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I detta examensarbete användes olika bildbehandlingstekniker för detektion och kvantifiering av DNA-mikrobollar, mer specifikt rolling circle amplification-produkter, på mikroskopibilder. Avsikten med detta arbete var att hjälpa Countagen AB utforska pipelines för bildbehandling för sin produkt där de analyserar utfallet av genredigeringsförsök på ett billigare och snabbare sätt än dagens konventionella sekvenseringsmetoder. Två olika metoder för objektdetektion användes i detta arbete. Big-FISH, som bygger på Laplacian of Gaussian och detektion av lokala maxima, samt LodeSTAR, en single-shot, self-supervised djupinlärningsmodell. Förbehandling av bilder var också en central del av detta projekt. DeepSpot, en djupinlärningsmodell för framhävning av punkter, användes för att framhäva mikrobollarna så att de lätt kunde upptäckas, och en top-hat-transform användes för att filtrera bort bakgrunden från bilderna. De olika metoderna utvärderades på ett dataset med manuellt annoterade bilder, en spädningsserie av prover samt prover med samma koncentration. Detta för att få värden på precision, recall och F1-score samt mäta hur robust modellen är när det gäller att detektera punkter. Den modell som presterade bäst var LodeSTAR, med en F1-score på 83% på det annoterade datasetet. / In this thesis project, different image processing techniques were utilized for the detection and quantification of DNA microballs on fluorescence microscopy images. These microballs consisted of rolling circle amplification products, of regions of interest. This was done to aid Countagen AB in exploring image processing pipelines for their product where they analyze gene editing efficiency in a cheaper and faster manner than today's conventional sequencing methods. Two different object detection methods: Big-FISH, which builds on Laplacian of Gaussian and local maxima detection, and LodeSTAR, a single-shot, self-supervised deep learning model, were evaluated for this task of detection and quantification. Image preprocessing was a central part of this project. DeepSpot, a deep learning model for spot enhancement was used to highlight the microballs, and a white top-hat transform was applied to the images for background subtraction. The different methods were evaluated on a test set of manually annotated images, a dilution series of samples, and samples with the same concentration to obtain precision, recall, and F1 scores, as well as gauge the robustness of the model in detecting spots. The best-performing model was LodeSTAR, with an F1-score of 83% on the test set.

Ce mémoire propose une analyse transversale de deux versions d’un même récit: le roman Big Fish: A Novel of Mythic Proportionsde Daniel Wallace (1998) et le film Big Fishpar Tim Burton (2003). L’intrigue présente les dynamiques d’un rapport complexe entre un père et son fils. Leurs confrontations à propos des souvenirs d’Edward mènent les deux hommes à réaliser leur quête identitaire personnelle. Will découvre également l’importance de l’héritage familial lorsque, reprenant l’esprit de conteur de son père, il perpétue la tradition de passation des contes. Le film est la version cinématographiée du roman. Pourtant, Big Fishestà considérer comme une seule œuvre. La connaissance des deux versions offre au lecteur-spectateur une compréhension plus complète du récit. La transécriture permet de représenter le récit romanesque, son intrigue et ses thèmes majeurs, sur un support filmique. Notre étude considère la transécriture comme la représentation matérielle du thème de l’héritage développé dans le récit de Big Fish. À ce double processus de transmission s’ajoute l’enjeu du style artistique. Le roman comme le film appartiennent principalement au Southern Gothic. Les caractéristiques majeures du genre permettent une analyse de Big Fish, car les éléments gothiques utilisés sont porteurs de significations. De plus, le récit se place dans une continuité historique des genres littéraires et cinématographiques. De la figure du héros épique aux passions romantiques, en passant par l’adoration pastorale de la nature, Big Fishest construit grâce à des spécificités que divers styles artistiques ont légué à la postérité.La forme et le fond de l’œuvre sont donc liés, démontrant que la transmission est un processus inévitable. Edward et Will sont la représentation fictive d’un processus réel: la transmission du savoir et l’apprentissage par le passé en vue d’une amélioration de l’homme et de ses relations sociales. / This study proposes an inter-disciplinary analysis of two versions of thesame narrative: Big Fish: A Novel of Mythic Proportionsnovel by Daniel Wallace (1998) and Big Fish movie by Tim Burton (2003).The plot concerns the dynamics of a complex relationship between a father and his son. Confrontations about Edward’s memories lead both men on a quest for their own identity. Will also discovers the importance of family legacy. By taking on his father’s propensity for storytelling, Will perpetuates the family tradition.The movie is a cinematographed version of the novel. However, Big Fishmust be seen as a work of art on its own. By knowing both versions, the reader-spectator has a better understanding of the central narrative. Invoking the transwriting process, the plot and major themes of the novel are translated into a new medium, a movie. In this study, transwriting is conceptualized as a concrete representation of the legacy developed throughout Big Fish.The double-transmission of narrative is linked to an aesthetic preoccupation rooted in the politics of oral storytelling. To this end, the novel and the movie borrow from the Southern Gothic genre. Analyzing its major characteristics allows for abetter understanding of Big Fish, for the gothic elements carry hidden meanings. The story is also a result of the historical continuity that interweaves literary and filmic genres. From the mythical hero figure and the intense romantic emotions to the nature-loving pastorals, Big Fishaccumulates intertexts that a wide variety of artistic styles have handed down to posterity.The story’s style and content are thus interlinked, which shows that transmission is an unavoidable process. Edward and Will are fictitious representations of narrative process in constant evolution and development: the passing down and inheritance of knowledge. People learn from the past so as to evolve and improve man and his social relationships.

With educational effectiveness studies, school-level aggregates of students' characteristics (e.g. achievement) are often used to assess the impact of school composition on students' outcomes – school compositional effects. Empirical findings on the magnitude and direction of school compositional effects have not been consistent. Relevant methodological studies raise the issue of under-specification at level 1 in compositional models - evident when the student-level indicator on which the aggregation is based is mis-measured. This phenomenon has been shown to bias compositional effect estimates, leading to misleading effects of the aggregated variables – phantom compositional effects. My thesis, consisted of three separate studies, presents an advanced methodological framework that can be used to investigate the effect of school composition net of measurement error bias. In Study 1, I quantify the impact of failing to account for measurement error on school compositional effects as used in value added models of educational effectiveness to explain relative school effects. Building on previous studies, multilevel structural equation models are incorporated to control for measurement error and/or sampling error. Study 1a, a large sample of English primary students in years one and four (9,059 students from 593 schools) reveals a small, significant and negative compositional effect on students' subsequent mathematics achievement that becomes more negative after controlling for measurement error. Study 1b, a large study of Cyprus primary students in year four (1694 students in 59 schools) shows a small, positive but statistically significant effect that becomes non-significant after controlling for measurement error. Further analyses with the English data (Study 2), demonstrates a negative compositional effect of school average mathematics achievement on subsequent mathematics self-concept – a Big Fish Little Pond Effect (BFLPE). Adjustments for measurement and sampling error result in more negative BFLPEs. The originality of Study 2 lies in verifying BFLPEs for students as young as five to eight/nine years old. Bridging the findings related to students' mathematics self-concept (Study 2) and the findings on students’ mathematics achievements (Study 1a), I demonstrate that the prevalence of BFLPEs with the English data partly explains the negative compositional effect of school average mathematics achievement on students' subsequent mathematics achievement. Lastly, in Study 3 I consider an alternative approach to school accountability to conventional value added models, namely the Regression Discontinuity approach. Specifically, I use the English TIMSS 1995 primary (years four and five) and secondary (years eight and nine) data to investigate the effect of one extra year of schooling on students' mathematics achievement and the variability across schools in their absolute effects. The extent to which school composition, as given by school average achievement, correlates with schools' added-year effects is addressed. Importantly the robustness of the RD estimates to measurement error bias is demonstrated. My findings have important methodological, substantive and theoretical implications for on-going debates on the school compositional effects on students' outcomes, because nearly all previous research has been based on traditional approaches to multilevel models, which are positively biased due to the failure to control for measurement error.

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

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