Publikationer från Örebro universitet
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Teaching controversial sustainability issues at the junior high-school level : an explorative study of teaching traditions and associations with ways of teaching
No full textEducation about controversial sustainability issues is vital for society’s ability to handle problems like climate change in a democratic manner. How teachers educate about these issues should, ideally, be evidence-based. However, teachers’ ideals and attitudes about education also play a role in how they teach. The aim of this questionnaire study with Swedish junior high-school teachers’ (n=378) was to explore whether, and how, different teaching traditions – culturally shared ideals regarding education – are associated with reported ways of teaching – i.e., various concrete teaching practices – regarding controversial sustainability issues. Four teaching traditions were identified: A fact-based, - against values tradition was negatively related to, while a pluralistic tradition was positively related to, all ways of teaching, i.e., encouraging sustainable actions, rational reflection, perspective-taking, emotional awareness, and using conflicts for learning among students. A fact-based science orientation was foremost positively associated with promoting rational reflection among students. A normative tradition was positively related to encouraging rational reflection, perspective-taking, and emotional awareness. We also investigated differences between teaching traditions regarding gender and subject identification. We discuss the results in relation to theories and earlier studies about teaching traditions. Practical implications for teacher education and already-active teachers are elaborated upon
What have I done? On Artistic Freedom, Authenticity and the Identification of Music, from Movable Type Print to Copyright and Digital Fingerprints
No full textIn this chapter we explore how techniques used for musical identification may shape the ways in which people – composers, producers and listeners – hear sounds as music. Our thesis is that for more than three centuries, manual and automated techniques used for identifying music have played a central role in efforts to safeguard rights to music and to define what counts as music in the first place. In other words, musical identification techniques are not just tools for managing music rights and finances but are also vehicles for establishing and safeguarding culturally specific ideas and boundaries concerning music itself. To test and explore this thesis, we focus on three legal issues that arose in 1817, 2002 and 2017, concerning the authenticity and originality of musical works. Central to our investigation is the realization that distinguishing one piece of music from another is key to the protection of copyright and that the principles that underlie such distinctions define what a composer does, what a producer produces and what listeners listen to. In other words, music identification techniques both shape and delimit musical possibilities
Multimodal machine learning in robotic lawn mowers
No full textI detta projekt undersöktes två ljudbaserade maskininlärningsmodeller för en robotgräsklippare. En modell för terrängklassificering och en modell för att klassificera mekaniska fel. Terrängmodellen bygger på ljud och IMU-data, medan modellen för mekaniska fel enbart använder ljud. Syftet med detta arbete var inte att endast undersöka hur ljud kan användas i maskininlärningskontext i en robotgräsklippare, utan också att undersöka och utveckla verktyg för enklare och snabbare implementering av artificiell intelligens (AI) i inbyggda system. Data för olika terrängtyper samlades in utomhus och data för mekaniska fel var givna av Husqvarna. De två modellerna tränades på sina repspektive dataset och utvärderades. Vid icke-realtidstestning uppnådde terrängmodellen en noggrannhet på 97,53% och modellen för mekaniska fel uppnådde en noggrannhet på 94,27%. Vid realtidstestning uppnådde terrängmodellen en noggrannhet på 95%. Ett försök att bygga en terrängkarta med terrängmodellen gjordes, men misslyckades på grund av bristande GPS-noggrannhet. En enkel webbapp, med verktyg för datainsamling och modelltestning, utvecklades. Resultatet visar att ljud är en modalitet lämplig för klassificering och ger ett förslag på vilka verktyg som kan behövas vid implementering av AI i inbyggda system.In this project two sound-based machine learning models are used in a robotic lawn mower for two applications, classifying terrain and recognizing mechanical failure. The terrain model builds on sound and inertial measurement unit (IMU) data, while the mechanical failure model uses sound only. The purpose of the project was not only to explore how sound can be used in conjunction with machine learning in robotic lawn mowers, but also to develop tools for easier implementation of artificial intelligence (AI) in embedded devices. Terrain data was collected outside, and mechanical failure data was provided by Husqvarna. The two models were trained on their respective datasets and evaluated. In a non real-time setting the terrain model achieved an accuracy of 97.53%, and the mechanical failure model achieved an accuracy of 94.27%. The terrain model achieved an accuracy of 95% in a real-time setting. Building a terrain map using the terrain model was attempted, but was unsuccessful due to GPS inaccuracy. A simple web app, with data collection and model testing, was implemented as a tool. The results show that sound is a strong, distinct modality for classification and gives a suggestion of what type of tools could be used when implementing AI in embedded systems
“SKYDDA SVERIGE, SVENSKAR OCH SVENSKA INTRESSEN” : En kvalitativ analys av den svenska regeringens uttalanden om konflikten i Gaza
No full textThis study aims to analyze the Swedish government's statements and positions regarding the Gaza conflict through a realist lens within international relations. By employing a qualitative content analysis of official documents and government statements, the research examines how concepts such as security, power balance, and national interests manifest in Sweden's foreign policy rhetoric. The study identifies key themes and patterns in the government's communication, providing insights into how Sweden's diplomatic actions can be shaped by geopolitical factors and strategic considerations. By operationalizing realist concepts and applying them to empirical indicators, the research highlights how Sweden's engagement in the Gaza conflict could reflect an effort to influence the global power balance and ensure national interests. The findings of this study contribute to a deeper understanding of how a state’s foreign policy can be interpreted in a complex international context
Strategic communication in the age of AI : from the perspective of senior communication professionals
No full textThis thesis explores how communication professionals experience and apply artificial intelligence (AI) tools in branding and marketing. While much existing research emphasizes consumer perspectives or theoretical implications, this study focuses on practitioners’ lived experiences within the evolving landscape of strategic communication. Drawing on theories from strategic communication and algorithmic culture, the research uses semi-structured interviews with eight professionals across various industries. The findings reveal that AI tools are widely adopted for enhancing efficiency, creativity, and workflow. However, concerns arise regarding brand authenticity, data security, and the human aspect. Participants offered divergent views on AI’s long-term influence, some anticipated seamless integration into communication work, while others cautioned against over-automation and loss of nuance. The study highlights a tension between the promised personalization of AI and its limitations in capturing tone and cultural fit. It concludes that while optimism about AI is prevalent, fundamental media and communication concepts like target audience and authenticity remain essential, for now. However, as AI evolves their continued relevance may be challenged, raising important questions for the future of strategic communication
Identifying and Defining Language Support Needs in Second Language of Instruction Examination Contexts
No full textThe Seychelles’ education system does not provide for language support during exams, disadvantaging students with limited English proficiency. We argue that more inclusive language-in-assessment policies are needed to ensure that high-stakes exams assess subject knowledge rather than language proficiency. Suggested improvements include the implementation of language accessibility principles, multilingual options, and marking practices that focus on knowledge rather than language
A Bird’s-Eye View of the Sociolinguistic Landscape of Seychelles
No full textThe article gives an overview of Seychelles’ language ecology in various domains including politics, the judiciary, education, media, religion as well as the language practices ‘in the street’ and of everyday informal communication. In Seychelles, Kreol Seselwa serves as the primary language for informal oral communication, while English dominates in formal oral contexts. This dynamic shifts depending on the domain. For instance, in the judiciary, English is exclusively used for official oral proceedings, whereas all debates in the National Assembly are conducted in Kreol Seselwa. In the education system, Kreol Seselwa is the medium of instruction during the first two years, after which English becomes the primary language. In written communication, English overwhelmingly prevails, except for the verbatim records of political debates in the National Assembly, which are transcribed in Kreol Seselwa. French, meanwhile, plays only a minor role, mainly in religious and cultural contexts, such as traditional songs. Seychellois language ideologies surrounding Kreol Seselwa and English are complex and often contradictory. While many Seychellois take pride in their mother tongue, viewing it as a core part of their national identity and recognizing its importance in national language policy, negative perceptions persist, particularly regarding its formal use in education and professional settings. These conflicting attitudes likely stem from the country’s colonial history and evolving societal structures. The article closes with identifying gaps in current sociolinguistic research where language use and code mixing in social media is identified as a particularly interesting area of investigation
The Role of Language-in-Education Policies in thePursuit of Inclusive Quality Education in Seychelles
No full textIn this article, the authors present evidence and arguments that illustrate how language-in-education aspects are central to many of the challenges facing education in the Seychelles today. They argue that many of these challenges cannot be fully addressed without confronting the mismatch between the language of instruction and the language skills of the learners and teachers. By referring to evidence from more than a decade of their research on language-in-education policies in Seychelles, the authors show how ideologies and policies have counteracted the role of Kreol Seselwa in education leading to epistemic inequities in our system. The article discusses language-in-education policy issues at three different national levels in the system: at the formal policy level; in the field; and, finally, on a more general national level. It also looks ahead and presents concrete policy suggestions on how to address the challenges discussed. These suggestions are summarized in a proposed model for a more inclusive and equitable language-in-education policy that also considers the effects of language policies in Seychelles society as a whole
Why assessment in physical education is still problematic : A critical interpretive synthesis of physical education assessment literature
No full textAssessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine howand why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems associated with both forms of assessment identified between 1999 and 2024, and (2) the solutions that scholars have offered in response to these problems. Problems with summative assessment center on teachers’ use of personal and internalized criteria, students’ negative experiences, and the guidance that policy provides teachers for enacting assessment. Solutions revolve around the provision of continuing professional development, improving initial teacher education, and ensuring that policy clearly delineates how assessment should be conducted. Problems with formative assessment revolve around teachers’ and students’ unfamiliarity with formative assessment practices and their lack of competence in using assessment strategies. Recommended solutions center on accepting that formative assessment has advantages and disadvantages, increasing students’ participation in assessment practices, and improving teachers’ assessment proficiency. We consider the extent to which assessment scholarship can contribute to change in assessment practices in PE, developing the thesis that several factors constrain the ability of research to lead to improvements. We conclude with alternative approaches that scholars might use to reimagine research on formative and summative assessment