6.9. Finland – 100 years of Independency (Seija-Leena Nevala)

13.9. Finnish forests and forestry (Ari Vanamo)

20.9. Finnish Welfare and Social Services (Lina van Aerschot)  

27.9. How to communicate in Finland? (Katja Keisala)

4.10. Finnish Gastronomy (Arja Luiro)

11.10. Technology and Innovation in Finland: Current Issues and Future Challenges (Tomi Nokelainen)

18.10. Boundaries of Finnishness and Ethnic Minorities in Finland (Hannu Sinisalo)

25.10. Finnish Education System (Raisa Harju-Autti)

1.11. Finnish Art History in a Nutshell (Katja Fält)

8.11. Finnish Literature (Toni Lahtinen)

15.11. Finnish Political System (Johanna Peltoniemi)

22.11. About Music Scenes in Finland (Tarja Rautiainen-Keskustalo)

4.12. exam

6.12. no lecture (Finland's Independence Day!)

13.12. exam retake

Enrolment to the course

- TUT and TAMK students: enrolment with electronic form during the enrolment period 25.8.- 5.9.2017
- UTA students: enrolment in NettiOpsu, click below

The course consists of ten lectures, moodle assignments connected to the course readings, and a final exam.

The lectures are held on Mondays at 14-16. They run from 9 October to 11 December. 

This course introduces students to the testing of causal hypotheses with statistical methods, focusing on social-science applications.  Causal inference in this setting requires melding the language of mathematical statistics with the reality of human decision-making.  Successfully testing a social-science hypothesis thus requires both facility with the mathematics, as well an understanding of how people actually behave.  This course gives students an introduction to the math, and experience in translating the math to reality.

The course is timed according to the scripted schedule of the masters’ program in Public Choice, and is tailored to the needs of that program.  As a result, non-PCP students should be aware that the course will proceed at a substantially faster pace than other courses.

The first week is the program’s Math Camp, consisting of 10 lecture hours (no quarters) and nightly group homework assignments.  The following three weeks form the Statistics component, consisting of 24 lecture hours (no quarters), twice-a-week group homework assignments, and a final exam. 

Webcourse “Introduction to Gender Studies” gives basic introductory knowledge about gender studies. The course begins with introduction to concept of gender and gender studies and continues with seven themes: feminist knowledge, men and masculinities, equality policy, family, intersectionality, gendered practices of working life, and body and sexuality. The course is for exchange students and everyone interested in gender studies. Previous studies in gender studies are not required.

The course will be organized 2.10.-24.11.2017. Each week the students will read text and/or other material available in the internet and discuss them in small groups in the Moodle learning environment.

Application to course in September 2017. There can be max 30 students in the course. For further information and enrolment, please see: http://blogs.helsinki.fi/hilma-verkosto/

The course is organized by HILMA Network for Gender Studies.

The course provides an overview of the central concepts and multiple domains of wellbeing. Special attention is paid to important issues in wellbeing among children and young people within different stages and contexts in their lives. Each lecture will look at wellbeing from a different point of view and discuss that particular perspective's connections to wider socio-economic, political and cultural frameworks.

The open seminar Children’s wellbeing in Finland (11th October 2017, 13–16 p.m.) organized by PERLA is one part of the course. The seminar covers topics such as children’s wellbeing in an increasingly diverse and multicultural Finland, as well as the position of refugee children and the rights of young immigrants.

The course is organised in co-operation with Tampere Centre for Childhood, Youth and Family Research, PERLA.

Wednesday 15-17. Virta building, lecture hall 109                                                                              ,

Note:

Wednesday 4th October, 15-17, Väinö Linna- hall, Linna-building

Wednesday 11th October, 13-16 (Pinni, lecture hall B1097)

Program:

20.9. Katja Repo: Children and Finnish Welfare State

27.9. Arja Rimpelä: Trends and distributions in adolescent health

4.10. Eerika Finell: Schools’ indoor environment and students’ psychosocial wellbeing and learning

11.10. Open seminar on Children’s wellbeing in Finland (a separate program)

• 13.00–13.10 Katja Repo: Welcome
• 13.10–14.00 Ombudsman for Children in Finland, Tuomas Kurttila: Children’s wellbeing in Finland
• 14.00–14.45 Kirsi Peltonen: The mental health challenges of refugee children
• 14.45–15.05 Coffee
• 15.05–15.50 Marja Peltola: Intergenerational relations and wellbeing of young people with ethnic minority backgrounds
• 15.50–16.00 Discussion

25.10 Tiina Soini: Pedagogical wellbeing – Interrelations of learning and wellbeing in school'

1.11. Liina Sointu: The promise or peril of the best possible care? The role of private health insurance for the welfare state change

The students become familiar with current discussions in gender, sexuality and body research. The course provides knowledge of the ways, in which gender, sexuality and society are interconnected with each other, and the ways, in which the interconnections may change. The course deals with a variety of the theoretically informed empirical research on social inequalities and the research of the gendered and sexualized social divisions and practices.

Programme

6.9 Introduction - Katariina Mäkinen & Marja Vehviläinen

12.9 Meyda Yegenoglu: Headscarf debate in Europe 

19.9 Hanna-Kaisa Hoppania: Gender, Care, and Economy 

26.9 Luca Tainio: Transgender in Cisnormative Society

3.10 Tuula Juvonen: How lesbians queered the Finnish society 

10.10 Rebecca Lund: Gender, Class and Knowledge Production

17.10 Johanna Kantola: Gendered effects of the economic crisis in Europe

The course work includes active participation in the lectures; weekly readings and tasks in the moodle; and a learning diary or an essay.

We see and hear about globalization all the time: in the media, in statements by politicians, and buzzing around our social networks. We have a broad sense that politics, cultures, people, and organizations are all connected around the world. Yet, most people are hard-pressed to define what, precisely, globalization means. This course provides students with the basis for making sense of globalization and transnational connections in the contemporary world. It will go beyond popular, political and media rhetoric about globalization, and build a basis for students to gain a critical understanding of transnational connectivity. We will understand how events and forces outside national borders inform local trends, by examining global aspects of politics, policies, economics, environment, migration, history, popular culture, and religion. To do this, the course will unpack the three major social theoretic perspectives on making sense of globalization in these areas of modern life, with a spotlight on the emerging, cutting-edge, World Society Theory. We will also focus on the global-local interface: on how the local becomes global and how the global in turn, shapes what we think about as entirely local. By the end of the course, students will be able to describe how globalization impacts their own life, and to apply social theories of globalization to an empirical case of their interest.

In order to be able to participate in the course, students are required to complete either
(a) the lectures (5 ECTS), or (b) the lectures plus seminars (10 ECTS). It is not possible to attend only the seminars.

Students of the Master's Degree Programme on Global and Transnational Sociology are required to complete full course (10 ECTS).

Please note that you must enroll separately for the lectures and the seminar.

Students will be accepted to the course in the following order:

1. degree students of the MDP Global and Transnational Sociology

2. degree students of the other Global Society programmes (MDP in in Peace, Mediation and Conflict Research, MDP in Public Choice, MDP in Comparative Social Policy and Welfare, MDP in Gender Studies)

3. other degree students of UTA

4. exchange students

This course combines crime history and gender history to explore many different themes in British and North American social history from 1880 – 1980. Each week will be based around a different topic with key texts to discuss. The topics include: Policing; sentencing; punishment; media and moral panics; youth crime and gangs; domestic violence; the policing of sexuality, prostitution, alcohol and drugs. The importance of key themes such as gender, class and race will be emphasised throughout the course and the differences and/or similarities between Britain and North America will be discussed each week.

Course Outline

Week 1: Introduction

• Introductions and information
• Discussion about criminal history and gender history methodologies – history from bellow
• Changes in the understanding of the causes of crime

Week 2: Policing Crime

• History of the Police in Britain and North America 
• Trends in crime patterns and sentencing
• Women Police

Week 3: Punishment

• Theory - Foucault, Crime and Punishment and Garland, Punishment and Welfare
• History of Prisons
• History of Probation
• History of corporal punishment and the death penalty

Week 4: Domestic Violence

• Violent crime in the public and domestic spheres
• Wife assault
• Child abuse

Week 5: Crime and Sexuality

• Criminalisation of homosexuality and deviant sexuality
• Controlling venereal disease

Week 6: Prostitution

• Policing of prostitution
• Experiences of prostitution

Week 7: Youth crime, Gangs and drugs  

• Juvenile delinquency
• Prohibition in the USA
• Gangs and gangsters
• ‘War on drugs’

Week 8:  Media and crime

• Press reporting and sensational crime
•  Moral panics

On this intensive course, we examine the leading contemporary philosophical theories of well-being, and consider their implications for empirical research and public policy. Students are expected to read several articles in advance for each meeting of the class to enable discussion.

The texts are now available in moodle - the self-enrolment key is "Well". Self-enrolment in moodle, and reading the main texts in advance, is strongly encouraged!

https://learning2.uta.fi/course/view.php?id=11713

Enrolments by 4.9.2017

Tämä opintojakso on maisterivaiheen opintojakso ja on tarjonnassa joka toinen vuosi.

The course covers the scope of epidemiology, basic concepts and principles, and major study types.

Enrollments to Kirsti Nurmela: kirsti.nurmela[at]staff.uta.fi

The quota for Open University students

- Individual working

- Non-stop web course. The course will be completed entirely in Moodle

- For approval all the assignments have to be completed within six months from the date of enrollment

Enrollments to Kirsti Nurmela: kirsti.nurmela[at]staff.uta.fi

The quota for Open University students

Enrollments to Kirsti Nurmela: kirsti.nurmela@staff.uta.fi

- Individual working

- Non-stop web course. The course will be completed entirely in Moodle

-For approval all the assignments have to be completed within six months from the date of enrollment

Enrollment:

University instructor Kirsti Nurmela: kirsti.nurmela[at]staff.uta.fi

The quota for Open University students

http://www.uta.fi/yky/psy/kaytannot/ilmot/s14_ymp.html

100% attendance is required.

Please see the Finnish teaching schedule (PSYS14 Ympäristö ja hyvinvointi) for lecture times and dates!

http://www.uta.fi/yky/psy/kaytannot/ilmot/psys16_kulttuuri.html

Minimum of 80% attendance is required.

Please see the Finnish teaching schedule (PSYS16 Kulttuuripsykologian perusteet) for schedule and dates!

Lectures look at conflicts in the post-Soviet space, including the sources of conflicts, role of “ethnic factor”, nationalism and religion, development of conflicts, contested problems of foreign interventions (legitimization of peacekeeping operation and use of force), peace negotiations, and actual state of play. The course critically evaluates effectiveness of actions of various state and non-state actors participating in the mitigation, settlement, mediation, negotiation, arbitration, management, and resolution of the conflicts. Apart of the introductory lecture devoted to basic theoretical aspects of regional conflicts and methodology for applied analysis of regional conflicts, each succeeding lecture presents a case study of a specific conflict cluster. The main focus in class discussion is the actual peace processes involving various actors and “windows of opportunity” for conflict resolution which can be opened up in the mutual interplay of the actions and approaches of the conflict parties supported by the appropriate policies of international actors. The main goal of the course is to provide students with the methodological framework for applied empirical analysis of the regional conflicts that could fit various contemporary and historical regional conflicts around the world.

Teaching methods

Teaching methods include lectures, class discussions and students’ presentations in seminars. Students will also be required to write short critically reflective learning diary. The case study lectures are given by the guest teachers from the region in focus.

Teaching

II and III Periods 2017/2018 (31.10.2017-25.01.2018)

Lectures: Tuesdays and Thursdays at 12.00-14.00 (14 hours)

1. Introduction to the course: basic theoretical aspects of regional conflicts, methodology for applied analysis of regional conflicts; main characteristics of the post-Soviet regional conflicts (Vadim Romashov, TAPRI). Tuesday 31.10.2017

2. Ethnic clashes between Kyrgyz and Uzbeks: National and international perspectives (Asel Myrzabekova, Bonn International Center for Conversation/American University of Central Asia). Tuesday 7.11.2017

3. Regional conflicts and history as conflicting resource: Abkhazia and different interpretations of history (Ketevan Gurchiani, Institute of Philosophy, Ilia State University). Thursday 9.11.2017

4. Politics of history, conflict and war in Ukraine (Artem Kharchenko, Politic History Department of National Technical University “Kharkiv Polytechnic Institute”/NGO “Center for Interethnic Relations Research in Eastern Europe”). Tuesday 5.12.2017

5. Regional conflicts, peace processes and mediation in Moldova: Transnistria and Gagauzia (Valentina Teosa, Department of International Relations, Moldova State University). Thursday 7.12.2017

6. North Caucasus: Stable instability (Magomed Gizbulaev, Institute of History, Archaeology and Ethnography, Dagestan Scientific Center of the Russian Academy of Sciences). Tuesday 16.1.2018.

7. Karabakh conflict and the current regional affairs (Artur Atanesyan, Faculty of Sociology, Yerevan State University). Thursday 18.1.2018

Seminars:

1. Thursday 16.11.2017 (Vadim Romashov and Ketevan Gurchiani)
2. Thursday 14.12.2017 (Vadim Romashov and Valentina Teosa)
3. Thursday 25.1.2018 (Vadim Romashov and Artur Atanesyan)

The course is organized in cooperation with Aleksanteri Institute's Russian and East European Master's School.

This module examines intersectional approaches to human mobility in peace and conflict research. Violent conflicts, ethnic, religious and gender-based discrimination and human rights abuses produce forced displacement. In this course, we will explore the global phenomenon of human mobility in a two-fold manner. We will start by introducing multiple perspectives and actors together with key theoretical and methodological debates. The course then proceeds by situating these debates in a local context. This will be done by engaging the students with migrants and refugees living in the Tampere region.

The course structure will give the students a possibility to connect large-scale phenomena to their local manifestations and implications. The course seeks to facilitate understanding on how theories and abstract concepts shape, direct and resonate with people’s self-conceptions, how conflicts gain transnational dimensions and how forced migration enters into different people’s lives in multiple ways. What kind of connections are formed between peaceful societies and conflict zones through human mobility?

The course work will be preceded by a preliminary task in which students will reflect on their personal connection on the phenomenon of human mobility. Students have to return the assignment before the first lecture. The course consists of lectures, assigned readings, a practical project conducted outside the classroom and a final seminar. The students will carry out these practical projects in groups in the supervision of the teachers. The practical partners and possible working methods have been agreed by the teachers before the course. The results of the student projects will be presented in the final seminar (21st February 2018).

25.10.2017        Contextualizing mobilities and introduction to the course work

1.11.2017          Defining people on the move; international, regional and national frameworks

8.11.2017          Politics, governance and solidarity action

16.11.2017        Intersectionality as a concept, intersectionality as a perspective

22.11.2017        How to study mobilities?

29.11.2017        Ethical issues in mobility research

1.12.-20.12.2017        Independent study period: Preparing an idea paper on the empirical project

                                  Feedback via Moodle platform

10.1.2018          Discussion on how to develop the projects

                         External partners participate in the session (tbc)

17.1.2018          Visiting lecture by professor Hassen Boubakri (University of Sousse): The role of CSOs in influencing migration and asylum policies

31.1.2018          Workshop on the on-going projects

14.2.2018          Optional: Teachers available for discussing any last minute issues on the projects

21.2.2018          Final seminar 4h

Student of MDP in Peace, Mediation and Conflict Research can include this course either to "PEACE045 Understanding Conflicts and Violence in Global Society" or to "Professional and Transferable Skills".

Max. 25 students. Students will be accepted to the course in the following order:

1. degree students of the MDP in Peace, Mediation and Conflict Research

2. degree students of the other Global Society programmes (MDP in Global and Transnational Studies, MDP in Public Choice, MDP in Comparative Social Policy and Welfare, MDP in Gender Studies)

3. other degree students of UTA

4. exchange students (Master's level exchange students will be given priority)

The multidisciplinary TAPRI series of workshops on Peace are conducted by visiting teachers from Georgia, Moldova and Armenia with various academic backgrounds. They have research expertise, among other fields, in history, culture, religion, education, media, human rights, gender, security, international relations, migration, economy, and politics. The geographic focus of their researches varies from the former Soviet areas and European Union to Turkey and Middle East. During the workshop, the teacher together with students discuss virtues and challenges of peace by analyzing its manifestations through practices of diverse local communities, state policies, politics of religion, media and education. By the end of workshop, the teacher and students jointly develop a model of understanding how peace is performed and confronted at different scales of social life.

Before each workshop session, the student is required to read literature provided by the teacher and write a short (1-2 pages) discussion paper in which s/he presents his/her view on peace based on the readings. After the session, the student is also required to write a 1-page reflection paper in which s/he critically describes the model for interpreting peace practices and their challenges developed during the class. The workshop teacher considers pre-assignments. Reflection papers are considered by the teacher responsible of the course. The student receives 1 ECTS per workshop and is free to attend as many workshops as s/he wishes.

Teaching

Friday from 10 am to 2 pm

• 17.11.2017 Performing peace in multiethnic and multi-religious village in Georgia (Ketevan Gurchiani, Institute of Philosophy, Ilia State University) Deadline for enrolment: 03.11.2017 Deadline for pre-assignment: 10.11.2017
• 08.12.2017 Moldova Status of neutrality: realities and perspectives for regional Peace(Valentina Teosa, Department of International Relations, Moldova State University) Deadline for enrolment: 24.11.2017 Deadline for pre-assignment: 01.12.2017

Monday from 12 to 4 pm

• 08.01.2018 Politics of Religion and Peace (Lia Evoyan, Faculty of Oriental Studies, Yerevan State University) Deadline for enrolment: 25.12.2017 Deadline for pre-assignment: 01.01.2018
• 22.01.2018 Peace journalism: Mass Media and information policies used to depict international conflict and war (Artur Atanesyan, Faculty of Sociology, Yerevan State University) Deadline for enrolment: 08.01.2018 Deadline for pre-assignment: 15.01.2018

Tuesday from 10 am to 2 pm

• 24.04.2018 Education and Peace (Lilit Mkrtchyan, Faculty of History, Yerevan State University) Deadline for enrolment: 10.04.2018 Deadline for pre-assignment: 17.04.2018

Enrolment

By emailing Vadim Romashov at vadim.romashov@staff.uta.fi

The deadline for enrolment is two weeks before each workshop session.

After sending the email, the student receives further instructions about the course and the enrolment key to the course Moodle webpage from where s/he can access to the required readings. As sooner message sent more time for preparation for the workshop students has. There will be a limited number of students accepted to the course.

IR students: it is possible to compensate part of the "POLKVS40 Workshop in International Relations" by actively participating in the workshops and by writing a learning diary. Please agree about the compensation with Professor Tuomas Forsberg  (tuomas.forsberg@uta.fi) beforehand.

The course focuses on the basic and general features of scientific research, methodology, and argumentation, as applicable to any field of study. Some central themes in the philosophy of science will also be discussed, in an introductory manner.

The course is intended to all new international UTA Master’s degree students, but it will serve also international Doctoral students. Other degree and exchange students may join if there are free places.

Contact person: Coordinator of international education, Anna Wansén-Kaseva

List of modes of study:

* Participation in classroom work

* Exercise(s)

* Assignment

Lectures

17.1. Seija-Leena Nevala: Finland – 100 years of Independency

24.1. Lina van Aerschot: Finnish Welfare and Social Services

31.1. Johanna Peltoniemi: Finnish Political System

7.2. Tarja Rautiainen-Keskustalo: About Music Scenes in Finland

14.2. no lecture

21.2. Raisa Harju-Autti: Finnish Education System

28.2. will be confirmed later

7.3. Katja Fält: Finnish Art History in a Nutshell

14.3. Marko Seppänen: Finnish Innovations: Past, Present and Future

21.3. Ari Vanamo: Finnish Forests and Forestry

28.3. no lecture

4.4. Arja Luiro: Finnish Gastronomy

11.4. Hannu Sinisalo: Boundaries of Finnishness and Ethnic Minorities in Finland

18.4. Katja Keisala: How to Communicate in Finland

25.4. Jyrki Jyrkiäinen: Special Features of Finnish Mass Media

2.5. exam

16.5. exam retake

The goal of the course Introduction to Criminal Justice is to provide students with means to understand the phenomenon of crime and its control in Finland; we will not delve deeply into any single topic, rather there will be a broad overview of many topics. This will be accomplished through thought-provoking lectures and discussion of the controversies and challenges of crime, some potential solutions and the machinations of justice.

The objective of the course is to provide the student with an understanding of the processes and institutions of criminal justice in the society as well as means to critically to evaluate their roles and functioning. Hence, the course aims to offer a broad foundation of knowledge to pursue more comprehensive and rigorous analysis in advanced courses.

The course departs from the idea that the media is one of the central actors through which national actors become aware of far-away events and through which these events become integrated with domestic policy discourses. However, this process is a complex one. On one hand, the journalists are central players in it as they decide what is topical or newsworthy for domestic audiences. They also frame the events so that they make good sense to domestic addressees. On the other hand, in domestic contexts there are many other actors that aim to influence the public understanding of the reported events. These actors bring far-way events into their political argumentation in their attempts to advance their own political interests and desires. Interpretations that appear widely convincing are typically taken up and reported by the media.
Starting from these premises, the course suggests, the media serve not merely as an arena through which far-away events are introduced to local audiences. If anything, the media can be seen as a political arena in which different accounts of the reported events meet thus constructing public understanding of these events. Sooner or later, these understandings convert into domestic policy decisions and practices.
The course approaches the above phenomenon especially from the perspective of the traditional news media institution, i.e. of how the national media serve as a forum through which foreign news events are incorporated into domestic policy discourses. Additionally, the course discusses the role of social media in processes in which far-way news events are brought into local political argumentation, thus affecting domestic policies.

In order to be able to participate in the course, students are required to complete either
(a) the lectures (5 ECTS), or (b) the lectures plus seminars (10 ECTS). It is not possible to attend only the seminars.

Students of the Master's Degree Programme on Global and Transnational Sociology are required to complete full course (10 ECTS).

Please note that you must enroll separately for the lectures and the seminar.

Max. 40 students. Students will be accepted to the course in the following order:

1. degree students of the MDP Global and Transnational Sociology

2. degree students of the other Global Society programmes (MDP in in Peace, Mediation and Conflict Research, MDP in Public Choice, MDP in Comparative Social Policy and Welfare, MDP in Gender Studies)

3. other degree students of UTA

4. exchange students

The course departs from the idea that the media is one of the central actors through which national actors become aware of far-away events and through which these events become integrated with domestic policy discourses. However, this process is a complex one. On one hand, the journalists are central players in it as they decide what is topical or newsworthy for domestic audiences. They also frame the events so that they make good sense to domestic addressees. On the other hand, in domestic contexts there are many other actors that aim to influence the public understanding of the reported events. These actors bring far-way events into their political argumentation in their attempts to advance their own political interests and desires. Interpretations that appear widely convincing are typically taken up and reported by the media.
Starting from these premises, the course suggests, the media serve not merely as an arena through which far-away events are introduced to local audiences. If anything, the media can be seen as a political arena in which different accounts of the reported events meet thus constructing public understanding of these events. Sooner or later, these understandings convert into domestic policy decisions and practices.
The course approaches the above phenomenon especially from the perspective of the traditional news media institution, i.e. of how the national media serve as a forum through which foreign news events are incorporated into domestic policy discourses. Additionally, the course discusses the role of social media in processes in which far-way news events are brought into local political argumentation, thus affecting domestic policies.

In order to be able to participate in the seminar, students are required to complete the lecture part of this course. It is not possible to attend only the seminars.

Students of the Master's Degree Programme on Global and Transnational Sociology are required to complete full course (10 ECTS).

Please note that you must enroll separately for the lectures and the seminar.

Students will be accepted to the course in the following order:

1. degree students of the MDP Global and Transnational Sociology

2. degree students of the other Global Society programmes (MDP in in Peace, Mediation and Conflict Research, MDP in Public Choice, MDP in Comparative Social Policy and Welfare, MDP in Gender Studies)

3. other degree students of UTA

4. exchange students

Themes:

PART 1: BAKCKGROUND: CRISIS OF LIBERAL PEACE ORDER                           

1)      Beyond Liberal Peace: Liberal Peace and its critic  (incl. Liberal Peace as Governing Practice, Peace New Standard of Civilization, Popular Peace, Peace Formation)

2)      Crisis of Peace Mediation (incl. transformation of peacemaking tools and agency)

PART 2: LOOKING FOR NEW THEORETICAL APPROACHES TO PEACEMAKING:

3)      Complexity of Conflicts (incl. critique on rational management)

4)      From Conflict Resolution to Transformation  (incl. Agonistic Peace and Dialogues)

5)      Transforming Antagonism: Mediating Identities and Collective Memories (incl. how is possible to transform identities as part peace process)

6)      Inclusive and Locally Owned Peace Process (incl. increasing women’s role, participatory dialogues, role of civic society actors)

PART 3: MAPPING NEW PRACTICES OF DIALOGIC APPROACH TO PEACE MEDIATION

7)      Introduction to Independent Peacemakers

8)      Peace  through Dialogues: National Dialogues

9)      Peace  through Dialogues: Reconciling Dialogues

10)  Peace through Dialogues: Dialogic Mediation

SEMINAR:

Conflict Analysis Exercise

Teachers

Marko Lehti, Teacher responsible

Guests lecturers:

Representatives from a Finnish based peacemaking organisations CMI, Finn Church Aid, Felm and the Network of Religious and Traditional Peacemakers

Representative from Finnish Ministry of Foreign Affairs

Representative from Mediation Support Unit of the United Nations

Students will be accepted to the course in the following order:

1. degree students of the MDP in Peace, Mediation and Conflict Research

2. degree students of the other Global Society programmes (MDP in Global and Transnational Studies, MDP in Public Choice, MDP in Gender Studies, MDP in Comparative Social Policy and Welfare)

3. other degree students of UTA

4. exchange students

Many scenarios peace research engages with are mediated either through visual images or text-image hybrids such as those prevalent in
photojournalism: as peace researchers, we (like everyone else) are exposed to images as never before and we experience our subject matter mediated and communicated through visual images. We often do not analyze conditions, but visual representations of conditions. Thus, in a world dominated by images it is necessary for peace researchers to understand the visual construction of peace and war.

Visual peace research is research on the role and function of visual images in wars and conflict situations but also in peace and reconciliation processes on the local, national, regional, international and global levels. It analyzes the relationships among image producers, subjects and spectators because it is here that the meanings of a given image are constantly negotiated.

Visual Peace Research is also interested in the ways images and their interpretations contribute to or even create conflict. It is concerned with the visualization of peace. And it explores new forms of image production (for example, citizen photography, participatory photography and new photojournalism) and how these forms relate to society.

Methodologically hybrid, visual peace research analyzes such different forms of visual representation as film, painting, video, photography, television and comics including the relationships among different genres. It explores both the meaning assigned to images by means of language and the meanings and connotations images carry with them without the explicit support of language.

Max. 20 students.

Students will be accepted to the course in the following order:

1. degree students of the MDP in Peace, Mediation and Conflict Research

2. degree students of the other Global Society programmes (MDP in Global and Transnational Sociology, MDP in Public Choice, MDP in Comparative Social Policy and Welfare, MDP in Gender Studies)

3. other degree students of UTA

4. exchange students

Peace and conflict studies, following international relations studies, have almost always used the national frame to analyze uprisings and other instances of collective violence. Many factors can explain this tradition. Peace and conflict analysis has for a long time been dominated by an international relations paradigm that considered states as the main and most relevant actors in instances of violence, and that consequently saw national boundaries as ‘naturally’ relevant for delimiting the analysis of conflicts. Another more practical factor lies in the fact that most researchers have been using national statistics and other national sources of data for building their analyses, and therefore also giving a national frame to their results.

Over the past few years, however, literature in this field has increasingly been taking stock of recent geopolitical developments highlighting the relevance of other units of analysis. In many cases violence cannot be explained if one does not take into account its transnational character and source, like in the case of the tribal regions of Afghanistan and Pakistan, for instance. As a result, analyses exploring the transnational and international patterns of conflicts have become increasingly popular. The emergence of concepts such as ‘international terrorism’ or the observation of ‘contagion’ or ‘domino’ effects induced by social networks or migration waves, have also contributed to this methodological shift. This widening of the scope of analysis allows for a more accurate picture, accounting for complexity and for elements that would otherwise be difficult to trace, such as regional factors and transnational actors.

In this perspective, the objective of the course is to describe, analyze and understand the transnational dynamics of current conflicts, starting with conflict diffusion, transnational militancy, refugee flows and forced migration, diasporas, links between transnational criminal networks and insurgent groups. The module is inter-disciplinary in nature, drawing on sociological, anthropological, legal, but also international relations works and debates.

Lecture topics will include:

1. Introduction: External dimensions of conflicts and new wars theories
2. Transnational criminal networks and conflicts
3. Conflict diffusion and domino effect
4. Transnational militants and insurgencies
5. Refugees, diasporas and conflict escalation
6. Diasporas, conflict transportation and conflict autonomization
7. Refugees, IDPs, diasporas and peace building
8. Case studies
9. Case studies
10. Case studies
11. Case studies
12. Case studies

Modes of study

Seven two-hour sessions combining lectures and discussions, and five two-hour sessions of case study presentations.

All students are expected to keep up with the readings for each lecture, and to contribute to class discussions.

Students will be asked to prepare a one-page reading note on one of the readings listed in the syllabus, critically presenting and assessing it. The choice of the reading will have to be agreed upon at the beginning of the course.

Towards the end of the course collective presentations and discussions of contemporary case studies will be organized.

Students will be accepted to the course in the following order:

1. degree students of the MDP in Peace, Mediation and Conflict Research

2. degree students of the other Global Society programmes (MDP in Global and Transnational Studies, MDP in Public Choice, MDP in Gender Studies, MDP in Comparative Social Policy and Welfare)

3. other degree students of UTA

4. exchange students

Why do some images and some tales affect us so deeply? Why do we see them all around and inside us? In this course we will explore some recurrent symbols (both visual and poetic) and find their footprints in popular culture today. We will sample symbols ranging from Greek to Nordic mythology and beyond, and will discover their traces in iconic figures of folklore like the Finnish Kalevala, fiction such as the Hobbit, and modern movies like Matrix and the Avengers. We will explore transnational cultural flows circulating these mediated symbols. At each step, we will unpack the work that these symbols do in transforming the self, and in how people relate to the world around and inside them. From heroic journeys to uncanny images to ambiguous women, we will investigate the metaphoric power of symbols to dismantle literalism and disturb our view of the world. Our journey will work through popular images to unpack the “deep culture” that nourishes human perception. We will also see how deep culture can help make sense of contemporary societal issues.

Max. 20 students

Social Anthropology degree students will be given preference.

Webcourse “Introduction to Gender Studies” gives basic introductory knowledge about gender studies. The course begins with introduction to concept of gender and gender studies and continues with seven themes: feminist knowledge, men and masculinities, equality policy, family, intersectionality, gendered practices of working life, and body and sexuality. The course is for exchange students and everyone interested in gender studies. Previous studies in gender studies are not required.

The course will be 12.2- 6.4.2018. Each week the students will read text and/or other material available in the internet and discuss them in small groups in the Moodle learning environment.

The course is organized by HILMA Network for Gender Studies. Application to the course 8.1.-1.2.2018. There can be max 30 students in the course. For further information and enrolment, please see:

The success of the Nordic countries' education systems have held the interest of educators and policy makers globally for years. Scores of teachers, principals and legislators from the US and elsewhere have visited Finland in hopes of understanding what it is that Finland does that could be copied and applied at home to obtain similar results. This course explores the goals, structures, incentives, funding and results of various education systems, with a focus on the Finnish and American systems. Recognizing that education systems are complex, the aim is to understand what combination of factors (class sizes, funding, teacher training, teaching philosophy and methods, etc) are most conducive in terms of encouraging and educating the student population.

The course focuses on the basic and general features of scientific research, methodology, and argumentation, as applicable to any field of study. Some central themes in the philosophy of science will also be discussed, in an introductory manner.

The course is intended to all new international UTA Master’s degree students, but it will serve also international Doctoral students. Other degree and exchange students may join if there are free places.

Contact person: Coordinator of international education, Anna Wansén-Kaseva

The course topics will emphasize comparative perspective of Finnish history in its Northern, Scandinavian, Baltic and European context from the early modern period to contemporary EU-Finland. Special emphasis will be given to versatile course materials (lectures, reading materials, videos, news articles, museum tips, websites etc.), taking into account the students’ competence in English and former knowledge in the topics. Discussions during the lectures will check the students’ understanding of the topics and challenge their critical thinking on history, whereas the learning diary (c. 8–10 pages) will encourage the students to study further their chosen topic/period within the course outline. The topics for learning diaries will be agreed with the teacher and each student will get personal supervision and feedback on their paper.

Lecture 1: Introduction to course and the beginnings of Finnish history.

2. Finland and the Swedish realm during the early modern period, c. 1520–1809.

3. Finland as part of the Russian Empire, 1809–1917.

4. Building the Finnish state system and independence, 1905–1930s.

5. Foreign policy of independent Finland.

6. (Re-) building the state: Finnish politics and society after the WWII.

7. Multicultural Finland and Finns abroad.

8. Final discussion and presentation of learning diaries.

In this text seminar we will be reading Axel Honneth's book Freedom's Right. The text is available in the moodle page, the password is Honneth.

Meetings (Preliminary):

10.1. Introductory lecture + pp.1-12

31.1. pp. 13-62

14.2.pp 63 - 94

28.2 pp 95 - 130

14.3. pp 131-175

11.4 pp 176-222

25.4. pp.223-280

9.5. pp.281-335

Forced and voluntary forms of migration are current and challenging issues in an increasingly globalized world. Various crises force people to leave their homelands as refugees. Polarizing social conditions in Central Africa and the Middle East feed into the migration crises we are seeing in the Mediterranean region. Migration has its own demographics which may affect the health of the migrant in many ways, both short and long term. Also multicultural encounters within health care are explored in this course. The migration of health workers redistributes skilled health professionals and contributes to health-related disparities. The course analyses the dynamics of the global health work crisis and investigates mitigation strategies, such as skills transfer and local capacity building.

The course is offered every other year.

The course includes lectures and seminars, 4 hours on Tuesdays: 6-20.3.2018 and 10-24.4.2018

Programme

6.3.2018 Lecture at 12-14: Introduction to Gender Studies (Jaana Kuusipalo). Seminar at 14-16 : ‘Who we are’ –round and instructions for the small group work for student presentations on 20th of March.

13.3.2018 Lecture at 12-14: Postcolonial Feminism (Meyda Yegenoglu). Seminar with readings at 14-16.

20.3.2018 Seminar at 12-16: Student presentations (in pairs or small groups): Gender relations in my country/ies (Jaana Kuusipalo).

27.3. – 3.4.2018 (from 27th of March to 3rd of April) Easter break; no teaching.

10.4.2018 Lecture at 12-14: Gender and Politics in Finland (Jaana Kuusipalo). Seminar with readings at 14-16.

17.4.2018 Lecture at 12-14: Gender and Intersectionality in Working Life (Rebecca Lund). Seminar with readings at 14-16.

24.4.2018 Lecture at 12-14: Transgender (Luca Tainio). Seminar with readings at 14-16.

The preliminary topics of lectures are listed below. The lectures will be held at following times:

6.3. at 9-11 Introduction & practicalities  (Katri-Maria Järvinen)
13.3. at 9-11 The Nordic Healthcare System(Katri Sieberg)
20.3. at 9-11 Care Policies for Older People in Transition: the Case of Finland (Anneli Anttonen)
22.3. at 14-16 Basic Income and Nordic Welfare State (Johanna Perkiö)
27.3. at 9-11 Gender in/equality in Nordic working life: welfare state paradox revisited (Armi Mustosmäki)
5.4. at 8-10 Universalism (Antti Halmetoja)
10.4 at 9-11 Childcare policies (Katja Repo)
12.4 at 9-11 The Nordic Model of Industrial Relations (Markku Sippola)
17.4 at 9-11 Income inequality and poverty (Elina Tuominen)
to 19.4. at 8-10 Conclusion & essay instructions (Katri-Maria Järvinen)

This course will look at the criminal justice system within a global context.  The course will look at theories of criminality, deviance and punishment within socio-political context of the different countries studied as well as the comparison between the countries.  Within this framework, students will examine theories of crime including but not limited to: the learning theory, corporate crime, and restorative justice.

The course is directed primarily at upper division undergraduate students, but would also be beneficial to master’s level students. It is appropriate for students majoring in sociology, criminology, social welfare and justice, and political science, or any students with a career interest in criminal justice.  

The course will utilize a variety of teaching methods, including lectures, discussions, videos, guest speakers and tours of prisons in Finland and Karosta Prison in the city of Liepaja. Latvia.  These countries were chosen because of the contrasting style of responding to crime between/ among the Latvia (harsh punishment), Finland [Gentle Justice] (a penal system of two countries with two different extremes). We will also analyze the USA penal system, another Western country with a very harsh punishment policy.   

METHODOLOGY

The course is designed as both lecture and discussion.  Evaluation will be based on:

A) A class journal (notes from lecture/discussion).

B) A reaction paper that builds off course materials or reflects upon those materials.  

Classroom activities will be designed to encourage students to play an active role in the construction of their own knowledge and in the design of their own learning strategies.

We will combine short lectures with other active teaching methodologies, such as group discussions, cooperative group solving problems, analysis of video segments depicting scenes relevant to criminology topics and debates. Class participation is a fundamental aspect of this course. Students will be encouraged to actively take part in all group activities and to give short oral group presentations throughout the course.

The fifteen days lectures/seminars will provide a practical component, with guest speakers (including criminal justice practitioners, former inmates, and other experts), videos, Training Institute for Prison and Probation Services, and tours of prisons in Finland, Estonia, The Karosta Prison in the city of Liepaja. Latvia and (possibly a detour visit) to a Lithuania prison. 

TEACHING METHODS

Lectures at UTA: time and place, please see below

Excursions: trips to Finnish Open Prison and road-trip to Soviet bunker in Vilnius Lithuania, through Estonia and Latvia.

• The excursion to Estonian Academy of Security Sciences and Tallinn Prison (Tallinna      Vangla).
• The  visit to KGB museum and Riga shooting range in Latvia.
• A day stay as prisoners at Soviet bunker in Vilnius, Lithuania: Survival Drama Back to the USSR (great opportunity to live and observe a truly unique convict’s experience). 

Travel Agent responsible for both excursions is www.aikamatkat.fi

For further information on combined student price for both excursions will be posted later. 

Course requirements:

All Students are required to participate in class discussion and readings.

Presentations: Each student is expected to write a short presentation, using the required reading materials that will be sent to registered students in advance.

1. Daily Diary of activities including notes from lecture and discussion.
2. Final paper integrating the overall course experience.

To register, the first 15 students to send in a synopsis of their interest in the course and their academic background to ikponwosa.ekunwe@uta.fi will be accepted.

Course is available for all the students at the University of Tampere.  

Compensations in certain studies:

North American Studies: NAM-III Law and Politics

Degree Programme in Social Sciences: Optional studies or compensations on certain courses agreed with teacher responsible

Degree Programme in Social Work: Optional studies

Visiting teacher: Giuseppe Attanasi, University of Lille
(LEM: Lille, Economics & Management)
www.giuseppeattanasi.com
(E-mail: giuseppe.attanasi@univ-lille1.fr)

Teaching Method
In each lecture:
(a) we will introduce a specific economic problem and run a 30 minutes classroom experiment representing this problem in the lab;
(b) we will introduce and analyze the theoretical/behavioral model ‘linked’to the proposed experiment, and formulate behavioral hypotheses that the experiment just run was aimed at testing;
(c) we will analyze the experimental results and check whether they verify the behavioral hypotheses. This might lead to behavioral extensions of the proposed model, so as to account for systematic deviations from predicted behavior;
(d) we will discuss the methodological and design issues of the experiment and eventually propose alternative implementations. The interaction between the teacher and the students attending the course is a necessary condition for the implementation of this 4-step teaching method.

Final Project
To get the course credits, a student should participate in at least 6 of the 7 classroom experiments run during the lectures (one per lecture). At the end of the course, each student will be assigned one of the 7 topics analyzed during the course. The student will have 2 weeks to work on an experimental project related to the topic.
The project can consist in:
(a) a review of the most recent literature,
(b) a report on experimental data provided by the teacher,
(c) the proposal of a new experimental design meant to deal with research questions on the topic, not yet analyzed in the experimental literature.
Once assigned the topic, the student will choose one of these three forms— review, report or proposal— for the …nal project, and the teacher will provide, respectively, relevant references, data or suggestions.

Detailed syllabus
We will analyze the methodological issues of key experimental topics in economics, and the behavioral features of recent extensions of related theoretical models of individual and strategic decision making.
We will mainly concentrate on the following topics:
 Lecture 1: Puzzles in Risky Decisions
 Lecture 2: Risk Aversion in the Lab
 Lecture 3: Ambiguity Aversion in the Lab
 Lecture 4: First-Price Auctions
 Lecture 5: Almost-Competitive Markets
 Lecture 6:VoluntaryContributionGames (Monetary andNon-monetary Incentives)
 Lecture 7: SocialDilemmaGames (Distributional andBelief-dependentPreferences)

This course will familiarize students with fashion as a gendered and embodied phenomenon. The students are especially familiarized to concepts of class, body, gender, sexuality, identity, and ethnicity, and to the intersections of these concepts from the perspective of fashion and dress. After having completed the course the students are capable of explaining how understanding of gender has been shaped through fashion since the emergency of the fashion industries at the late-19th century. Texts range from early writers on fashion (e.g. Georg Simmel and Thorstein Veblen) to more contemporary scholarship published in e.g. Fashion Theory: The Journal of Dress, Body and Culture, which defines fashion as “the cultural construction of the embodied identity.

The course is organized by HILMA Network for Gender Studies. Application to the course 5.2-2.3.2018. For further information and enrolment, please see:

If you are selected to the course, please contact the course contact person in Tampere University (Hanna Ojala, Hanna.L.Ojala@uta.fi) for agreeing on the registration of the course.

During the course we examine food production and eating from different feminist research perspectives. Food is considered a constitutive part of everyday life and politics and is therefore linked to the various intersecting differences central to feminist studies: gender, race, class, and sexuality. Also the question of non-human others as and in relation to food is examined in the course. The course deals with, for example, animal production through feminist and animal ethics, food from posthumanist and new materialist perspectives, food and racialization, postcolonial perspectives on food, everyday gendered practices around food production, preparation and eating, global and local food systems, and social movements related to food.

During the course, the student will learn how to think of food from the perspective of different feminist theories. The student will also learn how food is part of feminist politics and what kinds of tools feminist research provides to tackle food-related social and environmental issues.

Critical thinking, understanding of interlinked complexities, writing and handling texts, argumentation skills, writing and communication in English language online is required from the participants. Learning methods & assignments: Reading articles, watching/listening to online material, online discussions in small groups, practice-oriented assignments, final essay and self-assessment.

The course is organized by HILMA Network for Gender Studies. Application to the course 29.1-24.2.2018. For further information and enrolment, please see:

If you are selected to the course, please contact the course contact person in Tampere University (Hanna Ojala, Hanna.L.Ojala@uta.fi) for agreeing on the registration of the course.

Subject 1: Transatlantic Relations during the Presidency of Barack Obama and beyond

Learning Objectives:

This course is designed to introduce the students to the major issues in American policy towards the European countries during the presidency of Barack Obama and Donald Trump. The lecture is designed to cover the main facts and opinions about the state of transatlantic relations. During the panel discussion the students will be able to ask the questions and express their opinions.

The main objective for the participants of the course are:

• Understanding of Barack Obama’s approach to foreign policy
• Knowledge of the principles and assumptions of US policy towards Europe
• Critical thinking about current challenges in transatlantic relations in the context of the world politics
• The changes in Donald Trump’s policy agenda

Topical Outline:

• Cooperation in coping with the international security challenges and threats  (Afghanistan, Iran, proliferation of WMD, climate change, etc.)
• Cooperation in NATO
• Transatlantic economic relationship during the financial crisis (negotiations on TTIP)
• Cooperation on fighting ISIS
• Ukrainian crisis

Subject 2:Economic sanctions as an  instrument of foreign policy – the case of sanctions against Iran and Russia

Learning Objectives:

• Understanding of  the objectives of U.S. and EU sanctions
• Knowledge of the historical background and character of sanctions
• Critical thinking about their  nature and outcomes

Topical Outline:

• Theory of sanctions as an instrument of economic and political coercion; their  utility, and consequences
• Chronology of key events
• The U.S., UE and UN sanctions against Iran imposed in the 21st century
• International cooperation with senders
• Updated impact of the sanctions

Visiting teacher. One week course in March.

Course Syllabus

Community-based, Participative Qualitative Research is an innovative course that builds on qualitative research to add a community focus that can engage organizations and people meaningfully as partners in research projects that are of interest and significance to them. The community partners add their ideas to the research design and collaborate with the student or academic researchers to develop a project that will be of use to both. In many cases such research may be for a graduate student’s research project or a degree, a faculty member’s community project work and may add to a community organization’s knowledge about how to carry out evaluation of programs and services or to assess needs for new or better services. The course will not enable students to go beyond developing an idea for a research project but it will provide information on how community-based qualitative research could be useful and applied in community projects. Often such projects can also be stimulating and empowering for those who participate.  

There will be some short class lectures, video clips, small group and class discussions and experiential activities during each of the class sessions. 

The course is aimed at students who have prior knowledge of qualitative research. It is suitable for students who are completing their intermediate studies, or doing advanced or PhD studies.

Assignments:

1) Short paper of 5 pages thoughtfully and critically discussing two readings (assigned articles or others related to students’ research interest and the course content) community-based, participatory qualitative research methods and issues related to implementation. Include a brief summary of what each reading is about and say how the research was enhanced or limited by a community-based and/or qualitative approach. Also give your opinion on what might have been done differently for a better outcome.  (50 points).

2) Group presentation consisting of an outline and short description of a community-based, participatory qualitative research project your group might be interested in carrying out. This presentation will be given with your group on the last day of the course. Describe why the research would be useful, what it would show and how a community-based participatory approach could be more successful and promising. Also mention some possible ethical or other challenges and how you would manage these in carrying out this research project (35 points). 

3) Five to three page paper describing what you learned about conducting a community-based project, including the challenges and rewards that you might experience (15 points).

Students need to attend each session as course learning is heavily weighted toward group and classroom discussions, which cannot be substituted through other work outside the classroom. The total possible grade for completion of the course and assignments is 5 ECTs.