Face aux enjeux pour le futur posés par l’ampleur des dérèglements écologiques (changement climatique, extinction des espèces, pressions sur les ressources en eau…), les discours sur l’avenir se multiplient, qu’ils promettent une résolution des problèmes par la technologie, des modèles de société utopiques ou considèrent l’effondrement comme inéluctable. Ces discours sur l’avenir ont-ils une influence sur les situations concrètes de gestion de l’environnement ? Peuvent-ils soutenir ou contraindre l’action des acteurs cherchant à améliorer l’état des écosystèmes ? Cette thèse traite ces questions en s’intéressant aux démarches prospectives et à leur contribution à des stratégies d’acteurs défendant une prise en charge efficace des enjeux environnementaux. Grâce à huit études de cas, elle analyse comment des concepteurs d’interventions prospectives conçoivent ces démarches pour qu’elles fournissent des prises pour l’action d’acteurs d’environnement (agences de l’eau, gestionnaires d’espaces protégés, associations…). Les démarches prospectives influencent la « fabrique des futurs », c’est-à-dire la compétition entre différentes représentations de l’avenir des systèmes sociotechniques qui impose ou exclut certaines trajectoires de changement. Faire exister dans la fabrique des futurs des discours sur l’avenir crédibilisant une transformation de ces systèmes favorable aux enjeux écologiques fournit une ressource susceptible de renforcer le pouvoir d’acteurs d’environnement. Les concepteurs de prospectives travaillent à des reconnexions entre les discours sur l’avenir produits lors de leurs démarches et les processus de gestion de l’environnement. Ces reconnexions peuvent fournir, non sans difficultés, des prises sur les jeux d’acteurs, l’élaboration d’instruments de gestion de l’environnement et le fonctionnement des organisations impliquées. La thèse propose un cadre d’analyse pour accompagner la réflexion des concepteurs prospectifs dans la conception et la mise en œuvre de leurs démarches. Plus largement, elle ouvre des pistes de réflexion sur les enjeux stratégiques de la production de discours sur l’avenir pour participer aux transitions des systèmes sociotechniques. / Faced by challenges for the future such as that posed by the extent of ecological disruption (climate change, species extinction, pressure on water resource), the narratives regarding the future are ever multiplying, whether promising solutions via technology, models of a utopian society, or considering collapse as inevitable. Do said narratives play a part in the practical implementation of environmental management and are they supporting or restraining the action of those seeking to improve the state of ecosystems? This thesis addresses these issues by investigating the contribution of futures studies to the strategies of stakeholders acting for an effective management of environmental issues. Through eight case studies, the research work analyses how designers build futures studies so that they can provide opportunities for action to environmental actors (i.e. water agencies, protected areas managers, NGOs etc.). Futures studies influence the “manufacture of futures”, that is, the competition between various future depictions of sociotechnical systems which results in imposing or excluding certain pathways of change. By making visible, in the manufacture of futures, narratives which lend credibility to transformations of socioecological systems in favour of ecological issues, futures studies may empower environmental actors. Futures studies designers connect the results of their interventions with processes in environmental management situations. These connections can provide, not without difficulty, opportunities to influence power relationships, the negotiation of environmental management actions, and the internal processes of organisations involved. This thesis offers an analytical framework to support the strategic thinking of futures studies designers in the design and implementation of their interventions. Furthermore, it opens up new avenues on the strategic issues of producing narratives to support the transitions of sociotechnical systems.

ZL-Duraplant-Implantate Ticer

Background and Aims: Prior cross-sectional research finds that electronic cigarette (e-cigarette) use clusters with higher rates of harmful alcohol consumption in the United States adult population. The current study examined prospectively the association between e-cigarette use, cigarette use and the combined use of e-cigarettes and tobacco cigarettes and alcohol use outcomes. Design: A nationally representative multi-wave cohort survey (wave 1: September 2013–December 2014, wave 2: October 2014–October 2015). Setting: United States. Participants: A representative sample of civilian, non-institutionalized adults who completed waves 1 and 2 of the Population Assessment of Tobacco and Health survey (n = 26 427). Measurements: Participants were categorized into exposure groups according to their e-cigarette and cigarette use during wave 1. Past 30-day alcohol use outcomes were (1) National Institute on Alcohol Abuse and Alcoholism (NIAAA)-defined hazardous alcohol use, (2) total alcohol drinks consumed and (3) alcohol-related consequences. Findings: After controlling for socio-demographic risk factors and alcohol use at wave 1, all exposure groups showed higher odds of hazardous alcohol use [adjusted odds ratios (aORs) = 2.05–2.12, all P < 0.001] and reported higher past-month total drinks (B = 0.46–0.70, all P < 0.001) and more alcohol consequences (B = 0.63–0.89, all P ≤ 0.10) at wave 2 compared with non-users. Cigarette users (B = 0.24, P = 0.038) and dual e-cigarette/cigarette users (B = 0.32, P = 0.038) reported higher past-month total drinks compared with e-cigarette users. There was no conclusive evidence that non-daily use of e-cigarettes or cigarettes predicted poorer alcohol use outcomes compared with daily use. Conclusions: In the United States between 2013 and 2015, after adjustment for socio-demographic characteristics, cigarette and e-cigarette use were associated with alcohol use 1 year later.

No description available.

The identification of risk factors associated with overuse injuries, specifically Medial Tibial Stress Syndrome (MTSS) and Tibial Stress Fractures (TSF), may help professionals with management and prevention of these injuries. The purpose of this study was to identify risk factors associated with MTSS and TSF in female intercollegiate athletes. This study used a mulitifactorial, prospective design for 13-26 weeks. Thirty-nine Division I intercollegiate female student-athletes in volleyball, soccer, and track were examined. Anatomical, physiological (eating disorder and menstrual history), and training (duration and recovery time) characteristics were examined as possible risk factors. Only two injuries were reported during the study; therefore, analysis for risk factors was not possible. Descriptive statistics for the dependent variables were calculated, and comparisons across sport were performed. Differences in leg length values and dorsiflexion ROM were observed across sports. No conclusions could be drawn regarding possible risk factors for MTSS and TSF in this population.

BACKGROUND: Retaining participants in multi-year prospective cohort studies presents challenges, especially in urban settings. Early identification of participants at risk for attrition may enhance retention. We examine the validity of two risk for loss-to-follow-up assessments and early retention efforts in one Primary Sampling Unit during the National Children’s Study pilot. Our goal was to identify cases requiring additional attention. Retention challenges included high poverty, frequent moves, lack of spousal support, and mistrust of research. METHODS: Recruitment ended in 2012 and research activities shifted to retention. Data collectors (DC) completed subjective risk assignments (low, medium, high) based on knowledge of participants. Descriptive statistics compared risk assessments to socio-demographic characteristics, responses regarding participation, and missed appointments 11 months after risk assessment. RESULTS: We recruited approximately 100 participants. Higher perceived risk was associated with greater likelihood for mothers to be minorities, younger, and have lower education and income (X2=15.362, p<.01; X2=12.118, p<.05; X2=9.947. p<.01; and X2= 7.720, p<.05 respectively). Participants with income below federal poverty placed higher values on receiving incentives (X2= 6.011 p<.05). African American or “other” race participants placed a higher value on feeling comfortable with the interviewers than White respondents (X2=12.539 p<.01). Risk assignment and race were associated with number of missed appointments (X2=8.698 p<.01; X2 =4.307, p<.05). CONCLUSION: Results suggest DCs’ subjective assessment of risk predicts number of missed appointments. Future research might consider strategies to improve African American and “other” race participants’ comfort with interviewers. The ethics of dollar amounts for incentives among low-income participants remain a concern.

A classroom teaching experiment was conducted to document prospective teachers' development of whole number concepts and operations. The purpose of this mixed-methods study was to examine the collective understanding of prospective teachers in an elementary mathematics content course. Design research methodology, specifically a classroom teaching experiment was the methodology selected for this study since it allows learning to be documented in a classroom environment and is iterative in nature. A revised hypothetical learning trajectory and instructional tasks from a previous classroom teaching experiment were used in this study (Andreasen, 2006). Research about children's development of whole number concepts and operations was used in developing instructional learning goals. In addition, research regarding prospective teachers' development supported the instructional modification that all tasks would be presented and expected to be reasoned about in base-8. Both qualitative data and quantitative data were collected. Qualitative data included whole class dialogue that was videotaped and transcribed, as well as student work samples. Quantitative data included items from the Content Knowledge for Teaching Mathematics database that were administered prior to and subsequent to the instructional sequence in base-8 (Hill, Schilling, & Ball, 2005). It should be noted that the items selected from the database were in base-10. The emergent perspective served as the interpretive framework of the collected qualitative data. This perspective reflexively coordinates the social or group perspective simultaneously with psychological or individual perspective. As stated, this study sought to describe the communal mathematics understanding of prospective teachers in an elementary mathematics content course. Toulmin's (1969) model of argumentation and Rasmussen and Stephan's three-phase methodology served to document normative ways of group reasoning called classroom mathematical practices. The following classroom mathematical practices were identified as taken-as-shared by prospective teachers: (a) developing small number relationships using Double 10-Frames, (b) developing two-digit thinking strategies using the open number line, (c) flexibly representing equivalent quantities using pictures or Inventory Forms, and (d) developing addition and subtraction strategies using pictures or an Inventory Form. Quantitative results indicated that prospective teachers were able to apply mathematical understandings grounded in base-8 to whole number concepts in base-10. In the end, counting and calculating in base-8 provides a meaningful context for prospective teachers to reconstruct their knowledge of whole number concepts and operations.

This research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole number concepts and operations in a social context. In this qualitative study, a case study analysis provided the opportunity for careful exploration of the manner in which prospective teachers' understanding changed and the ways two selected participants reorganized their mathematical thinking within a classroom teaching experiment. While previous research efforts insisted on creating a dichotomy of choosing the individual or the collective understanding, through the utilization of the emergent perspective both the individual and the social aspects were considered. Specifically, using the emergent perspective as a theoretical framework, this research endeavor has outlined the mathematical conceptions and activities of individual prospective teachers and thus has provided the psychological perspective correlate to the social perspective's classroom mathematical practices. As the research participants progressed through an instructional sequence taught entirely in base-8, a case study approach was used to select and analyze two individuals. In order to gain a more thorough understanding of the individual perspective, this research endeavor focused on whether teachers with varying initial content knowledge developed differently through this instructional sequence. The first participant initially demonstrated "Low-Content" knowledge according to the CKT-M instrument database questions which measure content knowledge for teaching mathematics. She developed a greater understanding of place value concepts and was able to apply this new knowledge to gain a deeper sense of the rationale behind counting strategies and addition and subtraction operations. She did not demonstrate the ability to consistently make sense of multiplication and division strategies. She participated in the classroom argumentation primarily by providing claims and data as she illustrated the way she would use different procedures to solve addition and subtraction problems. The second participant illustrated "High-Content" knowledge based on the CKT-M instrument. She already possessed a solid foundation in understanding place value concepts and throughout the instructional sequence developed various ways to connect and build on her initial understanding through the synthesis of multiple pedagogical content tools. She demonstrated conceptual understanding of counting strategies, and all four whole number operations. Furthermore, by exploring various ways that other prospective teachers solved the problems, she also presented a greater pedagogical perspective in how other prospective teachers think mathematically. This prospective teacher showed a shift in her participation in classroom argumentation as she began by providing claims and data at the outset of the instructional sequence. Later on, she predominantly provided the warrants and backings to integrate the mathematical concepts and pedagogical tools used to develop greater understanding of whole number operations. These results indicate the findings based on the individual case-study analysis of prospective elementary school teachers and the cross-case analysis that ensued. The researcher contends that through the synthesis of the findings of this project along with current relevant research efforts, teacher educators and educational policy makers can revisit and possibly revise instructional practices and sequences in order to develop teachers with greater conceptual understanding of concepts vital to elementary mathematics.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

We show a description of pregnancy cohorts in the European region. Our investigation identified 66 pregnancy cohorts, mostly hosted in Western Central Europe. Among these 66 cohorts, 24 began recruitment before the year 2000, while six cohorts are still enrolling. The most common topics were lifestyle, environment and nutrition with allergies and neurodevelopment being a minority. We observed a pattern of positive correlations between data collected using medical records, structured interviews, and the collection of biological samples. Objectively assessed data were negatively correlated with self-administered questionnaires. Eight cohorts addressed intrauterine exposure, focusing on environmental pollutants such as endocrine-disrupting chemicals. The effects of these compounds on the developing foetus have been studied greatly, but more research on their effects is still needed. Many cohorts investigated genetics through the collection of biological samples from the mothers and children, to improve knowledge on the mother-to-child transmission of genetic information, antibodies, microbiota, etc. Paediatric epidemiology represents an important field of research since preserving healthy lives from conception onwards is the most efficient way to improve population health. According to our report, it seems that this field of research is well developed in Europe, where numerous high profile studies are currently ongoing.