In today’s business one can say that competition does not take place inside the network, but between networks. Change and dynamics are central issues in network studies, and a company, due its changing environment, can identify opportunities and threats and respond to them accordingly. These opportunities are vital, but also complex and demanding for the management. Earlier research has identified a shortcoming in explanations of how the micro-level interactions to macro-level patterns are connected. The IMP-group has been trying to fill this research gap with research on interactions within business networks. In this area of research lies the focus of research on relationships between organizations. Adaptation in cooperation is a central concept within business network research. Adaptation has been dealt with in previous literature, but the focus of the studies has mainly been outside this phenomenon, and it has mostly had a supporting role. Most literature has also described the buyers' point of view in studied supply networks, whereas much less attention has been paid to the suppliers' view on them. This study focuses on this research gap. The results of the study stress that adaptation should be included to a greater extent in the strategy work of companies. The adaptations should be carefully planned and, as far as possible, made consciously. Conscious, well-planned adaptations can be seen as investments into present and future relationships, and resources should be invested into something that does not increase the company’s dependence, but divides the power in the relationship between the companies. Adaptations should be planned so that they result in a more offensive way of responding to the demands that are placed upon the companies. In this way, the actions can be viewed and analyzed in accordance with whether the actions make the company weaker or stronger.

Socio-functional approach to shame suggests that displaying shame after norm violation communicates that a person is ready to conform to the group’s standards, which in turn prevents social isolation and punishments. Previous research gives support for this theory, showing that a perpetrator’s verbal expressions of shame increase forgiveness and reduce observers’ punitive intentions. However, only one experimental study has investigated the hypothesized effects of nonverbal shame displays, manipulating solely the transgressor’s head orientation. This is a serious shortcoming given the functional approach assumption that human shame is evolutionarily rooted in submissive behavior established in shrunken body posture. In addition, so far no comparison has been made between shame and other closely related emotions, making it premature to conclude that shame would have an unique social function not possessed by other emotions. Two experimental studies were conducted to investigate the communicative and social effects of shame displays. In Study 1, participants read vignettes of mild norm violations, after which they were asked to select a picture of emotional expression most suitable to convey the transgressor’s understanding of her/his transgression. Bodily displays of shame were selected as the most suitable for this communicative task, but expressions of sadness were also found appropriate. In Study 2, the social functions of shame and sadness were compared to further investigate the social consequences and mediating socio-cognitive mechanisms underlying the consolidating influence of shame displays. Again, a vignette approach was used, but now the expressions were systematically manipulated while measuring the perceiver’s moral judgements, empathy, and cooperative and punitive intentions. Both shame and sadness expressions increased observers’ empathy and willingness to cooperate with the transgressor compared to a neutral expression condition. However, contrary to the uniqueness assumption, the effects of shame on empathy and cooperative intentions were identical to those of sadness. Also, none of the expressions reduced the perceiver’s punitive intentions. The presented results partially support the functional account, showing that bodily shame induces empathy and prevent from social isolation. The similarity of shame and sadness suggests, however, that general empathy driven mechanism may underlie the obtained consolidating influence of submissive bodily displays.

Metsä on kautta aikojen ollut tärkeä suomalaisille, joten jokaisella suomalaisella on jonkinlainen suhde metsään. Metsäsuhde voi perustua erilaisiin asenteisiin tai kokemuksiin ja se voi muuttua ajan kuluessa. Ympärillä olevien aikuisten sekä lapsille tarjottavien kokemusten on todettu vaikuttavan vahvasti lasten metsäsuhteeseen. Kouluilla on siis suuri rooli lasten metsäsuhteen rakentumisessa. Nykylasten moniarvoinen metsäsuhde on tärkeä tulevaisuuden kannalta, sillä metsään kohdistuu nykyaikana suuri käyttöpaine, joka herättää kysymyksiä metsän käytöstä. Lapset päättävät tulevaisuudessa, miten metsää käytetään ja miksi, joten heillä tulisi olla perustietoa metsästä ja yleisesti luonnonvarojen kestävästä käytöstä. Näiden seikkojen takia tämä tutkimus keskittyy kuvaamaan metsäopetuksen toteutusta peruskoulun luokilla 7-9 biologian opettajien näkökulmasta. Tutkimuksessa haastateltiin neljää yläkoulun biologian opettajaa, joiden vastausten pohjalta laadittiin kyselylomake. Kyselylomake jaettiin opettajien suosimissa ryhmissä sosiaalisessa mediassa sekä sähköpostitse muutamille opettajille. Haastatteluiden tuloksia analysoitiin tekstianalyysillä ja kyselyn tuloksia jakaumien sekä taulukoiden avulla. Kyselyn tuloksia ei analysoitu tilastollisin menetelmin, koska vastauksia tuli niin pieni määrä. Tutkimuksen haastatteluiden ja kyselyn tulokset mukailivat toisiaan. Metsäopetus tapahtuu lähinnä kahdeksannen luokan biologian oppiaineessa. Metsäaiheita opetetaan metsässä joskus, mutta opetusta haluttaisiin järjestää enemmän metsässä. Ulkona opettamiseen vaikuttaa ainakin koulun etäisyys metsästä, aikarajoitteet, lukujärjestyksen joustamattomuus sekä rahoituksen puute. Samat rajoittavat tekijät nousivat esille myös metsätapahtumiin osallistumisessa sekä oman metsäpäivän järjestämisessä. Mikäli metsätapahtumiin pystyy osallistumaan, niiltä toivottiin elämyksellisyyttä ja toiminnallisuutta. Tulokset osoittavat, että metsäopetuksen keskeisiä teemoja ovat lajintunnistus, metsän ekosysteemi, metsätyypit sekä kasvupaikkatekijät. Metsäteollisuuden ja metsätalouden aiheet jätetään vähemmälle huomiolle, mikäli kohdataan aikarajoitteita. Koulun ulkopuolisia asiantuntijoita sekä metsäalan asiantuntijoita hyödynnetään harvoin, mutta monipuolista asiantuntijuutta kuitenkin kaivattiin, erityisesti metsätalouden ja metsien kestävän käytön, metsäteollisuuden ja sen tuotteiden, riistanhoidon, biotalouden ja kiertotalouden osa-alueisiin. Asiantuntijoita ei käytetä, koska aikaa ei ole tarpeeksi, koska ammattilaisia ei löydetä tai koska hyöty on koettu liian pieneksi. Yhteistyö metsäalan toimijoiden kanssa on lähinnä yhdistys- ja järjestöpainotteista, mutta myös metsäalan yrityksiä käytetään jonkin verran. Yhteistyö keskittyi lähinnä Metsävisaan, vierailijaluentoihin sekä erilaisiin metsäpäiviin tai tapahtumiin. Koulun ulkopuoliselta yhteistyöltä toivottiin pääasiassa vierailuja yrityksiin sekä metsään. Opettajat pitivät yleisesti metsäopetusta tärkeänä, mutta nykyisen metsäopetuksen ei koettu tukevan moniarvoisen metsäsuhteen rakentamista kovinkaan hyvin. Uuden opetussuunnitelman mukaisia monialaisia oppimiskokonaisuuksia koettiin kuitenkin voivan hyödyntää metsäopetuksessa hyvin. Ainerajoja ylittävää opetusta ei kuitenkaan ole hyödynnetty kovinkaan paljon, vaikka suurin osa haluaisi hyödyntää sitä enemmän. Tutkimustuloksia ei voida pitää tilastollisesti merkitsevinä johtuen pienestä otoskoosta. Tutkimustulosten perusteella voidaan kuitenkin olettaa, että nykyisessä metsäopetuksessa on puutteita, joita korjaamalla monipuolisemman metsäsuhteen rakentaminen yläkoulussa voisi olla mahdollista.

Prosocial motivation has been suggested to facilitate the initiation and maintenance of cooperative interactions, as well as the evolution of social systems reliant on helping behaviour and social coordination. Previous comparative research on the link between prosociality and cooperation has been limited, however, by the absence of directly comparable measures of these traits among the same individuals. In the present study, we therefore examined intraspecific variation in prosociality and cooperative behaviour within a captive colony of group-living, cooperatively breeding common marmosets to provide a direct experimental test of these hypothesized benefits. We measured prosociality using a group service food-provisioning paradigm, and we assessed mutually beneficial dyadic cooperation with the loose string coordinated pulling paradigm. In addition, we also investigated the effects of individual social tolerance and partner choice, which have previously been identified as key factors promoting prosociality and cooperation among primates. As predicted, successful cooperation in the loose string paradigm was positively associated with prosociality, as well as with social tolerance and partner choice. These effects were independent of age, sex, personality, food motivation and learning across experimental sessions. Our results therefore suggest that prosocial motivation, social tolerance and partner choice can each facilitate mutually beneficial cooperation and social coordination in marmosets, supporting the hypothesized role of these mechanisms in the evolution of cooperative behaviour among primates. (C) 2020 The Author(s). Published by Elsevier Ltd on behalf of The Association for the Study of Animal Behaviour.

International research on collaboration between schools shows a number of positive effects for educational work. Previous research results also show that certain circumstances are necessary for collaboration to become effective and gain a depth. In Finnish research and debate co-located schools are highlighted as a strength, while it can be stated that it is a challenge to find and operate a collaborative model for two schools with different historical backgrounds and different operating cultures. The purpose of the thesis is to describe the collaboration of teachers and principals and the development of pedagogical work across the language boundary in co-located schools. The research questions focus on the teachers' experience of how brokering takes place in a co-located school as well as what positive effects, opportunities and challenges the teachers experience that the collaboration entails. This study utilises Wenger’s (1998) theory on communities of practice. This is a qualitative semi-structured interview study. All interviews were conducted in the spring of 2019. The informants consisted of 6 teachers who teach in Swedish co-located schools. 3 of the informants also serve as principals for a Swedish school. The interviews were transcribed and analyzed using qualitative content analysis. The results show that there is a great variation between schools and teachers in what extent brokering and exchange of knowledge and new ideas takes place. Willingness and interest, opportunities both to get to know each other and to draw up common guidelines are found to be factors that promote cross-language collaboration. A principal who supports collaboration turns out to be directly crucial for how cooperation is designed. The teachers felt that the main advantages of co-location and brokering were the opportunity for more colleagues and thus a broader perspective, a greater knowledge base and a greater exchange of each other's experiences and ideas.