The increasing use of mobile phones by children and teenagers has raised concerns about their safety. Addressing such concerns is difficult, because no data are available on possible effects from long-term exposure to radiofrequency (RF) fields during the development of the nervous system. Possible morphological and functional changes were evaluated in the central nervous system of young male Wistar rats exposed to 900 MHz mobile phone signal for 2 h/day on 5 days/week. After 5 weeks of exposure at whole-body average specific energy absorption rates of 0.3 or 3.0 W/kg or sham exposure, six rats per group were examined histologically, and the remaining 18 rats per group were subjected to behavioral tests. No degenerative changes, dying neurons, or effects on the leakage of the blood-brain barrier were detected. No group differences were observed in the open-field test, plus maze test or acoustic startle response tests. In the water maze test, however, significantly improved learning (P = 0.012) and memory (P = 0.01) were detected in rats exposed to RF fields. The results do not indicate a serious threat to the developing brain from mobile phone radiation at intensities relevant to human exposure. However, the interesting finding of improved learning and memory warrants further studies.

The purpose of the present investigation was to analyse interviews of highly regarded Finnish magicians. Social network analysis (N = 120) was used to identify Finland's most highly regarded magicians (N = 16). The selected participants' careers in professional magic and various aspects of their professional conduct were examined by relying on semi-structured interviews. The results revealed that cultivation of professional level competence in magic usually requires an extensive period of time compared with other domains of expertise. Magic is a unique performing art and it differs from other professions focusing on deceiving the audience. A distinctive feature of magical expertise is that the process takes place entirely through informal training supported by communities of magical practitioners. Three interrelated aspects of magical activity were distinguished: magic tricks, performance, and audience. Although magic tricks constitute a central aspect of magic activity, the participants did not talk about their tricks extensively; this is in accordance with the secretive nature of magic culture. The interviews revealed that a core aspect of the magicians' activity is performance in front of an audience that repeatedly validates competence cultivated through years of practice. The interviewees reported investing a great deal of effort in planning, orchestrating, and reflecting on their performances. Close interaction with the audience plays an important role in most interviewees' activity. Many participants put a great deal of effort in developing novel magic tricks. It is common to borrow magic effects from fellow magicians and develop novel methods of implementation. Because magic tricks or programs are not copyrighted, many interviewees considered “stealing” an unacceptable and unethical aspect of magical activity. The interviewees highlighted the importance of personality and charisma in the successful pursuit of magic activity.

Based on an expectancy-value theoretical framework and data (n = 1654) collected in 29 Finnish municipalities using a structured questionnaire, this study examines primary (grades 5-6), lower secondary (grades 7-9) and upper secondary (grades 10-12) students' motivation in music and mathematics. It explores in detail the students' interest in music and mathematics inside and outside school, primarily from the point of view of enjoyment of the subject and the perceptions about the importance and usefulness of the subject. However, it also investigates the respondents' view of the difficulty of the subject, the popularity of the subject, self-competence in the subject, and gender. The main results are: 1) In general, music is a more interesting subject than mathematics, but it is more interesting outside school than in school. Mathematics is more interesting in school and girls are more interested in music, whereas boys are more interested in mathematics, 2) Interest in music and mathematics inside and outside school can be explained by the enjoyment related to studying the subjects and the view of the importance and usefulness of the subjects, and 3) An intrinsic motivation in mathematics strengthens a positive relationship with music.