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A versatile understanding of different text types and producing texts according to those are important skills to be learned at school. It is important that teacher is capable of evaluating different text types written by students and give constructive feedback out of those. The purpose of this research is to find out what elements a teacher should take into account when giving feedback and evaluating student written reviews. In this research a feedback and evaluation model will be created. A teacher can use the model when evaluating whether or not typical features of review exist in student written texts and give constructive feedback of writing for the students. Functionality of the model will be tested in practice in this research. This qualitative research was implemented in two phases. Research material of the first phase consisted drama reviews written by one fifth grade class' students (total 21). Reviews were analyzed by using genre analysis and based on analyzed reviews and earlier theories a feedback and evaluation model was created as well as tested against the research material. On the second phase of the research three teachers tested the feedback and evaluation model in practice. The teachers were then interviewed and the interviews were analyzed with content analysis. Based on the student texts' analysis and earlier theories the selected parts to be viewed from reviews written by students were review's sections and structure, own voice, paragraphing, vividness and distinctiveness of language, and length of text. These parts were then divided into more detailed questions. The material's drama reviews' structure mainly consisted explanations of writer's opinion. In addition the reviews' presented well the description of writer's own viewing experience. The occurrence of any evaluated part was not directly linked to the occurrence of other parts. The teachers found out that use of the feedback and evaluation model was helpful. Based on their opinions the most useful parts were own voice, vividness and distinctiveness of language, and review's sections and structure out of which remarkably important was opinion. Paragraphing was found out to be least useful. In addition a new part, theme, came up and it had not been taken into account in the model. Based on the teachers' opinions it can be deduced that the feedback and evaluation model is helpful in both planning the actual teaching as well as in giving feedback. It would be good to develop the model so that it would concentrate more clearly on inspecting review's content rather than formal things like paragraphing or length of text.

Objectives. The objective of this study is to determine the opportunities and challenges regarding customer-inspired teaching entities in handicrafts in comprehensive school, in which the students design and make crafts for someone other than himself or herself. These customer-inspired teaching entities are a timely research topic, as in our individualism centered culture it is more important than ever to teach children and youth to consider the opinions and feelings of others. These teaching entities are strongly linked to user-inspired design, which is increasingly used in the development of products and services. The research questions are: 1. How have customer-inspired teaching entities been implemented in handicrafts in comprehensive school? 2. What challenges do customer-inspired teaching entities face? 3. Why are customer-inspired teaching entities used? Methods. This study was carried out as a survey utilizing both quantitative and qualitative methods. The research material was collected from comprehensive school handicraft teachers using an electronic questionnaire containing both open and closed questions. 45 handicraft teachers completed the survey. The closed questions were analyzed quantitatively using SPSS. The answers to the open questions were analyzed using different sorts of content analyses. Results and conclusions. It seems that there are usually no more than three customer-inspired teaching entities in a school year, and they account for under 20 % of all handicraft’s teaching entities. Students had made handicrafts mostly to their family members or other relatives and acquaintances or the school itself. Customer’s participation to the design process of the product varied, but participation to the assessment was less common. Sometimes students had designed and made products as a group, but this was rather rare. The biggest challenges were motivating the students, their low skill levels and lack of time. Customer-inspired teaching entities were seen particularly fit for teaching collaboration, interaction and design skills, as well as for teaching empathy and to take others into account. Most respondents held it important to utilize customer-inspired teaching entities in handicrafts in comprehensive school.

Target: The purpose of this study was to analyze the descriptions of the expert teachers in the role of expert teachers in the City of Helsinki and their experiences of the City of Helsinki digitalisation program. In addition, the aim of the study was to analyze the expert teachers’ experiences of the factors that support and hinder their professional development work. The study also analyzed the proposals of the expert teachers for the development of the activities of the expert teacher organization. The research is current in a context where digitalizing society, the changing roles of teachers and school reforms challenge the skills of teachers and other school staff. Method: Ten expert teachers from four different expert teacher teams in the City of Helsinki were interviewed. The research material consisted of ten theme interviews conducted during spring 2019. The material was analyzed using qualitative content analysis. The material was manually coded using Saldana’s (2016) coding methods and the research results were categorized on the basis of similarity. Findings and conclusions: The expert teachers experienced their roles in diverse ways; in the role of the educator, experimenter and developer, in the cross-border and in the unclear role. The role of the expert teachers was perceived to be relatively autonomous and the role could also be modified to some extent in the interest of the expert teacher. The expert teachers’ experiences of the city’s digitalisation program were both positive and negative. Professional skills related to digitalisation and teacher resistance to change were seen as barriers to development and improvements. The expert teachers’ development skills and enthusiasm for recognizing the pedagogical benefits of technology were regarded as assets for development resources. Hardware and software problems continued although improvements were seen. In contrast, intrinsic motivation factors; knowledge sharing and development, willingness to experiment and meaningfulness were perceived as factors supporting the expert teachers’ work. The expert teachers considered the social network important, especially the other expert teacher colleagues. They shared mutual trust that strengthened their collaboration. The use of time, the aforementioned ambiguity of the role and job description, and the experience of the actual impact of the activity all emerged as barriers to the work of expert teachers. Resources such as facilities, changes in teams and access to scientific research, as well as challenges in communication, also hindered professional development work. The obstacles to development work, of course, were linked to the expert teacher development proposals that emphasized hopes for the clarification of working hours and task descriptions, identification of synergies and scalability, and clarification of communication practices. Based on this study, it is difficult to assess the effectiveness of the expert teacher organization, but there are clear indications of positive, albeit small, impacts on changes in school culture and support for the digitalisation program. Their role can be considered central as to the various professional learning communities and development networks, which promote school change.

The need for interprofessional collaboration has increased as products and services have become more diverse. According to previous studies, experts can achieve objectives that would be impossible to achieve alone when collaborating. It is also possible to reach the desired outcome quicker, when working in collaboration. The intention of this study was to get information about the collaboration of experts working in a retail company’s Ecom process. Ecom is a process that requires experts from different functions to collaborate with one another. For this reason, this study uses the term cross-functional collaboration, along with the term interprofessional collaboration to the describe the collaboration of the experts. This study aimed to answer the questions, what kind of collaboration do the experts take part in and what characteristics arose as the experts described cross-functional collaboration. The research data was collected via a semi-structured interview. Seven Ecom process experts were individually interviewed. The interviewees were from sales, marketing, and IT. Content analysis was used to analyze the data. It was found that constant cross-functional collaboration was needed in the Ecom process. The experts had different experiences of the collaboration, depending on their job roles, tasks, and individual experiences. It was observed that the collaboration varied in intensity ranging from the transfer of information between functions, essential collaboration for the advancement of the process to ideation, planning and developing together. Relation expertise, collective information and cooperative procedures arose as the results for the second research question. Features related to relation expertise e.g., understanding the expertise of others and the other functions, and also shared information and cooperative procedures, which related to both research questions, suggested that recognizing and understanding boundaries is substantial for cross-functional collaboration. The results of this study are aligned with previous studies of what supports interprofessional collaboration and the significance of relational expertise and boundary crossing for collaboration, combining these research topics.

Objective. The aim of this thesis was to map how teachers in Åland experienced the new, integrated subject of religion and worldview education, its pros and cons, and to find out what the rest of Finland could learn about the transition from the previous teaching method to the current one. In 2021, Åland transitioned to a common subject of religion and worldview education where all students are in the same teaching group regardless of their religious affiliation or lack thereof. Previously, Åland has the same form of religious education as the rest of Finland, where students are taught in different groups depending on their religious affiliation. According to Finnish law on religious freedom, students are entitled to non-denominational religious education of their own affiliation in school. Students who do not belong to the Evangelical Lutheran Church or who do not have more than three representatives from the same religious community study worldview education. According to Eero Salmenkivi and Vesa Åhs (2022), Finland needs to renew its approach to religious education as the current approach is not sustainable in an increasingly diverse and pluralistic Finland. Salmenkivi and Åhs (2022) presented three possible models for the future teaching of religion and worldview subjects. Åland’s approach to religious education corresponds to model B out of Salmenkivi and Åhs (2022) three models. Method. Four teachers from Åland who teach the new integrated subject of religion and worldview education participated in interviews conducted on Zoom. the interviews were recorded and transcribed, and then analyzed through phenomenographic analysis. Results and conclusions. Participants had a positive experience with the new teaching method. Collaborative teaching allowed for open dialogue, and the participants viewed the discussions and equality as a strength in the new integrated subject. Challenges included the vagueness of the curriculum, unclear instructions and also the lack of teaching materials were seen as a challenge. To create inclusive religious and worldview education, religious literacy and minority representation are needed both in the planning process of the curriculum but also in the planning of the transition. Finland can learn from Åland the value of providing training during the transition and the importance of highlighting minority voices.

Adolescent delinquency is a prevalent concern, which carries with psychological and societal costs. Deviant peer affiliation and criminogenic attitudes, as well as personality traits are known to be associated with delinquency, but their interlinked effects are less studied. The present study examines the role of personality in a deviant socialization context. Specifically, I examine whether peer deviance and criminogenic attitudes (1) mediate and/or (2) moderate the associations of the Five-Factor Model personality traits with delinquency. The data included respondents (n=4855) to the cross-sectional Finnish Self-Report Delinquency Study 2012, aged 14-17 years. Delinquency was assessed on the basis of 17 different deviant behaviors; the reported frequencies of engaging in each of them were scaled using a graded response model. Peer deviance and criminogenic attitudes were assessed via respondents' selfreports; two distinct attitudinal indicators (deviant and neutralizing attitudes) were included. Personality was assessed with a 15-item BFI-S questionnaire. A structural equation model was conducted to examine the mediation pathways. The moderation effects were examined with linear regression analysis. Delinquency was associated with higher extraversion, lower agreeableness, lower conscientiousness, and lower neuroticism. Peer deviance and criminogenic attitudes partially mediated the associations of extraversion, agreeableness, and conscientiousness with delinquency. The association between neuroticism and delinquency was fully mediated via criminogenic attitudes. Peer deviance strengthened the associations of low neuroticism, low agreeableness, and low conscientiousness with delinquency. Deviant and neutralizing attitudes strengthened the associations of high extraversion and low agreeableness with delinquent conduct. The findings suggest that personality may provide novel insights into the etiology of delinquency in a context of deviant socialization. Implications of the personality-based approach and directions for further research are discussed.

Goals As the proportion of the elderly population increases, studying biomarkers of cellular aging have become an important focus of research. However, these risk factors of age-related diseases have been difficult to identify. Recently an estimator of cellular aging, based on DNA methylation levels, the DNAm age, has been developed, and it has been linked to risk for both greater mortality and physical and mental health diseases. Effects of early life stress and later health on DNAm age have not yet been studied together. We set out to study, if early life stress and later quality of life and depression each separately or in combination associate with DNAm age. Methods The participants comprised Finnish males, of which 83 were separated from their families during the World War 2, and 83 non-separated controls belonging to the Helsinki Birth Cohort Study. Genome-wide methylation profiles, Rand-36 quality of life and BDI-1 depression inventory were assessed during years 2001-2004. DNAm age was estimated using the Horvath procedure. Associations of separation status, Rand-36 scores and BDI scores on DNAm age were studied with linear regression after adjusting for chronological age, cell type counts, tobacco smoking and frequency of alcohol consumption. Results and conclusions The separation status did not associate with the DNAm age. The Rand-36 Bodily Pain –scale associated differently with DNAm age in the separated group compared to the non-separated group. In analyses stratified for separation status, mild-severe depressive symptoms associated with lower DNAm age in the separated group. Similarly, lower quality of life on Rand-36 Role Functioning-scale and Emotional and Role Functioning Physical -scale associated with lower DNAm age in the separated group. Results are in line with previous studies, which have shown that early life stress doesn't associate with the DNAm age, but the cumulative total life stress and later adulthood diseases do associate with the DNAm age. This study brings novel information of the associations of early life stress and later depression symptomatology and psychosocial quality of life on the DNAm age, and suggests the early life stress and later depression and poorer psychosocial quality of life to have a cumulative effect on the DNAm age. More studies and longitudinal follow-up is needed to clarify the role of DNAm age as a biomarker of cellular aging, especially when examining the effects of early life stress exposure and later health together.

This study is an analysis of the dwelling of an old house and unfolding it's ontology. The interpretation is mainly built on observations as well as interviews with inhabitants. The study is a process of interpretation driven also by the impressions on the phenomena delivered by visual arts, literature and media as well as by the researcher's own interpretations and experiences. What is the ontology of the dwelling of an old house, is a question posed in this study. A phenomenological analysis is the basis of the research. The method chosen means that the analysis is built on the phenomena itself and its unfolding. The research is first and foremost interested in the experience associated with the dwelling of an old house rather than its appearance. The study possesses features of a case study, as its main research material is composed of three cases: two open group discussions and an open interview. The analysis is also influenced by observation and personal reflection. The study is transdisciplinary and conveys a natural discourse between interpretations rising from different sciences. In addition to home economics, the study of arts and aesthetics are central to this dialogue. The goal is to generate new viewpoints to home economics and to give stimulus to the other sciences involved in the dialogue. The study questions within the sciences. In this study the transdisciplinary approach strives at returning new kinds of interpretations on the phenomena of dwelling, which in turn advances and builds the theoretical foundation and vision of home economics as well as probes in to the future. The analysis of the dwelling of an old house is a process of interpretation, which crystallizes as an idea of the dwelling of an old house as a performance. The dwelling of an old house is an overall aesthetic experience that includes motion, unpredictability and interaction. The metaphor of a performance highlights the dynamism and uniqueness of the dwelling.

The objective of the present study was to increase knowledge about the atelier culture of recent history, especially about the ways in which atelier clothes were made. I look at the ways of dress-making in the production of a renowned atelier, Salon Kaarlo Forsman. I also give a general outline of the atelier. The studying method I used was triangulation, which is a typical approach in case studies of recent history. My data include 23 dresses by the Salon Forsman, theme interviews of four of the Salon workers and one mannequin, data from my research work, as well as press material and archives. The basis of the analysis of these materials was a theme frame that I had put together with the help of pre-understanding. I then completed and defined the theme frame on the basis of the analysis of the data. I also analyzed the dresses in the fashion photos in the press material. Salon Kaarlo Forsman represents a certain cultural period, the years 1937-1986, and a place where a woman could have individual clothes made for her, from hats to fur coats. The atelier was particularly known for embroidery with beads, draping, and fantastic cuttings designed by the owner, fashion designer Kaarlo Forsman. I draw an outline of the work and practices of the atelier, but also that of Kaarlo Forsman's life work, as he had a great influence on the sewing methods atelier clothes. Mr. Forsman was able to stretch the first period of modern fashion well into the third period by refusing new, labor-saving methods and sticking to individually designer clothes to the end of his enterprise. The crucial practices in the atelier that I present in this study are fitting, designing, finishing and sewing, as well as beading and the decoration of dresses. I compare the activity, practices and dress-making methods in the Forsman atelier to that of Haute Couture in Paris, which served as model for Finnish fashion houses. I point out the similarities and differences.

The purpose of this studie was to research what kind of practical tools the pedagogic staff in one unit of early childhood education feel they have to meet the needs of children with externalizing behaviors. The study also looked at what kind of tools the ECE-staff used in daily interaction with these children and how the children's needs were taken into consideration in the daily activities. Recent studies have shown that externalizing behaviors has become more common among children in early childhood education, and therefore the subject is current. According to Ahonen (2017) the children who show externalizing behaviors are at risk of later challenges in life and it would therefore be important to support these children at an early age. To adequately support the children the ECE-staff needs to have a good understanding of the background factors to the behaviors and also awareness of the central tools to support the children. The data in this studie consist of five individual interviews, two group interviews and 17 hours of observations of the ECE-staff in the groups. The studie was conducted in two ECE-groups in one Swedish speaking Finnish ECE-unit during the fall of 2021. The data were analyzed with the method qualitative content analysis. The result of the study shows that the ECE-staff experience the children's externalizing behavior difficult when they do not know the cause of the behavior or when the behavior is unexpected. They felt it was easier once they had found methods and tools that worked for the child. Another challenging factor was if there were many children with externalizing behavior or if there were shortages of staff. The ECE-staff in this study all met the children with warm interaction and were all aware of the importance of warm interaction. They also divided the children into smaller groups and used visual aids to support the children's executive functions. The ECE-staff mainly worked by handling the situation after it occurred and by forming the activities and environment so that the behavior decreased. In the data there was little that indicated that the personnel actively worked to strengthen the children's skills and competencies to give the children a chance to learn to handle the situations. The ECE-staff mentioned that they felt that the teaching material they had to support socioemotional development was not adequate to their needs. The ECE-staff in this study did not feel they had gotten enough information about the subject or tools in their own education programs. The main source of information about tools and methods had been collegially support and mentorship between colleagues.