Showing posts with label sastamala. Show all posts
Showing posts with label sastamala. Show all posts

12/05/2010

Finnish Mothers and Daughters & Spanish kitchen


 
Sastamalan Opisto (Sastamala Community College) Teacher Ms Merja Musakka comments the course in Spanish as follows: 


Un día oscuro de octubre nos reunimos para hacer comida española. Queríamos hacer comida típica española que también sería bastante fácil hacer en casa.
Tortilla es  un ejemplo de las comidas fáciles y baratos, solamente hace falta patatas, cebolla y huevos. Probamos también aceitunas verdes y negros.
El azafán es una especia que normalmente no usamos aquí, pero da buen sabor a la paella.
De postre hicimos flan, la postre más típica de España. No nos pareció muy fácil hacerlo, pero la práctica hace el maestro…..y lo podemos probar en casa más tarde.
Mientras comimos, conversamos de muchas cosas que son importantes para nosotros y fue muy interesante oir opiniones diferentes. Fue una experiencia buena para nosotras. 





Valokuvat / Photos by: Ms Sari Rossi-Ollila

11/26/2010

Finland Activities: Mothers and Daughters & Italian kitchen / Rapporto sull'andamento e sui risultati del corso 'Äidit ja tyttäret kokkaa' presso la scuola di Sastamala


Rapporto sull'andamento e sui risultati del corso 'äidit ja tyttäret kokkaa' presso la scuola di Sastamala.

Il corso si è svolto in due lezioni. 

La prima lezione si è svolta inanzitutto con una presentazione sulla cultura culinaria italiana, fondata essenzialmente sull’opportuno accostamento di pochi ingredienti di qualità, nonchè sulla cultura del cibo come momento sociale e di condivisione. La cultura italiana del cibo si fonda sul piacere di stare assieme e di socializzare, discutere e condividere le proprie idee con gli altri. Successivamente abbiamo imparato a preparare la ‘carne alla pizzaiola’, piatto di origine siciliana. In Sicilia si mangia particolarmente bene, tanto che i siciliani che si recano nell’Italia del nord spesso possono lamentare una qualità del cibo e del suo gusto inferiore alla propria. La carne alla pizzaiola viene preparata in una teglia e cotta nel forno. Nella teglia si pone per prima cosa uno strato di patate tagliate sottili e condite con olio extra vergine di oliva. In secondo luogo si pone un altro strato costituito da fettine di manzo passate prima nel pane grattugiato. Il tutto viene guarnito con pomodoro, funghi, origano e mozzarella. E ancora uno goccetto di olio. Le patate si preferisce cuocerle prima a parte per una ventina di minuti, perchè richiedono un tempo di cottura maggiore rispetto alla carne. La mozzarella si mette alla fine perchè deve soltanto sciogliersi.

Ho potuto notare, nel gruppo di partecipanti, una netta differenza di comportamento dei genitori rispetto alle ragazze. Le mamme hanno partecipato con molto interesse e molta espressività, dando anche suggerimenti e discutendo sulle modalità di preparazione. Le ragazze al contrario, hanno mostrato più che altro il loro interesse in senso concreto, partecipando attivamente alla preparazione ma comunicando silenziosamente. Conoscendo la cultura finlandese, si capisce la comunicazione silenziosa dove i giovani specialmente non vengono incitati a comunicare e a interagira con gli adulti da pari a pari. Tuttavia, in un corso di questo tipo, partecipare, chiedere, socializzare con gli altri partecipanti non solo è accettato poichè siamo tutti lì per quel motivo, ma è anche consigliabile e molto bello e da vita all’evento. Nella cultura italiana, far vedere agli altri che si apprezza il loro lavoro o comunque comunicare la propria soddisfazione, i propri sentimenti relativamente alla vita assieme, è segno di rispetto e apprezzamento verso le altre persone.
Infatti ho particolarmente apprezzato un commento da parte di una partecipante, la quale ha manifestato gradimento per il piatto preparato, nonostante al momento della preparazione non pensava potesse venire così buono.

In occasione della seconda lezione abbiamo imparato a preparare la pasta fresca all’uovo. Abbiamo scelto di realizzare dei ‘maltagliati ai funghi porcini’, questi ultimi portati provvidenzialmente dalle partecipanti.
La preparazione della pasta è stata effettuata utilizzando un uovo per persona e farina di semola di grano duro, setacciata, amalgamata e impastata con le uova a mano, fino a che questa assumesse una consistenza secca nelle mani. In pratica, la pasta può cominciare a considerarsi pronta quando si stacca dalle mani.
In un momento successivo, utilizzando una macchinetta, la pasta è stata ridotta in sfoglie sempre più sottili, e poi tagliata a mano (ecco perchè si parla di maltagliati). Nel frattempo è stata preparata anche la salsa, in due diverse versioni. Una con porcini in bianco (aglio, olio extra vergine, funghi porcini) e l’altra con funghi champignon con aggiunta di salsa di pomodoro.

La pasta realizzata è stata cotta per pochi minuti, in acqua portata prima ad ebillizione e aggiunta di sale marino grosso. Scolata poi in uno scolapasta è stata aggiunta nei due diversi tegami dove aveva cotto la salsa. E successivamente lasciata un po’ mantecare con il sugo e portata in tavola.

In questa seconda esperienza ho notato una partecipazione ancora maggiore e una particolare soddisfazione nella preparazione della pasta. Un maggior coinvolgimento si é visto anche da parte delle ragazze. E al momento della degustazione, c’è stato un notevole apprezzamento della qualità e del sapore. Soprattutto forse della morbidezza e qualità della pasta fatta in casa, rispetto a quella acquistata già pronta.
Io stesso sono rimasto molto contento di questo corso, soddisfatto di aver passato dei momenti piacevoli. Dei quali ringrazio tutte le partecipanti.



Insegnante Maurizio Sajeva

Course description in English (see comments) + more photos:  http://trueinteraction.posterous.com/aidit-ja-tyttaret-italian-keittio-mothers-and 

True Interaction Project research study on Mother-Daughter communication in Finland, Romania, Turkey and Italy presented at Educational Sciences conference at the University of Rovaniemi, Finland 25.11.2010

Sastamala College Open University coordinator Mr Kari Kotiranta spoke at the annual Finnish Educational Sciences conference at the University of Rovaniemi http://www.ulapland.fi/Suomeksi/Ajankohtaista/Tapahtumat/Tapahtumia_2010/Kasvatustieteen_paivat_2010.iw3 on "Mother-Daughter Communication in Italy, Romania, Finland and Turkey" on 25.11.2010. His paper is attached in Finnish in the following address:

http://trueinteraction.posterous.com/true-interaction-tutkimus-esitelty-rovaniemen

A photo album and an English summary on the paper are following for the project consortium.

True Interaction Project research study paper presented at the University of Pitesti, Romania 9.10.2010

Sastamala Community College Open University Coordinator Mr Kari Kotiranta presented a study on Mother-Daughter meaning relationships at a psychology conference at the University of Pitesti, Romania October 9th, 2010. This study is based on information gathered in True Interaction project. The co-author of this study is Ms Alina Cucu from our True Interaction Romanian partner institution in Onesti.

The study can be found here:
http://trueinteraction.posterous.com/project-research-study-paper-university-of-pi 

Web album:  http://picasaweb.google.com/K.J.Kotiranta/EduWorld2010?authkey=Gv1sRgCJbboez90q7jNg&feat=email#

Finland TI activities: Make up & Health course for Mothers and Daughters


Another True Interaction Project Course took place at Sastamalan Opisto (Sastamala Community College): Make-up course for mothers and daughters.

The course instructor was a Sastamala college teacher, a dance teacher and a beautician Mrs Marianne Laitala. This course was one of a series of Sastamala college courses for mothers and daughters between 13-18 years. During the course both the mother and the daughter had a chance to test what kind of make-up would suit them best. The course was specifically aimed at young daughters, who are just starting to do make-up. One aim of the course was to increase mother-daughter interaction and learning from each other.

Teacher's comments from the course:

"Working together in pairs liberated rethinking everyday life and this time in a completely new area [doing make-up]. The daughters saw her mother as a woman - and not as the domina in the family."
"... Also, the mothers learned to see to the future womanhood of her daughter => adoption process to acceptance started."


Photos: Mr Ilari Mehtonen

Photo album:

http://picasaweb.google.com/tuijamh/TrueInteractionMakeUpCourseSCC#

Finland TI activities: Photography Course II for Mothers and Daughters




The second True Interaction Mother-Daughter Photography course was held 16.9.-14.10.2010 (15 lessons) with four mother-daughter pairs participating. 

Course Description:  The course is designed for mothers and adolescent daughters. We study the use of digital cameras, imaging technology and also image and photo processing. The photos taken on this course will be published in project dissemination. 

Course Goal:  The course aims to increase mutual understanding and respect between a mother and her daugher as well as learning from each other through a shared activity. 

The two web album  photos are all taken by the course participants themselves.

Teacher's observations during the course (Teacher Mr Ilari Mehtonen):
"The liberation of social restrictions culminated in the portraiture photos. No unfiltered instructions of taking the photos or being photographed were saved from either side. The motherhood of mothers and the puberty of daughters was realized in action - in a positive spirit. A lot can be seen in the photos, even though time was very limited. All this artwork - this footage material - is designed and taken by the the course participants themselves.The common photography projects according to a certain theme directed to communicate and reflect through images and oral expression - perhaps some of those things being out of discussion in everyday life.” 

Here are some verbal reflections on the motives of the images by the participants: 

"I like my mother's ears because she listens."
"I like my daughter's toes because they are curved in the same way as mine. That always makes me remember to think that she is my daughter."
"I like my daughter when she is doing her homework."
"I like it when she plays music."

“During the course we thought of and discussed the elements of a good photograph and studied the technical principles of a camera as an automated device. We analyzed the theme photos and tested the effect of image processing to the photos taken. Two out of the four pairs bought new camera equipment as the course went along - the other two said that they will be acquiring new optics as a result of the discussions during the course. This spare time activity bringing the mother and the daughter closer together therefore continues in time and deepends."


Photo albums:

http://picasaweb.google.com/tuijamh/TrueInteractionPhotographyCourseIISCC#

http://picasaweb.google.com/tuijamh/TrueInteractionPhotographyCourseIISCC02#

9/26/2010

CSI·F Enseñanza Madrid. 3rd Meeting: Sastamala (Finland)

TERCERA REUNIÓN DE SOCIOS
 (Finlandia, del 2 al 9 de mayo de 2010)

Artículos anteriores:
- DEBATE PROFESIONAL Nº 193, noviembre 2009
- DEBATE PROFESIONAL Nº 200, junio 2010


Esta tercera reunión ha tenido lugar en una pequeña ciudad del interior, aunque rodeada por enormes lagos de agua helada, llamada Vammala y perteneciente a la región de Sastamala. Tampere es la ciudad de referencia; dista unos 80 kilómetros en dirección a Helsinki. Toda la zona está rodeada de espesos y frondosos bosques de abetos en los que habitan animales autóctonos como los renos, alces, zorros, linces…
Tampere cuenta con un aeropuerto de tipo local al que suelen volar algunas líneas aéreas de las de “bajo coste” como Ryan Air (desde Málaga). No obstante, nosotros volamos vía Frankfurt hasta Helsinki y luego tomamos un tren hasta Tampere; desde allí otro hasta Vammala. En total, unas tres horas y media de tren más otras siete de avión. ¡Todo el día viajando!
En esta reunión presentábamos por países los resultados de los cuestionarios realizados a madres e hijas adolescentes, así como las actividades localmente realizadas por cada socio, acordes con las líneas maestras que se trazaron en las anteriores reuniones. Pueden verse y descargarse los gráficos resultantes de las encuestas en España (Madrid) a través de los siguientes enlaces:
Tuvimos ocasión de visitar varios centros escolares de enseñanza no universitaria acompañados por nuestros colegas y socios de proyecto en Vammala, y asimismo con los demás socios a los que también se ha incorporado Lituania recientemente. Nos sorprendió a todos el orden, el bajo ratio de alumnos por clase, el estupendo comportamiento de éstos dentro y fuera del centro, las instalaciones perfectamente conservadas y presentables en todos los aspectos… En fin, ¿qué se puede decir del mejor sistema educativo del mundo? Nos encantó. A pesar de todo, no vi nada extraordinariamente diferente entre la teoría de su sistema educativo y el nuestro. Incluso llegué a pensar que el sistema español podía estar al mismo nivel que el finlandés, puesto que teóricamente es tan completo, o más que el suyo. Dos variables me llamaron mucho la atención tras preguntar por ellas directamente a varios profesores. En mi opinión, son la clave que les diferencia de nuestro sistema y la que les hace tremendamente efectivos en los resultados: la aplicación práctica de su sistema educativo se basa en el RESPETO AL PROFESOR y en la DISCIPLINA. Ahí es dónde radican las mayores diferencias con el nuestro. El resto de variables son de mucho menor calado. Por ejemplo, el ratio de alumnos. Habrá quién afirme que aquí estamos en ratios de 35 alumnos por clase, lo que comparado con el de los finlandeses (de 12 a 20) daría una explicación de nuestro fracaso escolar. Sin embargo, yo soy de la creencia de que si su ratio aumentara a los 35, los alumnos tendrían el mismo comportamiento impecable. Es una cuestión de respeto al profesor y de disciplina (y en consecuencia, de educación). Así me lo comentaron los profesores y así les creí.

Otras cuestiones como la inversión en enseñanza, que obviamente es bastante más alta que en España, Bachillerato de dos o tres años, pizarras digitales (curiosamente las tienen pero predomina a fecha de hoy la enseñanza basada en la tiza y pizarra tradicionales), horarios, días lectivos… Creo que son importantes, pero que de ninguna manera son indispensables en el ejemplar funcionamiento del sistema educativo finlandés. Si debemos mirar hacia una referencia de mejora de nuestro sistema, miremos hacia estas dos variables principales, que son las que destacan por encima de cualesquiera otras en todos los países que ocupan las primeras posiciones del ranking de sistemas educativos en el mundo. Todos ellos tienen un denominador común (RESPETO AL PROFESOR y DISCIPLINA), al igual que lo tienen los que están en las peores posiciones, como España, Uganda…, en la falta de esas dos variables.


ENGLISH

The third meeting took place in a small provincial town, but surrounded by huge lakes of water ice, called Vammala and belonging to the region of Sastamala. Tampere is the reference city, lies some 80 kilometers towards Helsinki. The whole area is surrounded by thick, lush pine forests in which they live native animals such as reindeer, elk, foxes, lynx ...


Tampere airport has a local guy who usually fly some airlines of "low cost" as Ryan Air (from Málaga). However, we flew to Helsinki via Frankfurt and then took a train to Tampere, from where another until Vammala. In total, about three hours of train and seven other by aircraft. All day traveling!

At this meeting we presented the results of country questionnaires made to mothers and teenage daughters, and local activities by each partner, in accordance with the guidelines that were outlined in previous meetings. Can view and download the resulting graphs from surveys in Spain (Madrid) through the following links:




We had the opportunity to visit several schools in non-university education accompanied by our colleagues and partners from Vammala project, and also with the other partners (Lithuania has also joined recently). Surprised us all order, the low ratio of students per class, the great performance of these inside and outside the center, the facilities well maintained and presentable at all aspects ... So what can you say about the best education system in the world? We love it.

Nevertheless, I saw nothing remarkably different between the theory of this educational system and ours. I even think that the Spanish could be at the same level than the Finnish, as theoretically so complete. Two variables caught my attention after asking for them directly to several teachers. In my opinion, they are the key that differentiates them from our system and that makes them extremely effective in the results: the practical application of their education system is based on respect for the teacher and discipline. That's where the biggest differences with ours are. All other variables are much more minor. For example, the ratio of pupils. Who will claim that here we are in ratios of 35 students per class, which compared with that of the Finns (12 to 20) would give an explanation of our failure in school. However, I am of the belief that if the ratio increased to 35 in Finland, students have the same impeccable behavior. It is a matter of respect for the teacher and discipline (and hence of education). So teachers commented to me and so I believed them.


Other issues such as investment in education, which is obviously much higher than in Spain, Bachelor of two or three years, whiteboard (but curiously have dominated to date based teaching traditional chalk and blackboard), schedules, school days ... I think they are important but by no means indispensable to the exemplary work of Finnish education. If we look at a reference for improving our system, we have to look at these two main variables, which are those that stand out above any other in all the countries that occupy the top positions in the ranking of educational systems in the world (PISA). They all have a common denominator (respect for the teacher and discipline), as well as have those in the lowest positions, such as Spain, Uganda ... in the absence of these two variables.