Siperiaa sanoiksi - uralilaisuutta teoiksi : Kai Donner poliittisena organisaattorina sekä tiedemiehenä antropologian näkökulmasta

The doctoral dissertation, entitled Siperiaa sanoiksi - uralilaisuutta teoiksi. Kai Donner poliittisena organisaattorina sekä tiedemiehenä antropologian näkökulmasta clarifies the early history of anthropological fieldwork and research in Siberia. The object of research is Kai Donner (1888-1935), fieldworker, explorer and researcher of Finno-Ugric languages, who made two expeditions to Siberia during 1911-1913 and 1914. Donner studied in Cambridge in 1909 under the guidance of James Frazer, A. C. Haddon and W. H. R. Rivers - and with Bronislaw Malinowski. After finishing his expeditions, Donner organized the enlistment of Finnish university students to receive military training in Germany. He was exiled and participated in the struggle for Finnish independence. After that, he organized military offensives in Russia and participated in domestic politics and policy in cooperation with C. G. E. Mannerheim. He also wrote four ethnographic descriptions on Siberia and worked with the Scandinavian Arctic areas researchers and Polar explorers. The results of this analysis can be sum up as follows: In the history of ethnographic research in Finland, it is possible to find two types of fieldwork tradition. The first tradition started from M. A. Castrén's explorations and research and the second one from August Ahlqvist's. Donner can be included in the first group with Castrén and Sakari Pälsi, unlike other contemporary philologists, or cultural researcher colleagues, which used the method of August Ahlqvist. Donner's holistic, lively and participant-observation based way of work is articulated in his writings two years before Malinowski published his thesis about modern fieldwork. Unfortunately, Donner didn't get the change to continue his researche because of the civil war in Finland, and due to the dogmatic position of E. N. Setälä. Donner's main work - the ethnohistorical Siberia - encloses his political and anthropological visions about a common and threatened Uralic nation under the pressure of Russian. The important items of his expeditions can be found in the area of cultural ecology, nutritional anthropology and fieldwork methods. It is also possible to prove that in his short stories from Siberia, there can be found some psychological factors that correlate his early life history.

Preparing health science students for interdisciplinary professional practice

In 2002, a number of lecturers from different clinical schools within the Faculty of Health Sciences at La Trobe University embarked on the development of a new interdisciplinary professional practice subject to be undertaken by all final-year undergraduate health science students. The subject was designed to better prepare students for their first professional appointment by introducing them to the concepts of interdisciplinary teamwork, the health care context, and the challenges and constraints that organizational contexts present. This report details the background of the project, the consultation and development that took place in the design of the subject, and implementation of the subject. The uniqueness of the project is explained by the number of disciplines involved, the online delivery, and the focus on a set of generic graduate attributes for health science students. It is hoped that students who have undertaken this subject will have a better understanding of the roles of other health professionals and the context in which they will be working by grappling with many real-life professional issues that they will face when they graduate and enter the workforce.

Field placement and the impact of financial stress on social work and human services students

While significant research has been undertaken exploring the pedagogical benefits of undertaking lengthy social work and human services field placements, there has been very little consideration regarding the potential financial stress involved for students. This study has addressed this knowledge gap. Research was conducted in 2014 using quantitative and qualitative methods with students, academic and professional staff from six Queensland Universities. The findings show a significant relationship between unpaid placements and financial hardship creating considerable stress for students and at times a compromised learning experience whilst on placement. The limited flexibility in the requirements of professional bodies and universities for how placements are undertaken has been identified as a key contributor to financial hardship. Addressing the complexities inherent in this issue requires a collaborative effort from multiple stakeholders and should not be regarded as a problem for students to endure and manage.

University Students' Approaches to Learning, Self-Regulation, and Cognitive and Attributional Strategies : Connections with Well-Being and Academic Success

This dissertation empirically explores the relations among three theoretical perspectives: university students approaches to learning, self-regulated learning, as well as cognitive and attributional strategies. The relations were quantitatively studied from both variable- and person-centered perspectives. In addition, the meaning that students gave to their disciplinary choices was examined. The general research questions of the study were: 1) What kinds of relationships exist among approaches to learning, regulation of learning, and cognitive and attributional strategies? What kinds of cognitive-motivational profiles can be identified among university students, and how are such profiles related to study success and well-being? 3) How do university students explain their disciplinary choices? Four empirical studies addressed these questions. Studies I, II, and III were quantitative, applying self-report questionnaires, and Study IV was qualitative in nature. Study I explored relations among cognitive strategies, approaches to learning, regulation of learning, and study success by using correlations and a K-means cluster analysis. The participants were 366 students from various faculties at different phases of their studies. The results showed that all the measured constructs were logically related to each other in both variable- and person-centered approaches. Study II further examined what kinds of cognitive-motivational profiles could be identified among first-year university students (n=436) in arts, law, and agriculture and forestry. Differences in terms of study success, exhaustion, and stress among students with differing profiles were also looked at. By using a latent class cluster analysis (LCCA), three groups of students were identified: non-academic (34%), self-directed (35%), and helpless students (31%). Helpless students reported the highest levels of stress and exhaustion. Self-directed students received the highest grades. In Study III, cognitive-motivational profiles were identified among novice teacher students (n=213) using LCCA. Well-being, epistemological beliefs, and study success were looked at in relation to the profiles. Three groups of students were found: non-regulating (50%), self-directed (35%), and non-reflective (22%). Self-directed students again received the best grades. Non-regulating students reported the highest levels of stress and exhaustion, the lowest level of interest, and showed the strongest preference for certain and practical knowledge. Study IV, which was qualitative in nature, explored how first-year students (n = 536 ) in three fields of studies, arts, law, and veterinary medicine explained their disciplinary choices. Content analyses showed that interest appeared to be a common concept in students description of their choices across the three faculties. However, the objects of interest of the freshmen appeared rather unspecified. Veterinary medicine and law students most often referred to future work or a profession, whereas only one-fifth of the arts students did so. The dissertation showed that combining different theoretical perspectives and methodologies enabled us to build a rich picture of university students cognitive and motivational predispositions towards studying and learning. Further, cognitive-emotional aspects played a significant role in studying, not only in relation to study success, but also in terms of well-being. Keywords: approaches to learning, self-regulation, cognitive and attributional strategies, university students

Consistency tests of Ampcalculator and chiral amplitudes in SU(3) Chiral Perturbation Theory: A tutorial-based approach

Ampcalculator (AMPC) is a Mathematica (c) based program that was made publicly available some time ago by Unterdorfer and Ecker. It enables the user to compute several processes at one loop (upto O(p(4))) in SU(3) chiral perturbation theory. They include computing matrix elements and form factors for strong and non-leptonic weak processes with at most six external states. It was used to compute some novel processes and was tested against well-known results by the original authors. Here we present the results of several thorough checks of the package. Exhaustive checks performed by the original authors are not publicly available, and hence the present effort. Some new results are obtained from the software especially in the kaon odd-intrinsic parity non-leptonic decay sector involving the coupling G(27). Another illustrative set of amplitudes at tree level we provide is in the context of tau-decays with several mesons including quark mass effects, of use to the BELLE experiment. All eight meson-meson scattering amplitudes have been checked. The Kaon-Compton amplitude has been checked and a minor error in the published results has been pointed out. This exercise is a tutorial-based one, wherein several input and output notebooks are also being made available as ancillary files on the arXiv. Some of the additional notebooks we provide contain explicit expressions that we have used for comparison with established results. The purpose is to encourage users to apply the software to suit their specific needs. An automatic amplitude generator of this type can provide error-free outputs that could be used as inputs for further simplification, and in varied scenarios such as applications of chiral perturbation theory at finite temperature, density and volume. This can also be used by students as a learning aid in low-energy hadron dynamics.

Case study: Using social media to engage students with learning difficulties

Case study on Calderdale College using the social learning network Edmodo to support students with learning difficulties or disabilities to engage with social media.

Case study: DigiDesk a helpdesk run by students for students and staff

Case study on the DigiDesk helpdesk service at Barnet and Southgate College that helps meet FELTAG recommendations for greater participation in digital leadership activities and schemes.

Oceanographic results during VERTEX particle interceptor trap experiment 17 August to 8 September 1980

This report presents oceanographic data supporting the detailed chemical studies in the VERTEX Particle Interceptor Trap (PIT) experiment off the central California coast. Prior to the deployment of the PITs, an oceanographic survey of the intended study area was made on R/V CAYUSE from 17 to 21 August 1980. During this cruise, twenty CTD stations (Fig. 1) were occupied in a grid centered about the PIT site selected earlier based on archival oceanographic data. During the second leg of the VERTEX experiment from 25 August to 3 September, CTO profiles were taken as time permitted. In addition, a short survey near the PITs was made on 2 September. The intent of the pre-deployment cruise was to obtain data characterizing the vertical and horizontal variability of physical and chemical properties and to map the geostrophic flow field. Toward this end, vertical profiles of salinity, temperature and dissolved oxygen were made using a Plessey 9040 CTOa profiler. Considerable effort was expended to make vertical beam attenuation profiles to

Marine Mammal Strandings in the United States: Proceedings of the Second Marine Mammal Stranding Workshop, Miami, Florida, December 3-5, 1987

Over a decade ago, in August 1977, the First Marine Mammal Stranding Workshop was convened in Athens, Georgia. That workshop, organized by j.R. Geraci and D.J. St. Aubin, not only considered biology and pathology of stranded marine mammals, but it also served as a springboard for the formation of regional marine mammal stranding networks in the United States. The ramifications have been extremely important to the field of marine mammalogy since, for some species, examination or rehabilitation of stranded specimens serves as virtually the only source of information on distribution, anatomy, physiology, reproduction, and pathology. The First Marine Mammal Stranding Workshop led to increased awareness of the marine mammals themselves, as well as the logistic and legal factors associated with effective handling of the animals. A number of individuals indicated that they felt that a Second Marine Mammal Stranding Workshop held prior to the Seventh Biennial Conference on the Biology of Marine Mammals (Miami, Florida; December 1987) would be both timely and productive. Accordingly, we organized the workshop and scheduled it to occur on 3-5 December. Our goals for the workshop were several, including 1) providing descriptions of some research, especially new techniques, regarding stranded marine mammals; 2) providing a forum where scientists could interact and possibly initiate cooperative research activities; 3) presenting information regarding procedures used effectively to handle stranded animals; 4) assessing ways to standardize data and specimen collection, archiving, and retrieval; and 5) providing a forum for assessing accomplishments and status of regional stranding networks to date, as well as for making recommendations regarding future activities of the networks. Nearly 100 individuals representing Federal and State governments, academic institutions, the oceanarium industry, consulting groups, conservation organizations, and the private sector attended the workshop (see Workshop Participants, this volume). (PDF file contains 166 pages.)

On the physical and biological oceanography near the entrance of the Gulf of California, October 1966-August 1967

ENGLISH: A study of the temporal and spatial distribution of larval tunas and the concomitant oceanic conditions was made in cooperation with the Direccion General de Pesca e Industrias Conexas of Mexico. Field work consisted of eight hydrographic cruises made from October 1966 through August 1967 near the entrance of the Gulf of California. From January through April, surface currents were southerly at velocities up to 20 cm/sec; currents in June were variable in direction and mostly less than 10 cm/sec; by August the surface current was northerly at 10-15 cm/sec. Surface winds were usually secondary to the distribution of mass as an influence on the surface circulation. Currents at 100 m were generally similar in direction to those at the surface, but the water moved more slowly. Between the surface and 100 m, southbound currents crossed the entrance of the Gulf at velocities of 5-10 cm/sec during January and April, forming frontal boundaries with the California Current water, which often occurred south of the entrance. From April to August, the median concentration of surface chlorophyll a increased from 0.65 to 0.97 mg/m3, while the median productivity increased from 5.6 mgC/m3/day in April to 17.8 mgC/m3/day in June before returning to 2.6 mgC/m3/day in August. Primary productivity was closely correlated with the concentration of surface chlorophyll a. Productivity was generally higher in the vicinity of the Gulf than that found for water in the open Pacific. Productivity was highest near Islas Las Tres Marias and second highest near Cabo San Lucas, both locations of local upwelling. The standing crop of phytoplankton was shown to be subjected to progressively heavier grazing pressure in the spring and summer by zooplankton. SPANISH: Un estudio de la distribución temporal y espacial de las larvas de atún y de las condiciones oceánicas concomitantes fue realizado en cooperación con la Dirección General de Pesca e Industrias Conexas de México. El trabajo experimental consistió en ocho cruceros hidrográficos realizados desde octubre 1966 hasta agosto 1967, cerca a la entrada del Golfo de California. De enero a abril, las corrientes superficiales fueron meridionales alcanzando velocidades hasta de 20 cm/seg; las corrientes en junio fueron variables en dirección y la mayoría con una velocidad de menos de 10 cm/seg; en agosto la corriente superficial fue septentrional a 10-15 cm/seg, Los vientos superficiales fueron por lo común secundarios a la dístríbucíón de la masa, como una influencia de la circulación superficial. Las corrientes a 100 m fueron generalmente similares en dirección a las de la superficie, pero el agua se movió más lentamente. Entre la superficie y los 100 m, las corrientes que se dirigen hacia el sur cruzaron la entrada del Golfo a velocidades de 5-10 cm/seg durante enero y abril formando límites frontales con el agua de la Corriente de California, que apareció a menudo al sur de la entrada. De abril a agosto, la concentración media de la clorofila a superficial aumentó de 0.65 a 0.97 mg/m3, mientras que la productividad mediana aumentó de 5.6 mgC/m3/día en abril hasta 17.8 mgC/m3/día en junio antes de regresar a 2.6 mgC/m3/día en agosto. La productividad primaria se correlacionó estrechamente con la concentración de clorofila a superficial. La productividad fue generalmente más alta en la vecindad del Golfo que aquella encontrada en el agua de alta mar del Pacífico. La productividad fue más alta cerca a las Islas Tres Marías, y el segundo máximo fue cerca al Cabo San Lucas, ambas localidades de afloramiento local. Se indicó que la reserva permanente de fitoplancton estaba sujeta por el zooplancton a una fuerta presión progresiva de apacentamiento en la primavera y el verano. (PDF contains 116 pages.)

Oceanographic observations for the Mazatlan Project: October 1966 - August 1967

ENGLISH: To learn more about the early life of yellowfin tuna in their immediate environment, the Inter-American Tropical Tuna Commission initiated a 2-year cooperative investigation with the Direccion General de Pesca e Industrias Conexas (DGP) of Mexico in August 1966. The project called for monthly cruises of about 5 days duration to be made in a triangular track between Mazatlan, Cape San Lucas and the Tres Marias Islands. Laboratory space for the field work was provided by the DGP in their biological station in Mazatlan and the research vessel Yolanda, property of the DGP, was made available for the monthly cruises. SPANISH: Con el fin de obtener un conocimiento mas avanzado sobre la vida temprana de estos atunes aleta amarilla, y del ambiente que los rodea, 1a Comision Interamericana del Atun Tropical inicio una investigacion colaborativa de 2 anos con la Direccion General de Pesca e Industrias Conexas (DGP) de Mexico, en agosto de 1966. El proyecto requirio cruceros mensuales de unos 5 dias de duracion para que fueran realizados en un rumbo triangular entre Mazatlan, Cabo San Lucas y las Islas Tres Marias. La Direccion General de Pesca ofrecio amab1emente las facilidades del laboratorio para el trabajo experimental en la estacion biologica de Mazatlan, y e1 barco de investigacion Yolanda para los cruceros mensuales. (PDF contains 256 pages.)

Life cycle of Pisidium obtusale Jenyns. [Translation from: Informatsionnyi Byulleten Biologiya Vnutrennikh Vod No.3 17-21, 1969.]

Pisidium obtusale in the neighbourhood of Borka occurs in deep pools on upland bogs. The majority of water-bodies where this mollusc lives are temporary. Their bottoms are covered with sedges, and sometimes mosses occur. Evidently there is a marked attraction of P. obtusale to places overgrown by willow. In pools remote from scrub or woody vegetation it does not appear. Temporary water-bodies fill up with melt water in the middle or the end of April and finally dry up at the end of July or the beginning of August. Observations on the life cycle of P. obtusale started on 21 April 1966, following on the filling-up of the water-body by melt water. The findings of the study are presented in this paper.

Teaching Students to Evaluate E-Reference Sources with Moodle Forums

This presentation will describe the use of online forums in Moodle, a course management system, to teach students to evaluate both print and electronic reference sources. For two semesters I have created an online forum called the Fishing Hole Scouting Report for an in-class exercise. Students are given 2-3 background questions and told to find the answers using both a library-approved reference source and Wikipedia. Students then evaluate the reference source for effectiveness and ease of use, compared to Wikipedia, and post their comments in the forum to share with the class. I will highlight the educational benefits of using Moodle forums for this purpose and discuss best practices for selecting the most effective sources and questions.

Addressing students' difficulties with Faraday's law: A guided problem solving approach

In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.

Metodologia Problematizadora na formação de graduandos de Pedagogia em Comunicação Alternativa

A formação inicial de professores se constitui como objeto desta tese. Na presente pesquisa pretendi planejar, implementar e avaliar a eficácia de um programa de formação inicial de professores para atuar com Tecnologia Assistiva, principalmente com a Comunicação Alternativa e Ampliada, por meio de metodologia problematizadora. Para responder à pergunta principal do estudo A formação inicial de professores para atuar com TA, principalmente com a CAA, através de metodologia problematizadora favorece a modificação das preconcepções sobre deficiência e práticas desses futuros professores? foi necessário conhecer as concepções dos alunos de Pedagogia, assim como envolvê-los no planejamento do curso. Outro elemento fundamental na proposta de formação foi a Metodologia da Problematização aplicada a questões educacionais , que estimula o trabalho reflexivo, criativo e colaborativo. A pesquisa foi desenvolvida em dois estudos, durante o período de agosto de 2008 a dezembro de 2010. Uma pesquisa ação foi desenvolvida com 37 alunos da graduação do curso de Pedagogia, duas professoras responsáveis pela disciplina, 26 alunos com deficiência sem fala articulada, com idades entre 8 e 32 anos, cinco professoras de uma escola especial da rede pública de ensino. Os estudos foram desenvolvidos na Faculdade de Educação da UERJ em salas de aula e no Laboratório de Tecnologia Assistiva/Comunicação Alternativa (Lateca) e numa escola especial. Foram utilizados questionários, filmagens, vídeos e vários recursos de tecnologia assistiva. Os procedimentos metodológicos foram os seguintes: 1. Aplicação de questionário com objetivo duplo caracterizar os graduandos de Pedagogia e apreender suas concepções a respeito de Educação Inclusiva, deficiência, TA e CAA. 2. Com base na análise dos questionários, levantei o perfil dos alunos, suas expectativas em relação a essa formação e as sugestões que direcionaram o planejamento e a implementação da oferta das aulas expositivas e das atividades práticas. 3. Oferta de aulas expositivas, acompanhadas de farto material audiovisual e do desenvolvimento de atividades práticas, que versaram sobre os seguintes temas: linguagem, comunicação e interação, deficiência, TA e CAA. 4. Os graduandos observaram, planejaram e desenvolveram uma proposta de intervenção direta para alunos com deficiência. Os estudos apontaram que houve modificação das concepções dos graduandos em relação aos conceitos de deficiência, TA e CAA. Os dados revelaram ainda que esse trabalho proporcionou aos graduandos uma oportunidade real de exercício da prática, com as seguintes características: partindo da observação da realidade de uma sala de aula ou sala de atendimento especializado, identificar problemas pedagógicos e escolher um deles como foco de uma investigação; refletir sobre os possíveis fatores e determinantes principais do problema selecionado e definir os pontos-chave do estudo; investigar esses pontos-chave; buscar informações em diversas fontes e analisá-las para responder ao problema, compondo, assim, a teorização; elaborar hipóteses de solução para o problema; e, por fim, aplicar uma ou mais das hipóteses de solução, como um retorno do estudo à realidade investigada. Verifiquei também, ao final do estudo, a imensa gama de recursos e estratégias de CAA, a adequação de material pedagógico e os recursos de acesso ao computador que foram criados pelos graduandos nesse atendimento aos alunos com deficiência. O estudo beneficiou, ainda, os professores e alunos da escola especial que, além de conhecer os recursos de TA e CAA, puderam vivenciar essa abordagem educacional diferenciada, proposta na formação inicial. Além disso, observei que os alunos com deficiência ampliaram as oportunidades de comunicação e interação social.