Yliopisto-opetuksen yhteistoiminnallinen kehittäminen

The main aim of this work is to study the possibility of applying the cooperative learning approach to develop academic learning and teaching culture. In this work cooperative learning refers to a pedagogical approach that applies social psychological knowledge of group dynamics and small group teaching. Furthermore, theories of collaborative learning and organization development have been applied. Based on these theories a model of developing learning and teaching culture was developed. The model was tested in the development project that was carried out in the Faculty of Agriculture and Forestry of Helsinki University. The research questions were: How were the theories of cooperative and collaborative learning and organization development applied in the project? What kind of effects did the development project have on the learning and teaching culture? Through which kind of mechanisms did the project influence this culture? How should the development model be revised after the empirical test? The project lasted five years and the major part of the project consisted of a one-year pedagogical training course. Altogether 145 people (teachers, researchers, library staff, and students) participated in the training, two to three departments at a time. In the pedagogical training cooperative learning methods were widely used. A questionnaire was used to study effects of the development project. The questionnaire was sent to 87 people and 65.5 % answered it. Both the answers to the questionnaire and a sample of learning diaries (n=61) were used to study the mechanism of the project. A sample of the learning diaries consisted of two pedagogical training group members diaries. The frequency distributions were calculated as extrapolations from the answers to the structured questions. Furthermore the answers were classified by the main background variables. The analysis of the open answers to the questionnaire and the learning diaries were data-based. According to the answers to the questionnaire, the effects of the pedagogical training were as follows: The participants consider learning more as an active process of constructing knowledge. Furthermore they considered the individual learning styles and strategies, cooperation and motivation as more important part of the learning process than before the pedagogical training. The role of the teacher was viewed more challenging than before. Additionally the cooperation between teachers, other staff members and students had projected to increase. After the project had ended the teaching methods in the whole faculty were viewed to become varied and the teaching was considered to be more valued than before. According to the answers to the questionnaire, the project influenced through the following ways: the project stimulated the change process, provided new methods for learning and teaching, had an effect on conceptions of learning and teaching and facilitated meaningful communication with others (staff and students). The analysis of the learning diaries supported these findings. In addition, the analysis of the learning diaries deepened the understanding of how the cooperative learning methods supported positive learning atmosphere and reduced the negative effect of the status differences between the members of the group. The critical comments in the learning diaries could be interpreted as collision between cooperative and traditional teaching culture. Cooperative learning gives theory-based methods to develop academic learning and teaching culture. The approach helps the developer to create positive collaborative learning environment and gives ways to support learning in small groups, which can promote cultural change. On the other hand, to understand the whole process of organization development and promote change the theories of organizations and more sosioconstructivist theory of learning are needed. Cooperative learning, collaborative learning, higher education, group dynamics, social constructionism, organisational culture, organisation development

Working with Identities Promoting Student Teachers Professional Development

The starting point of the study was that good teaching requires a teacher to be aware of the sources of his or her pedagogical decisions; that is, personal values, beliefs and understandings. From this perspective, a teacher s professional development refers to a process of extending one s self-knowledge. The aim of this study was to promote student teachers' professional development with the help of identity work. Identity work refers to reflecting on both personal and professional experiences. Identity work consists of student teachers self-reflection on their life experiences (self-identity) and video diary-based reflection on their classroom practice (professional identity). The research questions of the study were 1) how is identity work manifested by the participants? and 2) what is the potential of identity work in promoting student teachers professional development? The research data was collected from four student teachers in the academic year 2007-2008; the research group had 24 meetings during the research process. Student teachers take part in a multimode teacher education programme, where students work as ordinary teachers in schools during their university studies. The data collection was conducted by using two methods: participants narratives based on autobiographical writings and video diaries based on participants lessons. Narrative research data was analysed by employing qualitative methods and strategies as they were needed in the research. The research results revealed four different ways of working with identities, each of them revealing different aspects of and approaches to identity work. The results also showed that identity work has the potential to promote professional development. As the research progressed, there were visible changes in the participants reflection. However, despite encouraging results, some issues should be critically questioned. Although reflection sounds attractive and fruitful as a tool for promoting professional development, there are also difficulties and obstacles. On the basis of the results, a proposal for promoting student teachers professional development is offered. Keywords: Teacher identity, identity work, reflection, teacher professional development

The RATAS-project, in the Light of 25 Years of Development Towards Computer-Integrated Construction

In smaller countries where the key players in construction IT development tend to know each other personally and where public R&D funding is concentrated to a few channels, IT roadmaps and strategies would seem to have a better chance of influencing development than in the bigger industrial countries. In this paper Finland and the RATAS-project is presented as a historical case illustrating such impact. RATAS was initiated as a construction IT roadmap project in 1985, involving many of the key organisations and companies active in construction sector development. Several of the individuals who took an active part in the project have played an important role in later developments both in Finland and on the international scene. The central result of RATAS was the identification of what is nowadays called Building Information Modelling (BIM) technology as the central issue in getting IT into efficient use in the construction sector. BIM, which earlier was referred to as building product modelling, has been a key ingredient in many roadmaps since and the subject of international standardisation efforts such as STEP and IAI/IFCs. The RATAS project can in hindsight be seen as a forerunner with an impact which also transcended national borders.

Taking the linguistic turn seriously: Strategy as a multifaceted interdiscursive phenomenon

Although we have seen a proliferation of studies examining the discursive aspects of strategy, the full potential of the linguistic turn has not yet been realized. This paper argues for a multifaceted interdiscursive approach that can help to go beyond simplistic views on strategy as unified discourse and pave the way for the new research efforts. At the meta-level, it is important to focus attention on struggles over competing conceptions of strategy in this body of knowledge. At the meso-level it is interesting to examine alternative strategy narratives to better understand the polyphony and dialogicality in organizational strategizing. At the micro-level, it is useful to reflect on the rhetorical tactics and skills that are used in strategy conversations to promote or resist specific views. This paper calls for new focused analyses at these different levels of analysis, but also for studies of the processes linking these levels.

Customer Needing - Conceptualising Industrial Service from a Customer Perspective

Views on industrial service have conceptually progressed from the output of the provider’s production process to the result of an interaction process in which the customer also is involved. Although there are attempts to be customer-oriented, especially when the focus is on solutions, an industrial company’s offering combining goods and services is inherently seller-oriented. There is, however, a need to go beyond the current literature and company practices. We propose that what is needed is a genuinely customer-based parallel concept to offering that takes the customer’s view and put forward a new concept labelled customer needing. A needing is based on the customer’s mental model of their business and strategies which will affect priorities, decisions, and actions. A needing can be modelled as a configuration of three dimensions containing six functions that create realised value for the customer. These dimensions and functions can be used to describe needings which represent starting points for sellers’ creation of successful offerings. When offerings match needings over time the seller should have the potential to form and sustain successful buyer relationships.

Designing Creativity Through Clusters - A periodisation of cluster discourse

The thesis focuses on one of the most dominant articulations of the relation between geographical place and development, clusters - internationally competing place-bound economic system of production in related industries. The dominant articulation of cluster discourse represents the subnational region as a system of production, and as a means for competitiveness for Western countries. Its reproduction in theories has become one of the most prolific exports of economic geography to other disciplines and for policymaking. By analysing cluster discourse the thesis traces how the languages and processes of globalization have over time altered the understandings of the relation between geographical place and the economy. It shows how in its latest incarnation of the cluster discourse, the language of mainstream economics is combined with ‘softer’ elements (e.g. community, learning, creativity) in the economic geographic discourse. This is typical for the idea of soft capitalism, wherein it is assumed that economic success emanates from soft characteristics, such as knowledge, learning and creativity, rather than straightforward technological or cost advantages. A reoccurring critique against the dominant understanding of the relationship between competitiveness and regions, as articulated in cluster discourse, has pinpointed the perspective’s inability to reconcile the respective and reciprocal roles of local standard of living with firm competitiveness. The thesis traces how such critique is increasingly appropriated through the fusion of the economic, social and cultural landscape into the language of capitalism. It shows how cluster discourse has appropriated its critique, by focusing on creativity, with its strong associations to arts, individual artists and the cultural sphere in general, while predominantly creating its meaning in relation to competitiveness. The thesis consists of six essays that each outlines the development of the cluster discourse. The essays show how meaning systems and strategies are created, accepted and naturalized in cluster discourse, how this affects individuals, the economic landscape and society at large, as well as showing which understandings are marginalized in the process. The thesis argues that clusters are a) inseparable from ideology and politics and b) they are the result of purposeful social practice. It calls for increased reflexivity within corporate and economic geographic research on clusters, and underlines the importance of placing issues of power at the centre of analysis.

Typhoid fever & vaccine development: a partially answered question

Typhoid fever is a systemic disease caused by the human specific Gram-negative pathogen Salmonella enterica serovar Typhi (S Typhi). The extra-intestinal infections caused by Salmonella are very fatal. The incidence of typhoid fever remains very high in impoverished areas and the emergence of multidrug resistance has made the situation worse. To combat and to reduce the morbidity and mortality caused by typhoid fever, many preventive measures and strategies have been employed, the most important being vaccination. In recent years, many Salmonella vaccines have been developed including live attenuated as well as DNA vaccines and their clinical trials have shown encouraging results. But with the increasing antibiotic resistance, the development of potent vaccine candidate for typhoid fever is a need of the hour. This review discusses the latest trends in the typhoid vaccine development and the clinical trials which are underway.

Evaluation of live-attenuated Salmonella vaccines expressing Campylobacter antigens for control of C. jejuni in poultry

Campylobacter jejuni is a zoonotic bacterial pathogen of worldwide importance. It is estimated that 460,000 human infections occur in the United Kingdom per annum and these involve acute enteritis and may be complicated by severe systemic sequelae. Such infections are frequently associated with the consumption of contaminated poultry meat and strategies to control C. jejuni in poultry are expected to limit pathogen entry into the food chain and the incidence of human disease. Toward this aim, a total of 840 Light Sussex chickens were used to evaluate a Salmonella enterica serovar Typhimurium ΔaroA vaccine expressing the C. jejuni amino acid binding protein CjaA as a plasmid-borne fusion to the C-terminus of fragment C of tetanus toxin. Chickens were given the vaccine at 1-day-old and two weeks later by oral gavage, then challenged after a further two weeks with C. jejuni. Across six biological replicates, statistically significant reductions in caecal C. jejuni of c. 1.4 log10 colony-forming units/g were observed at three and four weeks post-challenge relative to age-matched unvaccinated birds. Protection was associated with the induction of CjaA-specific serum IgY and biliary IgA. Protection was not observed using a vaccine strain containing the empty plasmid. Vaccination with recombinant CjaA subcutaneously at the same intervals significantly reduced the caecal load of C. jejuni at three and four weeks post-challenge. Taken together these data imply that responses directed against CjaA, rather than competitive or cross-protective effects mediated by the carrier, confer protection. The impact of varying parameters on the efficacy of the S. Typhimurium ΔaroA vaccine expressing TetC-CjaA was also tested. Delaying the age at primary vaccination had little impact on protection or humoral responses to CjaA. The use of the parent strain as carrier or changing the attenuating mutation of the carrier to ΔspaS or ΔssaU enhanced the protective effect, consistent with increased invasion and persistence of the vaccine strains relative to the ΔaroA mutant. Expression in the ΔaroA strain of a TetC fusion to Peb1A, but not TetC fusions to GlnH or ChuA, elicited protection against intestinal colonisation by C. jejuni that was comparable to that observed with the TetC-CjaA fusion. Our data are rendered highly relevant by use of the target host in large numbers and support the potential of CjaA- and Peb1A-based vaccines for control of C. jejuni in poultry. © 2009 Elsevier Ltd. All rights reserved.

Familia, mujer y conflictividad en Guipúzcoa durante la Edad Moderna

[ES]El presente artículo trata de analizar de forma crítica el papel desempeñado por las mujeres en las familias guipuzcoanas durante el Antiguo Régimen. A través del estudio de una serie de casos en los que se vieron implicadas personas del sexo femenino, se lleva a cabo un análisis profundo de las estructuras familiares, tratando de hacer hincapié en la variedad de situaciones y en la importancia de las pasiones y sentimientos que repercuten en la toma de decisiones y estrategias establecidas en las distintas esferas relacionales. Para ello, además de hacer uso de la importante producción historiográfica vasca y española, se hecha mano de documentación judicial, custodiada en archivos como el Archivo de la Real Chancillería de Valladolid y el Archivo General de Gipuzkoa

Concerted action for successful coastal communities in Tanzania: Lessons from the Tanzania Coastal Management Partnership (TCMP) 2006-2009

The Tanzania Coastal Management Partnership (TCMP) works to implement the National Integrated Coastal Environmental Management Strategy (ICEMS) in Tanzania’s coastal landscapes and seascapes, funded in large measure by the U.S. Agency for International Development. The overarching goal of the Sustainable Coastal Communities and Ecosystems in Tanzania (SUCCESS Tanzania) initiative is to conserve coastal and marine biodiversity while improving the well being of coastal residents through implementation of the Tanzania ICEMS and related ICM policies and strategies. It does this by focusing on three key results: -Policies and Laws that Integrate Conservation and Development Applied -Participatory Landscape Scale Conservation Practiced -Conservation Enterprises Generate Increased and Equitable Benefits from Sustainable Use An additional result sought in the program is gender equity and HIV/AIDS preventive behaviors promoted through communicating HIV/AIDS, environment, and equity messages. (PDF contains 3 pages)

Reactions of small molecules facilitated by metal-acceptor interactions

The role of metal-acceptor interactions arising from M–BR3 and M–PR3 bonding is discussed with respect to reactions between first-row transition metals and N2, H2, and CO. Thermally robust, S = 1/2 (TPB)Co(H2) and (TPB)Co(N2) complexes (TPB = tris(2- (diisopropylphosphino)phenyl)borane) are described and the energetics of N2 and H2 binding are measured. The H2 and N2 ligands are bound more weakly in the (TPB)Co complexes than in related (SiP3)M(L) complexes (SiP3 = tris(2- (diisopropylphosphino)phenyl)silyl). Comparisons within and between these two ligand platforms allow for the factors that affect N2 (and H2) binding and activation to be delineated. The characterization and reactivity of (DPB)Fe complexes (DPB = bis(2- (diisopropylphosphino)phenyl)phenylborane) in the context of N2 functionalization and E–H bond addition (E = H, C, N, Si) are described. This platform allows for the one-pot transformation of free N2 to an Fe hydrazido(-) complex via an Fe aminoimide intermediate. The principles learned from the N2 chemistry using (DPB)Fe are applied to CO reduction on the same system. The preparation of (DPB)Fe(CO)2 is described as well as its reductive functionalization to generate an unprecedented Fe dicarbyne. The bonding in this highly covalent complex is discussed in detail. Initial studies of the reactivity of the Fe dicarbyne reveal that a CO-derived olefin is released upon hydrogenation. Alternative approaches to uncovering unusual reactivity using metal- acceptor interactions are described in Chapters 5 and 6, including initial studies on a new π-accepting tridentate diphosphinosulfinyl ligand and strategies for designing ligands that undergo site-selective metallation to generate heterobimetallic complexes.

Warning to navigators: IPCC report on climate change mitigation

6 p.

Aviso a navegantes: informe del IPCC sobre mitigación del cambio climático

6 p.

Begiak erne: klima aldaketa arintzeari buruzko IPCC-ren txostena

6 p.

Enfermagem cuidando do recém-nascido na Unidade de Terapia Intensiva Neonatal: um olhar ético da ação profissional

Trata-se de um estudo do tipo qualitativo, sobre as ações experienciadas pela equipe de enfermagem no cotidiano da Unidade de Terapia Intensiva Neonatal (UTI Neonatal), tendo como objetivo apreender os aspectos éticos implícitos nas ações experienciadas pelos profissionais de enfermagem ao cuidar do recém-nascido (RN). Foram utilizados como referencial teórico-filosófico alguns autores renomados como: Mehry, Pegoraro, Pessini, entre outros. A abordagem metodológica aplicada no estudo foi a fenomenologia sociológica de Alfred Schutz, buscando, na intencionalidade das ações de enfermagem, a motivação que sustenta este cuidar. A aproximação face a face aos sujeitos do estudo deu-se solicitando o seguinte: Fale-me sobre a sua experiência ao cuidar de um RN no cotidiano da UTI. Para alcançar o objetivo proposto, utilizei as questões orientadoras da entrevista fenomenológica: O que você tem em vista ao cuidar do RN na UTI? Em relação à ética, o que você pensa ao cuidar do RN? As entrevistas foram realizadas com 16 profissionais da equipe de enfermagem da UTI de uma Maternidade Pública do Município do Rio de Janeiro, escolhidos de forma aleatória. Foram respeitados os critérios estabelecidos pela Resolução n 196/96, garantindo a privacidade e o anonimato dos entrevistados, bem como aprovação do estudo pelo comitê de ética em pesquisa. A partir da análise das falas emergiram três categorias, que possibilitaram a apreensão dos aspectos éticos das ações de enfermagem na UTI como um típico. Esses profissionais têm em vista realizar o melhor cuidado desejando a cura e a alta do RN, apoiando-se na tecnologia para valorizar a perspectiva humana do cuidado na UTI e na possibilidade de agir com ética. Na realidade pesquisada, a tecnologia manifestou-se de maneira positiva no projeto intencional dos profissionais, mostrando uma enfermagem que acredita estar fazendo o seu melhor, envolvida com as questões éticas e humanas. A apreensão do típico da ação e compreensão do cotidiano da equipe de enfermagem permitirá uma avaliação crítica e reflexiva sobre a adequação da tecnologia no cuidado neonatal, bem como a adoção de medidas e estratégias que valorizem e respeitem a vida humana em toda a sua dimensão. Ratifica a sensibilidade, intuição e percepção do cuidador, propiciando um cuidado individualizado e personalizado ao RN e sua família. Além disso, contribui para se repensar novas maneiras de cuidar, utilizando a arte e a criatividade na adequação e humanização das tecnologias.