Turun akatemian väitöskirjat 1642-1828 = Die Dissertationen der alten Universität Turku (Academia Aboënsis) 1642-1828 - II, [Hakemistot = Registerband]

Osa I ilmestyi 1962-1966.

Turun akatemian väitöskirjat 1642-1828 = Die Dissertationen der alten Universität Turku (Academia Aboënsis) 1642-1828 - I

Julkaistu viitenä vihkona vuosina 1962-1966: 1, Achrelius-Jac. Flachsenius. 1962. 128 s. - 2, Jac. Flachsenius-A. Kempe. 1963. s. 129-272. - 3, A. Kempe-Æsch. Petræus. 1964. s. 273-376. - 4, Æsch. Petræus-H. Snellman. 1965. s. 277-472. - 5, [Nimiölehti ; Esipuhe ; Katsaus väitöskirjojen vaiheisiin] ; H. Snellman-O. Öhrlin. 1966. XX, [1] s., s. 473-585.

Exploring the feasibility of applying data mining for library reference service improvement : a case study of Turku Main Library

Data mining, as a heatedly discussed term, has been studied in various fields. Its possibilities in refining the decision-making process, realizing potential patterns and creating valuable knowledge have won attention of scholars and practitioners. However, there are less studies intending to combine data mining and libraries where data generation occurs all the time. Therefore, this thesis plans to fill such a gap. Meanwhile, potential opportunities created by data mining are explored to enhance one of the most important elements of libraries: reference service. In order to thoroughly demonstrate the feasibility and applicability of data mining, literature is reviewed to establish a critical understanding of data mining in libraries and attain the current status of library reference service. The result of the literature review indicates that free online data resources other than data generated on social media are rarely considered to be applied in current library data mining mandates. Therefore, the result of the literature review motivates the presented study to utilize online free resources. Furthermore, the natural match between data mining and libraries is established. The natural match is explained by emphasizing the data richness reality and considering data mining as one kind of knowledge, an easy choice for libraries, and a wise method to overcome reference service challenges. The natural match, especially the aspect that data mining could be helpful for library reference service, lays the main theoretical foundation for the empirical work in this study. Turku Main Library was selected as the case to answer the research question: whether data mining is feasible and applicable for reference service improvement. In this case, the daily visit from 2009 to 2015 in Turku Main Library is considered as the resource for data mining. In addition, corresponding weather conditions are collected from Weather Underground, which is totally free online. Before officially being analyzed, the collected dataset is cleansed and preprocessed in order to ensure the quality of data mining. Multiple regression analysis is employed to mine the final dataset. Hourly visits are the independent variable and weather conditions, Discomfort Index and seven days in a week are dependent variables. In the end, four models in different seasons are established to predict visiting situations in each season. Patterns are realized in different seasons and implications are created based on the discovered patterns. In addition, library-climate points are generated by a clustering method, which simplifies the process for librarians using weather data to forecast library visiting situation. Then the data mining result is interpreted from the perspective of improving reference service. After this data mining work, the result of the case study is presented to librarians so as to collect professional opinions regarding the possibility of employing data mining to improve reference services. In the end, positive opinions are collected, which implies that it is feasible to utilizing data mining as a tool to enhance library reference service.

Tutors as mediators of exchange student experiences: evaluation of the international student tutor system at the University of Turku

As academic student mobility is increasing, improving the functionality of international operations is recognised as a competitive advantage at tertiary education institutions. Although many scholars have researched the experiences of exchange students, the role of student tutors and their contribution to exchange students’ experiences is still an unknown factor. This research examines international tutoring at the University of Turku, and aims to understand better the way tutoring contributes to exchange experiences and to explore the functionality of the tutor system and discover areas for improvements. To achieve these goals, the research seeks to answer the fundamental research question: What is the role of tutors in mediating exchange experiences? The theoretical framework combines literature on mediating exchange experiences, the phenomenon of studying abroad, the process of adaptation, the importance of cross-cultural communication, and the role of student tutors as mediators. Based on the literature review, a theoretical model for studying the mediation of exchange experiences is introduced. The model’s applicability and validity is examined through a case study. Three methods were used in the empirical research: surveys, participant observations, and interviews. These methods provided extensive data from three major parties of the tutor system: tutors, exchange students, and the international office. The findings of the research reveal that tutoring – instrumental leading and social and cultural mediating – generates both negative and positive experiences depending on the individuals’ expectations, motivations, relationships, and the nature of the tutoring. Although functional, there are a few weaknesses in the tutor system. Tutors tend to act as effective instrumental leaders, but often fail to create a friendship and contribute to the exchange students’ experience through social and cultural mediation, which is significantly more important in the exchange students’ overall experience in terms of building networks, adapting, gaining emotional experiences, and achieving the stage of personal development and mental change. Based on the weaknesses, three improvements are suggested: (1) increasing comprehensive sharing of information, effective communication, and collective cooperation, (2) emphasising the importance of social and cultural mediation and increasing the frequency of interaction between tutors and exchange students, and (3) improving the recruitment and training, revising the process of reporting and rewarding, and finally, enhancing services and coordination.

Oferta y elección de lenguas extranjeras en la educación secundaria en colegio de Raunistula de Turku

Este trabajo de fin de máster es sobre lenguas extranjeras voluntarias, su oferta y elección en octavo grado en los colegios habla finesas en Turku. Se trata de las razones de los alumnos para elegir o no elegir una lengua voluntaria y si hubiesen elegido una lengua extranjera si hubiesen tenido más opciones ofrecidas en su colegio. La actualidad está regulado por las políticas lingüísticas tanto de la Unión Europea, del Estado de Finlandia como del Ayuntamiento de Turku. En cuanto a las lenguas voluntarias, en Turku un 23,5 por cientos de los alumnos en octavo grado año escolar 2014-15 ha estudiado una lengua voluntaria A2 y un 12,6 por cientos una lengua voluntaria B2. La variación entre los colegios fue grande; desde cero hasta el 29 por cientos de los alumnos había elegido una lengua B2. Como lengua B2 se estudiaba al español, alemán, francés y la lengua latín. Ya que la enseñanza y evaluación son parte del mundo escolar, introduzco algunos métodos didácticos y presento las líneas principales de la evaluación según las nuevas POPS que aconseja a aprovechar las nuevas soluciones digitales en la enseñanza lo que puede ahorrar recursos al ofrecer posibilidades nuevas en la enseñanza de lenguas. En la parte empírica me concentro en el colegio de Raunistula. De este colegio 113 alumnos en octavo grado me contestaron al cuestionario. De ellos cerca del 28 por cientos habían elegido una lengua B2 y prácticamente todos indicaron que sepan inglés y unos 80 por cientos también el sueco. Al preguntar de los alumnos sobre sus razones para elegir la lengua B2, ellos indicaron como razones principales el interés propio, que son buenos en lenguas, para viajar y por su futuro vida laboral, en este orden. Los que no habían elegido una lengua B2 indicaron que no tenían espacio en su curriculum, no tienen interés en lenguas y que no había una lengua interesante para elegir, en este orden. La mayoría hubiese querido estudiar el español aunque el ruso y el italiano recibieron votos también. Más oferta de lenguas significa en general más alumnos estudiando lenguas y al elegir uno mismo uno se siente más comprometido a estudiar. Por lo tanto, se podría considerar la eliminación del sueco obligatorio y con los recursos liberados apoyar otras materias facultativas. Además, de punto de vista del comercio exterior será conveniente comenzar a enseñar ruso y chino mandarín, lo que será posible desde el otoño 2016. Las soluciones digitales nuevas pueden facilitar la oferta más amplia de lenguas extranjeras.

Intuitiosta esitykseen : Lear-prosessi itsereflektion ja katsojapalautteen valossa

My final project presents the directing process of my experimental production based on King Lear by William Shakespeare. I describe the process from the first visions of the beginning to the completed performance and finally the feedback from the audience. I concentrate on the special qualities of the production, such as interaction, small and moveable audience, cinematic qualities, polyphonic dramaturgy, and use of the video. The Project is divided into six parts. The first part introduces the project as a whole. The second part concentrates on the process before the beginning of the rehearsals. The third part focuses on the rehearsals and co-operation with the actors, whereas the fourth part deals with the performance and its special qualities. Following this, in the fifth part I study the interaction of the performance with the help of the audience feedback. In the final part conclusions are drawn. The focus of this work is the use of intuition even as a starting point of the theatre directing process. My conclusions drawn from the description of the process suggest that the starting point of the theatre production may be an intuitive vision as well as some conscious subject or message.

Ensimmäisestä tutkimusseminaarista karonkkaan - ja eteenpäin

Juhlakirja professori Helena Mäkiselle