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  • 1.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Mental well-being and philosophy for persons with acquired brain injuries2017Conference paper (Refereed)
    Abstract [en]

    According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

  • 2.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    P4PABI: Philosophy for persons with acquired brain injuries2012In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Conference paper (Refereed)
    Abstract [en]

    AimThe aim of this study is to examine to what extent philosophical dialogue can be a good tool for persons with acquired brain injuries (ABI) to regain lost abilities and develop new capabilities that are relevant for participating in the society.Methodological frameworkThe empirical data has been collected during nearly two years of philosophical practice with students at the Brain injury program at Framnäs folk high school in northern Sweden. All students at the program have ABI. Persons with ABI may have lost their ability to take positions and they often have difficulties to give arguments and to express themselves clearly. The students that participated in this study have had an ABI and are left with such severe residual functional capacity that their lives have totally changed. The philosophical practice has been inspired by basic ideas from philosophy with children. It is important that individuals with disabilities are viewed as experts in their own recovery process, where their feelings and experiences are treated as valuable in guiding subsequent rehabilitation decisions. Both students and staff have been provided the opportunity to make their voice heard during this project. Hereby, we have approached the experienced utility of philosophical dialogues for persons with ABI from three perspectives; that of the students, the staff and us as participating researchers in the project group.ConclusionsIn general, the preliminary results indicate that the philosophical practice with the students with ABI has been positive for the students to regain lost abilities and develop new capabilities relevant for participating in society

  • 3.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    P4PABI: Philosophy for persons with acquired brain injuries2012Conference paper (Refereed)
  • 4.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury2017Conference paper (Refereed)
  • 5.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries2020In: International Journal of Disability, Development and Education, ISSN 1034-912X, Vol. 67, no 1, p. 107-123Article in journal (Refereed)
    Abstract [en]

    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

  • 6.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Humans and technology.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury2018In: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, p. 482-490Chapter in book (Refereed)
    Abstract [en]

    Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

  • 7.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    PhilosoFilm: On the combination of film and philosophical dialogue2013Conference paper (Refereed)
  • 8.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Philosophy with Children - How and why?2012In: Abstract book to the 40th Annual Congress of the Nordic Educational Research Association, Nordic educational research association, NERA , 2012, p. 92-93Conference paper (Refereed)
  • 9.
    Franklin, Anders
    et al.
    ARcTic Project Group - Unga tankar.
    Johansson, Jonatan
    ARcTic Project Group - Unga tankar.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Thinking in the upper secondary school: On the coherency between Thinking in education and the curriculum for the Swedish upper secondary school 20112013Conference paper (Refereed)
  • 10.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. Luleå University of Technology, Department of Arts, Communication and Education, Media, audio technology and experience production and theater.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Philosophical dialogues in education for persons with acquired brain injuries2016Conference paper (Refereed)
  • 11.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Philosophy for persons with acquired brain injuries: Results from a Swedish study2013Conference paper (Refereed)
  • 12.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Cultural integration in philosophical dialogue2012In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Conference paper (Refereed)
    Abstract [en]

    Research aimThe aim of this paper is to outline a way of inspiring the growth of a good culture of philosophical dialogue in a group, through a certain perspective on cultural integration, in order to promote a good philosophical dialogue.Methodological frameworkOur reasoning is based on several years of experience of philosophical dialogues in various types of groups: school classes (with children aged from 11 to 18 years), groups of children attending philosophical dialogues on their spare time, folk high-school classes, and university students. ConclusionsOne of the goals of a philosophical dialogue is to make the participants develop certain kinds of qualities, like the ability to think creatively, philosophically and clearly. Developing these kinds of profound qualities takes time and requires a ”good” culture of philosophical dialogue (a concept that is discussed in the paper). Being in a context of philosophical dialogue will make a person familiar with the culture of the dialogue - the person will become an ”elder”. A way of achieving cultural integration for new participants in a philosophical dialogue is to have elders as role models for the beginners. This way, the beginners will be able to learn a way of acting in the context of philosophical dialogue by observing the behaviour of the elders. It is also desirable that the beginners on their behalf make an already existing culture better by bringing their own ways of thinking to it. Learning from others, while also being brave enough to think differently, is essential for the development of good cultures, and human beings.Relevance to Nordic educational researchBeing in a phase of development regarding philosophy with children, Sweden is in need of methods

  • 13.
    Gardelli, Teodor
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Luleå-modellen för filosofiska samtal2011Conference paper (Other (popular science, discussion, etc.))
  • 14.
    Gardelli, Åsa
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jacobsson, Lars
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation. Luleå University of Technology, Department of Health Sciences, Medical Science.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Utbildning för delaktighet: att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada2018In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 49-52Chapter in book (Other academic)
    Abstract [sv]

    Ett stort antal personer i Sverige drabbas varje år av förvärvade hjärnskador, ofta med livslånga konsekvenser som nedsatta kognitiva, kommunikativa och sociala förmågor, samt minskat välbefinnande. Detta kan leda till utanförskap, svårigheter med studier, långvarig arbetslöshet och stort lidande för den drabbade och anhöriga, liksom till stora samhälleliga kostnader. Filosofiska samtal har visat sig ha positiva effekter för barn. Vår studie visar att sådana samtal framgångsrikt kan användas också i utbildning för personer med förvärvade hjärnskador. Den antyder positiva effekter inom bland annat kognitiv, kommunikativ och social utveckling.

  • 15.
    Keskitalo, E. Carina H.
    et al.
    Department of Geography and Economic History, Umeå Universit.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Pettersson, Maria
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Johanna, Boberg
    Department of Forest Mycology and Plant Pathology, Swedish University of Agricultural Sciences, Uppsala.
    Klapwijk, Maartje
    Department of Ecology, Swedish University of Agricultural Sciences, Uppsala.
    Oliva Palau, Jonas
    Department of Forest Mycology and Plant Pathology, Swedish University of Agricultural Sciences, Uppsala.
    Stenlid, Jan
    Department of Forest Mycology and Plant Pathology, Swedish University of Agricultural Sciences, Uppsala.
    Implementing Plant Health Regulations with Focus on Invasive Forest Pests and Pathogens: Examples from Swedish Forest Nurseries2018In: The Human Dimensions of Forest and Tree Health: Global perspectives / [ed] Julie Urquhart, Mariella Marzano, Clive Potter, Cham: Palgrave Macmillan , 2018, p. 193-210Chapter in book (Refereed)
    Abstract [en]

    International trade and climate change have increased the movement potential for invasive alien species (IAS), including invasive pests and pathogens (IPPs), to the point where biological invasions are considered one of the major threats to biodiversity. However, practical implementation of plant health with regard to IAS and IPPs is difficult: regulative responsibilities are commonly spread across different authorities, and resources on the ground are often limited. Based on a legislative and literature review and semi-structured qualitative interviews (N = 7), the present study examines the possibilities and potential risks of monitoring and detection of forest invasive species in Sweden, with a particular focus on forest plant nurseries. The study thus adds practical implementation aspects concerning possibilities to limit the spread of invasive species in the plant trade.

  • 16.
    Pettersson, Maria
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Keskitalo, E. Carina H.
    Umeå University, Department of Geography and Economic History, Umeå universitet, Department of Social and Economic Geography, Umeå University.
    Possibility to implement invasive species control in Swedish forests2016In: Ambio, ISSN 0044-7447, E-ISSN 1654-7209, Vol. 45, no Suppl. 2, p. 214-222Article in journal (Refereed)
    Abstract [en]

    Invasive alien species constitute an increasing risk to forestry, as indeed to natural systems in general. This study reviews the legislative framework governing invasive species in the EU and Sweden, drawing upon both a legal analysis and interviews with main national level agencies responsible for implementing this framework. The study concludes that EU and Sweden are limited in how well they can act on invasive species, in particular because of the weak interpretation of the precautionary principle in the World TradeOrganisation and Sanitary and Phytosanitary agreements. In the Swedish case, this interpretation also conflicts with the stronger interpretation of the precautionary principle under the Swedish Environmental Code, which could in itself provide for stronger possibilities to act on invasive species.

  • 17.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Aktivitet: Rättsfilosofiska frågor i aktuell forskning2016Other (Other (popular science, discussion, etc.))
  • 18.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Aktivitet: Spridning av filosofiska samtal genom två handledningsmaterial till samtalsledare2013Conference paper (Other (popular science, discussion, etc.))
  • 19.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Ethics in Legal Interpretation2015Conference paper (Refereed)
  • 20.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Etik och normkonflikter inom miljörättslig lagstiftning2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    A conflict of norms puts the legal subject in a difficult position. As a consequence of some conflicts of norms, a legal subject cannot act legally correct in any way, as long as the conflict is not solved. This brings about a lack of rule of law and also that the legal rules do not succeed to guide the legal subject’s actions, which is often regarded as one of the most important properties of the law. In the essay, questions about the emergence of, problems with and solutions to conflicts of law within the field of environmental law have been discussed. Two cases have been used to discuss different kinds of conflicts of norms that can be found in environmental legislation. It has been found in the essay that one of them is an example of the law both prohibiting and permitting the same behaviour, and that the other case is an example of the law both prohibiting and prescribing the same behaviour. Furthermore, it has been suggested in the essay that conflicting ethical assumptions that might underlie the rules can be partial explanations to why the conflicts of norms emerge, and that it can be reasonable to use ethical theories when interpreting the law in cases where unclear and seemingly ethical expressions occur in the law.

     

  • 21.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Legal positivism and the use of ethics in legal interpretation in a Swedish case2015Conference paper (Refereed)
  • 22.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Om naturens skyddsvärde i miljöbalkens portalparagraf2016In: Nordisk miljörättslig tidskrift, ISSN 2000-4273, E-ISSN 2000-4273, Vol. 2016, no 1, p. 123-132Article in journal (Refereed)
  • 23.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    On seemingly inconsistent moral statements in Swedish environmental law2013Conference paper (Refereed)
  • 24.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Presentation av licentiatavhandlingen ”Etik och normkonflikter inom miljörättslig lagstiftning”2017In: The Philosophy Days in Uppsala / Filosofidagarna i Uppsala 25—27 August 2017: Book of abstracts, 2017Conference paper (Refereed)
  • 25.
    Strömberg, Caroline
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Är de etiska ställningstagandena i miljöbalkens portalparagraf motsägelsefulla?2014Conference paper (Refereed)
  • 26.
    Strömberg, Caroline
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Cultural integration in philosophical dialogue2012Conference paper (Refereed)
  • 27.
    Strömberg, Caroline
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Gardelli, Viktor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Teodor
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Svenska hjältar lärarhandledning: Lärare! Våga prata om svåra saker2012Book (Other (popular science, discussion, etc.))
1 - 27 of 27
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