Vihan typologia: Hegemoniset merkkisysteemit vihapuheessa

If culture fossilizes in language, what does language say about us? Typology of Hate: Hegemonic Sign Systems in Hate Speech examines how culturally semiotic signs build the themes of gendered hate speech in the contemporary hybrid media environment. More than ever, the role taken in discourse previously governed by “intellectuals” is shifting, and ideas of significance are circulated, debated and constructed online. Hate speech occupying space in mainstream culture is seen as a risk that modern technology enables in a completely new way. Online hate speech forms a complicated network of multimodal interactions, which makes defining it – and consequently, managing it – more challenging. Definitions of hate speech cannot focus on individual utterances or speech acts alone but must be looked against a wider socio-cultural impact by studying the meanings of signs and significations constructed in language against their cultural backdrop. This Master’s Thesis attempts to define hate speech by recognizing some of the thematic tropes repeated in its different variations, particularly its gendered form, which are semiotized online. Through an observation in digital ethnography and methods of discourse analysis, the qualitative data of the research was collected from r/TheRedPill on Reddit in March 2022. Data shows that the case study’s discourse is largely built on three thematic tropes defining gendered hate speech. Heteropatriarchal constructions of gender, systemic devaluation and regulation of femininity, and pseudoscientific beliefs are at the core of the group’s hateful discourse. This thesis has recognized dominant patterns through examples of gendered hate speech in radicalized language in the case study of the Red Pill community, and further paves way towards a practical index manual on hate speech reporting and recognition

Genetic uniqueness and socio-cultural conservation values of the endangered Yakutian Cattle

At the local level the values of the cattle were more related to everyday livelihood strategies of single households and families, whereas the representatives of the republic, in line with the newspapers, highlighted the importance of the cattle for Sakha's food production and for national identity. Thus, individuals at different levels were in favour of conserving the cattle, but for different reasons. The local residents and experts were more concerned about developing economically sustainable cattle production, whereas the experts in Yakutsk were concerned about the conservation of genetic resources. The genetic studies have indicated that Yakutian Cattle show genetic distinctiveness and have genetic value for the maintenance of cattle diversity

Poor neural and perceptual phoneme discrimination during acoustic variation in dyslexia

Whereas natural acoustic variation in speech does not compromise phoneme discrimination in healthy adults, it was hypothesized to be a challenge for developmental dyslexics. We investigated dyslexics’ neural and perceptual discrimination of native language phonemes during acoustic variation. Dyslexics and non-dyslexics heard /æ/ and /i/ phonemes in a context with fo variation and then in a context without it. Mismatch negativity (MMN) and P3a responses to phoneme changes were recorded with electroencephalogram to compare groups during ignore and attentive listening. perceptual phoneme discrimination in the variable context was evaluated with hit-ratios and reaction times. MMN/N2bs were diminished in dyslexics in the variable context. Hit-ratios were smaller in dyslexics than controls. MMNs did not differ between groups in the context without variation. These results suggest that even distinctive vowels are challenging to discriminate for dyslexics when the context resembles natural variability of speech. This most likely reflects poor categorical perception of phonemes in dyslexics. Difficulties to detect linguistically relevant invariant information during acoustic variation in speech may contribute to dyslexics’ deficits in forming native language phoneme representations during infancy. Future studies should acknowledge that simple experimental paradigms with repetitive stimuli can be insensitive to dyslexics’ speech processing deficits.Peer reviewe

Musicianship facilitates the processing of Western music chords-An ERP and behavioral study

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Leukemiaan sairastuneen lapsen koulunkäynnin ja oppimisen tukeminen

Tiivistelmä. Leukemiaan sairastuu Suomessa vuosittain 40 lasta ja nuorta. Leukemia saa alkunsa solutasolla ja leviää siitä vaikuttamaan koko elimistöön. Leukemian hoidot ovat pitkät ja rankat. Sitä hoidetaan pääsääntöisesti solusalpaajilla. Leukemialla ja sen hoidolla on merkittävä vaikutus sairastuneen lapsen ja hänen perheensä elämään. Arki muuttuu täysin ja jokaisen perheenjäsenen on sopeuduttava uuteen elämäntilanteeseen. Elämä voi tuntua arvaamattomalta ja epäreilulta. Sairaalakoulu turvaa sairastuneen lapsen koulunkäynnin sairaalassaolon aikana. Sairaalakoulussa sairaalakoulun opettaja kiertää osastoilla antamassa yksilöllistä vieriopetusta. Sairaalakoulun opettajan lisäksi opetuksen suunnitteluun ja toteutukseen osallistuu lapsen oman koulun opettaja. Kotijaksoilla opetus toteutuu kotikoulussa. Opettavien tahojen lisäksi sairastuneen lapsen ympärillä toimii moniammatillinen tiimi, johon kuuluu hoitavia tahoja sekä muita ammattilaisia. Sairastuneen lapsen vanhemmat ovat tärkeä osa moniammatillista tiimiä. Moniammatillisen tiimin tarkoituksena on huolehtia hoitojen aikana tapahtuvista nivelvaiheista, opetuksesta, hoidosta sekä muista lapsen ja perheen tarpeista. Lääkärin diagnosoitua lapsella leukemian, hoidot aloitetaan heti. Tällöin lapsi ei voi enää mennä kouluun, koska hoitojen alettua lapsen infektioriski kasvaa, ja pienikin flunssa voi olla lapselle vaarallinen. Sairaalakouluun on siirryttävä ilman varoitusaikaa. Sairaalakoulussa opetus etenee ja toteutuu mukaillen ja kuunnellen lapsen vointia. Sairaalakouluun siirryttäessä kuntoutusohjaaja käy lapsen omassa luokassa kertomassa sairaudesta sekä ohjeistamassa oman luokan opettajaa, joka on tiiviisti lapsen opetuksessa mukana koko sairauden ajan. Opetusta pyritään toteuttamaan etäyhteydellä luokan kanssa, sillä sen on todettu vähentävän yksinäisyyttä sekä helpottavan ajallaan kouluun palaamista. Leukemiaan sairastuneen lapsen elämässä kaikki muuttuu, mutta koulu pysyy tuttuna ja turvallisena, elämän jatkumisesta ja kirkkaasta tulevaisuudesta muistuttaen.Supporting the schooling and learning of a child with leukemia. Abstract. In every year 40 children and young people develop leukemia in Finland. It originates at the cellular level and spreads from it to affect the entire body. Treatments for leukemia are long and difficult. It is treated with cytotoxic drugs. Leukemia and its treatment have a significant impact on the lives of an affected child and their family. Everyday life changes completely and every member of the family must adapt to new situation. Life can seem unpredictable and unfair. The hospital school secures the ill child’s schooling during their hospital stay. In a hospital school, a hospital schoolteacher tours the departments to provide individual guest instruction. In addition to the hospital schoolteacher, the child’s own school participates in the planning and implementation of the teaching. In home sessions, teaching takes place in a home school. In addition to the teaching staff, there is a multi-professional team around the sick child, which includes caregivers, as well as other professionals. The parents of a sick child are also an important part of a multi-professional team. The purpose of the multi-professional team is to take care of the joint stages, teaching, care and other needs of the child and the family. When a doctor diagnoses a child with leukemia, treatments have started immediately. In this case, the child will no longer be able to go to school because the child’s risk of infection increases after the start of treatment, and even a small flu can be difficult. You must start the hospital school without a warning. In a hospital school, teaching progresses and takes place by listening to and adapting to the child’s well-being. When transferring to a hospital school, the rehabilitation instructor goes to the child’s own class to talk about the illness, and to instruct a teacher in his or her own class who is actively involved in the child’s education throughout the illness. The aim is to conduct teaching remotely with the class, as it has been found to reduce loneliness and make it easier to return to school on time. Everything changer in the life of a child with leukemia, but the school remains familiarly safe, reminiscent of the continuation of life, and a bright future

Infancy and early childhood maturation of neural auditory change detection and its associations to familial dyslexia risk

Objective: We investigated early maturation of the infant mismatch response MMR, including mismatch negativity (MMN), positive MMR (P-MMR), and late discriminative negativity (LDN), indexing auditory discrimination abilities, and the influence of familial developmental dyslexia risk. Methods: We recorded MMRs to vowel, duration, and frequency deviants in pseudo-words at 0, 6, and 28 months and compared MMRs in subgroups with vs. without dyslexia risk, in a sample overrepresented by risk infants. Results: Neonatal MMN to the duration deviant became larger and earlier by 28 months; MMN was elicited by more deviants only at 28 months. The P-MMR was predominant in infancy; its amplitude increased by 6 and decreased by 28 months; latency decreased with increasing age. An LDN emerged by 6 months and became larger and later by 28 months. Dyslexia risk affected MMRs and their maturation. Conclusions: MMRs demonstrate an expected maturational pattern with 2-3 peaks by 28 months. The effects of dyslexia risk are prominent but not always as expected. Significance: This large-scale longitudinal study shows MMR maturation with three age groups and three deviants. Results illuminate MMR's relation to the adult responses, and hence their cognitive underpinnings, and help in identifying typical/atypical auditory development in early childhood. (c) 2022 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Peer reviewe