Geochemistry of the stratiform iron Dunderlandsdalen deposits, Nordland

The Dunderlandsdalen iron district, Northern Norway, hosts a world-class stratiform Fe-mineralization (total tonnage of ~500 Mt at 33% Fe). The iron ore units belong to the Dunderland Formation in the Ramnålia Nappe, which further belongs to the Rødingsfjellet Nappe of the Caledonian Uppermost Allochthon. Hematite and magnetite represent the principal ore minerals and are hosted by amphibolite grade dolomitic and calcitic marble units intercalated with various types of calcareous schists. Although having been described as a world-class iron deposit, it has not been a subject of detailed geochemical studies. In order to determine the controlling mechanisms of hematite and magnetite formation, the present study mainly focuses on investigating the geochemical characteristics of the mineralization and host rocks within a structural framework. In addition, the fluid inclusion study gives insight into the post-ore P-T-X evolution of the studied area. Deformation processes, recrystallization of ore and gangue minerals as well as remobilization of metals during the Caledonian Orogeny affected the ore textures and mineral chemistry of the mineralization. Strain variations in ore bodies and host rocks, which are evident in both macro- and micro-scale, have given rise to different generations of Fe-oxides characterized by significantly different morphologies. The major element characteristics and REE patterns of mineralized samples indicate that the primary mineralizing events involved mixing of a low-temperature hydrothermal source of iron with a detrital component in a rift-related environment. �13C and �18O values of gangue carbonates support a deposition under the influence of hydrothermal fluids. Geochemical data, along with the age interval of host rock marble (800 to 730 Ma, Melezhik et al., 2015) have led the author to suggest that the Fe-mineralization of the Dunderland Formation accumulated in glacially and hydrothermally influenced passive margin rift-basins or back-arc basins. Fluid inclusion studies of recrystallized quartz witness a complex post-ore tectonic evolution during the Caledonian Orogeny

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Et liv som antropolog: Berit Madsen: Blikke indefra og udefra

Jeg havde end ikke begrebet, hvad antropologiens potentialer var, førend Berit Madsen gæsteforelæste på bacheloruddannelsen i antropologi på Aarhus Universitet. Hun fortalte om sit arbejde med etnografiske film, om kamera og relationer; om udsatte mennesker og om at være “fluen i suppen”. Det gav mening, syntes jeg, men rejste også mange nye spørgsmål til, hvordan vi kan arbejde med mennesker og repræsentation. Derfor spurgte jeg håbefuldt Berit Madsen– 15 år senere en sen aften under en coronanedlukning – om hun ville dele sit blik på, hvad der sker med antropologien og antropologiske film i verden af i dag

Generalized Multi-Output Gaussian Process Censored Regression

When modelling censored observations, a typical approach in current regression methods is to use a censored-Gaussian (i.e. Tobit) model to describe the conditional output distribution. In this paper, as in the case of missing data, we argue that exploiting correlations between multiple outputs can enable models to better address the bias introduced by censored data. To do so, we introduce a heteroscedastic multi-output Gaussian process model which combines the non-parametric flexibility of GPs with the ability to leverage information from correlated outputs under input-dependent noise conditions. To address the resulting inference intractability, we further devise a variational bound to the marginal log-likelihood suitable for stochastic optimization. We empirically evaluate our model against other generative models for censored data on both synthetic and real world tasks and further show how it can be generalized to deal with arbitrary likelihood functions. Results show how the added flexibility allows our model to better estimate the underlying non-censored (i.e. true) process under potentially complex censoring dynamics.Comment: 7 pages, 3 figures, 3 table

La place de la grammaire dans l'enseignement de français comme langue étrangère

Studien har gjennom gruppeintervjuer undersøkt hvilke holdninger og tanker to ulike grupper har om grammatikkens rolle og utfordringer i franskundervisningen. Intervjuene er først satt i en vid ramme som omhandler spørsmål om hvilke rolle grammatikken har i forhold til andre elementer som vokabular og uttaletrening, og deretter i en snevrere ramme som tar opp spørsmål om verbtidene presens og fortid på fransk. Deltagerne av studien består av til sammen seks lektorstudenter, hvor første gruppe går i 1. eller 2. år på lektorprogrammet, og siste gruppe går 5. år på lektorprogrammet, alle med fransk som enten hovedfag eller andrefag. Målet med prosjektet er todelt: Først undersøker studien deler ved det franske tempussystemet som kan være vanskelig for norske innlærere av fransk, deretter undersøker den hvilke tanker og holdninger framtidige lærere har rundt undervisning av grammatikk, eventuelle problemer rundt tema, og om det finnes mulige løsninger på problemet.Based on group interviews, this study has researched the attitudes and feelings towards the role of grammar and the challanges that may arrise in the teaching of french as a foreign language. The interviews are based on wider questions, such as the role of grammar in comparison to other elements, but also more narrow questions, such as the spesific challanges present when teaching the french tenses of past and present. The participants of the study are six students that are in the enrolment of becoming french teachers, three of which are in their 1st or 2nd year of study, and three of which are in their 5th and last year of study. The goal of the study are the following: Firstly, it examines parts of the french tense system which may be challenging for norwegian students (in lower and upper secondery level), and secondly it examines the attitudes and feelings that future french teachers have towards teaching grammar, as well as problems that may arrise and possible solutions to these problems

La taille du vocabulaire français chez des élèves au niveau lycéen en Norvège

Dans ce mémoire, nous examinons la taille du vocabulaire en français chez les élèves du secondaire en Norvège. Nous utilisons le test X-lex (Meara et Milton, 2003), un test de oui/non avec 100 mots français et 20 mots inventés. Les mots inventés sont des mots qui ressemblent à des mots français orthographiquement ou phonétiquement, et les 100 vrais mots sont sélectionnés parmi une liste des 5000 mots les plus fréquents dans la langue française. Les 80 participants, âgés 15 à 18 ans, et issus des 4 niveaux de classe du lycée norvégien, ont rempli trois versions du test. Les niveaux varient de débutant (moins de 6 mois de français) à intermédiaire (4,5 ans de français). 30 participants sont omis du résultat. Les scores moyens à chaque niveau ont été calculés, et comparés les uns aux autres. Les scores moyens obtenus sont 745 (apprenants de 1ère année), 853 (apprenants de 2ème année), 773 (apprenants de 3ème année) et 1325 (apprenants de 4ème année). Une analyse ANOVA a également été menée pour examiner les différences statistiques entre les groupes. Il y a une grande variance parmi les scores des participants des trois premiers groupes, et des petites tailles d’échantillons, et conséquemment, il n’y a pas une différence statistique entre ces groupes. Le dernier groupe a obtenu un score significativement plus élevé, et il y avait des différences significatives entre ce groupe et les autres. Nous comparerons nos résultats avec des études antérieures similaires utilisant le même test X-Lex, une étude suédoise (Lindqvist, 2017), deux études britanniques (Milton, 2008; David, 2008) et une étude norvégienne (Kjellmark, 2021). Nos scores sont généralement plus élevés que les scores des autres études aux niveaux débutants, mais nous n'observons pas la même croissance régulière.In this thesis, we examine the vocabulary size in French among upper secondary school students in Norway. We use the X-lex test (Meara and Milton, 2003), a yes/no test with 100 French words and 20 invented words. The invented words are words that resemble French words phonetically or orthographically, and the 100 real words are selected from a list of the 5000 most frequent words in the French language. The 80 participants, aged 15 to 18, and from 4 grade levels in Norwegian upper secondary, completed three versions of the test. Levels vary from beginner (less than 6 months of French) to intermediate (4.5 years of French). 30 participants were omitted from the result. The average scores at each level were calculated, and compared to each other. The average scores obtained are 745 (1st year learners), 853 (2nd year learners), 773 (3rd year learners) and 1325 (4th year learners). An ANOVA analysis was also conducted to examine statistical differences between the groups. There is a large variance among the scores of participants in the first three groups, and small sample sizes, and therefore there is no statistical difference between these groups. The latter group scored significantly higher, and there were significant differences between this group and the others. We compared our results with similar previous studies using the same X-Lex test, a Swedish study (Lindqvist, 2017), two British studies (Milton, 2008; David, 2008) and a Norwegian study (Kjellmark, 2021). Our scores are generally higher than scores from other studies at the entry-level levels, but we don't see the same growth from year to year