bluuebunny/crossref_metadata_2025_split huggingface dataset:
Le « neuro » à toutes les sauces : une cuisine autodestructrice
Authors: Vidal Fernando 
Published: March 2021

Bien que minoritaire au sein des sciences humaines, un « tournant neuroscientifique » s’est emparé depuis les années 1990 des imaginations envoûtées par l’attrait généralisé du neuro. Façonnées par l’usage de la neuroimagerie, des disciplines aux noms allant de neuroanthropologie à neurothéologie se proposent de rendre compte en clé cérébrale des comportements humains les plus complexes. L’examen attentif de ces « neuro-sciences-humaines » montre cependant que leur démarche est tellement peu adaptée à l’étude des objets qu’elles disent vouloir analyser et expliquer qu’elles anéantissent ces objets, et par là même, leur raison d’être.
Lutte traditionnelle ou mbapatt et retour aux sources dans le Sine
Authors: Diallo Souleymane 
Published: March 2021

Face au développement du sport-business et à la culture populaire de la lutte traditionnelle dans le Sine, il y a lieu de s’interroger sur le repli culturel identitaire seereer, source d’enracinement dans les valeurs familiales, ethniques et villageoises d’antan et que l’usage des méthodes qualitatives a révélé. En fait, l’analyse des données recueillies grâce à l’observation participante et aux entretiens semi-directifs avec dix-huit lutteurs des villages traditionnels de Boof , Patar et Somb , dont trois anciens et avec deux chefs de villages, a permis de constater que le retour aux sources est une réalité marquée par la maîtrise de la langue seereer, l’appartenance des combattants aux grandes familles traditionnelles thiofanes , faata-faata , karé-karé et simala , la consultation des pangols ( Kharwaakho Thioofaan , Mam Mendis , Laga Ndongo Taaboor , Diomay niane et Sigayatiaam ). Ces tendances dictent les conditions de la victoire avec surtout les recommandations de sacrifices et l’usage de racines, d’écorces, de feuilles, de fruits, de fleurs d’arbres et/ou de plantes adéquats pour la protection, la célébrité, la victoire et la gloire du lutteur de mbapatt pour lequel leurs interventions sont sollicitées. L’enracinement est donc une condition d’émergence en matière de lutte dans le Sine.
Interprétation d’une recherche collaborative dans les termes de la « valuation » de Dewey
Authors: Mottier Lopez Lucie 
Published: March 2021

L’article exploite les principaux concepts de la théorie de la “ valuation » de Dewey pour interroger les dispositifs et processus d’une recherche collaborative menée avec neuf enseignants du primaire du canton de Genève sur la régulation des apprentissages des élèves. Il examine la mise en œuvre des conditions-moyens de médiation proposées par la recherche collaborative pour soutenir le développement professionnel des acteurs impliqués et la co-production de savoirs collectifs sur la régulation interactive en classe. D’article éclaire les mises en relation évaluatives qui ont sous-tendu l’émergence du questionnement de recherche, les moyens méthodologiques et les analyses expérimentées, la confrontation des résultats obtenus aux fins visées. D’étude met à jour quelques reconfigurations de valeurs que la recherche collaborative a occasionnées et souligne les conditions opérantes de ce type de recherche pour penser l’efficacité des pratiques d’enseignement et d’apprentissage .
« Faire cas » de sa pratique enseignante dans le cadre d’une approche collaborative
Authors: Morrissette Joëlle 
Published: March 2021

L·’approche collaborative de recherche en éducation vise à intégrer le point de vue des acteurs concernés à la démarche de construction de savoir- sur leurpratique dans le cadre d’une démarche formelle d’investigation qui sert également le développement professionnel (Desgagné, 2001; Morrissette & Desgagné, 2009). Elle vise la coconstruction d’un savoir qui soit le produit combiné et inédit des logiques, intérêts et enjeux des uns et des autres. Endossant cette approche, j’ai documenté les « manières de faire » l’évaluation formative des apprentissages d’un groupe d’enseignantes du primaire (Morrissette, 2010a). Mon projet consiste ici à donner à voir la trajectoire de formalisation du savoir coconstruit au travers d’une démarche comportant trois types d’activité d’explicitation et de négociation proposés à ces praticiennes. En illustrant comment un cas d’évaluation formative se trouve transformé par la réflexivité critique favorisé par cette démarche, j’en viendrai à réexaminer et à recadrer la question de l’efficacité dans ce type de recherche en recourant à une perspective interactionniste ainsi qu’au critère de « double vraisemblance » emprunté à Dubet (1994) .
Peut-on agir en formation sur les représentations du travail ?
Authors: Holgado Otilia 
Published: March 2021

Après la prise de poste, de nombreux enseignants de la formation professionnelle n’ont pas la possibilité de se tenir informés des évolutions du domaine professionnel pour lequel ils préparent les élèves. Ils peuvent en revanche bénéficier de séances de formation continue sur des thèmes techniques. Cet article discute la possibilité de faire de la formation continue de ces enseignants un lieu de rencontre indirecte avec le monde professionnel qui les concerne. Réunies dans certaines séances de formation continue, deux conditions semblent permettre aux enseignants d’actualiser et d’enrichir leurs représentations du monde du travail : la mixité des deux publics, enseignant et professionnel, ainsi que la mise à disposition pendant la formation d’un temps permettant à chaque participant d’évoquer son travail et ses préoccupations professionnelles. Les données empiriques mobilisées sont issues d’une séquence couramment observée en début des séances de formation continue, le tour de table.
La transmission de l’informel dans les formations professionnelles : l’impensé de l’apprendre
Authors: Roger Lucie , Maubant Philippe 
Published: March 2021

Au Québec, dans les établissements secondaires professionnels, les formateurs-accompagnateurs des enseignants en formation ne sont pas nécessairement des spécialistes du métier qui sera enseigné aux élèves. Dans le cadre d’une recherche-formation visant à identifier et analyser les pratiques de formation-accompagnement des nouveaux enseignants de la formation professionnelle, nous avons constaté de profondes différences de représentations sur la profession enseignante, sur l’acte d’enseigner et sur la manière de penser la formation des enseignants. Ces différences soulignent tout d’abord différentes conceptions de l’enseignement, de l’éducation et plus généralement de la formation à l’enseignement. Mais elles révèlent aussi combien les formateurs-accompagnateurs sont, pour la plupart, convaincus qu’une part non négligeable de savoirs informels sont transmis en situation de travail. Cette perception soulève, selon nous, deux problématiques de la formation à l’enseignement, que nous nous proposons de discuter et de débattre dans ce texte : la notion de savoirs informels d’une part, les processus de transmission professionnelle d’autre part. Ce texte se veut donc proposer une réflexion théorique sur les contradictions et sur les « impensés » qui caractérisent la formation des enseignants. Nous souhaitons souligner combien les pratiques d’accompagnement d’enseignants novices tendent à ne pas suffisamment prendre en compte les apprentissages informels scandant et rythmant le parcours de professionnalisation.
Sports Injuries and Illnesses After Implementation of the Web-Based Surveillance System in World Taekwondo
Authors: Jeong Hee Seong , O'Sullivan David M. , Jeong Dae Hyoun , Lee Sae Yong 
Published: March 2021

Context
Taekwondo epidemiology studies have been in short supply since the rule changes introduced by World Taekwondo in 2017.

Objective
To describe injury and illness patterns at the 2017 World Taekwondo Championships (WTC) in Muju, South Korea, after the implementation of the web-based surveillance system by World Taekwondo.

Design
Prospective cohort study.

Setting
All injuries and illnesses were recorded during the 2017 WTC using a web-based system developed by the International Olympic Committee.

Patients or Other Participants
A total of 971 athletes who participated in the 2017 WTC.

Main Outcome Measure(s)
Profiles and mechanisms of injury and illness in the 2017 WTC.

Results
We analyzed a total of 131 injuries and 26 illnesses, corresponding to an overall clinical incidence of 13.5 (95% CI = 11.2, 15.8) injuries and 2.7 (95% CI = 1.6 3.7) illnesses per 100 athletes and an overall incidence rate of 19.3 (95% CI = 16.0, 22.6) injuries and 3.8 (95% CI = 2.4, 5.3) illnesses per 1000 athlete-days. Most injuries occurred in the lower extremities (n = 61, 46.6%), and knee injuries were most frequent (n = 26, 19.8%). Among head and trunk injuries (n = 39, 29.8%), face injuries (n = 32, 24.4%) were most common, whereas among upper extremity injuries (n = 31, 23.7%), finger injuries (n = 8, 6.1%) were seen most often. Contusions (n = 44, 33.6%) were the most frequent injury type, followed by fractures and ligamentous ruptures or sprains. The most common injury mechanism was contact with another athlete (n = 97, 74.0%), whereas the least common was concussion (n = 5). The major affected system was the respiratory system (n = 11, 42.3%), with major symptoms being pain (n = 11, 42.3%) and fever (n = 7, 26.9%). Environmental factors were the most typical cause of illness (n = 15, 57.7%).

Conclusions
The web-based surveillance system used at the 2017 WTC revealed that 13.5 per 100 athletes (77.8/1000 athlete-exposures, 13.9/1000 minute-exposures) had new or recurrent injuries, whereas 2.7 per 100 athletes became ill.
Epidemiological, demographic, social, clinical features of manifestations of system red lupus in patients in Kazakhstan
Authors: Issayeva B. G. , Aseeva E. A. , Saparbayeva M. M. , Issayeva S. M. , Kulshymanova M. M. , Kaiyrgali S. M. , Bizhanova M. P. , Nurgaliyev K. Zh. , Akhtaeva N. S. , Kulymbetova B. A. , Rysbekova K. K. , Solovyev S. K. 
Published: March 2021

Objective: to study and analyze the dynamics of prevalence, demographic, social, and clinical manifestations of systemic lupus erythematosus (SLE) in patients living in Kazakhstan.Materials and methods. Official materials of the Ministry of Health of the Republic of Kazakhstan (2009–2018): statistical compendiums, a consolidated reporting form for medical treatment (N 12). 102 patients (100 women and 2 men) were included in the register of SLE with reliable SLE according to SLICC (ACR, 2012). Assessment of the debut of the disease was carried out according to archival material (medical history, outpatient records) of patients. The activity of the process was evaluated according to SLEDAI-2K, organ damage according to SLICC/ACR (2000).Results. The total number of patients with SLE over 10 years (2009–2018) more than doubled, the growth rate was 101%. The overwhelming majority of patients with SLE are women (91%). In the study group, Asians (83.33%) predominated by race, of which Kazakhs (76.47%) were young (mean age – 33.85±10.58 years), with a disease duration of 5 (2; 9) years, time from the appearance of the first signs to verification of SLE – 4.5 (3; 12) years. The prevailing acute (49.0%), subacute (33.3%), rather than chronic (18.7%) variants of the course, with high activity according to SLEDAI-2K – 17.64±8.80. The most common clinical manifestations of the disease: skin lesions (98%), joints (79.4%), nervous system (49%), hematological (54.9%) and immunological (100%) disorders. The absence of organ damage (0 points) was detected in 10 (9.8%) cases, low (1 point) – in 21 (20.6%), medium (2–4) – in 61 (59.8%), high (over 4) – in 10 (9.8%) patients.Conclusion. SLE remains a socially significant disease in Kazakhstan, as evidenced by the dynamics of the increase in incidence (101%) over 10 years (2009–2018). The prevalence of SLE is 24.7 per 100 thousand of the country’s population, lower than in other countries with a predominant Asian population or in comparison with Asian populations. A cohort of patients with SLE was represented by people of the Asian race (83.33%), Kazakhs (76.47%), and young people (33.85±10.58). The analysis revealed a delayed verification of the diagnosis of SLE (on average 4.5 (3; 12) years). Acute variants of the course of the disease with high disease activity according to SLEDAI-2K prevail. Common clinical manifestations of SLE are skin lesions, both acute and chronic (98%), joints (79.4%), damage to the nervous system (49%), hematological (54.9%) and immunological disorders (100%).
What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing
Authors: McCulloch Sharon , Horak Tania 
Published: March 2021

Two main groups of staff currently provide writing support to students in British universities. These staff typically enter their roles from a range of professional backgrounds and, consequently, may hold different professional identities and understandings of what academic writing is. Although there is a body of research on teacher identity and on lecturers’ conceptualisations of writing, few studies have compared the views and identities of English for Academic Purposes (EAP) teachers and learning developers. The current study set out to investigate whether these two groups perceive academic writing in similar or different ways, and why. We undertook a small-scale study, interviewing eight participants at two universities, half from a post-1992 institution and the others from a research-intensive, high-ranking university. While participants varied in their definitions of writing, common themes emerged, lying on a spectrum from an autonomous, text-based, to an academic literacies perspective on writing. To establish the influences on these perspectives, we investigated the participants’ sense of identity as an academic writer, how they learned writing themselves and any influences on them from theory. Neither the EAP teachers nor the learning developers identified strongly as academic writers, despite all holding postgraduate qualifications and some having published their writing. Most reported little to no training in how to write academically themselves, and few mentioned any theoretical stance in their approach to helping students. Although some clustering around particular conceptualisations of writing was observed, we did not find strong evidence that the participants belong to two different ‘tribes’.
The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
Authors: Williams Simon A. 
Published: March 2021

The increasingly common requirement for higher education courses to include reflective writing as part of assessment practices places additional demands on novice writers. Complex and self-referential assessment criteria mean that students on foundation and pre-sessional courses in particular find it hard to decode and match descriptors, and to balance subjectivity and critical analysis. English for Academic Purposes (EAP), the most widely adopted approach to teaching academic writing in higher education, prioritises objectivity, and teaches students to recognise generic patterns of text organisation – though it seldom includes reflective writing itself as a genre. In contrast, the less familiar teaching approach of academic literacies explores students’ subjectivity, more obviously relevant to reflection, often through the development of an authentic narrative voice. As in other forms of academic writing, voice in reflective writing can be seen as a construct. It conveys a persona via the narrative, and an ethos via its specialised content. However, unlike other forms of academic writing, the personain reflective writing must simultaneously communicate the author’s private and public self.With the purpose of developing students’ persona, an academic literacies intervention in two transition courses invited students to complete a piece of timed writing in response to an autobiographical prompt. Compared with the EAP writing produced by the same student cohorts, the autobiographical writing contained a clear persona and consistent ethos. The assessed reflective writing later produced by the same students showed little change, however, particularly in its handling of ethos. The findings suggest that teachers of reflective writing need simultaneously to develop students’ ability to communicate a credible persona and to handle a specialised ethos of formal academic content. A more principled combination of the two approaches, EAP and academic literacies, could best provide the optimum learning environment for novice student writers to develop a balanced voice and achieve reflective writing fluency
A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
Authors: Hayes Catherine , Davies Mark 
Published: March 2021

This study reports on the evaluation, using a phenomenological approach, of a hybrid model of PBL, implemented with a cohort of fifteen students. Semi-structured interviewing provided an interpretive basis for the lived experience of teaching and learning in the context of a Masters Degree programme designed specifically for multidisciplinary postgraduate healthcare education. The findings point towards a differentiation of attitude from behaviour and are grouped into three themes of Ã¢â¬ËProfessionalism and the Value of CharacterÃ¢â¬â¢, Ã¢â¬ËPerceived Cognitive Development and Meaningful LearningÃ¢â¬Ë and the Ã¢â¬ËSituatedness of Learning and Knowledge TransferÃ¢â¬â¢. ÃÂ It was perceived by students that professionalism could be learned through the process of PBL, although they did not necessarily feel familiar or comfortable when this process was new to them. They perceived the major benefit of using a hybrid PBL as a teaching strategy was that it afforded all students in the cohort a means of being valued in their contribution to the sessions and in their wider contribution to a multi-disciplinary workforce. The significant degrees to which both interprofessional learning and the adoption of a multidisciplinary approach had impacted upon student engagement were the two most salient outcomes of the study
Plumbagin triggers redox-mediated autophagy through the LC3B protein in human papillomavirus-positive cervical cancer cells
Authors: Periasamy Vaiyapuri Subbarayan , Athinarayanan Jegan , Ramankutty Girija , Akbarsha Mohammad A. , Alshatwi Ali A. 
Published: March 2021

IntroductionIn this study, we analyzed the effect of plumbagin (PL) on cultured SiHa cervical cancer cells using fluorescence microscopy and flow cytometry techniques to identify the mode of cell death and to elucidate whether cells die through apoptosis or non-apoptosis.Material and methodsThe cell death was analyzed using MTT assay. The cellular morphological changes were assessed using acridine orange/ethidium bromide dual staining. DNA damage and cell cycle progression were analyzed using a comet assay and flow cytometry respectively.ResultsMorphological and cytological features revealed that PL induced autophagic cell death in cancer cells. The results of a cell cycle analysis indicated that the proportion of cells in sub-G0 phase increased. Translocation of LC-3B protein from the cytoplasm to the autophagosome was found in 31% of PL-treated cells, suggesting that PL provoked autophagic cell death. In this study, it was observed that plumbagin treatment caused cleavage of DNA in SiHa cancer cells, and morphological analysis provided very strong evidence supporting the occurrence of autophagic cell death as a result of plumbagin treatment.ConclusionsIn addition, a Cytoscape-based protein-PL interaction network analysis provided very strong evidence in support of the specific mode of cell death in the context of autophagy, which has also been one of the desired endpoints in human papillomavirus-positive cervical cancer therapy and apoptotic cell death-resistant cancer treatment. Thus, this study is the first to test PL against the SiHa cervical cancer cell line, providing leads for further testing on non-apoptotic cell death for application in cervical cancer management.
LncRNA MIR155HG functions as a ceRNA for inhibition of lung adenocarcinoma growth and prediction of prognosis
Authors: Wang Jing , Li Jie 
Published: March 2021

IntroductionLong non-coding RNAs (lncRNAs) functioning as competing endogenous RNAs (ceRNAs) play critical roles in tumour progression. However, prognosis-related ceRNA networks in lung adenocarcinoma (LUAD) have not been well characterised.Material and methodsLUAD datasets were downloaded from the TCGA database, and the patients were divided into metastasis and non-metastasis groups. The differential expression of lncRNAs (DELs), miRNAs (DEMs), and mRNAs (DEGs) was analysed using the Limma package. Next, interactions between miRNA, lncRNA, and mRNA were predicted by miRcode, miRTarBase, miRDB, and TargetScan. The ceRNA network was constructed based on these interactions using Cytoscape software. DEG enrichment analysis was performed by GO and KEGG. After the prognosis analysis, we further screened molecules and constructed the prognosis-related ceRNA network. Moreover, the interactions between lncRNA, miRNA, and mRNA were validated by biological experiments.Results854 DELs, 150 DEMs, and 2211 DEGs between metastasis and non-metastasis LUAD patients were identified. Functional enrichment analysis suggested that DEGs were closely related to key biological processes involved in LUAD progression. The prognosis-related ceRNA network included 1 miRNA, 2 lncRNAs, and 4 mRNAs. In this network, MIR155HG and ADAMTS9-AS2 can function as ceRNAs of miR-212 to regulate EPM2AIP1, LAX1, PRICKLE2, and CD226. Moreover, our study confirmed that MIR155HG inhibited the proliferation, migration, and invasion of LUAD cells by sponging miR-212-3p to regulate CD226.ConclusionsThis ceRNA network contributes to understanding the pathogenesis of LUAD. Furthermore, the molecules in the network are valuable predictive factors for LUAD prognosis as well as potential therapeutic biomarkers.
USO DE RECURSO DIDÁTICO PARA O ENSINO DE PORCENTAGEM: O RELATO DE UMA EXPERIÊNCIA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL
Authors: Oliveira Gabriel Santos de , Pereira Geiza Batista , Silva Américo Junior Nunes da 
Published: March 2021

Este relato de experiência é resultado de uma atividade de observação e inserção no espaço escolar, fomentado pela disciplina de Laboratório do Ensino de Matemática I, do curso de Licenciatura em Matemática do Campus VII da UNEB, Senhor do Bonfim — BA. O objetivo do presente trabalho é apresentar uma experiência de observação e inserção no espaço escolar dos anos finais do ensino fundamental e refletir sobre o quanto a mesma foi importante no processo de constituição da identidade docente. A atividade ocorreu ao longo de algumas semanas do segundo semestre de 2019 e totalizou 12 horas de inserção, da observação até a validação de material didático. A metodologia utilizada para a análise do espaço escolar foi a observação, seguido pela proposição de material didático para intervenção na realidade observada. Os resultados, após a realização da atividade, foram satisfatórios, tanto para os alunos quanto para os futuros professores, o que fortalece ainda mais a necessidade de incentivar esse tipo de atividade no espaço de formação inicial antes da realização do Estágio Curricular Supervisionado.