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Advocacy for the superordinate scheme: Fist communication on the Session organization "Using the ' scheme ’ to address actual practices and development facing specific sociocultural contexts
No full textInternational audienceThe concept of scheme was introduced by Revault d’Allonnes from 1914 within the field of psychology. Piaget clarified it in his genetic psychology program. Vergnaud continued by offering a unified and operational model of the scheme, valid regardless of the field of sociocultural practice considered. He emphasized the scheme/class of situations pair and the benefits of linking psychology and didactics. We present and illustrate our use of the components of Vergnaud’s scheme.The scheme is a form of organizing activity within a class of situations. It only manifests itself through its in situ actualizations. It combines individuality (each scheme is strictly personal), regularity (it generates behaviors that share similarities) and singularity (it is always actualized in situ in a unique way, never reproduced identically). Our interpretation centers on the superordinate scheme that normatively guides the activity. One of its theorems-in-act (i.e. implicit propositions believed to be true, expressed exclusively through actions) takes on the status of the activity norm. This means that each agent functions as a center of perspective and action, possessing its own coherence. His activity unfolds within a sociocultural and sociomaterial context that exerts normalizer pressure. However, the agent still regulates its interactions with this context for personal benefit, through the assimilation process, in accordance with its own norms of reaction and functioning (Piaget, 1967). Building on Vergnaud’s model, we propose that the connection between theorems-in-act, expectations, and classes of situations within the superordinate scheme ensures an agent’s normative engagement with their sociocultural context in any given domain
Créations de liens et constructions de stratégies militantes : une étude des dynamiques d’actions des collectifs en lutte contre les « méga-bassines » (Poitou, France)
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Voz y personaje: “el estraño suceso” de la doncella encerrada en una encina
No full textInternational audienceIt is a question of measuring the stakes of one of the most fascinating episodes of Persiles in its southern development, that of Feliciana de la Voz (III, 2-5) whose nickname continues to be questioned until the outcome. The designation refers to a character portrayed both as a parturient and a creature brought into the world in a sylvan evangelical environment, but not exempt from dangers and social violence which generate anxiety and its imaginary projections. Once recovered, the singing voice of the protagonist allows us to understand why the fable ends in the famous monastery of Nuestra Señora de Guadalupe, beyond the cultural universe of Extremadura linked to Marian miracles.Se trata de evaluar lo que se juega en uno de los episodios más extraordinarios del Persiles en su desarrollo meridional, el de Feliciana de la Voz (III, 2-5), cuyo apodo no deja de cuestionarse hasta el desenlace. La denominación refiere a un personaje declinado a la vez como parturienta y criatura recién parida en un entorno silvestre evangélico no exento de peligro y de violencia social, generadores de angustia y de sus proyecciones imaginarias. Una vez recobrada, la voz cantada de la protagonista permite entender por qué la fábula se desenlaza en el famoso monasterio de Nuestra Señora de Guadalupe, más allá del universo cultural extremeño y sus milagros marianos.Il s’agit de mesurer les enjeux d’un des épisodes les plus fascinants du Persiles dans son déroulement méridional, celui de Feliciana de la Voz (III, 2-5) dont le surnom ne cesse d’être remis en question jusqu’au dénouement. La dénomination réfère à un personnage décliné à la fois comme parturiente et créature mise au monde dans un environnement sylvestre évangélique, mais non exempt de dangers et de violence sociale qui génèrent angoisse et ses projections imaginaires. Une fois recouvrée, la voix chantée de la protagoniste permet de comprendre pourquoi la fable se dénoue dans le fameux monastère de Nuestra Señora de Guadalupe, au-delà de l’univers culturel d’Extrémadure lié aux miracles mariaux
Entre soin et éducation : quel rôle joue l’ergothérapeute dans les programmes éducatifs destinés aux patients borderline ?
No full textBorderline personality disorder, a complex and often misunderstood condition, which significantly affects patients’ quality of life. Therapeutic patient education and psychoeducation have emerged as effective strategies to support individuals with this disorder. This thesis aims to precisely identify the role of occupational therapists within these educational programs. To do so, a qualitative study was conducted through three semi-structured interviews. The data were transcribed and thematically analyzed. The investigator identified that the involvement of occupational therapists remains limited and often occurs late in the process. However, their contribution is considered relevant: they bring a concrete and engaging approach, particularly in emotional regulation and daily autonomy. To conclude, we can say that although their role is still only partially recognized, strengthening the involvement of occupational therapists from the early stages of program design could lead to more comprehensive and tailored care for individuals with BPD.Le trouble de la personnalité limite, complexe et souvent mal compris, altère fortement la qualité de vie des patients. L’éducation thérapeutique du patient et la psychoéducation apparaissent comme des stratégies efficaces. Ce mémoire vise à identifier précisément le rôle de l’ergothérapeute dans ces programmes éducatifs. Pour ce faire, une étude qualitative a été menée via trois entretiens semi-directifs. Les données ont été retranscrites et analysées par thématiques. L’investigatrice a identifié que l'intégration des ergothérapeutes reste limitée et tardive. Cependant, leur rôle est jugé pertinent : ils apportent une approche concrète et ludique, notamment dans la régulation émotionnelle et l’autonomie quotidienne.En conclusion, on peut dire que malgré une reconnaissance encore partielle, renforcer l’intégration des ergothérapeutes dès la conception des programmes permettrait une prise en charge plus complète et adaptée des patients borderline
Apprentissage des techniques corporelles du savoir-nager : éduquer à la sécurité dans un objectif de développement durable
No full textInternational audienceIn France, drowning remains the leading cause of accidental death among young people under 25, particularly children (Public Health France, 2024). Faced with this public health challenge, national policies are aligned with Sustainable Development Goal 3 of the 2030 Agenda – “Ensure healthy lives and promote well-being at all ages.” Within this framework, Physical Education (PE) contributes to drowning prevention through the mandatory teaching of swimming skills in Cycle 3 (pupils age : 9-11 years-old). To learn to swim, students must acquire various bodily techniques for moving on the surface and underwater, drawing on motor, sensory, cognitive, and emotional resources. Understanding how these dimensions interact in learning these bodily techniques is crucial for better designing approaches to teaching swimming skills and promoting sustainable safety in the water.This study aims to analyze the dynamics of the experience of Cycle 3 students during a swimming skills training sequence, in order to understand more specifically the link between the evolution of their bodily sensations—both their nature and interpretation—and the progressive mastery of these techniques.Based on the course-of-action theory (Theureau, 2006), the research adopts a methodology combining audiovisual recordings and self-confrontation interviews. The analysis of the experiences of two volunteer pupils reveals two distinct learning profiles : the first correctly performs the prescribed bodily techniques throughout the sequence by drawing on fine proprioceptive sensations and previous motor experiences ; the second demonstrates the development of new bodily techniques at the end of the sequence through the discovery and progressive interpretation of new sensations.These results confirm the importance of sensory dimensions in learning bodily techniques and highlight the need to integrate sensory, motor, and cognitive components to better understand the development of perceptual skills (Paintendre and Schirrer, 2017). These skills appear essential for fostering sustainable swimming instruction, ensuring the safety and well-being of pupils.Bibliography : L’Agenda 2030 en France. (2024, 7 février). ODD3 – Donner aux individus les moyens de vivre une saine et promouvoir le bien-être à tous les âges. Consulté le 24 mai 2025.Santé publique France. (2024, 22 mai). Noyade. Consulté le 24 mai 2025.Schirrer, M., & Paintendre, A. (2017). Rapport au corps et savoir-faire perceptif dans les activités physiques et sportives. Rapport au corps, genre et réussite en EPS, 275-290. Theureau, J. (2006). Le cours d’action : Méthode développée. Octarès.En France, la noyade demeure la première cause de mortalité accidentelle chez les jeunes de moins de 25 ans, en particulier chez les enfants (Santé publique France, 2024). Face à cet enjeu de santé publique, les politiques nationales s’inscrivent dans la logique de l’Objectif de Développement Durable n°3 de l’Agenda 2030 — « Donner aux individus les moyens de vivre une vie saine et promouvoir le bien-être à tous les âges ». Dans ce cadre, l’Éducation Physique et Sportive (EPS) contribue à la prévention des noyades à travers l’enseignement obligatoire du savoir-nager au Cycle 3. Pour apprendre à nager, les élèves doivent acquérir différentes techniques corporelles de déplacement en surface et en immersion, mobilisant des ressources motrices, sensorielles, cognitives et émotionnelles. Comprendre comment ces dimensions interagissent dans l’apprentissage des techniques corporelles constitue un enjeu central pour mieux concevoir ensuite les démarches d’enseignement du savoir nager et d’éducation à la sécurité durable.Cette étude vise à analyser la dynamique de l’expérience vécue par des élèves de Cycle 3 lors d’une séquence d’apprentissage des techniques corporelles pour savoir-nager, afin de saisir plus particulièrement le lien entre l’évolution de leurs sensations corporelles, à la fois leur nature et leur interprétation, et la maîtrise progressive des techniques corporelles.S’appuyant sur la théorie du cours d’action (Theureau, 2006), la recherche adopte une méthodologie combinant des enregistrements audiovisuels et des entretiens d’auto-confrontation. L’analyse des expériences de deux élèves volontaires met en évidence deux profils d’apprentissage distincts : le premier réalise correctement les techniques corporelles prescrites par l’enseignant tout au long de la séquence en mobilisant des sensations proprioceptives fines et des expériences motrices antérieures ; le second révèle la construction de nouvelles techniques corporelles en fin de séquence à travers la découverte et la signification progressive de sensations inédites.Ces résultats confirment l’importance des dimensions sensorielles dans l’apprentissage des techniques corporelles et soulignent la nécessité d’articuler les composantes sensorielles, motrices et cognitives pour mieux comprendre le développement de savoir-faire perceptifs (Paintendre et Schirrer, 2017). Ces derniers apparaissent essentiels pour favoriser un apprentissage du savoir-nager durable, garantissant la sécurité et le bien-être des élèves.Bibliographie : L’Agenda 2030 en France. (2024, 7 février). ODD3 – Donner aux individus les moyens de vivre une saine et promouvoir le bien-être à tous les âges. Consulté le 24 mai 2025.Santé publique France. (2024, 22 mai). Noyade. Consulté le 24 mai 2025.Schirrer, M., & Paintendre, A. (2017). Rapport au corps et savoir-faire perceptif dans lesactivités physiques et sportives. Rapport au corps, genre et réussite en EPS, 275-290. Theureau, J. (2006). Le cours d’action : Méthode développée. Octarès
Socrates: military thinker in the Laches and Plato's Apology
No full textInternational audienceIn this paper, I focus on Socrates’ inquiry on the status of the fighter in Classical Greece. My aim is to show that Socrates takes position in the evolution of military practices in his time and forward, thanks to Plato’s transmission. Indeed, Socrates tackles what makes the strength of a citizen in combat, in a time when almost every Greek city prefers hiring mercenaries or forming an elite of specialised fighters . I think that the Socratic thesis is clear: a common citizen in a fight has a strength no other soldier can possess, which is to fight in accordance with what is determined to be right or wrong, that is, the laws and the paideia of his city. It is the only way to make a good fighter, which means, a soldier who does not run away when the danger arises. A soldier one may trust on the battlefield. In other words, Socratic contribution to military thought lies in his definition of the citizen in his obedience to his superior, in any case
SplenoMegaly study (SMS): exploring the etiologies for \"unexplained\" splenomegalies in the real world
No full textInternational audienceThe predominant etiologies of splenomegaly (SM) are readily discernible through routine clinical assessments, yet in numerous instances, the etiological basis remains elusive. Subsequent diagnostic steps are not consensual and are challenging for physicians due to miscellaneous causes and non-specific symptoms. This study aimed to estimate the prevalence of Gaucher disease (GD) and other etiologies in patients presenting with unexplained splenomegaly (SM) after exclusion of first intention-diagnoses (e.g., portal hypertension, hematological malignancy, hemolytic anemia, and infection) based on basic physical examination, patient interview, and routine biological exams (e.g., full blood count, liver enzymes, and reticulocyte count). Additionally, the study aimed to describe the diagnostic tests performed and the most frequent associations observed. This French prospective, observational, multicenter, longitudinal SMS study enrolled 505 patients from September 2015 to April 2020, aged ≥ 15 years, referred to hematology or internal medicine departments, with a diagnostically confirmed SM (spleen length ≥ 13 cm). SM was defined as unexplained when routine clinical and biological tests were negative. Patients were followed up until an etiology was identified or up to 18 months after inclusion.ResultsAn etiology of SM was found in 223 (44.5%) of 501 patients with follow up. Patients with explained SM were older, had a larger spleen, and had altered biological parameters compared with patients with unexplained SM. There was a higher prevalence of non-malignant diseases than hematological malignancies (27.1% vs. 17.0%). Overall, lysosomal storage diseases (LSDs) were diagnosed in 10 patients (2.0%), including 4 patients with GD (0.8%).ConclusionsA list of potential predictive factors for the main diagnostic categories was identified that could optimize the diagnostic strategy for unexplained SM. This study provides new insights into exploring SM in the real world and proposes clinical and biological factors associated with specific etiologies
Vat-Mediated Mucus Penetration Enables Genotoxic Activity of pks+ Escherichia coli
No full textInternational audienceColibactin toxin-producing Escherichia coli (pks+ E. coli) strains are associated with the occurrence of colorectal cancer in humans. These strains induce DNA damage when in close contact with the cells of the intestinal epithelium. Therefore, maintaining the integrity of the mucus layer that covers the intestinal epithelial mucosa is crucial for counteracting the effects of colibactin. The Vat protein is a mucin protease capable of degrading MUC2 mucus proteins that was previously described in adherent and invasive Escherichia coli strains. Our work shows that the vat gene is found in the genome of all pks+ E. coli strains isolated from patients with colon cancer. In mucus-producing HT29-16E cells, we demonstrated that the Vat protein of E. coli pks+ allows bacteria to penetrate mucus and to reach the epithelial cells. Cells infected with the E. coli pks + vatstrain show a reduction in γ-H2AX staining, a marker of DNA damage. Infection of Apc Min/+ mice with the E. coli pks + vat+ strain or the E. coli pks + vatmutant revealed that Vat enhances the ability of pks+ E. coli strains to colonize the intestinal mucosa and, in turn, their pro-carcinogenic effects. This study reveals that Vat promotes crossing of the intestinal mucus layer, gut colonization, and the carcinogenicity of pks+ E. coli
: Intra-Diocesan Ecclesiatical Districts: Cartography and Region from Medieval Times to the Present
No full textInternational audienceThis dossier explores intra-diocesan districts that although historiographically underrepresented, contributed significantly to the structuring of dioceses as intermediate levels whose interface status deserves to be examined to shed light both on Church governance and on participation in religious life. The focus is on the history of regions in terms of the creation, representation, and appropriation of these areas. The choice of a broad time frame allows scholars both to characterize continuity and change develop a comparative approach between different geographical areas in the Catholic world.Ce dossier s’intéresse aux circonscriptions intra-diocésaines, peu explorées par l’historiographie alors qu’elles contribuent pleinement à la structuration des diocèses comme échelons intermédiaires dont le statut d’interface mérite d’être interrogé pour éclairer les modalités de gouvernement de l’Église et de participation à la vie religieuse. La réflexion met l’accent sur l’histoire des territoires en matière de fabrique, de représentation et d’appropriation de ces espaces. Le choix d’une large temporalité permet de caractériser les continuités et les ruptures, tout en développant des visées comparatistes entre différentes aires géographiques à l’échelle de la catholicité