Community resilience (CR) has been studied as an indicator to measure how well a given community copes with a given disaster and provides policy directions on what aspects of the community should be improved with high priority. Although the impact of the COVID-19 has been serious all over the world and every aspect of our daily life, some countries have handled this disaster better than others. In this thesis, I aim to assess the effect of various news and Tweets collected during the COVID-19 pandemic on community functionality and resilience. First, we measure the community resilience (CR) in five different countries using Tweeter data and investigated how each country shows different trends of the CR, which is measured based on real or fake Tweets. We use Tweets generated in Australia (AUS), Singapore (SG), Republic of Korea (ROK), the United Kingdom (UK), and the United States (US) for Mar.-Nov. 2020 and measured the CR of each country and associated attributes for analyzing the overall trends. In the next step, we scrap and manually clean 4,952 full-text news articles from Jan. 2020 to Jun. 2021 and classify them into real, mixed, and fake news by fact-checking. Then we retrieve Tweets from 42,877,312 Tweets IDs from the same period and classify them into real, mixed, and fake Tweets using machine learning classifiers. We compare CR measured from news articles and Tweets based on three categories, namely, real, mixed, and fake. Based on the news articles and Tweets collected, we quantify CR based on two key factors, community wellbeing and resource distribution. We evaluate community wellbeing by assessing mental wellbeing and physical wellbeing while evaluating resource distribution by assessing economic resilience, infrastructural resilience, institutional resilience, and community capital. Based on the estimates of these two factors, we quantify CR from both news articles and Tweets and analyze the extent to which CR measured from the news articles can reflect the actual state of CR measured from Tweets. / M.S. / The COVID-19 pandemic has severely harmed every aspect of our daily lives, resulting in a slew of social problems. It is critical to accurately assess the current state of community functionality and resilience under this pandemic to recover from it successfully. To accomplish this, various types of social sensing techniques, such as Tweeting and publicly released news, have been employed to understand individuals’ and communities’ thoughts, behaviors, and attitudes during the COVID-19 pandemic. However, some portions of the released news are fake and can easily mislead the community to respond improperly to disasters like COVID-19. In this thesis, I aim to assess the effect of various news and Tweets collected during the COVID-19 pandemic on community functionality and resilience. First, we measure the community resilience (CR) in five different countries, i.e., Australia (AUS), Singapore (SG), Republic of Korea (ROK), the United Kingdom (UK), and the United States (US), for Mar.-Nov. 2020 and measured the CR of each country and associated attributes for analyzing the overall trends. In the next step, we compare CR measured from news articles and Tweets based on three categories, namely, real, mixed, and fake. We quantify CR based on two key factors, community wellbeing and resource distribution. We evaluate community wellbeing by assessing mental wellbeing and physical wellbeing while evaluating resource distribution by assessing economic resilience, infrastructural resilience, institutional resilience, and community capital.

The subject of this study is how elementary school pupils look upon foreign cultures. Two hundred children have written essays about what they think about thoughts and belief in other countries. The analysis shows that democracy, justice and equality are very important conceptions within children's general view of life. The children are deeply sympathetic to the plight of poor people in the world, especially when they suffer from war and natural catastrophes. When the children try to explain what happens in the world, religion has no great importance. The children's great degree of empathy gives the impression that it is desirable and imperative to find a suitable didactic way to teach them about the situation in the world so they can understand it.

Studiens mål är att undersöka hur läroplanens hänvisningar om att demokratiska värden ska genomsyra undervisningen påverkar läroböckernas innehåll kring demokratibegreppet. Studien bygger på en diskursanalytisk metod och resultatet bygger på läroböcker för samhällskunskap på gymnasiet som material. Den teoretiska utgångspunkten i studien grundar sig i diskursteori men även teori kring begrepp demokrati. Chantal Mouffe, William Connolly och Mats Lundström har alla en del i den teoretiska bakgrund mot analysen är gjord. Resultatet påvisar att de analyserade läroböcker tenderar att använda sig av demokratiska fri- och rättigheter för att förklara hur en demokrati konstrueras. Genom detta kommunicerar läroböckerna de demokratiska värdena i termer av vilka fri- och rättigheter det demokratiska samhället ska ha. Det har även påvisats att de demokratiska värdena är odefinierade och därmed görs tolkningar av vad de kan innefatta. / This study aims to present how the democratic values in the curriculum are exposed in the education and content about the democratic concept in textbooks. The study is based on and uses a discourse analysis as a method. The results of the study is based on textbooks for social science in the upper secondary high school. The theoretical point of view for this study is based on discourse theory but also theories about democracy as a concept. Chantal Mouffe, William Connolly and Mats Lundström have contributed to the theoretical background for the analysis in the study. The result showed that textbooks have a tendency to use democratic right and freedoms to legitimize and explain how the idea of democracy is constructed. Through this the textbooks tend to communicate the democratic values in terms of which democratic freedom and rights a society will have. It has also been demonstrated that democratic values ​​are undefined and thus interpreted by what they can include.

This research has as its primary goal find out through the teachers’ point of view how subject and digital competence can be achieved in social science classes in the Swedish upper secondary school. This research raises thereby two separate competences. The first of these is the improved digital competence among students which can be achieved when the teacher with the awareness and practical use of applied technological pedagogical content knowledge works with the students’ learning objectives in mind. The second competence in focus is the subject knowledge that is in the center of the teaching.This research is a qualitative study where two separate groups of teachers from different schools in the Swedish western hemisphere talks about questions regarding work with digital tools in school to improve both digital and subject competences among students. The research includes a variety of subject teachers with the purpose to be able to acknowledge didactic experiences and learn from their experiences and thereby make it possible to apply it to the didactic work in social science and civics.To achieve both digital and subject competence among students it is essential for teachers themselves to achieve well established technological pedagogical content knowledge which is applicable in the daily didactic work. The result of the research claims to show that social science and civics, as well as other subjects and courses, can use digital resources to improve competence among students. Through these didactic strategies in teaching the students’ digital skills can be improved as a side effect of the subject taught by teachers with digital didactic resources. Through this design of teaching both digital and subjective competence can be achieved in the didactic work of teachers. / Denna studie har haft som syfte att undersöka lärares uppfattningar om hur ämnesmässig och digital kompetens kan främjas hos elever i samhällskunskap på gymnasiet. Studien lyfter därmed två separata kompetenser. Den första av dessa är en ökad digital kompetens hos eleven som kan främjas då läraren medvetet med hjälp av tillämpad teknisk allmändidaktisk kompetens arbetar för att främja elevens lärande i ämnet. Den andra kompetensen som ligger i fokus är de ämneskunskaper som ligger till grund för undervisningen.Detta är en kvalitativ studie där två separata grupper av lärare från olika skolor i västra Sverige samtalar kring frågor rörande digitalt arbete i skolan för att främja lärande inom både digital kompetens och ämnesmässiga kunskaper. Studien inkluderar ett flertal ämneskompetenser för att därigenom kunna dra allmändidaktiska lärdomar ur lärarnas olika ämnesdidaktiska erfarenheter som kan vara möjliga att applicera i det samhällskunskapsdidaktiska arbetet.För att främja både ämnesmässig och digital kompetens hos eleverna är det av vikt att läraren tillägnar sig själv en god teknisk allmändidaktisk kompetens som är tillämpbar i det ämnesdidaktiska arbetet. Resultatet visar på att det är möjligt att i samhällskunskapsämnet, liksom inom flertalet andra ämnen, använda sig av digitala resurser för elevers lärande. Därigenom blir det möjligt att elevens digitala kompetens främjas som en sidoeffekt av undervisningen som med hjälp av digitala resurser ämnar främja ämnesmässiga kunskaper. På så vis främjas elevers digitala och ämnesmässiga kunskaper parallellt i det didaktiska arbetet.

No Brasil, os reflexos da violência comunitária na conformação e no desenvolvimento das ações dos serviços de saúde, na atenção primária, apresentam-se como uma realidade a ser melhor estudada, assim como merece também mais atenção às repercussões sofridas pelas equipes de saúde. O objetivo do presente estudo consistiu em explorar qualitativamente as representações dos agentes comunitários de saúde (ACS) e da gestora de uma unidade de saúde da Estratégia Saúde da Família (ESF) acerca da violência comunitária no território onde atuam, verificando a possibilidade de interferência desse fenômeno em relação ao trabalho que realizam. Pretendeu-se, ainda, investigar essa interferência na construção dos vínculos entre os ACS e a população atendida por eles. O percurso metodológico adotado foi o da pesquisa qualitativa, por meio de análise das representações sociais, tendo sido realizadas 12 entrevistas abertas com os ACS e uma com a gestora da unidade de saúde em questão, utilizando-se um roteiro previamente elaborado com perguntas flexíveis, valorizando a singularidade das respostas dos entrevistados. Destaca-se como resultado da pesquisa a confirmação da hipótese de que a violência comunitária prejudica a integralidade do cuidado, isto é, a elaboração de determinadas estratégias de promoção, prevenção e recuperação, principalmente com relação à abordagem do tema consumo de drogas. Evidenciou-se que a regulação das ações no campo da saúde é condicionada pelas restrições abertas ou implicitamente colocadas pelas dinâmicas sociais presentes no território. Ademais, a conformação desse fenômeno ajuda a explicar uma parte dos episódios que envolvem a violência ocupacional, expressa em ameaças, medo e receio dos ACS. A violência comunitária e as representações sociais interferem ainda na produção dos vínculos estabelecidos com os usuários - construídos com maior ou menor aproximação - a depender do usuário e das estratégias mobilizadas por cada trabalhador. Contudo, além de interferir, a violência e as representações são categorias coprodutoras de vínculos, no sentido mais amplo, na medida em que aproxima/vincula os trabalhadores a determinadas experiências que podem influenciá-los nas suas decisões e nas ações que são tomadas, de modo consciente ou não. Do ponto de vista das ciências sociais, foi destacada a centralidade que adquire o trabalhador na lógica de mediação nas fronteiras porosas, mas bem demarcadas, do legal, do formal, do informal e do \"mundo do crime\". A presença da violência comunitária na atenção primária apresenta-se como uma realidade com a qual os trabalhadores já convivem há muitos anos. Essa questão vem sendo discutida no campo da saúde coletiva, e necessita ser reconhecida e abordada nas esferas federal, estadual e municipal, visando a construção de políticas e estratégias que auxiliem a atuação desses trabalhadores que estão \"na ponta\" dos serviços comunitários / In Brazil, the reflexes of community violence in the formation and development of the health care service actions, in the primary health care, present themselves as a reality to be better studied, as well as deserve more attention towards the repercussions suffered by the health care staffs. This paper aims at exploring qualitatively the representations of the community health workers and the manager of a Health Care Family Strategy facility concerning the community violence where they work, verifying the possibility of interference in this phenomenon in relation to the work they do. It was intended to investigate this interference in the bonds construction between the community health workers and the population attended by them. It was adopted the qualitative research methodology through social representation analysis, 12 open interviews with the community health workers and one interview with the health care facility manager had been made using a previously elaborated script with flexible questions, valuing the singularity of the interviewees\' answers. It is highlighted as a research result the confirmation of the hypothesis that the community violence spoils the care integrality, in other words, the elaboration of determined strategies of promotion, prevention and recovery, related mainly to the approach about the drug abuse. It was evidenced that the actions regulation in the health care area are conditioned by the open restrictions or put implicitly by the social dynamics existents in the territory. Furthermore, the formation of this phenomenon helps to explain a part of the episodes, which involve the workplace violence pointed in threats, fear and concern of the community health workers. Moreover, the community violence and its social representations interfere in the production of the bonds stablished with the users - built with greater or shorter closeness, depending on the user and the strategies assembled by each worker. However, besides interfering, the violence and the representations are co-producers categories of bonds, in the broadest sense, as they approximate/bond the workers to determined experiences, which may influence them in their decisions and in the actions taken, consciously or not. In the social science\'s point of view was highlighted the centrality, which the worker acquires in the rationale of porous borders mediation, well designated from legal to formal and from the \"world of crime\". The presence of community violence in the primary health care presents itself as a reality in which the workers have been living with for many years. This issue has been discussed in the area of the public health and it needs to be recognized and approached in the federal, state and municipal levels aiming the construction of policies and strategies that assist the achievement of these workers who are \"on the edge\" of the community services

Comment devrait être assurée, de façon efficiente, la protection des données à caractère personnel dans le domaine de la recherche scientifique ? Telle est la problématique de cette thèse. Question cruciale à l'heure où les traitements de données sont appelés à multiplier à l'avenir dans tous les domaines de recherche, et dont les finalités ne sont pas toujours clairement définies ni perçues. A cette question, l'application de la loi Informatique et Libertés, loi à vocation généraliste pour l'encadrement des traitements de données à caractère personnel, a laissé apparaître, dès son adoption, de nombreuses difficultés dans le domaine de la recherche scientifique. Diverses modifications et adaptations sont intervenues – 1986, 1994, 2004 – à l'aune desquelles, il fallait déterminer l'encadrement des traitements de données personnelles à des fins de recherche scientifique. De cette investigation, il résulte que la loi Informatique et Libertés pose les principes de base de la protection des données traitées dans le domaine de la recherche scientifique en prévoyant un encadrement a priori de la collecte des données et un suivi et un contrôle a posteriori de la mise en œuvre du traitement. L'encadrement a priori vise principalement à la garantie de la qualité scientifique des projets de recherches. Inhérent à la finalité scientifique du traitement des données, le suivi a posteriori tend, quant à lui, à garantir le respect de certaines règles comme la compatibilité des réutilisations des données, la présentation et l'utilisation des résultats de la recherche dans des conditions ne devant pas porter atteinte aux personnes. Parce que ne pouvant pas relever de la seule intervention du responsable du traitement, le suivi a posteriori se complète d'un contrôle a posteriori opéré autant par la personne concernée, la CNIL, les juridictions. Dans le domaine de la recherche scientifique, ces différents contrôles pourraient opportunément se compléter par une intervention de la communauté des chercheurs en question. Il s'agit de l'autorégulation. En définitive, une protection efficiente des données à caractère personnel résultera d'un système de régulation à plusieurs niveaux et acteurs dont chacun doit effectivement utiliser les moyens d'action qui lui sont reconnus. / How should the protection of personal data in scientific research be efficiently ensured ? This is the main question of this dissertation. Important issue at a time personal data processing are to be increased in the future in all scientific research fields, but whose aims are neither clearly defined nor always clearly perceived. To this question, the enforcement of data protection act which is a general law for the management of personal data processing has shown, since its adoption, many problems in scientific research. Many changes and adaptations have been made in 1986, 1994 and 2004, on the basis of which it was necessary to determine the management of personal data processing to scientific research purposes. This investigation reveals that data protection act lays the basic principles of the protection of personal data processed in scientific research by forecasting an a priori data gathering, a follow-up and an a posteriori control of the data processing implementation. The a priori management mainly aims at guaranteeing the scientific quality of research projects. As for the a posteriori follow-up which is inherent in scientific aim of data processing, its objective is to guarantee the enforcement of some rules such as the accountancy of data reuse, the presentation and the use of the research results in conditions that should not be harmful to people. As it cannot depend on the sole intervention of the responsible for the processing, the a posteriori follow-up is completed by an a posteriori control carried out by the affected person as well as the CNIL and the courts. In scientific research, these different controls could opportunely complement one another by an intervention of the community of researchers in question. This is self regulation. At the end, an efficient protection of personal data will result from a multiple step regulation system in which participants and everyone must actually use the means of actions which are acknowledged to them.

Economics plays a significant role in decision-making in contemporary western societies, but its role is increasingly questioned. A recurring topic among the challenges raised by critics is that economics as a discipline lacks sufficient pluralism. That is, it fails to enable, encourage, and respect the use of different ontologies, methodologies, theories, and/or schools of thought to study economic reality. Has this been a productive critique? Does talk about pluralism help identify genuine problems in the discipline? Pluralism in economics could draw support from the current consensus in philosophy that pluralism in science is a good thing. I argue, however, that the claim that economic research is insufficiently pluralist is unlikely to convince economists who believe economics is already pluralist enough and that it does not offer unambiguous recommendations for change. This is because there are too many legitimate ways to interpret how pluralism maps to practice. There are numerous variables that pluralist ideals might focus on-the things that they seek multiple rather than one of-and different interpretations of how many of those variables economics has in practice. Yet, as I go on to argue, this does not mean that talk of pluralism is entirely beside the point, since the reasons pluralists offer for their ideals do help to identify genuine problems in economics. The social epistemic strategies that arguments for pluralism recommend point us to three concrete issues in the way economic research is organised: gender imbalances, a steep internal hierarchy, and a dismissive attitude to outsiders. I show that economic research could be more progressive, representative of the interests of those in society, accepted, and legitimate and less likely to fall into bias if the discipline alleviated its gender imbalances, if it were less hierarchical, and if it had a healthier relationship with outsiders. In chapter 1, I outline the debate about pluralism in economics and explain how my thesis utilises a novel approach to social epistemology to offer a way out of the impasse in which that the debate presently resides. In chapter 2, I explain the different philosophical arguments for pluralism in science and categorise them using the variables they focus on and the reasons they give for pluralism. In chapter 3, I argue that interpreting pluralism as a particular arrangement of variables for economics to attain does not lead to unambiguous recommendations for change because it leaves too much open. Yet, I go on to argue, in chapter 4, that drawing on the reasons for pluralism can provide a set of heuristics for piecemeal evaluations of the social epistemic practices in economics. In chapters 5, 6, and 7, I apply these heuristics to economics. I provide evidence that [a] women are outnumbered in economics and face an adverse environment in the discipline, that [b] economics is steeply hierarchical, and that [c] economists form an in-group that assumes superiority and frequently dismisses outside voices. I argue that these three features of economic research block avenues for productive forms of feedback (mechanisms that help to challenge, justify, and refine scientific knowledge), block the interests of certain perspectives being heard, and block public scrutiny of the decisions made by economists.

教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。 本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。 / Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi. The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.

<p> In the history of scientific visualization techniques there is a lack of social science practices and methodologies. The advent of modern computer graphics brought the use of visualizations into a whole new era, but even though the tools by which such modern visualizations are created become easier to access and use, the lack of social science researchers harvesting the benefits of such tools still remain. This ease of use, increase in power and accessibility plus the ever growing need within the natural sciences to augment the human senses has further complicated the relationship between scientific methodologies, validity, reliability and the use of visualization techniques. This relationship must be explored, demystified and understood in order to fully grasp the impact of visualization practices when incorporated into any given scientific method. Within the social sciences there is one example of a tradition that has since its conception carried within it a graphical notion and a visualization practice. Time geography, a theory/method from the field of human/cultural geography has at its core a set of visualization techniques that encapsulate the very framework of time geographical analysis. Since it has been an integral part of the method trough out its history, it provides the perfect example for the study of the relationship between graphical visualization techniques and methodological development. The essay uses time geography as a case to construct and try out a set of scientific and methodological perspectives on the use of modern visualization techniques in social science practices. It is not an attempt to critically deconstruct this relationship within time geography, rather it points to a possible approach to the study of visualization techniques and their impact/role in the development of social science practices.</p> / <p>Den vetenskapliga visualiserings historia visar en tydlig brist på exempel från samhällsvetenskapliga praktiker och metoder. Den moderna datorgrafikens utveckling har tagit den vetenskapliga visualiseringen till nya nivåer, men trots att verktygen för skapandet av moderna datorgrafiska visualiseringar blivit lättare att hantera och förfoga över lyser de samhällsvetenskapliga exemplen på adopterandet av dessa verktyg fortfarande med sin frånvaro. Vertygens ökande grad av användarvänlighet och kraft, samt de naturvetenskapliga traditionernas ständigt växande behov att gå bortom de mänskliga sinnenas begränsningar har gjort relationen mellan visualiseringstekniker och vetenskapliga metoder, dess reliabilitet och validitet ytterligare komplicerad. För atttill fullo förstå hur inkorporerandet av visuella praktiker och modeller påverkar en metods utveckling i övrigt måste denna relation utforskas och analyseras. Inom samhällsvetenskapen finns en tradition som sedan sin tillkomst burit med sig ett visuellt språk och en visualiseringspraktik. Tidsgeografin, en delvis kulturgeografisk tradition har i själva sitt kärnspråk en serie viusaliseringsmodeller vilka är central del av metodens analysverktyg. Tidsgeografin erbjuder därmed ett utmärkt exempel för studier av relationen mellan vetenskapliga visualiseringspraktiker och metodologisk utveckling. Uppsatsen använder tidsgeografins metod och historia som en fallstudie i ett försök att konstruera och pröva ett antal vetenskapsteoretiska och metodologiska perspektiv på användandet av vetenskaplig visualisering inom samhällsvetenskapen. Uppsatsen är inte ett försök att kritiskt dekonstruera tidsgeografin, snarare visar den på en möjlig väg att närma sig studiet av moderna visualiseringsteknikers påverkan/roll i samhällsvetenskaplig metodutveckling.</p>

<p>Although we live in a society abundant with images, the subject of illustrations in scientific communication seems to have become a blind spot. The study of scientific communication is an interdisciplinary field, where written and visual language is studied separately from one another. The aim of this master thesis is to break with tradition and look at the use of illustrations, their form and frequency, in a random selection of Swedish contemporary doctoral theses to make an attempt to explain why some scholars do not use illustrations as much as others. The found graphics are discussed in their faculty and departmental context, and the aspects of page design, electronic availability, and publishing tradition are also included in this discussion. By looking at some activities surrounding the author of a doctoral thesis, such as writers’s manuals, computer graphic tools, and the role of librarians, proof was found to support a genre and activity theory, as described by Charles Bazerman. This study presents an overview of illustrations occurring in dissertations in a way that was not done before, opening up for further studies about the form and function of scientific illustrations as important carriers of information.</p> / <p>Fastän vi lever i ett samhälle som är översvämmat av bilder verkar vetenskapliga illustrationer vara ett ämne som förblivit ett slags blind punkt. Studierna av vetenskaplig kommunikation är ett interdisciplinärt område där det skrivna och visuella språket behandlas var för sig. Målet med denna D-uppsats är att bryta detta mönster och att undersöka bruket av illustrationer i en tillfälligt utvald samling svenska moderna avhandlingar för att se om det går att förklara varför en del forskare använder färre bilder än andra. De funna illustrationerna diskuteras i deras fakultets- och institutionssammanhang, och aspekterna sidutseende, elektronisk tillgång och utgivningssätt lyfts fram. Genom att titta på en del aktiviteter som omger författaren till en dissertation, som t.ex. skrivhandledningar, verktyg för datorgrafik och bibliotekariens roll, kunde bevis hittas för den genre- och aktivitetsteori som beskrivits av Charles Bazerman. Studien presenterar en översikt av förekommande illustrationer i doktorsavhandlingar som inte gjorts förut och öppnar vägen för nya studier om vetenskapliga bilders utseende och funktion som viktiga informationsbärare.</p>