On the lifecycle of aerosol particles : Sources and dispersion over Scandinavia

Aerosol particles are likely important contributors to our future climate. Further, during recent years, effects on human health arising from emissions of particulate material have gained increasing attention. In order to quantify the effect of aerosols on both climate and human health we need to better quantify the interplay between sources and sinks of aerosol particle number and mass on large spatial scales. So far long-term, regional observations of aerosol properties have been scarce, but argued necessary in order to bring the knowledge of regional and global distribution of aerosols further. In this context, regional studies of aerosol properties and aerosol dynamics are truly important areas of investigation. This thesis is devoted to investigations of aerosol number size distribution observations performed through the course of one year encompassing observational data from five stations covering an area from southern parts of Sweden up to northern parts of Finland. This thesis tries to give a description of aerosol size distribution dynamics from both a quantitative and qualitative point of view. The thesis focuses on properties and changes in aerosol size distribution as a function of location, season, source area, transport pathways and links to various meteorological conditions. The investigations performed in this thesis show that although the basic behaviour of the aerosol number size distribution in terms of seasonal and diurnal characteristics is similar at all stations in the measurement network, the aerosol over the Nordic countries is characterised by a typically sharp gradient in aerosol number and mass. This gradient is argued to derive from geographical locations of the stations in relation to the dominant sources and transport pathways. It is clear that the source area significantly determine the aerosol size distribution properties, but it is obvious that transport condition in terms of frequency of precipitation and cloudiness in some cases even more strongly control the evolution of the number size distribution. Aerosol dynamic processes under clear sky transport are however likewise argued to be highly important. Southerly transport of marine air and northerly transport of air from continental sources is studied in detail under clear sky conditions by performing a pseudo-Lagrangian box model evaluation of the two type cases. Results from both modelling and observations suggest that nucleation events contribute to integral number increase during southerly transport of comparably clean marine air, while number depletion dominates the evolution of the size distribution during northerly transport. This difference is largely explained by different concentration of pre-existing aerosol surface associated with the two type cases. Mass is found to be accumulated in many of the individual transport cases studied. This mass increase was argued to be controlled by emission of organic compounds from the boreal forest. This puts the boreal forest in a central position for estimates of aerosol forcing on a regional scale.

Deictic Demonstratives in Japanese, Finnish and Swedish : First and Third Language Perspectives

The goal of this thesis is twofold. Firstly, it investigates the actual, native use of spatial-deictic demonstratives in Japanese, Finnish and Swedish. Secondly, it investigates and elucidates the interlanguage of Finnish-speaking and Swedish-speaking learners of Japanese regarding their use of Japanese spatial-deictic demonstratives in the light of respective native use and, in comparison to the descriptions of demonstratives in the teaching materials used. Thus, the present study deals with analyses of two sets of empirical data: data produced by native-speaking informants (L1 data) and data produced by language learners (L2 data). These were elicited by Discourse Completion Tasks (DCTs) designed, collected and analyzed using both quantitative and qualitative methods by the author. The results showed that the actual use of demonstratives by the native informants was not always in accordance with the way described in grammars. The typological similarities between Japanese and Finnish were in this study not reflected in the native use of demonstratives, and some uses were not solely based on the spatial relations between the referent, the speaker and the addressee, but rather on social-interactional factors. The main findings regarding the learner data revealed some differences in the usage rate of the demonstratives between the two Finnish-speaking groups and the one Swedish-speaking learner group studied. There were, however, no particular differences found between them regarding the type of demonstrative used. It is suggested that these differences are first and foremost connected both with the teaching materials used and the more or less heterogeneous linguistic environment in which the learners reside, and only thereafter with the typological similarities or differences between their respective native languages, Finnish and Swedish, and the target language, Japanese. It is further argued that the learners’ use of the different Japanese demonstratives, that is the type of demonstrative used, could be explained in terms of familiarity with the grammar. That is, when the situations used in the DCTs were exemplified in teaching materials and were familiar to them, the learners seemed to use Japanese demonstratives as they are described in the teaching materials and as the native Japanese speakers use them. When the situations used in the DCTs were not exemplified in the teaching materials, the learners seem to rely more on their native language. The results, thus, suggest that the learners’ interlanguage is influenced by the grammar of the target language known to the learners, but also by the number of languages (or varieties) that the learners have contact with at the time of learning. The results of the present study have implications for the teaching of Japanese in at least two ways. Firstly, the importance of grammar instruction must be emphasized since its effect on the learners’ language is apparent. Secondly, the contents of teaching materials should be revised on the basis of the native speakers’ actual use of the grammar.