Pohjois-Suomen murteiden suosanastosta

Summary: Mire words in the dialects of northern Finland

Savonlinnan seudun välimurteiden analogiatapauksia

Summary: Cases of analogy in the transitional dialects of the Savonlinna district

Liitepartikkelien vokaalisointusuhteita suomen murteissa

Summary: Non-harmonic enclitic particles in Finnish dialects

Välimurteiden idiolektit. Variaatio Savonlinnan seudun yksilömurteissa

Summary: Idiolects of transitional dialects: variation in the dialects of individuals in the Savonlinna district

Alueellisen taustan vaikutus murrekäsityksiin

Abstract: Regional variation in perceptions of Finnish dialects

Resa i röstens landskap : en narrativ studie av hur lärare blir professionella röstanvändare

The theme of this thesis is the learning process that occurs when teachers become professional voice users. The aim is to explore what it (really) means to become a professional voice user in a teaching profession; thereby developing an understanding of how future education in this field can be arranged so as to both effectively prevent vocal problems and to develop oral didactical competence among teachers. The ambition is to describe, interpret, and understand the learning process through a combination of emic and ethic research perspectives. The theoretical frame of reference reflects the cross disciplinary character of the thesis. Voice problems are common among both student teachers and inservice teachers and adversely affect professional competence, identity and quality of life. Additionally, vocal problems are proven to have a negative impact on pupils´ learning. The individual elements of learning are explored in the light of experiential learning theory and transformative learning theory. The social elements of learning are explored in relation to the theory of situated learning. In addition, theories of teacher professionalisation in terms of competence and identity are outlined. The empirical study has a longitudinal and multi method character. It is anchored in a phenomenological hermeneutical tradition, more specifically in narrative inquiry. The point of departure is the learning experiences of ten student teachers, who attended a ten week long course on voice production as part of their teacher training at Åbo Akademi University, in the autumn of 2002 and the spring of 2003. Four interviews in the form of conversations were conducted with each participant. These were crystallised with a process diary, a Swedish Voice Handicap Index, a voice observation, and a video observation. A fifth interview was conducted with each participant five years post teacher training, in the spring of 2008. Participant observation was also conducted throughout the course. The research materials have been analysed and interpreted narratively using a phenomenological hermeneutical method. The results are presented descriptively as individual narratives, which are reflected in logopedic research materials. Learning is here understood as emergent awareness. This is followed by a meta narrative concerning learning as experiences in the four dimensions body, thought, feeling, and relation. Finally, interpretation is expressed with respect to the theory of relational education. Learning is here understood as a movement in the field between the actual and the possible voice. It is also viewed as fundamentally rooted in inter-human relationships, in moments of presence and coexistence. As a tentative answer to the call for an existential space for learning in order to be a professional voice user, I suggest the concept of a learning refuge as a locus for a learning process built on trust, mutuality and openness.

Musikalisk lärandemiljö : planerade musikaktiviteter med småbarn i daghem

A musically stimulating nvironment is of great significance when considering the opportunities for development and learning that are offered to children in day nurseries. Moreover, the quality of musical activities also has great significance for the musical development of growing children. Young children are always striving to create meaning and understanding; they influence and are influenced by the context in which they are situated. The purpose of this study is to investigate the planned music activities in the musical learning environment of seven toddler’s groups in day nurseries, based on four different aspects: the texts of children’s songs, the melodies of children’s songs, the basic elements of music and the use of instrumentation. The data has been gathered by video observation of the planned music activities. The age of the children studied ranged from 11 months to 3 years and 11 months, and on average there were 13 children in each group. The study involved a total of just over 90 children and nine educators. The methodological approaches are hermeneutic as well as videographic, and they are applied to the analysis as required. The approaches are well suited to an understanding of the planned music activities where the individual’s communications and actions are studied. The results of the study show that educators impart a cultural heritage to the children in the form of old traditional songs, but they also act as intermediaries for newer children's songs. They focus on actively on the text content of the children’s songs in their interaction with the children, but do not address the meaning of the text. Furthermore, while the educators use music sessions for the children to develop, among other things, an understanding of language and social skills, they do not use the sessions to develop the children’s musical skills. The educators could, to a much greater extent than they now do, direct the children's attention to the basic elements of music, and conduct meta-cognitive dialogues with the children. They use a large repertoire of children's songs, which are, however, often too demanding for the children’s voices to cope with. In addition, the educators do not plan, in any significant way, activities for the toddlers in order to help them develop the accuracy of their vocal tones. With regard to the use of instruments, the educators focus, in their interaction with the children, is placed on both the usage of the instruments and knowledge about the instruments. Regarding the use of instruments the study shows that the children’s musical expression takes place in an environment that includes both melody and rhythm instruments. It is clear that children are actively interested in the constructed instrument environment, because for long periods of time they independently play and experiment with instruments.

Finnisch-ugrisches Substrat in der Toponymie des Russischen Nordens : eine neue Einstellung zum alten Problem

Kirjallisuusarvostelu

Yliopiston yrittäjämäisyyden sosiaalinen rakentuminen: case Aalto-yliopisto

Keskustelu yrittäjyyden sijoittumisesta yliopistojen tehtäväkenttään on muodostunut 2000-luvun aikana osaksi yhteiskunnallista ja maailmanlaajuista korkeakoulutuksen muutosta. Tämän tutkimuksen tarkoituksena on lisätä ymmärrystä yliopiston yrittäjämäisyyden sosiaalisesta rakentumisesta. Lähestyn yliopiston sisällä tuotettua moniäänistä yrittäjyyspuhetta yliopiston yrittäjämäisyyden todellisuuden representaationa, ja pyrin tekemään siitä selkoa kommunikaatioon kohdistuvan analyysin avulla. Ilmiön empiirinen tarkastelu pohjautuu Aalto-yliopistossa ja sitä edeltäneessä Teknillisessä korkeakoulussa vuosina 2006–2013 kerättyihin tekstiaineistoihin. Aineistojen tulkinta tuottaa monikerroksellista tietoa ilmiöstä niin yksilö- kuin organisaatiotasolla. Tarkastelen tutkimuksessani millaisia merkityksenantoja yrittäjyydelle ja yrittäjämäisyydelle annetaan yliopiston sisällä eri näkökulmista katsottuna, kun yliopisto käy läpi merkittävää organisaatiorakenteellista ja institutionaalista muutosta. Tutkimusasetelman neljä näkökulmaa perustuvat tekniikan alan jatko-opiskelijoiden puheeseen, TKK:n opetussuunnitelmatekstiin, Aalto-yliopiston opettajien puheeseen ja johdon tuottamaan strategiatekstiaineistoon. Tutkimuksen tulosten mukaan käynnissä on ollut akateemisten arvojen ja arvojärjestelmien laajentumisen aika ja tila, jossa yrittäjämäisyys astuu areenalle, mutta sen suppeat tulkinnat eivät tarjoa mahdollisuuksia ruohonjuuritason kiinnittymiseen akateemisesta kulttuurista käsin. Yrittäjyyden ja yrittäjämäisyyden saamat taloudelliskaupalliset merkitykset koetaan uhkaksi, eikä tilannetta helpota yleisesti uuvuttavaksi koettu rakenteellinen ja yhteiskunnallinen yliopiston muutosvaihe. Hallitsevat tarinalinjat kuten puhe kilpailukyvystä ja kilpailutilanteen kovenemisesta tuottavat odotusten viitekehyksen, joilla yliopiston toimintaa raamitetaan ulkoapäin. Yrittäjyyteen laajassa merkityksessä sisältyvät mahdollisuudet jäävät niin ikään hyödyntämättä, ja lukuisat edistämistoiminnot kilpistyvät sosiaalisesti rakentuviin esteisiin. Tässä tutkimuksessa rakentuva laajennettu yliopiston yrittäjämäisyyden viitekehys pyrkii palvelemaan moniäänistymisen tarkoitusta käsitteellisellä tasolla ja avaamaan uusia mahdollisuuksia yliopiston yrittäjämäisyyden edistämiselle.

Macro- and Microevolution of Languages: Exploring Linguistic Divergence with Approaches from Evolutionary Biology

There are more than 7000 languages in the world, and many of these have emerged through linguistic divergence. While questions related to the drivers of linguistic diversity have been studied before, including studies with quantitative methods, there is no consensus as to which factors drive linguistic divergence, and how. In the thesis, I have studied linguistic divergence with a multidisciplinary approach, applying the framework and quantitative methods of evolutionary biology to language data. With quantitative methods, large datasets may be analyzed objectively, while approaches from evolutionary biology make it possible to revisit old questions (related to, for example, the shape of the phylogeny) with new methods, and adopt novel perspectives to pose novel questions. My chief focus was on the effects exerted on the speakers of a language by environmental and cultural factors. My approach was thus an ecological one, in the sense that I was interested in how the local environment affects humans and whether this human-environment connection plays a possible role in the divergence process. I studied this question in relation to the Uralic language family and to the dialects of Finnish, thus covering two different levels of divergence. However, as the Uralic languages have not previously been studied using quantitative phylogenetic methods, nor have population genetic methods been previously applied to any dialect data, I first evaluated the applicability of these biological methods to language data. I found the biological methodology to be applicable to language data, as my results were rather similar to traditional views as to both the shape of the Uralic phylogeny and the division of Finnish dialects. I also found environmental conditions, or changes in them, to be plausible inducers of linguistic divergence: whether in the first steps in the divergence process, i.e. dialect divergence, or on a large scale with the entire language family. My findings concerning Finnish dialects led me to conclude that the functional connection between linguistic divergence and environmental conditions may arise through human cultural adaptation to varying environmental conditions. This is also one possible explanation on the scale of the Uralic language family as a whole. The results of the thesis bring insights on several different issues in both a local and a global context. First, they shed light on the emergence of the Finnish dialects. If the approach used in the thesis is applied to the dialects of other languages, broader generalizations may be drawn as to the inducers of linguistic divergence. This again brings us closer to understanding the global patterns of linguistic diversity. Secondly, the quantitative phylogeny of the Uralic languages, with estimated times of language divergences, yields another hypothesis as to the shape and age of the language family tree. In addition, the Uralic languages can now be added to the growing list of language families studied with quantitative methods. This will allow broader inferences as to global patterns of language evolution, and more language families can be included in constructing the tree of the world’s languages. Studying history through language, however, is only one way to illuminate the human past. Therefore, thirdly, the findings of the thesis, when combined with studies of other language families, and those for example in genetics and archaeology, bring us again closer to an understanding of human history.

Remembering the War and Aggression: A Discourse Analysis of Japan’s State Apologies and Commemoration Speeches on August 15th 1995-2015

Memories of historical injustices affect contemporary politics from local to global level. In East Asia, questions of commemoration and historical responsibility have turned into international and domestic controversies. The main focus has been and still is in apologies conducted by Japanese prime ministers in regards to the war, aggression and colonialism during the era of Imperial Japan. Although it is granted that state apologies are not a crucial part of reconciliation, they can be analysed as a linked but separate process within the context of memory and international relations. The purpose of this study is to examine the discourses of history in Japanese prime ministers’ commemoration speeches on Memorial Ceremony for the War Dead from 1995 to 2015 in order to analyse how the Japanese government is reflecting on its past. In particular, attention is paid on what is being commemorated and how, whether it is the war and its victims or Japan’s post-war era of peace. As an apology is a reciprocal activity, responses from Japan’s most vocal former victims, South Korea and China, were also examined. Discourse analysis was used to identify and examine the different representations of the past. In addition, the apology statements of Japanese prime ministers were analysed in the Many to Many apology framework developed by Tavuchis (1991). Primary material consisted of 21 prime ministers’ speeches from the annual Memorial Ceremony for the War Dead on August 15th and from three apology statements made in 1995, 2005 and 2015. Further international context was primarily collected from newspaper articles of The New York Times and The Times throughout the examined period. It can be concluded from the findings that in the official Japanese remembrance of the past war from 1985’s annexation of Taiwan to the atomic bombings in 1945, both discourses that reinforce apology and remorse over Japan’s past aggressions and discourses that consciously avoid doing so are used. The commemoration speeches and apology statements consistently assert that Japan has acknowledged its past and expresses regret over the acts of aggression. At the same time, the speeches and statements strengthen the narrative that Japan was a victim of circumstances as well as turn the focus on post-war peace-making or on Japan’s own victimhood.