Le sentiment d’appartenance à l’école : une analyse conceptuelle

Le sentiment d’appartenance à l’école est considéré comme un phénomène qui favorise la réussite scolaire et l’adaptation des jeunes à l’école. Malgré son importance, les études ne permettent pas d’en arriver à une représentation conceptuelle exhaustive de ce concept. Cet article vise à identifier les attributs définitionnels du sentiment d’appartenance à l’école dans le but de favoriser sa compréhension. La méthode conceptuelle privilégiée est celle de Walker et Avant (2011) qui comporte huit étapes distinctes permettant de mener un tel examen. La revue de la documentation a été menée par le biais de moteurs de recherche généralistes (p. ex. : Google, Google Scholar) et spécialisés (p. ex. : PsyInfo, Eric, Francis) en considérant les définitions en langues anglaise et française. En se basant sur l’analyse conceptuelle ayant été menée, quatre attributs définitionnels sont suggérés. L’élève doit : (1) ressentir une émotion positive à l’égard du milieu scolaire ; (2) entretenir des relations sociales positives avec les membres du milieu scolaire ; (3) s’impliquer activement dans les activités de la classe ou celles de l’école ; (4) percevoir une certaine synergie (harmonisation), voire une similarité, avec les membres de son groupe. En plus d’être abordés dans la perspective des principaux modèles théoriques en sciences de l’éducation qui tiennent compte du sentiment d’appartenance à l’école, ces attributs ont donné lieu à l’élaboration d’une nouvelle définition que nous présentons dans le présent article

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Correction to: Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

The original version of this article unfortunately contained a mistake

Understanding the development of a new teacher learning community composed of first time participants and a novice facilitator

Recent efforts in improving the quality of mathematics instruction have oriented educators to teaching practices that are labeled as "ambitious" because they aim to ensure accessibility of content to all students and to support students' development of solid and durable understanding of mathematical ideas. The notion of a professional learning community (PLC) has been increasingly promoted as a structure to support changes in teaching practices. Most studies present well-established professional communities led by expert facilitators who are most often the researchers themselves. It was unclear what opportunities for learning ambitious teaching practices exist in new communities composed of first time participants and supported by facilitators who are novices in working in this context. This study sought to answer these two research questions: 1. How do opportunities for teacher learning emerge from interactions within a new professional learning community, composed of first time participants and led by a novice facilitator? 2. How and why do these interactions afford or constrain opportunities for developing ambitious mathematics teaching practices? Using the sociocultural constructs of cultural models and the figured world, I analyzed the dynamics shaping the interactions within a new PLC composed of six volunteer teachers and one facilitator during 22 sessions over the course of one school year. The results showed that a wide range of openings for opportunities to learn ambitious teaching practices arose from the conversations and that these provided windows into the teachers' practice. However, most interactions following the openings, with the exception of a few episodes, constrained opportunities for learning because ambitious practices were raised, but were never unpacked or reflected upon critically by the group.These constraining interactions were shaped by the participants' cultural models relating to: 1) their participation within the PLC and the purpose of the PLC, 2) their conception about teaching and learning mathematics, and 3) the pressure of teaching a program in a high-stakes educational system. The facilitator's and the teachers' conceptions of these cultural models diverged significantly, thus creating tension and frustration within the PLC. How the teachers and the facilitator positioned themselves and each other influenced the ways in which they interacted within this context. The teachers' perceptions on teaching and learning mathematics, especially at the grade 10 level where students are required to pass a standardized examination, strongly determined the value of some interventions in the conversations. The overall findings also supported the need to identify facilitation moves and to support the facilitators in understanding the teacher participants' positions at the start of their work together. Skillful facilitation would be necessary to leverage the many openings to conversations about teaching practices and to encourage teachers to develop new patterns of interactions that would afford more productive conversations about these practices. Important aspects of effective facilitation are not only to understand the cultural models that powerfully shape how teachers participate in the PLC, but also to learn how to use these as a starting point to support their learning.Les récents efforts pour améliorer la qualité de l'enseignement des mathématiques ont orienté les éducateurs aux pratiques d'enseignement décrites comme ambitieuses. Ces pratiques visent à assurer l'accessibilité du contenu à tous les élèves et de soutenir le développement d'une compréhension solide et durable des idées mathématiques chez les élèves. Plusieurs études ont montré le potentiel de collaboration des communautés d'apprentissage professionnelles (CAP) pour soutenir les changements dans les pratiques d'enseignement. La plupart des études menées présente des communautés professionnelles bien établies et soutenues par des facilitateurs d'expérience qui souvent sont les chercheurs eux-mêmes. Cependant, la communauté scientifique sait encore très peu sur les potentiels d'apprentissage des pratiques ambitieuses dans une CAP composée d'enseignants et d'un facilitateur qui sont à leur première participation. Cette étude cherchait à répondre aux questions de recherche suivantes: 1. Comment les opportunités d'apprentissage pour les enseignants emergent-elles des interactions dans une nouvelle CAP composée d'enseignants et d'un facilitateur qui sont à leur première participation? 2. Comment et pourquoi les interactions offrent ou contraignent les opportunités de développer des pratiques d'enseignement qualifiées ambitieuses? Les théories socioculturelles comme les modèles culturels et les mondes figurés ont guidés mon analyse les dynamiques qui façonnaient les interactions au sein d'une nouvelle CAP. Cette CAP était composée de six d'enseignants volontaires et d'une facilitatrice qui se sont rencontrés 22 fois pendant une année scolaire. Cette perspective a été prise afin de comprendre les points de départ des enseignants et de la facilitatrice afin d'informer les chercheurs et les dirigeants de perfectionnement professionnel sur les considérations à mener pour soutenir l'apprentissage des enseignants dans les CAP.Les résultats ont montré que de nombreuses possibilités découlent des conversations. Une vaste gamme d'ouvertures dans les interactions servait de fenêtres pour percevoir les pratiques d'enseignants. Cependant, la plupart des interactions limitaient les possibilités d'apprentissage car les pratiques d'enseignement ambitieuses y étaient mentionnées, mais jamais examinées de façon critique ou utilisées en réflexion par le groupe.Les résultats ont montré que ce monde figuré a été façonné par des modèles culturels conçus par les participants sur: 1) la participation et le but de la CAP, 2) leurs conceptions de l'enseignement et de l'apprentissage des mathématiques, et 3) la pression ressentie lorsqu'ils enseignent un programme dans un système éducatif à enjeux élevés. Comment les enseignants et la facilitatrice se positionnaient eux même et positionnaient les autres a influencé la façon dont ils interagissaient dans ce contexte. Les perceptions des enseignants sur l'enseignement et l'apprentissage des mathématiques, en particulier au niveau de la 10e année où les étudiants sont tenus de passer un examen uniforme, ont fortement déterminé le mérite de certaines interventions dans les conversations. Les résultats généraux soutiennent aussi le besoin d'identifier les pratiques de facilitation et d'aider les facilitateurs à comprendre les positions des enseignants au tout début de leurs travaux ensemble. La facilitation des discussions demande une habileté particulière pour pouvoir tirer parti des nombreuses ouvertures lors des conversations, en plus de pour pouvoir amener les enseignants à développer de nouveaux modes d'interactions qui offriront des possibilités de conversations plus productives au sujet de ces pratiques. Comprendre les modèles culturels qui façonnent les façons dont les enseignants participant à une CAP est un des aspects importants d'une facilitation efficace, mais apprendre à les utiliser comme point de départ des enseignants pour soutenir leur apprentissage l'est tout autant

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field