Objects in Oz

The programming language Oz integrates the paradigms of imperative, functional and concurrent constraint programming in a computational framework of unprecedented breadth, featuring stateful programming through cells, lexically scoped higher-order programming, and explicit concurrency synchronized by logic variables. Object-oriented programming is another paradigm that provides a set of concepts useful in software practice. In this thesis we address the question how object-oriented programming can be suitably supported in Oz. As a lexically scoped higher-order language, Oz can express a wide range of object-oriented concepts. We present a simple yet expressive object system, demonstrate its usability and outline an efficient implementation. A central aspect of Oz is its support for concurrent computation. We examine the impact of concurrency on the design of an object system and explore the use of objects in concurrent programming.Die Programmiersprache Oz verbindet die Paradigmen der imperativen, funktionalen und nebenläufigen Constraint-Programmierung in einem kohärenten Berechnungsmodell. Oz unterstützt zustandsbehaftete Programmierung, Programmierung höherer Ordnung mit lexikalischer Bindung und explizite Nebenläufigkeit, die mithilfe logischer Variablen synchroniziert werden kann. In der Softwarepraxis hat sich mit der objekt-orientierten Programmierung ein weiteres Programmierparadigma etabliert. In der vorliegenden Arbeit beschäftige ich mich mit der Frage, wie objekt-orientierte Programmierung in geeigneter Weise in Oz unterstützt werden kann. Ich stelle ein einfaches und doch ausdrucksstarkes Objektsystem vor, belege seine Benutzbarkeit und umreiße seine effiziente Implementierung. Ein zentraler Aspekt der Programmiersprache Oz ist ihre Unterstützung nebenläufiger Berechnung. Infolgedessen nimmt die Untersuchung des Ein- flusses der Nebenläufigkeit auf das Design des Objektsystems einen besonderen Rang ein. Ich untersuche die Möglichkeiten, die das Objektsystem bietet, um nebenläufige objekt-orientierte Programmiertechniken auszudrücken

Controversing Datafication through Media Architectures

In this chapter, we discuss a speculative and participatory “media architecture” installation that engages people with the potential impacts of data through speculative future images of the datafied city. The installation was originally conceived as a physical combination of digital media technologies and architectural form—a “media architecture”—that was to be situated in a particular urban setting. Due to the COVID-19 pandemic, however, it was produced and tested for an online workshop. It is centered on “design frictions” (Forlano and Mathew, 2014) and processes of controversing (Baibarac-Duignan and de Lange, 2021). Instead of smoothing out tensions through “neutral” data visualizations, controversing centers on opening avenues for meaningful participation around frictions and controversies that arise from the datafication of urban life. The installation represents an instance of how processes of controversing may unfold through digital interfaces. Here, we explore its performative potential to “interface” abstract dimensions of datafication, “translate” them into collective issues of concern, and spark imagination around (un)desirable datafied urban futures

Latin American Language Poetry, Themes and Techniques: A Renewal of Poetic Discourse in Post-Millennium Authors

Latin American Language Poetry, Themes and Techniques: A Renewal of Poetic Discourse in Post-Millennium Authors provides a study of Latin American poetry with works from the second half of the 20th and first two decades of the 21st Centuries. This study analyzes the works of David Rosenmann-Taub (Chile 1927), José Kozer (Cuba 1940), and José Morales Saravia (Perú 1954) to reveal the themes and techniques they utilize as tools in their labors. On the lyrical and literary level, Latin American Language Poetry, Themes and Techniques: A Renewal of Poetic Discourse in Post-Millennium Authors provides a study of Latin American poetry with works from the second half of the 20th and first two decades of the 21st Centuries. This study analyzes the works of David Rosenmann-Taub (Chile 1927), José Kozer (Cuba 1940), and José Morales Saravia (Perú 1954) to reveal the themes and techniques they utilize as tools in their labors. On the lyrical and literary level, the investigation provides a briefing of sound, identity, and the anabatic or ascension theory in relationship with their works and post-contemporary sociocultural endeavors. Additionally, it focusses on the new approaches and paths they take within their poetic styles and the new elements and components that characterize their works. While these poets are now considered under the Neobaroque style, their approach based on the crafting and molding of language accommodates their works under the umbrella of “Post-Millenium Latin American Language Poetics.” This fact renews poetic discourse in the field. The research establishes a theoretical frame to study the themes and techniques. It also presents a descriptive approach along with a concise poetry analysis of several works by the above-mentioned authors and renders a view of their evolution and accessibility of their works

Situating Data

Taking up the challenges of the datafication of culture, as well as of the scholarship of cultural inquiry itself, this collection contributes to the critical debate about data and algorithms. How can we understand the quality and significance of current socio-technical transformations that result from datafication and algorithmization? How can we explore the changing conditions and contours for living within such new and changing frameworks? How can, or should we, think and act within, but also in response to these conditions? This collection brings together various perspectives on the datafication and algorithmization of culture from debates and disciplines within the field of cultural inquiry, specifically (new) media studies, game studies, urban studies, screen studies, and gender and postcolonial studies. It proposes conceptual and methodological directions for exploring where, when, and how data and algorithms (re)shape cultural practices, create (in)justice, and (co)produce knowledge

The significance of the field of practice ‘Learning Development’ in UK higher education

This thesis analyses Learning Development (LD), a field of practice designed to support students’ learning, and explores what this relatively new field can tell us about certain aspects of higher education in the UK. Theoretical work deriving from Foucault underpins the research. The empirical data is constructed from interviews, observation and reflexive autoethnographic sources, and the analytical thrust employs sociolinguistic tools from critical discourse analysis. The result is a case study of identity, offering unique insights into the field of LD itself and, through the ‘lens’ of LD, an original focus upon the production of relationships and their effects, as policies are enacted, within HE in the UK in the early 21st century. Although previous studies have examined the identities and practices of different university workers in terms of concepts such as ‘tribes’ and ‘territories’, and the impact of neoliberalism, this thesis takes a more relational approach. By combining a problematising theoretical framework with discourse analysis, it sheds light upon the mutual construction of relations between LDs, academics, students and university managers, as HE policy is produced, interpreted and enacted through practice at institutional levels. These insights also contribute to an understanding of the operation of ‘governmentality’ within universities. The LD lens brings into focus: i) the continuing drive towards commodification of all aspects of HE, including approaches to learning, under neoliberal economic and political conditions ii) the lack of preparation on the part of UK universities for some aspects of ‘diversity’ and the failure to fulfil the broad mission to widen participation commonly expressed by successive government policies since the 1990s iii) the persistence of traditional approaches to HE practices (particularly the privileging of ‘essayist’ literacy) iv) the tendency to limit student subject positions in respect of how HE is conceived and delivered The thesis concludes by offering some suggestions for further research and practice that may be useful for Learning Developers (LDs), academics and policy-makers in addressing these issues