Abraham Bar Hiyya on time, history, exile and redemption : an analysis of Megillat ha-Megalleh

Megillat ha-Megalleh av Abraham bar Hijja (Spanien, 12. årh.) är bäst känd som en samling av messianska beräkningar. Men boken som helhet innehåller, vid sidan om beräkningarna, varierande innehåll såsom filosofi, bibeltolkning och astrologi. Bar Hijja framför en argumentering, inför det växande inflytandet på judarna från de kristna, för att den judiska religionen, och särskilt judarnas väntan på den messianska tiden, fortfarande är giltiga. Bar Hijja utvecklar, med hjälp av den judiska traditionen, arabiska vetenskapliga och andra källor samt omdefinierade kristna ideér, en syn på historien som en determinisk händelselopp som består av goda och dåliga tider men eventuellt skall kulminera i en messiansk tid för judarna. Boken innehåller även en omfattande astrologisk kommentar på historien, som bland annat beskriver uppkomsten och historien av de kristna och muslimska världsmakterna, samt deras förhållanden med judar. Boken är tydligt avsett att övertyga judarna att förbli judar, genom att argumentera med hjälp av både judiskt och ickejudiskt material, att oavsett läget i exil har de den framtid som de väntat för. I det medeltida sammanhanget syns detta inte enbart som en religiös fråga utan också som en politisk strävan till att säkerställa det judiska samfundets framtid.

Tal vid III:dje Nordiska Kvinnosakskongressens högtidliga öppnande 3. V. 1924 av Ilmi Hallsten

15 x 20 cm

Tal af John Stuart Mill

14 x 23 cm

Bus bar aeolian vibration field tests

Large amplitude bus bar aeolian vibration may lead to post insulator damage. Different damping applications are used to decrease the risk of large amplitude aeolian vibration. In this paper the post insulator load caused by the bus bar aeolian vibration and the effect of damping methods are evaluated. The effects of three types of bus bar connectors and three types of primary structures are studied. Two actual damping devices, damping cable and their combinations are studied. The post insulator loads are studied with strain gage based custom made force sensors installed on the both ends of the post insulator and with the displacement sensor installed on the midpoint of the bus bar. The post insulator loads are calculated from the strain values and the damping properties are determined from the displacement history. The bus bar is deflected with a hanging weight. The weight is released and the bus bar is left to free damped vibration. Both actual bus bar vibration dampers RIBE and SBI were very effective against the aeolian vibration. Combining vibration damper with damping cable will increase the damping ratio but it may be unnecessary considering the extra effort. Bus bar connector type or primary structure have no effect on the vertical load. The bending moment at the post insulator with double sided bus bar connector is significantly higher than at the post insulator with single sided bus bar connector. No reliable conclusions about bus bar connector type effect can be done, but the roller bearing type or central bearing type connector may reduce the bending moment. The RHS steel frame as primary structure may increase the bending moment peak values since it is the least rigid primary structure type and it may start to vibrate as a response to the awakening force of the vibrating bus bar.

Extremfall, stjärnelever och verktygsskramlare : en diskursanalytisk studie av lärares tal om studerande som behöver särskilt stöd

The groups within Finnish vocational upper secondary education and training (VET) are often heterogeneous with respect to the student's need for support in their studies. According to the national core curricula, Special Education Needs (SEN) students should in the first place, get their education in the same group as everyone else. This dissertation aims to clarify and create an understanding about how the ideals and intention of equality in education is constructed in communication among teachers in VET in the Swedish-speaking parts of Finland. Through this understanding it should be possible to highlight a potential which could ultimately contribute to a positive development of a more inclusive education within VET. The epistemological platform of the study is to be found within the post structuralist philosophy of language that is considered as subsumed in a social constructionist thinking. The data has been collected through focus group discussions in groups of 3–6 participants (teachers) in seven schools in Finnish-Swedish VET. The analyses are based on a discursive psychological analysis combined with an analysis based on Michel Foucault's concepts with an emphasis on the subject, government and power. Four discourser where identified in the analysis of teachers' constructions of the educational assignment in relation to SEN students. The most dominant was discussing the educational assignment as a pragmatic project i.e. as a matter of transmission of knowledge. The discourse included both interpretative repertoires where the heterogeneous group was constructed as self-evident and possible to manage as well as a constructed as an impossible project. The educational assignment was also constructed as a holistic project, as part of a democratic project, and as a labor market project. Each discourse contains both including as well as excluding features in relation to SEN students. The development of an inclusive practice can and should therefore include elements from all of them. Three discourses were identified in the analysis concerning teachers' versions of SEN students: students with difficulties and problems; students who do not use or do not have ability and students who are irresponsible and lack the will to study. Within the various discourses and interpretative repertoires were both constructs when teachers described a concern and kindness in relation to the individual SEN student and constructions where teachers mainly expressed fears that other students in the group would be negatively affected by students in need of special support. Results from the third research question conclude the results from the two others, the analysis is done out of a government perspective. In the material use of different government techniques are identified: disciplinary power through direct reprimands; pastoral power by a desire of insight in order to promote the opportunities for consultation and the use of bio-power that primarily focuses on what is best for the population and whose tool racism results in a legitimation of the exclusion of SEN students. The conclusion is that teachers in VET need to pay attention to inclusive and exclusive elements identified in various discourses.

Tal om läsnings-werket, hållne wid examina anniversaria, i Björneborgs trivial-schola af Johan Kraftman rect. scholae

Arkit: A-B8 C4.

Tal om läsnings-werket, hållne wid examina anniversaria, i Björneborgs trivial-schola af Johan Kraftman rect. scholae

Arkit: A-B8 C4.

Tal, hållet vid fru doctorinnan Frerique Sophie Lindforss född Malm jordfästning i Sääminge kyrka den 1 Martii 1838 af Gustaf Gräsbeck

Ruotsinkielinen puhe.