Human rights and children’s rights in worldview education in Finland

In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.

Teaching Maths within a Transmedia Learning Approach. What Is It and How Sustainable Can It Be?

This article addresses the concept of transmedia learning proposed by Jenkins from the perspective of the teaching–learning of mathematics and the sustainability of this type of processes. To this purpose, a scoping review of the literature has been carried out on the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases. The research process started with a total of 42 scientific documents, and after the corresponding selection process, a total of 14 documents were obtained. From the analysis of the selected documents, it was found that the teaching–learning transmedia learning processes in mathematics tend to be simple and aimed at a very young audience (usually children). Furthermore, most of them are aligned with the United Nations Sustainable Development Goal 4 concept of quality education. However, if sustainability is analysed from a more environmental perspective, none of them make explicit mention of it, although they tend to make responsible use of material resources.

The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?

Already in primary school in Sweden, English is one of several language subjects within a larger curriculum. Despite this, the curricular space for the English subject to leverage and contribute to plurilingual competence has hitherto received little attention. This study centres on the construction of the primary English subject in the 2011 (revised 2018) curriculum, also in relation to other language syllabi, using the concept of ‘voice as perspective on topic’ (Linell, 2009) to analyse ideologies that are salient, backgrounded, and absent in the English syllabus and those transcending language syllabi boundaries. Findings show that different voices are salient in the English subject in years 1–3 and 4–6, constructing an oral-based and fun subject contra an increasingly academic and communicatively-focused subject respectively. Monoglossic ideologies in English language teaching are challenged insofar as English is not positioned as a language belonging to specific nations or speakers. However, there exists no explicit space for plurilingual competence in assessment, where instead pupils’ monolingual performances are assessed. In addition, unlike other language syllabi, the English syllabus contains no explicit mention of multilingual awareness-raising of languages in the learners’ repertoire, thereby limiting explicit space for plurilingualism. Nevertheless, across the language syllabi, a functional view of language is salient, where communicative strategies, language form for functionally justified ends, and text genres form part of the core content of the education. This creates implicit spaces for teaching and learning in the English subject to leverage and contribute to developing underlying functional linguistic proficiency (see Cummins, 2000, 2007).

Amerindian Wayúu Legacy and Garciamarquezian Literary Fable

García Márquez is the only novelist of the so-called Latin American Boom whose origins lie in the rural world. Does this bear on his personal upbringing, and does it project onto his literary fabulation/storytelling? This article attempts to reply in the affirmative to these questions, recognizing the intercultural and regional context whence the author comes and carrying out a perspectivist reading that will compare the highly frequent images of the supernatural in his stories and novels to the hierophantic images of Wayúu-Amerindian narrative tradition—to which the domestic servants who accompanied his childhood in the home of his maternal grandparents in Aracataca belonged. Among the author’s narratives, the first explicit mention of the Wayúu people (the Guajiros) occurs in “Monologue of Isabel Watching It Rain in Macondo.” And his intercultural childhood, which can be read as an autobiographical trait, is noticeable in the character Ulises’s heteroglossia in “Eréndira,” in the Buendía children in One Hundred Years of Solitude, and in Sierva María in Of Love and Other Demons. The article argues that the intercultural childhood of the novelist is the source of the co-presence of the natural and the supernatural as unfolded in these writings, which had Colombian culture and history almost as their exclusive subjects. To this innovative reinvention of the Colombian nation, the article attributes two larger cultural consequences: first, the subversion of national literary tradition, and second, the change in Colombia’s self-image brought about by its reception.

Exploring presentations of sustainability by US synthetic biology companies

The field of synthetic biology is increasingly being positioned as a key driver of a more sustainable, bio-based economy, and has seen rapid industry growth over the past 15 years. In this paper we undertake an exploratory investigation of the relationship between sustainability and synthetic biology, identifying and analyzing sustainability-related language on the public websites of 24, US-based synthetic biology companies. We observe that sustainability is a visible part of the self-presentation of the nascent synthetic biology industry, explicitly mentioned by 18 of the 24 companies. The dominant framing of sustainability on these company websites emphasizes environmental gains and “free-market” approaches to sustainability, with little explicit mention of social dimensions of sustainability such as access, justice or intergenerational equity. Furthermore, the model of sustainability presented focuses on incremental transition towards environmental sustainability through direct substitution of products and processes using bioengineered alternatives (n = 16 companies), with no change in societal consumption or policy frameworks required in order to see sustainability gains. One-third of the companies analyzed (n = 8) mention “nature” on their websites, variously framing it as a resource to be managed or as a source of inspiration; whether the latter signals a potentially more complex relationship with nature than advanced free-market models of sustainability remains to be seen. As the synthetic biology industry begins to grow in size and visibility, we suggest this is an opportune time for the community to engage in explicit deliberation about its approach to sustainability.

Porous Flow with Diffuse Interfaces

This chapter presents a model developed by the author, in publications dated from 2002 to 2016, on flow in porous media assuming diffuse interfaces. It contains five sections. Section 1 is an Introduction, tracing the origin of the diffuse interface formalism. Section 1 also presents the traditional compositional model, pointing out its emphasis on phases and questioning the concept of relative permeabilities. Section 2 presents the mass, momentum, and energy balance equations, for a multicomponent continuous fluid, in their most general form, at the pore level. The existence of constitutive equations with phase-inducing terms is mentioned, but the equations are not introduced at this level, and phases are not an explicit concern. Section 3 is about the averaging of the pore level equations inside a region containing many pores. There is no explicit mention of phases and therefore not of relative permeabilities. Section 4 is the technical basis from which the constitutive equations of the model arise, and it is shown that many models can exist. Section 5 introduces constitutive equations and presents a minimal model for multicomponent, multiphase, and thermal flow in neutrally wetting porous media, i.e., a model with a minimal amount of phenomenological parameters.

Depicting emotions for a male or for a female audience: Do children adapt the content of their drawings to the audience gender?

When depicting emotions, children have been shown to alter the content of their drawings (e.g., number and types of expressive cues) depending on the characteristics of the audience (i.e., age, familiarity, and authority). However, no study has yet investigated the influence of the audience gender on children’s depiction of emotions in their drawings. This study examined whether drawing for a male versus for a female audience have an impact on the number and type of emotional information children use to depict sadness, anger, and fear. Children aged 7 ( N = 92) and 9 ( N = 126) were asked to draw a figure and then to produce three drawings of a person, to depict three emotions (sadness, anger, fear). Children were randomly assigned to one of the three conditions: they were instructed either to draw with no explicit mention of an audience (control condition) or to draw so that the depicted emotion would be recognized by a male (male audience condition) or by a female (female audience condition). A content analysis was conducted on children’s drawings, revealing the use of seven types of graphic cues for each emotion. We found numerous differences between the three conditions relative to the type of cues used by children to depict emotions, particularly for anger and fear and particularly at the age of 7. Overall, children used facial cues more frequently for a female audience and contextual cues more frequently for a male audience. These results are discussed in terms of their implications in clinical, educational, and therapeutic settings.

Contrary to Expectations: Does Context Influence the Processing Cost Associated with Negation?

Negative sentences are hard to process when they are presented out of context. When embedded in a context of plausible denial their processing difficulty decreases or is completely eliminated. We investigated in six behavioral experiments whether the processing of negation is eased in a denial context triggered by discourse markers (e.g. Contrary to expectations, John has/hasn’t eaten the soup). In order to investigate the necessary conditions for a context of plausible denial to reduce the processing cost of negation, we contrasted the processing of affirmative and negative sentences in minimal and extended denial and non-denial contexts (represented by either no context or a different type of context). We expected significantly longer response times (RTs) for negative sentences in comparison with affirmation in non-denial contexts and similar RTs for affirmative and negative sentences in denial contexts. The results from a sensibility judgement task (Experiment 1 and 2) and from a self-paced reading paradigm (Experiment 3 and 4) showed two robust main effects of context and polarity but no significant interaction between the two factors, suggesting that the processing of negative sentences was not facilitated in a context of minimal denial triggered solely by discourse markers. However, when the discourse markers were replaced with the explicit mention of the expectation to be denied and longer narratives used, the processing difficulty was eliminated specifically in the denial contexts (Experiment 5). Furthermore, when the discourse markers were used in longer narratives, a facilitation effect was also found (Experiment 6). All in all, the present findings suggest that, although negative sentences are felicitous in a context of plausible denial, the interplay of pragmatic factors like relevance or informativity is decisive in easing their processing difficulty.

DETECTING BAD DESIGN AND BIAS FROM PATENTS

The representation of the product use context is a well established design practice in Engineering Design. Recently, design theory is studying the product interaction involving several cognitive aspects such as the possible conditions in which a wrong interaction occurs. The aim of this paper is to find a quantitative evidence of the causes of these misuses. In particular, this study focuses on the detection of bad design and biases.In this paper, we propose a method that helps to the automatic detection of bad design and biases from patents. The method is based on an approach that defines syntactic rules to detect sentences containing these artifacts. These rules are defined based on an exploratory analysis of the explicit mention of “bad design” and “bias” and then, tested with multiple experiments on a sample of patents. The results give a first quantitative evidence of the presence of bad design and biases in patents and consequently of their importance in the design theory. In particular, it is provided a fine grain analysis of the linguistic structure of sentences containing these artifacts helping designers in detecting automatically them from patents.

Finns det kvinnliga astronauter?

Are There Any Female Astronauts? On Gender-Inclusive Translation of Non-Fiction Books for Children This article deals with gender-inclusive translation of information books for children. Translation solutions drawn from three non-fiction books translated from French to Swedish by different translators are discussed in terms of gender neutrality and inclusion. Analysis reveals that, although the Swedish translations are comparatively free in relation to the original texts, the translators differ in their tendency to make use of gender-inclusive translation strategies, such as employing gender-neutral occupational terms, avoiding masculine generic forms, reformulating gender-biased passages, representing parenthood as more equal and making women visible in the translation by the explicit mention of female experiences and characters. While emphasizing the importance of being attentive to gender issues in information books for young children, it is argued that gender-neutralising interventions can be made in translations of this text type without putting the overall purpose of the book at risk.