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Audiology Students’ Knowledge and Attitudes Towards Sustainable Development : A quantitative cross-sectional study in higher education
No full textBakgrund: Hållbar utveckling är en central del av hälso- och sjukvården och innefattar tre dimensioner: ekologisk, social och ekonomisk hållbarhet. Audionomprofessionen har, likt andra vårdprofessioner, en viktig roll i att bidra till ett mer hållbart samhälle. Agenda 2030 och dess globala mål utgör en riktlinje för hur hållbar utveckling bör integreras i utbildning och yrkespraktik, även inom hörselvården. För att yrkesutövare ska kunna arbeta hållbart betonas vikten av att utveckla särskilda nyckelkompetenser, såsom kritiskt tänkande, systemförståelse och förmåga till samverkan. Tidigare forskning indikerar att utbildningens innehåll och pedagogiska metoder kan spela en viktig roll i att forma studenters attityder och kunskap om hållbar utveckling, även om påverkan inte är entydig och kan variera beroende på kontext och genomförande. Syfte: Syftet med denna studie var att undersöka audionomstudenters kunskap och attityder till hållbar utveckling samt hur de upplever att utbildningen har påverkat deras förståelse för ämnet. Metod: Studien genomfördes som en kvantitativ tvärsnittsstudie med en webbaserad enkät som besvarades av audionomstudenter vid svenska lärosäten. Data analyserades genom deskriptiv statistik. Resultat: Antal deltagare i studien var 40 audionomstudenter. Majoriteten av studenterna N=29 (74,4 %) kunde identifiera samtliga tre dimensioner av hållbar utveckling, men flest associerade ämnet med den ekologiska dimensionen. 42,5 % uppgav att deras kunskap inom hållbar utveckling hade ökat under utbildningen, framför allt inom social och ekonomisk hållbarhet. En stor andel (87,5 %) hade en positiv attityd till att hållbar utveckling integreras i utbildningen, och 77,5 % ansåg att de själva har ett ansvar att lära sig mer inom området. Samtidigt angav 65 % att de inte haft möjlighet att diskutera hållbarhetsfrågor med studenter från andra vårdprofessioner, vilket kan försvåra utvecklingen av ett helhetsperspektiv. Slutsats: Studien visar att audionomstudenter generellt har en grundläggande kunskap om hållbar utveckling, med särskilt fokus på den ekologiska dimensionen. Deras attityder till hållbar utveckling är i huvudsak positiva, och många upplever att utbildningen i viss mån har bidragit till deras förståelse, särskilt av social och ekonomisk hållbarhet. För att ytterligare stärka studenternas kompetens inom området kan utbildningen med fördel ge ett mer balanserat fokus på samtliga hållbarhetsdimensioner samt skapa fler möjligheter till interprofessionella diskussioner.Background: Sustainable development is a central part of healthcare and comprises three dimensions: ecological, social, and economic sustainability. The audiology profession, like other healthcare professions, has an important role in contributing to a more sustainable society. Agenda 2030 and its global goals serve as a guideline for how sustainable development should be integrated into education and professional practice, including within hearing healthcare. In order for professionals to work sustainably, the importance of developing specific key competencies such as critical thinking, systems understanding, and the ability to collaborate is emphasized. Previous research indicates that the content and pedagogical methods of education can play an important role in shaping students’ knowledge and attitudes toward sustainable development, although the influence is not always consistent and may vary depending on context and implementation. Aim: The aim of this study was to investigate audiology students’ knowledge and attitudes toward sustainable development, as well as how they perceive that their education has influenced their understanding of the subject. Methods: The study was conducted as a quantitative cross-sectional study using a webbased questionnaire answered by audiology students at Swedish universities. Data were analyzed using descriptive statistics. Results: Number of participants was 40 audiology students. The majority of students (74.4%) were able to identify all three dimensions of sustainable development, although most associated the topic with the ecological dimension. A total of 42.5% stated that their knowledge of sustainable development had increased during their education, primarily regarding social and economic sustainability. A large proportion (87.5%) expressed a positive attitude toward integrating sustainable development into their education, and 77.5% believed that they have a personal responsibility to learn more about the subject. At the same time, 65% reported that they had not had the opportunity to discuss sustainability issues with students from other healthcare professions, which may hinder the development of a holistic perspective. Conclusions: The study shows that audiology students generally have a basic understanding of sustainable development, with particular emphasis on the ecological dimension. Their attitudes toward the subject are predominantly positive, and many perceive that the education has, to some extent, contributed to their understanding, particularly in relation to social and economic sustainability. In order to further strengthen students’ competence in the area, education could benefit from offering a more balanced focus on all sustainability dimensions, as well as creating more opportunities for interprofessional discussions
Thinking of succession law in Modus Futuri Exacti : Challenges of recodification in the context of war and European integration
No full textNär ansvar tas utan krav : Institutionella krafter bakom frivillig hållbarhetsrapportering
No full textImmunity ratione materiae : The Crime of Apartheid as an Exception to Functional Immunity
No full textThis essay investigates the role and consequences by including the crime of apartheid as an exception to immunity ratione materiae, focusing on the current work of the International Law Commission (ILC) to codify the rules on immunities of State officials from foreign criminal jurisdiction.Specifically, this thesis examines the rationales behind the ILC’s inclusion of apartheid as a separate and distinct crime as to when immunity ratione materiae shall not be applied. This includes an examination of immunity ratione materiae and how it differs from immunity ratione personae in order to determine its scope, focusing on the exceptions to its application. Particularly, an examination of the role and consequences by including the crime of apartheid separately as an exception to such immunity and not under crimes against humanity.In order to evaluate the role and consequences of the inclusion of the crime of apartheid as a separate crime the thesis examines the distinction of apartheid as a separate and distinct crime in comparison with as a crime against humanity. In this context, it examines the various legal instruments that regulates apartheid as both a crime against humanity and as a separate crime. Based on the examination of the treaties it is found that the main distinction between the crime of apartheid and crimes against humanity of apartheid is the level of threshold for apartheid to constitute each crime. Therefore, the thesis examines the different thresholds for certain acts to constitute apartheid either as a crime of apartheid and as a crime against humanity.The rationale behind the ILC’s decision to include the crime of apartheid as an exception to immunity ratione materiae is because it is subject to specific international treaties that poses obligations on States to prevent and punish the crime, and the specific threshold required for apartheid to constitute a crime against humanity. The essay concludes that there is no issue with the inclusion of the crime of apartheid as an exception to immunity ratione materiae per se. The central issue in this context is the lack of recognition of apartheid as a crime. Apartheid is strongly associated with the political system that is limited to the apartheid regime in South Africa between 1948 and 1994.Subsequently, the thesis concludes that although the crime of apartheid is included as an exception to immunity ratione materiae, States generally does not recognise apartheid as a crime and will less likely try cases where State officials have committed apartheid due to lack of awareness that an international crime is committed
Att hitta sin röst : Hur sångpedagoger kan utmana och stödja elevers utveckling av ett eget sound.
No full textSyftet med denna studie är att undersöka hur arbete med olika tillvägagångssätt kan användas för att stärka elevers medvetenhet om klangideal, samt utforska hur man som sångpedagog kan utmana eleven att våga utforska nya röstklanger och medvetet skapa egna preferenser. Undersökningen utgick från två frågeställningar: (1) Hur kan man som lärare hjälpa elever att bygga ett personligt sound? (2) Hur kan man på ett säkert sätt utmana en elevs röstidentitet? Metoden för undersökningen baserades på en kvalitativ ansats. Det empiriska materialet samlades in genom loggbok, videoinspelning av lektioner samt slutintervjuer. Två sångstuderande deltog och arbetade både med förvalda och egenvalda låtar. Bakgrunden utgår från tidigare forskning inom sångpedagogik och lärandeteorier. Sadolins Complete Vocal Technique (2009) ger en strukturerad modell för röstträning, medan Zangger Borch (2012) betonar att tekniken bör ses som ett verktyg för uttryck snarare än ett mål i sig. Vygotskijs teori om den proximala utvecklingszonen och scaffolding (Säljö, 2014) används för att förstå hur elever kan stödjas i att utvidga sina uttrycksmöjligheter. Resultaten visar att både praktiska övningar och reflekterande samtal bidrog till ökad medvetenhet kring klang och röstidentitet. Studien pekar på vikten av att kombinera tekniska ramverk som CVT med dialog som ger eleverna möjlighet att reflektera över sina upplevelser. I diskussionen framhålls klangens betydelse som en bärande del av uttrycket, samtidigt som kritik mot CVT behandlas. Metoden gav struktur och ett gemensamt språk, men riskerar att bli begränsande om den används som en regelbok. Studien visar att CVT bör ses som ett verktyg bland flera, där tekniska övningar kombineras med reflektion och dialog för att stödja både utvecklingen av ett personligt sound och trygghet i röstidentitet
Början för en ny pianist : En kvalitativ studie i skillnader mellan metoder i notläsningoch gehör i pianoundervisning för nybörjare.
No full textSyftet med studien är att undersöka hur nybörjare på piano kommer att ta till sig undervisning via notläsning och gehör, med ett fokus på att hitta effektiva metoder för undervisning till nybörjare i piano. Studien genomfördes med totalt 3 grupper av elever varav det totalt är 8 elever som är delaktiga. Studien utfördes genom att jag skapade två stycken av musik varav det ena är tänkt att spelas enbart genom notläsning och det andra enbart genom gehör. Efter varje lektion för jag en intervju med delaktiga elever och även till sist en intervju med deras lärare. Detta för att besvara mina frågeställningar 1. Hur kan inlärning via notläsning påverka nybörjare på piano i deras utveckling? 2. Hur kan inlärning via gehör påverka nybörjare på piano i deras utveckling? 3. Hur skulle en effektiv metod med utgångspunkt i gehör och notläsning inom pianoundervisning riktad mot nybörjare kunna se ut? I resultatet framgår det att många elever visar samma typer av svårigheter när det gäller notläsning och gehör och hur det kan bero på svagheter i inlärningsmetoder när det gäller notläsning och både det och medvetet lyssnande när det gäller gehör. För att finna en effektiv metod visar studien på hur lust och vilja kan påverka hur effektiv en metod är hos nybörjare. Resultatet visar slutligen även att en effektiv metod i notläsning och gehör inte är densamma för alla elever. Det kan skilja sig från elev till elev och det viktiga är att ha en metod som främjar det eleven har som styrkor och att inte glömma bort att jobba med det eleven har som svagheter
Family Engagement in Reading for Pleasure with Young Children in the Seychellois Home : What Does it Look Like?
No full textExtensive research demonstrates that early exposure to reading significantly enhances a child’s academic and life outcomes. Moreover, reading for pleasure can help bridge socio-economic disparities. In response to this, the Seychelles Association of Retired Education Professionals (SAREP) launched Sesel Lir Avek Mwan (SLAM), a community-based literacy support programme. As part of this initiative, a baseline study was conducted to explore the extent to which a culture of reading for pleasure is embedded in Seychellois households. Between June 2023 and September 2024, seventeen introductory SLAM workshops were held across Mahé, targeting parents and caregivers. Participants were invited to complete a Home Literacy Survey (HLS); 167 out of 224 attendees responded. While the non-random sample and limited size constrain generalizability, the findings offer valuable insight into home literacy practices in Seychelles. Results revealed that daily shared reading with young children is uncommon. Less than 20% of respondents read to their children daily, and over 70% reported reading for less than 30 minutes per week. Older and more educated parents were somewhat more likely to engage in reading yet, across the board, reading was often perceived as a school-preparation task rather than a pleasurable activity. This utilitarian view may deter both parents and children from enjoying reading, especially when it becomes another duty in an already demanding routine – often one disproportionately shouldered by mothers. The study highlights the need to shift perceptions of reading from obligation to enjoyment, encourage broader household involvement (including fathers), and improve access to culturally-relevant books, particularly in Kreol Seselwa. Furthermore, while printed books remain limited, digital resources offer potential – provided they are of high quality and used with adult interaction. Promoting reading for pleasure through media, daycare facilities, and community institutions is essential to fostering a more active reading culture in Seychelles
Language Barriers in STEM Education : Comparative insights from Zanzibar and Seychelleson multilingual pedagogies
No full textEffective teaching and learning, particularly in science, technology, engineering, and mathematics (STEM), require the use of a familiar language to promote student comprehension and engagement. However, in Zanzibar and Seychelles, where English serves as the primary medium of instruction despite being a second language (L2) for most learners, language barriers often hinder student performance. Under the STEM4SUCCESS Zanzibar (S4SZ) Project, launched in 2019, several schools in Zanzibar piloted the Language Supportive Pedagogy (LSP) approach, which acknowledges the role of L2 in the classroom while strategically leveraging students’ first language (L1) to support content acquisition and conceptual understanding. Under the project, 75 STEM educators from 15 schools across Unguja and Pemba were introduced to LSP strategies such as informal L1 discussions, structured L2 transitions, alongside training on digital learning tools (Kio Kits, drones, and projectors). Data was collected in 2024 through an online survey of 20 STEM educators and follow-up telephone interviews. After analysis, classroom observations were conducted to triangulate the data. Findings revealed that 91% of teachers who had received LSP training, had actively integrated LSP techniques into their lessons. Additionally, 85% of respondents identified English as a major barrier to learning STEM subjects, and a majority of this group thought of LSP as a muarobaini (ultimate cure) for language comprehension challenges in STEM. Moreover, 90% of the teachers reported improved student performance, 85% observed increased student participation, and many teachers noted higher student interest in STEM subjects following the implementation of LSP strategies. The article also discusses comparative aspects and potential lessons to be learnt from the above pilots in other contexts such as Seychelles. In Seychelles’ trilingual education policy, Kreol Seselwa (L1) is used in early primary education, transitioning to English (L2) in Primary 3. As is the case in Zanzibar, this approach creates language barriers in STEM education hindering inclusivity and accessibility. A comparative analysis of the Zanzibar and Seychelles language-in-education policies highlights common challenges and potential benefits in aligning linguistic frameworks with pedagogical practices. This study emphasizes the need for continuous professional development, curriculum alignment with LSP principles, and sustained stakeholder engagement to ensure the scalability and sustainability of LSP
IgA Nephropathy : Comorbidities and Prognosis - Registry-based Studies
No full textThis thesis investigates the associations between IgA nephropathy (IgAN), a common form of primary glomerulonephritis, and several health outcomes including inflammatory bowel disease (IBD), cancer, infections, and the reliability of biopsy data from the Swedish Renal Registry (SRR). In a population-based cohort study of 3,963 IgAN patients and 19,978 controls, IgAN was linked to a significantly higher risk of both future and preceding IBD diagnoses. IBD also increased the risk of developing end-stage renal disease (ESRD) in IgAN patients, underscoring the importance of monitoring gastrointestinal comorbidities in this population. Another cohort study of 3,882 IgAN patients examined the association between IgAN and cancer. An elevated cancer risk was identified, but only in patients who progressed to ESRD, suggesting that the increased cancer incidence is related to advanced kidney disease rather than IgAN itself. A third study explored the frequency of infections in IgAN patients, revealing a higher incidence of infections and increased antimicrobial use compared to both the general population and sibling controls. The study highlighted a marked risk of sepsis, emphasizing the need for proactive infection prevention in IgAN management. Finally, validation of biopsy data from the SRR demonstrated a high positive predictive value (95%) for IgAN diagnosis. This reinforces the reliability of the SRR as a valuable tool for future research on IgAN. Together, these findings contribute to a deeper understanding of IgAN’s broader clinical implications, and the potential risks associated with its progression