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L’apprentissage expérientiel est une approche qui vise à utiliser les notions apprises dans le cadre d’un cours et à les appliquer à des situations réelles. Cette approche est pertinente pour les formations professionnalisantes puisqu’elle permet le développement de savoirs professionnels. Dans le contexte de la pandémie de COVID-19, plusieurs universités choisissent de miser sur l’enseignement à distance. Cet article fait état d’une modalité d’apprentissage expérientiel dans le cadre d’un cours de formation initiale en psychoéducation et de la façon dont la vidéoconférence sera utilisée dans la transition à distance imposée par le contexte de la pandémie., Experiential learning is the application of academic content to real-world experiences. This strategy is relevant in the context of professional training since it allows the development of professional skills. In the context of the COVID-19 pandemic, many universities have chosen to offer distance learning. This article presents an experiential learning strategy offered in an undergraduate course in psychoeducation and how videoconferencing will be used in the distance learning imposed by the pandemic context.

L’apprentissage expérientiel est une approche qui vise à utiliser les notions apprises dans le cadre d’un cours et à les appliquer à des situations réelles. Cette approche est pertinente pour les formations professionnalisantes puisqu’elle permet le développement de savoirs professionnels. Dans le contexte de la pandémie de COVID-19, plusieurs universités choisissent de miser sur l’enseignement à distance. Cet article fait état d’une modalité d’apprentissage expérientiel dans le cadre d’un cours de formation initiale en psychoéducation et de la façon dont la vidéoconférence sera utilisée dans la transition à distance imposée par le contexte de la pandémie., Experiential learning is the application of academic content to real-world experiences. This strategy is relevant in the context of professional training since it allows the development of professional skills. In the context of the COVID-19 pandemic, many universities have chosen to offer distance learning. This article presents an experiential learning strategy offered in an undergraduate course in psychoeducation and how videoconferencing will be used in the distance learning imposed by the pandemic context.

Managing students’ externalizing behaviors is an essential but difficult and stressful task for many teachers. As a result, some teachers use ineffective intervention strategies, which end up exacerbating externalizing behaviors. This paper considers the theoretical model of behavioral cusps as an avenue to support teachers in the management of students’ externalizing behaviors. This model helps identify what behavioral modifications to prioritize, guiding teachers’ interventions and maximizing the cost-benefits of the strategies used. Finally, this paper will discuss the educational implications of deploying this theoretical model of intervention in brief in-service teacher training, while considering the resources that are generally available in pedagogical environments.

Most genome-wide methylation studies (EWAS) of multifactorial disease traits use targetedarrays or enrichment methodologies preferentially covering CpG-dense regions, tocharacterize sufficiently large samples. To overcome this limitation, we present here a newcustomizable, cost-effective approach, methylC-capture sequencing (MCC-Seq), forsequencing functional methylomes, while simultaneously providing genetic variationinformation. To illustrate MCC-Seq, we use whole-genome bisulfite sequencing on adiposetissue (AT) samples and public databases to design AT-specific panels. We establish itsefficiency for high-density interrogation of methylome variability by systematic comparisonswith other approaches and demonstrate its applicability by identifying novel methylationvariation within enhancers strongly correlated to plasma triglyceride and HDL-cholesterol,including atCD36. Our more comprehensive AT panel assesses tissue methylation andgenotypes in parallel atB4 andB3 M sites, respectively. Our study demonstrates thatMCC-Seq provides comparable accuracy to alternative approaches but enables more efficientcataloguing of functional and disease-relevant epigenetic and genetic variants for large-scale EWAS.

Mature adipocytes have been recently shown to reverse their phenotype into fibroblast-like cells in vitro through a technique called ceiling culture. Mature adipocytes can also be isolated from fresh adipose tissue for depot-specific characterization of their function and metabolic properties. Here, we describe a well-established protocol to isolate mature adipocytes from adipose tissues using collagenase digestion, and subsequent steps to perform ceiling cultures. Briefly, adipose tissues are incubated in a Krebs-Ringer-Henseleit buffer containing collagenase to disrupt tissue matrix. Floating mature adipocytes are collected on the top surface of the buffer. Mature cells are plated in a T25-flask completely filled with media and incubated up-side down for a week. An alternative 6-well plate culture approach allows the characterization of adipocytes undergoing dedifferentiation. Adipocyte morphology drastically changes over time of culture. Immunofluorescence can be easily performed on slides cultivated in 6-well plate as demonstrated 65 by FABP4 immunofluorescence staining. FABP4 protein is present in mature adipocytes but down-regulated through dedifferentiation of fat cells. Mature adipocyte dedifferentiation may represent a new avenue for cell therapy and tissue engineering.

Objective. To characterize changes in gene expression profile during human mature adipocyte dedifferentiation in ceiling culture. Methods. Subcutaneous (SC) and omental (OM) adipose tissue samples were obtained from 4 participants paired for age and BMI. Isolated adipocytes were dedifferentiated in ceiling culture. Gene expression analysis at days 0, 4, 7, and 12 of the cultures was performed using Affymetrix Human Gene 2.0 STvi arrays. Hierarchical clustering according to similarity of expression changes was used to identify overrepresented functions. Results. Four clusters gathered genes with similar expression between day 4 to day 7 but decreasing expression from day 7 to day 12. Most of these genes coded for proteins involved in adipocyte functions (LIPE, PLIN1, DGAT2, PNPLA2, ADIPOQ, CEBPA, LPL, FABP4, SCD, INSR, and LEP). Expression of several genes coding for proteins implicated in cellular proliferation and growth or cell cycle increased significantly from day 7 to day 12 (WNT5A, KITLG, and FGF5). Genes coding for extracellular matrix proteins were differentially expressed between days 0, 4, 7, and 12 (COL1A1, COL1A2, and COL6A3, MMP1, and TGFB1). Conclusion. Dedifferentiation is associated with downregulation of transcripts encoding proteins involved in mature adipocyte functions and upregulation of genes involved in matrix remodeling, cellular development, and cell cycle.

Les stratégies punitives sont utilisées par plusieurs enseignants pour réduire les comportements extériorisés chez les élèves. Cet article décrit, à l’aide d’un modèle transactionnel, comment ces stratégies affectent les interactions entre l’enseignant et l’élève qui présente des problèmes de comportements extériorisés. L’utilisation de ces stratégies est susceptible de maintenir, voire d’exacerber les problèmes de comportement, en plus d’entrainer un cycle d’échec scolaire, tout en favorisant une augmentation des situations conflictuelles avec l’élève et l’augmentation des risques pour l’enseignant de développer de l’épuisement professionnel. La dernière section de cet article présentera certaines pistes de solutions, dont la formation continue, afin de prévenir les situations conflictuelles et l’utilisation chez les enseignants de stratégies punitives., Review of the transactional effect of punitive strategies mobilized by the teacher for students with externalizing behavior problems Punitive strategies are used by many teachers to reduce externalizing behaviors in students. This paper describes, using a transactional model, how these strategies affect the interactions between the teacher and student with externalizing behavior problems. The use of these strategies is likely to maintain or even exacerbate behavioral problems, in addition to leading to school failure, while contributing to an increase in conflict situations with the student and an increase risk for teachers to develop burnout. The last section of this article will present solutions, including continuing education, to prevent conflicts and teachers’ use of punitive strategies.