9789144078465

19 mm

EVA-CHARLOTT MUNKENBERG

Eva-Charlott Munkenberg is a senior lecturer in English. She has over 40 years of experience of teaching technical English, mainly at the Department of Engineering Science at University West (Högskolan Väst), but she has also been in charge of contract courses in companies.

| ENGLISH FOR ENGINEERS AND TECHNICIANS

ENGLISH FOR ENGINEERS AND TECHNICIANS

Is it really necessary to be very good at English if your main field is technology or science? If you work in a company or institution in your home country with no contact with other countries understanding written English can be enough, but how likely is it that you have a job like that? This book is intended to increase your technical vocabulary and help you avoid some of the traps that are easy to fall into, but hard to discover on your own.

The first part of the book, Professionalism, deals with generic skills like writing and oral presentations. The next main part, English for Technology and Science, presents key vocabulary within different fields, focusing on words that are easily mixed up.

The book’s emphasis is on reading comprehension, vocabulary and pronunciation. The grammar exercises concentrate on phrases that advanced students often get wrong, and which can lead to misunderstandings.

All texts, comments and exercises are in English, and the book can be used by learners with any native language. However, wordlists with Swedish translations are included as a service to Swedish-speaking readers. The book is suitable for learners at advanced level, CEFR levels B2 to C2, both at universities and in industries.

ENGLISH FOR ENGINEERS AND TECHNICIANS

EVA-CHARLOTT MUNKENBERG

Art.nr 35922

www.studentlitteratur.se

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Copying prohibited All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher.

The papers and inks used in this product are eco-friendly.

Art No 35922 ISBN 978-91-44-07846-5 Edition 1:1 Š The author and Studentlitteratur 2014 www.studentlitteratur.se Studentlitteratur AB, Lund Cover design: Jens Martin/Signalera Printed by Mediapool Print Syd AB, Estonia 2014

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TABLE OF CONTENTS

Acknowledgements 7 About the book 9 To the teacher 9 To the student 10 PART I

Professionalism 1 Introduction – Generic skills 13 2 Quality Management 17 Tricky words – check/control and beside/besides Grammar – can/be able to 3 Being in charge of a project 29 Pronunciation – different stress of the same word and the pronunciation of -ate 4 Writing technical reports 43 Informative or indicative – summaries Grammar – used to 5 Writing for an audience without technical knowledge 53 Grammar – irregular plurals of Greek and Latin origin 6 Oral presentations 59 Grammar and collocations – do/make 7 Business letters 67 Write a business e-mail Grammar – irregular singular and plural forms 8 Being polite in different cultures 75 Polite phrases in English © T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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Ta b l e o f co n t ents

PART II

English for Technology and Science 9 Introduction – How good does your English have to be? 83 10 American and British English 85 Vocabulary – cars and car body parts 11 The greenhouse effect 91 Tricky words – isolate/insulate, carbon/coal, loose/lose, lost/loss 12 Inertia, momentum, torque and impact 99 Pronunciation – different words with the same pronunciation 13 Stress, wear and fatigue 105 Pronunciation – bear/beer and where to put the main stress 14 Machining 111 Tricky words – recycle/reuse Grammar – mass nouns or uncountables 15 Plastics 117 Tricky words – die/dice, mould, inflammable/flammable/combustible, direct/directly 16 Combustion engines 127 Tricky words – force/energy/power, affect/effect/effective/efficient/efficiency, engine/motor 17 Tools and DIY 133 Common tools in English 18 Atoms, molecules and chemical reactions 137 Vocabulary – elements and chemical symbols Saying numbers and mathematical expressions 19 The generation of electrical energy 145 Tricky words – technique/technology, electric/electrical/electrically 20 Semiconductors and ICs 153 Tricky words – voltage/tension, silicon/silicone

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Table of contents

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21 Laser 163 Spell checker traps Pronunciation – the letters i and y 22 The first computer 169 Pronunciation – arithmetic Tons and other measures 23 Frank Lloyd Wright 177 Architecture and houses Tricky words – design/construction/styling PART III

Brain teasers Gudokus 189 Jumbled letters 190 Sandra’s house 191 Measuring time 192 The missing Euro 193 The magic camel 194 PART IV

Answers to exercises and brain teasers For most questions in reading comprehensions the answers can be found in the texts and they are not included in the anwers in Part IV. Quality Management 197 Being in charge of a project 198 Writing technical reports 200 Writing for an audience without technical knowledge 202 Oral presentations 203 Business letters 204 American and British English 205 The greenhouse effect 206 Inertia, momentum, torque and impact 207 Stress, wear and fatigue 209

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Ta b l e o f co n t ents

Machining 210 Plastics 211 Combustion engines 212 Tools and DIY 213 Atoms, molecules and chemical reactions 214 The generation of electrical energy 215 Semiconductors and ICs 216 Laser 219 The first computer 220 Frank Lloyd Wright 221 Gudokus 223 Jumbled letters 224 Sandra’s house 225 Measuring time 226 The missing Euro 227 The magic camel 228 Wordlist English–Swedish 229 Wordlist Swedish–English 249 Index 269

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ACKNOWLEDGEMENTS

This book would not have been possible without my beloved husband, Anders Johansson, PhD, and a retired senior lecturer in physics. Not only did he explain the scientific concepts important for me to understand to be able to write this book, but he also took on the responsibilities of a traditional housewife to give me time to write.

His son, Torbjörn Johansson, has also been extremely helpful. He holds a PhD in Sound and Vibration studies, and because of his background in this area, he has been able to give me valuable feedback. I cannot thank him enough for the time he has spent scrutinizing my texts.

Another important person I wish to thank is my editor, Maria Mörnsjö, at Studentlitteratur, Sweden. She has been very patient and encouraging. Without her, I probably would have given up.

Finally, I must thank all of my wonderful colleagues at the Department of Engineering Science, University West in Trollhättan, Sweden. They have taught me a lot and patiently answered my questions over the years.

June 2014 Eva-Charlott Munkenberg

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ABOUT THE BOOK

To the teacher My basic intent is to write a book for engineers and technicians that would not be obsolete in a few years because of the rapid technical development and that can be used in any country irrespective of the students’ native language. However, my experience is limited to working with mainly European and Chinese students, so it might be wishful thinking that this book can work anywhere. The intention is also that both arts and sciences as well as engineering teachers should be able to use it and focus on the chapters they prefer. The sections headed Find out more will give students and teachers the opportunity to gear the work towards their own interests and knowledge. For technical texts, Find out more can also give the opportunity to deal with current aspects of the topic. Arts teachers do not necessarily need an advanced knowledge of technology. The intention is of course not for the students to learn technology, but to study the English language used in these texts. For discussions, oral presentations and writing, peer review can be used to correct any incorrect facts. Another way to ensure that students use the correct vocabulary is to check their sources, which should be texts written by native speakers or oral sources in the form of native speakers active in the field. Unfortunately, documents provided by manufacturers translated from other languages, e.g.manuals, are not always reliable sources for language studies.

The book is divided into two main sections: Professionalism and English for Technology and Science. Professionalism is included to highlight the importance of generic skills for people working with technology. In this part of the book there are also introductions to Quality Management and Project Management, as most employees will be affected by these.

In English for Technology and Science the technical texts involve basic concepts in order to introduce the students to the key vocabulary within a field. The students are probably already familiar with the content of the texts, which hopefully will make it easier for them to Š  T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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A b o ut t h e b o ok

understand the language. To some readers the technical concepts may seem over-simplified. However, the purpose of this book is not to teach students technology or science, but English.

Finally, there is a short passage called Brain Teasers, whose purpose is to entertain or inspire the students to hold discussions in English.

The focus is on reading comprehension, vocabulary and pronunciation. The students should have a good knowledge of everyday English and basic grammar. The grammar and pronunciation sections of this book only include aspects that many students will stumble on.

Since it can be hard for non-native speakers to distinguish between British and American English, a chapter on the major differences has been included. The reason for this chapter being placed in the section with technology texts is that there are many words about cars and car parts that differ in these two varieties of English.

It is not necessary to read the texts in the order they are presented.

Exercises can, however, be applicable to several texts in the book.

To the student Make sure that you draw on your everyday English and basic grammar.

Also bear in mind that it pays to be patient and to look up every word that you do not understand. Clever guesses are not enough. In order to improve your English, make sure that you understand exactly what each word in the texts and exercises means. This is different from reading a novel or other texts for entertainment, where looking up all unfamiliar words will spoil the fun. Even if you are reading through a course text in e.g. thermodynamics, you will probably only check the definitions of the crucial words in order to study the subject.

You are probably already aware that there are many dictionaries online that also include pronunciation, with Cambridge Dictionary Online being one of them. It is important that you listen to the pronunciation of all the words that you are unfamiliar with. If you have the wrong pronunciation ringing in your head, it can be very difficult to get rid of.

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Quality Management

2

The word quality means “how good or bad something is” or “a high standard” according to Cambridge Dictionary Online. The same source defines management as “the control and organization of something”. But what is Quality Management or Total Quality Management (TQM)? The answer is that it involves everybody and everything in an organisation.

It is collecting and analysing data, continuous improvements, evaluating performance, structured product development taking customer needs into account, and so on.

So, when speaking about quality in an organisation it is important to remember that it does not primarily refer to the quality of a product or service. Quality in an organisation refers to the way you work to achieve quality in your products or services. Edward Deming’s fourteen key management principles illustrate this interpretation of Quality Management. As stated by Bergman and Klefsjö in Quality from customer needs to customer satisfaction they are: 1 2 3 4 5 6 7 8 9 10 11

Create constancy of purpose for improvement of product and service Adopt the new philosophy Cease dependence on inspection to achieve quality End the practice of awarding business on the basis of price tag alone.

Instead, minimize total cost by working with a single supplier Improve constantly and forever every process for planning, production and service Institute training on the job Adopt and institute leadership Drive out fear Break down barriers between staff areas Eliminate slogans, exhortations, and targets for the work force Eliminate numerical quotas for the work force and numerical goals for management

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Pa rt I P r o f e s s ional is m

12 Remove barriers that rob people of pride of workmanship. Eliminate the annual rating or merit system 13 Institute a vigorous program of education and self-improvement for everyone 14 Put everybody in the company to work to accomplish the transformation1

What Deming’s philosophy boils down to is that good leaders should work proactively and inspire everybody to continuous improvements everywhere, trust their employees and make people proud of their work.

We must also realise that we must work together and not draw a strict line between different kinds of jobs.

Besides the holistic view illustrated above, one of the key elements in Total Quality Management is that decisions must be based on facts and analyses. To obtain relevant facts, careful documentation and statistical methods are needed. The most commonly used quality tools must however be simple, since everybody, from the top executive to the blue-collar worker, will be involved in the effort. The seven improvement tools (the seven QC-tools), and the seven management tools (the seven new QC-tools) are used for these purposes. QC stands for Quality Control and includes both monitoring processes and making decisions on future actions. Using these tools systematically will result in improvements.

The improvement tools will help you to control your processes in the direction of cost-effective improvements and are mainly used for numerical data. The tools are: data collection, Pareto charts, stratification, control charts, histograms, cause-and-effect diagrams and scatter plots.

Data collection is fairly obvious. What facts are needed to sort out the problem? Suppose that the problem is that the assembly workers complain that many of the nuts cannot be screwed on properly to the bolts. Then the production of the nuts and bolts must be looked into.

Facts about the dimensions of the nuts and bolts are needed, so the best thing to do is to collect data about the dimensions and tick them off in a sheet that shows how many are outside the tolerance limit. Now the next question appears. Do all our machines produce items off limit? In order to find out, we split the data to examine each machine, i.e. stratification.

1 Bergman, Bo & Klefsjö, Bengt (2003). Quality from customer needs to customer satisfaction. 2 [rev.] ed. Lund: Studentlitteratur, pp. 404–409. © T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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The cause-and-effect diagram, or Ishikawa diagram, is a useful tool.

It can be used to analyse any problem. Together with Taiichi Ohno’s five Why? it is a very powerful tool. Suppose your children won’t eat your homemade bread. Why won’t they eat the bread? There can be several reasons. The bread tastes funny, it is too old, it is dry, the children dislike that kind of bread, they are tired or they are full etc.

In figure 1 is an Ishikawa diagram, in which some of the possible causes of the problem can be found.

The Ishikawa diagram is far from complete. Three of the possible causes have not been analysed at all and only the sixth cause shows underlying causes. A fishbone, cause-and-effect or Ishikawa diagram should be much more detailed. In fact, there should be so many small “bones” that if it were a fish, you could not eat it.

By asking Why? at least four more times, each cause can be more thoroughly analysed. Now suppose that it has been established that the reason why the children refused to eat the bread was that it tasted funny.

The next question is then: Why does the bread taste funny? The flour was made of rye instead of wheat. Why was rye used in the bread? By

Cause 1: Bread tastes strange

Cause 2: Bread too old

Cause 3: Dry bread

The wrong kind of flour was bought

The bread was left on the table for almost a day The bread was uncovered when cooling down Temperature too high when baking

The wrong kind of flour was taken out of the cupboard

Problem: The children refuse to eat the homemade bread

Too much to eat at lunch

Gran hug ny brou e ba g g of ht a swe ets Dinner at a friend’s house

Too many sweets

Cause 4: Children dislike that kind of bread

Cause 5: Children are tired

Cause 6: Children are full

FIGURE 1 Ishikawa diagram, also called cause-and-effect or fishbone diagram.

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Pa rt I P r o f e s s ional is m

mistake the wrong kind of flour was bought. Why was the wrong kind bought? The one who bought it was stressed. Why stressed? There is too much to do at work.

In this way you can find the root of the problem. If you only look at the surface, you will throw away the bread and if you are lucky, you will not be stressed next time you go shopping or make bread. If you, however, realise that your job situation must be changed for you to be more concentrated, you will not make as many mistakes in the future.

You have improved your quality of life.

Most of the tools mentioned so far are used for numerical analysis, with the exception of the fishbone diagram. It is used for verbal data, which are usually hard to structure. The seven new quality tools or management tools, which are used for analysing ideas or problems and planning, are also intended for verbal data. The seven new quality tools are: affinity diagram, tree diagram, matrix diagram, interrelationship diagraph, matrix data analysis, process decision program chart and activity network diagram.

An affinity diagram is useful for organising ideas from a brainstorming session. It is suitable for topics like the improvement of your work environment. Write down all ideas on small cards or stickers. Then collect the cards and sort them according to affinity or resemblance. Some of the ideas may be related to heating and others to working with computers. All ideas that can be associated with these two factors are put under the headings “Heating” or “Computers”. Gradually more and more headings can be defined, and after a while it is possible to discern a pattern.

A tree diagram has a lot in common with an Ishikawa diagram.

Instead of having a long horizontal line and causes connected to that line, the problem is put in a box symbolising the trunk of the tree. The principle of a tree diagram is illustrated in figure 2.

Matrices are good when you want to find correlations, and activity network diagrams are used for planning. An activity network diagram does not differ very much from a PERT-diagram, which is presented in the chapter Being in charge of a project.

Having good quality in the organisation and production process is all well and good, but you will not stay in business if you offer products that the customers do not want. Therefore, knowing about customer needs is essential. Customer needs are divided into three categories: basic needs, expected needs and excitement needs. The names of the categories give a hint about what they are. Basic needs are things that we take for granted. If they are not fulfilled, we will be very disappointed. © T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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Cause 1: Bread tastes strange

21

Cause 1:1 The wrong kind of flour was bought Cause 1:2 The wrong kind of flour was taken out of the cupboard

Cause 2: Bread too old Cause 3:1 The bread was left on the table for almost a day

Problem: The children refuse to eat the homemade bread

Cause 3: Dry bread

Cause 4: Children dislike that kind of bread

Cause 3:2 The bread was not covered when cooling down Cause 3:3 Temperature too high when baking

Cause 5: Children are tired Cause 6:1 Too much to eat at lunch

Cause 6: Children are full

FIGURE 2 Tree diagram.

Cause 6:2 Too many sweets

Cause 6:2:1 Granny brought a huge bag of sweets

Cause 6:3 Dinner at a friend's house

Expected needs include things that we will mention when asked what we would like to have.

A company that satisfactorily fulfils expected needs will have an advantage over other companies. Meeting excitement needs is a bonus, and will result in an even greater advantage. In line with the transparent names of basic needs and expected needs, excitements needs are things that we will be excited about, if they are present, but we will not be dissatisfied if they are lacking, because we are unaware of them. When we have excitement needs met, we see them as extras that impress us. We get the feeling that somebody has gone to a lot of trouble to satisfy us.

Customer needs are not fixed, however. They will change with technical development. Expected needs will become basic needs and excitement needs will become expected needs. When mobile phones were introduced, we were very happy to be able to make our phone calls anywhere. Nowadays we will be dissatisfied if a mobile phone does not offer the possibility to send text messages, take photos etc. In other words, we require more and more from our products. Who knows what you will expect from a mobile phone when reading this? © T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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A successful company that does not monitor customer needs or respond to changes in society will not be competitive for very long.

Furthermore, it is extremely important to deal with complaints promptly and respectfully. It takes effort to file a complaint, and behind the few complaints reaching the company there are many more dissatisfied customers who did not make the effort to file a complaint, but who will tell others about their misfortune. It does not take long to lose a good reputation, but it is very hard to win it back.

p. 17

according to enligt continuous ständig, utan avbrott, kontinuerlig performance prestation achieve uppnå constancy varaktighet constancy of purpose målmedvetenhet award belöna; här: välja supplier leverantör institute inrätta, införa training yrkesutbildning exhortation förmaning, ”pekpinne” quota kvot, ackord p. 18

rating rankning boil down to i korthet gå ut på, kan reduceras till proactively förebyggande holistic helheltsexecutive företagsledare, chef blue-collar worker verkstadsarbetare, hantverkare, kollektivanställd the seven improvement tools de sju förbättringsverktygen the seven management tools de sju ledningsverktygen control styra data collection datainsamling Pareto chart Paretodiagram stratification uppdelning control chart styrdiagram cause-and-effect diagram orsaks-verkan diagram, Ishikawa-diagram

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scatter plot sambandsdiagram scatter sprida assembly montering nut mutter i.e. det vill säga (latin id est). Utläses på engelska som bokstäverna i och e eller that is p. 20

affinity diagram släktskapsdiagram tree diagram träddiagram matrix diagram matrisdiagram interrelationship diagraph relationdiagram interrelationship inbördes samband diagraph diagraf, som är en apparat för projektionsritning och ritning av linjer matrix data analysis matrisdataanalys process decision program chart processbeslutsdiagram activity network diagram pildiagram trunk stam (på träd) well and good gott och väl basic needs basbehov expected needs uttalade behov excitement needs omedvetna behov hint antydan, vink take for granted ta för givet p. 21

lack sakna p. 22

monitor följa, övervaka competitive konkurrenskraftig T h e a u t h o r promptly snabbt, ©omedelbart

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Reading comprehension Exercise 002

Answer the following questions using information from the text.

1 What is quality management?

2 Which of Deming’s fourteen management principles involve values more than ways of working? Explain what values you can see in the principle.

3 What are the QC tools used for?

4 How do customer needs change?

Vocabulary Exercise 003

Find words or expressions in the text that fit into the sentences below.

Remember to use them in their grammatically correct form.

1 What do you want to

with your studies?

2 Workers on the workshop floor are called workers.

3

the witnesses the victim was hit several times after he was lying unconscious on the ground.

4 Many students at our university are

in sports

activities.

5 He was surprised by the

of the car.

6 Pieces from the crashed aeroplane were

all

over the place.

7 How many

have we produced today, including

all our products?

8 We can’t just look at one side of the problem. A more approach is needed, if we are to understand what has happened.

9 You must make an

, if you want to succeed.

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10 Nowadays we take the Internet 11 His problems

. one thing, lack of money.

12 He

a lot of attention.

13 They won’t be

until you apologise.

14 We must offer our products at a

price.

15 The robots on the

line are not working

properly.

16 If you have a lot in common with somebody, you probably feel an with that person.

Tricky words CHECK AND CONTROL

In some languages the same word can be used for both check and control.

Hence it can be hard to differ between these concepts and pick the right word. The concept control involves determining the behaviour of or having the authority over something. Check means examine or verify something. To check can also be the same as to slow down or stop something. Both check and control can be used as either nouns or verbs.

BESIDE AND BESIDES ambiguity tvetydighet, dubbeltydighet

Traditionally beside refers to the position next to something or somebody and besides is the same as apart from. Nowadays beside can be used in both senses. Using beside for both can, however, cause ambiguity. Read the following example: Beside the cars, there are motorbikes and boats at the exhibition. Does this mean that cars, motorbikes and boats are all shown at the exhibition or does it mean that the motorbikes and boats are placed next to the cars? Without any more information it is impossible to tell. In cases like these besides is recommended, if “apart from” is intended.

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Exercise 004

Fill in the correct word, check, control, beside or besides.

1 The tank must be placed

the boiler.

2 You must consider both producibility and the cost of materials quality.

3 The remote

is not working. The batteries are

probably discharged.

4 This religion does not allow birth 5 Can you

.

if the potatoes are boiling, please.

6 The process is completely computer

, so you

only have to monitor it.

7 The figures have been

thoroughly, so the result

is reliable.

8 Early NC tools were

by punched tape.

9 Our robots are not working properly, so the computer programme must be

.

10 Do you know who is sitting

Michael?

11 I go for a medical

-up every year.

12 Once the water has broken through the wall it is very hard to it.

13

Joan’s family all her friends turned up at her birthday party.

14 Have you

that everything has been packed?

15 She found it very hard to 16 Why didn’t you

her temper. your report for spelling

mistakes before you handed it in?

17 The company

almost 50% of the European

market. © T h e a u t h o r a n d S t u d e n t l i tt e r at u r

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Grammar – can, be able to clause sats, del av mening med subjekt och predikat

In the text about Quality Management you can find the clause: “... we were very happy to be able to make our phone calls anywhere.” The reason why another form of the verb can cannot be used here is that can only exists in two forms: the present can and the simple past could. All other forms have to be replaced by the phrase be able to in its appropriate grammatical form.

An additional difficulty is that could can have other uses besides the simple past. Look up can and could in an English grammar book or comprehensive dictionary and consider the following examples: Could you help me, please.

I think it could work.

Exercise 005

Fill in the correct form of can or be able to in the following sentences.

1 Suddenly he

not speak, when he was standing

in front of his boss.

2 You have to create a computer model of the press line to programme it off line.

3 I would be very grateful, if you

e-mail me an

offer as soon as possible.

4 We have never

understand what happened

when the pumps stopped working last year.

5 I will ask, if our service engineers

come over to

you and have a look at the machines tomorrow.

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Find out more Exercise 006

• Choose a quality tool and explain how it works and what it

can be used for.

• Look into the customer concept and find different definitions.

Also identify different methods to find out about customer needs.

• If you have studied Quality Management, write about or present to your peers some of the aspects that are not mentioned in the text above e.g. FMEA.

Discuss Exercise 007

Why do you think Deming recommends that numerical goals should be abolished?

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19 mm

EVA-CHARLOTT MUNKENBERG

Eva-Charlott Munkenberg is a senior lecturer in English. She has over 40 years of experience of teaching technical English, mainly at the Department of Engineering Science at University West (Högskolan Väst), but she has also been in charge of contract courses in companies.

| ENGLISH FOR ENGINEERS AND TECHNICIANS

ENGLISH FOR ENGINEERS AND TECHNICIANS

Is it really necessary to be very good at English if your main field is technology or science? If you work in a company or institution in your home country with no contact with other countries understanding written English can be enough, but how likely is it that you have a job like that? This book is intended to increase your technical vocabulary and help you avoid some of the traps that are easy to fall into, but hard to discover on your own.

The first part of the book, Professionalism, deals with generic skills like writing and oral presentations. The next main part, English for Technology and Science, presents key vocabulary within different fields, focusing on words that are easily mixed up.

The book’s emphasis is on reading comprehension, vocabulary and pronunciation. The grammar exercises concentrate on phrases that advanced students often get wrong, and which can lead to misunderstandings.

All texts, comments and exercises are in English, and the book can be used by learners with any native language. However, wordlists with Swedish translations are included as a service to Swedish-speaking readers. The book is suitable for learners at advanced level, CEFR levels B2 to C2, both at universities and in industries.

ENGLISH FOR ENGINEERS AND TECHNICIANS

EVA-CHARLOTT MUNKENBERG

Art.nr 35922

www.studentlitteratur.se

978-91-44-07846-5_01_cover.indd Alla sidor

2014-07-11 08:46