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Mental health issues are an increasing public health problem in Sweden and the most common reason for sick leave. As many preventive measures take a reactive approach, this thesis argues for more preventive work done at an earlier stage. Even though young adults and students feel more stress than other groups, there is a lack of preventive measures for this group. To build stress-resilience in society long term, thus minimizing sick leave, this thesis suggest an enhanced focus on stress prevention for young adults and students. Umeå, with its young population, being the context. By focusing on how architecture can facilitate early stress prevention through social interaction, the thesis’ purpose is to investigate what further aspects and spatial tools could be relevant for preventing negative stress.    Combined with desk-based research, the investigative method has been the architect’s tool of talk, socially interacting with context relevant users and actors. The process included: 1) mapping of a student association, 2) informal group interviews through podcast sessions, set in different spatial contexts, 3) raising and discussing issue with a potential actor and 4) experiencing an existing preventive measure in context. During these moments, spatial aspects relevant for preventing negative stress were collected.   Complementing social interaction, the most commonly discussed aspects, with previous studies of being stress preventive, were knowledge and nature. Having established these three main themes, facilitating architectural tools could be identified.    The findings from the explorative method results in an architectural proposal including a city scale concept and a permanent building program. The city scale concept suggest a permanent-mobile building relationship for flexibility in reach and continued spatial investigations around the city enabling for further improvements. The building program suggests different levels of social interaction integrated by the stress relieving architectural tools.   This thesis finds that by integrating spatial tools facilitating social interaction, knowledge and nature, it is possible to create spatial conditions for early preventing negative stress. The thesis also provides a potential strategy for finding spatial tools answering to an issue in society.   As younger generations are more immersed in digital space, this thesis suggests future studies on the relationship between digital and physical space in relation to social interaction.

Detta är en fallstudie som studerar deltagarkulturen samt publikens gemenskap och engagemang hos Sveriges Radio Creepypodden. Syftet med studien är att skapa en djupare förståelse av deltagarkulturen som fenomen och hur detta skapar utrymme för gemenskap hos publiken genom att analysera Sveriges Radios Creepypoddens lyssnardeltagande. Målet med studien är att få en större förståelse för hur ett mediums historiska utveckling kan se ut och hur lyssnarna får delta aktivt i mediet. För studien genomfördes en intervju med Creepypoddens skapare och programledare Jack Werner samt två lyssnardeltagare. Förutom intervjuerna genomfördes även en analys av arkivdata i form av fyra olika inlägg publicerade i forumet ”Creepypodden – Eftersnack” på Facebook. Teorikapitlet behandlar begreppet mediekonvergens som ger läsaren förståelse för vad mediekonvergens betyder men även hur den appliceras i det moderna mediesamhället. Deltagarkultur lyfts även som en vässentlig aspekt i det moderna medielandskapet. Studien visar på att Creppypoddens arbete med deltagarkultur är grunden till poddens existens och att gemenskapen bland lyssnarna upplevs givande. / This is a case study that study the participant culture as well as the community and commitment among the audience at Sveriges Radio Creepypodden. The purpose of the study is to create a deeper understanding of participant culture as a phenomenon and how it creates a space for community by analyzing the listening participation of Sveriges Radios Creepypodden. The aim of the study is to gain a greater understanding of what a mediums historical development can look like and how listeners are allowed to actively participate in the medium.  An interviw with the creator of Creepypodden, Jack Werner and two listeners was conducted. In addition to the interview, an analysis of collected data from four different posts published in ”Creepypodden – Eftersnack” on Facebook has been conducted.  The theory chapter process the concept of media convergence which gives the reader an understanding of what media convergence means but also how it works in the media world. Participant culture is discussed as a central aspect in the modern media landscape. The study shows that the work Creepypodden does with participant culture is the foundation to the existence of the podcast and that the community among the listeners is perceived as rewarding.

El presente trabajo de investigación tiene como objetivo lograr su enfoque que es el de establecer una plataforma virtual que ayude a conectar a los alumnos y profesores de manera que se puedan ayudar compartiendo conocimiento entre la comunidad estudiantil y puedan adquirir los diferentes servicios que ofrecen los docentes. Asimismo, los profesores puedan encontrar en esta plataforma un trabajo estable brindado a los alumnos distinto material estudiantil como podcast y/o resúmenes y ayudarlos a que entiendan cada curso universitario mediante clases online en tiempo real y grabadas y de esta forma puedan culminar la universidad con las mejores notas. Por otro lado, respecto a la sustentación de este proyecto, hemos realizado distintos experimentos para los dos segmentos, el cuales nos estamos dirigiendo, y dentro de estos experimentos hemos realizado para la validación del problema, de nuestra solución, modelo de negocio y de compra. Por lo cual, el resultado obtenido sirve para corroborar su viabilidad en nuestra idea de negocio. Así mismo, con lo mencionado líneas arriba, el presente trabajo pone a disposición de los todos lectores para que lo puedan usar con ejemplo y referencia como idea de negocios para futuros proyectos. / The present research work aims to achieve its focus which is to establish a virtual platform that helps to connect students and teachers so that they can help each other by sharing knowledge among the student community and can acquire the different services offered by teachers. Likewise, teachers can find in this platform a stable job providing students with different student material such as podcasts and/or summaries and help them to understand each university course through online classes in real time and recorded and in this way they can finish the university with the best grades. On the other hand, regarding the substantiation of this project, we have conducted various experiments for the two segments, which we are addressing, and within these experiments we have done for the validation of the problem, our solution, business model and purchase. Therefore, the result obtained serves to corroborate the viability of our business idea. Likewise, with the above mentioned, this work makes available to all readers so that they can use it as an example and reference as a business idea for future projects. / Trabajo de investigación

The key objective of this project was to quantitatively and qualitatively assess the performance of a sentence embedding model, Universal Sentence Encoder (USE), and a word embedding model, word2vec, at the task of topic modelling. The first step in the process was data collection. The data used for the project was podcast descriptions available at Spotify, and the topics associated with them. Following this, the data was used to generate description vectors and topic vectors using the embedding models, which were then used to assign topics to descriptions. The results from this study led to the conclusion that embedding models are well suited to this task, and that overall the USE outperforms the word2vec models. / Det huvudsakliga syftet med det i denna uppsats rapporterade projektet är att kvantitativt och kvalitativt utvärdera och jämföra hur väl Universal Sentence Encoder USE, ett semantiskt vektorrum för meningar, och word2vec, ett semantiskt vektorrum för ord, fungerar för att modellera ämnesinnehåll i text. Projektet har som träningsdata använt skriftliga sammanfattningar och ämnesetiketter för podd-episoder som gjorts tillgängliga av Spotify. De skriftliga sammanfattningarna har använts för att generera både vektorer för de enskilda podd-episoderna och för de ämnen de behandlar. De båda ansatsernas vektorer har sedan utvärderats genom att de använts för att tilldela ämnen till beskrivningar ur en testmängd. Resultaten har sedan jämförts och leder både till den allmänna slutsatsen att semantiska vektorrum är väl lämpade för den här sortens uppgifter, och att USE totalt sett överträffar word2vec-modellerna.

Barn och unga som inte närvarar i skolans undervisning, anses av många som ett växande samhällsproblem. Närvaroproblem är det begrepp som vi valt för att benämna problematisk skolfrånvaro. Syftet med denna uppsats är att belysa hur närvaroproblem kan yttra sig. Uppsatsen undersöker vad som kan orsaka närvaroproblem, vilka konsekvenser det kan få för barn och unga samt hur orsakerna och konsekvenserna kan tänkas förebyggas. Detta kommer undersökas genom fenomenografi. Materialet som undersöks är tre podcastavsnitt och ett videoreportage. I uppsatsen kunde flertalet orsaker bakom skolfrånvaro återfinnas, några av de huvudsakliga var mental ohälsa, neuropsykiatriska funktionsnedsättningar och livsförändringar. De konsekvenser som hittades var bland annat förstärkt mental ohälsa, försämring av social samvaro samt svårigheter att få insatser. Några viktiga beståndsdelar som ledde till förbättrat mående och närvaro var bland annat individualiserade insatser, motiveringsarbete och små undervisningsgrupper.

This study investigates the application and implications of AI-generated content in podcast production. The research particularly explores the use of text-to-speech (TTS) systems and AI language models to simulate authentic-sounding conversations. This study analyzes listener responses to different AI-generated and human-edited podcast episodes through a series of prototypes and interviews with listeners. Findings suggest that listeners often perceive AI-generated conversations as less authentic and natural than human-made ones, especially due to issues like unnatural intonation and a lack of natural discourse markers. Despite these challenges, improvements were noted in later prototypes where manual editing was combined with AI-generated content. This highlights the potential for AI to complement human creativity in podcast production. The study concludes that for AI-generated content to achieve the desired level of authenticity, further involvement of human intuition is necessary. Future research should explore refining AI models to better simulate natural conversation flow and focus on enhancing the nuances of human-like speech. The findings also underline the potential of AI tools to revolutionize podcast production workflows. / Denna studie undersöker användningen och implikationerna av AI-genererat innehåll i podcastproduktion. Forskningen utforskar särskilt användningen av text-till-tal-system (TTS) och AI-språkmodeller för att simulera samtal som låter autentiska. Studien analyserar lyssnarreaktioner på olika AI-genererade och mänskligt redigerade poddavsnitt genom en serie prototyper och intervjuer med lyssnare. Resultaten visar att lyssnare ofta upplever AI-genererade samtal som mindre autentiska och naturliga än de som skapats av människor. Särskilt på grund av problem som onaturliga betoningar och brist på naturliga diskurspartiklar. Trots dessa utmaningar märktes förbättringar i senare prototyper där manuell redigering kombinerades med AI-genererat innehåll, vilket belyser potentialen för AI att komplettera mänsklig kreativitet i podcastproduktion. Genom forskningen dras slutsatsen att AI-genererat innehåll kräver ytterligare integration av mänsklig intuition för att uppnå önskad nivå av autenticitet. Framtida forskning bör utforska hur AI-modeller kan förfinas för att bättre simulera naturligt samtalsflöde och fokusera på att förbättra nyanserna i mänskligt tal. Resultaten understryker också potentialen hos AI-verktyg att revolutionera arbetsflödena för podcastproduktion.

The focus of this study is the humour in English spoken podcasts which is conveyed through intra-linguistic or dialectal codeswitching. The aim was to define the formal and functional patterns in creating humour in podcasts through intra-linguistic codeswitching, and to analyse how the usage of such codeswitching relates to the identities and relationships between the participants of the podcasts. The analysis was done using a sequential approach to codeswitching, applying both concepts from social identity theory and politeness theory. The results show that codeswitching may be a way to enhance the performance aspect of direct speech, that a sense of shared group identity is important for humour that involves crossing to be seen as non-face threatening, and that imitations can be seen as non-threatening if the target is a celebrity. Based on the results, the study suggests that intra-linguistic codeswitching serves different purposes within humour, whether it is a way to make an anecdote seem more dramatic and engaging to the listener, or to construct an in- versus out-group identity.

В России современное развитие национальной системы образования предъявляет новые требования к формированию личности, в том числе в процессе изучения английского языка. Это включает в себя обучение коммуникативно обоснованному и грамотному использованию языка в различных ситуациях. Актуальность исследования обусловлена необходимостью определения роли цифровых технологий, направленных на развитие коммуникативных навыков учащихся при обучении английскому языку в средней школе в условиях технологического прогресса. Цель исследования – выявление, определение и обоснование особенностей использования цифровых технологий при развитии коммуникативных навыков в ходе обучения английскому языку в средней школе. На основе разработанного алгоритма действий по организации развития коммуникативных навыков с помощью учебных подкастов и особенностей выбранной платформы “wave.video” было проведено опытно-экспериментальное обучение в классе, состоящем из 17 учеников 8 «Б» класса МАОУ Гимназия № 155 г. Екатеринбург в 2023 г. В ходе работы определено, что развитие коммуникативных навыков на уроках английского языка средствами подкастинг-технологии в средней школе будет результативным, только если при записи видеоподкастов учитываются уровень визуальной поддержки, языковое содержание и соответствие возрастным характеристикам. Представленный алгоритм действий организации работы по развитию коммуникативных навыков с помощью учебных подкастов основан на актуальных методиках обучения с использованием цифровых технологий, а также ориентирован на современный запрос. / In Russia, the modern national education system includes new demands on the personal development, including the process of learning English. This implies teaching how to use a language in a variety of different communicative situations. The relevance of the study is due to the need to determine the role of digital technologies aimed at developing students’ communication skills when teaching English in secondary school in the technological progress. The purpose of the study is to identify, define and substantiate the features of the using digital technologies in the development of communication skills while teaching English in secondary school. An experimental work was conducted among 17 students of grade 8 “B” of MAOU Gymnasium No. 155, Ekaterinburg in 2023 on the basis of the algorithm of organizing the development of communication skills with educational podcasts on the platform “wave.video”. In the course of the work, it was determined that the development of communication skills in English lessons using podcasting in secondary school will be effective only if the level of visual support, language content and compliance with age characteristics are taken into account when recording video podcasts. The presented algorithm for organizing work on developing communication skills using educational podcasts is based on current teaching methods using digital technologies.

Einleitung Studierende der Veterinärmedizin müssen neben umfangreichem theoretischem Wissen zahlreiche praktische Fertigkeiten erlernen. Da jeder Einzelne in seinem eigenen Tempo lernt, besteht ein großer Bedarf an Trainingsmöglichkeiten. Kadaver und lebende Tiere sind selten in ausreichender Menge verfügbar und lebende Tiere sind zudem aus Gründen des Tierwohls nur eingeschränkt zu verwenden. Simulationsmodelle (Modelle von Organismen / Körperteilen) können hier Abhilfe schaffen. Kommerziell erhältliche Modelle sind sehr kostenintensiv und für die Tiermedizin noch nicht flächendeckend erhältlich. Zunehmend werden selbst entwickelte low-fidelity Modelle in der Tiermedizin verwendet. Aufgrund des Mangels an publizierten Daten zu ihrem Einsatz besteht intensiver Forschungsbedarf. Ziele der Untersuchungen In dieser Arbeit sollte untersucht werden, ob einfache, selbst entwickelte Simulationsmodelle (low-fidelity Modelle) erfolgreich in der Lehre eingesetzt werden können. Dazu wurden zwei selbst entwickelte und gebaute Simulationsmodelle evaluiert (Studie 1) und ihr Einsatz in Kombination mit anderen Lehrmedien untersucht (Studie 2). Materialien und Methoden In Studie 1 wurden zwei low-fidelity Modelle zur kaninen Intubation und Katheterisierung entwickelt und evaluiert. Es wurde ein Studiendesign genutzt, das die erworbenen Fertigkeiten zweier Übungsgruppen und einer Kontrollgruppe in einer praktischen Prüfung (OSCE = objective structured clinical examination) am toten Hund vergleicht. Achtundfünfzig Studierende (4. FS) erhielten eine theoretische Einführung zur Intubation und wurden randomisiert auf drei Gruppen aufgeteilt. Gruppe 1 (high-fidelity) übte am kommerziell erhältlichen Intubation Training Manikin, Gruppe 2 (low-fidelity) am entwickelten low-fidelity Modell und die Textgruppe las einen Text, der die Intubation beim Hund beschreibt. Siebenundvierzig Studierende (10. FS) durchliefen dasselbe Studiendesign zum Thema Katheterisierung der Hündin. Sie nutzten das kommerziell erhältliche Female Urinary Catheter Training Manikin, das selbst entwickelte low-fidelity Modell und Lehrtexte. In Studie 2 wurde die Vermittlung zweier spezifischer Fertigkeiten mit Hilfe von Potcasts und Simulationstraining evaluiert. Zwei anleitende Potcasts zu Intubation und Katheterisierung und die oben beschriebenen Modelle wurden innerhalb eines crossover-Studiendesigns genutzt. In dieser Studie sind Potcasts audio-visuell aufbereitete Animationen mit Schritt für Schritt – Anleitungen und Informationen. Die erworbenen praktischen Fertigkeiten zweier Übungsgruppen, die sich in der Art der theoretischen Vorbereitung unterschieden, wurden in einer praktischen Prüfung (OSCE) am toten Hund verglichen. Ein Fragebogen erfasste das Feedback der Teilnehmer. Sechzig Studierende (2. FS) wurden randomisiert auf eine Potcast- und eine Textgruppe aufgeteilt. Die Potcastgruppe sah sich das anleitende Potcast an, die Textgruppe bereitete sich anhand eines Lehrtextes vor. Im Anschluss hatten beide Gruppen separate Übungseinheiten an den low-fidelity Modellen ohne Betreuung durch Lehrende. Ergebnisse In Studie 1 schnitten alle Übungsgruppen signifikant besser ab als die Textgruppen. Gruppe 1 (high-fidelity) und Gruppe 2 (low-fidelity) unterschieden sich weder bei der Intubation noch bei der Katheterisierung signifikant in ihren Leistungen. In Studie 2 schnitt die Potcastgruppe beim Thema Intubation signifikant besser ab als die Textgruppe, beim Thema Katheterisierung ergaben sich keine signifikanten Unterschiede. Insgesamt hatte das Simulationstraining den Studierenden Spaß gemacht, das Lernen ohne Betreuer wurde jedoch als Herausforderung empfunden. Schlussfolgerungen Es ist davon auszugehen, dass low-fidelity Modelle genauso geeignet für das Training klinischer Fertigkeiten sein können wie high-fidelity Modelle. Das Training klinischer Fertigkeiten mit Hilfe von Potcasts und low-fidelity Modellen sollte durch Betreuer ergänzt werden, anstatt als alleiniges Lehrmedium für Studierende des ersten Studienjahres Verwendung zu finden. Eigenständiges Lernen klinischer Fertigkeiten, angeleitet durch Potcasts bietet eine Möglichkeit für vertiefendes und wiederholendes Training höherer Semester. Der Einsatz von Simulationsmodellen in der veterinärmedizinischen Ausbildung wächst seit wenigen Jahren stetig. Diese Arbeit leistet einen zeitgerechten Beitrag bei der Evaluierung von Simulationstraining. / Introduction Students of veterinary medicine are expected to acquire various practical skills in addition to a wide range of theoretical knowledge. There is a strong demand for training opportunities, as every individual learns and acquires practical skills at individual pace. For reasons of animal welfare concerns and availability, live animals and cadavers cannot always be used for clinical skills training. Simulation models, which are models of organisms or body parts can be a considerable alternative for clinical skills training. Models that are commercially produced often have a high price and are not available for all skills. Self-made models are increasingly used in veterinary education. Because there is few published data regarding their use, more scientific research is required. Aims of the Investigation The objective of this study was to determine, if self-made low-fidelity models can be successfully used in veterinary medical education. For this purpose, two self-made low-fidelity models were evaluated (study 1) and their use in combination with other teaching tools was analyzed (study 2). Materials and Methods In study 1, two self-made low-fidelity models for simulation of canine intubation and canine female urinary catheterization were developed and evaluated. We used a study design that compares acquired skills of two intervention groups and one control group in a practical examination (OSCE = objective structured clinical examination). Fifty-eight second-year veterinary medicine students received a theoretical introduction to intubation and were randomly divided into three groups. Group 1 (high-fidelity) was then trained on a commercially available Intubation Training Manikin, group 2 (low-fidelity) was trained on our low-fidelity model, and the text group read a text describing intubation of the dog. Forty-seven fifth-year veterinary medicine students followed the same procedure for training urinary catheterization using the commercially available Female Urinary Catheter Training Manikin, our self-made model, and text. Outcomes were assessed in a practical examination on a cadaver using an OSCE checklist. In study 2 we evaluated the teaching of two specific clinical skills using potcasts and low-fidelity simulation training. Two instructional potcasts describing intubation and catheterization and both low-fidelity models described above were used. In our study, potcasts are audio-visual animations that provide the learner with step by step information and instruction on a clinical skill. We used a crossover study design and compared the acquired practical skills of two intervention groups after a different theoretical preparation. A survey captured the participants’ feedback. Sixty first year veterinary medicine students were randomly allocated to two groups, a potcast group and a text group. The potcast group watched a potcast while the text group read an instructional text for preparation. Then both groups had separate self-directed training sessions on low-fidelity models. Outcomes were assessed in practical examinations on a cadaver using an objective structured clinical examination (OSCE) checklist. Results In study 1 all intervention groups performed significantly better than the text groups. Group I (high-fidelity) and group II (low-fidelity) for both intubation and catheterization showed no significant differences. In study 2 the potcast group performed significantly better than the text group in study intubation but no significant differences were observed in study catheterization. Overall, participants enjoyed clinical skills training but experienced self-directed learning as challenging. Conclusion Low-fidelity models can be as effective as high-fidelity models for clinical skills training. Clinical skills training using potcasts and self-directed low-fidelity simulation training should be complemented by supervisor or peer instruction rather than used as exclusive tool for teaching first year veterinary students. We assume though, that self-directed learning instructed by our potcasts can be a valuable chance for deepening and repetitive training of higher semesters. The use of simulation models in veterinary education has been consistently increasing in the past few years. This study is an important, timely contribution to the evaluation of simulation based education.