NCube/papyrus huggingface dataset:
A MEG study of the neural substrates of semantic processing in semantic variant primary progressive aphasia

Despite a well-documented pattern of semantic memory (SM) impairment, the patterns of brain activation during semantic processing in svPPA still remain poorly understood. The current study aimed to investigate the neural substrates of residual semantic processing in the context of this significant but selective SM impairment, through the case study of one svPPA patient. One svPPA patient (EC) and six elderly controls carried out a general-level semantic categorization task (biological and manufactured objects) while their brain activity was recorded using magnetoencephalography (MEG). Despite similar behavioral performance, EC showed hyperactivation of the left inferior temporal gyrus (ITG) and right anterior temporal lobe (ATL) relative to controls. This suggests that periatrophic regions within the ATL region may support preserved semantic abilities in svPPA. These results thus contribute to our understanding of the brain regions which are recruited to compensate for bilateral atrophy of the ATL and ensure residual semantic processing in svPPA.

Keyphrases: Semantic memory, Single-case study, Semantic variant primary progressive aphasia, Functional neuroimaging
How do new graduated nurses from a competency-based program demonstrate their competencies? A focused ethnography of acute care settings

Background : Following major organizations' recommendations, healthcare professionals' education has been reformed in the last decade into competency-based education (CBE) to better prepare them with core competencies. This change was intended to prepare new graduates for the reality of health systems and future challenges. Few studies have focused on how new graduate nurses (NGNs) from these reformed programs use the competencies they have developed. Objective : To describe the competencies of NGNs from a Canadian competency-based baccalaureate program, as perceived by various actors in acute-care settings. Methods : A focused ethnography was conducted on three acute-care wards of an academic hospital. Participants (n = 19) from four subgroups (NGNs, preceptors, clinical nurse specialists, and nurse managers) participated in individual semi-structured interviews or focus groups. Data were also collected through observation and fieldnotes; an ethnographic analysis framework was used. Results :Three themes were identified to describe the deployment of NGNs' competencies: NGNs' appropriation of their new role, fragmentation of practice into tasks, and development of practice; NGNs' collaboration within the interprofessional team, management of the dyad with licensed practical nurses, and ability to integrate patients and families into the team; and NGNs' scientific practice, increased scientific curiosity, and use of credible sources. Analysis of these themes' elements in light of the competency framework of the program showed that NGNs deploy seven of the eight competencies developed during their training. Conclusion :This study's results can be applied by nursing educators and hospital decision makers to ensure NGNs are able to use their competencies and to smoothen the transition period between the academic and clinical settings.

Keyphrases: Competency-based education, Nursing education, Nursing education research, Clinical competence, Qualitative research, Focused ethnography, New graduate nurse
Éthique et liberté académique dans les institutions de formation des enseignants, ou la liberté académique et la formation des maîtres

Cette conférence discute d’une conception de la liberté académique comme pouvoir mais aussi comme devoir de critiquer les discours dominants sans en subir de représailles. Elle montre aussi que dans la situation des institutions de formation des enseignants, cette liberté n’est pas absolue et qu’elle est soumise à des limites inhérentes à la fonction pédagogique et aux responsabilités des enseignants envers les futures générations.

Keyphrases: Éthique, Liberté académique, Formation des enseignants
Measuring uncertainty at the regional level using newspaper text

In this paper I present a methodology to provide uncertainty measures at the regional level in real time using the full bandwidth of news. In order to do so I download vast amounts of newspaper articles, summarize these into topics using unsupervised machine learning, and then show that the resulting topics foreshadow fluctuations in economic indicators. Given large regional disparities in economic performance and trends within countries, it is particularly important to have regional measures for a policymaker to tailor policy responses. I use a vector-autoregression model for the case of Canada, a large and diverse country, to show that the generated topics are significantly related to movements in economic performance indicators, inflation, and the unemployment rate at the national and provincial level. Evidence is provided that a composite index of the generated diverse topics can serve as a measure of uncertainty. Moreover, I show that some topics are general enough to have homogenous associations across provinces, while others are specific to fluctuations in certain regions.

Keyphrases: Machine learning, Latent Dirichlet allocation, Newspaper text, Economic uncertainty, Topic model, Canada
How to support toddlers’ autonomy : socialization practices reported by parents

Autonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context.

Keyphrases: Parenting practices, Socialization, Autonomy support, Toddlers, Internalization
The benefits of autonomy support for adolescents with severe emotional and behavioral problems

The benefits of autonomy support in the domain of education have been well established within the general population, but have yet to be demonstrated within clinical populations. The present study investigated the benefits of an autonomy-supportive interpersonal style on teenage girls’ internalization of a tedious clinical workshop and their subjective experience during this task. Participants were female teenagers placed in a social rehabilitation center for their severe emotional and behavioral problems (n = 29). An experimental design allowed comparing the impact of learning a tedious, but important workshop with or without autonomy support on internalization and experiential outcomes. Results demonstrate that autonomy support leads to higher perceived task’s value, task liking as well as less negative affect compared to a condition without autonomy-support. Participants in the autonomy-supportive condition also perceived the instructor as more competent. By uncovering benefits of autonomy support to a clinical population of adolescents, the present study supports self-determination theory’s tenet that the benefits of autonomy support are universal.

Keyphrases: Autonomy support, Internalization, Well-being, Motivation, Clinical population
An integrated 3D approach for effective mine risk education in post war-zone areas

International Mine Action Standards define Mine Risk Education (MRE) as activities that seek to reduce the risk of death and injury from mines and explosive remnants of war, by raising awareness and promoting safe behaviour. MRE systems and practices in post clearance areas in conflict affected regions worldwide promote two main types of activities, identification of explosive remnants of war and making the correct response ensuring individual safety as well as the safety of the community. This can be viewed as a two dimensional approach spanned by Identification and Response dimensions. This paper based on the findings from a recent empirical study conducted specifically in the northern Sri Lanka introducing Reconciliation as a third dimension to further improve the present two dimensional approach of mine risk education. The authors acknowledge that MRE has had a positive impact on war affected communities in global context. However, it needs considerable integration of a learning module which should reflect the different causes of life catastrophe risks are similar to mine risks in extreme scenarios- they constitute non-diversifiable risks, so that MRE helps maintain a significant effect and long- lasting impact on attitudes towards landmines and other explosive remnants of war at the community level. Les normes internationales d'action contre les mines définissent l'éducation au risque des mines (MRE) comme une activité visant à réduire les risques de mort et de blessures dues aux mines et aux restes explosifs de guerre, en sensibilisant l'opinion publique et en encourageant les comportements sans danger. Les systèmes et les pratiques d’EDM dans les zones de dépollution dans les régions touchées par les conflits dans le monde encouragent deux types d’activités: l’identification des restes explosifs de guerre et la réaction appropriée assurant la sécurité individuelle ainsi que la sécurité de la communauté. Cela peut être considéré comme une approche bidimensionnelle englobée par les dimensions Identification et Réponse. Ce document s'appuie sur les conclusions d'une étude empirique récente menée spécifiquement dans le nord de Sri Lanka, introduisant la réconciliation en tant que troisième dimension pour améliorer encore l'approche en deux dimensions actuelle de l'éducation au risque des mines. Les auteurs reconnaissent que l'ERM a eu un impact positif sur les communautés touchées par la guerre dans le contexte mondial. Cependant, il faut intégrer un module d’apprentissage qui devrait refléter les différentes causes des risques de catastrophe dans la vie. Ces derniers sont similaires aux risques des mines dans les scénarios extrêmes. Ils constituent des risques non diversifiables, de sorte que les MRE aident à maintenir un effet significatif et durable sur les projets.

Keyphrases: Philosophy, Ethics, Economics, Explosive remnants of war, Mine risk education, Reconciliation, Risk, Philosophie, Éthique, Économie, Restes d'explosifs de guerre, Éducation au danger des mines, Réconciliation, Risque
Démocratie et paradoxe du vote : fondements théoriques et enjeux socio-économiques en Afrique subsaharienne francophone

The widespread democratization in French-speaking sub-Saharan Africa, driven by France since 1990 as a conditionality of development aid, has since come up against numerous constraints. The difficulty of appropriating the very principle of democracy is a real limit to its practical implementation, particularly because of the voting paradox associated with it. The resulting socio-economic challenges imply the state's capacity to guarantee fundamental citizen rights, not only formal but also in terms of equitable distribution and transmission within and between generations of capabilities. La démocratisation généralisée en Afrique subsaharienne francophone, impulsée par la France à partir de 1990 comme une conditionnalité de l’aide au développement, se heurte depuis à de nombreuses contraintes. La difficulté d’appropriation du principe même de démocratie constitue une vraie limite à sa mise en œuvre pratique, notamment du fait du paradoxe du vote qui lui est associé. Les enjeux socioéconomiques qui en découlent impliquent la capacité étatique à garantir des droits citoyens fondamentaux, non seulement formels mais aussi en termes de distribution et de transmission équitables intra et intergénérationnelles de capabilités.

Keyphrases: Philosophy, Ethics, Economics, French-speaking sub-Saharan Africa, Capabilities, Fragility, Paradox of democratic voting, Fragilité, Philosophie, Éthique, Économie, Afrique subsaharienne francophone, Capabilités, Paradoxe du vote démocratique
Sleep-wake disturbances in hospitalized patients with traumatic brain injury: association with
brain trauma but not with an abnormal melatonin circadian rhythm

Study Objectives: To test whether the sleep-wake cycle disruption in patients hospitalized with traumatic brain injury (TBI) 1) is also found in patients with traumatic injuries other than TBI (nonTBI); and 2) is associated to a weaker or abnormal circadian clock signal. Methods: Forty-two non-mechanically ventilated and non-sedated patients hospitalized for moderate to severe TBI were compared to 34 non-TBI patients. They wore wrist actigraphs for 9.4±4.2 days, starting 19.3±12.6 days post-injury. Of these, 17 TBI and 14 non-TBI patients had their urine collected every hour for 25 h, starting 18.3±12.3 days post-injury. We calculated urinary 6-sulfatoxymelatonin concentration to obtain total 24 h excretion, excretion onset, offset, duration, amplitude and acrophase. Using Student’s t-tests, we compared groups on actigraphy (daytime activity ratio, nighttime total sleep time, and fragmentation index) and melatonin variables. We investigated associations between melatonin and actigraphy variables using Pearson’s correlations. Results: TBI patients had poorer daytime activity ratio (TBI: 77.5±9.4%; non-TBI: 84.6±6.9%), shorter nighttime total sleep time (TBI: 353.5±96.6 min; non-TBI: 421.2±72.2 min), and higher fragmentation index (TBI: 72.2±30.0; non-TBI: 53.5±23.6) (all p-values<0.01). A melatonin rhythm was present in both groups, and no group differences were found on melatonin variables. No associations were found between melatonin and actigraphy variables in TBI patients. Conclusion: Moderate to severe TBI patients have more serious sleep-wake disturbances than non-TBI patients hospitalized in the same environment, suggesting that the brain injury itself alters the sleepwake cycle. Despite their deregulated 24 h sleep-wake cycle, TBI patients have a normal circadian clock signal.

Keyphrases: Sleep, Circadian rhythms, Traumatic brain injury, Melatonin, Actigraphy, Acute care
Être e-visible ou invisible? : savoir cultiver son identité numérique de chercheur dans la jungle algorithmique du web

Quelles sont les bonnes pratiques à transmettre aux chercheurs pour les aider à faire reconnaître leurs publications, leurs citations et leur présence numérique? Pour quels bénéfices de carrière, de réputation et d’impact? À quel coût? Comment penser cette présence par rapport aux institutions algorithmiques du web? Présentation de ORCID, de Google Scholar, de Wikidata, du concept de méta profil et de l'enquête sur les e-profil des chercheurs liés à la Bibliothèques des lettres et sciences humaines.

Keyphrases: e-réputation, e-profil, ORCID, Google Scholar, Wikidata
Evolution of severe sleep-wake cycle disturbances following traumatic brain injury: a case study in both acute and subacute phases post-injury

Background.  Sleep-wake disturbances are frequently reported following traumatic brain injury (TBI), but they remain poorly documented in the acute stage of injury. Little is known about their origin and evolution. Case presentation. This study presents the case of a patient in the acute phase of a severe TBI. The patient was injured at work when falling 12 m into a mine and was hospitalized in the regular wards of a level I trauma centre. From days 31 to 45 post-injury, once he had reached a level of medical stability and continuous analgosedation had been ceased, his sleep-wake cycle was monitored using actigraphy. Results showed significant sleep-wake disturbances and severe sleep deprivation. Indeed, the patient had an average nighttime sleep efficiency of 32.7 ± 15.4 %, and only an average of 4.8 ± 1.3 h of sleep per 24-h period. After hospital discharge to the rehabilitation centre, where he remained for 5 days, the patient was readmitted to the same neurological unit for paranoid delusions. During his second hospital stay, actigraphy recordings resumed from days 69 to 75 post-injury. A major improvement in his sleep-wake cycle was observed during this second stay, with an average nighttime sleep efficiency of 96.3 ± 0.9 % and an average of 14.1 ± 0.9 h of sleep per 24-h period. Conclusion. This study is the first to extensively document sleep-wake disturbances in both the acute and subacute phases of severe TBI. Results show that prolonged sleep deprivation can be observed after TBI, and suggest that the hospital environment only partially contributes to sleep-wake disturbances. Continuous actigraphic monitoring may prove to be a useful clinical tool in the monitoring of patients hospitalized after severe TBI in order to detect severe sleep deprivation requiring intervention. The direct impact of sleep-wake disturbances on physiological and cognitive recovery is not well understood within this population, but is worth investigating and improving.

Keyphrases: Actigraphy, Circadian rhythms, Neurocritical care, Neuropsychiatry, Sleep disorders, Traumatic brain injury
Using interactive web training to teach parents to select function-based interventions for challenging behaviour : a preliminary study

Background: Children with developmental disability often engage in challenging behaviour, which may require that parents implement behavioural assessments and interventions. The purpose of our pilot study was to examine the effects of an interactive web training (IWT) to teach behavioural function identification and intervention selection to parents. Method: Twenty-six parents of children with developmental disability responded to function identification and intervention selection tasks on clinical vignettes before and following IWT. We also measured social validity and the duration of training. Results: Our results show that parents were more accurate in the identification of behavioural function and selected more adequate interventions following IWT. On average, parents spent less than 2.5hr to complete IWT and rated it positively. Conclusions: The IWT appears to be a viable tool to teach parents about function-based intervention, but additional research is needed to examine whether it translates to changes in parental practices and child behaviour.

Keyphrases: Behavioural intervention, Challenging behaviour, Developmental disability, Online training, Parent training
« O.K. Google, assiste-moi » : les parcours des utilisateurs et des familles qui domestiquent le Google Home

Les cinq dernières années ont été marquées par la multiplication d’applications de l’intelligence artificielle. Les assistants personnels intelligents, tels que les Google Home, sont parmi ces applications populaires qui intègrent les domiciles des consommateurs et ils visent plus particulièrement les familles. À la base, ce sont des haut-parleurs, mais ils peuvent faire bien plus que jouer de la musique (ex. : répondre aux questions, faire fonctionner les objets connectés, raconter des histoires, etc.). Leur nouveauté et leurs nombreuses fonctionnalités qui sont d’ailleurs personnalisables rendent alors ces appareils intéressants pour étudier la malléabilité et l’intégration des technologies dans le quotidien. Ainsi, cette recherche explorera comment 26 utilisateurs du Google Home, dont six familles, ont intégré (ou pas) cet appareil dans leurs routines quotidiennes. On s’intéressa à leurs problèmes avec cette technologie, à leurs stratégies pour les surmonter et aux significations qu’ils attribuent au Google Home au fil de leurs parcours avec cet objet. Dans les entrevues, les témoignages des participants nous font comprendre que le Google Home ne devient pas un « assistant » du jour au lendemain. Nous verrons alors les parcours des utilisateurs et des familles qui doivent l’ « apprivoiser » pour en arriver à cette symbolique. Enfin, nous montrons qu’au-delà de l’assistance individuelle, le Google Home a le potentiel de reconfigurer la dynamique familiale quand il devient un assistant familial. The last five years have been marked by the proliferation of applications that are based on artificial intelligence. Intelligent personal assistants, such as the Google Home, are among these popular apps that integrate consumer’s homes and they specifically target families. Basically, these devices are speakers, but they can do much more than just play music (eg, answering questions, voice control your home, telling stories, etc.). Their novelty and the many ways they can be customized make them interesting to study the malleability and integration of technologies in everyday life. This research explores how 26 Google Home users, including six families, have integrated (or not) this device into their daily routines. We looked at the problems they encounter with this technology, their strategies for overcoming them, and the meanings they ascribe to their Google Home over their journey with this object. In interviews, participants demonstrated how a Google Home does not become an "assistant" overnight. Using domestication theory, we retrace the paths of the users and families who have to “tame” it before it takes on this meaning for them. Finally, we show how, beyond individual assistance, the Google home has the potential to reconfigure family dynamics as it becomes a family assistant.

Keyphrases: Google Home, Familles, Routines, Intelligence artificielle, Reconnaissance vocale, Domestication, Assistant personnel intelligent, Google Home, Routines, Intelligent personal assistant, Families, Artificial intelligence, Voice recognition
Inégalités, pauvreté et soutenabilité des ressources naturelles dans l’Ouest de la Côte d’Ivoire

In this article, we analyze inequalities of rights and access to natural resources in forest and land sustainable management in reference to the context of colonial and post-colonial policy. The article shows that in western Ivorian forest, degraded forest and land resources is inherent in socio-economic inequalities that underpin poverty of local populations, especially regarding inequalities of rights and access. Dans cet article, nous analysons les inégalités de droits et d’accès aux ressources naturelles en matière de gestion durable forestière et foncière en référence au contexte de politiques publiques coloniales et post-coloniales. L’article montre que dans l’Ouest forestier ivoirien, la dégradation des ressources forestières et foncières est inhérente aux inégalités socio- économiques qui fondent la pauvreté des populations locales, notamment en ce qui concerne les inégalités de droits et d’accès.

Keyphrases: Philosophy, Ethics, Economics, Poverty, Inequalities, Sustainable management, Natural resources, Philosophie, Éthique, Économie, Pauvreté, inégalités, Gestion durable, Ressources naturelles