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  • Sarparanta, Saana (Helsingin yliopisto, 2015)
    Objective: Major Depressive Disorder (MDD) and Borderline Personality Disorder (BPD) are serious psychiatric disorders highly prevalent in clinical settings, characterized by multiple forms of distress, functional decline, and increased risk of suicide. MDD and BPD often co-occur and the co-occurrence of the disorders is associated with the course of MDD. Early Maladaptive Schemas (EMSs) refer to maladaptive internalized representations of the self in relation to others that develop early in life. EMSs are associated with depressive and BPD symptomatology and symptom severity. However, the associations between EMSs and psychiatric comorbidity have rarely been studied. The aim of the present study was to provide new insight into the comorbidity of BPD and MDD by focusing on the associations between EMSs and BPD symptomatology among depressed inpatient population. Methods: The sample consisted of 43 adult inpatients (29 women and 14 men). BPD symptomatology was measured via Structured Clinical Interview for DSM-III-R Personality Disorders and EMSs via Young Schema Questionnaire-S2-Extended self-report questionnaires. A three-level linear regression model was created to predict self-reported BPD symptomatology: In level 1, linear regression analysis was conducted for each individual EMS separately, EMSs entered as predictors for BPD symptomatology. In level 2, gender, age, education level and employment status were added to the model as covariates. In level 3, also current level of depressive symptoms measured via Center for Epidemiological Studies Depression Scale was added to the model as a covariate. Results and conclusions: Higher scores on 10 of the 18 EMSs were significantly positively associated with elevated self-reported BPD symptomatology. However, only one EMS, Unrelenting Standards and Hypercriticalness, was independently positively associated with self-reported BPD symptomatology and explained variance over the effect of current depressive symptom state, gender, age, education level and employment status. According to the findings of the present study, Unrelenting Standards and Hypercriticalness may act a specific cognitive risk factor for elevated BPD symptomatology and symptom severity among depressed individuals.
  • Kattelus, Enni (Helsingin yliopisto, 2015)
    Objectives. Narrative means a way of report, understand and structure a lived experience. It is an important mean of self-expression and interaction and people use it to share information with each other. The ability to narrate appears when child becomes an active participant in fan-tasies, stories and actions related to himself. Children with speaking disabilities often use com-munication books or other equipment as an alternative or augmentative mean of communica-tion. Their possibilities to narrate can be more limited than speaking children, due to several reasons. This study describes the characteristics of augmented narratives that are formed with communication books. This study also describes how the characteristics of narratives differ when the elicitation method is changed. Also the role of communication partner and communi-cation aid is discussed. Methods. Study consists of two physically disabled 13 to 16-year old boys who used communication books as a alternative mean of their communication. The research material was gathered during the spring of 2014. The material consists of video recordings of examinees performing three kinds of narrative assignments. The video material was transcribed and analyzed quantitatively and qualitatively in the contexts set by the research questions. Results and conclusions. Macrostructure of the narratives produced by communication book varied. Most diverse narratives filled the characteristics of a perfect narrative whereas the most compact narratives mainly focused on describing individual events. The narratives were mainly short and use of grammatical function words was scarce. Expressions of cohesion was mainly scarce and monotonous as its best. Narratives of children communicating by AAC-means differ from ones of children developing normally and expressing themselves with speech especially on microstructures’ behalf. These results support and complement previous research. Further research is important to achieve a sufficient perception of particularities of augmented narra-tives so that the communication aids can be developed to better support the language develop-ment and expressional needs of these children.
  • Mattsson , Markus (Helsingin yliopisto, 2015)
    In this Master s thesis I examine the measurement invariance of the Driver Behavior Questionnaire (DBQ), the perhaps most widely used questionnaire instrument in traffic psychology, across samples of Finnish and Irish young drivers (18 - 25 years of age). The DBQ was developed in the beginning of the 1990s based on principal component analyses. The questionnaire was originally based on a well-tested theory in cognitive ergonomics (the Generic Error Modeling System, GEMS), but in the research that has ensued, the item pool and the factor structure has been determined in an exploratory fashion. This has resulted in an abundance of DBQ versions, which comprise anything from nine to over one hundred items and from one to seven factors. Further, in research articles based on the DBQ, it is a common practice to calculate sum or average scores and compare them across subgroups of respondents. The 28-item version of questionnaire, which is currently perhaps most widely used, is thought to measure two, three or four latent variables. In this thesis I use confirmatory factor analysis and, specifically, analysis of measurement invariance to examine which of the three alternative factor structures functions as the most fitting description of the responses of Finnish and Irish young drivers. The analysis of measurement invariance is based on fitting a series of increasingly restrictive models to data. At each stage of the analysis, an increasing set of parameters are constrained to equality across the samples under comparison. In case the constrained model does not fit the data worse than the unconstrained model, the constrained model can be applied in all (in this thesis both) data sets. The models that are fit to data are, in order: 1) The configural model in which only the number of factors is constrained, 2) the weak invariance model, in which factor loadings are constrained to equality, 3) the strong invariance model, in which also the intercept terms of each item are constrained to equality and 4) the strict invariance model, in which also the error terms of each item are constrained to equality. In addition, models of partial invariance are applied. In these models, only some of the constraints related to each stage of the analysis are preserved. In addition to comparing the models statistically, their fit to data is examined using various descriptive statistics and graphical representations. As a central result I propose that the four-factor model offers the best fit to both data sets, even though the model needs to be modified in an exploratory mode of analysis to ensure sufficient fit to data. Further analyses show that two of the four factors are different in nature in the two samples and that only in the Irish data set do all of the items load on the factors they are expected to. On the other hand, the analysis of the other two factors shows that the items that load on them are interpreted essentially similarly in the two samples and that weak invariance can be assumed on their part. In addition, partial strong invariance can be assumed in the case of one factor, even though even then the values of most of the intercept terms need to be freely estimated in the two data sets. As a conclusion I suggest that, in contrast to the prevailing practice, comparing sum scores based on DBQ factors is dubious and that comparing latent variables scores may be justified only in the case of one factor out of four. As a practical recommendation, I suggest that the factor structure of the DBQ be further developed based on theories of cognitive ergonomics and cognitive psychology and that invariance analyses be performed as a matter of routine before carrying out comparisons of groups based on results of factor analyses.
  • Laakso, Hanna (Helsingin yliopisto, 2015)
    Objective: Cognitive impairment as a consequence of a stroke is common. Advanced age increases the frequency of poststroke cognitive deficits. Particularly executive dysfunction has an important role in poststroke disability. Complex by their nature, however, measuring executive function is difficult. The Hayling test, Design fluency task and Questioning task are some of the less common assessment methods of executive functions, and thus, they are not widely studied. The aim of the present study was to assess the feasibility of these tests in elderly patients three months after ischemic stroke. Performances on these tests were compared to conventional assessment methods of executive functions, and their predictive value on functional disability in follow-up was examined. Methods: 62 stroke patients and 39 control subjects, aged 55-85, underwent comprehensive neurological and neuropsychological examinations three months after the index stroke. Executive functions were studied with the Trail Making test, Stroop test, Wisconsin card sorting test, Verbal fluency task as well as with the Hayling test, Design fluency task and Questioning task. The modified Rankin Scale (mRS) and the Lawton’s Instrumental activities of daily living -scale (IADL) were used to assess functional abilities at three months, and the mRS after 15 months follow-up. Results and conclusions: The Hayling test and Questioning task and the four conventional tests of executive functions differentiated stroke patients from healthy controls. Furthermore, the executive functions predicted functional dependence in the elderly stroke patients. The Hayling test was most consistently associated with functional disability as evaluated with mRS and IADL three months after the stroke, and predicted functional disability as evaluated with mRS at 15 months follow-up. Of all executive functions tests, the Hayling test proved to be the most constant predictor of functional abilities in elderly stroke patients. However, there is no golden standard for measuring executive functions, and in the future, more sensitive methods are needed. Nevertheless, the present study confirms the importance of assessing executive functions in clinical populations, when predicting functional disability even in the long-term.
  • Pesälä, Juuso (Helsingin yliopisto, 2015)
    This study aimed at providing additional information about the effects of gender and the education level of parents to a child's school performance. On the basis of previous research, it was known that in the Western countries the school performance of girls is somewhat better than boys. It was also known that parental education predicts children's school performance. The study aimed to find mediating factors which could explain the effect of these variables. The data used in this study was part of a follow-up study which is collected by the Finnish Centre for Educational Assessment. It contained quite a large (N 1606-2316) set of data, where one age-group of primal school students in the city of Vantaa was measured - in 6th grade, 9th grade and in secondary school. At each time of measurement, information about the participants’ school performance was collected. Participants' cognitive performance was measured, and they were also asked about lifestyle, and about their methods of study. According to the results of this study, the effect of gender and parents' education to the children’s educational performance is at the same level as international studies have reported. The effect of gender was mediated by certain motivational factors. It was possible to explain the whole effect of gender by motivational factors. The effect of parental education was mediated by the cognitive performance of the participants. In general, this study confirms earlier observations about the subject, but it also provides some new information. In particular, the link between student's gender and motivational factors is interesting. It might provide a useful starting point for future studies, and it may direct research towards more detailed knowledge of school motivation. It seems that the effect of parental education was mediated by the cognitive performance of the participants. However, the details of this effect remain largely unknown.
  • Pääkkönen, Siiri (Helsingin yliopisto, 2015)
    Aim of the study. The fundamental frequency of speech (f0), the fundamental frequency minimum and maximum (f0min-f0max) and the vowel formant frequencies (F1-F3) are acoustical elements that make the difference between the voice of a man and a woman. Making a solid judgment of ones gender based on his/hers voice is not easy, but based on the acoustical elements mentioned above it can be judged quite reliably. F0 is considered to be the best acoustical element in making gender judgments, but also F1-F3 and f0max-f0min have been proven to be important. No Finnish research has been made. The aim of this study was to gather data about acoustical properties (f0, f0min-f0max, F1-F3) of voice and investigate the correlation between the acoustical properties and perceived gender and voice femininity or masculinity. This study investigated also did the subjective evaluations and the listeners evaluations differ from each other. Methods. Ten female, nine men, three male-to-female transgender people and two female-to-male transgender people participated as speakers in this study. They evaluated subjectively did their voice sound like male or female and how feminine or masculine it sounded on a VAS scale. They also gave prolonged vowel, reading and spontaneous speech samples that were acoustically analysed. The vowels /a/, /i/ and /u/ and two read sentences were collected into a listening test that was held for 25 people performing as listeners. They evaluated on a separate forms did the voice sound like male or female and how feminine or masculine it sounded on a VAS scale. Results. The men of this research had the lowest and the women the highest acoustical properties of voice (f0, f0min-max, F1-F3). Between all of the acoustical properties (except /i/ F2) of voice and evaluation of gender and voice masculinity or femininity there were statistically significant or very significant strong or very strong correlation. When the fundamental frequency was 153–244 Hz, the fundamental frequency minimum was 68–137 Hz and maximum was 233–359 Hz the voice was evaluated more often (over 50 % of the evaluations) as female voice and feminine. Also the higher the vowel formant frequencies were the more often the voice was evaluated as female and feminine. The listeners evaluated the reading speech very differently than the speakers evaluated their own speech. With the women’s and men’s gender judgments there was almost a 100 % agreement, but this was not the case with the transgender people. The listeners evaluations of the voice femininity or masculinity differed most of the time (75 %) statistically significantly from the speakers own evaluations.
  • Lindholm, Anne (Helsingin yliopisto, 2015)
    Multilingualism and multiculturalism are very common phenomena in the global world of today. People move into other countries and integrate in other cultures more than ever before. This Master´s Thesis is a qualitative study on how multilingual people describe their linguistic and cultural identity and how it is to be a minority within the Swedish-speaking minority in Finland. The aim of this study is to increase the knowledge and understanding on people who represent a linguistic minority in the Swedish-speaking linguistic minority in Finland and how they describe their linguistic and cultural identity. The scientific approach of the study is phenomenological, which means that the study aims to describe the phenomenon of multilingualism, multiculturalism and integration based on informants' subjective experiences. Nine people were interviewed for this study, and the collected data were analysed using content analysis. All nine informants were living in the capital area of Finland when the interviews were done, but are born in another country. The results of this study demonstrate the significance of language and culture for a person’s identity. The linguistic and cultural identities form during the entire course of life and can be seen as a lifelong process.
  • Solén, Taiga (Helsingin yliopisto, 2015)
    When studying hypnosis, it often needs to be known whether the subjects are hypnotizable or not. Hypnotizability can be predicted by suggestibility, which in turn can be estimated with various scales. Different scales yield different estimates of suggestibility. This creates a risk of incorrect comparison of the scores. The comparability of the Harvard Group Scale of Hypnotic Susceptibility (HGSHS:A) and Waterloo-Stanford Group Scale of Hypnotic Susceptibility (WSGC) has not been studied much. Suggestibility is sometimes measured repeatedly with different scales and the order of their administration can affect the scores. This effect has not been studied on the HGSHS:A and the WSGC. This study aims to analyze whether 1) the scores yielded by these scales are affected by the order of their administration, 2) the scores are comparable and 3) corresponding suggestions and types of suggestions are passed equally often. It is expected that the order of administration does affect the scores and even more so for HGSHS:A, 2) the HGSHS:A score is higher than the WSGC and 3) the corresponding suggestions are not passed equally often. 58 subjects were studied, (67% female, 33% male). Both scales were administered to each subject. Half of the subjects were first administered the HGSHS:A and the other half the WSGC. The order of administration did affect the HGSHS:A score but not the WSGC. The hypothesis of the HGSHS:A score being higher was confirmed and the comparability of the scores proved to be less than desirable. There were no significant differences between passing the corresponding suggestions. These results imply that repeated testing might be futile if the right scale is chosen. It is recommended to use the WSGC even for subjects with not former experience of hypnosis. Alternatively, certain suggestions could be used separately to overcome the problems related to the common scales. Specific suggestions are recommended for assessing certain types of suggestibility. Furthermore, a summary of what to take into account when assessing the comparability of different studies is provided.
  • Ahlroth, Linda (Helsingin yliopisto, 2015)
    The aim of this study was to through mothers stories deepen the understanding of how mothers had experienced the colic time period and how they had experienced the support in the situation. The theory in this thesis has a parental perspective and deals with subjects about the everyday life and the interaction in families with colicky infants and the support that is aimed at these families. On the basis of the theoretical frame of reference the following research issues were formulated: - How did mothers to colicky infants experience the colic time period? - How did mothers to colicky infants experience the interaction with the child? - How did mothers to colicky infants experience the support in the situation? Seven mothers to infants who had had colic participated in theme-centered interviews that took place in spring 2014. The results of the study show that the mothers experienced the colic time period and the interaction with an excessively crying child as burdening all though the mothers felt the attachment was normalized to this date. The support that is offered to parents with colicky infants was experienced as lacking by the mothers and therefore a development of both the information and the support provided is considered important.
  • Tamminiemi, Riitta (Helsingin yliopisto, 2015)
    Objectives.The aim of this study was to study how peer support appears in interaction of high school students. In particular, spontaneous, informal situations in which students helped and supported each other have been studied Methods. The data was analyzed with conversation analysis. Data were video recordings recorded in the autumn 2011 and in the spring 2013 at high school in Western Finland, within the research project Språkmöten. The main subjects were two students, but there were also two-four other informants in various situations. In total, the video material amounted to 86 hours, of which ten situations were selected for detailed analysis. Situations were accurately transcribed by marking speech, tones, gestures, and glances. The analysis was carried out as well as with transcripts that recording streamed form. Results and conclusions.There were three types of peer support: 1) student needing help asked for it, 2) other student offered advice or help, and 3) a problem was built together. When help was asked or offered, the solution of the problem was important element of the conversation. When students were constructing problem situation together, the process was more essential than the solution. Students´epistemic status varied, and it was not always clear. Expertise was not negotiated but it came out as questions and advices in conversation. In particular, it was emphasized that students had a mutual understanding, and they were close friends.
  • Niemi, Miia (Helsingin yliopisto, 2015)
    Background and aim. Bilingualism is a worldwide and old phenomenon. It is also a current topic in speech therapy. Bilingualism can be defined in many ways, for example by the age when a person has been exposed to his/her languages. Bilingual children are common clients in Finnish speech therapy field due to increased immigration. When evaluating the linguistic skills of a bilingual child the speech therapist might need to co-operate with an interpreter. In this research the aim was to identify how the SLT’s feel the co-operance with the interpreters in evaluation situations. There is only few former studies about this subject, especially in Finland. Some studies have been made to examine the co-operation of the interpreter and another healthcare provider. In this study we also asked if there are some typical challenges in the co-operation and could something be done to develop this liaison. Methods. In this study 12 SLT’s were interviewed. They worked in the capital area of Finland. I contacted the leading SLT’s to recruit the examinees. The SLT’s had been working 2-34 years and they all had evaluated bilingual children in co-operation with an interpreter. The semistructured interview material was gathered and transcribed in the autumn 2014. After transcribing the material was separated into four main themes for reporting the results. Results and discussion. Co-operation between SLT and interpreter shows out to be working mainly fine. Typical challenge mentioned is for example achieving a natural interaction. There are still some lacks in the language skills of the interpreters and the SLT’s hope to develop the co-operation with a better guidance (also in the training program of logopedics) and diverse co-operation opportunities. The SLT’s seem to appreciate interpreters’ social skills, language proficiency, natural interaction with children and flexibility in diverse therapy situations.
  • Värtö, Saara (Helsingin yliopisto, 2015)
    Aims. The aim of my research was to study those teachers who have not undergone any teacher education and their thinking about teacher’s work. This phenomenon was chosen as the research subject because it has been studied very little compared to the research on regular teachers in Finnish schools. My research task was to study the thoughts on and experiences of working as a teacher and formal qualifications of teachers without teacher education. Moreover, the aim was to outline the teaching career of these teachers as well as their thoughts on and experiences of teacher education and professional development. Methods. The research was conducted through literature and through the narratives of six people who either are working or have been working as teachers without any teacher education. Three of these people worked as teachers without any teacher education at the time of the research whereas the other three had applied and been accepted into teacher education after having already worked as teachers. One of the latter had also already graduated with a certificate of education. This was a qualitative study and the data was gathered by doing theme interviews and analysed by using inductive qualitative analysis. Results and conclusions. Many similarities were found in the narratives of the interviewees and a more detailed examination of the themes revealed some outliers. The ways the interviewees had ended up working as teachers were very similar but their plans for the future differed. The thoughts on and experiences of working as a teacher were quite similar whereas formal qualifications elicited contradictory thoughts among the interviewees. Teacher education also divided their opinions. The interviewees who had undergone teacher education evaluated the effectiveness of the education in a similar manner. Nearly all the interviewees also criticised teacher education widely. The interviewees felt they had progressed in different areas during their career, even though most of them had not actively sought personal or professional development. Overall, the research elucidated a phenomenon that had been studied very little beforehand. It also revealed some important themes in education policy, which merit further study.
  • Hietamäki, Maija (Helsingin yliopisto, 2015)
    Study aims: Parents’ role has been emphasized in children’s speech therapy in recent years. There has, however, been very little research done on parents’ experiences of their children’s speech therapy. By learning more about parents’ perceptions of speech therapy it is possible to increase the acceptance of therapy, develop therapy practices and the training of professionals. This study concentrated on stuttering children’s speech therapy because there is very little research done on the topic and the role of parents is especially important in the speech therapy of stuttering children. The aim of this study was to increase the knowledge of parents’ experiences of stuttering children’s speech therapy as a part of daily life. Methods: The method in this study was a semi-structured interview. Altogether eight interviews were done in which seven mothers and one mother-father pair was interviewed. All the stuttering children were boys, aged 7 to 17 years. The interviews were done during May-June 2014. Theory bound content analysis was used in the study. Results and conclusions: For the parents speech therapy and the cooperation with the speech therapist was mainly a positive experience. The biggest challenge was the lack of therapy resources. The parents had mainly been successful in combining family life and therapy although the hurry of everyday life in families with small children was evident. Supporting children’s speech fluency was seen as challenging. Some of the advice received in supporting the child’s speech fluency had been seen helpful for the parents while some others were questioned. The parents would have wanted more guidance from the speech therapist in supporting the child’s speech fluency in everyday life. Acceptance and commitment therapy was seen as more helpful than speech therapy in helping the parents come to terms with their child’s stuttering and in supporting the child’s speech fluency. Parents saw the peer support as especially helpful. The child’s age had a bearing on the parents’ experiences of their own role, on how well family life could be combined with therapy and on which of the ways to support the child’s speech fluency were seen as helpful. The lack of therapy resources and especially the regional differences in therapy resources was evident in this study. On the basis of this study it can be stated that the parents of stuttering children experience their role in speech therapy as an important one. The role of parents is also experienced as challenging due to the lack of therapy resources and the hurry of everyday life. There should be more emphasis in speech therapy on parental guidance and on considering the family’s overall situation. The lack of therapy resources, however, makes increasing the parental guidance difficult. More research is needed on parents’ experiences of their stuttering children’s speech therapy in order to take the parents’ perspective better in to consideration in speech therapy.
  • Sohlo, Iina (Helsingin yliopisto, 2015)
    In the school world today more attention should be put to the attitudes towards difference. Individuals should learn to recognize and accept diversities in the society. The focus of the ethics is to assist pupils to become conscious of their personal worldview and be aware of the differences of their fellow pupil´s views. Main goal is to be able to encounter others more tolerant and respect the different values in the world. The aim of ethics teaching is to support pupil´s identity work to find a tolerant and open-minded cultural identity. First it´s important to become aware of the personal cultural background before understanding other views and co-operate with people from different backgrounds. The aim of this research is to clarify the objectives and contents of ethics in the National Curriculum 2004. The focus is on the theme Self-Awareness and Cultural Identity. This qualitative research is based on interviews. The research studies the views of primary school ethics teachers about cultural identity, the goals of their teaching and the methods to support the development of the pupil´s cultural identity in the framework of ethics. Eight primary school ethics teachers from different backgrounds were interviewed for this research. The interview was a three parted focused interview. The material was analysed with a content analysis. The teachers supported their pupil´s identity work with various methods. The common view of the development was towards a respectful and tolerant cultural identity. The main results of the research suggest that teachers should develop their pupil´s skills from five different content categories. The categories are the awareness of the self, cultural awareness, co-operation and interaction, cultural education and cultural competence. The results emphasize the development of different skills: thinking skills, self-regulation skills, interaction skills, co-operational skills, conversational skills and cultural skills.
  • Palkkimäki, Susanna (Helsingin yliopisto, 2015)
    This thesis analyzed interaction and learning in simulation debriefing. Simulation usage has increased in the social and health care during the last years, and the new technology has given more opportunities to use high-fidelity simulations more widely. Simulations enable a new way for students to learn different kinds of patient situations in the real life and in work-based environments that are still completely safe. The investments are expensive and create discussion in universities whether these simulations can create the learning they are supposed to create. The research focused on simulation debriefing is an essential phase in simulation learning. The research approach drew on adults learning theories as well as on simulation and debriefing research. The approach is based on socio-constructivist understanding on learning and on studentcentered teaching (Engeström 1982; Miettinen 1993), which represents criticism towards traditional classroom teaching and introduces the concept of learning activity. From these theoretical starting points emerged three key learning concepts, interaction, feedback and reflection. The research questions were: 1. How is the interaction of the debriefing constructed? 2. What kind of feedback by peer students and by the instructors and 3. what kind of reflection takes place during the debriefing? The data was collected from one simulation center’s simulation day in the Southern Finland University of Applied Sciences. The data includes one simulation group’s (9 students and 2 instructors) all five videotaped debriefing situa-tions. The analysis was both data and learning theory driven, and both qualitative and quantitative research methods were applied. The results indicate that debriefings interaction was led by the instructors, and was based on a question–answer dy-namics. The analysis found three different kinds of peer feedback types, four instructors’ feedback types and five self-reflection types. Both the peer and instructor feedback were mostly positive encouragement. Students’ self-reflection was mostly reflecting on the confusion caused by the simulation. . Clinical skills were emphasized in both feedback and self-reflection. It can be concluded that debriefing’s script and the way it is used leads and restricts the interaction. The script should be developed to be more dialogical. Especially the form and meaning of peer feedback should be critically con-sidered. The peer feedback remained quite superficial, whereas instructors’ feedback has a clear impact on students’ constructive self-reflection. The instructors’ cultivation of constructive criticism would best enhance the students’ learning.
  • Kallunki, Jarmo (Helsingin yliopisto, 2015)
    The subject of this study is the historical formation of the university funding formula in Finland during 1995–2010. Funding formula is approached via its historical context, and the aim of this study is to discover and construct regularities that enable and restrict the formation of the funding formula. The main foci of this study are the funding formula, and its components the funding criteria. The primary research material of this study consists of memoranda and decrees of the Ministry of Education in 1995–2006, and legislative material from the university reform in 2007–2010. The frame of this research is built by combining Kari Palonen’s topological conception of politics on one hand, and the Foucauldian genealogical-archaeological discourse analysis on the other. Following Palonen, politics is conceptualised here both as activity, and as a sphere borne out of that activity, which can be analysed from nine different perspectives (topos). Discursive formation is conceptualised as set of objects, subjects, concepts, and strategies that are connected to each other by discursive regularities. This study creates a description of a discursive formation, in which and under who’s conditions the university funding formula and funding criteria are formulated. The result of this study is extensive and detailed description of the discursive formation. As results it is asserted that there are five discursive regularities that govern the formation of funding criteria: the conflict between the funding model politics and general university politics, policy, internal variation, conceptual changes, and functional extension. The formation of the system of subjects is governed by the relationship between the universities and the Ministry of education. Concepts emerge as a result of a regularity called borrowing, and concepts fade away as soon as they are unneeded. Two strategies, the funding model politics and the general university politics, emerge by the support of the system of subjects, and a third strategy emerges as a conflict zone of the two, functioning as a conflict mediator.
  • Rintala, Maiju (Helsingin yliopisto, 2015)
    The aim of this study was to develop two teaching implementations that used genre pedagogy and teach two genres, a news report and a narrative. The goal of this research was to test teaching writing using genre pedagogy and also to develop a new model for using genre pedagogy and two improved teaching plans for teaching a news report and a narrative using models of genre pedagogy and the findings of this study. This study was carried out as a qualitative action research. The research was carried out in a third grade of comprehensive school and 21 students, 13 girls and eight boys, participated. The research period lasted for 20 lessons that were video-taped. As data in this study were the texts which the students wrote, tests and the filmed lessons. The filmed lessons were used to describe the course of the study. The texts and tests were analyzed using genre pedagogical criteria. The students wrote texts that fell well in both the genres. When writing a news reports almost everyone succeeded very well, the biggest problems were in answering the news questions. There was a wider distribution in points of the narratives, but almost every student did write a narrative. Most improving was needed in executing the stages of a narrative. In the improved teaching plans these things were highlighted more. As an outcome of the research is a new model for applying genre pedagogy presented.
  • Nuutinen, Johanna (Helsingin yliopisto, 2015)
    The main purpose of this study was to find out what kind of means the home economic teachers use to ease pupils who need support in the learning process. The goal of this study was learn how information of the support needed was transferred to teacher and to learn what kind of additional resources are available. In addition, this study focuses on teachers’ reactions to integrate the pupils in a normal teaching situation. Also this study focuses on tools that teacher education offers to meet pupils needing special support. The data for the qualitative study were collected during the spring 2014 in two separate stag-es: by collecting critical incidents and semi-structured interviews. The data were collected by discretionary sampling. Ten home economics teachers working in Pirkanmaa and Uudenmaa region took part in this study. The data were analyzed by qualitative content analysis. According to the main outcome, pupils are heterogeneous groups and the need for support varies from minor to major. The main problems areas for pupils according to teachers are learning and behavioral problems. Also social and psychological problems have increased. The information of support needed among new students was transferred from class teacher to home economics teacher but in some cases the need for support was noticed during clas-ses. Teachers have several means to support pupils’ learning. For example, the teachers used demonstrative means, graphic guidance and they split working stages into smaller de-tails. Sometimes it was also possible to get a supportive person into the classroom. The teachers used more time and effort to evaluate the pupils in need of assistance and assigned more practical tasks for them. The communication between teacher and parent is very im-portant according to the interviewees. The idea of integration of the pupils needing support into the normal teaching program is good, but to bring this into practice is challenging. According to the teachers their education did not give them the tools needed in teaching special pupils. Many teachers would like to have more practical guidance to support their teaching methods. Hopefully the findings of this study will raise discussion and help the newly graduated home economics teachers to meet special pupils at their work in the future.
  • Tähtinen, Minni (Helsingin yliopisto, 2015)
    This thesis analyses how young, blogging girls see and experience commercialism in blo-gosphere. My aim is to find out what kind of consumers these girls are and which qualities are typical among them. Do thes girls feel that blogs have the possibilty to have an influence on other peoples consuming and does commercialism have some kind of role in their blogs. The-re are some previous studies about adults and older adolescents and their roles in finnish blo-gosphere and that is why this study concentrates on 13¬–15 year old girls. The theoretical background of this thesis is based on consuming, social media and commercialism on internet and blogs. The data of this study was collected from 13–15 year old girls who write blogs quite reguralry. They (N=17) answered to five different open questions and were able to see all the other girls’ answers and comment on them. Beside this data I also used some blogs and blogposts that these same girls have written. This is a qualitative study that was analysed with the following methods: qualitative content analysis, themes and types. In the analysis I introduce some common thoughts and thoughts that vary from other answers. I have created three different types of a young, blogging girl. These types can be used when constructing curriculas and lessonplans especially in home economics classes These girls’ thougts about consuming do vary quite a bit according to my data. Their wish to be a critical consumer came up in many answers and some of them were able to show some qualities of critical consuming in their answers. These girls were also able to find some factors that have an influence on their consuming in social media. They had different opinions regar-ding the commercialism of the blogosphere. It is a common thought that their own blogs have some forms of commercialism in them even though they don’t have any official co-operation with any companys. Their thoughts of commercialism in social media were very mature.
  • Surakka, Susanna (Helsingin yliopisto, 2015)
    Target. There are currently few tools to evaluate young adults’ linguistic abilities in the Finnish language. Previous studies have shown that nonword repetition, sentence repetition and grammaticality judgment are typically weak functions in language impairment in some languages. The aim of this study was to create a tool for evaluating grammaticality judgment and pilot that tool. The assessment tool developed here is based on Poll, Betz and Miller’s (2010) study on identification of clinical markers of specific language impairment (SLI) in English-speaking adults. In addition, the studies of grammatical difficulties by Finnish-speaking children with specific language impairment were also considered when developing the new tool. Methods. Six young adults with the history of SLI and six young adults with typical language development, matched as closely as possible with the SLI persons, participated in this study. Participants were 19;2-20;8 years of age. This study started with creation of the new assessment tool. Data were then collected using the assessment tool. Altogether 108 sentences were created to evaluate grammaticality judgment. Out of these 50 sentences were translated from the study of English-speaking young adults, 48 sentences were created based on the studies of Finnish-speaking children having SLI and the remaining 10 sentences were training items. Participants listened to sentences and were asked to judge their grammaticality and by indicating whether the sentence was right or wrong. Data were analyzed mainly quantitatively due to the relatively small number of participants. Results and conclusions. The participants with SLI made more errors in this test than did their peers with typical language. However, the result was not found statistically significant. Participants with SLI also used more time running the test than their counterparts. SLI participants made most of the errors in sentences, which included accusative case or tense inflection. The results are similar to the study on English-speaking young adults. Therefore, examination on a larger test group is needed in the future.