162,936 research outputs found
[Report to Chief J. E. Curry, by an unknown author #1]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
[Report to Chief J. E. Curry, by an unknown author #2]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
Escritura, memoria y translanguaging en las obras de Raquel Cepeda y Sonia Sotomayor
No full textAlthough the term translanguaging emerged from the field of
pedagogy, its use has more recently gone beyond a purely educational
focus to include uses in literature. The purpose of this
work is to investigate in what ways the study of stylistic text analysis
can include the concept of translanguaging. Through the
analysis of the works of Raquel Cépeda and Sonia Sotomayor
— of Dominican and Puerto Rican heritage, respectively — we
analyze the change in meaning of code-switching, traditionally
attributed to a named language. The result is an hispanounidense
literature that finds its deepest meaning in transculturation and
manifests itself through translanguaging. In the case of the present
study, we propose «the ways in which bilinguals use their
complex semiotic repertoire to act, to know, and to be» (García
& Li Wei, 2014, p. 137) as the translanguaging of memory
Ag2 and Ag3 Clusters: Synthesis, Characterization, and Interaction with DNA
No full textSubnanometric samples, containing exclusively Ag2 and Ag3 clusters, were synthesized for the first time by kinetic control using an electrochemical technique without the use of surfactants or capping agents. By combination of thermodynamic and kinetic measurements and theoretical calculations, we show herein that Ag3 clusters interact with DNA through intercalation, inducing significant structural distortion to the DNA. The lifetime of Ag3 clusters in the intercalated position is two to three orders of magnitude longer than for classical organic intercalators, such as ethidium bromide or proflavine.Fil: Buceta, David. Universidad de Santiago de Compostela; EspañaFil: Busto, Natalia. Universidad de Burgos; EspañaFil: Barone, Giampaolo. Università di Palermo; ItaliaFil: Leal, José M.. Universidad de Burgos; EspañaFil: Domínguez, Fernando. Universidad de Santiago de Compostela; EspañaFil: Giovanetti, Lisandro Jose. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico la Plata. Instituto de Investigaciones Fisicoquímicas Teóricas y Aplicadas; Argentina. Universidad Nacional de la Plata; ArgentinaFil: Requejo, Felix Gregorio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico la Plata. Instituto de Investigaciones Fisicoquímicas Teóricas y Aplicadas; Argentina. Universidad Nacional de la Plata; ArgentinaFil: García, Begoña. Universidad de Burgos; EspañaFil: López-Quintela, M. Arturo. Universidad de Santiago de Compostela; Españ
Murder on the mountain: author talk with Peter J. Wosh
No full textAuthor talk by Peter J. Wosh on May 5th, 2022, on his book, "Murder on the Mountain: crime, passion, and punishment in gilded age New Jersey.
Mr. Melvin J. Collier, RWWL AUC, June 2011
No full textThis video is a conversation with Mr. Melvin J. Collier. Mr. Collier talks about his book, "From Mississippi to Africa: A Journey of Discovery". Daniel Le, AUC Woodruff Library, is the interviewer
Design, implementation, and evaluation of a chatbot to enhance inclusive learning through universal design for learning in university students
No full textThis study was conducted within the framework of Research Project XSAN002310 “Chatbot for student support and formative assessment. Analysis, Design, Implementation” funded by Universidad Europea de Madrid and Banco Santander.
Referencias bibliográficas:
• Baltazar, C. (2023). Herramientas de IA aplicables a la educación. Technology Rain Journal, 2(2), e15-e15.
• Benito-Sánchez, P. (2022). Hábitos en el uso de los asistentes virtuales de voz entre la población de personas con discapacidad visual. RED Visual: Revista Especializada en Discapacidad Visual, 80, 71-82. https://doi.org/10.53094/UQBX7021
• Burgstahler, S. (2015). Universal Design in Higher Education: Promising Practices. DO-IT. University of Washington. https://www.washington.edu/doit/sites/default/files/atoms/files/Universal%20Design%20in%20Higher%20Education_Promising%20Practices.pdf
• CAST (2018). Universal Design for Learning Guidelines, version 2.2. http://udlguidelines.cast.org
• Cruz, O. D. C., Mariño, G. A., Tejada, J. B., & More, O. A. R. (2021). La usabilidad percibida de los chatbots sobre la atención al cliente en las organizaciones: una revisión de la literatura. Interfases, 14, 184-204.
• Elizondo, C. (2023). Retos y oportunidades de la LOMLOE para la educación inclusiva. Dosier Graó, 8, 5.
• Gauna-Ferraz, R. A., Vital Ferraz, V. M., Morosetti Ferreira, C. C., Vaz Paiva, J., & Carneiro Sarturi, R. (2024). El buen uso de las tecnologías y la inteligencia artificial en la educación: investigación y prácticas educativas. In Libro de resúmenes de trabajos a IRED’23. III Conferencia internacional de investigación y V Jornadas de investigación e innovación educativa.
• Jiménez-García, E., Orenes-Martínez, N., & López-Fraile, L. A. (2024). Rueda de la pedagogía para la inteligencia artificial: adaptación de la rueda de Carrington. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 87-113. https://doi.org/10.5944/ried.27.1.37622
• Kuhail, M.A., Alturki, N., Alramlawi, S. & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973-1018. https://doi.org/10.1007/s10639-022-11177-3
• Mateos, J. E. G. (2023). El ABC de los chatbots en la educación: una aproximación. Revista Cubana de Educación Superior, 42(1), 462-482.
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST.
• Okonkwo, C.W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033
• Pack, A., & Maloney, J. (2023). Using generative artificial intelligence for language education research: Insights from using OpenAI’s ChatGPT. TESOL Quarterly. https://doi.org/10.1002/tesq.3253
• Redondo-Duarte, S., Martínez-Requejo, S., Jiménez-García, E., & Ruiz-Lázaro, J. (2024). The potential of educational chatbots for the support and formative assessment of students. In Ibrahim, M., Aydoğmuş, M., & Tükel, Y. (Ed.). New Trends and Promising Directions in Modern Education (pp. 113-148). Palet Yayinlari.
• Redondo-Duarte, S., Ruiz-Lázaro, J., Jiménez-García, E. & Martínez-Requejo, S. (2024). Didactic Strategies for the Use of AI in the Classroom in Higher Education. En Arinushkina, A. A. (Ed.), Integration Strategies of Generative AI in Higher Education, 113-148. IGI Global. https://doi.org/10.4018/979-8-3693-5518-3.ch002
• Ruiz-Lázaro, J., Jiménez-García, E. y Huetos-Domínguez, M. (2024). Revisión sistemática sobre el uso de la tecnología en educación y el compromiso de los estudiantes en la última década. Campus Virtuales, 14(1), 139-152. https://doi.org/10.54988/cv.2025.1.1318
• Shahmoradi, L., Changizi, V., Mehraeen, E., Bashiri, A., Jannat, B., & Hosseini, M. (2018). The challenges of e-learning system: Higher educational institutions perspective. Journal of Education and Health Promotion, 7(116), 1-6. https://doi.org/10.4103/jehp.jehp_39_18
• Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning, 3(2), 258-262. https://doi.org/10.1515/jccall-2023-0008
• Villavicencio, O. E. C., Ordóñez, M. P. Z., Pardo, M. R. V., & Ramón, R. A. R. (2021). Comparativa de tendencias de desarrollo de software móvil. 3c TIC: Cuadernos de Desarrollo Aplicados a las TIC, 10(1), 123-147.
• Yeo, M. A. (2023). Academic integrity in the age of artificial intelligence (AI) authoring apps. TESOL Journal. https://doi.org/10.1002/tesj.716
• Wang, J., Hwang, G. H., & Chang, C. Y. (2021). Directions of the 100 most cited chatbot-related human behavior research: A review of academic publications. Computers and Education: Artificial Intelligence, 2, 100023.
• Wu, R., & Yu, Z. (2023). Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis. British Journal of Educational Technology. https://doi.org/10.1109/ACCESS.2020.2988252
• Zorrilla-Puerto, J., Lores-Gómez, B., Martínez-Requejo, S. y Ruiz-Lázaro, J. (2023). El papel de la robótica en educación infantil: revisión sistemática para el desarrollo de habilidades. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 15, 188-194. https://doi.org/10.6018/riite.586601Currently, there are various artificial intelligence tools, such as natural language processors, which are used to enhance teaching and learning processes. In this context, the use of virtual assistants is becoming increasingly common in higher education institutions. This study addresses the design, implementation, and evaluation of a chatbot designed to improve inclusive learning in university students. This artificial intelligence-based system was implemented with undergraduate and postgraduate students in the field of education at Universidad Europea de Madrid. To achieve this, an exploratory and descriptive study with a mixed-methods approach was conducted. A self-perception questionnaire was used as a research instrument to evaluate usability, accuracy, interaction, utility, and satisfaction criteria, along with gathering qualitative feedback. The results revealed highly positive student evaluations of the chatbot, consistently surpassing average ratings of 4.2 out of 5. Furthermore, the correlation between satisfaction with the chatbot and other questions regarding usability, accuracy, interaction, and utility showed direct and significant correlations in all cases. In conclusion, this virtual and conversational assistant proves to be a valuable practice in future chatbot designs for enhancing inclusive learning based on Universal Design for Learning.Banco SantanderUniversidad Europea de MadridDepto. de Estudios EducativosFac. de EducaciónTRUEpu
A Tripartite Post-Recession Rebalancing
No full textIn this latest Advance & Rutgers Report, entitled “A Tripartite Post-Recession Rebalancing,” Dean James W. Hughes and Professor Joseph J. Seneca deliver an incisive assessment of the current market conditions and obstacles in the path of our economic recovery. They offer a statistical cautionary tale that the private and public sector need to hear and acknowledge in order for the economy to make continued progress.This report was published as Issue Paper Number 7, November 2011, in Advance & Rutgers Report
Evidence for the decay B0→J/ψω and measurement of the relative branching fractions of meson decays to J/ψη and J/ψη′
No full textFirst evidence of the B 0 → J / ψ ω decay is found and the B s 0 → J / ψ η and B s 0 → J / ψ η ′ decays are studied using a dataset corresponding to an integrated luminosity of 1.0 fb -1 collected by the LHCb experiment in proton-proton collisions at a centre-of-mass energy of sqrt(s) = 7 TeV. The branching fractions of these decays are measured relative to that of the B 0 → J / ψ ρ 0 decay:frac(B (B 0 → J / ψ ω), B (B 0 → J / ψ ρ 0)) = 0.89 ± 0.19 (stat) - 0.13 + 0.07 (syst),frac(B (B s 0 → J / ψ η), B (B 0 → J / ψ ρ 0)) = 14.0 ± 1.2 (stat) - 1.5 + 1.1 (syst) - 1.0 + 1.1 (frac(f d, f s)),frac(B (B s 0 → J / ψ η ′), B (B 0 → J / ψ ρ 0)) = 12.7 ± 1.1 (stat) - 1.3 + 0.5 (syst) - 0.9 + 1.0 (frac(f d, f s)), where the last uncertainty is due to the knowledge of f d / f s, the ratio of b-quark hadronization factors that accounts for the different production rate of B 0 and B s 0 mesons. The ratio of the branching fractions of B s 0 → J / ψ η ′ and B s 0 → J / ψ η decays is measured to befrac(B (B s 0 → J / ψ η ′), B (B s 0 → J / ψ η)) = 0.90 ± 0.09 (stat) - 0.02 + 0.06 (syst)
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