En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Long-term changes in synaptic transmission of the lateral amygdala induced by strong "in vitro" activation

Résumé : L'amygdale latérale (AL) joue un .rôle essentiel dans la plasticité synaptique à la base du conditionnement de la peur. Malgré le faite que la majorité des cellules de l'AL reçoivent les afférentes nécessaires, une potentialisation dans seulement une partie d'entre elles est obligatoire afin que l'apprentissage de la peur ait lieu. Il a été montré que ces cellules expriment la forme active de CREB, et celui-ci a été associé aux cellules dites de type 'nonaccomrnodating' (nAC). Très récemment, une étude a impliqué les circuits récurrents de l'AL dans le conditionnement de la peur. Un lien entre ces deux observations n'a toutefois jamais été établi. t Nous avons utilisé un protocole in vitro de forte activation de l'AL, résultant dans l'induction de 'bursts' provenant de l'hippocampe et se propageant jusqu'à l'AL. Dans l'AL ces 'bursts' atteignent toutes les cellules et se propagent à travers plusieurs chemins. Utilisant ce protocole, nous avons, pour la première fois pu associer dans l'AL, des cellules connectées de manière récurrente avec des cellules de type nAC. Aussi bien dans ces dernières que dans les cellules de type 'accommodating' (AC), une diminution dans la transmission inhibitrice, à la fois exprimée de manière pré synaptique mais également indépendant de la synthèse de protéine a pu être observé. Au contraire, une potentialisation induite et exprimée au niveau pré synaptique ainsi que dépendante de la synthèse de protéine a pu être trouvé uniquement dans les cellules de type nAC. De plus, une hyperexcitabilité, dépendante des récepteurs NMDA a pu être observé, avec une sélection préférentielle des cellules du type nAC dans la génération de bursts. Nous avons également pu démontrer que la transformation d'un certain nombre de cellules de type AC en cellules dites nAC accompagnait cette augmentation générale de l'excitabilité de l'AL. Du faite da la grande quantité d'indices suggérant une connexion entre le système noradrénergique et les états de peur/d'anxiété, les effets d'une forte activation de l'AL sur ce dernier ont été investigués et ont révélés une perte de sa capacité de modulation du 'spiking pattern'. Finalement, des changements au niveau de l'expression d'un certain nombre de gènes, incluant celui codant pour le BDNF, a pu être trouvé à la suite d'une forte activation de l'AL. En raison du lien récemment décrit entre l'expression de la forme active de CREB et des cellules de type nAC ainsi que celui de l'implication des cellules de l'AL connectés de manière récurrente dans l'apprentissage de la peur, nos résultats nous permettent de suggérer un modèle expliquant comment la potentialisation des connections récurrentes entre cellules de type nAC pourrait être à la base de leur recrutement sélectif pendant le conditionnement de la peur. De plus, ils peuvent offrir des indices par rapport aux mécanismes à travers lesquels une sous population de neurones peut être réactivée par une stimulation externe précédemment inefficace, et induire ainsi un signal suffisamment fort pour qu'il soit transmit aux structures efférentes de l'AL. Abstract : The lateral nucleus of the amygdala (LA) is critically involved in the plasticity underlying fear-conditioned learning (Sah et al., 2008). Even though the majority of cells in the LA receive the necessary sensory inputs, potentiation in only a subset is required for fear learning to occur (Repa et al., 2001; Rumpel et al., 2005). These cells express active CREB (CAMP-responsive element-binding protein) (Han et al., 200, and this was related to the non-accommodating (nAC) spiking phenotype (Viosca et al., 2009; Zhou et al., 2009). In addition, a very recent study implicated recurrently connected cells of the LA in fear conditioned learning (Johnson et al., 2008). A link between the two observations has however never been made. In rats, we used an in vitro protocol of strong activation of the LA, resulting in bursting activity, which spread from the hippocampus to the LA. Within the LA, this activity reached all cells and spread via a multitude of pathways. Using this model, we were able to link, for the first time, recurrently connected cells in the LA with cells of the nAC phenotype. While we found a presynaptically expressed, protein synthesis independent decrease in inhibitory synaptic transmission in both nAC and accommodating (AC) cells, only nAC cells underwent a presynaptically induced and expressed, protein synthesis dependent potentiation. Moreover we observed an NMDA dependent hyperexcitability of the LA, with a preferential selection of nAC cells into burst generation. The transformation of a subset of AC cells into nAC cells accompanied this general increase in LA excitability. Given the considerable evidence suggesting a relationship between the central noradrenergic (NA) system and fear/anxiety states (Itoi, 2008), the effects of strong activation of the LA on the noradrenergic system were investigated, which revealed a loss of its modulatory actions on cell spiking patterns. Finally, we found changes in the expression levels of a number of genes; among which the one coding for $DNF, to be induced by strong activation of the LA. In view of the recently described link between nAC cells and expression of pCREB (phosphorylated cAMP-responsive element-binding protein) as well as the involvement of recurrently connected cells of the LA in fear-conditioned learning, our findings may provide a model of how potentiation of recurrent connections between nAC neurons underlies their recruitment into the fear memory trace. Additionally, they may offer clues as to the mechanisms through which a selected subset of neurons can be reactivated by smaller, previously ineffective external stimulations to respond with a sufficiently strong signal, which can be transmitted to downstream targets of the LA.

Tapping the innovation potential of corporate engagement with stakeholders

Summary This dissertation explores how stakeholder dialogue influences corporate processes, and speculates about the potential of this phenomenon - particularly with actors, like non-governmental organizations (NGOs) and other representatives of civil society, which have received growing attention against a backdrop of increasing globalisation and which have often been cast in an adversarial light by firms - as a source of teaming and a spark for innovation in the firm. The study is set within the context of the introduction of genetically-modified organisms (GMOs) in Europe. Its significance lies in the fact that scientific developments and new technologies are being generated at an unprecedented rate in an era where civil society is becoming more informed, more reflexive, and more active in facilitating or blocking such new developments, which could have the potential to trigger widespread changes in economies, attitudes, and lifestyles, and address global problems like poverty, hunger, climate change, and environmental degradation. In the 1990s, companies using biotechnology to develop and offer novel products began to experience increasing pressure from civil society to disclose information about the risks associated with the use of biotechnology and GMOs, in particular. Although no harmful effects for humans or the environment have been factually demonstrated even to date (2008), this technology remains highly-contested and its introduction in Europe catalysed major companies to invest significant financial and human resources in stakeholder dialogue. A relatively new phenomenon at the time, with little theoretical backing, dialogue was seen to reflect a move towards greater engagement with stakeholders, commonly defined as those "individuals or groups with which. business interacts who have a 'stake', or vested interest in the firm" (Carroll, 1993:22) with whom firms are seen to be inextricably embedded (Andriof & Waddock, 2002). Regarding the organisation of this dissertation, Chapter 1 (Introduction) describes the context of the study, elaborates its significance for academics and business practitioners as an empirical work embedded in a sector at the heart of the debate on corporate social responsibility (CSR). Chapter 2 (Literature Review) traces the roots and evolution of CSR, drawing on Stakeholder Theory, Institutional Theory, Resource Dependence Theory, and Organisational Learning to establish what has already been developed in the literature regarding the stakeholder concept, motivations for engagement with stakeholders, the corporate response to external constituencies, and outcomes for the firm in terms of organisational learning and change. I used this review of the literature to guide my inquiry and to develop the key constructs through which I viewed the empirical data that was gathered. In this respect, concepts related to how the firm views itself (as a victim, follower, leader), how stakeholders are viewed (as a source of pressure and/or threat; as an asset: current and future), corporate responses (in the form of buffering, bridging, boundary redefinition), and types of organisational teaming (single-loop, double-loop, triple-loop) and change (first order, second order, third order) were particularly important in building the key constructs of the conceptual model that emerged from the analysis of the data. Chapter 3 (Methodology) describes the methodology that was used to conduct the study, affirms the appropriateness of the case study method in addressing the research question, and describes the procedures for collecting and analysing the data. Data collection took place in two phases -extending from August 1999 to October 2000, and from May to December 2001, which functioned as `snapshots' in time of the three companies under study. The data was systematically analysed and coded using ATLAS/ti, a qualitative data analysis tool, which enabled me to sort, organise, and reduce the data into a manageable form. Chapter 4 (Data Analysis) contains the three cases that were developed (anonymised as Pioneer, Helvetica, and Viking). Each case is presented in its entirety (constituting a `within case' analysis), followed by a 'cross-case' analysis, backed up by extensive verbatim evidence. Chapter 5 presents the research findings, outlines the study's limitations, describes managerial implications, and offers suggestions for where more research could elaborate the conceptual model developed through this study, as well as suggestions for additional research in areas where managerial implications were outlined. References and Appendices are included at the end. This dissertation results in the construction and description of a conceptual model, grounded in the empirical data and tied to existing literature, which portrays a set of elements and relationships deemed important for understanding the impact of stakeholder engagement for firms in terms of organisational learning and change. This model suggests that corporate perceptions about the nature of stakeholder influence the perceived value of stakeholder contributions. When stakeholders are primarily viewed as a source of pressure or threat, firms tend to adopt a reactive/defensive posture in an effort to manage stakeholders and protect the firm from sources of outside pressure -behaviour consistent with Resource Dependence Theory, which suggests that firms try to get control over extemal threats by focussing on the relevant stakeholders on whom they depend for critical resources, and try to reverse the control potentially exerted by extemal constituencies by trying to influence and manipulate these valuable stakeholders. In situations where stakeholders are viewed as a current strategic asset, firms tend to adopt a proactive/offensive posture in an effort to tap stakeholder contributions and connect the organisation to its environment - behaviour consistent with Institutional Theory, which suggests that firms try to ensure the continuing license to operate by internalising external expectations. In instances where stakeholders are viewed as a source of future value, firms tend to adopt an interactive/innovative posture in an effort to reduce or widen the embedded system and bring stakeholders into systems of innovation and feedback -behaviour consistent with the literature on Organisational Learning, which suggests that firms can learn how to optimize their performance as they develop systems and structures that are more adaptable and responsive to change The conceptual model moreover suggests that the perceived value of stakeholder contribution drives corporate aims for engagement, which can be usefully categorised as dialogue intentions spanning a continuum running from low-level to high-level to very-high level. This study suggests that activities aimed at disarming critical stakeholders (`manipulation') providing guidance and correcting misinformation (`education'), being transparent about corporate activities and policies (`information'), alleviating stakeholder concerns (`placation'), and accessing stakeholder opinion ('consultation') represent low-level dialogue intentions and are experienced by stakeholders as asymmetrical, persuasive, compliance-gaining activities that are not in line with `true' dialogue. This study also finds evidence that activities aimed at redistributing power ('partnership'), involving stakeholders in internal corporate processes (`participation'), and demonstrating corporate responsibility (`stewardship') reflect high-level dialogue intentions. This study additionally finds evidence that building and sustaining high-quality, trusted relationships which can meaningfully influence organisational policies incline a firm towards the type of interactive, proactive processes that underpin the development of sustainable corporate strategies. Dialogue intentions are related to type of corporate response: low-level intentions can lead to buffering strategies; high-level intentions can underpin bridging strategies; very high-level intentions can incline a firm towards boundary redefinition. The nature of corporate response (which encapsulates a firm's posture towards stakeholders, demonstrated by the level of dialogue intention and the firm's strategy for dealing with stakeholders) favours the type of learning and change experienced by the organisation. This study indicates that buffering strategies, where the firm attempts to protect itself against external influences and cant' out its existing strategy, typically lead to single-loop learning, whereby the firm teams how to perform better within its existing paradigm and at most, improves the performance of the established system - an outcome associated with first-order change. Bridging responses, where the firm adapts organisational activities to meet external expectations, typically leads a firm to acquire new behavioural capacities characteristic of double-loop learning, whereby insights and understanding are uncovered that are fundamentally different from existing knowledge and where stakeholders are brought into problem-solving conversations that enable them to influence corporate decision-making to address shortcomings in the system - an outcome associated with second-order change. Boundary redefinition suggests that the firm engages in triple-loop learning, where the firm changes relations with stakeholders in profound ways, considers problems from a whole-system perspective, examining the deep structures that sustain the system, producing innovation to address chronic problems and develop new opportunities - an outcome associated with third-order change. This study supports earlier theoretical and empirical studies {e.g. Weick's (1979, 1985) work on self-enactment; Maitlis & Lawrence's (2007) and Maitlis' (2005) work and Weick et al's (2005) work on sensegiving and sensemaking in organisations; Brickson's (2005, 2007) and Scott & Lane's (2000) work on organisational identity orientation}, which indicate that corporate self-perception is a key underlying factor driving the dynamics of organisational teaming and change. Such theorizing has important implications for managerial practice; namely, that a company which perceives itself as a 'victim' may be highly inclined to view stakeholders as a source of negative influence, and would therefore be potentially unable to benefit from the positive influence of engagement. Such a selfperception can blind the firm from seeing stakeholders in a more positive, contributing light, which suggests that such firms may not be inclined to embrace external sources of innovation and teaming, as they are focussed on protecting the firm against disturbing environmental influences (through buffering), and remain more likely to perform better within an existing paradigm (single-loop teaming). By contrast, a company that perceives itself as a 'leader' may be highly inclined to view stakeholders as a source of positive influence. On the downside, such a firm might have difficulty distinguishing when stakeholder contributions are less pertinent as it is deliberately more open to elements in operating environment (including stakeholders) as potential sources of learning and change, as the firm is oriented towards creating space for fundamental change (through boundary redefinition), opening issues to entirely new ways of thinking and addressing issues from whole-system perspective. A significant implication of this study is that potentially only those companies who see themselves as a leader are ultimately able to tap the innovation potential of stakeholder dialogue.

Jóvenes y prácticas comunicativas: más allá de los datos estadísticos

La forma en que adolescentes y jóvenes utilizan las tecnologías de la información y la comunicación es diferente a la de la población adulta. Las prácticas son más intensivas y extensivas entre l@s más jóvenes, tal y como muestran las estadísticas disponibles. Este resultado, ampliamente conocido, nos lleva a preguntarnos ¿qué implicaciones tienen estas prácticas comunicativas de las generaciones más jóvenes?Tomando como punto de partida algunos estudios que analizan la situación, tanto en España como en otros países, revisaremos los cambios que ya se están produciendo en ámbitos que van desde el aprendizaje a la socialización. Revisaremos, asimismo, algunas propuestas que intentan dar una explicación teórica global de las prácticas y las actitudes comunicativas de jóvenes y adolescentes. En el análisis tendremos en cuenta el creciente proceso de individualización de nuestras sociedades y la presencia habitual de comunidades de práctica permanentemente conectadas que caracterizan a estas generaciones.

Siirtyminen C-kielestä Pythoniin ohjelmoinnin perusopetuksessa

Ohjelmointitaito on asia, jonka oppimisesta ja opettamisesta voidaan olla montaa mieltä, eikä yhtä oikeaa tapaa toteuttaa ohjelmoinnin opetusta tunnu olevan olemassa. Se on kuitenkin selvää, että jotkin menetelmät ja työkalut tuntuvat olevan parempia kuin toiset. Lukuvuoden 2005-2006 päätteeksi Lappeenrannan teknillinen yliopisto päätti päivittää ohjelmoinnin perusopetusta, ja kokeili siirtymistä Python-ohjelmointikieleen ohjelmoinnin alkeiskursseilla. Koska kurssin varsinaiset muutokset keskittyivät tekniseen infrastruktuuriin, tutustuttiin alustavassa kirjallisuustutkimuksessa ensin erilaisiin lähestymistapoihin,aiempiin tapauksiin sekä mielekkäiden työkalujen löytämiseen. Tässä diplomityössä perehdytään ohjelmoinnin opetuksen työkaluihin sekä erityisesti Python-ohjelmointikielen hyödyntämiseen ohjelmoinnin perusopetuksessa. Diplomityö esittelee useita lähestymistapoja sekä keskittyy tutkimaan Pythonin soveltuvuutta alkeisopetuksen käyttötarkoituksiin. Diplomityö tutustuu myös Lappeenrannassa järjestetyn ohjelmoinnin perusteiden kurssin tuloksiin, ja analysoi sitä, pystyikö Python-pohjainen kurssi toteuttamaan teknisen yliopiston sille asettamat vaatimukset. Lopuksi aineistosta analysoidaan jatkotutkimuksen tarpeita sekä pyritään löytämään ne osa-alueet, joita näissä jatkotutkimuksissa tulisi vielä kehittää.

Functional error modeling for uncertainty quantification in hydrogeology

Approximate models (proxies) can be employed to reduce the computational costs of estimating uncertainty. The price to pay is that the approximations introduced by the proxy model can lead to a biased estimation. To avoid this problem and ensure a reliable uncertainty quantification, we propose to combine functional data analysis and machine learning to build error models that allow us to obtain an accurate prediction of the exact response without solving the exact model for all realizations. We build the relationship between proxy and exact model on a learning set of geostatistical realizations for which both exact and approximate solvers are run. Functional principal components analysis (FPCA) is used to investigate the variability in the two sets of curves and reduce the dimensionality of the problem while maximizing the retained information. Once obtained, the error model can be used to predict the exact response of any realization on the basis of the sole proxy response. This methodology is purpose-oriented as the error model is constructed directly for the quantity of interest, rather than for the state of the system. Also, the dimensionality reduction performed by FPCA allows a diagnostic of the quality of the error model to assess the informativeness of the learning set and the fidelity of the proxy to the exact model. The possibility of obtaining a prediction of the exact response for any newly generated realization suggests that the methodology can be effectively used beyond the context of uncertainty quantification, in particular for Bayesian inference and optimization.

Ympäristöjärjestelmien kehittäminen rakennustuotealan yrityksen Keski-Euroopan toimipaikoissa

Tämän diplomityön tavoitteena oli antaa kehittämisehdotuksia, joilla voidaan parantaa rakennustuotealan yrityksen ympäristöjärjestelmien kustannustehokkuutta sekä ympäristöpolitiikkaan liittyvän jatkuvan parantamisen yhtenäistä toteutumista eri toimipaikoilla. Lähtökohtana olivat havainnot siitä, että melko pienissä toimipaikoissa laatu- ja ympäristöasiat kattavan toimintajärjestelmän rakentaminen ja ylläpitäminen vie paljon resursseja. Lisäksi selvitettiin uuden ISO 14001-standardiehdotuksen mahdollisia vaikutuksia käytössä oleviin ympäristöjärjestelmiin. Tutkimusmenetelminä käytettiin eri sertifiointielimille tehtyä haastattelua, toimipaikkojen ympäristövastaaville lähetettyä kyselyä, verkkosivuille kohdistettua kilpailijaseurantaa sekä selvitystä uuden ISO 14001- standardiehdotuksen muutoksista. Eri toimipaikkojen ympäristöjärjestelmien yhdistäminen saman sertifikaatin alle oli kaikkien sertifiointielinten edustajien mielestä hyvä tapa vähentää järjestelmien ulkoisesta valvonnasta aiheutuvia kustannuksia ja parantaa järjestelmien tehokkuutta. Ulkoisten kustannusten aleneminen on noin yksikolmasosa, joka syntyy ensinnäkin sertifikaattimaksujen alenemista ja toisaalta sertifiointipäivien vähenemisestä. Sertifikaattimaksut alenevat, koska yhdistetyssä järjestelmässä sertifikaatteja on vähemmän, ja sertifiointipäivien määrä vähenee, koska yhdistetyn järjestelmän ulkoisessa valvonnassa käytetään otanta -periaatetta. Kilpailijaseurannan osalta havaittiin, että yrityksen verkkosivuilla kerrottiin kilpailijoita paremmin ympäristö- sekä laatujärjestelmistä. Kehitettävää on eri maiden verkkosivujen yhtenäisyydessä ja ympäristö- ja laatupolitiikan esittämisessä. Nämä politiikat tulee olla esillä, koska järjestelmästandardit edellyttävät politiikkojen julkisuutta. Ympäristövastaaville tehdyn kyselyn perusteella havaittiin, että tällä hetkellä toimipaikoilla käytössä olevissa ympäristäjärjestelmissä on eroavuuksia. Syynä tähän on muun muassa järjestelmien eri-ikäisyys, maiden toimipaikkojen erilainen lainsäädäntö sekä erilaiset resurssit. Kehittämistä on erityisesti ympäristönnäkökohtien tunnistamisessa ja merkittävien ympäristönäkökohtien valinnassa, ympäristöjärjestelmän tavoitteissa ja päämäärissä sekä käytettävissä indikaattoreissa. Näiden osalta tulee lisätä koulutusta ja ohjeistusta. Uuden ISO 14001 -standardin muutoksia tarkasteltaessa havaittiin, ettei se aiheuta suuria muutostarpeita nykyisiin ympäristöjärjestelmiin. Standardin suurimmat muutokset ovat tulleet tekstin rakenteeseen, joka on nyt selkeälukuista ja yhteensopivampaa ISO 9001 laatuhallintastandardin kanssa. Standardi painottaa entistä standardia enemmän tuotteista aiheutuvia ympäristönäkökohtia, mutta on muistettava, että sen vaikutukset nykyisiin ympäristöjärjestelmiin tiedetään vasta, kun sitä aletaan tulkita. Tulosten perusteella päädyttiin siihen, että ympäristöjärjestelmien yhdistäminen saman sertifikaatin alle on tehokkain tapa parantaa kustannustehokkuutta sekä parantaa ympäristöpolitiikkaan liittyvää jatkuvaa parantamista. Ulkoisten kustannusten aleminen ei ole tärkein syy järjestelmien yhdistämiseen, koska yhdistämisen alkuvaiheessa se aiheuttaa sisäisten kustannusten lisääntymistä. Jatkossa yhdistämisestä voidaan odottaa myös sisäisten kustannusten säästöjä, koska yhdistäminen vähentää päällekkäistä työtä. Yrityksen ympäristöpolitiikan mukaiseen jatkuvaan parantamiseen järjestelmien yhdistäminen vaikuttaa positiivisesti usealla tavalla, ja tätä voidaan pitää kustannussäästöjä tärkeämpänä syynä sertifikaattien yhdistämiseen. Se yhtenäistää toimintatapoja ja lisää yhteistyötä, mikä vaikuttaa ympäristöpolitiikan yhtenäiseen toteutumiseen.

Viivakoodin lukeminen matkapuhelimella

Purpose of this work was to study different types of barcodes and possibilities of reading them with mobile phones camera. Another goal was to transfer product information from a server to a mobile phone according to a barcode. There is existing software to read barcodes with mobile phones camera. They also open a www – page to mobile phones browser according to a URL address interpreted from a barcode. I simulated a use-case scenario, in which product delivery related information was controlled by a mobile phone. The information was located in a MySQL database and it was controlled with www – pages through mobile phones browser. I also made tests about how possible difficulties effect on successful interpretation of a barcode.

Eye-tracking of nodule detection in lung CT volumetric data.

PURPOSE: Signal detection on 3D medical images depends on many factors, such as foveal and peripheral vision, the type of signal, and background complexity, and the speed at which the frames are displayed. In this paper, the authors focus on the speed with which radiologists and naïve observers search through medical images. Prior to the study, the authors asked the radiologists to estimate the speed at which they scrolled through CT sets. They gave a subjective estimate of 5 frames per second (fps). The aim of this paper is to measure and analyze the speed with which humans scroll through image stacks, showing a method to visually display the behavior of observers as the search is made as well as measuring the accuracy of the decisions. This information will be useful in the development of model observers, mathematical algorithms that can be used to evaluate diagnostic imaging systems. METHODS: The authors performed a series of 3D 4-alternative forced-choice lung nodule detection tasks on volumetric stacks of chest CT images iteratively reconstructed in lung algorithm. The strategy used by three radiologists and three naïve observers was assessed using an eye-tracker in order to establish where their gaze was fixed during the experiment and to verify that when a decision was made, a correct answer was not due only to chance. In a first set of experiments, the observers were restricted to read the images at three fixed speeds of image scrolling and were allowed to see each alternative once. In the second set of experiments, the subjects were allowed to scroll through the image stacks at will with no time or gaze limits. In both static-speed and free-scrolling conditions, the four image stacks were displayed simultaneously. All trials were shown at two different image contrasts. RESULTS: The authors were able to determine a histogram of scrolling speeds in frames per second. The scrolling speed of the naïve observers and the radiologists at the moment the signal was detected was measured at 25-30 fps. For the task chosen, the performance of the observers was not affected by the contrast or experience of the observer. However, the naïve observers exhibited a different pattern of scrolling than the radiologists, which included a tendency toward higher number of direction changes and number of slices viewed. CONCLUSIONS: The authors have determined a distribution of speeds for volumetric detection tasks. The speed at detection was higher than that subjectively estimated by the radiologists before the experiment. The speed information that was measured will be useful in the development of 3D model observers, especially anthropomorphic model observers which try to mimic human behavior.

Teho-osaston ja valvontaosaston rakentamisen kannattavuus Oulun yliopistollisessa sairaalassa

Diplomityön tavoitteena oli määrittää Oulun yliopistollisen sairaalan Leikkaus- ja tehohoidon tulosyksikön teho- ja valvontaosaston paikkatarve sekä selvittää, miten sijainti vaikuttaa toimintaan, kun teho-osasto muuttaa kirurgian poliklinikan tiloihin ja sijainti muuttuu yhteispäivystysyksikköön, leikkausosastoon ja vuodeosastoihin nähden. Lisäksi selvitettiin, mihin uusi valvontaosasto kannattaa rakentaa sekä ra kentamishankkeen kannattavuus käyttämällä kolmea eri laskentamenetelmää. Työn teoria- ja empiriaosuus on osittain yhdistetty, mikä helpottaa työn seuraamista ja parantaa loogisuutta. Teoriaosuudessa käsitellään investointien kannattavuuden arviointia, poistojen vaikutusta talouteen, Pohjois-Pohjanmaan sairaanhoitopiiriä ja Leikkaus- ja tehohoidon tulosyksikön toimintaa sekä erityisesti tehohoitotyötä ja teho-osaston toimintaa. Empiriaosuus koostuu erityisvastuualueen väestönkehityksen arvioinnista, johon tulevaisuuden tehohoitotarve pohjautuu sekä teho- ja valvon taosaston paikkatarpeen määrityksestä ja investoinnin kannattavuuden arvioinnista. Työ antaa hyvän pohjan teho- ja valvontaosaston rakentamissuunnittelulle, ja investointien tarkastelu taloudelliselta näkökulmalta toimii tukena investointipäätöksenteolle. Tämän työn tuloksena teho- ja valvontaosaston rakentaminen on kannattavaa kolmen eri investointilaskelmamenetelmän perusteella.

Viihteen laatu nykytietokonepeleissä

Tässä pro gradu tutkielmassa tarkastellaan viihteen laadun tekijöitä nykyaikaisissa tietokonepeleissä ja niiden vaikutusta pelin viihdytysarvoon. Tutkielmassa on analysoitukeskeisiä pelialan artikkeleita, jotka käsittelevät pelaajien vaatimuksia hyvältä peliltä. Artikkeleita analysoimalla on löydetty 14 erilaista tietokonepelin viihdearvon osatekijää: osallistuminen, palaute, säännöt, pelaamaan oppiminen, mielekäs tekeminen, kilpailu, immersio, yhtenäinen ja ymmärrettävä pelimaailma, tarinan luominen, turvalliset kokemukset, sosiaalinen pääoma, ennakko-odotukset, tekniset vaatimukset ja markkinoiden odotukset. Löydettyjä viihteen laadun osatekijöitä etsitään pelityypin mukaan valittuista 12 nykypelistä, ja tulokset paljastavat, että tietyt tekijät ovat yhtenäisiä hyviksi koetuilla peleillä. Hyvät pelit näyttäisivät omaavan toimivat kontrollit, selkeät palautteet, tasapainoiset säännöt, mielenkiintoista tekemistä, palkintoja etenemisestä ja mahdollisuuksia vaikuttaa pelin tapahtumiin koko pelaamisen ajan. Hyväksi peliksi on määritelty peli, joka sai keskiarvokseen 90% tai enemmän peliarvosteluissa jaetuista pisteistä. Lisäksi hyvän pelin ei näyttäisi tarvitsevan toteuttaa täydellisesti kaikkia viihteellisen laadun osatekijöitä.

Cognició i emoció: Sobre les relacions entre memòria i emoció i la congruència del record amb l'estat afectiu

El següent treball tracta sobre les principals relacions existents entre la memòria i les emocions. Una vegada revisats els dos conceptes de manera separada, el nostre objectiu serà vincular els dos conceptes, per tal de saber com influeixen les emocions en el processos mnèmics com són la codificació, la consolidació i el record. Per assolir aquest objectiu, també realitzarem una part empírica en la qual prendrem com a referent la teoria de la Memòria Dependent de l'Estat d'Ànim proposada per Bower (1981). En la línia d'aquesta teoria, la hipòtesi general que ens plantegem a la part empírica és que si induïm a un subjecte a un estat d'ànim determinat i li fem aprendre un llistat de paraules amb diferent valència emocional, recordarà millor les paraules que coincideixin amb l'estat afectiu del subjecte en el moment de l'aprenentatge. Per a resoldre aquesta hipòtesi prendrem com a referent el disseny experimental de Meilan, Carro, Guerrero, Carpi, Gómez & Palmero (2012). Els nostres resultats recolzen les hipòtesis basades en la teoria de congruència afectiva de Bower (1981) i, parcialment el disseny d'investigació de Meilan et. al (2012).