IRONY IN FAN FICTION

Irony is a broad concept with many cultural and artistic manifestations of criticism, sarcasm, humor, parody, and even tragedy. It can represent various intellectual and emotional states, such as criticism, self-criticism, curiosity, entertainment, disappointment, anger, boasting, etc. The tone, intensity and frequency of sound are sufficient to convey irony in speech. However, in writing authors use a number of linguistic and stylistic means to be able to convey irony to the reader. This also refers to fanfic (fan fiction) – a work of art/fiction written by book fans, TV series, films, etc. – which is based on an original creation and uses irony widely. The language we perceive when reading fan fiction influences our language and our own production of speech. Hence, the present case study aims at revealing ways and means as well as reasons of expressing irony in fan fiction – a discourse variety that has attracted great interest in the modern world especially among the younger generation.

Comparison of Manipulative Indicators of Students and Therapists Using a Robotic Arm

Background: The purpose of this study was to clarify the motion therapy elements necessary for the education of students through comparison of the therapeutic motion techniques of therapists and students using an educational arm robot (Samothrace: SAMO) set with varying degrees of muscle tone pathology.Methods: The participants included eight therapists with more than five years of clinical experience and 25 fourth-year students from occupational therapy training schools who had completed their clinical practice. The therapeutic motion therapy task was a reciprocating exercise in which the elbow joint of SAMO was flexed from an extended position and then re-extended. This was performed three times for each of the three types of muscle tone intensities (mild, moderate, and severe), for a total of nine repetitions. The peak velocity, peak angle ratio, peak velocity time, and movement time were recorded using SAMO while the subjects performed the therapeutic motion therapy task. These data were compared using analysis of covariance. Results: The SAMO elbow joint kinematic data generated by therapists were significantly different than those of students for different muscle tones. It was clear from multiple comparisons that the therapeutic motion techniques of students were associated with higher peak velocity, smaller peak angle ratio, and shorter peak velocity time and movement time than those of therapists. Conclusion: The therapeutic motion techniques applied by the students in response to the muscle tone condition of the arm robot were different from those applied by therapists, suggesting that the students were not able to perform the therapeutic motion techniques in response to the degree of the muscle tone intensity in the same way that an expert could. Based on the results, when students learn therapeutic motion techniques, they should be taught to 1) deal with multiple muscle tone intensities and 2) reduce the speed of joint movement applied to the patient, extend the exercise time, and ensure maximum range of joint movement. These were the suggested guiding factors.

Embodied Attunement and Participation

The analyst’s embodied attunement and participation arises within an embodied analytic relationship. Understanding this “deep structure” of the interaction and attention to this level of interaction opens up new modes of engagement and therapeutic action. The importance of embodied attunement is supported by recent research and theories that the developing mind is shared and dialogical through bodily communication, by rhythms of cadence, tone, intensity, and movement. The analyst’s embodied awareness of two bodies together and their interpersonal rhythm is the “tool” used to gauge the pulse, vitality of connection, and particular rhythmic qualities of a uniquely shared world. This provides a read on the most elemental way the dyad shares emotional experience (or fails to). The analyst’s embodied participation is interpretation in another mode. Clinical examples illustrate how embodied attunement and intentional participation work in the session, and their therapeutic effect. Failures of attunement are also discussed in terms of how the analyst recognizes these failures and his internal process of reattunement.

Relational trust and positional power between school principals and teachers in Chile: A study of primary schools

The article analyses the trust relationship between principals and teachers in primary schools in the specific Chilean educational context. The analysis is based on the concept of school trust, emphasizing Bryk and Tschannen-Moran’s classic works. A mixed sequential quantitative–qualitative research methodology is used, including both a survey and a qualitative case study carried out in nine schools. The main results, include: principals and teachers take a different approach when forging trust they have in one another. While principals confer this trust, teachers earn it. Likewise, principals mainly set the tone, intensity and scope of the trust relationship; principals are more critical of teachers, mainly questioning certain aspects of their professional skills. Conversely, teachers normally base trust on more personal matters; individual traits of both principals and teachers have little impact on their relational trust, the exception being the number of years teachers have been on the job. While for teachers there are hardly any differences (and this changes only when it comes to the prevailing principal’s leadership), among principals, differences emerge from schools’ size, socio-economic level and public or private status; and a final discussion propounds the importance of the educational context when analysing trust relationships and positional power in schools.

EVALUACIÓN DE LA CAPACIDAD DE PERCIBIR EMOCIONES BÁSICAS Y COMPLEJAS EN PERSONAS SORDAS CON EL SOFTWARE PERVALE-2.0.

ASSESSING THE ABILITY TO PERCEIVE BASIC AND COMPLEX EMOTIONS IN DEAF PEOPLE WITH THE PERVALE-SA poorly understood aspect in deaf people is their cognitive emotion information processing abilities. Deaf people have more difficulties to distinguish the tone, intensity and rhythm of the language that listener people. When deaf people that they acquired deafness oral communication system, so they achieve a greater development of self and understanding of own and others’ emotions than deaf people who develop a gestural (LSE). PERVALE-S software is a tool for assessing perception, expression and evaluation both basic and complex emotions in deaf people with different communication codes (verbal and gestural). PERVALE-S presents visual images and instructions (by an interpreter), where the subject must identify what the image conveys both emotion and intensity level. Though the small simple, initial finding indicated that age (.556**), gender (.438**) and just gestural deaf people (.556**, 1: oral; 2: gestural)- last one, the assessment (all of them did not show interaction effect). An alternative explanation, for the better performance among gestural, in that oral deaf people he been training focus his visual perception in the mouth under social context situation, while just gestural spend more time paying attention on the rest of body when they need to accurate a social emotion. Eye tracking instrument will be used to test this hypothesis.Keywords: perceiving emotions, assessing emotions, deaf people,performace measure of emotion.Resumen:Un aspecto poco conocido de las personas sordas es su manejo de las emociones como habilidad cognitiva. Software PERVALE-S es una herramienta para la evaluación de la percepción, la expresión y la evaluación de emociones básicas y complejas de las personas sordas, con diferente código de comunicación (verbal y gestual). PERVALE-S presenta imágenes visuales e instrucciones (a través de un intérprete), en el que el sujeto debe identificar lo que la imagen transmite tanto la percepción de la emoción correcta como su nivel de intensidad. A pesar de la pequeña muestra que tenemos, se han encontrado algunos resultados los cuales indicaron que la edad (.555**), el género (.438**) y el sordo no oralizante (.556**)- cuando nuestra hipótesis era lo contrario; rindieron significativamente en la prueba de emociones sociales. La explicación a éste último se debe a que los sordos oralizantes están más entrenador a fijarse en la boca de la otra persona que los de LSE, y por lo tanto no captan parte de la imagen visual que los de LSE, y por tanto no captan parte de la imagen visual para reconocer la emoción con la misma eficacia que los no oralizantes.Palabras claves: Percepción de emociones, evaluación de emociones, personas sordas, medi-das de la emoción.

Accentual Structure in Spoken English—Has It Been Overanalyzed?

<p>Pronouncing words with the correct stress plays an important role in communication. This has been investigated by different phoneticians, Torsuyev and Gibson amongst others, who have analyzed the different accentual patterns of English words and defined a large number of different accentual patterns. In this paper the author experimentally challenges the concept of complex accentual structures by investigating the pattern of standard British English speakers. Using the PRAAT program, a software package which is widely used in phonetic experimental research, the fundamental parameters of frequency of tone, intensity and time were measured and used to define accentual patterns of polysyllabic words as spoken by two modern standard English speakers. This study demonstrated that polysyllabic words, phrases and abbreviations exhibit only four distinct accentual-syllabic patterns. This is in direct contrast to previous work and demonstrates that accentual structure in spoken English has been over analyzed and made unnecessarily complex.</p>