Vegan miehistö Napolissa tehdyn valokuvan mukaan

Wiipuri 1881

Karjalaisen Akka Vanhalta Voitto-moalta (Greekan Uskosta) Kesä-voatteissaan : H. J. Strömmer Kuv. ja piirittänytt

Tukhulmissa : Painettu B. M. Bredbergin Kirja-pajassa 1832

[Richard Wagnerin elämäkerta]

Käsikirjoitus

Jälkirealismin ehdoilla. Hannu Salaman Siinä näkijä missä tekijä ja Finlandia-sarja

Tutkimus selvittää, mitä on jälkirealismi yhteiskunnallisen realismin muunnoksena ja mitkä ovat sen ”mimeettisen sopimuksen” ehdot eli todellisuutta ja sen ”jäljittelyä” koskevat perusteet. Teoreettiseen tarkasteluun yhdistyy Salaman romaanien analyysi suomalaisen jälkirealismin keskeisinä esimerkkeinä. Analysoidut teokset ovat Siinä näkijä missä tekijä (1972) sekä viisiosainen Finlandia-sarja, joka koostuu romaaneista Kosti Herhiläisen perunkirjoitus (1976), Kolera on raju bändi (1977), Pasi Harvalan tarina I (1981) ja II (1983) sekä Kaivo kellarissa (1983). Jälkirealismi määrittyy sellaiseksi kotimaisen kirjallisuuden trendiksi, joka muotoutuu 1900-luvun lopulla – samoihin aikoihin, kun yhteiskunnallinen todellisuus itsessään alkoi jälki- eli ”postmodernisoitua” ja kirjallinen postmodernismi maailmalla kehkeytyi. Toisin kuin postmodernismi, jälkirealismi muotoutuu (nimensä mukaan) realismin tradition pohjalta eikä pyri hylkäämään mimesistä. Mutta se ei enää allekirjoita aikaisemman realismin mimeettistä sopimusta sellaisenaan, vaan muokkaa ja ajanmukaistaa sopimusehtoja siksi, että yhteiskunnallinen todellisuus itsessään on rajussa muutoksessa eivätkä vanhat keinot enää yksin riitä sen todenmukaiseen kuvaamiseen. Salaman romaaneihin sisältyy jälkirealismin sopimusehdotelma, uudistus, jota Pertti Karkama on jo suuntaa-antavasti esitellyt, mutta jonka pääehdot vasta tämä tutkimus tarkemmin määrittelee. Jälkirealistinen sopimusuudistus koskee ensinnäkin kertojan asemaa (luku 2) ja luotettavuuden ehtoa (luku 3). Salaman vaihtuvat minä- ja hän-kertojat kyseenalaistavat yksioikoisen objektiivisuuden vaatimuksen ja irtautuvat ehdosta, että realistisen teoksen tulisi hahmottaa "kokonaisuus”. Kerrontarakenteen hierarkkinen malli murtuu ja ”kaikkitietävän” kertojan idea parodioituu. Kertojien suhdetta kuvaamaansa todellisuuteen ja muihin kertojiin/henkilöihin alkaa yhä enemmän määrittää intersubjektiivisuus, relationalisuus ja prosessuaalisuus. Myös luotettavuus kyseenalaistuu sekä temaattisena että rakennetta koskevana kysymyksenä. Jälkirealismi sallii kertojilleen yhä enemmän epäluotettavuutta tiedollisessa mutta erityisesti eettisessä mielessä. Toiseksi, jälkirealistinen sopimusuudistus koskee mimeettistä järjestystä, tarinan ja juonen kysymyksiä (luku 4). Mimeettisen järjestyksen, jonka on ajateltu toteutuvan realismin (enemmän tai vähemmän aristoteelisessa) juonessa, alkaa jälkirealismissa muuttua avoimeksi juonellistamiseksi. Itse kertomistoiminnan "jäljittely" tulee osaksi tarinaa. Ajatus siitä, että todellisuus on aina ennen sen mimesistä, kumoutuu. Kyse on paljolti metafiktiivisten piirteiden tunkeutumisesta myös realismiin, mutta metafiktio ei saa radikaalin postmodernistisia muotoja. Kolmanneksi jälkirealistinen sopimusuudistus koskee henkilökuvausta (luku 5). Siinä kyseenalaistuu realismille vanhastaan asetettu tyypillisyyden vaatimus. Henkilöhahmot eivät ole enää tietyn yhteiskuntaluokan esimerkillisiä edustajia vaan heissä ilmenee yhteiskunnallisen postmodernisoitumisen prosessi. Henkilöhahmot rakentuvat silti sellaisten tekstuaalis-kulttuuristen koodien varaan, jotka merkitsevät niiden lukemista "ihmisinä". Perinteisiä mimeettisiä koodeja ei rikota, kuten yleensä postmodernismissa, vaan ne painottuvat uudella tavalla. Todellisuuden muutoksen myötä myös ihmisten ja ihmiskäsitysten huomataan muuttuvan. Neljänneksi sopimusuudistus koskee referentiaalisuutta (luku 6) eli kielen todellisuus-kytköstä. Teoksissa käytetty kieli paljastaa erheelliseksi sen oletuksen, että realismin kielen – tai kielen ylipäänsä – ensisijainen tehtävä olisi viitata suoraan todellisuuteen. Jälkirealismi ei ”häivytä kielellisyyttään” vaan pikemminkin osoittaa todeksi sen bahtinilaisen ajatuksen, että kieli muodostaa monisuuntaisen ja dialogisen kehikon. Referenssi toimii tuon kehikon sisällä yhtenä kielen orientaationa, ”tahtona referenssiin”. Silti avoin dialogismi itsessään voi jopa vahvistaa referenssi-orientaatiota. Tutkimus on ensimmäinen Hannu Salaman tuotantoa tarkasteleva kirjallisuudentutkimuksen väitöskirja. Samalla se osallistuu kirjallisuustieteelliseen keskusteluun siitä, miten realismi ja mimesis tulisi meidän aikanamme ymmärtää.

The Role of Surfactant Properties of Extractants in Hydrometallurgical LiquidLiquid Extraction Processes

The amphiphilic nature of metal extractants causes the formation of micelles and other microscopic aggregates when in contact with water and an organic diluent. These phenomena and their effects on metal extraction were studied using carboxylic acid (Versatic 10) and organophosphorus acid (Cyanex 272) based extractants. Special emphasis was laid on the study of phase behaviour in a pre neutralisation stage when the extractant is transformed to a sodium or ammonium salt form. The pre neutralised extractants were used to extract nickel and to separate cobalt and nickel. Phase diagrams corresponding to the pre neutralisation stage in a metal extraction process were determined. The maximal solubilisation of the components in the system water(NH3)/extractant/isooctane takes place when the molar ratio between the ammonia salt form and the free form of the extractant is 0.5 for the carboxylic acid and 1 for the organophosphorus acid extractant. These values correspond to the complex stoichiometry of NH4A•HA and NIi4A, respectively. When such a solution is contacted with water a microemulsion is formed. If the aqueous phase contains also metal ions (e.g. Ni²+), complexation will take place on the microscopic interface of the micellar aggregates. Experimental evidence showing that the initial stage of nickel extraction with pre neutralised Versatic 10 is a fast pseudohomogeneous reaction was obtained. About 90% of the metal were extracted in the first 15 s after the initial contact. For nickel extraction with pre neutralised Versatic 10 it was found that the highest metal loading and the lowest residual ammonia and water contents in the organic phase are achieved when the feeds are balanced so that the stoichiometry is 2NH4+(org) = Nit2+(aq). In the case of Co/Ni separation using pre neutralised Cyanex 272 the highest separation is achieved when the Co/extractant molar ratio in the feeds is 1 : 4 and at the same time the optimal degree of neutralisation of the Cyanex 272 is about 50%. The adsorption of the extractants on solid surfaces may cause accumulation of solid fine particles at the interface between the aqueous and organic phases in metal extraction processes. Copper extraction processes are known to suffer of this problem. Experiments were carried out using model silica and mica particles. It was found that high copper loading, aromacity of the diluent, modification agents and the presence of aqueous phase decrease the adsorption of the hydroxyoxime on silica surfaces.

Jungfru Maria i Rosengård

Soitinnus: mieskuoro (TTBB).

Saako historiasta selvää? Monikulttuuriset yläkoululaiset historian lähteillä historian taidot motiivien, seurauksien, historian tulkintojen ja lähteiden luotettavuuden arvioinneissa

The research assesses the skills of upper comprehensive school pupils in history. The focus is on locating personal motives, assessing wider reasons hidden in historical sources and evaluating source reliability. The research also questions how a wide use of multiple sources affects pupils’ holistic understanding of historical phenomena. The participants were a multicultural group of pupils. The origins of their cultures can be traced to the Balkan, the Middle East, Asia and Europe. The number of native Finnish speakers and pupils speaking Finnish as their second language was almost equal. The multicultural composition provides opportunities to assess how culturally responsive learning history from sources is. The intercultural approach to learning in a multicultural setting emphasizes equality as a precondition for learning. In order to set assignments at least to some extent match with all participants only those answers were taken into account which were produced by pupils who had studied history for a similar period of time in the Finnish comprehensive school system. Due to the small number of participants (41), the study avoids wide generalizations. Nevertheless, possible cultural blueprints in pupils’ way of thinking are noted. The first test examined the skills of pupils to find motives for emigration. The results showed that for 7th graders finding reasons is not a problematic task. However, the number of reasons noticed and justifications varied. In addition, the way the pupils explained their choices was a distinguishing factor. Some pupils interpreted source material making use of previous knowledge on the issue, while other pupils based their analysis solely on the text handed and did not try to add their own knowledge. Answers were divided into three categories: historical, explanatory and stating. Historical answers combined smoothly previously learned historical knowledge to one’s own source analysis; explanatory answers often ignored a wider frame, although they were effective when explaining e.g. historical concepts. The stating answers only noticed motives from the sources and made no attempts to explain them historically. Was the first test culturally responsive? All pupils representing different cultures tackled the first source exam successfully, but there were some signs of how historical concepts are understood in a slightly different way if the pupil’s personal history has no linkage to the concepts under scrutiny. The second test focused on the history of Native Americans. The test first required pupils to recognize whether short source extracts (5) were written by Indians or Caucasians. Based on what they had already learned from North American history, the pupils did not find it hard to distinguish between the sources. The analysis of multiphase causes and consequences of the disputes between Native Americans and white Americans caused dispersion among pupils. Using two historical sources and combining historical knowledge from both of them simultaneously was cumbersome for many. The explanations of consequences can be divided into two groups: the ones emphasizing short term consequences and those placing emphasis on long term consequences. The short term approach was mainly followed by boys in every group. The girls mainly paid attention to long term consequences. The result suggests that historical knowledge in sources is at least to some extent read through role and gender lenses. The third test required pupils to explain in their own words how the three sources given differed in their account of living conditions in Nazi Germany, which turned out to be demanding for many pupils. The pupils’ stronghold was rather the assessment of source reliability and accounts why the sources approached the same events differently. All participants wrote critical and justified comments on reliability and aspects that might have affected the content of the sources. The pupils felt that the main reasons that affected source reliability were the authors’ ethnic background, nationality and profession. The assessment showed that pupils were well aware that position in a historical situation has an impact on historical accounts, but in certain cases the victim’s account was seen as a historical truth. The account of events by a historian was chosen most often as the most reliable source, but it was often justified leniently with an indication to professionalism rather than with clear ideas of how historians conduct accounts based on sources. In brief, the last source test demonstrates that pupils have a strong idea that the ethnicity or nationalism determines how people explained events of the past. It is also an implication that pupils understand how historical knowledge is interpretative. The results also imply that history can be analyzed from a neutral perspective. One’s own membership in an ethnical or religious group does not automatically mean that a person’s cultural identity excludes historical explanations if something in them contradicts with his or her identity. The second method of extracting knowledge of pupils’ historical thinking was an essay analysis. The analysis shows that an analytical account of complicated political issues, which often include a great number of complicated political concepts, leads more likely to an inconsistent structure in the written work of pupils. The material also demonstrates that pupils have a strong tendency to take a critical stance when assessing history. Historical empathy in particular is shown if history somehow has a linkage to young people, children or minorities. Some topics can also awake strong feelings, especially among pupils with emigrant background, if there is a linkage between one’s own personal history and that of the school; and occasionally a student’s historical experience or thoughts replaced school history. Using sources during history lessons at school seems to have many advantages. It enhances the reasoning skills of pupils and their skills to assess the nature of historical knowledge. Thus one of the main aims and a great benefit of source work is to encourage pupils to express their own ideas and opinions. To conclude, when assessing the skills of adolescents in history - their work with sources, comments on history, historical knowledge and finally their historical thinking - one should be cautious and avoid cut off score evaluations. One purpose of pursuing history with sources is to encourage pupils to think independently, which is a useful tool for further identity construction. The idea that pupils have the right to conduct their own interpretations of history can be partially understood as part of a wider learning process, justification to study history comes from extrinsic reasons. The intrinsic reason is history itself; in order to understand history one should have a basic understanding of history as a specific domain of knowledge. Using sources does not mean that knowing history is of secondary importance. Only a balance between knowing the contextual history, understanding basic key concepts and working with sources is a solid base to improve pupils’ historical understanding.

De mensura libertatis

Invocatio: D.D.

De Dario Medo, ultimo Babyloniorum rege

Invocatio: I.N.J.

Kantaatti Porin tyttölyseon 50-vuotisjuhlaan

Soitinnus: viulut (2), sello, harmoni, puheääni, piano, lapsikuoro, naiskuoro, lauluääni (sopraano).

The Role of Preannouncing In Innovation Launch Strategy

The objective of this master’s thesis was to examine the role of preannouncing in innovation launch strategy. Preannouncing was studied from three different angles that were preannouncement usage, preannouncement timing and preannouncement goals and from two different perspectives that were the firm’s internal strategy and the external circumstances. The firm’s internal strategy encompassed the product strategy the firm had chosen. The external circumstances consisted of the industry, the nature of competition and the nature of market. Additionally, the product’s performance in the short term was studied in order to be able to speak out whether it is advantageous to preannounce. The empirical study was conducted as a partial replication study. The data for the empirical part was collected with a wide mailing and Internet enquiry in October 2008 – June 2009. Sample (N = 713) consisted of Finnish firms representing different industries and innovation activities. The data collection produced 272 answers and thus, the final response rate of the study was 38.15 %. The data was analyzed by using Microsoft Excel and statistical analysis program SAS Enterprise Guide. As a conclusion, the major results indicate that even if the firms use preannouncing quite often (54.8 % of the respondents), preannouncing behavior cannot be explained by industry. However, out of other external circumstances, the customer related turbulence affects on preannouncing usage. It was also revealed that the product type has an effect on preannouncing behavior. Additionally, preannouncement timing was noticed to differ according to audiences (distributors and end users).