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Wood is an integral part of rivers that can have both positive and negative impacts on natural systems and infrastructures. Different techniques have been developed to quantify wood flux or discharge in rivers. Among them, the stream‐side video monitoring technique has proven effective for at‐a‐station wood monitoring with a high temporal and spatial resolution over an indefinite time period. However, the visual annotation of wood pieces in the videos is subject to uncertainties due to observer bias or 'vision limitations', and video sampling or 'time limitations. Vision limitations mean that there are patches in the recorded image that may or may not be considered as wood pieces depending on the judgement of the observer. Time limitations mean that the video record may be sampled to estimate the wood flux rather than completing a census of the full record due to the time‐consuming nature of continuous visual annotation. To assess these uncertainties, six flood events and 13 video segments corresponding to more than 37 days and 64,000 pieces of wood were analysed on two different rivers (Ain and Allier Rivers in France). The results show that while there is a significant difference between observers for the detection of small wood pieces (< 1 m in length), no significant difference exists for the detection of large wood pieces (> 1 m in length). The application of a truncation length (i.e., considering only wood pieces with a size higher than a certain threshold) reduces the piece number uncertainty significantly without resulting in a meaningful change in the total volume of wood. For the time limitation, it is shown that sampling uncertainty depends on wood flux related to water discharge and flood stages (rising versus falling), so a dynamic sampling strategy that depends on flood stage is recommended. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the impact of facial skin reconstruction training videos for head and neck and maxillofacial surgery residents. This randomized trial, conducted in France, involved residents in head and neck and maxillofacial surgery. A website was created containing facial skin reconstruction training videos. Selected residents performed facial skin flap dissections in the Paris School of Surgery. They were randomized into two groups, one receiving a standard course before the dissection, and the other a standard course plus a video of the flap ("no-video" and "video" groups). Each resident performed 4 facial flaps and was graded (blindly) during dissection. The main study endpoint was intergroup difference in grading score (out of 15). The article was written up following the SQUIRE-EDU (Standards for QUality Improvement Reporting Excellence in EDUcation) criteria. Eighteen residents were included. For the main endpoint, scores were significantly higher in the "video" than the "no-video" group (6 [IQR, 4: 9] vs. 10 [9: 12]; P < 0.001). In addition, as secondary endpoint, "no-video" group residents requested more assistance (3 [2: 4] vs. 1 [1: 2] P < 0.001). Power was lacking for any subgroup analysis according to year of residency or to the 4 flaps. Videos improved surgical residents' performance during dissections. However, these results would be difficult to transpose to real clinical conditions. They need validating in a larger study evaluating performance in real-life procedures. [ABSTRACT FROM AUTHOR]

Optical satellite images of the nearshore water surface offer the possibility to invert water depths and thereby constitute the underlying bathymetry. Depth inversion techniques based on surface wave patterns can handle clear and turbid waters in a variety of global coastal environments. Common depth inversion algorithms require video from shore-based camera stations, UAVs or Xband-radars with a typical duration of minutes and at framerates of 1–2 fps to find relevant wave frequencies. These requirements are often not met by satellite imagery. In this paper, satellite imagery is augmented from a sequence of 12 images of Capbreton, France, collected over a period of ∼1.5 min at a framerate of 1/8 fps by the Pleiades satellite, to a pseudo-video with a framerate of 1 fps. For this purpose, a recently developed method is used, which considers spatial pathways of propagating waves for temporal video reconstruction. The augmented video is subsequently processed with a frequency-based depth inversion algorithm that works largely unsupervised and is openly available. The resulting depth estimates approximate ground truth with an overall depth bias of −0.9 m and an interquartile range of depth errors of 5.1 m. The acquired accuracy is sufficiently high to correctly predict wave heights over the shoreface with a numerical wave model and to find hotspots where wave refraction leads to focusing of wave energy that has potential implications for coastal hazard assessments. A more detailed depth inversion analysis of the nearshore region furthermore demonstrates the possibility to detect sandbars. The combination of image augmentation with a frequency-based depth inversion method shows potential for broad application to temporally sparse satellite imagery and thereby aids in the effort towards globally available coastal bathymetry data. [ABSTRACT FROM AUTHOR]

Abstract Recent research has shown that camera viewpoints can influence how hand procedures are learnt from videos. However, studies have generally investigated videos showing only single viewpoints, for example, face-to-face or over-the-shoulder. Single views may not be appropriate for learning complex medical procedures involving spatial viewpoint changes. The goal of the present study was to investigate the effect of mixed camera viewpoints on learning a complex medical hand procedure from a video. Using a pretest-posttest paradigm, 43 students at a French nursing school had to learn a complex hand procedure from a video showing an expert nurse teacher inserting an indwelling catheter in a closed system using a simulation mannequin. Three video conditions were compared, delivering the same information in the same amount of time, from different viewpoints: (i) face-to-face only (FtF), (ii) over-the-shoulder only (OtS), and (iii) alternating face-to-face and over-the-shoulder views for each step of the procedure (MixW). The students were randomly assigned (N = 10–11) to one of four groups: the three experimental viewing conditions (FtF, OtS, MixW) and a control condition without video. Pre- and post-tests consisted of performing the hand procedure in a fully equipped full-scale simulation room. Results showed that learners in the mixed viewpoint (MixW) group performed better than the other groups (FtF, OtS, and control condition). Learners in the FtF and OtS groups outperformed those in the control group. Highlights • Nurses in training school (43) learnt a complex medical hand procedure from a video. • Effect of mixed camera viewpoints: Face to Face, Over the Shoulder, Mixed View. • Videos showed how to install and place an indwelling catheter in a closed system. • Learners in the mixed viewpoint group outperformed the other groups. [ABSTRACT FROM AUTHOR]

This article systematically explores the sequential contexts for making multiple requests during shop encounters. Based on video recordings in convenience stores in France and Finland, it describes the multimodal practices that buyers and sellers use to treat multiple requests as progressively building a global buying project. The purpose of this study is to demonstrate how multiple requests can be packed together, as relatively simple actions achieved simultaneously or successively in embodied and verbal ways either as subsequent contiguous sequences of actions, or as sequences of actions separated by inserted actions. This article also examines how requests are tied together, and how ‘late’ requests are fitted to the last sequential opportunities in the unfolding encounter. This analysis contributes to the study of commercial encounters and the buying process, as well as to the understanding of sequence organization. It likewise contributes to comparative analyses by discussing the similarities and specificities of this activity across cultural contexts and in different time periods. (Requests, shop encounters, social interaction, multimodality, French, Finnish) [ABSTRACT FROM AUTHOR]

In the context of French teacher training -- which does not sufficiently consider the professional problems faced by students when they enter the working world -- we developed the Néopass@ction platform in view of proposing a reference base describing the real work of teachers. The platform is designed to serve at the national level as a resource either for web-based training, which the learner does alone, or for instructor-led training conducted in a classroom setting. The first section of this article begins with a description of the main difficulties identified in teacher education in France. It then gives a brief history of videotraining at the international level, followed by a presentation of how video-based training has evolved through the incorporation of the results of activity analysis. The second section describes the design of the Néopass@ction platform following several phases of coordination between research and training, based on theoretical assumptions about possible aids for achieving greater professionalism, and three different levels of activity modeling: real activity on the job, transformations of professional activity, and training trajectories for navigating on the platform. The processes that transform professional activity are precious aids for the "design-inuse" of the platform, which in turn is transformed in the light of professional progress made and the effects of its use on the activity of teachers in training. [ABSTRACT FROM AUTHOR]

This article presents the first naturalistic study of courtroom interpreting with a video link and a remote defendant appearing from his prison, based on extensive video recordings and ethnographic observations made during pre-trial hearings in France. Working within a video-ethnographic and conversation analytic perspective, we focus on the production of the prosecuting counsel's argument, which usually occurs in a 'monologue-like' fashion in the co-present courtroom, with dockside simultaneous interpreting proceeding alongside it. In the socio-technical assemblage that characterises the bilingual distributed courtroom, we document here how the production of the counsel's argument opens up to various forms of conversational cooperative sequences and to the production of embedded sequences leading to increased opportunities for participation. Roles become somewhat blurred, while the production of the prosecuting counsel's argument acquires a multi-voiced character. Though not defined as such from the start, the work of the interpreter emerges from such environments as a kind of extended stretch of 'long' consecutive interpreting. [ABSTRACT FROM AUTHOR]

As interdisciplinary cultural studies programs become increasingly prevalent in North America, many humanities-trained scholars find themselves drawn to study film from a similar perspective. Finding source materials such as copies of canon films and appropriate scholarly resources is complicated by library lending policies that do not extend to media items, or foreign films with formats different from those collected by one’s institution. This article examines such problematic issues for patrons looking for films and includes personal experiences at several research institutions in both Los Angeles and Paris, with advice and insight for the potential researcher writing about film for academic purposes. [ABSTRACT FROM PUBLISHER]

Copyright of Ileti-s-im is the property of Universite Galatasaray, Faculty of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From its position at the heart of the Cinémathèque française in Paris, the Bibliothèque du film provides all sorts of users with a unique documentary collection on the cinema: monographs, journals, posters, drawings, photographs, archives and videos. The reading rooms, the vidéothèque, the image library and the archive search room allow users to consult all these documents. [ABSTRACT FROM AUTHOR]

This article describes the documentation centre at the contemporary art museum MAC/VAL in Vitry-sur-Seine in the Val-de-Marne, outside Paris, and in particular its audiovisual collections. It outlines the problems that have to be faced when seeking to make this material - documentaries and artists' videos, whether purchased or produced in-house, even the museum's audiovisual archives - available to the centre's users. [ABSTRACT FROM AUTHOR]

Background and Aim: Difficulties are encountered in embryology learning such as imagining embryo modifications in three-dimensions and time. We provided an experimentation to evaluate if short videos during magisterial lecture could increase the quality and the efficiency of embryology teaching., Methods: The study was conducted amongst students in first year of medical studies in France. It is an intense and highly competitive year at the end of which students can engage in medical or paramedical specialties depending on their rank. In a first step, pre-implantation embryo development and microscopic videos of in vitro Fertilization were presented during a course of medical ethics. Three months later, students gave their opinion on this presentation in a satisfaction survey using a Likert scale. In a second step (the two following years), similar videos were integrated in the regular embryology lectures and the results of the subsequent embryology test were analyzed., Results: In the first step, students declared that movies could increase their interest in embryology and significantly help to the comprehension and memorization of embryologic processes. In the second step, we found that students answered better to the video-related questions of the test even if globally in the first year, results were weaker compared to previous years., Discussion: The effects of movies in pedagogy are discussed, especially the accelerated rhythm imposed by this medium. Adverse consequences could be balanced by traditional drawing., Conclusions: The association of complementary pedagogic methods like movies and drawing could allow an optimization of embryo teaching., (Copyright © 2019 Elsevier Masson SAS. All rights reserved.)