Online condition monitoring of MV cable feeders using Rogowski coil sensors for PD measurements

Condition monitoring is a highly effective prognostic tool for incipient insulation degradation to avoid sudden failures of electrical components and to keep the power network in operation. Improved operational performance of the sensors and effective measurement techniques could enable the development of a robust monitoring system. This paper addresses two main aspects of condition monitoring: an enhanced design of an induction sensor that has the capability of measuring partial discharge (PD) signals emerging simultaneously from medium voltage cables and transformers, and an integrated monitoring system that enables the monitoring of a wider part of the cable feeder. Having described the conventional practices along with the authors' own experiences and research on non-intrusive solutions, this paper proposes an optimum design of a Rogowski coil that can measure the PD signals from medium voltage cables, its accessories, and the distribution transformers. The proposed PD monitoring scheme is implemented using the directional sensitivity capability of Rogowski coils and a suitable sensor installation scheme that leads to the development of an integrated monitoring model for the components of a MV cable feeder. Furthermore, the paper presents forethought regarding huge amount of PD data from various sensors using a simplified and practical approach. In the perspective of today's changing grid, the presented idea of integrated monitoring practices provide a concept towards automated condition monitoring.This work is done under the project Smart Condition Monitoring of Power Grid that is funded by the Academy of Finland (Grant No. 309412)

“My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education

This chapter discusses the opportunities and challenges associated with the inclusive use of digital portfolios in pedagogical documentation in Finnish early childhood education (ECE), and examines children’s participation and agency in the process. The chapter draws upon empirical data from the research and development programme of three Finnish municipalities and their ECE centres. Altogether, the empirical data comprise the digital portfolios of 71 children from six ECE groups each comprising of children aged 3 to 5 years old. This writing demonstrates how the construction of digital portfolios in these ECE groups produced a dynamic tension between the adults’ and children’s agency; between digital archiving and narrative documentation of the children’s lived experiences; and between documentation and reflection. The results also indicate how digital portfolios created inequality among the children regarding the ways in which the children were seen and heard in their portfolios, and how they were able to participate and demonstrate agency in this process. The chapter concludes by considering the conditions of participatory work in ECE classrooms in which the child’s agency. matters.Peer reviewe

”Toki ikävät viestit menevät edelleen ihon alle, koska epäilen vielä usein itseäni opettajana”:vastavalmistuneiden luokanopettajien kertomuksia kodin kanssa tehtävässä yhteistyössä ilmenneistä haasteista ja niihin saadusta tuesta

Tiivistelmä. Tämän pro gradu -tutkielman tarkoituksena on selvittää, millaisia haasteita vastavalmistuneet luokanopettajat ovat kohdanneet tehdessään yhteistyötä kotien kanssa. Tutkielmassa perehdytään myös siihen, millaista tukea vastavalmistuneet luokanopettajat ovat saaneet kohdatessaan haasteita kodin kanssa tehtävässä yhteistyössä. Tutkielmassa tarkastellaan myös miltä eri tahoilta tukea on saatu. Tuen saaminen on tärkeää, jotta vastavalmistuneen opettajan siirtyminen työelämään sujuisi mahdollisimman joustavasti. Tutkielman teoreettisessa viitekehyksessä tarkastellaan opettajuutta vastavalmistuneen opettajan näkökulmasta. Tutkielmassa käsitellään työelämään siirtymistä, opettajan ammatillista kasvua sekä kollegiaalisen tuen merkitystä vastavalmistuneen opettajan kannalta. Kodin ja koulun välinen yhteistyö muodostaa toisen osan teoreettisesta viitekehyksestä. Tämän osalta tutkielmassa avataan kasvatusvastuuta ja kasvatuskumppanuutta, yhteistyön merkitystä lapsen kehitykselle, yhteistyön edellytyksiä ja haasteita sekä yhteistyötä vastavalmistuneen opettajan näkökulmasta. Tämä pro gradu -tutkielma on kvalitatiivinen tutkimus, jossa tarkastellaan aihetta narratiivisen metodologian avulla. Aineistona tutkielmassa on yhdeksän kirjoitelmaa, joita käsitellään narratiivien analyysin avulla ja pyritään ymmärtämään kertomusten välittämiä kokemuksia. Tutkielman tulosten perusteella vastavalmistuneet luokanopettajat ovat kohdanneet monia erilaisia haasteita kodin kanssa tehtävässä yhteistyössä. Haasteita on ilmennyt sekä jokapäiväisissä vuorovaikutustilanteissa että erityisemmissä tilanteissa. Vastavalmistuneiden luokanopettajien saama tuki kodin kanssa tehtävään yhteistyöhön on ollut hyvin vaihtelevaa, mutta tärkeää. Aineiston perusteella on nähtävissä selvästi ero käytännön tuen ja henkisen tuen välillä. Erityisesti henkisen tuen merkitys on tärkeä vastavalmistuneen luokanopettajan oman jaksamisen kannalta. Ajankohtaisena ja mielenkiintoisena tuen muotona kirjoitelmissa mainittiin myös sosiaalinen media

Teacher interventions in students’ collaborative work in a technology-rich educational makerspace

This study reports on an investigation of teacher interventions in students' collaborative work in an educational makerspace. We draw on a qualitative analysis of video data on teacher-student interaction derived from 94 students (aged 9-12) and their teachers in a Finnish school. The results show that the teacher interventions were both student- and teacher-initiated. Three leading teacher intervention strategies were identified, namely authoritative, orchestrating and unleashing which emerged in teacher-student interactions dealing with conceptual, procedural, technological, behavioural and motivational issues. The study demonstrates the demands makerspaces pose for teacher-student interaction, and how moving from authoritative to collaborative interaction requires collective efforts and cultural change.Peer reviewe

Sociomaterial movements of students' engagement in a school's makerspace

This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video recordings of 9-12-year-old students' (N = 94) engagement in a technology-rich makerspace in a Finnish elementary school. The video data were transcribed and analyzed qualitatively using a multimodal interaction analysis. The sociomaterial movements were found to be displayed across a tension-laden continuum between (1) procedural activity-analysis and reflection; (2) individual activity-collaboration; (3) "doing school"-empowerment; and d) alienation-identification. Together, the study offers a potential approach for investigating and understanding the often overlooked workings of sociomateriality that constitutes students' emergent engagement and learning opportunities in science, technology, engineering and mathematics (STEAM) learning contexts.Peer reviewe

Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building

This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.Peer reviewe

Teacher Training for Children with Autism Spectrum Disorders in Finland

This chapter first provides a short description of the historical background and development of special education teacher training in Finland. The relationship between special education and teaching pupils with autism spectrum disorder (ASD) is covered by chronologically presenting the main events, turning points, publications, and people that have had a significant effect on the education of pupils with ASD in Finland. This is followed by a description of the organization of teacher training, in general, and the particular characteristics of teaching pupils with ASD. In the context of ASD, it is essential to examine questions concerning the link between learning as social practice and the challenges of interaction manifested in learning difficulties. The chapter ends with a description of the continuing teacher education for special education teachers in Finland.Peer reviewe

Factors Affecting European Farmers’Participation in Biodiversity Policies

This article reports the major findings from an interdisciplinary research project that synthesises key insights into farmers’ willingness and ability to co-operate with biodiversity policies. The results of the study are based on an assessment of about 160 publications and research reports from six EU member states and from international comparative research.We developed a conceptual framework to systematically review the existent literature relevant for our purposes. This framework provides a common structure for analysing farmers’ perspectives regarding the introduction into farming practices of measures relevant to biodiversity. The analysis is coupled and contrasted with a survey of experts. The results presented above suggest that it is important to view support for practices oriented towards biodiversity protection not in a static sense – as a situation determined by one or several influencing factors – but rather as a process marked by interaction. Financial compensation and incentives function as a necessary, though clearly not sufficient condition in this process

ALONE: A Dataset for Toxic Behavior among Adolescents on Twitter

The convenience of social media has also enabled its misuse, potentially resulting in toxic behavior. Nearly 66% of internet users have observed online harassment, and 41% claim personal experience, with 18% facing severe forms of online harassment. This toxic communication has a significant impact on the well-being of young individuals, affecting mental health and, in some cases, resulting in suicide. These communications exhibit complex linguistic and contextual characteristics, making recognition of such narratives challenging. In this paper, we provide a multimodal dataset of toxic social media interactions between confirmed high school students, called ALONE (AdoLescents ON twittEr), along with descriptive explanation. Each instance of interaction includes tweets, images, emoji and related metadata. Our observations show that individual tweets do not provide sufficient evidence for toxic behavior, and meaningful use of context in interactions can enable highlighting or exonerating tweets with purported toxicity.Comment: Accepted: Social Informatics 202