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Ravitsemussuositukset ovat luotu tutkimustiedon pohjalta parantamaan ihmisten terveyttä ja ehkäisemään sairauksia. Niitä toteutetaan Suomessa julkisen sektorin laitoksissa, mutta kotona tapahtuvista ravitsemusvalinnoista ovat ihmiset itse vastuussa. Tutkielman tarkoituksena on selvittää, kuinka kotona tapahtuva arkiruokailu toteutuu ravitsemuksellisesta näkökulmasta leikki-ikäisillä lapsilla, joiden ruokailu ja ravinnonsaanti ovat vanhempien vastuulla. Leikki-ikäisten lasten ravitsemustarpeet täyttää tutkimusten mukaan monipuolinen, lautasmallia noudattava ruokavalio, joka toimii tutkimuksessa keskeisenä viitekehyksenä. Aiemmat tutkimukset ovat osoittaneet heikon ravinnon merkityksen elintapasairauksien syntymiseen yhdessä vähäisen liikunnan sekä riittämättömän unen kanssa. Aiempien tutkimusten valossa voidaan ajatella kotona tapahtuvan ruokailun olevan epäterveellistä, liian vähän kasviksia sisältävää sekä teollista ruokaa hyödyntävää. Tutkimus toteutettiin laadullisena tutkimuksena, jossa kerättiin valokuvia lapsiperheiden leikkiikäisten lasten arkipäivällisistä. Lasten tuli syödä arkilounaansa joko päiväkodissa tai esiopetuksessa, jolloin ainakin yksi päivän aterioista on ravitsemussuositukset täyttävä. Tutkimukseen osallistui kolme perhettä, joilta kerättiin kuvia viideltä arkipäivältä, jolloin analysoitavaksi aineistoksi kertyi yhteensä 15 valokuvaa. Aineiston analyysi toteutettiin teorialähtöisellä aineiston analyysillä, jossa lautasmalli toimi teoriapohjana, jonka avulla vastattiin tutkimuskysymykseen. Leikki-ikäisten lasten arkiruokailut näyttäytyivät hyvin samankaltaisina. Hiilihydraattien osuus ateriasta oli poikkeuksetta riittävä, mutta muiden ruoka-aineiden osuutta suhteessa hiilihydraatin lähteiden määrään tulisi lisätä. Ateriat olivat koottu lautasmallin mukaisten luokkien mukaan, mutta lautasmallissa tärkeässä roolissa esiintyvät ruoka-aineiden määrien suhteet eivät toteutuneet. Ravitsemussuosituksissa esitettyjen kehitysehdotusten mukaan kasvisten määrää tulisi kasvattaa sekä kasvipohjaisten proteiinien lähteiden määrää arkiruokailussa lisätä. Arkiruokailu koostui perheissä itsetehdystä tai puolivalmisteita hyödyntävästä kotiruoasta, joka takaa vanhempien ymmärryksen ruoan sisällöstä.

Genre-based pedagogies for teaching text skills have gained more recognition in the past years. One of the genre pedagogic traditions, Reading to Learn (R2L) genre pedagogy, aims to provide solutions to many current challenges within education. The gap between high and low achievers in reading and writing must be narrowed so that knowledge will not be polarized into two extremities of success. The aim of this thesis is to become familiarized with the R2L method and its researched benefits in language learning and summarize teachers’ experiences with the method. The research questions were answered utilizing data that comprised six peer-reviewed articles, two Finnish master’s theses and three pedagogical advice articles. In addition, this thesis compares the data to theoretical literature from the fields of educational sociology and linguistics and journal articles about genre pedagogy. Despite different focal points in the analysed studies, a few generalizations can be made. Using the genre pedagogic R2L method students’ text skills improved in all age groups that were studied. The schematic structure of the taught genre was better recognised. The linguistic resources typical to different genres were adopted and applied into independent writing. Students’ texts became more detailed and their writer’s voice more distinct. Meanings were expressed in a more versatile manner.

The aim of the study was to explore, how the supervising teacher affects the development of reflection of third year teacher students during the Supervised Basic Practice at University of Eastern Finland. Reflection plays an important role in the growth towards teachership. The study also aimed to find out how the students define reflection, did they experience reflection as a crucial factor in growing to teachership and what obstacles to reflection were experienced during the practice. The data was collected using an electronic survey. The survey was answered by ten third year class teacher students. The survey data was analyzed through thematising and quantitative tabling. According to the results, class teacher students felt reflection affected their teachership. Reflection allows for exploring and developing one's teachership and it also helps working as a teacher. Reflection was defined as evaluating of one's actions and thinking as well as a method for self development and a way for seeing the development. The students felt that during the training their reflection skills had developed especially in attention to the big picture, accepting mistakes and evaluating own performance. All the respondents who assessed their reflection skills to have improved also thought that the supervising teacher had supported their development i.e. with right questions and encouragement. Obstacles for the development of reflection were tight schedule of the practice, lack of feedback and weak guidance relationship. Reflection was considered to be an important step in growing to teachership and working as a teacher. Reflection can be supported by the actions of the supervising teacher. The discovered flaws in supervision should be addressed in order to improve the professional development of class teacher students.

Objectives. The aim of the study was to examine the broad field of definition of the concept of reflection. Scientists have understood the concept of reflection differently, and partly because of this, the connection to practice has been left unbalanced. In addition, the reflection's definitions emphasize the ideal of reflection, in its essence, that would take into account the challenges of implementation of reflection and also support reflection promotion in practice. The study examines how the reflection concept is defined in the most recent articles and what dimensions of definitions have been taken into account. In addition, I will point out the edge-emotions theory, which represents a more recent theoretical elaboration. It provides one basic element for conceptualizing the challenges of implementing a reflection. My purpose was to examine how ref-lecture definitions take into account the challenges and conditions that are reflected in the interviews. Methods. My thesis is a literature review. The more detailed the analytical method is the conceptual lysis, which enabled a more detailed review of the concept of reflection. Our study material was fifteen articles published in the last four years. In my research I compared and analyzed the reflection definitions in these articles. My thesis also features features of phenomenographic analysis, as I brought together different viewers of reflection and what kind of similarities and differences were found in the definitions. In addition, I look at the definitions of references to the challenge and prerequisites of reflection by mirroring them in the edge-emotions theory. Results and Conclusions. The results confirm the previously noted fact that reflection is defined in studies in very different ways. The results will reflect the different areas and priorities of the modeling that are reflected in the definitions of the material. Modeling helps to clarify the overall picture of reflection concepts. One important point was that the definitions approach the reflection through the ideal and do not provide any indication of the preconditions and challenges to the realization of the reflection. If reflection is dealt with only without considering its challenge, it may be challenging to support the development of reflection in practice. In this case, the danger may be the separation of theory and practice. Based on the results, further research is needed especially on the preconditions and challenges of implementing the reflection in the light of empirical research. On this basis, the edge-emotions theory could also be further developed.

Syftet med studien är att undersöka hur pedagoger ser på regler som en viktig del av förskolans vardag samt hur reglerna utformas i samarbetet med vårdnadshavarna. Regler är någonting oundvikligt på förskolor där gruppen består av flera barn och vuxna. Eftersom alla barn har en unik hemmiljö kan reglerna som finns hemma skilja sig från förskolans regler. Oavsett detta förväntas barn utveckla förmågan att anpassa sig till de regler som gäller på förskolan. För studien användes en kvalitativ forskningsansats i form av halvstrukturerade intervjuer. Intervju deltagarna bestod av tre pedagoger som jobbat inom samma enhet. Som analysmetod av det transkriberade intervjumaterialet användes innehållsanalys. Resultatet av studien visar att pedagogerna reflekterade och diskuterade reglerna utförligt både tillsammans med barnen och personalen. Reglerna strävades efter att göras till någonting positivt. Genom positiv förstärkning samt upprepning upplevdes barnen lära sig reglerna. Nya regler under verksamhetsårets gång infördes sällan utan noggrann diskussion. Vårdnadshavare informerades om reglerna och de erbjöds ett forum för att diskutera, men de har begränsat inflytande över reglernas utformning. Vidare visade resultatet att barnet påverkades av hemmiljön i form av hur mottagliga barnen är till förskolans regler. Respekt för både hemmets och förskolans regler uppfattades som viktigt. Resultatet indikerar att regler ute på gården inte utformas tillsammans med barnen, vilket kan vara ett utvecklingsområde för pedagogerna.

Aims. According to recent studies on working conditions (2013) 44% of employees have encountered workplace bullying. In addition to this, there has been a constant increase in the number of workplace related bullying cases during the last 20 years. The aim of this thesis was to examine elementary school principals and their perceptions and observations on work place bullying that they have encountered in their work community. As the definition of workplace bullying is so wide and complex, it was important to identify how principals understand the concept of workplace bullying. It was also studied how many principals had interfered with bullying incidents and how they had handled those situations. Methods. The research data was gathered by sending a questionnaire to 86 principals working in elementary schools in Helsinki. Eight answers were received. The study was a qualitative study but it also included quantitative features eg. the conduction of the survey and data collection methods. The subject of the study was quite delicate so the survey was carried out anonymously. Results and conclusions. The definitions of workplace bullying varied among respondents. Principals described many forms and features of bullying and they interfered with bullying in various ways. Many of the respondents felt that they were unable to resolve some of the bullying cases they encountered. Other studies have also made similar observations: there are very few ways to effectively interfere with workplace bullying. However, some of the respondents had never experienced or encountered workplace bullying in their work environment during their whole career. The reason behind the lack of workplace bullying cases in these schools was explained by the amount of work principals had put into building a positive and healthy work environment.

In today's performance-driven society time pressure is strongly present, and it has been increasing in work life during the last decades. One of the key factors affecting the well-being at work for Finns is time pressure and high workload, which has been confirmed by various studies. According to previous studies, time-pressure has negative impact on employee well- being. The purpose of my research was to examine the experiences and views of time pressure and well-being at work in a recruiting company. In addition, the aim was to find out whether the time of recruiting work experience affects the interviewees' responses. I studied a recruitment company qualitatively by interviewing three employees working in the recruitment team. As a theoretical framework, I used the Job Demand-Resources (JD-R) -model to analyze the results of my data. The JD-R -model takes into account job demands and job resources. In this study, time pressure was used as a job demand, and the possibility to affect of work and the independence of work were used as job resources. In my study I found that each of the interviewees experienced time pressure in their work every week. Each interviewees stated that they had tight schedule at work and high workload has negative effect on the quality of work. The workload varied among each interviewees and they had different opinions whether time-pressure was on weekly basis or not. In addition, the study showed that interviewees ability to affect on work description and work hours were seen as job resources. Time pressure is often spoken very negatively. Although each interviewee experienced time pressure at a weekly level and this has been shown to affect well-being at work, this did not appear in my data. The interviewees are really satisfied with their job and the company. Interviewees well-being at work is significantly influenced by the experience of work relevance, good working atmosphere and colleagues.

Den globala världen gör att människor idag rör på sig allt mera än förut. Arbetsmarknaden har även öppnats upp och allt fler väljer att söka sig en karriär utomlands. Detta har lett till att allt fler transnationella familjer har uppstått. I denna studie riktas dock fokuset på de transnationella familjer som uppkommit på grund av påtvingade faktorer och hur relationerna inom dessa familjer uppehålls. Syftet med studien är därmed att undersöka och beskriva de erfarenheter familjerna har av att försöka uppehålla en nära relation trots det geografiska avståndet. Studien visade att uttryck av närhet på avstånd var möjligt. Föräldrarna i studien försökte uppehålla en så nära relation som möjligt till barnen genom att bibehålla en regelbunden kontakt och genom att skicka hem pengar och gåvor. De delade erfarenheterna var ändå att uppehållandet av relationerna krävde mycket arbete från föräldrarnas sida och ansträngningarna kändes sällan tillräckliga.

Sydkorea är ett av världens mest sekulära länder. Trots det har religionen haft en verklig inverkan på Sydkoreas utveckling som nationalstat. Med pluralismen som teoretisk referensram finner vi att det finns flera grupper som konkurrerar, eller snarare växelverkar om makten under tiden för statsbyggandet. När grundstenarna för staten lades var makten koncentrerad till presidenten. För att studera religionens inverkan på statsbyggandet ser vi framför allt hur policyutfall gynnat olika religiösa grupper. Den religiösa grupp som kanske haft störst inflytande sedan Sydkoreas självständighet har varit de kristna. Favoriseringen av president Syngman Rhee lade en god grund för kristendom i den statliga apparaten. Under demokratiseringsprocessen blev kyrkorna en verklig politisk makt som till och med satte sig upp mot staten Konfucianismen har över lag ett starkt fäste i koreansk kultur och har länge präglat den konservativa rörelsen i Sydkorea och har funnits representerade i de konservativa politiska partierna. Även buddhismen har med sin återkomst gjort sig synlig i både politiken och det religiösa vardagslivet hos sydkoreanerna.