4 research outputs found
La question de la diversitĂ© Ă travers lâenseignement des questions « sensibles » : lâexemple de lâextermination de la communautĂ© juive de Rhodes
Nous traversons une pĂ©riode de transition dâimportance cruciale dominĂ©e par deux tendances historiques rivales, sâopposant de fait. Les traits gĂ©nĂ©raux de la premiĂšre tendance sont : la mondialisation, la dynamique de lâinterdĂ©pendance supranationale des Ătats, le caractĂšre normatif des droits de lâhomme par rapport au droit national, lâintensification des flux migratoires se dirigeant des Ătats du Tiers-Monde vers les mĂ©tropoles occidentales (immigration clandestine ou lĂ©gale, rĂ©fugiĂ©s 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
The âHolocaustsâ in Greece: victim competition in the context of postwar compensation for Nazi persecution
LâĂ©cole et la nation
Une vieille question, si nationale. « Et dâabord, lâĂ©cole nâest pour rien dans la crĂ©ation de la nation française », affirme dâemblĂ©e Antoine Prost. Pourtant, en France, dĂšs lors que la sociĂ©tĂ© et le pouvoir politique sâinterrogent sur la nation et ses troubles, câest Ă lâĂ©cole quâils posent la question de lâidentitĂ© collective et de sa construction, câest vers elle quâils se tournent pour rechercher les responsabilitĂ©s, imaginer les solutions. Ainsi, ce livre interroge, en sâen dĂ©tachant, le dĂ©bat français sur lâidentitĂ© nationale, classique, ambivalent et propice aux instrumentalisations. Une rĂ©ponse internationale, neuve. DĂšs lors, pour dĂ©passer ces singuliĂšres ambiguĂŻtĂ©s franco-françaises, et parce que lâĂ©cole et la nation est un champ scientifique commun par-delĂ les frontiĂšres, cet ouvrage choisit de rĂ©pondre Ă la (dĂ©-)raison nationale par la comparaison internationale. GrĂące Ă la mobilisation exceptionnelle du rĂ©seau de chercheurs de lâInstitut national de recherche pĂ©dagogique (devenu Institut français de lâĂducation), de nombreux auteurs sâattachent Ă dĂ©payser le cas dâĂ©cole français en le confrontant Ă bien dâautres situations nationales, et sâefforcent de dĂ©construire, loin des idĂ©es reçues, ce rapport de lâĂ©cole Ă la nation.An old question, of national importance. âAnd firstly, education has nothing to do with the creation of the French nationâ, 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