Visual Stereotypes of Tatars in the Finnish Press from the 1890S to the 1910S
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Germanic Origins from the Perspective of the Y-Chromosome
Germanic Origins from the Perspective of the Y-Chromosome By Michael Robert St. Clair A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor in Philosophy in German in the Graduate Division of the University of California, Berkeley Committee in charge: Irmengard Rauch, Chair Thomas F. Shannon Montgomery Slatkin Spring 2012 Abstract Germanic Origins from the Perspective of the Y-Chromosome by Michael Robert St. Clair Doctor of Philosophy in German University of California, Berkeley Irmengard Rauch, Chair This dissertation holds that genetic data are a useful tool for evaluating contemporary models of Germanic origins. The Germanic languages are a branch of the Indo-European language family and include among their major contemporary representatives English, German, Dutch, Danish, Swedish, Norwegian and Icelandic. Historically, the search for Germanic origins has sought to determine where the Germanic languages evolved, and why the Germanic languages are similar to and different from other European languages. Both archaeological and linguist approaches have been employed in this research direction. The linguistic approach to Germanic origins is split among those who favor the Stammbaum theory and those favoring language contact theory. Stammbaum theory posits that Proto-Germanic separated from an ancestral Indo-European parent language. This theoretical approach accounts for similarities between Germanic and other Indo- European languages by posting a period of mutual development. Germanic innovations, on the other hand, occurred in isolation after separation from the parent language. Language contact theory posits that Proto-Germanic was the product of language convergence and this convergence explains features that Germanic shares with other Indo-European languages. -
Eastern Finno-Ugrian Cooperation and Foreign Relations
UC Irvine UC Irvine Previously Published Works Title Eastern Finno-Ugrian cooperation and foreign relations Permalink https://escholarship.org/uc/item/4gc7x938 Journal Nationalities Papers, 29(1) ISSN 0090-5992 Author Taagepera, R Publication Date 2001-04-24 DOI 10.1080/00905990120036457 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Nationalities Papers, Vol. 29, No. 1, 2001 EASTERN FINNO-UGRIAN COOPERATION AND FOREIGN RELATIONS Rein Taagepera Britons and Iranians do not wax poetic when they discover that “one, two, three” sound vaguely similar in English and Persian. Finns and Hungarians at times do. When I speak of “Finno-Ugrian cooperation,” I am referring to a linguistic label that joins peoples whose languages are so distantly related that in most world contexts it would evoke no feelings of kinship.1 Similarities in folk culture may largely boil down to worldwide commonalities in peasant cultures at comparable technological stages. The racial features of Estonians and Mari may be quite disparate. Limited mutual intelligibility occurs only within the Finnic group in the narrow sense (Finns, Karelians, Vepsians, Estonians), the Permic group (Udmurts and Komi), and the Mordvin group (Moksha and Erzia). Yet, despite this almost abstract foundation, the existence of a feeling of kinship is very real. Myths may have no basis in fact, but belief in myths does occur. Before denigrating the beliefs of indigenous and recently modernized peoples as nineteenth-century relics, the observer might ask whether the maintenance of these beliefs might serve some functional twenty-first-century purpose. The underlying rationale for the Finno-Ugrian kinship beliefs has been a shared feeling of isolation among Indo-European and Turkic populations. -
Liminal Periods in the Udmurt Ritual Year
AADO LINTROP Estonian Folklore Archives, Tartu Liminal Periods in the Udmurt Ritual Year In our cultural space we usually imagine our lifetime as a journey. Wayfarer or pilgrim is common metaphor for us as travellers on the road of life. We have several stages or parts on our way and many mental milestones and turns for marking and separating them. Actually we can say that linear time of human life is also structured by the cyclic rhythms of year and day. These contain for us periods of different significance. Holy periods There are interim periods during a person’s lifetime as well as during the calendar year, which are characterised by a state of indefiniteness or being without borders due to lack of everyday boundaries. The times are open to both good and evil and are close to the supernatural. Mental boundaries and landmarks are part of our system of orientation. Without them, space would be homogeneous; there would be no difference between familiar and unfamiliar, good and evil, sacred and profane places. It is the same with time. The expressions good times, hard times, crazy times, fast times, holiday time, everyday time, childhood, youth, manhood etc. contain obvious judgements and defining of limits. Transitions from one time, one period of life, one status to another are kind of crossroads or fork in the road in time. As we well know from the mythologies of different peoples, crossroads are liminal places in space where homeless or restless spirits gather and miscellaneous magic will be done (Puhvel 1989). If liminality causes ordinary orientation to be unable to function, then usual behaviour will also turn out to be ineffective or unsuitable. -
In the Lands of the Romanovs: an Annotated Bibliography of First-Hand English-Language Accounts of the Russian Empire
ANTHONY CROSS In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of The Russian Empire (1613-1917) OpenBook Publishers To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/268 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917) Anthony Cross http://www.openbookpublishers.com © 2014 Anthony Cross The text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt it and to make commercial use of it providing that attribution is made to the author (but not in any way that suggests that he endorses you or your use of the work). Attribution should include the following information: Cross, Anthony, In the Land of the Romanovs: An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917), Cambridge, UK: Open Book Publishers, 2014. http://dx.doi.org/10.11647/ OBP.0042 Please see the list of illustrations for attribution relating to individual images. Every effort has been made to identify and contact copyright holders and any omissions or errors will be corrected if notification is made to the publisher. As for the rights of the images from Wikimedia Commons, please refer to the Wikimedia website (for each image, the link to the relevant page can be found in the list of illustrations). -
The Development of Printing in Present-Day Finland and Estonia in The
T HE DEVELOPMENT OF PRINTING IN PRESENT - D A Y F INLAND AND E S T O N I A I N THE SEVENTEENTH CENTURY By Tiiu Reimo This article aims at giving a comparative overview of the early stage of printing in the areas of present-day Finland and Estonia. The overview is based on the analysis of scholarly literature and on book data registered in retrospective bibliographies. In the development of printing in Finland and Estonia, many similar features are observable: the foundation of printing shops took place approximately at the same time, and printing shops were established by the same institutions, i.e. universities and gymnasia. The output of the printing houses cannot be fully reconstructed as much printed matter has perished. The analysis of the surviving print production shows likeness in typology of academic publications as well as of books in vernacular languages. Introduction For centuries, books have been the main medium in communicating knowledge and fostering intellectual development. Books from the past preserve cultural memory and are therefore also important for the future. The history of books and printing has been of interest to many scholars both in Finland and Estonia. The large amount of scholarly literature in this field reflects the importance assigned to the printed word in the development of national cultures. Thus, it is not a coincidence that the history of vernacular (Estonian- and Finnish-language) book culture should have been one of the preoccupations of scholars involved in the National Awakening movements on both sides of the Gulf of Finland in the nineteenth and early twentieth century. -
Finland's Context and Configuration
CHAPTER 2 The Backdrop for Success: Finland’s Context and Configuration 1 Introduction Finland’s context plays a strong role in its outcomes in PISA. Following Phillips and Schweisfurth (2006) and Halls’ (1970) approaches to comparative educa- tion, this chapter explores Finland’s historical and social context in order to better understand the country’s educational achievements. An education sys- tem, as a “living thing,” according to Sadler (in Higginson, 1979, p. 49), merits investigation within its context. The Finns need and deserve more than a brief description to explain and clarify their unique qualities. The question, “Who are the Finns?” necessitates a long answer: But where does Finland belong? Is it a Baltic state, like Estonia? Is it part of Scandinavia, like Denmark, Norway, and Sweden, with which it is linked and with which it has such close ties? Is it really a part of Russia? Or is it something different from all these? A great part of Finnish history has been devoted to trying to solve this problem. (Bacon, 1970, p. 16) This chapter strives to clarify the Finnish context, and therefore how this even- tually influenced high PISA outcomes in all administrations of the survey. It also explains the Finnish education system after exploration of “things out- side the school system” (Sadler, in Higginson, 1979, p. 49). This approach will enlighten the context in which the education system lies. 2 History of Finland to Independence The Finnish people kept to themselves throughout their early history. “Due partly to the size of the country and their own small numbers, the Finns have striven throughout their history to live their own lives, avoid assimilation with their neighbours and remain aside from the quarrels of the rest of the world” (Juva, 1968, p. -
Finland Country Note
12TH OECD-JAPAN SEMINAR: “GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS” FINLAND COUNTRY NOTE: GLOBALISATION AND LINGUISTIC COMPETENCIES IN THE FINNISH EDUCATION SYSTEM Anna-Kaisa Mustaparta Counsellor of Education, Finnish National Board of Education Background information about language education in Finland All children receive a 9-year basic education. After basic education about a half of the pupils continue in general upper secondary education and a little less than a half in vocational upper secondary education. Pupils in basic and general upper secondary education study the minimum of two compulsory languages, and one of them must be Swedish (or Finnish for Swedish-speaking pupils). The other one could be any language, but today it is English in nine cases out of ten. Besides, pupils can be offered several opportunities to start new languages. The language program of Finnish basic and general upper secondary schools could be described in the following way: Compulsory/optional Starts at the latest Most popular language language A1 compulsory 3rd grade English A2 optional 5th grade German Basic education B1 compulsory 7th grade Swedish B2 optional 8th grade German Upper secondary beginning of upper B3 optional German education secondary All basic schools must offer their pupils the compulsory languages A1 and B1. Besides, most basic schools offer at least one B2-language. A2 is provided mainly in big schools and in towns. Upper secondary schools must offer the compulsory languages A1 and B1 and the minimum of two optional languages, mainly B3. Both the compulsory and optional languages should be studied until the end of basic 1 education and continued in secondary education. -
ESTONIAN LANGUAGE Kala on Puu Juures A Fish Is Near the Tree Literally: A Fish Is in the Root of a Tree
ESTONIAN LANGUAGE Kala on puu juures A fish is near the tree Literally: A fish is in the root of a tree ISBN 9985-9341-9-9 / Published by the Estonian Institute 2004 / Illustrations: Jaagup Roomet / Design: Aadam Kaarma LABOR Estonian Language Urmas Sutrop Estonian is used in the army... aviation... theatre The Estonian language The ancestors of the Estonians arrived at Finnish, Hungarian and Estonian are the the Baltic Sea 13 000 years ago when the best known of the Finno-Ugric languages; mainland glaciers of the last Ice Age had rather less known are the following retreated from the area now designated smaller languages of the same language as Estonia. The first settlers who followed group: South Estonian, Votian, Livonian, the reindeer herds came here from south, Izhorian, Vepsian, Karelian, Sami, Erzya, from Central Europe. Although the vocab- Moksha, Mari, Udmurt and Komi, spoken ulary and grammar of the language used from Scandinavia to Siberia. by people in those days have changed beyond recognition, the mentality of the Estonian differs from its closest large tundra hunters of thousands of years ago related language, Finnish, at least as can be still perceived in modern Estonian. much as English differs from Frisian. The difference between Estonian and Hungar- The majority of European languages ian is about as significant as between belong to the Indo-European language German and Persian. group (e.g. Spanish, Polish, Lithuanian, Norwegian, Albanian, Romany, Greek or Along with Icelandic, Estonian is at Welsh). Of the ancient European langua- present one of the smallest languages in ges, once so widespread throughout the the world that fulfils all the functions continent, Basque in the Pyrenees, the necessary for an independent state to Finno-Ugric languages in the North and perform linguistically. -
Proceedings of the Third Workshop on Computational Linguistics For
IWCLUL 2017 3rd International Workshop for Computational Linguistics of Uralic Languages Proceedings of the Workshop 23–24 January 2017 Norwegian University Centre of Oslo, St. Petersburg St. Petersburg, Russia c 2017 The Association for Computational Linguistics Order copies of this and other ACL proceedings from: Association for Computational Linguistics (ACL) 209 N. Eighth Street Stroudsburg, PA 18360 USA Tel: +1-570-476-8006 Fax: +1-570-476-0860 [email protected] ii Introduction Uralic is an interesting group of languages from the computational-linguistic perspective. The Uralic languages share large parts of morphological and morphophonological complexity that is not present in the Indo-European language family, which has traditionally dominated computational-linguistic research. This can be seen for example in number of morphologically complex forms belonging to one word, which in Indo-European languages is in range of ones or tens whereas for Uralic languages, it is in the range of hundreds and thousands. Furthermore, Uralic language situations share a lot of geo-political aspects: the three national languages—Finnish, Estonian and Hungarian—are comparably small languages and only moderately resourced in terms of computational-linguistics while being stable and not in threat of extinction. The recognised minority languages of western-European states, on the other hand—such as North Smi, Kven and Vro—do clearly fall in the category of lesser resourced and more threatened languages, whereas the majority of Uralic languages in the east of Europe and Siberia are close to extinction. Common to all rapid development of more advanced computational-linguistic methods is required for continued vitality of the languages in everyday life, to enable archiving and use of the languages with computers and other devices such as mobile applications. -
Elaborating on Finnish-Russian Bilingual Identity in Oral and Written Discourse
Elaborating on Finnish-Russian Bilingual Identity in Oral and Written Discourse Ekaterina Protassova University of Helsinki 1. Introduction People don’t usually think about who they are until they are provoked to reflect about their identity. Questions about belonging, their origin and their mother tongue can serve as such provocations. At the same time, these reflections can, through social refusal, take on a particular quality for the person in question (e.g. when we tell somebody that he is not a Russian, while he always thought he was). Speaking a language doesn’t necessarily involve any special attitude toward its use until it becomes justified through the situations of its use. It is interesting to follow the ways in which people deal with the emerging self-reconstruction problems of a balanced personality, how they reflect about the meaning of ‘being Russian’, and how they overcome dilemmas and build bridges in order to articulate a fully-fledged self. According to Joseph (2003), the study of language and identity has developed into one of the most dynamic interfaces linking linguistics with anthropology, sociology and psychology. The specific changes in one’s first language due to the linguistic and cultural influence of the environment have also been focused on (e.g. in Clyne 1992; Extra, Verhoeven 1999; Fishman 1989; Haugen 1953; Hyltenstam, Obler 1989; Kouritzin 1999; Seliger, Vago 1991, Waas 1996 and with a special focus on bilingual education in Corson 2001; Cummins 1996; Edwards 1985; Krashen, Biber 1988; Lambert, Freed 1992; Wong Fillmore 1996). The Russian emigration has experienced four waves during the 20th century. -
The Bilingual Brain: Language, Culture, and Identity
OUP UNCORRECTED PROOF – FIRSTPROOFS, Tue Mar 04 2014, NEWGEN CHAPTER The Bilingual Brain: Language, 3 Culture, and Identity Nairán Ramírez-Esparza and Adrián García-Sierra Abstract This chapter reviews studies of the bilingual brain from a variety of disciplines, employing multiple theoretical approaches and methodologies. For example, developmental psychologists and speech and hearing scientists focus on the development of the bilingual brain in infants and children using cognitive tasks, brain measurements, and observational techniques. Linguists and educational psychologists study the impact of bilingualism on language development and in the society at large with in-depth interviews, longitudinal-observational studies, and parental reports. Social psychologists and cultural scientists investigate the effects of switching languages on thoughts and feelings utilizing self-reports, observational techniques, priming, and laboratory studies. The goal of this chapter is to provide an in-depth analysis of the fascinating world of the bilingual brain, from infancy to adulthood. Key Words: bilingualism, biculturals, cultural identity, language development, speech perception, executive control, personality, emotion, LENA Young Henry Lee stopped talking to his parents when he was twelve years old. Not because of some silly childhood tantrum, but because they asked him to. That was how it felt anyway. They asked—no, told—him to stop speaking their native Chinese. It was 1942, and they were desperate for him to learn English. “No more. Only speak your American.” The words came out in Chinglish. “I don’t understand” Henry said in English. “Hah?” his father asked. Since Henry couldn’t ask in Cantonese and his parents barely understood English, he dropped the matter, grabbed his lunch and book bag and headed down the stairs and out into the salty fishy air of Seattle’s Chinatown. -
The Empire, the Nation
“The relationship between empire and nation was among the thorniest of questions in the late Russian Em- pire, and the complications proved most acute in the country’s western regions. This volume assembles a The truly international team of scholars to explore these matters in a range of different contexts, from education Edited by and religion to censorship, tourism, and right-wing political mobilization. The chapters reveal an exception- al set of challenges that statesmen, reformers, and imperial subjects of diverse nationalities and confessions Tsar Darius The faced in conceptualizing and actualizing their projects in the context of new forms of association and al- Staliūnas tered political frameworks. As the authors reveal, the greatest casualty for imperial policy was consistency. Full of new research and compelling insights, The Tsar, the Empire, and the Nation represents the latest , The and word on this important problem in Russian and East European history.” Tsar, —Paul W. Werth, Professor of History, University of Nevada, Las Vegas Yoko “By investigating western borderlands from the Baltic provinces in the north to Ukraine in the south, this Empire Aoshima The Empire, volume creates a meso-level between the macro-perspective on the Russian empire as a whole and the mi- cro-perspective on a single region, paving the ground for comparative insights into the empire’s responses and to national questions. What I admire the most about this book is its very balanced discussion of national questions which still bear the potential to become politicized.” , The Nation —Martin Aust, Professor of History, Rheinische Friedrich-Wilhelms-Universität, Bonn, Germany and Dilemmas of Nationalization his book addresses the challenge of modern nationalism to the tsarist Russian Empire that first ap- Russia’s Western The in Tpeared on the empire’s western periphery.