The tree species composition, vertical stratification and patterns of spatial autocorrelation at the tree and quadrate (25 × 25 m) scales were studied in a natural mature PinuS sylvestris dominated forest in eastern Finland. For the analyses we mapped the locations and dimensions of trees taller than 10 m in a 9 ha (300 × 300 m) area, and within this area we mapped all trees taller than 0.3 m on a core plot of 4 ha (200 × 200 m). The overall tree size distribution was bimodal. the dominant layer and the understory forming the peak frequencies. Pinus sylvestris dominated the main canopy, together with scattered Betula pendula and Picea abies. Alnus incana, Populus tremula, Salix caprea, Sorbus aucuparia and Juniperus communis occurred only in the under‐ and middlestories. Autocorrelation analysis (semivarianee) of tree size variation revealed spatial patterns, which were strongly dependent on the size of trees included in the analysis. When all living trees, including the understory regeneration, were taken into account, the autocorrelation pattern ranged up to 35 m inter‐tree distances, reflecting the spatial scale of understory regeneration patches. Competitive interaction among middle‐ and upperstory trees (height>10 m) had contrasting effects on autocorrelation pattern depending on spatial scale. At the fine scale, dominant trees suppressed their smaller close neighbors (asymmetric competition), which was shown as increased tree size variation at small inter‐tree distances (<2 m). At slightly larger inter‐tree distances, specifically among large trees of similar size, competition was more symmetrical, which resulted in decreased tree size variation at these inter‐tree distances (3–4 m). This effect was seen most clearly in the dominant trees, there being a clear autocorrelation pattern in tree size up to inter‐tree distances of ∼4 m. At the quadrate scale (25 × 25 m) the analysis revealed high local variation in structural characteristics such as tree height diversity (THD), tree species diversity (H) and autocorrelation of tree height. The analysis suggests that naturally developed P. sylvestris forests exhibit complex small‐scale patterns of structural heterogeneity and spatial autocorrelation in tree size. These patterns may be important for stand‐scale habitat diversity and can have aggregated effects on ecosystem dynamics at larger spatial scales though their influence on the spread of disturbance and regeneration after disturbance.

Collaborative learning is studied, especially in light of the code camp approach, in this paper. Code camp means a short, intensive collaborative learning event in which participants work in groups. Two code camp settings and one traditional programming course are presented. Students of the courses completed questionnaires and the answers were analyzed to establish the value of the code camp approach. It seems that students like the code camp approach and the results seem to be better than with traditional approaches to learning of programming.

Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.

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This paper presents a proposal to acknowledge the importance of tacit course knowledge to students and transform this knowledge into a valuable asset. When a student or an employer reads course descriptions they usually miss a lot of important information. Course descriptions and the transcript of records normally state only the professional goals. In this paper we show an analysis of courses delivered in Information Technology department and analyze the skills, which are acquired from tacit knowledge throughout the curricula. We propose that this tacit knowledge should be analyzed, published and advertised both to students and employers.