Uskonnon kategoria uskontotieteessä

Abstract: The category of religion in the study of religion

BUSINESS CONCEPTS OF MOBILE VALUE-ADDED SERVICES FROM OPERATOR’S POINT OF VIEW

Tämä diplomityö on tehty Lappeenrannassa Telecom Business Research Centerin 5T-projektiin liittyen. Työssä tutkitaan matkaviestinnän lisäarvopalveluiden liiketoimintakonsepteja operaattoreiden näkökulmasta. Lisäarvopalvelut laajentavat operaattoreiden palveluvalikoimaa. Niiden osuuden telekommunikaatioalan yritysten ja erityisesti operaattoreiden tuotoista on ennustettu kasvavan huomattavasti. Työn tärkeimpänä tavoitteena on tuoda uusia näkökulmia ja lisätä ymmärrystä lisäarvopalveluiden liiketoimintakonseptin rakentamisprosessista. Tätä tietämystä käytetään edesauttamaan työn empiirisessä osuudessa tutkitun Content Gateway -tuotteen liiketoimintaa. Tarjoamalla nopean liitynnän ja laskutuskanavan ulkopuolisten palveluntarjoajien ja operaattorin välille tämä tuote mahdollistaa operaattorille ja palveluntarjoajille lisäarvopalveluiden liiketoiminnan käynnistämisen. Lisäarvopalveluiden arvonluontiprosessi vaatii lukuisia yhteistyötä tekeviä osapuolia, joiden yhteistoiminta on dynaamista ja tiedonvälitys avointa, interaktiivista ja nopeaa. Arvonluontiin liittyy myös monia konvergoituvia kehityssuuntia. Perinteinen arvoketjuajattelu on riittämätön uuteen, verkottuneeseen toimintaympäristöön ja sen tilalle on tullut modernimpi arvoverkostomalli. Arvoverkosto luo kilpailuetunsa muita verkostoja vastaan jakamalla resurssit ja kompetenssit optimaalisesti ja liittämällä strategisen ja operationaalisen johtamisen kulttuurit toisiinsa. Tässä työssä verrataan arvoverkoston teoreettisia tavoitteita kahteen lisäarvopalveluiden liiketoimintakonseptiin. Näistä ensimmäinen, i-mode –niminen konsepti on valittu vertailuun edistyksellisyytensä ja tulevaa kehitystä ennakoivien ominaispiirteidensä vuoksi. Toinen esimerkkikonsepti on rakennettu edellä mainitun Content Gateway -tuotteen ympärille. Tutkimus sisältää mm. liikekumppaneiden hankinnan, ansaintalogiikoiden ja verkostojen johtamisen analysoinnin. Työn tuloksena on saatu ohjeita siihen, miten operaattori voi rakentaa tällaista konseptia ja mitä seikkoja tulee ottaa huomioon erityisesti sanomapalveluihin liittyvässä liiketoiminnassa.

Prosessipohjaisen toimintajärjestelmän kehittäminen rakennusteollisuudessa

Pystyäkseen puolueettomasti osoittamaan kaikille sidosryhmilleen toimintansa, tuotteensa tai palvelunsa laadun yritykset pyrkivät saamaan itselleen laatusertifikaatin. Sertifikaatti on todistus laatustandardin mukaisesta toiminnasta. Kansainvälisesti tunnetuin laatujärjestelmästandardi ISO 9001 kannustaa yrityksiä omaksumaan prosessimaisen toimintamallin. Käsitteenä prosessijohtaminen on ollut mielenkiinnon kohteena viime vuosina niin Suomessa kuin kansainvälisestikin. Tämä uusi oppi kyseenalaistaa perinteisen funktionaalisen toimintamallin, sen sijaan siinä ohjataan osastorajat ylittäviä prosesseja. Tällä työllä pyritään selvittämään ne muutokset, joita uusittu standardi SFS-EN ISO 9001 vaatii Skanska East Europe Oy:ssä. Työssä on ensin lähdetty tutustumaan laatuun ja standardointiin yleensä sekä näihin läheisesti liittyviin käsitteisiin. Koska uusitussa standardissa yritys nähdään erilaisten prosessien kokonaisuutena, on työssä tutkittu prosessijohtamista teoriassa ja tämän jälkeen on tutkittu kohdeyrityksen liiketoimintaprosesseja. Jotta prosessijohtamista pystytään soveltamaan, on määriteltyjä prosesseja pystyttävä mittaamaan, tämän vuoksi työssä on käyty läpi myös mittaamista sekä erityisesti analysoitu Skanska East Europe Oy:ssä määriteltyjen prosessien mittaamista. Tutkimus antaa selkeän kuvan laatujärjestelmien standardoimisesta ja prosessijohtamisesta rakennusteollisuudessa. Yleistettävyytensä ansiosta diplomityötä voidaan käyttää standardoinnin ja prosessijohtamisen soveltamisen mallina myös toisenlaisessa ympäristössä. Prosessijohtamisen soveltaminen työn kohdeyrityksessä on vielä kesken eikä selkeitä hyötyjä toiminnasta ole vielä päästy mittaamaan.

Lectio praecursoria: Environmental policy evaluation concepts exemplified in the context of the European Unions strategy for better regulation

Lectio praecursoria 3.2.2006 Tampereen yliopisto

Concepts and Reference. Defending a Dual Theory of Natural Kind Concepts

In this thesis I argue that the psychological study of concepts and categorisation, and the philosophical study of reference are deeply intertwined. I propose that semantic intuitions are a variety of categorisation judgements, determined by concepts, and that because of this, concepts determine reference. I defend a dual theory of natural kind concepts, according to which natural kind concepts have distinct semantic cores and non-semantic identification procedures. Drawing on psychological essentialism, I suggest that the cores consist of externalistic placeholder essence beliefs. The identification procedures, in turn, consist of prototypes, sets of exemplars, or possibly also theory-structured beliefs. I argue that the dual theory is motivated both by experimental data and theoretical considerations. The thesis consists of three interrelated articles. Article I examines philosophical causal and description theories of natural kind term reference, and argues that they involve, or need to involve, certain psychological elements. I propose a unified theory of natural kind term reference, built on the psychology of concepts. Article II presents two semantic adaptations of psychological essentialism, one of which is a strict externalistic Kripkean-Putnamian theory, while the other is a hybrid account, according to which natural kind terms are ambiguous between internalistic and externalistic senses. We present two experiments, the results of which support the strict externalistic theory. Article III examines Fodor’s influential atomistic theory of concepts, according to which no psychological capacities associated with concepts constitute them, or are necessary for reference. I argue, contra Fodor, that the psychological mechanisms are necessary for reference.

Luottamuksen ilmeneminen alueellisissa yhteistyöverkostoissa

Appearance of trust in regional, co-operative networks In our times, the value of social networks has been widely acknowledged. One can say that it is important for private persons to get networked, whilst it is even a must for companies and organizations in business life. This doctor's thesis examines three co-operative regional networks. Networks are located in Western Uusimaa (Länsi-Uusimaa) region in southernmost Finland, and they had both public organizations and private companies as participants (later called ‘players’). Initially, all of them were co-financed from public funds, and two of them are still operational while writing this. The main target of these networks has been to act as learning networks. The learning network stands for an ensemble of research and development units and workplaces constituting a common forum for learning. The main focus in this study has been on qualitative and structural characteristics of the networks, and how they are relating with intrinsic trust. In addition to the development of trust, it has been studied, at what level organizational learning within the networks takes place, and lastly, what kind of factors facilitate the development of social capital. The theoretical framework for the study is built on analysing trust and social capital. It is a 'mission impossible' to find single definitions for such major concepts. In this study, from the research questions' point of view it has been more relevant to concentrate on the aspects of networking and the relationships between the participating organizations. The total view in this study is very network-centric, and therefore those theories which have similar point of view have been prioritized. Such is the theory about structural holes by Ronald S. Burt (1992). It has been widely applied; especially his views on constraints affecting players in networks. The purpose of this study has not been to create new theories or to analyse and compare thoroughly the existing theoretical trends. Instead, the existing theories have provided the study with conceptual tools, which have been utilized for supporting the empirical results. The aim has been to create an explanatory case study consisting relevant discussion on the relationship between the network characteristics and the appearance of trust. The conceptual categorization for confidence vs. trust created by Niklas Luhmann (1979) is another important theoretical building block. In most cases, co-operation in networks is initiated by people already trusting in each other and willing to work together. However, personal trust is not sufficient in the long run to sustain the co-operation within the network: more abstract systemic trust described by Luhmann must also emerge. In the networks with different structures and at different development phases, these forms of trust appear at different levels. In this study, Luhmann’s systemic trust as a term has been replaced by the concept of 'trust in network as a system'. Structural characteristics of a network (density, centrality, structural holes etc.) have been selected to explain the creation of social capital and trust. The ability to adapt new information is essential for the development of social capital. Qualitative analysis for development phase has been used, and the Learning Network Maturity Test by Leenamaija Otala (2000) and her work have been applied. Thus, the qualitative characteristics and the structural characteristics of the networks are utilized together, when the creation of social capital and appearance of trust are assessed. Social Network Analysis, questionnaires and interviews have been the research methods. Quantitative and qualitative data have been combined. There is a similarity in viewpoints to research data with Extensive Case Study method, in which different cases are searched by exploring various cases and comparing certain common features between them and generic models. Development of trust, social capital and organizational learning has been explained in the study by comparing the networks in hand. Being a case study, it doesn't have targets to provide with general results and findings like conventional surveys. However, in this work phenomena and mechanisms related to them are interpreted from the empirical data. Key finding of this study is that the networks with high structural equality and clear target setting enable building trust to the network as a system. When systemic trust is present, e.g. changes in personnel involved in the co-operation won't hinder the network from remaining operational. On the other hand, if the players are not well motivated to co-operate, if the network is extremely centralized structurally, or if the network has players holding very much more beneficial position compared to the others, systemic trust won't develop: trust tends to remain at the personal level, and is directed to some players only. Such networks won't generate results and benefits to its players, and most probably they won’t live very long. In other words, learning networks cannot solely be based on willingness to learn, but also on willingness to co-operate.

Eettinen kasvu ja dialogisuus draaman näyttämöllä : valokiilassa päiväkodin draamaprosessi

This research is a phenomenological-hermeneutic case-study based on the methods of action research in which narrative methods are used to examine a process drama carried out in a day-care centre, focusing on its dialogicality and possibilities of offering children and adults ethical problems to examine and solve. A process drama built around a story was carried out in a Finnish day-care centre in 1999 with the aim of bringing ethical education to the level of conscious consideration and action. The research consists of two case-studies. The first focuses on Risto, one of the children who participated in the process, his actions in group situations, his commitment to the rules set by the leaders, his attitude towards the group and its members as well as the common agreements concerning the group, and his solutions to fictive dilemmas in relation to Lawrence Kohlberg’s and Carol Gilligan’s concepts of justice and care. On this basis conclusions are made on how drama can be applied to dealing with ethical dilemmas with children aged four to seven. The second case-study searches for ethical themes and signs of dialogicality in the story that was created together by the children and leaders, and in the action that took place in the drama sessions. The subjects of this study consist of two groups participating in the process drama, both consisting of seven children aged four to seven. Narratives were written on each child based on his/her participation in four drama sessions selected to be used in this study. The narratives include the writer’s interpretations of the dialogicality of the drama and the ethical themes observed and recognised in the videos and in the transcriptions of the video recordings. The description and interpretation of the dialogicality and the ethical themes observed in the drama sessions is based on the researcher’s dialogue with the writings of Georg Henrik von Wright, Martin Buber and Mihail Bahtin, as well as Nicholas C. Burbules’ definitions of the basic conditions for dialogical teaching. As a result of the study, drama activity proved to be a means by which dialogically abstract ethical questions and conflicts could be dealt with even with young children and which revealed the zone of proximal development of both children and adults. Drama became a stage for ethical growth and dialogicality, and the common play of children and adults could be seen as an indicator of deep dialogicality. On the basis of this study, it can be said that drama is a very suitable way of establishing a shape and form of ethical education in which it is possible to make planned, target-oriented progress and which can be consciously observed by following the development of both the child and the educator.

Hemmet som ethos : en idéhistorisk studie av hur hemmet som ethos blev evident i hälsosysterns vårdande under 1900-talets första hälft

The home as ethos, an ethical dimension of human beings, is this study’s focus of interest. Can the home as ethos comprise motive and driving force for a human being? This dissertation has a mainly hermeneutic approach with a Caring Science interpretive horizon. Firstly, the purpose of this study is to develop the concept “home” through etymological and semantic analysis. The concept’s Caring Science content is also investigated. Secondly, the purpose of this study is to investigate, through the use of a history of ideas method, how the home as ethos is made visible and evident in public health nurses’ caring during the first half of the 20th century. Which motives compromise the driving force behind public health nurses’ caring? Which idea patterns are stressed? Material for the study’s concept determination consists of tymological dictionaries as well as Swedish language dictionaries published from 1850 – 2001. The results of the concept determination provide a preliminary idea-model, where dimensions such as ethos as a human being’s innermost room, human beings’ manner of being, and the metaphor “my home is my castle” are stressed. These results comprise the background of the history of ideas portion of the study. The study’s history of ideas investigation occurs through the evaluation and interpretation of historical sources focusing on the caring provided by public health nurses. Public health nurses comprise both the context and prevalent traditions during the time-period studied. The historical sources consist of three different types of sources, namely textbooks, archived material, and the professional nursing journals Epione and Sairaanhoitajatarlehti. The purpose is to rediscover fundamental idea-patterns through the thematic structuring of the patterns appearing in the historical sources. Three main idea-patterns and underlying themes are rediscovered: love- a fire which burns inside human beings; reverence for human beings and home; and the honor of responsibility. The emerging patterns are tightly interwoven and form a pattern. A new interpretation occurs, widening the study’s horizon and leading to the emergence of the theory-model’s contours. The study’s theory-model is formed from three different levels. Ethos as a human being’s innermost room- the spirit, encompasses a human being’s value base and the spirit that he/she is permeated with. Fundamental values are converted into an internal ethic, becoming visible in human beings’ manner of being- the manner of conduct. The metaphor “my home is my castle”- the tone, symbolizes the room where a human being’s abstract or concrete being lives. The spirit, the ethos, is expressed in a home’s culture and atmosphere, that is to say the tone of a home or how one lives in a room. Communion is a significant component in the creation of a culture and atmosphere. This study’s theory-model gives rise to a new perspective that can generate new patterns of action. The study’s theory-model results in a new historically-based view that create new patterns of action in care and Caring Science today.

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’.

Luminescent Lanthanide Reporters: New Concepts for Use in Bioanalytical Applications

Lanthanides represent the chemical elements from lanthanum to lutetium. They intrinsically exhibit some very exciting photophysical properties, which can be further enhanced by incorporating the lanthanide ion into organic or inorganic sensitizing structures. A very popular approach is to conjugate the lanthanide ion to an organic chromophore structure forming lanthanide chelates. Another approach, which has quickly gained interest, is to incorporate the lanthanide ions into nanoparticle structures, thus attaining improved specific activity and binding capacity. The lanthanide-based reporters usually express strong luminescence emission, multiple narrow emission lines covering a wide wavelength range, and exceptionally long excited state lifetimes enabling timeresolved detection. Because of these properties, the lanthanide-based reporters have found widespread applications in various fields of life. This study focuses on the field of bioanalytical applications. The aim of the study was to demonstrate the utility of different lanthanide-based reporters in homogeneous Förster resonance energy transfer (FRET)-based bioaffinity assays. Several different model assays were constructed. One was a competitive bioaffinity assay that utilized energy transfer from lanthanide chelate donors to fluorescent protein acceptors. In addition to the conventional FRET phenomenon, a recently discovered non-overlapping FRET (nFRET) phenomenon was demonstrated for the first time for fluorescent proteins. The lack of spectral overlap in the nFRET mechanism provides sensitivity and versatility to energy transfer-based assays. The distance and temperature dependence of these phenomena were further studied in a DNA-hybridization assay. The distance dependence of nFRET deviated from that of FRET, and unlike FRET, nFRET demonstrated clear temperature dependence. Based on these results, a possible excitation mechanism operating in nFRET was proposed. In the study, two enzyme activity assays for caspase-3 were also constructed. One of these was a fluorescence quenching-based enzyme activity assay that utilized novel inorganic particulate reporters called upconverting phosphors (UCPs) as donors. The use of UCPs enabled the construction of a simple, rather inexpensive, and easily automated assay format that had a high throughput rate. The other enzyme activity assay took advantage of another novel reporter class, the lanthanidebinding peptides (LBPs). In this assay, energy was transferred from a LBP to a green fluorescent protein (GFP). Using the LBPs it was possible to avoid the rather laborious, often poorly repeatable, and randomly positioned chemical labeling. In most of the constructed assays, time-resolved detection was used to eliminate the interfering background signal caused by autofluorescence. The improved signal-to-background ratios resulted in increased assay sensitivity, often unobtainable in homogeneous assay formats using conventional organic fluorophores. The anti-Stokes luminescence of the UCPs, however, enabled the elimination of autofluorescence even without time-gating, thus simplifying the instrument setup. Together, the studied reporters and assay formats pave the way for increasingly sensitive, simple, and easily automated bioanalytical applications.