dataesr/scientific-paragraphs-categorization huggingface dataset:
Published in Let us now consider the prevalence values. First, some words are not attested in the database used for these values and, consequently, nothing can be said regarding the pairs to which they belong. Indeed, the absence of a word from the database does not imply anything regarding its prevalence, apart from the fact that it has not been tested by the investigators, as opposed to the absence of a word from a frequency database, for which it could be assumed that the word is too rare to occur in that database. For most of the pairs which can be interpreted (8/10), we do find higher prevalence values for the member of the pair whose prefix may not be stressed. Again, the inhale ↔ exhale pair is an exception to this tendency, although the prevalence values of the two words are almost identical.
Stress-shifted suffixal derivatives This section deals with items for which primary stress in the derivative is further to the right than it is in its local base. Words with non-standard terminal elements (e. g. cigarillo, collectanea, infusoria) are included, following  Raffelsiefen's (1993)  argument that an identifiable suffix is not necessary for the recognition of morphological complexity. Derivatives for which the final syllable of the base is truncated are also included (e. g. anonymous → anonymity, psoriasis → psoriatic). 21 After, reviewing the overall results on stress preservation, I will focus on two datasets, each dealing with a specific issue: ➢ Exceptional stress preservation, in violation of *CLASH (e. g. reˈturn → reˌturˈnee, colˈlective → colˌlecˈtivity). ➢ Stress preservation failure (e.
Overall results The results confirm that stress preservation is the main determiner of secondary stress placement in stress-shifted derivatives. As the data does not allow for a systematic analysis of words with a single pretonic syllable because the dataset does not contain words with no stress on their first syllable, and as words with two pretonic syllables will be discussed in detail in the following section, I will focus on derivatives with at least three pretonic syllables. For these words, the overall results are shown in Figure  3. Two things are particularly striking in Figure  3. First, in all configurations, stress preservation is clearly the rule, ranging between 88% and 100% efficiency. Second, there are no cases of stress preservation failure when the base has stress on its first syllable.
Exceptional stress preservation As discussed in §3. 2, the previous literature has found that the /021(-)/ pattern exclusively occurs in derivatives whose base bears stress on its second syllable, but has not established the conditions in which such exceptional stress preservation occurs. This phenomenon has been investigated in detail in  Dabouis (2019). The relevant words which are used to study the phenomenon follow the general conditions discussed in §4 for the general dataset, although the dataset used here includes proper nouns. Otherwise, the words retained here have the following properties: ➢ They have primary stress on their third syllable. ➢ Their local base has primary stress on its second syllable and bears no stress on its first syllable. ➢ If there is a prefix, it must be semantically opaque.
The dataset contains 291 words, among which 32 (11%) may be stressed /021(-)/ (see (22a), while the remaining 259 words may only be stressed /201(-)/ (see (22b). Among the words in (22a), only four words may not also be stressed /201(-)/ (adoptee, remittee, returnee, semantician) and four have /021(-)/ as their main pronunciation in  Wells (2008)  (appointee, escapee, retiree, selectivity). (22) a. addressee, adoptee, appointee,  Beninese, collectivity, connectivity, consignor, debauchee, departmental, detainee, diffusivity, directorial, elasiticity, electoral, ellipsoidal, encrustation, eructation, escapee, expellee, fermentation, Gibraltarian, Published in Anglophonia [online] , 30, 2020. URL: https://journals. openedition. org/anglophonia/3476 perceptivity,  receptivity, receptivity, reflectivity, reflexivity, refractivity, remittee, resistivity, retiree, returnee, selectivity, semantician b.
abjuration, abolition, acoustician, bombardier, charismatic, combination, conductivity, degradation, detestation, disposition, eccentricity, exclamation, fomentation, gerundival, infectivity, information, lamentation, Magellanic, magisterial, occultation, perturbation, proclamation, relaxation, requisition, specificity, unanimity, Viennese…  In order to determine the variables which are good predictors of exceptional stress preservation, the whole dataset was coded for a number of variables: the log-transformed frequency of the base and its derivative 23 , the relative frequency of the base and derivative, the closedness of the first two syllables, the nature of the first two vowels of the base (full vs. reduced for the first syllable; short vs. long for the second syllable), the absolute and relative weight of the first two syllables.
Stress preservation failure As was seen in §3. 4, Collie's (2007 Collie's ( , 2008) )  study of stress preservation failure has several important drawbacks which may question the validity of the results she reports. Therefore, I set out to replicate her findings with a more controlled dataset. The results are presented in detail in Arndt-Lappe & Dabouis (in preparation). As for exceptional stress preservation, the dataset is an expansion of that used in Dabouis (2016a) so as to include Published in Anglophonia [online], 30, 2020. URL: https://journals. openedition. org/anglophonia/3476 proper nouns. The same criteria as those used in the previous section were used to select the data, except the stress configuration, which is as follows: ➢ The derivative should have at least three pretonic syllables.
➢ The base should have primary stress on its second syllable and no stress on its first syllable. The dataset contains 277 words, among which 21 (8%) may show stress preservation failure (see (23a)) while the remaining 256 words show consistent second-syllable stress preservation (see (23b)). (  23   ) a. ambassadorial, antagonistic, anticipation, anticipatory, humanitarian, humiliation, inauguration, infinitival, miscegenation, municipality, participation, participatory, pontification, prognostication, Pythagorean, somnambulation, subsidiarity, totalitarian, utilitarian, vaticination, Victoriana b. abbreviation, accentuation, Americana, boliviano, collapsibility, commiseration, degradability, dissemination, effectuation, expectoration, familiarity, gesticulation, hallucination, initiation, intoxication, Napoleonic, originality, peculiarity, predictability, provinciality, retaliation, reverberation, superiority, vociferation  As for exceptional stress preservation, a binary logistic regression was conducted.
This is what  Dahak (2011)  calls "full vowel timing". There are 84 words in the dataset which constitute relevant cases for the evaluation of the efficiency of *LAPSE, i. e. words with at least three syllables between the first secondary stress and primary stress. Five of these words are non-derived. Two of these have a full vowel in the middle of the sequence of medial unstressed syllables, ìpec/ae/uánha, cònvers/ae/zióne, and two others have /ɪ/ in that position, which could be analysed as a full vowel, càrab/ɪ/niéri, prèstid/ɪ/gitátion. The only case which may have a sequence of three unstressed and reduced vowels, although the position of secondary stress is variable, is taramasalata /ˌtaerəməsəˈlɑːtə/ ~ /təˌrɑː-/. The remaining 79 words are stress-shifted derivatives. Among these: ➢ 8 have a full vowel in the middle of the sequence of unstressed syllables (e.
Conclusions After discussing the definition of secondary stress adopted in this paper, I have reviewed the claims which have been made in the literature about secondary stress placement in English. As previous research often lacks quantitative analyses, I have used dictionary data to provide a more detailed picture of this phenomenon. Although this type of data is far from Published in Anglophonia [online], 30, 2020. URL: https://journals. openedition. org/anglophonia/3476 perfect, I have argued that it can still be used to provide useful insights on English phonology. The results presented in this paper overall confirm what was known about secondary stress placement but offers a more fine-grained picture. It has been found that the three general constraints on stress patterns, */00-/, *CLASH and *LAPSE, are quite generally respected, although we have noted isolated exceptions of */00-/ violations in words with transparent prefixes and a few cases of violations of *CLASH in non-derived words and in derived words showing exceptional stress preservation.
Brysbaert et al. (2019)0, 2020. URL: https://journals. openedition. org/anglophonia/3476Prefixedantonymicpairswhere only one member of the pair may be stressed. Word frequencies are taken from SUBTLEX-UK(Van Heuven et al. 2014) and prevalence values are taken from the dataset presented inBrysbaert et al. (2019). Log-frequencies are shown in brackets.
Trois bases de données ont été explorées, et une exploration de la littérature réalisée, grise afin de limiter le biais de publication. Chaque étape a été effectuée indépendamment par les deux chercheurs pour limiter un biais de sélection et de classement. L'évaluation méthodologique et qualitative des articles était réalisée grâce à l'utilisation d'échelles validées permettant la hiérarchisation des articles et des informations extraites selon leur validité. Ainsi, tout résultat entrant en contradiction avec une étude moins bien évaluée n'était pas pris en considération dans la synthèse narrative. La période de publication a été définie afin d'étudier la littérature la plus récente et selon une méthodologie identique aux autres méta revues effectuées  [18, 19]. Un seul article a été exclu pour sa langue de rédaction.
Le protocole d'étude a été enregistré sur PROSPERO, base de données analysis OR "systematic review") AND (antidepress* OR *therap* OR prescription* OR manag* OR "primary care" OR "general practitioners" OR "general practice" OR "family practice")). Refined by : Languages : (English or French). Timespan=2002-2015 -Sur Cochrane : Title, abstract, keywords : (child or adolescent) and depress*. Publication year from 2002 to 2015 internationale La littérature grise a également été explorée par une recherche sur les sites internet des sociétés d'enregistrement des protocoles de revues systématiques (https://www. crd. york. ac. uk/prospero/), sous le numéro CRD42016042710. savantes, les agences de santé et du médicament, nationales et internationales, identifiés par Les critères d'inclusion des articles étaient les suivants : l'Agence Canadienne des Médicaments et des Technologies de la Santé [24].
Languages : French, English. From 2002/01/01 to 2015/11/13 -Sur Web of Science: TS=((child or adolescent) AND (depress*) AND (guideline* OR meta- -langue : français ou anglais, -population : enfants ou adolescents (6-18 ans) consultant en médecine générale, -interventions étudiées : prise en charge, en soins premiers, diagnostique/dépistage et thérapeutique pharmacologique et non pharmacologique, associée au suivi, à l'accompagnement et à la surveillance à mettre en place. Informations essentielles à fournir au patient et à son entourage. -pathologie concernée : premier épisode dépressif caractérisé chez l'enfant ou l'adolescent, selon les critères du DSM-5 [23] ou une version antérieure selon l'ancienneté de l'article. Trois bases ont été explorées : PubMed, Cochrane et Web of Science. Les bases de données ont été explorées le 13 novembre 2015.
Introduction : 10 à 15 % des parturientes développent une dépression du post-partum (DPP). Une physiopathologie propre la distinguerait des autres formes de dépression. La prise en charge médicamenteuse repose sur des traitements non spécifiques. La fluctuation des taux de neurostéroïdes durant la grossesse et après l'accouchement, et leur action sur le récepteur GABA-A sont des mécanismes étudiés. Objectif : décrire l'émergence et évaluer la pertinence de la cible GABAergique dans la dépression du post-partum. Méthode : revue systématique de la littérature clinique et pré-clinique à partir de la base de données MEDLINE et des termes : « postpartum depression », « GABA », « ganaxolone », « brexanolone », « allopregnanolone », avant septembre 2019. Résultats : les modèles animaux montrent une fluctuation du fonctionnement GABAergique durant la gestation et après la mise bas et une corrélation entre l'allopregnanolone (AP) et la plasticité des GABA-A-r.
Méthodes Il s'agit d'une revue de la littérature systématique à partir de la base de données MEDLINE et utilisant les termes MeSH suivants : «postpartum depression », « GABA », « ganaxolone », « brexanolone », « allopregnanolone », avant août 2019. Cette revue a été limitée aux articles disponibles en anglais ; des articles complémentaires ont été identifiés à la lecture de la bibliographie de précédents travaux. Ont été incluses des études fondamentales et cliniques, revues de la littérature, essais contrôlés randomisés, études observationnelles et études pharmacologiques concernant l'approche gabaergique de la DPP. Les critères d'exclusion étaient les articles ne concernant pas la période de la gestation/grossesse ou du post-partum, et/ou le système gabaergique.
Introduction Online language learning is an area of growing interest and one-to-one or small-group classes are gaining popularity due to the flexibility of time and space they offer. Research in this area is also gaining momentum (eg  Develotte et al. , 2008; Hampel & Stickler, 2012; Kozar, 2016; Guichon, 2017) , especially in investigating online language teachers' semio-pedagogical activity  (Guichon, 2013) , which involves skills and competencies in using "various semiotic and technological resources"  (Guichon, 2017, p. 57). One such skill is giving task instructions. However, without careful consideration and planning, teachers' task explanations can be problematic due to distinct affordances and challenges of the online teaching platform. This paper investigates small group multimodal synchronous online language teaching via videoconferencing  (Skype).
Wigham, « Delivering task instructions in multimodal synchronous online language teaching », Alsic [Online], Vol. 23 | 2020, Online since 10 September 2020, connection on 10 November 2020. URL : http://journals. openedition. org/alsic/4571 ; DOI : https://doi. org/10. 4000/alsic. 4571 help them refocus interactions on the pedagogical objectives. The second, by  Cappellini and Combe (2017) , explores teachers' techno-semio-pedagogical competence in two online environments: an asynchronous learning management system (Moodle) and a synchronous webconferencing platform (Adobe Connect). The authors show how trainee teachers modify instructions according to mode as they negotiate instructions in conversation with the learners in the webconferencing platform. They also underline challenges of the online environment and how trainees may unexpectedly need to deliver technical instructions concerning task resources (downloading a document).
Participants Three experienced online English teachers (one male, two female) were recruited in Spring 2018 from two online language teaching providers: iTalki  (Chen & Jiang, 2007)  and SpeakPlus  (Paniza & Barry, 2014). All volunteer teachers had a teaching qualification. They had a minimum of two years online teaching experience (see Table  1 ) and regularly taught lessons using the videoconferencing platform Skype  (Skype, n. d. ).
Data collection procedures Each teacher held three 60-minute lessons, conducting the introductory lesson with their preferred activities. For the subsequent lessons, they were provided with exactly the same task resources (taskas-workplan) for a convergent and a divergent task  (Ellis, 2003). No additional instructions to those presented on the resource sheets were shared with the teachers (Appendix A); they could introduce the tasks in the way(s) that suited their own practices. Müge Satar and Ciara R. Wigham, « Delivering task instructions in multimodal synchronous online language teaching », Alsic [Online], Vol. 23 | 2020, Online since 10 September 2020, connection on 10 November 2020. URL : http://journals. openedition. org/alsic/4571 ; DOI : https://doi. org/10. 4000/alsic. 4571 Data for this paper come from the second lesson 2 , where the convergent task (Appendix A) was used.
However, if instructions are deemed as opportunities for interaction and learning, they can occupy more time and be designed to be interactive through elicitation (eg Karen) or capitalised on as venues for establishing interpersonal relationships by exchange of personal information, anecdotes, or humour (eg Craig) through instructional conversations. Building on the six instruction-giving fragments in face-to-face classrooms identified by  Markee (2015) , our data illustrated 13 higher-level actions in task instructions-as-process. We provided explanations and examples of these in Appendix 3 and explained how several of these higher-level actions unfolded in interaction in our multimodal micro-analyses. We indicated that managing resources stood out as a highly important higher-level action for the online context.
All learners in our data successfully completed the task: They all exchanged information, made a decision, and composed an email albeit within various lengths of time or quality. Regarding theory, although research and pedagogical advice for instructions focuses on brevity and succinctness, we questioned whether instructions could be exploited as a venue for authentic, interpersonal, and pedagogical interaction (eg in the form of instructional conversations); designed interactively and elicited from the learners; or implemented in task facilitation through interaction with the learners during task completion. Our data come from an online context; however, such questions have not yet been answered in face-to-face contexts, either. Future research attempting to answer such questions would need to identify success criteria before drawing conclusions, ie whether the success of instructions will be based on an evaluation of task outcomes (cognitive, social, affective, or task-based), or, following  Wigham and Guichon (2019) , it will be related to time (eg task completion or teacher-talk time).
Existing best practice recommendations seem overly simplistic given the complexity of instruction-giving. Our findings are limited to the small data set generated as a semi-controlled corpus. Data from a larger set of fully naturally-occurring data could help generalise the results. In line with  Shi, Stickler, and Lloyd's work (2017)  amongst others, other data collection methods, such as eye-tracking, would also be useful in multimodal analysis to track where learners' gaze is directed during and after the instructions. Concerning the number of students in our setting, we incorporated two learners and one teacher in each lesson to allow for comparisons with our previous research, yet we have also collected further data to investigate differences in relation to learner numbers, which will be reported in future publications.
Acknowledgements We are grateful to the  Newcastle University (Faculty of Humanities and Social Sciences Research Fund , 2017 Spring call) and  Université Clermont Auvergne  (Foreign researchers-short research visit, 2018 call) for funding towards the project titled An examination of experienced online language teachers' multimodal instruction-giving practices. We would also like to thank our teacher and learner participants, Alsic editors and reviewers, and  Professor Paul Seedhouse  and  Professor Nicolas Guichon  in particular for their insightful comments on earlier versions of this manuscript or presentations.
Leur capacité à discuter avec eux, de même que les orientations du conseil accompagnant la délivrance, conduisent à rappeler l'importance du rôle du pharmacien que le patient a l'habitude de consulter, de même que celle de supports écrits dans la réussite d'interventions pharmaceutiques  [27, 28]. La base de données publique sur le médicament pourrait être une ressource utile vu qu'elle diffuse, avec le résumé des caractéristiques du produit et la notice de chaque médicament, une fiche de synthèse (« fiche info ») attirant l'attention des professionnels de santé et du grand public sur des points d'actualité en matière de sécurité sanitaire. En effet, elle relaie les messages que l'ANSM diffuse sur la sécurité d'utilisation des médicaments à base de codéine : la contre-indication chez l'enfant, l'adolescent et la femme qui allaite, depuis 2015  [29] , le risque d'usage détourné, depuis 2016  [7, 8].
Acknowledgments This work was supported by the  Fondation de France  (FdF, N° Engt:  00081244 ), the  Fondation pour la Recherche Médicale (FRM, "Équipe FRM ",  EQU201903007809 ) and the  French National Research Agency (ANR)  through the  Programme d'Investissement d'Avenir  (under the contract " ANR-17-EURE-0022 ").
Méthodes La recherche bibliographique a été effectuée à l'aide de la base de données informatisée Medline® jusqu'en 2019. Les mots clés suivants ont été utilisés : tobacco or smoking and pregnancy and offspring and: 1) sudden infant death syndrome, 2) bronchiolitis / low respiratory infection / lung function / respiratory function, 3) neurodevelopment / cognitive disorders / IQ / intellectual disability / mental retardation / behavior / ADHD / academic / school, 4) metabolic disorders / obesity / type 1 diabetes / type 2 diabetes / hypertension / blood pressure, 5) cancer,  6)  substance abuse / smoking, 7) reproductive health / menarche, 8) transgenerational effect. Plusieurs revues de synthèse ont été consultées. La recherche informatisée a été complétée à l'aide des références des articles sélectionnés.
Enfin, malgré les limites précisées précédemment dans la distinction entre l'effet du tabagisme anté-et postnatal, des études ont montré que, parmi les facteurs maternels ou obstétricaux associés à la MIN, l'exposition anténatale au tabac pourrait être le facteur modifiable le plus important (cohorte rétrospective en population sur bases de données médico-administratives aux États-Unis, 4 millions d'enfants)  [17]. Par ailleurs, des études menées dans différents pays à haut niveau de développement ont estimé la part des MIN attribuables au tabagisme pendant la grossesse à 20-35%  [13]. Au total, le tabagisme maternel est associé aux morts inattendues du nourrisson (NP2), mais il reste difficile de distinguer l'impact des expositions anténatales et postnatales. Différents arguments (physiopathologie, effet dose-dépendant, impact de l'arrêt du tabac) plaident en faveur d'un lien de causalité entre exposition anténatale et morts inattendues du nourrisson.
En cas de consommation tabagique importante pendant la grossesse (≥ 10 cigarettes / jour), les enfants avaient un risque plus élevé de MIN que ceux dont les mères fumaient entre 1 et 10 cigarettes par jour (OR=2,3, IC95 % [1,3-4,2] ; 6 études, environ 400 000 enfants) (NP3) [12]. Un résultat similaire a été retrouvé dans une cohorte rétrospective en population menée sur des bases de données médico-administratives et concernant environ 20 millions d'enfants nés entre 2007 et 2011 aux États-Unis, parmi lesquels 20 000 MIN avant 1 an étaient survenues. Par rapport aux enfants de mères non fumeuses, le risque de MIN en cas de consommation moyenne d'une cigarette par jour pendant la grossesse était multiplié par 2 (OR=2,0, IC95 % [1,7-2,3]) ; les auteurs retrouvaient une augmentation linéaire du risque pour des consommations moyennes journalières entre 1 et 20 cigarettes par jour et un « effet seuil » pour des consommations supérieures à 20 cigarettes / jour (OR=3,2, IC95 % [2,9-3,5], NP2) [13].