Relevant bibliographies by topics / Worora language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Worora language'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Worora language"

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Charamba, Erasmos, and Omphile Marupi. "Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe." Journal of Languages and Language Teaching 11, no. 3 (July 18, 2023): 515. http://dx.doi.org/10.33394/jollt.v11i3.7598.

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This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. Survey data reveals that Gwanda South has the following languages: Sesotho, Ndebele, Chi-Jahunda, Venda, and English. Sesotho is the home language while Ndebele has come through administrators and its being the original national language for Matabeleland South. Chi-Jahunda is a primary/ indigenous variety for Gwanda South. Attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. The main worry is the apparent demise of the home language due to both internal and external forces. While there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with English as the official language tends to interfere with the retention and continued use of Sesotho. This suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered.
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Song, Ziyi. "Foreign Language Anxiety: A Review on Definition, Causes, Effects and Implication to Foreign Language Teaching." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 795–99. http://dx.doi.org/10.54097/4838f411.

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Foreign language proficiency is now required for international collaboration and communication in the age of globalization. To interact with others in communication, commerce, scholarly discourse, and education, people must overcome linguistic and cultural boundaries. Foreign languages are still relevant in the age of globalization. However, when people study and utilize foreign languages, they frequently experience foreign language anxiety. In the fields of psychology and education, discussion of foreign language anxiety is essential. The paper studies the concept of foreign language anxiety, its causes, its effects, and its implications for teaching and learning foreign languages through a review of the literature. As a result of the particularities of the language learning process, foreign language anxiety is characterized as a distinct and complicated structure of self-perceptions, beliefs, attitudes, and behaviors associated with classroom language acquisition. Three variables connected to academic performance—concern over assessments, communication anxiety, and worry linked to an unknown foreign language test—are the root causes of foreign language anxiety. Academic, cognitive, and social effects are the three basic categories into which the effects of foreign language anxiety may be divided. Teachers need to place more emphasis on formative assessment and feedback than summative evaluation at the end of the term in order to lessen students' anxiety about making errors. As a result, it is advised that foreign language teachers encourage student engagement in class activities and create an environment that promotes and supports students' foreign language learning in order to lessen language anxiety.
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Geronimi, Elena M. C., and Janet Woodruff-Borden. "The language of worry: Examining linguistic elements of worry models." Cognition and Emotion 29, no. 2 (May 20, 2014): 311–18. http://dx.doi.org/10.1080/02699931.2014.917071.

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Batubara, Muhammad Hasyimsyah, and Putri Shafira. "Language Shift: In Gayo Society." Journal of Linguistics, Literature, and Language Teaching (JLLLT) 2, no. 2 (June 25, 2023): 98–108. http://dx.doi.org/10.37249/jlllt.v2i2.526.

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Language is an activity a group of community members uses to work together as a sound symbol system. Language is also a tool for communicating and identifying oneself. Gayo language is the mother tongue in Central Aceh, one of the languages in Indonesia, where this language must be maintained, and its resilience must be preserved. This research was conducted to see the language shift in the Gayo language among the people who live in Takengon. Research method with descriptive qualitative, interview, and observation approaches. The data analysis techniques we use are data collection, presentation, and conclusion. The conclusion obtained is that for now, there should be no worry about the shift in the Gayo language, but many Gayo language users among young people now speak more Indonesian, even though their families are initially from Gayo, so the less use of Gayo language among them. Because of this, it is feared that a shift in language will occur in an alarming direction in the future.
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Shiny, M. "Sentiment analysis and offensive language detection in social media." i-manager's Journal on Computer Science 10, no. 2 (2022): 1. http://dx.doi.org/10.26634/jcom.10.2.19145.

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Sentiment Analysis is a field of study that focuses on figuring out how to extract, identify, or otherwise describe emotions in units of written text. One of the most common tasks in sentiment analysis is finding the polarity of a person's feelings. There are many blog posts, tweets, and comments in Indian languages online these days. Sentiment analysis in Indian languages is a relatively new field, and research in this area is just beginning. There is a lot of offensive content on social media, which is a worry for businesses and government agencies. This paper presents the methodology of sentiment analysis and offensive language detection in social media.
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Pujasari, Ratu Sarah, and Nanak Hikmatullah. "A New Paradigm on Language Imperialism: Student-Teachers Voice on English Language Learning." Script Journal: Journal of Linguistics and English Teaching 8, no. 01 (April 19, 2023): 73–82. http://dx.doi.org/10.24903/sj.v8i01.1092.

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Background: The current language policy in Indonesia removed English language programs from the elementary school curricula for fear of constraining children’s first language ability. Many are worried about the impact of the policy. Such policy sparks a debate among scholars and educators. The policy results in worry among those who believe in the importance of learning English, such as parents and English teachers. Methodology: The current study aims to investigate the English student teachers’ belief in the notion of Language Imperialism (LI). Using the descriptive qualitative method, the data were taken from six of the student-teachers interview. Findings: The current research shows that English is not part of imperialism, but rather a form of empowerment and that their future job as an English teacher is not to promote the language but as a way to help their future students in facing a more globalized and competitive world. Conclusion: In the context of English language learning student-teachers see their profession as a platform for empowerment for future generations. They believe that teaching English as a way to promote local cultures and languages to the outside world by using local content in the classroom, contrary to the popular belief that English dominates local languages Originality: The concept of language imperialism recognizes as colonialism. Little attention is given to the perception of student-teachers as a future generation in criticizing the government policy for better feedback. The positive views found, hopefully, will give fruitful decision for the government.
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Chen, Guanqun, Li Lin, Kun Yang, and Ying Han. "Education, APOE ε4, and Cognition in Individuals with Subjective Cognitive Decline with Worry in the SILCODE Study." Current Alzheimer Research 18, no. 6 (May 2021): 492–98. http://dx.doi.org/10.2174/1567205018666211001105425.

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Background: Education could offer a protective effect on cognition in individuals with Subjective Cognitive Decline (SCD), which is considered to be the early stage of Alzheimer’s Disease (AD). However, the effect of education on cognition in SCD individuals with SCD-plus features is not clear. Objective: The aim of the study was to explore the effect of education on cognition in SCD individ- uals with SCD-plus features. Methods: A total of 234 individuals with SCD were included from the Sino Longitudinal Study on Cognitive Decline (SILCODE). Cognition was assessed across 4 domains (memory, executive, language, and general cognitive functions). Multiple linear regression models were constructed to examine the effect of education on cognitive scores in individuals without worry (n=91) and with worry (n=143). Furthermore, we assessed differences in effects between APOE ε4 noncarriers and APOE ε4 carriers in both groups. Results : Multiple linear regression analysis showed a positive effect of education on memory, executive, and language cognition in individuals without worry and all cognitive domains in individuals with worry. Furthermore, we found a positive effect of education on executive cognition in APOE ε4 noncarriers without worry and language and general cognition in APOE ε4 carriers without worry. Meanwhile, education had a positive effect on all cognitive domains in APOE ε4 noncarriers with worry and executive, language, and general cognition in APOE ε4 carriers with worry. Conclusion: This study indicates that education has the potential to delay or reduce cognitive dec- line in SCD individuals with SCD-plus features.
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Tang, Wenwen, Shixin Shen, Xinyi Li, Xiaohui Sun, Jie Zhou, Liuyi Li, and Guotong Liu. "A Study of Educational Policy from the Perspective of Language Education Planning." SHS Web of Conferences 159 (2023): 01015. http://dx.doi.org/10.1051/shsconf/202315901015.

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Language is the most significant medium of human communication and one of the most crucial marks of a nation’s identity. Language differences are becoming a major source of worry and importance in contemporary multi-ethnic states. Language policies are developed and put into practice in these nations in a way that not only considers the historical, political, economic, and cultural aspects of the nation, but also protects the relationships and interests of the many nationalities. This study is divided into the following major sections. The introduction, which is the first section, includes a discussion of the topic’s goals and rationale, a review of the literature, the methodology and organizational framework of the paper, and an explanation of the paper’s important topics. The second section provides the policy’s overall backdrop, including the political and economic climate, the state of the language, the educational system, and the industry where it is formed. Language education policy development has the following characteristics: it is heavily impacted by political economics, and language education policy at the national and state level reflects both generalities and particularities. Language teaching and learning activities include early language education for children, a focus on communication activities and teacher training, and a close integration of school and home education. There is debate over whether teaching children’s multiple languages as part of their compulsory education causes stress for them. The implications of language education programs in other regions for China are examined in the final commentary.
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Afrida, Nina, and Shafrida Wati. "STUDENTS’ EFL ANXIETY IN LEARNING READING IN ACEH, INDONESIA." Lingua 18, no. 1 (June 23, 2022): 17–32. http://dx.doi.org/10.34005/lingua.v18i01.1898.

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This research examines students’ foreign language anxiety of the English education of state institute of Islamic studies Langsa, Aceh, Indonesia which includes reading anxiety. Furthermore, this research also explores the factors that cause the emergence of anxiety experienced by students when learning a foreign language and explores their efforts to manage this anxiety. This research uses mix-methods with a sequential explanatory model. A total of 130 students for the 2019/2020 academic year at all semesters as the subject in this study. A questionnaire is given for them to obtain the quantitative data, besides, 30 sutudents get in-dept interview as the addition data to find the causes oh anxiety. Consequently, the results of questionnaire showed that Efl students experienced anxiety in learning reading is medium category(54.8%).While the result of in-depth interviews is among the factors that cause anxiety are cognitive factors, namely inadequate mastery of language supporting elements, such as vocabulary, grammar, and pronunciation, worry factors about getting negative assessments from the surrounding environment, low interest and motivation in foreign languages, assessment factors, and lecturer factors. Among the symptoms of anxiety experienced when learning a foreign language are shaking, heart palpitations, tension, confusion, cold sweats, panic, depression, and difficulty breathing. Not all Efl students make efforts to suppress anxiety, but some of them make preparations in the form of notes before showing the language, practice the language with friends and family, and follow several YouTube channels related to language learning.
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Hanake, Norah Al. "Examining Foreign Language Learners’ Speaking Anxiety: The Case of Arabic L2 Learners." World Journal of English Language 14, no. 6 (July 10, 2024): 244. http://dx.doi.org/10.5430/wjel.v14n6p244.

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Examining speaking anxiety in learners of foreign languages is important not only for the learners but also for teachers and curriculum designers. The study aimed to examine foreign language learners’ speaking anxiety in 100 M.A. students at Prince Sattam bin Abdulaziz University in Saudi Arabia. The survey was directed to M.A. students. The study used the PSCAS. The findings demonstrated that a variety of factors, including a limited vocabulary, pronunciation difficulties, social pressure, a lack of confidence, and negative past experiences, might contribute to speaking anxiety. Together, these components create a complex web of worry that keeps students from being open to vocal communication. However, the study also discovered several practical strategies that M.A. candidates could employ to boost their speaking confidence and lessen their speaking anxiety. These strategies included role-playing games, conversations in small groups, the use of technology, group projects involving collaborative speaking, regular constructive criticism, availability of interactive language labs, practical language application, progressively more difficult assignments, cultural immersion programs, and workshops on public speaking. By using these strategies, students can establish a supportive learning environment that promotes language proficiency and confidence. Based on the findings of this study, several recommendations were proposed, such as integration of supportive learning environments, utilization of technology, implementation of practical language application, training in public speaking, gradual complexity in assignments, and promotion of positive thinking.
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Dissertations / Theses on the topic "Worora language"

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Clendon, Mark. "Topics in Worora grammar." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phc627.pdf.

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Bibliography: leaves 526-532. A description of the grammar of Worora, a language from the north west Kimberley region of Western Australia, proceeds along pedagogical lines. Introducing the speakers of Worora and their history and society, and the nature of the land in which they used to live, as well as to the manner and circumstances in which this account came to be written; describing in outline six important lexical categories, essential to a basic understanding of the grammar.
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Coyne, Christina M. ""Beowulf": Worda and Worca." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625984.

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Woldu, Demelash. "Exploring language uses and policy processes in Karat Town of Konso Woreda, Ethiopia." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/68284/.

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The thesis explores language uses and the implementation of language policy processes in a Konso ethnolinguistic community in Ethiopia. Federal education policy recognises the right of every ethnic group to use their language in primary education. However, this policy has been inconsistently implemented, and many minority languages are devalued in the teaching-learning process. Specifically, the study investigates the language uses of a Konso Karat community and the students and teachers in their school, the practices and planning of language-in-education policy in this community and the relationship between language and ethnic identity. I carried out six months ethnographic fieldwork in Karat town and interviewed officials at the Federal, Regional and Zonal levels of education system. This enabled me to explore language-ineducation policy decisions on and practices of language uses in primary education and critically interrogate language policy implementation and planning in Konso ‘Woreda’/District. The study revealed that in Karat town individuals and families predominantly used Amharic or Affa Konso or both due to their different attitudes and values attached to these languages in and outside Konso Woreda. However, in this Orthodox religion, Amharic was dominantly used in the religious preaching and ceremonies. Regarding views on identity and language, findings revealed that ethnic identity and its relationship with language were largely essentialised due to a belief embedded in the Konso socio-cultural system and Ethiopian ethnolinguistic ideology. The study also showed that the primary school official policy ignored Affa Konso and its speakers and prioritized Amharic as the language of opportunity and power. However, there were some Affa Konso speaking teachers and students who valued the minority language and translated the official policy in their own ways. This experience in the teaching-learning process - along with a view that promotion of mother tongue education could enhance students’learning - led to a Konso local language policy initiative. This policy aimed to promote Affa Konso for official uses including education but this decision was made by officials on behalf of the community.
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Books on the topic "Worora language"

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Utemorrah, Daisy. Wanjurna =: The Wandjina and other stories from Worrorra folklore. Halls Creek, W.A: Kimberley Language Resource Centre, 2000.

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Alan, Rumsey, and Australian National University. Research School of Pacific and Asian Studies. Pacific Linguistics., eds. Worrorran revisited: The case for genetic relations among languages of the Northern Kimberley region of Western Australia. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, Australian National University, 2009.

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McGregor, William. Worrorran revisited: The case for genetic relations among languages of the Northern Kimberley region of Western Australia. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, Australian National University, 2009.

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Katz, Molly. Jewish as a second language: How to worry, how to interrupt, how to say the opposite of what you mean. 2nd ed. New York: Workman Pub, 2010.

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Katz, Molly. Jewish as a second language: How to worry, how to interrupt, how to say the opposite of what you mean. 2nd ed. New York: Workman Pub, 2010.

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Katz, Molly. Jewish as a second language: How to worry, how to interrupt, how to say the opposite of what you mean. 2nd ed. New York: Workman Pub, 2010.

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The grammatical structure of the Worora language of North-Western Australia. München: Lincom Europa, 2000.

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Clendon, Mark. Worrorra: A language of the north-west Kimberley coast. University of Adelaide Press, 2014.

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Don't Worry, Mason. Newmark Learning LLC, 2023.

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Don't Worry, Mason Shared Reading Book. Newmark Learning, 2019.

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Book chapters on the topic "Worora language"

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Bryant, Michael. "Suri (Tirmaga-Chai)." In The Oxford Handbook of Ethiopian Languages, 834—C37P212. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780198728542.013.37.

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Abstract This chapter discusses the Tirmaga-Chai language recorded among the Suri people living in Southwest Ethiopia near the border of South Sudan. Dizi, Suri (Kacipo-Balesi), and Amharic are the languages with the most contact with Suri, especially with Amharic as the language of wider communication in Ethiopia. The Tirmaga-Chai, and Suri Woreda representatives have chosen their orthography based on a modified Roman script with the indication of grammatical tone. Tirmaga-Chai has an inventory of 22 consonants and 7 vowels which have suprasegmental features such as vowel length, gemination and tone. The language is fairly polysynthetic with most morphemes being agglutinative, although some are fusional. It predominately has SVO word order and is considered to be a nominative-accusative language.
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Whittle, Bruno. "Ontological Pluralism and Notational Variance." In Oxford Studies in Metaphysics Volume 12, 58–72. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780192893314.003.0003.

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Ontological pluralism is the view that there are different ways to exist. It is a position with deep roots in the history of philosophy, and in which there has been a recent resurgence of interest. In contemporary presentations, it is stated in terms of fundamental languages: as the view that such languages contain more than one quantifier. For example, one ranging over abstract objects, and another over concrete ones. A natural worry, however, is that the languages proposed by the pluralist are mere notational variants of those proposed by the monist, in which case the debate between the two positions would not seem to be substantive. Jason Turner has given an ingenious response to this worry, in terms of a principle that he calls ‘logical realism’. This paper offers a counter-response on behalf of the ‘notationalist’.
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Sterken, Rachel Katharine. "Linguistic Intervention and Transformative Communicative Disruptions." In Conceptual Engineering and Conceptual Ethics, 417–34. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198801856.003.0020.

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What words we use, and what meanings they have, is important. We shouldn’t use slurs; we should use ‘rape’ to include spousal rape (for centuries we didn’t); we should have a word which picks out the sexual harassment suffered by people in the workplace and elsewhere (for centuries we didn’t). Sometimes we need to change the word-meaning pairs in circulation, either by getting rid of the pair completely (slurs), changing the meaning (as we did with ‘rape’), or adding brand new word-meaning pairs (as with ‘sexual harassment’). A problem, though, is how to do this. One might worry that any attempt to change language in this way will lead to widespread miscommunication and confusion. I argue that this is indeed so, but that’s a feature, not a bug, of attempting to change word-meaning pairs. The miscommunications and confusion such changes cause can lead us, via a process I call transformative communicative disruption, to reflect on our language and its use, and this can further, rather than hinder, our goal of improving language.
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Pickover, Clifford A. "The Aliens from independence Day." In Wonders of Numbers, 198. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195133424.003.0085.

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Abstract If you want to use the computer programs at to compute sexes for a large number of years, it’s important to have a high-precision value for /5, and you might want to check the value that is used in your particular computer language. (You don’t have to worry about this issue if you only want to compute the sex of the first few thousand abductees.) For example, many people who tried to use the Mulcrone formulation computed that a female would be the billionth person taken.
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Bloom, Dale F., Jonathan D. Karp, and Nicholas Cohen. "Foreign Students: Unique Problems and Stresses." In The Ph.D. Process, 141–49. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195118896.003.0013.

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Abstract Foreign graduate students suffer all the difficulties and stresses experienced by other grad students-plus many others. In addition to the rigors of graduate school, many international students must also deal with language problems, cultural differences, unfamiliarity with the structure of American institutions, loneliness, and homesickness. The biggest hurdle I faced was the culture difference and the fact that I got very lonely at times. I kept comparing the U.S. to the U.K., and in the end decided that the U.S. was just “different.” The absence of familiar crutches made “downswings” in mood much deeper. (Ph.D., citizen of the United Kingdom) If the above former grad student, citizen of an English-speaking country, felt lonely and estranged in the U.S., imagine what it must be like for those who are not proficient in the English language! Like other foreign students, my biggest problems are language and culture. I did not have much time to study English before I came here and I never spoke English in my daily activities. The differences in culture make me nervous-I worry that I might do something that in the American tradition is considered wrong. It is very hard work for me to adjust.
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Smith, Andrew F., and Allan M. Cyna. "Perioperative care." In Handbook of Communication in Anaesthesia & Critical Care. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199577286.003.0015.

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The perioperative period can be a life-changing event for many patients, the effects of which can be lifelong for better or worse. The anaesthetist’s communication at this time can have a profound impact on the care of their patients in the matter of both short-term cooperation and long-term perceptions of their hospital experience. Induction of anaesthesia is a stressful time for many patients, young and old. There is an inevitable loss of control when the patient hands this over temporarily to the anaesthetist. In order to enhance cooperation, anaesthetists will reap unexpected benefits by avoiding the use of negative language. Well-meaning staff may, however, sabotage an otherwise smooth induction by telling patients, ‘There is nothing to worry about’ with the implicit suggestion that there is ‘something to worry about’. Unfortunately such well-meaning statements, even when directed at children, tend to yield the opposite effect of what is intended. Patient stress at this time increases suggestibility such that comments frequently function as inadvertent suggestions—be they positive or negative. This can be utilized to enhance the anaesthetist’s ability to provide a smooth, safe and stress-free induction. A typical series of pre-induction communications may go something like, … ‘Don’t worry we won’t drop you’. As the patient is transferred from a trolley to the operating table. ‘The blood pressure cuff gets really tight and may hurt and try not to move while it’s pumping up’. ‘That noise over there is just the nurse checking the drill!’… Explaining what is happening in simple straightforward non-technical language, and at the same time communicating in a positive way, is invariably the more useful approach. For example, …‘Welcome to the operating room Mr P ’. ‘You can relax as we move you to this other bed—you are quite safe’. ‘We will place some monitoring leads on so we can keep you safe and comfortable. A pulse monitor gently placed on your finger, an ECG on your chest and a blood pressure cuff on your arm. As the blood pressure cuff tightens and we take its reading this often allows patients to relax knowing how closely we are looking after them’. …
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Véliz, Carissa. "Losing Skills." In AI Morality, 91–97. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198876434.003.0009.

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Abstract Might we be losing valuable expertise to AI? Will airplane pilots lose the necessary skills to fly in an emergency because they rely too much on automatic systems? Will students not develop critical writing and thinking skills as a consequence of using large language models? Will we depend on AI to navigate cities, run companies, or manage democracy? Is the worry of losing abilities to AI similar to Socrates’ concern that writing would vitiate our memory and cognitive abilities? This chapter argues that some skills will be lost as a result of the AI revolution, but how serious a loss it is depends on how reliable AI can be. There may be some things, from intimate relationships to critical thinking skills and safety measures, that might be wise not to delegate to AI.
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Hagen, Benjamin D. "Introduction: Pedagogy, Feeling, and the Study of Modernism." In The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence, 1–14. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.003.0001.

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This introduction presents the primary argument of The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence: namely, that Woolf and Lawrence worry a lot about teaching and learning and that they do so in languages of feeling, affect, or intensity. The introduction also surveys modernist studies scholarship that addresses pedagogy and education, elaborates the term “sensuous pedagogies,” details the influence of Gilles Deleuze and Eve Kosofsky Sedgwick on the methods and concerns of the author’s study, previews the respective significance of solitude and relationality to Woolf and Lawrence’s pedagogies, glosses the critical conversations in Woolf and Lawrence studies that the author hopes to join, and clarifies the role of the sixteen “assignments” he plots across the book.
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Billheimer, John. "Marnie (1964)." In Hitchcock and the Censors, 254–63. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177427.003.0035.

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Marnie was the second picture Hitchcock made with his new prot’g’e, Tippi Hedren. He had intended to use Grace Kelly in the title role, but Princess Grace begged off at the last minute. The Production Code office was primarily concerned with the marriage consummation scene between the businessman, played by Sean Connery, and Marnie, the thief who fascinates him. The censors found this scene unacceptable because Connery’s actions ‘could almost be described as an action of rape.’ Aside from this major worry, the Code office was principally concerned with language, including the forbidden expressions ‘little bitch’ and ‘crissakes.’ Hitchcock cleaned up the screen language, and screenwriter Jay Presson Allen, who considered the honeymoon scene to be ‘just a trying marital situation,’ rewrote the scene to the satisfaction of Code officials. In the midst of shooting, Hitchcock and Hedren had a falling-out, Hitchcock often appeared distracted, and relations between the two never recovered. After Hitchcock’s death, Hedren accused him of making unwanted sexual demands during this period. Following Marnie, Hedren never again worked for Hitchcock or achieved the acclaim she had on her first two pictures, and the film signaled the start of the weakest period of the director’s career.
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Samsel, Chase, Kathleen Perko, Lori Wiener, and Maryland Pao. "Psychological Symptoms." In Interdisciplinary Pediatric Palliative Care, edited by Joanne Wolfe, Pamela S. Hinds, and Barbara M. Sourkes, 231–44. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190090012.003.0017.

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Children who have a chronic or life-threatening illness and their families face myriad challenges. Worry and sadness are natural psychological reactions to the experience of living with constant uncertainty. This chapter discusses when clinicians should be concerned that these responses (whether secondary to the illness or treatment or due to other psychosocial factors) are becoming pathologic in and of themselves. Recognition and treatment of clinically relevant anxiety and depression are important as both may exacerbate preexisting physical conditions and affect symptom management, treatment adherence, and the ability of the child to cope with illness. The chapter addresses the use of developmentally appropriate language and specialized questions to assess mood, anxiety, and pain. Psychotherapeutic and pharmacologic interventions that are individualized, flexible, multidisciplinary, and inclusive of family are presented. Such treatments can reduce distress in both children and families while helping children to integrate the illness experience.
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Conference papers on the topic "Worora language"

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Li, Chunling, and Xiaoxiao Wang. "A Study on "Worry" Separable Words & Its Separable Slots." In 2010 International Conference on Asian Language Processing (IALP). IEEE, 2010. http://dx.doi.org/10.1109/ialp.2010.47.

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Verma, Reyha, Christian von der Weth, Jithin Vachery, and Mohan Kankanhalli. "Identifying Worry in Twitter: Beyond Emotion Analysis." In Proceedings of the Fourth Workshop on Natural Language Processing and Computational Social Science. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.nlpcss-1.9.

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SMORZHEVSKA, Oksana. "INCESSANT WORRY OR HAPPINESS IN UKRAINIAN." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.56.

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«Incessant worry» - this phrase-meme actively «walks» on social networks and has already become part of the language of everyday life. It is usually used in a somewhat ironic sense. But at the same time, in my opinion, this irony really contains a deep understanding of «what is happiness in Ukrainian». Cordocentrism is considered one of the characteristic features of the Ukrainian mentality. And also antheism (kinship with the native land) and execution (dominance in the psyche of the «feminine principle», but is not synonymous with femininity). All these features have found their embodiment, among other things, in art. And it is precisely the «Incessant worry» that reflects the cordocentrism of the Ukrainian character, and hence the understanding of happiness in Ukrainian. In pursuit of the material components of our everyday life, we have forgotten that happiness is harmony, it is order within ourselves and the creation of a positive attitude around us. Happiness in Ukrainian is coziness, cute little things that make our life more pleasant, it is pleasure from the work that you do, it is your health and your loved ones. And then this «Incessant worry» of Cossack Mamai, a warrior-wise man, in combination with a reeled doll (motanka), acquire a modern sound in our present. It has gone through difficult centuries, tempered in the whirlwind of complex life's vicissitudes and remains national archetypes, the cores of Ukrainian spiritual culture. KEY WORDS: «Incessant worry», happiness in Ukrainian, archetype, cordocentrism, reeled doll, Cossack Mamai.
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Jain, Aryan, Jitenkumar Rana, and Chetan Aggarwal. "Too much of product information : Don’t worry, let’s look for evidence!" In Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing: Industry Track. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.emnlp-industry.68.

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Cao, Zhiyu. "The Source of Confidence and Worry: Analysis on the Cultural Deposits of Belief in the Rule of Law in Chinese Culture." In 8th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220306.055.

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