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Del mono al ángel
(Universidad de Chile, Centro Interdisciplinario Estudios Bioética, 2020)
indagaciones detalladas y especializadas. Objetos fabricados, sistemas de parentesco,
ritos, lingüistica, palabras, costumbres, todo muestra semejanzas, analogías, homologías, diferencias,
incomprensibles mutaciones y permanencias. Los relatos que se...
Estructura argumental y definición lexicográfica. De cómo definir los predicados verbales en un diccionario semasiológico de español
(Universidad de Chile, 2010)
cuestiones por largo tiempo desatendidas en este campo de la lingüística, como son
las relativas a la c o m b i n a b i l i d a d de las unidades del lexicón. Sin embargo,
no creemos que sea necesario marcarlos por medio de corchetes u otros recursos...
como para la codificación lingüística, podría ver simplificada de manera importante su microestructura, en la medida en que la indicación tradicional de las categorías gramaticales correspondientes a la entrada (“tr”, “intr”, etc.), se haría...
como para la codificación lingüística, podría ver simplificada de manera importante su microestructura, en la medida en que la indicación tradicional de las categorías gramaticales correspondientes a la entrada (“tr”, “intr”, etc.), se haría...
La contribución de España a la teoría de la traducción. Introducción al estudio y antología de textos de los siglos XIV y XV
(Universidad de Chile, Facultad de Filosofía y Humanidades, 2009)
cuatro páginas con fotografías e ilustraciones (de personajes, sitios
y portadas de libros).
El libro reseñado contiene bastante material útil para los interesados en la his-
toriografía lingüística hispánica, en especial, y también para la del ámbito...
Diálogos Chile-Francia: discursos mediáticos, su producción y su circulación
(Universidad de Chile, 2008)
desarrollo del campo en nuestro país.
Por su parte, el temprano desarrollo de los estudios mediáticos en Francia ha estado
dominado, desde su origen, por marcos conceptuales que surgen de la lingüística, la teoría de
la enunciación y la teoría literaria...
El dialogo dramático y la unidad interaccional
(Universidad de Chile, Facultad de Filosofía y Humanidades, 1993)
del intercambio dialógico, entregan la infor-
mación necesaria para su desarrollo. Los personajes poseen una supuesta compe-
tencia lingüística -conocimiento de las reglas fonológicas, morfológicas,
sintácticas y léxicas del idioma en cuestión...
es lo que se produce a nivel de represen- tación propiamente tal. La semiótica del teatro se preocupa de la articulación y de la producción lingüística del teatro, señalando cómo funciona el lenguaje y qué lo diferencia de otros discursos literarios...
es lo que se produce a nivel de represen- tación propiamente tal. La semiótica del teatro se preocupa de la articulación y de la producción lingüística del teatro, señalando cómo funciona el lenguaje y qué lo diferencia de otros discursos literarios...
Formación en Neuropsiquiatría: ¿Una necesidad de país?
(2011)
comprensión cabal de los trastornos clí-
nicos de ambas disciplinas requeriría un diálogo
permanente entre ambas y recoger los aportes
de disciplinas adyacentes, como la Psicología,
Filosofía, Lingüística etc. La tarea no es sencilla,
pues se intenta...
The basic discipline of psychiatry as metatext
(Centro Interdisciplinario de Estudios en Bioética, 2015)
constructivo.
Tal intento es más una empresa lingüística que una empírica. Debería superar todos los reduccionismos, incluidos aquellos
que se presentan bajo la forma de yuxtaposición de disciplinas (bio-psico-social, psico-somático, etc.).
Palabras clave...
La importancia de promover la movilidad a nivel de pregrado para la creación de un espacio de cooperación efectiva. El caso de la Plataforma de Movilidad de Alianza del Pacífico (2014-2019)
(2021-10-21)
lingüísticas, sensibilidad cultural y mayor complejidad intelectual (Köhler, 2002).
La presente investigación procura realizar una aproximación sobre los factores que caracterizan y condicionan la movilidad internacional en aquellas instituciones de educación...
In a globalized world, the internationalization of higher education has sought to foster the exchange of ideas and human capital through the tacit dissolution of borders. In this sense, globalization has made it possible to homogenize educational, research, and service endeavors by interconnecting ideologies, cultures, and societies. Internationalization —including student mobility— has been considered as one of the major forces of positive impact, and as the cause of restructuring higher education to meet the challenges imposed by the new economic and social needs of the 21st century. Thus, in the Latin American scenario, international cooperation, as well as new modalities of regional integration and academic collaboration, contribute to reducing the inequality gap by increasing the transfer of knowledge and experience across borders. The processes of cooperation and internationalization have been important in the development and training of competent professionals, as well as in the social and cultural strengthening of Latin American countries. The evolution of internationalization has forged new and broad forms of cooperation with a sense of horizontality, co-responsibility, and solidarity, promoting endogenous and homogeneous development beyond the competitiveness of professional, academic and/or technical profiles. The Latin American and Caribbean lag in research, innovation, and technological development, in addition to a deficit in academic teaching and learning methodologies required a change in their exogenous and endogenous nature, through the establishment and reinforcement of new and old cooperation networks (Villalba, as cited in Rincón, 1998). According to the Economy and Development Report (RED) published by CAF-Development Bank of Latin America (2016), the deficit of quality human capital has prevented the region from growing to its full potential, limiting the aspirations of social mobility of its population, and therefore seeking to raise awareness of the importance of human capital training institutions and the challenges faced by globalization in terms of internationalization. Economic and social development is strongly influenced by the integration of higher education, in which student flows play a crucial role as drivers of regional identity, builders of knowledge, trainers of human capital, as well as cultural and labor integrators. According to the World Bank (2013), student exchange improves academic skills, contributes to a better understanding of cultural diversity, and increases the employability of graduates and personal development. In short, academic mobility plays a crucial role in promoting regional integration and a sense of global awareness, as well as providing students with benefits such as acquiring new language skills, cultural sensitivity, and greater intellectual complexity (Köhler, 2002). This research aims to provide an approximation to the factors that characterize and condition international mobility in higher education institutions which have an inter-institutional agreement with the Pacific Alliance. The Pacific Alliance (PA), created in April 2011 by Chile, Colombia, Mexico and Peru, is a regional integration mechanism established through the PA Framework Agreement (2012) with three strategic objectives: to build an area of deep integration with free movement of goods, services, capital and people; to promote the growth, development and competitiveness of its economies to achieve greater welfare, overcome socioeconomic inequality, and promote the social inclusion of its inhabitants; and to become a platform for political articulation, economic and trade integration, and projection to the world, with an emphasis on the Asia-Pacific region2. It is worth noting as a specific characteristic of the PA, the relationship established between its three objectives, i.e., to build an area of integration that considers not only economic and trade aspects, but also inclusion and equity, assuming education and capacity-building as an integral part of the development of competitiveness and growth of its Member States, stimulating undergraduate student mobility. In this context, the objective of this study is to analyze how the process of building the PA as a model of integration has evolved after 10 years of existence, particularly in terms of its contribution to reducing inequality gaps in higher education, its capacity-building as an integral part of the development of competitiveness and the growth of its Member States, and the encouragement of international mobility at the undergraduate level in order to create a space for effective cooperation through the undergraduate scholarship program awarded by the Platform of Student and Academic Mobility of the Pacific Alliance (PSAM-PA). In this respect, from the institutional point of view, this research aims to identify the fundamental causes for the choice of undergraduate scholarships granted by the PSAM-PA, as well as to identify its main attributes, providing both the Technical Cooperation Group (GTC) of the regional bloc and the Technical Education Group (GTE) with the necessary tools to face a new scenario given the increased interest in this mobility mechanism at the undergraduate level. Similarly, from the student point of view, it is aimed at determining the barriers to international mobility of undergraduate Spanish-speaking students, analyzing the challenges faced by the PA in the implementation of an international education policy. The theoretical and practical foundation of this study was based on the existing literature in the internationalization of higher education and international mobility, as well as on the official documentation available from the PA, which includes the four member nations. In order to carry out this research, the experience of 40 students who completed an international mobility program through the Platform of Student and Academic Mobility between 2014 and 2019 inclusive was analyzed. Based on the analysis and observation of the results obtained through interviews and digital questionnaires, as well as on the information contained in the management reports issued by the PA during the 2014-2020 period and the Impact Study on Human Capital Formation and Cultural Exchange conducted by AGCID and OEAP, and on other studies of international mobility at the undergraduate level in the region, proposals and suggestions were developed to improve and/or facilitate the use of the Platform as an instrument to promote human capital mobility, regional integration and effective cooperation....
In a globalized world, the internationalization of higher education has sought to foster the exchange of ideas and human capital through the tacit dissolution of borders. In this sense, globalization has made it possible to homogenize educational, research, and service endeavors by interconnecting ideologies, cultures, and societies. Internationalization —including student mobility— has been considered as one of the major forces of positive impact, and as the cause of restructuring higher education to meet the challenges imposed by the new economic and social needs of the 21st century. Thus, in the Latin American scenario, international cooperation, as well as new modalities of regional integration and academic collaboration, contribute to reducing the inequality gap by increasing the transfer of knowledge and experience across borders. The processes of cooperation and internationalization have been important in the development and training of competent professionals, as well as in the social and cultural strengthening of Latin American countries. The evolution of internationalization has forged new and broad forms of cooperation with a sense of horizontality, co-responsibility, and solidarity, promoting endogenous and homogeneous development beyond the competitiveness of professional, academic and/or technical profiles. The Latin American and Caribbean lag in research, innovation, and technological development, in addition to a deficit in academic teaching and learning methodologies required a change in their exogenous and endogenous nature, through the establishment and reinforcement of new and old cooperation networks (Villalba, as cited in Rincón, 1998). According to the Economy and Development Report (RED) published by CAF-Development Bank of Latin America (2016), the deficit of quality human capital has prevented the region from growing to its full potential, limiting the aspirations of social mobility of its population, and therefore seeking to raise awareness of the importance of human capital training institutions and the challenges faced by globalization in terms of internationalization. Economic and social development is strongly influenced by the integration of higher education, in which student flows play a crucial role as drivers of regional identity, builders of knowledge, trainers of human capital, as well as cultural and labor integrators. According to the World Bank (2013), student exchange improves academic skills, contributes to a better understanding of cultural diversity, and increases the employability of graduates and personal development. In short, academic mobility plays a crucial role in promoting regional integration and a sense of global awareness, as well as providing students with benefits such as acquiring new language skills, cultural sensitivity, and greater intellectual complexity (Köhler, 2002). This research aims to provide an approximation to the factors that characterize and condition international mobility in higher education institutions which have an inter-institutional agreement with the Pacific Alliance. The Pacific Alliance (PA), created in April 2011 by Chile, Colombia, Mexico and Peru, is a regional integration mechanism established through the PA Framework Agreement (2012) with three strategic objectives: to build an area of deep integration with free movement of goods, services, capital and people; to promote the growth, development and competitiveness of its economies to achieve greater welfare, overcome socioeconomic inequality, and promote the social inclusion of its inhabitants; and to become a platform for political articulation, economic and trade integration, and projection to the world, with an emphasis on the Asia-Pacific region2. It is worth noting as a specific characteristic of the PA, the relationship established between its three objectives, i.e., to build an area of integration that considers not only economic and trade aspects, but also inclusion and equity, assuming education and capacity-building as an integral part of the development of competitiveness and growth of its Member States, stimulating undergraduate student mobility. In this context, the objective of this study is to analyze how the process of building the PA as a model of integration has evolved after 10 years of existence, particularly in terms of its contribution to reducing inequality gaps in higher education, its capacity-building as an integral part of the development of competitiveness and the growth of its Member States, and the encouragement of international mobility at the undergraduate level in order to create a space for effective cooperation through the undergraduate scholarship program awarded by the Platform of Student and Academic Mobility of the Pacific Alliance (PSAM-PA). In this respect, from the institutional point of view, this research aims to identify the fundamental causes for the choice of undergraduate scholarships granted by the PSAM-PA, as well as to identify its main attributes, providing both the Technical Cooperation Group (GTC) of the regional bloc and the Technical Education Group (GTE) with the necessary tools to face a new scenario given the increased interest in this mobility mechanism at the undergraduate level. Similarly, from the student point of view, it is aimed at determining the barriers to international mobility of undergraduate Spanish-speaking students, analyzing the challenges faced by the PA in the implementation of an international education policy. The theoretical and practical foundation of this study was based on the existing literature in the internationalization of higher education and international mobility, as well as on the official documentation available from the PA, which includes the four member nations. In order to carry out this research, the experience of 40 students who completed an international mobility program through the Platform of Student and Academic Mobility between 2014 and 2019 inclusive was analyzed. Based on the analysis and observation of the results obtained through interviews and digital questionnaires, as well as on the information contained in the management reports issued by the PA during the 2014-2020 period and the Impact Study on Human Capital Formation and Cultural Exchange conducted by AGCID and OEAP, and on other studies of international mobility at the undergraduate level in the region, proposals and suggestions were developed to improve and/or facilitate the use of the Platform as an instrument to promote human capital mobility, regional integration and effective cooperation....
Descriptive analysis of the acquisition of the base form, third person singular, present participle regular past, irregular past, and past participle in a supervised artificial neural network and an unsupervised artificial neural network
(Universidad de Chile, 2013)
, THIRD
PERSON SINGULAR, PRESENT PARTICIPLE REGULAR PAST, IRREGULAR
PAST, AND PAST PARTICIPLE IN A SUPERVISED ARTIFICIAL NEURAL
NETWORK AND AN UNSUPERVISED ARTIFICIAL NEURAL NETWORK
Tesis para optar al grado de Magíster en Lingüística con mención...
RESUMEN NOMBRE DEL AUTOR: MARTIN ANDRES FLORES QUIROZ PROFESOR GUIA: SAEID ATOOFI GRADO ACADEMICO OBTENIDO: MAGISTER EN LINGÜÍSTICA CON MENCION EN LENGUA INGLESA FECHA DE GRADUACION: DATOS PERSONALES DEL AUTOR: DIRECCION: ESCOCIA 5458, LO PRADO...
RESUMEN NOMBRE DEL AUTOR: MARTIN ANDRES FLORES QUIROZ PROFESOR GUIA: SAEID ATOOFI GRADO ACADEMICO OBTENIDO: MAGISTER EN LINGÜÍSTICA CON MENCION EN LENGUA INGLESA FECHA DE GRADUACION: DATOS PERSONALES DEL AUTOR: DIRECCION: ESCOCIA 5458, LO PRADO...
The evaluative language of protests in english news discourse : the case of the educational protests in Chile during 2011
(Universidad de Chile, 2013)
THE EVALUATIVE LANGUAGE OF PROTESTS IN ENGLISH NEWS
DISCOURSE: THE CASE OF THE EDUCATIONAL PROTESTS IN CHILE
DURING 2011
Tesis para optar al grado de Magíster en Lingüística mención en Lengua...
Inglesa Alumna Yessica González Troncoso Profesor patrocinante Saeid Atoofi Santiago - Chile 2013 UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE LINGÜÍSTICA ii AGRADECIMIENTOS A Dios por poner en...
Inglesa Alumna Yessica González Troncoso Profesor patrocinante Saeid Atoofi Santiago - Chile 2013 UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE LINGÜÍSTICA ii AGRADECIMIENTOS A Dios por poner en...