Oskar Bordeaux
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Environ Res
No full textRATIONALE: Following the withdrawal of organochlorines and organophosphates, pyrethroids have become the most used insecticides in both agricultural and domestic settings. OBJECTIVES: We analyzed data from the French AGRICAN agricultural cohort to assess associations of occupational pyrethroid exposures and allergic/non-allergic asthma. METHODS: At enrollment, asthma diagnosed by a doctor was reported by 11 815 participants (7028 classified as non-allergic and 4458 as allergic based on the presence of eczema and/or hay fever). Individual exposures to 17 pyrethroids were defined in 124 992 participants, based on a combination of the history of pesticide treatment of 11 crops (grassland, vineyard, wheat/barley, corn, field peas, potatoes, tobacco, beets, sunflower, rape, fruits) and a crop-exposure matrix. MEASUREMENTS AND MAIN RESULTS: In men, no association was observed for any of the pyrethroids regardless of asthma phenotype. In contrast, in ever-exposed women, asthma risk was increased with use of any pyrethroid, both for allergic (+80 %) and non-allergic asthma (+40 %). Highest increases were observed for allergic asthma with fenpropathrin (OR = 2.00; 95 %CI:1.38-2.90), tralomethrin (OR = 1.81; 95 %CI:1.28-2.56), fenvalerate (OR = 1.81; 95 %CI:1.38-2.38), permethrin (OR = 1.78; 95 %CI:1.26-2.50) and deltamethrin (OR = 1.76; 95 %CI:1.35-2.29). Stratified analyses on women who reported living on a farm in early life showed stronger associations for non-allergic asthma. For women who reported early life living on vineyards associations with pyrethroids were stronger for both allergic and non-allergic asthma. Associations for women who lived on cattle farms were reduced for some pyrethroids. CONCLUSION: Occupational pyrethroid exposure was positively associated with both allergic and non-allergic asthma in women but not in men
Effect of mutations in intrinsically-disordered or ordered regions of potato virus Y (PVY ; genus Potyvirus ; family Potyviridae) VPg on virus fitness and adaptability
No full textJMIR Res Protoc
Get PDFBACKGROUND: The COVID-19 pandemic and the protracted lockdowns have heavily impacted university students' mental health. Digital Escape Games represent a good means to reach students and propose them solutions for their psychological well-being. OBJECTIVE: This study aimed to evaluate a cocreated digital Escape Game on students' mental health in the aftermath of the COVID-19 pandemic, called EscapeCovid Game. The evaluation of the effectiveness of this stand-alone intervention concerns mental health outcomes (mental health literacy, appraisal and change of beliefs about mental health, management of emotions, and development of coping strategies) and the appreciation and relevance of the game. METHODS: A randomized controlled trial with pre- and posttest data collection (online questionnaires with validated scales) is conducted among 500 students in Bordeaux, France, to evaluate the EscapeCovid Game cocreated with students, researchers, health professionals, and web developers. A subsample of students is randomly selected for responding to a semistructured interview following a mixed methods design. Recruitment is done through mail invitations from student associations and presentations in university classes. Half of the sample of the trial plays the Escape Game, while the other half receives an email with mental health-related information. Within the game, students discuss their personal experiences. The text is further used for the qualitative analyses. The whole study is carried out online. RESULTS: The EscapeCovid Game has been developed, tested, and finalized by the end of March 2023. As of November 4, 2024, a total of 191 students have answered the baseline questionnaire (90 intervention vs 101 control). A total of 23 students have played the game and 53 are in the control arm. Among participants, by the end of September 20, 2023, twenty were interviewed (10 intervention and 10 control) reaching sample saturation. According to preliminary results, the EscapeCovid Game has had a positive impact on all defined outcomes, while the email has been effective in increasing knowledge on resources available and on coping strategies and meditation techniques. We expect the trial to be completed by the end of June 2025. CONCLUSIONS: The mixed methods findings of this study are due to demonstrate the effectiveness of the EscapeCovid Game in improving students' mental health outcomes. Preliminary results from the qualitative substudy are promising: in the aftermath of the COVID-19 crisis, this intervention is intended to promote players' mental health through gamification, knowledge transfer, and a learning-by-doing approach. TRIAL REGISTRATION: ClinicalTrials.gov NCT06720792; https://clinicaltrials.gov/study/NCT06720792. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/64068.Co-création et évaluation d'une Escape Room numérique pour les étudiants sur la santé mentale à l'ère du Covid-19University of Bordeaux Graduate School in Digital Public Healt
Comment quantifier et expliquer les aires de distribution et leur expansions ?
No full textPour caractériser le déplacement des aires de distribution (invasions/expansions), il est nécessaire de cartographier leur aire de distribution à différentes années. Le phénomène d'expansion, commun aux espèces exotiques envahissantes et aux espèces natives en expansion, est le résultat de deux processus principaux : la dispersion et l'établissement. La probabilité d'établissement dépend notamment des conditions météorologiques dans le territoire où les individus sont nouvellement arrivés. C'est pour cette raison que, dans ce chapitre, nous abordons : les méthodes de cartographie des insectes forestiers ravageurs, les méthodes pour mesurer leurs capacités de dispersion, et les différentes sources possibles des variables météorologiques
JMIR Res Protoc
Get PDFBackground An individual education plan (IEP) is a key element in the support of the schooling of children with special educational needs or disabilities. The IEP process requires effective communication and strong partnership between families, school staff, and health care practitioners. However, these stakeholders often report their collaboration as limited and difficult to maintain, leading to difficulties in implementing and monitoring the child’s IEP. Objective This paper aims to describe the study protocol used to evaluate a technological tool (CoEd application) aiming at fostering communication and collaboration between family, school, and health care in the context of inclusive education. Methods This protocol describes a longitudinal, nonrandomized controlled trial, with baseline, 3 month, and 6-month follow-up assessments. The intervention consisted of using the web-based CoEd application for 3 months to 6 months. This application is composed of a child’s file in which stakeholders of the support team can share information about the child’s profile, skills, aids and adaptations, and daily events. The control group is asked to function as usual to support the child in inclusive settings. To be eligible, a support team must be composed of at least two stakeholders, including at least one of the parents. Additionally, the pupil had to be aged between 10 years and 16 years, enrolled in secondary school, be taught in mainstream settings, and have an established or ongoing diagnosis of autism spectrum disorder, attention-deficit/hyperactivity disorder, or intellectual disability (IQ<70). Primary outcome measures cover stakeholders’ relationships, self-efficacy, and attitudes toward inclusive education, while secondary outcome measures are related to stakeholders’ burden and quality of life, as well as children’s school well-being and quality of life. We plan to analyze data using ANCOVA to investigate pre-post and group effects, with a technological skills questionnaire as the covariate. Results After screening for eligibility, 157 participants were recruited in 37 support teams, composed of at least one parent and one professional (school, health care). In September 2023, after the baseline assessment, the remaining 127 participants were allocated to the CoEd intervention (13 teams; n=82) or control condition (11 teams; n=45). Conclusions We expect that the CoEd application will improve the quality of interpersonal relationships in children’s IEP teams (research question [RQ]1), will show benefits for the child (RQ2), and improve the well-being of the child and the stakeholders (RQ3). Thanks to the participatory design, we also expect that the CoEd application will elicit a good user experience (RQ4). The results from this study could have several implications for educational technology research, as it is the first to investigate the impacts of a technological tool on co-educational processes. International Registered Report Identifier (IRRID) DERR1-10.2196/6337
