Comparison of Neural Network Error Measures for Simulation of Slender Marine Structures

Training of an artificial neural network (ANN) adjusts the internal weights of the network in order to minimize a predefined error measure. This error measure is given by an error function. Several different error functions are suggested in the literature. However, the far most common measure for regression is the mean square error. This paper looks into the possibility of improving the performance of neural networks by selecting or defining error functions that are tailor-made for a specific objective. A neural network trained to simulate tension forces in an anchor chain on a floating offshore platform is designed and tested. The purpose of setting up the network is to reduce calculation time in a fatigue life analysis. Therefore, the networks trained on different error functions are compared with respect to accuracy of rain flow counts of stress cycles over a number of time series simulations. It is shown that adjusting the error function to perform significantly better on a specific problem is possible. On the other hand. it is also shown that weighted error functions actually can impair the performance of an ANN

Optimization of neural networks for time-domain simulation of mooring lines

When using artificial neural networks in methods for dynamic analysis of slender structures, the computational effort associated with time-domain response simulation may be reduced drastically compared to classic solution strategies. This article demonstrates that the network structure of an artificial neural network, which has been trained to simulate forces in a mooring line of a floating offshore platform, can be optimized and reduced by different optimization procedures. The procedures both detect and prune the least salient network weights successively, and besides trimming the network, they also can be used to rank the importance of the various network inputs. The dynamic response of slender marine structures often depends on several external load components, and by applying the optimization procedures to a trained artificial neural network, it is possible to classify the external force components with respect to importance and subsequently determine which of them may be ignored in the analysis. The performance of the optimization procedures is illustrated by a numerical example, which shows that, in particular, the most simple procedures are able to remove more than half of the network weights in an artificial neural network without significant loss of simulation accuracy. </jats:p

Young film critics

This thesis explores whether teaching a group of 9th grade pupils basic film-related theory and vocabulary has any impact on their written reflections about films. The thesis question is “Does pupil reflection of visual narratives evolve with short-term teaching?”. To answer this question, I initiated a qualitative intervention in a classroom, where I conducted three lessons about various cinematic techniques and their effect on the film and the viewer. Before and after the intervention the pupils watched a different short film and wrote a review for it. These reviews were used as the data in a thematic analysis to detect any difference in reflection and vocabulary. The findings indicate that a few of the pupils who already reflected well had improved reflections when they could incorporate how the film’s devices affected them and the film. Other pupils who only wrote a summary for the first review now could incorporate their opinion and reflection into their reviews. For the average pupils, there was a slight increase in vocabulary use, but no found increase in reflection. Despite marginal findings, the study thematizes the importance of working with film and film-related perspectives in English teaching. Film is an increasingly important part of children's and young people's lives, and heightened attention to visual and cinematic means and devices should form a central part of what we consider modern literacy

Mouse models for preeclampsia: disruption of redox-regulated signaling

The concept that oxidative stress contributes to the development of human preeclampsia has never been tested in genetically-defined animal models. Homozygous deletion of catechol-Omethyl transferase (Comt-/-) in pregnant mice leads to human preeclampsia-like symptoms (high blood pressure, albuminurea and preterm birth) resulting from extensive vasculo-endothelial pathology, primarily at the utero-fetal interface where maternal cardiac output is dramatically increased during pregnancy. Comt converts estradiol to 2-methoxyestradiol 2 (2ME2) which counters angiogenesis by depleting hypoxia inducible factor-1 alpha (HIF-1 alpha) at late pregnancy. We propose that in wild type (Comt++) pregnant mice, 2ME2 destabilizes HIF-1 alpha by inhibiting mitochondrial superoxide dismutase (MnSOD). Thus, 2ME2 acts as a pro-oxidant, disrupting redox-regulated signaling which blocks angiogenesis in wild type (WT) animals in physiological pregnancy. Further, we suggest that a lack of this inhibition under normoxic conditions in mutant animals (Comt-/-) stabilises HIF-1 alpha by inactivating prolyl hydroxlases (PHD). We predict that a lack of inhibition of MnSOD, leading to persistent accumulation of HIF-1 alpha, would trigger inflammatory infiltration and endothelial damage in mutant animals. Critical tests of this hypothesis would be to recreate preeclampsia symptoms by inducing oxidative stress in WT animals or to ameliorate by treating mutant mice with Mn-SOD-catalase mimetics or activators of PHD

Future knowledge through orality

Bacheloroppgave, grunnskolelærerutdanning, 2018.Norsk: Ludvigsenutvalget kom i 2015 med en rapport om tanker for hva som vil bli viktige fokuspunkter for fremtidens skole. De fremholdt dybdelæring som en sentral ferdighet for å mestre utfordringer fremtidig skole og arbeidsliv vil by på. Utvalget poengterte viktigheten av de grunnleggende ferdighetene som støtte i denne læringsprosessen. Jeg har i denne oppgaven valgt å se på muntlig grunnleggende ferdigheter opp imot dybdelæring. Min problemstilling er; «Hvordan kan muntlige grunnleggende ferdigheter være med på å bidra til dybdelæring?». Gjennom kvalitative intervju av fire lærere har jeg belyst denne problemstillingen, og knyttet informasjonen opp imot teorier rundt nettopp dybdelæring, muntlige ferdigheter og språk og læring. Funnene viser at lærerne har et nyansert bilde på hva muntlige ferdighetene er. De knyttes tett opp mot det å klare å lære i dybden, og anerkjenner denne formen for læring. Samtidig reflekterer informantene over at de opplever lite fokus på muntlig grunnleggende ferdighetene i skolen, på tross av at de opplever det som svært sentralt i sammenheng med dybdelæring.English: In 2015 the Ludvigsen committee presented a report about thoughts on what will be important focus areas for future education. They maintained deep learning as a key skill to master the challenges that future school and working life will expect. They emphasized the importance of basic skills in this learning process. In this assignment, I have chosen to take a closer look on basic oral skills in relation to in depth learning. The main approach was; "How can basic oral skills contribute to depth learning?” I have highlighted this issue through qualitative interviews of four teachers. I have linked the information to theories about depth learning, oral skills, language and learning. The findings show that teachers have a diverse image of what oral skills are. They connect oral skills up being able to learn in depth, and they acknowledge this form of learning. At the same time, they observe that there is little focus on oral skills in school, despite experiencing them as very central in the connection to in depth learning

Musikkterapi innenfor en familieterapeutisk ramme

Jeg vil med følgende fortellinger vise noen eksempler fra min praksis som musikkterapeut innenfor familieterapien. Jeg jobber på en familieenhet, der vi får henvist familier med ulike typer samspillproblemer. Disse problemene kan være såpass omfattende at det er behov for at det jobbes med alle ledd, det vil si med hele familien. Den dominerende behandlingsideologien handler om ”å få tak i barnets opplevelse av seg selv i familien, samt hjelpe foreldrene til å bli gode utviklingsstøtter for sine barn”. Jeg vil kort si noe om arbeidsrammene, samt musikkterapiens plass innenfor dette, for så å komme tilbake til eksempler som viser hvordan musikkterapi kan benyttes som en del av denne familieterapien

Ungdommers opplevelser etter intensiv familieterapi : med fokus på endring av samhandlingsmønstre i familien og ungdommens eget strev

Master i familiebehandlingDette er en kvalitativ undersøkelse, hvor jeg har intervjuet 5 jenter i alderen 15 eller 16 år. Deltagerne i undersøkelsen har alle gjennomgått et fireukers intensivt familieterapeutisk behandlingsopphold på BUPA (barne- og ungdomspsykiatrisk avdeling), og er intervjuet i slutten av oppholdet eller kort tid i etterkant av dette. Målet med undersøkelsen har vært å undersøke om ungdommene merker forskjeller på måten familien er sammen på etter oppholdet, hvordan disse endringene kommer til syne og om ungdommene opplever forskjellene som positive eller negative. Fire av jentene i undersøkelsen har spiseforstyrrelse, og den ene jenta har i tillegg en angstdiagnose. Den siste jenta har et strev i forhold til selvskading. Jeg har videre undersøkt jentenes opplevelse av eget strev, og hatt fokus på forskjell i forhold til dette før og etter behandlingsoppholdet. På bakgrunn av dette har problemstillingen på oppgaven vært formulert som følgende: Hvordan beskriver ungdommene forskjeller i familiens samhandlingsmønstre og i forhold til eget strev, etter et intensivt familieterapeutisk behandlingsopplegg? I etterkant av oppholdet gir alle deltagerne uttrykk for endring i familiens samhandlings-mønstre. Endringene beskrives som positive, og sees i sammenheng med at jentene også opplever seg bedre forstått av den forelderen/ de foreldrene som endringene knyttes opp mot. Jenta med angst forteller at denne er redusert etter oppholdet, og jenta som har drevet med selvskading gir også uttrykk for å ha fått hjelp i forhold til denne problematikken. Alle jentene med spiseforstyrrelse gikk opp i vekt i løpet av oppholdet, men bare en virket å få en mer hensiktsmessig måte å tenke på i forhold til mat og kropp. Dette vil bli tematisert og problematisert i undersøkelsen.This is a qualitative study, where I interviewed five girls, age 15 or 16 years old. The participants in the study have all undergone a four-week intensive family therapeutic treatment stay at BUPA (child- and youth psychiatric unit) and they are interviewed at the end of the stay or shortly after the stay. The aim of this study was to investigate whether youngsters notice differences in their family interaction pattern after therapy, how these changes appears, and if the youngsters describes these changes as positive or negative. Four of the girls in the study had eating disorder, and one of the girls also had an anxiety diagnosis. The last girl had a struggle in relation to self-harm. I have also examined the girls experience of their own struggles, and focused on the difference in these before and after the stay. On this basis, the issue of the task has been formulated as follows: How do youth describe differences in their family interaction patterns, and in relation to their own struggles, after an intensive family therapeutic treatment program? After the stay, all of the participants expressed changes in their family interaction patterns. The changes are described as positive. The girls also describes that they feel that one or both of their parents understand them better. The changes in the family interaction pattern are viewed in the context of the differences in the parents understanding. Furthermore tells the girl with anxiety that this is reduced during the stay, and the girl who has been doing self-harm also expresses help in regards to this issue. All the girls with eating disorder gained weight during the stay, but only one girl seemed to have gotten a new and more helpful way of thinking in relation to food and in relation to body image. This will be themed and critically examined in the study

Beviskravet i konverteringssaker

MasteroppgaveJUS399MAJURMAJUR-

En analyse av hvordan diskurser om psykopatologi påvirker terapiprosesser

I denne oppgaven analyseres teorigrunnlagene for psykoterapimetodene Tidsavgrenset intersubjektiv barneterapi (TIB) og Intensiv psykodynamisk korttidsterapi (ISTDP) fra et diskursivt perspektiv for å belyse hvilke dominerende diskurser de trekker veksler på i sin psykopatologiforståelse. Identifisering av diskurser om psykopatologi kan gi økt forståelse av hvordan teori om psykiske vansker og psykoterapi bidrar til å forme terapeuters implisitte forståelse av klienter og hvordan diskursene bidrar til å posisjonere terapeuter og klienter i terapi. Dette medfører både muligheter og begrensninger for terapeutisk praksis og har dermed viktige implikasjoner for behandling. Analysen indikerer at i både TIB og ISTDP står emosjonsregulering sentralt i forståelsen av hvordan psykopatologi oppstår og opprettholdes, men at metodene har ulike antagelser om hva som er virkningsfullt i den terapeutiske prosessen mot bedring. På intervensjonsnivå medfører dette at det gjensidige, relasjonelle samspillet mellom terapeut og klient vektlegges mer i TIB, mens individets evner til emosjonsregulering vektlegges mer i ISTDP. I diskusjonen trekkes affektintegrasjon inn som mulig samlende overordnet begrep for de terapeutiske målene i TIB og ISTDP. Funnene i analysen diskuteres i lys av andre diskurser i terapisamfunnet, og affektintegrasjon som terapeutisk mål problematiseres i lys av det dominerende intrapsykiske perspektivet på psykisk helse i terapisamfunnet

Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes

Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and learning outcomes”. Introduction: Intrinsic motivation among nursing students to achieve clinical competence and thus educational fulfillment is critical. In the Norwegian nursing context, the flipped classroom approach, and the use of student-active learning methods such as multiple-choice questions (MCQ), skills training, Team-Based Learning (TBL), and simulation have grown considerably. This study is based on a learning design using Cardiopulmonary resuscitation as a flipped classroom educational case. This includes both pre-class and in-class activities. Aims: The aim of this study is to investigate the associations between perceived autonomy-support by teachers and students’ intrinsic motivation, study effort, and perceived learning outcomes. Methods: In a cross-sectional design, quantitative data were collected from 401 nursing students at a large university in Norway. This study collected data on all first-year students between 2018-2021. The scales that were included was Intrinsic motivation inventory (IMI) and the Academic motivation scale (AMS) which is based on the tenets of Self- determination theory. Seven hypotheses of the associations between teacher relatedness, intrinsic motivation, study effort and learning were tested by means of structural equation modelling (SEM). Results: This study indicates that perceived autonomy-support by a teacher encourages first-year nursing students’ sense of autonomy, thus affecting their intrinsic motivation, study effort, and perceived learning outcomes. Perceived autonomy-support by a teacher is significantly associated both directly and indirectly (mediated) with students’ learning outcomes and indirectly associated with their study effort. Our findings suggest that in a course with a flipped classroom approach, teachers should guide students in their learning and provide them with choices to enhance their motivation for learning. By means of autonomy-supportive behavior, teachers may enhance students' motivation for learning as well as their study effort and learning outcomes.publishedVersio