University of Oslo (UiO): FRITT (E-Journals)
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Vilkår for muntlig deltakelse på mellomtrinnet
No full textI denne artikkelen søker vi å gi svar på følgende spørsmål: Hvilke muntlige dialogiske rom finnes i klasseromshverdagen på mellomtrinnet? Det gjøres ved å studere mulighetene elevene får til å bruke stemmen sin og språket sitt i læringsarbeidet. Studien er basert på observasjoner i fire klasser på mellomtrinnet på én skole. Hver av klassene har blitt observert i én uke. Fyldige feltnotater samt lydopptak i én av klassene utgjør datamaterialet. I analysen identifiseres først hvilke organiseringsformer som er nyttet i alle de observerte timene (helklasse, individuelt arbeid, par- og gruppearbeid). Videre identifiseres og undersøkes den muntlige interaksjonen i helklasseundervisningen, og da spesielt sekvenser med dialogisk potensial. Drøftingen indikerer at elevene på mellomtrinnet, selv i et fellesskap preget av relasjonell anerkjennelse, i liten grad inviteres inn i utforskende dialoger der de får bruke sitt språk og sine idéer i møte med faglige problemstillinger. Med henspill på de siste tiårs nasjonale satsinger rettet mot fornyelse av skolens praksis i retning av mer elevaktive arbeidsformer, er dette tankevekkende. Studiens bidrag er å tilby realistiske bilder fra klasseromshverdagen som utgangspunkt for å peke på vilkår for å skape dialogiske rom der elevene får bruke sitt språk og sine idéer i faglig utforsking.In this article we seek to answer the following question: Which oral dialogic spaces are to be found in the 5th to 7th grade classrooms? We do this by investigating the students’ opportunities to participate orally during classroom activites during one week of observation in four classes from grades 5 to 7 at one school. We made extensive field notes as well as sound recordings in one of the classes. In the analysis we first identify the different forms of organization of the observed lessons (whole class, seat work, pair and group work). We then identify and investigate the oral interaction in whole class, especially the sequences with dialogues and discussions. The analysis indicates that there is little explorative dialogue where the students can use their own language and ideas in encounters with subject-related issues. This is problematic, considering the national efforts of renewing school practices, with particular focus on increasing student participation and activities. The study provides a realistic picture of everyday school activities and points out necessary conditions for the creation of dialogic spaces where the students can use their language and ideas to explore disciplinary content.
Språkliga normer i förskollärarutbildning: Ett kritiskt perspektiv
No full textThe aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schoolsSyftet med denna studie är att utifrån ett kritiskt perspektiv bidra med kunskap om språkideologier inom lärarutbildningen i Sverige. För att möjliggöra en likvärdig skola menar vi att det är centralt att förskollärare och lärare utvecklar arbetssätt för att ge alla barn och elever oavsett språkliga erfarenheter möjlighet att utvecklas. Fokus riktas här mot språkideologier i svensk lärarutbildning genom att undersöka hur ideologiska rum och rum för implementering av språklig mångfald konstrueras och förhandlas inom förskollärarprogrammet. Det empiriska materialet har skapats under fyra år genom observationer, individuella intervjuer och fokusgruppsamtal med lärarutbildare och studenter när vi följde en grupp studenter som på grund av sin migrationsbakgrund valts ut och getts stöd för att delta i förskollärarprogrammet. Analysen visar på en rådande enspråkig norm för standardiserad svenska såväl i förskollärarutbildningen som för studenternas framtida arbete som förskollärare, och att en förutsättning för att bli en erkänd medlem i denna grupp var att följa denna norm. Ideologiska utrymmen för flerspråkighet skapades under utbildningen men möjligheter att implementera dessa var få. En spänning fanns mellan å ena sidan pluralism och mångfald och å andra sidan ett starkt krav på anpassning av språkanvändning för minoritetsstudenter till en enspråkig standardiserad norm. Som lärarutbildare inser vi värdet och kanske nödvändigheten av en gemensam språklig norm, och även att denna i hög grad behöver gälla skriven text. Samtidigt argumenterar vi för att öppna lärarutbildningen för en flerspråkig pedagogik som inkluderar och stärker både studenternas språkliga repertoarer och ger dem möjlighet att utveckla förhållningssätt och arbetssätt för att arbeta i verksamheter präglade av språklig mångfald
More Birds in the Hand -Medical Image Segmentation using a Multi-Model Ensemble Framework
No full textIn this paper, we introduce a multi-model ensemble framework for medical image segmentation. We first collect a set of state-of-the-art models in this field and further improve them through a series of architecture refinement moves and a set of specific training skills. We then integrate these fine-tuned models into a more powerful ensemble framework. Preliminary experiment results show that the proposed multi-model ensemble framework performs well under the given polyp and instrument datasets.In this paper, we introduce a multi-model ensemble framework for medical image segmentation. We first collect a set of state-of-the-art models in this field and further improve them through a series of architecture refinement moves and a set of specific training skills. We then integrate these fine-tuned models into a more powerful ensemble framework. Preliminary experiment results show that the proposed multi-model ensemble framework performs well under the given polyp and instrument datasets
Transfer Learning in Polyp and Endoscopic Tool Segmentation from Colonoscopy Images
No full textColorectal cancer is one of the deadliest and most widespread types of cancer in the world. Colonoscopy is the procedure used to detect and diagnose polyps from the colon, but today's detection rate shows a significant error rate that affects diagnosis and treatment. An automatic image segmentation algorithm may help doctors to improve the detection rate of pathological polyps in the colon. Furthermore, segmenting endoscopic tools in images taken during colonoscopy may contribute towards robotic assisted surgery. In this study, we trained and validated both pre-trained and not pre-trained segmentation models on two different data sets, containing images of polyps and endoscopic tools. Finally, we applied the models on two separate test sets and the best polyp model got a dice score 0.857 and the test instrument model got a dice score 0.948. Moreover, we found that pre-training of the models increased the performance in segmenting polyps and endoscopic tools.Colorectal cancer is one of the deadliest and most widespread types of cancer in the world. Colonoscopy is the procedure used to detect and diagnose polyps from the colon, but today's detection rate shows a significant error rate that affects diagnosis and treatment. An automatic image segmentation algorithm may help doctors to improve the detection rate of pathological polyps in the colon. Furthermore, segmenting endoscopic tools in images taken during colonoscopy may contribute towards robotic assisted surgery. In this study, we trained and validated both pre-trained and not pre-trained segmentation models on two different data sets, containing images of polyps and endoscopic tools. Finally, we applied the models on two separate test sets and the best polyp model got a dice score 0.857 and the test instrument model got a dice score 0.948. Moreover, we found that pre-training of the models increased the performance in segmenting polyps and endoscopic tools
Attention U-Net ensemble for interpretable polyp and instrument segmentation
No full textThe difficulty associated with screening and treating colorectal polyps alongside other gastrointestinal pathology presents an opportunity to incorporate computer-aided systems. This paper develops a deep learning pipeline that accurately segments colorectal polyps and various instruments used during endoscopic procedures. To improve transparency, we leverage the Attention U-Net architecture, enabling visualisation of the attention coefficients to identify salient regions. Moreover, we improve performance by incorporating transfer learning using a pre-trained encoder, together with test-time augmentation, softmax averaging, softmax thresholding and connected component labeling to further refine predictions.The difficulty associated with screening and treating colorectal polyps alongside other gastrointestinal pathology presents an opportunity to incorporate computer-aided systems. This paper develops a deep learning pipeline that accurately segments colorectal polyps and various instruments used during endoscopic procedures. To improve transparency, we leverage the Attention U-Net architecture, enabling visualisation of the attention coefficients to identify salient regions. Moreover, we improve performance by incorporating transfer learning using a pre-trained encoder, together with test-time augmentation, softmax averaging, softmax thresholding and connected component labeling to further refine predictions
English
No full textAmong the syntactic changes that can be observed in the transition from Old Norwegian to Modern Norwegian are the following word order changes: loss of OV order, object shift from a VP containing a verb (non-finite verb or any verb in a subordinate clause), preverbal preposition, and topicalization of a bare head. The fact that these changes all seemto occurat the same timeis not accidental. Old Norwegian was arguably a VO language, like Modern Norwegian, but unlike Modern Norwegian, OV order was also possible.It can be shown that it is possible to derive sentences with object shift with a verb in VP, sentences with preverbal prepositions, and with topicalized heads only from an OV structure. Therefore, when the OV order was no longer available, the other three structures could no longer be derived
V2, phases, et périphérie gauche : Remarques sur la topicalization en français et en norvégien
No full textDans les langues romanes et germaniques, le procédé de topicalisation consiste à déplacer en début de phrase un constituent pour lui conférér une interprétation précise, à savoir celle d’un topique/thème. Au-delà de cette caracteristique partagée, les deux groupes de langues se distinguent par deux aspects purement formels : les langues romanes ont recours à un élément de reprise sans autre changement dans l’ordre des mots, tandis que les langues germaniques V2, de façon inverse, emploient l’inversion sujet-verbe sans
élément de reprise. Dans cet article, je compare la topicalisation en français et norvégien standards. En m’appuiant sur la théorie des phases (Chomsky, 2000), je propose que le type de topicalisation (avec vs. sans reprise) et le mouvement du verbe (T0 vs. C0) sont étroitement liés. L’hypothèse présentée est que la périphérie gauche d’une langue V2 et celle d’une langue non V2 sont différentes, et que le facteur décisif est le statut phasal ou non de la tête Fin0
Norme et variation dans l’enseignement du français langue étrangère : questions de phonétique
No full textLa langue orale se caractérise par une multitude de pratiques. Elle ne dispose pas, comme le fait la langue écrite, d’une norme stable et objective ; la variété légitime repose sur des normes subjectives reflétant les usages de groupes socialement dominants. Dans le présent article nous nous interrogeons sur la place de la variation dans l’enseignement de la prononciation dans un contexte de français langue étrangère
Extraction strategies in Norwegian
No full textIn this paper I will show that it is possible to extract elements from an embedded root clause in a V2 language, provided that the deleted copy is spelled out in a high position. However, if the embedded clause does not have V0-to-C0 movement, no deleted copy can be spelled out. This difference falls out naturally from the assumption that embedded root clauses must be thematically complete and that in the case of movement chains, the foot of the chain cannot be spelled out. This paper is a detailed study of extraction strategies in Norwegian, based on a corpus of 1329 informants. Its novelty lies in combining the study of extraction strategies with the presence of resumptive elements in the embedded clause