2,108 research outputs found
Las rutas de la publicidad en Andalucía. ANTONIO CHECA GODOY. Sevilla, Fundación José Manuel Lara, Colección Rutas Cultura les, 2005. 173 páginas
No full textObra ressenyada: Antonio CHECA GODOY, Las rutas de la publicidad en Andalucía. Sevilla: Fundación José Manuel Lara, 2005
Las rutas de la publicidad en Andalucía. ANTONIO CHECA GODOY. Sevilla, Fundación José Manuel Lara, Colección Rutas Culturales, 2005. 173 páginas
No full textObra ressenyada: Antonio CHECA GODOY, Las rutas de la publicidad en Andalucía. Sevilla: Fundación José Manuel Lara, 2005
ChatGPT-Based Learning And Reading Assistant (C-LARA): Second Report
No full textChatGPT-based Learning And Reading Assistant (C-LARA – pronounced “Clara”) is an AIbasedplatform which allows users to create multimodal texts designed to improve reading skillsin second languages. GPT-4/ChatGPT-4 is central to the project: as well as being the corelanguage processing component, it has in collaboration with a human partner developed thegreater part of the codebase.Following on from the initial progress report, released in July 2023, we focus on new workcarried out during the period August 2023 – March 2024. The platform is far more usable. CLARAis now packaged with a wizard-style interface (“Simple C-LARA”) that allows the nonexpertuser to create a complete illustrated multimodal text by entering a prompt and approvingdefault choices a few times, and the software is deployed on a fast dedicated server maintained bythe University of South Australia. Other substantial new pieces of functionality are support for“phonetic texts”, where words are automatically divided up into units associated with phoneticvalues; “reading histories”, which support the combination of several texts into a single virtualdocument; and the social network, rudimentary in the first version, which now includes supportfor friending, an update feed, and email alerts.To investigate the AI’s abilities as a language processor, we present an experiment where wecreated six texts for each of five languages, using the same prompts for each language, andevaluated the accuracy of the language processing. We also give the results when some of theexperiments were repeated five months later with a newer version of GPT-4, in the case ofEnglish revealing a dramatic reduction in error rates. A small questionnaire-based study probesusers’ subjective views of C-LARA projects they have created: in general, people are pleasedwith the results, to the extent that they are often sharing them.With regard to GPT-4/ChatGPT-4’s software engineer role, we present a breakdown of thevarious modules and functionalities, indicating the AI’s contribution. It is capable of writing thesimpler modules on its own or with minimal human assistance, and only had serious problemswith a small number of top-level functionalities, in particular “Simple C-LARA”, which directlyor indirectly involved most of the codebase.We describe initial use cases, including trialling of C-LARA in a school classroom, integratingit into the experimental CALL platform Basm, and creating multimodal texts in the Oceaniclanguages Drehu and Iaai. A short section summarises our policy on ethical issues concerningthe crediting of the AI as an author. The appendices present examples illustrating use of theSimple C-LARA and Advanced C-LARA versions of the platform, list functionalities and codefiles, and reproduce conversations with the AI about various aspects of the project
Actitudes, sentimientos y preocupaciones hacia la educación inclusiva de futuros docentes
No full textThe attitude of future teachers towards diversity and inclusive education is a key aspect for the promotion of an inclusive school that guarantees learning opportunities for all students. The objectives of this study were to describe the attitudes, sentiments and concerns towards inclusive education of future teachers based on gender and type of institution and to examine whether there are significant differences based on sociodemographic variables (gender and type of institution) and the instrument considered. For this, 632 university students from the 2nd year of the Primary Education Degree participated. An ad-hoc questionnaire was used to establish the sociodemographic variables and the Revised Scale of Sentiments, Attitudes and Concerns about Inclusive Education. The results obtained showed that, depending on the type of institution, there are significant differences around the three analysis variables. However, in relation to sex, differences have only been found for the sentiments variable. These results, although not conclusive, can be taken as a reference to design training actions that raise awareness among future teachers and offer them the necessary tools to promote and develop quality inclusive practices.La actitud de los futuros docentes hacia la diversidad y la educación inclusiva se configura como un aspecto clave para la promoción de una escuela inclusiva garante de oportunidades de aprendizaje para todo el alumnado. Los objetivos de este estudio fueron describir las actitudes, sentimientos y preocupaciones hacia la educación inclusiva de los futuros docentes en función del género y el tipo de institución y examinar si existen diferencias significativas en función de las variables sociodemográficas (género y tipo de institución) y el instrumento considerado. Para ello, participaron 632 estudiantes universitarios de 2º curso del Grado de Educación Primaria. Se utilizó un cuestionario ad-hoc para establecer las variables sociodemográficas y la Escala Revisada de Sentimientos, Actitudes y Preocupaciones sobre la Educación Inclusiva. Los resultados obtenidos mostraron que, en función del tipo de institución, existen diferencias significativas en torno a las tres variables de análisis. Sin embargo, respecto al sexo, solo se han encontrado diferencias respecto a la variable de sentimientos. Estos resultados, pese a no ser concluyentes, pueden tomarse como referente para diseñar actuaciones formativas que permitan sensibilizar a los futuros docentes y ofrecerle las herramientas necesarias para promover y desarrollar prácticas inclusivas de calidad
Letter from The Dominguez Estate Company to Mr. B. Lara, November 24, 1943
No full textInforming Mr. Lara of the change in acreage on his lease with an attached statement
las rutas de la publicidad en Andalucía
No full textANTONIO CHECA GODOYSevilla, Fundación José Manuel Lara, Colección Rutas Cultura les, 2005
Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?
No full textUnderstanding the emotional profile of students during their training, as well as associated
psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving
student performance, especially in the post-pandemic period. In this study, 798 university students
participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age
of 24.52 years ( 5.48). The following instruments were used: Wong Law Emotional Intelligence
Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES).
The objective was to determine the predictive value of self-esteem on emotional intelligence and
optimism vs. pessimism. A positive relationship between several dimensions of the instruments used
(p < 0.01) were found. Moreover, the regression model predicted an association between emotional
intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the
importance of the acquisition of emotional competences by university students is essential to obtain
higher performances
Does Lara Croft Ware Fake Polygons
No full textAn analysis of the role of gender in the 1996 video game, Tomb Raider , using multiple theoretical approaches to discuss issues of gender roles and gender identity. The author argues that prior to Tomb Raider, popular games revolved around a male protagonist, but with the introduction of Lara Croft, the gaming world has changed. The article explores the implications of the female protagonist in Tomb Raider, characterizing Lara Croft as a techno-puppet to the male-gaze, a drag queen, a dominatrix, and a powerful feminist role model. Artistic and creative game patches provide an “opportunity for feminists to influence the formation of new computer game gender configurations”
Path dependency en economías socialistas : revisando la experiencia polaca, checa y Eslovaca
No full textSeminario para optar al título de Ingeniero Comercial, Mención Ciencias EconómicasEl presente trabajo habla de la importancia del efecto “Path Dependency”, para explicar la
evolución de tres economías de Europa Oriental que durante adoptaron un régimen socialista;
Polonia, República Checa y Eslovaquia. Para ello se realiza una revisión de literatura referente a
la estructura productiva de cada una de estas economías, centrando el estudio en dos períodos
principales; socialismo y transición al sistema de mercado, segregando la estructura productiva
en tres sectores; agricultura, industria y servicios. Se encuentra que el efecto Path Depedency
ayuda a explicar la evolución de la estructura productiva de los tres países estudiados. Además,
el efecto se manifiesta en tramos de tiempo de diversa longitud; de tal forma que tanto
decisiones tomadas en períodos previos al socialismo, como durante el socialismo, tienen
influencia en el devenir actual de la economía. La conclusión anterior se ve reforzada al estudiar
la experiencia de dos países de América Latin
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