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Sökning: "Old school"

  • Resultat 1-10 av 32
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  • de Lhoneux, Miryam, 1990-, et al. (författare)
  • Old School vs. New School : Comparing Transition-Based Parsers with and without Neural Network Enhancement
  • 2017
  • Ingår i: Proceedings of the 15th Treebanks and Linguistic Theories Workshop (TLT). ; s. 99-110
  • Konferensbidrag (refereegranskat)abstract
    • In this paper, we attempt a comparison between "new school" transition-based parsers that use neural networks and their classical "old school" coun-terpart. We carry out experiments on treebanks from the Universal Depen-dencies project. To facilitate the comparison and analysis of results, we onlywork on a subset of those treebanks. However, we carefully select this sub-set in the hope to have results that are representative for the whole set oftreebanks. We select two parsers that are hopefully representative of the twoschools; MaltParser and UDPipe and we look at the impact of training sizeon the two models. We hypothesize that neural network enhanced modelshave a steeper learning curve with increased training size. We observe, how-ever, that, contrary to expectations, neural network enhanced models needonly a small amount of training data to outperform the classical models butthe learning curves of both models increase at a similar pace after that. Wecarry out an error analysis on the development sets parsed by the two sys-tems and observe that overall MaltParser suffers more than UDPipe fromlonger dependencies. We observe that MaltParser is only marginally betterthan UDPipe on a restricted set of short dependencies.
  • Brodén, Daniel, 1975- (författare)
  • Old-school modernism? On the cinema of Roy Andersson
  • 2017
  • Ingår i: Journal of Scandinavian Cinema. - 2042-7891. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Too little attention has been paid to the aesthetic and cultural contexts of the cinema of Roy Andersson. Arguing that his filmmaking is informed by a high-modernist sensibility, I wish to draw attention to how its style and themes are tied to a vital, ‘old school’ exploration of the essentials of the human condition.
  • Gunnarsson Mériaux, Benita, 1965-, et al. (författare)
  • Identification and follow-up of obesity in ten-year-old school children.
  • 2008
  • Ingår i: International journal of pediatric obesity : IJPO : an official journal of the International Association for the Study of Obesity. - 1747-7174. ; 3:2, s. 102-8
  • Tidskriftsartikel (refereegranskat)abstract
    • OBJECTIVE: Growth surveillance of children in school health services is a routine in Sweden. We describe the effect at follow-up of an overt identification of obesity in school children. METHODS: Follow-up data were collected in two populations of ten-year-old children with obesity. Children in the study group belonged to a cohort born in 1990. Here the presence of obesity had been identified at the routine growth screening, and intervention activities against obesity had been actively offered. Controls belonged to a cohort born in 1989. RESULTS: Of the 176 children with obesity, 91 were in the study group (41 girls) and 85 (44 girls) in the control group. No differences were found between the groups in age, gender or body mass index at baseline. At follow-up, after one to two years, children in the study group had a modest but significantly more pronounced decrease in the relative body mass index, compared with controls. The mean difference between the populations in body mass index standard deviation score (z-score) after adjustment for baseline body mass index and follow-up time was -0.14 (95% confidence interval: -0.25 to -0.02; P=0.027). Socioeconomic status, gender, follow-up time and group were independent predictors for change in body mass index z-score. CONCLUSIONS: To identify children with obesity in a routine school health survey may be a crucial initial step in the management of childhood obesity.
  • Bogale, Tesfahun Yonas, et al. (författare)
  • Prevalence and associated factors for stunting among 6-12 years old school age children from rural community of Humbo district, Southern Ethiopia
  • 2018
  • Ingår i: BMC Public Health. - 1471-2458 .- 1471-2458. ; 18
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Stunting is one of the most serious and challenging public health problems in Ethiopia, which constitute a significant obstacle to achieving better child health outcomes. This study aimed to assess the prevalence and factors associated with stunting among 6-12 years old children in Humbo district, Southern Ethiopia. Methods: This was a cross-sectional study conducted among 633 children 6-12 years old living in Humbo district, Southern Ethiopia, from March to April, 2015. A multistage cluster sampling technique was used to select participants from households in eight Villages in the study area. Height was measured using standard methods and height for age Z-score was computed to assess stunting. EPI info version 3.5.4 was used for data entry, whereas Anthroplus software and SPSS version 20.0 were used for computation of height for age Z-scores and statistical analyses respectively. Simple and multiple logistic regression analyses were used to examine factors associated with stunting in the study sample, using 95% confidence limits (statistical significance set at p < 0.050). Results: Prevalence of stunting was 57%, about, 3.5% were severely stunted, 27.3% moderately stunted and 26.4% mildly stunted, and the mean (SD) was -1.1 (+/- 1.2). About 7 (1.1%) boys and 15 (2.4%) girls were severely stunted. Age groups 10-12 years had significantly higher rate of stunting than others. Age (AOR = 1.7, 95% CI = 1.1-2.6), big family size (AOR = 4.6, 95% CI = 2.2-9.5) and field disposal of wastes (AOR = 2.7, 95% CI = 1.2-5.8) were factors significantly associated with stunting. Conclusion: This study exposed high rate of stunting among school age children. Stunting remains a noticeable attribute of rural school age children. Findings suggest the need to implement evidence-based school-aged rural children nutrition policy and strategies as well as need for intervention to improve domestic waste management system in the rural community.
  • Sjöberg, Jeanette, 1976-, et al. (författare)
  • Problem Solving and Collaboration when School Children Develop Game Designs
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities, encouraging engagement, productivity, and creativity as well as offering scaffolding opportunities. In recent years digital game-based learning (DGBL) activities also has been tried out in schools. In this paper, we examine how collaboration between school children is configured in problem solving activities whilst developing digital game designs. The study is based on a case of a creative workshop with school children (3rd graders, 9-10 years of age) where game design activities by means of a narrative approach in both analogue and digital form were applied. Game design activities with the participating children, creative materials and technologies and children’s actions as well as interactions are analysed by using interaction analysis and parts of content analysis. The research questions posed in the study are: (1) What are the patterns of collaborative interaction exhibited by 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (2) What features facilitate collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (3) What features challenge collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? The results of the study show that a sense of community emerged when the children worked on solving the problem of designing and producing a digital game. Hence, when designing for mutuality, the design should allow for the participants’ experience acknowledging an affective awareness of a shared purpose. 
  • Hall, Lynne, et al. (författare)
  • Map Reading with an Empathic Robot Tutor
  • 2016
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • In this video submission, we describe a scenario developed in the EMOTE project. The overall goal of the EMOTE project is to develop an empathic robot tutor for 11-13 year old school students in an educational setting. The pedagogical domain here is to assist students in learning and testing their map-reading skills typically learned as part of the geography curriculum in schools. We show this scenario with a NAO robot interacting with the students whilst performing map-reading tasks on a touch-screen device in this video.
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