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  • 1.
    Abarca, David
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    Förebyggandet av självmord: En komparativ studie mellan Sverige och Japan2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 2.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Event conceptualisation and aspect in L2 English and Persian: An application of the Heidelberg–Paris model2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present project investigates the impact of the grammaticalised progressive on event conceptualisation in English and Persian. It applies the Heidelberg–Paris framework using single event descriptions for analysis at the sentence level and story re-narrations at the discourse level. The empirical data test the hypothesis that the progressive has an impact on information selection and discourse structuring in event conceptualisation in terms of infrequent endpoint encodings and language-specific patterns of perspective-taking in structuring discourse. Languages lacking the grammaticalised progressive clearly show different effects.

    There are system-based similarities/differences in aspect between English and Persian. They have the progressive in common but differ with respect to the imperfective–perfective distinction. This difference is manifested as an increase in the use of the progressive in English. In contrast, the Persian system with two aspectual non-past forms which are possible for expressions of ongoingness leads to decreased use of the particular dāštan-progressive.

    The key finding for the single, motion event descriptions is that the dāštan-progressive in Persian shows less frequent endpoint encodings, like in English, as compared to languages lacking the progressive. However, the imperfective bare mi-form is associated with frequent endpoints while English shows no such association because the progressive must always be used.

    In narratives, differences emerge again due to the different typology. When the uses of the progressives in re-narrations are differentiated for clause type, the progressive in English is used equally in main and sub-clauses, though more dominantly in sub-clauses in Persian. These sub-results speak about differences in perspective-taking between these L1s.

    The analysis of the complexities involved in aspect establishes that the bare mi-form in Persian can denote ongoingness in cases where the progressive is obligatory in English as it has no optional verb form. Consequently, the typological difference of the absence/presence of the imperfective–perfective categories leads to a significant increase in the use of the progressive in English, which results in a cross-linguistically different, and L1-specific, patterns of perspective-taking in the narrative discourse in English and Persian. Thus, despite the fact that the L1s have the progressive aspect, their principles of use differ as they are dependent on the relevant aspectual system.

    Relating the results to linguistic relativity and cross-linguistic influence, the study shows that owing to the grammatical category of the progressive in common, event conceptualisation is similar in English and Persian in terms of infrequent endpoint encodings in single motion event descriptions, despite the overall typological difference. However, L1-related influence on the principles of use of the progressive in L2 English is considerable in the narrative discourse of the advanced L2 users of English as they seemingly proceed from the principles of use in L1 Persian towards those in L1 English.

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    Event conceptualisation and aspect in L2 English and Persian
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  • 3.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Reflections on Persian Grammar Developments in Persian Linguistic Scholarship I2017Other (Other academic)
  • 4.
    Abdulahad, Leila
    Stockholm University, Faculty of Humanities, Department of English.
    Gender representation in Swedish upper secondary ESL: a study on the representation of binary and non-binary genders and LGBTQIA in textbooks2022Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender representation is a core part of a democratic society. Gender has evolved past the heteronormative construction and is more of a continuum (Fausto-Sterling, 2000 in Motschenbacher, 2011). Educational materials are therefore an important tool where the school system can ensure inclusivity of the non-binary and LGBTQIA+ community. Previous research on English as a second language (ESL) textbooks used in secondary and upper secondary schools around the world have shown a gender imbalance with the male gender being dominant (Bahman and Rahimi, 2010; Barton and Sakwa, 2012: Brusokaitė and Verikaite-Gaigalienė, 2015). The present study is investigating the coverage of binary, non-binary and LGBTQIA+ characters in digital textbooks in upper secondary Swedish schools (English, 5, 6, 7) by employing a content analysis. The content analysis was initiated by first considering female, male, non-binary and LGBTQIA+ characters. The pronouns and names were supported by extending the analyses to adjectives and adverbs of manner used to describe the binary and non-binary genders and the activities performed by them. Data of adjectives and adverbs of manner connected to the binary, non-binary and LGBTQIA+ identities were also collected from the three selected textbooks. The findings reveal that there is a gender imbalance regarding the visibility of the female gender. In two out of the three textbooks male dominance is prevalent with approximately 30 % more male visibility. Non-binary and LGBTQIA+ characters are almost non-existent in the three selected textbooks, with a very limited number of characters included. The analysis also showed that there are multiple occurrences of gender-marked (Stanley, 1977) adjectives. However, the conclusion of the analysis of the adjective is that there is no gender bias because of the variation of the adjectives. 

  • 5.
    Abed Jaser, Maryam
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies.
    Identitet(er) i romanen Tiššārī av Inaam Kachachi: En litteräranalys2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är en litteraranalys av romanen Tiššārī av Inaam Kachachi. Analysen undersöker begreppet identitet och vad som bidrar till stärkandet av det, beroende på erfarenheterna man har varit med om. Metoden för analysen av denna roman är narratologi där strukturen i texten studeras närmare med fokus på ordningen av händelser samt vem berättaren av romanen är. Resultatet som har uppnåtts är att det finns flera irakiska identiteter som presenteras i olika tidsepoker och ur olika karaktärers perspektiv. Denna analys visar även vikten av kollektiva minnen som huvudkaraktären återberättar för att bidra till bevarandet och vidarebyggandet av den irakiska identiteten.

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  • 6.
    Abou-Gabal, Rukaia
    Stockholm University, Faculty of Humanities, Department of English.
    Using the Harry Potter Series in the Multicultural English Classroom as a Tool to Bring Awareness to Unconscious Biases2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Harry Potter series, although primarily written for young adults has managed to be widely popular amongst readers of different ages. The series has been able to entice both young and adult readers all over the world as it provides readers with ample opportunities for self-recognition and thus even self-reflection. Other than providing readers with opportunities for self-recognition the series also provides multiple examples of different important real-world issues such as mental health, othering, discrimination, and the stereotype threat.

              In the Harry Potter series, readers are introduced to a whole new world filled with magic, witches, wizards, and other magical beings. The magical world is, however, still very similar to our world; it follows the same timeline as the real world, showcases different teenage problems as well as similar social structures and issues. 

             In today’s society immigrants and students from different nationalities, cultures and backgrounds are very common, leading to othering, stereotyping and prejudices being real issues that need to be addressed in today’s multicultural classes. Students are in need of support and encouragement to better understand and handle these issues in their everyday life.

              Drawing on these ideas this essay will, by using a thematic analysis of the Harry Potter series, focus on the depth of the prejudices presented in the series by examining the underlying structural understanding of othering and racialization which readers are not always aware of being prejudiced against and how these prejudices are presented in the series. The aim is to show how the issues of unconscious biases and othering in the Harry Potter series are presented through the themes and characterization and how they can be used in eliciting empathy by alerting students to the fact that othering and discrimination are often based on unconscious biases found within the society.

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    Rukaia Abou-Gabal
  • 7.
    Aenny, Assmar
    Stockholm University, Faculty of Humanities, Department of English.
    Good Haiku Do Not Give up All Their Secrets At Once2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    his essay will examine the different approaches by Ezra pound to compose haiku. Including collected information enforced by the required features of haiku to decide whether Ezra Pound managed to compose a haiku correctly or not. My opinions will be based on a analyse and a comparison between Ezra Pound’s Poem “In a Station of a Metro and Matsuo Basho’s haiku “An Old Pond”.  

    In just a few lines a haiku author should be able to address questions about life and nature in relation to the author with symbols and philosophy. This essay is a reading of many authors understanding about how haiku should be composed. With those aspects it is feasible to both understand and decide if the features of haiku are fulfilled or not. The interpretation of Ezra Pound’s poem gives the impression and a reminder of haiku, yet it lacks in, what is known as the haiku attitude, that is, a special way of observing nature without manipulating it with own imagination and personal opinions. In contrast to Matsuo Basho’s haiku who implicates the true message and portrays natures natural behavior and relates that to human expression. 

    The resultant understanding about how the required features of haiku should be treated leads to that Ezra Pound’s poem is made by an imagist and cannot be categorized as haiku. The haiku author is an observer who sees the view through its own perspective and relate that experience to feelings and thoughts: therefore, nature is a priority and intended in each meaning of the haiku. Ezra Pound in contrast, is not preoccupied with nature and only mentioned a petal on a wet, black bough. 

        

     

    Keywords: Ezra Pound, Matsuo Basho, Ueda, Lorraine Ellis Harr, haiku attitude, haiku picture. 

  • 8.
    Ahlgren, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics. Avdelningen för teckenspråk.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics. Avdelningen för teckenspråk.
    Det svenska teckenspråket2006In: Teckenspråk och teckenspråkiga. Kunskaps och forskningsöpversikt: Betänkande av utredningen Översyn av teckenspråkets ställning, 2006, p. 11-70Chapter in book (Other academic)
  • 9.
    Ahlström, isabelle
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    ¿Auténtica, o no? La conversación en los materiales auditivos para la enseñanza de español L2: Un estudio cualitativo2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En este estudio cualitativo de caso, el objetivo es analizar algunas características de la interacción verbal en tres conversaciones grabadas de tres manuales de ELE empleados en varias escuelas suecas, en específico: Vistas 3, Próxima Estación 3 y Caminando 3, para describir cuánto se aleja/se acerca a las características del habla cotidiana el idioma de los materiales auditivos para la enseñanza del español L2. La investigación se basa en el la teoría y el método del análisis de la conversación y en sus descubrimientos sobre la interacción espontánea. Los resultados del análisis detallado de las conversaciones grabadas revelan algunos patrones problemáticos. Por un lado, en cuanto a la secuencialidad de las acciones se muestra la falta de coordinación, de participación y de atención al co-participante y, por el otro lado, se presencian silencios largos entre los turnos de los hablantes que no suelen aparecer en una conversación natural. Otros fenómenos típicos de la interacción espontánea, como por ejemplo, reparaciones, co-construcciones y solapamientos, están ausentes en las conversaciones de los manuales. Por consiguiente, para un mejor aprendizaje del ELE creemos que es muy necesario disponer de mejores materiales didácticos, que reflejen mejor el habla auténtico, y que el profesorado reciba formación sobre las características de la lengua hablada.

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    fulltext
  • 10.
    Ahlström, Mette
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Att jonglera med ord: Berättelser om språksituationen på en mångspråkig cirkusskola2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen görs en kvalitativ samtalsanalytisk analys av sammanlagt åtta narrativer. Dessa är hämtade ur intervjuer med en lärare och en elev vid Cirkus Cirkörs dåvarande utbildning Cirkuspiloterna - en internationell utbildning där lärare och elever ofta inte hade ett gemensamt språk att mötas i. Syftet med analysen är att synliggöra likheter och skillnader mellan hur läraren och eleven berättar berättelser om händelser som har att göra med den språkliga situationen på skolan - vilken funktion berättelserna har i respektive intervju, samt vilka attityder till språksituationen som speglas i narrativerna. Analysen visar att läraren, till skillnad från eleven, verkar ha en färdig berättelserepertoar och att berättelserna fungerar som exempel i lärarens argumentation. För eleven verkar istället berättelserna utgöra en resurs att resonera sig fram till svar på intervjufrågorna, och elevens berättelser ger ett intryck av att födas i ögonblicket snarare än att vara en del av ett etablerat berättande. Både lärarens och elevens narrativ genomsyras av tydligt positiva attityder till språksituationen på skolan, men analysen visar en mer medveten och aktiv uppskattning från lärarens sida.

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    Att jonglera med ord
  • 11.
    Ahnfelt, Vigdis
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies, department of Spanish.
    La construcción del mundo posible en El jinete polaco de Antonio Muñoz Molina2003Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Se estudia cómo se construyen los mundos posibles en la novela El jinete polaco de Antonio Muñoz Molina. El punto de partida se toma de la semiótica. El propósito es indagar de qué manera se crea la verosimilitud del mundo posible, y qué papel desempeñan los recursos técnicos, psicológicos y textuales de la narración. La hipótesis es que en dicha novela se presentan referencias político-históricas y socio-culturales de la realidad. Mediante la conexión entre dichas referencias y los personajes se indica el tiempo y el espacio de la historia como si se tratara de la vida real, a la vez que la iconografía y las creencias contribuyen a crear la verosimilitud. También se opina que algunos actantes se expresan a través del impacto que producen en los personajes, que la narración se lleva a cabo por varias voces narrativas, y que la imagen del mundo se completa mediante la focalización variada y la memoria colectiva. Se sostiene que existe una relación causal entre el amor, la memoria y la voluntad de narrar. Asimismo se opina que los sentidos de la vista, el oído y el olfato más las comparaciones, las descripciones y las frases largas se utilizan para visualizar el mundo posible de la obra.

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    FULLTEXT01
  • 12.
    Ahnfelt, Vigdis
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    La recuperación de la identidad en la novela Sefarad de Antonio Muñoz Molina2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the present study is to examine the signification of identitary discourses in the novel Sefarad: Una novela de novelas by Antonio Muñoz Molina and determine to what extent these discourses represent and respond to identitary discourses in contemporary Spanish society. The analysis focuses on three principal questions: how is the narrative constructed, what is conveyed as a result, and what is the aim of the narrative.

    Identity is understood as a social construction, an individual and continuous process of assuming, defining, negotiating and maintaining cultural identities, elements of the surrounding world that provide the individual with a sense of meaning (Fromm 1956; Castiñeira 2005; Marsella 2008).

    The novel consists of different stories that manifest the social impact of the totalitarian regimes in Europe during the twentieth century, told by a diversity of voices. First, the analysis deals with the structure of the text, examined through the model of mise en abyme (Dällenbach 1989). Secondly, the significations of transition, transgression (Lotman 1978) and, analogically, stigmatization are deduced (Goffman 1972), processes that are related to the effects of the frontier as a metaphor (Pratt Ewing 1998) and to limit situations (Jaspers 1974). Thirdly, the study stresses the representation of the past, in which trauma, melancholy and mourning are significant (Benjamin 1992; Freud 1986).

    The conclusions confirm the claim that the novel corresponds to humanity’s treasure of suffering (Leidschatz), a cultural possession that thematizes the processes of memory and oblivion (Assmann 1999), represented through stories told by the victims of intolerance at different levels. The text is accordingly conceived as a mirror through which the narrator constructs his identity as a writer and transmits meaning to the reader by providing the opportunity to reflect upon identity issues today.

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    FULLTEXT01
  • 13.
    Aho, Emma
    Stockholm University, Faculty of Humanities, Department of English.
    Teaching the Swedish Common Principles as Virtue Ethics: The Unjust Narrator, Gender Inequality and the Arena of Societal Transformation in Welcome to Our Hillbrow2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to Skolverket, the Swedish school has two missions: conveying knowledge and teaching values. These values are taught through the common principles (värdegrund) and instruct students about democratic values and human rights. However, Skolverket also reports that students lack such knowledge. Therefore, this essay aims to create a module with the main purpose of formulating and teaching the common principles, by using Phaswane Mpe's Welcome to Our Hillbrow, a text with the ability of presenting ethical issues whilst also making the reader respond to them. To achieve this, the values of the common principles will be extracted with the help of virtue ethics, which creates a conjunction with the book, where three topics are selected: sexism, gender identity and societal transformation. Virtue ethics, representing the common principles, together with Adichie’s definition of African feminism inform the analysis of sexism and gender inequality in the book and show how they are prevalent and extensive. Societal transformation is conceptualised and investigated through the use of narratology. Sexism and gender inequality are located in the horizontal plane of an arena, where the vertical expansion of narrative levels creates the urge for societal transformation. Such an expansion is made possible by an implied author, which provides the effect needed for reader inclusion. As such, Welcome to Our Hillbrow is described to entail an ethical challenge, that forces a responsible reader to emerge. Issues of sexism and gender inequality are then used together with the arena of societal transformation to construct a module in English 7, where students may themselves become reasonable readers through a process of critical self-reflection, a vital part of virtue ethics. This is done by employing Socratic and deliberative dialogue and an affective-humanistic approach, which together promote democratic values and human rights.

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    Teaching the Swedish Common Principles_Emma Aho_MAG
  • 14.
    Aho, Sirkka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Westergren, Jessica
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Språkutvecklande högläsning: En undersökande studie i hur tre lärare arbetar med högläsning i förberedelseklasser2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna fallstudie är en undersökning om lärares arbeten med högläsning för de elever som är nyanlända till Sverige. Undersökningens syfte var att ta reda på hur tre lärare arbetar med högläsning i förberedelseklasser och på vilka sätt det arbetet var språkutvecklande. I vår forskning har vi ett lärarperspektiv och vi belyser lärarnas tankar genom intervjuer och deras arbetssätt genom observationer. Undersökningens slutsatser handlar i stort om vikten av att bearbeta texter före, under och efter högläsningen samt att läraren har en aktuell kompetens. Rapporten avslutas med ett nytt begrepp som vi ser behovet av när det gäller flerspråkiga elever och högläsning samt förslag på vidare forskning som vi gärna skulle vilja ta del av.

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    FULLTEXT01
  • 15.
    Ahonen Milkovic, Victor
    Stockholm University, Faculty of Humanities, Department of English.
    The Purpose of a Hero: Forms of heroes in Joe Abercrombie’s 'The Heroes'2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 16.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Alfonso's Editorial Work in the Liber ad reges: a Pitfall for Vernacular Translators?2000In: The Translation of the Works of St. Birgitta of Sweden: into the Medieval Vernaculars, 2000, p. 264-Conference paper (Other academic)
  • 17.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Caesar's Elks: and Other Mythical Creatures of the Hercynian Forest1995In: Symbolae Septentrionales: Latin Studies Presented to Jan Öberg, Sällskapet Runica et Mediaevalia, Stockholm , 1995, p. 384-Chapter in book (Other academic)
  • 18.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, Classical Languages.
    Caesar's elks: interpolation, myth, or fact?2009In: Eranos, ISSN 0013-9947, Vol. 105, p. 4-17Article in journal (Refereed)
  • 19.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Handskrifterna till Birgittas revelationer2003In: Birgitta av Vadstena: Pilgrim och profet 1303-1373. En jubileumsbok 2003, Natur och Kultur, Stockholm , 2003, p. 429-Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Klassiska språk.
    Inflexible Roman Women: The Case of Lucretia2008In: Hortus troporum: Florilegium in honorem Gunillae Iversen, 2008, p. 327-342Chapter in book (Other academic)
  • 21.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of Oriental Languages.
    Murus Sinensis 1694 and De magno Sinarum imperio 1697: Notes on the Two First Swedish Academic Treatises on China2009In: Chinese Culture and Globalization: History and Challenges for the 21st Century: Proceedings from the Nordic Association for China Studies Conference in Stockholm, 2007 / [ed] Torbjörn Lodén; Helena Löthman; Lena Rydholm, Stockholm: Department of Oriental Languages, Stockholm University , 2009, p. 99-119Conference paper (Other academic)
  • 22.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Ne memoria nostri pereat: Rhetoric and Preoccupation with Oblivion in a King's Last Will2000In: Tongues and Texts Unlimited: Studies in Honour of Tore Janson on the Occasion of his Sixtieth Anniversary, Institutionen för klassiska språk, Stockholms universitet, Stockholm , 2000Chapter in book (Other academic)
  • 23.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Petrus Artedis Ichthyologia, Leiden 1738: Et ryktbart men föga känt pionjärverk inom naturvetenskaperna2017In: Humanitas: Festskrift till Arne Jönsson / [ed] Astrid M. H. Nilsson, Aske Damtoft Poulsen, Johanna Svensson, Göteborg: Makadam Förlag, 2017, p. 577-590Chapter in book (Refereed)
    Abstract [en]

    Peter Artedi (1705-1735) was a Swedish doctor, naturalist, and author of Ichthyologia (Leiden 1738), a book enjoying the reputation of being a pioneering work that has never been translated into any vernacular language. This paper demonstrates Artedi's innovative and consistent method of work through a Swedish translation of his treatment of one sincle species, Clupea maxilla inferiore longiore, maculis nigris carens "Strömming" in Volumes III, IV, and V of Ichthyologia. These three instalments are compared with the article on Clupea Harengus (Linn. 1758), "Herring", authored by Sir Francis Willughby (1636-1672) and John Ray (1627-1705), both of the Royal Society of London.

  • 24.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book IV1992Book (Other (popular science, discussion, etc.))
  • 25.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book VIII2002Book (Other academic)
  • 26.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    St. Birgitta and the Text of the Revelationes: A Survey of Some Influences Traceable to Translators and Editors1986In: The Editing of Theological and Philosophical Texts from the Middle Ages: Acts of the Conference Arranged by the Department of Classical Languages, University of Stockholm, 29-31 August 1984, 1986Conference paper (Other academic)
  • 27.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, Classical Languages.
    The latinity of Bero Magni2011In: Swedish students at the University of Vienna in the Middle Ages / [ed] Olle Ferm and Erika Kihlman, Stockholm: Sällskapet Runica et Mediaevalia , 2011, p. 245-251Chapter in book (Other academic)
  • 28.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, Classical Languages.
    The Manuscripts of Revelaciones S. Birgittae2009In: Santa Brigida, Napoli, l'Italia: atti del convegno di studi italo-svedese, Santa Maria Capua Vetere, 10-11 maggio 2006 / [ed] Olle Ferm, Alessandra Perriccioli Saggese, Marcello Rotili, Napoli: Arte tipografica , 2009, p. 153-160Conference paper (Other academic)
  • 29.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of Oriental Languages.
    Zhongguo changcheng: Ruidian shoupian youguan Zhongguo de xueshu lunwen2007In: Kua wenhua duihua. 21 ji = 跨文化对话 = Dialogue transculturel: Zhongguo-Ruidian wenhua hao = 中国 - 瑞典文化号, Nanjing: Jiangsu renmin chubanshe , 2007, Vol. 21, p. 65-85Chapter in book (Other academic)
    Abstract [sv]

    År 1694 disputerade Jonas Locnaeus på sin avhandling Murus Sinensis vid Uppsala universitet. Avhandlingen redovisar den kunskap som - huvudsakligen tack vare jesuiternas insatser - vid den tiden fanns om den kinesiska muren.

  • 30. Aili, Hans
    et al.
    Ferm, OlleGustavson, Helmer
    Röster från svensk medeltid1990Collection (editor) (Other (popular science, discussion, etc.))
  • 31.
    Aili, Hans
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Ferm, Olle
    Stockholm University, Faculty of Humanities, Department of History.
    Gustavson, Helmer
    Bäärnhielm, Göran
    Fritz, Birgitta
    Gejrot, Claes
    Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    Härdelin, Alf
    Lindkvist, Thomas
    Odelman, Eva
    Rahmqvist, Sigurd
    Svanberg, Jan
    Tegnér, Göran
    Inledning: Latinet i medeltidens Sverige1990In: Röster från svensk medeltid: Latinska texter i original och översättning / [ed] Hans Aili; Olle Ferm; Helmer Gustavson, Stockholm: Natur och kultur, 1990Chapter in book (Other (popular science, discussion, etc.))
  • 32.
    Aili, Hans
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Pietsch, Theodore W
    University of Washington, Seattle.
    Jacob Theodor Klein's Critique of Peter Artedi's Ichthyologia (1738)2014In: Svenska Linnésällskapets årsskrift, ISSN 0375-2038, p. 39-84Article in journal (Refereed)
    Abstract [en]

    An anonymous critique of Peter Artedi’s (1705‒1735) Ichthyologia sive opera omnia de piscibus, the latter edited and published posthumously by Carolus Linnaeus (1707‒ 1778) in 1738, is shown to have been written by the Prussian jurist and naturalist Jacob Theodor Klein (1685‒1759), and sent to Hans Sloane (1660−1753) in London for his approval. The critique is transcribed and translated, and its contents assessed in light of Artedi’s contribution to Linnaean systematics. While in some ways highly critical of Artedi, Klein must have been well aware that by criticizing Artedi he was, by association, criticizing Linnaeus as well. Linnaeus’s editorial contributions to the Ichthyologia as well as his on-going antagonistic relationship with Klein are also discussed.

  • 33.
    Aili, Hans
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Svanberg, Jan
    Department of the History of Art.
    Imagines Sanctae Birgittae: The Earliest Illuminated Manuscripts and Panel Paintings Related to the Revelations of St. Birgitta of Sweden2003Book (Other academic)
  • 34.
    Ainiala, Terhi
    et al.
    Helsinki University.
    Mesch, Johanna
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language Section.
    Henkilönnimet viittomakielessä (Arv. teos: Henkilöviittomien synty ja kehitys suomalaisessa viittomakieliyhteisössä/ Päivi Rainò - Helsinki 2004)2005In: Virittäjä, ISSN 0042-6806-109, Vol. 109, no 141–144Article, book review (Other (popular science, discussion, etc.))
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    FULLTEXT01
  • 35.
    Airey, John
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Linnæus University, Sweden.
    CLIL: Combining Language and Content: Tarja Nikula, Emma Dafouz, Pat Moore and Ute Smit (Eds.). CONCEPTUALISING INTEGRATION IN CLIL AND MULTILINGUAL EDUCATION (2016), Bristol: Multilingual Matters2017In: ESP Today, ISSN 2334-9050, Vol. 5, no 2, p. 297-302Article, book review (Other academic)
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  • 36. Airey, John
    et al.
    Lauridsen, Karen M.
    Räsänen, Anne
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Schwach, Vera
    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?2017In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, no 4, p. 561-576Article in journal (Refereed)
    Abstract [en]

    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecific language-learning outcomes.

  • 37.
    Akdag, Gonca
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    La efectividad del translenguaje en la enseñanza de ELE. Un estudio sobre las actitudes de (los) profesores de español hacia el translenguaje en el aula de ELE.2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 38.
    Akdag, Gonca
    Stockholm University, Faculty of Humanities, Department of English.
    The role of music in the English language classroom: A qualitative study of teachers' beliefs and practices in Swedish schools2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Music has been used as a teaching approach in ELT for a long time and the rapid accessibility to music has enabled both teachers and students to use it more. The positive effects of music on language learning are many; however, the use of music in the English language classroom is still debated. Although there are many previous studies about the use of music for language learning, to improve vocabulary for example, there are few studies regarding teachers’ beliefs and practices in relation to the use of music in the English classroom. Thus, the aim of this study is to investigate the role music has in the English language classroom and this will be done by examining teachers’ beliefs and practices of using music to improve English vocabulary learning. The research questions for the present study are as follows: 1. What are the differences between upper secondary and lower secondary school teachers in regards to their beliefs and practices of using music in the EFL classroom? 2. How do teachers incorporate music as a teaching unit in the EFL classroom? 3. What are the beliefs of teachers regarding the effects of music on English vocabulary learning? The study was carried out through semi-structured interviews with four teachers: two upper secondary and two lower secondary school teachers. The chosen analysis for the study was thematic analysis as it is best suited for transcriptions. The results of the study showed that there are no big differences in teachers’ beliefs and practices. They all believe that music has positive effects on students’ vocabulary learning. The upper secondary school teachers believe that there are many materials of music whereas the lower secondary school teachers believe that music presents new things such as new words for example. Moreover, most of the teachers believe that music increases motivation, interest, and attention. In addition, although the teachers believe that music can be used for all skills, they mainly use it for listening and writing exercises. However, the upper secondary school teachers focus more on the writing skill while the lower secondary school teachers focus more on the listening skill. The teachers use music in many ways such as word gap exercises, interpreting/writing lyrics, guessing lyrics, and as aids in discussions about history. In general, the teachers believe that music has positive effects on vocabulary learning as it engages the students in repetition of words, and enables them to analyse and translate lyrics, to encounter new words and to explain them.

     

    Keywords:

    Music, teachers’ beliefs, teachers’ practices, EFL, vocabulary learning.

     

  • 39.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Adoption in Loanword Phonology: Looking Beyond Linguistic CompetenceArticle in journal (Refereed)
    Abstract [en]

    This paper investigates how linguistic competence and sociolinguistic incentive contribute to the preference for adopting illicit onset clusters in established loanwords in Turkish. The participants are English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. Competence is measured through second-language pronunciation and incentive is operationalised through second-language dominance and degree of Turkish use. The data comprise French and English loanwords that are embedded in an oral fill-in-the-blanks test and that have phonetically similar counterparts in English and Swedish. The results show that the bilinguals in Sweden have significantly higher cluster adoption rates than the bilinguals in Turkey due to an overlap of high competence and high incentive in the Swedish context where Turkish is a minority language. Statistical analyses show that incentive has greater impact than competence in this sample.

  • 40.
    Al Khafagy, Riham
    Stockholm University, Faculty of Humanities, Department of English.
    Love, Trauma and Emotional Abuse in Charlotte Brontë’s Jane Eyre2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Despite various studies regarding love in Charlotte Brontë’s novel Jane Eyre, little is known about true affection. Early research indicates that Jane’s romantic feelings for Rochester are a result of patriarchy and childhood trauma. However, these scholars have been influenced by an older view of affection that indicates that in love, cruelty and destructiveness cannot exist.  

    This study builds on previous research; however, it adds a new philosophical aspect to demonstrate that it is ontological rootedness that defines love rather than benevolence and altruism. The primary source for this study is Charlotte Brontë’s novel Jane Eyre. Psychological theories have been incorporated to illustrate that Jane has endured childhood trauma which results in her being vulnerable to Rochester’s emotional abuse. However, the analysis also integrates a philosophical aspect of what love is that demonstrates that despite Jane’s childhood trauma and Rochester’s manipulation, Jane still has genuine affection for Rochester. In other words, this study shows that Rochester is emotionally abusive towards Jane but that love in the novel is not defined by kindness and selflessness. Thus, it is true love that Jane feels for Rochester. 

    Keywords: Charlotte Brontë, Jane Eyre, psychology, childhood trauma, emotional abuse, manipulation, love, Simon May, philosophy.

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  • 41.
    al-Adhamī, Muḥammad Zuhair
    Stockholm University.
    Sayyid Quṭb nāqidan kamā narāhu Fī ẓilāl al-Qurʼān1986Doctoral thesis, monograph (Other academic)
  • 42.
    Ala-Poikela, Virpi
    et al.
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Finnish.
    De Smit, Merlijn
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Finnish.
    Muhonen, Anu
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Finnish.
    Eri teitä samaan opinahjoon2010In: "Minun suomeni on..." Min finska är...: Finskan vid Stockholms universitet 80 år. / [ed] Anu Muhonen, Stockholm: Section of Finnish, Stockholm university , 2010, p. 115-119Chapter in book (Other (popular science, discussion, etc.))
  • 43.
    Alfranca, Cristina
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Saludos, rechazos y peticiones en la interlengua de aprendices suecos de español2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 44.
    Alfranca Ramón, Cristina
    Stockholm University, Faculty of Humanities, Department of English.
    The representation of speech acts in EFL textbooks in Sweden: An investigation of greetings, requests and refusals in input and output and teacher insights2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The teaching of pragmatics is often neglected in foreign language classes despite the wellknown importance of pragmatic competence. No matter how well a learner masters thetarget language, errors of a pragmatic nature may lead to major communicative failure orturbulence. Both studies in language teaching and current language educational laws inSweden (following the Common European Framework of Reference for Languages) pointtowards the necessity for the learner to be pragmatically proficient. Following these lines,textbooks are expected to mirror curricula and educational laws. The present study aimsto address this very issue and investigates the pragmatic content of ELT books in Swedenwith a specific focus on lower and upper secondary school (year 6, 9 and last year ofupper secondary school). The study has as its primary data set three ELT books from thesame publisher and extensively used in Swedish schools, namely Good Stuff Gold A,Good Stuff Gold D, and Blueprint C 2.0. The presence of pragmatic content isinvestigated through the method of content analysis of the textbooks focusing on threespeech acts - greetings, requests, and refusals. The first part of the study is complementedby semi-structured interviews complemented with two teachers of English in Sweden.The findings point to considerable differences in the representation of the three speechacts in the books, with regression from lower to higher levels, and the interviews with theteachers reveal that teachers' complementary activities often compensate for the lack ofpragmatic content in the books. The findings from the present study reveal shortcomingsof the selected textbooks omitting important information, something that might hinderstudents from developing communicative competence. The findings of the present studyhave the potential to inform the practices of teaching professionals in their efforts to teachpragmatic competence.

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    Alfranca.pdf
  • 45.
    Alfvén, Valérie
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Violence gratuite et adolescents-bourreaux: Réception, traduction et enjeux de deux romans suédois pour adolescents, en France, au début des années 20002016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this thesis is to contribute to a better understanding of the role of Swedish literature for adolescents in the French literary scene in the early 2000s. The sociology of literature constitutes the main theoretical framework of this thesis.

    Drawing from examples that broach the sensitive topic of "unprovoked violence" as it is treated in two Swedish novels for teenagers, Spelar död [Play Death] by Stefan Casta and När tågen går förbi (Train Wreck) by Malin Lindroth, this thesis shows how these novels are innovative in Even-Zohar’s sense of the term, as addressed in his Polysystem Theory (1990). By introducing "unprovoked violence" and violent teenagers via a realistic genre, such works filled a vacuum in the French system and injected a new dynamic into it. This dynamic makes it possible for new literary models to be introduced in the system and to change the standards of that system.

    The analyses of the French and Swedish receptions of the two novels mentioned above show that they gave rise to a moral panic in France, which is not an unusual thing to happen in periods of ongoing change. This also clarifies the differences in norms between the two systems. The French system tends to reject dark topics, while the Swedish wishes to discuss them. The investigations of the translations of unprovoked violence show that adherence to Swedish norms determine the translation’s adequacy (Toury), which may be part of the reason for the stormy reception the two works received in France, and their undergoing censure. The position of translators and publishers in the literary system also plays a major role for a translated text not being censured during the transfer from one system to another.

    Even if the Swedish titles translated into French are few, this thesis shows that the impact of Swedish literature on adolescents in France is certain. By introducing new and sensitive topics, such novels could be early markers of an evolution of the French field of literature for adolescents.

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    Violence gratuite et adolescents-bourreaux
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    Omslagsframsida
  • 46. Alkmim, Tania
    et al.
    Álvarez López, Laura
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    El uso del portugués en comunidades de religiones afrobrasileñas en el Uruguay: un estudio de caso2013In: Estudios Afrolatinoamericanos: Nuevos enfoques multidisciplinarios / [ed] María de Lourdes Ghidoli, Juan Francisco Martínez Peria, Buenos Aires: Ediciones del CCC Centro Cultural de la Cooperación Floreal Gorini , 2013, p. 587-601Conference paper (Other academic)
    Abstract [es]

    Varios investigadores del campo de las ciencias sociales han señalado que la frontera de Rio Grande do Sul funciona como frente de expansión de las religiones afrobrasileñas para Uruguay y Argentina. Pi Hugarte, autor de una serie de publicaciones sobre las mencionadas religiones en el Uruguay, afirma que “la umbanda del Uruguay ya es un fenómeno cultural propio” (Pi Hugarte, 1992: 45). Eso coincide con la postura de Porzecanski (2008) que se refiere al “ritual afro-uruguayo de la Umbanda”, lo que se puede interpretar como la designación de una modalidad regional de esa religión. Según trabajos anteriores, en los rituales de dicha modalidad regional se emplea el portugués, pero no encontramos investigaciones de carácter lingüístico sobre la difusión de esa lengua como consecuencia de la expansión religiosa o sobre el uso del portugués brasileño y la convivencia de esa variedad con el español regional en el ámbito afroumbandista. Fue así que surgió la idea de realizar un trabajo de campo para observar la comunicación ritual y juntar datos lingüísticos en una comunidad montevideana que se dedica a las prácticas religiosas denominadas Batuque Quimbanda y Umbanda. Aportamos datos empíricos de un estudio de caso para describir el uso del portugués en contextos religiosos entre hablantes nativos de español. Completamos los datos recogidos consultando estudios anteriores para poder ampliar el universo observado y presentar ejemplos de comunidades que no tuvimos la oportunidad de visitar. Las preguntas discutidas son: ¿En qué situaciones comunicativas y por qué razones se utiliza el portugués en contextos religiosos y rituales en el Uruguay? ¿Cuáles son los componentes lingüísticos que se destacan y cuál es su relación con las variedades de español regional y con el lenguaje que se utiliza en comunidades de religión afro en el Brasil?

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  • 47.
    Allhammar, Anette
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    Det fornsvenska kasussystemets förändring under 1400-talet2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att följa den fornsvenska kasusavvecklingen i medeltida diplom under 1400-talet. I uppsatsenundersöks 95 diplomfrånStockholm, Linköping,Kalmar, Lödöse, Skara och Norbergdiakront och synkront under hela seklet. Kasusbruket identifieras med förekomst och frånvaro av typiska kasusmarkörer för substantiv, adjektiv, pronomen och i förekommande fall räkneord böjda i ackusativ, dativoch genitiv.Undersökningen visar att det sker stora förändringar av kasusbruket under seklet, men att vissa kasusböjningar som plurala dativ-ochframför allt genitivböjningar är tämligen motståndskraftiga mot förändring. Förändringar skerpå alla orter, men det är skillnad påhur snabbt och ivilken utsträckning det skeri de olikastäderna.De tre kustnära städerna, som också har haft en relativt stor tysktalande befolkning, har en snabbarekasusavveckling till skillnad mot städerna i inlandet som har ett mer konservativt språk.

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  • 48.
    Allvin, Helen
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Patientjournalen som genre: En text-och genreanalys om patientjournalers relation till patientdatalagen2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen handlar om patientjournaler, och om hur de förhåller sig till Patientdatalagens paragraf 13. Enligt patientdatalagen ska patientjournaler vara tydligt utformade och så lätta som möjligt att förstå för patienten. Syftet med uppsatsen är att undersöka hur journalerna, och skribenterna bakom, förhåller sig till lagen. Ett annat syfte med uppsatsen är att undersöka patientjournalen som genre. Genreanalysen och Per Ledins definition av genrer utgör uppsatsens teoretiska ram.

    Materialet för undersökningen är sex stycken journaler från Karolinska sjukhuset (KS). Uppsatsens metod är tvådelad och består av dels en enkätundersökning riktad till läkare på KS, dels en textanalys inspirerad av Hallidays språkliga metafunktioner.

    Resultatet visar bland annat att patientjournalerna kan vara svåra att förstå på flera nivåer. De innehåller många fackord och förkortningar som kan vara svårbegripliga både för patienter och för läkare. Journalerna skrivs utifrån läkarnas perspektiv vilket bland annat syns på avsaknaden av utskrivna aktörer. De flesta av de läkare som svarade på enkäten var positivt inställda till bestämmelserna i Patientdatalagen, men det fanns också de som kraftigt betonade att journalen i första hand är ett arbetsredskap.

    Utifrån ett genreperspektiv är patientjournalen en del av en social process som definierar relationen mellan läkare och patient. Journalskrivandet är en viktig del av läkarnas yrkesidentitet, och därför kan det finnas motstånd bland läkarna att ändra sitt sätt att skriva.

     

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    Patientjournalen som genre
  • 49.
    Alm-Arvius, Christina
    Stockholm University, Faculty of Humanities, Department of English.
    Aspects of the passive and semantic roles2007In: Parasession on Passive, Reflexive, Impersonal and Related Constructions (parasession to ICLC 10), Sopot, Poland, July 12–13, 2007., 2007Conference paper (Refereed)
  • 50.
    Alm-Arvius, Christina
    Stockholm University, Faculty of Humanities, Department of English.
    Figures of Speech2003Book (Other academic)
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