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Integrative medicine, need to be inoffensive, effective, and of quality (World Health Organization). In 2010, the American Society of Teachers of Family Medicine approved 19 competencies for teaching integrative medicine to residents. In 2018, the University of Rennes created a course: "Integrative Medicine and Complementary Therapies". Up until then, the only feedback from the courses was the students' opinions. We investigated the impact on medical students' social representation.We performed a sociological analysis of students' social representations before and after the course. The social representation is based on the way an individual creates his or her universe of beliefs and ideas. After hearing, "What word or group of words comes to mind when you hear people speak of integrative medicine and complementary therapies?", students were asked to provide 5 words/phrases, rank their importance, and show their attitude towards these words/phrases. The frequency and importance of these words/phrases were used to construct social representations (with central cores, and primary and secondary peripheries) before and after the course.Among the 101 students registered, 59 provided complete responses before and 63 after the course. Before, the central core comprised "hypnosis" and "alternative medicine", while after: "complementary care" and "global care". We only identified first periphery before the course: "acupuncture" and "homeopathy". 4 new contrasting elements: "integration with conventional treatment", "patient's choice", "personalisation of care", and "caring relationship of trust".This teaching course positively affected students' social representation of integrative medicine, and might promote their use during future practices.

In school settings, students' mindset about intelligence (i.e., fixed versus growth mindset) and their sense of belonging to school (SBS) have both been shown to predict academic attainment. However, these constructs have rarely been examined together although both were found to be impacted by students' socioeconomic status (SES). Across the literature, findings are inconsistent concerning this moderating effect of SES. In the present preregistered study, we used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308) to examine whether growth mindset positively predicted SBS and whether this association was moderated by students' SES. Results showed that growth mindset was positively associated with SBS. On the confirmatory linear regression analyses, we found no moderation effect of any of the SES indicators on the association between growth mindset and SBS. However, pre-registered supplementary multigroup analyses showed descriptively that this association was stronger for high than for low SES students and notably when SES indicators concerned family financial resources. Limitations of this research and perspectives for future studies are discussed, with a focus on why the literature should care about the different meanings and consequences of SES indicators.

In the absence of a contemporaneous measure, the present study aimed to validate a French language translation of the Multidimensional Test Anxiety Scale (MTAS). In addition, measurement invariance was tested for gender and age. The participants were 520 secondary school students aged 11-16 years. A four-factor model of the MTAS showed a good fit to the data, good internal consistency, and the expected relations with trait anxiety and fear of assessment (positive), and examination performance (negative). Scalar invariance was shown for gender and age. Female students reported higher test anxiety scores. Older students reported higher scores on just one MTAS factor (cognitive interference); remaining factors were stable with age. The translated measure will greatly assist researchers and practitioners in the assessment of test anxiety in French language populations.

Background: Teacher social support (TSS) has been identified as one of the most important factors of success and well-being for students. Yet, there is a gap in the literature regarding the impact of students' socioeconomic status (SES) on their perceptions of TSS, and whether SES may impact the strength of the relationship between teacher social support and students' sense of belonging to school (SBS). Aims: In this preregistered study, we aimed at filling this gap by testing the moderating role of SES on the TSS-SBS link, along with the direct associations between these variables. Sample: We used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308). Methods: TSS was primarily assessed as a latent construct based on three indicators provided by PISA--teacher support, teacher emotional support and teacher feedback. Regarding SES, we primarily focused on family wealth possessions and parents' highest level of education. Results: Using structural equation modelling, findings confirmed that the TSS-SBS link was stronger for high-SES than low-SES students. We also found a negative association between teacher support and SES. Importantly, preregistered additional analyses highlight that findings depend on the SES and TSS indicators considered. Conclusions: Findings support the importance of SES effect on students' perceptions of their interactions with teachers and the extent to which they perceive they belong to the school. The implications and limitations of this research are discussed.

The purpose of this study was to better understand how middle school students consider the source of information when processing videos with conflicting information. To this end, we exposed a sample of seventh-graders to a series of videos in which two interviewees expressed divergent positions on a socioscientific issue ('Will organic farming be able to feed the entire world population by 2050?'). After viewing the videos, students were asked to recall the sources they had seen and indicate how far they had perceived the sources to be credible and convincing. Results showed that students paid close attention to the information given about the sources during viewing and rated their credibility accordingly. However, only a minority of students rated the expert sources as the most convincing after viewing the videos, while students' beliefs on the topic contributed to source evaluation. These results suggest that although middle school students may pay attention to the identity of sources when viewing a video, they are unlikely to use this information to assess the reliability of the message. [Spanish translation by Mercè Rius.]

In the teaching of natural science, field trips are a means of bringing students directly into contact with the biological and geological aspects of the environment. The present study explored French students' views of fieldwork and the relationships they establish with the natural environment as a result. We analyzed the responses of 293 primary and secondary school students to a questionnaire administered immediately before and after a fieldwork. Students' interest in fieldwork was based on their affinity for nature and desire to learn, as well as their sensory experience of the natural world and the sense of wellbeing they derived from it. The relationship between affinity, self-interest and situational interest is discussed in terms of how a fieldwork can help to reinforce students' relationship with nature.

This paper reports the results of a study aimed at understanding the processes governing the construction of educational inequalities in French classrooms, the French school system being particularly unequal. Traditional explanations have focused on the factors governing the production of inequalities but have not always shown how these factors translate into learning inequalities in class. Consistent with relational approaches, the study draws on ethnographic research conducted over an 18-month period in 6 socially contrasting Parisian schools. Both students from wealthy families considered to be 'high-achieving' and students from poor families viewed as being 'low-achieving' were observed over the course of full school days to understand the factors that lead them to develop different activities. The evidence suggests that children interpret teacher expectations very differently, although the same expectations were observed in all the classes observed during the study. These expectations point to an invisible curriculum operating alongside the formal curriculum and generally perceived only by high-achieving students, who are able to grasp and understand it through their prior socialization. A further characteristic of the invisible curriculum is that it is rarely made explicit by teachers. This finding highlights the need to further examine explicitation strategies in schools.

This study has two main goals: (a) to compare whether objective and self-reported PA levels, and motivational regulations were similar among European adolescents with different cultural norms, and (b), to analyse whether the associations between those motivational regulations towards objective and self-reported PA levels vary across Spanish and French cultures. Data were collected from 637 adolescents (50.9% Spanish, 40.8% girls). Participants completed questionnaires on motivational variables and subjective PA. Objective PA was assessed by accelerometer. Data were analysed by structural equation modelling and invariance tests. Cross-country differences were found in objective PA levels and motivational factors, with Spanish obtaining higher values than French adolescents. Association of motivational factors with PA was similar regardless of the cultural origin of subjects. This study reinforces the premises of SDT according to cross-country validity. Intervention strategies should focus on encouraging the most self-determined motivational forms regardless of the culture of origin.

This paper deals with the question of French PhDs' career trajectories and especially those that lead to private sector employment. Using quantitative longitudinal survey "Génération" from Céreq, which allows observing professional pathways over the first five years of working life, it shows that for PhDs graduated in 2010, public-sector research remains the main opening. There are few career paths leading to private sector, and PhDs employed in firm found their job at a very early stage in their working life. Data analysis and econometrics methods find that thesis conditions, professional expectations, and early pathways are a key determinant to employment in firms.

We explored the use of field trips for educational and teaching purposes by French kindergarten, primary-school teachers and natural science teachers in secondary schools. More specifically, we studied field trips in a "natural" environment by undertaking a French curriculum analysis and surveying teachers. We examined the responses of 511 teachers about their practices and motivations, as well as the levers and barriers to implementing these field trips. Results showed that this practice is widespread at all years of education, and differences between years seem to be related to the curriculum. We found few differences in learning motivations (reasons/objectives and interests/specific feature) and perceived barriers between different school teachers. Indeed, the teachers' motivations are essentially scientific and rooted in a scientific inquiry approach. Studying 'on real' was the interest most often cited by teachers, essentially for the purpose of scientific learning. The only notable difference we found concerns the levers for implementing the field trips: a larger proportion of kindergarten and primary-school teachers see field trips as an ideal support for environmental and sustainable development educations. These results are dependant of the French official curriculum which plays a key role in influencing the current implementation of school-organised field trips by the teachers.

Purpose: The aim was to identify the competencies professionals need to promote co-creation engagement within communities. Design/methodology/approach: Co-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities. Findings: The need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process. Practical implications: Overall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes. Originality/value: This study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.

Background: Capacity building and community-level participation are important to enhance the efficiency and sustainability of health promotion programmes, as well as to promote empowerment and decision-making power. However, stakeholders' participation in the design and implementation of health promotion projects often involves the provision of information and consultation rather than partnership or citizen control, especially in school settings. Co-creation could be a means to support higher levels of participation, yet its definition remains unclear. A further challenge relates to the methods needed to promote participation. Examining what co-creation represents for health promoters could help in both of these respects. Objectives and goals: This study explored how school health promotion professionals perceived and defined co-creation to gain insight into how to encourage co-creation processes in school-based health promotion. Methods: Qualitative data including documents and illustrations were collected during creative thinking activities undertaken with school health promotion professionals. All data collected were transcribed and analysed using a three-stage screening process. Results: Co-creation is a multi-dimensional construct. Based on our findings, it is a voluntary-based process of bottom-up collaboration informed by values of diversity, mutual trust, openness, autonomy, freedom, respect and shared expertise, responsibility and decision-making. Co-creation can result in out-of-the-box, new or improved tailored health-promoting practices and projects, which address a co-defined need, for the benefit of all members of the group. Conclusion: Co-creation is timely and key in school health promotion practices. Further research is needed into the specific competences needed to promote co-creation, as well as the methods used to evaluate achievements and added value of co-creation at different levels of implementation.

Background: Rubinstein-Taybi syndrome (RSTS) is a multiple congenital anomaly syndrome characterised by several typical somatic characteristics and by developmental disabilities with various degrees of severity. Focusing on children with RSTS, the aim of this study was to describe their psychomotor, cognitive, and socio-emotional developmental profiles. Method: Twenty-three children with RSTS (12 boys; 11 girls; mean chronological age: 4 years and 10 months) with severe intellectual disability (mean developmental quotient = 32.39) were recruited from an Expert Department of Medical Genetics. Developmental assessments were carried out with the Brunet-Lézine-Revised scale and the Social Cognitive Evaluation Battery. Results: The participants' developmental profiles were characterised by heterogeneous psychomotor development, homogeneous cognitive and socio-emotional development, by more severe delays in expressive language, vocal imitation, and symbolic play skills, and by better developmental levels in socio-emotional abilities. Conclusions: Based on these atypical developmental profiles, early interventions should target the three most delayed abilities.

This article provides an assessment of French media coverage of intelligence research. The analysis is based on articles published between 1992 and 2020 in French nationwide newspapers, local newspapers and science magazines. Two themes regularly appear in nationwide newspapers and science magazines: environmental effects on IQ and animal intelligence. High-IQ children are often covered in local newspapers. A substantial proportion of articles on the genetics of intelligence, IQ in general and behavioural genetics in general contain statements contradicting the conclusions of mainstream intelligence research; the tendency is even more pronounced in science magazines than in nationwide newspapers. Implications for relationships between scientists and journalists are discussed.

Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2-16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis.

Based on the complex dynamic system approach, this research aimed to study the variability of the typical configurations of interactions between the adults' participation and the engagement of a child with autism spectrum disorder (ASD) in two activities proposed in a French preschool. The classroom sessions were filmed once a month for 8 months and focused on two activities (free play and adult-led activities). The results of this preliminary exploration revealed that the typical interactions developed differently over time. Indeed, during activities that are adult led, observation behaviors with a passive participation of the adult intensified. Moreover, active engagement behaviors, without and with adult participation, increased meaningfully during free play.

Many studies have stressed the key role played by competitive sports in the socialization of boys, particularly in middle-class families. This article looks at the minority group of boys from this social class who dislike competition and participate in few, if any, sports. We present case studies of six boys and their families, interviewed on several occasions. Based on Bourdieu's [1979. "La Distinction. Une critique sociale du jugement" [Distinction. A social critique of the judgement of taste]. Paris: Minuit; 1980. "Le sens pratique" [Practical reason. On the theory of action]. Paris: Minuit] theoretical framework and the concepts of "capital," "habitus," and "lifestyle," we analyze the socialization modes involved in the construction of an atypical gender habitus. All of the boys we interviewed had developed a liking for activities socially attributed to females, in specific family configurations. Beyond these common points, our data allowed us to identify two groups of families: in the middle-class families well endowed with cultural capital, the parents place priority on a 'cultivated' lifestyle and pass on to their sons a taste for mainstream cultural activities, which (from their point of view) do not include sports. In the middle-class families less interested in mainstream cultural forms, the parents wish their sons were more sports-oriented. In these homes, there is evidence of problems related to the transmission of the paternal sports capital.

Starting from the CVTS-2 survey in which responses by Austrian and French employers revealed their very limited use of "non-school" types of training (on-the-job training, self-learning, job rotation, apprenticeship and quality circles, etc.), the author searches for the reasons for these two European exceptions. Although certain national institutional and structural characteristics common to both countries may explain this particular vision of continuing training, they only account for part of the similarities between Austria and France in terms of training practices. The cultural dimension therefore assumes an interest as a possible explanation for this behaviour. The assumption of a common social notion of training can therefore be advanced to explain the responses of employers in these two countries. (Contains 4 tables and 6 footnotes.)

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils' achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal.

This research investigates the determinants of international mobility of Ph.D.s upon graduation. It is based on a survey of 400 young Ph.D.s who graduated in France between 2003 and 2008, half of whom were still abroad more than six years after graduating. The impacts of personal, occupational and scientific characteristics on the successive mobility decisions after graduating were scrutinized. The findings show that motivations for going abroad relate principally to the difficulty in finding employment on the French labour market. The choices as to longer term expatriation are more fragmented and can be less readily unravelled. By contrast, readiness to return to France is often accounted for by family factors.

[Display omitted] • The performance ratio (PR) quantifies the losses induced by solar installations. • Microinverters have the same PR as inverters. • The size of an installation has no influence on the PR. • An installation with a strong irradiance will decrease the PR. The efficiency of a photovoltaic installation is determined by its performance ratio (PR). This ratio depends on many parameters including orientation, inclination, shading, losses in cables, and number and performance of panels. The topology of the installation is also of great importance. Indeed, the number and location of the converter(s) can also have a significant impact on the PR. This is why choices between a central inverter, string inverters or micro-inverters must be made so as not to degrade the PR. In the scientific literature, it is stated that a photovoltaic installation equipped with a central inverter has a PR of 70–80%. For micro-inverters in theory, it should be higher. The objective of this publication is to compare the PR of installations equipped with a central inverter and string inverters with the PR of those using micro-inverters, based on a statistical study grouping together 200 private installations spread throughout metropolitan France. For a better comparison, 100 installations will use a central inverter or string inverters and 100 other installations will use micro-inverters. For each installation, the data will be averaged over the longest possible periods. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to determine and compare the correlates of objective sedentary behavior (SB) and nonschool self-reported SB in adolescents from 2 midsized cities, 1 in France (Tarbes) and 1 in Spain (Huesca). Stability of objective SB and nonschool self-reported SB were also assessed at different time points during 1 academic year. Method: Starting with a total of 829 participants and after applying inclusion criteria, objective SB was assessed for 646 adolescents (M[subscript age] = 14.30 ± 0.71 years) with GT3X accelerometers for 7 days at 2 time points. Nonschool self-reported SB was measured for 781 adolescents (M[subscript age] = 14.46 ± 0.76 years) at 3 time points by means of a questionnaire. Data were analyzed using multiple regression analysis. Results: Gender and ambient temperature emerged as the main statistically significant correlates in all objective SB models, showing higher objective SB levels in girls and lower objective SB levels when ambient temperature was higher. According to nonschool self-reported SB, a gender effect was found in almost all behaviors. Whereas boys spent more time playing with video games as well as games on their mobile phones, girls spent more time studying and using their computers and mobile phones to communicate with each other. The findings showed a statistically significant city effect on study time (Huesca > Tarbes) and video games and telephone communication time (Tarbes > Huesca). Conclusion: Nonschool self-reported SB patterns were different in Huesca and Tarbes. Intervention programs should be adapted to target the reduction of adolescents' SB according to different contexts.

Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesized that alternative school students develop more problem-focused coping styles. This hypothesis was tested on 80 traditional school students and 50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping Inventory for Stressful Situations (Endler & Parker, 1990a). We also assessed psychological factors which can influence coping styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger, 1983), and the Beck Depression Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The proportion of problem-focused coping strategies was compared in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression. Results show that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative schools. Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive class climates. (Contains 3 tables.)

Background: In most studies in the classroom context, the student is generally only one variable in the analysis of the effects of the teacher's work. Our research was based on the postulate that the student's activity is basically autonomous, i.e. irreducible with the influence that the teacher has. This is why we propose to analyse the dynamics of students' activity in the PE lesson by adopting their point of view, i.e. starting from their meanings which emerge in the situation. We adopted a French socio-cognitive model: the "course of action". Purpose: This qualitative study was interested in the activity of two students (their typical concerns and their relations with mobilized knowledge) when they play face-to-face in table tennis. The first objective was to provide detailed information about students' typical concerns in PE in relation to their mobilized knowledge. The second objective was to contribute to a reflection on the intervention in PE, and in particular in racket sports. Participants and setting: Four 11th graders (two girls and two boys) from the same class in a rural secondary school in France meeting weekly for two hours of PE over the year. Intervention: A study of the activity of two out of four students (i.e. a dyad) in one of the 10 lessons of a cycle in table tennis, then a study of the other dyad in the following lesson. Voluntarily, the researchers did not take part in the design of the lessons of the cycle. They also limited the study to the specific periods when the two students played face-to-face. The first lesson privileged cooperative tasks whereas the second was focused on competitive tasks. Data collection: Three kinds of materials were collected during each lesson: (a) a video and audio recording of the students' activity during the lesson; (b) a self-confrontation interview with the students after the lesson; and (c) complementary ethnographic notes. Data analysis: It consisted of cutting the flow of activity into Elementary Units of Meaning (EUMs) that the students used to think and act. The data were analysed in three stages: (a) the construction of a two-level protocol, confronting the observation and interview data; (b) the identification of the EUMs; and (c) the identification of the series and archetypal series (larger units which gather the EUMs of which the concerns are the same). Findings: Separate results were presented in the analysis of both dyads. They showed: (a) components that were shared by the students of the same dyad in both case studies; (b) but no common components between both students' dyads. Discussion: The results were discussed on two levels: the first part concerned common features and differences in students' activity within and between the two dyads. It shows that it is important to understand that the students share certain concerns in similar tasks (in particular when they play face-to-face). In addition, it is important also to note that there are no common concerns between students who played in tasks of opposition and students who played in tasks of cooperation. The second level drew instructional implications from this research. We proposed to include systematically three dimensions in each task: tactical project, learning and pleasure. (Contains 8 tables and 1 note.)

Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory combine into distinct profiles as identified by cluster analysis and (b) the links between those profiles and objective criteria of achievement. In Study 1, motivation toward physical education was assessed at the beginning of a 10-week gymnastics teaching cycle, and performance was assessed at the end of the cycle among a sample of high school students (N = 210). Study 2 (N = 215) extended Study 1 by controlling students' initial performance, measuring the effort they exerted and recording their grades. Cluster analyses revealed three motivational profiles: self-determined, non-self-determined, and moderate levels of both types of motivation. Path analysis showed that the self-determined profile was related to the highest achievement. The results are discussed in terms of their implications for the assessment of students' motivation and the consequences of motivational profiles for educational outcomes. (Contains 4 tables and 4 figures.)

Background: Patients with ARDS due to COVID-19 may require tracheostomy and transfer to a weaning center. To date, data on the outcome of these patients are scarce. The objectives of this study were to determine the factors associated with time to decannulation and limb-muscle strength recovery. Methods: This was an observational retrospective study of subjects with COVID-19-related ARDS requiring tracheostomy after prolonged ventilation, who were subsequently transferred to a weaning center from April 4, 2020-May 30, 2020. Results: Forty-three subjects were included. Median age (interquartile range) was 61 (48-66) y; 81% were men, and median body mass index (BMI) was 30 (26-35) kg/m2. Tracheostomy was performed after a median of 19 (12-27) d of mechanical ventilation, and the median ICU length of stay prior to transfer to the weaning center was 30 (21-46) d. On admission to the weaning center, the median Medical Research Council (MRC) score was 36 (27-44). Time to decannulation was 9 (7-18) d after admission to the weaning center. The only factor independently associated with early decannulation was the MRC score on admission to the weaning center (odds ratio 1.16 [95% CI 1.06-1.31], P = .005). Two factors were independently associated with MRC gain ≥ 10: BMI (odds ratio 0.88 [95% CI 0.76-0.99], P = .045) and MRC on admission (odds ratio 0.91 [95% CI 0.82-0.98], P = .03. Three months after admission to the weaning center, 40 subjects (93%) were weaned from mechanical ventilation and 36 (84%) had returned home. Conclusions: MRC score at weaning center admission predicted both early decannulation and limb-muscle strength recovery. [ABSTRACT FROM AUTHOR]

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher interaction patterns toward boys and girls. Seventy 10th grade students and their two respective PE teachers were examined during 18 PE lessons. Each teacher was observed nine times in two physical activities (badminton and circuit weight training). Teacher-student interactions were systematically coded with an adapted version of the Coaching Behavior Assessment System (CBAS). Classroom interactions significantly varied on the basis of student gender, type of physical activity and the gender composition of the class and the teacher. The findings from this study suggest that future research should consider that physical activities offered in PE curricula may moderate gender differentiated interaction patterns. (Contains 5 tables and 4 notes.)

The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers' early expectations and students' later perceived competence was moderated by the extent to which the motivational climate created by the teachers was autonomy supportive. Using a 1-year longitudinal design, data were obtained from 421 students and 22 teachers from 10 French junior high schools. Multilevel analyses revealed that (a) teachers' early expectations were related to students' later perceived competence, particularly when these expectations were positive, and (b) this relation was stronger when the classroom motivational climate was low in autonomy support. Implications for future research and educational practices are discussed.

Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students' perceptions of teacher-student interactions. The aim of this study was to investigate whether students' perceptions of teacher feedback were gender differentiated in physical education, as well as to determine how perceived feedback is related to students' perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers' feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls' perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness. (Contains 4 notes and 5 tables.)

Purpose: To set-up a classification of the types of profiles and competencies that are required to set-up a good e-learning programme. This approach provides a framework within which a set of standards can be defined for e-trainers. Design/methodology/approach: Open and distance learning (ODL) has been developing in Europe, due to new tools in information technology but the way in which it is carried out varies from country to country. Up until now, the focus has usually been to study technical standards although it is now more beneficial to carry out research on non-technical standards. The methodology is based on the Isfol methodology, created in Italy in 1998 and adapted for this survey. Findings: This paper gives the results of a survey that was conducted in four European countries, England, France, Italy and Portugal, and gives an insight into the different professional profiles associated with this new type of learning. Research limitations/implications: This analysis represents just the first step towards quality and accreditation. Practical implications: This research highlights the best way to conduct an e-learning project involving the best participant profiles. Originality/value: This paper provides a pan-European approach to ODL and outlines the major professional profiles used in each country. It highlights non-technical standards. (Contains 2 tables and 1 figure.)

Investigated the role of mothers' expectancies in shaping their child's perceived physical competence. Structural equation modeling revealed that mothers' perceptions of their child's physical competence predicted their child's own perceived physical competence 1 year later, independent of the child's previously demonstrated physical ability and the child's initial level of perceived competence. (Author)

Gobius ater Bellotti, 1888 is the Mediterranean gobiid species whose live appearance has remained unknown the longest since its description. A goby observed in southern France in 2021 is here identified as G. ater based on a diagnosis of morphological characters visible on high‐quality underwater photographs. Then, the authors provide the first description of colouration in live G. ater and a species diagnosis based on colouration. This diagnosis allows the authors to validate a previous photographic record, also from France. Reviewing all claims of G. ater, they argue that only seven records are unambiguously valid, including the two photographic records presented here. [ABSTRACT FROM AUTHOR]

Acute respiratory distress syndrome (ARDS) is a major complication of COVID-19 and is associated with high mortality and morbidity. We aimed to assess whether intravenous immunoglobulins (IVIG) could improve outcomes by reducing inflammation-mediated lung injury. In this multicentre, double-blind, placebo-controlled trial, done at 43 centres in France, we randomly assigned patients (1:1) receiving invasive mechanical ventilation for up to 72 h with PCR confirmed COVID-19 and associated moderate-to-severe ARDS to receive either IVIG (2 g/kg over 4 days) or placebo. Random assignment was done with a web-based system and was stratified according to the participating centre and the duration of invasive mechanical ventilation before inclusion in the trial (<12 h, 12–24 h, and >24–72 h), and treatment was administered within the first 96 h of invasive mechanical ventilation. To minimise the risk of adverse events, the IVIG administration was divided into four perfusions of 0·5 g/kg each administered over at least 8 hours. Patients in the placebo group received an equivalent volume of sodium chloride 0·9% (10 mL/kg) over the same period. The primary outcome was the number of ventilation-free days by day 28, assessed according to the intention-to-treat principle. This trial was registered on ClinicalTrials.gov , NCT04350580. Between April 3, and October 20, 2020, 146 patients (43 [29%] women) were eligible for inclusion and randomly assigned: 69 (47%) patients to the IVIG group and 77 (53%) to the placebo group. The intention-to-treat analysis showed no statistical difference in the median number of ventilation-free days at day 28 between the IVIG group (0·0 [IQR 0·0–8·0]) and the placebo group (0·0 [0·0–6·0]; difference estimate 0·0 [0·0–0·0]; p=0·21). Serious adverse events were more frequent in the IVIG group (78 events in 22 [32%] patients) than in the placebo group (47 events in 15 [20%] patients; p=0·089). In patients with COVID-19 who received invasive mechanical ventilation for moderate-to-severe ARDS, IVIG did not improve clinical outcomes at day 28 and tended to be associated with an increased frequency of serious adverse events, although not significant. The effect of IVIGs on earlier disease stages of COVID-19 should be assessed in future trials. Programme Hospitalier de Recherche Clinique. [ABSTRACT FROM AUTHOR]

• We explore changes in homogeneity within personal networks using two cross-sectional surveys conducted in 2001 and 2017. • We observe higher homogeneity rates in terms of education, age and family status. • Changes are only partly explained by socio-demographic changes. • Results mostly consistent with those of other studies in Hungary and the USA. This article explores the evolution of homogeneity within personal networks in France over time and across several relational contexts, using two cross-sectional surveys conducted in 2001 (n = 399) and 2017 (n = 663). Personal networks have changed relatively little overall, but with a tendency toward more homogeneity among the most educated, 26–45 and 61−75 year-olds, singles, and childless individuals. Differences in rates of personal network homogeneity are only partly explained by demographic shifts in French society. These findings are mostly consistent with those of other studies in Hungary and the USA. We argue that the effects of rising education levels, the segmentation of social contexts in terms of age, and the transformation of family models – which can be observed in most western countries – reinforce relational spheres characterized by relatively similar lifestyles. [ABSTRACT FROM AUTHOR]

In this paper, the results of a short-term tracing experiment carried out at a beach compartment along the Bay of Nice (southern France) are presented. Nice urban beach is characterized by persistent offshore sediment loss issues that force the local administration to operate frequent artificial replenishments to maintain the current configuration, which also protects the well-renown Promenade des Anglais from high-energy events. As beach refills are quite expensive, the aim of the paper is to provide novel insights about the transport processes of pebble-sized tracers, which might support the Municipality to better adjust future interventions. Pebbles were tracked by means of the Radio Frequency Identification technology, largely used in such settings because of its reliability and efficiency. In addition, the morphology of the beach was monitored during the three-days-long experiment by airborne and ground topographic surveys, as well as the shape and the size of the tracers. Finally, a wave model was produced to simulate wave propagation in the nearshore, which validates the observed transport patterns. The results documented a low recovery rate (56%) 4 h after tracer injection, which is uncharacteristic considering that it jumped to 91% after the second survey, 24 h after the injection. At the end of the experiment (48 h), the recovery rate sank to 14%. These data were adequate to identify a few trends in pebble transport: tracer recovery rate in the swash zone was very low, while many marked pebbles were found at the step crest. Although this transport pattern may corroborate the offshore movement of the sediments, the topographic surveys revealed the destruction and re-formation of the fair-weather berm overnight, which would imply the presence of a shoreward transport under low energy wave conditions. While size did not single out any tendency, shape did: spheres rolled down the beachface earlier than disks; by contrast, disk-shaped pebbles moved for longer distances than spheres. These findings will be useful for local coastal managers because next beach fills will be planned and optimized based on the observed transport patterns. Though the selection of disk-shaped pebbles implies increasing costs, replenishments would be more efficient and fine-tuned for this sector of coast, which would ultimately save resources reducing negative impacts on the environment along the way. These considerations are valid for the Bay of Nice, but they might be useful wherever coarse-clastic beaches need recurring replenishments. [ABSTRACT FROM AUTHOR]

Modeling wildfire activity is crucial for informing science‐based risk management and understanding the spatiotemporal dynamics of fire‐prone ecosystems worldwide. Models help disentangle the relative influences of different factors, understand wildfire predictability, and provide insights into specific events. Here, we develop Firelihood, a two‐component, Bayesian, hierarchically structured, probabilistic model of daily fire activity, which is modeled as the outcome of a marked point process: individual fires are the points (occurrence component), and fire sizes are the marks (size component). The space‐time Poisson model for occurrence is adjusted to gridded fire counts using the integrated nested Laplace approximation (INLA) combined with the stochastic partial differential equation (SPDE) approach. The size model is based on piecewise‐estimated Pareto and generalized Pareto distributions, adjusted with INLA. The Fire Weather Index (FWI) and forest area are the main explanatory variables. Temporal and spatial residuals are included to improve the consistency of the relationship between weather and fire occurrence. The posterior distribution of the Bayesian model provided 1,000 replications of fire activity that were compared with observations at various temporal and spatial scales in Mediterranean France. The number of fires larger than 1 ha across the region was coarsely reproduced at the daily scale, and was more accurately predicted on a weekly basis or longer. The regional weekly total number of larger fires (10–100 ha) was predicted as well, but the accuracy degraded with size, as the model uncertainty increased with event rareness. Local predictions of fire numbers or burned areas also required a longer aggregation period to maintain model accuracy. The estimation of fires larger than 1 ha was also consistent with observations during the extreme fire season of the 2003 unprecedented heat wave, but the model systematically underrepresented large fires and burned areas, which suggests that the FWI does not consistently rate the actual danger of large fire occurrence during heat waves. Firelihood enabled a novel analysis of the stochasticity underlying fire hazard, and offers a variety of applications, including fire hazard predictions for management and projections in the context of climate change. [ABSTRACT FROM AUTHOR]

Background: Developed in 2015, the Victorian Institute for Sport Assessment for Gluteal Tendinopathy (VISA-G) is the first patient-reported outcome measure tool specifically designed to measure the severity of disability associated with greater trochanteric pain syndrome. There is currently no French version of the VISA-G questionnaire.Objective: To translate the VISA-G questionnaire into French (VISA-GF) and to test its psychometric performances.Design: Cross-sectional study, validation study.Setting: Clinics in Liège, Belgium and in France.Patients: Participants with greater trochanteric pain syndrome and control asymptomatic participants.Interventions: Not applicable.Main Outcome Measures: French translation of the VISA-G and psychometric performances of the questionnaire tested using internal consistency, construct validity and test-retest reliability with a 7-day interval.Results: The eight items of the VISA-G questionnaire were translated without any difficulties. The psychometric validation study included 106 participants (median age 53 [58-64] years old, 65 women [61.3%]). The questionnaire discriminates well between pathologic (n = 52) and asymptomatic participants (n = 54). Moreover, we found a good internal consistency and excellent test-retest reliability for the VISA-GF questionnaire. We also confirmed the construct validity and did not find any floor or ceiling effects.Conclusions: The VISA-GF has been shown to be a valid and reliable way to measure the severity of disability associated with greater trochanteric pain syndrome in French-speaking participants. [ABSTRACT FROM AUTHOR]

BACKGROUND: Obesity-hypoventilation syndrome (OHS) is defined as the combination of obesity (body mass index ≥ 30 kg/m²) and daytime arterial hypercapnia (PaCO2 > 45 mm Hg) in the absence of other causes of hypoventilation, and can lead to acute hypercapnic respiratory failure in the ICU. Our objective was to describe the ventilatory management and outcomes of subjects with OHS who were admitted to the ICU for acute hypercapnic respiratory failure. METHODS: We retrospectively built a cohort of subjects with OHS who were admitted for acute hypercapnic respiratory failure in 4 ICUs of the university teaching hospital in Lyon, France, between 2013 and 2017. The main end point was the rate of success of noninvasive ventilation (NIV). Secondary end points were survival from OHS diagnosis to the last follow-up and risk factors for ICU admission and long-term survival. RESULTS: One hundred fifteen subjects with OHS were included. Thirty- seven subjects (32.1%) were admitted to the ICU for acute hypercapnic respiratory failure. Con- gestive heart failure was the leading cause of acute hypercapnic respiratory failure (54%). At ICU admission, pH before NIV use was median (range) 7.26 (7.22-7.31) and ... was 70 (61-76) mm Hg. NIV was used as first-line ventilatory support in 36 subjects (97.2%) and was successful in 33 subjects (91.7%). ICU mortality was low (2.7%). The subjects admitted to the ICU were significantly older and had a lower FEV1 and vital capacity at the time of an OHS diagnosis. The difference in the restricted mean survival time was 663 d in favor of subjects not admitted to the ICU. Multivariate analysis showed that lower vital capacity at an OHS diagnosis was significantly associated with a higher risk of ICU admission. No factor was independently associated with long-term overall mortality in multivariate analysis. CONCLUSIONS: Acute hypercapnic respiratory failure in subjects with OHS was generally responsive to NIV and was frequently associated with congestive heart failure. [ABSTRACT FROM AUTHOR]

BACKGROUND: In a previous study of subjects suspected of having ventilator-associated pneumonia, a rapid susceptibility testing approach by using ETEST (BioMérieux) strips directly applied to bronchoalveolar lavage samples provided valuable information at hour 24. The primary objective of this study was to assess a new direct specimen testing by using an even more-rapid E-test approach (at hour 10), which could promote an early de-escalation of the antimicrobial therapy. METHODS: Twenty-eight subjects with ventilator-associated pneumonia admitted to a medical ICU were prospectively included. In parallel with standard routine methods, E-test strips were directly applied onto agar plates seeded with bronchoalveolar lavage samples and were analyzed after 10 h of incubation. E-test results were used to identify potential drug choices by simulating clinical decision making if the microscopy results had been available at the point of care. These choices were analyzed for concordance with the narrowest adequate antimicrobial therapy according to the Minimum Inhibitory Concentrations (MICs) provided by the reference method (ie, the laboratory routine diagnostic). RESULTS: At hour 10, direct specimen testing was readable in 18 of 28 bronchoalveolar lavage samples (64%). Total agreement between the 10-h direct specimen testing approach and the laboratory routine diagnostic approach was 90%, with a sensitivity of 83% and a specificity of 95%, with 8% major errors and 3% very major errors. The concordance between the 2 tests was very good (kappa = 0.79). If the 10-h E-test results were taken into account, then an early de-escalation strategy would have been possible in 10 of 18 cases (55%) at hour 10. CONCLUSIONS: This rapid susceptibility testing approach provided early (10 h) and valuable information that could lead to an early adjustment of empirical antimicrobial treatment in a ventilator-associated pneumonia setting. [ABSTRACT FROM AUTHOR]

Sinonasal undifferentiated carcinoma (SNUC) is a rare and aggressive disease requiring multimodal treatment, and multiple new entities once included in the spectrum of SNUC, such as SWI/SNF-deficient carcinomas, are emerging. We aimed to provide new data regarding the role of chemotherapy and surgery and the prognostic factors of disease-free survival. This study was based on data from the REFCOR database and included patients with SNUC treated with curative intent from 2007 to 2021 across 22 centres in France. A total of 80 patients were included in the analysis. Among the entire cohort, the 5-year disease-free survival (DFS) and overall survival (OS) rates were 58% and 63%, respectively. Of 100% of the patients treated with irradiation, 29% underwent surgery, 56% neoadjuvant chemotherapy (82% had either a partial or a complete response) and 76% chemoradiotherapy. No treatment modality was associated with a better OS or DFS, including surgery (p = 0.34). There was a trend for a better DFS for the patients treated with chemotherapy (neoadjuvant or concomitant, p = 0.062). Overall survival at 3 years was 58% for SWI/SNF deficient group and 86% for non deficient group (p = 0.14). The locoregional relapse rate without distant metastases was 21% in the exclusive radiotherapy group and 26% in the surgery group. Grade 3 or higher toxicities concerned 9%, 32% and 29% of patients for surgery, radiotherapy and chemotherapy respectively. In the management of localised SNUC among all patients treated with irradiation, surgery yielded no benefit, whereas the addition of chemotherapy tended to improve disease-free survival. [Display omitted] • Confirmed SNUC remain rare head and neck cancers • Surgery does not improve disease free survival nor overall survival compared to exclusive radiotherapy • Neoadjuvant and/or concomitant chemotherapy tends to improve disease-free survival • SWI/SNF-deficient carcinoma tumours tend to have worse prognosis than SWi/SNF non deficient tumours [ABSTRACT FROM AUTHOR]

Although imagining the future is a key skill requirement in education for sustainable development (ESD), it is rarely taught. The French Education Ministry recently included the future in its ESD circulars and geography curriculum. We therefore developed an innovative framework for thinking about the future, featuring several different learning tools. This paper describes how schoolchildren aged 8–12 years imagined the future of the area where they live in an interdisciplinary context (Human‐Environment Observatory) in the course of a 3-year experiment. Our framework allowed them to work on different dimensions of the future and imagine several possible futures. We discuss the need for pupils to handle complexity and uncertainty when working with the future. The ability to project themselves into the future enables pupils/citizens to make sound choices and to form opinions by comparing their own views with those of others. [ABSTRACT FROM AUTHOR]

A research project has been performed to the request of the RAMOGE Executive Secretariat to identify differences between dispersant approval procedures in France and Italy and propose ways to harmonize them. A collaborative study has been conducted by CEDRE (Centre of Documentation, Research and Experimentation on Accidental Water Pollution) and ISPRA (Italian Institute for Environmental Protection and Research) to: a) compare current approval procedures in Italy and France with identification of differences and commonalities; b) carry out toxicity tests using both procedures on two selected dispersants; c) propose a common approach between Italy and France. The results showed that, because of the differences in ecotoxicological tests and in the evaluation criteria used, the outcomes on the same products could be different in Italy and in France. Both tested dispersants met the French requirements for approval (LC 50 ≥ 10 times reference toxicant), while only one dispersant met the Italian approval criterion (EC 50 > 10 mg/L). A possible way of harmonizing the approval procedures could be to increase the number of test organisms in the French procedure, which currently only uses one crustacean species. Furthermore, a common criterion for toxicity assessment should be discussed and agreed. [ABSTRACT FROM AUTHOR]

The article discusses the trajectory of two versions of a poem by French poet Pierre de Ronsard. The poem "Les Estoilles envoyées à Monsieur de Pibrac en Polonne" published by Gabriel Buon in 1575 and a handwritten copy of a poem entitled "Ode des Estoilles au Roy" and conserved in a manuscript by an unnamed author believed to have been published by French printers Jacques and Nicolas Lebé are analyzed.

Entered into force in 2011, the Protocol on Integrated Coastal Zone Management (ICZM) in the Mediterranean is a major innovation in that it is the first supra-State legal instrument aimed at coastal zone management. However, the nature and magnitude of change it is actually generating, or is likely to generate, in domestic coastal zones management systems, are highly uncertain. Investigating such prospects for change in contrasted contexts around the Mediterranean, and therefore providing a critical view of the Protocol as a game-changer, is the aim of this article. Results call for vigilance: the risk is real that the Protocol will not change much and that it will become a paper-protocol only. Ratifying it is – relatively – easy. Avoiding “ratifications of convenience” is more demanding. For various reasons the Protocol is likely to have mostly limited impacts on domestic coastal law development. It probably has more potential in terms of influencing changes in governance processes and increasing the social demand for ICZM. But this potential may only be translated into facts under stringent conditions on political will and good faith from Parties to adopt an ambitious understanding of the Protocol, and on appropriation by civil societies around the Mediterranean. [ABSTRACT FROM AUTHOR]