Browsing by Subject "laadullinen tutkimus"
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(2023)Objectives. This master’s thesis explores snacking and meal behaviour in hunting context. The objective of this study is to explore what snacks or meals people take when they go hunting, which factors guide the decision process of what to take, and what meanings food have on hunting trips. Foundation for the study was based on food choice and meaning theorems, that have been used to explain people’s eating behaviours over the past decades. Methods. The research was mainly carried out using qualitative methods; however, some quantitative elements were also used. The data was collected using an electronic questionnaire, that was distributed amongst Finnish hunting community via various digital platforms. Questionnaire was also distributed to personal contacts. The data consisted of 361 replies, and it was analysed using thematic content analysis. Results and conclusions. In the data the most common snacks or meals were meat products, sandwiches, hot and soft drinks and sweets, sausages and coffee being the most common single items. Justifications for the food decision process were summarized in 10 driving factors: ease of use, sensual attractiveness, mood uplift, well-being, familiarity, price, self-sufficiency, sociability, or meeting others’ expectations, maintaining capacity to act, and conditions. The meanings given to food and food breaks were summarized in 10 factors: maintaining capacity to act, sociability, tradition, pleasure, safety, practicality, to pass the time, ecology, expenditure, and superstition. The diversity of the factors of the decision process and the meanings can be explained by the versatility of hunting, as the actions of the individual depend on what, where when and how long one hunts and whether one hunts in solo, or with a group. Thus, the factors driving the decisions and the meanings food gets, can vary on an individual level between hunting trips.
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(2017)Objectives: The purpose of this master's thesis is to study the everyday life of homes, based on the articles published in Helsingin Sanomat. The articles were published in 2005-2015. The focus for the research was the "Kodin arki" article collection (Janhunen-Abruquah [ed.] 2009. It was decided to analyse the articles in Helsingin Sanomat (HS) because it is the widest newspaper by its circulation in Finland and the articles were also available as digital material. The theoretical part of this thesis is focused on everyday life, on the changes of it within society and on the research done on the subject. The research questions are the following: 1. In which style is the everyday life of homes written about? 2. Which themes of everyday life are brought up in the articles? 3. Which common factors can be found from the themes brought up from the writings of the everyday life at home? The study consisted of 33 articles from Helsingin Sanomat and were intended to provide a comprehensive overview of the image created by one media representative regarding the everyday life. By analysing an overview of the individual articles, a more reliable description of the media style becomes visible and the result may also differ from the type of image the random may form. Methodology: The methodology used in this research is of qualitative and descriptive. The method used in analysing the data is content analysis. Since the content of the articles always represents a wide range of perspectives and the different connections between various matters, it is important to remember that in this type of research these matters are described as accurately as possible and interpreted in a variety of ways. People's experiences of the data vary and consequently the causes and consequences are of diverse nature. In contrast to qualitative research which does not aim at statistical generalizations but instead aims at describing phenomena or events, in understanding a particular activity or in giving a theoretical interpretation of a phenomenon. Results and conclusions: Home and everyday life are much analysed subjects in the media, including the press. HS writings also deal with these topics from many different perspectives. Everyone has one's own experiences and opinions on the topic in question. The topics which HS and other media chooses to write on modifies the opinions of the citizens, raising certain issues and topics which are being discussed in different contexts in the society. The everyday life at homes is reflected in HS articles as a busy and effective activity or as a continuous struggle on everyday basis, such as social or interpersonal relationships. The readers are told of everyday experiences which are familiar to many working adults. Eleven articles were discovered out of the data and four of them were summed up. These were as follows: skills, the endurance, the actions and the environment. These themes appeared in all articles with a slightly different emphasis on the type of writing and could be seen as aggregating factors in the context of everyday life in HS.
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(2018)Objectives. The purpose of this study is to describe, analyze and interpret the way novice class teachers see school bullying. The secondary purpose is to describe how peer harassment affects the novice teachers’ job. In 2010-centery studies, school bullying has been seen as a form of negative social behavior between pupils (Repo, 2015; Herkama, 2012). Teachers have to focus more and more on teaching social skills to pupils rather than the actual teaching. This has been associated with younger teachers’ increased stress levels at work and even plans on switching ca-reers (Aho, 2011). This study examines the education side of teacher job at the context of school bullying. Methods. This study is a qualitative research from the point of view of phenomenography. The material has been produced in a group chat between three novice teachers and the interviewer. All teachers have graduated during the last year and worked their first year as teachers. Besides of novice teachers I will also call them young teachers at this study, since all of them were under thirty years old. Results and conclusion. The peer harassment has changed because of new technology and smart phones. The term ‘school bullying’ has become an inadequate way in describing the reality of the bullying experiences that pupils have to deal with. From novice teachers’ perspective, it seemed that low social skills of pupils were the main reason why there are so much conflicts be-tween pupils in everyday life. The actual school bullying was rare, but the preventative jobs, such as conflict solving, took lots of time from teaching and learning in the class. Decision mak-ing, insecurity regarding the effectivity of one’s own practices as well as co-operation with the parents were experienced as a burden with negative effects on teaching. In conclusion, bullying and the bullying-preventive work increases the overall workload of teachers and takes up time and resources from the actual teaching.
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(2020)According to the idea of inclusion, all children have the right to attend a school near their home. By doing this, the aim is to realise educational equality in society. In Finland, researchers in the field of educational sciences have ended up using the term integration, which better describes the Finnish pedagogic practices in teaching pupils requiring special support. With integration, schools make pedagogic decisions and direct their resources to help the pupils. The aim of the three-step support decreed by Finnish law is to bring support to the child. Nowadays this happens more and more in general education classes.Teachers have learned to record support forms in pedagogic documents (Thuneberg & Vainikainen, 2015). The subject of my study rose from my 15 years of teaching experience and from current societal discussion. I wanted to listen to class teachers’ experiences about the forms of special support and how this support for integrated pupils really functions in the everyday work of general education classes. The study is based on Bandura’s (1997) social learning theory and the concept of self- efficacy. Phenomenological research methods enable the study of everyday phenomena and experiences that rise from them. To define the teachers’ experiences, I had an inside interview with three class teachers. Each of the teachers had at least one special support pupil in their class. The interviews took place in the spring of 2018. The inter-view material was analysed via qualitative content analysis. Material-based content analysis was started during the interviews and I returned to study the material again at the end of 2019. At that stage, the material classified earlier gave rise to three themes: 1. Functional solutions and forms of support, 2. Challenges faced by the class teachers, and 3. Stress from work. The study showed that class teachers plan and execute forms of special support. Realisation of the support varied from school to school. A common experience for all the teachers in the study was the feeling of loneliness in the classroom. Multi-professional cooperation was not functioning properly, teachers felt the need for an extra adult to help in the everyday situations in the classroom. The teachers talked about work-related stress. Their work was stressful especially when a pupil in the class was showing signs of psychical issues and had a difficult overall situation in life. The teachers experienced self- efficacy and were willing to work to make things better for the pupils. In the case of those pupils whose supporting was most difficult, the teachers felt that their support was not successful, and was therefore insufficient. The experiences of the teachers imply that in order to enforce the feeling of result efficacy, attention should be directed to working conditions and development of collective pedagogic planning and operations. Development of co-teaching could provide relief in teachers’ everyday work. In order for special support to be productive, it is crucial that new operational models combining expertise from different professions are developed and implemented inside the classrooms. When a special support pupil is integrated in a general education class, budgetary savings should never be grounds for a resolution.
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(2017)A connection has been shown between a school's social capital and, on the one hand, their academic performance, and teacher well-being, on the other. A need for skills to develop one's school and occupational community is evident, since working in a school can be taxing, especially for teachers in the early stages of their career. The aim of this thesis is to identify strengths and weaknesses in social capital building (e.g. formation of networks, norms or trust) in a school community. A secondary goal is to take part in the seemingly diverse theoretical discussion around social capital. The thesis' theoretical frame was narrowed down to internal social capital, and it was further developed through organisational social capital research into three dimensions: structural, relational and cognitive. The data consisted of nine (9) staff interviews in an urban school, originally collected for a study focusing on well-functioning local schools (Tolu) in the University of Helsinki. Qualitative content analysis with a theoretical orientation was applied. The data was first organised into thematic categories, after which it was analysed with the help of earlier operationalisation of social capital. Both strengths and weaknesses were found. The main structural strengths were e.g. connectedness to the school area and a shared educational ethos. Weaknesses in this dimension were structural holes and a somewhat exclusive school area, to name some. Relational social capital was supported by explicitly stated policies and open conversation, to name a few, whereas staff commitment to said policies and differing expectations could be seen as challenges. Finally, the cognitive dimension of social capital was built on traditions and an organisational culture promoting staff involvement. This dimension was challenged by changes in faculty and commitment to organisational goals and vision. Norms are essential for the formation of any community, but too strong a norm may become restricting for the actors in a social structure. A balance between norms and flexibility could be beneficial, so that social capital may be seen as a resource rather than restriction.
Now showing items 1-5 of 5