Mielikuvien luominen traileroinnilla : tutkimuskohteena Big Brother Suomi

The thesis studies the launch campaign of Big Brother Finland, especially from the viewpoint of on-air promotion. Interest to the subject arose when participating in the campaign as an on-air promotion planner together with Subtv's marketing director, on-air promotion editor and the channel's advertising agency. The launch of the campaign was a challenge due to the format, since not a lot of information can be revealed before the start of the program. When the planning started, all the material consisted of two logos. The first season of the Finnish version of Big Brother begun on Subtv August 2005. The goal of the program was to become a topic of discussion on TV on the fall 2005 and to raise the profile of the channel. The goal of the launch was to get good ratings for the first episode. The launch campaign was also supposed to open up the format to the viewers and to arouse interest in the show. Secrecy and the size of the program were set to be the marketing tones of the launch. Although partly different messages were told via on-air promotion and external media, the campaign was congruent in visual design. In the study, interviews of Subtv's staff, campaign plans and notes were used as research material. From the aspect of affecting images and emotions, the finished campaign promos and other on-air elements were analyzed. In on-air promotion, all choices in audio and visual design affect the outcome and therefore the images that the viewer constructs. The two promo series were made to affect emotions and to awaken curiosity. Other on-air elements were merely used to present program information. The campaign and the series were accepted with enthusiasm. The launch of the second season was even more massive than the first. Participation in the launch campaign of Big Brother Finland was an essential experience in the development of professional identity. When one has taken part in the creation of a massive campaign from scarce materials, tools are given to future assignments in the field of on-air promotion.

Scandinavian companies of banking, retailing and hotel sectors investing into the Baltic States-developing service sector

Diplomityö tehtiin Lappeenrannan yliopistossa päätavoitteenaan selvittää tärkeimmät motiivit, jotka ovat saaneet pohjoismaiset palvelualan yrityksetinvestoimaan Baltian maiden kehittyvillä markkinoilla. Pohjoismaiset yritykset ovat olleet aiemmin aktiivisia hyödyntämään Baltian maiden työvoimaa tuotantosektorilla. Suomalaiset yritykset ovat investoineet aiemmin telekommunikaatio- sekävaatetussektoreihin, mutta nykyisin investointien pääpaino on siirtynyt palvelualalle. Pankkisektori on erittäin kehittynyt pohjoismaissa ja ruotsalaiset yritykset ovat onnistuneet myös Baltiassa siirtyen markkinoille yksityistämisen tuomien mahdollisuuksien avulla. Nykyisin näillä yrityksillä on vahva jalansija Virossa sekä ovat etabloituneet myös Latviaan ja Liettuaan. Suomalaiset pankkialan yritykset ovat olleet vaatimattomampia tällä sektorilla. Vähittäiskauppiaat ovat vasta kansainvälistymisprosessinsa alkutaipaleella. Suomalaiset yritykset ovat laajentuneet Viroon ja tehneet yhteistyötä ruotsalaisten yritysten kanssa. Hotellisektorilla suomalaiset ja ruotsalaiset ovat edenneet rauhallisesti, mutta norjalainen ketju, Reval Hotel, on laajentunut kaikkiin Baltian maihin. Hotellisektorilla on luvassa kasvua lähivuosina. Kilpailutilanne on kiristynyt kaikilla palvelualan sektoreilla sekä paikallisten yritysten kasvun että ulkomaisten investoijien myötä. Elinolojen paraneminen vaikuttaa myös kilpailutilanteeseen kiristävästi, sillä se luo mahdollisuuksia yrityksille laajentua. Tämä diplomityö selvittäätilannetta valittujen yritysten kannalta niiden kansainvälistymisen alkutaipaleella.

Big band -sovitus kappaleesta "(Surrounded by) Zip-Zip" : Sovituksen analysoiminen puhallinsektioiden näkökulmasta

Opinnäytetyö käsittelee big bandia sekä sille sovittamista. Keskityn tarkastelemaan ennen kaikkea 1930-40-lukujen musiikillista murrosta, jolloin syntyi uusi tapa käsitellä useasti suurimpien orkestereiden kokoonpanoon kuuluneita puhaltimia. Tuona ajanjaksona orkestereiden puhallinryhmistä sekä komppisoittimista alettiin yleisesti muodostaa sektioita. Tämä kokoonpano sai nimekseen ”big band”. Opinnäytetyön tavoitteena oli syventää tietojani big bandin puhallinsektioiden toiminnasta sekä niiden yleisimmistä tehtävistä. Tehtäviä selventääkseni tein big band -sovituksen omasta kappaleestani, missä peilasin 1930-40-luvuilla yleistynyttä tyyliä sovittaa. Sovitustyön valmistuminen pohjautui kolmeen seikkaan: historian tuntemus, sovitussuunnitelman teko sekä musiikin teorian tuntemus. Historian tuntemus loi pohjan sovitussuunnitelmalle, minkä avulla loin kehykset sovitustyön tekemiselle. Sovituksen tekninen suoritus sekä valmistuminen pohjautuivat musiikin teorian ymmärtämiseen sekä kokemukseeni sovittajana. Sovitukseni analyysi-osiossa käyn sovituksen läpi osa kerrallaan, selventäen kuinka puhallinsektiot kussakin osassa toimivat. Opinnäytetyön suunnittelu sekä tiukka rajaus eivät poissulkeneet täysin aiheen moniulotteisuutta. Pelkkiin puhallinsektioihin keskittyminen aiheutti ongelmallisia tilanteita, jotka vaativat suurien kompromissien tekemistä. Muun muassa teorian ja reharmonisoinnin syvempi analysoiminen tässä jää tekemättä. Sovituksellisten sekä soinnullisien ratkaisuiden olemassaolo vaatisi yleensä rinnalleen syvempää perustelua. Näin varsinkin nyt, kun ratkaisut harmoniassa ovat aika ajoin jopa radikaaleja. Tulin kuitenkin siihen päätelmään, että kaikki tekstissä ilmenevä tieto mikä ei koskisi puhallinsektioiden käyttäytymistä olisi irrelevanttia. Lopputuloksen oli tarkoitus olla jäsennelty esittely siitä, mitä big bandin puhallinsektiot ovat ja tekevät. Käyn opinnäytteessäni lyhyesti läpi myös sovitukseni esikuvat. Tämä lyhyt historia-osuus kertoo tiivistetysti mistä ajalta mallintamani sovitustyyli on peräisin ja ketkä ovat edesauttaneet sen yleistymisessä. Historia osuus toimii mainiosti suppeana avainsanastona aiheesta enemmän kiinnostuneelle.

The Changing Nature of Library Networks - Open Data or One Big Silo?

Anders Söderbäckin esitys Kirjastoverkkopäivillä 26.10.2011 Helsingissä.

"Riikka Kuoppala, Fanni Niemi-Junkola, Pekka Niskanen" Galleria Forum Box, Helsinki 2011

Kuvataidenäyttely Galleria Forum Boxissa Helsingissä Riikka Kuoppalan, Pekka Niskasen kanssa. Videoteokset Yksi ja monta (One and Many) ja Nitan King (Nita´s King), 2010

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.

Customer loyalty in DIY retailing in Russia: Innovative approaches for improving customer retention through technology

Customer satisfaction has been widely studied concept due to its importance on business performance. Customer satisfaction should ideally lead to customer loyalty and have a positive effect on business profitability and growth. This study investigates customer satisfaction and loyalty in the Do-It-Yourself retailing in Russian  market.  “K-rauta”  retail  chain  was  chosen  as  a  focus company for this study. Goal of the study was to investigate what creates customer satisfaction in this given market and what is the role of quality, trust and satisfaction for creating customer loyalty. The role of internet in consumer purchasing process was also investigated. Furthermore, consumer preferences towards new marketing solutions such as smart phone applications were briefly examined.