Relevant bibliographies by topics / Abundancia (The Spanish word)

Academic literature on the topic 'Abundancia (The Spanish word)'

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Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Abundancia (The Spanish word)"

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Lisauskaitė, Agnė. "The Equivalents of the Verbs of Activity in the Spanish Translation of “Metai” (“The Seasons”) by Kristijonas Donelaitis." Verbum 10 (December 20, 2019): 3. http://dx.doi.org/10.15388/verb.8.

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The equivalence of translation has become a concern for many Lithuanian researchers. The term equivalence is described in the monograph “Contrastive Semantics” (2007) by AloyzasGudavičius. LionginasPažūsis (2014) discusses problems that arise from the lack of equivalence at word level. There are many articles on approaches or strategies of equivalence (D. Masaitienė 1996; A. Leonavičienė 2010; L. Černiuvienė 2013). Some scholars choose to examine the strategies applied in the translation of some linguistic items in novels (V. Končius& A. Nausėda 2006; C. Caro Dugo 2010, 2014, 2015, 2016; A. Cerri; I. Janavičienė 2016). However, there is a lack of research that analyses the Spanish translation of the poem “Metai” or a particular linguistic aspect of this Spanish text. Recent years saw several attempts to fill this gap(C. Caro Dugo 2014, 2015, 2016; A. Cerri 2015). The current research aims to examine the equivalents of the verbs of activity (VAs) in the Spanish translation of the poem. The paper focuses only on those VAs that express actions performed by persons. The VAs which denote actions performed by other living beings or forces of nature were excluded. The research covers 52 verses with verbs of activity, selected from the poem, and their equivalents in the translation into Spanish, which are subjected to qualitative content analysis and means ofcomparative methodology. 52 constructions that express the concepts of Work, Damaging, Speakon topic, Motion, Ingestion and Entertainment were selected applying the qualitative content analysis. The Spanish equivalents of these constructions are examined through the comparative methodology. The obtained results indicated that the translator is faithful to the original text. In order to preserve the expressiveness of the poem, the Spanish translation uses an abundance of verbal lexemes. It was noticed that the equivalents of the same meaning or verbs with a more general meaning specified by an additional lexeme or construction were the main strategies adopted in VA translation into Spanish. In one case only was a Lithuanian verb changed into a Spanish noun. Idioms and figurative words were also chosen as a VA translation strategy in several instances. Nonetheless, all of these lexemes, as derivative of verbs or verbal forms, preserve the verbal nature.This workshould be useful tothe semanticists and translators.
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Serrano García, Rafael. "Conflicto, politización y violencia: el mundo rural castellano-leonés durante la II República." REVISTA DE HISTORIOGRAFÍA (RevHisto) 29 (September 20, 2018): 77. http://dx.doi.org/10.20318/revhisto.2018.4230.

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Resumen: Nuestra aportación está dirigida a estudiar la nue­va situación que la implantación de la Segunda República provocó en las áreas rurales y, concre­tamente, en las castellano-leonesas. Una situación definida por una amplia politización de los distin­tos componentes de las comunidades rurales y la abundancia de conflictos laborales que, con el paso del tiempo acabaron en violencia política que ex­presaba la polarización ideológica sufrida por el campesinado de la Meseta Norte. El uso de sumar­ios judiciales concernientes a la provincia de Valla­dolid se ha revelado extremadamente útil para el desarrollo de nuestra investigación.Palabras clave: Politización campesina, Segunda república es­pañola, violencia política, polarización ideoló­gica, conflictividad social.Abstract: This paper studies the situation stirred up by the opening of the Second Republic (1931–1936) in Spanish rural areas and specifically in Castile and León. It was characterised by a wide politicisation of the different components of the rural commu­nities amd by the profusion of labour disputes that, with the passing of time, ended in political violence and ultimately revealed the ideological polarisation of the local peasantry. Much of the documentary evidence presented here relies on court records from the province of Valladolid.Key words: Peasant politicisation, Spanish Second Repu­blic, political violence, ideological polarisation, labour conflicts.
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Pederson, Kathleen Marshall, and Stephen Mohler. "Spanish Word Order." Modern Language Journal 69, no. 1 (1985): 105. http://dx.doi.org/10.2307/327916.

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Varela, Beatriz, and Stephen C. Mohler. "Spanish Word Order." Hispania 68, no. 4 (December 1985): 884. http://dx.doi.org/10.2307/342032.

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Kiss, Marilyn. "Spanish Word Games." Hispania 70, no. 3 (September 1987): 708. http://dx.doi.org/10.2307/343468.

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Cuetos, Fernando, and Analía Barbón. "Word naming in Spanish." European Journal of Cognitive Psychology 18, no. 3 (May 2006): 415–36. http://dx.doi.org/10.1080/13594320500165896.

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Mañas, José A. "Word division in Spanish." Communications of the ACM 30, no. 7 (July 1987): 612–16. http://dx.doi.org/10.1145/28569.28571.

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Redmon, Maria T., and Pamela C. Kaatz. "The Question Word Kit-Spanish." Hispania 69, no. 3 (September 1986): 728. http://dx.doi.org/10.2307/342792.

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Cokely, Jeffrey A., and Cheryl R. Yager. "Scoring Spanish Word-Recognition Measures." Ear and Hearing 14, no. 6 (December 1993): 395–400. http://dx.doi.org/10.1097/00003446-199312000-00004.

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PHARIES, DAVID A. "Blending in Spanish Word-Formation." Romanistisches Jahrbuch (1987) 38 (January 31, 1987): 271–89. http://dx.doi.org/10.1515/9783110244946.271.

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Dissertations / Theses on the topic "Abundancia (The Spanish word)"

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Taylor, Anna M. "Psychometrically Equivalent Bisyllabic Word-Lists for Word Recognition Testing in Spanish." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2101.

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The aim of this study was to develop, digitally record, evaluate, and psychometrically equate a set of Spanish bisyllabic word lists to be used for word recognition testing. Frequently used bisyllabic words were selected and digitally recorded by male and female Spanish talkers. Twenty normally hearing subjects were presented each word to find the percentage of words which they could correctly recognize. Each word was measured at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Chisquare analysis was used to determine the equivalency among the final four psychometrically equivalent word lists of 50 words, and each of the eight half-lists containing 25 words each. The results of the analysis indicated that there were no significant differences among the four-lists or eight half-lists. Only minimal adjustments (≤0.5 dB) were needed to equate the words in the lists and half-lists for the male and female talkers.
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Peterson, Brenda Karina. "Psychometrically Equivalent Bisyllabic Word Lists for Spanish Pediatric Word Recognition Testing." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6061.

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While recorded speech audiometry materials have been developed in Spanish for adults, currently there are no speech audiometry materials available in Spanish that are suitable for a pediatric population. Thus, the purposes of this study were (a) to analyze Spanish bisyllabic words previously developed for adults to determine the words' appropriateness when testing word recognition scores in native Spanish-speaking children and (b) to compare the logistic regressions results from the Spanish adult data obtained in a previous study with the logistic regressions from Spanish pediatric data obtained in the present study. Using common-use children's dictionaries in the Spanish language, a subset of child-appropriate words was adapted from a set of materials developed for Spanish adults. A total of 129 frequently used bisyllabic words were chosen; the words were split into five lists; four lists contained 26 words and one list contained 25 words; each was digitally recorded by both male and female Spanish talkers. Twenty native Spanish-speaking children with normal hearing between the ages of four and eight years were selected to listen to words to obtain psychometric functions. Each word was presented to the listener at 5 levels of intensity from -5 to 35 dB HL in increments of 10 dB. Custom software was used to control randomization, timing, and presentation of the words. The participants were not familiarized with the words prior to testing. The words received a ranked order based on performance to create lists and half-lists that were equivalent. Logistic regression was used to calculate psychometric functions for the lists and half-lists. Subsequently, a chi-square analysis was completed. The analysis revealed no statistical differences among the lists and half-lists for either male or female talkers. The mean bisyllabic psychometric function slopes for lists and half-lists were 5.0%/dB for the male-talker words and 5.2%/dB for the female-talker words. The 50% threshold for male and female were 16.2 dB HL and 15.5 dB HL, respectively.
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Cox, Cynthia Gail. "Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).
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Pineros, Carlos Eduardo. "Prosodic Morphology in Spanish: Constraint Interaction in Word Formation." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740585.

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Piñeros, Carlos-Eduardo. "Prosodic morphology in Spanish : constraint interaction in word formation /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658546139.

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Quintanilla-Aguilar, José Roberto Alexander. "La (des)pluralización del verbo haber existencial en el español salvadoreño [inverted question mark]un cambio en progreso? /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041086.

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Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.

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This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(Ullman & Pierpont, 2005) suggests that grammatical impairments observed in SLI may be explained by abnormalities in brain areas associated with procedural memory—a gradual, sequential implicit learning, necessary for acquiring cognitive and motor skills, such as typing and bike riding. The PDH also purports that children with SLI have relative strengths in word learning since their lexical declarative memory systems have remained largely spared. However, the literature shows that children with SLI show difficulties in vocabulary learning in addition to grammatical deficits. First, in this dissertation we wanted to study whether children with SLI have a more general impairment in their non-declarative memory mechanism that is not limited to procedural learning. Second, we wanted to investigate whether statistical learning is also a required mechanism for the word-learning process rather than just declarative memory alone. Third, we examined the role of working and declarative memory in children with and without SLI with regard to lexical knowledge. To carry out our study, a total of 76 children (24 girls, 52 boys), 38 children with SLI (Mean age=8.7 years-old; SD=1.10 years) ranging in age from 5.6 to 12.11 years, and 38 typically developing children (Mean age=8.9 years; SD=1.10 years) ranging in age from 5.7 to 12.9 years were tested with three types of statistical word-learning tasks involved in a word-learning process (i.e., auditory sequential statistical learning, cross-situational statistical learning, and visual statistical learning tasks) and were given different working and declarative memory tests. The results showed that Catalan-Spanish children with SLI were less accurate at solving the three statistical learning tasks than the group of TD children. Moreover, statistical learning and declarative memory were significant predictors of the vocabulary knowledge in children with and without SLI. Thus, non-declarative learning was shown to be a required mechanism for acquiring vocabulary as well as grammar. Furthermore, children with SLI showed poorer results in the auditory and visual working memory tasks compared to the group of TD children. Equivalent results for declarative memory tests for both groups were found only after controlling for the working memory. The results of this dissertation encourage current theoretical models of non-declarative learning in children with SLI to be extended beyond the assumption that only procedural sequential learning is impaired in this population, suggesting that a more general non-declarative learning, including non-sequential statistical learning, is affected in children with SLI and that this deficit is related to grammar learning as well as vocabulary acquisition. Finally, the implications of these results on language learning in children with SLI are discussed.
Los niños y niñas con trastorno específico del lenguaje (TEL) presentan dificultades en el proceso de extracción de información abstracta que se encuentra en nuestro entorno a partir de patrones estadísticos, cálculos probabilísticos o habilidades procedimentales. La hipótesis del déficit procedimental (PDH) (Ullman y Pierpont, 2005) propone que las dificultades que presentan estos niños/as en el área de la morfología y la gramática se pueden explicar por anomalías en áreas cerebrales asociadas a la memoria procedimental. La PDH también propone que los niños con TEL tienen menos dificultades relacionadas con el vocabulario porque tienen la memoria declarativa relativamente preservada. Contrariamente, diferentes estudios demuestran que la población con TEL tiene dificultades léxicas. Los objetivos de esta tesis doctoral son demostrar si los niños/as con TEL presentan dificultades en realizar tareas que requieren del aprendizaje estadístico. En segundo lugar, investigamos si el aprendizaje estadístico también tiene un rol explicativo en el conocimiento de vocabulario. En tercer lugar, examinamos el papel que tiene la memoria de trabajo y la memoria declarativa en relación al conocimiento del léxico. Un total de 76 niños/as (24 niñas, 52 niños) participaron en este estudio. El grupo TEL estaba formado por 38 niños y niñas (M edad = 8,7 años). El grupo control estaba formado por 38 niños/as con desarrollo típico (DT) (M edad = 8,9 años). Todos los participantes realizaron 3 experimentos de aprendizaje estadístico: (1) auditivo y secuencial, (1) visual y secuencial y (3) audiovisual y no secuencial. Además, a todos los participantes se les evaluó con diferentes baterías de memoria de trabajo y memoria declarativa. Los resultados mostraron que el grupo TEL obtuvo un rendimiento significativamente inferior al grupo control en los tres experimentos de aprendizaje estadístico. Además, tanto el aprendizaje estadístico como la memoria declarativa fueron dos predictores significativos del conocimiento del vocabulario de los participantes. Estos resultados demuestran que el aprendizaje estadístico también es un mecanismo necesario para adquirir vocabulario y no sólo para aprender morfología y gramática. Además, el grupo TEL mostró resultados más bajos en las tareas de memoria de trabajo auditiva y visual en comparación con el grupo con DT. También se encontraron resultados equivalentes para ambos grupos en las pruebas que evaluaban la memoria declarativa (después de controlar la memoria de trabajo). Los resultados de esta investigación sugieren (1) que los niños/as con TEL muestran dificultades en aprendizaje estadístico en tres modalidades diferentes (visual, auditiva, audio-visual) (2) que los modelos teóricos actuales que se basan en la afectación de la memoria procedimental en esta población deben ir más allá de la hipótesis que sólo hay un aprendizaje procedimental secuencial afectado en esta población y (3) que el aprendizaje estadístico de regularidades no secuenciales también podría estar afectado en esta población.
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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.
ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities
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Solon, Megan Elizabeth. "WORD FREQUENCY AND NEIGHBORHOOD DENSITY EFFECTS ON L2 SPANISH VOCABULARY DEVELOPMENT." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185545267.

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Berrocoso, Solbella. "A thematic analysis of Spanish word order : theoretical and pedagogical aspects." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494077.

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Word order variations in Spanish have led scholars to consider it as a language with flexible word order in comparison with languages such as French or English. Attention has been mainly centred on syntactic variations involving the placement of the subject. Today, the widespread assumption is that Spanish is a pragmatically motivated language; consequently, studies have started to focus on real occurring data in order to study the pragmatic factors that intervene in the creation of meaning. The fact that the pragmatic factors are independent of position makes it difficult to use them as indicators to explain word order variations. Further, studying language in context implies that it more complex to single out a specific feature, because every element of the system collaborates in the creation of meaning.
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Books on the topic "Abundancia (The Spanish word)"

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translator, Vicedo Raquel, and Consejo Nacional para la Cultura y las Artes (Mexico). Dirección General de Publicaciones, eds. Los siete años de abundancia. Mexico: Editorial Sexto Piso, 2013.

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Botero, Esther Sánchez. Recetas de la abundancia: Patrimonio gastronómico de los países del Convenio Andrés Bello. Bogotá, Colombia: Convenio Andrés Bello, 2001.

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1942-, Phillips Joan, ed. The Spanish word finder: Spanish/English, inglés/español. New York, NY: HarperPerennial, 1993.

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Smith, Colin. An English-Spanish word list. Walton-on-Thames: Nelson, 1985.

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Company, National Textbook, ed. Let's learn Spanish word book. Lincolnwood, Ill: National Textbook Company, 1995.

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Turk, Phil. Dime más: Spanish word profiles. London: Hodder & Stoughton, 1999.

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Cifuentes Honrubia, José Luis, and Susana Rodríguez Rosique, eds. Spanish Word Formation and Lexical Creation. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.

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Hickey, Leo. Word order in Spanish: Four perspectives. Bristol: University of Bristol, Dept. of Hispanic, Portuguese and Latin American Studies, 1994.

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Padilla, Jaime H. Easy Spanish word games and puzzles. Lincolnwood, Ill: Passport Bks., 1985.

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Vivienne, Bray, and Hensmann Judy, eds. English-Spanish: Dictionary and word book. Kibworth, Beauchamp: Brown Watson, 2005.

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Book chapters on the topic "Abundancia (The Spanish word)"

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Howkins, Angela, Christopher Pountain, Teresa de Carlos, and Javier Muñoz-Basols. "Word order." In Practising Spanish Grammar, 189–92. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Practising grammar workbooks: Routledge, 2019. http://dx.doi.org/10.4324/9780429441165-30.

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Butt, John, and Carmen Benjamin. "Word order." In A New Reference Grammar of Modern Spanish, 464–75. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-8368-4_37.

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Posio, Pekka, and Malte Rosemeyer. "Pragmatics and word order." In The Routledge Handbook of Spanish Pragmatics, 73–90. New York : Routledge, 2020. | Series: Routledge spanish language handbooks: Routledge, 2020. http://dx.doi.org/10.4324/9780429455643-6.

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Lozano, Cristóbal. "Word Order in Second Language Spanish." In The Handbook of Spanish Second Language Acquisition, 287–310. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118584347.ch17.

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Barrajón López, Elisa. "On meteorological denominal verbs in Spanish." In Spanish Word Formation and Lexical Creation, 1–20. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.01lop.

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Cifuentes Honrubia, José Luis. "Spanish deadjectival verbs and argument structure." In Spanish Word Formation and Lexical Creation, 65–106. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.04hon.

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Cifuentes Honrubia, José Luis, and Javier Fresnillo Núñez. "From Latin super- to Spanish sobre-." In Spanish Word Formation and Lexical Creation, 307–46. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.13hon.

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Gonzalez Darriba, Patricia. "Acquisition of word order in L2 Spanish." In Three Streams of Generative Language Acquisition Research, 271–96. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lald.63.14dar.

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Ortega-Llebaria, Marta, and Pilar Prieto. "Perception of word stress in Castilian Spanish." In Phonetics and Phonology, 35–50. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cilt.306.02ort.

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Schulz, Anchen. "On passives and word order in Spanish." In Current Issues in Linguistic Theory, 315. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.36.18sch.

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Conference papers on the topic "Abundancia (The Spanish word)"

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Zurita, Alvaro Martin Iturralde, and Meghan Clayards. "Lexical stress in Spanish word segmentation." In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-11185.

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García, María Teresa Martínez, Julie Kamber, and Sandra Schwab. "Use of Word-Level Stress in L2 Spanish Word Recognition." In Speech Prosody 2024. ISCA: ISCA, 2024. http://dx.doi.org/10.21437/speechprosody.2024-101.

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Astruc, Lluïsa, Elinor Payne, Brechtje Post, Pilar Prieto, and Maria del Mar Vanrell. "Word prosody in early child Catalan, Spanish and English." In Speech Prosody 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/speechprosody.2010-13.

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Copara Zea, Jenny Linet, Jose Eduardo Ochoa Luna, Camilo Thorne, and Goran Glavaš. "Spanish NER with Word Representations and Conditional Random Fields." In Proceedings of the Sixth Named Entity Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-2705.

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Barberia, Irene. "Effects of VV-sequence deletion across word boundaries in Spanish." In ExLing 2006: 1st Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2006/01/0015/000015.

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Leandro, Manuel A., Alvaro Villegas, and José M. Pardo. "Efficient isolated word recognition in Spanish based on static modeling." In 4th European Conference on Speech Communication and Technology (Eurospeech 1995). ISCA: ISCA, 1995. http://dx.doi.org/10.21437/eurospeech.1995-18.

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Simonova, M. V. "Translation Of «Fashionable» Neologisms From Spanish Into Russian." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.149.

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Góngora, Santiago, Nicolás Giossa, and Luis Chiruzzo. "Can We Use Word Embeddings for Enhancing Guarani-Spanish Machine Translation?" In Proceedings of the Fifth Workshop on the Use of Computational Methods in the Study of Endangered Languages. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.computel-1.16.

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Procopio, Luigi, Edoardo Barba, Federico Martelli, and Roberto Navigli. "MultiMirror: Neural Cross-lingual Word Alignment for Multilingual Word Sense Disambiguation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/539.

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Word Sense Disambiguation (WSD), i.e., the task of assigning senses to words in context, has seen a surge of interest with the advent of neural models and a considerable increase in performance up to 80% F1 in English. However, when considering other languages, the availability of training data is limited, which hampers scaling WSD to many languages. To address this issue, we put forward MultiMirror, a sense projection approach for multilingual WSD based on a novel neural discriminative model for word alignment: given as input a pair of parallel sentences, our model -- trained with a low number of instances -- is capable of jointly aligning, at the same time, all source and target tokens with each other, surpassing its competitors across several language combinations. We demonstrate that projecting senses from English by leveraging the alignments produced by our model leads a simple mBERT-powered classifier to achieve a new state of the art on established WSD datasets in French, German, Italian, Spanish and Japanese. We release our software and all our datasets at https://github.com/SapienzaNLP/multimirror.
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López de Ipiña, K., A. Varona, I. Torres, and L. J. Rodríguez. "Decision trees for inter-word context dependencies in Spanish continuous speech recognition tasks." In 6th European Conference on Speech Communication and Technology (Eurospeech 1999). ISCA: ISCA, 1999. http://dx.doi.org/10.21437/eurospeech.1999-219.

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Reports on the topic "Abundancia (The Spanish word)"

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Lylo, Taras. THE MISSION OF A JOURNALIST IN THE ESSAYISTIC INTERPRETATIONS BY OLEGARIO GONZÁLEZ DE CARDEDAL. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12156.

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The article analyzes Olegario González de Cardedal’s views on journalistic mission, that he interprets as a “ministry”. For him, a journalist is the minister of the word, the creator and the interpreter of events, the spokesperson of human being and the witness of human hope. For the Spanish Catholic theologian and author, the newspaper is both “structure and soul”. He believes that media is something more than an ordinary profitable enterprise and interprets journalism as a “spiritual ministry”. A prerequisite for the true ministry is the hierarchical system of values. In this context, for González de Cardedal the most important are “decisive values”, “permanent priorities”, from the positions of which one should think. He also defines two main ideals of mass communication: the development of nobility and the strengthening of freedom. In addition, Olegario González de Cardedal emphasizes such features of a journalist as the devotion to the truth, the respect for facts, the professional cognition of the order of reality, the empathy and the freedom in relation to the powerful of this world. Moreover, the essayist pays special attention to the need for a more targeted approach to the coverage of international events. Olegario González de Cardedal believes that a reader first of all looks in a newspaper not only for what helps him get closer to the people who live nearby, but also to those ones who live far away. This, in his opinion, is a necessity at a time when information is a source of orientation in the struggle for existence, especially at a time of integral challenges that make geographical distances relative. “Human life has already reached cosmic proportions, and we cannot be human without being neighbors. Even through a provincial newspaper, great events of the world must travel: its landscapes, its people, its destinies...” Recognizing the fact that all newspapers are fundamentally local, however, the thinker notes, they must all build a common consciousness, convince of the common purpose and hope. Keywords: journalistic mission, newspaper, values, ideals of communication, freedom.
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