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"en": "The annual survey studied employee opinion on the quality of working life in Finland. Main themes included organisation of work, development opportunities and flexibility, learning and training at work, wages, workplace bullying, capacity to work, and changes in working life. Questions in the barometer have mainly remained the same each year. The 2018 collection round included new questions regarding job-related training and opportunities to develop the knowledge and competence of employees. First, the respondents were asked about the number of people employed at their workplace, changes in the number of staff, distribution of work and tasks, and implementation of new working methods and systems over the past 12 months. Satisfaction in the working environment was charted with questions about openness, encouragement and equality in the workplace, job stability, and opportunities for employees to develop and apply new ideas. Further questions covered measures taken to improve employees' capacity to work, safety of work environment, and skills of employees. Discrimination at work based on ethnic group, age, gender, type of job contract, and health status was explored. Incidents of bullying, harassment and violence at work were surveyed. The next set of questions investigated the respondents' membership in a trade union or professional association, flexible working time arrangements at the workplace, pay and bonus systems, and satisfaction with the pay level. The respondents' participation in job-related training and the contents of the training (e.g. IT, leadership skills, communication skills) were surveyed. The development of the workplace was also investigated. The use of virtual workspaces and social media services such as Facebook, Twitter and blogs as part of work tasks was charted. Autonomy at work was surveyed by asking about influence over own work tasks and working pace, over the distribution of work in the workplace, and about working to a tight schedule. The respondents were asked about working outside the main workplace as well as work-related calls, emails and messages they had had to attend to outside their official working hours in the past 12 months. One set of questions investigated the employees' perceived workload, capacity to work, estimates of own mental and physical capacity to work, and sickness absences. The respondents were asked how likely they thought it was that they would be dismissed or temporarily laid off, or that their tasks would change over the next year. Views were probed on the respondents' likelihood of getting an equal job if they became unemployed, on the general employment situation in Finland, possible changes in working life in general, and the employer's financial situation. Finally, the respondents were asked how often they felt a community spirit at work, received appreciation from colleagues and partners, were able to fully utilise their professional skills, and had time to come up with new ideas. Background variables included, among others, the respondent's year of birth, age, gender, status in employment, employer type, weekly working hours, industry of employment, overtime, type of contract, and socioeconomic status.",
"fi": "Työolobarometrit selvittävät suomalaisen työelämän laatua palkansaajien näkökulmasta. Vuoden 2018 työolobarometri käsitteli mm. työpaikan henkilöstössä ja omassa työnkuvassa tapahtuneita muutoksia, vaikutusmahdollisuuksia, sosiaalista mediaa, syrjintää, työpaikkakiusaamista, työkykyä sekä työntekijöiden näkemyksiä omasta työtilanteesta ja työelämän kehityksestä. Työolobarometrien sisältö on pysynyt pääosin samanlaisena eri vuosina. Vuonna 2018 kyselyyn sisällytettiin uusia kysymyksiä koulutuksesta ja osaamisen kehittämisen mahdollisuuksista. Aluksi vastaajalta kysyttiin nykyisen työpaikan henkilöstön määrästä ja siitä, onko työpaikassa kuluneen vuoden aikana uudistettu tehtävien jakoa, työmenetelmiä tai tietojärjestelmiä ja miten ne ovat vaikuttaneet omaan työhön. Seuraavaksi vastaajalle esitettiin väitteitä työilmapiiristä, työkyvyn ylläpitämisestä, avoimuudesta ja tasapuolisuudesta työpaikalla. Myös innovaatiotoimintaa ja työntekijöiden mahdollisuuksia taitojensa kehittämiseen ja uuden oppimiseen kartoitettiin. Seuraavaksi tiedusteltiin, ilmeneekö vastaajan työpaikalla eriarvoista kohtelua, syrjintää tai henkistä väkivaltaa eri tahoilta liittyen esimerkiksi etniseen taustaan, työsuhteen laatuun, sukupuoleen tai ikään. Tämän jälkeen kysyttiin kuulumisesta ammattiliittoon ja työttömyyskassaan. Seuraavaksi kysyttiin palkkauksesta ja työajan joustoista sekä mahdollisuuksista kehittää työpaikan asioita, kuten toimintatapoja ja prosesseja. Palkalliseen koulutukseen osallistuneilta tiedusteltiin, millaisia taitoja, kuten tietotekniikkaa, kieliä, projektitaitoja, he oppivat koulutuksessa. Kaikilta vastaajilta kysyttiin työssäoppimisesta. Lisäksi selvitettiin sosiaalisen median käyttöä ja käyttötarkoituksia työssä sekä tiedusteltiin työntekijän vaikutusmahdollisuuksia esimerkiksi työnjakoon, työtahtiin tai työskentelypaikkaan. Lopuksi käsiteltiin etätyötä, työn kuormittavuutta ja näkemyksiä työelämän muutoksista yleensä sekä käsitystä oman työpaikan säilymisen varmuudesta. Edelleen kysyttiin, kuinka usein vastaaja työssään suunnittelee omia aikataulujaan, opastaa muita tai ratkaisee vaikeita työtilanteita. Taustamuuttujina olivat muiden muassa sukupuoli, ikä, ammattiasema, työnantajatyyppi, työn koko- tai osa-aikaisuus, työpaikan toimiala, ylityön määrä, työsuhteen laatu ja sosioekonominen asema."
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"fi": "Kyselyllä kartoitettiin vuosina 2010 ja 2011 Suomen yliopistoista valmistuneiden tohtoreiden varhaista työuraa. Aluksi vastaajilta kysyttiin motivaatiotekijöistä, jotka vaikuttivat siihen, että päätti aloittaa jatko-opinnot. Tämän jälkeen vastaajilta tiedusteltiin tohtoriopintojen rahoituksesta. Seuraavaksi vastaajia pyydettiin arvioimaan tohtorin tutkinnon merkitystä työelämässä erilaisten väittämien perusteella. Seuraavaksi vastaajilta kysyttiin työllisyystilannetta kolmella eri ajanhetkellä: puoli vuotta ennen tohtorin tutkinnon suorittamista, puoli vuotta tutkinnon jälkeen ja vastaushetkellä. Tämän jälkeen kysyttiin mahdollisista työttömyysjaksoista ja työllistymistä vaikeuttaneista tekijöistä. Myös tohtorin tutkinnon hyötyjä ja haittoja työnhakuun pyydettiin kuvailemaan. Seuraavaksi vastaajia pyydettiin kuvailemaan nykyisen työorganisaationsa tyyppiä ja omaa tehtävänkuvaa. Myös nykyisessä työssä tarvittavia osaamisalueita tiedusteltiin. Lisäksi kysyttiin muita työsuhteeseen liittyviä asioita kuten bruttopalkkaa ja vastaako nykyinen työura tohtorikoulutuksessa oppimia asioita, väitöskirjan teemaa sekä vastaajan omia tavoitteita. Seuraavaksi vastaajia pyydettiin arvioimaan jatko-opintojen aikana saamaansa ohjausta ja tyytyväisyyttä tohtorin tutkintoon. Lopuksi vastaajilta kysyttiin vielä mahdollisista kehitysideoista liittyen tohtorikoulutukseen ja työelämäyhteistyöhön. Taustamuuttujina aineistossa ovat vastaajan yliopisto ja ikä valmistuessa luokiteltuina, sukupuoli sekä tohtorin tutkinnon aloitusvuosi ja koulutusala karkeistettuina."
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"fi": "Tutkimuksessa selvitettiin suomalaisten mielipiteitä Suomen kehitysyhteistyöstä, sen tärkeydestä, sisällöstä, päämääristä ja kohdentamisesta. Lisäksi esitettiin kysymyksiä YK:n vuosituhattavoitteista. Haastatelluilta kysyttiin, kuinka tärkeänä he pitävät kehitysyhteistyötä, mihin päin maailmaa ja mille aloille kehitysyhteistyötä pitäisi suunnata. Ne vastaajat, jotka tunsivat Yhdistyneiden kansakuntien vuosituhattavoitteita, nimesivät tuntemansa tavoitteet ja kertoivat, mistä ovat saaneet tavoitteisiin liittyvää tietoa. Kaikki haastatellut nimesivät mielestään kolme tärkeintä vuosituhattavoitetta. Vastaajilta kysyttiin myös, lisääkö kehitysyhteistyö heidän mielestään kansainvälistä turvallisuutta. Seuraavaksi kartoitettiin vastaajien kehitysyhteistyötä koskevan tiedon tarpeita, sekä sitä, mistä he ovat tietoa saaneet ja kuinka luotettavana he pitävät viranomaisten, kansalaisjärjestöjen ja tiedotusvälineiden antamaa tietoa liittyen kehitysmaihin ja kehitysyhteistyöhön. Vastaajilta tiedusteltiin heidän suhtautumistaan Suomen kehitysyhteistyön prosentuaaliseen tasoon BKT:sta ja YK:n prosenttimääräiseen suositukseen. Ne vastaajat, jotka olivat sitä mieltä, että kehitysyhteistyömäärärahoja tulee nostaa, saivat kertoa myös kuinka määrärahojen kasvu tulisi rahoittaa. Vastaajilta kysyttiin, kuinka tehokasta ja tuloksellista Suomen kehitysyhteistyö on. Heitä pyydettiin nimeämään kehitysyhteistyön vaikeimmat haasteet ja arvioimaan Suomen humanitaarisen avun ripeyttä, avun määrää ja avustuskohteiden valintaa. Lopuksi vastaajat saivat kertoa mielipiteensä siitä, miten yksittäiset ihmiset parhaiten voivat auttaa kehitysmaita. Taustamuuttujia olivat mm. sukupuoli, ikä, ammatti, perheen koko ja asuinlääni."
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"fi": "Aineistoa varten vastaajilta kysyttiin, olivatko he äänestäneet vuoden 2000 presidentinvaalin ensimmäisellä kierroksella ja ketä ehdokasta he olivat äänestäneet. Heiltä tiedusteltiin myös, milloin he olivat tehneet äänestyspäätöksensä ja mikä merkitys äänestyspäätökseen oli tiedotusvälineillä, mainonnalla, vastaajan lähipiirillä, Internetin vaalikoneilla tai ehdokkaiden vaalisivuilla Internetissä. Lisäksi vastaajille esitettiin lista asioita, joista heitä pyydettiin sanomaan, mikä niistä vaikutti heidän äänestämänsä ehdokkaan valintaan vaalin ensimmäisellä kierroksella. Niiltä, jotka eivät äänestäneet vaalin ensimmäisellä kierroksella, kysyttiin äänestämättä jättämisen syytä. Kaikilta vastaajilta kysyttiin mielipiteitä vaalikampanjasta ja vaalimainonnasta sekä sitä, aikooko vastaaja käydä äänestämässä toisella kierroksella ja ketä aikoo äänestää. Vastaajille esitettiin väittämiä äänestämisestä ja presidentin henkilöstä, joihin heitä pyydettiin ottamaan kantaa. Lopuksi vastaajilta tiedusteltiin, mitä puoluetta he äänestäisivät eduskuntavaaleissa, mitä puoluetta he olivat äänestäneet edellisissä eduskuntavaaleissa sekä ketä ehdokasta edellisissä presidentinvaaleissa. Taustamuuttujia ovat sukupuoli, äidinkieli, ikä, siviilisääty, kotitalouden koostumus, koko ja tulot, koulutus, ammatti, tietoja työpaikasta, työajasta, ammattiyhdistysjäsenyys, asunnon omistussuhde, äänestäminen vaaleissa ja sijoittuminen vasemmisto-oikeisto -akselille, yhteiskuntaluokka ja asuinpaikka. Taustamuuttujat on päivitetty vuoden 1999 elokuussa. Aineistossa on myös havaintotunnusmuuttuja hl, jonka avulla se voidaan yhdistää aineistoon FSD1041."
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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Latvia 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 seven-interview sample of the interviews collected in Latvia 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, Hungary, Greece, 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. The dataset is only available in Latvian. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.",
"fi": "Aineistossa on haastateltu Latvian 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 latviaksi. Aineisto sisältää seitsemän Latviassa kerättyä haastattelua, 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, Yhdistynyt Kuningaskunta, Unkari, Kreikka, 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. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä."
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"fi": "Tutkimuksessa selvitettiin suomalaisten masentuneisuutta ja itsetuhoisuutta. Kyselyn tilasi viestintätoimisto Manifesto \"mitäkuuluu\" -kampanjaa varten. \"Mitäkuuluu\" on viestintätoimisto Manifeston ja luova toimisto Bob the Robotin MIELI Suomen Mielenterveys ry:lle toteuttama kampanja itsemurhien ehkäisemisen tukemiseksi. Kysely toteutettiin IROResearchin Tuhat suomalaista -kuluttajapaneelin avulla. Vastaajilta kysyttiin, kokevatko he itsensä masentuneiksi ja ovatko he harkinneet itsemurhaa. Lisäksi tiedusteltiin, tuntevatko vastaajat jonkun muun, joka on tehnyt tai yrittänyt tehdä itsemurhan. Kyselyssä tiedusteltiin, ovatko vastaajat saaneet apua itsetuhoisiin ajatuksiin, sekä millaista apua ja tukea he toivovat saavansa. Taustamuuttujina ovat sukupuoli, ikäryhmä, koulutustaso, ammattiryhmä, elinvaihe, asuinpaikkakunnan tyyppi sekä maakunta."
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"fi": "Tampereen yliopiston teettämässä kyselyssä 2013 käsitellään kolmannen vuoden opiskelijoiden opiskelua ja opiskeluaikaista elämää. Pääteemoina ovat opintojen sujuvuus ja suunnittelu, opiskelun kannalta merkitykselliset tekijät, jaksaminen, toimeentulo, työssäkäynti ja kansainväliset opinnot. Aineisto kuuluu Tampereen yliopiston opiskelijakyselyiden sarjaan ja se on kerätty vuodesta 2004 lähtien joka vuosi. Osa kolmannen vuoden opiskelijoille suunnatuista kysymyksistä toistuu samanlaisina vuosittain. Kyselyn alussa vastaajalle esitetään väitteitä koskien yleisesti opiskelua ja aihealueina ovat opintopaikkaan kohdistettujen odotusten täyttyminen, kiinnostusten kohteiden muuttuminen ja opintojen eteneminen suunnitelmien mukaisesti. Vastaajalta kysytään myös opintojen suunnittelusta ja siihen saadusta tuesta ja opastuksista. Seuraavaksi kyselyssä käsitellään väitteiden muodossa opintojen haitanneita tekijöitä ja opiskeluympäristöä. Opiskelun haitoissa kysytään esimerkiksi, estääkö tutkintovaatimusten joustamattomuus, opinto-ohjauksen puute tai sen hetkinen elämäntilanne opintojen etenemistä. Opiskeluympäristöön liittyvissä kysymyspattereissa aihepiireinä ovat, miten opiskelija kokee tulleensa kuulluksi ja huomioiduksi yliopistossa, onko saanut riittävästi tietoa ja palautetta eri tahoilta ja mitä mieltä hän on opetusmuodoista ja sisällöistä. Lopuksi kyselyssä käsitellään ulkomailla tapahtuvaa opiskelua ja opiskeluaikaista toimeentuloa. Vaihto-opiskelusta tai harjoitteluvaihdosta vastaajalta tiedustellaan kiinnostuksesta opiskeluun tai harjoitteluun ulkomailla, ja vastaajalle esitetään kansainvälisten opintojen hyötyjä koskevia väitteitä. Opintososiaalisten etuuksien käytöstä opiskelijalta kysytään, onko hän nostanut opintorahaa tai opintolainaa yliopisto-opiskelujen aikana. Jos on, niin tiedustellaan määriä sekä mielipidettä niiden riittävyydestä sekä opintolainan välttämisen syistä. Edelleen vastaajalta kysytään työssäkäynnistä ja hänelle esitetään kysymykset ensisijaisesta opiskelutoiveesta sisäänpääsyvuotena 2010. Vielä kysytään, mikä kuvaa hänen nykyistä opiskelutilannettaan ja onko hän suunnitellut maisterinopintoja toisella alalla tai eri yliopistossa. Taustamuuttujina aineistossa ovat luokiteltu ikä, sukupuoli, koulutusala, pohjakoulutus, yksikkö, ylioppilaaksi valmistumisvuosi, suoritetut opintopisteet sekä opiskeluvaihdon ja harjoittelun kesto. Taustamuuttujat ovat pääosin samoja kaikissa Tampereen yliopiston opiskelijakyselyt -sarjan aineistoissa."
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