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The paper is devoted to the study of the literary functions of the concept of “tea” in Russian culture and the history of the formation of the conceptual framework associated with it and the representations demonstrating this concept. The paper considers the introduction of the concept of “tea” into Russian culture; reveals related meanings that have origins in both eastern (Chinese) and European culture. The material for generalization is the texts of Russian classical literature of the 19th century, reflecting different versions of the studied concept – the works of N. Karamzin, A. Pushkin, N. Gogol, A. Ostrovsky, L. Tolstoy, A. Chekhov and other authors. The main types of representations of the concept of “tea"” are revealed: tea as an “element of life”, “part of a meal”, “medicine and a source of strength”, “part of an alcoholic culture”, “"attribute of a calm life”, “attribute of secular reception”, “attribute of friendship”, “method of communication”, “means of stimulating reflection”, “method of intellectual rest”, “means of the dialogue of cultures”, etc., as well as some plot-driven and style functions of the concept. The repeated use of the concept of “tea” in the works of writers of the 19th century suggests that it is one of the significant symbols of Russian literature, which is reflected in the realistic (E. Antashkevich, E. Baryakin) and postmodern (V. Sorokin) texts of the past.

With the increasing number of flexible employees, the related security issues of flexible employees are becoming a topic of concern. It has been put on the agenda to strengthen the management of medical, industrial injury and unemployment security of flexible employees, but the management of pension security still faces many problems. This paper analyzes the two aspects of the system factors and human factors existing in the old-age security management of flexible employment personnel, and puts forward corresponding suggestions.

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper. Les cMOOC, qui s’appuient sur une théorie pédagogique connectiviste, soulèvent des défis pour les apprenants ainsi que des occasions de questionnement de soi. Des études préalables ont démontré que les apprenants des cMOOC peuvent connaître des difficultés d’apprentissage, mais ces études n’offrent pas d’exploration empirique en profondeur des difficultés des élèves ni des stratégies de soutien. Cet article présente une étude de cas sur les difficultés des élèves et les besoins de soutien au début d’un cMOOC. On a procédé à l’analyse du contenu des messages publiés par les apprenants et les instructeurs dans les quatre principaux espaces en ligne pour l’apprentissage, c’est-à-dire Moodle, les blogues, Facebook et Twitter. Cet article explore trois questions : (1) Quels types de difficultés rencontrent les apprenants au début d’un cMOOC?; (2) Parmi ces difficultés, lesquelles sont typiques pour la plupart des apprenants?; et (3) Comment réagit-on à ces difficultés et comment y remédie-t-on dans l’environnement du cMOOC? En nous appuyant sur les résultats de recherche de cette étude, nous offrons quelques réflexions sur le soutien pédagogique pour les cMOOC et une discussion sur la recherche elle-même dans la dernière partie de l’article.

As X-ray detection imaging has a wide range of applications in medicine, industry, public safety, etc., it is of great significance to study its imaging mechanism and improve its imaging performance. Based on the process of X-ray luminescence in the scintillator material, this paper established a simulation model using a microcrystalline column structure to investigate the relationship between the thickness of the detection film and the light conversion efficiency. With the help of the simulation tool MATLAB, the Monte Carlo method was used to simulate the light conversion process of X-ray in the film, and the results were obtained as follows. Under the condition of other parameters unchanged, the luminous efficiency reached the peak value with the increase of the film thickness, and then gradually decreased with the increase of film thickness. The reason why the conversion efficiency in the early stage increases with the increase of the film thickness is that the film is in a saturated state, and increasing the thickness can cause more X-ray particles to be converted. As the film thickness increases, more fluorescent photons are absorbed as they propagate in the film, resulting in a gradual decrease in conversion efficiency. Therefore, an appropriate film thickness can be selected based on the simulation results to obtain the ideal light conversion efficiency.