Fixed typo in jose paper

content/paper/paper.md

@@ -66,7 +66,7 @@ In order to teach a computational approach to thinking about spatiotemporal phen
 * as scaffolded prose and code to structure learning, 
 * and as computable content to teach computational thinking. 
 
-Drawing on the education benefits of computational notebooks [@Barba:2022], the tutorials introduce geocomputational concepts through worked examples that synthesize prose explanations, graphics, and executable code. The tutorials, which range from introductory to advanced, have a modular design for reuse and remixing so that learners can choose their own course of study and teachers can select modules for their lesson plans. The tutorials build in complexity from introductory to core to disciplinary modules. A set of getting-started tutorials introduce different ways to interface with the GRASS engine. The core tutorials cover important concepts such as geovisualization (\autoref{fig:figure_2}), map algebra (\autoref{fig:figure_3}), geospatial modeling, and the temporal framework. Disciplinary tutorials demonstrate applications for GRASS in domains such as climatology, ecology, hydrology, geomorphology, and terrain generation (\autoref{fig:figure_4}). The disciplinary tutorials build engagement by working through applications in the learner’s domain and thus motivate further exploration. Throughout the tutorials, different ways to interface with GRASS are presented as tabs in code blocks, so that learners can work their way through the same tutorial repeatedly using increasingly challenging interfaces – building proficiency first with the graphical user interface (GUI), then with the command line interface (CLI), and finally with the Python or R application programming interfaces (API).
+Drawing on the educational benefits of computational notebooks [@Barba:2022], the tutorials introduce geocomputational concepts through worked examples that synthesize prose explanations, graphics, and executable code. The tutorials, which range from introductory to advanced, have a modular design for reuse and remixing so that learners can choose their own course of study and teachers can select modules for their lesson plans. The tutorials build in complexity from introductory to core to disciplinary modules. A set of getting-started tutorials introduce different ways to interface with the GRASS engine. The core tutorials cover important concepts such as geovisualization (\autoref{fig:figure_2}), map algebra (\autoref{fig:figure_3}), geospatial modeling, and the temporal framework. Disciplinary tutorials demonstrate applications for GRASS in domains such as climatology, ecology, hydrology, geomorphology, and terrain generation (\autoref{fig:figure_4}). The disciplinary tutorials build engagement by working through applications in the learner’s domain and thus motivate further exploration. Throughout the tutorials, different ways to interface with GRASS are presented as tabs in code blocks, so that learners can work their way through the same tutorial repeatedly using increasingly challenging interfaces – building proficiency first with the graphical user interface (GUI), then with the command line interface (CLI), and finally with the Python or R application programming interfaces (API).
 
 ![An example of synthetic terrain generated using map algebra from a [tutorial](https://grass-tutorials.osgeo.org/content/tutorials/map_algebra/basic_map_algebra.html) introducing the basics of map algebra in GRASS. This tutorial demonstrates local algebraic operations using the raster map calculator, focal operations using nearest neighbors analysis, zonal operations using conditional statements with the raster map calculator, and global operations using raster metadata. \label{fig:figure_3}](figure_3.png){ width=100% }