Course will be offered in cooperation with University of Lapland.

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

1. degree students of the MDP Media Education

2. degree students of the MDP Teacher Education

3. other degree students of UTA

4. exchange students

By NettiOpsu till 17th October.

Luentosarja "Current Issues of Speech Communication" on Puheviestintä tieteenä -jakson kokonaisluentomäärästä 14 tuntia, 2 op ja sillä on vierailevia luennoitsijoita II periodissa.

Current Issues in Speech Communication' is only a part of entire course (14 h). Teaching is in English language on 23.10.-27.11. and this part (2 ECTS) is for exchange students too. Coordinator: Senior Lecturer Tuula-Riitta Välikoski.

By NettiOpsu till 24th September (12 persons).

Nowadays film is an enormous industry, an established form of art, and a popular type of entertainment. Film constantly influences our lives: the way we talk, act and think. This course offers an opportunity to explore the world of film and become familiar with its history, form and language.  

If you have questions about the course, please contact the teacher Sergei Glotov.

Unfortunately this course is cancelled for the autumn semester 2018

Islamism is one of the most important political ideologies and social movements of the late 20th and early 21st centuries. Propagated as a “revival” by its proponents, and labeled as “fundamentalist” by its opponents, it is also often described as “political Islam” or “Islamism.” This course has three main objectives: (1) To understand the historical, socio-economic, political and cultural context in which the Islamicate world has gone through a significant change and has produced Islamist contention. (2) To understand why Islamism is a populist movement, its relationship with Western hegemony over the world, globalization and global political economy, especially its relationship with social classes and economic and political struggles. (3) To understand why and how a jihadist version emerged, that is to say, a version of Islamism which employs violence and terror as a political instrument; the role of globalization and technology in jihadism; the relationship between violence and politics in jihadist ideology.

Keep in mind that we will not approach Islamism as an isolated, self-contained object, some sort of evil worldview without any social context, or simply and exclusively rooted in the religion of Islam. On the contrary, we will see Islamism as an opportunity to unfold, analyse and discuss a number of social, economic and political problems we have on a global level, from social and economic inequalities to questions of secularism and religion, or the relationship between violence and politics. The main idea of the course is precisely that this is the healthiest way to understand Islamism.

Weekly Schedule:

10.9.2018 Meeting 1: Introducing the Course

• A short introduction to Islam; some history; secularism and religion.

12.9.2018 Meeting 2: Islam and Colonialism

• S.V.R. Nasr: “European Colonialism and the Emergence of Modern Muslim States”
• F. Fanon: A Dying Colonialism, excerpts.

24.9.2018 Meeting 3: Orientalism and Colonialism

• Edward Said: Orientalism, Introduction.

• Gayatri Spivak: “The Rani of Sirmur” pp. 253-254.

26.9.2018 Meeting 4: Islam, Modernity and Secularism  

• Mahmut Mutman: “Under the Sign of Orientalism”
• Jamal Elias: “Early Reformists”

 Suggested further reading:

Sayyid Qutb: Milestones, excerpts.

1.10.2018 Meeting 5: Islamism as a Political Movement

• Sami Zubaida: “Trajectories of Political Islam: Egypt, Iran and Turkey”

 Suggested further reading:
Deniz Kandiyoti: “The Travails of the Secular: Puzzle and Paradox in Turkey”
Sami Zubaida: “Islam and Nationalism: Continuities and Contradictions”

3.10.2018 Meeting 6: The Political Economy of Islamism

• Joel Beinin: “Political Islam and the New Global Economy”

 Suggested further reading:

Evren Hosgör: “Islamic Capital/Anatolian Tigers”
Evren Hosgör: “The Question of AKP Hegemony”

8.10.2018 Meeting 7: Jihadism, Globalisation and Network Theory

• Faisal Devji: Landscapes of Jihad, excerpts.
• Olivier Roy: “Lure of the Death Cult”

• Faisal Devji: “ISIS: Haunted by Sovereignty”
• Mahmut Mutman: “Islamophobia”

 Suggested further reading:

Antoine Bosquet: “Complexity Theory and the War on Terror”
Nafeez Ahmed: “Follow the Oil, Follow the Money”

10.10.2018 Meeting 8: Jihadism, Media and Technology

• Handout: Religion and Technology
• Film: The Clanging of Swords

• Jihadist Press. Dabıq

15.10.2018 Meeting 9: Jihadism, Politics and Violence  

• Thomas Keenan: “A language that needs no translation”

 Suggested Further Reading:

Nasser Hussain: “The Sound of Terror”

17.10.2018 Week 10: Review and Discussion

Office Hours: Wednesday 2.00-3.00 pm. You are welcome to ask questions about any aspect of the course and discuss the subject further in the office hours. If the office hour is in conflict with your own schedule, please feel free to make an appointment with me.

Send an email to the teacher (Saila.Ovaska@uta.fi) with "PUXUI enrollment" as the subject of your email and give the following information in the message body:
* your full name and possible student id number at University of Tampere (UTA),
* student status: are you a degree student (e.g., of HTI) at UTA, TUT or TAMK, and major of studies,
if you are an exchange student, what is the university you are visiting, and what is your major of studies at your home university.

The course key will be sent to you by email.

Getting the study rights at UTA

• For HTI students from TUT, the study rights are granted automatically.
• All other degree students from TUT or TAMK, you will need to apply for the rights, see Service for Cross-Institutional Studies
• For exchange students not admitted in UTA, you too will need to apply for the rights, see Unipoli studies (TIEVA36 listed in the Unipoli course calendar)

There are no face-to-face meetings on this course. Only when taking the electronic examination you need to be present at University of Tampere. Otherwise you can study remotely working on the Moodle assignments.

The course is intended for UTA and TUT students in the Master's Programme in Human-Technology Interaction and for other students interested in user-centered design and evaluation methods.

Course information in Moodle.

Opintojakso on tarkoitettu niille opiskelijoille, jotka ovat jo suorittaneet jaksot TSEKP1 ja TSEKP2.

The student will learn to discuss and analyse conflicts in the Eastern European and post-Soviet countries over the interpretation of historical events, most notably over the history of the Soviet Union. Taking the region of Eastern Europe as a case study, this course explores the nexus between Foreign Policy Analysis/International Relations and politics of memory. In Memory Studies, scholars study how various political actors compete over the meaning of past events embodied in various memory sites such as monuments, commemorations, museums, and history textbooks. Scholars of International Studies, on the other hand, study the external relations of a state. Therefore, we will learn how the foreign policy of a state is enacted through the memorialization of particular historical events. The production of historical narratives often serves as a mechanism of national identity construction that defines the relation of a state to other national or supranational entities.

Compulsory preceding studies: POLPOP01 Introduction to International Relations, or equivalent studies at sending institution (exchange students).

Since Donald Trump announced the United States’ withdrawal from the “Iran Deal” in May 2018, Iran has been in the global news almost every day. This has led to an intensified circulation of different – and highly politicised – imaginaries about Iran, either reinforcing or contesting Trump’s portrayal of the Islamic Republic as the “leading state sponsor of terror.” These imaginaries have a long history, and this course explores the ways in which fictional representations have constructed conflicting visions of Iran, putting their own spin on political discourses that are themselves fuelled by imaginaries and myth. In the first part of the course, we will explore Western visions of Persia/Iran from the early seventeenth century (The Travailes of the Three English Brothers) to contemporary cinema. These imaginaries are often difficult to reconcile with each other and range from orientalist fantasies of Persian opulence and decadence to the recent representation of Iran as a threatening nuclear power. In the second part of the course, we will reverse the gaze and examine how Iranian-American authors and filmmakers have mobilised their own imaginaries to reflect on political events (such as the Iranian Revolution of 1979 and the terrorist attacks of 9/11) as well as the experience of diaspora and exile. As we will see, these fascinating works – from Azar Nafisi’s Reading Lolita in Tehran to Manoucher Parvin’s Dardedel and Porochista Khakpour’s The Last Illusion – conjure up nostalgic visions of Persia, adapt Persian literary traditions and adopt techniques such as magical realism to reflect on the contradictions of the distant homeland and the complexities of the Iranian-American experience. Throughout the course, we will draw on theoretical concepts and perspectives such as Orientalism (Said) and Occidentalism (Buruma and Margalit), cultural hybridity (Bhabha), planetarity (Spivak) and diaspora studies to develop a nuanced understanding of the primary texts.

Participants are required to read Ali Ansari’s Iran: A Very Short Introduction before the first session. A detailed syllabus will be circulated at the beginning of term. Students will be evaluated on the basis of an essay as well as additional smaller assignments.

The course aims to introduce students to the use of electronic corpora and databases containing authentic language for a variety of purposes (checking grammar or word choice, regional variation, research). Through practical examples, a number of available corpora will be examined with the perspective of considering language use as a context-dependent issue. The usefulness of methodical analysis of electronic resources is highlighted in the critical approach and assessment of prescriptive, rule-based notions of correct language.

Course work includes regular attendance of weekly sessions, reading of a selection of research articles, homework assignments and group discussions, and a final written course report.

N.B. In the autumn semester 2017, the course with was offered as a methodology course (ENGS3 Methods in Corpus Linguistics) with largely similar approach and content.

The course aims at exposing some of the many roles that the city, as a specific source of human experience, has played in literature from the nineteenth to the twenty-first century. To some extent, the course also explores literature’s influence on how individual cities are seen and understood. Our analysis will make use of a number of viewpoints, some of them solidly rooted in socio-historical conditions and others more clearly based on metaphorical (or metonymical) approaches to the city. In addition to examining several stories set in well-known cities, we will take a look at urban studies as a field and find ways of using its perspectives in readings of literary texts.

During the last few weeks of the course, students will give presentations on a literary or cinematic text not included in course materials.

Assessment: class participation, a group presentation, and a course diary.

Note: If you have taken the Literary Landscapes course in or before 2013, there will be some overlap, as previously that course also touched upon city literature.

This course focuses on standard methods of studying text and discourse, and theories behind them, including both qualitative and quantitative methods of analyzing language use in its social context (e.g. critical discourse analysis, computer-mediated discourse analysis, and corpus-assisted discourse studies). The course readings include some classic studies and latest research in the field, and hands-on projects will familiarize students with the empirical analysis of text and discourse in practice. Course work includes weekly sessions, background readings, independent study, an oral presentation in the class, and a final essay (project paper).

This course focuses on the methods used in the study of language variation and change. The methods of Labovian sociolinguistics, which form the backbone of most variationist approaches, will be discussed in some detail during the course. During the course we will examine in detail the methods used in sociolinguistic, dialectological and historical studies, some of them classics in the field, some representing recent trends in variationist linguistics. The course also includes a discussion of the statistical methods used in variationist linguistics.

A reading list will be provided at the beginning of the course.

Assessment is based on class participation, an oral presentation in the class, and a final essay.

The lectures and tutorials will be held on alternate weeks. Exact dates will be announced later.

This course is an introduction to the description and explanatory modeling of English syntax in a way that will take students far beyond the basics.

The focus will be on constituent structure, the hierarchical relationship between sentence constituents, and the reordering processes that permit us to formulate and comprehend a broad range of structures. This will enable students to understand and explain how the syntax of English works and how it contrasts with the syntax of other languages, but ultimately has much in common with the syntax of all languages. The learning goals for the course involve your acquiring the ability to analyze English sentences, to identify different types of main, complement, and adjunct clauses, and to formulate precise linguistic generalizations about the sentences and constructions that you analyze. This expertise can be applied, not just to standard English, but to regional and social varieties of English, as well as to Finnish and other languages you know, study, teach, and research.

This course in an online course. One face to face meeting 6 November at 14-16, otherwise studying will be online.

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

1. degree students of the MDP Media Education

2. degree students of the MDP Teacher Education

3. other degree students of UTA

4. exchange students

NettiOpsussa.

By NettiOpsu till 17th October.

Luentosarja "Current Issues of Speech Communication" on Puheviestintä tieteenä -jakson kokonaisluentomäärästä 14 tuntia, 2 op ja sillä on vierailevia luennoitsijoita II periodissa.

Current Issues in Speech Communication' is only a part of entire course (14 h). Teaching is in English language on 23.10.-27.11. and this part (2 ECTS) is for exchange students too. Coordinator: Senior Lecturer Tuula-Riitta Välikoski.

By NettiOpsu till 24th September (12 persons).

The Arctic is becoming the focus of worldwide interest due to climate change and the utilisation of the region’s natural resources. It has seen the emergence of new industries, environmental pressures and geopolitical tensions. Meanwhile, academic and public discourse and the media are facing the challenge of finding adequate ways to discuss developments in the region.

The course includes an international event “Media and the Arctic: Master Class in Tampere, Finland, 26–30 November 2018”, organised by the Tampere Research Centre for Russian and Chinese Media (TaRC). Six distinguished and accomplished journalists and media professionals will join teachers from the University of Tampere to share their expertise with students and media professionals in an intensive, one-week Master Class.

The coursework will consist of pre-assignments, five contact teaching days, and a journalistic or other media-related final assignment dealing with the themes of the Master Class. Attendance on all five days and active participation in one of the workgroups is required.

Further information

The course will be taught with a major focus on discussion, critical thinking, and individual and collaborative work. The course will be taught in English; no knowledge of any other language is required.

The course is free for students of the University of Tampere and TaRC’s partner universities. There is a course fee for working media professionals, but such applicants can apply for a grant from Journalistisen kulttuurin edistämissäätiö, JOKES (see https://www.jokes-saatio.fi/).

For more information, please contact the TaRC personnel at the Faculty of Communications, University of Tampere:

Coordinator Mika Perkiömäki mika.perkiomaki@staff.uta.fi

Senior Lecturer in Journalism Ari Heinonen ari.a.heinonen@staff.uta.fi

Researcher Dmitry Yagodin dmitry.yagodin@staff.uta.fi

Professor of Russian Language and Culture Arja Rosenholm arja.rosenholm@staff.uta.fi

Professor of Journalism Heikki Luostarinen heikki.luostarinen@staff.uta.fi

Enrolment begins on Monday 13 August 2018 at 10 am and ends on Friday 14 September 2018 at 4 pm.

Contact teaching will be organised as an intensive Master Class between 26 and 30 November 2018 at the University of Tampere. The venues will be announced at a later date. The schedule for the week:

Day 1: Mon 26 November 2018, 10 am – 5 pm

Day 2: Tue 27 November 2018, 9 am – 9 pm

Day 3: Wed 28 November 2018, 9 am – 5 pm

Day 4: Thu 29 November 2018, 9 am – 5 pm

Day 5: Fri 30 November 2018, 9 am – 3 pm

The Master Class will also include a voluntary evening programme and networking.

The course will be beneficial for students with a background in Russian studies, politics, communication, media (JMMETUS), journalism (JOUJOVTS), intercultural communication, visual studies or Eastern European studies. However, students with backgrounds in other disciplines are also welcome. 

The course is intended for UTA and TUT students in the Master's Programme in Human-Technology Interaction and for other students interested in user-centered design and evaluation methods.

Course information in Moodle.

Opintojakso on tarkoitettu niille opiskelijoille, jotka ovat jo suorittaneet jaksot TSEKP1 ja TSEKP2.

The course will be structured and scheduled according to five thematic sessions. In the beginning of the course we will draw an overview of the extent and distribution of the employment protection concepts in Russia. We will focus on outcomes and consequences of the economic recession in terms of employment and social risks. Secondly we will tackle the forms, methods and outcomes of employment protection introduced by individual countries and globally in the European Union. After critical analyses of the actual problems of employment protection, we will review the challenges and alternatives of future development of employment protection.

1 lecture: Introduction – Restructuring European work and welfare systems.

2 lecture: Short history of employment protection in the developed industrial countries (national regulations; ILO regulations, other international regulations, etc.).

3 lecture: The Concept of Employment Protection (early ideas of employment protection; dimensions of employment protection; waves of development in industrial countries). 

4 lecture: Transitional labour markets (national settings, the role of institutions).

5 lecture: Social risks of mobile labour (international mobility of labour, risks related to migration and national variation of social norms). New issues of labour and safety rules and labour law.

The course will include lectures in a class room. Materials for reading and discourses organised in the Moodle environment. Students receive in advance necessary materials as articles, chapters from books, methodological materials and examples on statistical processing the data and explanation of obtained empirical results. Each weekly topic consists of a lecture and readings in the Moodle and active participation.

Since Donald Trump announced the United States’ withdrawal from the “Iran Deal” in May 2018, Iran has been in the global news almost every day. This has led to an intensified circulation of different – and highly politicised – imaginaries about Iran, either reinforcing or contesting Trump’s portrayal of the Islamic Republic as the “leading state sponsor of terror.” These imaginaries have a long history, and this course explores the ways in which fictional representations have constructed conflicting visions of Iran, putting their own spin on political discourses that are themselves fuelled by imaginaries and myth. In the first part of the course, we will explore Western visions of Persia/Iran from the early seventeenth century (The Travailes of the Three English Brothers) to contemporary cinema. These imaginaries are often difficult to reconcile with each other and range from orientalist fantasies of Persian opulence and decadence to the recent representation of Iran as a threatening nuclear power. In the second part of the course, we will reverse the gaze and examine how Iranian-American authors and filmmakers have mobilised their own imaginaries to reflect on political events (such as the Iranian Revolution of 1979 and the terrorist attacks of 9/11) as well as the experience of diaspora and exile. As we will see, these fascinating works – from Azar Nafisi’s Reading Lolita in Tehran to Manoucher Parvin’s Dardedel and Porochista Khakpour’s The Last Illusion – conjure up nostalgic visions of Persia, adapt Persian literary traditions and adopt techniques such as magical realism to reflect on the contradictions of the distant homeland and the complexities of the Iranian-American experience. Throughout the course, we will draw on theoretical concepts and perspectives such as Orientalism (Said) and Occidentalism (Buruma and Margalit), cultural hybridity (Bhabha), planetarity (Spivak) and diaspora studies to develop a nuanced understanding of the primary texts.

Participants are required to read Ali Ansari’s Iran: A Very Short Introduction before the first session. A detailed syllabus will be circulated at the beginning of term. Students will be evaluated on the basis of an essay as well as additional smaller assignments.

The course aims at exposing some of the many roles that the city, as a specific source of human experience, has played in literature from the nineteenth to the twenty-first century. To some extent, the course also explores literature’s influence on how individual cities are seen and understood. Our analysis will make use of a number of viewpoints, some of them solidly rooted in socio-historical conditions and others more clearly based on metaphorical (or metonymical) approaches to the city. In addition to examining several stories set in well-known cities, we will take a look at urban studies as a field and find ways of using its perspectives in readings of literary texts.

During the last few weeks of the course, students will give presentations on a literary or cinematic text not included in course materials.

Assessment: class participation, a group presentation, and a course diary.

Note: If you have taken the Literary Landscapes course in or before 2013, there will be some overlap, as previously that course also touched upon city literature.

This course focuses on standard methods of studying text and discourse, and theories behind them, including both qualitative and quantitative methods of analyzing language use in its social context (e.g. critical discourse analysis, computer-mediated discourse analysis, and corpus-assisted discourse studies). The course readings include some classic studies and latest research in the field, and hands-on projects will familiarize students with the empirical analysis of text and discourse in practice. Course work includes weekly sessions, background readings, independent study, an oral presentation in the class, and a final essay (project paper).

This course focuses on the methods used in the study of language variation and change. The methods of Labovian sociolinguistics, which form the backbone of most variationist approaches, will be discussed in some detail during the course. During the course we will examine in detail the methods used in sociolinguistic, dialectological and historical studies, some of them classics in the field, some representing recent trends in variationist linguistics. The course also includes a discussion of the statistical methods used in variationist linguistics.

A reading list will be provided at the beginning of the course.

Assessment is based on class participation, an oral presentation in the class, and a final essay.

The lectures and tutorials will be held on alternate weeks. Exact dates will be announced later.

This course is an introduction to the description and explanatory modeling of English syntax in a way that will take students far beyond the basics.

The focus will be on constituent structure, the hierarchical relationship between sentence constituents, and the reordering processes that permit us to formulate and comprehend a broad range of structures. This will enable students to understand and explain how the syntax of English works and how it contrasts with the syntax of other languages, but ultimately has much in common with the syntax of all languages. The learning goals for the course involve your acquiring the ability to analyze English sentences, to identify different types of main, complement, and adjunct clauses, and to formulate precise linguistic generalizations about the sentences and constructions that you analyze. This expertise can be applied, not just to standard English, but to regional and social varieties of English, as well as to Finnish and other languages you know, study, teach, and research.

By NettiOpsu.

Kurssi on avoin kaikille yliopiston opiskelijoille.
Lectures are free and open to all university students.

Lecture programme (subject to change):

9.1. Introduction
Elina Paasonen & Ari Heinonen, University of Tampere
Assignment (in-class)
Instructions for out-of-class assignment

16.1. Automation, AI and newsrooms
Discussion of assignment
Antti Merilehto, Finch Finland
Olavi Koistinen, Helsingin Sanomat
Instructions for out-of-class assignment

23.1. Media business models in the digital era
Discussion of assignment
Noora Alanne, Finnmedia
Outi Toivanen-Visti, MustRead
Instructions for out-of-class assignment

30.1. The big players in the digital media landscape
Discussion of assignment
Kari Karppinen, University of Helsinki
Heikki Heikkilä, University of Tampere
Instructions for out-of-class assignment

6.2. Emerging journalistic storytelling formats
Discussion of assignment
Astrid Gynnild, University of Bergen
Esa Sirkkunen, University of Tampere

By NettiOpsu till 14th January (12 persons).

In recent years, Black, Brown and other racialized people have used different forms of media platforms online and offline (a) to contest racism, (b) to defend racial and ethnic identities and (c) to value social memories and cultural heritages. Directly or indirectly, these actions simultaneously also contest whiteness and push for more plural and decolonized institutions (e.g. universities, media organizations, civil society organizations, development organizations and so on). The “Race, Media and Society” course brings together activists and scholars who theorize and/or act against racism to reflect on the contemporary landscape of anti-racism uses of media in Finland and abroad. The goal of the course is to combine theories and practical experiences that explore the intersections between communication and anti-racism action. 

The course is part of the initiatives of the Anti-Racism Media Activist Alliance (ARMA), a three-year project (2018-2020) funded by Kone Foundation.

Join the SOMEJAM organizing team!

The team will start planning the event 24 January, have planning meetings through February/March and will organize the event in April.

SOMEJAM Project is an intensive weekend (Thu-Sat) event in 11-13 April 2019 with young people, youth workers and students of various fields of study.

The aim of SomeJam is to use the means of digital technology to build up concrete ways enhancing the well-being of youth.

The course offers a media educational perspective to the participants in a real youth work at the City of Tampere. During the event multi-talent teams will create new concepts in the form of apps, games or web services for youths with the help of team mentors who are top specialists in new technology.

Get to know the Hackathon better, please see:

Instagram

Facebook

YouTube

Organizing partners: University of Tampere, Verke - the National Center for Digital Youth Work in Finland and Tampere City Youth Service

For more information, please contact Ms Inka Kiuru: inka.kiuru@gmail.com

In period III, ITIS45 or ITIA11 can be covered by the course TIE-40306 Gamification: A Walkthrough of How Games Are Shaping Our Lives organised at TUT. You can apply for the right to take the course at TUT through the cross-institutional study service, see instructions.

This course can be taken during B.Sc or M.Sc. studies.

You can not take HTIS85 Methods in Human-Centered Design if you have done:

• TIEVA38 Graphical User Interface Design Project, 
• TIEVA30 Käytettävyystyön menetelmät - Graafisen käyttöliittymän suunnittelun työkurssi (8 op) or
• TIEVS69 Human-Centered Design Project (TUT/TIE-41406).

Preceding studies

Some basic course in HCI (compulsory), e.g.

• Principles of Usability, User Experience and User Interfaces, or User Experience: Design and Evaluation;
• User Interface Design or corresponding course;
• Usability Evaluation Methods (compulsory, can be taken during same academic year).

Contents

The most common human-centered design (HCD) methods are learned both in theory and practice. The methods are introduced and discussed in the weekly meetings and learned in practice during the course work in small design projects.

The student will learn the most common HCD methods and techniques, including techniques for gathering, modeling and analyzing user research data, methods for specifying and designing products and services, and principles of interaction and interface design, and prototyping. These include, among others, observation, interviewing, consolidating models for interaction, artifacts, physical and cultural models, affinity diagrams, personas, scenarios, sketching, storyboarding, wireframes, design patterns, interactive UI mock-ups etc.

Practical implementation:
The course covers different types of human-technology interaction including, e.g., virtual reality, augmented reality, tangible interaction, information visualization, public displays and wearable computing. For each type, an overview of past and current work from scientific literature is discussed and the concept of interaction technique works as the focal point throughout.

The course is graded pass/fail and passing the course requires the completion of weekly design and analysis exercises, giving a presentation on a given research paper, writing a blog post and participating in discussions during the meetings and on-line. Full remote participation is possible with per participant agreement. Meetings will be available on-line. Passing this part of the course will result in 5cu marking which can be expanded to 10cu by completing a project work where a prototype system is developed and evaluated. The project can be done during period IV, or with a special agreement, at later time.

Moodle is used during the course for communication and returning the exercises.

Teaching in period III, optional course work in period IV.

1st part of the course took place in the autumn period.

Course outline

The course offers an introduction to one of the most important periods in the history of Soviet society, which is believed to form the modern urban intelligentsia. The urgency of the course is determined by the growing interest in the phenomenon of the "thaw", which can be observed in recent years both in scholar research and in Russian mass culture (television, serials, etc.). The goal of the course is to consider changes in the historical background, everyday practices, culture, art, and through them - those changes that occurred in the minds of people of this period. The material for discussion are 1) cultural texts of the "Soviet Thaw"; 2) memoirs and documents of the era, 3) modern Russian and foreign studies, 4) original research by the author.  In the center of attention is the human of the thaw era and the circle of his/her social connections and relations, as well as literature, cinema and travel as spheres, reflecting the basic anthropological shifts of the "thaw". The circle of topics may be interesting to Slavists, historians, journalists.

Classes - 16 hours, incl. 12 lecture hours

1. The «Soviet Thaw" as an amount of significant historical and anthropological shifts. Inside the country, changes have affected both political attitudes and the everyday life of Soviet citizens: the family, education, movement around the country. De-Stalinization and liberalization of ideology have become decisive trends. Ideological shifts were widely reflected in the cultural practices of the era. This is noticeable at the level of life, art, mass culture. Along with the traditional sources of sociological and historical research (documents, memoirs, statistics), cultural practices and the art of the "thaw" period give a vivid picture of the processes taking place in the public consciousness, important changes in optics that build a new axiology of Soviet citizens in the 1950-70s.

2. Privat life. The liberalization of ideology partly rehabilitated the "private man" and the topic of private life in the minds of Soviet citizens, including questions of the relationship between men and women and gender in general. Soviet culture of the "thaw" period fixes a new system of relations in the family and society, a new formation of young heroes. An important place is occupied by the theme of love (see «Ljubit'», directed by Mikhail Kalik, «Eshhjo raz pro ljubov'», directed by G. Natanson, etc.). The pronounced didacticism of the Stalin period is replaced by ambivalent or ambiguous coding systems posing complex questions, which can not always be answered unequivocally. This reflected the new complex relationships established between Soviet ideology and everyday life.

3. Shifts in art. Liberalization gives impetus to the development of neoromantic tendencies, including a change in the role and function of art and design in society. On the example of literature, this is best seen in poetry, which receives additional incentives for development in conditions, on the one hand, the preservation of Soviet censorship, on the other - the tendency to weaken public control in the field of private life. The mouthpiece of art at this time is the lyrics, most closely associated with personal experience. Simultaneously, the lyre loses chamber character and acquires a mass, stadium.

4. Transformation of the space and place. The literature of the "thaw" fixes the sharp growth of the stories connected with the movement of the heroes, in which the feelings of "openness" and "liberation" typical of the epoch (E. Galimova) were embodied. In cultural texts (cinematography, literature, songs, etc.) a topography is formed, the poles of which are "city" and "wild" places (mountains, islands of the Russian North, taiga, Arctic, etc.), where the heroes carry out a journey or a flight. Features of this topography can be explained through the concept of an "out-of-control" man of the late Soviet era (A.Yurchak). The geographic romance of the epoch can be illustrated by the history of the formation of the images of the Russian North and, in particular, of the Kizhi Island as a symbolic place of Russia in the 1960-70s.

As an illustrative material, photographs, fine arts, fragments of films from the 1950s to the 1970s are used. The course assumes three seminar classes with the analysis of the chapter of the book by A. Yurchak and the story of Yu. Kazakov "Adam and Eve" (in English translation) with elements of slow reading and analysis of thematic cases. As a test paper, a written essay with an analysis of  one  issue (journies, family, love, art) or one text /film sub specie of axiology or changes in daily practice in the era of the "thaw" is planned.

There will be seven lectures. The first is an introductory lecture to the course and the field of Environmental Humanities. After the introduction, there will be two series of three lectures each: the first three will concentrate on environmental history of Russia in the 19th–20th centuries. These lectures take a historical, geographical and ecological perspective on environmental issues in the country during the late imperial and Soviet periods. The other series of three lectures is devoted to cultural issues: the role of ecology in Russian culture in the 19th–20th centuries with a specific emphasis on water. The last lecture peeks at contemporary Russia and environmental issues in the 21st century Russia, especially from a cultural point of view. The students will be given reading tasks before the lectures, and the lectures will include class discussions on these topics.

After each of the two three-lecture series, there will be a seminar, where each student gives a presentation on a topic that relates to the previous lecture series. These presentations delve deeper in a particular environmental topic or a case study. Every student gives only one presentation, on either history or culture. If the student wants credits for RST3, s/he will choose a presentation on a historical topic, if RST1, then a cultural one. The teacher will offer sample topics, but the students can also suggest their own.

Teaching methods

Teaching methods include lectures with class discussions and students’ presentations in seminars. There will be an introductory lecture and three lectures on both environmental history and cultural ecology. Students will be required to write a critically reflective learning diary of the lectures.

Students can choose either a historical or a cultural topic for their presentations. Depending on the number of participants and students’ preferences, the presentations are given in groups of 1–3 people. After the seminar presentation, the students will do a written work on the same topic. They can choose whether to write an essay to the teacher, a public Wikipedia article, or some other form of written work.

Schedule week by week:

1. Lecture, 31.1.: Introduction to the course and Environmental Humanities
2. Lecture, 7.2.: Environmental history of pre-Soviet Russia
3. Lecture, 14.2.: Ecocide and environmental destruction in the Soviet Union
4. Lecture, 21.2.: Environmentalism and protection of nature in the Soviet Union
5. –
6. Seminar, 7.3.: students’ presentations on historical topics
7. Lecture, 14.3.: Russian cultural ecology
8. Lecture, 21.3.: Water and Russian culture
9. Lecture, 28.3.: Culture and environment in post-socialist Russia
10. –
11. Seminar, 11.4: students’ presentations on cultural topics

mika.perkiomaki@uta.fi

Opintojakso on tarkoitettu niille opiskelijoille, jotka ovat jo suorittaneet jaksot TSEKP1 ja TSEKP2.

This course explores a range of Arctic fantasies on page and screen, from explorers’ journals to Cold War cinema and recent environmental documentaries. The Arctic has taken centre stage as a region where climate change can be both observed and studied, and where pressing geopolitical and environmental questions are negotiated; the planting of a Russian flag under the Arctic ice in 2007 and the projected Alaska LNG pipeline are cases in point. Along with scientists and politicians, writers and filmmakers have turned to the Arctic, and fashioned it as a testing ground for various global fantasies and anxieties. In our course, we will critically examine this recent interest in the high North by reading it through the prism of a long-standing imaginative investment in the Arctic. We will explore the ways in which the Arctic has functioned as a space for the projection of cultural fantasies since the voyages of Martin Frobisher in the 1570s. As the search for the Northwest Passage and the North Pole was relaunched in the nineteenth century, authors and visual artists figured the Arctic as a sublime and spectacular wasteland hostile to human inhabitation. Politically, the Arctic was turned into a seemingly “pure” space where heroic male explorers could demonstrate the supremacy of nation and empire. In the twentieth century, the Arctic played an important imaginative role as a space connecting the superpowers during the Cold War. As we will see, this legacy continues to haunt contemporary representations of the Arctic. At the same time, indigenous authors and filmmakers have challenged “Southern” views of the high North and offered powerful visions of the Arctic as a transnational homeland.

Texts and films to be discussed range from Mary Shelley’s Frankenstein and the cannibalism debate surrounding the disastrous Franklin expedition to contemporary Arctic dystopia in Sarah Moss’s Cold Earth and the mythological fiction of Inuit author Rachel Qitsualik-Tinsley. A detailed syllabus will be circulated before the beginning of the course. Students will be evaluated on the basis of an essay as well as additional smaller assignments.

This option will present students with an extensive coverage of the different ways in which new words are formed in English. The course will begin by a survey of the basic concepts relating to word-formation and morphology (affix, derivation, root, base, lexeme, opaqueness, transparency etc.). We shall then move on to examine the many different processes by which new words are formed in English (e.g. derivation, compounding, blending, clipping, sound-symbolism). The course ends with two relatively recent ways of putting together new words (cut-down puns and knock-knock words).

Course work includes regular attendance of the weekly sessions, homework assignments (theory handouts and practical exercises relating to various aspects of word-formation), and an end-of-term examination.

Language is a powerful instrument for constructing and reflecting social and community identities. Who we are, how we identify with our own social group, our attitudes to other groups and cultures, are all interconnected with language use and language values. This course investigates the role of language in constructing individual and social identities, and associated theories and models including those of language attitudes, evaluation, identification, and representation. Attention will also be given to the nature and boundaries of language communities, language and gender, and language and nationality.

Mode of study

1. lectures (20%)
2. reading and Moodle assignments (20%)
3. group work, oral group presentation, and final project essay (60%)

Learning outcomes

On successful completion of the course, a student will be able to:

1. Discuss the nature of the relationship between language, community, and society
2. Identify socio-cultural aspects of language use and identity construction
3. Evaluate the effect of attitudes on inter-group communication
4. Recognise and apply models of identity construction to language use
5. Do group work and conduct an independent piece of group research

Grading

scale 1-5

This course examines the question of murder and representation, with a special focus on gender issues. We will concentrate on one type of murder, serial murder, as a cultural narrative from the end of the 19th century to the present. During the course we will analyse the cultural imagery and social contexts of serial killing in Britain and the United States. In particular, we will try to answer this question: how are gender and “normalcy” constructed through murder and crime narratives? We will start with the case of Jack the Ripper - the first “modern” serial killer - and his victims, and move on to representations of male and female psychopaths. We will explore such different genres as films and documentary programmes as well as texts written by FBI agents, serial killers and psychiatrists. We will also read three novels: Robert Bloch's Psycho, Bret Easton Ellis' American Psycho, and Helen Zahavi's Dirty Weekend.

This course investigates the meanings of waste through literary and other cultural texts. Waste, through its numerous variants (rubbish, trash, dirt, filth, excrement, junk, refuse, pollution, garbage, litter, debris, and so on), is an unavoidable part of culture that reflects basic human compulsions, denials, desires and failures. It remains a pressing ethical and environmental question. Furthermore, as the ubiquitous ‘other’ of value and material consumption, it is inevitably both tangible and metaphoric. In its openness to recycling and classification, it has a lot in common with literature itself. During the course, we will study a range of theoretical perspectives that help us interpret and contextualize different types of waste appearing in fictions and elsewhere. We will also consider how understandings of waste depend on time and place, and how they have changed with new kinds of environmental awareness. Assessment will be by class participation and an essay.

This is an introductory survey course that will enable students to understand major research questions and goals in second language acquisition, the extent of current knowledge in this area of inquiry, and how we can view the same questions from different theoretical vantage points. Two of the central questions for discussion will be whether there is a critical period for the native-like acquisition of a second language and the extent to which second language grammars (including systematically occurring non-native errors in syntax, morphology, and phonology) can be directly attributed to the influence of the grammar of the learner's native language.

The course will consist of weekly instruction, weekly readings to be summarized orally by pairs of students, active participation in discussions, short data collection assignments, and a final exam.

This course will focus on the social aspects of language variation. The first half of the course will be devoted to a detailed discussion of some of the central issues in so-called Labovian sociolinguistics/microsociolinguistics. During the second half of the course the focus will be on a number of sociolinguistic topics including language and ethnicity, language, sex, and gender, language contact and language change.

A reading list will be provided at the beginning of the course.

Assessment is based on class participation, a presentation in the class, and a final essay.

This course will examine the development of British drama from the late seventeenth and eighteenth-century. Studying a selection of plays from genres including comedy, tragedy, satire, and ballad-opera, and attending to changes in the staging conventions of the period, we will examine the historical and social contexts of the drama and look at the theatre as a site of political and social debate that engaged with topics such as gender and power, imperialism, British identity, and political corruption.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Enrolment in NettiOpsu.

Lectures Thursday 15-17

7 March Session 1: Introduction to media and cultural industries

Reading circles meet

14 March Session 2:
Media policy and global media system

Reading circles meet

21 March Session 3
Marko Ala-Fossi: European media policy

Reading circles meet

28 March Session 4
Anneli Lehtisalo: Media distribution

Reading circles meet

4 April Session 5 Jenni Hokka: Production studies

Reading circles meet

11 April: Session 6 Anne Soronen: Media work

18 April: No class, Easter holiday

Reading circles meet

25 April Session 7
Tarja Rautiainen-Keskustalo: Digital media culture and music industry

9 May Session 8
Presentations

16 May Session 9
Presentations

Vaihtoehtoisesta suorituksesta (essee) sovittava Hanna Suutelan kanssa hanna.suutela@tuni.fi  Alternative studies (essay) have to be agreed with  Hanna Suutela hanna.suutela@tuni.fi

By NettiOpsu till 14th January (12 persons).

SOMEJAM Project is an intensive weekend (Thu-Sat) event in 11-13 April 2019 with young people, youth workers and students of various fields of study.

The aim of SomeJam is to use the means of digital technology to build up concrete ways enhancing the well-being of youth.

The course offers a media educational perspective to the participants in a real youth work at the City of Tampere. During the event multi-talent teams will create new concepts in the form of apps, games or web services for youths with the help of team mentors who are top specialists in new technology.

Get to know the Hackathon better, please see:

Instagram

Facebook

YouTube

Organizing partners: University of Tampere, Verke - the National Center for Digital Youth Work in Finland and Tampere City Youth Service

For more information, please contact Ms Inka Kiuru: inka.kiuru@tuni.fi

Join the SOMEJAM organizing team!

The team will start planning the event 24 January, have planning meetings through February/March and will organize the event in April.

SOMEJAM Project is an intensive weekend (Thu-Sat) event in 11-13 April 2019 with young people, youth workers and students of various fields of study.

The aim of SomeJam is to use the means of digital technology to build up concrete ways enhancing the well-being of youth.

The course offers a media educational perspective to the participants in a real youth work at the City of Tampere. During the event multi-talent teams will create new concepts in the form of apps, games or web services for youths with the help of team mentors who are top specialists in new technology.

Get to know the Hackathon better, please see:

Instagram

Facebook

YouTube

Organizing partners: University of Tampere, Verke - the National Center for Digital Youth Work in Finland and Tampere City Youth Service

For more information, please contact Ms Inka Kiuru: inka.kiuru@gmail.com

This course can be taken during B.Sc or M.Sc. studies.

You can not take HTIS85 Methods in Human-Centered Design if you have done:

• TIEVA38 Graphical User Interface Design Project, 
• TIEVA30 Käytettävyystyön menetelmät - Graafisen käyttöliittymän suunnittelun työkurssi (8 op) or
• TIEVS69 Human-Centered Design Project (TUT/TIE-41406).

Preceding studies

Some basic course in HCI (compulsory), e.g.

• Principles of Usability, User Experience and User Interfaces, or User Experience: Design and Evaluation;
• User Interface Design or corresponding course;
• Usability Evaluation Methods (compulsory, can be taken during same academic year).

Contents

The most common human-centered design (HCD) methods are learned both in theory and practice. The methods are introduced and discussed in the weekly meetings and learned in practice during the course work in small design projects.

The student will learn the most common HCD methods and techniques, including techniques for gathering, modeling and analyzing user research data, methods for specifying and designing products and services, and principles of interaction and interface design, and prototyping. These include, among others, observation, interviewing, consolidating models for interaction, artifacts, physical and cultural models, affinity diagrams, personas, scenarios, sketching, storyboarding, wireframes, design patterns, interactive UI mock-ups etc.

Practical implementation:
The course covers different types of human-technology interaction including, e.g., virtual reality, augmented reality, tangible interaction, information visualization, public displays and wearable computing. For each type, an overview of past and current work from scientific literature is discussed and the concept of interaction technique works as the focal point throughout.

The course is graded pass/fail and passing the course requires the completion of weekly design and analysis exercises, giving a presentation on a given research paper, writing a blog post and participating in discussions during the meetings and on-line. Full remote participation is possible with per participant agreement. Meetings will be available on-line. Passing this part of the course will result in 5cu marking which can be expanded to 10cu by completing a project work where a prototype system is developed and evaluated. The project can be done during period IV, or with a special agreement, at later time.

Moodle is used during the course for communication and returning the exercises.

Teaching in period III, optional course work in period IV.

1st part of the course took place in the autumn period.

There will be seven lectures. The first is an introductory lecture to the course and the field of Environmental Humanities. After the introduction, there will be two series of three lectures each: the first three will concentrate on environmental history of Russia in the 19th–20th centuries. These lectures take a historical, geographical and ecological perspective on environmental issues in the country during the late imperial and Soviet periods. The other series of three lectures is devoted to cultural issues: the role of ecology in Russian culture in the 19th–20th centuries with a specific emphasis on water. The last lecture peeks at contemporary Russia and environmental issues in the 21st century Russia, especially from a cultural point of view. The students will be given reading tasks before the lectures, and the lectures will include class discussions on these topics.

After each of the two three-lecture series, there will be a seminar, where each student gives a presentation on a topic that relates to the previous lecture series. These presentations delve deeper in a particular environmental topic or a case study. Every student gives only one presentation, on either history or culture. If the student wants credits for RST3, s/he will choose a presentation on a historical topic, if RST1, then a cultural one. The teacher will offer sample topics, but the students can also suggest their own.

Teaching methods

Teaching methods include lectures with class discussions and students’ presentations in seminars. There will be an introductory lecture and three lectures on both environmental history and cultural ecology. Students will be required to write a critically reflective learning diary of the lectures.

Students can choose either a historical or a cultural topic for their presentations. Depending on the number of participants and students’ preferences, the presentations are given in groups of 1–3 people. After the seminar presentation, the students will do a written work on the same topic. They can choose whether to write an essay to the teacher, a public Wikipedia article, or some other form of written work.

Schedule week by week:

1. Lecture, 31.1.: Introduction to the course and Environmental Humanities
2. Lecture, 7.2.: Environmental history of pre-Soviet Russia
3. Lecture, 14.2.: Ecocide and environmental destruction in the Soviet Union
4. Lecture, 21.2.: Environmentalism and protection of nature in the Soviet Union
5. –
6. Seminar, 7.3.: students’ presentations on historical topics
7. Lecture, 14.3.: Russian cultural ecology
8. Lecture, 21.3.: Water and Russian culture
9. Lecture, 28.3.: Culture and environment in post-socialist Russia
10. –
11. Seminar, 11.4: students’ presentations on cultural topics

mika.perkiomaki@uta.fi

Course outline
The following course entitled Media landscape in Russia: regional perspective  is aimed at developing a wide range of skills among the students majoring in Communication, Foreign Media and Political Science. The main goal of the course  is to  introduce the students  to the main concepts and key objectives of media functioning in Russia.  Significant role will be paid to the political traditions, role of the Soviet heritage and the impact of the social and economic changes on the  system of mass media. The course suggests a combination of class discussions (12 hours), workshops (5 hours) and  one home assignment (5 hours). The students will be also expected to complete two home assignments (in the form of an essay).  

Assignments
Each student is expected to complete one individual assignment in the form of an essay. Detailed topics of the assignments are presented in the discipline description. The assignments will be graded by the instructor with each student receiving appropriate notification, where a detailed feedback will be included as well as the final grade.

Opintojakso on tarkoitettu niille opiskelijoille, jotka ovat jo suorittaneet jaksot TSEKP1 ja TSEKP2.

This course explores a range of Arctic fantasies on page and screen, from explorers’ journals to Cold War cinema and recent environmental documentaries. The Arctic has taken centre stage as a region where climate change can be both observed and studied, and where pressing geopolitical and environmental questions are negotiated; the planting of a Russian flag under the Arctic ice in 2007 and the projected Alaska LNG pipeline are cases in point. Along with scientists and politicians, writers and filmmakers have turned to the Arctic, and fashioned it as a testing ground for various global fantasies and anxieties. In our course, we will critically examine this recent interest in the high North by reading it through the prism of a long-standing imaginative investment in the Arctic. We will explore the ways in which the Arctic has functioned as a space for the projection of cultural fantasies since the voyages of Martin Frobisher in the 1570s. As the search for the Northwest Passage and the North Pole was relaunched in the nineteenth century, authors and visual artists figured the Arctic as a sublime and spectacular wasteland hostile to human inhabitation. Politically, the Arctic was turned into a seemingly “pure” space where heroic male explorers could demonstrate the supremacy of nation and empire. In the twentieth century, the Arctic played an important imaginative role as a space connecting the superpowers during the Cold War. As we will see, this legacy continues to haunt contemporary representations of the Arctic. At the same time, indigenous authors and filmmakers have challenged “Southern” views of the high North and offered powerful visions of the Arctic as a transnational homeland.

Texts and films to be discussed range from Mary Shelley’s Frankenstein and the cannibalism debate surrounding the disastrous Franklin expedition to contemporary Arctic dystopia in Sarah Moss’s Cold Earth and the mythological fiction of Inuit author Rachel Qitsualik-Tinsley. A detailed syllabus will be circulated before the beginning of the course. Students will be evaluated on the basis of an essay as well as additional smaller assignments.

This option will present students with an extensive coverage of the different ways in which new words are formed in English. The course will begin by a survey of the basic concepts relating to word-formation and morphology (affix, derivation, root, base, lexeme, opaqueness, transparency etc.). We shall then move on to examine the many different processes by which new words are formed in English (e.g. derivation, compounding, blending, clipping, sound-symbolism). The course ends with two relatively recent ways of putting together new words (cut-down puns and knock-knock words).

Course work includes regular attendance of the weekly sessions, homework assignments (theory handouts and practical exercises relating to various aspects of word-formation), and an end-of-term examination.

Language is a powerful instrument for constructing and reflecting social and community identities. Who we are, how we identify with our own social group, our attitudes to other groups and cultures, are all interconnected with language use and language values. This course investigates the role of language in constructing individual and social identities, and associated theories and models including those of language attitudes, evaluation, identification, and representation. Attention will also be given to the nature and boundaries of language communities, language and gender, and language and nationality.

Mode of study

1. lectures (20%)
2. reading and Moodle assignments (20%)
3. group work, oral group presentation, and final project essay (60%)

Learning outcomes

On successful completion of the course, a student will be able to:

1. Discuss the nature of the relationship between language, community, and society
2. Identify socio-cultural aspects of language use and identity construction
3. Evaluate the effect of attitudes on inter-group communication
4. Recognise and apply models of identity construction to language use
5. Do group work and conduct an independent piece of group research

Grading

scale 1-5

This course examines the question of murder and representation, with a special focus on gender issues. We will concentrate on one type of murder, serial murder, as a cultural narrative from the end of the 19th century to the present. During the course we will analyse the cultural imagery and social contexts of serial killing in Britain and the United States. In particular, we will try to answer this question: how are gender and “normalcy” constructed through murder and crime narratives? We will start with the case of Jack the Ripper - the first “modern” serial killer - and his victims, and move on to representations of male and female psychopaths. We will explore such different genres as films and documentary programmes as well as texts written by FBI agents, serial killers and psychiatrists. We will also read three novels: Robert Bloch's Psycho, Bret Easton Ellis' American Psycho, and Helen Zahavi's Dirty Weekend.

This course investigates the meanings of waste through literary and other cultural texts. Waste, through its numerous variants (rubbish, trash, dirt, filth, excrement, junk, refuse, pollution, garbage, litter, debris, and so on), is an unavoidable part of culture that reflects basic human compulsions, denials, desires and failures. It remains a pressing ethical and environmental question. Furthermore, as the ubiquitous ‘other’ of value and material consumption, it is inevitably both tangible and metaphoric. In its openness to recycling and classification, it has a lot in common with literature itself. During the course, we will study a range of theoretical perspectives that help us interpret and contextualize different types of waste appearing in fictions and elsewhere. We will also consider how understandings of waste depend on time and place, and how they have changed with new kinds of environmental awareness. Assessment will be by class participation and an essay.

This is an introductory survey course that will enable students to understand major research questions and goals in second language acquisition, the extent of current knowledge in this area of inquiry, and how we can view the same questions from different theoretical vantage points. Two of the central questions for discussion will be whether there is a critical period for the native-like acquisition of a second language and the extent to which second language grammars (including systematically occurring non-native errors in syntax, morphology, and phonology) can be directly attributed to the influence of the grammar of the learner's native language.

The course will consist of weekly instruction, weekly readings to be summarized orally by pairs of students, active participation in discussions, short data collection assignments, and a final exam.

This course will focus on the social aspects of language variation. The first half of the course will be devoted to a detailed discussion of some of the central issues in so-called Labovian sociolinguistics/microsociolinguistics. During the second half of the course the focus will be on a number of sociolinguistic topics including language and ethnicity, language, sex, and gender, language contact and language change.

A reading list will be provided at the beginning of the course.

Assessment is based on class participation, a presentation in the class, and a final essay.

This course will examine the development of British drama from the late seventeenth and eighteenth-century. Studying a selection of plays from genres including comedy, tragedy, satire, and ballad-opera, and attending to changes in the staging conventions of the period, we will examine the historical and social contexts of the drama and look at the theatre as a site of political and social debate that engaged with topics such as gender and power, imperialism, British identity, and political corruption.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.

Ensimmäisellä tapaamiskerralla sovitaan kurssin aikataulusta niin, että mahdollisimman moni kiinnostunut voisi kurssille osallistua.

Teacher and students will discuss the final timetable of the course at first meeting.