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After World War II a rapid expansion of the Swedish health care took place. The expansion was realised chiefly as a development of the hospitals and was both produced and financed mainly within the public sector. The financing consisted to a high degree of government grants from the state to the county councils. During the period for this examination (1945-1955) the public responsibility for the health care was expanded. This was expressed in the publicly financed system for health insurance and the cut down in the charges that the patients had to pay for the hospital care. These changes led to some discussions on the national level but reforms could on the whole, with exception for the suggested reform of the open health care, be implemented. This case-study performed on the county council in Värmland shows that the degree of consensus was enhanced on the regional level. The county council had by tradition a culture of collusion assembling to the culture in the primary municipalities, and county council was also dominated by the strong förvaltningsutskottet (the leading executive committee). This committee functioned as a coalition government and had earned a high legitimacy which enabled the committee to implement very comprehensive reforms in the health care of Värmland.

<p>En undersökning genomförs av de större företagen inom svensk kärnkraftindustri efter ca. 1990, främst med avseende på ändringar i företagens ägande och marknadspositioner. Undersökningen omfattar såväl kärnkraftverken och deras ägare, kraftbolagen, och kärnkraftverkens huvudleverantörer av kärntekniska produkter. Stora förändringar påvisas till följd av ny lagstiftning och nya marknadsvillkor (internationalisering)</p>

<p>The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.</p><p>The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, “folkhemsnationalism” and contemporary nationalism. These discourses are related to Antonio Gramscis theory on hegemony and power in the capitalist society witch covers the order of discourse level of the analysis. Nationalism is then viewed as an ideology to maintain status quo and that the discursive changes are the result of an hegemonic negotiation between dominant and subaltern.</p><p> The study shows how an conservative nationalism dominates in the curriculum from 1878 and 1919. There is some signs of the “folkhemsnationalism” in 1919 but it is not until 1955 that it becomes dominant. The contemporary nationalism is a less clear category than the earlier kinds. It is existing in 1969, then there is a movement backwards in the 1980 before the contemporary nationalism becomes dominant in 1994.      </p>

<p>The purpose of this essay is to illustrate, by using history didactic concepts and the history of timber rafting on the Klarälv, the role of local history in school context. To achieve my aim and to broaden the essay four teachers were interviewed and a survey was conducted among high school pupils. The information on the subject has been gathered through literature on timber rafting and by an interview with a raft man. Literature was also used for obtaining information regarding history didactics.</p><p> </p><p>Through Värmland flows the longest river in Sweden, Klarälven, which for over 400 years was used for the transportation of timber. The extensive work that was timber rafting, affected all of Sweden and vice versa. It gave rise to work opportunities and created a growing ground for industry along the river. Preserved memories of log-floating tell of a bygone era which mustn't be lost. The task of schools is to pass this knowledge on to future generations in order to preserve the history of an important part of the Swedish cultural heritage.</p><p> </p><p>The result shows that timber rafting isn't paid much attention during history classes in school. Since history is such a broad subject, some things are considered too narrow to be properly introduced. The history subject is the largest of the SO subjects due to its permeating nature, and by furthering the cross-subject cooperation students are aided in their cognitive development as they should compare and analyse from four perspectives rather than one. As well, teachers consider themselves having a greater freedom in grading when combining the four SO subjects. Local history represents only a small part of the total education, but is ought to be paid greater attention as it provides the students with a greater ability to see patterns on a global level.</p>

<p>This thesis is based on an exhibition at the county museum Upplandsmuseet in Uppsala, Sweden. During an internship at this museum I got a chance to produce an exhibition, with some guidance from the museum staff. This exhibition was created with the purpose of teaching about agriculture in the late 19^th century and also about the magnificent workmanship of Alrik Klingberg, who have carved these wooden objects for over 50 years. Each one of the objects possesses a story and a memory. The memories that Alrik Klingberg has incorporated into the objects are mainly from his childhood at a croft in northern Uppland. Since these memories have an obvious connection with a type of farming that does not exist in present time, it is important that the stories are being told to younger generations. That is why children became the most important target group when creating this exhibition. One effort to strengthen the pedagogy for <em>A life with sculptures </em>was to locate the exhibition near the children’s corner where a lot of families spend their time during the museum visit. During the project I have been forced to realise that the original idea needed to be formed along the changeable process. Everything did not go as planned which, according to my conclusion, is something that belongs within the process. Learning by doing – a standing quotation at the Institution for ABM. In this thesis the process from idea to final exhibition will be described. This one year master’s thesis is a report concerning exhibition techniques, pedagogic tools and the making of an exhibition with personal objects that reveals a story about someone’s life.</p><p><em> </em></p>