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International audienceThe ANTARES Collaboration is operating the largest water Cherenkov neutrino telescope in the Northern hemisphere, installed in the Mediterranean Sea. One of the objectives of ANTARES is the search for neutrinos produced in self-annihilation of Dark Matter particles. The results on the search for Dark Matter annihilations in the Sun and in the Galactic Centre with the data recorded between 2007 and 2012 are presented. The search on the Sun has resulted in competitive limits on the WIMP-proton cross-section, and they are compared to the ones of other indirect and direct detection experiments as well as to predictions of SUSY models. Results of ANTARES on Dark Matter searches towards the Galactic Centre have concluded with competitive limits on the annihilation cross-sections for high mass WIMPs that disfavours the interpretation of the PAMELA electron/positron excesses (constrained by Fermi-LAT and H.E.S.S.) as a signal from dark matter self-annihilations

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For children, the transition from primary to secondary school is sometimes difficult. A problematic transition can have both short-and long-term consequences. Although information from children and their parents about what concerns them can contribute to a smooth transition, this information is rarely shared during the transfer to secondary school. This review examines 30 empirical studies on the effects of interventions to ease the transition process. These are interventions which, in contrast to the usual information about curriculum and test results, focus on what children report about the transition. Our findings suggest that, although their perspectives differ, positive relationships between the stakeholders in the transition process-schools, children and their parents-can help to improve the challenges presented by the transition. It shows the importance of involving all stakeholders in the transition process. However, there is a gap in exchanging information. Little evidence has been found of interventions that focus on partnership or cooperation between parents, children and schoolteachers. We conclude that children and their parents are not well-represented in the decision-making and in the interventions that provide information to the other stakeholders. There is a need for further research in this thesis on how children can be partners in the transition process and how they can inform other stakeholders. Researchers also must investigate how this information can be evaluated and what the consequences are for the collaboration between stakeholders in the transition.