Studien har till syfte att undersöka och jämföra Folkhälsomyndighetens multimodala kommunikations material gällande allmänna råd och rekommendationer i förhållande sjukvårdssektorn material i samma underliggande kategorier. Förhoppningen är att studien ska skapa en medvetenhet om lagar och förordningar som myndighetstexter måste förhålla sig till men även påvisa ett behov för fortsatt klarspråksarbete och granskning av multimodala myndighetstexter. De kategorier som valts ut att undersökas av kärnmaterialet är råd och rekommendationer gällande resor och bärande av munskydd. Studien tar ansats i sociosemiotiska antaganden och använder sig av den systemisk-funktionella grammatikens och multimodala analysens metoder för analys. Resultatet visar på vissa likheter men även på många skillnader hur de olika organisationerna språkligt formulerar sig för att nå fram till individen och påbjuda handlingstagande. Studien visade att Folkhälsomyndigheten främst påbjuder handling genom att informera hur saker och ting förhåller sig, medan sjukvårdssektorn talar till individens känslomässiga plan både i verbaltext och visuell text.

In this essay, I analyze and compare the representation of social actors in six different author presentations from the teaching aid Svenska Impulser 2, (2012). More specifically, I investigate similarities and differences in the representation of men and women and, thus, what meanings are ascribed to these gender categories. Consequently, these presentations belong to three different literary epochs or -isms: the enlightenment (Jean-Jaques Rousseau and Anna Maria Lenngren); romanticism (Percy Bysshe Shelley and Mary Shelley), and modernism (James Joyce and Virginia Woolf). The analysis is further grounded on Judith Butler’s theory on performative gender and systemic functional grammar as developed and defined by Michael Halliday. The method of analysis is critical discourse analysis (CDA) where I quantify and analyze different types of representational strategies and process and participant functions (transitivity). In addition, these two sections of quantifications are each followed by a qualitative analysis with a certain focus on different epiteths, attributes, general descriptions, and agency. My findings show that the presentations of women are more populated and, that they are portrayed as dependent on men, whereas men are portrayed as independent explorers, innovators, influencers, rebels or radical political debaters and thinkers. While some of these qualities are implied, however more or less muted, in the presentations of women, they are explicated or, by other means, more evident in the presentations of men. Moreover, my analysis shows that the women’s gender identity is marked and thus emphasized in their presentations to a significantly greater degree than the men’s gender identity is in their presentations.

This is the second of two books making a combined doctor’s thesis, where part 1, Skattskyldighet för mervärdesskatt – en analys av 4 kap. 1 § mervärdesskattelagen (Tax liability to value added tax – an analysis of chapter 4 § 1 of the Swedish VAT act), is my licentiate’s dissertation of 2011 and part 2 is this book, Skatt- och betalningsskyldighet för moms i enkla bolag och partrederier (Tax and payment liability to VAT in enkla bolag and shipping partnerships). There’s no specific equivalent in English to enkla bolag. The expression derives from the Swiss einfache Gesellschaften. In the Swedish civil law an enkelt bolag is defined as two or more having agreed to carry on activity in a company without establishing a partnership. A Swedish shipping partnership is similar to an enkelt bolag. The purpose of this book is to analyze the representative rule of the Swedish VAT act concerning enkla bolag and partrederier (shipping partnerships) with respect of the VAT’s most central purposes, namely a cohesive VAT system, neutrality, EU-conformity, efficiency of collection and the legal rights of the individual including legality. A survey of foreign law is included, where the Finnish VAT law has been of a certain interest for the sake of comparison. The issue at hand is a classical one, where enkla bolag and partrederier aren’t legal entities and one of the basic questions is if such an entity may be comprised by the concept taxable person of the VAT Directive (2006/112/EC). The representative rule has no equivalent in the VAT Directive. Therefore the analysis mainly concerns whether or not alterations in or amendments to the representative rule should be made in order to make the rule comply with the EU’s VAT Directive. The analysis contains a number of questions within the framework of the described purpose, where a key issue to consider is the question whether an ordinary private person can be deemed tax liable (skattskyldig) merely because of his role as partner in an enkelt bolag or a partrederi, which wouldn’t be complying with the main rule on who’s a taxable person, Article 9(1) para. 1 of the VAT Directive. This book is ended with a paper summarizing the questions and conclusions of part 1 and part 2 and which contains a translation into English of its chapters 2–4, i.e. of the overviews of conclusions concerning part 1 and part 2 and of concluding viewpoints concerning both books.

I studien undersöktes hur texter i läromedel för nyanlända andraspråkselever förhöll sig till begreppet läsbarhet i jämförelse med två läromedel för studie- och yrkesförberedande gymnasieprogram. Läsbarheten i dessa analyserades med den systemiska funktionella lingvistiken som metod för att undersöka läromedlens användning av verbprocesser, agens i materiella verbprocesser och nominaliseringar som grammatiska metaforer.   Resultaten visade att läromedlet för nyanlända förhöll sig till läsbarhet genom att använda frekventa verb i texten för att förklara nominaliseringar som utgjorde de centrala begreppen för kapitlet. Användningen av verbprocesser, agens och grammatiska metaforer var i samtliga läromedel väldigt lik med undantaget att läromedlen för de studie- och yrkesförberedande programmen använde sig av fler icke-mänskliga agenser för att dölja deltagare och fler skriftspråkliga grammatiska metaforer som skyldigheter. Inga stora skillnader mellan användningen av verbprocesser, agens och grammatiska metaforer identifierades mellan de två läromedlen för gymnasieprogrammen. Resultaten visade tydligt att ju högre nivå på läromedlet desto större krav ställer det på elevers förkunskaper och språkregister.

<p>This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from&nbsp / audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the&nbsp / actual online record in English is an accurate reflection of their stories.</p>

Poorly water-soluble and insoluble chemical agents are routinely investigated in the pharmaceutical industry for pharmacological activity, but many of these are never commercialized due to inadequate dissolution and subsequent low oral bioavailability following oral administration. The bioavailability of many hydrophobic active pharmaceutical ingredients (APIs) can be increased by enhancing their aqueous dissolution. Spray-Freezing into Liquid (SFL) is a novel particle engineering technology that has been demonstrated in the following studies to significantly enhance the dissolution of insoluble APIs. The ultimate goal throughout the studies was to produce micronized SFL powders where the inherently insoluble API would be completely dissolved in aqueous dissolution media within a minimal amount of time (less than ca. 10 minutes). The SFL particle engineering technology is a novel process that was developed, investigated and optimized in order to broaden its applications in pharmaceutical drug delivery systems. Micronized SFL powders were compared head-to-head with powders produced from milling, co-grinding with excipients and slow freezing of liquids containing dissolved API and excipients followed by lyophilization. To strengthen the applicability of the SFL particle engineering technology, studies were conducted where micronized SFL powders were exposed to various stability storage conditions, and characterized to determine the influences of the exposure conditions and time on the physicochemical properties of the powder containing the API. The utility of the SFL process was further enhanced by developing an atmospheric freeze-drying (ATMFD) technique to obtain dry micronized SFL powders. Micronized SFL powders dried by ATMFD were compared to micronized SFL powders dried by vacuum-freeze drying to determine any changes in physicochemical properties or dissolution profiles as a function of the drying technique utilized. The usefulness of the SFL particle engineering technology was broadened when it was found that highly concentrated emulsions could be processed by SFL to produce micronized powders that rapidly wetted and dissolved in dissolution media. Micronized SFL powders produced from emulsion were investigated and compared to slowly frozen agglomerates from emulsion and a micronized SFL powder from solution. As a result of the following studies, the enabling examples using the SFL platform were designed to illustrate applications of the SFL technology as a tool to enhance the aqueous dissolution of poorly water-soluble and insoluble APIs. Therefore, it was demonstrated that this novel particle engineering technology is a feasible method that may be used in the pharmaceutical industry to solve the ever-present solubility and dissolution problems associated with poorly water-soluble or insoluble APIs, or chemical agents being investigated for pharmacological activity as future APIs / text

<p>This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from&nbsp / audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the&nbsp / actual online record in English is an accurate reflection of their stories.</p>

This thesis focuses on how different semiotic resources, such as spoken and written texts, artefacts and activities interact with classroom design and classroom communication in three school subjects in Swedish secondary school: Home and Consumer Studies, Biology and Chemistry. The research process has been concerned with the affordances that are created through different semiotic resources in classroom design and in classroom communication in the three school subjects, focusing on academic language and student participation. The study used an ethnographic approach, employing multiple methods for material production and analysis. Video and audio recordings formed the foundation for analysis. Material production also includes field notes, photographs and interviews with teachers and students. The research draws on sociocultural theory using a three-legged theoretical framework based in sociocultural theory. Basil Bernstein’s sociological theories were used as an overarching theory for understanding the results. The sociosemiotic theories of Systemic Functional Linguistics (SFL) and Social Semiotic Multimodality were adopted for analyzing classroom design and classroom communication. This study shows that classroom design and classroom communication are tied together. Classroom design presents affordances for a subject’s ideational and interpersonal meaning. These affordances are reproduced in classroom communication. In classrooms with subject-focused design, classroom communication is school-focused. Learning is segmented without connection between school subjects or other contexts. In one classroom, designed to create relevance for both school and everyday knowledge, communication is both school-focused and also creates relevance for students’ use of the contents in other contexts. Learning in this classroom is cumulative and students’ participation and meaning-making is integrated in teaching and design. This study also shows how different semiotic resources influence teacher’s and students’ linguistic choices. Vertical discourse, i.e. abstract and distant academic language, is realised in written texts such as text books and whiteboard texts. Few other artefacts introduce and encourage participants’ vertical discourse. Teacher and student communication realises mainly horizontal discourse, i.e. context embedded everyday language. Classroom communication provides few opportunities for students to appropriate academic language through semantic waves, as academic language is only unpacked into everyday language and not repacked into academic language.

Studiens syfte var att undersöka hur bilder förhöll sig till verbaltexten samt hur bild och text fungerade som stödstrukturer i läromedel för svenska och svenska som andraspråk kurs 1, 2 och 3. I studien, som utgick ifrån det sociokulturella perspektivet, utfördes en kvalitativ analys där en analysmodell sammanställdes utifrån två tidigare modeller för kategorisering av bild-textfunktioner. Läromedlen valdes ut efter aktuell läroplan (Lgy 11). Analysen utgick från att de multimodala resurserna kan betraktas som stödstrukturer och resultatet visade att det förekom olika förhållanden mellan bild och verbaltext i läromedlen Sätt full fart (SVA) och Guldspår i språket (SV). Merparten av bild-text-förhållandena var kompletterande och symmetriska, alltså typer av förhållanden som kan fungera som stödstrukturer vilket underlättar förståelsen. Men det förekom även motstridiga förhållanden vilka kan försvåra förståelsen. Detta belyser vikten av att bilder i läromedel används genomtänkt och att det kan finnas ett behov av metasamtal om stödstrukturerna.

This study aims to map genres used in the teaching of Natural Sciences in the Brazilian school context, more specifically in the 6th year textbooks. Therefore, the research is based on the theoretical and methodological perspective of Systemic Functional Linguistics (SFL), especially in studies related to genre analysis (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012). We adopted as universe of analysis two textbooks offered by the Programa Nacional do Livro Didático (PLND) to Brazilian public schools of basic education in the 2014-2016 triennium (BRASIL, 2013). We selected as corpus chapters of these textbooks that approach three specific contents: living beings nutrition, garbage and macrocosm. The analytical procedures of the corpus followed the principles of Register and Genre Theory (EGGINS; MARTIN, 1997; MARTIN; ROSE, 2008). This analytical approach foresee the grammatical (HALLIDAY; MATTHIESSEN, 2014) and discursive descriptions (MARTIN, 1992; MARTIN; ROSE, 2007) as the basis for identification of record patterns (HALLIDAY, 1989; MARTIN, 1992), which enables check genres used to teach the selected content (VEEL, 1997; COFFIN, 2006; MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010). The results in terms of mapped genres were similar to families identified by Veel (1997): procedures, reports, explanations and arguments. Our analysis allowed identifying an unpredicted family by the author, the family of histories. The occurrence of histories in the corpus is due to the Brazilian political-educational context, since the guiding documents of Natural Sciences teaching, such as the Parâmetros Curriculares Nacionais (PCN) (BRASIL, 1998), advise working with contents that allow students to understand the relationships between the current scientific knowledge and its historical evolution. In addition, we also found a genre uncatalogued in previous studies of SFL. We call this genre, which we endorse as part of the family of procedures, procedure for analysis, since its social communicative purpose is request analysis on a given fact/social situation, especially those related to the environmental impact of human actions. The occurrence of this genre is also justified due to political and educational context of Brazil, since the PCN indicate as the goal of teaching Natural Sciences the interpretation of environmental imbalance situations resulting of human interference. Finally, our analysis allowed identifying that genres perform social and communicative purposes not only on the paradigmatic axis (MARTIN; ROSE, 2008), that is, as members of a specific family of genres, but also on the syntagmatic axis, this is, in the way they are combined in the structure of the macro genre book chapter. Our study found that each genre fulfills specific roles in the development of the content in the analyzed chapters. In general, we can ensure that reports and explanations perform the function of expanding the content addressed, the procedures serve to enlarge the content, arguments genres act to take the students to adopt particular placement in relation to the content, and histories serve to historically contextualize the subject studied. In short, although more research of this nature are necessary to strengthen or to reconsider the data we found, these results signal some important aspects of school culture in relation to the Natural Sciences teaching in the Brazilian context, and already show some language characteristics that can be used by language and/or Natural Sciences teachers in reading and writing activities about the phenomena of nature. / O presente estudo tem como objetivo principal mapear gêneros usados no ensino da área de ciências naturais em contexto escolar brasileiro, mais especificamente em livros didáticos (LDs) de 6º ano. Para atingir tal propósito, a pesquisa se fundamenta na perspectiva teóricometodológica da Linguística Sistêmico-Funcional (LSF), especialmente nos estudos relacionados à análise de gêneros (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012). Adotamos como universo de análise dois LDs oferecidos pelo Programa Nacional do Livro Didático (PLND) às escolas públicas brasileiras de educação básica, no triênio 2014-2016 (BRASIL, 2013). Selecionamos como corpus capítulos desses LDs que abordam três conteúdos específicos: alimentação dos seres vivos, lixo e macrocosmo. Os procedimentos analíticos do corpus seguiram os princípios da Teoria de Gênero e Registro (EGGINS; MARTIN, 1997; MARTIN; ROSE, 2008). Essa abordagem analítica prevê as descrições gramatical (HALLIDAY; MATTHIESSEN, 2014) e discursiva (MARTIN, 1992; MARTIN; ROSE, 2007) como base para a identificação de padrões de registro (HALLIDAY, 1989; MARTIN, 1992), o que possibilita verificar os gêneros usados para ensinar os conteúdos selecionados (VEEL, 1997; COFFIN, 2006; MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010). Os resultados encontrados, em termos dos gêneros mapeados, apresentaram semelhança às famílias identificadas por Veel (1997): a dos procedimentos, a dos relatórios, a das explicações e a dos argumentos. Nossa análise permitiu identificar ainda uma família não prevista pelo autor, a família das histórias. A ocorrência de histórias no corpus se deve ao contexto político-educacional brasileiro, uma vez que os documentos orientadores do ensino de ciências naturais, como os Parâmetros Curriculares Nacionais (BRASIL, 1998), aconselham o trabalho com conteúdos que possibilitem ao aluno perceber as relações existentes entre os conhecimentos científicos atuais e sua evolução histórica. Além disso, verificamos também um gênero não catalogado nos estudos prévios da LSF. Denominamos esse gênero, que defendemos fazer parte da família dos procedimentos, de Instrução para análise, pois seu propósito sociocomunicativo é solicitar a análise de um dado fato/situação social, em especial aqueles relacionados ao impacto ambiental das ações humanas. A ocorrência desse gênero também se justifica em função contexto políticoeducacional do Brasil, já que os PCNs indicam como objetivo do ensino de ciências naturais a interpretação de situações de desequilíbrio ambiental resultante da interferência humana. Para concluir, nossa análise permitiu identificar que os gêneros realizam propósitos sociocomuncativos não só no eixo paradigmático (MARTIN; ROSE, 2008), ou seja, como membros de uma dada família de gêneros, mas também no eixo sintagmático, isto é, no modo como são combinados na estrutura do macrogênero capítulo de livro. Nosso estudo verificou que cada gênero cumpre função específica no desenvolvimento do conteúdo nos capítulos analisados. De modo geral, podemos assegurar que os relatórios e as explicações desempenham a função de ampliar o conteúdo abordado, os procedimentos servem para retomar o conteúdo, os gêneros dos argumentos atuam para levar o aluno a adotar determinado posicionamento em relação ao conteúdo e as histórias servem para contextualizar historicamente o assunto estudado. Em suma, embora sejam necessárias mais pesquisas dessa natureza para reforçar ou reconsiderar os resultados por nós encontrados, tais dados sinalizam alguns aspectos importantes da cultura escolar no que se refere ao ensino de ciências naturais no contexto brasileiro e já demonstram algumas características da língua que podem ser utilizadas por professores de linguagem e/ou de ciências naturais em atividades de leitura e escrita sobre os fenômenos da natureza.