Being in between: An Ethnographic Study of Opera and Dialogical Identity Construction

The paradoxical co-existence of conflicting logics governs practices in cultural organizations. This requires ‘balancing acts’ between artistic and managerial efforts, which are often subjects to struggle among the organizational members. This ethnographic study aims to go beyond either-or thinking on the paradoxical organizational context by examining how the organizational members of an opera house construct views on their organization in dialogical meaning-making processes. Various professional groups, dozens of upcoming productions, increased international cooperation, and global competition combined with scarce financial resources make opera houses a complex though interesting context for organization studies. In order to provide a deeper knowledge of the internal dynamics of an opera organization this thesis takes an interpretative view to examine the ways organizational members construct and make sense of their organization. How is the opera organization constructed by the organizational members? How do the members draw on different logics when relating to their organization? Or what are the elements that characterize the relational processes of organizational identity construction in an opera organization? The thesis aims to answer these questions by providing a detailed description of the everyday life of an opera organization and a particular focus put on organizational identity construction. The processes of organizational identity construction are approached from a relational point of view. This may involve various relations between multiple positions, different professional groups, other organizations in the cultural field or between past and present understandings of an organization. The study shows that the construction of an opera organization involves not only the two conflicting logics of art and economy, but also the logic of a national institution. The study suggests also that organizational identities are constructed through processes related to the dialogics of positions, work and management practices. The dialogics involve various struggles through which the organizational members find themselves between the different organizational aspects such as visiting ‘stars’ and an ensemble or between ‘Finnishness’ of opera productions and internationalization. In addition, the study argues that a struggle between different elements is a general mode of relation in cultural organizations and therefore an inherent and enduring aspect in the organizational identity construction. However, the space of ‘being in between’ involves both the enabling and constraining elements in the dialogical identity construction in the context of cultural organizations, which present the struggle in a more generative light.

Monietnisten ihmisten etninen identiteetti suomalaisessa viitekehyksessä : kosmopoliittisuutta, monikulttuurisuutta ja itsensä etsimistä

The purpose of this thesis was to understand the experiences of the multiethnic people in Finland. This study explored the different aspects of the ethnic identity development process. Thesis was done in two phases. First phase studied the question of how is the ethnic identity developed in Finnish context and what aspects had affected their ethnic identity process. The second phase explored questions as what kind of ethnic identity form the multiethnic people have in Finland and do they have developed cosmopolitan global identities. The aim of this qualitative study was not to empirically measure or define the multiethnic identity, but to open new perspectives of the life and experiences through narrative research. Intention of this thesis was to give voice to small stories of the minority people that are so often shadowed by the big stories of the male of the majority. The first phase of this study included narratives from four multiethnic women. The narratives answered to questions who am I and where do I come from. The second phase data collection was made with narrative forms to 12 self-identified multiethnic persons. The multiethnic people were from three backgrounds: ones with parents from different ethnic backgrounds, Finnish who had lived long time abroad and people from non-Finnish backgraound who had lived in Finland for a long time. The analyzing was made by analyzing the narratives with content analysis that based on the theory of the multiethnic people and by narrative analyzing where short narratives were created of each person. In conclusion the multiethnic identity was found to be a continuous process that lasted through lifetime. Different aspects affected the identification process, including family dynamics, social mirroring and belonging. The variety of different ethnic options in multiethnic person identity process, lacking family support for the both ethnic identities and the feeling of otherness experienced by the multiethnic people in Finland cause additional challenges to the ethnic identity process and results in some cases cultural homelessness. On the other hand the variety of cultural contexts brings flexibility to negotiate between different cultures and languages resulting to positive hybrid identity for some of the multiethnic people. Hybrid identity was sub grouped to cosmopolitan identity and multicultural identity.

Subject Teacher Training and Teaching in English

The purpose of this Master s thesis is on one hand to find out how CLIL (Content and Language Integrated Learning) teachers and English teachers perceive English and its use in teaching, and on the other hand, what they consider important in subject teacher education in English that is being planned and piloted in STEP Project at the University of Helsinki Department of Teacher Education. One research question is also what kind of language requirements teachers think CLIL teachers should have. The research results are viewed in light of previous research and literature on CLIL education. Six teachers participate in this study. Two of them are English teachers in the comprehensive school, two are class teachers in bilingual elementary education, and two are subject teachers in bilingual education, one of whom teaches in a lower secondary school and the other in an upper secondary school. One English teacher and one bilingual class teacher have graduated from a pilot class teacher program in English that started at the University of Helsinki in the middle of the 1990 s. The bilingual subject teachers are not trained in English but they have learned English elsewhere, which is a particular focus of interest in this study because it is expected that a great number of CLIL teachers in Finland do not have actual studies in English philology. The research method is interview and this is a qualitative case study. The interviews are recorded and transcribed for the ease of analysis. The English teachers do not always use English in their lessons and they would not feel confident in teaching another subject completely in English. All of the CLIL teachers trust their English skills in teaching, but the bilingual class teachers also use Finnish during lessons either because some teaching material is in Finnish, or they feel that rules and instructions are understood better in mother tongue or students English skills are not strong enough. One of the bilingual subject teachers is the only one who consciously uses only English in teaching and in discussions with students. Although teachers good English skills are generally considered important, only the teachers who have graduated from the class teacher education in English consider it important that CLIL teachers would have studies in English philology. Regarding the subject teacher education program in English, the respondents hope that its teachers will have strong enough English skills and that it will deliver what it promises. Having student teachers of different subjects studying together is considered beneficial. The results of the study show that acquiring teaching material in English continues to be the teachers own responsibility and a huge burden for the teachers, and there has, in fact, not been much progress in the matter since the beginning of CLIL education. The bilingual subject teachers think, however, that using one s own material can give new inspiration to teaching and enable the use of various pedagogical methods. Although it is questionable if the language competence requirements set for CLIL teachers by the Finnish Ministry of Education are not adhered to, it becomes apparent in the study that studies in English philology do not necessarily guarantee strong enough language skills for CLIL teaching, but teachers own personality and self-confidence have significance. Keywords: CLIL, bilingual education, English, subject teacher training, subject teacher education in English, STEP

A matrix identity and perturbation expressions

An identity expressing formally the diagonal and off-diagonal elements of an inverse of a matrix is deduced employing operator techniques. Several well-known perturbation expressions for the self-energy are deduced as special cases. A new approximation and other applications following from the above formalism are briefly indicated through illustrations from a perturbed harmonic oscillator, chemisorption approximations and Kelly's result in the problem of electron correlation.

Lasten sitoutuneisuus toimintaan : kvantitatiivinen havainnointitutkimus

Children s involvement is a key quality factor in Early Years Education. As a process variable it concentrates on children s actions and experiences. The involved children are operating in their zone of proximal development. The aim of this study was to find out how the children involved themselves in the Finnish day care centres. The problems of the study were: (1) how the children are involved in different situations between the hours 8.00 and 12.00, (2) how do the skills of children whose involvement level is high differ from the skills of children whose involvement level is low and (3) how do the learning environments of the children whose involvement level is high differ from the learning environments of the children whose involvement level is low? The research method was observation and children s involvement levels were assessed using LIS-YC Scale. In addition, the kindergarten teachers evaluated the children s skills and the team workers did the evaluations of the educational settings. The data used in this study was a part of the Orientaation lähteillä research. The 802 children, who took part in the study, were from 48 different groups of eight different municipalities in Central Uusimaa. There were 18358 observations of children s involvement and the quantitative data was analyzed using correlation, cross tabulation and t-test. Children s involvement was an average at a moderate level. The involvement levels were the highest during playing time and adult guided tasks and lowest during eating and basic care situations. The level of involvement was higher if the children were adaptable, proactive, self-motivated and good players. The involvement lever was lower if the children needed some special care. The children s involvement is supported if the educators had at least once a week a meeting and if children s confidence and identity construction was frequently considered in educational discussions. Furthermore, the appreciation of the ethical issues and positive atmosphere appeared to confirm the involvement. The children s involvement is decreased if the educators had been perpetually short of time or resources or there has been lack of joy and humour in the group.

Both Surface Proteins (VP4 and VP7) of an Asymptomatic Neonatal Rotavirus Strain (1321) Have High Levels of Sequence Identity with the Homologous Proteins of a Serotype 10 Bovine Rotavirus

The nucleotide sequence of genes 4 and 9, encoding the outer capsid proteins VP4 and VP7 of a serotype 10 tissue culture-adapted strain, 1321, representative of asymptomatic neonatal rotaviruses isolated from neonates in Bangalore, India, were determined. Comparison of nucleotide and deduced amino acid sequences of 1321 VP4 and VP7 with previously published sequences of various serotypes revealed that both genes were highly homologous to the respective genes of serotype 10 bovine rotavirus, B223. The VP4 of 1321 represents a new human P serotype and the 1321 and related strains represent the first description of neonatal rotaviruses that appear to derive both surface proteins from an animal rotavirus.

Identity, energetics, dynamics and environment of interfacial water molecules in a micellar solution

The structure and energetics of interfacial water molecules in the aqueous micelle of cesium perfluorooctanoate have been investigated, using large-scale atomistic molecular dynamics simulations, with the primary objective of classifying them. The simulations show that the water molecules at the interface fall into two broad classes: bound and free, present in a ratio of 9:1. The bound water molecules can be further categorized on the basis of the number of hydrogen bonds (one or two) that they form with the surfactant headgroups. The hydrogen bonds of the doubly hydrogen-bonded species are found to be, on the average, slightly weaker than those in the singly bonded species. The environment around interfacial water molecules is more ordered than that in the bulk. The surface water molecules have substantially lower potential energy, because of interaction with the micelle. In particular, both forms of bound water have energies that are lower by �2.5-4.0 kcal/ mol. Entropy is found to play an important role in determining the relative concentration of the species.

A taxonomic mystery for more than 180 years: the identity and systematic position of Brachysaura minor (HARDWICKE & GRAY, 1827)

Brachysaura is a monotypic genus of agamid lizard found in the Indian subcontinent; the identity and systematic position of B. minor has been long debated, and it has at times been subsumed into Agama, Charasia and Laudakia, with some authors suggesting affinities to Calotes. We constructed nuclear and mitochondrial phylogenetic trees including Brachysaura and allied agamid genera to resolve its phylogenetic position. We also compared osteology and external morphology with the genera Agama, Calotes and Laudakia. Hemipenial morphology was compared with Calotes and some other agamids from South Asia. Both nuclear and mitochondrial phylogenies demonstrate that Brachysaura is nested within the widespread South and Southeast Asian genus Calotes, with which it also shares certain external morphological, osteological and hemipenial characters. Adaptations to ground dwelling in Brachysaura minor has resulted in unique modifications to its body plan, which is likely why generic allocation has been long confused. This study also highlights the need for an integrated systematic approach to resolve taxonomic ambiguity in Asian agamids.

Generic identity of Camptorrhiza indica (Colchicaceae) based on cytogenetics and molecular phylogenetics

The tribe Iphigenieae (Colchicaceace, Liliales) includes two genera, viz. Camptorrhiza and Iphigenia, which are distributed in Africa, India, and Australasia. Iphigenia is represented by 12 species, of which six occur in India while Camptorrhiza comprises one species each in Africa (C. strumosa) and India (C. indica). The genus Camptorrhiza possesses a knee-shaped tuber attached to the corms, filaments with a thick bulge in the middle and styles with single stigma. Iphigenia on the other hand lacks knee-shaped tuber, bears linear filaments and has styles with three stigmas. Camptorrhiza indica possesses ovoid corms, linear filaments and styles with a single stigma. These characters are intermediate between Iphigenia and Camptorrhiza and hence we studied the cytogenetics and phylogenetic placement of this species to ascertain its generic identity. Somatic chromosome count (2n = 22) and karyotypic features of C. indica are very similar to that of Iphigenia species. Molecular phylogenetic studies based on atpB-rbcL, rps16, trnL, and trnL-F regions showed that C. indica is nested within a lineage of Indian Iphigenia species. Thus, C. indica was reduced to a species of Iphigenia, i.e., I. ratnagirica. Camptorrhiza is now a monotypic genus restricted only to southern Africa. A key to the Indian Iphigenia species is provided. In addition, a new combination Wurmbea novae-zelandiae is proposed for Iphigenia novae-zelandiae.