1,720,960 research outputs found
La competencia intercultural en el aula de inglés como elemento motivador para el alumnado
Get PDFEste trabajo se centra en la enseñanza de la cultura en el aula de inglés como
elemento motivador para el alumnado y en el desarrollo de la competencia intercultural de los
discentes con el fin de dar respuesta a las necesidades de la sociedad en un mundo globalizado.
Por ello, se analizará los conceptos de cultura, competencia intercultural y motivación, así como
su relación con el aprendizaje de una lengua extranjera. Asimismo, se estudiará y recogerá algunas
de las aportaciones de la neuroeducación y su aplicación en la enseñanza del inglés para proponer
una experiencia educativa que motive al alumnado y favorezca su aprendizaje. Finalmente se
diseñará una propuesta didáctica para Educación Primaria que trabajará la cultura y la competencia
intercultural mediante el descubrimiento de distintos países anglófonos y que aplicará los
principios de la neuroeducación para crear una experiencia enriquecedora y motivadora.Aquest treball se centra en l’ensenyament de la cultura a l’aula d’anglés com a
element motivador per l’alumnat i en el desenvolupament de la competència intercultural dels
discents amb la finalitat de donar resposta a les necessitats de la societat a un món globalitzat.
D’aquesta manera, s’analitzara els conceptes de cultura, competència intercultural i motivació, així
com la seua relació amb l’aprenentatge d’una llengua estrangera. Tanmateix, s’estudiarà i
recopilara algunes de les aportacions de la neuroeducació i la seua aplicació en l’ensenyament de
l’anglés per proposar una experiència educativa que motive a l’alumnat i afavorisca el seu
aprenentatge. Finalment, es dissenyarà una proposta didàctica per a Educació Primària que
treballarà la cultura i la competència intercultural mitjançant el descobriment de diversos països
anglòfons i que aplicarà els principis de la neuroeducació per crear una experiència d’aprenentatge
enriquidora i motivadora.This paper focuses on the teaching of Culture in the English Classroom to
motivate the students and on the development of the Intercultural Competence in the learners to
satisfy the society’s needs in a globalised world. Therefore, it will analyse the concepts of Culture,
Intercultural Competence and Motivation, as well as its relationship with Second Language
Learning. Moreover, it will study and collect some of the Neuroeducation contributions to design
an educational experience which motivates the students and favours their learning. Finally, a
didactical proposal will be developed for Primary Education. This one will teach Culture and will
develop the Intercultural Competence through the discovery of several English-Speaking countries
and it will apply the Neuroeducation principles to create an enriching and motivational learning
experience.Educació
Making copyright management agile : challenges and opportunities in audiovisual translation and media accessibility for a new digital era
Get PDFDigital interactive accessibility services must enable human interaction with the media content beyond consumption, ensuring that people can perceive, understand, navigate, and interact with the content and contribute to it. All these new types of interactions are also a field of study in audiovisual translation (AVT) and media accessibility (MA), as translation is a form of human-computer interaction (HCI) (O'Brien, Translation Spaces 1:101-122, 2012). Therefore, the role of technology in AVT/MA is a key aspect not only in the process of creation, but also for distribution, delivery, and consumption. This tendency is expected to grow in the coming years as "technology is also the basis of tools to translate or adapt content and tools to consume content" (Matamala in Accessibilitat i traducció audiovisual, 2019). The progressive transition from Web 2.0 to Web 3.0, with the irruption of recent technologies such as blockchain and artificial intelligence (AI), is opening up innovative forms of communication and interaction for users in the digital world. Yet, challenges in relation to intellectual property rights (IPR) management in AVT/MA remain a major concern (Orero et al., 2023; Serrat-Roozen & Oncins, 2023). The following chapter presents the results of a series of focus groups held with professionals and researchers from the different fields of the AVT and MA in the frame of the European project MediaVerse. This three-year project was aimed at designing and testing a framework to allow professionals and laymen to publish multimedia content that may be easily shared. Results presented highlight user's needs and expectations from AVT/MA professionals in relation to copyright management, through the use of blockchain technology to protect and recognise IPR for professionals in these fields
Accesibilidad audiovisual en la web: subtitulación en el Parlamento Europeo
Get PDFThis study highlights the importance of accessibility in our current information society, particularly on the Internet. Therefore, we will analyse compliance with the requirements for accessibility to audiovisual content, established by the Web Content Accessibility Guidelines (WCAG) 2.0, on the online television channel EuroparlTV. Furthermore, we will trace the inherent link between web and audiovisual accessibility and describe the subtitles generated by translation professionals in the institutional sphere – in this case, at the European Parliament. To achieve our objective and conduct a systematic and exhaustive study of different aspects of subtitling, we have created and analysed the EMPAC Corpus (EuroparlTV Multimedia Parallel Corpus), which collates the English and Spanish subtitles of the videos broadcast on EuroparlTV between 2009 and 2017.El presente trabajo pone de relevancia la importancia de la accesibilidad en la sociedad de la información actual, en concreto, en Internet, por lo que analizaremos el cumplimiento de los requisitos de accesibilidad a los contenidos audiovisuales establecidos por las Pautas de Accesibilidad al Contenido Web (WCAG) 2.0 en el canal de televisión online EuroparlTV. Asimismo, trazaremos el vínculo inherente entre la accesibilidad web y la audiovisual y describiremos los subtítulos generados por profesionales de la traducción en el ámbito institucional, concretamente en el Parlamento Europeo. Para llevar a cabo nuestro objetivo y poder realizar el estudio sistemático y exhaustivo de distintos aspectos propios de la subtitulación, hemos creado y analizado el Corpus EMPAC (EuroparlTV Multimedia Parallel Corpus) que reúne los subtítulos en inglés y en español de los vídeos emitidos en EuroparlTV entre 2009 y 2017
Audiovisual accessibility on the web: subtitling in the European Parliament
Get PDFEl presente trabajo pone de relevancia la importancia de la accesibilidad en la sociedad de la información actual, en concreto, en Internet, por lo que analizaremos el cumplimiento de los requisitos de accesibilidad a los contenidos audiovisuales establecidos por las Pautas de Accesibilidad al Contenido Web (WCAG) 2.0 en el canal de televisión online EuroparlTV. Asimismo, trazaremos el vínculo inherente entre la accesibilidad web y la audiovisual y describiremos los subtítulos generados por profesionales de la traducción en el ámbito institucional, concretamente en el Parlamento Europeo. Para llevar a cabo nuestro objetivo y poder realizar el estudio sistemático y exhaustivo de distintos aspectos propios de la subtitulación, hemos creado y analizado el Corpus EMPAC (EuroparlTV Multimedia Parallel Corpus) que reúne los subtítulos en inglés y en español de los vídeos emitidos en EuroparlTV entre 2009 y 2017.This study highlights the importance of accessibility in our current information society, particularly on the Internet. Therefore, we will analyse compliance with the requirements for accessibility to audiovisual content, established by the Web Content Accessibility Guidelines (WCAG) 2.0, on the online television channel EuroparlTV. Furthermore, we will trace the inherent link between web and audiovisual accessibility and describe the subtitles generated by translation professionals in the institutional sphere – in this case, at the European Parliament. To achieve our objective and conduct a systematic and exhaustive study of different aspects of subtitling, we have created and analysed the EMPAC Corpus (EuroparlTV Multimedia Parallel Corpus), which collates the English and Spanish subtitles of the videos broadcast on EuroparlTV between 2009 and 2017
Análisis descriptivo de la accesibilidad a los contenidos audiovisuales de webs del Parlamento Europeo
Get PDFEsta tesis estudia, por una parte, la traducción audiovisual en el contexto institucional y por otra, analiza el cumplimiento de los requisitos de accesibilidad de los contenidos audiovisuales establecidos por las Pautas de accesibilidad al contenido web (WCAG) 2.0.
Nuestro objetivo principal ha sido el de describir, en un entorno multilingüe como es el de la Unión Europea, las normas que se manifiestan en torno a varios aspectos esenciales de la subtitulación (número de caracteres, tiempo de permanencia en pantalla, segmentación de los subtítulos, etc.). De hecho, nuestro estudio conlleva el análisis empírico de un corpus representativo (corpus EMPAC) desde un enfoque descriptivo en el que damos prioridad al texto meta. El concepto de norma, es decir, las regularidades de comportamiento traductor que apreciamos de forma sistemática en los textos, nos permite describir cómo se subtitula en el seno de la Unión Europea, concretamente en el Parlamento Europeo, y también nos permite analizar la evolución histórica de las normas (técnicas) de subtitulación en el canal de televisión online EuroparlTV.This thesis studies audiovisual translation in the institutional context and analyses how successfully the audiovisual contents fulfil the accessibility requirements established by the guidelines for accessibility to web content (WCAG 2.0).
Our main objective is to describe the observable rules relating to several essential aspects of subtitling (number of characters, time spent on screen, segmentation of subtitles, etc.) in a multilingual environment such as the European Union. Our study involves using a descriptive approach to conduct an empirical analysis of a representative corpus(EMPAC corpus) , wherein we prioritise the target text. The concept of norm - i.e., the regularities in translator behaviour to be found systematically in the texts - allows us to describe how subtitling is conducted within the European Union, specifically in the European Parliament, and also enables us to analyse the historical evolution of the norms (techniques) of subtitling in the online television channel EuroparlTV.Programa de Doctorat en Llengües Aplicades, Literatura i Traducci
Diálogo e Competências Essenciais para Alcançar uma Sociedade Plural e Sustentável
No full textIn February 2022, the European Commission published recommendation CM/Rec (2022)1 on the key role of education in shaping responsible societies. This recommendation is aligned with target 4.7, which addresses the promotion of sustainable lifestyles and the development of the key competences that learners need to acquire in order to actively participate in democratic societies.
This article explores some of the tools and frameworks developed by the Council of Europe that can serve as guides to realising the targets of SDG 4: Quality Education. First, the current situation in terms of pedagogical innovation and curriculum development is contextualised. Secondly, we present the Reference Framework for Democratic Culture (RFCDC). The RFCDC provides the basis for identifying the democratic and intercultural competences in which both learners and educators should be trained. In this context, we will delve into the value of a dialogical learning approach to carry out classroom dynamics that enhance the development of the purposes of SDG 4 in a transversal way. In particular, we would like to highlight the importance of teaching dialogic exchange on controversial issues and equip both students and teachers with the necessary tools to listen and be listened to in safe, respectful and diverse environments.En febrero de 2022, la Comisión Europea publicó la recomendación CM/Rec(2022)1 sobre el papel clave de la educación en la formación de sociedades responsables. Esta recomendación está alineada con la meta 4.7, que aborda la promoción de estilos de vida sostenibles y el desarrollo de las competencias fundamentales que el alumnado debe adquirir para participar activamente en sociedades democráticas. En este artículo se exploran algunas de las herramientas y marcos creados por el Consejo de Europa que sin duda sirven de guía para materializar las metas del ODS 4: Educación de calidad. En primer lugar, contextualizamos el momento en el que nos encontramos en cuanto a innovación pedagógica y desarrollo curricular. En segundo lugar, presentamos el Marco de Referencia para la Cultura Democrática (RFCDC). El RFCDC sienta las bases para identificar las competencias democráticas e interculturales en las que se debe formar tanto a educandos como a educadores. En ese contexto, ahondaremos en el valor de una metodología de aprendizaje dialógica para llevar a cabo dinámicas de aula que potencien el desarrollo de los propósitos del ODS 4 de forma transversal. En concreto, queremos poner en valor la importancia de enseñar a dialogar sobre temas controvertidos y dotar por igual a alumnos y profesorado de las herramientas necesarias para escuchar y ser escuchados en entornos seguros, respetuosos y diversos.En février 2022, la Commission européenne a publié la recommandation CM/Rec(2022)1 sur le rôle clé de l'éducation dans la construction de sociétés responsables. Cette recommandation s'inscrit dans la droite ligne de la cible 4.7, qui porte sur la promotion de modes de vie durables et le développement des compétences fondamentales que les élèves doivent acquérir pour participer activement à des sociétés démocratiques. Cet article explore certains des outils et cadres créés par le Conseil de l'Europe qui servent incontestablement de guide pour atteindre les objectifs de l'ODD 4 : Une éducation de qualité. Nous présentons d'abord l'état actuel de l'innovation pédagogique et de l'élaboration des programmes scolaires. Ensuite, nous présentons le Cadre de référence pour une culture démocratique (CRCD). Ce cadre pose les bases de l'identification des compétences démocratiques et interculturelles que les apprenants et les enseignants devraient acquérir. Dans ce contexte, nous approfondirons l'intérêt d'une méthodologie d'apprentissage dialogique pour mettre en œuvre une dynamique de classe favorisant le développement des objectifs de l'ODD 4 dans toutes les disciplines. Plus précisément, nous souhaitons souligner l’importance d’enseigner le dialogue sur des sujets controversés et de doter les étudiants et les enseignants des outils nécessaires pour écouter et être entendus dans des environnements sûrs, respectueux et diversifiés.Nel febbraio 2022, la Commissione Europea ha pubblicato la raccomandazione CM/Rec(2022)1 sul ruolo chiave dell'istruzione nel plasmare società responsabili. Questa raccomandazione è in linea con l'obiettivo 4.7, che affronta la promozione di stili di vita sostenibili e lo sviluppo delle competenze fondamentali che gli studenti devono acquisire per partecipare attivamente alle società democratiche. Questo articolo esplora alcuni degli strumenti e dei quadri di riferimento creati dal Consiglio d'Europa che servono senza dubbio da guida per il raggiungimento degli obiettivi dell'Obiettivo di Sviluppo Sostenibile 4: Istruzione di Qualità. In primo luogo, contestualizziamo lo stato attuale dell'innovazione pedagogica e dello sviluppo del curriculum. In secondo luogo, presentiamo il Quadro di Riferimento per una Cultura Democratica (RFDC). Il RFDC getta le basi per l'identificazione delle competenze democratiche e interculturali in cui sia gli studenti che gli educatori dovrebbero essere formati. In questo contesto, approfondiremo il valore di una metodologia di apprendimento dialogico per implementare dinamiche di classe che favoriscano lo sviluppo degli obiettivi dell'Obiettivo di Sviluppo Sostenibile 4 in tutte le discipline. In particolare, vogliamo sottolineare l'importanza di insegnare il dialogo su argomenti controversi e di fornire a studenti e insegnanti gli strumenti necessari per ascoltare ed essere ascoltati in ambienti sicuri, rispettosi e diversificati.Em fevereiro de 2022, a Comissão Europeia publicou a recomendação CM/Rec(2022)1 sobre o papel fundamental da educação na construção de sociedades responsáveis. Esta recomendação está alinhada com a meta 4.7, que aborda a promoção de estilos de vida sustentáveis e o desenvolvimento das competências fundamentais que os alunos devem adquirir para participar ativamente em sociedades democráticas. Este artigo explora algumas das ferramentas e estruturas criadas pelo Conselho da Europa que, sem dúvida, servem de guia para alcançar os objectivos do ODS 4: Educação de Qualidade. Em primeiro lugar, contextualizamos o estado atual da inovação pedagógica e do desenvolvimento curricular. Em segundo lugar, apresentamos o Quadro de Referência para uma Cultura Democrática (CMD). O CMD estabelece as bases para a identificação das competências democráticas e interculturais em que tanto os alunos como os educadores devem ser capacitados. Neste contexto, aprofundaremos o valor de uma metodologia de aprendizagem dialógica para implementar dinâmicas em sala de aula que melhorem o desenvolvimento dos objetivos do ODS 4 em todas as disciplinas. Especificamente, queremos enfatizar a importância de ensinar o diálogo sobre temas controversos e dotar os alunos e os professores das ferramentas necessárias para ouvir e ser ouvido em ambientes seguros, respeitosos e diversificados
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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