The SmartBear Collaborator extension for Microsoft Visual Studio provides integration between Microsoft Visual Studio and Collaborator. It allows you to create and participate in Collaborator reviews directly from within the Visual Studio IDE.
Download and install the extension (the extension uses a stand-alone installer).
Select Collaborator > Show Tool Window from the main menu of Visual Studio to open the Collaborator View panel.
If the extension is not configured yet, it will invoke a Getting Started wizard suggesting to configure connection to Collaborator server and environment settings.
Get information about incoming and outgoing reviews on the specified Collaborator server.
Create reviews as an author.
Participate in someone else's reviews as a reviewer or observer.
Modify review details, add or remove review participants, annotate, reject or cancel your reviews, communicate with other participants.
Microsoft Visual Studio 2017, 2015 or 2013. The Community, Professional and Enterprise editions are supported.
Collaborator Client on the computer where you are going to install the extension. The extension uses the Client to upload review materials to the server and to work with source control systems.
Collaborator Client must be properly configured to work with your source control system. See SCM Configuration and Source Control Integrations.
Collaborator Server 10.0 and later.
Since the extension checks the Collaborator server periodically, it may take up to 2 minutes to retrieve information about newly created user from the server.
Currently, the default SCM configuration chosen on the SCM page of the Visual Studio Extension's Options dialog does not synchronize with the SCM system specified via the ccollab set scm command. Avoid calling SCM commands simultaneously from the Visual Studio Extension and from the Command-Line Client.
If you run across any issues or problems, send the error log along with your question to Support.


European Mountain Ash (Sorbus aucuparia 'Xanthocarpa') in Edmonton Ft Fort McMurray Saskatchewan St Albert Alberta AB at Arrowhead Nurseries Ltd.
European Mountain Ash features showy clusters of white flowers held atop the branches in mid spring. The yellow fruits are held in abundance in spectacular clusters from early fall to late winter. It has dark green foliage throughout the season. The oval compound leaves turn an outstanding orange in the fall. The smooth olive green bark adds an interesting dimension to the landscape.


text:
Introduction / William Gray and Mary Robertson
David Gray and Ann Harcus
David Gray (b. 2nd November 1828) was married to Ann Harcus (b. 19th November 1819), the daughter of William Harcus and Jean Foulis, on Papa Westray in 1849. He was a farm servant at Holland and lived at Bolisbel at the time of the 1851 census.
They had at least six children:
William Gray b. 6th April 1851 who married Catherine Garson
Jane Gray b. 1st May 1853 who married John Smith
Ann Gray 2nd June 1855 who married James Foulis
David Gray b. 15th July 1857 who married Isabella McDonald
John Gray b. 17th June 1860 who married Eliza Rosie
Isabella Gray b. 12th June 1863 who married James Foulis
In the next two censuses, David is described as an agricultural labourer and ploughman, respectively, and living at the Newhouses, for the servants of Holland.
Ann Harcus died at Newhouses on 24th December 1874. David moved to Quoyola, Papa Westray sometime between then and 1881.
He was one of the crofters to appear before the Crofters Commission, resulting in a significant reduction in his rent.
David Gray, Quoylie, said he had eight acres arable, and over an acre of outrun. His rent was 8 pounds, and arrears of 20 pounds. He had reclaimed about half an acre, and rebuilt some of the houses.
Decision - The rent was reduced from 8 pounds to 3 pounds 14s. Of the 20 pounds arrears, 13 pounds was cancelled, and the balance of 7 pounds ordered to be paid up in one instalment of 1 pound, and two of 3 pounds each.
The Orkney Crofters - Their Evidence And Statements By Agents As Given Before The Crofter's Commission 1888, Ed. W R Mackintosh
David stayed on at Quoyola with his daughter, Isabella, and they can both be seen there in the 1901 census.
1901 - Quoyola, Papa Westray
Relation Status Age Occupation Born
David Gray Head Widower 72 years Farmer Papa Westray
Isabella Gray Dau Unmarried 37 years Papa Westray
David Gray died on 1st September 1907 and was laid to rest alongside his wife in St Boniface churchyard, Papa Westray.
Erected By David Gray,
In Memory of His Beloved Wife,
Ann Harcus,
Who Departed This Life, Dec 24th 1874,
Aged 57 Years -
Also The Above, David Gray,
Who Died Sept 1st 1907,

redpajama_set_name: RedPajamaCommonCrawl


Some call Randy Siegel's work, "postcards from the psyche." Influenced by his love for outsider art, Jungian psychology, and spirituality, Siegel delves into the subconscious—and at times the collective unconscious—to challenge viewers to think, feel, and perhaps remember something of themselves once forgotten. Whether teaching, coaching, writing, or painting, Siegel aspires to inspire all with whom he encounters to stand in their power by becoming the full expression of all they are.
© Copyright - Randy Siegel Art. All rights reserved.


text:
GUArtMuseum
Interns go behind the scenes at art museum
Published August 26, 2020 July 30, 2021 AuthorLouise Crossen
Griffith University Art Museum staff with some of the works in the collection.
Griffith University Art Museum (GUAM) is celebrating the 10th anniversary of its renowned internship program, which is now running online for the first time.
Over the past decade, more than 40 Griffith students and alumni have completed the 12-week program – an experience which has helped them start careers at leading institutions in Australia and internationally.
Internship graduates have gone on to work as curators, gallerists, registrars, conservators, educators, writers, installers and professional artists.
Dr Carol McGregor
Dr Carol McGregor, who now leads the Contemporary Australian Indigenous Art program at the Queensland College of Art (QCA), was one of the first students to complete the internship program back in 2010.
"It was an amazing opportunity to learn about a whole side of the art world that I'd never been exposed to before – we learnt about storage, hanging and conservation," she said.
"It opened my eyes to a whole world of employment opportunities within the arts industry.
"It also gave me a new insight into Griffith University's amazing art collection, which is on display across all of the campuses."
Fellow QCA alumnus Helen Bird went on to join the collections and exhibitions team at the Museum of Contemporary Art after completing the internship.
"The knowledge and skills I gained gave me the confidence to pursue roles in museums and galleries," she said.
GUAM Director Angela Goddard
Griffith University Art Museum Director Angela Goddard said the program gave students the skills they needed to secure employment.
"Being able to provide industry training is very important to us. We involve our interns in a diverse range of projects and work situations which prepares them for their future careers in museums and galleries," she said.
"We are passionate about identifying and nurturing talent early in people's careers. This type of workplace professional development is really valued by the sector and helps our interns stand out."
As part of the University's commitment to safe and flexible learning during COVID-19, GUAM began its first online internship program this trimester, welcoming domestic and international students into the remote program.
While working from home, interns have been able to focus on curatorial and collections research, online engagement, marketing and arts administration under the guidance of GUAM staff.
QCA student Qiaoying He
Qiaoying He is studying a Bachelor of Creative and Interactive Media at QCA, and is completing the GUAM internship from her home in Guangdong, China.
"Being a curator has always been one of my dreams," she said.
"Fortunately, the internship can be done online – although COVID-19 has had a big impact on all of us, I never thought of giving up."
Qiaoying has been working on interactive museum engagement as part of her studies at the QCA and has come up with a design concept for GUAM as part of her internship.
QCA student Virginie Senbel-Lynch
Virginie Senbel-Lynch is an emerging sculptor and curator. She is completing a Bachelor of Fine Art at the QCA – taking a leap of faith and pursuing a career in the arts after almost 20 years in the corporate world.
"I've gained such an insight into the collection at Griffith and an understanding of what happens behind the scenes at the art museum – I hadn't realised the scale of what's involved," she said.
"It's an amazing way to make industry connections, discover new artists and get inspiration for my own art practice.
"It's an exceptional opportunity, and the internship is one of the main reasons I transferred from studying fine art on Open Universities to enrolling at the QCA.
"We are so lucky to have an institution like GUAM at Griffith – they are constantly pushing the boundaries and presenting work in new ways, it's encouraged me to think outside the box."
Virginie juggles her studies and internship with two teenage children, but said all of the hard work was worth it.
"I'm following my passion – you only have one life, and it's about making the most of it," she said.
"As a mature-age student I know why I'm here and I put 110 percent into it. The internship is part of that."
Categories Arts Education Law, COVID-19, GUArtMuseum, GUMURRII, home, Inside Griffith, International students, Internships, News articles, Queensland College of Art, Student success, Visual and creative artsTagged Angela Goddard, Bachelor of Creative and Interactive Media, Bachelor of Fine Art, Carol McGregor, Griffith University Art Museum, Internships, Qiaoying He, Queensland College of Art, Virginie Senbel-Lynch


A well reputed Auto Parts Factory is looking for PU Machine Operator in Karachi. Interested candidate can apply. Candidate must have experience in relevant field. Attractive salary Package will be given. You can apply online at vacancy after registering at http://www.jobz.pk site.


text:
President Biden Discusses U.S. COVID-19 Response
WASHINGTON, DC - AUGUST 23: U.S. President Joe Biden speaks about COVID-19 vaccines in the South Court Auditorium at the White House complex on August 23, 2021 in Washington, DC. On Monday morning, the U.S. Food and Drug Administration (FDA) announced full approval of the Pfizer-BioNTech coronavirus vaccine for people 16 and older, making it the first vaccine to move beyond emergency use status in the U.S. (Photo by Drew Angerer/Getty Images)
Contact your local office for all commercial or promotional uses. Full editorial rights UK, US, Ireland, Canada (not Quebec). Restricted editorial rights for daily newspapers elsewhere, please call.
Drew Angerer / Staff
8219 x 5479 px (27.40 x 18.26 in) - 300 dpi - 11 MB
License informationPrivacy policyCustomer support


The vision for the circular economy is to decouple economic growth from the use of global resources. Naturally, circularity raises multiple questions for industry, including waste management, consumer behavior, corporate responsibility and decarbonization. The challenge is to move from a circular economy vision to a viable and sustainable business model. While circularity provides a framework to potentially reduce corporate environmental footprints, it takes sound measurement with a Life Cycle Assessments (LCA) methodology to guide companies to prioritize and analyze the effectiveness of their efforts. The prize? Purposeful business aligned with the limits of the planet.
The European Environment Agency and the Ellen MacArthur Foundation – both key players in the circular economy – reached a level of consensus, defining circularity as an alternative to the current Take | Make | Consume | Dispose economic model. Because circularity is still relatively new and not fully mainstream, sustainability practitioners have debated the complementarity (or lack thereof) between LCA and circularity. Let's shed some light on this debate.
Based on the definition above, circularity is a vision for sustainable business models, rather than a methodology. On the other hand, the ISO 14040 and 14044 standards walk businesses through every step of implementing Life Cycle Thinking across their value chain. Where circularity systematically encourages recycling, LCA may leverage, in very specific examples, this scientific methodology to point to energy recovery as being more environmentally performant.
Where circularity focuses on resources and emphasizes the economic implications of using recycled or reused materials and product life extension, LCA identify environmental hotspots across a product's entire life cycle. Circularity is a vision for the global economy to shift gears for a sustainable future, where LCA add an environmental dimension for decision-makers to explore new design solutions. To a large extent, both require similar data.
Raising the bar for industry to combine LCA and circularity, BASF used LCA to assess the environmental performance of a fruit and vegetable bag they developed using the partially bio-sourced and 100% compostable ecovio® material. Using comparative LCA, BASF could confirm ecovio® improves the environmental performance of their bags against conventional alternatives, by enabling consumers to reclaim and collect more food waste. This increases compost and bio-methane production, which ultimately fosters circularity.
Businesses are still developing relevant circularity performance indicators. They tend to focus on the impact of end-of-life processes, considering for example how much they recycle and the portion of their products that is in fact recyclable. The result is a diversity of scientific considerations, which currently does not allow for aggregation in a single metric. Turning to LCA does, however, allow companies to compare circularity pathways and select the most environmentally performant.
Identifying environmental hotspots helps a company pinpoint where to focus circularity efforts. Based on the same metrics, eco-designing processes empower businesses to select design solutions by targeting the products, impacts and life cycle stages with the best environmental outcomes. L'Oréal notably developed the SPOT methodology to measure their eco-designed product's social and environmental improvements. Now an integrated tool, SPOT is a mandatory marker for the entire group's product design teams.
Indeed, using LCA metrics allows businesses to design products for the circular economy. It is also a great starting point for bold sustainability goal setting. For instance, Danone worked with Quantis to develop the PETER tool and launch the "Recyclable by Design" concept, with a particular focus on packaging. PETER now computes key indicators in a way that empowers internal innovators and streamlines the group's approach to science-driven goal setting aligned with Danone's broader sustainability strategy.
Increasingly attuned to planning for limited access to global resources, businesses have turned to the vision of a circular economy to improve their current practices. Building on the global drive toward goal setting, circularity propels businesses to plan and track progress on all their environmental challenges as they do with carbon.
Backed by LCA, circularity guides companies one step further, to consider planetary boundaries in their sustainability strategies. In other words, it is the drive to align corporate action with what the Earth can accommodate without suffering irreversible damage. Like vaulting champions use their poles to set their records against a common yardstick, companies can also harness LCA and circularity to prioritize their efforts and ensure their businesses models are fit-for-purpose (see graph).
In a dense ecosystem of sustainability tools, LCA are the compass guiding companies toward aligning their circularity goals to larger, purpose-driven strategies.
For guidance on combining LCA and circularity, contact Quantis' expert Marcial Vargas-Gonzalez.


text:
Gun Parts & Mods
Buying Tips & Reviews
Free Deals
bluebook & values
Survival & Prepper
Buying Tips & Info
Licenses & Carry Laws
Technique & Skills
Guns & Gadgets Daily
This is a site written by gun experts about guns, gear and the 2nd Amendment. And, sometimes, we highlight the humorous side of the gun world.
Get Guns & Gadgets Daily delivered to your inbox five days a week. Enter your email to be added to our list!
You are here: Home / By Interest / 10 MORE Pro-Gun Memes to Make You a Social Media Superstar
10 MORE Pro-Gun Memes to Make You a Social Media Superstar
June 19, 2019 By Trace Munson
Did you know that every time you share a pro-gun meme, Nancy Pelosi gets heartburn?
Memes are essentially the bumper stickers of the Internet, only better, because they don't leave a sticky outline that you can spend hours trying to scrape off with your fingernail. They may be little more than an image and a few words–most memes don't have more than 15 words of text–but they encapsulate a thought, a concept, in ways that a full-length feature article might struggle to match. And if you're a Second Amendment supporter, they're a fun way to entertain your buddies on social media. This month, we've got 10 hot new pro-gun memes for you to click, save, and share…
1. Compensating for something? Well, I never!
Wonder what that trigger pull weight would be. And where I can buy one.
2. Also, where can I buy a box of those?
That would be a rather undignified end for a home invader, but imagine the fun the coroner would have!
3. I hope it works better than the cup holder in my old tower computer…
Personally, I'm holding out for the model with a sunroof.
4. Introducing the new Cory Booker-approved AR-15!
They should put a couple nails in there while they're at it. It's a force multiplier!
5. It's never too early to pick up an expensive habit!
Hey man…could you, like, hook me up with an AR? Come on, I'll pay you back…
6. But that waistline is so unflattering…
Why didn't I think of this? Now I have to go find another future ex-Mrs. Munson.
7. If it makes you feel any better, the anti-gunners hate the pink ones, too.
Who knew anti-gunners were such racists?
8. Oh, I'm so triggered right now!
I'll be in my bunk. Nobody disturb me for at least 10 minutes.
But also, I need an AR.
10. Say it louder, so they can hear it from the bleachers…
Trace Munson
Trace, a proud Special Farces who goes commando, is dedicated to pubic service. Although he's a legend among YouTube commenters, he actually began life as a humble dingleberry farmer. Now, no subject is too moist or sensitive for his incisive odor and scintillating lymph nodes.
Filed Under: By Interest, Security & Defense Tagged With: AR-15, black rifles, gun rights, memes, pro-gun, Second Amendment, Trace Munson
Criminals get guns from law abiding folks?
Some guys steal a truck, drive it through the front of a gun shop, smash the place up in order to steal everything they can get their hands on, then jump in the getaway car after maybe 90 seconds. Those guns later end up on the streets in towns ALL AROUND THE COUNTRY, sold at exorbitant prices, because the people buying them knot they can't legally obtain a firearm.
Ok, so that's your definition of "law abiding folks". How do you describe "violent career criminal"?
Jonesy says
I love it but it missing something.
Black life matters too
Lincoln – the Freedom signer
Common Sense says
@ "I know I'm Right"
If we take away rights and/or objects (linked to property rights) simply because idiots misuse them, then we should definitely take away your freedom of speech and internet in order to combat stupidity.
You must be on the Bernie Sanders 2020 campaign, eh?
*Freedom doesn't care about your feelings or your nonsense!*
randyG says
re meme 4: if you add nails to the assault stick you have added modern improvements over an original stick. Not to mention the sights and large capacity magazine. they did add a bipod foregrip but at least it doesn't have a pistol grip. Even tho they have machined the stick at least it's not black or pink.
Mason says
No. 9 is my favorite. I grew up in Detroit during the Rosa Parks era, and never had any feeling or never observed that only blacks sat at the back of any bus. Everyone sat where they could find a seat regardless of color. My school friends and I would always go to the back so we could act up without the driver threatening us. What I do remember that those blacks who worked restaurants and whose clothing smelled heavily of fry-grease sat in the back. But otherwise we all were free, including the greasy, to sit wherever. I took buses most of my youth until I could afford a car of my own at age 20. Mother took buses too. Only dad owned a car.
I was oblivious to discrimination, and never felt a "need" to sit somewhere special on a bus or in a church. But then, I was white and likely would not have noticed anything amiss.
bob onit says
"'we cannot attack the united states ,there would be a rifle behind every blade of grass" ,attributed to admiral isoroku yamamoto,though no one can find it written anywhere it is attributed to "the prange files "Gordon w. prange senior historian on gen.macarthur's staff
OlCrustyVet says
Will S. says
That's not a safe space.
There is no ammo!
I love the smell of gun oil in the morning
glock19fan says
I like the meme No. 10. For sure that without privately owned guns there will be genocides. Remember Stalin, Hitler, Mao, Pol Pot and Idi Amin. And keep an eye on Venezuela.
JonsOn says
The last one is the best. The gun grabbing democrats ARE the reason we have a 2nd amendment.
Anthony Romano says
I know this is a really old statement but what don't the anti gunners get about the old adage "if guns are outlawed only outlaws will have guns??! Gun control affects only us law abiding folks.
I know I'm Right says
Criminals get guns from law abiding folks. Gun manufacturers don't bulk sale guns to criminals. By tightening the requirements to get a gun, you can reduce the amount of sales to incompetent people who don't know how to responsibly own a gun.
Nobody is campaigning to get rid of guns, but many gun owners today should not be gun owners. This is proven by the sheer number of accidental shootings. Stop defending the rights for idiots to have guns and start asking for gun requirements that help keep people safe.
ronnie says
I know I'm right?::And we know you're wrong! Can you identify what makes a person know how to responsibly own a gun? Can you identify these people? You must be part of the DNC crowd. Since they can't identify the bad apples maybe they just point the finger at every gun owner. Hummm, sounds familiar.
Yeah they are called "Liberals"…. The rest of us know right from wrong!
That's like saying if you sew everyone's asshole shut you'll end water pollution .gun control is idiotic on it's face ,and worse it is promoted by idiots
The Bearded Pretender says
By enforcing the laws on the books and not plea bargaining with those that do straw purchases and sell to the Criminal Thugs and Outlaws, we could stop it.
There are millions of times guns stop crimes without ever being shot, I have been in two or three of those situations itself.
A guy with a knife in my garage late at night, two guys kicking my door mid day to rob my house, etc..
Outlaw guns or cause guns to be registered and you will create felons out of everyday Citizens.
You will cause crime to escalate when the criminals are the only ones with guns.
They outlawed guns in London, now they have more murders with knifes there than New York City does.
When you take all the incompetent people out of cars and Thugs out of the cities, I'll give up my guns
Thank God For The 2nd Amendment says
I Know I'm Right, did you actually read that dribble you just wrote? Do you really believe it or was it sarcasm?
How about all the idiots that shouldn't be driving (noted by the amount of 'accidents' ). And that's a privilege not a right.
That is blatantly false. Anyone who supplies guns to criminals are criminals themselves. Have you not read any of the laws regarding gun ownership and possession:?
Johnny Winchester says
Let's see if that works. First let's start with driver's licenses
When I hear some politician, columnist, editorialist, etc., talk about gun control to .stop homicides, I offer the same challenge. Write the exact language that would prevent not only the headline grabbing mass killing but also the drip-drip-drip of daily homicides in our cities- like Baltimore. Guns are inaminate objects, like cars. To become problematic they require human action.
Popular Outdoorsman
Popular Everyday Carry
Contribute to G&GD
Best Outdoor Gear
Hunting Safety
Copyright © 2021 Brand Avalanche Media, LLC.
Guns & Gadgets Daily is a wholly owned subsidiary of Brand Avalanche Media, LLC. This copyrighted material may not be republished without express permission. The information presented here is for general educational purposes only. MATERIAL CONNECTION DISCLOSURE: You should assume that this website has an affiliate relationship and/or another material connection to the persons or businesses mentioned in or linked to from this page and may receive commissions from purchases you make on subsequent web sites. You should not rely solely on information contained in this email to evaluate the product or service being endorsed. Always exercise due diligence before purchasing any product or service. This website contains advertisements.


text:
Education in Finland
(Redirected from Higher education in Finland)
Overview of education in Finland
Minister of Education
Minister of Science and Culture
Jussi Saramo
National education budget (2018)
€ 11.9 billion[1]
Finnish, Swedish, English
since 1970s
99.7% (graduating)
Secondary diploma
54% ac., 45% voc.
Post-secondary diploma
44% (of 25-64 year-olds)[2]
Secondary and tertiary education divided in academic and vocational systems
The education system in Finland consists of daycare programmes (for babies and toddlers), a one-year "pre-school" (age six), and an 11-year compulsory basic comprehensive school (age seven to age eighteen). Nowadays secondary general academic and vocational education, higher education and adult education are compulsory.
During their nine years of common basic education, students are not selected, tracked, or streamed.[3] There is also inclusive special education within the classroom and instructional efforts to minimize low achievement.[3] After basic education, students must choose to continue with secondary education in either an academic track (lukio) or a vocational track (ammattioppilaitos), both of which usually take three years and give a qualification to continue to tertiary education. Tertiary education is divided into university and polytechnic (ammattikorkeakoulu, also known as "university of applied sciences") systems. Universities award licentiate- and doctoral-level degrees. Formerly, only university graduates could obtain higher (postgraduate) degrees, however, since the implementation of the Bologna process, all bachelor's degree holders can now qualify for further academic studies. There are 17 universities and 27 universities of applied sciences in the country.
The United Nations Development Programme derived an Education Index, a reflection of mean years of schooling of adults and expected years of schooling of children, that placed Finland fourth in the world as of 2019.[4]
Finland has consistently ranked high in the PISA study, which compares national educational systems internationally, although in the recent years Finland has been displaced from the very top. In the 2012 study, Finland ranked sixth in reading, twelfth in mathematics and fifth in science, while back in the 2003 study Finland was first in both science and reading and second in mathematics.[5] Finland's tertiary Education has moreover been ranked first by the World Economic Forum.[6]
While celebrated for its overall success, Finland had a gender gap on the 2012 PISA reading standards identified in a 2015 Brookings Institution report, but this can be put down to many factors such as the choice of the field of work into which each gender goes.[7] The performance of 15-year-old boys then was not significantly different from OECD averages and was 0.66 of a standard deviation behind that of girls the same age.
The governments of Jyrki Katainen, Alexander Stubb and Juha Sipilä cut education funds in Finland over 2011-2018 by a total of €1.5 billion. The number of university and college employees was cut by more than 7500.[8]
2 Early childhood education
3 Basic comprehensive education
4 Upper secondary education
4.1 Advanced curricula in the upper academic school
5 Teachers
6 Tertiary education
6.1 Tuition fees
7 Adult education
8 Duties
9 Future prospects
9.1 Higher education system restructuring
10 National Curriculum Framework 2016
11 Media and technology
This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2021) (Learn how and when to remove this template message)
Literacy is a key part of Lutheranism, the state and majority religion of Finland, as Christians are supposed to be able to read the Bible in their native language. Bishop Mikael Agricola studied under Martin Luther and translated the New Testament to Finnish in 1548. The first university in Finland (Royal Academy of Turku) was founded in 1640. Literacy reached over 50% in the late 18th century and 80-90% in the mid-19th century. Where there were no schools in a municipality, reading was taught in traveling schools (kiertokoulu). Confirmation, a rite of transition to adulthood, is only permissible for the literate, and enables e.g. entrance into marriage. Official statistics are available from 1880, when literacy was 97.6%.[9] The early system under Swedish rule was in Swedish and consisted of a basic "pedagogio" for teaching reading and writing, a trivial school teaching grammar, Latin, Greek, rhetoric and dialectics, a gymnasium preparing for university, and the university. In the 19th century, the system evolved into what was later known as kansakoulu ("people's school") and oppikoulu ("learning school"), including high school (lukio), followed by university. In mid-19th century, Finnish became an official language, and gradually replaced Swedish as the schooling language. In 1898, everyone was given the right to attend kansakoulu. Attendance reached 50% in 1911 and became mandatory in 1921; municipalities were obliged to provide the schooling.[10] Free school lunches became mandatory in 1948. Oppikoulu, entered at the age of 10, was still optional and entrance was competitive. Since it was the only way to university education and entrance was heavily affected by the status and choices of parents, it severely limited the opportunities of the less-well off. Working-class people would often complete only the kansakoulu and enter the workforce. This system was phased out in 1972–1977 in favor of the modern system where grades 1-9 are mandatory. After the age of 15, the system bifurcates into academic (lukio) and vocational tracks (ammattioppilaitos) both at the secondary and tertiary levels. Recently, it became formally possible to enter tertiary education with a vocational degree, although this is practically difficult as the vocational study plan does not prepare the student for the university entrance exams.
Early childhood education[edit]
In Finland, high class daycare and nursery-kindergarten are considered critical for developing the cooperation and communication skills important to prepare young children for lifelong education, as well as formal learning of reading and mathematics. This preparatory period lasts until the age of 7.
Finnish early childhood education emphasizes respect for each child's individuality and chance for each child to develop as a unique person. Finnish early educators also guide children in the development of social and interactive skills, encourage them to pay attention to other people's needs and interests, to care about others, and to have a positive attitude toward other people, other cultures, and different environments. The purpose of gradually providing opportunities for increased independence is to enable all children to take care of themselves as "becoming adults, to be capable of making responsible decisions, to participate productively in society as an active citizen, and to take care of other people who will need his [or her] help." [11]
To foster a culture of reading, parents of newborn babies are given three books - one for each parent, and a baby book for the child - as part of the "maternity package".[12] According to Finnish child development specialist Eeva Hujala, "Early education is the first and most critical stage of lifelong learning. Neurological research has shown that 90% of brain growth occurs during the first five years of life, and 85% of the nerve paths develop before starting school (NB: at the age of seven in Finland)."[13] "Care" in this context is synonymous with upbringing and is seen as a cooperative endeavor between parents and society to prepare children physically (eating properly, keeping clean) and mentally (communication, social awareness, empathy, and self-reflection) before beginning more formal learning at age seven. The idea is that before seven they learn best through play, so by the time they finally get to school they are keen to start learning.
Finland has had access to free universal daycare for children aged eight months to five years in place since 1990, and a year of "preschool/kindergarten" at age six, since 1996. "Daycare" includes both full-day childcare centers and municipal playgrounds with adult supervision where parents can accompany the child. Municipalities also pay mothers who wish to do so to remain at home and provide "home daycare" for the first three years. In some cases this includes occasional visits from a careworker to see that the environment is appropriate.[14] The ratio of adults to children in local municipal childcare centers (either private but subsidized by local municipalities or paid for by municipalities with the help of grants from the central government) is, for children three years old and under: three adults (one teacher and two nurses) for every 12 pupils (or one-to-four); and, for children age three to six: three adults (one teacher and two nurses) for every 20 children (or circa one-to-seven). Payment, where applicable, is scaled to family income and ranges from free to about 200 euros a month maximum.[15] According to Pepa Ódena in these centers, "You are not taught, you learn. The children learn through playing. This philosophy is put into practice in all the schools we visited, in what the teachers say, and in all that one sees."[16]
Early childhood education is not mandatory in Finland, but is used by almost everyone. "We see it as the right of the child to have daycare and pre-school," explained Eeva Penttilä, of Helsinki's Education Department. "It's not a place where you dump your child when you're working. It's a place for your child to play and learn and make friends. Good parents put their children in daycare. It's not related to socioeconomic class".[17]
The focus for kindergarten students is to "learn how to learn", Ms. Penttilä said. Instead of formal instruction in reading and math there are lessons on nature, animals, and the "circle of life" and a focus on materials- based learning.[17] It is strongly believed that when children develop learning to learn as a life skill and see the real life applications of the knowledge they gather, they will become lifelong learners.[18]
Basic comprehensive education[edit]
Vocational degrees
Typical ages
doctor employment
master master (new) (+2-3)
bachelor bachelor (+3-4)
upper secondary school (compulsory from September 2021, previously optional) vocational school (compulsory from September 2021, previously optional) 18-19
comprehensive school (compulsory) 15-16
The compulsory educational system in Finland consists of a nine-year comprehensive school from 1st to 9th grade, (Finnish peruskoulu, Swedish grundskola, "basic school"), and with new legislation, the compulsory education was expanded to ages of 7 to 18 and to include upper secondary school (Finnish lukio, Swedish gymnasium) or vocational school (Finnish ammattikoulu, Swedish yrkesskola, "profession school").[19] (Homeschooling is allowed, but rare.) There are no "gifted" programs, and the more advanced children are expected to help those who are slower to catch on.
In most countries, the term "comprehensive school" is used to refer to comprehensive schools attended after primary school, and up to 12th and 13th grade in some countries, but in Finland this English term is used to include primary school, i.e. it is used to refer to all of the grades 1 to 9 (and not higher grades). One can of course also describe the Finnish grades 1 to 6 in English as being comprehensive schools, but this is unnecessary and confusing because primary schools have always been comprehensive in almost all countries, including Finland. In addition, it is best to not try to translate the Finnish term peruskoulu with a single term in English. In order to avoid confusion in English, it is best to describe the Finnish compulsory education system as consisting of 6-year primary schools, called alakoulu or ala-aste in Finnish, followed by comprehensive 3-year middle schools, called yläkoulu or yläaste in Finnish. Although this division of the peruskoulu into two parts was officially discontinued, it is still very much alive — the distinction is made in everyday speech, the teachers' training and classification and teaching, and even in most school buildings. In addition, the use of two different terms for grades 1-6 and 7-9 is easier to understand for people from most other countries, most of which do not have a single term for primary and middle schools. On the contrary, middle schools and high schools are usually included in the term secondary education in English, which is why the use of this term in English is often confusing for Finns. (The Finnish direct translation toisen asteen koulutus/oppilaitos only refers to schools after 9th grade, i.e. high schools, vocational schools, etc.)
Schools up to the university level are almost exclusively funded and administered by the municipalities of Finland (local government). There are few private schools. The founding of a new private comprehensive school requires a decision by the Council of State. When founded, private schools are given a state grant comparable to that given to a municipal school of the same size. However, even in private schools, the use of tuition fees is strictly prohibited, and selective admission is prohibited, as well: private schools must admit all its pupils on the same basis as the corresponding municipal school. In addition, private schools are required to give their students all the education and social benefits that are offered to the students of municipal schools. Because of this, existing private schools are mostly faith-based or Steiner schools, which are comprehensive by definition.
Teachers, who are fully unionized, follow state curriculum guidelines but are accorded a great deal of autonomy as to methods of instruction and are even allowed to choose their own textbooks.[20]
Classes are small, seldom more than twenty pupils.[21] From the outset pupils are expected to learn two languages in addition to the language of the school (usually Finnish or Swedish), and students in grades one through nine spend from four to eleven periods each week taking classes in art, music, cooking, carpentry, metalwork, and textiles.[22] Small classes, insisted upon by the teachers' union,[citation needed] appear to be associated with student achievement, especially in science.[23] Inside the school, the atmosphere is relaxed and informal, and the buildings are so clean that students often wear socks and no shoes. Outdoor activities are stressed, even in the coldest weather; and homework is minimal to leave room for extra-curricular activities.[24] In addition to taking music in school, for example, many students attend the numerous state-subsidized specialized music schools after class[25] where for a small fee they learn to play an instrument as a hobby and study basic solfège and music theory using methods originated in Hungary by Kodály and further developed by the Hungarian-born Finn Csaba Szilvay and others.[26]
Reading for pleasure is actively encouraged (Finland publishes more children's books than any other country). Television stations show foreign programs in the original languages with subtitles, so that in Finland children even read while watching TV.[27][28]
During the first years of comprehensive school, grading may be limited to verbal assessments rather than formal grades. The start of numerical grading is decided locally. Most commonly, pupils are issued a report card twice a year: at the ends of the autumn and spring terms. There are no high-stakes tests.
Grades are awarded on a scale from 4 to 10. In individual exams, but not on school year report or basic education certificate, it is also possible to divide the scale further with '½', which represents a half grade, and '+' and '–', which represent one-fourth a grade better or worse. For example, the order is "9 < 9+ < 9½ < 10– < 10". The grade '10+' can also be awarded for a perfect performance with extra effort by the student.
If a comprehensive school pupil receives a grade of 4 for a particular subject at the end of the spring term, they must show that they have improved in the subject by sitting a separate examination at the end of summer term. If the pupil receives multiple failing grades, they may have to repeat the entire year, though it is considered far preferable to provide a struggling student with extra help and tutoring. In the rare case where a student needs to repeat, the decision is made by the teachers and the headmaster after interviewing the pupil and the parents.
Comprehensive school students enjoy a number of social entitlements, such as school health care and a free lunch every day, which covers about a third of the daily nutritional need.[29] In addition, pupils are entitled to receive free books and materials and free school trips (or even housing) in the event that they have a long or arduous trip to school.
In December 2017 the OECD reported that Finnish fathers spend an average of eight minutes a day more with their school-aged children than mothers do.[30][31][relevant?]
Upper secondary education[edit]
Upper secondary education begins at 15 or 16 and lasts three to four years (roughly corresponding to the last two years of American high school plus what in the USA would be a two-year Community or Junior College). It used to be optional, but has since become compulsory since September 2021. Finnish upper secondary students may choose whether to undergo occupational training to develop vocational competence and/or to prepare them for a polytechnic institute or to enter an academic upper school focusing on preparation for university studies and post-graduate professional degrees in fields such as law, medicine, science, education, and the humanities. Admissions to academic upper schools are based on GPA, and in some cases academic tests and interviews. For example, during the year 2007, 51% of the age group were enrolled in the academic upper school.[32]
The system, however, is not rigid and vocational school graduates may formally qualify for a university of applied sciences or, in some cases, university education; conversely, academic secondary school graduates may enroll in vocational education programs.[33] It is also possible to attend both vocational and academic secondary schools at the same time. Tuition is free, and vocational and academic students are entitled to school health care, a free lunch, books and a transport to the school.
Upon graduation, vocational school graduates receive a vocational school certificate. Academic upper secondary school graduates receive both secondary school certification and undergo a nationally graded matriculation examination (Finnish: Ylioppilastutkinto). This was originally the entrance examination to the University of Helsinki, and its high prestige survives to this day. Students in special programs may receive a vocational school certificate and take the matriculation examination (kaksoistutkinto) or all of the three certifications (kolmoistutkinto). Approximately 83% of the upper academic school students, or 42% of the age group, complete the matriculation examination.[34]
Polytechnic institutes require school certification for admission, whereas the matriculation examination is more important in university admissions. However, some tertiary education programs have their own admission examinations, and many use a mixture of both.
Advanced curricula in the upper academic school[edit]
In relation to mathematics, the second national language and foreign languages, a student can choose to study a curriculum from different levels of difficulty. Students choose their relevant levels at the beginning of school, when selecting appropriate courses, and at the end of school, when registering for the matriculation exam in order to receive the relevant exam paper. These two choices are not directly linked, but students generally keep the level the same for the matriculation exam. One common exception to this rule of thumb occurs when a student has barely completed a higher level course and is unsure of their performance in the matriculation exam. In those cases, a student may elect to take an easier exam.
In mathematics, the advanced level is in practice a prerequisite for the more competitive university science programs, such as those of the universities of technology, other university mathematical science programs, and medicine.[35] In mathematics, 20% of the matriculation examinees take the advanced level.[36] The nationwide matriculation exam together with entirely percentile-based grading provides an easy way to objectively classify each student based on their mathematical ability, regardless of the year when the exam was taken. For example, assuming that the best mathematical students are selected first to the upper academic school and then to the advanced mathematics curriculum, the students achieving laudatur would comprise the mathematically best 0.4% of the age group, comparable to 800 SAT mathematics section.[37] The percentile equality does not, however, mean that the absolute level of a laudatur student in the advanced mathematics in Finland is equal to that of an 800 SAT student in the US, due to differences in the mean quality of the population.
Teachers[edit]
Finnish children in a 1950s classroom photo taken at the Saaristopiiri School in Eurajoki. The teacher of the picture (left) is the young Mauno Koivisto, thirty years before his presidency.
Both primary and secondary teachers must have a master's degree to qualify. Teaching is a respected profession and entrance to university programs is highly competitive.[38] A prospective teacher must have very good grades and must combat fierce opposition in order to become a teacher.[39] Only about 10% of applicants to certain programs are successful.[40]
Tertiary education[edit]
See also: List of universities in Finland
See also: Academic ranks in Finland
This article possibly contains original research. Please improve it by verifying the claims made and adding inline citations. Statements consisting only of original research should be removed. (July 2014) (Learn how and when to remove this template message)
University of Jyväskylä Ylistönrinne campus
There are two sectors in the tertiary education: traditional universities (yliopisto, universitet) and universities of applied sciences (ammattikorkeakoulu, yrkeshögskola, or AMK/YH for short). Admissions are based on the high school final GPA, the high school final exam (the abitur), and the university entrance examinations. The selection process is fully transparent, merit-based, and objective; there are no application essays, no human factor in selection, no underrepresented minority support (except for preset quotas for Swedish speakers), and no weight on extracurricular activities. Moreover, the entrance examinations are rarely long multiple-choice exams, and instead consist of a smaller number of longer and more complicated questions that are supposed to test more than memorization and quick mechanical problem solving. Therefore, the selection process is very different from many other countries.
The focus for universities is research in science, and they give theoretical education. In many programs graduating with a master's degree is expected, with no separate admissions process between Bachelor and master's degrees. The universities of applied sciences focus more on responding to the needs of the world of work and they engage in industry development projects. The nature of research is more practical and theories are applied to advanced problem solving. For example, physicians are university graduates, whereas registered nurses and engineers graduate from universities of applied sciences. (However, universities also award degrees in Nursing Science and Engineering.) The vocational schools and universities of applied sciences are governed by municipalities, or, in special cases, by private entities. (As an exception to the rule, the Police College is governed by the Ministry of the Interior.) All Finnish universities, on the other hand, were owned by the state until 2010, after which they have been separated from the state into foundations or corporations under public law. A bachelor's degree takes about three–four years. Depending on the programme, this may be the point of graduation, but it is usually only an intermediate step towards the master's degree. A bachelor's degree in a university of applied sciences (a polytechnic degree), on the other hand, takes about 3,5–4,5 years. Polytechnic degrees are generally accepted as equivalent to university degrees.[41]
Graduates from universities and universities of applied sciences are able to continue their studies by applying to master's degree programmes in universities or universities of applied sciences. After bachelor's degree graduates have completed three years' work experience in their field, they are qualified to apply for master's degree programmes in universities of applied sciences which are work- and research-oriented. Lower university degree graduates are also qualified to apply, but with additional studies. The master's degree programme in universities of applied sciences takes two years and can be undertaken in conjunction with regular work. After the master's degree, the remaining degrees (Licentiate and Doctor) are available only in universities. All master's degrees qualify their recipients for graduate studies at doctoral level.
The equivalence discussed above is only relevant when applying for public sector jobs.
In universities, membership in the students' union is compulsory. Students' unions in universities of applied sciences are similarly recognized in the legislation, but membership is voluntary and does not include special university student health care (which is organised and partly financed by the students' unions). Finnish students are entitled to a student benefit, which may be revoked if there is a persistent lack of progress in the studies.
Some universities provide professional degrees. They have additional requirements in addition to merely completing the studies, such as demonstrations of competence in practice. An example of such a degree is Lääketieteen lisensiaatti, medicine licentiat, Licentiate of Medicine. A Bachelor of Medicine (lääketieteen kandidaatti, medicine kandidat) is allowed to conduct clinical work under the supervision of senior medical staff. The Licentiate of Medicine is not equivalent to licentiate's degree in other fields, but to a master's degree. For this reason, no Licentiate's thesis is required unlike in other fields. The equivalent of a Medical Doctor in the U.S. sense is therefore not called "doctor", but licentiate. The research doctorate, which is equivalent to a PhD in Medicine, is called "Doctor of Medicine" (lääketieteen tohtori, medicine doktorsexamen).
After the master's degree, there are two further post-graduate degrees — an intermediate postgraduate degree, called Licentiate, and the doctoral (Doctorate) degree. A Licenciate programme has the same amount of theoretical education as a Doctor, but its dissertation work has fewer requirements. On the other hand, the requirements for a doctoral dissertation are a little bit higher than in other countries.
The most typical Finnish doctoral degree is Doctor of Philosophy (filosofian tohtori, filosofie doktorsexamen). However, universities of technology award the title Doctor of Science (Technology), tekniikan tohtori, teknologie doktorsexamen and there are several branch-specific titles, e.g., in medicine lääketieteen tohtori, medicine doktorsexamen, in art taiteen tohtori, and in social sciences valtiotieteen tohtori, politices doktorsexamen.
Tuition fees[edit]
Up until 2017, public universities in Finland did not collect tuition fees. However, since the 1990s there had been plans at government level to introduce tuition fees to students from outside the European Union/EEA. The students' organisations have opposed those plans.
Since the autumn semester 2017, students from outside the EEA have to pay tuition fees of at least 1,500 euros per year to study in Finland, while students from the EEA continue to study for free.[42][43] Typical tuition fees for non-European students range from around 6,000 to around 18,000 euros per year depending on the university and programme.[43] The goal of the fees was to "advance these institutions' opportunities for education export and also expand their funding base", "putting greater emphasis on educational quality as a competitive factor."[44]
Adult education[edit]
Completing secondary school on a vocational programme with full classes on a three-year curriculum provides a formal qualification for further studies. However, it may prove necessary to obtain post-secondary education before being admitted to a university, as the entrance examinations require a relatively high level of knowledge. Post-secondary education is provided by municipal schools or independent 'adult education centres', which can give either vocational education or teaching at comprehensive or upper secondary school levels. It is possible to obtain the matriculation diploma, or to better the comprehensive school grades, in these programmes. A new trade can also be learned by an adult at an adult education centre (aikuiskoulutuskeskus, vuxenutbildningscenter), for example, if structural change of the economy has made the old trade redundant.
In universities, the "Open University" (Finnish: Avoin yliopisto, Swedish: öppet universitet) programme enables people without student status to enroll in individual university courses. There are no requirements, but there is a modest tuition fee (e.g., 60 euros per course). Universities of applied sciences have their own similar programme (Finnish: Avoin ammattikorkeakoulu, Swedish: öppen högskola). While "Open University" students cannot pursue studies towards a degree, they may, after passing a sufficient number of separately determined courses with a sufficiently high grade point average, be eligible for transfer into an undergraduate degree program. Alternatively, a few institutions offer foreign qualifications, such as the private Helsinki School of Business, which offers the UK-accredited Higher National Diploma, enabling graduates to earn an undergraduate degree after completing a top-up year abroad.
A third branch of adult education is formed by the so-called vapaa sivistystyö, the "Free Education". This is formed by the partially state-funded, independent educational institutes offering diverse courses varying in length and academic level. The purpose of the "Free Education" is not to provide professional or degree-oriented education but to "support the multi-faceted development of personality, the ability to act in the community and to pursue the fulfilment of democracy, equality and diversity in the society."[45] Historically, the "Free education" stems from the late 19th century efforts to educate the general populace with little previous academic experience.
The "Free Education" is offered by[46]
206 kansalaisopisto or työväenopisto (Citizens' or Workers' Institutes)
88 kansanopisto (People's Institutes)
14 Sports' training centres (Finnish: liikunnan koulutuskeskus)
20 Summer universities (Finnish: kesäyliopisto)
11 Study Centres (Finnish: opintokeskus)
The most common type of "Free Education" is a kansalaisopisto, sometimes called työväenopisto for historical reasons. These are mostly evening-type municipal institutions offering language, handicraft and humanities courses. The academic level varies strongly, and many courses do not require any requisite knowledge. The kansanopistos, on the other hand, are boarding-schools, often maintained by associations with either a strong ideological or religious mission. Also here, the academic level varies strongly. In all these institutions, the courses carry a modest tuition. The Sports' training centers are institutions for the professional or semi-professional sportsmen's training, while Summer universities and study centers are auxiliary bodies for the organization of Free Education.
Duties[edit]
See also: Public domain
See also: Right to science and culture
The Minister of Education has the responsibility of electronically preserving and distributing public domain works. Finland has millions of public domain works (books, pictures, music and films) and views access to them as a basic human right of access to science and culture.[47][48]
Future prospects[edit]
The ongoing Bologna Process blurs the distinction between vocational and academic qualifications. In some fields, new postgraduate degrees have been introduced. Co-operation between the different systems is rising and some integration will occur (although not without a substantial amount of pressure). This results from not only the Bologna Process but also the goal of Finnish politicians — to educate the vast majority of Finns to a higher degree (ca. 60–70% of each annual cohort enter higher education).[49]
In recent years, a cut in the number of new student places has often been called for by the economic sphere, as well as trade and student unions, because of an ongoing trend of rising academic unemployment, which is interpreted as a result of the steep increase in student places in higher education in the 1990s. In particular, some degrees in universities of applied sciences (AMK/YH) have suffered inflation. In a reflection of this current belief, the Ministry of Education has recently decreed a nationwide cut of 10% in new student places in universities of applied sciences to be applied starting from 2007 and 2008. It is still largely undecided whether (and when) some of those cuts could be redistributed to areas in need of a more highly educated work force. In 2001 and 2002, university graduates had a 3.7% unemployment rate, and university of applied sciences graduates had 8%, which is on a par with the general unemployment rate (see the OECD report). In 2015, under prime minister Juha Sipilä's cabinet, the government decided to cut down on university funding by approximately €500 million.[50]
An increase in vocational school student places might be preferred, as a shortage of basic workforce such as plumbers and construction workers is widely acknowledged in Finland. It should also be noted that retiring age groups are bigger than the ones entering higher education in Finland at present and for quite some time into the foreseeable future. If the current number of student places were kept unchanged to the year 2020, for example, Eastern Finland would have enough student places for 103% of the estimated size of the age group 19–21.
Higher education system restructuring[edit]
Due to globalization and increasing competition for diminishing younger age groups, system-wide restructuring has been called for by the Ministry of Education. Since 2006 all institutions of higher education have been sharing methods of cooperation. The total number of institutions is expected to drop significantly within 10–15 years.
The process within universities began with merger of the University of Kuopio and the University of Joensuu into the University of Eastern Finland in 2010.[51] In Helsinki, three local universities, namely Helsinki University of Technology, Helsinki School of Economics and University of Art and Design Helsinki, merged to a new Aalto University on August 1, 2009. Also several universities of applied sciences have announced mergers (such as Haaga and Helia, which merged into Haaga-Helia in 2007).
New methods of cooperation such as consortia and federations have been introduced within universities (e.g., University of Turku and Turku School of Economics Consortium[52]). Partnerships between traditional universities and universities of applied sciences are also developing (e.g., the University of Kuopio and Savonia University of Applied Sciences formed the Northern Savonia Higher Education Consortium[53]). In general, such system-wide change closely follows the pattern established in Central Europe, the United States, Spain and Hungary.
National Curriculum Framework 2016[edit]
POHTO training institute for business and industry in Hietasaari, Oulu.
Commencing in the 2016–2017 academic year, Finland will begin implementing educational reform that will mandate that phenomenon-based learning be introduced alongside traditional subject-based instruction. As part of a new National Curriculum Framework, it will apply to all basic schools for students aged 7–16 years old. Finnish schools have used this form of instruction since the 1980s, but it was not previously mandatory.[54] It is anticipated that educators around the world will be studying this development as Finland's educational system is considered to be a model of success by many.[54][55][56][57][58] This shift coincides with other changes that are encouraging development of 21st century skills such as collaboration, communication, creativity, and critical thinking.[59]
Media and technology[edit]
In 2011, documentary filmmaker, Bob Compton, and Harvard researcher, Dr. Tony Wagner, researched the Finnish school system and its excellence. The result of their research is the film, "The Finland Phenomenon: Inside the World's Most Surprising School System".[60]
In 2018, the University of Helsinki announced together with the Finnish tech company Reaktor that they would aim to educate 1% (the total of 54,000) of all Finns on the basics of artificial intelligence. The organizations said they want to make Finland "the world's most educated country in the field of artificial intelligence." The course[61] is freely accessible to anyone anywhere online and has already garnered over 220,000 sign-ups.[62]
Languages[edit]
One of the competitive advantages in Finland has been ability in foreign language. All students learn at least two foreign languages, mainly English and obligatory Swedish, up to high school. A citizens' initiative to remove obligatory Swedish from education in but failed to pass. Despite being a mandatory part of the national curriculum, more than half of all Finns consider themselves to be unable to understand Swedish at an elementary or near elementary level. Over half of Finns report that Swedish has been completely or almost completely useless for them in their personal lives.[63]
Finland portal
European Credit Transfer and Accumulation System
Finnish National Agency for Education
List of polytechnics in Finland
List of schools in Finland
List of universities in Finland
Programme for International Student Assessment (PISA)
University Admissions Finland
^ Current expenditure has decreased in real terms since 2010. Statistics Finland.
^ McFarland J.; Hussar B.; Zhang J.; Wang X.; Wang K.; Hein S.; Diliberti M.; Forrest Cataldi E.; Bullock Mann F.; Barmer A. (2019). The Condition of Education 2019 (NCES 2019-144) (PDF). Washington, DC: National Center for Education Statistics: U.S. Department of Education. p. 296. Retrieved 1 October 2019.
^ a b Antikainen, Ari; Luukkainen, Anna (2008). "Twenty-five Years of Educational Reform Initiatives in Finland" (PDF). University of Eastern Finland. Archived from the original (PDF) on 17 May 2017.
^ "Human Development Report Education index". United Nations Development Programme Human Development Reports. Retrieved 14 May 2021.
^ Hallamaa, Teemu (3 December 2013). "Pisa-tulokset julki: Suomi pudonnut matematiikassa 10 sijaa yhdeksässä vuodessa". YLE Uutiset (in Finnish). Retrieved 7 April 2014.
^ "Competitiveness Rankings".
^ Loveless, Tom. "Girls, boys, and reading". Brookings.edu. Retrieved 29 December 2017.
^ Suomen kuvalehti Koulutus säästökuurilla 27.4.2018 pages 23-25
^ "Archived copy". Archived from the original on 2016-09-27. Retrieved 2016-09-25. CS1 maint: archived copy as title (link)
^ Valtasaari (toim.): Kansakoulu 1866−1966, s. 133.
^ Anneli Niikko, "Finnish Daycare: Caring, Education and Instruction", in Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway, and Sweden, Series: International Perspectives on Educational Policy, Research (Information Age Publishing Inc., 2006), 141
^ According to Eeva Penttilä, Director of International Relations for the Finland Education Department (City of Helsinki), "When a child is born in Finland, every mother gets a box (maternity package) from the Mother Care Center which consists of the first bed the baby has...[and]... three books. There is a book for the mother, a book for the father, and a book for the baby. Of course the baby book has...mainly those faces that babies easily can see. This indicates to the parents that for this new member of the family, you have to read. Reading to the baby is so important. I was amazed when I read somewhere that when you consider our population, we produce more children's books than any other country does. One thing you can't do here is to buy good education for your child. Everything is free including universities. Every child is a self made person in this kind of a system because whatever your background is, you can make it but if you don't make it, whatever your father is, you will drop down because we do not have this elite. The school meals are also free... Education isn't even free in China. If I count the taxation from my salary, it goes somewhere about 60 percent. I am a happy taxpayer because my grandchildren get everything they need for free." Eeva Penttilä, quoted in Leo R. Sandy, "Education in Finland", New Hampshire Journal of Learning Vol 10 (April 2007)
^ Hujala continues, "Early education has also been shown to be economically and socially beneficial. The long term benefit of early education exceeds the economic costs. In addition, children's participation in early childhood education is a significant promoter of social equality (Kajonoja, 2005; Woodhead, 2004). The effectiveness of early childhood education on both on children's social and cognitive development has been demonstrated. For instance, the results of the PISA of 2003 demonstrated the long-term effects of early childhood education on school achievement, including the fact that children who had participated in early childhood education performed significantly better in mathematics in secondary school. French research, on the other hand, has demonstrated a connection between participation in early childhood education and experiences of success in the lower school (El Pan-European Structure Policy on ECE [2006]). The connection between early childhood education and school success was highly significant among children from disadvantaged backgrounds. Thus, early childhood education is a significant source for enhancing social equality. Longitudinal studies have demonstrated that the effectiveness of early childhood education lies in its ability to promote children's communication and cooperation skills. See Eeva Hujala, "The Development of Early Childhood as an Academic Discipline in Finland", Nordic Early Childhood Education Research, Vol. 1, no. 1 (2008).
^ Burridge, Tom (2010-04-07). "Tom Burrage, "Why Do Finland's Schools Get the Best Results?" BBC News". BBC News. Retrieved 2012-06-27.
^ "Pepa Ódena, "Finland Early Childhood education"". Xtec.es. Archived from the original on 2005-02-14. Retrieved 2012-06-27.
^ Ódena, "Finland Early Childhood Education", cit.
^ a b Maria Jiménez, "Early Education's Top Model: Finland", The Toronto Globe and Mail
^ Rodrigo, Geethika (7 June 2018). "Learning To Learn And Why It Matters". Fun Academy. Retrieved 30 July 2018.
^ "Finland extends compulsory schooling age to 18". Yle Uutiset. Retrieved 2021-06-10.
^ "In contrast to the United States: "almost every teacher and principal in Finland belongs to the same union. The union works closely with the Ministry of Education to improve the quality of education, and it negotiates for better salaries, benefits, and working conditions for educators." See Diane Ravitch, "How and How Not to Improve Our Schools", New York Review of Books (March 22, 2012). In the United States, the Taft Hartley Act, enacted in 1947 over President Truman's veto by a conservative congress, prohibits supervisors from engaging in union activities.
^ "The Hechinger Report, "What We Can Learn From Finland: A Q&A with Dr. Pasi Sahlberg" (December 9, 2010)". Hechingerreport.org. 2010-12-09. Retrieved 2012-06-27.
^ "These classes provide natural venues for learning math and science, nurture critical cooperative skills, and implicitly cultivate respect for people who make their living working with their hands," Samuel E. Abrams, "The Children Must Play: What the United States can learn from Finland about Education Reform", The New Republic (January 28, 2011).
^ "In grades seven through nine, for instance, classes in science—the subject in which Finnish students have done especially well on PISA—are capped at 16 so students may do labs each lesson," Samuel E. Abrams, "The Children Must Play" (2011), cit.
^ Asked about the many hours Asian students spend in school, Dr. Pasi Sahlberg, of Finland's Education Department told Justin Snider of the Hechinger Report (December 9, 2010 : "There's no evidence globally that doing more of the same [instructionally] will improve results. An equally relevant argument would be, let's try to do less. Increasing time comes from the old industrial mindset. The important thing is ensuring school is a place where students can discover who they are and what they can do. It's not about the amount of teaching and learning."
^ Graeme Smith, Head of Croydon Music and Arts, "Lessons in Education and Music from Finland" Thefms.org
^ The Kodály method was adopted enthusiastically in the 1950s. "Nowadays, the Kodály method is not the predominant method anymore, because music teachers have become more familiar with other methods and philosophies as well. But the Kodály philosophy still affects the point of view that many Finnish music educators have. Kodály's basic principles were as follows:
Music is a prime necessity of life.
Only music of the highest quality is good enough for children.
Music education must begin nine months before the birth of the child.
Music instruction must be a part of general education for everyone.
The ear, the eye, the hand, and the heart must all be trained together.
Different methods do not, however, exclude each other. They have different approaches to teaching music, and they emphasize different things: for example, Kodály emphasizes singing and purity of tone, Orff playing instruments, Suzuki listening, and Dalcroze learning by moving. Therefore, all of them have something to give, and they can be used together (Säätelä)". Soili Hietaniemi, "Early Childhood Music Education in Finland," 2005. Archived 2012-03-18 at the Wayback Machine In addition to these after-school programs, these institutes also offer music playschools for babies and toddlers from the age of three months and up, which are quite popular with music-loving Finnish parents. In Finnish music education, as in academics, the stress is fostering in pupils above all a love and enjoyment of the subject matter.
^ In Finland, "Reading to children, telling them folk tales, and going to the library are all high status activities," Leo R. Sandy, "Education in Finland" (2007), cit.
^ Alvarez, Lizette (April 9, 2004). "Suutarila Journal; Educators Flocking to Finland, Land of Literate Children". The New York Times. Retrieved April 26, 2016.
^ "Nutrition in Finland". Ktl.fi. Archived from the original on 2012-02-26. Retrieved 2012-06-27.
^ Bremner, Charles (9 December 2017). "Finland is the first country where fathers do most of the childcare". The Times. p. 51.
^ "Finland: the only country where fathers spend more time with kids than mothers". the Guardian. 2017-12-05. Retrieved 2021-06-13.
^ (PDF). 27 September 2011 https://web.archive.org/web/20110927133901/http://www.minedu.fi/export/sites/default/OPM/Koulutus/ammatillinen_koulutus/hallinto_ohjaus_ja_rahoitus/liitteet/PM__1250_opiskelijapaikan_lisxminen_01012010.pdf. Archived from the original (PDF) on 27 September 2011. Retrieved 29 December 2017. Missing or empty |title= (help)
^ "Vocational Education in Finland". Unevoc.unesco.org. 2013-11-18. Retrieved 29 December 2017.
^ "Oph.fi" (PDF). Oph.fi. Archived from the original (PDF) on 29 March 2016. Retrieved 29 December 2017.
^ "The Finnish Matriculation Examination – Ylioppilastutkinto". Ylioppilastutkinto.fi. 2009-08-28. Archived from the original on 2009-02-25. Retrieved 2012-02-14.
^ "Ylioppilastutkinto.fi" (PDF). Archived from the original (PDF) on September 29, 2011.
^ "Percent of high school dropouts (status dropouts) among persons 16 to 24 years old, by sex and race/ethnicity: 1960-2003". Nces.ed.gov. Retrieved 2012-02-14.
^ Crouch, David (2015-06-17). "Highly trained, respected and free: why Finland's teachers are different". The Guardian. ISSN 0261-3077. Retrieved 2019-05-15.
^ Emma Alberici (2012-02-29). "Highly educated teachers the key to success – ABC News (Australian Broadcasting Corporation)". Abc.net.au. Retrieved 2012-09-29.
^ "Finnish National Agency for Education - Teacher and School leaders". Retrieved 2018-06-06.
^ "Higher education and degrees". Opetus- ja kulttuuriministeriö. Retrieved 2020-03-31.
^ "Finland introduces university tuition fees for non-EU students". ICEF Monitor - Market intelligence for international student recruitment. 2016-01-18. Retrieved 2019-05-15.
^ a b "Tuition fees in Finland: Everything you need to know". www.study.eu. Retrieved 2019-05-15.
^ The PIE News. "International Education News l The PIE News l Finnish universities to charge non-EU fees". thepienews.com. Retrieved 2019-05-15.
^ "Kuntaliitto.fi". Kunnat.net. Retrieved 29 December 2017.
^ "European libraries and Google cooperate in digitization - Digital Libraries and Knowledge Platforms Department". Dl.psnc.pl.
^ "Public Domain on Trial in Reiss-Engelhorn Museum vs. Wikimedia et al. - International Communia Association". Communia-association.org. 5 December 2015. Retrieved 29 December 2017.
^ ""Higher Education in Finland". The International Education Site". Intstudy.com. Archived from the original on 2012-05-13. Retrieved 2012-06-27.
^ Alexis. "A Finnish Lament". 6d.fi.
^ "University of Eastern Finland". Uef.fi. Retrieved 2012-06-27.
^ [1] Archived 2008-02-13 at the Wayback Machine
^ a b Bashaer Al Kilani: What is Phenomenon-Based Learning?, Teach Middle East, April 21, 2016. Retrieved 2017-06-03
^ Adam Taylor, 26 Amazing Facts About Finland's Unorthodox Education System, Business Insidere, Dec 14, 2011. Retrieved 2017-06-03
^ Andrew Freeman: Finland's Education System: 10 Surprising Facts That Americans Shouldn't Ignore Andrew Freeman: Finland's Education System: 10 Surprising Facts That Americans Shouldn't Ignore at the Wayback Machine (archived 2016-12-04), Takepart, August 14, 2012. Retrieved 2017-06-02
^ "Phenomenon-Based Learning". Matific.com. 24 October 2016. Retrieved 29 December 2017.
^ No, Finland isn't ditching traditional school subjects. Here's what's really happening. The Washington Post, March 26, 2015. Retrieved 2017-06-03
^ Georgetown - Augmented Learning and Teaching The Skills of the 21st Century, The Center For Work Ethic Development. Retrieved 2017-06-03
^ "The Finland Phenomenon: Inside the World's Most Surprising School System", Forbes, May. 2 2011
^ "Welcome to the elements of artificial intelligence free online course". elementsofai.com.
^ "Finland offers free online Artificial Intelligence course to anyone, anywhere". yle.fi.
^ "Kysely: Kysymys ruotsin kielen hyödyllisyydestä jakaa suomalaiset jyrkästi kahtia – neljäsosa sanoo, ettei osaa kieltä lainkaan". yle.fi.
Passow, A. Harry et al. The National Case Study: An Empirical Comparative Study of Twenty-One Educational Systems. (1976) online
Wikimedia Commons has media related to Education in Finland.
Finnish educational authorities
Finnish Ministry of Education
Finnish school system
OECD report on education in Finland 2005
OECD Education Policy Outlook: Finland 2015
Information on education in Finland, OECD - Contains indicators and information about Finland and how it compares to other OECD and non-OECD countries
Diagram of Finnish education system, OECD - Using 1997 ISCED classification of programmes and typical ages. Also in country language
Vocational Education in Finland, UNESCO-UNEVOC
PISA 2006 and the Finnish school system
World Economic Forum report
FINNBAY – "Golden Days Where Finland's Education A Success Is Over"
Public School Insights interview with Reijo Laukkanen, a 34-year veteran of Finland's National Board of Education Posted September 29, 2008
The Wall Street Journal – "What Makes Finnish Kids So Smart?", Feb. 29, 2008
BBC News – "Why do Finland's schools get the best results?"
The Huffington Post – My Crush on Finland: A Country That Values Its Teachers by Lesley Chilcott – Producer of the film Waiting for "Superman"
Géza Szilvay, "Thirty Years of Colorstrings". The Story of an Early Childhood Musical Education Method in Post-World-War II Finland.
Abrams, Samuel E. "The Children Must Play: What We Can Learn From Educational Reform in Finland", The New Republic, January, 2011.
Findicator - educational structure of population
Webdossier on Education in Finland, provided by the German Education Server
Finland articles
Early wars
Finland under Swedish rule
Cudgel War
Great Northern War
The Great Wrath
Lesser Wrath
Finnish War
Grand Duchy
Åland War (1854–1856)
Famine of 1866–1868
Russification
October Revolution
Independence of Finland
Heimosodat
Language strife
Finland in World War II
Continuation War
Lapland War
Extreme points
Government-owned companies
Markka (currency)
National income agreement
Welfare system
Maternity package
Management by perkele
Kalsarikänni
Education in Europe
Dependencies and
Retrieved from "https://en.wikipedia.org/w/index.php?title=Education_in_Finland&oldid=1060006825#Tertiary_education"
CS1 Finnish-language sources (fi)
CS1 maint: archived copy as title
CS1 errors: missing title
CS1 errors: bare URL
Articles needing additional references from June 2021
All articles needing additional references
Articles with unsourced statements from July 2012
All articles that may have off-topic sections
Wikipedia articles that may have off-topic sections from January 2019
Articles that may contain original research from July 2014
All articles that may contain original research
Articles containing Finnish-language text
Articles containing Swedish-language text


text:
Tallest building in Africa
Author: Stephen Kamau
Category: Photo, Facts and Life Hacks
This article summarizes the tallest buildings in Africa 2018. There are over 100 tall buildings in Africa according to the report of the Council on Tall Buildings and Urban Habitat (CTBUH). Go through this article and get to know which building is the tallest building in Africa.
So within which African country can we find the tallest building in Africa? This article will provide you withinformation about the tallest buildings in Africa. Read the article to get information regarding the tallest buildings in Africa, their heights and location.
This article ranks some of the tallest buildings on the African continent. Comparison is drawn based on the height of each building. In the late 90s, there were only a hand full of tall buildings in Africa which included some of the major financial centres and commercial centres. South Africa is considered as the country with the tallest building in Africa. Continue reading to know more about the tallest buildings on the African continent with their heights, location and floors.
READ ALSO: List of richest countries in Africa
List of the tallest buildings in Africa
Here are the 10 tallest building on the African continent.
1. Carlton Centre – Johannesburg, South Africa
The Carlton Center in Johannesburg is considered as the tallest building on the African continent. The height of the building is 223 meters which is around 730 ft. The building consist of 50 floors, referred to as the tallest shopping mall and skyscraper in South Africa. Carlton Centre has been a dominating champion of the tallest building in Africa for 39 years. The construction of the building was completed in the year 1973. The architect-designers of the Carlton building are Murray & Roberts; Skidmore, Owings & Merrill LLP and W. Rhodes - Harrison Hoffe & Partners.
2. Hassan II Mosque – Casablanca, Morocco
The Hassan II Mosque is the second largest building in the African continent with a height of 210 meters which is around 689 ft. In the year 1993, the construction of the Hassan II Mosque was completed. The Hassan II Mosque is considered as the seventh largest Mosque in the world. The architect designer of the Hassan II Mosque is Michel Pinseau and built by Bouygues.
READ ALSO: Best architects in Kenya - list of architectural firms in Kenya
3. Britam Tower – Nairobi, Kenya
The Britam Tower in Nairobi is the third largest building in the entire Africa continent. The height of the building is 200.1 meter which is around 656 ft. The building consists of 31 floors and the construction of the building was completed in the year 2017. The architect-designers of the Britam Tower are GAPP Architects & Urban Designers and Triad Architects. The Britam Tower is considered as the third tallest building in Africa.
4. Ponte City Apartments – Johannesburg, South Africa
The Ponte City Apartments come under the fourth largest building in the entire African continent. The height of the Ponte City Apartment is 173 meter which is around 568 ft. The building consists of 54 floors and considered as the tallest residential skyscrapers in Africa. In the year 1975, the construction of the building was completed. The architect designers of the building are Manfred Hermer Grosskopff & Lombart.
READ ALSO: Features and symbolism of Swahili architecture
5. UAP Tower – Nairobi Kenya
The UAP Tower is considered as the fifth largest building in Africa. The height of the UAP Tower is 163 meter which is around 535 ft. In the year 2016, the construction of the building was finished with an arrangement of 33 floors. The UAP building is considered as the second tallest building in Nairobi, Kenya. The owner of the building is UAP Old Mutual Holdings. The UAP Tower is considered as the second tallest building in East Africa after the Britam Tower in Nairobi.
6. NECOM House – Lagos, Nigeria
The NECOM House is considered as the sixth tallest building in the African continent. The NECOM House was formerly known as the NITEL Tower and before that, it was the NET Building. The building consists of 32 floors and the construction of the building was completed in 1979. The height of the building is 160.3 meter which is around 526 ft. The architect designer of the building was Nickson Borys & Partners.
7. PSPF Towers (Tower B) – Dar Es Salaam, Tanzania
The PSPF Towers (Tower B) is considered as the seventh largest building in entire Africa. The height of the building is 153 meter which is around 502 ft. The construction of the building started in 2011 and the construction was finished in 2014. With a capacity of 35 floors, the building is kept functional for official purpose.
READ ALSO: 6 refreshing reasons why Africa's tallest skyscraper being built in Nairobi will cost Ksh20 billion (photos)
8. PSPF Towers (Tower A) - Dar Es Salaam, Tanzania
The PSPF Towers (Tower A) is considered as the eight largest building in entire Africa. The height of the building is 152.7 meter which is around 501 ft. The construction of the building was started in 2011 and the construction finished in 2014. With a total capacity of 35 floors, the building is used for official purposes.
9. Marble Towers - Johannesburg, South Africa
The Marble Towers is a skyscraper in the Central Business District of Johannesburg, South Africa. The height of the building is 152.1 meter which is around 499 ft. The building consists of 32 floors above the ground and 3 floors below the ground. The building is kept functional for official purpose and is referred as the 3rd tallest building in South Africa.
READ ALSO: PHOTOS: Find Out The Five Tallest Buildings In Nairobi
10. Pearl Dawn – Durban, South Africa
This building is considered as the tenth tallest building in Africa. The height of the building is 152 meter which is around 499 feet. The construction of the building started in 2006 and the construction finished in 2010. The building is used for residential purpose with 31 floors and 120 apartments. The architect designer of the building was Seedat & Seedat.
The above buildings are the top 10 tallest buildings in Africa, ranked in accordance with their respective heights. So what do you think about the tallest building in Africa?
Kra pin Nhif kenya Egerton uniplus Go tv packages Kenya wifi providers
Interesting details about Lindsay Mills, Edward Snowden's wife, bio, career, family


Weather conditions: Partially cloudy and breezy. Mild.
Weather conditions: Overcast and fairly mild, though feeling slightly cool.
Weather conditions: Heavily overcast and mild, with developing drizzle from 21:40h onwards.
Weather conditions: Lightly overcast and fairly mild, with skies slowly clearing and a gentle breeze.
Weather conditions: Lightly overcast but cloud increasing to give some light rain.
Weather conditions: Overcast and cool.
Weather conditions: Overcast and fairly mild.
Weather conditions: Clear and fairly mild, with no wind.
Weather conditions: Clear skies and feeling warm, despite the occasional light breeze.
Weather conditions: Clear and fairly mild at first, becoming cooler.
Weather conditions: Clear skies and feeling quite warm till 22:50h, before the commencement of heavy rain.
Weather conditions: Clear and mild, but feeling cooler by the end of the session. No breeze.
Additional notes: After an unexpectedly long wait, Chestnut was finally recorded as new to the garden list.
Weather conditions: Clear and warm.
Additional notes: Dyseriocrania subpurpurella was recorded as being new to the garden list. Currently 448 species.
Weather conditions: Largely overcast and mild. Slightly breezy, with occasional light showers.
Additional notes: Water Carpet recorded new to the garden list.
Weather conditions: Lightly overcast, but feeling quite warm.
Additional notes: Swammerdamia caesiella is being new to the garden list. Now 450 species.
Weather conditions: Clear and fairly mild, but dropping cooler with an easterly breeze.
Weather conditions: Heavily overcast and slightly misty, with a light north-easterly breeze.
Weather conditions: Heavily overcast, becoming slightly misty. Very mild with almost no breeze.


One of the last water/golf view lots in this premier neighborhood. Beautiful homes on either side. Only a short distance from the 30,000 square foot clubhouse, four HarTrue tennis courts, swimming pool, and two Robert Trent Jones, Sr. Golf Courses.


text:
In geometry, a focaloid  is a shell bounded by two concentric, confocal ellipses (in 2D) or ellipsoids (in 3D). When the thickness of the shell becomes negligible, it is called a thin focaloid.

Mathematical definition (3D)
If one boundary surface is given by

with semiaxes a, b, c the second surface is given by

The thin focaloid is then given by the limit .

In general, a focaloid could be understood as a shell consisting out of two closed coordinate surfaces of a confocal ellipsoidal coordinate system.

Confocal
Confocal ellipsoids share the same foci, which are given for the example above by

Physical significance
A focaloid can be used as a construction element of a matter or charge distribution. The particular importance of focaloids lies in the fact that two different but confocal focaloids of the same mass or charge produce the same action on a test mass or charge in the exterior region.

See also
 Homoeoid
 Confocal conic sections

References

Subrahmanyan Chandrasekhar (1969): Ellipsoidal Figures of Equilibrium.  Yale University Press, London, Connecticut
Routh, E. J.: A Treatise on Analytical Statics, Vol II, Cambridge University Press, Cambridge (1882).

External links

Surfaces
Potential theory

redpajama_set_name: RedPajamaWikipedia


text:
«Вічне місто» () — політико-фантастичний роман, написаний британським автором сером Томасом Генрі Голл Кейном у 1900 році та опублікований у 1901 році (вперше перекладений італійською мовою 2008 року видавництвом «Есперсія»).

Сюжет
Італія, 1900 рік. Молодий депутат Девіде Россі, засновник ненасильницького руху, відомого як «Республіка Людина», бореться проти влади Церкви й тиранічного прем'єр-міністра Барона Габріелі Бонеллі, в руках якого молодий король є не чим іншим, як маріонеткою, а папа Піо X панує (обрання якого автор передбачає лише за три роки до реальності), виявиться батьком Девіде. Перш ніж стати священиком, він мав роман з матір'ю Давіде, Леонорою Россі.

Відчайдушна боротьба Девіда та його коханої Донни Роми врешті призведе до утвердження народної волі, падіння режиму Бонеллі та створення республіки.

Джерела натхнення
Вочевидь, на «Вічне місто» величезний вплив мав «Син кардинала» () Етель Ліліан Войнич (1897), історичним романом, події якого відбуваються в Італії, написаний для того, щоб надати новий запал комуністичному руху, де він, зрештою, й отримав величезну популярність.

Валив на інші роботи
Роман «Вічне місто» перетворився музичну оперу П'єтро Масканьї (чия оркестрова партитура, як вважають була загублена, проте нещодавно знайдена) та двома екранізаціями німого фільму, «Вічне місто» (1915) та однойменний рімейк 1923 року (вважається загубленим). У фільмі 1923 року були вкладені сцени з італійськими військовими Віктор Емануїл III та Беніто Муссоліні.

Примітки

Посилання
 Стаття про «Вічне місто»  на сайті sintesidialettica.it

Науково-фантастичні романи 1901
Альтернативно-історичні романи Великої Британії
Науково-фантастичні  романи Великої Британії
Англомовні фантастичні романи
Політико-фантастичні романи