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Title: The Code of the Hero in Ernest Hemingway's The Old Man and the Sea Author: Tobias Eklöf English C, 2006 Abstract: By examining the depiction of Santiago, his actions, life style and role models as well as his close relation to the author I show how he grows from an old worn out man into a true hero by following a particular stance towards life; a code. The protagonist's approach to life and being put to the supreme test of overcoming bad luck, through the struggle with the marlin, creates a hero. In addition, the depiction of Santiago in terms of undefeated nature adds to his heroic proportions. The adversity of old age and the recent bad luck force the old man to challenge and defend his claimed championship. By catching and killing the ultimate opponent he recovers his selfhood. As I will show, there are two important role models providing the old man with strength and endurance during his battles. Joe DiMaggio gives the old man courage and stands as a symbol for the right way of living, a man who defied pain to achieve greatness. The boy Manolin provides the old man with strength as he plays the role of the observer, Santiago's audience. The boy is also the inheritor of the mastership, given by the protagonist. Both Joe DiMaggio and the boy Manolin fit Santiago's code and are therefore a direct source of inspiration. The results of Santiago's actions, of living according to his code, are illustrated through the ultimate sacrifice: crucifixion. The protagonist follows his code right to the very end, and is therefore undefeated, though facing physical defeat (loosing the fish to the sharks). The parallel between the old man and Christ's passion is created as a symbol for the inevitable; we are all going to die, what matters is how we live the life we are given. Christ never abandoned his belief and he eventually was crucified. Santiago chooses to stick to his code, and confront death with grace.

Securing the production of ecosystem services, essential for human well-being, is a challenging taskthat has both social and ecological dimension. Calls for more adaptive institutional managementarrangements that not only account for the complex and cross-scale nature of ecosystems, but alsothe corresponding social dynamics of actors and institutions that manage those ecosystems haveemerged. Social network analysis is a tool increasingly used to empirically map and analyze suchsocial/institutional dynamics. In this study, social network analysis is used to investigate the socialnetwork of actors engaged in nature conservation in the UNESCO Biosphere Reserve “East VätternScarp Landscape”, Sweden. The results reveal a large network of 117 individuals representing 21organizations. The representatives in a collaborative project group perform both structural andfunctional bridging, why the group can be classified as a bridging organization. Members of thebridging organization are well-anchored among the people they represent. Hence, the objectives ofperipheral members are represented in the core, even though the network is highly centralized. Theinstitutional arrangements made visible in this study show many traits of adaptive co-management.Qualitative data on what type of information that flows through the network, and what effect thatthe network structure has on the production if ecosystem services is however lacking. This calls forfurther studies in the area.

El objetivo del presente trabajo es investigar cómo se diferencian las descripciones para aprendices extranjeros del pronombre relativo quien y el uso de esa palabra en la lengua hablada en España, centrándose en diferentes registros de la lengua: la formalidad alta y la formalidad baja. La investigación se ha realizado por medio de tres gramáticas pedagógicas para aprendices suecos del español y un estudio de dos corpora distintos, uno para cada registro, con ejemplos tomados del corpus CREA. Tomamos en cuenta algunas teorías sobre el propósito de una gramática pedagógica, por ejemplo las teorías sobre autenticidad y prototipicidad, las cuales tratan del debate de elegir, para la gramática pedagógica, lo prototípico de la lengua o lo auténtico. Tras una discusión sobre las descripciones en comparación con los resultados del estudio de corpus parece que las descripciones de quien en las gramáticas pedagógicas concuerda sobre todo con la formalidad alta; que, en varios aspectos, las gramáticas pedagógicas describen de manera adecuada el uso de quien como pronombre relativo, pero deberían incluir una aclaración de qué es un antecedente tanto como una descripción de las expresiones fijas con quien, para ayudar al lector aprender la variedad amplia de este relativo. Palabras clave: quien, pronombre relativo, lengua hablada, gramáticas pedagógicas, registro, autenticidad, prototipicidad

Titel: British, American or Mid-Atlantic English: What accent do Swedish learners use and where do they get their influences from? Författare: Jessica Pettersson Engelska C, terminsuppsats 2008 Antal sidor: 38 Abstract: The main purpose of this paper was to determine whether learners in lower secondary school used the British English accent, the American English accent, or if they perhaps mixed the two accents. I also wanted to find out from where the students got their influences. It is no longer prohibited in the Swedish curriculum to use other accents than the British one, and due to that it was interesting to see if the learners began to get their influences from somewhere else but their teacher. Teachers are also free to choose what accent they want to use. It often seems to be the case that learners take after their teacher’s pronunciation, but it is widely believed that they are also influenced by the English they hear in their spare time. Most of the learners in this investigation said in the survey that they preferred watching TV-shows and movies from the USA and therefore appeared to prefer an American accent. My informant study shows that most of the learners who took part in the test spoke with a British accent when reading single words, but when it came to reading sentences a mix of the two major varieties became noticeable. The results indicate that learners are first and foremost influenced by their teacher and what accent he or she uses and to a somewhat lesser extent by the English they come across when they are not in school. Nyckelord: British English, American English, Mid-Atlantic English, pronunciation, accents, influences.

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This essay gives a comprehensive theoretical background and then uses observations of how FTAs can be analyzed. The observation, made in a school setting is characterized by an asymmetric relationship between the main participants. The aim is to discuss theories and models of politeness, and how to operationalize them. As theoretical foundation Brown and Levinson´s theory of politeness strategies is used. My conclusions are that theories and models describing politeness can be expressed quantitatively and that there is correlation between my observations and Brown and Levinson´s theory of politeness face threatening acts and the author’s formula to calculate the degree of imposition. My Conclusions from the theoretical background is that the argument of universality for politeness increases with globalisation. There is though a likely development that the multinational class create their own variety of politeness and that the use of this code gives access to power and prestige. At the same time this creates social boundaries and alienation by those excluded from access. A conclusion from my observations is that the social relationship between teacher and student is constant, in the sense that it does not vary depending on the specific question or type of imposition that is currently going on. / <p>Titelsida i färg</p>

Esta monografía compara el uso del pretérito perfecto compuesto y del pretérito perfecto simple en cinco entrevistas hechas a españoles y tres a americanos. Se propone la hipótesis de que el pretérito perfecto en América Latina reactualiza el componente aspectual y pone la temporalidad en un segundo plano. Para comprobar la hipótesis, se analizan, en primera instancia, los complementos adverbiales de valor temporal y se investiga cómo éstos influyen en la elección de uno u otro tiempo. Luego se examinan los casos americanos que realzan el componente aspectual de forma más representativa y se profundiza en un segmento de una de las entrevistas americanas para observar la dinámica entre los tiempos verbales. Por último, se exploran los casos de pretéritos perfectos en entrevistas a españoles para ver si realmente hay una diferencia tan grande con América y, en tal caso, en qué consiste. / temporalidad, aspecto perfectivo, aspecto imperfectivo, pretérito perfecto, pretérito simple