NCube/papyrus huggingface dataset:
Les tuteurs des centres d’aide en français au cégep : la représentation de leur rôle et les dispositifs d’enseignement utilisés

The most common service for college students from CEGEP who have writting difficulties in French is tutoring. This institutional service is offered by writing centers. Few researchers have looked at the tutoring offered by these centers. The present research aims to describe and understand how tutors see their role and methods through which they seek to support the tutees in writing. Drawing inspiration from the literature on the subject, we operationalized a definition of tutoring to situate the tutors' representations. Then, we listed the pedagogical and didactic devices likely to be used during tutoring sessions. Based on this, we designed a questionnaire that was completed by 116 tutors from 12 colleges. Descriptive analyses were carried out. As this study seeks a deeper understanding, we target from those analyses questions to be explored during interviews. Thus, semi-structured interviews were conducted with six tutors of various profiles. Content analyses were conducted. The quantitative and qualitative data analyses revealed that tutors see themselves as learners who primarily provide academic and motivational support. Their tutor-learner posture influences how they relate to their tutees and support them. To help tutees in writing, tutors use grammar and correction devices. They base their choice of devices on the expectations of the writing centers, the requests of the tutees and their own representations and scriptural competence.

Keyphrases: tutoring, writing center, CEGEP, device, scriptural competence
Prévoir la différenciation pédagogique : l’exemple de la résolution de situations-problèmes mathématiques au deuxième cycle du primaire au Québec

In this qualitative study in a descriptive/interpretative model, we look for how teachers, supposedly experts in second grade in primary school in Québec predict differenciated instruction in solving problems. To understand the constraints and conditions around this prediction, we used Verschaffel, Greer and De Corté’s model (2000) wich is a didactic model to understand the different steps of the student to solve a problem. To complete this model, we used the differenciated devices of Tomlinson (2000) : differenciated process, differenciated productions, differenciated structures and differenciated contents. In the five phases of the process and in each device evocated by the teachers, we explained adaptation in general and adaptation for one or several students. It shows that predicting how to differenciate in solving problems is a challenge. Indeed, even if the teachers say they predict to use a certain amount of adaptations to take in consideration the needs of all the students, they seem to wanting to keep hold on most of the explanation before letting the student to start to try and solve the problem on their own. We explain this by the constraints to deal with and their perception of the scaffolding to be put in place during the search of solving. As consequence, it does not expose enough the at risk students to the work with their peers – altough they get great advantage of the immediate retroactions of the teacher- and has the tendency to left on side the needs of the advanced students.

Keyphrases: differenciated instruction, solving word problems, mathematics, solving problems, practice gestures, inclusive practice, primary school, teaching practice
Racisme ordinaire dans les institutions scolaires publiques au Québec : étude sur les expériences des mères d’origine maghrébine avec la communauté éducative de leurs enfants en contexte de loi sur la laïcité de l’État

Several Quebec studies have shown that some immigrants, especially those from the Maghreb experience racism in their daily lives. Furthermore, people of the Muslim faith in Quebec report being prejudiced against their religion. These prejudices according to their testimonies are found in different environments, particularly in the workplace and in educational institutions. In the latter case, some researchers point out that these experiences of racism experienced in schools affect the relationships that immigrant parents have with teachers as well as with school principals; immigrant parents sometimes feel misunderstood due to their origin. This highlights the issue of their social integration and school-family collaboration to support the education of their children. Indeed, collaboration is necessary between school and family to ensure the educational success of students. This study aims to analyze the experiences and daily relationships of mothers of North African origin in the school environment. It is based on the concept of ordinary racism that manifests itself during their interactions with members of their children's educational community in a school context marked by the application of Law 21 in Quebec. Inscribing ourselves in an interpretive epistemological posture, we conducted semi-structured interviews with ten mothers from the Maghreb who have children attending public primary and secondary schools in Montreal. In particular, the analysis of the results revealed the following: Mothers reported that the ordinary racism they experienced is generally silent, subtle, indirect and low-key in nature. In the context of the application of Law 21, they revealed various markers causing racial profiling and discrimination, such as wearing the Islamic veil and / or having an Arabic first name, etc. These markers lead, according to them, to a decrease in the confidence they have in the school environment and vice versa. In this context, they thus adopt various strategies that fit into a continuum (ranging from facing racism with courage to camouflaging ethnic and religious traits). In conclusion, the ordinary racism that immigrant mothers of Maghrebian origin say they face, could be associated with notions of Islamophobia or Arabophobia expressed in various forms by members of other communities in particular Quebeckers from the majority group. The adoption of Law 21, according to these mothers, would have contributed to exacerbating their feeling of living off ordinary racism.

Keyphrases: microagressions, racism, secularism, religious orientation, immigration, school environment, discrimination, Bill 21
L’influence de la pression à l’évaluation chiffrée des apprentissages des élèves québécois : une analyse des stratégies d’adaptation d’enseignant·e·s de la 6e année

Over the past two decades, high-stakes testing has been on the rise in Quebec’s educational system. This pressure provoked an increase in the number of quantitative assessments in schools, leading to some dubious practices such as test score inflation in order to meet the achievement standards established by the Ministry of Education. The pressure is particularly high during the last year of primary education (6th grade) as test scores constitute a key selection criterion for admission into certain private secondary schools known for their “excellence”. In this context, quantitative assessment has become a socio-political issue. To date, research has mainly documented the psychological impacts of high-stakes testing on teachers (stress, anxiety, fatigue, attrition); whilst less attention has been paid to the ways in which teachers adapt to this context. Thus, this research aims to understand how the pressure to increase quantitative assessment affects the teaching profession in Quebec. Precisely, it documents the forms of secondary adaptations that teachers deploy to negotiate institutional constraints and professional agreements concerning the quantitative assessment of learning. Perrenoud's theory (2004b) on “studenting” is transposed to “teachers’ work” to shed light on these secondary adaptations. Methodologically, teachers’ perspectives were foregrounded through individual interviews with four sixth grade teachers working in Montreal and Laval. The data collected are presented using two levels of analysis. At the first level, the data were analyzed from the point of view of the participants, by following an analytical questioning reasoning strategy (Paillé & Mucchielli, 2016). Three categories of secondary adaptations that teachers developed to cope with the external influence that weighs on their work, are identified namely: simplifying evaluation tasks, aligning evaluation methods, and adjusting grades according to an external command. At the second level, the inductive approach adopted at the outset of this research led to mobilizing a complementary perspective drawn from organizational sociology, i.e. Reynaud’s theory of social regulation (1979). Together with other works within an interactionist perspective, this level of analysis helps explain the production of evaluation by highlighting three regulatory strategies: controlled regulation, autonomous regulation, and joint regulation.

Keyphrases: adaptation secondaire, high-stakes testing, studenting, teaching, secondary adaptation, social regulation, sociology of organizations, sociology of learning assessment in schools, teachers in Quebec
Lung cancer risk associated with occupational exposures to cleaning agents and biocides : analysis of two case-control studies in Montreal, Canada

Background: Cleaning agents are materials that aid water in the cleaning process. Biocides include materials used to disinfect, deodorize, sterilize, and sanitize. The use of cleaning agents, biocides, and other cleaning-related agents is ubiquitous. Some studies suggest that occupational exposure to cleaning-related substances may be associated with lung cancer. Objective: To examine the association between lung cancer risk and occupational exposure to cleaning-related agents. Methods: This study uses data from two population-based case-control studies on lung cancer (Study 1: 1979-1986; Study 2: 1996-2001) carried out in Montreal. In both studies, cases included men diagnosed with incident histologically confirmed lung cancer identified across 18 Montreal metropolitan hospitals. In both studies, a set of population-based controls randomly selected from the Quebec electoral list was established (Study 2: 762 cases and 899 controls); while in Study 1, an additional cancer control group was selected from a pool of other patients diagnosed with incident cancer (857 cases, 533 population controls, 1349 cancer controls). In both studies, detailed lifetime job histories were collected during interviews; a team of chemists and industrial hygienists then evaluated occupational exposure to many occupational substances including cleaning agents, biocides, aliphatic alcohols, ammonia, caustic soda, and waxes and polishes. Unconditional multivariate logistic regression was used to estimate odds ratios and 95% confidence intervals for lung cancer risk associated with various metrics of occupational exposure to these six agents, while adjusting for established risk factors. Interactions by smoking intensity and asthma status were explored with the inclusion of cross-product terms. Results: Overall, there was no consistent association supporting a role of occupational exposure to cleaning agents, biocides, and other cleaning-related agents in lung cancer etiology. Though there was some evidence that smoking intensity may modify the association between caustic soda and lung cancer risk in Study 1, where, among never-low intensity smokers, a threefold increase in risk was observed in comparison to a null association observed among medium-heavy intensity smokers (pInteraction=0.03). While, in Study 2, those occupationally exposed to aliphatic alcohols and who have ever had asthma experienced a four-fold increase in lung cancer risk in comparison to a null association observed among those who have never had asthma (pInteraction = 0.04). Conclusion: Taken together, the results of this study do not support the role of occupational exposure to cleaning agents, biocides, and other cleaning-related agents in lung cancer etiology.

Keyphrases: Biocides, Epidemiology, Case-control, Lung cancer, Occupation, Exposure, Workplace, Cleaning agents, Biocides, Cleaning products
Multilevel analysis of readmissions following percutaneous nephrolithotomy in kidney stones formers and implications for readmissions-based quality metrics

Objective: Estimate the relative contribution of hospital and patient factors to readmission after a typical high-risk endoscopic procedure, percutaneous nephrolithotomy (PCNL).  Methods: We utilized the Nationwide Readmission Database to identify the patients who underwent PCNL in the United States hospitals in 2014 (January-November). The main outcome was unplanned 30-day readmission following a PCNL. Using a multilevel mixed-effects model, we estimated the statistical association between patient and hospital characteristics and readmission. A hospital-level random effects term was added to estimate hospital-level readmission. To assess the relative contribution of each group of variables on readmission rates, a pseudo-R2 was calculated to assess the contribution of hospital effects to the model of readmission. Results: We identified a weighted sample of 6,974 individuals who underwent PCNL at 485 hospitals in the United States in 2014. The 30-day readmission rate was 8.5% (95% CI 7.4 – 9.7). In our adjusted model, hospital characteristics were not associated with increased likelihood of readmission. Female sex was the only characteristic associated with decreased likelihood of readmission (95% CI 0.54 – 0.93).   Individual hospitals contributed marginally to their patients probability of readmission. Patient level characteristics explained far more of the variability in readmissions than hospital characteristics (pseudo-R2 9.50% vs 0.03%). Conclusion: The risk of readmission after a PCNL is highly variable in between hospitals. The statistical contribution of individual hospitals and hospital characteristics to the probability of readmission following a PCNL was minimal compare to patient characteristics. These findings underscore the potential limitations of using 30-day post-discharge readmissions as a hospital-level quality metric.

Keyphrases: Réadmission hospitalières, Health reduction and readmission project, Urologie, Urology, Percutaneous nephrolithotomy, Readmissions, Nephrolithiasis
Caractérisation des effets antiprolifératifs et pro-inflammatoires associés à une déplétion du coactivateur transcriptionnel PGC-1beta dans le mélanome

Melanoma is the deadliest form of skin cancer. It is defined by great heterogeneity and extensive metabolic reprogramming which gives it the ability to promote immunosuppressive programs and develop therapy resistance. This ability allows melanoma to define the tumor microenvironment and escape the immunosurveillance of the immune system. The peroxisome-proliferator activated receptor gamma coactivator 1 (PGC-1s) family is a key player in cell metabolism by regulating mitochondrial biogenesis, oxidative phosphorylation and oxidative stress detoxification. Studies have shown that the expression of PGC-1α is linked to increased mitochondrial function and the metastatic potential of melanoma. The functions of PGC-1β and PRC, the other 2 members of this family, in melanoma remain largely unexplored. This thesis shows for the first time that the expression of PGC-1s is not only associated with the expression of several pro-inflammatory molecules (IL-8, TNF, IL-1) but also with the expression of immunosuppressive molecules (CD73, PD-L2, Galectin-9) which can control the immune response. Using inhibitors targeting innate immunity signaling pathways, we have shown that the regulation of these molecules occurs via MEK and IKK in PGC-1β depleted melanoma cells. Depletion of PGC-1 impairs mitochondrial function and leads to p21 induction and cell cycle arrest in a sustained manner by a reactive oxygen species (ROS)-independent mechanism. Our work shows that PGC-1s have important immune functions in melanoma that can potentially dictate tumor growth, cell evasion and response to cancer therapies.

Keyphrases: PGC-1s, Cell cycle, Melanoma, Inflammation, Immunosuppression, Metabolism
Le lactate et son récepteur GPR81/HCAR1 dans le développement du système nerveux

During the development of the embryonic nervous system, high energy levels are required for the axonal growth of neurons and retinal ganglion cell axons (RGCs) to their brain targets. This energy demand leads to an increase in the concentrations of lactate, a ligand for the GPR81 / HCAR1 receptor. However, the role of lactate and its receptor in the development of the central nervous system (CNS) has been overlooked. This manuscript reports, the presence of the GPR81 receptor on neurons (RGCs) during embryonic development and into adulthood in mice. The activating effect of GPR81 by pharmacological manipulation helps to regulate the morphology of growth cones and increases axonal growth of RGCs on retinal explants in vitro. The use of gpr81-/- transgenic mice rendering the GPR81 receptor deficient enabled us to confirm these results. In addition, in vivo injection of CTb-Alexa Fluor 555 in the left eye and CTb-Alexa Fluor 647 in the right eye made it possible to visualize the projections of RGCs in the brains of gpr81+/+ and gpr81-/- mice. The gpr81-/- mice show a decrease in ipsilateral projections of RGCs in the dorsal lateral geniculate nucleus (dLGN). However, the visual acuity tested by the oculomotor reflex as well as the retinal sensitivity following light flashes of different intensities measured by electroretinograms (ERGs) were not modified in gpr81-/- mice compared to the wildtypes. These results suggest an important role of the GPR81 receptor at the anatomical level during the development of the visual nervous system.

Keyphrases: Lactate, GPR81, HCAR1, 3,5-DHBA, Development, Growth cone, Axonal growth
La perception des infirmières quant à l’intégration d’une intervention innovatrice inspirée de l’hypnose médicale durant les traitements de chimiothérapie à la clinique externe d’oncologie

Introduction: The soothing properties of conversational hypnosis (CH) - a brief intervention inspired by medical hypnosis - to optimize the management of symptoms associated with antineoplastic treatments have been recognized for several years. However, the perception of nurses who had to integrate this innovative practice into their care regarding the safe administration of chemotherapy at the outpatient oncology clinic has never been documented. Methods: A descriptive qualitative study was conducted with 6 nurses with prior experience with CH during chemotherapy administration at the outpatient oncology clinic. Individual interviews and content analysis were carried out using the methods of Miles et al. (2014). The framework Reclaiming and redefining the fundamentals of care (Kitson et al., 2013) served as the theoretical foundation for this study. Results: Data analysis revealed five broad themes: two addressing the importance of the health care environment and good planning in the application of CH; and three focusing on the added value of CH at the oncology clinic, particularly for the management of patients with pain, the reduction of nursing stress, and the need to provide holistic care during chemotherapy. Conclusions: For the first time, these results reveal the perspective of oncology nurses on the logistical challenges as well as the clinical / personal benefits of integrating HC into their routine care. Such results will be used to inform future knowledge transfer activities related to HC in oncology nursing.

Keyphrases: cancer, innovations, cancer, outpatient chemotherapy, conversational hypnosis, nursing practice, nursing role in oncology, innovations, holistic care
Contribution d’activités d’apprentissage coopératif au développement de la compétence à poser un jugement clinique d’infirmières expertes en soins critiques

The development of clinical judgment is essential for all critical care nurses to provide safe and quality care. To this end, the American Association of Critical Care Nurses (2019) recommends incorporating cooperative learning activities in continuing education programs. These activities would be beneficial for novice nurses, but evidence regarding the learning process in these activities and their benefits for expert nurses remains limited.  Presented as a manuscript, the purpose of this descriptive qualitative study was to explore, from perspective of expert critical care nurses, the contribution of cooperative learning activities to their clinical judgment competency. Specifically, it aimed to understand the process and characteristics of these activities. The study was based on a framework combining Tanner’s (2006) clinical judgment model and Slavin’s (2014) model of cooperative learning. Semi-structured interviews were conducted with seven expert critical care nurses who had experienced cooperative learning activities with nurses of different levels of development. Data analysis was based on Braun and Clarke’s (2006) thematic analysis.  Data analysis revealed four themes. The first two correspond to the characteristics of cooperative learning activities, namely « establishing a safe environment fosters participation » and « the heterogeneity of the group of learners fosters exchanges. » The other two reflect the mechanisms operating within the discussion during cooperative learning activities. These themes are « comparing one’s clinical reasoning to question it and become aware of one’s automatisms, » and « explaining one’s clinical reasoning to review and deepen one’s knowledge. »  In the light of these results, recommendations are made to improve continuing education programs offered to nurses, including experts, and thereby contribute to the development of their clinical judgment.

Keyphrases: Étude qualitative , Cooperative learning, Clinical judgement, Expert nurse, Critical care unit, Qualitative study
Organisation anatomique et rôle du couplage astrocytaire dans l’activité rythmique du noyau sensoriel du trijumeau

Several cerebral functions depend on the capacity of neural network to generate a rhythmic activity. One prominent example of this is the neural networks, named central pattern generators (CPGs), controlling repetitive movements patterns like locomotion, breathing and chewing. Previous studies have shown that the trigeminal main sensory nucleus (NVsnpr), which is part of the masticatory CPG, contains neurons that can rhythmically discharge and that the astrocytes and their protein, S100β, were essential for this neuronal rhythmogenesis. However, the effect of the activation of astrocytes on neuronal discharge of the NVsnpr remains uninvestigated. Additionally, since astrocytes form well-defined networks in the NVsnpr, we hypothesized that the activation of these networks could help synchronize the rhythmic activity of groups of neurons. To investigate these questions, we used whole cell recordings of neurons and astrocytes of the NVsnpr during optogenetic stimulation of astrocytes in transgenic mice. Different mice strains have been used to express photosensitive proteins such as channelrhodopsin (ChR2) or the α-1 adrenegic receptor in NVsnpr astrocytes to enable their stimulation with light. Of all these strains, only the S100β-Cre X ChR2-lox hybrids provided significant responses. Optogenetic stimulation of NVsnpr astrocytes produced various effects on neuronal discharge, including the genesis of rhythmic bursts. However, the recording of pairs of neurons did not confirm the involvement of astrocytes in the synchronization of the rhythmic activity of NVsnpr neurons. These results contribute to the refinement of methods used to study astrocytes in the trigeminal system and confirm the involvement of astrocytes in rhythmogenesis, an involvement that could be observed in other structures of the central nervous system such as the CPGs for respiration or locomotion.

Keyphrases: Communication neurone-glie, S100β, Central pattern generator, Neuron-Glia Communication, Trigeminal main sensory nucleus, Optogenetic