Monimateriaalisuus perusopetuksen käsityössä

Peruskoulun käsityö on monimateriaalinen oppiaine, jonka sisältöjä ja toimintaa tukevat sekä teknisen työn että tekstiilityön työtavat. Perusopetuksen opetussuunnitelman perusteiden mukaan käsityön tehtävänä on ohjata oppilaita kokonaisen käsityöprosessin hallintaan. Kokonaista käsityöprosessia ja monimateriaalisuutta toteuttava käsityö on kuitenkin koettu epäselväksi ja vaikeaksi toteuttaa. Ongelmalliseksi on koettu resurssien rajallisuus sekä se, että teknisen työn ja tekstiilityön työtapojen oppimisympäristöt sijaitsevat usein erillään toisistaan. Lisäksi käsityötä opettavien koulutustausta ja perehtyneisyys eri käsityön työtapoihin on vaihteleva riippuen opintojen sisällöistä ja harrastuneisuudesta. Tämän kuvailevan kirjallisuuskatsauksen tavoitteena on konkretisoida esimerkein pedagogisia lähtökohtia käsityön monimateriaalisuuteen. Näiden lähtökohtien taustoittamiseksi kuvataan myös käsityöoppiaineen opetuksen organisoinnissa tapahtuneita muutoksia ja avataan monimateriaalisuuden käsitettä sekä siihen liittyviä reunaehtoja. Monimateriaalisuutta kuvaavissa pedagogisissa esimerkeissä on nostettu esiin, miten monimateriaalisuus näyttäytyy opiskeltavana sisältönä ja miten se välittyy oppilaille yksin tai yhdessä työskenneltäessä. Multi-materiality in Basic education Craft education Abstract Craft education is a multi-material-based school subject in basic education, the contents, and activities of which are supported by the working methods of both technical work and textiles. According to the National Core Curriculum, the role of craft teaching is to guide students in mastering the entire holistic craft process. However, the concept of multi-material-based holistic craft has been found to be unclear and difficult to implement. Furthermore, the different learning environments for teaching technical work and textiles have caused problems. Craft has generally been taught by two different teachers, who have studied either technical work or textiles. The aim of this literature review is to describe different pedagogical solutions that can be utilized in the implementation of multi-material handicraft. To illustrate these examples, changes in the teaching of craft subject are also described and the concept of multi-materiality and the related boundary conditions are opened. The description of each pedagogical orientation illustrates how multi-materiality is seen as a learning content and how it is conveyed to pupils when working alone or together. Keywords: Multi-material, holistic craft process, craft education, basic education

SCIENTIFIC AND TECHNICAL LABOR IN THE FORM OF IMPLEMENTATION OF INNOVATIVE ACTIVITIES

The article discusses the foundations of various kinds of scientific and technical work, criteria, universal labor and its features, the interaction of the stages of the scientific, educational and production system. The groups of factors of scientific and technical activity, categories, types, subjects and facts of innovative activity are distinguished. Scientific and technical work is presented in the form of the implementation of innovative activities. The process of stimulation and its level at the present stage of development of the Russian Federation are considered.

PREDIS: innovative ways for predisposal treatment and monitoring of low and medium radioactive waste

The EURATOM PREDIS project (http://www.predis-h2020.eu, last access: 25 October 2021) targets the development and implementation of activities for predisposal treatment of radioactive waste streams other than nuclear fuel and high-level radioactive waste. It started on 1 September 2020 with a 4 year duration. The consortium includes 47 partners from 17 member states. The overall budget of the project is EUR 23.7 million, with EC contribution of EUR 14 million. The PREDIS project develops and increases the technological readiness level (TRL) of treatment and conditioning methodologies for wastes for which no adequate or industrially mature solutions are currently available, including metallic materials, liquid organic waste and solid organic waste. The PREDIS project also develops innovations in cemented waste handling and predisposal storage by testing and evaluating. The technical work packages align with priorities formulated within the Roadmap Theme 2 of EURAD (https://www.ejp-eurad.eu/sites/default/files/2021-09/2_Predisposal_Theme_Overview.pdf, last access: 15 October 2021), Nugenia Global Vision (https://snetp.eu/wp-content/uploads/2020/10/Global-vision-document-ves-1-april-2015-aa.pdf, last access: 15 October 2021) and with those identified by the project's industrial end users group (EUG). The PREDIS will produce tools guiding decision making on the added value of the developed technologies and their impact on the design, safety and economics of waste management and disposal. Four technical work packages are focusing on specific waste types: metallic, liquid organic, solid organic, and cemented wastes. For the first three, the main aim lies in processing, stabilizing, and packaging the different waste streams, e.g. by using novel geopolymers, to deliver items which are in line with national and international waste acceptance criteria. In contrast, the fourth technical work package has a different focus. To provide better ways for a safe and effective monitoring of cemented waste packages including prediction tools to assess the future integrity development during predisposal activities, several digital tools are evaluated and improved. Safety enhancement (e.g. less exposure of testing personnel) and cost-effectiveness are part of the intended impact. The work includes but is not limited to inspection methods, such as muon imaging, wireless sensors integrated into waste packages as well as external package and facility monitoring, such as remote fiber optic sensors. The sensors applied will go beyond radiation monitoring and include proxy parameters important for long-term integrity assessment (e.g. internal pressure). Sensors will also be made cost-effective to allow the installation of many more sensors compared to current practice. The measured data will be used in digital twins of the waste packages for specific simulations (geochemical, integrity) providing a prediction of future behavior. Machine learning techniques trained by the characterization of older waste packages will help to connect the models to the current data. All data (measured and simulated) will be collected in a joint database and connected to a decision framework to be used at actual facilities. The presentation includes detailed information about the various tools under consideration in the monitoring of cemented waste packages, their connection and first results of the research.

Wrestling with Digital Objects and Technologies in Studies of Work

Studying technical work at digital interfaces, especially the work of engineers, poses challenges for ethnographers. In addition to the difficulties of understanding and documenting what engineers do at their computers, engineers use concepts and vocabularies that are foreign to social scientists without technical training. The authors describe the methods they developed over a decade to deal with these and related issues in their ethnographies of three engineering occupations: structural engineering, hardware engineering, and automotive engineering. Using dual observers, developing glossaries of technical terms, recording streams of behaviour, developing task tables, creating technology inventories, and creating databases of digital artefacts cross-referenced to one’s fieldnotes are among the 14 techniques discussed and illustrated.

Value of Information through Standardization of Peer Reviews by Qualitative Analysis

Oil & gas companies leverage value of information to deliver asset performance from their portfolio to achieve their strategic targets. This requires a transparent, consistent, and balanced reporting of any subsurface project's technical evaluation. To undertake such quality assurance and to build confidence in any evaluation, peer reviews are an essential element of the generally accepted industry standard procedure. Peers aim to review work to identify deficiencies due to inadequate technical investigation, recognize cost effective opportunities and advise for any additional technical work. Any international upstream oil & gas company will deal with various subsurface challenges, especially for a new field. A standardization of peer assists and peer reviews by qualitative analysis has been designed, starting with development projects. Checklists help quality assurance in a structured manner by organizing the facts into a framework, and they are intended to serve two main purposes: (1) Assist the systematic review of the subsurface work to request further technical assistance if necessary, and (2) Aid the review of various subsurface disciplines to ensure that the data supports the appropriate conclusions. It is important to streamline the technical assurance process within any organization. Ideally, informal peer assists concentrate on specific discipline interactions before a formalized technical peer review. A set of review checklists has been developed to aid Geophysicists, Geologists, Petrophysicists, and Reservoir Engineers in their review of subsurface projects. The checklist for a field development project consists of 213 subsurface standards in total: 60 Geophysical, 36 Geological, 62 Petrophysical and 55 Reservoir Engineering standards. Each discipline review is then followed by two key recommendations: (1) further work is required or not, and/or (2) a recommendation to proceed to the next phase is made or not. Because of the high level of detail for the analysis of each subsurface discipline, it is recommended that the checklists be used as part of an informal peer assist rather than a formal peer review. For each discipline, a summary of the outcome is agreed between the project member and the peer (typically a subject matter expert). The use of such qualitative analysis is a big step in the right direction to resolve issues of detailed technical assurance before the formal peer review. Such integration of the subsurface approach drives better business decisions. A case study is presented to show how this systematic approach was used and how the results are consistent, comparable, encompassing and objective. This paper outlines a clear and concise method that has been tried and tested and that allows for relevant technical work to be presented at the correct decision gates and thereby allow data evaluation to be done in a more ordered and efficient way, and this would be of interest to organizations that are required to undertake several review steps prior to project execution.

Navigational Atlas of the Selenga River section within Mongolian People’s Republic, 1925

The article provides information on the manuscript atlas of the Selenga and Orkhon rivers within the Mongolian People’s Republic (MPR), compiled on the basis of data from 1924-1925. It was developed for the Selenga Technical Section of the Ministry of the River Fleet to guide navigation along the rivers of Mongolia. The shooting was carried out on a steam boat “Shilka”. The atlas is of interest for the dynamics of river channel processes in northern Mongolia. The materials provide information on where and how to carry out technical work to improve navigation. In addition to information on navigation, it provides economic and geographical information on the north of Mongolia in the 1920s.

Main Didactic Aspects Related to the Applying of STEM Technology in Science Education

STEM technology is an innovative educational technology. It refers to development of the students’ intellectual abilities, to constructive and cognitive-researching activity and to technical work. There are presented basic didactic aspects, connected with the applying of the STEM technology in Science education. The emphasis is put on practical tasks with problematic character. They allow 21st century competencies to be formed, such as creativity, communication skills, teamwork and critical thinking. Organization of the educational process, educational work forms and teacher’s new pedagogical role are also presented. Educational simulations and robots are looked at as didactic means of putting the STEM technology into practice while studying Science, in particular Physics.

VERIFICATION OF THE PARETO PRINCIPLE FOR INCOME FROM SCIENTIFIC ACTIVITY OF HIGHER EDUCATION INSTITUTIONS OF UKRAINE

The purpose of the article is to verify the Pareto principle in terms of revenues to the special fund of higher education institutions of Ukraine based on the results of scientific and scientific-technical work on international cooperation projects, scientific and scientific-technical work under economic agreements and scientific services. With the help of ABC-analysis of indicators of income from scientific activity, domestic higher education institutions are divided into three groups: A – higher education institutions with a large amount of income from scientific activities; B – higher education institutions with an average level of commercialization of scientific activity; C – higher education institutions with little or no income from research. It was obtained that group A included 29 (19,595 %) higher education institutions of Ukraine, which in 2016–2018 provided paid scientific services in the amount of UAH 739,747 million (79,39 % of the total). Group B was formed by 34 (22,973 %) domestic higher education institutions, whose scientific activity in the analyzed period brought income in the amount of UAH 147,954 million (15,88 % of the total). Group C included 85 (57,432 %) Ukrainian higher education institutions, which earned UAH 44,082 million (4,73 % of the total) as a result of their scientific work. It was found that the Pareto principle 20/80 was reflected in the activities of higher education institutions in Ukraine. Strategies for commercialization of research results for domestic higher education institutions from each group are proposed: group A – leader’s strategy; group B – the applicant’s strategy; group C – strategy of the beginner.

VLADIMIR SHYNKARUK'S PHILOSOPHICAL HUMANISM

Within Marxism, anthropologisation and humanization took place either under the influence of the ideas of early Marx or in view of social change. The latter was characteristic of Volodymyr Shinkaruk's philosophy. The proposed philosophical concept of creative scientific and technical work proved fruitful in post-industrial society. It is proved that Volodymyr Shinkaruk saw the anthropological principles of humanism in the personal pursuit of the future. This desire ensured the acceptance of values and accelerated progress in science, but could also be a reason for utopianism.