Council of Europe, Strasbourg (France).
The following papers were prepared for a seminar on sport for older people: (1) "Gerontological Aspects of Physical Exercise" (Eino Heikkinen); (2) "Sporting Activities in the Individual Life from the View of Older Persons" (Henning Allmer); (3) "Reasons Why Decision-Makers Should Urge Old People to Practise Physical and Sporting Activities"…
Heikkinen, Hannu L. T.; Huttunen, Rauno; Syrjala, Leena; Pesonen, Jyri
The article continues the discussion of the five quality principles proposed by Heikkinen, Huttunen, and Syrjala, published in 2007 in "Educational Action Research". In the present article, the authors reconsider the five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are…
In order to solve numerous practical navigational, geodetic and astro-geodetic problems, it is necessary to transform geocentric cartesian coordinates into geodetic coordinates or vice versa. It is very easy to solve the problem of transforming geodetic coordinates into geocentric cartesian coordinates. On the other hand, it is rather difficult to solve the problem of transforming geocentric cartesian coordinates into geodetic coordinates as it is very hard to define a mathematical relationship between the geodetic latitude (φ) and the geocentric cartesian coordinates (X, Y, Z). In this paper, a new algorithm, the Differential Search Algorithm (DS), is presented to solve the problem of transforming the geocentric cartesian coordinates into geodetic coordinates and its performance is compared with the performances of the classical methods (i.e., Borkowski, 1989; Bowring, 1976; Fukushima, 2006; Heikkinen, 1982; Jones, 2002; Zhang, 2005; Borkowski, 1987; Shu, 2010 and Lin, 1995) and Computational-Intelligence algorithms (i.e., ABC, JDE, JADE, SADE, EPSDE, GSA, PSO2011, and CMA-ES). The statistical tests realized for the comparison of performances indicate that the problem-solving success of DS algorithm in transforming the geocentric cartesian coordinates into geodetic coordinates is higher than those of all classical methods and Computational-Intelligence algorithms used in this paper.
Ochs, Raymond S.
Despite the importance of thermodynamics as the foundation of chemistry, most students emerge from introductory courses with only a dim understanding of this subject. Generally students recognize that the information is significant, yet do not assimilate it into later studies, especially in applied fields such as biology and biochemistry. A clear sense of the problem is reflected in a number of other contributions to this Journal (e.g., 1 - 6). Most (1 - 4, 6) recommend increased rigor in derivation of equations. This may appeal to students in advanced courses in chemical thermodynamics, but not to most. A few other suggestions are to introduce the subject earlier in general chemistry courses (2) or to provide innovative ways to visualize reaction changes (3). I suggest that the problem lies at another level entirely: the meanings of the terms are not clear. Recently, MacNeal (7) introduced the concept of mathsemantics, the joining of mathematics with a deep understanding of the sense (semantics) in which it operates. For example, the author argues that not only can we add apples and oranges (yielding total fruit), but that anything less than such a synthesis is trivial. Mathematics is hard, not because of the actual mathematical part of the problem but because of the semantics. As discussed thoroughly by Weinburg (8), the very names we affix to ideas dominate how we think about them. A similar reorientation would benefit chemical education. By way of example, the word "spontaneous" is widely used in thermodynamics, presumably because the word is familiar and assists understanding of this subject. In the following, I will provide evidence that this word has contributed more to the obfuscation of chemical ideas than it has helped elucidate them. Literature Cited 1. Redlich, O. J. Chem. Educ. 1975, 52, 374 - 376. 2. Bergquist, W.; Heikkinen, H. J. Chem. Educ. 1990, 67, 1000 - 1003. 3. Macomber, R. S. J. Chem. Educ. 1994, 71, 311 - 312. 4. Sanchez, K. S.; Vergenz, R
Afonin, Nikita; Kozlovskaya, Elena
the SPGF corresponds to a narrow region of low S-wave velocities surrounded by rocks with high S-wave velocities. We interpret this low velocity region as a non-healed mechanically weak fault damage zone (FDZ) remained after the last major earthquake that occurred after the last glaciation. Seismic instruments for the DAFNE/FINLAND experiment were provided by the institute of Seismology of the University of Helsinki and by the Sodankylä Geophysical Observatory. The study was partly funded by Posiva Oy and Geological Survey of Finland. DAFNE/FINLAND Working Group: Ilmo Kukkonen Pekka Heikkinen Kari Komminaho Elena Kozlovskaya Riitta Hurskainen Tero Raita Hanna Silvennoinen
Lehtonen, Aleksi; Heikkinen, Juha
. Lehtonen & Heikkinen 2015. Can. J. For. Res. 45: 1-13 dx.doi.org/10.1139/cjfr-2015-0171
Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.
The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem