Centenary Lecturers
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Space to Live and to Grow in the Helsinki Region Welcome to Nurmijärvi
In English Space to live and to grow in the Helsinki region Welcome to Nurmijärvi Hämeenlinna 40 min Choose the kind of environment that you prefer to live in: an urban area close Tampere 1 h 20 min to services, or a rural environment close to nature. Hanko 2 h 10 min Kehä III Nurmijärvi centre Enjoy the recreational facilities on offer: there are cultural and other events – (Outer ring road) 12 min also for tourists, and there are possibilities to exercise and enjoy nature almost Hyvinkää 20 min outside your own front door. Services from the Helsinki Metropolitan Area add to Helsinki 30 min the offering. Estimated times from the E12 junction near the centre of Nurmijärvi Benefit from a wide range of services that take into account your life situation: from early childhood to basic education and further training, and later on, elderly General facts Main population people are offered a high standard of care. • Surface area: 367 km2 centres • Inhabitants: over 40 000 • Klaukkala: 40 % Your business will be ideally located, making logistics easy to arrange: a short • Under 15-yearsElinvoimaa old: 25 % ja• Nurmijärvielämisen centre: 20 % distance from the ports and airport, you’ll benefit from good road communications tilaa Helsingin• Rajamäki: seudulla 18 % in both east-west and north-south directions, while being away from the rush. Choose your workplace and your journey to work: apart from your own munici- HYVINKÄÄ pality, the Helsinki Metropolitan Area and the municipalities to the north are near Lahteen neighbours. Tampereelle MÄNTSÄLÄ 25 POR- Klaukkala Rajamäki NAI- Nurmijärvi offers all this – a large enough municipality to be able to provide the nec- JÄRVENPÄÄ NEN essary services and infrastructure for modern life, as well as to grow and develop E 12 Kirkonkylä continuously, but still small enough to provide a living space at a competitive cost. -
Equity in Education Thematic Review
EQUITY IN EDUCATION THEMATIC REVIEW COUNTRY ANALYTICAL REPORT FINLAND Finnish Ministry of Education Mars 2005 TABLE OF CONTENTS SECTION 1: COUNTRY CONTEXT AND CURRENT EQUITY SITUATION .................................. 4 CHAPTER 1. CULTURAL AND SOCIAL FACTORS................................................................................ 4 1.1. Historical background..................................................................................................................... 4 1.2. Comprehensive school.................................................................................................................... 4 1.3. Confidence in the significance of education................................................................................... 5 1.4. Teachers’ social prestige................................................................................................................. 5 1.5. Social and cultural homogeneity..................................................................................................... 5 CHAPTER 2. THE EDUCATION SYSTEM IN FINLAND......................................................................... 6 2.1. Pre-primary education..................................................................................................................... 6 2.2. Comprehensive school (basic education)........................................................................................ 7 2.3. Secondary education...................................................................................................................... -
Higher Education Research in Finland
Higher education research in Finland EMERGING STRUCTURES AND CONTEMPORARY ISSUES Editors Sakari Ahola David M. Hoffman Higher education research in Finland Higher education research in Finland Emerging structures and contemporary issues Editors Sakari Ahola & David M. Hoffman THIS PUBLICATION CAN BE OBTAINED FROM: Finnish Institute for Educational Research Customer services University of Jyväskylä P.O. Box 35 FI-40014 Jyväskylä, Finland Phone +358 40 805 4276 E-mail: [email protected] www.ier-publications.fi/ This publication has gone through a referee-system. © Authors and the Finnish Institute for Educational Research In co-operation with Consortium of Higher Education Researchers in Finland (CHERIF) Cover and graphic design: Martti Minkkinen Photo in the cover: Main Building of the School of Engineering, Aalto University. Aalto University Image Gallery, photographer: Johannes Romppanen. Layout: Taittopalvelu Yliveto Oy ISBN 978-951-39-4647-0 (printed version) ISBN 978-951-39-5189-4 (pdf) Printed by Jyväskylä University Press Jyväskylä 2012 Contents Part I: IntroductIon 1. Higher education research from a Finnish perspective – an introduction .......................................................................... 11 Sakari Ahola and David M. Hoffman 2. The relationship between Finnish higher education and higher education research .......................................................... 27 Jussi Välimaa 3. Some research threads in sociology of higher education in Finland ... 49 Osmo Kivinen and Päivi Kaipainen Part II: The higHer educatIon system – structures, reForms and PolIcy Issues 4. New elitism in universal higher education: The building process, policy and the idea of Aalto University........................................... 69 Jussi Kivistö and Jarkko Tirronen 5 Contents 5. In the shifting sands of policy – University academics’ and employees’ views and experiences of Finland’s new higher education policy ....................................................................... -
Finnish Drama in Chinese Translation
FINNISH KULLERVO AND CHINESE KUNGFU Chapman Chen Project funded by Finnish Literature Information Center Hong Kong [email protected] Abstract Introduction: There are many important Finnish plays but, due to language barrier, Finnish drama is seldom exported, particularly to Hong Kong and China.. Objective: To find out differences in mentality between the Finnish and Chinese peoples by comparing the partially localized Chinese translation of Aleksis Kivi’s tragedy, Kullervo, with genuine Chinese martial arts literature. Methodology: 1. Chapman Chen has translated the Finnish classic, Kullervo, directly from Finnish into Chinese and published it in 2005. 2. In Chen’s Chinese translation, cultural markers are domesticated. On the other hand, values, characterization, plot, and rhythm remain unchanged. 3. According to Gideon Tory, the translator has to strike a golden mean between the norms of the source language and the target language. 4. Lau Tingci lists and explicates the essential components of martial arts drama. 5. According to Ehrnrooth’s “Mentality”, equality is the most important value in Finnish culture. Findings: i. Finland emphasizes independence while China emphasizes bilateral relationships. ii. The Finnish people loves freedom, but Gai Sizung argues that the Chinese people is slavish. iii. Finns are mature while many Chinese are, according to Sun Lung-kee (“The Deep Structure of Chinese Culture”; “The Deep Structure of Chinese Sexuality”), fixated at the oral and anal stages. iv. Finnish society highly values equality while Chinese interpersonal relationships are extremely complicated and hierachical. If Kullervo were a genuine Chinese kungfu story, the plot would be much more convoluted. Conclusion: The differences between Finnish and Chinese mentalities are so significant that partially localized or adapted Chinese translations of Finnish drama may still be able to introduce Finnish culture to the Chinese audience. -
Teaching for Civil Society in Finland: a Canadian Perspective on Finnish
Page 22 in education 24(1) Spring 2018 Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections Paul Orlowski University of Saskatchewan Author’s Note This study was funded by a John Ranton McIntosh grant. Abstract This article describes a study that took place in Helsinki, Finland in late 2015. A Canadian education professor conducted individual interviews with Finnish educators: six practicing teachers in Helsinki schools, two education professors at the University of Helsinki, and the advisor to the president of Finland’s teachers’ union. Although all five Nordic countries are known to support the social welfare state, Finland was chosen because it is considered to be the most economically left. The study is an exploration of how Finnish educators consider their role and the role of the school regarding civil society and the commons in Finland. The actual research question for the study was, “How do Finnish educators think about the school’s role in supporting the commons and in fostering social cohesion with immigration?” The nine participants were unanimous in their support of the commons and Finland’s generous social welfare state, apparently the result of a collectivist mentality in Finnish society. However, there appears to be growing social, economic, and political discrimination for immigrants and refugees who look different from White Finns. The six teacher-participants expressed uncertainty around how best to deal with these tensions, and were committed to attempting neutrality in their teaching of these social problems, or perhaps even ignoring them altogether. Despite the small sample set, I believe it represents a cross section of views of educators in contemporary Finland. -
Scandinavian Studies Newsletter
Department of German, Nordic, and Slavic + Scandinavian Studies Newsletter Fall 2020 Volume xxiv, Issue 1 1 A Message from the Program Chair Greetings to all of you. We sincerely hope that this newsletter finds you well and COVID-free. We also hope that our newsletter will provide you with some interesting reading material now that we’re once again pretty much confined to our homes. Needless to say, this has been a very strange semester for students, staff, and faculty. As you probably know, we started off with smaller classes taught face-to-face, but because of a surge of students testing positive for COVID, we soon had to shift to online teaching. After a couple of weeks, the COVID cases di- minished, and once again faculty and staff teaching low-enrollment classes were allowed back on campus in order to resume face-to-face teaching. Some chose to do so, while others did not. After Thanksgiving, we have all been teaching online. The winter break has been extended by one week, and spring break has been eliminated. This is, of course, an attempt to keep the virus from spreading. We have both good and sad news. We are delighted to welcome two new faculty members: Benjamin Mier- Cruz and Liina-Ly Roos. Both are featured in this newsletter. They bring to the Nordic Unit interesting, new courses and research projects, and we’re very happy to have them as colleagues. The sad news is that Peggy Hager, our lecturer in Norwegian, decided to retire. We’re going to miss her very much. -
Scas Minors 2020-21
ACADEMIC MINORS 2020 – 2021 An academic minor can be earned in conjunction with a bachelor’s degree, but it is not a requirement for graduation. Students must satisfy the following to earn a minor: 1. A minor cannot be from the same discipline as the major. 2. A minor typically consists of 18 credits, but may range from 15 – 21 credits based on discipline. 3. At least nine credits applied to a minor must be completed at Finlandia. 4. A minimum grade of C- must be earned for each course used for a minor. 5. Up to nine credits from general education or the major can be applied to the minor. But multiple minors must have no duplication of courses. 6. The minor must be completed with the degree. It cannot be earned with courses taken after the bachelor’s degree is awarded. ART & DESIGN 21 credits CERAMICS 18 credits ARD 101 Drawing Foundations 3 Finlandia’s Ceramics minor provides students interested in both ARD 114 Graphic Design Fundamentals I 3 functional and sculptural pottery a foundational understanding of the ARD 173 Color and Composition 3 ceramic design process. It introduces students to the development ARD 276 Sculpture 3 of their artistic practices and pursuits with engaged studio practice. ARD ___ Art & Design elective 3 ARD ___ Art & Design elective 3 ARD 101 Drawing Foundations 3 ARD ___ Art & Design elective 3 ARD 124 Ceramic Design I 3 ARD 224 Ceramic Design II 3 ARD 360 Technical Aspects of Ceramic Design I 3 ARD 424 Studio Practices in Ceramic Design 3 FINE ART 21 credits ARD 460 Technical Aspects of Ceramic Design II 3 A minor in Fine Art provides students with a solid foundation in the traditional practices of drawing, painting, and sculpture. -
The Role of the Kalevala in Finnish Culture and Politics URPO VENTO Finnish Literature Society, Finland
Nordic Journal of African Studies 1(2): 82–93 (1992) The Role of the Kalevala in Finnish Culture and Politics URPO VENTO Finnish Literature Society, Finland The question has frequently been asked: would Finland exist as a nation state without Lönnrot's Kalevala? There is no need to answer this, but perhaps we may assume that sooner or later someone would have written the books which would have formed the necessary building material for the national identity of the Finns. During the mid 1980s, when the 150th anniversary of the Kalevala was being celebrated in Finland, several international seminars were held and thousands of pages of research and articles were published. At that time some studies appeared in which the birth of the nation state was examined from a pan-European perspective. SMALL NATION STATES "The nation state - an independent political unit whose people share a common language and believe they have a common cultural heritage - is essentially a nineteenth-century invention, based on eighteenth-century philosophy, and which became a reality for the most part in either the late nineteenth or early twentieth century. The circumstances in which this process took place were for the most part marked by the decline of great empires whose centralised sources of power and antiquated methods of administrations prevented an effective response to economic and social change, and better education, with all the aspirations for freedom of thought and political action that accompany such changes." Thus said Professor Michael Branch (University of London) at a conference on the literatures of the Uralic peoples held in Finland in the summer of 1991. -
Johan Ludvig Runeberg (1804-1877)
Finland. Nationalism in the Arts SLA200 Spring 2014, University of Toronto - Börje Vähämäki Finnish History from 1157 to 1809 Crusades and Swedish settlers Lutheranism, Gustavus Vasa and the Swedish Kingdom: Sweden-Finland Sweden's wars against Russia, incl. 30 Years War 1618-1648; Finland's wars 1939-40; 1941-44. Finland’s New Reality (1809-1917) Autonomous "nation" as Grand Duchy of Finland, under the Czar as Grand Duke The issue: "Swedes we are no longer, Russians we do not want to become, let us be Finns" The Challenges: 1. Who are we? National identity & soul; 2. What are we? Finnish nation/state Geography, Demographics, Language reality, Culture - German National Romanticism philosopher: Johann Gottfried von Herder (1744 -1803) "A poet is the creator of the nation around him, he gives them a world to see and has their souls in his hand to lead them to that world." The soul of a People (Volk) resides in their folk poetry." "Finland's Founding Fathers": (Mikael Agricola (1500s)); E. Lönnrot, J.L. Runeberg, J.V. Snellman Elias Lönnrot (1802-1888), collector of Finnish folk poetry and compiler of Katevata and Kante/etar Sohan Ludvig Runeberg (1804-1877) "National Poet" - Tales of Ensign Stål & epic & lyrical poems, Johan Vilhelm Snellman (1806-1881), philosopher, statesman, literary critic, and journalist Swedish-language Finnishness - National Idyll-idealized Finnishness: Runeberg and Z. Topelius Landscapes, "Tribes", and History-Translator's role? Finnish language Finnishness - Aleksis Kivi (1834-1877) Kullervo (1864), Cobblers on the Heath (1865), Seven Brothers (1870); Fennomen vs. Swecomen ~ Finns speaking Swedish vs. Finland-Swedes ~ Language struggle Finnish Neo-Romanticism of the 1890s - Carelianism Kalevala inspired Finnish literature, art, sculpture and music (A. -
Events at Columbia — Feb. 9 - 22, 2001
6 C olumbia U niversity RECORD February 9, 2001 SUBMISSION INFORMATION E-mail: [email protected] Fax: 212-678-4817 All submissions must be received in writing by the deadline. Events are listed in this order: date, time, title, name/affiliation of speaker(s) or performer(s), title of series (if any), sponsor(s), fee and registration information (if any), phone number of contact, and loca- tion. All phone numbers are area code (212) unless otherwise noted. For deadlines & information, call Liz Griffith, Calendar Editor, 212-854-6546 or the RECORD, 212-854-3282. The Calendar is updated weekly on the Web at http://www.columbia.edu/cu/news/calendar/. Events are listed on a first-come, first-served basis free of CALENDAR charge. All events are subject to change; call sponsors to confirm. EVENTS AT COLUMBIA — FEB. 9 - 22, 2001 4:10 P.M. Psychology Colloqui- TALKS um. Tim Wilson, UVA. 501 Managing an International Engineering Organization: Schermerhorn. 9TH, FRI. Award–Winner Michel Returns to Alma Mater with Business Tips 4:10 P.M. “The Human 12:30 P.M. “Lim(n)IT: Notes on Genome Project, Genome This Next Big Thing.” Wes Sequencing, and Disease Gene Jones, Jones Partners: Architec- On Thurs., Feb. 15, more than 50 years after Discovery.” James Russo, ture; with Cynthia Davidson, ANY graduating from Columbia, Henry L. Michel Columbia Genome Ctr. Biotech- magazine. ‘Net/Work/Space,’ will return to share his experience in engineer- nology seminar, biological sci- Buell Ctr for the Study of Ameri- ing in an event sponsored by the department of ences. -
Finnish Studies Program Previous Review
UTQAP Cyclical Review: Final Assessment Report and Implementation Plan 1. Review Summary Program Reviewed: Finnish Studies, BA (Hons): Major, Minor Division/unit in which Department of Slavic Languages and Literatures program is housed: Faculty of Arts & Science Commissioning Officer: Dean, Faculty of Arts & Science Reviewers (Name, 1. Professor Andrew K. Nestingen, Department of Affiliation): Scandinavian Studies, University of Washington 2. Professor Geoffrey Winthrop-Young, Department of Central, Eastern, and Northern European Studies, University of British Columbia Date of Review Visit: March 18, 2019 Date Reported to AP&P: May 6, 2020 Final Assessment Report and Implementation Plan: Finnish Studies program Previous Review Date: November 2004 Summary of Findings and Recommendations 1. Undergraduate Programs The reviewers observed the following strengths: • Unique program is an asset for the University, “a major contributor to the study of Finland in North America and beyond” • Commendable breadth and range of language and cultural courses The reviewers identified the following areas of concern: • Reviewers expressed concern about the emphasis upon grammar instruction in language courses The reviewers made the following recommendations: • Adopt proficiency goals for undergraduate language program and follow University’s Language Task Force recommendations 2. Graduate Programs (n/a) Faculty/Research The reviewers observed the following strengths: • Strong leadership role of the program director in developing and sustaining the program -
Studi Finno-Ugrici
Fifth International Conference on Finnish Studies in North America, University of Toronto, May 16-19, 1996. Toronto was an excellent choice for the venue of this conference, as the city is now the Finnish cultural center in Canada, sporting some eighty registered Finnish organizations. It was run with the expert hand of Börje Vähämäki, Professor of Finnish Studies at the University of Toronto, who had also directed the second one (1980) in the series when he was Professor in Minneapolis. With an unusually late spring in Toronto, the participants could experience a proper northern touch, which then on the final day of the conference blossomed into a "southern peak". Internationally comes in automatically as the continent includes the two countries (Canada and the United States) that have always been the main targets of Finnish emigration. Furthermore, the Finnish Ministry of Education, which co-sponsored the event, was also represented, both at the administrative and professorial levels. Also attending were representatives of the Washington and Ottawa Embassies and the Toronto Consulate, as well as one scholar from Sweden (Umeá) and one from Finland (Äb o Akademi). On the first evening, there was an opening reception, held in a historic and elegant room at University College, University of Toronto, sponsored by the Finnish Embassy in Ottawa and the Finnish Consulate in Toronto. Among those attending this reception were the Chair of Estonian Studies at the University of Toronto, and Hippe Saraste (who teaches Finnish language in the Finnish Studies Programme) together with her husband Jukka-Pekka, conductor of the Toronto Symphony Orchestra, and among Toronto's most popular (and idolized) cultural figures.