This thesis explores the history and current condition of contemporary young adult literature. It looks at why the genre has been marginalized, especially in relation to education and scholarly critique. Chapter one places Hawthorne's The Scarlet Letter alongside the contemporary fiction of Hilary Jordan, When She Woke. The discussion of Jordan's work points out the importance of the contemporary work and how it can be used to enhance learning and appreciation for it's canonical predecessor. Chapter two looks at the ghost story as written for the younger range of young adult literature, the crossover novel, and adult literature. Lisa McMann's Cryer's Cross explores how death and ghosts affect those left behind after a trauma and is targeted to a young adult audience. Laura Kasischke's novel The Raising addresses ghostly existences when a college student is supposedly killed by her boyfriend. This book bridges the gap between young adult literature and adult literature. The Lovely Bones by Alice Sebold looks at death and loss from the vantage point of the dead and it's subtlety puts it in the group of adult literature. All three novels help their targeted audiences in differing ways and allows for self-exploration of beliefs and values.

This thesis examines the non-cash compensation paid to the underwriters/brokers during the flotation process and the IPO when-issued dealing market in one of the most successful and international stock exchanges around the world, the London Stock Exchange (LSE). The thesis consists of three essays that try to answer the following questions: Do IPO firms minimise their costs of going public by issuing warrants to their financial advisers? Does the when-issued dealing affect the setting of the offer price? The first essay examines the issue of warrants to brokers as part of their compensation package in non-underwritten offerings on the Alternative Investment Market of the LSE. The main finding is that IPO firms are able to make efficient decisions and choose the contract that minimises their costs. For companies that issue warrants to their brokers the total costs of going public are 22.74% (as a percentage of gross proceeds), but would have been 25.61% had they not issued them. This 2.87% reduction in costs is equivalent to 70.34% of the commission paid to the brokers by the IPO firms. The main source of this decrease in the costs is the lower underpricing the companies incur by granting warrants to their brokers. The second essay examines the use of non-cash compensation in underwritten IPOs. The findings suggest that firms that are cash constrained are more likely to issue warrants to their underwriters. In addition, underwriters appear to have the ability to time the issue of warrants because they include them as part of their compensation package when the market is doing well. Interestingly, warrant issuers are still able to minimise their costs of going public even under a very light regulatory setting underlying the use of non-cash compensation. The third essay examines the when-issued dealing in the Main Market of the LSE for an extensive period of time, 1996 to 2012. The main finding is that, in an institutional setting in which the when-issued dealing commences only after the allocation of shares and the offer price are announced, investors pay ‘rents’ to the underwriters in order to acquire IPO shares that will trade within the when-issued dealing. These ‘rents’ take the form of a higher offer price. In other words the when-issued dealing affects the setting of the offer price. For companies that have a when issued dealing the offer price is £3.4 but would have been 54% lower (£1.55) had these firms not had a when issued dealing.

This paper sets out to detail the making of When I Wake with specific attention being paid to the mental processes of, the author, Summer Pierce throughout the undertaking. The paper, much like the filmmaking process, will discuss in succession the inspirations for the film, pre-production formulations, production of the film, post-production procedures, and analysis thereof.

<p>Abstract</p><p>This work is about children in sorrow. I have chosen to set the focus on the school and the</p><p>teacher’s role in the meeting with mourning children and the difference between boys and</p><p>girls reactions when mourning.</p><p>The awareness and the great importance for a teachers knowledge to meet a child in mourning,</p><p>is something I myself has experienced when a child in nursery school lost one parent</p><p>through accident.</p><p>The result of the study reflects on four teachers and two headmasters experience of children in</p><p>sorrow and literature in the subject. It is important that the school and the teachers are aware</p><p>of the importance about the knowledge in the subject to be able to meet a mourning child in</p><p>need.</p><p>Keywords: Children, reactions when mourning, sorrow, the teacher’s role</p>

<p>The purpose of this essay is to compare and contrast the two novels by focusing</p><p>on leadership and group dynamics. First, I explain some general terms like</p><p>primary and secondary groups, leader and leadership, and five different</p><p>leadership styles (autocratic, democratic, laissez-faire, task-motivated and</p><p>relationship-motivated leader), and then I apply the terms to the novels. In the</p><p>analysis I examine how some followers and group constellations react to different</p><p>kinds of leadership, and how the three leaders choose to approach their roles and</p><p>why they become successful or not.</p><p>The effect the democratic leadership has on both leaders and followers differs</p><p>between the novels. Homer in Tomorrow, When the War Began trusts his leadership</p><p>skills and gets appreciation from the primary group of friends he leads, while</p><p>Ralph in Lord of the Flies is disobeyed and challenged by his secondary group.</p><p>The group of teenagers grows stronger together, while the island boys disband as a</p><p>result of the power struggle between Ralph and Jack. The latter trusts his charisma</p><p>and threatens and punishes the boys in order to keep them under control. Jack</p><p>seems successful as an autocratic leader, since his followers carry out his orders</p><p>and let him be the unquestioned leader, but he is in the final analysis unsuccessful</p><p>since he fails to put the needs of his followers before his own strong desire for</p><p>power. Both Homer and Jack are strong leaders of their own primary group, and</p><p>one argument why they are more successful than Ralph is the loyalty they receive</p><p>from their followers. However, the reason for their faithfulness differs. In</p><p>Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to</p><p>them if they defy him.</p>

The purpose of this essay is to compare and contrast the two novels by focusing on leadership and group dynamics. First, I explain some general terms like primary and secondary groups, leader and leadership, and five different leadership styles (autocratic, democratic, laissez-faire, task-motivated and relationship-motivated leader), and then I apply the terms to the novels. In the analysis I examine how some followers and group constellations react to different kinds of leadership, and how the three leaders choose to approach their roles and why they become successful or not. The effect the democratic leadership has on both leaders and followers differs between the novels. Homer in Tomorrow, When the War Began trusts his leadership skills and gets appreciation from the primary group of friends he leads, while Ralph in Lord of the Flies is disobeyed and challenged by his secondary group. The group of teenagers grows stronger together, while the island boys disband as a result of the power struggle between Ralph and Jack. The latter trusts his charisma and threatens and punishes the boys in order to keep them under control. Jack seems successful as an autocratic leader, since his followers carry out his orders and let him be the unquestioned leader, but he is in the final analysis unsuccessful since he fails to put the needs of his followers before his own strong desire for power. Both Homer and Jack are strong leaders of their own primary group, and one argument why they are more successful than Ralph is the loyalty they receive from their followers. However, the reason for their faithfulness differs. In Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to them if they defy him.

Abstract This work is about children in sorrow. I have chosen to set the focus on the school and the teacher’s role in the meeting with mourning children and the difference between boys and girls reactions when mourning. The awareness and the great importance for a teachers knowledge to meet a child in mourning, is something I myself has experienced when a child in nursery school lost one parent through accident. The result of the study reflects on four teachers and two headmasters experience of children in sorrow and literature in the subject. It is important that the school and the teachers are aware of the importance about the knowledge in the subject to be able to meet a mourning child in need. Keywords: Children, reactions when mourning, sorrow, the teacher’s role

When the Sun Hits is a feature length film concerned with the delicate relationship between the individual and the whole. A young man named John has fallen into a state of social paralysis since his father's death. He no longer knows how to relate to others and the world around him. Rather than looking to friends and family for support he closes himself off. After the mysterious disappearance of his mother, John blames himself for her leaving. He tries his best to reconnect with his old life, but finds himself making the same mistakes over and over. When his friend Tracy reaches out to him, he bitterly rejects her and once again finds himself alone. It is then that John puts his old life behind him and sets off to make amends with his mother. John has no idea where his mother might be or if she will accept him. Nonetheless, he reaches into the abyss to see if someone is there, waiting for him. The structure of the film is nonlinear as it deviates from traditional narrative form. The intent of this thesis is to serve as a post-film reflection that discusses the relation between my views on cinema and the film I made. The paper will shift between the general themes of the narrative and the film theory working behind it all. It will explore the idea of cinema as an extension of the mind and how this is present in the film. By using specific examples from the film this theory of cinema can be fleshed out and an insight into my process may be gleaned.

Understanding of the fate of oil in the environment is of utmost importance; however, accurate, predictive models are still in very early stages. To aid in the development of these models, photodegradation of selected polycyclic aromatic hydrocarbons (PAHs) in an n-alkane hydrocarbon matrix was followed for individual PAHs and mixtures of PAHs similar to that found in the Deepwater Horizon spill. Tetracene in tetradecane photodegraded quickest of all observed PAHs, with a loss of 99% after only one hour of irradiation. Binary mixtures of PAHs showed different degradation amounts, including changes in PAH kinetics. These results suggest that the formation of dimers or aggregates as well as photosensitization reaction is important in the degradation of PAHs in oil. Kinetics of PAH photodegradation and PAH sensitized photodegradation will be presented. This information will provide a better understanding of the fate of oil in environmental systems.

This essay conducts a comparative analysis of the importance of the character Rosaline and the differences in her portrayal in two works: William Shakespeare’s 1590s play Romeo and Juliet and Rebecca Serle’s young adult novel When You Were Mine (2012). The essay especially looks into Rosaline’s importance for Romeo and Juliet’s relationship in the play and the novel. In relation to the play the essay also briefly discusses Franco Zeffirelli’s film adaptation Romeo and Juliet (1968) to show why it is important to keep Rosaline in the story. I argue that Shakespeare and Serle make use of the genres within which they work to tell slightly different versions of the story and Rosaline’s place in it. More specifically, I show how the literary and formal conventions of the genres affect the story by highlighting specific features, characters and events, which results in two works suited for different target audiences. In the end it is clear that Shakespeare’s Romeo and Juliet is made for a Renaissance audience, while When You Were Mine is written for today’s young adults. / I den här uppsatsen genomför jag en jämförande analys gällande karaktären Rosalines betydelse och olikheterna i hennes skildring i två verk: William Shakespeares 1590-talspjäs Romeo och Julia samt Rebecca Serles ungdomsroman When You Were Mine (2012). Uppsatsen undersöker speciellt Rosalines betydelse för Romeo och Julias relation i pjäsen och romanen. I förhållande till pjäsen diskuteras kort Franco Zeffirellis filmadaption Romeo och Julia (1968) för att visa på Rosalines nödvändighet i pjäsen. Jag hävdar att Shakespeare och Serle drar nytta av de olika genrerna de skrivit inom för att berätta två något annorlunda historier och att detta påverkar Rosalines plats i dem. Mer specifikt visar jag hur de olika genrernas litterära och formella konventionerna påverkar historien genom att lyfta fram specifika funktioner, karaktärer så väl som händelser, vilket leder till två olika verk som passar olika målgrupper. I slutändan är det tydligt att Shakespeares Romeo och Julia gjordes för en renässanspublik, medan When You Were Mine skrevs för dagens ungdomar.