Colaboração docente online na educação universitária

A colaboração docente on-line permite a criação de comunidades virtuais. As ferramentas virtuais de uma equipe em rede permitem criar aulas virtuais em diferentes localizações geográficas. Estes ambientes permitem na educação a transferência do conhecimento entre alunos e docentes, incluindo atividades síncronas e assíncronas. Neste trabalho descrevemos nossa experiência em colaboração docente on-line, utilizando ferramentas virtuais na educação universitária. Os softwares utilizados foram 1-Skype: Software de aplicação para chamadas na Internet (VoIP). 2- LAN: Aula virtual digital disponibilizado em http://www.cevap.unesp.br/abertura.htm. Estas mídias foram utilizadas em dias e locais de transmissão e recepção diferentes. Os temas foram: 1-"Como preparar uma videoconferência", 2-"Importância das TICs na docência Universitária", 3-"Plataformas virtuais com bases de dados automatizadas na busca bibliográfica", 4-"Uso do laboratório virtual no ensino de Biologia Celular, Histologia e Embriologia". As ferramentas virtuais permitem a colaboração on-line de docentes localizados em diferentes localizações geográficas, além de formar recursos humanos que as usarão para melhorar o desempenho da educação universitária.

Índice geométrico e perda de carga localizada em conexões de emissores "online"

O objetivo deste artigo é apresentar um estudo envolvendo uma relação entre a perda de carga localizada em conexões de emissores em tubulações, com diferentes diâmetros, utilizados em irrigação localizada, com a geometria dos conectores de emissores "online", que permite a fácil quantificação dessas perdas de carga, uma vez conhecida a dimensão dos conectores. O experimento foi conduzido para Números de Reynolds no intervalo de fluxo turbulento, obtidos pela variação da vazão nos tubos a uma temperatura constante da água. Para os tubos considerados, os resultados da investigação indicaram que o fator de atrito da equação de Darcy-Weisbach pode ser estimado pela Equação de Blasius com os coeficientes b = 0,300 e m = 0,25 para a determinação da perda de carga nos tubos avaliados. As perdas de carga provocadas pelas conexões dos emissores nos tubos considerados aumentaram em até 62% em relação às observadas nos tubos sem emissor. Uma relação entre o coeficiente de carga cinética (K) e o índice de obstrução devido à conexão do emissor "online" (IO) no tubo é apresentada por uma relação algébrica do tipo potência, com coeficiente de ajuste de, aproximadamente, 96%.

Haja-asutusalueiden pienjätevedenpuhdistamoiden online-monitoroinnin kehitysmahdollisuudet

The aim of this Bachelor's thesis was to investigate potentialities of online-monitoring the efficiency of small scale wastewater treatment systems. Evolving legislation currently sets minimum boundaries of relative decrease in levels of phosphorus, nitrogen and BOD in abovementioned applications, yet no monitoring requirements for such systems are determined. Inherently, no applicable monitoring system for these parameters exist. However, some measuring methods offer potentialities for estimating the reduction of these certain parameters in a wastewater stream treated in a small scale system. Such methods could be found for example among electronic noses, measuring of electronic conductivity or turbidity.

Influence of Link Structure on Search Engine Result Pages of Online Nursery Shops

The primary objective of this thesis is to assess how the backlink portfolio structure and off site Search Engine Optimisation (SEO) elements influence ranking of UK based online nursery shops. The growth of the internet use demanded significant effort from companies to optimize and increase their online presence in order to cope with the increasing online competition. The new e-Commerce technology - called Search Engine Optimisation - has been developed that helped increase website visibility of companies. The SEO process involves on site elements (i.e. changing the parameters of the company's website such as keywords, title tags and meta descriptions) and off site elements (link building and social media marketing activity). Link Building is based on several steps of marketing planning including keyword research and competitor analysis. The underlying goal of keyword research is to understand the targeted market through identifying relevant keyword queries that are used by targeted costumer group. In the analysis, three types (geographic, field and company’s strategy related) and seven sources of keywords has been identified and used as a base of analysis. Following the determination of the most popular keywords, allinanchor and allintitle search has been conducted and the first ten results of the searches have been collected to identify the companies with the most significant web presence among the nursery shops. Finally, Link Profiling has been performed where the essential goal was to understand to what extent other companies' link structure is different that the base company's backlinks. Significant difference has been found that distinguished the top three companies ranking in the allinanchor and allintitle search. The top three companies, „Mothercare”, „Mamas and Papas” and „Kiddicare” maintained significantly better metrics regarding domain and page authority on the main landing pages, the average number of outbound links for link portfolio metric and in number of backlinks. These companies also ranked among the highest in page authority distribution and followed external linking.

Proactive and Preventive Student Welfare Activities in Finnish Preschool and Elementary School: Handling of Transition to Formal Schooling and a National Anti-Bullying Program as Examples

Prerequisites and effects of proactive and preventive psycho-social student welfare activities in Finnish preschool and elementary school were of interest in the present thesis. So far, Finnish student welfare work has mainly focused on interventions and individuals, and the voluminous possibilities to enhance well-being of all students as a part of everyday school work have not been fully exploited. Consequently, in this thesis three goals were set: (1) To present concrete examples of proactive and preventive psycho-social student welfare activities in Finnish basic education; (2) To investigate measurable positive effects of proactive and preventive activities; and (3) To investigate implementation of proactive and preventive activities in ecological contexts. Two prominent phenomena in preschool and elementary school years—transition to formal schooling and school bullying—were chosen as examples of critical situations that are appropriate targets for proactive and preventive psycho-social student welfare activities. Until lately, the procedures concerning both school transitions and school bullying have been rather problem-focused and reactive in nature. Theoretically, we lean on the bioecological model of development by Bronfenbrenner and Morris with concentric micro-, meso-, exo- and macrosystems. Data were drawn from two large-scale research projects, the longitudinal First Steps Study: Interactive Learning in the Child–Parent– Teacher Triangle, and the Evaluation Study of the National Antibullying Program KiVa. In Study I, we found that the academic skills of children from preschool–elementary school pairs that implemented several supportive activities during the preschool year developed more quickly from preschool to Grade 1 compared with the skills of children from pairs that used fewer practices. In Study II, we focused on possible effects of proactive and preventive actions on teachers and found that participation in the KiVa antibullying program influenced teachers‘ self-evaluated competence to tackle bullying. In Studies III and IV, we investigated factors that affect implementation rate of these proactive and preventive actions. In Study III, we found that principal‘s commitment and support for antibullying work has a clear-cut positive effect on implementation adherence of student lessons of the KiVa antibullying program. The more teachers experience support for and commitment to anti-bullying work from their principal, the more they report having covered KiVa student lessons and topics. In Study IV, we wanted to find out why some schools implement several useful and inexpensive transition practices, whereas other schools use only a few of them. We were interested in broadening the scope and looking at local-level (exosystem) qualities, and, in fact, the local-level activities and guidelines, along with teacherreported importance of the transition practices, were the only factors significantly associated with the implementation rate of transition practices between elementary schools and partner preschools. Teacher- and school-level factors available in this study turned out to be mostly not significant. To summarize, the results confirm that school-based promotion and prevention activities may have beneficial effects not only on students but also on teachers. Second, various top-down processes, such as engagement at the level of elementary school principals or local administration may enhance implementation of these beneficial activities. The main message is that when aiming to support the lives of children the primary focus should be on adults. In future, promotion of psychosocial well-being and the intrinsic value of inter- and intrapersonal skills need to be strengthened in the Finnish educational systems. Future research efforts in student welfare and school psychology, as well as focused training for psychologists in educational contexts, should be encouraged in the departments of psychology and education in Finnish universities. Moreover, a specific research centre for school health and well-being should be established.

Media Library Online (MLOL). Business Models for E-Book Lending in Libraries

Esitys Kirjastoverkkopäivillä 23.10.2012 Helsingissä

Das ADOK-Projekt : Automatisierung und Deutsch im Online-Kurs

Julkaisumaa:CZE

A bridge between engineering and language learning : automation and German in an online course

Artikkeli luettavissa osassa: Part 2. - ISBN 9789522163172(PDF). - Liitteenä työpaperi

Defending behavior in bullying situations

In order to encourage children and adolescents to defend and support their victimized peers, it is important to identify factors that either maximize or minimize the probability that students will engage in such behaviors. This thesis is composed of four studies designed to elucidate how a variety of factors work in conjunction to explain why some children defend their victimized classmates, whereas others remain passive or reinforce the bully. The conceptual framework of this thesis is drawn from several theoretical considerations, including social cognitive learning theory, the expectancy-value framework as well as the literature emphasizing the importance of empathy in motivating behaviors. Also the child-by-environment perspective and the socialecological perspective influenced this research. Accordingly, several intra- and interpersonal characteristics (e.g., social cognitions, empathy, and social status) as well as group-level factors (e.g., norms) that may either enhance or reduce the probability that students defend their victimized peers are investigated. In Studies I and II, the focus is on social cognitions, and special attention is paid to take into account the domain-specificity of cognition-behavior processes. Self-efficacy for defending is still an interest of study III, but the role of affective empathy on defending is also investigated. Also social status variables (preference and perceived popularity) are evaluated as possible moderators of links between intrapersonal factors and defending. In Study IV, the focus is expanded further by concentrating on characteristics of children’s proximal environments (i.e., classroom). Bullying norms and collective perceptions (i.e., connectedness among the students and the teachers’ ability to deal with bullying situations) are examined. Data are drawn from two research projects: the Kaarina Cohort Study (consisting of fourth and eighth graders) and the randomized controlled trial (RCT) evaluating the effects of the KiVa antibullying program (consisting of third to fifth graders). The results of the thesis suggest that defending the victims of bullying is influenced by a variety of individual level motivational characteristics, such as social cognitions and affective empathy. Also, both perceived popularity and social preference play a role in defending, and the findings support the conceptualization that behavior results from the interplay between the characteristics of an individual child and their social-relational environment. Classroom context further influences students’ defending behavior. Thus, antibullying efforts targeting peer bystanders should aim to influence intra- and interpersonal characteristics of children and adolescents as well as their social environment.