Nybörjaren i ryska eller litauiska stöter strax på en svårighet, som han eller hon oftast inte mött tidigare: den rörliga betoningen. Om man som jag studerat båda språken frågar man sig så småningom om överensstämmelserna i deras betoningsmönster – som så många andra av likheterna – beror på ett gemensamt ursprung. Kan det rent av vara möjligt att utifrån betoningen hos en viss ordform i det ena språket förutse betoningen hos en viss ordform i det andra språket? Jag har därför försökt sammanställa de ljudlagar som förändrat betoningsmönstren från baltoslaviskan och fram till våra dagars ryska och litauiska. Jag har dock begränsat mig till substantiven, inte minst därför att det är denna ordklass där den studerande möter de största svårigheterna. Jag har dessutom avstått från att beskriva utvecklingen före baltoslaviskan, och inte heller tar jag upp enstaka avvikande former. Dessutom har dualen lämnats därhän, eftersom dessa former är helt utdöda i dagens ryska och obsoleta i litauiskan, varvid den modernspråkliga komparativa effekten går förlorad. Uppsatsen gäller accentförhållandena, och förändringarna i ordens böjning – som är uppenbara när man betraktar de många exemplen – berörs inte heller. Först kommer en beskrivning av ”start och mål”, d.v.s. substantivbetoningen i de båda moderna språken. Avsikten är att den som endast studerat det ena språket ska få en inblick i förhållandena i det andra. Därefter följer en redogörelse för accentförhållandena i baltoslaviskan, och sedan – parallellt så lång det är möjligt – de ljudlagar som lett fram till dagens förhållanden. Avslutningsvis försöker jag att med ett antal exempel visa hur man kan följa ett ord från ryskan till litauiskan eller vice versa för att pröva överensstämmelsernas pålitlighet.

Our language bear traces of who we are and of the culture we live in. As human beings we create language in interaction with other people and with our society. Media and commercials are other factories that strongly influence our everyday life as well as our language. With this study we would like to illuminate how our surroundings influence our language. We focus on the language of young people and their use of symbols, phrases and expressions when they reflect on relations. To do this we made a survey study comprising two school classes, with pupils of 15 – 16 years old. The subject of the survey is love and love relations. We also did a group interview with seven of the pupils. The result shows that the young people, in this study, use signs and symbols more or less consciously. The result also shows that the media surroundings make impact in the language of young people. We can also gather how significant it is that relations between pupils and teachers are confidently.

<p>Titel: New Blends in the English Language</p><p>Författare: Anna Enarsson</p><p>Antal sidor: 29</p><p>Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society</p>

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<p>Abstract</p><p>The debate on grammar has been on the agenda for thousands of years. Several different arguments and theories have been used in order to explain the importance of grammar in school. Some newer arguments have been added, while others have stayed, either in their original version, or in a modernised one.</p><p>This essay aims to clarify the role grammar play in school. In order to do that we have looked into its history, the curriculum, modern research and interviews made with active teachers.</p><p>The results of the literary studies, the studies of the curriculum and the field studies show that the very presence of grammar in school is disputed. The curriculum of today speaks of an orientation in language, with grammar as a part of it, based on the students’ own language. This way of thinking is also visible in modern research. The field studies, on the other hand, show a more conservative view. The teachers that were interviewed for this essay were unfamiliar with the exact content of the curriculum and tended to teach based on old arguments and ways of thinking. The fact that modern research shows the disadvantages of traditional education in grammar is something that the interviewed teachers seem to be unaware of. Modern studies of grammar adapted to the language of the students’ demand an effort from the teachers as the teaching aids are not adapted to this way of thinking. One solution to this problem ought to be further training of the teachers, so that these get a fair opportunity to be up to date with newer research.</p>

<p>Summary</p><p>One important theme in William Golding’s novel Lord of the Flies is power. The boys in Lord of the Flies copy the behavior of their parents: competing, fighting and even killing each other for power. They form two groups, each following a different power system, the democratic system on the one side and the totalitarian system on the other.</p><p>My aim in this essay is to examine the complexity of these power systems in Lord of the Flies, revealed in the two layers in which they appear in the story, the boys on the island and the adults in their world. Moreover I want to show how Golding contributes both positive and negative traits to both systems, never falling into the habit of giving a black and white picture of either of the power systems. Overall I will focus on two boys, Jack and Ralph, exemplifying through them how the two systems gain their power, develop their structures, which methods they use to keep power, and how the systems handle crisis. At the end of my essay I then will shortly illustrate how Golding connects the adult world and their behavior to the boys’ story.</p><p>My conclusion is that Golding shows very clearly that the desire for power and the will to fight and kill for it exists in both adults and children. Overall his attempt is to illustrate that it is difficult to have an absolute, perfect and ideal power system. There are always things that can be criticized and improved. However, he does indicate that certain systems are more dangerous than others. The totalitarian power system can escalate much easier into savagery than the democratic system. So, Golding prefers power systems that benefit the community rather than only the leader himself.</p>

No description available.

<p> </p><p>Syftet med uppsatsen är att undersöka fyra svenska politikers metaforbruk, dels för att se vilka skillnader och likheter som finns och dels för att se om dessa skillnader och likheter kan kopplas samman med politikernas ideologiska bakgrund. De politiker jag har undersökt är Mona Sahlin (s), Lars Ohly (v), Fredrik Reinfeldt (m) och Göran Hägglund (kd). Mitt material är hämtat från två av riksdagens partiledardebatter under riksmötet 07/08. Utifrån materialet har jag inriktat mig på tre politiska frågor: arbetsmarknadspolitik, ekonomisk politik och Sverige och samhället samt jämfört hur partiledarna refererar metaforiskt till dessa frågor. Jag har funnit både skillnader och likheter i partiledarnas metaforbruk vad gäller dessa tre politiska frågor. Skillnaderna är tydliga både vad gäller frekvens och vilka typer av metaforer som partiledarna använder vid de olika politiska frågorna. Det är dock svårt att entydigt visa att skillnaderna i metaforbruket skulle vara ideologiska.</p><p> </p>

<p>Sammandrag: Syftet med examensarbetet är att undersöka förhållandet mellan undervisning om skrivande och elevskrivande i skolår två. Lärarens undervisning om skrivande observeras och elevernas texter analyseras utifrån undervisningsinnehållet.</p><p>Resultatet visar att eleverna förändrar sitt sätt att disponera texter till följd av undervisning men att de inte gör det i fråga om skiljetecken. Studien visar även betydelsen av att eleverna förstår och får förklarat viktiga begrepp och får stöttning av läraren. Dessutom bör momenten undervisas om vid rätt tidpunkt för varje enskild elev.</p>

<p>In the end of the 18th century, the first French autobiographical work was written by Jean-Jacques Rousseau. Almost 200 years later, the two French authors and philosophers Simone de Beauvoir and Jean-Paul Sartre published their autobiographies. Beauvoir released her Mémoires d’une jeune fille rangée in 1958 and Sartre published Les Mots in 1964. The audience has both loved and criticized the two works. Especially the autobiography of Jean-Paul Sartre was expected for a very long time, thanks to the fact that he had told his audience he would write a work about his life. As the authors lived together during a big part of their lives, it is especially interesting to study the resemblances and the differences of their way of writing and also of the contents of the autobiographies.</p><p>The purpose of this literary essay is to make a comparison between the two autobiographies, examining the order of narrative, the reasons for writing, the chronology and the interest in children’s literature. The analysis is primarily based on the theorist Philippe Lejeune’s work concerning the autobiographical pact and the identity of name.</p><p>Researches made by French critics claim that the autobiographical work of Beauvoir and Sartre differ. One of these critics is Philippe Lejeune. This analysis will show that, even if there is a difference between sex, family and the reasons for writing, there are many resemblances, some of them more or less expected than others. It will also show that both authors resemble when it comes to choice of memories, order of narrative and literary background. The analysis also puts the presence of the autobiographical pact under the light.</p>