The purpose of this study was to examine social workers’ experiences of communication with silent children, what conservation methods, tools and aids may be used and how the child’s participation thereby can be stimulated. The study was based on two research questions which were following: What affects the child’s silence in conversation along with what conversation methods, aids and what tools can be used in order to engage and include the child? The following study consisted of a qualitative nature and five interviews were conducted with social workers working in different fields. In addition to the interviews, research was sought in order to receive insight into the research area. The search process was not limited to the nation's borders, but consisted of global research. As a result of this, a huge lack of useful research was discovered. The results showed that factors such as social workers’ personal qualities, the character of the methods used and communicative skills had a considerable effect on the child’s motivation and will to participate. Although silent children are common in the conversation room and exist in each area of the social work’s practice, there is no comprehensive research or direct guidelines to mastering such meetings.

Författare, forskare och lärare har länge lyft fram skönlitteraturs förmåga att låta läsare förstå sina egna liv och erfara andras till en grad utan motsvarighet bland pedagogiska och didaktiska redskap. Vad gäller verk som simultant kan imponera med litterär kvalité och värdegrundsfrämjande potential kan få konkurrera med Oima Yoshitokis manga Koe no katachi (sv. (En) Tyst Röst), ett påstående som denna uppsats syftar att bevisa. Genom att analysera mangan i förhållande till skolans vädegrund, gymnasiesvenskämnets kunskapskrav, samt forskning om didaktisk potential, litterär kompetens, mobbningsbekämpning och diskriminering framhäver denna studie hur väl mangan lämpar sig i gymnasiesvenskarbete. Resultaten visar att Koe no katachi kan utmana elever på sätt likvärdiga med mer konventionell litteratur (epik, lyrik och dramatik), att den har god didaktisk potential, och att den överensstämmer väl med forskares tankar om verk som utvecklar elevers litterära kompetens. Mangan ger god inblick i mobbning och diskriminring som fenomen (med specifikt fokus på diskriminering utifrån funktionsvariation, kön och könsöverskridande identiteter och uttryck), och innehåller viktiga budskap om medmänsklighet och förståelse. Slutsatsen är således att mangan skulle fungera utmärkt både för gängse skönlitteraturundervisning och värdegrundsfrämjande klassrumsarbeten, men att mangas fallande status och svåråtkomlighet i Sverige likväl gör gymnasieanvändning av den opraktisk i dagsläget.

This thesis engages with the tension between political action and political speech in political understanding. This tension arises in a context whereby speech is represented as the sine qua non of being political and the way to change the conditions of being political; specifically, this thesis explores this tendency within a linguistic account of performative action (where action is understood through/as language effects). Against this backdrop, the thesis develops a notion of haptic performativity—performative action where the action (or doing) occurs without or in spite of linguistic (de)legitimation. Here, haptic performativity begins answering how marginalised populations act politically when defined by a lack of voice. To develop this notion—centering forms of action that occur in absentia of linguistic legitimation—the thesis: 1) reveals the disjunctive relation between deeds and speech with linguistic Performative Speech Act (PSA) theory; argues that 2) PSA theory reveals the inability for speech to convey the full force of bodily deeds within/through language; and, thereby, explores 3) how bodies or actors defined by a lack of social standing (or linguistic efficiency as a subject) remain politically impactful. Thus, while linguistic performativity gestures to the assembling power of speech (the power of already assembled subjects), conversely, haptic performativity testifies to the disassembling force of bodies who revolt without speech (the force of actors who are yet to be subjects). The thesis ends by bringing this haptic perspective into a contemporary context: the place of the body in the Black radical tradition of thought and the force of silent protests in the Black Lives Matter Movement. / Graduate

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This literature study was conducted with the aim to examine how elementary school teachers use oral reading and silent reading in the classroom, and whether and in what way the two reading strategies benefit students’ reading comprehension. The questions that the study is based on are ”what purpose does the teacher have with reading aloud and silent reading in the classroom?” and ”is reading aloud and silent reading beneficial for student’s reading comprehension, and in what way?”. Initially, the study presents government documents and their perspective on reading and reading comprehension. Next, the following concepts are presented: oral reading, silent reading and reading comprehension. Continuously, research that analyzes the teachers’ purpose for oral reading and silent reading and in what way they affect reading comprehension, is introduced. The process of collecting data has been carried out in line with the method literature review, where the search process has been divided into two phases. Keywords are presented and the databases that have been used are: Educational Resource Information Center (ERIC, EBSCO) and Swepub. The results of the study show that teachers can have different purposes for reading. When reading aloud, the purpose may be to create participation by involving all students in the teaching. The reading aloud can be used to process and retell texts through questions asked by the teacher. Through the reading aloud, students are given an opportunity to reflect together. The purpose of silent reading can be to make students’ learning process visible by working with notes and feedback. Through notes and feedback, the importance of reading continuously is made visible in order for there to be a development in reading. This can be beneficial for students as it can contribute to a greater joy of reading. Greater joy of reading means that students feel an increased motivation to read. Furthermore, the results shows that reading comprehension consists of several different components and that it can be difficult to recognize from a teacher’s perspective. Among other things, it emerged that students perform better at comprehension questions after reading aloud. In contrast, they perform better at silent reading in situations where they are supposed to retell what they have read. / Denna studie gjordes i syfte att undersöka hur låg- och mellanstadielärare använder högläsning respektive tyst läsning i klassrummet, och om och på vilket sätt de två lässtrategierna gynnar elevernas läsförståelse. Frågeställningarna som studien utgår ifrån är ”vilket syfte har läraren med högläsning respektive tyst läsning i klassrummet?” samt ”är högläsning och tyst läsning gynnsamt för elevers läsförståelse, och på vilket sätt?”. Inledningsvis presenteras vilka mål som styrdokumenten fokuserar på i relation till läsning och läsförståelse. Därefter presenteras begreppen: högläsning, tyst läsning och läsförståelse med utgångspunkt i tidigare forskning. Vidare introduceras forskning som analyserar lärarens syfte med högläsning och tyst läsning samt på vilket sätt de påverkar läsförståelsen. Datainsamlingen har skett i enlighet med metoden litteraturöversikt, där sökprocessen har delats in i två faser. Samtliga nyckelord presenteras och de databaser som har använts är: Educational Resource Information Center (ERIC, EBSCO) och Swepub. Resultatet av studien visar att lärare kan ha olika syften med läsning. Vid högläsning kan syftet vara att skapa delaktighet genom att involvera samtliga elever i undervisningen. Högläsningen kan användas för att bearbeta och återberätta texter genom frågor som ställs av läraren. Genom högläsningen ges eleverna en möjlighet att reflektera tillsammans. Syftet med tyst läsning kan vara att synliggöra elevers lärandeprocess genom att arbeta med anteckningar och återkoppling. Genom anteckningar och återkoppling synliggörs vikten av att läsa kontinuerligt föratt det ska ske en utveckling i läsningen. Detta kan vara gynnsamt för eleverna eftersom det kan bidra till en större läsglädje. Större läsglädje innebär att elever känner en ökad motivation till att läsa. Vidare visar resultatet att läsförståelse består av flera olika komponenter och att det kan vara svårt att observera ur ett lärarperspektiv. Det framkom bland annat att elever presterar bättre vid förståelsefrågor efter högläsning. Däremot, presterar de bättre vid tyst läsning i situationer där de ska återberätta vad de har läst.

A holy grail in neuroscience is being able to control plasticity to facilitate recovery from insult in the adult brain. Despite success in animal models, few therapies have translated from bench to bedside. This thesis is aimed at addressing 2 major stumbling blocks in translation. The first gap is in our understanding of the mechanisms of plasticity-enhancing therapies, and the second is in our understanding the relevance of those mechanisms for human development. In chapters 2 and 3, I address the first gap by asking whether fluoxetine, a selective serotonin reuptake inhibitor, which reinstates juvenile-like plasticity in adult animals, reinstates a juvenile-like synaptic environment. We found evidence to suggest that fluoxetine is neuroprotective, as it rescued all of the MD-driven changes, but surprisingly we found no evidence that fluoxetine recreated a juvenile-like synaptic environment, with the exception of Ube3A. Ube3A is necessary for critical period plasticity, indicating that Ube3A may play a crucial in enhancing plasticity in the adult cortex. In chapter 4, I address whether D-serine, an amino acid that has similar effects to fluoxetine in terms of both plasticity and anti-depression, shares a common neurobiological signature with fluoxetine. I found that D-serine’s effects were strikingly similar to fluoxetine, with respect to markers of the E/I balance, indicating that it may be an effective alternative to fluoxetine. In chapter 5, I address the second gap by studying the development of 5 glutamatergic proteins in human V1. Some changes occurred early, as would be predicted from animals studies, while other changes were protracted, lasting into the 4th decade. These results will help guide the use of treatments, like fluoxetine, which effect glutamatergic proteins. iv Together the findings in this thesis significantly advances our understanding of the mechanisms involved in restating plasticity in the adult cortex, and their relevance to humans. / Dissertation / Doctor of Philosophy (PhD) / Neurons change to rewire, adapt, and recover. This plasticity is greatest early in development, so much research has focused on bringing it back in adults. There has been amazing progress in animal models, but this has not translated to humans. Two reasons for this are that we do not fully understand the mechanisms of these treatments in animals or whether those mechanisms are relevant for humans. My thesis addresses this by studying how 2 treatments, fluoxetine and D-serine, affect proteins that are important for plasticity, and how those proteins develop in the humans. I found that these treatments are neuroprotective, but do not recreate a younger state. One interesting standout is an increase in Ube3A, which is essential for juvenile plasticity. I also found that much of human development is similar to animals, but the time course for some proteins is uniquely prolonged in humans. These findings have implications for the use of plasticity-enhancing treatments at different ages.

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This thesis explores women’s writing and its place in the formation of female film culture in the British silent cinema era. The project focuses upon women’s literary engagement with silent cinema as generative of a female film culture, looking at materials such as fan letters, fan magazines, popular novels, short story papers, novelizations, critical journals and newspaper criticism. Exploring this diverse range of women’s cinema writing, the thesis seeks to make an original contribution to feminist film historiography. Focusing upon the mediations between different kinds of women’s cinema writing, the thesis poses key questions about how the feminist film historian weights original sources in the reclamation of silent female film culture, relative to the varying degrees of cultural authority with which different women commentated upon, reflected upon, and creatively responded to film culture. The thesis moves away from conceptualization of cinema audiences and reception practices based upon textual readings. Instead, the thesis focuses upon evidence of women’s original accounts of their cinemagoing practices (fan letters) and their critical (newspaper and journal criticism) and creative (fiction writers) responses to cinema’s place in women’s everyday lives. Balancing original archival research with multiple overarching methodological frameworks—drawing upon fan theory, feminist reception theory, audience studies, social history and cultural studies—the thesis is attentive to the diversity of women’s experiences of cinema culture, and the literary conduits through which they channeled these experiences. Shifting the recent focus in feminist silent film historiography away from the reclamation of lost filmmaking female pioneers and towards lost female audiences, the thesis thus constructs a nationally specific account of British women’s silent era cinema culture.

This project explores a curious facet of early cinema that has not been studied as yet: the relationship between Turkish modernity and the culture of spectatorship within the context of the late nineteenth century’s viewing habits along with the era of early and silent cinema in Istanbul. The aim of this project is to examine the evolution of viewing habits in Istanbul at a particular period in which a radical cultural transformation was experienced, namely from the 1890s to the 1930s, when the late Ottoman era with its pre-cinematic shows, the cinematograph, and silent films led to the early Turkish Republic and the end of silent cinema. In order to cover the shift in the reception of early cinema, this study makes use of revisionist works on early cinema and on modernity in Ottoman history. To this end, newspapers, novels, memoirs and consular trade records that formed the majority of the primary sources of this project are analyzed. The transformation of Istanbulite spectatorship was initially experienced through a rupture in the late nineteenth century created by the global flow of mechanical images. The cinematograph was viewed by a multi- ethnic public that was accustomed to seeing both traditional and other more widely recognized pre-cinematic shows such as the shadow play, public storytelling, dioramas, panoramas and magic lanterns. At first the early cinematograph displays were haphazard and parts of other shows. Yet, the international influence of the early cinema attracted a curiosity-driven public even if the same public was critical of the imperfect technology of the apparatus. With the outbreak of World War I, nationalist resistance played a role in the reception of popular European films, particularly Italian melodramas. The end of the war caused the demise of the Ottoman Empire and the foundation of the Turkish Republic, after which, cinema started to be seen as an educational tool in the service of nation-building.