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Objectives Insect food has been marketed as an ecological and ethical alternative to meat with vegetarians as the main target group. Recent studies have shown that several factors affect how people approach the use of insects for human nutrition. Consumers who value ecological, natural and taste aspects in food tend to be more open-minded towards edible in-sects. In this study, I aimed to examine the motives behind food choices and analyse the opinions of vegetarians and vegans towards insect-based nutrition and how their attitudes differ from those of omnivores. The effects of being knowledgeable about insect food was al-so considered. The target group of this study was ecologically and ethically conscious individuals. Methods. The data was collected by structured questionnaire which was shared via social media and University of Helsinki student organisations’ e-mail lists. The sample of this study consisted of 355 consumers’ answers of which 296 were women, 35 men, 13 other gender and 11 who preferred not to answer. Most of the respondents were undergraduate students and highly educated. The data was analyzed by using IBM SPSS Statistics 25 -software. Quantitative data analyses were carried out using crosstabs, explorative factor analysis and Kruskal-Wallis -test. Results and conclusions. The results of this study indicated that the most important motives behind food choices in all diet groups were environmental effects and necessity of meat consumption, food hedonism and sustainable values. Majority of respondents had critical attitudes toward meat consumption. Omnivores’ attitudes towards insect food tended to be more positive while vegans’ opinions on the topic were in general negative. Vegetarians opinions didn’t align with either of the extremes but were slightly closer to those of omnivores. The results also showed that respondents with good or moderate knowledge about insect food had more positive attitudes towards it than those with poor knowledge. The majority of respondents followed discussion on edible insects but only less than half were interested in consuming insect food. In conclusion, the results of this study indicate that insect food was primarily intriguing to omnivores and vegetarians. Those interested on the topic hoped that insect food was introduced to consumers via various courses. They would prefer to try edible insects in restaurants and cafeterias rather than eat them at home.

Objectives. The purpose of this study was to research the curriculum work conducted by teachers in the preparation process for the new curriculum that came to force in 2016. The framework of this study included the national core curriculum of 2014. It also included a selection of studies and literature regarding teachers' work methods and the development of these methods. The research task is twofold; to describe teachers' participation in the drafting of the basic education curriculum, and to analyze the conceptions of prospective changes and challenges regarding the new curriculum. Methods. The study was a qualitative case study, in which five elementary school teachers participated. The data was collected in electronic format, using a themed Google Forms web questionnaire. A semi-structured themed interview was also conducted. Data-based content analysis was used to analyze the research data. Results and conclusions. The results showed that the teachers were actively involved in the planning of the school curriculum work and had, in their own opinion, made an adequate effect on it. The curriculum work, conducted by the teachers interviewed for this study, took place primarily in the teachers' own school, in various drafting groups. The national core curriculum and the local curriculum were the most important instructions in designing the new curriculum. According to the results, many teachers felt that the new national core curriculum would bring changes to their work, including challenges. The most important pedagogical reforms were; teaching beyond class and subject boundaries, phenomena and pupil oriented approaches in teaching, and the enhancement of transversal competence. In the teachers' opinion, the new curriculum provides teachers with the opportunity to together develop teaching and to focus on the fundamentals. The teachers recognized schedule issues, the reformation in teachership, along with the internalizing of the new objectives as possible challenges regarding the new curriculum.

The objective in this study was to describe play with media devices and scrutinize how media and play intertwine in Mediaplay in Kirkkonummi. The two research questions were how Caillois's core charasteristics of play were found in Mediaplay and what kind of relation between media and play is composed in Mediaplay. Media is significant developmental environment for our children, thus setting a challenge to child-centered media education. The aim of Mediaplay is to enable child-centered media education through play. In Mediaplay children operate with cameras and videocameras freely, produce media and play with and within media. It is important to understand what kind of play is constructed when children are playing with media devices. Video data was produced by filming 4-5 years old children's Mediaplay in two Kirkkonummi municipal daycare centers during 2012. Data was analyzed by video analysis. Play episodes were recognised and analyzed deductively from Caillois's play theory. The relationship between play and media was analyzed abductively. Core characteristics of play were recognised in mediacontexted and mediafacilitated play. Fourteen play episodes were divided to mimicry and ilinx categories. Some of the play episodes did not fit any of Caillois's categories of play. Those episodes consisted of strong physical activity without vertigo element. Mimicry episodes consisted of roleplay. In ilinx episodes vertigo was produced virtually by media. Agon characteristics of Mediaplay were recognised only when analyzing all operational episodes. Media and play had multiple simultaneous relations to each other. Media was a play topic, and same time a toy. Media was expansed from a toy to context of play when children were playing with an inside of visual elements. Mediacontexted and mediafacilitated play can be creative, rich in imagination and encourage to physical activity. Conducting adult's orientation in Mediaplay has an influence how actual activities are constructed; under strong adult conduction Mediaplay can turn into pedagogical play. Further research should be made of the meaning that children give to their play within media and how aims of small children's media education are attained by Mediaplay method.

Objectives. The aim of this study was to find out in what kind of factors parents explain their child's decision to select or not to select crafts as an optional subject. The research question was: How do a student's parents explain the choice of taking crafts as an optional subject in 8th and 9th grade? The question was then divided in three sections of how parents explain the decision in different situations; when the student is going to elect crafts, when the student is unsure of what to select and when the student has decided not to select crafts as an optional subject. Parents' point of view to a child's optional subject election has not been studied previously. Methods. The answer to the research question was examined from a data collected with an internet based question form. The data was collected from the parents of 7th graders in the autumn 2013. Craft teachers all over Finland received the form to be sent out to 7th graders' parents through TAO, technical work teacher union and TOL, textiles teacher union. The question form was answered 1397 times of which 1019 answers were relevant from the point of view of this study as they had answered to the question where the parent was asked to explain the previous question of to choose or not to choose crafts as an optional subject. The data was analyzed using content analysis with atlas.ti computer program. Results and conclusions. The answers were coded in five main categories (positive, unsure, negative, other and parents' attitudes and estimations of the child's motives). At the end the answers were categorized in three groups depending if the child will elect crafts, is still unsure, or if the child will not elect crafts as an optional subject. The results can roughly be put in six different groups. Among students who were electing crafts were two groups: respondents who were interested or liked crafts and respondents who elected crafts to balance the academic subjects. Among students who were still unsure of the election were two groups as well: people who didn't yet know what to choose and people who possibly might elect crafts if there was space after electing the more important subjects. Among students who had decided not to elect crafts formed two groups again: Respondents who were not interested in doing crafts and respondents who might have been interested but were more interested in other subjects. This study gives information about who are in the target group of selecting crafts and in what reasons crafts are selected as an optional subject. This study might give advantage to people who teach crafts as they might get more possibilities to influence on more students to choose crafts as an optional subject in the future.

The purpose of this study was to research connection between physical condition and school success. Connection between physical condition and math grades was also measured. This is a case study and the material was collected from one secondary school in Helsinki during the school year 2010–2011. The study involves altogether 62 boys and 40 girls from the ninth grade. Physical condition was measured by Cooper-test which is used internationally. School success was measured by calculating the mean of pupils grades from theoretical subjects. Success in mathematics was measured by the grades of diplomas. The material of the study was collected confidentially with the administrational staff of the school and two physical education teacher in the end of the year. The purpose of the study is to find out connections between these variables, compare them and try to find out differences between sex. Good wellness and good shape is known to increase the quality of life and well-being. The theoretical part of this study closely looks at the concepts of physical condition, physical education, evaluation and succeeding in school. There was no connection between physical stamina and school success or physical stamina and success in mathematics in this study. The results from the cross table didn't show any strong or moderate connection. The reason that there was no connection found could be that the sample was small. Also the location of the school might cause some differences because the results might be different in the other parts of Finland. This study should be continued by long distance study and compare the results between different locations in Finland.

The aim of the study was to find out what kind of educational videos the members of the nearly 40,000-member Facebook group called “Alakoulun aarreaitta” shared from 1.3.-16.10.2020. The aim of the study was also to analyze how the criteria of the educational video developed by the author in his bachelor's thesis are implemented in these videos. Based on the shared recommendations, 44 videos published in 2004-2020 were selected as research material. The research method was qualitative content analysis, which used 3-4-level indicators modified from the guidelines of a good educational video. 80% of the videos in the research material were made for educational use. More than a third of the recommended videos were related to environmental education and covered a wide range of environmental and safety-related themes. More than a quarter of the videos provided stimuli for studying music and visual arts. Music, exercise and craft videos related to the spring annual celebrations were popular. The analysis showed that the criteria for a good educational video were only partially met in the research material. They performed best in terms of video duration, resolution, personality, and accessibility. Sound quality and background music posed the most challenges. Subtitling, interactivity, commentary, and humor were scarcely utilized in the videos. The author suggests that the use of educational videos in primary schools should be studied in more detail, a state-maintained educational video register should be established to help the discoverability of videos, and educational video authors should be offered training, for example in video format. The new and revised instructions for the authors of the educational videos are listed.

Aim: The aim of this study was to investigate what kind of meanings charity craft makers associate in their craft making processes. The research problem was formed through reading up on theoretical studies about craft making processes. In earlier studies meanings attached to craft making that have emerged are the planning and making process of crafts, communality of crafts and the joy produced by crafts. According to researchers, motives behind taking part in charity are the will to help and desire to participate in sociological activity. The object of this study is to analyze how these meanings attached to crafts and charity are connected to the making processes of makers of charity crafts and how the objects of charity are selected. Method: I collected my data by using qualitative and quantitative approaches, yet qualitative was my study's main method of approach. My data was collected by a questionnaire, which was published on the internet. The questionnaire had structured statements and one open question, which were used to gather information on the meanings attached to charity crafts. The questionnaire got 488 answers. From the statements I gathered quantitative data concerning the typicality of meanings and from the open answers I gathered qualitative data on the thoughts of individual respondents. The research methods complemented each other and I got diverse information on the subject. The analysis of the statements was descriptive and the analysis of the open answers was theoretical. Results and conclusions: The meanings attached to crafts received many characteristics in the making process of the respondents. The object of charity was chosen according to the respondent's ideologies and views. Some felt that they made a sociological difference by taking part in charity crafts. The feeling of making a difference depended on the charity object and project. Helping was viewed as important, which stood out in the results. Helping via crafts was natural for craft hobbyists and its tangibility was viewed as important. In the designing process respondents emphasized the planning of colors, which gave way to creativity. Most of the products were made according to ready instructions, which suited the ready products. Although most respondents made crafts alone, communality was felt by participating in shared projects. On the internet following projects and joining discussions brought up communal feelings. Making crafts was greatly enjoyed and it was viewed as relaxing and joy bringing. The respondents made lots of crafts frequently.

Teacher education is a continuum of initial teacher education, induction and in-service training. The development of the teacher education has been set as a goal in the Education policy report in 2021. Several projects have been started to support the development work. Earlier research has mainly focused on new teachers induction education and to the needs of new teachers. Also, the need of in-service training for teachers has been studied. There have been very few studies focusing on the in-service training needs of special education teachers. The aim of this study is to find out what kind of professional advice special education teachers ask for in a social media group, and what kind of in-service training needs emerge in these conversations. The Facebook group called Erkkamaikat is a closed group of appr. 8.6 thousand members. The group is intended for special education teachers. The discussion in Erkkamaikat group is lively, and many participants request help for their job as a special education teacher. The discussion also includes topics of which participants need more information or training. The research material contains dicussions which have been started in Erkkamaikat group 1.8.2021-30.11.2021, and comments of those discussions. Material was collected during November and December at 2021. The material was analysed using the qualitative content analysis. The conclusion of analysis was that the themes of the professional questions of special education teachers could be divided into three main categories: work framework, background work and hands-on work. Each main category contained sub-categories. In addition, there was a category called sundries that includes questions that could not be included in any other sub-category and did not join up with each others. Many categories of the questions of special education teachers can also be seen as a need for in-service training. Additionally, participants required in-service training about holding a pupil, and extension of compulsory education. Many of participants also liked to have a peer to share experiences with. It seems that the special education teachers in the social media group ask help for themes of which the information can be found in professional literature or by education but also for themes from which t is better to ask advice from the peers. Also, the need for peer-mentoring occurred in the discussions.

Aims. Pupils with special education needs (SEN) often experience challenges in social relationships and in executive functions, and their perceptions of their own abilities may be distorted. The well-being effects of art and physical education for pupils with SEN have been studied, for example, in music and visual arts, but very little, if any, research has been done on the well-being effects of crafts for the pupils with SEN. However, the studies that have been done also support the well-being effects of crafts for students who need special support, and for this reason the subject should be investigated. The aim of the study was to find out how the well-being effects of crafts are manifested in the teaching of crafts to pupils who need special support. The study describes the well-being effects of crafts for students who need special support and considers how the well-being effects could be increased. Methods. The research material was collected by observing the Explore and Code course of the first grade of the special education school in January and February 2022 for a total of six lessons. Research permission was obtained from nine students out of ten. After the observation, in May 2022, a semi-structured interview lasting about 50 minutes was conducted with the special class teacher of the observed class. Theory-based analysis was chosen as the analysis method of the study. Results and conclusions. Three well-being effects of craft emerged from the research, which were materiality, experiences of success and social well-being, which was divided into community, the development of co-operation and modeling. In order for crafts to increase well-being, the materials had to be available, and the activity had to be of a level enabling success. Sharing the achievements of one's group was important to the students, and it increased the sense of community. However, the co-operation required the help of a teacher or special needs assistant from time to time, but the development of student-led co-operation was also noticeable. Modeling, on the other hand, was related to strengthening the feeling of belonging to a group, but at the same time, the role of insecurities related to one's own abilities was considered. By taking the research results into account, when teaching crafts to students who need special support or planning interventions that increase well-being, the well-being of the children and young people belonging to the target group can be increased.

Aims of the Study. This Study's Aim was to find out the factors that influence Well-Being in the storycrafted stories of Finnish and Palestinian Children. In the past ten years the research of Children's Well-Being has partly developed to a more childperspective direction. Children have slowly started moving from being objects to active subjects and becoming experts of their own Well-Being. This sort of expertese and respect of Childrens own visions has been the Aim also in this Study. In the present Study the focus is on both the resources and suppressors of the Well-Being as well as the similarities and differences between the stories of the Children from two Nationalities. Awareness of the factors influencing Children's Well-Being can on it's part help the Adults working with Children to pay more attention to the things that are meaningful for Children. Methods. The Research Data was given as a ready collected data from the research project Children tell about their Well-Being – Who listens? (projectnumber 1134911), that was funded by Academy of Finland. The research consortium was a collaboration between the Universities of Helsinki and Oulu. In the University of Helsinki it was led by professor Liisa Karlsson. The Finnish stories were retrieved from the Finnish Social Sciences data archive. These stories were collected between the years 1996-2001. The Palestinian data was gathered in Lebanon among the Palestinian refugees between the years 2006-2012. Altogether the datas consist of 81 stories, of which 42 are from Finns and 39 are from Palestinians.Children in both datas were 2-12 years old. In the review of the stories the wellfare theory by Erik Allardt(1976), a Finnish sociologist, was used as a guideline. The resources and suppressors of Well-Being were monitored through Allardt's dimensions of wellfare; material conditions (having), social relationships (loving) and the societal level (being). In the analysingprocess quatifying and contets specification were used. Results and conclusions. The resources of Well-Being in the stories from both datas were home, the satisfaction of basic needs, happiness, play, peer relationships, family and the possibility to influence in their own matters. In addition to these, in the stories of the Palestinians feeling secure and the possibility to influence thorough dance were also regarded as resources. In Finnish stories also autonomous adventures with peers were labelled as resources. Suppressors for Well-Being in the stories of both datas were shortcomings of material conditions, fear and shortcomings of the possibilities to influence own matters. Suppressors in the stories of Palestinians were also the lack of peer relationships, impossibility to play or to attend school, loss of close-ones and the unsaturation of basic needs. Additional suppressors in the stories of the Finns were difficulties in play and being left alone. In the stories of Palestinian Children one can find the experiences and consequences of War from the Child's point of view. In the stories of Finnish Children material conditions and possibilities of influencing own matters were better than in the Palestinian stories. Finnish stories revealed also challenges in peer relationships. As a conclusion from the stories of the Children peer relationships, play, family, satisfaction of basic needs and the possibility to influence ones own matters appear to be meaningful for the Well-Being of Children from both countries.