This is a study of American Methodist Mission in Sweden and how this mission eventually formed the Methodist Church in Sweden 1876. The mission began as a consequence of returning Swedish emigrants and sailors who had encountered Methodism in America, mainly through the works of Swedish-American missionary Olof Gustaf Hedström on the Bethel ship in New York. During the 1850’s Methodist missionaries were sent to Scandinavia by the American Missions Society. The first to come to Sweden was Johan Peter Larsson, who spent two years in Sweden in 1854 before he was transferred to Norway. He returned in 1865 and was followed by a number of missionaries during the next years. Most important of these were Victor Witting who arrived in Gothenburg at the end of 1867. During 1868 the first congregations and a national association for missionaries were formed. The bylaws of the association for missionaries relates to the section in Doctrines and Discipline of the Methodist Episcopal Church about The Annual Conference. Methodist mission expanded fast in Sweden, at first along the coasts, and during the 1870’s equally fast on land. Up to the forming of a church in 1876 the mission never expanded further north than Orsa. The establishment of the Methodist Church in Sweden shares a lot of similarities with the development in Denmark, Finland and Norway. The expansion in Sweden was faster compared to the other countries. One reason for this was the large amount of missionaries that were sent to Sweden. All four churches formed according to new religious legislation and were the first to do so in all four countries.

The advancement of high-throughput, large-scale biochemical, biophysical, and genetic technologies has enabled the generation of massive amounts of biological data and allowed us to synthesize various types of biomaterial for engineering purposes. This enabled improved observational methodologies for us to navigate and locate, with unprecedented resolution, the potential factors and connections that may contribute to biological and biomedical processes. Nonetheless, it leaves us with the increasing demand to validate these observations to elucidate the actual causal mechanisms in biology and medicine. Due to the lack of powerful and precise tools to manipulate biological systems in mammalian cells, these efforts have not been able to progress at an adequate pace.

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This essay is a product of the author’s interest in silent films from Soviet, especially, documentary films. Before the 1920’s documentary filmmaking had mostly been limited to newsreels and short scenes. Only occasional feature-length documentaries had been made. During the 1920s, documentary film achieved new status, not only because of its use as propaganda; it was also identified as artistic cinema. Discussions how to use this genre were taking place all over Europe, and in the US. In France, many different journals on cinema were started. In Soviet the discussions later became politicised. It was a good climate for groundbreaking cinema, and Esfir Shub was one of the film pioneers in Soviet. The ambition with the essay is to give Esfir Shub theoretical approach to non-fiction film a greater acknowledgement. The thesis is how Esfir Shub combines titles and pictures with cutting in The Fall of the Romanov Dynasty (1927) and to theorise the film with Shub’s own conceptual ideas. The method is close reading of the film and the articles written by Shub. The conclusions made by the author, is that Shub uses titles and pictures, in a dynamic cross-cutting between the oppressor and the oppressed. She is faithful to her own theories. She is only using authentically material and not played scenes; otherwise she would distort historical facts. The montage is built in two different ways. Firstly Shub use an ironic tone in the titles when she introduces the oppressors from the old regime, and comment these images widely. Secondly she uses pictures of typical symbols of capitalism and does not need to comment in such matter as earlier, because the film material she had captured speaks for itself.

Snickarmästare Hjalmar Jackson var med sin verkstad en av Stockholms skickligaste möbeltillverkare under perioden 1916-1956. Exempel på uppdrag var tillverkning av möbler till Stockholms Stadshus, vardagsrummet på Ulriksdals slott och Svenska Tändsticksbolaget AB. Jackson var även en aktiv föreningsmänniska som engagerade sig starkt för hantverkarnas situation i samhället liksom för bibehållandet av hög hantverksstandard och utbildning till kommande generationer. Under hela sitt aktiva yrkesliv hade Hjalmar Jackson ett nära samarbete med olika möbelarkitekter, speciellt Carl Malmsten. Efter ett inledande kapitel om möbel- och inredningsstilar åren 1910-1960 redogör denna uppsats för Hjalmar Jackson som person och yrkesman, hans olika verkstäder och uppdrag samt också för ett antal möbelalster tillverkade av Jackson och hans verkstad. Uppsatsen innehåller även en beskrivning av arbetet hos Jackson grundad på intervju med snickarmästare Inge Johnsson som arbetade hos Jackson på 1950-talet. Det föreligger inget tvivel om att Jackson var en mycket kompetent mästare, hantverkare och arbetsledare och att han och hans medarbetare gjorde en bestående insats för möbel- och hantverkskulturen i Sverige.

Det här arbetet tar upp vilken syn på problemlösning som arbetssätt som lärare i de tidigare skolåren har ute på skolorna. Arbetet behandlar även hur och i vilken utsträckning problemlösning används i lärarnas undervisning. Metoden som används i arbetet är en i huvudsak kvalitativ intervju med sju lärare från lika många skolor. I vissa fall har även observation och kompletterande samtal använts. Undersökningen visar att både lärare och forskare är tämligen överens om vad ett problem är, de menar bland annat att ett problem ska vara en utmaning och kräva en ansträngning av eleven. De är även överens om att om en uppgift skall klassas som ett problem så får inte eleven på förhand ha en given metod för att lösa uppgiften. Undersökningen kommer fram till att samtalet ses av lärarna som en viktig del av problemlösningen och eleverna får därför arbeta mycket i par eller grupp när de jobbar med problemlösning.

In my story there are daily conflicts that occur around the boy Peter. I focus on the role of the educator and the preschool, on the grey area children, on the interaction with parents and on "fighter relation". I have during my work tried to see this dilemma from differentperspectives. I question my role as a teacher and recently become a preschool teacher. Peter has no diagnosis, but I have decided to proceed from emotional disorders and language difficulties.

Velofarynxinsufficiens (VPI) innebär en otillräcklig förmåga att stänga passagen mellan mun- och näshåla. En ofullständig slutning får konsekvenser framför allt för talet, då luft passerar genom näsan även vid orala språkljud och leder till en avvikande talklang och artikulation. Dessa avvikelser kan vara mer eller mindre framträdande i talet och innebära allt ifrån en lätt förvrängning av talklangen till att talet blir oförståeligt för omgivningen, vilket får allvarliga konsekvenser för möjligheten att kommunicera verbalt.   VPI kan behandlas på flera sätt, dels protetiskt, dels med kirurgi. Deltagarna i denna studie har alla genomgått operation med uppåtbaserad farynxlambå, som är en väldokumenterad och effektiv metod för att behandla VPI. En vanligt förekommande biverkning till operationen är luftvägshinder, exempelvis nästäppa, snarkning och sömnapné.    Syftet med studien var att undersöka deltagarnas egen uppfattning om operationsresultatet gällande tal och biverkningar, med hjälp av en enkät för självskattning. 61 patienter opererade med uppåtbaserad svalglambå under perioden 2000-2011 vid Akademiska Sjukhuset i Uppsala deltog i studien. Deltagarna delades in i tre undergrupper utifrån etiologi: deltagare med spalt (n  =  35), deltagare med spalt och syndrom (n  =  13), samt deltagare utan spalt (n  =  13).   Resultat: 55 av 61 deltagare (90  %) ansåg att operationen förbättrade deras tal. 49 av 61 deltagare (80  %) skulle dessutom rekommendera operationen till någon annan med samma besvär. 42 av 61 deltagare (68,8  %) uppgav att de är nöjda med sitt tal. Kvarstående biverkningar som rapporterades var nästäppa, snarkning, dagtrötthet och muntorrhet. Deltagarna upplevde dock dessa biverkningar i liten grad. Ingen tydlig skillnad sågs mellan de olika patientgrupperna. / Velopharyngeal insufficiency (VPI) is the inability to completely close the velopharyngeal port. Velopharyngeal closure is an important part of speech. VPI leads to a leakage of air into the nasal cavity during speech, which can cause hypernasal resonance and misarticulations. The effect of VPI on speech differs depending on the nature of the insufficiency. It can affect speech intelligibility severely.   VPI can be treated prosthetically or surgically. The patients in this study have all undergone pharyngeal flap surgery; a well established surgical method with documented effect in correcting VPI and reducing hypernasality in speech. Pharyngeal flap surgery can have negative consequences, such as airway obstruction, sleep apnea and snoring.   The aim of this study was to investigate the patients experiences of speech, complications and side-effects after pharyngeal flap surgery, through self-reports. 61 patients who underwent superior pharyngeal flap surgery during the period 2000 to 2011 at Uppsala University Hospital participated in the study. They were divided into three sub-groups: patients with cleft (n  =  35), patients with cleft and syndrome (n  =  13), patients without cleft (n  =  13).   Result: 55 of 61 participants (90 %) were of the opinion that the pharyngeal flap surgery had improved their speech. 49 of 61 participants (80 %) said they would recommend someone else with the same problem to undergo the operation. 42 of 61 participants (68,8 %) were content with their speech. Reported residual side effects, though experienced in low degree, were nasal congestion, snoring, weariness during daytime and dry mouth. No evident difference was seen between the sub-groups.

Uppsatsen bygger på den vandringsdagbok som skrevs under 1952-1954 av 24 nyutexaminerade småskollärarinnor från Norrköpings småskoleseminarium. De hade enats om att skriva brev i dagboksform omfattande tre sidor brevtext och sedan låta boken cirkulera runt till samtliga författare. Boken skulle i första hand spegla deras arbete som lärarinnor och viktiga delar av deras privatliv. För några år sedan skänktes böckerna, 23 av 25, till Arbetets museum i Norrköping. Jag har tagit del av breven som omfattar lärarinnornas första arbetsår och försökt analysera deras arbete, privatliv, föreningsliv och deras hemligheter som det speglas i vandringsdagboken. De flesta anställdes bara på korta vikariat. En tredjedel förlovade eller gifte sig under det första året och några födde barn. Umgänget bestod av nya kolleger och av kontakt med gamla vänner från seminarietiden. De intresserade sig mycket litet för aktuella politiska, kulturella eller sociala problem. Vissa frågor, privata eller i skolan, behandlas inte i brevtexterna. / My essay is a result of an investigation of letters written in a diary between 1952 and 1954 by 24 primary school teachers who had just finished their final exam in the College of Education in Norrköping, Sweden during the summer of 1952. They had promised each other to write letters of three pages in a diary and to let the book circulate between all the participators. The letters should include the experience of their work as schoolteachers but also important parts of their private lives. The books, 23 of 25 in all, were donated to the Arbetets museum in Norrköping a few years ago. I have read the letters and made an effort to analyse their educational work, their private lives, their community activities and their secrets as found in the texts of the diary. The teachers were employed for some months or for one or two terms. One third of them was engaged or married during the first year and a few gave birth to children. Their intimate friends consisted of schoolteachers but they also kept contact with their old acquaintances from the College of Education. They took little interest in the political, cultural or social problems during the period I have studied. Certain questions of private nature were not discussed in the diary letters.

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