Campus Numérique UABT

     The lectures incorporate a four-aspect study of language layers, split into two main parts. The first is a neat survey the main branches dealing with sounds of the language: phonetics and phonology. The first part; namely the phonological level, has gained the lion’s share due to the importance of bringing Master II EFL students to appreciate all the sound manifestations in comparing and contrasting languages. It helps to clarify the shared phonetic properties that languages have in common and at the same time gives different aspects of sound combinations whereby languages may differ. This strong focus on the phonological aspect over the other levels is meant to compensate the slimming down of the phonetic and phonology programmes to only two years (first and second undergraduate studies) with a very short time allotment of only one hour per week. Subsequently, EFL students will never come across the basic phonological aspects of the target language they are supposed to master. 

Arguably, such courses of language and about language give a holistic view of both the internal structure of language (its form) and the varied uses of language in human everyday uses (its function). For this and that, language learners should be encouraged to apply some of the analytic procedures presented in these lectures or others to consider some of the similarities and/or discrepancies that may exist in the study of a native language, a second language or a completely foreign one and mainly putting focus on different language-related issues. As the outline will show, there is evidence of considering the different levels: phonology, syntax, morphology and semantics. These are the levels of linguistics whereby the present lectures are set to to bring continuation of the former programme(s) in which EFL learners were administered a whole chemistry of variables and concepts via different schools of linguistics. 

L’apprentissage profond (Deep Learning) est un sous-domaine de l’intelligence artificielle qui utilise des réseaux de neurones profonds pour analyser et apprendre des structures complexes à partir de grandes quantités de données. Il est particulièrement efficace pour des tâches telles que la reconnaissance d’images, le traitement du langage naturel et l’aide au diagnostic médical.

Ce cours, spécialement conçu pour les étudiants de deuxième année de master en Informatique Biomédicale et Hospitalière, offre une formation approfondie sur les concepts et techniques fondamentaux du Deep Learning. Il couvre les bases théoriques, notamment la propagation et la rétropropagation, ainsi que les aspects pratiques, tels que la gestion des paramètres et hyperparamètres pour optimiser les modèles. Une attention particulière est accordée aux réseaux de neurones convolutifs, essentiels en vision par ordinateur, en explorant leurs couches et architectures avancées. Le cours aborde également le transfert d'apprentissage, qui permet d’améliorer l’efficacité des modèles en réutilisant des modèles pré-entraînés. Enfin, les étudiants apprendront des techniques avancées telles que l'augmentation des données, l'optimisation et la régularisation afin de renforcer la robustesse des modèles.

En somme, ce programme offre une formation complète, alliant théorie et pratique, pour permettre aux étudiants de concevoir et d'optimiser des modèles d'apprentissage profond performants, notamment pour des applications dans le domaine biomédical et hospitalier.

CONDITIONALS : Exercises 

(by Dr. HAKEM Hadia and Dr. HEMCHE Hidaya Amina)

Conditional sentences : types 0, 1 and 2

Ex1: Put the verbs in brackets in the correct form.

1.      I’ll look for your notebook and if I (find) ……………..… it, I (give) …………………. it to you.

2.      Why don’t you bring your car to work? If I (have) ……………….…… a car, I (bring) ……….................... it to work.

3.      I’ll wash the glasses in this nice hot water. ~ No, don’t. If you (put) …………………. them into very hot water, they (crack) ……………………..

4.      If I (travel)………….………… a long way, I always (fly)…………..……….. .

5.      If I (see) ………………… a tiger walking across Hyde Park, I (climb) ……………………..……. a tree.  ~ That (not be) ………….…..………. any use. The tiger (climb) …………………..….…… after you.

6.      If you (feel) …..………….….  too hot during the night, (turn) ……..……. down the central heating.

7.      Tom: Jack is a translator ; he translates 1,000 words a day and gets £1,000 a week, which he says is not enough to live on.

 Bill: Well, if he (want) ……………..………. more money, he (have) ……………………. to do more work. Advise him to translate 2,000 words a day.

8.      If you (finish) ………………………. with your dictionary, I’d like to borrow it.

9.      I expect it will freeze tonight. ~ If it (freeze) …………………tonight, the roads (be) ……………………..  very slippery tomorrow.

10. If we (work) …………………….. all night, we (finish) …….……………… on time ; but we have no intention of working all night.

11. That book is overdue. If you (not take) ………….………….. it back tomorrow, you (have) ……………………. to pay a fine.

12. My dog never starts a fight. He never (growl) ……………………. unless the other dog (growl) …………………….. first.

13. Tom: I woke up to find the room full of smoke ;but I knew exactly what to do.          Ann : If I (wake) ……..………………. up to find the room full of smoke, I (have) …………..………….. no idea what to do.

14. Husband : But I’m not going on a diet.Why should I go on a diet 

Wife: If you (go) ……………………. on a diet, you (lose) ……………………. weight.

15. Ann: Your clothes are years out of date. Why don’t you throw them away ?

Mary: Don’t be ridiculous ! If I (throw) …….………………….. my clothes away, I (have) ……………….. to ask my husband for £ 10,000 to buy new ones.

16. Ann: what he (say) …………………………. if you (ask) …….………….. him for £ 10,000 ?

Mary: He (be) ……………………….. too horrified to speak at first. But when he’d recovered from the shock, he probably (start) …………..…..……………… talking about a divorce.

17.  He’s staying at the Savoy in London. ~

Is he very rich? ~  I suppose he is. If he (be) ………………….……. a poor man, he (not stay) …………………….… at the Savoy.

18. But I don’t want to buy an elephant! ~ I know that. But where you (go) ……….………….…… if you (do) ……………..…. want to buy one?

Conditional sentences: types 2 and 3

Ex2: Put the verbs in brackets in the correct form.

1.      It’s lucky he had his torch with him. If he (not have) …..………………. it, he (fall) ………………………..……… down the cellar steps.

2.      If someone (ring) ……………………. my doorbell at 3 a.m., I (be) …………..………….. very unwilling to open the door.

3.      If I (see) …………………….. a python in Picadilly, I (assume) …….…………………… it had escaped from a circus.

4.      Why don’t you buy a season ticket? ~ Because I lose everything. If I (buy) ……………………..… a season ticket, I (lose) ……..………………. it.

5.      The paraffin heater was perfectly safe. There (not be)……………..…………… a fire if the children (not knock) ………………….……. it over.

6.      Jack: They get £ 1,500 a week.

Tom: They can’t get £ 1,500 a week. If they (do) ………..................., they (not be) ……………..……………. striking for £ 1,200.

7.      Ann: George is fourteen.

Tom: He must be older than that. He’s in full-time job. If he (be) .……………….. only fourteen, he still (be) ………………………. at school.

8.      He was not very happy at school because he was a bookish boy, not at all interested in games. If he (play) ……….……………... games like the other boys, he (have) ……………………….…… a much better time.

9.      Prime Minister on golf course: I’m not at all worried about the situation. If I (be) ……………..….... worried, I (not  play) ………………………. golf at this moment.

10. She was sent to prison only because she refused to pay the fine; if she ( pay) ………………………. the fine, she (not be) ……………………. sent to prison.

11. She didn’t tell me that she was a vegetarian till half way through the meal. If she (tell) ………………..…….. earlier, I (cook) …….……………….  her something more suitable.

12. Why you didn’t say that you were short of money? If I (know) ………………..……… , I (lend) ………………………... you some.

13. This room’s freezing because the fire has only just been lit. ~ If it (be lit) ……………….……… this morning as I suggested, the room would be warm enough to sit in now.

14. It was the drug, not the disease, that killed him. He would still be alive today if he (not take) ………………..…… that drug.

Conditional sentences: mixed types

Ex3 : Put the verbs in brackets in the correct form.

1.      I had no map; that’s why I got lost. If I (have) …………….……… a map, I (be) …………………….…….. all right.

2.      If I (come) ………………………. across two men fighting with knives, I (call) ………………………….. the police. ~  But this is a very peaceful area.

3.      The job is much worse than I expected. If I (realise) ………………………… how awful it was going to be, I (not accept) ………………………….…….. it.

4.      A university degree is a useful thing. If I (have) ………..………… a university degree, I now (sit) …………….…………… in a comfortable office instead of standing at a street corner selling newspapers

5.      The launching of the rocket was delayed half an hour by bad weather. If the weather (be) ……………………… good, they (launch) …………………………. it at 8.30 instead of at 9.00.

6.      You’d better take day off if you (not feel) …………………….. well tomorrow.

7.      I’m sorry you didn’t tell me that dogs were allowed in the hotel; if I (know) …………………., I (bring) …………..………….. my dog. He (enjoy) …………….…….…… the walk.

8.      He says he refused the job, but that this was nothing to do with the salary. He (refuse) ………………… even if they (offer) …..………. him twice as much.

9.      (Tom is putting his coat on.) Ann: If you (go) …………………….. out, would you buy me some eggs?

10. Unless Tom (take) ……………………….. his library book back tomorrow, he (have) ………….……….. to pay a fine.

11. You must never blow a gas light. Do you know what (happen) ………..……………. if you (blow) ………………………. out a gas light?

12. We train the children to file out of the classroom quietly, because if a whole class (rush) …………….…………. at the door, someone (get) ……………………….. hurt.

13. What time of the year do you think it is in this picture? Summer? ~ No, it must be winter. If it (be) …………………….… summer, the people (not sit) …………..……………. round that big fire.

14. I overslept; that’s why I’m half an hour late; and if my phone (not ring) ……………….…….. at nine o’clock, I might still be in bed.

15. Your notes are almost illigible. Why don’t you type them? If you (type) ……..…………… them, they (be) ………..…………… a lot easier to read.

16. If only we (have) …………….………. a light! It’s depressing waiting in darkness!

17. If the earth suddenly (stop) ……….………..……… spinning, we all (fly) ………………………….. off it.

18. I’ve hung out the clothes. It’s lovely and sunny; if it (stay) ………………….…… like this, they (be) ………………..… dry in two hours.

19. When he left school, he became fisherman. His family didn’t like it at all. They (be) ……..……..…………..…  much happier if he (become) ……………………. a greengrocer like his father.

20. I can hear the speaker all right but I wish I could see him too.  If he (stand) ………………………. on a barrel, we all (see) ……….………………. him and that (be) ………………………… much better.

Ex4: Rewrite the sentences using if constructions. Follow the given example.

Example: He smokes too much; perhaps that’s why he can’t get rid of his cough.

            If he didn’t smoke so much, he might get rid of his cough.

     Or   If he smoked less, he might get rid of his cough.

1.      She’s very shy; that’s why she didn’t enjoy parties.

……………………………………………………………………………….

2.      It might rain. If it does, everyone can eat inside.

………………………………………………………………………………..

3.      He doesn’t take any exercise; that’s why he is so unhealthy.

…………………………………………………………………………………

4.      They speak French to her, not English, so her English doesn’t improve.

…………………………………………………………………………………

5.      The children mustn’t go near John’s dog. It’ll bite them.

…………………………………………………………………………………

6.      The shops don’t deliver now, which makes life difficult.

…………………………………………………………………………………

7.      Sara may fail her driving test. But she can take it again.

…………………………………………………………………………………

8.      I didn’t see the signal, so I didn’t stop.

…………………………………………………………………………………

9.      You didn’t tell me we have run out of bread, so I didn’t buy any.

…………………………………………………………………………………

10. We haven’t the central heating, so the house is rather cold.

…………………………………………………………………………………

11. I haven’t a map, so I can’t direct you.

…………………………………………………………………………………

12. It rained all the time. Perhaps that’s why he didn’t enjoy his visit.

…………………………………………………………………………………

13. She didn’t speak to him, possibly because she was shy.

…………………………………………………………………………………

14. You washed it in boiling water; that’s why it shrank.

…………………………………………………………………………………

Ex5: Which word makes more sense? Put in ‘if’ or ‘unless’.

1.      Rachel will be pleased …………. she passes her driving test.

2.      The bus won’t stop …………… you ring the bell.

3.      I can’t read your writing ………… you print clearly.

4.      Emma will be upset ………….. she doesn’t get the job.

5.      You can’t go into reception ………….. you’ve got a ticket.

6.      Don’t bother to ring me …………… it is important.

Ex6: Rewrite these conditional sentences using ‘unless’ instead of ‘if’.

1.      If you don’t isolate people with infectious diseases, the diseases will spread.

…………………………………………………………………………………

2.      If Tom doesn’t take his library book back tomorrow, he will have to pay a fine.

…………………………………………………………………………………

3.      I won’t wake up if I don’t hear the alarm.

…………………………………………………………………………………

4.      If I don’t have a quiet room, I can’t do my work.

…………………………………………………………………………………

5.      You’ll be any use to me if you don’t learn to type.

…………………………………………………………………………………

6.      I wouldn’t bring the picture if I didn’t like it.

…………………………………………………………………………………

7.      Don’t leave the TV on if you aren’t watching it.

…………………………………………………………………………………

This course proposes lectures in educational psychology. Some of which are learning theories, developmental psychology, classroom management, and the psychological variables of language learning such as Intelligence and motivation.

Semestre : 6

Unité d’enseignement : UET 3.2

Matière : Entrepreneuriat et management d’entreprise

VHS : 22h30 (Cours : 1h30)

Crédits : 1

Coefficient : 1

Objectifs de l’enseignement

-       Se préparer à l’insertion professionnelle en fin d’études.

-       Développer les compétences entrepreneuriales chez les étudiants ;

-       Sensibiliser les étudiants et les familiariser avec les possibilités, les défis, les procédures, les caractéristiques, les attitudes et les compétences que requiert l’entrepreneuriat ;

-       Préparer les étudiants pour qu’ils puissent, un jour ou l’autre, créer leur propre entreprise ou, du moins, mieux comprendre leur travail dans une PME.

Connaissances préalables recommandées

Aucune connaissance particulière, sauf la maitrise de langue d’enseignement.

Compétences visées :

Capacités d’analyser, de synthétiser, de travailler en équipe, de bien communiquer oralement et parécrit, d’être autonome, de planifier et de respecter les délais, d’être réactif et proactif. Être sensibilisé à l’entrepreneuriat par la présentation d’un aperçu des connaissances de gestion utiles à la création d’activités.

Contenu de la matière :

Chapitre 1 –Préparation opérationnelle à l’emploi : (2 Semaines)

Rédaction de la lettre de motivation et élaboration du CV, Entretien d’embauche, …, Recherche documentaire sur les métiers de la filière, Conduite d’interview avec les professionnels du métier et Simulation d’entretiens d’embauches.

Chapitre 2 - Entreprendre et esprit entrepreneurial : (2 Semaines)

Entreprendre, Les entreprises autour de vous, La motivation entrepreneuriale, Savoir fixer des objectifs, Savoir prendre des risques

Chapitre 3 - Le profil d’un entrepreneur et le métier d’Entrepreneur : (3 Semaines)

Les qualités d’un entrepreneur, Savoir négocier, Savoir écouter, La place des PME et des TPE en Algérie, Les principaux facteurs de réussite lors de la création d’une TPE/PME

Chapitre 4 - Trouver une bonne idée d’affaires : (2 Semaines)

La créativité et l’innovation, Reconnaître et évaluer les opportunités d’affaires

Chapitre 5–Lanceret faire fonctionner une entreprise : (3 Semaines)

Choisir un marché approprié, Choisir l’emplacement de son entreprise, Les formes juridiques de l’entreprise, Recherche d’aide et de financement pour démarrer une entreprise, Recruter le personnel, Choisir ses fournisseurs

Chapitre 6 - Elaboration du projet d’entreprise : (3 Semaines)

Le Business Model et le Business Plan, Réaliser son projet d’entreprise avec le Business Model Canevas

Mode d’évaluation : Examen : 100%

Références :

- FayolleAlain, 2017. Entrepreneuriat théories et pratiques, applications pour apprendre à entreprendre.Dunod, 3e éd.

- LégerJarniou, Catherine, 2013, Le grand livre de l'entrepreneur. Dunod, 2013.

- PlaneJean-Michel, 2016, Management des organisations théories, concepts, performances. Dunod, 4ème éd.

- LégerJarniou, Catherine, 2017, Construire son Business Plan. Le grand livre de l'entrepreneur. Dunod,.

- Sion Michel, 2016, Réussir son business Méthodes, outils et astuces plan.Dunod ,4èmeéd.

- Patrick Koenblit, Carole Nicolas, Hélène Lehongre, Construire son projet professionnel, ESF, Editeur 2011.

- Lucie Beauchesne, Anne Riberolles, Bâtir son projet professionnel, L'Etudiant 2002.

- ALBAGLI Claude et HENAULT Georges (1996), La création d'entreprise en Afrique, ed EDICEF/AUPELF ,208 p.

This course introduces the software and libraries used in medical image processing, focusing on practical applications. Students will learn to use C# to develop executable (.exe) and mobile (.apk) applications by leveraging .dll libraries. By the end of this course emphasizes building small applications for use on PCs or smartphones.

Course Content:

Chapter 1: Overview of existing medical image processing software.

Chapter 2: Introduction to the syntax of C#.

Chapter 3: Installation and use of libraries like Aforge and EMGU.

Chapter 4: Basics of Python and implementation with OpenCV.

By the end of the course, participants will gain hands-on experience in creating practical solutions for medical imaging.

In preparing this paper, there has been a clear intention to provide Master Two EFL students with a survey of what is known about language not only as a system of syntax and packages of lexical items but as a set of levels, all of which, constitute the basic components of human communication. In due course, Master Two students have supposedly acquired all-related concepts about language in its manifold manifestations during their under-graduate studies

Arguably, such courses of language and about language give a holistic view of both the internal structure of language (its form) and the varied uses of language in human everyday uses (its function). For this and that, language learners should be encouraged to apply some of the analytic procedures presented in this paper or others to consider some of the similarities or discrepancies that may exist in the study of a native language, a second language or a completely foreign one and mainly putting focus on different language-related issues. As the outline shows evidence of different levels (phonology, syntax, morphology and semantics) of linguistics, the present paper is intended to bring continuation of the former programme(s) in which EFL learners were administered a whole chemistry of variables and concepts where different schools of linguistics have been largely presented through historical linguistic courses dealing with general linguistics and the main branches deriving from, such as: sociolinguistics, psycholinguistics, neurolinguistics and applied linguistics. In addition, to provide greater clarity and relevance, the present paper tries to incorporate many changes that reflect developments in linguistic analysis in relation to the nature of ‘human’ language first, then dealing with analysis of linguistic levels by analysing, comparing and contrasting the languages which students themselves are supposed to know, such as: Arabic, French and English in terms of structure, word-building, phoneme combinations and deeper phonological consideration shared between these languages.