During most of Finland’s history, it had been ruled by different countries. The first instance of this was the Treaty of Nöteborg in 1323. This treaty was between Sweden and the Novgorod Republic and it established their borders. After the treaty, the majority of Finland became a part of Sweden. From 1323 through 1808, the majority of Finland was a part of Sweden. After 1808, Russia captured the region of Finland from Sweden. Russia captured the region of Finland from 1808 through 1809. Then, in 1906, Finland had its own parliament. Although, Russia recognized Finland’s independence on December 31, 1917. In 1906, Finland had universal and equal right to vote which also applied to women. Then, in August of 1939, Finland went under Soviet Union influence. Throughout Finland's history, Finland was not independent very often. Although, when Finland became independent, a man named Johan Vilhelm Snellman advocated and supported the development of Finnish culture and the development of the country. Snellman wanted Finland to have full independence and its own culture. Snellman was born on May 12, 1806 in Sweden. He was born after the establishment of semi-independent Finland. Snellman was a philosopher, statesman, and a journalist. He taught at a university in Helsinki. Snellman wanted Finland to be advanced in education and the arts. Snellman had told the young Finnish people that, “Your success in football does not make me happy! Young Finnish like you not to beat Germans, English, Frenchs, Hungarians by shooting to the ball; Instead of it, with your mind, your heart, science, craft, trade, carpentry I would love to defeat them to take your homeland forward with your willing.” This book explains Snellman’s ideas on developing a newly growing country. It focuses on increasing the quality of education and the school environment. This book became very popular among developing countries. It was first written in Serbia in 1923 under the title “Zidari of Belly” which translates to “Creators of Life”. It was next printed in Bulgarian in 1925 under the title “In the Country of White Lilies”. In Bulgarian, the book has gone through 14 editions. The book was also printed in Turkish in 1928. In Turkish, the book has gone through 16 editions. The first president of Turkey, Mustafa Kemal Atatürk, knew that this book held valuable information so he made all public employees read the book, he put it into the school curriculum, and made Turkish officers study the book. This book was then published in Russia in 2004 under the title “Finland, the Country of White Lilies”. Today marks the day that this book was translated to English by Atatürk Research Center CT. (July 2020)

This interdisciplinary volume seeks to examine and explore the various issues surrounding image construction, identity making and representations of the North, as well as the interconnectedness between those issues. The aim is to elucidate the multiple aspects of the idea of the North, both as a mythological space and a discursive system created and shaped by cultures outside the North as well as from within. The objective of the research project Iceland and Images of the North is to elucidate several aspects of images of the North and to explore their functions in the present, focusing especially on Iceland. What effect have Iceland and its people had on images of the North, and how do those images influence the Icelanders and other nations? The project will be a cooperative, interdisciplinary undertaking by researchers in the humanities and social sciences.

When thinking of intrepid travelers from past centuries, we don't usually put Muslim women at the top of the list. And yet, the stunning firsthand accounts in this collection completely upend preconceived notions of who was exploring the world. Editors Siobhan Lambert-Hurley, Daniel Majchrowicz, and Sunil Sharma recover, translate, annotate, and provide historical and cultural context for the 17th- to 20th-century writings of Muslim women travelers in ten different languages. Queens and captives, pilgrims and provocateurs, these women are diverse. Their connection to Islam is wide-ranging as well, from the devout to those who distanced themselves from religion. What unites these adventurers is a concern for other women they encounter, their willingness to record their experiences, and the constant thoughts they cast homeward even as they traveled a world that was not always prepared to welcome them. Perfect for readers interested in gender, Islam, travel writing, and global history, Three Centuries of Travel Writing by Muslim Women provides invaluable insight into how these daring women experienced the world—in their own voices.

This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables. It approaches instructional models, strategies, methods, techniques, tactics and planning from a new perspective and shares effective tips to help readers better understand the instructional process and its theoretical elements. The book addresses the following questions: What is the nature of the instructional process? What are the classifications of contemporary models and strategies developed within the instructional process? Which groups yield the most effective methods and techniques, and how can they best be practically implemented? What are the instructional tactics teachers need to take into consideration, in which groups are they collected, and which tips can help us employ each tactic? Additionally, readers can adapt the book’s ready-to-use sample activities to their own educational settings. Overall, this book offers an enlightening discussion on contemporary practices related to the teaching process, a broad and holistic theoretical framework, and an ideal reference source for all students and scholars who are interested in the educational sciences.

Seeing the critical phase in the construction of a Turkish historical imagination between 1860 to 1950 disregarding the political disruptions, this book demonstrates how history and historical imagery had been instrumental in the nation-building process.