Silk and ink. What were silk wallets, and what can they, together with Jacobina Charlotta Munterhjelm’s diary, tell us about the gentry women’s lives in the 18th and 19th century?

The subject of this thesis is the elaborate silk wallets and what can they tell about the gentry women’s lives in the 18th and 19th century Finland together Jacobina Charlotta Munsterhjelm’s diary. Silk wallets were made of silk and decorated by embroidering, they were used to preserve memorabilia and letters. Making these lavish items took time, skills and materials, and the decorations usually contained symbols and messages. As main source there are silk wallets from the collections of the National Museum of Finland and Satakunta Museum, as well as the diary of Jacobina Munsterhjelm from 1799 to 1801. By interpreting these items we can build a picture of gentry women’s lives. The culture of silk wallets is European, the silk wallet phenomenon studied is Swedish-Finnish, and the research is limited mainly in Finland by its sources. This research has been carried out by constructing a cultural context to the silk wallets with the help of Ginzburg’s methods from his work Juusto ja madot - 1500-luvun myllärin maailmankuva. Silk wallets represent the gentry as well as the communication culture in the 18th and 19th centuries, but have remained unstudied. The thesis consists of two parts, the first focuses on the silk wallets, from where were they developed, how they were made, and to their decorations. The silk wallet culture developed among the gentry handicrafts during the 18th century and faded during the early 20th century. The making of the silk wallets demanded time, skills and materials. The decorations contain messages and symbols – they contain the possible affections the makers might have toward the receiver, and reflect the status and qualities of the receiver. The second part examines the makers, the gentry women, and the handicraft culture which played a big role in their lives, through silk wallets and the diary of Jacobina Munstehjelm. From there it continues to the affections and meanings which can be found from the silk wallets.

Näkökulmia 3D-tulostuksen opetukseen ja koulutukseen

Additive manufacturing, or 3D printing, is globally one of most interesting area in developing of manufacturing technologies. This technology is suitable for fabrication off industrial products and it interests actors in fields of computer sciences, economics, medical sciences and design&arts. Additive manufacturing is often referred as third industrial revolution: first revolution was invention of steam engines in 18th century and second was industrial revolution started by Henry Ford in 1920s. Companies should be able to test suitability of their products for additive manufacturing and 3D printing but also how much better products could be when products are totally re-designed so that all potential of this new technology can be utilized. This is where education has its importance; new generations who enter working life should be educated to know of additive manufacturing and 3D printing, its advantages but also of it limits. There has to be also possibility to educate industry and people already working there, so that industrial implementation could be done successfully. This is especially very valid for Finland. Education is strongly needed so that Finnish industry can maintain its competence in global markets. Role of education is extremely important when a new technology is industrially implemented. Additive manufacturing and 3D printing offers freedom to design new products, production and generally ways of doing things. Development, planning and execution of education for additive manufacturing and 3D printing is challenging as this area develops very fast. New innovations are coming almost every month. Planning of education for additive manufacturing and 3D printing requires collection pieces of data from various of sources. Additive manufacturing and 3D printing industry and its development has to be followed frequently, and material for additive manufacturing and 3D printing has to be renewed frequently.

Immigration et alimentation à Montréal aux XVIIe et XVIIIe siècles : essai d’interprétation à partir d’analyses isotopiques sur des populations archéologiques

Afin d’étudier l’influence de la migration sur l’alimentation à Montréal aux XVIIe et XVIIIe siècles, 64 individus de la collection du cimetière Notre-Dame, daté de 1691 à 1796, ont fait l’objet d’analyses ostéologiques et isotopiques. Les analyses isotopiques ont portées sur le carbone (d13C) et l’azote (d15N) du collagène des os, ainsi que sur le d13C et l’oxygène (d18O) du carbonate de l’apatite des os et des dents (prémolaires et troisièmes molaires). Le d18O des dents a permis de définir approximativement trois régions d’origine (région de Montréal, région enrichie en 18O (i.e. Acadie, Louisiane, Nouvelle-Angleterre, France, Antilles et Afrique) et région appauvrie en 18O (intérieur des terres et plus au nord) pour 58 individus, et sept possibles parcours migratoire (N=27). Plus de la moitié de l’échantillon est composé d’individus possiblement natifs de Montréal (55 %). De plus, les résultats indiquent que les gens étaient peu mobiles avant l’âge de 16 ans. Toutefois, 12 individus ont entrepris des déplacements entre 7 et 16 ans, majoritairement d’un environnement enrichi vers Montréal (N=5) ou de Montréal vers une région appauvrie (N=5). L’âge de recrutement des mousses sur les navires, la traite de la fourrure, la coupe du bois et possiblement aussi l’esclavage pourraient expliquer cette « jeune » migration. Sur le plan alimentaire, les végétaux de type C3, la viande nourrie aux ressources C3 et le poisson faisaient partie du menu montréalais. Les plantes C4 (majoritairement maïs mais aussi sucre de canne [rhum]) étaient consommées en quantité variable. La question de l’influence de la migration sur l’alimentation n’a pu être explorée en profondeur en raison de contraintes liées à la contamination du d18O du carbonate des os. La combinaison des données ostéologiques et isotopiques à la distribution spatiale des sépultures, a permis d’étudier un aspect de l’archéologie funéraire à l’échelle individuelle (identité possible), sans toutefois fournir de résultats probants, à l’échelle du cimetière et de son organisation globale.

How to improve the formal analytic reasoning and scientific motivation in the intellectual training of medical students

A review article of the The New England Journal of Medicine refers that almost a century ago, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, undertook an assessment of medical education in 155 medical schools in operation in the United States and Canada. Flexner’s report emphasized the nonscientific approach of American medical schools to preparation for the profession, which contrasted with the university-based system of medical education in Germany. At the core of Flexner’s view was the notion that formal analytic reasoning, the kind of thinking integral to the natural sciences, should hold pride of place in the intellectual training of physicians. This idea was pioneered at Harvard University, the University of Michigan, and the University of Pennsylvania in the 1880s, but was most fully expressed in the educational program at Johns Hopkins University, which Flexner regarded as the ideal for medical education. (...)

La cocina de los venenos. Aspectos de la criminalidad en el Nuevo Reino de Granada, siglos XVII-XVIII

Durante los siglos XVII y XVIII se presentaron varias querellas ante el Tribunal de Justicia Criminal del Nuevo Reino de Granada, en las que se denunciaba que había personas que ejercían los oficios médicos sin tener títulos que los acreditaran como facultativos en las artes curativas. Por ese entonces, se creía que quienes utilizaban yerbas y conjuros como métodos terapéuticos, por lo general mujeres, debían ser juzgadas como yerbateras-envenenadoras, porque no pretendían curar sino matar a quien consumiera sus preparados. El texto establece que los procesos criminales por envenenamiento constituyen un prisma en el que convergen diferentes problemáticas del periodo colonial neogranadino, relacionadas con la salud, los oficios médicos, las enfermedades, las creencias mágico-religiosas, el ideal de mujer en la época, la delincuencia, y las dinámicas de las instituciones españolas, entre otras. De esta manera, se estudió cómo fue la relación entre los aspectos jurídicos, las leyes criminales (dictadas por la Corona) y las conductas “desviadas” (relacionadas con el crimen por envenenamiento) de los habitantes del Nuevo Reino de Granada, entre los siglos XVII y XVIII. Para ello se revistaron desde diferentes perspectivas, varios temas del mundo colonial neogranadino, relacionados con los rumores, la comidilla, los chismes y la importancia de la comunicación hablada en el virreinato; el problema de la honra, como una de las virtudes más sobresalientes de la época y las creencias de la cultura popular con relación al envenenamiento y los diferentes métodos curativos.

Contributos da supervisão pedagógica para a promoção de uma educação ambiental

A educação ambiental apresenta-se hoje como mais uma valência de formação e de responsabilidades atribuídas à escola, dada a importância da dimensão da sustentabilidade na relação do homem com a natureza. A supervisão e a liderança podem desempenhar nesta pro-blemática um papel importante na promoção de uma visão humana e ética da abordagem da temática ecológica – que parece não estar a ter o sucesso desejado e necessário. Nas culturas tradicionais, e em todas as sociedades em que uma visão religiosa do mundo domina sobre o livre arbítrio de cada um, a natureza era objeto de um respeito ou mesmo veneração como obra divina. Mas com a relevância dos direitos individuais, sobretudo a partir do século XVIII, e com a crise de valores comunitários, aumento do individualismo e uma visão hedonista da existência, a usufruição imediata dos recursos tornou-se hábito e até paradigma de organização social. Uma análise crítica sobre o passado docente e uma consciência de responsabilidade ambiental desperta pela experiência de infância juntaram-se a uma reflexão sobre a responsa-bilidade educativa no sentido de desenvolver nos alunos não só as aprendizagens cognitivas mas também uma dimensão formativa global em que as perspetivas de responsabilidade soli-dária por um futuro sustentável pudessem estar presentes. É para estes valores que este projeto aponta.

Formazione e pratica del pensiero orchestrale di Hector Berlioz. Caratteri poetici e strategie del suono

Lo scopo della dissertazione “Formazione e pratica del pensiero orchestrale di Hector Berlioz. Caratteri poetici e strategie del suono” è quello di indagare i tratti essenziali del pensiero di Berlioz in merito all’orchestra riprendendo in considerazione gli elementi della sua educazione giovanile. In particolare, le nozioni ricavate dai suoi insegnanti di composizione Le Sueur e Reicha e dai corsi di medicina brevemente frequentati a Parigi sono indagate con approccio rinnovato, alla luce di nuovi filoni di studio indagati dalla musicologia negli anni più recenti. Sono analizzate anche le recensioni di Berlioz, alla ricerca di elementi che aiutino a comprendere la sua musica con le argomentazioni destinate a quella altrui. È analizzato anche il percorso della trattatistica che da un iniziale approccio di tipo pratico tipico del XVIII secolo, giunge con il trattato di Berlioz a una forte connotazione poetica delle risorse strumentali e orchestrali. Nella seconda parte della dissertazione sono analizzate invece alcune opere di Berlioz e alcune questioni generali concernenti il suo modo di scrivere per l’orchestra, specialmente in relazione ad altri parametri musicali. Nella dissertazione notevole attenzione è data al rapporto fra questioni tecniche e poetiche, proponendo un approccio leggermente rinnovato.

Problem of Tragedy and Tragic Consciousness in Russia at the turn of the 19th Century

This project intertwines philosophical and historico-literary themes, taking as its starting point the concept of tragic consciousness inherent in the epoch of classicism. The research work makes use of ontological categories in order to describe the underlying principles of the image of the world which was created in philosophical and scientific theories of the 17th century as well as in contemporary drama. Using these categories brought Mr. Vilk to the conclusion that the classical picture of the world implied a certain dualism; not the Manichaean division between light and darkness but the discrimination between nature and absolute being, i.e. God. Mr. Vilk begins with an examination of the philosophical essence of French classical theatre of the XVII and XVIII centuries. The history of French classical tragedy can be divided into three periods: from the mid 17th to early 19th centuries when it triumphed all over France and exerted a powerful influence over almost all European countries; followed by the period of its rejection by the Romantics, who declared classicism to be "artificial and rational"; and finally our own century which has taken a more moderate line. Nevertheless, French classical tragedy has never fully recovered its status. Instead, it is ancient tragedy and the works of Shakespeare that are regarded to be the most adequate embodiment of the tragic. Consequently they still provoke a great number of new interpretations ranging from specialised literary criticism to more philosophical rumination. An important feature of classical tragedy is a system of rules and unities which reveals a hidden ontological structure of the world. The ontological picture of the dramatic world can be described in categories worked out by medieval philosophy - being, essence and existence. The first category is to be understood as a tendency toward permanency and stability (within eternity) connected with this or that fragment of dramatic reality. The second implies a certain set of permanent elements that make up the reality. And the third - existence - should be understood as "an act of being", as a realisation of permanently renewed processes of life. All of these categories can be found in every artistic reality but the accents put on one or another and their interrelations create different ontological perspectives. Mr. Vilk plots the movement of thought, expressed in both philosophical and scientific discourses, away from Aristotle's essential forms, and towards a prioritising of existence, and shows how new forms of literature and drama structured the world according to these evolving requirements. At the same time the world created in classical tragedy fully preserves another ontological paradigm - being - as a fundamental permanence. As far as the tragic hero's motivations are concerned this paradigm is revealed in the dedication of his whole self to some cause, and his oath of fidelity, attitudes which shape his behaviour. It may be the idea of the State, or personal honour, or something borrowed from the emotional sphere, passionate love. Mr. Vilk views the conflicting ambivalence of existence and being, duty as responsibility and duty as fidelity, as underlying the main conflict of classical tragedy of the 17th century. Having plotted the movement of the being/existence duality through its manifestations in 17th century tragedy, Mr. Vilk moves to the 18th century, when tragedy took a philosophical turn. A dualistic view of the world became supplanted by the Enlightenment idea of a natural law, rooted in nature. The main point of tragedy now was to reveal that such conflicts as might take place had an anti-rational nature, that they arose as the result of a kind of superstition caused by social reasons. These themes Mr. Vilk now pursues through Russian dramatists of the 18th and early 19th centuries. He begins with Sumarakov, whose philosophical thought has a religious bias. According to Sumarakov, the dualism of the divineness and naturalness of man is on the one hand an eternal paradox, and on the other, a moral challenge for humans to try to unite the two opposites. His early tragedies are not concerned with social evils or the triumph of natural feelings and human reason, but rather the tragic disharmony in the nature of man and the world. Mr Vilk turns next to the work of Kniazhnin. He is particularly keen to rescue his reputation from the judgements of critics who accuse him of being imitative, and in order to do so, analyses in detail the tragedy "Dido", in which Kniazhnin makes an attempt to revive the image of great heroes and city-founders. Aeneas represents the idea of the "being" of Troy, his destiny is the re-establishment of the city (the future Rome). The moral aspect behind this idea is faithfulness, he devotes himself to Gods. Dido is also the creator of a city, endowed with "natural powers" and abilities, but her creation is lacking internal stability grounded in "being". The unity of the two motives is only achieved through Dido's sacrifice of herself and her city to Aeneus. Mr Vilk's next subject is Kheraskov, whose peculiarity lies in the influence of free-mason mysticism on his work. This section deals with one of the most important philosophical assumptions contained in contemporary free-mason literature of the time - the idea of the trinitarian hierarchy inherent in man and the world: body - soul - spirit, and nature - law - grace. Finally, Mr. Vilk assess the work of Ozerov, the last major Russian tragedian. The tragedies which earned him fame, "Oedipus in Athens", "Fingal" and "Dmitri Donskoi", present a compromise between the Enlightenment's emphasis on harmony and ontological tragic conflict. But it is in "Polixene" that a real meeting of the Russian tradition with the age-old history of the genre takes place. The male and female characters of "Polixene" distinctly express the elements of "being" and "existence". Each of the participants of the conflict possesses some dominant characteristic personifying a certain indispensable part of the moral world, a certain "virtue". But their independent efforts are unable to overcome the ontological gap separating them. The end of the tragedy - Polixene's sacrificial self-immolation - paradoxically combines the glorification of each party involved in the conflict, and their condemnation. The final part of Mr. Vilk's research deals with the influence of "Polixene" upon subsequent dramatic art. In this respect Katenin's "Andromacha", inspired by "Polixene", is important to mention. In "Andromacha" a decisive divergence from the principles of the philosophical tragedy of Russian classicism and the ontology of classicism occurs: a new character appears as an independent personality, directed by his private interest. It was Katenin who was to become the intermediary between Pushkin and classical tragedy.

Landscapes of Education and the New Role of Social Work International Models of How to Combine Formal, Non-formal and Informal Education

Landscapes of education are a new topic within the debate about adequate and just education and human development for everybody. In particular, children and youths from social classes affected by poverty, a lack of prospects or minimal schooling are a focal group that should be offered new approaches and opportunities of cognitive and social development by way of these landscapes of education. It has become apparent that the traditional school alone does not suffice to meet this need. There is no doubt that competency-based orientation and employability are core areas with the help of which the generation now growing up will manage the start of its professional career. In addition and by no means less important, the development involves individual, social, cultural and societal perspectives that can be combined under the term of human development. In this context, the Capability Approach elaborated by Amartya Sen and Martha Nussbaum has developed a more extensive concept of human development and related it to empirical instruments. Using the analytic concept of individual capabilities and societal opportunities they shaped a socio-political formula that should be adapted in particular to modern social work. Moreover, the Capability Approach offers a critical foil with regard to further development and revision of institutionalised approaches in education and human development.

The Use of Ships' Protests for Reconstruction of Synoptic-Scale Weather and Tropical Storm Identification in the Late Eighteenth Century

Ships’ protests have been used for centuries as legal documents to record and detail damages and indemnify Captains from fault. We use them in this article, along with data extracted through forensic synoptic analysis (McNally, 1994, 2004) to identify a tropical or subtropical system in the North Atlantic Ocean in 1785. They are shown to be viable sources of meteorological information. By comparing a damaging storm in New England in 1996, which included an offshore tropical system, with one reconstructed in 1785, we demonstrate that the tropical system identified in a ship’s protest played a significant role in the 1785 storm. With both forensic reconstruction and anecdotal evidence, we are able to assess that these storms are remarkably identical. The recurrence rate calculated in previous studies of the 1996 storm is 400–500 years. We suggest that reconstruction of additional years in the 1700s would provide the basis for a reanalysis of recurrence rates, with implications for future insurance and reinsurance rates. The application of the methodology to this new data source can also be used for extension of the hurricane database in the North Atlantic basin, and elsewhere, much further back into history than is currently available.

Women in Eighteenth Century London: Female Coming of Age in Frances Burney’s Evelina, Cecilia, and The Witlings

The late eighteenth-century author Frances Burney is best known for popularizing the “comedy of manners,” a literary style later adopted by Jane Austen. Burney’s novels, journals, and plays offer an intriguing commentary on contemporary social customs and etiquette. In particular, she voices the concerns and desires of women, leading scholars to focus on the feminist overtones of her writing. Although she carefully examined female roles in the household and family structure, Burney also provided an insider’s perspective into London high life. As an acclaimed author and member of the royal court, Burney offers a rare insight into the lives of the urban elite. For these reasons, I have chosen to examine three of her works within the context of their London setting. In Evelina, Cecilia, and The Witlings, Burney examines women’s struggle for independence against the backdrop of the city. These works offer a new interpretation of the female Bildungsroman, or coming of age story. Burney shows how London life influences her heroines’ expectations, ambitions and desires. Evelina’s coming of age centers around the quest for family and social acceptance, while the two Cecilias of Cecilia and The Witlings confront the financial pressures that accompany their inheritance. Ultimately, the three protagonists learn important lessons that are specific to city life. Although Burney concludes each story with the heroine’s marriage, her focus is not on romance, as has been suggested, but on the cultural landscape of the city. Coming of age in her stories is inextricably connected to the diverse challenges and opportunities presented to urban women.

Traditional Building Adaptation to New Requirements: Historic Center of Arequipa, Perú

The traditional buildings in the historic center of the city of Arequipa, Perú, recently declared of human heritage, are of volcanic tuff both in walls and in vaulted roofs on the ground floor. Having been built in the 18th century and up to the beginning of the 20th century, they have suffered many damages from the seismic movements registered in this region. Due to this, many of them have had to be rebuilt. In this presentation, the different changes to adapt the city of Spanish colonial origin to the present tertiary use are analyzed.

Letter from James Otis, Jr. to James Otis, Sr., and portrait print of James Otis Jr., 1743 June 17

Letter from Otis in Boston to his father, James Otis Sr. on June 17, 1743. In the short, half-page letter, Otis asks his father for money to pay for expenses relating to Commencement including the printing of theses, shoes, buckles, and any entertainment. He mentions that he will share entertainment expenses with his classmate Lothrop Russell.

Guarantee of financial support for student James Savage, signed by William Tudor and John Cooper, 1799 July 25

This legal agreement, a guarantee of financial support for entering student James Savage (A.B. 1803), was signed on July 25, 1799 by his two guarantors, William Tudor and John Cooper. The document was also signed by two witnesses, William Tudor's sons John Henry Tudor and Frederic Tudor. The agreement specifies that, in the event of Savage's failure to settle all financial obligations to the President and Fellows of Harvard College during the course of his studies, the two guarantors would be responsible for a payment of two hundred ounces of silver. It seems that the Tudors and Cooper were relatives of Savage, thus explaining their desire to assure his entry to Harvard by entering into this financial obligation.