The purpose of this paper is to examine the literature didactic approach in two learning materials for the upper secondary school. The empirical material includes two books: Svenska impulser 3 and Svenska 3 helt enkelt. Theories about teaching literature, and systematic text condensation are used for the analysis. In the learning materials literature is emphasized and plays an important role.The results indicate that the main function of literature didactics is to teach students to analyze literature, but also to create a curiosity and interest in literature, to develop students' knowledge of literature and to present a variety of literary works. Furthermore, students are expected to adopt an objective perspective while working with the chapters of literature. This result is indicating that teachers who use these learning materials also need to add more aesthetic reading into the literature lessons. The books also mediate that literary understanding largely is a social process.

Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

Studiens syfte är att undersöka gymnasielärares arbete med och uppfattning om högläsning.Fyra lärare ingick i undersökningen där en kvalitativ ansats i form av semistruktureradeintervjuer användes. Resultatet visade att lärarna oftast använder högläsning i årskurs 1 pågymnasiet samt att högläsningen oftast kombineras med efterarbete. Lärarnas uppfattning omundervisningsmetoden är att högläsning kan ge elever ingång till litteratur men även att denkan hämma det självständiga läsandet. Slutsatsen av studien är att högläsning både harpositiva såväl som negativa effekter på elevers läsande och att metoden kan användas pågymnasiet för en varierad undervisning.

<p> The carotid body (CB) is the main peripheral chemoreceptor organ that maintains homeostatic control of the O2, CO2, glucose and pH levels in the blood. It is innervated by nerve fibers from the carotid sinus nerve (CSN) that consists of sensory afferents from the petrosal ganglion (PG) and "inhibitory" efferents from the glossopharyngeal nerve (GPN). The efferent innervation forms an elaborate network that is immuno-positive for neuronal nitric oxide synthase (nNOS), and is thought to inhibit the CB via release of nitric oxide (NO). The purpose of this study is to further understand the underlying mechanisms of this inhibition. Since the CB possesses various neurotransmitters, including the excitatory neurotransmitter, acetylcholine (ACh), I tested the hypothesis that the CB drives its own modulation during chemoexcitation by secreting ACh, which would directly act on receptors located on the GPN neurons (GPNs) and lead to nNOS activation via calcium entry and the subsequent release of NO. To address this, molecular and calcium imaging techniques were used to demonstrate the specific types of nicotinic ACh receptors (nAChRs) expressed in GPN neurons. It was shown that GPN neurons expressed the mRNA for ten subunits: α2-α9, excluding α8 and β2-β4 and they responded to ACh and nicotine, a nAChR agonist, in a dose-dependent manner via an increase in intracellular calcium. The EC50 for ACh and nicotine were ~ 9.9 and 20.5 μM respectively. The nicotine-induced calcium transients were inhibited by mecamylamine, a nAChR competitive antagonist, with an IC50 of ~ 1.2 μM. Studies using subunit-specific antagonists, dihydro-β-erythroidine (specific for α4β2 and α3β4 in particular dose ranges) and methyllycaconitine (MLA) and α-bungarotoxin (BTX; both specific for α7) revealed that the major functional nAChR expressed in GPNs were the α4β2 and α3β4 nAChRs. The results of this study show that GPN neurons respond to ACh stimulation with an increase in intracellular calcium and thus raise the possibility that ACh secreted after stimulation/activation of receptors on the CB may contribute to the synthesis of NO and negative feedback inhibition of CB function via stimulation of GPN efferent nerve fibers.</p> / Thesis / Master of Science (MSc)

Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

The purpose of this study is to explore how upper secondary school students relate to popularhistorical stories conveyed via Hollywood films, if they can identify and relate critically to the use of history used in feature films and how it affects their history film literacy. That students gain an understanding that history is used and in what ways it can be used is a fundamental factor within the subject of history. Previous studies show that many students have difficulty distinguishing between what is historical fact and what is fiction.To explore this, a qualitative study was carried out using observations and the participants’ writtentexts. The theoretical starting points are based on Klas-Göran Karlsson’s typology of use of history, Louise Rosenblatt’s efferent and aesthetic reading and Maria Deldéns historical film literacy. Kenneth Nordgren’s model of historical use was also included in the analysis of the results. The results show that the students were able to identify different uses of history in the feature film 300 with the help of Karlsson’s typology. However, it appeared somewhat problematic as they had difficulty distinguishing some of the uses. The results also showed that it is a good idea to combine efferent reading with aesthetic reading to strengthen the students’ historical film literacy. However, if may be beneficial to use a historical feature film that contains fewer fictional elements. The use of feature film in the education also showed that the students became more engaged in the teaching. / Syftet med denna studie är att undersöka hur gymnasieelever förhåller sig till populärhistoriskaberättelser som förmedlas via Hollywoodfilmer, om de kan identifiera och förhålla sig kritiskt till historiebruk som används i spelfilm samt hur det påverkar deras historiefilmslitteracitet. Attelever får en förståelse för att historia används och på vilka sätt den kan användas är engrundläggande faktor inom historieämnet. Tidigare studier visar att många elever har svårt att skiljapå vad som är historisk fakta och vad som är fiktion.För att undersöka detta genomfördes en kvalitativ studie med hjälp av observationer och deltagarnasskriftliga texter. De teoretiska utgångspunkterna tar avstamp i Klas-Göran Karlssonshistoriebrukstypologi, Louise Rosenblatts efferenta och estetiska läsning samt Maria Deldénshistoriefilmslitteracitet. I analysen av resultatet användes även Kenneth Nordgrenshistoriebruksmodell. Resultatet av undersökningen visar att eleverna kunde identifiera olika historiebruk i spelfilmen 300 med hjälp av Karlssons typologi. Dock förefall den något problematisk då de hade svårt att särskilja några av bruken. Resultatet visar även att det är en god idé att kombinera efferent läsning med estetisk läsning för att stärka elevers historiefilmslitteracitet. Dock kan det vara fördelaktigt att använda en historisk spelfilm som innehåller färre fiktiva faktorer. Användandet av spelfilm i undervisningen visade även att eleverna blev mer engagerade i undervisningen.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.

Book talks have become widespread in school as they are considered to be beneficial for pupils’ potential to develop their analytical and communicative skills. The study aims to investigate book talks from a teacher’s perspective in order to compare different teachers’ experiences of book talks in relation to research. To explore this, interviews were conducted with four teachers who have experience of book talks in the intermediate level of compulsory school. To identify the teachers’ perspectives on book talks and what they value in the method, their interviews were analysed, among other things, in relation to Michael Tengberg’s concept of readings and Louise Rosenblatt’s theory of efferent and aesthetic reading. The result shows that the teachers’ descriptions of the conversations encompass a variety of readings and reading activities. They choose to highlight different themes from the literature, ranging from questions of basic values to word comprehension. The teachers support their pupils through scaffolding in the conversations so that they can potentially develop new knowledge and become more autonomous in their way of working. Autonomy in the conversations among older pupils can also be identified as a difference between grades four and six. The teachers think that book talks are rewarding because the pupils have a chance to speak and share each other’s experiences. The challenges include finding good books and getting the pupils to feel a sense of engagement.

Uma ativação do trato olivococlear medial reduz a amplitude das emissões otoacústicas de forma lateralizada, com um predomínio à direita. Pessoas com zumbido teriam uma disfunção do reflexo eferente, mas esses resultados não foram comprovados em todas as pesquisas. Curiosamente, estas pesquisas não valorizam a lateralidade eferente. Comparamos a supressão na orelha direita de pessoas com e sem zumbido e a lateralidade do sistema eferente pela análise da supressão à direita e à esquerda no grupo sem zumbido. Concluímos que há relação entre zumbido e não supressão e que à direita, a supressão é maior / An activation of the medial olivocochlear tract reduces the amplitude of otoacoustic emissions with predominance of the right side. Subjects with tinnitus would have an abnormality of the suppressing reflex, but such results have not been confirmed yet in any study. Curiously, such studies did not value the functional laterality. We compared right ear suppression of people with and without tinnitus, and the suppression on the right and on the left in the group without tinnitus. We concluded that there was a relation between tinnitus and absent suppression of otoacoustic emissions and right ear suppression was more marked.

Uma ativação do trato olivococlear medial reduz a amplitude das emissões otoacústicas de forma lateralizada, com um predomínio à direita. Pessoas com zumbido teriam uma disfunção do reflexo eferente, mas esses resultados não foram comprovados em todas as pesquisas. Curiosamente, estas pesquisas não valorizam a lateralidade eferente. Comparamos a supressão na orelha direita de pessoas com e sem zumbido e a lateralidade do sistema eferente pela análise da supressão à direita e à esquerda no grupo sem zumbido. Concluímos que há relação entre zumbido e não supressão e que à direita, a supressão é maior / An activation of the medial olivocochlear tract reduces the amplitude of otoacoustic emissions with predominance of the right side. Subjects with tinnitus would have an abnormality of the suppressing reflex, but such results have not been confirmed yet in any study. Curiously, such studies did not value the functional laterality. We compared right ear suppression of people with and without tinnitus, and the suppression on the right and on the left in the group without tinnitus. We concluded that there was a relation between tinnitus and absent suppression of otoacoustic emissions and right ear suppression was more marked.