Open Door International Summer School at Mlada Boleslav, Czechoslovakia, July 31st – August 4th, 1933

19 x 32 cm

School-based Drama Program to Enhance Social and Emotional Wellbeing at Elementary School

Julkaisumaa: Hong Kong

Pain symptoms and sleep problems among school-aged children. Long-term prevalence changes, and pain symptoms as predictors of later mental health

Children’s pain symptoms and sleep problems are among the most common health complaints. They distract children from activities, decrease the quality of life, contribute to a significant economic burden, and have shown continuity into adulthood. The main aims of this thesis were to investigate long-term changes in the prevalence of pain symptoms and sleep problems among Finnish school-aged children, and the later mental health of those who in childhood experience pain. Prevalence, co-occurrence, and associated psychosocial factors of pain symptoms and sleep problems were also assessed. In study I, prevalence changes in eight-year-old children’s pain symptoms and sleep problems were investigated in three cross-sectional population-based samples (years 1989: n=1038, 1999: n=1035, and 2005: n=1030). In study II, cross-sectional associations between pain symptoms, sleep problems, and psychosocial factors were assessed among 13-18-year-old adolescents (n=2476). In studies III and IV, associations between pain symptoms at age eight (n=6017), and register-based data on antidepressant use and severe suicidality by age 24, were examined in a nationwide birth cohort. Pain symptoms and sleep problems were common and often co-occurred. A considerable number of children’s pain symptoms remained unrecognized by the parents. The prevalence of pain symptoms, sleep problems, and multiple concurrent symptoms approximately doubled from 1989 to 2005. Psychiatric difficulties or demographic factors did not explain the increase. Psychosocial factors that were associated with pain, sleep problems, and a higher number of symptoms, were female sex, psychological difficulties, emotional symptoms, smoking, victimization, and feeling not cared about by teachers. In longitudinal analyses, the child’s own report of headache, and to a smaller degree the parental report of the child’s abdominal pain predicted later antidepressant use. Parental report of the child’s abdominal pain predicted severe suicidality among males. If one of the symptoms is present, health care professionals should inquire about other symptoms as well. Questions should be directed to the children, not only to their parents. Inquiring about psychiatric difficulties, substance use, victimization, and relations with teachers should be included as a part of the assessment. Further studies are needed to clarify the reasons that underlie the increased prevalence rates, and the factors that may increase or decrease the risk for later mental health problems among pain-suffering children.

But in this twilight our choices seal our fate : the interplay autonomy and dignity in defining the international legal response to the beginning of life

Tutkielman aiheena on kansainvälisen oikeuden kysymys elämän alkamisesta ja elämän alkamisen ajankohdasta. Tutkielma lähestyy aihetta Yhdistyneiden kansakuntien lasten oikeuksien sopimuksen kolmannen lisäpöytäkirjan valossa. Astuessaan voimaan lisäpöytäkirja tulee mahdollistamaan yksilövalitusten käsittelyn erillisessä ihmisoikeuskomiteassa. Koska lasten oikeuksien sopimus jättää määrittelemättä elämän alkamisen ajankohdan, tutkielman perushypoteesina on, miten tuleva komitea ratkaisisi lasten oikeuksien sopimukseen jääneen jännitteen. Tämän hypoteesin ohella tutkielmaa suuntaa olettamus elämän alun määrittymisestä pitkälti oikeusperiaatteisiin rinnastuvien autonomian ja ihmisarvon käsitteiden kautta. Tutkielma lähestyy aihettaan sekä oikeuskäytännön että -kirjallisuuden valossa, sitoutumatta sen tarkemmin mihinkään yksittäiseen oikeustieteelliseen tutkimusmetodiin. Oikeuskäytännön kohdalla tarkastelu perustuu pääosin länsimaisten ylimpien oikeuksien antamille tuomioille kysymyksissä, jotka liittyvät elämän alkamisen tematiikkaan. Tämän ohella, rajatummin, käsitellään pohjoismaista elämän alun sääntelyä. Oikeuskäytännön sekä säädösten tarkastelun keskiössä on ennen kaikkea oikeudellinen argumentaatio sekä esiintuodun argumentaation jännitteisyys. Oikeuskäytännön pohjalta muotoutuu moniääninen ja usein kontekstisidonnainen kuva elämän alusta. Tämän oikeudellisen moniäänisyyden analyysi muodostaa tutkielman keskeisen sisällön. Autonomian ja ihmisarvon käsitteiden merkitystä oikeuskäytännön ja säädösten arvioinnille perustellaan tutkimuksessa yhtäältä niiden merkityksellä tuomioistuinten argumentaatiossa toisaalta periaatteiden saamalla tuella oikeustieteellisessä kirjallisuudessa. Tutkielma suhtautuu kriittisesti autonomian ja ihmisarvon käsitteisiin. Kriittisen luennan tarkoituksena on paljastaa oikeudellisen argumentaation sumeus ja sumeuden oikeudelliselle tulkinnalle aiheuttama epävarmuus. Tulkinnan epävarmuuden seurauksena myös vastaus elämän alulle näyttäytyy tutkielmassa ristiriitaisena ja osin perustelemattomana. Tutkielman keskeinen tulos on ennen kaikkea oikeuden jännitteiden tunnistamisessa sen lähestyessä elämän alun määrittelyä. Tutkielman tulosten pohjalta on mahdollista pyrkiä löytämään muotoutumassa olevan kansainvälisen oikeuden vastaus elämän alulle. Tuon vastauksen vakaus, perusteltavuus ja pysyvyys riippuvat siitä, miten onnistuneesti oikeudellinen argumentaatio kykenee yhdistämään yksilön autonomisen oikeuden päättää elämästään kollektiivin intressiin ylläpitää elämää.

Det planlagda och det som visar sig : klasslärarstuderandes syn på undervisning i teknisk slöjd

Sloyd as an activity concretizes man’s ability to, with the help of mind and body, reshape materials into objects and change her conditions for survival. The sloyd actor outside school works when the spirit moves her, while the pupil in school is expected to sloyd regardless of motivation. Subject teachers become experts on sloyd in educational settings, while the qualification requirements may set the class teachers’ voluntariness within parenthesis. All class teachers qualify to teach all core subjects of the national curriculum in Finland from preschool to grade six. The aim of the current thesis is to deepen the knowledge on how the science of sloyd education can support class teacher students’ future teaching in sloyd. In the empirical part of the study, Swedish-speaking Finnish class teacher students’ views on technical sloyd as one of their future subjects for teaching are examined. The class teacher’s qualifying skills in teaching technical sloyd are expected to take shape during only a few ECTS study points. The teacher students’ experience of the subject from the pupil’s perspective is supposed to move into a budding teacher subject. In a research-based teacher education, self-reflection and reflection as a dialogue are extended aided by research results. Intuitive thinking interplays with rational thinking during this time. The teacher student’s approach to make use of the autonomous free space in teaching is, in the current thesis, as considerations where the individual weighs the pros and cons in relation to various phenomena in sloyd and the school overall. The basis for an individual autonomy is shaped and is expected to interplay on the common arena of autonomy. In the exercise of their profession, the class teacher teaching sloyd is expected to oscillate between the sloyd educational practice and theory. The first step in this movement within the teacher education is the coverage of a selection of theories during the studies. The empirical part of the study is carried out at two separate occasions with directed open-ended interviews with fifteen class teacher students in the beginning and end of their first year of study. The data was analysed with a hermeneutic approach and a qualitatively oriented approach to content analysis. The results are mirrored against theory within the science of sloyd education. The results show that class teacher students have a versatile view of educational sloyd. The overall results overthrow parts of the researcher’s pre-understanding. The viewpoint of the students seems to broaden from a merely manual activity to seeing sloyd as an educational activity. In order for the results to gain significance in the teacher education of the future, a line of reasoning is conducted in order to recommend an extended dialogue and thirteen possible themes for enriching discussions are put forth as a result of the present study. The extended dialogue focuses on that teacher education should make conscious ventures to create opportunities for the students to take part in effective discussions on the subject of sloyd, complementing the existing dialogue between the teacher educator and the students. This thesis lends support to reflections on the following aspects of educational sloyd in these dialogues: the reasons for why the sloyd subject exists, the ambitions of the subject, the content and organization of the subject for students as well as for the teacher educators.

Association between Information and Communication Technology Usage and the Quality of Sleep among School-Aged Children during a School Week

ilm OKM 2013

School Bullies’ Quest for Power: Implications for Group Dynamics and Intervention

Bullying is characterized by an inequality of power between perpetrator and target. Findings that bullies can be highly popular have helped redefine the old conception of the maladjusted school bully into a powerful individual exerting influence on his peers from the top of the peer status hierarchy. Study I is a conceptual paper that explores the conditions under which a skillful, socially powerful bully can use the peer group as a means of aggression and suggests that low cohesion and low quality of friendships make groups easier to manipulate. School bullies’ high popularity should be a major obstacle for antibullying efforts, as bullies are unlikely to cease negative actions that are rewarding, and their powerful position could discourage bystanders from interfering. Using data from the Finnish program KiVa, Study II supported the hypothesis that antibullying interventions are less effective with popular bullies in comparison to their unpopular counterparts. In order to design interventions that can address the positive link between popularity and aggression, it is necessary to determine in which contexts bullies achieve higher status. Using an American sample, Study III examined the effects of five classroom features on the social status that peers accord to aggressive children, including classroom status hierarchy, academic level and grade level, controlling for classroom mean levels of aggression and ethnic distribution. Aggressive children were more popular and better liked in fifth grade relative to fourth grade and in classrooms of higher status hierarchy. Surprisingly, the natural emergence of status hierarchies in children’s peer groups has long been assumed to minimize aggression. Whether status hierarchies hinder or promote bullying is a controversial question in the peer relations’ literature. Study IV aimed at clarifying this debate by testing the effects of the degree of classroom status hierarchy on bullying. Higher hierarchy was concrrently associated with bullying and predictive of higher bullying six months later. As bullies’ quest for power is increasingly acknowledged, some researchers suggest teaching bullies to attain the elevated status they yearn for through prosocial acts. Study V cautions against such solutions by reviewing evidence that prosocial behaviors enacted with the intention of controlling others can be as harmful as aggression.

RADAR Roadmap: The application of EPrints for the continued development of RADAR at The Glasgow School of Art

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

Network connectance and autonomy analyses of the photosynthetic apparatus in tropical tree species from different successional groups under contrasting irradiance conditions

Biological systems are complex dynamical systems whose relationships with environment have strong implications on their regulation and survival. From the interactions between plant and environment can emerge a quite complex network of plant responses rarely observed through classical analytical approaches. The objective of this current study was to test the hypothesis that photosynthetic responses of different tree species to increasing irradiance are related to changes in network connectances of gas exchange and photochemical apparatus, and alterations in plant autonomy in relation to the environment. The heat dissipative capacity through daily changes in leaf temperature was also evaluated. It indicated that the early successional species (Citharexylum myrianthum Cham. and Rhamnidium elaeocarpum Reiss.) were more efficient as dissipative structures than the late successional one (Cariniana legalis (Mart.) Kuntze), suggesting that the parameter deltaT (T ºCair - T ºCleaf) could be a simple tool in order to help the classification of successional classes of tropical trees. Our results indicated a pattern of network responses and autonomy changes under high irradiance. Considering the maintenance of daily CO2 assimilation, the tolerant species (C. myrianthum and R. elaeocarpum) to high irradiance trended to maintain stable the level of gas exchange network connectance and to increase the autonomy in relation to the environment. On the other hand, the late successional species (C. legalis) trended to lose autonomy, decreasing the network connectance of gas exchange. All species showed lower autonomy and higher network connectance of the photochemical apparatus under high irradiance.

Let Go and Remember. How Finnish Communities Experienced and Memorialized School Shootings

This study examines the aftermath of mass violence in local communities. Two rampage school shootings that occurred in Finland are analyzed and compared to examine the ways in which communities experience, make sense of, and recover from sudden acts of mass violence. The studied cases took place at Jokela High School, in southern Finland, and at a polytechnic university in Kauhajoki, in western Finland, in 2007 and 2008 respectively. Including the perpetrators, 20 people lost their lives in these shootings. These incidents are part of the global school shooting phenomenon with increasing numbers of incidents occurring in the last two decades, mostly in North America and Europe. The dynamic of solidarity and conflict is one of the main themes of this study. It builds upon previous research on mass violence and disasters which suggests that solidarity increases after a crisis, and that this increase is often followed by conflict in the affected communities. This dissertation also draws from theoretical discussions on remembering, narrating, and commemorating traumatic incidents, as well as the idea of a cultural trauma process in which the origins and consequences of traumas are negotiated alongside collective identities. Memorialization practices and narratives about what happened are vital parts of the social memory of crises and disasters, and their inclusive and exclusive characteristics are discussed in this study. The data include two types of qualitative interviews; focused interviews with 11 crisis workers, and focused, narrative interviews with 21 residents of Jokela and 22 residents of Kauhajoki. A quantitative mail survey of the Jokela population (N=330) provided data used in one of the research articles. The results indicate that both communities experienced a process of simultaneous solidarity and conflict after the shootings. In Jokela, the community was constructed as a victim, and public expressions of solidarity and memorialization were promoted as part of the recovery process. In Kauhajoki, the community was portrayed as an incidental site of mass violence, and public expressions of solidarity by distant witnesses were labeled as unnecessary and often criticized. However, after the shooting, the community was somewhat united in its desire to avoid victimization and a prolonged liminal period. This can be understood as a more modest and invisible process of “silent solidarity”. The processes of enforced solidarity were partly made possible by exclusion. In some accounts, the family of the perpetrator in Jokela was excluded from the community. In Kauhajoki, the whole incident was externalized. In both communities, this exclusion included associating the shooting events, certain places, and certain individuals with the concept of evil, which helped to understand and explain the inconceivable incidents. Differences concerning appropriate emotional orientations, memorialization practices and the pace of the recovery created conflict in both communities. In Jokela, attitudes towards the perpetrator and his family were also a source of friction. Traditional gender roles regarding the expression of emotions remained fairly stable after the school shootings, but in an exceptional situation, conflicting interpretations arose concerning how men and women should express emotion. The results from the Jokela community also suggest that while increased solidarity was seen as important part of the recovery process, some negative effects such as collective guilt, group divisions, and stigmatization also emerged. Based on the results, two simultaneous strategies that took place after mass violence were identified; one was a process of fast-paced normalization, and the other was that of memorialization. Both strategies are ways to restore the feeling of security shattered by violent incidents. The Jokela community emphasized remembering while the Kauhajoki community turned more to the normalization strategy. Both strategies have positive and negative consequences. It is important to note that the tendency to memorialize is not the only way of expressing solidarity, as fast normalization includes its own kind of solidarity and helps prevent the negative consequences of intense solidarity.

Experiences among primary school teachers in Tanzania

The overall aim of the study was to explore primary school teachers’ experiences of constraints to their work, and actions taken for improvement after undergoing in-service courses in the Education Quality Improvement through Pedagogy program. The research interest was thus to deepen the understanding of teachers’ experiences of constraints to their work and experiences of actions taken to improve classroom actions. In order to achieve this ambition, the study was conducted with primary school teachers in Shinyanga district-Tanzania. Two research questions guided the study: What do teachers experience as constraints to their work? The second: How have teachers improved their classroom actions after undergoing professional development courses? The theoretical framework of the study is centred on limiting and enabling frames on teachers’ work and professional development. In order to understand the classroom situations, qualitative research was designed applying a phenomenological approach with semi-structured interview, observation and videotaping to collect data. Forty experienced primary school teachers from ten primary schools participated in the study. The results of the first research question indicate that teachers face many constraints in their work. Three categories identified as interactional, environmental and professional role constraints. The most critical experienced by all teachers is teaching in large classes and inadequate teaching and learning materials. The results of the second research question show that teachers’ actions taken for improving their work were influenced by professional development activities. Three main categories including expanded interaction, expanded use of environment and expanded professional roles were identified. Generally, the knowledge generated is relevant for viewing teachers’ experiences of the challenges they encounter in teaching and the importance of professional development beyond the sampled respondents. The results suggest that constant provision of teachers’ professional development could improve teaching performance.