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Lysell, Roland. "Möten med Tegnér, redigerad av Ulla Törnqvist. Tegnérsamfundet. Lund 1996." Uppsala : Svenska Litteratursällskapet, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201062.
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Björkman, Margareta. "Jakob Christensson, Lyckoriket. Studier i svensk upplysning. Stockholm 1996 (diss. Lund)." Uppsala universitet, Litteraturvetenskapliga institutionen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-30012.
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Lysell, Roland. "I lärdomens trädgård. Festskrift till Louise Vinge 24.11.1996, red. av Christina Sjöblad, Mona Sandqvist, Birthe Sjöberg och Johan Stenström. Litteratur Teater Film, Nya Serien 15. Lund University Press. Lund 1996." Uppsala : Svenska Litteratursällskapet, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201054.
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Selander, Inger. "Inga-Lisa Petersson, Statens läsebok (Litteratur Teater Film, Nya serien 18). Lund 1999." Uppsala : Svenska Litteratursällskapet, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200764.
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Bolin, Gustav. "Vägen ut : Förtryck och frihet i några böcker av Ole Lund Kirkegaard." Thesis, Stockholm University, Department of History of Literature and History of Ideas, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7369.
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Föreliggande studie undersöker frihetsproblematiken i några böcker av Ole Lund Kirkegaard,
främst i Gummi-Tarzan och Robban och alla de andra polarna, men också i Tarzan, Leo och några
till. Mer specifikt undersöks hur karaktärer kan bli fria och hur en önskvärd frihet ser ut, enligt
intentionen som står att finna i de olika texterna. Den diskuterar också huruvida texterna kan kallas
didaktiska eller ej. Studien genomförs med hjälp av ett hermeneutiskt tillvägagångssätt och i en
analys av de olika berättargrepp och -strategier som återfinns i texterna. De olika möjliga friheterna
definieras i analysen indirekt genom att förtryck först definieras. Utifrån antagandet att såväl barn
som vuxna är utövare av makt inom varje given institution där de båda är närvarande, till exempel
inom familjen eller i skolan, utgår analysen från premissen att både barn och vuxna kan agera
förtryckare eller förtryckta i förhållande till varandra.
Viss specifik frihetsproblematik för Gummi-Tarzan respektive Robban och alla de andra
polarna klarläggs, men också några gemensamma återkommande motiv som befinns vara centrala
för förståelsen av frihetsproblematiken i texterna sedda som helhet: kaoset, sagan och magin, och
drömmen. Sagan, magin och drömmen ses i studien som uttryck för barnkaraktärernas
fantasiförmåga. Både kaoset och fantasin uppfattas i uppsatsen vara vägar till frihet och friheter i
sig. De ses som kännetecknande för barnprotagonisterna och en viss barnvärld. Denna värld är
förebildlig i jämförelse med den skildrade vuxenvärlden, men är inte nödvändigtvis tillsluten för
vuxna karaktärer.
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Johannesson, Hans-Erik. "Cecilia Cervin, Det illojala barnets uppror. Studier kring Jan Myrdals självbiografiska texter. Hägglunds förlag. Lund 1997." Uppsala : Svenska Litteratursällskapet, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201038.
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Lysell, Roland. "Esaias Tegnér, Samlade Dikter, utgivna av Tegnérsamfundet, Del VII 1840–1846, red. av Wl. dr. Christina Svensson. Tegnérsamfundet. Lund 1996." Uppsala : Svenska Litteratursällskapet, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201063.
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Soderberg, Karen Amelia Phillips. "A survey of selected contemporary Swedish choral composers and literature." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185410.
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This study presents a survey of selected Contemporary Swedish Choral Composers and Literature representative of the trends in contemporary Swedish choral music. The varied compositional styles and techniques of composers Sven-David Sandstrom, Thomas Jennefelt, Karin Rehnqvist and Andres Hillborg exemplify these trends. Little information is readily available about the current generation of choral composers outside of Sweden. Most of the available materials concentrate on the music of composers of the 1940s Monday Group such as Sven-Erik Back and Ingvar Lidholm and Karl-Birger Blomdahl, the works of Gunnar Bucht of the 1950s who reacted against modernism, the 1960s avant-garde styles of Bengt Hambraeus, Sigfriend Naumann, Arne Mellnas and Folke Rabe. This survey discusses the life, career and musical styles of each of the composers and analysis of an a cappella work illustrative of their musical styles. Fundamental to the growth and musical development of the representative composers is an examination of the historical background, foundation and tradition of choral singing in Sweden. The select bibliography, list of works by the composers, catalogs of choral music, list of institutions and organizations, and publishers, is intended to serve as a reference guide.
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Aziz, Lamar. "Using Literature as a Teaching Medium in English Classes in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40854.
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There is a great tendency in using literature as a medium of language teaching because literature plays an essential role in developing the students’ language skills. It also helps them in acquiring cultural experiences and to attain a better understanding of the literary texts. The Swedish National Agency for Education supports the inclusion of literature in English language classes in each of primary, secondary and even upper secondary schools. This research aims to examine the underlying reasons behind incorporating literature in teaching English, specifically in Swedish secondary schools grades 7-9, and it sheds light on how teachers manage to employ literature effectively in the classroom. Moreover, it explains the criteria behind selecting appropriate literary texts that suit students’ needs. The study also states some problems that may encounter teachers in adopting literature as a way of teaching. All these issues are discussed through conducting qualitative interviews with three English teachers. This study points out that literature has been used as a paramount tool for teaching English. By reading literary books, students’ knowledge about social and cultural issues is developed and their language skills also become better. Furthermore, teachers mention that there are several central criteria to note when using literature during the process of teaching literature, such as selecting literary materials with topics that students can find interesting to work with. Different kinds of tasks have been assigned to students to get the opportunity to describe, analyse and reflect upon what they worked with. Some of the challenges identified by the teachers are lack of time and the students’ different skill levels. More studies are required regarding the efficacy of using literature as a helping educational tool in English language learning from students’ views, in particular considering individual and linguistic improvement.
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Hansson, Stina. "Eva Hættner Aurelius, Inför lagen. Kvinnliga svenska självbiografier från Agneta Horn till Fredrika Bremer. (Litteratur, teater, film: nya serien 13, red. Per Rydén, Louise Vinge, Margareta Wirmark) Lund 1996." Uppsala : Svenska Litteratursällskapet, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201069.
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Smalley, N. "Contemporary urban vernaculars in rap, literature and in translation in Sweden and the UK." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1468987/.
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This thesis explores the use of contemporary urban vernaculars in creative writing in Sweden and the UK. Contemporary urban vernaculars can be defined as varieties of informal speech that have emerged in urban areas with high ethnic and linguistic diversity, and have come to index social affiliation and identity. The thesis examines the form these varieties take when represented in selected examples of creative writing including rap lyrics, poetry, prose, drama, and translation. It also looks at the way such varieties progress from one form to another, arguing that there is a translation effect in operation as spoken language is codified through oral and written forms both within, and between, languages. In order to do all this, the study progresses through a number of steps. First it describes the linguistic phenomena in question; identifying potential equivalences between occurrences of these phenomena in Swedish and English. It then investigates the ways these forms of spoken language have found their way into rap, and then literature, as well as exploring the connections and disparities between these creative verbal forms, both in terms of their formal qualities and their social ones. The main literary corpus consists of a small number of works in Swedish published from 2001 to 2008, including a play, poems, short stories and novels. In addition to this corpus, the thesis discusses UK novels from 2003 and 2011, and a range of lyrics by rappers in Sweden and the UK, spanning a period from the early 1990s to 2014. Subsequently, it looks at the way translators working between Swedish and English have dealt with contemporary urban vernaculars in some of these texts, as well as discussing translators’ treatment of ‘non-standard’ language more generally. The thesis concludes by reflecting on the social implications of representing and codifying contemporary urban vernaculars in the ways described.
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Barrett, Elisabet. "Young Polish Learners of English in Sweden and Pronunciation : What Affects Their Level?" Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37348.
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Oskarsson, Marie. "Studying English Literature at Upper Secondary Schools in Sweden : An empirical study of goals applied to the teaching of English literature." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27415.
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To use literature in English as a foreign language (EFL) or English as a second language (ESL) classroom is something which, for many decades was regarded as too difficult or not relevant in many countries, Sweden being one of them. In the past few decades the view of literature as a means for education in Sweden has changed. Research shows that texts are useful to enhance critical thinking skills and to help foster democratic citizens, which is something the Swedish curriculum for upper secondary school advocates for. This study sought to examine what goals teachers apply to the teaching of literature and also how these goals were realized in the classroom and, reasons to why it what not realized if that was the case. The study was conducted using an online questionnaire, Google Forms, which was sent out to an upper secondary school in Sweden and posted on a Facebook page devoted to English teachers at upper secondary schools in Sweden. The results of the study showed that most of the goals stated in this study were realized to some extent in the EFL classrooms, but there were also discrepancies between teachers views on what is important to teach and what the curriculum states should be taught. An example of this was that some teachers did not teach the goal of text analysis, it was not found to be ‘interesting’ or ‘relevant’. However, the curriculum for English at upper secondary schools in Sweden, does not advocate that teachers should teach text analysis specifically. On the other hand, the curriculum does advocate that students should meet different forms of text. This study, therefore, also discusses possible ambiguities within the curriculum of English at upper secondary school.
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Leandoer, Katarina. "From colonial expression to export commodity : English-Canadian literature in Canada and Sweden, 1945-1999 /." Uppsala : [Uppsala universitet], 2002. http://catalogue.bnf.fr/ark:/12148/cb39228587k.
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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION." Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.
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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.
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Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.
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Wingstedt, Maria. "Language Ideologies and Minority Language Policies in Sweden : historical and contemporary perspectives." Doctoral thesis, Stockholm : Univ, 1998. http://catalogue.bnf.fr/ark:/12148/cb37192765c.
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Tayem, Leila. "Genusperspektiv i barnlitteratur i Sverige i jämförelse med arabisk barnlitteratur Gender perspective in children’s literature in Sweden in comparison with the Arabic children’s literature." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11998.
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DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.
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Lindgren, Ola. "Putting the pieces together : A literature review on fire-cracked stone embankments and burnt mounds in Sweden." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185790.
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In this thesis, an attempt is made to summarize the previous archeological research associated with two feature types in Sweden made from fire-cracked stones: the fire-cracked stone embankment and the burnt mound. The ?lim is to study how trends in interpretation and focus have developed. Furthermore, a compilation of ten excavation reports of burnt mounds between 2002 and 2013 is presented with the aim of determining their purpose, their usage of methods in general and petrography. The result of the summary confirms that there are discernable trends present and the result from the compilation of reports show that the larger scope is prioritized and that there are a number of commonly used methods, but that petrography is not among them.
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Haraldsson, Frida. "Skånepågen blir dialektlös pojke? : En adaptionsanalys av Nils Holgerssons underbara resa genom Sverige, transformeringen från bok till film." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82480.
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Selma Lagerlöf's story about Nils Holgersson, The wonderful Adventures of Nils (1906-1907), is unique in several different ways. It was innovative for its time and it was the first school book written as a story, which makes it an interesting foundation to build an essay upon. The essay examines Selma Lagerlöf's novel about Nils Holgersson compared to Dirk Regel's film adaptation (2011). Both the novel and the film are divided into two parts and only the first part of the book is compared to the first part of the film. Adaptations are common in today's society, a common type of adaptation is when a novel transform into a film but it can also be when a poem becomes music or a play turns into a film. The essay discusses what happens when a medium is transformed into another medium. The essay also has a pedagogical perspective and asks what happens when a didactic school book is adapted into a film. The view on children in Lagerlöf's time is discussed in relation to the view on children that prevails in today's society. When it comes to characters, I’m interested in seeing how Nils Holgersson is portrayed in the book versus in the film. The method used is Linda Hutcheon's and Siobhan O'Flynn’s adaptation analysis which focuses is on various factors that affect an adaptation. Regarding theory, I will use both Thomas Leitch’s adaptation theory and Maria Nikolajeva's children's literature theory. The results show that Lagerlöf's Nils Holgersson is a character who has few qualities. In the beginning he is bad and at the end of the story he becomes good, he develops through the story and is thus a flat but dynamic character. In Regel's version, Nils Holgersson is a complex character from beginning to end and he does not develop, he is thus a round but static character. The didactic perspective it is not as prevalent in the film compared to the book, but some episodes can be understood as having an educational message, which I interpret as a reference to the source medium.
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Blomqvist, Tünde. "Mellan två stolar : Författarskap i Sverige med ungerskspråkig bakgrund 1945–2015." Doctoral thesis, Uppsala universitet, Finsk-ugriska språk, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324811.
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The aim of this thesis is to map and analyse literature written by authors with a Hungarian-language background who moved to Sweden between 1945 and 2015, and who have published literary works in book format. From the perspective of the sociology of literature, this thesis focuses on publishing channels and possibilities, the authors’ and their works places in the literary value system and feed-back in the form of reviews, but also choice of language, theme, and genre. The approach of the research for this thesis is new in Hungarian and Swedish literary studies, as the literary works are analysed irrespective of the language in which they are written. The research corpus consists of both Hungarian and Swedish literary works and one book in English. The second chapter presents the research that Hungarian researchers have conducted on Hungarian migration literature and offers an overview of the questions and results arising from this research. The authors with a Hungarian-language background in Sweden were divided into four groups, based on the time of their migration to Sweden. Four chapters, which comprise the analytic part of the thesis, present and analyse the author groups and their literary activities regarding language, purpose of any code-switching, chosen theme, and genre. The first group consists of authors who migrated to Sweden during the decade after the Second World War (1945–1955). The second group came between 1956 and 1958 in the aftermath of the Hungarian Revolution of 1956. The third group consists of Hungarians who moved to Sweden during the communist era, between 1959 and 1989. Finally, the fourth group came after the fall of communism (1990–2015). As many as half of the authors chose either Hungarian or Swedish as their language and there are surprisingly few authors working in both languages. The publishing channels depend on the literary works language and theme, and only half of the books have been published at established publishers. The literary works of these authors are categorized as Swedish-Hungarian migration literature. Literary history works until now have neglected these type of literatures, but it is imperative that the study of literature finds a way to acknowledge, include, position, and group them.
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Lindkvist, Erik. "Svenskheten som en dröm : En postkolonial litteraturanalys av Miika Nousiainens roman Hallonbåtsflyktingen." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60178.
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This study is a postcolonial literary analysis of Miika Nousiainen’s novel Hallonbåtsflyktingen from 2007. The aim is to analyse how Sweden and Finland, along with the Swedish and Finnish characters, are portrayed in the novel. Through a close norm-critical reading and with postcolonial theory as a basis, the content and characters in the novel have been analysed. The result shows that the Finnish characters are portrayed in stereotyped patterns and described in general forms. A dichotomy of “us” and “the others” is created in the novel. The Finnish characters and Finnish culture are described negatively and constantly contrasted with positive descriptions of Sweden and Swedes. If literature teaching in school gives pupils knowledge and skills in postcolonial reading of literature, they may learn to identify and analyse negative portrayals. This might makes it possible to break down their assumptions and prejudices, and instead they become critical individuals who act in a global context. By comparing how different nationalities and cultures are presented, pupils can potentially begin to reflect on themselves and their picture of the Other.
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Ritzman, Anna. "Larger on-Site Sewage Treatment Plants in Sweden : - A literature and an interview study to find appropriate solutions." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22919.
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There are no general recommendations of how a larger on-site sewage treatment plant should be designed; most research studies have been conducted on smaller ones. The purpose of this thesis is to investigate what type of design that is appropriate for an on-site sewage treatment plant built to manage the hydraulic load from between 50 and 200 human equivalents. Phosphorus is the main parameter of interest for this thesis, but nitrogen, biological oxygen demand (BOD ) and chemical oxygen demand (COD) is also included. To find appropriate solutions of this, both a literature study and a qualitative interview study have been done. The combined knowledge from this has then been used to describe what solutions are appropriate according to both environmental and economic aspects. The interview study included four participants with different designs of a larger on-site sewage treatment plant. For the analysis on the data from the interviews, content analysis was used, five main categories was found: Design of the on-site sewage treatment plant, Maintenance work to make the on-site sewage treatment plant well-functioning, Supervision and regulation, Environmental awareness and Economy. Infiltration, filter bed, phosphorus filter, precipitation of phosphorus, small sewage treatment plant and constructed wetlands, are the designs of an on-site sewage treatment plant that has been described in this thesis. Of these designs, infiltration or filter beds are appropriate solutions. These can be combined with a phosphorus filter, if higher phosphorus reductions are required. Also, a small sewage treatment plant could be an appropriate solution of a larger on-site sewage treatment plant, this solution requires more maintains work and has higher costs.
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Embertsén, Maria. "Sustainable Stormwater Handling and Water System Urban Design. : A literature review and a case study in Nacka, Sweden." Thesis, KTH, Mark- och vattenteknik (flyttat 20130630), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-171815.
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Climate change presents us with greater and greater challenges and stormwater is an important part of our future water problems. In some parts of the world the increase and intensification in precipitation causes strain on existing infrastructure while, in others, draughts are becoming more and more severe. Handling stormwater sustainably does not only gain the environment by controlling pollutant spreading, helping with flooding control and water reuse but can also have added values in urban areas if included in urban planning. Implementing green infrastructure and sustainable stormwater solutions creates jobs and are in many countries seen as the future way of handling stormwater. There are many different techniques and ways of adopting sustainable stormwater handling depending on the local problem and physical as well as economic conditions. Together they all have in common of creating added values when implemented. Increased biodiversity, improved air quality, reduced noise, improved growing conditions for urban trees and aesthetical values that have a positive effect on human health are just some of the positive added values of sustainable stormwater handling. The case study in this report concerns a new development on a peninsula in the municipality on Nacka, Stockholm. The recommendation is to adopt the approach of many small solutions that combines to a sustainable way of handling stormwater that not only solves the problem but creates added values in the living and working area. Stormwater is a resource that should be used as one in order to have sustainable urban planning.
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Backlund, Caroline, and Cajsa Gunnarsson. "Knowlegde, attitude and behavior regarding oral health among children and adolescents, in Vietnam and Sweden : A literature review." Thesis, Hälsohögskolan, Jönköping University, HHJ. Centrum för oral hälsa, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49429.
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BACKGROUND: Vietnam, being a developing country does not have the same economic means to put into dental care as a country like Sweden. Knowledge, attitude and behavior are determining factors for oral health. The AIM of this literature study´s was therefore to evaluate knowledge, attitude and behavior regarding oral health among children and adolescents, in Vietnam and Sweden. METHOD:A literature review was made using the databases DOSS, MEDLINE and CINAHL. Twelve articles were included for the review. RESULTS: Bleeding gum was known, by one-third of the Vietnamese children and adolescents, to be a clinical sign of gingivitis. In Sweden the knowledge varied between 75-83%. In both Vietnam and Sweden, shiny and white teeth were mentioned to be important. The frequency of toothbrushing twice a day or more was reported from 40% to 68% among the participants in Vietnam. In Sweden, it varied from 73% to 82%. The highest percentage of children who consumed sweets daily or more frequent was 59,7% in Vietnam respectively 2-6% in Sweden. CONCLUSION: Knowledge about oral health was lacking and behavior could be seen to be inadequate. The attitude towards oral health is more focused on appearance than on the aspect of health.BAKGRUND: Vietnam, som är ett utvecklingsland, har inte samma ekonomiska resurser att prioritera till tandvården, vilket däremot ett land som Sverige har. Kunskap, attityd och beteende är alla bestämningsfaktorer för oral hälsa. SYFTET med studien var att utvärdera kunskap, attityd och beteende gällande oral hälsa bland barn och ungdomar i Vietnam och Sverige. METOD: En litteraturstudie gjordes med hjälp av databaserna DOSS, MEDLINE och CINAHL. Tolv artiklar inkluderades i studien. RESULTAT: En tredjedel av de vietnamesiska barnen och ungdomarna visste att blödande tandkött var ett kliniskt tecken på gingivit. I Sverige varierade kunskapen mellan 75–83%. I både Vietnam och Sverige var skinande och vita tänder viktigt. Tandborstning två gånger om dagen rapporterades av 40–68% av deltagarna i Vietnam. I Sverige varierade det mellan 73–82%. Den högsta procentsatsen av barn som konsumerade sötsaker dagligen eller mer frekvent i Vietnam var, 59,7%. I Sverige varierade detta mellan 2–6%. SLUTSATS:Kunskapen och beteendet kring oral hälsa var bristfällig. Attityden till oral hälsa var mer fokuserad på utseende snarare än hälsoaspekten.
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Edsman, Martina. "A Choice in Reading : A Study of Student Motivation for Studying English Literature in Upper Secondary Schools in Sweden." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30689.
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This essay aims to examine the attitudes and motivation toward literary studies in English in upper secondary school students as well as to determine which tools practicing teachers can apply to increase their students’ language learning motivation within literature teaching in the Swedish curriculum. The questions that this study set out to answer was: How do students rate their ability to succeed in different tasks relating to English literary education? How can teachers in Sweden design their lessons in English literature to motivate their students? Which are some of the best ways to teach literature to students from a motivational standpoint? The primary theories used in this study are; self-efficacy theory and theories regarding intrinsic and extrinsic motivation. This study used a qualitative method to examine the students’ attitudes towards reading English literature in schools. The research tool used is a questionnaire with both general questions regarding literature in addition to questions about how the students would rate their chance to succeed with a task relating to literary studies. This study found that one of the primary methods that teachers should apply when teaching literature to EFL students was giving the students a choice in reading material as well as using age-appropriate material. Using shorter texts such as short stories and extracts from novels was also a method that the students’ preferred. This study showed that using standardized testing is the least preferred examination method to use when assessing the students. On the other hand, the preferred examination methods were writing book reports, essays or using group discussions or answering study questions. Furthermore, it is important for the teacher to know the group and plan accordingly and listen to the students and give them a choice in what they read and how to assess them at the end of the literary module to give the students a greater chance of success.
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Roseban, Guillaume. "The firearm-related violence in Sweden: The case of Malmö. A Systematic Literature Review from a non-Swedish perspective." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25880.
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The increase of firearm-related violence has plagued Sweden, and specifically Malmö, for thirty years. This Systematic Literature Review gathered ten articles from different fields in order to discern the causes behind such an increase, the mechanisms of gun violence in a Swedish settings and the implications for Malmö on a criminological level. Results showed that a combination of factors such as the illegal importation of illicit firearms and the expansion of organized criminal groups in vulnerable territories were responsible for a shift of pattern in homicide. This change is preventing the police from properly solving homicide cases and the criminal justice system from prosecuting them. All in all, firearm violence is strongly related to gang activities in the three largest Swedish cities and the reason why Malmö is the most affected may be explained by the large number of clustered near-repeat shootings spread over three neighborhoods considered vulnerable. Actions have been taken though still require some analysis.
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Killgren, de Klonia Kim. "The Potential Role of Critical Literacy Pedagogy as a Methodology When Teaching Literature in Upper Secondary School in Sweden : A Quantitative Study of English Teachers’ Literature Choices." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-34995.
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Literature’s role in the foreign language classroom has been extensively researched, and the benefits of enjoyable reading firmly established. But could teachers benefit from a new perspective in the form of Critical Literacy Pedagogy when choosing and teaching literary works? Critical Literacy Pedagogy, CLP, is a method of critically examining literature to detect possible power structures e.g. concerning ethnicity and gender. This study examines how teachers and students value a number of criteria and aspects in connection to what literature is used in the class. Two empirical web-based questionnaire surveys were conducted on a total of 23 teachers and 42 students in upper secondary school in Sweden. The results are primarily presented quantitatively with the complement of excerpts from the written answers to the open-ended questions, and has then analyzed with the help of CLP, to see if the method has a possible role in EFL-teaching in upper secondary school in Sweden. In the present study, the participating teachers valued practical characteristics, such as level of difficulty, higher than conceptual characteristics, such as the sexual orientation of an author or character, when choosing what literary works to teach. These ratings were seen as problematic when compared to the teachers’ concrete exemplifications of taught works. Moreover, both teachers and students rated the possibility of critical and ethical discussion very highly in regard to the chosen works. A comparison between the ratings and the exemplified works indicate that CLP could be a valuable method when choosing what literature to teach.
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Hussen, Hinda Mohammud. "Parents’ perspectives on raising bilingual and bicultural children in Sweden : a Somali Case study." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165619.
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This thesis is a case-study on bilingualism and biculturalism from Somalian perspectives. The aim of the present study is to explore raising bilingual and bicultural children in Sweden from parents’ views. It focuses on three questions: 1. What are the parental policies and strategies used to maintain one’s heritage language and culture, as well as to integrate into the society of a host country by learning its language and culture?; 2. How do parents think that their choices of upbringing might shape the everyday life of children?; and 3. What challenges do parents encounter when raising bilingual and bicultural children?. Qualitative data was collected based on individual in-depth interviews with six Somali parents living in Sweden, each parent having at least one child between the age of three and thirteen years old. A thematic analysis has been applied to the collected material. The findings of the present study show that, based on the parents’ viewpoints, maintaining the language entails preserving the cultural identity. This perspective-based study also found that heritage language maintenance is a collective task between all family members when looking at parent-child interactions, and children are active agents who can negotiate language choice and use at familial settings. Parents believe that successful bilingualism is crucial for their children’s everyday lives in terms of family and community ties, understanding different people and cultures, career prospects, to name a few while, children with insufficient knowledge of heritage language are bullied and isolated within the same ethnic group. However, the study findings suggest further investigation on how gender ideologies correlate with heritage language maintenance.
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Johnsson, Michelle. "Det är alltid någonting annat som jag känner att jag liksom hellre gör : En kvalitativ studie angående elevers attityder till litteratur i svenskämnet på gymnasiet." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54767.
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Denna uppsats ämnar undersöka svenska gymnasieelevers attityder till litteratur i svenskämnet på gymnasiet samt hur elever tycker att litteraturundervisningen bör gå till. Resultatet visar att eleverna har en positiv attityd till litteratur och litteraturläsning generellt men att den läsning som sker i skolan uppfattas som tråkig och ett måste. Vidare visar resultatet en oenighet när det kommer till litteraturundervisningen. Vissa anser att eleverna borde ha större frihet när det kommer till vad som ska läsas och andra anser att läraren bör styra innehållet i litteraturundervisningen.
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Ljunggren, Mattias. "Den sista flickscouten? : Medborgarideal i den svenska flickscoutrörelsen 1945-1965." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158672.
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The aim of this study is to examine the ideal of citizenship as presented in the Swedish Girl Scout movement 1945-1965. Through the examination of periodicals aimed at Girl Scout leaders, the study attempts to elucidate how the presented ideals shifted in the years leading up to, and following, the merger between the largest Swedish Girl Scout and Boy Scout associations in 1960. As a theoretical background, the model of the Belgian scout researcher Sophie Wittemans is used, according to which citizenship in the scout movement contains both a universalistic tendency, emphasizing and geared towards creating citizens that are equal in an abstract sense, as well as particularizing instruments that aim to mold the singular individual. Wittemans claims that the Girl Scout movement has generally focused on the later aspect. The concept of citizenship is found to be linked to duty rather than to the freedom of the individual, especially in the sphere of home life. In professional life the individual is afforded a greater measure of freedom. At the time of the merger in 1960, the idea of citizenship is to some extent gendered. The Girl Scout is to be prepared to take part in a society where feminine and masculine values are both needed. There is no consensus, however, on what the difference between the sexes consists of. Neither sex, nor citizenship, seems to be the main focus of the training of Girl Scouts during the studied period. The cultural and societal tensions are contained by religion, universalizing tools like the scout law, and concepts such as ‘humanity’. Through the study of a relatively scarcely researched area, this study attempts to shed light upon the Swedish Girl Scout movement in the post-war-era, as well as the larger shift in gender roles in Swedish society during the same period.
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Österberg, Robin. "Challenging tradition : Teaching English in Sweden without the influence of National Testing." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36876.
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When the Swedish school system met with the novel experience of cancelled the annual national tests in spring 2020, teachers across the country were forced to adapt to teaching without this traditional support. Due to English being one of the subjects required to administer national tests, upper secondary school English teachers were immediately affected. By looking at several studies regarding standardised testing in general, and Swedish national test tradition specifically, this qualitative study summarises how large-scale assessment in education affects teaching.Through semi-structured interviews with three English teachers, this study surveyed how teaching was affected by the cancellation of the national tests in Sweden. The teachers’ experiences of teaching without the supportive function of the national tests were also documented. The recorded interviews were analysed through the theoretical framework of reactivity, and specifically, Campbell’s Law. This study’s findings are that while the national tests hold a critical support function for teachers, they may also inhibit English teachers from teaching what is specified in the English curriculum. What emerged from the collected data and subsequent analysis was teachers’ fractured role as dependent on performance standards-based on test criteria rather than the content standards in the English curriculum. The interviewed teachers showed a great deal of trust in the national tests as grounds for assessing their students’ English skills, occasionally at the cost of their faith in themselves as teachers. Counterproductively, this resulted in teachers, consciously or not, adapting their teaching practices to fit the predicted national test rather than the curriculum. Essentially, teachers had changed their behaviour to accommodate an observer, as theorized by Campbell. During the 2020 spring semester when national tests were cancelled in Sweden, and English teachers all over the nation had to make do without their supporting function, this was made clear.
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Hui, Jonathan York Heng. "The Matter of Gautland." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/282999.
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The classification of late medieval literary cycles according to localised subject matter, such as the 'Matter of France', the 'Matter of Britain' and the 'Matter of Rome', has proven to be an enduring one in modern scholarship. This model has also been applied to Old Norse saga literature, particularly the fornaldarsögur, within which the 'Matter of Hrafnista' and the 'Matter of Gautland' have been identified as prominent examples. The latter cycle consists of Gautreks saga, Hrólfs saga Gautrekssonar and Bósa saga ok Herrauðs, all of whose heroes are descended from and primarily based in Gautland (modern-day Götaland in central-southern Sweden). This cycle has not been explored in any great depth, to the same extent that other 'Matters' have been, and it is therefore the primary focus of this dissertation. The dissertation begins with a brief overview of previous scholarship on the ancient and medieval Götar and Götaland. This subject has long been of interest to scholars, not least because of the common identification of the Götar with the Geatas mentioned in Old English poetry, most notably Beowulf, but the matter is made notoriously problematic by sparse and sometimes unreliable evidence. Following this overview, introduction is made to Michel Foucault's theory of the heterotopia, a spatial framework which has only begun to be applied to Old Norse literature within the last decade. Indeed, this dissertation marks the first time that Foucault's heterotopia has been used as the theoretical framework for an extensive analysis of any Old Norse texts. An important contention of this dissertation is that the depictions of Gautland in Old Norse literature collectively fulfil Foucault's six criteria of the heterotopia, and furthermore that Gautland can productively be considered a literary heterotopia. Accordingly, after establishing the theoretical framework, I explore the main patterns of conceptualisation found in the depictions of Gautland across the main genres of Old Norse literature. The purpose of this survey is to provide context for a closer analysis of the construction of Gautland in the three 'Matter of Gautland' fornaldarsögur. Because these three sagas involve Gautish heroes and, accordingly, feature Gautland as an important space, they inevitably reflect a significant depth of conceptualisation of the region, and the rest of this dissertation employs the heterotopic framework to illuminate the ways in which this conceptualisation is manifested. Each of the three 'Matter of Gautland' sagas is analysed in turn, and certain aspects of the construction of Gautland, which happen to correspond strongly to individual principles of Foucault's heterotopia, are identified as common to all three. All three sagas deploy allusions to prominent traditions associated with Gautland, especially to the celebrated Brávellir and Ragnarr loðbrók legends, the effect of which is to imbue the Gautland of each saga with legendary veracity. All three sagas also construct Gautland within their own system of relational geopolitical space, although these constructions are manifested differently in each saga. Indeed, as well as common aspects, each saga also naturally contains many points of idiosyncratic distinction and nuance in their construction of Gautland as well. Both Gautreks saga and Hrólfs saga are argued to reflect contemporary Icelandic anxieties through structural aspects of their depictions of Gautland, while Gautreks saga and, to a lesser extent, Bósa saga, display a fundamental and significant interest in the geographical landscape of Gautland. In their emphatic correspondence with each individual principle of Foucault's heterotopia, the collective perspectives of the three 'Matter of Gautland' sagas provide unique insight into the medieval Icelandic conceptualisation of Gautland as a literary space.
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Darweesh, Hind. "A qualitative study on problems in speaking English as L3 : The case of Arab immigrants in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42524.
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This study aims to identify the problems faced by Arab immigrant students when learning English as a third language (L3) in Sweden. The paper explores the views of non-native English-speaking students and teachers in adult education, about the speaking issues of Arab immigrant students in particular, by identifying the factors that result in the emergence and development of these problems. To achieve these objectives, I utilized a qualitative approach, using semi-structured interviews. While five of the interviews were face-to-face, one teacher answered the questions by email. The results indicate that the speaking difficulties are encountered due to similarities between Swedish and English words, weak linguistic skills (in phonetics, phonology, morphology and/or syntax) and weak speaking and writing skills due to inadequate practice. The findings from the analyses also indicate that the types of teaching methods and the differences between the cultures of the countries (i.e., Swedish and Arabic speaking countries) are the most prominent factors that affect the learning of English as L3 for Arab immigrants in Sweden. To improve students’ speaking skills in English, the participants proposed a number of suggestions, including providing more lessons and activities in English. Furthermore, they suggested that English teachers should communicate only in English with their students and should have proper training. Based on the findings of the study, recommendations for policy changes will be provided.
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Mahfoud, Elias. "The English Language’s Influence on Social Identities in Sweden: The Role of L2 English in Identity Construction." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-32381.
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This study aims to examine if English as a L2 influences the construction of Swedes’ social identities but also whether any linguistic strategies are used to strengthen their identity. Furthermore, the study aims to study if there is a difference in bilingual Swedes' reflections on the topic compared to multilingual Swedes. With Giles and Johnson’s Ethnolinguistic Identity Theory and Gumperz’ Interactional Theory as theoretical backgrounds, data was gathered through both quantitative methods, such as an online questionnaire, and qualitative methods in the form of a focus group consisting of both bilingual and multilingual Swedes. The results vary as some of the participants see English as influential to their identity construction while others view it merely as a practical tool. Moreover, the data also shows that it is more common amongst multilingual Swedes to use linguistic strategies such as code-switching, to strengthen their in-group relationships whilst bilingual participants used linguistic strategies for a different purpose: to distance themselves from their in-group identity.
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Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Törnqvist, Egil. "Robert Lyons, Swedish Midsummer in Shakespeare’s Dream. A Study of the Creative Process Resulting in Eva Bergman’s 1989 Production of A Midsummer Night’s Dream at Backa Theatre, Göteborg, Sweden. Department of Literature, Göteborg University. Göteborg 1998." Uppsala : Svenska Litteratursällskapet, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200741.
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SOYEGE, FOLAKE. "Evaluating Swedish Preschool Teachers’ Documentation Practices Since the 2010 Curriculum Review Using Sheridan’s Competency Rubrics A Systematic Literature Review from 2011-2019." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk-didaktisk forskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46908.
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Preschool documentation has been a recent topic in Sweden amongst preschool teachers, preschool managers, education policymakers, and researchers. Interest in this topic is driven in part by the 2010 revision of the Swedish preschool curriculum that introduced requirements concerning the use of documentation in follow-up, evaluation, and development activities in preschool. Of particular interest is the relative open-ended quality of the language describing the requirements in the curriculum as to how these documentation practices should be enacted. What kinds of documentation preschool teachers adopt and implement in their pedagogical practices is therefore a key question. Research by Vallberg-Roth (2012) has shown that some preschool teachers in Sweden document in a number of locally unique ways, in order to strive for curriculum-specific goals on one hand, and ensure child learning and development on the other. Learning and development can be described in terms of teacher’s competency rubrics proposed by Sheridan et al. (2011). These rubrics are analytic tools in preschool teachers’ documentation processes. This systematic review examines different kinds of documentation practices as they are described in selected articles and finds documentation types to include; pedagogical, systematic, teacher binders, and use of portfolios, as well as other techniques used by preschool teachers to document. This review implies that documentation is multi-faceted partly due to the uncertainty surrounding how to carry out its processes as well as the need to meet the individual needs of every child. In line with already defined competency types by Sheridan et al. (2011), which include knowing what and why, knowing how, and interactional, relational and transactional competences, the thesis also tentatively relates documentation types within the reviewed articles to teachers’ competency, thereby laying a possible foundation for the improvement of preschool teaching in Sweden.
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Englund, Micaela. "English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21348.
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Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.
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Jönsson, Pontus. "Formative Assessment for Learning EFL in Europe : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96183.
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This systematic literature review analyses nine research articles about formative assessment and feedback practices in the European EFL context. The aim is to explore previous research about how teachers and students in EFL education employ, process and experience feedback in both oral and written forms. The systematic literature review also highlights challenging areas of formative assessment practice in the research articles in order to offer a backdrop for prospective development of formative assessment procedures in the Swedish EFL context. The reviewed research covers formative assessment practices within the European EFL context of lower and upper secondary education in Sweden, Norway and The Czech Republic, Spain and Greece. The methods of the reviewed research articles included for example classroom observations, questionnaires, and interviews with teachers and students. The results of this systematic literature review indicate that the majority of the teachers in the research articles provided formative feedback which enhanced learning, but that feedback provision depended upon the schools’ assessment culture. The systematization also highlights the fact that teachers in some of the research articles were changing to a more formative assessment culture which promoted learning and peer assessment activities. Regarding challenging areas of formative assessment practices, the review showed that students might find feedback difficult to understand. However, the students improved their language skills if they were able to understand and given time to process the formative feedback on oral and written assignments. The literature review highlights that despite the strong promotion of formative assessment in Sweden, there is a gap in local empirical research showing how it happens. Thus, more empirical research about formative assessment in Sweden is needed.
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Rhodes, Sofia. "Multilingualism and language proficiency : Perspectives from students in English medium schools in Sweden and the United Arab Emirates." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29267.
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This thesis explores EMI students’ perspective on the role of the English language, multilingualism and language proficiency focusing on EMI students at five different schools in the UAE and Sweden. In order to explore the students’ perspectives a survey was conducted using a questionnaire that was distributed via e-mails. Overall the results demonstrate that a clear majority of the 94 informants have a positive attitude towards attending EMI schools and multilingualism. 20 different languages are reported as first language or languages used in different contexts. Even so, English is undoubtedly the language most of the students declare as their strongest language- Also, English proficiency is regarded to be significant for future undertakings such as university studies and employment locally and internationally.
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Muir, Hollie. "Literature Education and English as a World Language : Various countries’ representation in literary texts in coursebooks in English education for upper secondary school in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71022.
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This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements.Syftet med denna uppsats är att undersöka vilka länder och geografiska regioner som dominerar i litterära texter i kursböcker tryckta innan och efter läroplansövergången i 2011, samt att se om det finns utveckling gällande antalet olika länder som representeras i dessa kursböcker innan och efter 2011. En innehållsanalys har använts såväl som rön från olika forskare för att undersöka ämnet. Tio kursböcker som är tryckta innan och efter 2011 har analyserats i de fyra kategorierna textursprung, författare, miljö och karaktärsursprung som har använts för att kunna besvara frågorna i denna uppsats. Denna studies slutsats är att kursböckerna som är tryckta innan 2011 inte möter målen och kraven i den nuvarande nationella läroplan, medan böckerna som är tryckta efter 2011 visar en mycket bredare mångfald i de länder som representeras och därmed möter gällande mål och krav från gymnasieskolans läroplan.
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Fagerstrand, Jenny. "Vocational and non-vocational language learning textbooks in EFL classrooms in Sweden : A comparison of topics, use of Swedish and vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78752.
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This independent degree project investigates possible differences and similarities between vocational and non-vocational language learning textbooks in terms of topics covered, use of Swedish, and vocabulary levels. The textbooks analyzed in this study are Viewpoints 1, Viewpoints vocational, Blueprint A version 2.0 and Blueprint vocational, and they are aimed at the course English 5 in Swedish senior high school. In order to compare and analyze the differences between the textbooks, the Swedish words were counted in order to compare the proportion of Swedish words of each textbook. The texts and tasks from each textbook were made into a corpus. The corpus was analyzed with the tool Text Inspector, and connected to the levels of the Common European Framework of Reference and the Academic Word List. The results show that vocational textbooks have a larger focus in the topic of social and working life than the non-vocational textbooks. However, the results also suggest that the textbooks are quite similar in terms of academic words and the CEFR levels. The results also suggest that an investigation of a larger number of textbooks from several publishers could present a different result. The pedagogical implications that can be drawn from the results are that teachers need to know that differences may occur and that textbooks might need additional material.
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Ernsth, Bravell Gunnar. "More Than a Stepping-Stone? : A Study of the Uses of Comics and Graphic Novels as Multimodal Teaching Material in English Courses at Upper and Lower Secondary Schools in Sweden." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50818.
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The aim of this study is to examine upper and lower secondary school teachers’ experiences of using graphic novels in the English subject in Swedish schools in order to discuss if, and how, multimodal texts can be used to increase students’ motivation to read and analyze fictional texts. This is done through qualitative semi-structured interviews with 12 participants currently working as English teachers from both upper and lower secondary schools in Sweden. The framework of this study centers around the concept of multimodality, multimodal literacy and how it can be used in the English classroom. The results of the study indicate that comics and graphic novels can and are being used for a number of purposes in English language courses in Sweden, and that they allow teachers to incorporate visual analysis into their literature modules, adding more elements for students to discuss and work with. Furthermore, the participants experience that comics and graphic novels aid in increasing students’ motivation and interest as the multimodality makes them more accessible. The results of the study also show that comics and graphic novels could be used to teach students about literary analysis, both visual and verbal. However, in order to utilize the multimodality of comics and graphic novels, teachers require an understanding for how two modalities can be used together to create meaning. Moreover, the study shows that comics and graphic novels are viewed as a lesser form of fictional texts, as they are mostly seen as motivational supplements or a stepping-stone toward other types of novels. In conclusion, there are numerous benefits to using comics or graphic novels in EFL courses, such as an increase in motivation and additional visual/multimodal aspects for students to analyze when working with fictional texts.
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Engwers, Anton. "“IN THAT CASE I CHOOSE TO WORK WITH SHORT STORIES” : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54100.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test.The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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Mishra, Chinmay. "On-Site Regeneration of Granular Activated Carbon : A literature study, comparison and assessment of different regeneration methods to find potential on-site regeneration method in Sweden." Thesis, KTH, Hållbar utveckling, miljövetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-291272.
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In this thesis project, different existing granular activated carbon regeneration methods/technologies are assessed based on existing literature. The project aims to identify and analyse the method with the highest on-site regeneration potential by using the Himmerfjärdsverket wastewater treatment plant as a reference and performing a cost estimation analysis. Information is gathered about different methods from the literature study and then sorted into the following parts: working principle, technology readiness and cost, advantages and disadvantages, and references (case studies). The methods are then assessed and compared by a scoring and weightage system, where the factors which are regeneration efficiency, ease of implementation, sustainability, cost, and reliability are weighted and then scored for each method. Furthermore, the highest scoring method is then compared to the proposed regeneration method at Himmerfjärdsverket. The results from my comparison and assessment show that chemical regeneration is the highest scored method, followed by microwave and wet-oxidation regeneration methods. On applying chemical regeneration at Himmerfjärdsverket, it is found out that it may indeed be cheaper and more sustainable than the proposed off-site regeneration method. However, thermal and biological regeneration are better alternatives at Himmerfjärdsverket than microwave and wet- oxidation. From the above results, chemical regeneration has the highest potential for on-site regeneration of granular activated carbon in Sweden.Läkemedel i vatten är ett stort hot mot miljö och hälsa. Kommunalt avloppsvatten består av avloppsvatten från hushåll, privata och offentliga institutioner och dagvattenavrinning. En viktig läkemedelskälla i avloppsvatten är ett läkemedel som kommer in via urin och / eller avföring. Olika tekniker finns för avlägsnande av farmaceutiska rester och andra mikroföroreningar från avloppsvatten. En sådan teknik är adsorptionen av dessa rester med hjälp av Granulärt Aktivtkor (GAC). Aktivtkor (AC) är ett kolhaltigt material med liten pordiameter, stora porvolymer och hög specifik yta rea vid bearbetning. Det anses vara det bästa adsorptionsmedlet för att adsorbera organiska, oorganiska och giftiga metalljoner som finns i avloppsvattnet. Det finns två typer av aktivtkol som används för att avlägsna farmaceutiska rester: Granulärt aktivtkol och pulveriserat aktivt kol. Denna forskning syftar till att identifiera, jämföra och bedöma befintlig regenereringsteknik för att hitta den teknik som har störst potential och använda den på ett referensavloppsreningsverk. Det finns olika metoder för regenerering av använt aktivt kol (SAC). Dessa är termisk regenerering, kemisk regenerering, biologisk regenerering, elektrokemisk regenerering, mikrovågsregenerering och våt-oxidationsregenerering. Metoderna listas och förklaras med hjälp av deras arbetsprincip, beredskap, kostnad, fördelar, nackdelar och referenser till studier där de har använts. Flera kriterier / faktorer beaktas för bedömning och jämförelse av olika regenereringsmetoder. Faktorerna poängsätts sedan med hjälp av ett viktat poängsystem. Var och en av de ovannämnda faktorerna görs mellan 0–5 och tilldelas en vikt mellan 1–3. En högre poäng betyder bättre prestanda i den givna faktorn. Medan en högre vikt betyder betydelsen av faktorn. Från bedömningen visar sig kemisk regenerering vara den mest lämpliga metoden för regenerering av GAC på plats. Den minst lämpliga metoden är biologisk regenerering med en total poäng på 39. De två bästa regenereringsmetoderna på plats är kemisk och mikrovågsregenerering. I procent har kemisk regenerering och mikrovågsregenerering en rating på 93,3% och 90%. För att validera resultatet av bedömningen används Himmerfjärdsverket som referensavloppsverk. Himmerfjärdsverket bygger om och expanderar till en högteknologisk anläggning. Den nya anläggningen kommer att bestå av modern reningsteknik och hög reningskapacitet. Den planerade nya anläggningen förväntas vara klar 2025, medan byggandet påbörjades i januari 2020. I en studie genomförd av Syvab i samarbete med Ramboll, IVL och SU anges att det skulle behövas kolförbrukning på 15–20 g / m3 vatten. Den totala kostnaden per behandlat avloppsvatten skulle sannolikt öka med 20–30% till 2027 om läkemedelsreningen genomförs på Himmerfjärdsverket med hjälp av GAC och av regenereringsmetoden utanför anläggningen. Himmerfjärdsverket kommer att konsumera 3,92 ton kol dagligen eller 27,56 ton varje vecka. Detta kommer att kosta 28,7 miljoner SEK / år för 20 000 EBV (i värsta fall) och 11,5 miljoner SEK / år för 50 000 EBV. Medan kostnaden för kemisk regenerering av GAC med högsta regenereringseffektivitet uppskattas till 27,4 miljoner SEK / år för användning av flytande NaOH-lösning och 17,7 miljoner SEK / år för användning av fast NaOH för 20 000 EBV. För mängden 573 t / år kol kommer NaOH-förbrukningen att vara 2083,5 t / år, vilket kommer att kosta 7,1 och 10,9 miljoner SEK / år för 50 000 EBV. Eftersom kostnad är en av de viktigaste faktorerna som motverkar tillämpningen av metoder som är lika tillförlitliga som termisk regenerering. Om termisk regenerering implementeras på Himmerfjärdsverket kan installationen användas för att regenerera GAC från andra reningsverk från Stockholm. 2 GAC-bio filter i serieskapare bättre förutsättningar för biologisk regenerering av GAC samt ger låga föroreningskoncentrationer och höga syrekoncentrationer. För att lägga till det producerar Himmerfjärdsverket biogas som kan användas för att uppnå höga temperaturer som krävs enligt denna metod eller generera den erforderliga elen eller båda. I alla tre fall kommer kostnaden att minskas ytterligare. Avslutningsvis har kemisk regenerering den högsta regenereringspotentialen på plats bland alla andra studerade metoder. Medan termisk regenerering är nära den andra på grund av kolförlusten. En pilotstudie krävs för att validera de regenereringseffektivitet som nämns i litteraturen och bearbetningsförhållandena och typerna av adsorbera vid Himmerfjärdsverket behöver utvärderas liksom behandlingsförhållandena.
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Cronholm, Petra. "Students’ motivation to read in the English five course." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26384.
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Ragnarsson, Rebecca. "Reading in the English classroom : A comparative study of attitudes to literature in vocational and academic programs in the first year of upper secondary school in Sweden." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14604.
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Being able to read and write different kinds of texts in English is more important than ever, and previous research has shown that the latter of those two skills benefits from the former. The importance of reading is stressed in the curriculum for upper secondary education. The purpose of this study is to investigate the use of English literature at upper secondary school. Similarities and differences in attitudes towards literature among students in vocational and academic programs in the first year will be looked into. I wish to get an idea of how students experience literary studies in their English education. Further, I want to investigate the students’ own ideas on how to best make literary studies interesting and a good tool for learning. The results show that the academic program students read more often in their spare time, and also that they enjoy reading to a higher degree than the vocational program students. When it comes to practicing reading literature in English lessons in school, both groups think that they do this seldom and a slight majority of both groups are satisfied with this. However, nearly half of the academic program students and nearly a quarter of the vocational program students would like to read more in school. Moreover, it seems that academic program students see more advantages in literary studies for acquiring a second language, whereas the vocational program students do not know if literary studies are a good way of learning English or gaining knowledge of the English culture. Previous research has shown that students are not likely to find a task, such as reading literature, worth doing if they are not motivated in ways that make them understand the advantages that the task will provide. My conclusion is therefore that it is important that teachers strive to motivate their students in such a way. Further, it is important that teachers consider that even though students do not read a great deal in their spare time, they might still want to do so in school.
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Åhl, Rebecka. "The Potential of the Moving Image in the EFL Classroom : A Study of how Teachers in Sweden Teach through Fictional Movies and TV Series." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Ämnesforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48788.
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This study aims to investigate how English teachers in Sweden use fictional movies and TV series in their classrooms, in order to discover the potential they can have for students’ language proficiency, literacy, and cultural knowledge. The data is collected through a questionnaire distributed to 65 teachers in lower- and upper-secondary school, and secondary adult education. In the questionnaire the teachers are asked about their general habits in using fictional movies and TV series, such as how often they use them and whether they involve their students in the choosing of movies and TV series or not. Furthermore, the 65 respondents are asked what factors they take into consideration when choosing a movie or TV series, how they relate the viewing to the syllabus, what areas of language proficiency they most often address through the viewing, how they introduce the viewing to their students, and what intentional and accidental purposes they believe movies and TV series can serve. The results show that most teachers use fictional movies to a greater extent than fictional TV series. Furthermore, the results show that most teachers provide clear aims to their viewing of movies and TV series, as well as having clear connections to the different syllabuses. It is also evident that teachers see movies and TV series as a valuable resource when developing their students’ language proficiency, literacy, and cultural knowledge.
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Valfridsson, Rebecca. "Teachers ́ perceptions and enactment of the communicative classroom : A qualitative study of four teachers ́ attitudes towards communicative language teaching at upper secondary schools in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93675.
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The Swedish syllabus for English promotes a communicative approach to language teaching, but does not offer concrete guidelines regarding how a communicative classroom should be enacted. This leaves a great deal of interpretation up to each individual teacher. The purpose of this study is to observe and understand how teachers at upper secondary schools in Sweden perceive and enact the communitive guidelines stipulated by the syllabus for English. This qualitative study is based on classroom observations combined with semi-structured interviews with four teachers of English at upper secondary schools in Sweden. The findings reveal that the teachers use a range of strategies when enacting their communicative classroom. However, the most significant finding is that there is considerable focus on meaning rather than form across all of the four participants. This suggests that the teachers perceive communicative language teaching largely in terms of a natural approach, where the learning of form happens by itself as long as the target language is used in an anxiety-free classroom environment. Furthermore, corrective feedback on language form is perceived as potentially harmful for the pupils’ willingness to communicate in English, and hence it is largely avoided. Since the latest research in the field of communicative language teaching has restored the significance of form, there is a need for teachers of English to develop strategies that are a hybrid of both meaning- and form-focused activities in order to successfully accomplish all facets of communicative language teaching. The syllabus for English should offer clearer guidelines to support teachers in this endeavour.