Discovering Reference Process Models in the Context of BPM Projects

AbstractThis paper is related to process mining, specifically the processes’ discovery. Our goal, through this research work, is to build an approach that extracts a reference model, modeled in BPMN language, from the event logs related to different processes, based on the algorithm α. We also aim to make the configuration of the extracted process models in BPMN language. So, we developed a plug-in in ProM environment. We tested this plug-in by using test cases for which preliminary results are encouraging

Potential of Rhizobia in Improving Nitrogen Fixation and Yields of Legumes

Strong demand for food requires specific efforts by researchers involved in the agricultural sector to develop means for sufficient production. While, agriculture today faces challenges such as soil fertility loss, climate change and increased attacks of pathogens and pests. The production of sufficient quantities in a sustainable and healthy farming system is based on environmentally friendly approaches such as the use of biofertilizers, biopesticides and the return of crop residues. The multiplicity of beneficial effects of soil microorganisms, particularly plant growth promotion (PGP), highlights the need to further strengthen the research and its use in modern agriculture. Rhizobia are considered as PGP comes in symbiosis with legumes taking advantage of nutrients from plant root exudates. When interacting with legumes, rhizobia help in increased plant growth through enriching nutrients by nitrogen fixation, solubilizing phosphates and producing phytohormones, and rhizobia can increase plants’ protection by influencing the production of metabolites, improve plant defense by triggering systemic resistance induced against pests and pathogens. In addition, rhizobia contain useful variations to tolerate abiotic stresses such as extreme temperatures, pH, salinity and drought. The search for rhizobium tolerant strains is expected to improve plant growth and yield, even under a combination of constraints. This chapter summarizes the use of rhizobia in agriculture and its benefits

Biochemical analysis of induced resistance in chickpea against broomrape (Orobanche foetida) by rhizobia inoculation

This study examined the capacity of Rhizobium sp. strain PchAZM to reduce parasitism of chickpea by Orobanche foetida under greenhouse conditions, and assessed the relative impact of rhizobia on the expression of chickpea defense response against broomrape. Growth chamber experiments using Petri dishes revealed that rhizobia infection on chickpea roots reduced broomrape seed germination, and restricted the broomrape attachment to host roots while retarding tubercle formation and development by the parasite. In pot experiments, chickpea roots inoculated with rhizobia reduced the total number of broomrape by up to 90%. Broomrape necrosis was observed both before and after parasite attachment to inoculated chickpea roots in Petri dishes and pot experiments. Reduction in infection was accompanied by enhanced levels of the defence-related enzymes phenylalanine ammonia lyase (PAL) and peroxidase (POX). Increased levels of phenolics were recorded in the roots of rhizobia-inoculated plants grown in the presence of broomrape. The results suggest that rhizobia could be used for protection of chickpea against O. foetida

Uncovering the clinical relevance of unclassified variants in DNA repair genes: a focus on BRCA negative Tunisian cancer families

Introduction: Recent advances in sequencing technologies have significantly increased our capability to acquire large amounts of genetic data. However, the clinical relevance of the generated data continues to be challenging particularly with the identification of Variants of Uncertain Significance (VUSs) whose pathogenicity remains unclear. In the current report, we aim to evaluate the clinical relevance and the pathogenicity of VUSs in DNA repair genes among Tunisian breast cancer families.Methods: A total of 67 unsolved breast cancer cases have been investigated. The pathogenicity of VUSs identified within 26 DNA repair genes was assessed using different in silico prediction tools including SIFT, PolyPhen2, Align-GVGD and VarSEAK. Effects on the 3D structure were evaluated using the stability predictor DynaMut and molecular dynamics simulation with NAMD. Family segregation analysis was also performed.Results: Among a total of 37 VUSs identified, 11 variants are likely deleterious affecting ATM, BLM, CHEK2, ERCC3, FANCC, FANCG, MSH2, PMS2 and RAD50 genes. The BLM variant, c.3254dupT, is novel and seems to be associated with increased risk of breast, endometrial and colon cancer. Moreover, c.6115G>A in ATM and c.592+3A>T in CHEK2 were of keen interest identified in families with multiple breast cancer cases and their familial cosegregation with disease has been also confirmed. In addition, functional in silico analyses revealed that the ATM variant may lead to protein immobilization and rigidification thus decreasing its activity. We have also shown that FANCC and FANCG variants may lead to protein destabilization and alteration of the structure compactness which may affect FANCC and FANCG protein activity.Conclusion: Our findings revealed that VUSs in DNA repair genes might be associated with increased cancer risk and highlight the need for variant reclassification for better disease management. This will help to improve the genetic diagnosis and therapeutic strategies of cancer patients not only in Tunisia but also in neighboring countries

Les conceptions et les images de l'Islam et des Arabes dans les manuels scolaires d'histoire en France (1948-2008) : la constitution d'une altérité stéréotypée

The teaching of the history of Islam of the Arabs as it was conceived in history textbooks in France, between 1948 and 2008, could it constitute an image of the Other one stereotyped ? Does the story conveyed in these textbooks present a distorted and frozen conception of the otherness ? This research is based on one of the most enduring, consistent and universal elements in the school system : the textbook. True object of cultural representation (Choppin, 1980), it is a multiple tool and its responsibilities are numerous. Result of the difficult process of didactic transposition, bringing the cultural object of reference to the taught object, it is source of knowledges, understandings and representations for the pupil. It is also the vector of skills deemed necessary by society and values ​​of social and cultural cohesion that it wants for these future citizens (school programs). It is also a reflection of the state of knowledge of an era and the vision of its history. From these various requests, content choices are then made, autonomously, by textbook authors. Influential tool thus, the textbook is also support for the teacher especially when he has little knowledge over the subject. Although it is complex to know which uses the teachers make it in their classrooms, the latter present to the reading a vision of the Other (not always foreigner) sometimes alter and sometimes alien. Textbook research is therefore an ideal field for exploring how the history of Islam and Arabs is taught in textbooks and its implications for the conception of the Other, through its relationship with the One. Through a corpus of two-hundred and twenty two history textbooks, published between 1948 and 2008, eighty photos, more than a hundred extracts and about ten maps were selected.To include the analysis of textbooks in the field of cultural history makes it possible to bring out the social dimension of this subject, that is to say "the set of collective representations specific to a society" (Ory, 1987). The cultural analysis of representations of Islam and Arabs is then inspired by both studies on the constitution of otherness and textbooks. By linking "closely the study of texts, that of material objects and the uses they engender in society" (Chartier, 1992), a combination of analyzes (quantitative and qualitative) as well as criteria of stereotypy have been established to review these manuals and answer our initial questions.Relations between France and Islam are very old, full of controversy, torment, passions and sharing. They are the result of historical experiences peculiar to this particular relationship and transmit a strong memory, presenting at the same time misunderstandings, reciprocal, and ideals. What separates is more likely to be successful than what brings people together, but could it be that these misunderstandings come from textbooks prone to producing a stereotypical image of the Other in order to reinforce beliefs in a conflict between two worlds?All these intertwined dimensions give this study an original and interesting vision and bring a different perspective on the representation of otherness.L’enseignement de l’histoire de l’Islam des Arabes tel qu’il est conçu dans les manuels scolaires d’histoire en France, entre 1948 et 2008, a-t-il pu constituer une image de l’Autre stéréotypée ? L’histoire véhiculée dans ces manuels présentent-ils une conception de l’altérité déformée et figée ? Cette recherche se base sur l’un des éléments les plus durables, constants et universels dans le système scolaire : le manuel scolaire. Véritable objet de représentation culturelle (Choppin, 1980), il est un outil multiple et ses responsabilités sont nombreuses. Résultat du difficile processus de transposition didactique, amenant l’objet culturel de référence à l’objet enseigné, il est source de savoirs, de connaissances et de représentations pour l’élève. Il est aussi le vecteur des compétences jugées nécessaires par la société et des valeurs de cohésion sociale et culturelle qu’elle veut pour ces futurs citoyens (programmes scolaires). Il est également le reflet de l’état des connaissances d’une époque et de la vision de son histoire. À partir de ces différentes demandes, des choix de contenus sont alors opérés, de manière autonome, par les auteurs de manuel scolaire. Outil influent donc, le livre scolaire est aussi support pour l’enseignant surtout lorsqu’il maîtrise peu le sujet. Bien qu’il soit complexe de connaître quelles utilisations les enseignants en font dans leur classe, ces derniers présentent à la lecture une vision de l’Autre (pas toujours étranger) parfois alter et parfois alien. La recherche sur les manuels scolaires est donc un terrain d’exploration idéal pour comprendre comment l’histoire de l’Islam et des Arabes est enseignée dans les manuels scolaires et ses conséquences sur la conception de l’Autre, à travers sa relation avec l’Un. À travers un corpus de deux-cent-vingt-deux manuels scolaires d’histoire, édités entre 1948 et 2008, quatre-vingts photos, plus d’une centaine d’extraits et une dizaine de cartes ont été sélectionnés.Inscrire l’analyse des manuels scolaires dans le champs de l’histoire culturelle permet de faire émerger la dimension sociale de ce sujet, c'est-à-dire « l'ensemble des représentations collectives propres à une société » (Ory, 1987). L’analyse culturelle des représentations de l’Islam et des Arabes s’inspire alors à la fois des études sur la constitution de l’altérité et sur les manuels scolaires. En liant « étroitement l’étude des textes, celle des objets matériels et des usages qu’ils engendrent dans la société » (Chartier, 1992), une combinaison d’analyses (quantitative et qualitative) ainsi que des critères de stéréotypie ont été établis pour examiner ces manuels et répondre à nos questionnements de départ. Les relations entre la France et l’Islam sont très anciennes, semées de controverses, de tourmentes, de passions et de partages. Elles sont le résultat d’expériences historiques propres à ce rapport si particulier et transmettent une mémoire forte, présentant à la fois des incompréhensions, réciproques, et des idéaux. Ce qui sépare a plus tendance à faire recette que ce qui rapproche mais se pourrait-il que ces incompréhensions proviennent de manuels scolaires enclin à produire une image stéréotypée de l’Autre afin de renforcer les croyances dans un conflit entre deux mondes ? De nombreuses études (Nasr, 2001 ; Mc Andrew & Oueslati, 2010 ; Costa-Lascoux & Choppin, 2011) et des rapports (Sellier, 2007 ; l’UNESCO, 2005 ; la HALDE, 2007) mettent en avant l’importance du rôle des manuels scolaires dans la reproduction des clichés, la persistance des stéréotypes et parfois du racisme sous des formes plus subtiles.Toutes ces dimensions entremêlées donnent à cette étude une vision originale et intéressante et apportent un regard différent sur la représentation de l’altérité

Concepts and pictures of Islam and Arabs in history school textbooks in France (1948-2008) : the constitution of a stereotyped otherness

L’enseignement de l’histoire de l’Islam des Arabes tel qu’il est conçu dans les manuels scolaires d’histoire en France, entre 1948 et 2008, a-t-il pu constituer une image de l’Autre stéréotypée ? L’histoire véhiculée dans ces manuels présentent-ils une conception de l’altérité déformée et figée ? Cette recherche se base sur l’un des éléments les plus durables, constants et universels dans le système scolaire : le manuel scolaire. Véritable objet de représentation culturelle (Choppin, 1980), il est un outil multiple et ses responsabilités sont nombreuses. Résultat du difficile processus de transposition didactique, amenant l’objet culturel de référence à l’objet enseigné, il est source de savoirs, de connaissances et de représentations pour l’élève. Il est aussi le vecteur des compétences jugées nécessaires par la société et des valeurs de cohésion sociale et culturelle qu’elle veut pour ces futurs citoyens (programmes scolaires). Il est également le reflet de l’état des connaissances d’une époque et de la vision de son histoire. À partir de ces différentes demandes, des choix de contenus sont alors opérés, de manière autonome, par les auteurs de manuel scolaire. Outil influent donc, le livre scolaire est aussi support pour l’enseignant surtout lorsqu’il maîtrise peu le sujet. Bien qu’il soit complexe de connaître quelles utilisations les enseignants en font dans leur classe, ces derniers présentent à la lecture une vision de l’Autre (pas toujours étranger) parfois alter et parfois alien. La recherche sur les manuels scolaires est donc un terrain d’exploration idéal pour comprendre comment l’histoire de l’Islam et des Arabes est enseignée dans les manuels scolaires et ses conséquences sur la conception de l’Autre, à travers sa relation avec l’Un. À travers un corpus de deux-cent-vingt-deux manuels scolaires d’histoire, édités entre 1948 et 2008, quatre-vingts photos, plus d’une centaine d’extraits et une dizaine de cartes ont été sélectionnés.Inscrire l’analyse des manuels scolaires dans le champs de l’histoire culturelle permet de faire émerger la dimension sociale de ce sujet, c'est-à-dire « l'ensemble des représentations collectives propres à une société » (Ory, 1987). L’analyse culturelle des représentations de l’Islam et des Arabes s’inspire alors à la fois des études sur la constitution de l’altérité et sur les manuels scolaires. En liant « étroitement l’étude des textes, celle des objets matériels et des usages qu’ils engendrent dans la société » (Chartier, 1992), une combinaison d’analyses (quantitative et qualitative) ainsi que des critères de stéréotypie ont été établis pour examiner ces manuels et répondre à nos questionnements de départ. Les relations entre la France et l’Islam sont très anciennes, semées de controverses, de tourmentes, de passions et de partages. Elles sont le résultat d’expériences historiques propres à ce rapport si particulier et transmettent une mémoire forte, présentant à la fois des incompréhensions, réciproques, et des idéaux. Ce qui sépare a plus tendance à faire recette que ce qui rapproche mais se pourrait-il que ces incompréhensions proviennent de manuels scolaires enclin à produire une image stéréotypée de l’Autre afin de renforcer les croyances dans un conflit entre deux mondes ? De nombreuses études (Nasr, 2001 ; Mc Andrew & Oueslati, 2010 ; Costa-Lascoux & Choppin, 2011) et des rapports (Sellier, 2007 ; l’UNESCO, 2005 ; la HALDE, 2007) mettent en avant l’importance du rôle des manuels scolaires dans la reproduction des clichés, la persistance des stéréotypes et parfois du racisme sous des formes plus subtiles.Toutes ces dimensions entremêlées donnent à cette étude une vision originale et intéressante et apportent un regard différent sur la représentation de l’altérité.The teaching of the history of Islam of the Arabs as it was conceived in history textbooks in France, between 1948 and 2008, could it constitute an image of the Other one stereotyped ? Does the story conveyed in these textbooks present a distorted and frozen conception of the otherness ? This research is based on one of the most enduring, consistent and universal elements in the school system : the textbook. True object of cultural representation (Choppin, 1980), it is a multiple tool and its responsibilities are numerous. Result of the difficult process of didactic transposition, bringing the cultural object of reference to the taught object, it is source of knowledges, understandings and representations for the pupil. It is also the vector of skills deemed necessary by society and values ​​of social and cultural cohesion that it wants for these future citizens (school programs). It is also a reflection of the state of knowledge of an era and the vision of its history. From these various requests, content choices are then made, autonomously, by textbook authors. Influential tool thus, the textbook is also support for the teacher especially when he has little knowledge over the subject. Although it is complex to know which uses the teachers make it in their classrooms, the latter present to the reading a vision of the Other (not always foreigner) sometimes alter and sometimes alien. Textbook research is therefore an ideal field for exploring how the history of Islam and Arabs is taught in textbooks and its implications for the conception of the Other, through its relationship with the One. Through a corpus of two-hundred and twenty two history textbooks, published between 1948 and 2008, eighty photos, more than a hundred extracts and about ten maps were selected.To include the analysis of textbooks in the field of cultural history makes it possible to bring out the social dimension of this subject, that is to say "the set of collective representations specific to a society" (Ory, 1987). The cultural analysis of representations of Islam and Arabs is then inspired by both studies on the constitution of otherness and textbooks. By linking "closely the study of texts, that of material objects and the uses they engender in society" (Chartier, 1992), a combination of analyzes (quantitative and qualitative) as well as criteria of stereotypy have been established to review these manuals and answer our initial questions.Relations between France and Islam are very old, full of controversy, torment, passions and sharing. They are the result of historical experiences peculiar to this particular relationship and transmit a strong memory, presenting at the same time misunderstandings, reciprocal, and ideals. What separates is more likely to be successful than what brings people together, but could it be that these misunderstandings come from textbooks prone to producing a stereotypical image of the Other in order to reinforce beliefs in a conflict between two worlds?All these intertwined dimensions give this study an original and interesting vision and bring a different perspective on the representation of otherness

A quantitative approach for measuring the degree of flexibility of business process models

Purpose The purpose of this paper is to measure the flexibility of business process models. The authors give the notions of flexible process distance, which corresponds to the number of change operations needed for transforming one process model into another, considering the different perspectives (functional, operational, behavioral, informational, and organizational). Design/methodology/approach The proposed approach is a quantitative-based approach to measure the flexibility of business process models. In this context, the authors presented a method to compute the distance between two process models. The authors measured the distance between a process model and a process variant in terms of the number of high-level change operations (e.g. to insert or delete actors) needed to transform the process model into the respective variant when a change occurred, considering the different perspectives and the flexible features. Findings To evaluate the flexibility-measurement approach, the authors performed a comprehensive simulation using an emergency care (EC) business process model and its variants. The authors used a real-world EC process and illustrated the possible changes faced in the emergency department (possible variants). Simulation results were promising because they fit the flexibility needs of the EC process users. This was validated using the authors’ previous work which consists in a guidance approach for business process flexibility. Research limitations/implications The authors defined six different distances between business process models, which are summarized in the definition of total process distance. However, changes in one perspective may lead to changes in other perspectives. For instance, adding a new activity may lead to adding a new actor. Practical implications The results of this study would help companies to obtain important information about their processes and to compare the desired level of flexibility with their actual process flexibility. Originality/value This study is probably the first flexibility-measurement approach which incorporates features for capturing changes affecting the functional, operational, informational, organizational, and behavioral perspectives as well as elements related to approaches enhancing flexibility.info:eu-repo/semantics/publishedVersio

Variation in quantitative characters of faba bean after seed irradiation and associated molecular changes

The successful use of faba bean breeding for broomrape resistance requires the existence of genetic variation. Unfortunately, the desired variation is often lacking. However, radiation can be used to induce mutations and thereby generate genetic variation from which desired mutants may be selected. This investigation was carried out to study the effects of gamma radiation on various quantitative characters in faba bean. Micro-mutations were scored for percentage of germinated seeds, pod length and photosynthetic pigment contents. The variation in DNA profile in responses to gamma irradiation treatments was detected by ISSR-PCR technique. 15 ISSR primers were used on 22 samples of faba bean issued from irradiated samples; four primers produced clear bands, which were polymorphic and the (AG)8YC was the best one. Nei’s standard genetic distances test showed that the ISSR markers classification was statistically different. Conclusively, this study supported the suggestion that gamma irradiation induce a genetic diversity in faba bean germplasm. The studied samples are promising for the production of synthetic varieties resistant/tolerant to plant parasites.Keywords: Faba bean, gamma rays, genetic diversity, ISS

Germline copy number variations in BRCA1/2 negative families: Role in the molecular etiology of hereditary breast cancer in Tunisia.

Hereditary breast cancer accounts for 5-10% of all breast cancer cases. So far, known genetic risk factors account for only 50% of the breast cancer genetic component and almost a quarter of hereditary cases are carriers of pathogenic mutations in BRCA1/2 genes. Hence, the genetic basis for a significant fraction of familial cases remains unsolved. This missing heritability may be explained in part by Copy Number Variations (CNVs). We herein aimed to evaluate the contribution of CNVs to hereditary breast cancer in Tunisia. Whole exome sequencing was performed for 9 BRCA negative cases with a strong family history of breast cancer and 10 matched controls. CNVs were called using the ExomeDepth R-package and investigated by pathway analysis and web-based bioinformatic tools. Overall, 483 CNVs have been identified in breast cancer patients. Rare CNVs affecting cancer genes were detected, of special interest were those disrupting APC2, POU5F1, DOCK8, KANSL1, TMTC3 and the mismatch repair gene PMS2. In addition, common CNVs known to be associated with breast cancer risk have also been identified including CNVs on APOBECA/B, UGT2B17 and GSTT1 genes. Whereas those disrupting SULT1A1 and UGT2B15 seem to correlate with good clinical response to tamoxifen. Our study revealed new insights regarding CNVs and breast cancer risk in the Tunisian population. These findings suggest that rare and common CNVs may contribute to disease susceptibility. Those affecting mismatch repair genes are of interest and require additional attention since it may help to select candidates for immunotherapy leading to better outcomes