A Cooperative Development System for an Interactive Introductory Programming Course

We present a system for a cooperative development of computer programs that was created for the lab sessions of an introductory programming course at the University of Ljubljana, Slovenia. The system relieved the students from the tedious task of retyping programs developed by the teaching assistant and enabled them to cooperate with the teaching assistant in solving programming problems. We thus made the lab sessions more efficient and interactive and brought them closer to the spirit of active learning approaches

Book review: Platform socialism: how to reclaim our digital future from big tech by James Muldoon

In Platform Socialism: How to Reclaim our Digital Future from Big Tech, James Muldoon explores how to bring about a reorganisation of the digital economy through the social ownership of digital assets and democratic control over digital infrastructure and systems. Inspiring hope in the possibility of a socialist platform economy, this is a refreshing book that ... Continue

Book review: Platform socialism: how to reclaim our digital future from big tech by James Muldoon

In Platform Socialism: How to Reclaim our Digital Future from Big Tech, James Muldoon explores how to bring about a reorganisation of the digital economy through the social ownership of digital assets and democratic control over digital infrastructure and systems. Inspiring hope in the possibility of a socialist platform economy, this is a refreshing book that will succeed in transforming readers’ perspectives, writes Nika Mahnič. Platform Socialism: How to Reclaim our Digital Future from Big Tech. James Muldoon. Pluto Press. 2022

Scrum2Kanban: Integrating Kanban and Scrum in a University Software Engineering Capstone Course

Using university capstone courses to teach agile software development methodologies has become commonplace, as agile methods have gained support in professional software development. This usually means students are introduced to and work with the currently most popular agile methodology: Scrum. However, as the agile methods employed in the industry change and are adapted to different contexts, university courses must follow suit. A prime example of this is the Kanban method, which has recently gathered attention in the industry. In this paper, we describe a capstone course design, which adds the hands-on learning of the lean principles advocated by Kanban into a capstone project run with Scrum. This both ensures that students are aware of recent process frameworks and ideas as well as gain a more thorough overview of how agile methods can be employed in practice. We describe the details of the course and analyze the participating students' perceptions as well as our observations. We analyze the development artifacts, created by students during the course in respect to the two different development methodologies. We further present a summary of the lessons learned as well as recommendations for future similar courses. The survey conducted at the end of the course revealed an overwhelmingly positive attitude of students towards the integration of Kanban into the course

A Cooperative Development System for an Interactive Introductory Programming Course

We present a system for a cooperative development of computer programs that was created for the lab sessions of an introductory programming course at the University of Ljubljana, Slovenia. The system relieved the students from the tedious task of retyping programs developed by the teaching assistant and enabled them to cooperate with the teaching assistant in solving programming problems. We thus made the lab sessions more efficient and interactive and brought them closer to the spirit of active learning approaches

Max Dvořak and the founding of the "Ljubljana School of Art History"

France Stele, Vojeslav Mole and Izidor Cankar, who are considered the founders of Slovenian art history as a modern scientific discipline, were all students of Max Dvořak. Traces of the relationship between Dvořak and his three Slovenian students and of his influence over them can be found in different types of sources. I first focus on the preserved personal and intimate documents, their mutual correspondence and on their autobiographical and biographical texts in which we can learn a great deal about Dvořak as a person and teacher. Then I turn to the “historiographical” texts among which Stele’s texts hold a special place; in them he outlined the process of forming the “Ljubljana School of Art History” and defined the origins of its conceptual and methodological framework with one of its key foundations being the ideas of Dvořak

Ladislav Benesch o svojem spomeniškovarstvenem delu

Ladislav Benesch might raise the interest of historians either in the context of history of the Austro-Hungarian army or within the history of nineteenth-century landscape painting. However, art history has paid little attention to Benesch. The literature offers scant information on his life and work as a landscape painter, captured in short entries in various biographical and art encyclopedias. Most of these texts mention Benesch’s activity in preserving cultural heritage. In most cases, however, this information merely notes his role as a correspondent for the K. k. Zentralkommission für Erforschung und Erhaltung der Kunst-und Historische Denkmale (Austro-Hungarian Central Committee for the Study and Preservation of Artistic and Historical Monuments) and/or his activity as a collector. Benesch’s activity in cultural heritage was addressed more extensively thirty years ago by two Slovenian researchers, Grozdana Kozak and Prvenka Turk. According to them, he was engaged in various activities related to preserving cultural heritage, but without any well-defined research or any other strategy. Turk in particular introduces Benesch as an occasional or more-or-less accidental collector. She argues that the value of his work lies mainly in what he managed to collect: the artifacts, as well as the documentary information pertaining to them. By emphasizing merely this part of his activity, she largely denies him the desire, and perhaps even the capacity, to understand the subject he was engaged in his whole life. In 1913 Benesch gave a speech to members of the Gesellschaft der Kunstfreunde (Society of Friends of Art) in Vienna. His speech described how he had copied the frescoes in the old chapel of Auersperg Castle a quarter of a century earlier. This speech is still preserved in typescript. A careful reading of it and an analysis of the content, structure, and vocabulary used by the author offers valuable insight into Benesch’s understanding of his own activity in preserving cultural heritage, and can be compared to the assessment of his work formulated by the profession. In his speech, Benesch described much more than only his stay at Auersperg Castle and how he copied the frescoes in its chapel. The title theme of the speech served him merely as a broad framework for presenting his own activity in cultural heritage. Benesch did not introduce himself to his audience only as a restoration specialist whose interest was focused merely on the physical side of conserving and preserving cultural heritage objects. As his own words attest, his desire was to also understand the objects that he occupied himself with. He was aware of the value of his findings and he wanted to share them with the widest general audience. The fact remains that Benesch had no formal education in any historical discipline. However, I believe that this mere fact should not be the decisive or even exclusive criterion for evaluating his eff orts in preserving cultural heritage. What should serve as a basis for assessing his activity in cultural heritage is his understanding of the subject itself and the methods he used

Impact of gut microbiota modulation on colonization with Clostridium difficile

Bakterijo Clostridium difficile uvrščamo med najpogostejše povzročitelje okužb gastrointestinalnega trakta, pri čemer je ključen pogoj za uspešno kolonizacijo bakterije predhodno porušena črevesna mikrobiota. V okviru doktorske disertacije smo proučevali vpliv modulacije črevesne mikrobiote na kolonizacijo z bakterijo C. difficile s ciljem da identificiramo mikroorganizme ali konzorcije mikroorganizmov, ki sodelujejo v kolonizacijski odpornosti proti tej bakteriji. V populacijski študiji smo analizirali skupino hospitaliziranih bolnikov s kroničnimi vnetnimi črevesnimi boleznimi (KVČB, n = 40), saj je pri njih mikrobiota modulirana zaradi kroničnega obolenja in so posledično izpostavljena skupina za razvoj okužbe z bakterijo C. difficile. V primerjavi z ostalimi hospitaliziranimi bolniki (prva kontrolna skupina, n = 81) ter skupino zdravih prostovoljcev (druga kontrolna skupina, n = 160) smo pokazali, da je črevesna mikrobiota bolnikov s KVČB povezana z bolj izrazitimi znaki porušenja. Stopnja kolonizacije z bakterijo C. difficile se med skupinama hospitaliziranih bolnikov ni razlikovala, je pa bila značilno višja kot v zdravi populaciji. Glivna združba se ni razlikovala med koloniziranimi ter ne-koloniziranimi z bakterijo C. difficile, smo pa v povezavi s koloniziranostjo pokazali razlike v bakterijski združbi bolnikov brez KVČB. Poročamo 11 diferencialno zastopanih bakterijskih skupin, med njimi sta najbolj izrazita s kolonizacijo povezan porast predstavnikov iz rodu Enterococcus ter upad rodu Faecalibacterium. Z in vitro modulacijo črevesne mikrobiote z antibiotiki in ekstrakti polifenolov (PE) smo pokazali, da PE granatnega jabolka (mezokarp) ter PE borovnic v nasprotju s pričakovanji ne povečata kolonizacijske rezistence proti bakteriji C. difficile. Ugotovili smo, da specifični vzorci v bakterijski združbi neodvisno korelirajo z rastjo bakterije C. difficile ter aktivnostjo toksinov TcdA in TcdB, ki jih bakterija proizvaja. Uspešno smo osamili tri bakterijske izolate ter pokazali, da bakterija Clostridium sporogenes v ko-kulturi značilno zmanjša aktivnost toksinov bakterije C. difficile, medtem ko na rast bakterije ne vpliva.Infection with Clostridium difficile (CDI) is one of the most prevalent hospital acquired gastrointestinal infection. A key condition for a successful colonization with C. difficile is a disrupted gut microbiota. Here we present our research work on the effect of modulated microbiota on the colonization with C. difficile, with the main objective to identify microorganism or consortium of microorganisms that participate in the resistance against colonization with this bacterium. In the population study we analysed a group of hospitalized patients with inflammatory bowel diseases (IBD, n=40). Due to chronic inflammations they typically show signs of highly disrupted microbiota and are therefore at an elevated risk of developing CDI. Compared to other hospitalized patients (first control group, n=81) and group of healthy volunteers (second control group, n=160) they show more prominent patterns of disrupted microbiota. The rate of colonization with C. difficile did not differ between both groups of hospitalized patients, but it was significantly higher compared to the group of healthy volunteers. We did not find any patterns in fungal gut community associated to C. difficile colonization status, while on the other hand bacterial community differentiated colonized against non-colonized in the group of hospitalized patients without IBD. We report 11 differentially represented OTUs, most prominent being colonization associated increase in Enterococcus and decrease in Faecalibacterium. With an in vitro modulation of gut microbiota with polyphenolic extracts (PE) we showed, that against our expectations, neither pomegranate PE nor blueberry PE increased colonization resistance against C. difficile. We described different patterns that independently correlate with growth and activity of C. difficile toxins TcdA and TcdB. We successfully isolated three bacterial strains and showed that Clostridium sporogenes is able to reduce the activity of toxins without observable effect on the growth of C. difficile

Vidik navezanosti - pomembna komponenta v izobraževanju za medsebojne odnose v družini

Affection is one of the key emotional mechanisms, on basis of which the man forms his/her relationship between him/herself and other important people in his/her life. Different studies have shown that basic patterns of dependency, which are formed in childhood, remain present throughout people's lives and have an important influence on patterns of romantic dependencies in adults. The author in her research, which includes 83 females, who have also undertaken training about partnership relationship, establishes the connection between these women with their fathers and mothers during the period of adolescence and their level of satisfaction while married. The research reveals differences in affection in adolescence between women, who are divorced, satisfed in their.Navezanost je eden temeljnih čustvenih mehanizmov, na podlagi katerih človek oblikuje odnos do sebe in do pomembnih ljudi v svojem življenju. Raziskave so pokazale, da se temeljni vzorci navezanosti, ki se oblikujejo v otroštvu, ponavadi obdržijo skozi vse življenje in pomembno vplivajo na vzorce romantičnih navezav pri odraslih. V raziskavi je avtorica pri 83 udeleženkah izobraževanja za partnerske odnose ugotavljala povezavo med navezanostjo na očeta in mater v obdobju adolescence ter zadovoljstvom teh žensk v zakonu. Raziskava je pokazala razlike med navezanostjo v adolescenci pri ločenih, v zakonu zadovoljnih in v zakonu nezadovoljnih ženskah. Ženske, ki so bile v zakonu zadovoljne, so izkazale najvišjo raven navezanosti na mater, medtem ko so višjo navezanost na očeta večinoma dosegale v zakonu nezadovoljne in ločene ženske. Izsledki raziskave kažejo na to, da je potrebno v izobraževanje za medsebojne odnose v družini vključiti tudi vidik navezanosti

Spomin: med individualnim in kolektivnim, med tradicijo in zgodovino

Avtorji prispevkov, zbranih v tematski številki revije Ars & Humanitas, k spominu pristopajo kot k fenomenu, ki je skupen posameznikom in skupinam. Zanima jih kot proces mišljenja, umeščen v sedanjosti, ki pa hkrati bogati preteklost z izkušnjami in oblikuje prihodnost. Posebne pozornosti so deležni najrazličnejši artefakti, tako predmeti kot kraji, ki služijo kot vzpodbujevalci spominjanja na individualni ali kolektivni ravni. Preteklost, katere podobo naj bi pomagali vzpostavljati, je vezana na različne udeležence, od posameznikov, družin in strokovne skupnosti do nacije, kar se odraža v zbranih prispevkih