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"en": "The study examines children's attitudes towards dominance and prestige in Colombia, Finland and the United States. The study sought to determine 1) whether children recognize and distinguish between dominance and prestige, 2) whether children prefer to learn from a dominant or prestigious character, 3) whether children assign leadership to a dominant or prestigious character, and 4) whether children self-identify more with a dominant or subordinate character. The study also examined differences in perceptions between countries. The study was conducted in an experimental setting, where children were shown videos and pictures and asked a question related to each video and picture. Initially, the child was shown two videos, both of which were played twice. The first video showed the interaction between the dominant character and the subordinate main character, Dimo. The second video showed the interaction between the prestigious character and Tima. In both scenes, Dimo adapts to the character in question by drawing in the same colour as him or by using the same animal in the picture. The difference between the scenes is that in the case of the dominant character, Dimo was forced to do so, but in the case of the prestigious character, Dimo copied the character voluntarily. After each video, the child was asked which character they thought was older. Children answered the questions by pointing to one of the characters on the screen. The child was also asked which one Dimo likes to sit next to, which one he/she likes more and which one he/she is more afraid of. In the next section, the child was shown a picture with an prestigious character, a dominant character and a new type of object. The child was told how each character calls the object, and then the child had to name the object himself. This task was repeated three times with three different sets of new objects and names. In the next section, the child was shown a picture of these characters with different hats on their heads. The child then had to point out which hat Dimo would wear. Next, a situation was described where there is only one candy left between the characters and Dimo cannot decide who should get it. The child was asked which of the characters should decide. The child was also asked which of the characters would be better at solving the conflict of watching the video. The child was also asked which character he or she liked better. The child was then asked which of the characters likes bears and oranges and which one lives in a house with a grey door. Finally, the child was shown a picture of two new characters, one dominant and one subordinate. The child had to point out which one of the characters he or she would be. In dominant scenes, for example, an aggressive tone of voice and forcing an opinion were used, while in authoritative scenes, a friendly tone of voice and sharing an opinion only when asked were used. The first set of questions (identification and discrimination) and the last set of questions (self-recognition) are drawn from previous studies. The second set of questions (learning and leadership) was developed for this study. Background variables included the respondent's gender and age and the country in which the experiment was taken.",
"fi": "Tutkimuksessa käsitellään lasten suhtautumista dominointiin ja arvovaltaan Kolumbiassa, Suomessa ja Yhdysvalloissa. Tutkimuksessa pyrittiin selvittämään 1) tunnistavatko ja erottavatko lapset dominoinnin ja arvovallan, 2) oppivatko lapset mieluummin dominoivalta vai arvovaltaiselta hahmolta, 3) osoittavatko lapset johtajuuden dominoivalle vai arvovaltaiselle hahmolle ja 4) identifioituvatko lapset itse enemmän dominoivaan vai alisteiseen hahmoon. Lisäksi tutkimuksessa selvitettiin käsitysten eroavaisuuksia maiden välillä. Tutkimus toteutettiin koeasetelmana, jossa lapsille näytettiin videoita ja kuvia sekä esitetiin kuhunkin videoon ja kuvaan liittyvä kysymys. Aluksi lapselle näytettiin kaksi videota, jotka molemmat toistettiin kaksi kertaa. Ensimmäisessä videossa näytettiin dominoivan hahmon ja alisteisen päähenkilön Timan (Dimo) välinen vuorovaikutustilanne. Toisessa videossa puolestaan näytettiin arvovaltaisen hahmon ja Timan välinen vuorovaikutustilanne. Molemmissa kohtauksissa Tima mukautuu kyseiseen hahmoon piirtämällä samalla värillä kuin hän tai käyttämällä samaa eläintä kuvassaan. Kohtaukset eroavat toisistaan siten, että dominoivan hahmon kohdalla Tima oli pakotettu tekemään niin, mutta arvovaltaisen hahmon kohdalla Tima kopioi hahmoa vapaaehtoisesti. Kummankin videon jälkeen lapselta kysyttiin, kumman hahmon hän ajattelee olevan vanhempi. Lapset vastasivat kysymyksiin osoittamalla jotakin ruudulla näkyvää hahmoa. Lapselta kysyttiin lisäksi kumman viereen Tima haluaa istua, kummasta hän tykkää enemmän ja kumpaa hän pelkää enemmän. Seuraavassa osiossa Lapselle näytettiin kuva, jossa oli arvovaltainen hahmo, dominoiva hahmo ja uudenlainen esine. Lapselle kerrottiin, miten kumpikin hahmo nimittää esinettä, minkä jälkeen lapsen tuli itse nimetä esine. Kyseinen tehtävä toistettiin kolme kertaa kolmella eri joukolla uusia esineitä ja nimiä. Seuraavassa osiossa lapselle näytettiin kuva samoista hahmoista, joilla oli erilaiset hatut päässään. Tämän jälkeen lapsen tuli osoittaa kumman hatun Tima haluaa laittaa päähänsä. Seuraavaksi kuvattiin tilanne, jossa jäljelle jää vain yksi karkki hahmojen kesken, eikä Tima osaa päättää kenen pitäisi saada se. Lapselta kysyttiin, kumman hahmoista pitäisi päättää asiasta. Edelleen kysyttiin, kumpi hahmoista osaisi ratkaista videon katsomiseen liittyvän ristiriitatilanteen paremmin. Lisäksi lapselta kysyttiin, kummasta hahmosta hän tykkää enemmän. Tämän jälkeen lapselta tiedusteltiin, kumpi hahmoista pitää karhuista ja appelsiineista sekä kumpi asuu talossa, jossa on harmaa ovi. Lopuksi lapselle näytettiin kuva kahdesta uudesta hahmosta, joista toinen oli dominoiva ja toinen alisteinen. Lapsen piti osoittaa, kumpi hahmoista hän itse olisi. Dominoivissa kohtauksissa käytettiin esimerkiksi aggressiivista äänensävyä ja mielipiteen pakottamista, kun taas arvovaltaa esittävissä kohtauksissa käytettiin ystävällistä äänensävyä ja mielipiteen jakamista vain silloin, kun sitä kysytään. Ensimmäinen kysymyssarja (tunnistaminen ja erottaminen) sekä viimeinen kysymys (itsetunnistus) ovat peräisin aiemmin tehdyistä tutkimuksista. Toinen kysymyssarja (oppiminen ja johtaminen) kehitettiin tätä tutkimusta varten. Taustatietoina aineistossa ovat vastaajan sukupuoli ja ikä sekä tieto maasta, jossa koe on suoritettu."
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}
},
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"en": "Tampere University",
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],
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"description": {
"en": "The study surveyed Finnish six- and seven-year-olds' thoughts on safety. Safety is explored through five themes: things that promote safety, how safety is experienced in different environments, experiences of insecurity, the definition of safety and children's experiences of being interviewed. First, the child's parent was asked for background information, followed by questions for the child. First, the child was asked about things that make him or her feel safe. The things that promote safety were divided into things, places and people. Next, the experience of safety in different environments was discussed. The child was asked about the experience of safety at preschool and outdoors. The child was also asked what makes or would make being outside safe. In relation to experiences of insecurity, the children's experiences of fear, things and places that cause fear and things that ease fear were explored. The definition of safety was explored by asking children directly what they thought safety meant. Finally, they were asked for their opinion on responding to the survey. Background variables included the child's gender, region and major region of residence, number of parents/guardians and children in the household, parents' education level, financial situation of the household and the language used in the interview.",
"fi": "Aineistossa selvitetään 6-7-vuotiaiden Suomessa asuvien lasten ajatuksia turvallisuudesta. Turvallisuutta käsitellään viiden teeman kautta, joita ovat turvallisuutta edistävät asiat, turvallisuuden kokeminen eri ympäristöissä, turvattomuuden kokemukset, turvallisuuden määritelmä ja lasten kokemukset haastattelusta. Aluksi lapsen vanhemmalta kysyttiin taustatietoja, jonka jälkeen kysyttiin kysymyksiä lapselta itseltään. Ensimmäisenä lapselta kysyttiin asioista, jotka tuovat turvallisen olon. Turvallisuutta edistävät asiat jaettiin turvallisuutta edistäviin tavaroihin, paikkoihin ja ihmisiin. Seuraavaksi käsiteltiin turvallisuuden kokemista eri ympäristöissä. Lapselta kysyttiin turvallisuuden kokemuksesta esikoulussa ja ulkona. Lisäksi kysyttiin, mikä tekee tai tekisi ulkona olemisesta turvallista. Turvattomuuden kokemuksiin liittyen selvitettiin lasten pelon kokemuksia, pelkoa aiheuttavia asioita ja paikkoja sekä pelkoa helpottavia asioita. Turvallisuuden määritelmää tarkasteltiin kysymällä lapsilta suoraan, mitä he ajattelevat turvallisuuden tarkoittavan. Lopuksi kysyttiin mielipidettä kyselyyn vastaamisesta. Aineiston taustamuuttujia ovat lapsen sukupuoli, maakunta ja suuralue, huoltajien ja lasten määrä taloudessa, vanhempien koulutustaso, talouden toimeentulo sekä haastattelussa käytetty kieli."
},
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}
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},
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"fi": "Saatavuutta rajoitettu sopimuksen perusteella vain tutkimuskäyttöön",
"sv": "Begränsad åtkomst på bas av kontrakt ändast för forskningsändamål"
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},
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"description": {
"en": "The survey studied knowledge and awareness of the UN Convention on the Rights of the Child in Finland. The survey also explored views on the implementation of consultation and participation of children. In addition, knowledge of the Central Union for Child Welfare was also investigated. The survey was conducted as personal interviews as part of the Omnibus survey. Respondents were first asked if they had heard of the UN Convention on the Rights of the Child. Next, respondents were asked to make statements about the Convention. Respondents were asked to answer yes or no depending on whether the listed statement was included in the Convention or not. These included whether the Convention obliges governments to inform citizens about it, whether it applies to all children under the age of 18, and whether the Convention reduces parents' responsibilities to care for their children. Next, the respondents were asked whether the consultation and participation of children and young people is well implemented in Finland. These included statements such as \"children of kindergarten age are so young that there is no need to listen to their opinions\" and \"it is a good thing that schools have a student council as a channel for student participation\". Finally, respondents' knowledge and awareness of the Central Union for Child Welfare was explored. Background variables included the respondent's gender, age, occupational status, type of household, level of education, internet use, type of municipality, region, and age and number of children at home.",
"fi": "Kyselyssä selvitetään suomalaisten YK:n lapsen oikeuksien sopimuksen tuntemusta sekä näkemyksiä lasten ja nuorten kuulemisen ja osallistumisen toteutumisesta. Lisäksi selvitettiin Lastensuojelun Keskusliiton tuntemusta. Kysely toteutettiin henkilökohtaisina haastatteluina osana Omnibus-kyselytutkimusta. Vastaajilta kysyttiin ensin, ovatko he kuulleet puhuttavan YK:n lapsen oikeuksien sopimuksesta. Seuraavaksi vastaajille esitettiin väitteitä koskien sopimusta. Vastaajia pyydettiin vastaamaan kyllä tai ei sen mukaan, sisältyykö lueteltu väite sopimukseen vai ei. Esitetyt väitteet koskivat esimerkiksi sitä, velvoittaako sopimus valtiovaltaa tiedottamaan siitä kansalaisille, koskeeko sopimus kaikkia alle 18-vuotiaita lapsia, ja vähentääkö sopimus vanhempien velvollisuuksia huolehtia lapsesta. Seuraavaksi vastaajilta tiedusteltiin erilaisten väittämien avulla, toteutuuko lasten ja nuorten kuuleminen ja osallistuminen mallikkaasti Suomessa. Väittämiä olivat esimerkiksi \"päiväkoti-ikäiset lapset ovat niin nuoria, ettei heidän mielipiteitään ole tarpeen kuulla\" ja \"on hyvä asia, että koulussa on oppilaskunta oppilaiden vaikuttamisen väylänä\". Lopuksi selvitettiin vastajien Lastensuojelun Keskusliiton tuntemusta. Taustamuuttujina aineistossa ovat vastaajan sukupuoli, ikä, ammattiasema, talouden tyyppi, koulutusaste, netin käyttö, paikkakuntatyyppi, suuralue, karkeistettu maakuntajako sekä kotona olevien lasten ikä ja lukumäärä."
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}
}
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"kansainväliset sopimukset",
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"vaikuttaminen",
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"international agreements",
"children's rights",
"children",
"child protection",
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"knowledge (awareness)",
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"Kansainvälinen politiikka ja järjestöt",
"Poliittinen käyttäytyminen, poliittiset asenteet ja mielipiteet",
"Tasa-arvo, eriarvoisuus ja syrjäytyminen",
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"International politics and organisations",
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],
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"en": "The aim of the study was to explore the potential of games for climate change engagement. The study is part of the \"Our Planet at Play\" project, which developed a new digital game to promote citizens' engagement with climate change and climate action, titled \"Climate Connected: Outbreak\". The questionnaire is partly based on a set of pre-designed questionnaires. For more information on the construction of the questionnaire, see the section Related Materials. The study was carried out in the Ludus laboratory at Tampere University, where participants played the game in immersive VR, played on a computer screen, or read a text with the same information as the game. In two of the groups, the participants were exposed to a version of the PC game and the text occurring in Tampere, Finland. Respondents answered some of the questions before entering the lab. The variables describing these questions are DemGender, DemAge, DemBorn, DemResidence, DemEdu, EnvId, StdArcPre, SdtMotPre, DistPre, ClimAttPre, IssInvPre, EnvEffPre, PlacAtt, CultIndiv, CultHierarchy, SocDes. The other questions and variables were answered after the experience. First, the survey asked respondents about their knowledge of climate change and infectious diseases before and after participating in the virtual reality experience. This was followed by more detailed questions about participants' experience and also about their relationship with climate change and the environment. Next, the survey asked respondents about their pro-environmental motivations and attitudes before and after the virtual reality experience. Participants were also asked about their attitudes towards climate change. Before the experience, wider attitudes and opinions about society were asked and a set of statements were presented for participants to rate whether they described them. After the experience, respondents were then asked what actions they were prepared to take on a regular basis in relation to climate change. The background variables included gender, age, country or region of birth, place of residence and level of education.",
"fi": "Tutkimuksessa oli tarkoituksena selvittää pelien mahdollisuuksia ilmastonmuutokseen sitouttamisessa. Tutkimus on osa ”Our planet at play”-hanketta, jossa lopullisena tavoitteena on kehittää uusi digitaalinen peli, jolla edistää kansalaisten sitoutumista ilmastonmuutokseen sekä ilmastotoimiin. Aineistossa on hyödynnetty valmiita mittareita, katso lisätietoa kyselylomakkeen rakentamisesta kohdassa Käytön ja kuvailun oheismateriaalit. Tutkimus toteutettiin Tampereen yliopiston Ludus-laboratoriossa, jossa osallistujat pelasivat peliä virtuaalitodellisuusympäristössä, pelasivat tietokoneen ruudulla tai lukivat tekstiä, jossa oli samat tiedot kuin pelissä. Kahdessa ryhmässä osallistujat altistuivat PC-peli- ja tekstiversioille. Vastaajat vastasivat joihinkin kysymyksiin ennen laboratorioon tuloa. Näitä kysymyksiä kuvaavat muuttujat ovat DemGender, DemAge, DemBorn, DemResidence, DemEdu, EnvId, StdArcPre, SdtMotPre, DistPre, ClimAttPre, IssInvPre, EnvEffPre, PlacAtt, CultIndiv, CultHierarchy, SocDes. Muihin kysymyksiin ja muuttujiin vastattiin kokemuksen jälkeen. Aluksi kyselyssä tiedusteltiin vastaajien ilmastonmuutosta ja tartuntatauteja koskevaa tietämystä ennen osallistumista virtuaalitodellisuuskokemukseen sekä kokemuksen jälkeen. Tämän jälkeen tiedusteltiin tarkemmin osallistujien virtuaalitodellisuuskokemuksista sekä luontosuhteesta. Seuraavaksi tiedusteltiin muun muassa vastaajien ympäristömyönteisestä käyttäytymisestä ennen ja jälkeen virtuaalitodellisuuskokemusta ja siitä, millaisia tuntemuksia ja ajatuksia ympäristömyönteinen käyttäytyminen herättää. Lisäksi osallistujilta tiedusteltiin asenteista ilmastonmuutosta kohtaan. Tämän jälkeen tiedusteltiin vielä toimia, joita vastaajat olivat valmiita tekemään säännöllisesti ilmastonmuutoksen torjumiseen liittyen. Lopuksi kysyttiin vielä asenteista ja mielipiteistä liittyen yhteiskuntaan laajemmin sekä esitettiin joukko väittämiä ja pyydettiin arvioimaan kuvastaako se vastaajaa. Taustamuuttujia ovat sukupuoli, ikä, syntymämaa tai -maanosa, asuinpaikka sekä koulutustaso."
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"en": "The Tampere University survey for doctoral students collects information related to the completion of doctoral studies. The survey covers experiences with the progress of the doctoral thesis and studies, the guidance received, being part of the research community, personal skills and the support services provided by the university The questionnaire started by asking, what motivated the respondent to start doctoral studies. The respondents were also asked about their doctoral dissertation and the duration and funding of their studies. Next, respondents were asked about their studies in more detail. For example, respondents were asked to rate different statements related to their studies at the doctoral school. Respondents were also asked to indicate which studies they had completed outside the Tampere University. In the next section, respondents were asked about the amount of guidance they had received and their satisfaction with their supervisors and guidance. Respondents were also asked whether they felt part of the research community and whether they received support from the community. Furthermore, respondents were asked to assess their own activity as a doctoral student and as a doctoral researcher. In the same context, respondents were asked to indicate which factors had hindered their progress in their studies. In addition, respondents were asked about any harassment they had experienced. In the next section, respondents' skills and competences and career plans were discussed. Respondents were also asked to rate the support services they used, such as the training provided by the library. The final section of the questionnaire asked more specific questions to doctoral students in the Faculty of Education and Culture. The background variable is the respondent's faculty.",
"fi": "Tampereen yliopiston jatko-opiskelijoille teetetyssä kyselyssä kerätään jatko-opintojen suorittamiseen liittyvää tietoa. Kyselyssä käsitellään kokemuksia väitöskirjan ja opintojen edistymisestä, saadusta ohjauksesta, tutkimusyhteisöön kuulumisesta, omasta osaamisesta sekä yliopiston tukipalveluista. Kysely aloitettiin selvittämällä, mikä on motivoinut vastaajaa aloittamaan tohtorintutkinnon. Vastaajalta kysyttiin lisäksi väitöskirjasta sekä opintojen kestosta ja rahoituksesta. Seuraavaksi vastaajalta tiedusteltiin tarkemmin opinnoista. Vastaajan tuli esimerkiksi arvioida erilaisia väittämiä liittyen tohtorikoulun opintoihin. Lisäksi vastaajan tuli kertoa, mitä opintoja on suorittanut Tampereen yliopiston ulkopuolella. Seuraavassa osiossa vastaajalta kysyttiin saadun ohjauksen määrästä sekä tyytyväisyydestä ohjaajiin ja ohjaukseen. Lisäksi vastaajalta tiedusteltiin, tunteeko hän kuuluvansa osaksi tutkijayhteisöä ja saako hän yhteisöltä tukea. Edelleen vastaajan tuli arvioida omaa aktiivisuuttaan jatko-opiskelijana ja väitöskirjatutkijana. Samassa yhteydessä vastaajan tuli mainita, mitkä tekijät ovat haitanneet opintojen edistymistä. Näiden lisäksi kysyttiin mahdollisesta häirinnän kohtaamisesta. Seuraavassa osiossa käsiteltiin vastaajan taitoja ja osaamista sekä urasuunnitelmia. Lisäksi vastaajaa pyydettiin arvioimaan käyttämiään tukipalveluita, kuten kirjaston tarjoamaa koulutusta. Kyselyn viimeisessä osiossa kysyttiin tarkentavia kysymyksiä kasvatustieteiden ja kulttuurin tiedekunnan jatko-opiskelijoilta. Taustamuuttujana aineistossa on tiedekunta."
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"en": "The survey is conducted among second-year and fourth-year students at the Tampere University to collect information on the success of their studies, the development of their skills and expertise, and their well-being. In addition to the above, the survey focuses on experiences of study and learning environments, student services, and inclusion and equality. The survey started by asking respondents how their studies were progressing, whether they had received the support they needed to plan their studies and whether the personal study plan, course options and modes of study were supporting their progress. Next, students' views on the development of their own knowledge and expertise were explored. The respondents were then asked to rate their satisfaction with the learning and study environments. Further, respondents rated a range of student services. Next, students' experiences of inclusion and equality were explored. Respondents were asked about issues such as attachment to studies and the university, equality in teaching and facing harassment. The final section dealt with student wellbeing and learning ability. Respondents rated a range of statements relating to issues such as coping, loneliness and the burden of studies. In this context, the Student Boredom Inventory (SBI-9) was used. Background variables included the respondent's gender, faculty, and year when commenced studies.",
"fi": "Tampereen yliopiston toisen ja neljännen vuoden opiskelijoille teetetyssä kyselyssä kerätään tietoa opintojen sujuvuudesta, osaamisen ja asiantuntijuuden kehittymisestä sekä opiskelijoiden hyvinvoinnista. Kysely keskittyy edellä mainittujen lisäksi kokemuksiin opiskelu- ja oppimisympäristöistä, opiskelijan palveluista sekä osallisuudesta ja yhdenvertaisuudesta. Kysely aloitettiin selvittämällä, miten vastaajan opinnot ovat edenneet, onko hän saanut tarvitsemaansa suunnitteluun liittyvää tukea sekä, ovatko opintosuunnitelma, opintotarjonta ja kurssien suoritustavat opintojen edistymistä tukevia. Seuraavaksi selvitettiin opiskelijoiden mielipiteitä oman osaamisen ja asiantuntijuuden kehittymisestä. Tämän jälkeen vastaajaa pyydettiin arvioimaan oppimis- ja opiskeluympäristöjä sekä niiden toimivuutta. Edelleen vastaaja arvioi erilaisia opiskelijoiden palveluita. Seuraavaksi selvitettiin opiskelijoiden kokemuksia osallisuudesta ja yhdenvertaisuudesta. Vastaajalta kysyttiin esimerkiksi opintoihin ja yliopistoon kiinnittymisestä, opetuksen tasa-arvoisuudesta sekä häirinnän kohtaamisesta. Viimeinen osio käsitteli opiskeluhyvinvointia ja opiskelukykyä. Vastaajat arvoivat erilaisia väittämiä liittyen esimerkiksi jaksamiseen, yksinäisyyteen ja opintojen kuormittavuuteen. Tässä yhteydessä kyselyssä hyödynnettiin opiskelu-uupumusmittaria (SBI-9). Taustamuuttujina aineistossa ovat sukupuoli, tiedekunta ja opintojen aloitusvuosi."
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"en": "The survey is conducted among second-year and fourth-year students at the Tampere University to collect information on the success of their studies, the development of their skills and expertise, and their well-being. In addition to the above, the survey focuses on experiences of study and learning environments, student services, inclusion and equality, and distance learning. The survey started by asking how the respondents' studies were progressing, whether they had received the support they needed to plan their studies, and whether the personal study plan, course options and modes of study were supporting their progress. Next, students' views on the development of their own knowledge and expertise were explored. Respondents were then asked to rate the learning and study environments and their effectiveness. Further, respondents rated a range of student services. Next, students' experiences of inclusion and equality were explored. Respondents were asked about issues such as attachment to studies and the university, equality in teaching and facing harassment. The final section dealt with student wellbeing and learning ability. Respondents rated a range of statements relating to issues such as coping, loneliness and the workload of studies. The Student Boredom Inventory (SBI-9) was used in this context. Finally, respondents were asked about the impact of the Covid-19 pandemic on their studies. Background variables included the respondent's gender, faculty and year when commenced studies.",
"fi": "Tampereen yliopiston toisen ja neljännen vuoden opiskelijoille teetetyssä kyselyssä kerätään tietoa opintojen sujuvuudesta, osaamisen ja asiantuntijuuden kehittymisestä sekä opiskelijoiden hyvinvoinnista. Kysely keskittyy edellä mainittujen lisäksi kokemuksiin opiskelu- ja oppimisympäristöistä, opiskelijan palveluista, osallisuudesta ja yhdenvertaisuudesta sekä etäopiskelusta. Kysely aloitettiin selvittämällä, miten vastaajan opinnot ovat edenneet, onko hän saanut tarvitsemaansa suunnitteluun liittyvää tukea sekä, ovatko opintosuunnitelma, opintotarjonta ja kurssien suoritustavat opintojen edistymistä tukevia. Seuraavaksi selvitettiin opiskelijoiden mielipiteitä oman osaamisen ja asiantuntijuuden kehittymisestä. Tämän jälkeen vastaajaa pyydettiin arvioimaan oppimis- ja opiskeluympäristöjä sekä niiden toimivuutta. Edelleen vastaaja arvioi erilaisia opiskelijoiden palveluita. Seuraavaksi selvitettiin opiskelijoiden kokemuksia osallisuudesta ja yhdenvertaisuudesta. Vastaajalta kysyttiin esimerkiksi opintoihin ja yliopistoon kiinnittymisestä, opetuksen tasa-arvoisuudesta sekä häirinnän kohtaamisesta. Viimeinen osio käsitteli opiskeluhyvinvointia ja opiskelukykyä. Vastaajat arvoivat erilaisia väittämiä liittyen esimerkiksi jaksamiseen, yksinäisyyteen ja opintojen kuormittavuuteen. Tässä yhteydessä kyselyssä hyödynnettiin opiskelu-uupumusmittaria (SBI-9). Lopuksi vastaajalta tiedusteltiin vielä Covid-19 -pandemian vaikutuksista opiskeluun. Taustamuuttujina aineistossa ovat sukupuoli, tiedekunta ja opintojen aloitusvuosi."
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"fi": "Kandipalaute-kysely kartoittaa opiskelijoiden kokemuksia yliopistossa opiskelusta. Kysymykset koskevat suoritettuja opintoja kokonaisuudessaan ja niiden avulla selvitetään opiskelijoiden kokemuksia opintojen sujuvuudesta, omasta hyvinvoinnista, opintojen yhdistämisestä muuhun elämään sekä opintojen antamista työelämävalmiuksista. Kysely perustuu oppimista, opiskelua ja opetusta koskevaan tieteelliseen tutkimukseen, ja sen pohjalta kehitettyyn Helsingin yliopiston HowULearn-kyselyyn. Taustamuuttujina ovat vastaajan yliopisto, pohjakoulutus, tutkintoala, ikäryhmä ja sukupuoli."
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"pref_label": {
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"sv": "Begränsad åtkomst på bas av kontrakt ändast för undervisning och studier"
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"name": "Lahtinen, Tuulia",
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"organization": {
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"pref_label": {
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"fi": "Tampereen yliopisto",
"sv": "Tammerfors universitet",
"und": "Tampereen yliopisto"
},
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},
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],
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"data_catalog": "urn:nbn:fi:att:data-catalog-harvest-fsd",
"description": {
"en": "The data survey the public service provision of adult incontinence pads in Finnish medical supply distribution. The data was collected as part of the project \"The pad project: Examining emergent un/sustainabilities of care\". At the beginning of the questionnaire, respondents were asked whether they had received any specialist training in incontinence and what proportion of their work involved in the distribution of incontinence supplies. The respondents were then asked how the distribution of medical supplies is organised in the municipality and what population base is served by the distribution of medical supplies. Further questions were asked about how customers can contact the medical supply distribution service, how the service is open during the week and whether the service provides customers with guidance on the use of incontinence protection. The next question asked in more detail about the level of incontinence for which the municipality provides incontinence pads, how many incontinences pads the municipality provides, and how the distribution of care supplies works if the maximum number of incontinence pads is not sufficient for the client. In addition, information was requested about the incontinence pad models and how the client receives incontinence protection at home. This was followed by questions about the patient information system recording practices for the distribution of medical supplies, followed by questions about the financial aspects of incontinence protection, such as the amount of money spent on free incontinence protection and the competitive tendering process for incontinence protection. Finally, respondents were asked to give their opinion on what is good and what are the challenges in the distribution of care products in their municipality. Background variables included education level, job title, information on specialized training in incontinence protection and health care district.",
"fi": "Aineistossa kartoitetaan aikuisten inkontinenssisuojien jakelun käytäntöjä Suomen hoitotarvikejakelussa. Aineisto on kerätty osana ”Hoivan kestävä tulevaisuus: Aikuisille suunnattujen vaippojen globaali poliittinen talous” -hanketta. Kyselyn alussa vastaajilta tiedusteltiin, onko hän saanut inkontinenssiin liittyvää erikoistumiskoulutusta sekä, mikä on hoitotarvikejakelun osuus työtehtävissään. Tämän jälkeen tiedusteltiin miten hoitotarvikejakelu on kunnassa järjestetty sekä millaista väestöpohjaa hoitotarvikejakelu palvelee. Edelleen kysyttiin, miten asiakkaat voivat olla yhteydessä hoitotarvikejakeluun, miten hoitotarvikejakelu on auki viikossa sekä annetaanko hoitotarvikejakelussa asiakkaille ohjausta inkontinenssisuojien käyttöön. Seuraavaksi kysyttiin tarkemmin muun muassa, minkä tasoiseen inkontinenssiin kunta myöntää vaippoja, kuinka monta vaippaa kunta myöntää sekä miten hoitotarvikejakelussa toimitaan, mikäli asiakkaalle ei riitä vaippojen enimmäismäärä. Lisäksi tiedusteltiin vaippamalleista ja siitä, miten asiakas saa inkontinenssisuojat kotiinsa sekä tiedusteltiin hoitotarvikelähetteisiin liittyen. Tämän jälkeen kysyttiin hoitotarvikejakelun kirjaamiskäytännöistä potilastietojärjestelmään, minkä jälkeen pyydettiin tarkastelemaan inkontinenssisuojia talouden näkökulmasta, kysymällä esimerkiksi maksutta jaettaviin inkontinenssisuojiin kuluvasta rahasta sekä inkontinenssisuojien kilpailutuksesta. Lopuksi kysyttiin vielä vastaajien mielipidettä siitä, mitä hyvää ja millaisia haasteita hoitotarvikejakeluun liittyy vastaajan kunnassa. Taustamuuttujia aineistossa ovat muun muassa koulutustaso, ammattinimike, tieto inkontinenssisuojiin liittyvästä erikoistumiskoulutuksesta sekä sairaanhoitopiiri."
},
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}
}
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"fi": "Aineisto sisältää vuoden 2023 eduskuntavaalien ehdokkaiden sekä vaalikoneen käyttäjien vastaukset Vapaa-ajattelijain liiton vaalikoneen kysymyksiin. Vaalikoneen kysymykset käsittelevät muun muassa jumalanpilkan kieltämistä rikoslaissa, poikien ympärileikkauksen sallimista, kirkon verotusoikeuden poistamista, hautaustoimen järjestämistä, uskonnon asemaa peruskoulussa, pään peittävän huivin käyttöä töissä sekä rituaaliteurastusta. Eduskuntavaaliehdokkaiden taustatietoina ovat nimi, puolue, vaalipiiri, ikä, sukupuoli, äänestysnumero ja tieto äänestystuloksesta. Vaalikoneen käyttäjistä on tiedossa vaalikoneeseen asetettu puoluerajaus ja vaalipiiri."
},
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"fi": "YHTEISKUNTATIETEET",
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}
}
],
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"issued": "2024-09-26",
"keyword": [
"eduskuntavaalit",
"ehdokkaat",
"elämänkatsomus",
"mielipiteet",
"poliitikot",
"uskontopolitiikka",
"vaalikoneet",
"arvot (käsitykset)",
"uskonto ja uskonnot",
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"political attitudes",
"electors",
"politicians",
"religion",
"politics",
"values",
"voting behaviour",
"church and state",
"parliamentary elections",
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"Vaalit, ehdokkaat ja kansanäänestykset",
"Uskonto ja arvot",
"Elections",
"Religion and values"
],
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"pref_label": {
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"fi": "suomi",
"sv": "finska"
}
}
],
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"fi": "Tampereen yliopiston ensimmäisen vuoden kansainvälisille opiskelijoille teetetyssä kyselyssä kerätään tietoa ensimmäisen vuoden opiskelukokemuksista ja kiinnittymisestä opintoihin ja yliopistoon. Kysely keskittyy edellä mainittujen lisäksi henkilökohtaisiin opintosuunnitelmiin, opiskelija- ja opettajatuutorointiin sekä opiskelukykyyn ja hyvinvointiin. Kysely aloitettiin selvittämällä, miten vastaajan opinnot ovat edenneet, onko hän saanut tarvitsemaansa suunnitteluun liittyvää tukea sekä, miten vastaajan opintojen suunnittelu on onnistunut SISU-järjestelmässä. Seuraavaksi selvitettiin opiskelijoiden mielipiteitä opiskelija- ja opettajatuutoroinnista. Viimeinen osio käsitteli opintoihin kiinnittymistä ja opiskeluhyvinvointia. Vastaajat arvoivat erilaisia väittämiä liittyen esimerkiksi jaksamiseen, yksinäisyyteen ja etäopiskeluun. Taustamuuttujina aineistossa ovat sukupuoli, tiedekunta, tutkinnon taso, lukukausimaksujen maksaminen ja tieto työskentelystä opintojen ohella."
},
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}
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"employment",
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"en": "The survey explores the mental wellbeing of descendants of Ingric people who have experienced forced emigration, ethnic persecution and family separation in Finland today. The data focuses on the descendants' family relationships and their connection to their Ingric background, as well as on wartime experiences. First, the survey asked about the respondent's family background in Ingria, and then asked about the respondent's personal relationship to being Ingric. Next, the respondent was asked about family history and recollection of past events. Respondents were asked, for example, whether they felt that their parents or grandparents had spoken openly about matters relating to their own Ingric background or, alternatively, had avoided speaking about these matters. Respondents were also asked about forced migrations in their family and about events in the history of their Ingric relatives, for example during the war. For example, respondents were asked whether their parents or grandparents had been separated from their loved ones because of the war or unstable political circumstances. This was followed by similar questions relating to the war period for respondents' parents or grandparents who did not have an Ingria background. The survey also asked about respondents' family relationships and communication within the family. First, respondents were asked to rate how close they felt to their parents. This was followed by statements relating to communication in both the childhood family and the current family. Next, the survey moved on to examine respondents' mental well-being. Respondents were asked questions on issues such as quality of life, life satisfaction, loneliness, trusting people and mood. Finally, respondents were asked to provide background information. Measures used in the survey include Multigroup Ethnic Identity Measure - Revised (MEIM-R), War Events Checklist, Thermometer Scale / Feeling Thermometer, Family Communication Scale (FCS), EuroHIS-8 (quality of life indicator), Mental Health Inventory MHI-5 (psychological distress), Sense of Coherence-13 SOC-13. Background variables included the respondent's age, gender, mother tongue, country of birth, marital status, highest level of education, economic activity, religion, number of children and siblings, household's gross annual income, information on living abroad, parents' and grandparents' country of birth and parents' education.",
"fi": "Aineistossa kartoitetaan pakkomuuttoja, etnistä vainoa ja perheen hajaantumista kokeneiden inkeriläisten jälkeläisten mielen hyvinvointia Suomessa tänä päivänä. Aineistossa käsitellään jälkeläisten perhesuhteita ja yhteyttä inkeriläistaustaansa, minkä lisäksi selvitetään inkeriläisten sota-ajan kokemuksia. Aluksi kyselyssä selvitettiin vastaajan inkeriläistä perhetaustaa, minkä jälkeen tiedusteltiin vastaajan henkilökohtaista suhdetta inkeriläisyyteen. Seuraavaksi siirryttiin kysymään perhehistoriasta ja menneiden tapahtumien muistelusta. Vastaajalta kysyttiin esimerkiksi, kokeeko hän, että vanhemmat tai isovanhemmat ovat puhuneet avoimesti omaan inkeriläistaustaansa liittyvistä asioista tai vaihtoehtoisesti välttäneet puhumasta näistä asioista. Edelleen kysyttiin vastaajien suvussa koetuista pakkomuutoista sekä inkeriläisten historiaan liittyvistä tapahtumista esimerkiksi sota-aikana. Vastaajilta kysyttiin esimerkiksi, joutuivatko hänen vanhempansa tai isovanhempansa eroon läheisistään sodan tai epävakaiden poliittisten olosuhteiden vuoksi. Tämän jälkeen esitettiin samankaltaisia sota-aikaan liittyviä kysymyksiä koskien vastaajien vanhempia tai isovanhempia, joilla ei ole inkeriläistaustaa. Kyselyssä tiedusteltiin lisäksi vastaajan perhesuhteista ja kommunikaatiosta perheessä. Aluksi vastaajan tuli arvioida, kuinka läheiseksi hän kokee suhteensa vanhempiinsa. Tämän jälkeen esitettiin sekä lapsuudenperheen että nykyisen perheen kommunikointiin liittyviä väittämiä. Seuraavaksi siirryttiin selvittämään vastaajan mielen hyvinvointia. Vastaajalta kysyttiin esimerkiksi elämänlaadusta, elämään tyytyväisyydestä, yksinäisyydestä, ihmisiin luottamisesta ja mielialasta. Lopuksi vastaajilta kysyttiin taustatietoja. Kyselyssä on käytetty esimerkiksi seuraavia mittareita: Multigroup Ethnic Identity Measure - Revised (MEIM-R), War Events Checklist, Thermometer Scale / Feeling Thermometer (tunnelämpömittari), Family Communication Scale (FCS), EuroHIS-8 (elämänlaatumittari), Mental Health Inventory MHI-5 (psyykkinen kuormittuneisuus), Sense of Coherence-13 SOC-13 (koherenssin tunne). Taustatietoina aineistossa ovat vastaajan ikä, sukupuoli, äidinkieli, syntymämaa, siviilisääty, korkein koulutus, pääasiallinen toiminta, uskontokunta, lasten ja sisarusten lukumäärä, kotitalouden vuosibruttotulot, tiedot asumisesta ulkomailla, vanhempien ja isovanhempien syntymämaa sekä vanhempien koulutus."
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"en": "The data consists of transcripts of media conferences organised by the Finnish Government on measures to prevent the COVID-19 pandemic. The media conferences were mainly attended by Prime Minister Sanna Marin, the Prime Minister's Cabinet Ministers, national authorities, various experts and media representatives. The media conferences provide an update on the coronavirus pandemic, as well as information on government policies and restrictions to prevent the spread of the disease. The focus will be on protecting citizens and at-risk groups from the disease and on safeguarding health and critical care capacity by slowing the progress of the epidemic. The material also addresses how to support and strengthen the national economy in the aftermath of the crisis. It also describes the Emergency Powers Act legislation, state of emergency and the removal of restrictions. Background information includes the duration of the media conference and the name of the file, which indicates the time and subject of the media conference. The data were organised into an easy to use HTML version at FSD.",
"fi": "Aineisto koostuu valtioneuvoston järjestämistä, medialle ja kansalaisille suunnatuista tiedotustilaisuuksien litteraateista, joissa käsitellään COVID-19-pandemian ehkäisytoimenpiteitä. Tiedotustilaisuuksiin osallistuivat pääasiassa pääministeri Sanna Marin, pääministerin kabinettiministerit, kansallisia viranomaisia, erilaisia asiantuntijoita ja medioiden edustajia. Tiedotustilaisuuksissa esitetään tilannekatsauksia koronaviruspandemiasta, sekä tiedotetaan hallituksen muodostamista linjauksista ja rajoituksista taudin leviämisen estämiseksi. Keskiössä on kansalaisten ja riskiryhmien suojeleminen tartuntataudilta sekä terveyden- ja tehohoitokapasiteetin turvaaminen hidastamalla epidemian etenemistä. Lisäksi aineistossa käsitellään kansantalouden tukemista ja sen vahvistamista kriisin jälkeen. Aineistossa kuvataan myös valmiuslainsäädäntöä, poikkeusoloja sekä rajoitusten purkamista. Taustatietoina aineistossa ovat tiedotustilaisuuden kesto sekä tiedoston nimi, josta selviää tilannekatsauksien ajankohta ja aihe. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
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"fi": "Tutkimuksessa kartoitettiin suomalaisten arvoja ja asenteita. Tällä kertaa teemoina ovat Euroopan unionin talous ja laajentuminen, europarlamenttivaalit 2024, perhe ja lapset, verotus, yritysten investoinnit sekä poliittiset lakot. Aluksi vastaajille esitettiin väittämiä yhteiskunnan eri osa-alueilta. Ne käsittelivät muiden muassa EU:ta ja sen toimielimiä, työmarkkinauudistuksia sekä ammattiyhdistysliikettä. Seuraavaksi kartoitettiin vastaajien ajatuksia perheestä, puolisosta, lapsista ja lasten hankinnasta. Verotus-aihetta kartoitettiin useilla kysymyksillä. Kysyttiin, korottaisiko tai alentaisiko vastaaja Suomen verojärjestelmän eri veromuotoja. Tiedusteltiin myös, miten ansiotulojen verotuksen alentaminen vaikuttaisi vastaajan elämään, esimerkiksi tekisikö hän enemmän tai vähemmän töitä. Edelleen kartoitettiin, miten vastaaja suhtautuisi erilaisiin toimenpiteisiin houkutella investointeja Suomeen. Näkemyksiä viimeaikaisista poliittisista lakoista selvitettiin. Pyydettiin esimerkiksi arviota, millaista haittaa lakot aiheuttivat arkielämään sekä taloudelle ja toimeentulolle. Kysyttiin myös yksittäisen poliittisen lakon sopivaa enimmäiskestoa. Euroopan unioniin ja sen toimielimiin liittyen kysyttiin, aikooko vastaaja äänestää kesäkuun europarlamenttivaaleissa ja miten eri asioiden tulisi painottua EU:n komission ohjelmassa ja EU:n toiminnassa jatkossa. Kysyttiin myös mielipidettä EU:n rahoituksen lisäämisestä, EU:n mahdollisesta laajentumisesta Ukrainaan sekä kartoitettiin, miten vastaajat suhtautuisivat siihen, että esimerkiksi Albaniasta, Islannista, Isosta-Britanniasta, Israelista tai Venäjästä tulisi Euroopan unionin jäsen. Lisäksi kysyttiin, miten vastaajat suhtautuvat Nato-jäsenyyteen, EU-jäsenyyteen ja euroon. Lopuksi tiedusteltiin vastaajien tyytyväisyydestä omaan elämäänsä tällä hetkellä, mielialasta, suhtautumisesta tulevaisuuteen, ihmisiin luottamisesta sekä elämänhallinnasta. Taustamuuttujia olivat sukupuoli, ikäryhmä, elämänvaihe, asuinkunnan koko, asuinkunta, asuinmaakunta, perus- ja ammatillinen koulutus, ammattiryhmä, työnantajatyyppi, työsuhde, toimiala, puoluekanta (mitä puoluetta äänestäisi, jos eduskuntavaalit pidettäisiin nyt), ammatillinen keskusjärjestö, yhteiskuntaluokka, äidinkieli ja talouden bruttotulot."
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