Intelligence organizations and their operations are by their nature secretive and want to continue as such. This problematizes research around them and especially intelligence cooperation with other countries can be considered among the most secret parts of an intelligence organization. This is put in the context of the essay where Sweden and Finland have a long and extensive historical relationship. That relationship also includes military aspects with volunteer soldiers and even today with the joint decision to apply to NATO. Previous research on Swedish intelligence gathering and intelligence cooperation in Finland has been sparse and scattered in larger works that have focused largely on the Swedish intelligence organization and its operations. The purpose of the essay is twofold. One is to map the Swedish intelligence gathering in Finland by C-byrån and see how it changed during the course of the war. The second is to highlight and discuss the intelligence cooperation between the Swedish and Finnish intelligence services. Since the purpose is twofold, two different theoretical frameworks and researchers' thoughts will be used. The first is Agrell's thoughts on different types of intelligence, which will be used to analyze what is obtained in Finland. The second is Michael Herman's thoughts on intelligence cooperation, which will be used to explain and discuss the Swedish-Finnish intelligence cooperation. The method chosen for this essay is a qualitative text analysis with a close reading of reports carried out. The essay will also contain elements of quantitative methods in the form of a table and figures to more easily visualize some of the results. The end result of this essay is that the C-byråns intelligence gathering in Finland changed in volume and type of intelligence during the course of the war. Within the intelligence cooperation, it is established that the cooperation was at its greatest and in clarity during the Finnish Winter War. After the Finnish Winter War cooperation decreased and became discreet, then returned during the Lapland War in clarity. Intelligence cooperation with the Finnish intelligence service became a method of approach and a professional exchange for the C-byrån to obtain intelligence on active war experience of how Soviet troops fight and their tactics.

In recent decades, Sweden's and most of Europe's defense budgets have fallen. It has created a greater need between countries for the cost-effective maintenance of defense capabilities. The Swedish Finnish Naval Task Group (SFNTG) is a part of this trend. It will be operational in 2023 and aims to jointly use the marine forces of the countries in a cost-effective way. In this case study, the cooperation in SFNTG between Swedish and Finnish combat boats is investigated. Based on the increased need for defense cooperation, different concepts for describing and applying collaborations in the short and long term have been created. In this work the term Joint Force Generation was used to analyze the different systems of the Swedish and Finnish combat boats. The term Pooling & Sharing was used to analyze cooperation in the longer term. The purpose is to explore how the political and strategic plans will work on the tactical level of cooperation. Empiricism has been gathered through interviews by officers from both countries. Literature study of reports on the meaning of cooperation have been made. The work was limited to research & development, maintenance, management and material purchases. The interviews showed that the different communicationsystems in the combat boats required extra human resources and a common communicationsystem was desirable. Conclusions are that there are shortcomings of a functioning relationship for the combat boats to meet the requirements of the year 2023. The use of each other's bases as another goal must coordinate logistics, training and warehousing to create better impact. In the longer perspective a greater political understanding must be for the importance of the joint material purchases. The major gain is in cost savings through various forms of collective research development.

Päättötyöni on kvalitatiivinen kartoitus kymmenestä Ruotsin peruskoulussa vuosiluokilla 1–5 suomen kielen opetuksessa käytetystä oppikirjasta. Kartoitusten lisäksi olen haastatellut kolmea opettajaa ja saanut vastauksia kyselykaavakkeisiin 11 opettajalta heidän mielipiteistään oppikirjoista. Aihe, suomen kielen oppikirjojen kartoitus ja mielipidekysely kirjoista, on tarpeellinen , sillä suomen kieli on ollut yksi Ruotsin viidestä virallisesta, kansallisesta vähemmistökielestä vuodesta 2000 ja peruskouluasetuksen mukaan kaikilla oppilailla on Ruotsin peruskouluissa oikeus oppia ja kehittää suomen kieltä, jos heillä on ennestään perustava kielitaito. Vaikka suomi on ollut virallinen vähemmistökieli jo kymmenen vuotta ja koululainmuutos, jonka mukaan suomen kielen ei enää tarvitse olla aktiivinen kotikieli, on ollut voimassa kaksi vuotta, vasta tämän syksyn aikana painettiin ruotsinsuomalaisia varten ensimmäinen oppikirjasarja 20 vuoteen. 1970- ja 80-luvuilla teetettiin kolme kirjasarjaa, mutta sen jälkeen opettajat ovat joutuneet käyttämään Suomessa tuotettuja ja suomalaisia oloja varten suunniteltuja kirjoja, eivätkä kirjat tutkimukseni mukaan täytä kaikkia ruotsalaisen kurssisuunnitelman tavoitteita. Suomen kielen opettajat ovat kuitenkin tyytyväisiä oppikirjoihinsa, vaikka niissä on puutteita; niiden suurin heikkous on, että ne sisältävät ruotsinsuomalaisille liian vaikeita sanoja ja lauseita / Mitt examensarbete är en kvalitativ kartläggning med fokus på 10 skolböcker som idag används i finskundervisningen i den svenska grundskolan i årskurserna ett till fem. Som komplement till kartläggningen har tre lärare intervjuats och 11 lärare har besvarat ett frågeformulär med åsikter om de böcker som de använder. Uppsatsens ämne är relevant eftersom finskan sedan år 2000 är ett av Sveriges fem officiella, nationella minoritetsspråk. Enligt grundskoleförordningen har alla elever med grundläggande kunskaper i finska rätt att lära sig och att utveckla språket i skolan. Finskan har varit ett officiellt minoritetsspråk i tio år och ändringen i skollagen, att finskan inte längre behöver vara ett aktivt hemspråk för att ge rätt till modersmålsundervisning, kom för två sedan. Ändå är det först nu i höst som de första skolböckerna på 20 år för sverigefinska elever tryckts. På 1970- och 80-talen trycktes tre bokserier, men sedan dess har lärarna fått förlita sig på böcker producerade i Finland som enligt min forskning inte uppfyller alla kursplanens kriterier. Modersmålslärarna är nöjda med sina böcker även om de har brister. Deras största svaghet är, att de innehåller för svåra ord och meningar för sverigefinska elever. / My degree project is a qualitative survey of 10 books used in Swedish primary schools in Finnish teaching. As a complement to the survey I interviewed three teachers and handed out questionnaires to eleven more, asking for their opinions of the school books they are using. The subject is relevant, as Finnish has been one of the five official minority languages in Sweden since the year 2000. According to the Compulsory School Ordinance on the nine-year compulsory school all students with a basic knowledge of Finnish have the right to learn and develop the language in school. Finnish has been a national minority language for ten years and two years ago a change in the school law was introduced, which entitles pupils to classes in Finnish even when Finnish is not an active language at their home. Nevertheless, it was only this autumn that, for the first time in 20 years, school books were printed for Finns in Sweden. In the 1970s and 1980s three book series were printed, but since then teachers have had to rely on books produced in Finland, which, according to the findings of my degree project, do not meet all the criteria of the Swedish course syllabus. The teachers of Finnish are satisfied with the books, although the books have weaknesses; the biggest weakness is that they have too advanced words and sentences for Swedish Finnish pupils.