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Source: El humo dormido: CoNSSA Edition

Se discute que el uso del término teoría ha sido históricamente problemático en la disciplina arqueológica. Se argumenta que los arqueólogos comúnmente no se percatan de que un concepto es teórico solamente si es el objeto del investigador que ejecuta la función representacional doxástica. It is argued that the use of the term theory has been historically problematic in archaeology. It is also argued that archaeologists commonly do not realize that a concept is theoretical only if it is the object of the researcher who executes the doxastic representational function UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Centro de Investigaciones Antropológicas (CIAN)

This is a derivative work based on Paracrawl release 9 English-Spanish (https://paracrawl.eu/). This version of the corpus includes a set of probabilities corresponding to the affinity of each segment pair to a specific Digital Service Infrastructure (DSI), which includes Cybersecurity, Electronic Exchange of Social Security Information, E-health, E-justice, Europeana, Online Dispute Resolution, Open Data Portal and Safer Internet. The model that assigned the probabilities is a fine-tuned pre-trained language model (DeBERTa-v3-large), trained on a crawled corpus of English DSI-specific texts. More information is available on the corresponding GitHub page: https://github.com/RikVN/DSI. The rest of the information in the original version of the corpus remained unchanged. Notice and take down: Should you consider that our data contains material that is owned by you and should therefore not be reproduced here, please: (1) Clearly identify yourself, with detailed contact data such as an address, telephone number or email address at which you can be contacted. (2) Clearly identify the copyrighted work claimed to be infringed. (3) Clearly identify the material that is claimed to be infringing and information reasonably sufficient in order to allow us to locate the material. (4) Please write to the contact person for this resource whose email is available in the full item record. We will comply with legitimate requests by removing the affected sources from the next release of the corpus. This action has received funding from the European Union's Connecting Europe Facility 2014-2020 - CEF Telecom, under Grant Agreement No. INEA/CEF/ICT/A2020/2278341. This communication reflects only the author’s view. The Agency is not responsible for any use that may be made of the information it contains.

Source: Realidad: CoNSSA Edition

Source: Arroz y Tartana: CoNSSA Edition

Source: Jarrapellejos : Edición ELTeC : ELTeC Edition

Source: La mujer de todo el mundo: CoNSSA Edition

El objeto de análisis de esta investigación es la política educativa costarricense, entendida como la acción reguladora del quehacer académico escolar y colegial. Asimismo, el estudio pretende proponer lineamientos para una política educativa de alta calidad académica, acorde con las necesidades sociales del país. Para lograr esto último, la autora aborda la forma en que las diferencias individuales son tratadas por el modelo educativo costarricense. La educación se entiende en su contexto social e histórico y se emplean tres enfoques metodológicos integrados: el histórico, el descriptivo y el interpretativo. Se analizan los siguientes aspectos: el desarrollo histórico de Costa Rica durante la Colonia y la Independencia (la nación ordena sus prioridades de manera que la educación y la salud tengan preferencia sobre los gastos militares, sistema de minifundios para la posesión de la tierra, igualdad impuesta por las circunstancias económicas creadas por el cultivo del café), la educación en el período que va desde 1949 hasta 1990 (la concepción de que la educación es función esencial del Estado: la enseñanza primaria obligatoria y la preescolar y secundaria gratuitas y costeadas por la nación; en los años 70: elevación del nivel educativo promedio de la población; período 1978-1982: concepción de la educación como potencia del cambio y el progreso; período 1986-1990: se señalan los problemas del sistema: no logra satisfacer las demandas de educación, alto porcentaje de deserción, poca adecuación de los programas de la educación general básica), y de 1990 a 1994 (educación para la convivencia democrática y aceptación de las premisas de que los alumnos aprenden de modos diversos y con ritmos diferentes), análisis del modelo educativo nacional (principios curriculares, salidas laterales al currículo, análisis del trato de las particularidades individuales en el modelo educativo actual); problemas vigentes (formación pedagógica del profesor, formulación de los contenidos, alcahuetería evaluativa, facilismo institucionalizado, sentimentalismo institucionalizado). El trabajo concluye con la presentación de un nuevo paradigma educativo para una sociedad de oportunidades para todos (integración responsable y eficaz del ciudadano en la toma de decisiones, despolitización de la educación, orientación curricular hacia el trabajo productivo). ABSTRACT: The object of analysis of this research is the Costa Rican educational policy, understood as the regulatory action of academic and school work. Likewise, the study aims to propose guidelines for an educational policy of high academic quality, in accordance with the social needs of the country. To achieve the latter, the author addresses the way in which individual differences are treated by the Costa Rican educational model. Education is understood in its social and historical context and three integrated methodological approaches are used: the historical, the descriptive and the interpretive. The following aspects are analyzed: the historical development of Costa Rica during the Colony and Independence (the nation orders its priorities so that education and health take precedence over military expenditures, a system of smallholdings for land possession, equality imposed by the economic circumstances created by the cultivation of coffee), education in the period from 1949 to 1990 (the conception that education is an essential function of the State: compulsory primary education and preschool and secondary education free and paid for by the nation; in the 1970s: elevation of the average educational level of the population; period 1978-1982: conception of education as a power for change and progress; period 1986-1990: the problems of the system are pointed out: it fails to satisfy the demands for education, high dropout rate, poor adaptation of basic general education programs), and from 1990 to 1994 (edu cation for democratic coexistence and acceptance of the premises that students learn in different ways and with different rhythms), analysis of the national educational model (curricular principles, lateral exits to the curriculum, analysis of the treatment of individual peculiarities in the current educational model ); current problems (pedagogical training of the teacher, formulation of the contents, evaluative pimp, institutionalized facilism, institutionalized sentimentality). The work concludes with the presentation of a new educational paradigm for a society of opportunities for all (responsible and effective integration of citizens in decision-making, depoliticization of education, curricular orientation towards productive work). UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigación en Educación (INIE)

Source: La araña negra: CoNSSA Edition

Source: Si sé por qué: CoNSSA Edition