Explore the vast range of titles available.

Molar Incisor Hypomineralisation (MIH) is defined as a qualitative demarcated enamel hypomineralisation defect of tooth enamel affecting at least one first permanent molar (FPM), often affecting permanent incisors. More recently, the term Hypomineralised Second Primary Molar (HSPM) was used to describe similar defects affecting second primary molars. Our observational study aimed at determining HSPM and MIH frequencies in a medieval and early-modern-age population population (Sains-en-Gohelle, France, 7th − 17th centuries) and compare it to the current worldwide and French prevalence values. To date, there are no other studies on this subject in France. European studies have been published, but the diagnosis of these pathologies is based solely on a visual examination. Our study differs from others by using objective diagnostic. microtomography and X-ray fluorescence. The use of these diagnostic methods allows differentiation between hypomineralised and taphonomic lesions. The frequencies of MIH and HSPM were, respectively, 12.3% and 13.3%. In fact, there were 10 individuals with at least one first permanent molar affected by MIH amongst the 81 individuals with at least one first permanent molar present, and 15 individuals with at least one second primary molar affected by HSPM among the 113 individuals with at least one second primary molar present.The presence of MIH and HSPM in ancient populations with frequencies respectively equivalent and higher than current worldwide averages renews the debate and questioning about the aetiological factors of these pathologies.

Molar Incisor Hypomineralisation (MIH) and Hypomineralised Second Primary Molars (HSPM) involve prevalent qualitative structural developmental anomalies of tooth enamel affecting the first permanent molars (and often incisors) and the second primary molars, respectively. These demarcated hypomineralised lesions of enamel manifest as white-cream or yellow-brown opacities, with possible post-eruptive localised loss of enamel. Aetiological hypotheses have involved contemporary life factors (i.e. environmental pollutant exposure or early childhood medications) in contrast to factors not limited to a specific time period (i.e. hypoxia at birth or genetic predisposition). Evidence of MIH in ancient populations would reinforce aetiological factors present for many centuries. By means of microtomographic and X-ray fluorescence analyses the present study provides evidence that (i) two archaeological specimens: “S407” (Sains-en-Gohelle, France, 12 th –16 th centuries) and “B335” (Beauvais, France, 15 th –18 th centuries) were MIH-affected, and (ii) one individual “S323” was affected by HSPM and MIH (Sains-en-Gohelle, France, 7 th –11 th centuries).

An intense debate concerning the nature and mode of Neolithic transition in Europe has long received much attention. Recent publications of paleogenetic analyses focusing on ancient European farmers from Central Europe or the Iberian Peninsula have greatly contributed to this debate, providing arguments in favor of major migrations accompanying European Neolithization and highlighting noticeable genetic differentiation between farmers associated with two archaeologically defined migration routes: the Danube valley and the Mediterranean Sea. The aim of the present study was to fill a gap with the first paleogenetic data of Neolithic settlers from a region (France) where the two great currents came into both direct and indirect contact with each other. To this end, we analyzed the Gurgy 'Les Noisats' group, an Early/Middle Neolithic necropolis in the southern part of the Paris Basin. Interestingly, the archaeological record from this region highlighted a clear cultural influence from the Danubian cultural sphere but also notes exchanges with the Mediterranean cultural area. To unravel the processes implied in these cultural exchanges, we analyzed 102 individuals and obtained the largest Neolithic mitochondrial gene pool so far (39 HVS-I mitochondrial sequences and haplogroups for 55 individuals) from a single archaeological site from the Early/Middle Neolithic period. Pairwise FST values, haplogroup frequencies and shared informative haplotypes were calculated and compared with ancient and modern European and Near Eastern populations. These descriptive analyses provided patterns resulting from different evolutionary scenarios; however, the archaeological data available for the region suggest that the Gurgy group was formed through equivalent genetic contributions of farmer descendants from the Danubian and Mediterranean Neolithization waves. However, these results, that would constitute the most ancient genetic evidence of admixture between farmers from both Central and Mediterranean migration routes in the European Neolithization debate, are subject to confirmation through appropriate model-based approaches.

Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results.

The compilation of archaeological and genetic data for ancient European human groups has provided persuasive evidence for a complex series of migrations, population replacements and admixture until the Bronze Age. If the Bronze-to-Iron Age transition has been well documented archaeologically, ancient DNA (aDNA) remains rare for the latter period and does not precisely reflect the genetic diversity of European Celtic groups. In order to document the evolution of European communities, we analysed 45 individuals from the Late Iron Age (La Tène) Urville-Nacqueville necropolis in northwestern France, a region recognized as a major cultural contact zone between groups from both sides of the Channel. The characterization of 37 HVS-I mitochondrial sequences and 40 haplogroups provided the largest maternal gene pool yet recovered for the European Iron Age. First, descriptive analyses allowed us to demonstrate the presence of substantial amounts of steppe-related mitochondrial ancestry in the community, which is consistent with the expansion of Bell Beaker groups bearing an important steppe legacy in northwestern Europe at approximately 2500 BC. Second, maternal genetic affinities highlighted with Bronze Age groups from Great Britain and the Iberian Peninsula regions tends to support the idea that the continuous cultural exchanges documented archaeologically across the Channel and along the Atlantic coast (during and after the Bronze Age period) were accompanied by significant gene flow. Lastly, our results suggest a maternal genetic continuity between Bronze Age and Iron Age groups that would argue in favour of a cultural transition linked to progressive local economic changes rather than to a massive influx of allochthone groups. The palaeogenetic data gathered for the Urville-Nacqueville group constitute an important step in the biological characterization of European Iron age groups. Clearly, more numerous and diachronic aDNA data are needed to fully understand the complex relationship between the cultural and biological evolution of groups from the period.

Ce texte présente les résultats partiels d'une étude menée auprès d'enseignants en classes multiâges. En réponse au besoin exprimé de développement professionnel d'enseignants oeuvrant dans ce type de classes, un questionnaire a permis de préciser leurs besoins spécifiques pour ensuite élaborer et mettre à l'essai des stratégies d'accompagnement adaptées à leur contexte. Ces stratégies s'inscrivent dans une perspective de développement professionnel qui mise sur le partage d'expertise et l'engagement des acteurs. Les résultats apportent des précisions sur les caractéristiques de l'enseignement en classe multiâge, les besoins spécifiques et les inquiétudes des enseignants, ainsi que sur le type d'accompagnement souhaité.

Recent ancient DNA studies on European Neolithic human populations have provided persuasive evidence of a major migration of farmers originating from the Aegean, accompanied by sporadic hunter-gatherer admixture into early Neolithic populations, but increasing toward the Late Neolithic. In this context, ancient mitochondrial DNA data collected from the Neolithic necropolis of Gurgy (Paris Basin, France), the largest mitochondrial DNA sample obtained from a single archeological site for the Early/Middle Neolithic period, indicate little differentiation from farmers associated to both the Danubian and Mediterranean Neolithic migration routes, as well as from Western European hunter-gatherers. To test whether this pattern of differentiation could arise in a single unstructured population by genetic drift alone, we used serial coalescent simulations. We explore female effective population size parameter combinations at the time of the colonization of Europe 45000 years ago and the most recent of the Neolithic samples analyzed in this study 5900 years ago, and identify conditions under which population panmixia between hunter-gatherers/Early-Middle Neolithic farmers and Gurgy cannot be rejected. In relation to other studies on the current debate of the origins of Europeans, these results suggest increasing hunter-gatherer admixture into farmers' group migrating farther west in Europe.

Cet article a pour objectif d'éclairer les rôles de l'accompagnant dans une communauté d'apprentissage visant le développement professionnel d'enseignants. L'analyse secondaire des données a été réalisée selon un canevas théorique basé sur: 1) les moments de l'accompagnement, 2) les dynamiques d'accompagnement et 3) les stratégies de soutien au processus et au contexte global d'investigation. À l'issue d'une analyse de contenu, les résultats révèlent que l'accompagnant assure la mise en place de relations de qualité et l'ajustement des pratiques, et que son rôle principal consiste à maintenir l'équilibre environnemental et dynamique de la communauté d'apprentissage. Mots-clés: rôles de l'accompagnant; équilibre environnemental et dynamique; principes écosystémiques; communauté d'apprentissage pour le développement professionnel. This article aims to understand the facilitators' roles in supporting a teachers' learning community for professional development. What kind of support is provided at the relational and at the pedagogical levels within the learning community? To uncover this reality, a secondary data analysis used three theoretical frameworks: 1) phases of support, 2) dynamic of support, and 3) means of supports according to the context and the inquiry process. Following a content analysis, the results shed light to the learning community's ecological nature, in which the principal facilitator's role is to maintain both the dynamic and environmental equilibrium. Keywords: facilitators' roles for support; environmental and dynamic equilibrium; ecosystemic principles; learning community for professional development.

The compilation of archaeological and genetic data for ancient European human groups has provided persuasive evidence for a complex series of migrations, population replacements and admixture until the Bronze Age. If the Bronze-to-Iron Age transition has been well documented archaeologically, ancient DNA (aDNA) remains rare for the latter period and does not precisely reflect the genetic diversity of European Celtic groups. In order to document the evolution of European communities, we analysed 45 individuals from the Late Iron Age (La Tène) Urville-Nacqueville necropolis in northwestern France, a region recognized as a major cultural contact zone between groups from both sides of the Channel. The characterization of 37 HVS-I mitochondrial sequences and 40 haplogroups provided the largest maternal gene pool yet recovered for the European Iron Age. First, descriptive analyses allowed us to demonstrate the presence of substantial amounts of steppe-related mitochondrial ancestry in the community, which is consistent with the expansion of Bell Beaker groups bearing an important steppe legacy in northwestern Europe at approximately 2500 BC. Second, maternal genetic affinities highlighted with Bronze Age groups from Great Britain and the Iberian Peninsula regions tends to support the idea that the continuous cultural exchanges documented archaeologically across the Channel and along the Atlantic coast (during and after the Bronze Age period) were accompanied by significant gene flow. Lastly, our results suggest a maternal genetic continuity between Bronze Age and Iron Age groups that would argue in favour of a cultural transition linked to progressive local economic changes rather than to a massive influx of allochthone groups. The palaeogenetic data gathered for the Urville-Nacqueville group constitute an important step in the biological characterization of European Iron age groups. Clearly, more numerous and diachronic aDNA data are needed to fully understand the complex relationship between the cultural and biological evolution of groups from the period.

Ce texte présente les résultats partiels d'une étude menée auprès d'enseignants en classes multiâges. En réponse au besoin exprimé de développement professionnel d'enseignants oeuvrant dans ce type de classes, un questionnaire a permis de préciser leurs besoins spécifiques pour ensuite élaborer et mettre à l'essai des stratégies d'accompagnement adaptées à leur contexte. Ces stratégies s'inscrivent dans une perspective de développement professionnel qui mise sur le partage d'expertise et l'engagement des acteurs. Les résultats apportent des précisions sur les caractéristiques de l'enseignement en classe multiâge, les besoins spécifiques et les inquiétudes des enseignants, ainsi que sur le type d'accompagnement souhaité. Mots clés: Classe multiâge, enseignement, besoins, développement professionnel, accompagnement This paper presents the results of a study conducted with teachers working in multi-age classrooms. To address the need for professional development of teachers working in multi-age classrooms, we used a questionnaire to identify specific needs, and then develop and implement strategies tailored to their context. These strategies are in accordance with a perspective that focused on the sharing of expertise and commitment of the actors. Within this framework the results of our research provide insight into the characteristics of multi-age classroom teaching, special needs and concerns of teachers and about the support required. Key Words: Multi-age classrooms, teaching, needs, professional development, accompaniment (coaching)