Explaining Change and Rethinking Dirty Words: FCC v. Fox Television Stations, Inc.

This report presents the results from a comparative study of the qualification of adult educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind the study is a growing interest in adult education resulting from a focus on lifelong learning in the public and political agendas, internationally and nationally. According to the authors of the report, an increased interest in adult education generates an increased interest in the professionalisation of the adult education sector, and thereby in the qualification of those teaching adults: adult educators. Based on this belief, the study and hence the report looks into the role that the qualification of adult educators plays in policy, learning opportunities for those interested in qualifying as adult educators as well as adult educators’ status as professionals. Besides the formation of personal teaching, which is grounded in learning theory, theoretical principles and experiences from practice, the development of a professional identity plays a role in adult educators becoming professionals. Similarly, so does the recognition of adult educators as professionals by society at large. Methodologically, the study is based on document analysis. The documents selected for analysis have been: national and international research reports and articles; official descriptions of national education systems; and policy papers, laws and other legal documents dealing with adult education and/or the qualification of adult educators. The study shows that in all three countries, there has been an increase in the political interest in adult education and training. In 1993, an act on adult education and training was accepted in Estonia and updated in 2001 (Estonian Ministry of Education and Research, 1993). Four years later, in 1997, a huge reform of the adult education and training system was carried out in Sweden, and in 2000, a reform of adult and continuing education was launched in Denmark. The main drivers for the increased focus on adult education and training in all three countries seem to be the needs of the labour market, in light of globalisation and international competition as well as the Lisbon strategy. The study also shows that in spite of the increased focus on adult education and training and its importance, through out policy papers, there seems to be a lack of interest in the quality of the provision, in terms of education and learning processes, including the qualification of adult educators in Denmark and Sweden. In Estonia, a professional qualification standard for adult educators was accepted in 2004. Except for Estonia, thus, the question of qualification of adult educators is practically absent in ongoing national, political debates with respect to adult education and training. In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities for adult educators to acquire the professional knowledge and identity as adult educators, before entering the field. In addition, adult educators, to a high degree, develop their competencies as adult educators through their work. Further, qualification requirements for teaching within adult education and training vary a lot, and are linked to the specific field of adult education. Within general adult education, in all three countries, the requirements are similar to those for teachers in primary and secondary schools with no demands on specific competences in teaching adults. Within vocationally oriented adult education and training, the situation is very similar to that within general adult education, as demands for pedagogical qualifications do not include specific competences in teaching adults. Liberal adult education in all three countries stands out as the least regulated sector in relation to required pedagogical qualifications for educators. Requirements within this sector are set by each employer. Being that an individual’s professional development is tantamount to a society’s recognition of his/her occupation as a professional one, it can be discussed whether adult educators today are considered as being part of a real profession in the three countries. Based on the study, it can be concluded, that: Adult educators are absent within the policy discourse of adult education and training. Adult educators stand on the edge of a profession. Adult educators are self-taught professionals. These issues are worth further attention within both policy and research circles

Comprehension, mapping and reporting of climate-related risks among listed firms in Sweden

We study the comprehension, mapping, and reporting of climate-related risks among firms listed on the NasdaqOMX stock exchange in Stockholm. Our study contains two parts: i) a study on the firms’ external communication through their annual reports, sustainability reports and webpages, and ii) a follow-up survey addressed to each firm’s management team. We find that firms are likely to engage in some form of mapping and reporting of climate-related risks. However, their comprehension of the nature of these risks, underlying problems, and what a climate transition implies varies across firms and industries. There are also substantial variations in the method employed to map and report climate- related risks. Our results further suggest that firms use the Task Force on Climate-related Financial Disclosures’ recommendations (TCFD) on how to map and report climate risks as a learning tool to improve their climate-risk management. However, as a voluntary initiative it is insufficient to generate substantial change. Consequently, policymakers should focus on improving firms’ comprehension of what constitutes a climate-risk, how to map such risks and how to report them. The mapping and reporting of climate-related risk may otherwise prove an inefficient tool to redirect and accelerate investments promoting a low-carbon and climate-resilient economy

Factors Influencing the Value of CPD Activities Among VET Teachers

Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students' vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts -- teaching skills, and knowledge of the teaching subjects based in the teachers' initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typically include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers' vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher's sex, and regular performance of the activity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educational background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students' vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher

Perceived Symptoms in People Living with Impaired Glucose Tolerance

The aim of the study was to identify symptoms in people with impaired glucose tolerance (IGT) and describe their experiences of living with the symptoms which they related to their condition. Twenty-one participants, from a cross-sectional population-based study, diagnosed as having IGT, were invited for an interview. The interviews were analyzed in two phases by means of a manifest and latent content analysis. The narratives included seven categories of symptoms (and more than 25 different symptoms) presented by the respondents. This study shows that symptoms such as the patient's own interpretation of different perceptions in the body must be considered, as well as signs and/or objective observations. Symptoms ought to be seen as complementary components in the health encounter and health conversation. The results of this study indicate that health professionals should increase their awareness of the balance between the implicit and the explicit bodily sensations that individuals communicate. Further studies are needed

Comparison of Otolith Microstructure of Herring Larvae and Sibling Adults Reared Under Identical Early Life Conditions

Atlantic herring (Clupea harengus) is a euryhaline species, occupying fully marine habitats (35 psu) in the North Atlantic, as well as brackish waters (<20 psu) such as in the adjacent Baltic Sea. We co-reared Atlantic purebreds and Atlantic/Baltic F1 hybrids in two salinity regimes (16 and 35 psu) in a common garden experiment for 3 years until their first maturity. This setup enabled for the first time a direct comparison between adults and their larval siblings at respective salinity regimes in terms of larval growth indicated by otolith microstructure. We validated that otolith microstructure analysis of adult otoliths is reflecting the experienced otolith growth during the larval stage. No major selection in terms of otolith growth had taken place during the juvenile stage, except for one experimental group. Surviving adult Atlantic purebreds reared at 16 psu had higher otolith growth compared to their larval stages. The validation that otolith microstructure analyses of adult herring can reliably be extracted and used to examine larval growth even after several years adds strong support for further use of such analyses. Among the parental generation, Baltic herring had a faster initial otolith growth than Atlantic herring. The growth of their laboratory-reared F1 progeny was intermediate compared to their parents. In general, larval growth of both Atlantic purebreds and Atlantic/Baltic hybrids reared in 16 psu was significantly larger than for those herring reared at 35 psu. There was no significant difference in larval growth between Atlantic purebreds and Atlantic/Baltic hybrids reared at 35 psu, but hybrid larval growth was significantly higher compared to larval growth of Atlantic purebreds at 16 psu. This was not reflected at the adult stage where purebreds were ultimately larger than hybrids (Berg et al., 2018). This indicates the influence and importance of environmental and genetic factors throughout the life of Atlantic herring, along with genetic contributions to phenotypic variability.publishedVersio

Vändpunkter - Viktiga faktorer i förändringen mot ett liv utan droger och kriminalitet

We have made a qualitative study that started from interviewees with substance abuse problems. All of the interviewees have a background as criminals and addicts and three of them have participated in twelve-step program. There is treatment that is intended to support and help addicts, but it's still not all that manage to get out of their addiction. That makes it important and interesting to find out what is causing this. Our purpose of this study was to investigate witch factors were important for recovering addicts to change their lives by turning points and how it has created a new identity-role. Suppose has also been to examine how they kept their new identity- role. We have used Erving Goffman's theatrical metaphor “The Presentation of Self in Everyday Life” to demonstrate the importance of us as individuals create us a role that becomes our identity and how it interacts with the environment. We have also used” Empowerment” to show the importance of getting help for self-help during treatment. It has become clear from the knowledge gained by the study, that our interviewees gone through a process of change as a turning point in life, a near-death experience. Through it, they have realized that life does not last forever and they have then understood attendant change was the only way out of addiction and the beginning of a new life.Sammanfattning Vi har gjort en kvalitativ studie och intervjuat individer med en tidigare missbruksproblematik och kriminellbakgrund. Alla utom en av intervjupersonerna har deltagit i ett 12-stegsprogram. Det finns hjälp att få som missbrukare genom behandling, men det är ändå inte alla som klarar av att sluta fast den hjälpen finns. Det är viktigt och intressant att undersöka varför det är så. Vårt syfte med studien har varit att undersöka vilka faktorer som ligger bakom tillfrisknandet för före detta missbrukare. Hur de lyckats förändra sina liv och skapa sig en ny identitet, roll och hur de klarat av att bibehålla den. Vi har utgått från Helen Rose Fuchs Ebaugh för att förklara den förändringsprocess våra intervjupersoner gått igenom, då de kommit till en vändpunkt i livet som har varit avgörande för deras framtid. De teorier vi använt är Erving Goffmans teatermetafår för att lyfta fram hur vi människor antar en identitet, en roll och använder oss av den då vi interagerar med vår omgivning. Empowerment valde vi för att mycket av den behandling som ges idag bygger på hjälp till självhjälp. Viktiga slutsatser vi kommit fram till är att våra intervjupersoner har genom en smärtsam upplevelse kommit till insikt att de måste förändra sig. Det har stått mellan liv och död och de har då kommit till en vändpunkt som varit nödvändig, för att de skulle gå igenom en förändringsprocess och anta en ny identitet, roll. Vi har även kommit fram till de faktorer som gör att en individ lyckas att behålla en ny identitet, roll och det genom markant förändra sitt liv i många skeenden

Evaluation of Interactive Voice Response (IVR) and postal survey in follow-up of children and adolescents discharged from psychiatric outpatient treatment: a randomized controlled trial

Systematic evaluation of child and adolescent psychiatric outpatient treatment is important but time-consuming. The aim of this paper was to study whether Interactive Voice Response (IVR) is a more effective method than a questionnaire sent by post when following up outpatient treatment in child and adolescent psychiatry. Eighty patients were recruited from a child and adolescent psychiatric outpatient unit in Sweden. One parent of each of the patients was randomized to complete the BCFPI follow-up form, using either IVR (n = 40) or postal survey (n = 40) one month after discharge. The response rate for complete answers was 65% in the IVR group and 38% in the postal survey group (p = 0.014). There was less need for reminders in the IVR group (p = 0.000). IVR is a promising and cost-effective method for evaluating evidence-based treatment in child and adolescent psychiatric care

Interactive voice response - an automated follow-up technique for adolescents discharged from acute psychiatric inpatient care : a randomised controlled trial

Follow-up methods must be easy for young people to handle. We examine Interactive Voice Response (IVR) as a method for collecting self-reported data. Sixty inpatients were recruited from a child and adolescent psychiatric emergency unit in Malmö, Sweden and called every second (N = 30) or every fourth (N = 30) day from discharge until first visit in outpatient care. A pre-recorded voice asked them to evaluate their current mood using their mobile phones. Average response rate was 91%, and 71% had a 100% response rate. Gender, age and length of inpatient treatment did not affect response rate, nor did randomisation. Boys estimated their current mood on average as 3.52 units higher than girls, CI = (2.65, 4.48). Automated IVR is a feasible method of collecting follow-up data among adolescents discharged from a psychiatric emergency unit