2,373 research outputs found
Continual self-supervised learning in Earth observation with embedding regularization
No full textContinual Self-Supervised Learning (CSSL) is a promising approach for intelligent systems that address the challenge of learning in scenarios with limited data, mirroring real-world conditions. However, CSSL remains relatively unexplored, especially in the context of Earth Observation (EO). In this paper, we investigate the problem of CSSL in remote sensing (RS), focusing on leveraging satellite and aerial imagery to develop systems that can continuously adapt and learn with minimal human intervention in data preparation. Specifically, we tackle the task of semantic segmentation, which has diverse applications in RS. Building upon existing work in the domain, we propose a novel algorithm called Continual Barlow Twins with Embedding Regularizer (CBT-ER). To evaluate the effectiveness of our approach, we conduct experiments on three heterogeneous datasets (i.e. Potsdam, DFC2022, SEN12MS). To ensure robust experimentation, we vary the availability of data labels (10%, 100%) and compare our approach against different baselines, showing encouraging performance
Om att komma någonstans ifrån och sen hamna någon annanstans
Full text linkAvgangsarbeid av Ina Porselius, MA billedkunst. Essay "Om att komma någonstans ifrån och sen hamna någon annanstans" og fotografier av kunstverk i avgangsutstillingen Plural Plur. Fotograf: Istvan Vira
Supplemental_Figure_1A – Supplemental material for A Review of MicroRNA Biomarkers in Traumatic Brain Injury
No full textSupplemental material, Supplemental_Figure_1A for A Review of MicroRNA Biomarkers in Traumatic Brain Injury by Hamna Atif and Steven D Hicks in Journal of Experimental Neuroscience</p
Supplemental_Figure_1B – Supplemental material for A Review of MicroRNA Biomarkers in Traumatic Brain Injury
No full textSupplemental material, Supplemental_Figure_1B for A Review of MicroRNA Biomarkers in Traumatic Brain Injury by Hamna Atif and Steven D Hicks in Journal of Experimental Neuroscience</p
Supplemental_Figure_1C – Supplemental material for A Review of MicroRNA Biomarkers in Traumatic Brain Injury
No full textSupplemental material, Supplemental_Figure_1C for A Review of MicroRNA Biomarkers in Traumatic Brain Injury by Hamna Atif and Steven D Hicks in Journal of Experimental Neuroscience</p
Visual analytic technique for waste collection management dataset analysis / Hamna Syazwani Amizan
Full text linkWaste collection management dataset was collected hardly as it consumes lot of time and cost to finished collecting all the required parameter. However, the dataset is currently stored in Microsoft Excel which is in a static form and hardly to interpret. Aim of this project is to interpret the data visually by converting the static form of data into interactive form. This is for users to analyze the current data for future enhancement to seek the shortest route. By looking at the graphs, users can analyze and predict the pattern of the dataset and use the crossfiltering technique to filter a certain data that users want to see. This project uses visual analytic technique for pie and bar chart graphs using html and java. This project had been tested for its accuracy and functionality through experimentation with few sets of data. As a result, the graphs are functioning well. For the conclusion, the waste collection management dataset become more meaningful as users can interpret the relationship among the graphs
Trygga barnet - tidiga samordnade insatser för barn som kan hamna i kriminalitet [Elektronisk resurs]
No full text”Trygga barnet”, en samverkansmodell i Malmö stad, är en tidig samordnad insats som bygger på Skottlandsmodellen. Samverkansparter är Arbetsmarknads- och socialförvaltningen, Grundskoleförvaltningen och Förskoleförvaltningen i Malmö stad samt Barnhälsovården och BUP Första linjen i Region Skåne. Trygga barnet har i ett pilotprojekt fokuserat på barn 0–15 år med tidiga tecken på risk att hamna i social utsatthet och kriminalitet.Syftet med utvärderingen är att diskutera och analysera samverkansprocesser i pilotprojektet ”Trygga barnet”. Fokus är på hur samverkan fungerar i relation till barnets bästa, men utvärderingen ger också mer generell kunskap om samverkansprocesser.Utvärderingens empiriska analysmaterial har insamlats genom deltagande observation av 15 projektmöten samt kvalitativa samtalsintervjuer med sju medarbetare inom ”Trygga barnets” pilotverksamheter under år 2022–2023.Resultaten visar att framgångsfaktorerna för samverkan är administrativ ledning, kompetensutveckling och medskaparskap. Även interaktion på möten samt kunskap och förståelse för varandra i verksamheterna gynnar samverkan. Ett nytt arbetssätt, ”De fem frågorna”, upplevs mycket positivt. ”Trygga barnet” ses som en meningsfull modell av informanterna. Utmaningar för samverkan är följande: Barnen, som pilotprojektet riktar sig till, är inte delaktiga i någon högre grad i arbetet med pilotprojektet. Pojkar förefaller ha större möjligheter att fångas upp av ”Trygga barnet” än flickor. Pilotprojektets struktur upplevs som otydlig av pilotverksamheterna. Medskapandeprocessen förefaller skapa motsättningar mellan pilotverksamheterna och projektgruppen. Kulturskillnader och organisatoriska mellanrum utmanar samverkan mellan pilotverksamheterna."Trygga barnet", a collaborative model in the city of Malmö in Sweden, is an early coordinated effort based on the Scottish GIRFEC (Getting It Right For Every Child) model. Collaborative partners include the Labour Market and Social Services Administration, the Primary School Administration, and the Preschool Administration in the city of Malmö, as well as Child Health Care and BUP First Line in Region Skåne. In a pilot project, "Trygga barnet" has focused on children aged 0–15 with early signs of being at risk of social vulnerability and involvement in criminal activities.The purpose of the evaluation is to discuss and analyse collaboration processes in the pilot project "Trygga barnet". The focus is on how collaboration functions in relation to the best interests of the child, but the evaluation also provides more general knowledge about collaboration processes.The empirical analysis material of the evaluation has been collected through participation in 15 project meetings and qualitative interviews with seven employees within the pilot activities of "Trygga barnet" during the years 2022–2023.The results indicate that the success factors for collaboration are administrative leadership, competence development, and co-creation. Interaction at meetings, as well as knowledge and understanding of each other in the activities, promote collaboration. A new working method, "The Five Questions" is perceived very positively. "Trygga barnet" is seen as a meaningful model by the informants. Challenges for collaboration include the following: The children targeted by the pilot project are not significantly involved in the work of the pilot project. Boys seem to have greater opportunities to be engaged by "Trygga barnet" than girls. The structure of the pilot project is perceived as unclear by the pilot activities. The co-creation process appears to create contradictions between the pilot activities and the project group. Cultural differences and organisational gaps challenge collaboration between the pilot activities.</p
Chemical characteristics of basal ice near Hamna Icefall, East Antarctica
Full text linkP(論文)Debris-laden basal ice is exposed along an ice cliff (about 30m high) near Hamna Icefall, Soya Coast, East Antarctica. The basal ice about 6.8m thick can be divided into an upper part (5.5m) and a lower part (1.3m) based on stratigraphic features. Major dissolved ions of the basal ice are probably composed of eight species (Na^+, K^+, Mg^, Ca^, Cl, SO_4^2,NO_3 and HCO_3). Almost all Na^+, K^+, Mg^, Ca^, SO_4^2 and HCO_3 in the basal ice are considered to have originated from chemical erosion of rock minerals at the base of the ice sheet. According to a calculation of ion composition, the primary rock mineral dissolved in the basal ice is considered to be carbonate.departmental bulletin pape
PENERAPAN METODE STRUKTURAL ANALITIK SINTETIK (SAS) DALAM MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN PADA SISWA KELAS I A SDN MANNURUKI KECAMATAN TAMALATE KOTA MAKASSAR
Full text linkHAMNA, 2016. Penerapan Metode Struktural Analitik Sintetik (SAS) dalam Meningkatkan Keterampilan Membaca Permulaan pada Siswa Kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar. Skripsi ini dibimbing oleh Hj. Nurhaedah., S.Pd., M.Hum dan Farida Febriati., S.S., M.Si. Program Studi Pendidikan Guru Sekolah Dasar Fakultas Ilmu Pendidikan Universitas Negeri Makassar.
Permasalahan penelitian ini adalah rendahnya hasil membaca permulaan siswa kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar. Dalam penelitian ini, yang menjadi rumusan masalahnya adalah bagaimanakah penerapan metode Stuktural Analitik Sintetik (SAS) dapat meningkatkan keterampilan membaca permulaan pada siswa kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar?. Tujuan penelitian untuk meningkatkan keterampilan membaca permulaan melalui penerapan metode SAS pada siswa kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar. Pendekatan penelitian yang digunakan adalah kualitatif dengan jenis penelitian Penelitian Tindakan Kelas (PTK) yang meliputi perencanaan, pelaksanaan, pengamatan dan refleksi. Fokus penelitian yaitu proses dan hasil belajar. Adapun yang menjadi subjek penelitian yaitu siswa kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar tahun ajaran 2015/2016 dengan jumlah siswa 32 orang. Prosedur pengumpulan data yang digunakan adalah observasi, tes dan dokumentasi. Analisis data yang digunakan adalah analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa telah terjadi peningkatan dalam membaca permulaan siswa. Sesuai hasil pratindakan, aktivitas mengajar guru berada dalam kategori baik sedangkan aktivitas belajar siswa dengan kategori cukup. Siklus I pertemuan I, aktivitas mengajar guru berada pada kategori baik, sedangkan aktivitas belajar siswa berada pada kategori cukup. Siklus I pertemuan II, aktivitas mengajar guru berada pada kategori baik dan aktivitas belajar siswa berada pada kategori cukup. Sementara pada siklus II pertemuan I, aktivitas mengajar guru berada dalam kategori baik dan aktivitas belajar siswa juga dalam kategori baik. Siklus II pertemuan II, aktivitas mengajar guru dalam kategori baik dan aktivitas belajar siswa juga dengan kategori baik. Adapun peningkatan nilai rata- rata hasil membaca permulaan siswa, pada pratindakan berada dalam kategori cukup, siklus I dengan kategori baik dan pada siklus II juga dalam kategori baik dan peningkatannya jauh lebih baik dari sebelumnya (tuntas secara klasikal). Kesimpulan penelitian ini adalah dengan menerapkan metode Struktural Analitik Sintetik (SAS) dapat meningkatkan keterampilan membaca permulaan siswa kelas I A SDN Mannuruki Kecamatan Tamalate Kota Makassar
Hå och hamna : Ordhistoriska och ordgeografiska studier av paddlingens och roddens äldsta terminologi i Norden
No full textIn Old West Norse there is mention of an Arctic skin and osier boat, which was paddled with Old West Norse (húð)keipr, diminutive keipull, formed on Germanic *kaip- ’bend, unfold’ according to the construction method. In East Norse there was a corresponding wooden boat, e.g. Swedish själ-myndrick, formed on mynda verb ‘paddle’ (< Primitive Norse *mundian ‘aim at a certain goal, take aim’). In the provinces south of this verb’s area of distribution there occurs instead svepa verb ’paddle’ (< Primitive Germanic *swaipōn ‘swing’). The earliest instances of Nordic rowing navigation are found in Norway and Denmark. Instances of rowing in the Baltic area are found on some picture stones from about the 6th century. But oarlocks with a grommet were probably used already for the steering oar in the paddled boats of the Bronze Age. An early oarlock (with a grommet) is that made of a goose-necked piece of wood, Old Swedish hār, Old West Norse hár (< *hanhu-, *hanha- ‘branching, fork of a branch’) and Old West Norse keipr (< *kaip- ‘something with a crooked or bent (-back) shape’. The word hár exists as a first element in Old Swedish hā-band ‘oar-loop’, Old West Norse há-bora ‘oar-port’ etc. Old West Norse keipr ‘oarlock’ has no ancient compounds. East Nordic hamna (> Finnish hamina), Old Danish hafnæ (Old Frisian hevene) and West Nordic hamla (Faroese homla, Old English hamele, hamule) ‘oar-loop’ occurred early on the oarlock with a grommet; hamna may be a derivation of the stem in Primitive Norse *haƀan verb ‘hold (fast)’, alternatively *hafna- ‘clasp something’; hamla derives from a Germanic *hamilōn with the meaning ‘bridling band’. Centrally in the Nordic area hamna (Danish havne) and hamla ‘oar-loop’ were also used denominatively with the meaning ‘row pushing in a hamna/hamla (oar-loop)’. In addition there is the Swedish dialectal sväva (~ sveva, svävja) ‘row (back, break etc.) with pushing rowing’ and in the group of older verbs for rowing there is East Swedish hopa < Primitive Norse *hōƀian ‘fix one’s eyes upon a certain goal (in the distance)’. With word formations on Germanic *þulna- ‘wooden plug’ there arose from the Middle Ages and in the North Sea countries a new terminology for the oarlock: Norse tull, toll ‘oarlock with a thole pin’. Even younger concepts are tullgång ‘oarlock with two thole pins’, årklyka, årgaffel ‘oar crutch’. A distinctive trait of Old Swedish hār and hamna, Old West Norse hár and hamla and keipr and other common words for the oarlock is in these words the shift of meaning ‘oarlock of a specific kind’ > ‘almost any kind of oarlock’. Finally, the question arises whether or not the word svear of a tribe by Lake Mälaren could be tied to the paddling through a connection to the stem of the verbs svepa and sväva.Ingår även i serie: Studier till en svensk dialektgeografisk atlas, 8</p
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