16 research outputs found
Sambūvio ugdymas kaip technē tou biou
No full textStraipsnyje nagrinėjamas sambūvio ugdymas kaip gyvenimo būdo (technē tou biou) lavinimas. Iškeliama didžioji tezė: mūsų egzistencija ugdoma gyvenimo aplinkoje drauge su kitais gyvenamojo pasaulio (Lebenswelt) agentais, kurie lavinami įgyvendintino mūsų gyvenimu egzistencinio projekto fone. Ši didžioji tezė suponuoja mažąsias: egzistencinis ugdymas reiškia vaidmenų tarp gyvenimo aplinkos agentų pasikeitimą; egzistencinis ugdymas apima ironišką santykį tarp mokytojo ir mokinio; mokytojas ugdo unikalią mokinio bruožų, puoselėtinų jo (jos) egzistencinėje perspektyvoje, kombinaciją vietoj vienodo kelio kiekvienam forsavimo; kiekviena bendrija ugdoma, individui keičiant gyvenimo aplinką, jam įgyvendinant savo egzistencinę utopiją; ugdymas yra egzistencinės tradicijos perdavimo naujais komunikacijos kanalais būdas; egzistencine fenomenologija paremta ugdymo filosofija pabrėžia atsakingo sambūvio sukurtiname gyvenamajame pasaulyje aspektus; ugdymas yra mūsų gyvenimo būdo kaip atsakingos kūrybos, neatsiejamos nuo tapsmo gyvenamajame pasaulyje kaip mūsų sambūvio aplinkoje, lavinimas. Ugdymas turi reikalą su stebuklu kaip lavinimo rato sulaužymu, mokiniui pranokstant mokytoją ir keičiant ugdymo aplinką. Nagrinėjant egzistencinio ugdymo problemas pasitelkiama tiek egzistencinės fenomenologijos, tiek kultūrinės regionalistikos prieigos. Reikšminiai žodžiai: Egzistencinis ugdymas; Gyvenimo būdas; Ironiškas požiūris; Sambūvio igdymas; Stebuklo fenomenas; Education for co-existance; Existential education; Ironic approach; Life art; Phenomenon of miracleThe article deals with education of coexistence as training of life art (technē tou biou). The major thesis is the following: our existence has been educated in the life environment together with other agents of life world (Lebenswelt), while the latter are educated in the background of our existential project to be realized during our life. This major thesis presupposes the minor ones developed in the article: existential education means the change of the roles between the agents of life enwironment; existential education covers an ironic relationship between the teacher and a disciple; the teacher educates an unique combination of the disciple’s charachteristics to be nourished in his (her) existential perspective instead of forcing the equal way for everybody; every community has been educated while an individual changes life environment by realization of his (her) existential utopia; education is a kind of existential tradition’s transfer through the new communicative channels; philosophy of education based on existential phenomenology stresses the aspects of responsible coexistence in the life-world to be created; education is the training of our life’s art as responsible creation inseparable from becoming of life-world as the environment of our coexistence; education deals with a miracle of breaking educational circle while a disciple excels the teacher and changes the educational environment. By analysing the problems of existential education the author uses the approaches of both existential phenomenology and cultural regionalistics
Recovery processes after repeated supramaximal exercise at the altitude of 4,350 m
No full text Robach, Paul, Daniel Biou, Jean-Pierre Herry, Denis Deberne, Murielle Letournel, Jenny Vaysse, and Jean-Paul Richalet. Recovery processes after repeated supramaximal exercise at the altitude of 4,350 m. J. Appl. Physiol. 82(6): 1897–1904, 1997.—We tested the hypothesis that prolonged exposure to high altitude would impair the restoration of muscle power during repeated sprints. Seven subjects performed two 20-s Wingate tests (WT1 and WT2) separated by 5 min of recovery, at sea level (N) and after 5–6 days at 4,350 m (H). Mean power output (MPO) and O2 deficit were measured during WT. O2 uptake (V˙o 2) and ventilation (V˙e) were measured continuously. Blood velocity in the femoral artery (FBV) was recorded by Doppler ultrasound during recovery. Arterialized blood pH and concentrations of bicarbonate ([[Formula: see text]]), venous plasma lactate ([La−]), norepinephrine ([NE]), and epinephrine ([Epi]) were measured before and after WT1 and WT2. MPO decreased between WT1 and WT2 by 6.9% in N ( P < 0.05) and by 10.7% in H ( P < 0.01). H did not further decrease MPO. O2 deficit decreased between WT1 and WT2 in H only ( P < 0.01). PeakV˙o 2 after WT was reduced by 30–40% in H ( P < 0.01), but excess postexercise O2 consumption was not significantly lowered in H. During recovery in H compared with N, V˙e, exercise-induced acidosis, and [NE] were higher, [Epi] tended to be higher, [La−] was not altered, and [[Formula: see text]] and FBV were lower. The similar [La−] accumulation was associated with a higher exercise-induced acidosis and a larger increase in [NE] in H. We concluded from this study that prolonged exposure to high altitude did not significantly impair the restoration of muscle power during repeated sprints, despite a limitation of aerobic processes during early recovery. </jats:p
Remerciements
No full textPour ce premier livre consacré au Nom de la rose, toute ma gratitude va à Joël Barreau, Hervé Martin et Ariane Peyronie qui m’ont relu et dont les remarques et suggestions m’ont été extrêmement précieuses. Mais je voudrais remercier aussi tous ceux qui, d’une manière ou d’une autre, m’ont encouragé dans ce projet, en particulier : Pierre Bayard, Jean Biou, Gabriel Bocquet, Alain-Michel Boyer, Annie Combes, Daniel Couegnas, Claude Dupont, Michèle Dancourt, Philippe Forest, Dominique Gangler, M..
Liste des participants
No full textLarissa ALBINA, Bibliothèque de Voltaire, Léningrad. Mme ANDRIES, professeur, Paris. Christiane BERKVENS - STEVELINCK, Bibliothèque de Leyde. Jean BIOU, Université de Nantes. Jean-Claude BONNET, CNRS. Hans BOTS, Université de Nimègue. Eric BRIGGS. Claude BURGELIN, Université Lyon II. Jean-Daniel CANDAUX, BPU Genève. Jeanne CARRIAT, CNRS. Anne-Marie CHOUILLET, professeur, Paris Jacques CHOUILLET, Université Paris III. Georges COUTON, Université Lyon II. Jean DAVALLON, Université Lyon II. Rolan..
Antique thought in Lithuania: distant and close
No full textStraipsnyje apžvelgiama antikos minties recepcija Lietuvoje. Teigiama, kad antikos minties išmanymas gali būti tam tikros visuomenės apskritai ir konkrečios mokslo bendrijos brandos rodiklis. Tačiau šis išmanymas nereiškia nekūrybingos antikos idėjų kartotės, priešingai, autoriaus teigimu, antikos idėjų išmanymas (phronesis) sietinas su jų kūrybinga tąsa plėtojant naujas gyvenimo būdo (technē tou biou) koncepcijas. Tai atitinka tiek antikos technē kaip kūrybos turinį, tiek Sokrato pliuralistines nuostatas individui kuriant savo gyvenimą. Autoriaus teigimu, antikos paveldas aktualus pirmiausia kaip gyvenimo kūrybos (technē) bei kūrybinio išmanymo (phronesis) sukabinimo menas. Iškeliama tezė: bet koks žvilgsnis į antiką ar kitus istorinius periodus, įsisavinančius antikos paveldą, yra užgožtas kitų laikotarpių antikos idėjų recepcijų, neatsiejamų nuo to meto visuomeninių siekių bei kūrybinių nuostatų. Antikos minties recepcija Lietuvoje apžvelgiama nuo Lietuvos filosofijos pradžios XVI a. pradžioje iki Antrojo pasaulinio karo. Teigiama, kad antikos mintis buvo įsisavinama plėtojantis ir sąmonėjant pačiai Lietuvos filosofijai. Minties kelias į antiką veda per tautinės bendrijos kultūros tapsmo regionus. Reikšminiai žodžiai: Antikos mintis; Gyvenimo menas; Istorija; Kultūra; Phronesis, techne; Antique thought; Art life; Culture; History; Phronesis, techneThe article deals with the perception of antique thought in Lithuania. According to the author, knowing antique thought could be a factor of maturity of society in general and of scientific community in particular. However, knowing does not mean uncreative repetition of antique ideas. On the contrary, knowledge (phronesis) of antique ideas should be connected with their creative continuance by developing new conceptions of life art (technē tou biou). It corresponds to both the antique technē as the content of creation and pluralistic attitudes of Socrates by creating one’s individual life. According to the author, antique heritage is actual first of all as the art of linking life creation (technē) and creative knowledge (phronesis). The author develops this thesis as follows: every look at antiquity and other historical periods that assimilate antique heritage is upstaged by the receptions of other historical periods, receptions that are inseparable from social aspirations and creative attitudes of that time. The reception of antique thought in Lithuania has been shown from the beginning of Lithuanian philosophy in the early 16th century until the Second World War. The antique thought has been assimilated by developing Lithuanian philosophy. The way of thought leads through the regions of becoming the culture of the national community
Regulation of ?1-acid glycoprotein plasma concentration by sex steroids and adrenal-cortical hormones during experimental inflammation in the rat
No full textValue of Serum Transthyretin Measurements in the Assessment of Marginal Protein-Energy Malnutrition in Rats
No full text‐linked oligosaccharides of glycoproteins by high performance capillary electrophoresis
No full textSeparation and characterization of the main methylated nucleobases from nuclear, cytoplasmic and poly (A)+ RNA by high-performance liquid chromatography and mass spectrometry
No full textSemi‐Automated fluorometric assay for urinary total and b n‐acetyl‐β‐d‐glucosaminidase: Analytical investigation
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