Implementing Green IT approach for transferring Big Data over Parallel Data Link

The whole research of the current Master Thesis project is related to Big Data transfer over Parallel Data Link and my main objective is to assist the Saint-Petersburg National Research University ITMO research team to accomplish this project and apply Green IT methods for the data transfer system. The goal of the team is to transfer Big Data by using parallel data links with SDN Openflow approach. My task as a team member was to compare existing data transfer applications in case to verify which results the highest data transfer speed in which occasions and explain the reasons. In the context of this thesis work a comparison between 5 different utilities was done, which including Fast Data Transfer (FDT), BBCP, BBFTP, GridFTP, and FTS3. A number of scripts where developed which consist of creating random binary data to be incompressible to have fair comparison between utilities, execute the Utilities with specified parameters, create log files, results, system parameters, and plot graphs to compare the results. Transferring such an enormous variety of data can take a long time, and hence, the necessity appears to reduce the energy consumption to make them greener. In the context of Green IT approach, our team used Cloud Computing infrastructure called OpenStack. It’s more efficient to allocated specific amount of hardware resources to test different scenarios rather than using the whole resources from our testbed. Testing our implementation with OpenStack infrastructure results that the virtual channel does not consist of any traffic and we can achieve the highest possible throughput. After receiving the final results we are in place to identify which utilities produce faster data transfer in different scenarios with specific TCP parameters and we can use them in real network data links.

Responding to Changing Student Demographics in Finland: A Study of Teachers’ Developing Cultural Competence

The aim of this dissertation was to examine the skills and knowledge that pre-service teachers and teachers have and need about working with multilingual and multicultural students from immigrant backgrounds. The specific goals were to identify pre-service teachers’ and practising teachers’ current knowledge and awareness of culturally and linguistically responsive teaching, identify a profile of their strengths and needs, and devise appropriate professional development support and ways to prepare teachers to become equitable culturally responsive practitioners. To investigate these issues, the dissertation reports on six original empirical studies within two groups of teachers: international pre-service teacher education students from over 25 different countries as well as pre-service and practising Finnish teachers. The international pre-service teacher sample consisted of (n = 38, study I; and n = 45, studies II-IV) and the pre-service and practising Finnish teachers sample encompassed (n = 89, study V; and n = 380, study VI). The data used were multi-source including both qualitative (students’ written work from the course including journals, final reflections, pre- and post-definition of key terms, as well as course evaluation and focus group transcripts) and quantitative (multi-item questionnaires with open-ended options), which enhanced the credibility of the findings resulting in the triangulation of data. Cluster analytic procedures, multivariate analysis of variance (MANOVA), and qualitative analyses mostly Constant Comparative Approach were used to understand pre-service teachers’ and practising teachers’ developing cultural understandings. The results revealed that the mainly white / mainstream teacher candidates in teacher education programmes bring limited background experiences, prior socialisation, and skills about diversity. Taking a multicultural education course where identity development was a focus, positively influenced teacher candidates’ knowledge and attitudes toward diversity. The results revealed approaches and strategies that matter most in preparing teachers for culturally responsive teaching, including but not exclusively, small group activities and discussions, critical reflection, and field immersion. This suggests that there are already some tools to address the need for the support needed to teach successfully a diversity of pupils and provide in-service training for those already practising the teaching profession. The results provide insight into aspects of teachers’ knowledge about both the linguistic and cultural needs of their students, as well as what constitutes a repertoire of approaches and strategies to assure students’ academic success. Teachers’ knowledge of diversity can be categorised into sound awareness, average awareness, and low awareness. Knowledge of diversity was important in teachers’ abilities to use students’ language and culture to enhance acquisition of academic content, work effectively with multilingual learners’ parents/guardians, learn about the cultural backgrounds of multilingual learners, link multilingual learners’ prior knowledge and experience to instruction, and modify classroom instruction for multilingual learners. These findings support the development of a competency based model and can be used to frame the studies of pre-service teachers, as well as the professional development of practising teachers in increasingly diverse contexts. The present set of studies take on new significance in the current context of increasing waves of migration to Europe in general and Finland in particular. They suggest that teacher education programmes can equip teachers with the necessary attitudes, skills, and knowledge to enable them work effectively with students from different ethnic and language backgrounds as they enter the teaching profession. The findings also help to refine the tools and approaches to measuring the competencies of teachers teaching in mainstream classrooms and candidates in preparation.

On site measurements of DC link electrolytic capacitor bank of frequency converter using constant DC magnetization of the motor

Preventive maintenance of frequency converters has been based on pre-planned replace-ment of wearing or ageing components. Exchange intervals follow component life-time expectations which are based on empirical knowledge or schedules defined by manufac-turer. However, the lifetime of a component can vary significantly, because drives are used in very different operating environments and applications. The main objective of the research was to provide information on methods, i.e. how in-verter's operating condition can be measured reliably under field conditions. At first, the research focused on critical components such as current transducers, IGBTs and DC link capacitor bank, because these aging have already been identified. Of these, the DC link capacitor measurement method was selected for closer examination. With this method, the total capacitance and its total series resistance can be measured. The suitability of the measuring procedure was estimated on the basis of practical measurements. The research was made by using so called triangulation method, including a literature review, simulations and practical measurements. Based on the results, the new measu-rement method seems suitable with some reservations to practical measurements. How-ever, the measuring method should be further developed in order to improve its reliability.

Utstillingens retorikk : et bidrag til en retorisk didaktikk for kunst og håndverk

The topic of this dissertation is the didactic exhibition in the Arts and Crafts subject. Exhibiting student work and art and form culture is part of a long professional tradition in the field. Yet, exhibition as form and as a way of learning are inadequately explored and debated. The didactic problem area of the thesis, where studies of formative practices are central, place it within the research field of Educational Slojd. The didactic standpoint and main theoretical perspective relate the project to the Arts didactics research field at the University College of Bergen where the aim is to develop an alternative didactics thinking for the arts; a rhetoric arts didactics. Didactic focus is shifted from the relationship between teacher – pupil – teaching materials, to studies of how knowledge is formulated in specific practices. The thesis has a premise that every exhibition has its own rhetoric and that didactics is inscribed in this rhetoric in the broadest and cultural sense. Through impulses from classical rhetoric and recent text theory, the thesis challenges the Arts and Crafts’s own idiom, its theoretical foundation and didactic grasp such as shown in the discourse established by the discipline and its specific exhibitive practices, as well as studying the relationship between verbal language and the discipline’s own register. The overall objective is to develop knowledge about exhibition rhetoric and its potential as a knowledge and learning arena in this field, and thereby contribute to developing a rhetoric didactics for the Arts and Crafts subject. This raises questions such as: How is an exhibition considered to be used and understood in the subject’s didactics texts and texts about didactics? How do different exhibition spaces inscribe conditions for exhibition work? How can a rhetoric perspective of didactics make aspects of an exhibition’s form register visible and contribute to knowledge of the creative processes in an exhibition? How do some selected exhibitions inscribe creativity and learning? What can a rhetoric perspective bring to the Arts and Crafts? A rhetoric didactics perspective includes knowledge of the tradition. A historical-ideological overview traces how exhibition, of both pupil/student work and of art and form culture, are used and considered as used in the discipline over time. This part can be read separately, but in this thesis, is primarily conceived as a backdrop for the development of the dissertation’s main rhetoric perspective. The empirical data are collected from my teacher training institution and consist of specific exhibition spaces and practices, of which my own production of two exhibitions can link the research to artistic development work. A rhetoric didactics is concrete, specific and contextual. The rhetoric readings are descriptive and show how culture and nature, temporality, materiality and technology are inscribed in the exhibition’s form. Didactic reflection develops from, and close to, the rhetoric readings of the exhibition’s form and content to finally arrive at a rhetorical concept for creativity and learning.