Good test-suites are an important tool to check the correctness of programs. They are also essential in unsupervised educational settings, like automatic grading or for students to check their solution to some programming task by themselves. For most Haskell programming tasks, one can easily provide high-quality test-suites using standard tools like QuickCheck. Unfortunately, this is no longer the case once we leave the purely functional world and enter the lands of console I/O. Nonetheless, understanding console I/O is an important part of learning Haskell, and we would like to provide students the same support as with other subject matters. The difficulty in testing console I/O programs arises from the standard tools’ lack of support for specifying intended console interactions as simple declarative properties. These interactions are however essential in order to determine whether a program behaves as desired. We describe the console interactions of a program by tracing its text input and output actions. In order to describe which traces match the intended behavior of the program under test, we present a formal specification language. The language is designed to capture interactive behavior found in commonly used textbook exercises and examples, or as much of it as possible, as well as in our own teaching, while at the same time retaining simplicity and clarity of specifications. We intentionally restrict the language, ensuring that expressed behavior is truly interactive and not simply a pure string-builder function in disguise. Based on this specification language, we build a testing framework that allows testing against specifications in an automated way. A central feature of the testing procedure is the use of a constraint solver in order to find meaningful input sequences for the program under test.

In a world grappling with escalating agrochemical pollution, this article explores the potential for shifting from a security-centric approach to a human rights-based approach to safeguard health, the environment, and biodiversity. By engaging with European Court of Human Rights jurisprudence related to environmental protection and climate change, the article critically assesses how to address state (in)action regarding pollutants such as pesticides through human rights litigation. In its analysis, the article highlights climate change litigation as a catalyst for change to assert states’ threefold obligations to respect, protect, and realize human rights. It concludes that the legal approaches developed in climate litigation – with regard to both procedural and substantive aspects – provide a strong basis for addressing the human rights impacts of agrochemical harm.

As climate change accelerates, its most devastating impacts fall on those already marginalised, deepening existing inequalities. This underscores the need for climate change education to attend not only to the scientific but also to social, cultural and ethical dimensions. Like science fiction, climate fiction (cli-fi) has often reinforced colonial, patriarchal and anthropocentric worldviews. However, some contemporary cli-fi narratives challenge these paradigms by offering alternative visions that centre climate justice and the voices of those most affected by climate change. In this paper, we examine two contemporary Australian cli-fi narratives — Merlinda Bobis’s Locust Girl and Alexis Wright’s The Swan Book — and their potential role in climate education. Integrating these cli-fi into a cross-disciplinary higher education curriculum can enrich climate change education by encouraging critical, ethical and imaginative engagement and prepare students to navigate and respond to the crisis in transformative ways. Not only do these texts critique climate inequalities but they imagine alternative ways of being, positioning characters in relational entanglements with climate, cultures and place. We conduct an ecocritical analysis, applying a critical posthumanist and ecofeminist lens, to examine how these narratives disrupt anthropocentric and patriarchal logics and advocate for relational, justice-centred approaches to climate issues. Climate change concepts that emerged from this analysis act as a guide for educators.

This article examines the paradoxical relationship between discourses of sincerity and an aesthetics of imperfection in twenty-first-century pop culture, with special attention to the Russian music scene. We focus on the career of cult musician Sergei Shnurov to address this broader question: What do present-day anxieties around sincerity tell us about pop-cultural production and consumption processes? First, we offer a genealogy of post-Soviet sincerity rhetoric. We then use this genealogy to unpack the approach to sincere expression that Shnurov and his critics and fans adopt. Two recurring artistic strategies stand out. First, Shnurov creates a sincere effect by insisting on insincerity. Second, he amplifies this ‘insincerely sincere’ rhetoric by foregrounding a visual aesthetics of imperfection. We argue that these strategies play an important role not only in Shnurov’s biography but also in a broader story: that of sincere expression as a prime concern of twenty-first-century media and popular culture.

This pilot study evaluated the effect of an online cooking intervention: Up for Cooking. Seventy-three Dutch families participated in four 1.5-hour sessions, before which they received ingredients and intervention materials. Parental questionnaires (pre-post) assessed food literacy skills (planning, selecting and making a healthy meal), knowledge and self-efficacy towards cooking and healthy eating (quantitative). Interviews assessed whether families changed their cooking behaviour at home (qualitative). A Wilcoxon Signed Rank test and inductive thematic coding were used. Thirty-nine parents completed questionnaires and eleven parents participated in interviews. Scores on food literacy items related to selecting and making a healthy meal improved significantly post-intervention. Parents’ knowledge of healthy eating and self-efficacy in cooking with their children also improved significantly. Interviews revealed an increased involvement of children in meal preparation and positive changes in family cooking behaviour. This online cooking intervention is a promising nutrition intervention, but implementation and long-term changes need further exploration.

Demonstratives and locative adverbs cross-linguistically are typically acquired relatively late, with children initially overusing proximal forms. However, these findings are largely based on research in languages with only two or three demonstratives. It is unclear whether the findings extend to languages with more complex systems. The present study examines data from Inuktitut, a language of the Inuit-Yupik-Unangan family, which has 20 demonstrative roots and 10 locative adverb roots representing six spatial distinctions. It uses data from 18 Inuktitut speakers (8–60 years) to investigate the target-like use of demonstratives/locatives and data from eight Inuktitut-speaking children (1–4 years) and their mothers to determine the acquisition trajectories of these structures. Children initially used only the proximal demonstratives/locatives, which aligns with prior research. The proportion of proximal forms out of all others decreased significantly with mean length of utterance in morphemes (MLUm), and by MLUm 2.50, children were using the full demonstrative/locative paradigm in a target-like manner. This differs from prior research and highlights the importance of language diversity in acquisition research.

Climate fiction (cli-fi) is widely assumed to have cognitive value for student and teacher understanding of climate change, often attributed to automatic mental processes based on trial and error. This study argues its cognitive value lies in systematic mental actions that transform cli-fi into school science problems for educational benefits to students and teachers. A guide, grounded in agentive activity theory, was developed to orient these actions and tested with three secondary school biology teachers. The participants worked with two excerpts from “The Ministry of the Future” by Kim Stanley Robinson and another adapted from the article “Scientists at odds over wild plans to slow melting glaciers” by Hannah Richter. Think-aloud and retrospective interviews were used. Three key stages emerged: narrative immersion in cli-fi, problem structuring and editing/correction. The findings indicate that the guide supports teachers’ agency and self-regulation during the transformation process, although there is a limitation related to teachers’ content knowledge. It is concluded that the guide enhances teachers’ control over cli-fi transformations, and the educational cognitive value of cli-fi may reside in agentive activity.

Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI’s organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI’s innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI’s approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

This paper explores the utility of conviviality thinking for archaeological theory and practice. It first situates calls for convivial analysis as a response to the excesses of late capitalism and the existential challenges of the global Anthropocene polycrisis. The paper then highlights the critical, ethical and interpretive potentials of the concept to re-think human–animal coexistence, to frame new approaches to ecological conservation and to creatively reimagine shared multispecies futures. A suite of examples from hunter-gatherer archaeology and archaeological museums is offered to illustrate how conviviality thinking helps to challenge traditional representations of the past and contributes to an engaged, post-critical approach to museum and heritage practices fostering a fruitful dialogue on the diversity of species co-living. Conviviality constitutes a powerful lens through which to integrate theory and practice and to draw on the empirical strengths of archaeology, while recognizing the need to speak to a critical moment in planetary history.

Online platforms have adopted business models enabling the proliferation of hate speech. In some extreme cases, platforms are being investigated for employing algorithms that amplify criminal hate speech such as incitement to genocide. Legislators have developed binding legal frameworks clarifying the human rights due diligence and liability regimes of these platforms to identify and prevent hate speech. Some of the key legal instruments at the European Union level include the Digital Services Act, the proposed Corporate Sustainability Due Diligence Directive and the Artificial Intelligence Act. However, these legal frameworks fail to clarify the remedial responsibilities of online platforms to redress people harmed by criminal hate speech caused or contributed to by the platforms. This article addresses this legal vacuum by proposing a comprehensive remedial responsibilities framework for online platforms which caused or contributed to criminal hate speech based on the general corporate human rights responsibilities framework.

Selective feeding by overabundant herbivores can considerably alter plant community composition and structure, often benefiting non-native species. White-tailed deer (Odocoileus virginianus) are a dominant herbivore in North America, known for their preference for native plants over unpalatable invasive species. Common buckthorn (Rhamnus cathartica L.), a widely invasive shrub, is largely avoided by deer, potentially facilitating its competitive advantage against native plants. This study investigates the interactive effects of R. cathartica invasion and deer browsing on native woody plants within a postindustrial urban forest undergoing restoration. Specifically, we employed both a long-term observational tree survey and an experimental shrub study to assess R. cathartica impacts on native trees and shrubs, and to investigate whether R. cathartica presence intensifies deer browsing. For the tree study, we surveyed 10 native tree species planted in areas with varying levels of R. cathartica invasion to assess tree health as a function of R. cathartica and canopy tree cover. For the shrub study, we examined deer and insect herbivory on five deer-resistant native shrubs with and without deer exclusion and R. cathartica removal. We found that increased R. cathartica cover correlated with reduced health in native tree species, a relationship not found between the trees and native canopy tree cover. We also found that all five planted native shrub species experienced considerable browsing, with deer and insect damage intensifying in the presence of R. cathartica. This study highlights the complex interplay between non-native plant invasions and native herbivore activity, demonstrating that R. cathartica indirectly facilitates increased deer herbivory on native species. These findings emphasize the need for integrated forest restoration strategies that address both invasive plant removal and herbivore management to support native species recovery.

Alternative disposable dinnerware treatments to per- and polyfluoroalkyl substances (PFAS) are under development. A discrete choice experiment of 1,304 U.S. consumers addressed the market’s response to bio-based alternatives. Information nudges were used to assess the impact of health and environmental information on behavior. Data were analyzed using mixed logit models. Bio-based treated plates generated premiums compared to the PFAS-treated plates. Participants exposed to either environmental or health information were willing to pay a price premium of $2.0-$2.12 for bio-based treatments. Both information nudges generated premiums for the USDA Certified Bio-based products relative to the control.

Clinical academics in psychiatry face several inequities, many of which are specific to women academics and intersectional in nature. We characterise the current state of UK academic psychiatry utilising findings of the annual Medical Schools Council clinical academic survey, and consider initiatives seeking to address gaps in supporting the career journeys of women academics.

Inclusive education, a foundation of modern educational discourse, requires progressive approaches that extend beyond cultural boundaries and promote effective, collaborative learning environments. In this systematic review, we thoroughly examine preservice teachers’ readiness for inclusive education by analysing how their attitudes, experiences, and training shape their perceptions and self-efficacy. Drawing on studies from the past two decades, we report generally positive attitudes toward inclusive practices alongside challenges such as limited practical experience, time constraints, and insufficient institutional support. In this review, we critique current tools for measuring teacher self-efficacy and call for more comprehensive, culturally responsive approaches. Findings indicate that although formal training fosters positive attitudes, its impact is maximised when combined with authentic teaching experiences. Overall, this systematic review underscores the need for an integrated teacher education strategy that bridges theory and practice, thereby equipping teachers with the skills and confidence to meet students with diverse needs.