ClipFlair, Audiovisual Translation and Computer Assisted Language Learning: beyond the four-walled classroom

89 p. : il.The purpose of this thesis is to present ClipFlair, a European-funded project aimed at providing a user-friendly, easily accessible online platform to learn foreign languages through captioning and revoicing activities. In order to understand why it was necessary to create a platform like ClipFlair, the thesis will also introduce a theoretical review of the role of translation in the foreign language classroom, gauging ClipFlair against the main theories and contributions on the field. The focus will be on the research fields with which ClipFlair is related: a) translation in language teaching (TILT); b) audiovisual translation (AVT) and the use of captioning and revoicing as a passive and active foreign language learning practice; and d) computer assisted language learning (CALL), since ClipFlair is a CALL pedagogical environment

Right, Morals and the Categorical Imperative

In this paper I examine the relationship between the principle of right and the principle of morals [Sitten] in Kant's Metaphysics of Morals. My interpretation denies that the principle of right is derived from the categorical imperative, but neither does it adhere to the independence thesis. I present a third way of understanding the relationship between the law of right and the universal law of morals: the latter is needed in order to formulate the former, but it is not sufficient. The principle of right is obtained by applying the categorical imperative to the concept of right. I highlight the discussion on the subject within the late eighteenth-century German natural law tradition and similar arguments found in Achenwall.Fil: Tomassini Abaurrea, Fiorella. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Mathematical content on STEM activities

In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content

Modeling and projecting the occurrence of bivariate extreme heat events using a non-homogeneous common Poisson shock process

A joint model is proposed for analyzing and predicting the occurrence of extreme heat events in two temperature series, these being daily maximum and minimum temperatures. Extreme heat events are defined using a threshold approach and the suggested model, a non-homogeneous common Poisson shock process, accounts for the mutual dependence between the extreme events in the two series. This model is used to study the time evolution of the occurrence of extreme events and its relationship with temperature predictors. A wide range of tools for validating the model is provided, including influence analysis. The main application of this model is to obtain medium-term local projections of the occurrence of extreme heat events in a climate change scenario. Future temperature trajectories from general circulation models, conveniently downscaled, are used as predictors of the model. These trajectories show a generalized increase in temperatures, which may lead to extrapolation errors when the model is used to obtain projections. Various solutions for dealing with this problem are suggested. The results of the fitted model for the temperature series in Barcelona in 1951–2005 and future projections of extreme heat events for the period 2031–2060 are discussed, using three global circulation model trajectories under the SRES A1B scenario