Search

Cet article est la réflexion commune de quatre « jeunes chercheurs » sur les pratiques d’évaluation de la recherche interdisciplinaire. Nous souhaitons comprendre comment qualifier des registres d’interdisciplinarité afin d’accroître leur transparence méthodologique. Nous proposons tout d’abord un état des lieux des modes d’objectivation de l’interdisciplinarité. Puis nous insistons sur le caractère continuellement inédit de la construction des objets interdisciplinaires, appelant la création de catégories d’évaluation dynamiques. Nous proposons enfin une boussole à cinq axes afin d’orienter l’évaluation des pratiques interdisciplinaires sur l’interface natures/sciences/sociétés : dynamique temporelle de l’interdisciplinarité, distance disciplinaire des différents corpus, dimension collective de la recherche, formes d’engagement dans le débat public et portée extra-académique.

A partner's competence should logically favor cooperative learning. However, research in cooperative learning has shown that a partner's competence may or may not activate a threatening social comparison and yields dual effects: It is beneficial when students work on complementary information while it is detrimental when students work on identical information. Two studies conducted at elementary school (study 1 with 24 fourth graders working on encyclopedic texts, and study 2 with 28 fifth graders working on argumentative texts) replicated that interaction: Information distribution (complementary vs. identical information) moderated the relationship between partner's competence and pupils' learning outcomes. The relation between partner's competence and students' performances was positive when working on complementary information, but negative when working on identical information. A third study confirmed that working on identical information led to a competitive social comparison whereas complementary information reinforced the pupils' cooperation perception. Contributions to cooperative learning research are discussed in terms of the competitive comparisons that may arise during cooperative learning at elementary school.

Abstract This work investigates how the surface textures and morphology of pyroxene grains evolve during their source‐to‐sink history. This study applies to detrital clinopyroxenes concentrated in coastal dune sands of the Gulf of Mexico which were sourced in the Trans Mexican Volcanic Belt then transported and deposited in environments subject to limited chemical weathering. The composition and morphology of the pyroxenes was characterised using single‐grain geochemical analysis and surface texture imagery with a novel approach based on the compactness property to assess the shape of minerals. This reveals heterogenous diopside‐augite populations, displaying mineral morphologies dominantly controlled by impact breakage along cleavages, little physical abrasion along their edges and with limited evidence for chemical weathering. Mechanical surface textures dominate over mechanical/chemical and chemical surface textures. These mechanical surface textures are preserved primarily as flat cleavage surfaces and rounded edges inherited from fluvial‐intertidal and aeolian transport, respectively. Mechanically/chemically induced surface textures are preserved as elongated depressions. Chemical surface textures are sparse and mostly represented by mammillated textures that suggest local dissolution under subaqueous conditions. The scarcity of chemical surface textures is attributed to frequent fragmentation of the clinopyroxenes along cleavages and limited chemical weathering during transport of the observed populations. Clinopyroxene grains in the coastal dune sands primarily retain surface characteristics from fluvial transport. Although the breakage of minerals along cleavages can obscure their original morphology under a weathering‐limited erosion regime, this study shows how surface textures and morphology of pyroxene grains is used to determine episodes of transport and deposition close to volcanic environments. The use of the compactness property as a shape descriptor measurement of particles provides an alternative approach to observe how clinopyroxene remains unaltered despite the high energy conditions of the coastal area.

"Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce. The goal of the present research is to test the hypothesis that a jigsaw intervention would yield a meaningful effect size (d = 0.40) on learning outcomes, in 5 randomized experiments conducted among sixth-graders. The jigsaw intervention was compared to an "individualistic" (N[subscript Exp 1]= 252; N[subscript Exp 2] = 313) or a "teaching as usual" (N[subscript Exp 3A] = 110; N[subscript Exp 3B] = 74; N[subscript Exp 3C] = 101) approach on the same pedagogical content. Across the 5 experiments, we did not find empirical support for this hypothesis. Internal meta-analytic estimates (ES = 0.00, 95% CI [-0.10, 0.09]) showed that, overall, the jigsaw intervention did not produce the expected positive effects on learning. The reasons why jigsaw classrooms may not always prove beneficial for learning are discussed.

Abstract The past ∼200 million years of Earth's geomagnetic field behavior have been recorded within oceanic basalts, many of which are only accessible via scientific ocean drilling. Obtaining the best possible paleomagnetic measurements from such valuable samples requires an a priori understanding of their magnetic mineralogies when choosing the most appropriate protocol for stepwise demagnetization experiments (either alternating field or thermal). Here, we present a quick, and non‐destructive method that utilizes the amplitude‐dependence of magnetic susceptibility to screen submarine basalts prior to choosing a demagnetization protocol, whenever conducting a pilot study or other detailed rock‐magnetic characterization is not possible. We demonstrate this method using samples acquired during International Ocean Discovery Program Expedition 391. Our approach is rooted in the observation that amplitude‐dependent magnetic susceptibility is observed in basalt samples whose dominant magnetic carrier is multidomain titanomagnetite (∼TM60–65, (Ti0.60–0.65Fe0.35–0.40)Fe2O4). Samples with low Ti contents within titanomagnetite or samples that have experienced a high degree of oxidative weathering do not display appreciable amplitude dependence. Due to their low Curie temperatures, basalts that possess amplitude‐dependence should ideally be demagnetized either using alternating fields or via finely‐spaced thermal demagnetization heating steps below 300°C. Our screening method can enhance the success rate of paleomagnetic studies of oceanic basalt samples.

Background: Allergy immunotherapy (AIT) can be administered as subcutaneous immunotherapy (SCIT) injections in the clinic or as sublingual immunotherapy (SLIT) tablets at home after initiation under medical supervision. To achieve long-term, sustained effects, a 3-year treatment duration is recommended. Objective: Our aim was to assess the association of AIT (SCIT and SLIT tablets) with long-term health care resource use (HRU) and costs in subjects with allergic rhinitis. Methods: REACT was a retrospective propensity score–matched cohort study using claims data from a German health insurance database (2007-2017), with up to 9 years of follow-up after AIT initiation. HRU and costs were evaluated for hospitalizations, ambulatory care visits, and prescriptions, in subjects who received AIT versus in matched controls with allergic rhinitis who had not received AIT, as well as for SCIT and SLIT tablets. Results: Across all 9 years, the subjects who received AIT had a significantly lower incidence of hospitalization than the controls did. Generally, proportions of subjects with ambulatory care visits and hospitalizations were lower, and length of hospitalization was shorter, for those receiving SLIT tablets than those who received SCIT. Total costs were significantly higher with AIT versus for the controls during the treatment period (years 1 to 3), driven by prescriptions and ambulatory care visits, but they were lower in years 4 to 9. During years 1 to 3, prescription costs were generally higher for SLIT tablets than for SCIT, whereas ambulatory care costs were numerically lower. In most years, hospitalization costs were numerically lower for SLIT tablets than for SCIT. Conclusion: Initial higher HRU and costs of AIT during the expected treatment period are offset in the long term. At-home administration of SLIT tablets may further reduce ambulatory care costs.

The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers' inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers' ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

Interdependence, a mutual dependence between entities, is a key concept to understand interactions occurring in social and natural environments. We argue that understanding social and natural phenomena in terms of interdependence could predict children's pro-environmental behaviors (PEBs). The existing literature reveals a lack of studies promoting PEBs among children. We first reviewed the literature on interdependence to demonstrate why it is a theoretically viable construct to foster PEBs in children. Second, we identified a lack of instruments to measure children's preference for explanations in terms of interdependence. Thus, in study 1, we developed and administered a 9-item vignette-based scale combining pictures and everyday situations with various explanations, the Preference for Explanations in Terms of Interdependence scale—PETI to 351 Swiss pupils (10-12 years old). Exploratory factor analysis revealed a one-dimensional structure. Analyses showed satisfying nomological and predictive validity (on self-reported behaviors). Study 2 (N = 96) was conducted at recreational areas and aimed at extending the predictive validity of the PETI scale to actual behaviors. Contrary to our expectations, results revealed no direct effect of the PETI score, but a significant main effect of age, and a significant interaction effect between PETI and age showing that PETI was more positively associated to PEBs for older (10-13 years old) than for younger (6-9 years old) children. Reliability analyses suggested that the PETI scale is better suited for children aged 10 and over. We discuss the utility of the PETI scale in studying the relationship between children's understanding of interdependence and the endorsement of PEBs.

IntroductionThe inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teaching in context of high diversity. This research-action aims to enhance students’ status among their peers and promote equal-status participation in academic activities in such classes. The research perspective focuses on valuing diversity within classes and emphasizing students’ linguistic competence through cooperative activities.MethodsThe tested inclusive program places value on linguistic diversity and proposes multilingual cooperative activities that involve students’ family languages and require the contributions of all students. The research was conducted over the course of a school year, involving 3rd-4th grade students. It compared the evolution students’ status among peers (being chosen as a groupmate for play and work) from the beginning to the end of the school year in four classes with the inclusive program (N = 77) and four control classes without the inclusive program (N = 62).ResultsThe results indicated expected changes in status: status increased in classes with the inclusive program, while it decreased in classes without the program. Moreover, the intervention specifically supported the status of vulnerable pupils. In classes with the inclusive program, students with initially low status experienced the greatest improvement, whereas in control classes, there was no correlation between initial status and changes in status. At the beginning of the school year, across all classes, students with low status participated passively, experiencing higher levels of exclusion and displaying more discrete behavior, highlighting potential initial status-problems issues. This pattern persisted in control classes without the inclusive program, where low-status students were more likely to remain passive, while initially high- status students were more likely to become leaders. In contrast, with the inclusive program, the relationship between status and participation diminished by the end of the year.DiscussionThese findings suggest that the inclusive program contributed to reducing status-related problems and promoting more equal-status participation.

Abstract Background We propose a new approach for designing personalized treatment for colorectal cancer (CRC) patients, by combining ex vivo organoid efficacy testing with mathematical modeling of the results. Methods The validated phenotypic approach called Therapeutically Guided Multidrug Optimization (TGMO) was used to identify four low-dose synergistic optimized drug combinations (ODC) in 3D human CRC models of cells that are either sensitive or resistant to first-line CRC chemotherapy (FOLFOXIRI). Our findings were obtained using second order linear regression and adaptive lasso. Results The activity of all ODCs was validated on patient-derived organoids (PDO) from cases with either primary or metastatic CRC. The CRC material was molecularly characterized using whole-exome sequencing and RNAseq. In PDO from patients with liver metastases (stage IV) identified as CMS4/CRIS-A, our ODCs consisting of regorafenib [1 mM], vemurafenib [11 mM], palbociclib [1 mM] and lapatinib [0.5 mM] inhibited cell viability up to 88%, which significantly outperforms FOLFOXIRI administered at clinical doses. Furthermore, we identified patient-specific TGMO-based ODCs that outperform the efficacy of the current chemotherapy standard of care, FOLFOXIRI. Conclusions Our approach allows the optimization of patient-tailored synergistic multi-drug combinations within a clinically relevant timeframe. Graphical Abstract

Alveolar echinococcosis (AE) is caused by infection with the fox tapeworm E. multilocularis. The disease affects humans, dogs, captive monkeys, and other mammals, and it is caused by the metacestode stage of the parasite growing invasively in the liver. The current drug treatment is based on non-parasiticidal benzimidazoles. Thus, they are only limitedly curative and can cause severe side effects. Therefore, novel and improved treatment options for AE are needed.Mefloquine (MEF), an antimalarial agent, was previously shown to be effective against E. multilocularis in vitro and in experimentally infected mice. However, MEF is not parasiticidal and needs improvement for successful treatment of patients, and it can induce strong neuropsychiatric side-effects. In this study, the structure-activity relationship and mode of action of MEF was investigated by comparative analysis of 14 MEF derivatives. None of them showed higher activity against E. multilocularis metacestodes compared to MEF, but four compounds caused limited damage. In order to identify molecular targets of MEF and effective derivatives, differential affinity chromatography combined with mass spectrometry was performed with two effective compounds (MEF, MEF-3) and two ineffective compounds (MEF-13, MEF-22). 1′681 proteins were identified that bound specifically to MEF or derivatives. 216 proteins were identified as binding only to MEF and MEF-3. GO term enrichment analysis of these proteins and functional grouping of the 25 most abundant MEF and MEF-3 specific binding proteins revealed the key processes energy metabolism and cellular transport and structure, as well as stress responses and nucleic acid binding to be involved. The previously described ferritin was confirmed as an exclusively MEF-binding protein that could be relevant for its efficacy against E. multilocularis. The here identified potential targets of MEF will be further investigated in the future for a clear understanding of the pleiotropic effects of MEF, and improved therapeutic options against AE.