Et si ? Ou guide uchronique des transports en commun grenoblois

You are holding in your hands a Grenoble tourist guide. Another one, isn’t it? But this one is a bit different. This unidentified literary object invites you to travel through Grenoble’s history, but also through its possible futures. It offers you, if I dare say, a return to the future.Put on your tennis shoes, flip-flops or walking shoes and let yourself be told the story of Grenoble’s public transport system. Through your sunglasses I invite you to dream your everyday landscapes differently.More than a tourist guide, this book encourages you to reinvent the city as you want it. A city where you are the main character.Welcome to uchrony: a fictional historical reconstruction that tells the story as it might have happened. The land of all possibilities.Vous tenez entre vos mains un guide touristique grenoblois. Encore un, n’est-ce pas ? Mais celui-ci est un peu différent de ceux dont vous avez l’habitude. Cet objet littéraire non identifié vous invite à voyager dans l’histoire grenobloise, mais aussi dans ses futurs possibles. Il vous propose, si j’ose dire, un retour dans le futur. Chaussez votre paire de tennis, de tongs ou de chaussures de marche et laissez-vous conter l’histoire des transports en commun grenoblois. À travers vos lunettes de soleil je vous convie à rêver vospaysages du quotidien autrement.Plus qu’un guide touristique, cet ouvrage vous incite à réinventer la ville telle que vous la désirez. Une ville où vous seriez le personnage principal.Bienvenue en uchronie : une reconstruction historique fictive racontant les faits tels qu’ils auraient pu arriver. Le pays de tous les possibles

Stressfulness of the design influences consistency of cognitive measures and their correlation with animal personality traits in wild mice (Mus musculus)

Individual variation in cognition is being increasingly recognized as an important evolutionary force but contradictory results so far hamper a general understanding of consistency and association with other behaviors. Partly, this might be caused by external factors imposed by the design. Stress, for example, is known to influence cognition, with mild stress improving learning abilities, while strong or chronic stress impairs them. Also, there might be intraspecific variation in how stressful a given situation is perceived. We investigated two personality traits (stress coping and voluntary exploration), spatial learning with two mazes, and problem-solving in low- and high-stress tests with a group of 30 female wild mice (Mus musculus domesticus) . For each test, perceived stress was assessed by measuring body temperature change with infrared thermography, a new non-invasive method that measures skin temperature as a proxy of changes in the sympathetic system activity. While spatial learning and problem-solving were found to be repeatable traits in mice in earlier studies, none of the learning measures were significantly repeatable between the two stress conditions in our study, indicating that the stress level impacts learning. We found correlations between learning and personality traits; however, they differed between the two stress conditions and between the cognitive tasks, suggesting that different mechanisms underlie these processes. These findings could explain some of the contradictory findings in the literature and argue for very careful design of cognitive test setups to draw evolutionary implications.publishe