C'est la plume qui fait le conte : "Die sechs Schwäne" des frères Grimm et "De vilde Svaner" de Hans Christian Andersen

Dans De vilde Svaner (Les cygnes sauvages), conte des Eventyr, fortalte for Børn (Contes, racontés aux enfants), H. C. Andersen raconte une histoire très proche de celle de Die sechs Schwäne (Les six cygnes), des Kinder- und Hausmärchen (Contes de l'enfance et du foyer) des Grimm. On peut fort justement se demander si l'auteur danois ne réécrit pas le Märchen de 1812 lorsqu'il publie son eventyr, en 1838. Mais l'étude de plusieurs récits d'enfants transformés en cygnes - de l'histoire du septième sage du Dolopathos de Jean de Haute-Seille, à la fin du xiie siècle, et Die sieben Schwäne, un Feen-Märchen de 1801, à De elleve Svaner de Winther, en 1823 - montre qu'Andersen réécrit vraisemblablement ce dernier texte danois et que le dialogue intertextuel avec les Grimm s'effectue sur un autre mode. L'auteur des Eventyr, fortalte for Børn se positionne par rapport aux Kinder- und Hausmärchen, développant ainsi une nouvelle conception du genre qui ressort de la comparaison des manières de raconter propres à chaque auteur, leur plume. It is the pen which makes the tale. the Grimm brothers' Die sechs Schwäne and Christian Andersen's De vilde Svaner In De vilde Svaner, a tale from Eventyr, fortale for Børn, H. C. Andersen tells a story that is very close to that of Die sechs Schwäne from the Grimms' Kinder- und Hausmärchen. One could legitimately wonder whether the Danish author was inspired by the 1812 Märchen when he published his own eventyr in 1838. The study of other narratives about children transformed into swans (including the story of the seventh wise man in Jean de Haute-Seille's Dolopathos at the end of the twelth century; Die sieben Schwäne, a Feen-Märchen from 1801; and Winther's 1823 De elleve Svaner) shows that Andersen rewrote this last Danish text and that the intertextual dialogue with the Grimms takes place at another level. Andersen distinguishes himself from the Grimms by developing a new conception of the genre, which becomes clear in his very different way of telling a tale.

Epithelial sodium transport and its control by aldosterone: the story of our internal environment revisited.

Transcription and translation require a high concentration of potassium across the entire tree of life. The conservation of a high intracellular potassium was an absolute requirement for the evolution of life on Earth. This was achieved by the interplay of P- and V-ATPases that can set up electrochemical gradients across the cell membrane, an energetically costly process requiring the synthesis of ATP by F-ATPases. In animals, the control of an extracellular compartment was achieved by the emergence of multicellular organisms able to produce tight epithelial barriers creating a stable extracellular milieu. Finally, the adaptation to a terrestrian environment was achieved by the evolution of distinct regulatory pathways allowing salt and water conservation. In this review we emphasize the critical and dual role of Na(+)-K(+)-ATPase in the control of the ionic composition of the extracellular fluid and the renin-angiotensin-aldosterone system (RAAS) in salt and water conservation in vertebrates. The action of aldosterone on transepithelial sodium transport by activation of the epithelial sodium channel (ENaC) at the apical membrane and that of Na(+)-K(+)-ATPase at the basolateral membrane may have evolved in lungfish before the emergence of tetrapods. Finally, we discuss the implication of RAAS in the origin of the present pandemia of hypertension and its associated cardiovascular diseases.

Structuration du raconter et évaluation de la racontabilité dans l'entretien médiatique

In this study, we assume that the organisation of storytelling activity is sensitive to emerging norms and, specifically, to what is worth telling from a participant's perspective. We associate the methods of conversation analysis with a labovian approach to oral narratives and examine how storytelling is collaboratively and sequentially built during a radio interview parody. After discussing the relevance of parodic data to understand how media practitioners see their own practices (here: telling a story during a media interview), we provide a detailed analysis of a deviant case by considering the relations between structuring the telling and evaluating the tellability. The analysis leads to show what kinds of interactional resources are used to accomplish the activity: for instance, concurrent topic formulations, shared configurations of grammatical constructions, adjacency pairs. The study also points out how competing agendas can configure the activity in dissimilar ways. Eventually, it underlines the issues of being the interviewee and the storyteller at the same time.

Décrire une activité verbale et proposer une norme pour enseigner un savoir-faire : l'exemple d'un manuel de storytelling

This paper describes and analyses language norms in a storytelling manual published in the Frenchspeaking part of Switzerland. In the manual, storytelling is conceived as a means of persuasion and thus it appears that an appropriate storytelling should lead to believe or to act. What exactly is "appropriateness" in this specific case? In order to examine this issue, this paper addresses three questions: how storytelling is promoted as an efficient communicative technique; which methods are used to propose and support language norms (by showing "what the storyteller should do" and by saying "how he should do so"); and which are the criteria which define an appropriate story (semantic/formal and functional criteria) and an appropriate telling of the story (communicative and linguistic criteria).

Helping medical students to acquire a deeper understanding of truth-telling.

PROBLEM: Truth-telling is an important component of respect for patients' self-determination, but in the context of breaking bad news, it is also a distressing and difficult task. INTERVENTION: We investigated the long-term influence of a simulated patient-based teaching intervention, integrating learning objectives in communication skills and ethics into students' attitudes and concerns regarding truth-telling. We followed two cohorts of medical students from the preclinical third year to their clinical rotations (fifth year). Open-ended responses were analysed to explore medical students' reported difficulties in breaking bad news. CONTEXT: This intervention was implemented during the last preclinical year of a problem-based medical curriculum, in collaboration between the doctor-patient communication and ethics programs. OUTCOME: Over time, concerns such as empathy and truthfulness shifted from a personal to a relational focus. Whereas 'truthfulness' was a concern for the content of the message, 'truth-telling' included concerns on how information was communicated and how realistically it was received. Truth-telling required empathy, adaptation to the patient, and appropriate management of emotions, both for the patient's welfare and for a realistic understanding of the situation. LESSONS LEARNED: Our study confirms that an intervention confronting students with a realistic situation succeeds in making them more aware of the real issues of truth-telling. Medical students deepened their reflection over time, acquiring a deeper understanding of the relational dimension of values such as truth-telling, and honing their view of empathy.

Tellability

Tellability is a notion that was first developed in conversational storytelling analysis but which then proved extensible to all kinds of narrative, referring to features that make a story worth telling, its "noteworthiness." Tellability (sometimes designated "narratibility" or "reportability") is dependent on the nature of specific incidents judged by storytellers to be significant or surprising and worthy of being reported in specific contexts, thus conferring a "point" on the story. The breaching of a canonical development tends to transform a mere incident into a tellable event, but the tellability of a story can also rely on purely contextual parameters (e.g. the newsworthiness of an event); in conversation it is often negotiated and progressively co-constructed through discursive interaction. Tellability may also be dependent on discourse features, i.e. on the way in which a sequence of incidents is rendered in a narrative.