Motor unit activation strategy during a sustained isometric contraction of finger flexor muscles in elite climbers

The aim of the study was to evaluate, by an electromyographic (EMG) and mechanomyographic (MMG) combined approach, whether years of specific climbing activity induced neuromuscular changes towards performances related to a functional prevalence of fast resistant or fast fatigable motor units. For this purpose, after the maximum voluntary contraction (MVC) assessment, 11 elite climbers and 10 controls performed an exhaustive handgrip isometric effort at 80% MVC. Force, EMG and MMG signals were recorded from the finger flexor muscles during contraction. Time and frequency domain analysis of EMG and MMG signals was performed. In climbers: (i) MVC was higher (762 ± 34 vs 512 ± 57 N; effect size: 1.64; confidence interval: 0.65–2.63; P < 0.05); (ii) endurance time at 80% MVC was 43% longer (34.2 ± 3.7 vs 22.3 ± 1.5 s; effect size: 1.21; confidence interval: 0.28–2.14; P < 0.05); (iii) force accuracy and stability were greater during contraction (P < 0.05); (iv) EMG and MMG parameters were higher throughout the entire isometric effort (P < 0.05). Collectively, force, EMG and MMG combined analysis revealed that several years of specific climbing activity addressed the motor control system to adopt muscle activation strategies based on the functional prevalence of fast resistant motor units.     

The usefulness of qualitative case studies in research on special needs education

Research on special needs education is often very complex and puts specific demands on the methodology used. Data‐triangulation, at the very least, is required. In most of our recent research projects on the development of special needs education in Flanders (the Dutch speaking part of Belgium), we have made use of qualitative case studies to describe and understand the complex reality of the innovations taking place in our schools. In this article we discuss some methodological aspects of qualitative case study designs, illustrated with a study on the implementation of inclusive education in Flemish primary schools.     

Highlighting the role of the episodic situation model in the solving of arithmetical problems

The objective of this research was to compare two types of models used in problem solving: those which give priority to intermediate qualitative representations, such as the episodic situation model, and those which are centred on the activity of the participant and are of a procedural nature. Two-step distributive problems were chosen that could be solved using two different strategies: factorisation or development. These problems were given to French primary school pupils in year groups 3rd grade (8–9 years old) and 5th grade (10–11 years old). Each problem was formulated in four different ways by crossing two variables which modify the text: on the one hand, the presence of an element structuring the objects enumerated in the problem and on the other hand, the order of the numerical data. We have noted the percentage of ‘factorisation’ strategies used by the pupils. The results show that (1) factorisation was most often used by the older pupils; (2) the presence of a structuring element increased the number of factorisations whereas the order of the numerical data had no effect. This suggests that the problem-solving models which involve the episodic situation model are more suited to result interpretation than procedural models.     

Connaissances utilisées par des elèves de 8 à 12 ans dans la formulation de problèmes arithmétiques concrets

This study analyses children development of semantic, linguistic, procedural and schematic knowledge in the context of writing arithmetic word problems. 139 children aged between 8 and 12 years old were presented with a task which consisted in writing arithmetic word problems, according to some contraints: words, questions or measures to include in their problems; type of problems to write. Results show the relevance of actual theoritical models of problem solving (Mayer, 1983; Kintsch & Greeno, 1985). Schematic knowledge seem indeed more important than other knowledge in the process of writing arithmetic word problems; semantic knowledge are also used to choose relevant numbers or measures; the roles of linguistic and procedural knowledge seem less evident. Finally, some hypotheses related with the development of mental models of arithmetic word problems are formulated.     

Can Genetics and Genomics Nursing Competencies Be Successfully Taught in a Prenursing Microbiology Course?

In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.     

Interpersonal conflict resolution strategies in children: A father-child co-construction

The interpersonal conflict gives an opportunity to learn living together and to accept differences. We consider the interpersonal conflict resolution strategies as an indicator of the socialization and as such of the autonomisation and social integration. If, at the earliest age, the child has the advantage of a differentiated and early paternal involvement, he would use a larger variety of adjustment mechanisms when he will be in conflitual situations. Indeed, the father facilitates and stimulates the subjectivation process which integrates the appearing premises of self-consciousness, around 3–4 year old, in the conducts of initiative and self affirmation; the father introduces and consolidates the process which integrates the opening to wider interpersonal relations, which notably appears in collaboration conducts and more especially resolution interpersonal conflict.     

Evolution des Jugements de Conservation des Quantités de Gaz Chez des Elèves de CM2

This research studies the evolution in taking into account the constancy of a quantity of air. It is studied following a didactic sequence aiming at helping the students to be conscious of the variation of physical dimensions different from volume, when describing the state of gas. The experiment has been carried out in a class of 21 students (10–11 years old). Important improvements are stated. They are analysed according to the didactic sequence and the physical experiments proposed in the evaluation test used for the research. The interpretation of the results concerns the knowledge about gas acquired by the students during the didactic sequence. The reference to the Piagetian theory in the field of teaching experimental sciences is discussed.