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International audience; Assessing the sustainability of socio-ecological systems requires understanding the interactions between numerous ecological, economic and social components. Models are often used to investigate how interactions shape system feedbacks and drive the complex dynamics at play in such systems. However, building these models is a non-trivial exercise, which often neglects stakeholder knowledge and perceptions. We adopted a participatory approach that relies on conducting workshops to engage stakeholders into the development of qualitative models of system feedback. This type of participatory qualitative modeling is well suited to address the complexity of socio-ecological systems in a holistic manner, identify key stakes and feedbacks, and predict responses to perturbations. We use this approach to investigate the factors that condition sustainability of the socio-ecological system associated with shellfish aquaculture in the Normand-Breton Gulf in France. Six region-specific workshops were organized with shellfish producers, managers and other stakeholders to identify and describe key components, interactions and pressures that contribute to overall socio-ecological dynamics. Differences and commonalities in system perceptions were identified across the different regions and focus groups. We reconciled stakeholder-specific discrepancies in model structure into a synthetic representation that conciliates alternative views of the system. Next, we predicted how the system might respond to alternative scenarios of change. Overall, our participatory qualitative modeling exercise identified key drivers of the system under study that constitute effective management levers to maintain system sustainability. For instance, low social acceptability of the aquaculture industry generally appears to be a major constraint on the sustainability of shellfish aquaculture in the Normand-Breton Gulf, while reducing rearing density appears to be a key driver of sustainability.

A presente dissertação aborda um estudo relacionado à inclusão de pessoas com deficiência visual ou auditiva em cursos online, gratuitos e oferecidos de forma massiva na internet, denominados de Massive Open Online Courses (MOOC). O objetivo principal é a confecção de um Guia, intitulado Universalizar, com recomendações de acessibilidade baseadas na padronização proposta pelo World Wide Web Consortium (W3C), nas diretrizes do Modelo Eletrônico de Acessibilidade do Governo Federal (eMAG), na legislação brasileira e em Normas Técnicas, possibilitando assim a inclusão da acessibilidade no processo de ensino aprendizagem. Para o atingimento desse objetivo, metodologicamente a pesquisa foi alicerçada numa abordagem de estudo de caso, analisando dados qualitativos, os quais foram coletados junto à Instituições Federais de Ensino Superior (Universidades e Institutos) através da Lei de Acesso à Informação, de análises observacionais do pesquisador e de pesquisa de avaliação do Guia com profissionais relacionados à temática por meio de formulário do Google Forms. A implementação da pesquisa consistiu inicialmente na identificação junto as instituições de ensino sobre a oferta de MOOCs e de requisitos de acessibilidade para pessoas cegas, com baixa visão, surdas ou ensurdecidas. Posteriormente, foi realizado o cadastro nessas plataformas indicadas pelas instituições e a inscrição em ao menos um curso oferecido, visando identificar os recursos disponibilizados para promover a inclusão de pessoas com deficiência. Após essa ação, foi desenvolvida uma Rubrica para avaliação, por parte do pesquisador, de alguns softwares profissionais para edição de vídeos, que podem auxiliar na inclusão dos recursos de acessibilidade. Por fim, foi realizada a confecção do Guia Universalizar e a sua avaliação, de forma anônima, por professores, profissionais da área de acessibilidade e de edição de vídeo. Além disso, foi desenvolvido um site, com o intuito de ampliar a divulgação do Guia e da temática de acessibilidade e agregar informações complementares. Como resultados, cabe destacar que dos 41 institutos federais consultados, 16 oferecem MOOCs e das 63 universidades, apenas 15 disponibilizam cursos online para a sociedade, totalizando 31 plataformas. Dessas, 21 oferecem legendas nos vídeos, 9 oferecem Libras e apenas 6 audiodescrição. Na análise observacional, foi possível constatar que essas legendas oferecidas são na maioria através do recurso de legendagem automática do player do Youtube e o recurso de Libras foi elencado considerando a suíte VLibras. Posteriormente foi realizada uma avaliação de softwares para edição de vídeos através de uma Rubrica previamente estabelecida, sendo que o DaVinci Resolve foi o escolhido para utilização no Guia. A partir desses dados, foi possível desenvolver o Guia Universalizar e um site para divulgação do mesmo, considerando 14 recomendações para a inclusão da acessibilidade nesses cursos, as quais podem ser implementadas pelos próprios docentes durante a confecção do curso ou com apoio de profissionais de áreas específicas, como audiodescritores, intérprete de Libras ou videomakers. Por fim, foi realizada uma avaliação do Guia Universalizar, através de questionário enviado a esses profissionais, visando mensurar a importância da aplicação dos recursos propostos e a qualidade do Guia. This dissertation addresses a study related to the inclusion of people with visual or hearing impairment in online courses, free and offered massively on the internet, called Massive Open Online Courses (MOOC). The main objective is the creation of a Guide, entitled Universalize, with accessibility recommendations based on the standardization proposed by the World Wide Web Consortium (W3C), on the guidelines of the Federal Government's Electronic Accessibility Model (eMAG), on Brazilian legislation and on Standards Techniques, thus enabling the inclusion of accessibility in the teaching-learning process. To achieve this goal, the research was methodologically based on a case study approach, analyzing qualitative data, which were collected from Federal Institutions of Higher Education (Universities and Institutes) through the Access to Information Law, of observational analyzes of the researcher and evaluation survey of the Guide with professionals related to the subject through a Google Forms form. The implementation of the research initially consisted of identifying with educational institutions about the offer of MOOCs and accessibility requirements for blind, low vision, deaf or deaf people. Subsequently, registration was carried out on these platforms indicated by the institutions and enrollment in at least one course offered, in order to identify the resources available to promote the inclusion of people with disabilities. After this action, a Rubric was developed for the researcher to evaluate some professional software for video editing, which can help in the inclusion of accessibility features. Finally, the Universalizar Guide was prepared and evaluated, anonymously, by teachers, professionals in the area of accessibility and video editing. In addition, a website was developed in order to expand the dissemination of the Guide and the theme of accessibility and add additional information. As a result, it is worth noting that of the 41 federal institutes consulted, 16 offer MOOCs and of the 63 universities, only 15 provide online courses for society, totaling 31 platforms. Of these, 21 offer subtitles on videos, 9 offer Libras and only 6 offer audio description. In the observational analysis, it was possible to verify that these subtitles offered are mostly through the automatic subtitling feature of the Youtube player and the Libras feature was listed considering the VLibras suite. Subsequently, an evaluation of video editing software was carried out through a previously established Rubric, and DaVinci Resolve was chosen for use in the Guide. Based on these data, it was possible to develop the Universalize Guide and a website for its dissemination, considering 14 recommendations for the inclusion of accessibility in these courses, which can be implemented by the teachers themselves during the preparation of the course or with the support of professionals in the fields. specific, such as audio describers, Libras interpreters or videographers. Finally, an evaluation of the Universalizar Guide was carried out, through a questionnaire sent to these professionals, in order to measure the importance of applying the proposed resources and the quality of the Guide.

International audience; An alternative to the use of synthetic pesticides and antibiotics in agriculture is to spray local plants extracts, in aqueous or essential oil form. To this end, the Knomana knowledge base [1] compiles various knowledge sets on plant use such as the 42000 descriptions of pesticidal plant uses for plant, animal, and public health presented in the literature. As the One Health approach dictates to be aware of the additional uses of these pesticidal plants to prevent their unintended effects on the animal, the human, and their environment, the challenge for the domain experts (e.g. entomologist, pathologist) is thus to identify the pesticidal plants in Knomana considering the One Health approach.With the aim to present knowledge to the expert using a compact and comprehensive formalism, in [2], we computed the Duquenne-Guigues basis (DGB) of implications on an excerpt of Knomana, in which each plant is described using its taxonomy (i.e. species, genus, and family), to be consumed as food, and to be used in medical care. The DGB method is based on Formal Concept Analysis (FCA) and provides a cardinality-minimal set of non-redundant implications. By considering a reduced knowledge set, this work identifed 3 types of knowledge elements in the implications: knowledge on plant use at diverse taxonomy levels (e.g. Plants from Meliaceae family are not consumed as food), plant taxonomy (e.g. A plant from Salvia genus is from Lamiaceae family), and side effect of the knowledge set, e.g. a plant from the Piperaceae family is from the genus Piper. This latter illustration is not in accordance with taxonomic referential and thus informs on the extend of knowledge inserted in Knomana. Moreover, as plant taxonomy is known by the experts, removing it from the implications eases their reading but makes it tacit knowledge.Implementing this method to select pesticidal plants requires to consider Knomana as a multidimensional (ternary) dataset, and thus to use the extension of FCA devoted to this kind of knowledge discovery, i.e. Relational Concept Analysis (RCA). Therefore, computing the DGB of implications based on RCA provides linked set of implications which includes the existential quantifer. Converting this formulation as practical expression is a need for the domain experts.This poster describes the product line that formulates Knomana knowledge on pesticidal plants as implications, from which the implicit knowledge elements were removed and the side effects are highlighted to alert the expert. This product line was developed using the library fca4j from Cogui software (http://www.lirmm.fr/cogui/), that provides the RCA based DGB of implications, and using a post-process which differentiates the 3 types of knowledge elements within the implications. As an illustration, this poster presents the implications on Spodoptera frugiperda, a highly polyphagous insect that is close to invade South of Europe. The perspective of this work is to identify pesticidal European plants species that share chemical components similarities with plants used to control this pest in its native area.

La perception de la parole est multi sensorielle, dynamique et prédictive. Lorsque disponibles, les informations visuelles articulatoires permettent à l’auditeur ou l’auditrice de désambiguïser le signal acoustique de parole et, de là, facilitent la compréhension du message linguistique perçu. Le code orthographique, quant à lui, est un deuxième code visuel artificiel qui se traduit par ses aspects figés non prédictifs et une relation arbitraire avec le signal acoustique de parole. Cette étude en électroencéphalographie a pour objectif d’explorer l’influence d’indices visuels, articulatoires et orthographiques, sur les mécanismes d’intégration audiovisuelle. En inscrivant les mouvements articulatoires dans un contexte figé et non dynamique proche du code orthographique, nous avons cherché à comparer l’influence possible de ces deux types d’indices visuels lors de la perception de mots parlés lors de deux tâches de décision phonémique (DP) et de décision lexicale (DL). Nous nous sommes intéressés à l’étude des potentiels évoqués auditifs, et notamment du complexe N1/P2. Aucune intégration audiovisuelle n’a été observée pour la composante N1. Concernant la composante P2, un phénomène de supra-additivité a pu être observé. Ces résultats se rapprochent de ceux obtenus lors d’études de situations d’intégration audiovisuelle d’évènements non vocaux et non prédictibles. D’un point de vue comportemental, pour les deux tâches, une baisse des pourcentages de réponses correctes a été observée dans le cas d’une incongruence entre signal acoustique et signal visuel orthographique. De plus, lors de la seule tâche de DP, une telle influence de la congruence audiovisuelle sur les temps de réponse a également été observée lors de la présentation de stimuli orthographiques. Cette étude souligne indirectement l’importance des aspects prédictifs et dynamiques de la parole dans les mécanismes d’intégration audio-visuo-labiale. Les données comportementales permettent néanmoins d’observer une influence des seuls stimuli orthographiques sur la perception auditive et suggèrent une possible intégration audio-visuo-orthographique plus tardive.

In urban and peri-urban areas in West Africa, the cabbage Brassica oleracea L. (Brassicaceae) is protected using repeated high doses of synthetic insecticides. After a brief description of available IPM components, this paper presents a literature review focused on the botanical extracts that have been experimented with at the laboratory or in the field in West Africa against major cabbage pests. The literature reviewed mentions 19 plant species from 12 families used for cabbage protection in the subregion. The species most used are Azadirachta indica, Capsicum frutescens, Ocimum gratissimum and Ricinus communis. An overview of the world literature showed that a total of 13 plant species belonging to 8 families used to control cabbage pests are reported from the rest of Africa, and 140 plant species belonging to 43 families from the rest of the world. The most commonly used and tested plant species against insect pests in the three geographical areas considered is A. indica.