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"en": "The argument quality evaluation survey examined the effect of an argument's source on the respondents' assessment of the credibility of the argument. The topics of the arguments included protection of employees against dismissal, wind power, income disparity, and licenses to shoot wolves. The data were collected as part of two Academy of Finland projects: Consortium of Trust Research: Pathways to Political Trust (CONTRE, 2015-2019) and Participation in Long-Term Decision-Making (PALO, 2017-2022, ID: 326662). The respondents were randomly divided into four groups. Depending on the group, the person presenting the argument was described to the respondents either as a partial, impartial, or reluctant source, or the arguments were presented without a source. The following arguments were included in the survey: \"Protection of employees against dismissal should be decreased in companies with less than 20 employees, because it would reduce the economic risks of these companies\", \"More wind plants must be built because increasing the use of renewable energy sources is an effective way to curb climate change\", \"The government should take measures to reduce differences in income levels because low income disparities increase everybody's well-being\", and \"The number of shooting licenses for wolves should be increased, because it would strengthen the sense of security of the people living near areas with a high number of wolves\". The sources of the arguments included, for example, owners and employees of different-sized companies, people living close to wind farms, people with low, medium, or high incomes, and people living close to a wolf pack or members of a wildlife conservation NGO. The respondents were asked to evaluate the credibility of the argument, the expertise and trustworthiness of the argument's source, and the level of interest the argument's source would show towards the argument topic. Finally, the respondents' own opinions on the topics of the arguments were surveyed. A number of items from the Big Five Inventory (John et al.) and a test of Machiavellianism were also presented to the respondents. Additionally, the respondents' political party preference, left-right political self-placement, interest in societal issues, and trust in other people and institutions were examined. Background variables included the respondent's gender, age, mother tongue, region of residence, level of education, and household income.",
"fi": "Tutkimusaineisto selvittää, miten väitteen esittäjä vaikuttaa vastaajien arvioon argumentin pätevyydestä. Argumenttien teemat ovat irtisanomissuoja, tuulivoiman rakentaminen, tuloerot ja susien kaatoluvat. Aineisto on koottu osana Suomen Akatemian hankkeita Polut poliittiseen luottamukseen (Consortium of Trust Research: Pathways to Political Trust, CONTRE, 2015-2019) ja Osallistuminen pitkäjänteisessä päätöksenteossa (Participation in Long-Term Decision-Making, PALO, 2017-2022, hankenumero 326662). Vastaajat jaettiin satunnaisesti neljään ryhmään argumentin esittäjän mukaan. Argumentin esittäjät olivat puolueellisia, puolueettomia tai vastahakoisia. Yhdessä ryhmässä argumentit esitettiin ilman, että esittäjä mainittiin. Kyselyn argumentteja ovat \"Irtisanomissuojaa pitää heikentää alle 20 henkeä työllistävissä yrityksissä, koska se vähentäisi niiden toimintaan liittyviä taloudellisia riskejä\", \"Tuulivoimaloita on rakennettava lisää, koska tuulivoiman käyttö on tehokas keino hillitä ilmastonmuutosta\", \"Valtiovallan pitää ryhtyä toimenpiteisiin tuloerojen vähentämiseksi, koska alhaiset tuloerot kasvattavat kaikkien hyvinvointia\" ja \"Susien kaatolupia pitää lisätä, koska se lisäisi susilaumojen läheisyydessä asuvien suomalaisten turvallisuudentunnetta\". Väittämien esittäjinä olivat esimerkiksi yrityksen omistaja ja työntekijät, tuulivoimaloita rakentavan yrityksen toimitusjohtaja ja tuulivoimapuiston lähellä asuva, pieni-, keski- ja suurituloinen sekä susilauman läheisyydessä asuva ja luonnonsuojelujärjestön jäsen. Vastaajat arvioivat väittämän pätevyyttä sekä väittämän esittäjän asiantuntemusta, luotettavuutta ja kiinnostuneisuutta. Lopuksi kysyttiin, mitä mieltä vastaajat itse ovat irtisanomissuojaan, tuulivoiman rakentamiseen, tuloeroihin ja susien kaatolupiin liittyvistä väittämistä. Vastaajien persoonallisuuden piirteitä kartoitettiin itsearvioinnilla (suppea Big Five-mittari sekä Machiavellianismi-mittari). Tiedusteltiin myös vastaajien puoluekantaa, poliittista vasemmisto-oikeisto -orientaatiota, kiinnostusta yhteiskunnallisiin asioihin ja luottamusta ihmisiin ja instituutioihin. Taustamuuttujina ovat vastaajan sukupuoli, ikä, äidinkieli, asuinalue, koulutus ja kotitalouden nettotulot."
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"en": "The Police Barometer surveys study Finnish public opinion on the role and services of the police, feelings about safety and security, fear of crime, experiences of crime, and trust in the national institutions in crime prevention. The 2020 survey was funded by the Ministry of the Interior. Initially, respondents assessed the ability of the police to guarantee public order and security in Finland, the importance of various tasks in police work (e.g. solving different types of crime, traffic control, emergency response, police patrol). Views on how serious a problem crime was in the respondents' own neighbourhoods were also examined. Sense of security and fear of crime were studied by asking how worried the respondents were about certain issues (e.g. assaults, burglaries, drunk driving, sexual harassment, cybercrime). Respondents were asked to identify circumstances in which they feel unsafe in if they are alone (e.g. at home during the day, in the town centre after dark after dark, or in a residential area late on Friday and Saturday nights). The respondents were asked whether they themselves had become victims of certain crimes, whether they had reported the crime to the police, and if not, why. Further questions surveyed whether the respondents had been eyewitnesses to any crimes (e.g. burglaries or car theft) or witnesses/complainants in a criminal procedure, and whether they had experienced a threat or pressure from somebody subjected to a criminal procedure. Views on the accessibility and visibility of the police were examined by asking what the distance was from the respondent's home to the nearest police station, how long they thought it would take for the police to respond to an emergency, and how often the respondents had seen the police patrolling in their own neighbourhood. The quality of police services was assessed with questions about the last time the respondents had contacted the police, reasons for doing so, and how they had been treated. The respondents also rated how well the police had succeeded in solving crimes, preventing crime, providing help quickly, etc. Opinions on the attitude of the police towards people from different ethnic backgrounds were studied. The survey charted opinions on the development of the services provided by the police as well as trust in various institutions, such as the police, emergency and protective services, private security guards, the Border Guard, courts, the Customs, and the Defence Forces. The quality of police conduct was also surveyed, and the respondents were asked what they felt their own duties towards the police were. Finally, the respondents' opinions on the occurrence and nature of corruption in society at large were charted. Background variables included the respondent's gender, age group, primary position in the labour market, highest level of education attained, mother tongue, gross annual personal income, region (NUTS3) of residence, and whether the respondent, someone in their immediate family or a close relative worked for the police.",
"fi": "Poliisibarometri 2020 kartoittaa kansalaisten käsityksiä poliisin toiminnasta ja sisäisen turvallisuuden tilasta. Tutkimuksessa selvitettiin luottamusta poliisiin, poliisin legitimiteettiä, poliisipalveluiden saatavuutta, poliisin näkyvyyttä sekä rikollisuuden kokemuksia ja rikoksista ilmoittamista. Sisäministeriö rahoitti aineiston hankinnan. Aluksi vastaajat arvioivat poliisin kykyä taata yleinen järjestys ja turvallisuus sekä poliisin eri tehtävien tärkeyttä. Kansalaisten huolta eri rikosilmiöistä kartoitettiin kysymällä, kuinka paljon eri asiat (mm. pahoinpitelyt, asuntomurrot, rattijuoppous, tietoverkkorikollisuus, seksuaalinen ahdistelu ja väkivalta) huolestuttavat. Kysyttiin myös, miten vakava ongelma rikollisuus on lähiympäristössä. Edelleen tiedusteltiin, onko vastaaja joutunut eri rikosten (mm. omaisuuden varastamisen, autovarkauden, aseellisen uhkauksen tai identiteettivarkauden) uhriksi, onko hän ollut todistajana tai asianomistajana rikosprosessissa sekä onko hän kokenut uhkailua tai painostusta jonkun rikosprosessiin osallistuvan taholta. Poliisin tavoitettavuutta ja näkyvyyttä selvitettiin mm. kysymällä, kuinka usein poliisipartioita näkyy asuinalueella ja kuinka pitkä matka on lähimmälle poliisiasemalle. Poliisipalveluiden laatua arvioitiin kysymällä, onko vastaaja ollut yhteydessä poliisiin kuluneiden 12 kuukauden aikana, minkä asian takia ja miten häntä kohdeltiin. Kysyttiin myös, miten hyvin poliisi on onnistunut eri tehtävien hoidossa ja miten poliisipalvelut ovat kehittyneet asuinseudulla viime aikoina. Lisäksi vastaajat arvioivat poliisin suhtautumista eri kulttuureista lähtöisin oleviin ihmisiin sekä omaa luottamustaan poliisin, palo- ja pelastustoimen, yksityisten vartiointiliikkeiden, rajavartiolaitoksen, tullin ja puolustusvoimien toimintaan. Lopuksi kysyttiin, mitä velvollisuuksia vastaajilla on poliisia kohtaan sekä tiedusteltiin poliisin mahdollista korruptiota ja korruption yleisyyttä Suomessa ylipäätään. Taustamuuttujia olivat vastaajan sukupuoli, ikä, koulutus, työmarkkina-asema, tuloluokka, suuralue sekä vastaajan tai hänen lähisukulaisensa työskentely poliisissa."
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"fi": "Tutkimus kartoittaa suomalaisten tiedettä arvostavia maailmankuvia. Tutkimuksessa selvitetään tieteen merkitystä suomalaisille sekä sitä, miten tiedettä arvostavat vastaavat niin sanottuihin perimmäisiin kysymyksiin. Tutkimuksen on rahoittanut Suomen Kulttuurirahasto. Aluksi kartoitettiin tiedekäsityksiä erilaisin mielipideväittämin. Vastaajia pyydettiin arvioimaan tieteen merkitystä muun muassa elämän ymmärtämiselle, tarkoituksen kokemukselle ja moraalille. Kysyttiin myös, miten tieteen koetaan vaikuttavan näkemyksiin kuolemattomuudesta tai siitä, miten ihminen tuntee kiinnittyvänsä ihmiskuntaan ja maailmankaikkeuteen. Maailmankuvaa selvitettiin kysymällä mielipiteitä esimerkiksi maailman oikeudenmukaisuudesta, kohtalosta ja kuolemanjälkeisestä elämästä. Vastaajia pyydettiin arvioimaan myös luontoa koskevia väitteitä muun muassa maapallon ja elävien olentojen syntyyn, luonnonvalintaan ja maailmassa vaikuttaviin voimiin liittyen. Lopuksi vastaajia pyydettiin täyttämään kirjoittajien suomeen kääntämä tiedeuskon mittari (ks. lisää mittarista Farias, M., Newheiser, A.-K., Kahane, G., & de Toledo, Z. (2013). Scientific faith: Belief in science increases in the face of stress and existential anxiety. Journal of Experimental Social Psychology, 49(6), 1210 - 1213. https://doi.org/10.1016/j.jesp.2013.05.00) Taustamuuttujina ovat sukupuoli, ikäryhmä, koulutusvuodet, henkisyys, uskonnolliseen yhdyskuntaan kuuluminen, jumalausko, katsomus sekä mahdollinen nykyinen tai aiempi työskentely tutkimuslaitoksessa ja tieteenala."
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"en": "The survey charted the use of digital devices, social media, and online services in Finland. Main themes of the survey also included societal values, civic participation, social relationships, and well-being. Media use was investigated with questions on how often the respondents did certain things (e.g. use the internet, listen to radio programs or podcasts, write on discussion boards, use instant messaging applications). The respondents were also asked whether they used certain digital devices and services (e.g. smart phone, computer, broadband internet, smart watch) and how important these were for their everyday lives. The role of the internet in the respondents' everyday lives was explored by asking how important the internet was for them in terms of banking, booking doctor's appointments, purchasing products and services, and keeping in touch with others. The respondents' digital skills were charted by asking them, for example, whether they knew how to download and save files from the internet or clear their browser history. Additionally, views on the trustworthiness of internet sources and the ease of finding reliable information online were surveyed. The respondents were asked about the purposes for which they used social media, whether they knew what kind of information was appropriate to share on social media, and their membership in social media communities. Additionally, the respondents' use of different social media platforms and compulsive social media use were charted. Attitudes towards social media were examined with questions on, for example, whether the respondents were concerned about hate speech or fake news on social media, how they engaged with opinions that differed from their own on social media, and whether social media had made them feel pressure over their appearance. Civic participation was charted by asking the respondents whether in the last five years they had, for example, voted in parliamentary elections, taken part in a demonstration, donated money to charity or volunteered. Political party affiliation and the respondents' alignment on left-right and liberal-conservative political spectrums were also surveyed. Additionally, the respondents' views on various questions (e.g. the right to abortion, same-sex marriage, cuts to social security, dismantling the welfare state) and their trust in institutions (e.g. the government, the judicial system, politicians, the European parliament, news outlets) were investigated. The respondents' social relationships were examined with questions on how many friends they had on social media, how much they used social media to keep in touch with friends, how often they felt lonely, and how often they used social media to alleviate feelings of loneliness. Experiences of online harassment and bullying were also charted. The respondents were asked about their satisfaction with their body and appearance, and well-being was surveyed with statements on, for example, health, self-confidence, future expectations, and overall life satisfaction. Background information included the respondent's gender, year of birth, NUTS2 and NUTS3 regions of residence, marital status, household characteristics, level of education, occupation, sector of employment, and monthly household gross income.",
"fi": "Aineistossa on kartoitettu suomalaisten digitaalisten laitteiden, sosiaalisen median ja verkkopalveluiden käyttöä. Kysymykset käsittelivät lisäksi yhteiskunnallista arvomaailmaa ja osallistumista sekä sosiaalisia suhteita ja hyvinvointia. Median käyttöä käsittelevässä osiossa kysyttiin, kuinka usein vastaajat muun muassa käyttävät internetiä, kuuntelevat radio-ohjelmia tai kirjoittavat keskustelufoorumeille. Vastaajat kertoivat, käyttävätkö he erilaisia älylaitteita. Internetin käyttötaitoja kartoitettiin erilaisin väittämin, kuten osaako tutkittava tyhjentää selaimen sivuhistorian. Lisäksi kysyttiin, miten tärkeäksi internet koetaan esimerkiksi pankkiasioiden hoitamisessa tai yhteydenpidossa muihin ihmisiin. Vastaajat ottivat myös kantaa väittämiin internetlähteiden luotettavuudesta ja tiedon etsimisestä. Tutkittavilta kysyttiin, mihin tarkoituksiin he käyttävät sosiaalista mediaa, ja tietävätkö he millaista tietoa on sopivaa jakaa verkossa. Vastaajat kertoivat, miten he suhtautuvat sosiaalisessa mediassa mielipiteisiin, jotka eroavat heidän omistaan, ja millaista mielikuvaa itsestään he levittävät. Heiltä kysyttiin myös, mitä sosiaalisen median palveluita he käyttävät. Vastaajat kertoivat, aiheuttaako sosiaalinen media ulkonäköpaineita. Tämän jälkeen kartoitettiin erilaisia kansalaistoimia, joihin vastaajat olivat osallistuneet, sekä vastaajien puoluekantaa ja suhtautumista erilaisiin yhteiskunnallisiin asioihin, kuten maahanmuuton kasvuun tai maaseudun autioitumiseen. Vastaajat kertoivat, kuinka luotettavina he pitävät muun muassa eduskuntaa, poliittisia puolueita ja suuria kansainvälisiä yhtiöitä. Lopuksi kysyttiin vastaajien sosiaalisista suhteista ja yksinäisyydestä, onko heihin kohdistunut verkossa esimerkiksi seksuaalista häirintää, ja miten he kuvailisivat omaa taloudellista tilannettaan ja terveyttään. Taustatietoja aineistossa ovat vastaajan sukupuoli, syntymävuosi, maakunta, suuralue, parisuhdetilanne, kotitalouden henkilömäärä, koulutustaso, ammatti ja työnantajasektori sekä kotitalouden yhteenlasketut tulot."
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"fi": "Kansalaispulssi selvittää suomalaisten korona-ajan mielipiteitä viranomaisten toiminnasta, tiedonkulusta sekä vastaajan mielialasta ja huolenaiheista. Tämän kierroksen kyselyssä kartoitettiin vastaajien luottamusta viranomaisiin ja instituutioihin sekä toisiin ihmisiin. Vastaajien mielialaa kartoitettiin kysymällä, kuinka paljon koronaepidemia sekä erilaiset terveyteen ja hyvinvointiin (esimerkiksi oma tai läheisten riski sairastua koronaan, terveydenhuoltojärjestelmän kestokyky, oman tai läheisten alkoholinkäytön hallinta) sekä toimeentuloon ja arkeen (oman tai läheisten toimeentulon riittävyys, riski joutua lomautetuksi tai työttömäksi, lasten koulunkäynti yms.) liittyvät asiat aiheuttavat huolta tällä hetkellä. Lisäksi kysyttiin luottamuksesta tulevaisuuteen, elämäntilanteesta ja koetusta stressistä. Vastaajia pyydettiin myös arvioimaan suomalaisten kriisimielialaa tällä hetkellä. Tiedonsaantiin ja viestintään liittyen tiedusteltiin edelleen, miten tasapuolista, luotettavaa, avointa ja selkeää viranomaisten viestintä on ollut. Korona-ajan toimintaa selvitettiin kysymällä, kuinka hyvin vastaaja on noudattanut koronaviruksen leviämistä ehkäiseviä suosituksia. Kysyttiin myös koronarokotteiden ottamisesta. Edelleen kartoitettiin koronaviruksen leviämisen estämiseen käytettyjen omaehtoisten suojauskeinojen, kuten kasvomaskien, kotitestien ja koronapassin hyödyllisyyttä ja hyväksyttävyyttä. Taustamuuttujina olivat vastaajan sukupuoli, ikäryhmä, maakunta, koulutus sekä tietoja kotitalouden rakenteesta ja taloudellisesta tilanteesta."
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"fi": "Aineisto koostuu ikääntyvien vammaisten kirjoituksista. Kirjoituskutsulla pyrittiin löytämään vastaajiksi henkilöitä, jotka ikääntyvät vamman kanssa, jotka ovat vammautuneet tai jolle on tullut toimintarajoitteita ikääntymisen myötä. Kirjoituskutsussa annettiin muutamia ohjaavia apukysymyksiä, joita vastaaja sai halutessaan käyttää kirjoittamisen inspiraationa. Apukysymyksissä kysyttiin mm. sitä, minkälaisia ajatuksia ikääntyminen vamman kanssa tai iän mukanaan tuomat toimintarajoitteet herättävät, onko vastaaja saanut riittävästi tukea ja apua toimintarajoitteiden tai vammojen tuomiin haasteisiin ja sitä, kohdellaanko vastaajaa omasta mielestään eri tavalla nyt, kun hän on ikääntynyt tai kun hänelle on tullut toimintarajoitteita. Lisäksi tarjottiin mahdollisuutta kirjoittaa esimerkiksi toimintarajoitteiden vaikutuksista omaan identiteettiin, arjen kulkuun tai harrastuksiin. Vastata sai niin pitkästi tai lyhyesti kuin halusi. Taustatietona kysyttiin sukupuolta, ikäryhmää, mihin vamman tai ikääntymisen tuomat toimintarajoitteet liittyvät, sekä sitä, onko kunta myöntänyt vastaajalle vammais- tai vanhuspalveluja."
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"en": "The survey charted the implementation of regional, physical, economical, and pedagogical accessibility solutions in educational institutions that provide basic education in the arts in Finland. Questions surveyed, among other topics, the institution's strategies to increase accessibility, in-service training for teachers and the teacher recruitment process, courses and modules provided by the institution, the student selection process, cooperation across administrative and organisational boundaries, and possible obstacles preventing the increase of accessibility. The survey was conducted as part of the ArtsEqual project funded by the Academy of Finland (ID: 314223/2017). First, the respondents were asked whether an equality and non-discrimination plan had been drawn up for the institution and whether an accessibility assessment had been carried out. Questions also focused on whether the institution's teachers had been offered in-service training and whether prospective teachers' previous work experience with different minority groups had been considered during the teacher recruitment process. Regional accessibility was surveyed by asking the respondents whether the educational institution had units in several locations and whether the institution cooperated with other educational institutions. Physical accessibility of the institution was examined with questions on, for example, whether various facilities (e.g. doorways, staff facilities) had been altered to be more accessible. Additionally, questions charted whether attention had been paid to the usability of pedagogical tools. Next, the respondents were asked whether courses and modules offered by the institution were available to groups other than children and young people, and in which languages education was offered. The process of applying to the institution and the student selection process were surveyed. The ways in which the institution had increased financial accessibility (e.g. free student places, scholarships, reduced costs) were also examined. Regarding pedagogical accessibility, the respondents were first asked how teaching strategies and learning materials had been adapted to be more accessible (e.g. by providing materials in plain language). Questions also surveyed the personal study plans of students and the institution's capacity to provide education for special needs groups. Additionally, the respondents were asked whether the institution strived to enhance the accessibility of its communication and whether various methods had been used to increase students' participation. Cooperation across administrative and organisational boundaries was charted by asking the respondents about the institution's cooperation partners. Finally, the respondents were asked to evaluate whether various issues (e.g. lack of financial resources) could obstruct the improvement of accessibility in the institution, as well as whether they thought that the ArtsEqual project had affected the promotion of accessibility in the institution. Background variables included the location of the educational institution, type of the institution, field of study (within arts education), syllabus (general or extended), and number of students.",
"fi": "Tutkimuksessa selvitettiin opetuksen alueellista, fyysistä, taloudellista ja pedagogista saavutettavuutta taiteen perusopetusta antavissa oppilaitoksissa. Kyselyssä kartoitettiin myös suunnitelmia saavutettavuuden lisäämiseksi, opettajien täydennyskoulutusta ja rekrytointia, opetustarjontaa ja oppilaitokseen pääsemistä, hallinto- ja organisaatiorajat ylittävää yhteistyötä sekä mahdollisia haasteita saavutettavuuden lisäämisessä. Tutkimus on osa Suomen Akatemian rahoittamaa ArtsEqual-hanketta (hankenumero 314223/2017). Aluksi kysyttiin, onko oppilaitoksessa tehty tasa-arvo- ja yhdenvertaisuussuunnitelmaa tai arvioitu esteettömyyden ja saavutettavuuden toteutumista. Vastaajilta tiedusteltiin, onko opettajille tarjottu täydennyskoulutusta ja onko rekrytoinneissa otettu huomioon esimerkiksi kokemus vähemmistöryhmien kanssa toimimisesta. Opetuksen alueellista saavutettavuutta kartoitettiin kysymällä, onko saavutettavuutta lisätty esimerkiksi perustamalla uusia opetuspisteitä tai tekemällä yhteistyötä muiden oppilaitosten kanssa. Kysyttiin myös, onko opetuksen fyysistä saavutettavuutta lisätty ja mitä toimenpiteet ovat koskeneet (kulkureittejä, kalusteita, esiintymistiloja, jne.). Lisäksi selvitettiin, miten pedagogisten välineiden käytettävyyteen on kiinnitetty huomiota. Opetustarjontaa kartoitettiin kysymällä, järjestetäänkö opetusta lasten ja nuorten lisäksi muille ryhmille ja mitkä ovat oppilaitoksen opetuskieliä. Selvitettiin myös, onko kaikille halukkaille oppilaspaikka tarjolla ja jos ei, niin miten oppilaaksi valinta tapahtuu. Seuraavaksi kysyttiin, miten oppilaitos on edistänyt opetuksen taloudellista saavutettavuutta (maksuton toiminta, stipendit, alennukset, jne.). Pedagogista saavutettavuutta selvitettiin kysymällä opetuksen ja oppimateriaalien mukauttamisesta, oppilaiden henkilökohtaisista opetussuunnitelmista ja valmiuksista opettaa erityisryhmiä. Vastaajilta kysyttiin myös viestinnän saavutettavuudesta ja toimista oppilaiden osallisuuden lisäämiseksi. Hallinto- ja organisaatiorajat ylittävää yhteistyötä kartoitettiin kysymällä yhteistyökumppaneista. Lopuksi vastaajaa pyydettiin arvioimaan mahdollisia esteitä opetuksen saavutettavuuden lisäämisessä ja sitä, onko ArtsEqual-hanke vaikuttanut saavutettavuuden edistämiseen oppilaitoksessa. Taustamuuttujina ovat oppilaitoksen sijainti, oppilaitoksen tyyppi, tieteenala, oppimäärät ja oppilaiden määrä."
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"fi": "Kyselyssä kartoitettiin vaikuttajaryhmissä toimivien nuorten käsityksiä politiikasta ja vaikuttajaryhmistä. Vastaajien suhtautumista kunnallispolitiikkaan ja käsityksiä politiikasta tiedusteltiin väitelausein. Edelleen väittämien avulla kartoitettiin mielipiteitä eriarvoisuudesta, maahanmuuttajista sekä poliittisista vaikuttamistavoista ja -kanavista. Vastaajilta kysyttiin, kuinka hyvin luonnehdinnat, kuten paikallinen kansalainen ja globaalin yhteisön jäsen, kuvaavat heitä. Heitä pyydettiin myös arvioimaan, kuinka paljon eri tahoilla - kunnanvaltuustosta mediaan - on valtaa. Edelleen tiedusteltiin osallistumisesta organisaatioiden ja järjestöjen, esimerkiksi oppilaskunnan ja luonto- tai eläinsuojeluyhdistyksen, toimintaan tai erilaisiin toimenpiteisiin kuten kunnallisaloitteeseen. Vastaajilta kysyttiin myös, mitä puoluetta he äänestäisivät vuoden 2004 kunnallisvaaleissa sekä haluaisivatko he itse asettua kunnallisvaaliehdokkaaksi. Lisäksi kysyttiin, kuinka paljon vastaajat luottaisivat eri toimijoihin, kuten kavereihin ja kansainvälisiin kansalaisjärjestöihin, jos he olisivat poliittisesti aktiivisia. Vastaajien vaikuttajaryhmistä kysyttiin mm., mikä ryhmä on, kuinka sen jäsenet on valittu, kenen aloitteesta se on perustettu ja mihin sen toiminta kohdentuu. Edelleen tiedusteltiin, kuinka vaikuttajaryhmät käyttävät eri toimintatapoja kuten aloiteoikeus kunnassa tai Internet-sivusto, mitä kautta kunnan nuoret voivat saada yhteyden vaikuttajaryhmiin tai vaikuttaa niiden toimintaan sekä mitä vaikuttajaryhmät ovat saaneet aikaan. Vastaajilta kysyttiin, kuinka tärkeitä eri tekijät olivat sille, että he menivät mukaan ryhmän toimintaan sekä mihin nuorten asioihin vaikuttajaryhmän tulisi osallistua. Lisäksi kysyttiin osallistumisesta vaikuttajaryhmänuorille järjestettyihin koulutus- ja seminaaritapahtumiin, uusien asioiden oppimismäärästä ja aikuisten roolista vaikuttajaryhmässä. Taustamuuttujina olivat sukupuoli, ikä, koululaisilla ja opiskelijoilla oppilaitostyyppi sekä muilla pääasiallinen toiminta."
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"fi": "Aineiston muuttujat kuvaavat monipuolisesti vastaajan työhön liittyviä asioita. Vastaajan ammatin lisäksi kysyttiin runsaasti työyhteisöön, työn luonteeseen, päätöksentekoon työpaikalla, työn sisältöön, palkkaukseen ja vastaajan työuraan liittyviä kysymyksiä. Lisäksi kartoitettiin perhe-elämää, lapsuutta, asumista, taloudellista tilannetta ja osallistumista yhteiskunnalliseen toimintaan. Aineistossa on myös mielipidekysymyksiä mm. naisten asemasta, köyhyydestä, yhteiskunnan ongelmista, ilmaisuvapaudesta, oikeudenmukaisuudesta, tasa-arvosta, tuloeroista ja valtion roolista. Lisäksi vastaajalta kysyttiin mitä hän äänestäisi jos parlamenttivaalit olisivat nyt ja esitettiin sosiaaliseen verkostoitumiseen, kansallisuussuhteisiin ja yksityistämiseen liittyviä kysymyksiä. Yrittäjiltä ja maanviljelijöiltä kysyttiin lisäksi työntekijöiden lukumäärää, syitä yrittäjäksi tai maanviljelijäksi ryhtymiselle, mistä pääoma investointeihin on saatu ja minkälaisia ongelmia on ollut. Lisäksi heiltä kysyttiin mitkä ovat heidän tulevaisuuden suunnitelmansa ja käsityksensä valtion roolista yritystoiminnan suhteen. Taustamuuttujina ovat tiedot mm. vastaajan koulutuksesta, syntymävuodesta, kansallisuudesta, siviilisäädystä, lapsien lukumäärästä, puolison koulutuksesta ja ammatista, vanhempien ammateista sekä perheen taloudellisesta tilanteesta. Osa tutkimuksessa esitetyistä kysymyksistä on samoja kuin aineistossa FSD1045 Ammattirakenteen ja sosiaalisen aseman muutos 1994."
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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Greece working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a ten-interview sample of the interviews collected in Greece for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Turkey, Spain, Romania, Latvia, Hungary, Germany, Finland and Estonia). The EduMAP project was funded by the European Commission's \"Horizon 2020\" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview date, id, interviewee gender, employment field and job description. The dataset is only available in Greek. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.",
"fi": "Aineistossa on haastateltu Kreikan aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat kreikaksi. Aineisto on kymmenen haastattelun otos Kreikassa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Espanja, Romania, Latvia, Unkari, Yhdistynyt Kuningaskunta, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Haastatteluiden taustatietoina ovat haastattelun tapausnumero, ajankohta, haastateltavan työskentelysektori, sukupuoli sekä työnkuva. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä."
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"en": "The survey charted views of the members of the Society for Social Medicine in Finland on the field of social medicine and the identity of social medicine practitioners and researchers. Relating to the Society for Social Medicine in Finland, the respondents were asked when they had joined it, what was their reason for joining it, whether they had been a member or a deputy member of the Society's board, whether they were a member of a section of the Society, and what the significance of the Society had been for them. Membership of the Finnish Network of Qualitative Health Research (LATE) was also queried about. Regarding the Journal of Social Medicine, published by the Society for Social Medicine in Finland, questions probed how often the respondents read the journal, whether their articles or other texts had been published in it in the previous 12 months, whether they had been part of the editorial staff, what kinds of articles in the journal interested them, and satisfaction with the journal. With respect to the field of social medicine, views were investigated on whether the term 'social medicine' (sosiaalilääketiede) should be retained or substituted with another, whether the status of social medicine had changed in relation to other branches of medicine, and which fields of study were regarded as the most important within social medicine. Further questions covered the respondents' identities as social medicine practitioners, for instance, whether they considered themselves social medicine practitioners, whom they regarded as the most important Finnish social medicine practitioners, and whether their tasks at work had any association with social medicine research. Those respondents who had conducted social medicine or public health research were asked what kind of research they had conducted, what topics they had researched, how many years they had conducted research within the field, and whether they were satisfied with their career development. The final set of questions investigated activity in associations as well as positions of responsibility, for instance, membership of a social services and health care committee, voluntary work related to health care, and involvement in science policy in the field of health care. Background variables included the respondent's year of birth, field of vocational education, gender, marital status, province of residence, highest academic degree, and type of employer.",
"fi": "Sosiaalilääketieteen yhdistyksen jäsenille 1990-luvun lopulla suunnatun kyselyn avulla oli tarkoitus selvittää, millainen käsitys heillä on Sosiaalilääketieteellisestä yhdistyksestä, sosiaalilääketieteestä ja sosiaalilääketieteilijöiden identiteetistä. Lisäksi kyselyssä oltiin kiinnostuneita, keitä sosiaalilääketieteilijät pitävät alansa merkittävinä ammattilaisina. Aineistossa käytössä on huomioitava, että avokysymysten vastaukset eivät sisälly aineistoon muutamaa poikkeusta lukuun ottamatta. Aluksi kyselyssä tiedusteltiin Sosiaalilääketieteelliseen yhdistykseen liittymiseen ja järjestössä toimimiseen liittyviä asioita, kuten kuinka pitkään on ollut jäsenenä, mikä merkitys yhdistyksellä on itselle ja mitä mieltä on yhdistyksen toimittamasta Sosiaalitieteellisestä aikakauslehdestä. Seuraavaksi vastaajalta kysyttiin sosiaalilääketieteen terminologian määrittelyistä ja tieteenalan asemasta suhteessa lääketieteeseen. Lisäksi vastaaja sai määritellä itsensä sosiaalilääketieteilijänä ja kertoa itselleen kolme merkittävintä suomalaista sosiaalilääketieteen alan ammattilaista. Kyselyssä kartoitettiin vastaajan tekemää tutkimustyötä sosiaalilääketieteen parissa, kuten millaista tutkimusta on tehnyt, mitä aiheita tutkii tällä hetkellä ja onko vastaaja tyytyväinen urakehitykseensä. Vastaajalta kysyttiin lisäksi, onko hän mukana kunnallispolitiikassa tai muussa aktiivitoiminnassa järjestöjen puolella. Kyselyn lopussa vastaajalta tiedusteltiin mielipidettä Suomessa harjoitettuun tiede- ja tutkimuspolitiikkaan ja sen tulevaisuuteen. Taustamuuttujina kyselyssä ovat syntymävuosi, koulutus, sukupuoli, siviilisääty, asuinlääni, oppiarvo ja työnantaja."
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"en": "The study on young people's civic competencies, participation and attitudes was conducted in Finnish schools in 2009 as part of a larger ICCS 2009 study. It investigated the civic skills and knowledge of young people, as well as their disposition to active citizenship. The study had three parts: one for students, teachers and schools each. This dataset contains the responses to the questionnaires for schools, which were sent to the head teachers of lower secondary schools and included questions about school environment, local community, teaching of civics, and school resources. The FSD participated in the funding of the study. First, the head teachers were asked how much decision-making power the school had in different issues relating to the school and how many teachers participated in school decision-making and development. One set of questions charted the 8th graders' possibilities to participate in different forms of civic engagement organised by the school and their participation in choosing a class representative and voting in the school board elections. Parent participation in school-related issues was investigated as well as the influence of different people in school decision-making (e.g. school board members, school staff other than teachers). The respondents were asked how well student opinions were taken into account in deciding about things such as study material, timetables and school rules, and how many of the students behaved well and abided by the school rules. The extent to which the respondents agreed with several statements describing the prevailing situation in the school was studied (e.g. \"teachers are proud of the school\", \"students feel part of the school community\"). Questions in the next section pertained to the local community. These explored whether there were different facilities (library, theatre, park etc.) in the school vicinity, whether different issues, such as immigration, unemployment and substance abuse caused social tensions in the area, and how often there were different problems (vandalism, racism, bullying, sexual harassment etc.) among students. Relating to the teaching of civics in the school, the respondents were asked how the teaching of civics was organised for eight-graders, which were the most important goals of civic education in the school and whether certain teachers had been given any special tasks concerning civic education. In the final section information about the school size in terms of the number of students and teachers was charted as well as whether the school was a public or private school and the size of the municipality in which the school was located. Background variables included the number of years the respondent had been working as a head teacher and the respondent's age group and gender.",
"fi": "Nuorten yhteiskunnallisen osaamisen, osallistumisen ja asenteiden tutkimus toteutettiin suomalaisissa kouluissa vuonna 2009 osana laajaa kansainvälistä ICCS 2009 -tutkimushanketta (International Civic and Citizenship Education Study 2009). Tutkimuksessa perehdyttiin nuorten yhteiskunnallisiin tietoihin ja taitoihin, sekä siihen, kuinka he suhtautuvat aktiiviseen kansalaisuuteen ja kansalaistaitoihin. Kyselytutkimukseen kuului kolme eri osaa: oppilaille, opettajille sekä kouluille suunnattu osa. Kyseinen kouluille suunnattu osa toteutettiin esittämällä yläkoulun rehtoreille tai koulunjohtajille kysymyksiä kouluympäristöstä, paikallisesta yhteisöstä, yhteiskunnallisten sisältöjen opetuksesta sekä koulun resursseista. Yhteiskuntatieteellinen tietoarkisto osallistui hankkeen rahoitukseen. Taustamuuttujien (kuten iän ja sukupuolen) kartoittamisen jälkeen rehtoreilta tiedusteltiin, paljonko koululla on päätäntävaltaa siihen liittyvissä asioissa, kuten opinto-ohjelman laatimisessa, opettajien palkkausasioissa, määrärahojen jakamisessa sekä koulun kerhotoiminnassa. Koulun opettajien osallistumista koskien puolestaan esitettiin väittämiä esimerkiksi siitä, kuinka monet opettajat ovat mukana päättämässä koulun asioita, ratkaisemassa ongelmia ja kehittämässä koulun toimintaa. Tämän jälkeen kysyttiin tutkimuksen kohderyhmänä olevien kahdeksasluokkalaisten mahdollisuuksista osallistua muun muassa ympäristötoimintaan, heikompiosaisten tukemiseen, monikulttuurisiin hankkeisiin ja kulttuuri- ja urheilutoimintaan lukuvuoden aikana. Edelleen tiedusteltiin kahdeksasluokkalaisten omasta sekä heidän vanhempiensa osallistumisesta koulun johtokunnan valintaan ja muuhun koulun toimintaan. Myös muiden tahojen, kuten opettajien, johtokunnan jäsenten ja paikallisyhteisön osallistumista koulun johtamiseen kysyttiin. Oppilaisiin liittyen kysyttiin myös, huomioidaanko heidän mielipiteitään koulun asioista, kuten oppimateriaaleista, lukujärjestyksestä ja koulun säännöistä päätettäessä sekä sitä, kuinka hyvin koulun oppilaat käyttäytyvät. Osion viimeisessä kohdassa kartoitettiin koulun nykytilannetta väittämin oppilaiden, opettajien ja muun kuin opetushenkilökunnan suhtautumisesta kouluun ja työntekoon sekä heidän asemastaan koulussa. Seuraavat kysymykset liittyivät paikallisyhteisöön. Aluksi kartoitettiin koulun lähiympäristön resursseja ja palveluita, kuten kirjastoja, teattereita, puistoalueita ja leikkikenttiä, uskonnollisia rakennuksia ja liikuntatiloja. Myös erilaisten yhteiskunnallisten ilmiöiden, kuten maahanmuuton, työttömyyden, etnisten konfliktien, köyhyyden, rikollisuuden, huumeiden sekä alkoholin mahdollisesti aiheuttamia sosiaalisia jännitteitä tiedusteltiin. Vastaajalta kysyttiin myös, kuinka paljon oppilaiden keskuudessa ilmenee tiettyjä ongelmia, kuten ilkivaltaa, rasismia, koulupinnausta, kiusaamista, seksuaalista häirintää tai alkoholin väärinkäyttöä. Kolmas kysymysosio käsitti koulujen yhteiskunnallisten sisältöjen opetukseen liittyvät kysymykset. Ensiksi kysyttiin, kuinka koulun kahdeksasluokkalaisten yhteiskunnallisten sisältöjen opetus järjestettiin, tai kuuluiko se ylipäänsä lainkaan opetussuunnitelmaan. Vastaajalta tiedusteltiin myös hänen näkemyksiään yhteiskunnallisen kasvatuksen tärkeimmistä tavoitteista sekä sitä, onko yhteiskunnallisen kasvatuksen erityistehtäviä annettu hoidettavaksi tietyille opettajille. Viimeisen osion kysymykset koskivat koulun kokoa, siis oppilas- ja opettajamääriä, sekä sitä, onko koulu yksityinen vai julkinen ja minkäkokoisella paikkakunnalla koulu sijaitsee. Taustamuuttujina aineistossa olivat muun muassa vastaajan ikä ja sukupuoli, aika jonka vastaaja oli rehtorina toiminut, sekä koulun sijaintikunnan paikkakuntatyyppi ja kunnan kieli. Kysymys- ja taustamuuttujien lisäksi aineisto sisältää kansainvälisen ICCS-hankkeen apu- ja painomuuttujia, joista osa on Suomenkin aineiston jatkokäytössä olennaisia. Painomuuttujien lisäksi aineistossa on kaksi jackknife-menetelmän käyttämiseen luotua muuttujaa, joiden käyttäminen korjaa kaksiportaisesta ositetusta otantamenetelmästä aiheutuvaa vääristymää muuttujien keskihajonnoissa. Menetelmän käyttäminen luotettavien tulosten saamiseksi keskihajontaa hyödyntävissä analyyseissä on olennaista, joskin vaatii menetelmän tuntemusta. Aineiston kansainväliset raportit (ks. julkaisut) sisältävät lisätietoa apumuuttujista ja niiden käytöstä."
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