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  • Johnson Longfor, Rita Waye (Helsingin yliopisto, 2014)
    The aim of this study was to describe, analyse and interpret secondary school language teachers conceptions and methods of teaching English as a second language in Cameroon, the justification of their methods and how they scaffolded their students study processes. This was investigated through the following three research questions: (1) What are the main language teaching methods of Cameroon teachers of English as a second language? (2) In what ways do Cameroon teachers of English as a second language justify the language teaching methods they use? (3) In what ways do Cameroon teachers of English as a second language scaffold their students study processes? The data were gathered from five Cameroon teachers of English as a second language from six classes (Form 1 5) in three schools through participant observation. 1) Semi-structured interviews were conducted with the five teachers after lesson observations, 2) a focus group interview was conducted with six teachers of English, 3) a national pedagogic inspector for English second language teaching at the Cameroon Ministry of Education was also interviewed, and 4) informal discussions were held with the participants in order to get a better view of the context and participants. In addition to this, a number of documents were consulted: the Cameroon syllabus/scheme of work, a ministerial circular defining the objectives and organisation of bilingualism at secondary schools in Cameroon, and professional development objectives of the Cameroon English Language and Literature Teachers Association (CAMELTA). The field work period lasted from February 2010 until June 2010. The data were analysed through qualitative content analysis methods. The findings of the present study indicate that the five teachers main language teaching methods were not in line with communicative language teaching methodology since the English second language teaching was highly teacher-centred and the emphasis was on grammar and examinations. Discussions on meaningful language input, functional and skill language learning theories, however, pointed to their awareness of communicative principles. The justification for the use of a non-communicative approach focused on restrictions in the school context, the home context and restrictions coming from the Cameroon Ministry of Education. These contextual restrictions nevertheless affected the five teachers teaching and their conceptions of ESL on personal and professional levels. However, as this study indicates, justifications underpinned by theory and not drawing solely on personal maxims and opting for the best of poor alternatives can still have a positive impact on the language teaching situation. In everyday language teaching, scaffolding English second language students was an important consideration and the students study processes was scaffolded in many ways. The analysed data show encouraging signs of English second language teachers willingness to engage in scaffolding within lesson frameworks, provide a safe supportive study environment, inquire into and pay attention to students previous knowledge, but the results also reflect that the knowledge of when to fully withdraw scaffolding to help the student gain independence was still undeveloped. The highly examination-oriented environment, the teachers practical approach to teaching English as a second language and the non-support of the Cameroon Ministry of Education in the professional development of language teachers are some of the current problems in the teaching of English as a second language. The findings of this study suggest that the Cameroon Ministry of Education should play a more active role in promoting the didactic teaching studying learning process of English as a second official language in Cameroon and in changing the conceptions of how to teach this language. The findings emphasise the need for designing professional development courses, providing opportunities for teachers to reflect on and discuss their teaching experiences and for redefining their role as professionals. Keywords: English as a second language; communicative language teaching; language teachers pedagogical justifications; scaffolding; teaching studying learning process; didactics; professional development
  • Gerouki, Margarita (2010)
    This study examines how sex education is currently developed and implemented in Greek primary schools. The four publications that comprise it explore the following themes: (1) the position and visibility of sex education as one of the topics for health education programme development; (2) the inhibiting and enhancing factors in the development and implementation of primary school sex education programmes; (3) how issues of sex, sexuality, the human body and romantic relationships are visually and textually represented in primary school textbooks; (4) the impact of sex education on teachers and pupils; and (5) teachers experiences as practitioners who deal with sexuality- related issues at school. -- The research was based on conducting multiple sub-studies using a mixed-methods approach. Specifically, qualitative and quantitative data were collected and analysed. The initial quantitative data that had been obtained by questionnaire was followed by the collection and analysis of qualitative data. The qualitative data were acquired by way of examining one particular case, various texts, interviews with teachers and self-reflective material. The results of the sub-studies are presented in a more detailed manner in the study s four publications. -- In general, the sub-studies found that sex education as an educational activity occupies a marginal place within the instructional practices of Greek primary school teachers, since the subject is hardly mentioned in classroom material, such as textbooks. However, engaging in the provision of sex education programmes can become a meaningful and rewarding experience for many teachers as well as pupils and their families. Further, teachers classroom experiences pointed to school settings as sexualized environments. These contextual factors and conditions nevertheless affected teachers practices and perceptions on a personal and professional level.Health indicators in Greece provide a picture of a population that faces various sexual health related problems. However, as many studies (including this work) indicate, sex education programmes that meet specific standards can have a positive impact on students overall health and well-being. Sex education teaching has always been a controversial issue. Its successful implementation in Greece demands knowledgeable educators and responsible policy-makers. The findings of this study suggest that the content of Greek primary school textbooks needs to be revised in order to include texts and pictures that deal with the human body and human sexuality, encourage pupils to become involved in designing the content and methods of programmes and give teachers the opportunity to reflect on and discuss their experiences. Keywords: sex education, primary school, Greece
  • Parpala, Anna (Helsingin yliopisto, 2010)
    The aim of this dissertation was to adapt a questionnaire for assessing students’ approaches to learning and their experiences of the teaching-learning environment. The aim was to explore the validity of the modified Experiences of Teaching and Learning Questionnaire (ETLQ) by examining how the instruments measure the underlying dimensions of student experiences and their learning. The focus was on the relation between students’ experiences of their teaching-learning environment and their approaches to learning. Moreover, the relation between students’ experiences and students’ and teachers’ conceptions of good teaching was examined. In Study I the focus was on the use of the ETLQ in two different contexts: Finnish and British. The study aimed to explore the similarities and differences between the factor structures that emerged from both data sets. The results showed that the factor structures concerning students’ experiences of their teaching-learning environment and their approaches to learning were highly similar in the two contexts. Study I also examined how students’ experiences of the teaching-learning environment are related to their approaches to learning in the two contexts. The results showed that students’ positive experiences of their teaching-learning environment were positively related to their deep approach to learning and negatively to the surface approach to learning in both the Finnish and British data sets. This result was replicated in Study II, which examined the relation between approaches to learning and experiences of the teaching-learning environment on a group level. Furthermore, Study II aimed to explore students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. The results showed that the deep approach to learning was more common in the soft sciences than in the hard sciences. In Study III, students’ conceptions of good teaching were explored by using qualitative methods, more precisely, by open-ended questions. The aim was to examine students’ conceptions, disciplinary differences and their relation to students’ approaches to learning. The focus was on three disciplines, which differed in terms of students’ experiences of their teaching-learning environment. The results showed that students’ conceptions of good teaching were in line with the theory of good teaching and there were disciplinary differences in their conceptions. Study IV examined university teachers’ conceptions of good teaching, which corresponded to the learning-focused approach to teaching. Furthermore, another aim in this doctoral dissertation was to compare the students’ and teachers’ conceptions of good teaching, the results of which showed that these conceptions appear to have similarities. The four studies indicated that the ETLQ appears to be a sufficiently robust measurement instrument in different contexts. Moreover, its strength is its ability to be at the same time a valid research instrument and a practical tool for enhancing the quality of students’ learning. In addition, the four studies emphasise that in order to enhance teaching and learning in higher education, various perspectives have to be taken into account. This study sheds light on the interaction between students’ approaches to learning, their conceptions of good teaching, their experiences of the teaching-learning environment, and finally, the disciplinary culture.
  • Lappi, Otto (Helsingin yliopisto, 2013)
    The thesis presents three studies on the visual control of locomotion. Each investigates the visual behaviour of human subjects driving a car. The focus is on the basic visual behaviours involved in the task of negotiating bends in a road car, at normal road speeds. The aim was to investigate the properties of visual behaviour relevant to the two predominant classes of visual steering models in the lite¬rature: tangent point models, and future path models. Study I is the first on-road study where the visual projection of the future path in the field of view is modeled explicitly, enabling a re-evaluation of the generality of the tangent point hypothesis and its methodological grounds based on simple area of interest (AOI) measures incapable of producing decisive evidence, prompting the need for complementary data. Empirically and theoretically, the future path can be considered a potential gaze target that is as equally valid as the tangent point. Study II is the first on-road study to demonstrate optokinetic nystagmus (periodic, slow eye movements) in curve-driving. Combining eye-movement data with vehicle telemetry, we were able to show that the fixations lose their pursuit-like appearance, and are stable relative to real allocentric locations. Study III used these optokinetic pursuit movements as a means to empirically contrast the tangent point and future path models. We found that 1) the gaze position was typically above the tangent point, and displays a large horizontal variation in relation to it, being spread into the far zone along the future path, 2) the optokinetic pursuit had a horizontal component in the direction opposite to the bend and 3) the magnitude of the horizontal component of the pursuit movements was approximately equal to one half of the vehicle yaw rate. All three observations are what one would predict given the hypothesis that the drivers were targeting fixed target points on the future path beyond the tangent point and tracking them with pursuit eye movements, but difficult to reconcile with a tangent point strategy. This pattern of results in the three studies is consistent with the drivers targeting points on the future path instead of, or in addition to, the tangent point. This challenges the generality of the tangent point hypothesis as an account of where we look when we steer.
  • Igna, Cornel (Helsingin yliopisto, 2013)
    Previous research has shown that negative affectivity (NA) and lifestyle associate with CVD/CHD risk factors. In the present thesis the relationships between some key indicators of NA (depressive symptoms, vital exhaustion, hopelessness, and anger expression) and lifestyle factors, body mass index, serum lipids and blood pressure were investigated. All the four studies that constitute this investigation were based on data from the Helsinki Metabolic Syndrome Prevention Trial, which was an uncontrolled preventive trial aimed at improving prevention of metabolic syndrome, type 2 diabetes and cardiovascular diseases by developing a practical method for primary health care. The main idea was to screen and identify men with cardiovascular risk clustering and give them individual counselling based on their risk profile. Evaluation of risk was based on a Risk Index that included five factors: body mass index, total serum cholesterol, blood pressure (systolic and diastolic), smoking habits, and physical inactivity. The participants in the screening were 40-55 year-old-men residing in the north-east Helsinki. Data collection was carried out between May 2001 and June 2004, and all the participants were asked to answer questionnaires dealing with lifestyle factors and psychosocial risk factors. Study nurses from the Helsinki Heart District interviewed all the participants and recorded basic biomedical measurements (e.g. blood pressure, waist circumference, weight). The size of the sample in studies I-IV was 893, 705, 444, and 710, respectively. The findings of this study indicate that depressive symptoms had a consistent statistically significant correlation with adverse lifestyle factors and triglycerides. For cholesterol fractions, path analyses indicated the parallel existence of two main pathways: from depression through the adverse health behaviour to an unfavourable cholesterol fraction balance, and from depression through a direct, probably physiological, link to favourable cholesterol levels.
  • Simsekoglu, Özlem (Helsingin yliopisto, 2009)
    Seat belts are effective safety devices used to protect car occupants from severe injuries and fatalities during road vehicle accidents. Despite the proven effectiveness of seat belts, seat belt use rates are quite low, especially in developing countries, such as Turkey. The general aim of the present study was to investigate a large variety of factors related to seat belt use among Turkish car occupants using different perspectives and methods and therefore, to contribute to the design of effective seat belt use interventions for increasing seat belt use rates in Turkey. Five sub-studies were conducted within the present study. In the first sub-study, environmental (e.g., road type) and psycho-social factors (e.g., belt use by other car occupants) related to the seat belt use of front-seat occupants were investigated using observation techniques. Being male, of a young age, and traveling on city roads were the main factors negatively related to seat belt use. Furthermore, seat belt use by the drivers and front-seat passengers was highly correlated and a significant predictors of each other. In the second sub-study, the motivations of the car occupants for seat belt use and non-use were investigated using interview techniques. Situational conditions, such as traveling on city roads and for short distances, and not believing in the effectiveness and relevance of seat belt use for safety, were the most frequently reported reasons for not using a seat belt. Safety, habit and avoiding punishment were among the most frequently reported reasons for using a seat belt. In the third sub-study, the Theory of Planned Behavior (TPB) and the Health Belief Model (HBM) were applied to seat belt use using Structural Equation Modeling techniques. The TPB model showed a good fit to the data, whereas the HBM showed a poor fit to the data. Within the TPB model, attitude and subjective norm were significant predictors of intentions to use a seat belt on both urban and rural roads. In the fourth sub-study, seat belt use frequency and motivations for seat belt use among taxi drivers were investigated and compared between free-time and work-time driving using a survey. The results showed that taxi drivers used seat belts more when driving a private car in their free-times compared to when driving a taxi during their work-times. The lack of a legal obligation to use a seat belt in city traffic and fear of being attacked or robbed by the passengers were found as two specific reasons for not using a seat belt when driving a taxi. Lastly, in the fifth sub-study, the relationship of seat belt use to driver and health behaviors was investigated using a survey. Although seat belt use was related both to health and driver behaviors, factor analysis results showed that it grouped with driver behaviors. Based on the results of the sub-studies, a tentative empirical model showing different predictors of seat belt use was proposed. According to the model, safety and normative motivations and perceived physical barriers related to seat belt use are the three important predictors of seat belt use. Keywords: Seat belt use; environmental factors; psycho-social factors; safety and normative motivations; the Theory of Planned Behavior; the Health Belief Model; health behaviors; driver behaviors; front-seat occupants; taxi drivers; Turkey.
  • Radun, Igor (Helsingin yliopisto, 2009)
    Fatigue and sleepiness are major causes of road traffic accidents. However, precise data is often lacking because a validated and reliable device for detecting the level of sleepiness (cf. the breathalyzer for alcohol levels) does not exist, nor does criteria for the unambiguous detection of fatigue/sleepiness as a contributing factor in accident causation. Therefore, identification of risk factors and groups might not always be easy. Furthermore, it is extremely difficult to incorporate fatigue in operationalized terms into either traffic or criminal law. The main aims of this thesis were to estimate the prevalence of fatigue problems while driving among the Finnish driving population, to explore how VALT multidisciplinary investigation teams, Finnish police, and courts recognize (and prosecute) fatigue in traffic, to identify risk factors and groups, and finally to explore the application of the Finnish Road Traffic Act (RTA), which explicitly forbids driving while tired in Article 63. Several different sources of data were used: a computerized database and the original folders of multidisciplinary teams investigating fatal accidents (VALT), the driver records database (AKE), prosecutor and court decisions, a survey of young male military conscripts, and a survey of a representative sample of the Finnish active driving population. The results show that 8-15% of fatal accidents during 1991-2001 were fatigue related, that every fifth Finnish driver has fallen asleep while driving at some point during his/her driving career, and that the Finnish police and courts punish on average one driver per day on the basis of fatigued driving (based on the data from the years 2004-2005). The main finding regarding risk factors and risk groups is that during the summer months, especially in the afternoon, the risk of falling asleep while driving is increased. Furthermore, the results indicate that those with a higher risk of falling asleep while driving are men in general, but especially young male drivers including military conscripts and the elderly during the afternoon hours and the summer in particular; professional drivers breaking the rules about duty and rest hours; and drivers with a tendency to fall asleep easily. A time-of-day pattern of sleep-related incidents was repeatedly found. It was found that VALT teams can be considered relatively reliable when assessing the role of fatigue and sleepiness in accident causation; thus, similar experts might be valuable in the court process as expert witnesses when fatigue or sleepiness are suspected to have a role in an accident’s origins. However, the application of Article 63 of the RTA that forbids, among other things, fatigued driving will continue to be an issue that deserves further attention. This should be done in the context of a needed attitude change towards driving while in a state of extreme tiredness (e.g., after being awake for more than 24 hours), which produces performance deterioration comparable to illegal intoxication (BAC around 0.1%). Regarding the well-known interactive effect of increased sleepiness and even small alcohol levels, the relatively high proportion (up to 14.5%) of Finnish drivers owning and using a breathalyzer raises some concern. This concern exists because these drivers are obviously more focused on not breaking the “magic” line of 0.05% BAC than being concerned about driving impairment, which might be much worse than they realize because of the interactive effects of increased sleepiness and even low alcohol consumption. In conclusion, there is no doubt that fatigue and sleepiness problems while driving are common among the Finnish driving population. While we wait for the invention of reliable devices for fatigue/sleepiness detection, we should invest more effort in raising public awareness about the dangerousness of fatigued driving and educate drivers about how to recognize and deal with fatigue and sleepiness when they ultimately occur.
  • Kurki, Ilmari (Helsingin yliopisto, 2009)
    The earliest stages of human cortical visual processing can be conceived as extraction of local stimulus features. However, more complex visual functions, such as object recognition, require integration of multiple features. Recently, neural processes underlying feature integration in the visual system have been under intensive study. A specialized mid-level stage preceding the object recognition stage has been proposed to account for the processing of contours, surfaces and shapes as well as configuration. This thesis consists of four experimental, psychophysical studies on human visual feature integration. In two studies, classification image a recently developed psychophysical reverse correlation method was used. In this method visual noise is added to near-threshold stimuli. By investigating the relationship between random features in the noise and observer s perceptual decision in each trial, it is possible to estimate what features of the stimuli are critical for the task. The method allows visualizing the critical features that are used in a psychophysical task directly as a spatial correlation map, yielding an effective "behavioral receptive field". Visual context is known to modulate the perception of stimulus features. Some of these interactions are quite complex, and it is not known whether they reflect early or late stages of perceptual processing. The first study investigated the mechanisms of collinear facilitation, where nearby collinear Gabor flankers increase the detectability of a central Gabor. The behavioral receptive field of the mechanism mediating the detection of the central Gabor stimulus was measured by the classification image method. The results show that collinear flankers increase the extent of the behavioral receptive field for the central Gabor, in the direction of the flankers. The increased sensitivity at the ends of the receptive field suggests a low-level explanation for the facilitation. The second study investigated how visual features are integrated into percepts of surface brightness. A novel variant of the classification image method with brightness matching task was used. Many theories assume that perceived brightness is based on the analysis of luminance border features. Here, for the first time this assumption was directly tested. The classification images show that the perceived brightness of both an illusory Craik-O Brien-Cornsweet stimulus and a real uniform step stimulus depends solely on the border. Moreover, the spatial tuning of the features remains almost constant when the stimulus size is changed, suggesting that brightness perception is based on the output of a single spatial frequency channel. The third and fourth studies investigated global form integration in random-dot Glass patterns. In these patterns, a global form can be immediately perceived, if even a small proportion of random dots are paired to dipoles according to a geometrical rule. In the third study the discrimination of orientation structure in highly coherent concentric and Cartesian (straight) Glass patterns was measured. The results showed that the global form was more efficiently discriminated in concentric patterns. The fourth study investigated how form detectability depends on the global regularity of the Glass pattern. The local structure was either Cartesian or curved. It was shown that randomizing the local orientation deteriorated the performance only with the curved pattern. The results give support for the idea that curved and Cartesian patterns are processed in at least partially separate neural systems.
  • Mäkirintala, Eija (Helsingin yliopisto, 2008)
    Most musicians choose a career in music based on their love of the art and a desire to share it with others. However, being a performing musician is highly demanding. Despite considerable evidence of the great frequency of performance-related problems (e.g. debilitating performance anxiety) among professional musicians or aspiring musicians in the current Western classical music tradition these problems are seldom discussed openly. The existing system offers musicians very little help in learning how to build sustainable performance success into their musical career. This study it is first of its kind in Finland which addresses the issue on larger scale in a systematic way. I devised the HOPE intervention (Holistically-Oriented Top Performance and Well-Being Enhancement), in order to learn how to integrate professional peak performance and a sense of personal well-being into the lives and careers of musicians. Unlike most interventions in previous research, the HOPE intervention is explicitly holistic and aims at enhancing the whole musician, not just alleviating performance anxiety. Earlier research has not in principle focused on musicians´ psychological well-being or on their subjective perceptions. The main purpose of the study is to understand the perceived impacts of the specially devised HOPE intervention on the participants and particularly in four key areas: performing, playing or singing well-being, and overall (performing, playing or singing and well-being combined). Furthermore, it is hoped that a deeper understanding of performers´ development will be gained. The research method is interdisciplinary and mainly qualitative. The primary data consist of a series of linked questionnaires (before and after the intervention) and semi-structured follow-up interviews collected during action research-oriented HOPE intervention courses for music majors in the Sibelius Academy. With the longitudinal group called Hope 1, the core data were collected during a nine month HOPE intervention course and from follow-up interviews conducted six months later in 2003-2004. The core data of Hope 1 (nine participants) are compared with the perceived impacts on fifty-three other participants in the HOPE courses during the period since their inception, 2001-2006. The focus is particularly on participants´ subjective perceptions. Results of the study suggest that the HOPE intervention is beneficial in enhancing overall performance capacity, including music performance, and a personal sense of well-being in a music university setting. The findings indicate that within all key areas significant positive changes take place between the beginning and the end of a HOPE intervention course. The longitudinal data imply that the perceived positive changes are still ongoing six months after the HOPE intervention course is finished. The biggest change takes place within the area of performing and the smallest, in participants´ perception of their playing or singing. The main impacts include reduced feelings of stress and anxiety (an enhanced sense of well-being) as well as increased sense of direction and control in one's life. Since the results of the present research gave no other reason to believe otherwise, it is to be expected that the HOPE intervention and the results of the study can be exploited in other areas of human activity as well, especially where continuous professional top performance is a prerequisite such as in business or sports. Keywords: performance enhancement, professional top performance, subjective well-being, subjective perceptions, holism, coaching, music performance anxiety, studying music, music.
  • Huhmarniemi, Saara (Helsingin yliopisto, 2012)
    This thesis investigates Finnish interrogative sentences and similar consructions from the perspective of biolinguistics and the Minimalist Program (Chomsky 1995, Chomsky 2000). Finnish interrogatives display one of the elementary properties of natural language: grammatical movement from one position to another. The movement of the question phrase in an interrogative sentence can be seen as an instance of a more general A′-movement that is typically triggered by discourse factors. The aim of this thesis is to establish an overall view to the A′-movement phenomena in Finnish that functions as a basis for future research on these topics. The focus of the investigation is on two syntactic phenomena: the syntactic edge position that is the target of A′-movement and island conditions that restrict movement to this position. In Finnish interrogative sentences, the question phrase targets the edge of a finite clause. However, the presence of an edge position can be observed in a variety of phrases in Finnish. A particular emphasis of this thesis is on phrases that undergo pied-piping, that is, movement of a larger constituent that contains the interrogative element. It is argued that the position of the wh-phrase at the edge is a necessary pre-requisite for pied-piping in Finnish wh-questions and relative clauses. With this respect, Finnish follows the existing cross-linguistic generalizations on pied-piping. Furthermore, the Finnish recursive piedpiping displays properties of successive cyclic movement via edges of pied-piped phrases, resulting to a form of snowball movement. As a result of a detailed investigation on the syntactic constructions, this thesis provides an inventory of pied-piped phrase types in Finnish and a discussion on the different mechanisms for obtaining the edge position among phrases. Among the island phenomena investigated are the adjunct island condition and constraints on subject extraction. It is proposed that Finnish obeys the adjunct island condition and the availability of subject extraction is sensitive to the presence of subject-predicate agreement, displaying a form of anti-agreement effect.
  • Laajasalo, Taina (Helsingin yliopisto, 2007)
    Although the majority of people with mental illness are not violent, scientific studies over the last decades show that certain psychiatric disorders increase the risk of violent behavior, including homicide. This thesis examined crime scene behaviors and offender background characteristics among mentally ill Finnish homicide offenders. Previously, homicide crime scene behaviors have been investigated in relation to offender demographic characteristics, whereas this study compares the behaviors of offenders with various mental illnesses. The study design was a retrospective chart review of the forensic psychiatric statements of Finnish homicide offenders. The work consists of four substudies. The aims of the study were as follows: To describe differences in the childhood and family backgrounds as well as in the adolescent and adult adjustment of Finnish homicide offenders belonging to different diagnostic categories (schizophrenia, personality disorder, alcoholism, drug addiction or no diagnosis). Further, the study examined associations between the crime scene behaviors and mental status of these offenders. Also, the distinguishing characteristics between two groups of offenders with schizophrenia were examined: early starters, who present antisocial behavior before the onset of schizophrenia, and late starters, who first offend after the onset of mental disorder. Finally, it was investigated how the use of excessive violence is associated with clinical and circumstantial variables as well as offender background characteristics among homicide offenders with schizophrenia. The main findings of the study can be summarized as follows. First, offenders with personality disorder or drug addiction had experienced multiple difficulties in their early environments: both family and individual problems were typical. Offenders with schizophrenia were relatively well-adjusted in childhood compared to the other groups. However, in adolescence and adulthood, social isolation, withdrawal and other difficulties attributable to these offenders illness became evident. In several aspects, offenders with alcohol dependency resembled offenders with no diagnosis in that these offenders had less problematic backgrounds compared to other groups. Second, the results showed that crime scene behaviors, victim gender and the victim-offender relationship differ between the groups. In particular, offenders with a diagnosis of schizophrenia or drug addiction have some unique features in their crime scene behaviors and choice of victims. Offenders with schizophrenia were more likely to kill a blood relative, to use a sharp weapon and to injure the victim s face. Drug addiction was associated with stealing from the victim and trying to cover up the body. Third, the results suggest that the offense characteristics of early- and late-start offenders with schizophrenia differ only modestly. However, several significant differences between the groups were found in characteristics of offenders: early starters had experienced a multitude of problems in their childhood surroundings and also later in life. Fourth, violent acts where the offender did not commit the offense alone or had previous homicidal history were predictive of excessive violence among offenders with schizophrenia. Positive psychotic symptoms did not predict the use of excessive violence. Nearly one third of the cases in the sample involved multiple and severe violence, including features such as sadism, mutilation, sexual components or extreme stabbing. In sum, mentally disordered homicide offenders are heterogeneous in their offense characteristics as well as their background characteristics. Empirically based information on how the offender s mental state is associated with specific crime scene behaviors can be utilized within the police force in developing methods of prioritizing suspects in unsolved homicide cases. Also, these results emphasise the importance of early interventions for problem families and children at risk of antisocial behavior. They may also contribute to the development of effective treatment for violent offenders.
  • Vainikainen, Mari-Pauliina (Helsingin yliopisto, 2014)
    During the last decade, Finnish pupils performance in educational assessment studies has steadily declined. At the same time the differences between pupils and in the capital area also the differences between schools have increased, and girls usually outperform boys in most assessed domains. The aim of the present study was to examine how these differences develop during primary education, with a special emphasis on the development of the performance of pupils in need of support for their studies. This was done by following three different samples of primary school pupils in two municipalities: In Helsinki a sample of 608 pupils was followed from the beginning of the first grade to the end of the sixth grade, and in Vantaa two full cohorts (N≈2000 in each) were assessed in the first/third grade and again in the third/sixth grade. In the beginning of the first grade the pupils took a learning preparedness test, and teachers evaluated their initial reading skills. At the turn of the third and fourth grade the pupils completed the Finnish learning to learn scales, which addressed a wide scope of cognitive competences and learning-related attitudes. Learning to learn assessments were repeated at the end of the sixth grade before the transfer to lower secondary education. Additional information was collected about pupils social relationships, task interest and effort as measured by time investment, based on the log files of computer-based assessment. Multiple-group structural equation modelling, repeated measures general linear modelling and variance components modelling were applied in four substudies for testing the hypotheses about the influences of prior cognitive competences, attitudes, interest and effort on performance and about the different trajectories of their development within municipalities, schools, classes and peer groups. The results showed that whereas girls were evaluated by their teachers as being slightly better readers already when they came to school, there was no gender difference in pupils performance in the learning preparedness test. Girls, however, gained slightly more in reading comprehension during the first three years of basic education. Boys in Helsinki outperformed girls in mathematical thinking in the beginning of third grade, but girls closed the gap by the end of the sixth grade. Mothers lower education and pupils support needs were related to lower initial competences, but the differences did not increase during the first three years of basic education. In contrast, in regard to reasoning skills pupils with support needs even closed the gap to some extent. The gap between pupils with support needs and others, however, increased from the beginning of the fourth grade to the end of the sixth grade in both municipalities. Between-school differences slightly increased during the six years of follow-up in Helsinki, but in Vantaa the variation remained between classes in schools. From the end of the third grade to the end of the sixth grade girls improved their performance slightly more than boys in both municipalities. The log data analyses of the computer-based assessment in Vantaa revealed that girls advantage could be completely explained by their more positive attitudes and greater effort as measured by their time investment in the tasks. Reduced time investment and higher levels of detrimental attitudes also provided a partial explanation as to why pupils with identified support needs did not reach their expected level of performance in the sixth grade assessment. As expected, learning-related attitudes declined with age, but this change was unrelated with the changes in performance. Changes in task interest, however, were a meaningful predictor of later performance. Changes in attitudes and interest happened to some extent in classes and peer groups, and boys who were also identified as having support needs more often than girls seemed to be more vulnerable to the influences of their boy classmates both regarding their attitudes and task behaviour in the assessment situation.
  • Rahman, Helinä (Helsingin yliopisto, 2012)
    The aim of this study was to describe, analyse and interpret Finnish pupils communicative language use of English in interviews in basic education grades 1 - 6. The pupils communicative language use of English was studied through the analysis of communication strategies and language functions. This study was a case study which contained ethnographic features. The research questions were the following: 1. What communication strategies do Finnish pupils use to cope with the interviewer's questions in interviews? 2. What language functions do the Finnish pupils use when being interviewed in English? 3. In what ways does an English-language interviewer support the pupils coping with English? The data consisted of pupils in basic education grades 1 - 6 who were in Content and Language Integrated Learning (CLIL) classes and studied partly in English. The pupils (N=7) were interviewed once at the end of each spring term during their first six school years, which provided 42 audio-recorded interviews, each 5 - 15 minutes in length. The data was analysed through qualitative content analysis methods. The main research finding was that the pupils were able to communicate in English by using various communication strategies and language functions from grade 1 onwards. The interviewer's role in helping pupils to cope in interviews was particularly important in grades 1 - 2 when, with the help of the interviewer, the pupils managed to communicate successfully. The older the pupils were, the less help that was needed, and the interviews had more and more conversational features. There were differences in using communication strategies between pupils and grades. Some of the pupils were strongly using achievement strategies and others avoiding. In the early grades, more avoiding was identified, but with the help of the interviewer, the communication was successful. The language functions were usually informative in character, but the older pupils used more argumentative features. Both the communication strategies and language functions used by the pupils were concentrated in a few common categories in grades 4 - 6. The interviewer used many strategies to support the pupils coping in English in the interviews. He was able to change his strategies according to the pupils needs to maximise the pupils communicative language use of English as the interviewer knew the pupils beforehand. --------- The study indicated that oral practice of English over time in small group sessions with a teacher who speaks English as his native language creates a good context in which to practise the communicative language use of English with functional aims. The data also demonstrated that pupils with a multicultural background were good at communicative language use overall and that some of them were able to use several foreign languages. Keywords: communicative language use, communication strategies, language functions, interviewer's strategies, Content and Language Integrated Learning (CLIL)
  • Sepp, Anu (Helsingin yliopisto, 2014)
    This study represents comparative educational research focusing on music syllabi in the National Curricula for basic schools and the pedagogical thinking of music teachers in those schools in Estonia and Finland. The thesis consists of six articles and a summary explaining the background of the research, the research methods, as well as the conclusions and further discussions about the results. The aim of the research was to study and compare the music syllabi and their influence on general music education and actual music practices in the two countries. The study also aimed at specification and comparison of pedagogical thinking of teachers teaching music in basic schools as well as tried to identify what objectives, content, practices and methods they used. The data came from three different sources: the current music syllabi in the National Core curricula in both countries, answers to a web-based questionnaire (N = 157) and semi-structured interviews (N = 10) for teachers teaching music in basic schools. The data were analysed using a mixed method, which became intertwined: the aim was to compare and obtain an overall idea about the role and meaning of the music syllabi on the music practices and to find out about the pedagogical thinking of the teachers music teaching. In the first stage, the music syllabi of both countries were compared using content analysis by themes and categories; next, the answers to the closed questions of the questionnaire were quantitatively analysed and the answers to the open questions were studied and qualitatively compared using content analysis. In the third stage, the data from the interviews were qualitatively analysed using directed content analysis. Finally, the entire data set was reviewed to obtain a more reliable overall picture, and the results of the analyses allowed to draw some conclusions. The results of the neighbouring countries of Estonia and Finland revealed several similarities as well as differences in their music syllabi and in the music teachers pedagogical thinking. The major differences were related to the level of prescription of the music syllabi, the optional status of the subject and the number of lessons. The music syllabus in the National Curriculum in Estonia provides more detailed explanations, and music is a compulsory subject throughout basic schooling. The music syllabus in Finland is more like a framework according to which teachers are expected to design the local curricula, and the subject is optional from grade 8 onwards. The number of music lessons per week also differs. The main objectives of the music syllabi in both countries confirm the idea of musicing: engaging pupils in the real world of music by singing, playing instruments, listening to various styles and genres of music, and expressing their own ideas through improvisation, composition and movement. The pedagogical thinking and use of music practices in the two countries also revealed similar tendencies. Thus, the use of Riho Päts approach to music teaching is naturally more widespread in Estonia, but as several Estonian music teachers also work in Finland, this approach has also become more popular here.
  • Lonka, Eila (Helsingin yliopisto, 2014)
    ABSTRACT Individuals with profound deafness have damages in the inner and outer hair cells in the cochlea. For this reason they make only little use of frequency information and thus have minimal capacities to perceive speech sound cues. Accordingly, speech perception without augmentative means is impossible for them. Profoundly deaf children have been deprived of sound from very early stages of their lives, which inevitably has an effect on linguistic development. Cochlear implants (CIs) have proved their advantage in compensating auditory deficiency both in adults and children with profound hearing loss. In Helsinki University Hospital cochlear implantations started in the early 1980s for 10 Finnish adults with profound deafness. Since that time, due to the fast development of speech processing strategies introduced to CIs, high frequencies and temporal features important to the discrimination of consonantal cues and understanding continuous speech are now often available. The up-to-date worldwide estimation of adults using CIs is 200 000, and the respective number of children is 80 000. In Finland the estimated number of children with CIs is approximately 300, and 500 adults, respectively. In Studies I and II we followed the development of MMN responses to vowel and frequency stimuli in postlingually deafened adults. Plasticity of auditory pitch discrimination driven by cochlear implant (CI) use during a 2.5-year follow-up was indicated both by an enhancement of the amplitude of mismatch negativity (MMN) event-related brain potential (ERP) to vowel contrasts as well as to pure tone frequency changes. The MMN was observed in all patients after 2.5 years of CI use. It was first seen for the larger vowel difference /e/-/o/ and later for the smaller one /e/-/ø/. A significant enhancement was observed for the MMN elicited by 3200 Hz deviant tones among 4000 Hz standards. Instead, no observable mean amplitude MMNs were seen in duration stimuli. The MMN results were compared to audiometric speech recognition scores (SRSs) which improved over time. Participants with the highest SRSs had the highest MMN amplitudes. Studies III (n = 92) and IV (n = 164) report auditory and spoken language development as well as educational settings for Finnish children with cochlear implants. The results of the 92 children show that after approximately three years of hearing experience (hearing age = HA) at the mean chronological age of seven years, children are achieving developed forms of spoken language. The favourable age of two to three for early cochlear implantation in respect to good spoken language skills development was observed in 55 children. For Study IV, two questionnaires were employed; the first, concerning day care and educational placement, was filled in by professionals for rehabilitation guidance, and the second, evaluating language development (categories of auditory performance, spoken language skills, and main modes of communication), by speech and language therapists in audiology departments. Categories of auditory performance and spoken language levels were observed to grow in relation to age at cochlear implantation (p less than 0.001) as well as in relation to proportional hearing age (p less than 0.001). The composite scores for language development moved to more diversified ones in relation to increasing age at cochlear implantation and proportional hearing age (p less than 0.001). Furthermore, the results also indicated that nearly half of the children were enrolled in normal kindergartens and 43% of school-aged children in mainstream schools. Children without additional disorders outperformed those with additional disorders. The results of Study IV indicate that the most favourable age for cochlear implantation could be about the age of two. Compared to other children, spoken language evaluation scores of those with additional disabilities were significantly lower; however, these children showed gradual improvements in their auditory perception and language scores. Taken together, the positive effects of cochlear implantation were observed in MMN responses in adults and in behavioral results for children with CIs.
  • Koskinen, Sanna (Helsingin yliopisto, 2011)
    Traumatic brain injury (TBI) affects people of all ages and is a cause of long-term disability. In recent years, the epidemiological patterns of TBI have been changing. TBI is a heterogeneous disorder with different forms of presentation and highly individual outcome regarding functioning and health-related quality of life (HRQoL). The meaning of disability differs from person to person based on the individual s personality, value system, past experience, and the purpose he or she sees in life. Understanding of all these viewpoints is needed in comprehensive rehabilitation. This study examines the epidemiology of TBI in Finland as well as functioning and HRQoL after TBI, and compares the subjective and objective assessments of outcome. The frame of reference is the International Classification of Functioning, Disability and Health (ICF). The subjects of Study I represent the population of Finnish TBI patients who experienced their first TBI between 1991 and 2005. The 55 Finnish subjects of Studies II and IV participated in the first wave of the international Quality of life after brain injury (QOLIBRI) validation study. The 795 subjects from six language areas of Study III formed the second wave of the QOLIBRI validation study. The average annual incidence of Finnish hospitalised TBI patients during the years 1991-2005 was 101:100 000 in patients who had TBI as the primary diagnosis and did not have a previous TBI in their medical history. Males (59.2%) were at considerably higher risk of getting a TBI than females. The most common external cause of the injury was falls in all age groups. The number of TBI patients ≥ 70 years of age increased by 59.4% while the number of inhabitants older than 70 years increased by 30.3% in the population of Finland during the same time period. The functioning of a sample of 55 persons with TBI was assessed by extracting information from the patients medical documents using the ICF checklist. The most common problems were found in the ICF components of Body Functions (b) and Activities and Participation (d). HRQoL was assessed with the QOLIBRI which showed the highest level of satisfaction on the Emotions, Physical Problems and Daily Life and Autonomy scales. The highest scores were obtained by the youngest participants and participants living independently without the help of other people, and by people who were working. The relationship between the functional outcome and HRQoL was not straightforward. The procedure of linking the QOLIBRI and the GOSE to the ICF showed that these two outcome measures cover the relevant domains of TBI patients functioning. The QOLIBRI provides the patients subjective view, while the GOSE summarises the objective elements of functioning. Our study indicates that there are certain domains of functioning that are not traditionally sufficiently documented but are important for the HRQoL of persons with TBI. This was the finding especially in the domains of interpersonal relationships, social and leisure activities, self, and the environment. Rehabilitation aims to optimize functioning and to minimize the experience of disability among people with health conditions, and it needs to be based on a comprehensive understanding of human functioning. As an integrative model, the ICF may serve as a frame of reference in achieving such an understanding.
  • Saros, Leila (Helsingin yliopisto, 2012)
    In our consumer-oriented society, participation in sport is only one of many choices people can make nowadays. In this study physical activity and sports activity were approached from the stand point of sports activities, the amount, the time and strength of sports and health recommendations. The aim of this research was to get to know the motives as to why Finnish comprehensive school students participate endurance sports and why these activities are not based on Weiner s theory of attribution and motivation. In addition this study examines the role of the motives of their running test result. Adults were divided into sports generations. The material for the study was collected 2009 (boys`) and between 2001 - 2002 (men´s) consisted of an enquiry collected from boys in the ninth grade n = 262 as well as telephone interviews conducted by Suomen Gallup, where the men in the study ranged in age 17 and 45 years of age n = 1458 between years 2001 and 2002. Ten percent of the ninth graders exercise daily and their exercise full fills the recommendations of aerobic exercise. Approximately ten percent of adults also exercise for endurance and strength in accordance with the recommendation. The findings of the study did not provide same conception of the four different factors as outlined by Weiner's theory of attribution and motivation. Instead the model gave four different sport types of adolescents; 1. Those positively oriented towards sports (sport positive) are selfdisciplined and successful. 2. Those who value the stability and health requirements (health orientated). 3. Those who easily drop out of sports (sports dropouts) are motivated differently than the others and have no motivation to participate in sports. 4. Those who ignore sports (sport avoiders) lack motivation to engage in sports, where any participation is driven by outside motives. The ninth graders who engaged in ball games, endurance and skilled sports and who were in good shape participate in endurance sports in order to feel good (an inside motive) more frequently than the ones who were not engaged in sports. They also experienced their endurance sport as being important for achieving good health (an outside motive). Those who do not engage in sports and the ones in bad shape have a hard time to find time for engaging in sports because they are involved in other things (an inside motive). Results of running test was statistically significantly related to use of computer.
  • Janhonen-Abruquah, Hille (Helsingin yliopisto, 2010)
    Increased mass migration, as a result of economic hardship, natural disasters and wars, forces many people to arrive on the shores of cultures very different from those they left. How do they manage the legacy of the past and the challenges of their new everyday life? This is a study of immigrant women living in transnational families that act and communicate across national borders on a near-daily basis. The research was carried out amongst immigrant women who were currently living in Finland. The research asks how transnational everyday life is constructed. As everyday life, due to its mundane nature, is difficult to operationalise for research purposes, mixed data collection methods were needed to capture the passing moments that easily become invisible. Thus, the data were obtained from photographic diaries (459 photographs) taken by the research participants themselves. Additionally, stimulated recall discussions, structured questionnaires and participant observation notes were used to complement the photographic data. A tool for analysing the activities devealed in the data was created on the assumption that a family is an active unit that accommodates the current situation in which it is embedded. Everyday life activities were analysed emphasizing social, modal and spatial dimensions. Important daily moments were placed on a continuum: for me , for immediate others and with immediate others . They portrayed everyday routines and exceptions to it. The data matrix was developed as part of this study. The spatial dimensions formed seven units of activity settings: space for friendship, food, resting, childhood, caring, space to learn and an orderly space. Attention was also paid to the accommodative nature of activities; how women maintain traditions and adapt to Finnish life or re-create new activity patterns. Women s narrations revealed the importance of everyday life. The transnational chain of women across generations and countries, comprised of the daughters, mothers and grandmothers was important. The women showed the need for information technology in their transnational lives. They had an active relationship to religion; the denial or importance of it was obvious. Also arranging one s life in Finnish society was central to their narrations. The analysis exposed everyday activities, showed the importance of social networks and the uniqueness of each woman and family. It revealed everyday life in a structured way. The method of analysis that evolved in this study together with the research findings are of potential use to professionals, allowing the targeting of interventions to improve the everyday lives of immigrants.
  • Kuusisto, Arniika (Waxmann, 2011)
    This study investigates how the religious community as a socialization context affects the development of young people's religious identity and values, using Finnish Seventh-day Adventism as a context for the case study. The research problem is investigated through the following questions: (1) What aspects support the intergenerational transmission of values and tradition in religious home education? (2) What is the role of social capital and the social networks of the religious community in the religious socialization process? (3) How does the religious composition of the peer group at school (e.g., a denominational school in comparison to a mainstream school) affect these young people s social relations and choices and their religious identity (as challenged versus as reinforced by values at school)? And (4) How do the young people studied negotiate their religious values and religious membership in the diverse social contexts of the society at large? The mixed method study includes both quantitative and qualitative data sets (3 surveys: n=106 young adults, n=100 teenagers, n=55 parents; 2 sets of interviews: n=10 young adults and n=10 teenagers; and fieldwork data from youth summer camps). The results indicate that, in religious home education, the relationship between parents and children, the parental example of a personally meaningful way of life, and encouraging critical thinking in order for young people to make personalized value choices were important factors in socialization. Overall, positive experiences of the religion and the religious community were crucial in providing direction for later choices of values and affiliations. Education that was experienced as either too severe or too permissive was not regarded as a positive influence for accepting similar values and lifestyle choices to those of the parents. Furthermore, the religious community had an important influence on these young people s religious socialization in terms of the commitment to denominational values and lifestyle and in providing them with religious identity and rooting them in the social network of the denomination. The network of the religious community generated important social resources, or social capital, for both the youth and their families, involving both tangible and intangible benefits, and bridging and bonding effects. However, the study also illustrates the sometimes difficult negotiations the youth face in navigating between differentiation and belonging when there is a tension between the values of a minority group and the larger society, and one wants to and does belong to both. It also demonstrates the variety within both the majority and the minority communities in society, as well as the many different ways one can find a personally meaningful way of being an Adventist. In the light of the previous literature about socialization-in-context in an increasingly pluralistic society, the findings were examined at four levels: individual, family, community and societal. These were seen as both a nested structure and as constructing a funnel in which each broader level directs the influences that reach the narrower ones. The societal setting directs the position and operation of religious communities, families and individuals, and the influences that reach the developing children and young people are in many ways directed by societal, communal and family characteristics. These levels are by nature constantly changing, as well as being constructed of different parts, like the pieces of a jigsaw puzzle, each of which alters in significance: for some negotiations on values and memberships the parental influence may be greater, whereas for others the peer group influences are. Although agency does remain somewhat connected to others, the growing youth are gradually able to take more responsibility for their own choices and their agency plays a crucial role in the process of choosing values and group memberships. Keywords: youth, community, Adventism, socialization, values, identity negotiations