La question de la diversité à travers l’enseignement des questions « sensibles » : l’exemple de l’extermination de la communauté juive de Rhodes

Nous traversons une période de transition d’importance cruciale dominée par deux tendances historiques rivales, s’opposant de fait. Les traits généraux de la première tendance sont : la mondialisation, la dynamique de l’interdépendance supranationale des États, le caractère normatif des droits de l’homme par rapport au droit national, l’intensification des flux migratoires se dirigeant des États du Tiers-Monde vers les métropoles occidentales (immigration clandestine ou légale, réfugiés polit..

Favorable and prolonged changes in blood lipid profile after muscle-damaging exercise

Purpose: To examine the effect of repeated muscle-damaging exercise on the time-course changes in blood lipid and lipoprotein profile and compare them with changes in indices of muscle function and damage. Methods: Twelve women underwent an isokinetic exercise session consisting of 75 eccentric knee flexions, which was repeated after 3 wk. Triacylglycerols (TG), total cholesterol (TC), and high-density lipoprotein cholesterol (HDLC) in plasma were measured before, immediately, 1, 2, 3, 4, and 7 d after muscle-damaging exercise. Low-density lipoprotein cholesterol (LDLC) and TC/HDLC were also calculated. Results: The largest changes in TG and lipoproteins appeared 3 d after exercise, returning toward baseline thereafter. The magnitudes of these changes at 3 d compared with rest were -18% and -8% for TG, -14% and -10% for TC, 8% and 7% for HDLC, -25% and -18% for LDLC, and -20% and -15% for TC/HDLC after sessions I and 2, respectively. In addition, the incremental or decremental area under the curve for the TG and lipoproteins measured after the first session was higher than that after the second session-except for HDLC concentration. Conclusion: These findings reveal that lipid and lipoprotein profile was favorably affected by both sessions of muscle-damaging exercise but relatively less so after a repeated session of muscle-damaging exercise

L’école et la nation

Une vieille question, si nationale. « Et d’abord, l’école n’est pour rien dans la création de la nation française », affirme d’emblée Antoine Prost. Pourtant, en France, dès lors que la société et le pouvoir politique s’interrogent sur la nation et ses troubles, c’est à l’école qu’ils posent la question de l’identité collective et de sa construction, c’est vers elle qu’ils se tournent pour rechercher les responsabilités, imaginer les solutions. Ainsi, ce livre interroge, en s’en détachant, le débat français sur l’identité nationale, classique, ambivalent et propice aux instrumentalisations. Une réponse internationale, neuve. Dès lors, pour dépasser ces singulières ambiguïtés franco-françaises, et parce que l’école et la nation est un champ scientifique commun par-delà les frontières, cet ouvrage choisit de répondre à la (dé-)raison nationale par la comparaison internationale. Grâce à la mobilisation exceptionnelle du réseau de chercheurs de l’Institut national de recherche pédagogique (devenu Institut français de l’Éducation), de nombreux auteurs s’attachent à dépayser le cas d’école français en le confrontant à bien d’autres situations nationales, et s’efforcent de déconstruire, loin des idées reçues, ce rapport de l’école à la nation.An old question, of national importance. “And firstly, education has nothing to do with the creation of the French nation”, declares Antoine Prost. However, in France, since society and the public authorities are concerned about the nation and the disorder therein, it is to education that they direct the question of collective identity and its construction and it is to education that they turn to seek accountability and to devise solutions. This book, therefore, stands back from the issue to examine the French debate on national identity - a debate which is conventional, contradictory and lends itself to manipulation. A new, international response.Therefore, to overcome this unique and purely French ambiguity, and because education and the nation is a scientific discipline which extends beyond borders, this volume opts to respond to national (in)sanity by means of comparison with other countries. Thanks to the exceptional mobilisation by the network of researchers at the National Institute for Pedagogical Research (now the French Institute of Education), a large number of stakeholders are taking the case of French education beyond national boundaries by comparing it to many other national situations, and, shunning generally accepted ideas, are striving to deconstruct this relationship between education and the nation