Prosthetic memory and film-induced dark tourism in the specific post-conflict context

The present postmodernist study explores how widely accessible films depicting tragic historical sites/events influence prosthetic memories and film-induced dark tourism among Western Balkan (the ‘region of memory’) young adult new-age platform users with no personal war experience. A heterogeneous list of ten internation - ally known historical films, compiled with the help of informants, was the basis for discussion in three nationally diverse focus groups (Croatian, Serbian, Bosnian- Herzegovinian) and then compared with a comparison group from a less stressed environment. The results of the content analysis with triangulation are discussed, and explaining the missing prosthetic memory, factual knowledge and film-induced dark tourism nexus among young adults in a peculiarly toxic post-conflict atmosphere. The study thus identifies historical film and dark tourism abstainers and explains deviations not pre - viously reported in studies of the above concepts, taking into account the specific social environment and age group.Predmet postmodernistične študije je identifikacije vpliva široko dostopnih filmov, ki prikazujejo tragične zgodovinske kraje/dogodke, na protetični spomin in temačni turizem med mladimi odraslimi uporabniki pretočnih platform z Zahodnega Balkana (»regija spomina«). Heterogen seznam desetih mednarodno poznanih zgodovinskih filmov je bil sestavljen s pomočjo informatorjev. To je bila je osnova za razpravo v treh nacionalno raznolikih fokusnih skupinah (hrvaški, srbski, bosansko-hercegovski) in nato primerjan s primerjalno skupino iz manj stresnega okolja. Obravnavani so rezultati analize vsebine s triangulacijo, ki pojasnjujejo zanemarljivo povezavo protetičnega spomina, dejanskega znanja s filmskega temačnega turizma med mladimi odraslimi v posebej toksični post-konfliktni atmosferi. Študija tako identificira mlade, ki ne gledajo zgodovinskih filmov in niso aktivni udeleženci temnega turizma. O tem prej ni bilo poročano v študijah zgornjih konceptov, ob upoštevanju specifičnega družbenega okolja in starostne skupine

Linear colorings of graphs

Motivated by algorithmic applications, Kun, O’Brien, Pilipczuk, and Sullivan introduced the parameter linear chromatic number as a relaxation of treedepth and proved that the two parameters are polynomially related. They conjectured that treedepth could be bounded from above by twice the linear chromatic number. In this paper we investigate the properties of linear chromatic number and provide improved bounds in several graph classes.Motivirani z algoritmičnimi aplikacijami so Kun, O’Brien, Pilipczuk in Sullivan uvedli parameter linearno kromatično število kot relaksacijo drevesne globine in dokazali, da sta ta dva parametra polinomsko povezana. Postavili so domnevo, da je drevesno globino mogoče navzgor omejiti z dvakratnikom linearnega kromatičnega števila. V članku raziskujemo lastnosti linearnega kromatičnega števila in podamo izboljšane meje za več razredov grafov

Excluding an induced wheel minor in graphs without large induced stars

We study a conjecture due to Dallard, Krnc, Kwon, Milanič, Munaro, Štorgel, and Wiederrecht stating that for any positive integer d and any planar graph H, the class of all K_{1,d}-free graphs without H as an induced minor has bounded tree-independence number. A k-wheel is the graph obtained from a cycle of length k by adding a vertex adjacent to all vertices of the cycle. We show that the conjecture of Dallard et al. is true when H is a k-wheel for any k at least 3. Our proof uses a generalization of the concept of brambles to tree-independence number. As a consequence of our main result, several important NP-hard problems such as Maximum Independent Set are tractable on K_{1,d}-free graphs without large induced wheel minors. Moreover, for fixed d and k, we provide a polynomial-time algorithm that, given a K_{1,d}-free graph G as input, finds an induced minor model of a k-wheel in G if one exists.V prispevku preučujemo domnevo Dallarda, Krnca, Kwona, Milaniča, Munara, Štorgla in Wiederrechta, ki trdi, da ima za poljubno pozitivno celo število d in poljuben ravninski graf H razred vseh grafov brez inducirane zvezde K_{1,d} in brez induciranega minorja izomorfnega grafu H omejeno drevesno neodvisnostno število. Za celo število k vsaj 3 je k-kolo graf, ki ga dobimo iz cikla dolžine k z dodajanjem točke, ki sosednja vsem točkam cikla. Pokažemo, da domneva Dallarda idr. velja za primer, ko je H k-kolo za poljubno celo število k vsaj 3. Naš dokaz uporablja posplošitev koncepta trnjevja (ang. bramble) na drevesno neodvisnostno število. Posledica našega glavnega rezultata je, da je več pomembnih NP-težkih problemov, kot je največja neodvisna množica, polinomsko rešljivih na grafih brez inducirane fiksne zvezde in brez induciranih minorjev, izomorfnih nekemu fiksnemu kolesu. Poleg tega za fiksna d in k razvijemo polinomski algoritem, ki ob danem vhodnem grafu G brez inducirane zvezde K_{1,d} poišče model induciranega minorja za k-kolo v grafu G, če ta obstaja

How to prevent technological issues and maximise technologies acceptance by users before implementing large-scale pilots

Background In the context of an ageing population, technological and digital solutions are increasingly emerging in the market to facilitate active and healthy ageing. However, several factors can hinder the acceptance of the solutions by the users. Indeed, during the development of digital solutions, future users are generally involved only when a Large-Scale Pilot is set up. It implies around 1 year and more than 100 people involved and it costs money. Moreover, if technical problems appear during the using of the solutions, the acceptance of it is sub-optimal or even degraded. Methods This paper presents the pre-validation approach developed and executed within the Pharaon European project to pre-evaluate digital solutions before to put in place the planned Large-Scale Pilots (LSP). 1 This pre-validation was defined as a Small-Scale Pilot involving a minimum of 5 users per type (e.g. older adults, caregivers, health professional) during a short period of time (2-hour sessions with users). The process was composed of different steps: 1/ pre-validation of individual technologies2/ pre-validation of technologies integration in each pilot platform3/ pre-validation of new technologies coming from the Pharaon Open Call. Moreover, 2 types of pre-validation were conducted at the same time: 1/ technological2/ willingness to use the digital solutions. A common protocol was delivered to all pilot sites, 2 questionnaires were used for collecting quantitative and qualitative results and the open platform Gitlab was used to report the technical issues. Results The pre-validation was conducted over 6 months in 6 pilot sites with more than 200 users and allowed to highlight 109 technical issues and mixed results concerning the acceptance of using technologies. The qualitative part of the results allowed to notice the needed improvements before setting up the LSP

Experiential and Collaborative Approach to Teaching Italian as an L2 for a Sustainable Future Society

V pričujočem članku predstavljamo izkustveni in sodelovalni pristop poučevanja italijanščine kot J2, ki ga izvajamo pri pouku J2 v osnovni šoli s slovenskim učnim jezikom na narodno mešanem območju slovenske Istre. Izhajamo iz predpostavke, da neformalno poučevanje drugega jezika na šoli poteka tudi na hodniku, ko učenec svojo »maestro« pozdravi v italijanščini. Poudarek je na rabi jezika v procesu poučevanja. V uvodu smo pregledali učni načrt ter dokument Dodatek k SEJU, ki narekujeta izvajanje pouka italijanščine kot J2 v osnovnih šolah s slovenskim učnim jezikom na dvojezičnem območju. Raziskave potrjujejo, da so »jezikovni in kognitivni procesi učenja drugega jezika pri mlajših otrocih večinoma podobni procesom prvega jezika« (Brown, 2000, str. 75). V razredu, kjer učitelj sproščeno poučuje v ciljnem jeziku, učenec razvije zmožnost posnemanja ter avtonomije uporabe istega jezikovnega koda. Pri takem pristopu smo v 5. razredu zaznali večji spontani jezikovni odziv v drugem jeziku kot v skupinah, kjer učitelj uporablja klasično slovnično-prevajalsko metodo. Podatke za raziskavo smo zbirali v slovenskih osnovnih šolah na dvojezičnem območju slovenske Istre. Da bi ugotovili razlike v jezikovnih zmožnostih v italijanščini, so učenci ob začetku in koncu šolskega leta pisali test ter sodelovali v intervjuju. Za analizo podatkov je bila ključnega pomena učiteljeva raba jezika pri pouku. V eksperimentalno skupino (ES) smo vključili oddelke, kjer je učitelj uporabljal pretežno italijanščino, v kontrolno skupino (KS) pa oddelke, kjer je učitelj uporabljal pretežno slovenščino. V raziskavi smo opravili kvantitativno in kvalitativno analizo pridobljenih podatkov. Z ugotovitvami spodbujamo učitelje italijanščine kot J2 k aktivni rabi ciljnega jezika pri pouku ter vključitev učencev v avtentično dvojezično okolje.In the present article, we present an experiential and collaborative approach to teaching Italian as a second language (L2), which we implement in L2 classes in a primary school with Slovene as the language of instruction in the ethnically mixed area of Slovene Istria. We start from the assumption that informal second language teaching also takes place in the school corridor, for example when a pupil greets their maestro in Italian. The focus is on the use of the language within the teaching process. In the introduction, we reviewed the curriculum and the CEFR (Companion Volume), which prescribes the implementation of Italian as an L2 in primary schools with Slovene as the language of instruction in bilingual areas. We outlined the key guidelines underpinning the described experiential and collaborative approach. Research confirms that ‘the linguistic and cognitive processes of learning a second language in young children are largely similar to those of the first language’ (Brown, 2000, p. 75). In a classroom where the teacher teaches in a relaxed manner in the target language, the student develops the ability to imitate and the autonomy to use the same language code. With such an approach, we detected a greater spontaneous linguistic response in the second language in the 5th grade than in groups where the teacher uses the classical grammar-translation method. Data for the study were collected in Slovenian primary schools in the bilingual area of Slovenian Istria. In order to determine differences in language abilities in Italian, students wrote a test at the beginning and end of the school year and participated in an interview. The actual use of the language being taught was of key importance for data analysis. The experimental group (EG) included classes where the teacher predominantly used Italian, and the control group (CG) included classes where the teacher predominantly used Slovenian. The research conducted a quantitative and qualitative analysis of the data obtained. The findings encourage teachers of Italian as a second language to actively use the target language in their lessons and to include students in an authentic bilingual environment