Search results

Tässä pro gradu -tutkielmassa selvitetään, minkälaisia kielellisiä keinoja sanomalehdissä käytetään. Aineistona on kaksi sanomalehteä: ranskalainen Le Monde ja suomalainen Helsingin Sanomat. Tutkittavat artikkelit ovat ilmestyneet 16. - 29. syyskuuta 2007 ja niissä käsitellään Iranin ydinase-epäilyä, joka oli tuolloin joukkoviestimissä puheenaiheena. Tarkoitus on myös selvittää, millaisia eroja esiintyy Helsingin Sanomien ja Le Monden tavoissa uutisoida aiheesta. Tutkielman hypoteesi on, että journalistinen kieli ei ole täysin neutraalia ja että artikkeleista löytyy vastakkainasettelun elementtejä länsimaiden ja Iranin välillä. Tutkielman teoreettisena kehyksenä toimii diskurssianalyysi, jonka pohjalta tutkitaan suorien lainausten ja metaforien käyttöä artikkeleissa. Diskurssianalyysin teorian mukaan kielen käyttö on tilanne- ja kulttuurisidonnaista. Sanomalehtien artikkelit on kirjoitettu journalistisessa diskurssissa, jonka vakiintuneita tapoja ja käytäntöjä toimittajien ammattikunta noudattaa työssään. Diskursseihin vaikuttavat esimerkiksi lehden oma poliittinen kanta, kaupallisuuden vaatimukset ja kulttuuri, jossa lehteä julkaistaan. Suoralla lainauksella voi olla artikkelissa argumentoiva tai dramatisoiva funktio. Toimittaja voi erottaa lainausmerkeillä ilmaisuja omasta diskurssistaan ja näin sanoutua irti vastuusta niiden sisällön suhteen. Analyysissa kiinnitetään huomiota myös siihen, kenen puhetta artikkeleissa lainataan ja minkä pituisia lainaukset ovat. Artikkeleissa käytetyt metaforat luokitellaan skeemoihin sekä pragmaattisiin ja intertekstuaalisiin metaforiin. Lisäksi perehdytään metaforien syvämerkityksiin, joiden pohjalta niitä voidaan jakaa rakenteellisiin, ontologisiin ja suuntametaforiin. Tuloksissa silmiinpistävää oli, että suurin osa sitaateista oli lyhyitä ja että etenkin Helsingin Sanomissa iranilaisten poliitikkojen puheita siteerattiin huomattavasti vähemmän kuin länsimaalaisten. Joistakin sitaateista kävi ilmi ironinen suhtautuminen poliitikkoihin, mikä ilmeni esimerkiksi Ranskan ulkoministeri Bernard Kouchnerin tekemien lipsahdusten toisteluna useissa artikkeleissa. Sama ilmiö toistui myös metaforien kohdalla. Metaforien syvämerkityksiä tutkimalla saatiin selville, aineiston artikkeleissa politiikka rinnastetaan usein sotaan, teatteriin tai peliin. Suomen ja Ranskan kielen metaforat eroavat jonkin verran toisistaan, mikä johtuu erilaisesta kulttuurisesta ympäristöstä. Asia otettiin huomioon metaforien analyysissa sekä niiden kääntämisessä ranskan kielelle. Asiasanat:diskurssianalyysi, suora lainaus, metafora

The drive to both maintain competitiveness and to meet marketplace expectations using the strategic management of communication is a feature of the international workplace. In the complex and dynamic commercial environment of the new millennium, this drive includes the imperatives to employ competent communication professionals. Whether organizations are intent on acquiring or developing proficient practitioners, the ability to achieve these aims rests on the identification of relevant competencies and attributes. This study uses the Critical Incident Technique to explore the practice of Communication Management in a sample of practitioners in New Zealand and Finland—two geographically disperse countries. The identified critical incidents mostly related to managing crisis communication across both countries. To manage the incidents, communication practitioners predominantly used two competencies: stakeholder relationship management and external interface management. In addition, the personal attribute of adaptability was most commonly employed in both countries. Despite the similarity of incidents and the competencies and attributes required to manage them, also variability in practitioners' strategic and personal responses was evident.

3D printing is a solid part of the health care environment, and in the future, it could assume a more innovative role in the work carried out by practical nurses. However, the educational context may not support the preparedness to face and adapt new and creative technologies on the part of practical nursing students. This study aimed to describe practical nursing students' technological acceptance towards 3D printing before and after six hours of 3D printing instruction. The technological acceptance model was used as a framework of the study. The data was collected using focus group interviews that 14 practical nursing students participated in before and after their six-hour 3D teaching course. Along with the thematic analysis, the interview themes were created in accordance with the theoretical elements concerned.
The results showed four narrative themes that described how a six-hour lesson series changed the students' technological acceptance towards 3D printing, from: 1) professional meaningless to everyday usefulness, 2) resource dominance to a part of working life, 3) special competence to ease of use, and 4) assumptions to limitless possibilities. Every theme consisted of two subthemes. Despite having been a new thing for students, 3D printing could be conceived in terms of having professional significance. The students described 3D printing as being easy to adapt to and they highlighted the meaning of its educational usage, as it could prepare them to be better with respect to applying creative working life-based technological solutions.
As a conclusion, it can be stated that even short educational sessions can promote practical nursing students' technological acceptance towards 3D technology and the know-how to implement it in working life. This requires educational institutions to target resources to 3D printing and on teacher education.

The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project's experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators' and Educator Candidates' Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners' digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators' self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy.

Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence. ; peerReviewed