<p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p> </p>

Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1623. Adviser: Luisa Franzini. Includes bibliographical references.

Wissenschaftliche Schriftenreihe, die Dissertationen der Professur Schweißtechnik beinhaltet.

Previous research on the scientific creativity of children has been limited. The most salient limitations of previous literature have been: (a) narrowness of theoretical frameworks, (b) limitedness in using a variety of science process skills, (c) ignorance of the gender differences in scientific creativity, and (d) ignorance of elementary school students. The purpose of this study was to develop and validate the Scientific Creativity Test for fifth-grade students to identify scientific creativity in those students. A related purpose was to investigate the gender differences in scientific creativity. The Scientific Creativity Test consisted of three subtests: Problems and Solutions, Grouping of Flowers, and Design an Experiment. The test was administered to 138 fifth-grade students from six different elementary schools. The reliability analysis showed that the Scientific Creativity Test had a .89 coefficient as a consistency of scores. The concurrent validity analysis indicated that the Scientific Creativity Test had medium correlations with Teachers' Ratings of students' Scientific Ability (r = .42), Science Content Knowledge (r = .42), and Scientific Creativity (r = .51). The interrater reliability of the three items rated by two independent raters [1C (designing a construction about a solution), 2D (drawing a diagram about the relationships among the groups of flowers), and 3B (drawing an experiment to develop a solution for the environmental problem)], using the Consensual Assessment Technique showed medium to high correlations. The General Linear Modeling (GLM) Repeated Measures Two-Way Analysis of Variance indicated no overall significant differences between males and females. An interaction effect, however, was found. Females performed better than males in Subtest II (Grouping of Flowers) and slightly better in Subtest III (Design an Experiment). The analysis using the independent-samples t test indicated no significant differences between females and males in the scientific creativity test except in four items: 2A (grouping flowers) Fluency, 2A Flexibility, 2A Originality, and 2A Complexity. These differences were in favor of females. The findings present support of the psychometric properties of the Scientific Creativity Test in the identification of scientific creativity in children.

Nearly all of the ways philosophers currently attempt to define the terms "representation" and "function" undermine the scientific application of those terms by rendering the scientific explanations in which they occur vacuous. Since this is unacceptable, we must develop analyses of these terms that avoid this vacuity.Robert Cummins argues in this fashion in Representations, Targets, and Attitudes. He accuses "use theories" of representational content of generating vacuous explanations, claims that nearly all current theories of representational content are use theories, and offers a non-use theory of representational content which avoids explanatory vacuity. According to this theory, representations are physically instantiated structures, and represent whatever other structures are isomorphic to them, regardless of how or whether these structures are used by some cognitive system. Unfortunately, since isomorphism is a rather weak constraint, Cummins' theory underdetermines representational content so severely that it too undermines explanatory appeals to representation. One task I undertake is to develop an alternative non-use theory which avoids this difficulty.My second task is to adapt Cummins' argument to criticize most current analyses of "function," which undermine scientific explanation in an analogous way. Though Cummins does not explicitly argue in this manner, his own analysis of "function," by avoiding any appeal to use, avoids the explanatory vacuity to which they succumb. Consequently, I endorse Cummins' notion of function, both as it appears in cognitive science, and elsewhere. However, although use theories fail as analyses of the terms "representation" and "function," I argue that they can still make significant contributions to the sciences employing these terms. For, while philosophers seeking to define "representation" and "function" must avoid incorporating representational and functional uses into their definitions, scientists must still find a way to determine which representations and functions are being used. Suitably re-construed use theories of representation and function may in many cases assist them in this task by providing principles for theory choice in the face of empirical underdetermination of facts about representational and functional use.

In this thesis the students' experiences of science classroom discussions are examined as well as the nature of their discussions and their ability to take different perspectives while working with socio-scientific issues (SSI). Student questionnaires concerning their attitudes towards school science and science in society, a paper-and-pencil test and focus group discussions have been analysed. The results show that students get to discuss during science lessons, and that they learn a lot from doing so. They also show that the SSI work has brought about a lot of discussions, to which students have a positive attitude. When investigating students' written and oral demonstrationsfewexamplesof argument-based discussions or ofperspective-taking ability were found. Based on these results I argue that in-service teacher training should be carried out, focusing how to organise SSI discussions so that they support students' development of concepts and of generic skills.

This study investigates the treatment of race biology and related subjects in Swedish schoolbooks from 1873 to 1994, with special emphasis on the “gymnasium”-level. The concept of race biology has several connotations: it is at one hand related to physical anthropology and at the other to eugenics. Like in Germany the latter was in Sweden first called “racial hygiene”. After an introduction giving the historical background the books are reviewed for their content on this matter. The conclusions drawn are as follows:<br /><br />1. During the late 19th century and early 20th century, mental, cultural and physical appearances of peoples from various parts of the world are discussed with little emphasis on the distinction between race (as a biological concept) and culture.<br /><br />2. Finns and Lapps are in early books considered as belonging to the Mongolian race. This may be understood in terms of the confusion between classification of race and language but also of at the time prevailing theories of Sweden’s racial history.<br /><br />3. Around 1930 a distinction between race, as a biological concept, and people, as a linguistic and cultural concept is pronounced. Personality characteristics are attributed to biological races.<br /><br />4. The dark-skinned African and Australian populations are treated with special disrespect, whereas the lighter-skinned Polynesians are discussed with high esteem.<br /><br />5. The teachings of the Nazi racialist H. F. K. Günther have a decisive impact on the treatment of in particular European ”races” and their mental characters on at least one author. Even the word “master-race” is used for the Nordic race. The most controversial parts of this teaching are removed in 1945.<br /><br />6. From the 1950’s onward the interest in races is diminished in books in geography, and in the biology books racism is generally condemned.<br /><br />7. Eugenics (racial hygiene) is advocated in biology books into the 1970’s, in a manner close enough to be called political propaganda. The low efficiency of sterilisation against Mendelian recessives is generally presented. The Swedish sterilisation policies at the time are presented in detail in the biology books.<br /><br />8. Traditional race classification is present still in the 1980’s, even with regard to the European “racial types”. Much attention is given to the “extreme” racial crossing between Europeans and Hottentots.<br /><br />9. In a biology book from 1967, control of the third world population explosion (in itself a theme from the 1950’s onward) is explicitly discussed in the context of eugenics.<br /><br />10. When modern in utero diagnostic methods are discussed in the 1990’s, eugenics is not concerned.

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Naturvetenskap är en viktig kunskap att besitta för alla i ett samhälle. Inte minst för att förstå och förhålla sig kritisk mot mycket av den information som vi möts av dagligen genom media. De val vi gör påverkar oss som individer både lokalt och globalt, inte bara idag utan även framåt. Trots ämnets betydelse för samhället är många elever allt mindre intresserade av naturkunskap i skolan. Deras brist på intresse för naturvetenskap har visat sig genom flera internationella studier där studieresultaten så väl som attityden gentemot ämnet försämrats. Den här systematiska litteraturstudien syftar därför till att belysa det faktum att naturkunskapsundervisningen är i behov av en förändring för att vända den här negativa trenden. Studien syftar även att undersöka hur naturkunskapsundervisningen kan utvecklas genom en relativt ny undervisningsmetod. Denna undervisningsmetod lyfter sociovetenskapliga frågor där eleverna får utreda aktuella händelser eller problem genom att angripa det inte bara naturvetenskapligt utan även bland annat etiskt och socialt. Flera forskningsresultat visar att detta är ett arbetssätt som ger positiva effekter på elevers förståelse och engagemang i ämnet. Ytterligare forskning behövs inom ämnet, särskilt med fokus på grundskolan, för att anpassa arbetsmetoden för alla åldrar.