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This paper sheds light on the concept of complimenting, based on its practice in the Moore language spoken in Burkina Faso, West Africa. It revisits Holmes’ (1986) definition of “compliments” and proposes a model which gives new insight into the concept of complimenting behaviour across languages and cultures. The proposed model may have implications for our understanding of politeness strategies as proposed by Brown and Levinson (1987), particularly with the urge to integrate third person in the model, as a close examination of data from Moore would suggest. The data analyzed were collected in naturally occurring discourse.

This article describes the way compliments and compliment responses are executed in Kunming Chinese, a Mandarin dialect spoken in Kunming, China. By looking at data collected through DCT questionnaires and natural observations, the author examines the semantic formulas used in forming compliments and compliment responses and the syntactic patterns of compliments in the two types of data. It is found that explicit compliments are the most common form of complimenting in the dialect. Implicit compliments, on the other hand, are much rarer and tend to occur by themselves. Syntactically, over 90% of the compliments fall into one of 4 syntactic structures paid through the third person/impersonal or second person perspectives. In replying to a compliment, speakers of Kunming Chinese are found to be drifting away from the tradition of rejecting compliments outright. They are more willing to accept compliments now although often indirectly. A quarter of the time, in real life situations, they just smile away a compliment they receive. While the DCT data and natural data are similar in the use of a majority of the semantic formulas, some differences are also found between the two types of data. Some methodological and cross-cultural implications are discussed at the end of the article. Key words: Kunming Chinese, descriptive study, compliment event, DCT data, natural data

Dark Rain es un juego de ciencia ficción-aventura en tercera persona, enfocado en la exploración y combate, en él puedes lograr misiones y con ellas ir avanzando en los niveles mientras que se recolectan objetos útiles para la continuación de la historia. Nuestro protagonista Z deberá buscar la manera de sobrevivir y escapar del planeta tierra mientras se abre paso a través de innumerables enemigos que emergieron de las grietas dimensionales e invadieron el planeta tierra. Dark Rain is a third-person science fiction-adventure game, focused on exploration and combat, in which you can complete missions and with them progress through the levels while collecting useful objects for the continuation of the story. Our protagonist Z must find a way to survive and escape from planet earth while he makes his way through countless enemies that emerged from dimensional rifts and invaded planet earth. Pregrado

In Mabaan, a Western Nilotic language, indirect speech is characterised by the following three features. Firstly, verbs are inflected in a special way, having an indirect mode as opposed to the direct mode of direct speech. Secondly, in pronominal morphemes a distinction is made between forms that refer to a third person reported speaker (third person forms) and forms which have other third person referents (fourth person forms), a distinction which is coextensive with the use of the indirect mode. Thirdly, third person pronominal forms are identical to the third person pronominal forms used in direct speech, while fourth person pronominal forms are different and, thus, anti-logophoric. Taken together, these features make Mabaan typologically unusual.

Current understanding of visual perspectives (i.e., first person vs third person) in mental time travel and their relations to psychological well-being is largely based on research with Western pop...

Seto is an exceptional language in the Uralic family due to its systematic use of postverbal negation, although preverbal and double negation marking are also used. Postverbal negation is still the most frequent and unmarked pattern occurring in about 74% of negative clauses in Seto. This paper analyzes variation between pre- and postverbal negation in East Seto (spoken in present-day Russia), based on data gathered during fieldwork trips in 2010–2013. By applying quantitative methods that are used in variationist studies (regression modelling, conditional inference trees, and random forests), we determine the variables affecting the choice between pre- and postverbal negation. Marked preverbal negation occurs more likely with first and third person, cognition verbs, and present tense, all of which are often used in fixed expressions like I don’t know. We also found a strong structural persistence effect in the data and remarkable differences between individual speakers.

Celem artykułu jest próba ukazania tego, w jaki sposób Duch Święty kształtuje osobowość chrześcijanina. Pojęcie „osobowości” zostało wybrane nieprzypadkowo, ponieważ posługuje się nim wiele współczesnych nauk o człowieku. Dlatego też bardzo dobrze nadaje się do multidyscyplinarnego dyskursu o osobie ludzkiej. Oczywiście fenomen osobowości ma nieco inne pole semantyczne w psychologii, socjologii, etyce czy pedagogice. W niniejszym opracowaniu terminy: „osobowość” oraz „osobowość chrześcijańska” będą rozumiane personalistycznie, zgodnie z intuicjami zaczerpniętymi od Wincentego Granata. Próba odpowiedzi na pytanie o to, w jaki sposób Duch Święty kształtuje osobowość człowieka, będzie prowadzona zgodnie z zaproponowaną przez Granata hermeneutyką osoby przez osobowość. Zdaniem lubelskiego personalisty można mówić o trzech płaszczyznach (rodzajach) osobowości ludzkiej: psychicznej, etycznej i społecznej. Jednakże należy pamiętać o tym, że za każdym razem chodzi o „osobę integralną”, ujmowaną wszakże w perspektywie pewnego wyodrębnionego spektrum jej bytowania i działania.

Digital social networks have become an essential source of information because celebrities use them to share their opinions, ideas, thoughts, and feelings. This makes digital social networks one of the preferred means for celebrities to promote themselves and attract new followers. This paper proposes a model of feature selection for the classification of celebrities profiles based on their use of a digital social network Twitter. The model includes the analysis of lexical, syntactic, symbolic, participation, and complementary information features of the posts of celebrities to estimate, based on these, their demographic and influence characteristics. The classification with these new features has an F1-score of 0.65 in Fame, 0.88 in Gender, 0.37 in Birth year, and 0.57 in Occupation. With these new features, the average accuracy improve up to 0.14 more. As a result, extracted features from linguistic cues improved the performance of predictive models of Fame and Gender and facilitate explanations of the model results. Particularly, the use of the third person singular was highly predictive in the model of Fame.

This paper aims for identifying the type of codeswitching and codemixing found on the vlog and recognizing factors causing codeswitching and codemixing. The researchers take data from 14 vlogs of Nurul Taufik themed Jaamiah or Campus. Some steps done in doing the research including listening to the vlog, analysing, and reporting. The result shows that there are 20 data of codeswitching and 52 data of codemixing. All forms of codeswitching belong to extraneous in the form of sentences. Some factors causing code switching are including speakers, interlocutors, the presence of a third person and changes in the topic of discussion. In addition, the form of code mixing is extraneous codes in the form of words, phrases, baster, repetition of words, expressions, and clauses. The cause of codemixing is the speaker's desire to get the “right” expression, and the habits and relaxedness of the speech act participants in communicating.

Spelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2–5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (“ik vind,” I find) or -dt (“hij/zij vindt,” he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as “vind’ is more frequent than “vindt,” “vind” is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling.

The contract for the benefit of a third person is that atypical and absolutely impressive legal construction that has struggled to make its place in the laws of many states. The regulation of this type of contract was catalyzed by the practical necessity generated by the jurisprudence. This study represents an exemplary synthesis of the doctrinal-theoretical dimension of the contract issue for the benefit of a third person after the modernization of the Civil Code of the Republic of Moldova. The practical aspects of the contract for the benefit of a third person are also approached, and a particularly important aspect is the analysis of the subject approached in the light of the new regulations of the Civil Code of the Republic of Moldova.

هدفت الدراسة إلى الترکيز على الجانب اللغوي، في رواية تحمل اسم حيوان، حيث إن أکثر الدراسات – في حدود ما قرأت - التي قامت على روايات يشکل فيها الحيوان محورا رئيسا، کانت دراسات أدبية وقراءات نقدية. أما المنهج المتبع في البحث فهو المنهج الوصفي التحليلي، ويقوم على قراءة الرواية قراءة معمقة يتم فيها: ـ رصد المادة موضوع البحث لفظة (القندس) في سياقاتها المختلفة. ـ تصنيف هذه المادة صرفيا، ونحويا. ـ التحليل الدلالي لبعض الصيغ الصرفية والروابط النحوية والمعجمية، ومدى تأثيرها وتأثير الموقعية الإعرابية في بناء الرواية ودلالاتها المختلفة. وقد توصل البحث إلى عدد من النتائج منها: ـ لحياة المؤلف تأثير على عمله الأدبي، وقد ظهر ذلک في الرواية ؛ حيث تعرف الکاتب إلى (القندس) أثناء تواجده في بورتلاند وعلى ضفاف نهر ويلامت، وجعله محورا لروايته.. ـ ظهور دور الإحالة في الربط بين أجزاء النص الروائي وإزالة ماقد يعتريه من لبس أو غموض ومن ذلک استخدام الضمائر التي کان أکثرها ضمائر للمتکلم التي تناسب الروائي الذي اعتمد على المسرود الذاتي وضمائر الغائب التي تناسب الأحداث والأشخاص والأماکن التي في ذهن السارد. ـ ظهور دور الربط المعنوي بوجود التکرار في بعض ألفاظ الرواية الذي حقق التماسک في النص إضافة إلى وظائفه الدلالية من تأکيد وتنبيه وغيرها. ـ اختلاف دلالة الفعل المضارع المنفي ب (لا) عن المنفي ب (لن) و(لم)، وظهور ذلک في تطبيقه على الرواية. ـ ثراء الرواية بدلالات لغوية يحفز إلى دراستها والتطبيق في جوانب أخرى لم يتم التطبيق فيها خشية الإطالة، مما يفتح بابا لدراسة هذه الرواية وغيرها من الروايات من هذا المنطلق. The present study aimed to focus on the linguistic side in a novel holding the name of an animal as most of the studies - within the limits of what I read - that were based on novels in which the animal constituted a main focus, were literary studies and critical readings. The study adopted the descriptive and analytical method and it was based on reading the novel in depth in which: investigation of the subject matter in question (the beaver) in its various contexts, classification of this material morphologically and grammatically, semantic analysis of some morphological formulas, grammatical and lexical links and the extent of their influence and the effect of locational syntactic in the construction of the novel and its various connotations. The research reached a number of results as the author's life has an impact on his literary work, and this has appeared in the novel as the writer got acquainted with (the beaver) while he was in Portland and on the banks of the Willam River, and he made it the focus of his narration. The emergence of the referral role in linking the parts of the narrative text and removing the existing ambiguity including the use of pronouns of the speaker that fit the novelist who rely on the narratives the self and third person pronouns that fit the events, people, and places in the narrator's mind. The role of the moral link with the presence of repetition in some of the words of the novel was emerged, which achieved coherence in the text in addition to its semantic functions of affirmation.

Various formats to deliver exposure stimuli have been developed, including video-based stimuli. Virtual reality-based exposure often utilizes a first-person perspective, which is associated with greater presence (e.g., feeling integrated in a virtual world) than third-person perspective. Yet, few have compared exposure stimuli presented in first-person versus third-person perspective. Thus, this study examined presence and anxiety levels associated with exposure video perspective. Participants (N = 18) completed a two-week video-based exposure treatment (i.e., watched one week of first-person perspective film and one week of third-person perspective film, counterbalanced). Participants reported anxiety and presence felt during the exposures. Results indicated greater presence was experienced during first-person videos than third-person ones. Anxiety levels did not differ between video perspective. An interaction between perspective and video order was found; those who watched third-person videos during week one reported more anxiety when presented first-person videos than those who watched the reverse order. Results support previous findings that more presence is reported with first-person than third-person perspective. More importantly, this study suggests an innovative way to sequence exposure stimuli so as to maximally sustain therapeutic levels of arousal over the course of treatment.

Digital, La presente investigación indaga sobre las dificultades que tienen los estudiantes al comprender e interpretar el uso del presente simple, en su forma afirmativa, negativa en interrogativa y el uso de la tercera persona. Desde este punto de partida el investigador utiliza como referencia diferentes postulados nacionales e internacionales para lograr procesos significativos en la comprensión de la presente simple mediada por una aplicación móvil. Teniendo en cuenta lo anterior, el objetivo de esta investigación se centra en implementar una propuesta mediada por el aprendizaje móvil para facilitar el aprendizaje del presente simple de grado 10° de la Institución Educativa Antonia Santos sede 1 Dolores -Tolima. Esta investigación tuvo como referencia un enfoque mixto de tipo CUALITATIVO cuantitativo que permitió agregar valor al objeto de estudio, cabe señalar que, el diseño implementado es la triangulación concurrente, la cual permitió reafirmar resultados desde una validación cruzada de datos cualitativos y cuantitativos. En este sentido, para la recolección de la información se definieron varios instrumentos, entre ellos: la prueba diagnóstica, encuesta, entrevista, guías de aprendizaje mediadas por la aplicación My app SP y finalmente una evaluación de desempeño por medio de tres exámenes gramaticales. Los resultados evidenciaron que la mediación de la aplicación móvil “My app SP” como estrategia mejoró el uso del presente simple. Los estudiantes manifestaron una aceptación en esta aplicación. Finalmente, la estrategia impacto de manera positiva la percepción de los estudiantes sobre los dispositivos móviles como herramientas de aprendizaje., The following research project inquire about the difficulties that students have when understanding and interpreting the use of present simple in affirmative, negative, interrogative and the use of third person, from this starting point, the researcher uses different national and international postulates to achieve significant processes as a reference to achieve significant processes in the understanding of the simple present mediated by a mobile application. Taking into account the mentioned before, the objective of this research focuses on implementing a proposal mediated by mobile learning to strengthen the learning of the present simple of 10th grade of Antonia Santos Educational Institution, campus 1 Dolores -Tolima. This research had as reference a mixed QUALITATIVE-quantitative approach that allowed adding value to the object of study, it should be noted that the design implemented is concurrent triangulation, which allowed reaffirming results from a cross-validation of qualitative and quantitative data. In this sense, for the collection of information, several instruments were defined, among them: the diagnostic test, survey, interview, learning guides mediated by the My app SP application and finally a performance evaluation through three grammar exams. The results showed that the mediation of the mobile application " My app SP " as a philosophical strategy improved the reading comprehension process and strengthened the levels of literal, inferential and critical intertextual reading. At the same way, the students expressed their interest to continue learning with these types of resources. Finally, the strategy positively influenced the perception of the students about mobile devices as learning tools. The results showed that the mediation of the mobile application "My app SP" as a strategy improved the use of the present simple. The students expressed an acceptance in this application. Finally, the strategy positively impacted the students' perception of mobile devices as learning tools, Maestría, Magíster en Tecnologías Digitales Aplicadas a la Educación, 1° ed, Contenido Resumen........................................................................................................................................ 20 Título..................................................................................................................................20 Autor(es): ...........................................................................................................................20 Palabras clave.....................................................................................................................20 Descripción o contenido ....................................................................................................20 Abstract......................................................................................................................................... 22 Title 22 Author (s):..........................................................................................................................22 Keywords...........................................................................................................................22 Introducción .................................................................................................................................. 24 Capítulo 1. Presentación del proyecto .......................................................................................... 27 Planteamiento del problema...............................................................................................27 Descripción de la situación problema ........................................................................................... 29 Pruebas saber 11°(datos ICFES)................................................................................................... 35 Árbol de problemas................................................................................................36 Identificación del problema ...............................................................................................38 Pregunta problema .............................................................................................................40 Justificación .................................................................................................................................. 40 Objetivos....................................................................................................................................... 43 Objetivo general.................................................................................................................43 Objetivos específicos.........................................................................................................43 Capítulo 2. Bases teóricas............................................................................................................. 44 Aportes al estado del arte...................................................................................................44 Referencias internacionales: ..................................................................................44 Referencias nacionales:..........................................................................................48 Marco teórico.....................................................................................................................50 Derechos Básicos de Aprendizaje..........................................................................52 Antecedentes y evolución ......................................................................................52 Capítulo 3. Diseño metodológico ................................................................................................. 56 Tipo de investigación.........................................................................................................56 Alcance ..............................................................................................................................59 Hipótesis ............................................................................................................................60 Diseño ....................................................................................................................60 Variables independientes ...................................................................................................61 Variables dependientes ......................................................................................................62 Operacionalización de variables o descripción decategorías.............................................62 Población y muestra ...........................................................................................................65 Muestra/participantes.........................................................................................................65 Muestra/Participantes.........................................................................................................66 Procedimiento ....................................................................................................................66 Fases.............................................................................................................................................. 68 Objetivos específicos.................................................................................................................... 68 Actividades ................................................................................................................................... 68 Instrumentos.................................................................................................................................. 68 Aproximación al territorio ............................................................................................................ 68 Prueba diagnóstica ........................................................................................................................ 68 Pre test........................................................................................................................................... 68 Planificación del diseño metodológico. ........................................................................................ 68 Guía encuesta recursos tecnológicos ............................................................................................ 68 Guías de aprendizaje ..................................................................................................................... 68 Guías taller.................................................................................................................................... 68 Recolección y análisis de la información...................................................................................... 68 Entrevista ...................................................................................................................................... 68 Guía de la entrevista...................................................................................................................... 68 Evaluación y difusión de resultados ............................................................................................. 68 Prueba ........................................................................................................................................... 68 Post test......................................................................................................................................... 68 Encuesta ........................................................................................................................................ 68 Guía de la encuesta de satisfacción............................................................................................... 68 Instrumentos de recolección de información .....................................................................69 Mapas.................................................................................................................................69 Encuesta .............................................................................................................................70 Guía de aprendizaje............................................................................................................70 Técnicas de análisis de datos..............................................................................................71 Guía de aprendizaje............................................................................................................72 Capítulo 4. Consideraciones éticas............................................................................................... 74 Capítulo 5. Diagnóstico ................................................................................................................ 75 Interpretación de los ejercicios ..........................................................................................76 Uso de la tercera persona ...................................................................................................77 Uso de estructuras en oraciones afirmativas......................................................................78 Uso de estructuras en oraciones negativas.........................................................................80 Uso de estructuras en oraciones interrogativas..................................................................81 Uso del infinitivo ...............................................................................................................82 Capítulo 6. Estructura de la propuesta de intervención ................................................................ 84 Propuesta pedagógica.........................................................................................................84 Fase de diseño........................................................................................................84 Actividades en la APP ...........................................................................................86 Componente tecnológico ...................................................................................................89 Android Studio.......................................................................................................91 Sobre la app............................................................................................................93 Diseño de la app.....................................................................................................94 Implementación................................................................................................................101 Exploración..........................................................................................................101 Estructuración ......................................................................................................103 Capítulo 7. Análisis e interpretación de datos ............................................................................ 113 Fase diagnóstica ...............................................................................................................113 Resultados del test............................................................................................................114 Análisis encuesta..............................................................................................................118 Capítulo 8. Conclusiones............................................................................................................ 125 Capítulo 9. Limitaciones............................................................................................................. 127 Capítulo 10. Impacto, recomendaciones y trabajos futuros........................................................ 128 ANEXOS .................................................................................................................................... 138

Although there are provisions regarding the responsibility of the third person in the Law No. 5510 on Social Insurance and General Health Insurance, there is no provision regarding the definition of the third person. Since the law maintains that employers and employers are already responsible persons, it is necessary to accept third parties as those other than these persons. In other words, third parties can be defined as persons other than employers and employees. It is important to determine the third party in the recourse cases claimed by the Social Security Institution (the Institution). Because while the employer and the persons held responsible as if the employer are held responsible for the entire first cash income, half of the first cash income can be recourse to the third party. It is also stipulated that these expenses will be compensated from the third person who caused the Institution to provide health services or to extend the treatment period. Since the person who manages the whole business is considered as the employer's representative and is held responsible like the employer according to this Law, he is not considered a third person. Other than the employer's representative who manages the whole business, workers working in the workplace are included in the scope of third parties. While the main employer and subcontractor are held responsible as the employer, the contracting authority is considered as the third party in turnkey contract. In the study, the concept of third person is examined, and then the cases where the third person is held responsible are also discussed., 5510 sayılı Sosyal Sigortalar ve Genel Sağlık Sigortası Kanunu’nda üçüncü kişinin sorumluluğuna ilişkin hükümler bulunmakta ise de üçüncü kişinin tanımına ilişkin bir ifadeye yer verilmemiştir. Kanunda işveren ve işveren gibi sorumlu tutulan kişilerden bahsedilmiş olduğundan üçüncü kişileri de bu kişiler dışında kalanlar olarak kabul etmek gerekir. Diğer bir deyişle üçüncü kişi işveren ve işveren gibi sorumlu tutulanlar dışında kalan kişiler olarak tanımlanabilir. Sosyal Güvenlik Kurumunun rücu davalarında üçüncü kişi sıfatının tespit edilmesi önem arz eder. Zira işveren ve işveren gibi sorumlu tutulan kişiler ilk peşin değerli gelirin tamamından sorumlu tutulmakta iken, üçüncü kişiye ilk peşin değerli gelirin yarısı rücu edilebilir. Yine Kurumun sağlık hizmeti sağlamasına veya tedavi süresinin uzamasına sebebiyet veren üçüncü kişiden bu giderlerin tazmin ettirileceği de hüküm altına alınmıştır. İşin bütününü yöneten kişi işveren vekili sayıldığından ve bu Kanuna göre işveren gibi sorumlu tutulduğundan üçüncü kişi sayılmaz. İşin bütününü yöneten işveren vekili dışında işyerinde çalışan işçiler ise üçüncü kişi kapsamında yer alır. Asıl işveren de alt işveren ile birlikte işveren gibi sorumlu tutulurken anahtar teslim işte ihale makamı üçüncü kişi olarak kabul edilmektedir. Çalışmada üçüncü kişi kavramı inceleme konusu yapılmış, ardından üçüncü kişinin sorumlu tutulduğu hallere de değinilmiştir.

The article depicts a paradigmatic and semantic view of terms with the meaning of ‘person’ in Uzbek and English languages. The writer classifies all these medical terms and gives a contrastive analysis of them. Consequently, it has revealed a lingua-culture of both nationalities. To prove the ideas, the researcher turned to the literary works, dictionaries, web sites, and cited typical examples from them. The novelty of the research was that this work is one of the first ones done in this field. Since, it offers the analysis of medical terms with the seme of 'person' from paradigmatic, semantic point of view in contrast.

English has many words to refer to an adult man (e.g., man, guy, dude), and these are undergoing change in the Ontario dialects. This article analyzes the distribution of these and related forms using data collected in Ontario, Canada. In total, 6,788 tokens for 17 communities were extracted and analyzed with a comparative sociolinguistics methodology for social and geographic factors. The results demonstrate a substantive language change in progress with two striking patterns. First, male speakers in Ontario were the leaders of this change in the past. However, as guy gained prominence across the twentieth century, women started using it as frequently as men. Second, these developments are complicated by the complexity of the sociolinguistic landscape. There is a clear urban versus peripheral division across Ontario communities that also involves both population size and distance from the large urban center, Toronto. Further, social network type and other local influences are also important. In sum, variation in third-person singular male referents in Ontario dialects provides new insight into the co-occurrence and evolution of sociolinguistic factors in the process of language change.

This study aims to find out the analysis of women's criminology as perpetrators of domestic violence crimes. This research is a combination of Normative law research with prescriptive analysis techniques. As for approach is the approach of legislation (statute approach) and case approach. The results showed that factors that affect the number of acts of violence against husbands in the household, namely, economic factors, communication factors, factors of low understanding of religion in the household, factors of parents, husbands often consume alcohol, the presence of a third person in the household as well as psychological factors. Efforts made by law enforcement officials to tackle domestic violence crimes committed by women in Gorontalo city, namely, preventive countermeasures, curative countermeasures, and repressive efforts carried out at the crime time. In making this effort, the police must take action in case of domestic violence cases.

People have a fascinating capacity to picture their actions from an external vantage point. Much of the research on this third-person imagery has focused on the specific effects it has on cognition...

As evidence suggests that college students are particularly vulnerable to mental health distress and illness, guidance for designing messages that inspire help-seeking behavior is needed. The purpose of this study was to evaluate the influence of perspective of storytelling on health message involvement and persuasion. A controlled experiment (

Research in third-person perception (TPP) is well-established. The current study contributes to the literature by examining differences in the perceptual bias attributable to different television genres: Teen Dramas, Crime Dramas, and Super Hero/Fantasy Shows. A field survey of middle school and high school students (N = 1,255) documented third- person perception regarding depictions of abuse on television watched by children and adolescents, as well as a unique third- person effect: Intended bystander intervention when witnessing peer bullying in real life.

This research aims to describe the use of deixis in Gorontalo Language. This research was conducted in two stages namely the stage of preparation and implementation of the research. This research was conducted for 1 year. The result of the research showed that the form and meaning of deixis are person deixis, time and place. Persona deixis is divided into several types is deixis of first-person singular (wa’u ‘1sg’, watiya ‘1sg’), deixis of the first person plural (ami ‘1pl.excl’), deixis of the second person singular (yi’o ‘2sg’, tingoli ‘2sg’), deixis of the second person plural (tingoli ‘2pl’, timongoli ‘2pl’), and deixis of the third person singular (tio ‘3sg’) and timongolio ‘3pl’ as a deixis of the third person plural. Whereas, deixis of place are teye, teyamai ‘here’, tetomota ‘there’ this means to show the location of the room and the place of conversation or interlocutor. Deixis time among others yindhie ‘today’, lombu ‘tomorrow’, olango ‘yesterday’, dumodupo ‘morning’, mohulonu ‘afternoon’, hui ‘night’ which have the meaning to show the time when the speech or sentence is being delivered.

Purpose The purpose of this assessment-focused clinical focus article is to increase familiarity with African American English (AAE)–speaking children's pattern of language use in third-person singular contexts and to discuss implications for speech-language assessments of developing AAE-speaking children. Method The clinical focus draws on descriptive case study data from four typically developing child speakers of AAE who are between the ages of 3 and 5 years. The children's data from three different sources—sentence imitation, story retell, and play-based language samples—were subjected to linguistic analyses. Results The three sources of linguistic data offered different insights into the children's production of –s and other linguistic patterns in third-person singular contexts. Conclusions This study underscores the importance of exploring developing child AAE from a descriptive approach to reveal different types of information about patterns of morphological marking in different linguistic contexts, which is crucial in assessing developing AAE. Implications for language assessment are discussed.

The past decade has seen a dramatic increase in the number of women, particularly those between ages 19 and 34, undergoing cosmetic surgery in the United States. Against such a background, this stu...

espanolEl articulo propone una reconsideracion de la concepcion del aura en Walter Ben-amin, a la luz de un recorrido teorico que lleva desde los “Protocolos de ensayos con las drogas” y consideraciones sobre la mimesis hasta “La obra de arte en la epoca de su reproductibilidad tecnica” y sus estudios sobre Charles Baudelaire. La tesis central es que es el concepto de aura de Benjamin implica una dialectica de empatia y extranamiento que esta pro-fundamente arraigada en la historia de la percepcion humana. La caracterizacion de la experiencia de lo bello de la naturaleza y del arte como auratica consiste, en ultimo analisis, en una derivacion de la relacion interpersonal que constituye la base del mundo social o, mas precisa-mente, en la transferencia de un proceso perceptivo originario en segunda persona a la actitud que los seres humanos manifiestan frente a entes y hechos experimentados en tercera. EnglishThe paper proposes a reconsideration of Walter Benjamin's conception of aura, in the light of a theoretical overview that leads from the “Protocols of drug experiments” and his insights on mimesis to “The Work of Art in the Age of Mechanical Reproduction” and his studies on Charles Baudelaire. The main thesis is that Benjamin’s concept of aura involves a dialectics of empathy and estrangement which is deeply inscribed in the history of human perception. The characterization of the experience of beauty in nature and art as auratic consists, ultimately, in a derivation of the interpersonal relationship that constitutes the basis of the social world or, more precisely, in the transposition of an original perceptual process in the second person to the attitude that human beings manifest towards entities and events presented from the perspective of the third person.