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The number of virtual learning environments (VLEs) is increasing. Already a few case studies claim that VLEs are more effective as a learning method than traditional lecturing. Many of these case studies are in the area of information and communication technology (ICT). Therefore, the good learning results are not surprising. The aim of this paper is to examine the suitability of a VLE for higher education by comparing learning with a VLE and learning in a traditional lecture on an occupational safety engineering course. We will compare the learning results and the students' opinions of their learning process. The results show that the VLE students outperformed the lecture students. On the basis of these results and previous case studies, the VLE is suitable for higher education. Nevertheless VLEs should be used with caution in higher education. They should add extra value to a course. One possible value would be to use the VLE self-study method to evaluate one's learning before a final exam.

Using Spanish-English bilingual Latino-Americans, this studytested whether priming Latino or American culturalrepresentations facilitated the accessibility of the Spanishmeaning or English meaning of Spanish-English homographs.Seventy-four participants were randomly assigned to a Latinoprime, American prime, or no prime condition. After beingprimed, subjects performed an English lexical decision taskwherein they indicated whether a letter string formed anEnglish word. Homographs, English controls, and non-wordswere included in the array. As predicted, there was asignificant prime condition by word type interaction, F(2,70)= 5.48, p= .006, partial eta squared = .136, suggesting thatprime condition modulated reaction times to homographs.Planned contrasts showed that participants in the Latino primecondition had slower reaction times to homographs thanEnglish controls, F(1, 22)= 4.84, p= .039, partial eta squared= .180, suggesting that the Latino prime facilitated access tohomographs’ Spanish meaning.

A comprehensive description of methods, suitable for solving the kinetic equation for fast ions and impurity species in tokamak plasmas using a Monte Carlo approach, is presented. The described methods include Hamiltonian orbit-following in particle and guiding center phase space, test particle or guiding center solution of the kinetic equation applying stochastic differential equations in the presence of Coulomb collisions, neoclassical tearing modes and Alfvén eigenmodes as electromagnetic perturbations relevant to fast ions, together with plasma flow and atomic reactions relevant to impurity studies. Applying the methods, a complete reimplementation of the well-established minority species code ASCOT is carried out as a response both to the increase in computing power during the last twenty years and to the weakly structured growth of the code, which has made implementation of additional models impractical. Also, a benchmark between the previous code and the reimplementation is accomplished, showing good agreement between the codes. © 2014 Elsevier B.V. All rights reserved.

This research focuses on Finnish students' (n = 84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by students about how they would advise a new teacher and a new student to use iPads in teaching and learning, and (ii) four group discussions on the same topics. Qualitative thematic analysis of the data was guided by the TPACK framework. Results suggest that: (i) teachers' pedagogical approaches changed little in response to the new devices and remained largely teacher-centred, and (ii) students do not have the confidence to radically change learning styles to take advantage of the affordances of the devices. The value that iPads add to teaching and learning is difficult to quantify because of the complex and often conflicting factors involved. Overall, the findings imply that teachers' TPACK is generally resistant to change and students' proto-TPACK is insufficiently developed to initiate change. An approach that systematically develops both students' "and" teachers' TPACK is advocated.

Infrared imaging of hot spots induced by localized magnetic perturbations using the test blanket module (TBM) mock-up on DIII-D is in good agreement with beam-ion loss simulations. The hot spots were seen on the carbon protective tiles surrounding the TBM as they reached temperatures over 1000 °C. The localization of the hot spots on the protective tiles is in fair agreement with fast-ion loss simulations using a range of codes: ASCOT, SPIRAL and OFMCs while the codes predicted peak heat loads that are within 30% of the measured ones. The orbit calculations take into account the birth profile of the beam ions as well as the scattering and slowing down of the ions as they interact with the localized TBM field. The close agreement between orbit calculations and measurements validate the analysis of beam-ion loss calculations for ITER where ferritic material inside the tritium breeding TBMs is expected to produce localized hot spots on the first wall. © 2013 IAEA, Vienna.

Bin-Amphiphysin-Rvs (BAR) domain proteins are central regulators of many cellular processes involving membrane dynamics. BAR domains sculpt phosphoinositide-rich membranes to generate membrane protrusions or invaginations. Here, we report that, in addition to regulating membrane geometry, BAR domains can generate extremely stable lipid microdomains by "freezing" phosphoinositide dynamics. This is a general feature of BAR domains, because the yeast endocytic BAR and Fes/CIP4 homology BAR (F-BAR) domains, the inverse BAR domain of Pinkbar, and the eisosomal BAR protein Lsp1 induced phosphoinositide clustering and halted lipid diffusion, despite differences in mechanisms of membrane interactions. Lsp1 displays comparable low diffusion rates in vitro and in vivo, suggesting that BAR domain proteins also generate stable phosphoinositide microdomains in cells. These results uncover a conserved role for BAR superfamily proteins in regulating lipid dynamics within membranes. Stable microdomains induced by BAR domain scaffolds and specific lipids can generate phase boundaries and diffusion barriers, which may have profound impacts on diverse cellular processes.

The effect of ASDEX Upgrade (AUG) edge localized mode (ELM)-mitigation coils on fast ion wall loads was studied with the fast particle following Monte Carlo code ASCOT. Neutral beam injected particles were simulated in two AUG discharges both in the presence and in the absence of the magnetic field perturbation induced by the eight newly installed in-vessel coils. In one of the discharges (#26476) beams were applied individually, making it a useful basis for investigating the effect of the coils on different beams. However, no ELM mitigation was observed in #26476, probably due to the low plasma density. Therefore, another discharge (#26895) demonstrating clear ELM mitigation was also studied. The magnetic perturbation due to the in-vessel coils has a significant effect on the fast particle confinement, but only when total magnetic field, B tot, is low. When B tot was high, the perturbation did not increase the losses, but merely resulted in redistribution of the wall power loads. Hence, it seems to be possible to achieve ELM mitigation using in-vessel coils, while still avoiding increased fast ion losses, by simply using a strong B tot. Preliminary comparisons between simulated and experimental fast ion lost detector signals show a reasonable correspondence. © 2012 IAEA, Vienna.

Fast beam-ion losses were studied in DIII-D in the presence of a scaled mock-up of two test blanket modules (TBM) for ITER. Heating of the protective tiles on the front of the TBM surface was found when neutral beams were injected and the TBM fields were engaged. The fast-ion core confinement was not significantly affected. Different orbit-following codes predict the formation of a hot spot on the TBM surface arising from beam ions deposited near the edge of the plasma. The codes are in good agreement with each other on the total power deposited at the hot spot, predicting an increase in power with decreasing separation between the plasma edge and the TBM surface. A thermal analysis of the heat flow through the tiles shows that the simulated power can account for the measured tile temperature rise. The thermal analysis, however, is very sensitive to the details of the localization of the hot spot, which is predicted to be different among the various codes. © 2011 IAEA, Vienna.

This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers' day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.

This article shows the importance of paying attention to the role of professional devices, such as standardised forms, as producers of normality and deviance in the history of education. Our case study focused on the standardised forms used by teachers during child guidance clinic referrals and transfers to special education in northern Finland, from the 1950s to the early 1990s. How standardised forms were constructed and how they guided teachers through their evaluations had important consequences for the children's diagnoses. A close analysis of the contents and meanings of forms enabled us to assess how criteria for normal and problematic behaviours were defined, as well as to evaluate the underlying professional and institutional practices. During the period studied, the criteria set for "normal" and "deviant" behaviours changed surprisingly little. Children were perceived as psycho-physical organisms who respond to family-related problems, but school environments' effects, for example, were left unacknowledged. Problems were identified solely as originating within the individual children and their family. Teacher statement forms were used as a tool to ensure cooperation between the child guidance clinic and the compulsory school system. The forms invited the teachers to adopt a psychological approach to childhood development and established child guidance clinics as a leading expert in the process of selecting children for special education. Changes in the forms' structure reflected differences in perceptions concerning the boundaries of professional fields.

This article presents a study in which we began with a question "how to teach theoretical reflectivity in teacher education," and ended with a sentence "there is theoretical diffraction in teacher education." The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma.

This article explores how linguistic resources from two local languages, Finnish and Swedish, are used in expert presentations in bilingual formal meetings and how they function with respect to the three ideal criteria of professional communication: economy, efficiency, and precision. Based on the results, the article suggests a typology of bilingual action for bilingual formal meetings. While economic language use has to do with the time used for getting something done, efficiency, covers relevant, concise, and focused language use and precision is connected with ways of presenting a full depiction of the issues discussed. The typology suggests six types of bilingual action that interact closely depending on the context. The findings underline the importance of documentation and open discussion of organization-level practices in guiding bilingual action as an intentional and goal-oriented practice in professional contexts. The typology of bilingual action suggested in this article can be used when introducing the practices of bilingual meetings to new participants.