Добірка наукової літератури з теми "Anglais LX"

AbstractBright light is a primary zeitgeber (synchronizer) for the central circadian pacemaker in humans. Recently, head-mounted devices for light therapy have been developed to treat patients suffering from circadian rhythm sleep disorders. In this study, to evaluate the influence of the light incident angle of head-mounted devices on the human circadian pacemaker, we examined the effects of bright light (ca.10000 lx) from two different angles (55° vs. 28°) on the suppression of melatonin secretion at night. Twenty-nine subjects (25.1 ± 6.3 SD years) participated in the present study. The subjects were kept under dim light conditions (< 5 lx) from 4 h before their habitual bedtime, followed by exposure to 1 h of bright light at two different angles during their habitual bedtime. Saliva samples were collected every hour under dim light conditions and then collected every 30 min during the bright light exposure. To assess the effect of the light incident angle on ipRGCs mediating light-evoked pupillary constriction, pupil size was measured in before and after exposure to bright light. Melatonin suppression in the group exposed to light at 28° was significantly higher than that in the group with light at 55° (p < 0.001). The pupillary constriction was significantly greater in the group exposed to light at 28° than that in the group with light at 55° (p < 0.001). The present findings suggest that the light incident angle is an important factor for bright light therapy and should be considered to effectively use head-mounted devices in home and clinical settings.

AbstractThe construction and present condition of Picasso’s Bottle of Vieux Marc, Glass, Guitar and Newspaper 1913, in the Tate collection since 1961, are described. Technical examination, materials analysis and microfading have been carried out on both the support and the collage elements, which include handmade paper, two elements made from broderie anglaise pattern pieces ironed onto paper, damaged water-resistant flock wallpaper and old newsprint. These indicate that the collage is not poorly constructed, but is sensitive to light as was expected, especially the support, pattern pieces and wallpaper. Based on the microfading, the current display recommendation for light exposure is 12 months in 4 years, which is half the exposure recommended for typical works on paper at Tate, at 50–80 lx without ultraviolet light.

With the recent advances in machine learning, strategies based on data can be used to augment wall modeling in the turbulent boundary layer. Combined with the attached eddy hypothesis, the present work applies extreme gradient boosting (XGBoost) to predict the large-scale wall-attached structures at a range of wall-normal locations based on a near-wall reference position (zR+≈4) spanning a Reynolds-number range Reτ∼O(103)−O(105). The input and output signals are selected as the large-scale structures; here, the input signals are set as in the fixed near-wall reference position by a series of streamwise velocity ({X−N,…,X−1,X0,X1,…,XN}), and the output signal Y0 is set directly above X0. Within each dataset, the large-scale wall-attached structures are identified from the prediction modeled by XGBoost between the turbulence in the upper region and at the near-wall reference position, resulting in a successful prediction of the large-scale structures inclination angles. Along the wall-normal offset Δz and streamwise offset Lx (distance between Xi and X0), the slope of the feature importance (represented by contour levels) is exactly equal to the degree of inclination of large-scale structures, indicating the turbulent inner and outer connection inferred by the machine learning input and output interactions perspective. This study shows that there is a great opportunity in machine learning for wall-bounded turbulence modeling by connecting the flow interactions between near-wall and outer regions.

Finite element computations were conducted to investigate the transverse vibrations of three identical tandem square cylinders and the associated wake patterns at a Reynolds number Re = 150. The reduced velocities ranged from U*=3 to 20, and the angles of incidence were set at α=0°, 22.5°, and 45°. The streamwise gaps for these three α were Lx=5H, 3.8H, and 3.5H, respectively, where H represents the projected dimension of the cylinder normal to the freestream. The mass ratio of the cylinders was fixed at m*=2, and damping was neglected to allow the cylinders to attain maximum amplitudes. In the presence of primary vortices being shed from all three cylinders, the upstream cylinder at α=22.5° and 45° exhibits three distinct vibration regimes: initial excitation and upper and lower response regions. On the other hand, due to interaction with the upstream vortices, the two downstream cylinders display four response regions. In the case of α=0°, the dynamic response of the upstream cylinder appears in only two regimes, but with a higher peak amplitude compared to α=22.5° and 45°. Vibration and shedding frequencies closely synchronize with the natural frequency of the spring-mass system in the second regime, leading to high amplitude oscillations for the most upstream cylinder with α=22.5° and 45°. The third response regime for the two downstream cylinders is associated with the lock-in phenomenon. In α=0° and 22.5° configurations, the shedding mode is 2S in all response regimes, while at α=45°, the shedding mode shifts to P + S during the second regime. Up to the second regime, lift and vortex forces are in-phase with the cylinder's oscillation for α=0° and 22.5°, but they go out of phase beyond that. In the case of α=45°, although lift remains in-phase with the displacement in the second regime, the vortex force is found to be out of phase. This study is expected to enhance the understanding of fluid–structure interaction phenomena involved in multiple structures and can aid in the design of stable structures in civil engineering, offshore engineering, and development of energy harvesting devices.

La majorité des études portant sur la motivation à apprendre une langue seconde/étrangère (LX) (Dewaele, 2017) se concentrent sur la manière dont la motivation se développe en fonction des caractéristiques individuelles et des facteurs contextuels plutôt. Mais ces études prennent rarement en considération l'impact des pratiques pédagogiques sur la motivation des élèves (Ushioda, 2016). L'objectif de notre recherche doctorale est donc d'examiner l'influence des stratégies éducatives sur la motivation à apprendre l'anglais LX chez les élèves de collège (âgés de 11 à14 ans). Pour atteindre cet objectif, nous avons procédé à une étude comparative des pratiques pédagogiques dans trois contextes distincts : la France, la Finlande et le Nouveau-Brunswick (N.B.), Canada. Chacun de ces terrains d’enquête est caractérisé par des stratégies d'enseignement distinctes, qui impactent la motivation des apprenants de diverses manières. Dans cette étude, les analyses quantitatives révèlent que les collégiens (N = 473) de Finlande étaient les plus motivés pour apprendre l'anglais LX, suivis par les collégiens du N.B., puis par les collégiens de France – sachant qu’aucune différence statistiquement significative n'a été trouvée qu'entre la Finlande et la France. En ce qui concerne les analyses qualitatives, les enseignants d'anglais LX (N = 13) ont participé à des entretiens semi-directifs : l’objectif était de mieux comprendre les pratiques pédagogiques dans lesquelles ils s’inscrivaient. Des thèmes spécifiques ont émergé de ces entretiens. Chez les professeurs français, on a pu relever des éléments liés à la pédagogie imposée et à la recherche de leur propre matériel d'apprentissage en ligne. En Finlande, les thèmes récurrents qui revenaient chez les enseignants interrogés concernaient la liberté pédagogique, l'utilisation de matériel d'apprentissage et l'utilisation de manuels. Au N.B., les thèmes communs concernaient également la liberté pédagogique, mais les enseignants ont souligné le manque de formation à l'anglais LX, de matériel d'apprentissage fourni et de programme d'études efficace, autant d’obstacles à leurs stratégies d'enseignement. En utilisant un modèle parallèle convergent, les résultats suggèrent que la motivation des collégiens est favorisée par la liberté pédagogique, l'accent mis sur la communication plutôt que sur la correction, les programmes d'échange, l'intelligence émotionnelle des enseignants et le fait qu’ils puissent disposer d’activités prêtes à l'emploi qui ciblent avec précision et adéquation, les besoins et les intérêts des collégiens. Ces résultats montrent que les stratégies d'enseignement ont un impact sur la motivation des collégiens à apprendre une langue étrangère et que, lorsqu'elles sont choisies à bon escient, elles peuvent avoir plus d'influence que les contextes socioculturels extérieurs à la salle de classe
The majority of studies investigating motivation to learn a second/foreign language (LX) (Dewaele, 2017) concentrate on the way in which motivation develops in function of individual characteristics, and environmental factors, but rarely take into consideration the impact of teaching practices on student motivation (Ushioda, 2016). The objective of this study is therefore to examine the influence of educational strategies on motivation to learn LX English amongst middle-school pupils (ages 11 to 14). To achieve this objective, teaching practices in three distinct contexts will be examined in this mixed-methods comparative study: France, Finland, and New Brunswick (N.B.), Canada. Each region has different teaching philosophies that likely affect student motivation in a variety of ways. In this mixed-methods comparative study, quantitative analyses reveal that students (N = 473) in Finland were the most motivated to learn LX English, followed by students in N.B., and then students in France, however a statistically significant difference was only found between Finland and France. With regards to quantitative analyses, LX English educators (N = 13) took part in semi-structured interviews to gain insight into their teaching practices. Common themes amongst educators in France included elements related to imposed pedagogy and finding their own learning materials online. In Finland, recurring themes related to pedagogical freedom, the use of online learning materials, and the use of course textbooks, which are written by practicing LX English educators. In N.B., common themes related to also having pedagogical freedom, but a lack of LX English training, provided learning materials, and an effective curriculum were highlighted as inhibiting their teaching practices. Using a convergent parallel design, the results suggest that pedagogical freedom, emphasizing communication over correctness, student exchange programs, emotional intelligence in teachers, and providing teachers with ready-made activities that accurately target and represent student needs and interest foster student motivation. The implication of these results is that teaching strategies impact student motivation to learn an LX and when chosen correctly, may be more influential than sociocultural contexts outside the classroom

The purpose of this study is to characterise the predictive performance of the CIECAM02 and CIECAM16 colour appearance models by comparing with experimental results on Hunt Effect over a wide range of illuminance levels. In our earlier experiments, red, green, yellow, blue colour matching data under higher illumination levels (6000 lx, 1000 lx, 100 lx) were collected. In this study, another experiment was conducted to collect colour matching data on Hunt Effect at lower illumination levels (300 lx, 100 lx, and 30 lx). The chromaticity coordinates of the matches and targets from both experiments were first calculated and plotted in CAM02UCS colour space. Then the CIECAM02 and CIECAM16 predictions of the colourfulness and hue angles for matches and targets were compared across different illumination levels (30 lx to 6000 lx). Slight differences (