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Accessibility statement

This accessibility statement concerning University of Eastern Finland Web service at https://uefconnect.uef.fi/ is dated 18th September 2019. The statement is last updated on 22nd June 2026. The accessibility of the website has been assessed by a third party using instruments. In addition, we at the University of Eastern Finland have also reviewed the web service.

UEF Connect is published 25th September 2018 and major updates were made in the first half of 2021. The new interface was released on 27.9.2022. The accessibility requirements have guided the design of our web service.

All of the University of Eastern Finland’s websites and web services, mobile applications and content available on these must be accessible. The accessibility requirements are based on the Act on the Provision of Digital Services and on the EU’s Web Accessibility Directive. Accessibility in a digital environment means that as many people as possible are able to use the digital services provided despite user, situation or technology specific differences.

Accessibility status of the digital service

This web service largely meets the A and AA level accessibility criteria required by law (WCAG 2.1). The service has some individual accessibility deficiencies, which are described in more detail below.

Non-accessible content

Non-accessible content has been detected in this web service. This includes some files and other content added by content creators. Providing guidance and training to a large user base takes time. We are continuously working to make the content in this service more accessible.

The page titles on person profile pages are generated based on a shared page template. The titles contain the person’s name but not, for example, their job title, and therefore do not describe the page content as precisely as possible in all situations. This may cause minor challenges particularly for screen reader users when multiple profile pages are open at the same time. The deficiency does not prevent the use of the site, the understanding of its content or navigation. The main content, heading structure and navigation options on the pages remain accessible with assistive technologies. (WCAG 2.1, 2.4.2 Page Titled (A), 2.4.6 Headings and Labels (AA)).

Single page contains embedded content that does not have a descriptive name (WCAG 2.1, 1.1.1 Non-text Content (A)). As a result, screen reader users may not be able to understand what content has been embedded on the page or what its purpose is. Page editors have been instructed to add the missing text alternatives.

The contact form used on the pages contains structural elements whose meaning is not conveyed correctly to assistive technologies (WCAG 2.1, 1.3.1 Info and Relationships (A)). This may make it more difficult for screen reader users to understand the structure of the page. The issue will be resolved once the plugin provider has corrected the implementation.

We are developing the service to address these known accessibility deficiencies as soon as possible. We are committed to enhancing the accessibility of our digital services, and we are continuously working to improve it. For users to whom our digital services remain inaccessible, we offer special support. If this is the case, please contact us at [email protected].

Not covered by legislation

Web service may contain non-accessible office suite files (e.g. doc, pdf, odt) published before 23 September 2018 and videos or audio files published before 23 September 2020 added by the content providers.

Did you discover an accessibility issue in our web service?

Please us know about it via electronic accessibility feedback form or by sending an email to [email protected] and we’ll do our best to fix the issue.

Supervisory authority

If you notice an accessibility problem in our digital service, give feedback first to us as the web service administrator. The reply can take up to 14 days. If you are not satisfied with our reply or if you receive no response at all within two weeks, you can lodge a complaint with the Finnish Transport and Communication Agency Traficom Digital Accessibility Supervision Unit. Traficom’s accessibility requirements website (saavutettavuusvaatimukset.fi) explains, in detail, how you can lodge a complaint and how the matter will be processed.

Contact information of surveillance authority

Finnish Transport and Communication Agency Traficom
Digital Accessibility Supervision
Website: www.saavutettavuusvaatimukset.fi
Email: [email protected]
Telephone number, switchboard: +358 29 534 5000

Ahmed Mohamed ([email protected])

I have studied Bachelor of Pharmacy at University of Tanta, Egypt and Master degree in Systems Biology at University of Skövde, Sweden (supported by the Swedish Institute Study Scholarship). I have been honoured to be part of the UEF-Neuro-Innovation program (MSCA-COFUND). We are working on air pollution and its effects on the human peripheral immunity in both healthy individuals and Alzheimer disease (AD) patients. We aim to reveal the mechanistic effects of air pollution on blood cell signatures and profiles and discover novel biomarkers for air pollution prediction. We also aim to find the molecular correlations between AD and air pollution as well as peripheral biomarkers for AD diagnosis. Our work comprises of investigating the transcriptome and epigenome of the immune cells as one population as well as single cell populations, using both; in-vivo and in-vitro models. We use functional assays to confirm the outcoming results. This study is part of the Alzheimer disease and Air pollution (ADAIR) project which is part of the EU Joint Programme – Neurodegenerative Disease Research (JPND) project. We will provide insights on how air pollution affects peripheral immunity, possibly providing mechanistic explanation on the increased risks on human health.

Aino Äikäs ([email protected])

My research and teaching areas in the field of Special Education deal with interprofessional collaboration, intellectual and developmental disabilities, significant support needs in education and inclusive education. University pedagogy and transnational education are also my interests. I work as a Head of School of Educational Sciences and Psychology in 2026-2029. Researhgate: https://www.researchgate.net/profile/Aino-Aeikaes-2 ORCid: https://orcid.org/0000-0003-4674-0533

Aino-Kaisa Piironen ([email protected])

I’m working in the Cellular Neurobiology research group led by Katja Kanninen. My doctoral research is focused on discovering plasma biomarkers for mental health dysfunction in adolescents, and the effects of environmental and lifestyle factors on mental health. The research is a part of and supported by the H2020 project Equal Life.

Alexander Diener ([email protected])

Alexander Diener is Professor of Critical Border Studies at the Karelian Institute of University of Eastern Finland. His research focuses on borders/borderlands, migration and diaspora, nationalism/transnationalism, rural development, urban landscape change, and human territorialization/place attachment. He is the author of the Homeland Conceptions and Ethnic Integration Amongst Kazakhstan’s Germans and Koreans (Mellon Press 2004) and One Homeland or Two: The Nationalization and Transnationalization of Mongolia’s Kazakhs (Stanford University Press 2009), and co-author of Borders: A Very Short Introduction (Oxford University Press 2012/2024). Professor Diener has also co-edited the books Borderlines and Borderlands: Political Oddities at the Edge of the Nation State (Rowman & Littlefield Publishers 2010), From Socialist to Post-Socialist Cities: Cultural Politics of Architecture, Urban Planning, and Identity in Eurasia (Routledge Publishers 2014), Cities as Power: Urban Space, Place, and National Identity (Rowman & Littlefield Publishers 2019), and The Power of Place in Place Attachment (Routledge Publishers 2023). Through his career, Professor Diener has been awarded fellowships that include the Regional Research Fulbright Scholar for Central Asia, a three-time Fellow of the Woodrow Wilson Center’s Kennan Institute, a Senior Fellow at George Washington University’s Elliott School, the American University of Central Asia, the Mongolian National University, Indiana University, the University of Iowa, Harvard University’s Davis Center, and the University of Connecticut’s Humanities Research Center. His work has been supported by grants from the Social Science Research Council, the International Research and Exchange Board, the American Geographical Society, the Association of American Geographers, the American Center for Mongolian Studies, the National Science Foundation, Council for American Overseas Research Centers, American Councils for International Education, Central Asian Research Network, the MacArthur Foundation, and the Smithsonian Institute. Alex is currently the Managing Editor of the international publishing platform Oxford Intersections Borders. A native of the upstate New York, Diener holds graduate degrees from the University of Chicago, from the University of South Carolina, and the University of Wisconsin Madison.

Alina Inkinen ([email protected])

I work as a project researcher in the School Well-being, Learning Support, and Teacher Segregation Project (KOTOPE). In this project, my research focuses on the appearnce of school segregation from the perspective of teachers across different regions of Finland and various types of schools. Additionally, I examine teachers’ educational pathways and their placement in the profession, as well as issues related to segregation as part of these. My other research interests include higher education policy, especially politics of transitions that are related to access to higher education from both political documents and applicants’ perspectives.

Anna Kuusi ([email protected])

As a Postdoctoral Researcher, my research focuses on the relationships between students’ motivation, perfectionism, and well-being. I am particularly interested in the factors that influence students’ learning, well-being and academic achievement. Through my work I seek to better understand how individual differences shape students’ educational experiences and outcomes. My professional experience spans various areas of education, from early childhood education to university teaching. In addition, I have experience in adult education, training, and educational planning and development. Through my research, I aim to provide new insights into contemporary educational challenges and provide knowledge that can be applied in practice to support learning, well-being, and educational development. I hope that my research will contribute to a deeper understanding of the role that perfectionistic tendencies play in students’ well-being.

Anne Litja ([email protected])

I work as part of the Peppi team. Questions, feedback and development proposals for support UEF Peppi and associated services [email protected]. More information about Peppi can be found in the Peppi Handbook. Specialized in recognition of prior learning (tecnical support), disclosing information from student register and project manager for course feedback system.  

Anthi-Styliani Makiou ([email protected])

I am a Biochemist/Biotechnologist with a master’s degree in Toxicology. My past research involves in vitro, in silico and in vivo work. Besides, I have devoted several years to delivering educational assistance and instruction to various levels of learners. My last position was in the European Chemicals Agency (ECHA) as a scientific/regulatory support in Biocides (the BPR). Currently, I am conducting my PhD regarding retinal degenerative diseases in School of Pharmacy (LRL lab).