Les expériences scolaires de non-mixité : un recours paradoxal

Mixité, non-mixité : des enjeux convergents ? La loi « portant diverses dispositions d’adaptation au droit communautaire dans le domaine de la lutte contre les discriminations », adoptée par le parlement français en mai 2008, prévoit dans son article 2 la possibilité pour les établissements scolaires d’organiser des enseignements « par regroupement des élèves en fonction de leur sexe ». L’objectif officiel de cet alinéa est de transposer en droit français des directives européennes, afin qu’i..

Le dire, s'exposer.... ou se taire. Paroles d’enseignant-e-s travaillant sur l’égalité des sexes

Cet article porte sur une situation particulière : celle des enseignant-e-s d’école primaire qui prennent en compte dans leur classe la question de l’égalité des sexes. Il s’intéresse plus précisément à la manière dont ces dernier-ère-s perçoivent leur situation au sein des équipes enseignantes. Ces professionnel-le-s sont en effet dans une position paradoxale. Peu nombreux, ils-elles font bien souvent figure d’enseignant-e-s engagés alors même que leur action se situe dans le cadre de leurs missions.This article deals with the particular situation of the teachers who take into account in their classroom the question of sex equality. More precisely he focuses on the way those teachers perceive their situation in the teaching teams. Those professionnals are indeed in a paradoxal position. They are not nu-merous and they are perceived very often like politically engaged teachers even though their action is comprised in the limits of their missions

Les ressentis émotionnels, une entrée pour éduquer à l’égalité des sexes et à la littérature à l’école primaire

Cet article prend appui sur une série de constats réalisés dans le cadre d’une recherche-action conduite avec des enseignant-e-s de l’école primaire, recherche qui porte sur l’utilisation d’un dispositif de lectures-débats dans le but d’éduquer à l’égalité des sexes tout en développant le goût pour la lecture. Il explicite le contenu d’un guide de questionnements incitant à l’identification et à l’expression du ressenti émotionnel des élèves et des personnages, élaboré suite aux écueils récurrents constatés dans la réalisation des débats par les enseignant-e-s.This article is based on a series of findings made in the context of an action-research conducted with primary school teachers. This research deals with the use of a readings-and-debates tool which aims to educate to sex equality while developing the taste for reading. It explains the con-tent of a questioning guide that promotes the identification and expression of the emotional feelings of the pupils and the characters. This guide was drawn up following recurring limits identified in the pursuit of discussions by teachers

Common variants in Alzheimer’s disease and risk stratification by polygenic risk scores

Funder: Funder: Fundación bancaria ‘La Caixa’ Number: LCF/PR/PR16/51110003 Funder: Grifols SA Number: LCF/PR/PR16/51110003 Funder: European Union/EFPIA Innovative Medicines Initiative Joint Number: 115975 Funder: JPco-fuND FP-829-029 Number: 733051061Genetic discoveries of Alzheimer's disease are the drivers of our understanding, and together with polygenetic risk stratification can contribute towards planning of feasible and efficient preventive and curative clinical trials. We first perform a large genetic association study by merging all available case-control datasets and by-proxy study results (discovery n = 409,435 and validation size n = 58,190). Here, we add six variants associated with Alzheimer's disease risk (near APP, CHRNE, PRKD3/NDUFAF7, PLCG2 and two exonic variants in the SHARPIN gene). Assessment of the polygenic risk score and stratifying by APOE reveal a 4 to 5.5 years difference in median age at onset of Alzheimer's disease patients in APOE ɛ4 carriers. Because of this study, the underlying mechanisms of APP can be studied to refine the amyloid cascade and the polygenic risk score provides a tool to select individuals at high risk of Alzheimer's disease

Exome sequencing identifies rare damaging variants in ATP8B4 and ABCA1 as risk factors for Alzheimer’s disease

Alzheimer’s disease (AD), the leading cause of dementia, has an estimated heritability of approximately 70%1. The genetic component of AD has been mainly assessed using genome-wide association studies, which do not capture the risk contributed by rare variants2. Here, we compared the gene-based burden of rare damaging variants in exome sequencing data from 32,558 individuals—16,036 AD cases and 16,522 controls. Next to variants in TREM2, SORL1 and ABCA7, we observed a significant association of rare, predicted damaging variants in ATP8B4 and ABCA1 with AD risk, and a suggestive signal in ADAM10. Additionally, the rare-variant burden in RIN3, CLU, ZCWPW1 and ACE highlighted these genes as potential drivers of respective AD-genome-wide association study loci. Variants associated with the strongest effect on AD risk, in particular loss-of-function variants, are enriched in early-onset AD cases. Our results provide additional evidence for a major role for amyloid-β precursor protein processing, amyloid-β aggregation, lipid metabolism and microglial function in AD

Extracorporeal Membrane Oxygenation for Severe Acute Respiratory Distress Syndrome associated with COVID-19: An Emulated Target Trial Analysis.

RATIONALE: Whether COVID patients may benefit from extracorporeal membrane oxygenation (ECMO) compared with conventional invasive mechanical ventilation (IMV) remains unknown. OBJECTIVES: To estimate the effect of ECMO on 90-Day mortality vs IMV only Methods: Among 4,244 critically ill adult patients with COVID-19 included in a multicenter cohort study, we emulated a target trial comparing the treatment strategies of initiating ECMO vs. no ECMO within 7 days of IMV in patients with severe acute respiratory distress syndrome (PaO2/FiO2 <80 or PaCO2 ≥60 mmHg). We controlled for confounding using a multivariable Cox model based on predefined variables. MAIN RESULTS: 1,235 patients met the full eligibility criteria for the emulated trial, among whom 164 patients initiated ECMO. The ECMO strategy had a higher survival probability at Day-7 from the onset of eligibility criteria (87% vs 83%, risk difference: 4%, 95% CI 0;9%) which decreased during follow-up (survival at Day-90: 63% vs 65%, risk difference: -2%, 95% CI -10;5%). However, ECMO was associated with higher survival when performed in high-volume ECMO centers or in regions where a specific ECMO network organization was set up to handle high demand, and when initiated within the first 4 days of MV and in profoundly hypoxemic patients. CONCLUSIONS: In an emulated trial based on a nationwide COVID-19 cohort, we found differential survival over time of an ECMO compared with a no-ECMO strategy. However, ECMO was consistently associated with better outcomes when performed in high-volume centers and in regions with ECMO capacities specifically organized to handle high demand. This article is open access and distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives License 4.0 (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Les pratiques enseignantes en faveur de l'égalité des sexes et des sexualités a l'école primaire : vers un nouvel élément du curriculum

Although in France school can be seen as an important factor in women emancipation many studies have pointed out that it also remains an instrument enabling the social reproduction of traditional gender relations. Since the 80s the National Education official texts have encouraged teachers to work for the promotion of gender equality and to question the sex stereotypes. Since the 2000s they have also asked them to fight against homophobia. These texts define the term as the discrimination or the verbal and the physical violence against the homosexuals but also, through the questioning of sex stereotypes, against those who are suspected of being homosexuals. However these formal requirements seem not well known by teachers and remain therefore unapplied. They nevertheless offer a formal framework and clearly-defined regulatory environment for people wishing to put into practice a non-sexist and/or a non-heterosexist pedagogy based on equal treatment of children regardless of their gender and on the refusal to link gender with predetermined social roles. This work focuses on these innovative practices and aims to strengthen the understanding of the specific work of these teachers and the new issues it raises. This research focuses precisely on the teachers who are intending to take up these issues and these practices in the context of primary school which includes in France the nursery school and the elementary school. On the basis of twenty non-directive interviews we try to better understand the specificity of these teachers's work and the representation they have of it. We also analyze the possibility and the characteristics of an education for gender and sexualities equality at the first education levels and the tensions that it can generate in the exercise of the teaching profession.En France, si l’école mixte peut être perçue comme favorisant l’émancipation des filles et des femmes en donnant à chacun-e un droit égal d’accès à tous les savoirs, de nombreuses recherches en éducation ont montré qu'elle demeurait également un instrument de reproduction des rapports sociaux de sexe traditionnels. Depuis les années 80, les directives de l’Education Nationale incitent pourtant explicitement les enseignant-e-s, à travailler en faveur de l’égalité des filles et des garçons et à interroger les stéréotypes de sexe avec leurs élèves. Elles leur demandent également depuis les années 2000 de lutter contre l'homophobie, terme qu'elles définissent comme les discriminations et les violences verbales ou physiques qui s'exercent contre les homosexuel-le-s mais également, au travers du questionnement des stéréotypes de sexe, comme les discriminations et les violences verbales et physiques qui s'exercent contre celles et ceux qui sont suspecté-e-s de l'être. Ces prescriptions officielles semblent toutefois peu connues et peu appliquées, de l'aveu même de l'institution. Elles offrent néanmoins un cadre officiel et réglementaire à celles et ceux qui souhaiteraient mettre en place une pédagogie antisexiste et/ou non-hétérosexiste, fondée sur un égal traitement des enfants quel que soit leur sexe et sur le refus d’établir un lien entre celui-ci et un rôle à tenir dans la société. Cette recherche porte justement sur les enseignant-e-s qui entendent se saisir de ces questions et sur leurs pratiques dans le cadre de l'école primaire, qui regroupe en France l’école maternelle et l’école élémentaire. Elle vise, à partir de vingt entretiens non-directifs, à mieux cerner la spécificité de leur travail, la représentation qu'ils-elles en ont, mais aussi la possibilité, les caractéristiques d’une éducation à l’égalité des sexes et des sexualités dès le premier degré d’enseignement, tout comme les tensions qu'elle peut générer dans l'exercice de la profession d'enseignant-e

Education for Equality of the Sexes and Sexualities May Highlight the Alterity of Some Families

This article examines how teachers (whether male or female) deal with the question of equality of the sexes and sexualities in class and the interaction between the classroom and what happens in families at home. The replies of the teachers questioned show that, far from constituting a closed world, school is traversed by personal issues or issues related to the private life of pupils and their families. While promotion of equality of the sexes and sexualities may accentuate this phenomenon, it is not the origin. On the other hand, it does clearly pose the question of norms: those which it is intended to promote, those which the children want to hear and those with which society, and their families in particular, are confronted. Work of this sort helps to make these norms explicit by questioning assumptions. It is also frequently the source of a cleavage between the families who are assumed to agree with the values promoted by the school and others who do not, either on the grounds (whether real or imagined) of their origin, their beliefs or their social class. This article focuses on these processes and the way in which they are expressed in the discourse of the people interviewed

Les expériences scolaires de non-mixité : un recours paradoxal

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The teaching practices for gender equality and sexualities equality at the primary school : a new element of the curriculum

La mixité scolaire n'implique pas l'égalité entre les sexes. elle pose la question du type de relation qu'une société entend promouvoir entre eux. en france, si l'école peut être perçue comme un facteur d'émancipation des femmes, de nombreuses études ont montré qu'elle demeurait également un instrument de reproduction des rapports sociaux de sexes traditionnels. il existe cependant des directives officielles de l'education nationale qui prescrivent aux enseignant-e-s d'oeuvrer pour l'égalité des sexes à l'école. il semble cependant que celles-ci ne soient appliquées que par une minorité. j'envisage dans ma recherche de m'intéresser aux enseignant-e-s du primaire qui prennent en compte cette dimension dans le travail mené dans leur classe et aux pratiques en faveur de l'égalité des sexes qu'ils-elles mettent en place. quelles sont ces pratiques ? leur action que l'on peut supposer innovante, puisqu'elle est minoritaire, pose certaines questions. s'agit-il de faire expérimenter l'égalité des sexes au quotidien dans une classe ou d'associer les élèves à une réflexion autour de cette question ou les deux ? peut-on enseigner l'égalité des sexes à l'école et comment ? quels sont les avantages et les limites d'un tel enseignement ? ces pratiques soulèvent en effet des problèmes éthiques et politiques importants car il s'agit d'un domaine socialement conflictuel qui fait appel à des représentations sociales ayant trait à l'identité de chacun /...Although in France school can be seen as an important factor in women emancipation many studies have pointed out that it also remains an instrument enabling the social reproduction of traditional gender relations. Since the 80s the National Education official texts have encouraged teachers to work for the promotion of gender equality and to question the sex stereotypes. Since the 2000s they have also asked them to fight against homophobia. These texts define the term as the discrimination or the verbal and the physical violence against the homosexuals but also, through the questioning of sex stereotypes, against those who are suspected of being homosexuals. However these formal requirements seem not well known by teachers and remain therefore unapplied. They nevertheless offer a formal framework and clearly-defined regulatory environment for people wishing to put into practice a non-sexist and/or a non-heterosexist pedagogy based on equal treatment of children regardless of their gender and on the refusal to link gender with predetermined social roles. This work focuses on these innovative practices and aims to strengthen the understanding of the specific work of these teachers and the new issues it raises. This research focuses precisely on the teachers who are intending to take up these issues and these practices in the context of primary school which includes in France the nursery school and the elementary school. On the basis of twenty non-directive interviews we try to better understand the specificity of these teachers's work and the representation they have of it. We also analyze the possibility and the characteristics of an education for gender and sexualities equality at the first education levels and the tensions that it can generate in the exercise of the teaching profession