Browsing by Subject "future"

Sort by: Order: Results:

Now showing items 1-5 of 5
  • Hampf, Anders; Lindberg-Repo, Kirsti (Hanken School of Economics, 2011)
    Working Paper - 556
    Branding, as any other concept, has evolved over time: from the days when sheep of one herd started to be branded to distinguish them from another herd to the current era when everything, from water and flowers to clothes and food, is branded. Throughout these times, there have been numerous theories to describe and understand the underlying nuances. This paper finds the relationships in previous literature and reveals how these theories see branding from various perspectives and how they can be integrated to form a coherent view. It is also discussed how branding and society affect each other. Based on the knowledge of how branding theories have been developed as dependent variables of each other and the society, we are able to form a better understanding of the past, the present, and the future of branding.
  • Särkijärvi, Anu (Helsingfors universitet, 1999)
    The purpose of the research was to study how Finnish lower-stage schools participating in the international network of UNESCO schools, also called the Associated Schools Project (ASP), prepare their students for the future at the level of their school-based curriculums. In the research, the future trends were discussed, and the importance of their consideration in educational practice was explained from a global viewpoint: Based on the examination of today's problematic world state, and development trends characterized by globalization, the challenges and demands set for schooling and education in the future were discussed. Understanding the significance of an individual's action and responsibility was considered to be the central resource for building a more just and sustainable future. The study was grounded on a theoretical model developed by the researcher, which combined the models of Dalin & Rust (1996) and UNESCO (Delors et al. 1996) about future-oriented learning. The model consists of four basic elements of curriculum; "Nature", "Culture", "Myself", and "Others", and four dimension of learning; "Learning to know", "Learning to do", "Learning to live together" and "Learning to be". The model represents the holistic aspect of educational theory, and its aim is to maintain a balance between its different components. The research material composed of ten lower-stage UNESCO schools' school-based curriculums. They were analyzed using the theoretical model by the methology of content analysis. The research results were notably consistent between the different schools. They showed cultural learning and learning concerned with "myself" to be clearly more emphasized than learning referring to nature and other people. In addition, they reflected the central position of subjects, knowledge and skills, thus leaving the development of the pupils' personalities, and particularly learning concerned with living with other people, in a marginal role. The question about whether the schools prepare for the future interms of their curriculums, was discussed in the light of the results. The research offered a way and a model to approach the relationship between education and the future, and to evaluate schools' future-orientation. Based on the results, the schools are suggested to lay more stress on learning concerned with nature and other people, and focus more on developing the mental capasities of their pupils and competencies they need for living with other people. Above all, what the present societies require of schools is education which produces balanced and broadly aware human beings who have the mental strength to face the challenges of the future and abilities to direct it along the lines they desire.
  • Patomäki, Heikki (2020)
    The question I raise is whether the basic features of mind, social categories, and society are unchanging or changing. Some understandings of ontology would seem to suggest that social ontology is a branch of metaphysics. However, as the history of concepts such as metaphysical and ontology indicate, our concepts and knowledge are historical. It is widely held that society is concept‐ and activity‐dependent. I examine critically two strands of social ontology in terms of their answers to this problematic: (1) John Searle’s theory of the construction of social reality and (2) critical realist theory of mind and society as interlaced emergent layers of reality. Apart from emergence in natural systems, there is also emergence beyond nature as consciousness, agency and society cannot be completely explained in terms of biological realities; but how and when did this emergence occur? We need an account of the emergent order of language, reflectively conscious mind, and institutions not only for its own sake, but also because the process whereby new objects and properties emerge may be on‐going, path‐dependent, diverse, and open‐ended. The main argument is that the object of study of social theorists is geo‐historically specific, liable to diversity within any given world‐historical epoch, and open to further changes and new forms of emergence in the future.
  • Patomäki, Heikki Olavi (2019)
    The purpose of the contemporary university has been redefined across the world in terms of success in global competition, usefulness for moneymaking, and efficiency, meaning application of New Public Management ideas. My aim is to sketch an alternative and future-oriented ethico-political conception of the university to serve counterhegemonic purposes. First I discuss briefly the Humboldtian myth and legacy. Second, I summarize Jürgen Habermas’s analysis of the historical and practical limits of the idea of the university. Third, in response to Habermas’s criticism, I outline a nonspeculative, scientific realist way of understanding the unity of all sciences and humanities. Fourth, I locate the idea of the university in the twenty-first century global context, understood in part as world risk society. And finally, I argue that the autonomy of the university should be anchored in the rules, principles and institutional arrangements of multi-spatial metagovernance, rather than just those of territorial states. The future of the university calls for new cosmopolitan institutional solutions and world citizenship.
  • Marshall, Leon; Biesmeijer, Jacobus C.; Rasmont, Pierre; Vereecken, Nicolas J.; Dvorak, Libor; Fitzpatrick, Una; Francis, Frederic; Neumayer, Johann; Odegaard, Frode; Paukkunen, Juho P. T.; Pawlikowski, Tadeusz; Reemer, Menno; Roberts, Stuart P. M.; Straka, Jakub; Vray, Sarah; Dendoncker, Nicolas (2018)
    Bumblebees in Europe have been in steady decline since the 1900s. This decline is expected to continue with climate change as the main driver. However, at the local scale, land use and land cover (LULC) change strongly affects the occurrence of bumblebees. At present, LULC change is rarely included in models of future distributions of species. This study's objective is to compare the roles of dynamic LULC change and climate change on the projected distribution patterns of 48 European bumblebee species for three change scenarios until 2100 at the scales of Europe, and Belgium, Netherlands and Luxembourg (BENELUX). We compared three types of models: (1) only climate covariates, (2) climate and static LULC covariates and (3) climate and dynamic LULC covariates. The climate and LULC change scenarios used in the models include, extreme growth applied strategy (GRAS), business as might be usual and sustainable European development goals. We analysed model performance, range gain/loss and the shift in range limits for all bumblebees. Overall, model performance improved with the introduction of LULC covariates. Dynamic models projected less range loss and gain than climate-only projections, and greater range loss and gain than static models. Overall, there is considerable variation in species responses and effects were most pronounced at the BENELUX scale. The majority of species were predicted to lose considerable range, particularly under the extreme growth scenario (GRAS; overall mean: 64% +/- 34). Model simulations project a number of local extinctions and considerable range loss at the BENELUX scale (overall mean: 56% +/- 39). Therefore, we recommend species-specific modelling to understand how LULC and climate interact in future modelling. The efficacy of dynamic LULC change should improve with higher thematic and spatial resolution. Nevertheless, current broad scale representations of change in major land use classes impact modelled future distribution patterns.