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Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers flexibility, which enables reinterpreting a problem statement and adopting a more relevant point of view. The present study aims to show the improvements in proportional reasoning after an intervention focusing on such a multiple categorization. Twenty-eight 4th and 5th grade classes participated in the study during one school year. Schools were classified by the SES of their neighborhood. The experimental group received 12 math lessons focusing on flexibly envisioning a situation involving proportional reasoning from different points of view. At the end of the school year, compared to a control group, the experimental group had better results on the posttest when solving proportion word problems and proposed more diverse solving strategies. The analyses also show that the performance gap linked to the school's SES classification was reduced. This offers promising perspectives regarding multiple categorization as a path to overtake preconceptions and develop cognitive flexibility at school.

We propose to assess conceptual knowledge of mathematical notions by having recourse to isomorphic word problems. We assumed that failing to solve isomorphic problems is an indicator of lack of conceptual knowledge. To reach these conclusions, two experiments were conducted among 4th and 5th grade students. In experiment 1, each student had to solve one isomorphic word problem allowing two solving strategies. Results from experiment 1 showed that semantic context promoted a one-sided perspective, constraining the strategies used. The second experiment questioned if the strategy choices by students reflected a lack of procedural knowledge or difficulty in conceptual knowledge. Students solved several problems with the explicit task of proposing two strategies. Results showed that students struggled to identify the conceptual structure of the problems: they changed their strategy depending on semantic contexts, and did not succeed in adopting two encodings for the same problem. This lack of flexibility does not reflect weak procedural knowledge but difficulties in conceptual knowledge. Once conceptual knowledge is characterized as the ability to get over dependence on semantic context, using word problems as assessment tools for conceptual development opens up educational perspectives.

In problem solving situation, cognitive flexibility appears tobe a major skill. Fostering cognitive flexibility is therefore aspecific stake in mathematics education. This researchintroduces a learning method to develop mathematicalconcepts when solving word arithmetic problems. The studywas conducted with 8 classes (4 th -5 th Grades) from high-priority education schools in the Paris area following thisprotocol: pre-tests, 5 learning sessions for experimental andcontrol groups, post-tests. During learning sessions, studentsstudied arithmetic word problems that can be solved in twodifferent ways: an expansion strategy and a factorization one.The experimental teaching method, based on arecategorization principle, allowed experimental students toimprove more than the control students in ability to use thefactorization strategy even in contexts where it is the lessintuitive and to consider the two successful strategies.Educational entailments of our finding are discussed.

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective. Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads. Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.

Introduction: One of the aims of physical education (PE) is to develop social skills such as cooperation, teamwork, and mutual helping among students. Cooperation is a broad research topic, implicating several disciplines in the human sciences (e.g. psychology, sociology, linguistics, philosophy). It is also an important topic in various domains of practice like organizational management, ergonomics, sports performance, and PE and sports pedagogy. Studies in sport have shown that cooperation between partners is not automatically produced by the cooperative structure of the learning tasks. In this exploratory study, we focused on the links between cooperation and trust judgments about one's partner. We characterized the processes by which students construct trust judgments in dyadic cooperative interactions during climbing lessons. This study was carried out within the theoretical and methodological frameworks of the 'course of action.' Method: Two middle-school students in 10th-grade participated in this study. They formed a fixed dyad based on personal affinity. During the four climbing lessons under study, the students alternated the roles of climber and belayer. Their behaviors and communications were recorded on video and after each session they participated in self-confrontation interviews. From these data, we then reconstructed their courses of experience and focused particularly on preoccupations, meaningful elements in the situation, and mobilized knowledge. The elements contributing to the construction of the climber's trust judgments about his belayer were identified. Changes in these judgments were characterized in relation to the modes of cooperation between the students. Twenty-seven climbs were analyzed. Results and discussion: The results showed that the climber's trust judgments focused on two dimensions of the belayer's activity: the reliability of both the belay and his advice for success in the task. To build these trust judgments, the climber combined knowledge about his belayer (the partner's climbing skills, his mastery of safety techniques, his familiarity with the climbing equipment, and his typical attitudes in class) and interpretations of the events during belayer--climber cooperation (the attention shown by the partner, his requests for advice from other students, and the teacher's interventions). Moreover, the results showed the relationship between the development of each student's trust judgments about his partner and the positive and negative dynamics of cooperation between the students. Three typical connections were identified between the climber's trust judgments about his partner and the climber's involvement in cooperation. The results are discussed on the basis of two points: (a) the dynamic and composite character of the construction of trust judgments and (b) the construction of trust judgments as a condition for genuine cooperation between students. The students in the situation of climber displayed typical processes to build a trust judgment about their partner, and this trust judgment appears to be an important element in promoting and regulating cooperative interactions between students. Conclusions: We propose pedagogical perspectives for teachers with regard to understanding trust judgments in climbing and student cooperation. We also suggest new research perspectives with the objective of fully elucidating the dimensions of trust involved in cooperation.

La téléconsultation est un acte médical pris en charge par la sécurité sociale pour le suivi des patients depuis 2018 mais qui a connu un essor phénoménal avec la crise COVID de 2020. Le Conseil National Professionnel d'Allergologie a souhaité enquêter auprès de ses membres à ce propos. 82,1 % n'utilisait pas cet outil avant la crise mais pendant celle-ci 86,4 % des médecins l'ont fait et 66,8 % le font encore en 2021. La téléconsultation leur sert principalement pour le renouvellement d'une immunothérapie allergénique, de traitements symptomatiques et pour annoncer un bilan biologique. Un allergologue sur deux trouve "intéressant" le fait de pouvoir recevoir ainsi des nouveaux patients, notamment pour des patients dans un désert médical, une histoire d'allergie médicamenteuse ou une urticaire chronique. 57,3 % pensent gagner du temps grâce à la téléconsultation. On note ainsi que cet exercice de la médecine à distance est rentré dans les habitudes des allergologues qui ont su se l'approprier et l'adapter à leur pratique. Teleconsultation has been a reimbursed tool for monitoring patients since 2018 but which experienced a phenomenal boom with the COVID crisis of 2020. The National Professional Council of Allergology wanted to survey its members in this regard. 82.1% did not use this tool before the crisis but during it 86.4% of the doctors did it and 66.8% still do it in 2021. The teleconsultation is used mainly for the renewal of an allergen immunotherapy, symptomatic treatments and to announce a biological assessment. One in two allergists find it "interesting" to be able to receive new patients in this way, especially for patients in a medical desert, with a history of drug allergy or chronic urticaria. 57.3% think they save time thanks to teleconsultation. We note that this tool has become a habit of allergists who have known how to appropriate and adapt it to their practice. [ABSTRACT FROM AUTHOR]

La biologie est un outil incontournable dans le diagnostic et la prise en charge des patients allergiques. L'apprentissage à l'interprétation d'un bilan biologique est essentiel pour le praticien. En raison de la diversité des cursus, les jeunes allergologues n'ont pas tous la même formation. À la demande du Conseil Scientifique de la Société française d'allergologie (SFA), le Groupe de Travail Biologie de l'Allergie a réalisé une enquête auprès des jeunes allergologues afin d'évaluer leur niveau de formation en biologie de l'allergie et de connaître leurs attentes en termes de formation continue. Au total, 162 allergologues ont été contactés et 36 ont répondu. Les répondants étaient majoritairement des femmes (78 %), allergologues exclusifs (83 %) et 69 % étaient issus du DES d'Allergologie. La moitié estimait avoir eu une formation suffisante en biologie de l'allergie et 50 % ont effectué un stage dans un laboratoire de biologie médicale. Soixante-trois pour cent se considéraient comme compétents pour l'interprétation des bilans. Pour leur formation continue, ils utilisaient les sites internet des sociétés savantes, les revues scientifiques et des webinaires qu'ils jugeaient satisfaisants. Aucune personne n'avait recours à un système d'évaluation des compétences. Plus de 95 % des répondants sont en faveur d'une mise à disposition de documents synthétiques de référence et tous les consulteraient s'ils étaient accessibles en ligne sur le site de la SFA. En conclusion, la formation des jeunes allergologues sur la biologie de l'allergie a besoin d'être complétée et harmonisée, sur le plan théorique et pratique. Plusieurs outils pédagogiques sont plébiscités pour le maintien des compétences. Blood tests are an essential tool for the diagnosis and management of allergy. Learning how to interpret test results is therefore essential for the physician. Due to the diversity of their education, young allergists do not all have the same training. At the request of the French Society of Allergology (SFA) Scientific Committee, the In vitro Diagnosis Working Group carried out a survey for young allergists in order to evaluate their level of initial training in allergy in vitro diagnosis and to know their expectations in terms of continuing medical education. A total of 162 allergists were consulted and 36 responded. Half of them considered that they had sufficient training in allergy in vitro diagnosis and 50% considered themselves competent in the interpretation of tests. For their continuing medical education, they use the websites of learned societies (SFA, EEACI), scientific journals and webinars and consider them satisfactory or very satisfactory. More than 95% of them are in favour of the online availability of summary sheets or reference documents in in vitro diagnosis, and all of them would consult these tools if they were accessible on the SFA website. In conclusion, the training of young allergists in allergy blood tests needs to be completed and standardised, both theoretically and practically. Several educational tools are available and popular to achieve this and help them to keep valuable skills up to date. [ABSTRACT FROM AUTHOR]

Maize tortilla is the best-recognized food product of Mexican gastronomy. Artisanal maize tortillas (AMT) are prepared with native maize varieties and a traditional process. The aims of this study were to identify sensory attributes, texture, and color in AMT that allow them to be differentiated from commercial tortillas, and to determine the chemical and mineral composition of both types of tortillas. Six landraces related to four Mexican maize races were used. Two commercial tortillas were included as references (tortillería and supermarket). Tortillas were subjected to sensory analysis by the modified Flash technique, texture and color were measured objectively and chemical and mineral analysis of all tortillas were evaluated. Lime taste and lime smell attributes were relevant to differentiate AMT from commercial tortillas; aftertaste and fracturability attributes were highly associated to supermarket tortillas. The fracturability attribute of tortillas is consider undesirable for taco preparation. Five of the six AMT were characterized by the presence of a layer, a characteristic that is associated with traditional tortilla made by Mexican consumer. Regarding chemical composition, supermarket tortillas exhibited the highest dietary fiber content (17.09%), but showed 30% more Na than AMT, with the exception of tortillas from Purepecha native variety. Besides, supermarket tortilla had 48.9% less Ca than AMT. The sensory attributes relevant to differentiate native maize tortillas from the commercial maize tortilla references were appearance, smell, and taste, while textural and color attributes played a lesser role.

Le rhumatologue et l'interniste peuvent être sollicités tant pour le diagnostic étiologique que pour la prise en charge thérapeutique d'une uvéite. L'étude prospective ULISSE (Uvéites: évaluation clinique et médico-économique d'une stratégie standardisée pour le diagnostic étiologique) a montré l'intérêt d'une stratégie diagnostique orientée selon le type anatomo-clinique de l'uvéite. Une analyse secondaire a montré qu'une faible proportion d'examens était utile au diagnostic. Ces examens sont peu coûteux, simples et guidés par les données cliniques. Les uvéites des spondyloarthrites suivent une « règle des 90 » : 90 % d'entre elles sont unilatérales, aiguës et antérieures. Environ 2/3 des spondyloarthrites sont diagnostiquées au moment de l'uvéite. L'existence de douleurs rachidiennes d'allure inflammatoire ou non doit faire rechercher une spondyloarthrite qui représente la première cause d'uvéite dans les pays occidentaux. Le risque de cécité est exceptionnel; la problématique est celle des récurrences (50 à 60 %). La sulfasalazine diminue la fréquence, la durée et l'intensité des uvéites et peut être proposée à titre préventif. La sarcoïdose est une cause sous-estimée d'uvéites (jusqu'à 15 %), notamment chez les femmes d'âge mûr. Le traitement des uvéites sarcoïdosiques s'apparente à celui des uvéites idiopathiques. Les uvéites de la maladie de Behçet affectent des individus jeunes, des deux sexes, de toute origine et se présentent habituellement comme une panuvéite et une vascularite rétinienne. Le traitement des uvéites associées à la maladie de Behçet a pour objectif l'obtention d'un calme oculaire total. Le pronostic des formes sévères et réfractaires a été transformé par les anticorps monoclonaux anti-TNF-α. Rheumatologists and internists may need to establish the etiological diagnosis and handle the therapeutic management of adults with uveitis. A prospective study named ULISSE (Uveitis: clinical and medicoeconomic evaluation of a standardized strategy for etiological diagnosis) has shown that a standardized strategy for the etiological diagnosis of uveitis was neither inferior nor superior to an open strategy. Subsequent analysis showed that only a few diagnostic tests were useful for the etiological assessment of uveitis. These tests were often inexpensive, simple, usually guided by clinical findings, and allowed an etiological diagnosis to be made for many patients. Three systemic diseases are particularly prevalent in patients referred to internists or rheumatologists: HLA-B27- and spondyloarthritis-associated uveitis, Behçet's disease, and sarcoidosis. Uveitis associated with spondyloarthritis follows a « rule of 90 »: around 90 of cases are unilateral, anterior, and acute. Among patients with uveitis and spondyloarthritis, about two thirds are diagnosed with joint disease during a uveitis assessment. Patients with inflammatory or noninflammatory low back pain should be routinely evaluated for spondyloarthritis, which is the leading cause of uveitis in western countries. The risk of blindness is extremely low, and the main complication is recurrent uveitis, seen in 50 to 60 % of cases. Sulfasalazine decreases the frequency, duration, and severity of uveitis and can be used prophylactically. Sarcoidosis is an underestimated cause of uveitis, which occurs in 15 % of cases, with a predilection for middle-aged women. The treatment of sarcoid uveitis largely follows the general principles of idiopathic uveitis. Behçet's disease uveitis affects young people of both sexes and of all origins and usually presents as panuveitis and retinal vasculitis. The treatment of Behçet's uveitis aims at a complete disappearance of the ocular inflammation. The prognosis of the severe and refractory forms has been dramatically changed by the introduction of TNF-α antagonists. [ABSTRACT FROM AUTHOR]

L'immunothérapie allergénique est le seul traitement étiologique des allergies. La forme sublinguale est un traitement à prendre quotidiennement au minimum pendant 3 ans. L'observance des patients est un problème majeur car seulement 15 % des patients terminent les 3 ans. Afin d'améliorer cette problématique, il faut en identifier les causes (financières, effets secondaires, absence d'amélioration clinique, mauvaise compréhension du traitement ou lassitude) pour proposer au patient une solution adaptée (suivi personnalisé, encouragements, informations régulières). Les moyens technologiques modernes comme la télémédecine, les applications mobiles, les réseaux sociaux sont également des outils au service de l'allergologue pour accompagner le patient dans sa prise en charge. Allergen immunotherapy is the only etiological treatment for allergies. The sublingual form is a long treatment, to be taken daily for at least 3 years. Patient adherence is a major problem as only 15% of patients maintain it for 3 years. To improve this, it is necessary to find the causes (financial, side effects, lack of clinical improvement, poor understanding of the treatment or forgetfulness) to give to the patient a suitable solution (personalized follow-up, support, available information). Modern technological means such as telemedicine, mobile applications, social networks are also tools for the allergist to help the patient to continue his allergen immunotherapy. [ABSTRACT FROM AUTHOR]

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En 2018, une enquête déclarative a été menée auprès de patients allergiques sous immunothérapie depuis au moins 5 mois. Cinq milles sept cent soixante réponses ont été reçues entre janvier et fin décembre 2018. Les trois quarts des patients utilisaient la forme sublinguale en gouttes. La majorité des patients s'estimait améliorée par l'immunothérapie et n'avait plus besoin de prendre de traitement symptomatique. Quatre-vingt pour cent des patients avaient moins voire n'avaient plus d'absentéisme. Ainsi, 89 % jugeaient l'immunothérapie efficace à très efficace. In 2018, a declarative survey was conducted among allergic patients receiving immunotherapy for at least 5 months. Five thousand seven hundred and sixty responses were received between January and the end of December 2018. Three-quarters of patients were using a sublingual drop formulation. Most patients felt better following desensitization and no longer required symptomatic treatment. 89% considered desensitization effective to very effective. [ABSTRACT FROM AUTHOR]

Abstract Engineered nanomaterials are used in various applications due to their particular properties. Among them, Iron Oxide Nanoparticles (Fe 2 O 3 -NPs) are used in Biomedicine as theranostic agents i.e. contrast agents in Magnetic Resonance Imaging and cancer treatment. With the increasing production and use of these Fe 2 O 3 -NPs, there is an evident raise of Fe 2 O 3 -NPs exposure and subsequently a higher risk of adverse outcomes for the environment and Human. In the present paper, we investigated the effects of an intravenous daily Fe 2 O 3 -NPs exposure on Wistar rat for one week. As results, we showed that several hematological parameters and transaminase (ALT and AST) levels as well as organ histology remained unchanged in treated rats. Neither the catecholamine levels nor the emotional behavior and learning / memory capacities of rats were impacted by the sub-acute intravenous exposure to Fe 2 O 3 -NPs. However, iron level in plasma and iron content homeostasis in brain were disrupted after this exposure. Thus, our results demonstrated that Fe 2 O 3 -NPs could have transient effects on rat but the intravenous route is still safer that others which is encouraging for their use in medical and/or biological applications. [ABSTRACT FROM AUTHOR]