Browsing by Subject "havainnointi"

Municipal environmental authorities are required to conduct environmental monitoring. Unmanned aerial vehicles, UAVs, may be helpful in environmental monitoring but their applicability as a tool for municipal environmental monitoring has not been studied. In this thesis it was studied, how municipalities have been utilizing UAVs. Additionally, UAVs applicability for environmental monitoring and inspection work was tested using a litter monitoring experiment as an example. In the first part of the study, a questionnaire was sent to municipal environmental authorities in Finland, to municipalities in Sweden and to those participating in Eurocities WG Waste group (n = 512), covering the used applications, their utilization frequencies and successfulness, reasons for failures and future plans. The results were analyzed using descriptive statistics. In the second part of the study, a UAV was utilized in a litter monitoring experiment on four sites in Helsinki. Litter by category and leaves were counted based on visual observations from UAV imagery. The accuracy of UAV imagery detection was assessed by comparing its and ground assessment (GA) results. On one site, a control group also carried out UAV imagery detections in order to assess the magnitude of bias or offset occurring when both the GA and the litter detection from UAV imagery are conducted by a single individual. The Wilcoxon signed rank and Cronbach’s α reliability tests were used for statistical analysis of the results. Response rate of the questionnaire was low, 3.7% (n = 19). The pool of used applications was extensive and covered a variety of monitoring and inspecting targets with emphasis on the presumably manually piloted applications. Utilization was very successful. The most important reasons for failures were poor weather followed by lack of information and expertise. UAVs were included in the future plans of most participants for municipal environmental monitoring purposes. The UAV imagery detection accuracies of litter and leaves compared to the GA results were high, 90.5% for litter and 87.5% for litter and leaves, and no statistically significant differences existed between the assessment results. Especially leaves proved challenging to detect from UAV imagery. The control group’s detection accuracies were 67.9% without and 49.0% with leaves, and with leaves the results differed with statistical significance (p = 0.028). The internal reliability of the control group was relatively high, α = 0.776 without and α = 0.805 with leaves. UAVs are deemed sufficiently accurate and versatile as monitoring and inspecting tools for municipal environmental authorities. They have the capability to complement ground assessments or, with certain prerequisites, even function as an independent monitoring method. Further application and detection method development and research on municipal UAV utilization are needed.

According to the newest Finnish curriculum (2014) home economics can be taught in the lower classes (1–6) of comprehensive school as one of the elective subjects or as an integrated club activity. In this research redesigning of home economics will be limited into inquiry-based learning which is applied in phenomenon driven teaching. This research aims to develop the use of inquiry based learning in regular classroom environment. The design will also integrate the use of mobile devices to analyse the results of phenomena and digital appliances to collect data on the situational interest of the students. This Master’s thesis redesigns a new way of teaching home economics in primary school using the inquiry based learning and finding a way to wake intrest into studying natural scientific phenomena in everyday life. This research was inspired by the University of Helsinki LUMA centre’s Pikku-Jippo science club activities. The methodological approach applied was design research and it was conducted in two cycles. During the first cycle the data collected consisted of videos captured by students. In the second cycle the data were collected by using digital polling appliance. Both cycles followed the same kind of inquiry based learning method which is also applicable both in home economics education and natural sciences. The data were collected from one primary school class in Helsinki. The students were aged 7–8 years. The analysis of the video data was started by watching the videos extensively. The research results were analyzed using theorybased content analysis. The results indicate that mobile devices guided students to make observations of the phenomena, and to discuss both reactions and used instruments with their peers. The data from the second cycle were analyzed using qualitative observation methods. The re-designed teaching methods increased enthusiasm in the observed classroom. The students experienced them as an innovative way to learn and observe natural phenomena of everyday life.

Tutkielmassa tarkastellaan museokuluttajien kokemuksia museovierailun aikana. Tutkimus rakentaa tulkintaa museokuluttajien kokemuksista analysoimalla niitä hetkiä, jolloin kuluttajat kohtaavat museon tarjoaman palveluympäristön. Museokokemuksen analyysiin sovelletaan palvelumuotoilun teoriaa ja lähestymistapoja, jossa kontaktipisteiden merkitys nähdään merkityksellisenä kokemuksen muodostumisessa. Tutkimus pyrkii myös kehittämään museopalveluita, jotta museokuluttajille voidaan tarjota muistettavampia kokemuksia. Tutkimuksen aineisto on kerätty etnografisin menetelmin havainnoimalla ja haastattelemalla museokuluttajia syyskuusta joulukuuhun 2013. Havainnointi suoritettiin Suomen kansallismuseon tiloissa haastattelujen ja juttutuokioiden lomassa. Haastatteluaineisto koostuu viidestä haastattelusta sekä 28 lyhyestä, keskustelumaisesta juttutuokiosta. Aineiston analyysissa on eritelty palvelukokemuksen syntymistä museotilassa sekä tyypitelty museokuluttajaryhmiä heidän kokemustensa perusteella. Tutkimuksen mukaan museokokemus muodostuu kolmesta osa-alueesta: museotunnelmasta, tarinoista ja oppimiskokemuksesta. Museotunnelma asettaa museovieraan tietynlaiseen rentoutuneeseen olotilaan. Rentoutunut olotila kumpuaa museon epäkaupallisesta ympäristössä, jossa toimitaan epäitsekkäästi toiset museovieraat huomioon ottaen. Museot toimivat myös tarinoiden välittäjinä itsestään toisille osapuolille, tarinat elävät aikaa ja voivat vaikuttaa vielä museovierailun jälkeenkin. Näyttelyistä etsitään lisäksi oppimiskokemuksia ja haastetta mielikuvitukselle. Museokävijät on tyypitelty tutkimuksessa kahteen tyyppiin: paljon ja harvoin museossa käyviin. Paljon museossa käyvät pystyvät nauttimaan museosta myös yksin ja heille museon tunnelma ja vaihtuvat näyttelyt ovat tärkeitä. Harvoin museossa käyvät hakevat helpompia elämyksiä osallistuttavista näyttelyistä ja heille on tyypillistä myös se, etteivät he saa kokemuksesta täyteläistä ilman sosiaalista kanssakäymistä. Kuluttajat hakevat yhä enemmän elämyksiä – myös museoista. Museon elämyksellisyyteen liittyy kaikkien aistien muodostama kokonaiskokemus. Moniaistisuuden lisäksi museokuluttajan osallistaminen näyttelyyn lisää näyttelyn elämyksellisyyttä.

The goal of this qualitative research is to find out how a child and an adult is positioned in strength-based written texts created by kindergarten teachers. Heiskanen, Alasuutari and Vehkakoski’s research (2018) pointed out that a child is usually positioned as stabile and responsible and an adult free of responsibility. Two research questions were made to help find out the goal of this research: 1) How does a child appear in the written texts created by kindergarten teachers? 2) How does an adult appear in the written texts created by kindergarten teachers?. The sample of the research consisted of nine kindergarten teachers. The data was collected via questionnaires. Each of the nine kindergarten teachers filled four observation questionnaires based on the strengths of the child. The questionnaires were sent to willing kindergarten teachers via mail. The data of the research consisted of 36 strength based questionnaires, which were collected during autumn 2017 from one of Helsinki’s early childhood areas. The data was analysed via discursive analysis. In this research a child was positioned as stabile, responsible and difficultly interpreted. An adult was positioned as stabile, difficultly interpreted and free of responsibility. With the help of this research kindergarten teachers can think about their ways of thinking according to their ways of creating written texts. It is also very important to evaluate how the strengths of the children will be written and how the child is positioned in the written texts in the future.

Children’s physical activity has a very important role for their safe growth, development and learning overall. According to Finland’s national early childhood recommendation children need two daily hours of vigorous physical activity to achieve all positive effects of physical activity. However latest research in this area shows that children are inactive most of the time in day care and none of the children achieve the daily two hours of vigorous physical activity. According to the latest research outdoor activities are the most important factor for children’s physical activity. In addition boys are more physically active than girls. The purpose of this study was to find out the amount of children’s vigorous physical activity in day care and find the factors which affect on children’s vigorous physical activity in day care. There were two research problems: (1) What factors increase children’s vigorous physical activity in day care. (2) In what situations are there differences in vigorous physical activity between boys and girls. The method of this research was quantitative. The data used in this study was a part of Jyrki Reunamo's Orientation project (2010). The data of physical activity of this study (n = 19576) was observed in day care centers (n = 18335) and at childminder’s (n = 1241). Physical activity was classified in three categories in this study: moderate, moderate to vigorous and vigorous. There were 1890 observations of children’s vigorous physical activity in this study. 1134 (60 %) of them were observed for boys and 756 (40 %) were observed for girls. Children in this study were 1 to 7 years old. The data was analyzed using cross tabulation and the chi-square test. Children were mostly moderately physically active in day care (56,1 %). They achieved vigorous physical activity 10 % of the time. The factors that increased children’s vigorous physical activity were for example: playing outdoors, higher age and children’s own activity. Boys were more vigorously physically active than girls. The amount of vigorous physical activity was 11,6 % on boys and 8,3 % on girls. If the intensity of vigorous physical activity was the same through the whole day, boys were vigorously physically active a little less than an hour during a day in day care. Girls were vigorously physically active about 40 minutes during a day in day care. According to these findings children need more than an hour of vigorous physical activity after a day in day care to achieve the national recommendations.

The Leuven Involvement Scale for Young Children (LIS-YC) is indicator for children engagement in activity. It´s developed by Ferre Laevers (1994). Involvement can be seen in children of all ages. By observing children’s involvement teachers can evaluate and improve pedagogy of early childhood education and care (ECEC). Only few researchers have studied applying LIS-YC method in work of teachers of ECEC in Finland. Most important of these researches are Tahkokallio’s (2014), Kalliala’s (2008) and Malmström’s (2011) studies. According to these studies, usage of LIS-YC method has positive influence on quality of early childhood education: Teachers evaluated more their own work and improved children’s daily activity. Moreover, regular planning of their work and sensitivity of adults increased children involvement and well-being. City of Espoo has given an education to teachers of ECEC for observing involvement with LIS-YC indicator. Purpose of this study is to find out application of LIS-YC -indicator in teachers’ daily work: How often they use it, what type of information they can get and how they exploit the results. This study was done by questionnaire to teachers of ECEC working in one district of Espoo. 13 teachers answered the survey. Results were analysed by qualitative content analysis using theory-guided approach. According to the results teachers find involvement scale as useful and significant tool. By observing children involvement, they can get information about different subareas of children activity. After processing and evaluating the information teachers can provide the best way to support children´s learning and skill development. In addition to that, teachers might employ LIS-YC method as self-evaluation tool.

The purpose of this study was to find out what kindergarten teachers, who work with 3–5-year old children, think about bullying, what do they do to prevent bullying in their own group and how they interfere bullying that is happening. Previous studies have shown that even young children, aged 3–5 years, bully. Still, there are not many studies made of bullying among young children. Bullying is an important and current topic and that is why I would like to get more information about it through this study. This is qualitative study. The material for this study was collected in October – November 2016. Before the real study was made, the questionnaire was pretested by three kindergarten teachers, who were able to comment it. All 18 Kindergarten teachers, who participated in this study, were randomly selected on the area of Helsinki. The questionnaire included nine open questions. The answers were analysed by forming constructs from the study material. By interrelating these constructs main categories, which represent the study material, was formed. These main categories were combined according to the research questions. According to the results of this study, kindergarten teachers had noticed various forms of bullying in their groups. Kindergarten teachers mentioned direct, indirect, physical, psychological and verbal forms of bullying. Bullying prevention was important part of everyday actions in each group. The kindergarten teachers prevented bullying by addressing it in general level and through different every day customs, which improved cohesiveness, accepting disparity and consideration. Equal treatment, common understanding and adult’s role were named to be important matters in bullying interfering. Adults’ presence and children´s observation are crucial requirements to prevent and interfere bullying.

The teaching materials and the teaching around them is meant to benefit all the pupils equally. For this to be possible, the teaching ought to be studied in a versatile manner from several points of view. There is little research of teaching mathematics for primary pupils with mental retardation. The existing research for the most part emphasizes in teaching addition, subtraction, multiplication and division skills for children with mild mental retardation. There is also not very much finnish research about mental retardation. Mathematics is more difficult for children with mental retardation as opposed to children with normal cognitive abilities. Children with mental retardation need as much support as possible when it comes to core numerical skills to get by in our society, where mathematical problem solving is an everyday necessity. This research presents effective characteristics in the teaching of mathematics for primary school pupils with mental retardation and actualising the characteristics in practice. The research assignment is for studying how the characteristics are actualized and which characteristics emphasize in the partaking class. This research was carried out with the help of structured observation in a class for children with mental retardation. The participants of the research were as follows: a special education teacher, two teaching assistants and five boys from the fifth grade. The research material was gathered together by video recording eight math lessons by different lengths and filling out observation sheets. The observation sheets were made in accordance of theory in the field of this research. Six effective characteristics of the teaching of mathematics were formed by examining different studies. The characteristics were as follows: directions for understanding, teaching step by step, direct and detailed directions, skill level and readiness consideration, meaningful and interesting teaching and immediate feedback. In the observed lessons the most emphasized characteristics were (in order) direct and detailed directions, skill level and readiness consideration and teaching step by step. From all the effective characteristics of teaching, a variety of different application examples were found.

Targets. The purpose of this Master's Thesis is to clarify how the tasks of the early childhood education and care (ECEC) educators are shared during the first half of the day when their work is focused on a group of children. In this study, it was examined how the activities of the ECEC educators at daycare are related to the activities of the children in, among other things, basic care situations, eating and different play situations. The theoretic basis of the study consists of documents guiding the ECEC education, the child's growth and development, the ECEC pedagogy and the communication skills of the educators. The adults, who are close to the child, must create a safe environment which supports the child's growth and development, and where the child can grow and develop, play and learn with confidence. In the theory section, the child's involvement and small group activities at the daycare were examined, too. Methods. The research material is based on the observation material of daycare collected from the municipalities, which were involved in the Orientation Project (Reunamo, 2014). The material was collected in spring 2010 in Uusimaa and Hämeenlinna. The total of 892 children, aged 1–7 year, from 65 different day care, ECEC or family care groups participated in this study. The observations were systematically made in spring 2010, and they were made by the kindergarten teachers who participated in the study. This study focuses on the ECEC educator, who is closest to the child during the observation period. By observing the activity of the educators we learn about their behaviour in different situations. This study represents a quantitative study of the activities of ECEC educators of daycare. Results and conclusions. This study showed that the educators are the closest to the children of age 1-3 years. As the children grow, the time of interaction with one or more children reduces. The study found that the educators very seldom play an interactive role in the children's games. 36.5% of the educators leave the children to play by themselves or other children inside. The children received most of the attention of the adults in different teaching situations. Indoors, the play activities directed by the educators represented 2% of the daily activities. The main part of the play was directed and selected by the children by themselves, the part of the guided outdoors play was 3%.

Tutkielman aiheena on oikeustulkin toiminta rikosoikeudenkäynnissä. Tavoitteena on selvittää, miten suomalaisessa tuomioistuimessa tapahtuva tulkkaus vastaa oikeustulkkausta käsittelevässä tutkimuskirjallisuudessa annettua kuvausta. Tutkielmassa tarkastelen Helsingin käräjäoikeudessa tapahtuvaa venäjän kielen tulkkausta ja tulkkauskäytäntöjä ja vertaan niitä oikeustulkkausta käsittelevässä kirjallisuudessa kuvattuihin ihanteisiin. Etnografisena tutkimusmenetelmänäni käytin ei-osallistuvaa havainnointia. Tutkimusaineiston keräsin havainnoimalla oikeussaleissa tapahtuvaa venäjän kielen tulkkausta. Tutkimusaineistoni koostuu viidestä havainnoimastani tulkatusta oikeudenkäynnistä ja niihin liittyvistä muistiinpanoista. Tutkimusaineisto on kerätty vuosina 2017 ja 2019. Oikeudenkäynneissä käsiteltiin rikosasioita. Valitsin oikeudenkäynnit, joissa käytettiin tulkkausta kieliparissa suomi ja venäjä. Analysoin aineistoa vertaamalla tekemiäni havaintoja oikeustulkkausta käsittelevän kirjallisuuden kuvauksiin. Kiinnitin havainnoinnissani huomiota seuraaviin seikkoihin: 1) yleiset huomiot 2) tulkin ammattitaito 3) työskentelyolosuhteet 4) tulkkausmenetelmä ja sen valinta sekä 5) vuorovaikutus. Tutkimus osoitti, että käytäntö eroaa teoriakirjallisuudessa esitetyistä kuvauksista. Melkein kaikilla tutkimillani osa-alueilla esiintyi eroja teorian ja käytännön välillä. Teoriasta poikkeavaa toimintaa esiintyi muun muassa tulkin roolinmukaisessa käyttäytymisessä, tulkkauksen tarkkuudessa ja pukeutumisessa. Yhdenmukaisuutta teorian kanssa esiintyi muun muassa tulkkausmenetelmien valinnassa, joka noudatti kirjallisuudessa kuvattua ihannetta kaikissa havainnoimissani oikeudenkäynneissä. Kokonaisuutena kaikkien oikeudenkäyntien tulkkaus oli hyvää ja sujuvaa. Ammattimaisen tulkin piirteinä pidetään yleensä oikeustulkin roolissa pysymistä, kattavaa tulkkausta, tilanteenmukaista käyttäytymistä ja pukeutumista sekä muistiinpanojen tekemistä. Nämä piirteet huomioiden havainnoimieni oikeudenkäyntien tulkit osoittivat ammattimaisuuttaa ja varmaa työotetta. Kaikissa havainnoimissani oikeudenkäynneissä tulkkauksen sisältö välittyi hyvin, eikä tulkkauksissa ilmennyt oikeudenkäyntejä haittaavia tekijöitä.