The Others Are Too Loud! Children's Experiences and Thoughts Related to Voice, Noise, and Communication in Nordic Preschools.

Background: High noise levels affect hearing, voice use, and communication. Several studies have reported high noise levels in preschools and impaired voice quality in children. Noise and poor listening conditions impair speech comprehension in children more than in adults and even more for children with hearing or language impairment, attention deficits, or another first language.

Effects of pedagogical ideology on the perceived loudness and noise levels in preschools.

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called "Hjalli model", and in six public preschools. Noise levels were also measured in the preschools.

Bioavailability of long-chain n-3 fatty acids from enriched meals and from microencapsulated powder.

Background: Despite the potential benefits of long-chain n-3 polyunsaturated fatty acids (LC n-3 PUFAs), intake is often low because of low consumption of oily seafood. Microencapsulated fish oil powder can improve tolerance and acceptance of LC n-3 PUFAs. Bioavailability is important to achieve efficacy.

Changes in teachers' voice quality during a working day with and without electric sound amplification.

The present study investigated changes in the voice quality of teachers during a working day (a). in ordinary conditions and (b). when using electrical sound amplification while teaching.

A comparison of the occurrence and nature of vocal symptoms in two groups of Icelandic teachers.

Research suggests that teaching activities involve a high risk of developing voice disorders. The aim of this study is to examine the possible difference in the occurrence and nature of vocal symptoms in two groups of teachers-head teachers (N = 43), including both principals and assistant head teachers, and teachers of physical education (N = 43)--and to investigate the possible role of gender. The questionnaire results indicate that demands on the voice for P.