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"fi": "Aineiston tarkoituksena on kartoittaa nuorten mediaosallistumista. Nuorilta kysyttiin muun muassa median henkilökohtaisesta, sosiaalisesta ja julkisesta käytöstä sekä medialukutaidosta. Aluksi vastaajilta tiedusteltiin, mitä mediavälineitä heillä on mahdollisuus käyttää kotona tai jossain muualla. Näihin välineisiin lukeutuivat esimerkiksi lehdet, radio, televisio, musiikkisoittimet, pelikonsolit, tietokone ja kännykkä. Lisäksi kysyttiin, kuinka usein vastaajat käyttävät näitä mediavälineitä. Tiedusteltiin myös mielipiteitä erilaisiin mediankäyttöön liittyviin väittämiin, jotka koskivat muun muassa mediataitoja, perheen mediankäytön sääntöjä, kiinnostusta mediasisältöjä kohtaan sekä faniutta. Seuraavaksi kysyttiin, mitä medioita nuoret käyttävät etsiäkseen tietoa eri tarkoituksia varten, kuten koulutehtäviin, harrastuksiin, käytännön asioihin, ajankohtaisiin asioihin, murrosikään sekä tuotteisiin ja palveluihin liittyen. Lisäksi pyydettiin kertomaan, käyttävätkö nuoret tiettyjä mediavälineitä viettääkseen aikaa perheensä, kavereidensa, seurustelukumppaninsa tai virtuaalisten ystäviensä kanssa tai ottaakseen näihin yhteyttä. Nuorilta kysyttiin myös muun muassa yhteiskunnallisia asioita, politiikkaa, kulttuuria, ympäristöasioita ja ihmisoikeuskysymyksiä koskevien mielipiteiden julkaisemisesta mediassa, kuten lehdissä, televisiossa, videoilla, radiossa, internetin keskusteluryhmissä, yhteisöpalveluissa tai muilla sivuistoilla tai puhelimen kautta. Nuorilta kysyttiin vielä, olisivatko he halunneet julkaista mielipiteitään enemmän kuin olivat tähän mennessä julkaisseet ja miksi julkaiseminen oli jäänyt haluttua vähemmälle. Mielipiteiden julkaisemisen lisäksi tiedusteltiin, julkaisevatko nuoret omia (luovia) tuotoksiaan, kuten tekstejä, musiikkia, piirustuksia, videoita tai tietokoneohjelmia esimerkiksi jossakin edellä luetelluista medioista. Lisäksi haluttiin saada selville, ovatko vastaajat julkaisseet mielipiteitään mediassa erilaisin keinoin, kuten kirjoittamalla lehtijuttuja, nettiadresseja tai blogia, tekemällä ohjelmia radioon tai televisioon tai julkaisemalla videoita esimerkiksi Youtubessa. Medialukutaitoon liittyen kartoitettiin nuorten mielipiteitä muun muassa lehtiuutisten, televisio-ohjelmien, internetsivujen ja mainosten luotettavuudesta ja todenmukaisuudesta. Lisäksi pyydettiin mielipiteitä esimerkiksi siitä, tulisiko mediassa olla enemmän esillä nuorten elämää käsitteleviä aiheita ja siitä, antaako media usein väärän kuvan vieraista maista ja kulttuureista. Seuraavaksi nuorilta kysyttiin, seuraavatko he eri aihepiirejä asia- ja fiktiivisessä mediassa, sekä keskustelevatko he aiheista muiden ihmisten kanssa. Aihepiireiksi lueteltiin muun muassa uutiset, politiikka ja yhteiskunta, ympäristö- ja ihmisoikeuskysymykset, urheilu ja kuntoilu, kauneus ja muoti, taide, tiede, historia, teknologia sekä julkisuuden henkilöt. Lisäksi tiedusteltiin, rajoittavatko tietyt tahot, kuten poliittiset vallanpitäjät, uskonto, koulu, perhe tai ystävät vastaajien mediankäyttöä. Lopuksi kartoitettiin nuorten internetin käyttöä: kuinka usein he käyttävät internetiä eri paikoissa, kuten kotona, koulussa, kaverin luona, julkisessa paikassa tai kännykän kautta, sekä kuinka usein he käyttävät internetiä esimerkiksi etsiäkseen tietoa eri asioista, käyttääkseen sähköpostia, pikaviestiohjelmia tai yhteisöpalveluita, pelatakseen pelejä tai katsoakseen videoita tai elokuvia. Viimeisenä haluttiin vielä saada selville, kuinka usein nuoret käyttävät kännykkää esimerkiksi puheluihin, tekstiviesteihin, pelaamiseen, musiikin kuunteluun, internetin käyttöön tai videoiden katsomiseen. Taustamuuttujina aineistossa ovat muun muassa ikä, sukupuoli, maa, asuinalueen tyyppi, vanhempien ammatit sekä etninen ryhmä ja kotona puhuttu kieli."
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"fi": "Tutkimuksen tarkoituksena oli selvittää lukijatutkimuksen avulla vaihtoehtoista henkisyyttä, sen merkitystä ja harjoittamista suomalaisten ihmisten keskuudessa. Kyselyssä kartoitettiin vastaajan uskonnollista ja maailmankatsomuksellista näkökantaa, kiinnostusta henkisyyteen, henkisyyden harjoittamista ja arvomaailmaa. Ensimmäiset kysymykset koskivat yleisesti uskontoja, henkisyyttä ja erilaisia maailmankatsomuksia. Vastaaja sai kertoa mielipiteensä esimerkiksi siitä, pitääkö vaihtoehtohoitoja epäillä, onko ihmisen hyödyllistä pyytää opastusta elämäänsä näkymättömiltä henkiolennoilta ja pitääkö ihmisen luottaa enemmän välittömään henkilökohtaiseen kokemukseen jumalallisesta, uskontojen ja pyhien kirjojen opetusten sijaan. Seuraavaksi vastaajalta kysyttiin oman henkisyyden harjoittamiseen ja uskonnolliseen käyttäytymiseen liittyviä asioita. Kysymyksissä tiedusteltiin, mitkä aihepiirit vastaajaa kiinnostavat new age -lehti Ultrassa ja onko hän lukenut viime aikoina itsensä kehittämiseen, ekologiaan tai vaihtoehtoisiin maailmankatsomuksiin liittyviä kirjoja, jotka ovat tehneet häneen voimakkaan vaikutuksen. Vastaaja sai myös valita omaa itseään inspiroivia katsomuksia, uskonnollisia suuntauksia tai ilmiöitä. Vastaajalla oli mahdollisuus valita inspiraation lähteekseen spiritualismin, ekologian, varhaiskristillisyyden, shamanismin, transpersoonallisen psykologian ja lisäksi joukon muita vaihtoehtoisia henkisyyden suuntauksia. Kysymyksissä uskonnollisesta käyttäytymisestä, vastaaja sai tuoda esille hengellisiä harjoituksia tai rituaaleja, joita hän on harjoittanut tai harjoittaa päivittäin. Vastaajalta tiedusteltiin, miten hän juhlistaa elämänkaaren tapahtumiaan ja kuinka usein hän käy kirkossa. Lisäksi vastaajalta kysyttiin syitä harjoittaa näitä rituaaleja, kuten tavoiteltiinko harjoittamisella tietoisuudentilan muuttamista, yhteyttä Jumalaan tai toisen hoitamista ja parantamista. Edellisten lisäksi kysyttiin, uskooko vastaaja erilaisiin kristinuskon keskeisiin oppeihin. Lopuksi vastaajalta kysyttiin hänen arvomaailmastaan Shalom Schwartzin arvomittarin Portrait Value Questionnaire -versiolla, johon kuului 21 kysymystä. Vastaajaa pyydettiin peilaamaan itseään erilaisiin henkilöön, kuten henkilöön, jolle perinteet ovat tärkeitä. Taustamuuttujina kyselyssä käytettiin sukupuolta, ikää, siviilisäätyä, koulutusta, uskontokuntaa, paikkakuntatyyppiä ja puoluekantaa edellisissä vaaleissa."
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"fi": "Tässä tutkimuksessa kartoitettiin korkeakouluopiskelijoiden elinolosuhteita ja asenteita. Opiskeluun liittyen vastaajaa pyydettiin arvioimaan erilaisia opiskelumotivaatioon vaikuttavia tekijöitä ja mitä taitoja hän katsoi korkeakouluopintojen hänessä kehittäneen. Lisäksi kysyttiin, onko vastaaja harkinnut pääaineen tai koulutusalan vaihtoa, mitkä asiat vaikeuttavat sivuainevalintoja muista suomalaisista korkeakouluista, haluaisiko vastaaja suorittaa osan tutkinnostaan ulkomaisessa korkeakoulussa ja millainen mielikuva hänellä on omasta opiskelupaikastaan. Taloudellisiin asioihin liittyen kysyttiin mikä on opintotuen suurin ongelma, miten suuri opintorahan pitäisi olla, kuinka paljon vastaajalla oli käytettävinään rahaa kuukaudessa asumismenojen jälkeen, nostiko hän opintolainaa, onko hän työskennellyt opintojen ohessa ja oliko hän töissä kesällä. Lisäksi vastaajaa pyydettiin arvioimaan opintotukea koskevia väitteitä, omaa taloudellista tilaansa ja opiskelijoiden taloudellista tilaa yleensä. Elämäntapaan ja ajankäyttöön liittyen kysyttiin onko vastaaja tyytyväinen elämäänsä, kuinka paljon aikaa hän käyttää opiskeluun ja mitä hän tekee vapaa-aikanaan. Lisäksi kartoitettiin vastaajan liikunta- ja kulttuuriharrastuksia, eri tiedotusvälineiden seurantaa ja suhtautumista opiskelijajärjestöjen toimintaan. Vastaajalta kysytiin myös, onko hänellä käytössään auto, tietokone, televisio, stereot, puhelin tai matkapuhelin. Vastaajan tulevaisuuden odotuksia kartoitettiin usealla kysymyksellä. Häntä pyydettiin arvioimaan tulevaisuuden työtään ja työllistymistään koskevia väittämiä ja erilaisten asioiden, kuten koulutuksen, perheen, sosiaaliturvan, EU:n ja ympäristön saastumisen vähenemisen merkitystä tulevaisuuden turvallisuuden kannalta. Lisäksi kysyttiin miten vastaaja suhtautuu politiikkaan ja muuhun yhteiskunnalliseen toimintaan. Taustamuuttujina ovat vastaajan syntymävuosi, opintojen aloitusvuosi, korkeakoulu, koulutusala, sukupuoli, perhemuoto, asumismuoto,ja vanhempien ammatit."
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"fi": "Tutkimuksessa selvitettiin peruskoulun yhdeksäsluokkalaisten kasvatusta, kuritusta ja seksuaalisia kokemuksia aikuisten kanssa. Lapsiin ja nuoriin kohdistuvaa väkivaltaa sekä seksuaalista hyväksikäyttöä tarkastelevaan kyselytutkimukseen vastasi yli 7000 nuorta yli 360 luokalta ympäri Manner-Suomen. Taustatietojen kartoittamisen jälkeen tiedusteltiin, miten vanhemmat reagoivat vastaajien kotitöiden tekoon ja huonoihin koenumeroihin sekä kuinka paljon vanhemmat huolehtivat vastaajista. Kysyttiin myös lasten ja vanhempien välisistä kiistoista ja vanhempien keinoista erimielisyyksien ratkaisemiseksi, kuten joustamisesta, periksi antamisesta, murjottamisesta, haukkumisesta, väkivallalla uhkaamisesta, tönimisestä, tukistamisesta, nyrkillä lyömisestä, piiskaamisesta ja potkimisesta. Vastaajien kokemuksia sukupuolisesta lähentelystä tai kanssakäymisestä tapahtumahetkellä vähintään viisi vuotta itseä vanhempien ihmisten kanssa kartoitettiin useilla kysymyksillä. Tiedusteltiin, mitä tapahtui (ehdottelu, hyväily, sukupuolielinten näyttäminen tai niiden kosketteleminen, yhdynnän jäljittely, yhdyntä yms.), kenen kanssa (tuntematon, ystävä, serkku, setä, täti, isä, äiti, veli, sisko jne.), minkä ikäisenä ja kuinka pitkän ajan kuluessa. Kysyttiin myös, kuka aloitti seksuaalisen toiminnan. Lisäksi selvitettiin pakottiko, lahjoiko tai käyttikö toinen väkivaltaa saadakseen vastaajan mukaan ja olivatko osapuolet alkoholin vaikutuksen alaisia. Sukupuolista lähentelyä kokeneiden tuntoja tapauksen sattuessa ja sen jälkeen kartoitettiin. Kysyttiin myös, kenelle, jos kenellekään, vastaaja on asiasta kertonut. Vastaajien käsityksiä väkivallasta sekä mielipiteitä lasten ruumiillisesta kurituksesta selvitettiin usealla kysymyksellä. Ensin tiedusteltiin kolmea tärkeintä syytä siihen, miksi lapsia kuritetaan. Kysyttiin myös, onko ruumiillinen kuritus vastaajien mielestä välttämätöntä ja mitä seurauksia siitä on lapselle. Lopuksi kysyttiin, aikooko vastaaja itse käyttää ruumiillista kuritusta omien mahdollisten lastensa kasvatuksessa. Taustamuuttujina ovat mm. vastaajan sukupuoli, perhemuoto, kuntamuoto, asuinlääni, äidin ja isän ammatit, luokan oppilaiden lukumäärä ja luokan koko."
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"fi": "Poliisibarometri 2016 kartoittaa kansalaisten käsityksiä poliisin toiminnasta ja sisäisen turvallisuuden tilasta. Vastaajat arvioivat eri viranomaisten ja tahojen roolia rikostorjunnassa ja lähiympäristön turvallisuuden parantamisessa. Lisäksi kysyttiin kokemuksia poliisin työstä ja toiminnasta, kansainvälisestä rikollisuudesta ja koetusta turvattomuudesta. Kysyttiin myös, miten huolestuttavina erilaiset asiat ja ilmiöt koettiin sekä oliko vastaaja ollut todistajana tai asianomistajana rikosprosessissa ja oliko hän tässä yhteydessä kokenut uhkailua. Seuraavaksi tiedusteltiin millaisten rikosten silminnäkijäksi, uhriksi tai kohteeksi vastaaja oli joutunut, sekä oliko rikoksen kohteeksi joutumisesta ilmoitettu poliisille. Jos ilmoitusta ei ollut tehty, haluttiin tietää syy tähän. Kysyttiin, millaisia toimenpiteitä vastaajat olivat käyttäneet rikosvaaran tai rikosriskin torjumiseksi sekä kysyttiin, miten nopeasti vastaajat arvioivat saavansa kiireellistä poliisiapua ja kuinka usein poliisi partioi vastaajan asuinalueella. Tämän jälkeen kysyttiin, olivatko vastaajat olleet yhteydessä poliisiin ja kuinka heidän asiansa tuolloin hoidettiin. Kysyttiin myös, miten poliisin koettiin suhtautuvan eri kulttuureista lähtöisin oleviin ihmisiin ja miten poliisi on onnistunut erilaisissa tehtävissään. Haluttiin myös tietää, missä määrin luotettiin eri viranomaisten ja tahojen toimintaan sekä kuinka todennäköisenä pidettiin poliisin korruptiota. Taustamuuttujia olivat mm. sukupuoli, ikä, talouden tyyppi, lasten lukumäärä, tulot, työelämään osallistuminen, ammatti, koulutus, siviilisääty ja useita aluemuuttujia."
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"en": "This survey studied voluntary work in Finland. The data were collected by Taloustutkimus and the study was commissioned by Kansalaisareena (Citizen Forum), Sivis Study Centre and the Church Council of Evangelical Lutheran Church. First, the study charted how many hours the respondents had spent on voluntary work in different sectors (e.g. social welfare and health care, sports, children and youth, culture, immigrants). Further questions investigated the hours spent on voluntary work in general during the past four weeks and the past year, and the type, duration, and frequency of the voluntary activities as well as whether it was organised by an association/voluntary organisation. The survey also examined the types of tasks included in the voluntary work (e.g. administrative and educational tasks, soup kitchen work, group instruction, cleaning, fundraising, providing peer support). The respondents were asked to what degree they agreed or disagreed with statements relating to their need for training and support for volunteering, need for peer support activities in health care, voluntary work in working hours or as part of studies, and advantages gained through volunteering for their working life. The respondents were asked about the use of different types of search engines on the Internet designed for finding voluntary work. Reasons for not participating in voluntary activities were also charted (e.g. health issues, previous bad experiences, insufficient guidance and training). Finally, the respondents who had participated in voluntary work were asked what they had learned from the voluntary activities. Response options included, for example, communication skills, networking, ICT skills, presentation skills, problem-solving methods, and leadership skills. Background variables included, among others, gender, age, economic activity and occupational status, marital status, household composition, income (respondent and household), level of education, political party preference, and regional variables such as NUTS3 region, number of inhabitants in R's municipality of residence, and type of the municipality (urban, semi-urban, rural).",
"fi": "Aineisto käsittelee vapaaehtoistyötä Suomessa. Tutkimuksen on toteuttanut Taloustutkimus Kansalaisareenan, Opintokeskus Siviksen ja Kirkkohallituksen toimeksiannosta. Tutkimuksen alussa kartoitettiin, kuinka monta tuntia vapaaehtoistyötä vastaaja on tehnyt eri toimialoilla, liittyen muun muassa liikuntaan ja urheiluun, vertaistukeen ja ikäihmisiin. Tuntimääriä pyydettiin arvioimaan sekä viimeisen neljän viikon ajalta että viimeksi kuluneen vuoden ajalta. Lisäksi oltiin kiinnostuneita siitä, millaista vapaaehtoistyö oli kestoltaan, kuinka säännöllistä se oli, missä se tapahtui ja oliko se jonkun järjestön organisoimaa. Tutkimuksessa tarkasteltiin myös, millaisia työtehtäviä vapaaehtoistyö on sisältänyt. Vastausvaihtoehtoina olivat muun muassa auttaminen, luottamustehtävät, ryhmän ohjaaminen, siistimistehtävät ja talkootyöt. Seuraavaksi tiedusteltiin vastaajien mielipiteitä erilaisia väittämiä kohtaan, jotka käsittelivät näkemyksiä vapaaehtoistyöstä. Kysyttiin muun muassa tuen tarpeesta vapaaehtoistyössä ja kiinnostuksesta kokeilla vapaaehtoistyötä työaikana tai osana opintoja, mikäli tämä olisi mahdollista. Lisäksi kysyttiin internetissä olevien vapaaehtoistyön hakukoneiden käytöstä. Tutkimuksessa kartoitettiin myös syitä siihen, miksi vastaaja ei ollut osallistunut vapaaehtoistyöhön. Lopuksi vapaaehtoistyötä tehneiltä kysyttiin, mitä he olivat oppineet vapaaehtoistoiminnassa. Vastausvaihtoehtoina olivat muun muassa vuorovaikutus-, esiintymis- ja ongelmanratkaisutaidot. Taustamuuttujia ovat sukupuoli, ikä, ammatti, talouden tyyppi, kotona olevien alle 18-vuotiaiden lasten iät ja lukumäärä, tuloluokka, ruokakunnan koko, koulutus, asunnon tyyppi, puoluekanta, tietoa talouden eniten ansaitsevasta henkilöstä sekä erilaiset aluemuuttujat kuten maakunta, asukasmäärä ja tilastollinen kuntaryhmitys."
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"fi": "Tässä aineistossa tarkastellaan 7-9-luokkalaisten, peruskoulua käyvien oppilaiden hyvinvointia koulussa. Kyselyn teemat ovat oppilaitoksen olosuhteet, sosiaaliset suhteet, itsensä toteuttamisen mahdollisuudet ja terveydentila. Kysymykset on esitetty väittäminä ja monivalintakysymyksinä. Väittämiä arvioidaan viisiportaisella asteikolla \"täysin samaa mieltä\" - \"täysin eri mieltä\". Koulun olosuhteita kartoittavat kysymykset liittyvät koulun tiloihin ja toimintaan. Oppilailta kysytään esimerkiksi luokkahuoneen koosta, lämpötilasta, ilmanvaihdosta, tilojen siisteydestä, wc-tiloista sekä pihan ja koulurakennuksen viihtyisyydestä ja turvallisuudesta. He arvioivat myös oppituntien työrauhaa, koulutyön määrän sopivuutta, koulun sääntöjen järkevyyttä, lukujärjestystä sekä onko terveydenhoitajan ja kuraattorin luo helppo päästä käymään. Sosiaalisiin suhteisiin liittyvissä väittämissä tarkastellaan luokkakavereiden keskinäisiä suhteita, opettaja-oppilas-suhdetta ja kodin osallistumista koulunkäyntiin. Vastaajilta kysytään esimerkiksi ryhmissä työskentelyn sujumisesta luokassa, luokkakaverien toisilleen tarjoamasta avusta, opettajien ystävällisyydestä ja kohtelevatko opettajat oppilaita oikeudenmukaisesti. Oppilaat arvioivat myös, arvostavatko vanhemmat heidän koulutyötään, kannustavatko he menestymään koulussa ja auttavatko he tarvittaessa koulutehtävissä. Lisäksi kartoitetaan, onko vastaajaa kiusattu koulussa kuluvan lukukauden aikana ja onko hän itse osallistunut kiusaamiseen. Itsensä toteuttamisen mahdollisuuksiin liittyvät väittämät koskevat koulutyötä. Esimerkiksi kokeeko vastaaja, että opettajat rohkaisevat häntä ilmaisemaan mielipiteensä, huomioidaanko oppilaiden mielipiteet koulun kehittämisessä, onko vastaaja löytänyt itselleen sopivan opiskelutavan, arvostaako hän omaa koulutyötänsä ja saako hän tarvitessaan tukiopetusta. Terveydentilaa koskevissa kysymyksissä vastaaja arvioi onko hänellä ollut erilaisia oireita ja sairauksia (mm. vatsakipuja, vaikeuksia päästä uneen tai heräilemistä öisin, päänsärkyä, alakuloisuutta ja pelkoa) kuluvan lukukauden aikana. Taustakysymykset ovat sukupuoli, ikä, luokka-aste ja luokkatunnus."
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},
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