Restless legs syndrome (RLS) is characterized by an urge to move the legs that occurs mainly with inactivity, and it is relieved by movement and is usually worse by the end of the day. It is highly prevalent, affecting 1.9% to 4.5% of the population, and although its etiology is uncertain, genetic factors seem to be involved. When symptoms are severe enough to warrant chronic therapy, dopamine receptor agonists are to be considered for initial treatment. Rotigotine, the most recently developed drug in this category, is the only one available for transdermal delivery in RLS. It was initially designed for the treatment of Parkinson's disease. The US Food and Drug Administration approved its use in cases of moderate to severe RLS in April 2012. Its efficacy has been well established in randomized placebo-controlled trials, as it appears to be especially useful in patients with daily symptoms. The most commonly reported side effect is local skin reaction. Complications such as augmentation, somnolence, or compulsive behavior may happen, although they seldom occur. The American Academy of Sleep Medicine clinical practice guideline recommends a "Guideline Level" for rotigotine, and European RLS guidelines provide a "level A" recommendation for short-term therapy; it also was the only dopaminergic agonist considered to be effective for the long-term management of RLS.
Cet article vise à contraster le modèle que nous qualifions d’« enseignant
intellectuel », tel que développé par Hannah Arendt dans La Crise de l’éducation
(1958), aux figures enseignantes découlant des programmes éducatifs québécois des années
1960-1970, 1980-1990 et 2000. Comment l’enseignant intellectuel arendtien se mesure-t-il aux
présupposés philosophiques de ces programmes et des modèles du maître qu’ils ont sous-tendus
ou explicitement proposés ? Comment La Crise de l’éducation nous permet-il
d’analyser, de façon critique, les modèles de l’enseignant-accompagnateur du Rapport Parent
de 1963, de l’enseignant-technicien des programmes de 1980 et de l’enseignant professionnel
du renouveau pédagogique des années 2000 ? Telles sont quelques-unes des questions aux
fondements de cet article, dont l’objectif principal est d’actualiser la force de la pensée
arendtienne pour une analyse philosophico-historique du statut et du rôle de l’enseignant
québécois.
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