Inclusion in an age of mobility

Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at least 10 years old, well-documented and comparable to activity in universities elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic changes in the ownership, access and expectations of mobiles amongst university students and equally across UK society have suddenly propelled learning with mobiles to centre-stage as a feasible proposition but, it is now argued, only if students can bring-your-own-device. This has already catalysed discussion about authority, agency and control within university settings but the equally significant and profound implications for the inclusion agenda have not been articulated. This paper begins that process. A theoretical framework for social inclusion in this context is considered, identified and discussed. The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. These are all well-documented in academic and official sources; the paper does however also draw on the author's involvement in many of the events and initiatives. The paper raises however significant questions about this programme's meaning and direction in a world where now there is more, better, cheaper, faster, newer but different digital technology in the hands of students, potential students and everyone else than there is routinely in the educational institutions themselves. This digital technology, mobile technology, now allows learners to create, own, transform, discuss, discard, share, store and broadcast ideas, opinions, images and information, and to create and transform identities and communities. The paper argues that this epistemological revolution may mean that universities and colleges are no longer credible and authoritative gatekeepers to knowledge and its technologies and so the meaning and relevance of inclusion are much less clear. The paper proposes a new stance on inclusion.

Holocaust postmemory in contemporary anglophone children's literature

This dissertation discusses contemporary Anglophone children’s literature representing the Holocaust and it claims that, through the reading of historical novels, children can acquire a specific kind of postmemory, which I call ‘attitudinal postmemory’. The works analyzed have been written by ‘non-related’ authors, meaning writers who are not witnesses nor their descendants. Attitudinal postmemory is based on the readers’ establishment of a personal-emotional link with the Holocaust by means of narrative empathy towards the characters; it is an ‘active’ kind of memory because it will hopefully convert into an informed, respectful attitude towards peers that opposes the Nazi ideology. The dissertation is structured into two main parts. Part One provides an overview of the origins and development of Holocaust memory in Western countries. Chapter 1 introduces two major historiographical-literary debates and the following chapter discusses three main issues concerning the representation of the Holocaust (naming, the need to represent, and the ‘right to’ represent) while considering the forms and genres traditionally used and considered ‘appropriate’. Focusing on the scope of literary narratives, Chapter 3 explains how the presence of a personal-emotional link is essential to acquire Holocaust postmemory and, in particular, attitudinal postmemory. The criteria adopted with regard to the case studies are described in Chapter 4. Part Two discusses the process of interweaving historical truth with fiction and how historical fiction helps child readers acquire attitudinal postmemory. After a brief overview of the genre in Chapter 5, Chapter 6 probes how it is possible to meet the two main expectations of historical fiction while avoiding a disrespectful stance towards the Holocaust. Chapter 7 discusses the idea of empathy and some issues in the representation of Nazi evil, while Chapter 8 offers a comparative analysis of the case studies proposed, including authors from the UK, Ireland, Australia, and the USA.

Mapping socialist solidarities: SWAPO, the Namibian liberation struggle, and the Global Cold War

This thesis addresses the entanglements between the Namibian liberation struggle and the global Cold War, focusing on the socialist support provided to the South West African People Organization (SWAPO), the liberation movement that fought for the independence of the country from the South African regime. This thesis aims at analyzing three socialist models of solidarity with the SWAPO’s struggle that developed especially from the late 1970s. Combining archival sources and biographical accounts, it examines the politics of solidarity with SWAPO implemented by East Germany, Cuba, and the Italian Communist Party. The interest lies in understanding how solidarity was declined and received by internal promoters and external addressees. Thus, I explore how these three actors constructed their concept of solidarity with SWAPO according to their national and ideological contexts and how this was received by the SWAPO members who experienced it in various ways. Each socialist actor promoted solidarity with SWAPO by using varying narratives, pursuing their own objectives, and employing diverse instruments, thus carrying out different and sometimes competing visions of socialism and solidarity. On its side, SWAPO was able to take advantage from such visions, as each of them could serve its different needs in diverse ways. In providing a general overview of these three solidarity policies, this thesis has the objective of highlighting the internal pluralization of the “socialist solidarity regime” while at the same time contributing to the debate on the extent of SWAPO’s commitment to socialism during the Namibian liberation struggle. It argues that, while pragmatism has always guided SWAPO during the liberation struggle and the post-independence period, and non-alignment has always been its international stance, socialism has to some extent been a model for the revolution in Namibia, to the point that it is still influencing the SWAPO party today.

Caratterizzazione del controllo motorio tramite sensori inerziali in una popolazione di bambini con scoliosi idiopatica

Lo scopo del presente lavoro di tesi sperimentale è stato quello di caratterizzare il controllo motorio di bambini affetti da scoliosi idiopatica e di valutarne le alterazioni rispetto ad una popolazione a sviluppo tipico dello stesso range di età. La caratterizzazione è avvenuta grazie ad un approccio basato su sensori indossabili, che ha consentito di estrarre e quantificare un gruppo di metriche che includono parametri temporali del cammino, la loro variabilità e le metriche non lineari (RQA, MSE, HR). Queste ultime sono state estrapolate mediante l'elaborazione dei segnali provenienti dai sensori applicati su caviglie e tronco dei singoli soggetti. L'implementazione degli script utili è avvenuta mediante il software Matlab. I risultati suggeriscono che la scoliosi idiopatica influisca sul controllo motorio dei pazienti scoliotici e ciò si traduce in un cammino più lento, meno stabile e meno maturo, denotato da un’asimmetria temporale ma anche da un’asimmetria con pendolazione destrutturata.

Quality and Aspect based Argument Generation

Natural Language Processing has always been one of the most popular topics in Artificial Intelligence. Argument-related research in NLP, such as argument detection, argument mining and argument generation, has been popular, especially in recent years. In our daily lives, we use arguments to express ourselves. The quality of arguments heavily impacts the effectiveness of our communications with others. In professional fields, such as legislation and academic areas, arguments of good quality play an even more critical role. Therefore, argument generation with good quality is a challenging research task that is also of great importance in NLP. The aim of this work is to investigate the automatic generation of arguments with good quality, according to the given topic, stance and aspect (control codes). To achieve this goal, a module based on BERT [17] which could judge an argument's quality is constructed. This module is used to assess the quality of the generated arguments. Another module based on GPT-2 [19] is implemented to generate arguments. Stances and aspects are also used as guidance when generating arguments. After combining all these models and techniques, the ranks of the generated arguments could be acquired to evaluate the final performance. This dissertation describes the architecture and experimental setup, analyzes the results of our experimentation, and discusses future directions.