The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were later analyzed by thematic analyses, and divided into themes, sub-themes and codes. It was concluded that teachers had both positive and negative experiences from teaching online. The fact that the education could be continued from home and that the teachers had improved their teaching practices was frequently expressed in positive opinions. However, the results from the study also revealed that the teachers had mostly negative experiences in terms of the actual process of teaching online, personal feelings, and the effects on students’ English learning. Issues such as technical difficulties, teaching online being time consuming and inhibited interactions are among the negative experiences regarding online teaching. In addition, suggestions have been made on how to improve distance education and how teaching online in the future requires teachers to be educated in how to implement effective ICT tools in their online teaching. / Syftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.

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In addition to a global endurance test for the health system, the Corona pandemic triggered a tremendous social and economic crisis. Health professionals as well as politicians and business managers have to make decisions with considerable consequences under great time pressure. In this context, numerous international organizations - including Transparency International, GRECO and IACA - point out that the Corona crisis can be a breeding ground not only for conflicts of interest, but also for corruption. Even though quick decisions have to be made at present, it is clear that the strict prohibitions on corruption must be fully observed also in times of the Corona crisis. In order to avoid violations from the outset, existing compliance systems should continuously be updated and adapted to the current situation. This article begins with a description of possible forms of corruption in the health care sector that are particularly relevant in the current times of crisis. Finally, the article offers ideas for updates on the company's internal healthcare compliance system with regard to anti-corruption.

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Medical tourism, as many other industries, has suffered a big hit during the Covid pandemic. Being impacted both on the tourism and the healthcare side of the industry, it faces multiple challenges to recover. Looking at another period in time when the medical tourism industry was this heavily impacted and comparing technological advances during the respective periods, this article elaborates on how to better use digital technologies to rebuild and strengthen international patient care infrastructures. Before delving into the topic at hand I make the usual disclaimer: Due to the sensitive nature of the industry, there is not a lot of hard data available on medical tourism. Many hospitals do not record foreign patients differently than local patients, due to the specific set of laws that apply to them. Only a few medical tourism destinations collect hard data and survey medical tourists on their experience. Thus, any quantative analysis of the impact the Covid pandemic had and will have on medical tourism is strongly limited.

Due to the Covid-19 pandemic, law schools had to pivot to virtual legal education quickly. In the wake of the pandemic, scholars have eagerly written about the dos and don’ts of the virtual law classroom. Although some articles have represented the law students’ perspective and some have represented the law professor’s perspective, none have done both in an attempt to create empathy and bridge the gap between what students’ desire, and what law professors are currently providing, and what good virtual legal education requires. As such, based on several interviews with law professors and students, this Article begins by describing one online Contracts class first from the professor’s point of view and then from the student’s point of view. The professor and students’ different perceptions of the same class are then analogized to John Godfrey Saxe’s poem The Blind Men and the Elephant. Then, using the Kübler-Ross Grief Cycle as a vehicle to build empathy and understanding, this article attempts to demonstrate the similarities that exists between students and professors’ feelings about online virtual education, namely that both professors and students alike are avidly grieving a common loss: in-person, Socratic law school days of old. As such, they are both experiencing denial and anger about their situations. In keeping with one of the key strategies recommended by the Mayo Clinic for overcoming denial in grief, this article “journals” their realities and provides both the student and professor perspective in the hopes that, by doing so, it will rid the misconceptions and bridge the way for a new type of virtual legal education to be created—one that meets (and/or exceeds) both professors’ and students’ expectations.

In March 2020 the Covid-19 pandemic changed life circumstances drastically for everyone. Exactly one year ago the university had to shift from campus to the internet. This led to huge alterations in how professors lecture and how student university life takes place. After this year, it is time to evaluate the changes and put them into perspective. This means recognizing the benefits of technology to legal education instead of seeing the current situation as a replacement that disappears as soon as a return back to campus is possible.

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Survivors of complex childhood trauma (CCT) tend to develop distinctive mental health challenges later on in adulthood, which may be exacerbated by the ongoing coronavirus pandemic. CCT survivors often struggle with self-regulation, making it difficult to tolerate the distress associated with “gold-standard” trauma-processing therapies for survivors of single-incident and adult-onset trauma. Yoga can enhance self-regulation, through physical movements, breathing techniques, meditative focus, and ethical guidelines of behaviour. This dissertation encompasses the creation of a new approach for teaching yoga to trauma survivors, called TIME yoga. This approach is based on a neuropsychological understanding of the bio-psycho-social alterations that CCT survivors undergo. Chapter 1 details the methods employed in this series of dissertation studies. A randomized controlled trial (RCT) was conducted with 26 adult survivors of CCT. Mental health, emotional functioning, resilience, and cognitive functioning were assessed via subjective and objective measures at two time points (i.e., pre- and post- participation in the online yoga program or waitlist). Chapter 2 is a retrospective and cross-sectional study describing survivors’ pre-intervention psychological and cognitive functioning during the pandemic, and evaluating the impact of trauma at particular developmental stages. Regression analyses revealed particular implications of adolescent and young-childhood trauma. Chapter 3 presents a manual of TIME yoga and feasibility data from the initial RCT, supporting both feasibility and safety of the program. Chapter 4 underscores yoga-related improvements in depressive symptoms, interoceptive awareness, and executive functioning. Using both repeated-measures ANOVAs and clinically meaningful indicators of change, this study illustrates how TIME yoga effectively improved survivors’ self-regulation during the global health crisis. Future directions for program development and evaluation are discussed. / Graduate / 2023-04-11