La fiancée d'Aleph

L'avènement de l'imprimerie suscite dans le monde du judaïsme aschénaze un formidable élan de la langue yiddish. Simultanèment les grands textes sacrés sont traduits de l'hébreu et une production originale innerve tous les milieux. Pourtant, très vite, le yiddish est associé à l'émergence d'une littérature « religieuse » destinée aux femmes ou même écrite par elles, au point qu'un caractère typographique, le waybertaytch (« yiddish des femmes ») lui est réservé. C'est ce phénomène que l'auteur interroge dans l'éclairage d'une recherche anthropologique sur la place des femmes dans la culture juive. Au sein de celle-ci, un rapport dialectique unit et sépare le féminin et le religieux selon un partage établi qui soumet les hommes à l'ordre de la lettre hébraïque et les femmes à l'ordre de la coutume. Traduire la Torah en yiddish, permettre que les femmes écrivent dans cette même langue, n'est-ce pas reconnaître la « part féminine » du religieux juif, celle qui leur revient comme le disent si bien les mythes et les rites qui associent la Torah et les femmes.The arrival of printing produces a tremendous flowering of the Yiddish language in the Ashkenasy world. At the same time as translating the great sacred texts from the Hebrew, a rich and entirely unprecedented outpouring spreads into every level of society. However, very quickly Yiddish becomes identified with the emergence of a « religious » literature, written for and even by women. The link is so strong that the books are printed in their own specific typeface: waybertaytch (« women's yiddish »).The author analyses this phenomenon in the light of more recent anthropological research on the place of women in Jewish culture. At the heart of this is a reasoned connection which brings together the female with the religious, but which also keeps them apart according to established order : men submit to the written Hebrew word while women submit to Custom. Translating the Torah into Yiddish, allowing women to write in it is surely to admit the « feminine part » of Jewish spiritual life, the part that is their birth-right as expressed so clearly in the myths and rituals which link the Torah with women

Brouillons scolaires et critique génétique : nouveaux regards, nouveaux égards ?

En s’interrogeant sur ce qui a commencé de changer dans la réflexion et les pratiques en didactique de l’écriture depuis la prise en compte de la critique génétique au début des années quatre-vingt, l’auteur dégage un bilan en trois points : La critique génétique propose un ancrage théorique et une méthode d'analyse des activités d'écriture.La critique génétique permet de (se) représenter toute écriture comme un travail et une recherche.La critique génétique place le sujet scripteur au centre de sa production. L'observation des brouillons et copies permet de tracer les marques d'une démarche personnelle : mise au jour de procédures individuelles, idiosyncrasies et rituels particuliers (tendance à la suppression / à la refonte / à l'ajout...), activités épilinguistiques et métalinguistiques, intensité de l'auto-réflexion, voire du plaisir du texte n'apparaissent plus seulement estimables et didactisables selon la qualité du produit final

Cytoskeleton reorganization mediates alpha6beta1 integrin-associated actions of laminin on proliferation and survival, but not on steroidogenesis of ovine granulosa cells

BACKGROUND: Laminin (LN) is one of the most abundant extracellular matrix components of the basal lamina and granulosa cell layers of ovarian follicles. Culture of ovine granulosa cells (GC) on LN substratum induces cell spreading, enhances cell survival and proliferation, and promotes luteinization. Previous investigations have shown that these effects are mostly mediated by the alpha6beta1 integrin, but its signalization pathways have not been investigated. This study aimed to assess the importance of the cytoskeleton in the alpha6beta1 integrin-mediated actions of laminin on survival, proliferation and steroidogenesis of ovine GC. METHODS: The relationships between morphology and functions of ovine GC cultured on substrata containing LN or/and RGD peptides were investigated. The effects of (1) cytochalasin D, an actin cytoskeleton-disrupting drug, (2) a specific function-blocking antibody raised against alpha6 integrin subunit (anti-alpha6 IgG), and (3) an inhibitor of the ERK1/2 signalization pathway (PD98059) were assessed for GC shape, pyknosis and proliferation rates, oestradiol and progesterone secretions. RESULTS: Cytoskeleton disruption by cytochalasin D induced cell rounding, inhibited proliferation, promoted pyknosis, inhibited progesterone secretion and enhanced oestradiol secretion by GC cultured on LN. When GC were cultured on various substrata containing LN and/or RGD peptides in the presence or absence of anti-alpha6 IgG, both the existence of close correlations between the percentage of round cells, and the GC proliferation rate (r = -0.87) and pyknotic rate (r = 0.76) were established, but no relationship was found between cell shape and steroidogenesis. Inhibition of the ERK1/2 signalization pathway by PD98059 had no effect on GC shape, proliferation or pyknotic rates. However, it dramatically reduced progesterone secretion, expression of cytochrome P450 cholesterol side-chain cleavage and 3beta-hydroxysteroid deshydrogenase enzymes, and enhanced oestradiol secretion, thereby reproducing all the effects of the anti-alpha6 IgG on steroidogenesis of GC cultured on LN. CONCLUSION: LN may participate in the paracrine control of follicular development through different mechanisms. It could enhance proliferation and survival of GC through its alpha6beta1 integrin-mediated actions on cytoskeleton. In contrast, its stimulating action on GC luteinization could be partly mediated by the ERK1/2 pathway, irrespective of cell shape

Is there any relationship between physical activity level and patterns, and physical performance in children?

<p>Abstract</p> <p>Background</p> <p>It is often assumed that physical activity (PA) and physical performance during childhood and adolescence are beneficial for health during adulthood, but a positive relationship between PA and physical performance has not been precisely clarified in children. The lack or the weakness of the relationships between PA and physical performance could be due to the measure of PA. If the use of accelerometry is considered as an objective and common measure of PA, the real patterns of children's habitual PA must be reflected. The aim of this study was to investigate the relationship between the levels and patterns of PA assessed with high frequency accelerometry and physical performance in young children.</p> <p>Methods</p> <p>Eighty-six boys and 101 girls aged 6-12 years participated in this study. Physical activity was measured over a 7-day period, using a 5-s epoch. Physical performance was assessed by means of EUROFIT tests (anthropometrics, standing broad jump, the 10 × 5 meter shuttle run, the sit-and-reach, the handgrip, the number of sit-ups in 30 seconds, the 20-meter shuttle run).</p> <p>Results</p> <p>No relationship was found between PA and physical performance. In boys only, body fatness was negatively associated with vigorous PA (r = -0.38, p < 0.001) and very high PA (r = -0.35, p < 0.01), in contrast to light PA (r = 0.28, p < 0.01), which was positively related to body fatness.</p> <p>Conclusion</p> <p>In 6- to- 12 year- old children, the more active children were not the fittest. Our results also underline the need for uniformity in approach to measurement of PA, body composition and health-related fitness between studies.</p

Comparison of mechanical ventilatory constraints between continuous and intermittent exercises in healthy prepubescent children.

International audienceBBackground: The aim of this study was to evaluate the occurrence and severity of mechanical ventilatory constraints in healthy prepubescent children during continuous and intermittent exercise. Methods: Twelve prepubescent children (7 - 11 years old) performed 7 exercises on a treadmill: one graded test for the determination of maximal aerobic speed (MAS), three continuous exercises (CE) at 60, 70 and 80% of MAS and three intermittent exercises (IE), alternating 15s of exercise with 15s of passive recovery, at 90, 100 and 110% of MAS. During each CE and IE, tidal flow/volume loops were plotted within a maximal flow/volume loop (MFVL) measured at rest before each exercise. Expiratory flow limitation (expFL expressed in %Vt) was defined as the part of exercise tidal volume (Vt) meeting the boundary of MFVL. Breathing strategy was estimated by measuring inspiratory capacity relative to forced vital capacity and tidal volume relative to inspiratory capacity. Other breathing pattern parameters (ventilation VE, Vt, respiratory frequency f) were continuously recorded during exercise. Results: An "intensity" effect was found for during CE (p<0.001) but not during IE (p=0.08). The increase in was predominantly assumed by an increase in f for both exercise modalities. During each exercise, several children heterogeneously experienced expFL ranging between 10 - 90%Vt. For all exercises, Vt was predominantly regulated by an increase in Vt/IC with no change in IC/FVC from rest to exercise. Finally, no significant "modality" effect was found for mechanical ventilatory constraint parameters (expFL, VT/IC and IV/FVC). Discussion: We could conclude that neither of the modalities studied induced more mechanical ventilatory constraints than the other, but that exercise intensities specific to each modality might be greater sources of exacerbation for mechanical ventilatory constraints

Designing clinical trials for assessing the effects of cognitive training and physical activity interventions on cognitive outcomes: The Seniors Health and Activity Research Program Pilot (SHARP-P) Study, a randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>The efficacy of non-pharmacological intervention approaches such as physical activity, strength, and cognitive training for improving brain health has not been established. Before definitive trials are mounted, important design questions on participation/adherence, training and interventions effects must be answered to more fully inform a full-scale trial.</p> <p>Methods</p> <p>SHARP-P was a single-blinded randomized controlled pilot trial of a 4-month physical activity training intervention (PA) and/or cognitive training intervention (CT) in a 2 × 2 factorial design with a health education control condition in 73 community-dwelling persons, aged 70-85 years, who were at risk for cognitive decline but did not have mild cognitive impairment.</p> <p>Results</p> <p>Intervention attendance rates were higher in the CT and PACT groups: CT: 96%, PA: 76%, PACT: 90% (p=0.004), the interventions produced marked changes in cognitive and physical performance measures (p≤0.05), and retention rates exceeded 90%. There were no statistically significant differences in 4-month changes in composite scores of cognitive, executive, and episodic memory function among arms. Four-month improvements in the composite measure increased with age among participants assigned to physical activity training but decreased with age for other participants (intervention*age interaction p = 0.01). Depending on the choice of outcome, two-armed full-scale trials may require fewer than 1,000 participants (continuous outcome) or 2,000 participants (categorical outcome).</p> <p>Conclusions</p> <p>Good levels of participation, adherence, and retention appear to be achievable for participants through age 85 years. Care should be taken to ensure that an attention control condition does not attenuate intervention effects. Depending on the choice of outcome measures, the necessary sample sizes to conduct four-year trials appear to be feasible.</p> <p>Trial Registration</p> <p>Clinicaltrials.gov Identifier: <a href="http://www.clinicaltrials.gov/ct2/show/NCT00688155">NCT00688155</a></p

La linguistique génétique : une autre entrée dans la production d'écrits

La linguistique-génétique, encore peu connue des didacticiens, est l'une des entrées nécessaires dans l'analyse des processus d'écriture. Les travaux de l'ITEM-CNRS peuvent induire d'autres questionnements des pratiques de l'écrit : par quels enchaînements, selon quelles séquences écrit-on ? En quoi l'activité générale de langage se matérialise-t-elle dans la scription ? Ainsi les opérations : remplacer, ajouter, supprimer, déplacer qui gouvernent les ratures se retrouvent-elles dans l'activité d'apprenants comme dans celle d'«experts» écrivains. De même l'approche de la textualité. A l'inverse du modèle dominant, la linguistique-généti-que appréhende les opérations linguistiques à partir de micro-analyses par lesquelles on accède aux niveaux d'organisation textuelle plus importants. Parmi les pistes de recherche à explorer plus avant, l'auteur cite : la cohésion et la connexité, la textualité et la typologie des textes, les aspects de l'écrit en tant qu'ils intéressent une théorie de la production d'écrit comme activité de langage et comme activité cognitive.Fabre Claudine. La linguistique génétique : une autre entrée dans la production d'écrits. In: Repères, recherches en didactique du français langue maternelle, n°4, 1991. Savoir écrire, évaluer, réécrire en classe, sous la direction de Jean-Pierre Jaffré et Hélène Romian. pp. 49-58

L’ethnologie du symbolique en France : situation et perspectives

« Ethnologie du symbolisme », cette alliance de termes ne donne-t-elle pas, d’emblée, une impression de redondance ? Peut-on en effet concevoir une ethnologie qui négligerait tout à fait les modes de pensée inscrits dans les pratiques et le langage ? Mais il est pourtant vrai que certaines traditions de la discipline ont contribué à isoler un « domaine du symbolique », à l’enclore dans des limites que nous refusons aujourd’hui, car c’est sans doute dans leur dépassement qu’advient une façon n..

Les activités métalinguistiques dans les écrits scolaires

Fabre Claudine. Les activités métalinguistiques dans les écrits scolaires. In: L'Information Grammaticale, N. 40, 1989. pp. 38-39

«Orthographe mon amour» par Agnès Millet, Vincent Lucci, Jacqueline Billiez, 1990

Fabre-Cols Claudine. «Orthographe mon amour» par Agnès Millet, Vincent Lucci, Jacqueline Billiez, 1990. In: La Lettre de la DFLM, n°6, 1990. pp. 23-24