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Crime & Cryptocurrency in the Shadows : An Evaluation of FATF’s Global Response to Crypto-Based Money Laundering
No full textThe fast expansion and evolution of digital finance as well as the dark web has been a ground pillar for the creation of unprecedented challenges for global governance in the fight against cybercrime. This thesis is investigating the efficiency of the Financial Action Task Force (FATF) in promoting global compliance with the Travel Rule for cryptocurrency regulation between 2019 and 2024. The focal point is on how this regulatory measure addresses illicit transactions facilitated via dark web marketplaces such as Silk Road. To effectively analyse the research question, neoliberal institutionalism will primarily be used throughout the thesis and supported by constructivism as a secondary perspective. These theories are used together with qualitative case studies to evaluate FATF’s institutional capacity, enforcement outcomes and adaptability to technological change. The argument throughout the research is that current FATF-led governance efforts remain inadequate in scope, coordination and enforcement to match the growing sophistication of crypto-enabled cybercrime. Findings throughout this thesis has showed a big governance gap, where technological complexity, jurisdictional fragmentation and slow regulatory adaptation hinder the Travel Rule’s global implementation. It all is concluded by shedding light on the importance and need for a more cohesive, adaptive and digitally skilled cooperation to address this evolving security threat properly and standing a chance against the current growing issue of financial cybercrime.
Den nära relationen mellan fotbolloch fossila bränsle sponsorer i en klimatkris
No full textFootball, also known as ‘the beautiful game’, has become complicit in one of the most obscene paradoxes of the twenty-first century. It is fuelling the climate crisis through its intimate relationship with fossil fuel sponsors. As impacts on climate intensify and disruptions to the game are already experienced world-wide, as illustrated by the extreme weather events during the recent 2025 FIFA Club World Cup in the United States, FIFA and elite clubs proudly display the logos of companies behind new “carbon bombs” that endanger our future. There is a deep sadness in seeing a child wearing the jersey of their favourite team emblazoned with the brand of a fossil fuel related sponsor, while those same companies undermine the very possibility for younger generations to live on a habitable planet. This thesis examines how football stakeholders rationalise, perceive, and at times contest these paradoxical sponsorships with polluting companies. Based on semi-structured interviews conducted with European football clubs, the study draws on the theoretical frameworks of sportification, weak and strong sustainability paradigms, and the green waves of environmental sustainability in sport. It highlights persistent tensions and growing contradictions between climate commitments and economic dependency. Football has already moved away from tobacco, alcohol, and, partially, gambling sponsorships. Will it be able to free itself from fossil fuels, the primary driver of climate change? This research also explores the opportunities and strategies some clubs are developing to resist fossil sponsorships. By exposing football’s complicity in legitimising fossil fuels to its vast global fanbase, this thesis questions the role of a universal sport in the face of planetary emergency. Can football survive while continuing to promote the very industries that threaten its own future
Indications and limits of clear aligner therapy : an international modified Delphi consensus study
No full textBackground: The aims of this study were to gather expert agreement about essential aspects of clear aligner therapy (CAT) and to determine what research areas need further investigation. Materials and methods: A steering committee performed literature selection and compiled a list of 25 statements. This study used a modified Delphi method involving a panel of 23 international orthodontic experts. Six essential areas of CAT were investigated: treatment efficacy, quality of life, side effects, management of growing patients, treatment with extraction, and treatment of periodontal patients. A panel of experts assessed 25 statements using a 5-point Likert scale throughout 3 rounds of the study. A steering committee adjusted statements that failed to achieve consensus through either revision, splitting, merging, or complete removal. Results: After the third round, 22 statements achieved consensus while 3 statements were rejected. The panel agreed that aligners could be used effectively in some types of malocclusions, such as those with mild or moderate crowding or open bite cases. The experts reached a consensus on the biomechanical limits of clear aligners. However, they agreed on the benefits in terms of improved quality of life during treatment and easier maintenance of oral hygiene maneuvers. Regarding specific patient categories, the panelists supported the use of aligners in periodontal patients with tooth migration requiring tipping movements. They also agreed on the advantages of using a rapid palatal expander over aligners in growing patients. Conclusions: The panel members reached agreement on most topics. However, they acknowledged limitations in the current literature regarding root resorption and orthodontic relapse with CAT compared to fixed appliances. The absence of agreement on treatment duration, effects on skeletal growth, and the management of periodontally compromised patients highlights significant evidence gaps that warrant further research
Symposium: Languages and literacies in science education
No full textIntroduction In recent years, many research studies in science education have focused on the significance of students developing a subject-specific language to improve and strengthen their learning (e.g., Hernandez Garcia & Schleppegrell, 2020). The subject language and the disciplinary literacy perspectives in science education have increasingly come into focus, both in terms of teaching strategies and in terms of understanding students’ learning processes. One classical example is a specific research focus on the semantic patterns (Lemke, 2001) that teachers and students assume when constructing scientific sentences or the lexicogrammatical structure (e.g., Fang, 2006) that students use when engage in negotiations about the meaning of specific scientific content or concepts. Another example is studies that explore students' learning in science based on their use of pictures, graphs, diagrams or other semiotic and multimodal representations (e.g., Kress & Van Leeuwen, 2006), which also constitute important aspects of disciplinary literacy perspectives in science. Furthermore, several studies (e.g., Gee, 2015) have emphasized the need to understand science education from the perspective that it constitutes a specific discourse in which specialized ways of talking, thinking, and acting often establish an apparent contrast to everyday language use and ways to communicate outside of school. All these aspects are interrelated and interwoven in teaching contexts, which contribute to the fact that many students can experience science as difficult or abstract, or an area that is not for them (e.g., Banks & Banks, 2019). Other studies have shown that this may be especially true for multilingual students or second-language learners who are faced with the dual task of learning a new language at the same time as they are expected to develop an understanding of concepts and theories in science with the help of this language (e.g., Jakobsson & Kouns, 2023; Probyn, 2019). This brings a further dimension of complexity into multilingual science classrooms and places high demands on the teacher’s language awareness in teaching. Within this area, several studies have focused on teaching situations in science where multilingual students are allowed to use all their language resources (translanguaging) to develop a conceptual understanding of the subject content (e.g. Karlsson et al, 2019; Jakobsson et al, 2022). These studies clearly indicate that students benefit from this opportunity and that they demonstrate a developed understanding of the subject content. However, an important issue in this context is what additional science classroom activities may facilitate and strengthen multilingual students’ subject language development, and thus their conceptual understanding. Science education as a hybrid of languages In a classroom perspective, meaning in language is situated, but also strongly related to the actual discourse in which the participants use their language within. Yore and Treagust, (2006) describe this as a kind of a “three-language problem”, as students move between home, school, and scientific discourses and are expected to understand that words and expressions have different meanings or connotations in different contexts. This does not imply that words and their meanings are totally separable or mutually exclusive; instead, they are related and interwoven and operate at different levels of students’ lives. Thus, language usage in science and science education becomes specific choices of words, grammar, idioms, and metaphors and ways of excluding or including common elements of everyday life. In these contexts, one problem is that language usage in education usually takes place on an implicit level, which may lead to confusion among students (Kambrelis & Wehunt, 2012). In such learning environments, teachers often adopt a hybrid language without clarifying the context in which words and expressions belong. Some studies. (e.g. Jakobsson & Kouns, 2023) assert that using an unconsidered hybridity in science classrooms may implicate increased complexity, obvious risks for misunderstandings, and insufficient learning outcomes. Therefore, Tan et al (2012) argue that important ways of empowering science instruction include making hybrid spaces explicit for students by comparing and merging their everyday worlds and colloquial language with the language of science. A study of Brown and Spang (2008) showed that one way of concretizing these theoretical concepts to a practical educational strategy is to use the term double talk in order make the language use explicit to students. It will also be a way to clarify to the students when and why it is appropriate and functional to use a scientific language and word choice and when more everyday words are more suitable. Multilingual students in science education The appropriation of a scientific language is a long and ongoing process for all students but entails an increased complexity for students who have the language of instruction as their second language. It implies offering all students rich opportunities to gradually develop a highly specialized subject-specific language in science simultaneously as they develop their language register in different languages. (e.g. Schleppegrell, 2016; Karlsson et al, 2020). However, Probyn (2019) asserts that that science teachers often display a lack of experience and professional knowledge about how science instruction could be organized to support multilingual students’ needs when it comes to developing their language and conceptual knowledge. An obvious risk is that teachers who work in schools with linguistically diverse student populations tend to lower their expectations regarding the students’ skills related to the content of instruction (Karlsson, et al 2020). This can lead to a unilateral alignment to students’ reading and writing skills, rather than focusing on their knowledge development in science. In these contexts, Hajer and Meestringa (2014) assert that the subject content and the subject-specific language risk becoming too simplified, which further disadvantages this student group. Instead, a language-oriented science education is primarily about making the use of scientific language explicit for the students. Traditionally, multilingual students have frequently been described from a deficit perspective or as problems to be addressed, often based on the argument of a presumed lack of skills in the language of instruction (e.g., Cummins, 2014). This is especially true for minoritized multilingual students in contexts dominated by monolingual educational policies (e.g., Probyn, 2019). However, translanguaging as a pedagogical practice has increasingly contributed to the legitimization of minoritized multilingual students’ use of all their language resources as meaning-making tools in the classrooms, which also reinforce their engagement and identity formation as learners (e.g., García & Wei, 2014). These situations may be defined as learning situations in which students are allowed and consciously encouraged to use all their language resources to develop an understanding of the subject content and the language used in teaching (Karlsson et al, 2019; 2020). The pedagogical purpose of such a strategy is that multilingual students do not become limited in their acquisition of knowledge exclusively through the language of instruction (monolingualism) but are able to benefit from their entire language repertoire to create meaning. Three papers Trends, traditions and visions for Scientific Literacy The first presentation focuses mainly on the theoretical frameworks that support and develop the understanding of language use in science teaching and learning. This includes concepts such as multimodality, multilingualism, translanguaging, disciplinary literacy, scientific literacy and overarching descriptions such as Languages and Literacies in Science Education. The latter, "Language and Literacies in Science Education" constitutes one of the nine Special Interest Groups (SIG 6) in ESERA and consists of a relatively large number of researchers worldwide. This interest group holds conferences twice a year and during the last one an invited panel discussed trends, traditions and visions regarding the concept of Scientific Literacy. Afterwards, an article was published summarizing the discussion (see Kersting et al 2024). In conclusion, the panel stated that science education in the future will have to adapt to changing societal demands (e.g. in multilingual contexts) and technological innovations (e.g. with the rise of large language models AI), the role of language – as both a resource for instruction and an object of study – is likely to take on even greater significance in the future. Potentials and limitations of multilingual practices The second presentation describe preliminary results from a research project on potentials and limitations of multilingual practices in science and mathematics education, funded by the Swedish Research Council. The project mainly aims to explore and problematize how multilingual approaches and activities may promote science teaching and learning. It has been conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics and translanguaging. The project comprised an initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers. The exploring phase was followed by two years of pedagogical interventions, in which teachers and researchers together designed, carried out and analyzed classroom interventions. The initial analyses indicate that deliberate and carefully designed methods and strategies for utilizing the semiotic and multilingual resources available in multilingual science classrooms often enhance students’ engagement and foster their opportunities to broaden and deepen subject-specific knowledge. At the same time, the analyses highlight the complexity of this work and the necessity of adapting multilingual methods and strategies to the contextual conditions in which they are applied. Migrant Families’ Translanguaging in Science Museums offering Multilingual Materials The third presentation describes preliminary results from a Dutch research project on migrant family’s use of translanguaging when visiting Science Museums. Science museums offer rich learning contexts for families. However, migrant families often experience language challenges that may hinder their museum participation and learning. Offering these families multilingual exhibitions may help tackle these challenges. Initial analyses show that the availability of multilingual materials for family activities (in Dutch, Turkish, and English) facilitated translanguaging processes that supported families’ conversations around the museum exhibitions. The question is what types of translanguaging processes and what content do the families engage in while using the different languages in the museum. To be able to answer that question we invited sixteen families with Turkish-speaking backgrounds (both newcomers and 2nd-generation families) to participate in the family activities. The results of the initial analyses indicate four different types of translanguaging processes a) flexibly choosing; b) translating and interpreting; c) using multimodal resources and d) combining languages and registers. References Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). Multilingual students’ use of translanguaging in science classrooms. International Journal of Science .Education, 41(15), 2049-2069. Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2020). The continuity of learning in a translanguaging science classroom. Cultural Studies of Science Education, 15, 1-25. Jakobsson, A., Nygård Larsson, P., & Bergman, L, (2022). Ämneslitteraciteter i skola och högre utbildning. [Subject literacies in school and higher education]. In A. Jakobsson, P. Nygård Larsson and Lotta Bergman (Eds). Ämneslitteracitet och inkluderande undervisning. Lund: Studentlitteratur AB, 1, p. 15-30. Jakobsson, A., & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214. Brown, B. A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708–732. Cummins, J. (2014). Beyond language: Academic communication and student success. Linguistics and Education. 26, 145–154. Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491–520. https://doi.org/10.1080/09500690500339092 García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan. Gee, J. (2015). Social linguistics and literacies: Ideology in discourses. Fifth edition. Routledge. Hajer, M. & Meestringa, T. (2014). Språkutvecklande undervisning – en handbok [Language Development Education – A Handbook]. Uppsala: Hallgren & Fallgren. Hernandez Garcia, M., & Schleppegrell, M. J. (2021). Culturally sustaining disciplinary literacy for bi/multilingual learners: Creating a translanguaging social studies classroom. Journal of Adolescent & Adult Literacy, 64(4), 449–454. https://doi.org/10.1002/jaal.1129 Kambrelis, G., & Wehunt, M. (2012). Hybrid discourse practice and science learning. Cultural Studies of Science Education, 7(3), 505–534. Kersting, M., Danielsson, K., Fleury Mortimer, E., Olander, C., Siry, C., & Tang, K. S. (2024). From founding voices to future visions: languages and literacies in science education. International Journal of Science Education, 1-18. Kress, G. & van Leeuwen, T. (2006). Reading Images. The Grammar of Visual Design. London: Routledge. Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3–4), 216–236. https://doi.org/10.1080/19463014.2019.1628792 Schleppegrell, M. J. (2016). Content-based language teaching with functional grammar in the elementary school. Language Teaching, 49(1), 116–128. https://doi.org/10.1017/S0261444814000093 Tan, E., Calabrese Barton, A., Turner, E., & Gutiérrez, M. V. (2012). Empowering science and mathematics education in urban schools. Chicago: University of Chicago Press Books. Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science - empowering research and informing instruction. International Journal of Science Education, 28(2–3), 291–314. Spaces for Multilingualis
Investigating the Transparency and Accountability in YouTube’s Content Moderation : A study of Nigerian Creators and Local Language Content
No full textThis study investigates the transparency and accountability of YouTube’s content moderation practices from a regional and cultural perspective, with a specific focus on Nigerian comedy, skit, and lifestyle creators whose content is primarily produced in local languages and reflects culturally specific expressions. A prototype framework, the YouTube Content Moderation Index (YCMI), was designed to assess moderation practices across key dimensions such as transparency, contextual sensitivity, language inclusivity, and institutional accountability. Despite YouTube’s stated commitment to global standards of fairness, the findings reveal that its moderation system often lacks the nuance to account for regional and cultural contexts. Using a triangulated qualitative analysis of creators’ interviews, YouTube’s community guidelines, and transparency report, the study identifies automation biases, a lack of localized input in policy design and enforcement, as well as inconsistencies that disproportionately impact creators from the region. To address these issues, the study recommends redesigning moderation policies and systems to incorporate local context, promote culturally aware human oversight, and ensure region-specific transparency. The YCMI framework contributes to holding platforms accountable and encourages the development of more inclusive moderation practices globally
Burn the Witch (Again) : Reinterpreting the Witch in American Horror Cinema Sequels: Blair Witch (2016) and The Craft: Legacy (2020)
No full text This thesis examines how 21st-century American horror sequels reinterpret the witch archetype through discourses of feminism, trauma, and social change. Focusing on Blair Witch (2016) and The Craft: Legacy (2020) as sequels to iconic 1990s films, the study employs qualitative discourse analysis to trace shifts in the witch’s representation across narrative strategies, visual design, character dynamics, and thematic motifs. Drawing on Hall’s encoding/decoding model, feminist film theory (Mulvey, Creed), and horror studies (Clover, Carroll), the analysis reveals that these sequels actively renegotiate the witch figure beyond familiar tropes: Blair Witch reconceptualizes the witch as a technologically mediated force resisting patriarchal and digital control, while The Craft: Legacy reframes witchcraft as an ethical tool for intersectional solidarity and communal justice. The research argues that horror sequels function as dynamic sites of ideological reinvention, mediating contemporary anxieties about gender, power, and social transformation. By contrasting the sequels with their originals, the study demonstrates how industrial practices, cultural discourses, and evolving feminist frameworks shape the witch’s enduring relevance in mainstream horror, affirming the genre’s capacity to reflect and critique societal tensions
Immersive storytelling in maritime heritage : An XR approach to enhancing the U3 submarine exhibition at the Malmö Museum
No full textThis thesis investigates how extended reality (XR) can enhance visitor engagement and storytelling in the U3 submarine exhibition at Malmö Museum. The case study was carried out using a design-based research methodology, structured around the double-diamond framework and focused on young, tech-savvy adults (20–30 years old). Initial ethnographic field research, including observations, mapping, and interviews, identified key challenges inside the submarine, including limited contextual information, a lack of human-centred narratives, low engagement with static displays, and concerns about preserving authenticity. These insights informed a set of four design principles: spatial contextualization, narrative storytelling, multisensory engagement, and respectful integration, defined to address the identified challenges and guide the integration of XR in a way that balanced innovation with authenticity. Guided by these principles, a conceptual smartphone-based prototype of the XR tour was developed in Figma. It allowed visitors to explore the submarine interior while accessing narrative-driven digital overlays, immersive soundscapes, and archival imagery anchored to specific locations such as crew lockers, the kitchen, and narrow passageways. User testing combined the think-aloud method, post-test interviews, and the UEQ-S questionnaire. Results revealed high levels of engagement and a strong emotional resonance with the XR-enhanced narrative, even though some users reported minor usability issues around navigation. Key findings show that XR enriched visitor engagement across three interrelated dimensions: enhancing spatial awareness, deepening emotional connection, and supporting contextualized learning. The study contributes to media technology, museum studies, and heritage preservation by providing practical guidelines for XR integration. It also demonstrates how XR can transform static exhibitions into dynamic, participatory experiences that resonate with contemporary audiences.
SATVIO : Stereo Attention-based Visual Inertial Odometry
No full textThis study introduces a novel stereo attention-based visual inertial odometry model, namely, SATVIO, aiming to enhance odometry performance by leveraging deep learning techniques for sensor fusion. The research evaluates the SATVIO model against existing visual odometry methods using the KITTI odometry dataset, focusing on translational and rotational accuracy enhancements through innovative attention mechanisms and early fusion strategies. The proposed model integrates convolutional neural networks and long short-term memory networks to process and fuse data from stereo image inputs and inertial measurements effectively. SATVIO model particularly employs triplet attention and early fusion techniques with the aim of addressing the challenges posed by scale ambiguity and environmental changes. The results demonstrates that our proposed model outperforms traditional methods in specific configurations, thus demonstrating competitive or superior performance on key challenging sequences
Rethinking Digital Educational Practices: A Freirean Perspective in secondary schools in Malawi
No full textThis thesis examines the extent to which digital educational practices in Malawi’s secondary schools reflect the characteristics of banking education practices. Guided by Freire’s concepts of banking education and the problem-posing method, and further supported by hooks’ notion of engaged pedagogy, this study reflects on my teaching experience as an AutoCAD teacher in Malawi’s secondary schools. Employing an autoethnographic methodology, the study brings my teaching experiences into dialogue with current digital educational practices and argues that prevailing digital education in Malawi reflects the banking model, thereby limiting students from becoming active and holistic participants in their own digital learning processes. The study further contends that the problem-posing method should be incorporated into digital educational practices, and that teachers must achieve self-actualization to engage holistically with students' digital education. By extending the problem-posing method and engaged pedagogy into the realm of digital education, the study proposes a new pedagogical approach, Critically Engaged Digital Pedagogy (CEDP), as a means of rethinking digital educational practices to foster digital hope and emancipation. This research contributes to both theoretical and practical discourse on digital emancipation by adding a digital dimension to Freire’s theoretical framework. The study also raises awareness of the continued presence of banking education practices within Malawi’s digital education landscape
