Question:
Women in Finland enjoy a "high degree of equality" and "traditional courtesy" among men. In 1906, the women of Finland became the first women in Europe to be granted the right to vote. There are many women in Finland who hold prominent positions in Finnish society, in the academics, in the field of business, and in the government of Finland. An example of powerful women in Finnish politics is Tarja Halonen, who became the first female president of the country (she was Foreign Minister of Finland before becoming president).
In the late 18th century and early 19th century private schools for girls were established in Finland, among the more known being those of Christina Krook, Anna Salmberg and Sara Wacklin. These schools were criticized for its shallow education of accomplishments, which resulted in the decision that girls should be included in the school reform of 1843, and the following year, two Swedish-language state schools for girls was founded in Turku and Helsinki, Svenska fruntimmersskolan i Abo and Svenska fruntimmersskolan i Helsingfors. This led to the establishment of a net of girl schools of a similar kind in Finland. At first the schools were reserved for girls from upper-class families. At this time it was not possible for the girls to pass the baccalaureate and move on to university studies. In 1865 a grammar school made it clear that only girls whose upbringing and manners were impeccable and whose company can't be considered detrimental to others, and who were from "respectable" families could be in the school. After the first woman in Finland, Maria Tschetschulin, was accepted as a university student by dispensation in 1870, advanced classes and colleges classes were included in many girl schools to prepare students for university (by means of dispensation), and in 1872, the demand that all students must be members of the Swedish language upper classes was dropped. Women were given the right to teach in grammar schools for girls in 1882. When the dispensation for female university students was dropped and women were accepted at the same terms as men in 1915, girls and boys started to receive the same education in the school system, and the girl schools in Finland started to be changed to same sex education, a development which was completed in the 1970s.
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Why was it dropped?

Answer:

input: The beginning of Unger's academic career began with the books Knowledge and Politics and Law in Modern Society, published in 1975 and 1976 respectively. These works led to the co-founding of Critical Legal Studies (CLS) with Duncan Kennedy and Morton Horwitz. The movement stirred up controversy in legal schools across America as it challenged standard legal scholarship and made radical proposals for legal education. By the early 1980s, the CLS movement touched off a heated internal debate at Harvard, pitting the CLS scholars against the older, more traditional scholars. Throughout much of the 1980s, Unger worked on his magnum opus, Politics: A Work In Constructive Social Theory, a three volume work that assessed classical social theory and developed a political, social, and economic alternative. The series is based on the premise of society as an artifact, and rejects the necessity of certain institutional arrangements. Published in 1987, Politics was foremost a critique of contemporary social theory and politics; it developed a theory of structural and ideological change, and gave an alternative account of world history. By first attacking the idea that there is a necessary progression from one set of institutional arrangements to another, e.g. feudalism to capitalism, it then built an anti-necessitarian theory of social change, theorizing the transition from one set of institutional arrangements to another. Unger devoted much of the following decades to further elaborating on the insights developed in Politics by working out the political and social alternatives. What Should Legal Analysis Become? (Verso, 1996) developed tools to reimagine the organization of social life. Democracy Realized: The Progressive Alternative (Verso, 1998) and What Should the Left Propose? (Verso, 2005) put forth alternative institutional proposals.

Answer this question "What did Roberto Mangabeira do in sense of academics?"
output: The beginning of Unger's academic career began with the books Knowledge and Politics and Law in Modern Society,

Answer the question at the end by quoting:

Toru Takemitsu (Wu Man Che , Takemitsu Toru, October 8, 1930 - February 20, 1996) pronounced [takemitsW to:rW] was a Japanese composer and writer on aesthetics and music theory. Largely self-taught, Takemitsu possessed consummate skill in the subtle manipulation of instrumental and orchestral timbre. He is famed for combining elements of oriental and occidental philosophy to create a sound uniquely his own, and for fusing opposites together such as sound with silence and tradition with innovation. He composed several hundred independent works of music, scored more than ninety films and published twenty books.
In 1948, Takemitsu conceived the idea of electronic music technology, or in his own words, to "bring noise into tempered musical tones inside a busy small tube." During the 1950s, Takemitsu had learned that in 1948 "a French [engineer] Pierre Schaeffer invented the method(s) of musique concrete based on the same idea as mine. I was pleased with this coincidence." In 1951, Takemitsu was a founding member of the anti-academic Jikken Kobo (Shi Yan Gong Fang , "experimental workshop"): an artistic group established for multidisciplinary collaboration on mixed-media projects, who sought to avoid Japanese artistic tradition. The performances and works undertaken by the group introduced several contemporary Western composers to Japanese audiences. During this period he wrote Saegirarenai Kyusoku I ("Uninterrupted Rest I", 1952: a piano work, without a regular rhythmic pulse or barlines); and by 1955 Takemitsu had begun to use electronic tape-recording techniques in such works as Relief Statique (1955) and Vocalism A*I (1956). Takemitsu also studied in the early 1950s with the composer Fumio Hayasaka, perhaps best known for the scores he wrote for films by Kenji Mizoguchi and Akira Kurosawa, the latter of whom Takemitsu would collaborate with decades later. In the late 1950s chance brought Takemitsu international attention: his Requiem for string orchestra (1957 listen ), written as an homage to Hayasaka, was heard by Igor Stravinsky in 1958 during his visit to Japan. (The NHK had organised opportunities for Stravinsky to listen to some of the latest Japanese music; when Takemitsu's work was put on by mistake, Stravinsky insisted on hearing it to the end.) At a press conference later, Stravinsky expressed his admiration for the work, praising its "sincerity" and "passionate" writing. Stravinsky subsequently invited Takemitsu to lunch; and for Takemitsu this was an "unforgettable" experience. After Stravinsky returned to the U.S., Takemitsu soon received a commission for a new work from the Koussevitsky Foundation which, he assumed, had come as a suggestion from Stravinsky to Aaron Copland. For this he composed Dorian Horizon, (1966), which was premiered by the San Francisco Symphony Orchestra, conducted by Copland.

what else did he produce?
by 1955 Takemitsu had begun to use electronic tape-recording techniques in such works as Relief Statique (1955) and Vocalism A*I (1956).