<p>The purpose of this paper has been to shed light on the ways the history represented at the City Museum of Stockholm can be used in education at the Gymnasia level. I have made use of the following set of questions to attain this purpose: 1) How is the City Museum's activity vis-á-vis the gymnasia organized and what is the purpose of this activity? 2) What positive results do the interviewees see in the collaboration between the schools and the Museum? 3) Why did the teachers represented in this paper choose to make use of the Museum in their education? The bulk of the study is based upon three interviews with the First Curator at the City Museum of Stockholm and two teachers, from Viola Gymnasiet and Skogsgårds Gymnasiet respectively. My method is qualitative and interpretative with hermeneutic features.</p><p>In my interpretation of the source material I have made use of historian Klas-Göran Karlsson's classifications regarding the needs for various forms of history, use of history, users and functions of results. In this way I have been able to establish how the Museum and the teachers represented in the study make use of the history that is represented at the Museum. The Museum and the teachers both use history according to their needs to reconstruct and discover, the latter represented by the research undertaken by the Museum. Hence, it is a scientific usage. The parties also have a need illustrate, make public, and debate; and in this way to make pedagogic use of history. The Museum also makes commercial use of history, which means it is in their interest to increase the value of history.</p>

<p>This thesis deals with the question of how and to what degree Swedish history books for schools changed between the early 20^th century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, <em>traditional, exemplary, critical </em>and<em> genetical.</em> The basis for this division is how the narratives use the past to make the present understandable.</p><p>The following conclusions are reached:</p><ol><li>That Swedish history books for schools have changed less, and in a moore gradual way than those dealing with general history. </li><li>There is a growing use of genetical narratives at the expense of mainly exemplary ones. Also over time there is a tendency towards variance in narrative form. </li><li>The most significant dimension of change is in regards to the presentation of specific historical epochs within the books, not of the books as a whole. </li></ol>

This thesis deals with the question of how and to what degree Swedish history books for schools changed between the early 20th century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, traditional, exemplary, critical and genetical. The basis for this division is how the narratives use the past to make the present understandable. The following conclusions are reached: That Swedish history books for schools have changed less, and in a moore gradual way than those dealing with general history. There is a growing use of genetical narratives at the expense of mainly exemplary ones. Also over time there is a tendency towards variance in narrative form. The most significant dimension of change is in regards to the presentation of specific historical epochs within the books, not of the books as a whole.

The purpose of this paper has been to shed light on the ways the history represented at the City Museum of Stockholm can be used in education at the Gymnasia level. I have made use of the following set of questions to attain this purpose: 1) How is the City Museum's activity vis-á-vis the gymnasia organized and what is the purpose of this activity? 2) What positive results do the interviewees see in the collaboration between the schools and the Museum? 3) Why did the teachers represented in this paper choose to make use of the Museum in their education? The bulk of the study is based upon three interviews with the First Curator at the City Museum of Stockholm and two teachers, from Viola Gymnasiet and Skogsgårds Gymnasiet respectively. My method is qualitative and interpretative with hermeneutic features. In my interpretation of the source material I have made use of historian Klas-Göran Karlsson's classifications regarding the needs for various forms of history, use of history, users and functions of results. In this way I have been able to establish how the Museum and the teachers represented in the study make use of the history that is represented at the Museum. The Museum and the teachers both use history according to their needs to reconstruct and discover, the latter represented by the research undertaken by the Museum. Hence, it is a scientific usage. The parties also have a need illustrate, make public, and debate; and in this way to make pedagogic use of history. The Museum also makes commercial use of history, which means it is in their interest to increase the value of history.

Forskning på museer har de senaste åren varit en omdiskuterad företeelse och hur denna ska bedrivas. Den här undersökningen behandlar synen på forskning utifrån ett länsmuseum med utgångspunkt i basutställningen på museet. Att tolka informanternas svar var inte helt oproblematiskt alla gånger, men detta har inte bara varit en nackdel utan det har även lett till vissa slutsatser. Undersökningen har resulterat i en inblick i forskningssynen utifrån främst en viss arbetsgenre på museet och även argumenten för vissa urval som gjordes till basutställningen har påvisats. Det har sedan kunnat dras vissa slutsatser vad gäller forskningsbegreppet och den problematik som kretsar kring denna, samt om hur urvalsprocessen gått till. Bland annat tas frågan om definitionsproblematiken av forskningsbegreppet upp, och även vilka faktorer som spelar in i urvalet av material till den studerade utställningen. / Research in museums has during the recent years been a controversial phenomenon about how it should be conducted. This study deals with the perception of research in a county museum, based on the permanent exhibition at the museum. To interpret the informants' responses were not entirely unproblematic all times, but this has not only been a drawback, but has also led to some conclusions. The investigation has resulted in an insight to the research approach based on primarily one professional genre at the museum and also some selections that were made to the permanent exhibition has been demonstrated. It has thereof been drawn certain conclusions about the concept of scientific research and the problems that revolve around this and how the selection process worked out. Inter alia, the problematic of defining research is discussed, and also the factors that determine the selection of materials for the studied exhibit.

This essay discusses the use of history, and primarily how the current Swedish society perceives and uses the Viking age. The analysis is based on a literature study as well as a case study of the planned theme park in Fullerö north of Uppsala, Sweden. The aim of the essay is to understand the regional debate which arose in media regarding the planning of Fullerö Park and how it reflects the contemporary use of history. Research about the use of history has become increasingly common in recent years and deals with how history is actively being used in society in order to meet its existing needs. These needs varies among different groups and individuals and results in a multitude of usages, where the interests of the different actors may be contradictory. This essay highlights such a conflict of interest in the case of Fullerö; namely between the official heritage management and the commercial use of history. In the latter it is often the stereotypical images of history that are being used, since it fits well into the contemporary society’s quest for experience. Although these images are often romanticized and scientifically incorrect, this usage still has a purpose. The receivers and visitors do not necessarily perceive this as the true history, they appreciate it for other reasons, and it can function as a means of generating further interest.

The purpose of this study was to examine the relationships between several aspects of family environment and adolescent substance use. Participants included 372 (M = 15.45 years, range = 15-17) adolescent males with and without a paternal history of Substance Use Disorder (SUD). Participants completed measures of family functioning, family communication, parentadolescent communication, living arrangement, temperament, and substance use. Results indicated that family functioning and communication predicted a significant reduction in the number of drugs used, frequency of drug use, and problems associated with drug use beyond the effects of demographic covariates. Additionally, temperament and family history of SUD were examined as moderators of the associations between family environment and adolescent substance use. Neither temperament nor family history of SUD significantly altered these relationships. The results of this study highlight the importance of elucidating family environment and the role it may play in prevention and interventions efforts for adolescent substance use.

The Middle Age Period in Eight Juvenile Novels. This study investigates how the Middle Age is presented in literature for youths. I have taking four questions into consideration: How are the different groups or class in the Middle Age society are presented in terms of their housing, clothing, work assignments and leisure activities? What work assignments, leisure activities did children had and their relationship to adults? How was the religious life of monks, nuns and of the people in general? How are the people in the Middle Age described? The study focuses on youth literature written by Swedish authors. Eight books were read and compared. The results of this study shows that there were four kinds of housing during the Middle Age period: housing in cities or villages, housing on the country side and farms, housing in fortresses and housing in monasteries. The difference between housing conditions of the rich and the poor is that the rich could afford bigger houses, fancier building materials and interial details. Most of the garments were worn by both men and women in all the society classes. The biggest difference in the people´s clothing was the one between the rich and poor. The clothes of the rich were made in the fancier materials silk and velvet. Their clothes also had more ornaments. The work assignment between women in the different society groups differs less than the work assignments between men in the different society groups. Children most often took over their parents work. The leisure activities for children were about the same between the society groups. The relation between adults and children was strainous and the children were totally submissive to the adults. The religious life of the people consisted of actions done daily, weekly, annually and once in a life time. There were also actions that were done once in a while. Monks and nuns religious life was different from the rest of the people. They dedicated their lives to prayer and singing for God, and also to assist their fellowmen. The most common description of the people in the Middle Age period is that they did and thought things that were typical for that time period in question and that can seem strange for today`s readers.

In this qualitative thesis I have studied the process of street-naming in Budapest. I have done this primarily through examining legislative and street name records in Budapest in order to define a distinctive use of history. In an attempt to concretise public opinion, I designed and distributed a succinct questionnaire and used newspaper articles to create a clear view of the political milieu. Furthermore, I have utilised a typological method to summarise the use of history and elucidate the results. I came to the conclusion that a moral and, to some extent, ideological use of history is dominating the street-naming situation in contemporary Budapest. My analysis also showed a discrepancy between decision-makers and citizens regarding the handling of odonyms. / I denna kvalitativa analys har jag undersökt processen kring gatunamnsbyten i Budapest. Främst har jag studerat lagstiftning och gatunamnsregister i Budapest för att finna ett centralt historiebruk. Jag har sekundärt även skapat en mindre enkät och gått igenom ett begränsat antal tidningar för att få fram en folklig opinion i relation till beslutsfattningen. Jag har operationaliserat en beprövad historiebrukstypologi för att kunna konkretisera resultatet. Jag kom fram till slutsatsen att ett moraliskt och, i viss mån, även ett ideologiskt historiebruk dominerar hanteringen av gatunamn i dagens Budapest. Analysen visade också att det råder en diskrepans mellan beslutsfattares och invånares syn på hanteringen av odonymer.

The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the same results when some of them have a small part aimed for the antiquity and some of them have a few more pages. The teacher’s opinions show the same pattern when the majority thinks that the course should have a small part of the course, while others think it should have a bigger part. The result of what content the antiquity should have got a similar response in the three parts of the study. Governance and culture are the two themes that is said to be the most important part of the epoch’s content, the teachers agree but also think that historical consciousness is a matter of importance. The historical consciousness is also a big part of the regulatory documents and can be seen in the textbooks as well. The regulatory documents find the knowledge of source criticism and use of history to be of importance, but none of them appears in the textbook’s chapter of antiquity nor in the opinions of the teachers.