Painokoneen suorituskykyanalyysi tuotannon tehokkuuden arvioimiseksi ja hinnoittelupäätösten tueksi

Työn tavoite on analysoida kirjapainon offsetrotaatiopainokoneen painoyksikön yksi, eli pienen linjan, ja painoyksiköiden kaksi ja kolme muodostaman painokoneen, eli ison linjan, suorituskykyä vuosien 1996-1997 ja vuosien 2002-2006 tuotantotietojen perusteella. Analyysit on tehty erikseen molemmille linjoille vuosien 1996-1997 ja vuosien 2002-2006 osalta, koska nettoajonopeudet ovat laskeneet molemmilla painolinjoilla huomattavasti vuosista 1996 ja 1997. Suorituskykyanalyysien perusteella ei löytynyt mitään teknistä tai töiden ominaisuuksista johtuvaa syytä ajonopeuksien huomattavaan laskuun. Työssä on tutkittu painotyön ominaisuuksien perusteella määräytyvän tuotantotavan, painopaperin ja painosmäärän vaikutusta ajonopeuteen ja sitä kautta toteutuneeseen ajohintaan. Suorituskykyanalyysien pohjalta on muodostettu molemmille linjoille erityyppisten tuotteiden sisäiseen hinnoitteluun sopivat regressiomallit, joilla voidaan parhaiten estimoida erilaisten tuotteiden ajohintoja. Työssä on tarkasteltu lyhyesti myös painokoneen kuntoonlaitto- ja häiriöaikojen sekä hukkamäärien kehitystä, koska ajonopeus pelkästään ei anna oikeaa kuvaa koko tuotannon tehokkuudesta. Kokonaistehokkuuden parantaminen on korkeiden ajonopeuksien lisäksi edellytys kirjapainon kilpailukyvyn säilyttämiseksi.

Performance Improvement of Centrifugal Compressor Stage with Pinched Geometry or Vaned Diffuser

Centrifugal compressors are widely used for example in refrigeration processes, the oil and gas industry, superchargers, and waste water treatment. In this work, five different vaneless diffusers and six different vaned diffusers are investigated numerically. The vaneless diffusers vary only by their diffuser width, so that four of the geometries have pinch implemented to them. Pinch means a decrease in the diffuser width. Four of the vaned diffusers have the same vane turning angle and a different number of vanes, and two have different vane turning angles. The flow solver used to solve the flow fields is Finflo, which is a Navier-Stokes solver. All the cases are modeled with the Chien's k – έ- turbulence model, and selected cases are modeled also with the k – ώ-SST turbulence model. All five vaneless diffusers and three vaned diffusers are investigated also experimentally. For each construction, the compressor operating map is measured according to relevant standards. In addition to this, the flow fields before and after the diffuser are measured with static and total pressure, flow angle and total temperature measurements. When comparing the computational results to the measured results, it is evident that the k – ώ-SST turbulence model predicts the flow fields better. The simulation results indicate that it is possible to improve the efficiency with the pinch, and according to the numerical results, the two best geometries are the ones with most pinch at the shroud. These geometries have approximately 4 percentage points higher efficiency than the unpinched vaneless diffusers. The hub pinch does not seem to have any major benefits. In general, the pinches make the flow fields before and after the diffuser more uniform. The pinch also seems to improve the impeller efficiency. This is down to two reasons. The major reason is that the pinch decreases the size of slow flow and possible backflow region located near the shroud after the impeller. Secondly, the pinches decrease the flow velocity in the tip clearance, leading to a smaller tip leakage flow and therefore slightly better impeller efficiency. Also some of the vaned diffusers improve the efficiency, the increment being 1...3 percentage points, when compared to the vaneless unpinched geometry. The measurement results confirm that the pinch is beneficial to the performance of the compressor. The flow fields are more uniform with the pinched cases, and the slow flow regions are smaller. The peak efficiency is approximately 2 percentage points and the design point efficiency approximately 4 percentage points higher with the pinched geometries than with the un- pinched geometry. According to the measurements, the two best geometries are the ones with the most pinch at the shroud, the case with the pinch only at the shroud being slightly better of the two. The vaned diffusers also have better efficiency than the vaneless unpinched geometries. However, the pinched cases have even better efficiencies. The vaned diffusers narrow the operating range considerably, whilst the pinch has no significant effect on the operating range.

Saako historiasta selvää? Monikulttuuriset yläkoululaiset historian lähteillä historian taidot motiivien, seurauksien, historian tulkintojen ja lähteiden luotettavuuden arvioinneissa

The research assesses the skills of upper comprehensive school pupils in history. The focus is on locating personal motives, assessing wider reasons hidden in historical sources and evaluating source reliability. The research also questions how a wide use of multiple sources affects pupils’ holistic understanding of historical phenomena. The participants were a multicultural group of pupils. The origins of their cultures can be traced to the Balkan, the Middle East, Asia and Europe. The number of native Finnish speakers and pupils speaking Finnish as their second language was almost equal. The multicultural composition provides opportunities to assess how culturally responsive learning history from sources is. The intercultural approach to learning in a multicultural setting emphasizes equality as a precondition for learning. In order to set assignments at least to some extent match with all participants only those answers were taken into account which were produced by pupils who had studied history for a similar period of time in the Finnish comprehensive school system. Due to the small number of participants (41), the study avoids wide generalizations. Nevertheless, possible cultural blueprints in pupils’ way of thinking are noted. The first test examined the skills of pupils to find motives for emigration. The results showed that for 7th graders finding reasons is not a problematic task. However, the number of reasons noticed and justifications varied. In addition, the way the pupils explained their choices was a distinguishing factor. Some pupils interpreted source material making use of previous knowledge on the issue, while other pupils based their analysis solely on the text handed and did not try to add their own knowledge. Answers were divided into three categories: historical, explanatory and stating. Historical answers combined smoothly previously learned historical knowledge to one’s own source analysis; explanatory answers often ignored a wider frame, although they were effective when explaining e.g. historical concepts. The stating answers only noticed motives from the sources and made no attempts to explain them historically. Was the first test culturally responsive? All pupils representing different cultures tackled the first source exam successfully, but there were some signs of how historical concepts are understood in a slightly different way if the pupil’s personal history has no linkage to the concepts under scrutiny. The second test focused on the history of Native Americans. The test first required pupils to recognize whether short source extracts (5) were written by Indians or Caucasians. Based on what they had already learned from North American history, the pupils did not find it hard to distinguish between the sources. The analysis of multiphase causes and consequences of the disputes between Native Americans and white Americans caused dispersion among pupils. Using two historical sources and combining historical knowledge from both of them simultaneously was cumbersome for many. The explanations of consequences can be divided into two groups: the ones emphasizing short term consequences and those placing emphasis on long term consequences. The short term approach was mainly followed by boys in every group. The girls mainly paid attention to long term consequences. The result suggests that historical knowledge in sources is at least to some extent read through role and gender lenses. The third test required pupils to explain in their own words how the three sources given differed in their account of living conditions in Nazi Germany, which turned out to be demanding for many pupils. The pupils’ stronghold was rather the assessment of source reliability and accounts why the sources approached the same events differently. All participants wrote critical and justified comments on reliability and aspects that might have affected the content of the sources. The pupils felt that the main reasons that affected source reliability were the authors’ ethnic background, nationality and profession. The assessment showed that pupils were well aware that position in a historical situation has an impact on historical accounts, but in certain cases the victim’s account was seen as a historical truth. The account of events by a historian was chosen most often as the most reliable source, but it was often justified leniently with an indication to professionalism rather than with clear ideas of how historians conduct accounts based on sources. In brief, the last source test demonstrates that pupils have a strong idea that the ethnicity or nationalism determines how people explained events of the past. It is also an implication that pupils understand how historical knowledge is interpretative. The results also imply that history can be analyzed from a neutral perspective. One’s own membership in an ethnical or religious group does not automatically mean that a person’s cultural identity excludes historical explanations if something in them contradicts with his or her identity. The second method of extracting knowledge of pupils’ historical thinking was an essay analysis. The analysis shows that an analytical account of complicated political issues, which often include a great number of complicated political concepts, leads more likely to an inconsistent structure in the written work of pupils. The material also demonstrates that pupils have a strong tendency to take a critical stance when assessing history. Historical empathy in particular is shown if history somehow has a linkage to young people, children or minorities. Some topics can also awake strong feelings, especially among pupils with emigrant background, if there is a linkage between one’s own personal history and that of the school; and occasionally a student’s historical experience or thoughts replaced school history. Using sources during history lessons at school seems to have many advantages. It enhances the reasoning skills of pupils and their skills to assess the nature of historical knowledge. Thus one of the main aims and a great benefit of source work is to encourage pupils to express their own ideas and opinions. To conclude, when assessing the skills of adolescents in history - their work with sources, comments on history, historical knowledge and finally their historical thinking - one should be cautious and avoid cut off score evaluations. One purpose of pursuing history with sources is to encourage pupils to think independently, which is a useful tool for further identity construction. The idea that pupils have the right to conduct their own interpretations of history can be partially understood as part of a wider learning process, justification to study history comes from extrinsic reasons. The intrinsic reason is history itself; in order to understand history one should have a basic understanding of history as a specific domain of knowledge. Using sources does not mean that knowing history is of secondary importance. Only a balance between knowing the contextual history, understanding basic key concepts and working with sources is a solid base to improve pupils’ historical understanding.

Social entrepreneurship – Believe in it or not!

The practice of social entrepreneurship already exists for a long time but the concept is quite new and has more recently raised a growing interest among academics. However, the majority of researches and considerations about the subject have taken a strong positive concern by omitting some sort of a critical reflection. The idea of this study is to consider the gap between the very optimistic and the more precautious concerns about social entrepreneurship. It means presenting the advantages and downsides connected to the topic in the business, public and third sector. The aim is to help the reader building his/her own belief on social entrepreneurship by considering the positive and negative sides of social entrepreneurship. Hence, the research is intended to take a critical step and aims to answer to the following research questions:  Shall we believe in social entrepreneurship?  What are the reasons for believing or not in social entrepreneurship taking into account the advantages and possible risks of it in the business, public, and third sector? The theoretical framework consists of the comparison between the promising and precautious sides about social entrepreneurship for private, public and non-governmental organizations including the actors or participants inside these sectors. The empirical part is conducted using a qualitative method. Personal interviews of experts in the fields of business, public and third sectors were handled. The purpose of this approach is to compare the critics in theory with the experience of persons dealing with social entrepreneurship. The results from the interviews revealed that in general, reasons for believing in social entrepreneurship prevail over critics about the subject. Social entrepreneurship may not yet represent a full performing business. Concerns for weakening the public power and putting aside the interests of communities in need may exist too. Furthermore, naïve and extra liberal ways of thinking or doing can lead to practices going in opposition with initial social objectives. Nevertheless, problems about social entrepreneurship would be mainly due to the young age of the movement. Time and experience would give better foundations and results to social entrepreneurs. Critics about social entrepreneurship could also easily be done to any sorts of business. Overall, the positive considerations of social entrepreneurship with skillful, motivated and responsible actors could represent some useful tools for enterprises, governments and charities. Some tools among many other possibilities to help people in need.