Representaciones de la Guerra Civil en el diario El País : 1986, 1996, 2006

El lenguaje es siempre valorativo, aún cuando adopte formas aparentemente objetivas o neutras. Esta conjetura básica guía el análisis comparativo de diversos artículos aparecidos en el diario El País en los meses de julio de 1986, 1996 y 2006 en ocasión de los aniversarios del inicio de la Guerra Civil española (50, 60 y 70 años respectivamente). La intención es indagar qué versiones de la guerra ofrece cada uno y cuáles son las estrategias discursivas que utilizan para hacerlo. Es decir, cómo construyen una representación de ese acontecimiento fundamental en la historia de España y qué diferencias encontramos en el tratamiento discursivo que hacen de él. Se analizan algunas opciones discursivas que son claves en la construcción del referente: la selección temática y lexical, las expresiones que aluden a la guerra y la gramática particular que exhibe u oculta los participantes de las acciones. El hecho de que sea el mismo periódico nos autoriza a suponer que las diferencias lingüísticas e ideológicas que encontremos en la comparación responderán a cambios en las representaciones sociales de las cuales los medios son vehículos privilegiados. De este modo, el análisis luz sobre las transformaciones que la memoria de la Guerra Civil española sufrió en los últimos veinte años.

Representaciones de la Guerra Civil en el diario El País : 1986, 1996, 2006

El lenguaje es siempre valorativo, aún cuando adopte formas aparentemente objetivas o neutras. Esta conjetura básica guía el análisis comparativo de diversos artículos aparecidos en el diario El País en los meses de julio de 1986, 1996 y 2006 en ocasión de los aniversarios del inicio de la Guerra Civil española (50, 60 y 70 años respectivamente). La intención es indagar qué versiones de la guerra ofrece cada uno y cuáles son las estrategias discursivas que utilizan para hacerlo. Es decir, cómo construyen una representación de ese acontecimiento fundamental en la historia de España y qué diferencias encontramos en el tratamiento discursivo que hacen de él. Se analizan algunas opciones discursivas que son claves en la construcción del referente: la selección temática y lexical, las expresiones que aluden a la guerra y la gramática particular que exhibe u oculta los participantes de las acciones. El hecho de que sea el mismo periódico nos autoriza a suponer que las diferencias lingüísticas e ideológicas que encontremos en la comparación responderán a cambios en las representaciones sociales de las cuales los medios son vehículos privilegiados. De este modo, el análisis luz sobre las transformaciones que la memoria de la Guerra Civil española sufrió en los últimos veinte años.

Geologic-hydrologic setting and surface sedimentology in the Persian Gulf

1. Morphology and sedimentation The deepest parts of the Persian Gulf lie off the Iranian coast. Several swells separate the Persian Gulf into the Western Basin, the Central Basin and the Strait of Hormuz, which leads without noticeable morphological interruption onto the Biaban Shelf; the latter gradually drops off towards the continental slope, which itself has a strongly subdivided morphology. The sediment distribution in the Western Basin runs parallel to the basin's axis to a depth of 50 -60 m. This is caused by the shallow and uniform slope of the Iranian coast into the Western Basin, by clear exposure of the area to the Shamal-Winds and by tidal currents parallel to the basin's axis. Most other parameters also show isolines parallel to the coast line. Data from the sediment analyses show a net transport which extends out along the Central Swell: coarse fraction > 63 µ, total carbonate content, carbonate in fine fractions < 2 µ, 2-6 µ and 20-63 µ, calcite-aragonite ratios in the fine fractions 2-6 µ and 20-63 µ and quartz-dolomite ratios in fine fraction 2-6 µ. At least the uppermost 10-40 m of this sediment is late Holocene. This implies sedimentation rates of several meters per 1000 years. The slope from the Iranian coast into the Central Basin (max. depth 100 m) is generally steeper, with interspersed islands and flats. Both facts tend to disturb a sediment dustribition parallel to the basin's axis over extensive areas and may preclude any such trend from being detected by the methods and sample net used. The spatial distribution of the coarse fraction, however, seems to indicate sediment transport at greater water depths perpendicular to the basin's long axis and along the steepest gradients well into the Central Basin. The flats of the Central Basin have a sediment cover distinctly different from those of the deeper basin areas. Characteristic parameters are the extremely high percentages of coarse grained sediments, total content of carbonate CO2 over 40, low total organic carbon content, (however values are high if calculated on the basis of the < 63 µ fraction), low total N-content, and low C/N ratios. These characteristics probably result from the absence of any terrigenous material being brought in as well as from exposure to wave action. Finest terrigenous material is deposited in the innermost protected part of the Hormuz Bay. In the deep channel cut into the Biaban Shelf which carries the Persian Gulf out-flow water to the Indian Ocean, no fine grained sediment is deposited as shown by grain size data. 2. Geographic settings and sedimentation Flat lands border the Arabian coast of the Persian Gulf except for the Oman region. The high and steep Zagros Mountains form the Iranian coastline. Flat topography in combination with generally low precipitation precludes fluviatile sediment being added from the South. Inorganic and biogenic carbonates accumulating under low sedimentation rates are dominant on the shallow Arabic Shelf and the slopes into the Western and Central Basins. The fluviatile sediment brought in from the Iranian side, however decisively determine the composition of the Holocene sediment cover in the Persian Gulf and on the Biaban Shelf. Holocene sediments extend 20-30 km seaward into the Western Basin and about 25 km on to the Biaban Shelf. As mentioned before, sedimentation rates are of several meters/1000 years. The rocks exposed in the hinterland influence the sediments. According to our data the Redbeds of the Zagros Mountains determine the colour of the very fine grained sediments near the Iranian Coast of the Persian Gulf. To the West of Hormuz, addition of carbonate minerals is particularly high. Dolomite and protodolomite, deposited only in this area, as well as palygorskite, have proven to be excellent trace minerals. To the East of Hormuz, the supply of terrigenous carbonates is considerably lower. Clay minerals appear to bring in inorganically bound nitrogen thus lowering the C/N ratio in these sediments especially off river mouths. 3. Climate and sedimentation The Persian Gulf is located in a climatically arid region. This directly affects sedimentation through increased wind action and the infrequent but heavy rainfalls which cause flash floods. Such flash floods could be responsible for transporting sedheats into the Central Basin in a direction perpendicular to the Gulf's axis. Eolian influx is difficult to asses from our data; however, it probably is of minor importance from the Iranian side and may add, at the most, a few centimeters of fine sediment per 1000 years. 4. Hydrology and sedimentation High water temperatures favor inorganic carbonate precipitation in southern margin of the Gulf, and probably on the flats, as well as biogenic carbonate production in general. High evaporation plus low water inflow through rivers and precipitation cause a circulation pattern that is typical for epicontinental seas within the arid climate region. Surface water flows in from the adjoining ocean, in this case the Indian Ocean and sinks to the bottom of the Persian Gulf mainly in the northern part of the Western Basin, on the "Mesopotamischer Flachschelf" ard probably in the area of the "Arabischer Flachschelf". This sinking water continually rejuvenates the bottom out-flow water. The inflowing surface water from the Indian Ocean brings organic matter into the Persian Gulf, additional nutrients are added by the "fresh" upwelling waters of the Gulf of Oman. Both nutrients and organic matter diminish very rapidly as the water moves into the Persian Gulf. This depletion of nutrients and organic matter is the reasonfor generally low organic carbon contents of the Persian Gulf sediments. The Central Swell represents a distinct boundary, to the west of which the organic carbon content are lower than to the east when sediment samples of similar grain size distribution are compared. The outflow carries well oxygenated water over the bottom of the Persian Gulf and the resulting oxidation further decreases the content of organic matter. In the Masandam-Channel and in the Biaban-Shelf channel, the outflowing water prevents deposition of fine material and transports sediment particles well beyond the shelf margin. The outflowing water remains at a depth of 200-300 m depending on its density and releases ist suspending sediment load to the ocean floor, irrespectative of the bottom morphology. This is reflected in several parameters in which the sediments from beneath the outflow differ from nearby sediments not affected by the outflowing water. High carbonate content of total samples and of the individual size fraction as well as high aragonite and dolomite contents of individual size fractions characterize the sediment beneath the outflowing water. The tidal currents, which avt more or less parallel to the Gulf's axis, favor mixing of the water masses, they rework sediments at velocities reported here. This fact enlarges to a certain degree the extent of our interfaces which are based on only a few sample points (Persian Gulf and Biaban Shelf one sample per 620 km**2, continental slope one sample per 1000 km**2). The water on the continental slope shows and oxygen minimum at 200-1200 m which favors preservation of organically-bound carbon in the sediment. The low pH-values may even permit dissolution of carbonate minerals.

On the Degree of Team Cooperation in CD Grammar Systems.

In this paper, we introduce a dynamical complexity measure, namely the degree of team cooperation, in the aim of investigating "how much" the components of a grammar system cooperate when forming a team in the process of generating terminal words. We present several results which strongly suggest that this measure is trivial in the sense that the degree of team cooperation of any language is bounded by a constant. Finally, we prove that the degree of team cooperation of a given cooperating/distributed grammar system cannot be algorithmically computed and discuss a decision problem.

On the dynamic adaptation of language models based on dialogue information

We present an approach to adapt dynamically the language models (LMs) used by a speech recognizer that is part of a spoken dialogue system. We have developed a grammar generation strategy that automatically adapts the LMs using the semantic information that the user provides (represented as dialogue concepts), together with the information regarding the intentions of the speaker (inferred by the dialogue manager, and represented as dialogue goals). We carry out the adaptation as a linear interpolation between a background LM, and one or more of the LMs associated to the dialogue elements (concepts or goals) addressed by the user. The interpolation weights between those models are automatically estimated on each dialogue turn, using measures such as the posterior probabilities of concepts and goals, estimated as part of the inference procedure to determine the actions to be carried out. We propose two approaches to handle the LMs related to concepts and goals. Whereas in the first one we estimate a LM for each one of them, in the second one we apply several clustering strategies to group together those elements that share some common properties, and estimate a LM for each cluster. Our evaluation shows how the system can estimate a dynamic model adapted to each dialogue turn, which helps to improve the performance of the speech recognition (up to a 14.82% of relative improvement), which leads to an improvement in both the language understanding and the dialogue management tasks.

Towards the automatic generation of card games through Grammar-Guided Genetic Programming

We demonstrate generating complete and playable card games using evolutionary algorithms. Card games are represented in a previously devised card game description language, a context-free grammar. The syntax of this language allows us to use grammar-guided genetic programming. Candidate card games are evaluated through a cascading evaluation function, a multi-step process where games with undesired properties are progressively weeded out. Three representa- tive examples of generated games are analysed. We observed that these games are reasonably balanced and have skill ele- ments, they are not yet entertaining for human players. The particular shortcomings of the examples are discussed in re- gard to the generative process to be able to generate quality games

A card Game Description Language

We present initial research regarding a system capable of generating novel card games. We furthermore propose a method for com- putationally analysing existing games of the same genre. Ultimately, we present a formalisation of card game rules, and a context-free grammar G cardgame capable of expressing the rules of a large variety of card games. Example derivations are given for the poker variant Texashold?em , Blackjack and UNO. Stochastic simulations are used both to verify the implementation of these well-known games, and to evaluate the results of new game rules derived from the grammar. In future work, this grammar will be used to evolve completely novel card games using a grammar- guided genetic program.

Large-scale assessment of language proficiency: theoretical and pedagogical reflections on the use of multiple-choice tests

The new requirement placed on students in tertiary settings in Spain to demonstrate a B1 or a B2 proficiency level of English, in accordance with the Common European Framework of Reference for Languages (CEFRL), has led most Spanish universities to develop a program of certification or accreditation of the required level. The first part of this paper aims to provide a rationale for the type of test that has been developed at the Universidad Politécnica de Madrid for the accreditation of a B2 level, a multiple choice version, and to describe how it was constructed and validated. Then, in the second part of the paper, the results from its application to 924 students enrolled in different degree courses at a variety of schools and faculties at the university are analyzed based on a final test version item analysis. To conclude, some theoretical as well as practical conclusions about testing grammar that affect the teaching and learning process are drawn. RESUMEN. Las nuevas exigencias sobre niveles de competencia B1 y B2 en inglés según el Marco Común Europeo de Referencia para las Lenguas (MCERL) que se imponen sobre los estudiantes de grado y posgrado han llevado a la mayoría de las universidades españolas a desarrollar programas de acreditación o de certificación de estos niveles. La primera parte de este trabajo trata sobre las razones que fundamentan la elección de un tipo concreto de examen para la acreditación del nivel B2 de lengua inglesa en la Universidad Politécnica de Madrid. Se trata de un test de opción múltiple y en esta parte del trabajo se describe cómo fue diseñado y validado. En la segunda parte, se analizan los resultados de la aplicación del test a gran escala a un total de 924 estudiantes matriculados en varias escuelas y Facultades de la Universidad. Para terminar, se apuntan una serie de conclusiones teóricas y prácticas sobre la evaluación de la gramática y de qué modo influye en los procesos de enseñanza y aprendizaje.

Autonomous Acquisition of Natural Language

An important part of human intelligence is the ability to use language. Humans learn how to use language in a society of language users, which is probably the most effective way to learn a language from the ground up. Principles that might allow an artificial agents to learn language this way are not known at present. Here we present a framework which begins to address this challenge. Our auto-catalytic, endogenous, reflective architecture (AERA) supports the creation of agents that can learn natural language by observation. We present results from two experiments where our S1 agent learns human communication by observing two humans interacting in a realtime mock television interview, using gesture and situated language. Results show that S1 can learn multimodal complex language and multimodal communicative acts, using a vocabulary of 100 words with numerous sentence formats, by observing unscripted interaction between the humans, with no grammar being provided to it a priori, and only high-level information about the format of the human interaction in the form of high-level goals of the interviewer and interviewee and a small ontology. The agent learns both the pragmatics, semantics, and syntax of complex sentences spoken by the human subjects on the topic of recycling of objects such as aluminum cans, glass bottles, plastic, and wood, as well as use of manual deictic reference and anaphora.

A “REVOLTA” DE JEÚ E A ESTELA DE DÃ: Um Estudo Em 2 Reis 10,28-36

A pesquisa tem por objetivo trabalhar o evento da Revolta de Jeú, em conjunto com a Estela de Dã, tendo como ponto de partida para tal, a exegese da perícope de 2 Reis 10-28,36. A história Deuteronomista apresenta o ato da Revolta de Jeú como sendo um feito demasiadamente importante, na restauração do culto a Javé em Israel, a partir de um contexto onde o culto a outras divindades, em Israel Norte, estava em pleno curso. No entanto, a partir da análise conjunta da Estela de Dã, que tem como provável autor o rei Hazael de Damasco, somos desafiados a ler esta história pelas entrelinhas não contempladas pelo texto, que apontam para uma participação ativa de Hazael, nos desfechos referentes a Revolta de Jeú, como sendo o responsável direto que proporcionou a subida de Jeú ao trono em Israel, clarificando desta forma este importante período na história Bíblica. Para tal análise, observar-se-á três distintos tópicos, ligados diretamente ao tema proposto: (1) A Revolta de Jeú e a Redação Deuteronomista, a partir do estudo exegético da perícope de 2 Reis 10,28-36, onde estão descritas informações pontuais sobre período em que Jeú reinou em Israel; (2) Jeú e a Estela de Dã, a partir da apresentação e análise do conteúdo da Estela de Dã, tratando diretamente dos desdobramentos da guerra em Ramote de Gileade, de onde se dá o ponto de partida à Revolta de Jeú; e por fim (3) O Império da Síria, onde a partir da continuidade da análise do conteúdo da Estela de Dã, demonstraremos a significância deste reino, além de apontamentos diretamente ligados ao reinado de Hazael, personagem mui relevante no evento da Revolta de Jeú.

A comparative study of open domain and opinion question answering systems for factual and opinionated queries

The development of the Web 2.0 led to the birth of new textual genres such as blogs, reviews or forum entries. The increasing number of such texts and the highly diverse topics they discuss make blogs a rich source for analysis. This paper presents a comparative study on open domain and opinion QA systems. A collection of opinion and mixed fact-opinion questions in English is defined and two Question Answering systems are employed to retrieve the answers to these queries. The first one is generic, while the second is specific for emotions. We comparatively evaluate and analyze the systems’ results, concluding that opinion Question Answering requires the use of specific resources and methods.

False anglicisms in the Spanish language of fashion and beauty

Many works have already dealt with anglicisms in Spanish, especially in science and information technologies. However, despite the high and growing number of English terms incorporated daily by the language of fashion, it has received comparative less attention in lexicographic and terminological studies than that of other areas, such as science or business. For several reasons, which include prestige or peer pressure, Spanish has not only adopted English words with new meanings and usage, but also contains other forms based on English patterns which users seem to consider more accurate or expressive. This paper concentrates on false anglicisms as indicators of some of the special relationships and influences between languages arising from the pervasive presence of English. We shall look at the Spanish language of fashion, which, in addition to genuine anglicisms, has for some time been using English words with different meanings, or even created items of its own (or imported them from other languages) with the appearance of English words. These false anglicisms, which have proven extremely popular in receiving languages (not only in Spanish) have frequently been disseminated by youth magazines and the new digital media, both in general spheres and in fashion-specific contexts.

La (autoantonimia) al-ḍdad en las lenguas, según la teoría “el esquema básico de la referencia”

En nuestro artículo, vamos a analizar qué quiere decir de autoantonimia (al-ḍdad), las razones de su aparición en la lengua según las opiniones de los antiguos lingüistas árabes, y, finalmente, vamos a escoger algunas palabras autoantónimas, tanto en la lengua árabe como en la lengua española, dando explicaciones de su aparición según nuestra teoría “el esquema básico de la referencia”, que es una teoría desarrollada a partir del legado árabe y la teoría cognitiva, por eso hemos usado la terminología de la gramática cognitiva. Según esta teoría, el signo lingüístico es la interacción entre cuatro componentes: la percepción, la imaginación, la comprensión y la simbolización. Nuestra teoría pretende ser la base de una lingüística moderna y holística, muy diferente de la lingüística tradicional. Es el primer artículo académico sobre el tema de las palabras autoantónimas en la lengua española.

The importance of promoting multimodal teaching in the foreign language classroom for the acquisition of social competences: practical examples

This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress & van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.

Student notebook of James Blake on Hebrew grammar, 1767

A small paper notebook containing eight-pages of English notes on Hebrew grammar and Hebrew script written by Harvard undergraduate James Blake in 1767. The title of the first page, "Of Nouns," is annotated with the note, "Benj'm Wadsworth, 1767" and the recto of the back cover contains a personal note to "Rev'd Mr. Wadsworth" signed "J. B.," presumably referring to Benjamin Wadsworth (1750-1826; Harvard AB 1769).