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31 results on '"Teaching and Learning Services"'

1. McGill Evaluation System Resource File Bibliography [and] User's Guide.

Author: McGill Univ., Montreal (Quebec). Centre for Teaching and Learning Services. and Cranton, P. A.
Abstract: A user's guide for the McGill Evaluation System of instructional evaluation and a bibliography are presented. The guide covers the initial planning of an evaluation, data collection, and making changes in a course or program. The procedure used in the system contains the following sequential steps: describing the purpose of the evaluation, deciding the aspects of the instruction to be evaluated, determining what information will be collected, setting criteria for change or decision, collecting, analyzing, and interpreting information, and making changes. Steps in collecting information are to determine sources of information and techniques for data collection, and to select or develop instruments. Research instruments and techniques that may be used are described. Selecting criteria for teacher and/or course improvement, program evaluation, or personnel evaluation are considered. Brief comments are presented regarding methods for analyzing information for several types of instruments or techniques. The time and resources available to actually implement changes and to plan in detail what will be done with the evaluation results are reviewed. (SW)
Published: 1979

2. A Catalogue of Systems for Student Ratings of Instruction.

Author: McGill Univ., Montreal (Quebec). Centre for Teaching and Learning Services., Abrami, Philip C., and Murphy, Vincent
Abstract: This catalogue briefly describes the following 12 systems for student ratings of instruction in higher education: (1) Purdue Cafeteria System (Cafeteria); (2) Course Faculty Instrument (CFI); (3) Arizona Course/Instructor Evaluation Questionnaire (CIEQ); (4) Endeavor Instructional Rating System (Endeavor); (5) University of Washington Instructional Assessment System (IAS); (6) Instructor and Course Evaluation (ICE); (7) Instructor and Course Evaluation System (ICES); (8) Instructional Development and Effectiveness Assessment System (IDEA); (9) Instructor Designed Questionnaire (IDQ); (10) Student Instructional Report (SIR); (11) Student Instructional Rating System (SIRS); and (12) Student Perception of Teaching (SPOT). The information provided is intended to be used as a starting point for faculty who are primarly interested in adopting one of these systems, but it may also be helpful as an aid to those designing local systems to meet unique needs. Selection criteria includes attention to careful development and empirical validation. Information typically included for each system consists of the title, contact, format, results, special features, development and validation, and references. (RL)
Published: 1980

3. Soil moisture variations from boreal forests to the tundra

Author: J. Kemppinen, P. Niittynen, T. Rissanen, V. Tyystjärvi, J. Aalto, M. Luoto, Doctoral Programme in Plant Sciences, Department of Geosciences and Geography, Helsinki Institute of Sustainability Science (HELSUS), BioGeoClimate Modelling Lab, Doctoral Programme in Wildlife Biology, Organismal and Evolutionary Biology Research Programme, Doctoral Programme in Geosciences, Teaching and Learning Services, and Department of Philosophy, History and Art Studies
Subjects: 4112 Forestry, maaperä, kosteus, Soil water, Wetland, Soil wetness, Subarctic, Alpine, metsät, Water Science and Technology, mittausmenetelmät
Abstract: Soil moisture has a profound influence on life on Earth, and this vital water resource varies across space and time. Here, we explored soil moisture variations in boreal forest and tundra environments, where comprehensive soil moisture datasets are scarce. We installed soil moisture sensors up to 14 cm depth at 503 measurement sites within seven study areas across northern Europe. We recorded 6,138,528 measurements to capture soil moisture variations of the snowless season from April to September 2020. We described the spatio-temporal patterns of soil moisture, and test how these patterns are linked to topography and how these links vary in space and time. We found large spatial variation and often less pronounced temporal variation in soil moisture across the measurement sites within all study areas. We found that throughout the measurement periods both univariate and multivariate models with topographic predictors showed great temporal variation in their performance and in the relative influence of the predictors within and across the areas. We found that the soil moisture-topography relationships are site-specific, as the topography-based models often performed poorly when transferred from one area to another. There was no general solution that would work well in all the study areas when modeling soil moisture variation with topography. This should be carefully considered before applying topographic proxies for soil moisture. Overall, these data and results highlight the strong spatio-temporal heterogeneity of soil moisture conditions in boreal forest and tundra environments.
Published: 2023

4. Incidence and Predictors of Atrial Fibrillation in Cardiac Sarcoidosis A Multimodality Imaging Study

Author: Niemelä, Meri, Uusitalo, Valtteri, Pöyhönen, Pauli, Schildt, Jukka, Lehtonen, Jukka, Kupari, Markku, HUS Medical Imaging Center, University of Helsinki, Clinicum, HUS Diagnostic Center, HUS Heart and Lung Center, Department of Diagnostics and Therapeutics, and Teaching and Learning Services
Subjects: Stroke, Risk, 3121 General medicine, internal medicine and other clinical medicine, Prevalence, Heart, Statement, Health-care professionals, Arrhythmias, 3126 Surgery, anesthesiology, intensive care, radiology
Published: 2022

5. Characterizing the initial conditions of heavy-ion collisions at the LHC with mean transverse momentum and anisotropic flow correlations

Author: Acharya, Shreyasi, Adamova, Dagmar, Adler, Alexander, Adolfsson, Jonatan, Aglieri Rinella, Gianluca, Agnello, Michelangelo, Agrawal, Neelima, Ahammed, Zubayer, Ahmad, Shakeel, Ahn, Sang Un, Ahuja, Ishaan, Akbar, Zaenal, Akindinov, Alexander, Al-Turany, Mohammad, Alam, Sk Noor, Aleksandrov, Dmitry, Alessandro, Bruno, Alfanda, Haidar Mas'ud, Alfaro Molina, Jose Ruben, Ali, Bushra, Ali, Yasir, Alici, Andrea, Alizadehvandchali, Negin, Alkin, Anton, Alme, Johan, Alocco, Giacomo, Alt, Torsten, Altsybeev, Igor, Anaam, Mustafa, Andrei, Cristian, Andreou, Dimitra, Andronic, Anton, Angeletti, Massimo, Anguelov, Venelin, Antinori, Federico, Antonioli, Pietro, Chandra, Anuj, Apadula, Nicole, Aphecetche, Laurent Bernard, Appelshaeuser, Harald, Arcelli, Silvia, Arnaldi, Roberta, Arsene, Ionut Cristian, Arslandok, Mesut, Augustinus, Andre, Averbeck, Ralf Peter, Aziz, Sizar, Azmi, Mohd Danish, Badala, Angela, Baek, Yongwook, Bai, Xiaozhi, Bailhache, Raphaelle Marie, Bailung, Yoshini, Bala, Renu, Balbino, Alessandro, Baldisseri, Alberto, Balis, Bartosz, Banerjee, Debjani, Banoo, Zarina, Barbera, Roberto, Barioglio, Luca, Barlou, Maria, Barnafoldi, Gergely Gabor, Barnby, Lee Stuart, Ramillien Barret, Valerie, Bartels, Clara, Barth, Klaus, Bartsch, Esther, Baruffaldi, Filippo, Bastid, Nicole, Basu, Sumit, Batigne, Guillaume, Batyunya, Boris, Bauri, Dibakar, Bazo Alba, Jose Luis, Bearden, Ian Gardner, Beattie, Caitlin, Becht, Pascal, Belikov, Iouri, Bell Hechavarria, Ailec, Bellini, Francesca, Bellwied, Rene, Belokurova, Svetlana, Belyaev, Vladimir, Bencedi, Gyula, Beole, Stefania Maria, Bercuci, Alexandru, Berdnikov, Yaroslav, Berdnikova, Anastasia, Bergmann, Luisa, Besoiu, Mihaela Gabriela, Betev, Latchezar, Bhaduri, Partha Pratim, Bhasin, Anju, Bhat, Inayat Rasool, Bhat, Mohammad Asif, Bhattacharjee, Buddhadeb, Bhattacharya, Purba, Bianchi, Livio, Bianchi, Nicola, Bielcik, Jaroslav, Bielcikova, Jana, Biernat, Jacek Bogumil, Bilandzic, Ante, Biro, Gabor, Biswas, Saikat, Blair, Justin Thomas, Blau, Dmitry, Blidaru, Bogdan Mihail, Blume, Christoph, Boca, Gianluigi, Bock, Friederike, Bogdanov, Alexey, Boi, Stefano, Bok, Jeongsu, Boldizsar, Laszlo, Bolozdynya, Alexander, Bombara, Marek, Bond, Peter Matthew, Bonomi, Germano, Borel, Herve, Borissov, Alexander, Bossi, Hannah, Botta, Elena, Bratrud, Lars, Braun-munzinger, Peter, Bregant, Marco, Broz, Michal, Bruno, Giuseppe Eugenio, Buckland, Matthew Daniel, Budnikov, Dmitry, Buesching, Henner, Bufalino, Stefania, Bugnon, Ophelie, Buhler, Paul Alois, Buthelezi, Edith Zinhle, Bashir Butt, Jamila, Bylinkin, Aleksandr, Bysiak, Sebastian Adam, Cai, Mengke, Caines, Helen Louise, Caliva, Alberto, Calvo Villar, Ernesto, Mejia Camacho, Juan Manuel, Soto Camacho, Rabi, Camerini, Paolo, De Moraes Canedo, Fabio, Carnesecchi, Francesca, Caron, Robin Albert Andre, Castillo Castellanos, Javier Ernesto, Casula, Ester Anna Rita, Catalano, Fabio, Ceballos Sanchez, Cesar, Chakraborty, Pritam, Chandra, Sinjini, Chapeland, Sylvain, Chartier, Marielle, Chattopadhyay, Subhasis, Chattopadhyay, Sukalyan, Garcia Chavez, Tonatiuh, Cheng, Tiantian, Cheshkov, Cvetan Valeriev, Cheynis, Brigitte, Chibante Barroso, Vasco Miguel, Dobrigkeit Chinellato, David, Cho, Soyeon, Chochula, Peter, Christakoglou, Panagiotis, Christensen, Christian Holm, Christiansen, Peter, Chujo, Tatsuya, Cicalo, Corrado, Cifarelli, Luisa, Cindolo, Federico, Ciupek, Michael, Clai, Giulia, Cleymans, Jean Willy Andre, Colamaria, Fabio Filippo, Colburn, Jonathan Samuel, Colella, Domenico, Collu, Alberto, Colocci, Manuel, Concas, Matteo, Conesa Balbastre, Gustavo, Conesa Del Valle, Zaida, Contin, Giacomo, Contreras Nuno, Jesus Guillermo, Coquet, Maurice Louis, Cormier, Thomas Michael, Cortese, Pietro, Cosentino, Mauro Rogerio, Costa, Filippo, Costanza, Susanna, Crochet, Philippe, Cruz Torres, Reynier, Cuautle Flores, Eleazar, Cui, Pengyao, Cunqueiro Mendez, Leticia, Dainese, Andrea, Danisch, Meike Charlotte, Danu, Andrea, Das, Prottay, Das, Prottoy, Das, Supriya, Dash, Sadhana, De Caro, Annalisa, De Cataldo, Giacinto, De Cilladi, Lorenzo, De Cuveland, Jan, De Falco, Alessandro, De Gruttola, Daniele, De Marco, Nora, De Martin, Chiara, De Pasquale, Salvatore, Deb, Suman, Franz Degenhardt, Hermann, Deja, Kamil Rafal, Del Grande, Raffaele, Dello Stritto, Luigi, Deng, Wenjing, Dhankher, Preeti, Di Bari, Domenico, Di Mauro, Antonio, Arteche Diaz, Raul, Dietel, Thomas, Ding, Yanchun, Divia, Roberto, Dixit, Dhruv Utpalkumar, Djuvsland, Oeystein, Dmitrieva, Uliana, Do, Jaehyeon, Dobrin, Alexandru Florin, Donigus, Benjamin, Dubey, Anand Kumar, Dubla, Andrea, Dudi, Sandeep, Dupieux, Pascal, Dzalaiova, Natalia, Eder, Tabea Maria, Ehlers, Raymond James, Eikeland, Viljar Nilsen, Eisenhut, Florian, Elia, Domenico, Erazmus, Barbara Ewa, Ercolessi, Francesca, Erhardt, Filip, Erokhin, Andrey, Ersdal, Magnus Rentsch, Espagnon, Bruno, Eulisse, Giulio, Evans, David, Evdokimov, Sergey, Fabbietti, Laura, Faggin, Mattia, Faivre, Julien, Fan, Feng, Fantoni, Alessandra, Fasel, Markus, Fecchio, Pietro, Feliciello, Alessandro, Feofilov, Grigorii, Fernandez Tellez, Arturo, Ferrero, Andrea, Ferretti, Alessandro, Feuillard, Victor Jose Gaston, Figiel, Jan, Filova, Vendulka, Finogeev, Dmitry, Fionda, Fiorella, Fiorenza, Gabriele, Flor, Fernando Antonio, Flores, Amanda Nicole, Foertsch, Siegfried Valentin, Fokin, Sergey, Fragiacomo, Enrico, Frajna, Eszter, Francisco, Audrey, Fuchs, Ulrich, Funicello, Nicola, Furget, Christophe, Furs, Artur, Gaardhoeje, Jens Joergen, Gagliardi, Martino, Gago Medina, Alberto Martin, Gal, Arthur Willem Jean, Duarte Galvan, Carlos, Gangadharan, Dhevan Raja, Ganoti, Paraskevi, Garabatos Cuadrado, Jose Maria, Alvarado Garcia, Jesus Ricardo, Garcia-solis, Edmundo Javier, Garg, Kunal, Gargiulo, Corrado, Garibli, Aydan, Demmich, Katharina, Gasik, Piotr, Gauger, Erin Frances, Gautam, Amrit, De Leone Gay, Maria Beatriz, Germain, Marie, Ghosh, Premomoy, Ghosh, Sanjay Kumar, Giacalone, Marco, Gianotti, Paola, Giubellino, Paolo, Giubilato, Piero, Glaenzer, Aude Marie Camille, Glassel, Peter, Glimos, Ewa, Goh, Daniel Jia Qin, Gonzalez, Victor, Gonzalez Trueba, Laura Helena, Gorbunov, Sergey, Gorgon, Marek Boguslaw, Gorlich, Lidia Maria, Gotovac, Sven, Grabski, Varlen, Graczykowski, Lukasz Kamil, Greiner, Leo Clifford, Grelli, Alessandro, Grigoras, Costin, Grigoryev, Vladislav, Grigoryan, Smbat, Grosa, Fabrizio, Grosse-oetringhaus, Jan Fiete, Grosso, Raffaele, Grund, David, Garcia Guardiano, Gabriel, Guernane, Rachid, Guilbaud, Maxime Rene Joseph, Gulbrandsen, Kristjan Herlache, Gunji, Taku, Guo, Wenda, Gupta, Anik, Gupta, Ramni, Paisano Guzman, Sergio, Gyulai, Laszlo, Habib, Michael Karim, Hadjidakis, Cynthia Marie, Hamagaki, Hideki, Hamid, Mohammed, Hannigan, Ryan Patrick, Haque, Md Rihan, Gromada, Alena, Harris, John William, Harton, Austin Vincent, Hasenbichler, Jan Anton, Hassan, Hadi, Hatzifotiadou, Despina, Hauer, Philip, Havener, Laura Brittany, Heckel, Stefan Thomas, Hellbär, Ernst, Helstrup, Haavard, Herman, Tomas, Gonzalez Hernandez, Emma, Herrera Corral, Gerardo Antonio, Herrmann, Florian, Hetland, Kristin Fanebust, Hillemanns, Hartmut, Hills, Christopher, Hippolyte, Boris, Hofman, Bas, Hohlweger, Bernhard, Honermann, Jan, Hong, Geun Hee, Horak, David, Hornung, Sebastian, Horzyk, Adrian, Hosokawa, Ritsuya, Hou, Yongzhen, Hristov, Peter Zahariev, Hughes, Charles, Huhn, Patrick, Huhta, Laura Maria, Van Hulse, Charlotte, Humanic, Thomas, Hushnud, Hushnud, Tarasovicova, Lucia Anna, Hutson, Alek, Iddon, James Philip, Ilkaev, Radiy, Ilyas, Hira, Inaba, Motoi, Innocenti, Gian Michele, Ippolitov, Mikhail, Isakov, Artem, Isidori, Tommaso, Islam, Md Samsul, Ivanov, Marian, Ivanov, Vladimir, Izucheev, Vladimir, Jablonski, Miroslaw, Jacak, Barbara, Jacazio, Nicolo, Jacobs, Peter Martin, Jadlovska, Slavka, Jadlovsky, Jan, Jaelani, Syaefudin, Jahnke, Cristiane, Jakubowska, Monika Joanna, Jalotra, Ashish, Janik, Malgorzata Anna, Janson, Thomas, Jercic, Marko, Jevons, Oliver Thomas, Paz Jimenez, Alom Antonio, Jonas, Florian, Jones, Peter Graham, Jowett, John, Jung, Jerome, Jung, Michael, Junique, Antoine Jean-simon, Jusko, Anton, Kabus, Maja Jadwiga, Kaewjai, Jetnipit, Kalinak, Peter, Kalteyer, Annalena, Kalweit, Alexander Philipp, Kaplin, Vladimir, Karasu Uysal, Ayben, Karatovic, David, Karavichev, Oleg, Karavicheva, Tatiana, Karczmarczyk, Przemyslaw, Karpechev, Evgeny, Kashyap, Varchaswi, Kazantsev, Andrey, Kebschull, Udo Wolfgang, Keidel, Ralf, Keijdener, Darius, Keil, Markus, Ketzer, Bernhard Franz, Khabanova, Zhanna, Khan, Ahsan Mehmood, Khan, Shaista, Khanzadeev, Alexei, Kharlov, Yury, Khatun, Anisa, Khuntia, Arvind, Kileng, Bjarte, Kim, Beomkyu, Kim, Chong, Kim, Dong Jo, Kim, Eun Joo, Kim, Jaehyun, Kim, Jinsook, Kim, Jiyoung, Kim, Junlee, Kim, Minjung, Kim, Se Yong, Kim, Taejun, Kirsch, Stefan, Kisel, Ivan, Kiselev, Sergey, Kisiel, Adam Ryszard, Kitowski, Jacek Pawel, Klay, Jennifer Lynn, Klein, Jochen, Klein, Spencer Robert, Klein-boesing, Christian, Kleiner, Matthias, Klemenz, Thomas, Kluge, Alexander, Knospe, Anders Garritt, Kobdaj, Chinorat, Kollegger, Thorsten, Kondratyev, Andrey, Kondratyeva, Natalia, Kondratyuk, Evgeny, Konig, Joshua Leon, Konigstorfer, Stephan Alexander, Konopka, Piotr Jan, Kornakov, Georgui, Koryciak, Sebastian Dominik, Kotliarov, Artem, Kovalenko, Oleksandr, Kovalenko, Vladimir, Kowalski, Marek, Kralik, Ivan, Kravcakova, Adela, Kreis, Lukas, Krivda, Marian, Krizek, Filip, Krizkova Gajdosova, Katarina, Kroesen, Martin, Kruger, Mario, Krupova, Diana Maria, Kryshen, Evgeny, Krzewicki, Mikolaj, Kucera, Vit, Kuhn, Christian Claude, Kuijer, Paulus Gerardus, Kumaoka, Takuya, Kumar, Deekshit, Kumar, Lokesh, Kumar, Navneet, Kundu, Sourav, Kurashvili, Podist, Kurepin, Alexander, Kurepin, Alexey, Kuryakin, Alexey, Kushpil, Svetlana, Kvapil, Jakub, Kweon, Min Jung, Kwon, Jiyeon, Kwon, Youngil, La Pointe, Sarah Louise, La Rocca, Paola, Lai, Yue Shi, Lakrathok, Anantachai, Lamanna, Massimo, Langoy, Rune, Lapidus, Kirill, Larionov, Pavel, Laudi, Elisa, Lautner, Lukas, Lavicka, Roman, Lazareva, Tatiana, Lea, Ramona, Lehrbach, Johannes, Lemmon, Roy Crawford, Leon Monzon, Ildefonso, Lesser, Ezra Douglas, Lettrich, Michael, Levai, Peter, Li, Xiaomei, Li, Xing Long, Lien, Jorgen Andre, Lietava, Roman, Lim, Bong-hwi, Lim, Sanghoon, Lindenstruth, Volker, Lindner, Amelia, Lippmann, Christian, Liu, Alwina Ruixin, Liu, Dong Hai, Liu, Jian, Lofnes, Ingrid Mckibben, Loginov, Vitaly, Loizides, Constantinos, Loncar, Petra, Lopez Lopez, Jorge Andres, Lopez, Xavier Bernard, Lopez Torres, Ernesto, Luhder, Jens Robert, Lunardon, Marcello, Luparello, Grazia, Ma, Yugang, Maevskaya, Alla, Mager, Magnus, Mahmoud, Tariq, Maire, Antonin, Malaev, Mikhail, Malik, Nasir Mehdi, Malik, Qasim Waheed, Malik, Salman Khurshid, Malinina, Liudmila, Mal Kevich, Dmitry, Mallick, Dukhishyam, Mallick, Neelkamal, Mandaglio, Giuseppe, Manko, Vladislav, Manso, Franck, Manzari, Vito, Mao, Yaxian, Margagliotti, Giacomo Vito, Margotti, Anselmo, Marin, Ana Maria, Markert, Christina, Marquard, Marco, Martin, Nicole Alice, Martinengo, Paolo, Martinez, Jacobb Lee, Martinez Hernandez, Mario Ivan, Martinez-garcia, Gines, Masciocchi, Silvia, Masera, Massimo, Masoni, Alberto, Massacrier, Laure Marie, Mastroserio, Annalisa, Mathis, Andreas Michael, Matonoha, Oliver, Toledo Matuoka, Paula Fernanda, Matyja, Adam Tomasz, Mayer, Christoph, Lafuente Mazuecos, Antonio, Mazzaschi, Francesco, Mazzilli, Marianna, Mazzoni, Alessandra Maria, Mdhluli, Joyful Elma, Mechler, Adrian Florin, Melikyan, Yury, Menchaca-rocha, Arturo Alejandro, Meninno, Elisa, Sasikumar Menon, Anjaly, Meres, Michal, Mhlanga, Sibaliso, Miake, Yasuo, Micheletti, Luca, Migliorin, Lucrezia Camilla, Mihaylov, Dimitar Lubomirov, Mikhaylov, Konstantin, Mishra, Aditya Nath, Miskowiec, Dariusz Czeslaw, Modak, Abhi, Mohanty, Auro Prasad, Mohanty, Bedangadas, Khan, Mohammed Mohisin, Molander, Mikael Andreas, Moravcova, Zuzana, Mordasini, Cindy, Moreira De Godoy, Denise Aparecida, Morozov, Igor, Morsch, Andreas, Mrnjavac, Teo, Muccifora, Valeria, Mudnic, Eugen, Muhlheim, Daniel Michael, Muhuri, Sanjib, Mulligan, James Declan, Mulliri, Alice, Gameiro Munhoz, Marcelo, Munzer, Robert Helmut, Murakami, Hikari, Murray, Sean, Musa, Luciano, Musinsky, Jan, Myrcha, Julian Wojciech, Naik, Bharati, Nair, Rahul Ramachandran, Nandi, Basanta Kumar, Nania, Rosario, Nappi, Eugenio, Nassirpour, Adrian Fereydon, Nath, Abhishek, Nattrass, Christine, Neagu, Alexandra, Negru, Adrian-eduard, Nellen, Lukas, Nesbo, Simon Voigt, Neskovic, Gvozden, Nesterov, Dmitrii, Nielsen, Borge Svane, Nielsen, Emil Gorm, Nikolaev, Sergey, Nikulin, Sergey, Nikulin, Vladimir, Noferini, Francesco, Noh, Seoyoung, Nomokonov, Petr, Norman, Jaime, Novitzky, Norbert, Nowakowski, Piotr, Nyanin, Alexander, Nystrand, Joakim Ingemar, Ogino, Masanori, Ohlson, Alice Elisabeth, Okorokov, Vitaly, Oleniacz, Janusz, Oliveira Da Silva, Antonio Carlos, Oliver, Michael Henry, Onnerstad, Anna, Oppedisano, Chiara, Ortiz Velasquez, Antonio, Osako, Takumi, Oskarsson, Anders Nils Erik, Otwinowski, Jacek Tomasz, Oya, Motomi, Oyama, Ken, Pachmayer, Yvonne Chiara, Padhan, Sonali, Pagano, Davide, Paic, Guy, Palasciano, Antonio, Pan, Jinjin, Panebianco, Stefano, Park, Jonghan, Parkkila, Jasper Elias, Pathak, Surya Prakash, Patra, Rajendra Nath, Paul, Biswarup, Pei, Hua, Peitzmann, Thomas, Peng, Xinye, Pereira, Luis Gustavo, Pereira Da Costa, Hugo Denis Antonio, Peresunko, Dmitry Yurevich, Mesa Perez, Guillermo, Perrin, Sebastien, Pestov, Yury, Petracek, Vojtech, Petrovici, Mihai, Peretti Pezzi, Rafael, Piano, Stefano, Pikna, Miroslav, Pillot, Philippe, Pinazza, Ombretta, Pinsky, Lawrence, Pinto, Chiara, Pisano, Silvia, Ploskon, Mateusz Andrzej, Planinic, Mirko, Pliquett, Fabian, Poghosyan, Martin, Polishchuk, Boris, Politano, Stefano, Poljak, Nikola, Pop, Amalia, Porteboeuf, Sarah Julie, Porter, R. Jefferson, Pozdniakov, Valeriy, Prasad, Sidharth Kumar, Preghenella, Roberto, Prino, Francesco, Pruneau, Claude Andre, Pshenichnov, Igor, Puccio, Maximiliano, Qiu, Shi, Quaglia, Luca, Quishpe Quishpe, Raquel Estefania, Ragoni, Simone, Rakotozafindrabe, Andry Malala, Ramello, Luciano, Rami, Fouad, Rodriguez Ramirez, Saul Anibal, Torres Ramos, Arianna Grisel, Rancien, Thibaut Albert, Raniwala, Rashmi, Raniwala, Sudhir, Rasanen, Sami Sakari, Rath, Rutuparna, Ravasenga, Ivan, Read, Kenneth Francis, Redelbach, Andreas Ralph, Redlich, Krzysztof, Rehman, Attiq Ur, Reichelt, Patrick Simon, Reidt, Felix, Reme-ness, Haakon Andre, Jakubcinova, Zuzana, Reygers, Klaus Johannes, Riabov, Andrei, Riabov, Viktor, Richert, Tuva Ora Herenui, Richter, Matthias Rudolph, Riegler, Werner, Riggi, Francesco, Ristea, Catalin-lucian, Rodriguez Cahuantzi, Mario, Roeed, Ketil, Rogalev, Roman, Rogochaya, Elena, Rogoschinski, Tim Sebastian, Rohr, David Michael, Roehrich, Dieter, Fierro Rojas, Pablo, Rojas Torres, Solangel, Rokita, Przemyslaw Stefan, Ronchetti, Federico, Rosano, Antonina, Dominguez Rosas, Edgar, Rossi, Andrea, Roy, Ankhi, Roy, Pradip Kumar, Roy, Subhadeep, Rubini, Nicola, Vazquez Rueda, Omar, Ruggiano, Daniela, Rui, Rinaldo, Rumyantsev, Boris, Russek, Pawel Grzegorz, Russo, Roberto, Rustamov, Anar, Ryabinkin, Evgeny, Ryabov, Yury, Rybicki, Andrzej, Rytkonen, Heidi Maria, Rzesa, Wioleta, Saarimaki, Oskari Antti Matti, Sadek, Rita, Sadovskiy, Sergey, Saetre, Jon-are, Safarik, Karel, Saha, Sumit Kumar, Saha, Swati, Sahoo, Baidyanath, Sahoo, Pragati, Sahoo, Raghunath, Sahoo, Sarita, Sahu, Dushmanta, Sahu, Pradip Kumar, Saini, Jogender, Sakai, Shingo, Panikkassery Salvan, Malavika, Sambyal, Sanjeev Singh, Samsonov, Vladimir, Badaro Saramela, Thiago, Sarkar, Debojit, Sarkar, Nachiketa, Sarma, Pranjal, Mantovani Sarti, Valentina, Sas, Mike Henry Petrus, Schambach, Johann Joachim, Scheid, Horst Sebastian, Schiaua, Claudiu Cornel, Schicker, Rainer Martin, Schmah, Alexander, Schmidt, Christian Joachim, Schmidt, Hans Rudolf, Schmidt, Marten Ole, Schmidt, Martin, Schmidt, Nicolas, Schmier, Austin Robert, Schotter, Romain, Schukraft, Jurgen, Schwarz, Kilian, Schweda, Kai Oliver, Scioli, Gilda, Scomparin, Enrico, Seger, Janet Elizabeth, Sekiguchi, Yuko, Sekihata, Daiki, Selyuzhenkov, Ilya, Senyukov, Serhiy, Seo, Jin Joo, Serebryakov, Dmitry, Serksnyte, Laura, Sevcenco, Adrian, Shaba, Tebogo Joyce, Shabanov, Arseniy, Shabetai, Alexandre, Shahoyan, Ruben, Shaikh, Wadut, Shangaraev, Artem, Sharma, Anjali, Sharma, Himanshu, Sharma, Meenakshi, Sharma, Natasha, Sharma, Sheetal, Sharma, Upasana, Shatat, Afnan, Sheibani, Oveis, Shigaki, Kenta, Hachiya Shimomura, Maya, Shirinkin, Sergey, Shou, Qiye, Sibiryak, Yury, Siddhanta, Sabyasachi, Siemiarczuk, Teodor, Fiorini Da Silva, Tiago, Silvermyr, David Olle Rickard, Simantathammakul, Tawanchat, Simonetti, Giuseppe, Singh, Bhawani, Singh, Ranbir, Singh, Randhir, Singh, Ravindra, Singh, Vivek, Singhal, Vikas, Sarkar - Sinha, Tinku, Sitar, Branislav, Sitta, Mario, Skaali, Bernhard, Skorodumovs, Georgijs, Slupecki, Maciej, Smirnov, Nikolai, Snellings, Raimond, Soncco Meza, Carlos, Song, Jihye, Songmoolnak, Arnon, Soramel, Francesca, Sorensen, Soren Pontoppidan, Sputowska, Iwona Anna, Stachel, Johanna, Stan, Ionel, Steffanic, Patrick John, Stiefelmaier, Stephan Friedrich, Stocco, Diego, Storehaug, Ida, Storetvedt, Maksim Melnik, Stratmann, Peter, Pliatskas Stylianidis, Christos, Alarcon Do Passo Suaide, Alexandre, Suire, Christophe Pierre, Sukhanov, Mikhail, Suljic, Miljenko, Sultanov, Rishat, Sumberia, Vikash, Sumowidagdo, Suharyo, Swain, Sagarika, Szabo, Alexander, Szarka, Imrich, Tabassam, Uzma, Taghavi, Seyed Farid, Taillepied, Guillaume, Takahashi, Jun, Tambave, Ganesh Jagannath, Tang, Siyu, Tang, Zebo, Tapia Takaki, Daniel Jesus, Tarhini, Mohamad, Tarzila, Madalina-gabriela, Tauro, Arturo, Tejeda Munoz, Guillermo, Telesca, Adriana, Terlizzi, Livia, Terrevoli, Cristina, Tersimonov, Georgy, Thakur, Sanchari, Thomas, Deepa, Tieulent, Raphael Noel, Tikhonov, Anatoly, Timmins, Anthony Robert, Tkacik, Milan, Toia, Alberica, Topilskaya, Nataliya, Toppi, Marco, Torales Acosta, Fernando, Tork, Theraa, Trifiro, Antonio, Tripathy, Sushanta, Tripathy, Tulika, Trogolo, Stefano, Trubnikov, Victor, Trzaska, Wladyslaw Henryk, Trzcinski, Tomasz Piotr, Tumkin, Alexandr, Turrisi, Rosario, Tveter, Trine Spedstad, Ullaland, Kjetil, Uras, Antonio, Urioni, Marta, Usai, Gianluca, Vala, Martin, Valle, Nicolo', Vallero, Sara, Van Doremalen, Lennart, Van Leeuwen, Marco, Vande Vyvre, Pierre, Varga, Dezso, Varga, Zoltan, Varga-kofarago, Monika, Vasileiou, Maria, Vasiliev, Andrey, Vazquez Doce, Oton, Vechernin, Vladimir, Velure, Arild, Vercellin, Ermanno, Vergara Limon, Sergio, Vermunt, Lucas Anne, Vertesi, Robert, Verweij, Marta, Vickovic, Linda, Vilakazi, Zabulon, Villalobos Baillie, Orlando, Vino, Gioacchino, Vinogradov, Alexander, Virgili, Tiziano, Vislavicius, Vytautas, Vodopyanov, Alexander, Voelkel, Benedikt, Volkl, Martin Andreas, Voloshin, Kirill, Voloshin, Sergey, Volpe, Giacomo, Von Haller, Barthelemy, Vorobyev, Ivan, Vozniuk, Nikita, Vrlakova, Janka, Wagner, Boris, Wang, Chunzheng, Wang, Dongfang, Weber, Michael, Van Weelden, Roelof Jan Gijs, Wegrzynek, Adam Tadeusz, Wenzel, Sandro Christian, Wessels, Johannes Peter, Wiechula, Jens, Wikne, Jon, Wilk, Grzegorz Andrzej, Wilkinson, Jeremy John, Willems, Guido Alexander, Windelband, Bernd Stefan, Winn, Michael Andreas, Witt, William Edward, Wright, Josephina Rae, Wu, Wenya, Wu, Yitao, Xu, Ran, Yadav, Arun Kumar, Yalcin Kuzu, Serpil, Yamaguchi, Yorito, Yamakawa, Kosei, Yang, Shiming, Yano, Satoshi, Yin, Zhongbao, Yoo, In Kwon, Yoon, Jin Hee, Yuan, Shiming, Yuncu, Alperen, Zaccolo, Valentina, Zampolli, Chiara, Correia Zanoli, Henrique Jose, Zardoshti, Nima, Zarochentsev, Andrey, Zavada, Petr, Zavyalov, Nikolay, Zhalov, Mikhail, Zhang, Biao, Zhang, Song, Zhang, Xiaoming, Zhang, Yifei, Zherebchevskii, Vladimir, Yu, Zhi, Zhigareva, Natalia, Zhou, Daicui, Zhou, You, Zhu, Jianhui, Zhu, Ya, Zinovjev, Gennady, Zurlo, Nicola, ALICE Collaboration, Laboratoire de physique subatomique et des technologies associées (SUBATECH), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Nantes université - UFR des Sciences et des Techniques (Nantes univ - UFR ST), Nantes Université - pôle Sciences et technologie, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)-Nantes Université - pôle Sciences et technologie, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ), Laboratoire de Physique des 2 Infinis Irène Joliot-Curie (IJCLab), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Université Paris-Saclay-Centre National de la Recherche Scientifique (CNRS), Institut de Recherches sur les lois Fondamentales de l'Univers (IRFU), Commissariat à l'énergie atomique et aux énergies alternatives (CEA)-Université Paris-Saclay, Laboratoire de Physique de Clermont (LPC), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Centre National de la Recherche Scientifique (CNRS)-Université Clermont Auvergne (UCA), Institut Pluridisciplinaire Hubert Curien (IPHC), Université de Strasbourg (UNISTRA)-Université de Haute-Alsace (UHA) Mulhouse - Colmar (Université de Haute-Alsace (UHA))-Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Centre National de la Recherche Scientifique (CNRS), Institut de Physique des 2 Infinis de Lyon (IP2I Lyon), Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon-Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de Physique Subatomique et de Cosmologie (LPSC), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes (UGA)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP ), Université Grenoble Alpes (UGA), ALICE, Université de Nantes - UFR des Sciences et des Techniques (UN UFR ST), Université de Nantes (UN)-Université de Nantes (UN)-Centre National de la Recherche Scientifique (CNRS)-Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Université de Strasbourg (UNISTRA)-Centre National de la Recherche Scientifique (CNRS), Institut National de Physique Nucléaire et de Physique des Particules du CNRS (IN2P3)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon-Centre National de la Recherche Scientifique (CNRS), S. Acharya, D. Adamov??, A. Adler, J. Adolfsson, G. Aglieri Rinella, M. Agnello, N. Agrawal, Z. Ahammed, S. Ahmad, S.U. Ahn, I. Ahuja, Z. Akbar, A. Akindinov, M. Al-Turany, S.N. Alam, D. Aleksandrov, B. Alessandro, H.M. Alfanda, R. Alfaro Molina, B. Ali, Y. Ali, A. Alici, N. Alizadehvandchali, A. Alkin, J. Alme, G. Alocco, T. Alt, I. Altsybeev, M.N. Anaam, C. Andrei, D. Andreou, A. Andronic, M. Angeletti, V. Anguelov, F. Antinori, P. Antonioli, C. Anuj, N. Apadula, L. Aphecetche, H. Appelsh??user, S. Arcelli, R. Arnaldi, I.C. Arsene, M. Arslandok, A. Augustinu, R. Averbeck, S. Aziz, M.D. Azmi, A. Badal??, Y.W. Baek, X. Bai, R. Bailhache, Y. Bailung, R. Bala, A. Balbino, A. Baldisseri, B. Bali, D. Banerjee, Z. Banoo, R. Barbera, L. Barioglio, M. Barlou, G.G. Barnaf??ldi, L.S. Barnby, V. Barret, C. Bartel, K. Barth, E. Bartsch, F. Baruffaldi, N. Bastid, S. Basu, G. Batigne, B. Batyunya, D. Bauri, J.L. Bazo Alba, I.G. Bearden, C. Beattie, P. Becht, I. Belikov, A.D.C. Bell Hechavarria, F. Bellini, R. Bellwied, S. Belokurova, V. Belyaev, G. Bencedi, S. Beole, A. Bercuci, Y. Berdnikov, A. Berdnikova, L. Bergmann, M.G. Besoiu, L. Betev, P.P. Bhaduri, A. Bhasin, I.R. Bhat, M.A. Bhat, B. Bhattacharjee, P. Bhattacharya, L. Bianchi, N. Bianchi, J. Biel????k, J. Biel????kov??, J. Biernat, A. Bilandzic, G. Biro, S. Biswa, J.T. Blair, D. Blau, M.B. Blidaru, C. Blume, G. Boca, F. Bock, A. Bogdanov, S. Boi, J. Bok, L. Boldizs??r, A. Bolozdynya, M. Bombara, P.M. Bond, G. Bonomi, H. Borel, A. Borissov, H. Bossi, E. Botta, L. Bratrud, P. Braun-Munzinger, M. Bregant, M. Broz, G.E. Bruno, M.D. Buckland, D. Budnikov, H. Buesching, S. Bufalino, O. Bugnon, P. Buhler, Z. Buthelezi, J.B. Butt, A. Bylinkin, S.A. Bysiak, M. Cai, H. Caine, A. Caliva, E. Calvo Villar, J.M.M. Camacho, R.S. Camacho, P. Camerini, F.D.M. Canedo, F. Carnesecchi, R. Caron, J. Castillo Castellano, E.A.R. Casula, F. Catalano, C. Ceballos Sanchez, P. Chakraborty, S. Chandra, S. Chapeland, M. Chartier, S. Chattopadhyay, T.G. Chavez, T. Cheng, C. Cheshkov, B. Cheyni, V. Chibante Barroso, D.D. Chinellato, S. Cho, P. Chochula, P. Christakoglou, C.H. Christensen, P. Christiansen, T. Chujo, C. Cicalo, L. Cifarelli, F. Cindolo, M.R. Ciupek, G. Clai, J. Cleyman, F. Colamaria, J.S. Colburn, D. Colella, A. Collu, M. Colocci, M. Conca, G. Conesa Balbastre, Z. Conesa del Valle, G. Contin, J.G. Contrera, M.L. Coquet, T.M. Cormier, P. Cortese, M.R. Cosentino, F. Costa, S. Costanza, P. Crochet, R. Cruz-Torre, E. Cuautle, P. Cui, L. Cunqueiro, A. Dainese, M.C. Danisch, A. Danu, P. Da, S. Da, S. Dash, A. De Caro, G. de Cataldo, L. De Cilladi, J. de Cuveland, A. De Falco, D. De Gruttola, N. De Marco, C. De Martin, S. De Pasquale, S. Deb, H.F. Degenhardt, K.R. Deja, R. Del Grande, L. Dello Stritto, W. Deng, P. Dhankher, D. Di Bari, A. Di Mauro, R.A. Diaz, T. Dietel, Y. Ding, R. Divi??, D.U. Dixit, Djuvsland, U. Dmitrieva, J. Do, A. Dobrin, B. D??nigu, A.K. Dubey, A. Dubla, S. Dudi, P. Dupieux, N. Dzalaiova, T.M. Eder, R.J. Ehler, V.N. Eikeland, F. Eisenhut, D. Elia, B. Erazmu, F. Ercolessi, F. Erhardt, A. Erokhin, M.R. Ersdal, B. Espagnon, G. Eulisse, D. Evan, S. Evdokimov, L. Fabbietti, M. Faggin, J. Faivre, F. Fan, A. Fantoni, M. Fasel, P. Fecchio, A. Feliciello, G. Feofilov, A. Fern??ndez T??llez, A. Ferrero, A. Ferretti, V.J.G. Feuillard, J. Figiel, V. Filova, D. Finogeev, F.M. Fionda, G. Fiorenza, F. Flor, A.N. Flore, S. Foertsch, S. Fokin, E. Fragiacomo, E. Frajna, A. Francisco, U. Fuch, N. Funicello, C. Furget, A. Fur, J.J. Gaardh??je, M. Gagliardi, A.M. Gago, A. Gal, C.D. Galvan, D.R. Gangadharan, P. Ganoti, C. Garabato, J.R.A. Garcia, E. Garcia-Soli, K. Garg, C. Gargiulo, A. Garibli, K. Garner, P. Gasik, E.F. Gauger, A. Gautam, M.B. Gay Ducati, M. Germain, P. Ghosh, S.K. Ghosh, M. Giacalone, P. Gianotti, P. Giubellino, P. Giubilato, A.M.C. Glaenzer, P. Gl??ssel, E. Glimo, D.J.Q. Goh, V. Gonzalez, L.H. Gonz??lez-Trueba, S. Gorbunov, M. Gorgon, L. G??rlich, S. Gotovac, V. Grabski, L.K. Graczykowski, L. Greiner, A. Grelli, C. Grigora, V. Grigoriev, S. Grigoryan, F. Grosa, J.F. Grosse-Oetringhau, R. Grosso, D. Grund, G.G. Guardiano, R. Guernane, M. Guilbaud, K. Gulbrandsen, T. Gunji, W. Guo, A. Gupta, R. Gupta, S.P. Guzman, L. Gyulai, M.K. Habib, C. Hadjidaki, H. Hamagaki, M. Hamid, R. Hannigan, M.R. Haque, A. Harlenderova, J.W. Harri, A. Harton, J.A. Hasenbichler, H. Hassan, D. Hatzifotiadou, P. Hauer, L.B. Havener, S.T. Heckel, E. Hellb??r, H. Helstrup, T. Herman, E.G. Hernandez, G. Herrera Corral, F. Herrmann, K.F. Hetland, H. Hillemann, C. Hill, B. Hippolyte, B. Hofman, B. Hohlweger, J. Honermann, G.H. Hong, D. Horak, S. Hornung, A. Horzyk, R. Hosokawa, Y. Hou, P. Hristov, C. Hughe, P. Huhn, L.M. Huhta, C.V. Hulse, T.J. Humanic, H. Hushnud, L.A. Husova, A. Hutson, J.P. Iddon, R. Ilkaev, H. Ilya, M. Inaba, G.M. Innocenti, M. Ippolitov, A. Isakov, T. Isidori, M.S. Islam, M. Ivanov, V. Ivanov, V. Izucheev, M. Jablonski, B. Jacak, N. Jacazio, P.M. Jacob, S. Jadlovska, J. Jadlovsky, S. Jaelani, C. Jahnke, M.J. Jakubowska, A. Jalotra, M.A. Janik, T. Janson, M. Jercic, O. Jevon, A.A.P. Jimenez, F. Jona, P.G. Jone, J.M. Jowett, J. Jung, M. Jung, A. Junique, A. Jusko, M.J. Kabu, J. Kaewjai, P. Kalinak, A.S. Kalteyer, A. Kalweit, V. Kaplin, A. Karasu Uysal, D. Karatovic, O. Karavichev, T. Karavicheva, P. Karczmarczyk, E. Karpechev, V. Kashyap, A. Kazantsev, U. Kebschull, R. Keidel, D.L.D. Keijdener, M. Keil, B. Ketzer, Z. Khabanova, A.M. Khan, S. Khan, A. Khanzadeev, Y. Kharlov, A. Khatun, A. Khuntia, B. Kileng, B. Kim, C. Kim, D.J. Kim, E.J. Kim, J. Kim, J.S. Kim, M. Kim, S. Kim, T. Kim, S. Kirsch, I. Kisel, S. Kiselev, A. Kisiel, J.P. Kitowski, J.L. Klay, J. Klein, S. Klein, C. Klein-B??sing, M. Kleiner, T. Klemenz, A. Kluge, A.G. Knospe, C. Kobdaj, T. Kollegger, A. Kondratyev, N. Kondratyeva, E. Kondratyuk, J. Konig, S.A. Konigstorfer, P.J. Konopka, G. Kornakov, S.D. Koryciak, A. Kotliarov, O. Kovalenko, V. Kovalenko, M. Kowalski, I. Kr??lik, A. Krav????kov??, L. Krei, M. Krivda, F. Krizek, K. Krizkova Gajdosova, M. Kroesen, M. Kr??ger, D.M. Krupova, E. Kryshen, M. Krzewicki, V. Ku??era, C. Kuhn, P.G. Kuijer, T. Kumaoka, D. Kumar, L. Kumar, N. Kumar, S. Kundu, P. Kurashvili, A. Kurepin, A.B. Kurepin, A. Kuryakin, S. Kushpil, J. Kvapil, M.J. Kweon, J.Y. Kwon, Y. Kwon, S.L. La Pointe, P. La Rocca, Y.S. Lai, A. Lakrathok, M. Lamanna, R. Langoy, K. Lapidu, P. Larionov, E. Laudi, L. Lautner, R. Lavicka, T. Lazareva, R. Lea, J. Lehrbach, R.C. Lemmon, I. Le??n Monz??n, E.D. Lesser, M. Lettrich, P. L??vai, X. Li, X.L. Li, J. Lien, R. Lietava, B. Lim, S.H. Lim, V. Lindenstruth, A. Lindner, C. Lippmann, A. Liu, D.H. Liu, J. Liu, I.M. Lofne, V. Loginov, C. Loizide, P. Loncar, J.A. Lopez, X. Lopez, E. L??pez Torre, J.R. Luhder, M. Lunardon, G. Luparello, Y.G. Ma, A. Maevskaya, M. Mager, T. Mahmoud, A. Maire, M. Malaev, N.M. Malik, Q.W. Malik, S.K. Malik, L. Malinina, D. Mal'Kevich, D. Mallick, N. Mallick, G. Mandaglio, V. Manko, F. Manso, V. Manzari, Y. Mao, G.V. Margagliotti, A. Margotti, A. Mar??n, C. Markert, M. Marquard, N.A. Martin, P. Martinengo, J.L. Martinez, M.I. Mart??nez, G. Mart??nez Garc??a, S. Masciocchi, M. Masera, A. Masoni, L. Massacrier, A. Mastroserio, A.M. Mathi, O. Matonoha, P.F.T. Matuoka, A. Matyja, C. Mayer, A.L. Mazueco, F. Mazzaschi, M. Mazzilli, M.A. Mazzoni, J.E. Mdhluli, A.F. Mechler, Y. Melikyan, A. Menchaca-Rocha, E. Meninno, A.S. Menon, M. Mere, S. Mhlanga, Y. Miake, L. Micheletti, L.C. Migliorin, D.L. Mihaylov, K. Mikhaylov, A.N. Mishra, D. Mi??kowiec, A. Modak, A.P. Mohanty, B. Mohanty, M. Mohisin Khan, M.A. Molander, Z. Moravcova, C. Mordasini, D.A. Moreira De Godoy, I. Morozov, A. Morsch, T. Mrnjavac, V. Muccifora, E. Mudnic, D. M??hlheim, S. Muhuri, J.D. Mulligan, A. Mulliri, M.G. Munhoz, R.H. Munzer, H. Murakami, S. Murray, L. Musa, J. Musinsky, J.W. Myrcha, B. Naik, R. Nair, B.K. Nandi, R. Nania, E. Nappi, A.F. Nassirpour, A. Nath, C. Nattra, A. Neagu, A. Negru, L. Nellen, S.V. Nesbo, G. Neskovic, D. Nesterov, B.S. Nielsen, E.G. Nielsen, S. Nikolaev, S. Nikulin, V. Nikulin, F. Noferini, S. Noh, P. Nomokonov, J. Norman, N. Novitzky, P. Nowakowski, A. Nyanin, J. Nystrand, M. Ogino, A. Ohlson, V.A. Okorokov, J. Oleniacz, A.C. Oliveira Da Silva, M.H. Oliver, A. Onnerstad, C. Oppedisano, A. Ortiz Velasquez, T. Osako, A. Oskarsson, J. Otwinowski, M. Oya, K. Oyama, Y. Pachmayer, S. Padhan, D. Pagano, G. Pai??, A. Palasciano, J. Pan, S. Panebianco, J. Park, J.E. Parkkila, S.P. Pathak, R.N. Patra, B. Paul, H. Pei, T. Peitzmann, X. Peng, L.G. Pereira, H. Pereira Da Costa, D. Peresunko, G.M. Perez, S. Perrin, Y. Pestov, V. Petr????ek, M. Petrovici, R.P. Pezzi, S. Piano, M. Pikna, P. Pillot, O. Pinazza, L. Pinsky, C. Pinto, S. Pisano, M. P??osko??, M. Planinic, F. Pliquett, M.G. Poghosyan, B. Polichtchouk, S. Politano, N. Poljak, A. Pop, S. Porteboeuf-Houssai, J. Porter, V. Pozdniakov, S.K. Prasad, R. Preghenella, F. Prino, C.A. Pruneau, I. Pshenichnov, M. Puccio, S. Qiu, L. Quaglia, R.E. Quishpe, S. Ragoni, A. Rakotozafindrabe, L. Ramello, F. Rami, S.A.R. Ramirez, A.G.T. Ramo, T.A. Rancien, R. Raniwala, S. Raniwala, S.S. R??s??nen, R. Rath, I. Ravasenga, K.F. Read, A.R. Redelbach, K. Redlich, A. Rehman, P. Reichelt, F. Reidt, H.A. Reme-ne, Z. Rescakova, K. Reyger, A. Riabov, V. Riabov, T. Richert, M. Richter, W. Riegler, F. Riggi, C. Ristea, M. Rodr??guez Cahuantzi, K. R??ed, R. Rogalev, E. Rogochaya, T.S. Rogoschinski, D. Rohr, D. R??hrich, P.F. Roja, S. Rojas Torre, P.S. Rokita, F. Ronchetti, A. Rosano, E.D. Rosa, A. Rossi, A. Roy, P. Roy, S. Roy, N. Rubini, O.V. Rueda, D. Ruggiano, R. Rui, B. Rumyantsev, P.G. Russek, R. Russo, A. Rustamov, E. Ryabinkin, Y. Ryabov, A. Rybicki, H. Rytkonen, W. Rzesa, O.A.M. Saarimaki, R. Sadek, S. Sadovsky, J. Saetre, K. ??afa????k, S.K. Saha, S. Saha, B. Sahoo, P. Sahoo, R. Sahoo, S. Sahoo, D. Sahu, P.K. Sahu, J. Saini, S. Sakai, M.P. Salvan, S. Sambyal, V. Samsonov, T.B. Saramela, D. Sarkar, N. Sarkar, P. Sarma, V.M. Sarti, M.H.P. Sa, J. Schambach, H.S. Scheid, C. Schiaua, R. Schicker, A. Schmah, C. Schmidt, H.R. Schmidt, M.O. Schmidt, M. Schmidt, N.V. Schmidt, A.R. Schmier, R. Schotter, J. Schukraft, K. Schwarz, K. Schweda, G. Scioli, E. Scomparin, J.E. Seger, Y. Sekiguchi, D. Sekihata, I. Selyuzhenkov, S. Senyukov, J.J. Seo, D. Serebryakov, L. ??erk??nyt??, A. Sevcenco, T.J. Shaba, A. Shabanov, A. Shabetai, R. Shahoyan, W. Shaikh, A. Shangaraev, A. Sharma, H. Sharma, M. Sharma, N. Sharma, S. Sharma, U. Sharma, A. Shatat, O. Sheibani, K. Shigaki, M. Shimomura, S. Shirinkin, Q. Shou, Y. Sibiriak, S. Siddhanta, T. Siemiarczuk, T.F. Silva, D. Silvermyr, T. Simantathammakul, G. Simonetti, B. Singh, R. Singh, V.K. Singh, V. Singhal, T. Sinha, B. Sitar, M. Sitta, T.B. Skaali, G. Skorodumov, M. Slupecki, N. Smirnov, R.J.M. Snelling, C. Soncco, J. Song, A. Songmoolnak, F. Soramel, S. Sorensen, I. Sputowska, J. Stachel, I. Stan, P.J. 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V??rtesi, M. Verweij, L. Vickovic, Z. Vilakazi, O. Villalobos Baillie, G. Vino, A. Vinogradov, T. Virgili, V. Vislaviciu, A. Vodopyanov, B. Volkel, M.A. V??lkl, K. Voloshin, S.A. Voloshin, G. Volpe, B. von Haller, I. Vorobyev, N. Vozniuk, J. Vrl??kov??, B. Wagner, C. Wang, D. Wang, M. Weber, R.J.G.V. Weelden, A. Wegrzynek, S.C. Wenzel, J.P. Wessel, J. Wiechula, J. Wikne, G. Wilk, J. Wilkinson, G.A. Willem, B. Windelband, M. Winn, W.E. Witt, J.R. Wright, W. Wu, Y. Wu, R. Xu, A.K. Yadav, S. Yalcin, Y. Yamaguchi, K. Yamakawa, S. Yang, S. Yano, Z. Yin, I.-K. Yoo, J.H. Yoon, S. Yuan, A. Yuncu, V. Zaccolo, C. Zampolli, H.J.C. Zanoli, N. Zardoshti, A. Zarochentsev, P. Z??vada, N. Zaviyalov, M. Zhalov, B. Zhang, S. Zhang, X. Zhang, Y. Zhang, V. Zherebchevskii, Y. Zhi, N. Zhigareva, D. Zhou, Y. Zhou, J. Zhu, Y. Zhu, G. Zinovjev, N. Zurlo, Afd Subatomic Physics (SAP), Sub GRASP, Sub Algemeen Physics Education, Sub Subatomic Physics (SAP), Gravitational and Subatomic Physics (GRASP), Helsinki Institute of Physics, Acharya, S., Adamov??, D., Adler, A., Adolfsson, J., Aglieri Rinella, G., Agnello, M., Agrawal, N., Ahammed, Z., Ahmad, S., Ahn, S. U., Ahuja, I., Akbar, Z., Akindinov, A., Al-Turany, M., Alam, S. N., Aleksandrov, D., Alessandro, B., Alfanda, H. M., Alfaro Molina, R., Ali, B., Ali, Y., Alici, A., Alizadehvandchali, N., Alkin, A., Alme, J., Alocco, G., Alt, T., Altsybeev, I., Anaam, M. N., Andrei, C., Andreou, D., Andronic, A., Angeletti, M., Anguelov, V., Antinori, F., Antonioli, P., Anuj, C., Apadula, N., Aphecetche, L., Appelsh??user, H., Arcelli, S., Arnaldi, R., Arsene, I. C., Arslandok, M., Augustinus, A., Averbeck, R., Aziz, S., Azmi, M. D., Badal??, A., Baek, Y. 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K., Greiner, L., Grelli, A., Grigoras, C., Grigoriev, V., Grigoryan, S., Grosa, F., Grosse-Oetringhaus, J. F., Grosso, R., Grund, D., Guardiano, G. G., Guernane, R., Guilbaud, M., Gulbrandsen, K., Gunji, T., Guo, W., Gupta, A., Gupta, R., Guzman, S. P., Gyulai, L., Habib, M. K., Hadjidakis, C., Hamagaki, H., Hamid, M., Hannigan, R., Haque, M. R., Harlenderova, A., Harris, J. W., Harton, A., Hasenbichler, J. A., Hassan, H., Hatzifotiadou, D., Hauer, P., Havener, L. B., Heckel, S. T., Hellb??r, E., Helstrup, H., Herman, T., Hernandez, E. G., Herrera Corral, G., Herrmann, F., Hetland, K. F., Hillemanns, H., Hills, C., Hippolyte, B., Hofman, B., Hohlweger, B., Honermann, J., Hong, G. H., Horak, D., Hornung, S., Horzyk, A., Hosokawa, R., Hou, Y., Hristov, P., Hughes, C., Huhn, P., Huhta, L. M., Hulse, C. V., Humanic, T. J., Hushnud, H., Husova, L. A., Hutson, A., Iddon, J. P., Ilkaev, R., Ilyas, H., Inaba, M., Innocenti, G. M., Ippolitov, M., Isakov, A., Isidori, T., Islam, M. S., Ivanov, M., Ivanov, V., Izucheev, V., Jablonski, M., Jacak, B., Jacazio, N., Jacobs, P. M., Jadlovska, S., Jadlovsky, J., Jaelani, S., Jahnke, C., Jakubowska, M. J., Jalotra, A., Janik, M. A., Janson, T., Jercic, M., Jevons, O., Jimenez, A. A. P., Jonas, F., Jones, P. G., Jowett, J. M., Jung, J., Jung, M., Junique, A., Jusko, A., Kabus, M. J., Kaewjai, J., Kalinak, P., Kalteyer, A. S., Kalweit, A., Kaplin, V., Karasu Uysal, A., Karatovic, D., Karavichev, O., Karavicheva, T., Karczmarczyk, P., Karpechev, E., Kashyap, V., Kazantsev, A., Kebschull, U., Keidel, R., Keijdener, D. L. D., Keil, M., Ketzer, B., Khabanova, Z., Khan, A. M., Khan, S., Khanzadeev, A., Kharlov, Y., Khatun, A., Khuntia, A., Kileng, B., Kim, B., Kim, C., Kim, D. J., Kim, E. J., Kim, J., Kim, J. S., Kim, M., Kim, S., Kim, T., Kirsch, S., Kisel, I., Kiselev, S., Kisiel, A., Kitowski, J. P., Klay, J. L., Klein, J., Klein, S., Klein-B??sing, C., Kleiner, M., Klemenz, T., Kluge, A., Knospe, A. G., Kobdaj, C., Kollegger, T., Kondratyev, A., Kondratyeva, N., Kondratyuk, E., Konig, J., Konigstorfer, S. A., Konopka, P. J., Kornakov, G., Koryciak, S. D., Kotliarov, A., Kovalenko, O., Kovalenko, V., Kowalski, M., Kr??lik, I., Krav????kov??, A., Kreis, L., Krivda, M., Krizek, F., Krizkova Gajdosova, K., Kroesen, M., Kr??ger, M., Krupova, D. M., Kryshen, E., Krzewicki, M., Ku??era, V., Kuhn, C., Kuijer, P. G., Kumaoka, T., Kumar, D., Kumar, L., Kumar, N., Kundu, S., Kurashvili, P., Kurepin, A., Kurepin, A. B., Kuryakin, A., Kushpil, S., Kvapil, J., Kweon, M. J., Kwon, J. Y., Kwon, Y., La Pointe, S. L., La Rocca, P., Lai, Y. S., Lakrathok, A., Lamanna, M., Langoy, R., Lapidus, K., Larionov, P., Laudi, E., Lautner, L., Lavicka, R., Lazareva, T., Lea, R., Lehrbach, J., Lemmon, R. C., Monz??n, I. Le??n., Lesser, E. D., Lettrich, M., L??vai, P., Li, X., Li, X. L., Lien, J., Lietava, R., Lim, B., Lim, S. H., Lindenstruth, V., Lindner, A., Lippmann, C., Liu, A., Liu, D. H., Liu, J., Lofnes, I. M., Loginov, V., Loizides, C., Loncar, P., Lopez, J. A., Lopez, X., L??pez Torres, E., Luhder, J. R., Lunardon, M., Luparello, G., Ma, Y. G., Maevskaya, A., Mager, M., Mahmoud, T., Maire, A., Malaev, M., Malik, N. M., Malik, Q. W., Malik, S. K., Malinina, L., Mal'Kevich, D., Mallick, D., Mallick, N., Mandaglio, G., Manko, V., Manso, F., Manzari, V., Mao, Y., Margagliotti, G. V., Margotti, A., Mar??n, A., Markert, C., Marquard, M., Martin, N. A., Martinengo, P., Martinez, J. L., Mart??nez, M. I., Mart??nez Garc??a, G., Masciocchi, S., Masera, M., Masoni, A., Massacrier, L., Mastroserio, A., Mathis, A. M., Matonoha, O., Matuoka, P. F. T., Matyja, A., Mayer, C., Mazuecos, A. L., Mazzaschi, F., Mazzilli, M., Mazzoni, M. A., Mdhluli, J. E., Mechler, A. F., Melikyan, Y., Menchaca-Rocha, A., Meninno, E., Menon, A. S., Meres, M., Mhlanga, S., Miake, Y., Micheletti, L., Migliorin, L. C., Mihaylov, D. L., Mikhaylov, K., Mishra, A. N., Mi??kowiec, D., Modak, A., Mohanty, A. P., Mohanty, B., Mohisin Khan, M., Molander, M. A., Moravcova, Z., Mordasini, C., Moreira De Godoy, D. A., Morozov, I., Morsch, A., Mrnjavac, T., Muccifora, V., Mudnic, E., M??hlheim, D., Muhuri, S., Mulligan, J. D., Mulliri, A., Munhoz, M. G., Munzer, R. H., Murakami, H., Murray, S., Musa, L., Musinsky, J., Myrcha, J. W., Naik, B., Nair, R., Nandi, B. K., Nania, R., Nappi, E., Nassirpour, A. F., Nath, A., Nattrass, C., Neagu, A., Negru, A., Nellen, L., Nesbo, S. V., Neskovic, G., Nesterov, D., Nielsen, B. S., Nielsen, E. G., Nikolaev, S., Nikulin, S., Nikulin, V., Noferini, F., Noh, S., Nomokonov, P., Norman, J., Novitzky, N., Nowakowski, P., Nyanin, A., Nystrand, J., Ogino, M., Ohlson, A., Okorokov, V. A., Oleniacz, J., Oliveira Da Silva, A. C., Oliver, M. H., Onnerstad, A., Oppedisano, C., Ortiz Velasquez, A., Osako, T., Oskarsson, A., Otwinowski, J., Oya, M., Oyama, K., Pachmayer, Y., Padhan, S., Pagano, D., Pai??, G., Palasciano, A., Pan, J., Panebianco, S., Park, J., Parkkila, J. E., Pathak, S. P., Patra, R. N., Paul, B., Pei, H., Peitzmann, T., Peng, X., Pereira, L. G., Pereira Da Costa, H., Peresunko, D., Perez, G. M., Perrin, S., Pestov, Y., Petr????ek, V., Petrovici, M., Pezzi, R. P., Piano, S., Pikna, M., Pillot, P., Pinazza, O., Pinsky, L., Pinto, C., Pisano, S., P??osko??, M., Planinic, M., Pliquett, F., Poghosyan, M. G., Polichtchouk, B., Politano, S., Poljak, N., Pop, A., Porteboeuf-Houssais, S., Porter, J., Pozdniakov, V., Prasad, S. K., Preghenella, R., Prino, F., Pruneau, C. A., Pshenichnov, I., Puccio, M., Qiu, S., Quaglia, L., Quishpe, R. E., Ragoni, S., Rakotozafindrabe, A., Ramello, L., Rami, F., Ramirez, S. A. R., Ramos, A. G. T., Rancien, T. A., Raniwala, R., Raniwala, S., R??s??nen, S. S., Rath, R., Ravasenga, I., Read, K. F., Redelbach, A. R., Redlich, K., Rehman, A., Reichelt, P., Reidt, F., Reme-ness, H. A., Rescakova, Z., Reygers, K., Riabov, A., Riabov, V., Richert, T., Richter, M., Riegler, W., Riggi, F., Ristea, C., Rodr??guez Cahuantzi, M., R??ed, K., Rogalev, R., Rogochaya, E., Rogoschinski, T. S., Rohr, D., R??hrich, D., Rojas, P. F., Rojas Torres, S., Rokita, P. S., Ronchetti, F., Rosano, A., Rosas, E. D., Rossi, A., Roy, A., Roy, P., Roy, S., Rubini, N., Rueda, O. V., Ruggiano, D., Rui, R., Rumyantsev, B., Russek, P. G., Russo, R., Rustamov, A., Ryabinkin, E., Ryabov, Y., Rybicki, A., Rytkonen, H., Rzesa, W., Saarimaki, O. A. M., Sadek, R., Sadovsky, S., Saetre, J., afa????k, K., Saha, S. K., Saha, S., Sahoo, B., Sahoo, P., Sahoo, R., Sahoo, S., Sahu, D., Sahu, P. K., Saini, J., Sakai, S., Salvan, M. P., Sambyal, S., Samsonov, V., Saramela, T. B., Sarkar, D., Sarkar, N., Sarma, P., Sarti, V. M., Sas, M. H. P., Schambach, J., Scheid, H. S., Schiaua, C., Schicker, R., Schmah, A., Schmidt, C., Schmidt, H. R., Schmidt, M. O., Schmidt, M., Schmidt, N. V., Schmier, A. R., Schotter, R., Schukraft, J., Schwarz, K., Schweda, K., Scioli, G., Scomparin, E., Seger, J. E., Sekiguchi, Y., Sekihata, D., Selyuzhenkov, I., Senyukov, S., Seo, J. J., Serebryakov, D., erk??nyt??, L., Sevcenco, A., Shaba, T. J., Shabanov, A., Shabetai, A., Shahoyan, R., Shaikh, W., Shangaraev, A., Sharma, A., Sharma, H., Sharma, M., Sharma, N., Sharma, S., Sharma, U., Shatat, A., Sheibani, O., Shigaki, K., Shimomura, M., Shirinkin, S., Shou, Q., Sibiriak, Y., Siddhanta, S., Siemiarczuk, T., Silva, T. F., Silvermyr, D., Simantathammakul, T., Simonetti, G., Singh, B., Singh, R., Singh, V. K., Singhal, V., Sinha, T., Sitar, B., Sitta, M., Skaali, T. B., Skorodumovs, G., Slupecki, M., Smirnov, N., Snellings, R. J. M., Soncco, C., Song, J., Songmoolnak, A., Soramel, F., Sorensen, S., Sputowska, I., Stachel, J., Stan, I., Steffanic, P. J., Stiefelmaier, S. F., Stocco, D., Storehaug, I., Storetvedt, M. M., Stratmann, P., Stylianidis, C. P., Suaide, A. A. P., Suire, C., Sukhanov, M., Suljic, M., Sultanov, R., Sumberia, V., Sumowidagdo, S., Swain, S., Szabo, A., Szarka, I., Tabassam, U., Taghavi, S. F., Taillepied, G., Takahashi, J., Tambave, G. J., Tang, S., Tang, Z., Tapia Takaki, J. D., Tarhini, M., Tarzila, M. G., Tauro, A., Tejeda Mu??oz, G., Telesca, A., Terlizzi, L., Terrevoli, C., Tersimonov, G., Thakur, S., Thomas, D., Tieulent, R., Tikhonov, A., Timmins, A. R., Tkacik, M., Toia, A., Topilskaya, N., Toppi, M., Torales-Acosta, F., Tork, T., Trifir??, A., Tripathy, S., Tripathy, T., Trogolo, S., Trubnikov, V., Trzaska, W. H., Trzcinski, T. P., Tumkin, A., Turrisi, R., Tveter, T. S., Ullaland, K., Uras, A., Urioni, M., Usai, G. L., Vala, M., Valle, N., Vallero, S., van Doremalen, L. V. R., van Leeuwen, M., Vande Vyvre, P., Varga, D., Varga, Z., Varga-Kofarago, M., Vasileiou, M., Vasiliev, A., V??zquez Doce, O., Vechernin, V., Velure, A., Vercellin, E., Vergara Lim??n, S., Vermunt, L., V??rtesi, R., Verweij, M., Vickovic, L., Vilakazi, Z., Villalobos Baillie, O., Vino, G., Vinogradov, A., Virgili, T., Vislavicius, V., Vodopyanov, A., Volkel, B., V??lkl, M. A., Voloshin, K., Voloshin, S. A., Volpe, G., von Haller, B., Vorobyev, I., Vozniuk, N., Vrl??kov??, J., Wagner, B., Wang, C., Wang, D., Weber, M., Weelden, R. J. G. V., Wegrzynek, A., Wenzel, S. C., Wessels, J. P., Wiechula, J., Wikne, J., Wilk, G., Wilkinson, J., Willems, G. A., Windelband, B., Winn, M., Witt, W. E., Wright, J. R., Wu, W., Wu, Y., Xu, R., Yadav, A. K., Yalcin, S., Yamaguchi, Y., Yamakawa, K., Yang, S., Yano, S., Yin, Z., Yoo, I. -K., Yoon, J. H., Yuan, S., Yuncu, A., Zaccolo, V., Zampolli, C., Zanoli, H. J. C., Zardoshti, N., Zarochentsev, A., Z??vada, P., Zaviyalov, N., Zhalov, M., Zhang, B., Zhang, S., Zhang, X., Zhang, Y., Zherebchevskii, V., Zhi, Y., Zhigareva, N., Zhou, D., Zhou, Y., Zhu, J., Zhu, Y., Zinovjev, G., Zurlo, N., Medicum, General Division (Department of Physics) (-2009), Department of Forest Sciences, Faculty of Social Sciences, Department of Mathematics and Statistics, Department of Computer Science, Department of Chemistry, Mitochondrial Morphogenesis, Department of Geosciences and Geography, Particle Physics and Astrophysics, Department of Digital Humanities, Department of Agricultural Sciences, Algorithmic Bioinformatics, Department of Languages, Asian Languages, Teacher Education, Ecology and Evolutionary Biology, Institute of Biotechnology, Department of Education, Doctoral Programme in Particle Physics and Universe Sciences, Institute for Molecular Medicine Finland, Data Science Genetic Epidemiology Lab, Division of Pharmaceutical Chemistry and Technology, Nanomedicines and Biomedical Engineering, Doctoral Programme in Drug Research, Department of Food and Nutrition, Environmental Sciences, Department of Physics, Doctoral Programme in Plant Sciences, Department of Medicine, Department of Social Research (2010-2017), Life Science Education, Production Animal Medicine, Department of Cultures, Global Development Studies, Institute of Biotechnology (-2009), Teaching and Learning Services, Institute for Atmospheric and Earth System Research (INAR), Doctoral Programme in Atmospheric Sciences, Neuroscience Center, Doctoral Programme in Computer Science, Faculty of Medicine, and Departments of Faculty of Veterinary Medicine
Subjects: Kjerne- og elementærpartikkelfysikk: 431 [VDP], heavy ion: scattering, Nuclear Experiment, High Energy Physics - Experiment, hiukkasfysiikka, nucl-ex, Elliptic-flow, High Energy Physics - Experiment (hep-ex), ALICE, 5020: 5440 GeV-cms/nucleon, [PHYS.HEXP]Physics [physics]/High Energy Physics - Experiment [hep-ex], Quark-gluon plasma, elliptic flow, Pb collisions, Nuclear Experiment (nucl-ex), Viscosity, elliptic flow, Quark-gluon plasma, flow: anisotropy, gluon: saturation, correlation: higher-order, initial state, transverse momentum, boundary condition, CERN LHC Coll, hydrodynamics, color glass condensate, numerical calculations, experimental results, High Energy Heavy Ion Collisions, Nuclear and elementary particle physics: 431 [VDP], Perspective, ydinfysiikka, higher-order [correlation], Particle Physics - Experiment, anisotropy [flow], Nuclear and High Energy Physics, Evolution, FOS: Physical sciences, Pb collisions, [PHYS.NEXP]Physics [physics]/Nuclear Experiment [nucl-ex], 114 Physical sciences, scattering [heavy ion], Nuclear Physics - Experiment, ddc:530, saturation [gluon], hep-ex, kvarkki-gluoniplasma, heavy-ion collisions, nuclear physics, correlations, LHC, 5440 GeV-cms/nucleon [5020]
Abstract: Physics letters / B 834, 137393 (2022). doi:10.1016/j.physletb.2022.137393, Correlations between mean transverse momentum p$_T$ and anisotropic flow coefficients v$_2$ or v$_3$ are measured as a function of centrality in Pb–Pb and Xe–Xe collisions at $\sqrt{s_{\rm NN}}$ = 5.02 TeV and 5.44 TeV, respectively, with ALICE. In addition, the recently proposed higher-order correlation between p$_T$, v$_2$, and v$_3$ is measured for the first time, which shows an anticorrelation for the presented centrality ranges. These measurements are compared with hydrodynamic calculations using IP-Glasma and TRENTo initial-state shapes, the former based on the Color Glass Condensate effective theory with gluon saturation, and the latter a parameterized model with nucleons as the relevant degrees of freedom. The data are better described by the IP-Glasma rather than the TRENTo based calculations. In particular, Trajectum and JETSCAPE predictions, both based on the TRENTo initial state model but with different parameter settings, fail to describe the measurements. As the correlations between p$_T$ and v$_n$ are mainly driven by the correlations of the size and the shape of the system in the initial state, these new studies pave a novel way to characterize the initial state and help pin down the uncertainty of the extracted properties of the quark–gluon plasma recreated in relativistic heavy-ion collisions., Published by North-Holland Publ., Amsterdam
Published: 2022

6. Chernobyl still with us : (137)Caesium activity contents in seabed sediments from the Gulf of Bothnia, northern Baltic Sea

Author: Aarno Kotilainen, Joonas J. Virtasalo, Vesa-Pekka Vartti, M.M. Kotilainen, Kaisa-Leena Hutri, Department of Geosciences and Geography, and Teaching and Learning Services
Subjects: geography, geography.geographical_feature_category, 010504 meteorology & atmospheric sciences, Sediment, Estuary, 010501 environmental sciences, Aquatic Science, Sedimentation, Oceanography, 01 natural sciences, Pollution, humanities, 13. Climate action, Archipelago, Environmental science, Terrestrial ecosystem, Sedimentary rock, 14. Life underwater, Bay, Seabed, 1172 Environmental sciences, 0105 earth and related environmental sciences
Abstract: Anthropogenic radionuclides are among those human impacts, which can be seen widely in the marine and terrestrial ecosystems. Fallout from the 1986 Chernobyl nuclear power plant accident has rendered the Baltic Sea as the most polluted marine body in the world with respect to Cs-137. This research investigated sediment cores from 56 sites around the Gulf of Bothnia, Baltic Sea. Radioactivity from Cs-137 in sediments has generally declined due to natural/radioactive decay of Cs-137 over the last decades. However, Cs-137 contents in subsurface sediments remain at elevated levels compared to pre-Chernobyl levels. The highest Cs-137 activity contents in subsurface sediments (>4000 Bg kg(-1)) occur in coastal areas including estuaries. These areas often experience severe anthropogenic pressure. The southern Bothnian Sea, Kvarken archipelago, and southern Bothnian Bay all show elevated Cs-137 values in subsurface sediments. Sedimentary Cs-137 can also help constrain recent rates of sedimentation. Post-Chernobyl sedimentation rates in the Gulf of Bothnia varied from 0.1 to 4.8 cm/year with an average sedimentation rate of 0.54 cm/year.
Published: 2021

7. Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial

Author: Saara Repo, Marko Elovainio, Eeva Pyörälä, Mónica Iriarte-Lüttjohann, Tiina Tuominen, Tiina Härkönen, Kia Gluschkoff, Tiina Paunio, The Centre for University Teaching and Learning (HYPE), Department of Education, Department of Psychology and Logopedics, Teaching and Learning Services, Research Services, Faculty of Medicine, Medicum, Clinicum, HUS Psychiatry, Department of Psychiatry, and SLEEPWELL Research Program
Subjects: IMPACT, Health care students, Well-being, Education, PSYCHOLOGY, Sociology, MANAGEMENT, Humans, Acceptance and Commitment Therapy, Students, COMPASSION, Finland, COMMITMENT THERAPY, Randomised control trial, Acceptance and commitment therapy ised control trial, Distress, ACCEPTANCE, General Medicine, EFFICACY, · Well-being · Distress · Randomised control trial, UNIVERSITY-STUDENTS, 516 Educational sciences, MENTAL-HEALTH, Delivery of Health Care, Mindfulness, Stress, Psychological, STRESS REDUCTION
Abstract: We investigated the short- and long-term effects of two different evidence-based mindfulness training on students’ stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students’ psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.
Published: 2021

8. No evidence for theta power as a marker of hypnotic state in highly hypnotizable subjects

Author: Seppo Hiltunen, Maria Karevaara, Maarit Virta, Tommi Makkonen, Sakari Kallio, Petri Paavilainen, Teaching and Learning Services, Department of Psychology and Logopedics, Medicum, Brain, Music and Learning, and Cognitive Brain Research Unit
Subjects: H1-99, 6162 Cognitive science, Science (General), HYPNOSIS, 515 Psychology, 3112 Neurosciences, EEG ACTIVITY, Hypnotic suggestion, Neurosciences, RELAXATION, SUSCEPTIBILITY, SUGGESTIBILITY, WAKING, Social sciences (General), EMOTIONAL EVENTS, PSYCHOLOGY, Q1-390, SPECTRAL-ANALYSIS, Spectral-power density, OSCILLATIONS, Brain oscillations, EEG, Hypnosis, Neurovetenskaper
Abstract: EEG spectral-power density was analyzed in a group of nine highly hypnotizable subjects via ten frontal, central, parietal, and occipital electrodes under four conditions: 1) wake state, 2) neutral hypnosis, 3) hypnotic suggestion for altering perception of tones, and 4) post-hypnosis. Results indicate no theta-power changes between conditions, challenging previous findings that increased theta power is a marker of hypnosis. A decrease in gamma power under hypnotic suggestion and an almost significant decrease under neutral hypnosis were observed, compared to post-hypnosis. Anteroposterior power distribution remained stable over all conditions. The results are discussed and compared to earlier studies, which report heterogenous findings. CC BY 4.0© 2021 The Author(s)This research did not receive any specific grant from funding agenciesin the public, commercial, or not-for-profit sectors.
Published: 2021

9. Biocultural diversity (BCD) in European cities – Interactions between motivations, experiences and environment in public parks

Author: Vesa Yli-Pelkonen, Filipa Grilo, Dagmar Haase, Jasmina Lindgren, Paula Gonçalves, Margarida Santos-Reis, Mia Jaatsi, Jari Niemelä, Mari Pieniniemi, Birgit Elands, Kati Vierikko, Cristian Ioja, Research Services, Environmental Change and Policy, Teaching and Learning Services, Doctoral Programme in Interdisciplinary Environmental Sciences, Ecosystems and Environment Research Programme, Helsinki Institute of Sustainability Science (HELSUS), Doctoral Programme in Wildlife Biology, Urban Ecosystems, and Repositório da Universidade de Lisboa
Subjects: 0106 biological sciences, Public park, urban green areas, Biocultural diversity, media_common.quotation_subject, Social sustainability, Soil Science, WASS, 010501 environmental sciences, 010603 evolutionary biology, 01 natural sciences, Forest and Nature Conservation Policy, Public parks, 11. Sustainability, Urban nature, Bos- en Natuurbeleid, Urban, Place-based research, Economic geography, 1172 Environmental sciences, 0105 earth and related environmental sciences, media_common, Diversity, Ecology, Relationship, urban green infrastructure, Forestry, Geography, 13. Climate action, Stewardship, Diversity (politics)
Abstract: Urban green spaces (UGS) provide multiple benefits, and public parks in particular have a key role in supporting ecological and social sustainability in cities, contributing to human-nature interactions. We studied the interrelationships between uses, experiences and the environment by adopting a novel concept of urban biocultural diversity (BCD). The concept identifies three interlinked spheres of urban BCD: materialised, lived and stewardship. We conducted place-based research in 33 parks located in four European capitals: Helsinki, Berlin, Bucharest and Lisbon. A total of 1474 visitors were interviewed concerning their motivations to use the park and their experiences during the visit. Using an open-ended survey, we revealed more than 50 motivations for park use and over 100 features people enjoyed during their visits. On the other hand, visitors mentioned far fewer things that disturbed them (60). We revealed that despite the fact motivations to use parks were strongly human-oriented, visitors widely enjoyed the environmental characteristics of parks, and especially nature. We found that parks located in neighbourhoods with low socio-economic status and outside the central area of the city were structurally less diverse than parks located in the city core. The structurally diverse parks enhanced motivations to use them, and increased overall enjoyments of the environment. We revealed clear differences in motivations and enjoyments between cities, implying that the day-to-day practices of people using and experiencing nature varies between cities. peerReviewed
Published: 2020

10. Interdisciplinary craft designing and invention pedagogy in teacher education: student teachers creating smart textiles

Author: Veera Kallunki, Seija Karppinen, Kauko Komulainen, Maker culture, Design learning and Technology (MaDe), Department of Education, Teaching and Learning Services, Maker@STEAM, The Centre for University Teaching and Learning (HYPE), and Visuaalinen kulttuuri, taito ja taide
Subjects: STEAM disciplines, Teaching method, 0211 other engineering and technologies, 02 engineering and technology, Interdisciplinary teaching, DRAMA, Primary teacher education, Science education, Education, Craft, Trading zones, Making, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, 021106 design practice & management, 4. Education, 05 social sciences, General Engineering, Educational technology, 050301 education, Smart textiles, Teacher education, 516 Educational sciences, Design and Technology, Craft designing, 0503 education
Abstract: The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.
Published: 2017

11. Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success

Author: Juho Leinonen, Petri Ihantola, Antti Leinonen, Jaakko Kurhila, Henrik Nygren, Arto Hellas, Matti Luukkainen, Department of Computer Science, RAGE - Agile Education Research group / Matti Luukkainen, Department of Education, Teaching and Learning Services, Open University, Teachers' Academy, and Maker@STEAM
Subjects: Medical education, Matriculation, 4. Education, media_common.quotation_subject, 05 social sciences, education, 050301 education, Gender balance, Bachelor, 113 Computer and information sciences, Entrance exam, Online course, 0502 economics and business, Capstone project, 516 Educational sciences, 050207 economics, 0503 education, media_common
Abstract: Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.
Published: 2019

12. THE EFFECTS OF HYPNOSIS AND HYPNOTIC SUGGESTIONS ON THE MISMATCH NEGATIVITY IN HIGHLY HYPNOTIZABLE SUBJECTS

Author: Seppo Hiltunen, Sakari Kallio, Maarit Virta, Petri Paavilainen, Teaching and Learning Services, Doctoral Programme Brain & Mind, Staff Services, Department of Psychology and Logopedics, and University Management
Subjects: Male, genetic structures, Mismatch negativity, SUSCEPTIBILITY, Audiology, Electroencephalography, Hypnotic, 0302 clinical medicine, COGNITIVE CONTROL, EEG, Suggestion, Oddball paradigm, SCALE, Default mode network, media_common, TOP-DOWN REGULATION, MMN, medicine.diagnostic_test, 05 social sciences, Tone (literature), Clinical Psychology, Auditory Perception, Evoked Potentials, Auditory, Visual Perception, Female, DEFAULT MODE, Psychology, psychological phenomena and processes, Hypnosis, Complementary and Manual Therapy, Adult, CORTEX, medicine.medical_specialty, 515 Psychology, medicine.drug_class, media_common.quotation_subject, behavioral disciplines and activities, 050105 experimental psychology, 03 medical and health sciences, Young Adult, Perception, medicine, Humans, 0501 psychology and cognitive sciences, MODULATION, Acoustic Stimulation, SOUNDS, 030217 neurology & neurosurgery, Photic Stimulation
Abstract: The neural mechanisms associated with hypnosis were investigated in a group of 9 high hypnotizable subjects by measuring the mismatch negativity (MMN) component of the auditory event-related potential (ERP). ERPs were recorded using a passive oddball paradigm to sinusoidal standard and deviant tone stimuli of 500 and 520 Hz, respectively, in four conditions: prehypnosis, neutral hypnosis, hypnotic suggestion for altering the tone perception, and posthypnotic conditions. Earlier studies have indicated that hypnosis and hypnotic suggestions might have an effect on MMN, but the results of our study contradict these results: No statistically significant differences were found between the conditions in the MMN amplitudes.
Published: 2019

13. Circumpolar permafrost maps and geohazard indices for near-future infrastructure risk assessments

Author: Miska Luoto, Olli Karjalainen, Frederick E. Nelson, Jan Hjort, Vladimir E. Romanovsky, Juha Aalto, Sebastian Westermann, Bernd Etzelmüller, Teaching and Learning Services, Helsinki Institute of Sustainability Science (HELSUS), Department of Geosciences and Geography, BioGeoClimate Modelling Lab, University Management, and Division of Urban Geography and Regional Studies
Subjects: Cryospheric science, Data descriptor, DYNAMICS, Statistics and Probability, Data Descriptor, ALASKA PUBLIC INFRASTRUCTURE, 010504 meteorology & atmospheric sciences, Climate change, Context (language use), Library and Information Sciences, Permafrost, 01 natural sciences, Education, 03 medical and health sciences, THERMAL STATE, NORTH-CENTRAL ALASKA, CMIP5, Climate and Earth system modelling, SPATIAL-RESOLUTION, 1172 Environmental sciences, 030304 developmental biology, 0105 earth and related environmental sciences, 0303 health sciences, CLIMATE-CHANGE, Lead (sea ice), Natural hazards, Representative Concentration Pathways, Circumpolar star, ACTIVE-LAYER THICKNESS, 15. Life on land, DEGRADATION, Computer Science Applications, VARIABILITY, 13. Climate action, Environmental science, Physical geography, Geohazard, Statistics, Probability and Uncertainty, Information Systems
Abstract: Ongoing climate change is causing fundamental changes in the Arctic, some of which can be hazardous to nature and human activity. In the context of Earth surface systems, warming climate may lead to rising ground temperatures and thaw of permafrost. This Data Descriptor presents circumpolar permafrost maps and geohazard indices depicting zones of varying potential for development of hazards related to near-surface permafrost degradation, such as ground subsidence. Statistical models were used to predict ground temperature and the thickness of the seasonally thawed (active) layer using geospatial data on environmental conditions at 30 arc-second resolution. These predictions, together with data on factors (ground ice content, soil grain size and slope gradient) affecting permafrost stability, were used to formulate geohazard indices. Using climate-forcing scenarios (Representative Concentration Pathways 2.6, 4.5 and 8.5), permafrost extent and hazard potential were projected for the 2041–2060 and 2061–2080 time periods. The resulting data (seven permafrost and 24 geohazard maps) are relevant to near-future infrastructure risk assessments and for targeting localized geohazard analyses.
Published: 2019
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14. Pharmacy Practice and Education in Finland

Author: Jouni Hirvonen, Nina Katajavuori, Outi Salminen, Katariina Vuorensola, Helena Huhtala, Jeffrey Atkinson, Drug Research Program, Division of Pharmaceutical Chemistry and Technology, Jouni Hirvonen / Principal Investigator, Regenerative pharmacology group, DAPHNE - Developing Assessment Practices in Higher Education, Outi Salminen / Principal Investigator, Division of Pharmacology and Pharmacotherapy, Department of Education, The Centre for University Teaching and Learning (HYPE), Life Science Education, Teaching and Learning Services, and Teachers' Academy
Subjects: pharmacy, education, Pharmacist, lcsh:RS1-441, Pharmacy, 030226 pharmacology & pharmacy, Article, Skills management, lcsh:Pharmacy and materia medica, 03 medical and health sciences, 0302 clinical medicine, Scientific writing, media_common.cataloged_instance, Pharmacology (medical), 030212 general & internal medicine, European Union, General Pharmacology, Toxicology and Pharmaceutics, Hospital pharmacy, European union, Finland, media_common, Medical education, business.industry, 4. Education, practice, 3. Good health, 317 Pharmacy, Holism, Pharmacy practice, business, Psychology
Abstract: The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of &ldquo, general skills&rdquo, such as the pharmacist&rsquo, s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.
Published: 2019

15. Lumikot: Fast auroral transients during the growth phase of substorms

Author: Björn Gustavsson, Derek McKay, Tuula Paavilainen, Andreas Kvammen, Noora Partamies, and Teaching and Learning Services
Subjects: Physics, 1171 Geosciences, 010504 meteorology & atmospheric sciences, Proton, PATCHES, Growth phase, PULSATING AURORA, VDP::Matematikk og Naturvitenskap: 400, 010502 geochemistry & geophysics, PROTON, 01 natural sciences, Computational physics, Geophysics, Substorm, Physics::Space Physics, General Earth and Planetary Sciences, 0105 earth and related environmental sciences, VDP::Mathematics and natural science: 400
Abstract: The development of a magnetospheric substorm may be classified into three phases: growth, expansion, and recovery. The growth phase is important as it includes processes that lead to the expansion. In a recent growth-phase study, a type of fast discrete auroral transient phenomena -- referred to as Lumikot -- were observed. The Lumikot are several kilometers across and move in the high-energy precipitation region, parallel to the main growth-phase arc, with both east-west and west-east directions of travel during the same event. Their apparent transverse movement and quasi-stable intensity make them distinct from co-occurring optical pulsating aurorae. Comparison to other studies show that they occur in the cosmic noise absorption region and it is likely that the Lumikot are co-located with high-energy particle populations on the boundary between the outer radiation belt and the plasmasheet. publishedVersion
Published: 2019

16. The story of my teaching : Constructing learning spaces for diverse pupils

Author: Guðjónsdóttir, Hafdís, Wozniczka, Anna Katarzyna, Gísladóttir, Karen Rut, Lunneblad, Johannes, Odenbring, Ylva, Janhonen-Abruquah, Hille, Layne, Heidi, Skrefsrud, Thor-André, Ragnarsdóttir, Hanna, Kulbrandstad , Lars Anders, Department of Education, and Teaching and Learning Services
Subjects: education, 516 Educational sciences
Published: 2018

17. Utilizing management accounting information for decision-making : Limitations stemming from the process structure and the actors involved

Author: Teemu Laine, Petri Suomala, Natalia Saukkonen, Tampere University, Industrial and Information Management, Research group: Cost Management Center, and Teaching and Learning Services
Subjects: Structure (mathematical logic), Process management, Scope (project management), Process (engineering), Computer science, 05 social sciences, 512 Business and management, 050201 accounting, Viewpoints, Investment decisions, Accounting, 0502 economics and business, Management accounting, Business and International Management, Decision-making, 050203 business & management, Utilization
Abstract: Purpose To be utilized effectively in decision-making processes, management accounting (MA) information should fit the business context and at the same time reflect the roles, responsibilities and values of the actors taking part in the decision-making. This study aims to investigate the limitations for MA information utilization in decision-making. In particular, this study explores limitations stemming from the decision-making process structure and the involvement of several managerial actors. Design/methodology/approach An exploratory case study of an energy company and its customer company illustrates the current challenges in providing and integrating MA information into decision-making. The analysis is focused on the analytical and actor-based features of the decision-making and thus the limitations for MA information utilization. As a part of the broader research process, the researchers facilitated a meeting in the customer company, where the actors relevant to investment decisions discussed the current limitations in utilizing MA information. Findings Analytical and actor-based features may take different forms in the decision-making. Some relevant MA information may not be included in an organization’s decision-making process structure that allows merely conventional, yet analytical, decision alternatives. At the same time, certain actors’ viewpoints (such as sustainability metrics) can be excluded from the process without considering the logic behind the exclusion. This case study identifies the following limitations, largely related to insufficient actor-based features in the decision-making: managers may lack expertise in the use of MA tools, managerial interaction may lack reflection on taken-for-granted assumptions, different managers may appreciate different scope, content and timing of MA information and the process structure can ignore the required managerial viewpoints. Research limitations/implications This study demonstrates that both the decision-making process structure and the needs of the several actors involved may lead to limitations for MA information utilization. Although many limitations stemmed from the insufficient actor-based orientation in the case study, introducing new MA analyses and extending the validity of analytical approaches may also help overcome some of the limitations. Further research should address possibilities to integrate different actors’ viewpoints with MA information already in the decision-making process structure, find ways to introduce MA information on unconventional decision alternatives and enable reflection among and about relevant actors with respect to decision-making. These means could lead to more effective utilization of MA information for decision-making and, consequently, economically viable decisions. Originality/value This study addresses the limitations in MA information utilization by combining the viewpoints of analytical decision-making processes and reflective actors, and thus unveils possibilities for enhancing MA practice.
Published: 2018

18. Immigrant students in Nordic educational policy documents

Author: Lars Anders Kulbrandstad, Heidi Layne, Heini Paavola, Anette Hellman, Hanna Ragnarsdóttir, Ragnarsdóttir, Hanna, Kulbrandstad, Lars Anders, Teaching and Learning Services, and Department of Education
Subjects: education, 516 Educational sciences
Published: 2018

19. Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences

Author: Vivitsou, Marianna, Niemi, Hannele, Wei, Ge, Kallunki, Veera, Miao, Rong, Department of Education, CICERO Learning, Teaching and Learning Services, and The Centre for University Teaching and Learning (HYPE)
Subjects: teachers’ practices, 4. Education, education, ComputingMilieux_COMPUTERSANDEDUCATION, 516 Educational sciences, organizing student work & development, lcsh:L7-991, digital storytelling, facilitating student work & development, lcsh:Education (General)
Abstract: This study aims to discuss and analyze Finnish and Chinese primary school teachers’ practices when digital storytelling is the teaching method, aiming for student-generated stories in video format. To meet this end, teachers introduce digital storytelling in their practices and guide and support students into building and sharing digital stories in video format with peers in the classroom and online. In addition, they introduce the use of web-based environments and digital technologies, adapt their teaching plan accordingly, and enrich existing instructional material. As a result, teacher’s practices of organizing and facilitating student work and development change.In order to investigate how teaching practices change, this study draws from Chinese and Finnish teachers’ interviews and observation data and uses inductive analysis and constant comparison for more abstract themes and categories. The findings show that the teachers use formal and informal, natural and technological environments to organize student work and aim for freer learning in digital storytelling activities. Also, different aspects of collaborative work are used to facilitate and, mainly, structure student work and development.
Published: 2017

20. Becoming animated when teaching physics, crafts and drama together : a multidisciplinary course for student-teachers

Author: Veera Kallunki, Kauko Komulainen, Seija Karppinen, Teaching and Learning Services, University of Helsinki, Department of Education, Maker culture, Design learning and Technology (MaDe), The Centre for University Teaching and Learning (HYPE), and Visuaalinen kulttuuri, taito ja taide
Subjects: Cooperative learning, Multidisciplinary teaching, learning, educational gaming, Instructional design, sociocultural animation, 4. Education, Teaching method, 05 social sciences, 050301 education, 0102 computer and information sciences, Animation, 01 natural sciences, Teacher education, Education, 010201 computation theory & mathematics, Teaching and learning center, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Attitude change, 516 Educational sciences, Psychology, 0503 education, Drama, teacher education
Abstract: This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in Finland. This article discusses the impact of the multidisciplinary teaching approach on the participants' learning outcomes. First, the article explains the multidisciplinary teaching model, an educational energy game that the student-teachers designed as part of the course. Second, it describes the learning that emerged from the student-teachers' learning process, including (1) learning skills, (2) new pedagogic thinking and (3) a change of attitude towards integrative teaching. Finally, the analysis shows the strength of sociocultural animation, which is traced through a path of becoming animated.
Published: 2017

21. Enhancing quality with a research-based student feedback instrument: a comparison of veterinary studentsâ learning experiences in two culturally different European universities

Author: Mirja Ruohoniemi, Johanna Mikkonen, Anna Parpala, Monica Forni, Ruohoniemi, Mirja, Forni, Monica, Mikkonen, Johanna, Parpala, Anna, Helsinki In Vivo Animal Imaging Platform (HAIP), Departments of Faculty of Veterinary Medicine, Teaching and Learning Services, Education of Education, Sari Lindblom-Ylänne, Department of Education, and The Centre for University Teaching and Learning (HYPE)
Subjects: Value (ethics), Evidence-based practice, Higher education, 040301 veterinary sciences, media_common.quotation_subject, education, Education, 0403 veterinary science, approaches to learning, university, Cultural diversity, Quality (business), media_common, Self-efficacy, Medical education, business.industry, 4. Education, 05 social sciences, 050301 education, 04 agricultural and veterinary sciences, Quality assurance, teaching-learning environment, HowULearn, 516 Educational sciences, Comparative education, business, Psychology, 0503 education, self-efficacy
Abstract: This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in studentsâ approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and studentsâ learning.
Published: 2017

22. Exploring the Relationship between Law Students’ Prior Performance and Academic Achievement at University

Author: Heidi Hyytinen, Katri Kleemola, Teaching and Learning Services, Department of Education, and The Centre for University Teaching and Learning (HYPE)
Subjects: performance in prior education, Matriculation, Public Administration, Higher education, transition to university, education, Prior learning, 050109 social psychology, Physical Therapy, Sports Therapy and Rehabilitation, Academic achievement, Education, Developmental and Educational Psychology, Computer Science (miscellaneous), 0501 psychology and cognitive sciences, health care economics and organizations, business.industry, 4. Education, 05 social sciences, SUCCESS, 050301 education, SCIENCE, PREDICTIVE-VALUE, Predictive value, Computer Science Applications, law students, academic achievement, higher education, Law, SCHOOL, SKILLS, 516 Educational sciences, lcsh:L, business, 0503 education, lcsh:Education
Abstract: As Finnish university admissions are reformed, more information is needed on the relationship between performance in prior education and later academic achievement. Transition to university is a critical period, and low performance in prior education is associated with challenges in later study. In the present study, law students&rsquo, (n = 426) performance in the National Matriculation Examination was investigated in relation to later academic achievement at university. Quantitative methods were used. Findings showed that prior performance was not only associated with study success but also with study progress. The results also showed that law students who had grades in the advanced mathematics course were faster and more successful at university. This work contributes to the existing knowledge of university admissions ahead of the Finnish reform by providing new insights into prior performance and how it is related to academic achievement at university.
Published: 2019

23. The Future of Home Economics Teaching: Teachers’ Reflections on 21st-Century Competencies

Author: Hanna Kuusisaari, Pirita Seitamaa-Hakkarainen, Minna Maarit Autio, Marko Juhani Hölttä, Department of Education, Helsinki Institute of Sustainability Science (HELSUS), Maker@STEAM, Maker culture, Design learning and Technology (MaDe), and Teaching and Learning Services
Subjects: home economics, home economics education, ComputingMilieux_COMPUTERSANDEDUCATION, 511 Economics
Abstract: Home economics (HE) teachers are obligated to develop their education so that the subject is current and promotes the well-being of the individual, family and larger community. This qualitative study provides insight into the student competencies and skills that Finnish HE teachers perceive to be important in the future and also how HE teaching should evolve to meet these needs. Data about future competencies and teaching practices among Finnish HE teachers were collected during an in-service training session that was organised after recent curriculum changes and updates. An interactive online discussion was used consisting of written reflections of 14 upper-secondary Finnish HE teachers that taught 21st century HE competencies (e.g., housing, textile care, food preparation and consumer skills). They said that this combination of skills promoted pupils’ reflective thinking, which they will need at home, work and in the wider society. Teachers also said that personal development skills help build students’ self-confidence and facilitate the joy of learning, which promotes wellbeing. Teachers valued HE literacy skills including housing and textile care, consumer knowledge and recipe literacy. Teachers also highlighted digital technology skills as important HE skills. Concerning the future of HE teaching, the teachers aimed to reduce teacher-directed lecturing and reduce contents and cooking in their lessons. Instead, they aimed to increase student- centred learning through the use of suggested pedagogical tools.

24. Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial.

Author: Veras M, Dyer JO, Rooney M, Barros Silva PG, Rutherford D, and Kairy D
Abstract: Background: The integration of artificial intelligence (AI) into health sciences students' education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in education may impact critical thinking, leading to unintended consequences that need to be addressed. Understanding the implications of AI adoption in education is essential for ensuring its responsible and effective use, empowering health sciences students to navigate AI-driven technologies' evolving field with essential knowledge and skills., Objective: This study aims to provide details on the study protocol and the methods used to investigate the usability and efficacy of ChatGPT, a large language model. The primary focus is on assessing its role as a supplementary learning tool for improving learning processes and outcomes among undergraduate health sciences students, with a specific emphasis on chronic diseases., Methods: This single-blinded, crossover, randomized, controlled trial is part of a broader mixed methods study, and the primary emphasis of this paper is on the quantitative component of the overall research. A total of 50 students will be recruited for this study. The alternative hypothesis posits that there will be a significant difference in learning outcomes and technology usability between students using ChatGPT (group A) and those using standard web-based tools (group B) to access resources and complete assignments. Participants will be allocated to sequence AB or BA in a 1:1 ratio using computer-generated randomization. Both arms include students' participation in a writing assignment intervention, with a washout period of 21 days between interventions. The primary outcome is the measure of the technology usability and effectiveness of ChatGPT, whereas the secondary outcome is the measure of students' perceptions and experiences with ChatGPT as a learning tool. Outcome data will be collected up to 24 hours after the interventions., Results: This study aims to understand the potential benefits and challenges of incorporating AI as an educational tool, particularly in the context of student learning. The findings are expected to identify critical areas that need attention and help educators develop a deeper understanding of AI's impact on the educational field. By exploring the differences in the usability and efficacy between ChatGPT and conventional web-based tools, this study seeks to inform educators and students on the responsible integration of AI into academic settings, with a specific focus on health sciences education., Conclusions: By exploring the usability and efficacy of ChatGPT compared with conventional web-based tools, this study seeks to inform educators and students about the responsible integration of AI into academic settings., Trial Registration: ClinicalTrails.gov NCT05963802; https://clinicaltrials.gov/study/NCT05963802., International Registered Report Identifier (irrid): PRR1-10.2196/51873., (©Mirella Veras, Joseph-Omer Dyer, Morgan Rooney, Paulo Goberlânio Barros Silva, Derek Rutherford, Dahlia Kairy. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 24.11.2023.)
Published: 2023
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25. Designing and Implementing the MySusCof App-A Mobile App to Support Food Waste Reduction.

Author: Haas R, Aşan H, Doğan O, Michalek CR, Karaca Akkan Ö, and Bulut ZA
Abstract: Consumers are responsible for almost 50 percent of food waste. Consumer-focused interventions are crucial to achieve many Sustainable Development Goals (SDGs), especially SDG 12.3. There are many factors that cause food waste, and these can be prevented by changing the consumption behavior of adults. Mobile apps are seen as promising tools to change consumer behavior for ensuring more sustainable food consumption. This study describes the development process and examines the perceived quality of MySusCof, an app intended to reduce the food waste of consumers. The uMARS scale was used for collecting data from consumers. Within the scope of the study, two studies were conducted to examine the development process of the application and to determine the user reactions to the mobile application. Results show that gamification elements with hedonic and social components, as well as functional aspects, are important features for user engagement and perceived impact. The qualitative results also supported the user experience in both hedonic and functional value and role of mobile apps to lead behavior change. This study serves as a guideline for future developers of mobile apps intended to lead consumers to a more sustainable food consumption.
Published: 2022
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26. No evidence for theta power as a marker of hypnotic state in highly hypnotizable subjects.

Author: Hiltunen S, Karevaara M, Virta M, Makkonen T, Kallio S, and Paavilainen P
Abstract: EEG spectral-power density was analyzed in a group of nine highly hypnotizable subjects via ten frontal, central, parietal, and occipital electrodes under four conditions: 1) wake state, 2) neutral hypnosis, 3) hypnotic suggestion for altering perception of tones, and 4) post-hypnosis. Results indicate no theta-power changes between conditions, challenging previous findings that increased theta power is a marker of hypnosis. A decrease in gamma power under hypnotic suggestion and an almost significant decrease under neutral hypnosis were observed, compared to post-hypnosis. Anteroposterior power distribution remained stable over all conditions. The results are discussed and compared to earlier studies, which report heterogenous findings., Competing Interests: The authors declare no conflict of interest., (© 2021 The Author(s).)
Published: 2021
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27. THE EFFECTS OF HYPNOSIS AND HYPNOTIC SUGGESTIONS ON THE MISMATCH NEGATIVITY IN HIGHLY HYPNOTIZABLE SUBJECTS.

Author: Hiltunen S, Virta M, Kallio S, and Paavilainen P
Subjects: Acoustic Stimulation psychology, Adult, Auditory Perception, Electroencephalography, Female, Humans, Male, Photic Stimulation, Visual Perception, Young Adult, Evoked Potentials, Auditory physiology, Hypnosis, Suggestion
Abstract: The neural mechanisms associated with hypnosis were investigated in a group of 9 high hypnotizable subjects by measuring the mismatch negativity (MMN) component of the auditory event-related potential (ERP). ERPs were recorded using a passive oddball paradigm to sinusoidal standard and deviant tone stimuli of 500 and 520 Hz, respectively, in four conditions: prehypnosis, neutral hypnosis, hypnotic suggestion for altering the tone perception, and posthypnotic conditions. Earlier studies have indicated that hypnosis and hypnotic suggestions might have an effect on MMN, but the results of our study contradict these results: No statistically significant differences were found between the conditions in the MMN amplitudes.
Published: 2019
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28. The Apples of Academic Performance: Associations Between Dietary Patterns and Academic Performance in Australian Children.

Author: Pearce K, Golley R, Lewis L, Cassidy L, Olds T, and Maher C
Subjects: Australia, Child, Cross-Sectional Studies, Female, Humans, Male, Schools, Students statistics & numerical data, Surveys and Questionnaires, Academic Performance psychology, Academic Performance statistics & numerical data, Feeding Behavior physiology, Feeding Behavior psychology, Nutrition Surveys, Nutritional Status, Students psychology
Abstract: Background: The purpose of this study was to determine whether there was an association between dietary patterns and children's academic performance., Methods: This cross-sectional study involved 315 children aged 9-11 years from 26 schools in Australia. Academic performance was measured in 4 domains (reading, writing, numeracy, and language-subdomains: spelling, grammarm and punctuation) using the National Assessment Program in Literacy and Numeracy (NAPLAN). A self-reported child questionnaire collected dietary intake data. "Core" (healthy) and "noncore" (unhealthy) dietary patterns were derived using principal components analysis., Results: The noncore pattern was associated with lower NAPLAN scores across all academic domains (mean: -12.6, 95% CI: -18.7 to -6.4, r 2 = .073, p < .001) except writing, while the core foods pattern was not associated with NAPLAN scores across all domains. When the noncore model was adjusted for sociodemographic covariates (child body mass index, ethnicity, sex, parental education, household income, marital status, mother's employment hours, and number of siblings), the association was attenuated but remained statistically significant (NAPLAN summary score: -8.5, 95% CI -15.0 to -1.9, r 2 = .123, p = .011)., Conclusions: Academic performance was deleteriously associated with a nutrient-poor, energy-dense diet, yet not associated with a nutritious diet., (© 2018, American School Health Association.)
Published: 2018
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29. Trauma exposure, PTSD, and parenting in a community sample of low-income, predominantly African American mothers and children.

Author: Cross D, Vance LA, Kim YJ, Ruchard AL, Fox N, Jovanovic T, and Bradley B
Subjects: Child, Child Abuse psychology, Cross-Sectional Studies, Female, Humans, Male, Mother-Child Relations psychology, Problem Behavior psychology, Risk Factors, Stress, Psychological, Black or African American psychology, Exposure to Violence psychology, Mothers psychology, Parenting psychology, Poverty psychology, Stress Disorders, Post-Traumatic psychology
Abstract: Objectives: Trauma and posttraumatic stress disorder (PTSD) are associated with problematic parenting and incidence of trauma and PTSD in children of affected parents. In communities impacted by frequent trauma, parenting may be particularly important to children's PTSD risk. The authors examined relationships among maternal and child trauma and mental health, as well as problematic parenting., Method: The authors recruited 112 mother-child dyads (50 girls, 62 boys; ages 8-12 years old) from a community sample of low-income, primarily African American families. They examined rates of trauma exposure and PTSD symptoms in mothers and children, the association of maternal trauma and PTSD with self-reported child abuse potential and parenting stress (i.e., parental distress, dysfunctional parent-child interactions, and perceived child difficulty), and the impact of maternal trauma, PTSD, and parenting on child trauma and PTSD., Results: Rates of trauma and PTSD symptoms were relatively high for mothers and children and included community and family violence. Maternal trauma and PTSD predicted child abuse potential, but only maternal PTSD predicted parental distress. Neither maternal trauma nor PTSD predicted parent-reported dysfunctional parent-child interactions or child difficulty. Maternal child abuse potential and child self-reported trauma, but not maternal trauma or PTSD, significantly predicted child self-reported PTSD. Parenting stress was not associated with child PTSD., Conclusions: Trauma and PTSD in parents may impact parental distress and child abuse potential, potentially increasing children's risk for not only the experience of child abuse, but also PTSD. Child and family interventions should consider child and parental trauma and PTSD as important factors to address. (PsycINFO Database Record, ((c) 2018 APA, all rights reserved).)
Published: 2018
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30. Brain literate: making neuroscience accessible to a wider audience of undergraduates.

Author: Salomon D, Martin-Harris L, Mullen B, Odegaard B, Zvinyatskovskiy A, and Chandler SH
Abstract: The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.
Published: 2015

31. Ethics education for clinician-researchers in genetics: The combined approach.

Author: Zawati M, Cohen E, Parry D, Avard D, and Syncox D
Abstract: Advancements in genomic technology and genetic research have uncovered new and unforeseen ethical and legal issues that must now be faced by clinician-researchers. However, lack of adequate ethical training places clinician-researchers in a position where they might be unable to effectively assess and resolve the issues presented to them. The literature demonstrates that ethics education is relevant and engaging where it is targeted to the level and context of the learners, and it includes real-world based cases approached in innovative ways. In order to test the feasibility of a combined approach to ethics education, a conference was held in 2012 to raise awareness and familiarize participants with the ethical and legal issues surrounding medical technology in genetics and then to have them apply this to reality-based case studies. The conference included participants from a variety of backgrounds and was divided into three sections: (i) informative presentations by experts in the field; (ii) mock REB deliberations; and (iii) a second mock-REB, conducted by a panel of experts. Feedback from participants was positive and indicated that they felt the learning objectives had been met and that the material was presented in a clear and organized fashion. Although only an example of the combined approach in a particular setting, the success of this conference suggests that combining small group learning, practical cases, role-play and interdisciplinary learning provides a positive experience and is an effective approach to ethics education.
Published: 2014
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31 results on '"Teaching and Learning Services"'

1. McGill Evaluation System Resource File Bibliography [and] User's Guide.

2. A Catalogue of Systems for Student Ratings of Instruction.

3. Soil moisture variations from boreal forests to the tundra

4. Incidence and Predictors of Atrial Fibrillation in Cardiac Sarcoidosis A Multimodality Imaging Study

5. Characterizing the initial conditions of heavy-ion collisions at the LHC with mean transverse momentum and anisotropic flow correlations

6. Chernobyl still with us : (137)Caesium activity contents in seabed sediments from the Gulf of Bothnia, northern Baltic Sea

7. Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial

8. No evidence for theta power as a marker of hypnotic state in highly hypnotizable subjects

9. Biocultural diversity (BCD) in European cities – Interactions between motivations, experiences and environment in public parks

10. Interdisciplinary craft designing and invention pedagogy in teacher education: student teachers creating smart textiles

11. Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success

12. THE EFFECTS OF HYPNOSIS AND HYPNOTIC SUGGESTIONS ON THE MISMATCH NEGATIVITY IN HIGHLY HYPNOTIZABLE SUBJECTS

13. Circumpolar permafrost maps and geohazard indices for near-future infrastructure risk assessments

14. Pharmacy Practice and Education in Finland

15. Lumikot: Fast auroral transients during the growth phase of substorms

16. The story of my teaching : Constructing learning spaces for diverse pupils

17. Utilizing management accounting information for decision-making : Limitations stemming from the process structure and the actors involved

18. Immigrant students in Nordic educational policy documents

19. Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences

20. Becoming animated when teaching physics, crafts and drama together : a multidisciplinary course for student-teachers

21. Enhancing quality with a research-based student feedback instrument: a comparison of veterinary studentsâ learning experiences in two culturally different European universities

22. Exploring the Relationship between Law Students’ Prior Performance and Academic Achievement at University

23. The Future of Home Economics Teaching: Teachers’ Reflections on 21st-Century Competencies

24. Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial.

25. Designing and Implementing the MySusCof App-A Mobile App to Support Food Waste Reduction.

26. No evidence for theta power as a marker of hypnotic state in highly hypnotizable subjects.

27. THE EFFECTS OF HYPNOSIS AND HYPNOTIC SUGGESTIONS ON THE MISMATCH NEGATIVITY IN HIGHLY HYPNOTIZABLE SUBJECTS.

28. The Apples of Academic Performance: Associations Between Dietary Patterns and Academic Performance in Australian Children.

29. Trauma exposure, PTSD, and parenting in a community sample of low-income, predominantly African American mothers and children.

30. Brain literate: making neuroscience accessible to a wider audience of undergraduates.

31. Ethics education for clinician-researchers in genetics: The combined approach.

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