help students in special needs classes write texts and how does it motivate them to write? How do the students interact and what impact do these interactions have on their texts? When chatting is used for writing activities, students collaborate and interact in order to write. So, this research is based on a social constructivist approach. Its objectives are: 1) to analyze and compare a writing assignment prepared individually on the computer and a writing assignment involving chatting, by students in special needs classes, 2) to analyze how the students interact during the chatting sessions, 3) to see how the interactions affect the written texts and finally, 4) to examine the motivation to write in both writing settings. In order to meet these objectives, a group of « student writers » from special needs classes made up of 12 Level 1 students and 8 Level 2 students were asked to produce two supporting texts. The first text was composed individually on the computer. For the second text, students could chat in collaboration with students of the same level in another school (« support students » : Level 1 : N = 12; Level 2 : N = 8). All texts were corrected using the MELS (2012) assessment criteria. Interactions between the youngsters were analyzed and categorized (cognitive, affective/motivational and « off-task ») in order to describe them and establish a relationship with the texts. « Student writers » were also asked to answer a motivation questionnaire after completing each writing assignment. Regarding text production, the results have shown that for Level 1 students, the contribution chatting makes mainly involves adapting to the writing situation and grammatical spelling. Whereas with the Level 2 students, chatting helped them improve their sentence structures. With regard to interactions, our observations show that they mainly concern the texts the students were working on (cognitive category), demonstrating the students’ capacity to remain focused on their texts. During the planning and reviewing stages, the “student writers” from both levels integrated more than half of their peers’ suggestions into their final texts. Finally, with regard to the motivation to write, the research shows that the students’ motivation for both assignments was partly similar. However, the students declared having enjoyed the chatting activities. Considering that the interactions between peers helped the youngsters better meet certain criteria and that they did remain focused on the writing assignment in a chatting setting, it would seem appropriate to promote collaborative work when planning and reviewing texts, namely through chatting. In addition, a great number of suggestions proposed by their peers were taken into consideration and the students said they enjoyed chatting with their peers at school and would like to do it again, which demonstrates the relevance of chat use in an educational setting during writing sessions. In other words, the chatting supported them while they were writing their texts by allowing them to benefit from their peers’ advice. -- Mot(s) clé(s) en anglais : Chatting in an educational setting, writing, interactions, motivation, ICT

Polyphenol levels in human urine after intake of six different polyphenol-rich beverages

Dietary polyphenols are suggested to participate in the prevention of CVD and cancer. It is essential for epidemiological studies to be able to compare intake of the main dietary polyphenols in populations. The present paper describes a fast method suitable for the analysis of polyphenols in urine, selected as potential biomarkers of intake. This method is applied to the estimation of polyphenol recovery after ingestion of six different polyphenol-rich beverages. Fifteen polyphenols including mammalian lignans (enterodiol and enterolactone), several phenolic acids (chlorogenic, caffeic, m-coumaric, gallic, and 4-Omethylgallic acids), phloretin and various flavonoids (catechin, epicatechin, quercetin, isorhamnetin, kaempferol, hesperetin, and naringenin) were simultaneously quantified in human urine by HPLC coupled with electrospray ionisation mass-MS (HPLC-electrospray-tandem mass spectrometry) with a run time of 6 min per sample. The method has been validated with regard to linearity, precision, and accuracy in intra- and inter-day assays. It was applied to urine samples collected from nine volunteers in the 24 h following consumption of either green tea, a grape-skin extract, cocoa beverage, coffee, grapefruit juice or orange juice. Levels of urinary excretion suggest that chlorogenic acid, gallic acid, epicatechin, naringenin or hesperetin could be used as specific biomarkers to evaluate the consumption of coffee, wine, tea or cocoa, and citrus juices respectively

Eukaryotic Initiation Factor 2B (eIF2B) GEF Activity as a Diagnostic Tool for EIF2B-Related Disorders

BACKGROUND:In recent years, the phenotypes of leukodystrophies linked to mutations in the eukaryotic initiation factor 2B genes have been extended, classically called CACH/VWM (Childhood ataxia with cntral hypomyélination/vanishing white matter disorder). The large clinical spectrum observed from the more severe antenatal forms responsible for fetal death to milder adult forms with an onset after 16 years old and restricted to slow cognitive impairment have lead to the concept of eIF2B-related disorders. The typical MRI pattern with a diffuse CSF-like aspect of the cerebral white matter can lack particularly in the adult forms whereas an increasing number of patients with clinical and MRI criteria for CACH/VWM disease but without eIF2B mutations are found. Then we propose the use of biochemical markers to help in this difficult diagnosis. The biochemical diagnosis of eIF2B-related disorder is difficult as no marker, except the recently described asialotransferrin/transferrin ratio measured in cerebrospinal fluid, has been proposed and validated until now. Decreased eIF2B GEF activity has been previously reported in lymphoblastoid cell lines from 30 eIF2B-mutated patients. Our objective was to evaluate further the utility of this marker and to validate eIF2B GEF activity in a larger cohort as a specific diagnostic test for eIF2B-related disorders. METHODOLOGY/PRINCIPAL FINDINGS:We performed eIF2B GEF activity assays in cells from 63 patients presenting with different clinical forms and eIF2B mutations in comparison to controls but also to patients with defined leukodystrophies or CACH/VWM-like diseases without eIF2B mutations. We found a significant decrease of GEF activity in cells from eIF2B-mutated patients with 100% specificity and 89% sensitivity when the activity threshold was set at < or =77.5%. CONCLUSION:These results validate the measurement of eIF2B GEF activity in patients' transformed-lymphocytes as an important tool for the diagnosis of eIF2B-related disorders

Effect of the Cannabinoid Receptor-1 antagonist SR141716A on human adipocyte inflammatory profile and differentiation

<p>Abstract</p> <p>Background</p> <p>Obesity is characterized by inflammation, caused by increase in proinflammatory cytokines, a key factor for the development of insulin resistance. SR141716A, a cannabinoid receptor 1 (CB1) antagonist, shows significant improvement in clinical status of obese/diabetic patients. Therefore, we studied the effect of SR141716A on human adipocyte inflammatory profile and differentiation.</p> <p>Methods</p> <p>Adipocytes were obtained from liposuction. Stromal vascular cells were extracted and differentiated into adipocytes. Media and cells were collected for secretory (ELISA) and expression analysis (qPCR). Triglyceride accumulation was observed using oil red-O staining. Cholesterol was assayed by a fluorometric method. 2-AG and anandamide were quantified using isotope dilution LC-MS. TLR-binding experiments have been conducted in HEK-Blue cells.</p> <p>Results</p> <p>In LPS-treated mature adipocytes, SR141716A was able to decrease the expression and secretion of TNF-a. This molecule has the same effect in LPS-induced IL-6 secretion, while IL-6 expression is not changed. Concerning MCP-1, the basal level is down-regulated by SR141716A, but not the LPS-induced level. This effect is not caused by a binding of the molecule to TLR4 (LPS receptor). Moreover, SR141716A restored adiponectin secretion to normal levels after LPS treatment. Lastly, no effect of SR141716A was detected on human pre-adipocyte differentiation, although the compound enhanced adiponectin gene expression, but not secretion, in differentiated pre-adipocytes.</p> <p>Conclusion</p> <p>We show for the first time that some clinical effects of SR141716A are probably directly related to its anti-inflammatory effect on mature adipocytes. This fact reinforces that adipose tissue is an important target in the development of tools to treat the metabolic syndrome.</p

Update of the Scientific Opinion on the risks to plant health posed by Xylella fastidiosa in the EU territory

EFSA was asked to update the 2015 EFSA risk assessment on Xylella fastidiosa for the territory of the EU. In particular, EFSA was asked to focus on potential establishment, short‐ and long‐range spread, the length of the asymptomatic period, the impact of X. fastidiosa and an update on risk reduction options. EFSA was asked to take into account the different subspecies and Sequence Types of X. fastidiosa. This was attempted throughout the scientific opinion but several issues with data availability meant that this could only be partially achieved. Models for risk of establishment showed most of the EU territory may be potentially suitable for X. fastidiosa although southern EU is most at risk. Differences in estimated areas of potential establishment were evident among X. fastidiosa subspecies, particularly X. fastidiosa subsp. multiplex which demonstrated areas of potential establishment further north in the EU. The model of establishment could be used to develop targeted surveys by Member States. The asymptomatic period of X. fastidiosa varied significantly for different host and pathogen subspecies combinations, for example from a median of approximately 1 month in ornamental plants and up to 10 months in olive, for pauca. This variable and long asymptomatic period is a considerable limitation to successful detection and control, particularly where surveillance is based on visual inspection. Modelling suggested that local eradication (e.g. within orchards) is possible, providing sampling intensity is sufficient for early detection and effective control measures are implemented swiftly (e.g. within 30 days). Modelling of long‐range spread (e.g. regional scale) demonstrated the important role of long‐range dispersal and the need to better understand this. Reducing buffer zone width in both containment and eradication scenarios increased the area infected. Intensive surveillance for early detection, and consequent plant removal, of new outbreaks is crucial for both successful eradication and containment at the regional scale, in addition to effective vector control. The assessment of impacts indicated that almond and Citrus spp. were at lower impact on yield compared to olive. Although the lowest impact was estimated for grapevine, and the highest for olive, this was based on several assumptions including that the assessment considered only Philaenus spumarius as a vector. If other xylem‐feeding insects act as vectors the impact could be different. Since the Scientific Opinion published in 2015, there are still no risk reduction options that can remove the bacterium from the plant in open field conditions. Short‐ and long‐range spread modelling showed that an early detection and rapid application of phytosanitary measures, consisting among others of plant removal and vector control, are essential to prevent further spread of the pathogen to new areas. Further data collection will allow a reduction in uncertainty and facilitate more tailored and effective control given the intraspecific diversity of X. fastidiosa and wide host range.Additional co-authors: EFSA Panel on Plant Health (PLH), Wopke van der Werf, Antonio Vicent Civera, Jonathan Yuen, Lucia Zappalà, Donato Boscia, Gianni Gilioli, Rodrigo Krugner, Alexander Mastin, Anna Simonetto, Joao Roberto Spotti Lopes, Steven White, José Cortinas Abrahantes, Alice Delbianco, Andrea Maiorano, Olaf Mosbach‐Schulz, Giuseppe Stancanelli, Michela Guzzo, Stephen Parnel

Oxidative stress and mitochondrial dynamics malfunction are linked in Pelizaeus-Merzbacher disease

Pelizaeus-Merzbacher disease (PMD) is a fatal hypomyelinating disorder characterized by early impairment of motor development, nystagmus, choreoathetotic movements, ataxia and progressive spasticity. PMD is caused by variations in the proteolipid protein gene PLP1, which encodes the two major myelin proteins of the central nervous system, PLP and its spliced isoform DM20, in oligodendrocytes. Large duplications including the entire PLP1 gene are the most frequent causative mutation leading to the classical form of PMD. The Plp1 overexpressing mouse model (PLP-tg66/66 ) develops a phenotype very similar to human PMD, with early and severe motor dysfunction and a dramatic decrease in lifespan. The sequence of cellular events that cause neurodegeneration and ultimately death is poorly understood. In this work, we analyzed patient-derived fibroblasts and spinal cords of the PLP-tg66/66 mouse model, and identified redox imbalance, with altered antioxidant defense and oxidative damage to several enzymes involved in ATP production, such as glycolytic enzymes, creatine kinase and mitochondrial proteins from the Krebs cycle and oxidative phosphorylation. We also evidenced malfunction of the mitochondria compartment with increased ROS production and depolarization in PMD patient's fibroblasts, which was prevented by the antioxidant N-acetyl-cysteine. Finally, we uncovered an impairment of mitochondrial dynamics in patient's fibroblasts which may help explain the ultrastructural abnormalities of mitochondria morphology detected in spinal cords from PLP-tg66/66 mice. Altogether, these results underscore the link between redox and metabolic homeostasis in myelin diseases, provide insight into the pathophysiology of PMD, and may bear implications for tailored pharmacological intervention

Pest categorisation of Conotrachelus nenuphar

The EFSA Panel on Plant Health performed a pest categorisation of Conotrachelus nenuphar (Herbst) (Coleoptera: Curculionidae), for the EU. C. nenuphar is a well-defined species, recognised as a serious pest of stone and pome fruit in the USA and Canada where it also feeds on a range of other hosts including soft fruit (e.g. Ribes, Fragaria) and wild plants (e.g. Crataegus). Adults, which are not good flyers, feed on tender twigs, flower buds and leaves. Females oviposit into host fruit; if oviposition occurs in young fruit, the fruit usually falls prematurely reducing yield; oviposition in older fruit causes surface blemishes and the fruit distorts as it develops reducing marketability. Larvae develop within host fruit but exit to pupate in soil. Adults overwinter in leaf litter. C. nenuphar is not known to occur in the EU and is listed in Annex IAI of Council Directive 2000/29/EC. Fruit infested shortly before harvest and soil with leaf litter accompanying plants for planting could potentially provide a pathway into the EU. Considering the climatic similarities between North America and Europe, and that hosts occur widely within the EU, C. nenuphar has potential to establish within the EU. There could be one or two generations per year, as in North America. Impacts could be expected, e.g. in Prunus spp. and apples. Phytosanitary measures are available to reduce the likelihood of introduction of C. nenuphar. All of the criteria assessed by EFSA for consideration as a potential Union quarantine pest are met. C. nenuphar does not meet the criteria of occurring in the EU nor plants for planting being the principal means of spread. Hence it does not satisfy all of the criteria that are within the remit of EFSA to assess for it to be regarded as a Union regulated non-quarantine pest (RNQP)

Pest categorisation of Sternochetus mangiferae

The European Commission requested EFSA to conduct a pest categorisation of Sternochetus mangiferae (Coleoptera: Curculionidae), a monophagous pest weevil whose larvae exclusively feed on mango seeds, whereas adults feed on mango foliage. S. mangiferae is a species with reliable methods available for identification. It is regulated in the EU by Council Directive 2000/29/EC where it is listed in Annex IIB as a harmful organism whose introduction into EU Protected Zones (PZ) (Alentejo, Algarve and Madeira in Portugal, and Granada and Malaga in Spain) is banned. S. mangiferae is native to South East Asia and has spread to other mango-growing areas in Africa, South America and Oceania, causing significant damage. Larvae of S. mangiferae have been detected several times in mango fruit imported into the EU. In 2013, an outbreak was declared in one PZ in Spain. Official measures taken achieved eradication, which was officially declared in January 2018. The EFSA Plant Health Panel concludes that S. mangiferae could establish again and spread in the mango-growing areas of southern EU. Considering the criteria within the remit of EFSA to assess the status as a potential Union quarantine pest (QP), as a potential protected zone quarantine pest (PZQP) or as a potential regulated non-quarantine pest (RNQP), S. mangiferae meets with no uncertainties the criteria for consideration as a potential Union QP, as it is absent from the EU, potential pathways for entry exist, and its establishment would cause an economic impact. The criterion of the pest being present in the EU, which is a prerequisite for RNQP and PZ QP, is not met

Pest categorisation of Acrobasis pirivorella

The European Commission requested EFSA to conduct a pest categorisation of Acrobasis pirivorella (Lepidoptera: Pyralidae), a monophagous moth whose larvae exclusively feed on developing buds, flowers, and fruits of cultivated and wild Pyrus spp. A. pirivorella is a species with reliable methods available for identification. A. pirivorella occurs in north-east Asia only, causing significant damage in cultivated pears. It is regulated in the EU by Council Directive 2000/29/EC where it is listed in Annex IIAI. Within this regulation, plants for planting of Pyrus spp. is a closed pathway. This species has never been reported by Europhyt. Fruits and cut branches of Pyrus spp. are open pathways. Biotic and abiotic conditions are conducive for establishment and spread of A. pirivorella in the EU. Were A. pirivorella to establish, impact on pear production is expected. Considering the criteria within the remit of EFSA to assess its regulatory plant health status, A. pirivorella meets the criteria for consideration as a potential Union quarantine pest (it is absent from the EU, potential pathways exist and its establishment would cause an economic impact). Given that A. pirivorella is not known to occur in the EU, it fails to meet some of the criteria required for regulated non-quarantine pest (RNQP) status