Being impolite while pretending to be polite. The rupture of politeness conventions in electoral debates

This paper is a part of a larger research that pursues a global understanding of impoliteness in face-to-face electoral debates. That research distinguishes three essential axes, three complementary analytical perspectives: functional strategies of impoliteness, linguistic-discursive mechanisms to implement them and social impacts of impolite acts. In this frame, the present work develops an in-depth analysis of a special category of mechanisms, namely the rupture of politeness conventions, a subgroup within postliteral implicit mechanisms. This subgroup acquires its identity by the fact of carrying out a linguistic action that is conventionally associated with a polite attitude, but doing it in a rhetorically insincere way: the consequence is that apparent politeness becomes impoliteness. Relevant aspects in the characterization of ruptures are isolated and, on this basis, it is developed a detailed analysis of three specific kinds of mechanisms in which ruptures take shape: using ironic statements, developing different forms of overpoliteness and adopting a falsely collaborative attitude toward the interlocutor. The analysis of that group of mechanisms takes into account, simultaneously, the other two axes of the main research, strategies and social impacts.

Interpretation and typology Spanish indefinite pronoun uno in three discoursive genres

This study investigates the Spanish indefinite pronoun uno (“one”). After a detailed analysis of its occurrences in authentic language, we find that its interpretation varies depending on the linguistic context. Therefore, we examine which elements of the context - we focus on the broader context, beyond the sentence – have an impact on its interpretation and develop a typology of the indefinite pronoun as to its interpretation. The pronoun may be interpreted as completely generic or specific (referring to the speaker, the listener or a third person). Its interpretation can also be located in an intermediate position between these interpretive extremes.In addition, we compare its use in various discursive genres - spontaneous conversations, academic essays and web forum - which are distinguished by the presence or absence of interactivity and of more or less subjectivity / intersubjectivity. The comparison shows that pronoun use depends on these characteristics.

Telenovela’s orality: from medium to a linguistic-discursive construction

Telenovela’s orality: from medium to a linguistic-discursive construction. Studies about telenovelas usually highlight their "orality". However, a literature review, specifically for Latin American telenovelas, shows that the term "orality" has been used with varying senses. In contrast with those devoted to telenovelas, literary studies have addressed the question by conceptualizing it as fictional orality. This paper takes fictional orality as a key concept to explain telenovela’s discursive peculiarities, and on that base, it distinguishes several dimensions of linguistic and discursive variation, in which such orality is being portrayed.

A Generalized Fuzzy Linguistic Model for Predicting Component Concentrations in an Optical Gas Sensing System

Motivated by environmental protection concerns, monitoring the flue gas of thermal power plant is now often mandatory due to the need to ensure that emission levels stay within safe limits. Optical based gas sensing systems are increasingly employed for this purpose, with regression techniques used to relate gas optical absorption spectra to the concentrations of specific gas components of interest (NOx, SO2 etc.). Accurately predicting gas concentrations from absorption spectra remains a challenging problem due to the presence of nonlinearities in the relationships and the high-dimensional and correlated nature of the spectral data. This article proposes a generalized fuzzy linguistic model (GFLM) to address this challenge. The GFLM is made up of a series of “If-Then” fuzzy rules. The absorption spectra are input variables in the rule antecedent. The rule consequent is a general nonlinear polynomial function of the absorption spectra. Model parameters are estimated using least squares and gradient descent optimization algorithms. The performance of GFLM is compared with other traditional prediction models, such as partial least squares, support vector machines, multilayer perceptron neural networks and radial basis function networks, for two real flue gas spectral datasets: one from a coal-fired power plant and one from a gas-fired power plant. The experimental results show that the generalized fuzzy linguistic model has good predictive ability, and is competitive with alternative approaches, while having the added advantage of providing an interpretable model.

A generalized fuzzy linguistic model for predicting component concentrations in an optical gas sensing system

Motivated by environmental protection concerns, monitoring the flue gas of thermal power plant is now often mandatory due to the need to ensure that emission levels stay within safe limits. Optical based gas sensing systems are increasingly employed for this purpose, with regression techniques used to relate gas optical absorption spectra to the concentrations of specific gas components of interest (NO_x, SO₂ etc.). Accurately predicting gas concentrations from absorption spectra remains a challenging problem due to the presence of nonlinearities in the relationships and the high-dimensional and correlated nature of the spectral data. This article proposes a generalized fuzzy linguistic model (GFLM) to address this challenge. The GFLM is made up of a series of “If-Then” fuzzy rules. The absorption spectra are input variables in the rule antecedent. The rule consequent is a general nonlinear polynomial function of the absorption spectra. Model parameters are estimated using least squares and gradient descent optimization algorithms. The performance of GFLM is compared with other traditional prediction models, such as partial least squares, support vector machines, multilayer perceptron neural networks and radial basis function networks, for two real flue gas spectral datasets: one from a coal-fired power plant and one from a gas-fired power plant. The experimental results show that the generalized fuzzy linguistic model has good predictive ability, and is competitive with alternative approaches, while having the added advantage of providing an interpretable model.

Epistemic Modality in Linguistic and Literature Essays in English : A comparative corpus-based study of modal verbs in student claims

This study is a corpus-based comparison between student essays written in the subject areas of English linguistics and literature at undergraduate level. They are 200 Bachelor degree theses submitted at a variety of university departments (such as English, Language and Literature, Humanities, Social and Intercultural Studies) in Sweden. The comparison concerns frequencies of core modal verbs and how often they occur together with the I, we and it subject pronouns and in the structures this/the [essay, study, project, thesis] when students attempt to communicate their personal claims. Quantitative and qualitative analyses of the essays show few similarities in the ways that core modal verbs appear in both disciplines. The results indicate mainly distinct differences, especially in relation to clusters and variation of performative verbs. Specific patterns in the ways that students use core modal verbs as hedges have also been identified.

The Impact of Global English in Xinjiang, China: Linguistic Capital and Identity Negotiation among the Ethnic Minority and Han Chinese Students

Thesis (Ph.D.)--University of Washington, 2016-08

Complexities in Context: Pathways to Preparing Teachers for Cultural and Linguistic Diversity

Thesis (Ph.D.)--University of Washington, 2016-06

Computational modelling of interacting phenomena in the shape casting process

Abstract not available

Modelling interacting phenomena during the solidification of metals in the casting process

A variety of interacting complex phenomena takes place during the casting of metallic components. Here molten metal is poured into a mould cavity where it flows, cools, solidifies and then deforms in its solid state. As the metal cools, thermal gradients will promote thermal convection which will redistribute the heat around the component (usually from feeders or risers) towards the solidification front and mushy zone. Also, as the evolving solid regions of the cast component deform they will form gap at the cast-mould interface. This gap may change the rate of solidification in certain parts the casting, hence affecting the manner in which the cast component solidifies. Interaction between a cast component and its surrounding mould will also govern stress magnitudes in both the cast and mould -these may lead to defects such as cracks. This paper presents a multiphysics modelling approach to this complex process. Emphasis will be placed on the interacting phenomena taking place during the process and the modelling strategy used. Comparisons with plant data are also be given.

Modelling continuum mechanics phenomena using three dimensional unstructured meshes on massively parallel processors

The difficulties encountered in implementing large scale CM codes on multiprocessor systems are now fairly well understood. Despite the claims of shared memory architecture manufacturers to provide effective parallelizing compilers, these have not proved to be adequate for large or complex programs. Significant programmer effort is usually required to achieve reasonable parallel efficiencies on significant numbers of processors. The paradigm of Single Program Multi Data (SPMD) domain decomposition with message passing, where each processor runs the same code on a subdomain of the problem, communicating through exchange of messages, has for some time been demonstrated to provide the required level of efficiency, scalability, and portability across both shared and distributed memory systems, without the need to re-author the code into a new language or even to support differing message passing implementations. Extension of the methods into three dimensions has been enabled through the engineering of PHYSICA, a framework for supporting 3D, unstructured mesh and continuum mechanics modeling. In PHYSICA, six inspectors are used. Part of the challenge for automation of parallelization is being able to prove the equivalence of inspectors so that they can be merged into as few as possible.

Interação didática em língua estrangeira: contributos de um estudo baseado na dimensão sócio-afetiva da aprendizagem colaborativa

Pretendeu-se com este projecto de investigação estudar a interação didática co-construída por alunos do ensino superior em moldes de aprendizagem colaborativa na aula de Inglês língua estrangeira, com enfoque na dimensão sócio-afetiva da aprendizagem. Na base do quadro teórico encontra-se o pressuposto de que o conhecimento é algo dinâmico e construído colaborativamente, e que é na interação didática que emergem os comportamentos verbais reveladores do Saber―Ser/Estar/Aprender dos sujeitos, nomeadamente através da coconstrução e negociação de sentidos. Subjacente portanto ao estudo está a convicção de que “o trabalho crítico sobre a interação permite entender os modos relacionais entre os sujeitos pedagógicos, as relações interpessoais que se estabelecem e articular o desenvolvimento linguístico-comunicativo com o desenvolvimento pessoal e social dos alunos” (Araújo e Sá & Andrade, 2002, p. 82). Esta investigação centra-se exclusivamente nos aprendentes, na sequência de indicações provenientes da revisão de literatura, as quais apontam para uma lacuna nas investigações efetuadas até à data, referente ao número insuficiente de estudos dedicado à interação didática interpares, já que a grande maioria dos estudos se dirige para a relação professor-aluno (cf. Baker & Clark, 2010; Hellermann, 2008; O'Donnell & King, 2014). Por outro lado, o estado da arte relativo às investigações focalizadas na interacção entre aprendentes permite concluir que a melhor forma de exponenciar esta interação será através da aprendizagem colaborativa (cf. Johnson, Johnson, & Stanne, 2000; Slavin, 2014; Smith, Sheppard, Johnson, & Johnson, 2005). Circunscrevemos o nosso estudo à dimensão sócio-afetiva das estratégias de aprendizagem que ocorrem nessas interações, já que a revisão da literatura fez evidenciar a correlação positiva da aprendizagem colaborativa com as dimensões social e afetiva da interação (cf. Byun et al., 2012): por um lado, a dinâmica de grupo numa aula de língua estrangeira contribui grandemente para uma perceção afetiva favorável do processo de aprendizagem, incrementando igualmente a quantidade e a qualidade da interação (cf. Felder & Brent, 2007); por outro lado, a existência, na aprendizagem colaborativa, dos fenómenos de correção dos pares e de negociação de sentidos estimula a emergência da dimensão sócio-afetiva da aprendizagem de uma língua estrangeira (cf. Campbell & Kryszewska,1992; Hadfield, 1992; Macaro, 2005). É neste enquadramento teórico que se situam as nossas questões e objetivos de investigação. Em primeiro lugar procurámos saber como é que um grupo de aprendentes de Inglês língua estrangeira do ensino superior perceciona as estratégias de aprendizagem sócio-afetivas que utiliza em contexto de sala de aula, no âmbito da aprendizagem colaborativa e nãocolaborativa. Procurámos igualmente indagar quais as estratégias de aprendizagem sócio-afetivas passíveis de serem identificadas neste grupo de aprendentes, em situação de interação didática, em contexto de aprendizagem colaborativa. Finalmente, questionámo-nos sobre a relação entre a perceção que estes alunos possuem das estratégias de aprendizagem sócio-afetivas que empregam nas aulas de Inglês língua estrangeira e as estratégias sócio-afetivas identificadas em situação de interação didática, em contexto de aprendizagem colaborativa. No que respeita à componente empírica do nosso projecto, norteámo-nos pelo paradigma qualitativo, no contexto do qual efetuámos um estudo de caso, a partir de uma abordagem tendencialmente etnográfica, por tal nos parecer mais consentâneo, quer com a nossa problemática, quer com a natureza complexa dos processos interativos em sala de aula. A metodologia quantitativa está igualmente presente, pretendendo-se que tenha adicionado mais dimensionalidade à investigação, contribuindo para a triangulação dos resultados. A investigação, que se desenvolveu ao longo de 18 semanas, teve a sala de aula como local privilegiado para obter grande parte da informação. Os participantes do estudo de caso foram 24 alunos do primeiro ano de uma turma de Inglês Língua Estrangeira de um Instituto Politécnico, sendo a investigadora a docente da disciplina. A informação proveio primordialmente de um corpus de interações didáticas colaborativas audiogravadas e posteriormente transcritas, constituído por 8 sessões com uma duração aproximada de uma hora, e das respostas a um inquérito por questionário − construído a partir da taxonomia de Oxford (1990) − relativo à dimensão sócio-afetiva das estratégias de aprendizagem do Inglês língua estrangeira. O corpus gravado e transcrito foi analisado através da categorização por indicadores, com o objetivo de se detetarem as marcas sócio-afetivas das estratégias de aprendizagem mobilizadas pelos alunos. As respostas ao questionário foram tratadas quantitativamente numa primeira fase, e os resultados foram posteriormente triangulados com os provenientes da análise do corpus de interações. Este estudo permitiu: i) elencar as estratégias de aprendizagem que os aprendentes referem utilizar em situação de aprendizagem colaborativa e não colaborativa, ii) detetar quais destas estratégias são efetivamente utilizadas na aprendizagem colaborativa, iii) e concluir que existe, na maioria dos casos, um desfasamento entre o autoconceito do aluno relativamente ao seu perfil de aprendente de línguas estrangeiras, mais concretamente às dimensões afetiva e social das estratégias de aprendizagem que mobiliza, e a forma como este aprendente recorre a estas mesma estratégias na sala de aula. Concluímos igualmente que, em termos globais, existem diferenças, por vezes significativas, entre as representações que os sujeitos possuem da aprendizagem colaborativa e aquelas que detêm acerca da aprendizagem não colaborativa.

Study and analysis of the waves and currents interaction phenomena

Interaction of ocean waves, currents and sea bed roughness is a complicated phenomena in fluid dynamic. This paper will describe the governing equations of motions of this phenomena in viscous and nonviscous conditions as well as study and analysis the experimental results of sets of physical models on waves, currents and artificial roughness, and consists of three parts: First, by establishing some typical patterns of roughness, the effects of sea bed roughness on a uniform current has been studied, as well as the manning coefficient of each type is reviewed to find the critical situation due to different arrangement. Second, the effect of roughness on wave parameters changes, such as wave height, wave length, and wave dispersion equations have been studied, third, superimposing, the waves + current + roughness patterns established in a flume, equipped with waves + currents generator, in this stage different analysis has been done to find the governing dimensionless numbers, and present the numbers to define the contortions and formulations of this phenomena. First step of the model is verified by the so called Chinese method, and the Second step by the Kamphius (1975), and third step by the van Rijn (1990) , and Brevik and Ass ( 1980), and in all cases reasonable agreements have been obtained. Finally new dimensionless parameters presented for this complicated phenomena.