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347 Research products

  • COVID-19
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  • Hal-Diderot

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Renaud, Juliette;

    The results of French students in national and international assessments highlight their difficulties in reading documentaries at the end of elementary school (9-11 years old). We sought to improve teaching practices in this area. While the PIRLS 2016 international survey provided its conclusions regarding the skills that French students were particularly lacking in reading and understanding documentaries, we defined our intentions: to make up for a teaching deficit due to the difficulty in defining the strategies to be taught, but also to compensate for social inequalities by teaching all students what the most advantaged among them build in their families. To do this, we had several possibilities: to transmit knowledge to teachers in order to modify their practices or, conversely, to modify their practices in order to influence their knowledge. Following Goigoux and Cèbe, we opted for the second solution. Based on the results of the research, we chose to design a device for teaching digital document reading by testing the continuous design approach in the use adapted by these researchers by designing a didactic tool, #LectureDoc, for cycle 3. In our doctoral research, we wanted to know if their approach would allow us to carry out our project successfully. Consequently, we asked ourselves three questions: - In what way is the first step of the Continuous Design in Use approach developed by Goigoux and Cèbe valid for designing a first prototype? - How can we make up for the weakness of the second stage of continuous design in use and refine the methodology for processing user feedback to improve the tool? - To what extent does the completion of the third stage of the continuous design in use approach allow us to test the effectiveness of our tool? In order to answer these questions, we have retraced the anamnesis of each of the steps of the continuous design in use of #LectureDoc. Empirical study 1 highlights the need to use literature reviews in three areas of knowledge to design a first prototype of the tool. They did not, however, exempt us from the need to resort to additional studies to achieve this. Empirical study 2 proposes a methodological contribution concerning indicators of usefulness, usability and acceptability to help improve each of the two prototypes tested and co-designed with volunteer teachers. Empirical study 3, disrupted by the Covid 19 epidemic, did not allow us to test the effects of our tool on students. However, our test, LDN v3, is a contribution. We conclude our research work, mixing didactics and design ergonomics, by likening it to a current of design didactics.; Les résultats des élèves français aux évaluations nationales et internationales mettent en évidence leurs difficultés à lire des documentaires en fin d’école élémentaire (9-11 ans). Nous avons cherché à améliorer les pratiques enseignantes dans ce domaine. Tandis que l’enquête internationale PIRLS 2016 livrait ses conclusions quant aux compétences qui faisaient particulièrement défaut aux élèves français pour lire et comprendre les documentaires, nous avons défini nos intentions : suppléer à un déficit d'enseignement en raison de la difficulté à définir les stratégies à enseigner, mais aussi, compenser les inégalités sociales en enseignant à tous les élèves ce que les plus favorisés d’entre eux construisent dans leur famille. Pour cela, nous avions plusieurs possibilités : transmettre des connaissances aux enseignants pour modifier leurs pratiques ou, à l’inverse, modifier leurs pratiques pour infléchir leurs connaissances. À la suite de Goigoux et Cèbe, nous avons opté pour la seconde solution. Nous avons choisi, en nous appuyant sur les résultats de la recherche, de concevoir un dispositif d’enseignement de la lecture documentaire numérique en mettant à l’épreuve la démarche de conception continuée dans l’usage adaptée par ces chercheurs en concevant un outil didactique, #LectureDoc, pour le cycle 3. Dans notre recherche doctorale, nous avons voulu savoir si leur démarche nous permettrait de mener notre projet à bien. Par conséquent, nous nous sommes posée trois questions : - En quoi la première étape de la démarche de conception continuée dans l’usage développée par Goigoux et Cèbe est-elle valide pour concevoir un premier prototype ? - Comment suppléer à la faiblesse de la deuxième étape de la conception continuée dans l’usage et affiner la méthodologie de traitement des retours des utilisateurs pour améliorer l’outil ? - Dans quelle mesure la réalisation de la troisième étape de la démarche de conception continuée dans l’usage permet-elle de tester l’efficacité de notre outil ? Afin de répondre à ces questions, nous avons retracé l’anamnèse de chacune des étapes de conception continuée dans l’usage de #LectureDoc. L’étude empirique 1 met en évidence la nécessité de recourir à des revues de littérature dans trois domaines de connaissances pour concevoir un premier prototype de l’outil. Elles ne nous ont cependant pas exonérée de recourir à des études complémentaires pour y parvenir. L’étude empirique 2 propose un apport méthodologique concernant des indicateurs d’utilité, d’utilisabilité et d’acceptabilité pour aider à l’amélioration de chacun des deux prototypes testés et co-conçus avec des enseignants volontaires. L’étude empirique 3, perturbée par l’épidémie de Covid 19, ne nous a pas permis de tester les effets de notre outil sur les élèves. Toutefois, notre test, LDN v3, constitue un apport. Nous concluons notre travail de recherche, mêlant didactique et ergonomie de conception, en l’apparentant à un courant de didactique de conception.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Hyper Article en Lig...arrow_drop_down
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    Hyper Article en Ligne
    Other literature type . 2021
    HAL Clermont Université
    Doctoral thesis . 2020
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Berger, Y.; Miguel, Eve;

    Si toute l'attention est actuellement focalisée sur la Chine pour déterminer le point de départ de la pandémie de Covid-19, l'Afrique a beaucoup à dire - et à faire - en matière de gestion des maladies infectieuses d'origine animale. Une jeune chercheuse de l'IRD, Eve Miguel, porte un projet ambitieux pour faire collaborer ensemble sciences vétérinaires, sociologie et écologie au Zimbabwe. Dans ce pays possédant l'un des écosystèmes les plus riches du continent africain, les épidémies bovines érodent la santé et l'économie depuis près de vingt ans. Alors la chercheuse veut comprendre comment se transmettent les infections, dans un milieu où se côtoient sans cesse faune sauvage et faune domestique. Un véritable laboratoire de la biodiversité, influencé par la présence humaine...

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Horizon / Pleins tex...arrow_drop_down
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    Other literature type . 2020
    Hal-Diderot
    Article . 2020
    Data sources: Hal-Diderot
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Horizon / Pleins textes
      Other literature type . 2020
      Hal-Diderot
      Article . 2020
      Data sources: Hal-Diderot
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Mazuy, Magali; La Rochebrochard, Elise de; Becquet, Valentine; Rozée, Virginie;

    International audience

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ HAL-Insermarrow_drop_down
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    HAL-Inserm
    Other literature type . 2020
    Data sources: HAL-Inserm
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Archined
    Article . 2020
    License: CC BY ND
    Data sources: Archined
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Pison, Gilles; Meslé, France;

    International audience; Depuis le début de l'épidémie de Covid-19, l'avalanche d'informations sur le nombre des morts laisse une impression contradictoire : ils seraient comptés jour après jour mais gravement sous-estimés. Comment donc s'y prend-on en France pour décompter les morts, et que valent les chiffres ? Nous décrirons ici le mode de comptage par temps calme pour comprendre comment il a dû s'adapter dans la tempête que constitue l'épidémie de Covid-19, mais aussi à la suite des autres épidémies et catastrophes survenues depuis vingt ans, comme la canicule de 2003, les attentats de Paris en 2015 ou les grippes meurtrières des derniers hivers.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Archinedarrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Archined
    Article . 2020
    License: CC BY ND
    Data sources: Archined
    Hyper Article en Ligne
    Other literature type . 2020
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Archinedarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Archined
      Article . 2020
      License: CC BY ND
      Data sources: Archined
      Hyper Article en Ligne
      Other literature type . 2020
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Pavan, Vincent;

    Dénoncer la fausse science épidémiologique : réquisitoire contre l'article "Estimating the burden of SARS-CoV-2 in France" : 17 chercheurs de 10 instituts ne comprennent ni les probabilités ni les mathématiques et inventent l'équation générale de la vérité qu'ils résolvent en double aveugle avant d'en maquiller piteusement la présentation et de se suicider sur la théorie du R 0

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Hyper Article en Lig...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Hyper Article en Ligne
    Other literature type . 2020
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    Authors: Stennett, J.; Traverson, L.; Hou, R.; Ridde, Valéry;
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Horizon / Pleins tex...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Horizon / Pleins textes
    Other literature type . 2021
    Hyper Article en Ligne
    Other literature type . 2021
    Hal-Diderot
    Article . 2021
    Data sources: Hal-Diderot
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Horizon / Pleins tex...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Horizon / Pleins textes
      Other literature type . 2021
      Hyper Article en Ligne
      Other literature type . 2021
      Hal-Diderot
      Article . 2021
      Data sources: Hal-Diderot
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Lattes, Jean-Michel;

    National audience; Le Coronavirus a entrainé la modification du droit du travail pour faciliter la gestion des relations sociales dans ce contexte si particulier. Depuis 1995, le joueur de Rugby est un salarié comme les autres... ou presque... Le professionnalisme mis en place par l'International Rugby Board (IRB) permet désormais de lui appliquer le Code du travail.Le chômage partiel comme la négociation à la baisse des salaires constituent deux exemples d'application de dispositifs sociaux aux joueurs et aux Staffs du Top 14 et de la Pro D2.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Toulouse 1 Capitole ...arrow_drop_down
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    Authors: Bauer, Alain; Dachez, Roger;

    International audience

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Oskar Bordeauxarrow_drop_down
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    Oskar Bordeaux
    Book . 2020
    Data sources: Oskar Bordeaux
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    Authors: Dassy, Inès;

    Les troubles cognitifs sont fréquents chez des personnes vivant avec une sclérose en plaques (PvSEP). Peu d’études évaluent l’efficacité d’une réhabilitation cognitivo-linguistique sur la VTI. L’Imagerie par Résonance Magnétique fonctionnelle (IRMf) peut contribuer à comprendre les phénomènes de plasticité cérébrale liés aux performances de VTI ainsi qu’à leur évolution après une réhabilitation. Notre étude ancillaire réalisée à partir d’un essai clinique contrôlé, en aveugle et randomisé, vise à étudier l’impact d’un programme de réhabilitation cognitive sur les performances de VTI chez des PvSEP et à en comprendre le mode d’action en étudiant les phénomènes de plasticité.Les PvSEP dont nous disposions des données d’IRMf étaient sélectionnées et randomisées en 2 groupes de traitement de 50 séances individuelles, 3 fois par semaine : un groupe REACTIV bénéficiant d’une réhabilitation et un groupe de prise en charge globale. Deux tâches à temps de réaction (TR), en évaluation comportementale et en IRMf, ont été proposées, avant et après traitement, ainsi que des EDSS et auto-questionnaires de fatigue, de dépression et d’anxiété. Les analyses statistiques comparant les TR avant et après traitement étaient réalisées à partir des tests de Mann Whitney et Wilcoxon. Vingt-cinq patients, 13 dans le groupe REACTIV et 12 dans le groupe contrôle, et 22 témoins appariés en âge, sexe et niveau d’éducation ont été inclus. Comparés aux témoins, les PvSEP présentaient des TR plus lents. Les scores de TR à l’évaluation comportementale et en IRMf s’amélioraient significativement uniquement au sein du groupe REACTIV après la réhabilitation. Les analyses d’IRMf n’ont pu être finalisées suite au Covid-19. Les résultats pré- et post-réhabilitation cognitive aux tâches à TR simple montrent des possibilités d’amélioration de la VTI tout en maintenant la qualité des réponses chez les PvSEP ayant suivi une réhabilitation spécifique comparés à celles ayant suivi une prise en charge globale. Cognitive problems are common in people living with multiple sclerosis (PwMS). Few studies evaluate the effectiveness of cognitive rehabilitation on IPS. Functional Magnetic Resonance Imaging (fMRI) can help to understand the mechanisms of brain plasticity related to the performance of IPS and their evolution after rehabilitation. Our ancillary study, based on a randomized, blinded, controlled clinical trial, aims to study the impact of a cognitive rehabilitation program on the performance of IPS in PwMS and to understand its mode of action by studying the phenomena of plasticity. The PwMS for which we had fMRI data were selected and randomized into 2 treatment groups of 50 individual sessions, 3 times a week: a REACTIV group benefiting from rehabilitation and a global management group. Two reaction time (RT) tasks, behavioural assessment and fMRI, were offered, pre- and post-treatment, as well as EDSS and self-questionnaires for fatigue, depression and anxiety. Statistical analyses comparing pre- and post-treatment RT were performed using the Mann Whitney and Wilcoxon tests. Twenty-five patients, 13 in the REACTIV group and 12 in the control group, and 22 controls matched for age, gender, and education level were included. Compared to controls, patients in the PwMS group had slower RT. RT scores on behavioural assessment and fMRI improved significantly only in the REACTIV group after rehabilitation. The fMRI analyses could not be finalized following Covid-19. Pre- and post-rehabilitation cognitive results on single RT tasks show potential for improvement in IPS while maintaining the quality of responses in the PwMS who underwent specific rehabilitation compared to those who underwent global management.

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    Hal-Diderot
    Other literature type . Master thesis . 2020
    Data sources: Hal-Diderot
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      Other literature type . Master thesis . 2020
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    Authors: Delmaire, Léa;

    Covid-19 : l’histoire, immédiatement. Les webinaires du Centre d’histoire de Sciences Po La pandémie a eu des effets immédiats sur la recherche. Tandis que de nombreuses manifesta- tions scientifiques étaient annulées, certaines se sont tenues en ligne. Dans une temporalité bou- leversée par l’ampleur de l’événement, nombre de séminaires, y compris en histoire, ont revu leur programme pour consacrer des séances à l’analyse immédiate de la Covid-19, de ses effets, de sa gestion politique. Ce fut le cas du Centre d’histoire de Sciences Po (CHSP) qui a, entre avril et juin 2020, dédié trois séances de séminaire à la question de la Covid-19.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Renaud, Juliette;

    The results of French students in national and international assessments highlight their difficulties in reading documentaries at the end of elementary school (9-11 years old). We sought to improve teaching practices in this area. While the PIRLS 2016 international survey provided its conclusions regarding the skills that French students were particularly lacking in reading and understanding documentaries, we defined our intentions: to make up for a teaching deficit due to the difficulty in defining the strategies to be taught, but also to compensate for social inequalities by teaching all students what the most advantaged among them build in their families. To do this, we had several possibilities: to transmit knowledge to teachers in order to modify their practices or, conversely, to modify their practices in order to influence their knowledge. Following Goigoux and Cèbe, we opted for the second solution. Based on the results of the research, we chose to design a device for teaching digital document reading by testing the continuous design approach in the use adapted by these researchers by designing a didactic tool, #LectureDoc, for cycle 3. In our doctoral research, we wanted to know if their approach would allow us to carry out our project successfully. Consequently, we asked ourselves three questions: - In what way is the first step of the Continuous Design in Use approach developed by Goigoux and Cèbe valid for designing a first prototype? - How can we make up for the weakness of the second stage of continuous design in use and refine the methodology for processing user feedback to improve the tool? - To what extent does the completion of the third stage of the continuous design in use approach allow us to test the effectiveness of our tool? In order to answer these questions, we have retraced the anamnesis of each of the steps of the continuous design in use of #LectureDoc. Empirical study 1 highlights the need to use literature reviews in three areas of knowledge to design a first prototype of the tool. They did not, however, exempt us from the need to resort to additional studies to achieve this. Empirical study 2 proposes a methodological contribution concerning indicators of usefulness, usability and acceptability to help improve each of the two prototypes tested and co-designed with volunteer teachers. Empirical study 3, disrupted by the Covid 19 epidemic, did not allow us to test the effects of our tool on students. However, our test, LDN v3, is a contribution. We conclude our research work, mixing didactics and design ergonomics, by likening it to a current of design didactics.; Les résultats des élèves français aux évaluations nationales et internationales mettent en évidence leurs difficultés à lire des documentaires en fin d’école élémentaire (9-11 ans). Nous avons cherché à améliorer les pratiques enseignantes dans ce domaine. Tandis que l’enquête internationale PIRLS 2016 livrait ses conclusions quant aux compétences qui faisaient particulièrement défaut aux élèves français pour lire et comprendre les documentaires, nous avons défini nos intentions : suppléer à un déficit d'enseignement en raison de la difficulté à définir les stratégies à enseigner, mais aussi, compenser les inégalités sociales en enseignant à tous les élèves ce que les plus favorisés d’entre eux construisent dans leur famille. Pour cela, nous avions plusieurs possibilités : transmettre des connaissances aux enseignants pour modifier leurs pratiques ou, à l’inverse, modifier leurs pratiques pour infléchir leurs connaissances. À la suite de Goigoux et Cèbe, nous avons opté pour la seconde solution. Nous avons choisi, en nous appuyant sur les résultats de la recherche, de concevoir un dispositif d’enseignement de la lecture documentaire numérique en mettant à l’épreuve la démarche de conception continuée dans l’usage adaptée par ces chercheurs en concevant un outil didactique, #LectureDoc, pour le cycle 3. Dans notre recherche doctorale, nous avons voulu savoir si leur démarche nous permettrait de mener notre projet à bien. Par conséquent, nous nous sommes posée trois questions : - En quoi la première étape de la démarche de conception continuée dans l’usage développée par Goigoux et Cèbe est-elle valide pour concevoir un premier prototype ? - Comment suppléer à la faiblesse de la deuxième étape de la conception continuée dans l’usage et affiner la méthodologie de traitement des retours des utilisateurs pour améliorer l’outil ? - Dans quelle mesure la réalisation de la troisième étape de la démarche de conception continuée dans l’usage permet-elle de tester l’efficacité de notre outil ? Afin de répondre à ces questions, nous avons retracé l’anamnèse de chacune des étapes de conception continuée dans l’usage de #LectureDoc. L’étude empirique 1 met en évidence la nécessité de recourir à des revues de littérature dans trois domaines de connaissances pour concevoir un premier prototype de l’outil. Elles ne nous ont cependant pas exonérée de recourir à des études complémentaires pour y parvenir. L’étude empirique 2 propose un apport méthodologique concernant des indicateurs d’utilité, d’utilisabilité et d’acceptabilité pour aider à l’amélioration de chacun des deux prototypes testés et co-conçus avec des enseignants volontaires. L’étude empirique 3, perturbée par l’épidémie de Covid 19, ne nous a pas permis de tester les effets de notre outil sur les élèves. Toutefois, notre test, LDN v3, constitue un apport. Nous concluons notre travail de recherche, mêlant didactique et ergonomie de conception, en l’apparentant à un courant de didactique de conception.

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    HAL Clermont Université
    Doctoral thesis . 2020
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    Authors: Berger, Y.; Miguel, Eve;

    Si toute l'attention est actuellement focalisée sur la Chine pour déterminer le point de départ de la pandémie de Covid-19, l'Afrique a beaucoup à dire - et à faire - en matière de gestion des maladies infectieuses d'origine animale. Une jeune chercheuse de l'IRD, Eve Miguel, porte un projet ambitieux pour faire collaborer ensemble sciences vétérinaires, sociologie et écologie au Zimbabwe. Dans ce pays possédant l'un des écosystèmes les plus riches du continent africain, les épidémies bovines érodent la santé et l'économie depuis près de vingt ans. Alors la chercheuse veut comprendre comment se transmettent les infections, dans un milieu où se côtoient sans cesse faune sauvage et faune domestique. Un véritable laboratoire de la biodiversité, influencé par la présence humaine...

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    Authors: Mazuy, Magali; La Rochebrochard, Elise de; Becquet, Valentine; Rozée, Virginie;

    International audience

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    Archined
    Article . 2020
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    Authors: Pison, Gilles; Meslé, France;

    International audience; Depuis le début de l'épidémie de Covid-19, l'avalanche d'informations sur le nombre des morts laisse une impression contradictoire : ils seraient comptés jour après jour mais gravement sous-estimés. Comment donc s'y prend-on en France pour décompter les morts, et que valent les chiffres ? Nous décrirons ici le mode de comptage par temps calme pour comprendre comment il a dû s'adapter dans la tempête que constitue l'épidémie de Covid-19, mais aussi à la suite des autres épidémies et catastrophes survenues depuis vingt ans, comme la canicule de 2003, les attentats de Paris en 2015 ou les grippes meurtrières des derniers hivers.

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    Archined
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    Authors: Pavan, Vincent;

    Dénoncer la fausse science épidémiologique : réquisitoire contre l'article "Estimating the burden of SARS-CoV-2 in France" : 17 chercheurs de 10 instituts ne comprennent ni les probabilités ni les mathématiques et inventent l'équation générale de la vérité qu'ils résolvent en double aveugle avant d'en maquiller piteusement la présentation et de se suicider sur la théorie du R 0

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    Authors: Stennett, J.; Traverson, L.; Hou, R.; Ridde, Valéry;
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    Authors: Lattes, Jean-Michel;

    National audience; Le Coronavirus a entrainé la modification du droit du travail pour faciliter la gestion des relations sociales dans ce contexte si particulier. Depuis 1995, le joueur de Rugby est un salarié comme les autres... ou presque... Le professionnalisme mis en place par l'International Rugby Board (IRB) permet désormais de lui appliquer le Code du travail.Le chômage partiel comme la négociation à la baisse des salaires constituent deux exemples d'application de dispositifs sociaux aux joueurs et aux Staffs du Top 14 et de la Pro D2.

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