Note:

Biomethane made from the anaerobic digestion of organic waste can provide several economic and environmental benefits such as: the valorisation of waste products, increased resource efficiency, increased retention of nutrients through recycling of biogas digestate (Banks, et al., 2011), reduction of greenhouse gas emissions (Börjesson, et al., 2016) as well as the reduction of nitrogen oxides and particulate matter emissions (Börjesson & Berglund, 2007).To help actors understand when and where biomethane solutions can succeed, including the qualitative and quantitative aspects of a solution, an Early Assessment Method has been developed. The categories included in the assessment are potential, feasibility, economic and environmental performance. The Early Assessment Method was developed using a multi-criteria framework and consists of 15 key areas and 24 key indicators that should be considered when assessing biomethane solutions. Each quantitative indicator can be assessed either with site-specific data or by using generic equations and average values while the qualitative indicators are given a five-grade scale to facilitate the assessment.The potential category focuses on assessing how much raw material there is in the investigated area and how much of the usable products can be produced. The final areas are: biomass potential, biomethane potential and bio-fertilizer potential. In the feasibility assessment, qualitative aspects are assessed using a five-grade scale. The key areas for feasibility include: customer demand, competing applications, strategies for renewable fuels, legislation, economic instruments and infrastructure suitability. Performance is assessed both for economic performance and environmental performance to understand how the biomethane solution would perform if implemented. Economic performance includes both an indicator for cost per unit produced and an indicator for the investment cost for each production step. The key areas included are: biogas generation cost, biogas upgrading cost and biomethane distribution cost. The environmental performance is evaluated to understand how environmental aspects would change if biomethane replaced an alternative fuel on the market in the studied region. Key areas to assess this are: climate impact, air quality and nutrient recycling. These areas highlight some important benefits of using biomethane over fossil fuels, which are the most common fuels for heavy-duty vehicles.A two-part Early Assessment Tool was also developed. The tool is included in the method, but can be used separately if the user has a basic knowledge of biomethane. It assists with information collection, through a questionnaire, and structuring and presenting data, through a spreadsheet. The design of the Early Assessment Tool favours simplicity and usability while striving to maintain relevant information. It is meant to be used both for educational and investigative purposes when providing an early assessment of biomethane solutions within a certain region. The result from the tool can aid when making decisions and help with identifying which local actors to involve and what consultancy work might be needed to realise a biomethane solution.

Articulate rationale for early assessment Describe process of assessment and feedback sessions List benefits of process based on: Objective data Opinion of interns over past 2 years

Ce travail exploratoire porte sur l’élaboration d'une échelle de repérage du Trouble de l’Acquisition des Coordinations (TAC) à destination des enseignants d'école maternelle pour des élèves de 5 ans en classe de Grande Section (GS).Les enfants TAC font l'objet de repérage et de dépistage tardifs ce qui a des conséquences lourdes dans les domaines émotionnel, social et scolaire pour eux-mêmes et leur famille. Un repérage précoce doit permettre la pose d'un diagnostic dès l'entrée à l'école élémentaire afin que des prises en charge s'organisent rapidement. Le modèle théorique de réponse à l'item, le modèle de Rasch employé, a permis d'élaborer une échelle d'intensité à 22 items, ajustée aux critères diagnostics de la dyspraxie développementale et des activités menées en maternelle : L’échelle d'adaptation à la viescolaire. Dans une première étude, cette échelle administrée à 144 sujets de 3 ans 2 mois à 9 ans 2 mois (répartis en 4 groupes à profil spécifique : en difficulté scolaire, en situation de handicap, avec TAC, avec TED) montre qu'elle est sensible aux effets de développement et qu’elle discrimine sur un unique trait latent le groupe des enfants TAC.L'échelle administrée à un second groupe de 185 enfants ordinaires de 3 ans 5 mois à 6 ans, montre un effet des variables « sexe » et « classe » pour les garçons. Cette seconde étude permet d'avancer un score seuil pour le dépistage et un autre pour l'aide en classe. Les tests statistiques mettent en évidence la fidélité et la validité de l'échelle. Des travaux complémentaires sont envisagés et des pistes d'évolution de l'échelle sont proposées. Deux DVD d'informations portant sur les BEP et sur les TAC, incluant l'échelle de repérage à destination des enseignants (utilisateurs de l'échelle) sont également élaborés. / This exploratory work is a study for teachers for 5-year-old children in a reception class, about an elaboration of a scale for identification of the Developmental Coordination Disorder (DCD). Children DCD are victims of late tracking and detection, which have serious consequences in the emotional, social, school activities, for themselves and their families. An earlyidentification allows a diagnosis so that supports can be organized early in the entrance of the primary school. The theoretical reference of item response, model of RASH, has developed an intensity scale. It contains 22 items, fit the diagnostic criteria for developmental dyspraxia and school activities : the Adaptation Scale of School Life. This scale, has been applied to 144 children from 3 years 2 month to 9 years 2 month (divided into 4 groups with specific profiles : withlearning difficulties, living with disabilities, DCD, Persuasive Developmental Disorders). This shows that it’s sensitive to the effects of development. It discriminates on one single latent trait of children DCD. The scale applied to a second 185 children common group from 3 years 5 month to 6, shows a gender effect, a class effect for boys. This second study provides a further score threshold for screening and support in the classroom. Statistical tests highlight the reliability and the validity of the scale. Further work is planned and possible scale development proposed. A digital information (CD)on the DCD that proposes wide tracking for users of the scale (teachers) is also developed.