Search results for "development."

Lipid-related thiamine deficiency cause mortality of river lampreys (Lampetra fluviatilis) during pre-spawning fasting

2023

Publisher Copyright: © 2023 The Authors River lampreys (Lampetra fluviatilis) were caught in the fall 2014 on entering the River Perhonjoki for spawning and kept at a hatchery until spawning in late spring 2015 to produce larvae for compensatory stockings. Since the lampreys died massively from early February onwards, they were investigated in March and May to clarify the cause of the deaths. The symptoms in lampreys resembled those of lipid-related thiamine (vitamin B1) deficiency of salmonines, called the M74 syndrome in the Baltic Sea area. Because the lipid content of lampreys was known to be high, thiamine concentrations were analyzed in the liver and ovulated unfertilized eggs, and th…

Characterization of the "viable but nonculturable" (VBNC) state in the wine spoilage yeast Brettanomyces.

2012

Although the viable but not culturable (VBNC) state has been studied in detail in bacteria, it has been suggested that maintenance of viability with loss of culturability also exists in eukaryotic cells, such as in the wine spoilage yeast Brettanomyces. To provide conclusive evidence for the existence of a VBNC state in this yeast, we investigated its capacity to become viable and nonculturable after sulfite stress, and its ability to recover culturability after stressor removal. Sulfite addition induced loss of culturability but maintenance of viability. Increasing the medium pH to decrease the concentration of toxic SO(2) allowed yeast cells to become culturable again, thus demonstrating …

Transnational responsibilities and multi-sited strategies : voluntary associations of Somali diaspora in Finland

2013

The impact of children’s socioemotional development on parenting styles: the moderating effect of social withdrawal

2020

This study focused on associations between children’s socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children’s social withdrawal (as a temperamental characteristic) in these associations. Children’s socioemotional development (n = 314) were rated by teachers at three-time points (grades 1–3). Parents completed questionnaires measuring their parenting styles at the same three-time points. The level of social withdrawal was obtained at the end of kindergarten from teachers’ reports. Panel analysis showed that prosocial behaviour was associat…

Communicating across the borders: managing work-life boundaries through communication in various domains

2021

Communicating work issues at home and home issues at work, also known as across-the-border (ATB) communication, is a part of everyday work and family interaction. This study focuses on the concept of ATB communication, using Work/Family Border Theory, according to which the boundaries between work and private life are seen as negotiated and shaped through social interactions and practices. We argue that through ATB communication, and especially by focusing on what is shared and how, employees can manage boundaries and achieve work-life balance. Altogether, 32 informants, comprising journalists (N = 16) and their relational others (N = 16), were interviewed to investigate the role of ATB com…

Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

2017

Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a…

Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions

2020

Research Findings The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional support) were observed twice during the kindergarten year (fall and spring), using the Classroom Assessment Scoring System (CLASS). In addition, teachers completed questionnaires on stress and work engagement. The results indicated that teaching-related st…

The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

2017

The potential of digital games to enhance learning in different areas of child development has drawn increasing interest amid growing concern about children’s emotional well-being, social-emotional difficulties, and problem behaviors alongside diminishing economic resources for intervention and habilitation. However, digital games designed to promote social-emotional competence are surprisingly scarce. In this chapter, we explore children’s use of the digital game Emotion Detectives (ED), designed to promote children’s acquisition of emotional knowledge skills (e.g., recognizing, appreciating, and understanding emotions and their expressions), prosocial behaviors (e.g., helping, sharing, co…

The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach

2022

Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Assessment Scoring System (CLASS Pre-K). The teachers also completed a questionnaire about their occupational well-being. Four interaction profiles were identified: Highest Quality, Moderate Quality, Lower Quality with Limited Negativity, and Lower Quali…

Teacher-child interaction quality and children's self-regulation in toddler classrooms in Finland and Portugal

2021

This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self‐regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self‐regulation skills in the classroom. The quality of the teacher–child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS‐Toddler observation in…