Urheilukoulussa palvelleiden urheilijoiden kokemuksia varusmiespalveluksen merkityksestä omalla urheilu-urallaan

Tässä tutkimuksessa on selvitetty urheilijoiden kokemuksia Urheilukoulun varusmiespalveluksen merkityksestä nuorten huippu-urheilijoiden urheilu-uran aikana. Tutkimuksessa selvitetään, kuinka Urheilukoulusta kotiutuneet urheilijat ovat kokeneet varusmiespalveluksen heidän urheilu-urallaan. Lisäksi tutkimuksessa on selvitetty, kuinka urheilu-ura on jatkunut varusmiespalveluksen jälkeen ja mikä on urheilijan tilanne tällä hetkellä urheilun kannalta. Palvelusajat Urheilukoulussa ovat miehistökoulutuksessa 180 vuorokautta, ja aliupseerikurssilla sekä reservinupseerikurssilla 362 vuorokautta.

Kouluttajien käsityksiä rivimuotoisen aliupseerikoulutuksen haasteista

Rivialiupseerikoulun (riviAUK) koulutuskäytännöt ja -periaatteet sekä joukkotuotantoperiaate poikkeavat monilta osin perinteisestä aliupseerikoulusta (AUK). Koska puolustusvoimien asiakirjoissa ei tunneta hyvin käsitettä riviAUK, tämän tutkimuksen tavoitteena oli selvittää, mitä on rivimuotoinen aliupseerikoulutus eli riviAUK ja minkälaisia käsityksiä riviAUK:n kouluttajilla on riviAUK:n haasteista. Tässä tutkimuksessa haasteilla ymmärretään erityispiirteitä, vaatimuksia, mahdollisuuksia ja ylimääräistä vaivannäköä, jotka erottavat riviAUK:n niin sanotusta perinteisestä aliupseerikoulutuksesta. RiviAUK:n toteuttaminen on tyypillistä joukoissa, joissa johtajien lisäksi myös miehistö palvelee 362 vuorokautta ja jossa käytetään teknisesti haastavaa kalustoa, esimerkiksi panssarivaunuyksiköissä.

Ostokorttihakemus N:o 1

15 x 21 cm

AMB system for high-speed motors using automatic commissioning

The general trend towards increasing e ciency and energy density drives the industry to high-speed technologies. Active Magnetic Bearings (AMBs) are one of the technologies that allow contactless support of a rotating body. Theoretically, there are no limitations on the rotational speed. The absence of friction, low maintenance cost, micrometer precision, and programmable sti ness have made AMBs a viable choice for highdemanding applications. Along with the advances in power electronics, such as signi cantly improved reliability and cost, AMB systems have gained a wide adoption in the industry. The AMB system is a complex, open-loop unstable system with multiple inputs and outputs. For normal operation, such a system requires a feedback control. To meet the high demands for performance and robustness, model-based control techniques should be applied. These techniques require an accurate plant model description and uncertainty estimations. The advanced control methods require more e ort at the commissioning stage. In this work, a methodology is developed for an automatic commissioning of a subcritical, rigid gas blower machine. The commissioning process includes open-loop tuning of separate parts such as sensors and actuators. The next step is to apply a system identi cation procedure to obtain a model for the controller synthesis. Finally, a robust model-based controller is synthesized and experimentally evaluated in the full operating range of the system. The commissioning procedure is developed by applying only the system components available and a priori knowledge without any additional hardware. Thus, the work provides an intelligent system with a self-diagnostics feature and an automatic commissioning.

Lopentien (mt 132) pienet liikenneturvallisuutta parantavat toimenpiteet Röykän taajamassa : Toimenpidesuunnitelma

Työn tavoitteena oli Nurmijärven Röykkään Lopentielle (mt 132) sijoittuvan kevyen liikenteen alikulkutarpeen tutkiminen. Suunnitelmassa on päädytty esittämään vaihtoehtoisia ja korvaavia ratkaisuja kevyen liikenteen alikululle ja liikenneturvallisuuden parantamiselle Röykän taajamassa. Suurimmat syyt kevyen liikenteen alikulun jättämiseen pois suunnitelmasta ovat seuraavat. 1) Nykytilanteen analyysin ja maastokäynnin perusteella voidaan todeta, että Röykän taajamassa kevyen liikenteen tilanne on nykyisellään suhteellisen turvallinen. 2) Alikulkua ei voi toteuttaa ”Keimola-Loppi maantien 132 parantaminen ja varustaminen jk + pp -tiellä Röykän taajamassa” -tiesuunnitelmassa vuodelta 1996 sekä Nurmijärven kevyen liikenteen väylästön ja ulkoilureitistön suunnitelmassa 2010 esitettyyn kohtaan perustuen Uudenmaan ympäristökeskuksen lausuntoon tiesuunnitelmasta. Lisäksi, mikäli alikulku sijaitsisi kyseisessä kohdassa, se ei sijoittuisi paikkaan, jossa sille olisi suurin tarve (kaupan ja muiden palveluiden sekä koulun välille). 3) Alikulkua ei ole mahdollista toteuttaa Uudenmaan ELY-keskuksen kevyen liikenteen tarveselvityksen 2010 mukaisesti Röykän kaupan läheisyyteen kohtuullisin kustannuksin ympäröivän maankäytön aiheuttaman tilanpuutteen ja siitä johtuvan jyrkän pituuskaltevuuden takia. 4) Alikulun kustannusarvio on tarkentunut Uudenmaan ELY-keskuksen kevyen liikenteen tarveselvityksestä 2010 (300 000 €) Nurmijärven kevyen liikenteen väylästön ja ulkoilureitistön suunnitelmaan 2010 (500 000 €) perustuen mm. vaativiin pohjaolosuhteisiin ja alikulun sijoittumispaikkaan. Kohonneet kustannukset laskevat alikulun kustannustehokkuutta. 5) Tässä suunnitelmassa esitettyjen toimenpiteiden toteuttamisella saavutetaan laskennallisesti 0,181 henkilövahinkoon johtaneen onnettomuuden vuosittainen vähenemä, kun pelkän alikulun toteuttamisella saavutettaisiin 0,020 henkilövahinkoon johtaneen onnettomuuden vuosittainen vähenemä. Tämä on vain yhdeksäsosa siitä mitä koko taajamajakson kattavilla pienillä toimenpiteillä yhteensä saavutetaan. Suunnitelmassa esitetyillä toimenpiteillä parannetaan pääasiassa Lopentien (mt 132) liittymiä ajoneuvoliikenteen ja kevyen liikenteen turvallisuuden lisäämiseksi sekä nykyisten kevyen liikenteen tienylityspaikkojen turvallisuutta. Suunnitelmassa esitetyt toimenpiteet toteutetaan Uudenmaan ELY-keskuksen ”Pienet liikenneturvallisuustoimenpiteet” -hankkeen yhteydessä. Toimenpiteet otetaan suunnitteluun mahdollisimman pian ja toteutukseen mahdollisesti jo vuonna 2012 (osin jo vuonna 2011).

Sivistyksestä sivilisaatioon. Kulttuurikäsitys J. V. Snellmanin historiallisessa ajattelussa

From Bildung to Civilisation. Conception of Culture in J. V. Snellman’s Historical Thinking The research explores Johan Vilhelm Snellman’s (1806–1881) conception of culture in the context of his historical thinking. Snellman was a Finnish, Swedish-speaking journalist, teacher and thinker, who held a central position in the Finnish national discourse during the nineteenth century. He has been considered as one of the leading theorists of a Finnish nation, writing widely about the themes such as the advancement of the national education, Finnish language and culture. Snellman is already a widely studied person in Finnish intellectual history, often characterised as a follower of G. W. F. Hegel’s philosophical system. My own research introduces a new kind of approach on Snellman’s texts, emphasising the conceptual level of his thought. With this approach, my aim is to broaden the Finnish research tradition on conceptual history. I consider my study as a cultural history of concepts, belonging also to the field of intellectual history. My focus is on one hand on the close reading of Snellman’s texts and on the other hand on contextualising his texts to the European intellectual tradition of the time. A key concept of Snellman’s theoretical thinking is his concept of bildning, which can be considered as a Swedish counterpart of the German concept of Bildung. The Swedish word incorporated all the main elements of the German concept. It could mean education or the so-called high culture, but most fundamentally it was about the self-formation of the individual. This is also the context in which Snellman’s concept of bildning has often been interpreted. In the study, I use the concept of bildning as a starting point of my research but I broaden my focus on the cognate concepts such as culture (kultur), spirit (anda) and civilisation. The purpose of my study is thus to illustrate how Snellman used and modified these concepts and from these observations to draw a conclusion about the nature of his conception of culture. Snellman was an early Finnish philosopher of history but also interested in the practice of the writing of history. He did not write any historical presentations himself but followed the publications in the field of history and introduced European historical writing to the Finnish, Swedish-speaking reading audience in his newspapers. The primary source material consists of different types of Snellman’s texts, including philosophical writings, lecture material, newspaper articles and private letters. I’m reading Snellman’s texts in the context of other texts produced both by his Finnish predecessors and contemporaries and by Swedish, German and French writers. Snellman’s principal philosophical works, Versuch einer spekulativen Entwicklung der Idee der Persönlichkeit (1841) and Läran om staten (1842), were both written abroad. Both of the works were contributions to contemporary debates on the international level, especially in Germany and Sweden. During the 1840s and 1850s Snellman had two newspapers of his own, Saima and Litteraturblad, which were directed towards the Swedish-speaking educated class. Both of the newspapers were very popular and their circulations were among the largest of their day in Finland. The topics of his articles and reviews covered literature, poetry, philosophy and education as well as issues concerning the economic, industrial and technical development in Finland. In his newspapers Snellman not only brought forth his own ideas but also spread the knowledge of European events and ideas to his readers. He followed very carefully the cultural and political situation in Western Europe. He also followed European magazines and newspapers and was well acquainted with German, French and also English literature – and of course Swedish literature to with which he had the closest ties. In his newspapers Snellman wrote countless number of literary reviews and critics, introducing his readers to European literature. The study consists of three main chapters in which I explore my research question in three different, yet overlapping contexts. In the first of these chapters, I analyse Snellman’n theoretical thinking and his concepts of bildning, kultur, anda and civilisation in the context of earlier cultural discourse in Finland as well as the tradition of German idealistic philosophy and neo-humanism. With the Finnish cultural discourse I refer to the early cultural discussion in Finland, which emerged after the year 1809, when Finland became an autonomous entity of its own as a Grand Duchy of Russia. Scholars of the Academy of Turku opened a discussion on the themes such as the state of national consciousness, the need for national education and the development of the Finnish language as a national language of Finland. Many of these academics were also Snellman’s teachers in the early years of his academic career and Snellman clearly formulated his own ideas in the footsteps of these Finnish predecessors. In his theoretical thinking Snellman was a collectivist; according to him an individual should always be understood in connection with the society, its values and manners, as well as to the traditions of a culture where an individual belongs to. In his philosophy of the human spirit Snellman was in many ways a Hegelian but his notion of education or ‘bildning’ includes also elements that connect him with the wider tradition of German intellectual history, namely the neo-humanist tradition and, at least to some extent, to the terminology of J. G. Herder or J. G. Fichte, for example. In this chapter, I also explore Snellman’s theory of history. In his historical thinking Snellman was an idealist, believing in the historical development of the human spirit (Geist in German language). One can characterise his theory of history by stating that it is a mixture of a Hegelian triumph of the spirit and Herderian emphasis on humanity (Humanität) and the relative nature of ‘Bildung’. For Snellman, the process of ‘bildning’ or ‘Bildung’ is being realised in historical development through the actions of human beings. Snellman believed in the historical development of the human civilization. Still Snellman himself considered that he had abandoned Hegel’s idea about the process of world history. Snellman – rightly or wrongly – criticised Hegel of emphasising the universal end of history (the realisation of the freedom of spirit) at the expense of the historical plurality and the freedom of each historical era. Snellman accused Hegel of neglecting the value and independency of different historical cultures and periods by imposing the abstract norm, the fulfilment of the freedom of spirit, as the ultimate goal of history. The historicist in Snellman believed in the individuality of each historical period; each historical era or culture had values, traditions and modes of thought of its own. This historicist in Snellman could not accept the talk about one measure or the end of history. On the other hand Snellman was also a universalist. He believed that mankind had a common task and that task was the development of ‘Bildung’, freedom or humanity. The second main chapter consists of two parts. In the first part, I explore the Finnish nationalistic discourse from the cultural point of view by analysing the notions such as a nation, national spirit or national language and showing how Snellman formulated his own ideas in a dialogic situation, participating in the Finnish discourse but also reacting to international discussions on the themes of the nation and nationality. For Snellman nationality was to a great extent the collective knowledge and customs or practices of the nation. Snellman stated that nationality is to be considered as a form of ‘bildning’. This could be seen not simply as affection for the fatherland but also for the mental identity of the nation, its ways of thinking, its practices, national language, customs and laws, the history of the nation. The simplest definition of nationality that Snellman gives is that nationality is the social life of the people. In the second part of the chapter I exam Snellman’s historical thinking and his understanding about historical development, interaction between different nations and cultures in the course of history, as well as the question of historical change; how do cultures or civilisations develop and who are the creators of culture? Snellman did not believe in one dominating culture but understood the course of history as a dialogue between different cultures. On the other hand, his views are very Eurocentric – here he follows the ideas of Hegel or for example the French historian François Guizot – for Snellman Europe represented the virtue of pluralism; in Europe one could see the diversity of cultures which, on the other hand, were fundamentally based on a common Christian tradition. In the third main chapter, my focus is on the writing of history, more precisely on Snellman’s ideas on the nature of history as a science and on the proper way of writing historical presentations. Snellman wrote critics on the works of history and introduced his readers to the writing of history especially in France, Sweden and German-speaking area – in some extend also in Britain. Snellman’s collectivistic view becomes evident also in his reviews on historical writing. For Snellman history was not about the actions of the states and their heads, nor about the records of ruling families and battles fought. He repeatedly stressed that history is a discipline that seeks to provide a total view of a phenomenon. A historian should not only collect information on historical events, since this information touches only the surface of a certain epoch or civilisation; he has to understand an epoch as totality. This required an understanding about the major contours in history, connections between civilisations and an awareness of significant turning points in historical development. In addition, it required a holistic understanding about a certain culture or historical era, including also the so-called inner life of a specific nation, a common people and their ways of life. Snellman wrote explicitly about ‘cultural history’ in his texts, referring to this kind of broad understanding of a society. In historical writing Snellman found this kind of broader view from the works of the French historians such as François Guizot and Jules Michelet. In all of these chapters, I elaborate the conceptual dimension of Snellman’s historical thinking. In my study I argue that Snellman not only adopted the German concepts of Bildung or Kultur in his own thinking but also developed the Swedish concepts in a way that include personal and innovative aspects. Snellman’s concept of bildning is not only a translation from ‘Bildung’ but he uses the Swedish concept in a versatile way that includes both the moral aspect of human development and social dimension of a human life. Along with ‘bildning’ Snellman used also the terms ‘kultur’ and ‘civilisation’ when referring to the totality of a certain nation or historical era, including both the so-called high culture (arts, science, religion) and the modes of thought as well as ways of life of the people as a whole. Unlike many of his Finnish contemporaries, Snellman did not use civilisation as a negative concept, lacking the moral essence of German term ‘Bildung’ or ‘Kultur’. Instead, for Snellman civilisation was a neutral term and here he comes close to the French tradition of using the term. In the study I argue that Snellman’s conception of culture in fact includes a synthesis of the German tradition of ‘Bildung’ and the French tradition of ‘civilisation’.

Neural mechanisms underlying conscious and unconscious vision. Evidence from event-related potentials and transcranial magnetic stimulation

Vision affords us with the ability to consciously see, and use this information in our behavior. While research has produced a detailed account of the function of the visual system, the neural processes that underlie conscious vision are still debated. One of the aims of the present thesis was to examine the time-course of the neuroelectrical processes that correlate with conscious vision. The second aim was to study the neural basis of unconscious vision, that is, situations where a stimulus that is not consciously perceived nevertheless influences behavior. According to current prevalent models of conscious vision, the activation of visual cortical areas is not, as such, sufficient for consciousness to emerge, although it might be sufficient for unconscious vision. Conscious vision is assumed to require reciprocal communication between cortical areas, but views differ substantially on the extent of this recurrent communication. Visual consciousness has been proposed to emerge from recurrent neural interactions within the visual system, while other models claim that more widespread cortical activation is needed for consciousness. Studies I-III compared models of conscious vision by studying event-related potentials (ERP). ERPs represent the brain’s average electrical response to stimulation. The results support the model that associates conscious vision with activity localized in the ventral visual cortex. The timing of this activity corresponds to an intermediate stage in visual processing. Earlier stages of visual processing may influence what becomes conscious, although these processes do not directly enable visual consciousness. Late processing stages, when more widespread cortical areas are activated, reflect the access to and manipulation of contents of consciousness. Studies IV and V concentrated on unconscious vision. By using transcranial magnetic stimulation (TMS) we show that when early visual cortical processing is disturbed so that subjects fail to consciously perceive visual stimuli, they may nevertheless guess (above chance-level) the location where the visual stimuli were presented. However, the results also suggest that in a similar situation, early visual cortex is necessary for both conscious and unconscious perception of chromatic information (i.e. color). Chromatic information that remains unconscious may influence behavioral responses when activity in visual cortex is not disturbed by TMS. Our results support the view that early stimulus-driven (feedforward) activation may be sufficient for unconscious processing. In conclusion, the results of this thesis support the view that conscious vision is enabled by a series of processing stages. The processes that most closely correlate with conscious vision take place in the ventral visual cortex ~200 ms after stimulus presentation, although preceding time-periods and contributions from other cortical areas such as the parietal cortex are also indispensable. Unconscious vision relies on intact early visual activation, although the location of visual stimulus may be unconsciously resolved even when activity in the early visual cortex is interfered with.

Ikäihmisten yliopisto toiminnan kenttänä

Kirjallisuusarvostelu

TEHO-hankkeen raportteja, osa 4 : Ympäristötukijärjestelmät ja vesiensuojelutoimenpiteet EU-maissa : Biodiversiteettitoimenpiteet EU-maissa : TEHO-hankkeen kokemuksia Suomen erityistuista

Tehoa maatalouden vesiensuojeluun (TEHO) -hankkeen tavoitteena on edistää maatalouden vesiensuojelua. Tähän julkaisuun on koottu tuloksia TEHO-hankkeen kokemuksista ja selvityksistä liittyen nykyisiin ympäristötukiin. Ensimmäinen raportti kuvailee ja vertailee keskenään eri maiden ympäristötukiohjelmia yleensä ja erityisesti niiden vesiensuojelutoimenpiteitä. Toinen osa, joka on JÄRKI – hankkeen (Sensible enhancement of water protection and biodiversity in agriculture) Environmental Expert / MJ-Prosessit Oy:llä teettämä, käsittelee eräiden EU-maiden ympäristötukiohjelmien luonnon monimuotoisuuden ylläpitoon ja suojeluun liittyviä toimenpiteitä. Julkaisun kolmannessa osassa on kerätty yhteen TEHO-hankkeen aikana saatuja kokemuksia ympäristötuen erityistuista. Kokemuksia on saatu viljelijöiltä sekä tilakäynneillä että erilaisissa tilaisuuksissa. Julkaisu on toteutettu osana Tehoa maatalouden vesiensuojeluun (TEHO) -hanketta.

Kansalaisliikehdintä ja hyvinvointivaltio

Kirjallisuusarvostelu

Sodan traumasta ja muistamisesta

Väitöslektio Åbo Akademin humanistisessa tiedekunnassa 17.6.2013.

Kalajoen vesistöalueen tulvariskien hallintasuunnitelma

Laki tulvariskien hallinnasta (620/2010) tuli voimaan vuonna 2010, jonka jälkeen Pohjois-Pohjanmaalla tehtiin kaikille vesistöille tulvariskien alustava arviointi. Näiden arviointien perusteella Maa- ja metsätalousministeriö nimesi Pohjois-Pohjanmaalle kaksi merkittävää tulvariskialuetta (Kalajoen vesistöalueella Alavieskan ja Ylivieskan väli sekä Iijoen vesistöalueella Pudasjärven keskusta) yhdessä 19 muun alueen kanssa. Merkittäville tulvariskialueille laadittiin tulvavaara- ja tulvariskikartat sekä tulvariskien hallintasuunnitelmat. Näiden lisäksi Pohjois-Pohjanmaan ELY-keskus nimesi 15 muuta tulvariskialuetta, joista Pyhäjoen, Siikajoen ja Kiiminkijoen vesistöalueille ollaan tekemässä myös tulvariskien hallintasuunnitelmat. Tämä hallintasuunnitelma on laadittu Pohjois-Pohjanmaan elinkeino-, liikenne- ja ympäristökeskuksen ympäristö- ja luonnonvarat vastuualueella Kalajoen vesistöalueen tulvaryhmän ohjauksessa vuosille 2016–2021. Tulvaryhmä nimesi hallintasuunnitelman tavoitteet sekä toimenpiteet, joilla tavoitteet tullaan saavuttamaan. Suurin osa toimenpiteistä on jo nykyisin tehtäviä toimenpiteitä, joita kunnat, ELY-keskus, pelastuslaitokset ym. tekevät ennen ja jälkeen tulvan sekä tulvan aikana. Esimerkiksi tällaisia toimenpiteitä ovat vesistön säännöstely, erilaiset valmiustoimet sekä tulvatilannetyö. Muita toimenpiteitä ovat esimerkiksi asukkaiden tulvatietoisuuden lisääminen, millä tarkoitetaan sitä, että asukkaat ovat tietoisia tulvavaarasta ja osaavat suojata omaisuuttaan sekä sitä, että asukkaita tiedotetaan vahinkoa aiheuttavasta tulvasta mahdollisimman varhain. Tähän liittyy myös se, että asutusta suojaavia penkereitä pidetään kunnossa. Kalajoen varrella sijaitseville pelloille voisi mahdollisesti johtaa tulvavesiä, jos harvinainen tulva uhkaa asutuksia. Toimenpiteiden vastuutahot vastaavat ensisijaisesti toimenpiteiden toteuttamisen käynnistämisestä. ELY-keskuksen tehtävänä on omalta osaltaan huolehtia siitä, että vastuutahot pysyvät suunnitellussa aikataulussa. Lisäksi ELY-keskus yhdessä tulvaryhmän kanssa huolehtii toimenpiteiden seurannasta sekä niiden päivittämisestä. Tulvaryhmän tehtävänä on vuosien 2016–2021 aikana jakaa ja välittää tietoa siitä, mitä vesistössä ja sen varrella tapahtuu, sekä ylläpitää tulvariskien hallinnan kannalta keskeisten toimijoiden välistä yhteistyötä.