Paternal and maternal DNA lineages reveal a bottleneck in the founding of the Finnish population.

An analysis of Y-chromosomal haplotypes in several European populations reveals an almost monomorphic pattern in the Finns, whereas Y-chromosomal diversity is significantly higher in other populations. Furthermore, analyses of nucleotide positions in the mitochondrial control region that evolve slowly show a decrease in genetic diversity in Finns. Thus, relatively few men and women have contributed the genetic lineages that today survive in the Finnish population. This is likely to have caused the so-called "Finnish disease heritage"-i.e., the occurrence of several genetic diseases in the Finnish population that are rare elsewhere. A preliminary analysis of the mitochondrial mutations that have accumulated subsequent to the bottleneck suggests that it occurred about 4000 years ago, presumably when populations using agriculture and animal husbandry arrived in Finland.

Information Guide: European Union information from Finnish sources

No abstract.

GAAP (Generally accepted accounting principles) report /

The Economic and Fiscal Commission is to prepare revenue and fund transfer estimates in accordance with Public Act 90-0479 by March 15th of each year. These estimates are to be reported to the General Assembly and the Governor.

The sampo; hero adventures from the Finnish Kalevala,

Mode of access: Internet.

Suomen kirjallisuus. Finlands litteratur. The Finnish national bibliography.

Volumes for 1544/1877-1939/1943 issued as Suomalaisen Kirjallisuuden Seuran toimituksia, 57. osa; 57. osa, 1.-16. lisävihko.

Vitamin D supplementation during the first year of life and risk of schizophrenia: a Finnish birth cohort study

Objective: Based on clues from epidemiology and animal experiments, low vitamin D during early life has been proposed as a risk factor for schizophrenia. The aim of this study was to explore the association between the use of vitamin D supplements during the first year of life and risk of developing schizophrenia. Method: Subjects were drawn from the Northern Finland 1966 Birth Cohort (n = 9 114). During the first year of life, data were collected about the frequency and dose of vitamin D supplementation. Our primary outcome measures were schizophrenia, psychotic disorders other than schizophrenia, and nonpsychotic disorders as diagnosed by age 31 years. Males and females were examined separately. Results: In males, the use of either irregular or regular vitamin D supplements was associated with a reduced risk of schizophrenia (Risk ratio (RR) = 0.08, 95% CI 0.01-0.95; RR = 0.12, 95% CI 0.02-0.90, respectively) compared with no supplementation. In males, the use of at least 2000 IU of vitamin D was associated with a reduced risk of schizophrenia (RR = 0.23, 95% CI 0.06-0.95) compared to those on lower doses. There were no significant associations between either the frequency or dose of vitamin D supplements and (a) schizophrenia in females, nor with (b) nonpsychotic disorder or psychotic disorders other than schizophrenia in either males or females. Conclusion: Vitamin D supplementation during the first year of life is associated with a reduced risk of schizophrenia in males. Preventing hypovitaminosis D during early life may reduce the incidence of schizophrenia. (C) 2003 Elsevier B.V. All rights reserved.

Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities

Our goal was to investigate auditory and speech perception abilities of children with and without reading disability (RD) and associations between auditory, speech perception, reading, and spelling skills. Participants were 9-year-old, Finnish-speaking children with RD (N = 30) and typically reading children (N = 30). Results showed significant group differences between the groups in phoneme duration discrimination but not in perception of amplitude modulation and rise time. Correlations among rise time discrimination, phoneme duration, and spelling accuracy were found for children with RD. Those children with poor rise time discrimination were also poor in phoneme duration discrimination and in spelling. Results suggest that auditory processing abilities could, at least in some children, affect speech perception skills, which in turn would lead to phonological processing deficits and dyslexia.

Long-Term Reward Patterns Contribute to Personal Goals at Work Among Finnish Managers

The research addresses the impact of long-term reward patterns on contents of personal work goals among young Finnish managers (N = 747). Reward patterns were formed on the basis of perceived and objective career rewards (i.e., career stability and promotions) across four measurements (years 2006 –2012). Goals were measured in 2012 and classified into categories of competence, progression, well-being, job change, job security, organization, and financial goals. The factor mixture analysis identified a three-class solution as the best model of reward patterns: High rewards (77%); Increasing rewards (17%); and Reducing rewards (7%). Participants with Reducing rewards reported more progression, well-being, job change and financial goals than participants with High rewards as well as fewer competence and organizational goals than participants with Increasing rewards. Workplace resources can be in a key role in facilitating goals towards building competence and organizational performance.

Deictic Demonstratives in Japanese, Finnish and Swedish : First and Third Language Perspectives

The goal of this thesis is twofold. Firstly, it investigates the actual, native use of spatial-deictic demonstratives in Japanese, Finnish and Swedish. Secondly, it investigates and elucidates the interlanguage of Finnish-speaking and Swedish-speaking learners of Japanese regarding their use of Japanese spatial-deictic demonstratives in the light of respective native use and, in comparison to the descriptions of demonstratives in the teaching materials used. Thus, the present study deals with analyses of two sets of empirical data: data produced by native-speaking informants (L1 data) and data produced by language learners (L2 data). These were elicited by Discourse Completion Tasks (DCTs) designed, collected and analyzed using both quantitative and qualitative methods by the author. The results showed that the actual use of demonstratives by the native informants was not always in accordance with the way described in grammars. The typological similarities between Japanese and Finnish were in this study not reflected in the native use of demonstratives, and some uses were not solely based on the spatial relations between the referent, the speaker and the addressee, but rather on social-interactional factors. The main findings regarding the learner data revealed some differences in the usage rate of the demonstratives between the two Finnish-speaking groups and the one Swedish-speaking learner group studied. There were, however, no particular differences found between them regarding the type of demonstrative used. It is suggested that these differences are first and foremost connected both with the teaching materials used and the more or less heterogeneous linguistic environment in which the learners reside, and only thereafter with the typological similarities or differences between their respective native languages, Finnish and Swedish, and the target language, Japanese. It is further argued that the learners’ use of the different Japanese demonstratives, that is the type of demonstrative used, could be explained in terms of familiarity with the grammar. That is, when the situations used in the DCTs were exemplified in teaching materials and were familiar to them, the learners seemed to use Japanese demonstratives as they are described in the teaching materials and as the native Japanese speakers use them. When the situations used in the DCTs were not exemplified in the teaching materials, the learners seem to rely more on their native language. The results, thus, suggest that the learners’ interlanguage is influenced by the grammar of the target language known to the learners, but also by the number of languages (or varieties) that the learners have contact with at the time of learning. The results of the present study have implications for the teaching of Japanese in at least two ways. Firstly, the importance of grammar instruction must be emphasized since its effect on the learners’ language is apparent. Secondly, the contents of teaching materials should be revised on the basis of the native speakers’ actual use of the grammar.