No abstract is provided for this article.
Developpees pour des applications technologiques, les langues controlees (LC) sont des sous-ensembles de langues naturelles (LN). Tout en respectant les regles constitutives des LN, les LC ajoutent a ces dernieres des regles prescriptives plus ou moins contraignantes, plus ou moins formalisees, selon les domaines d'application et les objectifs vises. Il s'agit le plus souvent de realiser une documentation technique facile a comprendre, a rediger, a utiliser, a mettre a jour... ou a traduire : claire, concise, precise, univoque, neutre, de bonne qualite ergonomique, fiable et homogene. Les regles de base des LC se confondent souvent avec le bon usage. Elles figurent deja dans nos manuels de style usuels, ou bien elles relevent simplement des bonnes pratiques de redaction technique. Mais des regles plus restrictives permettent aux LC de franchir une nouvelle etape vers une veritable normalisation de la langue. Si aujourd'hui aucune LC n'a le statut de norme stricto sensu, certaines d'entre elles sont integrees dans des specifications industrielles. Plus generalement, la connaissance des LC et des notions qui les sous-tendent permet d'ameliorer la qualite de toute traduction technique. Les LC etant des sous-ensembles des LN, leurs principes et regles s'integrent facilement - et utilement - dans la pratique ordinaire de la traduction, en guise de valeur ajoutee .
The performance of anyone at his or her job is affected by a combination of ability and motivation. This book brings together papers which represent work being done in the study of motivation. There are three main approaches to the subject. The first is paternalistic in nature and assumes that the more a worker is rewarded, the harder he will work. The second approach assumes that a person will be motivated to work if rewards and penalties are tied directly to his performance. The third approach is called participative management in which the incentives for effective performance are in the job itself or in the individual's relationship with members of his working team.
No abstract is provided for this article.
In the perspective of self-determination theory the central aim of education should be that of enhancing students’ flourishing. Flourishing involves not only the development of cognitive capacities but also capacities for agency, prosocial relationships, and psychological wellness. Strong evidence within self-determination theory, reviewed herein, shows how teaching styles that support students’ basic needs for autonomy, relatedness, and competence foster these aspects of flourishing, enhancing the quality of students’ engagement, learning, and social relationships. Also highlighted are how students’ motivation and agency reciprocally influence teachers’ tendency to be need supportive, such that interventions on both sides of the teacher-student relationship can enhance learning climates. Nonetheless, this body of evidence concerns optimizing need supports within existing school environments, which too often remain mired in policies, practices, and omnipresent evaluations that are not designed for student flourishing, and which instead often harm both students’ and teachers’ well-being and motivation. The chapter’s conclusion includes a call to broaden the criteria by which schools are evaluated to include process as well as outcome targets. Creating the best schools we can imagine entails the assessment and cultivation of what really matters (i.e., process targets) to student flourishing in both their present and future lives.
Twenty-six mother-child dyads played together in a laboratory setting. Play sessions were surreptitiously videotaped (with mothers′ permission), and each maternal vocalization was transcribed and coded, first into 1 of 24 categories and then ipso facto into one of three supercategories-namely, controlling, autonomy supportive, and neutral. The degree of mothers′ controllingness was calculated as the percentage of vocalizations coded as controlling. This index was correlated with the intrinsic motivation of their 6- or 7-year-old children, as assessed primarily by the free-choice behavioral measure and secondarily by a child self-report measure of interest and liking for the task. Both correlations were significantly negative, thereby suggesting that the robust laboratory findings of a negative relation between controlling contexts and individuals′ intrinsic motivation are directly generalizable to the domain of parenting. Results are discussed in terms of the processes that undermine intrinsic motivation and the means through which parental controllingness is communicated.
Bombesin (Bn) receptor subtype 3 (BRS-3) is an orphan receptor that is a predicted member of the heptahelical G-protein receptor family and so named because it shares a 50% amino acid homology with receptors for the mammalian bombesin-like peptides neuromedin B (NMB) and gastrin-releasing peptide. In a recent targeted disruption study, in which BRS-3-deficient mice were generated, the mice developed obesity, diabetes, and hypertension. To date, BRS-3's natural ligand remains unknown, its pharmacology unclear, and cellular basis of action undetermined. Furthermore, there are few tissues or cell lines found that express sufficient levels of BRS-3 protein for study. To define the intracellular signaling properties of BRS-3, we examined the ability of [d-Phe<sup>6</sup>,β-Ala<sup>11</sup>,Phe<sup>13</sup>,Nle<sup>14</sup>]Bn-(6–14), a newly discovered peptide with high affinity for BRS-3, and various Bn receptor agonists and antagonists to alter cellular function in hBRS-3-transfected BALB 3T3 cells and hBRS-3-transfected NCI-H1299 non-small cell lung cancer cells, which natively express very low levels of hBRS-3. This ligand stimulated a 4–9-fold increase in [<sup>3</sup>H]inositol phosphate formation in both cell lines under conditions where it caused no stimulation in untransfected cells and also stimulated an increase in [<sup>3</sup>H]IP<sub>1</sub>, [<sup>3</sup>H]IP<sub>2</sub>, and <sup>3</sup>H]IP<sub>3</sub>. The elevation of [<sup>3</sup>H]IP was concentration-dependent, with an EC<sub>50</sub> of 20–35 nm in both cell lines. [d-Phe<sup>6</sup>,β-Ala<sup>11</sup>,Phe<sup>13</sup>,Nle<sup>14</sup>]Bn-(6–14) stimulated a 2–3-fold increase in [Ca<sup>2+</sup>]<sub>i</sub>, a 3-fold increase in tyrosine phosphorylation of p125<sup>FAK</sup> with an EC<sub>50</sub> of 0.2–0.7 nm, but failed to either stimulate increases in cyclic AMP or inhibit forskolin-stimulated increases. None of nine naturally occurring Bn peptides or three synthetic Bn analogues reported to activate hBRS-3 did so with high affinity. No high affinity Bn receptor antagonists had high affinity for the hBRS-3 receptor, although two low affinity antagonists for gastrin-releasing peptide and NMB receptors, [d-Arg<sup>1</sup>,d-Trp<sup>7,9</sup>,Leu<sup>11</sup>]substance P and [d-Pro<sup>4</sup>,d-Trp<sup>7,9,10</sup>]substance P-(4–11), inhibited hBRS-3 receptor activation. The NMB receptor-specific antagonistd-Nal,Cys,Tyr,d-Trp,Lys,Val, Cys,Nal-NH<sub>2</sub> inhibited hBRS-3 receptor activation in a competitive fashion (<i>K</i> <sub>i</sub> = 0.5 μm). Stimulation of p125<sup>FAK</sup> tyrosine phosphorylation by hBRS-3 activation was not inhibited by the protein kinase C inhibitor, GF109203X, or thapsigargin, alone or in combination. These results show that hBRS-3 receptor activation increases phospholipase C activity, which causes generation of inositol phosphates and changes in [Ca<sup>2+</sup>]<sub>i</sub> and is also coupled to tyrosine kinase activation, but is not coupled to adenylate cyclase activation or inhibition. hBRS-3 receptor activation results in tyrosine phosphorylation of p125<sup>FAK</sup>, and it is not dependent on activation of either limb of the phospholipase C cascade. Although the natural ligand is not a known bombesin-related peptide, the availability of [d-Phe<sup>6</sup>,β-Ala<sup>11</sup>,Phe<sup>13</sup>,Nle<sup>14</sup>]Bn-(6–14), which functions as a high affinity agonist in conjunction with hBRS-3-transfected cell lines and the recognition of three classes of receptor antagonists including one with affinity of 0.5 μm, should provide important tools to assist in the identification of its natural ligand, the development of more potent selective receptor antagonists and agonists, and further exploration of the signaling properties of the hBRS-3 receptor.
No abstract is provided for this article.
This study examines the hypothesis, derived from several theories, that disturbances in the development of autonomy are a central psychological feature in anorexia nervosa.Several measures relevant to autonomy, including the General Causality Orientations Scale (Deci & Ryan, 1985b), Structural Analysis of Social Behavior (Benjamin, 1977), Mutuality of Autonomy Scale (Urist, 1977), and Family Environment Scale (Moos, 1974) were administered to 19 restrictive anorexics, 14 bulimic anorexics, and 17 normal control subjects.All three groups were matched for age, sex, race, education, and marital status; the anorexic groups were matched for current percentage of ideal body weight, duration of illness, and treatment history.We hypothesized that both restrictive and bulimic anorexics would evidence greater problems with autonomy than would controls and, further, that the three groups would show differential patterns of response on these measures.Results largely confirmed these hypotheses.The restrictors experienced a greater sense of impersonal causality than did either the butimic anorexics or the controls.Compared with the control group, both restrictive and bulimic anorexic groups exhibited poorer self-concept, more pathological object relations, and more disturbed family interactions.We concluded that problems with autonomy-related issues are prominent in anorexia nervosa and that different subtypes may be associated with distinct forms of autonomy disturbance.
