Sähköasemainvestointihankkeen määrittely

Tämän työn tavoitteena oli tehdä perusteltu esitys kahden suunnitellun sähköaseman toiminnan aloittamisen ajankohdasta sekä rakentamisen kestosta lupamenettelyineen. Työssä oli pyrkimys perustella asemien maantieteellinen sijainti, toteutustapa, rakenne sekä sähköasemien syöttöön tarvittavien 110 kV johtojen alustava rakenne ja reitti. Työssä on tarkasteltu uuden sähköaseman verkosto- ja kustannusvaikutuksia, sähköasemarakenteita ja niiden valintaa, sähköasemainvestointihankkeen vaiheita ja rakennuttamisprosessin läpivientiin tarvittavaa aikaa. Verkoston nykytilaa, käyttövarmuutta ja selviytymistä kuormituksen kasvusta on tarkasteltu sähköasemien toiminnan aloittamisen ajankohtien määrittämiseksi. Työn keskeisin painopiste oli sähköasemien rakentamisajankohdan määrittäminen. Sähköasemien toiminnan aloittamisen ajankohdan määrääväksi tekijäksi muodostuivat sähköasemien korvaustilanteet. Nykytilassa Valkealan haja-asutusalueen sähkönjakelua ei voida taata yksittäisen sähköaseman korvaustilanteessa, minkä takia sähköasemahankkeen valmistelu on aloitettava välittömästi. Kouvolan ydinkeskustan alueen maakaapeliverkon tehonsiirtokyky ja päämuuntajien reservitehokapasiteetti korvaustilanteissa riittävät vielä 5-10 vuotta riippuen suuresti alueen kuormituksen kasvusta.

Veturin pilli

Veturin pillin pitkä vihellys.

Marssia ja marssimusiikkia

Marssi. Marssimusiikkia, joukon marssimista. Ampumisen ääniä. Marssimusiikki jatkuu, mutta marssiminen loppuu.

Konepistooli

Aseet. Pitkä konepistoolisarja lähistöllä.

Marssia

Marssi. Joukon tasaista marssiääntä. Voimakkaasti kopisevat korot.

Eliminating Software Failures - A Literature Survey

Software faults are expensive and cause serious damage, particularly if discovered late or not at all. Some software faults tend to be hidden. One goal of the thesis is to figure out the status quo in the field of software fault elimination since there are no recent surveys of the whole area. Basis for a structural framework is proposed for this unstructured field, paying attention to compatibility and how to find studies. Bug elimination means are surveyed, including bug knowhow, defect prevention and prediction, analysis, testing, and fault tolerance. The most common research issues for each area are identified and discussed, along with issues that do not get enough attention. Recommendations are presented for software developers, researchers, and teachers. Only the main lines of research are figured out. The main emphasis is on technical aspects. The survey was done by performing searches in IEEE, ACM, Elsevier, and Inspect databases. In addition, a systematic search was done for a few well-known related journals from recent time intervals. Some other journals, some conference proceedings and a few books, reports, and Internet articles have been investigated, too. The following problems were found and solutions for them discussed. Quality assurance is testing only is a common misunderstanding, and many checks are done and some methods applied only in the late testing phase. Many types of static review are almost forgotten even though they reveal faults that are hard to be detected by other means. Other forgotten areas are knowledge of bugs, knowing continuously repeated bugs, and lightweight means to increase reliability. Compatibility between studies is not always good, which also makes documents harder to understand. Some means, methods, and problems are considered method- or domain-specific when they are not. The field lacks cross-field research.

Muutosilmiöt soodakattilakeossa

Soodakattilan sulakeon epästationaarinen käyttäytyminen sekä keon pitkä jäähtymisaika alasajon jälkeen ovat aiheuttaneet ongelmia kattilan taloudellisessa käytettävyydessä. Keon käyttäytymisestä on luotu CFD-malleja, joiden tavoitteena on havainnollistaa keon lämpötilajakaumaa ja rakennetta. Mallien ongelmana on se, että niissä huomioidaan vain keon aktiivinen pintakerros. Keon sisäosan rakennetta ja siinä tapahtuvia prosesseja ei toistaiseksi tunneta kunnolla luotettavan, koko keon kattavan mallin luomiseen. Tässä työssä tutkittiin sulakeon käytön aikana havaittuja muutosilmiöitä, jotka vaikuttavat keon rakenteeseen ja ominaisuuksiin sekä tutkittiin ilmiöiden taustalla olevia tekijöitä. Näitä tekijöitä ovat keon sisässä tapahtuvat kemialliset ja fyysiset prosessit, jotka aiheuttavat muutoksia niin lämpöteknisesti kuin fyysisesti sekä ulkoapäin tulevat tekijät, jotka aiheutuvat ajotilanteiden seurauksena tapahtuvista muutoksista. Työn kokeellisena osana luotiin sulakeon jäähtymismalli käyttäen 1-dimensionaalista ADL-mallia. Mallin pohjana käytettiin StoraEnso Oy:ltä Oulun soodakattilan sulakeosta saatua mittausraporttia. ADL-mallin avulla luotiin keon jäähtymiskäyrät lämpötilan ja syvyyden funktiona. Saadut käyrät täsmäsivät hyvin mittausraportin tuloksiin. Mallin avulla keolle saatiin muodostettua energiatase, jonka tuloksena keosta 12 tunnin aikana poistuva lämpövirta pinnalla oli noin 9.8kW/m2 ja pinnan lämmönsiirtokerroin 58.3W/m²°C. Pohjan poistuvaksi lämpövirraksi saatiin 14.1kW/m2 ja lämmönsiirtokertoimeksi 75.4W/m²°C. Termiseksi diffuusiokertoimeksi saatiin 3.9•10-7m²/s.

Paineviemärissä muodostuvan rikkivedyn vähentäminen kemikaloimalla

Anaerobisissa olosuhteissa muodostuva rikkivetykaasu on tyypillinen ongelma etenkin pitkillä paineviemäriosuuksilla. Sille ominainen epämiellyttävä haju aiheuttaa jätevedenkäsittelyverkostoissa ja viemärilinjojen lähialueilla merkittäviä hajuongelmia. Lisäksi rikkivedyn hapettuessa rikkihapoksi viemäri joutuu alttiiksi korroosiolle. Helsingin Etelä rannassa sijaitsevaan Munkkisaareen päätyy 4,4 km pitkä paineviemäri. Viemärin tuuletusputken kautta leviävä rikkivety on aiheuttanut hajuongelmia alueella. Korkeimmat mitatut rikkivetypitoisuudet tuuletusputken läheisyydessä olivat jopa 300 ppm. Tutkimuksessa tehtiin koeajoja erilaisilla hajunpoistokemikaaleilla rikkivetyongelman ratkaisemiseksi. Viemäriin annosteltiin sen alkupäässä jatkuvatoimisesti ferrosulfaattia ja ferrinitraattisulfaattia, sekä shokki-käsittelyllä natriumhydroksidia (lipeää). Munkkisaaressa mitatut rikkivetypitoisuudet osoittivat käytettyjen kemikaalien tehokkuuden rikkivedyn poistossa. Rikkivedyn saostamiseen tarkoitetut rautasuolat (ferrosulfaatti ja ferrinitraattisulfaatti) vähensivät 100 - 150 g annoksilla rikkivetyä yli 90 prosenttia. Natriumhydroksin annoksella 3600 g/m³ viemärin mikrobiologinen toiminta voitiin estää keskimäärin kymmeneksi päiväksi, mutta tehokas rikkivedyn muodostumisen esto vaatisi käsittelyn uusimisen noin 5 päivän välein. Normaaleissa viemärin olosuhteissa rikkivetyä muodostui vuorokauden aikana yhtä neliömetriä kohden noin 10 g. Kemikaalikäsittelyjen avulla muodostuminen aleni parhaimmillaan kymmenesosaan alkuperäisestä. Tulosten perusteella kemikaalien käytöllä viemärissä voisi välttyä kalliilta saneeraukselta Munkkisaaressa sekä muissa korroosiolle alttiiksi joutuvissa viemäreissä. Kemikalointikustannukset rautasuoloilla olivat noin 11 000 - 34 000 € ja lipeällä noin 7 000 € vuodessa.

Menuetto (Moderato)

Soitinnus: piano.

Saako historiasta selvää? Monikulttuuriset yläkoululaiset historian lähteillä historian taidot motiivien, seurauksien, historian tulkintojen ja lähteiden luotettavuuden arvioinneissa

The research assesses the skills of upper comprehensive school pupils in history. The focus is on locating personal motives, assessing wider reasons hidden in historical sources and evaluating source reliability. The research also questions how a wide use of multiple sources affects pupils’ holistic understanding of historical phenomena. The participants were a multicultural group of pupils. The origins of their cultures can be traced to the Balkan, the Middle East, Asia and Europe. The number of native Finnish speakers and pupils speaking Finnish as their second language was almost equal. The multicultural composition provides opportunities to assess how culturally responsive learning history from sources is. The intercultural approach to learning in a multicultural setting emphasizes equality as a precondition for learning. In order to set assignments at least to some extent match with all participants only those answers were taken into account which were produced by pupils who had studied history for a similar period of time in the Finnish comprehensive school system. Due to the small number of participants (41), the study avoids wide generalizations. Nevertheless, possible cultural blueprints in pupils’ way of thinking are noted. The first test examined the skills of pupils to find motives for emigration. The results showed that for 7th graders finding reasons is not a problematic task. However, the number of reasons noticed and justifications varied. In addition, the way the pupils explained their choices was a distinguishing factor. Some pupils interpreted source material making use of previous knowledge on the issue, while other pupils based their analysis solely on the text handed and did not try to add their own knowledge. Answers were divided into three categories: historical, explanatory and stating. Historical answers combined smoothly previously learned historical knowledge to one’s own source analysis; explanatory answers often ignored a wider frame, although they were effective when explaining e.g. historical concepts. The stating answers only noticed motives from the sources and made no attempts to explain them historically. Was the first test culturally responsive? All pupils representing different cultures tackled the first source exam successfully, but there were some signs of how historical concepts are understood in a slightly different way if the pupil’s personal history has no linkage to the concepts under scrutiny. The second test focused on the history of Native Americans. The test first required pupils to recognize whether short source extracts (5) were written by Indians or Caucasians. Based on what they had already learned from North American history, the pupils did not find it hard to distinguish between the sources. The analysis of multiphase causes and consequences of the disputes between Native Americans and white Americans caused dispersion among pupils. Using two historical sources and combining historical knowledge from both of them simultaneously was cumbersome for many. The explanations of consequences can be divided into two groups: the ones emphasizing short term consequences and those placing emphasis on long term consequences. The short term approach was mainly followed by boys in every group. The girls mainly paid attention to long term consequences. The result suggests that historical knowledge in sources is at least to some extent read through role and gender lenses. The third test required pupils to explain in their own words how the three sources given differed in their account of living conditions in Nazi Germany, which turned out to be demanding for many pupils. The pupils’ stronghold was rather the assessment of source reliability and accounts why the sources approached the same events differently. All participants wrote critical and justified comments on reliability and aspects that might have affected the content of the sources. The pupils felt that the main reasons that affected source reliability were the authors’ ethnic background, nationality and profession. The assessment showed that pupils were well aware that position in a historical situation has an impact on historical accounts, but in certain cases the victim’s account was seen as a historical truth. The account of events by a historian was chosen most often as the most reliable source, but it was often justified leniently with an indication to professionalism rather than with clear ideas of how historians conduct accounts based on sources. In brief, the last source test demonstrates that pupils have a strong idea that the ethnicity or nationalism determines how people explained events of the past. It is also an implication that pupils understand how historical knowledge is interpretative. The results also imply that history can be analyzed from a neutral perspective. One’s own membership in an ethnical or religious group does not automatically mean that a person’s cultural identity excludes historical explanations if something in them contradicts with his or her identity. The second method of extracting knowledge of pupils’ historical thinking was an essay analysis. The analysis shows that an analytical account of complicated political issues, which often include a great number of complicated political concepts, leads more likely to an inconsistent structure in the written work of pupils. The material also demonstrates that pupils have a strong tendency to take a critical stance when assessing history. Historical empathy in particular is shown if history somehow has a linkage to young people, children or minorities. Some topics can also awake strong feelings, especially among pupils with emigrant background, if there is a linkage between one’s own personal history and that of the school; and occasionally a student’s historical experience or thoughts replaced school history. Using sources during history lessons at school seems to have many advantages. It enhances the reasoning skills of pupils and their skills to assess the nature of historical knowledge. Thus one of the main aims and a great benefit of source work is to encourage pupils to express their own ideas and opinions. To conclude, when assessing the skills of adolescents in history - their work with sources, comments on history, historical knowledge and finally their historical thinking - one should be cautious and avoid cut off score evaluations. One purpose of pursuing history with sources is to encourage pupils to think independently, which is a useful tool for further identity construction. The idea that pupils have the right to conduct their own interpretations of history can be partially understood as part of a wider learning process, justification to study history comes from extrinsic reasons. The intrinsic reason is history itself; in order to understand history one should have a basic understanding of history as a specific domain of knowledge. Using sources does not mean that knowing history is of secondary importance. Only a balance between knowing the contextual history, understanding basic key concepts and working with sources is a solid base to improve pupils’ historical understanding.

De Borea-Fennia

Invocatio: In nomine Jesu.

De dolo Gibeonitarum

Invocatio: [hepreaa].

Similitudines nonnullae Sacri Codicis e regno animali

Invocatio: [hepreaa].

De genuinis divinae revelationis certitudinem ejusdem apodicticam evincentibus

Invocatio: I.N.J.

Usus lingvae Arabicae, in perficiendo lexico Hebraeo

Invocatio: [hepreaa].