The OO files : providing online formative feedback on Contract Law learning in a narrative setting

Feedback, both formative and summative, enables students to reflect on their understandings and to restructure their thinking to develop their capabilities. It can also encourage positive motivation and help boost self-esteem. Online multiple choice questions can be an efficient and effective means of providing timely formative feedback. At the same time, locating learning in a narrative environment can facilitate engaging and effective learning experiences. Narratives can help learners to navigate through information and support cognitive and imaginative engagement. This article will discuss The 00 Files, an online suite of modules containing multiple choice questions situated in the narrative of a fictional law firm. It notes student responses to the program and discusses lessons that may be learnt from its development which may be of assistance to academics considering the development of similar programs for their courses.

Occupy Oakland and #oo : uses of Twitter within the Occupy movement

Social media have become crucial tools for political activists and protest movements, providing another channel for promoting messages and garnering support. Twitter, in particular, has been identified as a noteworthy medium for protests in countries including Iran and Egypt to receive global attention. The Occupy movement, originating with protests in, and the physical occupation of, Wall Street, and inspiring similar demonstrations in other U.S. cities and around the world, has been intrinsically linked with social media through location-specific hashtags: #ows for Occupy Wall Street, #occupysf for San Francisco, and so on. While the individual protests have a specific geographical focus-highlighted by the physical occupation of parks, buildings, and other urban areas-Twitter provides a means for these different movements to be linked and promoted through tweets containing multiple hashtags. It also serves as a channel for tactical communications during actions and as a space in which movement debates take place. This paper examines Twitter's use within the Occupy Oakland movement. We use a mixture of ethnographic research through interviews with activists and participant observation of the movements' activities, and a dataset of public tweets containing the #oo hashtag from early 2012. This research methodology allows us to develop a more accurate and nuanced understanding of how movement activists use Twitter by cross-checking trends in the online data with observations and activists' own reported use of Twitter. We also study the connections between a geographically focused movement such as Occupy Oakland and related, but physically distant, protests taking place concurrently in other cities. This study forms part of a wider research project, Mapping Movements, exploring the politics of place, investigating how social movements are composed and sustained, and the uses of online communication within these movements.

"Mut ei tää oo hei midsommarista!" - ruotsin kielen viestinnällinen suullinen harjoittelu yhteistoiminnallisten skeema- ja elaborointitehtävien avulla

Communicative oral practice in Swedish through collaborative schema-based and elaboration tasks The general aim of this study was to learn how to better understand foreign language communicative oral practice and to develop it as part of communicative language teaching. The language-specific aim was to study how Swedish was being practised communicatively and orally in a classroom context as part of the didactic teaching-studying-learning process, and how the students' communicative oral practice in Swedish was carried out through collaborative schema-based and elaboration tasks. The scientific problem of this study focused on the essence of foreign language communicative oral proficiency. The research questions were concerned with 1) the students' involvement in carrying out the given oral tasks; 2) the features of communication and interaction strategies; 3) thematic vocabulary, and 4) the students' experiences and conceptions of the communicative oral tasks used. The study consisted of two groups of students from a Helsinki-area school (a group of upper secondary school students, Swedish Level A, Courses 2 and 3, n=9; and a group of basic education students, Swedish Level B, Course 2, n=13). The study was carried out as a pedagogically oriented case study which included certain features of ethnographic research and where the students' teacher acted as a researcher of her own work. The communicative oral practice contained five different tasks. The research data were gathered through systematic observation, audio recordings and by a questionnaire. The data were analysed through ethnographic content analysis methods. The main research finding was that a good deal of social interaction, collaboration and communication took place between the students when involved in communicative oral practice in Swedish. The students took almost optimal advantage of the allocated training time. They mostly used Swedish when participating in interactional communication. Finnish was mostly used by the students when they were deciding how to carry out a given task, aiming at intersubjectivity or negotiating meaning. The students were relaxed when practising Swedish. They also asked for and gave linguistic help in the spirit of collaborative learning principles. This resulted in interaction between students that highlighted certain features of negotiation of meaning, scaffolding and collaborative dialogue. Asking for and giving help in language issues concentrated mainly on vocabulary, and only in a few cases on grammar or pronunciation. The students also needed the teacher as a mentor. As well, the students had an enjoyable time when practising, which was most often related to carrying out the oral tasks. The thematic vocabulary used by the students corresponded well to the thematic lexis that served as a basis for the practice. At its most efficient, this lexis was most evident when the basic education students were carrying out schema-based tasks. The students' questionnaire answers agreed with the research findings gained through systematic observation and the analysis of audio recordings. The communicative tasks planned by the teacher and implemented by the students were very much in line. The language-didactic theory as presented in this study and the research findings can be widely utilised in pre-service and in-service teacher education, as well as, more generally, when developing communicative language teaching. Key words: communicative oral practice; the Swedish language; foreign language; didactic teaching-studying-learning process; communicative language teaching; collaborative task; schema-based task; elaboration task.

Ei oo kahta samanlaista siskoo: Yksilöllisyys Suomessa asuvien musliminaisten pukeutumisessa

Tutkimuksessa etsittiin vastauksia kysymyksiin, mistä yksilöllisyys muodostuu ja miten se ilmenee musliminaisten pukeutumisessa. Vastauksia tutkimuskysymyksiin haettiin teorian ja aineiston vuoropuheluun perustuvalla fenomenologisesti orientoituneella sisällönanalyysilla. Analysoitava aineisto on hankittu haastattelemalla yhdeksää Suomessa asuvaa musliminaista. Tutkimuksessa yksilöllisyyttä pukeutumisessa on tarkasteltu prosessina. Prosessiin vaikuttavina tekijöinä on tarkasteltu yksilön olemusta, personallisuutta, minuutta, identiteettejä, uskontoa, kulttuuria ja sosiaalisia suhteita. Prosessissa keskeistä aineiston perusteella oli positiivisen minuuden kokemuksen tavoittelu, joka tarkoitti naisille intuitiivista oman itsensä tunnistamista ja tyytyväisyyttä peilin heijastamaan kuvaan. Yksilöllisen pukeutumisen voikin sanoa olevan seurausta positiivisen minuuden kokemuksen tavoittelusta, koska jokaiselle naiselle erilainen pukeutuminen antoi tunteen sopivuudesta itselle. Esimerkiksi uskonnolliselle musliminaisille pään peittäminen merkitsee oman minuuden toteutumista, koska hän kokee tuon pukeutumisen olevan uskon mukainen pukeutumistapa. Toiselle musliminaiselle pään peittäminen voi merkitä positiivisen minuuden kokemuksen menettämistä. Yksilöllisyys pukeutumisessa ilmeni monin tavoin. Osa naisista peittää julkisuudessa koko päänsä ja vartalonsa, osa ei peitä päätään ja jotkut pukeutuvat jopa tiukkoihin tai paljastaviin vaatteisiin. Suomessa on myös kasvonsa peittäviä musliminaisia, joita ei kuitenkaan ole mukana tässä tutkimuksessa. Yksilöllisyyttä ilmeni kuitenkin myös samalla tavalla pukeutuvien musliminaisten ryhmässä. Yksilöllisyys pukeutumisessa ilmeni erilaisina vaatekappaleina, hiustyyleinä, valintoina, yksityiskohtina ja väreinä. Yksilöllisyydessä ei kuitenkaan ole kyse vain havaittavasta pukeutumisen erilaisuudesta, vaan siitä, miten kukin musliminainen kuuluu tähän maailmaan ja toteuttaa omaa minuuttaan pukeutumisella. Tämä tarkoittaa sitä, että tutkimuksessa yksilöllisenä pukeutumisena voidaan pitää sitäkin, mikä monen suomalaisen mielestä ei näytä yksilölliseltä. Avainsanat: Yksilöllisyys, minuus, pukeutuminen, islam, naiset, prosessi, kokemus

Extensão de um modelo OO formal com aspectos temporais

Na área de Engenharia de Software, há vários modelos formais de especificação orientado a objetos (OO). Um destes é o OO-Method / OASIS. OO-Method se baseia nos seguintes princípios: - dar suporte às noções do modelo conceitual orientado a objetos; - integrar os modelos formais com metodologias de aceitação industrial; - possibilitar a produção de software avançado que inclua a geração completa de código (estática e dinâmica) do desenvolvimento comercial. O processo de desenvolvimento consiste em levantar as propriedades principais do sistema em desenvolvimento (modelo conceitual) por parte do engenheiro de software, e construir de forma automática, em qualquer momento (por um processo de conversão gráfico-textual) a especificação formal orientada a objetos em OASIS (Open and Active Specifications of Information System) que constituirá um repositório de alto nível do sistema. O objetivo de OASIS é expressar os requisitos funcionais de um sistema de informação, em um marco formal, que facilite sua validação e geração automática de programas. OASIS não inclui a especificação de aspectos temporais. A modelagem de aspectos temporais é um importante tópico da modelagem de sistemas de informação, porque através destes são representadas as características dinâmicas das aplicações e a interação temporal entre diferentes processos. A especificação de requisitos de aplicações através de modelos orientados a objetos permite representar não só os seus estados, mas também, seu comportamento. Modelos temporais representam também a evolução de objetos com o tempo. Como o estado de um objeto pode ser alterado devido à ocorrência de um evento (fato ocorrido em um determinado instante no tempo), é importante que o modelo utilizado permita apresentar a história destes eventos. O presente trabalho tem por finalidade propor uma extensão temporal a um modelo formal de especificação OO. Esta extensão inclui tanto aspectos estáticos quanto dinâmicos. A extensão de aspectos estáticos estende OASIS com atributos temporais. A extensão dos aspectos dinâmicos, contribuição central do trabalho, estende OASIS com eventos temporais.

Personalización de aplicaciones en OO-H

Comunicación presentada en las V Jornadas Iberoamericanas de Ingeniería de Requisitos y Ambientes Software (IDEAS’02), La Habana, Cuba, abril 2002.

Modelado conceptual de aplicaciones adaptivas y proactivas en OO-H

Comunicación presentada en las VII Jornadas de Ingeniería del Software y Bases de Datos (JISBD 2002), dentro del II Taller sobre Ingeniería del Software Orientada al Web (Web Engineering) WebE'2002, El Escorial, Madrid, 19 noviembre 2002.

Modelado de estrategias de personalización en OO-H

The consideration of personalization politics in the context of any web application modelling method obliges to the revision of its different modelling activities, which must be adapted to take into account the information regarding the user (usually gathered in a user model) to define aspects such as navigation or presentation. Additionally, they must provide a set of techniques to populate such user model. Finally, and because of the rapid pace at which personalization politics usually change, the modelling process should provide support not only for static personalization rules (known at design time) but also for the definition or change of these rules once the application has been deployed. This article presents, in the context of the Object Oriented Hypermedia Method (OO-H), a personalization framework that fulfils these requirements, and is organized around four main concepts: (1) a set of design activities that capture the personalization requirements known at design time, (2) a mechanism for the specification of personalization rules, defined by means of an XML template, that decouples the definition of the personalization model from the remaining models, (3) an execution architecture that supports the change at execution time of these rules and (4) an extensible repository that includes a set of register mechanisms for the user activity in the system. The possibility of extension of this repository facilitates its adaptation to the particular characteristics of any particular application.

Coo-oo-ee! : a tale of bushmen from Australia to Anzac /

Mode of access: Internet.

Husn oo dil, or Beauty and heart; a pleasing allegory.

Mode of access: Internet.

The Mi-ut ạmil, and Shurḥoo Miut ạmil; two elementary treatises on Arabic syntax, translated from the original Arabic with annotations, philological and explanatory, in the form of a perpetual commentary. The rules exemplified by a series of stories and citations from various Arabian authors, with an appendix containing the original text.

(Arabic title): p. 1-31 (4th group)

O alcoolismo no P orto, esb oço de um estudo.

Mode of access: Internet.

Using integrated metamodeling to define OO design patterns with object-z and UML

Three important goals in describing software design patterns are: generality, precision, and understandability. To address these goals, this paper presents an integrated approach to specifying patterns using Object-Z and UML. To achieve the generality goal, we adopt a role-based metamodeling approach to define patterns. With this approach, each pattern is defined as a pattern role model. To achieve precision, we formalize role concepts using Object-Z (a role metamodel) and use these concepts to define patterns (pattern role models). To achieve understandability, we represent the role metamodel and pattern role models visually using UML. Our pattern role models provide a precise basis for pattern-based model transformations or refactoring approaches.

”Mä en oo kässää”. Yleinen kouluviihtyvyys ja käsityöviihtyvyys peruskoulun neljännen, kuudennen ja kahdeksannen luokan oppilailla

Tutkimuksen tavoitteena oli selvittää miten neljännen, kuudennen ja kahdeksannen luokan oppilaat viihtyvät yleisesti koulussa, eri oppitunneilla ja erityisesti käsityön oppiaineessa. Tarkoituksena oli myös selvittää käsityön oppitunnilla viihtymisen yhteyttä yleiseen kouluviihtyvyyteen. Vertailimme eri luokka-asteen eroja sekä eroa tyttöjen ja poikien välillä. Tutkimuksen aineisto kerättiin yhdestä satakuntalaisesta yhtenäiskoulusta syyslukukaudella 2015. Tutkimukseen osallistui 110 oppilasta, 53 poikaa ja 57 tyttöä. Tutkimustulosten analysoinnissa käytettiin tilastollisia ja laadullisia menetelmiä. Tilastolliseen analyysiin käytettiin SPSS- ja Professional statistics -tilasto-ohjelmia. Tiedonkeruumenetelmänä käytettiin oppilaskyselyä, joka toteutettiin verkkoympäristössä tehtävällä Webropol-lomakkeella. Oppilaskysely toteutettiin oppilaiden koulupäivän aikana heidän käytössään olevilla tablettitietokoneilla. Tämän tutkimuksen tulosten mukaan alakoululaiset viihtyivät koulussa paremmin kuin yläkoululaiset. Aiemmista tutkimuksista poiketen yläkoulun tytöt viihtyivät koulussa poikia huonommin. Alakoulussa erot tyttöjen ja poikien välillä olivat pienemmät. Tulosten mukaan tutkitut oppilaat viihtyivät valtakunnallisesti ja maakunnallisesti keskivertoa paremmin koulussa. Käsityön oppiaineessa viihtymisen kokeminen ei ollut tulosten mukaan suoraan yhteydessä oppilaiden kokemaan yleiseen kouluviihtyvyyteen. Huolimatta oppilaan yleisen kouluviihtyvyyden alhaisuudesta, saattoi käsityön oppiaineen tuoma mielekkyys olla korkea. Taito- ja taideaineissa koettu mielekkyys oli korkeampaa verrattuna reaaliaineisiin sekä käsityön oppiaineeseen. Oppilaiden erot kouluviihtyvyydessä selittyvät luokka-asteen muuttuessa korkeammaksi. Haasteena opettajille ja opetussuunnitelman laatijoille on kehittää opetusta siten, että oppilaiden kokema kouluviihtyvyys saataisiin pidettyä korkealla tasolla läpi koko peruskoulun. Kouluviihtyvyys on tärkeä tekijä oppilaiden kouluvalintojen, tulevan koulutuspolkujen ja ammattiuran kannalta.