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Java pas à pas: Introduction à la programmation et au langage Java
Get PDFCet ouvrage présente les concepts de base de la programmation et du langage Java. Le livre s’adresse à un auditoire très large, aussi bien un débutant qui désire apprendre la programmation pour le plaisir qu’à un étudiant qui entreprend une carrière d’informaticien. L’approche proposée introduit graduellement les concepts de base de la programmation et leur incarnation dans le langage Java à l’aide d’une série d’exemples et d’exercices.
Afin de promouvoir l’aspect ludique de la programmation, le développement d’applications graphiques en deux dimensions et d’un jeu interactif simple est proposé pour illustrer des concepts de programmation importants, tels que la programmation objet et la modularisation du code, dans un contexte non trivial.
Le lecteur y apprend les caractéristiques principales du langage Java et les outils et techniques de base du langage Java. Le manuel offre une initiation à la programmation orientée objet, mais il couvre aussi des sujets concrets comme l'accès aux fichiers
Dynamics of soil water potential as a function of stand types in a temperate forest: Emphasis on flash droughts
Get PDFIn the context of a changing climate and the increasing occurrences of extreme events, including
droughts, field evidence, and models suggest that cases of forest decline and migration of tree species
to more suitable climates will augment in the 21st century. In northeastern North America, an
expansion of American beech at the expense of maples has been observed since the 1970s and has
been associated to several causes. Through an analysis of time series leveraging thousands of data
collected in a temperate forest in southern Quebec, Canada, dynamics of soil water potential were
analyzed in interaction with soil temperature, meteorological variables and forest types, including
hardwoods (mostly maple) with a large presence of beech trees (hardwood-beech stands), hardwoods
(maple and birch) and mixedwoods (maple and fir). During flash drought events with a net precipitation
deficit and water stress, the presence of beech led to a decrease in soil temperature and favored the
maintenance of low soil water potential and faster restoration of water reserves compared to
mixedwoods. Using machine learning-based approaches, distinct critical soil temperature thresholds
in regard to water potential were identified for the various forest types, and the temporality in soil
water regime changes was more favorable under hardwood-beech stands. The presence of beech
appears to render greater resilience in regard to water stress in this forest. A greater capacity of beech
to preserve and restore soil water not only offers an additional explanation for its establishment in
hardwoods in the last decades, but greater water conservation in the presence of beech, assuming it
remains in the landscape, could also help local plant species adapt to climate change and to the
predicted increased water deficits, as well as species migrating northward to find more suitable
environmental envelopes
The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study
Get PDFThe purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and decreased gradually to a mere 3% for children attending formal child-care full time, e.g., 40 h per week. Age of onset exerted no moderation effect. The results support the hypothesis that child-care acts as a normalizing environment, possibly buffering negative effects from low-quality home environments on school readiness
Norms on complex matrices induced by random vectors
Get PDFThis paper introduces a family of norms on the space M_n of n x n complex matrices. These norms arise from a probabilistic framework as they are induced by random vectors whose entries are independent and identically distributed (iid) real-valued random variables with sufficiently many moments.
Initially, these norms are defined on complex Hermitian matrices as symmetric functions of their (necessarily real) eigenvalues. This contrasts with Schatten p-norms, which are defined in terms of singular values. To be more specific, these random vector norms do not arise from the machinery of symmetric gauge functions. Rather, they are generalizations of the complete homogeneous symmetric (CHS) polynomial norms introduced in
Aguilar, K., Chávez, Á., Garcia, S. R., & Volčič, J. (2022). Norms on complex matrices induced by complete homogeneous symmetric polynomials. \textit{Bulletin of the London Mathematical Society, 54}(6), 2078-2100.
The paper is organized as follows:
In Section 1, the preliminary concepts and notation are covered. Following this, the main result, which is lengthy and highly technical in nature, is stated.
Norms arising from familiar distributions (namely Gamma random variables, Normal random variables, Uniform random variables, Laplace random variables, Bernoulli random variables, Finite discrete random variables, Poisson random variables, and Pareto random variables) are examined in Section 2. Various examples and applications are also provided, including a powerful generalization of Hunter’s positivity theorem for the complete homogeneous symmetric polynomials.
The proof of the main result, which involves a wide range of topics, such as cumulants, Bell polynomials, partitions, and Schur convexity, is contained in Section 3.
The paper concludes with a list of open questions
Matrix Norms Induced by Random Vectors
Get PDFIn a recent article, Chávez, Garcia and Hurley introduced a new family of norms \|.\|_{X,d} on the space of n x n complex matrices which are induced by random vectors X having finite d-moments. In this talk, the interesting properties of these norms are exhibited, and recent progress concerning the submultiplicativity of these norms is presented. In particular, we shall see that they are submultiplictive, as long as the entries of X have finite p-moments for p = max{2+epsilon,d}
La collaboration école-famille-communauté pour accueillir les enfants de la diversité ethnoculturelle et linguistique
Get PDFComment faire de l’enseignement explicite en formation à distance : Étude de cas au CAVLFO
Get PDFLes données probantes et les résultats de recherche que nous fournissent les travaux sur l’enseignement explicite sont certainement source d’intérêt pour les acteurs et chercheur.es en formation à distance. En effet, depuis le projet Follow Through dont les débuts remontent aussi loin qu’en 1968, l’enseignement explicite s’avère une des seules approches pédagogiques qui permet l’obtention de la réussite des apprentissages, favorise l’estime de soi et un permet une plus grande confiance chez les apprenants au niveau primaire et secondaire (National Institute for Direct Instruction, s. d.). L’an dernier, les travaux de Bergeron & Gérin-Lajoie (2022) nous ont permis de constater que cette approche d’enseignement est peu documentée en contexte de FAD. À partir de ce constat, découle la pertinence d’aller dans les établissements et centres de formation afin d’identifier quelles sont les pratiques d’enseignement à distance qui pourraient se positionner comme étant de l’enseignement explicite en tout ou en partie, notamment en utilisant le modèle PIC (Préparation-Interaction-Consolidation) de Gauthier et al. (2013).
Au cours de cette communication, nous présenterons les résultats de nos travaux de la dernière année où des sites web de cours ont été analysés et des enseignant.es ont été rencontré.es afin de documenter leurs pratiques d’enseignement à distance au regard de l’enseignement explicite
Parental mentalizing profiles : When distinct patterns of verbal and nonverbal parental mentalizing profiles are associated with different effects on infant attachment
Get PDFIn the last 50 years, researchers have been intrigued by uncovering mechanisms involved in the development of parent-child attachment security. Contemporary researchers have identified parental mentalizing as an important contributor of child attachment security. Although empirical studies and a meta-analysis have highlighted the role played by parental mentalizing on child attachment, most of the research thus far has focused on verbal and explicit processes involved in parental mentalizing. To deepen understanding the role played by parental mentalizing, some researchers have recently been interested in the relative contributions of these two dimensions, verbal (i.e., mind-mindedness) and nonverbal (i.e., parental embodied mentalizing, PEM) parental mentalizing. Current studies tend to support the unique role played by verbal and nonverbal dimensions particularly on infant attachment security. However, how verbal and nonverbal parental mentalizing interact with one another on the individual level, and subsequently, how they relate to the parent-infant attachment relationship remains largely unknown. Using a person-centered approach, this study aimed to identify verbal and nonverbal mentalizing profiles and their associations with infant attachment (security and disorganization). Based on longitudinal studies from three different countries (Canada, United Kingdom, and Israel), the sample of this study included 412 mothers-infant dyads. Mind-mindedness (verbal) and PEM (nonverbal) were assessed based on observations made during a 15-minutes mother-infant interactions free play interactions when the infants were 6 to 8 months old according to two distinct observational procedures. Infant attachment security and disorganized were measured using The Strange Situation Procedure at 16 months. Through latent profile analyses, three distinct profiles based on verbal and nonverbal parental mentalizing profiles were identified (low consistent, high consistent, and inconsistent). Results showed that the low consistent profile, compared to high consistent or inconsistent one, had distinct associations regarding infant attachment security. Infant whose parents were in the low consistent-profile present more disorganization compared to high consistent-profile. To our knowledge, this study is the first to explore parental mentalizing profile based on verbal and nonverbal parental mentalizing and their associations with infant attachment. Our results thus highlight the importance of considering both aspects parental mentalization within the parent-infant relationship
