Analyzing hydraulic head of fluid flow in underground porous medium

Hydraulic head is distributed through a medium with porous aspect. The analysis of hydraulic head from one point to another is used by the Richard's equation. This equation is equivalent to the groundwater ow equation that predicts the volumetric water contents. COMSOL 3.5 is used for computation applying Richard's equation. A rectangle of 100 meters of length and 10 meters of large (depth) with 0,1 m/s fl ux of inlet as source of our fl uid is simulated. The domain have Richards' equation model in two dimension (2D). Hydraulic head increases proportional with moisture content.

Romania and Bulgaria - two new EU members

Euroopan Unionin itälaajentuminen toukokuun 1. päivä 2004 onmerkittävä käännekohta pan-eurooppalaisessa integraatioprosessissa. EU sai kymmenen uutta jäsenmaata, joista kahdeksan on niin kutsuttuja siirtymätalousmaita. Kaksi siirtymätalousmaata, Romania ja Bulgaria, eivät päässeet liittymään Euroopan Unioniin vielä 2004. Niiden tuli parantaa taloudellista kilpailukykyään ennenjäsenyyttä. Ne liittyivät unioniin tammikuun 1. päivä, 2007. Siten 'uusia jäsenmaita' on kaikkiaan kymmenen. Romania and Bulgaria ovat naapurimaita Mustanmeren länsirannalla. Vuonna 2005 Romanian väkiluku oli 21,6 miljoonaa ja Bulgaria 7,7 miljoonaa. Kummankin maan väliluku on ollut laskussa suunnitelmatalouden jälkeisellä kaudella. Ennen suunnitelmatalouden kautta Romania ja Bulgaria olivat maatalousyhteiskuntia, joiden elintaso oli vaatimaton. Keskusjohtoisen suunnitelmatalouden kaudella maat kokivat nopean teollistumisen ja kaupungistumisen.Molemmat yhteiskunnat muuttuivat dramaattisesti lyhyessä ajassa. Suunnitelmatalouden kaudella nopeasti syntynyt teollisuus Romaniassa ja Bulgariassa ei toiminut markkinoiden ehdoilla vaan valtion suunnitelmien mukaisesti. Kun markkinatalous 1990-luvun alussa nosti päätään, kävi ilmeiseksi, että monet teollisuuslaitokset näissä maissa eivät olleet elinkelpoisia globaalin kapitalismin olosuhteissa. Työttömyys alkoi kasvaa nopeasti molemmissa maissa. Kaupungistuminen otti takapakkia: ihmisiä muutti takaisin maatalouden piiriin selviytyäkseen hengissä. Tämä synnytti suuria muuttovirtoja. Taloudellisilla päätöksillä yritettiin helpottaa siirtymäkauden vaikutuksia mm. tukemalla teollisuutta ja viivyttämälläyksityistämistä. Tämä taloudellisen reformin viivytys johti siihen, että Romania ja Bulgaria eivät olleet mukana Euroopan Unionin historiallisessa itälaajenemisessa vuonna 2004. Raportissa tarkastellaan sitä hyvin selvää muutosta, joka näissä maissa on tapahtunut vuosituhannen vaihteessa. Molemmissa uusissa EU-maissa talouden kehitys on hyvin dynaamista ja se yhdistyy melko hyvin kehittyvään vakauteen. Kuitenkin inflaatioaste on selvästi korkeampi kuin läntisessä Euroopassa.Valtiontalous on alijäämäinen sekä Romaniassa että Bulgariassa, mutta vahva ulkomaisten investointien virta auttaa näiden alijääminen rahoittamisessa. Bulgaria and Romania ovat elintasoasteikon alapäässä EU-27 vertailussa. Näillä mailla ei ole varaa tiheään sosiaaliseen turvaverkkoon. Romaniasta ja Bulgariasta on tapahtunut melko mittavaa maastamuuttoa. Molemmissa maissa työttömyysaste on edelleen suhteellisen korkea. Suurista tuloeroista johtuen uusimmissaEU-jäsenmaissa on suuria sosiaalisia jännitteitä. Korruptio ja järjestäytynyt rikollisuus eivät ole kadonneet EU-jäsenyyden myötä. Nykyisissä olosuhteissa ei voida taata myöskään poliittista vakautta. Läheisessä Unkarissa, jossa elintaso on olennaisesti korkeampi kuin Romaniassa ja Bulgariassa, oppositio marssi kaduille vuonna 2006. Väkivaltaisia yhteenottoja syntyi paikallisten poliisivoimien jamielenosoittajien välille. Bulgarian nimellinen palkkataso on hämmästyttävän alhainen ja alle Romanian palkkatason. Bulgarian valuutta on merkittävästi aliarvostettu. Tämä tuo ylimääräistä kilpailukykyä Bulgarian työvoimavaltaisille tuotantoaloille ja lisäksi parantaa Bulgarian hintaetua turismin alalla. Bulgarian valtion budjetti on kuitenkin suhteellisesti alijäämäisempi kuin Romanian,jonka valuutta ei ole yhtä aliarvostettu. Voidaan olettaa, että Romania ja Bulgaria kilpailevat keskenään ulkomaisista investoinneista. Ulkomaisten investointien virta molempiin maihin on osoittanut melko nopeasti kasvavaa trendiä. Tämä positiivinen kehitys vahvistuu erittäin todennäköisesti edelleen EU-jäsenyyden vaikutuksesta.

The cultural dimension in focus : promoting awareness of diversity and respect for difference in a Finland-Swedish EFL classroom

This study addresses the role of EFL education, its potential and shortcomings, and the challenges the future of EFL education will bring. It is argued that new societal demands and the limited time we have at our disposal in the classroom make it necessary to rethink goals and content and move away from the transmissionof limited sets of facts and information to helping students develop awareness and competences that can be applied in many different situations, also in a perspective of lifelong learning. The overall aim of the current study is to problematize and increase understanding of the implementation of cultural aspects in the language classroom by addressing the interrelated what, why and how of the cultural dimension within EFL education. This has been conducted by means of theoretical explorations into the area, alongside an attempt at promoting intercultural competence (IC) in a more systematic and insightful manner within my own educational praxis. The focus of the intercultural work in the classroom was on the promotion of awareness of difference and diversity, as well as respect for such difference through the ability to decenter from cultural norms and behavior that previously have been taken for granted. These are two elements that have been suggested as fundamental for other work with IC in the classroom and for the realization of important aspects of the underlying values of basic education. In the context of this study, IC comprises several interconnected components supportingeach other in a variety of ways, with the further aim being interaction with and respect for difference in general, not only concerning e.g. representatives ofcertain English-speaking communities. The methodology was informed by action research, with myself in the role of the teacher-researcher or the reflective practitioner. For the purpose of the project I was authorized to take on the EFL education for the three years of upper comprehensive school of one random class of students originally assigned to one of the language teachers of the selected Finland-Swedish school. Thus, the class of 17 students was not specifically chosen for the project, and the aims and contents chosen for the development project were placed within the framework of the ordinary curriculum. By exploring the students¿ insights concerning different English-speaking cultural groups, mainly through a set of questionnaires, it was possible to outline the work with the cultural dimension in the classroom for the following three years. Work progress was evaluated at specific stages, and the final project evaluations were conducted through individual student interviews in grade 9. The interviews were focused on possible development of students¿ insights concerning different aspects of the cultural dimension. In particular this concerned awareness of difference and diversity, including modification of stereotypes, as well as the ability to decenterin order to be better able to respect such difference. I also explored students¿ awareness and views of the activities and approaches used in class, as well asaffordances both inside and outside the EFL classroom in relation to these intended insights. A further focus area was the perceived relevance to students of different aspects of the cultural dimension. The frameworks and approaches adopted for the work in the classroom all have in common that they are based on a constructivist framework, where knowledge is constructed and reconstructed through interaction with one¿s social and cultural environment, including interaction with others. Reflective processes precede or are simultaneous with the learning of basic factual knowledge. This entails a view of learning as a progression from simple to more complex models rather than as a progression from facts to understanding and analysis. Here, the development of intercultural competence is seen asa cyclical process, or along a spiral curriculum, from simple to more complex levels through a combination of cognitive, affective and behavioral elements within a framework of experiential learning. This project has shown one possible wayforward concerning the development of intercultural competence within EFL education through a more systematic and comprehensive approach regarding linguistic and cultural aspects. The evaluation of the educational process explored in the study suggests the possibilities for work with the promotion of awareness of difference and diversity concerning some specific context that, based on students¿ prior knowledge and preconceptions, would benefit from further work. In this case, the specific context primarily concerned different aspects of both cultural and linguistic conditions in the UK. It is also suggested that many students developed the ability to decenter, described in the study as integral to being able to respect otherness. What still remains to be explored are more individualized approaches considering students¿ different levels of departure. Further work alsoneeds to be put into how to apply insights gained in these specific situations to more general contexts. It is also necessary to explore the use of the suggested approaches in a wider range of different contexts.

The collective dimension of freedom of religion or belief in international law : the application of findings to the case of Turkey

Pertinent domestic and international developments involving issues related to tensions affecting religious or belief communities have been increasingly occupying the international law agenda. Those who generate and, thus, shape international law jurisprudence are in the process of seeking some of the answers to these questions. Thus the need for reconceptualization of the right to freedom of religion or belief continues as demands to the right to freedom of religion or belief challenge the boundaries of religious freedom in national and international law. This thesis aims to contribute to the process of “re-conceptualization” by exploring the notion of the collective dimension of freedom of religion or belief with a view to advance the protection of the right to freedom of religion or belief. The case of Turkey provides a useful test case where both the domestic legislation can be assessed against international standards, while at the same time lessons can be drawn for the improvement of the standard of international review of the protection of the collective dimension of freedom of religion or belief. The right to freedom of religion or belief, as enshrined in international human rights documents, is unique in its formulation in that it provides protection for the enjoyment of the rights “in community with others”.1 It cannot be realized in isolation; it crosses categories of human rights with aspects that are individual, aspects that can be effectively realized only in an organized community of individuals and aspects that belong to the field of economic, social and cultural rights such as those related to religious or moral education. This study centers on two primary questions; first, what is the scope and nature of protection afforded to the collective dimension of freedom of religion or belief in international law, and, secondly, how does the protection of the collective dimension of freedom of religion or belief in Turkey compare and contrast to international standards? Section I explores and examines the notion of the collective dimension of freedom of religion or belief, and the scope of its protection in international law with particular reference to the right to acquire legal personality and autonomy religious/belief communities. In Section II, the case study on Turkey constitutes the applied part of the thesis; here, the protection of the collective dimension is assessed with a view to evaluate the compliance of Turkish legislation and practice with international norms as well as seeking to identify how the standard of international review of the collective dimension of freedom of religion or belief can be improved.

Social class as a factor for the construction of a musician’s identity : The Musician’s social background and identity questionnaire (MSBIQ) – a cross-sectional comparative quantitative online survey research study of music students at two higher education institutions in Finland

There is currently little empirical knowledge regarding the construction of a musician’s identity and social class. With a theoretical framework based on Bourdieu’s (1984) distinction theory, Bronfenbrenner’s (1979) theory of ecological systems, and the identity theories of Erikson (1950; 1968) and Marcia (1966), a survey called the Musician’s Social Background and Identity Questionnaire (MSBIQ) is developed to test three research hypotheses related to the construction of a musician’s identity, social class and ecological systems of development. The MSBIQ is administered to the music students at Sibelius Academy of the University of Arts Helsinki and Helsinki Metropolia University of Applied Sciences, representing the ’highbrow’ and the ’middlebrow’ samples in the field of music education in Finland. Acquired responses (N = 253) are analyzed and compared with quantitative methods including Pearson’s chi-square test, factor analysis and an adjusted analysis of variance (ANOVA). The study revealed that (1) the music students at Sibelius Academy and Metropolia construct their subjective musician’s identity differently, but (2) social class does not affect this identity construction process significantly. In turn, (3) the ecological systems of development, especially the individual’s residential location, do significantly affect the construction of a musician’s identity, as well as the age at which one starts to play one’s first musical instrument. Furthermore, a novel finding related to the structure of a musician’s identity was the tripartite model of musical identity consisting of the three dimensions of a musician’s identity: (I) ’the subjective dimension of a musician’s identity’, (II) ’the occupational dimension of a musician’s identity’ and, (III) ’the conservative-liberal dimension of a musician’s identity’. According to this finding, a musician’s identity is not a uniform, coherent entity, but a structure consisting of different elements continuously working in parallel within different dimensions. The results and limitations related to the study are discussed, as well as the objectives related to future studies using the MSBIQ to research the identity construction and social backgrounds of a musician or other performing artists.