This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues: How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts? How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose? To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits.

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.