17 research outputs found
Psycho-social impacts, experiences and perspectives of patients with Cutaneous Leishmaniasis regarding treatment options and case management: an exploratory qualitative study in Tunisia
No full textAlthough non-fatal and mostly self-healing in the case of Leishmania (L.) major, cutaneous leishmaniasis (CL) is mainly treated to reduce lesion healing time. Less attention is paid to the improvement of scars, especially in aesthetically relevant areas of the body, which can dramatically affect patients' wellbeing. We explored patients' perspectives about treatment options and the social and psychological burden of disease (lesion and scar). Individual in-depth interviews were conducted with ten confirmed CL patients at two L. major endemic sites in Southern Tunisia (Sidi Bouzid and Gafsa). Participants were selected using a sampling approach along a spectrum covering e.g. age, sex, and clinical presentation. Patients' experiences, opinions and preferences were explored, and their detailed accounts gave an insight on the impact of CL on their everyday lives. The impact of CL was found to be considerable. Most patients were not satisfied with treatment performance and case management. They expected a shorter healing time and better accessibility of the health system. Tolerance of the burden of disease was variable and ranged from acceptance of hidden scars to suicidal thoughts resulting from the fear to become handicapped, and the stress caused by close relatives. Some believed CL to be a form of skin cancer. Unexpectedly, this finding shows the big gap between the perspectives of patients and assumptions of health professionals regarding this disease. This study provided valuable information for better case management emphasizing the importance of improving communication with patients, and accessibility to treatment. It generated context-specific knowledge to policy makers in Tunisia to implement effective case management in a country where access to treatment remains a challenge due to socio-economic and geographic barriers despite a long tradition in CL control.</p
q-Analogue of the Dunkl Transform on the Real Line
No full text[[abstract]]In this paper, we consider a q-analogue of the Dunkl operator on
R, we dene and study its associated Fourier transform which is a q-
analogue of the Dunkl transform. In addition to several properties, we
establish an inversion formula and prove a Plancherel theorem for this
q-Dunkl transform. Next, we study the q-Dunkl intertwining operator
and its dual via the q-analogues of the Riemann-Liouville and Weyl
transforms. Using this dual intertwining operator, we provide a relation
between the q-Dunkl transform and the q2-analogue Fourier transform
introduced and studied in [17, 18]
Teaching Engineering as a design science
No full textIn this paper, we take the position that teaching engineering itself is a design science. Engineering educators worldwide creatively design, implement, and evaluate new ways of teaching to facilitate the learning of their students and to respond to various societal challenges. Sadly, their teaching and course design discoveries often remain with them. By representing successful experiences in engineering education as structured pedagogical patterns, we could develop this vital professional knowledge collectively into a so-called pattern language. The pattern language method acknowledges the complexity of instructional design and divides it into smaller and more understandable pieces. One piece is called a ‘pattern’. This paper aims to set the argument of why and how to develop a pedagogical pattern language for engaging and activating engineering education. In Delft, we see this pedagogical language as a part of TU Delft’s so-called ecosystem approach toward learning and teaching. TU Delft recognizes the need among students for impact-driven education that matches the way this generation learns and what our society needs. Successful ecosystem pedagogies will be the core of the intended pedagogical pattern language. It is our idea to develop this pattern language in close cooperation with the teaching communities of TU Delft, that is the TUD Teaching Academy, the 4TU Centre of Engineering Education, and CDIO.Spatial Planning and StrategyEducation and Student Affair
On a q-Dunkl sonine transform
No full textIn this paper, we introduce and study the q-Dunkl Sonine transform and we establish a Plancherel formula for its dual. Furthermore we give many inversion formulas.</p
Wavelet Transform Associated with the q-Dunkl Operator
No full text[[abstract]]In this paper, we present some new elements of harmonic analysis re-
lated to the q-Dunkl operator introduced in [1], we dene and study
the q-wavelets and the continuous q-wavelet transforms associated with
this operator. Next, as an application, we give inversion formulas for
the q-Dunkl intertwining operator and its dual using q-wavelets
On Some Inequalities of Uncertainty Principles Type in Quantum Calculus
No full textThe aim of this paper is to generalize the -Heisenberg uncertainty principles
studied by Bettaibi et al. (2007), to state local uncertainty principles for the -Fourier-cosine, the -Fourier-sine,
and the -Bessel-Fourier transforms, then to provide an inequality of Heisenberg-Weyl-type for the -Bessel-Fourier transform
On Some Inequalities of Uncertainty Principles Type in Quantum Calculus
No full textThe aim of this paper is to generalize the q-Heisenberg uncertainty principles studied by , to state local uncertainty principles for the q-Fourier-cosine, the q-Fourier-sine, and the q-Bessel-Fourier transforms, then to provide an inequality of Heisenberg-Weyl-type for the qBessel-Fourier transform
On Some Inequalities of Uncertainty Principles Type in Quantum Calculus
No full textThe aim of this paper is to generalize the q-Heisenberg uncertainty principles studied by , to state local uncertainty principles for the q-Fourier-cosine, the q-Fourier-sine, and the q-Bessel-Fourier transforms, then to provide an inequality of Heisenberg-Weyl-type for the qBessel-Fourier transform
Analyticity of solutions to thermo‐elastic‐plastic flow problem with microtemperatures
No full textIn this paper, we study some qualitative and numerical properties of new equations including the coupled effects of thermal elastic-plastic theory with microtemperatures. We establish the necessary and sufficient conditions to guarantee that the model dissipates energy. The one-dimensional case, which corresponds to isotropic hardening problem, is chosen in order to present some qualitative and numerical properties. With the help of the semigroup theory of linear operators, we prove the well-posedness of the one-dimensional problem corresponding to plastic flow. Then, we show that the associated C0−semigroup is not analytical in general, except for a special case. The exponential stability of the solutions is kept in all cases. Finally, a numerical tool, based on the finite element method, is developed to validate the proposed model and to show its capability. Particular attention is paid to the consideration of the elastoplastic behavior in the development of this tool.Part of this work was done when the first author visited the laboratory LEM3 of ENSAM of Metz as invited Professor
Who am I learning to become?: Integrating personal development in curriculum design
No full textIn this case study, we answer the question: what are design characteristics for a personal development line integrated in undergraduate engineering curricula? We investigated the development of such a line in a Bachelor of Architecture, Urbanism and Building Sciences in The Netherlands. We documented and analysed the preparation of and discussions during three design sessions, where teachers and students collaboratively created the personal development line.This personal development line has two main aims: to guide students in developing their personal and professional identities and promote self-directed learning in the curriculum. Reflective skills are playing a key role in this. Four levels on which students reflect in relation to personal development in the curriculum were identified: self, education, practice, and society. Each Personal Development Week in the design proposal touches upon one of these levels and makes use of three generic elements: inspiration, contemplation, and perspective. Three tensions in the curriculum arose during the design sessions. First, the question if it is necessary to give students direction by assignments or to trust they will reflect by themselves.Second, if that direction should be shaped by specific writing assignments or if students should be left to work with a free form. Finally, if the reflection should be connected to what students learn inside the university or rather to societal challenges that they perceive outside of their studies.The personal development line in this research is one answer to the questions arising from these three tensions, yet it is not the only answer. Both the identified tensions and the designed reflection model can be a starting point for other curriculum designers to position personal development in their curriculum. Personal development can then become a key ingredient in the education of a diverse group of reflexive engineers at universities anywhere in the world.Urban Development ManagementUrban DesignEducation and Student Affair
