Jatkosodan taistelut neuvostoliittolaisen historiteoksen kuvaamina

Artikkelin alussa tarkastellaan aluksi Neuvostoliiton historiankirjoitusta, todeten Stalinin ajalle olevan luonteenomaista subjektiivisuus ja salailu. "sotatapahtumat on esitetty Puna-armeijan suhteen liioitellun edullisessa värityksessä ja vastustajan menestymisestä on pyritty vaikenemaan." Lisäksi todetaan, että virallisen historiateoksen kuvaus Suomen talvisodasta rajoittuu yksinomaan Kannaksen sotatoimiin. "Nyttemmin on tälläkin alla Neuvostoliitossa tapahtunut muutos. Viime vuonna on Moskovassa julkaistu teos " Bitva za Leningrad" (Taistelu Leningradista), joka kuvailee Leningradin suunnan taisteluja sekä saksalaisia että suomalaisia vastaan vuosina 1941-44. Teos eroaa aikaisemmista kaltaisistaan ennen kaikkea siinä, että selvästi myönnetään Puna-armeijan epäonnistuneen määrättyjen tehtävien suosituksessa. Artikkelissa tarkastellaan tämän teoksen eräitä "mielenkiintoa herättäviä" kohtia sotatoimien eri vaiheissa

Financial capability and functional financial literacy in young adults with developmental language disorder

Background: Financial capability is an essential feature of the organisation of one’s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder (DLD) handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with DLD and compares them to those of age matched peers (AMPs). We tested the expectation that those with DLD would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people. Methods: Participants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected. Results: Compared to typically developing AMPs, young people with DLD report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with DLD (48% vs 16% of AMPs) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends. Conclusions: This is the first study to consider the financial capability skills and functional financial literacy of young adults with DLD. We provide novel evidence that some young adults with DLD lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support

Phonological development of Finnish speaking children at 3;6 and associations to previous and simultaneous lexical ability

Previous studies of Finnish children's phonological development focus mainly on children under 2;0. Earlier findings have suggested that phonological and lexical development are strongly associated at an early age. However, less is known about the longitudinal association. This study describes the phonological skills of Finnish-speaking children at 3;6 and compares them with early lexicon size at 2;0 and lexical ability at 3;6 (N = 67). The children's phonological development was measured using The Finnish Phonology Test. Lexical development was evaluated using the Finnish, long-form version of the Communicative Development Inventory at 2;0 and the Boston naming test at 3;6 At 3;6, all children mastered the vowels and diphthongs fully, and most of the children also mastered the consonants, with the exception of the phonemes/d/and/r/. Phonotactic skills had also been acquired well at this group level, although the word-medial and, especially, word-initial consonant clusters were still challenging. The percentage of phonemes correct was 95. Both paradigmatic and phonotactic skills at 3;6 were significantly associated with lexicon size at 2;0. In addition phonotactic skills correlated with naming ability at 3;6. Lexical development at 2;0 explained 21% of the variance in the phonological development at 3;6, whereas, the explaining value of simultaneous lexical skill was limited (9%). Present findings propose that associations between lexical and phonological skills weaken as phonological skills become more honed.Peer reviewe

Sociomateriality Implications of Software As a Service Adoption on IT-workers’ Roles and Changes in Organizational Routines of IT Systems Support

This paper aims to deepen our understanding on how sociomateriality practices influence IT workers’ roles and skill set requirements and changes to the organizational routines of IT systems support, when an organization migrates an on-premise IT system to a software as a service (SaaS) model. This conceptual paper is part of an ongoing study investigating organizations that migrated on-premise IT email systems to SaaS business models, such as Google Apps for Education (GAE) and Microsoft Office 365 systems, in New Zealand tertiary institutions. We present initial findings from interpretive case studies. The findings are, firstly, technological artifacts are entangled in sociomaterial practices, which change the way humans respond to the performative aspects of the organizational routines. Human and material agencies are interwoven in ways that reinforce or change existing routines. Secondly, materiality, virtual realm and spirit of the technology provide elementary levels at which human and material agencies entangle. Lastly, the elementary levels at which human and material entangle depends on the capabilities or skills set of an individual

Parental phonological memory contributes to prediction of outcome of late talkers from 20 months to 4 years: a longitudinal study of precursors of specific language impairment

Background Many children who are late talkers go on to develop normal language, but others go on to have longer-term language difficulties. In this study, we considered which factors were predictive of persistent problems in late talkers. Methods Parental report of expressive vocabulary at 18 months of age was used to select 26 late talkers and 70 average talkers, who were assessed for language and cognitive ability at 20 months of age. Follow-up at 4 years of age was carried out for 24 late and 58 average talkers. A psychometric test battery was used to categorize children in terms of language status (unimpaired or impaired) and nonverbal ability (normal range or more than 1 SD below average). The vocabulary and non-word repetition skills of the accompanying parent were also assessed. Results Among the late talkers, seven (29%) met our criteria for specific language impairment (SLI) at 4 years of age, and a further two (8%) had low nonverbal ability. In the group of average talkers, eight (14%) met the criteria for SLI at 4 years, and five other children (8%) had low nonverbal ability. Family history of language problems was slightly better than late-talker status as a predictor of SLI.. The best predictors of SLI at 20 months of age were score on the receptive language scale of the Mullen Scales of Early Learning and the parent's performance on a non-word repetition task. Maternal education was not a significant predictor of outcome. Conclusions In this study, around three-quarters of late talkers did not have any language difficulties at 4 years of age, provided there was no family history of language impairment. A family history of language-literacy problems was found to be a significant predictor for persisting problems. Nevertheless, there are children with SLI for whom prediction is difficult because they did not have early language delay

Annama H chondrite-Mineralogy, physical properties, cosmic ray exposure, and parent body history

The fall of the Annama meteorite occurred early morning (local time) on April 19, 2014 on the Kola Peninsula (Russia). Based on mineralogy and physical properties, Annama is a typical H chondrite. It has a high Ar-Ar age of 4.4 Ga. Its cosmic ray exposure history is atypical as it is not part of the large group of H chondrites with a prominent 7-8 Ma peak in the exposure age histograms. Instead, its exposure age is within uncertainty of a smaller peak at 30 +/- 4 Ma. The results from short-lived radionuclides are compatible with an atmospheric pre-entry radius of 30-40 cm. However, based on noble gas and cosmogenic radionuclide data, Annama must have been part of a larger body (radius >65 cm) for a large part of its cosmic ray exposure history. The Be-10 concentration indicates a recent (3-5 Ma) breakup which may be responsible for the Annama parent body size reduction to 30-35 cm pre-entry radius.Peer reviewe

Play and Developmental Outcomes in Infant Siblings of Children with Autism

We observed infant siblings of children with autism later diagnosed with ASD (ASD siblings; n = 17), infant siblings of children with autism with and without other delays (Other Delays and No Delays siblings; n = 12 and n = 19, respectively) and typically developing controls (TD controls; n = 19) during a free-play task at 18 months of age. Functional, symbolic, and repeated play actions were coded. ASD siblings showed fewer functional and more non-functional repeated play behaviors than TD controls. Other Delays and No Delays siblings showed more non-functional repeated play than TD controls. Group differences disappeared with the inclusion of verbal mental age. Play as an early indicator of autism and its relationship to the broader autism phenotype is discussed

Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

The use of spoken and written language is a fundamental human capacity. Individual differences in reading- and language-related skills are influenced by genetic variation, with twin-based heritability estimates of 30 to 80% depending on the trait. The genetic architecture is complex, heterogeneous, and multifactorial, but investigations of contributions of single-nucleotide polymorphisms (SNPs) were thus far underpowered. We present a multicohort genome-wide association study (GWAS) of five traits assessed individually using psychometric measures (word reading, nonword reading, spelling, phoneme awareness, and nonword repetition) in samples of 13,633 to 33,959 participants aged 5 to 26 y. We identified genome-wide significant association with word reading (rs11208009, P = 1.098 × 10−8) at a locus that has not been associated with intelligence or educational attainment. All five reading-/language-related traits showed robust SNP heritability, accounting for 13 to 26% of trait variability. Genomic structural equation modeling revealed a shared genetic factor explaining most of the variation in word/nonword reading, spelling, and phoneme awareness, which only partially overlapped with genetic variation contributing to nonword repetition, intelligence, and educational attainment. A multivariate GWAS of word/nonword reading, spelling, and phoneme awareness maximized power for follow-up investigation. Genetic correlation analysis with neuroimaging traits identified an association with the surface area of the banks of the left superior temporal sulcus, a brain region linked to the processing of spoken and written language. Heritability was enriched for genomic elements regulating gene expression in the fetal brain and in chromosomal regions that are depleted of Neanderthal variants. Together, these results provide avenues for deciphering the biological underpinnings of uniquely human traits