This diploma thesis deals with a new concept of maintenance and operation of production technologies, where spare parts are manufactured using rapid prototyping methods. The options are compared with currently used methods. Furthermore, methodological recommendations are written on how to proceed with the application. The aim of the work is to evaluate the concept and confirm the theoretical assumptions on a case study.

This study investigates prepositional errors that Swedish 16-year-old students of English produce. The study attempts to understand why English L2 students in Sweden struggle with prepositions by looking at research within the SLA field regarding transfer, interlanguage transfer, implicit and explicit learning. The only extra-linguistic variable included in the study is the variable of gender. The method used to investigate students’ prepositional errors was to hand out a two-part test on prepositions to the students in one Grade 9 class in Sweden. The data was then analyzed and categorized to identify in what construction (PP as adjectival complements, PP as verb complements or PP as adverbials) Swedish students of English produce the most errors. The first part of the test was a fill-in-the-blanks test investigating the students’ productive knowledge. The second part of the test was a grammatical judgement test (GJT) assessing the students’ receptive knowledge. The test was divided into two different parts not to favor one particular test form. The test included a total of 22 students from one class, including 12 male and 10 female students. 8 out of the 22 students answered that they had another L1 than Swedish. A majority of these have lived in Sweden their whole lives, and only two answered that they arrived later in life. In contrast with earlier research and statistics, which show that female students perform academically better than male students, the test showed a clear advantage by the male students in the class. The male students performed better on both parts of the test. The most problematic PP construction for both genders was PP functioning as adjectives. The most common prepositional error that the students performed in the test was negative transfer from Swedish to English.

Denna uppsats har undersökt användaravtal inom Software as a Service tjänster. Målet var att skapa en bild om användares förståelse och riskmedvetenhet av användaravtal samt leverantörers skyldigheter ur en användarsynpunkt.   I arbetet gjordes en pilotstudie där fyra SaaS tjänsters användaravtal undersöktes för att skapa en verklighetsbild om hur användaravtal utformas. Därefter utfördes intervjuer med åtta respondenter som valts efter vilken IT-bakgrund de har. Det gjordes för att få information om användares kunskapsbas, reflektioner och ställningstagande.  Studien kom fram till att användare sällan läser igenom avtal där den främsta anledningen är tidsåtagandet och den språkliga komplexiteten. Respondenter anser att det är viktigt att läsa igenom avtal och anser att användare bör läsa igenom avtal oftare för att upprätthålla förståelsen.   Det framkom ett missnöje med överdelande av användares data som kan leda till brist på kontroll med datahantering. Respondenter har låg kunskap om vilka lagstiftningar som reglerar användande av Cloudtjänster.

Many research articles describes fish oil as a beneficial for health. Mainly for prevention of cardiovascular diseases or that fish oil reduces cholesterol in blood stream. Aim of this study is to investigate effects of fish oil specifically of his parts EPA+DHA, on a modulation of immune system and phenotypic differentiation. For the experiment were chosen monocytes and macrophages obtained from experimental group of animals which was fed a diet consist of the addition of fish oil in an amount 45mg/kg of live weight. Then inflammatory state was induced by LPS. Cells surface receptors were analyze through flow cytometry specifically CD14, CD163, SLA-DR and theirs combinations after they were statistically processed. Results shows proinflammatory effects of fish oil however they were statistically not significant.

The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

In Sweden, 50% of all teenagers between the ages 12-18 spend at least three hours a day, spending their time on anything from digital games to YouTube and homework research. Given the popularity of such activities, it is worthwhile investigating to what degree any one of them might be used to help facilitate English second language learning. Research show that digital games use lead to an enhanced vocabulary comprehension, reading comprehension, speaking comprehension, lowered anxiety level and enhanced willingness to communicate for L2 English learners. In the current study we used a qualitative teacher interviews and a quantitative student questionnaires to determine to what extent Swedish elementary school teachers and students in the southern part of Sweden perceive extramural multiplayer online games as being effective for facilitating L2 learning motivation and vocabulary acquisition, as well as their strategies for implementing digital gaming. The major conclusions of this study from both a teacher and student perception is that the motivation is enhanced in students who are frequent gamers, also enhancing their motivation in the classroom to learn English. Additionally, teachers found a wider vocabulary and knowledge of synonyms in students who frequently play games.

This research synthesis aims to explore how Computer-assisted language learning (CALL) can motivate the learners to develop their language skills. To answer the question 14 articles have been examined against a framework consisting of second language acquisition theory and method and Dörnyei’s motivational theory. The focus areas within this synthesis are the general view of CALL and education, cooperative language learning with communication technology and CALL in teaching.The review revealed that CALL as a motivational method yielded beneficial results, by providing authentic materials (materials pupils encounter in their daily lives) in a learner-centred environment. In addition, the research shows that the learners’ and teachers’ attitudes towards CALL factors into the result.

In recent years, language awareness (LA) has received increasing attention and is an aim for the English subject in the Swedish curriculum for upper secondary school. The present study aims to connect LA to a practice that teachers of English as a foreign language (EFL) perform on a regular basis, namely written corrective feedback (WCF), which focuses on linguistic or pragmatic errors in students’ texts. To explore what contributions WCF can make towards developing LA, a mixed-methods approach was employed with the participation of 111 Swedish EFL students. The data were collected through semi-structured interviews and a questionnaire. The results revealed that a majority of the participating students believe that WCF can support their development of LA. However, the findings also suggest that students’ views, experience and preferences of WCF might affect their understanding of it and also, to a certain extent, their motivation to attend to it. Therefore, in order for EFL teachers to work towards developing upper secondary students’ LA through WCF, it is important to work with it in class and explore it together with the students by engaging with language (EWL) through WCF.

Introduktion: Tredimensionell printing (3DP) är en teknik som använder en digital fil för att producera ett 3D-objekt, exempelvis en läkemedelstablett, genom en så kallad additiv process, vilket innebär att byggmaterialet läggs på successivt lager för lager. Syfte: Denna studie har ett tvådelat syfte, dels att presentera två 3D-printingstekniker, laserbaserade system (SLA) och smält deponeringsmodellering (FDM) som idag används för läkemedelsframställning samt göra en metodjämförelse, dels att ge exempel på samt beskriva några olika tabletter som framställts med hjälp av dessa tekniker. Metod: Studien genomfördes i form av en systematisk litteraturstudie och använde i första hand databasen PubMed för att hitta relevanta vetenskapliga artiklar i ämnet. Resultat: Resultatet redovisas i två delar. Första delen jämför de två viktiga 3DP-tekniker laserbaserade system (SLA) och smält deponeringsmodellering (FDM). Andra delen beskriver olika typer av tabletter som kan framställas med 3D-printing. Slutsats: Utifrån resultatet framgår det att 3D-printing är en framväxande teknik som skapar nya, intressanta terapimöjligheter. Dessutom framgår det att FDM lämpar sig bättre än SLA som framställningsteknik inom läkemedelsvärlden där det ställs höga krav på kostnadseffektivitet men också på grund av dess förmåga att generera formuleringar med olika frisättningsprofiler och på så sätt producera individanpassade läkemedel.

The present study investigates changes in subject-verb agreement (SVA) errors in young Norwegian EFL learners’ written production from 8th to 10th grade. The study aimed to see if the frequency and type of SVA errors changed as the learners became more proficient. An error analysis was conducted on texts from the TRAWL (Tracking Written Learner Language) online corpus. The analysis included 52 texts from 26 students, giving two texts from each student, one from 8th grade (Y8) and one from 10th grade (Y10). The SVA errors in the data were identified and categorized by the variables: verb type, subject type, and distance between the subject and the verb. Errors involving the verb BE were categorized as suppletive agreement errors and sorted based on the verb tense since the verb BE marks agreement with suppletive forms in both the past and the present tense. Meanwhile, errors related to other verbs, including lexical verbs and auxiliaries HAVE and DO, were categorized as affixal agreement errors. The affixal agreement errors were further divided into omission errors where the 3rd person singular -s was missing and overgeneralization errors where the -s ending was erroneously used on a verb with a plural subject. Previous corpus-based studies on SVA errors suggest that young Scandinavian EFL learners (ages 14-16) make more overgeneralization errors than omission errors. The results from this study indicate that the students make more omission errors which can be explained by language transfer in 8th grade, and more overgeneralization errors as their English production has developed in 10th grade. Moreover, the overall frequency of the SVA errors in the data increased from 8th to 10th grade.