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Olivier Girard Sébastien Banzet Nathalie Koulmann Mounir Chennaoui Catherine Drogou Hakim Chalabi 《European Journal of Sport Science》2018,18(10):1346-1356
We tested the hypothesis that backward downhill walking (eccentric component) impairs both voluntary activation and muscle contractile properties in the plantar flexors and delays recovery as compared to a gradient and distance-matched uphill walk. Fourteen males performed two 30-min walking exercises (velocity: 1?m/?s; grade: 25%; load: 12% of body weight), one downhill (DW) and one uphill (UP), in a counterbalanced order, separated by 6?weeks. Neuromuscular test sessions were performed before, after, 24-, 48- and 72-h post-exercise, including motor nerve stimulations during brief (5?s) and sustained (1?min) maximal isometric voluntary contractions of the plantar flexors. DW (?18.1?±?11.1%, P?.001), but not UP (?6.0?±?7.7%, P?=.15), decreased torque production during brief contractions for at least three days post-exercise (P?.05). Voluntary activation during brief contractions decreased after DW (P?.05), but not UP, and recovered by 24?h. Both UP (?9.3?±?9.0%, P?=?.024) and DW (?25.6?±?10.3%, P?.001) decreased torque production during sustained contractions but voluntary activation (P?=?.001) was lower in DW than UP. Peak twitch torque and maximum rates of torque development and relaxation were equally reduced after UP and DW (P?.05), and recovered by 24?h. DW induced an increase in muscle soreness with peak values observed 48?h post-walking (P?.001), whereas post-UP exercise changes were non-significant (all P?>?.05). Using a direct comparison, the capacity to drive the plantar flexors during sustained contractions remains sub-optimal during the three-day recovery period in response to non-exhaustive, downhill backward walking in reference to an uphill exercise matched for distance covered. 相似文献
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In this paper, we use the work of philosopher Gilles Chatelet to rethink the gesture/diagram relationship and to explore the ways mathematical agency is constituted through it. We argue for a fundamental philosophical shift to better conceptualize the relationship between gesture and diagram, and suggest that such an approach might open up new ways of conceptualizing the very idea of mathematical embodiment. We draw on contemporary attempts to rethink embodiment, such as Rotman’s work on a “material semiotics,” Radford’s work on “sensuous cognition”, and Roth’s work on “material phenomenology”. After discussing this work and its intersections with that of Chatelet, we discuss data collected from a research experiment as a way to demonstrate the viability of this new theoretical framework. 相似文献
15.
Nathalie Loutre 《Infancia y Aprendizaje》2013,36(16):95-99
RESUMENEl artículo analiza la adaptación en los procesos de adopción. Es importante tener en cuenta las características del niño: no para cualquier niño el mismo entorno “medio” permite un desarrollo armonioso. Por ello, deberá producirse un ajuste permanente de la madre y viceversa. Los padres deben proporcionar una estimulación dosificada en función del niño. Pero en definitiva, la “calidad” de las familias está en función de las características de los niños que acogen. 相似文献
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In this paper we study the mathematical body as an assemblage of human and non-human mathematical concepts. We argue that learners’ bodies are always in the process of becoming assemblages of diverse and dynamic materialities. Following the work of the historian of science Karen Barad, we argue that mathematical concepts must be considered dynamic material, and we suggest a “pedagogy of the concept” that animates concepts as both logical and ontological. We draw on the philosopher of mathematics Gilles Châtelet in order to pursue this argument, elaborating on the way that mathematical concepts partake of the mobility of the virtual, while learners, in engaging with this mobility, enter a material process of becoming. We show how the concept of virtuality allows us to look at mathematical concepts in school curriculum in new ways. 相似文献
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Druine Nathalie Wildemeersch Danny 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(5):391-405
The authors critically examine some of the underlying epistemological and theoretical assumptions of the IALS. In doing so, they distinguish among two basic orientations towards literacy. First, the standard approach (of which IALS is an example) subscribes to the possibility of measuring literacy as abstract, cognitive skills, and endorses the claim that there is an important relationship between literacy skills and economic success in the so-called 'knowledge society.' The second, called a socio-cultural approach, insists on the contextual and power-related character of people's literacy practices. The authors further illustrate that the assumptions of the IALS are rooted in a neo-liberal ideology that forces all members of society to adjust to the exigencies of the globalised economy. In the current, contingent conditions of the risk society, however, it does not seem very wise to limit the learning of adults to enhancing labour-market competencies. Adult education should relate to the concrete literacy practices people already have in their lives. It should make its learners co-responsible actors of their own learning process and participants in a democratic debate on defining the kind of society people want to build. 相似文献
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Juliette Langlois Guylaine Mary Hélène Bluzat Agnès Cascio Nathalie Balcar Yannick Vandenberghe 《文物保护研究》2017,62(5):247-265
Prior to the exhibition Portrait-making, Rodin and his models (2009), the Rodin museum wanted to restore two busts of Hanako and Clemenceau. Interestingly, these two sculptures contain pieces of modern modeling materials (MMMs) invented at the end of the nineteenth century as an alternative to clay or waxes. The poor state of conservation of the two portraits made any handling and exhibition impossible. Accordingly, the purpose of this article is twofold: to contribute to technical art history and conservation. Elemental and chemical analyses were done on samples from 12 sculptures (SEM–EDX, FTIR, GC–MS, GC–FID, XRD, synchrotron-based µXRF, µXANES, and µFTIR) aimed at identifying the composition of MMMs used by Rodin on plaster sculptures and establishing hypotheses about the origins of their degradation. This thorough study of their composition and degradation was necessary to implement an appropriate restoration plan. The development of conservation protocols adapted to such materials is rarely documented. Different tests were performed on mock-ups (pH, solubility, adhesion, consolidation, and cleaning). In particular, a protocol based on laser cleaning was developed and successfully applied to remove superficial dust and crusts so that the sculptures regained their original aspect. 相似文献
20.
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems 总被引:1,自引:0,他引:1
School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical
problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics
education reform vision that seeks to promote mathematics as an worthy intellectual activity. In this study, the authors explored
the problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of problems they posed
as a result of two interventions. The interventions were designed to probe the effects of (a) exploration of a mathematical
situation as a precursor to mathematical problem posing, and (b) development of aesthetic criteria to judge the mathematical
quality of the problems posed. Results show that both interventions led to improved problem posing and mathematically richer
understandings of what makes a problem ‘good.’ 相似文献