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Abstract Deep learning has revolutionized computer vision in recent years and has been applied to many fields. This thesis focuses on medical endoscopy, where deep learning can assist physicians in many tasks, such as navigating the lungs during bronchoscopy, assisting in the detection of lung diseases, detecting Crohn's disease from capsule endoscopy (PillCam), or automating the detection of polyps during colonoscopy procedures.This thesis, entitled From Pixels to Practice: Deep Learning for Endoscopy, explores how modern neural networks and learning paradigms can improve visual understanding in endoscopy, with the aim of contributing to computer-aided detection (CAD) systems that can be integrated into clinical workflows.This work follows an article-based structure and links methodological advances in geometric and temporal modeling to techniques for handling data scarcity and imbalance, as well as to the practical and clinical implications of deep learning for lung tumor detection, both from a clinical and practitioner perspective. The first part of the manuscript provides a common foundation for all subsequent parts. First, we present a general introduction to the field of machine learning in Chapter 1, explaining concepts such as classification, loss functions, and artificial neural networks. Next, Chapter 2 focuses on the field of deep learning for computer vision, detailing the main vision tasks, the concept of convolutional neural networks, ResNet, and U-Net. Finally, Chapter 3 describes medical imaging, with a focus on computed tomography (CT) scans and optical imaging. The second part of the thesis focuses on learning spatio-temporal representations. In Chapter 4, we use deep neural networks combining spatial features and temporal recurrence to address the problem of detecting the bronchial carina, an anatomical landmark that helps doctors navigate the lungs. By evaluating classification (ResNet-50), segmentation (nnU-Net), and recurrent (GRU) models on a bronchoscopy dataset we created, the study highlights the benefits of combining information from segmentation masks and temporal features. Chapter 5 continues the segmentation task by analyzing the extent to which rotation-equivariant U-Nets, based on E(2)-CNNs with C4, C8, and D4 symmetry groups, can improve performance when the orientation of objects in the image is arbitrary. Together, these chapters show how temporal and geometric modeling capture complementary aspects of visual structure. They further highlight that data imbalance and scarcity are recurring problems in deep learning. The third part studies learning in situations of data scarcity and imbalance. First, Chapter 6 explores supervised contrastive pre-training [1] on large, domain-close endoscopic datasets (Hyper-Kvasir [2], LDPolyp [3]), which is then transferred to smaller, disease-specific data (Crohn-IPI [4]). This methodology performs better than pre-training on ImageNet or based on cross-entropy, highlighting the value of domain-specific contrastive representations. Next, Chapter 7 introduces Mask-Aware Cropping (MAC), a new data augmentation technique that mitigates pixel-level imbalance in segmentation. On various datasets with varying imbalance regimes (URDE [5], Kvasir-SEG [6], HAM10000 [7]), MAC consistently improves Dice and IoU metrics under conditions of extreme imbalance. Together, these methods form a data-centric framework for effective learning when annotations are scarce or unevenly distributed. The fourth part of the thesis focuses on deep learning in the operating room. Chapter 8 proposes a first model (ResNet-50) for the visual detection of lung cancer in bronchoscopy, trained on real, in-vivo data. The model outperforms junior physicians, while remaining inferior to experts. This result shows that CAD systems for lung cancer detection are promising. Chapter 9 extends this work by evaluating the usability of a CAD system based on a deep learning model. Combining probability indices, temporal graphs, and saliency map overlays, a multicenter evaluation with 10 physicians is conducted. The tool received favorable feedback, with high usability (SUS score of 80.5 [8]) and strong clinical acceptance. Beyond endoscopy, the results concerning rotation equivariance and pixel imbalance can be generalized to other fields such as microscopy, dermatology, and aerial imaging. This shows that the proposed methods are applicable to visual learning under structured variability and limited data constraints.Keywords: machine learning, computer vision, medicine, endoscopy, convolutional neural networks, segmentation, recurrent models, equivariance.  Jury Prof. Bruno Dumas - University of NamurProf. Frénay Benoit - University of NamurProf. Schobbens P-Y. - University of NamurProf. Beuls Katrien - University of Namur,Dr. Benjamin Mertens - Lys MédicalProf. Oramas Mogrojevo José Antonio - University of AntwerpDr. Mancas Matei - University of Mons Register

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Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).

JuryProf. Guillaume BERIONNI (UNamur), PresidentProf. Stéphane VINCENT (UNamur), SecretaryProf. Carmen GALAN (University of Bristol)Dr. Louis FENSTERBANK (Collège de France)Prof. Raphaël ROBIETTE (Université catholique de Louvain)AbstractCarboxylic acids are ubiquitous in nature and inexpensive compounds. Decarboxylation has become a key chemical transformation and has been widely reported in organic chemistry except for carbohydrates. This reaction can be catalyzed by transition metal and can also be induced by light, thermal activation, or photocatalysis. Borylated compounds have stimulated the pharmaceutical industry's interest (Boromycin, Bortezomib or boron neutron capture therapy). Recent methodologies have been developed to transform carboxylic acids to boronate esters by metal-catalyzed or light-promoted or photocatalyzed reactions. In this thesis, we explored the synthesis of borylated carbohydrates through a decarboxylation pathway. More specifically, sialic acids being among the most important carbohydrates in glycobiology, we addressed the problem of the synthesis of borylated sialic acids. On the other hand, organophosphates play an important role in diverse fields: in materials chemistry, in agriculture, in organic chemistry, and in biochemistry. Phosphorylation is a key reaction in biological processes such as signal transduction and cell activity regulation. The formation of phosphorylated carbohydrates has been widely described through two-electron mechanisms. However, radical phosphorylation of carbohydrates remains unexplored. This Ph.D. thesis describes the development of new methodologies for the decarboxylative functionalization of carbohydrates, focusing on borylation and phosphorylation..

Terminator to talk about AI? Wall-E to talk about technological dependence? The Truman Show to discuss social media? In a new book, two professors from UNamur, Anthony Simonofski (digital transformation—EMCP Faculty—NaDI Institute) and Benoît Vanderose (software engineering—Faculty of Computer Science—NaDI Institute), take readers on a journey at the crossroads of digital technology and cinematic imagination. 

Our research activities are divided into 3 main areas.

Since 2017 and as part of the work of the Pacte pour un Enseignement d'excellence, eight scientific "Consortiums" of the tronc commun have been formed. They bring together a total of some fifty members from the various universities, colleges and higher arts schools in the Wallonia-Brussels Federation. Their mission is to establish, on the e-classe digital platform, a repertoire of didactic tools and pedagogical devices that the educational community will be able to consult, select and procure easily, according to its needs and those of its students. These resources are available on the e-classe digital platform.

A Hackathon is a short event where teams reflect on a particular theme. They attempt to find solutions by developing innovative projects. At the end of the event, a jury determines which projects have caught their attention and thus won the competition. A CSLabs initiative The Computer Science Labs is a junior enterprise that grew out of the Faculty of Computer Science at the University of Namur. In practical terms, its actions revolve around carrying out projects, training members on IT-related topics and organizing events. Read more

A collection of tools to make it easier for teachers to set up cultural and artistic education activities in nursery, primary and secondary schools, to build confidence and the desire to dare.A p.ART.cour(t)? ART... Step by step... A p.ART.cour(t) is a series of introductory sessions built around a common thread. Each session lasts from fifteen minutes to two hours. Some p.ART.cour(t)s focus on a particular technique or theme... Others are built around a standard session to be reproduced on a regular basis. Some cover one or more artistic disciplines, while others are truly interdisciplinary.A p.ART.cour(t) is first and foremost a starting point, an aid, a proposal, a trigger for the teacher. It is a source of inspiration or imitation, of appropriation to freely create and/or experiment with activities in cultural and artistic education. The p.ART.cour(t) can take the form of a PDF or a digital book. Sometimes, an illustrative video or sound tracks accompany the teaching pack. The aim of p.ART.cour(t)s is to enable every student to experience art. To live, to feel, to experiment, without the pressure or obligation to produce a predefined result or one that corresponds to a standard. Consequently, the emphasis throughout p.ART.cour(t) is on the discovery, the student's encounter with art. The p.ART.cour(t)s in pictures Teacher feedbackThank you for the experience, on my own I wouldn't have dared.... And the students really enjoyed the experience, I think. (1st differentiated)Interesting interdisciplinary project. Sequences linked together so real class project. (P5-P6)My students loved it when I told them we were going to make, discover ART. We became artists. They sometimes asked me when we were going to make art again! (P1-P2) Children's feedbackI enjoyed it because the point of it wasn't to be the best, but it was more about having fun.I learned to have confidence in myself, to be less shy.How to access it?All the p.ART.cour(t)s, and many other identified existing resources, can be found on www.e-classe.be.If you're an FWB teacher (and have a cerberus account), you can access them easily: just go to the platform and type the word P.ART.cour(t) (with its funny spelling) into the search bar, you'll then arrive in a folder that brings them all together. If you're not a teacher, don't panic! You can access them via the brochure. How do I do this? In the brochure, each p.ART.cour(t) is briefly presented. You can access the free online tool by clicking on the title of the p.ART.cour(t) via a direct link. Access to a video is also found behind the icon. Discover the brochure A few examples RAS... Répertoire d'artistes surprenantes (to be discovered end of August 2025)A (re)discovery of 50 Belgian women artists through their biographies, a focus on a representative work, names of related artists to discover and educational leads. Télécharger RAS Remue-ménage colors (M2-P2)Four workshops to explore color in movement, painting and music. Read more For my ears (P5-S2)A month of musical listening, presented in the form of a digital booklet with information and listening links. Each day of the week has its own theme. Read more In the footsteps of silent cinema (P3-S3)Students create burlesque films, from script to editing to acting, after an introduction to early cinema and viewing film clips. Read more The game of artistic families (P4-S3)Inspired by the game of seven families, this device, whose illustrations are images of works of art, invites the student to select a batch of cards and explain the reasons for this subjective choice. Read more The technolab, a creative place within the school (P3-S3)Thirty or so artists and their techniques are to be discovered (e.g. pyrography for wood, textile printing, ...) as well as how fablabs work and the various tools these places offer to transfer their practices to the classroom as part of ECA and FMTTN. A creative and accessible lead is given for each artist presented. Read more Other examples elsewhere Ma petite fabrique de matériel (M-S2) Make basic art materials (charcoal, walnut stain, glue, paint...) on a small budget and suggest ways to use them. From ingredients to final production! Content available on E-class and idea networkLet's animate everything (P3-S3) Collaborative production of short animated films using the Stop Motion technique. A fun tool for developing creativity and awakening a critical eye for the media. Content available on E-class and PECATake the line for a spin (M3-P3) Workshops mixing dance and visual arts around the notion of line. Themes include geometry, doodling, writing, Chinese calligraphy, pattern and following the line.Content available on E-class and PECAOur five skins (M1-M3)Ten activities to be experienced in the classroom or outdoors around the 5 layers of a child's identity according to Hundertwasser: body, clothes, home, family and friends, and planet. Discovery of the world, openness to others and diversity, cultural references.Content available on E-class and Réseau idéeGestural listening (M1-)P.ART.cour(t) listening program comprising around ten short musical extracts, and played mainly by a solo instrument (which also enables instrument discovery). The excerpts on offer last between 40 seconds and 2 minutes, and have been designed to serve gestural listening.Content available on Genially and the IMEP

Synopsis The spreading of internet-based technologies since the mid-90s has led to a paradigm shift from monolithic centralized information systems to distributed information systems based upon the composition of software components, interacting with each other and of heterogeneous natures. The popularity of these systems is nowadays such that our everyday life is touched by them.Classically concurrent and distributed systems are coded by using the message passing paradigm-according to which components exchange information by sending and receiving messages. In the aim of clearly separating computational and interactional aspects of computations, Gelernter and Carriero have proposed an alternative framework in which components interact through the availability of information placed on a shared space. Their framework has been concretized in a language called Linda. A series of languages, referred to nowadays as coordination languages, have been developed afterwards. In addition to providing a more declarative framework, such languages nicely fit applications like Facebook, LinkedIn and Twitter, in which users share information by adding it or consulting it in a common place. Such systems are in fact particular cases of so-called socio-technical systems in which humans interact with machines and their environments through complex dependencies. As coordination languages nicely meet social networks, the question naturally arises whether they can also nicely code socio-technical systems. However, answering this question first requires to see how well programs written in coordination languages can reflect what they are assumed to model.This thesis aims at addressing these two questions. To that end, we shall use the Bach coordination language developed at the University of Namur as a representative of Linda-like languages. We shall extend it in a language named Multi-Bach to be able to code and reason on socio-technical systems. We will also introduce a workbench Anemone to support the modelling of such systems. Finally, we will evidence the interest of our approach through the coding of several social-technical systems. The Jury Prof. Wim Vanhoof - University of Namur, BelgiumProf. Jean-Marie Jacquet - University of Namur, BelgiumProf. Katrien Beuls - University of Namur, BelgiumProf. Pierre-Yves Schobbens - University of Namur, BelgiumProf. Laura Bocchi - University of Kent, United KingdomProf. Stefano Mariani - UNIMORE University, Italy Participation upon registration. Register here

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs).

SynopsisA honeypot is a security tool deliberately designed to be vulnerable, thereby enticing attackers to probe, exploit, and compromise it. Since their introduction in the early 1990s, honeypots have remained among the most widely used tools for capturing cyberattacks, complementing traditional defenses such as firewalls and intrusion detection systems. They serve both as early warning systems and as sources of valuable attack data, enabling security professionals to study the techniques and behaviors of threat actors.While conventional honeypots have achieved significant success, they remain deterministic in their responses to attacks. This is where adaptive or intelligent honeypots come into play. An adaptive honeypot leverages Machine Learning techniques, such as Reinforcement Learning, to interact with attackers. These systems learn to take actions that can disrupt the normal execution flow of an attack, potentially forcing attackers to alter their techniques. As a result, attackers must find alternative routes or tools to achieve their objectives, ultimately leading to the collection of more attack data.Despite their advantages, traditional honeypots face two main challenges. First, emulation-based honeypots (also known as low- and medium-interaction honeypots) are increasingly susceptible to detection, which undermines their effectiveness in collecting meaningful attack data. Second, real-system-based honeypots (also known as high-interaction honeypots) pose security risks to the hosting organization if not properly isolated and protected. Since adaptive honeypots rely on the same underlying systems, they also inherit these challenges.This thesis investigates whether it is possible to design a honeypot system that mitigates these challenges while still fulfilling its primary objective of collecting attack data. To this end, it proposes a new abstract model for adaptive self-guarded honeypots, designed to balance attack data collection, detection evasion, and security preservation, ensuring that it does not pose a risk to the rest of the network.Jury membersProf. Wim VANHOOF, President, University of NamurProf. Jean-Noël COLIN, Promoter, University of NamurProf. Florentin ROCHET, Internal Member, University of NamurProf. Benoît FRENAY, Internal Member, University of NamurProf. Ramin SADRE, External Member, Catholic University of LeuvenDr. Jérôme FRANCOIS, External Member, University of LuxembourgYou are cordially invited to a drink, which will follow the public defense. For good organization, please give your answer by Tuesday, May 20, 2025.