Marks of Fire, Value and Faith. Swords with Ferrous Inlays in Finland during the Late Iron Age (ca. 700–1200 AD)

This study explores swords with ferrous inlays found in Finland and dating from the late Iron Age, ca. 700–1200 AD. These swords reflect profound changes not only in styles and fashion but also in the technology of hilts and blades. This study explores how many of these kinds of swords are known from Finland, how they were made and where, what their status was in Late Iron Age Finland, and where the Finnish finds stand in accordance with other areas of Europe. The various methods included measuring of the finds and statistics. The main method of revealing the inlaid marks was radiography due to its non-destructive nature. In cases where inlays were visible without radiography, their details were inspected via microscopy. To study the materials and manufacture of inlaid swords, a sample of them was metallographically analysed to determine the forging technologies and nature of used materials. Furthermore, the manufacture was also studied with experimental approaches. As a result, a catalogue of 151 swords with ferrous inlays was created. This number is relatively high compared with other European countries, although systematic studies have been conducted in only some countries. The inlaid motifs were classified into five distinct categories to help the classification. To summarize, almost every documented inlaid sword was unique in some respect including measurements, inlaid motifs and materials of blades and inlays. Technological variation was also present, some blades being poorer and some of higher quality in spite of the inlaid motifs. Misspelt inscriptions as well as letter-like marks were common in Finland and also in Scandinavia. Furthermore, the provenance of iron and steel used in some blades hints at Scandinavian ores. The above observations, along with the experimental results indicating the existence of multiple alternative techniques of inlaying, suggest that these swords were manufactured locally in Scandinavia, most likely in imitation of Continental European models. Inlaid swords were valued partly for their assumed functionality in combat, as evidenced by damage on some examined blades, or they were valued for their inlays, which could have had fashionable or symbolical meanings bound to local beliefs.

Yhdysvaltojen maavoimien kehittäminen 2015 - 2030

Yhdysvaltojen asevoimat julkaisi vuonna 2012 uuden strategisen ohjauksen asiakirjan. Asiakirjan keskeisenä sisältönä on Yhdysvaltojen säilyttäminen maailman johtavana suurvaltana. Asiakirja vahvistaa Yhdysvaltojen painopisteen siirron Tyynen valtameren alueelle. Painopisteen siirron myötä Yhdysvalloissa kirjoitettiin uusi doktriini. AirSea Battle -doktriinissa kuvataan sitä miten Yhdysvallat vastaa Kiinan nousevaan taloudelliseen ja sotilaalliseen suorituskykyyn. Painopisteen siirron sekä uusimman doktriinin myötä Yhdysvaltojen maavoimien rooli vähenee ilmavoimien ja merivoimien roolin kasvaessa. Samaan aikaan vähentyvät taloudelliset resurssit kohdennetaan uudelleen ja maavoimat menettää osan resursseistaan. Maavoimat siirtyvät tukevaan asemaan asevoimien kokonaisuudessa. Yhdysvaltojen maavoimat oli toisen maailmansodan jälkeen luotu kohtaamaan Neuvostoliiton ja Varsovan liiton määrällisesti ylivoimaiset asevoimat. Ensimmäinen Irakin sota oli osoitus maavoimien merkittävästä kyvystä taistella perinteistä asevoimaa vastaan. Toisaalta jo ensimmäinen Irakin sota antoi viitteitä maavoimien kehittämistarpeista. Huomattiin, etteivät organisaatiot vastanneet käyttötarkoitusta. Organisaatiot muutettiin modulaarisiksi ja joukkovalikoimaan lisättiin Stryker-kalustolla toimiva prikaatin taisteluryhmä. Maavoimat aloitti 2000-luvun alussa kunniahimoisen kehittämisohjelman Future Combat System, joka sisälsi maavoimille kokonaan uuden kaluston. Ohjelma kuitenkin lakkautettiin osittain kustannussyistä. Osiltaan ohjelma jäi kuitenkin voimaan selkeästi typistettynä. Painopisteen siirto kuitenkin vähentää maavoimien resursseja siten, että teknologiaa tullaan hankkimaan aikaisempaa vähemmän seuraavien 15 vuoden aikana. Maavoimien pääkalustona tulee jatkossakin olemaan nykyisin käytössä oleva kalusto modernisoituna. Yhdysvaltojen maavoimien keskeisimpänä kehittämiskohteena on ajatusmaailmallinen muutos asevoimien keskiöstä osittain tukevaan rooliin. Maavoimien perimmäiset tehtävät tulevat kuitenkin säilymään ennallaan ja niitä tullaan kehittämään toimimaan paremmin yhteisoperaatiokehyksessä. Maavoimien sisällä aselajien ja toimialojen yhteistoimintaa parannetaan kehittämällä joukkojen combined arms -suorituskykyä. Joukkojen määrän supistuessa tilannekuvan ja tilanneymmärryksen merkitys korostuu. Määrällisesti pienempien joukkojen on kyettävä entistä hajautetummasta ryhmityksestä keskitettyyn vaikutukseen. Tulevaisuudessa maavoimat ei halua sitoutua pitkiin Afganistanin tai toisen Irakin sodan kaltaisiin operaatioihin, vaan pyrkivät nopeaan ratkaisuun mahdollisimman pienellä logistisen tuen tarpeella. Tutkimus on hyödynnettävissä tutustuttaessa Yhdysvaltojen strategiseen ohjaukseen, doktriineihin, Yhdysvaltojen asevoimiin ja niiden tulevaisuuteen sekä painopisteisesti Yhdysvaltojen maavoimien nykytilaan sekä kehittämiseen tulevaisuudessa.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.