Based on the previous review (Levin & Sjöstedt.2016) we discovered that reading aloud was an advantage for children's future Reading and-writing comprehension. The purpose of this work is, therefore, to visualize the application of reading aloud in contemporary education. Application means, in this case, which methods are mostly used, for example: silent reading/reading aloud, and also how it is implemented and what effect, chosen method supposed to provide. The study is conducted at three different Swedish schools in the county of Skåne and they are limited to the grade five. The research methods we used were questionnaires and classroom studies. The questionnaires are based on the mindset of active and legitimate educators, regarding the main subject, reading aloud. The results of the classroom observations and the questionnaires are reported in the latter section and finally a conclusion and discussion of the report and its results are presented.

Clear speech is a speaking style that has been shown to improve intelligibility in adverse listening conditions, for various listener and talker populations. Clear-speech phonetic enhancements include a slowed speech rate, expanded vowel space, and expanded pitch range. Although clear-speech phonetic enhancements have been demonstrated across a variety of talkers, only a subset of these changes may be required for listeners to benefit perceptually from clear speech. Furthermore, while current literature has provided some understanding of the phonetic enhancements that are typical of clear speech and the improvements in intelligibility resulting from its use, less is understood regarding how listeners benefit from clear speech. Understanding the mechanisms underlying the effectiveness of clear speech will provide insight into speech processing more generally. To that end, two studies were conducted to investigate the possible mechanisms underlying clear-speech benefits. The first study tests the hypothesis that clear speech reduces the amount of information needed for syllable identification. The amount of information presented to listeners was controlled using a silent-center syllable paradigm, in which various amounts of the center or edge of the syllables were removed. The second study tests the hypothesis that phonetic processing of clear speech requires fewer neuro-cognitive resources than typical, or conversational, speech. An Event Related Potential (ERP) paradigm, focused on the Phonological Mismatch Negativity (PMN) component, was used to compare participants’ neurophysiological responses to conversational- and clear-speech stimuli. Results from the first experiment supported the hypothesis of a clear-speech benefit in partial syllables, although the effect was stronger for some vowels than for others. The second experiment demonstrated differences in the way the brain responds to clear versus conversational speech, for syllables in which only the nucleus varied across stimuli. Match-mismatch differences were found in the MMN and PMN components, while the N600 component was found to respond to style differences.

Magister Artium (Psychology) - MA(Psych) / This study aimed to investigate how male university students become involved in activism to end sexual violence against women. Historically, gender-based violence (GBV) prevention efforts have been a women's issue and men have not typically been part of this violence prevention picture. However, in the past two decades there have been increasing efforts to involve men. This has been motivated by growing recognition that, "while most men do not use violence against women, when violence does occur it is perpetrated largely by men and the ideas and behaviours linked to masculinity are highly influential in men's use of violence against women" (Flood 2011, p. 361). This project focuses on the Silent Protest, a campaign against sexual violence initiated in 2006 at Rhodes University. Since its inception the Silent Protest exclusively recruited women but, in 2011, men were actively invited and encouraged to participate as allies in activism to end sexual violence. This study aims to investigate the pathways through which male university students come to be involved in the Silent Protest and the meanings they derive from participation in protest activities. Men who participated in the Silent Protest were interviewed and the transcripts were analysed from an interpretative phenomenological framework. It was found that participation was motivated by an awareness of rape as a significant societal problem, a desire to make a difference, wanting emotional closure and as a result of the influence of family and friends. Participation resulted in both negative and positive experiences for male students. Positive experiences included a sense of accomplishment and pride and a sense of solidarity whilst negative experiences were feelings of helplessness, guilt and shock, feeling drained, and feeling grouped with rapists. Enhancing knowledge in this area can serve a critical role in informing outreach efforts on how best to engage and involve men in working towards ending sexual violence against women.

The aim of this study is to evaluate and validate a possible reading of 1 Corinthians 14.20-25 in regular order. The main finding of this study can be summarized as follows. a. In a contradiction between 14.22 and 14.23-25, 14.22 is not Paul the Apostle’s logical mistake, but his pastoral wisdom to remedy a conflict between the strong and the weak within the divisions of the Corinthian church. Paul’s plan is for two or three to speak, with other believers weighing this, whereas, problematically, all are speaking and non-believers are judging. This contradicts the principle set out in 6.1-11. It also exacerbates the Corinthian divisions because the judgement of the non-believers will tend to favour the ‘strong’.b. The second finding is another interpretive possibility of tongue described in 1 Cor 14 as silent tongue. c. The third finding is a relationship between the Dead Sea Scrolls and the law of 1 Corinthians 14.21. This thesis explained on how this finding is related to a conflict between the strong and the weak centering around speaking in tongues. The results of this study indicate that 14.23-25 can be read as Paul the Apostle’s worry over the Corinthian church’s wrong application of the gifts of the Holy Spirit by which outsiders might judge believers’ speech and actions.

The corpus callosum provides a physical and functional connection between the two hemispheres of the brain allowing interactions between homologous cognitive, sensory and motor areas. In humans, the integrity of transcallosal connections between motor cortices can be evaluated quickly and non-invasively using transcranial magnetic stimulation (TMS) via the ipsilateral silent period (iSP). While the technique has been known for 20 years, many issues remain unsolved regarding which methods are best to elicit the iSP as an index of transcallosal inhibition. In addition, there is still limited information regarding the influence of individualized factors such as age on iSP measurements. This thesis investigates how common physiological and methodological factors influence the iSP in order to establish this method as a reliable index to assess the integrity of the transcallosal pathway linking primary motor cortices. In the first series of experiments, we used a previously described TMS protocol to elicit iSPs [1] to investigate changes in motor transcallosal inhibition in relation to individual factors linked to age, hand preference and history of concussions. A second series of methodological experiments examined the effects of stimulation intensity on the iSP and to determine its inter-session reliability. Our first series of experiments provided evidence that advancing age and history of concussions in young athletes were each independently associated with alterations in transcallosal inhibition. This was evidenced by changes in the duration of transcallosal inhibition (DTI) and in the latency of transcallosal inhibition (LTI) derived from iSP measurements. These experiments also revealed that the degree of hand preference in young adults was reflected in measures of transcallosal inhibition, so that mixed-handed individuals (i.e., ambidextrous) exhibited evidence of more efficient transcallosal transmission than either strong right or left handed individuals. The second series of experiments focusing on methodological aspects showed that the iSP duration (though not its onset) was influenced by stimulation intensity, increasing linearly with intensity up to 140% of the resting motor threshold (RMT). Our analysis further revealed that the probability of eliciting detectable iSP also increased with increasing intensity up to 130% RMT before reaching a plateau. A stimulation intensity of 130% of RMT appears to be optimal to elicit iSPs in healthy participants. In a subsequent study, we showed that iSP elicited at this stimulation intensity (i.e., 130% RMT) had good inter-session reliability. In light of these investigations, we recommend for future studies that, in addition to contraction of the homologous muscles of the opposite hand as proposed by Giovannelli et al 2009, that an intensity of 130% RMT should be used to elicit the iSP when assessing transcallosal inhibition between motor cortices.

This thesis argues that how-to manuals and cue sheets are indicative of ideal performance practice amongst musicians from the silent film era. Pre-scored music was widely practiced amongst musicians. How-to manuals and cue sheets helped the musician accurately and consistently accompany a film. Authors of period manuals include W. Tyacke George, Edith Lang and George West, Ernst Luz and George Tootell. Compilers of cue sheet include James C. Bradford, Ernst Luz, Edward Kilenyi and Michael P. Krueger. Cue by cue analyses of The Cat and the Canary and The Gaucho show a high repetition of music, establishing continuity between the music played and the image on the screen. This shows how compilers associated music and film. These manuals and cue sheets prove that the musician community strove for a close connection between the image on screen and accompaniment. By 1920, arbitrary improvisation was unacceptable.

abstract: Smart technology is now pervasive in society and has partnered with people on every level, yet its social and cultural implications are easily overlooked by the majority. In this thesis, I work on building a silent partnership between humans and smart technology and creating smart devices/systems as silent partners by revealing the complexity of smart technology and tackling the current issues of unilateral transparency, a lack of negotiation, and the dynamic of the sense of control. This work draws on varied fields such as critical cultural studies, science and technology studies (STS), media studies, information studies, sociology, psychology, and design and consists of three main themes: materiality, politics, and affect. In addition, I utilize theoretical frameworks such as posthumanism, actor-network theory (ANT), assemblage, materialism, and affect theory to analyze the underlying factors and relationships among human and nonhuman actors such as technology companies, governments, engineers, designers, users, as well as infrastructure, algorithms, and smart devices/systems. Finally, I offer four roles to rethink smart technology (an actor, a fluid, a peer, and a silent partner) and propose 15 design principles to redesign smart devices/systems as silent partners. / Dissertation/Thesis / Masters Thesis Communication Studies 2020

The "dramatic monologue" is curiously named, given that poems of this genre often feature characters not only listening to the speakers but responding to them. While "silent auditors," as such inscribed characters are imperfectly called, are not a universal feature of the genre, their appearance is crucial when it occurs, as it turns monologue into dialogue. The scholarly attention given to such figures has focused almost exclusively upon dramatic monologues by Robert Browning, Alfred Tennyson, and other male poets and has consequently never illustrated how gender influences the attitudes toward and outcomes of communication as they play out in dramatic monologues. My dissertation thus explores how Victorian and modernist female poets of the dramatic monologue like Elizabeth Barrett Browning, Augusta Webster, Amy Levy, and Charlotte Mew stage the relationships between the female speakers they animate and the silent auditors who listen to their desperate utterances. Given the historical tensions that surrounded any woman's speech, let alone marginalized women, the poets perform a remarkably empathetic act in embodying primarily female characters on the fringes of their social worlds--a runaway slave, a prostitute, and a modern-day Mary Magdalene, to name a few--but the dramatic monologues themselves end, overwhelmingly, in failures of communication that question the ability of dialogue to generate empathetic connections between individuals with radically different backgrounds. Silent auditors often bear the scholarly blame for such breakdowns, but I argue that the speakers reject their auditors at pivotal moments, ultimately participating in their own marginalization. The distrust these poems exhibit toward the efficacy of speaking to others, however, need not extend to the reader. Rather, the genre of the dramatic monologue offers the poets a way to sidestep dialogue altogether: by inducing the reader to inhabit the female speaker's first-person voice--the "mobile I," in Èmile Benveniste's terms--these dramatic monologues convey experience through role-play rather than speech, as speaker and reader momentarily collapse into one body and one voice. Such a move foregrounds sympathetic identification as a more powerful means of conveying experience than empathetic identification and the distance between bodies and voices it necessitates.

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Review of the studies in the area of subvocalization reveals that its role in silent reading comprehension remains in question. It appears clear that subvocalization does occur during reading, usually among poorer readers or as reading becomes more difficult, and that it slows the reading process. However, how it affects reading comprehension, or if it affects reading comprehension, remains unclear. This study attempted to answer the question of whether subvocalization affects reading comprehension in an adult community-college population. The purpose of this study was to evaluate the effect of subvocalization on the reading comprehension of the community college students in developmental reading programs.