Bilateral intracortical inhibition during unilateral motor preparation and sequence learning

Motor sequence learning gradually quickens reaction time, suggesting that sequence learning alters motor preparation processes. Interestingly, evidence has shown that preparing sequence movements decreases short intracortical inhibition (SICI) in the contralateral motor cortex (M1), but also that sequence learning alters motor preparation processes in both the contralateral and ipsilateral M1s. Therefore, one possibility is that sequence learning alters the SICI decreases occurring during motor preparation in bilateral M1s. To examine this, two novel hypotheses were tested: unilateral sequence preparation would decrease SICI in bilateral M1s, and sequence learning would alter such bilateral SICI responses. Paired-pulse transcranial magnetic stimulation was delivered over the contralateral and ipsilateral M1s to assess SICI in an index finger muscle during the preparation of sequences initiated by either the right index or little finger. In the absence of sequence learning, SICI decreased in both the contralateral and ipsilateral M1s during the preparation of sequences initiated by the right index finger, suggesting that SICI decreases in bilateral M1s during unilateral motor preparation. As sequence learning progressed, SICI decreased in the contralateral M1 whilst it increased in the ipsilateral M1. Moreover, these bilateral SICI responses were observed at the onset of motor preparation, suggesting that sequence learning altered baseline SICI levels rather than the SICI decreases occurring during motor preparation per se. Altogether, these results suggest that SICI responses in bilateral M1s reflect two motor processes: an acute decrease of inhibition during motor preparation, and a cooperative but bidirectional shift of baseline inhibition levels as sequence learning progresses

Guidelines for Reporting Action Simulation Studies (GRASS): proposals to improve reporting of research in Motor Imagery and Action Observation

Data availability: No data was used for the research described in the article.Supplementary data is available online at: . https://www.sciencedirect.com/science/article/pii/S0028393223002671#appsec4 .The version on this institutional repository is also available on PsyArXiv Preprints. It may not have been certified by peer review.Researchers from multiple disciplines have studied the simulation of actions through motor imagery, action observation, or their combination. Procedures used in these studies vary considerably between research groups, and no standardized approach to reporting experimental protocols has been proposed. This has led to under-reporting of critical details, impairing the assessment, replication, synthesis, and potential clinical translation of effects. We provide an overview of issues related to the reporting of information in action simulation studies, and discuss the benefits of standardized reporting. We propose a series of checklists that identify key details of research protocols to include when reporting action simulation studies. Each checklist comprises A) essential methodological details, B) essential details that are relevant to a specific mode of action simulation, and C) further points that may be useful on a case-by-case basis. We anticipate that the use of these guidelines will improve the understanding, reproduction, and synthesis of studies using action simulation, and enhance the translation of research using motor imagery and action observation to applied and clinical settings...

L'intégration scolaire des jeunes primo-arrivants : les méthodologies utilisées pour enseigner le français langue seconde dans les DASPA de la Région de Bruxelles-Capitale

Les mouvements migratoires ne sont pas nouveaux et font partie intégrante de l’histoire humaine. Bien que l’immigration en Belgique ait d’abord été étroitement liée à l’immigration étrangère de travail ainsi qu’au regroupement familial, elle est aujourd’hui également liée aux demandes d’asile. Ces demandes d’asile impliquent la mise en place de politiques d’accueil par les autorités belges. Dans ce travail, nous nous intéressons à l’intégration scolaire des jeunes immigrés de la Région de Bruxelles-Capitale et plus particulièrement aux méthodologies utilisées pour enseigner le français à ces derniers. Les résultats obtenus suite aux différentes observations menées dans les Dispositifs d’Accueil et de Scolarisation des élèves Primo-Arrivants (DASPA) de la Région de Bruxelles-Capitale nous permettent de proposer plusieurs recommandations pratiques quant à l’enseignement du français langue seconde.Master [120] en langues et lettres modernes, orientation générale, Université catholique de Louvain, 201

To transform universities : the emergence of university "evaluation" in France and the Netherlands, 1980s and 1990s

Cette thèse porte sur deux institutions d’ « évaluation » des universités créées en 1985 en France (le Comité national d'évaluation) et aux Pays-Bas (l'association des universités néerlandaises). Aujourd’hui, l’évaluation de la recherche et de l’enseignement est principalement étudiée en tant qu’outil « néomanagérial » de gouvernement des universités. Or, cette interprétation ne correspond pas à son histoire : dans cette thèse, je propose de partir de situations concrètes dans lesquelles des formes ensuite dites d’ « évaluation » ont émergé. Ce travail analyse d'abord la gestation des deux instances d'évaluation étudiées, pour se pencher ensuite sur leur fonctionnement dans les années 1980 et 1990, et il propose enfin des épilogues sur les transformations qu'elles ont connues à la fin des années 1990 et au début des années 2000. L’intérêt de la perspective historique est d’une part de mettre au jour la contingence des évolutions, l’enchevêtrement des projets réformateurs ainsi que des intentions des différents acteurs. D’autre part elle permet de percevoir les changements au fil du temps, et de montrer comment les projets peuvent se déployer ou s’inverser du fait des transformations sociales et économiques locales et internationales.In this thesis, I examine two cases of what has come to be called university “evaluation” in France (through the Comité national d’évaluation, founded in 1985) and in the Netherlands (the association of Dutch universities, founded in the same year). Today, the assessment of research and teaching in universities is often perceived in terms of a turn towards “neomanagerial” governance in academia. However, this interpretation doesn’t do justice to the history of evaluation in higher education. Focusing first on the emergence of the two assessment agencies in France and in the Netherlands, I then look into the ways they functioned in the 1980s and 1990s before they were transformed at the end of the 1990s. A historical perspective is useful for two reasons: firstly, it allows us to grasp the contingency characterising the process of establishing these instruments and to account for how the actors’ intentions were entangled with these projects; and secondly, it bears witness to the changes the sector has seen, how tendencies were spread or reversed in view of social and economic development on local and international levels

Le Vulcain des Gésates

Waltzing Jean-Pierre. Le Vulcain des Gésates. In: Revue des Études Anciennes. Tome 4, 1902, n°1. pp. 53-54

Analyse de la gestion des patients sous antivitamines K aux urgences (Elaboration, mise en place et évaluation d'un chemin clinique)

STRASBOURG-Medecine (674822101) / SudocSudocFranceF