dataesr/scientific-paragraphs-categorization huggingface dataset:
Indeed, what little past research has shown change in frequency of phraseological units during a stay abroad has generally focused on lower-level learners (i. e. ,  Siyanova-Chanturia 2015). Turning to collocational strength, the two measures used-MI score and Log Dicereturned different results with respect to change over time, meaning that evolution with respect to rare exclusivity (as detected by MI score) and by general exclusivity (reflected in Log Dice) were distinct in this dataset. Beginning with MI score, time was a significant and positive predictor, reflecting the fact that the N+Adj combinations used at post-stay were more likely to have higher collocational association scores than those used at pre-stay. Among previous research, only  Siyanova-Chanturia (2015)  reported significant changes in collocational strength at the group level, the other four studies having reported that MI scores remained static between the beginning and end of a stay abroad  (Bestgen and Granger 2014; Li and Schmitt 2010; Siyanova-Chanturia and Spina 2020; Yoon 2016).
Our own results reinforce this general trend, insofar as we found no significant change in MI score between N+Adj combinations produced before and at the end of a stay abroad. Interestingly, however, our analysis reveals change when the MI scores for combinations produced at pre-stay were compared with those produced 8 months after the participants' return to the United Kingdom. In other words, although no change was detected immediately at the end of the stay abroad, it may be the case that the stay in France initiated the significant development that is visible after the participants' return to their home university. Little research currently exists that has included data that aim to examine evolution after the immersion experience. In the case of the LANGSNAP corpus, the final data-collection meeting took place about eight months after the learners' return to the United Kingdom, allowing researchers to investigate change or maintenance after a return home (see, for example, Huensch and Tracy-Ventura 2017, for an analysis of change in fluency in the Spanish portion of this corpus during and after the stay abroad).
Importantly, the LANGSNAP research team has collected additional data three years after the end of the original project from a subset of the original participants. 5 Exploring how phraseological patterns may have changed in the years that followed the stay abroad offers an exciting avenue for future research. The significant finding with respect to MI score must be nuanced, however, by the results from the Log Dice analysis. Indeed, although both Log Dice and MI score are strength-of-association measures, for the Log Dice analysis, time was not a significant predictor. From a methodological point of view, the results from the two collocational strength measures provide support for the observations made by  Gablasova et al. (2017)  concerning the fact that the two measures reveal distinct information about phraseological patterns, because each favors different types of associations.
It may thus be the case that these learners have reached a point in their acquisition where frequency effects are not visible, at least with respect to the production of N+Adj combinations. The second research question that guided this project focused on the factors that significantly influence the use of more or less frequent and more or less strongly associated N+Adj combinations. As the factor of time has already been addressed, we turn now to the four remaining independent variables that were explored. Of these, three were not significant in any of the analyses: EI score, years spent studying French, and placement type. The first two variables-EI score and years spent studying French-were both intended to reflect general proficiency in additional-language French. Given recent research by  Siyanova-Chanturia and Spina (2020) , in which proficiency level significantly influenced collocation use in additional-language Italian, we sought to explore whether one or both of these variables may influence N+Adj combination use in this dataset.
The final variable that was investigated explored the importance of adjective position (prenominal vs. postnominal). This variable was found to be significant in all three analyses, indicating that adjective position influenced both the frequency and collocational strength of N+Adj combinations in this dataset, although two contrasting patterns were observed. More specifically, when the adjective preceded the noun, there was a greater likelihood that the resulting N+Adj combination would enjoy both higher frequency and a higher Log Dice score, whereas its MI score was more likely to be low. These different patterns held over time, given that adjective position was not found to interact with time in any of the analyses. An examination of the dataset reveals that the findings for adjective position reflect at least in part the difference in the type of adjectives that were used in these two positions.
«Nousvoussoutenonsdans vos épreuves. Des articles ont été réalisé sur la recherche et l'avancement des thérapies concernant les tumeurs cérébrales », écrit ainsi Camille identifié comme « médecin généraliste Nord » 37. Dans son analyse des savoirs profanes en ligne, Cécile Méadel écrivait ceci :Comme toute connaissance, le savoir profane ne se réalise pas exclusivement dans des pratiques implicites ou informelles ; il passe par des dispositifs, des façons de faire sens, des supports, des bases de données, des textes… et aussi, a minima, par la restitution de recherche d'informations, l'exploitation des données existantes, le recueil de documents, la diffusion de renseignements, de messages, de résultats (2010 : 111). On a vu, au long de ce dernier temps, comment l'ethos discursif des locuteurs s'affirmait à travers la « fabrique des connaissances », laquelle « commence dès lors que la recherche et la collecte d'informations font l'objet de reprise et de diffusion » (ibid.
Et ce, d'autant que le forum assure la nébuleux » (Akrich et Méadel 2010). d'informations par des récits testimoniaux qui vont instituer l'expérience personnelle diffusion, l'archivage, la constitution d'une base de données. Cela se confirme avec les résultats de la requête avec le groupe de termes Cette confiance, forme de reconnaissance et condition de possibilité de l'autorité, en une forme de savoir. À la quête, parfois désespérée, d'informations vient ainsi La notion d'expertise profane comme expertise expérientielle (Akrich et Rabeharisoa « glioblastome forum » qui nous a permis de réunir 28 résultats dont huit résultats liés 2012) se dessine dans notre corpus, comme en témoigne le message de Laureteste : au témoignage ; les sites qui accueillent ces forums de discussion sont Allodocteurs (site lié aux programmes télévisés santé et médecine de France 5), Santé médecine Journal des Femmes (site web autour de la santé lié au Journal des Femmes, production médiatique en ligne créé en 2003), Forum-doctissimo (premier site français, en audience, dédié à la santé et au bien-être), Guérir du cancer (site initié par un oncologue français promouvant un « traitement métabolique »), Forumcancer.
Data Multichannel high-resolution seismic reflection and multibeam bathymetry were acquired during Malboro-2 survey along 265 profiles, which cover 190 km 2 from the eastern limits of Al Hoceima Bay to 14 km westward of Ras El Abid Promontory continental shelf (Figure  3 ). These data were acquired using a 250-500 J Sparker source and a six-channel streamer, with a vertical resolution of 1 m. The swath bathymetry was acquired in Marlboro-2 survey by means of a shallow-water Reson 8101 system. It has a horizontal definition of 5 m/pi and a vertical resolution of 0. 5 m at depths of above -100 mbsl (d  'Acremont et al. , 2014; Lafosse et al. , 2016).
(2017)  and sedimentation rates have been considered constant  (Martínez-García et al. , 2013; Lafosse et al. , 2016). The throw of all the faults of every seismic profile, for the three most recent MRS, were measured. Then, maps of the throw values for each period ranging between each MRS until the present have been generated. Initially, four groups of data were exported from the IHS Kingdom Suite © software to the ArcGis © software: a shapefile layer with traces of the profiles, three raster layers that correspond to the isopach map for each MRS containing the depth value in TWT expressed in ms, a shapefile layer with fault traces, and a shapefile layer called "fault points. " These "fault points" represent the location of each crossing between a fault and a seismic profile (Figure  3 ).
(iv) We made raster layers of the throw of the area for each MRS interval. The attribute table of the fault points of the layer has all the throw data calculated in the previous steps. Finally, once the throw maps were obtained, throw rate maps were created by transforming TWT into depth and then dividing the period of time between MRS. These throw rates only consider the vertical deformation associated with the faults. During the process, negative values of fault throw were produced. In the results, negative values are not considered in the throw backstripping method, since throw values related to the fault activity are supposed to be positive except in cases where inversion tectonics might have occurred. Inversion is considered to be an uncommon process in the context of short-time periods and a homogeneous regional pattern is expected in most of the faults; therefore it is assumed that the tectonic regime remained constant since 280 kyr.
FUNDING This study was supported by projects  CGL2016-80687-R AEI/FEDER ,  P18-RT-3275 ,  B-RNM-301-UGR18  and  RNM148  ( Junta de Andalucía/FEDER) ;  ALBAMAR JCJC ANR-17-CE03-0004 ; the  EUROFLEETS program  (FP7/2007-2013; n • 228344); project  FICTS-2011-03-01 ; and the  FPU  PhD grant ( 16/04038 ), and also by the  Spanish Government through the 'Severo Ochoa Centre of Excellence ' accreditation ( CEX2019-000928-S ).
differences  (Wegerif et al. 2017). CSCL systems can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration of knowledge (e. g. Dillenbourg 1999). The DIALLS Platform facilitates dialogue both within countries and across them, as well as the sharing, use and co-creation of cultural resources (such as multimodal texts, images, videos), thereby opening up various pedagogical opportunities for building a shared culture. The objective of the DIALLS Platform is to support the educational activities proposed by the project (see overview in Chapter 1), and to meet user needs. Three categories of users were defined: (1) students (at three age groups; 5-6, 8-9 and 14-15 years old), across the project participants' countries; (2) teachers, relating to 1; and (3) researchers, analyzing data from use of the DIALLS platform.
e. online pedagogical scenarios). In Sect. 7. 4, we introduce a description of the main functionalities of DIALLS platform and its interface that corresponds to the version of the platform tested by teachers in June and July 2019. In Sect. 7. 5, we present the user studies with teachers who were recruited to implement the DIALLS educational program in their classroom. User studies were conducted in Cyprus, Germany, Lithuania, Spain, and the United Kingdom and provided essential information for the incorporation of successive changes to the platform before its implementation in Europe and Israel in the second part of the DIALLS project. In Sect. 7. 6 we present some general reflections on the entire design process and include some recommendations for the development of similar computer tools in large interdisciplinary research projects.
Searches were facilitated using four sets of keywords covering "CSCL", "argumentation", "software", "program(me)", and "dialogue". We ended with 72 research articles that were published in academic journals and peer-reviewed conference proceedings. Research articles included empirical studies that evaluated 34 CSCL systems supporting dialogue and collaborative argumentation. We decided to exclude eight CSCL systems from our review because they were only tested with university students, whereas our own student users are in primary and secondary schools. We employed inductive and deductive methods for the analysis of the literature. Inductive methods were used for the identification of the basic characteristics shared by most the CSCL systems included in the corpus. Deductive methods were employed for the analysis of the CSCL tools that would support the required functionalities of the DIALLS Platform.
However, CSCL systems such as ARGUNAUT  (Schwarz and Asterhan 2011)  and CoFFEE  (Belgiorno et al. 2008 ) contain all or some of those functionalities (the video display tool can be found in more recent software only). Online discussion. Online forums for asynchronous discussions and synchronous chat are the most common online dialogue and discussion tools found in CSCL systems. CSCL systems supporting asynchronous communication generally support an online forum only whereas those supporting synchronous and asynchronous communication (e. g. CoFFEE) support an online forum and a CHAT system (see Talkwall,  Ludvigsen et al. 2020). Kim and colleagues found that primary school students experienced problems using online forums due to low proficiency in keyboarding or use of the computer systems, and some were concerned about spelling errors  (Kim et al.
The DIALLS Platform In this section we present the main functionalities of the DIALLS platform that teachers across the project consortium tested in June and July 2019 (Fig. 7. 2). The general description of the platform is organized into the following categories: users; language support; resources; features; training; and data privacy and protection. Users. The platform supports two types of users: teacher and student. Language support. The system has been designed to support any language, including Semitic languages (right to left writing systems). Resources. The platform supports three types of resources: images (PDF, JPG, PNG and TIFF files); texts (PDF and Word files); and films (MP4 and MOV files). Features. The platform includes several features: discussion rooms; annotation tools; resource management tools; and separate box for notes.
Online Scenario Teacher Evaluation In this section we present the user-study (hereafter, "Online Scenario Teacher Evaluation Kit"-OSTEAKIT) that we designed and coordinated to test (i) the functions of the DIALLS platform as described in Sect. 7. 4 and (ii) a subset of blended online pedagogical scenarios with teachers involved in the DIALLS project. These blended online pedagogical scenarios were based on lesson plans as developed by project partners. The transformation of lesson plans into online scenarios followed the general guidelines set in the co-design workshops held in Paris and Cambridge. Our goal with OSTEAKIT was to obtain as much feedback as possible on the DIALLS platform and the proposed blended online pedagogical scenarios. Pedagogical scenarios are teaching and learning models that present scripts of what students and teachers should do when they participate in educational activities  (Andriessen and Sandberg 1999).
Such scripts include a set of activities, methods and resources that are used to introduce students to concepts and processes in relation to specific learning objectives  (Wichmann et al. 2010). Pedagogical scenarios provide meaningful and ecologically valid contexts for the achievement of those objectives. They are used to create learning situations with well-defined roles, activities, sequences of actions, resources and tools  (Wichmann et al. 2010). Thus, pedagogical scenarios scaffold educational activities and enable students to accomplish learning objectives. Pedagogical scenarios can encompass different levels of detail which are determined by specific educational goals. User studies were coordinated locally, by DIALLS researchers in Cyprus, Germany, Lithuania, Portugal and the United Kingdom between June and July 2019.
Addressing Cultural and Linguistic Diversity One of the DIALLS project's strengths and innovative approaches is that it takes into consideration the cultural and linguistic diversity of Europe and beyond. This also creates important challenges, notably, the "language problem": how can teachers and students engage in cross-national discussions over Internet, who have different native languages (in the case of DIALLS: English, Lithuanian, Hebrew, Greek, German, Portuguese, Spanish and Catalan)? Teachers expressed that online automatic translation software only would not be a suitable option for translations in asynchronous and expressed the possibility of having teachers writing messages in English only in those lessons. In order to solve this issue, we developed four translation strategies that DIALLS partners may want to consider for translating dialogue traces as result of interactions between classes located in different countries, to be used partially or conjointly in a flexible way, depending on the situation (see Fig.
We proposed that the most adequate way to address users' expectations with the DIALLS platform was to adopt a socio-technical system approach  (Cooper and Foster 1971) , involving a web of mutual dependencies between users, other technologies, and cultural and institutional practices. This has enabled meeting two challenges that, to our knowledge, have not been addressed by existing CSCL research, based on concurrent co-design of educational scenarios and tools: designing and developing a system that is adapted to achieving specific educational goals (cultural literacy learning) across very different age groups of students, and overcoming the language barrier in cross-country collaboration.
2 ). This qin was rediscovered in 2012 during the "récolement" of the musical instruments of the CNAM acoustic collection. Philippe Bruguière, the former Curator of non-European collections at the Musée de la Musique, suspected its old age. The Musical Instrument Museums Online database (MIMO) was queried to compare this instrument with other qin listed in partner museums, as well as for qin from private collections  [16]. The qin has exceptionally rare features with a leaf banana shape known as jiaoye style and the absence of a bottom. The shape and the carved date situate its manufacturing period during the 17th or 18th century in China. For comparison, the "Gumeihua" qin with a similar shape in China (Forbidden City) was made during the Ming dynasty (1368-1644) and once belonged to the collection of the Emperor Qianlong (1735-1796)  [17].
Silk The strings that were found knotted around the feet and the bridge prior to their changes in 2018 are made of silk (Fig. 3 ). The silk came traditionally from insect cocoons named jiacan or domestic silkworm in Chinese and the species used is Bombyx mori. A coating of dirt, glue or wax on the surface of the strings is visible, ranging from off-white to brown-black. Early recipes suggest the use of sh glue, wax or boiled rice for the impregnation of boiled silk strings that helps hold the bers together and in uences the sound  [3]. First, the stratigraphy of the lacquers was observed in-situ under visible (VIS), infrared (IR) and ultraviolet (UV) rays using VIS/IR/UV imaging on a Dino-Lite with DinoCapture 2. 0 software. Then, a chip of the coating, which comprises the complete stratigraphy from the surface to the wood support, was investigated using light microscopy (Zeiss Axio Scope.
Acknowledgements The authors warmly acknowledge  Lucie Rault  and  Benjamin Meunier  for translations from Chinese,  Didier Brissaud  for the Raman spectroscopy analysis,  Marie Radepont  and  Oulfa Behadj  for in situ XRF analysis,  Francois Thil  and  Nadine Tisnérat-Laborde  for their help in physical measurements and validation of 14 C data. The authors would also like to thank  Philippe Bruguière ,  Julie Chang ,  Claire Chantrenne ,  Simon Debierre ,  Jing Han  and  Wang Yuegong  for thoughtful indications and suggestions and  Lucie Rault  and  Francois Picard  for reviewing this article. Authors are grateful to  Elizabeth Rowley  for editing the English of the article.
Funding This work is part of Ph. D. research funded by the  Fondation des Sciences du Patrimoine , and supported by the  Musée de la musique (Paris) , the  Laboratoire des Sciences du Climat et de l'Environnement (Gif-sur-Yvette) , the  Centre de Recherche sur la Conservation (Paris)  and the  Université de Versailles-Saint-Quentin-en-Yvelines.
2. We employed the IntCal20 and Marine20 datasets for terrestrial and marine samples, respectively  (Reimer et al. , 2020 ). The regional average marine reservoir correction (ΔR) was applied for L. byssoides (ΔR of -209 ± 35 14 C yr; Faivre et al. ,   2019b) and for shells from the Adriatic (ΔR of -59± 117 14 C yr;  Faivre et al. , 2015)  recalculated with Marine20  (Heaton et al. , 2020). The indicative range (i. e. the relationship of the samples with respect to the former mean sea level) of each RSL index point was established according to  Vacchi et al. (2016)  and  Faivre et al. (2019a-b). We then calculated the rate of RSL change using the Errors in Variables Integrated Gaussian Process (EIV IGP) Model (Fig. 2c ). The EIV IGP was used to perform Bayesian inference on historical rates of RSL change  (Cahill et al.
Biological data The raw biological data derive from two studies  (Kaniewski et al. , 2016 (Kaniewski et al. , , 2018)). Pollen data were initially shown as frequencies (%). Dinoflagellate cysts (marine plankton) were counted on pollen slides, reported as concentrations (cysts per cm -3 ), and here provided as z-scores. Foraminifera, marine bivalves, and Posidonia oceanica debris were extracted from the same samples as the pollen grains and dinoflagellate cysts. These marine components (Foraminifera, marine bivalves) and P. oceanica debris were initially picked from the washed sediment fraction. The marine components were originally displayed as concentrations (remains per cm - 3 ) and transformed into z-scores. All data were analysed using XL-Stat 2019 (https://www. xlstat. com/fr/) and the software package PAST, versions 2.
17c and 4. 03  (Hammer et al. , 2001). A regular chronological interpolation (20-yr) was first applied to the dataset. Biological data were investigated using cluster analysis (descending type; Fig. S4 ). The cluster analysis was used to calculate a dendrogram, using branches as ecological distances between groups of taxa. The test was calculated using Paired group as an algorithm and Correlation as the similarity measure. Pollen taxa of each cluster were summed to derive vegetation dynamics (Fig. S5 ) from the supratidal zone (backshore scrubs) to the hinterland (mixed oak forest), referring to modern patches of vegetation (Fig. S4 ). The vegetation patterns are shown with their long-term trends displayed as sinusoidal regressions (phase Free, with Pvalue < 0. 001) and smoothing splines (Fig.
S5 ). The backshore scrubs assemblage was then transformed into zscores. The marine influence scores (Fig. 3 ) correspond to the average of two patterns. The first pattern was calculated by averaging the z-scores of the marine components, dinoflagellate cysts and backshore scrubs. The second pattern was calculated by excluding the backshore scrubs assemblage, which could be influenced by climate and/or marine influence. These two initial patterns appear as background in Fig. 3. The dataset is available in the supplement of this paper.
Acknowledgments: We wish to thank the  Centre Camille Jullian (Aix Marseille Université, CNRS) , the  Zavičajni musej Poreštine / Museo del territorio parentino (Poreč, Croatie) , and the  Croatian Science Foundation. A. R. and M. V. acknowledge PALSEA, a working group of the  International Union for Quaternary Sciences (INQUA)  and  Past Global Changes (PAGES) , which in turn received support from the  Swiss Academy of Sciences  and the  Chinese Academy.