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Tool development within ESPON 2013 is targeted to the use of policy makers and practitioners at all administrative levels (including cross-border and transnational groupings) and will enable the use of information and data by these particular groups of stakeholders. Most tools will be online, made available via the ESPON website. As such they will also be at the disposal of the general public, including researchers and university students, thereby contributing to the use of ESPON data and information and the consolidation of a European research field on territorial development and cohesion. At the moment five tools are made accessible via the ESPON website. How these tools link to the project groups and the policy makers is visualised in the figure below. The green arrows in this figure show the use for the policy makers and the blue arrows show the flows from the ESPON projects (the Final Reports or the data resulting from the projects) to the tools and vice versa: The ESPON projects deliver data to the ESPON database and maps to the Online MapFinder. On the other hand, the ESPON projects receive input from the ESPON Database, the Mapping Guide and Typologies. The policy makers can find and use ESPON results via the Online MapFinder, the HyperAtlas and the ESPON DataBase.

Abstract. This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two- factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported. Keywords: school burnout, school engagement, depressive symptoms, academic achievement

Helsingin yliopiston pienessä juhlasalissa pidettiin torstaina 21.11.2013 kello 10.00-16 oikeustieteellisen tiedekunnan järjestämä seminaari Tutkimusaineistojen jatkokäyttö ja tietosuoja. Ihmistieteellisten tukimusaineistojen käyttämiseen liittyy monia oikeudellisia, moraalisia ja käytännöllisiä kysymyksiä. Seminaari oli osa Koneen Säätiön rahoittamaa ihmistieteellisten tutkimusaineistojen jatkokäyttöä koskevaa hanketta, jonka tarkoituksena on kartoittaa, miten voidaan turvata tutkimusta varten kerättyjen ihmistieteellisten aineistojen jatkokäytön tietosuoja ja missä muodossa on pyydettävä tutkittavien suostumus heitä koskevien tietojen jatkokäyttöön ja arkistointiin. Seminaarin aihepiiristä valmistellaan julkaisua. Puhujina seminaarissa oli tieteellisen tutkimuksen ja tietosuojan sekä yksittäisten aineistolajien jatkokäytön asiantuntijoita. Seminaarin järjestelytoimikunnan puheenjohtajana toimi professori Raimo Lahti ja sen työvaliokunnan jäseninä lisäksi dosentit Klaus Mäkelä ja Arja Kuula (TaY).