University of Oslo (UiO): FRITT (E-Journals)
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Hvorfor er Berit farmasøyt mens Brigitte er pharmacienne? Om kjønnsspesifikke betegnelser for yrker og funksjoner i norsk og fransk
No full textFransk har vanligvis egne feminine former av ord for yrker og funksjoner (som pharmacienne 'kvinnelig apoteker'), mens dette er nokså marginalt i norsk. I denne artikkelen diskuterer vi denne forskjellen mellom språkene, og foreslår at den må forstås på bakgrunn av forskjeller mellom genussys-temene i de to språkene.In French, nouns denoting occupations and offices usually have different forms for males and females (e.g. pharmacien 'male pharmacist' - pharmacienne 'female pharmacist'). In Norwegian, this is a very marginal phenomenon. We discuss this difference between the two languages, and propose that it must be understood on the background of their systems of grammatical gender. The forms for males and females find a natural place in French, with its clear distinction between masculine and feminine gender. The situation is different in Norwegian, where this distinction is marginal or non-existing in central varieties
Forekomst av villet egenskade estimert ved data fra Norsk pasientregister
No full textPasientregistre er verdifulle kilder til å identifisere villet egenskade på befolkningsnivå, men vi mangler innsikt i hvordan vi best benytter denne komplekse datakilden. I denne studien har vi benyttet data fra Norsk pasientregister for å identifisere tilfeller og estimere forekomsten av medisinsk behandlet villet egenskade ved hjelp av kombinasjoner av diagnostiske koder. Dataene av alle akutt behandlingskontakter grunnet ytre årsaker ved somatiske sykehus 2008–2013 ble satt sammen og videre prosessert gjennom en flertrinns analytisk strategi. Gjennom en grundig undersøkelse av 13533 registrerte tilfellene av villet egenskade utarbeidet vi et system av diagnosekodekombinasjoner for å identifisere alle sannsynlige tilfeller av villet egenskade. Denne prosessen resulterte i totalt 38433 tilfeller (justerte tilfeller) – et tall som er 2,84 ganger høyere enn det registrerte antallet tilfeller av villet egenskade i studieperioden. Disse justerte tilfellene tilsvarer rundt 6400 tilfeller hos 5100 personer per år, hvilket svarer til en årlig kumulativ insidensrate på 121,0 per 100000 personer eldre enn 10 år. Studien viser at villet egenskade behandlet ved norske sykehus sannsynligvis er et vesentlig mer omfattende problem enn antatt og at data fra Norsk pasientregister er en viktig kilde for innhenting av kunnskap om karakteristikker av slike skader og om utviklingen av forekomst over tid.Patient registry is a valuable source for identification of deliberate self-harm (DSH) incidents on a population basis; however, little research has provided sufficient insights to inform best utilization of this complicated data source. In this study using data from the Norwegian Patient Register we delineated a diagnostic coding system to identify incidents of medically treated DSH and to estimate its incidence rate in the population. Data on all emergent contacts for somatic treatment due to external causes during 2008–2013 were retrieved and further processed following a multi-step analytic strategy. Through carefully analysis of 13 533 incidents with a recorded diagnosis of DSH, we devised a diagnostic coding system to identify all possible DSH incidents. This yielded a total of 38 433 incidents to be considered as likely incidents of DSH (adjusted incidents) – a number that is 2.84 times higher than that of the recorded DSH incidents during the study period. These adjusted incidents imply about 6400 DSH incidents from 5100 persons per year and correspond to a yearly cumulative incidence rate of 121.0 per 100000 population over10 years old. The study underscores that DSH being treated in Norwegian hospitals is a more prominent problem than thought and that Norwegian Patient Registry is an important source for knowledge on the characteristics of DSH incidents and the development of its incidence over time
Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk: Code as technical solution: A study on primary school students´ perception of fitness of purpose in their spontaneous programming language
No full textThis study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed
The Classical in Contemporary Art and Visual Culture – an Introduction
No full textThis special issue of CLARA titled ‘The Classical in Contemporary Art and Visual Culture’ focuses on the impact of Greco-Roman antiquity on present day art and culture. Over the last few decades, antique statues have been revived again and again, turning up in new guises in contemporary art from all over the globe. In addition to new works based on specific ancient statues, some artists create art that references the past in a more general way. Other artists question the divide between past and present raising the possibility of ‘multi-temporality’, a phenomenon that will be explored in connection with recent exhibitions. Another aspect of the interaction of antiquity and the contemporary world is the association between luxury brands and antique monuments, fashion brands taking on the role of patrons, paying large sums for the restoration of Roman landmarks. By studying various types of exchanges between the classical and the contemporary, the papers aim to throw light on why artists and designers continue to draw inspiration from ancient art; in short, why antiquity continues to fascinate
‘Contemporary Classicism’ Copy of a Copy: Appropriating Classical Statues as Conceptual Readymades
No full textConceptual readymades – a contemporary artist’s use of a classical work selected as a key point of reference taken out of time – have developed in recent years as part of contemporary art’s appropriation of Greco-Roman statuary. This investigation argues that a contemporary artist’s use of the classical does not represent ‘copies’ but cultural readymades. Contemporary digital and sculptural work foregrounding the classical sheds light on the parallel phenomenon whereby Roman re-interpretations of Greek sculpture may have been equivalent to contemporary classicism. Contemporary case studies featuring digital media, generative art, and sculpture are approached both from the perspective of what they can reveal about contemporary art’s use of the classical and what contemporary art’s use of classical sculpture can suggest about Roman reinterpretations as cultural readymades. Remade as part of contemporary art, classical sculpture is uniquely positioned as an accessible point of reference with which to comment on our own time by concurrently reframing the past
Prosessdrama som estetisk læreprosess: Ein strategi for utforskande iscenesetjing av sentrale verdiområde i Fagfornyinga
No full textI den overordna delen av Læreplanverket (heretter omtala Fagfornyinga) blir det poengtert at skulen skal la elevane utfalda skaparglede, engasjement og utforskartrong, og at dei skal få erfaring med å omsetja idear i handling. Samspel, kreativitet og skapande arbeid, og kommunikasjon med vekt på lytting og dialog, er difor viktige målområde i Fagfornyinga. Målsetjingane kan nåast gjennom eit breitt spekter av metodar og læringsaktivitetar, og variasjon i arbeidsmåtar blir sett på som ein nøkkel til læring.
I lys av teori om performativitet, didaktikk, estetikk og estetiske læreprosessar drøftar eg kva potensial den estetiske læreprosessen prosessdrama har som didaktisk verktøy for å belysa og arbeida med verdigrunnlaget i Fagfornyinga. Eg ser spesielt på det mangfaldet som ligg i prosessdrama som uttrykks- og undervisningsmetode, og korleis prosessdrama kan leggja til rette for å ta vare på målområda. Data frå eit prosessdrama om Antigone gjennomført med grunnskulelærarstudentar er brukt som eksempel. Undervisninga er døme på ei modellering der studentane på campus øver seg på ulike undervisningsstrategiar før dei skal ut i praksis.
Funna frå den abduktive analysen viser at dei seks diskursane eg har konseptualisert som sentrale i Fagfornyinga – kunnskapsutviklingsdiskursen, identitetsdanningsdiskursen, kreativ utøving-diskursen, kritisk tenking-diskursen, demokratisk medverknad-diskursen og performativ handling-diskursen – kvar på sin måte og ofte i samspel, kan arbeidast med og utviklast ved bruk av prosessdrama i klasserommet. Artikkelen avsluttar med eit framlegg til modell, inspirert av skrivehjulet, som løftar fram kva som kjenneteiknar estetiske læreprosessar når prosessdrama er læringsmediet, og korleis pedagogen ved bruk av undervisningsstrategien prosessdrama kan arbeida med diskursane og dermed med mykje av det sentrale verdigrunnlaget i Fagfornyinga.In the overarching part of the new Norwegian National Curriculum (hereafter referred to as Fagfornyinga), it is emphasized that the school should allow students to express creativity, commitment and exploration, and that students are to gain experience in translating ideas into action. Interaction, cooperation and creative work, and communication with an emphasis on listening and dialogue, are therefore important goals in Fagfornyinga. These can be achieved through a wide range of methods and learning activities, and varied teaching methods are seen as a key to learning.
Drawing on theories about performativity, didactics, aesthetics, and aesthetic learning processes, I discuss the potential of using process drama as a didactic tool for illuminating and working with the values of Fagfornyinga. I look at the diversity that lies in process drama as a method of expression and teaching, and how process drama can meet the targeted goals. Data from a process drama about Antigone conducted with preservice teacher students (PSTs) is used as an example. The teaching session is an example of modelling during which the PSTs on campus practice different teaching strategies before they start their teaching practice periods.
The findings from the abductive analysis show that the six discourses I have conceptualized as central to Fagfornyinga - the knowledge development discourse, the identity formation discourse, the creativity discourse, the critical thinking discourse, the democratic participation discourse, and the performative discourse, both separately and in interaction, can be worked on and developed using process drama in the classroom. The article concludes with a presentation to a model, inspired by the writing wheel, which highlights what characterizes aesthetic learning processes when process drama is the learning medium, and how the educator can use process drama to work with discourses, and thus support many of the inherent key values of Fagfornyinga
Preparing student teachers to teach in diverse classrooms: A comparative case study of two teacher education programmes
No full textAbstract
An increasing diversity in pupil populations poses new pedagogic and didactic demands on teacher educators and student teachers. Research on student teachers’ learning on campus indicates that teacher education programmes do not provide students with sufficient qualifications for teaching in diverse classrooms. Few studies look specifically into how campus programmes prepare student teachers for diverse classrooms. We provide insight into how student teachers are being prepared to teach in diverse classrooms by comparing two teacher education programmes in two European countries. Our research design is a comparative case study with a pattern-matching mode of analysis. We find that the two programmes have different approaches. One focuses on developing student teachers’ self-awareness by working with art and culture, the other focuses on effective methods for pupils’ learning. We claim that student teachers need to acquire competence both in Intercultural Education and in Differentiated Instruction, and that these two need to be merged in teacher education programmes. Training student teachers in self-awareness and intercultural sensitivity, as well as in developing strategies to differentiate their instruction, is of equal importance. Further research is necessary to find how student teachers can develop their professional agency for diversity on campus, and how this will reflect on their classroom practices.Et økende mangfold i elevpopulasjoner stiller nye pedagogiske og didaktiske krav til lærerutdannere og lærerstudenter. Forskning på lærerstudenters læring på campus indikerer at lærerutdanningene ikke gir studentene tilstrekkelige kvalifikasjoner for å undervise i et mangfoldig klasserom. Det er få studier som ser spesifikt på hvordan lærerutdanningen forbereder lærere til å undervise i et mangfoldig klasserom. Vi ønsker med denne studien å belyse hvordan lærerstudenter forberedes til å undervise i et mangfoldig klasserom ved å sammenligne to lærerutdanningsprogrammer i to europeiske land. Vi bruker komparativ case-studie som metode i denne studien. Våre funn viser at de to programmene har forskjellige tilnærminger. Det ene fokuserer på å utvikle lærerstudenters selvbevissthet ved å arbeide med kunst og kultur, det andre fokuserer på effektive metoder for å sikre elevenes læring. I studien hevder vi at interkulturell undervisning og tilpasset opplæring og differensiering er to sider av samme sak og at disse to feltene må slås sammen i lærerutdanningen. Vi argumenterer for at lærerstudentene må få oppgaver som både kan utvikle selvbevissthet og interkulturell sensitivitet, samt utvikle strategier for differensiering og tilpasset opplæring. Videre forskning er nødvendig for å finne ut hvordan lærerstudenter kan utvikle profesjonell handlingskompetanse for mangfold på campus, og videre hvordan dette reflekteres i praksis
Dual Parallel Reverse Attention Edge Network : DPRA-EdgeNet
No full textIn this paper, we propose Dual Parallel Reverse Attention Edge Network (DPRA-EdgeNet), an architecture that jointly learns to segment an object and its edge. Specifically, the model uses two cascaded partial decoders to form two initial estimates of the object segmentation map and its corresponding edge map. This is followed by a series of object decoders and edge decoders which work in conjunction with dual parallel reverse attention modules. The dual parallel reverse attention (DPRA) modules repeatedly prunes the features at multiple scales to put emphasis on the object segmentation and the edge segmentation respectively. Furthermore, we propose a novel decoder block that uses spatial and channel attention to combine features from the preceding decoder block and reverse attention (RA) modules for object and edge segmentation. We compare our model against popular segmentation models such as U-Net, SegNet and PraNet and demonstrate through a five fold cross validation experiment that our model improves the segmentation accuracy significantly on the Kvasir-SEG dataset and Kvasir-Instrument dataset.In this paper, we propose Dual Parallel Reverse Attention Edge Network (DPRA-EdgeNet), an architecture that jointly learns to segment an object and its edge. Specifically, the model uses two cascaded partial decoders to form two initial estimates of the object segmentation map and its corresponding edge map. This is followed by a series of object decoders and edge decoders which work in conjunction with dual parallel reverse attention modules. The dual parallel reverse attention (DPRA) modules repeatedly prunes the features at multiple scales to put emphasis on the object segmentation and the edge segmentation respectively. Furthermore, we propose a novel decoder block that uses spatial and channel attention to combine features from the preceding decoder block and reverse attention (RA) modules for object and edge segmentation. We compare our model against popular segmentation models such as U-Net, SegNet and PraNet and demonstrate through a five fold cross validation experiment that our model improves the segmentation accuracy significantly on the Kvasir-SEG dataset and Kvasir-Instrument dataset
Explainable U-Net model forMedical Image Segmentation
No full textIn this nutshell, we propose a simple, efficient, and explainable deep learning-based U-Net algorithm for the MedAI challenge, focusing on precise segmentation of polyp and instrument and transparency on algorithms. We develop a straightforward encoder-decoder-based algorithm for the task above. We make an effort to make a simple network as much as possible. Specially, we focus on input resolution and width of the model to find the best optimal settings for the network. We perform ablation studies to cover this aspect.In this nutshell, we propose a simple, efficient, and explainable deep learning-based U-Net algorithm for the MedAI challenge, focusing on precise segmentation of polyp and instrument and transparency on algorithms. We develop a straightforward encoder-decoder-based algorithm for the task above. We make an effort to make a simple network as much as possible. Specially, we focus on input resolution and width of the model to find the best optimal settings for the network. We perform ablation studies to cover this aspect