Almacenamiento de información sobre fondos audiovisuales subtitulados y audiodescritos: la importancia de una estructuración adecuada del conocimiento

Actas de: II Congreso de Accesibilidad a los Medios Audiovisuales para Personas con Discapacidad (AMADIS'07), celebrado en Granada del 21 al 22 de Junio de 2007.Publicad

"Edible" urban forests as part of inclusive, sustainable cities

Feeding an increasingly urban population and ensuring the economic and social well-being of urban dwellers will be the primary challenge for cities in coming decades. The impacts of climate change are expected to slow down urban economic growth, exacerbate environmental degradation, increase poverty and erode urban food security. Many cities are on a quest for more sustainable urbanization pathways that will enable effective responses to the increasing socio-economic and environmental challenges they face. In the search to \u201cmake cities and human settlements inclusive, safe, resilient and sustainable\u201d (Sustainable Development Goal 11 in the United Nations Sustainable Development Agenda 2030), interest is increasing in growing local food. Edible green infrastructure, mainly in the form of urban food forests and trees (referred to here generally as urban food forests and also sometimes as tree-based edible landscaping), can help address a range of problems caused by rapid and unplanned urbanization, such as food scarcity, poverty, the deterioration of human health and well-being, air pollution, and biodiversity loss. The use of edible plants in urban and peri-urban forestry varies among cities and is influenced by historical, cultural and socio-economic factors. Overall, it has tended to be neglected in modern cities. This article explores the potential of urban and peri-urban forests as sources of food and the role that urban food forests can play in fostering sustainable cities

Construyendo un Sistema de Educación Adaptativo e Inteligente en Web para aprendizaje de Diseño de Bases de Datos

VIII Jornadas de Ingeniería del Software y Bases de Datos (JISBD'03). Celebradas en la Universitat d'Alacant (Alicante) del 12 al 14 de noviembre de 2003En este artículo se presenta la arquitectura de un Sistema de Educación Adaptativo e Inteligente en web (SEAI en web) para la enseñanza de Diseño de Bases de Datos. Este sistema se enmarca dentro del proyecto de investigación PANDORA, cuyo objetivo principal es definir métodos y técnicas para el desarrollo de bases de datos implementadas en una herramienta CASE, donde uno de los módulos del proyecto se centra en la enseñanza de esta materia vía web. Además se proporciona una breve descripción de los módulos del dominio y del módulo del interfaz del SEAI.Este trabajo es parte del proyecto de investigación PANDORA (Plataforma CASE para el Desarrollo de Bases de Datos y Aprendizaje vía Internet), proyecto CICYT (TIC99-0215).Publicad

AN AUTOMATIC AND METHODOLOGICAL APPROACH FOR ACCESSIBLE WEB APPLICATIONS

Semantic Web approaches try to get the interoperability and communication among technologies and organizations. Nevertheless, sometimes it is forgotten that the Web must be useful for every user, consequently it is necessary to include tools and techniques doing Semantic Web be accessible. Accessibility and usability are two usually joined concepts widely used in web application development, however their meaning are different. Usability means the way to make easy the use but accessibility is referred to the access possibility. For the first one, there are many well proved approaches in real cases. However, accessibility field requires a deeper research that will make feasible the access to disable people and also the access to novel non-disable people due to the cost to automate and maintain accessible applications. In this paper, we propose one architecture to achieve the accessibility in web-environments dealing with the WAI accessibility standard and the Universal Design paradigm. This architecture tries to control the accessibility in web applications development life-cycle following a methodology starting from a semantic conceptual model and leans on description languages and controlled vocabularies

An analysis of the role of students’ use of non textual modes of scientific knowledge representation in presentations of vocational training students

Describimos una experiencia de investigación-acción en la que analizamos cómo estudiantes de formación profesional incorporan modos no textuales de representación del conocimiento científico en presentaciones que elaboran para ser expuestas ante sus compañeros. Estudiamos en esos modos no textuales de qué tipo son, su integración y su capacidad de resumir información y, al hallar aspectos a mejorar, profundizamos en ello mediante un estudio de caso. Encontramos que el uso de modos no textuales de representación de conocimiento contribuye a conseguir progresos relevantes en relación con la alfabetización científica en términos comunicativos referentes a expresar y compartir conocimientos.Here is described an action research experience in which we study how the participant vocational training students use non textual modes of scientific knowledge representation in the presentations that they elaborate in order to be exposed to their classmates. We study in those non textual modes their type, integration and power of summarize information, and, as we found aspects to improve, we deepen through a case study. We conclude that the use of non textual modes of scientific knowledge representation can allow relevant progresses related to scientific literacy in communicative terms referred to expressing and sharing knowledge

Automatic Identification of Biomedical Concepts in Spanish Language Unstructured Clinical Texts

[Poster]. IHI'10 ACM International Health Informatics Symposium Arlington, VA, USA - November 11-12, 2010The processing of health information from medical records and, especially, clinical notes is a complex task due to the nature of the texts themeselves (i.e., hand-written and containing semi-structured or unstructured data) and the diversity of the terminology used. While certain technologies exist to process these types of texts and data in the English language, only a few such initiatives exist for similar texts and data in the Spanish language. This paper presents a new proposal for the semantic annotation of Spanish-language clinical notes, implementing an automated tool similar to the UMLS MetaMap Transfer (MMTx) for the identification of biomedical concepts in the Spanish-language SNOMED CT ontology. Moreover, an assessment of the tool using 100 Spanish-language clinical notes is presented. Using the clinical notes manually annotated by specialists of a Spanish hospital as the gold standard, it is concluded that precision scores are sufficiently good for the several types of matching achieved by the automated tool proposed. The research presented in this contribution offers a launching point for the establishment of semantic relationships between concepts and the application of mining techniques to Spanish-language clinical notes.This study has been partially supported by the MAVIR Consortium (S2009/TIC-1542) and by the TIN2007-67407-C03-01 project BRAVOPublicad

La construcción del aprendizaje cultural: Análisis de las percepciones del profesorado de inglés

Today teaching and learning tend to be viewed in a constructivist and/or (social) constructivist perspective. Learning is regarded as a process of meaning construction in which the individual actively participates in interaction with the learning environment. From a constructivist perspective, culture learning is considered as an active process which allows the students the transformation of knowledge. The teacher’s role as mediator in this process requires the development of abilities to scaffold learning and guide learners towards autonomy and independent culture learning. In this paper we report a research project which investigated to what extent Spanish EFL teachers depart from their learners current level of familiarity with the target culture and to what extent teachers current approaches to the teaching of culture in secondary education can be characterised as constructivist. The results show that the foreign culture teaching approach adopted by these teachers can only in part be characterised as scaffolding the learning process towards learner autonomy

Student mobility and internationalisation in higher education: perspectives from practitioners

Internationalisation is high on the agenda of higher education institutions across the world. Previous research on national and local policies surrounding this phenomenon has identified different discourses of internationalisation which may have an effect on practices such as student mobility. In order to understand better the role of student mobility in practice, the article analyses responses to an inquiry about internationalisation to a group of academic staff involved in intercultural education from universities around the world. Informants, all members of the research network Cultnet, working at 28 different universities in 15 countries, describe internationalisation within their practice, and their understanding of the role which student mobility plays in relation to this. Data were collected through questionnaires and interviews over a period of six months. The findings locate student mobility within discourses of internationalisation. They also raise questions in relation to the need for an intercultural dialogue approach in internationalisation. We argue that institutions and their staff should be aware of the discursive field of internationalisation in Higher Education, take a critical stance and analyse their own role in student mobility. How mobility fits within the field of intercultural education for incoming, outgoing and ‘home’ students should be highlighted and clarified in internationalisation agendas