Abstract The Swedish railway has during many years received low customer satisfaction scores. Reasons for this are reliability, service and information concerns. The focus of this master thesis lies on the railway platform. The platform is an important part to the factors above as its information and facilities, which constitute a part of the service before the trip, could contribute in causing delays and reliability issues. This study investigates the behaviour of passengers on railway platforms and the effect that information, seats and entrances along the platform has on that behaviour. The goal is to find advantages and disadvantages and propose improvements in a Swedish setting. Platforms and trains that have been studied are in Stockholm, Sweden and Tokyo, Japan. Platform distributions and individual behaviour on the platforms are recorded with three different and relatively easy methods. Results of the Swedish study show aggregate trends where passengers tend to cluster around entrances and seats. Many Swedish passengers do not believe themselves to have enough information to know where their car will stop. These passengers do mostly not know that information exist and on average stand much further away from their closest door, when the train arrives, compared to passengers that believe themselves to know where their car will stop along the platform. The results of the Japanese study show that almost all passengers stand close to their door. From the findings in not only this, but also other studies, four aggregate properties in order to get better railway platforms are finally presented. These properties are reliability, clarity and availability of information and good location of seats and other facilities. Suggestions for tangible improvements for the Swedish railway platforms are finally given. Among these improvements are new information screens and standardized information and stopping position of trains.

The aim of this master’s thesis is to compare the English syllabus for secondary school in Sweden and the English syllabus for (the age equivalent) junior high school level in Japan, with a focus on communicative competence as it is defined by Canale and Swain (1980). Moreover, the results of the syllabus analysis are compared with qualitative data gathered from in depth, semi-structured interviews with three active English teachers from secondary school in each of the respective countries. The qualitative data is discussed on its own and the teachers’ views, their teaching practices and their interpretations of the syllabus are contrasted with the directives and teaching guidelines described in the two formal syllabi.   The objective of this thesis is to shed light on similarities and differences between what the English language syllabus for secondary school in Sweden and Japan suggest about communicative competence, and compare the findings with teachers’ interpretation and implementation of the syllabus.   The findings of the study reveal significant differences in the way the syllabi treat communicative competence and this is corroborated by the teacher interviews. Though both syllabi have set developing communication skills as an outcome, the analysis highlights key distinctions between the documents. Qualitative data gathered from respondents further distinguishes the way CLT has been implemented in Sweden and Japan.