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Balanced Scorecard methodology for strategic planning and impact measurement of corporate universities in organizations
No full textLas Universidades Corporativas ofrecen a las organizaciones la oportunidad de implementar iniciativas orientadas al desarrollo del talento, alineadas con los objetivos estratégicos de la empresa. El principal desafío radica en diseñar e implementar estas iniciativas de manera que se alineen con la estrategia organizacional y contribuyan a la solución de los problemas específicos que enfrenta la organización. La Planeación Estratégica es clave para lograrlo, ya que establece las bases y define los enfoques para asegurar la pertinencia de la Universidad Corporativa, medir su impacto y garantizar su contribución al alcance estratégico de la organización. Esta investigación presenta al Balanced Scorecard como metodología sugerida para la fase de diseño de las Universidades Corporativas, enfocada en lograr su alineación estratégica y la medición de su impacto. Para lo anterior, se realizó un ejercicio de investigación teórica de fuentes de información y casos de éxito en empresas que lo han implementado.Corporate Universities provide organizations with the opportunity to implement talent development initiatives aligned with the company's strategic objectives. The main challenge lies in designing and implementing these initiatives in a way that aligns with organizational strategy and contributes to solving the specific problems the organization faces. Strategic Planning is key to achieving this, as it lays the foundation and defines the approaches to ensure the relevance of the Corporate University, measure its impact, and guarantee its contribution to the organization's strategic goals. This research introduces the Balanced Scorecard as a suggested methodology for the design phase of Corporate Universities, focused on achieving strategic alignment and measuring their impact. To this end, a theoretical research exercise was conducted using information sources and success cases from companies that have implemented
Teresa, críese el niño: An approach to an unpublished comedy from the theatrical collection of the Royal Palace of Madrid (ms. II/462, ff. 108-142)
No full textEl presente artículo analiza una comedia inédita en cuatro jornadas custodiada en el manuscrito II/462 de la Real
Biblioteca del Palacio Real de Madrid, que constituye un valioso testimonio del teatro de finales del siglo xvi,
caracterizado por su naturaleza experimental tanto en el plano genérico como estilístico. A partir de un examen
paleográfico y textual, se estudia la posible vinculación del manuscrito con el fondo Gondomar, con el propósito
de esclarecer las circunstancias de transmisión del texto y sus distintas fases de redacción. Asimismo, se trata de
situar esta pieza en su contexto histórico-literario, mediante el análisis de la interacción de elementos de diversa
índole que configuran su acervo temático. Se plantean, además, futuras líneas de investigación relacionadas con el
estudio de la pieza.This article examines an unpublished four-act comedy preserved in manuscript II/462 of the Royal Library of the
Royal Palace of Madrid, which serves as a valuable testament to late Sixteenth-century Spanish theater, characterized
by its experimental nature in both generic and stylistic terms. Through a paleographic and textual analysis, the
study investigates the manuscript's potential connection to the Gondomar collection, aiming to shed light on the
circumstances surrounding the transmission of the text and its various stages of composition. Furthermore, the
work seeks to situate this piece within its historical and literary context, emphasizing the interplay of diverse elements
shaping its thematic repertoire. Future research directions related to the study of the play are also proposed
The "Plandemic" Emojis, Conspiracy Theories and Online Hate Micro-narratives on Twitter
No full textAlthough social science research on COVID-19 is diverse, few studies have focused specifically on emojis. Similarly, research that has paid attention to emojis from a social network analysis perspective is almost non-existent. The study is based on mixed methods and a computational approach. 5,509,549 tweets were collected from the NON-CONSPIRA-HATE Project. A subsample of 221,044 original tweets containing the strings ‘plandemia’ or ‘#plandemia’ was extracted from these. Of these, 46,318 tweets (21%) contained emojis. From here, emojis were analyzed to understand their connection with conspiracy theories and online hate micro-narratives. The analysis of the co-occurrence network of hate emojis and communities within the global network suggests that emojis are crucial for understanding the micro-narratives about the ‘plandemia’. The findings reveal the interconnections between various hate micro-narratives of emojis and conspiracy theories. Several communities of emojis were identified, generating micro-narratives about ‘The circus of the plandemic’, ‘the vaccine as a threat’, the “global anti-plandemic resistance”, and the “global anti-green-pass demonstrations”, all infused with rhetorical and sociolinguistic elements. The continuous use of rhetorical and sociolinguistic resources, such as repeating emojis within the same tweet, serves to convey conspiratorial messages about the COVID-19 pandemic and vaccines (denialist, anti-vaccine, anti-quarantine).Although social science research on COVID-19 is diverse, few studies have focused specifically on emojis. Similarly, research that has paid attention to emojis from a social network analysis perspective is almost non-existent. The study is based on mixed methods and a computational approach. 5,509,549 tweets were collected from the NON-CONSPIRA-HATE Project. A subsample of 221,044 original tweets containing the strings ‘plandemia’ or ‘#plandemia’ was extracted from these. Of these, 46,318 tweets (21%) contained emojis. From here, emojis were analyzed to understand their connection with conspiracy theories and online hate micro-narratives. The analysis of the co-occurrence network of hate emojis and communities within the global network suggests that emojis are crucial for understanding the micro-narratives about the ‘plandemia’. The findings reveal the interconnections between various hate micro-narratives of emojis and conspiracy theories. Several communities of emojis were identified, generating micro-narratives about ‘The circus of the plandemic’, ‘the vaccine as a threat’, the “global anti-plandemic resistance”, and the “global anti-green-pass demonstrations”, all infused with rhetorical and sociolinguistic elements. The continuous use of rhetorical and sociolinguistic resources, such as repeating emojis within the same tweet, serves to convey conspiratorial messages about the COVID-19 pandemic and vaccines (denialist, anti-vaccine, anti-quarantine).Aunque la investigación en ciencias sociales sobre la COVID-19 es diversa, pocos estudios se han centrado específicamente en los emojis. Del mismo modo, la investigación que ha prestado atención a los emojis desde una perspectiva de análisis de redes sociales es casi inexistente. Este estudio se basa en métodos mixtos y un enfoque computacional. Se recopilaron 5.509.549 tweets del proyecto NON-CONSPIRA-HATE. De ellos se extrajo una submuestra de 221.044 tweets originales que contenían las cadenas «plandemia» o «#plandemia». De ellos, 46.318 tweets (21%) contenían emojis. A partir de aquí, se analizaron los emojis para comprender su conexión con las teorías de la conspiración y las micronarrativas de odio en línea. El análisis de la red de co-ocurrencia de emojis de odio y comunidades dentro de la red global sugiere que los emojis son cruciales para entender las micro-narrativas sobre la «plandemia». Los resultados revelan las interconexiones entre diversas micronarrativas de odio de emojis y las teorías conspirativas. Se identificaron varias comunidades de emojis que generaban micronarrativas sobre «el circo de la plandemia», «la vacuna como amenaza», la «resistencia mundial contra la plandemia» y las «manifestaciones mundiales contra el pase verde», todas ellas impregnadas de elementos retóricos y sociolingüísticos. El uso continuo de recursos retóricos y sociolingüísticos, como la repetición de emojis dentro del mismo tuit, sirvió para transmitir mensajes conspirativos sobre la pandemia COVID-19 y las vacunas (negacionistas, antivacunas, anticuarentena).PID2021-123983OB-I00 - Teorías de la conspiración y discursos de odio en línea: Comparación de pautas en las narrativas y las redes sociales sobre COVID-19, inmigrantes, refugiados y personas LGTBI [NON-CONSPIRA-HATE!], financiado por MCIN/AEI/10.13039/501100011033/ y por ERDF/EUSociología, Trabajo Social y Salud PúblicaG.I. ESEIS, Estudios Sociales e Intervención Social (SEJ-216
Gravitational form factors of pseudoscalar mesons in a contact interaction
No full textGiven the unique role played by the gravitational form factors (GFFs) in unraveling the internal
mechanics of hadrons, we examine the GFFs of ground state pseudoscalar mesons π, ηc, ηb and the
hypothetical strangeonium ηs(ss). We adopt the coupled framework of Dyson-Schwinger and Bethe-
Salpeter equations within a contact interaction and employ a novel approach to the dressed amputated
meson-meson scattering amplitude, which makes connection with the energy-momentum tensor and
with the GFFs. The resulting GFFs fulfill the anticipated symmetry constraints. The corresponding
charge and mass radii and the D term are also computed. We show that the D term for the pseudoscalar
mesons is bounded within the ð−1;−1=3Þ range; these bounds correspond to the massless (chiral limit)
and infinitely massive cases, respectively. Considering the current interest in the GFFs, understanding
the D term of pseudoscalar mesons and their GFFs can provide an important first step for future
endeavors in the field.This work is supported by the National Natural Science Foundation of China (Grant No. 12135007), the Spanish MICINN Grant No. PID2022-140440NB-C22, and the regional Andalusian Project No. P18-FR-5057. A. B. acknowledges Coordinación de la Investigación Científica, Universidad Michoacana de San Nicolás de Hidalgo Grant No. 4.10. A. B. also wishes to thank Beatriz-Galindo support during his current stay at the University of Huelva, Huelva, Spain.Ciencias Integrada
Haemodynamic Changes in Adult Patients Transported in Emergency Medical Helicopters. A Systematic Review
No full textObjective: Patients transported by Helicopter Emergency Medical Services (HEMS) suffer a series of haemodynamic changes, mainly in terms of blood pressure, heart rate, and oxygen saturation, which worsen at different stages of the flight. The aim of this study was to identify haemodynamic changes in adult patients transported by the Helicopter Emergency Medical Service.
Methods: A systematic review of studies published between January 2013 to April 2023 was conducted following the PRISMA 2020 guidelines criteria in the Pubmed, Scopus and Web of Science electronic databases. Methodological quality was assessed using the critical appraisal tool for non-randomised studies of the Joanna Briggs Institute (JBI). The followed protocol has been registered in the International Prospective Register of Systematic Reviews (PROSPERO) with code CRD4202222355798. Two independent reviewers read and extracted the information of the studies.
Results: Eight studies were included in the review, which showed significant haemodynamic changes during transport by HEMS. All studies recorded readings at three points of the mission: pre-flight, in-flight, and post-flight. The greatest change in physiological variables is visible in oxygen saturation, during the in-flight phase, with a decrease in this value. Blood pressure mainly increased in various phases of the mission, especially in the in-flight phase. Heart rate also changed across the mission phases, mainly in the preflight and post-flight phases, increasing and decreasing during the flight.
Conclusion: Patients transported by helicopter undergo haemodynamic changes during the different stages of evacuation (pre-flight, in-flight, and post-flight). However, there is a need for further studies on helicopter transport of patients due to the paucity of publications on this topic.Sociología, Trabajo Social y Salud Públic
The metaphorical awareness and metaphorical competence within the ESP context of aeronautics students
No full textEn un contexto de inglés para propósitos específicos (ESP en inglés) en la educación superior, los estudiantes universitarios buscan reforzar sus habilidades comunicativas aprendiendo nuevos insumos en su campo con el uso de escenarios de casos reales. Parte de las estrategias de enseñanza de un segundo idioma (SLA) abarca el léxico. Sin embargo, el componente metafórico del lenguaje parece ser un tema olvidado en el currículum. Como las metáforas son omnipresentes en todos los idiomas, ya que expresan ideas complejas con sólo unas pocas palabras, el desarrollo de la conciencia y la competencia metafórica se consideran importantes en este trabajo.
En los últimos años, se ha constatado que la conciencia y la competencia metafórica son necesarias para fortalecer las habilidades comunicativas en ESP. La necesidad de hablar más de un idioma en una formación universitaria en una sociedad globalizada se ha convertido en un trampolín para que los estudiantes de una segunda lengua logren una comunicación profesional efectiva. Por un lado, áreas de trabajo especializadas como la aeronáutica, entre muchas otras, basan parcialmente la transmisión de su actuación en expresiones metafóricas como en el ejemplo The skin of an aircraft, utilizando una metáfora de partes del cuerpo. En este sentido, la falta de conciencia y competencia metafórica en ESP causa dificultades a los hablantes de L2.
Es innegable que las perspectivas cotidianas de los hablantes nativos están moldeadas por conceptos abstractos que se expresan con metáforas conceptuales, incluida la aviación como un área de profesionalización. A esto se suma que para conseguir prestigio internacional es fundamental prevenir las dificultades de comunicación e implementar el dominio del idioma de los hablantes no nativos. Por lo tanto, ya no se puede apoyar la desestimación sobre la importancia del lenguaje figurado en los programas de ESP si los futuros profesionales de cualquier campo de trabajo quieren promover sus logros en su área de especialización con pleno rigor comunicativo en ámbitos internacionales.
Hasta ahora, la exposición a casos reales refuerza la enseñanza y el aprendizaje de la conciencia y la competencia metafórica en ESP. Por lo tanto, no se lograrán mejores habilidades comunicativas sin una instrucción explícita, ya que el dominio completo del lenguaje requiere que los estudiantes comprendan que las metáforas son omnipresentes en el habla cotidiana, como en la expresión argument is war en la que se identifica un conflicto urbano con una acción militar y, por tanto, es imprescindible adquirir fluidez conceptual. Además, para desarrollar la fluidez conceptual que parece estar positivamente relacionada con el desarrollo de la competencia metafórica, se debe llevar a cabo una retención del vocabulario y sólo se producirá si se explica cabal y metodológicamente la relevancia de determinadas palabras y expresiones categorizadas como metáforas.
Con el fin de identificar posibles dificultades y áreas de mejora en la enseñanza y el aprendizaje de metáforas en el curso de ESP en aeronáutica, una investigación exhaustiva sobre el tema examinó las perspectivas de otros académicos. Basándose en los datos obtenidos de sus investigaciones, sus conclusiones afirmaron que, aunque los participantes de los experimentos utilizaron metáforas para expresar sus ideas sobre temas complejos y abstractos, el uso dado a las expresiones metafóricas no siempre fue correcto, lo que llevó a interpretaciones erróneas del mensaje e información confusa.
En este sentido, se deben desarrollar estrategias pedagógicas más efectivas y adaptadas a las necesidades de los estudiantes, para que les enseñen no solo nuevas expresiones figurativas a través del fomento de la conciencia metafórica, sino también la dinámica para adquirir habilidades cognitivas para utilizar enunciados metafóricos específicos en los contextos apropiados, es decir, competencia metafórica. Dado que la ESP se centra en las necesidades específicas de los estudiantes en campos profesionales, el programa de intervención diseñado en esta tesis gira en torno a estrategias de enseñanza de metáforas en las comunicaciones técnico-aeronáuticas.
Para ello, nuestro estudio empírico se basa en un diseño pre-post. Se administraron dos pruebas a un grupo experimental y un grupo de control de estudiantes del grado de aeronáutica para medir su conciencia y competencia metafórica en relación con las variables de comprensión y producción escrita. Los resultados arrojan luz sobre la efectividad de la implementación de un innovador programa de intervención que entrelaza una experiencia musical en el aula con una serie de ejercicios de metáfora general y tareas metafóricas relacionadas con textos aeronáuticos, además de la gamificación, donde los estudiantes deben encontrar el significado de expresiones metafóricas en un Escape Room basado en la aviación.
En este sentido, los medios musicales pueden facilitar el acercamiento de los estudiantes a las expresiones metafóricas. Debido a la exposición a canciones contemporáneas a través de canales de medios musicales, las letras de las canciones pueden servir como una herramienta lingüística para introducir metáforas en un contexto ESP y despertar la conciencia metafórica. Así, una experiencia musical abarca un análisis del discurso de las letras de canciones contemporáneas que resalta la metaforicidad de los mensajes transmitidos a través de la música. En otras palabras, las canciones funcionan como un género discursivo donde las letras se examinan dentro de su contexto para que los estudiantes no sólo puedan discriminar los elementos metafóricos de las canciones, sino también aprender su significado en un contexto específico.
Estas dinámicas para desarrollar la conciencia metafórica contribuyen a la adquisición de nuevo vocabulario que a su vez será útil para fomentar la competencia metafórica empleando las mismas expresiones aprendidas en un contexto similar, o incluso yendo un paso más allá y construyendo expresiones metafóricas noveles. Este procedimiento destaca la motivación detrás del significado que activa un mapeo mental que hace que nuestras mentes visualicen una imagen que genera un procesamiento cognitivo que ayuda a los estudiantes de un idioma extranjero (L2) a fomentar la conciencia metafórica y desarrollar la competencia metafórica.
En definitiva, la enseñanza de un segundo idioma (SLA) se basa en un triángulo que abarca la cognición, el lenguaje y la cultura, cuya reivindicación aborda vacíos educativos que ponen en riesgo el desarrollo de conciencia y competencia metafóricas si no hay instrucción de antemano. Este enfoque metafórico está ampliando los horizontes de los profesores de L2 en todo el mundo. En este sentido, cuanto más se expongan los estudiantes de ESP al lenguaje metafórico en clases de vanguardia basadas en escenarios de casos reales, en grados como la aeronáutica, más se desarrollará su conciencia metafórica, lo que conducirá a una mejora en la competencia metafórica.In an English for Specific Purposes (ESP) context in higher education, university students seek to reinforce their communicative skills by learning new inputs in their field with the use of real case scenarios. Part of the teaching and learning strategies within SLA encompasses the lexicon. However, the metaphorical component of language seems to be a forgotten subject in the curriculum. As metaphors are ubiquitous in all languages, since they express complex ideas with just a few words, the development of metaphorical awareness and metaphorical competence are deemed important in this work. In recent years, it is claimed that metaphorical awareness and metaphorical competence as necessary to strengthen communicative skills in ESP. The need to speak more than one language in a university background in a globalised society has become a steppingstone for second language learners to achieve effective professional communication. On the one hand, areas of specialised work such as aeronautics, among many others, partially base the transmission of their performance on metaphorical expressions such as the skin of an aircraft, using a body-part metaphor. In this respect, the lack of metaphorical awareness and metaphorical competence in ESP causes difficulties for L2 speakers.
Undeniably, native speakers´ daily perspectives are shaped by abstract concepts which are expressed with conceptual metaphors, including aviation as an area of professionalisation. Added to this is that to garner international prestige, it is essential to prevent communication handicaps in order to match native speakers´ language proficiency. Hence, dismissing the importance of figurative language in ESP syllabuses can no longer be supported if future professionals in any field of work intend to promote their achievements in their area of expertise with full communicative rigour in international spheres.
Hitherto, exposure to real-case scenarios bolsters the reinforcement of metaphorical awareness and competence in ESP. Thus by, enhanced communicative skills will not be achieved without explicit instruction in metaphors, as full language proficiency necessitates that learners pool their understanding that metaphors are pervasive in everyday speech, such as in the expression argument is war in which an urban conflict is identified with military action, and hence acquiring conceptual fluency is key. Moreover, in order to develop conceptual fluency which appears to be positively related to developing metaphorical competence, specific instruction should be carried out in which retention of new figurative language will only occur if methodologically the relevance of certain words and expressions categorised as metaphors are fully explained.
In order to identify possible difficulties and areas of improvement in the teaching and learning of metaphors in the ESP of aeronautics, extensive research on the subject examined the perspectives of other academics. Predicating on the data obtained from their research, their conclusions stated that even though the participants in the experiments used metaphors to express their ideas on complex and abstract topics, the usage given to the metaphorical expressions was not always correct, leading to misunderstandings and misinterpretation of the messages.
In this regard, more effective pedagogical strategies adapted to the needs of students should be developed that instruct them not only new figurative expressions through fostering metaphorical awareness, but also the dynamics to gain cognitive skills to use specific metaphorical utterances in the appropriate contexts, scilicet mastery of metaphorical competence. Given that ESP focuses on the specific needs of students in professional fields, the intervention programme designed in this thesis revolves around metaphor-teaching strategies in technical-aeronautical communications in the ESP classroom of aeronautics.
To this end, our empirical study is based on a pre-post-design. Two tests were administered to an experimental group and control group of aeronautical students to measure their metaphorical awareness and metaphorical competence in relation to the written comprehension and production variables. The results shed light on the effectiveness of the implementation of an innovative intervention programme that intertwines a musical experience in the classroom with a series of general metaphor exercises and metaphorical tasks related to aeronautical texts in addition to gamification, where the students had to solve the meaning of puzzling metaphorical expressions from an aviation-based Escape Room.
In this vein, music media can facilitate students´ approach to metaphorical expressions. Due to exposure to contemporary songs through music media channels, song lyrics can serve as a linguistic tool to introduce metaphors in an ESP context so that metaphorical awareness can be awakened. Accordingly, a musical experience encompasses a discourse analysis of the lyrics of contemporary songs that brings out the metaphoricity of the messages conveyed through music. In other words, songs function as a discursive genre where the lyrics are examined within context so that SL learners can not only discriminate the metaphorical elements of the songs, but also learn their meaning in that specific context.
These dynamics to develop metaphorical awareness contribute to absorbing new vocabulary that in turn will be useful to foster metaphorical competence by employing the same expressions learnt in a similar context, or even going a step further and constructing novel metaphorical expressions. This procedure enlightens the motivation behind meaning that activates a mental mapping which makes our minds visualise a mental image that generates cognitive processing that helps L2 learners to foster metaphorical awareness and to develop metaphorical competence.Filología Ingles
Competências em comunicação e jornalismo: uma base comum Latinoamericana
No full textEsta investigación devela las competencias comunes del componente disciplinar de los programas académicos profesionales en Comunicación o Periodismo en
América Latina en los casos de universidades de Argentina, Colombia y México. Su
relevancia radica en contribuir al diseño de herramientas, métodos e indicadores que
mejoren la calidad de la educación superior en América Latina, a partir del estudio de
los procesos de formación y evaluación por competencias. Además, proporciona pautas
para la homologación y convalidación de estudios a nivel nacional e internacional. La
metodología incluyó cinco pasos: selección de instituciones de educación superior (IES),
elección de programas académicos, identificación de competencias declaradas por los
programas, categorización de competencias en los sílabos de asignaturas disciplinares
y caracterización de competencias comunes en asignaturas disciplinares. A través de
ellos, se halló (1) la ruptura de la prevalencia de la competencia cognitiva tradicional y
(2) el diálogo entre dimensiones del profesional integral. Finalmente, se concluyó que se
requiere de una base sólida para evaluar la calidad de la formación y de la necesidad del
fomento del diálogo entre pares, el autoconocimiento y la autorregulaciónThis research revealed the common competencies of the disciplinary
component of professional academic programs in Communication and/or Journalism in Latin America: Argentina, Mexico, and Colombia cases. Its relevance lies in
contributing to the design of tools, methods and indicators that improve the quality
of higher education in Latin America, based on the study of training and evaluation
processes by competencies. In addition, it provides guidelines for the homologation and
validation of studies at a national and international level. The methodology included five
steps: 1) Selection of higher education institutions. 2) Selection of academic programs.
3) Identification of competencies declared by the programs. 4) Categorization of
competencies in the syllabi of disciplinary subjects. 5) Characterization of common
competencies in disciplinary component subjects. It was concluded:1) Break with
the prevalence of traditional cognitive competence. 2) Dialogue between dimensions
of the integral professional. It was concluded: 1) A solid basis for evaluating the
quality of education. 2) Need to promote dialogue between peers, self-knowledge and
self-regulation. Esta pesquisa revelou as competências comuns do componente disciplinar
dos programas acadêmicos profissionais em Comunicação e/ou Jornalismo na América
Latina: casos da Argentina, Colômbia e México. Sua relevância reside em contribuir
para a concepção de ferramentas, métodos e indicadores que melhorem a qualidade
do ensino superior na América Latina, com base no estudo dos processos de formação
e avaliação por competências. Além disso, fornece diretrizes para homologação e
validação de estudos em nível nacional e internacional. A metodologia incluiu cinco
etapas: 1) Seleção das instituições de ensino superior; 2) Escolha dos programas
acadêmicos; 3) Identificação das competências declaradas pelos programas; 4)
Categorização das competências nos conteúdos programáticos da componente
disciplinar; 5) Caracterização de competências comuns nas disciplinas disciplinares.
Duas descobertas: 1) Romper com a prevalência da competência cognitiva tradicional.
2) Diálogo entre dimensões do profissional integral. Em conclusão: 1) Uma base sólida
para avaliar a qualidade da formação. 2)Necessidade de promover o diálogo entre
pares, o autoconhecimento e a autorregulaçãoPedagogí
Celtíbera patria: note to a syntagma by Calderón
No full textEn este breve trabajo se analiza la presencia y el significado de la fórmula "Celtíbera patria" en dos comedias Calderón (Las armas de la hermosura y El segundo Escipión): para ello, luego de apuntar las similitudes de ambos pasajes se ofrece una explicación del sintagma desde las teorías sobre la identidad nacional coetáneas, ya que se relaciona directamente con el iberismo.This short work analyses the presence and meaning of the formula "Celtíbera patria" in two Calderón’s comedies
(Las armas de la hermosura and El segundo Escipión): for that, after tracing the similarities between both passages, an
explanation of the syntagm from the contemporary theories on national identity is given, because it is directly
connected to iberism
Perception of Artificial Intelligence: GSR Analysis and Face Detection
No full textThis study explored the perception of artificial intelligence (AI) through GSR analysis and facial expression detection across eight different video stimuli. The results indicate that one video elicited the highest cognitive engagement, while another showed significant engagement through both the frequency and intensity of responses. Certain videos displayed a lower frequency but higher intensity of responses. The Shapiro‒Wilk and Levene’s tests validated the use of ANOVA, confirming the normality and homogeneity of variances. Despite variations in mean GSR peaks per minute, ANOVA revealed no significant differences in physiological responses among the different interaction types. Gender analysis revealed similar high physiological responses to AI stimuli for both males and females, with most stimuli eliciting statistically significant GSR peaks per minute. The Affectiva AFFDEX SDK classifier analysed emotional responses, revealing that joy was predominantly higher in one video, while another elicited the most sadness. Anger and fear were nearly non-existent, and contempt varied, with one video showing the highest response. Disgust and surprise responses were generally low. These findings highlight the importance of emotional content in engaging viewers and the utility of GSR and facial expression analysis in understanding AI's impact on user perception. This research provides insights into cognitive and emotional engagement with AI-related stimuli, emphasizing the need for tailored content to enhance user interaction. The study's implications extend to marketing, education, and healthcare, where optimizing user engagement with AI can lead to improved outcomes and satisfaction.Economía Financiera, Contabilidad y Dirección de Operacione
Explorando estrategias de integración lingüística: Análisis de Programas de español para migrantes adultos a partir de recomendaciones internacionales
No full textThe article examines the relationship between the characteristics of language programs for adult migrants and
their educational effectiveness, using the OECD report
“Language Training for Adult Migrants” (OECD, 2021) as
a reference. The document provides conclusions from
the international study on teaching practices, which has
identified a series of conditions that can help governments, institutions, and program providers improve the
quality of language training aimed at this group of language learners.
A mixed-methods study conducted in ten entities in the
Community of Madrid that offer Spanish programs for
adult migrants is presented. The work included the participation of directors, academic managers, and Spanish
teachers, who were interviewed using the semi-structured interview technique, totaling 14 participants. The
main objective of the study was to evaluate whether the
practices of these entities are aligned with the OECD
(2021) recommendations, to identify achievements in
the implemented language training programs, and to
detect possible aspects that need to be adjusted in the
Spanish programs for adult migrants, in order to guarantee the users’ right to quality language training that
facilitates their integrationEl artículo examina la relación entre las características
de los programas de idiomas para migrantes adultos y
su eficacia formativa, utilizando como referencia el informe de la OCDE Language Training for Adult Migrants
(OCDE, 2021). El documento ofrece conclusiones del
estudio internacional sobre prácticas en programas de
enseñanza, que ha permitido identificar una serie de
condiciones que pueden ayudar a gobiernos, instituciones y proveedores de programas a mejorar la calidad de
la formación lingüística dirigida a este grupo de aprendientes de idiomas.
Se presenta un estudio con métodos mixtos realizado en
diez entidades en la Comunidad de Madrid que ofrecen
programas de español para migrantes adultos. El trabajo
incluyó la participación de directores, responsables académicos y profesores de español, quienes fueron entrevistados mediante la técnica de la entrevista semiestructurada, sumando un total de 14 participantes. El objetivo
principal del estudio fue evaluar si las prácticas de estas
entidades están alineadas con las recomendaciones de
la OCDE (2021), identificar logros en los programas de
formación lingüística implementados y detectar posibles
aspectos que requieran ser ajustados en los programas
de español para migrantes adultos, con el fin de garantizar el derecho de los usuarios a una formación lingüística
de calidad que facilite su integració