Le morcellement informel du foncier en Algérie

Etude originaleInternational audienceThe agricultural reform adopted in Algeria in 1987 dictated the division of the Socialist Agricultural Domains and the creation of Collective and Individual Farms (EAC and EAI), the State keeping land ownership. In spite of the rules imposed by this reform, the obligation of the collective mode of production for the EAC and the banning of tenant farming, the informal division of the farms and farming by tenants have spread very quickly. The qualitative investigation carried out on a sample of 48 farmers in some EAC in the irrigated perimeter of Western Mitidja showed that the failure of the collective production form can be explained by the difficulties encountered by the beneficiaries because of the sudden change from the socialist system to a form of autonomous collective management for which preparation would have been required. Thereafter, the evolution towards an informal division of farms and the development of farming by tenants, both being illegal, resulted in behavioural diversity among the beneficiaries (ten types of behaviours).La réforme agricole adoptée en Algérie en 1987 a décidé le partage des domaines agricoles socialistes (DAS) et la création des exploitations agricoles collectives (EAC) et exploitations agricoles individuelles (EAI), en laissant la propriété de la terre à l'État. En dépit des règles imposées par cette réforme - obligation du mode de production collectif aux EAC et interdiction du mode de faire valoir indirect - le morcellement informel des exploitations et le mode de faire-valoir indirect se sont généralisés très rapidement. L'enquête qualitative réalisée auprès d'un échantillon de 48 agriculteurs dans des EAC du périmètre irrigué de la Mitidja Ouest a montré que l'échec de la forme de production collective s'explique par les difficultés rencontrées par les attributaires à cause du passage brutal du système socialiste à une forme de gestion collective autonome qui aurait nécessité une préparation. Par la suite, l'évolution vers un morcellement informel des exploitations et le développement du mode de faire-valoir indirect, tous deux interdits par la loi, se sont traduits par une diversité comportementale des attributaires (dix types de comportements)

Coexistence of OFDM and FBMC for Underlay D2D Communication in 5G Networks

Device-to-device (D2D) communication is being heralded as an important part of the solution to the capacity problem in future networks, and is expected to be natively supported in 5G. Given the high network complexity and required signalling overhead associated with achieving synchronization in D2D networks, it is necessary to study asynchronous D2D communications. In this paper, we consider a scenario whereby asynchronous D2D communication underlays an OFDMA macro-cell in the uplink. Motivated by the superior performance of new waveforms with increased spectral localization in the presence of frequency and time misalignments, we compare the system-level performance of a set-up for when D2D pairs use either OFDM or FBMC/OQAM. We first demonstrate that inter-D2D interference, resulting from misaligned communications, plays a significant role in clustered D2D topologies. We then demonstrate that the resource allocation procedure can be simplified when D2D pairs use FBMC/OQAM, since the high spectral localization of FBMC/OQAM results in negligible inter-D2D interference. Specifically, we identify that FBMC/OQAM is best suited to scenarios consisting of small, densely populated D2D clusters located near the encompassing cell's edge.Comment: 7 pages, 9 figures, Accepted at IEEE Globecom 2016 Workshop

A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Introduction We live in a rapidly changing world driven by technology and economy necessitating the production of qualified and well-prepared professionals. Employers are demanding that university graduates not only have the knowledge, but the appropriate skills to be effective and productive in the workplace. In order to adapt to these challenges, universities worldwide are thinking about how to redesign their academic models. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college students receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Zayed University (ZU), a laptop university (each student and faculty owns a laptop) based in the United Arab Emirates, has adopted a new educational concept in the region, which is an Outcome-Based learning approach. This new Academic Program Model (APM) is designed to continuously improve the curriculum and provide students with the knowledge and skills to succeed in a rapidly changing world. The life-long learning outcomes, being the kernel of the courses, provide focus to the curriculum in the APM. Furthermore, all courses are designed to clearly show the experiences that students draw upon achieving a Learning Outcome. The ZU OBE learning approach is framed by three sets of learning outcomes. Two are course embedded (general education and major learning outcomes), and the third (the ZU learning outcomes (ZULO)) is a set of higher intellectual outcomes. To fulfill their ZULO requirements, students compile evidence of their achievement in electronic portfolios, which are assessed by a faculty panels. The APM is driven by five critical components: the outcome based curriculum, the e-portfolios, the learning communities, the use of information technology, and the support of the center for teaching and learning assessment. Universities in the USA and worldwide are taking a critical look at their educational systems. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college aspirants receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Furthermore, universities in the US and worldwide are complaining about the problem of grade inflation (Rosovsky & Hartley, 2002). A number of academic institutions in the US have moved to an outcome-based education framework to move away from the grade point average driven academic framework. In North America, accreditations institutions (such as North Central Association) are asking academic institutions to present a method to assess students learning outcomes in the general education courses. In Columbia College, Columbia, Missouri, assessment of the student learning outcomes in the Information Literacy course is done by giving them a pre-test and a post-test. During the first day of the course, students are given a multiple-choice test about computer literacy. The same test is given to the students during the last week of the course as part of their final examination. The difference between the two grades is used as a measure of their progress. A new academic institution in the gulf region has tackled the above issues by adopting an academic framework that is based on the outcome-based education while still using the grade point average. This academic model is a hybrid approach that accommodates learning outcomes to measure the learning process and uses grades to accommodate the classic academic system. We anticipate that this model will insure that grade inflation is under control and that students are achieving the learning outcomes to become life-long learners (Bouslama, Lansari, Al-Rawi, & Abonamah, 2002).

Statins are associated with decreased mortality risk after status epilepticus.

BACKGROUND AND PURPOSE: Statins display anti-inflammatory and anti-epileptogenic properties in animal models, and may reduce the epilepsy risk in elderly humans; however, a possible modulating role on outcome in patients with status epilepticus (SE) has not been assessed. METHODS: This cohort study was based on a prospective registry including all consecutive adults with incident SE treated in our center between April 2006 and September 2012. SE outcome was categorized at hospital discharge into 'return to baseline', 'new disability' and 'mortality'. The role of potential predictors, including statins treatment on admission, was evaluated using a multinomial logistic regression model. RESULTS: Amongst 427 patients identified, information on statins was available in 413 (97%). Mean age was 60.9 (±17.8) years; 201 (49%) were women; 211 (51%) had a potentially fatal SE etiology; and 191 (46%) experienced generalized-convulsive or non-convulsive SE in coma. Statins (simvastatin, atorvastatin or pravastatin) were prescribed prior to admission in 76 (18%) subjects, mostly elderly. Whilst 208 (50.4%) patients returned to baseline, 58 (14%) died. After adjustment for established SE outcome predictors (age, etiology, SE severity score), statins correlated significantly with lower mortality (relative risk ratio 0.38, P = 0.046). CONCLUSION: This study suggests for the first time that exposure to statins before an SE episode is related to its outcome, involving a possible anti-epileptogenic role. Other studies are needed to confirm this intriguing finding

Cobalt Phosphates and Applications

Cobalt phosphates with open framework present various physical performances in relation to their structures. In fact, the development of new materials that could potentially be ionic conductors or ion exchangers led us to examine the Co-P-O and A-Co-P-O crystallographic systems (A: monovalent cation) and their different methods of synthesis. This work consists first of all in highlighting the crystalline phases of cobalt phosphates. Indeed, many works related to the discovery of some of these materials with interesting properties, in particular ionic conductivity, motivated our research and encouraged us to collect several cobalt phosphates and to correlate structure-physical properties in particular electrical properties

A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Introduction We live in a rapidly changing world driven by technology and economy necessitating the production of qualified and well-prepared professionals. Employers are demanding that university graduates not only have the knowledge, but the appropriate skills to be effective and productive in the workplace. In order to adapt to these challenges, universities worldwide are thinking about how to redesign their academic models. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college students receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Zayed University (ZU), a laptop university (each student and faculty owns a laptop) based in the United Arab Emirates, has adopted a new educational concept in the region, which is an Outcome-Based learning approach. This new Academic Program Model (APM) is designed to continuously improve the curriculum and provide students with the knowledge and skills to succeed in a rapidly changing world. The life-long learning outcomes, being the kernel of the courses, provide focus to the curriculum in the APM. Furthermore, all courses are designed to clearly show the experiences that students draw upon achieving a Learning Outcome. The ZU OBE learning approach is framed by three sets of learning outcomes. Two are course embedded (general education and major learning outcomes), and the third (the ZU learning outcomes (ZULO)) is a set of higher intellectual outcomes. To fulfill their ZULO requirements, students compile evidence of their achievement in electronic portfolios, which are assessed by a faculty panels. The APM is driven by five critical components: the outcome based curriculum, the e-portfolios, the learning communities, the use of information technology, and the support of the center for teaching and learning assessment. Universities in the USA and worldwide are taking a critical look at their educational systems. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college aspirants receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Furthermore, universities in the US and worldwide are complaining about the problem of grade inflation (Rosovsky & Hartley, 2002). A number of academic institutions in the US have moved to an outcome-based education framework to move away from the grade point average driven academic framework. In North America, accreditations institutions (such as North Central Association) are asking academic institutions to present a method to assess students learning outcomes in the general education courses. In Columbia College, Columbia, Missouri, assessment of the student learning outcomes in the Information Literacy course is done by giving them a pre-test and a post-test. During the first day of the course, students are given a multiple-choice test about computer literacy. The same test is given to the students during the last week of the course as part of their final examination. The difference between the two grades is used as a measure of their progress. A new academic institution in the gulf region has tackled the above issues by adopting an academic framework that is based on the outcome-based education while still using the grade point average. This academic model is a hybrid approach that accommodates learning outcomes to measure the learning process and uses grades to accommodate the classic academic system. We anticipate that this model will insure that grade inflation is under control and that students are achieving the learning outcomes to become life-long learners (Bouslama, Lansari, Al-Rawi, & Abonamah, 2002).

Surface reconstruction for planning and navigation of liver resections

AbstractComputer-assisted systems for planning and navigation of liver resection procedures rely on the use of patient-specific 3D geometric models obtained from computed tomography. In this work, we propose the application of Poisson surface reconstruction (PSR) to obtain 3D models of the liver surface with applications to planning and navigation of liver surgery. In order to apply PSR, the introduction of an efficient transformation of the segmentation data, based on computation of gradient fields, is proposed. One of the advantages of PSR is that it requires only one control parameter, allowing the process to be fully automatic once the optimal value is estimated. Validation of our results is performed via comparison with 3D models obtained by state-of-art Marching Cubes incorporating Laplacian smoothing and decimation (MCSD). Our results show that PSR provides smooth liver models with better accuracy/complexity trade-off than those obtained by MCSD. After estimating the optimal parameter, automatic reconstruction of liver surfaces using PSR is achieved keeping similar processing time as MCSD. Models from this automatic approach show an average reduction of 79.59% of the polygons compared to the MCSD models presenting similar smoothness properties. Concerning visual quality, on one hand, and despite this reduction in polygons, clinicians perceive the quality of automatic PSR models to be the same as complex MCSD models. On the other hand, clinicians perceive a significant improvement on visual quality for automatic PSR models compared to optimal (obtained in terms of accuracy/complexity) MCSD models. The median reconstruction error using automatic PSR was as low as 1.03±0.23mm, which makes the method suitable for clinical applications. Automatic PSR is currently employed at Oslo University Hospital to obtain patient-specific liver models in selected patients undergoing laparoscopic liver resection

5G Waveforms for Overlay D2D Communications: Effects of Time-Frequency Misalignment

This paper analyses a scenario where a Device-To-Device (D2D) pair coexists with an Orthogonal Frequency Division Multiplexing (OFDM) based incumbent network. D2D transmitter communicates in parts of spectrum left free by cellular users, while respecting a given spectral mask. The D2D pair is misaligned in time and frequency with the cellular users. Furthermore, the D2D pair utilizes alternative waveforms to OFDM proposed for 5G. In this study, we show that it is not worth synchronising the D2D pair in time with respect to the cellular users. Indeed, the interference injected into the incumbent network has small variations with respect to time misalignment. We provide interference tables that encompass both time and frequency misalignment. We use them to analyse the maximum rate achievable by the D2D pair when it uses different waveforms. Then, we present numerical results showing what waveform should be utilized by the D2D pair according to the time-frequency resources that are not used by the incumbent network. Our results show that the delay induced by linearly convolved waveforms make them hardly applicable to short time windows, but that they dominate OFDM for long transmissions, mainly in the case where cellular users are very sensitive to interference.Comment: 7 pages, 7 figures, Accepted at IEEE ICC 201