| 1. |
- Etula, Jarkko, et al.
(author)
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Room-Temperature Micropillar Growth of Lithium-Titanate-Carbon Composite Structures by Self-Biased Direct Current Magnetron Sputtering for Lithium Ion Microbatteries
- 2019
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In: Advanced Functional Materials. - : WILEY-V C H VERLAG GMBH. - 1616-301X .- 1616-3028. ; 29:42
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Journal article (peer-reviewed)abstract
- Here, an unidentified type of micropillar growth is described at room temperature during conventional direct-current magnetron sputtering (DC-MS) deposition from a Li4Ti5O12+graphite sputter target under negative substrate bias and high operating pressure. These fabricated carbon-Li2O-TiO2 microstructures consisting of various Li4Ti5O12/Li2TiO3/LixTiO2 crystalline phases are demonstrated as an anode material in Li-ion microbatteries. The described micropillar fabrication method is a low-cost, substrate independent, single-step, room-temperature vacuum process utilizing a mature industrial complementary metal-oxide-semiconductor (CMOS)-compatible technology. Furthermore, tentative consideration is given to the effects of selected deposition parameters and the growth process, as based on extensive physical and chemical characterization. Additional studies are, however, required to understand the exact processes and interactions that form the micropillars. If this facile method is further extended to other similar metal oxide-carbon systems, it could offer alternative low-cost fabrication routes for microporous high-surface area materials in electrochemistry and microelectronics.
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| 2. |
- Laakso, Ekaterina, et al.
(author)
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Aging mechanisms of NMC811/Si-Graphite Li-ion batteries
- 2024
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In: Journal of Power Sources. - : Elsevier. - 0378-7753 .- 1873-2755. ; 599
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Journal article (peer-reviewed)abstract
- Electrode degradation processes at various Li-ion batteries' state-of-health (SoH 100 %, 80 %, 50 %, and 30 %) and cycling temperatures (5°C, 23°C, and 45°C) were investigated. For this purpose, the standard format of Li-ion cylindrical 18,650 batteries with Si-Graphite negative and LiNi0⋅8Co0⋅1Mn0⋅1O2 (NMC811) positive electrodes were cycled with registering battery parameters and the electrochemical impedance spectrum were recorded after every 200 cycles. Once reaching their end-of-life, electrodes from cycled batteries were subjected to post-mortem analysis. NMC811 positive electrode was observed to crack during the charge and discharge processes, suffered by irreversible phase transition, transition metal dissolution, cathode electrolyte interphase growth, and cation mixing. The Si-Graphite negative electrode material was also affected by crack formation, layer exfoliation, solid electrolyte interphase (SEI) recompositing, Li dendrite growth, transition metal contamination, and Si dissolution. Degradation of components leads to an increase of the contact resistance, Li+ diffusion limitations, reduction of active materials participating in Li-ion storage and, as a result, capacity fade that finally rendered the battery utilization unfeasible. Degradation processes can be detected by capacity fade and impedance growth of the full battery. High temperature accelerates electrode degradation processes when low temperature leads to SEI and Li dendrite growth.
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| 3. |
- Lahtinen, Markus, et al.
(author)
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Framväxten av ett nytt utbildningslandskap – några digitaliseringsexempel
- 2017
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Conference paper (peer-reviewed)abstract
- Utvecklingen av världen, ekonomier och städer hänger idag nära samman med den ökade digitaliseringen. Men den tekniska utvecklingen påverkar även förutsättningarna för utbildning och forskning. Idag växer det tack vare ny teknik fram nya distributionsformer och arenor för kunskapsinhämtning som ger upphov till ett förändrat utbildningslandskap på alla plan. Presentationen innehåller erfarenheter från Malmö högskolas arbete med uppdragsutbildning, utvecklandet av en global distanskurs (MOOC) på Ekonomihögskolan vid Lunds universitet samt tankarna som styrt utvecklingen av ett kommande utbildningsprogram på Uppsala universitet på temat digital affärsutveckling.
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| 4. |
- Lahtinen, Sinikka, et al.
(author)
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Exploring the use of explicit grammatical rules with keystroke logging.
- 2019
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In: The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019. - : University of Jyväskylä. ; , s. 17-17
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Conference paper (peer-reviewed)abstract
- In this case study, we discuss the possibility of detecting the use of explicit grammatical rules in written L2 Swedish, L2 English and L2 Finnish with the help of keystroke logging data and retrospective interviews. The role of the explicit form-focused instruction (FFI) on formal second language learners’ explicit and implicit knowledge has been widely studied (e.g. Ellis, R. 2015, Ellis, R. & Shintani N. 2014) but the usefulness of explicit knowledge of the second language is a matter of controversy in the field. In our study, we focus on how accurate and, on the other hand, consistent the participants are in producing different sentence structures and whether they consider explicit grammar rules when writing in the target anguage.In the present study, we used keystroke logging which is a method for recording keyboard activities during computer writing (Strömqvist & al. 2006). The writing can be replayed in real time, and pausing and revisions studied in detail. In this study, Scriptlog programme was used to record the data. Our hypothesis is that revisions and pauses (e.g. Chenoweth & Hayes 2001) can reveal when a learner stops to ponder on various linguistic aspects, for instance, explicit grammatical rules. The use of retrospective interviews gives additional information whether rules actually are considered by the learners and how they take advantage or decide to apply the rules.The texts were written by twelve learners of Swedish, English, and Finnish in Finland. The preliminary results show that there are differences between learners and between languages in the use of explicit grammar rules. We discuss how these findings help us to better understand the role of explicit knowledge in writing and FFI and what kind of implications this might have on teaching.
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| 5. |
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| 6. |
- Lahtinen, Sinikka, et al.
(author)
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Using keystroke logging to study writing process
- 2019
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Conference paper (peer-reviewed)abstract
- Understanding the writing process and the production of sequences in a language provides us with information on how language users and learners see structures and patterns in a given language. Realising individual differences (learner-internal sequences) and acknowledging potential deviations from what is in standard language considered as sequences (learner-external sequences) enhances teaching and learning these patterns (Mitchell &Myles 2017).In this study, we discuss the possibility of identifying formulaic sequences in the texts written by L2 learners of Swedish, English and Finnish with the help ofkeystroke logging. With a formulaic sequence, we refer to a sequence of two or more lexical items which the learner acquires through linguistic input as an unanalysed whole (Wray 2002). Previous research on formulaic language has often been corpus-driven, frequency-based and has focused on English as L2 (Jaworska, Krummes & Ensslin 2015). This study aims to explore in greater detail what kind of lexical elements might be produced as entities when writing, considering the different typological nature of the three languages.The participants were university students (N=20) learning Swedish, English or Finnish in Finland. In data gathering, we used keystroke logging which is a method for recording keyboard activities during typing (Strömqvist & al. 2006). The writing can be replayed in real time, and pausing and revisions studied in detail. In addition, we ran stimulated recall interviews with some participants to understand the events behind their writing process. The results show that learner-internal formulaic sequences can be identified by studying keystroke logging data, which reveal interesting differences between the three languages as well as between learner-internal and learner-external sequences.We discuss how keystroke logging as a method, and these findings open doors for a new kind of research in the field of formulaic sequences, and in understanding and teaching typologically different languages.
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| 7. |
- Martikainen, Pekka, et al.
(author)
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Joint association between education and polygenic risk score for incident coronary heart disease events : a longitudinal population-based study of 26 203 men and women
- 2021
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In: Journal of Epidemiology and Community Health. - : BMJ. - 0143-005X .- 1470-2738. ; 75:7, s. 651-657
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Journal article (peer-reviewed)abstract
- Background Genetic vulnerability to coronary heart disease (CHD) is well established, but little is known whether these effects are mediated or modified by equally well-established social determinants of CHD. We estimate the joint associations of the polygenetic risk score (PRS) for CHD and education on CHD events.Methods The data are from the 1992, 1997, 2002, 2007 and 2012 surveys of the population-based FINRISK Study including measures of social, behavioural and metabolic factors and genome-wide genotypes (N=26 203). Follow-up of fatal and non-fatal incident CHD events (N=2063) was based on nationwide registers.Results Allowing for age, sex, study year, region of residence, study batch and principal components, those in the highest quartile of PRS for CHD had strongly increased risk of CHD events compared with the lowest quartile (HR=2.26; 95% CI: 1.97 to 2.59); associations were also observed for low education (HR=1.58; 95% CI: 1.32 to 1.89). These effects were largely independent of each other. Adjustment for baseline smoking, alcohol use, body mass index, igh-density lipoprotein (HDL) and total cholesterol, blood pressure and diabetes attenuated the PRS associations by 10% and the education associations by 50%. We do not find strong evidence of interactions between PRS and education.Conclusions PRS and education predict CHD events, and these associations are independent of each other. Both can improve CHD prediction beyond behavioural risks. The results imply that observational studies that do not have information on genetic risk factors for CHD do not provide confounded estimates for the association between education and CHD.
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| 8. |
- Mutta, Maarit, et al.
(author)
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Kirjoittamisprosessin tallentaminen ja visualisointi kielenoppimisen apuna
- 2022
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In: Kieli, koulutus ja yhteiskunta. - : Finnish Network for Language Education Policies. - 1799-0181. ; 13:6
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Journal article (other academic/artistic)abstract
- Tekstin kirjoittaminen saattaa toisinaan tuntua työläältä, mutta se voi olla myös helppoa ja sujuvaa. Tutkimme KISUVI-hankkeessa (Monikielisten kirjoittajien kirjoitusprosessit: sanastokeskittymien ja sujuvuuden visualisointi graafiteorian avulla) kirjoittamisen sujuvuutta ensi- ja vieraalla kielellä. Tarkastelemme kirjoittamista näppäilyntallennuksen ja kirjoittamisen kielentämisen eli omasta kirjoittamisesta kertomisen avulla. Tavoitteemme on saada uutta tietoa kirjoitusprosesseista ja kirjoittajaprofiileista analysoimalla niitä visualisointien ja näppäilyntallennuksen avulla. Tuloksia voi soveltaa tutkimuksen lisäksi etenkin kirjoittamisen opettamiseen eri kielillä.
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| 9. |
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| 10. |
- Mäntylä, Katja, et al.
(author)
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Processing L2 Vocabulary in Writing
- 2020. - 1st
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In: First Language Influences on Multilingual Lexicons. - New York,& London : Routledge. ; , s. 107-126
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Book chapter (peer-reviewed)abstract
- Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed as entities when learning and using languages. Previous research on FSs has largely concentrated on English. This chapter discusses vocabulary production, especially production of FSs, by L2 learners of three typologically different languages, English, Swedish and Finnish. Finnish as an agglutinative language has to an extent different types of sequences from more analytic/synthetic English and Swedish. The data, that was gathered through a keystroke logging programme, show how the structures in learners’ mother tongue affect the number and nature of vocabulary items produced as clusters, challenging the prevailing idea of the dominance of FSs in language production. The data also give further evidence to there being a difference between learner-internal and learner-external sequences.
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