Transient cognitive impacts of oxygen deprivation caused by catch-and-release angling

Vertebrate brain function is particularly sensitive to the effects of hypoxia, with even brief periods of oxygen deprivation causing significant brain damage and impaired cognitive abilities. This study is the first to investigate the cognitive consequences of hypoxia in fish, specifically induced by exhaustive exercise and air exposure, conditions commonly encountered during catch-and-release (C&R) practices in recreational fishing. Angling exerts substantial pressure on inland fish populations, underscoring the need for sustainable practices like C&R. While C&R survival rates are generally high, understanding its sublethal impacts is crucial for evaluating the practice’s ethical and ecological sustainability. We examined the effects of these stressors on the cognitive function of 238 rainbow trout, using the free movement pattern Y-maze method to assess working memory through navigational search patterns during free exploration sessions. Our results showed that air exposure led to short-term (3–4 h post-treatment), but transient impairments in working memory, with no long-term cognitive deficits observed at one week and one month post-treatment. These findings emphasize the high tolerance of fish to hypoxia and support the sustainability of C&R as a tool in fisheries management

AI-journalism: The new terms of automation : An interview study on AI and its impact on journalistic work processes

This paper explores how journalists perceive the impact of artificial intelligence (AI) on their daily workflows and professional roles, as well as identifying which aspects of journalistic work have been partially or fully automated due to AI implementation. The study applies qualitative methods, specifically semi-structured interviews with Swedish journalists and editors, to gain nuanced insights into their experiences and reflections on AI technology. The theoretical framework combines Actor-Network Theory (ANT) and professionalization theory to analyze the dynamic relationship between AI, journalistic practices, and professional values.The findings reveal that AI primarily serves as a tool for streamlining repetitive and time-consuming tasks, such as transcription, data collection, and headline generation. Journalists reported significant time savings, which allowed them to focus on creative and investigative aspects of their work. However, ethical dilemmas emerged as a critical concern, particularly regarding transparency, accountability, and the potential for AI to undermine journalistic autonomy. Several respondents expressed skepticism about using AI for fact-checking or editorial judgment, highlighting the risks of delegating essential journalistic responsibilities to non-human actors.In terms of automation, specific tasks like data-driven reporting and content optimization have been significantly transformed by AI. While this has improved efficiency, there are concerns about the impact on the quality of work and the potential de-skilling of journalists. The study identifies a need for ongoing human oversight to ensure the credibility and reliability of AI-driven outputs.By employing ANT, the study demonstrates how AI acts not only as a passive tool but as an active agent reshaping workflows and professional dynamics within newsrooms. Professionalization theory further contextualizes how AI challenges traditional norms and values of journalism while presenting opportunities for redefinition and advancement of the profession.This study contributes to the growing body of research on AI in journalism by providing a Swedish perspective on the technology’s role in reshaping journalistic practices and values. It emphasizes the need for clear guidelines and strategies to balance efficiency with journalistic integrity. Future research should explore longitudinal impacts of AI on journalism, cross-cultural comparisons, and audience perceptions of AI-generated content

Women and Men Who Kill : A Qualitative Study on the Media Framing of Male and Female Murderers

The purpose with this study is to find out how male and female murderers are portrayed in Aftonbladet and SVT Nyheter through a qualitative method. The four swedish murdercases on which the study is based, are “Tove-fallet”, “Nyårsmordet”, “Wilma-fallet” and “Elin-fallet”. The study analyzes how both text and pictures interact in the representations of the murderer. This is done with multimodal critical discourse analysis as method and with the framing theory and the gender theory. The analysis is based on twelve articles from Aftonbladet and twelve from SVT Nyheter. The study found that women more often are represented as methodical and that both men and women are represented as violent. The study also found that Aftonbladet portrays the murderer with more information

Security concerns or imperial ambition? : Testing offensive and defensive realism on Nazi Germany’s invasion of the Soviet Union

This study investigates the motivations driving Nazi Germany’s invasion of the Soviet Union through the lens of defensive and offensive realism, two foundational theories in international relations. By testing these competing frameworks against the case, the research enhances our understanding of state behavior and conflict dynamics, shedding light on the interaction between security concerns and expansionist ambitions in shaping international relations. Employing a theory-testing case study approach, the study develops and applies analytical models derived from each theory to determine whether the invasion was a preemptive response to perceived existential threats or a calculated strategy aimed at shifting the balance of power in Germany’s favor. Drawing on historical documents, speeches, and state records from 1939–1941, the research employs a qualitative systematic text analysis to analyze the case. The findings suggest that while defensive realism partially explains Germany’s alliance-building and strategic justifications in the face of perceived threats, offensive realism offers a more compelling account of the invasion’s strategic and ideological underpinnings, emphasizing the regime’s pursuit of power and regional dominance. The paper therefore concludes that offensive realism holds superior explanatory power in the case of the German war on Soviet Russia

NATO & Democracy : A descriptive comparative analysis of NATO member countries’ Commitments to NATO's Two-Percent Target and their Democracy levels

This research examines the relationship between NATO member states commitments to the alliance's two-percent defense spending target and their levels of democracy. A descriptive comparative analysis is done by analyzing data from 2014, 2019, and 2023 to identify patterns between defense spending as a percentage of GDP and democracy indices. The result of this research shows that security threats and geopolitical factors have a great influence on defense spending rather than only the quality of democracy. Full democracies tend to prioritize social welfare issues over military expenditures, while flawed democracies and hybrid regimes display a varying degree of compliance, often influenced by geopolitical factors. By applying the two-level game theory, the research highlights how international expectations and domestic constraints are vital parts of shaping countries’ defense policies. This research contributes to a deeper understanding of NATO’s dynamics and the balance between the alliance's collective security goals and its member states domestic political priorities

Captured in Content : A multi-method study on how animations affect young adults' learning ability in TikTok-style news clips

The constant evolution of short form content on digital platforms such as TikTok has resulted in news channels adopting certain characteristics that are prevalent on the platform (Cheng & Li, 2024). One of these characteristics is the animated and illustrative elements that aim to attract attention and engage viewers (Vázquez-Herrero, 2022). This study asks the two following research questions: “How do animated elements affect young adults' ability to remember information from news clips that use a TikTok format?” and “Do young adults perceive the animated elements to be helpful or distracting when used in news clips with a TikTok format?”. The study utilizes Cognitive Load Theory, Dual Coding Theory, The Cognitive Theory of Multimedia Learning and Cueing as a baseline for analysis of the results. Additionally, the theories presented the study with two contradicting hypotheses. The first hypothesis predicts that the animated elements will help the participants remember the information that is presented, which is motivated by the positive effects on information processing provided by cueing and Dual Coding Theory. The second hypothesis, which is motivated by Cognitive Load Theory, predicts that the intensity and amount of animations will negatively affect the processing of information and cause a cognitive overload (Mayer, 2024; Mayer & Moreno, 2002; Paas et al., 2003; Tabbers et al., 2004; van Nooijen et al., 2024). A mixed methods approach is used to create a complementary relationship between the qualitative analysis in the form of patterns and themes from eye tracking heat maps and semistructured interviews combined with quantitative questions about the amount of information the participants remembered (Bryman, 2018; Conklin et al., 2018). Two versions of video material were constructed which were identical except one version contained animated elements and the other did not. 16 respondents were selected through purposive sampling and divided into two groups. The participants' gaze were measured through eye tracking during the viewing and thereafter the interviews took place. The results of the study indicate that both hypotheses are partially correct because of the negligible difference regarding the quantity of remembered information between the two groups, which answers the first research question. By using abduction, a reasonable explanation is presented about how bothnegative and positive effects that originate from the theories coexist in the material, thus balancing each other out. The conclusion indicates that while cueing is an effective method of increasing engagement and improving the transfer of information, negative effects on cognitive load may arise if the intensity is too great, which answers the second research question

Play more, learn more. : An interview study on how teachers in pre-school class and year 1 view the importance of play for literacy learning.

Studiens syfte är uppdelad i tre delar där ena delen syftar till att bidra med kunskap om hur lärare uppfattar lekens betydelse för barns läs- och skrivinlärning, den andra delen syftar till att identifiera de utmaningar och möjligheter som uppstår när lek används som en pedagogisk metod i undervisningen och den tredje delen syftar till att belysa lärares roll för läs- och skrivinlärning i lekbaserad undervisning. Studien har sin utgångspunkt i Lev Vygotskijs tankar och det sociokulturella perspektivet som betonar vikten av att lärande sker genom samspel med andra. Semistrukturerade intervjuer med tre lärare ligger till grund för studien. Analysen av intervjuerna har genomförts med hjälp av en innehållsanalys. Studien har kommit fram till resultat som visar att de intervjuade lärarna ser leken som en betydelsefull faktor för elevers tidiga läs- och skrivinlärning och att lekbaserad undervisning främjar barns läs- och skrivinlärning genom att skapa en kravlös och motiverande lärmiljö där elevernas färdigheter utvecklas genom interaktion och utforskande. Informanterna lyfter även utmaningar såsom resursbrist och tid för dokumentation av lärandemål, men de framhåller leken som en värdefull pedagogisk metod som bör få större plats i undervisningen. Informanterna poängterar betydelsen av att skapa en trygg och inkluderande miljö genom att anpassa sitt arbete efter barnens behov och att hitta en balans mellan att styra och ge frihet i lekbaserade aktiviteter. Informanterna menar att omvandla vanliga skriv- och läsuppgifter till lekfulla inslag som spel, tävlingar eller andra kreativa aktiviteter kan vara tillräckligt för att skapa både lärande och engagemang

Språkliga hinder hos flerspråkiga elever : En systematisk litteraturstudie om digitala lärresurser och språkets betydelse för begreppsförståelse i matematik

I denna systematiska litteraturstudie kartläggs hur hinder kring begreppsförståelse kan överbryggas samt hur digitala lärresurser kan fungera som hjälpmedel för flerspråkiga elever inom matematiken. Andelen flerspråkiga elever ökar i Sverige, vilket kräver att utbildningen anpassas för att möta specifika behov samt språkinlärning. Genom att systematiskt söka bland tidigare forskning som metod valdes tio vetenskapliga och kritiskt granskade artiklar. Dessa vetenskapliga artiklar har i sin tur grundligt analyserats genom bland annat tematisering och genom att identifiera teoretiska perspektiv för att besvara frågeställningarna. Detta resulterade i att digitala lärresurser som strategi kan fungera som hjälpmedel för att stärka förståelsen för flerspråkiga elever genom bland annat språkväxling och översättningsverktyg, dock behöver lärares digitala kompetens samt digitala lärresurser utvecklas. När dessa elever får använda sitt modersmål som en strategi för inlärning i undervisningen leder det till ökad förståelse kring matematik såsom matematiska begrepp. Denna studie är relevant för lärare och är en viktig aspekt att ta i beaktande i sin matematikundervisning då detta ofta stöts på i praktiken. Det klargjordes att fler studier kring digitala lärresurser för flerspråkiga elever behövs eftersom området behöver utforskas i större omfattning.

An Overview and a Reflection of the Process and Product of Ph.D. Programs

This paper aims to analyze the Ph.D. thesis process and outcomes through the perspectives of three key actors—supervisee, supervisor, and academic institution —by drawing upon the personal experiences ofthe authors. Reflections are based on the authors past experience as supervisees and firsthand involvement in supervision, program management, and committee participation, with the key findings highlighting the intricate dynamics of these roles in shaping Ph.D. education. The aspects discussed in this work are motivation, previous experience, the individual study plan, guidance, and contributions. The motivations for pursuing a Ph.D. were diverse, encompassing personal and professional goals, passion for research, career advancement, and societal contributions. Previous experience from all actors is recognized as a critical factor influencing the success of the Ph.D. journey, where considerations regarding academic background, research interests, and cultural factors may influence the time and the outcome. The individual study plan is recognized by the authors as a vital tool for modeling a Ph.D.student’s research and professional development trajectory. Guidance throughout the Ph.D. process is discussed in terms of frequent and consistent supervision, providing regular support and feedback, which gradually shifts towards fostering research independence. This approach emphasizes the importance of mentorship and effective communication among peers at every stage. Finally, contributions are discussed as a final phase of the Ph.D. journey, where students are expected to demonstrate their expertise and impact through publications, awards, patents, and other forms of recognition. Supervisors and institutions also play a crucial role in supporting and showcasing such contributions. This reflection paper shows the relations between these factors and the collective responsibility shared by the actors in producing a successful Ph.D. thesis and an independent researcher. We argue our reflections are avaluable resource for those involved in Ph.D. programs, offering insights into the various dimensions ofthe Ph.D. journey and highlighting the importance of collaboration and support among these critical actors

The Woman in the Margin : an analysis of gender and eurocentrism in textbooks in history for upper secondary school from the 1970s, 1990s, and 2010s

This study has aimed to explore how gender and eurocentrism are presented in textbooks for the upper secondary school system in Sweden. These textbooks cover the 1970s, 1990s, and 2010s with connections made to the corresponding curriculums from 1970, 1994, and 2011. More specifically it is explored how non-European women are presented in these textbooks. This essay has used Yvonne Hirdman’s gender theory and an intersectional theory to generate and interpret the results. The results have mainly been obtained through qualitative methods, however a smaller quantitative study on the textbooks’ registers has been done. The qualitative study has mainly focused on the textbooks’ structure and discourse. It was found that all textbooks present history through a Eurocentric perspective. Female individuals are more present in the later textbooks but are more often marginalised to the pages’ margins. Non-European women are barely present in all textbooks as both a collective and individuals. In the three curriculums it has been shown that there is more focus on identity and marginalised communities in the later curriculum. Less focus is put on the two genders man and woman and more focus is put on the term “equality”.