University of Oslo (UiO): FRITT (E-Journals)
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Interesting Pausal Forms in the Speech of Muslims and Christians in Kufᵘr-Kanna
No full textThe aim of this paper is to describe the system of vocalic variants in pause pertaining to speakers of Arabic in Kufᵘr-Kanna (AKK) and in this regard to determine the features that characterize the AKK. As in Nazareth, the incidence of pauses in AKK varies and depends on the content, the listener and the speaker’s intentions. In AKK I detected pausal forms in the speech of middle-aged and elderly Muslims and elderly Christians. In addition to changes in consonants and vowel quality in their speech, in pausal position final syllables also undergo other modifications as compared to the contextual forms.
Unlike in Nazareth, four further types were identified in AKK: (1) lengthening of short vowels in final position: ‑Cv > ‑Cv̄#, -CvC > -Cv̄C#; lengthening of normal and anaptyctic short vowels in final closed syllables: -CvC#; (2) devoicing of voiced consonants in word-final position; (3) glottalization after consonants and vowels in word-final position; and (4) aspiration: addition of (h) in pausal position where the word ends in long vowels.
Key words: Arabic dialects – Pausal forms – Syllables – Long vowels – Short vowels – Christians and Muslims
Grave developments: A reworked chronological analysis and interpretation of the burial site at Borre
No full textThe burial site at Borre is a common example of centralization that took place in Scandinavia during the transition between the early and late Iron Age in the sixth century. The major activities of the site are dated to the Late Iron Age, ca. 550-1050 AD. The site, which is specifically known for its uncommonly large collection of monumental mounds, has often been referred to as a burial place for kings, and the mounds have been interpreted as symbols of power meant to solidify the control of the ruling elite. This article examines changes that take place during the sites use and discusses four possible phases based on a reworked chronology. The article argues that the phases are results of different societal needs and place the mounds in a larger setting than simply elitist constructions. The reworked chronology is based on a thorough Bayesian analysis and suggests some alterations to the current understanding of the chronology at Borre
Transformer Based Multi-model Fusion for Medical Image Segmentation
No full textWe present our solutions to the MedAI for all three tasks: polyp segmentation task, instrument segmentation task, and transparency task. We use the same framework to process the two segmentation tasks of polyps and instruments. The key improvement over last year is new state-of-the-art vision architectures, especially transformers which significantly outperform ConvNets for the medical image segmentation tasks. Our solution consists of multiple segmentation models, and each model uses a transformer as the backbone network. we get the best IoU score of 0.915 on the instrument segmentation task and 0.836 on polyp segmentation task after submitting. Meanwhile, we provide complete solutions in https://github.com/dongbo811/MedAI-2021.We present our solutions to the MedAI for all three tasks: polyp segmentation task, instrument segmentation task, and transparency task. We use the same framework to process the two segmentation tasks of polyps and instruments. The key improvement over last year is new state-of-the-art vision architectures, especially transformers which significantly outperform ConvNets for the medical image segmentation tasks. Our solution consists of multiple segmentation models, and each model uses a transformer as the backbone network. we get the best IoU score of 0.915 on the instrument segmentation task and 0.836 on polyp segmentation task after submitting. Meanwhile, we provide complete solutions in https://github.com/dongbo811/MedAI-2021
Arkeologi mellom oppdagelse og glemsel Forståelse av et funn i en sprekk i virkeligheten
No full textArchaeology between discovery and forgettingThe article examines an unexpected discovery of human skeletons in a hidden cave in Bølekointa at Bøle in Flatanger in mid-Norway, and focuses on how a discovery becomes archaeology, and the lifespan of archaeological finds from discovery to our oblivion. Does an archaeological find always end up as archaeology, and what is the end of an archaeological find?While climbing a gorge in a mountain at Bøle in April 1987, an auxiliary teacher at Drageid School Camp discovered the entrance to a large cave. Lacking a torch, he fumbled his way in the darkness and literally stumbled upon a human skeleton crouched by a campfire. Contrary to the view of every archaeologist concerned, the discovery was not treated as an archaeological find. The remains were in such good condition that the police launched an investigation into what they assumed was a murder case. Two human skeletons, showing signs of violent death, were removed for forensic examination. German prison records from World War II archives led historians to identify the two men as escaped Russian prisoners of war, a theory confirmed by local people. Archaeologists nevertheless insisted on a radiocarbon analysis, which dated the find to the Late Roman Iron Age and Migration period.
The establishment of the find as prehistoric also marked the end of archaeological research into the discovery, and the material was stored away for 17 years. The sudden bloom of interest in1987 withered to nothing. In an attempt to bring the skeletons out of the cupboard: how do we neglect, and forget, our discoveries and the things we find
The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
No full textAbstract
Already in primary school in Sweden, English is one of several language subjects within a larger curriculum. Despite this, the curricular space for the English subject to leverage and contribute to plurilingual competence has hitherto received little attention. This study centres on the construction of the primary English subject in the 2011 (revised 2018) curriculum, also in relation to other language syllabi, using the concept of ‘voice as perspective on topic’ (Linell, 2009) to analyse ideologies that are salient, backgrounded, and absent in the English syllabus and those transcending language syllabi boundaries. Findings show that different voices are salient in the English subject in years 1–3 and 4–6, constructing an oral-based and fun subject contra an increasingly academic and communicatively-focused subject respectively. Monoglossic ideologies in English language teaching are challenged insofar as English is not positioned as a language belonging to specific nations or speakers. However, there exists no explicit space for plurilingual competence in assessment, where instead pupils’ monolingual performances are assessed. In addition, unlike other language syllabi, the English syllabus contains no explicit mention of multilingual awareness-raising of languages in the learners’ repertoire, thereby limiting explicit space for plurilingualism. Nevertheless, across the language syllabi, a functional view of language is salient, where communicative strategies, language form for functionally justified ends, and text genres form part of the core content of the education. This creates implicit spaces for teaching and learning in the English subject to leverage and contribute to developing underlying functional linguistic proficiency (see Cummins, 2000, 2007).Engelska förekommer tidigt som ett av flera språkämnen i den svenska läroplanen, redan innan högstadiet. Trots detta har engelskämnets utrymme i läroplanen och dess roll för flerspråkig kompetens och flerspråkiga praktiker hittills fått lite uppmärksamhet. Denna studie fokuserar på konstruktionen av engelskämnet i kursplanen (läroplanen för grundskolan reviderad 2018) även i relation till övriga språkämnen, genom att tillämpa begreppet röst som perspektiv (Linell, 2009) som analysverktyg, i synnerhet vilka röster i den engelska kursplanen som är framträdande, i bakgrunden eller frånvarande, samt vilka som överskrider språkämnenas gränser. Resultaten visar att olika röster framträder i kursplanen för engelska på lågstadiet visavi mellanstadiet, då ett muntligt inriktat och ’roligt’ respektive alltmer kommunikativt inriktat och akademiskt ämne konstrueras. Monoglossiska ideologier utmanas i den mån engelska positioneras som ett språk som inte tillhör bestämda nationer eller talare. Det finns dock inget explicit utrymme för flerspråkig kompetens i kunskapskraven, där istället elevernas prestationer i ett ’enspråkigt modus’ ska bedömas. I kursplanen för engelska, till skillnad från kursplanerna för svenska som andraspråk och modersmål, finns dessutom inget explicit omnämnande av flerspråkig medvetenhet avseende elevernas hela språkliga repertoar, vilket begränsar utrymmet för flerspråkighet. I alla kursplanerna är dock en funktionell syn på språk framträdande, där kommunikativa strategier, språkets form för funktionella ändamål och textgenrer konstruerar en del av det centrala innehållet. Detta skapar implicit utrymme för undervisningen i engelskämnet att använda och bidra till utveckling av (fler)språklig funktionell kompetens (Cummins, 2000, 2007)
Læreres erfaringer med å fremme tilhørighet og engasjement i flerkulturelle klasser i videregående skole
No full textFormålet med studien var å undersøke hvilke erfaringer lærere hadde med å fremme tilhørighet og engasjement i flerkulturelle klasser i videregående skole. Lærerne som deltok i denne studien, var fra to videregående skoler og hadde lang erfaring fra flerkulturelle klasser. De deltok i fokusgruppeintervju for å diskutere sine erfaringer. Tema som ble tatt opp i intervjuene var relasjoner i klassen, akademisk og sosial læring, diskriminering og mobbing, akademiske ressurser og forventninger, tilpasning og støtte i læringsaktiviteter. Intervjudata ble transkribert, analysert og diskutert ved bruk av tematisk analyse. Funnene viste at lærerne mente at 1) lærer-elev relasjoner, 2) aksept for mangfold og elev-elev relasjoner, og 3) deltakelse i læringsaktiviteter var viktige aspekt for elevenes opplevelse av tilhørighet og engasjement. Funnene indikerer videre at det er vanskelig å etablere kryss-kulturelle vennskap. For å løse dette trenger lærere strategier for å utvikle kryss-kulturelle vennskap mellom elever. Videre implikasjoner av funnene tilsier at lærere har behov for å vite hvordan og når de skal intervenere i situasjoner hvor det oppstår ekskludering eller segregering. For å forebygge ekskludering og segregering er det nødvendig med mer kunnskap om hvordan fremme tilhørighet og engasjement blant elever i flerkulturelle klasser.The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse classes. They participated in focus group interviews to discuss their experiences. The interview topics were relationships in class, academic and social learning, discrimination and victimisation, academic resources and expectations, adaptation and support in learning activities. The interview data were transcribed, analysed and discussed using thematic analysis. The findings showed that the interviewed teachers considered 1) teacher-student relationships, 2) acceptance of diversity and student-student relationships, and 3) participation in learning activities to be important aspects of students’ belonging and engagement. Moreover, the findings indicated challenges in creating stable relationships to promote cross-cultural friendships. Based on these findings, teachers need more strategies to develop cross-cultural friendships. Furthermore, teachers need to know how and when to intervene in situations of exclusion or segregation. For the prevention of exclusion and segregation, it is important to further develop knowledge of how to promote belonging and engagement among culturally diverse student groups
Fordypning, frihet og fravær av stress Erfaringer med estetiske uttrykksformer i teoretiske fag på ungdomstrinnet
No full textA general principle in the Norwegian curriculum is that students are to learn and develop through aesthetic expressions, such as role playing, drawing or music, in all subjects. However, aesthetic elements; both aesthetic subjects and aesthetic expressions in other subjects, seem marginalized in today´s outcome-based education policy, and the number of teachers with aesthetic competence is gradually being reduced. Based on this, the research question of this study is: How may aesthetic expressions be beneficial when teaching academic subjects in lower secondary school?
In this investigation, teachers´ and students´ experiences are highlighted through three strategically selected cases in the subjects Social Science, Mathematics and Norwegian respectively. The data material consists of observation notes, films, and qualitative interviews with three teachers and 28 pupils. By using an inductive thematic analysis, low stress experience stress was identified as an overarching theme, constituted by two sub-themes that were identified as transcendence and self-determination, which each add different qualities to the overarching theme.
The results align with existing research on aesthetic elements in education and contribute to nuanced understandings within the field by showing how aesthetic activity may relate to low stress experiences in academic subjects, something that could have an impact on the pupils´ holistic development in a result-oriented school.Et gjennomgående prinsipp i de norske læreplanene for grunnskolen er at elevene skal lære og utvikle seg gjennom estetiske uttrykksformer, som for eksempel rollespill, tegning og bevegelse, i alle fag. Imidlertid synes både estetiske fag og estetisk opplevelse og utfoldelse i andre fag å være marginalisert i dagens utbytteorienterte utdanningspolitikk, og mange lærerstudenter velger bort estetiske fag fra sin utdanning. Mot dette bakteppet er forskningsspørsmålet for denne undersøkelsen: Hvordan kan estetiske uttrykksformer være fruktbare for undervisningen i teoretiske fag på ungdomstrinnet?
I denne undersøkelsen er læreres og elevers erfaringer og opplevelser belyst gjennom tre strategisk utvalgte caser i henholdsvis fagene samfunnsfag, matematikk og norsk. Datamaterialet består av observasjonsnotater, filmer og kvalitative intervju med tre lærere og 28 elever. Ved induktiv tematisk analyse av hele datamaterialet ble fravær av stress identifisert som et overordnet tema. Det overordnede temaet er konstituert av to undertema; overskridelse og selvbestemmelse, som hvert på sin måte bidrar til å nyansere det overordnede temaet.
Resultatene er i tråd med tidligere forskning på estetiske uttrykksformer i utdanning, og synliggjør hvordan estetisk opplevelse og utfoldelse kan relateres til fravær av stress i teoretiske fag på ungdomstrinnet, noe som kan ha betydning for elevenes helhetlige utvikling og danning i en resultatorientert skole
Motivasjon for separate numerus- og definittprojeksjonar i norsk DP-struktur
No full textI denne artikkelen vil eg legge fram og diskutere to ulike typar empiriske argument for å rekne med at DEF og NUM eksisterer som separate funksjonelle kjernar/projeksjonar i strukturen til DP i norsk. Det første argumentet har å gjere med språkblanding mellom norsk og engelsk, nærmare bestemt data der ein engelsk substantivstamme saman med det engelske pluralsuffikset -s blir blanda inn i norsk. Det andre argumentet har å gjere med interaksjonen mellom pre- og postnominale possessivar og bøyingsmorfologien knytt til substantivet i DPen. Analysane i begge tilfella viser klar evidens for at DEF og NUM må reknast som separate kjernar/projeksjonar. Artikkelen inneheld eksplisitte treanalysar av dei ulike fenomena som blir diskuterte