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Sökning: swepub > Konferensbidrag > Göteborgs universitet

  • Resultat 21-30 av 21906
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21.
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22.
  • Volodina, Elena, 1973, et al. (författare)
  • A Friend in Need? Research agenda for electronic Second Language infrastructure.
  • 2016
  • Ingår i: Proceedings of the Swedish Language Technology Conference. - Umeå : Umeå Universitet.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • In this article, we describe the research and societal needs as well as ongoing efforts to shape Swedish as a Second Language (L2) infrastructure. Our aim is to develop an electronic research infrastructure that would stimulate empiric research into learners’ language development by preparing data and developing language technology methods and algorithms that can successfully deal with deviations in the learner language.
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24.
  • Löfhede, Johan, et al. (författare)
  • Comparing a Supervised and an Unsupervised Classification Method for Burst Detection in Neonatal EEG
  • 2008
  • Ingår i: Proceedings of Engineering in Medicine and Biology Society, EMBS 2008. 30th Annual International Conference of the IEEE, 20-24 August, 2008. - : IEEE. - 1557-170X. - 9781424418145 ; , s. 3836-3839
  • Konferensbidrag (refereegranskat)abstract
    • Hidden Markov Models (HMM) and Support Vector Machines (SVM) using unsupervised and supervised training, respectively, were compared with respect to their ability to correctly classify burst and suppression in neonatal EEG. Each classifier was fed five feature signals extracted from EEG signals from six full term infants who had suffered from perinatal asphyxia. Visual inspection of the EEG by an experienced electroencephalographer was used as the gold standard when training the SVM, and for evaluating the performance of both methods. The results are presented as receiver operating characteristic (ROC) curves and quantified by the area under the curve (AUC). Our study show that the SVM and the HMM exhibit similar performance, despite their fundamental differences.
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25.
  • Brandström, Per, 1959, et al. (författare)
  • The Swedish Reflux Trial in Children: I. Study Design and Study Population Characteristics
  • 2010
  • Ingår i: Journal of Urology. - : Ovid Technologies (Wolters Kluwer Health). - 0022-5347 .- 1527-3792. ; 184:1, s. 274-279
  • Konferensbidrag (refereegranskat)abstract
    • Purpose: We compared the rates of febrile urinary tract infection, kidney damage and reflux resolution in children with vesicoureteral reflux treated in 3 ways, including antibiotic prophylaxis, endoscopic therapy and surveillance with antibiotics only for symptomatic urinary tract infection. Materials and Methods: Children 1 to younger than 2 years with grade reflux were recruited into this prospective, open, randomized, controlled, multi-center study and followed for 2 years after randomization. The main study end points were recurrent febrile urinary tract infection, renal status on dimercaptosuccinic acid scintigraphy and reflux status. Outcomes were analyzed by the intent to treat principle. Results: During a 6-year period 128 girls and 75 boys entered the study. In 96% of cases reflux was detected after urinary tract infection. The randomization procedure was successful and resulted in 3 groups matched for relevant factors. Recruitment was slower than anticipated but after patients were entered adherence to the protocol was good. Of the children 93% were followed for the intended 2 years without a treatment arm change. All except 2 patients completed 2-year followup scintigraphy. Conclusions: Recruitment was difficult but a substantial number of children were entered and randomly assigned to 3 groups with similar basic characteristics. Good adherence to the protocol made it possible to address the central study questions.
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26.
  • Asadzadeh, Mohammad, 1952, et al. (författare)
  • A combined discontinuous Galerkin and finite volume scheme for multi-dimensional VPFP system
  • 2011
  • Ingår i: AIP Conference Proceedings. 27th International Symposium on Rarefied Gas Dynamics, RGD27; Pacific Grove, CA; United States; 10 July 2011 through 15 July 2011. - : AIP. - 0094-243X .- 1551-7616. - 9780735408890 ; 1333:Part 1, s. 57-62, s. 57-62
  • Konferensbidrag (refereegranskat)abstract
    • We construct a numerical scheme for the multi-dimensional Vlasov-Poisson-Fokker-Planck system based on a combined finite volume (FV) method for the Poisson equation in spatial domain and the streamline diffusion (SD) and discontinuous Galerkin (DG) finite element in time, phase-space variables for the Vlasov-Fokker-Planck equation.
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27.
  • Bartoszek, Krzysztof, 1984- (författare)
  • The Laplace Motion in Phylogenetic Comparative Methods
  • 2012
  • Ingår i: Proceedings of the Eightteenth National Conference on Applications of Mathematics in Biology and Medicine. - 9788373484344 ; , s. 25-30
  • Konferensbidrag (refereegranskat)abstract
    • The majority of current phylogenetic comparative methods assume that the stochastic evolutionary process is homogeneous over the phylogeny or offer relaxations of this in rather limited and usually parameter expensive ways. Here we make a preliminary investigation, by means of a numerical experiment, whether the Laplace motion process can offer an alternative approach.
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28.
  • Brown, Barry, et al. (författare)
  • Seeing Ethnographically: Teaching ethnography as part of CSCW
  • 2007
  • Ingår i: In L. J. Bannon, I. Wagner, C. Gutwin, R. H. R. Harper & K. Schmidt (Eds.), Proceedings of the 10th European Conference on Computer-Supported Cooperative Work. London: Springer. - London : Springer. ; , s. 411-430, s. 411-430
  • Konferensbidrag (refereegranskat)
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29.
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30.
  • Danielsson, Anna, 1978-, et al. (författare)
  • Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
  • 2014
  • Ingår i: BERA Annual Conference 2014.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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