Vertaileva selvitys eri maiden biotalousstrategioista

Tässä raportissa esitellään yhdeksän maan biotalousstrategioiden keskeinen sisältö. Selvityksen kohteena oli kuusi Euroopan maata (Alankomaat, Italia, Itävalta, Ranska, Saksa, Suomi) sekä Etelä-Afrikka, Kanada ja USA. Analyysi oli ensisijaisesti laadullinen ja vertaileva ja se tehtiin ATLAS.TI -ohjelmistoa käyttäen. Analyysi kohdistui erityisesti seuraaviin teemoihin: biotalouden määrittely, tavoitteet ja seuranta, biotalouden sektorit, resurssit, tuotteet ja arvoketjut, biotalouteen liittyvä koulutus, kasvatus ja tutkimus, biotaloustietoisuuden lisääminen yhteiskunnassa sekä biotalouden edistämisen politiikkakeinot ja yhteydet kestävään kehitykseen. Strategiat olivat luonteeltaan ja laajuudeltaan erilaisia. Muutamien teemojen osalta voidaan nähdä yhteneväisyyttä sisältöjen osalta, vaikkakin yksityiskohtien tasolla maiden välillä on eroja runsaasti. Raportti koostuu suomenkielisestä yhteenvedosta sekä alkuperäisestä englanninkielisestä analyysista, joka on tämän raportin liitteenä. Liitteen taulukot antavat lisätietoa eroista eri maiden välillä. Raportin tuloksia voidaan käyttää biotalousstrategioiden ja -politiikan laadinnassa. Selvitys on tehty maa- ja metsätalousministeriön rahoituksella Suomen biotalousstrategian päivitystyön tueksi

Reaching for Precision Healthcare in Finland via Use of Genomic Data

Concerns over future healthcare capacity along with continuing demands for sustainability call for novel solutions to improve citizens' health and wellbeing through effective prevention and improved diagnosis and treatment. Part of the solution to tackle the challenge could be making the most of the exploitation of genomic data in personalized risk assessment, creating new opportunities for data-driven precision prevention and public health. Presently, the utilization of genomic data in the Finnish healthcare system is limited to a few medical specialty areas. To successfully extend the use of genomic information in everyday healthcare, evidence-based and feasible strategies are needed. The national actions that Finland is taking towards this goal are 1) providing scientific evidence for the utility of genomic information for healthcare purposes; 2) evaluating the potential health-economic impact of implementing precision healthcare in Finland; 3) developing a relevant legal framework and infrastructures for the utilization of genomic information; 4) building a national multidisciplinary expert network bringing together relevant professionals and initiatives to achieve consensus among the different stakeholders on specific issues vital for translating genomic data into precision healthcare; 5) building competence and genomic literacy skills among various target groups; and 6) public engagement (informing and educating the public). Taken together, these actions will enable building a roadmap towards the expedient application of genomic data in Finnish healthcare and promoting the health of our citizens.Peer reviewe

Genomitiedon arkaluonteisuus on tiukassa elävä myytti

Aikuisen henkilön geeni- ja genomitieto ei sellaisenaan ole ¬kovinkaan arkaluonteista. Pelkän tietosuojan korostaminen vähentää tutkimuksen mahdollisuuksia: arvokkaatkin aineistot muuttuvat suljettuina arvottomiksi

Genomitiedon arkaluonteisuus on tiukassa elävä myytti

Aikuisen henkilön geeni- ja genomitieto ei sellaisenaan ole ¬kovinkaan arkaluonteista. Pelkän tietosuojan korostaminen vähentää tutkimuksen mahdollisuuksia: arvokkaatkin aineistot muuttuvat suljettuina arvottomiksi

Motivaatioilmaston yhteys yhdeksäsluokkalaisten fyysiseen aktiivisuuteen ja viihtymiseen koulun liikuntatunneilla

The aim of this study was to test a theoretical model, in which self-determined motivation was proposed to be constructed of the dimensions of perceived autonomy, social relatedness, and perceived competence. In order to achieve this aim the research involved the execution of three main goals. Firstly, self-determination theory was extended by integrating the two criteria of perceived competence, task and ego involvement, both adopted from the goal orientation model, to the dimensions of autonomy and social relatedness. To test this model, the Motivational Climate in School Physical Education Scale (MCSPES) was developed, and its psychometric properties were analyzed. Secondly, the study examined how the pupils perceive the motivational climate of school physical education, how they enjoyed the lessons, and how physically active they perceived themselves to be during the lessons. Thirdly, the associations between perceived motivational climate, physical education mark, pupils’ enjoyment, and the intensity of physical activity during physical education lessons were assessed.The development of the MCSPES consisted of two pilot phases. The final sample consisted of 4397 ninth grade pupils, including 2594 girls and 1803 boys. Enjoyment was measured using the Enjoyment in Sport scale. The intensity of physical activity was evaluated by a two item scale. The construct validity of the MCSPES was analyzed using confirmatory factor analysis.The statistical fit of the four-factor model consisting of perceived autonomy climate, social relatedness climate, task involving and ego involving climate factors was not satisfactory, thus, two new models were tested. In the first, factors supporting self-determination were the task involving climate, autonomy, and social relatedness. Ego involving climate was analyzed as one-dimensional factor, due to its low correlation with the other three climate factors. Based on the statistical parameters, the hypothesized theoretical structures of the three-factor and the one-factor models were supported for both genders. The internal consistency analyses showed that all subscales demonstrated adequate reliability. The MCSPES can be considered as psychometrically valid tool to measure motivational climate in Finnish ninth grade pupils.Results indicated that pupils enjoyed physical education lessons. Motivational climate dimensions supporting task involvement, autonomy, and social relatedness had a positive, statistically significant relationship with pupils’ enjoyment and physical activity in physical education lessons. Ego involving climate was associated with enjoyment and physical activity levels below the mean even for the pupils with a high physical education mark, if the climate was not simultaneously highly task involving. Alternatively, the level of enjoyment of the pupils with a low physical education mark was at or above the mean level in cases where these students perceived the climate to be highly task involving, regardless of the level of ego involving climate.Multilevel analyses showed that enjoyment and perception of motivational climate are primarily individual experiences. In the boys’ classes, the effect of the teacher on the pupils’ perception of enjoyment and motivational climate dimensions was only small. In the girls’ classes, the teacher played a stronger role in the perception of enjoyment and all four motivational climate dimensions. Also, the effect of the class on the perception of enjoyment and motivational climate dimensions in girls was stronger, except for task involving climate.Oppilaat viihtyvät ja ovat fyysisesti aktiivisia liikuntatunneilla, joilla he saavat vaikuttaa tuntien kulkuun, tuntevat kuuluvansa ryhmään ja keskittyvät taitojensa kehittämiseen omista lähtökohdistaan. Tämä käy ilmi Markus Soinin koululiikunnan motivaatioilmastoa ja sen yhteyttä viihtymiseen ja fyysiseen aktiivisuuteen käsittelevästä väitöstutkimuksesta.Yhdeksäsluokkalaiset viihtyvät keskimäärin hyvin liikuntatunneilla ja kokevat itsensä aktiivisiksi. Kuitenkin oppilaat, joilla liikuntanumero on alle kahdeksan, viihtyvät liikuntatunneilla selvästi muita huonommin ja ovat fyysisesti muita vähemmän aktiivisia. Kyseisen ryhmän myönteisten liikuntakokemusten lisääminen on selkeä haaste liikunnanopetukselle. Arvioinnissa heikosti menestyneet oppilaat ovat ryhmä, jonka tulisi saada erityishuomiota – muutoin vaarana on liikunnallisen elämäntavan ulkopuolelle syrjäytyminen.Koululiikunnan opetussuunnitelmassa asetetut varsin yksityiskohtaiset taidolliset tavoitteet ja arvosanan kahdeksan kansallinen yleistettävyys ohjaavat opettajia vertaamaan oppilaita keskenään koulun, opetusryhmän ja yksilöiden tasolla. Normatiivista vertailua korostava ilmapiiri on kuitenkin liikuntatunneilla aktiivisuutta ja viihtyvyyttä vähentävä tekijä. Vaihtoehto liikuntanumerolle voisi olla kirjallinen arvio henkilökohtaisesta kehittymisestä tai numeroarvioinnin vapaaehtoisuus.Viihtymisen ja aktiivisuuden lisäämiseksi tulisi Soinin mukaan miettiä koko koululiikunnan tarjonnan ja kysynnän suhdetta: onko koulujemme liikunnan opetussuunnitelmissa riittävästi tarjolla monipuolista liikuntaa vai perustuvatko ne urheilulähtöisesti eri lajien harjoitteluun

Ohje kuntouttavasta hoitotyöstä kotihoidolle

Toiminnallisen opinnäytetyön tarkoituksena oli tehdä ohje kuntouttavasta hoitotyöstä Vaasan kaupungin kotihoidolle. Ohjeen tavoitteena on palvella työyhteisöä apuvälineenä perehdytyksessä sekä tukea kotihoidon asiakkaiden terveyttä ja elämänlaatua. Opinnäytetyön tavoitteena oli myös tukea sen tekijöiden ammatillista kasvua sairaanhoitajina. Ohjeen sisältö on laadittu teoriatiedon pohjalta ja siihen on sisällytetty Vaasan kaupungin edustajan kanssa sovitut asiat. Ohjeen ulkoasua varten on käytetty Vaasan kaupungin omaa dokumenttipohjaa ja ohjeeseen on otettu havainnollistavia kuvia yhteistyössä Vaasan kaupungin kotihoidon asiakkaan kanssa. Teoriatietoa on haettu 2000-luvun kirjallisuudesta ja Google Scholar -selaimesta sekä Cinahl, PubMed, Medic ja Finlex -tietokannoista. Työn keskeisiä käsitteitä ovat kuntouttava hoitotyö, kotihoito ja ohje. Ohjetta voivat käyttää kotihoidon uudet ja vanhat työntekijät. Yhteistyökumppanin mukaan ohjeessa tulee esiin keinoja omatoimisuuden tukemiseen päivittäisissä tilanteissa ja yhteistyökumppani uskoo hoitajien saavan konkreettista apua asiakkaan toimintakyvyn ylläpitämiseen. Ohjeessa on yhteistyökumppanin mielestä runsaasti käytännön esimerkkejä ja kuvia

Factorial Validity and Internal Consistency of the Motivational Climate in Physical Education Scale

The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure motivational climate in Finnish Grade 9 students

Comparing the physical activity patterns of 3-year-old Finnish and Australian children during childcare and homecare days

Publisher's PDFBackground: Limited previous research has contrasted physical activity (PA) patterns in preschool children across different hourly patterns or segments of day, or adopted similar methodologies to compare the PA behaviors of children from different countries. The purpose of this study was to examine how the PA levels and patterns differed between 3- year-olds within and between childcare and homecare days in Finland and Australia. Material/Methods: ActiGraph GT3X accelerometers were used to monitor 121 (80 Finnish, 41 Australian) children’s PA for five consecutive days. Results: No significant country differences were observed in children’s daily total PA (light-tovigorous PA [LMVPA]), except that during childcare days Finnish children spent more time in light PA compared to Australian children. During childcare attendance hours children engaged in moderate-to-vigorous PA (MVPA) for an average of 48 minutes (SD = 24) covering 54% of their daily MVPA in Finland, and for 53 minutes (SD = 34) covering 64% of their daily MVPA in Australia. Variation in children’s hour-by-hour PA was more pronounced during childcare days than homecare days. Conclusions: Despite the variations based on cultural practices, no major differences were observed in children’s daily total PA between the countries. However, these findings provide a better understanding of 3-year-olds’ PA behavior patterns and will serve as valuable evidence for the development of PA promotion in preschool children in both Finland and in Australia.peerReviewe

Students’ Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) ‘low autonomy, relatedness, task, and moderate ego climate’ group’, 2) ‘low autonomy, relatedness, and high task and ego climate, 3) ‘moderate autonomy, relatedness, task and ego climate’ group 4) ‘high autonomy, relatedness, task, and moderate ego climate’ group, and 5) ‘high relatedness and task but moderate autonomy and ego climate’ group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students’ perceptions of various motivational climates created differential levels of enjoyment in PE classes

Students’ perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational cli-mate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14 -15 years. Students responded to question-naires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses pro-duced a five-cluster solution labeled 1) ‘low autonomy, related-ness, task, and moderate ego climate’ group’, 2) ‘low autonomy, relatedness, and high task and ego climate, 3) ‘moderate auton-omy, relatedness, task and ego climate’ group 4) ‘high autono-my, relatedness, task, and moderate ego climate’ group, and 5) ‘high relatedness and task but moderate autonomy and ego climate’ group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment where-as students in cluster 1 experienced the lowest level of enjoy-ment. The results showed that the students’ perceptions of vari-ous motivational climates created differential levels of enjoy-ment in PE classes.peerReviewe