Aspects on Process Engineering in the Finnish Pulp and Paper Industry : Thesis for the Degree of Licentiate in Science of Technology

Process development will be largely driven by the main equipment suppliers. The reason for this development is their ambition to supply complete plants or process systems instead of single pieces of equipment. The pulp and paper companies' interest lies in product development, as their main goal is to create winning brands and effective brand management. Design engineering companies will find their niche in detail engineering based on approved process solutions. Their development work will focus on increasing the efficiency of engineering work. Process design is a content-producing profession, which requires certain special characteristics: creativity, carefulness, the ability to work as a member of a design team according to time schedules and fluency in oral as well as written presentation. In the future, process engineers will increasingly need knowledge of chemistry as well as information and automation technology. Process engineering tools are developing rapidly. At the moment, these tools are good enough for static sizing and balancing, but dynamic simulation tools are not yet good enough for the complicated chemical reactions of pulp and paper chemistry. Dynamic simulation and virtual mill models are used as tools for training the operators. Computational fluid dynamics will certainlygain ground in process design.

The Impact of ICTs on Lecturer and Student Interaction in University Education Processes

Interaction is a basic element in any educational process, and it is something that needs to be reconsidered in the light of technology. In order to examine the methodological changes that ICTs bring to teaching from an interaction perspective, a study was carried out at the University of Lleida to observe interaction processes in various face-to-face, blended learning and e-learning subjects. The methodological design was based on three data collection techniques: documentary analysis of subject curricula, lecturer and student questionnaires, and lecturer interviews. The data showed that, as the online component of subjects increased, the lecturers and students used more technological tools to communicate (e-mail, forums, chats, social networks, etc.). Furthermore, we found that the lecturers and students basically communicated for academic purposes. While they hardly ever communicated for personal reasons (guidance, support, etc.), they claimed that closer contact with a non-academic focus would be preferable. We also observed that the students’ work was more individual in e-learning subjects. Although there is still a considerable way to go in ICT-mediated lecturer-student interaction, both the lecturers and students recognise the potential of such technologies, even though they still do not use them as they feel they should.

Are Evaluation of ICTs Investment Using Decision Support Systems:Case Applications from Distributor's and End User's Perspective Group Decision

The evaluation of investments in advanced technology is one of the most important decision making tasks. The importance is even more pronounced considering the huge budget concerning the strategic, economic and analytic justification in order to shorten design and development time. Choosing the most appropriate technology requires an accurate and reliable system that can lead the decision makers to obtain such a complicated task. Currently, several Information and Communication Technologies (ICTs) manufacturers that design global products are seeking local firms to act as their sales and services representatives (called distributors) to the end user. At the same time, the end user or customer is also searching for the best possible deal for their investment in ICT's projects. Therefore, the objective of this research is to present a holistic decision support system to assist the decision maker in Small and Medium Enterprises (SMEs) - working either as individual decision makers or in a group - in the evaluation of the investment to become an ICT's distributor or an ICT's end user. The model is composed of the Delphi/MAH (Maximising Agreement Heuristic) Analysis, a well-known quantitative method in Group Support System (GSS), which is applied to gather the average ranking data from amongst Decision Makers (DMs). After that the Analytic Network Process (ANP) analysis is brought in to analyse holistically: it performs quantitative and qualitative analysis simultaneously. The illustrative data are obtained from industrial entrepreneurs by using the Group Support System (GSS) laboratory facilities at Lappeenranta University of Technology, Finland and in Thailand. The result of the research, which is currently implemented in Thailand, can provide benefits to the industry in the evaluation of becoming an ICT's distributor or an ICT's end user, particularly in the assessment of the Enterprise Resource Planning (ERP) programme. After the model is put to test with an in-depth collaboration with industrial entrepreneurs in Finland and Thailand, the sensitivity analysis is also performed to validate the robustness of the model. The contribution of this research is in developing a new approach and the Delphi/MAH software to obtain an analysis of the value of becoming an ERP distributor or end user that is flexible and applicable to entrepreneurs, who are looking for the most appropriate investment to become an ERP distributor or end user. The main advantage of this research over others is that the model can deliver the value of becoming an ERP distributor or end user in a single number which makes it easier for DMs to choose the most appropriate ERP vendor. The associated advantage is that the model can include qualitative data as well as quantitative data, as the results from using quantitative data alone can be misleading and inadequate. There is a need to utilise quantitative and qualitative analysis together, as can be seen from the case studies.

Development of Managerial Reporting for a Pulp and Paper Technology Supplier

Työn tavoitteena oli yritysjohdon käyttämän sisäisen raportin kehittäminen vastaamaan paremmin johdon tarpeita. Teoriaosuuden tarkoituksena oli selvittää kirjallisuuden avulla sisäisen raportin käyttöä johdon työkaluna, hyvän raportin vaatimuksia ja yleisiä raportoinnin periaatteita. Empiirinen osuus toteutettiin haastatteluiden avulla ja analysoimalla case-yrityksen sisäisiä raportteja. Empiirisen osan tavoitteena oli selvittää aiemman raportin ongelmat, löytää ratkaisut näihin ongelmiin ja laatia uusi raportointimalli, joka palvelee paremmin raportin käyttäjiä.Teoriaosuuden perusteella voidaan päätellä, että raportoinnin kehittämiseen vaikuttaa eniten raportin käyttötarkoitus ja henkilöt, joiden työväline raportti tulee olemaan. Raportin kehittäminen on jatkuva prosessi, sillä raportin tulee mukautua liiketoiminta- ja organisaatiomuutoksiin.Työn empiirisessä osassa esitetty uusi raportointimalli palvelee case-yritystä monella eri tasolla. Se tukee johdon työskentelyä ja tarjoaa yritystasolla välineen kustannusten parempaan hallintaan ja seurantaan.

Web and education, a successful open entanglement

E-learning, understood as the intensive use of Information and Communication Technologies in mainly but not only) distance education, has radically changed the meaning of the latter. E-learning is an overused term which has been applied to any use of technology in education. Today, the most widely accepted meaning ofe-learning coincides with the fourth generation described by Taylor (1999), where there is an asynchronousprocess that allows students and teachers to interact in an educational process expressly designed in accordance with these principles. We prefer to speak of Internet-Based Learning or, better still, Web-Based Learning, for example, to explain the fact that distance education is carried out using the Internet, with the appearance of the virtual learning environment concept, a web space where the teaching and learning process is generated and supported (Sangrà, 2002). This entails overcoming the barriers of space and time of brickand mortar education (although we prefer the term face-to-face) or of classical distance education using broadcasting and adopting a completely asynchronous model that allows access to education by many more users, at any level (including secondary education, but primarily higher education and lifelong learning).

Learning 2.0 : concepts and experiences

E-learning arises in all educative contexts and levels with the use of information and communication technologies and massive access to internet connected computers. On the other hand, the fast development of social networking tools and web 2.0 technologies are producing an evolution of e-learning towards what is called a learning 2.0 paradigm. In this short paper weshall present the main technologies and pedagogical issues related to that new way of learning and how we can use them to improve the acquisition of competences and new knowledge.

Bridging the digital divide in developing countries: The role of mobile technology in bridging the digital divide

This thesis investigates how mobile technology usage could help to bring Information and communication technologies (ICT) to the people in developing countries. Some people in developing countries have access to use ICT while other people do not have such opportunity. This digital divide among people is present in many developing countries where computers and the Internet are difficult to access. The Internet provides information that can increase productivity and enable markets to function more efficiently. The Internet reduces information travel time and provides more efficient ways for firms and workers to operate. ICT and the Internet can provide opportunities for economic growth and productivity in developing countries. This indicates that it is very important to bridge the digital divide and increase Internet connections in developing countries. The purpose of this thesis is to investigate how can mobile technology and mobile services help to bridge the digital divide in developing countries. Theoretical background of this thesis consists of a collection of articles and reports. Theoretical material was gathered by going through literature on the digital divide, mobile technology and mobile application development. The empirical research was conducted by sending a questionnaire by email to a selection of application developers located in developing countries. The questionnaire’s purpose was to gather qualitative information concerning mobile application development in developing countries. This thesis main result suggests that mobile phones and mobile technology usage can help to bridge the digital divide in developing countries. This study finds that mobile technology provides one of the best tools that can help to bridge the digital divide in developing countries. Mobile technology can bring affordable ICT to people who do not have access to use computers. Smartphones can provide Internet connection, mobile services and mobile applications to a rapidly growing number of mobile phone users in developing countries. New low-cost smartphones empower people in developing countries to have access to information through the Internet. Mobile technology has the potential to help to bridge the digital divide in developing countries where a vast amount of people own mobile phones.

Learning information technology business in a changing industry landscape. Introducing Team Entrepreneurship in Renewing Bachelor Education in Renewing Bachelor Education in Information

Speed, uncertainty and complexity are increasing in the business world all the time. When knowledge and skills become quickly irrelevant, new challenges are set for information technology (IT) education. Meta-learning skills – learning how to learn rapidly - and innovation skills have become more essential than single technologies or other specific issues. The drastic changes in the information and communications technology (ICT) sector have caused a need to reconsider how IT Bachelor education in Universities of Applied Sciences should be organized and employed to cope with the change. The objective of the study was to evaluate how a new approach to IT Bachelor education, the ICT entrepreneurship study path (ICT-ESP) fits IT Bachelor education in a Finnish University of Applied Sciences. This kind of educational arrangement has not been employed elsewhere in the context of IT Bachelor education. The study presents the results of a four-year period during which IT Bachelor education was renewed in a Finnish University of Applied Sciences. The learning environment was organized into an ICT-ESP based on Nonaka’s knowledge theory and Kolb’s experiental learning. The IT students who studied in the ICT-ESP established a cooperative and learned ICT by running their cooperative at the University of Applied Sciences. The students (called team entrepreneurs) studied by reading theory in books and other sources of explicit information, doing projects for their customers, and reflecting in training sessions on what was learnt by doing and by studying the literature. Action research was used as the research strategy in this study. Empirical data was collected via theme-based interviews, direct observation, and participative observation. Grounded theory method was utilized in the data analysis and the theoretical sampling was used to guide the data collection. The context of the University of Applied Sciences provided a good basis for fostering team entrepreneurship. However, the results showed that the employment of the ICT-ESP did not fit into the IT Bachelor education well enough. The ICT-ESP was cognitively too tough for the team entrepreneurs because they had two different set of rules to follow in their studies. The conventional courses engaged lot of energy which should have been spent for professional development in the ICT-ESP. The amount of competencies needed in the ICT-ESP for professional development was greater than those needed for any other ways of studying. The team entrepreneurs needed to develop skills in ICT, leadership and self-leadership, team development and entrepreneurship skills. The entrepreneurship skills included skills on marketing and sales, brand development, productization, and business administration. Considering the three-year time the team entrepreneurs spent in the ICT-ESP, the challenges were remarkable. Changes to the organization of IT Bachelor education are also suggested in the study. At first, it should be admitted that the ICT-ESP produces IT Bachelors with a different set of competencies compared to the conventional way of educating IT Bachelors. Secondly, the number of courses on general topics in mathematics, physics, and languages for team entrepreneurs studying in the ICTESP should be reconsidered and the conventional course-based teaching of the topics should be reorganized to support the team coaching process of the team entrepreneurs with their practiceoriented projects. Third, the upcoming team entrepreneurs should be equipped with relevant information about the ICT-ESP and what it would require in practice to study as a team entrepreneur. Finally, the upcoming team entrepreneurs should be carefully selected before they start in the ICT-ESP to have a possibility to eliminate solo players and those who have a too romantic view of being a team entrepreneur. The results gained in the study provided answers to the original research questions and the objectives of the study were met. Even though the IT degree programme was terminated during the research process, the amount of qualitative data gathered made it possible to justify the interpretations done.

Epidemiological studies in the information and genomics era: experience of the Clinical Genome of Cancer Project in São Paulo, Brazil

Genomics is expanding the horizons of epidemiology, providing a new dimension for classical epidemiological studies and inspiring the development of large-scale multicenter studies with the statistical power necessary for the assessment of gene-gene and gene-environment interactions in cancer etiology and prognosis. This paper describes the methodology of the Clinical Genome of Cancer Project in São Paulo, Brazil (CGCP), which includes patients with nine types of tumors and controls. Three major epidemiological designs were used to reach specific objectives: cross-sectional studies to examine gene expression, case-control studies to evaluate etiological factors, and follow-up studies to analyze genetic profiles in prognosis. The clinical groups included patients' data in the electronic database through the Internet. Two approaches were used for data quality control: continuous data evaluation and data entry consistency. A total of 1749 cases and 1509 controls were entered into the CGCP database from the first trimester of 2002 to the end of 2004. Continuous evaluation showed that, for all tumors taken together, only 0.5% of the general form fields still included potential inconsistencies by the end of 2004. Regarding data entry consistency, the highest percentage of errors (11.8%) was observed for the follow-up form, followed by 6.7% for the clinical form, 4.0% for the general form, and only 1.1% for the pathology form. Good data quality is required for their transformation into useful information for clinical application and for preventive measures. The use of the Internet for communication among researchers and for data entry is perhaps the most innovative feature of the CGCP. The monitoring of patients' data guaranteed their quality.

Structural dynamics in the global pulp and paper industry

The pulp and paper industry is currently facing broad structural changes due to global shifts in demand and supply. These changes have significant impacts on national economies worldwide. Planted forests (especially eucalyptus) and recovered paper have quickly increased their importance as raw material for paper and paperboard production. Although advances in information and communication technologies could reduce the demand for communication papers, and the growth of paper consumption has indeed flattened in developed economies, particularly in North America and Western Europe, the consumption is increasing on a global scale. Moreover, the focal point of production and consumption is moving from the Western world to the rapidly growing markets of Southeast Asia. This study analyzes how the so-called megatrends (globalization, technological development, and increasing environmental awareness) affect the pulp and paper industry’s external environment, and seeks reliable ways to incorporate the impact of the megatrends on the models concerning the demand, trade, and use of paper and pulp. The study expands current research in several directions and points of view, for example, by applying and incorporating several quantitative methods and different models. As a result, the thesis makes a significant contribution to better understand and measure the impacts of structural changes on the pulp and paper industry. It also provides some managerial and policy implications.

Technologies de l'information et de la communication (TIC) et rendement académique en contexte universitaires béninois : cas des apprenants en droit de l'Université d'Abomey-Calavi

La présente recherche vise à mieux comprendre, dans le contexte universitaire béninois, s’il peut exister un lien qualitatif entre TIC et rendement académique afin de pouvoir mettre les TIC à contribution pour améliorer significativement les mauvais résultats des apprenants, notamment au premier cycle universitaire. Cette étude est tout particulièrement importante dans notre contexte où les TIC font de plus en plus leur apparition en pédagogie universitaire et où les étudiants recourent aux TIC dans leur pratique plus que les formateurs dans la leur. Le cadre de référence retenu pour la recherche est structuré autour des concepts de l’apprentissage assisté par les TIC, de motivation en éducation et de rendement académique. Pour atteindre notre objectif de recherche, nous avons opté pour une démarche mixte : quantitative et qualitative. Il s’agit d’une étude descriptive/explicative. Nous avons mené une enquête par questionnaires auprès de 156 étudiants et 15 enseignants et fait des entrevues avec 11 étudiants et 6 enseignants. Les principaux résultats sont présentés sous forme d’articles respectivement en ce qui a trait à l’impact des TIC sur la motivation et la réussite, aux usages des TIC les plus fréquemment rencontrés chez les apprenants, et à la place des TIC dans la pratique pédagogique des enseignants de la faculté de droit de l’Université d’Abomey-Calavi. Plus précisément, il ressort des résultats que la majorité des participants ont une perception en général positive du potentiel motivationnel des TIC pour l’apprentissage. Cependant, sur une cote maximale de 7 (correspond très fortement), la perception des répondants relativement à l’impact positif de l’utilisation des TIC sur le rendement académique tourne autour d’une cote moyenne de 4 (correspond assez). D’où, une perception en général mitigée du lien entre l’apprentissage assisté par les TIC et la réussite. Le croisement des résultats des données quantitatives avec ceux de l’analyse qualitative induit, sur ce point, une perception positive prononcée des rapports entre TIC et rendement. Les résultats montrent également que les usages des TIC les plus fréquents chez ces apprenants sont le courriel (en tête), suivi de la recherche et du traitement de texte, avec une fréquence moyenne d’ « une fois par semaine ». Tous ces constats n’accréditent pas véritablement un usage académique des TIC. Chez les enseignants, les résultats ont montré aussi qu’il n’y a pas encore de réelles applications des TIC en situation d’enseignement : ils font plutôt un usage personnel des TIC et pas encore véritablement pédagogique. La conséquence logique de ces résultats est qu’il n’existe pas encore un lien qualitatif direct entre TIC et rendement académique en contexte universitaire béninois.

L’évaluation de la compétence professionnelle des futurs maitres du Québec à intégrer les technologies de l'information et des communications (TIC) : maitrise et usages

Au Québec, la compétence professionnelle à intégrer les technologies de l’information et de la communication (TIC) est une compétence professionnelle à acquérir par les étudiants en enseignement. Cependant, son acquisition est problématique à plusieurs niveaux. Afin d’évaluer et mieux comprendre la compétence, cette thèse présente trois objectifs : 1) décrire le degré de maitrise des TIC et leurs usages dans les salles de classe 2) identifier les facteurs qui influencent l’intégration des TIC en fonction de la compétence professionnelle, et finalement 3) décrire le niveau d’atteinte des composantes de la compétence. Pour atteindre les objectifs de l’étude, une méthodologie mixte fut employée. Ce sont 2065 futurs enseignants du Québec provenant de neuf universités québécoises qui ont complété le questionnaire en plus de 34 participants à des groupes de discussion (n = 5). Cette thèse rédigée sous forme d’articles, répondra à chacun des objectifs visés. Dans le but de mieux comprendre l’utilisation actuelle des TIC par les futurs maitres, le premier article fournira un aperçu de la maitrise d’outils technologiques susceptibles d’être utilisés lors des stages. Le deuxième article visera à identifier les variables externes ainsi que les différentes composantes de la compétence qui ont une influence sur l’intégration des TIC lors des stages. Dans le troisième article, afin de comprendre où se situent les forces et les faiblesses des futurs maitres quant à la compétence professionnelle à intégrer les TIC, une description du niveau d’atteinte de chacune des composantes sera réalisée afin d’en dégager une appréciation globale. Les principaux résultats montrent que pour la moitié des répondants, seuls cinq outils sur 12 sont intégrés en stage et ce sont principalement les outils peu complexes qui sont bien maitrisés. Le logiciel de présentation Power Point, est le plus fréquemment utilisé. Les données considérées dans le premier article suggèrent aussi l’importance d’augmenter, de façon générale, la maitrise technique des futurs enseignants. Les résultats du second article ont permis de constater que la « prévision d’activités faisant appel aux TIC » est une variable prédictive majeure pour l’intégration des TIC. L’analyse des résultats suggèrent le besoin d’enseigner aux futurs maitres comment développer le réflexe d’inclure les TIC dans leurs plans de leçons. De plus, l’appropriation de la sixième composante de la compétence joue un rôle important sur la probabilité d’intégrer les TIC. Les résultats du troisième article indiquent que les composantes 2, 4, 5 et 6 de la compétence sont partiellement maitrisées. La mieux maitrisée est la première composante. Finalement, la troisième composante de la compétence s’est avérée être encore non atteinte et reste à être développer par les futurs enseignants. Cette thèse nous apprend que des efforts considérables restent encore à accomplir quant à la maitrise de la compétence professionnelle à intégrer les TIC. Ces efforts doivent être accomplis à la fois par les futurs enseignants ainsi que par les universités au niveau de la structure des cours de TIC en formation initiale des maitres.

Vers une intégration écologique des technologies de l’information et de la communication en éducation en Afrique du Centre et de l’Ouest : une approche culturelle

Dans un monde de plus en plus interconnecté où le développement nécessite une participation active à la société de l’information, où les différentes cultures rentrent davantage en contact entre elles et où les biens culturels sont devenus des biens de consommation, les minorités culturelles mondiales intégrant les technologies de l’information et de la communication (TIC) se retrouvent marginalisées face à la menace d’hégémonie culturelle des réseaux de l’information par les cultures dominantes de certains pays développés. Pour qu’une culture prenne sa place dans la société de l’information, il revient en premier lieu à ses institutions éducatives de former leurs apprenants dans un contexte culturel qui leur est propre et de valoriser et d’encourager la production et l’utilisation de contenu endogène. C’est dans le cadre de cette problématique que la présente recherche s’est donnée comme premier objectif de faire le bilan du contenu culturel accédé et diffusé par les TIC dans des écoles de pays africains dits en développement ; pour ensuite, comme deuxième objectif, de décrire les barrières à une intégration des TIC qui favoriserait la promotion culturelle en ligne dans ces écoles ; et finalement, comme troisième objectif, d’identifier des stratégies pragmatiques favorisant une intégration écologique des TIC dans ces écoles, c’est-à-dire, une intégration durable, adaptée au contexte local et favorisant la pleine participation des enseignants et des élèves. Pour y parvenir, nous avons adopté une approche méthodologique essentiellement descriptive et qualitative. Nous avons réalisé des entrevues avec 168 enseignants et 230 élèves de 34 écoles pionnières TIC situées dans cinq pays d’Afrique de l’Ouest et du Centre, que nous avons traitées selon une analyse de contenu spécifique à chaque objectif. L’adoption des stratégies décrites dans nos résultats permettrait aux écoles étudiées de surmonter, en partie, la multitude de barrières auxquelles elles font face et de favoriser l’intégration écologique des TIC. Une telle intégration est nécessaire à l’atteinte d’une société de l’information plus équitable et à l’éventuelle réduction du fossé numérique séparant les « info-riches » des « info-pauvres ».