EuroSpine Task Force on Research: support for spine researchers

In recognition of the value of research to the practice of spine care, Federico Balagué and Ferran Pellisé, at the time President and Secretary for EuroSpine, asked Margareta Nordin to set up a Task Force on Research (TFR) for EuroSpine during summer 2011. The concept was to stimulate and facilitate a research community within the society, through two main functions: (1) distribution of EuroSpine funds to researchers; (2) develop and deliver research training/education courses. What has the EuroSpine TFR accomplished since its inception

Emancipación intelectual y afirmación de igualdad: la intervención conceptual de Jacques Rancière

Jacques Rancière es un filósofo francés nacido en Argel en 1940. En su juventud, integró el equipo de intelectuales dirigidos por Louis Althusser en la Escuela Normal Superior de París. En la década de 1960, Althusser tenía gran protagonismo en el ámbito político e intelectual de Francia, e impulsó una serie de presentaciones sobre marxismo que luego confluirían en un volumen colectivo en el que Rancière colaboró (Para leer El Capital, 1965). Sin embargo, a partir de las experiencias vividas en Mayo de 1968, Rancière se distanció de Althusser a partir de entender que la distinción althusseriana entre “ciencia” e “ideología” terminaba por instituir, para Rancière, un monopolio intelectual del saber que establecía una superioridad de la ciencia por sobre los saberes prácticos de las masas (La lección de Althusser, 1974).Facultad de Humanidades y Ciencias de la Educació

Emancipación intelectual y afirmación de igualdad: la intervención conceptual de Jacques Rancière

Jacques Rancière es un filósofo francés nacido en Argel en 1940. En su juventud, integró el equipo de intelectuales dirigidos por Louis Althusser en la Escuela Normal Superior de París. En la década de 1960, Althusser tenía gran protagonismo en el ámbito político e intelectual de Francia, e impulsó una serie de presentaciones sobre marxismo que luego confluirían en un volumen colectivo en el que Rancière colaboró (Para leer El Capital, 1965). Sin embargo, a partir de las experiencias vividas en Mayo de 1968, Rancière se distanció de Althusser a partir de entender que la distinción althusseriana entre “ciencia” e “ideología” terminaba por instituir, para Rancière, un monopolio intelectual del saber que establecía una superioridad de la ciencia por sobre los saberes prácticos de las masas (La lección de Althusser, 1974).Facultad de Humanidades y Ciencias de la Educació

Marked changes in diversity and relative activity of picoeukaryotes with depth in the world ocean

Microbial eukaryotes are key components of the ocean plankton. Yet, our understanding of their community composition and activity in different water layers of the ocean is limited, particularly for picoeukaryotes (0.2–3 µm cell size). Here, we examined the picoeukaryotic communities inhabiting different vertical zones of the tropical and subtropical global ocean: surface, deep chlorophyll maximum, mesopelagic (including the deep scattering layer and oxygen minimum zones), and bathypelagic. Communities were analysed by high-tthroughput sequencing of the 18S rRNA gene (V4 region) as represented by DNA (community structure) and RNA (metabolism), followed by delineation of Operational Taxonomic Units (OTUs) at 99% similarity. We found a stratification of the picoeukaryotic communities along the water column, with assemblages corresponding to the sunlit and dark ocean. Specific taxonomic groups either increased (e.g., Chrysophyceae or Bicosoecida) or decreased (e.g., Dinoflagellata or MAST-3) in abundance with depth. We used the rRNA:rDNA ratio of each OTU as a proxy of metabolic activity. The highest relative activity was found in the mesopelagic layer for most taxonomic groups, and the lowest in the bathypelagic. Altogether, we characterize the change in community structure and metabolic activity of picoeukaryotes with depth in the global ocean, suggesting a hotspot of activity in the mesopelagic

The influence of the physical education teacher on intrinsic motivation, self-confidence, anxiety, and pre-and post-competition mood states

One of the fundamental problems facing teachers of physical education (PE) is how to increase pupils' motivation. From the point of view of goal achievement, guidelines need to be established so that information may be used to greater effect in classes. This study examined the relationship between the motivational climate created by the PE teacher and the intrinsic motivation of the preparatory sessions together with self-confidence and anxiety prior to competition and pre- and post-competition mood states. The sample was made up of school children (M age = 11.7) from a state school (N = 115), who, after an introduction to an athletics course of 12 sessions, took part in a sports competition. During this time, a teacher (trained to this effect) manipulated the motivational climate, adapting the strategies of TARGET (11, 12, 26, 28). The mastery climate was linked to enjoyment, perceived ability, and effort in the PE classes, as well as to pre-competition somatic anxiety and post-competition vigor. On the other hand, the performance climate was associated with self-confidence, pre-competition vigor, and post-competition stress. The results are discussed in relation to achievement goal theory and motivational climate manipulation