University of Oslo (UiO): FRITT (E-Journals)
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No full textSuksess i redusert ventetid og målrettet behandling i psykisk helsevern kan gi utilsiktede vanskeligheter med behandling for pasientgrupper med store behov
«Sammen om skatten» : Hvordan kan kirkens trosopplæring bidra til trosopplæring i hjemmet?
No full textI dåpen gir foreldre, faddere og kirke sammen et felles løfte om å lære barnet å be, bruke Guds ord, og delta i nattverden, så det kan leve og vokse i den kristne tro. Hvordan får vi til dette i en aktiv hverdag? I denne artikkelen handler det om hvordan kirken kan være med på å styrke trosopplæringen hjemme for alle døpte barn, også de som sjelden finner tid til å komme på kirkens arrangement, med eksempler fra arbeidet i Stryn
Introduction
No full textThe articles in the present volume are the result of two workshops held at the Norwegian Institute in Rome that are both robustly disciplinary, but simultaneously raise issues beyond the disciplinary bounds of art history (into philosophy, history of ideas and history) and archaeology (into criminology, heritage studies and contemporary sociology and politics). The first was organised by DniR-researcher Mattia Biffis in October 2019, The Art of Truth: Providing Evidence in Early Modern Bologna. The second section is based on a digital workshop organised by DniR-researcher Samuel Hardy in collaboration with the Heritage Experience Initiative project at the University of Oslo in October 2020, Handling of Cultural Goods and Financing of Political Violence.
On cover:ANNIBALE CARRACCI (BOLOGNA 1560 - ROME 1609), An Allegory of Truth and Time c. 1584-1585. Oil on canvas | 130,0 x 169,6 cm. (support, canvas/panel/str external) | RCIN 404770Royal Collection Trust / © Her Majesty Queen Elizabeth II 2021
Meningsfremvisning, ikke meningsutveksling: Uttrykksprinsippet som debattideal
No full textOffentlig debatt forstås gjerne som deliberasjon; som avveiing av argumenter for og mot valg av fremtidig handling. Et deliberasjonsprinsipp innebærer dermed at samtalepartnerne begrunner sine synspunkter overfor hverandre gjennom argumentasjon. I denne artikkelen beskriver jeg et konkurrerende debattideal: uttrykksprinsippet. Ifølge dette kommunikasjonsidealet må offentlig debatt forstås som fremvisning, snarere enn utveksling, av meninger. Meningene som ytres i den offentlige debatten må her forstås som rent ekspressive: De oppstår i individets ukrenkelige indre og gir uttrykk for ens «sanne» selv. Derfor er argumentasjon verken påkrevd eller legitimt. I artikkelen skisserer jeg opp uttrykksprinsippet og diskuterer dets fremvekst og implikasjoner for den demokratiske samtalen. Dette gjør jeg ved å trekke på en studie av en særlig utskjelt debattarena, nemlig kommentarfeltdebatter i sosiale medier. Jeg argumenter for at sosiale medier er pådrivere for utbredelsen av uttrykksprinsippet, men at oppvurderingen av det subjektive uttrykket likevel må forstås som en konsekvens av mer vidtrekkende kulturelle tendenser i samfunnet.Abstract:
Public debate is commonly understood as deliberation; as the weighing of arguments for and against choices of future action. A principle of deliberation entails that interlocutors approach one another through argumentation in favour and against a given point of view. In this article, I outline a competing debate ideal: the principle of expression. According to this ideal, public debate must be understood not as an exchange, but rather a display of opinions. The views voiced in the public debate should be seen as purely expressive: They arise out of the individual’s inviolable interiority and are expressions of who one «truly» is. Therefore, argumentation is neither required nor legitimate. In the article, I outline the principle of expression, discuss its development and the implications it has for the democratic public debate. I do so, by drawing on a case study of a particularly scolded arena for public debate, namely the comment fields in social media. I argue that social media is a vehicle for the principle of expression. At the same time, I argue, that the celebration of the subjective expression must be understood as a consequence of more wide-ranging cultural tendencies in society
Concepciones docentes y déficits en la escritura entre el alumnado de educación primaria
No full textEn las últimas décadas numerosos estudios se han preocupado por las condiciones propicias de aprendizaje y enseñanza para que los niños se apropien de la escritura como una herramienta eficaz. Dejó de interesar la concepción docente de la escritura que privilegiaba estrategias gráfico-fónicas, que permitían un reconocimiento de la estructura formal del código. Sin embargo, la escritura primero se aprende y luego se perfecciona. Por eso, los inicios en el aprendizaje escritor condicionan los progresos posteriores. Un estudio con 201 escolares de educación primaria de 3º a 6º curso confirma la diversidad de errores que, al concluir la etapa primaria, comete el alumnado, lo que provoca déficits en el uso de la escritura como herramienta de creación. Los resultados obtenidos trazan un perfil de escritor en formación deficiente. Falla la mecánica de la escritura. Es necesario que el docente añada, al ya complejo proceso de enseñanza-aprendizaje del código escrito, una labor de refuerzo y corrección sistemática durante el resto de la etapa, pues de ello dependerá el interés futuro por la escritura del alumnado.Abstract: In recent decades numerous studies have been concerned about the favorable conditions of learning and teaching for children to appropriate writing as an effective tool. He ceased to be interested in the teaching conception of writing that privileged graphic-phonic strategies, which allowed a recognition of the formal structure of the code. However, writing is first learned and then perfected. Therefore, the beginnings in the writing learning condition the subsequent progress. A study with 201 primary school children from 3rd to 6th grade confirms the diversity of errors that, at the end of the primary stage, students commit, which causes deficits in the use of writing as a tool for creation. The results obtained trace a profile of writer in poor training. The mechanics of writing fail. It is necessary for the teacher to add, to the already complex process of teaching-learning the written code, a work of reinforcement and systematic correction during the rest of the stage, since the future interest in writing of the students will depend on it
Explainable Medical Image Segmentation via Generative Adversarial Networks and Layer-wise Relevance Propagation
No full textThis paper contributes in automating medical image segmentation by proposing generative adversarial network based models to segment both polyps and instruments in endoscopy images. A main contribution of this paper is providing explanations for the predictions using layer-wise relevance propagation approach, showing which pixels in the input image are more relevant to the predictions. The models achieved 0.46 and 0.70, on Jaccard index and 0.84 and 0.96 accuracy, on the polyp segmentation and the instrument segmentation, respectively.This paper contributes in automating medical image segmentation by proposing generative adversarial network based models to segment both polyps and instruments in endoscopy images. A main contribution of this paper is providing explanations for the predictions using layer-wise relevance propagation approach, showing which pixels in the input image are more relevant to the predictions. The models achieved 0.46 and 0.70, on Jaccard index and 0.84 and 0.96 accuracy, on the polyp segmentation and the instrument segmentation, respectively
Employing GRU to combine feature maps in DeeplabV3 for a better segmentation model
No full textIn this paper we aim to enhance the segmentation capabilities of DeeplabV3 by employing Gated Recurrent Neural Network (GRU). A 1-by-1 convolution in DeeplabV3 were replaced by GRU after the Atrous Spatial Pyramid Pooling (ASSP) layer to combine the input feature maps. The convolution and GRU have sharable parameters, though, the latter has gates that enable/disable the contribution of each input feature map. The experiments on unseen test sets demonstrate that employing GRU instead of convolution would produce better segmentation results. The used datasets are public datasets provided by MedAI competition.In this paper, we aim to enhance the segmentation capabilities of DeeplabV3 by employing Gated Recurrent Neural Network (GRU). A 1-by-1 convolution in DeeplabV3 was replaced by GRU after the Atrous Spatial Pyramid Pooling (ASSP) layer to combine the input feature maps. The convolution and GRU have sharable parameters, though, the latter has gates that enable/disable the contribution of each input feature map. The experiments on unseen test sets demonstrate that employing GRU instead of convolution would produce better segmentation results. The used datasets are public datasets provided by MedAI competition
ARCAVE-prosjektet: Antropogene huleavsetninger for rekonstruksjon av marine økosystemer
No full textARCAVE-prosjekte
Learning through modelling in science: Reflections by pre-service teachers
No full textThis study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activitiesare important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms